单词课英语教案6篇

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单词课英语教案6篇

单词课英语教案篇1

活动目标

在游戏活动中，复习学过的单词head hair

让幼儿在游戏中学习单词，培养他们对英语的兴趣。

材料准备

单词卡，图

活动过程

一、问候

hello,babies

hello,teacher

二、律动《up down》

三、新知讲授

1、今天贡老师给小朋友带来一个神秘的朋友，你们想认识它吗?

magic magic 变变变

出示一个图片娃娃

2、小朋友跟她打招呼!hello!

3、教师在黑板上范画，让幼儿找出缺少的部分(教师故意忘记画娃娃的头)引出单词head

4、让幼儿摸自己和同桌的头说head

5、说歌谣：head head摇一摇(边说边做动作)

6、摸自己的头发，让幼儿回忆hair

7、说歌谣：hair hair梳一梳

8、摸贡老师的头发说hair

9、游戏粘头发(给一个没有头发的娃娃粘头发，边粘边说hair)

10、拍卡片说hair和head

四、舞蹈《walking walking》结束

活动延伸

说歌谣head head 摇一摇

hair hair 梳一梳

单词课英语教案篇2

unit 19 the merchant of venice

Ⅰ.brief statements based on the unit

the merchant of venice is the most outstanding “romantic” comedy written by william shakespeare, the greatest british playwright and poet of renaissance. this play is mainly about the process of a story that shylock, a cruel and greedy moneylender, is punished by antonio, a merchant of venice, with the help of his friends-portia and bassanio. the central theme of the play is the triumph of love(between portia and bassanio)and friendship(between antonio and bassanio)over insatiable greed and brutality(as presented by shylock).a happy ending is brought about when shylock is punished.here we can see the true progressive significance of the merchant of venice and of its author:consistent hatred for the oppressors and sympathy for the oppressed.meanwhile,it provides us an opportunity to learn some language points as well as revising direct and indirect speech.

Ⅱ.teaching goals

1.talk about shakespeare and his plays.

2.learn to recount detail in conversation.

3.review direct and indirect speech.

4.write a short play.

Ⅲ.background information

1.william shakespeare

for any englishman,there can never be any discussion as to who is the world’s greatest post and dramatist（剧作家）.only one name can possibly suggest itself to him,that of william shakespeare.every englishman has some knowledge,however slight,of the work of our greatest writer.all of us use words,phrases and quotations（引用语）from shakespeare’s writings that have become part of the common property of english-speaking people.most of the time we probably don’t know the source of the words we use,rather like the old lady who was taken to see a performance of hamlet and complained that it was full of well-known proverbs and quotations!

shakespeare,more perhaps than any other writer,made full use of the great resources of the english language.most of us use about five thousand words in our normal employment of english;shakespeare in his works used about twenty-five thousand! there is probably no better way for foreigner to appreciate the richness and variety of the english language than by studying the various ways in which shakespeare uses it.such a study is well worth the effort,even though some aspects（方面）of english usage,and the meaning of many words,have changed since shakespeare’s day.

it is paradoxical that we should know comparatively little about the life of the greatest english author.we know that shakespeare was born in 1564 in stratford-on-avon,and that he died there in 1616.he almost certainly attended the grammar school in the town,but of this we cannot be sure.we know he was married there in 1582 to anne hathaway and that he had three children,a boy and two girls.we know he spent much of his life in london writing his masterpieces.but this is almost all that we do know.

however,what is important about shakespeare’s life is not its products,the plays and the poems.for many years scholars have been trying to add a few facts about shakespeare’s life to the small number we already possess and for an equally long time critics have been theorizing（理论化）about the plays.sometimes,indeed,it seems that the the poetry of shakespeare will disappear beneath the great mass of comment that has been written upon it.

fortunately this is not likely to happen. shakespeare’s poetry and shakespeare’s people (macbeth, othello, hamlet, falstaff and all the others)have long delighted not just the english but lovers of literature（文学）everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.

2.hamlet

the play hamlet is considered to be the summit of shakespeare’s tragedies（悲剧）.it was written in 1601~1602 and first published in 1603.

the action of the play is laid in medieval（中世纪的）denmark.the king suddenly dies.gertrude,queen of denmark,within two months marries the new king,claudius,brother of her husband.

the son of the late king,hamlet,returns from the university,where he has received his education.heavy is the heart of the young man.the country is in a state of unrest.there is said to be war.he thinks his father was murdered but he does not dare to tell others.one night hamlet dreams of his father.he talks to his father,who tells his son he has been murdered by his brother claudius.hamlet hates the murderer very much and he decides to kill claudius.

the ghost made a sign to hamlet

that he should go with him

the struggle between hamlet and claudius is increasing.claudius pays close attention to hamlet.hamlet pretends to have gone mad.

to expose claudius,hamlet thinks of a plan:a group of actors are engaged to perform a play which recalls his father’s murder.when claudius appears deeply affected by the performance and leaves the hall before the play is ended,hamlet knows he is right.to get rid of hamlet,claudius sends off hamlet to england with his two men,who used to be hamlet’s friends and now are ordered to spy on him and kill him.

while at sea,hamlet discovers a letter,in which claudius orders the two men to kill him.hamlet manages to escape from the ship and returns to his homeland,denmark.

in the end,claudius is killed by hamlet.his mother is poisoned and dies.if you want to know whether hamlet is alive or not,please read the play or see the film.

but soon laertes made

a deadly stroke at hamlet

Ⅳ.teaching time:five periods

the first period

teaching aims:

1.learn and master the following:

(1)words and phrases:

merchant,duke,masterpiece,mercy,enemy,pay back,as well as,after all

(2)everyday english:

correct me if i’m wrong,but…

one of the most important facts is…

as far as i know,…

you shouldn’t forget that…

you could,for example,say…

after all,…

what shouldn’t be forgotten is…

the way i would go about it…

but in this particular case…

2.train the students’ listening and speaking abilities.

teaching important points:

1.improve the students’ listening ability.

2.improve the students’ speaking ability and learn some useful phrases as well as everyday english.

teaching difficult points:

1.how to help the students get the general idea of the listening material and find the answers to the listening exercises.

2.how to get the students to finish the task of speaking.

teaching methods:

1.talking,speaking and listening to improve the students’ ability to use english.

2.individual,pair or group work to make the students finish each task.

teaching aids:

1.the multimedia

2.the blackboard

teaching procedures:

step Ⅰ greetings and lead-in

t:good morning/afternoon,everyone.

ss:good morning/afternoon,mr/ms.

t:sit down,please.class begin.first,please tell me if you are interested in plays,especially some of the world-famous plays.

ss:yes.

t:there was a great british playwright and poet in the world’s history of literature.he wrote about 37 plays and a large number of poems in his life.here’s a picture of him.do you know who he is?

(teacher shows the picture.)

ss:william shakespeare.

(bb:william shakespeare)

t:quite right.he lived from 1564 to 1616(bb:1564~1616).he is considered to be the greatest playwright and poet of the renaissance(14th~16th centuries)in europe.as a playwright,he wrote tragedies,comedies,historical plays.as a poet,he wrote narrative poems and sonnets.can you follow me?

ss:yes.

t:today,we are going to learn unit 19.the merchant of venice (bb:unit 19 the merchant of venice).in the first period of this unit,we’ll learn something more about his plays as well as 玊he merchant of venice.獸irst,let’s learn some new words and phrases.look at the screen.

(teacher shows the screen and deals with them as usual.)

merchant/′m/ n. 商人

△venice/′vens/ n. 威尼斯（意大利港口城市）

△bassianio/b′sni/巴萨尼奥（男子名）

△portia/′p/鲍西娅（女子名）

△antonio/′t/安东尼奥（男子名）

△shylock/′a /夏洛克（男子名）

pay back 偿还；报答

△ducat/′d/ n. 古时候在欧洲通用的金币

duke/dju:k/n. 公爵

masterpiece/′mstpis/ n. 杰作；最佳作品

mercy/′msi/n. 怜悯；仁慈

△revenge/ri′vend/ n. 复仇；报复

enemy/′enmi/ n. 敌人

as far as 到目前为止；就某种程度或范围而??

after all 毕竟

bb:pay back,as far as,after all）

step Ⅱ warming up

t:well.now please open your books at page 65.look at warming up.look at the pictures and read each quotation one by one.try to understand each one of them.then tell from which plays,of which the titles are below the pictures,they come.work in pairs to prepare for a few minutes.

(a few minutes later.)

t:are you ready?

ss:yes.

t:who’d like to have a try?any volunteer?

s1:the first one and the third one are from hamlet; the second one from/king henry Ⅳ;the fourth one romeo and juliet;the last one troilus and cressida.

t:you did a good job.sit down,please.then what do you think these famous words mean?can you explain them in english?

ss:yes.but not clearly and exactly.

t:so,let me explain them to you.listen carefully and tell which one i am referring to.do you see my point?

ss:yes.

t:no.1:why must you be the son of my family’s greatest enemy?refuse your family for my love.

ss:“romeo,romeo,why are you romeo?deny your father,and refuse your name…”

t:no.2:that is a question whether to live on in this world or to die,that is,to take action or to do nothing.

ss:“to be or not to be;that is a question.”

t:no.3:it is best not to lend(money) to others and not to borrow from others.when we lend something.we risk losing both the thing we lend and the friendship with that other person.

ss:“neither a borrower nor a lender be.”

t:no.4:a person who has great responsibilities,such as a king,is constantly worried and therefore doesn’t sleep soundly.

ss:“uneasy lies the head that wears a crown.”

t:no.5:empty words,not real thoughts or ideas from the heart.

ss:“words,words,only words,no matter from heart.”

t:great.however,i still want to suggest you find these plays,from which the quotations come from,to read or watch them if you haven’t before.do you think so?

ss:yes.

t:what other plays of shakespeare do you know?

ss: twelfth night; king lear; othello…

(teacher writes them as well as those talked about just now.)

t:can you explain what they are about?choose one of them and have a try.any volunteer?

s2:i’d like to talk about othello.othello,a dark-faced moor,serves as a capable general in venice and wins the love of a beautiful,strong-minded girl desdemona,daughter of a senator.her father objects to her secret marriage with the moor,but othello is just then much needed as commander to lead troops to a war with the turks,and so the senator’s protest is overruled by the duke and othello goes to war on the island of cyprus,accompanied by his new bride.after their arrival there,the turks have already met with destruction in a sea storm and the war is over,but one of the officers under othello hates the general for placing another man above him and therefore tries to destroy the moor’s happiness by convincing him of desdemona’s illicit relations with the man above him.othello falls into the trap,kills desdemona,and finds out the truth at last and kills himself.the officer under othello is shipped back to venice after his villainy is exposed to await fit punishment.

t:anybody else?

s3:i’d like to talk about…

step Ⅲ listening

t:well done.we’ve talked much about shakespeare and his plays.next,let’s listen to the introduction to the merchant of venice,the most outstanding “romantic” comedy.it will tell us how the story takes place and helps us learn about the main characters in it.can you follow me?

ss:yes.

t:ok.now please look at the listening part at page 66.first,read through the questions in exercise 1.then listen to the tape to find the answers.

(teacher allows the students a few minutes to prepare,and then plays the tape.after that,teacher checks the answers.)

suggested answers:

ex.1 1.venice

2.three months

3.three thousands ducats

4.a pound of his flesh

t:well done.now please read through the requirements of exercise 2.then i’ll play the tape again for you to finish the following chart.

(after the students prepare for a while,teacher begins to play the tape.at the end,check the answers with the whole class.)

suggested answers:

step Ⅳ speaking

t:up to now,we’ve learnt much about shakespeare and his plays.can you tell me what makes his play a masterpiece,han mei?

s4:the ideas behind the play are about problems which are still important to people of different ages in modern times.

t:can you give some examples shown in the merchant of venice?any volunteer?

s5:mercy versus revenge and love versus money.

t:quite right.now,please read the two situations in speaking first.then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong.are you clear about that?

ss:yes.

t:and behind the situation,there are some useful expressions.study them first,then use them in your dialogue if possible.do you remember?

ss:yes.

(the students begin to work.teacher goes among them to see how they are going on with the work.a few minutes later,teacher asks some pairs to act out before class.)

sample dialogues:

situation 1

a:in the merchant of venice,shylock gets the chance to kill antonio,and he would.what’s even more,he refuses the duke’s persuasion to have mercy on antonio.but when the the roles are turned around,the duke shows mercy to shylock despite the fact that nobody really likes shylock.what would you do if you had your worst enemy in your power?

b:in my opinion,people should be kind and mercyful.the punishment on my enemy should depends on the situation.if he tries to correct his fault and is able to get along well with me in future,i will forgive him.after all,a friend is better than an enemy.

a:i agree with you.what shouldn’t be forgotten is that all the things has a limited line.

b:how do you like the play the merchant of venice?have you read any other plays of shakespeare?

a:it’s worth reading.the ideas behind it are still important to today’s people.besides,i’ve read romeo and juliet, king lear and so on.

b:great!would you like to tell me the stories some day?

a:no problem.

situation 2

a:you know,in the merchant of venice,bassanio cann’t marry portia because he doesn’t have enough money.what a pity!and this happens everywhere around the world.what do you think about a situation like that?

b:from my point of view,love is more important than money.if money is lost,we can earn it by our hands.however,if love is lost,it can never be back again.

a:money is necessary,but not the most important.money can bring you many things,but it can not buy you happiness.

b:yes.great minds think alike.

step Ⅴ summary and homework

t:in this class,we’ve mainly talked about shakespeare and his plays.while we were doing each task,we’ve learnt some useful expressions,such as pay back,as far as,after all.after class,i hope you can practise using them again.besides,remember to preview the reading part in this unit.so much for today.goodbye.

ss:goodbye.

step Ⅵ the design of the writing on the

blackboard

unit 19 the merchant of venice

the first period

Ⅰ.william shakespeare (1564~1616)

king henry Ⅳ/hamlet/romeo and juliet/troilus and cressida/twelfth night/king lear/othello

Ⅱ.phrases:

pay back,as well as,after all

step Ⅶ record after teaching

单词课英语教案篇3

1, curiosity: wanting to know about things

curiosity about sth./to do sth.

he has burning curiosity to know what’s going on.他有很强烈的好奇心，想知道发生了什么

he is full of curiosity. 他充满了好奇心。

he did it from curiosity因为好奇

looking up, i saw hie eyes fixed on me in curiosity好奇地

curious

be ~curious about

be curious to do

incuriosity

2, decoration n.装饰, 装饰品

decorating or being decorated/ things used for decorating

to decorate a street with flags 用旗帜装饰街道

she decorated her room with flowers.

decorate with 以...装饰

be decorated with/ be equipped with/ be dotted with

3, spear long stick with a metal point on the end, for hunting and killing矛枪

he speared a potato with his fork他用叉子戳马铃薯

4，emperor n.皇帝, 君主

the head of an empire

have you read the emperor’s mew clothes?你读过皇帝的新衣么？

king

5, pin

n.钉, 销, 栓, 大头针, 别针vt.钉住, 阻止,止住, 牵制

there is a note pinned to the door,reading ‘i love you’.

6，distinction n.区别, 差别, 级别, 特性, 声望, 显赫

there is no appreciable distinction between the twins.

在这对孪生子之间看不出有什么明显的差别。

his distinction of sound is excellent.他辨别声音的能力很强。

his style lacks distinction.他的文体缺乏个性。

7，arrow n.箭, 箭头记号

time flies like an arrow.光阴似箭。

the modern airplane can arrow upward to 20, 000feet.

现代的飞机能够如箭般地飞达20, 000英尺的高度。

bow

8, dozen n.一打, 十二个

dozens of 许多的

by the dozen 按打计算

pack pencils in dozens按打包装铅笔

three dozen of eggs

score

three score (years) and ten七十岁, 古稀之年

three score of people六十人

9, spare adj.多余的, 剩下的, 备用的v.节约, 节省

more than is necessary free for other use kept for future use

we have no spare room.我们没有多余的房间

we always have a spare wheel /tyre in our car.

in one’s spare time

can you spare me a minute?

spare no effort / no trouble不遗余力

10, tend 倾向于（常与to连用）有某种倾向；有…的趋势

people under stress tend to express their full potential.

处于压力下的人容易发挥自己全部的潜力。

i tend to think that’s not a good solution.

the road tends to north.道路向北延伸。

11，approximate adj.近似的, 大约的v.近似, 接近, 接近, 约计

approximately adv.近似地, 大约 about

12, average

n.平均,平均水平,平均数adj.一般的, 通常的,平均的

on (an) average通常；按平均

the average age of the boys这些男孩子的平均年龄

13, link vt.连结, 联合, 挽 vi.连接起来

link things together将东西连在一起

the new bridge will link the island to the mainland.

新的桥梁将把该岛与大陆连接在一起。

link up联接; 结合

the two families linked up through the marriage of a daughter and son.

那两家因他们子女结为婚姻而联结起来。

14, monument n.纪念碑

the monument to the people's heroes人民英雄纪念碑

15, in terms of adv.根据, 按照, 用...的话, 在...方面

a 200-year-old building is very old in terms of american history.从美国历史看，2的建筑是很古老的了。

in terms of money we are rich,but not in terms of happiness.

从金钱的角度

did the experiment find differences in terms of what children learned?

这个实验就儿童所掌握的学习内容方面发现什么差异了么？

in general / practical / financial/real / relative terms从总体实际经济角度事实上相对而??

in one’s term 在……看来

the summer term

accept these terms

come to terms /make terms with与……达成协议

we are on good terms

16. in the eyes of

you are only children in my eyes.

17, remote adj.遥远的, 偏僻的, 细微的faraway distant

remote star 遥远的星星

the remote future 遥远的未来

a remote village 偏僻的村落

a remote relative 远亲

18.distant adj.远的, 关系远的(亲戚), 疏远的, 间隔的, 冷漠的

a distant date遥远的日期

a distant look冷漠的表情

a distant view远景

distance n.距离, 远离,

what distance do you have to walk to school? 你到学校要走多远的距离？

at a distance in the distance keep sb at a distance

a good/long/great distance

19,lend a hand

lend/give sb a hand

help sb

do sb a favour

20, quality n.质量, 品质, 性质

a watch of good quality 品质好的手表

a poor quality of cloth 品质低劣的布料

a change in quality质变

quantity n.量, 数量

he ate a small quantity of rice. 他吃了少量的米饭。

a small quantity of milk少量的牛奶

i prefer quality to quantity.我重质量胜过重数量。

quantities of food were on the table.桌上摆了大量食物。

in large quantities大量的

21，serve as 当作

serve as an interpreter 担任译员

dress as a judge

22, mask

we all wore masks at the party and no one knew who we were.

在晚会上我们都戴着假面具，谁也认不出我们。

23, dig up v.掘起, 挖出, 发现, 开垦

he has dug up some vegetables. 他挖出了一些蔬菜。

dig dug dug

24, accompany

she accompanied me to the doctor's. 她陪我去看了医生。

lightning usually accompanies thunder. 雷声常常伴随着闪电而来。

(be)-nied by附有, 伴随

be -nied with (a thing)带着, 带有, 兼有

25, tri- triangle tricolor

unit 20 new words

1, curiosity:

curiosity about sth./to do sth.

he has burning curiosity to know what’s going on.他有_______好奇心，想知道发生了什么

____________________他充满了好奇心。

he did it from curiosity因为好奇

looking up, i saw hie eyes fixed on me in curiosity好奇地

adj._________

be ~ about be ~ to do

incuriosity_____________

2, decoration n.装饰, 装饰品

to decorate a street with flags _________________

她用鲜花装饰她的房间___________________

decorate …with 以...装饰

be decorated with/ be equipped with/ be dotted with

3, spear矛枪

he speared a potato with his fork.

4，emperor n.皇帝, 君主king

have you read the emperor’s new clothes?你读过__________么？

5, pin

n.钉, 销, 栓, 大头针, 别针vt.钉住, 阻止,止住, 牵制

there is a note _____(pin)to the door,_______(read) ‘i love you’.

6，distinction n.区别, 差别, 级别, 特性, 声望, 显赫

there is no clear distinction between the twins.

his distinction of sound is excellent.他辨别声音的能力很强。

his style lacks distinction.他的文体缺乏______。

7，arrow n.箭, 箭头记号

time flies like an arrow.__________

the modern airplane can arrow upward to 20, 000feet.

______________________________

8, dozen n.一打, 十二个

dozens of 许多的

__________ 按打计算

pack pencils in dozens______________

three dozen of eggs__________________

three score (years) and ten______________

_______________六十人

9, spare adj.多余的, 剩下的, 备用的v.节约, 节省

we have _______________.我们没有多余的房间

we always have a spare wheel /tyre in our car. _________

在某人的业余时间______________________-

can you spare me a minute?_________________

spare no effort不遗余力

10, tend 倾向于（常与to连用）有某种倾向；有…的趋势

people under stress tend to express their full potential.

_____________________________

the road tends to north.道路向北延伸。

jack tends ______ angry when people oppose to his plans.

a. getting b. to getting c. get d. to get

11，approximate adj.近似的, 大约的v.近似, 接近, 接近, 约计

approximately adv.近似地, 大约 about

12, average

n.平均,平均水平,平均数adj.一般的, 通常的,平均的

___________通常；按平均

the average age of the boys这些男孩子的平均年龄

13, link vt.连结, 联合, 挽 vi.连接起来

link things together___________________

the new bridge will link the island to the mainland.

新的桥梁将把该岛与大陆连接在一起。

link up联接; 结合

the two families linked up through the marriage of a daughter and son.

那两家因他们子女结为婚姻而联结起来。

14, monument n.纪念碑

the monument to the people's heroes___________________

我们修建了一个纪念碑为了纪念那些死去的人

_______________________________

15, in terms of adv.根据, 按照, 用...的话, 在...方面

a 200-year-old building is very old in terms of american history.

in terms of money we are rich,but not in terms of happiness.

_____________

did the experiment find differences in terms of what children learned?

这个实验就儿童所掌握的学习内容方面发现什么差异了么？

in general / practical / financial/real / relative terms从总体实际经济角度事实上相对而??

in one’s term 在……看来

the summer term_____________

accept these terms_________________

come to terms /make terms with与……达成协议

we are on good terms___________________

16. in the eyes of

you are only children in my eyes.

17, remote adj.遥远的, 偏僻的, 细微的

remote star ______________

the remote future ________________

a remote village ______________

a remote relative______________

18.distant adj.远的, 关系远的(亲戚), 疏远的, 间隔的, 冷漠的

a distant date____________

a distant look___________________

a distant view______________

distance n.距离, 远离,

______distance do you have to walk to school? 你到学校要走多远的距离？

at a distance__________ in the distance________

keep sb at a distance ___________

a good/long/great distance

19,lend a hand

____________

20, quality n.质量, 品质, 性质

a watch of good quality _________________

__________________ 品质低劣的布料

a change in quality_______________

quantity n.量, 数量

he ate a small quantity of rice. 他吃了少量的米饭。

a small quantity of milk少量的牛奶

i prefer quality to quantity._______________

quantities of food were on the table.

in large quantities大量的

21，serve as 当作

serve as an interpreter 担任译员

dress as a judge

22, mask

we all wore masks at the party and no one knew who we were.

在晚会上我们都戴着假面具，谁也认不出我们。

23, dig up v.掘起, 挖出, 发现, 开垦

he has dug up some vegetables. 他挖出了一些蔬菜。

dig ____ _______

24, accompany

she accompanied me to the doctor's. 她陪我去看了医生。

lightning usually accompanies thunder. ____________________

(be)-nied by附有, 伴随

be -nied with (a thing)带着, 带有, 兼有

25, tri- triangle tricolor

单词课英语教案篇4

the first period

teaching aims:

1.learn and master the following

(1) words and phrases:

merchant, duke, masterpiece, mercy, enemy, pay back, as well as, after all

(2) everyday english:

correct me if i’m wrong, but …

one of the most important facts is …

as far as i know,…

2.train the students’ listening and speaking abilities

teaching important points

1. improve the students’ listening ability

2. improve the students’ speaking ability and learn some useful phrases as well as everyday english.

teaching difficult points:

1.how to help the students get the general idea of the listening material and find the answers to the listening exercises.

2.how to get the students to finish the task of speaking.

teaching procedures:

step i greeting and lead-in

t: good morning, everyone.

ss: good morning, ms wei.

t: sit down, please. class begin. first, please tell me if you are interested in plays, especially some of the world-famous plays.

ss: yes. (may be no.)

t: there was a great british playwright and poet in the world’s history of literature. he wrote about 37 plays and a large number of poems in his life. here’s a picture of him. do you know who he is ? (teacher shows the picture)

ss: william shakespeare

t: quite right. he lived from 1564 to 1616. he is considered to be the greatest playwright and poet of the renaissance in europe. as a playwright, he wrote tragedies, comedies, historical plays. as a poet, he wrote narrative poems and sonnets. can you follow me?

ss: yes.

t: today, we are going to learn unit 19.the merchant of venice . in the first period of this unit, we’ll learn something more about his plays as well as the merchant of venice. first, let’s learn some new words and phrases.

(teacher shows the screen and deals with them as usual.)

merchant venice bassanio portia antonio shylock pay back ducat masterpiece mercy revenge enemy as far as after all

step ii warming-up

t: well. now please open your books at page 65. look at warming up . look at the pictures and read each quotation one by one. try to understand each one of them. then tell from which plays, of which the titles are below the pictures, they come. work in pairs to prepare for a few minutes.

(a few minutes later)

t: are you ready?

ss: yes.

t: who’d like to have a try? any volunteer?

s1.the first one and the third one are from hamlet; the second one from king henry iv; the fourth one romeo and juliet; the last one troilus and cressida.

t: you did a good job. sit down, please. then what do you think these famous words mean? can you explain them in english?

ss: yes. but not clearly and exactly.

t: so, let me explain them to you. listen carefully and tell which one i am referring to . do you see my point?

ss: a little.

t: no. 1: why must you be the son of my family’s greatest enemy? refuse your family for my love.

ss: “ romeo, romeo, why are you romeo? deny your father, and refuse your name…”

t: no. 2: that is a question whether to live on in this world or to die, that is, to take action or to do nothing.

ss: to be or not to be; that is a question.

t: no. 3: it is best not to lend (money) to others and not to borrow from others. when we lend something. we risk losing both the thing we lend and the friendship with that other person.

ss: neither a borrower nor a lender be.

t: no. 4: a person who has great responsibilities, such as a king, is constantly worried and therefore doesn’t sleep soundly.

ss: uneasy lies the lead that wears a crown.

t: no.5: empty words, not real thoughts or ideas from the heart.

ss: words, words, only words, no matter from heart.

t: great. however, i still want to suggest you find these plays, from which the quotations come from, to read or watch them if you haven’t before. do you think so?

ss: yes.

t: what other plays of shakespeare do you know?

ss: twelfth night; king lear; othello…

(teacher writes them as well as those talked about just now.)

t: can you explain what they are about ? choose one of them and have a try. any volunteer?

s2; i’d like to talk about othello. othello, a dark-faced moor, serves as a capable general in venice and wins the love of a beautiful , strong-minded girl desdemona, daughter of a senator. her father objects to her secret marriage with the moor, but othello is just then much needed as commander to lead troops to a war with the turks, and so the senator’s protest is overruled by the duke and othello goes to war on the island of cyprus, accompanied by his new bride. after their arrival there, the turks have already met with destruction in a sea storm and the war is over, but one of the officers under othello hates the general for placing another man above him and therefore tries to destroy the moor’s happiness by convincing him of desdemona’s illicit relations with the man above him. ….

t: anybody else?

step iii listening

t: well done. we’ve talked much about shakespeare and his plays. next, let’s listen to the introduction to the merchant of venice, the most outstanding romantic comedy. it will tell us how the story takes place and helps us learn about the main characters in it. can you follow me?

ss: yes.

t: ok. now, please look at the listening part at page 66. first, read through the questions in exercise 1. then listen to the tape to find the answers.

(teacher allows the students a few minutes to prepare, and then plays the tape. after that, teacher checks the answers.)

step iv speaking

t: up to now, we’ve learnt much about shakespeare and his plays. can you tell me what makes his play a masterpiece, xiao a?

a: sorry, i don’t know.

t: it doesn’t matter. the idea behind the play are about problems which are still important to people of different ages in modern times.

t: can you give some examples shown in the merchant of venice?

ss: mercy versus revenge and love versus money.

t: quite right. now, please read the two situations in speaking first. then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong. are you clear about that? and behind the situation , there are some useful expressions. study them first, then use them in your dialogue if possible. do you remember?

(the students begin to work. teacher goes among them to see how they are going on with the work. a few minutes later, teacher asks some pairs to act out before class.)

step v. summary and homework

t: in this class, we’ve mainly talked about shakespeare and his plays. while we were doing each task, we’ve learnt some useful expressions, such as pay back, as far as, after all. after class, i hope you can practise using them again. besides, remember to preview the reading part in this unit. so much for today. goodbye.

the second period

teaching aims:

1. learn and master the following

(1) words: weakness, greatness, judgement, gentleman, troublesome, gentle, bless, surgeon, declare, court

(2) phrases: tear up, have mercy on, offer up, be seated

2. train the students’ reading ability

3. learn to recount detail in conversation

teaching important points:

1. useful words and phrases

2. 2. improve the students’ reading ability.

teaching difficult points:

help the students understand the play exactly, especially the following sentences.

1. you might as well go stand upon the beach and argue with the sea.

2. i offer you ten times the money that antonio has borrowed.

teaching procedures:

step i greetings

step ii revision and pre-reading

t: yesterday, we learned a lot about eilliam shakespeare and his plays. who’d like to tell the titles of his four great tragedies?

ss: hamlet, othello, king lear, macbeth.

t: and he also wrote some romantic comedies. which is the most outstanding one?

ss: the merchant of venice.

t: tell the names of the main characters in the play.

ss: shylock, antonio, bassanio, duke, portia.

t: well. now look at the screen and match the people in column a with the instructions in column b.

1. antonio a. the magnifico

2. shylock b. a merchant

3.bassanio c. antonio’s friend

4. portia d. a moneylender

5.duke e. bassanio’s wife

t: after portia knows that antonio has to give shylock a pound of his flesh, she thinks up a plan to save antonio. what do you think portia will do to save antonio?

s: i think she will give shylock much more money than what antonio borrowed from him.

t: will shylock accept her money?

s: maybe. he is greedy.

t: it sounds reasonable. is there anyone who has a different opinion?

s: i think she will try to persuade shylock to show mercy to antonio.

t: will she succeed? don’t forget he is cruel and he hated antonio. who has read this play？ tell us what portia does to save antonio?

s: she pretends to be a judge and arrives at the court of the duke.

t: thank you. sit down, please. today, we’re going to read this play, the merchant of venice. after reading it, we’ll know what happened in the court. first, let’s learn some new words and expressions. read the new words on page 176.

step iii reading

t: well. now please turn to page 67.read the play quickly and find out what she does when she arrives at the court. you can begin to read it now.

(after a few minutes, teacher checks the answer.)

t: ok. everyone, i think you must have found the answer. who’d like to tell me?

s: she tries to persuade shylock to show mercy to antonio and accept the money offered by bassanio.

t: does she succeed?

s: she has to allow shylock to take his pound of flesh from antonio’s breast.

t: thank you. sit down, please. do you agree with him her?

ss: yes.

t: well done. you’ve understood it well. now please read it carefully again and further understand it. at the same time, find out all the useful phrases. a few minutes later, i’ll collect them from you.

(after a few minutes, teacher collects and writes them on the blackboard. after that, teacher deals with some language problems.)

t: look at the blackboard, please. all these phrases are important and useful. you must remember them and try to use them. do you remember?

ss: yes.

t: besides, there are some other language points which are useful but difficult to understand . i’ll explain them to you. look at the screen.

(teacher shows the screen and explains to the students.)

1. may/might as well do sth.

eg. since nobody else wants the job, we might as well let him have it.

all the pubs are closing. we may as well go home.

2. if you offered me, …, i would still take ….

(note: if=even if)

eg.if she is poor, she’s honest at least.

if the sun were to rise in the west, i would not break my word.

3. be seated

eg. he then asked me to be seated.

she seated herself on the sofa.

she saw a few people seated on the bench at the back of the sofa.

4. …how can you hope for mercy yourself when you show none/

5. (note: when=if)

eg. i’ll come when i’m needed.

she’ll be able to give you help when necessary.

6. i offer ten times the money that antonio has borrow.

eg. the new building is four times the size of the old one.

the street is three times the length of that one.

the room is twice the size of that one.

(=the room is as twice large as that one.)

7. pay back

eg. have you paid (me) back the money you owe me yet?

i’ll pay him back for the trick he played on me.

rose doesn’t know how to pay him back for his help.

step iv. listening and reading aloud

t: ok. now i’ll play the tape of the text. first, listen and follow. then, listen and repeat. meanwhile, pay attention to your pronunciation and intonation. is everything clear?

ss: yes.

(teacher begins to play the tape. a few minutes later, teacher deals with the next part.)

step v post-reading

t: now, you must have understood the play more exactly. let’s have a discussion about it please turn to page 69. look at the questions in post-reading and work in groups of four to discuss them. after a while, i’ll ask some of you to report to the rest of the class. begin to work now.

suggested answers:

1. she is clever and learned.

2. he is cruel.

3. shylock hated antonio because antonio had many times scolded him publicly for being greedy and cruel.

4. (a) literally, with the heart which he shall cut out of my body; (b) metaphorically, whole-heartedly, willingly.

① usually, things are weighed with a balance.

weighs go into the left scale and things go into the right scale.

②she wants to remind shylock that he must cut exactly a pound of flesh from antonio, no more, no less.

③the deeper meaning of the balance is justice.

in portia’s court of law, morals are weighed.

5. duke speaks to antonio.

shylock speaks to duke.

bassanio speaks to antonio

portia speaks to bassanio

step vi summary and homework

t: in this class, we have mainly read the first part of the merchant of venice. while reading it, we’ve also learned some useful words and expressions and sentences. after class, read the text again and revise what we’ve learnt in this class. that’s all for today. see you.

ss: see you.

the third period

teaching aims:

1. learn and master the following words and phrases:

justice, murder, go down on knees, punishment, immediately, order, sword, conflict, complex

2. train the students’ reading ability.

teaching important points:

help the students understand the text exactly and master the following words and phrases: shall , at the mercy of , go down on one’s knees

teaching difficult point:

how to help the students write a play.

teaching procedures:

step i greetings

greet the students as usual.

step ii revision and lead-in

t: yesterday, we read the first part of the merchant of venice. antonio’s trial was taking place at the court. do you still remember what happened at the court? xiaoa , could you please retell the story in the first part?

sa: yes. at the court, the duke tried hard to persuade shylock to have mercy on antonio, but shylock insisted on having a pound of his flesh. even if bassanio would pay him double the money antonio had borrowed, shylock would not change his mind. while the duke was wondering what to do, portia arrived , pretending to be a famous lawyer. at first, portia also tried to persuade shylock to have mercy on antonio and take more than three times his money. but shylock still refused to give up his demand for a pound of flesh from antonio , so portia said he might take his knife to prepare to do the deed.

t: well done. sit down, please. will shylock get his pound of flesh? let’s go back to the court. first, listen to the tape of the second part of the play. try to find out the second part of the play. try to find out what will happen to antonio and shylock a last. begin to listen.

sb answer: shylock will not get antonio’s flesh. he has to give half of his money to the city of venice and promise to leave the other half of his money upon his death to his daughter and her husband.

t: is that right?

ss: yes.

t: ok. now let’s learn the new words. then read the play.

justice, murder, go down on one’s knees, punishment, immediately, order, sword, conflict, complex, tragedy.

step iii reading

t: now, please open your books at page 71. read the second part of the play carefully and find out the answers to the questions on the screen.

1. how does portia stop shylock from cutting antonio’s flesh?

2. what does portia say when shylock finally agrees to take three times more than antonio borrowed from him?

3. what is the result of the trial? does the story have a happy ending?

suggested answers:

1. portia allows shylock to take exactly one pound of flesh from antonio, no more, no less. she also tells shylock that he must not let one drop of his blood fall. so shylock gives in.

2. she says that shylock must give half of his money to antonio and the other half to the city of venice according to the law.

3. antonio is saved. shylock gets punished. the story has a happy ending.

step iv. language points.

1. at the mercy of

2. go down on one’s knees

3. beg…for

step v writing

t: well, we’ve read the merchant of venice. it has a happy ending. can you tell me whether it is a tragedy or a comedy?

ss: comedy.

t: why do you think it is a comedy?

ss: because the good wins, and the bad loses.

t: you are right. now, please turn to page 72 and look at the tips of getting the main point of a play.

(teacher and the students read through the tips and writes some key words on the blackboard. after that, teacher says the following.)

t: today, another trial took place between two women. they are arguing about a baby. how did the story occur? and what would they do? please read the passage in writing at page 71 and find out who wins the trial, the good or the bad? you can begin now.

(after the students finish reading the passage. teacher checks the answer.)

t: ok. everyone, have you found out the answer? who wins?

ss: yes. the good wins.

t: quite right. now, please work in groups of four or five to write a short play based on this story. give names to the king, the two mothers and the children. there is also a character to play the role of the soldier. if you like, you can also have a few other characters who are friends of the two mothers. can you follow me?

ss: yes.

t: besides, find a good title for your play. do you remember?

ss: yes.

t: ok. begin to prepare now. five minutes later, i’ll ask one group to act out your play before the class.

a sample play:

clever king charles

characters:

sarah (sa): the woman whose baby is living

deborah (d): the woman whose baby is dead

charles(c): the king

emma (e): a friend of the two women

simon (s): a soldier of the king

(inside king charles’ palace)

c: what is your quarrel?

sa: o king! i have a baby. and deborah has a baby. one baby is dead. the dead baby looks like deborah’s baby. i think deborah took my baby when her baby died.

d: o king! sarah is angry because her baby is dead. she came to see my baby. when she saw my baby she wanted it because her baby is dead.

e: o king! i saw the two babies. i think the dead baby is deborah’s baby. i think deborah took sarah’s baby in the night, when sarah was asleep.

c: call the swordsman. tell him to bring his sword.

(a man comes in. he has a big sword in his hand.)

s: o king! here is the swordsman.

c: bring the baby here. (a servant takes deborah’s baby and brings it to the king.) i am a just king. i do not know whose baby this is, i do not know if this is deborah’s baby. but i must be just to each of you. i will take this baby and cut it into two halves. then sarah can have half of the baby, and deborah can have half.

d: yes, yes, the king is a good king. cut the baby in halves.

sa: but the baby will die!

c: yes, the baby will die. but you shall each have one half of the baby. so you will not quarrel any more.

sa: o king! save my baby. do not cut the baby. give the baby to deborah. let the baby live.

c: give the baby to sarah. sarah wants the baby to live. so i know that sarah is the mother. deborah is a bad woman. she took deborah away.

(two men took deborah away.)

e: the king is a just king. o good king charles! clever king charles!

step vi summary and homework

t: in this class, we read the second part of the merchant of venice and learned to write a play. by doing this, we’ve learned some useful words and phrases, and our skill in using language has be well developed. after class, practise more and revise what we’ve learnt in class. that’s all for today. see you next time.

ss: see you next time.

单词课英语教案篇5

一. 总述

课题：运动与奥林匹克(高一上册第八单元)

内容：热身，听力，口语

课型：听说课

二. 说教材

1. 教材的地位和作用

本单元教材在本册书中有极其重要的地位，在学生整体的知识结构中也有着不可或缺的作品：早在建国初期，体育英语显示了他重要的作用(乒乓外交);在现在，经济发展和sars的入侵，人人注重体育锻炼，身体健康成为人们茶余饭后的重要话题(全民健身);在未来，北京举办2008奥运会，(志愿者)。

2. 教材重点的确立

重点为-----热身热身一向是容易被忽略的部分，但我却有着不同的观点①引入本单元知识，带学生进入一个丰富多彩的体育世界。②介绍有关体育的基础知识，激发学生对体育的兴趣方面也起着重要的作用。从而提高学生对本单元知识学习的兴趣③引入大量本单元有关体育的新单词，为后面听说读写个方面奠定良好的基础(配课件图——根基最重要)总之，是要通过以激活学生已有的相关背景知识，补充必要和新的背景知识，以启发学生对话题的思考，同时，还为学生归纳和总结已有的语言知识，并为其预测，了解和讨论话题做了铺垫。

3. 教材难点的确立

难点为----听力

听力历来都是英语学习者很难突破的瓶颈原因：发音部位和技巧的不同;历史文化背景的不同;词汇量的限制;练习机会较少

本课：体育赛事新闻原因：语速较快;个人兴趣影响(背景知识的限制)

4. 通过本课教材要达到的教学目标(与新课标结合

文化意识：了解体育和奥运的基本文化知识

语言知识：掌握有关体育方面的大量单词及短语

能力策略：能从复杂的听力材料中快速的获取有效信息;灵活运用所学知识加强口语表达能力

情感态度：加强学生对体育知识以及体育锻炼的兴趣;通过介绍2008北京奥运的知识，培养其爱国主义情感

二. 说教学

1. 学法的指导

以“我”为心，注重能力，积极参与，总结分析

以“我”为心：在学习中不要以教师为中心，要使学生真正成为学习的主体。在日常生活中练习英语的机会较少，课堂教学就成了向学生提供可理解性语言输入的一个重要渠道，如果在这的渠道中还只以教师为中心，放弃了自己的学习机会，则无法达到良好的学习效果。

注重能力：让学生注重能力的提高，而不仅仅是知识的记忆。目前很多英语课上教师讲得过多，学生练的太少;学生也没有从思想上认识到，英语应该是一门实践课，是一种“技能”的培养，而不是“知识”的获取。我们应该尽可能使学生的注意力转移到信息和沟通上，而不是使用语言的形式上。

积极参与：充分调动学生参与课堂活动的积极性，并尽可能多的为学生创造独立思考的机会。在教师的指引下，多设置课堂活动，让学生在活动中知道，外语是自己学会的，练会的，而不是老师交会的。

总结分析：培养学生在丰富多彩的课堂活动后，学会自己总结所得到东西，使其自己悟出其中的道理，并总结学习方法。是与新课标所提到的学生自我评价体系相结合的过程。着重评价学生的综合语言运用能力，以及在学习过程中表现出的情感，态度和价值观。作为教师应该帮助学生设立自我评价的平台，尽力将评价体系具体和量化。(话题：国际奥运委员会要来我校参观，会询问你一些关于我国的全民健身和申办奥运的情况。)

2. 教学方法的选择及运用

①情景教学法：由我国特级教师李吉林创造。指导教师在教学过程中为学生创造一个具体，生动，形象的学习环境，以激发学生的兴趣，产生一定的内心情感体验，促进对知识的理解，记忆，并受到思想情感的陶冶。

②愉快教学法：是教师在教学过程中充分利用学生的好奇，疑问，求美，成就的心理特点，从教材的实际和学生的知识水平出发。列举趣味性的事例，提出引人入胜的问题，以激发学生的兴趣，求知欲望，提高学习效率。以兴趣为突破口，化难为易。

③暗示教学法：又称启发式外语教学法。首先，要求教师要善于设置诱发学生学习潜力的外部环境，激发学生的动机。其次，适当的采用音乐，电影等艺术途径，特别是发挥声调，节奏，音乐的刺激与感染作用，加强教学的情感效果

自己使用：自己综合，补充完善-----两点一线，四个方面

3.配合课件说明两点一线,四个方面的具体运用(重点的突破和难点的化解,以及学生活动的组织)

总原则：两点一线，四个方面

⑴ 两点：将课本的知识点与师生的兴趣点紧密结合

第一层面：着重使课本的知识点和学生的兴趣点结合起来。所有智力方面的工作都要依赖兴趣。只有充分调动学生的兴趣，才能培养学生自觉，主动学习英语的习惯。作为教师应该运用灵活的教学手段和方法，用兴趣的火花去点燃学生智慧的火焰。

第二层面：教师自己兴趣调动。言教不如身教，只有自己投入到教材中去，才能感染更多的学生。对与那些本身对体育感兴趣的学生，知趣相投，更容易投入到课堂中来。(体育生)对于那些本身对体育不太感兴趣的学生，要发挥教师本人和教学环境的感染力，去吸引他们投入到其中来。总之，教师全身心投入教材，是建立良好师生关系的必要条件，是调动学生学习兴趣的重要前提，也是教师传授知识的桥梁和润滑剂。

下面是结合课件展示我是如何集体将课堂内容的三个部分与兴趣点想结合的。

本课的知识第一部分为热身训练，这也是本节课的重点所在。我采取的是利用兴趣来突破重点。具体的方法是“两个游戏，解决难题”。

首先是让学生通过第一个游戏来进行自我测评即设计一些有关体育方面的选择，判断正误，以及问答题，每答对一道题就会得到相应的分数，然后根据最后的总分来判断自己对体育的了解到底有多少。从而让学生大量的了解有关体育和奥运的知识，当然在选题方面要简单并与学生的兴趣息息相关，比如北京申办奥运等。每道题都涉及到了一些本单元的新单词，在答题的过程中学生就掌握了相关单词，并激发了他们对体育和奥运的兴趣。通过第一个游戏我也基本的了解了班里每个学生对体育的兴趣水平(感染力)，更加有利与用自己的兴趣去感染学生。

由于本单元的单词很多都是体育项目的名称，学生在记忆时有一定的困难，因此我设计了第二个游戏，以学生一些耳熟能详的体育明星为突破口，由此让学生记忆他们所从事的体育项目。这样就解决了一些新单词的引入问题。

通过两个游戏我即完成了热身部分的教学任务，也完成了对教学重点的突破。

本课的第二部分时听力，这一部分主要是提高学生在听力过程中捕捉有效信息的能力，由此能听懂体育新闻及体育赛事的比赛结果。

听力是英语学习中比较枯燥的部分，但也是本节课的难点，在课堂上是学生最容易忽视的部分。我依旧是通过调动学生兴趣的方法来解决这一难题的。具体的措施有两点：①加强对每段听力背景知识的介绍，寻找听力内容与学生兴趣的结合点。例如在听nba比赛之前，我先让学生自己介绍他们喜欢的球队。在这一部分学生有很多话可说，但用英语表达就显的颇为牵强了，于是我介绍了一些知名球队的英语表达法并介绍了一些有关篮球的专业术语(盖帽，扣蓝等)，从而提升了他们对nba的兴趣，并扩展了知识和单词量，也在无形之中将本段听力的背景知识介绍给了学生。②加强听力技巧上的指导。让学生区别有效信息和干扰信息，尽力捕捉有效信息，例如听体育赛事的新闻要注重球队名称，比分输赢等。从而减少学生在听力过程中的盲目性。

通过听力背景知识的趣味性介绍和听力技巧上的指导，使学生在轻松愉快的气氛中，完成了听力部分的学习，并化解了本课的难点。

第三部分是口语练习。这一部分主要使学生能用所学的单词和句型通顺介绍自己喜爱的运动明星和运动。重点是让学生有话可说，有话能说。

有话可说主要是让学生找到自己感兴趣的话题。于是我以nba明星迈克尔•乔丹为例，让学生能在自己最熟悉，最喜爱的明星身上找到共同话题，做到有话可说。但有话能说是对学生语言驾御能力的考验，在这一部分我是在学生零星的发言基础上，总结出对乔丹的介绍，并突出了其中的重点单词和句型，让学生在后面的发言中可以有所借鉴，使他们有话能说。

总之，在本课内容的各个部分我都加强了学生兴趣点与课本知识点的结合，以兴趣为突破口来带动学生情绪，突破教学难点。并使学生整堂课都能被所学知识吸引，激发其对英语学习的兴趣，并且学生活动的组织也是始终贯穿在其中的，突出了课堂的主体是学生。

⑵ 一线：就是让体育和奥运的主线始终贯穿与课堂之上，听说读写都以运动和奥运为主轴。做到由景生情，以情带义(解释)。这样即突出了教材的连贯性，也创造了层层递进的条件，使学生对此方面的知识更系统，更完整，此外还有利于培养学生热爱运动和积极从事体育锻炼的热情。

⑶ 四个方面：听，说，读，写

从个体来看：听、说、读、写是语言学习不可缺少的四个方面，每一个各体在教学的过程中都必须涉及到。所以在本课之中，我尽力使学生在四个方面都有所练习，但由于本课是一节听说课，那么在四个方面要有侧重，以听说为主，读写为辅。

听和说已经在前面有所介绍，以下主要介绍我是如何将读和写两个方面溶入我的课堂中的。阅读主要是体现在阅读听力的背景知识以及说话练习的示范性总结中。而写的方面我则布置成为了作业，让学生写一篇自己喜爱的运动明星的介绍。这既是对课堂所学知识的延伸，也弥补了课堂时间上的不足，可以让每个学生都能充分的得到练习。

从整体来看：听，说，读，写四个方面有是一个有机的整体，是相互关联，相互影响的。每一个部分都不可能是单独存在的，必将会涉及到其它的几个方面。在教学的过程中要突出更方面知识的连带性，使学生全面的提高语言水平，断不可只见树木，不见森林。

这就是我整体的说课过程，其中还有很多的缺点和不足，希望大家给与批评指正。谢谢!

三.说课件

1.课件制作原则：充分准备，合理选材，巧妙呈现，精心制作，正确把握

充分准备:：

合理选材：选取材料应符合学生的年龄特点和知识特点

巧妙呈现：多媒体的运用使呈现部分达到效果

精心制作：力求课件灵活多变，流畅自然，雅而不俗，赏心悦目

2.正确把握：正确把握多媒体在课堂中的运用，切记华而不实，反客为主

课件制作构想：辅助为先，两个体现

辅助为先：课堂教学内容的辅助

两个体现：1.体现“一线“

1. 体现三部分内容的自然过渡

课件主要是对课堂知识的辅助讲解，但我在制作过程中努力使其体现我教材处理的原则。首先，使体现“一线”。用颜色和装饰体现运动和奥运的主线。在颜色方面选择了与五环旗相应的颜色，并用奥运和五环的图标作为装饰，充分体现课堂主线。其次，用自然的课件顺序，使教材的三部分内容自然衔接，顺利过渡。

单词课英语教案篇6

重点知识归纳及讲解

1．to be, or not to be -that is the question.

生还是死--这是个问题。

这句话是莎士比亚的戏剧《哈姆雷特》中的一个名句。意为“to live or not to live-that is the question.对于这种名句名言类的，在平时写作中可以采用仿似的修辞手法，给人印象深刻。根据家喻户晓的成语或谚语，临时更换其中的某个部分，造成新的成语或谚语；或者根据古今名言警句，在保持其原句不变的情况下，更换其中部分词语，这种修辞方式叫仿似。

eg. to lie or not to lie-the doctor’s dilemma.

撒谎还是不撒谎--医生的难题。

to do it or not to do it is not the only question.

做还是不做这事不是唯一的问题。

2．uneasy lies the head that wears a crown.

戴王冠的头是不能安于他的枕席的。

①本句表语uneasy放到句首，引起完全倒装，这主要是因为主语过长，为了句子平衡，我们常常把形容词放于句首。

eg. gone are the days when we used “foreign oil”.

我们用“洋油”的时代过去了。

present at the meeting were the scientists, who came from different countries.

出席会议的是科学家，他们来自不同国家。

②（lie在此用作系动词，表示“处于某种状态”，它的过去式和过去分词分别为lay, lain.）

eg. the machine lay idle all week.这机器整整一周没有开动。

the dust has lain undisturbed for years. 尘土积在那儿很多年了。

③wear表示“穿着”指状态，可以用进行时；宾语除衣服鞋帽外，还可以是首饰，服饰，发型等。

eg. he’s wearing a new coat. 他穿着一件新大衣。

does your brother wear glasses?你的弟弟戴眼镜吗？

he wears his hair very short.他留着短发。

she wears a string of pearls around her neck.

她的脖子上戴着一串珍珠项链。

wear还可作“（面容等）显露，呈现；磨损，磨破”讲

eg. she wore an angry expression.她面带笑容。

i have worn my socks into holes.我的袜子已磨出洞来了。

3. “romeo, romeo, why are you romeo? deny your father, and refuse your name”

罗密欧，罗密欧，为什么你叫罗密欧？与你的父亲断绝关系，不要你这个名字了吧

deny(denied, denied, denying)作为及物动词，表示“否认，不承认；不给，不准；（正式）抛弃，背弃”讲。它后面可接名词，动名词和宾语从句。

eg. can you deny the truth of his statement?

你能否认他的声明的真实性吗？

he denied telling me/that he had told me.

他否认告诉过我。

i was denied the chance of going to college.

不给我上大学的机会。

he has denied his country and his principles!

他背弃了他的国家和他的原则！

4．what must antonio give shylock if he can’t pay back the debt?

如果安东尼奥不能偿还夏洛克的借款，他必须给夏洛克什么？

pay back意为“还钱给某人”，主要句型有pay sb. back(sth) 和pay sth back.例如：

i’ll pay him back with all my heart. 我将用我的生命向他偿还。

have you paid me back the money you owe me yet?

你向我借的钱还我了吗？

pay back还表示“惩罚，报复”。例如：

i’ll pay him back for the trick he played on me.

他对我使坏，我得治治他。

与pay搭配的常见短语有：

pay for sth.为某事吃苦头或受惩罚

pay off带来好结果

pay sb off付清工资予以解雇；贿赂某人

pay sth. off全部偿还

pay sth. out（按时）为某事付巨款

pay up付清全部欠款

eg. the home team paid dearly for their defensive errors.

主队因防守错误而大吃苦头。

the gamble paid off.赌赢了。

pay off the crew of a ship 付清全部船员工资并予以解雇

pay off one’s debts, a loan, a mortgage还清债务、贷款、抵押款

i had to pay out ￡200 to get my car repaired!

我得花200英镑修理汽车！

we’re paying out ￡300 a month on our mortgage.

我们每月要付300英镑抵押贷款。

i’ll take you to court unless you pay up immediately.

除非马上还请欠款，否则我和你打官司。

5．what makes a play a masterpiece is that the ideas behind the play are about problems which are still important to people of different ages in modern times.

一部戏剧要成为不朽之作。剧中所反映的问题就应该对现代不同年龄层次的人仍然有重要的意义。

①句中what引导主语从句，that引导表语从句，which引导定语从句。

②people of different ages 表示所属关系“属于的”；

a girl of ten十岁的女孩儿

a child of strange appearance 外貌奇特的孩子

an item of value一件值钱的物品

③in modern times指“当代”。time 表示“时期，时代”常用复数。

in ancient times 在古代；in the time of queen victoria 在维多利亚女王时代

6．but when the roles are turned around, it is shylock who must beg the duke to save his life.

但是当角色被转变的时候，夏洛克一定请求公爵饶他一命。

①turn around在这里指“（方针、立场等）转变”。

②“it is shylock who”为强调句式，本句强调的是主语部分。注意强调句的特点是去掉it is/was和that，剩余部分经过整理后整个句子仍然成立。

③beg sb. to do sth.意为“恳求或祈求某人做某事物”。例如：

i beg you not to take any risks.我恳求你不要冒险。

7．what would you do if you had your worst enemy in your power?

①如果你最坏的敌人处于你的掌握之中，你将会怎么做？

②in one’s power意为“在某人的掌握之中，任由某人摆布”

the enemy is in our power.

敌人在我们的控制之中。

8.we can find several such ideas in shakespeare’s play.

我们可以在莎士比亚的戏剧中找到一些这种观点。

在ideas这个中心名词前有两个限定词修饰。限定词是在名词词组中对名词中心词起特指、泛指、类指以及表示确定数量和非确定数量等限定作用的词类。限定词包括：①冠词 ②形容词性物主代词 ③名词所有格 ④形容词性指示代词 ⑤所有格关系代词 ⑥所有格疑问代词 ⑦形容词性不定代词 ⑧基数词和序数词 ⑨倍数词和分数词 ⑩量词。限定词可分为：①前位限定词②中位限定词 ③后位限定词。个别限定词有跨类现象，如本句such既属予前位限定词，又可归入后位限定词。当与冠词a, an连用时属于前位限定词，例如：such a suit; 当与some, any, all, few, another, other, many, several, one, two等词搭配时属于后位限定词，即such要放在这些词之后，例如：many such books, no such car。

9．have mercy on antonio, shylock.

夏洛克，对安东尼奥会仁慈一点吧。

句中mercy为不可数名词，意为“仁慈，宽恕”。常见的短语有：

①have mercy on/upon sb./sth.=show mercy to sb/sth表示“对表示同情；对有怜悯之心”

②at the mercy of sb./sth任由某人或某事摆布

③throw oneself on sb’s mercy恳求某人宽恕/善待

eg. she has mercy on little animals. 她怜悯小动物。

they showed little mercy to their enemies.他们对敌人毫不仁慈。

his life shall be at the mercy of the duke.

他的生命将由公爵处置。

the ship was at the mercy of the storm.

那只船在暴风雨中失去控制。

he threw himself on my mercy.他求我宽恕他。

10．i’ve promised to take my pound of flesh.

我已经许诺割下我的一磅肉。

①promise作为及物动词，常接的结构有promise to do sth; promise sb. to do sth; promise后接双宾语和promise接从句。

eg. i never promised to obey her commands.

我从未答应过要服从她的命令。

his pareats promised him to buy a new bike.

他父母答应给他买辆新车。

she promised me a gift for my birthday.

她答应送我一件生日礼物。

he promised that he would come.

他答应来。

②flesh与meat的辨析

flesh通常指人或动物身上的肉，也可指供食用的兽类的肉（区别于鱼或禽的肉）。meat 指供食用的肉类的总称，通常不包括鱼和家禽的肉。

eg. you’re losing flesh.你瘦了。

lions are flesh-eating animals. 狮子是肉食动物。

i like meat while my sister likes fish.

我喜欢吃肉而我妹妹喜欢吃鱼。

注意：meat 是供食用的肉类的总称，猪肉、牛肉、羊肉等各有其专门名称，即pork, beef, mutton

11. it’s useless trying to argue with shylock.

尽力与夏洛克争论是没有用的。

it’s useless doing= it’s no use doing表示“做没有用处”

由it作形式主语，真正的主语是后面的动名词。例如：

it is no use learning without thinking.学而不思则罔。

it’s no good crying over spilt mick.覆水难收。

12．you might as well go stand upon the beach and argue with the sea.

你还不如站在海滩上跟大海讲理去。

①might as well表示给人提出建议时的常见的短语，意为“不妨好，还是好。”

i might as well tell you the truth.

我还是告诉你事实真相的好。

②go stand upon sth.表示“去站在上面”。例如：

would you please go stand upon that board?

你愿意去站在那块板上吗？

he dare not go stand upon that high tower.

他不敢去站在那座高塔上。

13. pass judgement on me and give shylock what he wants.

对我宣判吧，把夏洛克想要得到的东西给他吧。

pass judgment on sb.表示“对某人宣判”。

eg. when will the judge pass judgement on that woman?

法官什么时候对那个女子审判？

the court will not pass judgement on him until next sunday.

直到下周日法庭才会对他宣判。

14. if you offered me six times what you have just offered, i would still take my pound of flesh.

即使你愿意给我六倍个刚才你提出的那个钱数，我还是要拿回我应得的那一磅肉。

①本句为虚拟语气，表示与现在事实相反。

②offer即可作动词又可以作名词，表示主动提出，提供（一种东西或一项建议）；还表示出价，与介词for连用

eg. the young man offered the old man his own seat.(offer sb. sth.)

那位年轻人主动将自己的座位让给了老大爷。

i offered him fifty thousand dollars for the house.(offer sb. money for sth.)

我向他出价5万美金买这栋房子。

he offered to lend me some books.(offer to do)

他主动提出借一些书给我。

③times(n.)在此处用来表示倍数。用times表示“甲是乙的几倍大（高、长、宽等）”。

（1）“甲比乙大（高、长、宽等）几倍”，可以用下列句型：

a is three times the size(height, length, width, etc) of the old one.

the new building is four times the size(the height) of the old one.

这座新楼是那座旧楼的四倍大（四位高）。（这座新楼比那座旧楼大三倍[高三倍]了）

this street is four times the length(the width) of that one.

这条街是那条街的四倍长（四倍宽）。

the size(the height) of the new building is four times that of the old one.

这座新楼的大小（高度）是那座旧楼的四倍。（由于句首已用了the size, the height, 所以在four times后面用代词that来代替，以避免重复。）

（2）a is three times as big(high, long, wide, etc) as b

asia is four times as large as europe.

亚洲是欧洲的四倍大。（亚洲比欧洲大三倍。）

this box is three times as heavy as that one.

这个箱子是那个箱子的三倍重。

（3）a is three times bigger (higher, longer, wider)than b

the meeting-room is three times bigger than our office.

会议室比我们的办公室大三倍。

注意：用times表示倍数，一般只限于表示包括基数在内三倍或三倍以上的数。表示两倍可以用twice(adv.)或double(adj.)。例如：

the room is twice the size of that one.= this room is twice as big as that one.

这个房间是那个房间的两倍大。

our total income of was double of .

我们的总收是的两倍。

15．how can you hope for mercy yourself when you show none?

如果你一点儿都不对别人表现仁慈，又怎么能希望自己得到仁慈？

①when 在此处引导一个条件状语从句

②hope不能直接跟宾语，它需要一个介词for。

eg. hope for the best, prepare for the worst.

抱最好的希望，作最坏的准备。

we are hoping for better weather soon.

我们期待天气会很快好转。

16．i desire my pound of flesh.

desire 是及物动词，意为“渴望，要求，期望”。后面可接名词（代词）、动词不定式及从句作宾语。

eg. all of us desire better life and more education.

我们所有人都渴望更好的生活和更多的教育。

we always desire to live in peace with our neighbour.

我们总是渴望与邻国和平相处。

mr wang desires that you should go to the teacher’s office at once.

王老师希望你立刻到教师办公室去。

desire还可作名词，意为“渴望，要求”

eg. at the desire of the teacher, we should finish our homework on time.按照老师的要求，我们应该准时完成作业。

17. i do not envy you your job. this is a most troublesome case.

我不羡慕你的工作，这是一件是棘手的案件。

①envy sb. sth表示“羡慕某人，嫉妒某人”。

i envy you very much.我真羡慕你。

she envies me my good health.她羡慕我身体好。

②a most+adj.= a very + adj.表示“一个很的”。

the most+形容词最高级表示“最之意”，这时句末一定要有表达范围的介词of或in.

eg. dalian is a most beautiful coastal city.

大连是一座很美的海滨城市。

this is a most enjoyable party.这是一次令人极为愉快的晚会。

she worked out the most difficult problem of the three.

她解出了这三道题中最难的一道。

mary is the most beautiful girl in our class.

玛丽是我们班里最美的女孩。

18．what are you accused of ?你因什么而受到起诉？

accuse sb. of sth. 意为“因控告人，告发，指责人”

eg. the police accused him of theft.警方控告他偷窃。

he was accused of murder. 他被控谋杀。

she accused him of being late.她指责他迟到。

19．let me tear up this paper.让我们这张借条撕了吧。

句中的tear up的意思是“撕毁”

eg. she tore up all the letters he had seut her.

她把他写来的信都撕了。

tear up可以引申为“不履行”。

eg. he accused his secretary of tearing up the agreement.

他控告他的助理不履行协议。

tear down意为“弄倒，拆除”。

eg. they are tearing down those old house to build a new office block.

他们拆除那些旧房子以便盖一座新办公楼。

20．antonio, get ready and offer up your breast.

安东尼奥，准备好露出你的胸膛。

offer up 在本句中意为“奉献”，主要用于表示向上帝或神祭献某人或某物。例如：

she offered up a prayer to god for her husband’s safe return.

她向上帝祈讨保佑她丈夫平安回来。

21．i declare the court allows it and the law gives it to you.

我宣布法庭允许你，法律判给你这一磅肉。

declare表示“正式宣布（某事）；表明，郑重地说（某事）”。

eg. america declared war on iraq last year.

去年美国向伊拉克宣战。

they declared him(to be) the winner.

他们宣布他为得胜者。

he declared that he had nothing to do with the matter.

他宣称自己与此事无关。

she was declared(to be) guilty. 已宣判她有罪。

22．he agreed to lend antonio the money on one condition.

他同意借钱给安东尼奥，但有个条件。

condition在此处意为“条件”，需要识记的短语为：

on this/that condition在这种或那种情况下

on what condition 在什么情况下

on no condition无论什么情况都不

in condition健康良好

out of condition身体不佳

on condition that是从属连词，引导条件状语从句，意为“只有在条件下”（=only if），“条件是”。

eg. you may borrow this book on condition that you do not lend it to anyone else.你可以借这本书，条件是不能再借给别人。

ability and effort are conditions of success.

才能和努力是成功的条件。

on this condition you may go home earlier.

在这种情况下，你可以早一点回家。

on what condition will you agree with me?

什么条件下，你才能同意我？

he can’t climb the mountain because he is out of condition.

他不能爬山，因为他身体欠佳。

23．he is young, but i never knew so young a body with so wise a head.他很年轻，但是我过

去从来不知道有这么年轻又如此聪明的人。

在一个名词词组中，不定冠词a/an通常用在形容词的前面。如a serious mistake。但是，如果形容词前面有so, too, how时，a/an 就该放在形容词后面，其结构是“so/too/how+adj+a/an+n.”。能够构成这种结构的名词必须是单数可数名词。

eg. did you notice that you have made so serious a mistake?

你是否注意到你出了一个很严重的错？

it’s too difficult a book for beginners.

这本书对初学者是太难了。

how wonder ful a plan it would be! 那该是一个多么好的计划啊。

试比较：he is so good a teacher that we all like him.= he is such a good student that we all like him.

练一练：用so, such填空

1.__________ big a city 2._____________ a pretty girl

3.__________ good students 4._____________fine weather

5.__________many books 6._____________much water

7.__________ little food 8._____________ few oranges

答案：

1. so 2. such 3. such 4. such 5. so 6. so 7.so 8. so

24.you want justice, so you get justice, more than you wanted.

他要求公正，那么就让你得到公证，比你要求的还要多。

shall 在此处用于第二人称，表示说话人的允诺，意思是“可以”。

在本剧的最后还有：everything that he owns shall be taken away from him. one half of his money and his goods shall be givenand the other half shall be given两句中的shall用于第三人称，表示法令、规章等中的规定，意思是“必须”。shall 用于第二、三人称，还表示决心、命令、警告、要求、义务等。

eg. he shall answer for his misdeeds.他应当为他的错误行为负责。

you shall have a nice present for your birthday.

你过生日时将会得到一份精美的礼物。

nothing shall stop us from carrying out this plan.

什么也不能阻止我们实现这项计划。

shall用于第一、三人称的疑问句，表示说话人征求对方意见。

eg. shall we go now?我们现在走可以吗？

she he come in?可以让他进来吗？

25．therefore, go down on your knees and beg the duke for mercy.

因此，跪下来请求公爵的宽恕吧。

①go down on one’s knees 的意思是“跪下”、“屈膝”。

they will never go down on their knees before the oppressors.