【正文】 l I was ，我就拼命緊追不舍。39。 scheme is well worth a 。 panel was chosen to take part in 。 early days only male athletes were allowed to take part in the Olympic , 只有男性運(yùn)動(dòng)員才能參加比賽。 the boiler exploded many people were ，許多人受了傷。 bomb was timed to explode during the 。我想只有教授本人才真正懂得。評(píng)價(jià)：作者借宴游所生發(fā)的生死觀、所感悟的人生觀。教具準(zhǔn)備：錄音機(jī)、教學(xué)磁帶、CAI課件（內(nèi)容主要有：作者像、作者介紹文字、《蘭亭集序》摹本、古今名人評(píng)價(jià)語(yǔ)、蘭亭古跡風(fēng)光、有關(guān)背景資料、背景音樂(lè)等）、投影儀等。公元353年3月，正是江南“草長(zhǎng)鶯飛、雜花生樹(shù)”、萬(wàn)木蔥蘢、江花似火、碧水如藍(lán)的季節(jié)。王羲之當(dāng)仁不讓，欣然命筆，借著酒興，用行草寫就了流傳千古的《蘭亭集序》。（板書(shū)課題）鑒賞《蘭亭集序》碑帖摹本，導(dǎo)入課文。聽(tīng)讀。要求：讀準(zhǔn)字詞讀音，把握文章語(yǔ)氣、語(yǔ)速、節(jié)奏、基調(diào)等。第三段“固知一死生為荒誕，齊彭殤為妄作”句的節(jié)奏要讀準(zhǔn)，要讀出批判的語(yǔ)氣，“后之視今??亦將有感于斯文”以和緩低沉的語(yǔ)氣讀出。默讀。檢測(cè)。本文雖為序言，但作者俯仰天地，撫今追昔，借題發(fā)揮，情感之流涌動(dòng)其中，跌宕起伏。全文由樂(lè)生痛，言痛生感，由痛言悲，感情起伏，情真意切。三樂(lè)環(huán)境幽美——此地有??映帶左右——山環(huán)水饒。人賢、良辰、美景、賞心、樂(lè)事齊聚，其樂(lè)也陶陶，其樂(lè)也無(wú)窮?、郾痴b。作者由蘭亭集會(huì)想到人們相處往來(lái)，雖處世方法各異，靜躁不同，但人生憂患是相同的?！八郎敝?，豈不令人“痛”哉？③背誦。既然人生變化如此迅疾，此次宴游的盛況就該記錄下來(lái)，以彰后世，使后人了解作者心中的感慨，點(diǎn)明詩(shī)集由來(lái)——故列敘時(shí)人??，編輯目的——后之覽者，亦將有感于斯文。五、探究與評(píng)價(jià)。作者對(duì)生死是豁達(dá)的向上的進(jìn)取的。作者對(duì)人生是熱愛(ài)、進(jìn)取、有為的。比較鑒賞。況陽(yáng)春召我以煙景，大塊假我以文章。開(kāi)瓊筵以坐花，飛羽觴而醉月。如：The book that I bought yesterday was written by Lu Xun.注意在下面幾種情況下必須用that引導(dǎo)定語(yǔ)從句：(1)先行詞是不定代詞all, few, little, much, something, nothing, anything等，如：All that we have to do is to practice 。(5)先行詞既有人又有物時(shí)，如：They talked about persons and things that they 。Our school is no longer the school that it used to 。It is high time that they started 。區(qū)分定語(yǔ)從句和同位語(yǔ)從句1．定語(yǔ)從句修飾先行詞，它和先行詞是修飾關(guān)系；同位語(yǔ)從句說(shuō)明先行詞的具體內(nèi)容，是補(bǔ)充說(shuō)明的關(guān)系。引導(dǎo)句的關(guān)系代詞有who, whom, whose, which, of which等，這些關(guān)系代詞都不能省略。(1)He married her, as/which was natural.(2)He was honest, as/which we can 引導(dǎo)非限制性定語(yǔ)從句，可放在主句之前，或者主句之后，甚至可以切割一個(gè)主句； which引導(dǎo) 的非限制性定語(yǔ)從句只能放在主句之后。(1)I have never heard such a story as he tells.(2)He is not such a fool as he looks.(3)This is the same book as I lost last ：當(dāng)先行詞由the same修飾時(shí)，偶爾也用that引導(dǎo)定語(yǔ)從句，但是和由as所引導(dǎo)的定語(yǔ)從句意思不同。，that有時(shí)相當(dāng)于in which, at which, for which或at which。，不能用that，而用who, whom代表人， 的用法例 same? as；such?as 中的as 是一種固定結(jié)構(gòu), 和??一樣??。s 。but有時(shí)也可以做關(guān)系詞引導(dǎo)定語(yǔ)從句 are very few but understand his idea.(but = who don’t)沒(méi)有幾個(gè)不懂他意思的人。盡管如此，我們還是要通過(guò)本課文的學(xué)習(xí)讓同學(xué)們感受、了解美國(guó)英語(yǔ)、澳大利亞英語(yǔ)、印度英語(yǔ)、新加坡英語(yǔ)等都有自己的規(guī)律和慣用法，和不同的發(fā)音規(guī)律。1．4 Comprehending主要是檢測(cè)學(xué)生對(duì)課文基本內(nèi)容的理解程度。為幫助培養(yǎng)跨文化意識(shí)，可以讓學(xué)生學(xué)完課文后討論中國(guó)的方言，使他們感受到本國(guó)的文化差異。2．4 寫作2．5聽(tīng)和說(shuō) 把課文中的聽(tīng)和說(shuō)整合成一堂課。 grammar 4th period Writing5th period Listening amp。play an important role。elevator。petrol。a projector五、教學(xué)步驟(Teaching procedure)Step Fun time: warm the students up by asking them to greet each other with their the same time, lead the students to think about the topic of this unit“l(fā)anguage”.Step )A quiz about the national flag of countries speaking English as their first or second the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step about “world Englishes”, especially the differences between “American English” and “British English”1)Listen to a dialogue between an American and an try to find out the cause of the misunderstanding between )Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened 2 English Around the World Period Two Reading教學(xué)目標(biāo)（Teaching aims）Get the students to know English language and its development and different kinds of English through this (Teaching contents)Get the knowledge of English language and its development and different kinds of (Ability aim)Get some knowledge of different kinds of English 語(yǔ)言目標(biāo)(Language aim)Grasp some words and expressions such as, play a role in /because of/ e up/ play a part in and learn the grammarthe indirect speech of the imperative clause 教學(xué)重難點(diǎn)(Teaching important points)The indirect speech of the imperative clause 教學(xué)方法(Teaching methods)taskbased approach 教具準(zhǔn)備(Teaching aids)multimedia puter教學(xué)步驟(Teaching procedure)Step 1 Warming the students up by ask them to tell the differences between American English and British 2 the students to discuss some questions about “English” in many people speak English in the world today? do so many people speak English? has helped to spread English around the world? you think it important for Chinese to learn English? Why? Step 3)The the students to scan the text and choose the correct answer in the )The the students to read the text paragraph by paragraph, and get some detail the first and second paragraph, students answer some questions the third and fourth paragraph, students find out the information to fill in the table of the development of the last paragraph, students find out the reason why India speaks 4Discussions: you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?3, Do you think Chinese will bee the most popular language in the world instead of English in the future?Step 5ExtensionGive the students some information of origin of British English and American formation of British English From 17th century—19th centuryThe UK colonized Ireland and joined with Scotland long agoColonized。 mands)語(yǔ)言目標(biāo)(language aim)mand。boss Indirect Speech(requests and mands)二、教學(xué)重難點(diǎn)(Teaching important points) learn about the differences between a request and a learn about the Indirect Speech(requests and mands) can use the indirect 、教學(xué)方法(Teaching method), pair or group work to finish each the structure through examples 四、教具準(zhǔn)備(Teaching aids)a puter