项链(高二必修) 教案教学设计

项链(高二必修) 教案教学设计（共6篇）

1.项链(高二必修) 教案教学设计 篇一

设计者：王琪玮

教学目的：

1、鼓励学生学习玛蒂尔德时积极主动地阅读与参与。

2、提供听说评讲的机会

3、学习小说描写人物特征在考试中的特定技巧。

4、鼓励学生多种形式的评价与写作。

教学目标：

1、完成《项链》人物形象的剖析。

2、学会评价小说人物

3、至少培养5---10位同学学会听说评讲的能力 环节

一、导入

世上有许多妩媚美丽动人的姑娘，她们可以以凭借自已的美貌和聪明嫁到一个很富有的家庭中，享受受着人生的快乐，然而由于命运的差错，使本应生来就可以享受各种豪华生活的她们，却过着与她们身份与美丽十分不相称的生活，在贫困的日子里痛苦地活着，这样的生活对于这些美丽的女性来说，是多么的残酷。下面我们就一起走进法国作家莫伯桑的《项链》，了解美丽、娇艳、丰韵的姑娘玛蒂尔德真实的人生历程。

过渡：玛蒂尔德由于天生聪明与美丽，使她的欲望与处境形成强烈的反差，但她内心总是充满着对未来的各种幻想、，当梦想不可及时，又“伤心、悔恨、失望、困苦”，而有一天，玛蒂尔德终于得到一个绝好的机会，那就是可以参加教育部部长举行的夜会。下面请同学们分角色朗读“她连忙折开信„„带着宝贝很快地跑了。” 环节

二、班级活动思考问题：

你了解玛蒂尔德哪些方面，她的言行举止与人物的身份恰当吗，在她所生活的社会中玛蒂尔德是一个贪图享乐的坏女人吗？ 环节

三、活动方式：

1、现在我们分若个小组，每组发给出一张a3纸，小组的一半成员收集能为玛蒂尔德辩护的信息，另一半准备相反的材料。

2、每小组有十分钟时间记下已经了解的信息，每小组至少有一人占有恰当的文献资料。每小组有一个主要故事情节列表和对人物评价列表。（材料参照发放材料）故事情节列表和对人物评价列表：

情节 言行举止 人物的性格认识 自已对人物的终极立场 支持立场材料

语言

背景材料：

动作

外貌

直接材料：

心理

间接材料：

3、所有小组发言后，小组记录员把小组的有关立场，支持性材料的列表拿给对立方小组，对立方小组再根据所得到的材料认真审理，从中发现什么，向对立方提出，看看对立方能否增加一些支持性细节与否。

4、每个小组一起向全班同学反馈，确保所有学生在练习本上记下必要的信息材料。

过渡:玛蒂尔德真的是一个贪图享乐的坏女人吗？下面请同学们分角色朗读“她连忙折开信„„带着宝贝很快地跑了。” 环节

四、播放小说结束部分录像。

①根据人物心理特征确立一个关键词，写一段300字以内的人物评论。要求每个关键词至少要列出五点以上依据来证明。②抽查展示评论，至少抽查五位。环节

五、总结玛蒂尔德的真实心理历程和文章主题。

2.项链(高二必修) 教案教学设计 篇二

教学目标

1．分析课文人物形象； 2．理解小说的深刻内涵；

3．理解细腻、深刻的心理描写对刻画人物的作用； 4．引导学生树立健康的人生观、价值观。教学重点 目标2、3 教学方法 阅读法、讨论法 教学辅助 多媒体课件 教学时数 2课时 教学过程

一、导入

由《套中人》相关常识导入课文。

二、整体感知 1．介绍莫泊桑。

莫泊桑（1850～1893），19世纪后半期法国优秀的批判现实主义作家。一生创作了6部长篇小说和356多篇中短篇小说，他的文学成就以短篇小说最为突出，被誉为“短篇小说之王”，对后世产生极大影响。

莫泊桑出身于一个没落贵族之家，母亲醉心文艺。他受老师、诗人路易·布那影响，开始多种体裁的文学习作，后在福楼拜亲自指导下练习写作，参加了以左拉为首的自然主义作家集团的活动。他以《羊脂球》入选《梅塘晚会》短篇小说集，一跃登上法国文坛，其创作盛期是80年代。10年间，他创作了6部长篇小说：《一生》《俊友》《温泉》《皮埃尔和若望》《像死一般坚强》《我们的心》。这些作品揭露了第三共和国的黑暗内幕：内阁要员从金融巨头的利益出发，欺骗议会和民众，发动掠夺非洲殖民地摩洛哥的帝国主义战争；抨击了统治集团的腐朽、贪婪、尔虞我诈的荒淫无耻。莫泊桑还创作了350多部中短篇小说，在揭露上层统治者及其毒化下的社会风气盼同时，对被侮辱被损害的小人物寄予深切同情。莫泊桑短篇小说的主题大致可归纳为三个方面：第一是讽刺虚荣心和拜金主义，如《项链》《我的叔叔于勒》；第二是描写劳动人民的悲惨遭遇，赞颂其正直、淳朴、宽厚的品格，如《归来》；第三是描写普法战争，反映法国人民爱国情绪，如《羊脂球》。

莫泊桑短篇小说布局结构的精巧。典型细节的选用、叙事抒情的手法以及行云流水般的自然文笔，都给后世作家提供了楷模。

2．播放课文相关视频片断，引起学生兴趣。3．学生默读课文，借助注释，初知文意。4．教师点拨，学生整体把握课文内容。

明确：《项链》是莫泊桑短篇小说中的精品，主人公玛蒂尔德是一个资产阶级妇女形象，她向往豪华、舒适的生活，并为此去努力，结果不切实际的追求使她放弃了对梦幻生活的痴想，并为此花费了10年的心血与青春。

小说按事件的自然进程叙写，以项链为线索展开情节，从借项链、丢项链、到赔项链，生动地刻画了主人公的性格，从社会根源和个人因素两方面提示造成她不幸的原因。

小说那意想不到的结局──项链是假的──把故事推向高潮，引人入胜，发人深省，令人回味无穷。

三、合作探究

1．玛蒂尔德的性格是怎样的？

明确：其性格是渐变的，玛蒂尔德性格形成过程，也正是她的心理变化过程。起初爱慕虚荣，想入非非，不安于现状；最后善良、诚实、质朴，坚韧、忍耐和能吃苦，并懂得了真爱。

2．作者是如何看待玛蒂尔德的？你们怎么看？（学生讨论，教师引导。）

3．造成玛蒂尔德悲剧的原因有哪些？给我们什么警示？ 明确：个人原因──爱慕虚荣，贪图享乐，不满现状； 社会原因──以金钱和地位为追求目的的社会风气的深刻影响。（学生讨论，教师引导。）4．作者是怎样刻画人物性格的？

明确：运用心理描写的手法，通过人物自己的语言和行动来显示人物的内心和他的动机。（选择相关重点语段师生共赏。）5．小说在情节安排上有何特点？ 明确：独具匠心，出人意料，情理之中。(1)为了突出悲剧性，作者特意为主人公设计了一个从逆境到顺境，然后再坠入逆境的曲折经历，从波澜起伏和对比反衬中，求得强烈的戏剧性的艺术效果。起先，玛蒂尔德在婚姻上的失意，似乎已经使她陷入了绝望的逆境。但是，教育部长举办舞会的请帖，又打开了希望之门。玛蒂尔德时来运转，步入顺利的境遇。她为参加舞会而碰到的两大难题──舞服和首饰，都能想出办法，得到圆满的解决。舞会上她大出风头，眼看就要踏上成功的道路。不料乐极生悲，丢失了项链，她的命运顿时生出波折，玛蒂尔德再次坠入了厄运，以致为项链断送了自己的青春。这样，人物的命运从逆境转入顺境，又猝然从顺境转入逆境，顺境成了逆境的有力陪衬，它升得越高，逆境就越显得悲惨，玛蒂尔德受到的惩罚也就更加沉重。

(2)莫泊桑还在小说中安排了一系列出人意料的情节。小说中一再描写玛蒂尔德如何向往上流社会的生活，可是她在舞会前的两次表现却出人意料：见到请帖，她不但不欢喜，反而发怒，准备好舞服，她不但不高兴，反而发愁。这种意外的表现吸引读者去探究人物的心理和动机，同时又使情节的发展出现波澜而不显呆板。丢失项链的偶然事件使人物的命运发生根本的变化，也成了小说情节发展的转折点。小说的结尾，作者又出人意料地让主人公在备受生活艰辛之后又经受一次精神上的打击，对她的虚荣心给以双重的惩罚。最后，小说在玛蒂尔德路遇故友、发现赝品的情况下戛然而止，言有尽而意无穷，使得全篇的思想深度和艺术效果都升到了一个新的境界。

(3)小说中这些出人意料的情节，读来奇而可信，并不使人怀疑它的真实性，其原因就在于它们都符合人物性格表现的必然性，同时也与作者注意安排伏笔，进行铺垫的巧妙构思是分不开的。小说的开端，作者就大段地介绍了女主人公好虚荣的性格，这段文字虽是静态的描写，却为后面描写人物、开展情节提供了可靠的依据。文中还提到玛蒂尔德与她朋友佛来思节太太的关系，这一线索写来漫不经心，却成了后面情节发展的重要因素。玛蒂尔德借项链、赔项链、知道项链是假的，都与此紧密相连，细心的读者还可以发现，作者在描写玛蒂尔德向佛来思节太太借项链、还项链时，后者都有一种满不在乎的态度。这里蕴藏着一个暗示──那项链并不是什么值钱的首饰，最后点穿项链是赝品，读者回味前事，恍然大悟。这就是《项链》中许多情节读来在意料之外又在情理之中的重要原因。

四、作业

联系课文，以《理想与追求》为题写一篇文章。附：板书设计

项链 莫泊桑 短篇小说之王 借项链 丢项链 赔项链 独具匠心 出人意料 情理之中 爱慕虚荣

贪图享乐 到 坚韧、能吃苦 不满现状 到 懂得真爱 善良诚实

3.《窦娥冤》(高二必修教案设计) 篇三

执教人：宜城市实验中学鲁发福

教学目标

1、常识：古代戏曲知识、元杂剧知识、关汉卿、与课文有关的剧情;

2、了解清晰的情节结构;

3、艺术借鉴：

○1、语言上的口语化、抒情性、音韵美;

○2、艺术手法上的现实主义与浪漫主义相结合;

4、人文素养：理解主旨，理解窦娥形象的社会意义。

教学重点

1、窦娥形象及其社会意义;

2、浪漫主义手法

教学难点

语言赏析

教学方法

诵读法、研究法

教学时数

3课时

教学准备

多媒体资料

教学过程

第一课时

教学要点

1、常识：古代戏曲知识、元杂剧知识、关汉卿、与课文有关的剧情;

2、了解清晰的情节结构。

教学程序

一、复习古代戏曲知识

我们已经自学了短文《古代戏曲鉴赏》，现在检查自学效果：

1、何谓戏曲?

中国传统戏剧以“戏”和“曲”为主要因素，故称“戏曲”。戏剧是以演员表演为中心，

唱、念、做、打等手段为基础，融文学、音乐、舞蹈、武术、杂技等为一体的综合性舞台艺术。主要包括宋元南戏、元杂剧、明清传奇、近现代京剧和各种地方戏。

2、何谓戏曲语言?

以元杂剧和明清传奇为例说明之。戏剧语言由曲词、宾白、科介三部分组成。

曲词是剧中人物的唱词。

宾白是剧中人物的说白，包括独白、对白、旁白、带白(曲词中的说白)。

科介是剧中关于动作、表情、音响效果等方面的提示。

3、怎样鉴赏古代戏曲的语言?

○1、要在了解剧情的基础上通过反复诵读来品味。不仅要理解其语意，注意其修辞特点，

而且要着眼于表达效果，体会其情味，认识其推动情节发展和刻画人物性格的作用。

○2、要注意其通俗性、口语化。

○3、要注意其抒情性和音韵美。

曲词的抒情性常常是通过修辞方法的使用表现出来的。

曲词的音韵美很复杂。可在曲词中加衬字，以加强声情和补足语义。曲词常有赘韵、重

韵，赘韵是在可以不用韵的地方用韵，重韵是在一首曲子里出现相同的韵脚字。曲词中常用对仗，有隔句对、联珠对、重叠对、首尾对、衬字对等等。

4、怎样鉴赏古代戏曲的艺术手法?

○1、注意浪漫主义手法。古代戏曲往往用想象、夸张的浪漫主义手法，通过奇特的艺术

构思，表达难以实现的愿望或对理想世界的追求，以塑造人物，反映生活，引人入胜。

○2、注意借景抒情手法。古代戏曲继承了诗歌情景交融、注重意境美的艺术传统，并结

合戏剧的特点，使写景抒情成为表达思想感情、塑造人物形象的重要手段。

5、中国古代十大悲剧：

《窦娥冤》──元朝关汉卿

《赵氏孤儿》──元朝纪君祥

《精忠旗》──明朝冯梦龙

《清忠谱》──清朝李玉

《桃花扇》──清朝孔尚任

《汉宫秋》──元朝马致远

《琵琶记》──明朝高则诚

《娇红记》──明朝孟称舜

《长生殿》──清朝洪升

《雷峰塔》──清朝方成培

6、中国古代十大喜剧：

《救风尘》──元朝关汉卿

《西厢记》──元朝王实甫

《看钱奴》──元朝郑延玉

《中山狼》──明朝康海

《墙头马上》──元朝白朴

《李逵负荆》──元朝康进云

《幽闺记》──元朝施君美

《绿牡丹》──明朝吴炳

《玉簪记》──明朝高濂

《风筝误》──清朝李渔

二、元杂剧知识

元杂剧有一套较严格的体制：

1、结构：

元杂剧一般是一本四折演一完整的故事，个别的有五折、六折或多本连演。

折是音乐组织的单元，也是故事情节发展的自然段落，它不受时间、地点的限制，每一折大都包括较多的场次，类似于现代戏剧的“幕”。有的杂剧还有“楔子”，通常在第一折之前起交代作用。相当于现代剧的序幕，用来说明情节，介绍人物。

杂剧每折限用同一宫调的曲牌组成的一套曲子。演出时一本四折都由正末或正旦独唱。(其他角色只有说白)，分别称为“末本”或“旦本”。

2、角色：

扮演的角色有末、旦、净、丑等。元杂剧每本戏只有一个主角，男主角称正末，女主角

称正旦。此外，男配角有副末(次主角)、外末(老年男子)、小末(少年)等;女配角有副旦、外旦、小旦等。

净：俗称“大花脸”，大都扮演性格、相貌上有特异之处的人物。如张飞、李逵。

丑：俗称“小花脸”，大抵扮演男次要人物。

此外，还有孛老(老头儿)、卜儿(老妇人)、孤(官员)、徕儿(小厮)。

3、剧本的构成：

剧本由曲词、宾白、科介三部分组成。(见上)

4、元曲四大家

关汉卿代表作《窦娥冤》

马致远 代表作《汉宫秋》

白朴代表作《墙头马上》《梧桐雨》

郑光祖代表作《倩女离魂》)

三、关汉卿

关汉卿，号已斋叟，金末元初大都(现在北京市)人，元代杂剧的代表作家，与郑光祖、白朴、马致远一同被称为“元曲四大家”，并居“元曲四大家”之首。生卒年不详。他一生“不屑仕进”，生活在底层人民中间。

关汉卿在《南吕一枝花不伏老》中自述“通五音六律滑熟”，“我也会吟诗，会篆籀，会弹丝，会品竹。我也会唱鹧鸪，舞垂手，会打围，会蹴，会围棋，会双陆”，“我是个蒸不烂、煮不熟、捶不扁、炒不爆、响当当一粒铜豌豆”，可见他的才艺、生活和个性。

主要有《窦娥冤》《救风尘》《望江亭》《单刀会》等。

四、剧情梗概

自读文注○1：

书生窦天章要进京赶考，因欠蔡婆的高利贷，被迫将7岁的女儿窦娥送给蔡家做童养媳。窦娥17岁成婚，不料两年后就守寡，与婆婆相依为命。一天，蔡婆出城索债，债户赛卢医为了赖债要害死她，被流氓张驴儿父子解救。张驴儿借机赖在蔡家，逼迫蔡家婆媳俩嫁给他们父子，窦娥坚决不从。张驴儿企图毒死蔡婆以胁迫窦娥就范，不料反把自己的父亲毒死，于是嫁祸于窦娥，告到官府。贪官桃杌将窦娥屈打成招，问成死罪。窦娥临刑前发出三桩誓愿，感天动地，一一应验。后来，窦天章做了高官，复审此案，替女儿报了冤仇。

五、检查预习

1、字词检查(略)

2、分角色朗读，体会戏曲是如何展现激烈的矛盾冲突的。

分工为：窦娥1人、监斩官1人、刽子手1人、蔡婆婆1人、其他同学舞台说明及科介。

六、了解清晰的情节结构

全文可分为怎样的三部分?归纳段意。全文共10个曲牌，分别包含在哪个部分里?

部分 起止 段意 曲牌

概要 详说

一 开头至“只落

得两泪涟涟” 押赴刑场

(怨) 窦娥被押赴刑场途中诉说冤

屈，指斥天地鬼神的场面。 【端正好】【滚绣球】

二 “刽子云”至

“负冤衔屈” 婆媳诀别

(悲) 窦娥请求走后街并与婆婆诀

别的场面。 【倘秀才】【叨叨令】

【快活三】【鲍老儿】

三 “刽子做喝

科”至结束 三桩誓愿

(愤) 窦娥发下三桩誓愿并应验的

场面。 【耍孩儿】【二煞】

【一煞】【煞尾】

七、课堂小结

第二课时

教学要点

诵读鉴赏

教学程序

一、鉴赏第一场

分角色朗读，回答问题：

1、《端正好》表现了窦娥怎样的思想感情?

2、《滚绣球》中引用“盗跖、颜渊”的典故有何作用?

3、《滚绣球》中有一句话揭露了社会的严重不公，是哪一句?

4、窦娥是被昏官屈判死罪的，她为何在《滚绣球》一曲中指责天地鬼神?

--明确：

1、表现了窦娥满腹冤屈与怨恨。

2、用以指责天地好坏不分，黑白颠倒。

3、为善的受贫穷更命短，造恶的享富贵又寿延。

4、窦娥受神权思想影响，开始也相信“青天大老爷”能主持正义，赏善罚恶。在残酷的现实面前，她觉醒过来了，她猛烈地指责天地鬼神不分清浊，混淆是非，致使恶人横行，良善衔冤。窦娥对神权的大胆谴责，实质上是对封建统治的强烈控诉和根本否定。她那似岩浆迸射、如山洪决堤般的愤激之词，反映了女主人公的觉醒意识和反抗精神，也折射出当时广大人民的反抗精神。

【滚绣球】一曲对当时的黑暗社会做了相当深刻的概括，是窦娥以生命换来的对现实的清醒认识，是对正义得不到伸张的现实社会的控诉、抗议，是对封建法制、封建秩序的否定，也是她的反抗精神的表现。

二、鉴赏第二场

分角色朗读，回答问题：

1、这场主要表现了窦娥的什么品质?体现在哪三个方面?

2、不惜笔墨着力刻画窦娥的善良性格，在表达主题上起到了怎样的艺术效果?

3、通过婆媳的对白，可以看出关汉卿的语言艺术有何特点?

--明确：

1、主要写窦娥的善良孝顺。体现在三个方面：一是为了婆婆免遭拷打，屈招了药死公公的死罪，她的死实际是替婆婆顶罪;二是窦娥请求不走前街走后街，怕婆婆看见自己受刑而伤心;三是临行前的交待后事，在临刑将死之际，还劝慰婆婆不要烦恼哭啼。

2、剧作家越是刻画她的善良，也就越发显出其冤屈，她的抗争与反抗也就越发令人同情。试想一个平时心地善良的百姓竟被昏官断为杀人的凶手，可见当时的吏治是何等的腐朽;一个素来性格温顺的女子最终也作出了如此强烈的反抗，可见当时的社会对劳动人民，特别是劳动妇女的压迫是何等的深重。这样与窦娥反抗的精神相映衬，使她的形象更丰满、鲜明;同时善良的被毁灭，突出了她的“冤”和“屈”之深，更深入地揭露了社会的黑暗。

3、关汉卿驾驭语言的能力是惊人的，他可以根据生活本身所提供的语言来反映现实，充分为剧情和人物性格服务。窦娥对婆婆的一段说白，出自这个封建社会小媳妇的口里是那样的贴切，表现得是那么自然、生动。这些话通俗明白，像生活本身那样自然、贴切，没有丝毫加工的痕迹，而且与窦娥的身份、处境相吻合，刻画了她善良的心地。

三、鉴赏第三场

分角色朗读，回答问题：

1、窦娥发了哪三个誓愿?目的是什么?

2、窦娥所发的三桩誓愿在现实生活中都是不可能实现的，可剧中一一应验了，作者为什么要这样写?

3、第一场指斥天地，这一场祈求天地，前后对天地的不同态度是否矛盾?

4、“这都是官吏每无心正法，使百姓有口难言。”这句话有何作用?

5、“煞”就是结尾的曲牌，为什么关汉卿要把“煞”分成[二煞][一煞][煞尾]三个曲牌，这有什么作用?

--明确：

1、三桩誓愿：

①、“血溅白练”，希望在场的人立刻了解她的冤情，让“四下里皆瞧见”，以证明她“委实的冤情不浅”。

②、“六月飞雪”，希望上天昭示自己的冤屈，自己的冤屈能在天上得到反应;同时“免着我尸骸现”，让洁白的雪花覆盖她纯洁的躯体，表明她的清白不染。

③、“亢旱三年”为的是“官吏每无心正法，使百姓有口难言”，这已经不仅是为了证明自己的冤屈，而是希望上天惩治邪恶，斗争锋芒直指贪赃枉法、草菅人命的昏官污吏。

2、其实，这正是作者运用积极浪漫主义手法，显示了正义抗争的强大力量，并寄托了作者鲜明的爱憎，反映了人民伸张正义、惩治邪恶的愿望。这也正是本折剧最成功的地方，是全剧刻画主人公形象最着力的一笔，使悲剧气氛更浓烈，人物形象更突出，故事情节更生动，主题思想更深刻。既洋溢着浓郁的生活气息，又充满着奇异的浪漫色彩，具有震撼人心的艺术力量。在本折剧中，作者把现实主义和浪漫主义完美地结合在一起了。

3、两种说法均可：

①、前者是无助之下的怨恨，实质上怨恨的是现实的社会;后者是无助之下最后的依靠和寄托，是中国人思想深处最后的精神依靠。其实都是窦娥反抗精神的体现，所以二者并不矛盾。

②、窦娥对天地鬼神的严厉指责和要感动天地，显然是矛盾的。可见，窦娥诉冤过程中对天地的怀疑和依赖是始终交织在一起的。这正反映了作家的历史和阶级的局限，一方面，他通过窦娥指天斥地从根本上批判封建统治阶级，表达自己变革现实的愿望。另一方面，又不能从根本上提出救民于水火的办法，只能靠天地动容来昭雪窦娥的冤案。

4、“这都是官吏每无心正法，使百姓有口难言。”剧作的这一主题思想，揭示了封建吏治压迫人民、贪赃枉法、草菅人命的腐朽黑暗本质。这具有概括性的语句，是主人公认识的结晶，也是剧本的点睛之笔，一语道破形成窦娥冤案的社会根源。作品表明，窦娥的悲剧，是社会的悲剧。

5、说明蓄积在窦娥胸中的怒火再也无法控制，犹如地下岩浆，冲向决口。也说明剧作家意犹未尽，他要把窦娥的无辜受害，要把人们对窦娥的同情，要把人们对统治者的`愤恨表现得痛痛快快，淋漓尽致。于是在结尾处一波三折，把高潮推向顶峰。

四、课堂小结

第三课时

教学要点

1、艺术借鉴：

○1、语言上的口语化、抒情性、音韵美;

○2、艺术手法上的现实主义与浪漫主义相结合;

2、人文素养：理解主旨，理解窦娥形象的社会意义。

教学程序

一、人物形象

窦娥是一个出生贫苦、善良孝顺、刚毅坚强、富于反抗精神的劳动妇女的形象，是封建社会里受摧残、被压迫的劳动人民的典型代表。

二、形象的意义

1、善良孝顺的窦娥却落得个身首异处的命运，她的悲剧是谁造成的呢?

①、窦天章典卖女儿;②、蔡婆婆放高利贷和买她作童养媳;③、丈夫的夭折;④、蔡婆的引狼入室;⑤、张驴儿的陷害;⑥、桃杌的贪赃枉法，屈打成招，滥施刑罚，草菅人命。一句话，是黑暗的封建社会。

2、归纳主旨：

《窦娥冤》全剧共四折，课文是第三折，写窦娥被押赴刑场杀害的悲惨情景，是全剧矛盾冲突的高潮，揭露了元代吏治的腐败残酷，反映了当时社会的黑暗，歌颂了窦娥的善良心灵和反抗精神。

三、艺术特色

1、想像、夸张的艺术手法

作品运用丰富的想像和大胆的夸张，设计了三桩誓愿显灵的超现实情节，显示正义抗争的强大力量，寄托了作者鲜明的爱憎，反映了人民伸张正义、惩治邪恶的愿望。这是本折也是全剧刻画主人公形象最着力的一笔，是作品艺术性的集中体现，使悲剧气氛更浓烈，人物形象更突出，故事情节更生动，主题思想更深刻，既洋溢着浓郁的生活气息，又充满奇异的浪漫色彩，具有震撼人心的艺术力量。

2、本色的戏曲语言

语言通俗自然、朴实生动，符合剧中人物的身份和个性，能为展开剧情和刻画人物性格服务。

全文三场，指斥天地的场面高亢激越，冤气冲天，紧张急促;诀别婆婆的场面如泣如诉，哀婉凄惨，徐缓低回;三桩誓愿的场面感情如火，激荡如潮，慷慨激昂。无论哪一场，语言都是质朴无华而富于韵味的，深刻地展示了人物的内心世界，逐层深入地刻画了人物性格。课文中的曲词，都不事雕琢，感情真切，精练优美，浅显而见深邃。

四、总结全文

五、教学反思

附练习(见幻灯片)

4.项链(高二必修) 教案教学设计 篇四

诗歌概要

教学目标：了解诗歌的基本常识及写作常识，并能初步写作诗歌。

教学安排：3课时。

教学过程：

导入：

中国是诗歌的国度，从古到今流传于世的诗歌作品不计其数，

一、诗无达诂--诗歌的含义

诗歌是起源最早的文学样式，它几乎是和人类的语言同时产生。最初的诗歌，都是劳动群众的口头创作，按照鲁迅先生的说法，那就是原始人在劳作之时发出的“吭呦”声，它与音乐、舞蹈关系密切。古代习惯把不合乐的称为诗，把合乐的称为歌，现代一般统称。古人说“诗无达诂”，即诗歌没有准确固定的解释。古今中外关于诗歌的论述不胜枚举。何其芳的定义在当代诗坛影响较大：“诗是一种最集中地反映社会生活的文学体裁，它饱含着丰富的想象和感情，常以直抒的方式来表现，而且在精炼与和谐的程度上，特别是在节奏的鲜明上，它的语言有别于散文的语言。”这一定义的缺点就是不简练。

有鉴于此，我们似乎可以这样来给诗歌下个简单的定义：是个是以富于想象和音乐性的语言，高度概括地歌唱生活，抒发感情的一种精美的文学体裁。

二、百花齐放--诗歌的分类

从不同的角度来划分，是个有着不同的类别

1、按国别分：中国诗、外国诗

2、按本源分：民歌--由民众口头传诵，后经文人整理而成，如《木兰诗》；文人创作诗

3、按时间分：新诗--19以后的诗；

旧体诗（古诗）--1919年以前的诗

古诗  《诗经》

古体诗    辞赋  《子虚赋》

乐府  《孔雀东南飞》

近体诗（唐以后）  律诗

绝句

小令（58字以下）

词      中调（58-90字）

长调（91子以上）

小令

曲      套数

杂剧

4、按内容性质分：

抒情诗--以抒发作者主观感情为主要内容的诗体。它直接表达诗人对生活的体验和感受，它最能体现诗歌的特点。

抒情诗按抒情对象与内容的不同，还可以分为爱情、讽刺、山水、咏物诗等。

叙事诗--通过叙述事件，塑造形象来表现主题的诗歌。如《孔雀东南飞》

说理诗--用诗歌的形式阐述事理的诗歌。

5、按字数分：

四言、五言、六言、七言、九言、杂言诗。如《将进酒》就属于杂言诗。

6、按表现形式分：格律诗、自由诗、散文诗

三、言志抒情--诗歌的功能

诗言志，这是《诗大序》当中的著名观点，诗歌就是要表现自身的情感、意志。而诗歌的功能确实难以一一道明。

按照《诗经》的成因推测，先秦时代的诗歌创作出了本身的需求之外，和政治的关系十分密切。有所谓“观风俗，考得失”的说法。而儒家至圣先师孔子说“不学诗，无以言”，并指出“诗，可以兴，可以观，可以群，可以怨”。

四、缘事缘情--诗歌的成因

《诗大序》云：“诗者，志之所在也，在心为志，发言为诗。情动于中而形于言，言之不足，故嗟叹之；嗟叹之不足，故永歌之；永歌之不足，不知手之舞之，足之蹈之也。”这段文字认为是个是以情感为本质的，感情激荡于心而发声于外，就形成了诗。同时指出了诗歌与音乐、舞蹈的关系，即“三位一体”。这是对先秦时代的诗歌成因的较为成熟的认知。

此后，汉代乐府秉承《诗经》现实主义传统，“感于哀乐，缘事而发”，创作出了许多优秀的作品，在总结其成因的时候人们把它归结为了10个字，即“饥者歌其食，劳者歌其事”，算是比较见地的指出了诗歌成于“事”，到了唐代，白居易倡导“新乐府运动”的时候，提出了这样一个知名的文学主张，即“文章合为时而著，歌诗合为事而作”。

无论哪一种观点，诗歌的本身大体均源自于自身情感的抒发。后人说“愤怒出诗人”，“恋爱出诗人”，“失意出诗人”等等，无不是对这一常识的细化而已。

五、艺术升华--诗歌的特点

1、表现生活的概括性

文艺反映生活的典型化原则，无不讲求概括集中，但尤以诗歌为最。它注重摄取社会生活在作者心灵中激起的最美丽独特的浪花，注重选取最富特征的事物或激动人心的场景，以小喻大，以少见多，从而深刻揭示生活的本质。故而它是所有文学样式中最为精炼的样式。

这一特性表现为三个方面：

⑴形象必须典型

⑵内容必须高度集中

⑶情节跳跃发展

比如：

三  代

臧克家

孩子

在土里洗澡

爸爸

在土里流汗

爷爷

在土里葬埋

车前草

李钢

一夜之间

车前草

长到了《诗经》的书脊上

打开落地窗

啊啊

十五国风吹我

臧诗六行揭示了旧中国农民时代不可改变的悲剧命运，时间跨度大。

李诗想象大胆，由眼前之物而及远古，又由古及今，再由今古，跨度宏阔。

2、真挚强烈的抒情性

“没有情感则没有诗人，也没有诗歌”（别林斯基）。它要求真挚，要求强烈，只有当诗人的感情如岩浆一样不可遏止地喷发出来的时候，他的诗才会具有巨大的震撼了和旺盛的生命力。“愤怒出诗人”（恩格斯），其他喜怒哀乐，悲欢离合，只要情真意浓，皆可出好诗。同时还要求独特，感情必须要有个性化。

3、丰富大胆的想象性

“诗可以说是想象的表现”（雪莱）“没有想象就没有诗”（艾青）。诗歌创作过程只有通过想象才能最后完成。想象就是经验记忆中各种标箱加以充足而改造成为新的形象的心理过程和心理能力。凭借它可以化平淡无奇的现实景象为优美的艺术形象，创作出诱人的艺术境界。

不同于叙事文学想象要受到人物、情节、环境等诸多因素的一定制约的特点，诗歌的想象完全可以打破时空界限，超越现实和幻想的鸿沟，可以排空驭气，升天入地，纵横驰骋，舒卷自如（可上九天揽月，可下五洋捉鳖），真正达到陆机在《文赋》所说的“观古今于须臾，抚四海于一瞬”“精骛八极，心游万仞”。

例子不胜枚举。如郭沫若的《炉中煤》《天狗》，舒婷《祖国啊，我亲爱的祖国》

4、和谐悦耳的音乐性

包括两点，一是鲜明的节奏，二是和谐的韵律。

节奏是指声音运用过程中音节的自然停顿和音调的轻重抑扬。古诗平仄交错，节奏不言，新诗因“诗无定节，节无定行，行无定字”，节奏不如古诗那样整齐划一，但多数的`音节还是大致相等或有规律可寻的。

节奏不单纯是语言声音的节奏，首先是反映生活的自然节奏，是它所流露的思想感情的节奏，因而诗歌的节奏应随生活、情感的节奏的变化而变化。如，心境愉悦，节奏多表现为明快，昂扬则表现为急骤，悲哀则表现为舒缓低沉。

至于韵律，指语言的旋律，即押韵的规律，也称“韵脚”，不言。

六、天马行空--诗歌的语言

诗歌是最高的语言艺术。它的语言除生动、形象、精炼等文学语言的共同要求之外，还必须具有更高的更独特的审美特征。

1、弹性美。乃言诗歌的语言：语义的舒卷自如和变化多端，有极大的伸缩性和延展性，字里行间有大量可供读者联想和想象的空间。汉字的象形性、多义性和语法结构的灵活性，是其存在与能量的根源。

（1）跳跃省略

诗歌讲求“语不接讲求“语不接而意接”的艺术效果。“鸡声茅店月，人迹板桥霜”，“细草微风岸，危樯独夜舟”一概省略掉关键词语，全用实词叠加。

“水乡的路/水云铺/进庄出庄/一把橹”（沙白）

“十里桃花/十里杨柳/十里红旗风里抖/江南春/浓似酒”（严阵）

省去了散文中不可缺的连接和转折语，引人联想。

作业：由于省略跳跃使诗句留下了大量可供读者自由想象的空间，所以如果跳省过多，则理解就可有多种多样。试着分析一下李商隐著名诗篇《夜雨寄北》，看看自己能做出多少种解释。

君问归期未有期，巴山夜也涨秋池。

何当共剪西窗烛，却话巴山夜雨时。

一种是：寄内之作。一问一答，颇有妙趣。特别是“西窗剪烛”，颇具家庭温馨；

归路遥遥，“巴山”横阻，“秋水”涨池，思归而不得也，思绪却如     池中的水一样上涨，一样翻腾，异地相思之深，可见也。

另解是：壮志难酬的隐晦之言也。“巴”句实乃“王顾左右而言他”。

（2）双关

谐音双关：你又站的远远的了/微笑着注视我的琴声/你会永远记住初练得琴声吗？

语义双关：往往由于一词多义而形成

“左旋左旋左旋/爬高爬高爬高/种子入药/又名黑丑”（流沙河《牵牛花》）“左旋”既是空间方向，又是指政治方向，“爬高”既是牵牛花的习性，又是指一种政治投机心理。

2、新奇美

将平常的语言赋予生命，使陈旧的文字花样翻新，是诗歌在语言上的又一个追求。在技巧上，主要表现为以下几个方面。

炼字

（1）锤炼动词

因为动态形象较之于静态形象风能刺激人的审美注意，所以此点最为讲求。

“造化钟神秀，阴阳割昏晓”写出了山峰两侧的明暗分野一如刀割，夸张而生动。

“你莫问我，泪珠在眼前等我”（闻一多）

“蓝天停在鹰的翅膀”（洪迪）

“妈妈，你脸上的笑，是爸爸寄来的吧？”（谢采筏）

（2）词语嫁接（移用）

利用诗中情、语境的暂时重叠与联系，巧用词语，把两种根本不同的事物嫁接在一起，使语言产生一石数鸟的效果。

只因他固执相信/前方有一位含笑的太阳。（拟人化了，一位像太阳般温暖的人）

炊烟纺着云霞，织一顶温柔的帐纱。（炊烟如细纱，云霞如棉花）

让青春去激起，一片雪白的赞叹。（艾青）（掌声是人的赞叹，浪声是水的赞叹）

（3）互文

本应合在一起的字词因为诗句的字数限制而省略，但理解意思时得相互对照。

烟笼寒水月笼沙。/秦时明月汉时关。/主人下马客在船……

（4）词类活用

汉语拥有大量的兼类词，词性使用也很灵活，诗人正是利用这一优势，有一改变词性，使词语具有愿义和新义的双重功能，从而既增添了诗意的丰富性，又造就了语言的新奇美。

春风又绿江南岸。冬雷震震/夏雨雪。茉莉花芬芳了晨，你的温柔宁静了夜。

超常组合

利用汉语词语灵活多变的组合关系，巧妙地把两个似乎互不相干的词语混在一起，或把具象动词和抽象概念搭配在一起，或把五官感觉沟通交错在一起，以此表达一种繁复微妙的情感经验，酿造一种清新浓郁的多重诗味。

如，酒入愁肠，七分酿成了月光，余下的三分啸成了剑气，绣口一吐就半个盛唐。（余光中）其中的“酿成”“啸成”

怕踩痛了多情的三月/--牧童抓牢了牛绳/壮实的山野，拖不动/娇嫩的阳春/江南少女的红润/紫云英。“踩痛”等

倒装，是诗歌较为常见的一种超常组合形式。古典诗歌的倒装，多数是为了音律的需要，不知此点，往往会歧解乃至误解，一般叙事诗较少，抒情诗为多。现代诗歌的倒装多数是为了强化或尊重感情的需要。

轻轻的我走了/正如我轻轻的来   “轻轻的”状语倒装，突出了离别时的不舍。

香稻啄余鹦鹉粒，碧梧栖老凤凰枝。（《秋兴八首》杜甫）

再如“细草威风岸，危樯独夜舟。星垂平野阔，月涌大江流。”意义为：习习晚风轻拂岸边的细草，桅杆高耸，夜航十分孤独，原野广阔，繁星点点低垂，月光随波涌流。“独”字前置便将诗人内心无可名状的苦闷言出，一个“涌”字又使人感受到诗人那不甘寂寞的凌云壮志。如果改成了“危樯夜舟独”“大江流月涌”就没有味道了。

3、音乐美

语言的音乐性无疑为诗歌插上了翅膀，它使优美的诗篇得以超越时空而千古流传，无之则脱离了大部分诗歌的知音。若将《春晓》翻译成为现代文，我想喜欢的人还有大概是不可预知的。

七、诗歌的意象与意境

意象：就是意中之象，是客观物象经过诗人的感情活动而创造出来的独特形象，是一种富于更多的主观色彩，迥异于生活原型的而能为人感知的具象。

一般而言，人物在诗歌中称为形象，物象在诗歌中称意象。

它可以分为两种：

一是描述型意象。诗人的感觉与情思同外物结合的产物，更接近于客观物象的具象。

如，离离原上草，一岁一枯荣……中的“草”。

二是拟喻型意象。乃把抽象的情思具象化而产生的意象，它不是诗人眼中的感官印象，而是记忆中的表象在外物出发下的复苏与组合，具有更大的变形性和创造性。

如，艾青的《马赛》（节选）

午时的太阳/是中了毒的眼/放射着混沌的愤怒/和混沌悲哀

这是诗人对殖民地世界的太阳的描述，显然“太阳”已经失去了它原有的本相与本性。

再如曲有源的《山民》

灯/眨了几下/却睁不开大山沉重的眼皮/梦/本来就不多了/竟有一缕夹在岩缝里/清晨 醒来一块回走路的/石头

“石头”已非自然之物。

对于准备学习写作诗歌的人来说，捕捉意象是一项基本功。而意象的捕捉，除了努力提高自己的文艺素养之外，还应该善于捕捉瞬间感受，还应该更善于展开联想和现象的翅膀。

无论是孟浩然“气蒸云梦泽，波撼岳阳城”，还是臧克家“日头坠在鸟巢里”，还是朦胧派代表顾城“别加糖/在清晨的篱笆上/有一枚甜甜的/太阳”无不包含着瞬间感觉的作用。

李琦“由于严冬的爱抚和鼓励/柔弱的水/也会坚强的站立”（写冰雕）

余光中《枫叶》“秋天/最容易受伤的记忆/霜齿一咬/嗷，那么轻轻/就咬出一掌血来。”

雁翼《一朵云彩》“太阳匆忙地走下西山/把一张彩色的手帕忘在山颠/风姑娘轻轻地抖动着手帕/仿佛要把太阳招喊回还”

无不包含着联想的成分。

意境：是作家的主观感情与客观物象互相交融而形成的，是足以使读者沉浸其中的想象世界。

八、诗歌的常见技巧及表现手法

表达技巧属于一个广泛的概念，从材料的选择，详略俄处理，结构的安排到各种因素的配合、变化等都有个技巧问题，属于技巧的具体方面，一般而言有以下一些：

1、材料方面：点面结合 虚实相生  以小见大  用典

2、结构方面：伏笔  照应  烘托  对比  悬念

3、修辞方面：比喻  比拟  借代  夸张  映衬  对比  双关  反语  反复  对偶  设问  通感  排比  顶针  回环  层递

4、表情达意（内容）方面：直抒胸臆  借景（物）抒情  情景交融  托物言志  动静结合  白描  工笔  开门见山  卒章显志 等

5、其他：含蓄  意在言外（弦外之音） 画龙点睛

九、诗歌鉴赏的一般原则

找意象--入意境--思情感--明技法--晓风格

知人论世

5.项链(高二必修) 教案教学设计 篇五

一、温故知新

师：背诵初中学过的《诗经》里面的诗句。

师：初中时学过的东西还能记得这么牢固，确实厉害，今天我来学习《诗经》中另一首《静女》，这是一首写青年男女恋爱的诗。《诗经》是我国最早的诗歌总集，(成书时间)孔子评价〈诗经〉的内容说：“诗无邪”，也就是说所有的诗都很健康〈板书：孔子，健康〉;但作为儒家学说的继承人理学大师朱熹却说〈静女〉是“淫奔期会之诗”板书)，那么〈静女〉到底是邪恶之诗呢，还是健康之诗呢，今天我们就来学习这首诗。

二诵读理解

师：大家默读一遍这首诗，注意难读的字。

(学生自由默读)

师：请大家一起朗读第一段。

(学生齐读第一段)

师：读得很好!大家要注意“家而不见”的见要按通假字的音来读。

(生齐读第二段)

师：很好!女应读作“汝”字的音。

生齐读第三节，教师纠正一些字的读音。

师：大家再齐读一遍诗，争取背诵出来。

(学生齐读第一遍，背诵第一遍，整齐响量。

师：很不错，你们真的是过目不忘。

三、文本欣赏。

师：〈静女〉写男女约会，是间是--

生：“白天”。

一位学生补充说：“彤管有炜”，写出了光，从这可以看出。

师：地点呢?

生：城隅。

师：人物是--

生：静女和我

师：事情是--

生：一次约会。

师：对，是一次约会，板书)幽会也对。

师：约会中静女先是爱而不现，我们感觉她有点--

生：--有点调皮

--有点浪漫

--有点可爱

--有点害羞

--有点紧张

--有点情趣。

师：边听边板书。

师：这次约会写了两件礼物：(板书：两件礼物)看彤管和荑分别是什么东西?

生：

师：有同学说这茅草是捡来的，我们还可以选择一下，板书：拣，捡，拔，采，挑，拾)哪一个词最能表达静女的心意?

生：采，因为她不是随便捡的，而是寄托着一种心意。

师：对!礼物表达的是美人之心，美人之意，男子不因为礼物轻而不高兴，为什么?

生：爱人及物。

师：说得好。

四、拓展演绎

师：用幻灯片出示在〈在水一方〉歌词。绿草苍苍，白雾茫茫，有位佳人，在水一方，我愿逆流而上，依偎在她身旁，无奈前的险滩，道路又远又长，我愿顺流而下，找寻她的`方向，却见依稀仿佛，她在水中央。绿草萋萋，白雾迷蒙……这是谁唱的一首歌。

生：邓丽君。

师：谁来唱几句。

师：大家从歌记号中看出了点什么?

生：化用了〈蒹葭〉的诗句，显得很高雅。

师：为什么邓丽君不唱〈蒹葭〉而唱在水一方

生：时代不同。

师;对，时代不同，语言不同，我们要继承优秀文化，要发扬光大，就要有所创新。在水一方使邓丽君光彩照人，我们也用现代的语言来演绎今天学习的这首诗，随便写几句，写好后拿到投影仪上，大家一起欣赏。

学生两两创作，3分钟后。

生：静女在等待，约我在城外，躲我不出来，让我着急的女孩，想你快过来，感受我的爱。

生：美丽的女孩，在城角上等我，美丽的脸，在远处若隐若现，我站在那里，一颗心来来回回，我在期待着，我会是你心中的谁?

师：是一首原创歌曲吗?

生：不是，是套用周杰伦的〈七里香〉的曲子。

生：你在我眼中是最美，每一件礼物都让我沉醉，你的箫，你的草，还有等你的心最难敖。

师：大家看一下，这首演绎得比原则好，大家说说《静女》究竟是健康的还是邪恶的?

生：健康的。

6.项链(高二必修) 教案教学设计 篇六

1.Talk about science fiction.

2.Learn to express beliefs and doubts.

3.Learn about Word Formation2.

4.Practise creative writing.

The First Period Warming up& Listening& Speaking

Teaching Aims:

1.Learn about some scientific facts by doing a small science quiz.

2.Train the students’ listening ability.

3.Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.

Teaching Important Points:

1.Train the students’ listening ability.

2.Master the useful expressions for beliefs and doubts.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to finish the task of speaking.

Teaching Methods:

1.Free talk to arouse the students’ interest in science fiction.

2.Listening-and-answering activity to help the students go through the listening material.

3.Discussion to make the students finish the task of speaking.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings Greet the whole class as usual.

Step Ⅱ Free-talk and Lead-in

T: Do you like reading novels?

Ss: Yes.

T: What kind of novel do you like best?

S1: I like reading detective novels.

T: Why do you like novels of this kind?

S1: Because this kind of novel is full of suspension and the end of it is often surprising.

T: Very good. Does anyone have a different opinion?

S2:I enjoy reading about science fiction.

T: Tell us why, please.

S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.

T:A good job. Sit down, please. Today we’re going to talk about science fiction.

(Bb: Unit 12 Fact and fantasy)

Step Ⅲ Warming up

T:OK. Now, look at the covers of the two books written by Jules Verne.(The multimedia shows the two books.)

T: Have you read them?

(Some say “Yes”,while some say “No”.Teacher asks two students who say “Yes” to stand up and say something they know about the books.)

S3:I have read the book “20 000 Leagues under the sea”.It mainly tells us a story in which Dr Aronnax, his servant and a Canadian whale hunter were kept as prisoners by Captain Nemo and then went on a voyage across the oceans by the Nautilus.

S4:The book “Journey to the Centre of the Earth” describes what two men experienced after entering the centre of the earth through a chimney in an extinct volcano, which lies in Ireland.

T: You’re wonderful! Have you read any of his books besides these two books? What are they about?

S5:I have heard of his book “Around the World in 80 Days”,but I haven’t read it. So I don’t know what it is about.

T: It doesn’t matter. If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now,let’s have a quiz to see if you know any better.

(Teacher uses the multimedia to show the following.)

1.What is the highest mountain on earth and how high it is?

2.What is the deepest point in the ocean and where is it?

3.Which is the longest river on earth and how long is it?

4.What is the distance from the earth to the moon? 5.How far is it to the centre of the earth?

6.How high are the temperatures near the centre of the earth?

7.What is the longest distance around the world?

8.How fast does a balloon travel?How about an aeroplane?How about a space shuttle?

T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.(Five minutes later)Time is up. Have you finished?

Ss: Yes.

T: Now check your answers. (Show the answers on the screen.)

Step Ⅳ Listening

T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?

Ss: Yes.

T: Now, let’s listen to the tape carefully and finish the task.

(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)

T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready?

Ss: Yes.

(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)

T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.

(Students do as the teacher says.)

Step Ⅴ Speaking

T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me?

Ss: Yes.

T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard. (Teacher writes the following on the blackboard.)

I believe… I suppose… I doubt…

I’m(not) certain… I can’t imagine… It could be…but…

It’s likely… It would like… I’m sure that…

T :Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)

T:(A few minutes later) Are you ready?

Ss: Yes.

T: OK. Which group would like to act out your dialogue?

(Two students stand up and act out their dialogue before the class.)

T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue?

(Another two students stand up and their topic is about life in 3098.)

(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)

Step Ⅵ Summary and Homework

T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

The Second Period Reading

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn about the French writer Jules Verne and his two famous science fictions.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the useful phrases.

Teaching Difficult Points:

1.How to make the students understand the passage better.

2.How to help the students finish all the exercises in Post-reading.

Teaching Methods:

1.Discussion before reading to make students learn more about some scientific facts.

2.Fast-reading method to get the general idea of the passage.

3.Careful-reading method to get the detailed information in the text.

4.Discussion after reading to help the students finish the tasks in Post-reading.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

StepⅠ Lead-in and Pre-reading

T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on the screen.

(Show the following pictures on the multimedia.)

T: Here are three great inventions. Who can say when the inventions in the pictures were made?

S1:Electric railway was invented in the early years of the 20th century.

S2:Thomas Edison invented the light bulb in 1879.

S3:Steam-powered boat was made in 1807.

T: You’re quite right

StepⅡReading

T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?

Ss: Jules Verne.

T: Good. Do you remember the books written by him and talked about by us in the last period?

Ss: Yes.(Students say out the titles of the books together.)

T: Very good. Open your books and turn to Page 12.Let’s look at the reading passage. Before you read it, write down eight key words that you expect to find in the reading passage .Is that clear?

Ss: Yes.

(Students begin to write eight key words. After they finish, teacher says the following.)

T: Now, read the passage quickly to check whether the words you’ve written are all in the passage.

(Students begin to read the passage and then check their words. As answers are various, teacher may just check two or three students individually.)

T: Well, re-read the passage carefully to further understand it. Then answer the questions on the screen.

(Show the following on the multimedia.)

1.To make a living, what did Jules Verne have to do?

2.What will many of the instruments in his novels remind the readers of?

3.How did Verne lay the foundation of modern science fiction?

4.In his novel “20 000 Leagues Under the Sea”,what kind of person is Captain Nemo?

5.How does the story “Journey to the Centre of the Earth” begin and end up?

(A few minutes later, teacher asks some of them to answer the questions one by one.)

Suggested answers:

1.To make a living, Jules Verne had to write and sell stories.

2.They will remind the readers of Dr Benjamin Franklin’s experiment with electricity.

3.By taking the scientific developments of his day one step further.

4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.

5.The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.

Step Ⅲ Language Points

T: Now, you’re familiar with the passage. But I think the following on the screen should also be paid attention to.

(Show the following on the multimedia.)

1.make a living(=earn one’s living)

e.g. She made a living by singing in a nightclub.

2.lay the foundation of

e.g. Four-year college life laid solid foundations of his career.

3.come true

e.g. The boy’s wish to become a PLA man has come true.

4.set out

e.g. They set out to look for the lost child.

5.turn out(to be)+adj./n.

e.g. The weather man said it was going to rain this afternoon but it turned out to be very lovely.

To everyone’s surprise, the fashionable girl turned out to be a thief.

6.defend…against/from

e.g. We should defend our country against attacks.

7.be dressed in

e.g. The girl was always dressed in red.

Dressed in uniform, he looks handsome.

Step Ⅳ Post-reading

T: Now, read the passage again. Then finish Exercise 2 in Post-reading on Page 13.

(After a while, teacher checks their answers with the whole class.)

Suggested answers:

2.During the time they do all they can to continue to live…

3.They realize that they come to the surface of the monster

4.his long-term guests

T: Well. Now, please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.

(After a while, teacher checks their answers. Students may have various answers.)

T: OK. Let’s go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.

Suggested answers:

Differences SUBMARINE SPACESHIP

Speed slow fast

Landscape under water landscape space landscape

Number for people a lot of people a few people

Food common food special space food

Clothes diving suits space suits

Similarities Demand for skills is high.

They’re both exciting.

Tourists must be trained by experts.

They’re expensive.

T: Well done! If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary.)

Suggested answers:

Preparation: Tools and things to bring Risks: Dangerous and things that could happen

food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way falling into a hole being injured

Step Ⅴ Summary and Homework

T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study. Class is over.

The Third Period Grammar

Teaching Aims:

1.Review the new words appearing in the last periods.

2.Learn to use the rules of word formation to guess the meaning of the word.

Teaching Important Points:

1.Learn to choose proper words according to the contexts of the given passage.

2.Learn to guess the meaning of the words by the meaning of some stems and affixes.

Teaching Difficult Points:

1.Master the meanings of the following stems and affixes:

mis-=wrong extra-=outside inter-=between sub-=under

under-=below over-=too much dis-=not -marine=sea

2.How to guess the meanings of the words according to these stems and affixes.

Teaching Methods:

1.Review method to consolidate what we’ve learnt.

2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.

3.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period we learnt a passage about a French famous writer Jules Verne. Now, who’d like to retell the text? (One student stands up and retells the text in his own words.)

T: Very good. It seems that you’ve read the passage again and again.

Step Ⅲ Word Study

T: In the last period, we learnt some new words. Now, let’s review them. Take a piece of paper and write down the words and phrases when I read them in Chinese. Are you ready?

Ss: Yes.

T: OK. Let’s begin.

(Teacher says the following words in Chinese and students write them down in English: collision, permanent, voyage, escape, on board, fiction, fantasy)

T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?

Ss: Yes.

T: OK. Who’d like to make a sentence using the first word “collision”?

S1:The plane crashed after a collision with a tall building, killing all the passengers on board.

T: Very good. Next word “permanent”.Who will try?

S2:Love is a permanent topic for us all.

S3:Next month, he is going to go on a voyage across the English Channel.

S4:A thief robbed the young lady of her handbag and escaped.

S5:All passengers on board are not from the same country.

S6:He is fond of science fiction.

S7:Not all fantasy can be realized in the future.

T: Well done. Your sentences are very good. Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.

Step Ⅳ Word Formation

T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the screen.

(Teacher shows the following on the screen.)

rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical

mis-=wrong

extra-=outside

inter-=between

sub-=under

under-=below

over-=too much

dis-=not

-marine=sea

T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some examples with the stems and affixes.(A few minutes later)Are you ready? (Ss: Yes.) Now, I’ll ask some students to read out the words they’ve written. Any volunteer?

S: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree…

(Teacher writes these words on the blackboard.)

T: Terrific! Now, let’s do an exercise. Open your books and turn to Page 12.Look at Word Study, Exercise 1.Match the words and the correct definitions. I’ll give you two minutes to do it, and then I’ll check your answers.

T: You’re right. Now, let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. First do it by yourself, and then check your answers with your partner. Finally, I’ll ask some of you to finish the exercise.

Step Ⅴ Consolidation

T: Look at the screen, please.(Teacher shows the following on the screen.)

Add a proper affix to each of the following words to form another word.

1.______curricular 2.______ dependent 3.______patient

4.______stop 5.______judge 6.______tired

7.______heading 8.______clothing 9.______advantage

Suggested answers:

1.extra- 2.in- 3.im- 4.non- 5.mis- 6.over- 7.sub- 8.under- 9.dis-

Step Ⅵ Summary and Homework

T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period. Time is up. That’s all for today. See you next time.

Ss: See you next time.

The Fourth Period Integrating Skills

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Review some word formation.

3.Train the students’ writing ability by practising creative writing.

Teaching Important Points:

1.Consolidate word formation learnt yesterday.

2.Help the students finish the creative writing.

Teaching Difficult Points:

1.How to help the students practise creative writing.

2.How to improve the students’ reading ability.

Teaching Methods:

1.Revision method to help the students consolidate the useful expressions.

2.Question-and-answer activity to help the students understand the reading passage better.

3.Discussion method to help the students finish the task of writing.

4.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period, we’ve learned some rules of word formation. Do you think knowledge of word formation can help us learn new words? Why?

S1:Yes.Because many English words are formed by adding affixes. So long as you know the meanings of some affixes, and word parts, you will guess the meanings of some new words without looking them up in a dictionary.

T: Quite right. Sit down, please. Now, let’s do an exercise to consolidate it. Please look at the screen, and then fill in the blanks.

(Teacher shows the following on the screen.)

1.submarine=______+______

2.disappear=______+______

3.overturn=______+______

4.Internet=______+______

5.underwater=______+______

6.prisoner=______+______

(After a while, teacher asks one student to do the exercise. Then teacher shows the answers on the screen.)

T: Good. Tell me the Chinese meaning of each word, and point out what the suffixes mean.

Suggested answers:

1.潜水艇 sub+ marine sub-=under

2.消失 dis+ appear dis-=not

3.打翻 over+ turn over-=too much

4.因特网 Inter+ net inter-=between

5.在水下的 under+ water under-=below

6.囚犯 prison+er -er=person who carries out the action of the verb

Step Ⅲ Reading

T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about science fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer some questions on the screen.

(Show the following on the screen.)

1.What did Dr Frankenstein want to do when he was young?

2.After he was sent to university, what did he think of the things taught at university?

3.What attracted his attention?

4.Did he discover the cause of life?

5.Although he knew how to create life, what remained a difficult work for him?

6.Why did he decide to create a larger human being than man about eight feet in height?

(Teacher gives them five minutes to read them. After that, check their answers.)

Suggested answers:

1.He wanted to learn the secrets of heaven and earth when he was young.

2.He found all that was taught at university very disappointing and decided to pioneer a new way himself.

3.The structure of the human body and any animal that was alive attracted his attention.

4.Yes.

5.How to prepare a body for it with all its muscles and organs still remained a difficult job for him.

6.Because the small size of the parts slowed down his speed.

T:Now,let’s do an exercise.(Teacher shows the following on the screen.)

1.The boy ______ becoming a pilot.

2.______ before you reach the crossroads.

3.He shouted to ______.

4.The fire ______.

5.Can you ______ the problem?

6.He ______ meat with a sharp knife.

7.Her skin is ______.

T:Fill in the blanks using the proper phrases on the blackboard.

Suggested answers:

1.dreams of 2.Slow down 3.draw people’s attention 4.burn not

5.throw any light on 6.cut up 7.as white as snow

Step Ⅳ Listening and Reading Aloud

T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.

(Teacher plays the tape for the students to listen and follow. Then give them a few minutes to read. After that, ask some students to read the passage and correct the mistakes in pronunciation.)

Step Ⅴ Designing and Writing

T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now, look at the screen. Please discuss them in groups of four.

(Teacher shows the following on the multimedia.)

1.How does your doctor create a life form that looks like a human being?

2.Describe your doctor’s efforts to do that.

3.Creat a word web of nouns, verbs and adjectives for the story. Add all the words you need.

(Teacher goes among the students to help them finish the word web.)

Suggested answers:

1.My doctor uses high technological skills to create a life form that looks like a human being, who has the advantages of human beings and animals, and at the same time has the features of advanced computers. It is a superman.

2.My doctor takes the following steps to create the human:

First, choose the cells of human body and fur and features of animals as materials.

Second, use the test tube and medicine to cultivate cells in the lab.

Third, on the one hand, arm the man-made human with culture and thought; n the other hand, put the machine which has the functions of storage, code, language…in the body of him.

Fourth, a superman is born.

3.T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.

(The teacher gives the students enough time to finish the task and asks some of them to read their creative writing to the whole class.)

The Fifth Period Word Formation

Teaching Aims:

1.Review all the methods of word formation the students have learned and summarize them.

2.Do some exercises to enable the students to master what they’ve learnt.

Teaching Important Point:

How to enable the students to apply what they’ve learned about word formation to help them in reading comprehension.

Teaching Difficult Point:

How to apply what they’ve learned about word formation to guess the meaning of an unknown word.

Teaching Methods:

1.Explanation to make the students understand what they’ve learned clearly.

2.Practice to enable the students to master what they’ve learned.

3.Pair work or group work to make every student active in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Greet the whole class as usual.

(Teacher asks one of the students to read his homework and then asks some other students to check it. Then teacher discusses some of the answers with the students and corrects the mistakes the students made in their homework if there are any. At the same time teacher gives some explanation if necessary.)

Step Ⅱ Lead-in and Discussion

T:(Teacher shows the following on the screen.)Let’s do an exercise now. Look at the sentences on the screen. Please fill in the blank of each sentence with a suitable word according to the word given in the bracket.

Complete the following sentences:

1.These gold rings are ______ while those glass ones are ______(value).

2.We all like the report given by the famous scientist yesterday. It is ______(encourage).

3.Mary’s daughter is old enough to ______ and ______ herself.(dress)

4.We were on duty yesterday. But after school we couldn’t find Jack. Tom said that he was ______(self) and must go home.

5.______(self) is a virtue of the Chinese people.

6.He lost his keys. He is ______.I’m sure he will be ______ with everything from now on.(care)

7.At the beginning the Blacks in the US had no right to vote. It was ______(fair).

8.That plan was a waste of money. We ______(agree) with it.

(Teacher goes into the students and has a discussion with them. After a few minutes.)

T: Have you finished?(Ss: Yes.)Now give us your answers please. Volunteer! One student, one answer.

S1:In the first sentence, we should fill “valuable and valueless” in the blanks according to the meaning of the sentence. Am I right?

Ss: Yes, you are right.

S2:The second answer is “encouraging”,I think.

S3:I’ll try the third sentence. I think “dress” and “undress” should be filled in.

S4:The fourth. It is the word “selfishness” that is suitable for this sentence. Am I right?

S5:I can’t agree with you. Here an adjective is needed.“Selfish” is right in this sentence, I believe.

T: Which is right,S4or S5?

S6:I think S5 is right. A word ending with “-ness” is a noun, not an adjective.

T: Is he right?

Ss: Yes, he is right.

T: Please go on!

…

Suggested answers:

5.Unselfishness

6.careless;careful

7.unfair

8.disagreed

Step Ⅲ Further Discussion

T: Do you like the exercise?(Ss: Yes.)Just now we reviewed a method of word formation. I’m glad you like it. There are four methods of word formation. The first is Clipping or Shortening. For example, telephone→phone; examination→exam; refrigerator→fridge; television→TV; the Chinese Communist Party→CCP etc. Who can give us some other examples?

S7:aeroplane→plane; bicycle→bike; mathematics→maths; very important person→VIP; the United States of America→the US.

S8:photograph→photo; laboratory→lab;October→Oct.; November→Nov.; United Nations→UN

T: So much for this. Now I’ll tell you that the second method of word formation is common.It is conversion.(Show the following on the screen.)Look at the sentences on the screen.Who can tell us the difference between the underlined words in each group of sentences?

Compare the following sentences:

1.a.It has not much taste.

b. The bread tastes delicious.

2.a.They had a quarrel yesterday.

b. They quarrelled for half an hour last night.

3.a.I’ve got an interview with National Chemicals.

b. We interviewed 20 people for the job.

S9:In each group of the sentences, the words underlined belong to the different part of speech. The word in the first sentence is a noun while the other is a verb.

T: That’s right. This method of word formation, Conversion, is to use a form that represents one part of speech as another part of speech without changing the form of the word. The process of creating new words without adding any affixes is also called zero-derivation

Step Ⅴ Test

T: Now let’s have a test.(Show the following on the screen.)Please write your answers on a piece of paper. A few minutes later, we’ll check the answers.

Can you tell us the meaning of the underlined word in each sentence?T ry to guess them.

1.The hall can seat a thousand people.

2.The train slowed down.

3.They helped us bridge over the difficulties.

4.We must better the life of the people.

5.His holiday was ruined by a series of misadventures.

6.There is often subzero temperature in winter here.

7.I disbelieve every word Tom says.

8.He is extra-thin.

9.The article has a subtitle.

Suggested answers:

1.坐 2.慢了下来

2.度过 4.改善

5.不幸事件 6.零度以下

7.不相信 8.相当瘦

9.小标题

Step Ⅵ Summary and Homework

T: In this class we’ve reviewed the four methods of word formation and some useful affixes…(Teacher writes all of these on the blackboard.)To master some knowledge of word formation is very important. It can not only help to improve our ability to read English articles but also help us remember new words. I say, it is a useful tool in helping us study English. Let’s work hard at it. Today’s homework: Collect as many prefixes as you can and divide them into groups according to their meanings. So much for this class. Good-bye!

Ss: Good-bye!

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.