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视频标签：语法与词汇
所属栏目：高中英语优质课视频
视频课题：人教版高中英语选修语法与词汇Unit 6 ACTION AND STATE(II) Reading The Portrait of a Lady福建
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人教版高中英语选修语法与词汇Unit 6 ACTION AND STATE(II) Reading The Portrait of a Lady福建省 - 宁德
教学设计
教学内容：人教版选修《高中英语语法与词汇》 Unit 6 ACTION AND STATE(II) Reading : The Portrait of a Lady
内容分析：作为本单元的第一课时，阅读文本呈现了本单元的语言目标，即用系表结构来描述事物的状态，用一些动词或动词短语来表示“态度”、“倾向”或“情感”。本节课的阅读文本是“The Portrait of a Lady”, 改编自是亨利·詹姆斯的早期代表作《贵妇画像》，短文介绍了女主人公伊莎贝尔·阿切尔（Isabel）及其两个姐姐。作者把描述的重心放在人物内心世界上，着力情感态度和内心活动。对于高二的学生来说，文章的生词不多，课前已经让学生查阅了四个生词：sensible，intellectual，plump和eccentric，扫清阅读的障碍，便于学生梳理人物的情感态度。本课侧重的帮助学生掌握特定的语法结构在实际应用中的结构特征，结合语境来运用语法和词汇，达到学用结合。
学情分析：本课的学生来自高二实验班，他们思维较为活跃，愿意参加课堂活动和讨论，词汇的学习对他们不会造成太大的困难，在本节课的教学中，鉴于学生已对语篇中的生词有所了解，对本单元的功能语已有初步的了解，因此，本课的教学的关键点在于聚合关于人物内心活动和行为的词汇，把语法形式和它所要表达的意义结合起来，实现语言知识、语言结构与语言意义的整合。 教学目标：
1.通过阅读了解女主人公伊莎贝尔三姐妹的基本情况，尤其是她们的情感态度； 2.能够通过语境来判断人物状态和内心活动；
3.使用所学的语法结构和词汇来介绍《西游记》中的四位主人公。
教学重难点：使用所学的语法结构来介绍《西游记》中的四位主人公。 教学资源：教材、多媒体课件、学案、黑板、投影仪 教学过程： Step 1: Lead-in
1.Students talk about the man’s mental states by watching the video clip. 2. Students brainstorm more adjectives to describe mental states.
Purpose: To warm up the class and lead in to the topic through visual stimulation and
brainstorming.
Step 2: Pre-reading
Briefly introduce the author and the novel The Portrait of a Lady.
Purpose: To arouse the students’ interest in the reading material and prepare them
for reading.
Step 3: While-reading
1.Students read the page on the page 42 in the textbook and work out the relationship among the characters. 2. Think and answer
1) What kind of person was Lillian thought to be?
2) Who was considered to be the most beautiful of the three? What does the author tell us about her?
3) What did Lillian think about her own life? What did she think about Isabel’s life? 4) What was Mrs. Touchett’s impression of the three sisters?
Purpose: To help students know relationship of the characters in the passage and
collect some information of the three sisters, especially Isable.
2. Students summarize the aspects covered in the passage to introduce the sisters and focus on the language characteristics of the passage.
Purpose: To help students pay attention to how the author introduces the characters
and get to know the important language features,such as “use adjectives to describe them”、“use linking verbs + predicate”.
Step 4: Post-reading
1. Underline the linking verbs in the passage below.
As she walked in, Mrs Smith looked rather unhappy. She also seemed to be debating something. Mr. Smith wanted to ask her about it but remained silent. He knew from experience that his wife would get angry if he talked to her when she appeared to be upset. Even his kind words could make her angry sometimes. He had decided that he would stay calm and patient, even if Mrs Smith’s anger spilled over to him. For now, the best thing to do was to look sympathetic, keep absolutely quiet and wait. He didn’t have to wait long! She told him all about her awful day at the office.
Purpose: To help students collect the linking verbs.
2. Group word: Talk about the major characters in the novel “Journey to the west” Purpose: To offer students an chance to voice their opinions and get them collect
ideas for the writing task.
3. Students are guided to write a passage of about 80 words to introduce the major characters in the novel Journey to the West, one of Chinese classical novels.
Purpose: To enhance students’ cooperative spirit and help them to apply what they
have learnt in this class into practice.
Step 5: Presentation
Invite some students to read their writings in front of the class and then correct them with the whole class with a projector.
Purpose: To offer the space for students’ presentation and therefore give them a
sense of achievement.
Step 6: Evaluation
Ask the class to evaluate their partners’ writhing and then students’ efforts and abilities are recognized by the teacher.
Purpose: To give students recognition and encouragement. Step 8: Assignment
1. Finish exercises on page 46.
2. Polish your writing so that it makes an expressive and impressive piece of writing about the major characters in Journey to the West. Purpose: To consolidate what is learnt in class .
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