【校本课程教材】《高中英语美文阅读与欣赏》校本课程教材

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高中英语校本课程“英语美文赏读”

高中英语校本教材“英语美文赏读”课程纲要一、课程基本概况1、课程名称：“英语美文赏读”2、课程类型：校本课程（选修）3、教学材料：选编、改编4、授课时间：高一下学期5、授课对象：高一学生6、开发教师：xxx二、课程内容：1、课程背景：1）高中人教版英语教材（现在学生用课本）有着丰富而鲜活的语言素材，是一套很理想的教材，但对于河口一中来自区县的优秀生群体来说，内容还显得不足，学生学力有余。

英语文化丰富且博大精深，从莎士比亚英语到如今网络英语，英语语言随着人们生活的变化、时代的进步而不断发展，如果不能充分地利用这种时代英语资源，充分开发学生潜力，既是浪费资源，也是错失教育良机。

2）新课程改革提倡国家、地方、学校三级课程，鼓励教师进行校本教研，提高使用教材和开发教材的能力。

2、课程目标：“英语美文阅读与欣赏”课程是国家课程的校本化，旨在根据学生英语学习水平的实际情况补充适量、相当的阅读素材，弥补牛津英语教材的不足，扩大学生的阅读量和阅读视野，丰富学生的词汇，使得学生更广泛地了解英语国家的文化，在语言学习的同时，陶冶情操，提高文学素养和人文素养。

3、课程内容与任务课程内容主要涉及六个方面，即文学作品中的神话、童话及传说，名人故事或生平介绍，不同国家、地区的社会习俗、风土人情，对于人生的看法、态度及理想，国家、地区历史及文化差异，科学与经济发展。

主要任务是通过篇章阅读,获取信息，了解相关知识，增强文化意识；掌握不同题材文章的阅读技巧,形成相应的阅读策略;掌握关键词、短语和句型，扩大词汇量，重点发展学生阅读和写作能力。

基于拓展的“高中英语美文阅读与赏析”选修课程的开发初探

础上，教师可从知识拓展类、职业技能类、兴趣特长路，以提高高中英语知识拓展类选修课的有效性。
类和社会实践类四大方面积极开发选修课程。笔者
以知识拓展类选修课为落脚点，以“ 拓展” 为依托，
了探索。
（二）问题审视
二、 “ 高中英语美文阅读与赏析 ” 选修课的拓展
Ｍｏｄｕｌｅ５Ｕｎｉｔ３Ｌｉｆｅｉｎｔｈｅｆｕｔｕｒｅ
Ｍｏｄｕｌｅ１Ｕｎｉｔ５ＮｅｌｓｏｎＭａｎｄｅｌａ－ａｍｏｄｅｍｈｅｒｏ
Ｓｏｃｉｅｔｙ（ｆａｍｏｕｓｐｅｏｐｌｅ）
来开发 “ 高中英语美文阅读与赏析 ” 选修课程。主要内容包括：美文阅读与赏析选修课程如何开发运作；选修课程的开发如何实现学生在英语学习上的有效拓展；选修课程与必修课程如何建构互补关系；选修课程如何采用多元评价方式促进学生的终生学习
开发与设置有助于提高学生的英语学习兴趣，拓展能力，另一方面是迫于高考压力的学校行政干预和学生的知识技能，并带动英语教师的专业成长。按以高考成绩为衡量标准的社会价值取向。基于此，照“ 调结构、减总量、优方法、改评价、创条件” 的总笔者力求以拓展为基点，着力探究“ 高中英语美文体思路，高中英语在必修课（模块一至模块五）的基阅读与赏析”选修课程开发的有效策略与实践思

高中英语校本教材《英语优秀作品阅读与欣赏》

高中英语校本教材《英语优秀作品阅读与欣赏》介绍本文档旨在介绍高中英语校本教材《英语优秀作品阅读与欣赏》，该教材为高中英语课程中的重要教材之一。

通过阅读和欣赏英语优秀作品，学生们可以提升阅读理解能力，加深对英语文学和文化的理解。

内容特点《英语优秀作品阅读与欣赏》教材内容丰富多样，涵盖了英语国家的文学作品、诗歌、散文等。

以下是该教材的几个特点：1. 多样性：该教材选取了来自不同国家和地区的作品，涵盖了不同文化背景、风格和主题。

学生可以通过阅读这些作品，了解和感受不同文化的魅力。

多样性：该教材选取了来自不同国家和地区的作品，涵盖了不同文化背景、风格和主题。

学生可以通过阅读这些作品，了解和感受不同文化的魅力。

2. 经典作品：教材中选取了一些经典的英语文学作品，如莎士比亚的戏剧和狄更斯的小说等。

这些作品具有丰富的情节、独特的人物塑造和深刻的思想内涵，对学生的阅读素养提升具有重要意义。

经典作品：教材中选取了一些经典的英语文学作品，如莎士比亚的戏剧和狄更斯的小说等。

这些作品具有丰富的情节、独特的人物塑造和深刻的思想内涵，对学生的阅读素养提升具有重要意义。

3. 现代作品：除了经典作品外，教材中也包含了一些现代的英语文学作品。

这些作品反映了当代社会的问题和挑战，对学生了解和思考现实生活具有启发作用。

现代作品：除了经典作品外，教材中也包含了一些现代的英语文学作品。

这些作品反映了当代社会的问题和挑战，对学生了解和思考现实生活具有启发作用。

4. 练材料：每个作品后面都配有相关的阅读理解练和写作题目。

这些练有助于学生巩固对作品的理解，并培养他们的写作能力。

练习材料：每个作品后面都配有相关的阅读理解练习和写作题目。

这些练习有助于学生巩固对作品的理解，并培养他们的写作能力。

教学目标教材《英语优秀作品阅读与欣赏》的教学目标主要包括以下几方面：1. 提高阅读理解能力：通过阅读和分析不同风格和类型的英语文学作品，学生能够提高阅读理解的能力，包括理解主旨、推理推断、理解人物和情节等。

新人教版学高中Alandofdiversity英美文化欣赏教师用书教案选修英语

【导读】《加州旅馆》（Hotel California）是一首空前绝后的流行音乐作品，风头盖过了它的创造者“老鹰乐队”。

这首歌深刻揭示了上世纪70年代人们的忧伤与迷惘。

Hotel CaliforniaOn a dark desert highway，cool wind in my hairWarm smell of colitas，rising up through the airUp ahead in the distance，I saw a shimmering lightMy head grew heavy and my sight grew dimI had to stop for the nightThere she stood in the doorwayI heard the mission bellAnd I was thinking to myselfThis could be Heaven or this could be HellThen she lit up a candle and she showed me the wayThere were voices down the corridorI thought I heard them sayWelcome to the Hotel CaliforniaSuch a lovely placeSuch a lovely facePlenty of room at the Hotel CaliforniaAny time of year you can find it hereHer mind is Tiffanytwisted，she got the Mercedes BendsShe got a lot of pretty，pretty boys，that she calls friendsHow they dance in the courtyard，sweet summer sweatSome dance to remember，some dance to forgetSo I called up the captainPlease bring me my wineAnd he said，“We haven't had that spirit here since nineteen sixtynine”And still those voices are calling from far awayWake you up in the middle of the nightJust to hear them sayWelcome to the Hotel CaliforniaSuch a lovely placeSuch a lovely faceThey living it up at the Hotel CaliforniaWhat a nice surprise，bring your alibis加州旅馆行驶在昏黑的荒漠公路上凉风吹过我的头发温馨的大麻香弥漫在空气中抬头遥望远方我看到微弱的灯光我的头越来越沉视线也变得模糊我不得不停下来过夜她站在门口那儿招呼我我听到远处教堂的钟声我在心里对自己说这里可能是天堂也可能是地狱然后她点燃了蜡烛给我引路沿着走廊传来阵阵说话声我想我听到他们在说欢迎来到加州旅馆多么美丽的地方多么可爱的面容加州旅馆有充足的房间一年的任何时候你都能在这找到房间她的心为珠宝所扭曲她拥有豪华奔驰车她有许多漂亮的小伙子她称之为朋友他们在庭院里翩翩起舞夏日里香汗淋漓有些舞是为了回忆而有些舞是为了忘却于是我叫来领班请给我来些酒他却说从１969年起我们就没有烈酒供应了远处仍然传来他们的话语在半夜把你吵醒只听到他们在说欢迎到加州旅馆来多么美丽的地方多么可爱的面容他们在加州旅馆尽情狂欢多么令人吃惊使你有来到这的借口[知识积累]１．in the distance 在远处２．shimmer vi. 闪烁；发出微弱的闪光３．dim adj. 朦胧的；昏花的４．think to oneself 盘算；自思自忖５．live it up 纵情欢乐，好好享受一番[文化链接]Hotel California是二十世纪七十年代美国著名乡村摇滚乐队Eagles（老鹰乐队）的巅峰之作，单曲发行于１977年２月。

普通高中校本选修《英语文学赏析》课程纲要(试行)

教学专题
课程名称
表 1 课程内容
教学内容
专题一：英语文学简介
课时 1 英语文学发展课时 2 英语文学赏析策略和文学圈介绍
1. 简要介绍不同历史时期的英语文学特点和著名作家及代表作； 2. 介绍不同的文学体裁及不同文学体裁的特点和赏析方法； 3. 文学圈介绍。
专题二：英语诗歌鉴赏
课时 3 ～ 4 经典英文诗歌赏析
总第 377 期
基础教育论坛（下旬刊）
JICHUJIAOYU LUNTAN
特色专题
普通高中校本选修《英语文学赏析》课程纲要（试行）
马采青生玥（河北省石家庄外国语学校）
一、课程性质与基本理念
（一）课程性质《英语文学赏析》作为高中阶段拓展类校本选修课程，主要面向对英语语言文学有浓厚兴趣且有意愿提升英语文学鉴赏能力的学生。本选修课程重在对学生语言能力、文化意识、思维能力和学习能力的综合培养，旨在进一步提升学生英语文学阅读兴趣和文学鉴赏素养，帮助学生形成健康的审美情趣和良好的鉴赏能力。（二）基本理念本选修课程充分发挥学校外语特色优势，拓展和延伸学生英语阅读的素材和范围，为有兴趣拓展英语文学鉴赏知识的学生提供更多选择，满足学生个性化发展需求，进一步落实立德树人根本任务、发展英语学科核心素养，引导形成正确世界观、人生观和价值观。
书评：以小组为单位完成，围绕课上阅读的一部长篇小说作品写作；字数不少于 800 字。
所占比例 10% 15% 15% 30% 30%
参考文献： [1] 中华人民共和国教育部 . 普通高中英语课程标
准（2017 年版 2020 年修订）[S]. 北京：人民教育出版社，2020. [2] 程晓堂 . 英语学习对发展学生思维能力的作用 [J]. 课程·教材·教法，2015（6）：73-79. [3] 刘道义 . 谈英语学科素养——思维品质 [J]. 课

高中英语校本教材阅读

英语阅读学习策略理论与实践第一讲学习策略中学生学英语经常遇到阅读方面的一些问题。

例如：来不及在规定时间内读完规定的文章。

先读文章再答题时往往找不到问题的出处。

有的同学因此感到为难，甚至厌倦；有的同学为了解决这些问题下了不少苦功。

他们拼命多读文章，或多做阅读练习，有的甚至把一些文章或段落背下来。

然而，下的苦功并没有收到相应的回报。

这些同学之所以吃力不讨好，是因为他们“只埋头拉车，不抬头看路”——只靠硬拼，不讲究策略。

只能理解单词、句子的表层意思，常常搞不清楚深层次的意思或者“言外之意”……。

英语阅读的目的为什么中学生都要上英语阅读课？换句话说，阅读课的教学目的是什么？有的同学认为，阅读课的目的和中学英语课一样，仍然是词汇和语法。

持有这种观点的同学把阅读课与精读课综合英语课混为一谈。

由于他们对阅读过于精雕细琢，反而降低了阅读速度。

过于注重单词与句子，甚至时常中断阅读去追究单词的意思，又使他们“见木不见林”，降低了对全文的理解。

那么，阅读课的教学目的是什么呢？根据教学大纲，阅读课的教学目的包括：1、阅读理解能力和阅读速度2、逻辑思维能力3、细读、略读、查阅等阅读技能4、词汇量、语言和文化背景知识我们现在先解决阅读理解能力和阅读速度问题。

其余三个内容将在“阅读的方法阅读的首要任务是提高理解能力和阅读速度。

因此，不能为了个别单词中断阅读。

理解能力和阅读速度是矛盾中对立统一的两个侧面。

说它们对立，是因为在学习进程中理解与速度如鱼与熊掌不可兼得。

要想在原有的基础上提高速度，往往会导致理解能力下降；而想要更深刻地理解往往又得放慢速度。

说它们统一，是因为从学习效果看，理解与速度相辅相成。

阅读速度快的人比阅读速度慢的人有更高的理解能力。

反之，理解能力高的人比理解能力低的人读得更快。

阅读的原理人是怎样进行阅读的呢？有的同学认为：“这还不简单？先看一个词，把这个词读出来，再看下一个词再读出来。

一个词一个词地看，一个词一个词地读呗。

高中英语读写校本课程 ---“英语美文阅读与欣赏”

高中英语读写校本课程----“英语美文阅读与欣赏”江苏省姜堰中学吉晨春、严书萍高中英语读写校本教材----“英语美文阅读与欣赏”课程纲要一、课程基本概况1、课程名称：英语美文阅读与欣赏2、课程类型：校本课程（选修）3、教学材料：选编、改编4、授课时间：高二上学期5、授课对象：高二学生6、开发教师：吉晨春、严书萍二、课程内容：1、课程背景：1）高中牛津英语教材（现在学生用课本）有着丰富而鲜活的语言素材，是一套很理想的教材，但对于姜堰中学来自各乡镇的优秀生群体来说，内容还显得不足，学生学力有余。

2）新课程改革提倡国家、地方、学校三级课程，鼓励教师进行校本教研，提高使用教材和开发教材的能力。

4、科目安排：18课时，每个话题（六个话题）各3课时（1）神话传说1 Apollo / 2 The Little Match Girl /3 The Pied Piper of Hamelin（2）人物故事1 Pop Star and Songwriter: Han Hong/2 Special Fund in Honor of Hong Zhanhui/3 Louis Armstrong（3）社会风情 1 The Origin of Kiss/2 International Left-hander’s Day/3 Make Sports a Kind of Culture（4）人生态度与理想1You Are the World/2 Facing Life Positively/3 Honesty（5）历史文化 1 Studying difference/2 Spring Festival’s Symbols/3 Cleopatra, Queen of Egypt（6）科学与经济 1 Greenhouse Effect Occurred 5,000 Years Ago/2 China’s New “Four Great Inventions”/3 China’s launching plans for Shenzhou 7三、课程形式：课堂教学1、教学方法：任务交际法2、教具：多媒体、音像资料等四、教学评价：教师评价与学生评价相结合附1)阅读自我评价表：（每节课下前学生自我评价）Name Date 注: 优秀（A）良好（B）合格（C）待改进（D）Reading Item A B C DWhile Reading Look up new words in the dictionaryFind out difficult and key points Hunt for wonderful sentencesBe active in thinking while reading Express your feelings/ ideas clearlyAfter Reading Be involved in discussion activelyWrite down what you think and feel and likeSummarize reading strategies附2）写作自我评价表（课后）注: 优秀（A）良好（B）合格（C）待改进（D）Item Evaluation A B C DPrewriting 1.(structure)Write an outline2.(topic) Be stated clearly.3.(details) Fit the topic.Editing 4.(details) Be in an order that makes sense.5.(final copy) Be well organized .6.( Every sentence)Have correct tense and voice5.(Every sentence) Have a subject.6.(Pronouns) Be used correctly.Post-writing7.(Spelling, punctuation and capitalization) Be correct.8.(final copy) Be neat, clean and easy to read.Part I Myths and Tales神话传说Lesson 1 Apollo 阿波罗Among the crowd of Olympian gods the one most widely admired was Apollo. He was the son of Zeus and Leto. According to Greek mythology, Leto was driven by Hera from land to land at last Poseidon took pity on her and brought the island of Delos out of water for her to live on. There she gave birth to the twins, Apollo and Artemis.Apollo was the sun-god. He wore a purple robe(长袍). He usually sat in his bright eastern palace early in the morning and made ready to start his daily journey across the sky. During the day he drove his carriage of gold and ivory (象牙), and brought light, life and love to the great world below. Late in the afternoon he came to the end of his journey in the far western sea and got on his golden boat to return to his eastern home.Apollo was the god of music and poetry. He could stir up all feelings. These feelings are expressed in lofty songs. With his lyre (古希腊的竖琴) of gold and the sweet accents of his godlike voice he led the choir of the Muses at Olympus. The pleasant music from his lyre was so exciting that stones marched into their places in rhythmic time and of their own will when he helped Poseidon build up the walls of Troy (特洛伊城). On one occasion, invited to a contest by the human musician Marsyas, he won and then flayed him to death for his pride. On another occasion, he lost out to Pan at a musical contest and turned the ears of the judge, King Midas, into those of an ass(驴).His son, Orpheus, took over such skill from the father that his lyre moved man and animals alike.Apollo stood for youthful and manly beauty. His golden hair, stately manner and air all combined to make him the admiration of the world. A beautiful girl, by the name of Clytle, was so fond of his beauty and glory that from dawn to dusk she knelt on the ground, her hands outstretched towards the sun god, and her eyes looked at his golden wheeled carriage racing across the blue sky. Though her love was not returned, she had never changed her mind about Apollo. The gods were moved at the sad sight, and changed her into a sunflower.I Aims and Demands（教学目的和要求）To learn a passage about Apollo, one of the gods in Greek myths and let the students get some information about Apollo and Greek myths.ⅡKey Points and Special Difficulties（重点和难点）Key points（重点）:1) to describe Apollo2) to grasp some useful expressions:according to, take pity on, give birth to, on one occasion, lose to, take over, stand for, by the name ofSpecial difficulties(难点): different names of Gods in Greek mythsⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures(教学过程)Step1 Background information(背景知识)Do you know about Apollo? Can you tell me something about it?(Apollo is the god of the sun, and he is one of the gods in Greek myths…)Step2 Fast reading（快速阅读）Read fast and answer the following questions（快速阅读并回答下列问题）:1) How many gods are mentioned in the passage? Who are they?2) What was Apollo’s carriage?3) How did Apollo help build up the walls of Troy?Keys（参考答案）:1) Five. Apollo, Zeus, Leto, Hera and Poseidon.2) It was the sun.3) Moved by the pleasant music from his lyre, stones marched into their places.Step3 Careful reading（细读）1. Pick up some nouns or adjectives from the passage to modify Apollo.(the son of Zeus and Leto, sun-god, god of music and poetry, pride, beauty, stately manner…)2. Key language points（语言点）1) take pity on= show pity for 同情，怜悯2) give birth to=bear/ deliver 生，生育3) On one occasion, invited to a contest by the human musician Marsyas, he won and then flayed him to death for his pride.Once he competed against Marsyas. After defeating Marsyas, Apollo killed him because of his pride.4) On another occasion, he lost out to Pan at a musical contest …lose out to…= be defeated by/ be beaten by…输给……5) stand for = mean/ represent 代表，象征Step4 Classroom activities（课堂活动）Work in groups of four and discuss:1) What was Apollo like?2) What was Zeus like? What about Poseidon?Step5 Homework（作业）Tell your neighbor about one or two gods in Greek myths.Step6 Assessment（评价）Words and Expressions（词和短语）1. admire vt.崇拜，钦佩2. lofty adj. 崇高的，高尚的3. march v.行军，前进4. rhythmic a dj. 韵律的，有节奏的5. stately a dj. 庄严的，威严的6. outstretch v. 伸出，伸展7. according to 根据8. take pity on 同情，怜悯9. give birth to生，生育10. lose to 输给……11. take over接管12. stand for代表Lesson 2 The Little Match Girl卖火柴的小女孩Once upon a time, a little girl tried to make a living by selling matches in the street.It was New Year’s Eve and the snow clad streets were dese rted. From brightly lit windows came the tinkle (发出清脆的声响)of laughter and the sound of singing. People were getting ready to bring in the New Year. But the poor little match seller sat sadly beside the fountain. Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground. She hadn’t sold one box of matches all day and she was frightened to go home, for her father would certainly be angry. It wouldn’t be much warmer anyway, in the draughty attic (阁楼) that was her home. The little girl’s fingers were frozen with cold. If only she could light a match! But what would her father say at such a waste! Falteringly (迟疑地)she took out a match and lit it. What a nice warm flame! The little match seller cupped her hand over it, and as she did so, she magically saw in its light a big brightly burning stove.She held out her hands to the heat, but just then the match went out and the vision faded. The night seemed blacker than before and it was getting colder. A shiver (寒噤) ran through the little girl’s thin body. After hesitating for a long time, she struck another match on the wall, and this time, the glimmer turned the wall into a great sheet of crystal. Beyond that stood a fine table laden with food and lit by a candlestick. Holding out her arms towards the plates, the little match seller seemed to pass through the glass, but then the match went out and the magic faded. Poor thing: in just a few seconds she had caught a glimpse of everything that life had denied her: warmth and good things to eat. Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.She lit the third match and an even more wonderful thing happened. There stood a Christmas tree hung with hundreds of candles, glittering (闪烁) with tinsel (金属箔) and colored balls. “Oh. How lovely!” shouted the little match seller, holding up the match. Then, the match burned her finger and went out. The light from the Christmas candles rose higher and higher, then one of the lights fell, leaving a trail behind it. “Someone is dying,” murmured the little girl, as she remembered her beloved Granny who used to say: “When a star falls, a heart stops beating!”Scarcely aware of what she was doing, the little match seller lit another match. This time, she saw her grandmother.“Granny, stay with me!” she pleaded, as she lit one match after the other, so that her grandmother could not disappear like all the other visions. However, Granny did not disappear but gazed smilingly at her. Then she opened her arms and the little girl hugged her crying: “Granny, take me away with you!”A cold day dawned and a pale sun shone on the fountain and the icy road. Close by lay the lifeless body of a little girl surrounded by spent matches.“Poor little thing!” exclaimed the passers-by. “She was trying to keep warm!”But by that time, the little match seller was far away where there is neither cold, hunger nor pain.I Aims and Demands（教学目的和要求）To learn a story about the little match girl written by Anderson.ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful words and expressionsdeserted, fade, strike, hesitate, deny, exclaim, glimpse, aware, be frozen with, go out, strike a match, catch a glimpse ofSpecial difficulties:1) to learn Inversion.2) to learn v-ed phrases used as modifiersⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Background information（背景知识）Do you know about the great tale writer Anderson?Can you list some of his masterpieces?Step2 Fast reading（快速阅读）Read the passage quickly and answer（快速阅读并回答下列问题）:1) Why didn’t the little girl strike a match to keep herself warm?2) What did the little girl see when the last vision appeared?Keys（参考答案）:1) She was afraid that her father would be angry.2) She saw her beloved grandmother who had died.Step3 Careful reading（细读）1. What visions did the little match seller see? What did they mean to her?(a big brightly burning stove→warmth; a fine table laden with food→good things to eat; a Christmas tree hung with candles→joy and happiness; her grandmother→love and care)2. Translate the following sentences and pay attention to the underlined parts.1) From brightly lit windows came the tinkle of laughter and the sound of singing.2) Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground.3) Beyond that stood a fine table laden with food and lit by a candlestick.4) Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.5) There stood a Christmas tree hung with hundreds of candles, glittering with tinsel and colored balls.6) Close by lay the lifeless body of a little girl surrounded by spent matches.7) If only she could light a match!8) A cold day dawned and a pale sun shone on the fountain and the icy road.9) But by that time, the little match seller was far away where there is neither cold, hunger nor pain.What characteristics do the underlined parts have? What function?(They are all v-ed phrases, which are used as modifiers.)Step4 Key patterns(主要句型)Analyze the sentence below:From brightly lit windows came the tinkle of laughter and the sound of singing.This is an inverted sentence. The subject of the sentence is “the tinkle of laughter and the sound of singing”, and “came” functions as the predicate.Find out more similar sentence structures in the passage.(Beyond that stood a fine table laden with food and lit by a candlestick.There stood a Christmas tree hung with hundreds of candles…Close by lay the lifeless body of a little girl surrounded by spent matches.)Step5 Homework（作业）Rewrite the story. (With about 200 words.)Step6 Assessment（评价）Words and expressions（词和短语）1. deserted adj.冷清清的2. draughty adj. 漏风的3. vision n.景象4. fade v .消逝，消失5. strike vt. 擦（火柴）；击打6. hesitate v. 迟疑，犹豫7. glimpse n .v. 一瞥8. deny v.否定，否认9. pray v. n. 祈祷10. aware adj.意识到，觉察11. exclaim v.呼喊，惊叫Lesson 3 The Pied Piper of Hamelin哈米伦的吹笛人Once upon a time, on the banks of a great river in the north of Germany lay a town called Hamelin. The citizens of Hamelin were honest people who lived contentedly in their grey stone houses. The years went by, and the town grew very rich. Then one day, an extraordinary thing happened to disturb the peace. Hamelin had always had rats, and a lot too. But they had never been a danger, for the cats had always solved the rat problem in the usual way—by killing them. All at once, however, the rats began to multiply.In the end, a black sea of rats swarmed over the whole town. First, they attacked the barns and storehouses then, for lack of anything better, they gnawed（啃）the wood, cloth or anything at all. The one thing they didn’t eat was metal. The terrified citizens flocked to plead with the town councilors（委员会）to free them from the plague of rats（鼠疫）. But the council had, for a long time, been sitting in the Mayor’s room, trying to think of a plan.“What we need is an army of cats!”But all the cats were dead.“We’ll put down poisoned food then…”But most of the food was already gone and no poison stopped the rats.“It just can’t be done without help!” said the Mayor sadly.Just then, while the citizens milled around outside, there was a loud knock at the door. “Who can that be?”the city fathers wondered uneasily, mindful of the angry crowds. They gingerly opened the door. And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.“I’ve freed other towns of beetles and bats,”the stranger announced, “and for a thousandflorins, I’ll rid you of your rats.”“A thousand florins!” exclaimed the Mayor. “We’ll give you fifty thousand if you succeed!” At once the stranger hurried away, saying, “It’s late now, but at dawn tomorrow, there won’t be a rat left in Hamelin!”The sun was still below the horizon, when the sound of a pipe wafted through the streets of Hamelin. The pied piper slowly made his way through the houses and behind him flocked the rats. Out they scampered from doors, windows and gutters (沟), rats of every size, all after the piper. And as he played, the stranger marched down to the river and straight into the water, up to his middle. Behind him swarmed the rats and every one was drowned and swept away by the current.By the time the sun was high in the sky, there was not a single rat in the town. There was even greater delight at the town hall, until the piper tried to claim his payment. “Fifty thousand florins?”exclaimed the councilors, “Never…”“A thousand florins at least!” cried the pied piper angrily. But the Mayor broke in. “The rats are all dead now and they can never come back. So be grateful for fifty florins, or you’ll not get even that…”His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.“You’ll bitterly regret ever breaking your promise,” he said, and disappeared.A shiver of fear ran through the councilors, but the Mayor shrugged and said excitedly, “We’ve saved fifty thousand florins!”That night, freed from the nightmare of the rats, the citizens of Hamelin slept more soundly than ever. And when the strange sound of piping wafted through the streets at dawn, only the children heard it. Drawn as by magic, they hurried out of their homes. Again, the pied piper paced through the town, this time, it was children of all sizes that flocked at his heels to the sound of his strange piping. The long procession soon left the town and made its way through the wood and across the forest till it reached the foot of a huge mountain. When the piper came to the dark rock, he played his pipe even louder still and a great door creaked open. Beyond lay a cave. In trooped the children behind the pied piper, and when the last child had gone into the darkness, the door creaked shut. A great landslide（山崩）came down the mountain blocking the entrance to the cave forever. Only one little lame boy escaped this fate. It was he who told the anxious citizens, searching for their children, what had happened. And no matter what people did, the mountain never gave up its victims. Many years were to pass before the merry voices of other children would ring through the streets of Hamelin but the memory of the harsh lesson lingered in everyone’s heart and was passed down from father to son through the centuries.I Aims and Demands（教学目的和要求）To learn a tale--The Pied Piper of Hamelin and get the students to know the importance of honesty. ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful expressionsall at once, free sb. from…, rid…of…, make one’s way, break inSpecial difficulties: to understand Inversion.ⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Fast reading（快速阅读）Read the passage quickly and answer some questions（快速阅读并回答下列问题）:1) What trouble did the citizens of Hamelin have?2) What was the result of their breaking the promise?Keys（参考答案）:1) There were too many rats in the town for them to live a normal life.2) All the children but one were drawn into the cave and killed.Step2 Careful reading（细读）1. What words did the author use to indicate that the plague of rats was too terrible?(a black sea, swarmed the whole town, gnawed everything except metal, need an army of cats…)2. Find out inverted sentences in the passage.(…, on the banks of a great river in the north of Germany lay a town called Hamelin.…, there stood a tall thin man dressed in brightly colored clothes…Behind him swarmed the rats….The pied piper slowly made his way through the houses and behind him flocked the rats. Beyond lay a cave.In trooped the children behind the pied piper.)3. Key expressions (要点表达)1) all at once = all of a sudden/ suddenly 突然2）And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.“dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them” is used to modify the subject “a tall thin man”.3）There was even greater delight at the town hall, until the piper tried to claim his payment. “claim” in the sentence means “ask for”.4) His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.“His eyes flashing with anger”是独立主格结构，在句中用作状语。

高中英语美文阅读与欣赏的活动方案

高中英语美文阅读与欣赏的活动方案High School English Literature Reading and Appreciation Activity PlanIntroduction:Reading and appreciating literature is an essential part of the high school English curriculum. It not only helps students improve their language skills but also allows them to explore different cultures, perspectives, and experiences. To engage students in the process of reading and appreciating literature, it is important to design interactive and creative activities that will enhance their understanding and appreciation of literary works.Objective:The main objective of this activity plan is to promote a love for literature among high school students, as well as to improve their reading comprehension and critical thinking skills. Through a series of interactive and engaging activities, students will gain a deeper understanding of the literary works they read and develop a greater appreciation for the art of writing.Activity Plan:1. Book Club:Start a book club where students can choose a book to read together and discuss it in weekly meetings. Encourage students to analyze the themes, characters, and style of the book and share their opinions and interpretations with their peers. This will not only enhance their understanding of the book but also foster a sense of community and collaboration among students.2. Literary Analysis Workshops:Organize workshops where students can learn how to analyze literary works in depth. Provide them with tools and strategies for examining the themes, symbols, motifs, and literary devices used in the text. Assign them to write analytical essays or presentations on a particular work of literature, and encourage them to present their findings to their classmates.3. Creative Writing Exercises:Engage students in creative writing exercises that will help them develop their own writing skills and voice. Encourage them to write short stories, poems, or essays inspired by the literary works they have read. This will not only allow them to express their creativity but also deepen their understanding of the writing process and techniques used by the authors they admire.4. Literary Events and Competitions:Organize literary events and competitions such as poetry readings, story slams, or literary quizzes. Invite guest speakers, authors, or poets to share their works and insights with the students. Encourage students to participate in these events and showcase their own writing talents. This will create a dynamic and inspiring literary culture in the school and motivate students to explore and appreciate literature further.5. Field Trips and Author Visits:Organize field trips to local libraries, bookstores, or literary festivals where students can explore a wide range of literary works and meet authors and poets in person. Arrange for authors to visit the school and give talks or workshops on their works. This will provide students with firsthand insights into the writing process and allow them to interact with real-life creators of literature.Conclusion:By implementing this activity plan, high school students will be able to deepen their understanding and appreciation of literature through engaging and interactive activities. They will develop critical thinking skills, improve their language abilities, and cultivate a lifelong love for reading and writing. Through book clubs, literary workshops, creative writing exercises, literaryevents, and author visits, students will be inspired to explore the magical world of literature and discover the beauty and power of words.。

高中生英语欣赏课教案模板

课程名称：高中英语阅读欣赏课授课年级：高中年级课时安排： 2课时教学目标：1. 提高学生对英语阅读材料的理解和欣赏能力。

2. 培养学生对英语国家文化的了解和兴趣。

3. 增强学生的跨文化交际意识和能力。

4. 锻炼学生的思维能力和批判性思维。

教学重点：1. 阅读材料的主题和主旨。

2. 阅读材料中的文化背景和价值观。

3. 阅读材料中的语言特色和修辞手法。

教学难点：1. 理解并分析复杂的文化背景和价值观。

2. 应用批判性思维分析阅读材料。

教学准备：1. 阅读材料：选取一篇适合高中生的英语阅读材料，题材不限，但需具有一定的文化内涵和深度。

2. 教学课件：制作包含阅读材料文本、背景信息、文化解读等内容的PPT。

3. 教学活动材料：准备相关的教学活动材料，如讨论卡片、写作练习等。

教学过程：第一课时一、导入（10分钟）1. 热身活动：通过简单的英语歌曲或游戏，让学生放松心情，进入英语学习状态。

2. 话题引入：介绍阅读材料的大致内容，激发学生的兴趣。

二、阅读理解（30分钟）1. 快速阅读：让学生快速浏览阅读材料，把握文章的大意。

2. 精读分析：引导学生逐段分析文章，找出文章的主题、主旨、论点等。

3. 讨论交流：分组讨论文章中的重点段落，分享各自的理解和看法。

三、文化背景解读（20分钟）1. 背景介绍：介绍阅读材料背后的文化背景和价值观。

2. 小组活动：学生分组讨论，分析文章中体现的文化差异和价值观。

3. 分享成果：每组派代表分享讨论成果，全班共同讨论。

第二课时一、巩固与提高（10分钟）1. 复述文章：让学生用自己的话复述文章的主要内容和观点。

2. 角色扮演：让学生分组进行角色扮演，模拟文章中的场景。

二、写作练习（30分钟）1. 写作任务：根据阅读材料，布置写作任务，如写一篇读后感、分析文章中的文化差异等。

2. 写作指导：提供写作指导，包括写作结构和语言表达。

3. 学生写作：学生完成写作任务。

三、课堂小结（10分钟）1. 回顾总结：回顾本节课的学习内容，总结学生的收获。

高中英语阅读教学设计书籍

高中英语阅读教学设计书籍在高中英语教学中，阅读教学一直是非常重要的一部分。

为了帮助学生提高阅读理解能力，教师可以借助一些专门设计的教材和书籍。

本文将介绍几本适合高中英语阅读教学的书籍和相应的教学设计。

第一本书籍是《高中英语阅读教程》。

这本教材是一套专门为高中学生编写的阅读材料和练习题，涵盖了各种不同主题和文体的文章。

教师可以根据教学需要，选择适当的文章给学生，并结合课堂教学进行讲解。

针对每篇文章，教师可以设计一些问题，帮助学生更好地理解和掌握文本内容。

此外，该教材还提供了一些练习题，帮助学生巩固所学知识。

第二本书籍是《高中英语阅读指导与训练》。

这本书籍主要针对高中学生的阅读能力进行训练和指导。

书中提供了大量的阅读材料，包括报纸文章、科普知识、文化背景等。

同时，该书还配备了一些课堂教学的辅助材料，如教学讲义、练习题以及参考答案。

在教学过程中，教师可以根据学生的水平和需求，选择适当的材料和练习进行讲解，并通过小组合作和课堂互动来提高学生的阅读理解能力。

第三本书籍是《高中英语阅读教学实践与创新》。

这本书籍主要从教学实践的角度出发，介绍了一些创新的教学方法和策略。

在这本书中，教师可以了解到一些引导学生主动思考、积极参与的教学方法。

书中还提供了一些案例和课堂实践经验，供教师参考。

教师可以根据实际情况，选择适合自己教学风格和学生需求的教学方法和策略。

第四本书籍是《高中英语阅读教学设计与实施》。

这本书主要关注如何进行高效的阅读教学设计和实施。

书中详细介绍了阅读教学的各个环节，包括前导导入、阅读活动、文本理解和交流等。

教师可以根据这些环节，进行细致的教学设计，并结合学生的实际情况进行实施。

此外，该书还提供了一些教学案例和评价方法，帮助教师更好地进行教学设计和评估。

综上所述，高中英语阅读教学设计书籍有很多选择。

教师可以根据自己的实际情况和学生的需求，选择适合的教材和书籍进行教学。

通过合理的教学设计和实施，可以帮助学生提高阅读理解能力，提高英语水平。

高中英语_阅读欣赏教学设计学情分析教材分析课后反思

课堂教学设计板书设计The Lion, the Witch and the Wardrobe作业布置 Write a passage about what will happen based on the pictures.附：课堂学案设计Module2 (Book VI) Fantasy LiteratureLearning objectives:At the end of the class, we students will be able to1. a p p r e c i a t e t h e n o v e l a n d e x p e r i e n c e t h e f e e l i n g o f m a i n c h a r a c t e r s .2. master the skills of a n a l y z i n g c h a r a c t e r s a n d p l o t s .3. speak out what will happen next.4. e s t a b l i s h t h e b e l i e f t h a t b e i n g b r a v e a n d o p e n t o t h e t h i n g s a r o u n d u s .Pre -readingLeading inReading Scene Time Weather Feelings Action课堂探究案Main informationA. Read the first two paragraphs and answer the following questions.1. The time in Narnia: ______ The time in Lucy’s world: ______2. The weather in Narnia: ______3. How did Lucy feel when she was standing in the wood?4. Did Lucy hesitate when she went to the wood?5. What happened when she arrived at the lamppost?B. Read the last two paragraphs and find out what the Faun looked like. Post-readingPrepare a small talk between Lucy and Faun!Write a passage about what will happen based on the pictures.学情分析做到心中有学生，分析学生亮点:授课班级为高二特长班，学生基础薄弱，对于幻想文学的欣赏有所局限，在独自解决问题方面仍存缺陷。

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高中英语读写校本课程----“英语美文阅读与欣赏”ContentsPart I Myths and Tales神话传说Lesson 1 The Little Match Girl (2)Lesson 2 The Pied Piper of Hamelin (8)Lesson 3 Pangu Separates Sky fro m Earth (15)PartⅡFigure stories人物故事Lesson 1自由斗士曼德拉 (17)Lesson 2 Pop Star and Songwriter: Han Hong (20)Lesson 3 Louis Armstrong (24)Part ⅢSocial customs社会风情Lesson 1 The Origin of Kiss (27)Lesson 2 International Left-hander’s Day (31)Lesson 3 Make Sports a Kind of Culture (34)Part ⅣLife attitudes and ambitions人生态度与理想Lesson 1 You Are the World (39)Lesson 2 Facing Life Positively (44)Lesson 3 Honesty (49)PartⅤ History and Culture历史文化Lesson 1 Studying difference (52)Lesson 2 Spring Festival’s Symbols (56)Lesson 3 Cleopatra, Queen (60)PartⅥScience and Economy科学与经济Lesson 1 Greenhouse Effect Occurred 5,000 Years Ago (63)Lesson 2 China’s New “Four Great Inventions” (69)Lesson 3 China’s launching plans for Shenzhou 7 (73)Part I Myths and Tales神话传说Lesson 1 The Little Match Girl卖火柴的小女孩Once upon a time, a little girl tried to make a living by selling matches in the street.It was New Year’s Eve and the snow clad streets were deserted. From brightly lit windows came the tinkle (发出清脆的声响)of laughter and the sound of singing. People were getting ready to bring in the New Year. But the poor little match seller sat sadly beside the fountain. Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground. She hadn’t sold one box of matches all day and she was frightened to go home, for her father would certainly be angry. It wouldn’t be much warmer anyway, in the draughty attic (阁楼) that was her home. The little girl’s fingers were frozen with cold. If only she could light a match! But what would her father say at such a waste! Falteringly (迟疑地)she took out a match and lit it. What anice warm flame! The little match seller cupped her hand over it, and as she did so, she magically saw in its light a big brightly burning stove.She held out her hands to the heat, but just then the match went out and the vision faded. The night seemed blacker than before and it was getting colder. A shiver (寒噤) ran through the little girl’s thin body. After hesitating for a long time, she struck another match on the wall, and this time, the glimmer turned the wall into a great sheet of crystal. Beyond that stood a fine table laden with food and lit by a candlestick. Holding out her arms towards the plates, the little match seller seemed to pass through the glass, but then the match went out and the magic faded. Poor thing: in just a few seconds she had caught a glimpse of everything that life had denied her: warmth and good things to eat. Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.She lit the third match and an even more wonderful thing happened. There stood a Christmas tree hung with hundreds of candles, glittering (闪烁) with tinsel (金属箔) and colored balls. “Oh. How lovely!” shouted the little match seller, holding up the match. Then, the match burned her finger and went out. The light from the Christmas candles rose higher and higher, then one of the lights fell, leaving a trail behind it. “Someone is dying,” murmured the little girl, as s he remembered her beloved Granny who used to say: “When a star falls, a heart stops beating!”Scarcely aware of what she was doing, the little match seller lit another match. This time, she saw her grandmother.“Granny, stay with me!” she pleaded, as she lit one match after the other, so that her grandmother could not disappear like all the other visions. However, Granny did not disappear but gazed smilingly at her. Then she opened her arms and the little girl hugged her crying: “Granny, take me away with you!”A cold day dawned and a pale sun shone on the fountain and the icy road. Close by lay the lifeless body of a little girl surrounded by spent matches.“Poor little thing!” exclaimed the passers-by. “She was trying to keep warm!”But by that time, the little match seller was far away where there is neither cold, hunger nor pain.I Aims and Demands（教学目的和要求）To learn a story about the little match girl written by Anderson.ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful words and expressionsdeserted, fade, strike, hesitate, deny, exclaim, glimpse, aware, be frozen with, go out, strike a match, catch a glimpse ofSpecial difficulties:1) to learn Inversion.2) to learn v-ed phrases used as modifiersⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Background information（背景知识）Do you know about the great tale writer Anderson?Can you list some of his masterpieces?Step2 Fast reading（快速阅读）Read the passage quickly and answer（快速阅读并回答下列问题）:1) Why didn’t the little girl strike a match to keep herself warm?2) What did the little girl see when the last vision appeared?Keys（参考答案）:1) She was afraid that her father would be angry.2) She saw her beloved grandmother who had died.Step3 Careful reading（细读）1. What visions did the little match seller see? What did they mean to her?(a big brightly burning stove→warmth; a fine table laden with food→good things to eat; a Christmas tree hung with candles→joy and happiness; her grandmother→love and care)2. Translate the following sentences and pay attention to the underlined parts.1) From brightly lit windows came the tinkle of laughter and the sound of singing.2) Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground.3) Beyond that stood a fine table laden with food and lit by a candlestick.4) Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.5) There stood a Christmas tree hung with hundreds of candles, glittering with tinsel and colored balls.6) Close by lay the lifeless body of a little girl surrounded by spent matches.7) If only she could light a match!8) A cold day dawned and a pale sun shone on the fountain and the icy road.9) But by that time, the little match seller was far away where there is neither cold, hunger nor pain.What characteristics do the underlined parts have? What function? (They are all v-ed phrases, which are used as modifiers.)Step4 Key patterns(主要句型)Analyze the sentence below:From brightly lit windows came the tinkle of laughter and the sound of singing.This is an inverted sentence. The subject of the sentence is “the tinkle of laughter and the sound of singing”, and “came” functions as the predicate. Find out more similar sentence structures in the passage.(Beyond that stood a fine table laden with food and lit by a candlestick. There stood a Christmas tree hung with hundreds of candles…Close by lay the lifeless body of a little girl surrounded by spent matches.)Step5 Homework（作业）Rewrite the story. (With about 200 words.)Step6 Assessment（评价）Words and expressions（词和短语）1. deserted adj.冷清清的2. draughty adj. 漏风的3. vision n.景象4. fade v .消逝，消失5. strike vt. 擦（火柴）；击打6. hesitate v. 迟疑，犹豫7. glimpse n .v. 一瞥8. deny v.否定，否认9. pray v. n. 祈祷10. aware adj.意识到，觉察11. exclaim v.呼喊，惊叫Lesson 2 The Pied Piper of Hamelin哈米伦的吹笛人The piperThey came from the hillsAnd they came from the valleys and the plains They struggled in the coldIn the heat and the snow and in the rain Came to hear him play Play their minds away*We're all following a strange melody We're all summoned by a tune We're following the piperAnd we dance beneath the moon We're following the piperAnd we dance beneath the moon for him And we dance beneath the moonThey came from the southFrom the west and the north and from the east They waited for the manLike a parish is waiting for the priest Longed to hear him play Play their minds awayHe gave them a dreamHe seduced everybody in the land The fire in his eyes吹笛人阿巴合唱团他们来自山坡来自山谷，来自平原他们在寒冷中挣扎在酷热、冰雪、大雨中挣扎只为了听他的演奏来使他们丧失理智我们都跟随着一段诡异的旋律我们都受某种音调的召唤我们都追随着吹笛人在月光下起舞我们都追随着吹笛人在月光下为他起舞在月光下起舞他们从南方来从西方、北方、东方前来他们都在等他像信徒们等待着牧师等着听他演奏来使他们丧失理智他给了人们一个梦境他诱惑着每一个人他的眼里有火在烧And the fear was a weapon in his hand So they let him playPlay their minds away 恐惧便是他手里的武器于是，人们任他吹奏来使他们丧失理智这首歌的故事背景取材自《格林童话》里的＜哈米伦的吹笛人＞。