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2019-2020年高中英語(yǔ) The Art of Living 教學(xué)設(shè)計(jì) 牛津版 一． 教學(xué)設(shè)計(jì)思想 新課程標(biāo)準(zhǔn)第61頁(yè)明確指出：“教師要善于結(jié)合教學(xué)實(shí)際的需要，靈活地和有創(chuàng)造性地使用教材，對(duì)教材的內(nèi)容、編排順序和教學(xué)方法等方面進(jìn)行適當(dāng)?shù)娜∩峄蛘{(diào)整。本課內(nèi)容較為抽象，但又源于生活實(shí)際。因此我對(duì)教學(xué)內(nèi)容進(jìn)行了重新組合和改編，采用任務(wù)型教學(xué)方式，引導(dǎo)學(xué)生通過(guò)觀察,歸納,對(duì)比,總結(jié)等方法發(fā)現(xiàn)文章的立意,培養(yǎng)閱讀意識(shí),并給學(xué)生提供運(yùn)用語(yǔ)言知識(shí)的機(jī)會(huì)。每一部分都設(shè)有一定的任務(wù)，引導(dǎo)學(xué)生自主或者合作完成?；顒?dòng)由整體入手，由易到難，步步推進(jìn)，層層深入。 我認(rèn)為我們教師要更新觀念，大膽改革，在教材與教學(xué)設(shè)計(jì)上多下功夫，把抽象的閱讀內(nèi)容和學(xué)生的生活實(shí)際、學(xué)習(xí)實(shí)際、教材實(shí)際等結(jié)合起來(lái)，使閱讀教學(xué)情景化、形象化、交際化，以?xún)?yōu)化教學(xué)設(shè)計(jì)來(lái)達(dá)到優(yōu)化閱讀教學(xué)的目的。 二、教材內(nèi)容分析 本課所給教學(xué)內(nèi)容是由John Haines撰寫(xiě)的The Art of Living。作者在文中闡述了人們生活并不快樂(lè)的根源，告知人們要知足常樂(lè)等人生的真諦。本文原文生詞量大，揭示深?yuàn)W的人生哲理，高于學(xué)生生活實(shí)際。經(jīng)過(guò)重新改編組合使該材料貼近學(xué)生現(xiàn)實(shí)生活，讓學(xué)生結(jié)合自己的人生閱歷來(lái)閱讀和探討人生的藝術(shù)，以塑造學(xué)生樂(lè)觀積極向上的人生觀。因此我把本課的教學(xué)重點(diǎn)(Teaching important points)和教學(xué)難點(diǎn)定位在： 教學(xué)重點(diǎn)(Teaching important points) 1、學(xué)會(huì)使用閱讀材料中出現(xiàn)的重要單詞，短語(yǔ)和句型。 2、能完成所設(shè)置的相關(guān)閱讀與寫(xiě)作任務(wù)，提高運(yùn)用英語(yǔ)的綜合能力。 教學(xué)難點(diǎn)(Teaching difficult points) 1、如何使學(xué)生積極地參與課堂討論，有效完成課堂學(xué)習(xí)任務(wù)。 2、如何使學(xué)生真正學(xué)會(huì)生活的藝術(shù)，培養(yǎng)他們正確的人生觀和價(jià)值觀以及陶冶學(xué)生的情操。 三、學(xué)生分析 高二學(xué)生處于高中英語(yǔ)學(xué)習(xí)興趣培養(yǎng)和學(xué)習(xí)習(xí)慣形成階段。他們希望在學(xué)習(xí)過(guò)程中享受到樂(lè)趣，不希望老師死板地講解字詞及語(yǔ)法；希望老師能夠激發(fā)他們的好奇心和創(chuàng)造力，創(chuàng)設(shè)與他們?nèi)粘Ｉ罹o密相連的學(xué)習(xí)語(yǔ)境，更希望教師在課堂上能走進(jìn)他們的心靈，與他們一起互動(dòng)，幫助他們掌握文化知識(shí)，了解學(xué)習(xí)策略，形成良好的人生觀和價(jià)值觀。 四、教學(xué)目標(biāo) 英語(yǔ)課程目標(biāo) 教學(xué)目標(biāo) 三維目標(biāo)領(lǐng)域 語(yǔ)言知識(shí) 學(xué)會(huì)使用相關(guān)的新詞匯：如strive for..., be content with..,gratitude…等等 知識(shí)與技能領(lǐng)域 語(yǔ)言技能 培養(yǎng)和提高英語(yǔ)表達(dá)能力，形成用英語(yǔ)獲取信息、處理信息分析問(wèn)題、解決問(wèn)題的能力，以及用英語(yǔ)思維和表達(dá)相關(guān)話題，運(yùn)用所學(xué)知識(shí)解決實(shí)際遇到的困難。 學(xué)習(xí)策略 掌握在句中，文中猜詞及運(yùn)用詞匯策略； 學(xué)會(huì)在新的語(yǔ)境中運(yùn)用新學(xué)的語(yǔ)言知識(shí)。 過(guò)程與方法領(lǐng)域 情感態(tài)度 通過(guò)討論，激發(fā)學(xué)生愛(ài)家，愛(ài)學(xué)校，愛(ài)老師，愛(ài)學(xué)習(xí)的情感，有利于幫助他們樹(shù)立正確的人生觀、價(jià)值觀；通過(guò)對(duì)課文學(xué)習(xí)的小組討論等形式，幫助學(xué)生養(yǎng)成團(tuán)結(jié)、協(xié)作的品質(zhì)。 幫助學(xué)生樹(shù)立正確的生活態(tài)度。 情感、態(tài)度領(lǐng)域 五、教學(xué)策略 1．情境教學(xué)原則 創(chuàng)設(shè)貼近學(xué)生實(shí)際生活的情境，讓學(xué)生在不知不覺(jué)中學(xué)會(huì)用文章的立意去思考討論和解決現(xiàn)實(shí)生活問(wèn)題。 2．任務(wù)驅(qū)動(dòng)原則 讓學(xué)生帶著問(wèn)題任務(wù)去思考，找出相關(guān)答案，并分析整理形成自己的觀點(diǎn)。 六、教學(xué)流程 緊扣“生活的藝術(shù)”這一主題，創(chuàng)設(shè)各種真實(shí)情境來(lái)落實(shí)本閱讀任務(wù)：簡(jiǎn)單的教學(xué)流程如下： 教師自我介紹，引出話題→展示一位學(xué)生的求助信（創(chuàng)設(shè)情境）→根據(jù)求助信內(nèi)容，引入閱讀內(nèi)容→快速閱讀，尋找主題句→仔細(xì)閱讀，處理細(xì)節(jié)→深層次理解，拓展練習(xí)→ 小組討論，主題深化→集體討論，情感升華→作業(yè) 七、教學(xué)過(guò)程 教學(xué)步驟 設(shè)計(jì)意圖 Step1 Self-introduction Show the students some pictures of my school and my family to introduce myself 優(yōu)質(zhì)課評(píng)比，外校借班上課，通過(guò)教師的自我介紹和師生溝通以拉近與學(xué)生的距離，增強(qiáng)教師的親和力。 Step2 Lead-in Present one e-mail from a student and talk about the problems students meet in their daily life. 郵件中陳述的是當(dāng)代中學(xué)生在現(xiàn)實(shí)生活中普遍存在的問(wèn)題和困擾。運(yùn)用它來(lái)導(dǎo)課，貼近學(xué)生生活，極易產(chǎn)生共鳴，更可以激發(fā)學(xué)生通過(guò)閱讀尋求解決這些困惑方法的強(qiáng)烈欲望。 Step3 Skimming Get the general idea of each paragraph. 培養(yǎng)學(xué)生通過(guò)快速閱讀，尋找主題句來(lái)了解和歸納文章大意的閱讀技能。 Step4 Scanning Read the passage carefully, and get the correct information according to the following questions. l 1. What kind of belief do most people have about life? l 2. What is the art of living? l 3. How will we feel when our true needs are fulfilled? l 4.When will our need automatically es? l 5. What advice does the writer give us about the art of living? 在快速閱讀的基礎(chǔ)上，引導(dǎo)學(xué)生細(xì)讀，幫助學(xué)生了解課文的一些細(xì)節(jié)，重點(diǎn)語(yǔ)句，詞組和語(yǔ)法。增進(jìn)學(xué)生對(duì)課文的理解。 Step5. Further prehension Present four pictures for students to choose from to have a strong desire of a better understanding of the text. Picture1: Please find out one sentence in this text to give advice to this little turtle. Picture2: What does child eyes mean? Picture3: Please use other phrases to replace it. Picture4: What’s the purpose of the author to write this passage? 深層次挖掘文中的一些亮點(diǎn)引導(dǎo)學(xué)生積極探究。 本教學(xué)環(huán)節(jié)改變了傳統(tǒng)處理深層次閱讀的方式，以趣味性活動(dòng)激發(fā)學(xué)生參與課堂活動(dòng)的熱情，豐富教學(xué)手段，以期達(dá)到好的教學(xué)效果。所設(shè)置的活動(dòng)包括對(duì)課文詞句的理解，對(duì)作者意圖的揣摩等，難易有梯度。尤其是其中的詞匯（如strive for）替換練習(xí)活動(dòng)，豐富了學(xué)生的詞匯體系，體現(xiàn)了新課程背景下詞匯教學(xué)的新理念，對(duì)學(xué)生的詞匯學(xué)習(xí)具有很強(qiáng)的指導(dǎo)意義。 Step6. Group Work Ask students to work in groups and list the beautiful things they meet or have in their daily life 通過(guò)本活動(dòng)，引導(dǎo)學(xué)生發(fā)現(xiàn)生活的“真善美”，使學(xué)生的情感得以升華。 當(dāng)學(xué)生意識(shí)到盡管生活中有許多不如意的地方，但只要調(diào)整自己的視角和心態(tài)，掌握真正的生活藝術(shù)，定能快樂(lè)生活。那么，學(xué)生的耐挫折能力，積極進(jìn)取的拼搏精神和關(guān)愛(ài)生命，和諧共處等博大情懷也就激發(fā)出來(lái)了。 Step7. Discussion How to enjoy everyday’s life ? 利用本文所學(xué)的生活藝術(shù)知識(shí)和學(xué)生現(xiàn)有的生活經(jīng)驗(yàn)，讓學(xué)生積極探討“如何享受日常生活”這一話題，使學(xué)生懂得如何享受生活，提高生活質(zhì)量進(jìn)而培養(yǎng)學(xué)生正確的人生觀，價(jià)值觀和審美情操。同時(shí)通過(guò)此活動(dòng)來(lái)加強(qiáng)學(xué)生語(yǔ)言技能訓(xùn)練，提高語(yǔ)言表達(dá)能力。 Step8. Make a motto 通過(guò)讓學(xué)生自創(chuàng)和分享“生活藝術(shù)”格言來(lái)強(qiáng)化和落實(shí)本課教學(xué)任務(wù)，提升本文主題，激發(fā)和培養(yǎng)學(xué)生的創(chuàng)造性思維和發(fā)散性思維。 Step9. Homework Write a letter to Jack to help him out of trouble. 在學(xué)生課后作業(yè)中讓學(xué)生給本課開(kāi)始時(shí)提到的問(wèn)題學(xué)生Jack寫(xiě)封回信，首尾呼應(yīng)，圓滿(mǎn)結(jié)束本課教學(xué)，同時(shí)慣切“語(yǔ)言輸入是為了語(yǔ)言輸出”的教學(xué)原則，學(xué)以致用。 The Art of Living New Words: Mottos: luxury Happiness lies in contentment! guilty love and to be loved! greed Life is to be lived, not watched! strive for be content with 九、板書(shū)設(shè)計(jì) 附： The Art of Living John P Haines Our world of distinctions is built on paradigms, on the collective agreement of human-created models. Frankly, many of these models have outworn their wele; many of them have stayed on the shelf long past their due dates. There are numerous teachers today of something called The Secret, something called The Law of Attraction. These people, in many cases have tapped into the Stillness and have gained the realization; there are no limitations. But to bring that awareness back to this world and to teach that we can all have everything that we want is to forget that wanting is the source of suffering. This craving for more is based on a limited understanding of the Absolute. When there is action without true understanding, it is action without heart. This has been the course of humanity, at least in the so-called civilized world, for long enough. Some would say for too long. Yes, we can each own and enjoy the luxury of things—the latest gadget, the biggest TV, the newest and greatest cell phone—yet we must not forget that someone else in this world may be suffering because of our greed, because of our lack of understanding. When we are looking for economic solutions from within a model that is fatally flawed, we will not find lasting, sustainable solutions. We need to look outside the box. It is a delusion to think that if enough is enough, then more is better. When were in touch with who we really are, what is here right now is perfect. Then our needs, our true needs, are fulfilled and there is an immense sense of gratitude, an immense feeling of peace and spaciousness. One of the messages of my first book, In Search of Simplicity, and other writings is that we need to take a close look at what our real needs are. We need to re-evaluate our lives. If we have enough money—and let’s face it, most people reading this have enough since we have clean, fortable shelter and enough to eat—do we have enough time? Do we have enough quality time? In todays world some are money-rich and time-poor. The art of living is learning to be content with where you are now, with what is. An example would be with relationships. Isnt it interesting that when we are in a relationship, we may think it would be better to be on our own, and when we are on our own we wish we had a partner? Dont look for a partner when you are not content with yourself. Be happy with one and two will find you. When Lucia and I met in India, we were each content on our own and we became good friends. Our relationship grew out of this friendship, and it was possible because of the personal contentment we had each found at the time. We werent consciously looking for each other. What we need finds us when we are looking the other way. Yes, we can apply our will and certain techniques to get anything we want. Yes, we can use the law of attraction for this. The risk is that we bee manipulative, that we are playing God. We are assuming we know what we need. When we live each moment in a state of presence, when we look at the world with our child eyes, when we stop to smell the roses, when we are happy, truly happy, what we need automatically es. We dont need to ask for it. It has been said that when the student is ready the teacher es. In this world, everyone and every experience can be our teacher. Be happy and allow what you need to e to you. Believe in magic and magic is. Love what you are doing in the moment and the moment will reward you in wondrous ways you least expect. This is the art of living. John Haines was born in Niagara Falls, Ontario. He now lives with his family in New Zealand’s lightly populated and stunning subtropical Far North. He is the author of the acclaimed book, In Search of Simplicity: A True Story That Changes Lives.