一、设计思路:

教师是学习活动的引导者和组织者,学生是课堂的主人,充分体现以人为本的教学理念,尊重学生的个体差异,通过学生亲身经历动手实践操作过程,鼓励学生自主探索与合作交流,发展学生丰富的想象力,引发学生的发散思维和创新意识,不断提高解决问题的能力。高中阶段的英语教学改革在听,说,读,写全面发展的基础上,由初中阶段的听说领先转为读写领先。阶段重点的调整意味着课堂教学重心的转移,即从注重培养学生听说技能转向培养学生读写技能。就学生而言,其语言输出方式由口头表达为主转向局面表达为主。在认知方式上,高中阶段的英语学习已由模仿感知语言转向培养综合语言能力,英语教学不公要传授语言知识,培养语言能力,而且也要关注学生的学习策略,情感态度和文化意识。新课程标准倡导知识与技能,过程与方法,情感态度与价值观三位一体的教学理念和任务型教学,要求课堂教学活动化与交际化。这是高中英语课改面临的新课题,对高中英语教学提出了全新的要求。这些要求在新版的SEFC教材中得到了体现。这就需要我们用科学的态度审视英语课堂教学加大课改的力度,实施新标准。

二、教学目标和教材分析

L86,87 is a abridged version of the novel“A Tale of Two Cities”, written by Charles Dickens, one of most famous novelists in the history of British literature. The“two cities”refers to Paris , the scene of the story, and London, where the hero of the novel spent his remaining years, Its basic plot-theme is Dr Manette’s imprisonment and its consequences.

The text is designed to develop Ss’ reading ability and know how the novel is developed so as to enrich their reading experience, meanwhile get the Ss to know something about the cruel exploitation and oppression done by the French noble to the poor and how the poor resisted in the 18th century.

三、教学过程:

Activity: free talk

Purpose: to get familiar with Ss and lead in the topic

1、What novel would you like to read (get Ss’ ideas)?

2、Once you choose to read a novel, what’s the first thing you like to do (Get Ss’ ideas)?

3、Present “A Tale of Two cities”and predict the story.

(Background: A Tale of Two cities , written by Charles Dickens, took the French Revolution in the 18th century as the background and the two cities refer to Pairs, scene of the story and London. At that time, the French nobles(贵族) treated the poor of the cities and the peasants badly).

Reading

1、Fast-reading

Activity: Fast reading

Purpose: To have a general idea of the passage.

1、How many characters are mentioned in the story?

2、Collect as much information as they can about Dr Manette.(8个)

2、Careful reading.

Activity1: Answer some questions

Purpose: To understand the passage better and develop Ss’ ability of guessing words.

a、When and where did the story happen?

b、Why is the past perfect tense often used Like, They had come from England , having heard the strange news that Dr Manette was alive?

c、What’s the order of the three events?

1、Dr Munette was set free.

2、Dr Manette was kept a prisoner for many years.

3、Lucie Manette heard the news that her father was alive and set free.

d、What’s the meaning of "mentally disturbed" in the sentence?

e、Who was Charles Darney And why had he left France to live in England?

f、How do you understand the sentence “so he left France, preferring to give up the fortune that would one day come to him”?

Activity2: Careful reading

Purpose: To understand the passage thoroughly.

1、Relations between the main characters and finish the notes.

2、Arrange the following things in the correct order.

Finishing the task

①Why did Charles Dickens mention that the two young man, Charles Darney and Sydney Carton looked so much like each other?

②Why did the writer write “An English spy told the Defarges, a revolutionary leader, that Sydney Carton in Pairs and he was the nephew of Marquis……”?

③What did Sydney carton promise Lucie Manette?

Activity: make up stories

Purpose: To develop Ss’ ability of speaking and thinking.

a letter addressed to Charles Darney go back to France→arrest: be sentenced to death, special medicine。 Change clothes, send to sleep, be carried out of , take the place of.

Further reading L87

Activity: Reading

Purpose: To get more information about the novel.

a、How did the revolutionaries cause Charles Darney back to France?

b、Why was Dr Manette allowed to visit Charles in prison?

c、For what was Charles sentenced to death eagerly?

d、How did Sydney carton save Charles?

Activity: replace the end of the story

Purpose: To encourage them to develop their own thinking.

1、What would happen when Sydney was recognized not to be Charles?

2、Was Charles rearrested or did he return to London?

3、How might the story end?

三、教学反思:

以上是在实际教学过程中的一个片断。从实际上课的情况来看,学生始终处在一种紧张与和谐,团结与协作,民主与平等的教学氛围中学习,课堂气氛很活跃,学习劲头高涨,学习效果也很好,基本上能让学生读懂课文,以及了解英法两国的历史背景,完成了教学目标。

本课以开放式型,任务型的教学模式组织教学,让学生进行合作学习,共同操作与探索,共同研究,得出结论。教师的角色由过去的传授者变为引导者,合作者,组织者,根据本节课的内容特点,教师无需过多讲解,只需引导,组织学生活动,新形式真正参与到学生的讨论中。

在这节课中,学生课堂上的表现令老师满意,但在填写活动报告中,学生往往有一种"只可意会,不可言传"的感觉,从事后与个别学生的谈话中了解到,学生对口头讨论,动手操作感兴趣,对填写活动报告就感觉头痛,要么言不达意,要么空着不写。对这方面出现的新问题,是在新课标下必然会出现的,这需要教师在平时的教学过程中,不能只注重表面现象,还应关注学生各方面能力的培养,包括口头表达能力,书面表达能力,理解概括能力等,多让学生在亲身的参与过程中去体会,去发现,去总结,为终身学习打下一定的基础。

高中英语教学的新标准,新教材对我们教师提出了更高的要求。实践证明,新课程提倡的任务型学习可以让学生更多地自主实践。与被动接受式学习相比,学生能够学到更多的知识与技能。Tale of Two Cities 阅读课型,在教学中体现了阅读教学的六条原则:1、读不是消极技能;2、选取学生感兴趣的阅读材料;3、鼓励学生注意阅读内容,而不仅仅注意语言形式;4、测是阅读的一个重要因素;5、务要与话题匹配;6、秀的教师应能够挖掘阅读材料。在备课和施教过程中,我们根据学生和教材的实际,努力地去体现上述原则。

四、教学分析: 

这节课内容安排贴近学生实际,使学生能深切感受到在了解英法历史的同时又提高了英语阅读能力。教法设计新颖,呈现出新课程改革的教学新路子。

1、阅读教学中,课外预复习活动和课内讲练同样重要。阅读不是一种消极被动的技能,也就是说,阅读过程不仅仅是知识的输入过程,而且也是一个发现问题,分析问题和解决问题的过程。这就需要培养学生在阅读中提出问题,善于找到问题答案的能力。学生要获得成功,他们必须认真听讲,认真吸收,认真提问和认真思考。全课的重点放在学生的自主活动上,在人人思考,个个参与的动态学习过程中,充分体现了以人为本,学生是英语学习的主人的教学理念,把教材----教师----学生有机地整合。

2、好地处理了独立思考与合作交流间的关系。

《标准》指出:"要帮助学生在自主探索和合作交流的过程中真正理解和掌握基本的英语知识与技能,体验用英语思维的方法,获得广泛的英语交流活动经验"。独立思考与合作交流两者间的关系,既相互独立,又相互统一。本节课中,先让学生自主独立探究,自主感悟,当出现答案不一致,意见有分歧时,教学过程上升到另一境界,让学生小组内交流,由小组合作给出一个统一的答案,然后借助多媒体再来集体交流把原先学生个人,小组统一中仍不能解决的问题,存在的缺陷通过集体的智慧来解决,典型地说明了独立思考与合作交流间的辩证关系,进一步提升了自主---探究---合作的学习口味。