Learning about Language第二课时教学设计

The Necklace教学设计

设计教师：大同市新荣区新荣中学

闫东霞

教学年级：高中一年级

课题名称：The Necklace Reading 教材版本：人民教育出版社

授课时间：40分钟

（一）学生分析

高中一年级学生年龄多处在16—17岁。高中阶段的学生已有一定的基础，但我校大部分学生来自周边各乡镇，英语水平参差不齐。大多数同学缺乏主动性，在学习中习惯于被动地接受教学知识，对用英语进行思维的能力及综合运用英语的能力较差。多数同学没有接触过英语课堂的全英教学模式，听力能力及口头表达能力很弱。多数同学对英语学习的认识只停留在记单词，学语法的层面上，对阅读比较轻视，不具备良好的阅读习惯和较强的阅读能力，理解层次低，未建立在语篇层面上；缺乏良好的概括，推理及鉴赏能力。但大部分同学有较强的求知遇，非常愿意接受全英语授课方式，他们思维活跃，可塑性强。

（二）教材分析

本单元的中心活题是短剧《项链》，整个单元的设计围绕“戏剧”展开，内容涉及“编故事表演”“读剧本”“如何写剧本”等，目的是将学生引进艺术殿堂——戏剧的世界，并让学生初步熟悉戏剧，学会尝试剧本的欣赏，写作和表演。

“教”与“学”是教学过程中不可分割的两个环节。只有在了解学生的心理特点和实际能力水平，仔细研究和分析教材之后因材施教，才能把“教”与“学”有机结合，达到良好的教学效果。依据高中一年级学生的心理特点以及现有的知识水平，结合以上课本的分析，本课的部分教学内容调整如下：

（1）pre-reading中所设置的问题，对于我班学生而言，看似简单，实则较难。他们以前从未真正参加过戏剧表演和从事戏剧的写作的简单尝试（课前调查得知）所以把此部分删去。

（2）post-reading的题目换成自己创设的两道作业题。

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（三）教学目标

依据课程标准提出的语言技能、语言知识、情感态度，学习策略和文化意识这五个目标，采用分层训练进行语篇教学。根据各层次的教学内容和要求，结合不同层次的学生实际，拟定如下目标：

（1）引导学生处理阅读材料的表层信息，如剧情发展。

（2）引导学生学会分析戏剧的深层意义，如：人物个性特征分析，人物情感变化分析，写作手法分析。

（3）要求学生学会欣赏戏剧。

（4）培养学生正确的人生观，要诚实不虚伪踏踏实实做人。

（四）教学策略

（1）课前布置学生预习这一戏剧，搜集有关莫泊桑的资料。激发他们对本课的兴趣，降低学生对本节课造成的紧张程度，营造轻松愉悦的教学情境。

（2）制作图文并茂的课件。

（3）培养学生通过查读，跳读，迅速捕捉信息的方法。

（4）在教学过程中，以引导为主，突出学生为主体，指导学生主动获得知识，科学地训练技能，并注重师生之间、生生之间的相互交流。

（5）挖掘教材所蕴含的情感因素，关注学生非智力因素的发展，在教学中渗透关怀，对学生实施情感教育，培养和发展学生的情感态度。

（五）教学过程

The Necklace Greeting Teacher: Good Morning, class! Students: Good Morning,Ms Yan! Step I Leading in I will begin the lesson by showing the students a picture of a necklace. T: What is this ? S: A beautiful necklace.

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T: What kind of necklace is it? Ss: A diamond necklace. T: Today we will learn about a story that is related to a necklace . A short story named “The Necklace”. I will click the mouse to show “ The Necklace.”on the screen. StepII Analyze the background of the play T: The Necklace comes from the famous short play The Diamond Necklace.Do you know who wrote it? Ss:Guy de Maupassant T:Let me tell you something about the writer. (show the picture to the students) T: The Necklace is a short play. It is the first for us to learn plays. What should be included in a play? Ss: Time , place, characters , stage directions T: Now, open your books. Let’s learn the wonderful play together. For the first time you must scan The text quickly, find out the time ,place and the characters. Check the answers by showing the project. T: Have you finished yet? Ss: Yes. check answers and show the answers on the screen. Time: 1870 Place: In a park Characters: Mathilde pierre jeanne Step III Understanding the plot of the play Now let me explain two new words to you. Show them on the screen. Diamond cn. Jewellery un. T: There are three scenes in the play.

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Scene 1 Please read scene I carefully . Before reading,I will give you some questions about the scene. Answer these questions QUESTIONS: 1 Who met Jeanne one day? Ss: . Mathilde Did she recognite her at first? why? Ss: No.Because Mathilde looked older. than her age and she didn’t look well. 2 What happened to Mathilde in the past ten years? Ss: She had been working hard for ten yesrs. 3 Where did pierre work? Ss: In a government office. 4 What did they receive one day? Ss: They received an invitation to a ball. Ask two students to read the dialogue. Check the answers together. Scene 2 Show the questions about Scene 2 to the students. QUESTIONS 1 Why was Mathilde worried? Ss: she had no jewellery to wear. 2 What did pierre suggest? Ss: He suggested his wife should wear a flower. 3 What did they decide to do in the end? Ss: They decided to borrow some jewellery from Jeanne. Ask two students to read the dialogue aloud. Check the answers together. Scene 3 Show the questions about Scene 3 to the students.

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1 What did Mathilde borrow from Jeanne. Ss: A lovely diamond necklace. 2 What happend on the way home after the ball? Ss: Mathilde found the necklace wsa no longer around her neek. 3 How much did the diamond necklace cost? Ss: 36,000 francs. What about the borrowed one ? 500

francs. 4 What did they do to pay back the dest? Ss: They had to work hard for ten years. Listen to the dialogue on the tape . Check the answers. Well done! Step IV Getting the clear clue of the play T:This is a short play.We can not get the theme sentence in each scene .So please use Your heads and analyze the main event of each scene . play the recorder.(Listen) T:check the students answers. Show the answers on the project. (one by one) Ss: Scene1 Meeting an old friend. Scene2 Getting an invitation. Scene3 Learning the truth. T:So many things happened in the short play. Let me help you to get a clear understanding of the play.

5 T:Fill in the blanks with proper verbs based on the short play

Ss:getting the invitation

borrowing a necklace

losing the necklace buying a new necklace returning the necklace learning the truth T:How many leading charcaters? Who are they? What’s the relationship between them? What about their qualities? Ss:Mathilde :a young lady pretty but vain Vain: thinking too highly of oneself’s abilities. S: Pierre : an office worker in a government office S: Jeanne : a young lady rich but warmhearted Step V Understanding the writing way used by the writer T:Let’s have a discussion about the questions What changed Mathilde’s life exactly? Ss:Vanity. In what way did the writer use to reveal the theme? S: Irony All of us are vain ,or too proud of ourselves in some way or another.In this short play,a woman discovered that her vanity lost her ten years of hard work. Her great desire to look finest at a ball cost her the best years of her life.At that time ,in the 1800’s in france, If you Were not rich you were nobody , a money society. Irony. writers often use lrony to express the drama in human lives.In the short play ,irony is very important to readers’

understanding of the writer’s purpose. It is ironic that the necklace —the very thing that at frist brings Mathilde the Most pleasure—is later the thing that causes her the most unhappiness .By the end of the play ,we realize that even if Jeanne returns the money ,mathilde can never regain her youthful appearance or her beautiful face.

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On our journey through life,we should be an honest man. Don’t try to be vain im some way or another ,It will bring you some danger. Step VI Home Work EX1 Gmeplete the information on each scene when where A park in Paris the home and

Pierre Scene3 1870 （六）课后反思

英语阅读教学是高中英语教学的重中之重。许多英语教师对阅读的训练足够重视，但在训练方式上却存在较多的问题。多数教师过分注重语法结构的分析和句子的机械翻译而忽视技巧培养。而本课是一部短剧，没有很多复杂的句子和难理解的句子，只停留在对语篇的翻译上，那么学生对戏剧本身的情节和作者传达给读者的深层内涵不会领悟到。

本课时的较成功之处，在于能利用电教设备，充分利用课堂时间，充分发挥学生的自主能动性，让学生利用速读、查读的阅读方法找主题句的方法，让学生把文章由点到面，整体分析到位，充分理解一篇文章。这样，既满足了学生的求知欲，又实现了他们获得学习策略的愿望。

疏漏之处在于个别生单词的教学不能贯穿其中，由于受时间限制，不能让学生分角色朗读课文，充分欣赏这部戏剧。

（七）课例分析

该教学设计充分地实现了以下四点：好的教学设计、好的教学实施、好的教学效果

7 who Mathilde Jeanne

Mathilde what Meet each other

Mathilde looked older Get ready for the ball Mathilde wanted to Borrow some jewellery work hard to pay back for the lost necklace Scene1 1870 Scene2 1870 of Mathilde

Pierre A park in Paris Mathilde Jeanne

以及深刻的教学反思。

本节课体现新课程标准的目标精神，帮学生“进一步明确英语学习的目的，发展自主学习和合作学习的能力，形成有效的英语学习策略”。

该教学设计构思新颖，层次分明，环环相扣，重点、难点突出。突破传统的英译汉，单词讲解、阅读教学模式，能注意师生互动；教师引导，学生有效倾听并适时反应；通过引导学生分析篇章结构，剧情发展，揣摩作者意图，来整体把握文章。各教学环节的引入，重难点的处理是较准确的。

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