【英语周报】人教版选修十Unit备课资料：教案TheFourthPeriodSpeaking

Period ⅢLearning about Language1．bent adj. 弯曲的(教材P35)My glasses are bent because I left them on my bed and then sat on them.我的眼镜弯了，因为我把它放在床上，坐在上面了。

Just as the twig is bent, the tree is inclined.弯曲的树苗长成弯曲的树。

bend v．弯曲；使弯曲；屈服；屈从；集中于n. 弯曲；弯道bend over 弯腰；俯身bend to... 向……屈服bend one's mind to... 把心思集中到……上be bent on/upon 一心想；热衷于He bent the wire into the shape of a square.他把铁丝折成正方形。

The branch bent but didn't break when the boy climbed along it.那男孩爬上树枝时，树枝弯曲了，但是没有折断。

Joyce is bent on buying a new house.乔伊斯一心想买一套新住房。

完成句子①母亲不得不俯身抱起小孩。

Mother had to to pick up the child.②他们拒绝屈从于劫机者的要求。

They refused to the hijackers' demands.③我一心一意想遨游世界。

My thoughts were seeing the world.④他全力以赴地做这个研究课题。

He the research project.【答案】①bend over②bend to③bent on④bent his mind to2．acquisition n.获得；习得(教材P35)Some three hundred educators attended a seminar on second language acquisition.大约300名教育者参加了一个关于第二语言学习的研讨会。

（英语精品教案）英语人教版新课标选修10精品教案全套Unit 1 Nothing ventured, nothing gainedVocabulary and Useful ExpressionsTeaching goals教学目标1(Target language目标语言a(重点词汇和短语venture, suffering, unbearable, cosy, anyhow, perseverance, advocate, freezing, delay, discourage, grasp, bored, admirable, be inspired to continue fighting, plot to do, strengthen one's determination, achieve success in life, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover one's health, feel low and discouraged, fall into a regular pattern, give off, suffer from, faith, cheerful, mourn, circumstance, sickness, bitter, vital, select, boom, urgent, punishment, caution, dynamic, framework, rank, breathlessAdjectives to describe people.b(重点句子His sufferings lasted for three bitter years，which to him seemedlike a lifetime(P6I will never forget watching t11e little boat disappear through the booming waves into the stormy ocean(P62(Ability goals能力目标Enable students to use words esp(adjectives to describe people and know the use of theattributes(3(Learning ability goals学能目标Help students t0 use words esp(adjectives by practicing describing people and know the use of me attributes by practicing( Teaching important points教学重点Enlarge Ss? vocabulary and learn to use words esp(adjectives to describe people's characters orqualities. Get Ss to know the use of the attributes(Teaching difficult points教学难点Learn to use words esp. adjectives to describe people's characters or qualities(Get Ss to know me use of the attributes(Teaching methods教学方法第 1 页共 124 页Word-study & grammar-study(Teaching aids教具准备Multi-media computer (a projector and a computer)(Teaching procedures & ways 教学过程与方式Step I RevisionAsk some Ss to retell the story, using the words and expressions learned in this unit. T: Class begins. Hello, everyone!Ss: Hello, Sir/Madam～T: We have read a great story of Shackleton. Now who'd like to tellit? Volunteer? Write the following on the blackboard.WHAT (What happened?)WHO (Who is/are the hero/heroine or characters in the story?)WHEN (Time or date: When did the story happen?)WHERE (Where did the story happen?)WHY (Why did it take place?)HOW (Beginning, development, climax and ending:How did the story develop?)In total five Ws and an H.At the same time show the important words & expressions on the PowerPoint. cosy, anyhow, perseverance, advocate; freezing, delay, discourage, grasp, bored, admirable, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover one's health, feel low and discouraged, fall into a regular pattern, give off, suffer fromAfter the retelling, the teacher helps Ss come to the language study.Step II Word-study (I)Learn to use useful words and expressions by doing Ex. 1, 2, 3 and along with some explanations if necessary.T: OK. You did a nice job. In the story we've learned some new words& expressions. Yes?第 2 页共 124 页Ss: Yes. And they are very useful.T: So this class we come to the word-study. Open your books. Turn to Page 5. We first come to Discovering useful words and expressions.Give instructions and let the Ss finish the cloze in Ex. 1 in a few minutes.T: This is also a description of the journey from the pack ice to Elephant Island. Read it quickly and try to finish the cloze. You should change their forms if necessary.The teacher can check the answers with the Ss and makes some explanations. Then show the right order of the words and expressions on the PowerPoint.Ex. 2 is a more detailed story of Gou Jian. Give instructions andlet the Ss finish the cloze in a few minutes.T: Last class, we mentioned the story of Gou Jian, the King of Yue. We come to the more detailed story of Gou Jian now. Read it quickly and try to finish the cloze.A few minutes later, the teacher can check the answers with the Ss. Show the right order of the words and expressions on the PowerPoint.For Ex. 3 it is a good chance for Ss to enlarge their vocabulary. The teacher/ can give them as many useful adjectives as possible.T: OK. You did a nice job. Now we come to Ex. 3. Think of as many adjectives to describe people's characters, as possible. Create a word web. Please speak out the vocabularies that you think of to all the students. Try it.The students can speak out one by one and the teacher makes a conclusion.Then show the adjectives on the PowerPoint.Vocabulary to Describe a Personhonest / modest / gentle / patient / quiet / even-tempered /friendly / easy-going / smart / clever / bright /wise / shrewd /diligent / hard-working / happy / humorous / funny / optimistic / active / ambitious / vigorous / robust / generous / brave / proud / loyal/trusty / reliable / dependable / able / intelligent / talented / gifted / versatile / direct / open / out-going /kind / kind-hearted / warm-hearted / naughty / sensitive / shy / strict / serious / bad-tempered / talkative /selfish / rude / impolite / ill-mannered / cruel / mean/nosy / greedy / foolish / stupid / silly / coward / aggressive / lazy /lively / lovely / cute / delightful / calm / narrow-minded 第 3 页共 124 页Ask Ss to read aloud after you. Give brief explanation if necessary.T: There are so many words to describe people's character. Now,let's play a game. I'll ask some students to describe our classmates using these words. Then the other students guess who they described. Are you clear?Ss: Yes.Ask 3-5 students to make their performance.Step III Word-study (II)Deal with Using words and expressions in Workbook. Take it as a revision and consolidation. "T: Now let's open Workbook. Turn to Page 52. Let's deal with Ex. 1 first. It's a famous story of Odysseus in the odyssey written by Homer. Read it quickly and try to finish the cloze.A few minutes later, the teacher will check the answers with Ss. The teacher asks some students to read the passage.T: OK. You did a nice job. Now we come to Ex. 2. We all know, an English word could have many meanings. We use the different meaning in different situation. Please look at the table, on the left, there are some definition of the words. You are required to write the words in the text that have these meanings, and then choose these words' meanings in the reading passage.Check the answers with the Ss.T: Now make up your own sentences. Use each of the words in a different way from the way it is used in the text. I'll give you 3 minutes to write, and now I need 5 students to write the 5 sentences on the blackboard. Who's the volunteer?Then check the answer with the other students together.For Ex. 3 the teacher first asks Ss to translate the sentences. Then check the answers. Show the suggested answers on the PowerPoint.For Ex. 4 the teacher first asks Ss to give their own answers. Then check the answers with the whole class.T: For Ex. 4, you are required to replace the underline phrases with words from the unit that are similar in meaning. Remember only one word.Then show the suggested answers on the-PowerPoint.第 4 页共 124 页Step IV Grammar-studyRevising Useful StructuresThe teacher helps Ss review the use of the attributes.Ask them to read the sentences in Ex. 1 and draw their own conclusion.T: We've learned the attributes. Now, let's do some reviews. Readthe sentences in Ex. 1 and pay attention to the use of the attributes. And draw your own conclusion.Show the use of the attributes on the PowerPoint.A. v-ing forme.g. I will never forget watching the little boat disappear through the booming waves into the stormy ocean.B. a clausee.g. What's the hardest experience you have ever had?C. a phrasee.g. Robert realized that it had taught him a valuable lesson.D. a past participlee.g. I remember my rotten toes that had to be removed.As for Ex. 2, ask the Ss to underline the attributes in the passage.T: For Ex. 2, there is a passage which is a description of a visitto Elephant Island where Shackleton's men camped for four months. It's adapted from Dispatches sent for the NOVA expedition. What will you do? You are required to underline the attributes in the passage. Do youthink it's difficult?Ss: No.T: OK! Let's begin.2 minutes later, check the answers.For Ex. 3, Ss are supposed to write some sentences using the attributive clause.T: First, please look at the background mentioned at the beginning.T: Have you understood it?Ss: Yes.T: Every witness said 7 simple sentences. You should make 5 complex sentences with the 14第 5 页共 124 页sentences listed below using the attributes.A few minutes later, check the answers.Show the suggested answers on the PowerPoint.Step V Grammar-study (II)T: Let's come to Useful Structures in Workbook. Read this passage which is adapted from The Wind in the Willows by Kenneth Graham. Thereis the same requirement with Ex. 2 on Page 7. Underline the attributes.Then the teacher show the answer on the PowerPoint.T: Please look at these sentences, they are all simple sentences. You should make them into complex sentences. Join them together into one sentence in such a way that the information in one sentence is used as an attribute in the other. Then, ask five Ss to read sentences for us.Step VI HomeworkDo Ex. 3 on P 53 in Workbook.Warming Up,Pre-reading and ReadingI(单元教学目标技能目标 Skill Goals?Learn about perseverance?Describe people?s characters or qualities?Learn me use of the attributes?Learn from the spirit of perseverance to strengthen one?s determination?Learn adjectives to describe people?Write a review for a newspaper?(目标语言第 6 页共 124 页Helpful expressions in a discussionI?m not sure that…I think…is better because(((I hate to have to say this but… 功能 Which qualities do you mink(((?He is unable to… 句There's no doubt that… 式It?s hard to say(What do you mean…?It?s clear that…I don't mind if…1(四会词汇venture, web，Scottish，suffering，strengthen，endurance，hut, stove，unbearable，cosybreathless，rotten，blacken, circumstance，blast，hoarse，bless，selfish，hook，aboard，seasickness，anyhow，steward，crush，mourn，urgent，bedding, vital，cheerful，persevere，perseverance，faith，framework，rank，morale，select， booming， swear, advocate, freezing，stool，gratitude，punishment，loyal，tactful，odd，stout，optimism, delay，discourage，dynamic，regular, grasp，词 bored，liver, chef，changeable，caution，admirable，commitment，proverb 汇 2(认读词汇gall-bladder，Perce Blackborrow，Sir Earnest Shackleton，Tom Orde-Lees， Hussey，banjo，Frank Worsley，Hubert Hudson，Lionel Greenstreet sun-blindness3(词组词 block out，give way to，give off汇 4(重点词汇venture，suffering，strengthen，unbearable，cosy，anyhow，perseverance，advocate，第 7 页共 124 页freezing，delay，discourage，grasp，bored, admirable1. When it finally succeeded，Robert realized that it had taught hima Valuable lesson and hewas inspired to continue fighting till he defeated the English and gained independencefor Scotland(2. Beaten by Wu in 494 BC，Gou Jian，the King of Yue was forced to live as a slave in Wufor three years3(The smell is，as usual，almost unbearable，being a mixture of sweat，seal oil fat，anddirty underwear(重 4. “Hold on now，Perce(Don't you go turning into another Tom,” comes the reply(点 5. So it was with great excitement one morning in July 1914 that I read this advertisement:句 6. The ice froze around us and we were well and truly stuck( 子 7. I believe Shackleton must have mourned this unexpected end to his expedition，but hedid not waste time on regrets8. His perseverance won our complete faith in him(9. This team spirit contributed to the morale of the crew and saved our lives(10.I will never forget watching the little boat disappear through the booming waves into thestormy ocean.The First Period Warming Up, Pre-reading and Reading Teaching goals 教学目标1(Target language目标语言a(重点词汇和短语venture，suffering，unbearable，cosy，anyhow，per severance，advocate，freezing，delay，discourage, grasp，bored，admirable，be inspired to continue fighting，plot to do，strengthenone's determination，achieve success in life，unbearable，block out，hold on，struggle out of be hooked，make an urgent announcement，give way to，remain optimistic，recover one's health，feel low and discouraged，fall into a regular pattern，give off suffer fromb(重点句子第 8 页共 124 页So it was with great excitement one morning in July 1914 that I read this advertisement(P3His perseverance won our complete faith in him(P3This team-spirit contributed to the morale of the crew a11d savedour lives(P32. Ability goals能力目标Enable the students to learn the heroes? perseverance and strengthen their determination to achieve success in life from reading the story(3. Learning ability goals学能目标Enable the students to be strong-minded and face difficulties inlife calmly and bravely so that they can find solutions to the problems( Teaching important points教学重点Help them learn to describe people's characters from their behavior( Develop their ability to make correct judgments and decisions when facing a difficult situation(Teaching difficult points教学难点Help the students to judge and describe people?s characters(Develop their ability to analyze the situation and make decisions to solve the problem(Teaching methods教学方法Reading comprehension，group discussion(Teaching aids教具准备A tape recorder, multi-media equipment (a projector and a computer) and a dictionary(Teaching procedures,ways教学过程与方式Step I Leading-inT: Everyone enjoys interesting and moving stories, I believe some of you are even good storytellers. Today we'll read some really impressive good stories and I hope you will enjoy them and tell them to others.Step II Warming upFirst the teacher asks the students to look at the three pictures and asks them what stories the pictures show. Then check the answers by fasting reading.T: Look at the pictures carefully please! Now who would like to tell what stories they are about? S1: Picture 3 is about a very famous Chinese story of Gou Jian, the King of Yue.第 9 页共 124 页T: Yes, that's true. Very good! How about the other two?S2: Maybe Picture 2 is about Helen Keller. But I am not sure about the first one. The man in the picture looks like a fighter.T: OK. It doesn't matter. Now. let's read the three stories veryfast and check your answers. After reading, ask the students to retell the stories very briefly.T: OK. We can just stop here. Now who'd like to tell us the stories very briefly? Who is the hero/ heroine and what happened?S1: Robert the Bruce was inspired by a spider to continue fighting till he finally succeeded and became the first Scottish king.T: That's it. Next?S2: Helen Keller was unable to speak, hear and see. With the help of Anne Sullivan, she became a famous writer. Both Helen and her teacher are great.S3: Gou Jian slept on firewood and straw to remind him of his sufferings and tasted a bitter gall bladder to strengthen his determination. Eventually he defeated the King of Wu.T: Very good. You did nice jobs!Then come to Question 2. The students can have a quick discussion in groups.Q: Do you think the characters above have something in common?Suggested answers:1. They had very bad luck at first. Robert the Bruce and Gou Jian were defeated and Helen Keller was disabled.2. They never gave up.3, They succeeded at last.4. All of them were people of great determination.They showed great perseverance in the face of difficulty.Q: What do you think helped them to achieve success in life?Suggested answers:1. Their strong character helped them most. They never gave in to difficulties in life and continue struggling always.2. They were people of great determination. They showed great perseverance in the face of第 10 页共 124 页difficulty. Their great perseverance and determination had an important effect on their life and finally led to success.T: After reading these stories, now we will come to another that is more impressive and moving. Yes. It is a story of people of great determination.Step ? Pre-readingGroup discussion: Have the students discuss Question 1 in groups. These questions will help them think of their own experience, which makes good preparations for the reading of the story.Question 1: What is the hardest experience you have ever had? Whatis the greatest challenge you have ever faced? How did you go through it? What lessons have you learned from it?A sample of discussion:S1: What is the hardest experience you have ever had?S2: Well, to speak the truth, I don't think I have had any hard experience till now. How about you ?S3: I have. When I was at Junior 1, I had great difficulty in speaking English.S4: How did you go through it?S3: Well It was really very hard. But I didn't give up. I practiced speaking whenever I was free. I practiced and practiced and I succeeded at last. You know, I can speak good English now. S4: Yes, you do. We are glad that you made it at last. What lessons have you learned from .it?S3: Difficulty is not terrible. We can't give up. Great perseverance and determination will lead to success.S1: You are a good boy of determination. And all of us should learn from you. Your perseverance is admirable.Several minutes later one student in a group is supposed to report their discussion. For Question 2, the teacher, together with the students, can go through it very quickly. It just leads us to thesetting of the story - Antarctica.Step IV ReadingReading skills: how to read a storywhen reading a story, ask yourself questions as follows:第 11 页共 124 页WHAT (What happened?)WHO (who is/are the hero/heroine or characters in the story?)WHEN (Time or date: When did the story happen?)WHERE (Where did the story happen?)WHY (Why did it take place?)HOW (Beginning, development, climax and ending:How did the story develop?)In total five Ws and an H.Practice:Take this story as an example. Ask the students to find answers to these five questions.Skimming & ScanningHelp the students practice fast reading skills.T: Read the story very quickly and answer the questions. To read fast, try to read silently.Show the questions on the PowerPoint.1. What does the title A Successful Failure mean?2. Who kept the diary? How did he join this expedition?3. Who is Sir Earnest Shackleton?4. What happened during their expedition to Antarctica ?5. When were they stuck in pack ice?6. why would Sir Earnest Shackleton go to South Georgia?7. How many people were left on Elephant Island?8. What were the people who remained on the island to do?T: OK. Stop here. Now let's come to the answers. Volunteer?First let the students give their answers and then show the suggested answers on the PowerPoint. Suggested answers:1. During the expedition to Antarctica the Endurance became stuck in pack ice and crushed, which made a failure. But due to their great perseverance and determination they eventually got rescued, which was a great success.2. Perce Blackborrow kept the diary. He secretly hid aboard the ship in a small cupboard.3. Sir Earnest Shackleton was one of the most famous explorers of his day and it was considered a第 12 页共 124 页great honor to be part of any of his expeditions. He led this expedition.4. During their expedition to Antarctica the Endurance became stuckin pack ice and crushed, and they were trapped on Elephant Island.5. On January 18th, 1915.6. No rescue attempt could be expected from outside as nobody knew where they were.7. Twenty-two.8. The people who remained on the island swore that they would do as Sir Earnest Shackleton advocated: remain optimistic and recover their health before he returned to rescue them. Play the tape. While tape playing, ask the students to think how many parts it can be divided into. Then they will be asked to discuss and tell the main idea of each part.T: Now let's listen to the tape carefully. While listening, please think carefully and decide how many parts the passage should be divided into. After listening, discuss with you partner and tell the main ideaof each part.After listening, the students will think carefully and then theywill discuss in groups. Later some spokesmen will report theirdiscussion and tell the main idea of each part.Show the suggested answers on the PowerPoint.The main idea of each partPart 1 (Para.l-2):"Our" circumstances were desperate and a new day began on Elephant Island.Part 2 (Para.3-4,):The expedition led by the great Sir Earnest Shackleton was announced and 'I' was hooked and secretly hid aboard the ship. Shackleton accepted the situation and made "me" a steward.Part 3 (Para.5-6):The Endurance became stuck in pack ice and crushed and "we" had to camp on Elephant Island.Part 4 (Para.7):Shackleton with five others sailed to South Georgia to bring help and the rest remained on Elephant Island.Step V ExplanationDuring this procedure the teacher plays the tape again or asks theSs to read the text one by one.第 13 页共 124 页While listening or reading, deal with some language points very briefly.Before explaining the language point, Ss should read the notes tothe texts on Page 91-92.T: We have got the main idea of each part. Now we'll deal with difficult language points in it.Ask Ss to read the text or listen to the tape and the teacherexplain language points, esp. some difficult sentences.Show the phrases and some of the explanations on the PowerPoint.Phrases: block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, set out the framework for our life, the booming waves.1. So it was with great excitement one morning in July 1914 that I read this advertisement.=I read this advertisement with great excitement one morning in July 1914.It is a very important sentence structure going as: It is / was+what is / was emphasized +that / who (referring to sb) +the rest of the sentence. Subjective, objective and adverb in a sentence can be emphasized.e.g. I met my junior English teacher on the street yesterday.It was I that/who met my junior English teacher on the street yesterday.It was my junior English teacher that/who I met on the street yesterday.It was on the street that I met my junior English teacher yesterday: It was yesterday that I met my junior English teacher on the street.2. His perseverance won our complete faith in him. = We began to believe/trust in him completely because what he did showed his great perseverance. We knew he would never give up.3. This team spirit contributed to the morale of the crew and saved our lives. The teamspirit was: no differences in rank or in social status; everyone to keep busy; a fair division of food and bedding; and a concern for all. Withthis spirit they didn't give way to disappointment and continued struggling and at last they were saved.contribute to: to be one of the causes of sthe.g. Medical negligence was said to have contributed to her death.morale: the amount of confidence and enthusiasm, etc. that a person or a group has at a particular time.Step VI Comprehending第 14 页共 124 页The three questions in the first part help the Ss comprehend the story. Also they help check whether they understand the text well.T: My class, now we turn to Page 4, and answer the three questionsin Ex. 1. Who can tell the answers? Hands up!Check the answers with the students.T: Good! You have a good understanding of the text. For Part 2 theSs are supposed to make up a dialogue between Shackleton and three of his men about what to leave, what to take and why. They will role-play it in fours. This will help them a lot to have a better understanding of the story and they will realize what a dangerous and desperate situation Shackleton and his men faced when the ship sank.T: Next let's come to a dangerous and desperate situation Shackleton and his men faced when the ship sank. What to leave and what to take is really a hard question for them. Just suppose we were they, what would be our answers. Now it is your turn to consider the situation and makeup a dialogue with your group members. Later you are supposed to role-play it. OK?Ss: OK!T: Maybe first we can have a look at the personal things together. What are they?Ss: A comb, a pen and a bottle of ink, a banjo, a novel, a camera, a watch, a diary and a lighter.T: Yes. You are quite right. Go ahead!A sample dialogue:S1: Captain, what should we take along with us?S2: Take things that are most useful.S1, 3, 4: Yes, Sir!S3: What will you take, Sir?S2: I'1l first take my lighter so that we can make a fire. And also I'll take my diary and the camera.S4: We know you cherish you diary because it's a good record of our expedition. But why do you take the camera.S2: Well, I can take some pictures of our life and after rescue we can develop them and let people know what happened to us.S4: Good idea, Sir.第 15 页共 124 页S3: Hussey, how about you ?S1: I agree with Sir. But it's a great pity that I have to leave my favorite banjo. Pity! I really loveit.S3: Why not take it?S1: You know, it's just a banjo. It won't be useful.S3: Pity. Maybe you have to leave it.S2: Hey! Hussey, you silly boy, just take it. You don't have to be so sad. S1, 3, 4: But why, Sir?S2: Listen to me, boys. The banjo will be vital for keeping us cheerful. You will know it later. Perce,what will you take ?S1: Sir, I'1l take the pen and ink as well as a diary book.S2: Why ? You'd like to keep a diary ?S1: Yes, Sir. I want to write down what we have experienced. I believe it will be very valuable.S2: I agree, boy. Do it.After the dialogues, ask the students to write sth. down. Fill in the form below.Give the students a sample on the PowerPoint.What Sailor 1 kept and why?1. A lighter to make a fire.2. A diary. It's a good record of the expedition.3. A camera to take pictures to keep a record of their life.What Sailor 2 kept and why?1. A pen and a bottle of ink.2. a diary book to keep. a diary to keep a record of their life.3. …What Sailor 3 kept and why?1. A banjo. It will be vital for keeping them cheerful.2. …3. …T: You did a nice job. Now we come to Ex. 3.There will be an activity-group discussion in Ex. 3. Through this discussion the students should第 16 页共 124 页learn to draw conclusions from facts. Learn to describe people's qualities / characters shown by what they said and did I their words and behavior. Learn to find examples to support your ideas. At the same time it helps Ss have a deeper understanding of the story.T: Do you think Shackleton behaved well when the ship sank?Ss: Yes, he did.T: What would you have done?S l: I'm not sure. I think maybe I would have been very nervous andat a loss what to do. Things would have been terribly bad.T: You are frank. But in our life we may experience hard times. We should learn from Shackleton and his men. Be a man of great determination. Never give up. Perseverance will lead to success in life.S1: Yes, I will.。

The Fourth PeriodReading (II)Teaching Goals教学目标1.Target language 目标语言a.重点词汇和短语animated, potential, animation, realism, lifelike, mistreat, lawful, restore, degrade, falter, be in, live up tob.重点句子1. …, it was not until 1995 th at animation became truly exciting again.2. We were not lawful nor were we just in what we did. For them, we do not have to restore these people; we do not live up to some agreements, because it is given to us by virtue of our power to attack the rights of others, to take their property, to take their lives.2. Ability goals能力目标Enable the students to talk about the animated films.3. Learning ability goals学能目标：Help the students learn to talk about the animated filmsTeaching important points 教学重点Teach the student how to find out the main idea of a passage.Teaching difficult point教学难点Encourage the students to talk about their favorite cartoons grasping main idea.Teaching methods 教学方法Reading, discussing and pair work.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures & ways 教学过程与方式Step I Homework checking and revisionCheck the answers to exercise 6 on Page 110.T: Good morning /afternoon everyone!S: Good morning / afternoon, Sir / Madam!T: Yesterday I asked you to do exercise 6 on Page P110. Have you done that?S: Yes!T: Good! Please come to the Bb to report to the class. Volunteers?Sample answers:1. decade & centuryA decade means a period of ten years or a group or series of ten, while a century means a period of 100 years or a group of 100 things.E.g. (1) Our country will have greater improvement in next decade.(2) Great changes have taken place in China in the twentieth century.2. fact & fantasyFact means a real event but fantasy means the creative imagination.E.g. (1) We want to know the fact of the accident.(2) We live in a real world not in a fantasy.3. episode & seriesEpisode means an incident or event that is part of a progression or a larger sequence. Series means a number of objects or events arranged or coming one after the other in succession.E.g. (1) South Africa may remain one of history's most tragic episodes.(2) A series of visits is arranged for us.4. librarian & libraryLibrarian is a person who is a specialist in library work, while library is a place in which books, magazines, newspapers, and so on, are kept for reading, reference, or lending.E.g. (1) My sister is a librarian in Beijing Library.(2) There is a free library for us students in our school.5. praise & criticismPraise is an expression of approval, commendation, or admiration. Criticism is an act of blame.E.g. (1) He won praises for his bravery.(2) These two criticisms provide a good starting point.6. cameraman & photographerCameraman is a man who operates a movie or television camera. Photographer is a man whotakes photos for others.E.g. (1) we mustn’t forget the cameraman when we see a film.(2) The photographer asked her to pose in different ways when taking pictures.T: Well done!StepII Reading IP50-51 Activities 1-7Pre-readingT: Look at the pictures on the top of the page. Can you recognize in what films they come from? S: Yes. The first one is from Mickey Mouse.S: And the second one is from Donald Duck.S: The third one is Bunny.S: I know the last one. It’s Snow White and the Seven Dwarfs.T: Right! Can you guess what we are going to learn?S: Cartoons!While-readingGet the students to read the passage and complete Activities 2-5.T: Now please read the passage and then explain the following question:Show students the following question:What’s the difference between ordinary cartoons and cartoons which use Computer Generated Animation (CGA)?Three minutes later,T: Who can tell us the answer?S: We can find the answer in the last paragraph. The technique uses computers to create the images instead of using drawings by hands. The result is a much greater realism. The creatures are astonishingly lifelike.T: Very good! And you know, the passage has four paragraphs. Now, read it carefully again and discuss in pairs to get the main ideas of each part!Give students enough time to do that, the teacher walk around the students and give them ahand.T: Who’d like to tell us your idea about the four paragraphs?S: Let’s me try. In the first Para, the writer mainly tells us the principle of animated films and the start time: 1914.S: The second Para of the passage introduces the fist man to make cartoons: Walt Disney.S: The third Para looks back early cartoons produced by Disney such as Mickey Mouse, Donald Duck and Snow White and the Seven Dwarfs and the success they got.S: The last Para tells us that animation has became truly exciting since 1995, taking Toy Story as the example to show CGA brings great improvement to cartoons.T: Wonderful work! Now look at the summary of the passage on the screen to check your idea of each Para, writing them down in your notebooks. (Show the screen to the class)T: Next, L et’s s ee Activity 2, read the sentences from the passage and answer the questions in pairs.Sample answers:1.A series of drawings are photographed by a camera. Each drawing is slightly different, with the result that when the drawings are played back rapidly, one after another, there seems to be movement in the drawings.2.The word made.3.About the normal length.4.Yes, they were. Films such as Bambi, Pinocchio and Lady and the Tramp, made in those years, are still loved by children today.5.A person draws it.6.Yes. A lifelike picture, model etc. looks exactly like a real person or things.Then manage the Ss to do the exercises in Activities 3, 5, 6, 7. After that, ask some pairs or groups to report their answers in class.Sample answers to Activity 4:1.Animated films first began to appear round about 1914.2.Disney produced his first Mickey Mouse film, called Plane Crazy in 1928.3.In 1937, Disney produced his first full-length cartoon, Snow White and the Seven Dwarfs.4.The 1940s and 1950s were a golden age for animated films. Films such as Bambi, Pinocchio and Lady and the Tramp, made in those years, are still loved by children today.5.It was not until 1995 that animation became truly exciting again.6.CGA technique produced wonderful films such as Shrek in 2001.Sample answers to Activity 5:1.People use a camera to photograph a series of drawings. Each drawing is slightly different. When the drawings are played back rapidly one after another, there seems to be movement in the drawings.2.They were animal stories about creatures such as ducks and mice.3.Because in the stories these animals behaved like naughty human children. You know children are always lovely.4.The creatures made by computers are astonishingly lifelike.5.The technique of Computer Generated Animation can produce more wonderful films, which make adults enjoy as much as children.6.Besides Mickey Mouse, Donald Duck and Snow White and the Seven Dwarfs, there are also Bambi, Pinocchio, Lady and the Tramp, and so on.Post-readingAfter the students get familiar with the detailed information, ask them to do Activities 6&7 to have a further understanding of the passage.Sample dialogue for Activity 6:Sa: What is the aim of the passage about cartoons? Where might you find it?Sb: Its aim is to introduce people the history of cartoons. And we can find it from the title —ABrief History of Cartoons.Sa: What is the aim of the passage about the Oscars?Sb: Its aim is to talk something about the Oscars and also express the author’s opinion.Sa: In what way are the writers’ aims in both passages the same?Sb: In both passages, the writers aim to introduce people one side of film industry, including their histories and the present situations.Sa: In what way are their aims different?Sb: In the Oscars passage, the writer wants to make people know other things behind the superficial spectacle. While in the cartoon passage, the writer describes the development course of cartoons directly from the past till now.Sa: Which passage do you enjoy better? Explain why.Sb: I enjoy the passage about cartoons better because cartoon is my interesting topic and the writing style is simple and clear. It’s easy to understand and I can ge t the information by fast reading.Sa: But I enjoy the passage about Oscars because it’s deeper. It leads you to see the essential through the appearance of Oscars’ superficial spectacle, leaving you thinking and tasting. Activity 6 is designed for comparing the writing aims of the two passages. After the students finish this activity, help them to summarize their opinions with a form like this:Sample dialogue for Activity 7:Sa: Do you like cartoons?Sb: Yes. I like them very much. The creatures in cartoons are lovely and vivid.Sc: I agree with you. Sometimes you’ll be moved and even shed tears.Sa: What cartoon have you enjoyed? Can you tell us about it?Sb: Certainly. I enjoyed Corpse Bride(僵尸新娘) last year. It’s about a bride who was killed in her first married day. When she meets with a husband, Victor, she comes back to life and falls in love with him. Later, she leads him to the place ruled by corpses. Victor finds corpses enjoying their happy life there as the living people in the real world and starts to like the place.Sc: Oh, it seems a comedy about love, family and fantasy.Sb: Yes. What cartoon do you like best?Sc: I like Cars(赛车总动员) very much.Sa: Tell us the story, please.Sc: Annual Boston Cup car racing attracts many good players. Lightning McQueen decides to join the racing. On his way to the race, he gets to know Mater and they become friends. After they watch a section of exciting car racing together in the small town, McQueen vows to realize his dream in the race. During his staying in the town, McQueen knows Sally, Dr. Hudson and many car friends. Staying with them, McQueen realizes that there are more important things for one to seeking for in one’s life, not only the champion.Sb: The story is very good. What about you, A?Sa: Just like you two, I love cartoons. And my favorite is Ice Age(冰川时代), which tells an adventure story.Sc: Tell us more.Sa: Ice Age is the story of prehistoric animals and a human baby. A mammoth named Manfred, a sloth named Sid, a long toothed tiger named Diego, the three animals form a team to protect a baby that they are trying to seek back its’ father. On their way, Diego always wants to do some bad things now and then and they meet with a lot of dangers and extremities. During struggling in the har d circumstance and experiencing many adventures, they realize that it’s very important that everyone should help and depend on each other for survive. At last, they get through the exciting and fantastic adventure travel, sending the baby back to its father.Ss: Ah! It's a wonderful story!Step III Reading IILead inT: Great! Your favorite cartoons are full of warmth, friendship, love, and persistence. These are positive things! And I think that must encourage you so much, right?S: Yes!T: However, things are not always so ideal and perfect. And if you want to uncover the dark side of something, it must be very difficult. But there are still some people who are brave enough to do so. Do you want to know who he is?S: Yes!T: Well, look at a picture, and tell me who he is.Show Picture 1 on the screen:(1) (2)S: He’s Marlon Brando, a world-famous American film star!T: Great! Do you know more about him?S: He was nominated for Oscar many times and got a Best Actor Oscar in the film On the Waterfront (在水边) in 1954. In 1972, he was starred in the film The Godfather(教父), and his performance is so perfect that he was awarded a Best Actor Oscar again.T: Very good! You must be a fan of Brando.ReadingGet the students to read the passage.Show picture 2 on the PowerPointT: And this is the poster of the film The Godfather. But do you know what his most striking thing is after he won the Oscar?Ss: No.T: Please turn to Page 55, read the introduction about Marlon Brando and tell me what happened after he was awarded a Best Actor Oscar.Two minutes later, ask some questions like followsT: Finished?S: Yes!T: Well, tell me the answer.S: He did not go to receive his award.T: What did he do then?S: He sent a young woman dressed in Native American costume to speak for him.T: But why did Brando do like that?S: The woman named Sacheen Littlefeather said that Brando refused to accept the award because of the treatment of American Indians by the film industry.T: What’s the attitude of the audience?S: The audience was so angry that Littlefeather was not allowed to complete the speech.T: So no one new the full content of the speech at last, did it?S: No. She gave the full speech afterwards to journalists.DiscussingT: Next, look at your books and listen to the speech and then talk about the questions at the top of the page in groups of four, clear?S: Yes!Five minutes later.T: In what way has America mistreated American Indians according to the speech?S: I think the question should be answered from two different sides. On one side, American Indians were murdered, lied to and cheated out of their land, however the history was twisted. On the other side, they were described as savage, hostile and evil in films, which Brando thought America degraded the Indian.T: Wonderful! And can you think of group of people who are not shown in a good way in the film? Can you explain why?S: In some American films we cam find that black people were often described as ill- mannered or low qualit y persons such as thieves, vagrants, robbers and so on. I think it’s a kind of racial discrimination.T: Do you agree with him / her?S: Yes, I agree. And the struggles against the racial discrimination have never stopped, and the situation has greatly changed these years.T: It seems that you all have a deep thought about the problem. I think Brando’s speech was written very well with deep thought, moved words, refined sentences and clear aim, full of sympathy and responsibility. Well, read through the passage again, discuss and find out a proper title for it.Sample answer:I don’t think I can accept the award.Step IV HomeworkT: In the speech we can find many beautiful sentences. Please put them into Chinese.Then ask the students to underline the following sentences on their books.1. We were not lawful nor were we just in what we did. For them, we do not have to restore these people; we do not have to live up to some agreements, because it is given to us by virtue of our power to attack the rights of others, to take their property, to take their lives.2. Perhaps at this movement you are saying to yourself, what has this got to do with theAcademy Awards? I think the answer is that the motion picture community has been as responsible as any for degrading the Indian, describing him as savage, hostile, and evil.3. So I, as a number of this profession, do not feel that I can as a citizen of the United States accept an award here tonight.。

附件I. 本单元课文注释与疑难解析1. I secretly hid aboard the ship Endurance, in a small cupboard.我偷偷地藏在一个小柜子里上了持久号船。

aboard adv., prep.在船（或飞机、火车、公共汽车）上（里）We must not take combustible goods aboard.我们切不可带易燃物上车。

All passengers aboard fell into the river.船上所有乘客皆落入河中。

They were the last two to go aboard the ship.他们是最后两位上船的。

on board = aboardWe went on board the ship.我们登上了轮船。

Everybody on board was worried and we were curious to find out what had happened.飞机上的人都很着急,而且我们急于想了解出了什么事。

2. Once we were settled on Elephant Island, Shackleton explained his plan to us: twenty-two of us were to remain here and he select five others to go to South Georgia and bring help.我们刚刚在象岛上安顿下来，沙柯尔顿就给我们解释了他的计划：我们当中22人要留在这里，并且他要另外选5个人和他一起去南乔治亚求援。

select vt & vi.1. 选择, 挑选, 选拔(+for/from)Mr Reed has been selected to represent us on the committee.里德先生代表我们已被选入委员会。

Unit 3 Fairness for all I：单元教学目标：II：目标语言II：目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Fairness For All为话题，精读文章以日记为载体再现了美国20世纪50年代民权运动的重要起始事件—Montgomery Bus Boycott的经过。

Martin的演讲提升了单元主题，表达了黑人争取平等权利的强烈愿望和意志。

本单元的听力材料和其它素材以背景材料的形式补充了单元话题。

对单元话题的理解要做到领会以下主旨：平等权利的获取需要付出努力，还需要改变他人的态度。

为达到此目标不仅要重视对文化背景的补充，更重要的是通过对主题的理解和强化使学生拓展和运用知识。

1.1 Warming Up以林肯、马丁和罗伯逊的图片导出了他们的主要事迹和为黑人解放做出的重要贡献。

既激发了学生的兴趣，也引出了本单元的话题——美国黑人争取解放的运动。

1.2 Pre-reading呈现了1955年前美国黑人的民权状况：第一部分以图片和语言材料呈现了背景知识，展现了美国黑人所遭受的不平等待遇。

第二部分运用问答方式引导出学生的感受和感想，希望学生以间接体验的方式体会美国黑人发动民权运动的真正原因。

1.3 Reading 以Maryann jones的日记和一些导语记载了蒙哥马利市黑人抵制公共交通工具、争取平等权利的事件经过。

这一事件的发起和胜利掀开了美国民权运动的新一页，鼓舞了黑人争取完全平等权利的勇气和信心。

1.4 Comprehending 部分设置了四个Tasks：第一个Task的目的是通过Questions-answers形式让学生把握文章的细节信息。

第二个Task通过事件排序方式让学生掌握事件发生的全过程，帮助学生整体理解篇章。

第三部分是对主题的拓展，通过300年间美国黑人权利的发展历程中不同政治文献对此问题的表述，反映了美国黑人权利的发展同美国理想（独立宣言）的反差。

Complementary Reading Material1. The story (1306-1329) of Robert the Bruce (1274-1392)Robert the Bruce was the rightful king of Scotland but until 1306 the country was ruled or controlled by the English. So Robert the Bruce had to fight for 30 years to achieve Scottish independence. It was after one of the worst defeats of the Scottish army against the English that Robert tile Bruce lost heart and took shelter to avoid being caught by the British army. It seemed at this time as if all hope of Scottish independence was over: Their greatest military leader, William Wallace, had already been captured and killed in 1305, the army had been defeated and all the leaders had been forced to hide from the British army. Robert the Bruce was in despair and wondered if he should go to France to end his life in comfort there. Then his eye fell on a spider spinning its web. It kept trying to swing across the ceiling to make its web. Over and over again it failed and tried, until at last it reached the other side and secured the first strand of the web.To Bruce it seemed like a message for him to continue "Try, and try again" the spider seemed to be saying to him. Bruce adopted the same motto and spent the next eight years fighting the English until they were at last driven out. In 1314 he succeeded by defeating the army of King Edward I1 at the Battle of Bannockburn. He became the first true King of Scotland.2. The story of Helen Keller and Anne SullivanHelen Keller (1880-1968)Helen was born a normal little girl but at the age of 19 months she became iii and lost her hearing and her sight. She became so badly behaved that no one wanted to look after hen Her family was in despair until Alexander Graham Bell suggested that they write to a college for blind teachers for help. The college sent Anne Sullivan. Her work with Helen was so successful that the girl entered Radcliffe College.After college, Helen became a convinced socialist. She gave lecture tours speaking about her experiences and her beliefs. The tours were very successful. Later her life was made into three films called Deliverances, The Unconquered and The MiracleWorker. Both Helen and Anne worked very hard to raise money for the education of blind children. They travelled to many countries encouraging people to educate blind and deaf children. In 1961 Helen became very iii and retired from public life but she has always been remembered as the person who overcame tremendous difficulties and went on to lead a very successful and useful life.Anne Sullivan (1866-1936)When she was eight years old, Annie's mother died and two years later her father disappeared, never to be heard from again. Annie became very unhappy when she and her brother had to live in a home for orphans, where the boy died. While she was there, she became blind but as she was a clever girl she went to a college for the blind, where she learnt braille. Later. An operation helped her to get back part of her sight. Six years later, in 1886, Annie graduated from college.On March 3 1887, she met Helen Keller for the first time. Helen Keller had also become blind, but, in addition, she could not talk or hear either. Annie helped Helen talk, read, write and feel things. In 1900, Annie helped Helen get into college and Helen graduated in 1904.3. The story of Gou Jian (497 BC465 BC)Gou Jian was the ruler of the kingdom of Yue. He lived at a time when there were many wars between states and during one of these wars the kingdom of Yue was conquered by the neighbouring kingdom of Wu. Gou Jian was made a slave by the King of Wu. As a slave he suffered many hardships including living in a stable, eating food left over from the horses and acting as a chair when the King was tired. However, because of his tolerance, he earned the trust of the King of Wu and eventually Gou Jian was set free.But he never forgot his suffering and when he returned home, Gou Jian slept on firewood and straw every night and tasted bitter gall-bladder to remind himself of his life as a slave. He waited until his kingdom was strong enough and then Gou Jian attacked the King of Wu and killed him.4. Sir Ernest Henry Shackleton (1874-1922)While he was only fated to live to the age of 47, Ernest led a most remarkablelife. After the Endurance expedition, almost all of tile ship's crew played a part in WWI.Shackleton achieved many firsts He and his men from the Endurance were the first ever to set foot on Elephant Island. He made the first ever crossing of Drakes Passage in an open boat from Elephant Island to South Georgia. He was the first to trek across the interior of South Georgia.However, as an explorer he achieved hardly any of his intended goals. He was a bad businessman and was not a particularly good father to his children. He was a lover of poetry and quite a good writer of poems himself. Those who served under Shackleton and knew him, came to admire him for his free spirit and love of adventure. He took many risks and sometimes made bad judgments, yet he always pulled through and put the well being of his men before anything else. During his years in Antarctica he never lost a single mall under his protection.Shackleton had been in poor health for a number of years, even before the Endurance expedition. This did not stop him from planning one final trip. The Quest reached South Georgia on 4th January 1922 after much delay due to engine failure. At around 2:45 am on 5th January Shackleton began to suffer from acute chest pains. Ten minutes later Shackleton died from a heart attack.5. Perce Blackborow (1894-1949)Perce Blackborow is famed for being probably the only person ever to stowaway on an Antarctic expedition. He was refused due to his young age and lack of seamanship. At the time he was discovered on board the Endurance the ship had already been three days at sea from South Georgia. Shackleton really had no option but to offer him a position as steward. "If anyone has to be eaten, then you will be the first!" said Shackleton. Perce did net let Shackleton down and he was awarded the honour of being the first person ever to set foot on Elephant Island.Due to severe frostbite to his toes he actually crawled ashore rather than walked.Perce was a modest man Upon returning home to Wales he avoided the welcoming home party waiting for him al the local railway station. He later worked as a boatman and fisherman rd support his family. He nm/fled a local girl and they hadsix children. He rarely spoke about his Antarctic adventures, and declined offers to go on the radio,He died in 1949, aged 54, of chronic bronchitis and heart disease.6. Thomas Hans Orde-Lees (1877-1958)Thomas was one of the great characters of the expedition. Eccentric in many ways, he was disliked by most of the crew for his rude behaviour. He was, however, a very talented man. He was the tallest and possibly fittest member of the team and was good at gymnastics, climbing, skiing, cycling and motoring. (He actually took his bicycle along on the expedition!)During the First World War he became something of a pioneer at parachute jumping. His love of parachuting took him to Japan where he taught parachuting to the Japanese Air Force. There he worked as a correspondent for 3 years, then an assistant at the British Embassy in Tokyo. He married a local Japanese woman and they had a daughter. While living in Japan, he taught English and read the English news on Japanese Radio. When World War II started, he and his family escaped to New Zealand. They settled in Wellington, and it was said that during this time Tom was actually employed as a spy by the British Government.He became well known around Wellington and was often seen jogging around the streets in his sandshoes. Thomas is also known to have written a regular travel column for children in a newspaper.There is no agreement as to how old he was when he died. What is certain is that he died in a mental hospital, and did not receive a grand funeral.。

高三英语选修10 Unit4 task 教案高三英语选修10Unit4task 教案 dand anddTaInvestigating andg faI. Ability goalable studlxpressedb2. Enabludask and answer qulitely write aan investigaII. Learning ability goalHeludents learn how to lxpressed b2. Heludents praw to ask and answer qua polite way and how to orgaaly for aIII. Teaching important and difficulListeningakers' feelings and taking2. Improve students' speaking skills and maudents mawriting skills on writing aIV. Teaching methodListening and speaking2. Discussion and task-based activV. Teaching aidA recorder;A computer and aTeaching ProceduI. Revake a dialogue in a formalal language styl2work assigned lad.II. Skills BuildingLead-) Recog2) Listeningxpressed bWle are speaking, they aly expressing facts and ideas, but also revealingg about howl. As we knowvbvious way. Many dan be expressed through dRole-playDialogue 1 ExA: Hello, Jane. How was your dayaark?B: It was great. We went on all the rides. The bwaller coaster. It stats really slowly. Then when you gliguddenly drops reallyquickly. Evamed and wavedandaDialogue 2 fearA: Oh, no! Help, somebody, help!B: What's wrong?A: In the ba's a big spider. It's huge!B: Don't worry. It can't hurt you. I'll put it outsidDialogue 3 shaA: Did you have a good time at your friend's birthday party?B: I did, until it cabirthday cake. I'm afraidI was very greedy and ran towards the cake. I tripped, and fellake. It was so embarrassing.A: Tant thing is you'uDialogue 4 angA: What's wrong? Your face is like thundB: I wabuand IluIt wasn't much, but it madad.A: Oh, no! At leadidn't get very muugDialogue5 haA: Congratulaur exam results. You must be so pleased.B: I am. I worked really hard studying, and it all paidA: Let's go out to dlebraummaWith anger or annoyance, a person'voice will be louder and stronger than normal.Iafraidvoice will probably be soft and shaAwho is ashamed will be likelak very quietly and hesitantly in a flav2. Finding out about a boy's feelingsPart A Lvestigation and tauadmaPart B Lvestigation again and decide wangry, afraid or ashamedHowdw it was me?It could have been a2. I'Li. I didn't meaat. Really, I was going&nb sp; retulaI... dwPart C A LapologyRead the lage 59 and answer the quWho did heglaf e with?2.When did he go?Where did his pawas doing while he was at the laf e ?Why didaarents?Will he pay ba?lll. Skills building 2 asking and answering qulitelLeadRead the two dialogues and judge wlDialoguA: Are you coming wght?B: No. l've got my hands full wDialogue 2A: Excuse me, l would lvite youuld you please spaght?B: l am terribll am busy wand do not have aaTal using colloquial language whildal using very polite languagummaIn many situavery polite to be too dbluway you ask or answer a quIt is usualllite to uxlike:uld you please tell me...?uld you explain...?Would you mind telling me...?I wonder what you think about...?Have you thought about...?Well, youLet me explaIt's lI'm afraid I don't know2. Interviewing a pagaudgroups of and discuss the walvblboy stealingDiscuuation wboy's paRole-play the dialoguIV. Skills building 3 Writing aAwill include allllowingdershown:aua2.Backgrounduation --- what happenedbause of/ reauaDetailuaLikely resuluation --- whatmay hautuRecommendaabe taReadaWriting ateacher'aua2.BackgroundReauaDetailuation (Xu Jin's reactions)Likely resuluaRecommendaabe taReadaxample RXualinglauationXullassmadayBackgrounduationHe got involved wds playing computer game s in an laf e .ReauationHe was addicteduter games and neededbecauDetailuation (Xu Jin's reactions)He told the truth and wrote a lapologLikely resuluationWe should give him a second chaRecommendaabe taken -readationGive his pauggestions: Aalk to Xuand gwdurage Xuaudy andgoingIafes. His bad habits causedal, and he needV. Homew  Preview the article on page 127Finish Part A and part B on page 128Finish part A and part B on page 129。

高三英语选修10 Unit4 reading教案高三英语选修10unit4reading教案主备人执教人授课日期班级总课题m10u4总课时10分课时4课型新授课题m10u4 the fight against cybercrime教学目标1.to improve the ss' ability of reading.2.to go through the whole text and make the students gain some knowledge of cybercrime and realize the importance of fighting against it.to help students learn more knowledge about cybercrime.教学重点how to help students improve the ss' ability of reading.教学难点ppt ,a recorder教具m10u4 the fight against cybercrime教学内容教法学法step i pre-readingdiscuss the types of crimes:types of crimes such as theft, murder,robbery, cybercrime…discuss the types of cybercrimestep ii fast reading●read the text fast and then grasp the main idea of the passage●read the text fast again and then answer the following three questions:1.according to the council of europe, how many types of cybercrime are there?there are four types of cybercrime.2.how many companies and government departments were surveyed by the computer security institute? 503 companies and government departments were surveyed.3. what is the solution to cybercrime?the only solution is international cooperation.step iii careful reading●read the text and then speak out how many parts it is made up of:opart i (1):introduction to cybercrimeopart ii (2):the definition and different types of cybercrimeopart iii (3-6):the extent of the problem.opart iv (7-8):the solution to the problem.o●read the second part and then do c2.answers: 1.b 2.d 3 a 4 c●read the third part and then answer the following questions:1. according to the council of europe, who is affected by cybercrime?all internet users are affected by cybercrime either directly or indirectly.2.why is most cybercrime against companies not reported?because most companies want to avoid the loss of customers, who may think that the company cannot protect their money.3.why are cybercriminals almost impossible to catch? laws against cybercrime have not been passed in many countries, and there are many holes in their legal systems. most countries do not have arrangements for dealing with citizens of other countries who commit cybercrimes. also, these criminals can be anywhere and can move quickly, so it is often almost impossible to catch them.●read the fourth part and then answer the following questionwhat do governments need to do to fight criminals with computer skills?governments need to combine their technological resources to keep up with the criminals who have the best technical skills. it is also important to upgrade laws and create international standards for these laws. this will allow states to follow criminals across borders. step iv discussion1.what do you think of internet shopping ?2.what can we do to solve the problem of cybercrime?3.what is more important the convenience of using the internet to buy things or financial safety? why? step v consolidationstep vi homework教后记:。

附件I. Jane AustenJane Austen was born in a country clergyman’s family on 16 December, 1775, in the parish of Steventon. She was brought up in an intelligent but restricted environment. Her father was a priest and a scholar with a good library. She was educated at home with her sister. Through a wide reading of books available in her father’s library, Jane acquired a thorough knowledge of eighteen-century English literature, including the moral philosophy of Dr Johnson, the poetry of W. Cowper, as well as the novels by Richardson and Fielding. She lived in a quiet, retired and, in public terms, uneventful life, though she did move to several places like Bath, Southampton and Chawton. And her closest companion was her elder sister Cassandra, who, like her never married. Austen began as a child to write novels for her family entertainment. Her works were later published anonymously due to the prejudice against women writers then. In her lifelong career, Jane Austen wrote altogether six complete novels. She died in Winchester.In her lifelong career, Jane Austen wrote altogether six complete novels: “Sense and Sensibility”(1811) <理智与情感> “Pride and Prejudice”(1813) <傲慢与偏见> “Northanger Abbey”(1818) <诺桑觉寺> “Mansfield Park”(1814) <曼斯菲尔德花园> “Emma”(1815) <爱玛> “Persuasion”(1818) <劝告> Generally speaking, Jane Austen was a writer of the 18th century, though she lived mainly in the 19th century. She holds the ideals of the landlord class in politics, religion and moral principles; and her works show clearly her firm belief in the predominance of reason over passion, the sense of responsibility, good manners and clear-sighted judgment over the Romantic tendencies of emotion and individuality. As a realistic writer, she considers it her duty to express in her works a discriminated and serious criticism of life, and to expose the follies and illusions of mankind. She shows contemptuous feelings towards snobbery, stupidity, worldliness and vulgarity through subtle satire and irony. And in style, she is neoclassicism advocator, upholding those traditional ideas of order, reason,proportion and gracefulness in novel writing.Austen’s main literary concern is about human beings in their personal relationships. Because of this, her novels have a universal significance. It is her conviction that a man’s relationship to his wife and children is at least as important a part of his life as his concerns about his belief and career. It reveals his moral quality more accurately and truthfully. If one wants to know about a man’s talents, one should see him at work, but if one wants to know about his nature and temper, one should see him at home. Austen shows a human being not at moments of crisis, but in the most trivial incidents of everyday life. It doesn’t mean that this is less fundamental in the study of human nature and life. For life is made up of small things and human nature reveals itself in them as fully as in big ones. A picnic in the woods shows up selfishness, kindness, vanity or sincerity just as much as a fight in a battlefield.As for her interest in the study of human beings in their relationships with other people in daily life. Jane Austen is particularly preoccupied with the relationship between men and women in love. Stories of love and marriage provide the major themes in all her novels, in which female characters are always playing an active part. In their pursuit of a marriage, they are usually categorized into three types according to their different attitudes: those who would marry for material wealth and social position, those who would marry just for beauty and passion, and those who would marry for true love with a consideration of the partner’s personal merit as well as his economical and social status. In another word, Jane Austen tries to say that it is wrong to marry just for money or for beauty, but it is also wrong to marry without it.As a novelist Jane Austen writes within a very narrow sphere. The subject matter, the character range, the social setting, and plots are all restricted to the provincial life of the late 18th century England, concerning three or four landed gentry families with their daily routine life: relationships with members of their own family and with their friends, dancing parties, tea parties, picnics, and gossips. In her novels, there is little reflection on the events that stirred thewhole Europe at the time, no thrilling adventures, no abstract ideas, no romantic dream, and even no death scenes. Everything in her novel results in an observation of a quiet, uneventful and contented life of the English country. Here lie her very weak points as well as strong points. Such narrowness apparently comes from the writer’s own limited experience and knowledge; yet, by writing within the small area of her experience and by never stepping beyond the limits of her knowledge, it allows the writer to have a close study of characters and a detailed description of recurring situations so that she can portray them with absolute accuracy and sureness. It is no exaggeration to say that within her limited sphere, Jane Austen is unequal.II. Charles DickensSon of a petty navy office clerk, Charles Dickens (1812-1870) hardly knew comfort or luxury as a child. At the age of ten, he was forced to leave school to work at a blacking factory, because his father had been taken into prison for debt. Pasting labels on blacking bottles twelve hours by day and sleeping under the counter at night, the child always felt hungry, lonely, and ignored. The hardship and suffering inflicted upon the sensitive young Charles had left an ever-lasting bitter remembrance in his later life. In 1827, Charles entered a lawyer’s office, and two years later he became a Parliamentary reporter for newspapers. The journalistic experience not only enabled him to get acquainted with some inside knowledge of the British legal and political system, and gave him a chance to meet people of all kinds, but also laid a good foundation for his coming literary career.His major works: “Oliver Twist”(1837-1838) <雾都孤儿> “David Copperfield”(1849-1850) <大卫科波菲尔> “Hard Times”(1854) <艰难时事> “Great Expectations”(1860-1861) <远大前程>Dickens is one of the greatest critical realist writers of the Victorian Age. It is his serious intention to expose and criticize in his works all the poverty, injustice, hypocrisy and corruptness he sees all around him. But his social attitudes are very complicated. He hates the state apparatus, especially the Parliament, but asa bourgeois writer, he can in no way supply any fundamental solution to the social plights. The best he can do seems to try to retain an optimism with wishful thinking, as in his early works, or to express a helpless indignant protest, as in his later novels. At the same time, he hopes to call people’s attention to the existing social problems, thus affecting some reform or amelioration. And yet, whatever his limitations, this man is loved and admired by the millions, not only for the practical reform his works have helped to bring about but also for that heart which is ready to love and sympathize.In his works, Dickens sets out a full map and a large- scale criticism of the 19th century England, particularly London. Most of his works, even if they may be products of bursting fantasy, are deeply rooted in his knowledge of that petty-bourgeois urban world which he knows under the skin, from its prestigious absurdity to its most sordid squalor (肮脏). A combination of optimism about people and realism about the society is present from the very beginning.The later works show the development of Dickens towards a highly conscious artist of the modern type. The physical settings here are sometimes a mixture of the contemporary and the recollected past, the stories, though usually double- or multiple-plotted, are much better structured, and the institutions are important not only in themselves but as metaphors for a repressive social psychology.Charles Dickens is a master story-teller. With his first sentence, he engages the reader’s attention and holds it to the end. In language, he is often compared with Shakespeare for his adeptness with the vernacular and large vocabulary with which he brings out many a wonderful verbal picture of man and scene. His humor and wit seem inexhaustible. Character-portrayal is the most distinguishing feature of his works. Among a vast range of various characters, marked out by some peculiarity in physical traits, speech or manner, are both types and individuals. Dickens’ works are characterized by a mingling of humor and pathos.III. The Bronte SistersCharlotte Bronte (1816-1855), Emily Bronte (1818-1848), and their gifted sister Anne Bronte (1820-1849) came from a large family of Irish origin. Their father was a clergyman at Haworth, Yorkshire. When they were young, the Bronte sisters were sent to a school for clergymen’s daughters. The eldest two died there due to the poor and unhealthy conditions. This experience inspired the later portrayal of Lowood School in the novel “Jane Eyre”. As they grew up, the sisters worked either as teacher or governess in some private families. In 1842, in order to open up a school of their own, Charlotte and Emily went to Brussels to improve their foreign languages. The two years there left hardly any trace on Emily but for Charlotte the change was most fundamental. There she fell in love with her German professor, a married man. This passionate yet one-side love was later recounted in her works, especially in Villette.The three sisters began to write novels. The publisher rejected Charlotte’s first novel “The Professor”. But her second one, “Jane Eyre”, won immediate success when it appeared in 1847. In the same year, Emily’s single and unique work “Wuthering Heights”and Anne’s “Agnes Grey”were also published. Soon they were followed by Anne’s “The Tenant of Wildfell Hall”(1848).But at this happy moment, misfortune struck the Brontes. Brandwell, the only boy in the family, the beloved of the sisters, died in September, 1848. Emily died of consumption that same year and Anne the following summer, of the same disease. Left lonely in the world, Charlotte continued writing. Her next important novel “Shirley” came out in 1849. Another novel “Villette” appeared in 1853. This is her most autobiographical work, largely based on her experience in Brussels. In 1854, Charlotte married her father’s curate. She died a few months later in pregnancy. “The Professor”, her first written work, was published posthumously in 1857.Charlotte’s works are all about the struggle of an individual consciousness towards self-realization, about some lonely and neglected young women with a fierce longing for love, understanding and a full, happy life. But brought up with strict orthodoxy, Charlotte would usually stick to the Puritanical code. She lovesthe beauty of nature but despises worldly ambition and success. In her mind, man’s life is composed of perpetual battle between sin and virtue, good and evil. All her heroines’highest joy arises from some sacrifice of self or some human weakness overcome. Besides, she is a writer of realism combined with romanticism. On one hand, she presents a vivid realistic picture of the English society by exposing the cruelty, hypocrisy and other evils of the upper classes, and by showing the misery and suffering of the poor. Her works are famous for the depiction of the life of the middle-class working women, particularly governesses. On the other hand, her writings are marked throughout by an intensity of vision and passion. By writing from an individual point of view, by creating characters who are possessed of strong feelings, fiery passions and some extraordinary personalities, by resorting to some elements of horror, mystery and prophesy, she is able to recreate life in a wondrously romantic way.。