【正文】 的基礎(chǔ)上，讓他們認(rèn)識(shí)到南非黑人爭(zhēng)取自由和平等權(quán)利而付出的艱辛努力。3. 要充分考慮到預(yù)設(shè)與生成的關(guān)系，特別是在預(yù)設(shè)階段，要充分考慮到學(xué)生的實(shí)際，掌握學(xué)生的心理特點(diǎn)與認(rèn)知過(guò)程，一步步地呈現(xiàn)給學(xué)生，由易到難，由淺入深，這樣在生成階段學(xué)生才會(huì)更好地掌握知識(shí)，不會(huì)出現(xiàn)冷場(chǎng)的現(xiàn)象。本堂課的所有任務(wù)難度合適，大多數(shù)學(xué)生都能順利完成。六、教學(xué)反思成功之處：本節(jié)課遵循“任務(wù)型”的教學(xué)原則。Task7 Tang poems 唐詩(shī) （Poem H）Ask a girl to read the poem with emotions,and others just enjoy answer the questions: What feelings that you think the woman in the poem has? 設(shè)計(jì)意圖：學(xué)生對(duì)唐詩(shī)很熟悉，所以，對(duì)這類詩(shī)，我們可以通過(guò)欣賞來(lái)體會(huì)詩(shī)歌中人物的思想感情，從而加深對(duì)詩(shī)歌深層次的理解。在英語(yǔ)課中進(jìn)行思想品德教育。Step4：ReadingAsk the students to read the passage carefully and finish the tasks one by one. Task3 Nursery rhymes童謠1. Play the video (PoemA)設(shè)計(jì)意圖：通過(guò)視頻的播放，教師能向?qū)W生很直觀形象地展示diamond ring ,brass , billygoat ，并激發(fā)學(xué)生的學(xué)習(xí)興趣。激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)他們英語(yǔ)學(xué)習(xí)的積極態(tài)度，使他們建立學(xué)習(xí)英語(yǔ)的自信。本課時(shí)是人教版高二英語(yǔ)選修六Unit 2的第一課時(shí)?！罢n堂教學(xué)特色案例”教學(xué)設(shè)計(jì)高二英語(yǔ)課堂教學(xué)設(shè)計(jì)案例（高二選修六Unit2 Poems 第一課時(shí) Warming up amp。旨在通過(guò)本單元的學(xué)習(xí),使學(xué)生在初步了解和掌握英文詩(shī)歌這一文學(xué)形式的基本常識(shí)的基礎(chǔ)上,進(jìn)行簡(jiǎn)單的詩(shī)歌創(chuàng)作。要求學(xué)生找出文章的主題, 列舉文中介紹的五種詩(shī)歌形式,用自己的語(yǔ)言講述文中幾首詩(shī)歌的主題,找出兩首節(jié)奏強(qiáng)的詩(shī)歌,擊掌誦讀,并圈出押韻詞.體會(huì)自己喜歡的詩(shī)歌的內(nèi)涵,并闡明理由, 模仿作英文詩(shī).（三）情感目標(biāo)讓學(xué)生在課堂中輕松的學(xué)習(xí)，提高學(xué)生的觀察力,欣賞能力以及學(xué)會(huì)利用多種手段培養(yǎng)學(xué)生的自主學(xué)習(xí)的能力。并指導(dǎo)學(xué)生在閱讀中的一些關(guān)于跳讀的技巧。更重要的是，這首詩(shī)可以讓學(xué)生體會(huì)到父母對(duì)我們的愛(ài)，讓他們知道要感激父母。在教學(xué)過(guò)程中，我安排學(xué)生聽錄音想情景，不僅訓(xùn)練了學(xué)生的聽力，還提高了學(xué)生的興趣和審美能力。Step7: HomeworkSurf the internet to appreciate more English poems.設(shè)計(jì)意圖：這個(gè)家庭作業(yè)主要是讓學(xué)生通過(guò)上網(wǎng)學(xué)習(xí)來(lái)擴(kuò)大其知識(shí)面。在任務(wù)的設(shè)置中應(yīng)充分考慮學(xué)生是否能夠完成。，容量大，導(dǎo)致完成任務(wù)時(shí)間較緊，沒(méi)有足夠討論時(shí)間，今后應(yīng)注意教學(xué)步驟間的緊密銜接，更充分體現(xiàn)學(xué)生主體作用。同時(shí)還提到了他與 Nelson Mandela的一段交往，從側(cè)面向?qū)W生展示Nelson Mandela的高貴品質(zhì)。在本單元的Warming up 部分，學(xué)生通過(guò)圖表判斷自己是哪種類型的人，了解了一個(gè)偉人應(yīng)具備怎樣的品質(zhì)。4．Teaching Difficult Points(教學(xué)難點(diǎn))：Learn how to tell the differences between an important person and a great person.①How to grasp the main idea of a text.②Learn to write something about Nelson Mandela.Step 2. PrereadingAsk the students to look at the pictures of 6 persons on the PowerPoint and ask students if they know anything about the men.Student 1: William Tyndale wrote the Bible in English so all could read it. He was put in prison and died for his ideas but his work was later used in the Bible.Student 2: Norman Bethune worked in China as a doctor and he saved many Chinese soldiers during the second World War.Student 3: Sun Yatsen founded the first Republic in China. He strongly believed⑥D(zhuǎn)id black people have vote at that time?)⑦ Nelson Mandela thought violence was a good way to help black people. (⑧ The government were happy with Nelson Mandela and the ANC. (.Teacher: to help you better understand the text, please read the text again and answer the following question.This passage is made up of five paragraphs and it can be divided into three parts. Can you match each part with its main idea?PartsParagraphsAnswersIn Elias’ eye, what kind of person was Mandela?③ What was Elias’ feeling about his action? Why?設(shè)計(jì)說(shuō)明：討論環(huán)節(jié)，對(duì)于提高學(xué)生的口語(yǔ)能力起到了積極作用。它也是閱讀教學(xué)有效的延伸。10