高二英語課堂教學(xué)設(shè)計(jì)案例(存儲(chǔ)版)
【正文】 nt: A great person is one who has followed his/her ideas and sacrificed something so that they could be realized. An important person may be wellknown but if he/she has not gone through struggles and difficulties for their noble cause, they cannot be called a great person.⑤ When did Elias go to school? students to scan the text and tell whether the following statements are true or false and why.① Elias met Nelson Mandela at school. (). ⑤ )這部分問題設(shè)計(jì)屬于中等層次的，學(xué)生對每個(gè)句子做出是非判斷且說明理由，在辨別過程中，學(xué)生加深對課文的理解。筆者根據(jù)學(xué)生的實(shí)際水平，降低了難度，以選擇題形式讓學(xué)生找到課文每部分大意，便于學(xué)生理解和做筆記。設(shè)計(jì)說明：這部分問題是較高層次的，學(xué)生通過課文所提供的材料以及自己對課文的理解，說出自己的看法。In 19523. Part 3Paragraphs(s)A. What I did to help Nelson Mandela and the blacks in South AfricaB. What Nelson Mandela did and said to help me and the blacksC. What a miserable life I was living1. Part 1Paragraphs(s)In 19463. Part 3Paragraphs(s)F)⑥ Nelson Mandela believed that black people were being treated as well as white people in South Africa. (T⑦ As a matte of fact, does Elias like violence?設(shè)計(jì)說明：這部分的閱讀是淺層次的，問題設(shè)計(jì)由表及里，層層深入，幫助學(xué)生逐步加深對課文的理解。 people’s rights。其中閱讀前活動(dòng)通過看圖說話，旨在讓學(xué)生熟悉課文主題。三．教學(xué)設(shè)計(jì)1.本節(jié)課的目的是讓學(xué)生通過閱讀，從語言材料中獲取相關(guān)信息，并通過對信息的加工和處理，提高他們的語言運(yùn)用能力。二．教材分析1.）Teaching Plan for ELIAS’ STORYNSEFC SBIA unit 5 period 2 Reading(東陽市順風(fēng)高中最后的課堂評價(jià)也是這節(jié)課的亮點(diǎn)。首先，課堂的導(dǎo)入是十分重要的，好的導(dǎo)入能夠緊緊抓住學(xué)生的心理和興趣，使課堂教學(xué)更具趣味性和藝術(shù)性。在整個(gè)Reading的教學(xué)過程中，我們對不同的詩歌種類采用不同的教學(xué)方法，有的放矢的進(jìn)行教學(xué)，不僅提高了學(xué)生的學(xué)習(xí)興趣，也訓(xùn)練了學(xué)生聽、說、讀、寫各方面的能力。E)1. Ask the students to read two poems together.2. Help the students find the topic of each poem and summarize the features of Cinquain line by line.設(shè)計(jì)意圖：五行詩很簡單，讀起來很有趣。所以通過聽力訓(xùn)練，學(xué)生能很快回答出問題。Step2：Warming upTask1 enjoying the music, ask students to talk about their favorite Chinese poems. “Do you like poems? Which one is your favorite? Why do you like it best?”設(shè)計(jì)意圖：運(yùn)用問題式教學(xué)，通過對自己最喜歡的中文詩歌的回顧，引發(fā)學(xué)生對英文詩歌的向往。通過這一課時(shí)的學(xué)習(xí)，學(xué)生從回顧所學(xué)中文詩歌到說出自己最喜歡的中文詩歌并闡明理由；然后通過快速閱讀Reading部分了解幾種形式簡單的英語詩歌，從而激發(fā)他們詩歌創(chuàng)作的熱情?。ǘ?學(xué)生情況分析：本節(jié)課的教學(xué)對象是高二學(xué)生，他們很理解中文詩歌的種類、風(fēng)格、特色，對詩歌的學(xué)習(xí)充滿了興趣，想知道中英文詩歌是否一樣？他們具有豐富的想象力和活躍的思維，具有一定的分析和解決問題的能力。只有從組織教學(xué)活動(dòng)入手，大量地進(jìn)行語言實(shí)踐，使英語課堂交際化，才能有效地培養(yǎng)學(xué)生運(yùn)用英語進(jìn)行交際的能力。結(jié)合本年段國家級子課題“高中英語閱讀理解策略的形成性評價(jià)”的實(shí)施和本班學(xué)生的實(shí)際，對教材進(jìn)行了操作性較強(qiáng)的處理。重點(diǎn)詞匯poem, recite, aspect, rhyme, rhythm, nursery rhyme, diamond, endless, branch, translation, transform, joy, anger, make up of, in particular, eventually, take it easy, run out of, contradictory.重點(diǎn)句型Some poems tell a story or .... Others......They delight small children because ... ….With so many different forms of poetry to choose from …(二) 能力目標(biāo)能夠熟練的掌握本課內(nèi)容，用所學(xué)句型，進(jìn)行交流。同時(shí)通過朗讀這些英語詩歌，讓學(xué)生清楚rhyme和rhythm在英語詩歌中的重要性，也為后面的閱讀教學(xué)打下基礎(chǔ)。C)1. Ask the students to read Poem B and Poem C, and summarize the features of list poems.設(shè)計(jì)意圖：因?yàn)閷W(xué)生對清單詩比較熟悉，所以在學(xué)習(xí)這兩首詩時(shí)，重點(diǎn)應(yīng)該是通過對比這
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