教学设计Unit.doc

教学设计：Unit 19 The merchant of Venice 徐微1. 教材分析1.1 教材的地位与作用本单元的中心话题是“莎士比亚与他的戏剧”，内容涉及莎士比亚、威尼斯商人、李尔王、亨利四世、哈姆雷特、罗密欧与朱丽叶、特洛伊罗斯与克瑞西达等。语言技能和语言知识都是依据“莎士比亚与他的戏剧”这一中心话题设计的。本课的故事是根据莎士比亚的戏剧威尼斯商人中的一个片断改编的。 由于Antonio借了Shylock的钱而不能如期归还，Shylock把Antonio1.2 教学的难点与重点1) 重点：deny,mercy,accuse,bless,declare,count,therefore,worthy,punish,order,payback,havemercyon,goabout,asfarasIknow,tearup,atthemercyof,etc. 2) 难点：如何理清戏剧中的人物关系。 如何分析戏剧中的人物性格。 如何体会戏剧的语言。 如何自己改编和表演戏剧。 2. 教学目标分析2.1 知识与技能1) 语言知识： 词汇：deny, mercy, accuse, bless, declare, count, therefore, worthy, punish, order, pack back, have mercy on, go about, as far as I know, tear up, at the mercy of, etc. 话题： Talking about Shakespeare and his plays 功能：在交谈中细述详情（Recounting details in the conversation） Correct me if Im wrong, but You shouldnt forget that One of the most important facts is You could, for example, The way I would go about is As far as I know, After all, But in this particular case What shouldnt be forgotten is 语法：复习直接引语和间接引语。 2) 语言技能： 听：捕捉特定信息、抓关键词，听懂一段介绍威尼斯商人的故事片段，理清人物关系，训练学生把握文段细节的能力。 说：要求学生就“同情与报复”和“爱情与金钱”这两个话题进行讨论。 读：通过阅读“The Merchant of Venice”这部戏剧，训练学生找出文章的主题，理解故事的情节，预测故事情节发展和可能的结局的能力。 2.2 过程与方法1) Teaching procedures: Step 1 GreetingsandleadinStep 2 Pre-readingStep 3 Reading Step 4 Post-reading Step5Speaking Step6Enjoyingtheplay Step7Our show Step8Homework2) Teaching ways Skimming, scanning, analysis, discussion, question and answer.2.3 情感态度与价值观在完成任务的过程中培养团队协作、互助精神，体验学习英语的快乐。通过对莎士比亚作品的学习，体会戏剧的语言，感受戏剧的魅力。理解戏剧和现实生活的联系，提高英语语言的鉴赏能力和修养。本课故事直接或从侧面反映了人们的人生观、价值观以及人们对待生活的态度。教师有责任给学生正确的引导，帮助学生辨明是非，确立正确的人生价值取向，建立符合社会规范的道德体系，并做遵纪守法的公民。多一点爱心，多一片光明。3. 学情分析3.1 学生学习课本内容的基础学生对于莎士比亚的威尼斯商人并不陌生，即使不读课文也能列举其中一些的主要人物。读过威尼斯商人的学生可能会讲述该剧发生的故事。3.2 学生学习课本内容的能力 语言是戏剧的灵魂，一语双关是戏剧语言的魅力所在，要求学生理解文中一语双关现象，教学生在阅读过程中既要理解字面意义，也要揣摩字里行间的意义。戏剧主要通过语言和表演塑造人物，这就要求学生对人物对话要有深刻的理解，对人物性格与角色要有准确的把握。3.3 学生学习课本内容的心理本课故事情节生动、曲折，语言地道并带有莎翁时代的特色，内容富有深刻的教育意义。3.4 学法分析a. 通过任务型教学活动设计和活动型教学，训练和培养学生自主、合作、探究、创新的学习能力。 b. 用英语进行讨论、表演等交际活动。 4. 教学过程设计Step1Greetingsandleadin PicturesofWilliamShakespeareandthemaincharacters Step2Pre-reading 1.Reviewtherelationshipbetweenthecharacters. ShylockAntonio hate punishhelp PortiaBassanio love 2.Retellthelisteningpart.(whenwherecause) Step3reading 1. Listening 2.Skimming Skimthewholeplayandchoosethebestanswers. 1)Inwritingstyle,thistextisa_. A.dramaB.storyC.fableD.fiction 2)Thetextmainlytalksabout_. A.Antonioscharities (善行)andShylockscruelty. B.PortiasclevernessandAntonioscharities. C.ShylockscrueltyandPortiascleverness. D.thethreecolorfulcharactersofAntonio, PortiaandShylock. 3.Carefulreading Readtheplaycarefullyandanswerthequestions. 1)WhatwasAntonioaccusedof?2)WhydidShylockrefusetohavemercyonAntonio?3)WhatdidtheDukemeanbysaying“Dontbesobitter.?4)WhatdidtheDukeswords“Howcanyouhopeformercyyourselfwhenyoushownone?mean?5)WhodidtheDukeatthecountsupport?6)WhatwasPortiasopinionofmercy? ( Mercybringsgood.Mercyfallslikethegentlerainfromtheskyupontheearth.Itistwiceblessed. Itblessedthosewhogiveit,andthosewhoreceiveit.Itisthehighestofthehighest.Weshouldlearntoshowmercyon others.)Askthestudentstoreaditaloudandtranslateit.7)Whatarethetwomeaningsof“Iwillpayhimbackwithallmyheart.”?8)WhatdidtheVenicelawsayifanyonetriestokillormurderanycitizenofVenice?9)WhatwasShylockaccusedof?10)Whatwastheresultofthetrial?Step4Post-reading Task1.Plotunderstanding Finish the chart according the plot of the play. (Group work) The components of plot(情节的构成部分)DescriptionBackground(背景)有关故事人物、时间和地点方面的信息 Problem( 问题)人物之间、个人内部存在的正反两种力量的较量 Rising action( 发展)引发故事达到高潮的事件 Climax( 高潮)故事中人物直接面对矛盾 Outcome( 结局)行动逐渐停止，冲突结束 Task 2. Analyse the characteristics of the characters and find out some sentences in the play to support. Antonio:alwaysreadytohelpothers,kind-hearted,wasdevotedtohisfriends,upright,daretopointouttheotherswrongdeeds.Sentences:1.ItsuselesstryingtoagreewithShylock.2.GiveShylockwhathewants. 3.Dontbesadforme Shylock:cruel,greedy,selfish,cold-blooded,hateAntonio Sentences:1.Antonioismyenemy,andIhatehim. 2.Iwouldstilltakemypoundofflesh. 3.Givememypoundofflesh. 4.Idesiremypoundofflesh. 5.WhymustIhavemercyonhim? Bassanio:Withasimplemind,withaclearsenseofrightandwrong,devotedtohisfriend Sentences: 1.IoffertentimesthemoneythatAntoniohasborrowed. 2.PleasechangethelawalittlesothatwemaysaveAntonio Portia:clever,calm,fullofmercy,well-educated Sentences: 1.Mercyfallslikethegentlerainfromthesky.Itblessesthosewhogiveitandthose whoreceiveit. 2.Buthehasnotpromisedtogiveyouanyofhisblood. 3.Youmustcutonepoundofflesh,nomore,noless. 4.Andnotonedropofbloodmustfall. Task3Discussion(Groupwork) 1)SupposeyouareShylock,whenyoulearnAntoniocantpaybackthemoney,whatwillyoudo? 2)SupposeyouareBassanio,whenyoulearnAntoniocantpaybackthemoneyandhehastogiveapoundoffleshtoShylock,whatwillyoudo? 3)SupposeyouareAntonio,willyouborrowmoneyforBassaniofromShylock?Whyandwhynot? Step5Speaking Literature,whetherwearetalkingaboutnovels,playsorpoems,isbasedonthemes,thatformthebasisofthestoryandtheactionsofthecharacters.InmostofShakespearesplays,wecandistinguishseveralthemes.ThemesthatcanbedistinguishedinTheMerchantofVenicearemercyversusrevengeandloveversusmoney. Wo