高二英语Lesson 85教案（精选8篇）
高二英语Lesson 85教案 篇1
Lesson 86
Lesson objectives:
1.Help the Ss. to have a good understanding of the relationship of the characters.
2.Develop the Ss' abilities of analyzing the relationship of the characters.
Teaching aids: a recorder, a computer and VCD, etc.
Teaching procedure:
Step 1.Pre-reading
1.Revision
Daily report. (Every day there is a student who gives a daily report about some interesting topics, such as sports, films, stories, and so on.)
2.Presentation
You may wish to lead in your lesson like:
Do you know the capitals of the U. K. and France? (Yes. They are London and Paris.) Today we are going to read a tale which happened between the two cities in the 18th century, A Tale of Two cities. Do you know the author of this story? (Charles Dickens. Yes.) (Show a portrait of Charles Dickens and his works, including Oliver Twist, The Old Curiosity Shop, David Copperfield, Hard Times, Great Expectations and A Tale of Two Cities.)
Step 2.While-reading
1.Ask the Ss to skim the text to find the answers to the following questions: How many persons are mentioned in this story? (Six) / Who are they? (Dr Manette, Lucie Manette, Charles Darnay, Sydney Carton, Monsieur Defarge and Marquis St Evremonde)
2.Let the Ss get information about Dr. Manette. Let the Ss discuss it in pairs.
Possible answers:
Dr. Manette
*Father of Lucie Manette.
*His wife died when Lucie was a baby.
*He attended a peasant boy and a girl, both of whom died.
*He knew that they had been badly treated, so he was put in prison to keep silence.
*He spent many years in the Bastille in Paris, where he used to make shoes.
*While in prison he became mentally disturbed, and his hair turned white.
*He returned to England and got gradually better and stronger.
3.Let the Ss put the events in good order, SB Page57 part 4.
4.Let the Ss analyze the relationship between the main characters.
You may wish to say: We know there are six persons in this tale, Could you like to analyze the relationship between them according to some parts of the films? And finish the following form (Ex. Ⅱ in AB). (Show several parts of the film with the computer.)
H&W: husband and wife F: friend
F&D: father and daughter O: opponents in love
M&S: master and servant E: enemy
U&N: uncle and nephew
5.Note explanations
1) Match words
(1)disturb A.great sum of money
(2)mental B.break the quiet, calm or order of; put out of the right or usual position
(3)fortune C.give care; look after
(4)attend D.feel or have pain, loss, etc.
(5)suffer E.of or in the mind
Answers: (1) -B (2) -E (3) -A (4) -C (5) -D
2) Fill in blanks according to the meanings of the following sentences (Ex. Ⅲ in AB)
(1)Since childhood I have heard many tales of cunning foxes and clever monkeys.
(2)They stayed up very late last night. Now they are still asleep. Don't disturb them.
(3)He dreams of making a big fortune, but he doesn't want to do anything.
(4)Tom, could you attend to the customers, please?
(5)He doesn't often get colds, but when he does he really suffers.
3) Explain the difficult points.
having + p.p
Having finished (finish) their work, they went home.
==After they had finished his work, they went home.
We were very much pleased, having heard (hear) the news of his success.
==We were very much pleased, as we had heard the news of his success.
Fill in the blanks with be pleased at / with / to do sth.
They were very much pleased at the good news.
I wasn't very pleased with my exam results.
We are pleased to know the progress you have made.
for no good reason / for the reason of
She was very angry, for no good reason.
He had give up teaching for the reason of health.
fall in love with
They fell in love with each other, so soon they got married.
6.Let the Ss have a competition: You may say: Now we are going to do some true or false questions according to the following listening materials. 1f you know the answer, just stand up without putting up your hands.
Questions:
1) The story happened in London, in the year of 1785. (F. in Paris, in 1775.)
2) Monsieur Defarge was the owner of a wine shop, who had been a master to Dr. Manette. (F. A servant to Dr. Manette.)
3) Lucie heard the news that her father was alive and was living in Paris. (T.)
4) Lucie's mother died when Lucie was a lady. (F. She was a baby.)
5) Dr. Manette had been kept a prisoner in the Bastille, London's most important prison, for many years. (F. Paris'.)
6) Dr. Manette had been mentally disturbed by his long years alone in prison and his hair had turned white. (T.)
7) Dr. Manette had been put in prison for a very important reason. (F. For no good reason.)
8) After the return of Dr. Manette to England, Lucie married Sydney Carton. (F. Charles Darnay.)
9) Charles was the nephew of the cruel Marquis St. Evemonde. And he had left France because he hated the cruel deeds of the French nobles and the way they treated the peasants. (T.)
10) Charles left France, preferring to succeed the fortune that would one day come to him, and went to live in England. (F. Give up.)
Step 3.Post-reading
Let Ss make up a dialogue according to the following situation:
One day, Dr. Manette met one of his old friends in the street. Dr. Manette told his friend what had happened during these years.
Homework
Finish off the workbook exercises.
Rewrite this story with 100----120 words.
高二英语Lesson 85教案 篇2
lesson 88
lesson objectives:
1.go over the three-skilled and four-skilled words: servant/ let in/ mad/ brave/ cruel/ have a test/ deed/ in public and so on.
2.go over the grammar: the - ing form as attributes and adverbials.
3.practise writing a letter.
teaching aids: a computer, a recorder, etc.
teaching procedure:
a.words and expressions
1.galary: play the game with the partner, only the words in unit 22.
for example: s1: there're five letters.
s2: is it a noun?
s1: no, s2……
if the man is hanged, s1 will win.
2.complete the phrases or sentences, using the words in the following form. (ex. ⅰ in ab)
1)many young people want to become a civil ________(公务员).
2) don’t be so ________ to animals.
3) everyone is ________ to succeed.
4) he was a ________ of war for many years.
5)i didn't believe what the ________ teller (算命者) said.
6)he put his oars (桨) in the water to ________ the smooth surface of the lake.
7) she is nervous waiting for the ________ of news.
8) dr manette suffered from ________ illness.
9) chairman mao is a ________ leader.
possible answers: 1) servant 2) cruel 3) eager 4) prisoner 5) fortune
6) disturb 7) arrival 8) mental 9) noble
3.using the following phrases to fill in the passage (ex. ⅱ in ab).
let in; in public; sentence to death; do a good deed; in peace; fall in love with; suffer from
romeo fell in love with juliet at the first glance, but their families were enemies. juliet's parents didn't let romeo in their house, and forced her daughter to leave romeo. so they couldn't stay together in public. a friar (修道士) did a good deed to marry romeo and juliet secretly.
by accident, romeo killed tybalt, a member of juliet's family. the court sentenced romeo to death. romeo managed to escape. when romeo returned, he found his wife, dead in peace, but in fact, juliet didn't die. it was just a plan of the friar. romeo suffered much from the death of juliet. he killed himself and lay down by her side. when juliet woke up from her death like sleep, seeing romeo lying by her, dead, she knew what he had done and killed herself.
b.sentences and patterns
1.find partner
card one: the news which surprises us card two: the boy who is sleeping
card three: the year that follows card four: the country which is
developing
card five: the boat that is floating card six: the surprising news
card seven: the sleeping boy card eight: the following year
card nine: the developing country card ten: the floating boat
possible answers: one-six / two-seven / three-eight / four-nine / five-ten
2.chain drill: two students say two sentences written in the cards and let another student join the two sentences together by using the v-ing form.
a: the man is our maths teacher.
b.he is sitting by the window.
c.the man sitting by the window is our maths teacher.
a: the students stood up.
b: when they saw the teacher entering the room.
c: seeing the teacher entering the room, the students stood up.
a: he decides to have a bath.
b: he was wetted all over by the rain.
c: being wetted all over by the rain, he decided to have a bath.
a: the children went away.
b: they were laughing.
c: the children went away laughing.
c.paragraphs and passage
1.read the passage and do the following exercises: (ex. ⅲ in ab)
prison of the abbaye,
paris
21 june, 1792
monsieur the marquis
my house and yours were burnt to the ground. the villagers brought me to paris and i was thrown into this prison. my crime, they tell me, is ‘treason against the people’, and without your generous help, i will lose my head for it. i have tried to tell them that i have worked on your instructions for the people, and not against them. i have told them that it was you who instructed me to collect no rent or taxes from the villagers during these last years. but they tell me my crime is to have worked for an emigrant aristocrat. monseigneur, please hear my cry for help! please, save me from this house of horror!
your faithful servant,
gabelle
after reading the letter, what should darnay think and what would he decide to do?
__________________________________________________________
__________________________________________________________
__________________________________________________________
possible answer:
having read the letter, darney said to himself “gabelle, the poor man. i really felt sorry for him. i must go back to paris to save him, but my wife and my daughter, it is impossible for me to see them again. but i should answer for the trouble. tomorrow i'll set off for paris.”
2.write on the cards according to the situations. (ex ⅳ in ab)
a.christmas day is coming. xiaojun wants to send a christmas card to charlie.
b.bill wants to send a birthday card to his brother and also tell him that everyone in the family misses him.
homework
write a letter to your pen friend, who has written to you for some advice about visiting beijing. give him/her some advice. you can use the following sentences.
a: the climate in beijing is dry; spring is shorter with lots of wind.
b.autumn is the best season in beijing.
c.i suggest you come to beijing in autumn.
d.winter is longer and cold.
e: it snows occasionally.
f: you'd better not come to beijing in spring or winter.
possible answer:
dear john,
i'm very pleased to learn from your letter that you are getting on well with your studies and that you will come to beijing. now i'll answer the question in your letter and give you some advice about your visiting beijing.
the climate in beijing is very dry. spring is shorter with lots of wind. you'd better not come to beijing in spring. in summer it's terribly hot. it often rains in july and august. autumn is the best season in beijing. the weather begins to get cool at the beginning of september. people like to go for outings in september, october and november. i suggest you come to beijing in autumn. winter is longer and cold with strong wind. it snows occasionally. i hope my advice will be helpful to you.
i'm looking forward to seeing you in beijing.
yours ever
li xiaoj
高二英语Lesson 85教案 篇3
lesson 88
lesson objectives:
1.go over the three-skilled and four-skilled words: servant/ let in/ mad/ brave/ cruel/ have a test/ deed/ in public and so on.
2.go over the grammar: the - ing form as attributes and adverbials.
3.practise writing a letter.
teaching aids: a computer, a recorder, etc.
teaching procedure:
a.words and expressions
1.galary: play the game with the partner, only the words in unit 22.
for example: s1: there're five letters.
s2: is it a noun?
s1: no, s2……
if the man is hanged, s1 will win.
2.complete the phrases or sentences, using the words in the following form. (ex. ⅰ in ab)
1)many young people want to become a civil ________(公务员).
2) don’t be so ________ to animals.
3) everyone is ________ to succeed.
4) he was a ________ of war for many years.
5)i didn't believe what the ________ teller (算命者) said.
6)he put his oars (桨) in the water to ________ the smooth surface of the lake.
7) she is nervous waiting for the ________ of news.
8) dr manette suffered from ________ illness.
9) chairman mao is a ________ leader.
possible answers: 1) servant 2) cruel 3) eager 4) prisoner 5) fortune
6) disturb 7) arrival 8) mental 9) noble
3.using the following phrases to fill in the passage (ex. ⅱ in ab).
let in; in public; sentence to death; do a good deed; in peace; fall in love with; suffer from
romeo fell in love with juliet at the first glance, but their families were enemies. juliet's parents didn't let romeo in their house, and forced her daughter to leave romeo. so they couldn't stay together in public. a friar (修道士) did a good deed to marry romeo and juliet secretly.
by accident, romeo killed tybalt, a member of juliet's family. the court sentenced romeo to death. romeo managed to escape. when romeo returned, he found his wife, dead in peace, but in fact, juliet didn't die. it was just a plan of the friar. romeo suffered much from the death of juliet. he killed himself and lay down by her side. when juliet woke up from her death like sleep, seeing romeo lying by her, dead, she knew what he had done and killed herself.
b.sentences and patterns
1.find partner
card one: the news which surprises us card two: the boy who is sleeping
card three: the year that follows card four: the country which is
developing
card five: the boat that is floating card six: the surprising news
card seven: the sleeping boy card eight: the following year
card nine: the developing country card ten: the floating boat
possible answers: one-six / two-seven / three-eight / four-nine / five-ten
2.chain drill: two students say two sentences written in the cards and let another student join the two sentences together by using the v-ing form.
a: the man is our maths teacher.
b.he is sitting by the window.
c.the man sitting by the window is our maths teacher.
a: the students stood up.
b: when they saw the teacher entering the room.
c: seeing the teacher entering the room, the students stood up.
a: he decides to have a bath.
b: he was wetted all over by the rain.
c: being wetted all over by the rain, he decided to have a bath.
a: the children went away.
b: they were laughing.
c: the children went away laughing.
c.paragraphs and passage
1.read the passage and do the following exercises: (ex. ⅲ in ab)
prison of the abbaye,
paris
21 june, 1792
monsieur the marquis
my house and yours were burnt to the ground. the villagers brought me to paris and i was thrown into this prison. my crime, they tell me, is ‘treason against the people’, and without your generous help, i will lose my head for it. i have tried to tell them that i have worked on your instructions for the people, and not against them. i have told them that it was you who instructed me to collect no rent or taxes from the villagers during these last years. but they tell me my crime is to have worked for an emigrant aristocrat. monseigneur, please hear my cry for help! please, save me from this house of horror!
your faithful servant,
gabelle
after reading the letter, what should darnay think and what would he decide to do?
__________________________________________________________
__________________________________________________________
__________________________________________________________
possible answer:
having read the letter, darney said to himself “gabelle, the poor man. i really felt sorry for him. i must go back to paris to save him, but my wife and my daughter, it is impossible for me to see them again. but i should answer for the trouble. tomorrow i'll set off for paris.”
2.write on the cards according to the situations. (ex ⅳ in ab)
a.christmas day is coming. xiaojun wants to send a christmas card to charlie.
b.bill wants to send a birthday card to his brother and also tell him that everyone in the family misses him.
homework
write a letter to your pen friend, who has written to you for some advice about visiting beijing. give him/her some advice. you can use the following sentences.
a: the climate in beijing is dry; spring is shorter with lots of wind.
b.autumn is the best season in beijing.
c.i suggest you come to beijing in autumn.
d.winter is longer and cold.
e: it snows occasionally.
f: you'd better not come to beijing in spring or winter.
possible answer:
dear john,
i'm very pleased to learn from your letter that you are getting on well with your studies and that you will come to beijing. now i'll answer the question in your letter and give you some advice about your visiting beijing.
the climate in beijing is very dry. spring is shorter with lots of wind. you'd better not come to beijing in spring. in summer it's terribly hot. it often rains in july and august. autumn is the best season in beijing. the weather begins to get cool at the beginning of september. people like to go for outings in september, october and november. i suggest you come to beijing in autumn. winter is longer and cold with strong wind. it snows occasionally. i hope my advice will be helpful to you.
i'm looking forward to seeing you in beijing.
yours ever
li xiaoj
高二英语Lesson 85教案 篇4
Lesson 87
Teaching objectives:
1.Help the Ss to have a good understanding of How Sydney saved Charles.
2.Learn-ing form as attributes and adverbials.
Teaching aids: a recorder, a computer, VCD, etc.
Teaching procedure:
Step 1.Pre-reading
1.Revision
Check the homework exercises.
Get the Ss to tell the relationship of the main characters (Dr Manette, Lucie Manette, Charles Darnay, Sydney Carton, Monsieur Defarge, Marquis St Evremonde) in A Tale of Two Cities.
(Show the pictures of the main characters with the computer.)
2.Presentation
You may ask the Ss to imagine the ending of the story to lead in the new lesson.
Step 2.While-reading
Let the Ss do skimming and answer a question: When did the revolution break out?(In July, 1789.)
Let the Ss do scanning and answer comprehensive questions: SB Page 120, 1
Let the Ss put the events in right order. (Ex. Ⅱ in AB)
1.Charles with Lucie and Dr Manette left Paris.
2.The Revolution stared.
3.Sydney had his head cut off.
4.Sydey bought some special medicine.
5.Charles found a letter form France.
6.Charles was sentenced to death.
7.Sydney persuaded Charles to change clothes with him.
8.Charles returned to France.
9.Charles was put into prison.
Answers: 8 1 9 6 2 5 7 3 4
You may explain language points to the Ss
live a… life
eg. After marriage, they lived a happy life. (They lived happily.)
similar usage:
He died a heroic death. (He died heroically.)
She smiled a bitter smile. (She smiled bitterly.)
set fire to (something): set (something) on fire
eg. He set fire to the building. ----He set the building on fire.
On + v- ing /n: as soon as…
On the arrival in Beijing, she phoned me.
As soon as she arrived in Beijing, she phoned me.
do wrong←→do right
eg. I felt I had done wrong.
You did wrong to tell her the secret.
do good
You should do good all your life.
do harm
Any kind of pollution will do harm to health. v-ing used as adverbial: as-clauses
Knowing that she was an experienced teacher, we often asked her for help.
As we knew that she was an experienced teacher, we often asked her for help.
to be eager for something /to do something
I am eager for a computer.
I am eager to have a computer.
Step 3.Post-reading
1.Fill in the blanks with the right verb forms. (Ex. Ⅲ in AB)
Having (have) once made (make) a promise to Lucie Manette that he would do (do) anything he could (can) to make sure she was (be) happy, Sydney Carton thought (think) of a way to rescue Charles Darnay, Lucie's husband. As the two men looked (look) very much like each other, Sydney went (go) to visit Charles in the prison and they exchanged clothes. He used (use) some special medicine to make Charles sleep, and then had (have) him carried (carry) out of the prison. The next day, Sydney, who had taken Charles's place, had (have) his head cut (cut) off.
2.Debate
You may say: At the end of this story, Sydney Carton, who loved Lucie very much, took Charles's place and had his head cut off. Do you think it was worth? Now let us have a debate. (Divide the class into two groups.) Group1 agrees with what Sydney Carton did. Group 2 does not agree with what Sydney Carton did. And give your reasons.
3.Language Study
1)You may explain difficult points in the language study to the Ss:
Write the sentences on the Bb:
A.Charles was a brave man.
B.He decided to return to France.
Then join the two into a single sentence, using v----ing form.
→Being a brave man, Charles returned to France.
2)Let the Ss practise the following sentences:
You may say: Join the following pairs of sentences, using the-ing form.
Example:
A1.He worked in his small room in the prison.
A2.Dr Manette made four pairs of shoes every day.
A.Working in his small room in the prison, Dr Manette made four pairs of shoes every day.
B1.He knew that Dr Manette had become mad.
B2.Defarge brought him home.
B.Knowing that Dr Manette had become mad, Defarge brought him home.
C1.Lucie heard of the letter.
C2.He begged her husband not to return to France.
C.Hearing of the Letter, Lucie begged her husband not to return to France.
D1.He had plenty of money.
D2.Charles was able to travel at once.
D.Having plenty of money, Charles was able to travel at once.
E1.He was determined to rescue his friend.
E2.Charles set off for France.
E.Being determined to rescue his friend, Charles set off for France.
F1.He arrived in Paris.
F2.Charles was thrown into prison.
F.Arriving in Paris, Charles was thrown into prison.
G1.The revolutionaries sentenced Charles to death.
G2.He discovered that he was an enemy of the state.
G.The revolutionaries sentenced Charles to death, discovering that he was an enemy of the state.
H1.He knew that I was not an enemy of hers.
H2.The servant let me in.
H.The servant let me in, knowing that I was not an enemy of hers.
Homework
1.Finish off the Workbook exercises.
Write a composition about Charles Darnay, using the information you have learnt in the story A Tale of Two Cities. The words in the box may help you. (Ex. Ⅳ in AB)
高二英语Lesson 85教案 篇5
lesson 85
lesson objectives:
1.guide students to learn about the usage of auxiliaries used in identifying.
2.make sure that students can make dialogues with the following patterns: you must have been …/ she can't have been …/ she may/might have done …/ you might have done …/ he couldn't have done … etc.
3.train students' ability of observing things, and describing a certain situation in detail.
teaching aids: a multi-media computer, a recorder, word cards, etc.
teaching procedure:
step1.preparation
1.revision
do a word game to review the words in unit 21 and in this way, lead in some words in this lesson so as to see whether the students have previewed these new words.
directions: ask one student to come to the front. let him/her explain the meaning of the word or phrase on the word card shown by the teacher. but the other students can't see the word card. they may guess it through his /her explanation. (he /she can explain the word in language, through gestures or body languages, but he couldn't include any part of the word or phrase).
words or phrases shown on the cards: wedding, generation, hammer, iron, hero, note, memory, familiar, single, tale, servant, revolutionary.
2.presentation
ask the students to list some revolutions. teacher can ask: do you know any revolutionaries or wars in the world history? (yes.) can you name some of them?
the ss may offer the answers like: the anti-japanese war, the american revolution, the american civil war, the french revolution and even the industrial revolution.
then teacher directs the ss to say something about the french revolution. when did it break out? (in 1789.) what was the cause of the revolution? (some peasants and oppressed people ran into the bastille.) did they win the revolution? (not exactly, but shook the foundation of the monarchy 君主政权, also showed the strength of the newly born bourgeoisie 新兴资产阶级.)
it doesn't matter if the ss cannot give proper answers to all the questions. teacher may give them a few minutes for discussion, so that they can talk about it.
teacher's conclusion: you see, not all the revolution can win in the end, but it must have some effect on the world. so was the french revolution. and an english novelist wrote a story about this famous event、do you know the novelist and the name of the book? (charles dickens, a tale of two cities.)
teacher may continue: yes, the dialogue we are going to read just happened at such a time. it was between a revolutionary and his friend.
step2.the body of the lesson
1.listening
get the ss to look at the picture on the page 55, sb, and say: watch carefully and tell me what you can see in the picture. (a castle, a farmer on a cart, two soldiers… there are two feet on the cart.) what do you think was happening? (they must be the feet of the revolutionary./ he might be found by the soldiers./ he must be in the cart hiding from the soldiers, and he must succeed…)
then let the ss listen to the tape with two questions:
did the revolutionary get into the castle? (yes, he did.)/ what did he do then？ (he asked a servant to help him and they set fire to the castle.)
2.drill
get the ss to read the dialogue in pairs. while the ss are practising, the teacher should walk around and correct their pronunciation as necessary. then ask some pairs to present the dialogue to the class.
3.comprehension
1) let the ss read the dialogue carefully again, and try to find some more detailed questions to ask in pairs.
possible questions and answers:
(1)how did b got into the castle?
(he hid in a farmer's cart which was taking vegetables into the castle.)
(2)what did the servant do when he was waiting by the kitchen door?
(she opened the door to fetch some wood.)
(3)why didn't the servant call for help?
(she was brave; she understood what b was talking about and she knew that the rich were the enemies of the people of france.)
2) word formation: check the noun form of each adj. (ex. ⅱ in ab)
revolutionary adj. & n.----________ n.
mad adj.----________ n.
brave adj.----________ n.
cruel adj.----________ n.
answer: revolution, madness, bravery, cruelty
3)deal with the grammar: auxiliaries used in identifying.
ask the ss to make sentences according to the following pictures with the above patterns. (ex. ⅲ in ab)
examples:
picture1: he might have caught a bad cold.
picture2: he couldn't have found any letters in the mailbox.
picture3: he couldn't have found the right way there.
picture4: he must have been drawing pictures.
step 3.consolidation
1.practice
1) match the two parts to make the sentences acceptable. (ex. ⅳ in ab)
(1)i was still working in the office at ten o'clock last sunday evening.
(2)it took me two hours to get there.
(3)i phoned him many times yesterday, but i couldn't get through.
(4)she refused to tell me her name and address.
(5)he was caught by the enemy, but later he escaped from the prison.
(6)she said nothing to me when she left.
a.you must have gone to the wrong way.
b.she must have been a very careful woman.
c.he must have been very lucky.
d.you must have been very busy.
e.you might have got the wrong number.
f.she must have been unhappy with you.
answers: (1) ----d (2) ----a (3) ----e (4) ----b (5) ----c (6) ----f
2) ask the ss to listen to the dialogue again and fill in the blanks. (ex. ⅴ in ab)
this is a story about what a revolutionary did in 1789 french revolution. one morning he got into a castle by ________ in a farmer's cart. as it was not yet light, it was easy for him to stay ________. then he ________ by the kitchen door till a servant ________ to some wood. the man ________ to her and ________ her to let him in. she ________ a brave woman. she ________ that the revolution was for the poor and that the man was not an enemy of hers. then she ________ him light a fire that ________ for many miles.
answers: hiding / hidden / waited / came / fetch / spoke / persuaded / was / knew / helped / could be seen
2.development
ask the ss to make up a dialogue between the revolutionary and the servant/ his friend.
they can use their imagination. (ex. ⅵ in ab)
tasks:
student a: the servant or friend. ask about the situation in detail. try to use the following expressions as many as possible: must / couldn't / might have been / done / been doing…
student b: the revolutionary. try to imagine other ways you managed to get into the castle.
homework
write a report about the dialogue you made up above.
高二英语Lesson 85教案 篇6
Lesson 86
Lesson objectives:
1.Help the Ss. to have a good understanding of the relationship of the characters.
2.Develop the Ss' abilities of analyzing the relationship of the characters.
Teaching aids: a recorder, a computer and VCD, etc.
Teaching procedure:
Step 1.Pre-reading
1.Revision
Daily report. (Every day there is a student who gives a daily report about some interesting topics, such as sports, films, stories, and so on.)
2.Presentation
You may wish to lead in your lesson like:
Do you know the capitals of the U. K. and France? (Yes. They are London and Paris.) Today we are going to read a tale which happened between the two cities in the 18th century, A Tale of Two cities. Do you know the author of this story? (Charles Dickens. Yes.) (Show a portrait of Charles Dickens and his works, including Oliver Twist, The Old Curiosity Shop, David Copperfield, Hard Times, Great Expectations and A Tale of Two Cities.)
Step 2.While-reading
1.Ask the Ss to skim the text to find the answers to the following questions: How many persons are mentioned in this story? (Six) / Who are they? (Dr Manette, Lucie Manette, Charles Darnay, Sydney Carton, Monsieur Defarge and Marquis St Evremonde)
2.Let the Ss get information about Dr. Manette. Let the Ss discuss it in pairs.
Possible answers:
Dr. Manette
*Father of Lucie Manette.
*His wife died when Lucie was a baby.
*He attended a peasant boy and a girl, both of whom died.
*He knew that they had been badly treated, so he was put in prison to keep silence.
*He spent many years in the Bastille in Paris, where he used to make shoes.
*While in prison he became mentally disturbed, and his hair turned white.
*He returned to England and got gradually better and stronger.
3.Let the Ss put the events in good order, SB Page57 part 4.
4.Let the Ss analyze the relationship between the main characters.
You may wish to say: We know there are six persons in this tale, Could you like to analyze the relationship between them according to some parts of the films? And finish the following form (Ex. Ⅱ in AB). (Show several parts of the film with the computer.)
H&W: husband and wife F: friend
F&D: father and daughter O: opponents in love
M&S: master and servant E: enemy
U&N: uncle and nephew
5.Note explanations
1) Match words
(1)disturb A.great sum of money
(2)mental B.break the quiet, calm or order of; put out of the right or usual position
(3)fortune C.give care; look after
(4)attend D.feel or have pain, loss, etc.
(5)suffer E.of or in the mind
Answers: (1) -B (2) -E (3) -A (4) -C (5) -D
2) Fill in blanks according to the meanings of the following sentences (Ex. Ⅲ in AB)
(1)Since childhood I have heard many tales of cunning foxes and clever monkeys.
(2)They stayed up very late last night. Now they are still asleep. Don't disturb them.
(3)He dreams of making a big fortune, but he doesn't want to do anything.
(4)Tom, could you attend to the customers, please?
(5)He doesn't often get colds, but when he does he really suffers.
3) Explain the difficult points.
having + p.p
Having finished (finish) their work, they went home.
==After they had finished his work, they went home.
We were very much pleased, having heard (hear) the news of his success.
==We were very much pleased, as we had heard the news of his success.
Fill in the blanks with be pleased at / with / to do sth.
They were very much pleased at the good news.
I wasn't very pleased with my exam results.
We are pleased to know the progress you have made.
for no good reason / for the reason of
She was very angry, for no good reason.
He had give up teaching for the reason of health.
fall in love with
They fell in love with each other, so soon they got married.
6.Let the Ss have a competition: You may say: Now we are going to do some true or false questions according to the following listening materials. 1f you know the answer, just stand up without putting up your hands.
Questions:
1) The story happened in London, in the year of 1785. (F. in Paris, in 1775.)
2) Monsieur Defarge was the owner of a wine shop, who had been a master to Dr. Manette. (F. A servant to Dr. Manette.)
3) Lucie heard the news that her father was alive and was living in Paris. (T.)
4) Lucie's mother died when Lucie was a lady. (F. She was a baby.)
5) Dr. Manette had been kept a prisoner in the Bastille, London's most important prison, for many years. (F. Paris'.)
6) Dr. Manette had been mentally disturbed by his long years alone in prison and his hair had turned white. (T.)
7) Dr. Manette had been put in prison for a very important reason. (F. For no good reason.)
8) After the return of Dr. Manette to England, Lucie married Sydney Carton. (F. Charles Darnay.)
9) Charles was the nephew of the cruel Marquis St. Evemonde. And he had left France because he hated the cruel deeds of the French nobles and the way they treated the peasants. (T.)
10) Charles left France, preferring to succeed the fortune that would one day come to him, and went to live in England. (F. Give up.)
Step 3.Post-reading
Let Ss make up a dialogue according to the following situation:
One day, Dr. Manette met one of his old friends in the street. Dr. Manette told his friend what had happened during these years.
Homework
Finish off the workbook exercises.
Rewrite this story with 100----120 words.
高二英语Lesson 85教案 篇7
lesson 85
lesson objectives:
1.guide students to learn about the usage of auxiliaries used in identifying.
2.make sure that students can make dialogues with the following patterns: you must have been …/ she can't have been …/ she may/might have done …/ you might have done …/ he couldn't have done … etc.
3.train students' ability of observing things, and describing a certain situation in detail.
teaching aids: a multi-media computer, a recorder, word cards, etc.
teaching procedure:
step1.preparation
1.revision
do a word game to review the words in unit 21 and in this way, lead in some words in this lesson so as to see whether the students have previewed these new words.
directions: ask one student to come to the front. let him/her explain the meaning of the word or phrase on the word card shown by the teacher. but the other students can't see the word card. they may guess it through his /her explanation. (he /she can explain the word in language, through gestures or body languages, but he couldn't include any part of the word or phrase).
words or phrases shown on the cards: wedding, generation, hammer, iron, hero, note, memory, familiar, single, tale, servant, revolutionary.
2.presentation
ask the students to list some revolutions. teacher can ask: do you know any revolutionaries or wars in the world history? (yes.) can you name some of them?
the ss may offer the answers like: the anti-japanese war, the american revolution, the american civil war, the french revolution and even the industrial revolution.
then teacher directs the ss to say something about the french revolution. when did it break out? (in 1789.) what was the cause of the revolution? (some peasants and oppressed people ran into the bastille.) did they win the revolution? (not exactly, but shook the foundation of the monarchy 君主政权, also showed the strength of the newly born bourgeoisie 新兴资产阶级.)
it doesn't matter if the ss cannot give proper answers to all the questions. teacher may give them a few minutes for discussion, so that they can talk about it.
teacher's conclusion: you see, not all the revolution can win in the end, but it must have some effect on the world. so was the french revolution. and an english novelist wrote a story about this famous event、do you know the novelist and the name of the book? (charles dickens, a tale of two cities.)
teacher may continue: yes, the dialogue we are going to read just happened at such a time. it was between a revolutionary and his friend.
step2.the body of the lesson
1.listening
get the ss to look at the picture on the page 55, sb, and say: watch carefully and tell me what you can see in the picture. (a castle, a farmer on a cart, two soldiers… there are two feet on the cart.) what do you think was happening? (they must be the feet of the revolutionary./ he might be found by the soldiers./ he must be in the cart hiding from the soldiers, and he must succeed…)
then let the ss listen to the tape with two questions:
did the revolutionary get into the castle? (yes, he did.)/ what did he do then？ (he asked a servant to help him and they set fire to the castle.)
2.drill
get the ss to read the dialogue in pairs. while the ss are practising, the teacher should walk around and correct their pronunciation as necessary. then ask some pairs to present the dialogue to the class.
3.comprehension
1) let the ss read the dialogue carefully again, and try to find some more detailed questions to ask in pairs.
possible questions and answers:
(1)how did b got into the castle?
(he hid in a farmer's cart which was taking vegetables into the castle.)
(2)what did the servant do when he was waiting by the kitchen door?
(she opened the door to fetch some wood.)
(3)why didn't the servant call for help?
(she was brave; she understood what b was talking about and she knew that the rich were the enemies of the people of france.)
2) word formation: check the noun form of each adj. (ex. ⅱ in ab)
revolutionary adj. & n.----________ n.
mad adj.----________ n.
brave adj.----________ n.
cruel adj.----________ n.
answer: revolution, madness, bravery, cruelty
3)deal with the grammar: auxiliaries used in identifying.
ask the ss to make sentences according to the following pictures with the above patterns. (ex. ⅲ in ab)
examples:
picture1: he might have caught a bad cold.
picture2: he couldn't have found any letters in the mailbox.
picture3: he couldn't have found the right way there.
picture4: he must have been drawing pictures.
step 3.consolidation
1.practice
1) match the two parts to make the sentences acceptable. (ex. ⅳ in ab)
(1)i was still working in the office at ten o'clock last sunday evening.
(2)it took me two hours to get there.
(3)i phoned him many times yesterday, but i couldn't get through.
(4)she refused to tell me her name and address.
(5)he was caught by the enemy, but later he escaped from the prison.
(6)she said nothing to me when she left.
a.you must have gone to the wrong way.
b.she must have been a very careful woman.
c.he must have been very lucky.
d.you must have been very busy.
e.you might have got the wrong number.
f.she must have been unhappy with you.
answers: (1) ----d (2) ----a (3) ----e (4) ----b (5) ----c (6) ----f
2) ask the ss to listen to the dialogue again and fill in the blanks. (ex. ⅴ in ab)
this is a story about what a revolutionary did in 1789 french revolution. one morning he got into a castle by ________ in a farmer's cart. as it was not yet light, it was easy for him to stay ________. then he ________ by the kitchen door till a servant ________ to some wood. the man ________ to her and ________ her to let him in. she ________ a brave woman. she ________ that the revolution was for the poor and that the man was not an enemy of hers. then she ________ him light a fire that ________ for many miles.
answers: hiding / hidden / waited / came / fetch / spoke / persuaded / was / knew / helped / could be seen
2.development
ask the ss to make up a dialogue between the revolutionary and the servant/ his friend.
they can use their imagination. (ex. ⅵ in ab)
tasks:
student a: the servant or friend. ask about the situation in detail. try to use the following expressions as many as possible: must / couldn't / might have been / done / been doing…
student b: the revolutionary. try to imagine other ways you managed to get into the castle.
homework
write a report about the dialogue you made up above.
高二英语Lesson 85教案 篇8
Lesson 87
Teaching objectives:
1.Help the Ss to have a good understanding of How Sydney saved Charles.
2.Learn-ing form as attributes and adverbials.
Teaching aids: a recorder, a computer, VCD, etc.
Teaching procedure:
Step 1.Pre-reading
1.Revision
Check the homework exercises.
Get the Ss to tell the relationship of the main characters (Dr Manette, Lucie Manette, Charles Darnay, Sydney Carton, Monsieur Defarge, Marquis St Evremonde) in A Tale of Two Cities.
(Show the pictures of the main characters with the computer.)
2.Presentation
You may ask the Ss to imagine the ending of the story to lead in the new lesson.
Step 2.While-reading
Let the Ss do skimming and answer a question: When did the revolution break out?(In July, 1789.)
Let the Ss do scanning and answer comprehensive questions: SB Page 120, 1
Let the Ss put the events in right order. (Ex. Ⅱ in AB)
1.Charles with Lucie and Dr Manette left Paris.
2.The Revolution stared.
3.Sydney had his head cut off.
4.Sydey bought some special medicine.
5.Charles found a letter form France.
6.Charles was sentenced to death.
7.Sydney persuaded Charles to change clothes with him.
8.Charles returned to France.
9.Charles was put into prison.
Answers: 8 1 9 6 2 5 7 3 4
You may explain language points to the Ss
live a… life
eg. After marriage, they lived a happy life. (They lived happily.)
similar usage:
He died a heroic death. (He died heroically.)
She smiled a bitter smile. (She smiled bitterly.)
set fire to (something): set (something) on fire
eg. He set fire to the building. ----He set the building on fire.
On + v- ing /n: as soon as…
On the arrival in Beijing, she phoned me.
As soon as she arrived in Beijing, she phoned me.
do wrong←→do right
eg. I felt I had done wrong.
You did wrong to tell her the secret.
do good
You should do good all your life.
do harm
Any kind of pollution will do harm to health. v-ing used as adverbial: as-clauses
Knowing that she was an experienced teacher, we often asked her for help.
As we knew that she was an experienced teacher, we often asked her for help.
to be eager for something /to do something
I am eager for a computer.
I am eager to have a computer.
Step 3.Post-reading
1.Fill in the blanks with the right verb forms. (Ex. Ⅲ in AB)
Having (have) once made (make) a promise to Lucie Manette that he would do (do) anything he could (can) to make sure she was (be) happy, Sydney Carton thought (think) of a way to rescue Charles Darnay, Lucie's husband. As the two men looked (look) very much like each other, Sydney went (go) to visit Charles in the prison and they exchanged clothes. He used (use) some special medicine to make Charles sleep, and then had (have) him carried (carry) out of the prison. The next day, Sydney, who had taken Charles's place, had (have) his head cut (cut) off.
2.Debate
You may say: At the end of this story, Sydney Carton, who loved Lucie very much, took Charles's place and had his head cut off. Do you think it was worth? Now let us have a debate. (Divide the class into two groups.) Group1 agrees with what Sydney Carton did. Group 2 does not agree with what Sydney Carton did. And give your reasons.
3.Language Study
1)You may explain difficult points in the language study to the Ss:
Write the sentences on the Bb:
A.Charles was a brave man.
B.He decided to return to France.
Then join the two into a single sentence, using v----ing form.
→Being a brave man, Charles returned to France.
2)Let the Ss practise the following sentences:
You may say: Join the following pairs of sentences, using the-ing form.
Example:
A1.He worked in his small room in the prison.
A2.Dr Manette made four pairs of shoes every day.
A.Working in his small room in the prison, Dr Manette made four pairs of shoes every day.
B1.He knew that Dr Manette had become mad.
B2.Defarge brought him home.
B.Knowing that Dr Manette had become mad, Defarge brought him home.
C1.Lucie heard of the letter.
C2.He begged her husband not to return to France.
C.Hearing of the Letter, Lucie begged her husband not to return to France.
D1.He had plenty of money.
D2.Charles was able to travel at once.
D.Having plenty of money, Charles was able to travel at once.
E1.He was determined to rescue his friend.
E2.Charles set off for France.
E.Being determined to rescue his friend, Charles set off for France.
F1.He arrived in Paris.
F2.Charles was thrown into prison.
F.Arriving in Paris, Charles was thrown into prison.
G1.The revolutionaries sentenced Charles to death.
G2.He discovered that he was an enemy of the state.
G.The revolutionaries sentenced Charles to death, discovering that he was an enemy of the state.
H1.He knew that I was not an enemy of hers.
H2.The servant let me in.
H.The servant let me in, knowing that I was not an enemy of hers.
Homework
1.Finish off the Workbook exercises.
Write a composition about Charles Darnay, using the information you have learnt in the story A Tale of Two Cities. The words in the box may help you. (Ex. Ⅳ in AB)
