高中高二下册历史促进民族大融合教案.docx

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1、 高中高二下册历史促进民族大融合教案_人教版语文二下册教案 课型设计与课时安排 1st period warming up(6.3-6.4) 2nd period Reading (I)(6.5) 3rd period Reading(II)(6.9) 4th period Language Study(6.10-6.11) 5th period Listening(6.12) 6th period Writing(6.13) . 分课时教案 The First period warming up Teaching goals 教学目标 1. Target Language目标语言 a. 重点

2、词汇和短语 misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish b. 重点句型或交际用语 Act out the following meanings, please. please guess what I mean. please show the actions, using body language. Now it is your turn to show the action / gesture. please use either spoken wor

3、ds or body language to express your ideas. please use both spoken words and body language to express your ideas. 2. Ability goals力量目标 a. Enable the students to understand what a certain gesture of the body language means in a given situation. b. Enable the students to act out some meanings, requirem

4、ents, requests or situations given in the target language. c. Enable the students to express with the target language the meanings given in body language. 3. Learning ability goals 学能目标 a. Help the students learn how to express themselves in body language when needed. b. Help the students understand

5、 others when body language is being used. Teaching important points教学重点 a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions. b. Teach the students how to use body language in the most appropriate occasions. Teaching difficul

6、t points 教学难点 a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. b. Let the students know that there is both positive body language and negative body language. Teaching methods教学方法 a. Inpidual work, pair work and group

7、work. b. Acting out by imitation, mime or with gestures and body movement. Teaching aids教具预备 A computer, a projector and some pictures. Teaching procedures be cheerful. A V-shape of the fore-finger and middle finger May you succeed! Or congratulations on your success! A half-closed hand with thumb d

8、own I am not in favor of your idea or Ill have to refuse you. A wrinkling of the brow in thought or displeasure or a scowl She is worried. Tears coming out of his eyes. He is very sad. All smiles on her face She is very happy. Waving their hands They are waving goodbye to people around. A hand stret

9、ched out forward with strength He is stopping a tank. people jump with their both hands stretched open in the air. They are cheering for the victory. T: What are the actions of the above gestures? What do they mean? S4: The first gesture is a handshake, which means “Youre welcome”. S5: The second is

10、 a handclap, which means “Come on” or “Be cheerful” or something like that. S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed. S7: The fourth is a half-closed hand with the thumb down. It means the one who give

11、s this gesture is against the others idea or simply refuses the request. S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy. S9: The sixth is a man shedding tears. Tears were

12、 running down his cheeks. He is very sad for losing his relatives or sad for his failure. S10: The seventh is a smiling face. It is easy to see that she is very happy. S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off. S12: The ninth is a

13、hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland. S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

14、 T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, lets come to Unit 4 Body Language. Step practice T: Look at page 25. What are these people commun

15、icating? Step Time for Fun T: Now lets play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions

16、 so that the game may go on for a few rounds. Clear? Ss: Yes. Thats funny! T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn. Ss: All right. S1: What are you likely to do if it rains? (Acti

17、ons) S2: reads a book; S3: puts on a raincoat; S4: cleans the house. S1: Ok. I think S3 seems the most likely, so it is his turn. S3: What are you likely to do if the river floods? (Actions) S1: runs away as fast as he can; S2: helps the younger or elder to escape as soon as possible;S4: climbs on t

18、o a tree. S3: Ok. I think S2 seems the most likely, so it is her turn. S2: What are you likely to do if the house catches fire? (Actions) S1: fetches some water; S3: tries to put it out with blooms; S4: runs away as quickly as he can. S2: Ok. I think S4 seems the most likely, so it is his turn. S4:

19、What are you likely to do if you meet with a fierce dog? (Actions) S1: remains where he is and bends down, looking at the dog; S3: tries to scare it away with small stones; S4: runs away as quickly as possible. S2: Ok. I think S1 seems the most likely, so we all have done a good job. T: Yes. I could

20、nt agree with you. Now, one more group. Step V Role play (Speaking task on p67) T: Now, theres still a little time left. Lets come to Speaking Task on page 67. Homework 1. Team work: Discuss the importance of body language. 2. Go over the Reading: 1) Communication: No problem? 2) Showing our feeling

21、. T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening party Celebrating the Spring Festival of 2023, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program? The second period R

22、eading The Second period Reading (I) Teaching goals 教学目标 1. Target language目标语言 a. 词汇和短语 major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy b. 重点句子 Yesterday, another student and I , representing our u

23、niversitys student association, went to the Capital International Airport to meet this year international students. I saw several young people enter the waiting area looking around curiously. She stepped back appearing surprised and put up her hands, as if in defence. 2. Ability goals力量目标 a. Enable

24、the students to realize the importance of body language. What is the purpose of language? What is the purpose of body language? How can you tell if someone is sad even if they do not speak? How can you communicate a feeling to someone who does not speak your language? b. Enable the students to under

25、stand the text. Where are the visitors from? How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other? What do Mr. Cook and the Japanese visitor do as they are introduced? How can people express themselves besides their spoken language? Do all cult

26、ures greet each other the same way? Do English people and other Europeans act the same when they first meet? Is a handshake very common in Japan? Is a kiss often used in France when people meet? Why are there different kinds of body language? c. Enable the students to retell the text in their own wo

27、rds. 3. Learning ability goals 学能目标 Help the students learn how to explain the common idea“different cultures, different body languages” with the target language in this unit. Teaching important points 教学重点 How does body language differ among people from different cultures? Teaching difficult points

28、 教学难点 The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook. Teaching methods 教学方法 Skimming method, task-based method, role-play meth

29、od. Teaching aids 教具预备 A recorder, a projector and a computer. Teaching procedures Im sure there are more than two! Now whod like to give the answer to the third question? S4: Let me try, Sir / Madam. Ill try to use body language to tell the other what I need urgently. Ill do it by miming, by any pr

30、oper posture, or gestures, even by drawing pictures. T: You are smart! Now whod like to do the last one. It is more challenging, right? S5: Id like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to Los Angeles on the flight of the United Airlines, we stop

31、ped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in bo

32、dy language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-p100. The salesgirl spoke to me in Japanese this time but I couldnt understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to

33、buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again. T: Wonderful! Than

34、k you for telling us so interesting a true story and giving us so good an example of body language. Step While-reading 1. Scanning While reading, please try to pide the whole passage into several parts and find out the main idea. part 1 para 1 You are sent to Capital International Airport to meet th

35、is years international students. part 2 (para. 2 and 3 ) Examples of learned or cultural “body language”. part 3. (para. 4 ) Different peoples have different body languages. part 4. (para. 5) Summary of body language. Read the text carefully, then decide if the following statements are true (T) or f

36、alse (F). Englishmen often stand close to others or touch strangers as soon as they meet. Most people around the world now greet each other by kissing . Japanese will bow to others as greeting. people from Jordan will move very close to you as you introduce yourself to them. Some body languages in s

37、ome countries are good while some countries body language are bad. Step IV post reading 1. Is the author of this passage male or female? How do you know ? The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author. 2.What were the two mistakes that the author

38、 noticed? He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one mans nose touched the other mans hand. 3. Who seemed to prefer to ke

39、ep more physical distance from others? Who seemed to prefer closer physical distance ? The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical

40、 distance . 4. Did any students have similar greeting customs? If so, which ones? Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men. 5. “

41、When in Rome, do as the Romans do.” What do you think this famous saying means? This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs. 6. Do you agree with the authors statement that body language is not good or

42、bad? Why or why not? Students will give their own answers. Step Homework 1. Get ready to retell the text in your own words. 高二下册历史教案：商鞅变法 商鞅变法教学对象是高二学生,设计的问题应当既考虑趣味性,也要有肯定的思维深度;既要结合他们的阅历,也要把握重点难点。另外,依据实际状况,完全脱离教材并不是明智之举,应当尽可能利用教科书,使学生在阅读中思索,避开死记硬背。这个教学设计有待进一步完善,所需课时有待教学实践。 一、过程设计导入:请一学生阅读上节课课文的倒数两个自

43、然段:“公元前361年,秦孝公继位。那时,各诸侯国会盟,拒绝邀请秦国参与。秦孝公受到很大刺激,认为这是莫大的耻辱,决心发愤图强,实现富国强兵。在这样的时代气氛中,商鞅辗转来到了秦国,辅佐雄心勃勃的秦孝公进展了转变秦国乃至整个中国历史进程的变法运动。”通常课堂教学的导人新课,是留意本节课与上节课的连接,没有必要就不必使用电化教学手段。这段课文阐述了秦孝公急于变法的细节,完全可以做开场白。问题1:秦国变法的决心来自哪里?学生能想到决心来自国君秦孝公。教师要进一步说明变法是自上而下的改革,成败打算于国君,成果能否连续则要看变法的内容是否符合历史进展的趋势。商鞅是卫国公子的儿子,他姓公孙,应当叫他公孙

44、鞅,或卫鞅,后来他率秦国军队战胜了魏国,秦孝公把商这个地方赐给他,封号“商君”,史记中有一篇他的传记,司马迁按封号取名“商君列传”,后人习惯上叫他“商鞅”。小小的卫国实际上是大魏国的附庸,地域都在现在的河南省,因此,商鞅应当算是河南人。他起初投身于魏国丞相的门下。故事1:魏国丞相公叔痤特别赏识商鞅的才能,公叔痤病危时,魏惠王亲自来探望,问:“您要有个三长两短的,谁能接替您呢?”公叔痤说:“商鞅虽然年轻,但是个难得的人才,可以把全部政务交给他。”魏惠王缄默不语。公叔痤让左右的人都出去,又对魏惠王说:“大王不用他,肯定要杀了他,不能让他去别的国。”事后,公叔痤本着先国君后臣子的原则,把原话又告知了

45、商鞅,让他抓紧逃走。商鞅却不以为然,说“魏王不听你的话起用我,又怎么会听你的话杀我呢?”结果正如商鞅所料,魏惠王认为公叔痤的建议很荒唐。问题2:魏国丞相举荐商鞅代替自己,又建议魏王不用就杀了他,说明什么?商鞅真是个人才啊,你看,他对自己命运的推断很精确,面临被杀头的危急,还那么沉着,一般人做不到。说明他推断力量强、心理素养好,有政治头脑,有政治才智,是一个可以担当重要政治责任的人。上述故事教科书只讲了一半,完整地讲这个故事,意在介绍商鞅这个人的特征。商鞅长的什么模样?史书没记载,教科书里的画像也是依据他的性格想象的,一幅冷面孔,看上去坚强、果敢。商鞅是变法的主角,因此必需让学生首先了解这个人。

46、以往教学大都无视人物的共性,讲王安石变法,不讲王安石这个人,讲张居正改革,不讲张居正。尽管考试很少涉及人物的共性,但这是使学生产生学习兴趣,进入历史情境进而理解历史的“药引子”。商鞅的共性特征和政治才智与他后来能够推行改革有直接关系。但是,他要发挥自己的政治才能,在当时只有一个渠道把自己推举给一个能够赏识自己、重用自己的国君。于是他跑到现在的陕西,投奔决心发愤图强的秦孝公。故事2:一个河南人跑到陕西来想当官,成就一番事业,难度不小啊。商鞅也得走门路,怎样打通的关系?史书没有记载,这已不重要了。他通过秦孝公的亲信景监求见。第一次见孝公,他大讲“帝道”,即:黄帝、尧、舜等统治阅历。孝公听了昏昏欲睡,事后很生气地斥责景监:你怎么介绍这样的混入?我怎么可能