外研版__选修八__module2_Renaissance_全单元英语教案

紫云民族中学2014—2015学年度第二学期

高二年级英语集体备课教案

选修8 Module2 The renaissance

教 学 过 程

Are you familiar with it? Ss:… Can you say the name of it? Ss:… Do you know who drew it? Ss:… When was it drawn? Ss:… T: Good job! Yes , the picture s name is Mona Lisa and it was drawn by Leonardo Da Vinci during the renaissance. Today we are going to learn Module 2 . In this module we are going to learn about the Renaissance. First Let s look at Activity 1 on page 1,just read what people say about the painting and decide which opinions are positive. Two minutes later, ask two students to present their answers. T: Let s go on to do Activity 2. Look at the words in the boxes and decide which box contains the words according to the request. First let the students read through the words in the boxes and have them repeat them chorally and individually. Second call back the answer from the whole class. T: Well done! Do you want to know more information about the Renaissance? Let s turn to page 16 and do some reading about it. Step II Reading Before reading , have students do a small quiz (Activity 1)and check how much they know about Renaissance . 1) Fast reading T : Now Let s read the text quickly and finish doing Activity 2 on page 16. Read the passage and check the factors which made the Renaissance possible. A few minutes later, check their answers by asking one student to present his answers. Suggested answers: 2.3.4 2) detailed reading T : Now please read the passage again but carefully and finish doing Activity 5 and Activity 6 on page 18. Before you do them , you should go through the sentences and make sure you understand them. After a few minutes: T: now I m sure that you have finish reading. I will check your answers. 2) Further reading T : since you have learned about the passage better, Let s complete

the article with one word in each blank. The Renaissance is French word meaning____1_______. This word is used to describe a period in European history which began with the ____2_____ of the first Europeans in America. I

t was as if European was __3_______ up after the long sleep of the Middle Ages. From Italy, the idea of the Renaissance rapidly_____4_____ to France, Germany, England and the rest of Europe._____5_____ made people get richer. It became easier for artists to find people who could_____6_____ to buy their works or employ them. During this time, people developed a type of philosophy. For the first time, humans______7____ of God was put in the center of the universe. The renaissance was also a time of ____8______invention. Leonardo was also a skilled inventor. He was really an extraordinary genius with so many different____9_____. Keys : 1. Rebirth 2. Arrival 3. Waking 4. Spread 5. Trade 6.afford 7. Instead 8. Scientific 9. talents Step3 Homework 1. Review the key words in this period 2. Preview next period

课 题 1. 三 维 目 2. 标

Period 2 The language points

第 2 课时

Make students have a better understanding about the reading passage. Have students master the useful words and expressions.

重 Train students analyzing and comprehending abilities 点 难 How to make students memorize all of the new words and expressions 点

教 法

Explaining and practicing

学 法

Self-learning and cooperative learning

教 学 过 程

教 学 过 程

Step 1. Revision Have students review what they learnt last class. Step 2. New-lesson T : Last class, we learn something about Renaissance. This class , we will focus on the language points. 1. I find it mysterious, and perhaps even a little disturbing. (1) Find+宾语+宾语补足语结构，意为“发现某人某物怎没样”。 宾语补足语通常为名词、分词、形容词，副词或介词短语。 e.g. we found him a wise leader. 【注意】 find oneself +宾补，通常表示在“事先毫无知觉的情况 下突然的发现”。 (2)disturbing adj 引起烦恼的，令人不安的 Disturb“打扰，妨碍；是焦虑/ 烦恼；搅乱” Disturbance n [c] 动乱，骚乱； (u)扰乱，不安。 2. But there is one work which ,perhaps more than any other, expresses the spirit of the Renaissance. 【导学】 more than 的用法 (1) more than + 数词，意为“……以上，多于……,……有余”, 相当于 over. (2) More than + n.(名词从句或起名词作用的动词不定式),意为 “不只，不仅仅，远不止，不同于”等。 e.g. Peace is much more than the absence of war. (3) more than +v. 意为“十分；大大地;远远地，深为，极大地，岂 止是”。 E.g. He more than smiled; he laughed outright. (4) more than +adj./adv. 意为“非常，十分，更加; 深为，岂止，不 仅仅”等。 E.g. she is more than beautiful. (5) more than … can / could +v. 意为 “可能……”其中 more than 表示否定，相当于 not. (6) more … than… 意为“与其说…….还不如说……”,“比…… 更……”. 3. But they look forward, too, by opening new frontiers in the arts. 【导学】 by 为介

词，表示方式，方法，手段，其用法归纳如

下： (1) by + n (名词前无冠词) e.g. by mail/post/fax/radio/telephone/telegraph/telegram… (2) by +doing 结构 e.g. by increasing/speaking/teaching/begging… (3) by+ n (表交通路线、工具的名词) e.g. by land/road/rail/train/bus (4) by + n(表面积，体积等名词) e.g. by area/volume/weight/length/width/height (5)by + the + n. (表量衡的名词) e.g. by the hour/day/week/month/year 4. affect To have an influence on or effect a change in: 影响影响或使发生变化： Inflation affects the buying power of the dollar. 通货膨胀影响美元的购买能力 To act on the emotions of; touch or move. 打动作用于…的感情；打动或感动 To attack or infect, as a disease: 侵袭疾病侵害或感染： Rheumatic fever can affect the heart. 风湿热能感染心脏 5. afford vt 买得起 He can afford an apartment. 他能买得起一套住房。 经受得住；承担得起 Can you afford $12000 for ...? 你花得起 12000 美元买…吗？ I can't afford three weeks away from work. 我无法丢下工作三星期。 If we could afford it, we'd like to go abroad for our holidays. 如 果出得起旅费,我们想到国外去度假。 提供；给予 The transaction afforded him a good profit. 这笔买卖使他赚了一大笔。 He told me that the firm could not afford to pay such large salaries. 他告诉我公司无法支付如此巨额的工资。 6. create vt 创造；创作；创建 We've created a beautiful new house from an old ruin. 我们把旧破屋重建成一栋美丽的新房子。 封爵，册封

He was created Prince of Wales. 他被封为威尔士亲王。 大喊大叫；大惊小怪 You needn't create about it. 对此你不必大惊小怪。 7. end vi, vt 结束；完成 The party did not end until midnight. 晚会到半夜才结束。 The army training exercises ended with a mock battle. 军队的训练演习以一场模拟战结束。 He ended his letter off with good wishes to his friend. 他给朋友的信以祝好这句话结束。 The meeting ended up with the singing of The International. 会议最后以唱《国际歌》而结束。 A band ended the parade. 游行队伍的末尾是一个乐队。 (与 in 连用)造成…结果 The game ended in a draw.; 比赛打成平局。 All their plans ended in failure. 他们一切计划都以失败告终。 The enemy's plot ended in a fiasco. 敌人的阴谋以可耻的失败告终。 The battle ended in a victory.战争以胜利而结束。 The battle ended in everyone dying. 战争以无一生还者而告终。 Step 3 blackboard design 1)afford +名词/代词 afford sb. Sth. Afford sth to sb Afford to do sth 2)Be of great +抽象名词=be very + 形容词 3)Prefer A to B Prefer to do sth Prefer to do sth rather than do sth Prefer that sb should do sth Would prefer sb to do sth.Would prefer sth done Step 4 Homework Review the key words in this period and preview next period

课

题 三 维 目 标 重 点

Period 3 Grammar Review of non-finite verbs(1) and Grammar Review of non第 3 课时 finite verbs(2) 1. Enable the students to master the usage of the non-finite verbs. 2. Enable the students to learn to sum up the usage grammatical rules themselves. 1. Help the students to review the usage of the non-finite verbs. 2. Train the students to sum up the grammatical rules. 3. Improve the students ability to use the grammar correctly. 1. How to get the students to master the usage of the nonfinite verbs. 2. How to use the grammar correctly. Explaining and Self-learning and cooperative 学 法 practicing learning Step I Lead-in Greet students as usual. Step II New lesson Show the following sentences on the blackboard. ㈠ (1) Lying is wrong. (2)To lie is wrong. (3) Swimming is helpful to our health. [注意]: ① 如果主语和表语都要用非谓语动词充当，二者形式应 当一致。 ② 形式主语的使用 不定式作主语常用 It 形式作主语，动名词作主语一般不用 It 形式作主语。但在下列系表结构中，动名词作主语可以 用 It 形式作主语。 It is no good/ not any good/no use/not any use/a waste of time… It 's difficult for a child to understand it. It 's not much good expecting him to help. It 's no use talking to him again. ③. 在 “There be +no/not any +主语”这种结构中，通常用 v.-ing 形式作主语，而不用不定式。 动词不定式和动词的 ing 形式可作主语。 ㈡ (1) She promised to attend the meeting.

难 点 教 法

教 学 过 程

教 学 过 程

(2)She asked to speak to the Party Secretary. (3)We don t allow smoking in the classroom. (4)The girl admitted being careless. 动词不定式和动词的 ing 形式可以作定语 ㈢ (1)I was very glad to see this job done well. (2)We all found her greatly changed. (3)He often encourages his students to speak more English. (4) We watched her crossing the stress, 不定式，过去分词和动词的 -ing 形式都可用作宾语补足 语。 ㈣ (1) we were looking for a hotel to live in. (2)Have you anything to send? 动词不定式用作定语 ㈤ 形式 意义 V.-ing 与句中主语构成逻辑上的主谓关系，与句 (doing) 中谓语动词同时发生，或基本上同时发 生。 Having+v.- 与句中的主语构成逻辑上的主谓关系，先 ed(having 于谓语动词发生。 done) V.-ed(done) 与句中主语构成逻辑上的动宾关系。 Being+v.-ed 与句中主语构成逻辑上的动宾关系，且与 (being 谓语动词同时发生，一般做原因状语至于 done) 句首。 Having 与句中主语构成逻辑上的动宾关系，且先 been + v.-ed 于谓语动词同时发生。 (having been done) ㈥ Their task is exploring oil mines in the west. His wish is to become a pilot. 不定式，v.-ing 和过去分词都可以作表语。 非谓语动词时态和语态的形式 动词不定式 动 名 现在分词 过去分词 词 Doing doing 一

般 To do Done 是 及 是 物动 词 do Being Being 的过去分 一 般 To been done done done 词 ， done 被 动

式 完 式 完 被 式 进 式 完 进 式

成 成 动 行 成 行

即表示被 To have done Havin Having 动，又表 g done done 示完成； To have been Havin Having 个别的过 done g been been done 去 分 词 done (多数是 不及物动 To been doing 词)并不 表示被动 To have been doing 的意思而 只有完成 的含义。

Step III Homework 1. Review the key words in this period 2.Preview next period

课 题 三 维 目 标 重 点 难 点 教 法

Period 4 Everyday English and Reading and writing(2)

1. To train the students 'writing ability. 2. To encourage the students to express them actively. 3. To let the students master some useful words, phrases and expressions. 1. 2. 1. 2. To train the students’ writing skills. To motivate students to work together. How to enable the students to write effectively. How to arouse their interest in taking part in classroom. 学 法 Self-learning and cooperative learning

Explaining and practicing

教 学 过 程

教 学 过 程

Step I Revision (1) Greet students an usual (2) Revision Step II New lesson This part is designed according to the listening material, so it is easy for the students to finish doing it. First ask the students to do this individually, and then compare their answers with their partner. Then call back the answers from the whole class as a complete sentence. If necessary, please give them some explanations. Step III Reading and writing This step is to practice the students' reading and writing skills and help them to make sentence according to their expressions. Teachers encourage the students to work together and speak actively. T : please turn to page 22 and look at “ Reading and Writing part ”. First look at activity 1 on page 22 and activity 2 on page 23. Read through the questions with the students together and make sure that they understand the meaning of the questions. Then read the passage carefully and finish doing them. You can talk with your partner. A few minutes later, call back the answers from the whole class, having one student ask a question and another one answer. Summary of each paragraph Paragraph 1: It is not easy to find your way in Ansterdam because the streets follow the canals and are shaped like horses. You can easily end up near where you started. However, most people don't walk they use bikes, buses and trains. There are boats on the canals, some of which are for tourists and other of which are for people to live on. Paragraph 2: In the middle Ages there was a fire in Amsterdam and the old wooden houses were burnt. The new houses were built of brick, with a fantastically ornate Renaissance appearance. They are also very tall and high, because the owners were taxed on the width of their houses. Paragraph 3: Van Gogh s paintings are kept in the Van Gogh Museum. In the last 70 days before he shot himself

, he produced 70 paintings, and yet he only ever sold one painting in his life. He was a genius in painting both portraits and landscapes.

Step IV Language points: 1. We spent the whole day walking. 【导学】 spend 表示“花费( 时间或金钱) ” , 它的常 用句式为：spend+金钱/时间 on sth. 或 spend+金钱/时间+ (in)doing sth. e.g. He spent all his money on new books. 2. Then, at the end of the 15th century there was a huge fire and about three quarters of the town was destroy. 【导学】destroy “破坏，摧毁，毁灭”,作动词时常可 以与 damage 通用。 e.g. The heavy rain destroyed most of crops. 3. Unlike other places in Europe, where houses owners were taxed on the size of their windows, here the taxes depended on the width of the houses…… 【导学】depend on 依赖，依靠；依…….而定；取决 于 e.g. Heath depends on good food, fresh air and enough sleep. 【拓展】depend 常构成一下句型： (1) depend on/upon sb to do sth.指望某人做某事 (2) Depend on/upon sb for sth.依赖某人某事 (3) Depend on/upon it that 指望 (4) Depend on/upon it 请放心，没问题 4 In the last 70 days of his life before he shot himself he produced 70 paintings, and I recon they are almost all masterpieces. 【导学】recon v. (1) 认为某人某事物是……. e.g. They all recon her among their best students. (2)假定，猜想；思忖；认为 e.g. We reckon that we should go next week. (3) 考虑到 e.g. I didn t reckon with her response to the matter. Step V Review the key words in this period Preview next period 课 题三 维 目 标

Period 5 Vocabulary and cultural corner; task; module file

第 5 课时

1. To get Ss to review some words meanings and usages. 2. To help Ss improve reading skills.

重 点 难 点

1. Have students master these new words and expressions. 2. Make students have a better understanding about the reading passage. How to make the students master the reading skills How to make them have a better understanding about the reading passage.Step I. Vocabulary

教 学 过 程

1. Vocabulary study (1) Ask Ss to look at the word-map in Activity 1 on page 24 carefully and think out as many proper words as they can. (2) Ask Ss to read through the reading passages in this module and add more words to the word-map. 2. Practice (1) Get Ss to complete the sentences in Activity 2 with the correct form of words from the word-map. (2) Ask Ss to complete the sentences using the correct form of the words. ① Most people said that the pay was their main ______ (motivate) for working. ② Most of the students in his class are ______(classical) trained singers. ③ The program ________ (design) to help people who have been out of work for a long time. ④ It is one of the greatest unsolved ________ (mysterious) of this century. ⑤ We need people with practical _______ (skilled) like carpentry, Suggested Answers: (1) motivation (2) class

ically (3) is designed (4) mysteries (5) skills Step II. Cultural Corner 1. Reading Ask Ss to read the passage and find the answers to the questions below. Q1: Where did printing in Europe? Q 2: Why was printing so important for the Renaissance? Q3: How was making paper introduced to Europe?

Q 4: Who played an important part in the spread of printing and why? Suggested Answers: A1: Germany A2: Because people were hungry for knowledge, and it led to the spread of passion for artistic expression. Printing met people s need. A3: It was introduced to Europe, via southeast Asia and then India. By the 10th century AD, paper was being produced in Baghdad. A4: Johann Gutenbery and William Caxon played an important part in the spread of printing. Gutenbery made the first printing press in Europe, and William Caxon set up his own press in London. 2. Language Points Ask Ss to read the passage aloud and then pay attention to some difficult and complex sentences. (1) Printing made it possible to produce more copies in a few weeks than could have been produced in a lifetime written out by hand. 印刷使这一点成为可能，即在数周之 内印刷出来的书比一个人一辈子手工抄写的书还要多。 ◆ it 作形式宾语 ,代替后面的动词不定式 to produce more copies in a few weeks than could have been produced in a lifetime written out by hand. ◆ by hand 手工 Eg We had to finish editing by hand as the computer broke down. (2) But as the ideas of the Renaissance developed, so did the demand for the Greek and Latin classics, which had been largely ignored for up to 2,000 years. 但随着文艺复兴观念 的发展，人们对希腊和拉丁经典作品的需求也增加了， 而这些经典已经被忽视达两千年了。 ◆ as 当“随着”讲，引导时间状语从句 Eg As time went on, the great scientist s theory proved to be true. ◆ which 引导非限制性定语从句，代替 the Greek

and Latin classics. Eg She said that the building would be finished by October, which I doubt very much. ◆ up to 达到 Eg The three-year-old boy can count up to a hundred. Step III. Task 1. Ask Ss to choose a famous Chinese painting and take notes about it. Information about: ※ Who painted the painting ※ What is the style of the painting ※ What is the subject of the painting ※ What is the background of the painting ※ Where the painting is kept ※ What is the influence or significance of the painting 2. Ask Ss to write a description of the painting, using some of the vocabulary learnt in this module. Step IV. Module File Ask Ss to look at Module File on page 28 and try to recall what they have learnt in the module. Then tick the things they are sure that they know and put a question mark next to the points they are not sure of and a cross to what they don t know. Help Ss to share their ideas and deal with the difficult or confusing points. Ask Ss to read some articles or novels about the world s civilization, i

ncluding art, music, architecture, literature, important inventions, etc. to improve their reading skills and to enlarge their vocabulary. Step V. Homework Get Ss to review the whole module and review the next module.

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