高一英语必修二Module6 教案范文

第一篇：高一英语必修二Module6 教案范文

Module 6

1.interest 用作“兴趣,趣味;利息”讲时，为不可数名词；

用作“利益，福利，权益”讲时，为可数名词。

用作动词时，interest的宾语通常为人。

a question of common interest共同关心的问题the public interest公共利益

be interested in=have/show/take(an)interest in对„„感兴趣

in the interest of为„„的利益，为„„起见

hold one’s interest吸引住某人的兴趣lose interest失去兴趣

with interest有兴趣地，津津有味地interest sb.in sth.使某人对某事感兴趣

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

(1)argue着重“说理、论证”和“企图说服”。

I argued with her for a long time, but she refused to listen to me.我和她辩论了好久，但她还是不听

(2)debate着重“双方各抒己见”，内含“交锋”的意思。

Whether he will be elected as chairman is still disputed.他是否当选为主席，仍然有争论。

(3)dispute指“激烈争辩”，含有“相持不下”或“未得到解决”之意。

They quarreled with each other over the matter.他们因为这件事而争吵。

(4)quarrel争吵；吵架,表示因不同意或不喜欢而产生的激烈争论。

We have been debating about the issue.我们一直在就这个问题进行辩论。

3.entertain vt.使娱乐，使快乐；招待，款待

entertain sb.to sth.用„„招待/款待某人entertain sb.with sth.用„„使某人快乐

entertainment n.娱乐，文娱节目；招待，款待

find an entertainment in以„„为乐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，人们普遍认为，在电影史上，他比其他任何人更懂得“娱乐”这个词的含义。

本句是It is+过去分词+that-clause的句式。在这个句型中，it是形式主语，真正的主语是后面的that引导的主语从句。在英语中只有it可作形式主语，不用其他词。常用于该句式的动词有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.人们相信，如果所有的人能和平共处，那个地方就能变成天堂。

It is hoped that our football team will win the game.希望我们足球队能赢得这场比赛。

5.character

（1）特征，性质，特征(的总和)

e.g.the general character 共性be different in character 有不同的性质

（2）(人的)性格，品质，骨气

e.g.build up one’s character 培养品性get a good/bad character 得到好/坏名声

She has a strong character.她性格坚强。

（3）人物，角色

e.g.I found all the characters in his play very interesting.我觉得他那出戏中的所有人物都很有趣。

（4）(汉)字，字体，书写符号

e.g.I wish this book were written in bigger characters;these are too difficult to read.我希望这本书的字大一点就好了，读起来很吃力。

第二篇：高二英语必修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：高一英语必修二 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：高一英语外研版必修二module6 films and tv programms reading

学 校

导 学 案编号：1001-23

年级：高一学科：英语执笔：审核： 课题：必修ⅡModule 6Reading共 2课时

一、学习目标：

1.掌握课文中生词和短语的用法。

2.掌握课文中重要的句型和语法。3．透彻理解课文内容。

二、预习指导：

亲爱的同学们，在这课中，你需要掌握这些单词、短语和句型，请查找。

◆第一课时： Words:

characterinterest

expressoccasionallyentertaining

努力做关心，照顾出来；出版(在......中)扮演角色，起作用 在......岁时 使某人非常惊奇的是Important sentences(重点句子)： 1.When did it come out?

(请翻译)come out 出来，露出；发芽；出版，发行 请造句:你的新小说什么时候出版？

请翻译：It came out that he had broken the window.(请翻译)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.(请翻译(1)to everyone’s surprise= to the surprise of everyone 类似的还有：

to one’s joy/delight/happiness/ pleasure(使某人高兴的是)to one’s sadness/disappointment/sorow(使某人沮丧/失望/悲伤的是)

例如：To the boy’s disappointment, he didn’t pass the exam though working hard.(请翻译

(2)make a film 拍电影

(3)called Crouching Tiger, Hidden Dragon 是过去分词作定语，修饰a martial arts film.例如：The houses built last year are for the farmers.(请翻译)请造句: 巴金写的小说很著名。

3.When someone steals Xiulian’s sword, Mubai and Xiulian try to get it back.(请翻译与get 有关的短语：

get back 回来，继续做某事get in 进入；收割庄稼 get into 进入； 养成......的习惯；熟悉get together 相聚

get through 度过（艰苦或不愉快的岁月）；（设法）完成或通过某事；接通电话 请翻译：It is going to be hard to get through the next days.请造句: 那男孩成功地按时进入教室。

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.(请翻译(1)every now and then 时而，不时 等于now and then;from time to time 请造句：我不时地去看我叔叔。

(2)while 用法归纳：

① 引导时间状语从句，意思是“当......的时候” ② 意思是“虽然，尽管”，常放句首。例如：

While I agree with you, I don’t agree with everything you said.(请翻译)③ 意思是“但，却”表示转折，一般放在两句话中间。

Tom is interested in football, while Jack is interested in basketball.(请翻译(3)in surprise 惊奇地

Rose looked at her mother in surprise.(请翻译)

◆第二课时：

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

(1)It is/was + 被强调部分+ that...是强调句型，一个句子中除谓语动词外其他部分

均可强调，如被强调的成分是人且作主语或宾语时可用who代替that。此句型中如果去掉it is/was...that...后剩下的仍然是一个完整的句子。其一般疑问句为：Is it...that...? 其特殊疑问句为：特殊疑问词+is it that...? 如果要强调谓语，则用助动词do/did/does+动词结构，这些助动词翻译为“确实、的确”。请翻译：It is him who helped me a lot when I was in trouble.请翻译：Is it the street that the robbery happened yesterday?

(1)interest.v.使......感兴趣；.n.兴趣；爱好的事物；利益；利息

be interested in...对......感兴趣

American football doesn’t interest me at all.(请翻译)

请造句：他为了人民的利益而努力工作。

6.Mubai feels that he cannot marry Xiulian.慕白感到他不能和秀莲结婚。marry “结婚”的用法：

marry sb 嫁给某人，娶某人marry sb to sb 把某人嫁给某人

be married to sb 与某人结婚（表状态）get married to sb与某人结婚（表动作）He married his daughter to a foreigner.(请翻译)

请造句: 他们于去年结婚。

三、学习策略：

1、收集信息渠道：教材,词典，参考书，2、解决问题方法：善用工具书独立预习，组内讨论完善补充信息。

四、预习体会：

1.同学们在查找单词短语中遇到什么困难了吗?

2.还有其他的生词或知识点需要补充的吗？

五、学习检测：单项选择

（）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、学习反思：

1.对本课单词短语掌握的怎么样？

2.你认为除了列出的单词短语句型之外，Reading部分还需要我们掌握什么呢？

班级：学习者签字：指导者签字：

年月日

第五篇：高一必修二《荷塘月色》教案

【教学目的】

1、分析、揣摩《荷塘月色》中细腻、传神、精练优美的语言，体会贴切、生动的比喻表达效果及其他修辞手法的运用。

2、掌握《荷塘月色》描绘景物及情景交融的写法，并结合当时的社会背景，体会作者当时的心情。

【教学重点】

1、揣摩细腻的，具有特色的词语、句子的含义及其表达效果，体会作者的思想感情。

2、分析文章的结构安排，写景层次。

【教学难点】

1、通过对课文的分析，找出作品中一明一暗两条线索。

2、江南采莲旧俗的作用。

【教学工具】

多媒体、学生课下分组在网上查阅的资料实物投影文字稿。

【教学过程】

一、复习导入

课前背景：在屏幕上投影一张清华园中月下荷塘的照片，并播放《荷塘月色》的范文朗读录音。

1、提问：在上节课的阅读中，我们一起走近了朱自清，走近了朱自清的《荷塘月色》，走近了清华园中的月下荷塘。而散文的优美的韵味应怎样更好地来品味呢?

回答：通过朗读来体会。

2、大家一起朗读课文中的写景重点段落四、五、六3节。

二、质疑

1、提问：在朗读中，大家有没有感受到荷塘月色的美，有怎样的特点?

回答：一种朦胧的美。

2、点拨：很好。那大家读过几遍后，而有没有想过文中的朦胧感是怎样产生的?同时，大家预习过课文，还有没有不理解的地方呢，现在可以提出来。

回答1：作者的笔下景物的朦胧美与作者的心境有一定联系，因为情景是相交融的。

回答2：

这篇散文除了写景很美外，有些语句不太明白。

如：这几天心里颇不宁静。

白天一定要说的话，现在都可不理。

但热闹的是他们，我什么也没有。

三、资料交流

1、提问：我们一起仔细读读这些语句，它们有什么特点?大家是否想过为何不理解呢?而这些语句融入了作者的思想感情，而我们一起对写作背景不了解。大家课下已经分组查找了资料，现在根据大家在网上查找的资料，先体会一下这些话的内在含义是什么，并说说你的理由和结论?

(大家集体交流讨论。)

(由同学上来展示资料。)

2、讨论：《一封信》“心里是一团乱麻，也可以说是一团火。”可以看出作者孤独彷徨和烦闷的心情。

《哪里走》“在歧路之前，我只有彷徨罢了。”表现作者不满现实，但对革命力量还缺乏认识，看不清前进的方向。

3、结论：从朱自清的生平了解到，1927年7月，当时正值大革命失败，白色恐怖笼罩着中国大地，朱自清作为一位追求真理追求进步的自由知识分子，他也有过苦闷彷徨。

4、小结：

不错，有了这么多资料，可以看出大家不理解的几句话和作者的写作背景和当时的心情有很大关系，请大家谈谈自己看法。

讨论：“这几天心里颇不宁静。”从本文写作背景看，开门见山点明了作者当时的苦闷彷徨的心境。

“这一片天地好像是我的;我也像超出了平常的自己，到了另一个世界里。”结合本段其它语句，作者越是喜爱这片静谧的月下荷塘，也看出作者在现实中的苦闷彷徨，想逃避又难以超然的感受。

“但热闹的是他们，我什么也没有。”点明了作者虽然在月下荷塘中得到了释放，但又不能完全超越现实之外的淡淡的哀愁。

(用多媒体把同学们的观点显示在大屏幕上。)

四、课文解读

第四段月色下的荷塘：

1、“弥望”──充满视野，满眼。“田田”──多，连绵不绝。

(通过直观优美的荷塘图片来启发引导。)

2、第二句，采用了比喻，舞女的裙。与叶子自然舒展的形态相似，这个比喻是“多边”的，即它不仅表达了“荷”的高贵，还传达出它的标志，典雅，圣洁，飘逸，灵动，清峻等魅力，使叶子产生了动感，使人产生身临其境的感觉，使事物的特征更加鲜明具体。

(展示动感的荷叶图片。)

3、“层层”──高低有序。(图片)

4、“层层的叶子中间，零星地点缀着些白花，有袅娜地开着的，有羞涩地打着朵儿的”本句运用了拟人;拟人的运用可以回应上面的“舞女”，荷茎象舞女，叶子象舞女的裙，而花便象舞女的容颜，这样把整个舞女的形象生动地表现出来。

(展示对比图片。)

5、“正如一粒粒的明珠，又如碧天里的星星，又如刚出浴的美人”，本句运用了比喻修辞格，为什么把荷花比喻成一粒粒的明珠、碧天里的星星、刚出浴的美人呢?因为月下的荷花白而光亮，而且是“零星地点缀着”的，与“一粒粒”的“明”珠相似;白花“点缀”在“层层的叶子中间”，在绿丛中隐约闪烁，与“碧天”里的“星星”相似;荷花是“袅娜”、“羞涩”而且是白而亮的，其神态与色泽都与刚出浴的美人相似。

(展示对比图片。)

上面作者通过叶子、花，描绘了荷塘的形态美，下面我们一起来欣赏一下荷塘的动态美。

6、重点理解“微风过处，送来缕缕清香，仿佛远处高楼上渺茫的歌声似的。”这一句把“清香”比喻成“远处高楼上渺茫的歌声”，这里作者使用了几种感官感觉?

(展示powerpoint课件中的对比页面.)

清香是嗅觉上的感觉，远处高楼上渺茫的歌声是听觉上的感觉。歌声是细柔飘忽，婉转渺茫的，荷香是时有时无，持续不断的。这两种感觉有相似之处，把嗅觉中感到的香味换成从听觉中去感受、品味，使人产生了对香味的另一具体形象，变换欣赏角度，造成感觉的转移。

这种感觉超越了本身的局限，而领会到属于另一种感觉的印象，即把一种可感的形象转化为另一种可感的形象的方法，我们一起把它叫做“通感”。所以这句话作者同时运用了通感的修辞手法。

(大屏幕展示例句强化理解记忆。)

7、“这时候叶子与花也有一丝的颤动，像闪电般，霎时传过荷塘的那边去了。”中的“颤动、闪电、霎时、穿过”等词，传神微妙地写出了微风过处一刹那间，荷塘的整体形态，往往不被人注意的动态。这是作者观察仔细，用词的精妙之处。

(展示动感荷叶图片。)

8、“一道凝碧的波痕”，就给人一种船航行留下的痕迹的感觉，作者表达得生动传神。(图片)

9、“脉脉的流水”怎样理解?

这里形容水没有声音,好象深含感情，表现流水的静态美。(图片)

“叶子却更见风致了”，是因为静静的流水更反衬出，动态中的叶子的美的姿态。(图片)

小结：从形态、动态、静态多个角度来反映荷塘的美。

第五段荷塘上的月色：

1、本段有三个动词用得很形象生动，使一切的事物都充满了动感。“泻”、“浮”、“画”、“洗”。

“泻”字唤起了人们对流水的想象，巧妙地写出月光流动轻柔的情态，化静为动，有一种自上而下的动感和立体感，这具有一种恬静的力度美。

“浮”描写出青雾与叶花既互相贴近互相映衬又若即若离的层次感和动感，又可描写出青雾似动而静、似静而动的轻柔含蓄之态;

“洗”能理所当然地把叶子、花更淡淡的月色和薄薄的轻雾联系起来，“薄薄的轻雾”也成为了“牛乳”、“轻纱”。

“画”说明树影的错落有致、浓淡和谐是恰到好处的，象是出自名画家之手，也让读者更易联想和想象到荷塘月色的诗情画意。

2、最后一句用了什么修辞手法?作者为什么会产生这样了联想?

运用了比喻和通感(视觉与听觉的呼唤)。写出了光与影虽不均匀，互相交叉，如名曲中的高、低音。却和谐如名曲，光与影融为一体，荷塘与月色融为一体，心境与物景融为一体，整个天地浑然一体，如梦似幻，如诗如画，一切融为名曲。作者心中流露出的依然是淡淡的喜悦。

小结：作者从正面和侧面描写荷塘上的月光。

第六段作者的视线由荷塘内部扩展到荷塘四周：

从这一段开始，作者的心情又发生了变化，从淡淡的喜悦转为淡淡的忧愁。

第二部分着重写荷塘月色的优美景象。有勾勒，有细描，有渲染，有衬托，灵活多样，井井有条。特别是语言运用得准确生动，有神韵，流露作者淡淡的喜悦与淡淡的哀愁与苦闷。

第三部分(7～8)江南旧俗引起的思乡之情。

作者从遐想中回到现实，现实依旧，愁思依旧，心里依旧不宁静，刚才的所见所闻，所思所想恍如一梦。

小结：作者第三部分巧妙地运用了《采莲赋》和《西洲曲》中采莲的情景，反衬出自己的思乡之情，更衬托出作者当时的淡淡的忧愁的难以解脱，“猛一回头”回到家，又把自己的心情引向了低潮，一切都回复现实，作者又开始彷徨苦闷起来了。

全文总结：

本文根据作者的游踪，可以引出一条线索。

带上门──小路──月色下的荷塘，荷塘上的月色──四周──江南旧俗、回家

(空间线索──明线)

导出：暗线──情感

颇不宁静──淡淡的忧愁──淡淡的喜悦──淡淡的忧愁──思乡愁──不宁静

结构自然严谨。写景层次分明而富有特征，朦胧的景色与淡淡的喜悦和哀愁交融在一起。借景抒情，情景交融。语言优美、凝练而传神。运用比喻、联想、衬托等手法把景象表达得极其真切而富韵味。

五、确立课题(作业)

在比较中，我们一起也加深了对文意的理解。有些同学还有想进一步了解朱自清的想法，这很好，可以把刚才在比较中的出的结论总结成文，也可以提出，你在资料收集过程中，想从哪方面继续了解的?有兴趣的同学可以在“朱自清散文研究”这个大课题下，确立自己相关的子课题。

【课后自评】

研究性学习旨在培养学生主动学习、探求新知的能力。所以本课教学主要从以下两点入手：

1、《荷塘月色》中关键语句的理解一向是全文学习的难点，特别是写作背景的介绍很难使学生感兴趣，所以在教学中，通过质疑，明确问题，有的放矢地让学生去查找收集朱自清的相关资料，包括网上查找信息、阅读朱自清的散文资料等，再到课堂上交流讨论，培养学生自主学习、寻找答案的能力。

2、利用多媒体辅助教学的手段，将抽象的内容形象化，利用图片、朗读录音以及动感的flash音画配合，帮助学生理解课文内容，增强了直观性，加大了课堂的容量，提高了教学效率，激发了学生的学习积极性，培养了他们的审美情趣，提高了阅读分析鉴赏的能力，课堂效果好，事半功倍。

3、学知识更要培养学生灵活运用、举一反三的能力。朱自清的散文名篇很多，学生也有兴趣多了解他的散文。所以课外推荐阅读，在教学中，学生更容易理解作品各自的特点，加深对作品的理解。也拓宽了学生的知识面，开阔了视野，取得了很好的教学效果!