一、說教材《短歌行》是普通高中課程標準實驗教科書必修(二)第二單元的一篇略讀課文,本單元安排的是先秦到南北朝時期的詩歌?!抖谈栊小肥侵渭摇④娛录?、文學家曹操的作品。詩中抓住“憂”字來寫詩人為什么“憂”,如何解“憂”,從而表達希望能夠招攬人才、完成統一天下的雄心壯志。所以本單元安排《短歌行》一詩,對學生全面了解曹操,感受曹操在短暫的人生中竭力創(chuàng)造偉業(yè)的氣概。二、說學生我這一課的教學對象是高一學生。他們進入高中學習的時間只有三個多月,現在已經完成了必修(一)的學習。學習了現代詩歌單元,有了一定的詩歌學習基礎,初步掌握了讀詩的基本方法,但是還未能形成成熟的穩(wěn)定的學習方式。同時,本單元學習是高中第一次接觸古代詩歌,詩歌語言上的障礙和時間上的跨度對他們來說都是學習上的困難。因此教師要引導學生自主學習,合作學習,為他們設置新的學習情境,提供合作探究的機會。
請一位朗誦水平較好的學生,有感情的朗讀課文12自然段,其他同學完成一項任務:這一段可否去掉?為什么?學生思考、圈畫、交流、討論,然后小組發(fā)言,其他小組補充,教師從旁予以點撥,引導學生進一步明確作者的思想情感。明確:作者要創(chuàng)造一種文化氛圍,于自然氣息之外再添一重文化氣息,與“故都”題旨暗合。從行文章法上看,這里是宕開文筆,縱橫議論,顯出深厚的文化底蘊和開闊的思路。這一段采用議論,通過古今中外的引證,說明感秋處處有,中國文人最突出,而秋“深味”非在中國北方莫屬,這其實還是為了突出故都之秋。(設計意圖:提高學生探究的能力,充分把握本文的教學內容,深刻體悟作者的情感,了解作者對秋的禮贊情感,從而突破教學難點。)
學法指導:高一學生對文言文閱讀已具備了一些基礎知識和積累,但對如何學習文言文,還是一個新課題,因此教師應引導學生掌握學習方法,運用已有的知識框架同化新信息,建立新的智能,逐步走向獨立學習的境界。一、引導學生利用課文注釋,使用工具書自己翻譯,必要時教師進行點撥、解難,培養(yǎng)自學能力。二、告訴學生翻譯文言文要遵循的原則。三、調動學生思考、討論、交流的積極性,教師適時點撥,培養(yǎng)學生發(fā)現問題、解決問題的能力。四、提示學生反復誦讀課文,體會文章所闡述的道理。五、鼓勵學生及時歸納學習文言文的方法,注意積累文言文知識。教學程序:教學本課可安排2課時。第一課時:1、導入新課:首先給學生介紹毛澤東的七絕詩《為李進同志題所攝廬山仙人洞照》:“暮色蒼??磩潘桑瑏y云飛渡仍從容。天生一個仙人洞,無限風光在險峰?!睂W生通過誦讀領會了“無限風光在險峰”一句的含義。隨后因勢利導,引出課題,指出今天我們要學習的王安石的《游褒禪山記》,就含有類似的深邃哲理。
【教學目標】我設置的本課的教學目標有三個:1、知識與技能(1)了解曹雪芹及《紅樓夢》(2)學習通過一個人物的行蹤、所見所聞,介紹典型環(huán)境,認識封建貴族階級豪奢極恥的生活以及森嚴的等級、禮儀制度(3)分析小說人物出場的描寫藝術,培養(yǎng)學生分析小說人物形象的能力。(4)一葉落而知秋”,通過對“林黛玉進賈府”這一故事情節(jié)的把握是否能引發(fā)對《紅樓夢》的認知興趣,并找到一個突破口,有針對性地進行自主探究,進而進行個性化解讀。(5)整體認知小說,認識小說悲劇的必然性和思想價值.2、過程與方法(1)用直觀演示和歸納探究法分析文章要點。(2)用討論探究法體驗作者對文中人物的情感態(tài)度。3、情感態(tài)度價值觀(1)正確理解《紅樓夢》的思想內涵,培養(yǎng)學生熱愛祖國傳統文化的思想感情。(2)認識封建大家族的腐朽沒落,理解賈寶玉追求個性自由反封建的精神。
生2:頷聯的意思是只聽到禁衛(wèi)軍中傳來夜間巡邏的梆子聲,不再向宮中那樣安逸地聽到有雞人打鳴報時的聲音了。生3:頸聯的意思是說事變發(fā)生那天軍隊發(fā)生嘩變停留不前,但當年唐玄宗以為自己可以和貴妃天天在一起,對天上的牽牛和織女一年一度的會見還加以嘲笑呢。生4:尾聯的含義是為什么唐玄宗當了四十五年的皇帝,還不如普通百姓夫妻恩愛,長相廝守。師:好的。請大家再齊讀一遍詩文,做到人人都能疏通詩的含義。學生再次齊讀。第三環(huán)節(jié):專項探究師:白居易曾說:“文章合為時而著,歌詩合為事而作。”這首詩就是作者途經馬嵬驛,詠馬嵬之變這一歷史事件而作,所以我們鑒賞的第三步,就是通過標題和詩文,弄清詩中的歷史事件。請同學們找出詩中哪些詩句描述了這一事件?
一、導入新課人類社會越來越現代化,新科學技術日新月異,令人目不暇接,稱之到了“知識爆炸”的時代也毫不為過。由此而來的是生活的快節(jié)奏,學習和工作的競爭也越來越激烈。這種競爭一直波及到了兒童,加之中國幾千年來形成的望子成龍的傳統觀念,使作父母的把一切希望都寄托在孩子身上,實現自己未能實現的理想。祖孫三代4、2、1的局面,使12只眼睛都盯在了孩子身上,真是走路怕摔著,吃飯怕噎著,干活怕累著,要星星不敢摘月亮,要吃什么跑遍全城也要買來。這種過分保護、溺愛及過早地灌輸知識會得到什么結果呢?樂觀者說孩子越來越聰明,越來越早熟,將來能更好適應現代化的要求;悲觀者則認為豆芽菜式的孩子將來經不起風浪,小皇帝太多了很難凝聚成統一力量,將來誰去當兵,誰去干那些艱苦創(chuàng)業(yè)性工作……。對孩子本身來說,是幸福還是……在此不想多發(fā)議論,還是讓我們來看看動物世界的孩子們吧,也許會得到某種啟迪。
我以以《登高》為例,引導學生進行意象分析,感悟意境美。古人云“立象以盡意”“古詩之妙,專求意象”意象是詩人情感的載體,是詩歌的靈魂。引導學生張開聯想和想象的翅膀去感受,去體驗是意象,詩歌鑒賞的關鍵。科林伍德說“真正藝術的作品,不是看見的,也不是聽到的,而是想象中的某種東西。”詩人通過想象創(chuàng)造出詩的形象,我們讀者通過想象豐富地再現詩人創(chuàng)造的形象。而感受體驗則是以全部身心投入作品,心靈與心靈相溝通,感情與感情相交流,對詩人的想象活動進行再經歷和再體驗。因此,在引導意象解讀中,我先讓學生點擊這一個,就是通過抓修飾詞、依據感情基調、展開想象具體分析本詩中每個意象的情感意蘊和審美意蘊,使學生明白意象在每首詩中的獨特性。
本文篇幅較長,并且有一字句不易理解,因而對高一學生來說完全讀懂內容有一些困難。這樣的話,老師就要做好引導工作,把一些難點,或是出現詞類活用比較多,局勢比較特殊的句子,老師可以先給學生畫出來,存疑,或是與同學們一起討論解決。對那些不易懂的字詞就引導學生聯系上下文提供的語境、前后涉及的情節(jié)加以推測、判斷,以培養(yǎng)學生依據文脈推斷詞義的好方法。要求學生點出重點實詞、框出通假字,主要是為幫助學生積累和掌握一些文言文中常見的一詞多義、異讀現象、古今異義和通假現象的詞語,并進一步得出規(guī)律,指導今后的文言文學習。詞類活用和特殊句式在文言文翻譯中難度較大,也是本文教學的兩大難點。要求學生標出有活用現象的字和劃出句式特殊的句子,是基于兩點考慮:1、積累一定數量的第一手例句;2、引導學生加以分類,找出每類的相同特征,并抽取出來形成規(guī)律性的東西,從而上升到理性認識,使學生能由學會一個到會學多個。翻譯過程中注重指導學生養(yǎng)成用符號法表示重點字句的好習慣,如點、框、圈、劃線等符號應約定一致,便于突出翻譯中的重點、難點及復習。我的提示著重歸納了實詞“制”“亡”“遺”“利”等,名詞活用、形容詞活用、使動用法,被動句、狀語后置句。
說教材A.教材簡析《琵琶行(并序)》是人教版《普通高中課程標準實驗教科書語文》必修3第二單元的一篇講讀課文。本單元學習的是唐代詩歌,共七首詩?!杜眯校ú⑿颍肥翘拼F實主義詩人白居易寫的一首歌行體長篇敘事詩,是我國古代敘事詩和音樂詩中的“千古絕喝”。詩歌主題鮮明、人物形象生動,抒情真切細膩,具有深刻的思想內容和卓越的藝術技巧。B.教學目標《全日制普通高中高級中學語文教學大綱》明確要求我們:在閱讀教學過程中要引導學生“感受文學形象,品味文學作品的語言和藝術技巧,初步鑒賞文學作品”。而本單元的教學要求是培養(yǎng)學生詩歌鑒賞的能力。根據教學大綱和單元教學要求,結合本課特點,我制定本課的教學目標是:1.知識目標:了解文學常識;積累重點文言實詞;品味主旨句“同是天涯淪落人,相逢何必曾相識”的內涵;感知作者把音樂描寫與聽者、演奏者的感情融為一體的寫作特點。
《勸學》是普通高中課程標準試驗教科書語文必修三第三單元的重點篇目,該文集中反映著名思想家荀子在學習問題上的觀點和精彩斐然的論證藝術。該單元所選課文都是古代的議論性散文。通過本單元的學習在于讓學生感受我國傳統文化的精神,掌握基礎的文言語法知識,學習如何清晰有力的表達自己的思想和見解。本文安排在單元的第一篇,如何指導學生學好這篇課文,是實現“授之以漁”,樹立學生學好文言文的信心,掌握文言學習方法的關鍵。根據新課標倡導從“知識與能力”、“過程與方法”、“情感態(tài)度與價值觀”三方面出發(fā)設計課程目標的要求和高一的學生對于文言文的知識還在積累的階段,應該注重基礎知識的積累和一定量的誦讀的實際情況。我擬確定以下教學目標:1,了解荀子論述學習的思想,明確學習要靠積累、堅持不懈、專心致志的道理。2,掌握積累文言實詞、虛詞,活用、古今異議等現象和固定句式。
(1)“問君西游何時還……使人聽此凋朱顏?!痹婎}下未注明送何人入蜀,所以這里的“問君”無妨假定實有其人,可以讀得親切一些。將行而問“何時還”,已有不可行之意,重音要落在“不可攀”三字上,當用勸說的語氣讀。以下四句借鳥聲渲染旅途中悲涼凄清的氛圍,讀時要放低聲調,有干里孤身之感,至“愁空山”徐徐而上。然后用感喟的語調讀主旨句,至“凋朱顏”略作一頓,以示意猶未盡。(2)“連峰去天不盈尺……胡為乎來哉!”仍是說不可行,但內容加深了一層,因為說的是蜀道的險惡。前四句不是純客觀的描寫,讀時須設想這是旅游者攀援于“連峰”“絕壁”之上置身于“飛湍瀑流”之間,要使聽者感到驚心動魄。讀后可作稍長停頓,再用“其險也如此”緩緩收住。末句是詩人借用蜀人的口氣,對歷險而來的游者深表嘆息——“胡為乎來哉”不是詢問,當用降調讀,暗含“何苦而來”之意。
各位評委老師,大家好。我說課的題目是《祝福》。一、說教材(一)教材所處的位置和地位高中語文新課程教材必修五本書,共有2個單元中外小說單元。一個必修3的第一單元,一個是必修5的第一單元,共六篇文章。(《林黛玉進賈府》《祝?!贰独先伺c?!贰读纸填^風雪山神廟》《裝在套子里的人》《邊城》)《祝?!肥菍儆谇罢?。小說是擁有眾多讀者的一種文體,它可以多方面刻畫人物性格,描摹人物心理,完整地表現人物之間的沖突,還可以具體生動地再現人物生活的環(huán)境,因此在反映復雜的社會生活方面具有獨特優(yōu)勢。所以學習小說這種文學樣式,也是有助于學生學會鑒賞小說的基本方法,為將來的小說閱讀打下基礎。魯迅的《祝福》是中國現代小說的精品,當中的人物祥林嫂也是魯迅小說中與阿Q、孔乙己三個最為出名的人物之一。研讀好這篇文章,對將來小說的閱讀,小說中人物的理解,甚至小說的寫作都有深廣意義。
四、說教學程序(一).溫故知新、導入新課復習提問:基因突變導致生物變異的原因是什么?回答:基因突變是基因結構發(fā)生改變,從而使遺傳信息改變,使蛋白質結構改變、生物性狀改變,即生物發(fā)生了變異。那么,基因是什么?它和染色體又有何關系?回答:基因是有遺傳效應的DNA片斷,染色體是DNA的載體,基因在染色體上呈線形排列。引出新知:對于一個生物體來說,正常情況下,其染色體的結構和數量都是穩(wěn)定的。但在自然條件或人為因素的影響下,染色體的結構和數量均會發(fā)生改變,從而導致生物性狀的改變,這就屬于染色體變異。(二).把握重點、突破難點重點的把握:1、染色體結構的變異播放影片:貓叫綜合征幼兒。讓學生觀察: 患兒哭聲輕、音調高,很像貓叫。教師補充: 患兒的征狀---兩眼較低、耳位低下,存在著嚴重的智力障礙。闡述病因---染色體片段缺失
1.必須明確政治生活的作用 (政治生活與經濟生活、文化生活是相輔相成的。政治生活直接影響到人民民主的實現程度,影響全體人民利益,也會影響我們的經濟生活、文化生活。)2.需要學習政治知識 (5個有助于)3.需要參加政治實踐活動。 (參加政治實踐的途徑;參加政治實踐的意義)(通過情景問題,形成學生如何參與政治生活的方法;通過解決問題,培養(yǎng)學生解決問題的能力和發(fā)散思維的能力。)環(huán)節(jié)四 課堂小結 鞏固知識本節(jié)課我采用線索性的板書,整個知識結構一目了然,為了充分發(fā)揮學生在課堂的主體地位,我將課堂小結交由學生完成,請學生根據課堂學習的內容,結合我的板書設計來進行小結,以此來幫助教師在第一時間掌握學生學習信息的反饋,同時培養(yǎng)學生歸納分析能力、概括能力。
2. let the Ss complete the forms paragraph by paragraph. Purpose here is to help Ss to get the habit of reading a passage as a whole, and pay attention to the organization of the text, as a result the Ss will fully understand the whole passage.3. ask Ss to retell the passage with the help of the key words in the form.Since the Ss in the class are in different levels, so I let them to fill in the blank to understand the meaning of the words and phrases better. ( That’s all for the while-reading. Now let’s move to the fifth step.)Step V: Post-reading (10mins) ---DiscussionIn this part students are asked to discuss in groups and list Wang Kun’s and Wang Wei’s attitudes about the trip. After that, Ss are encouraged to express their attitudes with the whole class. Collect their answers and don’t forget to praise them even if their answers may not be perfect.In this activity, discussion provides a vivid and active learning environment for Ss to communicate in English with newly learned language items. (Finally it comes to the homework.)StepⅥ: Homework (1min)1. Ss are required to read the text again after class and figure out the meaning of some complex sentences.2. Do the exercises on P19; This can help Ss to consolidate what they’ve learnt and make preparation for the next lessonPart4. Blackboard design.(說板書設計)On the top, there is the title of this lesson. On the left, there are main ideas for each paragraph. On the right, there are some new words and expressions.Unit 3 Travel journalJourney down the MekongMain idea of each para.:Para1: deciding to take a great bike trip along the Mekong river.Para2: Different attitudes between Wang kun and Wang wei.
Textbook: Senior English for China (Book 4), by Liu Daoyi Time Allotment: 1 period (40 minutes)Date: March 20, 2014Teaching aids: blackboard, Multi-media, Power Point, chalk I. Text Analysis (教材分析)This unit is about body language, and the text selected in the reading part demonstrates the difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students’ interest in learning this text. Reading skills and speaking training are designed around the text.II. Teaching Objectives (教學目標)By the end of the lesson, students will be able to:1. Language Skill Objective(語言技能目標): develop reading ability (skimming and scanning)as well as speaking ability.2. Cultural Knowledge Objective(文化知識目標): know about the cultural differences of using body language.3. Affective Objective(情感目標): increase students’ awareness of using body language correctly in different cultures. III.Teaching Focuses and Difficulties(教學重點和難點)1. Teaching Focuses(教學重點): the difference and similarity of body language in many parts of the world.2. Teaching Difficulties(教學難點): develop students’ reading abilities of skimming and scanning and ask the students to show their opinions with fluent English.
Step 7 Language points 1.Vocabulary (1) go through (2) set down (3) a series of (4) on purpose (5) in order to (6)at dusk (7)entirely (8)face to face 2.Important sentences (1)…I’ve grown so crazy about everything to do with nature. (2)There was a time when … (3)I stayed awake on purpose until … (4)It was the first time … that I’d seen the night … (5)It’s no pleasure looking through … Purpose: 1.Master the required vocabulary and sentence structures. 2.Use them freely. Step 8 Consolidation 1.Find out the topic sentences 2.Retell the text according to the topic sentences Purpose: I want to know if my students understand the text. Step 9 Discussion Imagine you have to go into hiding like Anne and her family, what would you miss most? Giveyour reasons. Purpose: Train Ss’ oral English ability. Step 10 Homework Write an article on Friends. Purpose: 1. Improve the Ss’ writing ability. 2 Train the Ss’ ability of self—teaching and looking up information by themselves. Part 5 Blackboard design(說板書設計)Unit 1 Friendship Reading Anne’s Best Friend 1.Main idea of each paragraph: Para. 1 Anne made her diary her best friend. Para .2 Anne wrote her feelings in her diary. Para .3 Anne missed nature. Para.4 Anne saw the night face to face Para.5 Anne wanted to experience nature outdoors. 2.Listening: Exx.1 P3 3.Discussion: Exx.3 P3 Purpose: 1.Make Ss familiar with the passage 2.Make the design inductive, instructive and artistic.
(3)v. 給:提出;展現,顯現present sb. with sth. ; present sth. to sb. 把. . 交給;頒發(fā);授予present sth. (for sth. )/present sth. to sb. e. g. Om his birthday, his friends presented him a collection of stamps. 在他生日時,他的朋友們送給他一套郵票作為禮物。The sword was presented by the family to the museum. 這家人把寶劍捐贈給了博物館。The committee will present the final report to Parliament in June. 委員會將在六月向議會提交最后的報告。You need to present yourself better. 你需要更善于展現自己。It is essential that we present a united front. 至關重要的是我們要表現得更加團結。Step 4 ConsolidationT:Now that we have got a general idea of these words and phrases. Lets make up some sentences using them to master them. Suggested sentences:1. Your duties include typing letters and answering the telephone. 2. It is one of the greatest roles that she has played. 3. A large number of people have applied for the job. 4. The number of the panda is declining. 5. I'11 go there, even if I have to walk. 6. He came up to me to ask for a light. 7. The novel is about a family who can't communicate with each other. 8. He based his plan on interests of most people. 9. Why doesn't he make use of his singing talent?Step 5 Summary and homeworkT:Today we dealt with several new words and phrases. After class I hope that youcan read them again and again to keep them in mind. That's all for today. You aredismissed.
In this step, give students a few minutes to read the passage . While they are reading, I will write some key words of the text on the blackboard. Then ask students to retell the passage according to the key words.By retelling, students can improve their ability of language organization and have an overall understanding of the article.Step 4 Group discussionIn this step, students will be divided into groups of 4 to discussion the following question: What qualities make a great person?After their discussion, invite a few groups to make a report to the class.This group discussion can practice students’ oral English and cultivate their abilities of cooperation and communication.Step 5. HomeworkLet students write a short passage to introduce a great person he or she admires.The homework can consolidate the knowledge the students have learned and cultivate their writing ability. Part 6 Blackboard Design(板書設計)That’s all my teaching procedures. Finally, I’d like to say sth about part 6 blackboard design. On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write some useful sentence structures so that the students can know clearly what they’ve learned and then try to master the knowledge.OK. That’s all for my presentation. Thank you for your attention.
一. 教材分析1. 本單元的中心話題是“計算機(Computers)”,內容涉及計算機的發(fā)展歷史,計算機的應用等。本節(jié)課是該單元的第一課時,我將Warming up, Pre-reading and Comprehending這四部分整合為一節(jié)精讀課。其中。Reading部分是題為WHO AM I?的文章,以第一人稱的擬人手法介紹了計算機發(fā)長演變的歷史和計算機在各個領域的應用,其主旨是表達計算機的發(fā)展變化之快以及在生活中用途之廣。而Warming up部分以圖片的形式展現了計算機的發(fā)展歷程;Pre-reading中的問題和排序分別是為了預測語篇的內容和測試學生對計算機歷史了解的情況;Comprehending則通過各項練習訓練學生的閱讀技能,從而加深對文章的理解??梢娺@幾部分是一個有機的整體。2. 教學目標:1) 語言目標:重點詞匯及短語:abacus, calculate, calculator, PC, laptop, PDA, robot, analytical, technological, universal, mathematical, artificial, intelligent, network, explore, in common, as a result.重點句子:a. My real father was Alan Turing, who in 1963 wrote a book to describe how computers could be made to work, and build a “universal machine” to solve any mathematical problem.