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2019-2020年高中英語 Unit2 Success stories教案 上海新世紀(jì)版 一． 單元分析（Unit Analysis） （一）單元地位（Unit Position） 1．本課講述了Michelangelo 和Franz Schubert 的成功故事，談及了成功所需的個(gè)人素質(zhì)和必要條件。教師可圍繞“成功人士”這一主題，設(shè)計(jì)活動(dòng)讓學(xué)生參與討論，通過了解他人的成功經(jīng)歷，從中獲取經(jīng)驗(yàn)。 2．本單元末，利用本課“成功人士”這一主題，學(xué)生探討他們所認(rèn)為的成功的定義，怎樣的人算成功人士，取得成功的必要因素是哪些。 3．本課繼續(xù)討論定語從句，主要學(xué)習(xí)介詞加關(guān)系代詞。對(duì)于這一語法現(xiàn)象，教師有必要在課堂教學(xué)中加以一定的句型操練。 4．針對(duì)本課的“定語從句”現(xiàn)象，設(shè)計(jì)游戲，讓學(xué)生在模擬情境中運(yùn)用該語法現(xiàn)象。 （二）單元目標(biāo)（Unit Target） 1. 進(jìn)一步學(xué)習(xí)定語從句。 2. 能對(duì)名人的成功進(jìn)行簡單描述。（名字，國籍，職業(yè)，杰出貢獻(xiàn)…） 3. 能談?wù)搨€(gè)人成功所需的必要素質(zhì)。 4. 學(xué)會(huì)在閱讀中使用跳讀的方式。 （三）單元重點(diǎn)（Unit Points） 1 關(guān)鍵詞： u 語言知識(shí)類 belong to, master, by the time + 時(shí)間狀語從句, turn down, alone, lonely, endure, lie on his back, ever since, fascination, attraction, can’t help but do , admire… u 交際功能類 1） 名人：Martin Lurther King, Lei Feng, Lincoln, Einstein, Armstrong, Charles Chaplin… 2） 對(duì)成功者的描述：A winner is not afraid of his own thinking and to use his own knowledge. He can separate facts from opinions and doesn’t pretend to have all the answers. He listens to others, evaluates what they say, but es to his own conclusions. While he can admire and respect other people, he is not totally defined, bound, or awed by them. 3) 有關(guān)于成功的諺語： The secret of success is constancy of purpose. 成功之秘訣在與目標(biāo)之有恒。 Confidence in yourself is the first step on the road to success. 自信是踏上成功之路的第一步 Diligence is the mother of success. 勤奮是成功之母。 The talent of success is nothing more than doing well whatever you do without a thought of fame. 成功之道無他，唯悉心做事，而不稍存沽名釣譽(yù)之心。 Where there is a will, there is a way. 有志者事竟成。 2 功能： 教材第29頁 成功所需的素質(zhì)：ambitious, optimistic, heroic, upright, selfish, creative, wise, diligent, modest, persevering, brave, efficient, devotion, constancy, punctual, … 3 語法點(diǎn)： 本課出現(xiàn)了定語從句介詞加關(guān)系代詞 who/which，應(yīng)作為本課的教學(xué)重點(diǎn)。 一、 教學(xué)設(shè)計(jì)（Teaching Designs） 教學(xué)內(nèi)容 教學(xué)實(shí)施建議 教學(xué)資源參考 1 Reading 作為“成功故事”這一主題的引入，教師可讓學(xué)生先將教材第20頁上的人物圖片和圖下所列的名字連接起來。描述他們的國籍，職業(yè)，有什么成就。 以小組活動(dòng)的形式討論并填寫教材第21頁A2的表格，分別寫出Michelangelo, Beethoven, Mandela, Zhang Haidi, Hellen Keller這幾位名人的性別，職業(yè)，國籍以及杰出之處。 快速閱讀課文每一段的首句和末句，將教材第21頁A3部分所列出的段落大意和每一段連接起來。 在此基礎(chǔ)上，閱讀并講解課文，使學(xué)生對(duì)Michelangelo能有更深刻、全面地了解。 課本第20~21頁——Highlights 部分。 2 Listening 教材第27頁的聽力可讓學(xué)生了解音樂家Beethoven 的生平。同時(shí)建議教師可利用上海外語教育出版社出版的《英語（新世紀(jì)版）聽力》第34~42頁 Growing towards success，開展相關(guān)主題的聽力活動(dòng)作為對(duì)教材的補(bǔ)充。 課文第27頁——Listening Practice 補(bǔ)充聽力—— Growing towards success 3 Speaking 以“成功人士的成功故事”為主題設(shè)計(jì)口語活動(dòng)。 活動(dòng)一：學(xué)生列舉他們心目中的成功人士，并說出為什么覺得這寫人是成功的?？刹扇　邦^腦風(fēng)暴”的方式。 [鏈接1] 頭腦風(fēng)暴法的操作建議。 活動(dòng)二：學(xué)生根據(jù)教材第20頁的圖片進(jìn)行小組討論，將自己所知道的這些名人的故事與同組的同學(xué)交流。每一組挑選一名組員，將組內(nèi)的信息匯合，具體描述一位名人。 活動(dòng)二：情景對(duì)話。兩位同學(xué)相互交流自己所喜歡的明星，并說出自己為什么喜歡他們。 活動(dòng)三：猜猜他/她是誰？描述一位名人但不提起他的名字，讓同學(xué)們猜這個(gè)人是誰。 [鏈接2] 名人材料鏈接 活動(dòng)四：上述材料還可采取另一種活動(dòng)方式“ Running Dictation” [鏈接3] Running Dictation的操作建議。 課文第27頁——Speaking Practice 4 Writing 復(fù)習(xí)第一課所學(xué)知識(shí)點(diǎn)，練習(xí)用連詞寫復(fù)合句 課文第13頁——Writing部分 5 Structure 介詞加關(guān)系代詞引導(dǎo)的定語從句是本課的語法教學(xué)內(nèi)容。教師可通過練習(xí)與游戲相結(jié)合，加強(qiáng)學(xué)生在定語從句中適當(dāng)運(yùn)用介詞的能力 [鏈接4] 定語從句操練的教學(xué)建議。 課文第25頁——Structure 部分 6 Additional Reading 本部分講述Franz Shubert 的成功故事。 本文出現(xiàn)的重要詞匯與詞組：lead a normal life, have a hard time doing, support, be short of money, be dedicated to, deliver … to, remain unknown, remain unfinished, It is believed that…, intend to do, the rest of, sketch out, prevent …from…, unusual beauty. 教師可補(bǔ)充Franz Shubert的故事并讓學(xué)生欣賞他所創(chuàng)作的音樂。 [鏈接5] Franz Shubert補(bǔ)充材料 課文第30頁——Additional Reading [鏈接1] 說明： 利用“頭腦風(fēng)暴”是提供學(xué)生積極思維的好機(jī)會(huì)。學(xué)生在思考“成功人士”這個(gè)概念的同時(shí)會(huì)聯(lián)想到很多身邊的普通人，崇拜的明星，同時(shí)也可以了解到“成功”這個(gè)概念在別人心目中的定義。 1. 教師在黑板中央寫 “successful people” , 允許學(xué)生思考一段時(shí)間后自由發(fā)言。 可采用以下的板書形式： Liu Xiang Bill Clinton David Beckham successful people Jay Zhou Beethoven Zhang Haidi Bill Gates 2. 在黑板上留出一定空白, 讓學(xué)生思考并說出這些人為什么是成功的。 3. 小組討論，想要成為成功的人，個(gè)人需要具備什么素質(zhì)。參考教材第29頁。 4. 教師總結(jié)，羅馬不是一日造就的，成功也不是隨便可以獲得的。必須要有內(nèi)因外因相結(jié)合，才有可能成功。 [鏈接2] Beethoven 1. He was a great musician. 2. He was deaf when he was posing his best. 3. He was suffering from other diseases and trouble, but from his music you can be sure that nothing could bend his will. 4. It is cruel to say that his suffering makes his music more beautiful but it tells some truth. Helen Keller 1. She was both blind and deaf. 2. With unusual will-power, she learned her ABC and pleted her advanced education and became writer. 3. Her confidence courage and concern for others make her a great example for all the disabled people. Steven Hawking 1. He is a sufferer of a terrible disease. 2. He is unable to speak, breathe or move about without the help of a machine. 3. But he is now internationally famous for his scientific work not for his illness. 4. He studied physics at Oxford University and University at Cambridge. 5. He has been to China to give lectures. Lei Feng 1. He was an ordinary Chinese soldier, died young. 2. He saw himself as a screw in a giant machine. 3. He didn’t mind being usual and mon. 4. All he wanted was to be of use to the public. 5. To serve the people with unselfishness is his catch-words. Bill Gates 1. The man didn’t finish his education in Harvard. 2. He dropped out of Harvard. He and his Windows have changed the way humans use technology. 3. His book The Road Ahead is still a best seller. 4. He is among the richest individual in the world. Charles Chaplin 1. The man grew famous by making silent movies. 2. He didn’t want to be an American citizen though he became an international star there. 3. His MODERNTIMES and DICTATOR remain great movies up till today. 4. His image as a tramp makes numerous people laugh heartily. 5. But after laughs audience often feel bitter. [鏈接3] 說明： Running Dictation 是集聽，說，讀，寫于一體的游戲方式，并強(qiáng)調(diào)小組合作，能夠充分調(diào)動(dòng)學(xué)生的積極性。同時(shí)因?yàn)榇罅康呐軇?dòng)，課堂氣氛活躍起來，學(xué)生的記憶力得到鍛煉，同時(shí)培養(yǎng)了小組協(xié)作精神，讓學(xué)生學(xué)到一些關(guān)于人物的描述方式。 1. 教師將幾位人物的描述按照順序?qū)懺趲讖埣埳?，在紙上編上序?hào)，分別貼在教室墻上。 2. 教師將班級(jí)同學(xué)分成6到8組，編好序號(hào)，每組負(fù)責(zé)記錄符合自己組號(hào)的紙上的內(nèi)容。 3. 組內(nèi)一名同學(xué)擔(dān)任書記員，組內(nèi)其余同學(xué)在教室內(nèi)跑動(dòng)，負(fù)責(zé)輪流將紙上的句子按照順序背下，然后回到組內(nèi)將所記句子轉(zhuǎn)述給書記員。 4. 待紙上的句子被轉(zhuǎn)述完畢后，可以猜出描寫的人物。 5. 根據(jù)各組完成的時(shí)間決定哪組為優(yōu)勝組。 [鏈接4] 說明： 語法的學(xué)習(xí)除了教師的精講之外，離不開學(xué)生的實(shí)際語言練習(xí)與運(yùn)用。創(chuàng)設(shè)不同的活動(dòng)讓學(xué)生積極參與，使語法學(xué)習(xí)不再被動(dòng)接受、死記硬背。 1. 練習(xí)一：填入適當(dāng)?shù)慕樵~ + 關(guān)系代詞 2. The time ______ Michelangelo lived was about 500 years age. 3. The workshop ______ he started to work and learn belonged to one of the leading masters of the time. 4. The reason ______ Michelangelo turned down the task was very simple. 5. How nice! It is a topic _______ we’ll take interest. 6. The professor _________ we were talking will give us a lecture on school education. 7. Today his works are still examples ______ whom art students must learn. 8. The man _______ you shook hands just now is our principle. 9. Last night I had dream _________ I won the Oscar Award. 10. The palace ______ you paid a visit was built 1,200 years ago. 11. The wood, ______ the furniture is made, is very hard. 練習(xí)二： 根據(jù)所給的信息運(yùn)用介詞加關(guān)系代詞引導(dǎo)的定語從句完成句子。 教師將有關(guān)時(shí)間、地點(diǎn)和動(dòng)作的詞寫在小紙片上，分別分成兩堆，學(xué)生從每堆抽取一張，根據(jù)內(nèi)容造句。 如： Place: The summer Palace, MacDonald, the shopping mall, the swimming pool, Police Station, Mount Tai，1980, the Spring Festival. Action: celebrate one’s birthday, choose a gift, be born, be caught stealing, take a shower, enjoy the beautiful sunrise, have a piece of bread, gather together. 假設(shè)學(xué)生從第一堆中抽到1980,從第二堆中抽到 be born, 可以造以下句子： 1980 is a year in which I was born. [鏈接5] Introduction Franz Schubert 1797-1828 poser from Austria, Franz Schubert was born in Vienna, one of fourteen children. He has been called "the last of the Classical posers and the first of the Romantics." He posed under the same styles and patterns of the Classical Era, but altered them to fit his own purpose and desires into Romantic Era characteristics. He wrote many astonishing pieces for string quartets, sonatas, and symphonies, which now are ranked with those of Mozart and Beethoven. His waltzes, moments musicaux, and impromptus set the pattern for the many short pieces of the Romantic posers-to-e, such as Schumann, Mendelssohn, and the piano great Frederic Chopin. Throughout his short lifetime, Schubert wrote an incredible amount of masterworks: more than 600 songs, nine symphonies (his eighth stands forever unfinished), a vast body of chamber music, quite a few operas, and innumerable piano pieces for two or four hands. Sadly enough, Franz Schubert never met fame and fortune during his lifetime, in fact, he often suffered in the pit of poverty. Even though he wrote several operas, none were successful enough to be performed on stage and earn him money. The first six of his nine symphonies were written for an amateur orchestra, and the ones that were considered the greatest (his ninth) and his most famous (his eighth, or "Unfinished"), were not performed until after Schubert passed away. Even his astounding piano works were not discovered during his lifetime. Schubert was a popular man, no doubt, because of his many friends, who helped him through the lean times. His artsy acquaintances invited him to play his music at painting shows at cafs. Other times, he and his friends would get together to throw a big party, where Schubert played his latest works, in addition to the parties dancing and singing. However, this still did not attract the public to his works. In addition to those little works, even his few operas never quite caught on. But because of his uniqueness in his little songs, no one could pete against those dainty masterpieces. His melodies were often for the piano, as he had the true talent of creating harmonic binations, pleasantly waking the sleepy ear of the listener. Although his works were not as successful during his life as the greats of previous posers during their lives, he truly showed a respect for the legends before him. He looked up to Beethoven, the father of the Romantic Era, with a tremendous amount of inspiration, motivating Schubert to follow in his footsteps, and to try to bee a pat of the legacy. Although Schubert lived in the same city as Beethoven while they both were still alive, Franz was too shy to meet and talk to him, at the same time Beethoven was too preoccupied to think of inviting a younger man. Thus, the two men never met, but Franz Schubert was at Beethovens funeral, as a coffin-bearer. And as he requested, Franz himself was buried close to the great poser before him after dying from syphilis and a typhoid fever. Schubert once remarked to a friend, "Who can do anything after Beethoven?" Little did he know that he did plenty after Beethoven.