Wisdom Polishes Our Life教案（精选2篇）

WisdomPolishesOurLife教案篇1

couldyouoffersuggestions?

lucyisaseniorstudentofanaverageintelligencebuthardworking.shewantstobeadmittedtobeijinguniversity.butrecenttestsshowthatshedoesn’tmeetthestandardofthetopuniversity,soitislikelythatshewon’trealizeherdream.sheisreallyworriednow.

tips:______________________________________________________

__________________________________________________________

jackisanoutstandingbusinessman,whofoundedhisowncomputerfirmaftergraduation.however,inordertodevelophisbusiness,hesacrificesalotoftime,whichshouldhavebeenspentwithhisfamilymembers.todayishismother’sbirthday,whoisnowover80years.coincidentally,hehasanimportantmeetingtoattend.whatshouldhedo?

tips:______________________________________________________

__________________________________________________________

lilyisinterestedinallthelatesttrends.shelikestoreadfashionmagazines,buyclothesoftheneweststylesandimitatethewaythesuperstarslive.what’smore,shewantstostayslimbygoingonadiet.however,thedoctorwarnedherofthepotentialrisk.soshedoubtswhethersheshouldcontinueitornot.

tips:______________________________________________________

__________________________________________________________

bobworksasaleadingengineerforacompanythatmakesrobots.whattroubleshimnowisthathehasbeenexperimentingwithanewhouseholdrobotforalmostthreeyearswithoutanyfruit.nowheiswonderingwhethertostoptheproject.

tips:______________________________________________________

___________________________________________________________

WisdomPolishesOurLife教案篇2

优质课评比教学设计

wisdompolishesourlife

一、 教学课型：阅读课

二、 教学设计

总体思路

整个教学过程以“阅读、思考、反馈”为设计主线，笔者采用设置任务和小组讨论多种形式组织教学，将学生的自主学习活动作为课堂的主体，引导学生完成学习任务。

教学过程

step1.lead-in

t:hello,boysandgirls.iamverygladtobeheretogiveyoualesson.iknowtongxianghighschoolisthebestschoolinthisarea,soyouarethetopstudents.youmustbegoodatworkingoutmathproblemsorgettinghighmarksinallkindsoftests.buthaveyouevermetsomeproblemsthatyoucannothandleinyourlife?whenyouarefacedwiththetoughproblems,whowouldyouliketoturntoforhelp?

s:variousanswers.

t:actuallywecanturntothewisemanaroundusforhelp.herethewisemanreferstosomeonewhoisoldbutlearnsalotfromthemistakeshemade.todaywearegoingtoreadapassageandlet’sseewhatwecanlearnfromthewisemaninthereadingtext——wisdompolishesourlife.

设计说明：教师通过聊天的形式导入到与课文相关的“wiseman”这一话题，顺利过渡到课文内容的阅读。这样的导入自然，亲切，直接，为后续师生间的交流做好情感上和语言上的铺垫。

step2.fastreading

t:thereadingpassageisaninterviewbetweenwangxinandmr.adrainsavage.sowhoiswangxin?andwhoismr.adrainsavage?whyiswangxininterviewingmr.adrainsavage?

s:aschoolnewspaperreporter;aretiredbusinessceoaswellasawriter.heisinterviewingmr.adrainsavagetosharehisvaluablelifeexperience.

设计说明：通过一些浅显的问题使学生对这篇文章内容有大致的了解，为后续文章内容的处理打下基础。同时简单的渗入，有利于减缓学生对新老师，新内容的不适应。

step3.carefulreading

t:herethevaluablelifeexperienceactuallyreferstotheusefuladvicefordealingwithlifeproblems.sowhatarethesesuggestionsabout?pleasereadthepassageonceagainandfindoutthewiseman’sadvice.

s:(findoutthekeysentencesfromthetext)

教师还可以提问如：

whatisbehindthissentence?

what’syourunderstandingofthissentence?

canyouexplainitinyourownwords?etc

引导学生加深对课文内容的理解。

设计说明：这一环节是对阅读材料的深入理解。通过阅读输入语言，训练学生的阅读技巧，如查找信息和信息归纳能力。在这一教学环节中，师生之间有很多就课文内容理解的交流，在交流过程中教师要引导学生去归纳总结所获取的信息。在学生查找主要信息点的同时，教师要善于捕捉到学生思维的火花并进行适当的板书来强调“thevaluableadvice”。

step3.pairwork

t:greatjob!thesesuggestionsareinvolvedinthemainaspectsofourteenagers’life.butasforyou,whichoneofthesesuggestionsimpressesyoumost?thinkitoverandyoumayhaveabriefdiscussionwithyourdeskmates.

设计说明:这一环节的设置是让学生从对课文内容的理解上升到对自我生活的反思，是一种真实的交流。体现了“readingforreflection(improvement、communication)”.

step4.groupwork

t:sincethesesuggestionsaresohelpfulforourlife,whynotapplythemtothepeoplewhoareintrouble.herearefourpeoplewhoarereallytroubledbytheirownproblems.let’sgivesomepracticalsolutions.ishouldremindyouthatitisagroupwork,discusswitheachotherandwritedownyourtipsonthepaper,afterthat,wewillsharethemwithallofyouhere.

补充材料（如下）

couldyouoffersuggestions?

lucyisaseniorstudentofanaverageintelligencebuthardworking.shewantstobeadmittedtobeijinguniversity.butrecenttestsshowthatshedoesn’tmeetthestandardofthetopuniversity,soitislikelythatshewon’trealizeherdream.sheisreallyworriednow.

tips:______________________________________________________

jackisanoutstandingbusinessman,whofoundedhisowncomputerfirmaftergraduation.however,inordertodevelophisbusiness,hesacrificesalotoftime,whichshouldhavebeenspentwithhisfamilymembers.todayishismother’sbirthday,whoisnowover80years.coincidentally,hehasanimportantmeetingtoattend.whatshouldhedo?

tips:______________________________________________________

lilyisinterestedinallthelatesttrends.shelikestoreadfashionmagazines,buyclothesoftheneweststylesandimitatethewaythesuperstarslive.what’smore,shewantstostayslimbygoingonadiet.however,thedoctorwarnedherofthepotentialrisk.soshedoubtswhethersheshouldcontinueitornot.

tips:______________________________________________________

bobworksasaleadingengineerforacompanythatmakesrobots.whattroubleshimnowisthathehasbeenexperimentingwithanewhouseholdrobotforalmostthreeyearswithoutanyfruit.nowheiswonderingwhethertostoptheproject.

tips:______________________________________________________

设计说明:这一教学环节充分体现了“readingforuse”.学生通过对文章中“智者建议”的内化，从而反馈在对实际问题的解决上。教师所设置的情景与课文内容紧密相关并选择了“aorb”的形式，有利于学生参与到问题的讨论中来。

step5.timeforteacher’sreflection

t:yourpracticalandrationalsolutionsshowthatyouhavelearnedalotfromthelessonwehavetoday,andsoihave.afterreadingthpassage,iwroteapoemasakindofreflection.let’senjoyandshareit.

wisdompolishesmylife

gracewan

stubborn,simple,hardworking,

wandering,exploring,learning,

whatastrugglinglifeiled!

ifihadtakenmyparents’advice,

iwouldbeamotherofalovelybabynow.

ifihadn’tlistenedtogossip,

iwouldhavemoreclosefriends.

ifihadknownthegreatpainoflosingsomeone,

iwouldhaveaccompaniedmygrannymore.

ifihadfollowedthewiseman’sadvice,

iwouldhavesufferedfewerhurts.

whatagreatlesson!

设计说明:这一环节的设置体现了教师参与课堂学习的理念，师生共勉。同时又为回家作业的设置做好的铺垫。

step6homework

t:writeyourownreflectionafterreadingthepassage.anyformsareacceptable.

设计说明:把写作任务延伸到课外，可以实现课内学习向课外学习的过渡，实现课内的读、说训练向课外的读、写训练过渡，培养学生综合语言实际运用能力。教师的诗起到语言运用的示范作用，学生可以借鉴模仿，也可以自主创新，有助于激发学生的写作兴趣。