高中高二下册英语教案格式：A taste of English humour。
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period 1 Reading
The General Idea of This period
This period includes Warming up,Reading and Comprehending of Unit 3.To elicit the topic of humour,the teacher can get the students to talk about their teachers by asking what kind of teachers they like most.After the students know what they will learn in this unit,the teacher can get them to think what humour is,and then the teacher can show them some video clips,some verbal jokes,funny stories and some pictures for them to appreciate and have them tell the types of English humour,the typical representatives of each kind and if there are Chinese equivalents to types of English humour listed.
To understand this reading passage better,the students are required to scan the passage first and try to decide how many parts the reading passage can be pided into and then get the general idea of each part.After that they will read the passage carefully again to find some specific information for the questions.If time is limited,the comprehending part can be given to the students as their homework.
Teaching Important a multimedia
Three Dimensional Teaching Aims
Knowledge and Skills
Help the students learn something about some types of English and Chinese humour.
Help the students learn how to understand and enjoy English humour.
Help the students acquire the ability to use the key words and expressions concerning humour and useful sentence structures.
process and Strategies
Help the students to use scanning and skimming methods to improve their reading skills and speed up their reading.
Enable the students to talk about English humour.
Feelings and Value
Through the study of this period the students will be able to appreciate the English humour.
Teaching procedures
Step 1 Warming up
1.Lead in:
T:Hello,boys and girls!We have been here for more than half of a year,and you have got to know your teachers.What do you think of them or what kind of teachers you like most?
S:I think all my teachers are kind and friendly to us.They take good care of us.They are not only my teachers but also my good friends.
S:In my opinion,they are all learned and helpful,and I have learned much from them.
S:I like teachers who are open-minded,cheerful and humourous.
T:Good ideas!A humourous teacher can make the classes lively and interesting,and make you nice in class and learn well.Today we are going to learn something about humour.
2.Discussion:
T:Then what do you think humour is?Now please discuss it in groups and express your own ideas about what humour is.
S:Humour,like jokes,can make people laugh.
S:Humour is a sense.It's natural.
S:Humour is quality of being amusing;it's an ability to appreciate something comic or amusing.
3.Brainstorming:
T:Quite good!You have spoken out your own ideas about humour.Maybe everybody has his/her own taste of humour.Then how many kinds of humour do you know?
Ss:Verbal jokes,funny stories,etc.
T:Wonderful!You know so much about humour.Some of them are examples of English humour and some are examples of humour in China.Now let's appreciate the following,and tell what types of humour they are.
policeman:You can't park here.
Driver:Why not?
policeman:Read the sign.
Driver:I did.It says,"Fine for parking!"
Customer:I say waiter!There are some coins in my soup!
Waiter:Well you said you wanted some change in your meals.
Mrs Brown:Is your new home a warm one?
Mrs Black:It should be.The painter gave it two coats last month.
Ss:Verbal jokes.
patient:Doctor,I've lost my memory.
Doctor:When did it happen?
patient:When did what happen?
Doctor:What happened to your ears?
Man:I was ironing my shirt when the telephone rang,but instead of picking up the phone,I accidentally picked up the iron and stuck it to my ear.
Doctor:Oh Dear!But...what happened to the other ear?
Man:The scoundrel called back.
Ss:Funny stories.
Ss:They are playing cross talks.
Ss:They are playing sketches.
T:Next let's appreciate the video clips from the Mr.Bean.
Ss:Mime and farce.Mr.Bean is quite a good example of mime and farce.
T:Now let's appreciate the video clips from the film called The Gold Rush.
Ss:Nonverbal.From the film we can see that Charlie Chaplin was quite good at nonverbal humour.
T:Do you think Charlie Chaplin's eating boiled shoes funny?Why?
S:I think it is funny.It makes my mouth watering,especially when it is almost time for lunch and I am very hungry.
T:Really,and me too!But we have to come to the reading.
Step 2 Reading
T:The title of the reading is Nonverbal Humour,the purpose of it is to introduce nonverbal humour.This reading material takes Charlie Chaplin as an example.It tells us what nonverbal humour means;what's Charlie Chaplin's style of acting;how he made a sad situation entertaining and so on.
Reading task 1 General reading
T:Boys and girls,I'd like you to read the passage fast and try to decide how many parts the reading passage can be pided into and then get the general idea of each part with your partners.
A few minutes later.
T:I see most of you have finished your task.Who would like to tell how many parts the reading passage can be pided into?
S:We think there are three parts in this text.The first paragraph is the first part.From the second to the fourth paragraph is the second.
T:OK.Are there any different opinions?
S:In our opinion,the reading passage can be pided into four parts.The first part is the first paragraph.The second part is the second paragraph.The third and the fourth paragraph is the third part.And the last paragraph is the fourth part.
T:Can you tell us the main ideas of the text?
S:The first part tells us that not all humour is kind.The second part tells us that some actors can astonish us with the deep feeling they can inspire with us for a character they are playing.The third one tells us something about Charlie Chaplin's acting style.The last one is a short biography about Charlie Chaplin.
T:Sounds reasonable.
Reading task 2 Careful reading
T:OK,since you have a good understanding of the general idea of this reading passage,I'd like you to read the passage once again and work together with your partners to find out the answers to the following questions.
1.Why do people enjoy seeing other people's bad luck?
2.What was Chaplin given a special Oscar for?
3.Why did people like The little Tramp?
T:Finished?OK,any volunteers!
Suggested answers:
1.people enjoy seeing other people's bad luck,because it makes people more content with/satisfied with their life.
2.Chaplin was given a special Oscar for the contributions he made in films.
3.people like The little Tramp because it gives people courage to overcome difficulties;because he was always kind even when people were unkind to him,and because he was optimistic.
Step 3 Language focus
T:So much for the questions and answers.Now look through the passage again and see if you have any language problems.
S:I don't know whether the phrase "content with" has the same meaning with "be satisfied with"?
T:Yes,"content" means "satisfied,happy,not wanting more." For example:
1)The old Granny is content to live in the small village alone.
2)Are you content with your present salary?
S:Mr.Li,in Chinese the three words "particular,especial,special" all mean "特别的",I'm really confused about them.Will you explain them to us?
T:particular"特别的,讲究的,挑剔的"，强调特定的,个别的,与众不同的;special "专门的,特殊的,特别的",强调的是事物特有的性质、性格或专门的目的、用途;especial "特别的,主要的,突出的",强调的是重要性,有"优越、好感"之意。
For example:
1)There is one particular patient I'd like you to see.
2)She is particular about her clothes.
3)You will need a special tool to do that.
4)I love the country,especially (adv.) in spring.Step 4 Summary
T:Today we have learned something about humour,and you have all performed wonderfully to have a good taste of humour.
Step 5 Homework
T:Now homework for you today!Complete the chart on page 18,and write a biography for Charlie Chaplin according to the notes you have made.
How time flies!It's time for lunch.You can go and have your delicious lunch,and you don't need to watch Charlie Chaplin eating boiled shoe to feel full.
The Design of the Writing on the Blackboard
Unit 3 A taste of English humour
period 1 Warming Up Fun stories;Fun poems.
5.Display them in the class and share them.
Reference for teaching
Background Information
CHARLIE CHApLIN
Charlie Chaplin,who died in 1977,is considered one of the greatest and funniest actors in the history of the cinema.During his lifetime,he acted in 13 films,and he wrote,directed and acted in 69 other films.
Chaplin was born in London in 1889 and first acted when he was five years old.At the age of eight,he joined a group of child dancers,and at seventeen he set off to the USA with a group of comedy actors.During a second trip to the USA in 1912,an important film director saw Chaplin acting a very funny part in a play.As a result,Chaplin got his first film part in the States.
As early as his second film,Chaplin had developed his own manner of acting,the one that was to become world-famous.He wore a small black hat,very wide trousers,a moustache and carried a stick that he swung in the air as he walked.Even his way of walking down the street and turning a corner could be recognized as his own.In less than three months Chaplin acted in 11 films.In a short while he started directing films himself.During his first year,Chaplin acted in 35 films,many of which he wrote and directed himself.
Chaplin's earliest films were silent films,because the equipment for adding sound to films had not yet been developed.The development of films with sound became a problem for Chaplin,as he was uncertain about making films with dialogue.Instead,he continued to make films without dialogue,but he added music,which he wrote himself.Two of his greatest films,"City Lights" and "Modern Times" were of this kind.
Chaplin's later films,however,were not well received.He made only six films between 1940 and 1966 and only the first of these is still popular today.Chaplin lived the last years of his life in Switzerland,where he was buried in 1977.Before he died,he was honoured in a number of ways for his contributions to the film industry.
One of Charlie Chaplin's most famous films was "The Gold Rush",which was made in 1925.The film was set in California in the middle of the nineteenth century.At that time,gold was discovered in California and thousands of people rushed there to look for gold,so it became known as "the gold rush".people said gold could easily be picked up by washing sand from the river in a pan of water.This was known as "panning for gold".
In the film,Chaplin and his friend are in California.So far,they have been unlucky in their search for gold and have no money at all.Chaplin and his friend are caught on the edge of a mountain in a snow storm in a small wooden house.They have nothing to eat.They are so hungry that they cook a pair of shoes,by boiling them,in a pan of water.Chaplin sits down at the table and eats the shoe with a knife and fork,enjoying every mouthful.He makes it seem as if this is one of the most delicious meals that he has ever enjoyed.
Language points:
1.A taste of English humour
1)taste n.味道;鉴赏力;爱好,嗜好
e.g.The food has an attractive taste.
She shows good taste in water-colours.
pop music is liked by many people,but it not to everyone's taste.
2)taste vt.link-v.吃(尝)起来......
e.g.I have never tasted snake.
When you are ill,you can't taste properly.
The dish tastes delicious.
2.What does humour mean?
1)mean v. to have sth.as a meaning 意思是
e.g.What does this sentence mean?
The flash light means that you must stop.
What do you mean by that remark?
2)mean v.(mean doing sth.) to intend to indicate 意味着(必须要做某事或导致某种结果)
e.g.Being a student means studying hard.
In some parts of London,missing a bus means waiting for another hour.
3)mean v.(mean to do sth.) to have as a purpose or an intention打算做......
e.g.What do you mean to do with it?
I had meant to come over to see you last night,but I had an unexpected visitor.
4)be meant for 打算给予;打算作......用
e.g.These rooms are meant for the children's center
3.Do you find it funny to see someone sliding on a banana skin,bumping into someone else round a corner?
find it funny to see someone sliding on a banana skin中,find后面跟复合结构n,用it代替不定式,it作形式宾语，能用于这种结构的词还有feel，think,make,consider等。
e.g.Do you find it easy to solve the problem in this way?
I don't think it possible to master a foreign language without much memory work.
Do you consider it necessary to do the experiment once again?
We have made it a rule not smoke in the office.
4.perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves.
1)content n.(often contents) sth.contained in sth.所容纳之物,内容,目录;(often content)the subject matter of a written or spoken work,such as a book,magazine or a speech.
e.g.The drawer had been emptied its contents.
She hadn't read the letter and also was unaware of the contents.
At the front of book is a table of contents,giving details of what is in the book.
The content of your essay is excellent,but it's not very well expressed.
I like the style of her writing but I don't like the content.
2)content adj.satisfied,happy,not wanting more 满意的;满足的
e.g.The old Granny is content to live in the small village alone.
Are you content with your present salary?
She is quite content to stay at home,looking after her children.
3)content v.to make content or satisfied使......满意或满足
e.g.We should never content ourselves with book knowledge only.
He contented himself with one piece of cake.
4)worse off 是badly off 的比较级形式,in a poor position,esp.financially境况比......更差;better off 是well off 的比较级形势,in a better position境况比......较好
e.g.They are too badly off to have a holiday.
We should not complain about being poor-many people were much worse off.
I went to his home and found his living condition was worse off than mine.
In fact many people are better off than they were five years ago.
5.However,some actors can astonish us with the deep feelings they can inspire in us for a character they are playing.
however adv.(used to comment on a previously stated fact)although sth.,is was or may be true;nevertheless然而,不过,仍然;no matter how无论如何,不管怎样。
e.g.His first response was to say no.Later,however,he changed his mind.
We thought the figures were correct.However,we have discovered some errors.
However(No matter how) cold it is,he always goes swimming in winter.
You should try to get a good night's sleep however much work you have to do.
However late he is,mother will wait for him to have dinner together.
【辨析】
however 和but都可以表示转折,两者在词性和结构用法上是有区别的。
however是连接副词,连接两个分句时,必须另起新句,并用逗号隔开,位置可以位于句中、句首、句末。
but是并列连接词,连接两个并列分句时,只能位于两个句子之间,且其后不能加逗号。
6.He became famous for using a particular form of acting,including mime and farce.
particular adj.not general or universal单独的,特殊的,一般的;separate and distinct from others of the same group,category,or nature特定的,个别的;worthy of note;exceptional特别的,特殊的,值得注意的,与众不同的
e.g.She has a particular preference for Chinese art.
There is one particular patient I'd like you to see.
We must pay particular attention to this point.
The documents(文件)are of particular importance.
【拓展归纳】
in particular 特别地
particularly特别地,特殊地
be particular about...对......挑剔,对......讲究
e.g.He loves science fiction in particular.
He likes the country,particularly(especially)in spring.
The fashionable lady is particular about her clothes.
【辨析】
particular,especial,special
particular adj.特别的,讲究的,挑剔的。强调特定的,个别的,与众不同的。
special adj.专门的,特殊的,特别的。强调的是事物特有的性质、性格或专门的目的、用途。
especial adj.特别的,主要的,突出的。强调的是重要性,有"优越、好感"之意。
7.He played a poor and homeless person,who wore large trousers,worn-out shoes and a small round black hat and carried a walking stick.
worn-out adj.(of thing)badly damaged and/or no longer useful because it has been used a lot 磨损的,损坏的,穿破的;(of a person)be tired out筋疲力尽的
e.g.These shoes are worn-out.
I was worn-out after the long journey.
Can we sit down?I'm worn-out.
8.Then he cut off the leather top of the shoe,treating it as if it were the finest meat.
cut off v.1)to remove sth.from sth.larger by cutting切掉,剪下;to block or get in the way of sth.阻止,切断;2)to stop the supply of sth.to sb.中断,中止;3)to interrupt sb.who is speaking on the telephone by breaking the connection中断,中止;4)to prevent sb./sth.from leaving or reaching a place or communicating with people outside a place隔绝,隔离
e.g.He had his finger cut off in an accident at work.
They cut off the enemy's retreat(撤退).
Our water supply has been cut off.
We were cut off in the middle of our conversation.
She was in Nansha Islands for six months.She felt as if she were cut off from the outside world.
【拓展归纳】
cut across 取捷径;抄近路 cut out 剪除;切掉;割掉
cut in 插嘴 cut down 看到;砍伤;砍死
cut back 修剪;减少;削减 cut up 切碎
9.He was in such a hurry that he bumped into/knocked into/came across an old lady.
knock into v.to meet unexpected撞上,偶遇
e.g.I knocked into an old friend of mine in the street the other day.
He knocked into a lady standing there.
【拓展归纳】
knock down 撞倒 knock off 将......撞下
knock against 撞击 knock over 撞翻
knock at/on 敲(门/窗) knock out of 从......中敲出
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高中高二下册英语教案范文：Body language
课型设计与课时分配
1st period warming up(6.3-6.4)
2nd period Reading (I)(6.5)
3rd period Reading(II)(6.9)
4th period Language Study(6.10-6.11)
5th period Listening(6.12)
6th period Writing(6.13)
Ⅳ. 分课时教案
The First period warming up
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. 重点句型或交际用语
Act out the following meanings, please.
please guess what I mean.
please show the actions, using body language.
Now it is your turn to show the action / gesture.
please use either spoken words or body language to express your ideas.
please use both spoken words and body language to express your ideas.
2. Ability goals能力目标
a. Enable the students to understand what a certain gesture of the body language means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. Enable the students to express with the target language the meanings given in body language.
3. Learning ability goals 学能目标
a. Help the students learn how to express themselves in body language when needed.
b. Help the students understand others when body language is being used.
Teaching important points教学重点
a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
b. Teach the students how to use body language in the most appropriate occasions.
Teaching difficult points 教学难点
a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
b. Let the students know that there is both positive body language and negative body language.
Teaching methods教学方法
a. Inpidual work, pair work and group work.
b. Acting out by imitation, mime or with gestures and body movement.
Teaching aids教具准备
A computer, a projector and some pictures.
Teaching procedures be cheerful.
A V-shape of the fore-finger and middle finger May you succeed!
Or congratulations on your success!
A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.
A wrinkling of the brow in thought or displeasure or a scowl She is worried.
Tears coming out of his eyes. He is very sad.
All smiles on her face She is very happy.
Waving their hands They are waving goodbye to people around.
A hand stretched out forward with strength He is stopping a tank.
people jump with their both hands stretched open in the air. They are cheering for the victory.
T: What are the actions of the above gestures? What do they mean?
S4: The first gesture is a handshake, which means “You’re welcome”.
S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.
S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.
S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.
S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.
S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.
S10: The seventh is a smiling face. It is easy to see that she is very happy.
S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.
S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.
S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.
T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.
Step Ⅲ practice
T: Look at page 25.
What are these people communicating?
Step Ⅳ Time for Fun
T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?
Ss: Yes. That’s funny!
T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.
Ss: All right.
S1: What are you likely to do if it rains?
(Actions) S2: reads a book;
S3: puts on a raincoat;
S4: cleans the house.
S1: Ok. I think S3 seems the most likely, so it is his turn.
S3: What are you likely to do if the river floods?
(Actions) S1: runs away as fast as he can;
S2: helps the younger or elder to escape as soon as possible;S4: climbs on to a tree.
S3: Ok. I think S2 seems the most likely, so it is her turn.
S2: What are you likely to do if the house catches fire?
(Actions) S1: fetches some water;
S3: tries to put it out with blooms;
S4: runs away as quickly as he can.
S2: Ok. I think S4 seems the most likely, so it is his turn.
S4: What are you likely to do if you meet with a fierce dog?
(Actions) S1: remains where he is and bends down, looking at the dog;
S3: tries to scare it away with small stones;
S4: runs away as quickly as possible.
S2: Ok. I think S1 seems the most likely, so we all have done a good job.
T: Yes. I couldn’t agree with you. Now, one more group.
Step V Role play (Speaking task on p67)
T: Now, there’s still a little time left. Let’s come to Speaking Task on page 67.
Homework
1. Team work: Discuss the importance of body language.
2. Go over the Reading:
1) Communication: No problem?
2) Showing our feeling.
T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?
The second period Reading
The Second period Reading (I)
Teaching goals 教学目标
1. Target language目标语言
a. 词汇和短语
major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy
b. 重点句子
Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.
…I saw several young people enter the waiting area looking around curiously.
She stepped back appearing surprised and put up her hands, as if in defence.
2. Ability goals能力目标
a. Enable the students to realize the importance of body language.
What is the purpose of language?
What is the purpose of body language?
How can you tell if someone is sad even if they do not speak?
How can you communicate a feeling to someone who does not speak your language?
b. Enable the students to understand the text.
Where are the visitors from?
How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?
What do Mr. Cook and the Japanese visitor do as they are introduced?
How can people express themselves besides their spoken language?
Do all cultures greet each other the same way?
Do English people and other Europeans act the same when they first meet?
Is a handshake very common in Japan?
Is a kiss often used in France when people meet?
Why are there different kinds of body language?
c. Enable the students to retell the text in their own words.
3. Learning ability goals 学能目标
Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.
Teaching important points 教学重点
How does body language differ among people from different cultures?
Teaching difficult points 教学难点
The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.
Teaching methods 教学方法
Skimming method, task-based method, role-play method.
Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures I’m sure there are more than two! Now who’d like to give the answer to the third question?
S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.
T: You are smart! Now who’d like to do the last one. It is more challenging, right?
S5: I’d like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to
Los Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-p100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again.
T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.
Step Ⅲ While-reading
1. Scanning
While reading, please try to pide the whole passage into several parts and find out the main idea.
part 1 para 1
You are sent to Capital International Airport to meet this year’s international students.
part 2 (para. 2 and 3 )
Examples of learned or cultural “body language”.
part 3. (para. 4 )
Different peoples have different body languages.
part 4. (para. 5)
Summary of body language.
Read the text carefully, then decide if the following statements are true (T) or false (F).
Englishmen often stand close to others or touch strangers as soon as they meet.
Most people around the world now greet each other by kissing .
Japanese will bow to others as greeting.
people from Jordan will move very close to you as you introduce yourself to them.
Some body languages in some countries are good while some countries’ body language are bad.
Step IV post reading
1. Is the author of this passage male or female? How do you know ?
The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.
2.What were the two mistakes that the author noticed?
He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the other man’s hand.
3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?
The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance .
4. Did any students have similar greeting customs? If so, which ones?
Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men.
5. “ When in Rome, do as the Romans do.” What do you think this famous saying means?
This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.
6. Do you agree with the author’s statement that body language is not good or bad? Why or why not?
Students will give their own answers.
Step Ⅴ Homework
1. Get ready to retell the text in your own words.
高中高二下册英语Body language教案格式
part I. Analysis of the teaching material
1)The position and role of this text
“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.
2) Knowledge goal:
Understand the main idea of the text
3) ability goal: ①talk about body language
②improve the students’ ability of reading
4) Moral goal: Get aware of some gestures and facial expressions in different cultures.
5) Teaching aims
①to improve the students’ reading ability, such as skimming, scanning.
②to Understand the main idea of the text
③Get aware of some gestures and facial expressions in different cultures.
part II. Analysis of the teaching methods
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
pair work or inpidual work method
To reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboard
part III. Analysis of the learning approach
Interest is the best teacher. But with the heavy study burden and
impact of the traditional spoon-feeding teaching, sometimes the
students may lose the interest in learning and are not independent
enough. So how to motivate them, develop their interest and build up
their self-study ability are the first things I am considering about
partIV. The teaching process
Step 1 Warming up
Show a short film and a MTV show and ask the students the following questions:
T: How do the actors in the show express themselves?
S: By facial expressions and what they do.
T: What do we call that?
S: Body language.
T: What is body language?
S: Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.
[设计说明] 让学生在课前欣赏两段表演，在活跃气氛，激发学生对身势语的兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题------body language.
Step 2 Brainstorming
Show some gestures and ask the students to guess what the gestures mean.
[设计说明] 展现几幅身势语图片以激发学生的学习兴趣和参与的热情，创造轻松的课堂氛围，最后用一幅图片调动学生的求知欲------同一身势语在不同文化背景下可能会有不同的含义。
Step 3 Reading 准备好四张卡片，让四位学生上台用身势语将卡片上内容表现出来。让其他学生作出选择，并解释选择的原因。通过这种方式一方面可以让学生学会用身势语表达自己。另一方面锻炼了口语。
Step 6 Dumb show
Think of some situations in your daily life in which you use body language and then try to act them out without any words. You can work in pairs or groups.
[设计说明] 学生以小组形式开展活动，讨论真实语境下的身势语的表达，通过这一话题，一方面激活了学生的思维，活跃了课堂气氛，另一方面也让学生学会了观察生活，从而学会生活;同时在表演结束后再让其他学生用英语描述表演者所表现的情景，培养观察身势语的能力，并在想象，猜测的过程中形成内心语言，最终用语言复述自己的思想。
Step 7 德育渗透
Do in Rome as Rome does [as the Romans do].
[谚]入国问禁, 入乡随俗。
Manners make the man.
礼貌造就人。
Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
礼貌周到是使同我们谈话的那些人感到自在的艺术。
——(英作家)斯威夫特
Step 7 Homework
1. Read the passage and try to recite it.
2. Finish Word study on page 60.
3. Try to know more about body language.
高中高二下册历史促进民族大融合教案
一、教材分析
【课程标准】
北魏孝文帝改革的影响及评价。
【教学目标】
1、知识与能力
(1)识记：农业、手工业、商业的表现;尊儒崇经，兴办学校;恢复汉族礼仪制度;采纳汉族封建统治制度;汉族风俗习惯成为社会风俗习惯的主体;鲜卑族的文化精华融入汉族文化中;
(2)孝文帝改革后北魏社会在经济、政治、风俗习惯的变化及它们之间相互关系;认识经济的复苏和繁荣，政权封建化，民族的交流与融合这三个方面不是孤立的，而是相对联系的;
(3)探究孝文帝改革的最重要的历史意义在于促进了北方以鲜卑族为中心的民族大融合，消除了民族隔阂，为国家由分裂到统一奠定了基础。培养学生概括分析史实的能力和提高学生的论证和表达能力。
2、过程与方法：
(1)小组讨论：通过对北魏孝文帝历史作用的分析，培养学生对历史现象的辩证分析、比较能力，以及提高学生运用正确历史观评价历史任务的能力;
(2)查找有关孝文帝资料：认识孝文帝改革和民族融合推动了中华民族的发展和中华文明的进步，民族团结和民族统一是历史发展的潮流;
3、情感态度与价值观
(1)通过本节课的学习，使学生认识到改革是社会发展的动力之一，还应看到其锐意改革、不断创新的精神，与时俱进是一个国家、民族不断进步的灵魂;
(2)孝文帝改革在历影响深远，促进了民族大融合，进而认识到孝文帝是古代少数民族杰出的政治家、改革家。是中华民族的千古功臣;
(3)课堂讨论孝文帝改革和民族大融合推动了中华民族的发展和中华文明的进步;民族团结和民族统一是历史发展的潮流。
【教学重难点】
重点：孝文帝改革对政权封建化进程的作用。
难点：孝文帝改革对民族融合和国家统一的历史意义。
【教学建议】
本课教材从三个方面向学生介绍了孝文帝改革后的影响：经济的复苏和繁荣，政权封建化，民族的交流与融合。这三个方面不是孤立的而是相互联系的：孝文帝改革推行均田制、三长制及租调制，把农民与土地紧密结合起来，使鲜卑的牧民转化为农民，扩大和巩固了自耕农队伍，经济得到了恢复与发展，促进了民族融合。生产、生活方式的变化推动了鲜卑族统治者接受汉族先进文化与制度，如兴儒学、恢复汉族礼乐制度、定官制、修律令等，大大加速了政权封建化进程。孝文帝移风易俗的改革和经济、政治的变化又使鲜卑族等少数民族与汉族交往密切、交流频繁，风俗习惯逐渐趋同化，汉族的风俗习惯成为整个社会风俗习惯的主体，同时鲜卑族原有的文化精华也融入汉族文化之中。建议教师通过探究问题、分析图片和课堂讨论的形式让学生认识这三方面的相互关系，把握本课的中心和线索，进而高屋建瓴地认识到中华民族是多民族的统一体，民族融合是中华民族形成的重要过程，孝文帝改革是促进民族大融合的一项力措，使学生体会到孝文帝是一位杰出的少数民族政治家、改革家，加强了这堂课的思想性。
二、教学过程：
新课导入：
利用教材中的引言导入新课：
教师先出示山西大同云冈石窟和河南龙门石窟的两幅佛像图片。
师：通过这些图片，你从中获得哪些历史信息?
生1：北魏佛教文化的兴盛。
生2：北魏石窟艺术的发展。
生3：孝文帝改革前后佛像的迥异。……
师：这些作品的艺术风格有何不同?说明了什么问题?
生1：云冈石窟的佛像主要是北魏时期开凿的，这些雕像共同的特征是：面相丰满，目大眉长，鼻梁高隆，直通额际，口唇较薄，嘴角微微上翘，呈微笑之意，肩宽胸挺，躯肢浑厚健壮，神态温静具有伟丈夫的气概。体貌表现了少数民族的特征。
生2：龙门石窟的佛教造像面容清瘦，褒衣博带，性格爽朗，风神飘逸，从侧面反映了孝文帝孝文帝迁都后，大力推行汉化，带有明显的汉族文化的特征。
师：对，从上面两幅佛像造型看出，北魏孝文帝改革前后所发生的重大变化。那么，除了服饰变化外，孝文帝的改革还引起了哪些方面的变化呢?由此导入新课。
讲授新课
北魏孝文帝改革的主要影响
(一)经济的复苏和繁荣：
1、农牧业的发展：
(1)表现：
①生产工具的改进：整地碎土工具的复杂化与精耕细作;
②耕作技术的提高：“宁可少好，不可多恶”，“顷不比亩善”;
③重视兴修水利：有水田之处通渠灌溉;
④经济作物和畜牧业的发展;
⑤荒地得到更多地开垦，粮食产量提高，人口增殖。
(2)原因：
①政府政策的调整即孝文帝改革推行的均田制、三长制和租调制;
②民族大融合的影响;
③农业生产力的发展包括生产工具的改进，耕作技术的进步，水利设施的兴修等
2、手工业的成就：
(1)表现：
①丝织业发展达到魏晋以来的水平：绢布产量大增，府存绢帛多;
②制瓷业的发展对唐宋时期北方瓷器的繁盛有直接影响：
北魏迁都洛阳以后，制瓷业又发展起来。北方青瓷在造型、胎釉、纹饰等方面与南方不同，一般器型较大，以尊、瓶、罐、钵之类居多。胎体厚重,胎色灰白,釉较厚，玻璃质强，流动性大，器表往往有玻璃质流珠现象。器物多以莲花瓣纹、忍冬纹作装饰，装饰方法有堆贴、模印、刻划多种。北方青瓷的莲花纹饰与佛教的盛行关系密切。
(2)原因：农业、商业的发展，孝文帝的扶持政策。
3、商业活动的活跃：
(1)表现：
①洛阳大市场的繁荣：设有专门管理贸易和税收的官吏;货源充足、交易活跃，商人实力雄厚。如市场上金银、锦绣、瓷器、漆器等，应有尽有;全城十多万户居民中，有上万户来自各地的商人，其中包括来自远方异国的商人。
②重新铸造铜钱;
③对外贸易有长足发展：与朝鲜半岛诸国、日本以及地中海沿岸国家都有贸易往来。
(2)原因：农业和手工业的发展;孝文帝铸造铜钱，重视和支持商业。
(二)政权封建化的加速：
1、措施：
①尊儒崇经，兴办学校：孝文帝从小熟读儒家经典，建孔庙并亲自祭拜，起用儒家人士，兴办太学，教授儒家经典，培养人才。儒家文化是汉文化的主体，儒学既重外在的行为规范又重内在道德的自律，维护了封建统治和社会秩序的稳定。
②恢复汉族礼乐制度：所谓礼乐制度是周代最早对“礼”(祭祀、朝食等仪式)和“乐”(伴随“礼”进行的乐舞)作出规定的制度，是对宗法制和等级制的强调和固定。孔子对礼乐制度加以系统的理论说明，提出“仁”的理念，高扬仁爱与和谐的思想，用以提升和深化已有的礼乐文化，使礼乐文化进一步成为礼仪文化，历代统治者沿用这一制度来维护统治。孝文帝制定各种礼仪制度，废置鲜卑族的祭祀礼仪，改用汉族的祭祀礼仪，加速了政权的封建化，最终维护鲜卑族的统治。③采纳汉族封建统治制度：孝文帝仿汉官制，制定北魏官制。修律令，废除一些带有奴隶制成份的落后残酷的法律，保证了汉化政策与制度的施行。
2、影响：北魏统治者接受了汉族先进文化与制度，大大加速了北魏政权的封建化进程，对北魏的政治生活乃至整个中国历史产生了深远影响。
(三)民族的交流与融合：
1、表现：
(1)生活习惯的汉化：即三个变化——
①鲜卑族经济方式的变化：鲜卑族筑起简陋的房舍，经营小块土地，最终脱离了游牧生活和部落联系，开始转向中原汉族的农业文明。
②鲜卑族的阶级成分的变化：迁居洛阳的鲜卑族劳动者陆续成为中原的农民，贵族占领良田成为中原的封建地主，有的还兼事工商业。
③生活习惯也发生变化：汉族风俗习惯成为整个封建社会风俗习惯的主体。
(2)鲜卑族优秀文化的融入：
①鲜卑族畜牧业生产经验的融入：如北魏贾思勰写的《齐民要术》，总结了北方先进的农牧业生产经验，对北方的经济生产起着一定的影响。
②服饰与风俗的融入：如诗歌描写汉族女子“褰裙逐马如卷蓬，左射右射必叠双”。
③食物的融入：如教材插图《汉人胡食画像砖》就是明证。
2、影响：北魏孝文帝改革缓和了民族矛盾，巩固了封建统治，更促进了民族的大融合，为结束长期分裂局面，重新走向国家统一奠定了基础。
【合作探究】今天我们吃着烤羊肉串，徜徉在云冈石窟中，遥想当年鲜卑人叱咤风云、横扫天下的气势，他们作为单一的民族消失了，从这个角度上说孝文帝或许被称为历史的罪人，但孝文帝的改革顺应了民族融合的大趋势，推动以鲜卑族为中心的北方少数民族的汉化进程，为中华民族注入了新鲜血液，鲜卑族及鲜卑文明在一个民族大家庭里也得到了永生。我们又谁能说得清自己身上是否流淌着鲜卑族人的血液?中华民族千百年来的凝聚力就是来自于历无数次的民族融合。
请大家结合孝文帝改革的三节内容，分析孝文帝改革成功的原因是什么?对我们今天的改革有何启示?谈谈你对孝文帝改革的评价。
提示：
成功的原因：
①改革顺应了时代潮流;
②符合民族融合趋势和各族人民的愿望;
③符合统治者巩固统治的需要;
④孝文帝的胆略和卓越见识，冲破阻力，毅然改革。
认识：
①先进必然战胜落后;
②改革必须符合历史潮流、顺应民意;
③任何改革都不是一帆风顺;
④民族融合与孝文帝改革互为因果关系的。
评价：
孝文帝改革促进了北方经济的复苏和繁荣，加强了民族大融合，为国家结束分裂、走向统一和封建社会的繁荣奠定了基础。孝文帝是我国少数民族中杰出的政治家、改革家，是中华民族的千古功臣。
教学小结：
北魏孝文帝在阶级矛盾和民族矛盾尖锐的情况下积极地、主动地、彻底地进行了一系列改革，这场改革是由冯太后和孝文帝自上而下掀起的一次改变北魏社会面貌的封建化改革运动，它使鲜卑族发生了根本性的变化：社会制度封建化、生产方式农业化、风俗习惯汉族化，从而有利于北方经济的发展，缓和了民族矛盾，巩固了封建统治，加强了民族大融合，为国家结束分裂、走向统一和封建社会的繁荣奠定了基础。孝文帝是我国少数民族中杰出的政治家、改革家，是中华民族的千古功臣。
三、问题解答：
学思之窗：
北魏的贵族大都经商的事实，说明了什么问题?
参考答案提示：北魏商业繁荣，商品经济深入人心;鲜卑族逐渐汉化。
本课测评：
1、北魏孝文帝实施改革后，北魏的社会经济出现了哪些变化?这些变化对北魏社会历史的发展又具有什么样的影响?
参考答案提示：社会经济的变化
农业：荒地得到开垦，粮食产量提高，人口增加，耕作技术提高，畜牧业发达。
手工业活跃：民间和官办手工业发展快，绢布产量增加且工艺精湛，北方青瓷出现。
商业活动活跃：洛阳出现许多大市场，货源充足，交易活跃，对外贸易远达西方国家。
影响：经济的变化推动了鲜卑族的游牧经济向农耕经济的转型，增加了国家收入;经济的变化促使孝文帝进一步接受汉族先进文化与制度，加速政权的封建化进程，巩固了封建统治;经济的变化促进了民族大融合，使鲜卑族等少数民族成为汉族一部分，为中华民族注入了新鲜血液。
2、为什么说孝文帝改革的最重要历史意义在于它促进了中国北方地区的民族大融合，并为隋唐时期国家重新实现统一奠定了基础?
参考答案提示：孝文帝改革是在民族矛盾和社会矛盾尖锐的情况下为发展生产，巩固统治而进行的自上而下的改革。经济上推行均田制和租调制，农业成为经济的主要成分，使游牧为主的鲜卑族变为农民，促进了经济的复苏与繁荣;政治上迁都、实行官吏俸禄制，整顿吏治，设立三长制，采纳汉族封建统治制度，这些措施加强了国家管理，巩固了统治，团结了汉族地主，有力地推动了政权的“汉化”。文化和风俗习惯上全面接受汉族先进文化，移风易俗。这些措施促进了鲜卑族人对汉族文化的认同，加强了民族的交流与融合。孝文帝改革使鲜卑族最终融于汉族之中，有力地推动了中华民族的形成与发展。同时，南北之间民族隔阂的消除，北方经济的繁荣，为隋唐时期国家的重新统一奠定了基础。
学习延伸：
1、(略)
2、争鸣：
对孝文帝改革的意义，学术界基本持肯定态度，但也不乏不同声音。499年孝文帝去世后，北魏即进入内部动乱不已的多事之秋，二十余年之后，爆发了六镇起义，再过十余年，北魏分裂为东魏、西魏二国，实权分别落入高欢、宇文泰之手。因此，有学者认为造成北魏后来局面的根源，实际上可以追溯到孝文帝改革。因为，孝文帝舍平城迁洛阳，改鲜卑武勇之风为汉人文弱之风，进一步削弱北魏军事力量，这是他终不能强大魏国的重要原因。并说孝文帝的改革，学来的主要是汉人的繁文缛节，丢掉的恰恰是拓拔的长处——勇武质朴，这就加速了北魏的衰亡。
你同意上述见解吗?谈谈你的看法。
答(1)同意。在孝文帝统治期间，他通过 改革，学习汉人的生产和生活方式，用汉人的文化改造了鲜卑族，这些措施使鲜卑族丢弃了本民族的特色，导致了鲜卑族军事力量的衰退和统治力量的削弱，加速了北魏的衰亡。
(2)不同意。迁都洛阳后，鲜卑族在孝文帝改革的推动下，其统治者接受了汉族先进的文化与制度，大大加速了北魏政权封建化的进程，促进了北方经济的恢复和发展，更为重要的是改革促进了北方民族的大融合，为隋唐时期结束长期分裂局面，重新走向国家统一奠定了基础。因此，对孝文帝改革应充分肯定， 孝文帝是我国历杰出的少数民族政治家、改革家。
单元学习小结
一、重要概念简释
【均田制】
北魏时期实行的国有和私有相结合的封建土地制度。主要内容是国家把荒地分给丁男露田40亩，妇女20亩;丁男受桑田20亩。露田在农民60岁免课赋或身死时归还政府;桑田传给子孙。地主按级别也分给公田。均田制的实行，把农民与土地结合起来，在一定程度上抑制了土地兼并，调动了农民积极性，有利于农业的发展和社会的稳定。同时推动着鲜卑族经济的转型，加强了民族大融合。
【三长制】
北魏的基层行政组织制度。为配合均田制的实行，北魏统治者规定：五家立一邻长;五邻设一里长;五里设一党长。它的职责是检查户口，征收赋税，征发徭役和兵役，推行均田制。它的推行，健全了县以下的地方基层政权，完善了国家从中央到地方的行政体制，保证了国家对人民的控制，巩固了北魏的统治。
【“汉化”措施】
北魏统治者实行的推动鲜卑族向汉族同化的措施。孝文帝基于对汉族先进文化优越性的认识和巩固统治的需要出发而自觉主动地实行的一系列改革措施。通过这些措施，从生产、社会制度、风俗习惯等全面接受汉族文化，大大促进了民族融合，为结束南北分裂奠定了基础。促进了中华民族的形成与发展。
【迁都洛阳】
为加强对中原地区的统治，减少改革的阻力，孝文帝决定把首都从经济落后、地理环境偏远的平城迁往中原的政治经济文化中心洛阳。孝文帝克服阻力，设巧计迁都。迁都洛阳，为孝文帝进一步的改革奠定了基础。
二、归纳与总结
【单元内容小结】
5世纪，北魏统一了黄河流域。当时民族矛盾和阶级矛盾尖锐，统治者面临着严重的统治危机。为缓和民族矛盾，发展生产，巩固统治。基于对汉族文化优越性的认识，北魏统治者孝文帝自觉地、主动地进行了大刀阔斧的改革。主要内容为实行官吏俸禄制、均田制、三长制;恢复汉族礼乐制度，采纳汉族封建统治制度;迁都洛阳，移风易俗;尊儒崇经等。改革推动了北方经济的复苏与繁荣;争取到了汉族地主阶级的合作与拥护，巩固了北魏的统治;改革使鲜卑族全面汉化，消除了民族隔阂，推动了鲜卑族为中心的北方少数民族的大融合，为国家重新统一奠定了基础。同时，鲜卑族等少数民族的文化精华也融入汉文化中，为隋唐封建社会的繁荣创造了条件，推动了中华民族的发展。
三、历史感悟(略)
高中高二下册政治教学计划
一、教学工作指导思想
在本学期的实际教学工作中继续贯彻新课程标准的理念，全面提高学生的整体素质，同时更是为小高考做好一切准备。针对学生的实际情况和小高考的情况，实现有效地教学，全面提高教学质量的教学工作目标。
二、主要的措施
1、立足新课程标准和考试大纲，明确课标和考试大纲的精神和要求
高二下学期政治教学计划通过认真地研究新课程标准和考试大纲的要求，准确把握它们的总目标和分类目标，明确新课程标准的目的要求和考试大纲的考试等级要求，为有效提高课堂的效能提供保障。
2、注重实干，认真做好日常的教学工作，提高课堂教学的效果
(1)认真研读教材，在处理教材的时候一定要处理好深度与广度，在合理处理的基础上，制定教学的计划。
(2)要能在教学的过程中适当灵活地运用自身的教学特长，以帮助学生更好地提高自身的政治学习兴趣，使学生能真正“亲其师信其道”
(3)注重导学案的编制，在编制的过程中要能体现教学的重难点，同时要能有一定试题的体现，试题要精选、精练。
(4)教学过程中不仅仅要教授学生书本的理论内容，更要注重加强学法和解题方法的指导，注重培养学生自己独立分析问题、解决问题的能力，使学生能真正的学以致用，让学生能够找到一套适合自己的科学的学习方法，以更好地提高自己的学习效果。
(5)对自己在备课过程中发现的问题以及教学过程中发现的不足，要能在课后进行积极地思考和反思，同时注重加强交流，以更好的改进教学，促进教学效果，提高学生的学习成绩。
(6)对于平时的单元练习卷和阶段性测试卷，要能根据教学目标要求及学生的实际情况，一部分筛选、改编自各类相关资料，一部分要能自己命题。讲解不必要全讲，集中对出错率较多的问题进行精讲。同时注重在课后加强抽查，能在每节课前利用5分钟左右的时间进行抽查。
高中高二下册平面向量的数量积教案格式
一：课程分析
本课是在学习了实数与向量的积的运算的基础上，更进一步学习向量的另一种运算————向量的数量积。有了向量的数量积之后，向量的基本运算已基本完备。关于与向量有关的一些简单问题就可以解决了。通过平面向量的数量积的研究，能培养学生数形结合的能力以及运用数学工具解决实际问题的能力。重点是用来解决垂直，模，夹角的问题。难点是数量积的灵活运用。在研究数量积这种运算的过程中，培养学生大胆猜想，敢于发表个人见解，培养学生喜欢探究的的情感和态度。通过对数量积这一运算的体验，使学生养成用数学的良好习惯。
二：学情分析
在这节课之前已经学习了实数与向量的积的运算。很多善于探究的学生会想到向量与向量的积如何运算呢?强烈的求知欲使得学生对这一节的学习不会感到生疏。另外他们在物理中学习了功的概念，，就为学习数量积提供了现实的模型，故在接受概念的时候会比较容易。但对于数量积的性质还需学生们合作交流，积极探究，努力发现，从而去解决关于垂直，模，夹角等实际问题。
三;设计理念
根据诱思探究教学论和新课程改革的目标，要让每个学生都得到充分的发展，改变传统教学过于注重传授知识的倾向，要注重学生能力的培养，要培养学生的自主、合作、探究的能力。让学生自己发现问题,设计问题，并解决问题。探索得成果，研究获得本质。真正实现学生的主题地位，让学生体验到成功的喜悦，以体验为红线，激发学生兴趣，采用观察、分析、合作交流的诱、思、探、究教学方法，利用多媒体课件为辅助手段，调动学生参与课堂的主动性和积极性。
四：学习目标
通过对数量积性质的讨论，培养学生观察、分析、抽象、概括的逻辑思维能力和运用数形结合思想解决实际问题的能力;通过数与形的辨证统一接受辨证唯物主义教育;通过用数量积的运算解决实际问题的感受，激发学生用好数学的积极性。
五:教学流程（略）
六.探究性作业
①根据本节课的学习,结合你的体会,用向量还能解决一些其他的什么问题呢?
②能否将二维平面向量推广到三维空间向量呢?
七.课后反思
以往我们让学生按照老师自己的思维来把一节课的内容完成.这样的课堂往往激发不起学生学习的兴趣,虽然老师分析的头头是道,学生齐声呐喊,其过后效果不佳,究其原因就是我们没有把学生学的任务落到实处.
这一节是采用合作探究教学进行的,其效果是比较明显的,在诱思探究教学下给学生足够的时间,并充分讨论的情况下,学生能把自身潜力挖掘出来,从练习情况看,学生能很快调动自身的积极性,充分实现自己的主体地位.这节课使我深深的感到,开展诱思探究教学,进行课程改革,最根本是转变学教学观念,真正地让学生的主体性得到充分的发挥,能够在教师的诱导下独立完成教学任务.
人教版高中英语高二下册Body language教案
教学目标
I 重点词汇：
manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…
II.日常交际用语：
1).请求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2).允许
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3).拒绝
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.：
动词不定式作宾语、定语、表语和状语。
教学建议
对话分析
This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability.
课文分析
This two materials about body language and train the Ss' abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties.
教学建议
The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on.
The teacher help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or pide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.
高二下册化学教案：醛
1、确定本周课程教学内容
内容和进度：第二 节 醛、酮及习题讲评
第一课时：（1）以乙醛为例学习醛基的化学性质；甲醛的反应及相关计算。
第二课时：学生分组实验：乙醛的银镜反应、乙醛与新制氢氧化铜反应；简单介绍酮的性质。
第三课时：《步步高》 醛的练习讲评。
第四课时：《步步高》 酮的练习讲评
2、教学目标：
认识醛类的结构特点和性质主要通过醛类的典型代表物──乙醛，介绍了乙醛的氧化反应和加成反应，主要通过实验来归纳乙醛的性质；结合乙醛的结构特点，复习和应用核磁共振氢谱图；结合乙醛的加成反应，进一步认识有机化学中的氧化反应和还原反应。
教学重点：乙醛的结构特点和主 要化学性 质。
教学难点：乙醛与银氨溶液、新制cu(oh)2反应的化学方程式的正确书写。
3、资料准备：
选修5《有机化学基础》教材、《步步高》、实验药品、仪器、视频
4、新课授课方式（含疑难点的突破）：
第一课时 醛
学生已经掌握了乙醇的结构和性质，掌握了羟基官能团的结构特点及其在化学反应中可能的变化，因此教学的重点是帮助学生在对比羟基和醛基官能团结构的基础上，运用“结构决定性质”的观点，推测乙醛 可能的化学性质；再通过实验，探究乙醛的化学性质，落实“性质反映结构”的观点；最后通过小结醛基的结构和性质，帮助学生迁移到醛类化合物，并掌握醛基发生氧化、还原反应的基本规律。
根据“结构决定性质”的观点，首先提示讨论乙醛的结构特点，推测乙醛可能的化学性质，
然后开展实验探究，探 究乙醛的还原性。探究乙醛与高锰酸钾酸性溶液、与银氨溶液、与cu(oh)2反应的实验现象和反应规律。讨论小结实验现象，书写反应的化学方程式。
讨论学习：边讲、边讨论乙醛与银氨溶液、新制cu(oh)2反应的化学方程式的书写。
讨论反应规律，1 mol 醛基（—cho）可还原2 mol ag+或2 mol cu(oh)2，醛基（—cho）转化为羧基（—cooh）。
迁移提高：根据乙醛与 银氨溶液、新制cu(oh)2反应的规律，写出甲醛、丙醛与银氨溶液、新制cu(oh)2反应的化学方程式。
讨论题：下列有机物中，不能发生银镜反应的是（）。
a．hcho b．ch3ch2cho c．hoch2ch2oh d．ch3cooh
答案：c、d
小结：乙醛的反应中“官能团转化”的基本规律：
第二课时 学生分组实验
【实验3-5】乙醛的银镜反应
实验关键：为使生成的银能很好地附着在试管壁上，可先在试管中加入naoh溶液，加热煮沸1 min，以除去试管壁上的油污；硝酸银溶液要新配制 的，若放置太 久或酸性太强实验效果都不佳；氨水要稍过量一点，保证反应在弱碱性条件下进行。配制银氨溶液时，向硝酸银溶液中滴加氨水的过程中，应先产生白色略带棕色的沉淀，然后再继续滴加氨水使沉淀溶解；若溶液始终澄清，则说明药品的浓度、用量有问题，或试剂放置太久不宜再用。
【实验3-6】乙醛与新制氢氧化铜反应
实验关键：乙醛与新制cu(oh)2的反应，需要在较强的碱性条件下进行。因此，naoh要大大过量于cuso4。试剂要用新制的cu(oh)2，否则cu(oh)2悬浊液会吸收空气中的co2转化为碱式碳酸铜而影响实验效果。
高二下册语文教案：雷雨
一．素质教育目标
(一)知识教学点
1．阅读剧本，品味个性化和富有动作性的人物语言，把握尖锐集中的戏剧冲突，认识剧中人物的命运，了解人物性格是怎样在矛盾冲突中发展、变化并得到展现的。
2．了解作者是如何以现实主义的笔触，深人挖掘人物的内心世界，展示紧张、尖锐的戏剧冲突的。
(二)能力训练点
1．通过阅读或分角色朗读，弄清节选部分的主要剧情，把握其中的矛盾冲突，了解冲突的发展过程。
2．学习品味戏剧台词的丰富内涵，了解它们的言外之意，训练学生有感情的朗读。
3．可在课外组织学生排演戏剧。
(三)德育渗透点
认识旧家庭的悲剧和罪恶、旧伦理的窒息人性的特征以及官僚资产阶级的剥削本质，珍惜今天的幸福生活和人伦亲情。
(四)美育渗透点
1．体会剧本浓重的戏剧氛围及富有诗意的语言。
2．陶冶学生性情，培养学生欣赏戏剧文学的兴趣。
二．学法引导
学习本文可分以下几个步骤：
1．弄清作品的时代背景。这对较好地理解内容、准确地把握人物性格等是必不可少的。作品以20世纪二三十年代的中国为背景，那时的中国正处于由封建社会向资本主义社会的转型期。周朴园就是当时由封建地主转化为资本家的典型代表。他既有封建地主的专横、残忍的一面，又有新兴资本家的自私、贪婪和虚伪的一面。
2．理清人物关系。《雷雨》的人物关系复杂，弄不清关系就无从了解剧本。
3．熟悉情节，理清层次，从总体上把握人物。
4．分析典型细节(语言、表情、动作等)，深入准确地把握人物的思想性格。如当侍萍叙述30年前梅姑娘抱着刚生下三天的男孩跳水自杀时，周朴园是(苦痛)“哦!”和(汗涔涔地)“哦”。从他的表情和神态中，可以看出，周朴园抛弃侍萍并非毫无内心痛苦，对自己的抛弃行为，他是有“不忍”和自责的。
三．重点难点及解决办法
(一)重点、难点
作者写《雷雨》是为了反封建，“揭示了封建大家庭的罪恶”。但是他强调，不能用要求剧本对某一重大社会问题做出明确的回答或价值判断的“社会问题剧”的主题模式，“削足适履”地去硬套他的剧作。周朴园对侍萍的感情态度。过去人们认为周朴园对侍萍是始乱终弃，而周朴园对侍萍的忏悔和怀念也被认为是虚伪、假善。现在人们基本上认为，根据周朴园和侍萍的性格特点和情感表现，周朴园与鲁侍萍30年前应该有过真挚的爱情，30年后周朴园对鲁侍萍的怀念还是有诚挚成分的。其理由，一是30年后，侍萍见到周朴园时的情绪表现，相认之前，侍萍对周朴园是试探(对自己的感情)多于怨恨；相认后，对30年前的旧恩怨，也没有把责任全部推给周朴园，而是说“你们逼着我冒着大雪出去，要我离开你们周家的门”，“我被你们家赶出来”“我亲生的两个孩子你们家里逼着我留在你们家里”。这里用的不是“你”而是“你们”，显然表现她也觉得自己被赶出来主要责任在“你们老太太”而不在周朴园。二是从周朴园30年后与侍萍重逢时的情形来看，30年来，周朴园一直保留关窗习惯，留着侍萍喜欢的家具，记着侍萍的生日等。就时间上来说，虚伪30年太难以理解。就情理上说，周朴园没有必要虚伪。那么，如何解释周朴园知晓侍萍没死且就在眼前时他又变得冷酷呢?曹禺先生是这样解释的：“他(周朴园)经过几十年的变化，心狠起来了。他跟警察局长、英国买办来往，残酷地剥削和压迫工人，甚至不惜用工人的性命来填满自己的腰包。侍萍的出现，使他一下子从对过去的怀念回到现实的利害关系中来了。‘你来干什么?’‘谁指使你来的?’这是他30年来在尔虞我诈的争夺中积累起来的社会经验：我这么有钱，别人怎么突然找到我的头上来?他把别人也当成和他一样变坏了，立刻审时度势来对付。这就露出了他的资本家的面目。”因此，周朴园与鲁侍萍的矛盾冲突就不能简单地用阶级矛盾来概括。周朴园对鲁侍萍的怀念是不是真的?他是不是真的对鲁侍萍有感情?他在认出鲁侍萍前后语言的变化说明了什么?阶级的对立和情感的矛盾冲突是鉴赏这部分戏剧的重点，也是难点。
(二)解决办法
1．适当介绍作者写作《雷雨》时的思想基础。当时作者虽还不能从理论上清楚认识他
的人物的阶级属性和特性，但具体描写上，已经接触到了现实阶级关系的某些本质方面。
周朴园与鲁侍萍的矛盾分明带有阶级对立的性质。
2．适当介绍后人对此段内容的各种不同的分析评价。如初恋难忘说、年轻貌美说、老年忏悔说、内心空虚说、婚姻失败说、良心发现说、内心平衡说等等。引导学生作分析比较，客观全面地去认识周朴园与鲁侍萍的感情纠葛。
3．强化朗读，注意有感情的朗读。通过朗读去品味鉴赏。
四．课时安排
3课时
五．师生互动活动设计
教师在介绍完作者及剧本的写作和特点后，重点指导学生阅读、分析、朗读和讨论。大致遵循阅读一朗读一分析一讨论一归纳的顺序进行。注意引导学生理解人物语言所表现的人物的思想感情及微妙变化。对有争议的问题可以展开讨论，要言之成理。有条件的话，可以组织学生看话剧演出、电影或录像资料，指导学生排练成戏，在全班演出。
六．教学步骤
第一课时
(一)明确目标
1．找出主要的矛盾冲突，分析矛盾冲突的实质是什么。
2．通过分角色朗读把握戏剧冲突，了解冲突的发展过程。
(二)整体感知
1．作者简介
曹禺(1910—1996)，原名万*，字小石。中国现当代剧作家。出生于天津一个官僚家庭。1922年人南开中学，加入“南开新剧团”，1928年入南开大学，1930年转入清华大学。期间，广泛涉猎欧美文学作品，特别喜欢古希腊悲剧和莎土比亚、易卜生等人的戏剧作品，为其以后的戏剧创作打下了坚实的基础。1933年大学毕业前，写出震惊世界文坛的处女作《雷雨》，后陆续创作了《日出》、《原野》等。擅长以现实主义的笔触，深入挖掘人物的内心世界，展示紧张、尖锐的戏剧冲突，戏剧氛围浓重，语言富有诗意。
2．《雷雨》四幕悲剧创作于20世纪30年代，是曹禺的成名作、代表作，是我国话剧艺术开始走向成熟的一个标志。
3．故事梗概：参看课本118页注释①。
(三)教学过程
1．导入 新课
(其一)
同学们一定知道现代文学才华出众的现实主义剧作家曹禺(板书)，曹禺，1910年生于天津，原籍湖北潜江，原名万*，中国现代的剧作家，语言大师；也一定有很多同学看过根据曹禺的剧本演出的话剧《雷雨》、《日出》、《北京人》，或拍成的电影《原野》，今天，我们就来学习曹禺的剧作《雷雨》(板书)。
《雷雨》是曹禺1933年在清华大学西洋文学系毕业前夕，创作完成的处女作，次年在《文学季刊》上发表，它的发表和上演，把中国话剧创作提高到了一个新的水平。它是“五四”以来的优秀剧目之一，并享有国际声誉。作者自己说：“那个时候，我是想反抗的。困陷于旧社会的昏暗、腐恶，我不甘模棱地活下去，所以我才拿起笔。《雷雨》是我的第一声呻吟，或许是一声呼喊。”(《曹禺选集·后记》)
(其二)
《雷雨》是一部动人心魄的悲剧。剧本以20世纪20年代中国半封建半殖民地社会为背景，通过一个有浓厚封建色彩的反动资本家周朴园家庭内部的种种纠葛，和周、鲁两家错综复杂的矛盾冲突，艺术地反映了反动资产阶级的腐朽、糜烂生活，揭露资产阶级自私、残忍的反动本性，猛烈抨击了旧中国黑暗腐朽的社会制度，展示出旧制度必然崩溃的历史命运。
《雷雨》以集中的场景(周公馆客厅)和集中的时间(同一天上午至午夜)，表现了周鲁两家以爱情的、血缘的、阶级的复杂关系为内容的尖锐的戏剧冲突。《雷雨》是四幕话剧。我们今天学习的这一篇课文是第二幕的一部分。
(其三)
本课是戏剧欣赏单元的第一篇，可根据学生的实际情况，简要介绍单元知识中有关戏剧欣赏的一些内容，让学生对戏剧知识有个基本了解。
2．简介作者及其艺术风格。
3．介绍《雷雨》的故事梗概。
4．学生分角色朗读课文第一场，找出其中的矛盾冲突，思考冲突的实质是什么。
5．学生可就周朴园与鲁侍萍的矛盾冲突的实质展开讨论，要言之有据。
6．归纳讨论要点。
(四)扩展
适当介绍后人对此段内容的各种不同的分析评论。
(五)布置作业
完成练习一、四，把讨论意见写成文字稿。
第二课时
(一)明确目标
1．找出次要的矛盾冲突，分析矛盾冲突的实质是什么。
2．学习品味戏剧台词丰富的内涵，体会人物思想的微妙变化。
3．欣赏戏剧人物形象，归纳戏剧人物的性格特点。
(二)整体感知
1．周朴园与鲁大海的冲突，父子相见，却成仇人。周朴园镇压、分化罢工，鲁大海控诉周朴园罪恶的发家史，冲突紧张激烈，你愤我怒，互不相让。其冲突实质是资本家与广大工人的矛盾，反映了尖锐的阶级斗争。
2．剧作主题：“从性爱血缘关系角度写了一出悲剧，客观上反映出中国半封建半殖民地社会的某些侧面，充满不义和邪恶的旧家庭正是整个旧社会旧制度的缩影。”(《中国大百科全书·中国文学卷》)
3．个性化的语言：不同的人物语言各有不同，而且随着剧情的发展和各自感情的变化而不断变化，如周朴园简短的语句、盛气凌人的语言，鲁侍萍和缓的语气、时而冲动的语调，鲁大海直截了当的语言，等等，都与人物各自的身份相吻合。
(三)教学过程
1．复习。归纳、概括出第一场的矛盾冲突实质是阶级对立。
2．学生分角色朗读第二场，找出其中的矛盾冲突，思考：冲突的实质是什么?
3．总结出这两场矛盾冲突的社会意义，归纳主题。
4．根据人物语言和戏剧化的动作，概括人物性格特点。
(四)扩展
组织学生观看话剧演出、电影或录像资料。
(五)布置作业
完成课后练习二、三。
第三课时
(一)明确目标
1．了解舞台说明在剧本中所起的作用。
2．通过表演朗读来品味戏剧语言的丰富内涵。
(二)整体感知
1．必要的舞台说明：(1)交代故事发生的时间和人物活动的环境，烘托出人物的烦躁、郁闷、不安的情绪，为矛盾的展开作好铺垫。(2)暗示人物的身份，透露人物的心理，推动情节的发展。(3)交代人物的出场。
2．在表演过程中要注意揣摩极富动作性的语言。周朴园的几次问话，从“你一—你贵姓?”和“你姓什么?”到“你是谁?”和“哦，你，你，你是——”，以及他那每一次的不同的声音、姿态和表情，鲜明地显示了他的渐趋紧张的内心活动。人物的思想感情层次分明，回环起伏，由隐微至显露，终而达到波涛汹涌的高潮。
(三)教学过程
1．找出剧本中的舞台说明，并进行分类，分析其在剧本中的作用。
2．进行表演指导。
3．学生分组表演，教师及时加以评述、指导。
(四)扩展
有条件的可以组织学生排演剧本，在校内演出。
(五)布置作业
1．学生就剧本中的一两个细节谈谈细节对刻画人物性格的作用。
2．课外阅读全本《雷雨》。
3．预习《茶馆》。
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