第一篇：英语精彩课教学设计
精彩课教学设计
王 九年级英语宝 君
2012.7
Lesson 17 I Love Autumn 教材分析：本节课是冀教版初中英语九年级上册第三单元Lesson 17，通过学习Jenny和Li Ming相互发送的电子邮件，来学习12个单词和6个短语，使学生懂得电子邮件的格式、能独自发送英文电子邮件，同时学习名词的所有格，学生在七年级已经有了一定的名词所有格语法贮备，本节课要进一步学习。在教学过程中辅助于多媒体，创设语境，激发学生学习语言的兴趣，使学生积极参与各种英语实践活动，了解中西双方相同点及差异，有效地完成教学任务，提高教学效果和效率。
本课主要内容是通过比较中国和加拿大秋天的节日，让学生更多的了解不同国家的风土人情，同时复习巩固一般将来时的构成和用法，学会谈论将来的计划和打算；学习运用名词的所有格。
教学设想: 本课主要内容是通过比较中国和加拿大秋天的节日,让学生更多的了解不同国家的风土人情，这与学生实际生活密切相关，教师可以通过对比教学，让学生体会这些节日的来源、时间和庆祝方式。针对本节课的内容，科学地利用远程教育资源和计算机网络资源中的图片。首先在导课时运用秋天的图片创设情景，构建一个良好的课堂语境，使学生获得一个愉快、宽松的学习环境。在讲解语法名词所有格时，也引入了大量的图片及简笔画，为学生提供认知的感性材料，有利于语法的理解。本节课的最大障碍就是生单词过多,利用多媒体显示图片，有利于单词的理解和学习，使整个教学生动、生活化，具有实效性。
学情分析：中秋节对学生来说很熟悉，可引起学生用英语交谈的兴趣，但感恩节对学生有点陌生。学生在七年级上册35课谈论生日时接触过一般将来时，学生对一般将来时有一些了解，这对进一步学习是有利的。但介绍节日时，一般现在时、一般过去时和一般将来时交叉使用，给学生交流带来了难度，但也给他们提供非常好的领悟情境，帮他们更准确的掌握这些语法内容。教学目标： 知识与能力：
1.掌握12个单词及6个重点短语：
moon, celebrate, grandmother, grandfather, wonder, Mid-Autumn Festival, moon cake, national,National Day, celebration, Thanksgiving, Canadian, look for… have to, my mother and grandfather’s house, have fun, Thank you for sth, in early/late November.2.复习，巩固一般将来时的构成和用法，学会用 will 谈论将来的计划和打算。3.学习名词所有格的构成。
4.学习和了解中国的中秋节和加拿大的感恩节。
5.学会写电子邮件。
过程与方法：
采用对比教学法，让学生通过比较懂得两国不同节日的相似点与不同点，从中体会不同文化背景下的风土人情和风俗习惯。情感、态度与价值观：
通过介绍中国和加拿大不同的秋天节日和庆祝方式，让学生了解中国和加拿大不同的文化背景下的风土人情和风俗习惯。让学生更加热爱我们的国家，同时尊重西方文化。教学重点：
1.复习巩固一般将来时的构成和用法，学会用 will 谈论将来的计划和打算。2.学习名词所有格的构成。教学难点: 1.一般将来时的构成和用法
2.学习和了解中国的中秋节和加拿大，美国的感恩节。教学准备：
教师准备：有关中秋节和感恩节的图片和课件、录音机和磁带
学生准备：查阅中秋节和感恩节的资料，预习课文，复习一般将来时的构成和用法。教学设计：
Step1:Class opening and revision(复习与导入)1.Greeting: Teacher:Good morning,class.The weather is cooler and cooler.Autumn is coming.You should wear warm clothes in the early morning and in the evening.Or you will catch a cold easily.2.情景导入 1． 呈现秋天的图片。2． 讨论：问答练习
a.How many seasons are there in a year? b.What’s your favourite season? c.If you like autumn, please say the reason.What sport can you do in autumn? 3．Ask:What festival is there in autumn in China? Student answer:Mid-autumn Festival(write it on the Bb)Ask:What festival do you know except Mid-autumn Festival? Student answer：National Day
设计意图：通过介绍中国秋天的两个节日，让学生熟悉本课的主要话题，为接下来的学习做好准备。
Step2:New concepts(探究新知)Activity1:Introduce Mid-autumn Day Show the pictures and CAI(课件)：
What festivai is it about?（引导学生回答）
Teacher:Yes,it’s about Mid-autumn Festival.What will you do on Mid-autumn Festival?(引导学生回答)Teacher:Yes, we will eat moon cakes,watch the moon and look for Chang’e.(write the sentences on the Bb)设计意图：通过教师的介绍，呈现本课的生词、基本句型和基本语法内容，有助于学生对课文的理解。
Activity 2: Introuduce National Day Show the pictures and CAI(课件)Teacher:What festival is it?(引导学生回答)Teacher:Yes,it’s about National Day.It’s on October1.What will you do on National Day?(引导学生回答)
Teacher:Yes,we will not have to go to school for seven days.Your paernts won’t have to go to work for seven days.（板书won’t）We will go to the National Day celebration.(板书celebration).We will go travel.We will do many things together.设计意图:通过教师介绍，呈现本课的生词、基本句型和基本语法内容，有助于学生对课文的理解。
Activity 3: Introduce Thanksgiving Day 1.Ask:What festival is there in Canada or America?(引导学生回答)Teacher:Yes , Thanksgiving Day.(板书Thanksgiving Day.)Show the pictures about Thanksgiving Day.Teacher: Thanksgiving Day is very important festival in Canada,the U.S and other countries.Thanksgiving Day is in early October in Canada, but in late November in the U.S..(板书in early October and in late November)1.Ask:What will Canadians do for Thanksgiving?(板书Canadian引导学生回答
Teacher:Families will celebrate Thanksgiving together.Children will go to their grandmother and grandfathers’house with their parents.(板书grandmother and grandfathe’s house)设计意图:通过教师介绍，呈现本课的生词、基本句型和基本语法内容，有助于学生对课文的理解。
Activity 4:Learn the text 播放录音，引导学生阅读两封电子邮件，提问： 1.What did Li Ming’s mother buy? 2How long won’t Li Ming’s parents go to work? 3.Why does Li Ming like autumn best? 4.What will they do on Thanksgiving? 5.Do Canadian Thanksgiving and American Thanksgiving come at the same time?(引导学生回答)设计意图:培养学生阅读理解能力、口头表达能力和语言综合运用能力。Step3:Teaching Have students look at their books and find out something new and difficult,and then the teacher explains；
1）Thanks for sth./doing sth.为做某事而感谢某人。例如：
Thanks for helping me.2)
一般将来时的构成和用法：由“will+动词原形’’ 构成，否定形式为“will not/won’t+动词原形”，例如：
He will go to Shanghai.He won’t go to Shanghai.3)解释名词所有格:在英语中，有些名词可以加s’来表示所属关系，带这种词尾的名词形式成为该名词的所有格，如：the boy’s bag 男孩的书包。表示几个人共有一样东西，只需在最后一个人的名字后加“s’”。如果表示各自所有，则需在各个名词后加“s’”。如：This is Tom and Jason’s room.4)My mother and father will not have to work for seven days.次句中have to为情态动词，意思是“不得不”，表示客观上不得不做某事，注意与must 区别，must表示主观上必须做的事。另外，have to还可以根据不同时态写成has to,had to,will have to等形式，它的否定是在have前加入否定的助动词。例如：people had to walk home because the bus had left already.She will have to take a bus to work because her bike is broken.Step 4:Class closing:
Summary this lesson.（小结本课）Step 5:Homework: 1)Remember these language points in this lesson.2)Preview Lesson 18.Exercise in the class:按要求完成下列各题：
1）Thanks for_______(help)me.2)We have to_____(work)for two days.3)Mr.Smith_____(buy)some mooncakes yesterday.4)There is a place____(call)Wangfujing in Beijing.5)Families always_______(celebrate)Thanksgiving together.6)We have _____（eat）many pies.Keys:1.if 2.work 3.bought 4.called 5.celebrate.6.eaten Design for the blackboard:(板书设计)
Lesson17 I Love Autumn autumn/fall
Mid-autumn Festival/Day:We will eat moon cakes,watch the
moon and look for Chang’e in early October
National Day:We will go to the National Day celebration.will not=won’t
Celebration: many people get together to celebrate.Canadian:People in Canada.Wonder : want to know in late November
Thanksgiving Day:in early October
grandmother and grandfather’s house Teaching after thinking:(教后反思)本课主要内容是通过比较中国和加拿大秋天的节日，让学生更多的了解不同国家的风土人情，同时复习巩固一般将来时的构成和用法，学会谈论将来的计划和打算；学习运用名词的所有格。但本班学生语言知识贫乏，不能运用所学词汇写出较好的句子、文章。在教学中教师充实发挥了在情境中教学，逐步指导学生去感悟，理解教学内容，从而大大降低了教学困难程度也为英语课堂教学带来了生机与活力。
第二篇：英语微课教学设计
八年级下册Unit 6 Enjoy Cycling.Topic 1 We are going on a three-day visit to Mount Tai.SectionA微课教学设计
Learning aims: New words: field airline vehicle price Grammar: It takes sb.some time to do sth.It costs sb.some money to do sth.Learning focus: 1.Students can talk about traveling.2.Students can know about the usage of infinitives.Learning difficulties: 1.Students can talk about traveling.2.Students can know about the usage of infinitives.Learning procedure: Step 1 warm up and lead in: T: What would you like to do if you feel bad?导入新课
Step 2 presentation 1.Look at the ppt and learn some new words 2.Open your books and guess: What are Miss Wang and her class talking about? 3.Listen to 1a carefully and mark T or F.4.Watch the flash carefully and answer:
Who（does）What Where How
Step 3 Pair work Here is the cost for planetrainbusbike, work in pairs to discuss the best way to travel.Step4 Group work 1.Let students enjoy some beautiful sceneries about Harbin, Xiangshan and Jiuzhaigou.2.Let students discuss the best time to go there and complete the table, then make up conversations in your groups just like this example.Teacher will choose the best group.Step5 Summary What have we learnt today?
New words and grammar.It takes sb.some time to do sth.It costs sb.some money to do sth
Go traveling.To see is to believe.Step6 Homework Write a short passage about traveling including: where do you want to go? How would you like to get there? How much does it cost to go there? How long does it take to go there? What is the best time to go there?
Blackboard Writing Design: field
go on a visit to… vehicle
-How long …
price
-It takes sb.some time to do sth.airline
-How much…
mount
-It costs sb.some money to do sth.
第三篇：英语写作课教学设计（精选）
英语写作课教学设计
一、教学目标
知识目标：
1、明确书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。
2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。能力目标：提高学生写作水平和综合运用英语的能力。
二、教学辅助：多媒体
三、教学过程：
（一）Lead-in
导入的任务是唤起注意，酝酿情绪，带入特定的语言交际场。在教师的指导下进行回答问题，小组讨论。
1、要求学生回答下列问题： What is pocket money? Do you have pocket money?
2、四人小组讨论下列题目：
How do we deal with（处理）our pocket money?
通过以上提问，让学生尽快进入角色，对如何使用零花钱，说出自己的看法。让学生分小组活动，四人一组，教师巡视，需要时给予帮助，并参与学生的讨论。引导学生扩大词汇量和英语惯用法，指导他们掌握英语基本句型，尤其是五个基本句型和动词句型。然后，选出某一小组的代表向全班汇报他们小组讨论的内容，再请1—2位学生发表他们的观点。
3、将 “How to use our pocket money?” 写在黑板中的上方。向学生布置接下来的任务：Today we are going to discuss how to write a report on “How to use pocket money for Junior school student?”
（二）Presentation
指导学生分析写作材料，找出所有内容要点，已有材料，掌握事实。用大屏幕展示写作材料：
书面表达（满分15分）
假设你班将举行一次英语班会，主题为“中学生应如何使用家长给的零花钱”。请你根据提示写一篇发言稿。使用方式
好处
存入银行
养成节约的习惯 购买书籍
获取知识
其他
培养兴趣（音乐、体育、集邮等）注意：
1、词数：80左右；
2、考词汇：零用钱——pocket money Dear friends,_______________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 要求学生认真阅读材料，读完材料后，问学生有关问题： 1)
What should we write? 2)
What expressions and sentence can we use? 3)
How can we organize the necessary information and the related ideas we want to write?
再要求学生分小组讨论（4人1组）。这一过程的任务是拓宽思路，集思广益，讨论找出全部要点并交流如何表达这些要点以及可用哪些词组和句型，应用什么时态。同时进一步引导学生复习和扩大词汇和短语，使用相关的基本句型。教师巡视，必要时给予帮助和指导或参与学生的讨论。
（三）Collection
选出某一小组的代表向全班汇报他们小组讨论的结果；听同学反馈，请1—2名学生对刚才的汇报作简要的评述。从文章的内容要点、结构、语言形式、及交际功能的体现等方面进行评述。然后教师作简要的评述。收集并整理学生所用词汇、短语，写在黑板上。
（四）Outline
要求每位学生各自完成拟写提纲的任务，可以是潦草提纲，这种提纲不仅字迹潦草，往往也是只言片语。但在应试写作中往往是很有实效的一种写作提纲。也可以是句子式提纲，在这种提纲中，每一部分的内容用完整的句子列出，能较详尽地体现出实质内容和各部分之间的逻辑联系。
（五）Writing
要求学生根据大家的讨论和教师的指点以及他们所拟的提纲，尽快地把文章写出来。学生在充分准备的基础上进行文字写作实践。这一阶段的具体任务有四项：
1、草稿；
2、自检错误；
3、文字推敲、润饰；
4、初步定稿。
在这一过程中，教师巡视，给以学生必要的帮助和指导，特别是帮助指导一些有困难的学生。查看学生写作的内容要点是否齐全，表达是否准确，用词、句型结构的使用是否正确，单词拼写是否有误，语法结构的数量和准确性，上下文的连贯性以及语言的得体性。鼓励学生在完成这一任务的过程中应用较多的语法和词汇，合理使用较复杂结构和较高级词汇。
（六）Checking
教师在引导学生实施这一过程的任务之前，首先应向学生展现作文评分标准，特别是中考作文的评分标准、评分原则、给分要求，以及各个档次的要求和分值。在评价作文时，重点放在它所表达的思想及表达方式上，看作者对材料的分析是否准确、有新意，文章是否切中题目，是否完全完成了规定的任务，等等。这一过程的具体任务有：
1、Checking in pairs
同桌交流习作，通过辨认并改正彼此的内容要点的遗漏，句子结构和语法以及用词的错误，再一次为学生提供学习的机会，并强化同学间的合作性学习。
2、Class correction
听班级反馈。选出一篇学生习作，通过投影进行讨论并集体修改，让1—2位同学提出修改意见。评述学生习作的内容要点、语言的准确性、遣词造句、语法结构、句子句型、过渡词语、语篇结构以及标点符号的使用。采取反馈和同学间相互阅读作文的方法。学生既是作者又是读者，他们通过阅读别人的作文，可以学到更多的写作技巧。
3、Teacher feedback
学生听教师评述。教师对学生的修改意见进行简要的评述，然后通过幻灯展示范文，并强调写作要点。然后，要求学生再次对作文进行修改，不但要求要点齐全，语言表达准确连贯，而且在此基础上，求新、求精。适当使用并列句、定语从句、名词性从句。
4、Hand in
学生将写好的作品上交老师，教师审阅后把优秀作品在班级阅读展览。
第四篇：英语导入课教学设计
教学设计
基本信息 名称
Unit 1 How do we Section A 1a-2c
教材分析 执教者 王艳平课时 1 所属教材
“Go For It”
目录
（一）教学内容：“Go For It”是一套富有生活情趣，形式灵活，极具人文性的教材。这套教材无论从单元标题设置到课文内容选材都紧扣生活，以某一话题为主线，从生活的各个层面来丰富话题，在学生的知识和信息存储的基础上拓展新的知识目标，同时提供给学生大量的活动空间，让学生在交流合作中习得语言知识和交际能力。
本单元的中心话题是谈论学习方法，进而发现学习困难，提出建议再对各种学习方法进行评价，依次为话题链，设置多种任务使学生在学期初总结最佳学习方法，确立信心，直击中考。
（二）本课在教材中的地位和作用：本课时进入九年级的第一节新授课，本节课是本单元的第一话题，谈论学习方法，为话题之
首。应引导学生多讨论、多总结，为以后教学起到事半功倍的作用。
（一）学生学情分析
本节课教学对象为九年级新生，在知识体系上以具备一定的听、说、读、写能力，经过两年新课程理念的熏陶和实践，有了初步的自主、合作探究的能力。但在口语表达上，学生能力参差不齐，课前小组安排要科学，课上要恰当、适时地进行引导，同时是新生学情分新组搭配，老师要及时了解配合情况。
析
（二）本单元学情分析
本单元的中心话题是谈论学习方法，设置各种任务，让学生使用所学目标语言进行活动。活动时，教师要不断鼓励学生，说出真实感受，增强学生开口讲英语的自信心，这样既巩固所学知识，又提高综合运用语言的能力。
（1）掌握以下关于学习方法的词组
by working with friends
by making 知flashcards by reading the textbook 教学目识与能标 力目标 by making vocabulary lists by listening to
tapes
by asking the teacher for help
by watching English-language
videos
practice conversations with friends
read aloud to practice
pronunciation
study with a group
（2）掌握以下基本句型
How do you study for a test?
I study by „„
How do you learn English ?
I learn by „„
Do you learn English by „„?
Yes, I do./ No , I don’t.Do you ever
do „„?
Oh ,yes.„„..Have you ever done „„?
Yes, I have./ No , I haven’t（3）Verb+by with gerund
（1）能够用基本词组和句型询问并回答学习方法
过（2）在完成语言任务的过程中，锻炼学生的语言表达程与方能力、自信心及沟通、合作能力 法目标
（3）由点到面地带动学生会自主使用智能语音教具进行自我提升
（1）通过和同学们的讨论引导学生选择并调整适合情自己的学习方法。感态度
（2）在完成交际任务的过程中，学会理解、尊重与价值观目标 他人感受，在小组活动中进行合作互助，体会集体的智
慧，共同完成学习任务。
掌握有关学习方法的词组及基本句型 How do you 重study for a test? 点 教学重 I study by „„
1、熟记一系列动词词组
难点难
2、询问学习方法的一般现在时的一般疑问句和现在完点
成时的一般疑问句的正确运用。教学策略与 设计教具辅助教学法
说明
教学过程
教学环节（注明每个环节预设的时间）
(一)热身
教师活动
学生活动
设计意图
1、情景交际法
2、任务型教学法
3、多媒体及有声T: Good morning, eveyone
S:Good morning, teacher
T:Welcome to the Happy English Class
T:Who’s on duty today?
教具发音：I am
1、Greeting
教师亲切的微笑，伸开的双臂，“Happy English Class”的命名，带给学生轻松、愉快的课堂
T: There is a shy boy in our class.He is afraid of speaking in
S: 记下相关front.This boy will
信息
2、On speak out his words Duty instead.Let’s listen.S: 猜出值日生姓名
T: 点击教具播放值日录音
T: 根据内容进行提问
T: 用谚语鼓励值日生
T: Speak Chinese
3、Check Words Other students: Write them on a piece of
S1: Write them on the blackboard
利用新型教具创设新型值日，消除口语困难生的畏怯心理，学初第一节课拉近了学生与教师、与英语课的关系，记下相关信息一项更提高了学生做听力时的注意力。
发音评测促进了学生课下的发音及口语练习；过程性评价，能促进学生发展，培养
S2: Pronounce 和激发学生学习的积paper the words 极性和自信心。
T: Check the answers
得分计入平时成绩
（二）T: Next,let’s 导入 enjoy an English song.歌曲导入 T: Is it beautiful? It was sung by me.I like singing ,and I like English best.So I always study by singing English songs.影音结合，直击学生视听享受，欢快的音乐，熟悉的声音，活跃了课堂，教师的演唱更引起了强烈的模仿和带动效应，为今后的英语教学产生了深渊的影响。This lesson ,we’ll talk about the ways of learning English.（三）多媒体呈现Unit 1 知识呈现 How do you study for a test?
1.出示课题 I study by „„
跟读 明确学习目标
及语讲解by 的用法 法项
2、收集
1、教师出示幻灯片及点击课本及有学习方法的有声图片进行引导。声图片跟读词组 词组
2、以提问形式说出每个学生的学习方法
1a T: I think many 跟读词组
students feel nervous before the exam.Next, let’s talk about the ways of studying for a test?
1、打开书，完成1a任务
2、用多媒体呈现教师总结的学习方法
大量收集学习方法的词组，为后面环节的顺利进行做下铺垫
洞察学生实际心理，调动求知欲和学习热情，准备学习新知识并完成任务 Pairwork Ask a S: One by one 结对反复操练，巩partner how he or she 进行表演 固新知，为后面的(任务studies for a test? Group work 做好铺一)垫，使多数学生能用基T: 用多媒体呈现词本目标语脱口而出 组、图片及句型结构
1b T: Next,Let’s
1、用激光教鞭以介绍人物的形practice listening 指示人名 式引入听力，并跟读人skills.look at 1b, There 名，无形中熟悉了题目
2、听力训练 要求。are three students.（全部词组做好Their names are Mei、铺垫，集中进行三项听Pierre、Antonio.力练习）
Check the answers
1、听力之前熟悉内容，勾出有关学习方法的词组
2、Check answers
1、熟悉内容
2、Check answers
3、讲解voice 的用法
导入2c T: Next,Let’s
watch a video播放视频文件 1c
2a 跟读句子 听力训练 跟读句子 听力训练
2b
视频内容为一学生学英语有困难，其友带她去英语俱乐部，自然链接2c的
Groupwork，真实的情景，充分调动了学生的活动
热情
2c Group work : Role 小组到台前表
1、创设情景，锻play conversations 演 炼在真实语境中使用(任务about the ways 新语言的能力
2、强烈二)of study.的鼓点为课堂带来乐
队的感受，学生兴趣高
1、幻灯片出示关于英涨 语俱乐部的图片及基本结构
（四）The popular ways of
3、向有经验的全班互动，将所学能力提升 study 同学进行采访，并知识融会贯通，构建完
记录 整的知识体系，同时进Survey
1、课前发放任务卡 行了听、说、写的训练，and Report
4、总结出最受全面提升能力
2、用多媒体呈现表格（任务及语言结构 三）
欢迎的学习方法
5、采访完毕后出示范文
6、以作文形式进行汇报
课堂小点击有声教学卡的谚中英文录制，激励学生学习的结 语栏 男女生交替 信心，更是写作好素材2分钟 谚语 布置作业 1分钟
板书设计 的积累。
1、Writing 《How do I study for a test? 》
2、口语操练（有条件的可进入畅言学习网络进行发音练习。）Unit 1 How do you study for a test? Section
A 1a-2c
by working with friends
by making flashcards
by reading the textbook
by making vocabulary lists
by listening to tapes
by asking the teacher for help
by watching English-language videos
practice conversations with friends
read aloud to practice pronunciation
study with a group
第五篇：英语诗歌鉴赏课教学设计
Teaching Plan
for Poetry Appreciation Class
< A Perfect Day >
Wuxi NO.3 Senior School Grade Two
By Wu Yan
A Perfect Day
When you come to the end of a perfect day, And you sit alone with your thought, While the bells ring out with a carol gay, For the joy that the day has brought Do you think what the end of a perfect day Can mean to a tired heart, When the sun goes down with a flaming ray, And the dear friends have to part? Well, this is the end of a perfect day, Near the end a journey too;But it leaves a thought that is big and strong, with a wish that is kind and true.For memory has painted this perfect day, With colors that never fade, And we find at the end of a perfect day, The soul of a friend we’ve made
英语诗歌鉴赏课教学设计
教学目标：
知识目标：学生感受英语诗歌及英语语言的优美，掌握英语诗歌中出现的感情基调、体裁、意象和韵脚等。
能力目标：能够正确理解和分析诗歌，完整表述诗歌内容。情感目标：加强合作精神的培养及一定的诗歌鉴赏能力。
学会正确面对人生，积极应对人生中的悲欢离合。
教学目的：复习：Unit 4 A Garden of Poems
鉴赏：分析诗歌的体裁、韵律和节奏，了解诗歌体裁的特殊性，欣赏诗歌的语言美、意象美，从而感觉到英语语言的优美。
巩固：讨论诗歌的感情走向，复述诗歌的内容
教学原则：由简到易，循序渐进 教学媒体：电脑多媒体
教学内容：SEFC 2A Unit 4 A Garden of Poems 诗歌: A Perfect Day 教学重点和难点：
对诗歌所反映出来的情感因素能充分了解，把握作者的感情变化过程（情感目标）
对诗歌的结构、意象、体裁和韵脚等有一定的了解（能力目标）教学步骤：Revision / Lead-in / Listening and Practice
Reading and Practice / Analysing and Consolidation Assignment Teaching Aims: Knowledge Aims: Enjoy English poems and have a basic knowledge of poetry, such as images, rhyme and limericks.Ability Aims: Have a correct understanding about the poem and make a good analysis of the structure of the poem.Also retell the poem in students’ own words freely.Moral Aims: Improve the ability of appreciating a poem.Strengthen the cooperation with each other and have a sense of aesthetic judgement.Teaching demands and requirements: Revision: SEFC 2A Unit 4 A Garden of Poetry Appreciation: The content and the structure of the poem Practice: * Get the students to answer questions about the content and the structure of the poem.* Get the students to discuss the development of the writer’s moods.*Get the students to give the correct feedback to the teacher.Teaching principle: Going from the easy to the difficult and advance step by step.Teaching methods: Asking and answering, listening and reading, discussion, group work, etc.Teaching Media: Multimedia Teaching content: Review Unit 4 < A Garden of Poetry> A poem < A Perfect Day > Key points and difficult points: *Have a thorough understanding of the emotional elements displayed in the poem.(Moral aims)*Get the students to have a good knowledge of poetry, including the structure, the rhyme and the limericks of it.(Ability aims)Teaching Procedures: Revision Lead-in Listening and Practice Reading and Practice Analysing and Consolidation Performance Assignment Step 1: Review the content of Unit 4 1.Last period, we learned a unit.What is it about?(A Garden of Poetry)2.The function of poetry to call up all the colors, feelings, experiences and curious images of a dream world.3.The feature that all good poetry shares *important forms: A.the number of lines B.the number of characters in each line *special patterns of rhythm and rhyme Step 2: Lead-in 1.Reading poetry in English, you are supposed to focus on the themes of the original work.Generally speaking, what are the themes of a poem? Love versus Hatred Life versus Death War versus Peace Anger versus Delight Loneliness versus Sociability Friendliness versus Revenge 2.Now we will read a poem and try to find the theme of this poem.Step 3: Listen and practice 1.First deal with some new words.carol: a religious song of joy and praise flaming: burning brightly fade: to lose color or freshness, etc 2.Listen to the tape.Question: What is the theme of this poem?(Loneliness versus Sociability)Step 4: Read and practice 1.Read the poem by yourself and get some detailed information.Questions: 1.What happened in the day? 2.What was the writer doing at the end of the day? 2.Listen to the poem with books closed and pay attention to the phrases that appear in the text again and again?(a perfect day/ the end of a perfect day)3.Listen to the tape with books open and find the images in the poem.1.Explain what images are in a poem.2.Find images related to a perfect day and those related to the end of a perfect day.A perfect day: a carol gay, the chimes/ the sun/ the flaming ray The end of a perfect day: a tired heart, the sun which goes down, the end of a journey 4.Read the poem after the tape sentence by sentence.Comprehension questions: *What was the writer doing in the day? How about his feeling? *What was the writer doing at the end of a perfect day? How about his feeling? *How is the writer’s mood developed? Why?
Joy---the parting with friends----Depression(in the day)(at the end of a perfect day)5.Competition: Organize a competition to encourage students to read the poem emotionally and one will be chosen as a winner.Step 5: Analyse the structure of the poem 1.Explain to students the structure,rhyme and limericks of poetry.2.Read the poem by yourself and make a conclusion of its rhyme and limericks.*Rhyme: /ei/ day, gay, ray, fade, made /:/ thought, brought /a:/ heart, part /u:/ too, true *Limericks: When you come to the end of a perfect day, a And you sit alone with your thought, b While the bells ring out with a carol gay, a For the joy that the day has brought b Do you think what the end of a perfect day a Can mean to a tired heart, c When the sun goes down with a flaming ray, a And the dear friends have to part? c 3.Sentence structure(Difficult sentences)Para 1: This paragraph consists of only one sentence.< Do you think what the end of a perfect day can mean to a tired heart? >
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