《故都的秋》教学简案版说课稿(高二必修说课)

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目录
第1篇：《故都的秋》教学简案版说课稿(高二必修说课)第2篇：英语说课稿模型(模块5 unit 1 reading) (译林牛津版高二英语必修五教案教学设计)第3篇：新课标必修5 Unit 1-5 Reading 说课简案(新课标版高二英语必修五说课)第4篇：《故都的秋》公开课教案(高二必修) 教案教学设计第5篇：《故都的秋》教案(高二必修) 教案教学设计第6篇：《石钟山记》说课稿(沪教版高二必修说课)第7篇：（人教新课标）必修3 Unit 1-5 Reading说课简案(新课标版高一英语必修三说课)第8篇：（人教新课标）必修2 Unit 1-5 Reading 说课简案(新课标版高一英语必修二说课)第9篇：（人教新课标）必修4 Unit 1-5 Reading说课简案(新课标版高一英语必修四说课)第10篇：模块5 Unit 5 First Aid for Burns 说课稿(新课标版高二英语必修五说课)第11篇：第18课郑伯克段于鄢(粤教版高二必修) 教案教学设计第12篇：Book 6 unit 2 poems 全单元简案Period 5--Listening(新课标版高二英语选修六教案教学设计)第13篇：Book 6 unit 2 poems 全单元简案Period 2 -- Reading (content)(新课标版高二英语选修六教案教学设计)第14篇：Book 6 unit 2 poems 全单元简案Period 4 --Grammar(新课标版高二英语选修六教案教学设计)第15篇：M6 U3 Understanding each other 全单元简案(Weekly)Word power(新课标版高二英语选修六教案教学设计)第16篇：Book 6 unit 2 poems 全单元简案Period 3--Reading (Language points)(新课标版高二英语选修六教案教学设计)

篇1：《故都的秋》教学简案版说课稿(高二必修说课)

《故都的秋》教学简案修订版说课稿(人教版高二必修说课)

《故都的秋》说课稿

说课者：孟小

《故都的秋》出自人教版高中语文第三册第四单元。作者郁达夫是现代著名小说家、散文家，童年的磨难及以弱国子民身份留学的经历使他的文章有一种别样的沉郁色彩。本文是作者阔别故都十余年后的怀秋之作，通过对故都的秋清、静、悲凉描写，表现了作者静谧淡泊的生活情趣和对故都的深沉怀念之情。

在单元目标中要求“品味散文的语言”，课文提示注意“作者是从哪几个方面描写和赞美故都的秋的”，在参考新课程标准我设定了以下教学目标：

1. 分析作者独特的对比写作手法；

2. 感受细腻的语言，体会故都的秋的清、静、悲凉；

3. 提炼出散文“形散神聚”的特点，揣摩古今文人对于秋的独特体会。

考虑学生在高一时已学习过一个单元的'散文，初具鉴赏散文的能力，我将教学重点定为：

感受细腻的语言，体会故都的秋的清、静、悲凉。

教学难点应该是对于散文“形散神聚”特点的提炼和对于古今文人与秋的独特关系的揣摩上。

在教学方法的运用上，我主要选用探讨法和归纳演绎法，用于处理关于故都五景的赏析和文人与秋的关系的梳理。指导学生运用圈点法标注问题和重点词句，以养成良好阅读习惯。

至于具体的教学过程，我将利用《红楼梦》中《秋窗风雨夕》引导学生思考古时女子的秋日情思，通过对比联想，激发学生对于现代文人作品《故都的秋》的兴趣。通过学生齐读全文，形成初步感知。

然后分析作者关于南北国之秋的对比。如PK赛般，将视角定格在两方的对应相较的文字上，顺势提出文段末尾处的四级对比，而作者四级对比的来源则是故都五景的重磅感染力。进而引导学生分析五景。

五景的伤心主要是合作学习完成的。赏析的关键放在景物是如何体现故都的秋清、静、悲凉的特点和以及对细腻语言的品味上。对于优美的句段，要引导学生当堂成诵。再运用集体智慧，给每一个景嵌上一个优美的名字。这也是为锻炼学生的归纳能力和培养学生的感悟能力。

五景看似零散却都体现着作者对于秋清、静、悲凉的体悟，这也正是散文形散神聚特点的体现。

全文的写作目的和意义升华集中在了十二自然段。对于全篇的重点段落，首先应请学生朗诵，并同时思考文人与秋的关系及联想相关诗文。引导学生感受古今文人对秋自然与人文交织的情感。

追问作者为什么会写《故都的秋》，插入介绍作者生平。

作者描写清、静、悲凉的故都，愿意住在清、静、悲凉的故都，体现的是作者静谧淡泊的心境和对故都深深的眷恋之情。

篇2：英语说课稿模型(模块5 unit 1 reading) (译林牛津版高二英语必修五教案教学设计)

英语说课稿模型(模块5 unit 1 reading)

Good morning, everyone. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is a passage about the friendship taken from unit 1 in Advance with English 5.It is made up of two parts.

Part 1 Understanding of this lesson:

1. Analysis of the teaching material

This part is the second part of this unit, but it is very important in this unit, the theme of the text is related to the title of this unit. This part is a reading material about the friendship; the article is made up of two letters written to an agony aunt of a teenage magazine. Two students are writing to the agony aunt for advice because they have both fallen out with their best friend. Students are expected to gain some insight into the problems that can exist between friends. The reading strategy in this unit teaches students how to understand feelings and emotions in a text. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve students’ spoken English. At the same time, we should get the students to understand some difficult sentences to comprehend the text better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students understand how to keep their friendship well.

2. Teaching aims:

Knowledge objects:

To help students get a general idea about the text.

To make students become familiar with the detailed information about the text.

To help students master Reading Strategy.

Ability objects:

To improve their reading skills by fully participating in all the activities

To read the passage advertisements and complete related answers

To learn how to obtain information in text by understanding the subtitles

Emotional aim:

To enable the students to love life and understand how to keep their friendship well.

3. Key points/teaching important points:

How to improve their reading ability

How to make the students understand the passage better.

How to help the students finish all the exercises.

How to let them gain some insight into the problems that can exist between friends.

4. Teaching difficult points:

How to help the students develop their creative, comprehensive and consolidating abilities.

The usages of some key words and structures

Part 2 Teaching theories, methods and aids:

Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the students the real masters in class while the teacher himself acts as a director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching methods:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

Teaching aids:

1. A projector

2. A tape recorder

3. Multimedia

4. The blackboard

Studying ways:

Teach students how to be a successful language learner.

Part 3 Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

Step 1 Greetings and revision

Greet the whole class as usual.

Ask students some questions to revise the last lesson（show them on the screen）

Check the homework

Through this part we can consolidate what they studied yesterday, communicate with others about their survey results and prepare for the new lesson.

Step 2 Lead-in

Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show a short film about the friendship. Ask the students several questions about it. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.

Step 3 Listening

After the teacher's brief introduction to the text about the friendship. Then ask the students to listen to the tape of the text with their books closed. After listening to the text, ask the students to answer some simple questions focusing on the general idea of the text. This step is employed to make the students get the general idea of the text as a whole one. At the same time let the students have a chance to practice their listening ability.

Then ask the students to listen to the tape carefully with their books opened. After listening, ask the students some questions focusing on the details of the text. Meanwhile, deal with some language points raised by the students or appearing in the questions

Step 4 Fast reading（scanning）and carefully reading

1) During fast reading, I will ask the students to go through the questions in part A and then read the text quickly and get the main idea of each paragraph to find the answers to the three questions:

(1)Are the writers of the two letters feeling happy or sad?

(2) What did Sarah get for the surprise Maths test?

(3)Is Matthew usually a quiet boy?

After getting the general idea of each paragraph, I will deal with the details paragraph by paragraph.

Step 5 Practice

In this step the students are required to practice. Ask them to discuss these questions:

1. Do you think Sarah and Hannah should try to be friends again or go their separate ways?

2. If you found out that your best friends had made friends with another person, what would you think about this and what would you do?

This step is employed to make the students grasp the useful phrases and sentence patterns for making suggestions and replying on the base of reading the text fluently.

Let the students find out the expressions and sentence patterns for making suggestions and replying in this passage. Meanwhile, show these expressions and sentence patterns on the screen one by one. This step is employed to give the students a deep understanding of those expressions. Ask the students to finish the questions in Part C on page 4.

Step 6 Consolidation

First show the words and phrases given on the screen, and then ask the students to make short sentences to practice. This step is employed to make the students get a further understanding of these expressions. Ask the students to answer some questions to consolidate what they’ve learnt.

Work in groups and try to make a dialogue which is full of strong feelings.

Suppose you were in a quarrel with your best friends, and turn to another one for help. You need to tell him the causes and how you feel about it. And the helper should give advice.

Step 7 Workbook

To complete B on page 91 of the Workbook

To complete C on page 92 of the Workbook

Part 4 Blackboard Design

On the top, there is the title of this lesson. On the left, it lists some important sentences about the text. On the right, there are some useful words and expressions.

That’s all for my interpretation. Thank you for your attention

篇3：新课标必修5 Unit 1-5 Reading 说课简案(新课标版高二英语必修五说课)

New Senior English For China Student’s Book 5

(Reading Part)

P2 Unit1

(Period 1 Warming up and Reading)

Step I Warming up

Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)

Step II. Pre-reading

1.Background introduction to John Snow

John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.

Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.

2.Make up a questionName of illness cholera (霍乱)

Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)

Aftereffect Die quickly from a loss of liquid

What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)

Step III. New words study

Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.

Step IV. Reading

Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)

Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.

In 1854

Another outbreak hit London.

500 , 10

More than 500people had died in 10 days.

16, 37, 38 and 40

These numbers in Broad Street near the water pump had many of the deaths

20 ,21; 8,9

20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.

These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.

Careful reading

Read each paragraph and find out what evidence or approach is John Snow used in the stage of experiment, then fill in the chart below.

Paragraph Stages in an experiment Example in this investigation

1 Find a problem What causes cholera?

2 Make up a question Which theory is correct?

3 Think of a method Collect data on those who were ill or died and where they got their water.

4 Collect results Plot information on a map to find out where people died or did not die.

5 Analyze results Analyze the water to see if that is the cause of the illness.

6 Repeat if necessary Find other evidence to confirm your conclusion.

7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.

Step V. Discussion

1.What’s the significance of Snow’s famous cholera map ?

2.If you were John Snow, how would you investigate the cholera?

Step VI. Summary

Step VII. Homework assignment

1.Finish Ex.1 on P42.

2. Retell the story.

3. Prepare for tomorrow’s dictation.

P9 Unit2 The United Kingdom

(Period 1 Warming up and Reading)

Step 1 Warming up& lead-in

1. Game playing

T: Morning everybody! You see, nowadays, travelling abroad are becoming more and more popular. So if you have a chance to go aboard, which country do you want to go most? How much do you know about that country?

T: Very good! Just now some of you shared your ideas, and now let’s play a short game: Guess which country it is! Altogether there are 8 groups, you are asked to choose one item and guess which country it is according to the related information offered to you.

1. People----America

2. Music----Argentina

3. Video----Australia

4. Food-----Italy

5. Shooping----France

6. Architecture-----China

7. Poetry-----the UK

Step2 Pre-Reading

1. Brainstorming :

T: Now you have a chance to go to the UK. , before you go there you’d better go to the library to search for some information about the country. What kind of information about it you want to find out?

S: geography, literature, politics, sports, sightseeings, cultures, ethnic groups, famous

cities, food, history, language, fashion, life styles …….

T: How much do you know about these?

Step 3 Reading

1. Fast-reading.

1)Task 1:Question: What kinds of information are mentioned in the text?

(sports, geography, history, flag, London, The biggest country England, flag, invasions).

2) Task 2:How many parts can this passage be divided into and what the main idea of each part is?.

Part1(para1-4): How the UK came into being

Part2 (para5): England is divided into 3 zones.

Part3 (para6): The reason why London became the cultural capital of England.

2. Careful reading

Part 1

1) T: Very good! So could you tell me how many countries the UK consists of and what they are?

S: The UK consists of four countries, that is England, Wales, Scotland and Northern Ireland.

2) T: Exactly! Then does these four countries united in one day?

S: No.

T: Then how can the UK come into being?

S: First there was only England, then in the 13th century AD, Wales was linked to the England, and in 1603, the two were joined to Scotland to make the Great Britain come into being. Later, Northern Ireland was united to the Great Britain to form the UK.

T: Wonderful job! Actually the history can be shown in the national flag called the Union Jack.

3) T: By the way, you see, the flag Union Jack only unites England, Scotland and Northern Ireland, with Wales left out. So do you know why?

S: Because it is usually assumed to be part of England.

T: Yes! And according to the passage, although the four countries belong to the UK, they are still quite different in some aspects, so in what ways are the four countries different?

S: They are different in international relations. They have different educational and legal systems as well as football teams.

Part 2

T: Among the four countries, England is the largest, and for connivance it is divided into 3 zones. What are they?

S: The South of England, the Midlands and the North.

T: Good! And now could you tell me what the feature of each zone?

Most population settled in The South of England.

Most of the large industrial cities are in the North and the Midlands.

Many cities have famous football teams.

Part 3

1) T: So we all know the UK has a long history and of course rich culture, and the cultural center is, obviously, the capital city London. So why can London become the cultural center ?

S: Because there are a lot of historical treasure in London.

T: Why there are so many historical treasure in London?

S: London has been influenced by some invaders.

2) T: Actually, in the England history, altogether there are four invasions, do you know what they are?

S: The Romans; The Anglo-Saxons; the Vikings; the Normans.

T: What did they left in England?

S: the Romans left towns and roads, the Anglo-Saxons language and government, the Vikings influence the vocabulary and place-names of the North and the Normans castles and words for food.

Step 4. Post-Reading

1. Task 1 Role-play

Two students act as tourist guides, and two students act as the tourists who want to go to the UK. Before they start, they ask the guides some background information of the UK.

2. Task 2 Discussion of ideas

This is an opportunity to allow students to draw connections in the history and the geography of England. Ask students work in groups of 4, and every group choose 1 topic. At last the group leader should give a representation of their ideas.

1) What similarity is there between the invasions of the Romans and the Normans?

2) What similarity is there between the invasions of the Anglo-Saxons and the Vikings?

3) Why does London only have evidence from three of the four invaders?

4) What geographical factors make it difficult to invade England successfully?

3. Task 3 Debate

In the history of the UK. , there are some important inventions. Those invaders ruled the country for sometime. They brought pains to the local people, but at the same time, they also brought something new to the country, which is important for the making up of its history.

“Is the inventions good or bad to the country Britain?”

Step5 Homework

1. Read the text and try to find out some important or difficult words and expressions.

2. Write a short summary of the passage.

3. Preview “Learning about Language-Discovering useful words and expressions”.

P17 Unit3 Life in the Future

(Periods 1-2 Warming up and reading)

Step 1 warming up

Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years

Step 2: pre-reading

1.Can you tell what problems people are facing today?

2.what problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005?

(Key: 1The problem of population will be solved, have begun to Control the birth rate. //2The problems will be still there, and will even worse.// 3I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion……)

Step 3： fast reading

1. Read the text for the first time and tell what the text is about?

It’s an e-mail written by a man Who has taken up a trip to the future.

2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence

A. We were transported into the future by a comfortable time capsule.

B. I arrived a t Wang Ping’s home and everything in his house made me surprised.

C.I won a travel to the year AD3005

D. I have my first try to master a hovering carriage.

Step 4 careful reading

1.Answer the following questions:

1.Why did I have the chance to travel to the year AD3005?

2. What is a “ time lag”?

3. How did I feel when I was in the capsule?

4. Who guides my trip?

5.Why did my guide give me some tables?

6.Who transported us to the future?

Key:

1. I took up the prize I won the year before.

2. “Time lag” means a person gets flashbacks from his previous time period.

3. The seats in the capsule are very comfortable.

4. My friend Wang Ping is my guide to the future.

5. The tablets could help me feel less nervous and uncertain

6. Wang Ping’s parents’ company transported us to the future.

2. Comprehending

Practice by doing the comprehending exercise Exercise 1-2 on Page 19

Sample answers Ex.1

Good changes

Bad changes

Time travel Can travel to

Different times

as you wish After-effects of travel

transport .can move swiftly Disorganized, difficult to

find way

houses save living space Short of space

Towns Busy, look like

markets Easy to get lost

Air quality Own family

oxygen supply Poor quality in public places

Sample answers Ex.2

I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3005 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though he was hit by the lack of fresh air,---

P25 Unit 4 Making the news

(Period 1 Warming up and Reading)

(整合warming up, Pre-reading, Reading 与 Comprehending四部分)

Step I. Elaboration (warming up):

Help the students to relate their known knowledge to the topic that will be learned

Task 1 :( group discussion) Talk about jobs in China Daily?

Types of jobs What it involves

reporter

Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?

Step II. Prediction (pre-reading):

Task : Predict the main idea of the text by discussing the following questions:

1. What are the qualities a good news reporter needs to have?

(Have group discussion first and then finish Part 1 individually)

2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)

Step III. Skimming, scanning, analyzing (Reading & Comprehending)

Task 1: Read the text quickly to get a general idea of the text.

Task 2: Divide the passage into three sections and match the following main ideas to the three sections：

1)How to get an accurate story

2)How to protect a story from accusations

How to become a reporter

The skills needed

The importance of listening

Stages in researching a story

How to check facts

How to deal with accusations of printing lies

3)Work in a team

Task 3 Read quickly to find out the information to fill in the form below

Task 4: Tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

Step IV. Summarizing

Task 8: Write a summary of the text

Step V. Assignment

Read an English newspaper and retell the main idea of one article in it.

P33 Unit 5 First aid

(Period 1 Warming up and Reading)

Step 1 Revision

1. Greet the whole class as usual

2. The teacher checks the students’ homework: show some pictures about some common injuries and review some words, some useful expressions and the information about first aid.

Step 2 Pre-reading

First let the students talk about the picture (page 33)

What kind of first aid would you perform in the situation of burning?

Step 3 While-reading

1) Skim for general idea. How many parts are the text and what are they?

Five parts

1.The purpose of skin

2.Cause of burns

3.Types of burns

4.Symptoms of burns

5.First aid treatment

2)Scanning : read the text quickly and do the multiple choices (page 36)

3)Detail reading: Filling in the blanks

What can skin do for our body ?

Protect you against diseases, poisons and the sun’s harmful rays.

Keep you warm or cool

Prevent you from losing water

Gives you sense of touch

Causes of burns

You can get burnt by :

hot liquidssteam,fire, radiation,the sun, electricity and chemicals

What are the three types of burns?

First degree:

Not serious; affect only the top layer of the skin; feel better a day or two

Second degree

Affect both the top and the second layer of the skin; serious; take a few weeks to heal

Third degree

Affect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.

3. Why do you think clothes and jewellery near burns should be removed?

Because this may break any blisters and the wound may get infected.

Step 4 Home work

1. Finish the Exes in p36.

2.Read the text.

篇4：《故都的秋》公开课教案(高二必修) 教案教学设计

《故都的秋》公开课教案(人教版高二必修) 教案教学设计

［教学设想］

本文是郁达夫1934年写的一篇著名的散文。当时，由于国民党白色恐怖的威协等原因，作者从上海移居杭州，撤退到隐逸恬适的山水之间，思想苦闷，创作枯淡。即使偶有创作，文章的思想感情亦较为低沉。虽然如此，作者所写的文章常常能做到疏朗不羁的行文与精到细腻的笔触相结合。本文就是一篇代表。文章以情驭景，以景显情，情景交融，浑然一体。由此，我将这作为本文的教学重点之一。由于文章的写作时代与现在差距较大，再加上学生对作者的思想感情、写作背景了解很少，因而对文章的“清”、“静”、“悲凉”的特点难以理解，由此，我将这作为文章的另一教学重点，同时也作文章的教学难点来突破。

［教学方法］

主要通过创设情境比较的点拨法，将学生导入特定的情境之中，通过让学生用心去感受、体味，捕捉情感信息，认识作者渗透在作品中的那种思想感情的合理性，进一步体例体会散文“情”与“景”、“形”与“神”相辅相成的辩证关系。

［教学程序］

一、导入性点拨－－讨论课题，突出教学目标。

“故都”二字表明描写的地点，作者用“故都”而不用北平或北京，含有深切的眷念之意－－清、静、悲凉。

“秋”字确定描写的内容，文章围绕“秋”之景来表达作者的内心思想感情－－以情驭景，以情显景。

题目明确而深沉。

二、情境引领点拨－－讨论取材，了解作者的思想感情状况。

提问：你认为《故都的秋》取材有何特点？作者为什么不写香山红叶，也不写游人如织的颐和园？这反映了作者怎样的思想感情？

明确：文章取材主要体现“清”、“静”、“悲凉”的特点，而香山红叶的暖色调，颐和园的喧闹，与文章的`感情基调不相称，因此，作者取材时能围绕中心及作者的思想感情。这些与作者当时思想苦闷、追求隐逸恬适的生活情趣有关。

（二）研究性点拨－－讨论课文结构。理清文章写景内容。

指导学生认真阅读课文，根据“思考和练习二”的提示，将有关内容填写完整。

一、①对北国感受：清、静、悲凉

总起之秋的向往：饱尝、秋味

(1－2) ②江南之秋：看不饱、尝不透、玩不足

①清晨院中所见的景象绘秋

②槐树的落蕊清、

记叙 ③秋蝉的残声静、

二、 ④秋雨话秋凉悲凉

分写 ⑤秋树的奇景

(3=12) 有情趣的人类，对于秋，

议论总是一样地能引起深沉、深化

幽远、严厉、萧索的感触

三、 ①南国之秋的色味不及北国之秋

总括 ②直抒对故都之秋的眷念之情

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三、品味性点拨－－讨论疏朗不羁的行文与精到细腻的笔触相结合的语言特点。

（一）指导学生阅读课文第3段，思考：

1、作者为什么对陶然亭的芦花等这些著名的风景只是点到为止，面着力去描写家家户户到处可见的秋景？

明确：这些都是北平的景色，但并不能都反映“秋”的特色。

2、第3句中“即使……就是……也……”这样的句式，表达了什么意思？

明确：北平的秋意，果真是无处不在，它的色味特别浓烈。

3、作者是如何描写清晨在院中看到的景象的？

明确：作者笔下的秋景，“屋”和“壁腰”都是“破”的，用反衬的手法“听得到青天下驯鸽的飞声”突出北平秋晨“静”的特点，牵牛花“以蓝色或白色为佳”,“日光”本是暖色调,但在作者笔下却是“漏”的。

（二）指导学生阅读“落蕊”一段，思考：

1、这段语言有何特点？作者是从哪些角度描写的？

明确：明白晓畅，简洁清丽。用白描式的语言，从视觉、听觉、味觉、触觉上等，把槐树的特征，明白如话地描绘出来，充满了诗情画意，给人以美的享受。

2、这段文字突出了什么特点？从哪些词句可以看出？

明确：突出了“清”、“静”、“悲凉”的特点。

四、点拨小结－－文章的主旨。

明确：本文通过对北平的秋色的描写，赞美了故都的自然风物，抒发了向往、眷念故都之秋的真情，流露了深远的忧思和孤独感。

五、迁移性点拨－－读写结合，写一篇《校园之晨》的作文。

篇5：《故都的秋》教案(高二必修) 教案教学设计

教学目标：

1.整体感知课文，体会散文“形”、“神”合一的艺术特色。

2 .品味语言，体会作者的思想感情。

3.理解本文“以情驭景，以景显情，情景交融”的艺术手法，学会从景物描写中把握作者的思想感情。

教学重点：以情选景；体会作者在景物的细致描写中融入的情感。

教学难点：作者主观感情与客观景物的融合。

课时安排：一课时

教学过程：

一、新课导入。

同学们，今天我们要一起来欣赏一篇非常优美的散文。在进入对这篇文章的学习前，让我们先来看一幅画，这是我根据大家学过的一篇课文中描写的景象画的，请你根据画面的内容把这篇课文背出来好吗？（画面上是《天净沙秋思》描绘的场景）这首词表达了作者一种什么样的思想感情？你是怎么体会到这种感情的？美学家说：“一片自然风景就是一个心灵的世界。”那么，我们就从《故都的秋》走入郁达夫的心灵世界，看作者又通过对秋天的描写抒发了自己怎样的深情呢？

二、初读课文，整体感知全文内容。

1.学生大声朗读课文。自己不理解的词语用笔划出来，查字典解决。不理解的句子，用笔划出来，等到分析的时候交流解决。

2.学生找出自己喜爱的句子或段落，然后朗读给大家听，并说出自己喜爱的理由。

3.挑出一个学生选出课文的3段内容，然后大家共同朗读。

三、再读课文，赏析课文景色的美。

1.在你读了这篇文章之后，你认为作者都是描写了秋天的哪些风景呢？请用最简练的语言把他们说出来。

明确：秋天：秋院、秋槐（花）、秋蝉（虫）、秋雨、秋果

2.那么我们来看一下作者笔下的秋槐有什么特点呢？用自己的话简单概括。

明确：像花而又不是花的那一种落蕊，铺得满地，脚踏上去，没有声音，连气味都没有，只能感出一点点极细微、极细柔软的触觉。

3．品味词句：哪些地方突出了“清、静、悲凉”

明确：

写秋院----“听得到青天下驯鸽的飞声。”（这是境的宁静）；“细数着一丝一丝漏下来的日光”、“静对着像喇叭似的牵牛花”（这是心的宁静）。“一椽破屋”、“破壁腰”（境的悲凉。）

写秋槐----“脚踏上去，声音也没有，气味也没有，只能感出一点点极细极柔软的触觉。”（这是境的宁静，也是心的宁静。）“扫街的在树影下一阵扫后，灰土上留下来的一条条扫帚的丝纹，看起来既觉得细腻，又觉得清闲，潜意识下并且还觉得有点儿落寞。”（这里有境的宁静，也有心的悲凉。）

写秋蝉----“衰弱”、“残声”。（这本身就是一种悲凉。）

写秋雨----“息列索落”、“云渐渐地卷向了西去”、“很厚的青布单衣或夹袄”（这里有境地的宁静，也有情和境的悲凉。）

写秋果----“淡绿微黄”，即使是写“红”也是“红完”。（也是一种清、静的淡色。）

3.作者都是从哪些角度对这些落蕊进行了描写呢？

明确：花铺满地，写视觉形象；脚踏花地，写触觉感受。

4.他看到、踩到这样的落蕊有什么样的感觉呢？你说作者为什么会有这样的感觉呢？

明确：细腻、清闲、落寞。正因为这里寂静无人，作者独自徘徊，无人可与交流，便只有与自然相交融。揣摩作者的心境，大约是因为难得的悠闲而欣喜，也可能因为无事可做而又寂寞吧。 [写作背景]：郁达夫，三岁丧父。17岁便随长兄一起赴日本留学，在异国生活的十年，是他饱受屈辱和岐视的十年。在个人性格方面，他抑郁善感；在文艺观和审美观方面，他提倡“静的文学”，写的也是“静止如水似的文学。” 此文写于1934年，此时的中国，连年战乱，民不聊生，郁达夫也是居无定所，颠沛流离，饱满受人生愁苦和哀痛。因此，作者描写的心中的“悲凉”已不是故都赏景的心态，而是对整个人生的.感悟。这种感受在当时其它人的作品中也有痕迹。如朱自清的《荷塘月色》不也有哀愁吗？

由此可见，散文的鉴赏，既要读懂作者笔下的客观现实，又要注意体会作者的思想感情，而对思想感情的体会，还要结合作者当时的生活经历。

5.作者是怎样把自己的那份落寞和景物衔接在一起的呢？请你结合文字谈谈自己的理解。

[提示：作者首先心中充满了情感，而景物只是作者情感抒发的一个载体，他在描写景物的时候，就让景物带上了自己的情感特色。比如把对落蕊静态的描写，正是作者内心平静的写照，正是他感到秋天气息，让自己的内心向外宣泄的一个窗口。]

四、三读课文，分析课文的表现手法及作者对秋的总体情感

1.作者对北方秋天的总体感觉是什么？他描写的那几种景物能体现这一特点吗？试举例说明。

明确：来得清、来得静、来得悲凉。如秋雨，“忽而来一阵凉风，便系列索罗的下起雨来了”这体现了雨的“清”“静”；人们说“一层秋雨一层凉”体现了秋的“悲凉”。

2.南方秋天的特点是什么？作者为什么要写南方秋天的特点呢？

明确：空气来得润，天的颜色淡，只能感觉到一点清凉。突出北方秋天的特色，也暗含着作这对北方秋天的喜爱之情。

3.那么你能各用一个字来形容作者心中南方、北方秋的特点吗？

明确：淡、烈

4.现在请大家阅读文章第十段，然后回答，“故都的秋”在作者的心目中引发的是一种喜悦，还是一种悲伤呢？

明确：学生可根据自己的理解任意回答，不必拘于一种。

五、延伸训练。

在对景物的描写中，有时往往一字着色，一字着情。如我们的“春风又绿江南岸”“红杏枝头春意闹”。下面请你从下面所给的字中选出一个你认为最恰当的，填到括号内，说说这样选择的理由。

静夜四无邻，荒居旧业贫。雨中（）叶树，灯下白头人。（《喜外弟卢纶见寄》司空曙）（绿、红、黄、残 ) [提示：黄。既抓住了景物的特点，又流露了作者的心境，并且符合对偶。]

六、作业布置。

从课文中选择两句你认为非常美的句子，然后仿造它的格式写出两句自己对秋受的句子。

附：板书设计

秋院

（主观、客观）----清、静秋槐

秋蝉

（主观）----悲凉秋雨

秋果

篇6：《石钟山记》说课稿(沪教版高二必修说课)

《石钟山记》说课稿(沪教版高二必修说课)

《石钟山记》是高二语文新教材第四单元的课文。现就教学目标、教法及教学程序三方面加以说明。

一、教学目标：

我从素质教育的要求和学生的实际出发，制订了本课的教学目标：在把握文章主旨的基础上，感受苏轼不迷信前人、勇于探索的精神。

苏轼的这种精神在素质教育的今天尤其显得重要，敢于质疑、敢于探索实际上是一种创新精神。我们现在所进行的改革开放是前无古人的，我们要超越古人，要取得发展，就必须具备创新精神。在各门学科中，尤其在语文学科中要培养学生的创新意识、创新精神。造就一大批不唯书、不盲目迷信权威，敢于独立思考、敢于质疑、敢于探索的思想解放的一代新人。

我们班有些学生未到分数线，是扩招生，进来时分数较低，比较自卑，习惯于依赖书本，缺乏探索精神，不敢对权威、书本提出质疑，这阻碍了他们自身的发展，影响了学习能力的`提高。通过这堂课的学习，让学生意识到敢于质疑、勇于探索的重要性，并养成质疑、探疑的习惯，形成质疑、探疑的氛围。

二、教学方法及教学手段：

课堂上，教师的引导及教材是学生感知和观察的对象，学生正是通过教师所讲和教材所展示的内容经过思考获得对客观世界的认识的。这种观察和思考是有计划、有目的的、积极的思维过程，是一种“思维知觉”。从这一点出发，本节课教法的指导思想是，想方设法引起学生注意，引导学生积极思维，热烈参与。在教学中尽量让学生自己动脑、动口、动手，教师的启发诱导贯穿始终。既突出了学生的主体地位，又发挥了教师的主导作用。具体运用了提问法、讨论法、比较法等。

为了增大课堂容量，增强教学直观性，提高教学效率，本课采用投影机、图画和油印资料等手段。

三、教学程序的设计：

人们对事物规律的认识是由低级向高级发展的，而学生掌握知识也是由浅入深的，大约有这么四个阶段：感知教材，理解教材，巩固知识，运用知识。本节课的教学就是按照这一规律来设计的。

第一步，用中外名言导入新课，引起学生思索，生发联想，调动学生思维的积极性。出示教学目标，为本节课教学定向，让学生对这节课要学些什么有个初步了解，以便他们为达标而学。

第二步，整体感知。在这一环节中，问题的设置比较简单，让学生尽快获得整体印象，初步了解苏轼不迷信前人、勇于探索的精神。在学生明了苏轼通过石钟山命名由来的探求告诉我们什么道理后，引进初中课文《河中石兽》中与本文主旨类似的句子，促进记忆，加深印象。

第三步，选点读析，深入理解。这是达到教学目标的关键的一步，是本节课的重点之一。

根据教学目标提出针对性较强的问题，每一问最终都归结到苏轼的大胆质疑、勇于探索的精神上来。这环节中问题的难度有所提高，引导学生对教材进行进一步的阅读和思考。同时还出示学生根据对课文刻画的意境理解所画的画，让学生仔细研读课文，认真讨论评价图画，加深对课文渲染的气氛的理解，具体感受苏轼的精神。补充的一则材料与课文对照着阅读，有助于学生正确而又全面的理解苏轼的精神。

第四步，扩展迁移。要求学生对苏轼探求到的石钟山命名的原因来进行质疑。通过质疑让学生懂得，对于书本上的东西，对于名人的观点，不能看成是一成不变的真理，要解放思想、敢于质疑、大胆探索。养成敢于质疑、敢于探索的好习惯。

第五步，总结归纳。强调敢于质疑、敢于探索在今天的重要意义，号召学生培养起这种精神。

第六步，布置课外练习。加深对苏轼精神的理解。根据普通中学学生的特点，分层布置作业，让不同程度的学生选择适合于自己的作业，使基础不太好的学生避免高不可攀的心理；使基础较好的学生发挥出水平。

沈莉

篇7：（人教新课标）必修3 Unit 1-5 Reading说课简案(新课标版高一英语必修三说课)

New Senior English For China Student’s Book3

(Reading Part)

P2 Unit1 Festivals around the world

(Period 1 Warming up and Reading)

1. Lead-in

1) Greetings: T: Good morning, girls and boys. Happy New Year.

Ss: Good morning. Happy New Year.

2) Talk about winter vacation:

T: Did you have fun/enjoy yourselves in the winter vacation? What did you do? Who’d like to tell us something about your winter vacation? Let’s share.

S1, S2, …

T: well, girls and boys, most of us seem to be happy during the winter vacation, old or young. The whole country was filled with joy and excitement. Can you tell me why?

Ss: Because of the Spring Festival.

2. Warming-up

1) Show some pictures about the Spring Festival and the Lantern Festival. Ask them to talk about what they did during the two festivals.

T: Did you have fun during the Spring Festival/ the Lantern Festival? What do people do? What do people eat? What does it celebrate?

2) Show some more pictures of festivals, ask students to guess what festival it is.

T: Look at the pictures, can you tell us which festival is it about? When does it take place? What does it celebrate? What do people do? Discuss with your partners.

The Dragon-boat Festival, Mid-autumn Day, and the Double Ninth Festival.

3)Well-done. In fact, there are plenty of festivals throughout the world, and different festivals take place in different cultures. Here you are given a quiz:

Festivals Time

The Spring Festival Lunar January 1

The Lantern Festival Lunar January 15

The Tree-planting Day March 12

The Qingming Festival April4-6

The Dragon Boat Festival Lunar May 5

The Double Seventh Festival Lunar July 7

Teachers’ Day September 10

The Double Ninth Festival Lunar September 9

The National Day October 1

Festivals Time

New Year’s Day January 1

Valentine’s Day February 14

Fool’s Day April1

Labour’s Day May 1

Children’s Day June 1

Halloween October 31

Thanksgiving Day The four Thursday in November

Christmas Day December 25

3. Reading

1) Fast reading

T: Got it. You seem to know many festivals. But do you know how these festivals began? What do people do to celebrate? Luckily, the passage provides you much information. Read the passage quickly and find out the festivals mentioned here:

2) Now, let’s get to know more about these festivals, listen to the tape and find out the information accordingly to fill in the form or answer the questions:

Paragraph 1:When did ancient people celebrate ?

at the end of winter

When good weather returned

a good harvest

animals caught

When they wanted a year of plenty

*When do people celebrate now?

When they welcome a new year

When families get together

When they achieve great success

When something pleasant happens

…

Paragraph 2: Festivals of the dead

Festivals Where When What to do What to eat

Obon Japan

In July or August Clean the graves/Light incense/ Light lamps/Play music /

The Day of the Dead Mexico

Inearly November People offer food, flowers and gifts to the dead Food in the shape of skulls, and cakes with “bones” on them

Halloween USA and someone other countries October 31

Go to neighbours’Dress up and try to frighten people /

*Are there any similar festivals in China? What do do? What to eat?

The Qingming Festival

…

Paragraph 3: Festivals to honour people

Festivals Country People honoured

The Dragon Boat Festival China Qu Yuan, the famous ancient poet

Columbus Day The USA Christopher Columbus

National Festival India Mahatma Gandhi

Any other festivals which are meant to honour people in China? Who is honoured?

Tree-planting Day ; Sun Yet-sun.

…

Paragraph 4:Harvest Festivals

1) Why are autumn festivals happy events?

Because people are grateful and happy and a season of agricultural work is over.

2) What do people do to celebrate it?

In European countries, it is the custom to decorate churches and town halls with flowers and fruit; get together to have meals, win awards for their animals, flowers, fruit and vegetables; admire the moon

…

Paragraph 5: Spring Festivals

Festivals Country What to do

The Lunar Chinese New Year China Eat dumplings, fish and meat/Give lucky money/Dragon dances

Carnivals Christian countries Parades, dancing , loud music , colourful clothing

The Cherry Blossom Festival Japan Enjoy the cherry tree flowers

…

Paragraph 6: What are the purposes of festivals?

Festivals: To have fun with each other / To let us enjoy life/ To be proud of our customs

/ To forget our daily life for a little while/To honour the dead/To honour famous people/To celebrate harvest/To welcome a new year and look forward to the future/To ask people to pay attention to something

3) Well-done. Since you have got to know the information related to these festivals, I’d like you to have a quiz to check whether you have fully understood the text. Look at the statements and tell whether they are true or false.

4. Homework

1) Find out useful words and expressions, beautiful sentences and finish the exercises in Learning about Language accordingly.

2) Write an introduction of the festival your group have created.

P9 Unit2 Healthy eating

(Period 1 Warming up and Reading)

Step Ⅰ Warming up

Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.

Examine the questions after discussing the table. The first three questions are all personal ones so answers will vary. The fourth one requires knowledge. Suggested answers include:

* If you eat too much energy-giving foods you will become fat and suffer from high blood pressure.

* If you eat too much body-building food you will grow taller and stronger but not necessarily healthier.

* If you eat too much protective foods for every meal you may lack energy. However without protective food (over a long period of time ) you can get serious illnesses like scurvy (lack of vitamin C) or rickets (lack of vitamin D).

* If you don’t eat enough food of any of the three kinds you may get anorexia (too thin).

Step Ⅱ Pre-reading

Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.

T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?

Which food contains more… Examples of foods Answer

Sugar Chocolate or grapes

Cakes or bananas Chocolate

Cakes

Fat Cream or rice

Chocolate or chicken Cream

Chocolate

Fiber Peas or nuts

Pork or cabbage Nuts

Cabbage

protein Potato crisps or ham

Eggs or cream Ham

eggs

Conclusion: A good meal should contain some food from each of the three categories above.

Step Ⅲ Reading

Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.

1. Fast reading

In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Finish exercise 4 on P11

Part 1 ： Wang Peng is worried because his restaurant is not as full as it usually is.

Part 2 ： He follows his friend to a newly opened restaurant which is very popular.

Part 3 ： Worried, he does some research to win his customers back.

2. Careful reading

T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.

a. Usually Wang Peng’s restaurant was full of people. (T )

b. Yong Hui could make people thin in two weeks by giving them a good diet. (F) ( It would take longer than that)

c. Wang Peng’s regular customers often became fat. (T)

d. Yong Hui’s menu gave customers more energy-giving food. (F ) (No. It gave them protective or body-building food.)

e. Wang Peng’s menu gave customers more protective food. (F ) (His menu gave customers energy-giving food.)

f. Wang Peng decided to compete with Yong Hui by copying her menu. (F ) ( He decided to advertise the benefits of his menu!)

Step Ⅳ Discussion

1. By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.

T: Now please read the text again and fill in the chart together with your partner.

disadvantages advantages

Wang Peng’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods

Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods

2. T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?

S1:…

S2:…

S3:…

T: You all have a point here. But what will they do? What do you think Wang Peng will provide to win his customers back? Do you think we should follow his example?

Suggested answer (Ideas will vary but possible answers are):

Wang Peng will offer more protective food with his meals such as salad.

He will cook his food in less oil.

He will stop serving ice cream and cola because both of those have too much fat or sugar.

Ss: Yes.

T: Now, how do you think the story will end?

Possible answers:

Wang Peng will lose his restaurant.

Yong Hui will come to his restaurant and become very angry with him.

Yong Hui’s customers will become so tired they will return to Wang Peng’s restaurant.

Step Ⅴ Homework

1. Try to retell the text.

2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)

P17 Unit3 The Million Pound Bank-Note

(Periods 1-2 Warming up and reading)

Step I. Warming up

1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.

T: Do you know something about the American writer Mark Twain?

Ss: A little.

T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 17 so that you can know more about him.

1. Students read the passage about Mark Twain and answer the questions given in the form on page 17.

a. What’s the real name of Mark Twain?

b. When was he born and when did he die?

c. Do you know all the places where he lived?

d. Can you name three of his famous stories?

T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.

Step ⅡPre-reading

Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.

T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?

( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)

…

T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.

Step Ⅲ While reading

1. Scanning

Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions

a. How did Henry Adams come to England?

b. Where did Henry work before? How much did he have?

c. What did the two gentlemen give Henry?

d. When can Henry open the letter.

2. After the students discuss the questions and then check the answers with the whole class.

T: Listen to the tape and try to find out the characteristics of the whole passage.

Ss: This is part of a play. So, the narration is written in the present tense.

T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.

Step Ⅳ Post-reading

Do comprehending exercises and explain :

a. a large amount of: a large quantity of; a great deal of

e.g. They bought a large amount of furniture before they moved their new house.

b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.

e.g. We made a bet on the result of the match.

c. permit sb to do something: allow somebody to do something

e.g. My mother doesn’t permit me to ride in the street after it rained.

d. by accident: as a result of chance

e.g. I only found it by accident.

e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)

f. to be honest: to tell you the truth; to be frank

e.g. To be honest, I don’t think we have a chance of winning.

Finish exercises in learning about language on page 20-21 :

Step Ⅴ Homework

1. Review the key sentences in this part

2. Preview the words in the second period.

3. Act out the play in groups

P25 Unit 4 Astronomy: the science of the stars

(Period 1 Warming up and Reading)

I. Warming up: Lead-in

Good morning, class! Today, w are going to study Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 97 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words.

Play a game to learn the names and positions of the planets:

Venus is next to Mercury.

Earth is the third planet.

Mars is between Earth and Jupiter.

Neptune is the furthest planet from the sun.

Saturn is between Uranus and Jupiter.

Mercury is closest to the sun.

II. Pre-reading

1. Looking and saying

Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my theory on this subject. Now look at the screen and listen to me telling you something exciting.

2. Talking and sharing

Do you know how the universe began?

In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope. He made two mind-boggling(unbelievable) discoveries.

First, Hubble figured out that the Milky Way isn’t the only galaxy. He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away. The Milky Way is just one of billions of galaxies.

Second, Hubble discovered that the galaxies are constantly moving away from each other. In other words, the universe is expanding. The biggest thing that we know about is getting bigger all the time.

A few years later, Belgian astronomer Georges Lematre used Hubble‘s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin?”

III. Reading

1. Listening and reading aloud

Now please listen to the recording and then read the text aloud. Pay attention to how the native speaker is reading along and where the pauses are within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.

3. Reading and transferring information

Read the passage carefully and analyse its structure. Write down the main idea for each paragraph.

Main Body Paragraph 1: A widely accepted theory about the formation of the universe

Paragraph 2: The formation of the earth

Paragraph 3: The importance of water for life

Paragraph 4: The development of plants and animals on the earth

Paragraph 5: The arrival of humans and their impact on the earth

4. Reading and understanding difficult sentences

Skim the text and identify the difficult sentences of each paragraph. You may put your hand up if you have any questions.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises 2 and 3 on pages 27.

Closing down by having a discussion-How Did the Universe Begin?

P33 Unit 5 Canada---The true north

(Period 1 Warming up and Reading)

Step Ⅰ Revision

1. Check the students’ homework

2. Check the assignment.

Step Ⅱ Lead-in and warming up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: What continent is Canada in?

Ss: In North America.

T: How large is it?

Ss: It is the second largest country in the world.

T: Yes. It occupies an area of 9,984,670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

(Show a map of Canada to the students)

T. Right. The United States is . Canada is a beautiful country. First let’s have a quiz and see how much do you know about Canada.

( Give the Ss one minute to finish the quiz.)

T: OK. Time is up. Let’s check the answers.

1.C 2.D 3.A 4.B 5.A

Step Ⅲ Pre-reading

T: Now I want to ask you a question: Do you like travelling?

Ss: Yes.

T: I know most of you do. So have you ever been abroad?

Ss: Yes/No.

T: What’s the longest trip you have ever taken?

…

T: Very good. If we want to make our motherland more beautiful and more developed, we should know more about other countries. Here are two questions, you may ask your partner for answers and give your answers to him/her.

a. If you take a trip to Canada, what do you expect to see?

b. What three words would you use to describe Canada?

(Ask some pairs to tell their ideas to their classmates.)

Step Ⅳ Fast reading

Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading.

T: Do you feel puzzled when you read the title? What is the true north? Now read the passage and get the general idea of the passage. Underline the main places mentioned in the text.

Give the Ss 5 minutes for reading.

a. What the passage is mainly about?

b. What are the main places mentioned in the text?

c. Draw the traveling route of the two girls on the map.

T: Do you have any difficulty in reading? Now let’s discuss some difficult points together.

Step Ⅴ Homework

1. Remember the underlined sentence.

2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.

篇8：（人教新课标）必修2 Unit 1-5 Reading 说课简案(新课标版高一英语必修二说课)

New Senior English For China Student’s Book2

(Reading Part)

P1 Unit1 Cultural relics

(Period 1 Warming up and Reading)

(IN SEARCH OF THE AMBER ROOM)

I. Warming up

Warming up by defining

Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:

A. What kind of old things are cultural relics?

B. Are all the old things cultural relics?

C. What is the definition and classification of cultural relics?

D. To whom do cultural relics belong?

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:

A. What kinds of things can result in their disappearing?

B. Why do they come into being once again?

2. Explaining and sharing

Work in groups of four. Tell your group mates:

A. What do you know about the substance of “amber”?

B. What do you know about the cultural relics “the Amber Room”?

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now please skim the text to get the key words and general idea of each paragraph.

1st paragraph the introduction about the Amber Room: design, colour, shape, material

2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor

3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design

4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on

5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Petersburg

3.Scanning and analyzing the characteristics of the text.

Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

Keys for reference:

This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.

Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and No. 2.

P9 The Olympic Games

(Period 1 Warming up and Reading)

I. Warming up

Warming up by sharing

Morning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.

Finish the form on page 9.

Warming up by describing

Now, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!

Warming up by discussing

Hi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.

II. Pre-reading

1. Asking and answering

Now, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.

2. Imaging and introducing

Please look at the three pictures in the reading. Please talk about them. Imagine whatever you can.

3. Talking and Sharing

We know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …

III. Reading

1. Reading aloud to the recording and finding the general idea

Now please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?

Yes, it tells us the differences and the similarities between the ancient and modern Olympics.

2. Reading and acting

Now let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.

3. Reading and finding

Now read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?

4. Reading and collecting information

Ok, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?

Ⅳ Closing down

Closing down by doing exercise

To end the lesson you are to do the comprehending exercises 1 & 2.

P17 Unit3 Computers

(Period 1 Warming up and Reading)

I. Warming up

Look at the pictures on page 17. What are they? What do they have in common? Yes, they are computers. Then what is a computer?

II. Pre-reading

1. Questioning and answering What do you know about computer?

2. Discussing and sharing How have computers changed our lives?

III. Reading

1. Listening and reading to the recording of the text WHO AM I?

Turn to page 18 and listen and read to the recording of the text. Pay attention to the pauses, pronunciation and intonation of the native reader.

2. Reading aloud and underlining expressions

Now we are to read the text once again and underline all the expressions in the text. Put them down into your notebook after class as homework.

3. Reading, identifying and settling

Attention, please! It is time to skim the text one more time and identify the difficult sentences. Try analyzing the structures of the difficult sentences and discuss them among your group members. You may also put your questions to me for help.

IV. Comprehending

1. Scan the text for information to complete the table below, describing the development of computer.

In 1642 The computer began as a calculating machine.

In 1822 The analytical machine was made by Charles Babbage.

In 1936 The computer grew rapidly both in size and in brainpower.

1940s The computer had grown as large as a room.

In 1960s The first family of computer was connected to each other.

In 1970s Computers were used in offices and homes.

Now Computers connect people all over the world Together.

2. Read the text again and complete the chart below.

Topic sentence of Paragraph1 Over time I have been changed quitea lot.

Topic sentence of Paragraph2 These changes onlybecame possibleas my memoryimproved.

Topic sentence of Paragraph3 Since the 1970s many new applications have been found for me.

P25 Unit 4 Wildlife protection

(Period 1 Warming up and Reading)

Teaching Aims:

1. Enable the Ss to say something about wildlife protection

2. Help the Ss to get to Know “How to help wildlife”by reading

3. Cultivate the Ss' awareness of protecting wildlife.

Teaching Procedure:

Step1. Warming up

T: We live in a world where there are all kings 0f animals around us.Can you name as many as you can.(show some pictures to the students)

Ss: polar bear, Milu deer, rhino, panda, toger, crocodile, giraffe, penguin, whale, dolphin, zebra,etc..

T: As we know, some wild animals are dying out because of the loss of food, their habitatsbeing destroyed or over hunting.

Free Talk

(Page 25, the chart )

T: after reading the information in the chart, please give us your conclusion of your reading

The conclusion of the discussion:

S1:Things have changed greatly. The number of the wild animals in the protection zones has increased. The number of pandas, which nearly disappeared years ago, has now risen to about 70, the number of milu deer to about 500, and the number of South China tigers about 60.

T: well done. BUt a still have a question: Why should we protect wildlife?

(3minutes for discussion)

S1--S4:Wildlife is our friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.

Step 2. Reading

T: so today we'll read a passage about a girl who learnt to help wildlife. Now let's read how she learnt to helop wildlife.

Task1. Listening

while listening, get the main idea of the passage( Try to fill in the blanks).

Main Idea

Daisy took ___________ to travel and talked with ____________, which made her know _____________ of the wildlife protection.

Task2. Skimming and scanning

Read the passage as quickly as possable to answer the 3 questions.

1.Where did Daisy arrive?

2.Who did Daisy talk to?

3.What did they talk about?

Task3. Careful reading

A. read the passage again and do the exerciseabout T &F

1.Daisy saw many antelopes in Tibet.

2.Daisy’s sweater was made of sheep wool.

3.In three years the antelope may die out.

4.The elephant used to be well protected in Zimbabwe.

5.In Zimbabwe, tourists love to see the rhinos and elephants.

6.The farmers in Zimbabwe get nothing from the elephants and rhinos now.

7.This is a real story in Daisy’s life.

B. Comprehending work.

Read it again and answer the following questions.

1.Who is hunting and killing the Tibetan antelope?

(The hunters who want to get the wool to make sweaters.)

2. Why are we humans part of this problem ?

(Because humans not only hunt and kill wildlife but also destroy the environment and food of them.)

3. How did life improve for the farmers in Zimbabwe?

(The government helped and the farmers made a lot of money from the tourism.)

4. How did it improve for the animals ?

(Farms like the animals and no longer hunt them.)

5. In what ways does looking after the rain forest help with wildlife protection.

(Looking after the rain forest will give all the wildlife good living conditions and it keeps the balance of nature there . No rain forest, no animals and no drugs.)

Step3. Text Structure.

PartⅠ What Daisy saw

and felt in Tibet

PartⅡ What Daisy saw

and felt in Zimbabwe. The importance of wildlife protection

PartⅢ What Daisy saw and

felt in thick rain forest

Step 4. Discussion

What would you do to protect wildlife?

篇9：（人教新课标）必修4 Unit 1-5 Reading说课简案(新课标版高一英语必修四说课)

New Senior English For China Student’s Book4

(Reading Part)

P2 Unit1 Women of achievement

(Period 1 Warming up and Reading)

Step I. warming up

Warming up by describing

Good morning, class. Today we are going to read about A Student of African Wildlife. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Song Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?

Warming up by reading aloud and translating

Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?

（Key: 伊丽莎白弗赖伊是一位教友派信徒。她帮助改善了监禁条件，向囚犯提供工作和教育机会。她的工作帮助教友派赢得了1947年度的诺贝尔和平奖。）

Well done! Next let’s have --- do the second one.

Step II. Pre-reading

Looking and saying

Work in pairs. Look at the photos and the title A Student of African Wildlife and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.

(Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )

Talking and sharing

Work in groups of four. Tell your groupmates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.

(Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )

Step III. Reading

Reading aloud to the recording

Now please listen and read aloud to the recording of the text A Student of African Wildlife. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

Paragraph1 : Our group are all going to visit the chimps in the forest.

Paragraph 2 : Nobody before has fully understood chimp behaviour.

Paragraph 3 : For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.

Paragraph 4：Jane’s achievements.

Reading and transferring information

Read the text again to complete the table, which list what Jane does to protect African wildlife.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and 2.

Closing down by having a discussion

What do you think is the best way to protect wildlife?

(Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective)

P9 Unit2 Working the land

(Period 1 Warming up and Reading)

I. Warming up

Warming up by questioning

Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?

(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)

Has anyone of you ever been to the countryside? What did you do there?

Warming up by seeing and listening

Boys and girls, I shall show you some photos of farming first. Look at this one. What are these people doing in the fields?

II. Pre-reading

Questioning and answering

Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?

If you had the chance to do one thing to help end hunger in the world, what would you do?

Giving background information about Professor Yuan Longping

Have you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?

III. Reading

Reading aloud to the recording

Comprehension-understanding what you are reading-is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 10 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.

Reading and underlining

Read the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework.

Reading, identifying and summarizing

Attention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph.

(Minutes later) ---, would you read to the class the four topic sentences you identified?

What about the main idea of the passage? Who will volunteer to give the class his summary of the main idea? ---, you’d like to say something? Go ahead!

Understanding difficult sentences

In groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.

Reading and transferring

In pairs, read the text, find information to complete the following form.

Facts about Yuan Longping Facts about Yuan’s super hybrid rice

age capacity

education application

major contribution

hobby overseas

ideal future

IV. Closing down

Closing down by doing exercises

In the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished.

P17 Unit3 A Taste of English Humor

(Periods 1-2 Warming up and reading)

Step 1: Warming up

Task 1:Questions

What is “Humour”? Does any one of you know anything about humour?

Then ask the Ss to look at the sreen and read the definition of Humour from the Internet.

Task 2. Brain-storming

Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.

Types of humor Example of English humor Chinese humor

Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利

Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山

Verbal jokes Play on words, usually Cross talk 马季，姜昆

Funny stories Two lines Jokes

Funny poems Edward Lear Doggerel（打油诗）

Step 2. Pre-reading

Questions: (1) What do you like to laugh at?

(2 ) What does humor mean? Is humor always kind?

Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.

Step 3. Reading

The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.

Task 1. Divide the text into several parts according to the meaning.

Part One: the first and the second paragraph

Part Two: the third and the fourth paragraph

Part Three: the last paragraph

Task 2. Give the main idea of each part

1)The main idea of part one:

It tells us that there are two kinds of humor. One is bad, while the other can inspire people.

2)The main idea of part two:

It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad

situation entertaining.

3)The main idea of part three:

It gives us a short biography about Charlie Chaplin.

Task 3. Discussion

Let students have a discussion about the text, then answer some questions.

Questions: (1) What is behind fun? (2 ) Why did people like Little Tramp? (3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?

Step 4 Practice

Finish the exercises on page 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.

Step 5 Homework

Preview grammar by finishing Exercises 3, 4 on page 21.

P25 Unit 4 Body Language

(Period 1 Warming up and Reading)

I. Warming up

Warming up by acting

Look at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.

Warming up by defining-What is body language?

The gestures, poses, movements, and expressions that a person uses to communicate.

Body language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, it is one category of paralanguage, which describes all forms of human communication that are not language.

II. Pre-reading

Looking and saying

Look at the man in the picture below. What does he say to you by his body language?

Talking and sharing

Body language is the quiet, secret and most powerful language of all!

According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.

Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.

Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birth

III. Reading

Reading aloud to the recording

Now please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Reading to identify the topic sentence of each paragraph

Next you are to skim the text to identify the topic sentence of each paragraph.

Reading and transferring information

Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?

Name Description Body language To whom

Tony Garcia Man from Colombia Kiss on the cheek everyone

Julia Smith Woman from Britain No touching Everyone

Akira Nagata Man from Japan Bowing everyone

George Cook Man from Canada Shaking hands everyone

Ahmed Aziz Man from Jordan Shaking hands nodding To men and women

Darlene Coulon Woman from France Shake hands and kiss twice on each cheek People she knows

Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.

Reading and translating

Now it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?

IV. Closing down

Closing down by doing the comprehending exercises on page 27.

P33 Unit 5 Theme parks

(Period 1 Warming up and Reading)

I. Warming up

Warming up by discussing

Good morning, class. Today we are going to visit theme parks. But first what do you think a theme park is? With a classmate discuss what you might do in a theme park.

Warming up by watching and listening

Hi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.

(For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities…

2. Talking and sharing

Work in groups of four. Tell your groupmates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class.

III. Reading

Reading aloud to the recording

Reading and underlining

Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

Reading and transferring information

Read the text again to complete the table.

Park Name Theme Example of Activities

Disneyland Fairy tale stories Travel through space, visit a pirate ship, meet fairy tale characters, ride a swinging ship, go on a free-fall drop.

Dollywood Culture of the southeastern USA Listen to American country music, see traditional craftsmen and their work, try some traditional candy, ride on an old steam engine, see bald eagles, ride on Thunderhead and other rides.

Camelot Ancient English history and stories Watch magic shows, see fighting with swords or on horseback, visit farm section , learn about farms in ancient England.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises 3 and 4 on page 35.

篇10：模块5 Unit 5 First Aid for Burns 说课稿(新课标版高二英语必修五说课)

Lesson Plan Interpretation

Unit5 First Aid for Burns（Reading）

The status and the function

The New Course focuses on the Ss’ abilities to gather information; deal with information; solve problems and the abilities to think and express in English. The passage is the third period of the unit. In my opinion, it is very important for the Ss to learn because it helps Ss a lot in getting the abilities mentioned above. It first introduces the importance of the skin to our body, then introduces types of burns, characteristics of burns and certain steps of first aid treatments. It is hoped that through the passage, the Ss will know how to perform first aid procedures for burns and do first aid calmly during an emergency.

About the Ss

As Senior2 Ss, they are at different levels of English fluency, some of them have lost interest in English. So during the lesson, I arrange a variety of activities to let all of them join in to attract their interest and let them be confident and taste the joy of success.

Teaching goals

一. Knowledge goals

To master the important words and sentences patterns of this unit through this period: injury, bleed, organ, poison, swell, damage, wound, mild, squeeze, symptom, etc.

二. Ability goals

1. Enable the Ss to have the ability to use what they’ve learnt to do first aid treatment for burns correctly and make a first-aid-kit.

2. Let the Ss learn the reading skill of getting the main idea of each part and each passage

三．Moral goals

Increase the Ss’ awareness of the importance of knowing about first aid.

Key teaching points and difficult points

1. How to help the Ss have the ability to use what they’ve learnt to do first aid treatment for burns correctly.

2. How to improve the Ss’ reading ability.

3. How to grasp the main idea of each paragraph / part & each passage.

Teaching methods

Task-based method, brainstorming, skimming, scanning, competition, discussion, role-play, class work, etc.

Teaching aids

Multi-media, a first-aid-kit, the contents of a first-aid-kit

Teaching procedures

Step1. Lead-in

Step2. Pre-reading

Step3. Fast reading

Step4. Detailed reading

Step5. Words competition

Step6. Making a first-aid-kit

Step7. Role play

Step8. Summary

Step9. Homework

Step1. Lead-in

I’ll lead-in the passage by telling the Ss a story to attract their interest first, meanwhile, teach them the new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid by using brainstorming to check their vocabulary

Step2. Pre-reading

The pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.

Step3. Fast reading

This task is to check the Ss’ skimming ability. The purpose is to let the Ss get the main idea of the passage and what the text is about.

Step4. Detailed reading

Ask the Ss to finish the following 5 Exx. by using competitions. I’ll divide the Ss into 4 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success. If the Ss know their answer is right, he’ll be confident and they’ll surely become more enthusiasm in learning English. These Exx are designed from the easiest one to the most difficult one for different levels’ Ss. The purpose is to the Ss’ reading comprehension.

Step5. Words competition

This is a task-based activity by continuing the competition to check the Ss’ words spelling. The task is so easy that all of the Ss will show interested in it. So they can learn the words easily.

Step6. Making a first-aid-kit

This is also a task-based activity. It is to let the Ss know what is included in a first-aid-kit. I’ll ask them to make a first-aid –kit after class and show me theirs the next day. The activity not only let the Ss learn knowledge but also develop their abilities. That is, when dealing with an emergency, the Ss can use the contents in the first-aid-kit, they can also have the abilities to act, learn to survive, and be self-preservation.

Step7. Role play

This is an interesting task-based activity. The task is to develop the Ss’ abilities to speak and express in English and their reaction. The purpose is to train the Ss to prepare for an emergency before it happens.

Step8. Summary

From the passage, the Ss will have a clear idea about First Aid for Burns and they can do first aid treatment for burns correctly. They also learn to make a first-aid-kit and place an emergency call for help. Through the passage, the Ss’ thinking ability and acting ability are improved. At last, they will be told to remember the following:

While making the summary, I’ll play a background music to match it. The purpose of the step is to increase the Ss’ awareness of the importance of knowing about first aid.

Step9. Homework

The passage doesn’t contain enough information for the Ss to do first aid for others, so they are asked to search as much information as they can about first aid on the Internet.

After class, I’ll also ask the Ss to think of the following:

The passage is a medical science and language. The Ss not only learn language in it, but they also learn some abilities. So we can’t only consider a passage a language passage. We can’t only learn a passage by learning it.

Blackboard design

At last, let me show you my blackboard design: The title is in the middle, on the left side is some important words and expressions, and then on the left of it is the result of the competition.

The Blackboard Design is to let the Ss have a clear idea to get the vocabulary of accidents and first aid and what kinds of headings are also the main idea of each part.

篇11：第18课郑伯克段于鄢(粤教版高二必修) 教案教学设计

第18课郑伯克段于鄢(粤教版高二必修) 教案教学设计

(深圳市东升学校高中部陈栋梁供稿)

教学重点

1、反复诵读课文，结合教师串讲，掌握课文中的特殊句式和文言词语的用法；

2、把握文章的情节结构，分析讨论文章中的人物形象；

3、了解课文的出处以及关于《左传》的基本文学常识；

教学难点

1、文中文言词语较多，句式复杂，需要重点掌握。

2、郑庄公性格颇多争议，学生可以根据阐述自己的观点。

教学设想

课文特点分析：这是一篇历史散文，全文结构完整，情节生动，人物形象鲜明。这篇文章代表了《左传》的语言的主要特点。作者善于用极精练的语句、委婉流畅的笔调写出纷繁复杂的历史事件、层次分明，条理清晰，也善于用极少的笔墨刻画出人物的语言、动作和内心活动，形象鲜明，绘生绘色，所以值得反复诵读。

课时安排：两课时

教学步骤

第一课时

1、新课导入

故事导入：郑庄公是先秦时期一位君王，隐公三年，郑国国君之弟公叔段，谋划夺取哥哥郑庄公的君位，庄公发现后，巧施心计，采取欲擒故纵的手段，诱使共叔段得寸进尺，愈加骄横，然后在鄢地打败了公叔段，使他“出奔”。

我们要认识郑庄公这个人就要学习《郑伯克段于鄢》，通过这篇课文来认识一下这位可爱的郑庄公。本文选自《左传》同学们是否熟悉《左传》？中学里曾经学过《左传》的名篇没有？（要求学生回忆出自己所了解的《左传》的相关信息。）

《左传》：又称《春秋左氏传》或《左氏春秋》，相传为春秋末年鲁国史官左丘明撰写。是我国第一部叙事详备的编年体史书。《左传》详细记载了春秋时代各国的政治、军事、外交等方面的活动和有关言论，是研究中国古代社会重要历史文献。作者善于用生动精练的语言描绘纷繁复杂的战争场面和事件，也善于刻画人物，具有很高的文学价值。

2、课文背景：

本文选自《左传.隐公元年》，记载了郑国统治集团内部的纷争。郑国邻近东周都城洛阳，郑武公与其子郑庄公都曾在周王朝中任卿士之职。庄公希望在政治上能大有作为，梦寐以求的是扩张郑国的势力，因此首先考虑到剪除异己，巩固自己在国内的地位。本文所反映的是郑武公去世后，郑庄攻即位，其弟公叔段欲争权夺位，双方矛盾不断激化，最终兵戎相见，骨肉相残的历史事实。

3、课文的层次结构

全文共5段，分4个部分：

一、姜氏厌恶郑庄公，偏爱公叔段。从而交待了庄公母子不合，兄弟争斗的原因。（矛盾的开端）

二、写公叔段不断扩张势力，而郑庄公虚伪应对，实怀杀机。（矛盾的激化）

1、公叔段得到京地作封邑。

2、公叔段在京地建城，公然超过先王制定的规格。

3、公叔段逐步将西部和北部的边邑据为己有。

三、郑伯克段于鄢的经过。（矛盾的解决）

四、庄共幽禁姜氏及母子和好如初。（矛盾的解决）

1、颖考叔设法为庄公排忧解难。

2、姜氏、庄公“遂而相见”的经过。

3、作者托名君子的评论。

4、具体分析：

情节结构：先总的这篇文章记叙了郑庄公击败其弟共叔段在母亲的支持下阴谋夺权前后的故事。从“初”武姜生庄公起，到庄公与武姜和谐“如初”止。作者以时间顺序展开情节。（板书）人物关系：郑武公--其妻武姜

郑庄公（兄弟）共叔段

布置作业：分析郑庄公的形象，写一篇曰200字的评论文章，要求自抒己见，自圆其说。

第二课时

5、文本串讲：

①读。教师示范读。

②问。教师把课文中出现的重点字词句让学生解答。

(1)遂恶之：恶：动词，厌恶，不喜欢。译“于是姜氏就厌恶他”。

(2)制，岩邑也，虢叔死焉：制：地名。岩邑：险要的城邑。焉：兼词，兼有介词“于”和代词“之”的作用，译为“在那里”。译“制，是个险要的城邑，虢叔就死在那里”。

(3)姜氏欲之，焉辟害：焉：疑问词，怎么能。辟：通“避”，躲避。译“姜氏要这样，怎么能避开这祸害呢”。

(4)其谁曰不然：其：用在句首，加强反问语气。译“论又能说您做的不合誓言呢”。

(5)永锡尔类：锡：同“赐”，赐给。译“永久地把它赐给你同类的人”。

③析。（用幻灯把题目显示出来。）：

Ⅰ、分析标题：

（1）“伯”是爵位名，五等爵位分别是什么？（2）标题中含什么句式？

Ⅱ、分析第一段：

（1）翻译“郑武公娶于申”和“亟请于武公”什么句式？（2）惊姜氏是什么用法？（3）“寤”是通假字，意思是什么？（4）大都不过叁国之一；中，五之一；小，九之一。（省略句，后两句省略“不过（五）国之（一）”，“不过（九）国之（一）”。）

Ⅲ、分析第二段：

（1）找出本段中的判断句（2）找出本段中的通假字

Ⅳ、分析第三段：

（1）“都城过百雉，国之害也”，什么句式？“都”何义？“雉”何义？还有何义？（2）“今京不度，非制也”京，度是什么词性？与今天相比，发生了怎样的变化？（3）“姜氏何厌之有”是什么句式？（4）找出本段中的成语（5）祭仲用“蔓草” 说理，使用的什么方法？（比喻）

Ⅴ、分析第四段：

（1）“若是何”何义？（2）“至于 ”中“至于”在此处是几个词？与今天有何区别？

Ⅵ、分析第五段：

（1）“启”何义？与今天有何不同（2）“公伐诸鄢” 中“诸”兼有哪几个词的功能？（3）找出通假字。

Ⅶ、分析第6段：

（1）“无相见也”中“无”通假字，何义？（2）把“请以遗之”中省略的词补出来。翻译此句。（3）“敢问何谓也”“吾何患焉”是什么特殊句式？（4）“隧”是此处什么词性？（5）“其乐也融融”中何处停顿？（6）找出通假字。

6、布置作业：

完成课后练习背诵课文

同步练习

1．请给下列加点字注音

寤生（）亟请（）虢叔（）廪延（）

义浚ā 。（）（）泄泄（）

2．文学常识填空

《左传》，又称《》或《》，相传为春秋末年鲁国史官撰写。是我国第一部叙事详备的体史书。与侧重解释《春秋》“微言大义”的《》、《》并称“春秋三传”。

3．下列句子中，标点符号使用正确的一项是（）

A．古人对于写文章有两个基本要求，叫做“有物有序”。“有物”就是有内容，“有序”就是要有条理。

B．上级领导对我们提出了三项要求：一是学习三个代表，提高觉悟；二是坚持改革创新，走可持续发展之路；三是关心员工的思想和生活，确保内部的安定团结。

C．张华考上了北京大学，在化学系学习；李萍进了中等技术学校，读机械制造专业；我在百货公司当售货员；我们都有光明的前途。

D．蝉的幼虫初次出现于地面，需要寻求适当的地点--矮树、篱笆、野草、灌木枝等，蜕掉身上的皮。

4．下列句子中，加点成语使用不恰当的'一句是 ( )

A．这样做既可以使大家得到锻炼，又可以为集体增加一点收入，是个一举两得的好办法。

B．实验已进入最后阶段，我们一定要严肃认真，如有一点疏忽，就可能前功尽弃。

C．中国政府和人民对东南亚国家在近日地震和海啸中遭受的灾难表示同情和慰问，对邻国所受苦难，中国感同身受，并将对有关国家进行力所能及的帮助。

D．这种首饰的款式非常新颖、时尚、一经推出，不少爱美的女士慷慨解囊抢购。

5．下列句子中没有语病的一句是( )

A．粮库主任的失职，使四十吨小麦霉烂变质，上级领导为严肃法纪，决定给他行政纪过处分，并赔偿部分损失。

B．中国人民的解放使民族关系起了基本的变化。

C．解放前，爸爸和哥哥两人挣来的钱还不够养活一家人的生活。

D．这次大会，对工资问题交换了广泛的意见。

阅读课文，然后完成下列各题

6．解释下列句中加点文言词的含义

①庄公寤生 ②虢叔死焉

③君将不堪 ④既而大叔命西鄙、北鄙贰于己

⑤无庸，将自及 ⑥子封曰：“厚将得众。”

⑦不义不浚厚将崩 ⑧缮甲兵，具卒乘

⑨未尝君之羹，请以遗之 ⑩爱其母，施及庄公

7．写出下列句中的通假字

①佗邑唯命 ②谓之京城大叔 ③大都不过参国之一 ④姜氏欲之，焉辟害

⑤段不弟，故不言弟 ⑥遂姜氏于城颍 ⑦若阙地及泉 ⑧永锡尔类

8．指出下列文言句式特点

①初，郑武公娶于申句式特点：

②制，r邑也句式特点：

③使居之，谓之京城大叔句式特点：

④姜氏何厌之有句式特点：

9．文言虚词积累（解释含义）

乎与

儿寒乎？欲食乎沛公军霸上，未得与项羽相见

飘飘乎如遗世独立，羽化而登仙陈涉少时，尝与人佣耕

孝子不匮，永锡尔类，其是之谓乎然谋臣与爪牙之士，不可不养而择也

醉翁之意不在酒，在乎山水之间也若弗与，则请除之

蔓草犹不可除，况君之宠弟乎

阅读下文，完成10--13题

倾听滴水

何羽

我常常因幻觉中的滴水声响而惊悸。在睡梦中，在清醒的白天。

少年时为了复习迎考，我想出了一个方法(灵感来自悬梁刺股、凿壁偷光的勤学故事)，在洗手间，我将水龙头关至仅能滴水的程度，下面摆放一只水桶。滴嗒，滴嗒，然后，我跑回房间，练字，背书。间或在凝视的瞬间，在绷紧的心思稍一松弛的瞬间，我便听见那滴水的声音在催促。我知道，这会儿，水桶底部已铺上一层水膜，且正以极难觉察的速度攀升。

乃至睡梦中，我也常被幻觉中的滴水声惊醒，猛然坐起，冲进洗手间，胡乱擦了把脸，又坐回书桌前，却两眼发懵，茫然无措。只好倒头又睡，总不敢睡深，半梦半醒之间，思维一片沉重的混浊。

而那滴水的声响却异常清晰，粒粒分明，坚定，固执，扣人心弦。

这滴水的声音就这样时时刻刻、无处不在地追逐着我。

听，这滴水是有生命的。

将滴水控制在一秒钟两滴的速度，这水声听起来就像十六七岁的我，年轻，矫健，朝气蓬勃，勇往直前，滴，滴，滴，滴，来不及看清楚什么，来不及后悔什么，细细密密的日子就这样过去了；稍慢了一些，就像中年的我，矜持，沉稳，稍作停留，但也不及多想，被身后一大摊琐事杂务推着向前；再慢一些，那就是老年的我，慢慢地渗化出来，汇拢，凝聚，像一颗盈盈欲滴的泪，又像一颗思维的结晶体，饱满，丰硕，而后，“咚”的一声，落入耳膜，凝重，庄严，掷地有声，像一句古代的誓言。

这滴水的声音，是存在的宣告。而后，一切又归至于沉默的虚无。

你说，这一条波澜壮阔的历史长河，是由多少颗这样微弱而真实的水滴汇成的呢？生命投入时间的长河，如一滴水跃入无边的汪洋。世间万物的历程，又与一滴水的生命有什么不同？

我常常无言以对滴水的责问。

这滴水工夫，地球上，抑或宇宙间正演着多少出剧目呢？这滴水之舟，究竟承载多少的笑与泪，悲与喜，生离与死别？

一滴水，谁都可以掬之于掌心，然而，谁也无法掂出一滴水的分量，谁也无法将一滴水永远留住。

天地之间，万籁俱寂，惟有滴水声，如珠玑，如佛音，点点滴滴落心头。

神龟虽寿，犹有尽时；腾蛇乘雾，终为土灰；君不见，黄河之水天上来，奔流到海不复回；君不见，高堂明镜悲白发，朝如青丝暮成雪……水滴，石穿，更何况是脆如蝉翼的生命？前不见古人，后不见来者，有多少智者，倾听滴水之声，浊心因此而明净，他们顿悟后的长叹落在历史之河中，激起滴水的层层回音，至今不绝如缕。

漫步田野，一颗颗露珠正凝于叶尖。无色，无声。

一忽儿，太阳从地平线升起，光芒四射。

露珠们开始闪烁不定，窃窃私语，如忽明忽灭的萤火。

光线慢慢移过来，移过来。在一个恰当的角度，聚集。瞬时，灵犀一点，心领神会，回应着阳光的这滴水珠便折射出炫目的颜色，赤，橙，黄，绿，青，蓝，紫。雍容富丽，金碧辉煌，如梦如虹……与平生的素朴纯净形成反差。

任何生命拥有的色彩它都拥有，一切大红大绿，大喜大悲，都消融其间，默默包涵，而自身却是剔透无比，通体明亮，这是一种何等气度的生存智慧?

甚至，这一滴水的华美比之一颗罕世的钻石更无价，因其转瞬即逝，而更富有灵性，富有生命的绚丽的喧响，因而，美得异常触目惊心，无与伦比。

或许，这一滴水一生的期待，只为了这瞬间的辉煌？

此时，谁敢鄙视，谁敢漠视，这一滴水的存在？

此时，谁还能说，无色与沉默是一种苍白与单调？

无色是至色，沉默是绝响。

也许，人的一生，还不够用来守望滴水升腾为云的历程，但我不能不信奉这滴水之音。

10．为什么“幻觉中的水滴声响”会让作者“惊悸”？为什么说“这水滴是有生命的”？

答：

。

11．“一滴水，谁都可以掬之于掌心，然而，谁也无法掂出一滴水的分量，谁也无法将一滴水永远留住。”为什么？请分点阐述道理。

答：

。

12．作者从阳光下水滴的光彩，领悟到了“生存智慧”，这“生存智慧”指什么？请用自己的话作简要说明。

答：

13．下列对这篇散文的赏析，不正确的两项是（）

A．文中引用了一些著名的诗句，为的是说明人生的短暂、脆弱，而水滴却永恒、坚韧的道理。

B．本文通过倾听滴水而展开联想，告诉我们要做一个像小水滴一样的人：外表不张扬，内心却无限充实、丰富。

C．作者笔下的小水滴，微小与宏大，柔弱与坚韧，平凡朴素与辉煌璀璨和谐统一，令人叹为观止。

D．文中写太阳的光芒四射，水滴折射出的炫目的颜色，为的是反衬水滴的“无色”，因为只有无色，才能使人的浊心因此而明净。

E．作者在赞美滴水的精神的同时，也惋惜露珠的“闪烁不定”“忽明忽灭”，追求的仅是阳光下的瞬间的辉煌。

14．根据下文内容，概括沙漠地区的特点（包括标点不超过22个字）。

沙漠地区空气干燥，日光的照射特别强烈。那里日照时间又特别长，一年达到3000小时，而长江流域只有1500小时，华北地区也不过2500小时。日光可以用来发电、取热、煮水、做饭。沙漠湖水含盐，日光使水蒸发，可以取得蒸馏水和盐。把日光变为热能和电能的最良好的工具是半导体。估计将来有可能在沙漠里用便宜的半导体做屋顶，人住在里边冬天不冷，夏天不热。

15．仿照下面句子的形式，另写两组句子，要求选择新的喻体，使意思完整。

幸福是什么？一壶清茶，可以品出幸福的滋味。

幸福是什么？

16．阅读下列文字，写出感点

有一个人经过一棵椰子树，一只猴子从上面丢了一个椰子下来，打中他的头。

这人摸了摸肿起来的头，然后把椰子捡起来，喝椰子汁，吃了果肉，最后还用外壳做了一个碗。

感点：。

《郑伯克段于鄢》同步练习参考答案

【课文基础】

1．wù qì guó lǐn nì zhì yī yì

2．《春秋左氏传》《左氏春秋》左丘明编年《公羊传》、《谷梁传》

3．A（B“三个代表”是专用名词加上引号；C第三个分号改为冒号；D“蜕掉”前的逗号改为破折号）

4． D（A. 一举两得：做一件事得到了两个方面的收获。B. 前功尽弃：以前的成绩全部废弃。C. 感同身受：①感激的心情如同亲身受到，多用来代替别人表示谢意；②泛指别人遭到麻烦，自己也能亲身感受到。此取其②。D. 慷慨解囊：形容极其大方地在经济上帮助别人。）

5．B（A句主谓不搭配，在后一分句“赔偿”前加“责令”二字。C句动宾不搭配，“养活”的只能是人，不能是“生活”。D句修饰语和中心词答配不当，并非意见广泛而是交换的范围广泛，应改为“广泛地交换了意见”。）

6．①逆生 ②于之 ③受得了 ④两属 ⑤通“用”

⑥土地广大 ⑦亲 ⑧备，战车 ⑨赠送 ⑩推广

7．①“佗”通“他”②“大”通“太”③“参”通“三”④“辟”通“避”⑤“弟”通“悌”⑥“”通“置”⑦“阙”通“掘”⑧“锡”通“赐”

8．①介宾短语后置②判断句③省略句④宾语前置句

9．乎与

表疑问语气。可译为“吗”“呢”。介词和，跟，同

可作词尾，译为“……的样子”“……地”。介词给，替

表测度或商量语气，可译为“吧”。连词和，跟，同

用作介词，相当于“于” 连词授予

表示反问语气，相当于“吗”、“呢”。

【课外拓展】

10．（1）因为：①那滴水的声响异常清晰，粒粒分明，坚定，固执，扣人心弦；②时时刻刻、无处不在地追逐着我。（2）因为：滴水的落下犹如生命在律动。就像我人生的三个阶段：少年时的年轻、矫健、朝气蓬勃；中年时的矜持、沉稳；老年时的凝重、庄严、充满睿智。

11．①倾听滴水之声，可以使浊心明净，使人顿悟；②水滴虽小，但滴水可以穿石；③水滴能汇聚成奔流的大海；④滴水之舟不知承载多少悲欢、生死。

12．生存的智慧：无色是至色，沉默是绝响。因为水滴是无色的，所以才能拥有任何生命所拥有的色彩；因为它默默的包涵，所以虽然转瞬即逝，却更富有灵性，富有生命绚丽的喧响。

13．答案DE（D写“阳光”是为了让无色的水珠折射出炫目的色彩，“浊心明净”是“倾听滴水之声”的结果；E“闪烁不定……忽明忽灭”是作者用以描绘阳光下露珠的光彩，并无“惋惜”之意。）

【能力提升】

14．空气干燥，日照强烈，日照时间长，利用价值大（或“可利用日光” ）

15．（意思符合即可，不必与答案相同）句式：一样什么东西，可以XX幸福的什么。如：一朵鲜花，可以带来幸福的气息；一间陋屋，可以领略幸福的风景；一段文字，可以嚼出幸福的液汁；一幅图画，可以流淌幸福的韵致……

【写作积累】

16．感点：遇到挫折，不要哭泣。不要愤怒，要去解决。

篇12：Book 6 unit 2 poems 全单元简案Period 5--Listening(新课标版高二英语选修六教案教学设计)

Unit 2 Poems

Ⅰ.Teacher:

Ⅱ.Teaching material: NSEFC Book 6-- Unit 2

Ⅲ. Lesson type: listening

Ⅳ. Teaching aids:

1. a tape recorder

2. a projector

3. slides

Ⅴ. Teaching Objectives:

1. To improve students’ ability of listening

2. To help them learn how to enjoy English poems

Ⅵ.Teaching Important Point:

How to get the students to grasp the main idea of a passage by listening.

Ⅶ.Teaching Difficult Point:

How to direct the students to grasp the detailed information to finish the listening task.

Ⅷ.Teaching Methods:

1. To create a situation that helps the students know what they will hear from the conversation

2. To present an English poem and cultivate their interests.

Ⅸ.Teaching Procedure:

Step 1: Greeting. (1 minute)

T: Good morning, girls!

Ss: Good morning, Miss Luo!

Step 2: Pre-listening (7 minutes)

见课件

篇13：Book 6 unit 2 poems 全单元简案Period 2 -- Reading (content)(新课标版高二英语选修六教案教学设计)

Unit 2 Poems

Ⅰ.Teacher: Huang Likui

Ⅱ.Teaching material: NSEFC Book 6 -- Unit 2

Ⅲ. Lesson type: Reading

Ⅳ. Teaching aids: Multi-media

1. a computer

2. a tape recorder

Ⅴ. Teaching Objectives:

1. To learn the main develop steps of the history of English poetry.

2. To learn the characteristics of poems during different periods.

3. To master some extra-curricular knowledge about some famous poets.

4. To improve students’ reading ability.

Ⅵ. Teaching Important Points:

1. The extra-curricular knowledge of English poetry

2. The similarities and differences between the Chinese and English poets and poems.

Ⅶ. Teaching Difficult Point:

How to grasp the information presented in the reading material.

Ⅷ. Teaching Methods:

1. Fast-reading to rasp the main idea of three most important paragraphs.

2. The introduction of some famous poets to widen their background knowledge about English poetry.

3. Pair work or group work to get every student to join in the class activities.

Ⅸ. Teaching Procedure:

Step 1: greeting and revision (2 minutes)

T: Good morning, girls.

Ss: Good morning, Miss Huang Likui.

T: Yesterday, we started our trip of poetry. We mentioned a lot of things. Some new words and some famous poets in china, right?

Ss: Yes

Step 2: While-reading (30 minutes)

(Deal with paragraph 3, 4 and 5)

1. Fast-reading (10 minutes)

T: What about English poetry? Now, please open your textbook and turn to page 10. Let’s have a look at the poems first. Please listen to the tape carefully.

Ss: Yes

T: OK, here we go.

(Several minutes later)

…………….

2. Intensive-reading (20 minutes)

T: Despite its short history, there are a lot of good English poets around. This time, would you please red the third paragraph more carefully and answer the questions on the screen?

1. How many poets are there in this text? Who are they?

2. Whose poetry reminds Chinese readers of the poems by WangJian?

3. What is Haiku?

Are you clear?

Ss: Yes

(Several minutes later)

………………

T: That’s right, thank you. How time flies! The windmill of the time accompanied us going through many kinds of poems .

……………….

T: Very good. Thank you very much. No matter how well a poem is translated, something of the spirit of the original work is lost. So we’d better learn English well, thus we can read poetry in English.

Step 5: Post-reading (3 minutes)

(Adopt the first paragraph as a conclusion of the whole passage)

T: So, today, we have learnt a lot of things about English poetry, including some famous poets and their representative works, right?

Ss: Yes

T: Although we are Chinese, they are English; although we are modern people, they are ancient men; poetry can bring us together, right? Just as Mu Dan wrote: Quietly, we embrace in a world lit up by words.

Step 6: Homework (2 minutes)

T: Here comes your homework.

1. Finish exercises in post-reading

2. Review the information we have collected this class.

3. Read the whole passage again and underline some language points. Is that clear?

Ss: Yes

T: So much for today. See you tomorrow!

Ss: See you!

篇14：Book 6 unit 2 poems 全单元简案Period 4 --Grammar(新课标版高二英语选修六教案教学设计)

Unit 2 Poems

Ⅰ.Teacher:

Ⅱ.Teaching material: NSEFC Book 6 -- Unit 2

Ⅲ. Lesson type: grammar

Ⅳ. Teaching aids: Tape recorder, Slides, Pictures

1.英语动词有三种语气，陈述语气，祈使语气和虚拟语气。

2. 定义：用来表示说的话不是事实，或者是不可能发生的情况，而是一种愿望，建议，假设的语气叫虚拟语气。

3. 在条件句中的应用

条件句可分为两类，一类为真实条件句，一类为非真实条件句。非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气。

1).真实条件句

真实条件句用于陈述语气，假设的情况可能发生，其中 if 是如果的意思。

句型：条件从句主句

一般现在时 shall/will + V原形.

If he comes, he will bring his violin

2). 非真实条件句。

非真实条件句用语虚拟语气，假设的情况不可能发生，或者可能性很小，其中if 是“要是、如果”的意思。即: “要是……就好了”；“如果……，……就会……”

篇15：M6 U3 Understanding each other 全单元简案(Weekly)Word power(新课标版高二英语选修六教案教学设计)

Unit 3 Understanding each other

Teaching aims: 1. Enlarge students’ vocabulary

2. Let students know some English words borrowed from other languages and some idioms.

3. Learn about some different cultures.

Teaching important points:

Remember these words and idioms and try to use them freely.

Teaching procedures

Step1. Lead in

Introduce some background knowledge about English language.

Step 2. Presentation of borrowed language

1. Learn some borrowed English words from other languages,

Such as French, German, Italian, Arabic, etc.

2. Show more words borrowed from other languages, such as Chinese, Japanese, etc.

Step 3. Practice

Finish Part C on page 39.

Step 4. Presentation of idioms

1. Learn the English idioms via pictures and example sentences.

2. learn more idioms.

Step 5. Assignment

Make sentences with the given idioms.

篇16：Book 6 unit 2 poems 全单元简案Period 3--Reading (Language points)(新课标版高二英语选修六教案教学设计)

Unit 2 Poems

Ⅰ.Teacher: Huang Likui

Ⅱ.Teaching material: NSEFC Book 6 -- Unit 2

Ⅲ. Lesson type: reading

Ⅳ. Teaching aids:

1. a tape recorder

2. a projector

3. slides

Ⅴ. Teaching Objectives:

1. To learn some new words and phrases.

2. To master the main idea of each paragraph.

3. To learn some complicated sentence patterns.

Ⅵ. Teaching Important Point:

The usage of some useful words and expressions.

Ⅶ. Teaching Difficult Point:

How to grasp and remember the detailed information of the reading material.

Ⅷ. Teaching Methods:

1. Explanations of words and phrases to get the students know their meanings.

2. More examples to get the students know the usage.

3. Pair work or group work to get every student to join in the class activities and learn self-study.

Ⅸ.Teaching Procedure:

Step 1: greeting and revision (2 minutes)

T: Good morning, girls!

Ss: Good morning, Huang!

T: Yesterday we talked about English poetry, especially some famous English poets, right?

Ss: Yes

T: I think you must have got a first impression of English poetry. This class let’s study the passage in details. In my opinion, this passage is not easy. So some language points may help you to understand it better.

Step 2: Language points (32 minutes)

T: OK, now would you please open your textbook and turn to page 18--English poetry. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?”. Ok, let’s read the first paragraph together. Reading poetry, one two start.

Ss: (reading)

T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, would you please?

S1: ……

Step 4: Homework (3 minutes)

T: I believe you must have something in your mind. Here comes your homework.

1. Review the language points we have discussed this class and try to retell the whole passage.

2. Finish exercise 2 in word study.

Are you clear?

Ss: Yes

T: So much for today. See you tomorrow!

Ss: See you!

Ⅹ. Blackboard Design:

Language points

1. There are various reasons why people write poetry.

a poem

various: different, its root is vary

poetry is a collective noun, used as an uncountable noun.

2. Some poems tell a story or…

Others try to convey certain emotion

Some …others… ／One… the other(s) …

常常以固定的搭配形式出现

Convey : communicate ideas, feelings to sb

Colors like red convey a sense of energy and strength.

Body language conveys much more information than language spoken.

3. emotion 情绪

emotional 易动感情的

4. learn about sth.

learn sth

5. I saw a person twelve-feet high.

It is appropriate to “tall” here

6. We would have won if Jack had scored that goal.

《故都的秋》教学简案版说课稿(高二必修说课)（共16篇）

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