第一篇：高一英语women of achievement教案6
Book 4 Unit 1 Women of achievement Teaching goals 教学目标
1． Target language 目标语言
a.重点词汇
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote...to b.重点句子
Watching a family of chimps wake up is our first activity of the day.P2
Everybody sits and waits while the animals in the group begin to wake up and move.P2 But the evening makes it all worthwhile.P2
...we see them go to sleep together in their nest for the night.P2
Only after her mother came to help her for the first few months was she allowed to begin her project.P2
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.P2 2． Ability goals 能力目标
a.Learn Warming Up, and know how to tell the great women and the famous women.b.Learn the way to describe a person from what the person did, what she/he looks like and so on.3． Learning ability goals 学能目标
Teach Ss how to describe a person.Teaching important points 教学重点
a.By reading A Student of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals;the other is that it was her great personality-universal love and mercy（博爱与慈悲）that made her successful.If everyone had such kind of heart, they would give everything benefit for all living things.Then our world will be full of love and peace, without any war and starvation.b.Ask students to answer these questions: 1)What made her a great success?
2)What should we learn from Jane Goodall? Teaching difficult points 教学难点
Let everyone believe that all of us can become Jane Goodall.Teaching methods 教学方法
Inspiration, Questioning and Discussion.Teaching procedures & ways 教学过程与方式
Period 1.Warming up and pre-reading Teaching aims:
To introduce six great women and their achievements.Teaching key points and difficult points:
To explain some words: Quaker, China Welfare Institute, campaign, etc.Step 1.Lead in.1.Discuss the following questions.1）What are the differences between a famous person and a great person? great---of excellent quality or ability important---powerful or having influence
2)What makes a person great?(The quality of a great person)
Hard working intelligent determined generous helpful honest kind brave.confident unselfish energetic passionate;make great contribution to man kind;get on well with others;never loss heart;be active in social activities;do public service without paid.Most of the great people are also important people.But important people may not also be great people.3)Name some great women in Chinese history.What are they famous for? Step 2.Warming up
T: In pairs discuss the six women on Page 1.Which of these women do you think is a great woman ? Give reasons for your choice.Before you decide, think about the following questions.1.Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?
2.Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem Sacrifices
Elizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame.Less time was spent with her husband and family.Soong Chingling to work for civil rights,democracy and peace.Her relatives held political opinions completely different from hers.After her husband died, she lived alone.Jane Goodall to work with animals in the wild.She lived a hard life in the wild.She gave up the comforts of life to study the chimps.Jody Williams to prevent the making and use of landmines It isn’t easy to persuade governments to stop the making and use of landmines.She had lost her own personal time because of the demands of the job
Joan of Arc to drive the English from France Women were not allowed ot fight like a man She lost her life.Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her own
Step 3 Pre-reading
1.Why do you think Jane Goodall went to Africa to study chimps rather than to a university? 2.Do you think her work is important? Why?
Period 2.Reading StepⅠReading Task 1 Pre-reading
Ss read the passage in four minutes and give the main ideas to each paragraph.The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks.Well, let’s draw a chart of the text together according to the main ideas we’ve found.Task 2 Making a chart
A student of African wildlife ↓ ① ② ③
│ ∣ ∣
A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals
Period 3 Language points.Step 1.Difficult sentences:
1.Watching a family of chimps wake up is our… 今天我们的第一件事
2.This means going back ….由定语从句修饰的place做go 的宾语
3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）
Only in this way can we learn English better.4.But the evening makes it all worthwhile Step 2.Words and expressions 1.mean的用法
Mean doing sth.… 意味着做…
Eg.Doing such a thing means wasting time.mean to do sth… 打算做某事
eg.Do you mean to go without money? 2.leave sb.doing 让某人做某事
e.g They went off and left me sitting there all by myself.3.wander的用法
1）可以解释为漫步，逛，常与about搭配
e.g We love wandering about the hills 2）还可以解释为脱离，迷失
e.g Don’t wander off the point
4.worthwhile adj.值得做的,值得花时间(金钱)的It is worthwhile to do/ doing It was worthwhile to visit Paris.= The visit to Paris is worthwhile.去巴黎访问是值得的.It’s worthwhile discussing/ to discuss the question again.这个问题值得再讨论一下。
It is a worthwhile book 那是一本值得一读的书.5.observe 观察到，注意到
Eg.She observed his actions with interest.她很感兴趣地观察他的行动
His neighbour observed a stranger go into his house 他的邻居看到了一个陌生人进入他的家．
6.“Only + 状语” 开头的句子要用倒装
Eg.Only in this way can we learn English better Only then did I realize my mistake.直到那时我才知道我的错误．
Only you understand me.I met her only yesterday.7.work out
Eg.I can’t work out the meaning of the poem.(理解，说出)Things have worked out badly.（进行，发展）
Work out his income（算出）
Work out a plan（制定，拟定）
8.have/ has been doing 现在完成进行时，表示动作从过去就已开始，一直持续到现在，可能还会继续下去．
Eg.He has been reading since this morning.今早起，他一直在看书．
He is very tired;he has been working hard all day He has been writing a letter.他一直在写信．
He has written a letter.他已写过信了．
9.argue 争论；辩论；说服
argue for / argue against 主张／反对
argue about sth.argue with sb.argue sb.into doing sth.说服某人做某事．
10.inspire sb.to do
Eg.His speech inspired us greatly.The teacher inspired us to make greater efforts.The memory of his childhood inspired his first novel(促成；赋予灵感)inspired 有灵感的inspiring 激励人心的Period 4 Grammar points.Step I Revision
Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5.These exercises are about the useful words that appear in the text.Step II Word-formation
There are two tasks in this part.One is leading in, in which teacher trys to give students as many words as possible.Let them guess the meanings of the words.The second one is to finish Exercise 1 on Page 4.Derivation is one of the most important word-formation.It is helpful in enlarging students' vocabulary.Teachers can give them enough words, and let them guess the meaning of these words.As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.T: Just now we reviewed some words in the text.Now please look at these words on the blackboard and say the meanings of them.Organize Organization State Statement Discuss Discussion Entertain Entertainment Direct Direction Consider Consideration Decide Decision Agree Agreement Prepare Preparation Achieve Achievement Inform Information Treat Treatment Deter-Determination Improve Improvement Express Expression Encourge Encouragement Examine Examination Enjoy Enjoyment Educate Education Govern Government Feel Feeling Find Finding Begin Beginning Mean Meaning
T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary.Today, we'll focus our attention on the Noun Suffix.There are many Noun Suffixes in English.In this unit, we'll learn-ment,-ing,-ation,-ist and so on.Now let's finish Step 3 Exercise 1 in Page 4.Let students finish Exercise 1.Check their answers with the whole class.T: Here are some other noun Suffixes on the screen.Read it and write down them in your note books.Noun Suffix
-er(fighter)-or(sailor)-ist(artist)
-ant(assistant)-ee(employee)-ian(librarian)-tion(attention)-ment(government)-dom(freedom)-ness(carefulness)-ism(socialism)-ship(friendship)-ure(pleasure)-ty(society)-ence(reference)
Let students do it, and then check the answers with the whole class.Step4 Discovering useful structures
Tell students what they should do next.Ask them to read the EXAMPLE in Exercise 1 on Page 5.Make sure that they know what they should do.Finish Exercise 1, and check the answers.Step 5 主谓一致
１．两个或两个以上做主语的单数名词用and连接，谓语用复数． Tom and Dick _______(be)good friends.但若表示一个集合体时则用单数。
A singer and dancer ______(be)present at the party.The worker and writer ___(be)talking to the students.Bread and butter ________(taste)good.(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)
2．用 and 连接的两个名词若被 no, each, every, many a 修饰，则谓语动词用单数。
No bird and no beast ______(be)seen in the bare island.Many a boy and many a girl ______(have)made such a funny experiment.At Christmas each boy and each girl _____(be)given a present.3．两个主语由not only…but also, or, either…or, neither…nor 等连接时，谓语动词与第二个主语保持一致．
Either he or I _____(be)to go there.______(be)either you or he going to attend the meeting?
4.主语后有as well as, like, with, together with, but, except, besides,等，谓语应于前面主语保持一致．
A professor, together with some students, _____(be)sent to help in the work.No one but the teachers _____(be)allowed to use the room.5．一些集合名词做主语，如果看作一个整体，谓语动词用单数；如果指其中的成员，谓语用复数．如audience, committee，class(班级),crew（全体船员或机组人员), family, government, public(公众)等，但people, police, cattle等只能用复数．
My family _____(be)a big family.My family _____(be)listening to the radio.The police ____(be)trying to catch the thief.6.通常作复数的集体名词
有些集体名词，如police, people, cattle, militia, poultry(家禽),)等，通常作复数，用复数动词。例如：
Domestic cattle ______(provide)us with milk, beef and hides.7.通常作不可数名词的集体名词
有一些集体名词，如machinery, equipment, furniture, merchandise(商品)，clothing 通常作不可数名词，随后的动词用单数。例如：
The merchandise _____(have)arrived undamaged.All the machinery in the factory ____(be)made in China.8．表示时间、重量、长度等名词，尽管是复数形式，但作为一个整体看，谓语还是用单数。
Five minutes ______(be)enough.One dollar and seventy eight cents _____(be)what she has.9.all 作为主语，代表人物时，一般用作复数；代表整个事件或情况时，一般 看作单数。
All that I want _____(be)a good dictionary.All ______(be)silent.人人都缄口无言。万籁俱寂。
All ______(be)out of danger.10．形容词加定冠词 the 表示一类人时，谓语动词用复数。
What a life the poor were living!
The young _____happy to give their seats to the old.11．who, which, that 作定语从句的主语时，其谓语取决于先行词。
Those who want to go should sign your names here.He is one of the students who have passed the exam.He is the only one of the students who has passed the exam.12.以-ics结尾的学科名称
某些以-ics结尾的学科名称，如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等，通常作单数用。例如：
13.其他以-s结尾的名词
英语中有一些由两个部分组成的物体名称通常是以-s结尾，如scissors(剪子)，pincers(钳子)，glasses(眼镜），shorts(短裤)，trousers(裤子)，suspenders(吊裤带)等。这一类名词，如果不带“一把”、“一副”、“一条”等单位词而单独使用，通常作复数。例如：
如果带有单位词，则由单位词的单、复数形式决定动词的单、复数形式。例如：One pair of scissors isn't enough.14.以-s结尾的地理名称 某些以-s结尾的地理名称，如果是国名，如the United States, the United Nations, the Netherlands等，尽管带有复数词尾，但系单一政治实体，故作单数用。但若不是国名，而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用。例如：
The West Indies, apart from the Bahamas, are commonly divided into two parts.The Himalayas（喜马拉雅山脉)have a magnificent variety of plant and animal life.The Straits of Gibraltar have not lost their strategic importance.15.英语中还有一些以-s结尾的名词，如:
arms(武器), clothes(衣服), contents(内容，目录)，fireworks(烟火), goods(货物), minutes(记录), morals(道德，品行), remains(遗体), stairs(楼梯), suburbs(郊区), thanks(谢意), wages(工资)等，通常作复数。
16.凡是由-ings结尾的名词，如: clippings(剪下来的东西), diggings(掘出的东西), earnings(收入), filings(锉屑), lodgings(租住的房屋), surroundings(环境), sweepings(扫拢的垃圾)等, 通常作复数用。例如：
The clippings of the hedges are usually burnt.The sweepings of the godown(仓库)have been disposed of.17.还有一些以-s接的单、复数同形的名词，如: headquarters(总部), means(方法、手段), series(系列), species(种类), works(工厂)等，随后动词的单、复数形式取决于这些名称是作单数，还是用作复数。例如：
A headquarters was set up to direct the operation(指挥作战).Their headquarters are in Paris.The only means to achieve success is to appeal to arms(诉诸武力).18.remains用于“遗体”意义时，随后的动词通常作复数：
His remains lie in the churchyard.The martyr's remains were buried at the foot of the hill.但作“遗迹”或“剩余物”解释时，可作复数或单数用：
Here is the remains of a temple.The remains of the meal were/was fed to the dog.19.如果作主语的名词词组由“分数(或百分数)+of-词组”构成，其动词形式依of-词组中名词类别而定。例如：
Two thirds of the swampland(沼泽地)_____(have)been reclaimed(开垦).Over sixty per cent of the city ____(be)destroyed in the war.Thirty-five per cent of the doctors ______(be)women.20.如果主语是all of...,some of...,none of...,half of...,most of...等表示非确定数量的名词词组，其后的动词形式依of-词组中的名词类别而定。例如：
Most of the money _____ recovered by Deputy Player.Most of the members ______ there.All of the cargo ______ lost.All of the crew ______ saved.21.两数相减或相除，动词用单数；两数相加或相乘，动词可用单数，也可用复数。例如：
Forty minus fifteen(40-15)leaves twenty-five.Forty divided by eight(40/8)is five.Seven and five(7+5)makes/make twelve.Five times eight(5+8)is /are forty.22.如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成，动词用单数。例如：
This kind of man annoys me.但若在kind/sort/type之前的限定词是these/those,同时，of-词组中的名词又是复数，则动词用复数：
These kinds of men annoy me.Those types/sorts of machines are up to date.23.如果主语是由“many a+名词”或“more than one +名词”构成，其意义虽属多数，但随后的动词仍遵循“语法一致”原则，用单数。例如：
Many a man has done his duty.More than one game was lost.24.1)由who, why, how, whether等wh-词引导的名词性分句作主语，其后的动词通常用单数。
2).两个由and连接的并列名词性分句作主语，如果主语表示两件事情，动词用复数。例如：
What caused the accident and who was responsible for it remain a mystery to us.3).以what-分句作主语的SVC结构
在以what-分句作主语的SVC结构中，主句补语是复数名词，如果主句谓语动词可用复数。
25.1).在“one of+复数名词+关系分句”结构中，关系分句动词通常依照语法一致原则用复数形式。例如： Joan is one of those people who go out of thier way to be helpful.2).在这类结构之前有定冠词the或者有the only 等限定词和强调词时，关系分句动词形式依one而定，用单数。例如：
Selfishness is the one of her many faults which defeats itself.Period5 Listening
Step1 Listening to the material on Page 7
There are three tasks in this step: the first listening, the second listening and the third listening.Teachers should ask students to glance the whole exercises before listening, so that they can realize what is the main task in listening.Task 1 The first listening
T: Hello, everyone!Glad to meet you.These days the topic we are talking is important women & great women.We know women can achieve the same as men.But they have many difficulties in doing this.Today we'll have three listening materials to listen.The first one tells us some particular problems, which women have when they want a career of their own.The structure of this material is very clear.It is organized by the first, second and third paragraph.So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs.Now let's listen for the first time.Play the tape for the first time for students to get the main ideas of the paragraphs.And then ask students to try to retell what they have heard.It doesn't matter whether theyare some details, such as words or sentences, or they are some main ideas.Because the purpose of doing this is to let students know they have caught some information.Everything is OK.Collect what they have heard and write down them on the blackboard.Teachers can let them discuss which are main ideas and which are details.Task 2 The second listening
There are two purposes in this task.One is to let students finish Exercise 2;the other is to let students get some useful information to finish Exercise 1 and 3.So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening.Then play the tape again, and try to finish Exercise 1&2.Exercise 1 is about some details.Exercise 2 is about the main ideas of each paragraph.Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.Task 3 The third listening
This is a good chance for students to check their answers.After listening twice, most students can have a good understanding about the material, and can write down the answers mostly.So this time is for their checking and adding their answers.If they still have some difficulties, play the tape for the fourth time to meet their needs.Step3 The listening material on Page 41
Teacher can ask students to guess the content of the material, according to the questions in exercises.And then have a listening and finish the exercises.The steps of the listening are the same with the above one.
第二篇：高一数学函数教案6
2.3 函数的单调性（3课时）
教学目的：理解函数单调性的概念，并能判断一些简单函数的单调性；能利用函数的单调性及对称性作一些函数的图象.教学重点：函数单调性的概念.教学难点：函数单调性的证明 教学过程：
第一课时
教学目的：
（1）了解单调函数、单调区间的概念：能说出单调函数、单调区间这两个概念的大致意思。
（2）理解函数单调性的概念：能用自已的语言表述概念；并能根据函数的图象指出单调性、写出单调区间。
（3）掌握运用函数的单调性定义解决一类具体问题：能运用函数的单调性定义证明简单函数的单调性。教学重点：函数的单调性的概念；
教学难点：利用函数单调的定义证明具体函数的单调性。
一、复习引入：
观察 二次函数y=x2，函数y=x3的图象，由形（自左到右）到数（在某一区间内，当自变量增大时，函数值的变化情况）(见课件第一页图1，2)
二、讲授新课 ⒈ 增函数与减函数
定义：对于函数f(x)的定义域I内某个区间上的任意两个自变量的值x1,x2 ⑴若当x1
例1 如图6是定义在闭区间[-5，5]上的函数y=f(x)的图象，根据图象说出y=f(x)的单调区间，以及在每一单调区间上，函数y=f(x)是增函数还是减函数.yf(x)-2-5x1图635例2 证明函数f(x)=3x+2在R上是增函数.1例3 证明函数f(x)=在(0,+)上是减函数.x例4．讨论函数f(x)x22ax3在(-2,2)内的单调性.三、练习
课本P59练习1，2
四、作业 课本P60习题2.3 1，3，4
第三篇：高一语文项链教案6
《项链》 教学设计示例
一．素质教育目标
(一)知识教学点
1．透过小说描绘的环境来了解人物的活动背景。
2．通过小说精巧的情节分析来透视人物的思想及品质。
3．分析作者对人物的描写，尤其是深刻、细腻的心理描写，来评价人物的性格特征，进而发掘人物复杂的精神世界。
(二)能力训练点
1．训练学生快速梳理小说情节的能力。
2．培养学生多角度审视小说人物，研讨、评价玛蒂尔德这一复杂人物形象。(三)德育渗透点
对主人公玛蒂尔德做出自己客观公正的评价，进而树立正确的人生观。(四)美育渗透点
体味人在物质与精神世界中执迷的追求，以及这种追求在现实的限制下的无奈、荒诞及虚幻，以及由此产生的人的本性的坚持与扭曲，人的命运的悲剧性与喜剧性。从玛蒂尔德身上汲取、发扬人性中善的力量。
二．学法引导
1．整体把握，梳理情节结构。
作者为了突出主题，为主人公设计了一个从逆境到顺境、然后再坠人逆境的曲折经历，在逆境——顺境——逆境的转换中，人物的境遇越发显得悲惨，作品的主题因而更加突出，以便把握。
2．细部研读，体会人物的性格及其对表现主题的作用。在阅读的过程中，要找出各段的重点、关键词句、片段，找出小说运用呼应、悬念、抑扬等技巧的地方，体会人物的性格及其对表现主题的作用。例如“借项链”这一细节的描写中，有关玛蒂尔德的神态、行动描写都是可以诠释其人物性格的。又如小说结尾佛来思节夫人道出了“项链是假的”这一真相，其实在前文曾有多处暗示这挂项链是假的，如玛蒂尔德借项链时，对于这种贵重的首饰，主人却十分大方，毫无叮嘱之言，为什么?还项链时，主人已知道项链的搭钩弄坏过，却并不检查。还有玛蒂尔德到珠宝店去探询时，了解到盒子和项链并不是原配，这些都是作者在情节中设置的悬念，一经读完小说，便恍然大悟。
此外，文中有一个重要的句子可以帮助我们理解小说的主题：“极细小的一件事可以败坏你，也可以成全你!”这句话包含了作者一种什么态度?应该是既有对玛蒂尔德的批评，也有对她不幸的同情，因为在丢失项链后，天真的她节衣缩食，倾其所有，用十年的劳苦生活、十年的青春作代价来抵债偿链。因此，作者为之发出了含泪的惋惜。
三．重点、难点、疑点及解决办法
(一)重点、难点
对玛蒂尔德的解读，传统的理解是从单纯的阶级论出发。但随着文学评论日益走向客观与成熟，今天，我们更多地是从人性的角度去诠释这一人物。如何引导学生鉴赏、评价玛蒂尔德这样既有着虚荣心，又有着诚实、坚强品质的复杂人物，是本课重点，亦是难点。
(二)解决办法
1．紧扣文本：结合背景，把握情节发展中人物的言行，深入人物内心世界。2．注重整体感知与局部品读相结合。高潮情节最能展现人物心灵，应做恰当、充分地引导。
3．学生讨论、发言后，教师应提供明确观点，不必轻易否定学生。
四．课时安排
2课时
五．师生互动活动设计
1．初读，即粗读，梳理情节脉络，找到高潮部分。2．品读，在情节中透视人物心理、性格发展过程。
3．赏读，第一课时评价、鉴赏玛蒂尔德；第二课时欣赏精巧的结构。
六．教学步骤
第一课时
(一)明确目标
1．理清情节，在情节发展中注意人物的表现，为进一步分析、鉴赏人物找依据。2．客观、公正地评价人物玛蒂尔德。(二)整体感知
莫泊桑(1850--1893)，法国批判现实主义作家，出身在一个没落贵族的家庭。他在村长大，大学里学习法律，后又入伍，战后，做了九年小职员，这些经历使他对这个动荡不安的时代有了深刻的了解。写有中短篇、长篇小说，还有诗歌、剧本等各种作品。他的短篇小说在世界文学史上享有盛名。《项链》中的玛蒂尔德是当时法国的一个典型。当时法国社会大资产阶级当权，对人民巧取豪夺，政府贪污风行，社会道德沦丧，小资产阶级在资本主义社会中地位极不稳定，莫泊桑长期在政府小科员圈子中生活，对他们有很深的了解。
(三)教学过程 1．导入新课(其一)我们今天学习的短篇小说《项链》，是莫泊桑的作品，同学们曾学过他的作品吗?(初中曾学过《我的叔叔于勒》那篇小说写的什么内容?(写一个普通小市民家庭的日常生活，通过菲利普夫妇对至亲兄弟于勒态度的前后变化，揭露资本主义社会金钱至上的本质。)莫泊桑是19世纪后半叶法国杰出的批判现实主义作家，世界短篇小说巨匠。他出生于法国诺曼底的一个没落的贵族家庭。1870年，中学毕业后刚到巴黎攻读法律，普法战争就爆发了，他被征入伍。战后退伍，先后在海军部和教育部任小职员。1880年，他以短篇小说库中罕见的物品《羊脂球》，而登上法国文坛，从这开始到1889年的10年创作生涯中，有短篇小说约300篇，长篇小说6部、游记3部和其他一些作品。短篇小说的成就最为突出。他擅长从平凡琐屑的事物中截取富有典型意义的片段，以小见大地概括出生活的本质。他的短篇小说侧重摹写人情世态，构思布局别具匠心，细节描写惟妙惟肖，人物语言精彩生动，故事结尾耐人寻味。鲁迅赞《项链》：“无论从形式、结构，以及表现手法来看，都达到了短篇小说的要求具备的高度。”下面我们就一起来欣赏这篇小说。
(其二)《项链》是法国小说家莫泊桑的短篇小说代表作，是一篇构思精巧、题旨鲜明的精品。小说原题《首饰》，译成中文时为《项链》。从小说内容看，用“项链”这个题目好，因为它是整篇作品的线索，而“首饰”的概念包括范围太大，所指不明。小说按事件的自然进程叙写，以“项链”连缀全文。主人公玛蒂尔德向往豪华、追求舒适，结果从梦幻的云端结结实实地被摔了下来，并为此付出了十年青春。小说通过这样一个十分巧合而又真实自然的故事，尖锐讽刺了小资产阶级虚荣心和追求享乐的思想，同时，对受尽生活愚弄的主人公，寄寓了深切的同情。读这篇小说，要深刻领会作者的创作意图，重视小说的现实意义。
(其三)有人认为，这篇小说通过借项链、失项链、赔项链这一故事情节的描述，尖锐地讽刺了玛蒂尔德这一追求享乐思想的小资产阶级妇女形象；但也有人提出不同的看法，认为“爱美之心，人皆有之”，玛蒂尔德追求美，应该无可厚非，当今大力发展生产力，就是要不断满足人民群众日益增长的物质和文化生活需要。你同意哪一种观点呢?(其四)什么是“项链”?“项”是颈项，就是脖子。项链，就是套在脖子上垂挂胸前的装饰品，多用金银、珍宝或珠玉制成，价值昂贵。这篇小说，以项链为线索，写了女主人公路瓦栽夫人为参加一次舞会，而借项链——丢项链——赔项链的故事。那么，这个女人为什么要借项链呢?这串项链是怎样改变她的命运的呢?她是否值得同情呢?有人说，“项链”就是“锁链”，你同意吗?这些问题，我们读完小说就知道了。
（其五)同学们，平时大家经常听到一些歇后语。今天，我给大家讲几个新的。这几个“歇后语”就叫：路瓦栽夫人借项链——穷出风头；路瓦栽夫人丢项链——乐极生悲；路瓦栽夫人赔项链——自讨苦吃。笑什么?这不算歇后语吗?对，不算。因为歇后语是约定俗成的，为群众所认可的，但这三个我个人杜撰的所谓“歇后语”，有没有一定道理呢?大家已经预习了这篇小说，你对那位巴黎少妇有什么看法?现在我出个上联：“一夜风头项链9锁链”，请大家细读课文，根据你的理解对出下联，要求对仗基本工整，能表达你对主人公的看法。好，看谁对得又快又好。
(参考下联：十年辛苦悲剧实闹剧、十载艰辛可怜实可鄙)。(其六)今天我先向同学们介绍几条歇后语：猪八戒照镜子——里外不是人；癞和尚戴花——疯美；厕所里吹风——出臭风头。这些歇后语生动、有趣。下面请同学们阅读小说《项链》，也来写几条歇后语；路瓦栽夫人借项链——；路瓦栽夫人丢项链——，路瓦栽夫人赔项链——„„
2．快速阅读课文，梳理故事情节
(1)“项链”是小说情节结构的线索，围绕“项链”，都写了哪些情节? 借项链——丢项链——赔项链——识项链
(2)在这几个情节中，哪些情节出入意料?你欣赏吗?欣赏的理由是什么? 丢项链——人物命运的最高点和转折点。识项链——人物再次受到命运的捉弄。
(3)进一步深人情节，分析在不同情节中作者对人物的描写，透视人物心理、性格发展过程：
①借项链前，玛蒂尔德有哪些想法? 想得人欢心、被人艳羡、具有诱惑力而被人追求。②得到请柬后，情绪怎样变化? 懊恼地丢——哭起来——迟疑地提出要求——似郁闷、不安、忧愁——迟疑而焦急地借——跳、搂、亲、跑
③舞会上她最突出的感觉是什么?用两个字概括——陶醉 ④舞会结束，她想到的是什么? ——赶快逃走 ⑤丢项链后，她怎样处理这件事? ——她懂得穷人的艰难生活了。一下子显出了英雄气概，毅然决然打定了主意。她要偿还这笔可怕的债务。
⑥怎么还债的? ——辞退女仆、迁移住所。刷洗杯盘、洗衣、倒垃圾、提水、争价钱、受嘲骂、一个铜子一个铜子地节省。
⑦十年后，还清了债务。玛蒂尔德再次见到女友，她为什么要告诉女友十年前的事实? ——内心的坦然
4．引导学生多角度审视、评价玛蒂尔德
(1)课后练习二，提供了对玛蒂尔德的三种看法，请同学选择或综合，从课文中找到依据，思考、研讨玛蒂尔德这一人物。
流程：教师布置——学生思考——整理发言——小组发言——代表向全班陈述(2)教师归纳：
①玛蒂尔德的悲剧是由她的“梦想”引起的，题中指明这是资产阶级的虚荣心，我们跳出阶级论，思考玛蒂尔德该不该有梦想?如何看待她的梦想? 这是一种正常的生活追求，符合人性中爱美、爱豪华的心理，虚荣心人皆有之，只是程度有别。她参加舞会只是展示美丽，得到艳羡，并没有损害他人，而且晚会后她没有依靠男宾，甚至部长去解决困难。她那狂乱的虚荣心，是她的缺点，也是人性的弱点。
②作者在文中感叹：“人生是多么奇怪，多么变幻无常啊，极细小的一件事可以败坏你，也可成全你!”玛蒂尔德是不是听任命运摆布，她心中有无“宿命论”思想? 她的“英雄气概”，“毅然决然”的选择偿还债务，表现了她在命运面前的坚强、勇敢、果断。
再次见到女友，她仍然亲昵地称呼对方，说明十年的经历后，说：“不过事情到底了结了，我倒很高兴了”，甚至“带着天真的得意的神情笑”，说明她对命运无所抱怨与悲叹，有着敢作敢当的自豪。
③题3认为“她先是因为虚荣心导致错位，后又由诚实劳动导致复位并最终找到自找的，她美丽和可爱表现在哪里? 诚实守信，勤劳坚忍。(四)总结、扩展
世界文学史上还有许多像玛蒂尔德一样有着人性复杂性的人物形象，如《西游记》中的猪八戒，《红楼梦》中的王熙凤，《安娜·卡列尼娜》中的安娜。我们都应从人物性格发展的历史中去认识立体、饱满的人物形象。
(五)布置作业
练习四，任选一题写二三百字。(六)板书设计
项链：借——失——赔——识
(玛蒂尔德)(错位)(复位)(找到自我)
第二课时
(一)明确目标
1．领会情节发展偶然中的必然性。
2．认识突兀的情节通过伏笔、照应又在情理之中的绵密性。(二)整体感知
小说也体现了莫泊桑短篇小说情节构思上的艺术匠心。为突出人物命运的不幸与难测，作者设计了丢项链这一偶然事件，又设计了识项链这一戏剧性的结尾，既突出了法国社会平民与贵族的生活悬殊，又描绘了玛蒂尔德人性的两面。出人意料的情节令人可信，在于它们都符合人物性格，也与作者注意安排伏笔、巧妙照应息息相关。
(三)教学过程 1．导入新课
学生汇报上节课作业，教师略作点评，强调想象情节要忠实于人物性格，符合情节的真实。
2．鉴赏精巧构思
(1)“借项链”是命运转折之由，在玛蒂尔德身上，为什么是必然? ——序幕写她的梦想，为下文她参加舞会赶制新衣及借项链作了充分的铺垫。(2)“丢项链”看似偶然，为什么又真实可信? ——舞会上的狂热，以及后来的逃走，很容易丢失东西。(3)“识项链”中得知项链是假的，是否符合情理? 三次伏笔：女友的慷慨——老板的回答——还时女友的随意(4)构思的“巧妙”体现在哪里?“深刻”体现在哪里? ①铺垫与伏笔，为开展情节提供了可靠的依据。
②四个有关项链的情节，只有“赔项链”不具有偶然性，是玛蒂尔德对生活的抉择。③项链是假的，衬托玛蒂尔德的单纯、诚实与守信，也暗示着上流社会的虚伪。(四)总结、扩展
在文学作品中还有许多如此环环相扣的情节，如《智取生辰纲》中伏笔与照应的手法，《我的叔叔于勒》中巧遇的必然性，欧·亨利的《警察与赞美诗》中的结尾，均有异曲同工之妙。
(五)布置作业
阅读第四册《语文读本》语文读本中的《堂吉诃德》，评价、鉴赏堂吉诃德的精神现象。
第四篇：高一英语performance教案
Lesson 1 Performance Teaching aims: To practise the vocabulary relating to concerts and performance.To read and understand a concert review To practise using will for decisions To practise using time clauses with as soon as, when, before...and clause of concession with although / though Teaching difficulties: To practise using will for decisions
To practise using time clauses with as soon as, when, before...and clause of Teaching Aids: computer and cassette Teaching procedures: Ⅰ.Warming up
First listen to a song that is sung by Alanis----everything T: Now pop songs are popular with teenagers.Have you heard of the song?
What do you think of the song? S: T: Do you know who sing it? S:
T: Teacher show the picture of Alanis---the superstar, a true performer.Do you want to know her? S: T: Now let‟s read an article about the superstar, and you will learn more information about her.Ⅱ Reading Read the concert review and match the four paragraphs with the titles.a)the end of the concert
para4 b)how the audience reacted
para3 c)the songs played
para2 d)the start of the concert para1 T: Ask the question: How much do you know about her? S: T: The Canadian rock singer and song writer, has won Grammy Awards for Best Rock Song.Her has made many albums.She become world-famous singer.Do the exercise 3.Read the review again and answer these questions.Ⅲ Understanding the text a)Correct errors 1.She is used to be in the public eye.2.Her new album was come out in 1995.3.On last Thursday night, hundreds of fans went to the concert held in Cambridge.4.The 30-years-old singer is popular with young people.5.The song tells the story of someone looks for real love.6.The atmosphere was extremely exciting so that many people stand to cheer.7.The Canada singer was famous in her twenties.8.Her new album that was published last week is sold well.Answers: 1.be改为 being 2.去掉was把come 改为came 3.去掉 on
4.years 改为year 5.looks改为 looking 6.stand 改为stood 7.Canada 改为Canadian 8.去掉 is 把sold改为 sell
b)According to the text arrange the right order.1.Alanis won this year‟s Grammy Award or the best rock song.2.Morissette gave a creative and powerful performance in the song „Utopia‟.3.Many fans went to the Corn Exchange in Cambridge, England to see her in concert.4.Everyone in the auditorium agreed that they were greatly impressed by the concert.5.Alanis‟ album Jagged Little Pill came out Answers: 5 1 3 2 4 Ⅳ speaking
We know singer‟s performance is important for a concert, besides singers concert need other‟s stage effect , such as(show a slide)guide student to say out stage design , lighting, special effects and so on.Have you ever watched a concert “live”, on TV or on video? Tell the class about it using the Key Words to help you.Do the exercise 1 Show a slide, ask students to say out music style Rock „n‟roll Voice your opinion Why are pop music and rock „n‟ roll loved by many young people Ⅴ Vocabulary Do the exercise 4 Ⅵ Grammar Do the exercise 6and 8
Listen to the telephone conversation.Who decides to pick up the concert tickets , Sue or Ricky? What verb form do Sue and Ricky use to make sudden decisions as they speak? Do the exercise 7 Listen again.Who said these things, Sur or Ricky? Check these answers with the whole class and then look at the sentences, what linking words are used? In order to help students further understand the text the teacher can ask the following questions.1.Why can‟t Ricky pick the tickets up at lunchtime tomorrow? 2.Why can‟t he pick them up after school tomorrow? 3.Where does Ricky‟s mum work?
4.Where is Sue going after she‟s got the tickets? Do the exercise 9, 11 and 12 Ⅶ Language in use Work in pairs and talk about your future plans.Use the expressions below to help you.go to college, find a job, rent a flat, learn to drive, go on holidays, continue studying Ⅷ Homework Do the exercise page 66 and 67.
第五篇：高一英语FRIENDSHIP,教案
篇一：人教版高一英语必修一unit1 friendship全单元教案 unit 1 friendship participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 school: tai zhou no.1 senior middle school 1.teaching aims and demands 2.suggested teaching notes 1).analyses of the teaching contents this unit is about friendship, and nearly all the teaching materials center on it.friend, and in it reveals her longing for a normal life and days.matching.learning about language---it teaches the important expressions and structures and grammar: direct and indirect speeches.strengthening students’ abilities to practice language, discover, and solve problems.friendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2)making of the teaching plan this unit centers on friends and friendship, exploring different types of 3.teaching plans for each period 1.teaching objectives: 1)target language i(don’t)think„„ i(don’t)think so.i(don’t)agree.i believe„„ that’s correct.in my opinion, „„ 2)ability goals a.describe your friends in english 3)learning ability goals a.to encourage students to think and talk about friends and friendship by using some phrases and structures.c.to cultivate the students to form the good habit of learning english in senior middle school.2.teaching important points: a.b.use the given adjectives and sentence structures to describe one of your friends.learn to evaluate friends and friendship.3.teaching difficult points: a.b.4.teaching methods a.task-based teaching and learning b.cooperative learning c.discussion 5.teaching aids: cai you do in your spare time? you say something about it? do you have any old friends in our school? have you made step 2 think it over his/her name is „„
he /she is „„ years old.he /she likes „„ and dislikes „„ he /she enjoys „„ and hates„„ he /she is very kind/friendly/„„ girl friends boy friends pen friends long-distance friends friends of the same age e-friends(friends over the internet)friends across generationsunusual friends like animals, books„„
1).______ is /are most important to you.step 3 make a survey i think a good friend should(not)be„„
3.then have the students do the survey in the textbook.4.have the students score their survey according to the scoring sheet on page 8.survey and assess their values of friendship: ★ 4~7 points: you are not a good friend.you either neglect your 篇二：新课标高一英语上册教案unit1 friendship unit onefriendship teaching aims: 1.能力目标：
c.reading: enable the ss to get the main idea 2.知识目标： friendship i think so./ i don’t think so.i agree./ i don’t agree.that’s correct.of course not.exactly.i’m afraid not.c.to enable the ss to control direct speech and indirect speech d.vocabulary: upset , calm , concern , loose, netherlands, german, series, 3.情感目标: a.to arose ss’ interest in learning english;b.to encourage ss to be active in the activities and make ss to be confident;4.策略目标： teaching steps: period one 1.ss listen to an english song auld lang syne.step 2.talk about your old friends 1.ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.2.self-introduction step 4.do a survey ss do the survey in the text ,p1 sep 5.listening and talking that’s correct.of course not.exactly.i’m afraid not.step 6.discussion divide ss four in one group and each group choose a topic to discuss.there are four topics.step 7.summary in making friends.it can give me a piece of clear sky.it can bring me happiness again.it can help me escape my troubles.it can’t be pulled and torn, because it is in everyone’s heart.it is there from the beginning to the end of our lives.dictionary.activity2: play a short part of the movies step2.predicting students read the title of the passage and observe the pictures and the outline of it to guess: step3.skimming students skim the passage in 2 minutes to get the main idea : step4.scanning anne step5.intensive reading step6.activity four students a group to discuss the situation: step7.assignment task2.ex2、3、4on page3 period three check the ss’ assignment: task 2 step 2.language points: 1.add(v.)2).to join numbers, amount, etc so as to find the total 相加 add up these figures for me, please.add to something: to increase 增加
add up to: to amount to 加起来等于；总计 the cost added up to 100 million yuan.2.go through 1).to examine carefully 仔细阅读或研究 2).to experience 经历，遭受或忍受 3.crazy(adj.)1).mad, foolish 疯狂的，愚蠢的 she is crazy about dancing.step 3.learning about language 1.finish ex.1, 2 and 3.on page 4.2.direct speech and indirect speech: ss do ex.1 and 2 on page 5.then let the ss themselves discover the structures.step 4.practice using structures on page 42: ask the ss to use indirect speech to retell the story.step 5.assignment period four step 1.revision check the ss’ assignment.step 2.reading ss read the letter on page 6 notes: 2.fall in love step 3.listening 篇三：高一英语人教版必修1 unit 1 friendship 教学设计
高一英语人教版必修1 unit 1 friendship 教学设计 人教版必修一
unit 1 friendship教学设计
一、教材内容分析
本单元是高中一年级的第一单元，刚开学没多久，大家相互之间还不是很熟识，需要了解、沟通，友谊是他们生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。2．在导入的时候我采用提问法，激起学生思考 3．快速阅读：弄懂文章大意
4．细读：弄清细节，找出生词、难句并完成课后的练习1、2。
5．精读：讲解新单词、有用的短语、句型，并让学生自己举例应用。6．深入了解文章的思想、写作风格并提出相关问题。7．讨论如下问题： 8．课后练习
二、学生分析
高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。这个班的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证差生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。他们已具备了直接思维和抽象思维的能力，正处于发展、培养创造性思维能力的最佳时期和智力向高水平发展的关键时期，他们有极强的好奇心和求知欲。他们对老师的期望也大大提高，不仅希望老师传授科学文化知识，更期望从老师那里获得更多的学习策略与技巧，分享人生经验。
三、教学目标 1.语言知识目标
通过对朋友的讨论，帮助学生发散式记忆积累相关描述人的性格、特征的词汇、习惯用语，并运用于听说读写当中。适当运用i thank so.i agree.i don' think so.i don't agree exactly.i am afraid not.of course not.表明自己的态度和肯定程度。2.语言技能目标
培养和提高阅读（浏览、寻读主要事实）的能力，形成用英语获取信息、处理信息分析问题、解决问题的能力，以及用英语思维和表达相关话题，复述课文及运用所学知识描述朋友的能力。
3.文化意识目标
通过与话题相关的图片、课文的学习，逐渐形成跨文化交际意识和培养基本的跨文化的交际能力，拓宽国际视野，理解各国的文化，进行反法西斯教育，为以后深入学习中外文化奠定基础。
4.情感态度目标
通过讨论友谊激发学生保持对英语学习的浓厚兴趣；有利与帮助他们树立正确的人生观、价值观；通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。5.学习策略目标
四、教学策略
1．努力创设情境的原则
让学生想象自己待在一个隐蔽的地方，允许只能做的五件事，他们如何选择将学生直接带入课文的语境中。2． 任务驱动的原则
让学生带着问题去阅读，找出相关答案，并分析整理形成自己的观点。3． 交际法教学
五、设计思想
根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用。因此我采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成。阅读活动由整体入手，由易到难，步步推进，层层深入。整个教学活动以教材为载体，以学生为中心。在课
堂教学中，学生应该跟老师学学习方法，提高阅读速度和阅读技巧,查找﹑分析﹑处理信息的能力以及写作能力。积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，积极主动的学习。
六、教学媒体
1.the multimedia teaching system 2.the blackboard
七、教学过程
unit 1 friendship learning objectives and demands: 1.the activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.3.language use: speaking practice: reading teaching procedures: scared : astonish fearful frightened horrified shocked terrified timid loyal: devoted faithful beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking gracefulinviting lovelyneat prettysplendid stunning step2.leading in ask students questions:(2)intensive reading : 篇四：高一英语新课标人教版,第一单元friendship教案
1． get it repaired: get sth done=have sth done 让某事做? 2． be upset about 对?沮丧 5． have got to=have to 不得不
区分： have got to 否定形式为 haven`t got to have to 否定形式为 don`t have to ※be good to 对?好 be good at 擅长
finish doing sth完成做? 6.go on holiday 去度假
8.add up 合计，相加 add up to 达到
9.go though 经历；浏览；仔细检查：通过；批准；用完 11.be crazy about 对?痴迷，疯狂 13.on purpose 故意的
14.happen to do sth 碰巧做? 16.face to face 面对面【做状语】 face-to-face【做定语】
类似：heart to heart should to shoulderback to back 17.take no notice of 不重视 18.recover from 从?中恢复 19.pack up 打包
22.keep a diary 写日记
23.it`s a good habit for sb to do sth 对某人来说做某事时个好习惯
句型、语法整理
句的主语和助动词省略。
2.tell him that he should have studied should have done 本该做某事却没做
shouldn`t have done 本不该做某事却做了
② to 不可省略。因为tell sth to sb 4.a series of+n(复)+v(单)“一系列的” eg.a series of books has been published 6.in order to do sth to do sth为了做某事，引导目的状语，放句末，句首 so asto do sth 但 so as to do sth 只可放句末 7.the moom gave far too much light„...①too much+不可数名词 太多?。
点击咨询 