高中英语 Unit3第4课时语法The Fourth Period Grammar教案 新人教版选修8.docx

1、高中英语 Unit3第4课时语法The Fourth Period Grammar教案 新人教版选修8英语高二下人教版新课标选修8 Unit 3第4课时教案（语法）The Fourth Period GrammarTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语committee, bear, jam, mess, expectation, embarrasses, traffic jam, set about, take upb. 重点句子So nothing went according to plan and that is why.

2、The twin sisters are so much alike that.The weather upset. so much that.When I watch., I feel as if.2. Ability goals能力目标 Enable the students to use the past participle as the attribute. 3. Learning ability goals学能目标Help the students learn how to use the past participle as the attribute. Teaching imp

3、ortant & difficult points教学重难点How to use the past participle as the attribute. Teaching methods 教学方法Individual work and practice.Teaching aids教具准备A projector and a blackboard.Teaching procedures & ways教学过程与方式Step Revision Check the students homework and ask the students to retell the text. A sample

4、retelling version: My mother lived in the countryside and was upset about the snakes in the yard. She wanted me to help her get rid of them. How to catch these snakes without hurting them? First I checked if there were products that might help, but there seemed to be only some powders. So I had to f

5、ind out a new way. I began researching the habits of snakes. Then I decided on three possible ways and used the last one: to cool the snakes and catch them. I bought an ice-cream maker and took the bowl from the machine. I put some jelly on the outside and inside walls of the bowl. Then I put the bo

6、wl into the freezer and waited. At the same time, I prepared some ice-tubes. In the following two days, I tried to catch them. But I failed. Then I decided to use a net to catch the snakes after they became passive. This time, I made it. My friends and relations pressed me to send my invention to th

7、e patent office to get recognition. So I filled the form and filed my patent application with the patent office and waited for the result. Ask the students to translate some sentences or spell some key words in the text.Show the following.Put the following sentences into Chinese. 1. The first thing

8、I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes.2. Between the outside and the inside walls of the bowl there is some jelly, which freezes hard when cooled.3. Nor will you receive a patent until a search has been made to fin

9、d out that your product really is different from everybody elses.Sample answers:1. 我做的第一件事是看看是否有能帮我忙的产品，但是好像只有一些用来捕杀蛇的粉末。2. 在碗内外侧有一些果子冻，当冷却时它们会冻得很结实。3. 直到做了一次调查后发现你的产品确实与众不同，这时你才会获得专利。Step Grammar focusT: Now, please look carefully at some examples on the slides and answer some questions below:Show

10、the following.1. The Titanic is a sunk ship in the ocean.2. The book intended as a surprise to him was lost in the mail.3. He seems moved to tears by the film.4. If bitten by a snake, you should call for help.5. We left them caught in the storm.Qs:1. Whats the function of the words in bold?2. What k

11、ind of voice do they have? Why?3. What part of speech does each of them have?4. Whats the difference between the structures of the first two sentences? Can you rewrite them in the attributive clause?T: Now, please talk with your partner and then we will deal with the questions one by one.S1: All the

12、 words in bold in the sentences are all past participles, which explain and add more information to the meanings of the sentences. S2: Usually the past participle shows the passive voice to the related part of the sentence. For example in the first two sentences, the verbs sunk and intended indicate

13、 the passive relationship to the nouns they modify ship and book while in the third and the fourth sentences the passive relationship is between the subject He and moved; you and bitten. From the last sentence, we know they were caught in the storm.S3: The past participles act as attribute as in the

14、 first two examples while they serve as predicative, adverbial, object complement respectively in the next three examples.S4: The past participle in the first sentence modifies the noun following it while in the second sentence the modified noun is in front of the past participle. They can be rewrit

15、ten as The Titanic is a ship which is sunk in the ocean. The book which was intended as a surprise to him was lost in the mail.Step Discovering useful structuresT: First Id like you to look at the example and talk about the part of speech of the past participle and then look through the text and fin

16、d out three more sentences used in this way. Ill give you three minutes. Then well check the answers together.Ask the students to do Exercise 1 on page 23 and Exercises 2-4 on page 24. And then check the answers. Step Using structures (Workbook)T: First lets look at the pictures on page 65 and try t

17、o talk about them using the -ing form and the past participles. Id like you to talk about each picture by asking and answering the questions and try to use complete sentences so that you may know the relationship between the verb form and the exact thing it explains, for example, as to the first pic

18、ture, one may ask.Show the following.S: What are the boys doing?R: They are looking at the bulletin board showing the result of the football match.S: What is disappointing?R: The score of their team is disappointing to them.T: Now, work in pairs and practise talking about the pictures. Check the ans

19、wers. And then ask the students to do Exercise 2. T: Next, try to rewrite the sentences in Exercise 2, paying attention to the sentences given and try to use verbs in their -ing forms and past participle forms so as to make the two sentences similar in meanings. Then well have a check together in ab

20、out ten minutes.Step HomeworkAsk the students to do the following. 1. Finish the exercises on grammar in this unit.2. Preview the reading materials in Using Language .中国书法艺术说课教案 今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。一、教材分析： 本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。 书法作为中国特有

21、的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。1、教学目标： 使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。2、教学重点与难点： （一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。（二）教学难点： 如何感受、认识书法作品中的线条美、结构美、气韵美。3、教具准备： 粉笔，钢笔，书写纸等。4、课时：一课时二、教学方法： 要让学生在教学过程中有所收

22、获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。（1） 欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。（2） 讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3） 练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。三、教学过程： （一）组织教学 让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。 （二）引入新课，通过对上节课所学知识的总

23、结，让学生认识到学习书法的意义和重要性！ （三）讲授新课 1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。 2、讲解书法文字的发展简史和形式特征，让学生对书法作品进一步的了解和认识通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！ A书法文字发展简史：古文字系统 甲古文钟鼎文篆书 早在5000年以前我们中华民族的祖先就在龟甲、兽骨上刻出了许多用于记载占卜、天文历法、医术的原始文字“甲骨文”；到了夏商周时期，由于生产力的发展，人们掌握了金属的治炼技术，便在金属器皿上铸上当时的一些天文，历法等情况，这就是“钟鼎文”（又名金文）；秦统

24、一全国以后为了方便政治、经济、文化的交流，便将各国纷杂的文字统一为“秦篆”，为了有别于以前的大篆又称小篆。（请学生讨论这几种字体的特点？）古文字是一种以象形为主的字体。今文字系统 隶书草书行书楷书 到了秦末、汉初这一时期，各地交流日见繁多而小篆书写较慢，不能满足需要，隶书便在这种情况下产生了，隶书另一层意思是平民使用，同时还出现了一种草写的章草（独草），这时笔墨纸都已出现，对书法的独立创作起到了积极的推动作用。狂草在魏晋出现，唐朝的张旭、怀素将它推向顶峰；行书出现于晋，是一种介于楷、行之间的字体；楷书也是魏晋出现，唐朝达到顶峰，著名的书法家有欧阳询、颜真卿、柳公权。（请学生谈一下对今文字是怎样

25、理解的？），教师进行归纳：它们的共同特点是已经摆脱了象形走向抽象化。B主要书体的形式特征古文字：甲骨文，由于它处于文明的萌芽时期，故字形错落有致辞，纯古可爱，目前发现的总共有3000多字，可认识的约1800字。金文，处在文明的发展初期，线条朴实质感饱满而丰腴，因它多附在金属器皿上，所以保存完整。石鼓文是战国时期秦的文字，记载的是君王外出狩猎和祈祷丰年，秦篆是一种严谨刻板的纯实用性的字体，艺术价值很小。今文字：隶书是在秦篆严谨的压抑下出现的一种潇洒开放型的新字体，课本图例张迁碑结构方正，四周平稳，刚劲沉着，是汉碑方笔的典范，章草是在隶书基础上更艺术化，实用化的字体，索靖急就章便是这种字体的代表作

26、，字字独立，高古凝重，楷书有两大部分构成：魏碑、唐楷魏碑是北魏时期优秀书法作品的统称。郑文公碑和始平公造像是这一时期的代表，前者气势纵横，雄浑深厚，劲健绝逸是圆笔的典型；唐楷中的醴泉铭法度森严、遒劲雄强，浑穆古拙、浑厚刚健，神策军碑精练苍劲、风神整峻、法度谨严，以上三种书体分别代表了唐楷三个时期的不同特点。兰亭序和洛神赋作者分别是晋代王羲之、王献之父子是中国书法史上的两座高峰，前者气骨雄骏、风神跌宕、秀逸萧散的境界，后者在技法上达到了由拙到巧、笔墨洗练、丝丝入扣的微妙的境界。他们都是不拘泥于传统的章法和技能，对后世学书者产生了深远的影响；明代文征明的书法文雅自如，现代书家沈尹默在继承传统书法方

27、面起到了不可魔灭的作用。3、欣赏要点：先找几位同学说一下自己评价书法作品的标准或原则是什么？或如何来欣赏一幅书法作品？学生谈完后，对他们的观点进行归纳总结。然后自己要谈一下自己的观点：书法艺术的欣赏活动，有着不同于其它艺术门类的特征，欣赏书法伤口不可能获得相对直接的印象、辨识与教益，也不可能单纯为了使学生辨识书写的内容，去探讨言词语汇上的优劣。进而得出：书法主要是通过对抽象的点画线条、结构形态和章法布局等有“情趣意味“的形式，从客观物象各种美的体态，安致这些独有的特性中，使人们在欣赏时得到精神上健康闲静的愉悦和人们意念境界里的美妙享受（结合讲授出示古代书法名作的图片，并与一般的书法作品进行比较，让学生在比较中得出什么是格调节器高雅，什么是粗庸平常）。书法可以说是无声的音乐，抽象的绘画，线条流动的诗歌。四、课堂评价： 根据本节课所学的内容结合板书。让学生体会到祖国书法艺术的博大精深，着重分析学生在书体形式特点和审美欣赏方面表现出的得失。让学生懂得在欣赏书法时主要是通过对抽像的点画线条、结构形态和章法布局等有“情趣意味“的形式，从客观物象各种美的体态，安致这些独有的特性中，使人们在欣赏时得到精神上健康闲静的愉悦和人们意念境界里的美妙享受。