北师大版高中英语选修八Unit 23《Conflict》(The Second Period)教案.doc

1、安徽省滁州市第二中学高中英语 unit23 Conflict The Second Period Lesson 1 Living in a Community教案 北师大版选修 8 Teaching goals 教学目标 1. Target Language目标语言 a. 重点词汇和短语 furnished expose alcoholic adolescent chorus departure classify fortnight bid . goodbye be exposed to in a flash b. 重点句子 Seldom has drumming caused such co

2、nflict. Rarely had Laurene seen Mckay move so fast. Neither could they relax or read a book without plugging their ears. 2. Ability goals 能力目标 Read two newspaper articles and talk about the conflict between neighbours. 3. Learning ability goals 学能目标 By talking about the conflict between neighbours h

3、elp students find good solutions to such conflict. Learn about complex sentence structure for emphasis. Teaching important points 教学重点 Talk about and resolve different kinds of conflict. Learn about complex sentence structure for emphasis. Teaching difficult points 教学难点 Complex sentence structure fo

4、r emphasis. Teaching methods 教学方法 Listening, reading and discussing. Teaching aids 教具准备 The multimedia computer. Teaching procedures leave. T: Good! If you hit the road, you leave a place or begin a journey. Please look at some other examples. Show the following examples on the PowerPoint. I had bet

5、ter hit the road if I to be back home before dark. I love to stay longer but its really time to hit the road. Come on, its time to hit the road, or Jack hit the trail at dawn. Now look at the title and the first paragraph of the second report. Discuss in pairs what might have happened? After that re

6、ad the report quickly to see if your prediction is correct. Step III Read to learn Deal with the reading part. Scanning Ask the students to scan the text and find the conflict in the two reports. Then complete the form. They may discuss with others if they have any difficulty. Report Drummer hits th

7、e road Grandpa jailed after one shower too many who cause conflict result Eight minutes later, students will be asked to present their answers. Then Teacher shows the suggested answers on the PowerPoint and students will read together. Report Drummer hits the road Grandpa jailed after one shower too

8、 many who Yang Ming, drummer for the rock band “Storm” and his neighbours Eighty-year-old retired tailor, James McKay and his upstairs neighbour, thirty-year-old Keith Smith cause Held parties every night, late-night drumming (noise pollution from Yang Ming ) The water Smith sent over his balcony en

9、ded up on the McKays, or too often on the McKays themselves. conflict Complaints from his neighbours about loss of sleep; Yang Ming feels his right have been ignored. On James birthday, he hit Smith with his walking stick because water from above got the McKays and the cake wet through. result The l

10、ocal council took action. Yang Ming was found living in a hotel. Although McKay spent the birthday night in jail, he said he had the best birthday, for a large crowd sang him, “Happy Birthday “when he left the police station. Skimming Ask students to skim the text and then finish Ex3 on Page 20. T:

11、Look through the questions first. Then skim the text to find the answers. Ten minutes later, we will check the answers together. Ask individual student to answer the questions. Suggested answers: 1. Yes, he does. From the sentence “Hes bid his furnished apartment goodbye .” we can learn there is fur

12、niture in his apartment. 2. He held parties every night but the biggest problem was his late-night drumming. 3. Because he claims Yang is an alcoholic. 4. Yes, he has. Because he doesnt mind living in a hotel. What he really cares is that besides being called an alcoholic his music has been classifi

13、ed as “noise”. 5. A fortnight. 6. Yes, there are. Because he is eighty years old. 7. The water from Smiths balcony got the cake wet through and all the candles were put out by the water. Step IV Explanation During this procedure Teacher will play the tape for students. Students will underline the di

14、fficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems. T: Now we will deal with some difficult language focuses. Now I will play the tape for you. Please make marks where you have difficulties. After listening to the tape, explain the difficult

15、 sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text. T: Do you have any difficulties with the text？ S1: I dont understand why so many inversion sentences are used? T: You are a very careful student. Lets pick out the inversion sentence

16、s in the two reports. Show the following on the PowerPoint. Seldom has drumming caused such conflict. Had they known their neighbour is a drummer, they wouldnt have moved into the building. No sooner had they moved in than the noise began and rarely did they get a full nights sleep. Neither could th

17、ey relax or read a book without plugging their ears. Neither could we get rid of the smell of fish! Rarely had Laurene seen McKay move so fast. T: This is the Grammar we are going to learn: Complex sentence structure for emphasis. Step V Grammar Deal with Ex5 on Page 21. Ask students to do the exerc

18、ises groups. Then check the answers with the whole class. Students should keep in mind the following pattern sound formal and emphatic. Sentences begin with a word that has a negative meaning. Sentences have the word order of a question (inversion). T: Please remember the grammar rules. There are a

19、number of ways to add emphasis to your sentences in English. Use these forms to emphasize your statements when you are expressing your opinions, disagreeing, making strong suggestions, expressing annoyance, etc. Please look at the following. Show the following on the PowerPoint. Inversion Invert the

20、 word order by placing a prepositional phrase or other expression (at no time, suddenly into, little, seldom, never, etc.) at the beginning of the sentence followed by inverted word order. Examples: At no time did I say you couldnt come. Hardly had I arrived when he started complaining. Little did I

21、 understand what was happening. Seldom have I felt so alone. Note that the auxiliary verb is placed before the subject which is followed by the main verb. I did give it back to you when I got home from camping. I do tidy it. Cleft Sentences: It Sentences introduced by It is or It was are often used

22、to emphasize a specific subject or object. The introductory clause is then followed by a relative pronoun. Examples: It was I who received the promotion. It is the awful weather that drives him crazy. Cleft Sentences: What Sentences introduced by a clause beginning with What are also used to emphasi

23、 ze a specific subject or object. The clause introduced by “What” is employed as the subject of the sentence as is followed by the verb “to be”. Examples: What we need is a good long shower. What he thinks isnt necessarily true. These are the Grammar that we are going to learn in Lesson 1. Now pleas

24、e read Grammar Summary 3 on Page 100. After reading the grammar summary, ask students to sum up the negative words and expressions. T: Now please work in groups and sum up the negative words and expressions that such sentences begin with. no, not, never, seldom, little, hardly, at no time, in no way

25、, not untilNot only but also, Hardly / Scarcely when, No sooner than Teacher explains some of the negative words. Show the following on the PowerPoint. Negative Adverbials Time expressions: never, rarely, seldom These time expressions are used with a perfect form or with modals and often include com

26、paratives. Examples Never have I been more insulted! Seldom has he seen anything stranger. Time expressions: hardly, barely, no sooner, or scarcely These time expressions are used when a there are a succession of events in the past. Examples Scarcely had I got out of bed when the doorbell rang. No s

27、ooner had he finished dinner, when she walked in the door. After “Little” “Little” is used in a negative sense. Examples Little did he understand the situation! Deal with Ex6. Ask students to paraphrase the two conditional sentences so that they sound less emphatic and less formal. Deal with Ex7. St

28、ep VI Practice After learning the grammar, students will be asked to deal with the grammar exercises: Ex 9-11 on Page 21. Ask students to read the sentences with answers in turn, each student one sentence. Step VII Homework 1. Finish the grammar exercises on Page 66. 2. Write Ex4 in their exercise-books.