下面是小编精心整理的散文诗(高二新教材)，本文共9篇，希望能够帮助到大家。
篇1：散文诗(高二新教材)
散文诗两篇(高二新教材)
高二1&3班语文课 教师：田克君
A.课时安排：11月29日周四共1课时。No.72
B.教学目标：1.基础知识目标：理解本文丰富的思想，鉴赏两篇散文诗的表现手法，品味两篇散文诗所隐含的意义。
2.思想教育目标：理解文章的内在情感
3.能力培养目标：阐释文中含义深刻的语句，进一步体会
作者深刻的思想境界。
C.教学重点：1、把握《记忆》从 “ 人 ” 的记忆角度，对社会现象和人类品性，作形象、鞭辟入理的剖析，表达强烈爱憎的写法特色。
2、联系时代背景和.写作意图，细心领会《门槛》这篇富有象征意味的散文诗的多种象征意义。――散文的欣赏。
D.教学难点：作者独特的表达；提高赏析能力，了解多流派的散文风格特点。
E.教学方法：阅读课。
F.教具使用：相关.课件PowerPoint格式。
教学内容和步骤――
一、 检查背诵《永遇乐京口北固亭怀古》《扬州慢》
（一）诵读引导
指导学生用一课时自读这两篇课文。自读的步骤，读完一篇，完成对本课的鉴赏，再读另一篇；不宜将两篇课文合在一起读下来，合在一起鉴赏。
1 ．《记忆》是当代散文诗，学生可以通过诵读，体会其中的思想感情，捕捉鲜明的意象，品味诗化的语言。
教师可组织四个学生分别朗读。第一个从 “ 你正望着我呢…… ” 开始读，第二个人从 “ 这说的都是忘却 -- 记忆呢 ” 开始读，第三个从 “ ……而你，朋友，却执拗地…… ” 开始读，第四个从 “ 嗯，只记得 -- 已忧患的…… ” 开始读。
朗读时，要充满激情，语速宜缓：不要麻木不仁地匆匆读过。四个学生读好了，课堂上就有了 “ 情境 ” 和 “ 氛围 ” 了。
第三个学生读的内容多，时间长，让朗诵能力好的学生来读。
2 ．《门槛》是外国散文诗，学生在诵读中体会作者的思想感情，可能有一定的.困难。但是，只要结合时代背景和.写作意图，认真捕捉俄罗斯女郎、门槛等形象隐含的意义，体会字里行间深沉而悲壮的感情，也就化难为易了。
本义主要靠对话来描绘形象，表现主题。诵读时要减缓速度，并在诵读中注意体会和表现出人物的性格、心理活动，读出低沉压抑的语调。对话，应符合人物的身份、个性。
教师可组织五个同学分别扮演叙述人、问者、俄罗斯姑娘和两位评者。
问话应是 “ 慢吞吞 ” 和 “ 不响亮 ” 的，显出高高在上的威严；俄罗斯姑娘的答语，要加重语气，文章最后 “ 一位圣人 ” ，打了惊叹号，充满力量，寄托了作者由衷的赞美，更要读得响亮。朗读时要注意创造庄严、肃穆的情境和氛围。
（二）鉴赏引导
1 ．《记忆》从记忆角度，对纷繁的社会现象和人们的种种品行作了概括而生动的描写，表达了对真善美的歌颂，对假恶丑的批判。从根本上说，这里的 “ 记忆 ” ，是广大人民心中判断是非曲直的客观尺度。
本文形散神聚。表面上好像零散杂乱，其实始终围绕着 “ 记忆 ” 的话题，而且 “ 记忆 ” 的话题，也不过是作者思想感情赖以表达的凭借，作者真正想表达的是对正义、对高尚情操的歌颂，对恶势力、对卑下行为的批判，但这.写作意图藏而不露。在思路上，没有 “ 直线式 ” 平铺直叙写来，而是采取曲线式写法，迂回婉转地表达思想感情。根据这一中心，作者尽情挥洒，力求形式生动活泼。总之，文章在形式上放得开，但表达的中心很集中，开与合很好地统一起来了。
2 ．《门槛》.写作背景。
屠格涅夫（ 1818 ～ 1893 ），俄国著名的批判现实主义作家。《门槛》是作者晚年的作品中思想境界较高的一篇。作者与女革命家一直有来往。 1878 年 1 月，俄国发生了女革命家刺杀彼得堡总督的事件，同时，屠格涅夫受到女革命家彼洛夫斯卡娅活动的影响，受到女友伏列夫斯卡哑献身精神的感染，对那些为俄国的解放事业不惜牺牲一切的英雄钦佩不已。于是，集她们于 “ 俄罗斯的姑娘 ” 之一身，通过虚幻的梦境，讴歌了俄国社会现实中的优秀分子，着力表现她们的崇高信仰和无私无畏的献身精神。
3 ．《门槛》主要内容。
本文通过描写 “ 一个俄罗斯的姑娘 ” 执著地要跨进 “ 高高的门槛 ” 的梦幻情景，表现了她的坚强意志和高尚的品格，表现了革命事业的艰苦卓绝，表达了作者对女革命家的无比崇敬。
提示学生，理解本文要注意以下几点：
①本文写的是梦境，全都是非现实的。②作者并没有特意点明人物的身份、性格特点，人物的精神品质是从具体的语言、神态、心理描写和环境描写中体现出来的。③作者也没有公开地表明自己的态度、倾向。④文章的主题思想、人物的精神品质，必须联系时代背景、作者经历和.写作意图作正确、深入的领会。
4 ．散文诗的特征。
散文诗不像一般新诗那样有严谨的格律，它不分行，不押韵。它的篇幅一般都比较短小，有一定字数限制；有浓郁的诗的意境，隐含着寓言和哲理，又必须通过形象来表现。
教师板书：
记忆
衡量是非曲直的尺度
真善美应当歌颂
假恶丑必须唾弃
门槛
情境描写（姑娘跨进门槛前接受质询并作出回答）
人物性格（理想崇高，信念坚定，意志坚强，不怕牺牲）
作者态度（敬仰、歌颂）
（三）课后练习。
1 ．完成练习一、二。
2 ．比较散文诗与散文的异同点，写篇 300 ～ 400 字的心得体会。
[ 小资料 ]
屠格涅夫 “ 家 ” 的姑娘们
屠格涅夫素以擅长描写女性著称，在他的许多作品中，曾经成功地塑造了一系列富于理想色彩的进步女性形象，被人们戏称为 “ 屠格涅夫家的去姑娘们 ” 。这些姑娘们包括（罗亭）中的那泰丽妞、《贵族之家》中的丽莎，《前夜》中的叶琳娜，《处女地》中的玛丽安娜等，她们都是作者以清丽的文笔，抒情地、富有情意地加以描绘、塑造的。只有《门槛》中的女革命家，描写的风格是冷峻的、凝重的。她既没有姑娘的动人微笑，也没有女性的脉脉柔情，但一点也不逊色于其他的俄罗斯姑娘，反而因气质非凡而独放异彩。
作业：1.诵读两文！
2.完成3+X、质监。
3.周记。
4.预习《短文两篇》。
散文诗两篇(高二新教材)由本站会员分享，版权归作者所有,请注明出处!
篇2：散文诗(高二新教材)
散文诗两篇(高二新教材)
高二1&3班语文课 教师：田克君
A.课时安排：月29日周四共1课时。No.72
B.教学目标 ：1.基础知识目标：理解本文丰富的思想，鉴赏两篇散文诗的表现手法，品味两篇散文诗所隐含的意义。
2.思想教育目标：理解文章的内在情感
3.能力培养目标：阐释文中含义深刻的语句，进一步体会
作者深刻的思想境界。
C.教学重点：1、把握《记忆》从 “ 人 ” 的记忆角度，对社会现象和人类品性，作形象、鞭辟入理的剖析，表达强烈爱憎的写法特色。
2、联系时代背景和写作意图，细心领会《门槛》这篇富有象征意味的散文诗的多种象征意义。――散文的欣赏。
D.教学难点 ：作者独特的表达；提高赏析能力，了解多流派的散文风格特点。
E.教学方法：阅读课。
F.教具使用：相关课件PowerPoint格式。
教学内容和步骤――
一、 检查背诵《永遇乐京口北固亭怀古》《扬州慢》
（一）诵读引导
指导学生用一课时自读这两篇课文。自读的步骤，读完一篇，完成对本课的鉴赏，再读另一篇；不宜将两篇课文合在一起读下来，合在一起鉴赏。
1 ．《记忆》是当代散文诗，学生可以通过诵读，体会其中的思想感情，捕捉鲜明的意象，品味诗化的语言。
教师可组织四个学生分别朗读。第一个从 “ 你正望着我呢…… ” 开始读，第二个人从 “ 这说的都是忘却 -- 记忆呢 ” 开始读，第三个从 “ ……而你，朋友，却执拗地…… ” 开始读，第四个从 “ 嗯，只记得 -- 已忧患的…… ” 开始读。
朗读时，要充满激情，语速宜缓：不要麻木不仁地匆匆读过。四个学生读好了，课堂上就有了 “ 情境 ” 和 “ 氛围 ” 了。
第三个学生读的内容多，时间长，让朗诵能力好的学生来读。
2 ．《门槛》是外国散文诗，学生在诵读中体会作者的思想感情，可能有一定的困难。但是，只要结合时代背景和写作意图，认真捕捉俄罗斯女郎、门槛等形象隐含的意义，体会字里行间深沉而悲壮的感情，也就化难为易了。
本义主要靠对话来描绘形象，表现主题。诵读时要减缓速度，并在诵读中注意体会和表现出人物的性格、心理活动，读出低沉压抑的语调。对话，应符合人物的身份、个性。
教师可组织五个同学分别扮演叙述人、问者、俄罗斯姑娘和两位评者。
问话应是 “ 慢吞吞 ” 和 “ 不响亮 ” 的，显出高高在上的威严；俄罗斯姑娘的`答语，要加重语气，文章最后 “ 一位圣人 ” ，打了惊叹号，充满力量，寄托了作者由衷的赞美，更要读得响亮。朗读时要注意创造庄严、肃穆的情境和氛围。
（二）鉴赏引导
1 ．《记忆》从记忆角度，对纷繁的社会现象和人们的种种品行作了概括而生动的描写，表达了对真善美的歌颂，对假恶丑的批判。从根本上说，这里的 “ 记忆 ” ，是广大人民心中判断是非曲直的客观尺度。
本文形散神聚。表面上好像零散杂乱，其实始终围绕着 “ 记忆 ” 的话题，而且 “ 记忆 ” 的话题，也不过是作者思想感情赖以表达的凭借，作者真正想表达的是对正义、对高尚情操的歌颂，对恶势力、对卑下行为的批判，但这写作意图藏而不露。在思路上，没有 “ 直线式 ” 平铺直叙写来，而是采取曲线式写法，迂回婉转地表达思想感情。根据
篇3：高二新教材《再别康桥》 (网友来稿)
高二新教材《再别康桥》 (网友来稿)
广西桂林市第十八中学 杨进红
教学目标：1.基础知识目标：了解新文人诗内涵。
2.思想教育目标：志摩感情方式与个人的体验。
3.能力培养目标：新诗的欣赏方法。
教学重点：新诗的鉴赏。
教学难点：诗的欣赏方法。
教学方法：诵读欣赏。
课时安排：1课时
教具使用：相关录像。
课堂教学设计：
一、作者及背景简介
徐志摩（1896―1931），浙江海宁人，富商家庭。笔名云中鹤、南湖、诗哲。中学与郁达夫同班。19考入北京大学，并于同年应父命与年仅16岁的张幼仪成婚，19赴美留学，19赴英国，就读于剑桥大学，攻读博士学位，其间徐志摩于婚外爱恋林徽音，并于1922年3月与元配夫人张幼仪离异。同年8月辞别剑桥启程回国。历任北京大学、清华大学教授，经常发表诗作，1923年与胡适等成立新月社，为主要成员，1924年，印度大诗人泰戈尔访华，徐志摩任翻译，后随泰漫游欧洲。同年认识有夫之妇陆小曼并相恋，1926年10月，与陆小曼结婚，1927年在上海光华大学任教授，1929年兼任中华书局编辑。1930年秋，应胡适之邀，到北京大学任教授。在此期间，徐志摩为了生计，往返于北平与上海之间疲于奔命，然而仍旧难以满足早已移情别恋的陆小曼，只是碍于旧情与面子，不好再次离异。他已陷于深深的痛苦中。1931年11月19日，从南京乘飞机去北平，途中飞机失事，不幸遇难，死于泰山脚下，时年35岁。
作为中国现代文学史上著名的资产阶级绅士诗人，徐志摩可以说是新诗的诗魂，人称诗哲、诗圣并不过分，他的新诗可堪千古绝唱，他的行为与品格也同样受到同人、朋友、学生的赞赏与爱戴，他对爱情的执著追求虽为文坛风流佳话，亦留有诸多遗憾，但他那天真无邪，崇尚自由、平等、博爱的人道主义情怀，追求人生真谛的精神是惊天地、泣鬼神的。难怪这位英年早逝的诗坛巨星的噩耗传来，震惊了海内外，胡适连呼：“天才横死，损失的是中国文学！”徐志摩的诗文都是风格迥异于他人的，储安平曾在《悼志摩先生》一文中说：“内涵是它的骨骼，辞藻是他的外表；一座最牢的房子外面没来一些现代美的彩色和轮廓，仍不能算定成它建筑上的艺术。”这正道出了徐志摩为人为文的风格，语言的华彩，夸饰的造句直接构成了他诗文的外在美，再与之澎湃的内在激情相匹配，俨然是一个洒脱不羁，放浪形骸的浪漫才子的“亮相”。胡适说得好，徐志摩的人生观里只有三个大字：一个是爱，一个是自由，一 个是美。的确是一语中的。他的作品就是这种精神的融合与体现。今天我们要学习的这篇诗歌，就是一篇可堪千古绝唱的经典之作。
《再别康桥》出于他自编的最后诗集《猛虎集》。这首诗当写于1928年11月6日诗人第三次旅游归国途中，中国海上。\“康桥\”即\“Cambuidge\”（今译\“剑桥\”），诗人关于它的作品较多，1922年，从剑桥进修归国后，有诗《康桥，再会罢》，1926年，二次旅游该国后，又有散文《我所知道的康桥》，可看出诗人对康桥的感情是十分深切的。究其原因，一方面康桥充满了这位浪漫诗人所需的古老、宁静，充盈梦幻色彩的氛围，另一方面是康桥是诗人一生\“真愉快\”时光的所在。
二、1、教师范读或放配乐录音带。2、指名学生朗读
三、整体构思与思路
1、提示：自古写离别诗之作可以说是数不胜数，大家比较熟悉的还记得有哪些诗词？
明确：骆宾王的《于易水送人一绝》：“此地别燕丹，壮士发冲冠。昔时人已没，今日水犹寒。”王勃的《送杜少府之任蜀州》：“与君离别意，同是宦游人。海内存知己，天涯若比邻。”王昌龄的《芙蓉楼送辛渐》：“寒雨连江夜入吴，平明送客楚山孤。洛阳亲友如相问，一片冰山在玉壶。”李白的《赠汪伦》：“李白乘舟将欲行，忽闻岸上踏歌声。桃花潭水深千尺，不及汪伦送我情。”
启发：如果我们把这些诗歌和徐志摩的这首诗一下，在送别的对象上有什么不一样呢？
明确：一般离别诗离别的是人，这首诗离别的却不是人，是“西天的云彩”，告别对象由人间向天空转移，跳出了寒喧叮咛的俗套，给人清新飘逸之感。（教师板书：离别的对象特别）
继续启发：大家看过柳永《雨霖铃》这首词吗？“执手相看泪眼，竟无语凝噎。”这种离别的气氛带给我们的是一种什么样的感觉？（沉重）就是词中所说的“多情自古伤离别”，自古以来，离别总是免不了一种沉重愁绪，如柳宗元有《别舍弟宗一》：“零落残魂倍黯然，双垂别泪越江边。”都是两眼泪汪汪的离情别绪，但徐志摩的这首诗呢？大家读了有没有这种沉重之感？这首诗只着色绘景而不摹声，以“轻轻的”“悄悄的”“沉默”造成一种寂然无声的寂静环境，排除了离别中因伤别而产生的沉重感，增加了飘逸的成分。（板书：营造的气氛轻松）
再启发：设想一下，如果是你们要远行，面对父母亲友，你们眼中所看到会是什么样的情景呢？照一般情况设想，诗人告别康桥时，当有送行的人，诗人的眼中也会看到高楼大厦、车水马龙，耳中也会听到机械的轰鸣。但这一切，诗人都没有摄入镜头，写入诗中借以寄情的物象是“云彩”是“金柳”“柔波”“青荇”“青草”“星辉”等自然物，这些物象给我们一种什么样的感觉？就好像作者是一位不食人间烟火的神仙，营造出的是一种清新之感。（意象的选择新颖）
2、全诗共七节。
第一节最引逗我们情思的是那三个\“轻轻\”，使我们体会到，康桥是美丽，而这美的最集中的表现在一个\“静\”字。三个\“轻轻\”是诗人对康桥之美的观照，即使\“作别\”一刻还要把这种宁静之美藏于内心，不忍打破这种宁静之美的惜爱之情得以展现，并为全诗确定了情感基调。
第二节至第六节则是作者情感，思绪发展变化的一个全过程的典型概括。
夕阳中幻成的金柳，是这种宁静之美的具体体现，而这金柳在诗人的心中就像是能使他心情荡漾，激动不安的安静、娇美的新娘。那新娘美得让诗人不敢正视，他移开自己的`目光。低头却见到柔波之下\“招摇\”自在的\“青荇\”。那水草轻柔的随波而摇，像在同诗人炫耀自己的自在。此景之下，有谁不想做一条这样的水草呢？一泓闪亮现入诗人的眼角，使他不由自主的转头观望DD那是拜伦谭，可在夕阳的映照下，是揉碎的彩虹在淀滨自己的梦！本来就充满梦幻色彩的虹，却也在寻着自己的梦，这自然使诗人想起以往在河上披星流舟放歌寻梦的情形。此时诗人像又在寻梦，但现实使诗人已不能放歌：离别在即，不能；静美于心，不忍。唯有\“悄悄\”才是诗人所愿。而此时的康桥，也沉默，似乎也不愿离别。
最后一节，与第一节呼应，又有深入，\“轻轻\”变成了\“悄悄\”，物我两眷溢于诗表。
诗人以优美的意象，宁静平和的心态，写了对康桥深深的眷恋之情。
四、欣赏点提示
①全诗节奏舒缓，但诗人的情感是起伏的，这起伏的深情你能体会吗？
②诗的构思很有特点，你能说出一二吗？
③从诗的构思和流淌的情感中，你能体会出诗人的个性特点吗？
鉴赏：正是因了作者别出心裁、不落俗套的构思，使得这篇作品更富艺术魅力。大家已经阅读过这篇诗歌多次了，下面就请大家自由来谈谈你对这首诗歌的看法，你觉得这首诗打动你的是哪一点？诗歌中哪个地方你觉得写得最精彩？（学生自由谈论）
教师.总结：
1、形式：四行一节 错落排列 字数相近 回环呼应――建筑美
明确：首句连用三个\“轻轻的\”，使我们仿佛感受到诗人踮着足尖，象一股清风一样来了，又悄无声息地荡去；而那至深的情丝，竟在招手之间，幻成了\“西天的云彩。\”最后一节以三个\“悄悄的\”与首阙回环对应。潇洒地来，又潇洒地走。挥一挥衣袖，抖落的是什么？已毋须赘言。既然在康桥涅过一次，又何必带走一片云彩呢？――首尾回环呼应、结构严谨，给人以整体之美。
2、语言：节奏感 旋律美 弹跳性――音乐美
明确：如诗歌的第一节，便三次用了“轻轻的”，这个形容词，显得节奏轻快、旋律柔和，带着细微的弹跳性，仿佛是诗人用脚尖着地走路的声音；诗的第2节在音乐上像是用小提琴拉满弓奏出的欢乐的曲子；韵式上严守二、四押韵，抑扬顿挫，朗朗上口。这优美的节奏象涟漪般荡漾开来，既是虔诚的学子寻梦的跫音，又契合着诗人感情的潮起潮落，有一种独特的审美快感。七节诗错落有致地排列，韵律在其中徐行缓步地铺展，颇有些\“长袍白面，郊寒岛瘦\”的诗人气度。可以说，正体现了徐志摩的诗美主张。
3、意境：金柳 新娘 招摇 彩虹似的梦――绘画美
明确：八节诗，几乎每一节都包含一个可以画得出的画面，给人视觉上美的享受。画面表现之一是，诗人使用了色彩较为绚丽的词语，创造了一系列鲜明生动的意境，披着夕 照的金柳，软泥上的青荇，树荫下的水潭，一一映入眼底。两个暗喻用得颇为精到：第一个将\“河畔的金柳\”大胆地想象为\“夕阳中的新娘\”，使无生命的景语，化作有生命的活物，温润可人；第二个是将清澈的潭水疑作\“天上虹\”，被浮藻揉碎之后，竟变了\“彩虹似的梦\”。正是在意乱情迷之间，诗人如庄周梦蝶，物我两忘，直觉得\“波光里的艳影／在我的心头荡漾\”，并甘心在康河的柔波里，做一条招摇的水草。这种主客观合一的佳构既是妙手偶得，也是千锤百炼之功；第5、6节，诗人翻出了一层新的意境。借用\“梦／寻梦\”，\“满载一船星
篇4：短文(高二新教材)
短文两篇(高二新教材)
高二1&3班语文课 教师：田克君
A.课时安排：12月3日周一共1课时。No.73
B.教学目标：1.基础知识目标：理解本文丰富的思想，鉴赏两篇短文的表现手法，品味两篇短文所隐含的意义。
2.思想教育目标：理解文章的内在情感
3.能力培养目标：评价这两篇短文的观点，阐释文中含义深刻的语句，进一步体会作者深刻的思想境界。
C.教学重点：根据散文“形散而神不散”的特征，理清其“形”，并领悟蕴涵于“形”中的“神”，进一步体会散文“形”“神”的辨证关系。――散文的欣赏。
D.教学难点：作者独特的表达；提高赏析能力，了解多流派的散文风格特点。
E.教学方法：阅读课。
F.教具使用：相关.课件PowerPoint格式。
教学内容和步骤――
一、 检查背诵《永遇乐京口北固亭怀古》《扬州慢》
《鲁迅诗稿》序
1、课前导入
这是郭沫若为《鲁迅诗稿》写的序言，也是一篇优美的小品文，目的是评价鲁迅诗歌书法的价值和成就，向人们展示鲁迅诗歌和书法的精髓与魅力，其显著特点是篇幅短小，内涵丰富，语言精美。
2、自读后回答下列问题。
(1)鲁迅的诗歌和书法有什么特点?
诗歌：每臻绝唱，或则犀角烛怪，或则肝胆照人。书法：自成风格，朴质而不拘挛，洒脱而有法度。
(2)作者对鲁迅的诗歌和书法作怎样高度评价?
诗歌：前无古人，后启来者。书法：世人宝之，非因人而贵也。
(3)作者认为应该怎样学习鲁迅的诗歌和书法?
学其人，更要好其诗，好其书。
(4)常见的'论证结构有哪几种?《〈鲁迅诗稿〉序》属于哪一种?
并列式、对照式、层进式和总分式。本文属总分式，即先分述诗歌和书法，最后再作总评。
3、反复诵读，体味本文语言特点。
见“教参――鉴赏要点”。
《我为何而生》
1.导入课文
罗素是现当代思想文化巨人，他在将近一百年的生涯中，坚持不懈地追求知识，追求真理，广泛涉猎各科知识，在哲学、数学、政治、教育、伦理、文学、宗教和社会学等人文社会学科的几乎各个领域，都有极大建树。一生写过七十多部专著，真可谓著作等身，给人类留下了宝贵的精神财富。罗素同时也是个文学家，尤其到了他的晚年，创作了大量丰富的文学作品。1950年他获得了诺贝尔文学奖。本文即是他写的一篇思想随笔。(另外可参考“有关资料”对罗素的简介，目的是引起学生的崇敬心理。)
2.指定男女同学各一名，分别朗读一遍课文。布置学生边听边画出自己难以理解或印象特别深的句子。
难以理解的句子可能包括以下一些：
①这些感情……有时甚至吹过深沉痛苦的海洋，直抵绝望的边缘。
②身历那种可怕孤寂的人的战栗意识有时会由世界的边缘，观察到冷酷无生命的无底深渊。
③在爱的结合中，我看到了古今圣贤以及诗人们所梦想的天堂的缩影……
④爱情与知识的可能领域，总是引领我到天堂的境界。
以上这些句子，教师与同学共同探讨如何理解。不求统一答案，言之成理即可。
印象深的句子由同学自己找出来，并可说说喜欢的理由，还可适当引申和发挥。
3.师生共同完成如下内容：
①找出作者生活的三个目标。
②概括说出作者渴望爱情的原因。
③指出作者追求知识和同情人类苦难的具体内涵。
④联系“课文鉴赏说明”和罗素的思想、生平，补充课文内容，感受伟人形象。
4.同样以“我为何而生”为题，师生可共同探讨这一重大人生问题；通过学习这篇课文，使学生思考人生观、价值观。随便说说写写，或开班会，或开讨论会，或举办演讲比赛等都可以。
5.集体朗读课文。
作业：（因下午有课，所以无。）
短文两篇(高二新教材)由本站会员分享，版权归作者所有,请注明出处!
篇5：短文(高二新教材)
高二1&3班语文课 教师：田克君
A.课时安排：月3日周一共1课时。No.73
B.教学目标 ：1.基础知识目标：理解本文丰富的思想，鉴赏两篇短文的表现手法，品味两篇短文所隐含的意义。
2.思想教育目标：理解文章的内在情感
3.能力培养目标：评价这两篇短文的观点，阐释文中含义深刻的语句，进一步体会作者深刻的思想境界。
C.教学重点：根据散文“形散而神不散”的特征，理清其“形”，并领悟蕴涵于“形”中的“神”，进一步体会散文“形”“神”的辨证关系。――散文的欣赏。
D.教学难点 ：作者独特的表达；提高赏析能力，了解多流派的散文风格特点。
E.教学方法：阅读课。
F.教具使用：相关课件PowerPoint格式。
教学内容和步骤――
一、 检查背诵《永遇乐京口北固亭怀古》《扬州慢》
《鲁迅诗稿》序
1、课前导入
这是郭沫若为《鲁迅诗稿》写的序言，也是一篇优美的小品文，目的是评价鲁迅诗歌书法的价值和成就，向人们展示鲁迅诗歌和书法的精髓与魅力，其显著特点是篇幅短小，内涵丰富，语言精美。
2、自读后回答下列问题。
(1)鲁迅的诗歌和书法有什么特点?
诗歌：每臻绝唱，或则犀角烛怪，或则肝胆照人。书法：自成风格，朴质而不拘挛，洒脱而有法度。
(2)作者对鲁迅的诗歌和书法作怎样高度评价?
诗歌：前无古人，后启来者。书法：世人宝之，非因人而贵也。
(3)作者认为应该怎样学习鲁迅的诗歌和书法?
学其人，更要好其诗，好其书。
(4)常见的论证结构有哪几种?《〈鲁迅诗稿〉序》属于哪一种?
并列式、对照式、层进式和总分式。本文属总分式，即先分述诗歌和书法，最后再作总评。
3、反复诵读，体味本文语言特点。
见“教参――鉴赏要点”。
《我为何而生》
1.导入 课文
罗素是现当代思想文化巨人，他在将近一百年的生涯中，坚持不懈地追求知识，追求真理，广泛涉猎各科知识，在哲学、数学、政治、教育、伦理、文学、宗教和社会学等人文社会学科的几乎各个领域，都有极大建树。一生写过七十多部专著，真可谓著作等身，给人类留下了宝贵的精神财富。罗素同时也是个文学家，尤其到了他的晚年，创作了大量丰富的文学作品。1950年他获得了诺贝尔文学奖。本文即是他写的一篇思想随笔。(另外可参考“有关资料”对罗素的简介，目的`是引起学生的崇敬心理。)
2.指定男女同学各一名，分别朗读一遍课文。布置学生边听边画出自己难以理解或印象特别深的句子。
难以理解的句子可能包括以下一些：
①这些感情……有时甚至吹过深沉痛苦的海洋，直抵绝望的边缘。
②身历那种可怕孤寂的人的战栗意识有时会由世界的边缘，观察到冷酷无生命的无底深渊。
③在爱的结合中，我看到了古今圣贤以及诗人们所梦想的天堂的缩影……
④爱情与知识的可能领域，总是引领我到天堂的境界。
以上这些句子，教师与同学共同探讨如何理解。不求统一答案，言之成理即可。
印象深的句子由同学自己找出来，并可说说喜欢的理由，还可适当引申和发挥。
3.师生共同完成如下内容：
①找出作者生活的三个目标。
②概括说出作者渴望爱情的原因。
③指出作者追求知识和同情人类苦难的具体内涵。
④联系“课文鉴赏说明”和罗素的思想、生平，补充课文内容，感受伟人形象。
4.同样以“我为何而生”为题，师生可共同探讨这一重大人生问题；通过学习这篇课文，使学生思考人生观、价值观。随便说说写写，或开班会，或开讨论会，或举办演讲比赛等都可以。
5.集体朗读课文。
作业 ：（因下午有课，所以无。）
篇6：高二英语新教材上复习提纲
高二英语新教材（上）复习提纲
Unit One
1. inspiration
You can’t paint a picture without an inspiration.
The artist’s inspiration was from nature.
inspire inspired inspiring
inspire sb. to do sth.
He is inspired by the sweet words.
He gives us an inspiring speech.
2. undertake
We undertook the task of cleaning the house.
He undertook to finish the job by Friday.
I can’t undertake that you’ll enjoy the party.
3. obvious
Her displeasure was obvious.
obviously
He obviously enjoyed his work.
3. within
The farmhouse is within five miles from here.
The task was within the man’s power.
He promised that the roof should be prepared within two days.
from within --- from under --- from behind ---
4. similar
They have similar political views.
My wife and I have similar tastes in music.
be similar to
His views are similar to mine.
be the same as --- be different form ---
similarity similarly
My brother was taught to read by my mother, and similarly, so was I.
There’s not much similarity between the two brothers.
5. debate
We debated until the bar closed.
I debated whether to accept the job.
debate with sb. on/upon/about sth.
debate sth with sb.
have a debate over/against 辩论反对
talk about/discuss
6. genius
She has genius.
have a genius for ---
She has a genius for maths.
7. need
The house needs/wants/requires repairing.
There is no need (for sb.) to do sth.
There is no use doing sth.
I need to do the work.
*. mind He is the greatest mind of our time.
8. imagination
He is a person of great imagination.
imaginary imaginative
imagine sth./clause
imagine(sb.) doing
imagine sb. to be ---
You can’t imagine how I missed the bird.
8. mind
His mind is not entirely on his work.
An idea has just come into my mind.
out of sight, out of mind
keep sth. in mind
have sth. in mind
change one’s mind
make up one’s mind (keep one’s mind on ---
be engaged in --- be addicted to --- be buried in --- )
9. be known for/as be famous for/as
10. It won’t make any difference to me.
11. on fire on leave/on business/on holiday/on a trip to
catch fire make a fire light a fire start/cause a fire play with fire open fire set fire to sth set sth. on fire
12. in common
have a lot/much/little/nothing in common
in common with --- common mistakes/diseases
13. be prepared for prepare for
14. knowledge
Knowledge is power.
I learned a lot of knowledge from his lesson.
I have a wide/good knowledge of history.
15. There’s no doubt that --- I have no doubt that ---
16. promise promising
make/break/tear up/keep carry out a promise
He is a poet of promise. = He is a promising poet.
promise sb. sth. promise to do/promise sb. to do
I’ve promised her to attend her wedding.
It promises to be fine tomorrow.
a promising graduate
graduate from --- in --- 毕业于某大学某专业。
after graduation/after one’s graduation
17. cure
cure sb. of sth. a cure for cancer.
18. hope for the future 对本来的希望
19. There is much/little/no point in doing ---
There seems no point in doing ---
There happened to be/used to be/must be/might be/can’t be ---
20. work on a new project work out a plan
work at a problem
21. go by Times go by.
Don’t let the chance go by
22. rather You’ve done rather well.
I had a rather hard time./ I had rather a hard time.
It rather surprised me. rather too ---
23. be engaged to sb. be engaged in ---.
I have an engagement at four.
24. in order to/so as to/in order that/so that
25. instead of/instead
26. go on with/to do/doing sth.
27. stop/prevent/keep sb. from doing sth.
28. dream a dream dream of going abroad
29. a thought came to him a thought struck him.
It occurred to him that he had left his key at home.
at the thought of --- at the sight of ---
deep in thought have no/some thought of
30. seek
seek one’s fortune seek happiness seek one’s advice
They are seeking work.
seek to do (试图、设法、企图做某事)
We sought to change her mind.
seek for (look for) I’m seeking for information.
31. on the one hand --- on the other hand ---
32. turn out (to be)
33. You can’t match him in knowledge of wild plants.
I want a tie that will match this suit.
34. He gave me some sound and practical advice.
35. be used to do be used for
36. usual than usual as usual
37. use up/run up
Their money has been used up. His money has run up.
38. search for look for
39. take measures to do sth. take steps/ action to do sth.
40. realize/come true
41. be satisfied with ---
satisfying satisfactory satisfaction
42. be curious about/to do sth. curiously curiosity
43. What if we are late for class?
44. a solution to ---
45. It’s outside/beyond my power to help you this time.
He lost his power to speech.
He took power last year and is still in power now.
a powerful swimmer
46. take a closer look at --- have a closer look at ---
be close to a close friend
47. describe --- as
give a description of sth. beyond description
48. at one time at a time at the same time
in no time at no time ahead of time on time
in time behind the times for the first time
for the time being kill time take one’s time
48. I was in heaven when I heard the news.
Good heavens! What has happened to him?
49. position
The house has a good position.
get a position/hold a position in the company.
He is a man of high position. a high position in society
What’s your position on this matter?
50. from season to season from house to house
from door to door from mouth to mouth from hand to hand
from generation to generation from village to village.
51. believe in/believe
52. on the other way around
53. punish punishment
He escape punishment.
54. mean doing sth./mean to do sth. meaning
55. come up (with)
He came up with a new suggestion.
The question came up at the meeting.
56. intelligent intelligence
He is a man of high intelligence.
57. prove I’ll prove to you that I’m right.
Your advice proved to be useful.
58. success
have success in --- be successful in ---
successfully succeed in doing ---
The play proved to be a great success.
Unit Two
1. media medium
Money is a medium for buying and selling.
The news media are covering the election thoroughly.
2. one’s opinion on/upon/of --- 某人对--- 的意见、看法。
What’s your opinion of this matter?
in one’s opinion
3. comparison
make a comparison compare A with/to B
in comparison with compared with/to
by comparison beyond comparison
4. reliable rely rely on sb. to do sth.
Is this information reliable?
5. interview interviewer interviewee
have an interview with sb.
give an interview to sb.
6. face: face the park face south
The difficulty facing us is transportation.
be faced with ---
We are faced with the same problem.
face to face in one’s face in (the)face of
make a face/make faces
7. nosy
I don’t like him, because he is very nosy.
have one’s nose in a book.
nose about/around
9. generous
be generous to sb.
be generous with sth/in doing sth.
a generous meal a generous harvest.
10. positive ; 肯定的，确切的，明确的 negative
She was positive (sure) she had seen him before.
His answer is negative.
11. elect: election elect sb. to be/as
12. rob:
rob sb. of sth. rob sth./sb. robber robbery
13. burn down/burn sth. to the ground
14. beat: (heart) beat fast beat the wings
(waves) beat the shore (rain) beat the window beat sb.
15. go up rise go down fall
raise bring up bring down
His temperature is going up.
16. would rather
would rather (not) do would rather (not) have done
would rather --- than --- I’d rather you came tomorrow.
17. What do you think of --- How do you like/find --- ?
18. have some/much/a lot of/plenty of/ little/no difficulty in doing sth/with sth.
There’s some/lots of /plenty of/ little/ no difficulty in doing sth/ with sth.
get over the difficulty get/run into difficulty in difficulty
out of a difficulty with difficulty without difficulty
19. more than:
There were more than 100 people at the party.
This museum is more than a museum. I have learned a lot in it.
She is more weak than lazy.
20. record:
set/hold/keep/break/beat/a record
He has a fine record at school.
play a record make a record
keep a record/records of sth.
Please keep a record of what was said.
21. experienced:
He is an experienced worker.
be experienced in ---
a person of great experience
22. informed inform information
make informed decisions 做出了解情况的'决定
Keep me informed of the latest developments.
a well-informed person.
inform sb. of sth. inform sb. that ---
inform sb. wh- to do
23. relate related two related questions
relate to 和 --- 有关； 和 --- 相处得好、合得来。
be related to 1.与…有关 2.与…有亲戚关系
This paragraph relates to the October Revolution.
She\'s best at relating to people.
She doesn’t relate very well to her step-mother.
They are related to me by marriage.
24. talented adj.有天才的，有天份的 talent
John is a very talented boy.
have a talent for = have a genius for
Writing poetry is one of his many talents.
25. switch roles:
switch of the machine, please.
switch on/off Switch off the machine, please.
He is always switching from one job to another.
26. rather than: 而不是; 与其 --- 宁愿 ---
The color seems green rather than blue.
He left rather than cause trouble.
This is rather for your father than for you.
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篇7：高二新教材《再别康桥》教学设计
课堂教学设计：
一、作者及背景简介
徐志摩（1896—1931），浙江海宁人，富商家庭。笔名云中鹤、南湖、诗哲。中学与郁达夫同班。19考入北京大学，并于同年应父命与年仅16岁的张幼仪成婚，19赴美留学，19赴英国，就读于剑桥大学，攻读博士学位，其间徐志摩于婚外爱恋林徽音，并于1922年3月与元配夫人张幼仪离异。同年8月辞别剑桥启程回国。历任北京大学、清华大学教授，经常发表诗作，1923年与胡适等成立新月社，为主要成员，1924年，印度大诗人泰戈尔访华，徐志摩任翻译，后随泰漫游欧洲。同年认识有夫之妇陆小曼并相恋，1926年10月，与陆小曼结婚，1927年在上海光华大学任教授，1929年兼任中华书局编辑。1930年秋，应胡适之邀，到北京大学任教授。在此期间，徐志摩为了生计，往返于北平与上海之间疲于奔命，然而仍旧难以满足早已移情别恋的陆小曼，只是碍于旧情与面子，不好再次离异。他已陷于深深的痛苦中。1931年11月19日，从南京乘飞机去北平，途中飞机失事，不幸遇难，死于泰山脚下，时年35岁。
作为中国现代文学史上著名的资产阶级绅士诗人，徐志摩可以说是新诗的诗魂，人称诗哲、诗圣并不过分，他的新诗可堪千古绝唱，他的行为与品格也同样受到同人、朋友、学生的赞赏与爱戴，他对爱情的执著追求虽为文坛风流佳话，亦留有诸多遗憾，但他那天真无邪，崇尚自由、平等、博爱的人道主义情怀，追求人生真谛的精神是惊天地、泣鬼神的。难怪这位英年早逝的诗坛巨星的噩耗传来，震惊了海内外，胡适连呼：“天才横死，损失的是中国文学！”徐志摩的诗文都是风格迥异于他人的，储安平曾在《悼志摩先生》一文中说：“内涵是它的骨骼，辞藻是他的外表；一座最牢的房子外面没来一些现代美的彩色和轮廓，仍不能算定成它建筑上的艺术。”这正道出了徐志摩为人为文的风格，语言的华彩，夸饰的造句直接构成了他诗文的外在美，再与之澎湃的内在激情相匹配，俨然是一个洒脱不羁，放浪形骸的浪漫才子的“亮相”。胡适说得好，徐志摩的人生观里只有三个大字：一个是爱，一个是自由，一个是美。的确是一语中的。他的作品就是这种精神的融合与体现。今天我们要学习的这篇诗歌，就是一篇可堪千古绝唱的经典之作。
《再别康桥》出于他自编的最后诗集《猛虎集》。这首诗当写于1928年11月6日诗人第三次旅游归国途中，中国海上。”康桥“即”Cambuidge“（今译”剑桥“），诗人关于它的作品较多，1922年，从剑桥进修归国后，有诗《康桥，再会罢》，1926年，二次旅游该国后，又有散文《我所知道的康桥》，可看出诗人对康桥的感情是十分深切的。究其原因，一方面康桥充满了这位浪漫诗人所需的古老、宁静，充盈梦幻色彩的氛围，另一方面是康桥是诗人一生”真愉快“时光的所在。
二、
1、教师范读或放配乐录音带。
2、指名学生朗读
三、整体构思与思路
1、提示：
自古写离别诗之作可以说是数不胜数，大家比较熟悉的还记得有哪些诗词？
明确：骆宾王的《于易水送人一绝》：“此地别燕丹，壮士发冲冠。昔时人已没，今日水犹寒。”王勃的《送杜少府之任蜀州》：“与君离别意，同是宦游人。海内存知己，天涯若比邻。”王昌龄的《芙蓉楼送辛渐》：“寒雨连江夜入吴，平明送客楚山孤。洛阳亲友如相问，一片冰山在玉壶。”李白的《赠汪伦》：“李白乘舟将欲行，忽闻岸上踏歌声。桃花潭水深千尺，不及汪伦送我情。”
启发：如果我们把这些诗歌和徐志摩的这首诗一下，在送别的对象上有什么不一样呢？
明确：一般离别诗离别的是人，这首诗离别的却不是人，是“西天的云彩”，告别对象由人间向天空转移，跳出了寒喧叮咛的俗套，给人清新飘逸之感。（教师板书：离别的对象特别）
继续启发：大家看过柳永《雨霖铃》这首词吗？“执手相看泪眼，竟无语凝噎。”这种离别的气氛带给我们的是一种什么样的感觉？（沉重）就是词中所说的“多情自古伤离别”，自古以来，离别总是免不了一种沉重愁绪，如柳宗元有《别舍弟宗一》：“零落残魂倍黯然，双垂别泪越江边。”都是两眼泪汪汪的离情别绪，但徐志摩的这首诗呢？大家读了有没有这种沉重之感？这首诗只着色绘景而不摹声，以“轻轻的”“悄悄的”“沉默”造成一种寂然无声的寂静环境，排除了离别中因伤别而产生的沉重感，增加了飘逸的成分。（板书：营造的气氛轻松）
再启发：设想一下，如果是你们要远行，面对父母亲友，你们眼中所看到会是什么样的情景呢？照一般情况设想，诗人告别康桥时，当有送行的人，诗人的眼中也会看到高楼大厦、车水马龙，耳中也会听到机械的轰鸣。但这一切，诗人都没有摄入镜头，写入诗中借以寄情的物象是“云彩”是“金柳”“柔波”“青荇”“青草”“星辉”等自然物，这些物象给我们一种什么样的感觉？就好像作者是一位不食人间烟火的神仙，营造出的是一种清新之感。（意象的选择新颖）
2、全诗共七节。
第一节最引逗我们情思的是那三个”轻轻“，使我们体会到，康桥是美丽，而这美的最集中的表现在一个”静“字。三个”轻轻“是诗人对康桥之美的观照，即使”作别“一刻还要把这种宁静之美藏于内心，不忍打破这种宁静之美的惜爱之情得以展现，并为全诗确定了情感基调。
第二节至第六节则是作者情感，思绪发展变化的一个全过程的典型概括。
夕阳中幻成的金柳，是这种宁静之美的具体体现，而这金柳在诗人的心中就像是能使他心情荡漾，激动不安的安静、娇美的新娘。那新娘美得让诗人不敢正视，他移开自己的目光。低头却见到柔波之下”招摇“自在的”青荇“。那水草轻柔的随波而摇，像在同诗人炫耀自己的自在。此景之下，有谁不想做一条这样的水草呢？一泓闪亮现入诗人的眼角，使他不由自主的转头观望――那是拜伦谭，可在夕阳的映照下，是揉碎的彩虹在淀滨自己的梦！本来就充满梦幻色彩的虹，却也在寻着自己的梦，这自然使诗人想起以往在河上披星流舟放歌寻梦的情形。此时诗人像又在寻梦，但现实使诗人已不能放歌：离别在即，不能；静美于心，不忍。唯有”悄悄“才是诗人所愿。而此时的康桥，也沉默，似乎也不愿离别。
最后一节，与第一节呼应，又有深入，”轻轻“变成了”悄悄“，物我两眷溢于诗表。
诗人以优美的意象，宁静平和的心态，写了对康桥深深的眷恋之情。
四、欣赏点提示
①全诗节奏舒缓，但诗人的情感是起伏的，这起伏的深情你能体会吗？
②诗的构思很有特点，你能说出一二吗？
③从诗的构思和流淌的情感中，你能体会出诗人的个性特点吗？
鉴赏：正是因了作者别出心裁、不落俗套的构思，使得这篇作品更富艺术魅力。大家已经阅读过这篇诗歌多次了，下面就请大家自由来谈谈你对这首诗歌的看法，你觉得这首诗打动你的是哪一点？诗歌中哪个地方你觉得写得最精彩？（学生自由谈论）
教师总结：
1、形式：四行一节错落排列字数相近回环呼应——建筑美
明确：首句连用三个”轻轻的“，使我们仿佛感受到诗人踮着足尖，象一股清风一样来了，又悄无声息地荡去；而那至深的情丝，竟在招手之间，幻成了”西天的云彩。“最后一节以三个”悄悄的“与首阙回环对应。潇洒地来，又潇洒地走。挥一挥衣袖，抖落的是什么？已毋须赘言。既然在康桥涅槃过一次，又何必带走一片云彩呢？——首尾回环呼应、结构严谨，给人以整体之美。
2、语言：节奏感旋律美弹跳性——音乐美
明确：如诗歌的第一节，便三次用了“轻轻的”，这个形容词，显得节奏轻快、旋律柔和，带着细微的弹跳性，仿佛是诗人用脚尖着地走路的声音；诗的第2节在音乐上像是用小提琴拉满弓奏出的欢乐的曲子；韵式上严守二、四押韵，抑扬顿挫，朗朗上口。这优美的节奏象涟漪般荡漾开来，既是虔诚的学子寻梦的跫音，又契合着诗人感情的潮起潮落，有一种独特的审美快感。七节诗错落有致地排列，韵律在其中徐行缓步地铺展，颇有些”长袍白面，郊寒岛瘦“的诗人气度。可以说，正体现了徐志摩的诗美主张。
3、意境：金柳新娘招摇彩虹似的梦——绘画美
明确：八节诗，几乎每一节都包含一个可以画得出的画面，给人视觉上美的享受。画面表现之一是，诗人使用了色彩较为绚丽的词语，创造了一系列鲜明生动的意境，披着夕照的金柳，软泥上的青荇，树荫下的水潭，一一映入眼底。两个暗喻用得颇为精到：第一个将”河畔的金柳“大胆地想象为”夕阳中的新娘“，使无生命的景语，化作有生命的活物，温润可人；第二个是将清澈的潭水疑作”天上虹“，被浮藻揉碎之后，竟变了”彩虹似的梦“。正是在意乱情迷之间，诗人如庄周梦蝶，物我两忘，直觉得”波光里的艳影／在我的心头荡漾“，并甘心在康河的柔波里，做一条招摇的水草。这种主客观合一的佳构既是妙手偶得，也是千锤百炼之功；第5、6节，诗人翻出了一层新的意境。借用”梦／寻梦“，”满载一船星辉，／在星辉斑斓里放歌“，”放歌，／但我不能放歌“，”夏虫也为我沉默／沉默是今晚的康桥“四个叠句，将全诗推向高潮，正如康河之水，一波三折！而他在青草更青处，星辉斑斓里跌足放歌的狂态终未成就，此时的沉默而无言，又胜过多少情语啊！。诗人仿佛在悉心呵护一个情人的睡梦，生怕这个梦境有丝毫的残损，轻柔的叹息般的旋律与依依别情离绪完美地统一在一起。画面美表现之二是，诗人通过动作性很强的词语，如”招手“”荡漾“”招摇“”揉碎“”漫溯“”挥一挥“等，使每一幅画面变成了动态的画面，给人以立体感。
五、练词以造缘像而披诗
――释《再别康桥》之”招摇“
徐志摩的《再别康桥》是一首幽婉怡人的好诗。其中，我又独独喜欢第三节，原因在于一个”招摇“。勿庸置疑，这个词是诗人精心锤炼的结果，它用得如此生动营造了美妙的诗境，与整首诗的情调合谐统一，对抒发诗人的感情起到了举足轻重的作用。
一说”招摇“，现今常含贬义则必常与”过市“相连。其实，它还有”逍遥“一义，而要用”逍遥“来写水草，则无拘无束，自由自在的情态就得以显现了，即使有夸耀的成份又有何妨，它夸耀的是一种安闲，是一种自在，”自在逍遥“本是写人之词，用来写水草，岂不是生动形象？
再看”招摇“之前的”油油“二字。何谓”油油“？光润的样子，水流的样子，和悦的样子。用它来修饰”招摇“不但增强了水草的自在感，而且还使我们想见了水草得以”招摇“的`河之水：微风轻拂水波轻涌，水质清澈，那像涂了凝脂的水草在水中随微波来回轻摆，自在安闲。这是怎样一幅美景啊！而这美景全赖诗人的”招摇“。
提问：据此，我们能不能理解作者后面这句诗深刻的含义？“在康河的柔波里，/我甘心做一条水草。”作者为什么会这么说？这表现了诗人怎么样的情感体验？
明确：《文心雕龙：情采》说：”情者，文之经。“徐志摩选择这样的词语，创造这样的境象，全是为情驱使，康河的流水、水草在作者眼中所呈现的那份安闲、自在、正是诗人心向往之的境界，由此而生出”在康河的柔波里，我甘心做一条水草！“的情绪就是很自然的事情了。徐志摩是大自然的崇拜者，他主张人类接近自然，回归自然，融合自然。他发现的”康桥世界“是人类心灵共同的”自然保护区“。在诗中，他与大自然似乎有一种本能的感应和认同，与大自然达成和谐，如”我“与”西天的云彩“的感情交流，感觉到”金柳“具有”新娘“的题力，”我“想化人康河柔波之中，作”一条水草“的体验等。
初到康桥，它平静，闲适的环境景物特征逗起的诗人久寻而不得的逍遥自在的情绪，在其《康桥，再会罢》中已初露端睨，而在第二次到剑桥后，诗人的散文《我所知道的康桥》中，这种感情表达的更为清晰、鲜明。
”我那时有的是闲暇，有的是自由，有的是绝对单纯的机会。说也奇怪，竟象是第一次，我辩认了星月的光明，草的青，花的香，流水的殷勤。“
给诗人留下如此印象，使诗人产生如此情绪的康桥，那桥下柔波中的水草怎会不”招摇“？诗人怎会不”甘心做一条水草“（逍遥的）？诗人又怎忍心打破这安闲自在，打破这康桥留给自己最深刻的东西？所以开始的”轻轻“和最后的”悄悄“才是最恰当的抒情之语，才觉得这样的语言在整首诗里是这样的和谐。
好一个”招摇“，且是”油油的“”招摇“，使《再到康桥》境显情出。
六、
学生诵读，并试着背诵。
七、迁移练习：
试和徐志摩的另一首离别诗比较赏析：
沙扬娜拉
——赠日本女郎
最是那一低头的温柔
像一朵水莲花不胜凉风的娇羞，
道一声珍重，道一声珍重，
那一声珍重里有蜜甜的忧愁——
沙场娜拉！
提示：这是诗人随泰戈尔访日后的感怀之作。诗人捕捉到的是女郎道别时一刹那的姿态，“温柔”、“娇羞”、“蜜甜的忧愁”准确地传达出少女楚楚动人的韵致以及依依惜别的情怀，“不胜凉风”的水莲花的比喻也恰如其分，最终使诗人对日本之行的观感定格在“水莲花”般的少女“一低头”的温柔之中。
八、作业：
1。朗诵、背诵该诗；
2。谈谈你对该诗的独特体验。
篇8：高二新教材Unit6 World In the Future.
Brief Statements Based on the Unit
The topic of this unit is about the human being’s 1ife in the future．This unit is made up of warming up，listening，speaking，pre-reading，reading，post-reading，language study and integrating skills．These tasks will be finished in five periods．
In the first period，we’ll do warming up，listening and speaking to improve the student’s listening and speaking abilities．At the same time．arouse the students’interest in the topic of this unit．
In the second period，we’ll finish the task 0f pre-reading,reading and post-reading．In post-reading，let the students give free rein to their imagination by discussing some questions．We’11 read a passage about 1ife in the future．It will tell us what the human being’s life will be like in the future．In the meanwhile we’ll learn some useful words and expressions．
The third period consists of two parts：Word study and Grammar-Noun Clauses．
Through word study we’ll revise some words and phrases，which are related to the topic of this unit．As to the grammar：Noun clauses,we can master them by doing more practical practice given in the textbook and workbook．
The main purpose of the fourth period is to train the students’reading and writing abilities by reading and writing a short pas-sage about 1ife in the future．
In the last period,we’ll deal with the grammer in this unit-Noun C1auses．
In a word,we can train the students’listening,speaking,reading and writing abilities by doing the exercises the textbook and the workbook provide．
Ⅱ.Teaching Goals
1．Talk about life in the future．
2．Practise making predictions．
3．Learn about Noun Clauses(2)．
4．Write a definition paragraph．
Ⅲ．Teaching Time：Five periods：
Ⅳ．Background Information
1.World in the Future
Scientists think that wonderful things may come true in the future．Future means a time that not yet come．It can be a short time from now or a long time from now．Some of the underwater wonders are almost ready to come true now．Others won’t come true,we think，until a long time from now．Some,of course．may never come true-but
who knows for sure?They may．What are some of the wonders that may come true in the future?
Let’s go back to dry land and take a future journey the other way--up instead of down．
Huge rocket liners take you into space to visit the Moon Camp．You walk around on the moon in s special moon suit．You visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from Earth．You go deep down into one of the moon mines．
After you have visited the moon,you visit the Mars Colony and the Venus Explo-ration Outpost．
Let’s go back to Earth．
In the far，far future，girls-and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man．
To control or run all kinds of toys,boys and girls may learn to use special ccmputers--machines that answer questions and do arithmetic faster than you can think．
Bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer．Imagine a race between them!
There may be telepathy helmets that send thought waves from your brain to that
of your friend miles away．You just think a thought and your friend knows it!You can have secrets with each other that nobody else can turn it on!
There will be other surprises in the future．How would you like to have a robot
playmate?
Having robot playmates may not be so much fun as it seems．But maybe a boy with a wrench and a screwdriver can fix the robot so that it won’t be too perfect!
What about the food of the future? Scientists think that much of it will be artificialmade in factories from such surprising things as coal．1imestone。air and water．
You don’t think that ice-cream or cake or candy or even bread and potatoes made out of these things will taste very good．You may be wrong．These artificial things will be blended so skillfully be food chemists that the food of the future probably wi11 be delicious．It probably will also be healthful be-cause life will be put into it．
Scientists of the future will almost certainly find other ways to make life last longer．They probably will find cures for most diseases．Hospitals will probably have“body banks”that can give you almost any new part you need to keep on living．People of the future may live to be a lot older than 100 years．
Are you wondering whether there’11 be television in the future? There’ll almost certainly be wonderful programs. Television screens probably wi11 be large and flat，hanging on the wall or going across the four walls of a room．People on the screen will look real as if they were right in the room with you．What about highways of the future? Well, a very small child probably will be able to drive a car．Nobody will need to steer．Electric signals will hold each car on the right road to get wherever the“Driver”wants to go．And it probably will be impossible for cars to smash together。Controllers that won’t even have to be touched will make all speeding cars miss each other or will put on the brakes．Driving in a car will be as safe as being at home．
But maybe the most wonderful surprise in the future will be weather control，Cities may have giant plastic domes over them to keep out snow，rain，or storms．
When you plan a picnic in a park。you won't have to worry about rain．It will rain only when the“ weatherman”thinks it is needed to freshen the air inside the city．All other days will be fair and warm．
The future should be a wonderful time in which to live．But the time you are living in now was also“ a wonderful future”to the people who lived 100 years ago．
2。Three Things That Will Change Your Life
Today our lives are changing faster than at any time in history．Here we report on three important changes that will have a big impact on our everyday lives in the future．
The cashless society Cash and bank-notes wi1l disappear almost completely．They will be replaced by smart cards--plastic cards with microchip processors“loaded”
with some money．When we pay for goods．the retailer w1l insert our smart card into a payment terminal and money w．1l be transferred from our card to the retailer's card．When all the money is used up，we will be able to“re-load”it by inserting it into a telephone，dialing our bank account and transferring money to the card from the account．1f we want to transfer money from our card to a bank ac-count．we will use the same method．Smart cards will be able to hold several different currencies at the same time．so if we go aboard．we will use our smart cards in the same way．
Interactive telephones Human telephone operators will be sharply replaced by talking computers．These computers will recognize speech．ask us what information we need，access the information from a database，and convert it to speech．If we want to book a flight or pay a bill by phone，we will interact with a talking computer to do SO．Of course，this won't happen until all the technology is
in place，but when it is we will soon get used to interacting with computers in this way．Human telephone operators will be used only for more complex operations
such as dealing with complaints or solving concrete problems．
Intelligent cars Traffic congestion in cities will be reduced because drivers will use electronic route maps to find the quickest route to their destination and avoid traffic jams．Congestion will also decrease when electronic systems start changing motorists for driving in cities．As soon as motorists have to pay to drive in cities，they will stop Using their cars and use public transport instead．
Speed control systems will be built into cars．These systems will automatically regulate the speed of the car to take account of traffic and weather conditions and prevent accidents．It will be many years before these changes bring results but when they do，there will be a titanic improvement in road safety．
The First Period
Teaching Aims：
1.EnCoLlrage the students to use their imagination to talk about life in the future．
2.Train the students'1istening ability．
3.Improve the students’ speaking ability by practising making predictions．
Teaching Important Points：
1. Train the studcnts'1istening ability．
2. Let the students give free rein to their1 imagination.
Teaching Difficult Points：
1．How do improve the students' listening ability．
2．How to finish the task of speaking.
Teaching Methods:
1．Listening-and-answering activity to help the students go through the listening material．
2．Individual，pair or group work to make every student work in class．
Teaching Aids：
1．some pictures
2．a tape recorder
3，a projector
4．the blackboard
Teaching Procedures：
Step I Greetings and Lead-in
T：Good morning／afternoon，everyone.
Ss：Good morning／afternoon，teacher.
T：Sit down，please．Now we're having a class in a bight and spacious class-room with modern equipment such as radios and computers．And we all live a happy life today．We can get whatever we want．Do you know how did people live in the past?
(One student stands up．)
S：When I was a child，my great-grandfather often told me the stories of him in the past. He often got hungry and didn’t have enough money to go to school and had no chance…I think people live a miserable life in the past.
T：Yeah．People lived a hard in the past．With the development of science and technology, people's life has changed a lot．Now we all live happily. What do you imagine life will be like in the future? Today we are going to study Unit 6 Life in the future. (Bb: Unit 6 Life in the future)It will tell us what life will be like in the future.
Step Ⅱ Warming up
T：Now let's first have a discussion about the future of one of the areas in our books．Discuss them in groups of four．After a while，I'1l ask one of you to re-
port the results．
T：Now please discuss some questions．(Show the picture and questions on the screen．)
How will people travel in the future?
Where will they go? Why?
(Give the students another two minutes to discuss．)
T：Who’d like to tell me how people will travel in the future and where they will
go and why?
(One Student puts up his hand．)
T：Oh，Li Jun，you have a try．
S：I think people will travel by using public transport．Electric cars will be
traveling through the streets day and night．Anybody will be able to stop one and take it．They can go wherever they want．
S：I think people will travel by car，which doesn't burn gas，but solar energy．In-
stead of wheels，the car needs a Cushion of air．Thus。it can float in the air．You
can go wherever you want as long as you press a button on the computer in the
car．What's more，it won't cause any pollution．
(And then ask some Students to re-port．)
How wi1l people communicate in the future?
S: People will communicate with each other with computers, which are set in the watches.
Where will people work in the future?
What kind of jobs will they have?
S：People wil1 work at home．The only thing that people do is to control the robots by pressing the buttons on t11e computer and let them work for us．
How will people do business in the future?
What kind of money will they use?
S：By the year 2l00，shops will no longer exist．Computers will have replaced them，and people will order goods from home．Instead of paper money，they will use credit cards．
What languages will people speak in the future?
Will people still speak Chinese and Eng1ish?
S：Instead of any language，people Will use code to talk with each other．If they use a language to communicate，I think t11ey Will speak Chinese．Because our country will be the strongest one．
What will schools be like in the future?
What subjects will people study?
S：Schools will be set up on the Internet．Students can stay at home and use computers to study．We can also down-load some information．We'll study social sciences，natural sciences and so on．Schooling wi11 be much more interesting and effective．
(After discussing all the questions，the teacher says the following．)
T：In spite of all these changes，man in the future will still have a lot in common with us．They wi1l have thoughts and emotions similar to ours．Anyhow，they will be human beings．
Step Ⅲ Listening
T：Now open your books at Page 42．Let's do some Listening．First Part 1．You're going to listen to a letter about Mekanika's life．Listen carefully and pay
attention to the year when she is living，the place where she 1ives,the things that happened to the people on the earth and the reason why she is writing you this letter．Write down what you hear．At last I'll check the answers with you．Is that clear?
Ss：Yes．
T：OK．Let's begin．
(Teacher plays the tape for the first time．Then plays for the second time，during which time teacher may pause for the students to write down the in-formation
．Finally teacher checks the answers in Part l with the whole class．)
T：Next listen to Part 2 and do the two exercises in them．
(Teacher lets the students go through the Exx in Part 2 and then plays the tape for the students．At last check the answers．)
Step Ⅳ Speaking
T：NOW look at the picture in Speaking Part．There are two girls in the picture．One girl is working on the computer．The other is making a phone call．Can you find anything different between them?
Ss：No．They are the same．Maybe they are twins．
T：No，they aren't twins．One of them is cloned．With the development of technology，scientists will be able to clone persons as well as animals．Suppose the year is 2089 and scientists have discovered how to make“doubles”，ex-act copies of a person that can do everything the original can do．Now work in groups of four to discuss the question whether the new techno1ogy should be used．First give your opinion and tell the reason．Write it in your textbooks．After that make up a short dialogue,
using the information in your books and the useful expressions on the blackboard.
(Bb：It would be wonderful if…
It would be bad for…if…
It’s possible/impossible to predict…
No one can predict what／when…
Just imagine if…
We can only guess…)
(Teacher gives the students four minutes to prepare in groups of four and then asks some groups to read their dialogues before the class．)
Sample dialogue：
SA：With the development of science and techno1ogy，the double would be made in the future．I think it would be a good idea to have a double. Because we could use the double to do the things we don't enjoy，for example, we could let the double finish our homework．
SC：I agree with you．I would 1ike to have a double, too，because I don't have time to do all the things I'd like to do．For example，if I didn't have time to watch an exciting football game, I would let the double watch it.
SB：I don't agree with you．I think having a double might be dangerous because you don't know what the double might do．For example，the double might steal what they what they want or kill the person they hate.
SD：Yes，they might do something wrong. What's more，having doubles would make people confused，because no one would know who the double really was or how to treat it．For example, the double wouldn’t have any parents and no one would see to them.
SC：But having a double would be wonderful，because you could let the double do whatever you want them to do．
SA：Having a double would also be good because the double could attend an important meeting instead of you if you were ill．
SD：But I think it would be bad for society if people had doubles because they would make trouble for our society.
Step V Summary and Homework
T：Today we've done some listening and speaking and known how to make pre- dictions．Besides，we've also learnt some useful expressions on the black- board．After class．write down the dialogue you made in your exercise books and preview the reading passage on Page 43．
Step Ⅵ The Design of the Writing on the Blackboard
Unit 6 Life in the future
The First Period
Useful expressions:
It would be wonderful if…
It would be bad for…if…
It's possible／impossible to predict…
No one can predict what／when…
Just imagine if…
We can only guess…
Step Ⅶ Record after Teaching
_____________________________________
______________________________________
______________________________________
______________________________________
The Second Period
Teaching Aims：
1.Learn and master the following expressions：
in general，catch a glimpse of，keep in touch with，pay attention to，lead to，in store
2．Improve the students' reading ability．
3．Let the students know something about the life in the future．
Teaching Important Points：
1．Improve the students' reading ability．
2．Master the following phrases：
in general, catch a glimpse of, keep in touch with，pay attention to,1ead to, in store
3．Enable the students to understand the text better.
Teaching Difficult Point：
How to make the students understand the reading passage better．
Teaching Methods：
1．Discussion before reading to make students become interested in what they will learn．
2．Scaning the text to get a general idea of the text．
3．Careful reading to get the detailed information in the text．
4．Individual，pair or group work to make every student work in class．
Teaching Aids：
1．a multimedia
2．a tape recorder
3．the blackboard
Teaching Procedures：
Step I Greetings and Lead-in
Greet the whole class as usual．
T：Do you like watching plays?
Ss：Yes．
T：Now I'll show you three plays．Watch carefully. After that I'll ask you a
question．
(Teacher shows the plays．After that，teacher says the following．)
T：What differences have you found in these plays? Who’d like to answer this question? Any volunteers?
S：I think the ways that people work are different．In the first play，some people are working by hand．In the second play．some people are working with machines while some people are giving orders to robots to work for them in the last one．
T: Yes．Our society is developing very fast, so our life has also changed a lot．
With the development of science and technology, our life now is quite dif-ferent from that in the past．Do you want to know what life wi11 be like in the future?
Ss：Yes．
T：Today we are going to read a passage about life in the future．
Step Ⅱ Pre-reading
T：Now first let's learn some new words on Page 110．
(Teach the words and explain them to the students．Then ask the students to read after the tape．At last teacher says the following．)
T：OK．Now I want you to discuss four questions. Look at the screen．
(Teacher uses the multimedia to show the questions on the screen．)
1．How will people shop in the future?
2．How will people travel in the future?
3．What will schools be like in the future?
4．What will the future be like in genera1?
(Teacher gives the students four minutes to discuss and then collects their answers．Finally ask them to read the text to find out the answers to the questions．)
Step Ⅲ Reading
T：OK．Please open your books at Page 43．Read the passage quickly to find out in which paragraph you can find the answers to the questions discussed just now．
(Teacher gives the students enough time to read the text and then collects their answers．)
Suggested answers：
1．How will people shop in the future?
Paragraph 3
People can do online shopping(on the Internet)and they can go to a pleasant mall using smart cards．
2．How will people travel／in the future?
Paragraph 2
We'll travel by car／taxi／bus／train that burns new fuels and uses new engines that will let us travel without worrying about whether we are polluting the environment
3．What will schools be like in the future?
Paragraph 5
In the future，there may be more“ schools on the air ”and “e-schools”．We can study at home by watching educators on TV or on a computer screen．
4．What will the future be like in general?
Paragraph 1
In general，the future will be brighter and our life will be more convenient．
T：Now read the passage again and then answer the questions on the screen．This time，you should read slowly and carefully．
(Show the following questions on the screen．)
1．What will happen in the field of health and medicine in the future?
2．Can you explain the meaning of e-learning?
3．Why is it important to be lifelong learners?
4．What should we do to make sure we will have a bright future?
(Teacher gives the students five minutes to read the text carefully．Finally ask some students to answer the questions on the screen．They can have a discussion in pairs if necessary．)
T：Now，who can answer the first question? Guo Li，would you like to have a try?
S：People in the future will be able to enjoy a longer and healthier life and re- main active even in old age。People wi1l pay more attention to the importance of a healthy diet and an active life．Some new diseases such as SARS，smallpox have already been defeated by new medicines．
T：Good．Please sit down. Now, let’s answer the second question. Who wants to have a try?
S：Let me try. “E-learning” means to learn on the Internet. That is to say, we can study by watching educators on TV or on a computer screen, whenever we have time and wherever we are．
T：Do you agree with his／her answer?
Ss：Yes．
T：OK．Now，who has got the answer to the third question?
S：I have．Because knowledge is changing all the time，it is important and necessary to be lifelong learners．
T：That's right．Anybody volunteers to answer the 1ast question?
S：We should try to learn to accept change and appreciate what is new and differ- net．And we should learn more knowledge to fit in with the needs of the society．
Step Ⅳ Explanation
T：Now you have known the general idea of the passage．But you should also pay attention to some useful phrases．Let's look at their usages．
(Show the following on the screen．)
1．In general，boys like playing football more than girls．
2．I caught a glimpse of a high building from the window of a train．
3．Mr. Wang kept in touch with his old friends by mobilephone．
4．You should pay more attention to your pronunciation.
5．Hard work leads to success．
6．I have some good news in store for you.
(Bb：in general，catch a glimpse of, keep in touch with, pay attention to，lead to，in store)
(Teacher explains the underlined phrases．Then ask some students to translate these sentences into Chinese．One student，one sentence．)
S：1．一般来说．男孩比女孩更喜欢踢足球。
S：2．透过火车车窗，我瞥见一座高楼。
S：3．王先生用手机同他的老朋友保持联系。
S：4．你应多注意你的发音。
S：5．努力就会成功。
S：6．我有一些好消息要告诉你。
Step V Listening and Discussion
T：Now listen to the tape and follow it in a low voice．Pay attention to your pronunciation and intonation．
(Teacher plays the tape．After that, teacher gives the students a few minutes to read the text aloud．At last ask the students to have a discussion．)
T:OK．Now look at the screen．I give you several minutes to discuss the advantages and disadvantages of the following things：future transportation，smart cards，online shopping and e-schools．
Then fill in the table on the screen．
(Show the screen．)
advantages disadvantages
future
transportation
smart cards
online shopping
e-schools
(Students begin to have a discussion and after a while teacher asks some students to fill in the table．)
Suggested answers:
Step Ⅵ Summary and Homework
T:Today we've read a passage about life in the future．We’ve learned what will
happen in the fields of transportation，business, health and medicine and education and knowledge in the future．At the same time．we've also learned some useful phrases．After class，read the passage again and again until you can recite it．Besides，don't forget to preview “Word study and Grammar” in the next period．
Well,that’s all for today．Class is over．
Step Ⅶ The Design of the Writing on the Blackboard
Unit 6 Life in the future
The Second Period
Useful phrases:
in general catch a glimpse of
lead to keep in touch with
in store pay attention to
Step Ⅷ Record after Teaching
__________________________________________
___________________________________________
____________________________________________
____________________________________________
The Third Period
Teaching Aims：
1．Review the words and expressions learned in the last two periods．
2．Learn and master the Noun Clause used as the Subject．Object and Predicative．
Teaching Important Points：
1．How to guess the missing word according to the given sentence．
2．How to master the usages of the Noun Clause used as the Subject，Object and Predicative．
Teaching Difficult Points：
1．The choice of the connectives．
2．The word order in the Noun Clauses used as the Subject。Object and Predicative．
Teaching Methods：
1．Review method to consolidate the words and expressions learned in the last two pe-riods．
2. Explanation and inductive methods to make the students master the usages of the Noun Clauses used as the Subject，Object and Predicative．
3．Individual or pair work to make every student work in class．
Teaching Aids：
l. a projector
2．the blackboard
Teaching Procedures：
Step I Greetings and Revision
Greet the whole class as usual.
T：Yesterday we learnt a passage about life in the future．Who can tell me what the future will be 1ike?
S：Let me try．In the future, we will travel by car，taxi，bus or train that won't pollute the air any more．We’ll buy things on the Internet instead of in the shop．
And we’ll be able to enjoy a longer and healthier life…
Step Ⅱ Word Study
T：Very good．In the text．we also learnt some important words and expressions．Now let’s have a dictation．Take out a piece of paper and write them down on it．
(Teacher dictates the words and expressions learnt in the last two periods.
Including forcast，trend．Urban consumer，tiny，customer, cash，regularly．effort，and physician．After that，let the students hand them in．)
T：OK．Now look at Language Study on Page 45．First look at Ex．I in Word study．Read the sentences and find a word from what we dicatated just now to complete each. You are given five minutes to do it．Read first and then complete the sentences according to the meaning of them．Is that clear?
Ss：Yes．
T：OK．First do it by yourselves．Then discuss them in pairs．After a while，I’ll ask some of you to say you’re answers and give the Chinese meaning of each sentence．
(After a while，teacher checks their answers and corrects the mistake if any．Teacher can give some explanations．)
Suggested answers：
1．forecast 你听天气预报了吗? 明天天气会怎么样?
2．trend 在中国许多地方使用信用卡已成为一种趋势。
3．urban 许多人想在都市工作而在农村生活。
4．consumers 根据中国法律，被厂家欺骗的顾客可以得到两倍赔偿。
5．customers 因特网有助于厂家和顾客保持联系。
6．tiny 计算机越来越小，有一天我们会在脖子或手腕上带上计算机。
7．cash 旅游时带许多现金是不好的，你最好用银行卡。
8．regularly 这两位女孩以前定期见面,但自从其中一个搬到另一个省后．她们就不能见面了。
9. physician 内科医师就是给病人看病开药方的医生。
lO.efforts 学习外语需要付出很大努力。
T：Well done．Now look at Ex2．Choose the correct phrase to fill in each blank．First look at the phrases in the box．Let’s revise the meanings of them together．(Students say the Chinese meanings of the phrases together．) Now you're given three minutes to finish it．
(After a while，teacher checks their answers.)
Suggested answers：
In general, in store, keep in touch with, lead to, paying no attention to
T：Now read this passage again and try to continue the story．Write an ending to the story．After a while，I'll ask some of you to read out your story．
(After a while，ask some students to read out their own ending to the story．)
Step Ⅲ Grammar
T：Thank you for your stories．Now please look at the sentences on the blackboard．
(While the students are preparing their stories，the teacher writes the following sentences on the black-board and underlines the clauses with coloured chalk．)
(Bb：1．Who bought the book is un-known?
2．They know that the habit may kill them．
3．All I can say is that he has always been good to me．)
T：Who can tell me the function of the clause in each sentence? Any volunteers? OK．Wang Li，please．
S：In the first sentence，“who-clause” is used as the Subject．“That-clause” in the second sentence is an object clause while in the last sentence “that-clause” is a predicative clause．
T：Is what she said right?
Ss：Yes．
T：Very good．In the Object Clause“that”is optional and can be omitted．But in the Predicative and Subject Clauses，“that”is necessary and can not be omitted．You must remember that．Are you clear?
Ss：Yes．
T：OK．Look at the sentences on the screen and tell which part the Noun Clause act as．
(Show the following on the screen．)
1．What life will be like in the future is difficult ot predict．
2．They are careful about what they eat and exercise regularly．
3．The schools of the future will proba-bly be quite different from what they are today．
4．We can not be sure whether our dreams will come true，but we can at least be hopeful that…
5．If we learn to accept change and appreciate what is new and different, we will be well-prepared for whatever the future may have in store．
(Teacher asks the students to do it one by one．)
S1：“What life will be like in the future” is used as the subject．
S2：“What they eat and exercise regularly” is the object of preposition“about”．
S3：“What they are today” is the object of preposition “from”．
S4：“Whether our dreams will come true” is used as the predicative．
S5：“What is new and different” is used as the object of verb “appreciate” and
“whatever the future may have in store” serves as the object of preposition “for”
Step Ⅳ Practice
T：OK．Look at Part 2 on Page 46．Use the expressions in the right box to change your questions about the future in the left box into Noun Clauses．You may do like this．
e.g．How we should use modern technology is a big issue．But you should pay attention to the word order in the Notm Clause．Normal word order is used in it. Do you understand?
Ss：Yes．
(Give the students three minutes to practise and then ask some of the students to read out their sentences．
One student, one sentence．)
Suggested answers：
1.I can’t imagine what the advantages of e-schools are．
2．Scientists have(not)found answers to the question why there is no life on the moon.
3．The problem is how we should use modern technology．
4．We cannot be sure when we’ll be able to travel in space．
5．They are worried about whether robots will be smarter than people．
6．We cannot be sure whether the future will be better．
T：Now let’s do the exercise in Part 3．The main purpose of this exercise is to
help you understand the differences between a Noun Clause and an Attributive C1ause．Who’d like to tell me the differences between them?
S：I’d Iike to try．A Noun Clause is used as a subject，object，predicative or op-
positive in the main clause．An Attributive Clause serves as an attribute to
some noun or pronoun in the main clause，and it is often placed after this noun or pronoun．The Attributive Clause is introduced by the relative pronouns and the relative adverbs．
T：Very good．Sit down please．Now please read the sentences in Part 3 first．Then identify the type of clause in the sentences．If it is a Noun C1ause，write“NC”；if it is an Attributive C1ause，write“AC”．Are you clear?
Ss：Yes．
T：Now you are given three minutes to prepare it．
(Three minutes 1ater，ask five students to say their answers one by one．)
Suggested answers!
1．NC 2．NC 3．AC 4．AC 5．NC
T：Well done．Now look at Part 4．Re-write the sentences so that they be-come the type of noun clauses in brackets．If you have any problem，you can look at the example．
(Teacher gives them four minutes to finish it．After that, ask the students to read out their sentences．)
Suggested answers：
1．We must make sure what is needed to open an online store．
2．How we can develop transportation without polluting the environment is still a problem．
3．We don’t know when we’ll have the medicine that can cure any disease．
4．All I want to know is whose book you are reading．
5．Why it is important for us to become lifelong learners is being discussed．
That is why it is important for us to be-come lifelong learners．He has told me why it is important for us to become lifelong learners．
Step V Summary and Homework
T：OK．Today we’ve reviewed the words and phrases we learned in the last two periods．We’ve also learned the Noun Clauses as the Subject，Object and Predicative．You should pay attention to the word order in the Noun Clause and the differences between a Noun Clause and an Attributive Clause．After class，review the content we learnt，especially the Attributive Clause and the Noun Clause as the Subject，Objectand Predicative．Time is up．That’s all for today．
Step Ⅵ The Design of the Writing on the Blackboard
Unit 6 Life in the future
The Third Period
Grammar：the Noun Clause
1．Who bought the book is unknown．
the Subject Clause
2．They know that the habit may kill them.
the Object Clause
3．All I can say is
that he has always been good to me.
the Predicative Clause
Step Ⅶ Record after Teaching
____________________________________
The Fourth Period
Teaching Aims：
1．Review the useful expressions learnt in this unit by doing some exercises．
2．Do some exercises to consolidate the Noun Clause．
3．Do some reading and writing practice to improve the students’integrating skills．
Teaching Important Points：
1．Help the students master the Noun Clause better．
2．Help the students learn to write a defini-tion paragraph．
3．Improve the students’integrating skills．
Teaching Diffcult POint：
How to improve the students’integrating skills.
Teaching Methods：
1．Revision method to help the students mas-ter the useful expressions and the Noun Clause better．
2．Asking-and-answering activity to go through the reading material．
3．Individual，pair or group work to make ev-ery student work in class．
Teaching Aids：
1．a projector
2．a tape recorder
3．the blackboard
Teaching Procedures：
Step I Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T：Yesterday we learned grammar--the Noun Clause．First look at the screen，please．
(Show the following on the screen．)
1．What life will be 1ike in the future is the topic for today’s class discussion．
2．Can you imagine what life will be like in the future?
3．One of the questions that few people can give answer to is what life will be
like in the future．
T：Study the sentences and find out what kind of Noun Clause the underlined part in each sentence is．
(The students prepare for a couple of minutes．Then the teacher may ask some student to say their answers．)
Suggested answers：
1．Subject Clause
2．Object Clause
3．Predicative Clause
T：Good．But generally speaking，it is hard for you to choose connectiyes in- troducing the Noun Clause．Only when you know the functions of the connectives can you use the Noun Clause as the Subject,Object，Predi-cative and Appositive freely．Now let’s do some exercises to consolidate what you have learnt．
(Show the following on the screen．)
Fill in the blanks with suitable connec-tives．
1．_______composition is the best is known to us a11.
2．He wondered________he was not al-lowed to go out alone．
3．______is to take Li Ming’s place is being discussed．
4．I got very angry with______he said．
5．My idea is_________we should ger more people to finish the work．
6．I wonder_________it is true or not．
7．The problem is___________we could help smokers kick their habit．
8．The news__________we had won in the match excited all．
9．We have no idea_________she was born．
10．That’s________we decided to put the meeting off.
Suggested answers：
1．Whose 2．why 3．Who 4．what 5．that 6．whether 7．how 8．that 9．when／where lO．why
T：In this unit，we’ve also learned some useful expressions．Do you remember them?Now let’s do an exercise to re-vise them．please look at the screen．
(Show the following on the screen．)
Complete the sentences，using the ex-pressions learnt in this unit．
1．_______his work has been good，but this essay is terrible．
2．You should________your friend by let-ter．
3．Please_________what I am saying．
4．He always keeps several baskets of apples________．
5．The misprint________great confusion．
6．He_______her before she vanished(消失)into the crowd．
7．His dream of being a famous singer________at last．
Suggested answers：
1．In general 2．keep in touch with
3．pay attention to 4．in store
5．led to 6．caught a glimpse of
7．came true
T：In this unit，we’ve also read a passage about life in the future．Now please
think out some words you can use to describe life in the future．
(After a while，ask some students to say out the words．)
Step Ⅲ Reading and Writing
T：OK．As we know，people’s life has
been changing．It’s getting better and better．What do you think life in the 3lst
century will be like?will it be the same as that today?
Ss：No．We think life in the 3lst century will be very different from that in this century．We’ll live more easily than today．We’ll have a machine do what we want them to．The only thing we need to do is to press the buttons on the computer．
T：OK．Thank you．Today we’re going to read a letter about the way people will
live more than one thousand years lat-er and we can know what the life in the 3lst century will be like．First let me explain some phrases to you：keep sb．Company,a bit and clear up．
(Show the following on the screen．)
1.keep sb．company：remain with sb．so that he is not alone．
e.g.He stayed at home to keep his wife company．
I’ll stay here and keep you company．
2．a bit：rather
e.g．He is feeling a bit tired．
The book costs a bit much．
3．clear up：put in order／make sth．Tidy
e.g．Clear up your desk before you leave the classroom．
Would you please clear up the cup-board?
(Bb：keep sb．Company,a bit，clear up)
T：Now open your books at Page 47．Look at Reading and Writing．Here is a letter from Mekanika．Now you’re given four minutes to read it．Then answer some questions under the letter．
(The students begin to read．After a while．teacher checks their compre-hension．)
T：Who’d like to tell me what you would use an e-friend for，if you had one?
(One students stands up．)
S：Let me try．If I had an e-friend．I would let him help me with what I couldn't do，keep me company,talk with me and help me with my homework．
(Another student begins to give the answer．)
S：I think I would have the e-friend help me take notes when I was listening to a lecture and play chess with me．Fur-thermor，I would let my e-friend help me if I was in trouble．
T：Thank you．Now the second question：Why is it sometimes difficult for Mek-anika to know what is real and what is an image?Any volunteer?
S：Because the world and people are imi-tated so well that we can see them，hear them，touch them，talk to them and feel them．They are just like the real world and real people．
T：OK．The last question：How is our 1ife different from the way people lived one thousand years ago?
S：Now life is much easier and more con-venient than in the past．We can keep in touch with each other by cellphone or by computer instead of by writing letters．
S：We can travel by car instead of on foot．We can buy things on the Inter-net．We can also get the latest infor-mation by surfing the Internet．
…
Step Ⅳ Listening and Reading Aloud
T：Now let’s listen to the tape．When I play it for the first time，just listen carefully．When I play it for the second time，please listen and repeat．Then read the passage aloud．Pay attention to your intonation．Are you clear?
S：Yes．
(Play the tape for the students to lis-ten．Then when the students read the passage．the teacher goes among them and corrects their mistakes in pronun-ciation，intonation and stress．)
Step V Writing
T：We have known what the life will be in the year 3044．Imagine that you have come back from a trip to the future．You visited the year 4367 and you saw a wonderful invention called a Mogray．Now work with your partner and decide what a Mogray is，what it looks like and what it is used for．
(Teacher asks the students to discuss the questions．And then collect their
answers．After that，the teacher says the following．)
T：Now you know what it is like．Please write a paragraph about what a Mogray is．Before writing，you have to complete the outline on the screen．
(Show the following on the screen．)
What can a Mogray
Be used for? What does a Mogray
look like?
How does it work?
(Teacher asks the students to write the outline in their exercise books．Students may have various answers．)
T：OK．You have finished your outline．Please use it to write your paragraph．
(Teacher may let the students hand them in after class,if time is limited．)
One possible version：
Life in the year 4367 is quite differ-ent from life in the 21st century．We will
still do many things we do today，but we do them differently．For example，we can
use a Mogary to help us．A Mogary is an intelligent robot，which looks exactly like a human being．It can be used in many fields．such as at home，in the factory or in nature．
The Mogray can be easily and con-veniently used at home．If you want to travel，you can turn it into all kinds of transport that you like，such as a plane，a car or a train，which use the solar energy without pollution．When it is too cold or
too hot，the head of the Mogray can be used as an air-conditioner,which can keep a proper temperature．There are all kinds of recipes in its head．It can cook all kinds of healthy and delicious food for yoi if you press the buttons on it．When you are bored，it can read some books for you，which are stored in its brain．It can also play chess with you or communicate with you．It has thoughts similar to yours,Your life will be rich and colorful with a Mogray companying you．
It can be used in many fields．In a word，the earth will become even more beautiful with the help of it．
Step Ⅵ Summary and Homework
T：Today，we’ve learned a passage about the life in the year 3044．At the same time，we wrote a passage about the life in the year 4367．What’s more，we’ve revised the Noun Clause and the useful expressions in this unit．such as in general,keep in touch with，in store…(Write them on the blackboard．After class，you should master them further by revising what we’ve learnt in this unit．Don’t forget to prepare for the next unit．That’s all for today．Class is over．)
Step Ⅶ The Design of the Writing on the Blackboard
Unit 6 Life in the future
The Fourth Period
Useful expressions：
keep sb．company a bit
clear up in general
keep in touch with in store
pay attention to lead to
catch a glimpse of come true
Step Ⅷ Record after Teaching
_________________________________
_________________________________
__________________________________
__________________________________
The Fifth Period
Teaching Aims：
Summarize the usages of the Noun Clauses.
Teaching Important Points：
1．Let students master the functions of the Noun Clauses．
2．Let students know how to choose the con-nectives and the differences among the
connectives．
3．Let students correctly use the word order in the Noun Clauses．
Teaching Difficult Points：
1．The choice of the connectives．
2．The differences between“that”and“what”．
3．The differences between“if”and“wheth-er”．
Teaching Methods：
1．Review method to master what students learnt before．
2．Explanation and comparative methods to master the important and difficult points．
3．Practice method to make students use the Noun Clauses correctly．
Teaching Aids：
1．a computer and a courseware
2．a projector
Teaching Procedures：
Step I Greetings
Greet the whole class as usual．
Step Ⅱ Revision
T：Today we’ll review the Noun Clauses．
(Bb：The Noun Clauses)First let’s do some exercises．
(Teacher shows the exercise on the screen．)
Choose the best answers．
1．___________they are leaving for Paris has not been decided yet．
A．When B．Where
C．That D．Why
2．Go and get your coat．It’s_________you left it．
A．there B．where
C．there where D．where there
3．Last night we heard the news_________the British Prime Minister was on a three-day visit to China．
A．which B．what
C．whatever D．that
4．It is generally considered unwise to give a child________he or she wants．
A．however B．whichever
C．whenever D．whatever
T：Please look at the screen．I’ll ask some of vou to tell me the answers one by one．Any volunteers?
S1：The first answer is A．
S2：The second answer is B．
S3：The third answer is D．
S4：The last answer is D．
T：Well done!Sit down，please．Who can tell me what clauses they are?
S5：…
Suggested answers：
l.the Subject Clause
2．the Predicative C1ause
3．the Appositive Clause
4．the Obiect Clause
Step Ⅲ Explanation and Summary
T：As we all know，the Noun Clauses can be classified into the Subject C1ause,the Predicative Clause，the Object Clause and the Appositive Clause ac-cording to the function of each clause in the main clause．
(Bb：the Subject Clause．the Predica-tive Clause，the Object Clause and the Appositive Clause)
T：Now look at the sentences on the screen．
I．the Subject Clause
1．Whether he has enough time to finish the work is still a question．
2．It is still a question whether he has enough time to finish the work.
3. Who did that is unknown to all.
Ⅱ.the Predicative Clause
1. The question is who can do the experlment.
2．He looked as if he was going to cry．
3．The reason for his lateness was that he got up late．
4．That was because he got up late．
Ⅲ．the Object Clause
1．I didn’t know that Pierce Brosnan is from Ireland.
2．I find it hard that I learn English well．
Ⅳ．the Appositive Clause
1．Some senior officials eat chicken in public in order to remove the Chi-nese citizen’s fear that it is not safe to eat chicken．
2．Word has come from his sister that she will arrive on Friday．
T：Attention，please．1．In order to keep the sentence balanced．We often use“it”as the formal subject,which re-places the real subject．For example,the No．2 sentence in the column of the Subject．2．“As if”“as though”and“be-cause”can also be used to introduce the Predicative Clause．For example,the No．2 and the No．4 sentences in the column of the Predicative Clause．3．In the sentence if the verb is“make／find／think／believe…”,we can“it”as the formal object,which replaces the real object．We put the real object behind the Object complement．That is to say，
Sub．+find／make／think／believe…+it+Object Complement+that clause．For example，I thought it strange that he failed to call me．Now we have known about the usages and the func-tions of the Noun Clauses．But we must pay attention to the conneetives introducing the Noun Clauses．Now please look at the diagram on the screen．You’d better remember them．
(Teacher shows the diagram on the screen．)
T：Attention,please.
1．In the Noun Clauses，we must use the normal word order-Connective
+Subject+Verb．That is to say,there is no inversion．
e.g．Whether he left is unknown．
That’s why he fell i11．
Can you make sure where Alice has left the gold ring?
The fact that he hadn’t said any-thing surprised everyone．
(Teacher writes the four sentences on the blackboard．)
2．Don’t use double connectives in the Noun Clauses．
3．The subordinate conjunction“wheth-er”can introduce all the Noun Clau-ses，while the subordinate conjunc-tion“if”can only introduce an Ob-ject Clause used as the object of a verb．For example，we can’t say“It all depends on if they will support us”．We should say“It all depends on whether they will support us”．
4．The subordinate conjunction“that”has no meaning and doesn’t act as any omponent in the Noun Clau-ses．When“that”is introducing a Noun Clause as the object of a verb(believe，consider，hear，know，say，understand etc)，it can be omitted．
5．The conjunctive pronoun“what”means“the thing that／all that”in the Noun Clauses．“what”intro-duces a Noun Clause．At the same time it can be used as the subject，the object or the predicative in the Noun Clause.You must pay atten-tion to the differences between“that”and“what”．Now let’s look at these sentences on the screen．
That she was closed made us very happy．
What he did quite surprises us．
This is what interests me most．
The reason was that he had never seen her before．
Stcp Ⅳ Practice and Consolidation
T：Now you have known something about the Noun Clauses．Let’s do some exer-cises so that we can use them correctly and freely．Please look at the screen．
I．Correct the following sentences
1．The news which our team had won pleased everyone．
2．I don’t doubt whether he can work out the problem．
3．I have been worrying about if I have hurt her feeling．
4．I don’t know that he wants．
5．The reason why he didn’t come is because he was ill.
6．Who walks around in such a heavy rain will catch a cold．
7．I think important that we learn English well．
8．It’s not certain that the sports meet will be held．
9．This is the suggestion which we have a trip the day after tomor-row．
lO．China is a great socialist country is well known．
Suggested answers：
1．which→that 2．whether→that
3．if→whether 4．that→what
5．because→that 6．Who→Whoever
7．important→it important
8．that→whether
9．which→that
10．China→That China
Ⅱ．Choose the best answers
1．The photographs will show you_________.
A．what does our village look like
B．what our village looks like
C．how does our village look like
D．how our village looks like
2．I still remember________this used to be a quiet place．
A．when B．how
C．where D．what
3．________he said at the meeting as-tonished everybody present．
A．What B．That
C．The fact D．The matter
4．一Do you remember_________he came?
一Yes,I do．He came by car．
A．how B．when
C．that D．if
5．Sara hopes to become a friend of___________shares her interests．
A．anyone B．whomever
C．whoever D．no matter who
6．________we can't get seems better than_________we have．
A．What；what B．What；that
C．That；that D．That；what
7．It’s generally considered unwise to give a child_________he or she wants．
A．however B．whatever
C．whichever D．whenever
8．Someone is ringing the doorbell．Go and see________．
A．who is he B．who he is
C．who is it D．who it is
9．_________she couldn't understand was________fewer and fewer students showed interests in her lessons．
A．What；why
B．That；what
C．What；because
D．Why；that
lO．These wild flowers are so special that I would do________I can to save them．
A．whatever B．that
C．which D．whichever
11．Eat___________cake you like and leave the others for_________comes in late．
A.any；who
B.every；whoever
C.whichever；whoever
D.either；whoever
12．_________he told you is not true．Don’t believe it．
A．That B．What
C.If D.When
13．What a pity_________is that you didn’t arrive．
A．that B．this
C．there D．it
14．_________he accepts or refuses the present is none of your business．
A．That B．If
C．Whether D．Which
15．His grandfather was among the first to settle in___________is now a famous
holiday center．
A．what B．which
C．when D．that
Suggestcd answers：
1.B 2.A 3.A 4.A 5.C 6.A 7.B 8.D 9.A 10.A 11.C 12.B 13.D 14C 15.A
Step V Homework
T：In this class，we have done lots of ex-ercises about the Noun Clauses．Now I’ll give you some more exercises．Do them after class．
(Teacher shows the following on the screen．)
Complete the following sentences：
1．Do you still remember________(何时何地见到那位著名的歌唱家吗)?
2．_________(无论是谁最后离开教室)
ought to turn off the light．
3．_________(明天是否下雪)makes no difference to me．
4．This is__________(他出生的地方)．
5．She expressed the hope_______(她将再来中国)．
6．___________(你不喜欢她)is none of my business．
7.One of them held the view_________(书中所说的是对的)
8．The question is_________(这本书是否值得看)．
9.She always do_________(她老师让她做的)．
1O.They want to make it clear to the public_________(他们在做着一件重要的必不可少的工作)．
Suggested answers：
1．when and where you met the famous singer
2．Whoever leaves the classroom last
3．Whether it will snow or not tomorrow
4．where he was born
5．that she would come to China again
6．That you don’t like her
7．that what the book said was right．
8．whether the book is worth reading
9．what her teacher tells her to do
10．that they are doing an important and necessary job
Step Ⅵ The Design of the Writing on the Blackboard
Unit 6 Life in the future
The Fifth Period
Grammar：Noun Clauses
I．the subject Clause
Whether he left is unknown．
Ⅱ．the Predicative Clause
That’s whv he fell i11．
Ⅲ．the Object clause
Can you make sure where Alice has left the gold ring?
Ⅳ．the Appositive clause
The fact that the hadn't said any-thing surprised everyone.
Step Ⅶ Record after Teaching
____________________________________
____________________________________
____________________________________
____________________________________
[高二]Unit 6 Life in the future要点综述
Unit 6 Life in the future I. Reading
1 What life will be like in the future (将来的生活会是什么样) is difficult to predict(主动形式表被动).
in future= from now on=从今往后，从现在开始
2 make predictions/ forecasts about对…进行预测 make a weather forecast for tomorrow预报明天的天气
3 catch/ get/ have a (brief)glimpse很快地看一眼，匆匆一瞥 catch/ get/ have a sight of看到
4 be contemporary with与…属于同一时代 contemporary events当代事件contemporary styles现代风格
5 emergy-saving节约能源的 paper-making造纸的 English- speaking说英语的 meat-eating食肉的
6 at speed很快地, 高速地 at a safe speed以安全的速度 at a speed of forty miles an hour 以每小时40英里的速度
at full/ top speed以全/高速 with all speed以全/高速 with… speed更强调速度之快 speed up（使）加速
7 ensure sb. from/ against danger保护某人免受危险
8 reform oneself 改过自新 a reform in teaching methods教法改革
9 (不可与一段时间连用) get in/ into touch with与…取得联系 lose touch with与…失去联系
(可与一段时间连用) be in touch with与…有联系be out of touch with与…无联系keep in touch with与…保持联系
10 the crowd 人群 crowd into涌入，挤入 be crowded with充满/挤满了
11 remain 1）保持不变，仍是（连系动词，相当于stay/ be still，后面可接形容词，名词，分词，介词短语）
remain/ stay/ keep open/ closed仍然开/关着 remain/ stay a problem仍是个问题 remain/ stay the same 保持不变
remain/ stay siting仍然坐着 remain/ stay unfinished 仍然没完成 remain/ stay in great poverty仍然很穷
2）剩下（不及物动词，不可用被动）Few houses remained/ were left after the earthquake.
Much work remained to be done.还有许多工作要做 remain to be seen（留待）以后才知晓
3）（人）逗留 remain/ stay at home remain/ stay in hospital
12 deal with 1）对付，处理（常与 how连用，do with与 what连用）
How shall we deal with the problem？What shall we do with the problem？
What is the best way of dealing with the problem?
2）论述，涉及The book deals with Asian problems．这书本论述了亚洲问题。
3）与……打交道We have dealt with the company for 10 years．我们同这家公司打了十年的交道。
13 with随着with the development of with age 随年龄
14 on the air广播中/ 放映（的），被广播/ 放映（的） speak on the air在广播中/电视上讲话
in the air 1) =in the sky在空中/天上2)（口语）（谣言等）在流传中/传播中3）（口语）（计划等）为决定的
by air= by plane
15 way方法 ,其前的介词in常可省略。I think you are putting it together( in) the wrong way.我认为你把它装错了。
当way后面跟有定语从句时，常用that代替 in which，而且that也可省略
The way ___________ I worked out the problem was not the one _____________ my teacher told me.
I worked out the problem in the way ___________ he taught me.
that的特殊用法还有This is the last/ first time (that) I’ll give you a lesson.
16 come true（不可用被动）/ turn into reality/ be realized实现，成为现实
17 in store贮藏着；准备着；就要来到 have/ hold/ keep sth. in store贮藏/准备着某物
18 cure sb. of治好某人的…病; 改掉某人的…恶习a cure for…的一种治疗方法
19 We saw a light in the distance在远处 （我们看到远处有盏灯） The picture looks better at a distance.从远处
20 require/ need/ want doing 需要被 The wall requires/ needs/ wants repairing.
require sb. to do sth. / require (that) sb. (should) do sth.要求某人做某事
II．Integrating skills
1 be different from 与/和……不同 His thought（n.想法）was different from yours.
do sth. differently from sb.做某事与/和某人不同 He thought（vi.想、思考）differently from you.
tell the difference in… between A and B说出/辨别 A和B在……方面的区别/差异
tell the difference between three words 说出/辨别这三个单词的区别/差异
2 keep sb company与某人做伴
3 have someone to talk to有人可以交谈（不定式短语作后置定语）
have(使役动词) someone talk叫某人谈谈 have(使役动词) someone talk to him叫某人与他交谈 have sb. do sth.
4连系动词不能用进行时态(feel “感觉”可用进行时态, “摸起来”不能用进行时态)和被动语态。
（1） 感官系动词，表示感官，知觉 look, smell, sound, taste, feel, seem, appear
（2） 持续系动词，表示保持某种状态 keep, remain, stay, rest, lie, stand
（3） 变化系动词，表示由一种状态转为另一种状态 become, grow, get, go, turn, fall ,come, run.
（4） 状态系动词，用来表示主语状态，只有be一词
（5） 像系动词，用来表示”看起来像“这一概念，主要有seem, appear, look,
（6） 终止系动词，表示主语已终止动作，主要有prove, trun out, 表达”证实“，”变成"之意，
连系动词常用形容词作表语，有些可用名词作表语，有些可用介词短语作表语。
The story sounds true/ interesting. The story sounds (like) a true one.
有些词既是连系动词也是实义动词如 smell (闻起来，闻) taste(尝起来，品尝)
He looked(看起来) angry/ sad/ happy. He looked（看着）angrily/ sadly/ happily at me.
5 after all 1)毕竟,终究（用于句末,表后来情况有变化）2) 别忘了（用于句首或句末,解释或强调自己前面的观点）
She said she wasn’t going to come, but she turned up(露面，到来) after all.
Don’t be too hard on her. After all, she is only a child.
above all最重要的是 first of all首先（first的强调形式） in all总计，总共
at all ①.用于否定句 not…at all“根本不，一点儿也不 ”（注意有时not隐藏在no中。no= not a/ any）
If not, they would have no wood at all. = If not, they would not have any wood at all.
He has no friend at all. = He doesn’t have a friend at all.
There was nothing to worry about at all.= There was not anything to worry about at all.
We were not tired at all.= We were not a bit tired.
That’s OK=That’s all right=You’re welcome= It’s a/my pleasure= Don’t mention it= Not at all.不用谢
②用于肯定句译成“竟然，到底”。这类肯定句往往带有不肯定的意味, 表说话人的某种情绪，可起强调作用
I am surprised that you came at all.我很奇怪你竟然会来。 It took him quite some time to find the lost child at all.
③用于疑问句译成“究竟”。加强语气。 Did you speak at all ?
④用于条件句译成“既然，如果真的” Do it well if you do it at all. He’ll come before dinner if he comes at all.
6 tell 辨别；断定；清楚地知道,常与 can，be able to连用
I can't tell which is which.我分不清哪个是哪个。 Who can tell what will happen? 谁能预知会发生什么事情呢
tell A from B把A和B区分开来 Can you tell her from her twin sister?你能区分她和她的孪生姐姐吗？
tell red from green tell right from wrong
tell the difference in… between A and B说出/辨别 A和B在……方面的区别/差异
撒谎tell lies 讲真话tell the truth 讲/说笑话 tell jokes 讲故事tell stories
7 clean up打扫，清理 clear up整理，收拾；（情形）好转（如天气转晴，病情好转，关系好转或和解）
8 some day有一天（将来） one day有一天（过去或将来）
篇9：高二新教材UNIT 10 FRIGHTENING NATURE
教材分析(Analysis of the teaching material)
1 地位与作用 (Status and function)
本单元的中心话题是“恐怖的自然”。围绕这一话题讨论了台风、火山等自然灾害发生时的现象及带来的影响。通过各个部分的学习，学生初步了解各种自然灾害及对人类带来的危害，从而增强保护环境和自我保护意识。
“热身”(Warming up) 通过四张图片引出自然现象：火山、台风和彗星及进行科学研究的仪器。通过师生问答形式，学生能描述自然现象并对台风、火山等自然灾害有初步了解。根据图式理论，将新学知识与学生已有的知识结合起来，能激活学生已有的图式，有利于新知识的掌握。通过这个阶段的语言训练为以下各部分的学习打下基础。
“听力”(Listening) 是一则天气预报。短文中出现了对各种天气的描述及美国各部分的气温情况。首先是细节题，根据听力短文指出美国哪些地区有雨及周二各部分的最高温。学生通过该部分练习来训练捕捉信息的能力。然后通过问题加深对短文的理解，最后达到能用英语做事的目的。
“口语”(Speaking)由两部分组成。第一部分是两人之间的对话，描述台风来时的情形和心理感受，为第二部分的配对练习打下基础。第二部分以六幅图片的内容话题，通过对话的形式来表述情感、焦虑和恐惧，为以后的写作打下基础。
“读前”（Pre-reading）部分先以两幅图片来激活学生已有的图式，对火山的形成有精确的理解。再通过三个问题，学生通过略读对以下的阅读材料有个总体的了解。
“阅读”(Reading)部分描述了“我的叔叔”--Pliny的死亡经过。Pliny不顾个人安危营救朋友，并在旅途中把自己的见闻记录下来，为后人留下宝贵的研究资料。从Pliny身上学生可以学习乐于助人、勇于奉献科学研究的精神。
“读后”(Post-reading)分三部分。第一部分通过brainstorming学生对火山及发生时的情形有更全面的了解。第二部分以寻找问题答案的形式，学生能加深对Pliny个人品质的认识。第三部分针对课文理解，通过填写表格培养学生的概括能力及描述事件的能力。
“语言学习”(Language study)分词汇和语法两部分。通过词汇练习来巩固本单元的生词，并且学生能正确使用现在分词和过去分词作表语。本单元的语法是“省略句”，主要包括省略主语、谓语、不定式及多种成分省略；先通过一些例子让学生自己探究省略的几种情况；再通过控制性练习掌握如何使用省略句；最后通过理解情景对话达到运用的目的，也就是能用英语办事。
“学习技能”(Integrating skills) 部分包括读、写两部分，读为写做铺垫。首先通过阅读学生了解故事情节：“南山”号轮船在驶回福建途中遭遇台风。更猛烈的大风即将袭来，整艘船危在旦夕…结尾部分给学生留下想象空间。写作部分是阅读的延续，学生通过想象描述“南山”号是如何脱险的。通过该部分教学不仅能提高学生的读写的语言技能能力，还能培养学生的创新思维能力。
“学习建议”(Tips) 给学生提供间接了解自然灾害的方法，从而培养学生自主学习能力。
“复习要点”(Checkpoint) 总结了本单元的语法重点---省略句。再通过一个问题帮助学生概括本单元的重要词汇。
各部分在练习册中都有相应的巩固练习。其中语言技能训练是课文的延伸和扩展，培养学生的说、读、写能力。在训练三种技能时增强学生探究能力和合作意识。
2.教学目标 (Teaching aims)
根据《普通高中英语新课程标准》（实验稿）关于总目表的定位及其实现途径和目标具体描述，结合高二学生实际和教材内容，我们把本单元的教学目标定为：
1、语言知识 (Knowledge objectives)
单词：掌握、理解、运用以下生词 frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot
词组：be scared to death, get into panic, stand on end, use…for… draw one’s attention, at the foot of , no way out, call for, turn back, upon arrival, give impression of, light up, with the kitchen fire still on, more… than…, pick out, spring to life, clean up, leave out, turn round, on board, come on, knock about, all of a sudden, do, done for, all at once, hold out
语法：复习巩固省略句，并能理解情景对话中的省略句。
2、语言技能：(Ability objectives)
听：能听懂天气预报，包括对气候及温度的描述；能理解描述自然灾害的短文。
说：能得体地表达个人的感情、恐惧、焦虑之情及能有逻辑的描述自然灾害发生的原因、严重后果及灾后自救工作。
读：能理解课文内容和课文结构，在阅读中运用scanning, skimming, generalization, inference等微技能。
写：能用流畅准确的语言描述自己经历的自然灾害或从其他媒体上获得的经历。
3、学习策略 (Strategy objectives)
学生能在一定程度上形成自主学习、有效交际和信息处理英语思维能力。
4、情感策略 (Moral objectives)
学生增强保护环境和自我保护意识；体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。
课时安排（Teaching arrangement）
Periods 1&2: Warming Up & Reading
Period 3: The 2nd Listening (Listening in the Workbook) Speaking & Talking
Period 4: The 1st Integrating Skills
Period 5: The 1st Listening & The 2nd Integrating Skills
Period 6: Grammar – Ellipsis & Word Study
教学计划 (Teaching plans)
Periods 1 & 2 Warming-up & Reading
Goals:
1. Learn something about volcano through reading.
2. The students can use what they have learned to describe volcanoes.
3. The students realize that human beings can overcome any hardship.
4. The students will improve the ability to solve problems.
Teaching important points:
1.Try to master the useful new words & expressions in this period.
2.Understand the text well.
Teaching difficult points:
1.How to use the new words & expressions correctly.
2.To understand the reading materials of similar topics.
Teaching aids: a computer, a tape recorder & a projector
Teaching procedures
Step 1 Warming up
Q1: What’s the weather like today?
It’s sunny (rainy, windy, etc).
Q2: Do you often care about the weather?
Yes. / No, sometimes.
Q3: How do you hear about it?
On TV. / Over the radio.
Q4: Have you ever heard of typhoon?
Yes, quite often.
Q5: What words can you think of to describe the typhoon weather?
heavy wind (blow hard) storm (show a picture of stormy weather.)
roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)
Q6: What will you feel in such kind of weather?
frightened, scared, terrible, happy (Ask the students why they feel happy? ---- Because typhoon will often release the drought. What’s more there is enough water, which can be used to make electricity.)
Q7: What about the hurricane? Have you ever heard about it?
It is something like typhoon.
Q8: What about volcano?
Q9: Look at the picture. Find out as much as you can to describe it.
eg. eruption lava
Q10: How is a volcano formed?
1). Show a video about the eruption of a volcano.
2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.
Q11: Where is the most possible place that a volcano may erupt?
Near the ocean. eg. Fujiyama mountain in Japan.
Q12: Do you know how a volcano works, if you do, describe it?
Rocks from under the earth becomes hotter and hotter and many things erupted from the
volcano, such as:
Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.
Solid: bits of rock and volcanic ash, etc.
Liquid: lava.
Step 2 Pre reading
1. Show a picture. Ask the students: What can you see in the picture? (The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.)
2. Show another picture. Ask the students to guess what happened in the town of Pompeii? (A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)
Step 3 While reading
Task 1 Skim the text and answer the following questions.
Q1: What is described in the following passage?
The eruption of the volcano called Mount Vesuvius.
Q2: When and where did it happen?
On the 24th of August in 79 AD in southern Italy.
Q3: Who is the writer of the letter?
Pliny, the younger.
Task 2 Decide whether the following sentences are true or false.
1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F
2. My uncle planned to save his friend’s wife Rectina. F
3. My uncle went to rescue Pompy after saving Rectina. T
4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F
5. They decided to try the open air instead of staying in the house. T
6. It was night when the volcano erupted. F
Task 4 Scan the text & fill in the following form.
Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.
First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.
Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.
Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.
Finally My uncle wanted to get out of the danger but failed. He was dead.
Task 5 Arrange the following statements according to the right order.
1. He decided to rescue his friend Pompy.
2. Some people watched an unusual cloud rising from a mountain.
3. Rectina begged him to save her.
4. He ordered a boat made ready.
5. Two slaves helped him stand up and immediately he fell down dead.
6. He bathed and had dinner.
7. A rain of rocks was coming down.
2-4-3-1-6-7-5
Task 6 Read the text again and explain what the words in bold refer to.
it: a cloud of unusual size and shape rising from a mountain
the one: the wind
the other: my uncle’s friend Pompy
their: flames
They: scared people
Language points:
1. draw one’s attention to sth. 吸引某人的注意力
eg. She drew my attention to a mistake in the report.
catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to
2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.
3. urge 催促, 极力主张; 强烈要求
eg. The U.S.A urged Iraq to give up.
4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…
5. bath n. 洗澡；浴缸
bathe v. 洗澡
6. He looked more asleep than dead.
eg. The pig looks more lovely than stupid.
eg. The boy looks more stupid than angry.
Step 4 Post reading
Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.
1. He wrote a report about all he observed during his trip.
2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.
3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
Task 2 Further understanding
1. How does nature form a danger to people in the world and how can science help reduce that threat?
eg. In the summer, with the arrival of typhoon, a rain of storm and flood will come, which will damage a lot of things, including people, animals, and buildings, etc. The factory will also be closed because of it.
Ask the students to think as many examples as they can.
2. What’s the relation between human beings and nature?
We can’t go against nature. We should live in harmony with the nature.
3. What should we do to protect the environment that we live in?
5R policy.
1. Reduce: Reduce the amount of waste by every possible means.
eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.
2. Reuse: Reuse the useful things before getting rid of them.
eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.
3. Recycle: Recycle the waste things if possible.
eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.
4. Recover: Make use of good parts while getting rid of the bad ones.
eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.
5. Repair: Repair the broken things.
eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.
Homework:
1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.
2. Refer to the website to know more about the volcano.
www.fsyz.com.cn/yanjiu/gta
www.cpus.gov.cn/zlg/huoshan
3. (in the second period) Finish Exercise 2 at Page 77 in SB..
Period 3 Listening(Wb) Speaking & Talking
Goals:
1) Understand the listening text in the workbook.
2) The Ss can express emotion, anxiety and fear properly.
3) Know more about typhoon.
Teaching important points:
To master the useful new words and expressions.
Teaching difficult points:
How to use what the students have learned to describe a nature disaster.
Teaching aids: a computer, a projector & a tape recorder
Step1 Revision
Questions: 1 What kinds of disasters does nature give us?
2 What kinds of disasters does man give us?
Step2 Pre-listening
Page 144,Listening. Look at the picture. Discuss Exercise1 with the students.
Step3 Listening
Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?
Step4 Lead-in
Page74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:
1 What happened in the typhoon?
2 What else do you know will happen in a typhoon?
3 What was people’s emotion?
4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?
Step5 Speaking
Give the students some pictures. Get them to make a similar dialogue. Tell their partners whether these things or situations frighten them and explain why. Also, talk about people’s emotion in these situations and how they would behave. Get them to make with the help of the useful expressions.
Model:
A: Have you been in a situation that frightens you?
B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.
A: Were you frightened when you saw it?
B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.
A: What happened next?
B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.
A: How terrible!
Step6 Pre-talking
Ask: What do you need to do when you are trapped in a typhoon?
Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.
Step7 Talking
Get the students to read the roll cards and make similar dialogues.
Step8 Homework
Make a dialogue with your partner about a disaster. It should include the following:
1) What was it like?
2) What happened?
3) What was people’s emotion and what about yours?
4) What safety measures should be taken?
Period 4 Integrating skills(Sb)
Teaching Aims:
1. Learn the text “typhoon” and master the detailed information in it.
2. Learn useful words and expressions
3. Write a passage about how the story will end.
Teaching important points:
1. To train Ss’ reading skills and writing skills
2. To master the usages of the new words and expression of this period.
Teaching difficult points:
1. To write a passage about terrible weather---- typhoon
2. To understand the difficult words, phrases and sentences
Teaching methods:
1. Fast reading and careful reading: to get the Ss to grasp the detailed information
2. Writing practice: to get the Ss to learn how to describe something terrible
3. Pair work or group work: to get the Ss to be active in class
Teaching Aids:
a computer, a projector, a tape recorder ( if the teacher wants )
Teaching procedures:
Step 1 Teaching Revision
1.Check the homework
2.Retell the story ( if the teacher likes )
3.Review the words and expression for talking about weather.
(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)
Step 2 Lead in
T: In the last few periods, we deal with a letter about volcano. It is a terrible nature disaster. This summer our hometown also experience a terrible disaster----- typhoon, one called Yunan. It caused great damage, isn’t it? Can you describe it? ( Ss: …. )
T: If it happens in USA, what do people call? (A hurricane )
In fact, a typhoon is the same thing as a hurricane except the place where they form. Before we deal with the detailed information, let’s watch a short video to experience the story wind again and here are two questions for you.
1. What does the hurricane bring in?
2. How long will it usually last?
(Ss watch the video and give the answers. If it is necessary, play it twice.)
Step 3 Pre-reading
T: We know typhoons can cause great damage or even deaths. In order to reduce the loss and protect ourselves, we have to learn more about it. Then what else do you know about the typhoon? Tell us what you know, please! First talk with your partner and then tell the whole class what you have discussed.
( pair work for two minutes and then one or two Ss report )
(This activity is to motivate the Ss to talk in English and cooperate well with each other.)
( Then the teacher introduce the background information )
T: Now, Let’s look at the diagram. We’ll know what is typhoon. Typhoon is a kind of tropical cyclone. It’s the atmospheric whirlpool formed on the warm tropical ocean and the area of low pressure. Winds are produced because the pressure of the air is different in different places. Air flows from a region of high pressure to a region of low pressure, causing a wind. The low pressure center is the eye of the storm. And tropical cyclone is the general name of tropical depression, tropical storm, severe tropical storm and typhoon or hurricane. In USA, people don’t use the name of severe tropical storm and typhoon. Instead, people use the name---- hurricane. All over the world, people name these tropical cyclones according to their strongest speed of wind. Can you guess how fast a typhoon can move? (Show the form to the Ss)
(Look at the form --- tropical cyclone naming conventions )
(Then the teacher shows the map of the world, ask Ss to tell the difference between typhoon and hurricane.)
Step 4 While reading
Fast reading: skim the passage and try to get the general idea of the text. ( Ss answer the main elements of a story: who, when, where, how)
Careful reading: Ss finish two tasks after reading.
Task1.Scan the passage and find the answer to the following questions.
1. Where did the ship meet the typhoon?
2. What was the weather at first?
3. Why did the capital say that it looked as if a typhoon was coming on?
4. Where were they when the full force of the hurricane struck the ship?
5. What should they do in such terrible weather?
6. What does the sentence “ Another one like this, and that’s the last of her” mean?
7. Why did the capital strike a match? What did he see?
Task2. Try to explain the difficult sentence in bold in English.
1. It was fine, for there was no wind and the heat was close.
2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.
3. When the hurricane struck the ship with full force, they were all on the bridge.
4. They could only move the ship over the high sea and into the very eye of the wind.
5. It was the lowest reading he had ever seen in his life
(If Ss couldn’t understand the sentences, allow them to discuss with their partner.)
Deal with language points after that.
1. on board = in or on ( a ship, an aircraft or public vehicle)
eg. 1) Have the passengers gone on board yet?
2) 一上船， 我总想吐。
As soon as I’m on board I always feel sick.
2. close adj. = lacking fresh or freely moving air
eg. She noticed that the air was very close.
The atmosphere in a steam- heated building is often close
3. dirty adj. = ( of the weather ) rough and unpleasant
4.knock about = knock around ① “ 漫游, 流浪” ② “ ( 狠 )打”
eg. He has knock about all over Europe.
After he graduated from college, Joe knocked about for a year seeing the country before he went to work in his father’s business.
They say he knocks his children about.
5. all of a sudden = suddenly / unexpectedly
eg. 1)All of a sudden, the tyre burst.
2)他转过身来但是忽然跌倒了.
He turned around but fell down all of a sudden.
6. do for sb./ sth. “破坏, 使…失败.”
eg. 1) The spelling mistake in the exam did for him.
2) 若资金不能在十五天内到位，工厂就完了。
The factory will be done for it if capital can’t arrive in fifteen days.
do for “ 设法弄到” 常用于how , what 开头的疑问句中.
eg. How did you do for food when you were in the desert?
7. as though = as if
eg.1) I remember the whole thing as if it happened yesterday.
2) She felt as if the girl were a member of her own family.
8. all at once =suddenly and unexpectedly/ at the same time.
9. swear v. = promise or declare formally
Step 4 Post- reading
T: We have dealt with the language points of the text and now let's do some exercises.
Task 1. Fill in the blanks with proper words.
Task2. Ss discuss the end of the story in groups and one reported it to the class.
(The Ss can express their own opinions and communicate properly. They can improve their speaking skills and the ability to do things in English.)
Step 5 Discussion
Extended discussion:
T: We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?
( Ss discuss in pairs or in groups and then report what they discuss. )
Suggested answers :
1. Build strong houses;
2. Forecast correctly;
3. Give efficient first aid;
4.Cut up the branches of the trees;
5.Bury the lines under the ground
T : Every coin has two sides, so does the typhoon. Though the typhoon causes damage, it can have good effects. Can you think of some?
good effects:
eg 1. Bring in enough water to release drought
2. Bring in heavy wind which can be used to make electricity.
step 6 Homework
1.Oral homework:
Suppose you are a newspaper reporter and are interviewing the capitain. Make up the dialogue.
Think it over: What quest
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★散文诗
★散文诗
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