高中英语新课标外研版必修2教案16

1、Period 3 Listening and Vocabulary; Everyday English; Pronunciation 整体设计教材分析In this period two parts will be dealt with. In Listening and Vocabulary part, first lead the students to learn some words which will appear in the conversation. Make sure the students know what they mean. And then ask the st

2、udents to listen to a conversation and answer the three questions. If the students have any difficulty in understanding the conversation, they can listen more times. Finally, have the students listen once again to complete the sentences offered in the third activity. This can help them catch some de

3、tails while listening and improve their listening skills.The second part to be dealt with is Everyday English and Pronunciation. While dealing with activity one, first the students read through the sentences and choose the correct answers individually. Then put the students into pairs and compare th

4、eir answers. Finally, the teacher calls back the answers from the class or shows the correct answers on the screen for the students to refer to. In the second activity ask the students to listen carefully and compare the pronunciation with their own, choosing the weak sound. If time permits, let the

5、m reread the sentences using the correct pronunciation and intonation. 1 / 17 三维目标1. 学问与技能 1Train the students listening ability. 2Develop the students speaking ability. 3Words: exhibition, expression, landscape, oil painting, portrait, realise, realistic, watercolour painting Phrases: be pleased wi

6、th, make. . . of Sentence patterns: So do I. Neither do I. How about. . . . 2. 过程与方法 1Make the students catch some details of the listening material. 2Explanations to make the students master some listening skills. 3Make the students know how to make use of daily expressions in their life and study.

7、4Individual work, pair work as well as group work to get every student to participate in class.3. 情感与价值 1Make it fun to cooperate with others. 2Have the students enjoy knowing more about arts. 3Try to raise the students cooperative awareness in their study by 2 / 17 pair work or group work. 教学重点 1.

8、Learn to research by cooperation. 2. Learn to catch necessary information when listening.3. Learn to take advantage of the everyday English to express themselves. 教学难点 1. Lead the students to take an active part in class.2. Help the students master the words appearing in the listening part. 3. Learn

9、 to notice the weak sound while communicating. 教学过程Step 1 Review and Lead-in 1. Ask group representatives to report the relative knowledge about the gerund, the infinitive as well as the participles they gather after class. This can act as a general review of what they learnt last class.2. Get the w

10、hole class into groups of four to compare the answers of their homework. Then the teacher asks several of them to report them to the whole class or just shows them on the screen for the whole class to refer to, and the latter may save time. Step 2 Vocabulary Option 1 Ask the students to read the lis

11、ted words in activity one on P36 3 / 17 individually and try to understand what they all mean. If they come across any problems in their understanding, they can turn to the teacher, other students or a dictionary for help. Then ask some students to read them out and others check if they are correct.

12、 Next, the students complete the following sentences individually and work in pairs to compare their answers. Finally, the teacher leads the whole class to confirm the answers together.Suggested answers: 1oil painting2expression3portrait4realise5landscape 6realistic7watercolour8exhibition Option 2 H

13、old a competition. The teacher writes any word in the table on the blackboard or shows them on the screen for the students to read. The competition rules are as follows: When a word is given, the students who know it raise their hands. The one that does this first reads the word and give its Chinese

14、 meaning or explains it in English. If he or she is correct, he or she will get five grades. Otherwise, he/she gets zero and another one can read and explain it again. Each student has only one chance to read the same word. The guy who gets the most grades will be the final winner. When catching the

15、ir meanings, they may be required to complete the following sentences in pairs, each one doing four of them and helping to check if the partner 4 / 17 gives correct answers. If not, correct them.Option 3 Read the listed words out and let the students follow you. Meanwhile, make them pay attention to

16、 the stress of them. Put the students into pairs to practice the reading of them. One reads them through, while the other checks if the words are read and stressed correctly. Then exchange their roles to repeat this. Knowing what they mean, the teacher reads the following sentences one by one while

17、the whole class search for the words applicable to each sentence. If they make any mistake or wrong choice, the teacher may give them a hand. Step 3 Listening 1. Option 1 The teacher introduces the content of the interview as follows: Now we will listen to a conversation. The boy and girl are discus

18、sing their likes and dislikes. First they talk about the boys portrait of Paul. The girl thinks it realistic and in her opinion, the boy grasps the expression. The girl likes watercolours while the boy prefers oil paintings. They both will go to an exhibition of watercolours. After the listening, yo

19、u will be asked to do some exercises.The underlined words are new and they just learn them in Step 2. This way can lay a good foundation for the listening activity. At the same time, it leads the students to review and consolidate the words according 5 / 17 to the context. Then ask the students to l

20、isten to the tape and complete the following exercise. Later the students work in pairs to check their answers.Show the following on the screen. Listen and judge the following statements, write down TrueTor FalseFin the brackets.1The boy thinks that learning to paint well takes a short time. 2The bo

21、y suggests the girl go to an art gallery next weekend. 3There are two exhibitions on at the same gallery. 4The girl is good at drawing instead of painting. 5They both enjoy pop art. Suggested answers: 1F2T3T4T5F With the help of the above information, the students can listen one more time and comple

22、te the second activity individually. Then check their answers by comparing them with others.Suggested answers: 1 The boys portrait of Paul/Visiting an art gallery/Likes and dislikes 2 Picture 2. Because the girl mentions the light coming through the window. 6 / 17 3 Because she thought the picture w

23、as of Mike while its of Paul.Option 2 First the students look through the sentences in activity two on P36 quickly and try to understand them and guess what the conversation is mainly about. Then they listen to the tape carefully to get the main idea of the conversation and check if their prediction

24、 is correct. Exchange their main ideas with others. Next, play the tape one more time and the students listen carefully to catch some details. Meanwhile, they need to complete the second activity. Later the students work in pairs to compare their answers. At last the teacher shows the correct answer

25、s on the screen for the students to refer to or just call back answers from the class.2. The students are required to read the sections of the listed sentences through and understand them. Then let them listen to the tape again and find out the answers to the questions. Ask some students to report t

26、heir answers to the class.Suggested answers: 1It s realistic. It has the right expressionthe look in his eyes 2coming in through the window is very good 3painting 4drawing, painting 5going to an art gallery 6oil paintings, watercolours7 / 17 7that it is a picture of Paul, not Mike Tapescript: Girl:

27、Hey, that s a good portrait. It s so realistic. You ve really got the expression rightthe look in the eyes.Boy: Yes, I m pleased with it. What do you make of the mouth. Do you think I need to do more work on it. Girl: No, don t change a thing. Its brilliant. And the light coming in through the windo

28、w is really good. You re a good painter, you know.Boy: Thanks for the compliment.I m really fond of painting. But learning to paint well takes a long time. How about you, are you interested in it. Girl: Yes, but I m not half as good as you. Paining is difficult for me. I couldn t possibly paint a po

29、rtrait as good as this. I think drawing s a lot easier. I do quite a lot of drawing.Boy: So do I. I always learn a lot when I draw. It teaches you to observe things very carefully. Do you go to art galleries. Girl: No, I don t. But I should, I know. I really do love art.Boy: Well, how about going to

30、 an art gallery next weekend. I m sure we can find something interesting.Girl: I d love to. Boy: There s a pop art exhibition on at the moment.Girl: Um, I don t like pop art. 8 / 17 Boy: Nor do I, really. I know, there s an exhibition of watercolours on at the same gallery.Girl: Oh, that sounds inte

31、resting. I love watercolours.Boy: Do you. I prefer oil paintings, myself. But I d still like to go.Girl: Let s do that then. . . And I do think your picture of Mike is wonderful.Boy: Mike. It s not a picture of Mike.It s a picture of Paul.Girl: Paul. It s a picture of Paul. Oh.I didnt realise that.

32、Sorry.Step 4 Everyday English and Pronunciation 1. The teacher first asks the students to read through the sentences in the first activity and complete it individually, choosing the correct answers. Then have them work in pairs to compare their answers. Finally, call back the correct answers from th

33、e class or show them on the screen for the students to refer to.Suggested answers: 1a2b3a4b5a6a 2. The teacher requires the students to read through the complete sentences once again, paying great attention to their pronunciation as well as intonation, especially the weak sound. Then they are reques

34、ted to listen to the tape carefully and follow, comparing the pronunciation and intonation with those of their own. Next, give them one more chance to listen, after which they will work in pairs to practice them a lot.9 / 17 Tapescript: 1You ve got it right. 2Don t change a thing. 3I m not half as g

35、ood as you. 4What do you make of it. 5Theres an exhibition on. 6Thanks for the compliment. Step 5 Relative Language Points in this Period 1. I m pleased with it. What do you make of the mouth. 我对此感到很中意；你认为嘴巴怎么样 . 1be pleased with. . . 对 感到兴奋,中意 be pleased to do sth. 愿意做某事 be pleased that-clause对 感到兴

36、奋 辨析 : pleasant, pleased与 pleasure pleasant adj. 意为“ 开心的,欢快的,舒服的” ,指给人开心或精神上舒服的活动或气氛；pleased adj. 意为“ 开心的,中意的” ,指人对某事所产生的感觉；pleasure n. 意为“ 欢快,开心” ,此时为不行数名词 ; 假如表示 令人兴奋的、欢快的人或事,为可数名词；2make. . . of. . . 认为 怎样 What do you make of the new manager. 10 / 17 你认为这位新经理怎么样 . 拓展 : make for 走向; 有助于 make into 把

37、 制成 be made from/of/out of 由 制成 make out设法完成 /应对; 领悟,弄明白 make over转让,改造 make up组成; 捏造,编造 ; 扮装 make up for补偿/补偿 make off 匆忙离开 2. How about you, are you interested in it. 你呢,你对此也感爱好吗 . How about. . . . 怎么样 . How/what about. . . . 常用来征求对方的看法或向对方提出建 议；about后接名词、代词或动名词形式；How do you find/like. . . . 表示“ 你

38、认为 怎么样”. ,用来询 问对某事的感觉,即喜爱或不喜爱；Whats. . . like. 用来询问人或事物的特点,即人的外貌或品德,以及天气状况；How is sb. /sth. . 用来询问人的身体状况或事物的状况；3. So do I. 我也是如此；1so+be动词助动词、情态动词 +另一主语11 / 17 这一主谓倒装结构表示另一主语与前面表达的某人情形有着相 同的确定概念,其中 so代表上句的某个成分；I was good at English last year, and so was my friend Lily. 我去年善于英语,我的伴侣莉莉也是如此；2neither/nor

39、+be动词助动词、情态动词 +另一主语 这一主谓倒装结构表示另一主语与前面表达的某人情形有着相 同的否定概念；I don t enjoy listening to country music. 我不喜爱听乡村音乐；Neither/nor does my mom. 我妈妈也不爱听；3so it is/was with+另一主语 =it is/was the same with+另一主语 这一结构表示另一主语的情形与前面所表达的情形相同,陈述 两种或两种以上的情形；I am warm-hearted and always help those who need help. 我很热心并帮忙那些需要帮

40、忙的人；So it is with my parents. /Its the same with my parents. 我的父母也是如此；4so+同一主语 +be 动词、情态动词、助动词 这一结构表示说话人对前面或对方所说的情形的赞同或证明；He has a talent of music. So he does. 12 / 17 他有音乐天赋；他的确如此；4. I didn t realise that. 我没意识到这点；realize/realise vt. 熟悉; 领悟; 实现 拓展 : reality n. 现实,真实 realism n. 现实主义 realist n. 现实主义者

41、 realistic adj. 现实主义的 realize ones mistake 熟悉到自己的错误 realize ones meaning 领悟某人的意思 realize ones dream 实现理想 He didn t realize his mistake until I told him. 直到我告知他,他才意识到自己的错误；The man laughed when he realized what had happened. 意识到所发生的事情后那人笑了；The manager doesn t seem to realize the immediacy of the probl

42、em. 经理没有意识到问题的紧迫性；5. The boy suggests . 那男孩建议； Activity 3. P37 suggest v. 建议; 示意 拓展 : suggestion n. 建议 suggestive adj. 提示的,示意的 13 / 17 make/offer a suggestion提议,建议Step 6 Summary and Homework The teacher recalls what the students learnt in this class. The students first learnt how to read some words

43、and understood what they mean. Then they got to know more about likes as well as dislikes of a boy and a girl through listening. Next, they learnt some useful daily expressions. In the end, assign the homework to the studentsreview what they learnt this class and preview the new lesson. 板书设计 Fine Ar

44、ts Western, Chinese and Pop Arts Module 4 Period 3 Words: exhibition, expression, landscape, oil painting, portrait, realise, realistic, watercolourpainting, suggest Phrases: be pleased with, make. . . of Sentence patterns: So do I.Neither do I.How about. . . . 活动与探究Ask the students to work in group

45、s of four and discuss which way can improve their daily communication ability and skills most. Every group member first gives his opinion and idea according to what he usually does while communicating with others. Then discuss them with other group members to form the most effective way of their gro

46、up. Finally, each group gives a report to the whole class. 14 / 17 备课资料Xu Beihong Xu BeihongJuly 19, 1895-September 26, 1953born in Yixing, Jiangsuwas a Chinese painter. Considered a modern master in China, his merging of Western techniques with classic Chinese approaches was unmatched. He is partic

47、ularly known for his shuimohua depictions of horses and birds.Xu began studying classic Chinese works and calligraphy with his father Xu Dazhang when he was six, and Chinese painting when he was nine. In 1915, he moved to Shanghai, where he made a living off commercial and private work. He traveled

48、to Tokyo in 1917 to study arts. When he returned to China, he began to teach at Peking Universitys Arts school at the invitation of Cai Yuanpei.Beginning in 1919, Xu studied overseas in Paris at the Ecole Nationale Suprieure des Beaux-Arts, where he studied oil painting and drawing. His travels arou

49、nd Western Europe allowed him to observe and imitate Western art techniques. He came back to China in 1927 and, from 1927 to 1929, gained a number of posts at institutions in China, including teaching at National Central Universitynow Nanjing Universityin the 15 / 17 former capital city Nanjing.In 1933, Xu organized an exhibition of modern Chinese painting that traveled to