人教版七年级英语下教学设计

时间：2024-03-26 03:33:15 作者：dcy86 教学设计收藏本文下载本文

【导语】“dcy86”通过精心收集，向本站投稿了18篇人教版七年级英语下教学设计，以下是小编帮大家整理后的人教版七年级英语下教学设计，仅供参考，大家一起来看看吧。

目录
第1篇：七年级英语（下）Unit3教学评估与检测教案教学设计(人教版英语七年级)第2篇：《丑下鸭》教学设计（人教版七年级教学设计）第3篇：Is this your pencil? 教学设计(人教版英语七年级)第4篇：What color is it? 教学设计(人教版英语七年级)第5篇：新目标八年级英语下UNIT7教学设计 (人教版英语八年级)第6篇：《风雨》教学设计 (人教版七年级下册)第7篇：狼教学设计(人教版七年级下册)第8篇：武松打虎教学设计(人教版七年级下册)第9篇：望江南教学设计(人教版七年级下册)第10篇：《狼》教学设计 (人教版七年级下册)第11篇：《猫》教学设计 (人教版七年级下册)第12篇：《台阶》教学设计(人教版七年级下册)第13篇：黄河颂教学设计(人教版七年级下册)第14篇：《台阶》教学设计(人教版七年级下册)第15篇：《爱莲说》教学设计(人教版七年级下册)第16篇：《爱莲说》教学设计(人教版七年级下册)第17篇：高一（下）全套教案(人教版高一英语下册教案教学设计)第18篇：人教版七年级下语文教学反思

篇1：七年级英语（下）Unit3教学评估与检测教案教学设计(人教版英语七年级)

一.词性转换（20分)

1)drive(名词)_______2)new(反义词)__________3) far(反义词)__________

4)by(同音词)__5)here(对应词) _ 6)their(同音词) _____

7)ride(单三) _ 8)hour (同音词) _____ 9)quick(反义词) _____

10)village(指人的名词)______11)quick(副词)_______12) last(对应词)______ 13)leave(反义词组)____ 14)easy(反义词) _ 15)by bus(同义词组) ___

16)drive(名词) _____17)ride (现在分词) __ 18)cross(单三) ____

19)quick(近义词)_______20)get to (反义词组)_________/________________

二、英汉互译：（30分）

1.get up ______ 2. 过河3. come true

4乘地铁 /___________5.骑自行车 /___________

6.到达学校 7.乘火车 /___________________ 8.到家 ______ 9很长一段时间 ___ 10.很好的锻炼_________

11 一个8岁的男孩 ____________12.半小时__________13.认为 ______ 14从我家到学校 __ 15.in a small village __ 16 be like ____

17.far from _ 18.from here 19 between…and _____ __

20.The trip to __ 21.the bus stop ___ 22.the train station ______

23.on a ropeway_______24.. play with____ ____25.like this__ ___

26.villagers’ dream_ _ _____27每天_______ ____28多远___ _________

29.多远____________ 30因为…而感谢_________________

三．用所给词的正确形式填空(15分)

1) It (花费) him 15 minutes to get to school every day .

2) He (not walk) to school every day, he goes there by bus.

3) I'm new here. I need you (help) me .

4) How long _____it ______(take) you (go) to the village?

5) There _______(be) 60(minute) in an hour.

6) Lucy is________(像) my sister, she is good to me.

7) Can his dream _______(come) true? 8) The river runs_______(快) for boats.

9)______(have) a good day at school! 10)It is not easy_______(过) the river.

11)Bill rides his bike to get to his ___________(grandparent) home.

12）Let me ______(tell) you about my morning.

四．选择填空（15分）

( )1. They ______ a village in the evening and lived there.

A. arrived B. got toC. left for D. got

( )2. ______ is it from your home to school?

A. How oftenB. How longC. How farD. How soon

( )3. He gets up early and ______ breakfast.

A. have a quick B. has quick a C. has a quickD. have quick

( )4. The last train is left, so I ______ stay here until tomorrow.

A. must B. have to C. stop D. live

( )5. Listen, a few students ______ in the classroom.

A. talk B. talks C. is talking D. are talking

( ) 6. Miss li lives far form the company, so she usually __ the subway to work.

A. rides B. by C. takes D. on

( )7. Do you usually go to school ___ bus or __ foot?

A. by, by B. by, on C. on, by D. on, on

( )8. -Do you usually go to work by train?-______.

A. Yes, I doesB. Yes, I don'tC. No, I don'tD. No, I does

( )9. -How long does it take? -It takes ______.

A. half an hour B. a hour C. two hour D. half a hour

( )10. ______it take you to walk from your home to your office?

A. How long is B. How long does

C. How many time does D. How many hours are

( )11. Mr Wang is getting ________ Guangzhou next week.

A. to B. with C. in D. for

( )12. -________ is it from your home to school? -Three miles.

A. How far B. How much C. How soon D. How long

( )13. It will take the men half a year ________ the work.

A. finish B. finishing C. to finish D. finishes

( )14. I often go to work ________.

A. ride my bike B. by bike C. by a bike D. on bike

( ) 15.“By air”means __. A. on plane B. by a plane C. taking plane D. by plane

五．句型转换：（20分）

1)My mother often go to work by bike.（用car改成选择疑问句）

______ your mother often ____ to work by bike___ ______?

2）Bill usually goes to school by bike.(同义句）

= Bill usually _______ _______ _______ to school

= Bill usually goes to school____ _____ bike.

3).He gets to school on foot. (划线部提问)______ _____he get to school?

4). It takes me 15 minutes to get to the store every day. (划线部提问)

____ ____ does it_____ you to get to store every day?

5）It’s three km away from my school.(划线部提问)

______ _____is it from your school?

6）He lives in Beijing .(划线部提问) _____ _____ he live?

9). Miss Gao wants to know. How does your mother go to work every day（合句

Miss Gao wants to know_____ your mother _____ to work every day

篇2：《丑下鸭》教学设计（人教版七年级教学设计）

四、感情朗读，品味天鹅的美丽

1.长得怪模怪样的丑小鸭慢慢长大了，他还是那样丑吗?画出他变成天鹅的句子。

2.指导朗读。

◆读出天鹅的美丽。

◆看着自己惊人的变化，丑小鸭的心情怎样? (读出快乐的心情。)

3.丑小鸭是怎么变成美丽的天鹅的?我们下节课仔细阅读。

五、指导书写生字

生字书写的重点是“鸭、鹅、蛋壳、翅膀”。

第二课时

【预设目标】

1.理解“惊奇”“羡慕”等词语。

2.有感情地朗读课文，感受丑小鸭生活的艰辛;懂得要尊重他人，与人为善。

3.激起阅读经典的兴趣。

【教学过程】

有小朋友提出问题：丑小鸭是怎么变成美丽的天鹅的?要解决这个问题，我们先要了解丑小鸭的成长经历。

一、入情品读，感受丑小鸭生活的艰辛

1.丑小鸭来到世界上，开始了他的生活，他过得怎样?请同学们自由读课文3―6自然段，用“这是一只( )的丑小鸭”句型练习说话。

2.你从哪儿感受到他的可怜?请找到句子读给同桌听。

3.朗读交流，适时点拨。

预设的句子有：

◆丑小鸭来到世界上，除了鸭妈妈，谁都欺负他。哥哥、姐姐咬他，公鸡啄他，连养鸭的小姑娘也讨厌他。(观察插图，说说丑小鸭受到的欺负。)

◆丑小鸭感到非常孤单，就钻出篱笆，离开了家。(想象：如果你是丑小鸭，会想些什么?)

◆丑小鸭来到树林里，小鸟讥笑他，猎狗追赶他。他白天只好躲起来，到了晚上才敢出来找吃的。(他在“躲”什么?)

◆秋天到了，树叶黄了，丑小鸭来到湖边的芦苇里，悄悄地过日子。(抓住“悄悄”，再一次感受丑小鸭的孤独。)

◆天越来越冷，湖面结了厚厚的冰。丑小鸭趴在冰上冻僵了。

4.选择你认为丑小鸭最可怜的句子读给大家听。

【设计意图：实施整体观引领下的细节学习策略，让学生观察插图、抓重点词、发挥想象，体验丑小鸭的艰辛生活，使观察、想象、理解三种能力互生共长。采用多种形式，层层深入地朗读、研讨，唤起学生内心的情感共鸣，感受丑小鸭可怜的境遇，实现学生情感与文本的融合。】

篇3：Is this your pencil? 教学设计(人教版英语七年级)

教学目标

能够掌握常见物品的英文表达

能够询问教室物品或文具名称并找到物主

能够综合运用所学句型汇报活动结果

教学向导

语言目标学习策略与思维技巧重点词汇

运用this /that 的一般疑问句及其答句；What 引导的特殊疑问句及其简略回答。以游戏的形式，做出推理与判断，培养综合分析能力。 pencil, pen, book, eraser, pencil-case, backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook

语言结构语言功能跨学科学习

Demonstratives this, that;

What questions;

Yes/No questions and short answers

How do you spell pencil?

(Formulaic) 寻找物主培养学生绘画和写作能力

主题词表

pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook

Extensive words:

textbook; exercise-book; ball-pen; compass; sharpener; rubber; glue; color-pen; sticker; highlight; ball-point; scissors; chalk; file; blackboard; ink; set- square; paper; pamphlet; peg.

重点句型

(1)Is this your pencil? Yes, it is./No, it isn’t.

(2)Is that my book? Yes, it is./ No, it isn’t.

(3)Is this/that her/his eraser? Yes, it is./ No, it isn’t.

(4)What’s this/ that in English? It’s a/an ……

(5)How do you spell pen? P-E-N.

主题思维图及任务型活动

课前准备

让学生收集并自学有关文具或教室物品的名词，并准备一些实物或图片。教师事先应对学生常用的文具有所了解，同时收集部分同学的物品，对于不能出示实物的用具则应准备一些简图。让学生挑选一件自己喜欢物品的实物或图片，并为该它制作一个英文标签，即写出该物品的英文名称；教师也可根据将学生学习新词时感觉困难的词语，制作自己的标签，将其放入学生的物品中；同时为各小组准备好活动用的纸盒或袋子。

Task One: Lead in---Learning words.

教学目的：学习有关文具的英文表达方式

需要学习和掌握的新单词与新句型：pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook

1. Is this your pencil? Yes, it is./No, it isn’t.

2. Is that my book? Yes, it is./ No, it isn’t.

3. Is this/that her/his eraser? Yes, it is./ No, it isn’t.

4. What’s this/ that in English? It’s a/an ……

5. How do you spell pen? P-E-N.

Step 1: 出示实物或图片，问学生What’s this/ that in English?导入Task One中新词。(pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook )板书目标词汇。

Step 2: 抽取学生中的文具由学生问，学生答；复习上一步所学单词。

Step 3: 从学生中收取一部分文具，引入句型Is this your pencil? Yes, it is./No, it isn’t.

或Is that my book? Yes, it is./ No, it isn’t. etc.

Task Two: Guessing game( Finding the owners)

教学目的：巩固目标词汇和Is this your pencil?

Yes, it is./No, it isn’t. etc.

复习What’s this/ that in English? It’s a/an ……

How do you spell pen? P-E-N.

Step 1: 每位学生将自己准备好的物品放进一个袋子里。

Step 2: 教师与一位学生做示范。为接下来的Group work 作铺垫。需要用到的句型打在屏幕上。

Step 3: 学生开始做Group work。

Step 4: 展示各小组统计的结果，看哪组同学在规定时间内猜出的物品的主人最多。

Task Three: Competition.

教学目的：培养学生在一定语境下综合运用目标语的能力。

Step 1: 在小组内部将各自的文具汇集到一处。运用句型：This is my …….

Step 2: 交换小组成员。来自外组的同学负责寻找相关文具的主人。运用句型：Is this your……? Is this Jane’s ……?

Step 3: 完成下表并由Group Leader 进行汇报。

stationery

Owner sharpener Pencilcase eraser dictionary

Homework:

Write down a dialogue using the words and the target languages.

Preview the content of the next period.

Blackboard writing

Unit 2 Is this your pencil?

What’s this /that in English? It’s a/an……

How do you spell…?

Is this your/Tina’s backpack?

Yes, it is. / No, it isn’t. It’s his/Mary’s.

篇4：What color is it? 教学设计(人教版英语七年级)

教学目标：

1.-What’s that? -那是什么？

-It’s Z. -它是Z。

2.-What color is it? -它是什么颜色？

-It’s red. -它是红色。

教学重难点：

1.-What’s that? -那是什么？

-It’s Z. -它是Z。

2.-What color is it? -它是什么颜色？

-It’s red. -它是红色。

教学过程

Step 1情景导入

以具体的实物进行师生问答互动。多问几种物品。(2分钟)（见多媒体）

eg:-What’s this?

-It’s a ruler.

-Spell it, please.

-R-U-L-E-R.

-What color is it? -It’s green.

Step 2完成教材3a-3d 的任务

1.看3a图中的物品,听录音，为这些物品涂色。(3分钟)

2.看3a图中的物品及3b的句子，再听一遍录音，完成句子。然后，大声朗读这些句子。(2分钟)

3.看3c的表格，听录音，完成表格。然后再听一遍，检查答案。(2分钟)

4.大声朗读3d的对话，用3a-3c中的物品编对话，两人一组进行练习，然后让几组同学上台表演。(4分钟)

Step 3完成教材4a-4d 的任务

1.认真观察4a中的键盘，找出字母A到Z，并在每个大写字母旁写出对应的小写字母。然后大声朗读。(2分钟)

2.看4b中的字母歌，读一读，听录音，跟着唱直到学会为止。然后分组唱字母歌比赛。(4分钟)

3.读一读4c表中的字母和单词，老师总结5个元音字母的主要发音，然后听录音并跟读。(3分钟)

4.看4d中的字母歌，读一读，听录音，跟着唱直到学会为止。读记5个元音字母的主要发音。(2分钟)

Step 4环节说明

通过这一环节的学习，学生们掌握了颜色的单词以及如何询问物体的颜色的句型。也掌握了元音字母a, e , i, o，u的两种基本发音。还学会了英语歌曲。

小结训练：(2分钟)（见多媒体）

1.-那是什么？

-What’s that ?

-它是一把钥匙。

-It’s a key.

-它是什么颜色？

-What color is it ?

-它是黄色。

-It’s yellow.

Step5 Homework

记住第三单元的单词，抄写5遍，掌握

篇5：新目标八年级英语下UNIT7教学设计 (人教版英语八年级)

1. 教学目标（知识目标、能力目标、情感目标）

知识目标

（1） Be able to pronounce and master the words.

（2） Be able to use the key structures to talk about annoying things.

能力目标

To develop the students’ skills in listening and speaking.

情感目标

(1) To learn to communicate in good manners

(2) To be able to help others in trouble and find the correct solutions to the complain.

2. 教学重难点

（1） Learn how to correct solutions to complain.

（2） Master how solve complain.

（3） Make correct sentences using the key structures.

3.教学手段

主要以现代化电教手段---多媒体辅助教学，贯穿整个教学过程，增加了直观性和趣味性，加大了课堂密度，提高了教学效率。

4.教学过程

Step1 Greeting and revision

1. The teacher and the students greet each other.

2. Rivision of key structure.

Step 2 Presentation

(1). The teacher shows six pictures to students and asks them to say something about the pictures.

(2). Let students make the conversations after the sample conversation in pairs.

(3). Ask several pairs of students to present their conversations to the class.

(4). Explain the six sentences and then get students to check the most annoying thing among the six pictures.

(5). Ask students to make a list of at least five things that they have complained.

(6). Play the recording and ask the students to listen carefully and number the sentences in the order they hear.

Step 3 Practice

(1). Ask the students to look at the three column heading.

(2). Listen to the recording a second time and fill in the chart and pause the tape from time to time to allow the students to write the answers in their book.

(3). Check the answers.

(4). Ask the students to repeat after the recording.

(5). Let students work in pair to practice the dialogue using the sample dialogue in 2c. Then ask several pairs to perform in front of the class.

Step 4 Consolidation

Task1:

Read the instructions to the class.

Ask a student to read the seven sentences

Let the students finish Task1 individually.

Task2:

Group work (four students): talk about these questions above and find out new ways.

Step 5 Summary and homework.

篇6：《风雨》教学设计 (人教版七年级下册)

【设计理念】:本节课设计的指导思想为以学生为主体,尊重学生的认识特点和发展规律,引导学生学会自主学习.开拓学生的阅读视野，引导学生学会细腻的观察和描摹。培养学生关注大自然、热爱大自然的情感。

【教材简析】:贾平凹的《风雨》这篇课文是七年级语文上册第三单元的一篇自读课文，第三单元的学习要求是要在整体感悟课文内容的基础上，揣摩、欣赏精彩的语段，增加语言积累。掌握比喻、拟人的修辞手法，并体会其作用。体会写景散文情景交融的特点，探究透过景物描写所传达出的思想感情。所以，教学这篇《风雨》，要在学生学习前面课文所掌握的方法的基础上，在老师的启发指导下，学生的合作探究过程中，学生运用所学方法，继续巩固单元要求。

【学情分析】七年级的学生刚进入初一，前面两个单元的学习中初步了解了一些文章的修辞手法，初步了解赏析文章的步骤，对于散文，他们第三单元才开始进行接触，《春》和《济南的冬天》一个专注比喻，一个专注拟人，这两种修辞手法学生已经不太陌生，而侧面描写学生可能不太理解，因此本科的重点是在赏析文章的语言时渗透侧面描写的概念，从而让学生理解。

【教学目标】:

1.在读中积累重点词语和优美语句。

2.体会比喻、夸张等修辞手法及侧面描写的运用。

3.掌握和练习一些写景技巧。

【教学重难点】:体会作者描写景物的技巧及生动形象的语言。

【教学方法】：诵读法、自主探究法

在教师的指导下学生反复诵读，运用自主探究的方法品味语言。

【学法指导】:先让学生熟读课文，整体感知课文；然后引导学生通过自主、合作、探究的学习方式，抓住关键语句精读课文，深入思索，反复咀嚼，提高学生的思维能力。在学习时，我认为要充分调动学生的积极性，充分发挥学生的主观能动性，让学生真正成为学习的主人。

【教学准备】:多媒体课件

【教学过程】:

环节一：看图片，导课激趣。

情景导入：媒体呈现几幅暴风雨的图片，学生用简单的句子描绘。

导语：你能用简单的句子描绘你所看到的图画吗。大风暴雨中的景物也许我们不知见过多少次,但我们总是很难将它用语言来描绘。今天，就让我们一起走进贾平凹的作品《风雨》看看这位文学大师是如何给我们描绘风雨的。

设计意图:新知识的学习往往是在原有知识的基础上进行的，以学生现有的生活积累为学习的前提，引导学生培养自己积累生活感悟生活的能力，给新的学习构筑起合适的背景，奠定教材与生活，作者与读者以及教师与学生情感上有效沟通的基础，便于学生学习新的知识。

过渡语：今天我们一起来学习贾平凹的《风雨》，美文就要在诵读中感受它的美，那么下面的时间交给同学们自己自由诵读课文。

环节二：读一读，感受画面，梳理内容。

1、学生自读课文，感受文章的画面。

（要求:给易错或不会读的字做标记，读完后同桌交互补充。）

2、试读课文，任选一段或两段。

3、本文是一篇写景散文。请逐段快速朗读课文，找一找，各段都写了哪些景物？按顺序依次画出。

设计理念:在读的过程中注意学生读错的字词，或停顿不正确的地方，并及时纠正,将字词教学融入到文章中,便于学生理解积累字词.通过反复读课文,想象文章画面,感受语言的魅力.学会梳理文章内容，理解侧面描写这种写作手法。

环节三：品一品

课文写“风”，看不见一个“风”字，却写出了狂风的肆虐；写“雨”，不着一个“雨”字，却为我们展现出了风雨夹击的情景。作者的写作手法如此高明，让人怕案叫绝！除了侧面衬托还用到了大量运用比喻夸张等修辞方法。一幅幅生动画面像电影中的慢镜头，从不同的方面、不同的角度展现风狂雨猛，形成了整体上和谐的艺术画面。你能从找出文中这些语言并简要分析吗？

1、教师先示范如何赏析句子。

2、学生自主选择自己喜欢的句子进行赏析

设计理念：写景散文的学习，重点在于对句子的品味赏析，精彩的描写是本文的一大亮点，教师必须在课堂上要让学生学会简单的赏析。

ppt出示：

1、树林子像一块面团了，四面都在鼓，鼓了就陷，陷了再鼓；……

运用了比喻，将树林子比作一块面团，一个“鼓”字，一个“陷”字生动形象的写出了树林在风雨中飘摇的场景。

2、一头断了纤绳的羊从栅栏里跑出来，四蹄在撑着，忽地撞在一棵树上，又直撑了四蹄滑行，末了还是跌倒在一个粪堆旁，失去了白的颜色。

连用“跑”、“撑”、“撞”、“滑”、“跌”、“失去”，几个动词，很形象地写出了，断了纤绳的羊的一连串表现，从侧面烘托了风之狂。

选择两个例句，分别从修辞手法和动词两方面进行赏析，先给学生例句，教给学生从哪些方面赏析文章，再让学生进行一个反馈。

在学生自己赏析的过程中我给了5分钟的时间，有些孩子完成比较快，写了1-2个句子，于是我让四人小组顺时针交换自己赏析的成果，并进行讨论，这样每个人就能看到更多的赏析，从1-2个变为4-8个句子，并且在讨论的过程中可以强化他们的学习成果。

设计意图：让学生举一反三，能够理解侧面描写的含义。

环节四：写一写。

请模仿课文，写一段话，来描写一个非常炎热的夏天，约150字。尽量用上比喻、夸张等修辞手法和侧面烘托的表现手法。

设计理念：语文学习是输入与产出的过程，教学中我们应让学生学以致用，将精彩的描写方法运用到自己的写作中去。

教师总结：无风无雨二字，作者却生动的再现了风雨来时的画面，这和他细心地观察是分不开的，在生活中，同学们也要做生活中的有心人，发现生活中的点点滴滴。

板书设计：

动物

侧面描写植物修辞

人

宋春娟

篇7：狼教学设计(人教版七年级下册)

教学内容：狼

教学目标

知识与技能

⑴.揣摩语言，领悟作者语言运用的精妙，把握狼与屠户的形象。

⑵.理清文章生动曲折的故事情节。

⑶ .掌握课文中狼的阴险狡诈和屠户的机智勇敢的斗争精神及课文阐明的道理。

过程与方法： 1.朗读 2．品读 3．讨论点拔

情感态度价值观

⑴.认识狼贪婪、凶狠和狡猾的本性，懂得对于狼一样的害人虫必须识破它的假象，坚决斗争，去争取胜利。

⑵.同社会中假、丑、恶等阴暗面作斗争。教学重点

理清文章生动曲折的故事情节。

教学难点

掌握课文中狼的阴险狡诈和屠户的机智勇敢的斗争精神及课文阐明的道理

教学方法

朗读分析

课时设计三课时

第一课时

一.新课导入

介绍作家作品。学生例举与“狼”有关的成语。同学们说出心目中狼的形象。学生介绍蒲松龄及《聊斋志异》

二:诵读课文

1. 学生.在下面自读.

2.个别学生读老师与学生共同校正字音。

3.老师范读，定准字音及断句。

4.学生重新自读。

二．课堂总结。

三．课堂小测：

重要句子的断句及读音。

作业：结合课下注释试着翻译课文。

第二课时

一、课前提问：简介作者。

二．教学新课

1.结合注释及手中的工具书翻译课文第一段。

归：止：缀行：甚：

2. 结合注释及手中的工具书翻译课文第二段。

惧：投以骨：

3. 结合注释及手中的工具书翻译课文第三段。

大窘：顾：弛：持：

4. 结合注释及手中的工具书翻译课文第四段。

犬坐：以刀：悟：盖：

5. 结合注释及手中的工具书翻译课文第五段。

几何：止：

三：学生整理课文译文。

四：课堂小测：

重要句子的翻译。

五：作业：背诵课下注释及课文。

第三课时

一．课前提问：重要句子的翻译。

二．新课;

（一）.理清故事情节：

（1）开端：遇狼。（2）发展：俱狼、御狼。（3）高潮和

结局：杀狼。

（二）、说评析文，把握形象：

（1）解读作者笔下的“狼”。

1...狼是本文的主角，你觉得文中哪个字最能反映狼的本性？

2..你能从课文哪些文句中看出狼具有“黠”这一本性？ A.久之，目似瞑，意暇甚。B.一狼洞其中，意将隧入以攻其后也。（应引导学生抓住“似”“甚”“洞”“攻”这些词，充分认识狼的狡猾本性。）

3..狼除了“黠”这一本性，还有哪些特点？请从课文中找出相应的依据。a.缀行甚远、仍从──→贪b.前狼止而后狼又至 ──→贪c.两狼之并驱如故──→贪d.眈眈相向──→凶 1.多媒体小结狼之本性：黠、贪、凶

（二）解读作者笔下的屠夫。

1.面对既贪又凶又黠的两狼，屠夫有过怎样的心理？你觉得可用文中的哪几个字来形容表达？开始的害怕，继而困窘，最后决心一搏。惧─→窘─→持

2.换位思考。请同学们将自己假想为此境中的屠夫，用“与其……不如……”的句式，说说屠夫最后选择一搏曾有的心理活动。 3.屠夫是如何与两狼展开搏斗的呢？从中可看出屠夫具有怎样的品质？。

(三)、论说结局，感悟主旨

贪婪而又狡猾的狼最终却落得“顷刻两毙”的命运。对这样的结局我想同学们一定会有什么话要对屠夫说。

（四）课文延伸;向学生介绍蒲松林的另外两则《狼》

（五）课堂小测：狼和屠户的形象。

三．作业：完成练习册习题。

板书设计：

狼

蒲松龄

屠户：

狼：

教学回顾

谭义专

[狼教学设计(人教版七年级下册)]

篇8：武松打虎教学设计(人教版七年级下册)

教学内容：武松打虎

教学目标：

知识与能力目标

1．学会生字，理解新词。

2．能用自己的话讲述武松打虎场景的精彩描写，想象武松打虎时的精彩场面。

过程与方法目标

朗读课文，理解课文内容，感受中国古典文学作品的语言魅力。

情感态度与价值观目标

激发学生对打虎英雄的崇敬之情。

教学重点：

读中感受作品的语言魅力，激发学生对打虎英雄的敬佩之情。

教学难点：

读中感受作品的语言魅力，激发学生对打虎英雄的敬佩之情。

教学方法默读讨论

课时设计三课时

第一课时

教学过程

一、播放歌曲，激趣导入

（点击鼠标播放《好汉歌》）问：这首歌同学们熟悉吗？是哪一部电视剧的主题歌？关于《水浒传》你知道些什么？（学生结合自己的了解自由回答）

那么，今天我们就来学习中国古典四大名著之一的《水浒传》中的一个片断--《武松打虎》。

二、自读课文，学习字词。

1．自由读课文，自学文中的生字和新词。

2．交流字词学习情况。

（1）比较组词。

岗帐（）耻（）梁（）堂（）迸（）冈（）杖（）职（）粱（）膛（）并（）

（2）注意读音。

迸（bènɡ）、冈（ɡānɡ）

（3）注意字形。

（4）理解字词意思。

重点理解：

道、印信、榜文、端的、吃、存、绾、直、却待、纳定、兀自、把棒撅了又打了一回，就

第二课时

三、再读课文，理清层次。

1、自由读课文，把字音读正确，把句子读通顺，想想文章讲了一件什么事？全文可以分成几个部分？

2．交流汇报。

文章记叙了武松乘着酒兴上了景阳冈，赤手空拳打死猛虎的故事。

课文可以分成两个部分。即：

第一部分（1-3自然段）写了武松上冈，看到印信榜文，才知道真的有虎，但决定继续上冈。

第二部分（4-6自然段）写武松赤手空拳与虎搏斗，终于打死了老虎。

四、布置作业。

1．抄写本课的生字新词。

2．朗读课文，达到正确、流利。

五、资料补充：

.“打虎”部分通过对人物动作的描写，突出了英雄形象。你认为前面的内容与“打虎”内容有关吗？又是通过什么描写来表现人物形象的？

通过对武松的语言描写，感受到武松的性格特点。

“这是店家的诡计，吓唬那些胆小的人到他家里去歇。我怕什么！”能够体会出武松的勇敢。

通过对武松心里的描写，感受武松的内心变化，感受他的英雄气概。如“转身回酒店吧，一定会叫店家耻笑……”“怕什么，只管上去，看看怎么样。”这里虽有犹豫，但更多的仍然是“勇往直前”的豪气。当天将黑时，他见没有老虎，便“自言自语道：‘哪儿有什么大虫！是人自己害怕了，不敢上山。’”这是他在为自己壮胆，也很真实可信。所以这些内容看似与打虎无关，实际上与打虎的内容有着密切的关系。

（点击鼠标播放《好汉歌》）问：这首歌同学们熟悉吗？是哪一部电视剧的主题歌？关于《水浒传》你知道些什么？（学生结合自己的了解自由回答）

脊：上半部笔顺为：先两边再中间，即：点、提、撇、点、撇、捺

梁：上下结构，不要写成左右结构，最后一笔是捺不是点。

多次读课文，对文章内容进行了解。

“别胡说！难道不付你钱！再筛三碗来”体会出武松倔强、豪爽。

“就有大虫，我也不怕”体会到武松很勇敢。

第三课时

走进《水浒传》

主要内容是：宋朝统治者腐朽凶残，太尉高俅原本是个无赖，因为会踢球，得到了皇帝的赏识，从此青云直上，无恶不作。他的干独生子高衙内横行霸道，为了霸占八十万禁军总教头林冲的漂亮妻子，他诬蔑林冲带刀进入军机重地白虎堂图谋不轨，把林冲发配充军，还想在野猪林半路把他杀死，幸亏花和尚鲁智深仗义相救。蔡太师过生日，他的女婿搜刮十万贯金银财宝，送往京城庆贺，派杨志护送。晁盖、吴用、阮氏三兄弟等人定计智取生辰纲，事后与朝廷激战，最终大伙一块投奔梁山。又有打虎英雄武松因为西门庆勾结大嫂潘金莲害死大哥武大郎，因而将他们杀死，被判充军，最终经历一系列波折，他也被逼上梁山。此外还有宋江、鲁智深等众多好汉，共108人，最终都因为种种不同原因而被迫在梁山落草为寇，揭杆起义。他们举起义旗，打着替天行道，劫富济贫的口号，杀遍大江南北，沉重地打击了反动统治者的嚣张气焰，张扬了人民群众的神勇斗志，干出了一番轰轰烈烈的大事业

1.姓名:豹子头林冲京城八十万禁军教头

主要事件:风雪山神庙、火并王伦

正面评价:忠厚老实、武艺高强、善良

反面评价:懦弱隐忍

2.姓名:黑旋风李逵

主要事迹:坐堂寿张县、为母杀四虎

正面评价:直爽、忠诚

反面评价:残暴、大老粗

3.姓名:活阎王阮小七

主要事迹:智劫生辰纲

正面评价:直爽、义气、水上功夫了得

反面评价:暂无

4.姓名:智多星吴用

主要事迹:智劫生辰纲

正面评价:足智多谋

反面评价:对宋江愚忠

5.姓名:呼保义宋江

主要事迹:杀阎婆惜

正面评价:无

反面评价:不能文不能武，出身低微形容猥亵，趋炎附势，一心出人头地流芳百世

6.姓名:小李广花荣

主要事迹:三打扈家庄

正面评价:武艺非凡尤其射箭百步穿杨

反面评价:也愚忠宋江，不值

7.姓名:浪子燕青

主要事迹:擂台胜任源

正面评价:聪明机灵，努箭高明，识时务

反面评价:暂无

8.姓名:行者武松

主要事迹:景阳岗打虎、血溅鸳鸯楼

正面评价:武艺高强、性格刚烈

反面评价:有点残暴

9.姓名:青面兽杨志

主要事迹:遗失生辰纲、卖刀

正面评价:武艺高强

反面评价:暂无

10.姓名:花和尚鲁智深

主要事迹:拳打镇关西、倒拔垂杨柳、野猪林救林冲

正面评价:见义勇为、武功高强、力大无穷

反面评价:无

教学回顾

谭义专

[武松打虎教学设计(人教版七年级下册)]

篇9：望江南教学设计(人教版七年级下册)

教学内容望江南

教学目标：

知识与能力目标

引导学生了解词作者的生平创作。积累相关名句。

过程与方法目标

通过对词曲的朗读及对名句的理解，引导学生理解诗人寄寓其中的情感和词曲的深刻内涵。

情感态度与价值观目标

在学习中理解诗人所表达的对现实的思考。

教学重点

积累相关名句

教学难点：

理解诗人寄寓其中的情感和词曲的深刻内涵。

教学方法朗读感悟

课时设计一课时

教学过程

一、由词的风格导入词的学习

二、简介温庭筠

三、读顺全词

1、读出节奏。

2、读出重音。

3、示例：“独”“尽”“千帆”“皆不是”“脉脉”“悠悠 ”“肠断”。

三、读懂大意

1、用自己的话说说全词的大义。

2、用一句话准确概括全词内容。

四、读出层次

建议你再读全诗，从“时间、景物、情感、手法、表达方式”等角度说一句话，表示你读懂了课文。

1、从时间来看，全词描绘了一位独处深闺的女子从清晨到黄昏一天的活动。

2、从景物来看，全司的景物犹如一个个扫描镜头，从家中→楼头→千帆→江水，最后定格在白频洲。

3、从情感看，全词女主人公从满怀希望到一次一次失望，因而肝肠寸断。

4、从手法看，全词没有粉饰、刻板之语，多用白描、直叙的手法，却又含蓄、细腻。

5、从表达方式看，全词第一句叙事，第二句描景，第三句抒情，[叙一笔，描二笔，抒一笔]，构成叙→描→抒的模式。

小结模式：叙一笔、描一笔、抒一笔（或事一笔、景二笔、情一笔）

五、读出情味

“梳洗”一词表现了女主人公满怀信心的期待，她早起梳妆打扮，是相信爱人今天必定会回来。

小结：

1、“独”字，说明她是在等候选行爱人的归来，写出了这一个女子孤单寂寞的生活处境，同时又引出一个悬念：行人到底归来没有？

2、“千帆”点明她看到许许多多帆船从楼前驶过，但都不是思念的人的归舟，作者通过她看遍一艘艘驶过的客船，来写她的一次次失望，充分地体现了她从希望到捻的心理变化过程与内心的痛苦（改变语序“千帆过尽皆不是”）

3、“脉脉、悠悠”描绘了夕阳即将西下，江水不断东流的自然景象，同时也是在表达这一女子的思想情绪，她从清晨到黄昏已等待了一整天，结果是“过尽千帆皆不是”，思念的人终究没有回来。江水悠悠，预示着她明天后天还要不停地等下去，也预示着她的孤独生活也将不断地持续下去。夕阳有意，江水有情，思念无穷。

4、“肠断”写出了女主人公失望之情痛苦到了极点，把视线从“千帆”“斜晖”和“江水”那呈收拢回来，集中在“百频洲”，那是她当初同爱人分手的地方，当然更是使她因相思而愁肠寸断的地方。（聚焦定格情头）

六、读背全词

屏幕显示关于词的来源及特点。

根据学生积累介绍作者

指导朗读

再读全诗

深入理解

建议你再读课文，就课文中的一个字、一个词或一个句子，谈谈自己的独特的见解。

教学回顾

谭义专

[望江南教学设计(人教版七年级下册)]

篇10：《狼》教学设计 (人教版七年级下册)

《狼》教学设计

教学目标

知识目标：

1.学会本文典型的文言实词。

2.了解一词多义现象。

能力目标：

1.会自主探究学习，理解本文内容。

2.锻炼学习搜集资料及总结能力。

情感目标：

认识狼的贪婪、凶狠和狡猾，对于狼一样的恶人必须坚决斗争去夺取胜利。

教学重点：

深切感受故事情节，揣摩语言，分析形象，领会文章的主旨。

教学难点：

联系生活体验，多角度地阐释自己的理解和感受。

教学方法：

诵读法，合作探究法。

课时安排：

一课时

教学过程：

一．导入新课

昔日的东郭先生遇见了危难中的中山狼，由于他过分“仁慈和关爱”，险些丧命于中山狼之口，但幸亏有农夫的帮助，才转危为安。今日有一位屠夫又遇见了中山狼的“后代”，那么这位屠夫是否从东郭先生的身上汲取了教训，没有让自己的爱心泛滥，抑或是又重蹈旧辙了呢？现在我们就来共同学习《狼》这篇课文。

（教师板书：狼蒲松龄）

二．蒲松龄及其作品的简单介绍。

蒲松龄（1640－1715）字留仙，一字剑臣，号柳泉居士，世称聊斋先生，世称“聊斋先生”，清代杰出文学家，蒲松龄一生怀才不遇，穷困潦倒。19岁中功名，以后屡试不第，直至71岁时才成岁贡生。4年后便死去,他牢骚满腹，便在聊斋写他的志异。穷愁潦倒的一生使他对社会黑暗有深刻的认识。

《聊斋志异》，清代短篇文言小说集，是在他40岁左右历时30多年完成的著作。“聊斋”是他的书斋名，“志”是记述的意思，“异”指奇异的故事，指在聊斋中记述奇异的故事。多数作品通过谈狐说鬼的手法，对当时社会的腐败、黑暗进行了有力批判，在一定程度上揭露了社会矛盾，表达了人民的愿望。

三．初读课文

1. 学生听读课文：注意重点词语的字音和字形以及朗读时的语气，语调和节奏。

2. 译读课文：结合课文下方的注释，疏通文意，注意圈点勾画重要的字词和语句。（教师适时点拨归纳）

3. 学生复述课文故事情节，运用恰当的动词补全下面的空白处。

屠户＿遇＿狼＿惧＿狼＿御＿狼＿杀＿狼

四．课文分析（结合故事的四个情节来分析文章）

1．遇狼：请结合图片思考：课文开篇向我们交代了几大要素？分别是什么？请用原文语句回答。

明确：四大要素

时间：晚归

地点：途中

人物：一屠

事件：途中两狼，缀行甚远

2．惧狼：请思考屠户为什么会惧怕狼？这样写合适吗？

明确：狼是阴险凶残的动物，只身一人晚归的屠户必然会惧怕狼的攻击。作者这样安排是合乎情理的一种手法。

3. 御狼：在贪婪凶狠的狼面前，屠户采取了什么样的措施来保护自己呢？

明确：投以骨，复投之，弛担持刀等。

4. 杀狼：最终，屠户是如何杀死了对自己虎视眈眈，阴险狡诈的狼？

明确：屠暴起，以刀劈狼首，又数刀毙之。

屠自后断其股，亦毙之。

5. 结合你所学习的知识试分析狼的特性和屠户的特征。

狼的特性：凶狠贪婪阴险狡诈

屠户的特征：忍让反抗机智勇敢细心

五．合作探究

“止增笑耳”的仅仅是这两只狼吗？作者嘲讽的仅仅是恶狼吗？从屠户胜利的故事中你获得怎样的启示呢？

明确：作者嘲讽的不仅仅是恶狼，而是借“狼”来讽喻当时社会上像狼一样的恶人及恶势力。(简单介绍作者所在的社会状况，社会的黑暗，官场的腐败，科举的腐朽等。)

六．布置作业

如果你是屠户，你会有如此的勇敢机智吗？将自己置身于这样的情境之中，你会有怎样的表现呢？写成一篇200字小短文。

七．板书设计

狼

蒲松龄

狼：凶狠贪婪阴险狡诈

屠户：忍让反抗机智勇敢细心

杨雪

[《狼》教学设计 (人教版七年级下册)]

篇11：《猫》教学设计 (人教版七年级下册)

教学目标：

1、通过预习，注意积累重要字词；在课堂学习中学习能结合文意品味语言，解释词义。

2、通读课文，能把握文章情节，概括文章内容大意。

3、在深入的品味中领悟作者写作意图，并结合自己的生活体验深化对文章主旨的理解，形成个性化的解读。（难点）

教学流程预设：

一、导：

师：猫是我们大家非常熟悉的小动物。今天课前，我给大家带来了一段关于猫的视频材料，请大家欣赏。

生看视频“世界上最搞笑的猫”。

师：看了这段视频，结合自己的生活感受，你觉得猫是怎样的小动物？--生谈看法。

师：我国著名作家郑振铎先生，他家也曾先后养过三只小猫。从这三次养猫的经历中，他又感受、领悟到什么？今天，就让我们一起来学习他的《猫》。

二、读

1、请速读课文，思考：文章到底写了些什么？读完文章后，你最想弄明白的又是什么？

2、生谈自己最想搞明白的问题。

3、师：老师也给大家带来了一个问题，请思考：文章写了什么人？写了什么物？又写了什么事？--师生互动明了

三、议

1、文章用朴实无华的语言将三次养猫的故事娓娓道来，几只各不相同而又活灵活现的小猫跃然纸上。如果有这么一个机会让你选择，你会领养哪一只小猫？

生独立思考后交流，在师生互动中追问如下问题：这只猫有什么特点？具体表现在哪些地方？然后引导学生朗读、品味关键语句。

以下为备用材料：

（1）关于第一只猫

特点：活泼可爱

关键语句：花白的毛,很活泼,如带着泥土的白雪球似的,常在廊前阳光里滚来滚去。/它便扑过来抢，又扑过去抢。（品味其中的比喻句、词语滚来滚去等）

（2）关于第二只猫

特点：更活泼更有趣

关键语句：它在园中乱跑，又会爬树，有时蝴蝶安详地飞过时，它也会扑过去捉。它似乎太活泼了，一点也不怕生人，有时由树上跃到墙上，又跑到街上，在那里晒太阳。（品味其中的动词）

（3）关于第三只猫

特点：忧郁懒惰

关键句：它不活泼，也不像别的小猫之喜欢游玩，好象是具有天生的忧郁性似的，连三妹那样爱猫的，对于它，也不加注意。/ 它在我家仍是一只若有若无的动物。（品味若有若无）

2、师：然后，这三只猫的结局各不相同：他们或者病死、或者被抱走，唯有第三只猫的亡失让我刻骨铭心。为什么？也许就是因为这只猫的忧郁懒惰，也许就是因为它的外表丑陋，让人既可怜又可厌，这只猫最终被冤死在邻家的屋脊上。

四、析

假如，一切可以从头再来，你认为文中的“我”会更愿意再养哪一只猫？

1、对第一只猫

“我”的态度：感觉到它的可爱，讨人喜欢，对它的病亡感到一缕酸辛、可怜，表示要再要一只。

2、对第二只猫

对它的被捉感到怅然、愤恨并咒骂，对它的丢失很不高兴，心里牵挂；好久不养猫。

3、对第三只猫

明白自己冤屈了一只不能说话辩诉的小动物，决定自此，永不养猫。

五、辩

然而，虽然我很想补救我的过失，但猫终究是猫，它是不能说话的，生活也无法从头再来。因此，作者只有用质朴的语言、动情的叙述告诉我们他的教训和反思。那么，我们能不能从中读懂他的思考呢呢？

1、有人读了文章后得到了这样的启发：从第二只猫的讨人喜欢来看，我们在做人时应该让自己活泼些开朗些，这样才能有较好的人际关系。尤其在注重团队精神的今天，更应善于与人交往，把自己融人到集体中去。

2、你从中得到什么启发？师生互动中完成对文章主题的多元解读。以下为备用说法：

（1）从第三只猫的死，我们应该吸取一点教训，那就是：凡事不能主观臆断，妄下断语；否则就会造成不可弥补的损失。

（2）从家里人对待第三只猫的态度来看，我们在做人时应该改变自己的性格，要活泼开朗，有真才实学；应该适当地注意自己的外表，这样才能改变别人对你的不好印象。

（3）从家里人对三只猫的态度来看，我们在对人时不能以外貌和性情来喜欢一个人或讨厌一个人。

（4）三只猫都是社会中的弱小者，命运都掌握在别人手中。因此，作为社会中的弱者，应该自立自强，这样才能主宰自己的命运，做自己的主人。

六、结

1、师：正如刚才同学们多样化的理解和感悟所告诉我们的那样，面对同一篇文章，不同的读者会有不同的理解，不一样的收获。但《猫》这篇文章告诉我们要有善于反思、勇于自责的精神，要学会从生活和经历中感悟做人的道理，这一点是相同的。

我跟大家一样，读了文章后也有不少想法。我想借这么一首小诗表达我的感受：活泼可爱小猫咪，病死亡失人惋惜。

忧郁懒惰丑陋猫，受辱冤死引深思。

2、生完成小诗填写并交流。

彭敏

[《猫》教学设计 (人教版七年级下册)]

篇12：《台阶》教学设计(人教版七年级下册)

教学目标

1、整体感知课文内容，了解故事情节。

2、分析人物形象，体会作者的情感。

3、学习作者命题立意、组织材料的方法。

教学重点

把握故事内容，分析父亲的形象，理解作者的思想感情。

教学难点

理解父亲形象的意蕴和文章组织材料的方法。

教学方法

讲授法探究法

教学课时 2课时

教学过程

第一课时

一、导语：

师：说起台阶，大家肯定不陌生吧！我们每个人几乎每天都在各种各样、高低不一的台阶上来来往往、进进出出，那么，台阶对大家来说是什么？

生：路。

师：对，台阶对我们一般人来说也就是一条路或者是一栋建筑。但是对有的人来说台阶却有着不同寻常的意义。今天我们就来欣赏一篇关于台阶的故事。

二、板书课题，出示目标

三、、检查预习，辨音识义

1、指名学生分组注明文中关键字词的拼音并解释重点词语的意义。

2、教师对学生的回答进行点评、总结、强调。

四、感知内容

1、本文叙述了一件什么事？请简要复述课文的内容。

a复述提示：（时间）+（地点）+人物+事件（起因、经过、结果）

b学生进行复述，教师进行点评。

2、故事的线索是什么？统领全文的是那一句？

a台阶

b、父亲总觉得我们家的台阶低。

五、感受人物

通过复述课文，我们再次熟悉了课文，同时对父亲有了初步的了解，接下来我们会通过问题研讨，使父亲的形象更加丰满立体起来。

1、以台阶为线索给小说按“开端--发展--高潮--结局”的顺序划分情节

开端：（父亲）立志造台阶

发展：（父亲）准备造台阶

高潮：（父亲）开始造台阶

结局：（父亲）造成台阶后

2、台阶在父亲心中意味着什么？

延展：父亲为什么要造九级台阶？

3、父亲为什么觉得我们家的台阶低？（用文中的话回答）

从这一点看父亲是一个怎样的人？

要强、自尊、不甘人后

4、为实现这个愿望，父亲付出了那些努力来准备？

从这一点看父亲是一个怎样的人？

勤劳、节俭、有远大目标、吃苦耐劳、坚忍不拔。

5、新屋开工了，父亲无疑是兴奋的、幸福的，尤其对于造台阶，文中是如何描写的？父亲的形象又是如何的？

提示：研读父亲造台阶即故事的高潮部分，找出相关语句。

为梦想而努力、坚持不懈、坚忍不拔、吃苦耐劳、谦卑。

6、造好新台阶后，父亲又是什么感受？为什么？

(1)极不自在--空虚寂寞

(2)长期无地位，不受重视形成的自卑心理难以消除。

总结：父亲要强、有志气、不甘人后、有长远的目标、有愚公移山的精神和坚韧不拔的毅力，父亲老实厚道、吃苦耐劳、用劳动兴家立业，同时父亲又有着中国传统农民特有的谦卑、倔强。

第二课时

六、体会情感

这样一位父亲，作者在他身上倾注了什么样的情感？（此问题即文章的主题）

这个篇小说通过记叙父亲耗费大半生精力造成九级高台阶结果也

使身体垮掉的故事，表达了作者对父亲愚公移山的精神和坚韧不拔的毅力的崇敬和赞叹，对父亲多年来由于经济困窘和地位低下所形成的谦卑的同情，同时也表达对改变农村落后面貌的期望。

七、感受写法

本文在写作技巧上有几方面很值得我们借鉴学习。

1、作者为什么在老屋的三级青石台阶上费了大量笔墨？

2、为什么造新屋的主体工程写的简略，造台阶反而写的详细？

3、文中有好多细节描写非常令人感动，请找出几例进行分析。

八、小结

文中的父亲让我们多少有点沉重，他们的愿望在我们看来可能并不精彩，但他们活的实实在在，他们血管中流淌的那份自尊与坚韧，恰恰是构建人生重要的支柱，值得我们一生学习。

九、作业

王润勤

[《台阶》教学设计(人教版七年级下册)]

篇13：黄河颂教学设计(人教版七年级下册)

1.易错字

狂澜(lán) 山巅(diān) 屏障(zhàng) 澎湃(pài) 哺育(bǔ) 气魄(pò) 劈开(pī) 宛转(wǎn)

2.多音字

曲

结

3.形近字

4.近义词辨析

词语词义不同点巧辨

坚强坚固,不可摧毁,不可动摇。指强固有力,不可动摇,不可摧毁。坚固不动摇,用“坚强”;

全力不放弃,用“顽强”。

顽强坚强,强硬。也比喻人做某事有毅力或不向困难低头。指尽全力而决不放弃。

5.词语释义

狂澜:巨大的波浪,比喻动荡不定的局势或猛烈的潮流。

九曲连环:形容黄河的流势盘旋往复。

滋长:生长,产生(多用于抽象事物)。

澎湃:①形容波浪互相撞击。②比喻声势浩大,气势雄伟。

光未然(1913-2002),原名张光年,湖北光化县人。在中学时代即参加革命工作,“四一二”反革命政变后辍学,曾做过学徒、店员和小学教师。1935年8月创作《五月的鲜花》歌词,1936年抵达上海,参加抗日救亡运动并从事进步文艺活动。1939年到延安后创作了歌颂中华民族精神的组诗《黄河大合唱》,经冼星海谱曲后风行全国。新中国成立后,曾担任《剧本》《文艺报》《人民文学》主编。

【文题解说】

《黄河颂》在体裁上是一首颂诗,着眼于“歌颂”。“黄河颂”即歌颂黄河,歌颂黄河的伟大、坚强。题目点明了诗歌赞颂的对象和内容。

【创作背景】

1938年,抗战正在激烈进行,日本侵略者的铁蹄正践踏着华北大地。在中华民族最危险的时刻,英勇无畏的华夏儿女将全国抗日救亡运动推向高潮。1938年9月,诗人光未然带领抗敌演出队来到了黄河,来到了壶口瀑布。滔滔的黄河水,在诗人心中掀起了万丈狂澜,他挥笔写下了不朽的诗篇--《黄河颂》。

诗人借歌颂黄河,歌颂我们的民族及我们民族伟大坚强的精神,激发广大中华儿女的民族自豪感和自信心,激励中华儿女像黄河一样“伟大坚强”,以英勇的气概和坚强的决心保卫黄河,保卫祖国。

《黄河大合唱》共有八个乐章,分别是:《黄河船夫曲》《黄河颂》《黄河之水天上来》《黄河对口曲》《黄水谣》《黄河怨》《保卫黄河》《怒吼吧,黄河》。诗中雄奇的想象与现实图景交织在一起,组成一幅壮阔的历史画卷。《黄河颂》在体裁上是一首颂诗,着眼于“歌颂”,在结构上与组诗第一章《黄河船夫曲》是紧密相承的。在《黄河颂》中,诗人作为时代的歌手出现,他站在高山之巅,代表祖国英勇的儿女,向着黄河唱出颂歌。他歌颂黄河的气势宏伟,源远流长,并且要以它为榜样,像它一样伟大坚强。第一节是朗诵词,第二节是歌词。作者先以呼告的手法,直称读者为“朋友”,开宗明义地说出了要“歌颂黄河”的主题。

本文的教学应调动学生的情感因素,整体把握歌词的主体部分。学生对这首歌词产生的时代背景大多有一定的了解,也有着朴素的爱国感情。教师应设法激发并强化这种感情,可以借助音乐的力量,通过直接诉诸听觉的音乐打动学生的心灵;并且在音乐的背景下,通过配乐朗诵反复体味歌词中澎湃激昂的民族感情,然后对第二节文字做一思路分析即可。

本课为1课时。

1.掌握字词,有感情地诵读诗歌。

2.品味诗歌语言,培养学生鉴赏诗歌的能力。

3.体会诗歌意境,理解诗歌的内涵。

1.反复诵读,培养语感,读出感情。

2.组内合作交流。

1.理解诗歌赞颂黄河、赞颂民族伟大精神的内涵。

2.在诵读中进一步培养学生的爱国情感和民族自豪感。

【重点】

1.有感情地诵读诗歌。

2.品味诗歌语言,培养学生鉴赏诗歌的能力。

【难点】

1.体会诗歌意境,理解诗歌的内涵。

2.理解诗歌赞颂黄河、赞颂民族伟大精神的内涵。

导入读悟节奏整体感知欣赏语言“美”点追踪

导入一:背景型

[设计意图] 让学生在《黄河大合唱》的音乐声中走进文本,教师顺势介绍本文的背景,有助于学生对诗歌的认识。

【播放《黄河大合唱》的音乐,大屏幕上打出黄河的图片,老师一边播放音乐,一边作出如下解说。】

黄河流域是中华民族文明的发源地,它孕育了五千年的古国文化,哺育了流域两岸的人民。黄河惊涛澎湃,具有恢弘的气势,而且它源远流长、九曲连环,仿佛象征了我们中华民族曾经有过的荣辱兴衰。每一个看到它的人都会为之感动。在抗日战争期间,著名诗人光未然行军来到了黄河岸边,看到黄河奔腾的奇景,感慨不已,于是写下了歌颂黄河母亲的豪迈颂歌《黄河颂》。今天,我们将一起学习这首诗歌,不但要领会它的内涵,还要学会朗诵,像诗人一样热情地歌颂我们伟大的母亲--黄河!

导入二:情境型

[设计意图] 用《黄河大合唱》的气势创设学习本诗的意境,让学生深受感染。

播放音乐《黄河大合唱》之第一、第二部,以强烈的气势感染学生,引起学生心灵的共鸣。

导入三:回顾型

[设计意图] 由毛泽东的话引出对黄河的历史作用的回顾,既增长了学生的知识,也让学生了解了相关历史,起到一举两得的作用。

毛泽东同志曾说过一句话:“藐视黄河,就是藐视我们这个民族。”黄河,是中华民族的象征。请同学们谈谈黄河在我们民族历史上的重要地位和地理位置上的重要性。【学生交流完毕后,引出《黄河颂》。】

一、学会朗读,感悟诗歌的节奏美

[设计意图] 此环节指导学生正确、有感情地朗读课文,培养学生朗读的语感。

要求用普通话正确流畅、充满感情地朗读。

1.教师范读。强调朗读时,要注意热血沸腾、壮怀激烈的情感,同时要融合国难当头的悲壮情怀。

2.学生自由、有感情地朗读。指导朗读:

(1)诗歌分为朗诵词和歌词两大部分,朗读时应该注意停顿,以示区别。

(2)“我站在高山之巅,望黄河滚滚,奔向东南。”总领下文,因此停顿要稍长。后面的四个分句注意重点词语“掀”“奔”“劈”的重读,且四句应该越读越激昂,表现黄河的气势。

(3)三个“啊”要读得深沉,声音稍稍延长;“黄河”要读得高昂,表明在歌颂。

(4)最后的两句“像你一样的伟大坚强!”充满了战斗的决心,要读得铿锵有力。

3.四人小组中的成员进行朗读交流,相互做出评价。

4.请两到三名学生选取自己喜欢的部分在课堂上朗读,并请全体学生讨论如何读得更好,更能读出感情。发言者也可通过自己朗读来表达意见。

5.全班齐读诗歌。

二、再读诗歌,感悟诗歌整体美

[设计意图] 通过再次朗读诗歌,感悟诗歌的整体内容,让学生对诗歌有一个较为完整的认知。

1.再读诗歌,概括诗歌大意。

〔明确〕这首诗写得很有气势,写出了黄河在中华儿女心目中的重要地位。黄河两岸是我们的母亲河,歌颂黄河就是歌颂我们中华民族。黄河代表我们的民族精神,英雄的黄河代表着英雄的中华民族。

【诗歌着眼于“歌颂”,诗人作为时代的歌手出现在我们面前。他站在高山之巅,代表祖国的英雄儿女,向着黄河唱出了气势恢弘的颂歌。】

2.悟读诗,体会诗歌的整体美。

教师设计相关题目,指导学生理清诗歌的抒情脉络,理解诗意。

【多媒体显示。】

(1)诗由朗诵词和歌词两部分组成,从全诗来看,你认为朗诵词这部分所起的作用是什么?

(2)诗人在歌颂黄河之前,对黄河作了一番描绘,这些句子表现了黄河的什么特点?

(3)诗人从哪些方面赞美了黄河的英雄气魄?反复出现的“啊!黄河!”起了什么作用?

(4)诗人借歌颂黄河表达了什么感情?

【学生以小组为单位讨论交流,各组选代表就其中一题发表自己的看法。】

〔明确〕 (1)朗诵词提纲挈领地概括出黄河的性格,引出下面的唱词。

(2)诗人在歌颂黄河之前,对黄河作了一番描绘,即“望黄河滚滚”所统领的句子。先是近镜头特写--“惊涛澎湃/掀起万丈狂澜”,再是俯瞰全景式的总写--“浊流宛转/结成九曲连环”,然后是纵向描写黄河的流向--“从昆仑山下/奔向黄海之边”,最后横向展开到黄河流域两岸--“把中原大地/劈成南北两面”。这些句子表现了黄河一往无前、无坚不摧的特点。

(3)“啊!黄河!”在诗中出现了三次,把歌词主体部分从“啊!黄河!/你是中华民族的摇篮”到“将要在你的哺育下/发扬滋长”分为三个层次,从三个方面赞颂了黄河的英雄气魄,即黄河哺育了中华民族,黄河保卫了中华民族,黄河还将激励着中华民族勇往直前。

【这个问题学生概括难度较大,教师可引导学生从以下几个方面思考:黄河的自然特点、地理特征、黄河在历史上对中华民族的贡献,黄河已成为民族精神上的城防等等。】

(4)诗人借歌颂黄河歌颂我们的民族,激发广大中华儿女的民族自豪感与自信心,激励中华儿女像黄河一样“伟大坚强”,以英勇的气概和坚强的决心保卫黄河,保卫中国。

三、研读课文,欣赏诗歌的语言美

[设计意图] 透过对具体语句的赏析评判,指导学生逐步认识本诗语言的特点,培养学生感悟品鉴的能力。

1.歌词中反复出现的“啊!黄河!”起了怎样的作用?

〔明确〕把握“啊!黄河!”在结构上的作用。“啊!黄河!”反复出现,把歌词主体部分从“啊!黄河!/你是中华民族的摇篮”到“将要在你的哺育下/发扬滋长”分为三个层次,依次是:黄河养育了中华民族,黄河保卫了中华民族,黄河还将激励着中华民族。由实到虚,环环相扣,逐步深入。

2.如何理解黄河是“摇篮”,是“屏障”?

〔明确〕黄河天险在地理位置上可作为军事屏障,黄河的伟大坚强精神,更足以成为民族精神上的城防,这是中华民族抵御外侮的制胜法宝。

【把黄河比喻为“中华民族的摇篮”较易理解,黄河两岸是中华民族的发祥地,中华文化在黄河流域产生、发展、壮大,黄河哺育滋养了世代炎黄子孙。把黄河比喻为“民族的屏障”,侧重从黄河对中华民族的保卫作用而言。】

3.如何理解黄河“向南北两岸/伸出千万条铁的臂膀”?

〔明确〕对黄河“向南北两岸/伸出千万条铁的臂膀”一句的理解,首先应该明确句中的“臂膀”指的是什么。其次,应该和诗歌结合起来理解。

从全句看,这是一个比喻句,把黄河比喻为一个巨人,黄河主流是巨人的躯干,黄河流域中的无数条支流就是“巨人”身上千万条“铁的臂膀”。如此巨人,“一泻万丈,/浩浩荡荡”,体现了气势磅礴、勇不可当的气度和力量,正足以激发民族的精神和信念。

4.诗歌中多次出现第二人称“你”,这样写有什么好处?

〔明确〕亲切、自然、直抒胸臆。

5.诗歌结尾处“像你一样的伟大坚强”出现两次是否重复?为什么?

〔明确〕否。表达了中华儿女有着坚强不屈、斗争到底的民族精神。

6.师概括本诗的语言特点。

〔明确〕在“颂黄河”部分,诗人先把黄河比喻成“民族的摇篮”,借以赞颂中华民族历史的悠久,中华文化的博大精深。接着把黄河比喻为“民族的屏障”,侧重黄河对中华民族的保卫作用而言。最后,诗人把黄河比喻为一个巨人,黄河的主干是“巨人”的躯干,黄河的支流是“巨人”身上千万条“铁的臂膀”。同时歌颂了黄河“一泻万丈”“浩浩荡荡”的气势,这些比喻形象生动地描绘了黄河的伟大、描绘了民族精神的伟大。

四、拓展迁移,“美”点追踪

[设计意图] 此环节旨在帮助学生发挥其主观能动作用,围绕着诗歌的内容、语言、思想、结构等方面发表自己的看法,培养其学习的主观能动性。

教师以记者的身份采访学生,要求学生用“我欣赏这首诗 ,因为 ”的句式说话。

【学生畅谈学诗的感受、体会,组内交流后,班内展示。】

生1:我欣赏这首诗优美的旋律,因为它汩汩而下,让人读着读着,不觉低声吟唱,从心里流出音符,流出诗情,真可谓“黄河之水心上来,奔流到海不复回”。

生2:我欣赏这首诗形象的语言,因为它勾勒了黄河的轮廓,形神兼备,让我这个从未见过黄河的人,也不觉怦然心动,想一睹黄河英雄般的风采。

生3:我欣赏这首诗铿锵的韵律,因为它有雄浑奔放的旋律、鲜明的节奏、洪亮的音节、错落的句式,引人高歌,催人奋进。

生4:我欣赏这首诗的画面,因为它为我们呈现了黄河立体的美,近远结合,纵横相接,全方位展现了黄河独特的美(雄浑的美、壮阔的美、蜿蜒的美),使我们真切感受到黄河的磅礴气势、勇不可当的气度和力量,这足以激发每一位华夏儿女的民族精神和信念。

生5:我欣赏这首诗的语言美,特别是修辞的运用。如把黄河比喻为“中华民族的摇篮”,是说黄河哺育滋养了世代炎黄子孙;把黄河比喻为“民族的屏障”,既写出了黄河天险在地理上的战略意义,也写出了黄河的伟大坚强精神已成为民族精神上的城防;把黄河比喻为一个巨人,那“千万条铁的臂膀”就是黄河的无数支流。诗歌是语言的艺术,语言的好与差决定着诗歌艺术成就的高低。修辞手法的运用,更好地表达了黄河的气势及其对中华民族的伟大贡献。

……

〔明确〕美是多元的,“横看成岭侧成峰”,同学们要以富于个性化的眼光发现诗歌独特的美。美在旋律,美在语言,美在画面,美在风格,美在意象,美在情感……真是美不胜收。让我们齐诵这首诗歌。

《黄河颂》既是一首黄河的颂歌,更是一首民族精神的颂歌。黄河是中华民族的发源地,她孕育了五千年灿烂的古国文化;黄河以其坚强的风骨、博大的胸怀、奋进的精神造就了中华民族的性格。黄河是中华民族之魂,是中华民族的象征。歌颂黄河,就是歌颂我们伟大的中华民族;歌颂黄河的精神,就是要歌颂中华民族的精神。

教师提供《长江之歌》歌词,学生阅读,并思考文后的题目。

多媒体显示:

长江之歌

你从雪山走来,

春潮是你的风采;

你向东海奔去,

惊涛是你的气概。

你用甘甜的乳汁,

哺育各族儿女;

你用健美的臂膀,

挽起高山大海。

我们赞美长江,

你是无穷的源泉;

我们依恋长江,

你有母亲的情怀。

你从远古走来,

巨浪荡涤着尘埃;

你向未来奔去,

涛声回荡在天外。

你用纯洁的清流,

灌溉花的国土;

你用磅礴的力量,

推动新的时代。

我们赞美长江,

你是无穷的源泉;

我们依恋长江,

你有母亲的情怀。

1.比较《长江之歌》与课文《黄河颂》,说说这两首诗有什么内在联系。

2.揣摩下列比喻句、拟人句中加点词语的含义。

(1)你用健美的臂膀,挽起高山大海。

(2)用你那英雄的体魄/筑成我们民族的屏障。

(3)你是中华民族的摇篮。

答案:1.两首歌词都是以物喻人。《黄河颂》表现其巨人形象,表达中华民族顽强的奋斗精神和不屈的意志;《长江之歌》热情赞美母亲河哺育中华民族的高大形象。两首歌词风格相近,都是直抒胸臆,热情豪迈。

2.(1)“臂膀”指长江主干及其支流。(2)“屏障”指中华民族繁衍生息的源泉。(3)“摇篮”指中华民族文明的孕育地。

链接一:

《黄河大合唱》的诞生

光未然

一位朋友自北美来电话约稿,以《黄河大合唱》的诞生为题,要我为《华语快报》撰文,以配合中国伟大作曲家冼星海的这部艺术作品在香港“黄河音乐节”隆重上演。围绕这个题目,我早写过回忆录,要说的都说过了。而盛意难却,虽是限题限时作文,也该再试试看。我要借此机会,热烈祝贺“黄河音乐节”取得丰硕成果。香港文化界盛情邀请而我因有事未能前往,也借此表示谢意和歉意。

早在1937年春天我和星海在上海结识的时候,他已经大发宏愿,要通过自己创作的音乐形象,表现我们中华民族的苦难、挣扎、奋斗,对自由幸福的追求和胜利的确信。他把这一宏愿灌注到他正在写作的《民族交响乐》中。抗战爆发了,这是全中国人民热情奔放的时代,作家、艺术家更处于热情奔放的潮头。他写了很多具有长久生命力的爱国歌曲,更希望通过声乐艺术的长篇巨著以表现自己的宏愿。这说明《黄河大合唱》的诞生,符合时代的要求,符合作曲家蕴蓄已久的内在要求。

回想起来,作曲家反映时代要求的宏愿,也正是中国作家、艺术家共同的心愿,我也并不例外。1938年秋冬,我和抗敌演剧第三队的同志们一起,经常在大西北的黄河两岸行军,在敌后游击根据地活动。中国雄奇的山川,游击健儿们英勇的身姿,时刻强烈地感动着我,我在心头酝酿着一个篇幅较大的朗诵诗《黄河吟》。稍后在延安治病、写诗时,接受星海和演剧三队同志们的建议,改写为《黄河大合唱》的歌词。

现在可以补充的是,当时有两个印象,强烈地直接激发了我胸中蕴蓄的诗情。一个是渡过黄河险滩时船夫们驾驶方舟(确确实实是方舟)同惊涛骇浪搏斗的情景,这已经在《黄河船夫曲》中有所表现和发挥了。当时,同舟共济的邬析零同志记录下来的船夫号子,曾经是星海作曲时的重要参考。再一个是行经山西吉县以北的壶口(虎口)看黄河激流堕入悬崖深渊形成尼亚加拉大瀑布式的壮美图景。这是著名的“黄河冒烟”“陆地行舟”(船过此处要在陆上绕行一段)的地方。我被这大自然的奇观惊呆了。我把当时的印象如实地写进朗诵歌曲《黄河之水天上来》(大合唱第三首)中,我说“如实地写”,因为确实“从十里路外”,可“仰望它的浓烟上升”,它确实“摇动了地壳,冲散了天上的乌云”;这里描述的历史上西北人民无尽的苦难,当时“黄河两岸游击兵团、野战兵团,星罗棋布,穿插在敌人后面”的奇异场面,也都是真实的。《黄河大合唱》八首歌曲的第三首,被写成一首朗诵歌曲,这在词曲作者都是有意的尝试。星海写道:“中国歌曲用三弦来伴奏能表达歌词的内容,而又可独立自成一曲的,恐怕是第一次的尝试。”(《我怎样写黄河大合唱》)我以为应当这样尝试发挥艺术的效果。

全国解放后,《黄河大合唱》在首都多次正式演出,都忽略了朗诵歌曲《黄河之水天上来》,我对此表示遗憾。朗诵歌曲表演时难度较大,他们怕处理不好,影响了整个演出的效果。1939年4月在延安首次两场演出,是由我带病朗诵的,当时伴奏条件也比较简朴。后来在延安演出,解放前在南北各大城市业余演出,都是八首歌曲一气呵成的完整演唱,并未因第三首难于处理砸了锅。现在是专业团体的高水平演唱,各方面的条件比过去强得多。我希望艺术家们克服困难,希望听到大合唱全曲的完整演出。

我现在还记得,1939年2月的一个晚上,延安交际处一个宽大窑洞里,抗战演剧第三队30位同志共度愉快的农历除夕。我应邀从二十里铺的医院赶来参加这个晚会。星海同志也应邀参加了。在明亮的煤油灯下,我站起来作了几句说明,然后很带感情地一气朗诵了全部四百多行的《黄河》歌词。同志们以期待的眼光聚精会神地谛听着。掌声刚落,星海同志霍地站起来,把歌词抓在手里,说:“我有把握写好它!”接着是更热烈的掌声,杂以欢呼,祝贺这诗与音乐的心灵的契合。

《黄河大合唱》主要是音乐艺术的成就。歌词为实现作曲家的宏愿提供了便利条件。我们痛惜天才的作曲家过早地离去!要是他活到今天--当然是八十高龄了,听到他的歌声至今还在大河上下、天南海北鼓舞着炎黄子孙团结奋起、振兴中华的壮志豪情,那该多好啊!要是他还活着,在他正常延续的后40年中间,他该写出多少不朽的时代乐章啊!想到这里,越发感到我们的损失之大!越发激励年青一代的有志之士,急起直追,弥补我们的重大损失,并且以超越前人的新创造,为新中国增添新的光彩!

(原载1985年8月28日纽约《华语快报》)

链接二:

《黄河颂》教学反思

今天,我上了《黄河颂》一课,此刻自信如黄河之水一泻千里,思绪也掀起万丈狂澜。

我认真地备了课。教学视频看了两个,教学实录打印若干。充分取长补短后,又实际研究了第二单元的教学目标,可以概括为三:1.反复朗读,感知思想内容;2.学习语言运用技巧;3.培养爱国主义情操。我知道这样一篇诗歌,可以简单地把朗读作为一条主线,贯串课堂。可是,只有朗读,恐怕语言品析落空,缺少语文课堂最实效的内容;既缺少爱国情感的渲染,又失去课堂的深度。我纠结了很久,决定一个都不放手。三大板块,遂在我脑海中成型。

先朗读(蓄势)--再品语言(实质)--后扣现实(升华)

但,这样割裂的板块,却让我忽视了语文中最重要的“品”“读”实为一家。在进行朗读指导时,学生知道要抓关键词,学生说“奔向东南”的“奔”和“劈成南北两面”的“劈”要重读,可以表现黄河水的气势;“望黄河滚滚”的“望”要读得拖长一些……我频频点头,我想顺势深入,“奔”写出水流的速度,展现黄河一泻千里的气势;再启发“望”换成“看”在效果上有什么不同?可是,忽然脑海中又清晰地出现了我早已设计好的课堂思路,现在品析了语言,下个环节怎么办?我还设计了名师洪镇涛上诗歌课的形式,学着他先从语言的角度提出示范问题,让学生从换词、比较的角度自己提出问题,整个课堂既形式活泼,学生主体又有效体现,教学效果也特别好。如果我现在自然而然地解决语言赏析问题,那下一步我讲什么呢?

刹那的犹豫矛盾之后,我还是决定按预设的走,至少在我的掌控范围内。可越进行,越觉得凶险茫然。这个词语赏析已经在朗读指导时浅尝辄止了,关键是学生再怎么找词语替换其实质都差不多。“奔”“掀”“劈”“滚滚”“狂澜”等等都展现了黄河的气势力量之美。这一赏析环节实质上进入了无聊重复的阶段。老教师的点评一针见血,我才悟到缺乏实质品析的朗读指导如空中楼阁,“品”与“读”本就是可以自然融合的。因为我的人为割裂,浪费了很多课堂时间,而这些本可以是用来联系现实、拓展深度的。我已经设计了在结尾阶段引入正在网络上掀起轩然大波的“名古屋市长关于否定南京大屠杀”的事件,我想学生的爱国热情一定会在诗歌的点燃下,在现实事件的冲突中熊熊燃烧,那么这节课的思想魅力也就不言而喻了。只是,还是我这个教者缺乏应变的智慧及文本解读的深度吧。

这是一节遗憾的课!但,谁又能说教学不是一门遗憾的艺术呢?只是希望自己可以在这一节课中,更清醒地反思教学,认识自我,完善自我。

一、〔参考答案〕诗人从黄河的自然特点、地理特征、黄河在历史上对中华民族的贡献等方面赞美了黄河的英雄气魄。诗人借歌颂黄河歌颂我们的民族,激发广大中华儿女的民族自豪感与自信心,激励中华儿女像黄河一样“伟大坚强”,以英勇的气概和坚强的决心保卫黄河,保卫中国。

二、〔参考答案〕本诗属于直接抒情、风格豪迈类,因为诗歌以明朗的语言塑造了黄河奔腾不息、气势宏伟的形象,并且多处以“啊,黄河……”这样的句式直接抒发了热爱黄河的感情,充满雄浑豪迈之美。王之涣的《登鹳雀楼》、苏轼的《念奴娇赤壁怀古》等诗词都属于这类风格。

三、〔参考答案〕 1.示例是从理解、评价角度进行批注的。2.略。

四、〔参考答案〕略。

五、〔参考答案〕略。

一、积累与运用

1.下列加点字注音不完全正确的一项是 ( )

A.澎湃(pài) 发源(yuán) 屏障(zhàng)

B.浊流(zhú) 流泻(xiè) 构筑(zhù)

C.哺育(bǔ) 山巅(diān) 劈开(pī)

D.体魄(pò) 宛转(wǎn) 扮演(bàn)

2.判断下列加点词语的释义和用法是否相同,并作简要分析。

(1)黄河以它英雄的气魄。/多少英雄的故事。

(2)我们民族的伟大精神。/筑成我们民族的屏障。

3.请根据课文,补出下列空缺的词语或句子。

(1)啊!黄河!/你是中华民族的 !/五千年的古国文化,/从你这儿。

(2)啊!黄河!/你一泻万丈,/ ,/向南北两岸/伸出千万条铁的。

4.请补写出下列描写黄河的诗句。

(1) ,奔流到海不复回。

(2) ,将登太行雪满山。

(3)九曲黄河万里沙, 。

(4)黄河远上白云间, 。

5.阅读全诗,回答问题。

(1)本诗歌题目是“黄河颂”,哪个词是关键?哪一部分是文章的主体部分,其内容是什么?

(2)这首歌词的第一、二两节之间有什么关系?

(3)主体部分中有一个蓄势阶段,如果找出一个词来统领,应该是哪个词?它所统领的内容是什么?

二、课外类文阅读

怒从黄河来蒋建伟

①清瘦、苍凉,即使是一棵,也在努力高举着一团白亮亮的雪花,一路裹挟着黄河的怒气--它们如同燃烧的白火焰,撕咬着,拼生赴死,奔向大海……终于,下起了一场大雪。在寒冷中,它们一棵紧挨一棵,一朵雪花开在另一团雪花里,一种倔强生发出另一种倔强,一群群、一群群在黄河口站着,一言不发地站着,站成了一股股排山倒海的雪浪--看哪,那寒风中呼啦啦怒放的芦花,那大批向东、大雪一样咆哮的芦苇荡!

②芦苇荡的美,不止在春夏时节,更在于晚秋的芦花。当所有的寒冷挥师南下,气温一天比一天凉,百花缓慢地谢了,谢到最后,只剩下了这一种花。风起一刹那,全世界仿佛变成了一个雪的天堂,那么美,那么纯,那么亲!

③风,往风的旋涡中心刮,越刮越毒。我们的头发和衣服被刮乱了,我们像一个个棋子似的,在船的甲板上弹跳不止。游船属于中型船,有马达,客舱可乘坐50人,顶上的一棚,为特殊加厚钢板,听说上头是一处小型观景台。我们兴奋着爬上去,看黄河入海。

④滩涂之上,野生的芦苇荡随处冒出来,每一棵,都高举着雪花一样白的花,不分东西南北地盛开着、怒放着,大风刮过,就像下大雪一样,好家伙,一下子就是15万公顷。尤其,在波涛汹涌的大海边,数不尽的芦花见证了黄河入海时那动人的一瞬:黄河水裹挟着大量黄色的泥沙奔腾向东,迎面冲向一排排隆隆作响的蓝色海浪,蓝色几欲要抱住黄色,黄色不停地向蓝色发泄着怒火,一个劲拼命挣扎,直到渐渐失去了力量……在这个地方,大海把宽容留下,黄河把野性留下。芦花的母性,这个时候也显现出来:它们,婷而不媚,挺而不屈,寒而不冷。

⑤船颠簸摇晃得厉害,站都站不稳,大风再那么一刮,谁都会担心自己一不小心被风刮跑了。我牢牢抓住白色的铁栏杆,迎着大风呼吸,和旁边的朋友高声说着话,但谁也听不清谁在说些什么,只能借助眼神、手势以及肢体许多的夸张动作,努力想告诉对方什么,想听到对方的一些什么,哪怕是--哪怕是一场徒劳。我们此行,是去看黄河入海的壮观景象,感受一下大海的大和黄河的黄,可是,风多么大呀,黑蒙蒙、灰蒙蒙的水色之中,黑色和灰色倒成了主导,哪里有黄?哪里有蓝呢?

⑥不,我分明看到了另一副壮烈的面孔,那是至死都在愤怒中煎熬、不甘、不屈的黄河!连大海都敢冲撞的黄河!那河道,那怒吼,那九曲十八弯,那退潮后的河底的龙脊,是铁了心的牛,是犟了性的驴,使出了浑身上下的劲儿,一股股,一阵阵,一声声,一天天,一年年,后浪追赶着前浪,一股脑儿朝前冲……冲!这充满血性、义气的一个字,是黄河的秉性,中国人的秉性!

⑦船开始“哒哒哒”着调头、回返,想必船老板看这鬼天气也悻悻然,只得无功而返。不过,很多游客却盼望着好天气能突然出现,船老板回心转意。虽一个个满脸的遗憾,却不肯下到船舱里去。想一想世上的事情,哪有那么多的奇迹发生呢?等了半晌,终究没个什么结果,渐渐地,人群开始稀了,不似刚才那般肩擦肩、脸碰脸了,有人开始下去了,接下来是第二三四五个,直到我猛一抬头,发现只剩下我们一行的五个人了。

⑧其中的一个朋友,穿西装、打领带、皮鞋贼亮,他拎了一部专业相机凑过来,也不说话,径自盯着我的脸,5秒钟,想从中寻找出一种遗憾的感觉来,因为他们都来自当地,只我一个外地人,外地人看不到入海的黄河,难道不遗憾得要死?不过很抱歉,他连哪怕一丝也没有找出,后来自己偷偷藏起了尴尬的眼神,仓皇之间丢下我。

⑨其实,他不知道我此行的最大收获--我看到了一条喝醉了酒的黄河、咽下血牙的黄河、发了怒的黄河、冲向大海的黄河!他更不知道,正是因了黄河的这种野性,这种大气磅礴的怒气,繁衍出了一片片野性的芦苇荡,凝结成一个民族的血性……

⑩这一刻,我多想指着黄河口那么多浩瀚的芦花,把它们骨子里的东西一点一点讲给他听。从大河到大海,从一个烈女子般的芦花到一个伟大的民族。这一路上,到处都在飘飞着芦花大雪,为什么芦花会如此不惧生死?为什么野生的力量会如此排山倒海、不可阻挡?答案只有一个:“怒从黄河来!”

(《人民日报》,4月21日24版)

6.通读全文,并联系标题和结尾段,说说作者写了哪两个方面的“怒”。

7.阅读第⑤⑥⑧⑨段,简要概括作者此行观景的“遗憾”和“收获”。

8.按要求赏析下列句子。

(1)黄河水裹挟着大量黄色的泥沙奔腾向东,迎面冲向一排排隆隆作响的蓝色海浪,蓝色几欲要抱住黄色,黄色不停地向蓝色发泄着怒火,一个劲拼命挣扎,直到渐渐失去了力量……(词语锤炼)

(2)风起一刹那,全世界仿佛变成了一个雪的天堂,那么美,那么纯,那么亲!(修辞手法)

9.第③段画线句用了什么手法描写风?有什么作用?

10.联系课文《黄河颂》,谈谈芦花骨子里蕴含着我们民族怎样的伟大精神?

附录:啊∕黄河∕你一泻万丈∕浩浩荡荡∕向南北两岸∕伸出千万条铁的臂膀∕我们民族的伟大精神∕将要在你的哺育下∕发扬滋长

【答案与解析】

1.B(“浊”读zhuó。)

2.(1)前者为形容词,可以解释为“英勇的”;后者为名词,解释为“英雄们”。(2)前者为形容词,暗含着“中华民族的大无畏的精神”;后者为名词,暗指“中国”。

3.(1)摇篮发源 (2)浩浩荡荡臂膀

4.(1)君不见黄河之水天上来 (2)欲渡黄河冰塞川

(3)浪淘风簸自天涯 (4)一片孤城万仞山

5.(1)“颂”。第二节是主体部分。主要是“颂黄河”。 (2)第一节重点落在“黄河”上,第二节重点落在“中华儿女”上。 (3)“望”。把中原大地/劈成南北两面。

6.芦花之怒、黄河之怒。

7.没能看到黄河入海的壮观景象。看到芦花怒放、黄河怒吼的壮烈场面。

8.(1)示例:通过“裹挟”“奔腾”“冲向”“发泄”“挣扎”等动词,生动具体地表现了黄河水的野性力量,抒发了作者对黄河水的赞美之情。 (2)示例1:运用比喻的修辞手法,生动形象地表现了芦花怒放之美,抒发了作者对芦花的喜爱和赞美之情。示例2:运用排比的修辞手法,增强语势,突出强调了芦花怒放之美,抒发了作者对芦花的喜爱和赞美之情。

9.正面描写(直接描写)和侧面描写(间接描写)相结合,突出风之大,为下文写没能看到黄河入海的壮观景象做铺垫。

10.围绕“不惧生死、不屈不挠、顽强抗争、团结奋进”等关键词语作答,分析到其中一点即可。

林瑞希

[黄河颂教学设计(人教版七年级下册)]

篇14：《台阶》教学设计(人教版七年级下册)

教学目标：

1、结合小说的文体特征，从情节入手，深入细节，赏析人物形象。（复习人物描写的方法及作用）

2、引导学生在欣赏人物形象的同时，体会“台阶”的含义，把握小说的主题。

3、培养学生热爱父亲、尊重父亲的感情。

教学过程：

一、歌曲导入

有首歌是这样唱的：“人生 / 是一级一级的台阶 / 许多人渴望 / 在台阶上找到 / 自己的高度 / 父亲是不是 / 也如此……”今天我们将学习一篇讲述父亲的小说，让我们一起来感受这位父亲自强不息的奋斗精神。

二、自主学习--预习与展示

1、通读课文，预习生字词。

2、尝试按照“开端-发展-高潮-结局”四部分，给小说划分层次。

（1）生字注音

凹凼(āo dàng) 尴尬(gān gà) 嵌着(qiàn) 黏性(nián) 胯骨(kuà)

撬(qiào) 磕烟灰(kē) 门槛(kǎn) 嘎叽(gā jī) 涎水(xián)

（2）词语解释

微不足道：微小得很，不值得一提。指意义、价值等小得不值得一提。

大庭广众：指聚集很多人的公开场合。

低眉顺眼：低着眉头，两眼流露出顺从的神情形容驯良、顺从的样子。

若有所失：好像丢了什么似的。形容心神不定的样子。也形容心里感到空虚。

(3) 作者名片

李森祥，生于1956年，浙江衢州人。当代作家，代表作有《传世之鼓》等。

三、教师精讲，赏析课文

(一)整体感知

1．初读课文，试用一句话来概括本文主要写了什么内容。

明确：父亲用毕生精力造起了一栋有九级台阶的新屋。

本文是一篇短篇小说。（小说的三要素：人物、情节、环境；小说的故事情节可以分为四个部分：开端、发展、高潮、结局。)

2．故事的叙述线索是什么？

明确：台阶。（题目的作用中也是行文的线索）

(二)深层探究

1．台阶看似很普通，对父亲却有非凡的意义，为什么？

台阶高，屋主人的地位就相应高。台阶是地位的标志。人家的台阶高的有十几级，自家的台阶只有三级。父亲想有地位而没有地位，所以总觉得自己家的台阶低。

这表现出父亲怎样的心理？

父亲是一个很有志气、非常要强的农民，他不甘人后，他要立于受人尊敬的人的行列。

（补充：中国传统的建筑物的文化底蕴“阴阳八卦”的传统文化一、三、五、七、九是阴中的级别的象征，而一级是最低级别的象征，九级是最高级别的象征。所以民间百姓的门槛一般是三个台阶以图吉利而且也是地位级别的写照。）

2．欣赏父亲的形象，体会“台阶”的多重意蕴。

本文的结构层次：

开端：父亲觉得自己家的台阶低，要造高台阶的新屋。

发展：父亲开始了漫长的准备。

高潮：终于造起了有九级台阶的新屋。

结局：新屋落成了，父亲人也老了，身体也垮了。

（1）第一层：①父亲从什么时候开始“觉得我们家的台阶低”？从中可以看出来父亲是一个怎样的人。②“有高台阶的新屋”对父亲来说意味着什么？

（2）第二层：①在父亲准备造屋的过程中，有没有令你钦佩或感动的地方？从中可以看出来父亲是一个怎样的人。②“别人家高高的台阶，对父亲”来说意味着什么？

（3）第三层：①在造屋的过程中，父亲的情绪是怎样的？有哪些体现？从中可以看出来父亲是一个怎样的人。②“九级台阶”对父亲来说意味着什么？

（4）第四层：九级台阶完成之后，父亲的情绪发生了什么变化？为什么？新屋造好了，父亲怎么样了？

明确：他终年辛苦，准备了大半辈子，一砖一瓦地捡，一角钱一角钱地攒，终于盖起了新屋。父亲坐在新台阶上感到十分不自在，人衰老了，累垮了。

(三)总结人物形象

①立下造屋目标，并为之付出长期艰辛的劳动--勤劳、顽强；②建成新屋后的喜悦、局促、不自在--淳朴、善良、谦卑；③建成新屋累垮身体，不服老--倔强。

四、对照仿写。

从自己的视角，回忆自己的父亲，抓住父亲的特点，仿写一句话。

父爱如山。是父亲，在我们蹒跚学路的时候，为我们扫清路上的障碍；是父亲，在我们顺利成长的途中，把我们扛在肩上，让我们看见更远的世界；

是父亲，________________________________________。

示例：在我们遇到困难挫折的时候，为我们加油打气，指引人生的方向。

齐心

[《台阶》教学设计(人教版七年级下册)]

篇15：《爱莲说》教学设计(人教版七年级下册)

瞻岐中学范红杰

一、教学目标

知识与技能

1、了解“说”的特点。

2、掌握“蕃”“染”“植”“鲜”等实词的意义，辨识“之”“焉”等虚词的不同用法。

3、疏通文意，把握难词难句和关键词语，背诵并默写全文，在反复诵读、悟读中品味课文的语言美。

4、学习课文“托物言志”和言简意丰、文笔多变的写法。

过程与方法

1、通过讨论、探究，理解文章主旨。

2、培养学生与文本对话的能力和总结概括能力。

情感态度与价值观

1、学习莲花洁身自好的高贵品质，学习作者不慕名利、洁身自好的生活态度，培养学生学习文言文的兴趣。

二、教学策略选择与设计

本文是一篇美文，其思想和语言都有着丰富的内涵。在教学中，力求突出“教师为主导，学生为主体”的教学原则。不求“字字落实，句句清楚”，而务必使学生对课文内容有整体感受。教学思路分为三步：预习交流------整体感知--分步品味--总结反馈。对课文的理解层层推进，螺旋上升，并在教学过程中进行人文思想的教育熏陶。整个过程中品析、品读结合。

根据教材和学生特点，我拟定用以下教学方法：质疑点拨法、提问答疑法，小组合作学习，增强感性认识。

三、预习交流：

1、作者资料及题目含义 2、预习中存在的疑难字词和句子翻译3、说莲花的诗句

题目中的 “ 莲 ” 点明了写作的对象，“ 爱 ” 表明了作者的感情，那么 “说 ”呢？

明确：“说 ”是一种文体，通常借某一事物说明道理。那么题目就可以理解为 “说说喜爱莲花的道理 ”

四、教学过程

（一）、整体感知

1、简介背景，引入新课，激发情趣

导入：老师布置了一个作业，让同学们课下收集一些描写莲花的诗句，刚才请同学们来说一说。后朗读诗句。

2、朗读课文：请学生课文朗读，

1》.请大家一小组为单位小声读课文一遍，要求是读准字音、句子。

2》.请一个小组同学朗读课文，其他小组同学注意听在读准字音方面还有没有问题。

3.》请大家大声朗读课文一遍，注意体会语气、语调，尽量读出节奏感。

4.齐读课文。

（二）、分步品味

1、小组合作学习本文词句，把不会翻译的字词句子划出来。（组内讨论，组间交流补充质疑）

2、推究文理，把握重点

（1）、问：在作者看来，莲花有什么可爱之处？用课文语句回答。学生勾画语句。

预设：出淤泥而不染，濯清涟而不妖，中通外直，不蔓不枝，香远益清，亭亭净植，可远观而不可亵玩焉。

（2）、既然是描写莲花可爱，那我们在读的时候应该带着哪种感情去读？

请一组同学来读一读，老师总结、提示：注意读出喜爱、赞美的感情。

（3）、问：作者是从哪些方面描写莲花的？赋予了莲花哪些品格？

小组合作学习，统一后，展示，交流补充质疑。

预设：生长环境：“ 出淤泥而不染 ” 的高洁，“ 濯清涟而不妖 ” 的庄重

体态香气：“中通外直、不蔓不枝 ”的正直，“香远益清 ”的芳香。

风度：“亭亭净植，可远观而不可亵玩焉 ”的清高。

（4）、作者由莲花的这些品格联想到了生活中的君子，文中哪句话表明了他的意思。（莲，花之君子者也）

可见，作者写作本文的目的好像不仅仅是为了突出“爱莲”，还有一个重要目的是什么？（表明自己要做像莲一样的君子）

由些可见，作者写作这篇文章是用了什么写作手法？（托物言志）

托的什么物？言的什么志？（托的是莲花的形象，言的是君子之志。）

也就是在莲的形象之中寄寓着作者的人生态度，一定要做一个像莲那样品德高洁的君子，这是作者的人生理想，而现实生活中的作者确实是这样做的，他为官正直，不媚权贵，为了主持公道，甚至不惜丢掉乌纱帽。因为作者认为：做人就一定要做一个像莲花一样的人。

如今，当我们理解了作者的心声，再次看到这段文字时，我们应该怎么去读。（满怀激情地读）

3、品味意境，突破难点

文中除了写莲花以外，还写了什么花？请找出相应句子，并从这些句子中找出字词说明作者对它们的态度。

预设：（1）、菊花：陶后鲜有闻

菊花在百花凋零时，它独吐芬芳，所以陶渊明非常喜欢。 (不喜欢，是惋惜)

（2）、牡丹：宜乎众矣

牡丹色彩鲜艳，绚丽多姿，很受世人们的喜爱。不喜欢。讨厌。鄙视。

（3）、本文中出现了三种花，作者到底是想突出哪种花？那作者写菊和牡丹又有什么作用？

莲花衬托

已经有菊花作衬托了，（菊是正衬，牡丹是反衬）。

（4）、现在，我们对课文内容又有了更深一层的理解和领悟，带着这些领悟，我们再来朗读一次文章。

（三）、总结反馈

这篇课文，作者借物喻人，托物言志，将花的形象比拟为人的品质，以莲的形象比拟不慕名利、洁身自好的生活态度莲之情表达自己对这种生活态度的赞赏与追求，同时表达自己对追名逐利、趋炎附势的恶浊世风的鄙弃

附：板书设计

爱莲说

周敦颐（宋）

菊隐逸者（鲜）惋惜 --正衬

以

花莲君子（何人）赞美 --托物言志

喻

人牡丹富贵者（众）鄙视 --反衬

下面浅谈一下本人在这篇课文教学中运用的一些构建高效课堂教学的方法

高效课堂，是在有效课堂的基础上、完成教学任务和达成教学目标的效率较高、效果较好的课堂。从教学设计过程来说，我觉得这节课的高效主要体现在以下几个方面：

一、明确教学目标，设计恰当的教学策略。

本节课要教什么？用什么方法？达到怎样的效果？在上课前都做到了心中有数，同时明确新课标的三维目标：1、知识与技能2、过程与方法3、情感态度与价值观。根据新课标要求，认真钻研教材，结合学生的实际情况，做好充分的课前准备。

二、活跃课堂气氛，营造学习氛围。

在教学导入上，运用多媒体技术导入，音画结合，有效地激发了学生兴趣，扩充了教学内容，节约了教学时间。

在课文文意疏通方面，让学生自学课文字词句，借助文下注解，弄通文意。

传统的文言文教学往往采用串讲法，师授生记，很不利于学生自学能力的培养，因此，在教学过程中，我小组合作的方式，把时间、课堂还给学生，既培养了学生的自学能力，又提高了教学效果，还节省了大量时间，可谓一举三得。

三、，灵活运用教法，因材施教。

在本课教学中，我结合学生的实际情况，灵活运用了各种教学方法，恰当使用小组合作交流，有效提高了课堂教学的效果。

如在把握文章主旨，理解文章写法这一教学过程中，我遵循了由浅入深的原则，符合学生认识事物的规律，教学流程衔接顺畅，学生参与程度较高，思维活跃，较为顺畅的完成了教学任务，取得了较好的教学效果。

还有在问题设计上也注意存在一定的梯度，照顾到了大多数学生的知识水平，关注了学生的差异性发展。师生交流顺畅和谐，形成了较为和谐的课堂氛围。

再有在合作探究学习上，真正确立学生主体地位，认真发挥教师主导作用，采取了让学生自主、合作、探究的方式，结合老师的问题，大家一起动脑，寻找答案。在课程的进行中，随时观察学生学习情况，不断发现共性和个性化的问题，随时给予提示和解决，从而实现真正的有效教学。

优化课堂结构，打造生命课堂，实现学生的自主学习、快乐成长，是新课改赋予我们每个老师光荣而艰巨的使命，这堂课只是我在语文课堂教学的大海中收获的一滴微不足道的浪花，在新课改的漫漫长路中，我会上下求索，为语文教学事业凭添一份微末的力量。

范红杰

[《爱莲说》教学设计(人教版七年级下册)]

篇16：《爱莲说》教学设计(人教版七年级下册)

【教学目标】

①有感情地朗读并背诵课文。

②学习托物言志、衬托的表现手法，初步提高同学们欣赏文学作品的能力。

③领悟主旨，提升同学们高尚的道德情操。

【重点难点】

重点：掌握文言知识要点;学习托物言志、衬托的表现手法。

难点：文言判断句式；作者心目中君子应具有的美好品质。

【课时安排】

一课时

【教学过程】

一、导入环节（2分钟）

（一）导入新课，板书课题

莲花是友谊的象征和使者，中国古代民间就有春天折梅赠远，秋天采莲怀人的传统。殊不知，莲花还是高洁的象征呢，这恐怕得归功于北宋理学家周敦颐吧，今天我们-起来学习周敦颐的《爱莲说》。

（二）出示学习目标

①有感情地朗读并背诵课文。

②学习托物言志、衬托的表现手法，初步提高同学们欣赏文学作品的能力。

③领悟主旨，提升同学们高尚的道德情操。

二、先学环节（15分钟）

过渡语：让我们带着目标，根据自主学习的要求，开始自学。

（一）出示自学指导

带着导学目标，认真阅读课文及相关参考资料，掌握重点实词、虚词用法，了解课文内容。有感情地朗读课文。注意语速、语气、停顿、重读。

篇17：高一（下）全套教案(人教版高一英语下册教案教学设计)

高一（下）教案

Unit 13

Teaching Aids：Individual,pair or group work to make every student work in class.

1.Aims of knowledge: Learn and master the phrases

2.Ability aims:

1．Train the student’s reading ability.

2．Develop the students’speaking ability by describing, talking and discussion.

1. Moral aims:

Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.

Teaching important points:

1. Improve the student’s reading ability.

2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.

Teaching difficult points:

How to make the students understand the reading material better and answer some questions on the passage.

Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use

Teaching steps:

Step 1 Lead-in

Six essential nutrients:

1. protein

2. carbohydrate

3. fat

4. vitamins

5. minerals

6. water

Do you know them and their functions?

Step 2 Tell the key meaning of each paragraph. (Find out the topic sentence of each paragraph.)

Para 1 Snacks give us energy.

Pa 2 When we choose what to buy and eat, we had better think whether the food will give us the nutrients we need.

Pa 3 Many people today make choices about their eating habits based on what they believe.

Pa 4 It is probably better if we spend our time and money on buying good food and keep a balanced diet.

Pa 5 The best way to make sure that we will feel and look fine is to develop healthy eating habits.

(Para1. Sentence1

Para2 Sentence2

Para3 Sentence2

Para4 Sentence3

para5 Sentence1)

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the foods contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

5. What are the causes of people’s choice of eating habits?

Based on Nutrition: protein, calcium, etc.

what they believe-vegetarians / vegans

how the products are grown or made ---- organic vegetables

6.What’s enviornmentally friendly food?

Eco-food. It is produced by companies who have tried to use green and clean ways to grow it.

7.What are organic vegetables?

Vegetables grown without chemicals that can be harmful to human beings or the enviornment.

8.Why do some people become vegetarians?

Because they believe it is healthier not to eat meat or because they think we should not kill animals for food.

9..What’s the difference between vegetarians and vegans?

Vegetarians don’t eat meat but vegans will not eat any animal products at all.

10. According to the passage, how can we keep fit?

Spend our time and money on buying good food and keeping a balanced diet. Eat healthy food in the right amounts.

11. what’s “crash diets” ?

It is something that some companies say will make us lose weight fast.

12.According to the passage, how can we lose weight?

Try to eat less fat and sugar and exercise more.

Step 3.Skimming

Paragraph 1 (T or F)

1.Choosing what to eat is not as easy as it once was any longer.

2.Our eating habits have changed while our way of life has not changed.

3.21-century people prefer traditional food very much.

4,we had better learn to make right choices about food to keep up with the high pace of modern life.

Para2.

Nutrients Function Sources

protein Good for our muscle Fish, meat and beans

calcium Good for our bones Eggs, milk and other dairy products

Carbohydrates Main fuel for our body Bread, rice and noodles

Vitamins fiber ,minerals Fight disease, keep our functioning well Vegetables, fruits, fish and milk

Step 4 Carefully-reading

--How many parts can be divided into

--Three parts.

--What’s the main idea of each part?

1.our eating habits are changing.

2.why the eating habits are changing the best way to develop healthy eating habits？

Step 5 Post-reading

1 what does the word “fuel” and “ green” mean in the text?

Fuel here means the food we need to keep our bodies healthy and active. Green foods are organic foods ,that is, foods are grown and produced naturally.

2. How have our eating habits changed?

We are busier than in past years so we now have less time to eat than before.

Work in pairs and discuss the following questions

1 ) Why do people go to fast food restaurants?

People go to fast food restaurants because they are quick and convenient.

2) Why is it not good for you to eat much sugar and fat?

Too much sugar and fat will make you as big as a whale.

Step 6 Retelling the text

no longer, as easy as, change, keep up with, make the right choices give the nutrients , build our body, be good for keep our body functioning well, fight disease Make choices, based on, become part of become vegetarians, how the products are grown Choose from, give advice, keep a balanced diet instead of, exercise develop healthy eating habits, be ready for

Step 7 Homework

1. Finish Period 2 in Winner.

2. Recite the following sentence.

1) You ought to be careful with fruit.

2) Take this medicine three medicine three times a day.

3) I advise you not to eat fruit that is not ripe in the future.

3.Finish Post Reading exercises at Page 4

Unit 14

Step 1 Lead-in

THE BIRTH OF A FESTIVAL

We have known many festivals,such as Christmas, Spring Festival, Mid-Autumn Day, and so on.

Step 2 Pre-reading

1. Make a comparison of Chinese Spring Festival and Christian Christmas.

T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)

Both of them are quite popular in the world. What are the differences between them?

Festival

aspects Chinese Spring Festival

Christmas

Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25

Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…

Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…

Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)

Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…) Family reunion, have a big dinner on Christmas Eve…

purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ

Note: The italicized words in the form above are suggested answers.

Step 3 Reading

T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.

1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text.

What’s the topic sentence of the paragraph 1?

Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.

T can present a diagram of the information about Kwanzaa to help Ss to finish this task.

Questionnaire: When is Kwanzaa celebrated? How long does it last?

Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)

Step 4 Careful reading:

Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.

1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)

2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)

3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )

4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )

5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )

6) Kwanzaa is based on old African festivals. ( T )

7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )

Do you know any festivals for black people or African Americans?

Questions:

1What’s the name of the festival?

2When did the festival begin?

3What time do people celebrate it every year?

4What’s the meaning of the Kwanzaa?And which language did the name come form?

5How many principle does Kwanzaa have?

6.What things did the African first-fruit festivals have in common?

People would get together to celebrate their harvest,to give thanks for their harvests and for life, to honour their ancestors, celebrate their past, and the group or society they lived in.

Step 4 Discussion

Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?

Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list

Good Effects Bad Effects

。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。

Step 5. Homework

1. Oral Work: Read and recite the new words learnt in this class.

Read and recite some beautiful and useful sentences in the text.

2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.

3. Finish Period 2 in Winners

Unit 15

Teaching Aims:

1.Learn and master the following words and expressions: have a good time,without luck,pay off

recognize,ball,continue,diamond,jewellery,necklace,palace,francs,after all,call on,bring out,try on,

2.Improve the students' reading comprehension through reading activities.

Teaching Important Points:

1.Learn the language in the play,especially in dialogues.

2.Learn the usages of some words and expressions.

3.Get the students to improve their reading comprehension.

Teaching Difficult Points:

1.How to use the tenses correctly in a dialogue.

2.How to tell the differences between“after all,in all and above all”.

Teaching Methods:

1.Question-and-answer method before reading to make students interested in what they will learn.

2.Fast-reading to get the general idea of the text.3.Individual,pair or group work to make every student work in class.

Teaching Procedures:

Step Ⅰ. Greetings:Greet the whole class as usual.

Step 2. Revision

T:Yesterday we practised making up some short plays.Now I'll ask some students to act out them before class.

SS:Teacher asks two or three groups to act.

Step 3. Lead-in

1.What kind of plays do you like best?

2. Have you ever acted in a play? What role did you play?

3.what should be included in a play?

Step 4. Pre-reading

T:Now let's watch the play together.Watch carefully and then I'll ask you some questions.

(Teacher plays the TV set for the students to watch.After that,teacher asks the students some questions.)

T:When and where did the story happen?

S3:It happened in a park in Paris,one afternoon in 1870.

T:Who can tell me something about the play?

S4:It's a play about a necklace.And it tells us a story about Mathilde Loisel,who borrowed a diamond necklace from her friend Jeanne.They were good friends then.When they met in a park ten years later,Jeanne didn't recognize Mathilde at first and then Mathilde told Jeanne what had happened to her.

T:Yes,you are right.

Step 5 Listen to the tape and answer the following questions:

1.What is the relationship between these three characters?

Mathilde, the young lady and Pierre, the young man are couple Jeanne is Mathilde’s friend.

2.What is the mood of Mathilde in scene one ? Why? Mathilde sound tired and upset.

3.How does she feel in scene two?

She is on one hand very excited for the ball , on the other hand she is worried because she has no new dress and no jewelry for the ball.

Step 6 . Reading

When and where did the story happen?

A park in Paris , one afternoon 1870

Scene 1 :

Time: One afternoon, 1870

Place: A park in Paris

Who Methilde Jeanne

What Met each otherMethilde looked older.

Parts: Marthilde, Jeanne

General idea: Marthilde tells Jeanne about her ten years of hard life.

Choose the best answer

When Jeanne met Mathilde in the park, she said she didn't know Mathilde, because ______ . D

A.they hadn’t met for ten years B.Jeanne no longer liked Mathilde

C.Mathilde looked younger than before D.Mathilde had changed a lot

She had been working very hard for ten years , so she looked older than her age.

Answer the questions after watching scene 1

1.When did the story happen? ( 1870 )

2.Why Jeanne could not recognize Mathilde?

Mathilde changed a lot and became so old.

3.What made Jeanne think that Mathilde was ill?

She doesn’t look well.

4.Why Jeanne was so surprised when Mathilde mentioned the necklace?

It happened ten year ago and maybe she has forgotten

Scene 2:

When: Ten years before(1860)

Where: The home of Mathilde and Pierre Loisel

Who: Mathilde and Pierre Loisel

What Got an invitation to a ball and got ready for it.

General idea: Pierre and his wife were invited to the ball at the palace.They decided to borrow some jewellery from Jeanne.

Choose the best answer

1.Why was Mathilde worried when her husband told her the invitation? A

A. Because she hadn’t got an evening dress.

B.Because she didn’t want to attend the ball.

C.Because she have no time to the ball.

2. It can be learned from scene 2 that to be invited to the palace ball ____. C

A. meant working hard day and night in the future B. meant spending a lot of money

C. was a great honor D. was not wonderful news

3. Mathilde did not want to wear a flower to the ball because_____ . C

A. she didn't like flowers B. people were not allowed to wear a flower at the ball

C. it would look shabby（寒酸的） to wear a flower D. flowers would bring her bad luck

Answer the questions after watching Scene2.

1.Why did Pierre say it was wonderful news?

He was invited to the ball.

2.What kind of feeling did he have when Pierre was the only person in his office to be invited?

Maybe he was glad and pride.

3.Why didn’t Mathild want to wear a flower?

Because everyone would wear jewellery

4.What decision did they make finally? They borrowed jewellery from their friends

Scene 3:

When: Ten years later(1870)

Where: In the park

Who: Mathilde, Jeanne

What The story of the lost necklace.

General idea: Mathilde lost the necklace at the ball. So she and her husband worked ten years to pay for it. But ten years later, Jeanne told her the necklace was not a real diamond necklace.

Characters Description of each character

Mathilde vain, glad, sad, scared, old, responsible…

Pierre happy, careful, scared, responsible…

Jeanne surprised, kind, friendly…

Choose the best answer

1. How much money did they spend in returning Jeanne’s necklace? B

A. It cost her over four hundred francs. B.It cost her about thirty-six thousand francs.

C.It cost her about five hundred francs. D.It cost her about fifty-six thousand francs

What was the real price of Jeanne’s necklace? C

How much did Mathilde’s dress cost her ? A

2. Which sentence expresses the main idea of the story? A

A.Mathilde lost the borrowed necklace and had to work hard for ten years to pay it back.

B.Mathilde worked hard to buy a new jewel for her friend.

C.Mathilde lost her borrowed necklace.

D.Mathilde found she was cheated（欺骗）.

3.What do you think of Mathilde ? A

A.A vain （虚荣）woman B.A hard-working woman

C. A greedy（贪婪） woman D.A pretty and rich woman

4. What’s the author’s writing style? A

A.irony （讽刺） B.humour C.sorrow D.delight

5.The story is told _____. C

A.in inverse (反转） order B.in narration order（叙述）

C.in flashback order（倒叙） D.in time order

time order：Getting the invitation ----- Borrowing a necklace -----Losing the necklace ----- Buying a new necklace ----- Returning the necklace----- Learning the truth

Questions to scene 3

1.What happened on their way home after the ball ?

Mathilde found that the necklace was lost. They returned to the place to look for it but didn’t find it.

2.What did they do for Jeanne ?

They borrowed money to buy Jeanne a diamond necklace which looked exactly like the lost one.

3. What did they do in order to pay off the debt ?

They both worked day and night for 10 years

STEP 7 True or False

1.Mathilde borrowed an evening dress and a diamond necklace from her friend for the palace ball.

2. Mathilde was the only woman who was invited to the palace hall.

3. Pierre promised to buy Mathilde a nice evening dress which cost about 400 francs T

4. That evening at the ball was the happiest in their lives because they had a lot of fun and Mathilde was the centre of people’s attention. T

5. They rushed back, looked everywhere for the lost necklace and they found it.

6. They had to apologize to Mathilde’s friend Jeanne for that and promised to work for her to make up for the loss.

7. They bought a diamond necklace which cost only 500 francs and returned it to Jeanne .

8. They bought a real diamond necklace and returned it to Jeanne . Then they had to work night and day for 10 long years to pay off the debt . T

9. Jeanne didn’t recognize Mathilde at first because she changed a lot in the past ten years. T

10. Mathilde looked older than her age because she was ill.

11 They lost the necklace on the way to the ball in the palace.

12. Mathilde attended the ball wearing a flower.

13. Finally they paid off all their debts. T

Step 8 Summary of each scene

Scene1

Mathilde meets her friend, Jeanne in a park and begins to explain to Jeanne why she looks older than her age.

Scene2

Mathilde recalls the events ten years before that changed her life.

Scene3

Jeanne remembers what happened. Mathilde reveals that she lost Jeanne’s necklace and replaced with another one. Jeanne tells Mathilde that the necklace she borrowed was a fake one.

Step 9 Structure:

Borrow a necklace: Why an invitation to a ball

When Ten years ago

Whom Her friend Jeanne

Lose the necklace when At/after the ball

Where Palace/ way

Return the necklace How Buy a new one

How much 36,ooo francs

How long Ten years of hard work

Learn the truth Not a diamond but a glass one

Step 10 . Post-reading

T:Now listen to the tape again.This time you should pay attention to your pronunciation and intonation.

(Teacher plays the tape.After that,teacher gives students a few minutes to read the text aloud.At last students do an exercise for consolidation.)

T:Now suppose Mathilde returned to the palace where the ball was held to ask about the necklace.She answered some questions asked by the workers in the palace please read these sentences and match them.

(After a while,teacher checks the answers with them.)

Suggested answers:1.E 2.C 3.B 4.F 5.A 6.D

Step 11 Discussion

If you are Mathilde, and you find the necklace is gone after the ball, what will you do?

Unit 16

一、明确教学目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about

3. Enable the students to know the serious attitude to science.

二、教学过程

Step 1 Presentation（整体感知）

Do you know the names of some famous scientist? What are they famous for?

Einstein Darwin Newton Edison Marie Curie Franklin

Relative theory Evolution Gravity Electric Bulb Radioactivity Kite experiment

Today we come to the Reading. It s about As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．

Step 2 Pre-reading discussions

We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’t, ask your classmate to help you．Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．Give some example．／Physics／Medicine／Chemistry／Biology

Some famous scientists are:

Archimedes: mathematics and physics: he discovered pi (π)

Darwin: biology: he discovered that the ancestors of people were monkeys

Curie: physics: she discovered radium and radioactivity

Newton: physics: he discovered why all things fall down to earth.

Physics Medicine Chemistry Biology

√ Madame Curie √ Florence Nightingale √Watson & Crick √Beatrix Potter

(Radioactivity) (Pie charts) (DNA) (“seeds” of mushrooms)

√ Isaac Newton √ John Snow √Gay-Lussac √Charles Darwin

(gravity) (spread of disease) (Gas laws) (Evolution)

√ Lord Kelvin √ Louis Pasteur √ Mendeleev √ Carl Linnaeus

(lowest temperature) (germs) (Periodic Table of elements) (Naming plants)

Step 3 Reading Fast reading

Listen to the tape and answer the following question.

1. Was the experiment done in June 1752 successful?

Yes, the experiment was successful

2. What did this experiment prove?

This experiment proved that light- ing and electricity were the same.

Read the text carefully again, and give the students some explanations.

Get the students read the test and then decide if the following statements are true (T) or false (F).

1．In 1752 scientists already knew what electricity is. T

2．Franklin was helped by a friend to do the experiment.

3．Franklin made the kite of silk because wet silk does not conduct electricity.

4．A condenser was used in the experiment to store electricity. T

5．The key tied to the string was put into the door to stop he kite from flying away.

6.Franklin conducted the kite experiment in sunny days.

Read he passage and then find out the main idea．

Paragraph 1 Introduction of Franklin’s experiment．

Paragraph 2-3 The process Of the experiment．

Paragraph 4-6 The tip of doing the experiment．

Aim: To show that lightning and electricity are the same.

Materials: Some wooden sticks, a piece of silk, some rope, a very sharp piece of metal, a silk ribbon, a key, a condenser, a small shed, a thunderstorm with lightning.

Instructions: Paragraphs 5 and 6. Description: Paragraph 3.

Results: The electricity stored in the condenser can be used to do other Experiments, which proves that lightning and electricity are the same.

Discussion: None.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.

Step 5 Post-reading

Answers to Exercise 1:1 True 2 False 3 False 4 True 5 False

Suggested answers:

Question 1: A warm coat, gloves, a cap, wool pants, long underwear, boots, dark sunglasses, rope, a backpack, skis or snowshoes, a tent, sled, a radio transmitter, a cellphone, dried food, compass, maps, a sleeping, bag, a small stove, matches, cooking fuel, an ice pick, flags, etc. All of these items are needed to keep warn, to provide shelter and food, to give directions, and to explore safely on snow and ice. What does not need to be brought? (Drinking water)

Question 2: Countries that are part of the North Pole: Norway, Sweden, Russia, Finland, US, Canada, Greenland (which is part of Denmark).

Countries that are part of the South Pole: Chile, Argentina, South Africa, Australia, New Zealand

Question 3: Some animals that live on the North Pole: polar bear, wolf, snow fox, seal, walrus, reindeer, moose, killer whales

Some animals that live on the South Pole: penguin, seal, walrus, whales,

Imagine you are traveling alone to the South Pole. What will you take with you? Why?

Step 3 Reading

Read the text carefully again, and give the students some explanations. First show the students some pictures of Antarctica in order to arouse the student’s interest there.

Then ask some questions about the lonely continent.

Fast reading

Read the title, the first paragraph and the last one quickly to get the main idea of the whole passage :

Helen Thayer’s travel alone to Antarctica

Her _expedition_to the South Pole

Scanning: Find out how many parts the text can be divided into.

Part1(Para.1) A journey of challenge and danger to Antarctica began

Part2(Para.2-7) What happened on her way to Antarctica

Part3(Para.8) Making a decision

Careful-reading :

Task1: True or False

1. She traveled to Antarctica with her dog team to pull her sled. (F)

2. During the first week, the weather was always fine. (F)

3. Although the winds were getting stronger and stronger, her tent was not blown away. (T)

4. Thanks to all the training she had had before, she was able to get out of danger. (T)

Task2: Questions for Details:

1.What did she do at 50?

2. How did Helen plan to celebrate her 60th birthday?

3.What was the weather like?

4.Why did Helen want to make Nov. 12th special? How did she celebrate the day?

5.What happened when she was moving forward over slope ?

6.How did she rescue herself?

7.How did she hurt herself ?

8.What’s the result of the accident ?

9.What was her decision ?

10.Do you think Thayer’s trip was a failure ?Why?

Part1 A journey of challenge and danger to Antarctica began

1.What did she do at 50? To travel alone to the North Pole.

2. How did Helen plan to celebrate her 60th birthday?

She went to the South Pole, Antarctica to celebrate her 60th birthday.

Part2 On her way to Antarctica

3.What was the weather like?

Time Weather

The first days good weather;icy but not strong wind;bright sunshine

The third day stormy weather;stronger wind

4. Why did Helen want to make Nov. 12th special? How did she celebrate the day?

Because it was her birthday. She thawed a frozen cake over her fire, placed a candle on the top, lit it and sang “happy birthday to me” at the top of her voice.

5. What happened when she was moving forward over a slope ?

She had fallen into a hole and was hanging on the ropes tied to the sled

6. How did she rescue herself?

She used the way of self-rescue practiced many times in the mountains.

7. How did she hurt herself ?…have a bad accident with … and hurt …

8. What’s the result of the accident?…couldn’t stand on …, be woozy …

Part3 Making a decision

9. What was her decision ? She decided to give up .

10.Do you think Thayer’s trip was a failure?Why?

I don’t think it is a failure . She had met the challenges of solo travel in an extreme climate.

Step 3 Revision

On Nov 1st, 1997, I began my s___ travel to A_____ in order to c_____ my 60th birthday. The first days the weather was very good and there was b_____ sunshine.But changes were ___ __ ____.Soon,the day was cold and s____. I traveled slowly because of the bad weather. On Nov 12th, I celebrated my birthday __ a special way.During my e_____, I came a____ some accidents: I once dropped out ___ ___ my skis and ___ ___ a hole; I couldn't s___ __my left leg and my head was woozy ___ hitting the ground and so on. However, I o______ those difficulties thanks __ my training I had had. I ___ ___ the expedition at last w____ regret. It is an experience I shall never forget and shall v___ for the r___ of my life.

Keys: sole; Antarctic; celebrate;bright;around the corner;stormy;in;expedition;across;from;under;fall into;from;overcame;to; gave up;Without;value;rest

Step 4 Discussion

What kind of woman is Helen Thayer ? Describe her in a few sentences.

What can you learn from her?

Step 5 Rle Play:

Imagine Helen were invited to Wenzhou TV Station. One student acts as Helen and the other a reporter . Make up an interview between them.

Step 6 Summary 小结

Step 7 Homework :

1. Write down your own interview.

Retell the passage with the help of the following pictures.

“Winner” Period 1 in Unit 17.

Unit 18

一、明确目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about New Zealand.

二、教学过程

Step 1 Lead in

How many continents and oceans are there in the world?Asia ,Europe , America, Africa, Oceania Pacific, Indian, Atlantic, Arctic

Today we come to the Reading. It’s about New Zealand. Today we are going to read about New Zealand, as we know, New Zealand is an island. Do you know where it is? Now, well look at the map and New Zealand and the seas surrounding it, (the Pacific and Tasman Sea)

Step 2 Pre-reading discussions

Get the students to look at the map of the world and write down the names of five islands and describe where they are. Then ask the students to compare the notes with the partners. At the end collect the answers from some of the students.

Answers to Exercise 1:

Name of the island Location

Taiwan Taiwan Island lies off the east of the mainland of China.

Hainan Hainan Island lies off the southern coast of the mainland of China, in the“ South China Sea.

The Philippines The Philippines lie(s) in the South China Sea, southeast of Hong Kong.

Hawaii ”Hawaii lies in the middle of the Pacific Ocean.

New Zealand New Zealand lies off the east coast of the mainland of Australia.

Great Britain Great Britain lies off the northwest coast of Europe. The nearest countries are France and Ireland, which is also an island.

Answers to Exercise 2:

The capital of Taiwan is Tapei, which lies in the north of the island.

The capital of Hainan is Haikou City, located in northern part of the island.

The capital of the Philippines is Manila, which lies in the south on the second largest, northern island. Honolulu, in the northwest, is the capital of Hawaii. Wellington, on the southwest coast of the North Island, is the capital of New Zealand.

London, the capital city of Great Britain, lies in the southeast.

Answers to Exercise 3:

For all destinations, students may answer that they can be reached by air from the nearest city with an airport. However, the exercise will be more interesting if students describe in detail how they would travel, which cities they would pass through and the exact locations of these cities. Instead of air travel, encourage students to describe journeys over land and sea voyages.

Step 3 Skimming

Read the text carefully again, and give the students some explanations. Ask the students to read the text silently and fast to get general idea of each paragraph

Paragraph 1 location or geography

location: lie off the eastern coast of Australia

Size The same as Japan

Capital: Wellington (on the North Island)

Cities: Auckland (north) ; Christchurch (south) ; Queenstown (further to the south)

Paragraph 2; climate

Temperature: Mild sea climate; subtropical

Rainfall: Rain a lot

Season: Summer ( Dec.-Feb.) Winter (June-Aug.)

Paragraph 3: natural resource

Seas: Deep blue

Cities Lie on a bay & a natural deep harbor

Beaches Clean

Mountains Dead volcanoes

Hot springs Throw hot water high into the air

National bird Kiwi (can not fly)

Paragraph 4 history

1000 years ago The Maori (earliest

1421 Chinese sailors

1642 Dutchman Abel Tasman named the islands

1769 Captain James Cook took possession of the islands

1840 Europeans (British) signed an agreement; National holiday (6th Feb.)

Paragraph About Title

Paragraph 1 Location Geography

Paragraph 2 Climate Climate

Paragraph 3 Landscape Nature

Paragraph 4 History History

How to describe a country or a region

First paragraph the population, ethnic groups and the languages

Second paragraph the culture of one or more ethnic groups that are native

Third paragraph the agricultural products that the place is famous for.

Fourth paragraph things people like to do in their free time in that place.

True or False

1.The other name for New Zealand is Aotearoa. T

2.North island is colder than South Island.

3.The south island is famous for hot springs.

4.New Zealand is a French-speaking country.

5.Besides the kiwi, there are other types of birds that only live in New Zealand.

6.No Chinese people live in New Zealand.

Step 4 Scanning

Answer the following questions.

1. How many islands is New Zealand made up of and what are they?

It is made of two large islands. They are North Island and South Island.

2.what and where is the capital of New Zealand?

The capital is Wellington and lies on the North Island.

3.What do you know about the weather in New Zealand?

New Zealand has a mild sea climate, while the north is subtropical. It rains quite a lot. The warnest months are December to February. The coldest months are June to August.

4. What kind of animal do you think only lives in New Zealand? Kiwi

5. Who were the earliest people to come to New Zealand and how did they get there?

The Maori were the earliest people to come to New Zealand.

They traveled In narrow boats and brought dogs, rats and plants with them.

6.What is the official language in New Zealand? English and Maori.

7. For the Maori, what are special days called? Huis.

8. When are the school main holidays? Mid-December till early February

9. What do you know about weather in New Zealand ?

A mild sea, subtropical in the north

Step 5 Choose the right answer.

1. From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand. B

A. 532,000 B. 304,000 C. 340,000 D. 228,000

2. In New Zealand, a public servant may offer services ______ . D

A. in many languages B. only in English

C. only in Maori D. either in English or in Maori

3. Maori people believe that _____ C

A. not all the people have spirits. B. one’s spirit will never leave his body.

C. one’s spirit will not die when he dies. D. one’s spirit will disappear the moment he is dead.

4)The cities whose rainfall changes least from winter to summer are___ . D

A. Queenstown & Wellington B. Auckland & Christchurch

C. Auckland & Wellington D. Christchurch & Queenstown

Step 6 Summary

New Zealand:

location: lie off the eastern coast of Australia

climate: have a mild sea climate and subtropical

natural beauty: have natural deep harbors clean sand beach beautiful landscape hot spring、special plants and animals

history: 1,000 years ago the Maori

around 1421 Chinese sailors

in 1642 the Dutchman

in 1769 Captain Cook

by 1840 Europeans, the Maori

Politics: women’s voting pension

Agriculture: cattle sheep deer goat

Sports & free time: sailing swimming horse-riding rock-climbing

Wildlife: flightless birds (kiwi)

Step 7 Find out what the words in bold refer to:

It New Zealand

Which hot springs

this heat the heat near the earth’s surface

these settlers Europeans / British settlers

it England

Step8 Post-reading

Answers to the exercises:

1 I It refers to New Zealand.

2 which refers to hot springs.

3 this heat refers-to the heat near the earth's surface.

4 these settlers refers to European I British settlers.

5 it refers to England.

2 I History I Fourth paragraph

2 Climate I Second paragraph

3 Natural beauty I Third paragraph

4 Geography I First paragraph

3 A New Zealand lies in the Pacific Ocean.

B The Tasman Sea lies to the west of New Zealand.

C Wellington, the capital of New Zealand, lies in the southeast of the North Island.

D Auckland lies on the northeastern coast of New Zealand.

E Christchurch lies to the east, on the South Island of New Zealand.

4 I B 2 B 3 D 4 D

5 New Zealand has mild summers with lighter rain and cold winters with heavier rain. Nights in both seasons are cooler than days but not so much cooler. The graphs don't give any information about the climate and weather in autumn and spring. The graphs also don't give any information about the number of hours that the sun shines.

6 The climate on the North Island in New Zealand is like the warm climate in Southern China although the rainfall is less. The climate of the South Island can still be called mild, and is like the climate in southwestern China although it does not get as much rainfall. Perhaps on the whole, China is a bit warmer in summer and a bit colder in winter.

（四）总结扩展

Step 9 Summary 小结

Step 10 Homework：

1、Finish half part of Period 2 in Winners of Unit 18

Unit 19

一、明确教学目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about the differences between traditional agriculture and modern one in China meanwhile any necessary common knowledge about the importance of keeping the balance of nature.

3. To encourage the students to learn more for the future green agriculture of our country and the importance of protecting of environment.

二、教学过程

Step 1 Presentation

1.Who is the man in the picture? He’s Jia Sixie.

2.What do you know about him?

Jia Sixie, author of China’s first agricultural encyclopedia (百科全书), was one of the leading agronomists in Chinese history. In the late years of the Northern Wei Dynasty (386-534), he wrote Qimin Yaoshu (Essential Skills for the Common People). It is the earliest and most complete agricultural encyclopedia still in existence in China.

Today we come to the Reading. It’s about the differences between traditional agriculture and modern one in China meanwhile any necessary common knowledge about the importance of keeping the balance of nature. Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.

Step 2 Pre-reading discussions

Answers to Exercise 1:

The first picture shows a farmer sitting in the courtyard, in front of the house. There is a basket in front of her and two chickens that eat from the basket. On this farm, chickens can walk freely in the yard.The picture below shows a large building in which thousands of chickens sit in small cages. On this farm, chickens sit in cages inside a building.

The second picture shows a pile of animal shit (manure). The picture below shows a bag of chemical fertiliser.

The third picture show a farmer working on the land with two animals. The animals pull the plough to work the land.

The picture below shows a tractor. In this picture, the farmers use the tractor to work the land.

The fourth picture shows dry, barren land. The earth is so dry that nothing can grow there.

The picture below shows a greenhouse, where plants grow in a building .made of glass.

Answers to Exercise 2:

Ask the students to discuss the advantages and disadvantages of modern farming; they can also think of the advantages and disadvantages of the old ways of farming.

Raising chickens

Small scale Large scale

The farmer can keep only a few chickens. The farmer can keep thousands of chickens.

It does not cost a lot to keep the chickens. It costs a lot of money to keep the chickens.

It is not a lot of work to keep the chickens. It's a lot of work to keep the chickens: feeding, cleaning etc.

The chickens don't have many problems. If chickens get ill, many die or must be killed.

The chickens are not so fat. The chickens are big and fat.

The eggs and meat taste very good. The meat and eggs do not taste so good.

The chickens are free. The chickens are not free.

The farmer can sell the chicken dung

Fertilisers

Natural fertiliser (manure; also dung) Chemical fertiliser

It's free or can be bought at low prices.

It is a lot of work to mix it with the soil.

It has a bad smell.

It takes a lot of place to store.

It is difficult to transport. It's expensive.

It is not a lot of work to mix it with the soil. It has no smell.

It takes little place to store.

It is easy to transport.

Animals (buffalo; also ox) Machines (Tractor) Horsepower

They are not so expensive. They are expensive.

The “fuel” is cheap (grass, hay etc). The fuel is expensive (gasoline).

They don't pollute the air. They pollute the air.

They can be used on different terrain; eg hill slopes or wet ground. They can only be used on flat (level) and dry terrain.

They need to rest sometimes. They don't need to rest.

You can use them for about 10-20 years. You can use them for 5-20 or more years if you can get enough spare (repair) parts.

If they get young ones, you get more for free.

If they totally “break down”, you can eat them.

Climate control

Open air Greenhouse

If the weather conditions are bad you can loose the crops.

The landscape is more beautiful.

The land must be good for farming (arable land).

Weather conditions are controlled, so they cannot damage crops.

It is expensive to build and operate (gas, water, electricity) a greenhouse.

If there is a power failure, you may lose crops.

The landscape is ugly:

Greenhouses can be built where the land is not suitable for farming.

1950s - 1980s 1980s - present

The use of machines eg tractors The use of greenhouses

The use of electric pumps for irrigation To make vegetables bigger or better

The use of chemical fertilisers To change vegetables so they can grow on poor

The use of insect killers soil

The use of special seedbeds Knowledge from abroad

IT technique and technical are words that mean something with

technology FORM machines, then technology must be the noun to match these two

words meaning new machines or doing things that are based on

modem knowledge.

agricultural FORM IT cultural is the adjective for culture, then agricultural must be

the adjective for agriculture, meaning to do with agriculture.,

Step 3 Scanning:

Q1:What is the biggest problem to Chinese farmers?

China is a country with the largest population in the world,but only seven percent of the land can be used for farming.

Q2:What does GM mean?

“G” stands for “genetically” from the world “genes”.M” stands for “modified”,which means “changed”.

Step 4 Skimming

Read the whole text .Find out the topic sentence in each paragraph.

Para.1: For thousands of years traditional agriculture in China did not change very much.

Para.2: Over time, many farming techniques have been modernised.

Para.3: Not only is food production important but also taking care of the environment.

Para.4: Using the latest technologies, Chinese scientists grow vegetables in greenhouses.

Para.5: Another technique tries to create plants that produce more and bigger fruit.

Para.6: The tomoto is one of nearly 4,500 different plants thet are genetically modified.

1.What helps Chinese farmers produce enough food for the largest population in the world?

High technology.

2.When was more advanced technical information brought in from abroad? In the 1980s

3.What does “which ” refer to in the last two lines ? “Which” refers to “golden rice”

4. What is the other name of “golden rice ” in the text ? GM rice

5.How much does arable land take up in China? Only 7 percent.

6.How many ways are mentioned to make the land produce more? What are they?

4. Fertilisation; irrigation; 2 or more crops are planted each year where possible; more advanced technical information.

7.What does new techniques mean?

Those that are used to increase agricultural production without harming the environment.

8.When did scientist start to develop new techniques? From the early 1990s.

5.How many unusual ways are mentioned to deal with the shortage of arable land?

2. Grow vegetables in greenhouses; GM.

Step 5 Scanning

1: What’s the biggest problem to Chinese farmers?

The shortage of arable land.

2: What does GM mean?

“G” stands for “genetically” “M” stands for “modified” (changed)

3.What is important for future agriculture ?

Both food production and taking care of the environment are more important .

4.What should future agriculture depend on?

Future agriculture should depend on high technology as well as traditional methods

Read the text carefully again

What advice does Jia Sixie give farmers?

1. Farmers should do things at the right time of the year.

2. Farmers should examine the soil carefully.

3. If the conditions of the soil is not good, farmers should improve it.

4. Before sowing or planting crops, farmers should clean rough ground and remove weed.

5. Farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.

6. Farmers should plough the land, so weeds are destroyed.

7. When ploughing the land, farmers should plough deep the first time and less deep the second time.

8. Farmers will get the best results if they change crops in their fields.

9. If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops

10. If farmers plant wheat close together, they will have better results than when they plant wheat leaving space between the plants.

11. It is good to grow different plants next to each other in the same field.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.

Step 5 Post-reading

Choose the best answers.

1 In China only seven percent of the land is used for farming. This is _______. D

A because farmers don’t need more land to produce food for the whole population

B because China needs more & more land to build cities

C because there are not enough farmers to work on the land

D because the other land can’t be used for agriculture

2 Fertilisation is a technique that is used to ______. A

A make poor soil better B make wet land drier

C make dry land wetter D grow vegetables with their roots in water instead of earth

3 Modern agriculture means finding ways to ______________.C

A increase irrigation & stop using fertilisers

B stop irrigation & using fertilisers

C increase production & be friendly to the environment

D produce the same amount while taking better care of nature

4 In the sentence “ … they are protected from the wind, rain & insects”, “they” means _______. C

A greenhouses B roots C vegetables D tomatoes

5 In GM “M” stands for “modified”, which means “changed”. What changes is _____________. C

A the way in which poor soil is made better

B the way in which Chinese farmers work on their land

C the way in which crops develop from seed

D the way in which farmers take care of the environment

6.What should future agriculture depend on according to the text ? D

A. High technology B. Traditional methods

C. High technology or traditional methods

D. Not only traditional methods but also high technology

7.How do farmers in China make their land produce more? D

A. They have long used techniques such as fertilization and irrigation

B. More advanced technical information was brought in from abroad

C. Technology and machines are imported

D. All above

8. Which of the following statements is not true ? C

A. It saves time for the farmers to plant two or more crops every year where possible

B. Scientists began to develop new techniques to increase agricultural production without harming the environment

C. Food production is more important than taking care of the environment

D. Only 7% of the land can be used for farming in China

9. The biggest problem of Chinese farmers is ____. A

A. the shortage of arable land B. lack of labor force

C. lack of technology D. lack of money

10. Scientists have started to develop new technology to increase agricultural production without harming the environment since _____. C

A. the 19th century B. modern times

C. the early 1990s D. the 1980s

11. New techniques are those which can ____. D

A. increase agricultural production B. protect the environment from being harmed

C. bring in great profit

D. not only increase agriculture production but also be friendly to the environment

12.The text is about ____. B

A. farmers in China

B. the development of agriculture in China

C. advanced technology in China

D. genetically modified plants in China

13. Which of the following is most probable in future agriculture according to the text ? D

A. Only high technology is used

B. It will greatly harm the environment

C. It will depend on only traditional methods

D. It will depend on both high technology and traditional methods

Answers to Exercise 2: Sample:

Kind How would you change it? Why do you want to change it in this way?

Fruit Watermelon Grow them like blocks instead of balls Easier to store, takes less space

Vegetable Onion Make sure they don't hurt your eyes anymore EasIer to peel, and cut

Animal Sheep To have red wool Looks funny and then we don't need to dye wool to make clothes

Step 6 Summary 小结

Step 7 Homework:Write a short passage about how we should protect our environment and build a green world.

Finish Post-reading in SB

Unit 20

一、明确教学目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about Laughing Matter.

3. Learn to interview a person.

二、教学过程

Step 1 Leading in

Who can say something about comedians? Comedians are people, especially professional entertainers, who tell jokes or do amusing things to make people laugh and think. Look at the pictures . Do you know who these comedians are? What make them funny to you?

Step 2 Pre-reading discussions

Pre-reading

1. Who is the main character in the film? Charlie Chaplin

2. Do you know any comedians both at home and abroad? Please name some. Charlie Chaplin

The comic duo of the 1930s “Laurel and Hardy”. The thin one is called Stan Laurel, the stout one Oliver Hardy. They are funny because they are each other’s opposites: one fat and one thin; one is clever and one is silly etc.

Get the students to read and practice the dialogue in the text.

Work in pairs. Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.

Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.

Sample answers for Question 1

Photo 1: The comic duo of the 1930s “Laurel and Hardy.” (The thin one is called Stan Laurel, while the stout one is called Oliver Hardy.) They are funny because they are each other's opposites: one fat and one thin; one is clever and one is silly etc.

Photo 2: Mr Bean. Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.

Photo 3: Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many . people agree that his performance was so good that you often can't tell the difference. But in the film of course there all kinds of funny moments.

Photo 4: Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter. Ask the students to talk about Ma Ji themselves in pairs or groups.

Sample answers for Question 2:

Photo 1: Other comic duos are for example, Abbott and Costello, French and Saunders, Wallace.& Gromit or Beavis and Butthead.

Photo 2: Other comedians acting as clowns are for example, Charlie Chaplin, Buster Keaton or Austin Powers.

Photo 3: Other famous comedians who dressed up as women are for example, Dame Edna (Australia), Milton Berle (USA) and Eddy Izzard (UK).

Photo 4: Other famous crosstalk artists are Jiang Kun, Hou Yuewen, Feng Gong, Ma Sanli, Tang Jiezhong, etc.

Sample answers for Question 3:

1 I have seen some films of Laurel and Hardy and I think that they are very funny.

2 I find Mr Bean always very funny.or: I know some people think it is funny, but I think Mr Bean is very silly.

3 I don't think I ever saw this comedian. I am not sure if I would like it.

4 I once heard Hou Yuewen on the radio and I had to laugh so much that my stomach hurt and I had tears in my eyes.

Listening

Listen to the tape of the text and answer the question.

How many types of humor are introduced in the text?

Comedies clowns Laughing Matter crosstalk comedians

Laughing matter : 1.comedies 2. clowns 3.comedians 4-5.crosstalk

What is the text about?

1,The title is a bit of a puzzle to me and there are no other clues to find out what the text is about. I suppose it will be about something to laugh about.

2,If it’s about laughing or humour, it can be about jokes or funny storied.

Read the text again , try to divide the text into several parts and find out the main idea of each part:

Part 1: Comedies

Part 2: Clowns

Part 3: Comedians

Part 4: Crosstalk

PartⅠ Comedies

1. How do the writers of comedies often use to make people laugh?

Cross-dressing

Making fun of ….

Telling an amusing story

Acting out stereotypes

Speaking foreign language with an accent

Word play

2. Why is Dustin Hoffman so famous? C

A. He is famous for his works. B. He is famous for his foreign accent.

C. He is famous for his role acting as a woman. D. He is good at playing on words.

3. What techniques are used by the writers of comedies to make the audience laugh? _________. D

A. Stereotypes of nationalities or people doing certain jobs. B. Word play.

C. Cross-dressing way. D. Both A, B and C

4.“Funny plays often have characters that are stereotypes of nationalities or people doing certain jobs.” Which of the following has the same meaning with “character”? A

A. Mathilde Loisel is one of the characters in the play “The necklace”.

B. Chinese character is hard to learn for most of the foreigners.

C. His character is different from his wife’s.

D. The picture shows us the character of the desert landscape.

Part Ⅱ Clowns

1. In what ways do clowns make us laugh? What about comedians?

Clowns make people laugh by acting alone or as a pair

not using any words

using clothes, make-upand the way they walk

2. What is the writer’s opinion on clowns? _____ C

A. They would like to reach a wide audience.

B. They only have children in mind.

C. They are funny not only for children but also for adults.

D. They can help people forget their problems for a long time.

Part Ⅲ Comedians

Comedians make people laugh by body language and their face

acting out a sketch

playing with words.

Effect of comedians’ performance on people:

Make people not only laugh

but also think about life

True or False

1. Comedians are different from clowns because they don’t use body language or facial expressions in their shows. F

2. The show of a comedian is more profound (深刻的) than that of a clown T

3. The show of a comedian is more like that of a comedy. T

4. The situations comedians act out in their shows just look like comedies. F

Part Ⅳ Crosstalk

Crosstalk shows make people laugh by playing with words

making many jokes and funny conversations

dressing up a little or acting out small sketches

using rhythm and rhyming words.

using tongue twisters.

Step 3 Reading

Read the text carefully again, and give the students some explanations. Do a little quiz by speaking.、

1. ----John sends his best wishes. ----________.

A. That’s nice of him B. Oh, he is too police

C. It’s kind of him to say so D. You are really kind to me

2. ---- What do you think sally is like? ----She______

A. isn't in good health B. doesn’t’ like eating too much

C. likes to eat fish D. is very pretty

3. ---- Do you mind my taking this seat? ---- _______

A. Yes, sit down please B. No, of course not

C. Yes, take it please D. No, you can't take it

4. -----Leaving for Chicago? ------_______.

A. Soon B. Lately C. Late D. Sooner

5. -------Excuse me, have you got a light? ______. I don’t smoke.

A. Don’t mention B. Never mind C. I'm afraid not D. Thanks a lot

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

Step 4

Para. 1: Comedies:

- Ask students about famous Chinese and Western comedies.

- Ways of dressing or behaving.

- Stereotypes of people from different countries (including China)

- Funny accents (foreign, local or in certain jobs)

- Examples of word play.

Para. 2: Clowns: - Ask about different Chinese and Western clowns

- Ways of dressing, make-up

- Examples of jokes, fun

Para. 3: Comedians: - Ask about different Chinese and Western comedians.

- Mime, body language, facial expressions

- Retell famous sketches for comedy shows.

Para. 4: Crosstalk: - Ask about different crosstalk shows.

- In which way do crosstalk artists make people laugh?

Ask students to give some famous ex amples of rhyme, rhythm and tongue twisters from Chinese crosstalk shows (in Chinese).

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.

Step 5 Post-reading

1. How long has the tradition of crosstalk existed in China?

The tradition of crosstalk has existed in China for more than 2,000 years.

2. Give three examples of techniques that writers of comedies often use to make people laugh.

cross-dressing stereotypes word play

3.Why are some of Shakespeare’s comedies not so funny for us?

Some of Shakespeare’s plays are not so

篇18：人教版七年级下语文教学反思

散文《散步》是一篇不可多得的当代千字美文，在看似寻常的一次家庭散步中，涉及了中年人在生命延续过程中的承前启后的作用，涉及了尊老爱幼这一亘古常新的伦理问题，还有如何享受家庭亲情等。或以品味《散步》优美朴实而内蕴丰富的语言为重点，使学生在学习中获取独特的生命的感悟，我认为这是语文教学的真正价值所在。或以挖掘本文的主题为重点，使学生感受人生的责任及亲情的可贵。

教学本课原本是这样设计的：一是理解文意；二是朗读课文；三是品味语言。后来一想，这样安排是不是太陈旧了、太呆板了些？于是我在想能不能“去繁存简，去难存易”呢？于是采用新的'形式：由文学评论之语“一千个读者就有一千个哈姆雷特”切入，让学生谈阅读感悟，放开条条框框；激起学生的思想火花，在自然、轻松的气氛中结束课堂。

《散步》是一篇文字浅显、内容并不庞杂的文章，但意蕴丰富，耐人寻味。篇幅虽短小，情节虽简单却不乏起伏，人物着墨不多而风貌毕现，自有其摇曳的韵致。看似一泓清浅可人的涓涓细流，却有那悠悠不尽的人生哲理静静地闪着粼光。应该说，在纯自然状态的阅读中，让学生喜欢《散步》并不难，但想要真正理解《散步》就不那么容易，想要将《散步》中蕴涵的爱、责任感和对家庭对社会的使命感真正吸纳进自己的灵魂深处，并在以后的岁月里，逐渐内化为自己的个性气质，影响自己的人生取舍，则更难得。因此，对于这节课，我希望将浅文深教，让学生自己的“悟”贯穿始终。在课堂上既有老师的点拨，又有同伴之间思想感情的碰撞；既有个性表达，又有探讨论辩；有品评、有分析、有静思、有聆听、有画面、有声响……所有的手段，都为促进学生自己的领悟开路，使这篇文质兼美的《散步》真正铭刻在学生的心里。

首先确定文章的主旨，再认真解读文本，是上好一堂课的必要条件。作为教师，要教会学生欣赏文学作品，就要有自己的情感体验，领悟作品的内涵，从中获得对自己、社会、人生的有益启示。学生在学习中，要能联系文化背景做出自己的评价，对作品中感人的情境和形象，能说出自己的体验，并学习品味作品中富于表现力的语言。

文章通过“我”劝母亲去散步，以及母亲对儿子的依赖，我仿佛看到几十年前听话懂事的我，善良温和的母亲。如今，母亲老了，她信任、顺从自己的孩子，儿子也十分关心自己的母亲。几十年的生活使他们积淀了怎样的一份情。平常的一次散步，作者却有自己独特的感受，他用景的形式在文中告诉了我们，眼前的这一切，大块小块的新绿，密密的嫩芽，咕咕的冬水，无一不使人想着一样东西——生命。严冬过去，生机勃勃的春天来了。新老交替是生命无法抗拒的规律，它让人们充满了期待，又充满了感慨。

在有了分歧时，作者一边是给予自己生命的母亲，一边是流着自己血液的孩子，他们在作者的心中都是沉甸甸的。作者尊重了年迈的母亲，而读者也更能理解他深情的选择。

中年人，正处于生命长河的中间，他们肩负的不仅是老人和孩子，还是过去和将来，他们责无旁贷地承担着家庭的重担。而一个“背”字，背出了责任，背出了使命，让我们感受到了中年人肩上沉重的担子以及神圣感。在这个世界上，无论是衰老的生命，还是幼小的生命，都需要用亲情去呵护，用责任来维护，这样，才能让生命之河源远流长！

基于以上对文本的解读，我设计这节课以“情”贯穿全文，通过景与情的交融，让学生们切实感受到亲情的价值、生命的可贵。但情境是需要师生共同创造的，尤其是教师要引导，调动学生的内心情感去阅读、欣赏文章。

对文章的阅读，本身就是学生个性化的行为，它可以让学生在主动积极的思维和情感活动中，加深理解和体验，有所感悟和思考，受到情感熏陶，获得思想启迪，享受审美乐趣。

因而，我不想用传统的教学方式在课堂上指挥学生，不想让他们成为游离于“情”之外的观众，而是想让大家共同成为课堂这个小舞台中的一员，演绎出最真实、最精彩的一幕。所以，我注重构建自主的课堂，让学生自始至终具有浓浓的兴趣，调动了学生强烈的求知欲和好奇心。利用学生生活体验，感受亲情。尊重语言教学规律，朗读贯穿了教学始终，由易而难，培养学生语感，真正落实自主——合作——探究的学习方式。明确了我们是“用教材而非教教材”，课文内容不难，指导学生在理解深刻的内涵基础上拓展延伸，注重文本解读又不拘于文本，既完成了本课目标，又对学生进行了语言、思维、情感方面的训练。

当然，由于课时及师生能力的限制，在有些教学环节中不能品足“味道”；在朗读指导中缺乏做适当的示范朗读；学生对主旨的理解不明确；对文章主旨的理解到思想方面的引申这一环节不连贯；小组合作探究有些形式化。这都是以后教学中需要注意和改进的。