浮士德简介外研社高二英语课件
外研社高二英语课件
高二了，同学们学习的`课程也会增多？那么如何才能不让自己的英语成绩下降呢？
Lesson objectives：
1。Guide students to learn about the usage of auxiliaries ud in identifying.
初中记叙文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 obrving things， and describing a certain situation in detail.
梦见开车
Teaching aids： a multi-media computer， a recorder， word cards， etc.
西柚功效
Teaching procedure：
桂枝尖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 e whether the students have previewed the new words.
Directions： Ask one student to come to the front. Let him/her explain the meaning of the word or phra on the word card shown by the teacher. But the other students can't e 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 phra).
Words or phras shown on the cards： wedding， generation， hammer， iron， hero， note， memory， familiar， single， tale， rvant， revolutionary.
2。Prentation
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-Japane 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 cau of the revolution? (Some peasants and oppresd people ran into the Bastille.) Did they win the revolution? (Not ， 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 e， 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 wr
ote 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 e 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 rvant to help him and they t 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 prent the dialogue to the class.
脸大的女生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.)
胃酸返流
(2)What did the rvant do when he was waiting by the kitchen door?
(She opened the door to fetch some wood.)
(3)Why didn't the rvant 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.)
罗技机械键盘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 ud in identifying.
Ask the Ss to make ntences 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 ntences acceptable. (Ex. Ⅳ in AB)
