Unit 19 The Merchant of Venice 说课稿

合集下载

高二Unit 19 The Merchant of Venice说课教案

高二Unit 19 The Merchant of Venice 说课教案unit19The merchant of Venice一、教材分析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”、”亨利四世”、”哈姆雷特”、”罗密欧与朱丽叶”等。

语言知识和语言技能都是根据”莎士比亚与他的戏剧”这一中心话题设计的。

我上的这节课是本单元的第二节阅读训练课，Reading 部分是根据莎士比亚的戏剧《威尼斯商人》中的一个片段改编的。

由于Antonio 借了Shylock 的钱而不能如期归还，Shylock 把Antonio 告上了法庭，要求履行他们之间的合约。

根据合约，Shylock 可以在Antonio 心脏附近取一磅肉，当然，这可能是致命的一磅肉。

尽管法官希望Shylock 大发慈悲，Antonio 的朋友Bassanio 愿意替Antonio 成倍偿还，但是，Shylock 仍然坚持要求得到一磅肉。

Shylock 打着维护法律的公正性和严肃性的幌子，内心深处其实是想对他的敌人Antonio 实施报复，要置Antonio 于死地。

该剧围绕”同情与报复”这条主要线索展开，无论是Duke 还是Portia 都希望Shylock 富于同情心，两位法官就mercy 进行的陈述非常精辟，该故事情节生动、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。

戏剧中的人物往往分别代表着”正义”和”非正义”两方。

得道者多助，失道者寡助。

二.Teaching important and difficult points(教学重点和难点)1．Teaching important points (重点)1）Useful words and phrases: have mercy on; anymore; tear up; offer up; be seated; pay back2）Improve the students’ reading ability。

细说教材(Unit19 The Merchant of Venice)

细说教材点拨：这句话是莎士比亚的戏剧《哈姆雷特》中的一个名句。

意思可以理解为:To live or not to live—that is the question.对与这种名句名言类的，在平时写作中可以采用仿拟的修辞手法，给人印象深刻。

根据家喻户晓的成语或谚语，临时更换其中的某个部分，造成新的成语或谚语；或者根据古今名言警句，在保持其原句不变的情况下，更换其中部分词语，这种修辞方式叫仿拟。

e.g.1.To lie or not to lie—the doctor’s dilemma.撒谎还是不撒谎——医生的难题。

e.g.2.To do it or not to do it is not the only question.点拨：lie:平卧；摆放；处于……状态存在；内含；位于，延伸。

e.g.1.He is lying under a tree sleeping.他正躺在树下睡觉。

e.g.2.The dust has lain undisturbed for years.尘土积在那儿很多年了。

e.g.3.Mary has lain sick in bed for years.玛丽已经卧病在床多年。

e.g.4.The solution lies in research.答案在研究中。

e.g.5.The lake lies beyond this mountain.翻过这座山就是湖。

e.g.6.Our land lies between the hill and the river.我们的土地位于这座山和那条河之间。

联想：lie的常用短语（1）lie down 少有作为，一事无成Jack is lying down on the job.杰克在工作上一事无成。

（2）lie with 由……决定，取决于，视……而定e.g.Many teachers believe that the responsibilities for learning lie with the student.许多老师认为学生应该自己负责自己的学习(而不是完全依赖老师)。

高二英语Unit 19 The Merchant of Venice教案

高二英语Unit 19 The Merchant of Venice教案Unit 19 The erhant f Venie教案Perid 1GUESS:aleEnglishPlarightRe ≈ ulietT be r nt t be:that is the questin---------------- ShaespeareIntrdutin t Shaespeare:Lived fr 164 t1616Plaright: edies ,tragedies, histrial plas Pet: pes,snnets (十四行诗)ain rsedies:A idsuer Night’s Drea（仲夏夜之梦）Telfth Night（第十二夜）The erhant f Venie（威尼斯商人) All’s ell That Ends ell 皆大欢喜The err ives f indsr 温莎的风流妇人Tragedies:Re and uliet(罗密欧与朱丽叶）abeth（麦克白）ing Lear（李尔王）Halet（哈姆雷特）thell （奥赛罗）Trilus ≈ ressida（特洛伊罗斯与克瑞西达）Histries:Henr IV（亨利四世）Henr VIII（亨利八世）ing hn （约翰王）Pes:The Snnets（十四行诗）A Lver‘s plaint(爱人的怨诉)aring up:Read the flling qutatins fr different Shaespeare plas D u n fr hih plas the e? hat d u thin these faus rds eans?“T be r nt t be: that is a questin”<Halet> eaning: That is a questin hether t live n in this rld r t die, that is, t tae atin r t d nthing“Uneas lives the head that ears a rn”<ing Henr IV> eaning: The life f leader isn’t eas Having an respnsibilities, leaders ften an’t sleep ver ellNeither a brrer nr a lender be<Halet> eaning: Be areful t tae r give ne t thers u’d better be areful“Re, Re, h are u Re? Den ur father , and refuse ur nae…”<Re ≈ uliet> eaning: If nl u had a different nae, e uld nt have this prble“rd, rds, nl rds, n atter fr the heart ”<Trilus and ressidal>eaning: Ept rds, nt real thughts r ideas fr the heartListening1 ①In hih it des this pla tae plae?②hat is their relatin t the ther haraters in the pla?1Antni Athe udge2Shl Ba erhant f Venie3Bassani Antni’s friend4Prtia Da nelenderDue EBassani’s ifeSuggested ansers: 1—B 2—D 3— 4—E —A2ain idea f the plaBassani anted t arr PrtiaHe ased his friend Antni t lend hi 3,000 duatsBut Antni had n neThe ent t Shl t brr the neShl agreed t d s But if Antni didn’t pa ba the ne n tie,he uld be ut ff ne pund f his fleshHever,Antni’s ships ere lstShl started deanding his pund f flesh3 Fill in the blans1) She lves Bassani but the an nt get arried beause he is t pr Then Bassaniass Antni t lend hi 3,000 duats2) Antni ges t Shl t brr the ne3) Shl agrees t lend Antni the ne, but Antni ust prise t all Shl t tae a pund f his flesh fr an part f his bd if he annt pa the ne ba after 3 nths4) n the da Bassani and Prtia get arried, the reeive a letter fr Antni saing that all his ships have been lst at sea) Prtia thins f a lever plan t save Antni6) Dressed as a laer, she arrives at the urt f the due7）In the letter it sas that Prtua is a learned ng dtr fr Re8)The Due aepts Prtia t tae the plae f the faus laer and handle this diffiult asePerid 2----Reading ≈ Integrating sillLead—inTragedies ediesabeth ( 哈姆雷特) A idsuer Night’s Drea 第十二夜ing Lear (奥赛罗) Telfth Night 威尼斯商人Halet （麦克白）The err ives f indsr 仲夏夜之梦thell （李尔王）The erhant f Venie 温莎的风流妇人Fast readingRead the text and hse the best anser1 Shl as a nelender, h ____A as glad t lend ne t thers ithut nditinsB red hard t ae a lt f neas ruel and hated Antni D feared nthing2 Shl lent Antni three thusand duats n nditin that _____A Antni uld return the ne ithin t nthsB Antni uld return the ne ith a pund f fleshAntni uld let Shl have a pund f flesh if he failed t repa the ne in tie D Shl uld nt as the ne ba3 Shl refused t have er n Antni beause _____A he hated Antni and intended t ill hiB he had dne nthing rng and feared n udgeenthe trusted the las f V enie and refused t hange his indD he thught his ne had gne4 The phrase “s ung a bd ith s ise a head” eans ________A “suh a ung an ith s uh ealth”B “suh a ung an ith suh great isd”“a an h inreases in isd ith his inrease f age’D “a an h is lever”Antni as nt able t pa the ne ba t Shl beause _____A He lst all his ships at seaB He didn’t ant t pa the ne ba Shl ased t uh ne ba D He needn’t pa the ne ba6 hat did Shl reall ant?A He anted three ties ne that he as edB He anted a pund f Antni’s fleshHe anted ustie D He anted t ill Antni7 The ain idea f this pla st prbabl is ____A H Shl as punishedB H Antni as savedH a udgent beteen t erhants f VenieD H Prtia helped ith the ase8 Fr the str e an nlude that Antni as ________A A erhant h as alas happ t give thers advieB A nelender h as alas read t lend ne t thersA erhant h never refused t help thersD A nelender h as greed and ruel9 Arding t the str, Prtia as ___A a beautiful lad ithut neB a learned ung udgea ung beautiful lad ith great isd D a friend f Antni10 In riting stle, this text is a _________A draaB str fable D fitinSuggested ansers: ABA D AListen t the tape then deide True r False1 Shl hated Antni and anted t tae the hane t ill hi2 Bassani ffered t pa Shl uh re ne than Antni had brred fr hi3 Shl aepted Bassani’s ffer4 Prtia, Bassani’s ife, pretended t be a udge Bassani regnized his ife at the urt at the first sight 6 Prtia agreed t hange the la a littleSuggested ansers: TTFTFFarefull readingTas1:Analse the develpent f the str★BagrundAntni and Bassani brr 3,000 duats fr Shl, but if the debt is nt repaid n tie, Antni ust pa ith ne pund f his flesh★PrbleAntni’s ships are lst Antni is nt able t pa the debtShl starts deanding his pund f flesh and brings Antni t the urt★DevelpentThe Due tells Shl t have er n Antni and Bassani prises t pa ten ties the ne Antni has brred but Shl insisted n having ne pund f his flesh★liaxPrtia delares Shl a have ne pund f flesh f Antni but n re n less And if Shl lets ne drp f Antni’s bld fall, he ill lse all his land and ne★uteShl begs fr er He is punished thugh nt illedTas 2 Analse the harateristis f the haraters and find ut se sentenes in the pla t supprt ur idea(Grup r)haratersharateristisSentenes shing their featuresShlruel greedselfishld-bldedstne-heartedvengeful(复仇心重的）raft(狡诈的)1 I`ve prised t tae pund f flesh2 I uld still tae pund f flesh Give e pund f flesh3 I desire pund f flesh4 I`ve ept side f the bargain and I expet hi t eep hisI as fr legal right6 I have srn t heaven t have pund f fleshI ust have itAntnigenerus ind ar-hearted ea1 It’s useless tring t agree ith Shl2 Give Shl hat he ants3 Dn’t be sad fr eBassaniDevtedsiple-indedrude 鲁莽sense f right and rng正义感1I `ll pa u six thusand duats fr the three thusand duats that Antni brred2 I ffer ten ties the ne that Antni has brred3 Please hange the la a little s that e a save AntniPrtialever ise learned ind eriful al brave1 er brings gds er falls lie the gentle rain fr the s upn the earthIt blesses thse h give it and thse h reeive it2 e shuld learn t sh er t thers3 u ust ut ff ne pund f flesh, n re , n less And nt ne drp f bld ust fall Pst- readingDisussin (Grup r)1 hat are the t eanings f “I’ll pa hi ba ith all heart” ?Literal eaning: I ill pa hi ba b giving n lifeFigurative eaning: I a ver sinere t pa hi ba all the ne2 A lassial balane is ften used as a sbl fr The erhant f Venie1) hat is usuall eighed ith a balane? hat ges int the sales left and right?A balane is used t eigh things u ant t sell The gds fr sale g int the right sale, and the eight ges int the left sale2) h des Prtia as Shl hether he brught a balane?Prtia ass Shl hether he brught sales t ae sure that he an nl tae exatl a pund f flesh fr Antni3) hat is the deeper eaning f the balane? hat is eighed in Prtia’s urt f la?The deeper eaning f the balane is t eigh the arguents f Shl against the defense f Antni T pass udegent, the udge ust find the right balane It is the questin hat is fair and ust that is reall eighed in Prtia’s urtLanguage pints1 Have er n Antni,Shlhave er n/sh er t 宽恕某人Eg: The had n er n their prisners= N er as shn t the prisners2It is useless tring t argue ith Shl 试图跟夏洛克讲道理是没有用的。

高二英语Unit 19 The Merchant of Venice人教版知识精讲

高二英语Unit 19 The Merchant of Venice人教版【本讲教育信息】一. 教学内容：Unit 19 The Merchant of Venice1. 重点单词，短语的用法2. 课文难点解析二. 知识总结与归纳：单元内容简介：（一）中心话题：莎士比亚和他的著名戏剧《威尼斯商人》（二）阅读材料：戏剧《威尼斯商人》精彩片段（三）应掌握的重点短语和句型：1. pay back：2. go about：3. have mercy on4. It’s useless doing….5. might as well do ….6. hope for…7. be seated8. be accused for…9. tear up10. take sb. in one’s arm11. at sea12. at the mercy of…13. go down on one’s knee14. forgive sb. for sth….15. be worthy of….16. pass judgement on..（四）相关的语法现象：1. 直接引语和间接引语2. 倍数表达3. 情态动词用法：would; shall词汇学习：重点单词，短语的用法：1. pay back偿还；报答；报复What must Antonio give Shylock if he can not pay back the debt ?如果还不了债，Antonio 必须拿什么偿还Shylock？We’re pay back the loan over 15 years.Maybe she was playing a trick, to pay them back.注意pay为核心的其它短语：pay for…：付款，为……付出代价；pay off….：还清（债务）；pay out：付出（大笔的钱）；报复“Are the drinks free?”“No, you have to pay for them.”He paid off all his debts shortly.In order to pay off the loan from the bank, my uncle had to sell some of his business interests.You have to pay out so much money for car repairs these days.2. mercy怜悯；仁慈．常用短语如下：have mercy on…：对……表示怜悯at the mercy of：任由……摆布或控制…but we all believe that you will give it up in the end. Have mercy on Antonio, Shylock. Be reasonable.His life shall be at the mercy of the Duke. Therefore, go down on your knees and beg the Duke for mercy.3. as far as I know：就我所知。

新课标人教版高二英语Unit19 The Merchant of Venice 教案

1) Tragedies: Romeo and Juliet(罗密欧与朱丽叶） Macbeth（麦克白） King
Lear（李尔王）
Hamlet（哈姆雷特）
Troilus & Cressida（特洛伊
罗斯与克瑞西达）
2) edies: Ex
A Midsummer Night’s Dream（仲夏夜之梦） Twelfth Nigh（t 第 pl
ai
1) Romeo and Juliet: Two young lovers ,were separated by their family n
because of the hatred between them. Juliet was forced to marry Paris, &
whom she didn’t love .Friar Lawrence made a plan for Romeo and Juliet d
to escape, but something wrong happened. Those mistakes made Romeo o
think Juliet was already dead. He killed himself in Juliet’s tomb, where ex
he found that Juliet was still alive at the same time, but it was too late. x
3. Introduction
tal
William Shakespeare (1564-1616 ) was born in Stratford-upon-Avon,
25’
k
Step England. Heis considered to be the greatest playwright and poet of the

Unit19 The Merchant of Venice 人教版课件

* Words, words, only words, no matter from the heart.
•Meaning: being terribly upset and undecided.
King Henry IV
•Meaning: A person who has great responsibilities, such as a king, is constantly worried and therefore doesn’t sleep well.
Unit 19
The Merchant of Venice
1 Lead in
• There was a great British playwright and poet in the world’s history of literature. He wrote about 37 plays and a large number of poems in his life. Here is a picture of him. Do you know who he is?
* To be or not to be: that is the question. * Uneasy lies the head that wears a crown. * Neither a borrower nor a lender be. * Romeo, Romeo, why are you Romeo? Deny your father, and refuse your name…
Meaning: It is best not to lend money to other people and not to borrow from other people. When we lend something ,we risk losing both the thing we lend and the friendship with that other person.

高二英语Unit(19) The Merchant of Venice 教案人教版

Unit 19 The Merchant of VeniceI．单元教学目标技能目标Skill GoalsTalk about Shakespeare and his playsLearn to recount detail in conversationReview Direct and Indirect SpeechRite a short playII. 目标语言功能句式Stating one’s viewsCorrect me if I’m wrong, but…One of the most important facts is…As far as I know…You shouldn’t forget that…You could, for example, …After all,…What shouldn’t be forgotten is…The way I would go about it…But in this particular case…词汇1. 四会词汇merchant, crown, deny, mercy, enemy, reasonable, weakness, judgement, gentleman, greeting, envy, troublesome, requirement, declare, merciful, bless, legal, deed, surgeon, court, justice, therefore, kindness, punish, punishment, order, sword, complex2. 认读词汇Venice, Hamlet, Romeo, Juliet, Troilus, Cressida, uneasy, Bassanio, Antonio, Portia, Shylock, duke, masterpiece, revenge, ducat, fate, scale, Bellario, tragedy3. 词组pay back, have mercy on, go about, as far as I know, tear up, at the mercy of, go down on one’s knees4. 重点词汇merchant, mercy, accuse, declare, fortune, bargain, worthy, consequence结构Review Direct and Indirect Speech重点句子You might as well go stand upon the beach and argue with the sea.If you offered me six times what you have just offered, I would still take my pound of flesh.Shylock, how can you hope for mercy for yourself when you show none? P67To do a great right, do a little wrong and in that way we can save Antonio. P68If Shylock cuts deep enough, I’ll pay him back with all my heart. 68All he wanted was justice. P71The 1st period SpeakingStep 1 RevisionCheck the homewor1. Check the students’ writing.2. check if the students have found some information about Shakespeare.Step 2 Warming upGet the students to work together to talk about the quotations, the pictures and the plays of Shakespeare.No 1 comes from Hamlet and its meaning is being terribly upset and undecided.No2 comes from King Henry Ⅳand its meaning is that a person who has great responsibility, such as a king, is constantly worried and therefore doesn’t sleep soundly.No 3 comes from Hamlet. It means that it’s best not to lend money to other people and not to borrow from other people.No 4 comes from Romeo and Juliet and its meaning is why my lover Romeo is from a family that has a long feud (世仇，不和) with mine.No 5 comes from Troilus &Cressida and its meaning is empty words, not real thoughts or ideas from the heart.Step 3 SpeakingEncourage students to discuss the two situations using the useful expressionsStep 4 talking (on P138)Get the students to talk about the picture, and then do the two tasks according to the instruction.After some practice, the teacher can ask some pairs to act their play out in front of the whole calss.Step 4 HomeworkLearn the new words by heart.The 2nd Period ListeningStep 1 RevisionAsk some pairs to act out their playStep 2 ListeningListen to the tape and do Part 1 and 2Students are asked to read fast the questions and then listen to the tape twice to answer the questions.Step 3 Listening (2) (wb P137)Step 4 Homework.Listen to the materials again after class.Preview the reading.The 3rd Period ReadingStep 1 Lead-inTask: Ask students to retell the main characters of the Merchant of Venice and their relationship according to the listening part.Step 2 Pre-readingTalk about the picture to arouse the students’ interest in reading the play.Step 3 while-readingGet students to analyze the characters, finding out some details and explaining the deeper meaning of some puns and symbols.Deal with some language points if possible:1. You might as well go stand upon the beach and argue with the sea. P672. if you offered me six times what you have just offered3. Shylock, how can you hope for mercy for yourself when you show me none?Step 4 Post-reading:Listen to the tape and then finish the post-reading Ex on p44-45.Step 4 HomeworkPreparations: Language Study on p 69 and V ocabulary on P139-140.The 4th Period GrammarStep 1 RevisionCheck the homework.Step 2 Word Study and vocabularyCheck the answers orally.Step 3 GrammarRevise the Direct and Indirect Speech.Step 4 HomeworkReview the rules of the Direct and Indirect Speech; Read the passage on P71-72.The 5th Period Extensive readingStep 1Check the homeworkStep 2 Listening and Fast readingStep 5 readingP142 Extensive reading.Go through the questions on P142, and listen to the tape and answer the questionsStep 6 HomeworkReview what we’ve learned in this period and prepare for the writing task.The 6th Period WritingStep 1 revisionStep 2 Pre-writingHow to write a short play:Read about Romeo and Juliet on P142-143.Step 3 Writing (1)Write a short passage about Romeo & Juliet.Read some sample essays and give comments on them. Step 4 HomeworkCheck Your writings with the other groups.。

【范文】高二英语 Unit 19 The Merchant of Venice教学设计

高二英语 Unit 19 The Merchant ofVenice教学设计Unit19ThemerchantofVeniceAllthatglittersisnotgold.Ｉ．单元教学目标技能目标GoalsTalkaboutShakespeareandhisplaysLearntorecountd etailinconversationReviewDirectandIndirectSpeechwri teashortplayII．目标语言功能句式Statingone’sviewscorrectmeifI’mwrong,but...oneofthemostimportantfactsis...Asfaras Iknow...youshouldn’tforgetthat...youcould,forexample，...Afterall，... whatshouldn’tbeforgottenis...ThewayIwouldgoaboutit...Butinthisp articularcase...词汇四会词汇merchant,crown,deny,mercy,enemy,reasonable,weakness,judgement,gentleman,greeting,envy,troublesome,declare,merciful,bless,legal,deed,surge on,requirement,court,justice,therefore,kindness,punish,punishment,order,sword,complex 认读词汇Venice,Hamlet,Romeo,juliet,Troilus,cressida,uneasy, Bassanio,Antonio,Portia,Shylock,duke,masterpiece,re venge,ducat,fate,scale,Bellario,tragedy词组payback,havemercyon,goabout,asfarasIknow,tearup,att hemercyof,godownonone’sknees重点词汇merchant,mercy,accuse,declare,fortune,bargain,worth y,consequence结构ReviewDirectandIndirectSpeech重点句子youmightaswellgostanduponthebeachandarguewiththesea.P67Ifyouofferedmesixtimeswhatyouhavejustoffered,Iwo uldstilltakemypoundofflesh.P67Shylock,howcanyouhopeformercyforyourselfwhenyous hownone?P67Todoagreatright,doalittlewrongandinthatwaywecans aveAntonio.P68IfShylockcutsdeepenough,I’llpayhimbackwithallmyheart.P68Allhewantedwasjustice.P71Ⅰ.BriefStatementsBasedontheUnitThemerchantofVenice isthemostoutstanding“romantic”comedywrittenbywilliamShakespeare,thegreatestBritis hplaywrightandpoetofRenaissance.Thisplayismainlyabo uttheprocessofastorythatShylock,acruelandgreedymone ylender,ispunishedbyAntonio,amerchantofVenice,witht hehelpofhisfriends—PortiaandBassanio.Thecentralthemeoftheplayisthetriu mphofloveandfriendshipoverinsatiablegreedandbrutali ty.AhappyendingisbroughtaboutwhenShylockispunished. HerewecanseethetrueprogressivesignificanceofThemerc hantofVeniceandofitsauthor:consistenthatredfortheop pressorsandsympathyfortheoppressed.meanwhile,itprov idesusanopportunitytolearnsomelanguagepointsaswella srevisingDirectandIndirectspeech.Ⅱ.TeachingGoals1.TalkaboutShakespeareandhisplays.2 .Learntorecountdetailinconversation.3.ReviewDirecta ndIndirectSpeech.4.writeashortplay.TheFirstPeriodTe achingAims:1.Learnandmasterthefollowing:wordsandphr ases:merchant,duke,masterpiece,mercy,enemy,payback,aswellas,afterallEverydayEnglish:correctmeifI’mwrong,but…oneofthemostimportantfactsis…AsfarasIknow,…youshouldn’tforgetthat…youcould,forexample,say…Afterall,…whatshouldn’tbeforgottenis…ThewayIwouldgoaboutit…Butinthisparticularcase… 2.Trainthestudents’listeningandspeakingabilities.TeachingImportantPoin ts:1.Improvethestudents’listeningability.2.Improvethestudents’speakingabilityandlearnsomeusefulphrasesaswellaseve rydayEnglish.TeachingDifficultPoints:1.Howtohelpthe studentsgetthegeneralideaofthelisteningmaterialandf indtheanswerstothelisteningexercises.2.Howtogetthes tudentstofinishthetaskofspeaking.Teachingmethods:1. Talking,speakingandlisteningtoimprovethestudents’abilitytouseEnglish.2.Individual,pairorgroupworktom akethestudentsfinisheachtask.TeachingAids:1.themult imedia2.theblackboardTeachingProcedures:Ste pⅠGreetingsandLead-inT:Goodmorning/afternoon,everyone .Ss:Goodmorning/afternoon,mr/ms.T:Sitdown,please.classbegins.First,pleasetellmeifyouareinterestedinpla ys,especiallysomeoftheworld-famousplays.Ss:yes.T:Th erewasagreatBritishplaywrightandpoetintheworld’shistoryofliterature.Hewroteabout37playsandalargenu mberofpoemsinhislife.Here’sapictureofhim.Doyouknowwhoheis?Ss:williamShakespea re.T:Quiteright.Helivedfrom1564to1616.Heisconsidere dtobethegreatestplaywrightandpoetoftheRenaissancein Europe.Asaplaywright,hewrotetragedies,comedies,hist oricalplays.Asapoet,hewrotenarrativepoemsandsonnets .T:Today,wearegoingtolearnUnit19.ThemerchantofVenic e.Inthefirstperiodofthisunit,we’lllearnsomethingmoreabouthisplaysaswellasThemerchantofVenice.First,Let’slearnsomenewwordsandphrases.Lookatthescreen.mercha ntn.商人△Venicen.威尼斯（意大利港口城市）△Bassianio巴萨尼奥（男子名）△Portia鲍西娅（女子名）△Antonio安东尼奥（男子名）△Shylock夏洛克（男子名）payback偿还；报答△ducatn.古时候在欧洲通用的金币duken.公爵masterpiece/n.杰作；最佳作品mercyn.revengen.复仇；报复enemyn.敌人asfaras到目前为止；就某种程度或范围而言afterall毕竟Bb:payback,asfaras,afterall）StepⅡwarmingupT:well.NowpleaseopenyourbooksatPage65.Look atwarmingup.Lookatthepicturesandreadeachquotationon ebyone.Trytounderstandeachoneofthem.Thentellfromwhi chplays,ofwhichthetitlesarebelowthepictures,theycom e.workinpairstoprepareforafewminutes.T:Areyouready? Ss:yes.T:who’dliketohaveatry?Anyvolunteer?S1:Thefirstoneandtheth irdonearefromHamlet;thesecondonefrom/kingHenryⅣ;thefourthoneRomeoandjuliet;thelastoneTroilusandc ressida.T:youdidagoodjob.Sitdown,please.Thenwhatdoy outhinkthesefamouswordsmean?canyouexplaintheminEngl ish?Ss:yes.Butnotclearlyandexactly.T:So,letmeexplai nthemtoyou.ListencarefullyandtellwhichoneIamreferringto.Doyouseemypoint?Ss:yes.T:No.1:whymustyoubethes onofmyfamily’sgreatestenemy?Refuseyourfamilyformylove.Ss:“Romeo,Romeo,whyareyouRomeo?Denyyourfather,andrefu seyourname…”T:No.2:Thatisaquestionwhethertoliveoninthisworldort odie,thatis,totakeactionortodonothing.Ss:“Tobeornottobe;thatisaquestion.”T:No.3:Itisbestnottolendtoothersandnottoborrowfromo thers.whenwelendsomething.werisklosingboththethingw elendandthefriendshipwiththatotherperson.Ss:“Neitheraborrowernoralenderbe.”T:No.4:Apersonwhohasgreatresponsibilities,suchasaki ng,isconstantlyworriedandthereforedoesn’tsleepsoundly.Ss:“Uneasyliestheheadthatwearsacrown.”T:No.5:Emptywords,notrealthoughtsorideasfromtheheart.Ss:“words,words,onlywords,nomatterfromheart.”T:Great.However,Istillwanttosuggestyoufindtheseplay s,fromwhichthequotationscomefrom,toreadorwatchthemi fyouhaven’tbefore.Doyouthinkso?Ss:yes.T:whatotherplaysofShake spearedoyouknow?Ss:TwelfthNight;kingLear;othello…StepⅢListeningT:welldone.we’vetalkedmuchaboutShakespeareandhisplays.Next,let’slistentotheintroductiontoThemerchantofVenice,themo stoutstanding“romantic”comedy.Itwilltellushowthestorytakesplaceandhelpsusl earnaboutthemaincharactersinit.canyoufollowme?Ss:ye s.T:ok.NowpleaselookattheListeningpartatPage66.Firs t,readthroughthequestionsinExercise1.Thenlistentoth etapetofindtheanswers.Suggestedanswers:Ex.1 .Venice2.threemonths3.threethousandsducats4.apo undofhisfleshT:welldone.Nowpleasereadthroughtherequ irementsofExercise2.ThenI’llplaythetapeagainforyoutofinishthefollowingchart.S uggestedanswers:StepⅣSpeakingT:Uptonow,we’velearntmuchaboutShakespeareandhisplays.canyoutellm ewhatmakeshisplayamasterpiece,Hanmei?S4:Theideasbeh indtheplayareaboutproblemswhicharestillimportanttop eopleofdifferentagesinmoderntimes.T:canyougivesomee xamplesshowninThemerchantofVenice?Anyvolunteer?S5:m ercyversusrevengeandloveversusmoney.T:Quiteright.Now,pleasereadthetwosituationsinSpeakingfirst.Thenfin dexamplesforeachoneinmodernlifeandworkinpairstodisc usswhetheritisrightorwrong.Areyouclearaboutthat?Ss: yes.T:Andbehindthesituation,therearesomeusefulexpre ssions.Studythemfirst,thenusetheminyourdialogueifpo ssible.Doyouremember?Ss:yes.Sampledialogues:Situati on1A:InThemerchantofVenice,Shylockgetsthechancetoki llAntonio,andhewould.what’sevenmore,herefusestheDuke’spersuasiontohavemercyonAntonio.Butwhentherolesaret urnedaround,theDukeshowsmercytoShylockdespitethefac tthatnobodyreallylikesShylock.whatwouldyoudoifyouha dyourworstenemyinyourpower?B:Inmyopinion,peopleshou ldbekindandmerciful.Thepunishmentonmyenemyshoulddep endsonthesituation.Ifhetriestocorrecthisfaultandisa bletogetalongwellwithmeinfuture,Iwillforgivehim.Aft erall,afriendisbetterthananenemy.A:Iagreewithyou.wh atshouldn’tbeforgottenisthatallthethingshasalimitedline.B:How doyouliketheplayThemerchantofVenice?Haveyoureadanyo therplaysofShakespeare?A:It’sworthreading.Theideasbehinditarestillimportanttotoday’speople.Besides,I’vereadRomeoandjuliet,kingLearandsoon.B:Great!wouldy ouliketotellmethestoriessomeday?A:Noproblem.Situati on2A:youknow,inThemerchantofVenice,Bassaniocan’tmarryPortiabecausehedoesn’thaveenoughmoney.whatapity!Andthishappenseverywhere aroundtheworld.whatdoyouthinkaboutasituationliketha t?B:Frommypointofview,loveismoreimportantthanmoney. Ifmoneyislost,wecanearnitbyourhands.However,iflovei slost,itcanneverbebackagain.A:moneyisnecessary,butn otthemostimportant.moneycanbringyoumanythings,butit cannotbuyyouhappiness.B:yes.Greatmindsthinkalike.&# 61507;StepⅤSummaryandHomeworkT:Inthisclass,we’vemainlytalkedaboutShakespeareandhisplays.whilewewe redoingeachtask,we’velearntsomeusefulexpressions,suchaspayback,asfaras ,afterall.Afterclass,Ihopeyoucanpractiseusingthemag ain.Besides,remembertopreviewtheReadingpartinthisun it.Somuchfortoday.Goodbye.Ss:Goodbye.StepⅥTheDesignofthewritingontheBlackboardUnit19ThemerchantofVeniceTheFirstPeriodⅠ.williamShakespearekingHenryⅣ/Hamlet/Romeoandjuliet/Troilusandcressida/TwelfthNi ght/kingLear/othelloⅡ.Phrases:payback,aswellas,afterallTheSecondPeriod TeachingAims:1.Learnandmasterthefollowing:words:wea kness,anymore,greatness,judgement,gentleman,trouble some,gentle,bless,surgeon,declare,courtPhrases:tear up,havemercyon,offerup,beseated2.Trainthestudents’readingability.3.Learntorecountdetailinconversation.TeachingImportantPoints:efulwordsandphrases:ha vemercyon,anymore,tearup,offerup,beseated,payback2.Improvethestudents’readingability.TeachingDifficultPoints:Helpthestude ntsunderstandtheplayexactly,especiallythefollowings entences.1.youmightaswellgostanduponthebeachandargu ewiththesea.2.IofferyoutentimesthemoneythatAntonioh asborrowed.Teachingmethods:1.Asking-and-answeringbe forereadingtomakethestudentsinterestedinwhattheywil lread.2.Fastandcarefulreadingtotrainthestudents’readingability.3.Discussionafterreadingtomakethestu dentsfurtherunderstandwhatthey’veread.TeachingAids:1.themultimedia2.theblackboardT eachingProcedures:StepⅠGreetingsGreetthewholeclassasusual.Step ⅡRevisionandPre-readingT:yesterday,welearnedalotabou twilliamShakespeareandhisplays.who’dliketotellthetitlesofhisfourgreattragedies?Volunte ers?S1:Hamlet,othello,kingLear,macbeth.T:Thankyou.S itdown,please.Andhealsowrotesomeromanticcomedies.wh ichisthemostoutstandingone?Ss:ThemerchantofVenice.T :Tellthenamesofthemaincharactersintheplay.Ss:Shyloc k,Antonio,Bassanio,Duke,Portia.T:AfterPortiaknowsth atAntoniohastogiveShylockapoundofhisflesh,shethinks upaplantosaveAntonio.whatdoyouthinkPortiawilldotosa veAntonio?S2:IthinkshewillgiveShylockmuchmoremoneyt hanwhatAntonioborrowedfromhim.T:willShylockaccepthe rmoney?S2:maybe.Heisgreedy.T:Itsoundsreasonable.Ist hereanyonewhohasadifferentopinion?S3:Ithinkshewillt rytopersuadeShylocktoshowmercytoAntonio.T:willshesu cceed?Don’tforgetheiscruelandhehatedAntonio.whohasreadthisplay?TelluswhatPortiadoestosaveAntonio.S4:Shepretendst obeajudgeandarrivesatthecourtoftheDuke.T:Thankyou.S itdown,please.Today,we’regoingtoreadthisplay,ThemerchantofVenice.Afterread ingit,we’llknowwhathappenedinthecourt.First,let’slearnsomenewwordsandexpressions.Lookatthescreen.ha vemercyon对……表示怜悯weaknessn.anymoreadv.不再greatnessn.伟大judgementn.判决；判断gentlemann.envyvt.&n.妒忌；羡慕troublesomeadj.令人烦恼的；讨厌的mercifuladj.仁慈的；宽大的gentleadj.温柔的；柔和的；有教养的blessvt.祝福，保佑tearup撕毁；取消（合同等）swearvt.&vi.发誓；宣誓offerup献出；献上surgeon n.外科医生△sentencen.判决declarevt.宣布；宣称courtn.法庭△scalen.天平盘；称盘StepⅢReadingT:well.NowpleaseturntoPage67.Readtheplayquic klyandfindoutwhatshedoeswhenshearrivesatthecourt.yo ucanbegintoreaditnow.T:ok.Everyone,Ithinkyoumusthav efoundtheanswer.who’dliketotellme?S5:ShetriestopersuadeShylocktoshowmer cytoAntonioandacceptthemoneyofferedbyBassanio.T:Doe sshesucceed?S5:No.T:whatdoesshedonext?S5:Shehastoal lowShylocktotakehispoundoffleshfromAntonio’sbreast.T:Thankyou.Sitdown,please.Doyouagreewithhim /her?Ss:yes.T:welldone.you’veunderstooditwell.Nowpleasereaditcarefullyagainand furtherunderstandit.Atthesametime,findoutalltheusef ulphrases.Afewminuteslater,I’llcollectthemfromyou.T:Lookattheblackboard,please.A llthesephrasesareimportantanduseful.youmustremember themandtrytousethem.Doyouremember?Ss:yes.T:Besides, therearesomeotherlanguagepointswhichareusefulbutdif ficulttounderstand.I’llexplainthemtoyou.Lookatthescreen.1.anymore=anymor ee.g.Shedoesn’tlivehereanymore.Aretheyproducingthismachineanymore ?2.may/mightaswelldosth.e.g.Sincenobodyelsewantsthe job,wemightaswelllethimhaveit.Allthepubsareclosing. wemayaswellgohome.3.Ifyouofferedme…,Iwouldstilltak e… e.g.Ifsheispoor,she’shonestatleast.Ifthesunweretoriseinthewest,Iwouldno tbreakmyword.4.beseatede.g.Hethenaskedmetobeseated. Sheseatedherselfonthesofa.Shesawafewpeopleseatedont hebenchatthebackoftheclassroom.5.…howcanyouhopeformercyyourselfwhenyoushownone?e.g.I’llcomewhenI’mneeded.She’llbeabletogiveyouhelpwhennecessary.6.Ioffertentimes themoneythatAntoniohasborrow.e.g.Thenewbuildingisfo urtimesthesizeoftheoldone.Thestreetisthreetimesthel engthofthatone.Theroomistwicethesizeofthatone.7.pay -backe.g.Haveyoupaidbackthemoneyyouowemeyet?I’llpayhimbackforthetrickheplayedonme.Rosedoesn’tknowhowtopayhimbackforhishelp.StepⅣListeningandReadingAloudT:ok.NowI’llplaythetapeofthetext.First,listenandfollow.Then,l istenandrepeat.meanwhile,payattentiontoyourpronunci ationandintonation.Iseverythingclear?Ss:yes.&#61507Post-readingT:Now,youmusthaveunderstoodtheplaymoree xactly.Let’shaveadiscussionaboutit.PleaseturntoPage69.Lookatth equestionsinPost-readingandworkingroupsoffourtodisc ussthem.Afterawhile,I’llasksomeofyoutoreporttotherestoftheclass.Begintowo rknow.Suggestedanswers:1.Sheiscleverandlearned.2.He iscruel.3.ShylockhatedAntoniobecauseAntoniohadmanyt imesscoldedhimpubliclyforbeinggreedyandcruel.4.Lite rally,withtheheartwhichheshallcutoutofmybody;metaph orically,whole-heartedly,willingly.5.①Usually,thingsareweighedwithabalance.weighsgointoth eleftscaleandthingsgointotherightscale.②ShewantstoremindShylockthathemustcutexactlyapoundof fleshfromAntonio,nomore,noless.③Thedeepermeaningofthebalanceisjustice.InPortia’scourtoflaw,moralsareweighed.6.DukespeakstoAntonioS hylockspeakstoDukeBassaniospeakstoAntonioPortiaspeakstoBassanio&#6150SummaryandHomeworkT:Inthisclass,wehavemainlyreadthe firstpartof ThemerchantofVenice.whilereadingit,we’vealsolearnedsomeusefulwordsandexpressionsandsenten ces.Afterclass,readthetextagainandrevisewhatwe’velearntinthisclass.That’sallfortoday.Seeyou!Ss:Seeyou!StepⅦTheDesignofthewritingontheBlackboardUnit19ThemerchantofVeniceTheSecondPeriod Ⅰ.wordsanymore=anymoreif=evenifwhen=if Ⅱ.Phrases:showmercyon,may/mightaswelldosth.,tearup ,offerup,dothedeed,beseated,takesb.inone’sarms Ⅲ.Sentencepatterns:AisthreetimesthesizeofB.TheThirdPeriodTeachingAims:1.Learnandmasterthefollo wingwordsandphrases:justice,murder,godownonknees,pu nishment,immediately,order,sword,conflict,complex2.Trainthestudents’readingability.3.Trainthestudents’abilitytowriteaplay.TeachingImportantPoints:1.Helpt hestudentsunderstandthetextexactlyandmasterthefollo wingwordsandphrases:shall,atthemercyof,godownonknee s2.Helpthestudentsfinishthetaskofwritingaplay.Teach ingDifficultPoint:Howtohelpthestudentswriteaplay.Te achingmethods:1.Listeningbeforereadingtogetthegener alideaofthetext.2.Asking-and-answeringafterreadingt omakethestudentsunderstandthedetailedinformation.3. Individual,pairorgroupworktomakeeverystudentworkinc lass.4.Performingtomaketheclasslivelyandinteresting .TeachingAids:1.themultimedia2.theblackboardTeachin gProcedures:StepⅠGreetingsGreetthewholeclassasusual.Step ⅡRevisionandLead-inT:yesterday,wereadthefirstpartofT hemerchantofVenice.Antonio’strialwastakingplaceatthecourt.Doyoustillrememberwh athappenedatthecourt?wangHai,couldyoupleaseretellth estoryinthefirstpart?S1:yes.Atthecourt,theDuketried hardtopersuadeShylocktohavemercyonAntonio,butShylockinsistedonhavingapoundofhisflesh.EvenifBassaniowou ldpayhimdoublethemoneyAntoniohadborrowed,Shylockwou ldnotchangehismind.whiletheDukewaswonderingwhattodo ,Portiaarrived,pretendingtobeafamouslawyer.Atfirst, PortiaalsotriedtopersuadeShylocktohavemercyonAntoni oandtakemorethanthreetimeshismoney.ButShylockstillr efusedtogiveuphisdemandforapoundoffleshfromAntonio, soPortiasaidhemighttakehisknifetopreparetodothedeed .T:welldone.Sitdown,please.willShylockgethispoundof flesh?Let’sgobacktothecourt.First,listentothetapeofthesecondp artoftheplay.TrytofindoutwhatwillhappentoAntonioand Shylockatlast.Begintolisten!T:Haveyoufoundouttheans wer?Ss:yes.T:who’dliketohaveatry?S2:ShylockwillnotgetAntonio’sflesh.HehastogivehalfofhismoneytothecityofVenicean dpromisetoleavetheotherhalfofhismoneyuponhisdeathto hisdaughterandherhusband.T:Isthatright?Ss:yes.T:ok. Nowlet’slearnthenewwords.Thenreadtheplay.Lookatthescreen,p lease.justicen.公正；正义murdervt.谋杀godownonone’sknees跪下punishmentn.惩罚immediately adv.ordervt.命令；下令swordn.conflictplexadj.错综复杂的；难解的△tragedyn.StepⅢReadingT:Now,pleaseopenyourbooksatPage71.Readthesec ondpartoftheplaycarefullyandfindouttheanswerstotheq uestionsonthescreen.1.HowdoesPortiastopShylockfromc uttingAntonio’sflesh?2.whatdoesPortiasaywhenShylockfinallyagreest otakethreetimesmorethanAntonioborrowedfromhim?3.wha tistheresultofthetrial?Doesthestoryhaveahappyending ?Suggestedanswers:1.PortiaallowsShylocktotakeexactl yonepoundoffleshfromAntonio,nomore,noless.Shealsote llsShylockthathemustnotletonedropofhisbloodfall.SoS hylockgivesin.2.ShesaysthatShylockmustgivehalfofhis moneytoAntonioandtheotherhalftothecityofVeniceaccor dingtothelaw.3.Antonioissaved.Shylockgetspunished.T hestoryhasahappyending.T:welldone.you’veunderstooditbetter.Nowlet’slearnsomeusefulwordsandphrasesinit.Lookatthescreen .1.shalle.g.weshallstartforBeijingtomorrow.youshall haveanicepresentforyourbirthday.youshallbesorryforw hatyouhavedone,Itellyou.whenhecomesinnobodyshallsay aword.Nothingshallstopusfromcarryingouthisplan.2.at themercyofe.g.Theywerelostatsea,atthemercyofthewind sandthewaves.3.godownonone’skneese.g.Theywillnevergodownontheirkneesbeforetheo ppressors.4.beg…fore.g.Theprisonerbeggedformercy.StepⅣwritingT:well,we’vereadThemerchantofVenice.Ithasahappyending.canyout ellmewhetheritisatragedyoracomedy?Ss:comedy.T:whydo youthinkitisacomedy?Ss:BecausetheGoodwins,andtheBad loses.T:youareright.Now,pleaseturntoPage72andlookat thetipsofgettingthemainpointofaplay.T:Today,another trialtookplacebetweentwowomen.Theyarearguingaboutab aby.Howdidthestoryoccur?Andwhatwouldtheydo?Pleasere adthepassageinwritingatPage71andfindoutwhowinsthetr ial,theGoodortheBad?youcanbeginnow.T:ok.Everyone,ha veyoufoundouttheanswer?whowins?Ss:yes.TheGoodwins.T:Quiteright.Now,pleaseworkingroupsoffourorfivetowri teashortplaybasedonthisstory.Givenamestotheking,the twomothersandthechildren.Thereisalsoacharactertopla ytheroleofthesoldier.Ifyoulike,youcanalsohaveafewot hercharacterswhoarefriendsofthetwomothers.canyoufol lowme?Ss:yes.T:Besides,findagoodtitleforyourplay.Do youremember?Ss:yes.T:ok.Begintopreparenow.Fiveminut eslater,I’llaskonegrouptoactoutyourplaybeforetheclass.Asample play:cleverkingcharlescharacters:Sarah:thewomanwhos ebabyislivingDeborah:thewomanwhosebabyisdeadcharles:thekingEmma:afriendofthetwowomenSimon:asoldierofth ekingc:whatisyourquarrel?Sa:oking!Ihaveababy.AndDeb orahhasababy.onebabyisdead.ThedeadbabylookslikeDebo rah’sbaby.IthinkDeborahtookmybabywhenherbabydied.D:oking!Sarahisangrybecauseherbabyisdead.Shecametoseemyba by.whenshesawmybabyshewanteditbecauseherbabyisdead. E:oking!Isawthetwobabies.IthinkthedeadbabyisDeborah’sbaby.IthinkDeborahtookSarah’sbabyinthenight,whenSarahwasasleep.c:calltheswordsm an.Tellhimtobringhissword.S:oking!Hereistheswordsman.c:Bringthebabyhere.Iamajustking.Idonotknowwhoseba bythisis.IdonotknowifthisisDeborah’sbabyorSarah’sbaby.ButImustbejusttoeachofyou.Iwilltakethisbabyan dcutitintotwohalves.ThenSarahcanhavehalfofthebaby,a ndDeborahcanhavehalf.D:yes,yes,thekingisagoodking.c utthebabyinhalves.Sa:Butthebabywilldie!c:yes,thebab ywilldie.Butyoushalleachhaveonehalfofthebaby.Soyouw illnotquarrelanymore.Sa:oking!Savemybaby.Donotcutth ebaby.GivethebabytoDeborah.Letthebabylive.c:Givethe babytoSarah.Sarahwantsthebabytolive.SoIknowthatSara histhemother.Deborahisabadwoman.ShetookSarah’sbaby.E:Thekingisajustking.ogoodkingcharles!cleverk ingcharles!StepⅤSummaryandHomeworkT:Inthisclass,wereadthesecondpart ofThemerchantofVeniceandlearnedtowriteaplay.Bydoing this,we’velearnedsomeusefulwordsandphrases,andourskillinusi nglanguagehasbewelldeveloped.Afterclass,practisemor eandrevisewhatwe’velearntinclass.That’sallfortoday.Seeyounexttime.Ss:Seeyounexttime.&#615 07;StepⅥTheDesignofthewritingontheBlackboardUnit19ThemerchantofVeniceTheThirdPeriod Ⅰ.wordsandphrases:shall,atthemercyof,godownonone’sknees,beg…for Ⅱ.Tipsofgettingthemainpointofaplayaconflictbetween theGoodandtheBad→complexproblemsandrelationship→strugglebetweenthem→ahigher,wisecharactertofindthesolution→theGoodwins,andtheBadloses→acomedyTheFourthPeriodTeachingAims:1.Reviewthewords andphrasesappearinginthelasttwoperiods.2.ReviewDire ctandIndirectSpeech.TeachingImportantPoints:1.Getth estudentstomasterthewordsandphrasescorrectly.2.Gett hestudentstomastertheinterchangesofDirectandIndirec tSpeech.TeachingDifficultPoint:Helpthestudentsmaste rthechangesofthepronouns,tenses,adverbialsintheinte rchangesofDirectandIndirectSpeech.Teachingmethods:1 .PractisingtofinishthetasksinwordStudyandinGrammar.2.Individual,pairorgroupworktomakeeverystudenttakea nactivepartinclassandfinisheachexercisebetter.Teach ingAids:1.themultimedia2.theblackboardTeachingProce dures:StepⅠGreetingsGreetthewholeclassasusual.StepⅡRevisionT:Inthelastfewperiods,we’velearnmoreaboutoneofShakespeare’plays—ThemerchantofVenice.whathaveyoulearntfromit?Ss:TheG oodwillbeabletodefeattheBadatlast.justiceissupporte dbyeveryone.T:Quiteright.Besides,we’velearntsomeusefulphrases.I’llgiveyouadictationofthem.Pleasetakeoutapieceofpaper.Huyeahpleasecometotheblackboard.…Areyouready?Ss:yes.T:ok.Let’sbegin…StepⅢwordStudyT:welldone.NowpleaseopenyourbooksatPage69. LookatwordStudyinthisunit.Fillintheblankswiththewor dsandphrasesfromthetext.you’dbetterreadeachsentencetoseewhichphrasefitsthedescr iptionfirst.Thenfillintheblanksaccordingtothemeanin g.SeewhatImean?Ss:yes.T:ok.youcanbeginnow.Firstbyyo urself.Thencheckyouranswerswithyourpartner.Atlast,I’llcollecttherightanswers.Suggestedanswers:1.afterall2.payback3.showmercyto4.offered,tearup5.offerup6.AsfarasStepⅣGrammarT:Next,let’scometoGrammar.weallknowinThemerchantofVenice,Shylo ckinsistedontakingapoundofAntonio’sfleshaccordingtotheagreementbetweenthem.whydidAnto nioborrowmoneyfromShylock?Ss:TohelphisfriendBassani o,whohadnomoneytomarryPortia,arichandbeautifullady. T:Quiteright.Now,pleaseturntoPage70andreadthemateri alinthebox.Thenworkinpairstochangeitintodialogues.A ct1:ThedialoguebetweenBassanioandAntonio.Act2:Thedi aloguebetweenAntonio,ShylockandBassanio.Doyouseewha tImean?Ss:yes.Sampledialogues:Act1:B:Antonio,Iwantt otellyouagoodpieceofnewsthatIaminlovewithPortia,ari chandbeautifullady.A:Doessheloveyou?B:Shelovesmetoo .A:Thenwhydon’tyougetmarried?B:IcannotaskhertomarrymebecauseIhave nomoney.Iwonderifyoucanlendmethreethousandducats.A: I’dliketohelpyou,butallmyshipareatsea.Ihavenomoneyatp resent.Act2:A:Shylock,IwanttoknowifIcanborrowsomemo neyfromyou.S:Iagreetolendyouthemoneyononecondition. Ifyoudon’tpaythemoneybackattheendofthreemonths,I’llhavetherighttohaveapoundofyourfleshtobecutofffrom anypartofyourbody.A:ok.Iwouldaccepttheseterms.B:Ple ase,Antonio,don’taccepttheseterms.A:Don’tworry.I’lltakehisofferandsigntheagreement.T:wonderful.youdi dagoodjob.Next,let’slookatthesecondexercise.Herearetwoletters.oneisthe letterthatAntoniowrotetoBassanio.Theotheroneisthele tterfromthelawyertotheDuke.Byreadingthem,you’llknowmoreabouttheplay.Areyouinterested?Ss:yes.T:No w,begintoread.Afterthat,changethemintoIndirectSpeec h.Thencorrectmistakeseachother.Attheend,I’llasksomestudentstoreadtotheclass.Iseverythingclear?Ss:yes.Suggestedanswers:Letter1:Bassanioreceivedal etterfromAntonio.Intheletter,Antoniosaidthatallhiss hipswerelostatseaandthatnowhehadtopayShylockwithapo undofhisfleshaccordingtotheiragreement.Antonioalsos aidhowhewishedtoseeBassaniobeforehedied,sinceitwasi mpossiblethatheshouldliveinpayingShylock.Antoniotol dBassaniotoforgetabouttheletterifhisloveforAntoniow asnotenoughtoleadhimthere.Letter2:DoctorBellariowro teinhisletterthathewasveryill.HesaidthatwhentheDuke’sletterreachedhim,hehadwithhimalearnedyoungdoctorfromRomeandthathehadtoldthedoctoraboutthequarrelbetwe enShylockandAntonio.HewrotetotheDuketheyhadstudiedm anylawbooksandthedoctorknewwhathewouldsay.Heaskedth eDuketoletthedoctorstandinhisplaceandgivejudgement. HetoldtheDukethathehadneverknownsoyoungabodywithsow iseaheadthoughhewasyoung.T:welldone.Next,let’slearnsomeusefulexpressions.Lookatthescreen,please.1.beinlovewith/fallinlovewithe.g.Theyhavebeeninlove witheachothersincetheymetforthefirsttime.Thefirstti mePetermetAliceataparty,hefellinlovewithher.2.onone condition/onconditionthate.g.Hewasallowedtogoswimmi ngonconditionthathekeptneartheotherboys.I’llcomeonconditionthatjohnisinvited,too.3.so/how/too +adj.+a+n.e.g.Didyounoticethatyoumadesoseriousamistake?Itisto odifficultabookforbeginners.Howwonderfulaplanitwoul dbe!+n.)StepⅤconsolidationT:ok.Somuchforthelanguagepoints.Inorde rthatyoucanmasterDirectandIndirectSpeechbetter,espe ciallythewaytochangeDirectSpeechintoIndirectSpeech. I’llgiveyouanotherexercise.Lookatthesentencesonthescr eenandcompletethem.changethefollowingsentencesintoI ndirectSpeech.1.“Donotbesobitter,”theDukesaidtoShylock.→TheDukeaskedShylock______.2.“Doallmenkillthethingstheydonotlove?”Bassaniosaid.→Bassanioasked______.3.“AntonioismyenemyandIhatehim,”Shylocksaid.→Shylocksaid______.4.“mercyfallslikethegentlerainfromtheskyupontheearth ,”Portiasaid.→Portiasaid______.Suggestedanswers:1.nottobesobitter 2.ifallmenkilledthethingstheydidnotlove3.Antoniowas hisenemyandhehatedhim4.mercyfallslikethegentlerainf romtheskyupontheearthStepⅥSummaryandHomeworkT:Inthisclass,we’vemainlyrevisedthewordsandphraseslearnedintheplay.I nparticular,we’verevisedDirectandIndirectSpeechbydoingsomeexercise s.youshouldpayspecialattentiontothechangesofthepron oun,tensesandadverbialintheinterchangesofDirectandI ndirectSpeech,andyoushouldbeabletousesomesentencest ructuresfreelysuchas“tellsb.todo…”“asksb.todo…”and“saythat…”.Fortoday’shomework:RetellthestoryofThemerchantofVenice.youca nusethewordsandphrasesonthescreen.you’dbettercopythemdown.RetelltheplayThemerchantofVenic e,usingthefollowingwordsandphrases:beinlovewith,ask …forhelp,scold…for,onconditionthat,payback,cutoff,getmarried,belos tatsea,havemercyon,beseated,dothedeed,beallowedto,d rop,askfor,insiston,atthemercyof,accordingto,betake nawayThat’sallfortoday.Seeyounexttime.Ss:Seeyounexttime.&#615 07;StepⅦTheDesignofthewritingontheBlackboardUnit19ThemerchantofVeniceTheFourthPeriod Ⅰ.Usefulphrasesbe/fallinlovewithononeconditiononco nditionthatso/how/too+adj.+a+n.Ⅱ.DirectandIndirectSpeechtell/asksb.todosth.saytha t-clauseaskwh-/how+clauseTheFifthPeriodIndirectSpee chTeachingAims:1.Enablethestudentsfurthertoknowandu nderstandhowtochangeDirectSpeechintoIndirectSpeech.2.Helpthestudentsrememberallkindsofchangeswhenwecha ngeaDirectSpeechintoanIndirectSpeechsothattheycanus ethemfreely.TeachingImportantPoint:Thechangesofpronouns,verbs,adverbialsoftimeandplaces.TeachingDiffic ultPoint:HowtochangesomespecialsentencesfromDirectS peechintoIndirectSpeech.Teachingmethods:1.Reviewmet hodtomakethestudentsgainnewinsightsthroughrestudyin goldmaterials.2.Pairworkorgroupworktoenableeverystu denttoworkinclass.TeachingAids:1.themultimedia2.the blackboardTeachingProcedures:StepⅠGreetingsandRevisionGreetthewholeclassasusual.T:Int hisclass,we’llreviewtheIndirectSpeech.Thenwe’lldosomeexercises.Atlastwe’llhaveatest.Firstlookatthescreen,andfinishtheexerci ses.Ifyou’renotsureaboutyouranswers,youcanhaveadiscussioninpa irs.PutthesesentencesintoIndirectSpeech.1.“Ihaveleftmypeninyourroom,”hesaid.2.“Didyouseeherlastnight?”hesaid.3.Shesaid,“wherecantheyfindataxi?” 4.Theteachersaid,“Givemesomechalk.”5.“Don’twasteyourtime,”Isaidtohim.Suggestedanswers:1.Hetoldmethathehadleft hispeninmyroom.2.HeaskedwhetherIhadseenherthenightb efore.3.Sheaskedwheretheycouldfindataxi.4.Theteache。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

Unit 19 The Merchant of Venice 说课稿
（一）教学内容
Unit 19 The Merchant of Venice
（二）教学分析
Reading部分是根据莎士比亚的戏剧《威尼斯商人》中的一个片段改编的。

该故事情节生动、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。

教师有责任正确引导学生，帮助学生辩明是非，确立正确的人生价值取向，建立符合和谐社会的道德体系，逐步使人民生活富裕安康，社会风尚明显好转；人人多一点仁慈爱心，世间多一片明媚阳光。

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。

（三）教学目标
1. Talk about Shakespeare and his plays .Learn and master some important expressions.
2. Improve the students' reading and speaking ability.
3. Analyse the characteristic of the characters in the play.
4. Learn to recount detail in conversation
5、重点词汇和短语：deny, mercy, accuse, bless, declare, count, therefore, worthy, punish, order和词组pay back, have mercy on, go about, as far as I know, tear up, at the mercy of, etc.
（四）教学方法
1、引趣激趣策略。

创造多种情景激发学习兴趣，其中包括戏剧表演、辩论等活动。

2、循序渐进策略。

如任务的安排从简到难，语言操练从机械性操练到交际性操练。

3、资源开发策略。

互联网为英语教学提供了广阔的空间和丰富的资源，拓宽了学生英语学习的渠道。

4、任务型活动策略。

任务型语言教学的倡导者认为，学习者可以通过完成各种任务发展交际的能力。

（五）教学重难点
重点：1、词汇：理解、内化、运用本单元中出现的一些重要单词如：
2、功能：用本单元中“在交谈中强调细节”的日常交际用语来表达自己对“Mercy Vs Revenge(同情与报复)”和“Love Vs Money(爱情与金钱)”的看法。

难点：1、如何理清戏剧中的人物关系。

2、如何分析戏剧中的人物性格。

3、如何体会戏剧的语言。

4、如何自己改编和表演戏剧。

Unit 19 The Merchant of Venice教学反思教材分析
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”、“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。

语言知识和语言技能都是根据“莎士比亚与他的戏剧”这一中心话题设计的。

1、 Warming up部分由两个练习组成。

第一个练习要求学生说出书中对白出自莎士比亚的哪部戏剧，并解释他们的含义。

要完成这个练习，学生首先得对莎士比亚的作品要有所了解，因为，要准确理解戏剧中的对白，学生就必须要了解故事情节及相关背景。

第二个练习的目的是要帮助学生更多地了解莎士比亚的作品，尤其是他创作的戏剧。

2、 Listening部分由两个练习组成，听力内容是一段独白，向学生介绍了《威尼斯商人》的故事片段，该片段为阅读部分的故事提供了背景。

第一个练习就故事的主要内容设置了四个问题，比如，故事发生的地点、借款与还款方式等。

第二个练习用图表的形式，直观地考察学生对故事中五个主要人物的身份、表现以及他们之间的关系的理解。

这两个练习主要训练学生把握文段细节的能力。

3、 Speaking部分要求学生就“同情与报复”和“爱情与金钱”这两个话题进行讨论。

这是贯穿《威尼斯商人》始终的两条线索，对他们的讨论至今仍有着现实意义。

对这两个问题的回答，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。

因此，在教学和训练本单元有关“在交谈中强调细节”的日常用语的同时，教师还有责任给学生以正确的引导，帮助学生明辨是非，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。

4、 Reading部分是根据莎士比亚的戏剧《威尼斯商人》中的一个片段改编的。

该故事情节生动、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。

5、 Language Study部分由词汇和语法两部分组成。

词汇部分要求学生用课文中出现的词汇或短语完成六个句子。

这个练习一方面帮助学生巩固词汇和短语，另一方面也帮助学生加深对课文的理解。

语法部分复习直接引语和间接引语的用法，设置了两个练习，这两个练习的内容都是《威尼斯商人》中的故事，对阅读课文是很好的补充。

6、 Integrating skills部分继续呈现Reading部分未讲完的故事。

该剧的结局皆大欢喜，但令人回味无穷。

写作部分要求学生根据所给的故事情节编写一部短剧，并把故事内容表演出来。

7、 Tips部分介绍了戏剧中展开矛盾的手法。

戏剧中的人物往往分别代表着“正义”和“非正义”两方。

得道者多助，失道者寡助。

“正义”和“非正义”两方谁胜谁负的结局，就形成了戏剧的效果。

教学重点和难点：
重点是：理解、内化、运用本单元中出现的一些重要单词如：deny, mercy, accuse, bless, declare, count, therefore, worthy, punish, order和词组pay back, have mercy on, go about, as far as I know, tear up, at the mercy of, etc.
用本单元中“在交谈中强调细节”的日常交际用语来表达自己对“同情与报复”和“爱情与金钱”的看法。

复习直接引语和间接引语。

难点是： 1、如何理清戏剧中的人物关系。

2、如何分析戏剧中的人物性格。

3、如何体会戏剧的语言。

4、如何自己改编和表演戏剧。

语言技能：
1）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。

2）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。

3）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。

4）写：通过本单元的各项语言输入，形成对戏剧的进一步了解，并能自己改编和表演戏剧。

学习策略：
1）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。

2）利用图书馆和网络搜集资料并加工处理信息。

3）用英语进行讨论、表演等交际活动。

情感态度和文化意识：
1）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。

2）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。

3）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。

4）通过口语部分的讨论，确立正确的人生价值观。

教学策略
1、引趣激趣策略。