資源簡(jiǎn)介 教學(xué)設(shè)計(jì)文本課程基本信息課例編號(hào) 學(xué)科 英語 年級(jí) 高二 學(xué)期 第二學(xué)期課題 英語選擇性必修第三冊(cè)(師大版)-Unit 8 LITERATURE-READING CLUB教科書 書名:普通高中教科書英語選擇性必修第三冊(cè) 出版社:北京師范大學(xué)出版社教材分析[what]: 本課教材選自北師大版選擇性必修第三冊(cè)Unit 8 Literature READING CLUB 2 --The Prince of Denmark’s Death。本單元中的此課圍繞“文學(xué)”話題展開,屬于“人與社會(huì)”主題語境下的“文學(xué)、藝術(shù)與體育”話題內(nèi)容。本節(jié)主要內(nèi)容為擊劍比賽前,哈姆雷特向萊爾提斯道歉。在期間在擊劍比賽中,格特魯?shù)潞认铝藶楣防滋販?zhǔn)備的毒酒。在戰(zhàn)斗中,兩個(gè)人的劍都混在一起了被毒劍刺傷。萊爾提斯揭示了克勞迪斯的故事然后哈姆雷特殺死了他的叔叔克勞迪斯。哈姆雷特告訴霍雷肖建議福廷布拉斯成為丹麥的新國(guó)王。 [why]: 《哈姆雷特》是一部悲劇,是莎士比亞最著名的作品之一,是文藝復(fù)興時(shí)期,也就是伊麗莎白時(shí)期的典型代表。在這一時(shí)期,人們開始強(qiáng)調(diào)人類心智的能力和人類文化的成就,這也是一個(gè)普遍動(dòng)蕩和社會(huì)矛盾的時(shí)期。因此,在他的所有悲劇中,他都表現(xiàn)出了他的與眾不同;對(duì)生活的不滿和對(duì)一切邪惡事物的反對(duì);他譴責(zé)黑暗邪惡的社會(huì)。同時(shí)也突顯了人文主義與英國(guó)黑暗現(xiàn)實(shí)的沖突。 [how]: 在戲劇語言的運(yùn)用上,莎士比亞的劇作最有特色。《哈姆雷特》劇本的語言生動(dòng)精煉,一方面運(yùn)用書面語言和口語,另一方面廣泛采用民間俚語和諺語,有時(shí)還自己創(chuàng)造新詞,因此具有豐富廣博、靈活有力、形象生動(dòng)的特點(diǎn)。學(xué)情分析本次授課對(duì)象是鐵二中高二(7)班學(xué)生,學(xué)生英語綜合能力較好且整齊,高二上學(xué)期期末考試成績(jī)班級(jí)平均118,最高分134,最低分110,整體學(xué)習(xí)英語積極性很強(qiáng),課堂氣氛活躍。 經(jīng)過高中前三個(gè)學(xué)期的英語學(xué)習(xí),學(xué)生具有了一定的英語閱讀能力,能夠獲取故事文本中淺層的基本要素,但是對(duì)于故事中人物性格分析和主題理解,一部分學(xué)生仍然無法獨(dú)立完成。而且,戲劇這一概念是第一次接觸,學(xué)生不是很熟悉。在英語口語方面,可以簡(jiǎn)單地表達(dá)自己的觀點(diǎn),創(chuàng)新能力較強(qiáng),但是讀后進(jìn)行批判性思維的訓(xùn)練接觸的不多,在這一方面的邏輯力和表達(dá)力都有待提高。 因此,本課學(xué)習(xí)中,基于故事的基本信息,在理解戲劇的元素和提取人物之間關(guān)系時(shí),學(xué)生需要老師的引導(dǎo)和幫助。在戲劇沖突與情節(jié)方面,需要運(yùn)用time line來進(jìn)行操作,并且仍需要老師的協(xié)助。總而言之,學(xué)生能夠在老師搭建的有關(guān)故事情節(jié)和語言支架下,完成本課學(xué)習(xí),促進(jìn)思維發(fā)展,提高鑒賞能力。教學(xué)目標(biāo)教學(xué)目標(biāo): At the end of this lesson, students will be able to: draw a time line about the plot of the play. analyse the theme of the play. retell the story and express ideas based on the understanding of this scene. act out one of your favourite part of this play. 教學(xué)重點(diǎn): Students draw a time line about the plot of the play. Students analyse the theme of the play. 教學(xué)難點(diǎn): Students retell the story and express ideas based on the understanding of this scene. Students act out one of your favourite part of this play.教學(xué)過程時(shí)間 教學(xué)環(huán)節(jié) 主要師生活動(dòng)8 mins Step 1 1. Teacher checks the characters’ relationship map about students’ homework. 2. Teacher talks about the main elements of play -- characters, conflicts, plot and theme.6 mins Step 2 1. Teacher asks students to read the play for the first time and answer the question: What happened to them in the end 22 mins Step 3 Teacher asks students to read the play again and underline the verbs to find the development of the plot. If students finish underlining the verbs, teacher asks them to work together to finish the line of the plot. 4 in a group. Teacher gives students the beginning part and the ending part for an example. Teacher help students to check the answer and share their version. 5. Teacher highlights the term of climax and helps students to find the climax in this scene. 6. Teacher share her version with students.4 mins Step 4 Teacher asks students to think about two questions: (1) Why does Hamlet want to do this (2) Why does Claudius poison the wine Based on the above learning and understanding, students get the theme of this scene.4 mins Step 5 Teacher asks the students to retell the story from the perspective of Hamlet, Claudius or a third person.1 min Homework Act out the play. Assign the roles. (Claudius, Hamlet, Laertes, Gertrude and Horatio) Act out one of your favourite part of this play.板書設(shè)計(jì)Unit 8 Reading ClubThe Prince of Denmark’s Death characters setting plot theme教學(xué)反思語言輸入不夠充分 內(nèi)容較多且有一定難度2 展開更多...... 收起↑ 資源預(yù)覽 縮略圖、資源來源于二一教育資源庫(kù)