高中英语_小说欣赏入门 Unit 2 The Necklace教学设计学情分析教材分析课后反思
Appreciative Reading Unit 2 The NecklaceTeaching planThe purpose of designing:This class is designed as a short novel reading class, 3 parts will be read and shared in this class. The emphasis of this period will be placed on an appreciation of the writing skills in this short novel, including the specific words to describe a character’s appearance, life and psychology, especially the understanding of the powerful meaning, the strong feeling and the writing features. A student reading project team will work together to show their understanding of one of the passages from different aspects.【Learning Aims】After reading and appreciating the 3 English essays, the students are expected to be able to:1.have a better understanding, find out the related information and improve readingability.2.learn the structure of the passage and try to draw a mindmap of the readingpassage.3. appreciate the beautiful writing techniques and the meaning of life that each essayconveys;4. inspire students to think positively and critically.《项链》学情分析一、学生学情分析高二1班、共有55人，为年级B班。
学生在英语学习中，均学习态度端正，乐于研究与探索，师生关系融洽。
具有良好的学习习惯，刻苦专研，绝大部分同学程度较好，成绩优异。
二、阶段学情分析高二八班为年级B班，英语程度相对较差，为培养学生的阅读能力增加了英文原著阅读课。
初始阶段主要阅读英语绘本，例如，《尼尔森老师不见了》以及彼得兔系列等贴近学生生活有具有教育意义的童书，拓宽学生视野，培养学生兴趣，陶冶学生情操，使学生养成良好的阅读习惯，学生对此非常感兴趣；第二阶段主要阅读稍有挑战性的故事，如伊索寓言，英语短篇小说，欧亨利短篇小说精选就是其中一部分，因为这时候学生已经具备一定基础加之生词不是很多，对大部分学生来说阅读这样的经典是一种享受；同时这一阶段我们还看了英语电影《里约大冒险》，其语言简洁，语速适中，画面唯美，意义深远，极大地激发了学生学习英语的兴趣，所有学生比中考时的英语成绩都有了大幅提高。
第三阶段我们计划读中长篇英文原著，享受语言之美，感知语言的力量，在潜移默化中逐步培养学生的世界观价值观和人生观，不仅培养学生的国际视野更是为了促进他们在学习中养成国家情怀，对民族文化和国家保持信心。
三．预习情况：学生很好的完成了学案，做了充分预习，并且效果良好四．学生能很好地联系生活，将爱的意义升华为爱家人，爱朋友，保护环境，其实这就是我们教学的目的，让学生成为有家国情怀的人。
《项链》效果分析教学效果较好，基本上达到了既定的教学目标。
通过层层环节相扣，学生在课堂上基本掌握阅读的技巧，和学会了运用不同的词汇去介绍人物的外貌，生活，心理等的变化。
但是也有进一步提高的空间，比如课堂气氛还需再活跃一些，师生互动再多一些，学生表演、活动和思考的机会较少。
在本节课中课件做得比较精细，图片较丰富鲜明，能较成功地吸引学生参与课堂活动，各环节的讨论较充分。
在实际活动设置上，充分考虑到学生的情感态度，使学生能在快乐的气氛中得到能力的培养。
例如，在读前活动中，让学生围绕问题要求表达生活中相关的问题，如是否看小说，小说的类型，用英语描述场景和描述人收到礼物时激动的表情，激发学生的学习兴趣和参与活动的热情。
《项链》教材分析一、教材的地位和作用2017年英语《考试大纲》在保持稳定的大前提下强调了学科素养，传统文化以及社会主义价值观融入英语学科的考试命题中，也就是高考英语试题要有国际视野和中国情怀的体现，要结合学科特点，凸显高考的育人导向；选材呈现特色化的趋势。
项链选自莫泊桑短篇小说，语言优美幽默，生词较少适合高二及高三学生阅读原汁原味的经典，开阔学生视野，能有效地对学生进行人格及品质的教育，人的品质是一个很宽泛的概念，包括谦虚，务实，勤奋等等。
这是一篇适合学生水平的极好的泛读材料。
二、教学目标语言能力：学生能够了解文章体裁和结构，在语境中鉴赏并掌握目标语言知识能力：学生在学习语言知识的同时可以学习社会人文，科学知识，发展信息获取，归纳整合，内化等认知技能和策略思维品质：学生能够积极主动去阅读；学生愿意在小组活动中表达自己的观点；能够在writing 的应用环节中感受到自己的进步，从而获得成就感和继续前行的动力。
三、教学重点：（1）阅读文章是我国考生接触外语的最主要途径，任何一篇文章都会有一个主旨要义。
有时从文章的第一个段落，甚至第一个句子即可得出文章的主旨要义，有时文章的主旨要义则需从文章的字里行间进行推断，理解主旨和要义应贯穿于阅读教学之中。
（2）理解作者的意图观点和态度。
每篇文章都有一个特定的写作目的，或是向读者传递某个信息，或是愉悦读者，或是讲授某个道理。
而这些信息通常并不是明确表达出来，而是隐含在文章之中。
因此，这类问题要求学生在理解文章总体内容的基础上，去领会作者的言外之意。
四、教学难点：文章的主旨要义主要考查学生的略读文章领会大意的能力，它对学生的归纳概括能力有一定的要求。
五、情感态度与价值观：1:性格决定命运（她的虚荣心害了她）2：社会环境在很大程度上影响人的一生。
评测练习Part one请把包含如下单词，词组，句型的课文原句认真誊写，弄清含义，语境中体会用法。
Appreciate the sentences10.Two tears move slowly down her face.11.She wiped her wet cheeks with the back of her hand.12.He was hurt but he said:“let’s see, Matilda. How much would a new gown cost,something simple that you could wear again?”13.Matilda thought about this for a few seconds. She was sondering how much shecould ask for without frightening her thrifty husband.14.She said there’s nothing more embarrassing than to look poor among womenwho are rich.15.Then suddenly she saw a magnificent diamond necklace. Her hands shook as shepicked it up, and her heart pounded with desire as she held it against her neck.She looked at herself in delight. Matilda threw her arms around her friend and kissed her. Then she rushed home with her treasure.16.He went out. Matilda walked to a chair, slumped down wearily in it, and waitedin her evening gown. She did not have the strength to get up and go to bed. She was too exhausted to move or to think.17.Yes, certainly. Why not?And now that she had paid the debt, she would tell herwhat happened.18.And Matilda smiled with a joy that was honest and proud.Part two:Read the second part of the text and choose the correct words or phrases to fill in the blanks.The story happened in Pairs. One day Pierre got an ________ to a place ball. He thought it ______ to him, and decided to go to the _____ with his _____ Mathilde. But Mathilde was ______, because she had no new dress and no _______to wear.Her husband spent ___ francs on a new dress and she herself______ a ______ necklace from her good friend Jeanne. The young _____went to the ball and had a very good time.On their way _____after the ball, Mathilde found that the ______ was ___ ____ around her neck. They rushed back to the______and looked for it. But they couldn’t____it;it was lost.The young ______ borrowed a great deal of money and ______ a necklace that was exactly like Jeanne’s. It _______ them 36.000 francs. So they had to work day and night to ____ ____ the money they had ________.After____ years of hard work, they at last___ ___ all the money, but nowMathilde looked so____ that Jeanne even couldn’t recognize her when they met.When Jeanne heard the _____, she told Mathilde that the _______she had________ wasn’t a real ________ necklace. It wasn’t valuable at all. It was _________ 500 francs at the most.《项链》课后反思1、本节课通过课堂集体参与，共同探究，深层剖析等环节较好的完成了预期目的，学生能够体会角色的魅力，语言的精妙以及人性的光辉，陶冶了情操，增长了知识是一次极好的阅读体验。
高一英语Thenecklace说课稿
高一英语Thenecklace说课稿高一英语Thenecklace说课稿高一英语Thenecklace说课稿英语Thenecklace说课稿一、教材分析学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。
学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
1、教材内容分析本单元的中心话题是 dramaandtheatre (戏剧)，整个单元中各个板块有关话题的设计及语言材料的选编都是紧扣这个中心话题的，看图想象戏剧听戏剧根据情景编戏剧学习和欣赏戏剧编写和表演戏剧，环环相扣，中心突出，而且戏剧又是当今人们生活的娱乐方式之一，戏剧的素材来源于生活;它是当时人们生活和思想的反映，这样可以让我们学到生活中的真正语言。
同时戏剧又是艺术的一种形式，具有丰富的想象性和创造性，通过学习戏剧，引导学生编写戏剧再到让学生表演戏剧，整个过程也是促使学生拓展思维，开阔视野、发展心智的过程，看图想象、根据情景编戏剧等活动给学生独立思考、大胆想象、发挥其创造性提供了大量的空间，有利于培养学生的创新能力和想象能力。
本单元的内容贴近现代生活，富有较强的时代气息，是生活和艺术的高度结合和统一，这也是本套新教材的重要特征。
Warmingup部分设计了三幅图画让学生编演一个故事或戏剧。
这样的练习是旧教材所不具备的。
这一设计主要是为了启发学生思考，提倡创新，给学生提供思维和想象的空间。
教师可以通过一系列问题的设置来引导学生想象和猜测图画中的内容，诱发学生打开话匣子，引出本单元的中心话题 dramaandtheatre 。
在师生交谈的过程中学生必然会用到以前所学的一些情态动词。
这样自然就把本单元的语法教学也渗透其中。
listening部分提供了一个生活短剧(共三幕)，每一幕都设计了一个 clue 来引导学生解决 mystery ，戏剧情节层层推进，引人入胜，为下面戏剧的编演奠定了基础;Speaking则提供了三个Situation:1).TheSecretoftheBlackTower;2).TheMysteriousBox;3).AFunnyTh ingHappenedontheWaytoSchool并要求学生编演戏剧，让学生成为主体，充分拓展学生的思维、展示他们无限的想象力;Reading的内容是节选于法国著名作家莫泊桑的作品《项链》，整个故事围绕着Mathilde从她朋友Jeanne那里借项链、丢项链和还项链而展开的，故事的内容引人入胜，故事的结尾耐人寻味，给读者提供了充分的想象空间。
The necklace教案
The necklace教案The Necklace 教案一、教学目标1、知识目标学生能够理解小说《The Necklace》的故事情节和主要人物。
掌握文中重要的词汇、短语和句型。
2、能力目标提高学生的阅读理解能力，能够分析人物性格和小说主题。
培养学生的批判性思维和创造性思维，鼓励学生对故事进行不同的解读和思考。
3、情感目标引导学生认识到虚荣的危害，树立正确的价值观和人生观。
让学生体会到小说所传达的人生哲理和社会现实。
二、教学重难点1、教学重点理解小说的情节发展和人物形象。
掌握文中的语言知识点。
2、教学难点分析小说的主题和深层含义。
引导学生对人物的行为和动机进行深入思考。
三、教学方法1、讲授法讲解小说的背景知识、情节、人物和语言点。
2、讨论法组织学生讨论小说中的问题，促进学生的思维发展。
3、阅读分析法指导学生阅读文本，分析人物性格和小说主题。
四、教学过程1、导入（5 分钟）通过展示一些与项链、珠宝相关的图片或视频，引起学生的兴趣。
提问学生对于项链的看法，以及项链在生活中的象征意义。
2、背景介绍（5 分钟）简单介绍作者莫泊桑的生平及创作风格。
讲述小说创作的时代背景和社会环境。
3、阅读小说（20 分钟）学生自主阅读小说，了解故事的大致内容。
教师在学生阅读过程中进行巡视，解答学生的疑问。
4、情节梳理（10 分钟）请学生分组讨论，概括小说的主要情节。
每组派代表进行发言，教师进行补充和总结。
5、人物分析（15 分钟）引导学生分析主要人物玛蒂尔德的性格特点。
让学生从文中找出相关的语句来支持自己的观点。
6、主题探讨（15 分钟）组织学生讨论小说的主题，思考虚荣带来的后果。
鼓励学生发表自己独特的见解，教师进行引导和点评。
7、语言学习（10 分钟）讲解文中的重点词汇、短语和句型。
通过例句让学生理解其用法，并进行简单的练习。
8、总结（5 分钟）回顾小说的主要内容、人物和主题。
强调正确价值观的重要性。
9、作业布置（5 分钟）让学生写一篇关于小说《The Necklace》的读后感。
高一英语The necklace教案
高一英语The necklace教案探究活动复述Revie the text f “READING”n pages 16-18 as ell as the“Graar”setin f bth Units 1 ≈ 2（Diret ≈ Indiret Speeh）and retell the shrt pla f Unit 1 The nelae u have ust learned b heart and ated ut, giving as uh detail as u an hile paing attentin t the usage f Indiret Speeh（underlined rds in bld tpe）※本单元的短剧，适合堂表演。
但是，因其大部分演出场景和角色都只能由女生担任。
所以，下面的复述部分，则建议由男同学独白朗诵。
Pssible versin参考答案:Revie the text and retell it as flls:The str t plae in a par in Paris ne suer afternn in 1870 It is abut athilde, her husband and her friend eanne hen eanne as sitting in the par, althilde aled tards her and stpped t spea t her Greatl surprised t hear “Gd rning”t her fr a strange an, eanne led at her and said that she as srr but she didn't thin she ne her at all ith a sad sile, athilde had t agree ith her, but she tld her that an ears befre the had nn eah ther ver ell She intrdued herself t eanne Hearing hat the strange an had said, eanne fixed her ees n her fr a fe sends, eeing the an fr head t ft, befre she regnized her as an ldt thin it as pssible but later she reebered all'friend f hers At first she didnthat, and ased athilde here she had been all thse ears She fund athilde uh lie an ld an and hped that she hadn't been ill athilde tld her that she had bee an ld an all beause f ten ears f hard r eanne uldn't understand all that, fr she ne that there as nl ne ear beteen the She as 3 and athilde as nl 34, ne ear unger than she She didn't believe that hard r uld have hanged a persn that uh Then athilde tld her all abut her life during the past ten ears She had suffered fr ears f hard r, and had little fd, nl a ld r t live in and never, never had a ent t rest eanne ased athilde t tell her hat happened t her At first athilde said that she uld rather nt sa anthing t her but eanne persuaded her t tell the hle str t an ld friend lie her athilde began telling the str, saing that she had suffered s uh all beause f the diand nelae she had brred fr eanne ne afternn ten ears befre After thining hard fr a ent, eanne reebered that night hen athilde as ging t the palae ith her husband, h as ring in a gvernent ffie; and it as the first tie in their lives that the ere invited t an iprtant ball That evening in their he, the uple ere taling abut the palae ball the ere ging t tae part in athilde as s happ that she said that she uldn't believe it thugh her husband repeated that it as true After ring h nderful it as, athilde fund she hadn't gt a dress fr the ball She tld her husband that a ne evening dress st fur hundred frans Hever, the deided t use hat the had t get a ne dress fr athilde, fr her husband as the nl persn inhis ffie h had been invited t the ball Glad and thanful as she as, athilde husbandher hen eelr se ——thingther ne fr husband her ased stillsuggested she g t the palae ball ith a fler, athilde gt angr, saing that she uld l pr at the bell ithut an eelr Then her husband suggested that she brr se eelr fr eanne, a friend f hers, h had arried ell, that is t sa, a an h had arried a an ith a lt f ne Then ne Frida afternn athilde ae t see eanne, h as ver ind and brught ut all her eelr and tld her t tae anthing she anted There ere s an beautiful things that athilde fund it hard t hse She as ust lie a little girl and her ees beae s big She didn't n hih t brr until she sa the nelae athilde led beautiful at the ball that evening in her ne dress ith that nderful diand nelae She tld eanne she had a gd tie at that ball, but it as the last tie——the last happ evening in her life, fr the flling ten ears athilde tld eanne that n the a he she led dn at her dress, and sa the nelae as gne S the hurried ba t the palae and led in ever r, but uldn't find it The next afternn athilde brught the nelae ba t eanne, but it as a different ne, hih had st the thirt-six thusand frans The had brred ne t bu it, s the had t r hard fr the next ten ears t pa ff the debts Hever, eanne tld althilde that it asn't a real diand nelae, hih as nl an iitatin ade f glass, rth nl five hundred frans at the st了解莫泊桑Purpse(探究目的)：通过教师--学生，学生--学生的内外互动活动，加强学生对法国19世纪后半期著名批判现实主义作家莫泊桑的生平和作品。
高一英语The?necklace教案
高一英语The necklace教案探究活动复述课文review the text of “reading”on pages 16-18 as well as the“grammar”section of both units 1 & 2（direct & indirect speech）and retell the short play of unit 15 the necklace you have just learned by heart and acted out, giving as much detail as you can while paying attention to the usage of indirect speech （underlined words in bold type）.※本单元的短剧，适合课堂表演。
但是，因其大部分演出场景和角色都只能由女生担任。
所以，下面的课文复述部分，则建议由男同学独白朗诵。
possible version参考答案:review the text and retell it as follows:the story took place in a park in paris one summer afternoon in 1870. it is about mathilde, her husband and her friend jeanne. when jeanne was sitting in the park, malthilde walked towards her and stoppe d to speak to her. greatly surprised to hear “good morning” to her from a strange woman, jeanne looked at her and said that she was sorry but she didn’t think she knew her at all. with a sad smile, mathilde had to agree with her, but she told her that many years before they had known each other very well. she introduced herself to jeanne. hearing what the strange woman had said, jeanne fixed her eyes on her for a few seconds, eyeing the woman from head to foot, before she recognized her as an old friend of hers. at first she didn’t think it was possible but later she remembered all that, and asked mathilde where she had been all those years. she found mathilde much like an old woman and hoped that she hadn’t been ill. mathilde told herthat she had become an old woman all because of ten years of hard work. jeanne couldn’t understand all that, for she knew that there was only one year between them. she was 35 and mathilde was only 34, one year younger than she. she didn’t believe that hard work could have changed a person that much. then mathilde told her all about her life during the past ten years. she had suffered from years of hard work, and had little food, only a cold room to live in and never, never had a moment to rest. jeanne asked mathilde to tell her what happened to her. at first mathilde said that she would rather not say anything to her but jeanne persuaded her to tell the whole story to an old friend like her. mathilde began telling the story, saying that she had suffered so much all because of the diamond necklace she had borrowed from jeanne one afternoon ten years before. after thinking hard for a moment, jeanne remembered that night when mathilde was going to the palace with her husband, who was working in a government office; and it was the first time in their lives that they were invited to an important ball. that evening in their home, the couple were talking about the palace ball they were going to take part in. mathilde was so happy that she said that she couldn’t believe it though her husband repeated that it was true. after crying how wonderful it was, mathilde found she hadn’t got a dress for the ball. she told her husband that a new evening dress cost four hundred francs. however, they decided to use what they had to get a new dress for mathilde, for her husband was the only person in his office who had been invited to the ball. glad and thankful as she was, mathilde still asked her husband for one other thing——some jewelry. when her husband suggested she go to the palace ball with a flower, mathilde got angry, saying that she would look poor at the bell without any jewelry. then herhusband suggested that she borrow some jewelry from jeanne, a friend of hers, who had married well, that is to say, a woman who had married a man with a lot of money. then one friday afternoon mathilde came to see jeanne, who was very kind and brought out all her jewelry and told her to take anything she wanted. there were so many beautiful things that mathilde found it hard to choose. she was just like a little girl and her eyes became so big. she didn’t know which to borrow until she saw the necklace. mathilde looked beautiful at the ball that evening in her new dress with that wonderful diamond necklace. she told jeanne she had a good time at that ball, but it was the last time——the last happy evening in her life, for the following ten years. mathilde told jeanne that on the way home she looked down at her dress, and saw the necklace was gone. so they hurried back to the palace and looked in every room, but co uldn’t find it. the next afternoon mathilde brought the necklace back to jeanne, but it was a different one, which had cost them thirty-six thousand francs. they had borrowed money to buy it, so they had to work hard for the next ten years to pay off the debts. however, jeanne told malthilde that it wasn’t a real diamond necklace, which was only an imitation made of glass, worth only five hundred francs at the most.。
教案精选：高一英语《The necklace》教学设计_0
教案精选：高一英语《The necklace》教学设计教案精选：高一英语《The necklace》教学设计教学目标知识目标本单元的教学重点是继续学习疑问句的直接引语和间接引语。
通过对课文学习戏剧体裁的文章，要求学生不仅能复述课文大意，还能分角色将全剧或部分表演下来。
二、教学重点与难点l．重点词汇scene; recognize; accept; continue; worth; match; after all; call on; not. . . any more; day and night; pay back; at the most2．重要句型1) I don’t know if I should tell you.2) It was all because of your necklace.3) I was the only person in my office who was invited.4) On our way home that night I looked down and saw that the necklace was not around my neck any more.3．语法直接引语和间接引语(3):1) He asked her if she was pleased.2) She asked him how many people were going to the ball.4．日常交际用语寻物(Lost and found) : 1) Excuse me. I’ve lost a case. I wonder if it’s been found. 2) Can you describe the case to me. 3) Where did you last have it? 4) We asked everyone there if they had found. . . , but without luck. 5) We couldn’t find it; it was lost. 谈论过去经历(Talking about the past experiences): 1) Where have you been all these years? 2) What happened? 3) We did have a good time. . )能力目标1．学会把把疑问句变为间接引语。
高中英语_小说欣赏入门 Unit 2 The Necklace教学课件设计
3. Have you ever sent any presents to your friends? Especially for their birthday, could you describe their expressions? 20 points
@幻灯 片4
舞姿翩跹
Describe the two pictures within 10 words.
10 years ago
1,Dressed simply and hated its dirty walls and worn-out chairs and ugly curtains 2,have a servant， 3, have delicious stew
life
After 10 years
F. Mathilde returned the necklace to Jeanne.
G. They fost.
H. They borrowed money to buy a real diamond necklace.
I. Jeanne told Mathilde the necklace wasn’t a real one.
列队谢幕
About the writer
Guy de Maupassant (1850 – 1893) （莫泊桑）
A famous French novelist. He wrote in the tradition of the 19th century French realism (现实主义).
They save money every way. She washed their clothing and did her own cooking, she went to the market where she bargained and begged to save a few cents. 2.She did heavy housework and washed laundry and scrubbed floors and was busy from morning to night.
人教版高中英语高一选修小说欣赏入门Unit2 The Necklace
Rising action
Matilda and her husband were invited to the party. But she didn’t have any dresses or jewelry. So she made a dress and borrowed a magnificent diamond necklace from her friend
Read and match try to save money by spending very carefully startled
make less worried or nervous make someone slightly shocked move nearer
approache d
thrifty relieve
The Necklace
The Necklace
Understanding the language
Read and match try to save money by spending very carefully startled
make less worried or nervous make someone slightly shocked move nearer
Falling action
Matilda and her husband worked ten years to pay for the necklace. They lived a life of poverty. At the end of ten years they had paid off the whole debt.
approache d
thrifty relieve
高中英语人教版小说欣赏入门Unit2 The Necklace《Reading》优质课公开课教案教师资格证面试试讲教案
高中英语人教版小说欣赏入门Unit2 The Necklace《Reading》优质课公开课教案教师资格证面试试讲教案1教学目标2学情分析3重点难点Improve students’ reading skills to get the accurate information and get them prepared for the writing task next period. Guide students to fully understand the incident and the responses from different peop le and get the spirit the article conveys.4教学过程4.1第一学时教学活动1【导入】Lead inStep 1Teacher asks students whether they have tried these risks.bungee jumping; rock climbing; roller coaster,…Step 2Teacher raises question that in what kind of condition they will be brave enough to take all these ris k.safe; well-protected; …Step 3Teacher leads to the topic of the article and asks students whether they are still willing to try it.2【活动】ReadingStep 4Students will be required to report the situation of the glass skywalk.If not, the multiple-choice question will help.What’s the situation of the glass skywalk on Yuntai Mountain?。
高中英语_The Necklace文学赏析课教学设计学情分析教材分析课后反思
The Necklace学案QuestionsⅠ. According to the following tips, please retell the story in your own words.①Place②CharactersⅡ. Analyze the changes in Mathilde's mood. (Answer the questions and underline the key words and sentences)In each plot①What's the mood of Mathilde? Why?②Which words and expressions did you find to describe it?Ⅲ. DisscusionWhat do you think of Mathilde?Ⅳ. HomeworkWrite a composition about What would have happened if she had never lost those jewels.学情分析：高二年级学生已经具备一定的词汇储备，语法和句式结构的掌握也比较良好。
原文阅读对他们来说的困难：一是生僻词汇和高级词汇。
二是对原文的地道语言表达会有陌生感。
三是只关注文章内容，忽略内心思考。
因此相对应的方案如下：一、提供Word list二、在导学案中写一些阅读技巧和方法，还有鼓励的语言，鼓励学生克服困难，充满好奇心地读下去。
三、设计相关题目，引导学生在阅读过程中进行思考。
Word list1. exultant[ɪɡ'zʌltənt] adj. 非常高兴的；欢跃的；狂喜的；欢欣鼓舞的2. fling vt. 掷，抛3. petulantly ['petjuləntli] adv. 任性地；脾气坏地4. grief n. 悲痛；忧伤；不幸5. reckon up 计算；合计6. exclamation [,eksklə'meɪʃ(ə)n] n. 感叹；惊叫；惊叹词7. pale adj. 苍白的；无力的；暗淡的8. humiliating [hjʊ'mɪlɪeɪtɪŋ] adj. 丢脸的；羞辱性的9. utter vt. 发出，表达；发射10. exquisite [ɪk'skwɪzɪt] adj. 精致的；细腻的；优美的，高雅的；异常的；剧烈的11. covetously ['kʌvətəsli] adv. 贪心地；妄想地12. anguish ['æŋgwɪʃ] n. 痛苦；苦恼vt. 使极度痛苦13. frenziedly ['frenzidli] adv. 极其激动地；狂乱地14. ecstatically [ɪk'stætɪkli] adv. 心醉神迷地；狂喜地15. triumph ['traɪʌmf] n. 胜利，凯旋；欢欣vi. 获得胜利，成功16. restrain [rɪ'stren] vt. 抑制，控制；约束；制止17. prowl [praʊl] vi. 徘徊，潜行18. volition [vəˈlɪʃ(ə)n] n. 意志，意志力；决断力19. substitution n. 代替20. clasp n. 扣子，钩子21. coarse adj. 粗糙的；粗俗的22. pottery n. 陶器23. linen n. 亚麻布，亚麻线24. clad adj. 穿衣的；覆盖的25. usurer n. 高利贷者；贷款人26. fickle ['fɪk(ə)l] adj. 变幻莫测的，变化无常*27. imitation n. n. 模仿，仿造；仿制品28.huddle ['hʌd(ə)l] vt. 把...挤在一起；使缩成一团；草率了事29. bewilderment n. 困惑；迷乱；慌张30. catastrophe [kə'tæstrəfi] n. 大灾难；大祸；惨败31.mortgage ['mɔːgɪdʒ] vt. 抵押n. 抵押32.appal vt. 使胆寒；使惊骇33.agonising ['æɡə,naiziŋ] adj. 烦恼的；苦闷的34.chilly adj. 寒冷的；怕冷的35.franc n. 法郎36.ghastly adj. 可怕的；惨白的；惊人的；极坏的37. abject ['æbdʒɛkt] adj. 卑鄙的；可怜的；不幸的；（境况）凄惨的，绝望的38. heroically adv. 英雄地；冒险地39. dismiss vt. 解散；解雇；开除40. garret ['ɡærət] n. 阁楼；顶楼41. accumulation [ə,kjʊmjə'leʃən] n. 积聚，累积；堆积物42. superimposed [,sʊpərɪm'poz] adj.上叠的；重迭的；叠覆的，重叠的43. awry [ə'raɪ] adj. 错误的；扭曲的adv. 歪曲地；歪斜地；错误地44. shrill [ʃrɪl] adj. 尖锐的；刺耳的45. haggle ['hæg(ə)l] v. 讨价还价3效果分析：一、通过课堂提问和学生的回答，反应出学生们基本都可以做到掌握故事内容，理清文章脉络。
高中英语人教版小说欣赏入门Unit2TheNecklaceReading教学设计
Step 3
Teacher leads to the topic of the article and asks students whether they are still willing to try it.
【活动】Reading
Step 4
Students will be required to report the situation of the glass skywalk.
Teacher asks students to conclude the two sidfort; avoid—didn’t admit
the people: serious (no joke); doubt (joke)—didn’t trust
Step 7
Teacher guides students to think about what people should do themselves. (Only in others’hands?)
Teacher introduces the third response—critic. (explain the word)
The government/officials should take the first action to…because we are taking our life in their hands. (Our life is closely connected with what they have done.)
Yuntai Mountain officials
nouns: no reason for worry, no impact on safety