【正文】 看看作者是怎樣進(jìn)行對比的？用白天（少人走）、一般的夜晚（更加寂寞）、沒有月光的晚上（陰森森的）和今天的淡月比，寫出景色朦朧，富有詩意，第一次把“月色”點(diǎn)了出來。多樹則蓊蓊郁郁，更顯幽深僻靜。曲折與多樹是構(gòu)成幽僻的重要條件。小路（第 2 節(jié)）——荷塘（第 4 節(jié)）——月色（第 5 節(jié)）——荷塘周圍的樹（第 6 節(jié)）漫步——思索（線索）（板書）（二）講讀第 2 節(jié)：文章先寫去荷塘必經(jīng)的小路。六、講讀第二段：（一）提問，這一段是按照什么線索來寫的？學(xué)生回答，教師歸納：這一段是按照作者漫步荷塘的過程來寫的。周圍已經(jīng)沉靜下來了，本來可以好好想一些問題，但是，許多的事縈繞在自己頭腦中，無法理清，“忽然”想起了荷塘，作者是為了排遣內(nèi)心的煩惱，找尋片刻的心靈的寧靜而去荷塘邊的。（二）提問：作者為什么惦念起荷塘來了？作者寫自己離開沉浸在寂靜中的家有什么用意？師生共同談話，注意“忽然”兩字。五、講讀第一段。第三大段（末兩個(gè)自然段），寫江南采蓮習(xí)俗及惦念江南之情，表達(dá)了作者對美好生活的向往。第一大段，（即第 1 自然段），寫作者夜深人靜時(shí)去荷塘觀賞月色的緣由。四、理清全文的段落。二、學(xué)生默讀課文，參照“練習(xí)”一，初步理解文章的意思。他既對現(xiàn)實(shí)不滿，又不敢投入火熱的革命斗爭中去，因而借賞景來排遣苦悶。朱自清在青年時(shí)代曾參加過“五四”運(yùn)動(dòng)，向往過俄國十月社會(huì)主義革命，后來也投身過反對北洋軍閥的斗爭。荷塘，是指作者任教的北京清華大學(xué)清華園里的荷花池，表明作者所要描繪的特定處所。引導(dǎo)學(xué)生學(xué)習(xí)作者巧妙運(yùn)用比喻、通感，精心選用動(dòng)詞、疊詞的表達(dá)技巧。4．通感的修辭方法學(xué)生第一次接觸，可以結(jié)合練習(xí)題講一點(diǎn)知識(shí)，必要時(shí)可擴(kuò)展一些練習(xí)。2．引導(dǎo)學(xué)生品味表達(dá)作者感情基調(diào)與感情發(fā)展變化的關(guān)鍵語句。本文語言樸素、典型，充滿詩意，這是教學(xué)的重點(diǎn)，也是難點(diǎn)，要引導(dǎo)學(xué)生學(xué)習(xí)作者巧妙運(yùn)用比喻、通感，精心選用動(dòng)詞、疊詞的表達(dá)技巧。教學(xué)建議一、本文的教學(xué)重點(diǎn)應(yīng)放在結(jié)構(gòu)安排、寫景的層次和運(yùn)用語言的技巧上。三、德育滲透目標(biāo)1．培養(yǎng)學(xué)生健康的審美情趣。2．提高對作者在文中表達(dá)的思想感情的領(lǐng)悟能力。2．學(xué)習(xí)作者運(yùn)用語言的技巧：比喻、通感的巧妙運(yùn)用，動(dòng)詞、疊詞的精心選用。忽然又覺船兒斜，急忙收起綾羅裙。春末夏初好季節(jié)啊，葉兒正嫩花兒才開。姑娘身材多窈窕，白綢衫兒束細(xì)腰。鹢首船頭來回轉(zhuǎn)，交杯頻遞笑把愛情傳。而《荷塘月色》呢，該另有新篇了。從朱自清的詩句，想到葉帥的“老夫喜作黃昏頌，滿目青山夕照明”。他在日記中寫道：“此事每月須損失六百萬法幣，影響家中甚大，但余仍決心簽名……此雖只為精神之抗議，但決不應(yīng)逃避個(gè)人責(zé)任。聞一多被害時(shí)，他冒著危險(xiǎn)，在成都各界人士追悼會(huì)上發(fā)表演說。二九”運(yùn)動(dòng)中，跟隨清華學(xué)生游行隊(duì)伍進(jìn)城，“一雖是清水，也會(huì)時(shí)起波瀾，甚至卷起千堆雪。他這用以自況的詩句，表明晚年的朱自清的確不再是寫《荷塘月色》時(shí)感傷獨(dú)處的朱自清了。他領(lǐng)頭發(fā)表反對國民黨打內(nèi)戰(zhàn)的和平宣言，在抗議國民黨反動(dòng)派逮捕學(xué)生的爭人權(quán)宣言上簽名，起草教授罷教宣言，還常扶著手杖去征集簽名。但看去精神卻很好。朱自清經(jīng)常出席文藝晚會(huì)，發(fā)表演講。這篇文章的頭一句話是：“這幾天心里頗不寧靜”，這冷僻而又有幾分清幽的荷塘月色，就正好成了他“什么都可以想，什么都可以不想”的暫時(shí)“自由”“獨(dú)處”的地方了。塘中央還有座小島，島上雜樹叢生，荊棘遍地，偶爾還從斜刺里跑出一兩只野兔來，人稱荒島。我想起了朱自清的散文《荷塘月色》，這是我在中學(xué)里讀過的。雨過天晴，我信步來到荷花池畔?！白郧逋ぁ钡拿?，使我想起解放初清華園的荷花池畔，也曾為紀(jì)念他而建過一個(gè)草亭，名“荷塘月色’。它和附近小山坡上紀(jì)念聞一多先生的“聞亭”比鄰而立。三、荷塘夕照明——懷念朱自清先生今年（1978）八月十二日，是朱自清先生逝世三十周年。我自己在這兒是個(gè)有趣的例子。其實(shí)只是成見。例如由有些夜晚蟬子不叫，推論到所有夜晚蟬子不叫。從這番周折中可以看出朱自清對寫文章是極其認(rèn)真負(fù)責(zé)，絕不含糊的。也就在這個(gè)討論之后，朱自清自己又有兩次親耳聽到了月夜蟬聲，“跟《荷塘月色》中所敘的有相同的地方”，朱自清因?yàn)椤坝星屑旱膯栴}在心里’，所以對此印象格外深刻。于是朱自清給陳少白復(fù)信，表示了感謝，并且慎重表示：散文集《背影》（里面收有《荷塘月色》一文）以后再版要?jiǎng)h掉月夜蟬鳴的句子。劉崇樂則從別一個(gè)人的著作里摘抄了一段文字寄給朱自清，這一段文字說月夜確有蟬聲，不過那位著者又說，平常夜晚蟬子是不叫的，那一個(gè)月夜，卻聽到它們在叫。朱自清為此問了好幾個(gè)人，他們也都認(rèn)為陳的話不錯(cuò)。二、月夜有無蟬聲？《荷塘月色》中有一處寫到作者在月下漫步荷塘?xí)r聽到了蟬聲。他的一生既是作家、學(xué)者，又是民主戰(zhàn)士。1928 年出版了第一本散文集《背影》，成了文壇上著名的散文作家。在大學(xué)時(shí)代，朱自清就開始創(chuàng)作新詩，1923 年發(fā)表的長詩《毀滅》，在當(dāng)時(shí)的詩壇上產(chǎn)生了很大的影響。1916 年中學(xué)畢業(yè)后，考入北京大學(xué)預(yù)科班，次年改為“自清”，考入本科哲學(xué)系。祖籍浙江省紹興市，1898 年生于江蘇省東海縣。English Around the World(Period Four)writing教學(xué)目標(biāo)（Teaching aims） students get to know how to write a statement by using brainstorming to use connecting words or sentences to make it as an essay or passage not just several (Teaching contents)Write a statement能力目標(biāo)(Ability aim)Using the brainstorming way to collect sentences and then arrange them properly 語言目標(biāo)(Language aim)I think, I believe，In my opinion…We learn English to do…教學(xué)重難點(diǎn)(Teaching important points)How to arrange sentence to use connecting (Teaching methods)Brainstorming way教具準(zhǔn)備(Teaching aids)multimedia puter教學(xué)步驟(Teaching procedure)Step1 Leading inUse the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their PresentationAlso use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A posterWrite a poster to collect all their to use pletely sentences, such as : I like to study English and use it for business in the want to study English well so that I can read English , e to the blackboard and write down your ideas, trying to use plete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China will bee decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the Write an essayThe title is “Do we need to learn English?”Step5 Display the structure on how to write the your points of the supporting a conclusion Step6 Show them the connecting words which can help them to join the sentences and : I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…Step7 Give them a simple example which is not plete Do we need to learn English?I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English problems in learning I can improve my I like about learning Para I hope to make use of my 2: English Around the World Period Five Listening amp。boss Indirect Speech(requests and mands)二、教學(xué)重難點(diǎn)(Teaching important points) learn about the differences between a request and a learn about the Indirect Speech(requests and mands) can use the indirect 、教學(xué)方法(Teaching method), pair or group work to finish each the structure through examples 四、教具準(zhǔn)備(Teaching aids)a puter。retell。 mands)語言目標(biāo)(language aim)mand。Discovering useful structures能力目標(biāo)(ability aim) students to tell the differences between a request and a students to learn about the Indirect Speech(requests amp。a projector五、教學(xué)步驟(Teaching procedure)Step Fun time: warm the students up by asking them to greet each other with their the same time, lead the students to think about the topic of this unit“l(fā)anguage”.Step )A quiz about the national flag of countries speaking English as their first or second the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step about “world Englishes”, especially the differences between “American English” and “British English”1)Listen to a dialogue between an American and an try to find out the cause of the misunderstanding between )Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened 2 English Around the World Period Two Reading教學(xué)目標(biāo)（Teaching aims）Ge