第一篇：高一英語必修二Module6 教案范文

Module 6

1.interest 用作“興趣,趣味;利息”講時(shí)，為不可數(shù)名詞；

用作“利益，福利，權(quán)益”講時(shí)，為可數(shù)名詞。

用作動(dòng)詞時(shí)，interest的賓語通常為人。

a question of common interest共同關(guān)心的問題the public interest公共利益

be interested in=have/show/take(an)interest in對(duì)??感興趣

in the interest of為??的利益，為??起見

hold one’s interest吸引住某人的興趣lose interest失去興趣

with interest有興趣地，津津有味地interest sb.in sth.使某人對(duì)某事感興趣

2.argue/debate/dispute/quarrel 四者都含有“辯論”的意思。

(1)argue著重“說理、論證”和“企圖說服”。

I argued with her for a long time, but she refused to listen to me.我和她辯論了好久，但她還是不聽

(2)debate著重“雙方各抒己見”，內(nèi)含“交鋒”的意思。

Whether he will be elected as chairman is still disputed.他是否當(dāng)選為主席，仍然有爭(zhēng)論。

(3)dispute指“激烈爭(zhēng)辯”，含有“相持不下”或“未得到解決”之意。

They quarreled with each other over the matter.他們因?yàn)檫@件事而爭(zhēng)吵。

(4)quarrel爭(zhēng)吵；吵架,表示因不同意或不喜歡而產(chǎn)生的激烈爭(zhēng)論。

We have been debating about the issue.我們一直在就這個(gè)問題進(jìn)行辯論。

3.entertain vt.使娛樂，使快樂；招待，款待

entertain sb.to sth.用??招待/款待某人entertain sb.with sth.用??使某人快樂

entertainment n.娛樂，文娛節(jié)目；招待，款待

find an entertainment in以??為樂to one’s entertainment使某人感到有趣的是??

4.But it is generally agreed that he, more than anyone else in the history of films, understands the meaning of the word “entertainment”.但是，人們普遍認(rèn)為，在電影史上，他比其他任何人更懂得“娛樂”這個(gè)詞的含義。

本句是It is+過去分詞+that-clause的句式。在這個(gè)句型中，it是形式主語，真正的主語是后面的that引導(dǎo)的主語從句。在英語中只有it可作形式主語，不用其他詞。常用于該句式的動(dòng)詞有say, think, report, believe, hope, judge, prove, estimate, suppose等。

It is believed that the place will become a paradise if people live in peace.人們相信，如果所有的人能和平共處，那個(gè)地方就能變成天堂。

It is hoped that our football team will win the game.希望我們足球隊(duì)能贏得這場(chǎng)比賽。

5.character

（1）特征，性質(zhì)，特征(的總和)

e.g.the general character 共性be different in character 有不同的性質(zhì)

（2）(人的)性格，品質(zhì)，骨氣

e.g.build up one’s character 培養(yǎng)品性get a good/bad character 得到好/壞名聲

She has a strong character.她性格堅(jiān)強(qiáng)。

（3）人物，角色

e.g.I found all the characters in his play very interesting.我覺得他那出戲中的所有人物都很有趣。

（4）(漢)字，字體，書寫符號(hào)

e.g.I wish this book were written in bigger characters;these are too difficult to read.我希望這本書的字大一點(diǎn)就好了，讀起來很吃力。

第二篇：高二英語必修5 Module6教案

Book5 Module6 Reading and vocabulary

Saving the antelopes

Teaching goals: 1.Language knowledge goals: 1)Key words: endanger, antelope, poacher,illegal, confiscate,ideal 2)Key phrases: give one’s life to, on the spot, come into fashion, raid on, get tough with sb 3)Key sentence patterns: Although surprised, the poachers had an advantage—there were more of them.Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies,whose wool is not worth so much.2.Language skill goals: a.To know sth about the endangered antelopes.b.To improve the students’ reading ability.c.Enable the students talk about how to protect animals 3.Emotional attitude goals: a.Cultivate the students’ awareness of loving animals and the nature as well as protecting the environment.Also encourage the students to take an active part in social practice and exploration.b.Guide the students to learn how to cooperate with others c.Help the students further enhance the ability of self-study 4.Learning Strategy goals: Train students’ cognition strategy, regulation strategy, communication strategy, resource strategy, self-learning strategy, and cooperative learning strategies through cooperative discussions, games, contests, and other forms of activities.Teaching important points: a.key sentence patterns: Although surprised(V-ed as adverbial), leaving only the babies(V-ing as adverbial of result)b.key topics: How to protect animals in danger Teaching difficult points: a.Improve the students’reading ability ,simultaneously train the students to capture the key sentence and seize the key information.b.Get students to talk about “What I have learnt from this passage” and “How can we protect the animals” through group cooperation.Teaching methods: Task-based teaching methods, reading, pair or group work, discussion.Teaching aids: A multi-media computer& a tape recorder& a blackboard Teaching procedures: Step1.Presentation

I.Four students in a group to list the animals they ever knew.Ask them to say sth about the animals' speciality.(have a competition to see which group can list the most words with the limited time)II.Ask students which animals are in danger , then show some pictures of giant panda, siberian tiger, ibis, antelope, red wolf III.Students talk about the reasons why many kinds of wild animals are in danger.(group work)IV.Students work in pairs to make an interview(In this pair-work activity, students will use an interview format to practise talking about animals and animal protection.)Questions:1.Have you ever read or heard of the Tibetan antelopes? 2.How much do you know about it? Step2．New Words Teacher shows the English definitions of new words and then asks them to guess the Chinese meanings of the words.Step3.Listening Listen to the tape and answer the questions.Books closed.1.Who is Jiesang Suonandajie? 2.Why do the poachers kill the antelope? 3.What have made the things worse since the 1990s? 4.What do you think the future of the antelope will be? Step4.Fast reading

I.Decide if these sentences are true(T)of false(F).1.A large number of antelopes have been killed for their meat.2.The business of antelope wool is illegal but it is easy to be stopped.3.The Chinese government began to take an active part in protecting the antelopes.4.Little progress has been made in protecting the antelopes.II.Do activity2 on P52.Choose the best answer for each question.Step5.Careful reading I.Summarize the main idea for each paragraph.(pair work)II.Find out the difficult sentences and language points by themselves, then put forward any questions if they have and solve them together.III.Ask students to make sentences and do some translation exercises using the sentences patterns or language points which they just dealt with..IV.Retell the text according to the numbers below.50,000 $ 5,000 1975 138 2% 3000 1997 Step 6.Consolidation: fill in the blanks.There used to be millions of antelopes on the Qinghai-Tibetan __________.But unfortunately many ________ killed them and skinned them on the spot for their wool, which is the ______ material for a coat.Now the government begin to take an active part in _________ the antelopes.Many poachers were caught and 300 vehicles _____________.Police are getting _______ with the dealers.As a result, the antelope population has slowly begun to grow again.The writer tells us the facts about the ___________ antelope to make us realize the importance of protecting animals.Step7.Discussion Discuss in groups to say what we students can do to help the animals.Ask one student from each group to present their ideas.1.What do you feel after you read the passage? 2.What should we do to protect these animals? 3.Would you like to be a volunteer to protect the antelopes if possible? Step8.Homework Write a passage Write about one kind of animals in danger.1.Where it lives 2.What the problem is 3.What you or government can do to protect it

第三篇：高一英語必修二 unit3 教案

Reading

Teaching goals

1.Target language

a.Important words and expressions

calculator, notebook, common, calculate, analytical, technological，revolution，universal，mathematical, simple, simple-minded, artificial intelligence, anyway, totally, network, truly b.Sentences

1)My real father was Alan Turing, who in 1936 wrote a book to describe how computers could be made to work, and built a “universal machine” to solve any mathematical problem.P18 2)As the years have gone by, I have been made smaller and smaller.P18

3)I became small and thin but I got cleverer and cleverer, quicker and quicker.P18 4)And my memory became so large that I couldn't believe it!P18 2.Ability goals

Enable the students to grasp the progress of computers.3.Learning ability goals

Enable the students to state the progress in chronology order.Teaching important points

Try to finish the exercises of Comprehending.Teaching difficult points

Enable the students to learn how to grasp the structure of the text.Teaching methods

a.Listening method.b.Skimming method.c.Task-based method.Teaching aids

A recorder and a computer.Teaching procedures & ways

Step I Revision

1.Greetings.2.Ask students the spelling and meaning of some important words and phrases in the text.Step II Pre-reading T: Boys and girls, from the last lessons Speaking and Listening, we have learnt something about computers.Now, please look at the screen and discuss these questions with your partner.Then I'll ask some students to report your work.Are you clear? Ss: Yes, sir / madam.Show the slide.1.What do you know about computers? 2.How have computers changed our lives? After a few minutes.T: Now, who'd like to answer the first question? Volunteer!

S1: Let me try.I think that our computers developed from large machines.They developed quickly and they are very useful....T: Quite right.A computer contains many small parts.If you are interested in computers, you may

go on studying them in your spare time.Next question!

S2: / think that computers are very useful.They change our lives greatly.We use the computers widely in our study, in our work, even in our games.In the modern society, using the computers means grasping a tool of controlling the world.We may communicate with each other from a very long distance by them.In short, we can not live freely without them.Step III Reading This material is the most important part of this unit.So let the students read it carefully and require the students to understand every sentence and grasp all the language points.T: Boys and girls, do you want to know more about computers? Do you want to know the history of computers? Well, let's learn the Reading carefully.Are you clear? Then get the general idea of the Reading in your mind.Are you ready? Ss: Yes, sir / madam.Students read carefully.T: Who would like to give the general idea of the text to the class? Volunteer!S1: The text is mainly about the history and development of computers.S2: What's more, it is also about the relationship between computers and humans.T: Quite right.Let's go on understanding the text.Step IV Explanation During this procedure, teacher will play the tape for students.The students will underline the difficult sentences.After listening to the tape, teacher will explain the text and ask the students to refer to Notes 1-9 on pages 79-80 and learn the words and phrases “thought, love, enough”.T: We have learned the main idea of the text.Now let's read the text carefully and pay special attention to some details.This time we will deal with some difficult language points.Next I'll play the tape for you.After listening.T: Now let's deal with some language points.Turn to page 18.Let's look at the sentences.1.I know this sounds very simple, but at that time it was a technological revolution!P18 Here “this” refers to the thing that “I followed instructions from cards with holes.Now, we can see, it is a very easy, simple thing.But at that time, exactly in 1822, it was a very big, important thing or a technological revolution.2.My real father was Alan Turing, who in 1936 wrote a book to describe how computers could be made to work, and built a ”universal machine“ to solve any mathematical problem.P18 T: Let's analyze the structure of this sentence.”who...wrote...to describe how...and built...problem“ is an attributive clause.In the clause, ”and“ connects two verbs: wrote and built.Step V Comprehending Task1 T: Class, please go over the story and discuss with your partner who you think is the speaker in this story.Who would like to tell me? Volunteer!

S1: / think in this story, the speaker is a computer.T: Quite right.Now write down three sentences from the story to support your idea.Who can? S2: / began only as a calculating machine in 1642 in France.S3: Then in 1822 I was built as an Analytical Machine by Charles Babbage.S4: Earlier I was not very big, but then I became huge!

T: Very good, there are some more similar sentences in the text.You may find them out in your spare time.Task 2 T: Now, please look at the timeline on page 19.Then fill in the blanks with information from the Reading above.Students will be asked to tell the details to the class.Now, who would like to give your answer? S5: 7642: A calculating machine was used in France.S6: 1822: The Analytical Machine was made by Charles Babbage.S7: 7936: Alan Turing wrote a book to describe how computers could be made to work and built a ”universal machine" to solve any mathematical problem.S8: 1960s: Computers got new transistors.S9: 1960s: The first family of computers connected to each Other.S10: 1970s: Computers were brought into people's homes.Sll: Now: Computers have been used by billions of people to deal with information and communicate with each other around the world by the Internet.T: Your details are quite right.From the details we can see the timeline of computer history.We must remember it.Are you clear? Step VI Homework 1.Recite the key sentences in the text.2.Prepare for Learning about Language.3

第四篇：高一英語外研版必修二module6 films and tv programms reading

學(xué) 校

導(dǎo) 學(xué) 案編號(hào)：1001-23

年級(jí)：高一學(xué)科：英語執(zhí)筆：審核： 課題：必修ⅡModule 6Reading共 2課時(shí)

一、學(xué)習(xí)目標(biāo)：

1.掌握課文中生詞和短語的用法。

2.掌握課文中重要的句型和語法。3．透徹理解課文內(nèi)容。

二、預(yù)習(xí)指導(dǎo)：

親愛的同學(xué)們，在這課中，你需要掌握這些單詞、短語和句型，請(qǐng)查找。

◆第一課時(shí)： Words:

characterinterest

expressoccasionallyentertaining

努力做關(guān)心，照顧出來；出版(在......中)扮演角色，起作用 在......歲時(shí) 使某人非常驚奇的是Important sentences(重點(diǎn)句子)： 1.When did it come out?

(請(qǐng)翻譯)come out 出來，露出；發(fā)芽；出版，發(fā)行 請(qǐng)?jiān)炀?你的新小說什么時(shí)候出版？

請(qǐng)翻譯：It came out that he had broken the window.(請(qǐng)翻譯)2.Now, to everyone’s surprise, Ang Lee, director of a number of excellent films,Has made a martial arts film called Crouching Tiger, Hidden Dragon.(請(qǐng)翻譯(1)to everyone’s surprise= to the surprise of everyone 類似的還有：

to one’s joy/delight/happiness/ pleasure(使某人高興的是)to one’s sadness/disappointment/sorow(使某人沮喪/失望/悲傷的是)

例如：To the boy’s disappointment, he didn’t pass the exam though working hard.(請(qǐng)翻譯

(2)make a film 拍電影

(3)called Crouching Tiger, Hidden Dragon 是過去分詞作定語，修飾a martial arts film.例如：The houses built last year are for the farmers.(請(qǐng)翻譯)請(qǐng)?jiān)炀? 巴金寫的小說很著名。

3.When someone steals Xiulian’s sword, Mubai and Xiulian try to get it back.(請(qǐng)翻譯與get 有關(guān)的短語：

get back 回來，繼續(xù)做某事get in 進(jìn)入；收割莊稼 get into 進(jìn)入； 養(yǎng)成......的習(xí)慣；熟悉get together 相聚

get through 度過（艱苦或不愉快的歲月）；（設(shè)法）完成或通過某事；接通電話 請(qǐng)翻譯：It is going to be hard to get through the next days.請(qǐng)?jiān)炀? 那男孩成功地按時(shí)進(jìn)入教室。

4.As in the old wuxia stories, characters leap through the air every now and then, with beautiful graceful movements, while audiences shout in surprise.(請(qǐng)翻譯(1)every now and then 時(shí)而，不時(shí) 等于now and then;from time to time 請(qǐng)?jiān)炀洌何也粫r(shí)地去看我叔叔。

(2)while 用法歸納：

① 引導(dǎo)時(shí)間狀語從句，意思是“當(dāng)......的時(shí)候” ② 意思是“雖然，盡管”，常放句首。例如：

While I agree with you, I don’t agree with everything you said.(請(qǐng)翻譯)③ 意思是“但，卻”表示轉(zhuǎn)折，一般放在兩句話中間。

Tom is interested in football, while Jack is interested in basketball.(請(qǐng)翻譯(3)in surprise 驚奇地

Rose looked at her mother in surprise.(請(qǐng)翻譯)

◆第二課時(shí)：

5.Unusually, it is the female characters that interest us most.不同尋常地是，影片中最吸引人的是女性角色。

(1)It is/was + 被強(qiáng)調(diào)部分+ that...是強(qiáng)調(diào)句型，一個(gè)句子中除謂語動(dòng)詞外其他部分

均可強(qiáng)調(diào)，如被強(qiáng)調(diào)的成分是人且作主語或賓語時(shí)可用who代替that。此句型中如果去掉it is/was...that...后剩下的仍然是一個(gè)完整的句子。其一般疑問句為：Is it...that...? 其特殊疑問句為：特殊疑問詞+is it that...? 如果要強(qiáng)調(diào)謂語，則用助動(dòng)詞do/did/does+動(dòng)詞結(jié)構(gòu)，這些助動(dòng)詞翻譯為“確實(shí)、的確”。請(qǐng)翻譯：It is him who helped me a lot when I was in trouble.請(qǐng)翻譯：Is it the street that the robbery happened yesterday?

(1)interest.v.使......感興趣；.n.興趣；愛好的事物；利益；利息

be interested in...對(duì)......感興趣

American football doesn’t interest me at all.(請(qǐng)翻譯)

請(qǐng)?jiān)炀洌核麨榱巳嗣竦睦娑ぷ鳌?/p>

6.Mubai feels that he cannot marry Xiulian.慕白感到他不能和秀蓮結(jié)婚。marry “結(jié)婚”的用法：

marry sb 嫁給某人，娶某人marry sb to sb 把某人嫁給某人

be married to sb 與某人結(jié)婚（表狀態(tài)）get married to sb與某人結(jié)婚（表動(dòng)作）He married his daughter to a foreigner.(請(qǐng)翻譯)

請(qǐng)?jiān)炀? 他們于去年結(jié)婚。

三、學(xué)習(xí)策略：

1、收集信息渠道：教材,詞典，參考書，2、解決問題方法：善用工具書獨(dú)立預(yù)習(xí)，組內(nèi)討論完善補(bǔ)充信息。

四、預(yù)習(xí)體會(huì)：

1.同學(xué)們?cè)诓檎覇卧~短語中遇到什么困難了嗎?

2.還有其他的生詞或知識(shí)點(diǎn)需要補(bǔ)充的嗎？

五、學(xué)習(xí)檢測(cè)：?jiǎn)雾?xiàng)選擇

（）1.The book written by the famous writer willnext month.A.put outB.go outC.come outD.look out（A.joyB.excitementC.disappointmentD.satisfaction()3.It was some time laterwe realize the truth.A.untilB.beforeC.thatD.since

(, even when there is not much to say.A.now and thenB.littleC.here and thereD.sooner or later

()5.Zhang Ziyi plays the part Yu Jiaolong, who plays an important role

the film.A.of;inB.in;ofC.of;ofD.in;in

(in arriving at your destinationin the journey itself.A./;butB./;orC.not;orD.not;but

(in 1892 was the oldest building in the town.A.to be completedB.having been completedC.completedD.being completed

(this amount of work in such a short time.A.get throughB.get offC.get intoD.get down

(men work at homeand raise their children.A.butB.whileC.becauseD.though

(for thirty years, was childless.A.had got marriedB.has got married

C.had been marriedD.has been married

()11--The movie The House of Flying Draggers(?十面埋伏?)is very popular

in America.--Really? There are so many people loving the movie, much.A.to my surpriseB.in surpriseC.surprisedD.by surprise

六、學(xué)習(xí)反思：

1.對(duì)本課單詞短語掌握的怎么樣？

2.你認(rèn)為除了列出的單詞短語句型之外，Reading部分還需要我們掌握什么呢？

班級(jí)：學(xué)習(xí)者簽字：指導(dǎo)者簽字：

年月日

第五篇：高一必修二《荷塘月色》教案

【教學(xué)目的】

1、分析、揣摩《荷塘月色》中細(xì)膩、傳神、精練優(yōu)美的語言，體會(huì)貼切、生動(dòng)的比喻表達(dá)效果及其他修辭手法的運(yùn)用。

2、掌握《荷塘月色》描繪景物及情景交融的寫法，并結(jié)合當(dāng)時(shí)的社會(huì)背景，體會(huì)作者當(dāng)時(shí)的心情。

【教學(xué)重點(diǎn)】

1、揣摩細(xì)膩的，具有特色的詞語、句子的含義及其表達(dá)效果，體會(huì)作者的思想感情。

2、分析文章的結(jié)構(gòu)安排，寫景層次。

【教學(xué)難點(diǎn)】

1、通過對(duì)課文的分析，找出作品中一明一暗兩條線索。

2、江南采蓮舊俗的作用。

【教學(xué)工具】

多媒體、學(xué)生課下分組在網(wǎng)上查閱的資料實(shí)物投影文字稿。

【教學(xué)過程】

一、復(fù)習(xí)導(dǎo)入

課前背景：在屏幕上投影一張清華園中月下荷塘的照片，并播放《荷塘月色》的范文朗讀錄音。

1、提問：在上節(jié)課的閱讀中，我們一起走近了朱自清，走近了朱自清的《荷塘月色》，走近了清華園中的月下荷塘。而散文的優(yōu)美的韻味應(yīng)怎樣更好地來品味呢?

回答：通過朗讀來體會(huì)。

2、大家一起朗讀課文中的寫景重點(diǎn)段落四、五、六3節(jié)。

二、質(zhì)疑

1、提問：在朗讀中，大家有沒有感受到荷塘月色的美，有怎樣的特點(diǎn)?

回答：一種朦朧的美。

2、點(diǎn)撥：很好。那大家讀過幾遍后，而有沒有想過文中的朦朧感是怎樣產(chǎn)生的?同時(shí)，大家預(yù)習(xí)過課文，還有沒有不理解的地方呢，現(xiàn)在可以提出來。

回答1：作者的筆下景物的朦朧美與作者的心境有一定聯(lián)系，因?yàn)榍榫笆窍嘟蝗诘摹?/p>

回答2：

這篇散文除了寫景很美外，有些語句不太明白。

如：這幾天心里頗不寧靜。

白天一定要說的話，現(xiàn)在都可不理。

但熱鬧的是他們，我什么也沒有。

三、資料交流

1、提問：我們一起仔細(xì)讀讀這些語句，它們有什么特點(diǎn)?大家是否想過為何不理解呢?而這些語句融入了作者的思想感情，而我們一起對(duì)寫作背景不了解。大家課下已經(jīng)分組查找了資料，現(xiàn)在根據(jù)大家在網(wǎng)上查找的資料，先體會(huì)一下這些話的內(nèi)在含義是什么，并說說你的理由和結(jié)論?

(大家集體交流討論。)

(由同學(xué)上來展示資料。)

2、討論：《一封信》“心里是一團(tuán)亂麻，也可以說是一團(tuán)火。”可以看出作者孤獨(dú)彷徨和煩悶的心情。

《哪里走》“在歧路之前，我只有彷徨罷了?！北憩F(xiàn)作者不滿現(xiàn)實(shí)，但對(duì)革命力量還缺乏認(rèn)識(shí)，看不清前進(jìn)的方向。

3、結(jié)論：從朱自清的生平了解到，1927年7月，當(dāng)時(shí)正值大革命失敗，白色恐怖籠罩著中國大地，朱自清作為一位追求真理追求進(jìn)步的自由知識(shí)分子，他也有過苦悶彷徨。

4、小結(jié)：

不錯(cuò)，有了這么多資料，可以看出大家不理解的幾句話和作者的寫作背景和當(dāng)時(shí)的心情有很大關(guān)系，請(qǐng)大家談?wù)勛约嚎捶ā?/p>

討論：“這幾天心里頗不寧靜。”從本文寫作背景看，開門見山點(diǎn)明了作者當(dāng)時(shí)的苦悶彷徨的心境。

“這一片天地好像是我的;我也像超出了平常的自己，到了另一個(gè)世界里?！苯Y(jié)合本段其它語句，作者越是喜愛這片靜謐的月下荷塘，也看出作者在現(xiàn)實(shí)中的苦悶彷徨，想逃避又難以超然的感受。

“但熱鬧的是他們，我什么也沒有?！秉c(diǎn)明了作者雖然在月下荷塘中得到了釋放，但又不能完全超越現(xiàn)實(shí)之外的淡淡的哀愁。

(用多媒體把同學(xué)們的觀點(diǎn)顯示在大屏幕上。)

四、課文解讀

第四段月色下的荷塘：

1、“彌望”──充滿視野，滿眼?！疤锾铩暴ぉざ?，連綿不絕。

(通過直觀優(yōu)美的荷塘圖片來啟發(fā)引導(dǎo)。)

2、第二句，采用了比喻，舞女的裙。與葉子自然舒展的形態(tài)相似，這個(gè)比喻是“多邊”的，即它不僅表達(dá)了“荷”的高貴，還傳達(dá)出它的標(biāo)志，典雅，圣潔，飄逸，靈動(dòng)，清峻等魅力，使葉子產(chǎn)生了動(dòng)感，使人產(chǎn)生身臨其境的感覺，使事物的特征更加鮮明具體。

(展示動(dòng)感的荷葉圖片。)

3、“層層”──高低有序。(圖片)

4、“層層的葉子中間，零星地點(diǎn)綴著些白花，有裊娜地開著的，有羞澀地打著朵兒的”本句運(yùn)用了擬人;擬人的運(yùn)用可以回應(yīng)上面的“舞女”，荷莖象舞女，葉子象舞女的裙，而花便象舞女的容顏，這樣把整個(gè)舞女的形象生動(dòng)地表現(xiàn)出來。

(展示對(duì)比圖片。)

5、“正如一粒粒的明珠，又如碧天里的星星，又如剛出浴的美人”，本句運(yùn)用了比喻修辭格，為什么把荷花比喻成一粒粒的明珠、碧天里的星星、剛出浴的美人呢?因?yàn)樵孪碌暮苫ò锥饬?，而且是“零星地點(diǎn)綴著”的，與“一粒?！钡摹懊鳌敝橄嗨?白花“點(diǎn)綴”在“層層的葉子中間”，在綠叢中隱約閃爍，與“碧天”里的“星星”相似;荷花是“裊娜”、“羞澀”而且是白而亮的，其神態(tài)與色澤都與剛出浴的美人相似。

(展示對(duì)比圖片。)

上面作者通過葉子、花，描繪了荷塘的形態(tài)美，下面我們一起來欣賞一下荷塘的動(dòng)態(tài)美。

6、重點(diǎn)理解“微風(fēng)過處，送來縷縷清香，仿佛遠(yuǎn)處高樓上渺茫的歌聲似的?！边@一句把“清香”比喻成“遠(yuǎn)處高樓上渺茫的歌聲”，這里作者使用了幾種感官感覺?

(展示powerpoint課件中的對(duì)比頁面.)

清香是嗅覺上的感覺，遠(yuǎn)處高樓上渺茫的歌聲是聽覺上的感覺。歌聲是細(xì)柔飄忽，婉轉(zhuǎn)渺茫的，荷香是時(shí)有時(shí)無，持續(xù)不斷的。這兩種感覺有相似之處，把嗅覺中感到的香味換成從聽覺中去感受、品味，使人產(chǎn)生了對(duì)香味的另一具體形象，變換欣賞角度，造成感覺的轉(zhuǎn)移。

這種感覺超越了本身的局限，而領(lǐng)會(huì)到屬于另一種感覺的印象，即把一種可感的形象轉(zhuǎn)化為另一種可感的形象的方法，我們一起把它叫做“通感”。所以這句話作者同時(shí)運(yùn)用了通感的修辭手法。

(大屏幕展示例句強(qiáng)化理解記憶。)

7、“這時(shí)候葉子與花也有一絲的顫動(dòng)，像閃電般，霎時(shí)傳過荷塘的那邊去了。”中的“顫動(dòng)、閃電、霎時(shí)、穿過”等詞，傳神微妙地寫出了微風(fēng)過處一剎那間，荷塘的整體形態(tài)，往往不被人注意的動(dòng)態(tài)。這是作者觀察仔細(xì)，用詞的精妙之處。

(展示動(dòng)感荷葉圖片。)

8、“一道凝碧的波痕”，就給人一種船航行留下的痕跡的感覺，作者表達(dá)得生動(dòng)傳神。(圖片)

9、“脈脈的流水”怎樣理解?

這里形容水沒有聲音,好象深含感情，表現(xiàn)流水的靜態(tài)美。(圖片)

“葉子卻更見風(fēng)致了”，是因?yàn)殪o靜的流水更反襯出，動(dòng)態(tài)中的葉子的美的姿態(tài)。(圖片)

小結(jié)：從形態(tài)、動(dòng)態(tài)、靜態(tài)多個(gè)角度來反映荷塘的美。

第五段荷塘上的月色：

1、本段有三個(gè)動(dòng)詞用得很形象生動(dòng)，使一切的事物都充滿了動(dòng)感?！盀a”、“浮”、“畫”、“洗”。

“瀉”字喚起了人們對(duì)流水的想象，巧妙地寫出月光流動(dòng)輕柔的情態(tài)，化靜為動(dòng)，有一種自上而下的動(dòng)感和立體感，這具有一種恬靜的力度美。

“浮”描寫出青霧與葉花既互相貼近互相映襯又若即若離的層次感和動(dòng)感，又可描寫出青霧似動(dòng)而靜、似靜而動(dòng)的輕柔含蓄之態(tài);

“洗”能理所當(dāng)然地把葉子、花更淡淡的月色和薄薄的輕霧聯(lián)系起來，“薄薄的輕霧”也成為了“牛乳”、“輕紗”。

“畫”說明樹影的錯(cuò)落有致、濃淡和諧是恰到好處的，象是出自名畫家之手，也讓讀者更易聯(lián)想和想象到荷塘月色的詩情畫意。

2、最后一句用了什么修辭手法?作者為什么會(huì)產(chǎn)生這樣了聯(lián)想?

運(yùn)用了比喻和通感(視覺與聽覺的呼喚)。寫出了光與影雖不均勻，互相交叉，如名曲中的高、低音。卻和諧如名曲，光與影融為一體，荷塘與月色融為一體，心境與物景融為一體，整個(gè)天地渾然一體，如夢(mèng)似幻，如詩如畫，一切融為名曲。作者心中流露出的依然是淡淡的喜悅。

小結(jié)：作者從正面和側(cè)面描寫荷塘上的月光。

第六段作者的視線由荷塘內(nèi)部擴(kuò)展到荷塘四周：

從這一段開始，作者的心情又發(fā)生了變化，從淡淡的喜悅轉(zhuǎn)為淡淡的憂愁。

第二部分著重寫荷塘月色的優(yōu)美景象。有勾勒，有細(xì)描，有渲染，有襯托，靈活多樣，井井有條。特別是語言運(yùn)用得準(zhǔn)確生動(dòng)，有神韻，流露作者淡淡的喜悅與淡淡的哀愁與苦悶。

第三部分(7～8)江南舊俗引起的思鄉(xiāng)之情。

作者從遐想中回到現(xiàn)實(shí)，現(xiàn)實(shí)依舊，愁思依舊，心里依舊不寧靜，剛才的所見所聞，所思所想恍如一夢(mèng)。

小結(jié)：作者第三部分巧妙地運(yùn)用了《采蓮賦》和《西洲曲》中采蓮的情景，反襯出自己的思鄉(xiāng)之情，更襯托出作者當(dāng)時(shí)的淡淡的憂愁的難以解脫，“猛一回頭”回到家，又把自己的心情引向了低潮，一切都回復(fù)現(xiàn)實(shí)，作者又開始彷徨苦悶起來了。

全文總結(jié)：

本文根據(jù)作者的游蹤，可以引出一條線索。

帶上門──小路──月色下的荷塘，荷塘上的月色──四周──江南舊俗、回家

(空間線索──明線)

導(dǎo)出：暗線──情感

頗不寧靜──淡淡的憂愁──淡淡的喜悅──淡淡的憂愁──思鄉(xiāng)愁──不寧靜

結(jié)構(gòu)自然嚴(yán)謹(jǐn)。寫景層次分明而富有特征，朦朧的景色與淡淡的喜悅和哀愁交融在一起。借景抒情，情景交融。語言優(yōu)美、凝練而傳神。運(yùn)用比喻、聯(lián)想、襯托等手法把景象表達(dá)得極其真切而富韻味。

五、確立課題(作業(yè))

在比較中，我們一起也加深了對(duì)文意的理解。有些同學(xué)還有想進(jìn)一步了解朱自清的想法，這很好，可以把剛才在比較中的出的結(jié)論總結(jié)成文，也可以提出，你在資料收集過程中，想從哪方面繼續(xù)了解的?有興趣的同學(xué)可以在“朱自清散文研究”這個(gè)大課題下，確立自己相關(guān)的子課題。

【課后自評(píng)】

研究性學(xué)習(xí)旨在培養(yǎng)學(xué)生主動(dòng)學(xué)習(xí)、探求新知的能力。所以本課教學(xué)主要從以下兩點(diǎn)入手：

1、《荷塘月色》中關(guān)鍵語句的理解一向是全文學(xué)習(xí)的難點(diǎn)，特別是寫作背景的介紹很難使學(xué)生感興趣，所以在教學(xué)中，通過質(zhì)疑，明確問題，有的放矢地讓學(xué)生去查找收集朱自清的相關(guān)資料，包括網(wǎng)上查找信息、閱讀朱自清的散文資料等，再到課堂上交流討論，培養(yǎng)學(xué)生自主學(xué)習(xí)、尋找答案的能力。

2、利用多媒體輔助教學(xué)的手段，將抽象的內(nèi)容形象化，利用圖片、朗讀錄音以及動(dòng)感的flash音畫配合，幫助學(xué)生理解課文內(nèi)容，增強(qiáng)了直觀性，加大了課堂的容量，提高了教學(xué)效率，激發(fā)了學(xué)生的學(xué)習(xí)積極性，培養(yǎng)了他們的審美情趣，提高了閱讀分析鑒賞的能力，課堂效果好，事半功倍。

3、學(xué)知識(shí)更要培養(yǎng)學(xué)生靈活運(yùn)用、舉一反三的能力。朱自清的散文名篇很多，學(xué)生也有興趣多了解他的散文。所以課外推薦閱讀，在教學(xué)中，學(xué)生更容易理解作品各自的特點(diǎn)，加深對(duì)作品的理解。也拓寬了學(xué)生的知識(shí)面，開闊了視野，取得了很好的教學(xué)效果!