烛之武说了亡郑对秦无益对晋有利之后，还说了“若舍郑以为东道主，行李之往来，共其乏困，君亦无所害。
love Would you like to go to the cinema?
Step1 Greetings
T:Good afternoon, boys and girls!
Ss: Good afternoon, MrGao! T:How are you?
Ss: I’m fine, Thank you, and you?
T:I’m fine,too.What’s the weather like today? Ss:It’s sunny.
T:Very good.Sit down, please!
设计意图：以学生耳熟能详的英语问候语“Good afternoon.”“How are you?”以及天气等引入课堂，吸引学生的注意力。
Step 2 New words and expressions
The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them ,the others listen and check..
S1:(reads the new words and expressions)
The teacher teaches the new words and expressions,then the Ss read them and check each other.
设计意图：单词的教学，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。真正地体现学生的自学互帮与老师的导学。
Step 3 resentation
T:Please look at the picture. What’s this in English? Ss:It is a cinema.
T: Very Good. Then would you like to go to the cinema? S2: Yes,I’d like to. S3:That’s a great idea. S4:That’s a good idea. T:What else? S5: Great idea. S6:Good idea. Theteacher takes out another picture and says this is a football match between Num.1 Middle Schooland Num.3 Middle School.They are playing football. Would you like to go to a football match?
S7:It’s a great idea.When is it? T:It’s on Saturday. S8:Let’s go on Saturday.
S9:Let’s go to the football match. S10:It’s a good idea.
T:Excellent! All of you have a good memory. Now all of you make dialogues “Would you like…? Let’s…” with your partners, then act in the front of the classroom.
(Five minutes later)
Call some groups to act out their dialogues.
设计意图：教师抓住现场的教学资源，从教师自身穿的dress入手，问“what colour is my dress?”到学生的衣服，最后到通过desk问答“what colour is it?”,从教师到学生再到物体，充分利用了现场的教学元素，生活化课堂自然生成。] Step4 Match the words with the pictures. six pictures and six words and expressions to the students. Show Work in pairs.
Step5 Listen and read 1. A game
T:Now, please look at our old friend.(Show Jackie Chan’s photo) Hello!
Ss:(huuu)Hello! T:Glad to meet you! Ss:Glad to meet you, too!
T:Listen! I am your friend. You can ask me some questions. Now, you please! S5:What is your name? T:My name is Tony. S6: How old are you? T:I’m one.
S7: what colour is it?
T:Listen! I am a brown bird. S8:Glad to meet you,Tony. T:Nice to meet you, Li Chong.
T:Now I ask questions, and you answer them. What colour am I? LiChong:Brown.
T:Very Good, Li Chong! Come here. You’re the little teacher. Read “brown”,please!
LiChong: (Point to the brown) One two begin, brown, brown
T:Thank you! Who’d like to be the little teacher? Would you like to have a try? (Some students hands up.)Li Chunlin,please.„
设计意图：整个过程，学生都处在教师创设的情境中，围绕“Brown Bird”展开教学。通过让学生提问brown bird到brown bird提问学生，操练了英语基本用语，给学生开口说英语提供了机会。教师还让学生尝试当小老师，带领全班同学一起学习，这既是对该生回答正确的肯定，让优生带动了全班同学，又充分调动了其他学生学习英语的热情。 Step4 Presentation and Practice 1.Presentation
T:Let’s watch TV. What is this?
Ss:A butterfly.
T:Yes, it’s a butterfly.Please repeat, a lovely butterfly, a little butterfly.
T:(Show a green and red butterfly)What colour is this butterfly? Helen:It’s green and red.
T:Excellent.You will be the little teacher, come to the front. Helen:One two, begin! It’s green and red. Ss: (Read aloud after Helen) It’s green and red.
(Teacher sticks the green and red butterfly to the blackboard) T:(Show a pink and blue butterfly)What colour is this one? Bob：It’s a pink and blue butterfly.
T:Very good! Thank you. You will be the little here! Bob:One two, begin! It’s a pink and blue. Ss: (Read after Bob.) It’s a pink and blue.
[沿袭了单词brown教学中的little teacher,这种教学方法可谓是策略，对于激发学生的学习积极性较有效果。另外，教师在前部分教学的基础上，加大了难度，出现了butterfly,而且颜色都涉及到了两种。但于前部分内容仍旧环环相扣，循序渐进。课堂向深度，高度发展。] 2.Practice T:Today we will act one btterfly”。 and .Read and do the actions after me!
T:OK! I say the words and you do the actions.
Ss:(Do the actions while singing.)
T:Iwant three students to act the butterflies. Any volunteers? Great! Come to the front. You are the lovely butterflies. All students answer my question.
T:What olour is it
Ss:(Doing actions while singing )It’s green and red. It’s pink and blue. It’s brown and yellow blue.
T:Thank you!
[唱歌是学生喜闻乐见的活动形式，教师将此部分内容安排在此处，一方面是与前面所学相挂钩，巩固所学；另一方面是在学生保持了较长时间的注意力之后，让学生得到些许放松，以便以更饱满的情绪进入下一阶段的学习，包括后面的act the butterflies,也是让学生动一动，抖擞抖擞精神。] Step5 Playing a game
T:Let’s play a game. Who wants to be my partner? Mike:Let me have a try.
T:(Throw a ball to Mike) What colour is it? Mike:It’s pink and blue.
T: Very good! I want two other pairs of students to do the game again. Toby:What colour is it? Sandra: It’s orange and black. Frank: What colour is it? Camilla:It’s brown and yellow.
[围绕butterfly,有了师生间，学生间的交流，虽然只是简短的对话，但是却为后面的Free talk做好了准备。] Step6 Free talk The teacher takes out a pen on a student’s desk, and makes a dialogue with the whole class.
T:Hello,every one! Ss:Hello,Mr.Gao!
T:What’s this in English?
(Students take out their school things and make up new dialogues by themselves. At last, Teacher chooses two groups come to the front act their dialogue.)
June: Hello! Lucy: Hello!
June:What’s your name?
Lucy:My name is Lucy.What’s your name? June:My name is June. How old are you? Lucy: I’m one. What colour is it?
June:It’s blue and pink. What colour is it?
Lucy:It’s brown and yellow. What day is it today? June: Monday.OK,bye-bye! Lucy:Bye-bye!
(Teacher asks two more pairs to act out their dialogues.)
[学生英语表达的细胞在此完全得到释放，而且教师引导学生拿出自己的玩具，互编新对话，培养了学生在真实场景中运用英语的能力。在此部分，我们可以看到学生思维的火花得以绽放。] Step7 Magic T:Look,what colour is it? Ss:It’s blue.
T:Look,what colour is it? Ss:It’s yellow.
T: (Mixing the two colours)Look,what colour is it now? Ss:It’s green.
T:How lovely!Listen,blue and yellow is green. Ss:Blue and yellow is green.
T:Now everybody takes out your colour oil pastel. Show me yellow. Ss:Yellow-yellow-yellow.(Read and hands up) T:Show me blue. Ss:Blue-blue-blue. T:Show me red. Ss:Red-red-red.
T:Mix the colours and then find out what you get. Talk with your partner about the colours.
Ss:(Doing the experiment and then have conversations in their group.) T: What do you get from what you did just now?Tell me together. Ss: Red and blue is purple. Red and yellow is orange. T:You’re clever.
Step 8 Everyday English
T:Let’s see what’s on TV. Blue in the face.What is the meaning? Ss:蓝色的脸。
T：脸变成了蓝色说明了什么？ Ss:很生气。 T:Yes. Ss: Red.
T:Yes, red.可是在英语中要表示“气得脸发红”，应该怎样说呢？ Ss:Blue in the face.
T:That’s right!You should remember it.注意可不要望文生义哟！
T:Time is up.We have to say good bye!
第一课时
课前准备：布置预习任务：
1、了解作者以及创造背景。
2、利用早读时间听朗读并熟读全文。
师：（课件展示王羲之的书法作品《兰亭序帖卷》。）
师：大家请看大屏幕。这就是文采与书艺双绝的《兰亭集序》。
生：神情专注。
师：这幅书法潇洒俊逸，高雅清新，是中国书法艺术的最高境界。只可惜，唐太宗生前十分喜爱，死时把它作为殉葬品，埋入昭陵，从此真迹永绝于世。我们只能从摹本中领会其神采了。
学生叹息。
师：请同学们齐读全篇。
生：齐读全篇，声音洪亮。
师：（出示幻灯1：王羲之兰亭集序）请同学们解释这3个名词。
生1：王羲之：东晋书法家、文学家。字逸少。为官至右
军参军，世称王右军。因与扬州刺史不和称病离郡，放情山水，弋钓自娱，以寿终，后人辑有《王右军集》2卷。相传王羲之7岁学书，12岁读前人笔论。少时曾学卫铄，自以为学得不差。后渡江北游名山，见李斯、锺繇等名家书法，又在洛阳看到蔡邕写的石经及张昶《华岳碑》，开始意识到自己不及。于是遍学众碑，从此书艺大进。创造了妍美流便的新风格，把草书推向全新的境界。他的行草书最能体现雄逸流动的艺术美。论者称其笔势，以为飘若浮云，矫若惊龙。后世誉之为书圣。
生2：兰亭：东晋时期会kuài稽jī郡山阴（今浙江绍兴市）城西南郊名胜。兰亭地处绍兴城西南12.5公里的兰渚山下，相传越王勾践曾在这一带种过兰花，汉代为驿亭所在，因名兰亭。几经反复，于1980年全面修复如初。
兰亭集序：古人每年三月初三，为求消灾除凶，到水边嬉游，称为修禊（xì）。东晋永和九年(353)年三月初三日，大书法家王羲之和当时名士谢安、孙绰、许询、支遁等41人来到这里修禊，举行了一次别开生面的诗歌会。一群文人雅士，置身于崇山峻岭，茂林修竹之中，众皆列坐曲水两侧，将酒觞(杯)置于清流之上，任其飘流，停在谁的前面，谁就即兴赋诗，否则罚酒。据记载，当时参与其会的41人中，12人各赋诗二首。九岁的王献之等16人拾句不成，各罚酒三觞。王羲之将37首诗汇集起来，编成一本集子，并借酒兴写了一篇324字的序文，这就是著名的《兰亭集序》。
生3：书序，“序言”简称“序”，也叫前言，属实用文体，同“跋”是一类。列于卷首叫序，附于卷末叫“跋”。其作用在于推荐介绍某人著作或某一材料，说明写作过程、写作目的、主要内容或说明一些同书本有关的事情，帮助读者更好地去阅读或理解。序言，有自己作的，叫“自序”；也有请他人写的，叫“他序”，他序除了介绍著作外，往往还有一些评价的内容。赠序，是一种与序有密切关系但也有很大不同的一种散文，它是专门为了送别亲友而写的以述友谊、叙交游、道惜别为主的文辞。就起源而言，赠序是由诗文之序演化而来的，古人饯别时，饮酒赋诗，诗篇多了，就由在场的人作序，叙其缘起。唐代赠序最为兴盛。对广大的中学同学来说，最熟悉的赠序是明代宋濂所作的《送东阳马生序》。
师：大家说的非常好，这样一来，我们就能更好的学习这篇文章啦。这节课我们的任务是对照课下注解，翻译全文，将译文写在作业本上。（PPT展示目标任务）并且将翻译有困难的句子提交上来。
生：独立完成作业。
第二课时
师：上节课大家对照课下注解，翻译了全文，并且将翻译有困难的句子提交上来，大家提出的问题如下（出示幻灯1）：
幻灯1：（数字代表提出问题的小组）
1、向之所欣，俯仰之间，已为陈迹，犹不能不以之兴怀。
2、后之视今，亦犹今之视昔。
后之览者，亦将有感于斯文，所以兴怀，其致一也，及其所之既倦，岂不痛哉！
生：认真观看，
师：那位同学愿意帮助提问的同学解释上面的某一句话。下面开始抢答。
生：短暂思考，积极抢答。（过程略）
师：（删掉学生解决了的问题。）经过前面同学的抢答，还有几句话未得到解决，我们得出以下自探提纲
1、向之所欣，俯仰之间，已为陈迹，犹不能不以之兴怀。
2、所以兴怀，其致一也。
师：下面为形成提纲做出贡献的小组加分。（将所加分数填到黑板上的分数栏里：1组5分2组10分3组10分4组10分
6组10分7组10分8组5分）
生：热烈鼓掌。
师：好，下面请同学们认真自探，翻译两句话。
（PPT展示自探要求）
生：认真自探（过程略）
师：请起立进行小组内讨论。（合探）
生：起立，合围，进行小组讨论。
师：出示展示小组分别是：1组3组
1组3组学生：开始在后黑板展示翻译
其他同学继续讨论。
2分钟后出示评价小组分别是：5组8组
展示小组完成展示任务，其他同学讨论基本结束回到了座位上。
师：下面请5组选派代表对1组翻译的句子进行评价
生（5组代表）：（走上讲台）我们组给1组展示打9分，因为我们组认为“犹不能不以之兴怀”的“犹”翻译成“尚且”比翻译成“仍然”更好。大家还有什么问题？
7组同学提问：我想问一下，这句话中的3个“之”都是什么意思？
5组同学回答了”俯仰之间”、“不以之兴怀”。中“之”的意思。通过提问解决了“向之所欣”中“之”的作用。
师：为评价小组加上9分，提问小组加10分。
（实物投影）总结了“之”的常用意义：
之
（一）代词。
1、第三人称代词，他、她、它（们）。有时灵活运用于第一人称或第二人称。
不知将军宽之至此也。（之：我）（《廉颇蔺相如列传》）
2、指示代词，这，此。
均之二策，宁许之以负秦曲。（《廉颇蔺相如列传》）
（二）助词。
1、相当于现代汉语的“的”，放在定语和中心语之间。
虎兕出于柙，龟玉毁于椟中，是谁之过与？（《季氏将伐颛臾》）
2、放在主语和谓语之间，取消句子的独立性。
臣之壮也，犹不如人；今老矣，无能为也已。（《烛之武退秦师》）
3、放在倒置的动（介）宾短语之间，作为宾语提前的标志。
句读之不知，惑之不解，或师焉，或不焉。（《师说》）
4、放在倒置的定语与中心语之间，作为定语后置的标志。
蚓无爪牙之利，筋骨之强。（《劝学》）
5、用在时间词或动词（多为不及物动词）后面，凑足音节，没有实在意义。
顷之，烟炎张天。（《赤壁之战》）
（三）动词，到……去。
有牵牛而过堂下者，王见之，曰：“牛何之？”（《齐桓晋文之事》）
师：下面请8组选派代表对3组翻译的句子进行评价
生（8组代表）：（走上讲台）我们组给3组展示打10分（满分）。大家还有什么问题？
生（4组）提问：（“所以游目骋怀”“所以兴怀，其致一也”中的“所以”意思一样么？
生（8组）：“所以游目骋怀”中的“所以”是表示行为所凭借的方式、方法或依据，相当于“是用来……的”";“所以兴怀，其致一也”中的“所以”。表示原因。相当于“……的原因（缘故）”。,二者不同。
师：问题提的很有总结性，我们给4组加上10分，8组同学总结的也特别到位，我们给他们也加上10分。
生：热烈鼓掌。
师：请科代表作总结。
课代表：对本节课进行总结。（略）
师：谢谢大家，下课！
生：（起立）谢谢老师！老师再见！
第三课时
师：同学们，上节课我们完成了这篇文章的翻译，下面请大家在理解文章意思的前提下有感情的朗读全文。
生：齐读。
师：大家读的很好。同学们，我们这节课的任务是对着篇文章的进行思想艺术鉴赏。请大家找出文中最能体现作者情感的三个字，进而概括出本文的感情线索。
生1：信可乐也的“乐”
生2：还有“岂不痛哉”的“痛”
生3：“感慨系之”的“感慨”
师：大家同意他们说的么？
生：众说纷纭
生4：我觉得应该是“悲”
师：为什么？
生：从作者的感情变化看应该是逐层递进的。乐到痛到悲
师：说的非常棒！出示幻灯
生：很感兴趣的样子
师：（幻灯出示自探提纲）请大家独立完成这几个问题。
生：认真自探（过程略）
师：请起立进行小组内讨论。（合探）
生：起立，合围，进行小组讨论。（过程略）
师：出示展示小组分别是：2组4组
2组4组学生：开始在后黑板展示
其他同学继续讨论。
2分钟后出示评价小组分别是6组7组
展示小组完成展示任务，其他同学讨论基本结束回到了座位上。
师：下面请6组选派代表对2组进行评价
生（6组代表）：（走上讲台）我们组给2组展示打7分，因为我们� 其次我们认为“群贤毕至少长咸集”能看出来得好朋友都是志同道合的人也挺重要的，大家还有什么问题？
生（其他）：提出并且讨论了概括角度的问题（略）
师：大家说的都很好，概括一定要简明扼要，当然得在全面的前提下，
为评价小组加上9分，提问小组加10分。
（幻灯）总结问题答案
师：下面请7组选派代表对4组翻译的句子进行评价师：
生（7组代表）：（走上讲台）我们组给4组展示打10分（满分）。大家还有什么问题？
生：没有。热烈鼓掌。
师：看来大家都理解了作者王羲之在本文中的基本情感，出示幻灯
幻灯：作者认为：生就是生，死就是死，二者不可等量齐观。生命有限，应当珍惜，去做些事情，而不是空谈玄学。
师：知人论世，了解了作者生活的时代背景，我们就更加觉得他能有如此的见识是多么的难能可贵啦！
幻灯如下：
师：请科代表作总结。
课代表：对本节课进行总结。（略）
师：谢谢大家，下课！
生：（起立）谢谢老师！老师再见！
将进酒课堂教学实录
师：同学们，我们刚刚在《必修五》学过了李白的《蜀道难》，初步领略了诗仙的才情。著名诗人余光中先生对李白曾有这样的评价：酒入豪肠，七分酿成了月光，余下的三分啸成剑气，绣口一吐就是半个盛唐。 （多媒体展示）今天就让我们走进选修文本第一课《将进酒》一起去欣赏“酒仙”的姿态，“诗仙”的风采！ （板书：将进酒 李白）
师：这节课有两个学习目标（多媒体展示）：
1．反复诵读，品鉴特色，体悟作者思想感情。
2．拓展延伸，分析比较，领略诗歌独特韵味。
独特的韵味需要我们慢慢品味，这节课让我们一起先浅尝滋味，然后细细品味，最后通过拓展对比深入体味诗人的感情。
（多媒体展示学习过程：浅味→品味→深味）
师：“浅味”有三个要求，读准字音，读通文义，初步把握诗歌的感情基调。下面请同学们大声的、自由的先把全诗朗读一遍，在读的过程中看看有哪些字音和词义还把握不准，待会儿提出来，我们共同交流。
（“浅味”环节约十分钟）
（多媒体展示“浅味”要求：1、读准字音。2、读通文义。3、初步把握感情基调。）
（学生自由朗读诗歌）
师：好了，同学们都读完一遍了，哪位同学有不理解的问题？
生：“主人何为言少钱”中的“为”是读wéi还是wèi？
师：我们先看“何为”这个词是什么意思？
生：是“为什么”的意思。
师：那“为”是什么词性呢？
生：介词。
师：对，是介词，“为”当介词讲时应怎样读呢？
生：除了表被动时，其余读“wèi”。
生：“宴平乐”中的“乐”是读lè还是yuè？
师：你可以看一下注释。
生：注释上说“宴平乐”是个地名，那应该读lè吧。
师：其他同学还有没有问题？没有了老师可要考考大家了。请同学们看屏幕。
（多媒体展示重点字音和词义）
将进酒qiāng金樽zūn岑夫子cén钟鼓馔玉zhuàn恣欢谑zì xuè千金裘qiú
师：找几个同学来读一读并且解释一下这几个词的含义。
多媒体出示：
（学生读词、释词）
师：字音和词义我们读准了，疏通了，下面哪位同学能站起来试着读一遍这首诗。其他同学在听的时候要做好点评的准备，点评时可以从读音是否准确，感情把握的如何等几方面来考虑。
（一位学生站起来读全诗）
师：哪位同学能给她点评一下。
生：我觉得她读得太快了。
师：噢，这是节奏的问题，字音读得怎么样？
生：挺准确。
师：感情表达呢？
生：还不错吧。
师：听着挺勉强的。（生笑）那你觉得这首诗应该用怎样的感情读？
生：我感觉应该用很豪放的感觉读，很有气场的样子。
师：其他同学什么意见呢？
生：我觉得应该用一种喝醉酒的感觉去读。
（学生大笑）
师：怎么才能读出喝醉酒的感觉？
生：就是该拖音的要拖音等等。
师：那你能示范一下吗？
（学生示范读几句诗）
师：看来这酒量挺大，一时半会儿还喝不醉。其他同学还有什么意见？
生：我觉得应该把心中的那种怨愤和怀才不遇的感情读出来。
（学生读最后几句）
（学生鼓掌）
师：其他同学还有不同意见吗？
生：我同意刚才那位同学的意见，我想试着读读全篇。
（学生鼓掌）
师：这位同学读得很投入。通过刚才同学们的分析，有 下面就让我们一起深入文本，一起去品味这首诗中到底包含了诗人怎样的思想感情。
师：这个环节老师给同学们提出一个问题，读《将进酒》，你读到了一位怎样的李白？请找出具体诗句进行分析。（提示：内容+手法+情感）
（“品味”环节约二十分钟）
（多媒体展示： 的李白）
（板书：李白）
（学生分组讨论）
师：好了，大多数小组已经讨论结束了，哪个小组的代表想第一个发言？
生：我们小组读到了一位“自信”的李白，我们从“天生我材必有用”这句能读出来，也就是说即使我不做官了，也可以从在他方面发挥自己的优势。
师：也可以说诗人即使被贬官了，也依然很自信。那么诗人是用了怎样的抒情方式来表达的呢？
（板书：自信）
生：直抒胸臆。
师：同学们同意吗？
生：同意。
师：那“直抒胸臆”这种抒情方式有什么好处呢？
生：能更直接的表达出作者的思想感情。
生：表达感情更加强烈。
师：我记得文学评论家沈德潜曾经这样评价李白，“别人写诗是用笔一句一句的写，李白只需张口喷出胸中之气即可”，大概说的就是“直抒胸臆”的妙处。
师：那同学们谁能把这句诗中表达的这种“自信”的感情读出来呢？
（学生读“天生我材必有用”）
师：读这一句哪几个字应该重读？
生：“必有用”“还复来”
师：我们全体男同学挺直腰板再读一遍。
（全体男同学大声读这一句）
师：其他组还有什么意见？
生：我们组通过诗的前两句“君不见黄河之水天上来，奔流到海不复回。君不见高堂明镜悲白发，朝如青丝暮成雪”读到了一位悲伤与无奈的李白。这两句运用比兴和夸张的手法，通过写“黄河之水”一去不复返和“秋思白发”朝暮之间的变化，表达了一种内心的悲伤和对时光一去不复返的无奈。
（板书：悲伤 无奈）
师：刚才这位同学说了一种诗歌的表现手法叫什么？
生：比兴。
师：诗人以什么起兴？
生：以“黄河之水天上来”起兴。
师：以“黄河之水天上来”起兴，你还能说作者悲伤吗？
生：虽是一开始写了壮阔之景，但下句确是“君不见高堂明镜悲白发，朝如青丝暮成雪”。
生：我认为他是用了“反衬”的手法。
生：我认为诗人是用“夸张”的手法。他本身是很豪放的，所以一开始用了这样的写法，但后来想到现实，就有些悲伤了。
师：很好。通过同学们的分析，我们能够看得出这两句的“君不见黄河之水天上来”应该读的高亢一些，“奔流到海不复回。君不见高堂明镜悲白发，朝如青丝暮成雪”应该读的低沉一点。
我们找个同学试着读读这两句。
（学生读这两句）
（学生鼓掌）
生：我们组读到了一位“洒脱”的李白，从“人生得意须尽欢，莫使金樽空对月”这句诗能看出来，这句写了心情愉悦的时候，要尽情的喝酒，不要拿着空杯子对着月亮。
（板书：洒脱）
师：你能不能把这种“得意”的感觉读出来。
（两个学生分别读“人生得意须尽欢，莫使金樽空对月”）
生：我们读到了一位“矛盾”的李白。“钟鼓馔玉不足贵，但愿长醉不愿醒”，这句表达了作者想一直醉下去，不愿醒来，以此来逃避现实生活中的怀才不遇，运用对比的手法，把作者的消极反抗和矛盾心情表现的淋漓尽致。
师：这位同学说诗人是“消极反抗”，其他同学是什么意见？
生：我觉得能读出消极，前面的“人生得意须尽欢，莫使金樽空对月”这里诗人痛饮狂欢是一种消极的反抗。
生：我不同意这两位同学的意见，我读到了一位“豁达”的李白，从“千金散尽还复来”中可以看出来他在金钱上很看得开。
师：只是在“金钱”上很看得开吗？
生：不是，在很多问题上都能看得开，比如对待做官。
生：我觉得“天生我材必有用，千金散尽还复来”这句表现了李白怅然的心情。
生：我觉得他能够自己寻找快乐，把所有的烦恼扔到脑后。
生：我认为“人生得意须尽欢”就是体现了一种消极情绪，对我们现在来说就像是一种玩世不恭的态度。
生：我认为就是消极，甚至是轻生，你看那一句“钟鼓馔玉不足贵，但愿长醉不愿醒”，李白写这首诗时是被皇帝“赐金放还”八年了，他渴望去做官，渴望去建功立业，但现实却是残酷的，于是他就不愿意醒了，试想一个连理想都被掏空的人，能不愤恨吗？能不愁苦吗？于是他发出了史上“轻生”的`最强音——“将进酒，杯莫停”。（生笑）
生：我认为李白是一个“寂寞”的人，从“钟鼓馔玉不足贵，但愿长醉不愿醒”能看出来，满腔的一腔热情却得不到重用，所以他还说道，“古来圣贤皆寂寞”是说他自己也很寂寞，正因为这样他才说“但愿长醉不愿醒”。
（板书：寂寞）
师：从“钟鼓馔玉不足贵，但愿长醉不愿醒”不仅能看出他“寂寞”，而且还能看出什么？想想这里的“钟鼓馔玉”代指什么？
生：功名利禄。所以能看出他是个“淡泊名利”的人，一个“蔑视权贵”的人。
师：诗人既然说“古来圣贤皆寂寞”，为什么在下一句却只提到了一个人——曹植。
生：因为他们的经历相似，都是怀才不遇。
师：曹植是遭到他的哥哥曹丕的猜忌，而李白也曾有“君王虽爱蛾眉好，无奈宫中妒杀人”这样的感叹。
师：我们根据同学们的争论来看一看这个问题，“人生得意须尽欢，莫使金樽空对月”到底是积极的，还是消极的？同学们想一想李白最“得意”的事儿是什么？
生：“喝酒”“写诗”“做官”
师：做官是为了什么？
生：报效祖国。
师：我们说知人才能论世，下面我们一起看一下李白的人生经历。
（多媒体展示李白主要经历）
14岁 立志“济苍生，安社稷”
24岁 离家“仗剑去国，辞亲远游”
42岁 入长安，供奉翰林 ,“凤凰初下紫泥诏，谒帝称觞登御筵”
44岁 被排挤 “赐金放还”
54岁 “安史之乱“爆发，入永王幕府
56岁 兵败，被“流放夜郎”，途中遇赦
61岁 因战事再次请缨，因病而半道还
62岁 卒
师：通过李白的主要经历和我们对这首诗的分析，我们知道李白从一开始就抱定了“济苍生，安社稷”的理想和抱负，立志要报效祖国，那么大家想想李白为什么说“与尔同销万古愁”呢？�
生：我认为他还愁“人生短暂”。
师：那为什么作者说“怀才不遇”“人生苦短”是“万古愁”呢，你还知道历史上有哪些人物有如此之愁？
生：屈原
生：苏轼
师：苏轼是李白之后的人物，应该说历史验证了他这种说法。
生：孔子。他面对时光流逝发出了“逝者如斯夫，不舍昼夜”的感叹。
师：包括前面提到的屈原也是怀才不遇，自投汨罗，刚才说的苏轼也发出过“哀吾生之须臾，羡长江之无穷”的呼喊，还有后来的爱国词人辛弃疾也慨叹过“了却君王天下事，赢得生前身后名，可怜白发生”。可见，李白之愁不是一己之悲，而是每一个怀才不遇的仁人志士共同的心结。一生如此大起大落，怀才不遇，人生苦短，纠结在李白的血液里，深入骨髓，直抵心灵。他举杯痛饮，是珍惜，是热爱，是为挽留时光所作的一种自然且高贵的人生姿态，在貌似消沉的表面中，我们可以感受到那颗积极入世的火热的心，一句“天生我材必有用”道出了他的人生宣言，所以，我们读《将进酒》不仅读到了一位苦闷、愤激的李白，更读到了一位乐观、自信的李白，这便是李白式的悲哀：哀而不伤，悲而能壮。下面老师根据自己的理解为大家来读一遍这首诗，然后同学们也读。
（板书：悲壮）
（教师朗读全诗）
(学生朗读全诗)
师：“呼儿将出换美酒，与尔同销万古愁”，其实，李白不仅借酒来消愁，而且赋予了酒更丰富的内涵，我们一起来看另外两首李白早期写到酒的作品，通过比较看看他喝酒的态度及感情的发展变化。请同学们以小组为单位讨论这个问题，然后再交流。
（“深味”环节约十分钟）
（多媒体展示问题：比较《南陵别儿童入京》《行路难》《将进酒》中诗人饮酒态度及感情变化。）
（学生阅读、分组讨论。然后交流）
生：我们小�
（学生齐读“仰天大笑出门去，我辈岂是蓬蒿人”这一句）
生：第二首《行路难》是诗人被唐玄宗“赐金放还”时所做的，我感觉有一点愤懑，“停杯投箸不能食，拔剑四顾心茫然”这一句能体现他饮酒的态度，但最后一句“长风破浪会有时，直挂云帆济沧海”还是表达了作者那种自信。
（学生齐读“长风破浪会有时，直挂云帆济沧海”这一句）
生：写最后一首《将进酒》是作者被“赐金放还”达八年之久了，这时喝酒就是“会须一饮三百杯”了，感情是“天生我材必有用”“与尔同销万古愁”。
师：从这三首诗的比较，我们可以清晰地看到一个嗜酒的李白，一位感情矛盾而又复杂的李白。（多媒体出示龚自珍对李白的评价）龚自珍说：李白兼具了庄子逸世高蹈、天马行空的自由之魂与屈原孤傲忠介、上下求索的倔强个性，这两种“古来不可兼”的文化性格在李白身上“聚”在了一起。所以，我们读李白的诗，可以读出庄子般潇洒飘逸，可以读出屈原那样的倔强不屈，他一生与酒如影相随，高兴时喝酒，彷徨中喝酒，失意后喝酒，但无论他如何高兴，怎样彷徨，多么失意，他始终没有放下“济苍生，安社稷”的抱负。这就是我们的李白，即便是被“赐金放还”八年之后，他也绝没有沉溺于酒池，如同行尸走肉，也没有避世退隐，过着清闲自在的生活，更没有卑躬屈膝，充当权贵的走狗，他喝酒喝得痛快，做人做的更坦荡，借酒挥洒才情，抒发愤懑，展现乐观自信，凭着一身傲骨化哀伤为洒脱，化忧愤为豪放！下面让我们全体起立，尝试背诵全诗，再次去感受“诗仙”之才情，“酒仙”之豁达！
（学生全体起立背诵全诗）
师：下课。
精选牛津高中英语说课稿
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
Task 1: Similar sentences The English language enjoys various ways of expressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ⑴It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ⑵Employers say they prefer to hire graduates who have taken a gap year (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part)
Task 2: Guessing from the context I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of the pass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54) ________________________ (The task helps students to recognize that in most language-leaning situations they will come across vocabulary they don’t know. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings)
Task 3: Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ gain life experience (The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part)
Task 4: Recognizing the implied message I play a fourth VCR. While listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.)
Task 5: Understanding the title After reading the whole text, I will get students to focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves)
Part 4 Responding to the text I encourage the students to answer the question—what does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.
Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the author's text)
Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and writing skills)
OK, so much for my teaching plan. Thanks for your attention.
《Fit for Life》
Fit for Life
新课标单词
historian n. 历史学家 recipe n. 处方；食谱，菜谱 physician n. 医生，内科医师
bark n. 树皮；(狗)叫，吠 vi. (狗)叫，吠 chemist n. 药剂师；化学家
trial n. 试用；试验；考验 tablet n. 药片；写字板，书写板
standardize vt. 使符合标准，使标准化 best-selling adj. 畅销的
painkiller n. 止痛药，镇痛剂 author n. 作者 heart attack 心脏病发作
thin vt. & vi. (使)变稀，(使)变薄，(使)变淡；(使)变细
block vt. 阻塞，阻挡；妨碍 length n. 长度 contemporary adj. 当代的；同时代的
Scottish adj. 苏格兰的 note vt. 发现，注意到；记录 transparent adj. 透明的
application n. 应用，运用；申请 name vt. 命名，给……取名
unable adj. 不能的，不会的 chemical adj. 化学的 purify vt. 使纯净，净化，提纯
quantity n. 量，数量 widespread adj. 普遍的，普及的，广泛的 lung n. 肺
mass adj. 批量的，大量的，大规模的；群众的，民众的
n. 团，块，堆；较大部分，主体部分；体积，大小，群众，人群
rapidly adv. 迅速地，快速地 powerful adj. 效力大的，强效的
wonder adj. 非凡的，奇妙的，奇特的，神奇的
n. 奇迹，神奇；奇观；惊奇，惊讶
millions of 数百万的，大量的 relief n. 减轻，缓解；轻松，宽慰；救济，救助
potential adj. 潜在的，可能的 enquiry n. 询问，咨询 ward n. 病房
fundamental adj. 基础的，根本的；重要的，至关重要的
handful n. 少数，少量；一把 annual adj. 每年的，一年一次的
arrangement n. 安排；排列 receptionist n. 接待员，招待员
pleasure n. 愉快，快乐；乐事 eyesight n. 视力 adjustable adj. 可调节的
magic adj. 有魔力的，不可思议的，魔术的 needle n. 针 art n. 技艺，技术
sharp-edged adj. 有锋利边缘的 swollen adj. 肿胀的 arrowhead n. 箭头；箭头状物
sharp adj. 锋利的锐利的；尖的；突然的，急转向的；尖刻的，辛辣的；灵敏的，敏锐的
fine adj. 细的，纤细的 point n. 点，位置；尖端；要点；分数
insert vt. 插入；嵌入 symptom n. 症状 function n. 功能，作用
heartbeat n. 心跳 addiction n. 上瘾，沉溺，入迷 overeating n. 过量饮食
relieve vt. 减轻(病痛、忧虑、负担等)，缓解；救济，救助 unclear adj. 不清楚的
课文出现短语
1. keep us healthy 2. open up 3. carry out 4. give up 5. come true 6. figure out
7. go wrong 8. put off 9. put up with 10. make out 11. call back 12. look out for
13. at certain points 14. find out 15. if so 16. recommend doing
17. in contemporary society 18. in large quantities 19. trun into
20. be fundamental to (doing) 21. a disease called malaria 22. look into
23. look down upon 24. put through 25. come up 26. remind sb to do
27. be based on 28. block from doing 29. focus on 30. reduce the risk of
31. try out 32. due to 33. in addition to 34. have an influence on
35. leave behind 36. ask for 37. set up 38. put off
39. take measures to do 40. let … out of 41. be connected with
一。单词应用
根据单词的首字母或汉语意思填写正确单词，注意形式变化。
1. A p____________ is a person who has general skills to treat physical problems.
2. Penicillin was d___________ in the mould that grew on a special transparent jelly.
3. He is the a__________ whose books are best-selling this year.
4. Stoke is a type of serious illness when blood vessels in the brain b_____ suddenly
《Sailing the oceans》
Listening and Speaking
Teaching Aims: 教学目的
1. Review the words and structures in the last period.
2. Finish the listening exercises in this part and improve the students’ listening ability.
3. Talk about sailing.
Teaching Important Points:教学难点
Finish the listening exercises.
Teaching Methods:教学方法
1. Talking method to improve the students’ speaking ability.
2. Listening method to train the students’ listening ability.
3. Pair wok to make every student take an active part in class.
Teaching Aids:教学工具
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Listening
Listen to the tape and ask the students to finish exercise 1—3 on page 19.
Suggested answers:
Answer key for Exercise 1:
maps; stars; clouds; waves; currents; birds
Answer key for Exercise 2;
Sailors from
Sea or Ocean
Skills
Phoenicia
Mediterra?nean
Used the sky to find their way
Teaching Objects:
1. To enable the Ss to understand the reading strategy and use it;2. To help the Ss get a better understanding of advertisements;3. To enable the Ss express their ideas about advertisements and help them to build a proper idea about being smart about advertisementsTeaching key Points:
1. To help the Ss understand the reading strategy and guide them to practice using the strategy.
2. To help the Ss discuss the topic about advertisements.
Teaching Procedure
Step 1 Lead-in
1. Ask the Ss: What do you think of your school life?
----Try to connect the Ss’ answers with school clubs.
2. Group work
Suppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. You can only use three sentences at most.
Ask some students to give their sentences and tell the Ss “What you did just now is in fact a kind of advertising.”Ask the Ss: Have you realized what you did just now is actually a kind of advertisement? ----introduce the topic of the class---AdvertisementsStep 2 What is an advertisement?
1. Ask the Ss “What is an advertisement?” Let them use their own words.
The Ss may have difficulty expressing it clearly and properly.----We are so used to advertisements that we often ignore them. So today we are going to read a passage about advertisements and try to learn more.
2. Ask the Ss to read the passage （the part of “What is an advertisement?”）to get the author’s definition of advertisements.
An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea.
3. More questions to help the Ss understand this part:
Where can we see advertisements? ---Media--- Billboard, newspapers, magazines, the Internet, radio, television…What types of advertisement do we have?---（1） Commercial ads （2）PSAs4. Show the Ss some pictures of the two kinds of ads and ask the Ss to tell which type they belong to.
It is very easy for the Ss to tell the types. Then ask:
What’s the difference between commercial ads and PSAs?
Commercial ads--- To sell things; to get profits and money.
PSAs--- To educate people
Step 3 Does an advertisement tell people the complete truth?
Up till now, we have learned something about advertisements and it is true that we can get a lot of information from advertisements. But do you think all the ads are trying to tell us the complete truth?
1. Ask the Ss to skim the text to get the author’s answer to this question “Does an advertisement tell people the complete truth?”-----Even if an ad does not lie, it does not mean it tells you the complete truth.
2. Ask the Ss to have a more careful reading and ask the Ss the discuss how the writer support his idea---The writer uses two examples to support his idea.
3. Then ask the Ss: Does the writer make any conclusion about this part?
---Yes. “We must not fall for this kind of tricks.”4. According to the above three parts, explain to the Ss the structure of expository writing:
（1） Even if an ad does not lie, it does not mean it tells you the complete truth--- Subject/topic（2） Two examples --- Supporting details（3） We must not fall for this kind of trick! ---ConclusionStep 4 Public service advertisements
Ask the Ss to use the idea of expository writing to read part 3. Ask them to find the topic, supporting details and conclusion of this part.
Subject/ topic―PSAs are meant to be helpful to educate people.
Supporting details―examples ---（1） Deal with large social issues（2） About public service projects
（3） Teach us how to live healthy lives
Conclusion --- All of these ads are meant to be helpful, and you can often learn a lot by following the advice they give.
Step 5 Structure of the whole passage
Now we’ve learned more about advertisements and the structure of the expository writing. Let’s come back to the whole passage to see whether the whole passage follows the structure or not.
Topic --- Advertisements
Supporting details---- （1） What is an advertisement?
（2） Does an advertisement tell people the complete truth?
（3） Public service advertisements
Conclusion ---- Be smart about advertisements!
You see, the whole passage also follows the structure and it will be easier for you to read or write an expository writing if you follow the structure. Now let’s have a practice.
师:先找同学读一下课文。
一生读课文。
师:这位同学读得非常流畅，但有一点小小的瑕疵，大家发现没有有几个字的读音不准确？
生: “失其所与，不知”中的“知”是通假字，应该读四声。
师:对，课文中有注释，通“智”，还有没有其他的地方读错？
生: “共其乏困”中“共”也是通假字，通“供”，应该读一声。
生:”若不阙秦”中的“阙”应该读一声
生: “微夫人之力不及此”中“夫”应该读二声。
师:对，在这里是个助词，做助词的读音应该是二声。
师:刚才出错的大部分是通假字， 预习的时候大家要先看注释，尤其是通假字一定要读准字音。
还有要注意断句，比如晋/军函陵，秦/军氾南， “军”在这里是动词，驻扎的意思。
下面大家一起读一下课文，注意读准字音，分清句读。
同学们齐读课文。
师:通过大家的朗读，我又听出了一些问题。”邻之厚，君之薄也”中“薄”，应该读bó， “薄弱”的“薄”。还有文中秦国的大将的名字杞（qí）子逢(páng)孙，一定要读准，大家再来读一遍。
生齐读课文。
师:这一遍读得非常好，通过早晨的预习和刚才的朗读，我们应该了解了这个故事。请一个同学按照故事的起因发展高潮结局来复述一下这篇文章的内容。
生:本文先是交代晋文公在流亡的时候，郑国没有以礼相待，因此秦国和晋国联军来攻打郑国。在危急时刻，佚之狐推荐烛之武去说服秦国退兵。烛之武以秦军和晋军的利弊分析了当时的形势从而打动了秦伯，秦国退兵。晋国的子犯一看秦国退兵，就想趁机攻打秦国。晋侯就以不仁、不知、不武三种理由拒绝了子犯的提议，也跟着退兵，郑国的危机解除了。
师:非常好，叙述的非常详细，说明大家对文章的理解非常好了。
师：烛之武为什么仅凭几句话就能说动秦伯？这些话体现了那些说话的技巧？ 包含怎样的说话艺术？大家先找到烛之武见秦伯说的那些话，我们先来看看这段话包含了哪些内容？
生：先说攻下郑国后对秦国没有什么益处，反而会削弱自己的实力，而且还会使晋国的实力增强。在历史上，晋国曾经对不起秦国。
师：抓住关键词，一个一个的来，好吗？
生：亡郑无益于秦，“邻之厚君之薄也”对晋国有利，是晋国势力增强。“夫晋，何厌之有？”（教师板书：亡郑 无益）
师：“厌”在这里什么意思？
生：（学生看注释）“满足”的意思。（教师板书：晋 无厌）
师：其他同学有没有补充？
生：烛之武说了亡郑对秦无益对晋有利之后，还说了“若舍郑以为东道主，行李之往来，共其乏困，君亦无所害。”也就是放弃攻打郑国，对秦国没有坏处。（教师板书：舍郑 无害）
他还提到：“且君尝为晋君赐矣，许君焦、瑕，朝济而夕设版焉”就是说在秦晋交往的历史上，晋国曾经言而无信过，（教师板书：无信）以后也很难保证。
师：看看除了这些地方之外，还有没有需要补充的？
生：在说亡郑无益于秦之前，他作为一个说客去见的秦伯，他首先要消除秦伯对他的戒备。
师：原文中怎么说的？
生：“若亡郑而有益于君，敢以烦执事。”
师：他见秦伯的第一句话是说的什么？
生：“秦晋围郑，郑既知亡矣。”（教师板书：郑既知亡矣）
师：这是直接点明郑国知道要灭亡的事实，毫不隐瞒。这是开门见山，直奔主题。
师总结，刚才大家谈到烛之武说话的内容时，是按照自己的理解，没有按照课文的顺序。我们现在再把这段文字完整的读一遍。读书的时候大家思考，为什么这几句话就能够打动秦伯，让他轻易地就退兵了呢？这些话语中包含怎样艺术技巧？
学生齐读。
师：哪个同学先来谈一谈？
生：烛之武对秦穆公说的话就表达了一个意思就是晋国的贪婪，秦晋攻下郑国后，受益的是晋国，让秦伯意识到他的盟友的缺点。
师：这还是从内容上说的，老师问的是这些话里面包含怎样的说话技巧。
生：烛之武权秦伯的时候是站在秦国的立场上，处处为秦国考虑。（教师板书：站在对方的立场）
师：站在对方的立场上容易引起对方的好感。
生：他还利用秦晋之间的不愉快来挑拨秦晋之间的关系。（教师板书：离间）
师：以历史事实为依据，离间秦晋同盟。
生：烛之武的话有理有据，摆事实，讲道理，非常有条理，（教师板书：摆事实）
师：事实胜于雄辩，事实是最有说服力。层层推进 逻辑非常严密。（教师板书：逻辑严密）
生：“焉用亡郑以陪邻？”何必要灭掉郑国而增加邻邦晋国的土地呢？烛之武用反问的语气来提醒秦伯这样的做法是不太明智的。（师板书：语气）
师：这个同学读书非常细心，他注意到了说话的语气所带来的表达效果。反问的语气可以引起人的注意，唤醒人的警觉。这段文字除了这个地方之外，还有哪些地方也用到了语气词？
生：“阙秦以利晋，唯君图之！”是一种祈使语气。
师：祈使语气是一种命令，让别人做某事，要求别人做某事，看看注释，这里“唯”是什么意思？
生：（看注释）“唯”是一种希望的语气。
师：烛之武不是命令，要求，而是非常诚恳，委婉的建议，“希望您考虑这件事”。这种语气很容易被人接受。并且他指出了围郑的后果是“阙秦以利晋”。从这里更能体现烛之武严密的逻辑性。
生：“若不阙秦，将焉取之？”这个问句引起秦王的思考，指出灭掉郑国之后，晋国会扩展它西面的疆界，会直接损害秦国的利益。
师：大家可以看一下秦晋围郑的形势图（屏示），注意三个国家的位置关系。晋国在秦和郑国之家，秦郑两国并不接壤，晋国却有地利之便。所以烛之武说：“越国以鄙远，君知其难也，焉用亡郑以倍邻？”
生：烛之武从总体上把握住了烛之武的内心，秦穆公想看到的是秦国的强盛而不是晋国的强盛。通过秦晋围郑的利害对比，很容易就打动了秦伯。（教师板书：抓住人物心理）
师：烛之武很明白秦伯想要什么，这叫知己知彼方能百战不殆。
生：秦国有统一天下的野心，而晋国的强大无疑是秦国统一天下的最大障碍，所以的强大才是秦国最担心的。
生：“君之所知也”“君知其难也”“唯君图之”可以看出烛之武对秦伯的称呼一口一个“君”听起来非常的亲切，诚恳。（师板书：称呼）
师：亲切的称呼也能拉近人与人之间的距离，换取对方的好感。就像老师对大家说话时提到“咱们班”和“你们班”，你的感觉会一样吗？
生异口同声：不一样。
师：“咱们班”说明我们是一家人，烛之武的话里好像他和秦伯是一家人一样。所以我们说话的时候一定要注意称呼和语气。
师总结：从刚才大家对这一段的分析非常好，可以看出大家已经理解了烛之武的语言当中包含的高超的智慧和技巧，从这段文字当中最后的结果是什么呢？我们看课文中秦伯的反应：“说”“与郑人盟”“使杞子、逢孙、杨孙戍之”（学生答）烛之武圆满完成了退兵的任务。
烛之武没费一兵一卒仅凭口舌之劳就让秦伯退兵了，这就是说话的艺术，这就是语言的力量。就像我国古代的文艺理论家刘勰说的那样：一言之辩，重于九鼎之宝；三寸之舌，强于百万之师。
在这篇文章中不仅仅是烛之武的语言，其他人物的语言也很精彩，耐人寻味。大家可以任选一句读一读，品一品，谈一谈。
生：郑伯在遭到烛之武的拒绝后说：“吾不能早用子，今急而求子，是寡人之过也。然郑亡，子亦有不利焉。”作为一国之君他没有摆出一副高高在上的样子，而是摆出一副谦逊的姿态。
师：你说的是一种总体的感受，能不能结合关键词谈谈你的理解，可以借鉴刚才大家总结的那些说话的技巧。
生：从内容上：“是寡人之过也”可以看出郑伯勇于承认错误。但最后一句却是要挟的口吻。生：一开始郑伯说话的语气应该比较弱，“然郑亡，子亦有不利焉”就变得比较强硬了，他抓住烛之武爱国的心理，感觉好像逼迫烛之武似的。
师：君主在臣子面前承认错误，在尊卑秩序鲜明的古代非常难得！先屈尊自责，动之以情；后以国家大义警之，晓之以理。郑伯说话软中带硬，恩威并施。烛之武尽管能言善辩，也实在找不出拒绝的理由。这就是郑伯说话的艺术。
生：我给她补充一下：“然郑亡，子亦有不利”这句话是站在烛之武的立场上为烛之武考虑，郑国如果灭亡的话，烛之武也会受到牵连。把烛之武和郑国联系在一起。这样烛之武不得不为郑国奔走效劳。
师：为郑国也是为自己，个人的。命运是和国家联系在一起的，覆巢之下无完卵。
生：郑伯以“子”称呼烛之武，这是一个尊称，可看出他的态度非常恭敬诚恳，烛之武听了一定很受用。“今急而求子”中“求”是请求，恳求的意思，使用这样的字眼可以看出他已经放低姿态了。
师：这个同学抓住了关键词，从称呼和用词可以看出了郑伯态度恭敬，用心良苦，很好。
你能不能把这一句话完整的读一下，读出这种语气？
生读，老师指导。
生：我想说的是佚之狐“师必退”这句话，尽管只有三个字，但非常有力量，“必”可以看出他语气坚定，如果烛之武去见秦君陈说利害，一定会使秦国退兵。用最少的语言产生最大的作用。这也是说话的艺术。
师：坚定的语气可以给别人很大的信心，也可以看出佚之狐的自信。
生：我想给刚才的同学补充一点，通过“师必退”三个字可以看出佚之狐对烛之武非常有信心，他确信烛之武一定能完成使命。从侧面也反映出烛之武非常了不起，非常有才能。
师：也可以看出佚之狐对烛之武非常了解，非常信赖。
生：我想说说晋文公说话的艺术。秦国退兵，子犯请求趁机攻打秦兵，晋文公说：“不可，微夫人之力不及此。因人之力而敝之，不仁；失其所与，不知；以乱易整，不武。”他先说出第一条理由“微夫人之力不及此”，“因人之力而敝之，不仁”表现自己又一颗感恩的心。可以看出晋文公是非常聪明的人。“不仁”就是说秦穆公有恩于他，他不能撕破脸皮和秦穆公对着干。“不知”是说他若果攻打秦国的话就会失去一个盟友，并且使盟友转化成敌人，这对他是非常不利的。“不武”是说，古代战争都是要遵守一定的武德的。他进攻秦军是违背武德的。由此可以看出晋文公是经过深思熟虑的，是明白其中的利害关系的。他是个有远见的政治家。
师：他不愧为春秋霸主啊！
生：他说话很有层次，由“不仁”是说自己，“不知”是说国家失去了盟友，“不武”是说国家道义，层层推进，很有逻辑性。
生：三句话三个方面。语言精练，言简意赅。用排比的方式，语言整齐而又有气势，我们读起来也朗朗上口。
师：以攻秦的“不仁”“不知”“不武”，我们可以看出一个政治家的“仁”“知”“武”。
教师总结：
这些人身上我们看到的不仅是语言的魅力，更能看出人物的品格、精神和才华、智慧。历史上还有很多能言善辩的人物凭他高超的说话艺术给我们留下了脍炙人口的故事，大家知道的有哪些？（唐雎不辱使命，邹忌讽齐王纳谏，蔺相如完璧归赵，诸葛亮舌战群儒，张仪的三寸不烂之舌。）无论是措辞委婉，还是义正词严，不管是简洁明了，还是雄辩滔滔，无不表现出他们卓越的政治智慧和高超的语言艺术。
我们再来读一下这篇文章，再来感受一下古人的说话艺术。
大家通过早晨的朗读预习，还有刚才的朗读和欣赏，对这篇文章已经很熟悉了，看大家能不能试着当堂背下来。我们班有个背诵高手，他曾经和我们分享过他背诵的经验和方法，现在我们让他先试一试。
生：背得不熟。
师：试一试，好吗？
生背课文。（中间有两处停顿，老师和同学们进行了提醒）
背完后，同学情不自禁地鼓掌。
师：背诵既是一种学习的方法又以一种积累的手段。这篇文章篇幅不长，语言的逻辑性有很强，所以比较容易背诵。
《A Christmas Carol》
A Christmas Carol
I. Teaching aims:
1. Learn about Charles Dickens and his works.
2. Talk about social responsibilities.
3. Review the Adverbial.
4. Write a review of a play.
II. Teaching time:
1st Period Speaking
2nd Period Reading
3rd Period Language study
4th Period Extensive reading, Writing
The First Period Speaking
I. Teaching goals:
1. Enable the students to say something about Charles Dickens and his works.
2. Enable the students to learn how to discuss their social responsibilities.
3. Help the students learn to describe social responsibilities by using some key words and expressions.
II. Teaching important points
1. Describe Charles Dickens and his works.
2. Discuss the social responsibilities by using some key words and expressions.
III. Teaching methods
Cooperative learning.
IV. Teaching aids
1. A recorder; 2. A projector and some slides;
3. Multi-functional teaching equipment (CAI).
V. Teaching procedures && ways
Step I Lead In
First show the students a picture of Charles Dickens on the computer, then ask them some questions.
Step II Warming up
The Warming-up exercise makes the students know more about Charles Dickens and the novels that he wrote.
Step III Speaking
Task 1
Ask the students to finish the reading comprehension multiple choices.
Task 2
Discuss the responsibilities of business people towards both their employees and their customers .
Step IV Talking
Ask the students to discuss the two situations in groups of four.
Step V Homework
Ask the students to read the novel A Christmas Carol carefully. Then next class they will be checked.
教材分析：
《背影》一文是八年级语文下册的第一篇课文。朱自清的这篇《背影》是中国现代散文的经典之作，至今仍充满了感人之深的力量，它以纪实的手法，描写了1925年10月，在家庭遭遇变故的情况下父亲送别远行的儿子的经过。通过朴素真切的语言，表现了父亲的一片爱子之情和儿子对父亲的深深的感念之情。作者通过写父亲的背影。把父亲的慈爱和迂执，艰难和努力，困顿和挣扎都凝聚在这一点上，父与子的离别时深沉的爱也倾注在这一点上，在平实之中蕴涵着真挚之情。
牛津英语课堂教学初探
随着上海市二期课改的逐步实施，英语教学将要出现一纲多本和多纲多本的局面。而每出现一种新型的英语教材，都将有与其相适应的教学模式的渐次呈现。
近一年的牛津英语教学实践告诉我，如果把语言作为知识来记忆，《牛津英语》教材会让教师疲于奔命的。我觉得更应该让学生通过学习和了解教材所提供的生活常识和知识，让他们理解语言，让学生通过使用语言，让他们自主地选用自己感兴趣的资料，通过学生间的交流，达到共享创造成果的目的，从而达到掌握语言的目的。变教师单向的传授、提问、督促练
想培养学生的创新精神与创新能力，就必须从小抓起，从课堂教学抓起，让课堂教学“活”起来，那么，在英语教学中，怎样才能让课堂教学“活”起来呢？在实践中，我试探着用了许多的'方法。比如：
第一、诱发学习动机、激发学习兴趣。
学生的学习活动总是由一定的学习动机引起的，只有当他们喜欢学、要求学，有迫切的学习愿望时，才能自觉积极地投入到学习活动中去。那么，学生的这种学习动机从何而来呢？这就要靠教师的教学艺术，要靠教师组织富有成效的学习活动去诱发学习动机、激发学习兴趣、活跃学生思维，如设置悬念、创设情景等。例如组织课前活动，我通常以听说训练为重点，利用课前几分钟，开展听说训练活动，让学生以轻松、愉快的心情迎来即将开始的英语课。并且我给他们每一次的活动都记成绩，分别以花、旗、星不同等级，作为综合分数的奖励。
第二、玩中有学 学中有玩
爱玩是孩子的本性。我就利用这一点，注意让学生在各种游戏中学习单词，而不是死记硬背单词。我先以各种不同形式把要记的单词实行整体大量输入，采用各种游戏形式进行渗透，如Pass the card 、Do the action、Find your friend 、Draw and colour ，在游戏中通过多听、反复感觉，从而在脑海里的印象就加深了，这样不仅可以让学生记住了单词，还可以减轻他们的心理压力和负担，给学生一个轻松和谐的语言环境，也使得课堂充满活力。教学实践证明，在英语教学中，游戏是深受学生欢迎的活动。可以说：它是英语教学的“润滑剂”。让学生在游戏中练习，让富有情趣的活动去诱发学生反复练习同一语言的欲望，在愉快、和谐、欢乐的气氛中巩固学到的知识，使他们的大脑皮层始终处于兴奋状态。
第三、利用各种教学媒体，激“活”教科书，让学生更易理解接受。
俗话说：“百闻不如一见。”我在教学过程中准备了各种各样的单词卡片、头饰、图片等，在教每一个新单词学生都能亲眼看见，这样也不需要花时间去解释含义。课堂的气氛也相当活跃。另外，我还利用电教器材如TV、VCD、电脑、录像等，让教科书“活”起来、动起来、形象起来、发出声来，让“活”的教科书震撼学生的心灵、开发
[1] [2]
一、歌曲导入
T：Let's sing a song.The song's name is“Let's play!Let's sing!”
评析：教学热身是英语课堂TPR教学方法的重要形式之一，教师采用歌曲来缓解学生的紧张情绪，建立轻松、和谐、民主的课堂氛围，为进一步的学习奠定了良好的基础。
二、师生问候
T：Class begins!Hello，everyone! Ss：Hello，Miss Chai ! T：How are you today? Ss：We're fine，thank you.
T：What's the weather like today? Ss：It's fine.
评析：简单的问候，可以帮助学生适应英语语感，使学生很自然地进入英语学习状态。
三、新授知识
T：A lovely day，isn't it?I have a piece of good news for you.We're going to visit the zoo.(贴出动物园的图片)Are you happy?
Ss：Yes!
T：Today we'll learn a lesson about the zoo.Please tell me.Which lesson shall we learn? Ss：Lesson 22.
T：OK!Now，let's count from one to twenty-two!
评析：在学生原有知识的基础上，以数字引入，使课题的出示别具特色，自然而不失趣味性。
T：Well，who can tell me what you can find in the zoo? Ss：Cats，dogs，birds...
T：Oh，we'll see so many animals.That's great!Now，please look here.We'll meet many animal friends today.What's this?(出示动物头饰)
S：It's a bird.
T：Oh，yes.This bird is for you!(S1带上头饰) (以下cat，dog，同上)
评析：用学生已经学过的动物引出“What's this?It's...”的新授句型。在运用中明白了句子的含义，也掌握了句子的用法，有一种润物无声的境界！
T：Now，we have three animals，they are our best friends!But look there，there is another friend.She's waiting to meet us.Who's she?(出示大熊猫玩具)
Ss：Da Xiongmao. T：Yes，it's a Da Xiongmao，but in English it's a ，please say after me，“panda”！ T：Look there，I have a beautiful picture.What's this?(贴出大熊猫的图片) Ss：Panda.
T：Yes，but how to spell it?(出示单词卡) Ss：“P-A-N-D-A，panda!” T：Let's sing a song.(师生同唱并拼写，教师指图) T：What's this? Ss：It's a panda. (同法教单词tiger)
评析：运用头饰等教具，将学生喜爱的动物请到课堂上来，使学生产生了浓厚的兴趣，使抽象化的词汇学习具体化，易化了词汇这一教学难点。
T：We met so many animal friends.And would you like to go to the zoo with me?Are you ready?Let's go!OK?
T and Ss：One，two，three，go!(师生同看多媒体影片)
评析：从英语学科的实际特点出发，教者运用电脑多媒体再现课文内容，使学生犹如身临其境，培养了学生的观察能力和语言应用能力，也使课堂焕发出了生命的活力！
T：What did Ann say? Ss：“What's this?”
T：Yes，Ann说“这是什么？”，in English we should say，“What's this?”
T：Now，look at me please.What's this?It's a tiger.What's this?It's a panda.Do you understand?Please say after me.(教师手指教室内戴头饰的学生)
T：Now please point to an animal，ask and answer in pairs.(学生分组练习)
评析：这部分内容是教学的难点，教师通过TPR教学法最大限度地引导学生积极学习的兴趣，使句型操练这一枯燥的演练形式兴趣化。
T：Your pronunciations are let's listen to the tape and read after it.(Listen and speak.)
评析：在英语教学中，原声语音的模仿是必不可少的步骤，有利于培养学生优美的语感，为英语的终身学习打下良好的基础。
T：We all like animals，but the zoo isn't the animals hometown.Where is their real hometown?
S：大自然。
T：Yes!Let's look at the animal.OK?(观看多媒体影片) T：Do you like animals? Ss：Yes!
T：The earth belongs to both animals and human beings.We should live peacefully together. We should try to give them a better living environment，and protect them from being hurt.Do you think so?
Ss：Yes!
T：OK!Let's begin from now on!
T：The time is -bye，everyone!
评析：结束语将知识性与思想性融为一体，既强调了本课知识的重点，又对学生进行了思想教育，使学生对所学内容有了一个更高层次的认识，使英语教学的目的得以充分的发挥。
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.
My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Indentifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressi or approaches to express the same thing or idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1. Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part cists of two tasks:
Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.
After it, I give a summary of their presentati as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.
（With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.）Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.
（With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. ）
Unit 1 Would you like to go to the cinema?
授课教师：张丽群
授课对象：初一6班学生
授课地点：初一6教室
授课时间：-5-15
听课老师：明集初中全体英语教师
Step 1 Greetings
T: Good afternoon, boys and girls!
Ss: Good afternoon, Miss Wang!
T: How are you?
Ss: I’m fine, Thank you, and you?
T: I’m fine, too. What’s the weather like today?
Ss: It’s sunny.
T: Very good. Sit down, please!
设计意图：以学生耳熟能详的英语问候语 “ Good afternoon.” “ How are you?” 以及天气等引入课堂，吸引学生的注意力。
Step 2 New words and expressions
The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them , the others listen and check..
S1:(reads the new words and expressions)
The teacher teaches the new words and expressions, then the Ss read them and check each other.
设计意图：单词的教学，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。真正地体现学生的自学互帮与老师的导学。
Step 3 Presentation
T: Please look at the picture. What’s this in English?
Ss: It is a cinema.
T: Very Good. Then would you like to go to the cinema?
S2: Yes, I’d like to.
S3: That’s a great idea.
S4: That’s a good idea.
T: What else?
S5: Great idea.
S6: Good idea.
The teacher takes out another picture and says this is a football match between Guqiao Middle School and Yanghe Middle School. They are playing football. Would you like to go to a football match?
S7: It’s a great idea. When is it?
T: It’s on Saturday.
S8: Let’s go on Saturday.
S9: Let’s go to the football match.
S10: It’s a good idea.
T: Excellent! All of you have a good memory. Now all of you make dialogues “Would you like…? Let’s…” with your partners,then act in the front of the classroom.
(Five minutes later)
Call some groups to act out their dialogues.
设计意图：教师抓住现场的教学资源，从教师自身穿的dress入手，问 “ what colour is my dress?” 到学生的衣服，最后到通过desk问答 “ what colour is it?”,从教师到学生再到物体，充分利用了现场的教学元素， 生活化课堂自然生成。]
Step4 Match the words with the pictures.
Show six pictures and six words and expressions to the students. Work in pairs.
Step5 Listen and read
1. A game
T: Now, please look at our old friend. (Show Jackie Chan’s photo)
Hello!
Ss: (huuu) Hello!
T: Glad to meet you!
Ss: Glad to meet you, too!
T: Listen!I am your friend. You can ask me some questions. Now, you please!
S5: What is your name?
T: My name is Tony.
S6: How old are you?
T: I’m one.
S7: what colour is it?
T: Listen! I am a brown bird.
S8: Glad to meet you, Tony.
T: Nice to meet you, Li Chong.
T: Now I ask questions, and you answer them. What colour am I?
Li Chong: Brown.
T: Very Good, Li Chong! Come here. You’re the little teacher. Read “brown”, please!
Li Chong: (Point to the brown) One two begin, brown, brown
T: Thank you! Who’d like to be the little teacher? Would you like to have a try?
(Some students hands up.) Hu Lingli, please.…
设计意图：整个过程，学生都处在教师创设的情境中，围绕 “ Brown Bird”展开教学。通过让学生提问brown bird到brown bird提问学生，操练了英语基本用语， 给学生开口说英语提供了机会。 教师还让学生尝试当小老师，
带领全班同学一起学习，这既是对该生回答正确的肯定， 让优生带动了全班同学，又充分调动了其他学生学习英语的热情。
Step 4 Presentation and Practice
1. Presentation
T: Let’s watch TV. What is this?
Ss: A butterfly.
T: Yes, it’s a butterfly. Please repeat, a lovely butterfly, a little butterfly.
T: (Show a green and red butterfly) What colour is this butterfly?
Helen: It’s green and red.
T: Excellent. You will be the little teacher, come to the front.
Helen: One two, begin! It’s green and red.
Ss: (Read aloud after Helen) It’s green and red.
(Teacher sticks the green and red butterfly to the blackboard)
T: (Show a pink and blue butterfly)What colour is this one?
Bob：It’s a pink and blue butterfly.
T: Very good! Thank you. You will be the little teacher. Come here! Bob: One two, begin! It’s a pink and blue.
Ss: (Read after Bob.) It’s a pink and blue.
(Teacher sticks the pink and blue butterfly to the blackboard. Do the same to the brown and yellow butterfly.)
[沿袭了单词brown教学中的little teacher,这种教学方法可谓是策略，对于激发学生的学习积极性较有效果。另外，教师在前部分教学的基础上，加大了难度，出现了butterfly, 而且颜色都涉及到了两种。但于前部分内容仍旧环环相扣，循序渐进。课堂向深度，高度发展。]
2. Practice
T: Today we will learn a new song: “A butterfly”。 Stand up. Read and do the actions after me!
T: OK! I say the words and you do the actions.
Ss: (Do the actions while singing.)
T: I want three students to act the butterflies. Any volunteers? Great! Come to the front. You are the lovely butterflies. All students answer my question.
T: What colour is it?
Ss: (Doing actions while singing )It’s green and red. It’s pink and blue. It’s brown and yellow blue.
T: Thank you!
[唱歌是学生喜闻乐见的活动形式，教师将此部分内容安排在此处，一方面是与前面所学相挂钩，巩固所学；另一方面是在学生保持了较长时间的注意力之后，让学生得到些许放松，以便以更饱满的情绪进入下一阶段的学习，包括后面的act the butterflies,也是让学生动一动，抖擞抖擞精神。]
Step 5 Playing a game
T: Let’s play a game. Who wants to be my partner?
Mike: Let me have a try.
T: (Throw a ball to Mike) What colour is it?
Mike: It’s pink and blue.
T: Very good! I want two other pairs of students to do the game : What colour is it?
Sandra: It’s orange and black.
Frank: What colour is it?
Camilla: It’s brown and yellow.
[围绕butterfly,有了师生间，学生间的交流，虽然只是简短的对话，但是却为后面的Free talk做好了准备。]
Step 6 Free talk
The teacher takes out a pen on a student’s desk, and makes a dialogue with the whole class.
T: Hello, every one!
Ss: Hello, Miss Wang!
T: What’s this in English?
(Students take out their school things and make up new dialogues by themselves. At last, Teacher chooses two groups come to the front act their dialogue.)
June: Hello!
Lucy: Hello!
June: What’s your name?
Lucy: My name is Lucy. What’s your name?
June: My name is June. How old are you?
Lucy: I’m one. What colour is it?
June: It’s blue and pink. What colour is it?
Lucy: It’s brown and yellow. What day is it today?
June: Monday. OK, bye-bye!
Lucy: Bye-bye!
(Teacher asks two more pairs to act out their dialogues.)
[学生英语表达的细胞在此完全得到释放，而且教师引导学生拿出自己的玩具，互编新对话，培养了学生在真实场景中运用英语的能力。在此部分，我们可以看到学生思维的火花得以绽放。]
Step 7 Magic
T: Look, what colour is it?
Ss: It’s blue.
T: Look, what colour is it?
Ss: It’s yellow.
T: (Mixing the two colours) Look, what colour is it now?
Ss: It’s green.
T: How lovely! Listen, blue and yellow is green.
Ss: Blue and yellow is green.
T: Now everybody takes out your colour oil pastel. Show me yellow. Ss: Yellow-yellow-yellow. (Read and hands up)
T: Show me blue.
Ss: Blue-blue-blue.
T: Show me red.
Ss: Red-red-red.
T: Mix the colours and then find out what you get. Talk with your partner about the colours.
Ss: (Doing the experiment and then have conversations in their group.) T: What do you get from what you did just now? Tell me together. Ss: Red and blue is purple. Red and yellow is orange.
T: You’re clever.
Step 8 Everyday English
T: Let’s see what’s on TV. Blue in the face. What is the meaning? Ss: 蓝色的脸。
T：脸变成了蓝色说明了什么？
Ss: 很生气。
T: Yes. 如果中国人很生气，脸变成什么颜色？
Ss: Red.
T: Yes, red. 可是在英语中要表示“气得脸发红”，应该怎样说呢？ Ss: Blue in the face.
T: That’s right! You should remember it.注意可不要望文生义哟！ T: Time is up. We have to say good bye!
Ss: Bye-bye! Miss Bai. Thank you!
[此部分内容，虽然是课堂的尾声，但却是此课的精彩部分所在。对于本课所学颜色类单词，教师精心设计了一个小活动和一个习惯用语的渗透。一个调色盘的游戏， 艳丽的色彩足以吸引学生的眼球，从英语课堂中培养了学生的艺术细胞；还有从 “ Blue in the face.”形象地告诉学生 “气得脸发红”就用 “Blue in the face”。表达，还告诉了学生不要望文生义。在此，英语课堂已完全突破了教材的限制，但又能立足于课堂，教师独具匠心的设计极为巧妙，值得学习。]