(三)合作探究、精講點撥。探究一:探究問題:如何看待排名一名高中生在談到“排名的二重性”時說:“我們既不能盲目地張揚排名,也不能簡單地否定排名。作為學生,如果用片面的觀點對待排名,排在前面沾沾自喜、驕傲自滿,排在后面灰心喪氣、一蹶不振,就會停滯不前,甚至倒退;如果通過排名了解自己的學習實力以及同別人的差距,做到知彼知己,揚長避短,就會出現(xiàn)先進更先進、后進趕先進的生動局面。”問題:(1)在排名問題上,人們的看法往往各不相同,這是為什么?(2)為什么我們應看到排名的“二重性”?(3)聯(lián)系生活中類似的事例,談談生活與哲學的關系。教師活動:指導學生閱讀以上的材料,并思考所提問題。學生活動:閱讀材料,分組討論問題,發(fā)表自己的觀點,分析材料中包含的哲學道理。教師點評:(1)在排名問題上,人們的看法不同,主要是因為人們的思維方法不同。
7、外來物種離開原生長地,由于天敵減少,在適宜的生態(tài)和氣候條件下瘋狂生長,危及本地物種的生存,導致物種的消滅和滅絕。這說明()A.有些事物之間有聯(lián)系,有些事物之間不存在聯(lián)系B.事物聯(lián)系的條件不同,其引起的聯(lián)系的狀態(tài)也就不同C.原因和結(jié)果在一定條件下是可以相互轉(zhuǎn)化的D.聯(lián)系不僅存在于事物之間,而且存在于事物的內(nèi)部8.氣象學家洛倫茲提出,一只南美洲亞馬孫河流域熱帶雨林中的蝴蝶,偶爾扇動幾下翅膀?qū)е缕渖磉吙諝庀到y(tǒng)發(fā)生變化,引起四周其他系統(tǒng)的相應變化,可能兩周后在美國的德克薩斯引起一場龍卷風?!昂北砻鰽.事物的聯(lián)系具有必然性 B.事物的聯(lián)系具有直接性 C.事物的聯(lián)系具有普遍性 D.事物的聯(lián)系具有客觀性9、近年來,科學研究一再證明,世界各地不斷爆發(fā)的惡性傳染性疾病,絕大多數(shù)是因動物攜帶的病菌通過多種渠道傳人人體造成的。
教學目標與要求:1、 通過活動和復習句型,介紹及動作短語等。2、 學唱歌曲。教學重、難點:重點為復習鞏固介詞及存在句型。難點為正確區(qū)分內(nèi)容相近的圖片。課前準備:詞卡、錄音機、錄音帶、圖片教學過程:1、 熱身(1) 放歌曲錄音,學生跟唱。(2) 師生進行日常會話。2、 預習做“按我說的做”游戲。3、 新授(1) 看圖片,問:Where is the …? Ss: It’s in /on/over…(2) 做“猜一猜”游戲。(3) 兩人一組完成Pair work,連一連,說一說。(4) 聽錄音,完成練習。錄音原文如下:There are mountains behind her village. There is a river near her house. There is a new air-conditioner in her bedroom. She cleans her bedroom every day.There is a lake near his village. There are many trees in front of his house. There is a big trash bin in his kitchen. He can cook tasty meals.There is a forest near his village. There is a road beside his house. There is a man under a tree. He often waters the flowers.There are many Paths in her village. There are new curtains on the window of her house. There are many new skirts in her closet. She washes the clothes every weekend.鞏固延伸:做“幸運摸獎”游戲
二 呈現(xiàn)新課 (Presentation) 1、pass the word 兩個小組聽音樂同時向后傳詞卡,一組傳成員,一組傳職業(yè)。音樂停后,拿成員的學生問另一人,如:“What’s your father? My father is a doctor.” 2、group work 兩人一小組,互問答,學生根據(jù)對方的回答擺詞卡。 根據(jù)卡片,用句子描述一下自己的家庭成員和職業(yè)。(仿照歌謠中的句型) 3、Listen and match 聽一聽Chant,請孩子們根據(jù)錄音擺一擺卡片。一個學生在黑板上擺。 4、觀看課件,邊看邊跟讀。看書,邊看邊指書中的人物。 5、聽錄音,邊聽邊打節(jié)奏。男女生接龍說歌謠。各小組接龍說歌謠。請幾個學生接龍說歌謠。6、各小組說一說,演一演歌謠。各小組展示歌謠。 7、教師出示一個制作好的圣誕禮物,說:“Do you like it?”“Today let’s make a gift ,ok?”教師邊說邊示范制作過程。學生認真聽,理解。
第一課時教學設計教學內(nèi)容:Read and act教學目標:1.通過游戲及籌備野炊的過程,在實際情景中復習有關天氣、蔬菜、水果、食物的單詞以及句型:What’s the weather like in…..?How much is/ are …?What do you have ? I have … .I want … .2.能聽懂、會說句型:Tomorrow will be … .Let’s go shopping. What do you want to bring? Let’s have a picnic tomorrow.教學重點:能聽、說、認讀句型:I want … .I have….教學難點:在實際情景中靈活運用Read and act 中的主要句型。教學準備:1.教師準備錄音機、磁帶和一張大購物單。2.教師準備有關蔬菜、食物、水果和天氣的圖卡和詞卡。3.學生以小組為單位準備一份購物單。教學過程:一、Preparation1.Sing the song :The Coat in the Window.(P66 Unit5 Let’s sing)2.復習有關蔬菜、食物和水果的單詞。(蔬菜指的是第六單元中學過的;水果主要復習本課時涉及到的幾種常見的即可。)在復習的過程中教師可先出示詞卡,讓學生認讀,并讓學生試著說出意思,然后教師出示圖卡進行確認。同時教師在黑板上寫出shop的字樣,把復習過的蔬菜和水果的圖卡依次貼到黑板上。
2.預習(Preview) 看字母,說職業(yè) 教師出示職業(yè)名稱單詞的首字母,讓學生說出整個單詞。如:w-writer;d-driver/doctor,a-accountant/actor/actress;T-TV reporter等o 3.新課呈現(xiàn)(Presentation) (1)從看字母說職業(yè)名稱引出TV reporter,教師拿出一些名人照片說:“Now you’re a TV reporter.You’re going to interview a famous person.You don’t know who he/she is .But you know he/she is someone in the pictures.”給學生五次提問的機會,讓他們根據(jù)教師的回答找出正確的人物。以下問題供參考: What does he/she do? What’s h is hobby ? Is he strong/thin/tall? Where does he/she live? (2)心有靈犀 請兩名學生(sl和s2)上來,每人拿著紙和筆分別站在教室的兩邊。教師提問:“What does s1’s father do?”站在臺上的兩名學生分別把答案寫在各自的紙上。如果兩人的答案完全相同,兩人就算獲勝。教師繼續(xù)問問題“What does …’s…do?”全體學生一起寫出答案,誰寫的答案正確就可以得一分。 Listen and match (1)教師說:“Do you want to know more about Liu Yun?’’學生回答后教師說:“Please listen and find out.’’教師放本部分錄音,學生認真聽。
3 趣味操練 (Practice)(1)請學生拿出他們事先準備的材料,指導學生按步驟進行搖搖樂的制作,每句話中的第一個動作都是教師要強調(diào)的部分,一定要配合手勢,幫助學生理解和記憶。教師可適當給學生充分的時間,讓學生用顏色筆將搖搖樂畫得更漂亮些,有條件的話,可以用相機將學生的作品拍下來,有機會可以展覽。(2)讓學生跟著錄音一起唱歌曲 Happy New Year,可以在唱歌時打節(jié)拍或邊唱邊舞。4 課堂評價 (Assessment) 做活動手冊本單元4、5 部分的練習。本次評價要與課本上的4—6單元評價相結(jié)合,讓學生自己動手填寫評價表,評價自己。5 擴展性活動(Add-activities)新年的時候?qū)⒏枨?Happy New Year唱給爺爺奶奶,爸爸媽媽聽,祝賀他們新年快樂!板書設計:Recycle 2Let’s make 部分的制作流程圖Happy New Year! (一月一日的日歷)
(3)通過游戲Simon says 來練習以show, open, close, put, carry 所引導的祈使句。教師發(fā)指令學生做動作。但只有聽到老師帶有Simon says的指令時,才能做出相應的動作,否則就是失敗。失敗的同學退出游戲。(4)聽Let's chant的錄音,學生邊聽邊做,逐漸過渡成邊聽邊說邊做,最后獨立說做,并進行比賽。4. 課堂評價(Assessment)做活動手冊本單元第5部分練習。學生根據(jù)錄音,圈出所聽到的文具。具體方法和步驟參考如下:(1)學生看圖,用英語說出圖中每樣文具物品。(2)教師講解題目的意思并指導做的方法。(3)學生聽錄音做練習。(4)再放錄音,在教師的指導下讓學生一句一句地跟讀并互相核對答案,并說出所圈的文具,再通過給花朵涂色進行自我評價。5. 擴展性活動(Extensive activities)選詞游戲。將學生分為六組,每組各派一個選手,教師說單詞,選手快步跑到講臺前,找到所說單詞,并舉起大聲讀出,正確為勝。
(1)文化與經(jīng)濟、政治在經(jīng)濟基礎上相互影響。①經(jīng)濟、政治和文化是社會生活的三個基本領域。其中,經(jīng)濟是基礎,政治是經(jīng)濟的集中表現(xiàn),文化是經(jīng)濟和政治的反映。一定的文化由一定的經(jīng)濟、政治所決定,又反作用于一定的政治、經(jīng)濟,給予政治、經(jīng)濟以重大影響。②經(jīng)濟發(fā)展是文化發(fā)展的基礎。但這并不意味著文化的發(fā)展始終與經(jīng)濟的發(fā)展亦步亦趨。如同不能簡單地把精神文明看作是物質(zhì)文明的派生物和附屬品一樣,也不能簡單地認為文化是經(jīng)濟、政治的派生物和附屬品。文化有其自身的傳承性和相對的獨立性。那種認為只要物質(zhì)條件好了,精神文化自然而然地就會好起來,物質(zhì)條件差一點,精神文化就不可能搞好的觀點,不符合歷史發(fā)展的事實,是不正確的。③掀開歷史的畫卷,文化既有古今和地域之別,又有先進與落后、腐朽之分。不同的文化,對經(jīng)濟、政治的影響不同,對社會發(fā)展的作用也不同。不同民族的文化,影響不同民族和國家各具特色的發(fā)展道路。
3.Teachers ask different groups to report the answers to the questions and ask them to try different sentence patterns.The teacher added some sentence patterns for students to refer to when writing.Step 4 Writing taskActivity 51.Write the first draft.Students first review the evaluation criteria in activity 5, and then independently complete the draft according to the outline of activity 4, the answers to the questions listed in the group discussion and report, and the reference sentence pattern.2.Change partners.The teacher guides the students to evaluate their partner's composition according to the checklist of activity 5 and proposes Suggestions for modification.3.Finalize the draft.Based on the peer evaluation, students revise their own compositions and determine the final draft.Finally, through group recommendation, the teacher selects excellent compositions for projection display or reading aloud in class, and gives comments and Suggestions.Step 5 Showing writingActivity 5T call some Ss to share their writing.Step 6 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of the story according to the causes, process and results;3. Independently complete the relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學習,學生是否理解和掌握閱讀文本中的新詞匯的意義與用法;2、通過本節(jié)內(nèi)容學習,學生能否通過人物言行的對比分析道德故事的深層內(nèi)涵;3、通過本節(jié)內(nèi)容學習,學生能否根據(jù)故事的起因、經(jīng)過和結(jié)果來深入理解故事的情節(jié),從而了解文章的層次結(jié)構(gòu);4、結(jié)合現(xiàn)實生活案例發(fā)表自己的見解和看法,寫一篇觀點明確、層次分明的故事評論。
(2) students are divided into groups according to the requirements of activity 3. Each student shares a story of personal experience or hearing-witnessing kindness, and then selects the most touching story in the group and shares it with the whole class. Before the students share the story, the teacher can instruct them to use the words and sentence patterns in the box to express. For example, the words in the box can be classified:Time order: first of all, then, after that, later, finally logical relationship :so, however, although, butTeachers can also appropriately add some transitional language to enrich students' expression:Afterwards, afterwards, at last, in the end, eventuallySpatial order: next to, far from, on the left, in front ofOtherwise, nevertheless, as a result, therefore, furthermore, in addition, as well asSummary: in a word, in short, on the whole, to sum up, in briefStep 8 Homework1. Understand the definition of "moral dilemma" and establish a correct moral view;2. Accumulate vocabulary about attitudes and emotions in listening texts and use them to express your own views;3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學習,學生能否理解理解“道德困境”的定義;2、通過本節(jié)內(nèi)容學習,學生能否通過說話人所表達的內(nèi)容、說話的語氣、語調(diào)等來判斷其態(tài)度和情緒;3、通過本節(jié)內(nèi)容學習,學生能否針對具體的道德困境發(fā)表自己的看法和見解,能否掌握聽力理訓練中的聽力策略。
Activity 41. Students complete the task of activity 4, then teachers and students check the answers. 2. The teacher organized the students to work together and asked them to use the tables and mind maps sorted out before to retold the important choices in Lin Qiaozhi's life and their resultsStep 5 Language points1. The teacher asks the students to read the text carefully, find out the core words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences. 2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes. 3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better. Step 6 Homework1. Read the text again, in-depth understanding of the text; 2. Master the use of core vocabulary and understand the long and difficult sentences. 3. Complete relevant exercises in the guide plan. 1、通過本節(jié)內(nèi)容學習,學生是否理解和掌握閱讀文本中的新詞匯的意義與用法;2、通過本節(jié)內(nèi)容學習,學生能否結(jié)合文本特點總結(jié)林巧稚的人生原則和人格品質(zhì)特征;3、通過本節(jié)內(nèi)容學習,學生能否針對人生抉擇發(fā)表自己的看法;能否全面地、客觀地、理性地看待問題,進而對道德和人性有更加深入的思考和理解。
The joke set her crying.這個玩笑使她哭起來。Step 5 ReadingActivity 31. Students read the small text in activity 3. The teacher provides several small questions to check whether students understand the content of the text and the ideographic function of the -ing form in the text.*Where are those people?*Why did Dr Bethune come to China?*How did he help the Chinese people during the war?*What did Chairman Mao Zedong say about him?2. Ss try to rewrite some sentences using the -ing form. Then check the answers. When checking the answers, the teacher can ask different students to read the rewritten sentences and give comments.Answers:1. he became very interested in medicine, deciding to become a doctor.2. …after hearing that many people were dying in the war.3. Helping to organise hospitals, he taught doctors and nurses, and showed people how to give first aid./ He helped to organise hospitals, teaching doctors and nurses, and showing people how to give first aid.4. …praising Dr Bethune as a hero to be remembered in China.Step 6 PracticeActivity 4Students complete grammar activities 2 and 3 on page 69 of the workbook.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過本節(jié)內(nèi)容學習,學生是否理解和掌握動詞-ing形式作賓語補足語語和狀語語的功能和意義;2、通過本節(jié)內(nèi)容學習,學生能否正確使用動詞-ing形式描述人物的行為、動作及其經(jīng)歷;3、通過本節(jié)內(nèi)容學習,學生能否獨立完成練習冊和導學案中的相關練習。
一、人類遺傳病1.概念2.分類(1)單基因遺傳病(2)多基因遺傳病(3)染色體異常遺傳病①原因②類型3遺傳病的特點4.遺傳病對人類的危害八、說布置作業(yè)在作業(yè)的布置中,我嚴格遵循“重質(zhì)量、輕負擔”的指導思想。第一題主要是為了幫助學生及時糾正原有的對知識的錯誤理解或片面認識,培養(yǎng)學生的解題技巧和技能。所以我選用了該題。同時想借助該題培養(yǎng)學生對問題的科學的思維方法和探究的精神。幫助學生提高對信息技術運用的熟練程度,發(fā)展學生的信息素養(yǎng)。附作業(yè):1、連線題,請同學們連線指出下列遺傳各屬于何種類型?(1)苯丙酮尿病 A、單基因遺傳病(2)21三體綜合征(3)抗維生素D佝僂病 B、多基因遺傳病(4)軟骨發(fā)育不全(5)青少年型糖尿病 C、常染色體病2、以生物小組為單位進行人類遺傳病的調(diào)查。
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(nèi)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(xiàn)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(lián)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(jù)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(xiàn)象、古今異義和通假現(xiàn)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(xiàn)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(shù)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。
《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(tǒng)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(xiàn)“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(jù)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(xiàn)象和固定句式。
Step 2 Pre-listeningAfter students finish their discussion, I will show a picture of Newton and ask them: Who is him? What is he famous for? Could you find out some words to describe him? Maybe students will answer that he is genius for his finding of theGravitation, making a great contribution to the progress of human being. At that time I will show another two pictures of Einstein and Hawking, letting students guess who they are and write down their idea about the Gravitation. For I have arranged them to search more information about the gravity before this class, Students have beenfamiliar with the topic and will not be afraid about this abstract conception, which is helpful for their listening.Step 3 While-listeningIn this step, students will be required to listen the material for three times. The first and listening is extensive listening and the second and third listening is intensive listening. In the first time, They are required to listen a material including Part 1 and Part 2 and choose the best summary of the listening text. After they choose the right answer, They also need work in group to explain what is wrong with the others. Then I will make a conclusion that we should pay attention to the first paragraph and last paragraph and some keys to get the main idea. By doing this, their capacity of generalization will have a great improvement.Before the second listening, I will ask students to scan the blank on the power point quickly and ask them to note down some key words .Then ask them to listen to the Part 1again and fill the first column of the chart. Maybe some students just show the ideas of these three scientists an still can’t catch their development of gravity. Therefore, I will ask them to listen to Part 2 again and fill in the rest. After finish the listening, I will give them ten minutes to discuss with their partner. I will also guidethem to improve their answers when they discuss with others.
在接下來的細讀環(huán)節(jié),我套用了高考對閱讀理解的考查方式設置了5個問題,分別為三個推理判斷題,一個細節(jié)題和一個主旨大意題。學生需要對文章的內(nèi)容進行分析、歸納、推理、猜測等高級思維活動才能做出正確的回答?!驹O計意圖】這一過程是對學生進行細讀的訓練,培養(yǎng)學生獲取特定信息和挖掘文章深層次信息的能力。第三環(huán)節(jié):Intensive-reading (精讀) 15′第三個環(huán)節(jié)精讀,既是最重要的環(huán)節(jié),也是突破本課重難點的關鍵。首先,讓學生思考劇本中人物看到百萬英鎊前后的態(tài)度發(fā)生了怎樣的變化。其次,讓學生仔細閱讀文章,找出可以表現(xiàn)人物態(tài)度變化的具體的語言和動作。最后,讓學生總結(jié)人物的態(tài)度發(fā)生變化的根本原因是什么,從而引出Money Talks, 供學生思考。【設計意圖】通過一系列的活動培養(yǎng)學生學習從人物的語言和動作探究人物的心理,使學生進一步體會戲劇語言的魅力,從而對文章背后所反映的社會問題進行思考,也為下一步的討論環(huán)節(jié)做好鋪墊。
一、設計理念教學設計堅持少講多學、以學為主的教學理念,重視學培養(yǎng)生的學習興趣,要充分調(diào)動學生學習的積極性和主動性,充分發(fā)揮學生的主體性。教師要以組織者、引導者、合作者的角色參與到教學活動中去。力圖通過導學案努力培養(yǎng)學生的自學習慣和自學能力。二、教材分析與處理1、教材的地位與作用:必修三第三單元所選的文言文都是古代的議論性散文。本課是“唐宋八大家”之首、中唐古文運動的倡導者韓愈的力作,是唐宋散文中的名篇,具有很強的代表性。通過這篇自讀課的學習,能使學生了解唐宋散文的風貌,更能使學生進一步積累文言文基礎知識,提高學生的文言文閱讀欣賞能力,從而提升學生的文言文自讀能力。2、教學目標:《高中語文課程標準》要求高中學生能閱讀淺易文言文,能借助注釋和工具書,理解詞句含義,讀懂文章內(nèi)容;了解并梳理常見的文言實詞、文言虛詞、文言句式的意義或用法,注重在閱讀實踐中舉一反三;對文章有一定的分析欣賞能力。高一的學生對于文言文的知識還在積累階段,應該注重基礎知識的積累和一定量的誦讀。對此,我將教學目標確定為:
各位評委老師,大家好。我說課的題目是《祝?!?。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》)《祝福》是屬于前者。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(xiàn)人物之間的沖突,還可以具體生動地再現(xiàn)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?!肥侵袊F(xiàn)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。
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