英语美文阅读与欣赏校本课程

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。

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 Fundin Honor of Hong Zhanhui/3 Louis Armstrong （3）社会风情 1 The Origin of Kiss/2 International Left-hander’sDay/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/3Cleopatra, Queen of Egypt（6）科学与经济 1 Greenhouse Effect Occurred 5,000 Years Ago/2China’s New “Four Great Inventions”/3 China’slaunching 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）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）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 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 passthrough 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 pleade d, 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 spentmatches.“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 litwindows, 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 hills And 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 south From 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 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The fire in his eyesAnd the fear was a weapon in his hand So they let him playPlay their minds away 他的眼里有火在烧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＞。

【校本课程教材】《高中英语美文阅读与欣赏》校本课程教材

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＞。

【校本教材】校本课程初中英语阅读、写作教案

【校本教材】初中英语阅读与写作教案一、教学目标2. 提升学生的英语阅读理解能力，增强文本分析与批判性思维。

3. 加强学生的英语写作技巧，提高写作表达与创造力。

4. 促进学生的跨文化交际意识，拓展国际视野。

二、教学内容1. 阅读：引导学生阅读不同类型的英语文章，如故事、新闻、科普、传记等。

2. 写作：训练学生进行不同类型的英语写作，如日记、作文、故事、议论文等。

三、教学方法1. 任务驱动法：通过设置阅读与写作任务，激发学生的学习兴趣与动力。

2. 案例分析法：通过分析优秀文章，让学生掌握写作技巧与表达方法。

3. 小组合作法：鼓励学生进行小组讨论、分享与互评，提高交际与协作能力。

4. 反馈与评价：教师及时给予学生反馈与评价，指导学生不断提高。

四、教学评估1. 过程性评估：关注学生在阅读与写作过程中的表现，如参与度、态度、努力程度等。

2. 结果性评估：评估学生的阅读理解与写作表达能力，如文章内容、结构、语言等。

3. 自我评估：鼓励学生进行自我反思与评价，培养自主学习能力。

五、教学计划1. 第1-2周：引入与动员，确定学习目标与计划，进行阅读与写作的基本训练。

2. 第3-4周：阅读技巧训练，如快速阅读、猜词义、找主旨等。

3. 第5-6周：写作技巧训练，如句子结构、段落发展、文章组织等。

4. 第7-8周：阅读与写作综合训练，如读后写、写后读等。

5. 第9-10周：优秀文章赏析与模仿，提高学生的写作水平。

六、教学资源1. 英语读物：提供各种类型的英语读物，如故事书、报纸、杂志、网络文章等。

2. 写作模板：提供不同类型的写作模板，如日记、作文、故事、议论文等。

3. 参考资料：提供相关的参考资料，如语法规则、词汇表、写作技巧等。

4. 评价工具：使用阅读理解测试和写作评估表等工具进行教学评估。

七、教学活动1. 阅读活动：组织学生进行阅读，鼓励他们分享阅读心得，讨论文章内容，提高阅读理解能力。

2. 写作活动：引导学生进行写作练习，提供写作指导和反馈，帮助他们提高写作技巧和表达能力。

高中英语美文阅读与欣赏的第二课堂活动方案

高中英语美文阅读与欣赏的第二课堂活动方案English:The second lesson plan for the extracurricular activity of reading and appreciating American English literature in high school aims to further engage students in the beauty of English literature. The class will begin with a brief review of the previous lesson, allowing students to reflect on what they have learned so far. Then, the teacher will introduce a new piece of American literature, perhaps a short story or a poem, and guide the students through a close reading of the text. The students will be encouraged to actively participate in discussions, sharing their thoughts and interpretations of the literary work. After the close reading, the class can engage in a creative writing activity related to the literature, such as writing a sequel to the story or composing a poem inspired by the themes and motifs explored in the text. This will not only help students appreciate the literary work on a deeper level but also encourage their own creative expression. To conclude the lesson, students will have the opportunity to present their creative writing pieces to their peers, fostering a sense of community and collaboration. Thisextracurricular activity will not only enhance students' English language skills but also nurture a love for literature and creativity.Translated content:高中英语美文阅读与欣赏的第二课堂活动方案旨在进一步激发学生对英美文学之美的兴趣。

英语美文欣赏校本课程纲要

英语美文欣赏校本课程纲要．校本课程纲要石岛实验中学教学校名称师初四《英语美文欣赏》课程名称初四年级总课10 课程类人文适用年素）初中英语教材（现在学生用课本有着丰富而鲜活的语言素材，是一套很想的教材，但对于优秀生群体来说，内还显得不足，学生学力有余。

英语文化富且博大精深，从莎士比亚英语到如今络英语，英语语言随着人们生活的变化时代的进步而不断发展，如果不能充分利用这种时代英语资源，充分开发学生力，既是浪费资源，也是错失教育良机课程简新课程改革提倡国家地方学20三级课程，鼓励教师进行校本教研，提内使用教材和开发教材的能力“英语美文欣赏”课程是国家课的校本化，旨在根据学生英语学习水平实际情况补充适量、相当的阅读素材，补英语教材的不足，扩大学生的阅读量阅读视野，丰富学生的词汇，使得学生广泛地了解英语国家的文化，在语言学的同时，陶冶情操，提高文学素养和人素养中学英语教学的目的是培养学生的综背景分析合语言运用(听、说、读、写)能力。

课标（500字明确规定，中学英语教学目的是要对学生内）进行视、听、说、读、写的能力训练。

听、说、读、写是统一的整体，正确认识它们的关系必有助于自己的教学工作。

它们是相辅相成，互相促进的。

听和读是领会、吸收的过程，说和写是表达和复习的过程，领会和吸收是基础，表达和运用是提高。

读和写也是紧密相连的。

读是写的础，写是读的提高；读为写提供语言内和典范真“读书破万卷下笔如有神写又能促进学生对词形的辨认和运用，而有利于提高阅读速度，丰富写作经验也有助于阅读中的理解、欣赏和吸收，会有助提高阅读能力。

所以，读和写也一起抓，既加强读，又不能忽视写。

听属于口语，读写属于书面语。

书面语是口语的基础上发展起来的，学习口语有于学习书面语，学习书面语也有助于提口语。

在初中阶段尤为重要。

因此，我应正确处理好听、说、读、写的关系，看到它们的联系，又各自独立，各种能的形成都有自己的特殊过程知识目标、通过英语美文的欣赏，了解文章主旨、通过对作品词汇篇章的分析，学生可领略到英语的独特魅力，提高学生英词汇量和阅读能力，积累英语语言知识课程目有利于对英语学习兴趣的培养能力目标：1、扩大学生的阅读量，以丰富知识、开阔视野为主要目的，帮助学生提高阅读能力和语言运用能力。

校本课程教案-英语欣赏（推荐阅读）

校本课程教案-英语欣赏（推荐阅读）第一篇：校本课程教案-英语欣赏校本课程教案-《美女与野兽》赏析课教学目标：1、通过对英美原声影视作品《美女与野兽》的赏析，初步培养学生主动了解并关注英语国家文化以及东西文化之间的差异；2、训练学生在观看英美原声影视作品的过程中所形成的听力技能；3、初步掌握一些英语语言中的俚语，加深对英语的理解；4、扩展学生知识面，拓宽学生国际视野，提升学生文化修养。

教学重点：培养学生有意识地去关注英语国家文化以及东西文化之间的差异。

课前准备：1、多媒体放映设备；2、在《美女与野兽》DVD中截取几段视频图像；3、从网络下载有关“巴洛克”建筑风格的典型图片；4、准备《美女与野兽》主题歌《Beauty and The Beast》。

教学时间：二课时教学过程：一、音乐导入从歌曲《Beauty and The Beast》引入影片《美女与野兽》。

二、概括剧情上个课时，学生已经观看了《美女与野兽》这部影视作品后，设置了一项作业，即概括出该剧的大意。

本课时，让个别学生发表自己的观点，看他们是否掌握该剧的剧情。

用多媒体课件展示故事梗概：故事讲述在村外的森林里，住着一位被魔咒化为野兽的王子。

村子里美丽的姑娘贝尔与父亲相依为命，一天父亲在森林里迷路，误入城堡被怪兽囚禁，贝尔为救父亲，自愿留在城堡内。

经过一段时间的相处，贝尔发现怪兽其实心地善良，不知不觉就爱上了它。

此时村夫恶汉盖斯通欲娶贝尔，便带村民围杀野兽，在奋战中，盖斯通坠楼身亡，最后怪兽也被解除魔咒，变成英俊的王子。

三、该片背景介绍（一）该片简单情况介绍：《美女与野兽》的故事来自格林童话。

《美女与野兽》（Beauty and The Beast)是第一部获奥斯卡奖提名最佳故事片的动画长片，并获第49届金球奖最佳影片（歌舞/喜剧类）奖。

本片的制作预算高达8000万美元，由500多位动画师制作。

（二）该片所获得的荣誉：《美女与野兽》于1994年4月18日在百老汇的宫殿剧场(Palace Theatre)公演。

校本课程英文经典短篇小说阅读与赏析的开发与应用

学51No.5 2019摘要：小说阅读在培养学生“思维能力”和“文化品格”两大核心素养方面有着天然的优势。

本课题组以我校“应元班”和“实验班”学生作为实验对象，自2016年起开设“英文经典短篇小说阅读与赏析”课程。

在两年的实践中，形成了较为完善的校本课程体系。

实践表明，该课程深受学生欢迎，在培养学生高端思维能力和沉淀人文素养方面起到积极作用。

关键词：经典短篇小说　阅读与赏析　校本课程校本课程“英文经典短篇小说阅读与赏析”的开发与应用李丽茹（广东省广州市第二中学 510530）一、课程的意义与理论依据我国伟大的教育家陶行知先生曾说过，“要使学生得到最重要的四把文化钥匙：一是国文；二是外国语；三是数学；四是科学方法——治学治事之科学方法。

与其把学生当作天津鸭儿添入一些零碎知识，不如给他们几把钥匙，使他们可以自动地去开发文化金库和宇宙之宝藏”。

作为一线英语教师，利用“外国语”这把钥匙，通过原著小说阅读课，创造机会，让学生品语言之美、鉴文化之妙，开启智慧、启迪心灵，具有重大的实践意义。

因此，我们大胆实践，专门针对我校应元班和实验班（成绩位于同年级学生前15%）的学生开设此课程，对传统教材进行拓展和补充。

目前国内对英语课外阅读的教学实验与研究，所选取的阅读材料或经过改写，缺少欣赏性；或偏重欣赏其中的某些段落，缺少对故事赏析的完整性；或文学价值不高，与真正的“经典名著”欣赏有一定的距离。

而“开发文化金库和宇宙之宝藏”最佳的途径，无疑是与经典直接对话，通过原汁原味的语言与作者进行高效的思维碰撞与交流。

因此，课程的选材，首先，保证小说的“原汁原味”，即忠于原著。

其次，确保小说的“完整”。

让学生在完整的故事里，完整地体验语言、感悟语言、吸收语言，全面提升英语素养。

最后，美国教学法专家Stephen Krashen 指出：学生吸收外语有一个前提，即语言材料只能稍高于他们的语言理解水平，即i +1的学习模式。

因此，本课题选取的小说限定为短篇小说，即长度在2500词左右（约等同于8篇高考阅读文章的长度），同时利用生词注释及中文译文来解决部分阅读障碍。

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。

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。

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。

英语美文欣赏教案

篇一：英语美文欣赏校本课程纲要篇二：有效教学之赏析英语美文有效教学之赏析英语美文作者：刘月婷来源：《新课程·中旬》2015年第01期摘要：高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力，形成有效的英语学习策略，培养学生的综合语言运用能力。

因此，越来越多的教师开始探寻，如何培养学生对英语的兴趣和形成积极主动的学习态度。

在此，赏析英语美文可作为一个很有效的途径。

关键词：美文赏析；存在问题；必要性；方法目前，很多老师都在探索有效的高中英语教学方法，其目的在于更好地培养学生综合运用语言的能力。

在此，我认为赏析英语美文是个非常可行的办法，特做以下阐释。

一、高中生英语学习中存在的几个问题1.过分依赖母语，不愿适应老师的英语教学绝大多数的学生希望老师上课多说中文。

然而，英语是一门需要彼此交流的语言。

但就当前的状况而言，对于老师的英文教学，学生由听不懂到完全放弃听，课堂上很多时候成了老师的“独角戏”。

2.死记硬背单词，遇到阅读犯难很多学生以为学习英语就是背诵单词。

他们对着单词表死记硬背，记得快，忘得也快。

即使记住了中文意思在文章中遇到了还是不明白具体什么意思。

殊不知最好的单词记忆法是在语境中、在运用中自己去学习、归纳，也就是所谓的词不离句，句不离文。

此外，阅读向来是英语考试中分值最高的题型，不但老师重视，学生自己也重视。

每当学生遇到一篇英文文章的时候，很多人都绞尽脑汁地翻译每个词、每句话。

然而，整篇文章读下来，尽管用了很多时间，却还是一片茫然，他们仍然不知道文章讲了什么，也不知道后面的题该怎样做。

3.过分重视语法学习，轻视语言的实践和欣赏篇三：美文赏析-教案版man is like a fruit treeelmer bobst精品语法---混合式虚拟语气（从句与过去事实相反，主句与现在事实相反。

）这里有必要提到真实条件句和非真实条件句。

高中英语美文品读校本课程教学模式研究

英语教学教学研究 ■
高中英语美文品读校本课程教学模式研究
张明良周小娜
（泉州市泉港区第二中学，福建泉州３６２０００）
嘀
要本文以高中英语美文品读校本教材为例，探讨了校本课程的理论依据、教学模式、实践运用等环节，并重点阐述本文构建的ＲＥＡＤ教学模式，即：Ｒｅａｄ（读）－Ｅｎｊｏｙ（品）一Ａｎａｌｙｓｅ（析）－Ｄｉｓｃｕｓｓ（谈）。
金项目：本文系２０１６年度福建省基础教育课程教学研究课题“ 基于学科素养的英语美文品读校本课程实践研究” （项目编号：Ｍ｜ＹＫＴ２０１６ — １２７）阶段性研究成果。
且能使他们得到美的熏陶，从而提高学生对周围事物的
认识。为此，笔者从美文品读校本课程的教学模式和乓践运用来探索“ 读一品一析一谈 ” 的教学模式。
二、理论依据
新高中英语课程改革将围绕 “ 立德树人 ” 和“ 学科核心素养 ” 展开。关于培养核心素养的途径，就学生教而言，从重学习到重养成。就教师角度而言，建构核心素养周期是从重言传到重身教。（鲁子问，２０１５）当代压互用语言学主张让学生接触大量的英语口语与书面语语篇，通过各种方式接触、发现和观察英语，逐渐发展英语语言意识和英语语感；在学习和使用英语的过程

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。

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

校本课程美文赏

"And what was he before you married him?" the friend asked.
The woman replied, "A multimillionaire."
Perseverance can make miracles happen
1. Read this story aloud 2. Summarize this story in around 30 words 3. What does Perseverance mean to you?
After a quarrel, a wife said to her husband, "You know, I was a fool when I married you." And the Husband replied, "Yes, dear, but I was in love and didn't notice it."
At the cocktail party, one woman said to another, "Aren't you wearing your wedding ring on the wrong finger??" The other replied, "Yes, I am. I married the wrong man.
When a newly married man looks happy, we know why. But when a ten-year married man looks happy, we wonder why. Affair ?
Married life is very frustrating. In the first year of marriage, the man speaks and the woman listens. In the second year, the woman speaks and the man listens. In the third year, they both speak and the neighbors listen.

校本课程纲要语美文赏析与诵读

第十课时：How to be a happier soul
第十一课时：Make fears positห้องสมุดไป่ตู้ve
第十二课时：Love your own body
第十三课时：Making the right choice
第十四课时：Grow strong from weakness
第十五课时：Create your own boundaries
5、通过学生跟读录音朗诵及老师的诵读指导，纠正学生的语音语调，提高学生的英语朗读能力。
课程内容与实施（请列出教学进度，包括日期、周次、内容、实施要求）
第一课时：介绍本课程的主要内容，强调上课纪律，评价机制
Thank you, my brave son
第二课时：Accept life’s failures
具体目标：
1、借助美文朗诵，激发学生学习兴趣，提高感知、认识、鉴赏美的能力。
2、激发阅读兴趣，加强诵读指导，拓宽知识面，提高综合素质，加强适应能力和生存能力，塑造心灵。
3、感悟人生，热爱生活，提升人文素养。
4、在诵读中有意识的积累、感悟和运用，用声音表达自己的情感，感染他人，使其诵读具备较强的感染力。
XX一中校本课程纲要语美文赏析与诵读
课程名称
英
任课教师
适用年级
高中一年级
总课时
18
课程类型
知识拓展类
课程简介（200字内）
英语美文是阅读材料中的精品，既有哲学，又有幽默；既有形象的凸出，又有情节的吸引，学生在品读过程中可以领略英语语言之美，体会生命的意义与价值，迅速进入美文的欣赏者和主动学习者的角色。本课程精选16篇英语美文，每周一篇，学生在教师的引导下对文章进行赏析和诵读，体会英语语言之美和思想之美，积累好词好句，为口语和写作积累素材；通过跟读录音，反复朗读甚至背诵，纠正学生的发音，提高朗读能力和口头表达能力。有利于提升学生英语思维品质和语言能力。

英语阅读课设计：经典文学赏析

英语阅读课设计：经典文学赏析一、课程目标知识目标：1. 学生能够理解并掌握经典文学作品中的基本词汇和句型结构，达到课标要求。

2. 学生能够了解和复述经典文学作品的主要情节、角色特点及作者背景。

技能目标：1. 学生通过阅读和分析经典文学作品，提高阅读理解能力和文学鉴赏能力。

2. 学生能够运用所学知识，对文学作品进行简单评论和讨论。

情感态度价值观目标：1. 学生培养对英语文学的兴趣，提高学习英语的积极性。

2. 学生通过学习经典文学作品，领略不同文化背景下的价值观，增强跨文化交际意识。

3. 学生在合作学习过程中，培养团队协作能力和尊重他人观点的品质。

课程性质：本课程为英语阅读课，旨在通过经典文学作品的赏析，提高学生的英语阅读能力和文学素养。

学生特点：学生处于中学高年级阶段，具备一定的英语基础，对文学作品有一定的兴趣和认知能力。

教学要求：教师需关注学生的阅读过程，引导他们深入分析作品，培养良好的阅读习惯和文学鉴赏能力。

同时，注重培养学生的跨文化交际意识和情感态度，使他们在学习过程中获得全面的发展。

通过分解课程目标为具体学习成果，便于教学设计和评估的实施。

二、教学内容本节课选取经典文学作品《罗密欧与朱丽叶》作为主要教学内容，依据课程目标，教学内容分为以下三个部分：第一部分：文学作品背景及作者介绍1. 介绍莎士比亚及其创作背景。

2. 解读《罗密欧与朱丽叶》的故事背景、主题及影响。

第二部分：文学作品阅读与分析1. 阅读课文节选，掌握基本词汇和句型结构。

2. 分析课文中的人物形象、情节发展、冲突及解决。

第三部分：文学鉴赏与讨论1. 深入探讨作品中的文学手法、意象和象征。

2. 引导学生进行作品评论，表达个人观点和感悟。

教学内容安排和进度如下：1. 第一课时：文学作品背景及作者介绍，阅读课文节选，学习基本词汇和句型结构。

2. 第二课时：分析课文内容，探讨人物形象、情节发展等。

3. 第三课时：深入鉴赏作品，进行作品评论和讨论。

小学英语阅读校本课程

小学英语校本课程教案（阅读）1) Preparation 准备活动目的：热身,复习方式：相关内容的song，chant，TPR，free talk等2) Pre-reading 阅读前活动目的：排除障碍，降低阅读难度方式：(1) 在情景会话中渗透自然新语言(可进行阅读预测)(2) 在游戏中理解新词或语言，给学生阅读提示3) In-reading 阅读中活动目的：培养学生获取信息和处理信息的能力方式：设置由易及难的任务，进行由略到细的阅读4) Post-reading阅读后活动目的：在真实自然的任务型活动中扩展运用阅读信息方式：（1）分层合作（2）说写训练5) Progress 发展提高目的：发展,提高方式：总结，自我评价、小组评价,检测，作业布置Read and Write 11、Preparation.准备活动。

1：（1）Sing a song : I can help(替换)（2）Chant: XX，XX, what can you do ? (替换吟唱本单元第一段chant ：XX，XX, What can you do ? I can do, do the dishes…以此形式复习已学的动词词组）（3）Chain game：I can …. What can you do? (任意回答：I can run/ paint…)2：将阅读材料里的情节编成故事先猜猜说说，复习语言，激发兴趣。

把小动物们做家务的图装订成册：Little monkey, little monkey, what can you do? 猜一猜后再翻出答案I can sweep, sweep the floor. Look at me! 依此类推……2、Pre-reading阅读前活动。

1：Free talk T: What can you do, boys and girls? S1: I can sweep the floor. S2: “I can clean the desks and chairs. …T: (给劳动工具) OK, just do it. …（打扫完了，累了）T: (打喷嚏）I’m ill. Mother Goat is ill, too.2：课件呈现通过课件展示脏的房间，山羊妈妈卧病在床T: Mother Goat is ill. Let’s help her. What can you do? S1: I can…. S2: I can…T: The animals want to help Mother Goat，too. 打开书看图回答问题（读图能力）How many animals are they? What can they do?3：阅读预测If your mom is ill, what can you do? Discuss in groups. T: Mother Goat is ill. Who can help her? Ss: Animals. T: How many animals? Who are they?3、In-reading阅读中活动。