外研版高中英語(yǔ)選修10module3slaveryandtheamericancivilwarword教案-展示頁(yè)
2024-12-14 19:56本頁(yè)面
【正文】 help from other? S2: I couldn’t reveal my true identity, if so, I would be beaten and threatened with death. That is why I was a slave for twelve years. S1: Can you say something about your life as a slave? S2: I worked over 360 days a year, from sunrise until after sunset, and were beaten if I stopped working to rest, or I did not pick the same amount of cotton each day. Now it’s you turn to tell the story and I will help you. Can you talk about something how he became a free man again? S1: In 1852 I met a white man called Bass who was antislavery. I trusted him enough to reveal his identity. Bass sent letters in New York to people who could help me. In 1853, a member of my family who had employed my father, came and identified me. In this way, I became a free man again. T: You two cooperated very well. Let’s give a big hand for their good performance. Step V Homework Review what we have learnt today. Finish off the exercises of Vocabulary in Workbook. The Third Period Grammar Teaching goals 教學(xué)目標(biāo) Language 目標(biāo)語(yǔ)言 重點(diǎn)句式 1. Harriet Beecher Stowe used to write for magazines. 2. Jenny Garland is used to (doing) the hard work. 3. Harriet Beecher Stowe enjoyed being a writer. 4. Being a slave is terrible. goals 能力目標(biāo) Enable the students to review these words: at, all, too, put, used, being correctly and freely. ability goals 學(xué)能目標(biāo) Help the students learn how to use these: at, all, too, put, used, being words correctly and freely. Teaching important points 教學(xué)重難點(diǎn) Teach the students the usage of these words: at, all, too, put, used, being. Teaching method 教學(xué)方法 Explaining, practice and pair work Teaching aid 教具準(zhǔn)備 A multipleputer and a projector Teaching procedures and ways 教學(xué)過(guò)程與方式 Step I Greeting and Revision T: Good morning / afternoon, class! Ss: Good morning / afternoon, Mr. / Ms … T: I will check your homework. … Step II Grammar T: Now let’s review the usages of these following words： at, all, too, put, used, being. I will divide our class into six groups to conclude the usages of the six words separately. Let’s have a position to see which group can give the quick, correct and whole answers. Now you can have a discussion. (During this time, the teacher can go around the class to collect the answers and give the students necessary guidance. Then show the students the usages of the six words on the slide.) T: I think you have a heated discussion and make a good conclusion at the same time. Now let’s look at the slide. Here are the usages of the six words. We use at: (a) to talk about doing things well or badly (b) to show the time something happens (a) to show the place or event where something happens (b) with certain phrases of time (c) with certain phrases of place (d) to say where someone should look, point ect. We use all: (a) all + (of ) + the + / this / my etc. + singular countable noun (b) all + (of ) + the + / these / my etc. + plural or uncountable noun (a) all + plural or uncountable noun (b) all + of + you / us / them (c) all + (that) + NP +verb + is / was etc. (d) NP + all We use too: (a) clause + too (a) too + adjective / adverb + to + infinitive (b) too + adjective ( + for + NP ) (a) word / phrase + too (b) too + much / many / little / few + NP We use put: (a) put + NP + adverb (b) put + NP + preposition + NP (c)
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