老師會(huì)對(duì)課本中的主要教學(xué)內(nèi)容整理到教案課件中，所以老師寫(xiě)教案可不能隨便對(duì)待。教案是評(píng)估學(xué)生學(xué)習(xí)效果的有效依據(jù)，好的教案課件是怎么寫(xiě)成的？我們聽(tīng)了一場(chǎng)關(guān)于“高一的課件”的演講讓我們思考了很多，經(jīng)過(guò)閱讀本頁(yè)你的認(rèn)識(shí)會(huì)更加全面！

高一的課件【篇1】

教學(xué)目標(biāo)

1. 了解傳統(tǒng)文化、文化傳統(tǒng)等概念的含義；

2. 學(xué)會(huì)寫(xiě)內(nèi)容提要；

3. 學(xué)習(xí)關(guān)系性議論文的寫(xiě)法以及正反議論、比喻論證、類比論證等說(shuō)理方法的運(yùn)用。

教學(xué)重、難點(diǎn)

如何運(yùn)用正反議論、比喻論證、類比論證等說(shuō)理方法寫(xiě)作

教學(xué)內(nèi)容和過(guò)程

一、 解題：

學(xué)生談對(duì)“傳統(tǒng)文化”和“文化傳統(tǒng)”的理解，教師進(jìn)行點(diǎn)撥。

二、 作者簡(jiǎn)介：

龐樸，生于1928年，江蘇淮安，漢族，現(xiàn)代學(xué)者。

《沉思集》

《集--中國(guó)文化與哲學(xué)論集》

三、 總體結(jié)構(gòu)：

總--分--總 最典型的關(guān)系性

傳 文 議論文

（傳統(tǒng)）統(tǒng) 化（兩重性）

文 傳

化 統(tǒng)

四、 學(xué)習(xí)課文第1-3自然段：

1. 第1自然段--討論

（1）“一個(gè)多世紀(jì)”從何時(shí)開(kāi)始？

戰(zhàn)爭(zhēng)以來(lái)

（2）“社會(huì)實(shí)驗(yàn)”指什么？

救國(guó)圖存運(yùn)動(dòng)：洋務(wù)運(yùn)動(dòng)、變法維新、資產(chǎn)階級(jí)民主革命、

（仁人志士） 新民主主義革命直至社會(huì)主義革命

（3）“徹底決裂”“徹底砸爛”“在白紙上描繪未來(lái)”

（五四時(shí)期對(duì)于傳統(tǒng)否定過(guò)多，一直延續(xù)到60-70年代）

-→強(qiáng)調(diào)不可利用“過(guò)去”（“傳統(tǒng)”），構(gòu)筑“未來(lái)”

2. 第2自然段--討論

傳統(tǒng)是什么？（強(qiáng)調(diào)“形成”“作用”）

3. 第3自然段--討論

“傳統(tǒng)”與“文化”是什么關(guān)系？

提出“……”差別。（比喻）

-→全文總起，闡述什么是傳統(tǒng)。

引出問(wèn)題：由近及遠(yuǎn)，由淺入深，由俚俗進(jìn)入學(xué)術(shù)層面。

五、 學(xué)習(xí)“傳統(tǒng)文化”：

1. 第4自然段--討論

對(duì)“傳統(tǒng)文化”概念進(jìn)行界定。

（什么是文化傳統(tǒng)？）

全稱、落腳、對(duì)應(yīng)（時(shí)空界定）、內(nèi)容、成分（例如）

2. 第5自然段--討論

“傳統(tǒng)文化”的特征是什么？

時(shí)代性、民族性

3. 第6-7自然段--討論

（1）“傳統(tǒng)文化”發(fā)展過(guò)程中出現(xiàn)哪幾種情況？

“或者……或者……”“有的……有的……”

（2）各人對(duì)傳統(tǒng) 文化進(jìn)行分析批判，可以做那些工作？

“明辨……遺響”

-→理解圖片（p65）

六、 學(xué)習(xí)“文化傳統(tǒng)”：

1. 第8-9自然段--討論

對(duì)“文化傳統(tǒng)”概念進(jìn)行界定。

（什么是文化傳統(tǒng)？）

全稱、落腳、特征（比較）、產(chǎn)生、成長(zhǎng)、形成、實(shí)質(zhì)

2. 第10自然段--討論

（1）什么不能成為“民族的共同心理”？

“在這種生活里……思想”

（2）什么能成為“文化傳統(tǒng)”？

“為這一民族生活……物質(zhì)力量”

3. 第11自然段--討論

“文化傳統(tǒng)”有什么作用？

為什么說(shuō)它是“惰性力量”？

“制約看……關(guān)懷” “一種……象征” “沒(méi)有……鞏固”

4. 第12-13自然段--討論

（1）“文化傳統(tǒng)”變化的特點(diǎn)是：

緩慢的、漸進(jìn)的、非一蹴而就的

“文化傳統(tǒng)”受外界影響是如何進(jìn)行的？

接觸--交流--變化

（3）外來(lái)文化中如何才能成為傳統(tǒng)中的'一個(gè)部分？

“經(jīng)過(guò)自己文化傳統(tǒng)……整合”

七、 學(xué)習(xí)“財(cái)富和包袱”

1. 作者稱“財(cái)富”“包袱”是如何而言的？

“從頭開(kāi)始……生存本領(lǐng)”

“具有……層面”

2. 我們說(shuō)如何辨證地了解和掌握兩重屬性？

“運(yùn)用它……千里之外”

3. 現(xiàn)實(shí)中存在哪幾種簡(jiǎn)單化的理解？

“一種人……財(cái)富”

八、 小結(jié)

本文既是學(xué)術(shù)性議論文（文體角度），又是關(guān)系性議論文（表達(dá)方式）。作者在保持學(xué)術(shù)研究嚴(yán)肅性的前提之下追求文采，表述通俗，使文章既具有議論文的辨證性的同時(shí)又饒有風(fēng)趣。

高一的課件【篇2】

三維目標(biāo)

知識(shí)與技能

1．感知體會(huì)文中濃濃的思鄉(xiāng)情。

2．理解本文富有哲理的語(yǔ)言。

過(guò)程與方法

3．自主閱讀，了解作者的情感，體會(huì)文中流露出來(lái)的濃濃的思鄉(xiāng)情。

4．生能在閱讀中發(fā)現(xiàn)思考探究問(wèn)題，展開(kāi)多方對(duì)話，表達(dá)閱讀感受。

情感態(tài)度與價(jià)值觀

理解家園之思的文化內(nèi)涵。

教學(xué)重點(diǎn)

結(jié)合自身的情感體驗(yàn)，培養(yǎng)自主鑒賞散文的能力。

教學(xué)難點(diǎn)

揣摩作者飽含感情、富有哲理的語(yǔ)言。

教學(xué)課時(shí)：一課時(shí)

教學(xué)過(guò)程：

一、導(dǎo)入

同學(xué)們，我們一起用心傾聽(tīng)一首思鄉(xiāng)的歌曲?！静シ艥M文軍的《望鄉(xiāng)》】

幾度芳草綠幾度霜葉紅，他鄉(xiāng)山也綠他鄉(xiāng)水也清。身在他鄉(xiāng)的游子依然忍不住回頭把故鄉(xiāng)眺望。思鄉(xiāng)是一曲永恒的歌謠，盡管憂傷，卻不改燦爛。尤其是身在異鄉(xiāng)他國(guó)，這種思念更是刻骨銘心，銷魂蝕骨。著名作家韓少功，向我們展示了他的切身之感。

出示學(xué)習(xí)目標(biāo)：1、體會(huì)作者刻骨銘心的家園之思2、揣摩作者飽含感情，富有哲理的語(yǔ)言?！緦W(xué)習(xí)目標(biāo)】

二、研習(xí)文章【回到課題】

1、本文題目叫《我心歸去》，作者的心去了哪里？（故鄉(xiāng)）

作者寫(xiě)此文時(shí)身處何地？（法國(guó)；異鄉(xiāng)）

法國(guó)生活條件不好媽？（雅靜奢華）身在法國(guó)的心情如何？（冷清，空虛，發(fā)瘋）如何渲染的？（運(yùn)用反復(fù)的修辭手法，）

他思念的故鄉(xiāng)是什么樣的？（貧瘠臟亂）

對(duì)家鄉(xiāng)又是什么心情？（親切，激動(dòng)，幸福）

（學(xué)生可以自由回答）【板書(shū)課文內(nèi)容，對(duì)比】

2、什么力量讓他對(duì)故鄉(xiāng)魂?duì)繅?mèng)繞？

學(xué)生可以據(jù)此再次閱讀文章，找出并總結(jié)文中重要的句子

參考答案：

故鄉(xiāng)讓人感到親切、溫馨和激動(dòng)（場(chǎng)景描寫(xiě)）；

故鄉(xiāng)是我們生命的一部分，

有親人、過(guò)去；

有你的血、淚和汗水，

故鄉(xiāng)的美中含悲，

故鄉(xiāng)意味著我們的付出?！景鍟?shū)課文內(nèi)容】

3、問(wèn)題研討：（每組一題）

①如何理解“故鄉(xiāng)有你的血、淚，還有汗水，故鄉(xiāng)的美麗總是悲傷的”？

(有曾經(jīng)的苦難，挫折，拼搏。不是每個(gè)人都在故鄉(xiāng)留下血、淚，還有汗水的)

高一的課件【篇3】

(Senior 1B)

Part 1 階段目標(biāo)卡 Topic : Festivals

I 認(rèn)知目標(biāo)（ Knowledge）

1. Can remember the following words and expressions (by pronunciation, spelling and writing):

theme, parade, holy, Easter, symbol, fighting, conflict, argument, opinion, destruction, major, probably, honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.), similar, generation, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, invitation, self-determination, reminder

dress up, in one’s opinion, play a trick on /play tricks on, take in, in common

2. Can use the following structures in different situations:

1) Useful expressions in the text

in my opinion, play a trick on /play tricks on, take in, in common, have something/nothing in common with …,as well as, get together.

2) Expressions on expressing and supporting an opinion

In my opinion, we should… I believe we should…

I don’t think it is necessary to… We must decide…

I hope we can make a decision. If we do this, we can…

3) Modal verbs (2): must, have to, have got to.

3. Can be familiar with the following world festivals and talk about them:

Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…

Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂蘭盆節(jié)), Mardi Gras, Kwanzaa…

4. Can read the reading materials correctly, including pronunciation, intonation, pause and fluency. And recite five to eight beautiful or important sentences.

5. Can understand the teaching material well, and retell the text and have a discussion according to the text after class.

6. Can get further information about festivals through classes, magazines, newspapers, related books, Internet and so on.

II 情感目標(biāo) ( Affect )

1. To get Ss to enjoy festivals and customs from different countries, and enlighten Ss to enjoy the beauty and the importance of festivals and customs.

2. To encourage Ss to show positive and healthy attitude towards festivals and customs from different countries.

3. To get Ss to know how to hold effective and successful festivals.

4. To get Ss to further understand the differences between Chinese and foreign cultures by comparing Chinese and foreign festivals and customs.

III 技能目標(biāo) ( Skills )

1. To train Ss’ four skills (listening, speaking, reading and writing) in different periods.

2. To make Ss’ know how to write an invitation in English.

3. To help Ss to develop the ability of learning English through different ways, such as reading newspapers, magazines and books, surf the Internet, etc.

Part 2 Pre-unit Activities: Preview Task

1. Find information about the following festivals as much as possible through newspapers, magazines, related books and Internet.

Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…

Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂蘭盆節(jié)), Mardi Gras, Kwanzaa…

2. Read the following introductions of some famous foreign festivals.

Mardi Gras The America's most favorite celebration, and famous Mardi Gras takes place in New Orleans, Louisiana. Carnival has religious roots associated with Judeo-Christian tradition. Mardi Gras is set to occur 46 days (the 40 days of Lent plus six Sundays) before Easter and can come as early as February 3 or as late as March 9. Known as the “biggest free show on earth”, people there dress up in costumes for these events and enjoy this celebration by going to public parades where they catch “beads, doubloons, cups, and trinkets” that are all thrown from floats. They also have private celebrations, masquerade balls, held by clubs called krewes. The official colors of Carnival are purple, green and gold, chosen in 1872 by that year's Rex. The colors have meaning: purple for justice, green for faith and gold for power. King Cakes are eaten during this holiday.

Valentine’s Day February 14th, Valentine’s Day, is sweethearts’ day, on which people in love with each other express their tender emotions. People sometimes put their love message in a heart-shaped box of chocolates, or a bunch of flowers tied with red ribbons. Words or letters may be written on the flower covered card, or something else. Whatever the form may be, the message is almost the same -“ Will you be my valentine?” The symbol of valentine is a picture with a Heart and Cupid armed with bow and arrow. Many universities, high or elementary schools hold a sweethearts’ Ball for the young students to celebrate Valentine’s Day.

Bon Odori Festival (Ghost Festival) Japanese has been looking upon Ghost Day Ceremony originating in Buddhist Ullambana. These two festivals were not only public holidays with enthusiastic festivities but also times when people gave presents to each other and enhance amity between them. The custom of giving presents might root in the transfer from the kind-heartedness of giving alms to the concern for the living families and friends. The Japanese also hang lanterns on July 15 to lead the spirits back to the earthly world and have them enjoy grand banquet. It is like our custom of releasing water lanterns and firing lanterns. Besides, they hold a “pot” ceremony, called “pot-reciting”, which praises Buddhist sutras, singing and dancing, receiving the departed spirits and sending away the solitary ghosts. Today, there are various scales of “pot ceremony” all over Japan, which is kind of an amusement gathering. However, current Ghost Day Ceremony is not full of gloomy atmosphere in its form, remaining only enjoyable sentiment in spite of the existing original meaning.

Halloween 1,000 years ago, the Celts living in the Great Britain believed that human is mastered by gods. They also believe that Samhain, the death god, would come back to the earthly world with the dead at the night on October 31. The Celts built bonfires and fired animals as sacrificial offerings to the death god. Some Celts were dressed in costumes made from animal heads or furs, which was the origin of contemporary Halloween masquerade. The night of the death god was a horrifying time that signified the coming of winter and was the beginning of Halloween eve. Today, the religious meaning of Halloween has been weakened; instead, the holiday expresses man’s cherishing memory of Halloween via innovative, ever-changing modern masquerade.

Day of the Dead, Mexico On November 2nd, each house roasts bread of animal forms, broiling chicken, hot chocolate and sweet corns, plus laying some toys on the altar because Mexicans believe that the dead children will come back to their own homes in the midnight. The altar for the dead elder is stocked with belongings of the merriment as they do; therefore, their Ghost Festival is just like a carnival when people walk around with masks, eating skull-shaped candies. And even a ghost image is put on the bread. In the evening, the whole family goes to the cemetery and clears the grave. Women praise all night in kneeling or sitting position while men are talking or singing. The flickering midnight candlelight is filling up the cemetery whereas walking singers are chanting for the dead Spirits.

Easter Easter, with its religious character, falls on the first Sunday after the full moon that occurs on or after March 21st. Therefore, Easter happens sometimes in March, and sometimes in April. It commemorates the resurrection of Jesus Christ from the tomb where he had lain for three days following his Crucifixion. His rise after three days indicates that he would accomplish his promise to rise again from the dead as proof of eternal life. As Christ’s return to life had occurred during the season of spring, some of the rites of Spring were still retained. Therefore, we see that although Easter is based on the events in the life of Christ, it has been influenced by older traditions. For example, the custom of dyeing eggs is still very popular among American children. Originally the egg symbolized fertility for the ancient Persians and Greeks who exchanged eggs at their spring festivals. But up to the Christian time, the egg symbolized the tomb from which Christ rose. For Christian lamb is the symbol of the sacrifice of Christ and pig the symbol of good luck. That is why both in Europe and in America, people have lamb and ham as their main meat on Easter Sunday. In all the spring season, people enjoy the Easter message of hope, joy and the resurrection of spirit.

Thanksgiving Day Thanksgiving Day, which originated in America and was first celebrated in 1621 by the pilgrims of the Plymouth Colony, is the most typical and true national holiday of all the holidays observed in the United States of America. Because of the religious persecution by the established church in England, the pilgrims left their native land with the purpose of enjoying religious freedom. They first fled to Holland, and then sailed to America on a ship called the Mayflower. When they arrived at Plymouth, Massachusetts, it was November, 1620. The first winter was very difficult for them and over half of them died because of hunger and illness, hard work and severely cold weather. In the spring of the next year, 1621, a friendly Indian named Squants, who had been captured and released by other English men, came to help them in planting the corn and fertilizing the soil. Then Squants brought the Indian chief called Massasoit who also treated them in a friendly way. With the help of the Indians, the pilgrims had a bumper harvest that year. They thought the harvest was a kind of deliverance by God, so they decided to have a day of celebration after their harvest to express their thanks to God. And they also invited the Indian chief Massasoit in gratitude and prepared a grand dinner out-doors. The celebration lasted for 3 days. On October 3rd, 1863, Lincoln issued the first National Thanksgiving Proclamation. Since then it has been the custom for the President of the United States to Proclaim annually the fourth Thursday of November as Thanksgiving Day. The Thanksgiving dinner is mainly stuffed with roast turkey, squash and corn, pumpkin pie and Indian pudding a custard made from corn), etc. Today, American people have four days for this holiday, although the first Thanksgiving lasted three days. One is probably surprised to find the uniformity in the holiday scene of every family, wherever one goes in the United States. People go back home to enjoy the reunion of their family at the arrival of Thanksgiving Day.

Christmas Christmas Day, which is the greatest of the Christian festivals, falls on December 25th on which Christian people believe Jesus Christ was born, although no one can tell the exact date of his birth. This is the biggest and best-loved holiday in the United States, which is full of joy and gaiety, love and laughter, hospitality and good will. People usually have two weeks for this holiday. They begin to prepare Christmas long before the holiday comes. Small families and large business firms prepare the holiday differently. Stores are decorated with the traditional Christmas colors of green and red. Goods associated with Christmas become best sellers at this time. People like to decorate their stores and homes with Christmas tree, which is usually covered with strings of colored lights and a star fixed on top representing the star in the East which guided the three Wise Men to where Jesus was born. And Christmas food is special: peppermint-flavored red and white striped canes of sugar, bright colored hard sweets, chocolate bonbons, creamy homemade fudge and clusters of chocolate-covered raisins, walnuts or pecans, etc. On Christmas Eve families have a big dinner. Children hang their stockings by the fireplace, hoping that Santa Claus will fill them with sweets and toys.

Part 3: While-unit Activities: Five Separate Periods

Period 1: Warming up & Listening

Before having this period, the Students (Ss) are asked to collect information about the three festivals: Halloween, Bon Odori Festival, Day of the Dead.

Step 1 Lead-in

1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”

Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:

When do you usually feel happy? (Ss can give different answers)

Do you feel happy when there is a festival and you have holidays?

Then which festival or holiday do you like best? And why?

2. Chinese have many festivals. How many Chinese festivals do you know? And what are they?

( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)

Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?

3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?

( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂蘭盆節(jié)), Mardi Gras, Kwanzaa…)

Step 2 Warming up

1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:

Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)

Q2: Do you know which countries the festivals come from?

Q3: What are the people in the pictures doing? Why are they doing this?

2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.

3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)

Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)

Step 3 Dialogue

Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.

(The following form is presented for Ss to prepare.)

Festival

When is the festival celebrated?

Who celebrates the festival?

How do people celebrate it?

Why do people celebrate it?

What are some important themes, e.g.“family” and “peace”?

How old is the festival?

Step 4 Listening

1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.

2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.

3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.

Step 5 Summary

Help Ss to have a revision of the festivals learnt in this class.

T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.

Step 6 Homework

1. Listening work: Listen to the listening material about Christmas in workbook on page 77.

2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.

Period 2: Reading

Step 1 Revision

Get Ss to work in pairs to ma tch the festivals in Column A with the information in Column B.

Column A Column B

1.Ramada A. celebrated on the 15th day of the

first Chinese lunar month

2.the Lantern Festival B. chocolate, bunnies, colored eggs for its

symbols

3.Mardi Gras C. Muslims fast during the daylight day

4.Dragon Boat Festival D. catching “beads, doubloons and cups”

thrown by parades

5.Valentine’s Day E. honoring love and lovers

6.Halloween F. eating Zongzi to honor Qu Yuan

7.Double Ninth Festival G. the time of ghosts, spirits, gravestones

8.Thanksgiving Day H. meaning clear and bright, mourning the dead

9.Easter I. offering thanks, family gatherings and meals

10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior

citizen’s Day

Step 2 Pre-reading

1. Make a comparison of Chinese Spring Festival and Christian

Christmas.

T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)

Both of them are quite popular in the world. What are the differences between them?

Festival

Different

aspects

Chinese Spring Festival

Christmas

Time From the 1st day to the 15th day of the first Chinese lunar month

On Dec. 25

Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…

Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)…

Candies, cookies, pudding…

Gifts

Anything (foods, fruits, clothes, drinks…)

Anything (foods, fruits, drinks, desserts, Christmas decorations)

Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…)

Family reunion, have a big dinner on Christmas Eve…

purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future.

Celebrating the birth of Jesus Christ

Note: The italicized words in the form above are suggested answers.

Step 3 Reading

T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? (Kwanzaa)

1. Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.

(Questionnaire: When is Kwanzaa celebrated? How long does it last?

Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)

2. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.

1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)

2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)

3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )

4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )

5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )

6) Kwanzaa is based on old African festivals. ( T )

7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )

3. Dialogue.

Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:

Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.

John (J): Hello.

R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …

J: …

Step 4 Discussion

Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?

Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list

Good Effects Bad Effects

… …

Step 5 Homework

1. Oral Work: Read and recite the new words learnt in this class.

Read and recite some beautiful and useful sentences in the text.

2. Written Work: Suppose you are the journalist of Huip

高一的課件【篇4】

教學(xué)目標(biāo)：

1.了解希姆博爾斯卡的生平、創(chuàng)作風(fēng)格和她的作品。

2.理解《底片》的內(nèi)涵。

3.鑒賞這首詩(shī)的藝術(shù)手法。

教學(xué)中難點(diǎn)：

理解詩(shī)歌表達(dá)的思想內(nèi)涵。

教學(xué)時(shí)間：

1課時(shí)。

教學(xué)過(guò)程：

一、作者簡(jiǎn)介：

希姆博爾斯卡，即維斯瓦娃·希姆博爾斯卡(Wislawa Szymborska)，1925年7月2日生于波蘭波茲南省庫(kù)爾尼克的布寧村。1931年舉家遷居克拉科夫，從此希姆博爾斯卡就一直生活居住在克拉科夫。第二次世界大戰(zhàn)期間，希姆博爾斯卡在地下秘密學(xué)校完成中學(xué)學(xué)業(yè)，隨后在鐵路部門工作。1945年波蘭解放后，希姆博爾斯卡進(jìn)入克拉科夫雅蓋隆大學(xué)攻讀波蘭語(yǔ)言文學(xué)和社會(huì)學(xué)。同時(shí)開(kāi)始寫(xiě)作，在《波蘭日?qǐng)?bào)》的青年副刊《斗爭(zhēng)》上發(fā)表了她的第一首詩(shī)《尋找詞句》(1945年)。1952年出版第一部詩(shī)集《我們?yōu)槭裁椿钪?，并于同年被吸收為波蘭作家協(xié)會(huì)會(huì)員。

1953年成為《文學(xué)生活》周刊的編委，并主持該刊的詩(shī)歌部達(dá)20多年之久。

1954年出版了她的第二部詩(shī)集《詢問(wèn)自己》，并獲當(dāng)年的克拉科夫城市獎(jiǎng)。

1956年以后，希姆博爾斯卡相繼出版了詩(shī)集《呼喚雪人》(1957年)、《鹽》(1962年)、《一百種樂(lè)趣)(1967年)、《任何情況》(1972年)、《巨大的數(shù)字》(1976年)、《橋上的人》(1986年)和《結(jié)束和開(kāi)始》(1993年)。由于希姆博爾斯卡在詩(shī)歌創(chuàng)作上的杰出成就，她先后獲得了波蘭文化部頒發(fā)的國(guó)家文學(xué)二等獎(jiǎng)(1963年)，德國(guó)的歌德獎(jiǎng)(1991年)、赫爾德獎(jiǎng)(1995年)。1995年波茲南的密茨凱維支大學(xué)還授予她“名譽(yù)博士”稱號(hào)。1996年，希姆博爾斯卡榮獲諾貝爾文學(xué)獎(jiǎng)，授獎(jiǎng)詞中說(shuō)她的詩(shī)歌“以精確的諷喻揭示了人類現(xiàn)實(shí)中若干方面的歷史背景和生態(tài)規(guī)律”。詩(shī)人表示，她將把這筆獎(jiǎng)金的一半以上用于發(fā)展波蘭的醫(yī)療衛(wèi)生和文化事業(yè)，這對(duì)波蘭非常重要。

希姆博爾斯卡的詩(shī)歌創(chuàng)作可以分為前后兩期，前期以《我們?yōu)槭裁椿钪泛汀对儐?wèn)自己》為代表。在這個(gè)時(shí)期里，她的詩(shī)歌揭露了法西斯戰(zhàn)爭(zhēng)的殘暴和罪行，熱情歌頌了祖國(guó)波蘭的復(fù)興和建設(shè)。1956年以后，希姆博爾斯卡的詩(shī)歌創(chuàng)作進(jìn)入一個(gè)新的階段，無(wú)論是題材、主題，還是形式和風(fēng)格都發(fā)生了較大的變化，呈現(xiàn)出多姿多彩的態(tài)勢(shì)，想象力更為豐富，也更富于哲理性和思辨性。其詩(shī)歌主題大多涉及人的生存環(huán)境和人與歷史的關(guān)系、人在歷史上和自然環(huán)境中的位置等重要問(wèn)題。自然和動(dòng)物、科技和發(fā)明、愛(ài)情與婚姻、貧窮和富裕、歡樂(lè)與痛苦……都在她的詩(shī)歌中得到了反映。然而作者在描寫(xiě)這些客體時(shí)，并不帶有強(qiáng)烈的感情色彩，又不完全采取超然的態(tài)度，她對(duì)所描寫(xiě)的主題既深切關(guān)注，又保持了一定的距離。而且往往被自嘲、幽默、譏諷等沖淡和掩蓋。在表現(xiàn)手段上，希姆博爾斯卡喜歡采用提問(wèn)和對(duì)話的方式去提出一些極富哲理性的問(wèn)題，她的詩(shī)歌語(yǔ)言也極富個(gè)性，往往明白如話而又含義深?yuàn)W，帶有警句和格言的意味，令人回味無(wú)窮，從而使她成為波蘭當(dāng)今最杰出的一位女詩(shī)人。

希姆博爾斯卡多年來(lái)磨練出她獨(dú)特的詩(shī)風(fēng)，她的詩(shī)藝建立在二十世紀(jì)詩(shī)歌傳統(tǒng)和人道主義主流的基礎(chǔ)之上，但是，本著一種強(qiáng)烈的個(gè)人主義品格，她始終置身于時(shí)興的哲學(xué)、美學(xué)、文化潮流之外。按張振輝先生的觀點(diǎn)，她的詩(shī)歌主題有三：一是哲理的思辨，二是對(duì)宇宙世界和人類社會(huì)的看法，三是日常生活中的事物、情感、見(jiàn)聞，涉及愛(ài)情、親情、友情、命運(yùn)、時(shí)間、生與死、不同個(gè)性的人甚至生活中的瑣事等等。?

希姆博爾斯卡的詩(shī)歌風(fēng)格清晰、直白、細(xì)膩，有人認(rèn)為屬于古典主義。她是駕馭反諷和悖論的高手，她在詩(shī)中時(shí)常進(jìn)行的幽默調(diào)侃讓人難以相信出自女性之手;她早年的詩(shī)歌歌頌過(guò)法國(guó)大革命，歌頌過(guò)蘇聯(lián)軍隊(duì)，但很快便向理性的方向轉(zhuǎn)變，轉(zhuǎn)而對(duì)普遍意義上的人和世界的深沉思索;在諷世諭世的同時(shí)，她也表現(xiàn)了一種廣泛的、真摯的愛(ài);她也有深情的一面，只是這種深情由于往往用平實(shí)的語(yǔ)言寫(xiě)成，反而容易被人忽視。?

希姆博爾斯卡是一位謙遜的詩(shī)人，她認(rèn)為了解詩(shī)人的生平對(duì)理解她的作品無(wú)所助益，研究詩(shī)歌必須從哲學(xué)和語(yǔ)言角度入手。所以她從不寫(xiě)自傳，不喜歡接受采訪，更不愿意向他人吐露私生活。有關(guān)她的個(gè)人資料公開(kāi)的非常稀少，給我們的搜尋帶來(lái)很大困難。

二、這首詩(shī)比較難理解，可以讓小組討論，通過(guò)學(xué)生的爭(zhēng)論，從不同角度嘗試?yán)斫庠?shī)的內(nèi)涵，這是要達(dá)到的主要目的。學(xué)生很少見(jiàn)到底片的樣子，可以用幻燈展示幾幅底片，幫助學(xué)生理解底片中的形象與真實(shí)形象的不同。學(xué)生閱讀，小組討論以下問(wèn)題：

1.《底片》中寫(xiě)了底片和其所反映的真實(shí)的事物在哪幾個(gè)方面的對(duì)比?

2.《底片》通過(guò)這些對(duì)比表達(dá)了什么思想?

三、小組交流。老師組織學(xué)生按小組發(fā)言，小組之間可以爭(zhēng)論。讓學(xué)生了解不同的觀點(diǎn)和分析方法。老師及時(shí)評(píng)價(jià)學(xué)生的發(fā)言，適時(shí)提出自己的看法。

1.作者對(duì)底片的影像做了準(zhǔn)確的描述，指出了底片中的景物和人，她寫(xiě)到了天空、烏云、太陽(yáng)、櫻桃樹(shù)、花和底片上的人。她特別注意到了底片和其所反映的真實(shí)的事物在幾個(gè)方面的對(duì)比：

第一，黑白色的對(duì)比。真實(shí)世界是五顏六色的，反映到底片中只有黑白兩色，這就產(chǎn)生了一種奇妙的效果，既真實(shí)又不真實(shí)。

第二，左右位置的互換。底片從正面看和反面看，它所反映的影像是一樣的，但是左右剛好相反，而看底片的人很難知道哪一面是正確的。

第三，鬼魂與活人的對(duì)比。真實(shí)世界生動(dòng)的人物到了底片中，感覺(jué)就像鬼魂一樣。

2.詩(shī)的內(nèi)涵的理解：

理解一：因?yàn)樯鲜鲞@些對(duì)比構(gòu)成的奇妙的感覺(jué)，模糊了真實(shí)與虛假的界線，將內(nèi)心的感覺(jué)與真實(shí)的世界融為一體，所以就有了問(wèn)候和提問(wèn)，這也可以看作自己向自己?jiǎn)柡蚝吞釂?wèn)。心靈的自我沉思借底片這一獨(dú)特的客體找到了一種表達(dá)的方式。

理解二：是對(duì)生活真實(shí)性的懷疑。

理解三：現(xiàn)實(shí)生活是無(wú)法用一種形式準(zhǔn)確反映的。

四、師生探討：《底片》有哪些獨(dú)特的藝術(shù)特點(diǎn)?

本詩(shī)的語(yǔ)言明白如話卻含義深?yuàn)W，令人回味無(wú)窮。

在表現(xiàn)方法上，本詩(shī)采用了白描、獨(dú)白的方式。

在內(nèi)容和形式、現(xiàn)象和本質(zhì)、單一和多樣等等方面形成了一種張力，因此富于哲理性和思辨性。

高一的課件【篇5】

Teaching aims :

Knowledge: amusement, attraction, divide, unlike, risk one’s life, fall though,

Be ready to do, race against, next to, space, combine…with…,

Entertain, seem, so…that…, scream one’s way etc.

Ability: 1. Enable the students to talk about entertainment places.

2. Enable the students to ask and give directions

3. Train the students’ listening, speaking, reading and writing abilities

Moral lesson: To develop the Ss’ feelings of loving life and this colorful world

Important points: a. To master the uses of some words and phrases

b. The-ing form -----used as Adverbial

Difficult points: a. How to ask and give directions

b. How to understand the texts quickly and well

Teaching methods: asking and answering, practicing, scan & skim reading

Teaching aids: a tape recorder, a blackboard and a slide projector

Teaching periods: 5 periods

The first period

Warming-up, listening and speaking

文化背景介紹

娛樂(lè)公園就是所有人工建成的娛樂(lè)性露天場(chǎng)所的總稱。根據(jù)西方的發(fā)展情況，它可分為狹義娛樂(lè)公園、主題公園、傳統(tǒng)公園和電車公園四類

狹義娛樂(lè)公園（Amusement Park ）---以纜車、競(jìng)技、美食為特征的娛樂(lè)設(shè)施，有的娛樂(lè)公園還有表演。

主題公園(Theme Park )--- 所有的纜車、吸引物、表演和建筑都圍繞著一個(gè)或一組中心主題的娛樂(lè)公園。例如迪斯尼公園

傳統(tǒng)公園(Traditional Park )---強(qiáng)調(diào)纜車游戲，而且沒(méi)有給吸引物賦予主題的娛樂(lè)公園。

電車公園(Trolley Park )---以創(chuàng)建于19世紀(jì)末和20世紀(jì)初為代表的，由路面電車公司為了招攬周末業(yè)務(wù)而建造的娛樂(lè)公園。

Step I. Greetings

Step II. Lead- in

T: The summer vacation is coming. We’ll have time to have a good rest.

Maybe some of you will be take to travel. As is known to us, on the the beautiful parks that make this world full of fun are the places which tourists must visit. This unit we’ll learn sth about them. First let’s read the

New words and phrases in this unit.

Step III. Warming-up

T: Now please turn to page 64 to look at the four pictures in Warming-up

And answer the following questions:

Where were these pictures taken ?

What are the things in the pictures called ?

Have you tried any of these things?

Where did you try them ?

What other equipments can you find in these parks? 答案在板書(shū)中

If you haven’t, would you like to ? Why or why not ?

(Give the students several minutes to discuss then collect their answers )

Suggested answers:

Activity Reasons for liking it Reasons for disliking it

Roller coasters Exhilarating experience Awful

Bungee jumping Adventurous; exciting Causing injury

Free fall rides Stimulating Full of danger

Fast cars Giving great pleasure Feeling tense

Scary films Looking for thrills Frightening

Step IV Listening

T: Now look at the part of Listening. We are going to hear something about two parks. It will tell us the theme of each park and the reasons why they choose the park. I’ll play the tape three times.

For the first time, you just listen to get a general idea. Then listen to the

Tape a second time and do the exercise. At last you can check your answers when I play the tape recorder for the third time. Let’s begin.

Step V. Speaking

T: Look at the map on P65. And read the dialogue between Speaker A and B.

Then ask the students to make a similar asking-the-way dialogue in pairs

According to the map. ( After a while, the teacher asks some pairs to come to the front of the class and give their performances.)

Language points:

1. amusement

u.n 娛樂(lè)，消遣，興趣 c. n 快樂(lè)的事，娛樂(lè)品，文娛活動(dòng)

My chief amusement is fishing .

To our amusement, the teacher sang funny song in class

There are plenty of amusements here-cinemas, theatres, concerts and so on. (這里有許多娛樂(lè)項(xiàng)目，如電影、戲劇、音樂(lè)會(huì)等等。)

Games and sports should not be treated only as __________.

a. an amusement b. amusement c. amusements d. the amusement

補(bǔ)充： Amuse vt 使。。。發(fā)笑 / 逗。。。笑 amuse sb with sth

Amusing adj 令人發(fā)笑的，逗人笑 amused adj 感到可笑的

He often amuses us with humorous words.

What he said was so amusing.

We were amused by what he said.

(有同類用法的詞在上一單元中已經(jīng)介紹，這里就不羅嗦了)

2. theme一般指論文、演講、音樂(lè)等的主題，也可指談話等的題目、話 是正式用語(yǔ)

subject 是表達(dá)該含義的普通用詞，用法范圍較廣

topic 指講話、文章等的題目、話題或論題，（節(jié)、段）的主題，用法也較為廣泛

Very few people can understand the theme of this kind of music

What’s the subject of this text?

Please find out the topic sentence in this passage.

3. attract vt 吸引、招引、引起、引誘

+ sb /sth / sb to sp

Bright colors attract children.

I tried to attract his attention, but failed .

What do you think attract so many visitors to the West Lake?

Attraction n 吸引、吸引力、吸引人的事物

The main attraction of the circus was a dancing bear .

4. get it在口語(yǔ)中用作不及物動(dòng)詞，可能表示“明白、理解”，“猜中”， 等義；

make it表示“及時(shí)到達(dá)”或“做成功某事”

catch it (因做錯(cuò)事而)挨罵、受責(zé)備、受罰、被打中

take it認(rèn)為/ 假定/ 想象。。。

This is the whole story. Get it ? 這就是整個(gè)過(guò)程，明白嗎？

You get it . 你猜中了。

I think we’ll just make it . 我認(rèn)為我們會(huì)及時(shí)到達(dá)的。

It’s hard to make it to the top in show business .演藝行業(yè)要達(dá)到頂峰是

不容易的。

You’ll catch it if you’re not careful!你若不小心就會(huì)挨罵的。

He caught it right in the eye. 他的眼睛被打個(gè)正著

I take it that we are to discuss it with our head teacher. 我認(rèn)為我們?cè)摗！?/p>

I can hardly take it that he could finish it in such a short time. 我?guī)缀鯚o(wú)法想象。。。

5. lead to 通向，通往/ 導(dǎo)致，招致

All the roads lead to Rome.

Hard work leads to success, while laziness leads to failure.

This street leads you to the station.

lead vt （1）引導(dǎo)，帶領(lǐng) They went out of the forest with a peacock leading the way .

（2）領(lǐng)導(dǎo)，率領(lǐng) That general once led the Long March.

（3）使得，導(dǎo)致（某人做某事）What led you to believe it.

（4）（使）過(guò)某種生活 We are leading a busy life.

Lead by the nose 牽著鼻子走/ 完全控制某人

Lead off 開(kāi)始/ 首先

Lead on 勸誘，哄（騙）

Lead up to 導(dǎo)致，打算（干什么）

Don’t let anybody lead you by the nose .

Who is going to lead off?

The salesman tried his best to lead people on to buy the goods.

What does he lead up to by doing this ?

Step VI. Summary and Homework

T: In this class, we’ve done some listening and speaking. We have also talked

About some equipments for pleasure in amusement park and practiced

Asking the way and giving directions, using the expressions on P66. After

Class, practise more dialogues about giving directions and preview the

Reading material “Theme Parks”. So much for today. Goodbye, everyone.

Blackboard Design

Unit 22The First Period Equipments for pleasure in the amusement park : roller coasters, racing cars, free for rides, bungee jumping, monorails, swings, shooting galleries, roundabouts, bumper cars and so on Language points : 1. amusement 2. got it ….

P.S. _________________________________________________________

_________________________________________________________

________________________________________________________

The Second and the third periods

Step I. Greetings

Step II. Lead-in

T: Yesterday we practiced giving directions and talked about some equipments for pleasure in an amusement park. Today we are going to read a passage. It is about some theme parks in the world. It will show you what you can do in each theme park. Do you know what is a theme park? Please read the text and the answer is just in it.

Questions for fast reading:

1. What is a theme park?

2. What theme parks are mentioned in the text?

(World Park, Ethnic Culture Park, Ocean Park, Disneyland, Universal studios )

Questions for scan reading.

1. How are the theme parks different from traditional amusement parks?

2. If I want to look at buildings, castles and statues from other countries,

Which theme park should I go? （頭三道題答案均在第一段）

3. What can we see at the China Ethnic Culture Park?

4. Why do people go to the theme parks?（4。5。6。答案在第二段）

5. If I want to learn about life in the ocean, which theme park is best choice?

6. Where is Ocean Park? How many sections does it have? What are they?

What places can you go to at the lowland?

7. What’s the theme of Disneyland? What can meet in it ?

8. What’s the name of another big theme park in the US? At Universal, what are all the rides and activities based on?（7.8答案在第三段）

9. There are so many themes parks in the world. However, why new theme

Parks are still being built? What makes it possible for to experience almost anything without danger in these new theme parks? （最后一段）

The main idea for Each Paragraph.

Para1. The definition of theme park and introduction to some theme parks in China

Para2. Something about Ocean Park in Hong Kong

Para 3. Disneyland and the Universal Studios in US

Para 4. The reason why new theme parks are being built

Language points in the text.

1. unlike adj 不同的，相異的 The two flowers are quite unlike.

Prep 不像， 與。。。不同 Her baby is quite unlike her .

Unlikely adj 未必的， 不大可能的 She is unlikely to win the game .

不太真實(shí)可信的 That is an unlikely story.

Likely adj 很可能的 be likely to do= It is likely that…

2. teach sb sth （僅供參考）

A. + sb sth = + sth to sb

give , show , send , write, bring , offer, read , pass, lend ,

hand , tell , pay , throw, allow , wish , teach , promise , refuse etc

B. + sb sth = + sth for sb

make , buy , do , fetch, get, paint, save, etc

3. opportunity 強(qiáng)調(diào)是很恰當(dāng)?shù)臋C(jī)會(huì)

It’s a good opportunity for me to practise speaking English with them.

find/ make an opportunity of doing / to do…

have no/little / not much opportunity for doing / to do…

seize / miss an opportunity

take the opportunity of doing/ to do …(趁機(jī)會(huì)做某事)

chance 強(qiáng)調(diào)偶然性

Don’t give such a good chance to study abroad.

By chance 偶然地，意外地 I found that book by chance

Take a chance / take chances 冒險(xiǎn) They are taking chances.

By any chance 萬(wàn)一，碰巧If you, by any chance, come here , please tell me

Take one’s chance 碰運(yùn)氣，冒險(xiǎn) He went to California to take his chance .

4. divide / separate

separate 指把原來(lái)連在一起或靠近的“分隔”開(kāi)來(lái)，也可指“離別，分手” 多與from連用；它還有形容詞詞性，意為“單獨(dú)的，各自的”

divide 指把整體“劃分”或“分割”成若干份，多與into, among 連用

它還有“除(盡)”的意思

A. The Pacific separates Asia from America.

Please separate the white shirts from the colored ones .

We separated at the railway station.

The babies are sleeping on separate beds.

B . The mother divided the watermelon into eight parts.

The students are divided into five groups

He divided the cake among the children.

Three divides nine. / Six divided by 2 is 3.

5. explore vt . 控測(cè)； 勘探/ 探究，仔細(xì)探查

explorer n 探測(cè)者； 探究者

exploration n 探測(cè)，探究， 探查

exploratory adj 探查的，探測(cè)的

Scientists will explore the Arctic regions.

6. Visitors can go on exciting rides where they can feel what it is like to do the

Things they have seen their heroes do in the movies.

7. If you want to know what it feels like to fall through the air, take off in a rocket, fly a helicopter or fight alien creatures in outer space, visit one of the theme parks in your area

以上兩句由于句子成分復(fù)雜，最好做一下句子成分的劃分

Blackboard Design

Theme parks Questions: 1. What is a theme park ? 2. What theme parks are mentioned in the text?Language points: 1. amusement 2. opputunity 3. divide 4. explore ……. …….. …….

P.S. ______________________________________________________________

______________________________________________________________

______________________________________________________________

The fourth period

Step I. Greetings

Step II. Revision

T: In the last period, we have learnt a passage about theme parks. Now let’s

Answer some questions. Please listen carefully.

1. Which park is China’s largest theme park ?

(The World Park )

2. What can you do at the World Park in China?

(We can look at buildings, castles and statues from more than 30 countries )

3. What’s the theme of the Disney parks ?

( The world of Walt Disney and his characters: Mickey Mouse, Donald Duck and many others )

4. Which section of the Ocean Park in Hong Kong should you go to if

You want to learn about the giant dinosaur’s footprints?

(At the Lowland.)

Step III. Grammar

T: Now, please look at the two sentences on the blackboard.

( Bb: He stood there. He read a newspaper. ) How can we join these two

sentences into one? Who can do it ?

S1: It can be joined like this : He stood there and read a read a newspaper.

(The teacher writes it on the blackboard. )

T: That’s right. Sit down, please. We can also say:

He stood there, reading a newspaper. (Write it on the blackboard and

Mark it with (1))

(Bb: First he graduated from the college. Then he went to a factory. )

Who can join them into one sentence?

S2: Let me try. After he graduated from the college, he went to a factory.

(The teacher writes it on the blackboard. )

T: You are right. We can also say: having graduated form the college, he went

To a factory. (Write the sentence on the blackboard and mark it with (2))

Now pay attention to these two sentences marked with (1) and (2). In the

Second sentence, there are two actions. One is “graduated from the

College”, and the other is “went to a factory”. Which happened first?

S3: The action “ graduated from the college” happened first.

T: Right. Now let’s look at the first sentence. There are also two actions

Which happened first?

S4: In this sentence, two actions happened at the same time.

T: Very good. Attention, please. When two things happen at the same time, or

Almost at the same time in one sentence, we often use the following structure:

v-ing (phrase ), main clause/ or main clause, v. –ing (phrase ) 板書(shū)

While one thing happens first , the other happens later, we usually use the

Following structure:

Having done, main clause/ or main clause, having done . 板書(shū)

Ss: Yes.

T: Now look at the three sentences in the box in Grammar on Page 55. Can you

Say something about the actions in them ?

T: Good. Now look at Exercise 1 and Exercise 2 in Grammar. Rewrite these sentences using the -ing form, paying attention to which action happens first.

(After several minutes, check the answers )

Step V. Summary and Homework

T: Today, we’ve done some exercises about the- ing form used as adverb. In

This part, you should pay attention to the time when things happened.

After class you should practise more to master them better. Don’t forget

To prepare for the Integrating skills. OK. That’s all for today. Class is

Over.

Blackboard Design

The fourth period He stood there. He read a newspaper. ----○He stood there and read a newspaper.○He stood there, reading a newspaper. First he graduated from the college. Then he went to a factory.○After he graduated from the college, he went to a factory.○Having graduated from the college, he went to a factory.……. ….. …….

P.S. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

The fifth period

Live to Ride （為飛車而活）

Step I. Greetings.

Step II. Lead- in

In the text “Theme parks” we know something about the famous theme parks

Both in china and in US . From it we know that a theme park is a collection

Of rides, exhibitions or other attractions that are based on a common theme.

This class let’s see more about rides in these parks. Please look at the part of

Integrating skills

Step III. Reading.

Questions

1. For many visitors, what are the theme parks all about?

2. What are the differences between today rides and the early days of roller coasters?

3. What is another attraction found in many theme parks?

(Thrill ride. 動(dòng)感電影)

4． What the difference between thrill ride and the roller coasters? Give a

example.

5. Where can thrill rides send you ? and what can you feel in them?

6. What’s the limit to the fun ? ( the imagination of the designers of the

thrill rides. )

Language points.

1. ready adj (1) 有準(zhǔn)備的，準(zhǔn)備好的（for ,with ）只作表語(yǔ)

Supper is ready.

If she ready for the trip?

Are you ready with your work ?

(2) 甘心的，愿意的，情愿的，樂(lè)意的（to ）

I’m always ready to help you .

Are you ready to go with me to Beijing.

(3) 易于。。。的，動(dòng)輒就。。。

Don’t be so ready to quarrel.

(4) 迅速的，立刻的，即時(shí)的（只作定語(yǔ)）

Pay him ready money.給他現(xiàn)錢

I bought a set of ready-made clothes. 我買了套成衣

Adv 事先準(zhǔn)備好地 Alice doesn’t buy food ready cooked .

艾麗絲不買熟食

2. go through

（1） 經(jīng)歷，通過(guò)He once went through much hardship.

The deal didn’t go through.

（2） 仔細(xì)檢查，全面考慮/ 審查

They went through our luggage at the customs .

Let’s go through the arguments again.

（3） 搜查 The policeman is going through the pockets of the

thief

（4） 做完某事 Let’s go through the exercises.

Go through with 把。。。進(jìn)行到底

He is determined to go through with the invention.

3. Scream one’s way 一路尖叫著

Feel one’s way 措索著走

Fight one’s way 奮勇前進(jìn)

Lose one’s way 迷路

Make one’s way 取道前進(jìn)

Force one’s way 擠著向前走

Wind one’s way 蜿延前進(jìn)，曲折前進(jìn)

Get one’s way 實(shí)現(xiàn)了愿望

Have one’s way 隨心所欲

Homework: Review the words and expressions in Unit 22.

Finish all the exercises in it.

Blackboard Design

The fifth period Live to ride Language points:1. be ready to do 2. go through 3.scream one’s way …… …………...

P. S. __________________________________________________________

__________________________________________________________

__________________________________________________________

高一的課件【篇6】

教學(xué)重點(diǎn)：

①使學(xué)生掌握甲烷的結(jié)構(gòu)式、甲烷的電子式和甲烷分子的正四面體結(jié)構(gòu);

②掌握甲烷的化學(xué)性質(zhì)，了解有關(guān)實(shí)驗(yàn)的結(jié)論，了解取代反應(yīng);

③培養(yǎng)學(xué)生關(guān)心科學(xué)、研究科學(xué)和探索科學(xué)的精神。 教學(xué)難點(diǎn)：

從今天起，我們將學(xué)習(xí)有機(jī)化合物的知識(shí)。有機(jī)化合物與人類的生活有密切的關(guān)系，在衣、食、住、行、醫(yī)療、能源、材料、科學(xué)技術(shù)及工農(nóng)業(yè)生產(chǎn)等領(lǐng)域中都起著重要作用。

在有機(jī)化學(xué)中我們將學(xué)習(xí)烴、烴的衍生物、糖類、油脂、蛋白質(zhì)及合成材料等。

最早，人類只能從動(dòng)植物體中取得一些有機(jī)物。后來(lái)，人類能通過(guò)非動(dòng)植物體制取有機(jī)物。如今，人類不但可以合成自然界里已有的許多有機(jī)物，而且還能合成出自然界里原來(lái)沒(méi)有的多種多樣性能良好的有機(jī)物。

因二氧化碳、一氧化碳、碳酸鹽及碳酸氫鹽等具有無(wú)機(jī)化合物的性質(zhì)，除二氧化碳、一氧化碳、碳酸鹽及碳酸氫鹽外，絕大多數(shù)含碳的化合物都是有機(jī)化合物。

目前，人類從自然界發(fā)現(xiàn)和人工合成的有機(jī)物已經(jīng)超過(guò)二千萬(wàn)種，這個(gè)數(shù)字已遠(yuǎn)遠(yuǎn)超過(guò)無(wú)機(jī)化合物。

有機(jī)化合物種類和數(shù)目繁多的主要原因是碳原子的結(jié)構(gòu)所決定的。 【新課】： §5-1 甲烷

通過(guò)全體學(xué)生的探究練習(xí)引入甲烷的結(jié)構(gòu)。 [課堂探究練習(xí)1] 碳原子和氫原子的結(jié)構(gòu)示意圖。 答案：

[課堂探究練習(xí)2] 已知甲烷僅由碳、氫兩種元素組成，其中質(zhì)量分?jǐn)?shù)C%=75%，H%=25%。請(qǐng)同學(xué)們推出甲烷的化學(xué)式。 解題過(guò)程：

因?yàn)镃摩爾質(zhì)量是12g/mol，H摩爾質(zhì)量是1g/mol。

設(shè)取甲烷100g，則C的質(zhì)量是100×75%=75g，H的質(zhì)量是100×25%=25g

又因?yàn)樘荚佑兴膫€(gè)價(jià)電子，欲形成八個(gè)電子的穩(wěn)定結(jié)構(gòu)，需要形成四對(duì)共用電子對(duì)才能達(dá)到八個(gè)電子的穩(wěn)定結(jié)構(gòu);氫原子核外有一個(gè)電子，欲形成兩個(gè)電子的穩(wěn)定結(jié)構(gòu)，需要形成一對(duì)共用電子對(duì)才能達(dá)到兩個(gè)電子的穩(wěn)定結(jié)構(gòu)。

[課堂探究練習(xí)3]已知甲烷的分子式為CH4，①寫(xiě)出甲烷的電子式;②經(jīng)實(shí)驗(yàn)測(cè)定它是非極性分子。討論分子里各原子在空間的分布情況?

①甲烷的電子式：

②討論結(jié)果：可能有兩種結(jié)構(gòu)——平面正方形結(jié)構(gòu)和正四面體結(jié)構(gòu)，如圖[合同范本網(wǎng) 36gh.com]

[總結(jié)]

經(jīng)過(guò)科學(xué)實(shí)驗(yàn)證明甲烷分子的結(jié)構(gòu)是正四面體結(jié)構(gòu)，碳原子位于正四面體的中心，4個(gè)氫原

/子分別位于正四面體的4個(gè)頂點(diǎn)上(鍵角是109°28)。

物理性質(zhì)：甲烷是無(wú)色、無(wú)臭的氣體，密度是0.717g/L(標(biāo)準(zhǔn)狀況)，極難溶于水。

甲烷是池沼底部產(chǎn)生的沼氣和煤礦的坑道所產(chǎn)生的氣體的主要成分。這些甲烷都是在隔絕空氣的情況下，由植物殘?bào)w經(jīng)過(guò)微生物發(fā)酵的作用而生成的。

有些地方的地下深處蘊(yùn)藏著大量叫做天然氣的可燃?xì)怏w，它的主要成分也是甲烷，按體積計(jì)算，天然氣中一般約含有甲烷80%——97%。

通常情況下，甲烷穩(wěn)定，如與強(qiáng)酸、強(qiáng)堿和強(qiáng)氧化劑等一般不發(fā)生化學(xué)反應(yīng)。在特定條件下甲烷能與某些物質(zhì)發(fā)生化學(xué)反應(yīng)，如可以燃燒和發(fā)生取代反應(yīng)等。

[實(shí)驗(yàn)]點(diǎn)燃甲烷，燃燒，火焰呈淡藍(lán)色。分別用干燥的小燒杯和沾有澄清石灰水的小燒杯罩在火焰上，可以發(fā)現(xiàn)干燥的小燒杯內(nèi)有無(wú)色液體生成，沾有澄清石灰水的小燒杯罩石灰水變渾濁。

[實(shí)驗(yàn)]把甲烷通入盛有酸性高錳酸鉀溶液中，觀察紫色的高錳酸鉀溶液是否褪色?

從實(shí)驗(yàn)中可知溶液顏色沒(méi)有變化，說(shuō)明甲烷與高錳酸鉀不發(fā)生反應(yīng)。

[實(shí)驗(yàn)]取一個(gè)100mL的量筒，用排飽和食鹽水的方法收集20mLCH4和Cl2，放在光亮的地方，日光不要直射，等待片刻，觀察發(fā)生的現(xiàn)象。

[由現(xiàn)象討論后得出結(jié)論]

現(xiàn)象：量筒壁上出現(xiàn)油滴，量筒內(nèi)的液面上升，氣體顏色略微變淺。

甲烷分子里的氫原子是被氯原子逐步取代的，共生成五種物質(zhì)，四種取代產(chǎn)物。

有機(jī)物分子里的某些原子或原子團(tuán)被其它原子或原子團(tuán)所代替的反應(yīng)叫做取代反應(yīng)。

在常溫下，一氯甲烷是氣體，二氯甲烷、三氯甲烷和四氯甲烷是液體，其中四氯甲烷又叫四氯化碳，三氯甲烷又叫氯仿，三氯甲烷和四氯甲烷是工業(yè)上重要的溶劑。

在隔絕空氣的情況下，加熱至1000C，甲烷分解生成炭黑和氫氣。

氫氣是合成氨和合成汽油等工業(yè)的原料;炭黑是橡膠和染料的工業(yè)原料。 【總結(jié)】[本節(jié)課的主要知識(shí)點(diǎn)] 【作業(yè)】——教材79頁(yè)：

一、

物理性質(zhì)：甲烷是無(wú)色、無(wú)臭的氣體，密度是0.717g/L(標(biāo)準(zhǔn)狀況)，極難溶于水。

化學(xué)性質(zhì)：通常情況下，甲烷穩(wěn)定，如與強(qiáng)酸、強(qiáng)堿和強(qiáng)氧化劑等一般不發(fā)生化學(xué)反應(yīng)。在特定條件下甲烷能與某些物質(zhì)發(fā)生化學(xué)反應(yīng)，如可以燃燒和發(fā)生取代反應(yīng)等。

高一的課件【篇7】

1、通過(guò)本課學(xué)習(xí)，使學(xué)生了解甲午中日戰(zhàn)爭(zhēng)的概況:日本發(fā)動(dòng)戰(zhàn)爭(zhēng)的目的;為什么叫甲午中日戰(zhàn)爭(zhēng);戰(zhàn)爭(zhēng)中的重要戰(zhàn)役以及鄧世昌的事跡。

2、通過(guò)教學(xué)使學(xué)生掌握《馬關(guān)條約》的主要內(nèi)容及其影響;臺(tái)灣人民反抗日本殖民統(tǒng)治的英雄事跡等。

1、教師導(dǎo)學(xué)質(zhì)疑，在演示課件的同時(shí)，通過(guò)啟發(fā)和自主探究，引導(dǎo)學(xué)生運(yùn)用史料分析問(wèn)題，以此來(lái)提高學(xué)生思維能力;

2、通過(guò)引導(dǎo)比較《南京條約》和《馬關(guān)條約》的內(nèi)容，具體分析說(shuō)明《馬關(guān)條約》大大加深了中國(guó)半殖民地化的程度，從而培養(yǎng)學(xué)生綜合分析問(wèn)題能力。

1、通過(guò)本課學(xué)習(xí)，使學(xué)生對(duì)甲午中日戰(zhàn)爭(zhēng)的性質(zhì)，中國(guó)戰(zhàn)敗的原因，馬關(guān)條約的影響有正確認(rèn)識(shí)，從而培養(yǎng)學(xué)生正確的歷史觀，增強(qiáng)歷史責(zé)任感;

2、學(xué)習(xí)鄧世昌等英勇反抗侵略，不怕?tīng)奚木?，認(rèn)識(shí)抗擊外來(lái)侵略，捍衛(wèi)民族尊嚴(yán)是中華民族的優(yōu)良傳統(tǒng)，樹(shù)立民族自尊心和自信心;

3、認(rèn)識(shí)臺(tái)灣自古以來(lái)就是我國(guó)領(lǐng)土不可分割的一部分，堅(jiān)決維護(hù)國(guó)家統(tǒng)一。

黃海大戰(zhàn);《馬關(guān)條約》的內(nèi)容及其影響。

甲午中日戰(zhàn)爭(zhēng)的性質(zhì)以及中國(guó)戰(zhàn)敗的原因;《馬關(guān)條約》的影響。

(多媒體展示) “自古以來(lái)就是中國(guó)的領(lǐng)土”、“問(wèn)題的由來(lái)”(教師簡(jiǎn)介)。“爭(zhēng)端”說(shuō)明近期中日關(guān)系趨于緊張。回顧近代歷史，日本發(fā)動(dòng)或參與的侵華戰(zhàn)爭(zhēng)就有三次。今天，我們就一起來(lái)學(xué)習(xí)日本對(duì)華第一次大規(guī)模的侵略戰(zhàn)爭(zhēng)——甲午中日戰(zhàn)爭(zhēng)。

(多媒體展示)要求學(xué)生總體上掌握日本發(fā)動(dòng)戰(zhàn)爭(zhēng)的目的、經(jīng)過(guò)和結(jié)果。 1、日本發(fā)動(dòng)戰(zhàn)爭(zhēng)的目的以及戰(zhàn)爭(zhēng)名稱的由來(lái)(多媒體展示)介紹日本的崛起——通過(guò)兩幅漫畫(huà)對(duì)比明治維新前后日本的變化。改革后的日本走上了資本主義道路，不僅擺脫了淪為半殖民地國(guó)家的命運(yùn)，還走上了對(duì)外侵略擴(kuò)張的道路。

(多媒體展示)日本對(duì)外擴(kuò)張的“大陸政策”。由此引導(dǎo)學(xué)生探究出“日本發(fā)動(dòng)戰(zhàn)爭(zhēng)的目的”——征服朝鮮、侵略中國(guó)、稱霸世界。

教師介紹：1894年，夾在中日兩國(guó)間的朝鮮爆發(fā)了東學(xué)黨起義，朝鮮請(qǐng)求清政府“助剿”。處心積慮的日本找到了挑起戰(zhàn)爭(zhēng)的機(jī)會(huì)。1894年是舊歷甲午年，所以稱這次戰(zhàn)爭(zhēng)為“中日甲午戰(zhàn)爭(zhēng)”。

(多媒體展示)教師簡(jiǎn)介：1、黃海大戰(zhàn)，致遠(yuǎn)艦管帶鄧世昌壯烈殉國(guó);2、遼東半島戰(zhàn)役，日軍制造旅順大屠殺;3、威海衛(wèi)戰(zhàn)役，北洋艦隊(duì)全軍覆沒(méi)。

(多媒體展示)學(xué)生閱讀教材相應(yīng)段落，了解黃海大戰(zhàn)的經(jīng)過(guò)，使學(xué)生深刻感受“此日漫揮天下雨，有公足壯海軍威”，學(xué)習(xí)鄧世昌等愛(ài)國(guó)官兵英勇反擊侵略，不怕?tīng)奚木瘢J(rèn)識(shí)抗擊外來(lái)侵略，捍衛(wèi)民族尊嚴(yán)是中華民族的優(yōu)良傳統(tǒng)，樹(shù)立民族自尊心和自信心。

(多媒體展示)黃海大戰(zhàn)以后，清政府一味向敵人妥協(xié)，李鴻章為保存自己派系的實(shí)力，命令北洋艦隊(duì)“保船避戰(zhàn)”，躲進(jìn)威海衛(wèi)軍港，不準(zhǔn)巡海迎敵。這樣，黃海制海權(quán)為日本艦隊(duì)所控制，此后，中國(guó)遭到日軍海陸兩路的夾擊。日軍很快侵占遼東半島。(教師指導(dǎo))學(xué)生閱讀教材“旅順陷落，旅順大屠殺”相關(guān)內(nèi)容，揭露日軍累累罪行。

(多媒體展示)講述日軍榮成灣登陸，海陸夾擊威海衛(wèi)——北洋艦隊(duì)基地。結(jié)果，北洋艦隊(duì)全軍覆沒(méi)。至此，清朝所謂“自強(qiáng)”“求富”的洋務(wù)運(yùn)動(dòng)畫(huà)上了句號(hào)。

學(xué)生查閱教材回答：清政府戰(zhàn)敗，并和日本簽訂中國(guó)近代史上又一個(gè)不平等條約——《馬關(guān)條約》。

(多媒體展示)教師小結(jié)：甲午中日戰(zhàn)爭(zhēng)的目的、起止時(shí)間、重要戰(zhàn)役和結(jié)果。 (二)《馬關(guān)條約》

時(shí)間：1895年4月 雙方代表：李鴻章(中)伊藤博文(日) 地點(diǎn)：日本馬關(guān) 2、《馬關(guān)條約》的內(nèi)容與影響(多媒體展示)

教師結(jié)合《馬關(guān)條約》的主要內(nèi)容，分析其對(duì)中國(guó)的影響：

第一、割地：割遼東半島、臺(tái)灣、澎湖列島給日本;學(xué)生閱讀教材關(guān)于“三國(guó)干涉還遼”內(nèi)容，教師分析割地的影響：更嚴(yán)重的破壞了中國(guó)的主權(quán)和領(lǐng)土完整。

第二、賠款：賠償日本軍費(fèi)白銀二億兩;教師分析賠款的影響：巨額賠款加重了中國(guó)人民的負(fù)擔(dān)，清政府大借外債，列強(qiáng)控制了中國(guó)的經(jīng)濟(jì)命脈。

第三、設(shè)廠：允許日本在中國(guó)開(kāi)設(shè)工廠;教師分析設(shè)廠的影響：便利了帝國(guó)主義對(duì)中國(guó)的資本輸出，嚴(yán)重阻礙了中華民族資本主義的發(fā)展。

第四、增辟通商口岸：開(kāi)放沙市、重慶、蘇州、杭州為商埠;教師分析增辟通商口岸的影響：列強(qiáng)侵略勢(shì)力深入到中國(guó)內(nèi)地。

教師通過(guò)引導(dǎo)學(xué)生比較這兩個(gè)不平等條約，使學(xué)生進(jìn)一步認(rèn)識(shí)到：《馬關(guān)條約》大大加深了中國(guó)半殖民地化程度。

4、甲午戰(zhàn)后，帝國(guó)主義掀起瓜分中國(guó)狂潮，中華民族危機(jī)空前嚴(yán)重 (多媒體展示)《時(shí)局圖》直觀形象地展示帝國(guó)主義掀起瓜分中國(guó)的狂潮。 5、臺(tái)灣人民抗擊日本侵略者的斗爭(zhēng)

(多媒體展示)徐驤領(lǐng)導(dǎo)臺(tái)灣義軍同劉永福的黑旗軍在彰化、嘉義等地重創(chuàng)日軍，后因奸細(xì)出賣，臺(tái)灣終于全部淪陷。但是臺(tái)灣人民在日殖民統(tǒng)治期間，爭(zhēng)取回歸祖國(guó)的斗爭(zhēng)一刻也沒(méi)有停止過(guò)。教師強(qiáng)調(diào)：臺(tái)灣自古以來(lái)就是中國(guó)領(lǐng)土不可分割的一部分，“”言論是錯(cuò)誤的，

我們要堅(jiān)決維護(hù)祖國(guó)統(tǒng)一!

目的：日本為了征服朝鮮、侵略中國(guó)、稱霸世界 甲 黃海大戰(zhàn) 鄧世昌

經(jīng)過(guò): 遼東半島戰(zhàn)役 旅順大屠殺 日 戰(zhàn) 威海衛(wèi)戰(zhàn)役 北洋艦隊(duì)全軍覆沒(méi)

結(jié)果：清政府戰(zhàn)敗 簽訂《馬關(guān)條約》 影響：大大加深中國(guó)半殖民地化程度 性質(zhì)：日本挑起的侵略戰(zhàn)爭(zhēng)

自主探究二：甲午中日戰(zhàn)爭(zhēng)給予我們的教訓(xùn)與啟迪是什么? 學(xué)生結(jié)合所學(xué)知識(shí)，合作探究。教師歸納總結(jié)(多媒體展示) 教訓(xùn)：落后就要挨打。

啟迪：落后就要挨打，只有提高綜合國(guó)力，才能屹立于世界民族之林。 結(jié)束寄語(yǔ)：

1、目的：征服朝鮮→侵略中國(guó)→稱霸世界 2、起止時(shí)間：1894——1895

3、重要戰(zhàn)役：黃海大戰(zhàn) 、遼東半島戰(zhàn)役、威海衛(wèi)戰(zhàn)役 4、結(jié)果：清政府戰(zhàn)敗 簽訂《馬關(guān)條約》 (二)《馬關(guān)條約》

1、時(shí)間：1895年4月 代表：李鴻章(中) 伊藤博文(日) 地 點(diǎn)：日本馬關(guān)2、內(nèi)容：割地 賠款 設(shè)廠 增辟通商口岸 3、影響：大大加深了中國(guó)社會(huì)的半殖民地化的進(jìn)程

高一的課件【篇8】

本教材屬于蘇教版高一語(yǔ)文必修三第二專題“號(hào)角，為你長(zhǎng)鳴”的第一版塊“烈士的抉擇”中的內(nèi)容?！秾W(xué)科教學(xué)指導(dǎo)意見(jiàn)》對(duì)本課教學(xué)的“基本要求”和“教學(xué)目標(biāo)”是了解作者的寫(xiě)作目的，體會(huì)作者堅(jiān)忍不拔的精神和忠貞不屈的愛(ài)國(guó)情懷。

1、知識(shí)目標(biāo)：

①掌握文中常見(jiàn)的文言實(shí)詞和虛詞及基本句式。

②讀并研習(xí)文本，了解文天祥的的寫(xiě)作目的，體會(huì)他的愛(ài)國(guó)情懷。

2、能力目標(biāo)：

反復(fù)誦讀，培養(yǎng)學(xué)生分析、理解、概括、鑒賞語(yǔ)段的能力。

①誦讀、研討課文感受文天祥至死不渝的愛(ài)國(guó)精神。

②促使學(xué)生在閱讀中涵 養(yǎng)自身的浩 然正氣和高尚的精神。

1、通過(guò)誦讀、研討課文感受文天祥至死不渝的愛(ài)國(guó)精神。

2、促使學(xué)生在閱讀中涵養(yǎng)自身的浩然正氣和高尚的精神。

3、歸納整理文中出現(xiàn)的重要實(shí)詞、虛詞。

學(xué)生在初中階段已經(jīng)學(xué)過(guò)文天祥的《過(guò)零丁洋》，對(duì)文天祥其人其事已有所了解并且已經(jīng)具備初步理解文言文的能力。因此，本教學(xué)設(shè)計(jì)主要通過(guò)問(wèn)題探討的方式，來(lái)體會(huì)文天祥在作出選擇時(shí)所表現(xiàn)出來(lái)的'愛(ài) 國(guó)情懷。

本課主要采用誦讀法、練習(xí)法與討論法。用誦讀法使學(xué)生整體理解，反復(fù)體悟作者的以死報(bào)國(guó)之志，用練習(xí)法使學(xué)生掌握重點(diǎn)詞句，用討論法明確本文的寫(xiě)作特點(diǎn)。

利用多媒體展示。

新授課教學(xué)環(huán)節(jié)：預(yù)習(xí)檢查、總結(jié)疑惑 →情境導(dǎo)入、展示目標(biāo)→合作探究、精講點(diǎn)撥→反思總結(jié)、當(dāng)堂檢測(cè)→發(fā)導(dǎo)學(xué)案、布置作業(yè)

【課前準(zhǔn)備】 生自主預(yù)習(xí)課文，發(fā)放預(yù)習(xí)學(xué)案讓學(xué)生提前了解文天祥事跡。

檢查落實(shí)學(xué)生的預(yù)習(xí)情況并 了解學(xué)生的疑惑，使教學(xué)具有針對(duì)性。

用對(duì)聯(lián)“正氣貫人寰，河岳日星傳萬(wàn)世；明禋崇廟觀，丹心碧血照千秋?！币鑫奶煜槠淙似涫拢蝗w學(xué)生背誦初中已學(xué)過(guò)的《過(guò)零丁洋》：“辛苦遭逢起一經(jīng)，干戈寥落四周星。山河破碎風(fēng)飄絮，身世浮沉雨打萍?；炭譃╊^說(shuō)惶恐，零丁洋里嘆零丁。人生自古誰(shuí)無(wú)死，留取丹心照汗青?！保ㄕn件展示文天祥簡(jiǎn)介，略）

文天祥的詩(shī)歌，特別是他后期的詩(shī)歌，大多是敘述他抗元的戰(zhàn)斗經(jīng)歷和表達(dá)他以死報(bào)國(guó)的決心，今天我們要講讀的這篇課文（板書(shū)課題、作者）就是文天祥為自己的詩(shī)集寫(xiě)的一篇序言。

已經(jīng)布置的預(yù)習(xí)中要求閱讀《宋史文丞相傳》，檢查學(xué)生的預(yù)習(xí)情況并讓學(xué)生在預(yù)習(xí)中把疑惑找出來(lái)。

設(shè)計(jì)意圖：不不導(dǎo)入，吸引學(xué)生的注意力，明確學(xué)習(xí)目標(biāo)。

1．講讀第1自然段。

教師先列出問(wèn)題(1)(2)（見(jiàn)下文），要求學(xué)生用課文原句回答，對(duì)重點(diǎn)詞語(yǔ)用現(xiàn)代漢語(yǔ)作出解釋；疑難的字詞句可適當(dāng)插問(wèn)。例如：“修門”用了什么修辭方法；“莫知計(jì)所出”應(yīng)如何串講；“眾謂一行為可以紓禍”應(yīng)如何誦讀等等。

明確：是在“時(shí)北兵已迫修門外，戰(zhàn)、守、遷皆不及施”（當(dāng)時(shí)元兵已迫近國(guó)都門外，出戰(zhàn)、堅(jiān)守、遷都全都來(lái)不及實(shí)施）的嚴(yán)重形勢(shì)下出使北營(yíng)的。

明確：心情是：“予不得愛(ài)身”（我不能只顧愛(ài)惜自己），即已抱定了為國(guó)捐軀的決心。其意圖是：一方面“意北亦尚可以口舌動(dòng)也”（估計(jì)元軍方面還是可以用言語(yǔ)說(shuō)動(dòng)的），企圖以外交手段來(lái)挽回?cái)【?；另一方面是“更欲一覘北，歸而求救國(guó)之策”（更希望去觀察一下元軍的情況，回來(lái)后好尋求挽救國(guó)家的策略）。

小結(jié)段意：出使北營(yíng)的背景、心情與意圖；表達(dá)了作者在國(guó)事危急之際挺身自任的思想感情。

2．講讀第2自然段。

(1)提問(wèn)：文天祥至北營(yíng)大致經(jīng)歷了三個(gè)階段，這三個(gè)階段是怎樣的？

明確：第一階段是：“初至北營(yíng)……北亦未敢遽輕吾國(guó)?！钡诙A段是：“不幸呂師孟構(gòu)惡于前，賈余慶獻(xiàn)諂于后……予不得歸矣?！保ò矗簠螏熋鲜逯断群笸督翟?，文天祥曾上書(shū)要求宋朝殺掉他們的親屬，因此和呂師孟結(jié)下了仇恨?！皹?gòu)”，造成、結(jié)成；“惡”，怨恨、仇恨?！皹?gòu)惡”，即“結(jié)仇”。賈余慶在德祐二年二月元軍使者入臨安城封府庫(kù)之后，他以右丞相充“祈請(qǐng)使”出使元軍，與元軍合謀扣留文天祥?！矮I(xiàn)諂”，向敵人獻(xiàn)媚，指合謀 扣留文天祥。這兩個(gè)分句也可澤為：呂師孟以前和我有仇，賈余慶在背后（賣國(guó)）媚敵出賣我。）第三階段是：“未幾……北驅(qū)予并往，而不在使者之目?！?/p>

(2)提問(wèn)：文天祥既然“分當(dāng)引決”（按理應(yīng)當(dāng)自殺），為什么卻又“隱忍以行”（暗中忍受著去了）？

高一的課件【篇9】

教學(xué)目標(biāo)

1．根據(jù)文體特點(diǎn)和語(yǔ)言特色進(jìn)行誦讀。

2．在反復(fù)誦讀中體會(huì)燭之武對(duì)國(guó)家強(qiáng)烈的責(zé)任意識(shí)。

句義的基礎(chǔ)上，體會(huì)燭之武的游說(shuō)藝術(shù)。

停頓、語(yǔ)氣語(yǔ)調(diào)、表情達(dá)意等方面總結(jié)文言文誦讀方法并在誦讀中體驗(yàn)。

教學(xué)預(yù)設(shè)

一、引入

ppt:春秋無(wú)義戰(zhàn)”

2.生讀注釋，解釋“傳”的含義。

二、誦讀

1.大家都感覺(jué)文言文學(xué)習(xí)很困難，今天老師給大家一把解決這個(gè)問(wèn)題的鑰匙，那就是：誦讀法。

ppt:“先之以高聲朗誦，以昌其氣；繼之以密詠恬吟，以玩其味。二者并進(jìn)，使古人之聲調(diào)拂拂然若與我喉舌相習(xí)?！薄鴩?guó)藩《家訓(xùn)》

2.師引起開(kāi)頭段，開(kāi)頭主要是交代背景，敘述語(yǔ)句的朗讀中速，語(yǔ)調(diào)平緩，若一位老者在向你娓娓的敘述那段歷史。

生齊讀：（教師點(diǎn)評(píng)，從字音、句讀、情感上引導(dǎo)）。

3.檢查文言詞語(yǔ)落實(shí)

ppt 越國(guó)以鄙遠(yuǎn)、共其乏困、既東封鄭、闕秦以利晉

行李、夫人

3.特殊句式：夫晉，何厭之有？

重點(diǎn)引導(dǎo)：“封”甲骨文封字，像用手培土植樹(shù)的樣子，其本義為培土植樹(shù)，又有聚土成墳的意思，引申為堆、冢之義。古人封土植樹(shù)的目的是為了劃分田界和疆域，所以封字還有疆界、界域之義。古代帝王把土地或爵位賜給臣子就叫做封，而諸侯或大夫所分得的土地就稱為封地、封邑。

4.體味語(yǔ)氣

（１）比較閱讀：刪去 “虛詞”

（２）生反復(fù)自由讀，特別要讀出“虛詞”的味道。

（

參考交流：

佚之狐：“矣”（心情沉重）“必”（ 堅(jiān)定、胸有成竹）

鄭伯：“也”（ 心平氣和、引咎自責(zé)、情真意切）“然”“焉”（語(yǔ)意轉(zhuǎn)折，以情感人）

燭之武：“猶”“矣”“也”（壯志未酬的傷感、無(wú)奈、委屈、牢騷）

（４）在學(xué)生表達(dá)基礎(chǔ)上，教師可作點(diǎn)撥。

（５）分角色讀。

三、品讀

明確：危在旦夕，國(guó)運(yùn)懸于一線。依據(jù)：

“圍鄭”“晉軍函陵，秦軍氾南”“夜縋而出”（解釋“縋”義）——進(jìn)一步說(shuō)明了鄭國(guó)形勢(shì)之嚴(yán)重。秦、晉已完全包圍了鄭國(guó)，連城門也打不開(kāi)了。從側(cè)面襯托燭之武這一形象，突出他的勇敢。

2.大軍兵臨城下，鄭國(guó)危若累卵。受命于危難之際的燭之武，不費(fèi)一兵一卒，不動(dòng)一刀一槍，卻使秦晉盟散約毀。那么，請(qǐng)問(wèn)：那么燭之武是怎樣勸退了秦軍的呢？

ppT 燭之武（）退秦師，在（）加上一個(gè)詞或短語(yǔ)。

勇退、智退……（板書(shū)）

”。請(qǐng)你結(jié)合具體詞句加以印證。

4.示范品讀：秦晉圍鄭，鄭既知亡矣。若亡鄭而有益于君，敢以煩執(zhí)事？

先由學(xué)生表達(dá)，教師適時(shí)補(bǔ)充。

ppT批注：（前面的敘述都是先說(shuō)普，后說(shuō)秦，而這里，說(shuō)成“秦晉圍鄭”， 讓秦伯充當(dāng)鄭國(guó)命運(yùn)主宰者的角色，含有對(duì)秦伯的恭維之意。（ “若”一詞言外之意是：“亡鄭”于你并無(wú)益處。這是以退為進(jìn)

板書(shū)：以退為進(jìn)措辭委婉

5.布置學(xué)生自主學(xué)習(xí)任務(wù)，老師到學(xué)生中間去，隨時(shí)解答學(xué)生問(wèn)題。

6.交流：

（1）越國(guó)以鄙遠(yuǎn)，君知其難也。焉用亡鄭以陪鄰？鄰之厚，君之薄也。若舍鄭以為東道主，行李之往來(lái)，共其乏困，君亦無(wú)所害。

批注（攻鄭與友鄭的利弊對(duì)舉，是以利益引誘秦伯了。（君知其難也”，替秦伯作了仔細(xì)的盤算，用語(yǔ)熨帖，令人心服。

板書(shū)：利弊對(duì)舉 利益引誘

（瑕，朝濟(jì)而夕設(shè)版焉，君之所知也。夫晉，何厭之有？既東封鄭，又欲肆其西封，若不闕秦，將焉取之？闕秦以利晉，唯君圖之。

批注：（“且”：況且，遞進(jìn)關(guān)系，層層遞進(jìn)，“而”：表承接，強(qiáng)調(diào)時(shí)間之快，揭示晉的虛偽面目（也可以理解為“轉(zhuǎn)折”）。（“既……又……”“肆”強(qiáng)調(diào)了晉的貪得無(wú)厭，唯：句首語(yǔ)氣詞，表示希望，誠(chéng)懇地提請(qǐng)秦伯定奪。

板書(shū)：引史為鑒 層層遞進(jìn) 揭示虛偽

小結(jié)：剛才同學(xué)們都對(duì)文本做了自己的解讀，初步感悟了說(shuō)辭的魅力。燭之武精妙的說(shuō)辭和周密的言語(yǔ)策略語(yǔ)驚四座、言震天下，真可謂“一言之辯勝于九鼎之寶，三寸之舌強(qiáng)于百萬(wàn)之師?！蔽覀儊?lái)看看古人的評(píng)點(diǎn)。清金圣嘆說(shuō)：“妙在其辭愈委婉，其說(shuō)愈曉暢。”清林云銘評(píng)論說(shuō)：“燭之武為國(guó)起見(jiàn)，說(shuō)秦之詞，句句悚動(dòng)，有回天之力，其中無(wú)限層折，猶短兵接戰(zhàn)，不慮秦伯不落其彀（gòu）中也。”

當(dāng)然，無(wú)論說(shuō)辭多么精妙，無(wú)論言語(yǔ)策略多么周密，這一切都必須建立在實(shí)情至理的基礎(chǔ)上，惟有如此，才能使說(shuō)辭具有更強(qiáng)的說(shuō)服力，這一點(diǎn)，《燭之武退秦師》為我們提供了一個(gè)很好的典范。（板書(shū)：至情至理）

7.朗讀指導(dǎo)，生齊讀。

四、結(jié)語(yǔ)

著名的中語(yǔ)特級(jí)教師韓軍說(shuō)過(guò)：沒(méi)有文言，我們找不到回家的路。我們的傳統(tǒng)文化我們了解不了，更談不上繼承我們的文化傳統(tǒng)并把它發(fā)揚(yáng)光大。他強(qiáng)調(diào)中學(xué)生一定要多學(xué)一些文言文。對(duì)此我深信不疑。作為一名中國(guó)人，最主要的不是因?yàn)槲覀兙哂兄袊?guó)籍，更重要的是我們肩負(fù)著中國(guó)的文化傳承的使命，這包括繼承我們傳統(tǒng)的優(yōu)秀文化，開(kāi)拓我們嶄新的未來(lái)文化。

教學(xué)反思

在當(dāng)前的中學(xué)語(yǔ)文課堂教學(xué)中，文言文教學(xué)如燙手的山芋，摸涅不得。因?yàn)樵谖难晕闹谐休d著比較多的內(nèi)容，有語(yǔ)言文字，也有人文的，要想在一堂課內(nèi)很好的完成這些任務(wù)比較困難，而且有兩個(gè)問(wèn)題必須引起重視：一是教師習(xí)慣于越“文”講“言”，強(qiáng)調(diào)各種古漢語(yǔ)語(yǔ)法規(guī)律，以為總結(jié)種種規(guī)律便能多快好省的學(xué)好文言文，忽視了對(duì)教學(xué)內(nèi)容的審美觀照；二是學(xué)生誦讀感悟文本的時(shí)間被教師疏解文言字詞句所擠占了。由于課堂教學(xué)“文”與“言”不能兼顧，以致教學(xué)效果嚴(yán)重削弱，這對(duì)培養(yǎng)學(xué)生的語(yǔ)文素養(yǎng)極為不利。

有鑒于上述情況，如何實(shí)施文言文教學(xué)呢？我認(rèn)為文言文教學(xué)既要教“言”，也要教“文”，言文兼顧。首先要注重文言文語(yǔ)言教學(xué)，著力于必要的文字梳解、語(yǔ)言品味，走出了“重文輕言”的誤區(qū)；其次要促進(jìn)學(xué)生積淀民族優(yōu)秀文化，要探究語(yǔ)言文字中的文化信息，挖掘教材文本中的文化因素并實(shí)現(xiàn)教學(xué)實(shí)施中的文化傳遞，走出“有言無(wú)文”的誤區(qū)；最后要重視反復(fù)誦讀，模仿練讀，想象品讀，實(shí)現(xiàn) “文”“言”融合”。我認(rèn)為張必錕先生提出的“一個(gè)轉(zhuǎn)變”和“一個(gè)轉(zhuǎn)移”是行之有效的方法?！耙粋€(gè)轉(zhuǎn)變”是課堂教學(xué)要從教師講解為主轉(zhuǎn)變?yōu)橐詫W(xué)生練習(xí)誦讀為主；“一個(gè)轉(zhuǎn)移”是把立足點(diǎn)從講翻譯、談?wù)Z法轉(zhuǎn)移到指導(dǎo)學(xué)生誦讀上來(lái)。通過(guò)誦讀以“文”引言，以言帶文，實(shí)現(xiàn)“文”“言”兩個(gè)要素的交融合一。海仙師姐評(píng)價(jià)我的上課風(fēng)格是“男人天生的大氣和女人自然地細(xì)膩”，這或許就是我在文言文教學(xué)中所要追求的。

當(dāng)課堂進(jìn)入品味燭之武最精彩的勸辭環(huán)節(jié)時(shí)，教室里的空氣凝滯了。在試講的幾節(jié)課中都在這時(shí)出現(xiàn)問(wèn)題。這是為什么呢？我曾經(jīng)有過(guò)很多改變的策略：小組合作交流、標(biāo)注關(guān)鍵詞，教師引導(dǎo)示范批注但這些做法基本是徒勞。華為師兄的一席話讓我驚醒：“教什么呢？指導(dǎo)意見(jiàn)說(shuō)得很清楚，在朗讀中品味勸辭的魅力，因聲求氣是這一課要教的重點(diǎn)。品味不是本課的教學(xué)內(nèi)容”是呀，我居然沒(méi)有明白編者把這篇文章放在此處的意圖，連教的內(nèi)容都有問(wèn)題，還談什么課堂效率呢？“因聲求氣”“以讀帶言”，朗讀才是實(shí)現(xiàn)文言交融的最佳途徑，如此精彩的勸辭脫離了朗讀，理性的品析顯得多么的枯燥乏味呀！

師傅以他豐富的教學(xué)經(jīng)驗(yàn)指出文言文的處理要做到“文與言的相融相生，文與言的并舉”可以用“以文率言”“以言悟文”“因氣求聲”“以讀帶文”四種有效的方式。對(duì)于師傅的教誨我們要“牢記在腦海里，融化在血液里，落實(shí)在行動(dòng)中”。

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