外研版高中英语课堂教学设计
Module2The Lord of the Rings
教学分析
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教学内容
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《英语》（外研版选修）第六册
Module 2 Cultural Corner The Lord of the Rings
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教学对象
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海南师范学院附属中学高二（10）班 学生人数60人
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教学方法
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任务型教学法、学生中心教学法、多媒体辅助教学法
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教学活动组织形式
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个体活动、两人活动、小组活动、班级活动
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教学目标
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知识目标
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1）识记课文中重要的单词和短语，如：power, exist, take place, destroy, possess, be similar to等。
2）学习如何介绍一本书并写简短的书评。
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能力目标
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以培养阅读能力，训练阅读技巧为主，同时加强听、说、写等能力训练。
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情感目标
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发展学生的思维能力，启发和激励学生使用英语自主地学习幻想文学的兴趣。
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教学重点
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阅读能力的培养和阅读技巧的训练，如略读归纳每段主题句和查读课文把握信息细节并完成笔记摘要。
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教学难点
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培养学生运用相关语言如何介绍一本书并写简短的书评。
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教学手段
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多媒体课件、录音机
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Leading-in (film clips)
Show the film clips
教 学 过 程
Time: 40 minutes
Teaching procedures
Step One Leading-in （时间：2-3分钟）
Purpose: To activate Ss and arouse their interest in talking about the fantasy story--- The Lord of the Rings.
Show the film clips of the movie "The Lord of the Rings", and ask Ss to talk about it.
Teacher: Have you seen this movie?
(option): 1) What is the name of the movie?
2) How much do you know about fantasy stories?
【设计说明】教师通过对《指环王》视频录相的放映，从视觉的角度刺激学生的大脑细胞，增加学生对幻想文学的感性认识，为课文的阅读做好背景知识准备，激起学生的求知欲，从而切入教学主题。
Step Two Pre-reading（时间：2-3分钟）
Task 1: Introduction
Purpose: The pre-reading prepares Ss for the text and relates their own experience to the subject.
Show pictures to introduce the background and main characters in the story.
【设计说明】学生的学习兴趣一旦被激发起来，教师就因势利导利用课文插图引出让学生了解故事背景和主要人物，并使其产生阅读课文以了解信息的渴望，教师亦可借此机会让学生明确本课教学任务和目标。
Step Three While-reading
Task 2: skimming（时间：3－4分钟）
Purpose: Develop the Ss' reading skill of skimming to get the main idea of the text.
Ask the students to skim the text to get the general idea of each
paragraph. At the same time, analyze the writing pattern of the text.
Paragraph1: Introduction of the book.
(the beginning)
↓
Paragraph2-3: The fantasy story about the Ring.
(the middle)
↓
Paragraph4: What people think of the book.
(the end)
【设计说明】本文是一篇评述电影故事的文章，结构非常紧密，思路清晰。（总体介绍-----讲述故事-----发表评论）。让学生快速阅读本文，归纳出每段的主题句，从整体上把握文章内容，并了解此类文章的篇章结构，学习此类型写作，同时又可从整体把握文章内容，便于下一步细读。
Task 3: Scanning（时间：4-5分钟）
Purpose: Develop the Ss' reading skill of scanning to get more detailed
information through co-operation and competition.
Ask the students to read paragraph 1-3 again and finish the
note-making exercise.
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The Lord of the Rings
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Literary style
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f_________ trilogy
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Writer
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_________
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When & where
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in a world called M_________
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Main characters
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Sauron: a _________ wizard, Gandalf: a good_________, e_________, hobbits, d_________
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The start
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Sauron creates ten _________ rings, one of which can _________ all other nine rings. The person who has the Ring controls the whole of _________.
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The development
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The three books tell the story of the journey to _________ the Ring.
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The end
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In order to _________ Middle Earth, the Ring is taken to _________ kingdom and is _________ in the fires that create it.
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Answers:
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The Lord of the Rings
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Literary style
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fantasy trilogy
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Writer
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J.R.R.Tolkien
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When & where
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in a world called Middle Earth
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Main characters
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Sauron: a wicked wizard, Gandalf: a good wizard, elves, hobbits, dwarves
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The start
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Sauron creates ten magical rings, one of which can control all other nine rings. The person who has the Ring controls the whole of Middle Earth.
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The development
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The three books tell the story of the journey to destroy the Ring.
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The end
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In order to save Middle Earth, the Ring is taken to Sauron's kingdom and is destroyed in the fires that create it.
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【设计说明】学习如何介绍故事内容是本课的主体和重点，教师从整体布局设计由浅入深的表格填空形式分化教学难点，旨在激发不同层次水平的学生主动参与理解和梳理课文内容，促使课文知识条理化和系统化，而且学生通过查找、判断、归纳、思考、猜测、交流、合作等活动，掌握基本的查读技能，发展思维能力，以形成积极的学习态度，促进语言实际运用能力的提高。
Step Four Language points （时间：5-7分钟）
Purpose: Let Ss listen to the text to find out the main language points, and complete the sentences with the phrases mentioned below to test their ability of studying independently.
Complete the sentences with the following phrases.
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power, exist, take place, destroy, possess, similar to
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1．We have never believed ghost _________ in the world.
2．In the past five years, great changes have _________ in our hometown.
3. This parrot has the _________ of imitating human words.
4. Does he __________ the necessary patience and tact to do the job well?
5. --- What do you think of these two folk songs?
--- They are __________ each other in tunes.
6. The bridge was completely __________ in the flood.
answers: 1.exists 2.taken place 3.power 4.possess 5.similar to, 6.destroyed
【设计说明】本篇课文语言点较少，均为一些固定搭配和词组，学生通过上下文能理解其含义，故此部分教师引导学生自学。采用小组竞赛和补全句子的教学手段和方法检测其学习效果。先由学生一边听课文录音一边在文中勾出知识点，然后以小组比赛形式看哪组找的知识点最全，考虑到学生所找词组中有新有旧，教师找出新词组让学生完成补全句子练习。
Step Five Playing games (group work) （时间：6-8分钟）
Purpose: Train students' abilities of thinking and speaking and help them organize short descriptions of books.
Ways of conduct: Cards are printed with the sentences of the whole passage, each card printed with one sentence on its side. For example, Student A asks Student B questions about the first missing word to complete. Student B answers it, and then asks Student C questions about the second missing word. Student C answers it, and then asks Student A questions about the third missing word. Three students a group play the game. The first group to finish the passage gets the first prize.
The Lord of the Rings written by ____1____ is one famous ____2____ story of the twentieth century. The story takes place in a world called ____3____. Humans are only one of the creatures who ____4____ at this time. There are also ____5____, ____6____ and dwarves there. A Wicked wizard called ____7____ has created nine magical ____8____ . He still creates one ring---the Ring --- that can ____9____ all of these rings. The person who ____10____ this ring has great power to control the whole of Middle Earth. Fortunately, this Ring has been ____11____. But then it is ____12____ by a hobbit. Sauron wants to get it ____13____. If he finds it, Middle Earth will become a place of ____14____ and fear. In order to ____15____ Middle Earth, the Ring must be ____16____ in the fires that created it.
answers: 1.J.R.R.Tolkien, 2.fantasy, 3.Middle Earth, 4.exist, 5.elves, 6.hobbits, 7.Sauron, 8.rings, 9.control, 10.possesses, 11.lost, 12.discovered, 13.back, 14.darkness, 15.save, 16.destroyed
(You can begin as follows:
Student A: Who wrote The Lord of the Rings?
Student B: It was written by J.R.R.Tolkien. (to student C)What's the literature style of the story? ...)
【设计说明】教师通过设计pair work，学生阅读各自所拿到的卡片信息，通过同伴之间的询问与回答，补全卡片上所缺的信息。学生在询问、回答中组织自己的语言，从而为课后的写作任务积累写作素材，从而降低了写作难度，让学生在学完本课后觉得有话可说，有话可写。
Step Six Talk show （时间：7-9分钟）
Purpose: Develop Ss'abilities of communication, and lay a foundation for them to write the short description of the book.
Ask a student to be the host or hostess who guides other students to
a picture show about The Lord of the Rings. He/she asks his/her classmates
to discuss in groups the following questions:
1. In what ways is Middle Earth different from our world?
2. How is the Ring important to the story?
3. Which part of the story do you like best? Why do you think so?
4. Do you know a Chinese story about a ring with magical power? If you do, what is the story about? Explain in two or three sentences.
【设计说明】以电视谈话节目形式，先由一名学生展示《指环王》的精彩图片，然后让大家以小组形式谈论上述四个问题，选取其中一组以谈话节目的形式让大家各抒己见。最后教师可以建议把同学们的想法写成一份简短的书评。此部分作为本文阅读后的一个拓展和升华，体现素质
教育中培养学生自主学习能力的思想。
Step Seven Homework（时间：1分钟）
1. Watch the movie The Return of the King.
2. Write a brief description of The Return of the King in 80~100 words.
【设计说明】
布置学生用业余时间观看电影《指环王》的第三部《王者归来》，并写一篇简短的书评或观后感。
教学总结和反思
1． 本节阅读课摆脱了传统的阅读教学模式，落实了新课程改革的理念，积极倡导自主学习、合作互助、积极探究的学习方式。努力为学生创造轻松、愉快的课堂学习环境。
2． 教学任务从学生的生活经验和已有的知识体验出发由浅入深，层层递进。任务与任务之间紧密相连，设计的梯度符合不同层次水平的学生自由发挥，即使单个任务的活动也能做到由浅入深，成功地完成了教学目标。
3． 课堂开放，生动而富有活力。激发了学生的阅读兴趣和求知欲望，调动学生的学习热情，使其积极主动地参与课堂教学，投入到学习中，增加师生之间的互动和交流。让学生体验成功的欢乐，学习英语的乐趣，以此激励学生自主地进行英语阅读，提高学生的阅读理解能力。
参考文献：
1．中华人民共和国
教育部，2001，《全日制义务
教育普通高级中学英语课程标准（实验稿）》[S]，北京：北京师范大学出版社。
2．程晓堂，2004，《任务型语言教学》[M]，北京：高等
教育出版社。
3．鲁子问，2003，《中小学英语真实任务教学实践论》[M]，北京：外语教学与研究出版社。