高中英语教学案例范文

高中英语教学案例范文

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【优秀范文】高中英语教学案例范文

范文一:高中英语教案范例

新年第一节英语课(高一教案)

Step I Greetings and lead in(问候以及导入)

1. Happy new year!

T: Well, I am so happy to see you again after the long vacation. I wish everyone of you had a happy holiday. So how about your holiday? Had you done some travel? 2. Learn some expressions about “dragon”(学习一些关于中国龙的习语、成语) T: This year is the year of dragon, so we will play a guessing game. I will show the English expressions and you try to guess the Chinese expressions,

Step II Revision(复习)

1. Dear, how many words can you still remember after a month's winter holiday?

2. 2. How many phrases can you still remember?

3.3. Do you still remember the grammar very closely?

There is no shortcut in the science road ,only be deligent.在科学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望达到光辉的顶点。”(马克思)

You never know what you can till you try.

A good beginning is half done.

中学英语全英文说课范文(模板)

Unit 16 Lesson 63

Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.

Part 1 My understanding of this lesson

The analysis of the teaching material:

This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims:

1. Knowledge aim: Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1. Use your own words to retell the text.

2. Discuss the pollution of the sea and how to save the sea.

Something about the Ss:

1. The Ss have known something about the sea and sea life through the Internet and other ways.

2. They are lack of vocabulary.

3. They don’t often use English to express themselves and communicate with others.

4. Some Ss are not active in the class because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

Teaching aids:

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3. Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings

Greet the whole class as usual.

Step 2. Revision

1. Ask students some questions to revise the last lesson(show them on the screen).

a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

Step 3. Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4. Fast reading

Read the passage as quickly as they can. I show the questions on the screen and let them get the

main idea of each paragraph:

1. Why can living things live in such oceans around the Antarctica?

2. What does the whale feed on?

3. What is the difference between the sperm whale and other whales?

Method: Read the text individually, use question—and—answer activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5. Listening(book closed)

1. Listen to the tape then do an exercise(wb page 90, part 1)

2. True or false exercise.(on the screen)

Train the Ss’ listening ability and prepare for later exercises.

Step 6. Intensive reading

Read the passage carefully again and answer some detailed questions on the screen.

1. How much does a whale eat at a time?

2. Do all the whales feed on small fish?

3. How deep can a sperm whale dive?

It is also called depth reading or study reading. It means reading for detailed information.

Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text.

Step 7. Preparation for details of the text on the screen

1. ...its heart slows to half its normal speed.

slow-v. to become / make slower.

2. ...using sound wave

Present participle used as adverbial.

3. provide sth. for sb.

provide sb. with sth.

4. at a time: each time

5. grow to a length of...

Purpose: Train the Ss’ ability of understanding and using laguage.

Step 8. Consolidation

1. Find out the topic sentences.

2. Retell the passage according to the topic sentences.

Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

Step 9. Discussion

Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?

Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

Step 10. Homework

Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.

Part 4. Blackboard design

新年第一节英语课(高一教案)

Step I Greetings and lead in(问候以及导入)

1. Happy new year!

T: Well, I am so happy to see you again after the long vacation. I wish everyone of you had a happy holiday. So how about your holiday? Had you done some travel? 2. Learn some expressions about “dragon”(学习一些关于中国龙的习语、成语) T: This year is the year of dragon, so we will play a guessing game. I will show the English expressions and you try to guess the Chinese expressions,

Step II Revision(复习)

1. Dear, how many words can you still remember after a month's winter holiday?

2. 2. How many phrases can you still remember?

3.3. Do you still remember the grammar very closely?

There is no shortcut in the science road ,only be deligent.在科学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望达到光辉的顶点。”(马克思)

You never know what you can till you try.

A good beginning is half done.

中学英语全英文说课范文(模板)

Unit 16 Lesson 63

Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.

Part 1 My understanding of this lesson

The analysis of the teaching material:

This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims:

1. Knowledge aim: Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1. Use your own words to retell the text.

2. Discuss the pollution of the sea and how to save the sea.

Something about the Ss:

1. The Ss have known something about the sea and sea life through the Internet and other ways.

2. They are lack of vocabulary.

3. They don’t often use English to express themselves and communicate with others.

4. Some Ss are not active in the class because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

Teaching aids:

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3. Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings

Greet the whole class as usual.

Step 2. Revision

1. Ask students some questions to revise the last lesson(show them on the screen).

a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

Step 3. Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4. Fast reading

Read the passage as quickly as they can. I show the questions on the screen and let them get the

main idea of each paragraph:

1. Why can living things live in such oceans around the Antarctica?

2. What does the whale feed on?

3. What is the difference between the sperm whale and other whales?

Method: Read the text individually, use question—and—answer activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5. Listening(book closed)

1. Listen to the tape then do an exercise(wb page 90, part 1)

2. True or false exercise.(on the screen)

Train the Ss’ listening ability and prepare for later exercises.

Step 6. Intensive reading

Read the passage carefully again and answer some detailed questions on the screen.

1. How much does a whale eat at a time?

2. Do all the whales feed on small fish?

3. How deep can a sperm whale dive?

It is also called depth reading or study reading. It means reading for detailed information.

Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text.

Step 7. Preparation for details of the text on the screen

1. ...its heart slows to half its normal speed.

slow-v. to become / make slower.

2. ...using sound wave

Present participle used as adverbial.

3. provide sth. for sb.

provide sb. with sth.

4. at a time: each time

5. grow to a length of...

Purpose: Train the Ss’ ability of understanding and using laguage.

Step 8. Consolidation

1. Find out the topic sentences.

2. Retell the passage according to the topic sentences.

Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

Step 9. Discussion

Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?

Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

Step 10. Homework

Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.

Part 4. Blackboard design

范文二:高一英语教案范例

1

2

3

说课稿

我说课的内容是外研社高中一年级上册英语第7单元,我将主要借助任务型教学采取多样化的教学手段。在本课时介绍关于Internet的背景知识,更能激发学生学习的兴趣。根据新课标以及大纲要求,本课的教学目标是:一让学生充分了解Internet,能够用英语来谈论“因特网”和“万维网”,二培养学生的想象力与分析力。激发学生的学习兴趣和参与意识,提高学生学习的积极性,增强学生团结合作和分析的意识。三让学生掌握一些关于Interne的短语,本课的教学难点是如何让学生正确理解因特网和通信并能够谈论。因此,在这堂课中,我将主要运用情景法,图片法,小组活动学习法的方式让学生体会课堂情景并利用教师所给信息理解主题,完成教师给定任务。本堂课主要包括四个部分,分别是lead in, fast reading, detail reading 和 homework.通过这四部分内容的讲述,让学生充分参与课堂,完成教学目标。我的说课到此结束,下面开始正式讲课。

4

范文三:高中英语教学论文英语课堂教学案例分析

英语课堂教学案例分析

一、学生分析

教学对象为高中一年级学生,他们的认知能力比初中阶段有了进一步的发展,渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力,因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上,他们有自己的学习技能和策略,学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习,学生的学习自主性得到加强,不再认为英语的课堂学习很枯燥,主动参与到活动中去,成为课堂的主体,同时也加强了与他人交流合作的能力。

二、教材分析

这一课是本单元第一个课时。由于这课出现的生词比较多,在课前教他们读了一下。在备这一课时,发现它的有关宇宙的知识很专业,起初比较担心,但是得知高一的学生地理课上已经学习了相应的部分知识,有了一定的知识储备,这样在处理的时候就注意到详略的问题,我觉得在今后也必须对学生的知识结构有所把握,这样才会更好地抓住要点和难点。

三、教学目标

本课为阅读课型,主要介绍有关太空知识和人类起源。通过阅读使学生了解宇宙的形成,和人类的形成。课文内容用不同的形式来让学生自己归纳,提高阅读技能。由于这课讲述有点抽象,需要足够的图片,方便理解并形成感性认识。本课目的要使学生了解宇宙形成和人类起源,培养环境保护意识。

教学内容大致分为以下几个方面:

1.看图片引入宇宙形成这一话题。

2.从网上下载一些宇宙空间图并展示给学生看,弄清楚星际空间的划分,给学生以感官上的刺激,而且有利于帮助学生对文章的理解。(一些生词用板书)

3.学生阅读课文后完成精读练习。

4.两人围绕人类起源进行讨论。 5.语言学习--难句解释。

6.小结文章,一是找关键线索,二是写作手法。

7.小组讨论,包括复述课文,加深对文章的理解,以及学生总结自己通过本课学习学到了什么(达到教学目标--形成保护环境意识)。

四、教学策略

环环相扣,设计紧凑。先利用录音和图片引起兴趣,然后带着问题有目的地阅读文章,通过回答问题掌握细节,知道宇宙形成的过程,再从整体上把握它的结构、特色,学习用英语归纳以及复述,最后自己去小结上完这节课的收获,使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中,学会用英语口语判断别人给出的依据,并给出自己的观点。

采用多媒体教学,用一些有关宇宙的精美图片,引起学生对即将阅读的文章的兴趣,减少陌生感。

五、教学过程

(一) warming-up引入

教师用 PowerPoint分别展示宇宙空间,并不需要学生详细记录细节,因为不是听力课,只是了解宇宙的形成和分布。

然后问问题:

(二) Reading使学生了解宇宙形成、人类起源

1、让学生解释文章的title

2、为了让学生知道宇宙是什么样子,帮助理解文章,教师展示多张图片

4、阅读后学生回答问题(大部分学生能找到答案)

5、在了解细节的基础上,再次阅读(skimming)。全班分5个小组,分配任务给每一个组,文章共有5段,每组概括一个段落的大意,而且要求使用不超过3个单词来概括,既降低了难度又提高了学生归纳能力。

(三)Difficult points

因为只是阅读课,语言点不作详解,是为下个课时作准备,分别找出 4句难句,让学生进行解释,一一说明属于什么从句(分别有宾从、状从、定从、主从)(从句是学生的薄弱环节),为学生扫除阅读障碍。

(四) Summing-up(总结)

学生掌握每段大意后,从总体上把握文章结构和特点

1、找出宇宙形成的线索

2、分析写作手法(时间顺序及都用了一般过去时描述已发生的事情):让学生将来进行写作训练描述某事经过时,可以模仿这篇文章的手法

(五) Group-work(task)4人小组

学生此时已非常熟悉文章内容及结构,进入用英语进行交际环节

1、复述课文,教师给出一段文字,中间有不少空格,学生根据课文内容填写空格 Fill in the blanks:

2、谈谈自己从中的收获(What can you learn from the text?)

学生都能说出要保护环境(完成本课教学目标)

至于怎样保护,因时间关系留待下个课时再讨论。

(六)布置作业:复习课文及写一篇如何保护环境的文章。

六、课后反思

教学成功之处是引导学生一步接一步从阅读文章表层意思,到探讨深层意思,使学生明白宇宙起源和人类起源。例如,先带着问题读课文,回答问题,接着概括段意,然后分析句子,(这是表层理解),最后总结全文,通过字面理解使学生达成共识――保护环境,升华到深层理解。引入部分达到预期效果,没有用书本上的例子,而自己准备了录音和图片作为引入,时间短且能引起学生兴趣及渴望了解更多的求知欲。

不足之处是在阅读后回答问题那部分,设计问题大多是 wh-问题,因此对阅读能力稍差的学生没有完全照顾到。复述对于能力稍差点的学生难度大了些。

范文四:高中英语教学论文英语课堂教学案例

英语课堂教学案例

一、课程分析

“ Talk about life in the future”为笔者根据新的课程标准,信息技术与英语课堂教学的整合,而进行创新设计的一堂研究课。该课大胆采用了新课标教学理念,创造性地使用教材,对课文内容进行创造性拓展与补充,改变传统教学过于注重传授知识的倾向,采用“任务型”教学模式,进行了一次实验和探究。该课的中心话题是“谈未来”,内容主要涉及人类对未来生活的想象、猜测和思考。该课旨在激发学生的想象力,探讨未来的世界,达到使学生学会用英语交流、培养实际运用英语的能力。

二、学情分析

这个班虽然为普通平行班,英语基础较差,但是大部分学生的思维活动、学习热情、表现欲望和合作精神还是可以在平时的教学中不断提高和培养的。根据这些特点,教师可以采用与新课标要求相一致的新的教学方式,即活动式的教学法,这样面向全体学生便于调动全班学生的积极性,在师生互动、生生互动中实现教学任务和目标。

三、学习目标

1、展望未来,激发学生的想象力;2、学习使用有关预测和猜测和表达方式;3、培养学生用英语表达未来的生活状况,达到用英语交流、培养实际运用英语能力的目的;4、运用所学英语写出具有丰富想象力的短文。

四、设计理念

“ Life in the future”一课倡导英语新课标理念下的合作学习。根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向,强调课程从学生的学习兴趣和认知水平出发,倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式,由学生共同努力来实现教学目标。教师要引导学生利用所学语言来完成任务,促进学生运用所学外语获取信息,处理信息,使用信息与人交流,让学生去发现问题、设计问题并解决问题,提高合作意识,培养合作精神,从而实现学生的主体地位,发展学生的综合语言运用能力。

五、教学媒体设计

指导学生将信息技术与英语学习相整合。学生已经学完“ life in the future”这一单元,教师鼓励学生利用网络资源及多媒体技术积极探索和运用知识。让学生展开想象,搜集有关资料,制成课件。多媒体及网络可使师生实现资源共享。通过多媒体及网络的运用,可以培养学生搜集和处理信息的能力,获取新知识的能力、分析和解决问题的能力以及合作与交流的能力,拓展学生学习的渠道。

六、教学流程

(一)课前准备

确定教学方式。采用“任务型”教学方式。首先让学生自愿分成几个学习小组,向他们提出要求,布置学习任务。在教师指导下,学生自愿组成 5-6人的小组,教材Unit2的主要话题就是life in the future,故以该话题为核心,让学生从网络等渠道收集有关未来的材料,准备在课堂上交流。这个活动能够调动学生课外英语学习的积极性,锻炼学生以合作形式收集资料、处理信息的能力,为学生提供运用英语的机会。教师根据各个小组收集的资料进行指导,删掉雷同的,并帮助他们进行分类。教师与各小组学生协商后,最后确定几个话题,如Animals in the future, Human beings in the future,Daily life in the future, Genetic engineering, Under sea life in the future,etc.各小组成员收集好素材,进行取舍和整理,并制作成多媒体课件。教师课前对每组的课件进行审核,指导学生选取重要的信息。之后每组选一个代表准备上讲台讲解,教师要纠正学生的一些错误语法、发音以及不地道的语言,并对学生及时给予鼓励和表扬,鼓励学生即兴发挥,从而激发学生们更高的参与热情。

(点评:学生从收集素材到制作课件,充分展现了他们自主学习能力、合作探究与交流能力、富有个性的创造能力和表达能力。教师课前的指导作用是不容忽视的。教师要对每组的合作做出及时和积极的评价。)

(二)导入

教师开始上课,首先让学生分成四组,抢答“ What will it be in the future”。学生们积极举手回答,想象也非常丰富,一下子调动了学生们的积极性,使课堂气氛活跃起来。教师将几个可能用到的句型写在黑板上,如:“Suppose that…, imagine that…, It is likely that…, It is possible that…”,指导学生运用。

(点评:如果能放一段有关未来生活的录像,导入“Life in the future”主题,可能会收到更好的效果。)

(三)实践

切入主题后,教师深入学生中间,给予激励性评价,询问学生是否分组准备好要说的话题,鼓励学生上台展示课件,讲解有关未来生活。由五组学生派代表上讲台分专题讲解,如“ Animals in the future”,“Human beings in the future”, “Daily life in the future”,“Genetic engineering”,“Under sea life in the future”,etc.上台的几个学生代表表现得很好,不时地提问,有时还能即兴发挥。

(点评:当学生们看到同班同学能上台用英语结合图片资料,讲解未来世界时,表现出极大的兴趣。此时,教师应给予更多的激励性评价。上来发言的几个同学发挥得非常好。课堂充分体现了“以教师为主导,学生为主体”的教学理念。)

范文五:03-中学英语教案范例

中学英语教案范例(仅供参考)

Teaching topic Unit 3 Let’s celebrate

Period 1: Comic strip and welcome to the unit

I. Teaching goals

(1) To introduce the theme of festivals and celebrations

(2) To revise existing vocabulary and learn new words related to the theme

(3) To guess meanings from pictures

(4) To talk about favorite festivals

(5) To help students set up the ideas that we should try our best to help those people

who are in trouble

II. Teaching importance and difficulties

(1) vocabulary:festival, as, Christmas, interesting, dress, ghost, favorite mooncake ,

etc.

(2) phrases:like to do, Chinese New Year, Mid-Autumn Festival, dress up as, etc

(3) sentence structure

Which is your favorite festival?

Why do you like Chinese New Year?

I like to eat nice food.

III. Blackboard Design

vocabulary phrases sentence structure

------- ---------- ---------------------------

-------- ----------- --------------------------

-------- ----------- ---------------------------

IV. Teaching procedures

Step 1 Presentation

(1) Enjoy a piece of music

(2) Ask students, “How many festivals do you know in China / in the west?

(3) Show students more pictures about festivals .Ask students to guess the

meanings from pictures.

(4) Talk about the festivals . Ask “ What do people usually do at Chinese New

Year? “

(5) Ask students to match the festivals with the proper things that people do or

eat for each festival and check the answers .

(6) Play a game : find the right picture

Step 2 Welcome to the unit

(1) Ask students to open their books at Page 39.Tell them to help Millie write the

names of the festivals under the pictures. Check the answers with the whole.

(2) Ask students “Which is your favourite festival?

Why do you like it so much? ”

(3) Work in pairs. Which is your partner‟s favourite festival ? Use Millie and

Amy‟s conversation as a model in part B on Page 39.

(4) Act out their own dialogues

Step 4 Make a survey

Ask “How many students like Chinese New Year / Christmas ? ” Then teacher says: we‟re Chinese. We should love our traditional festivals. Step 5 Discussion

Teacher says: When Chinese New Year is coming, most of us are very happy. You can wear new clothes , get a lot of red packets , enjoy

firecrackers .While the children in the poor areas aren‟t happy . Do you know why? Because they are worried . They don‟t know if they can go to school next term.

Ask students to discuss the problem, What shall we do? How to help

those people who are in need

Step 6 Conclusion

Brain storms

V. Homework for today

(1) To review the contents learned today

(2) To copy the new words on Pages 38 and 39

{3} Pre-study: To try to find something about the festival „Halloween‟ VI. Teaching reflection

通过游戏, 整个班级的同学”活”起来了, 把前面所学的东西全都体现到行动上, 同时对后半节课表现出极大的兴趣,大大提高了课堂效率。

以后在备课时可以根据授课内容设计一些活动,使课堂活跃起来, 提高同学的学习兴趣。

范文六:高中语文教案范例

高中语文教案范例

【导言】

《祝福》是鲁迅先生一篇深刻揭示中国妇女悲剧命运的短篇名著。除了四婶、四叔、婆家人思想行动上对祥林嫂直接迫害外,周围的人对她的态度也是她终遭遗弃,无人问津的原因。当祥林嫂以再嫁再丧的身份再次来到鲁镇时,鲁镇的人没有叫她“贺六嫂”,而是依旧叫她“祥林嫂”。其声调的阴阳怪气表明世人对她再嫁的身份的否定和非难,并用“祥林嫂”这一永久的称谓对她进行精神鞭笞。本课试图以“对祥林嫂的称呼”作为突破口,挖掘作品表现的时代观念。

【实录】

师:我有个小问题,我们每个人都有自己的姓和名,“祥林嫂”叫什么名字?小说中有没有写到鲁镇的人们对她的称呼?请把有关的句子找出来。

生(寻找片刻):“大家都叫她祥林嫂”“大家仍然叫她祥林嫂”“镇上的人们也仍然叫她祥林嫂”。

师:找得很好,看到这三句话你们有什么想法或者疑问吗?

生:为什么人们不叫她自己的名字呢?

生:她没有名字,就叫“祥林嫂”。

生:她的丈夫叫“祥林”,她就叫“祥林嫂”了。

师:为什么她的丈夫叫“祥林”,她就得叫“祥林嫂”? (课堂稍有沉默。)

生:中国古代对女人有“三从四德”的要求,出嫁从夫,自然不能继续保留自己的名字。

师:说得很好。鲁镇的人们是按习惯以丈夫的名字来称呼“祥林嫂”,至于她没出嫁之前姓甚名何,人们不知道也不想知道,你们说,隐藏在这个称呼背后,鲁迅先生想表达什么些什么呢?

生:旧时女子地位低下。

师:对,“祥林嫂”的称呼正揭示了旧时女子地位的低下。

关于“祥林嫂”的称呼,你们还有没有别的疑问?

生:既然人们习惯按丈夫的名字来称呼女人,为什么“祥林嫂”第二次到鲁镇的时候,大家还叫她“祥林嫂”呢? 师:按习惯应该叫什么了?

生:贺六嫂。

师:是啊,第二次到鲁镇的时候,祥林嫂的生活已经和以前大不相同了:再嫁,丧夫,亡子,被逐,经历了极为凄惨的遭遇。然而鲁四老爷全家和鲁镇的人们却“仍然叫她祥林嫂”,根本不按习惯改称她“贺六嫂”呢?

生:可能是大家叫习惯了,不愿改口吧?

师:是吗?能不能从文章中找些可能性出来呢?

生:课文强调“镇上的人们也仍然叫她祥林嫂”,应该不是习惯叫“祥林嫂”这么简单。从下文不让她沾手祭祀的事情看,应该是人们根本就不想承认她改嫁这个事实,认为她改嫁是“败坏风俗”的,是“不干不净”的。

师:说得很好。祥林嫂被迫改嫁,遭遇悲惨,鲁镇的人们只给予廉价的同情,甚至不按习惯称呼她“贺六嫂”,暗示了整个鲁镇社会不承认她改嫁的态度。因此,“仍然叫她祥林嫂”这一不起眼的做法绝不是习惯使然,而是反映了封建礼教对寡妇再嫁的完全否定,整个社会环境与祥林嫂的严重对立,这样的祥林嫂最终被人们彻底抛弃,也就不足为奇了。„„

„„

【后记】

鲁迅作品的语言一向为人所称道,《祝福》中祥林嫂两次到鲁镇做工,前后身份有所不同,但小说中人们对她的称呼没有发生变化,这不能不引起深思。无论是什么细节,往往都有着时代的烙印,承载着时代的思想和态度。从细节入手,容易调动学生的情感因素,介入人物角色中。本片段善于寻找巧妙的切入点,设置问题情境,引导学生深入思考,使语文课堂就有了活力和张力。高中语文教案范例

【导言】

《祝福》是鲁迅先生一篇深刻揭示中国妇女悲剧命运的短篇名著。除了四婶、四叔、婆家人思想行动上对祥林嫂直接迫害外,周围的人对她的态度也是她终遭遗弃,无人问津的原因。当祥林嫂以再嫁再丧的身份再次来到鲁镇时,鲁镇的人没有叫她“贺六嫂”,而是依旧叫她“祥林嫂”。其声调的阴阳怪气表明世人对她再嫁的身份的否定和非难,并用“祥林嫂”这一永久的称谓对她进行精神鞭笞。本课试图以“对祥林嫂的称呼”作为突破口,挖掘作品表现的时代观念。

【实录】

师:我有个小问题,我们每个人都有自己的姓和名,“祥林嫂”叫什么名字?小说中有没有写到鲁镇的人们对她的称呼?请把有关的句子找出来。

生(寻找片刻):“大家都叫她祥林嫂”“大家仍然叫她祥林嫂”“镇上的人们也仍然叫她祥林嫂”。

师:找得很好,看到这三句话你们有什么想法或者疑问吗?

生:为什么人们不叫她自己的名字呢?

生:她没有名字,就叫“祥林嫂”。

生:她的丈夫叫“祥林”,她就叫“祥林嫂”了。

师:为什么她的丈夫叫“祥林”,她就得叫“祥林嫂”? (课堂稍有沉默。)

生:中国古代对女人有“三从四德”的要求,出嫁从夫,自然不能继续保留自己的名字。

师:说得很好。鲁镇的人们是按习惯以丈夫的名字来称呼“祥林嫂”,至于她没出嫁之前姓甚名何,人们不知道也不想知道,你们说,隐藏在这个称呼背后,鲁迅先生想表达什么些什么呢?

生:旧时女子地位低下。

师:对,“祥林嫂”的称呼正揭示了旧时女子地位的低下。

关于“祥林嫂”的称呼,你们还有没有别的疑问?

生:既然人们习惯按丈夫的名字来称呼女人,为什么“祥林嫂”第二次到鲁镇的时候,大家还叫她“祥林嫂”呢? 师:按习惯应该叫什么了?

生:贺六嫂。

师:是啊,第二次到鲁镇的时候,祥林嫂的生活已经和以前大不相同了:再嫁,丧夫,亡子,被逐,经历了极为凄惨的遭遇。然而鲁四老爷全家和鲁镇的人们却“仍然叫她祥林嫂”,根本不按习惯改称她“贺六嫂”呢?

生:可能是大家叫习惯了,不愿改口吧?

师:是吗?能不能从文章中找些可能性出来呢?

生:课文强调“镇上的人们也仍然叫她祥林嫂”,应该不是习惯叫“祥林嫂”这么简单。从下文不让她沾手祭祀的事情看,应该是人们根本就不想承认她改嫁这个事实,认为她改嫁是“败坏风俗”的,是“不干不净”的。

师:说得很好。祥林嫂被迫改嫁,遭遇悲惨,鲁镇的人们只给予廉价的同情,甚至不按习惯称呼她“贺六嫂”,暗示了整个鲁镇社会不承认她改嫁的态度。因此,“仍然叫她祥林嫂”这一不起眼的做法绝不是习惯使然,而是反映了封建礼教对寡妇再嫁的完全否定,整个社会环境与祥林嫂的严重对立,这样的祥林嫂最终被人们彻底抛弃,也就不足为奇了。„„

„„

【后记】

鲁迅作品的语言一向为人所称道,《祝福》中祥林嫂两次到鲁镇做工,前后身份有所不同,但小说中人们对她的称呼没有发生变化,这不能不引起深思。无论是什么细节,往往都有着时代的烙印,承载着时代的思想和态度。从细节入手,容易调动学生的情感因素,介入人物角色中。本片段善于寻找巧妙的切入点,设置问题情境,引导学生深入思考,使语文课堂就有了活力和张力。

范文七:高中英语教学全英案例

高中英语教学案例

一. 教材分析

本单元以A healthy life为话题,通过谈论人们最关心的健康问题,使学生认识到吸烟、喝酒、吸毒、不良饮食等对健康的危害,了解吸烟的危害及怎样戒烟;通过阅读一篇有关艾滋病的宣传文章了解一些艾滋病的常识及如何预防艾滋病;并学会如何就健康问题给别人提供一些建议;功能句式要求学生学会如何表达聚会中的礼仪和禁忌。通过单元学习,要求学生意识到健康的重要性,养成良好的生活习惯,并学会帮助别人解决一些健康问题。

1.1 Warming Up列举了一些年轻人所关心的健康问题,由此引出单元话题。要求学生列举出更多类似的健康问题,然后在小组和班级范围内进行比较,说出哪个问题是最重要的,并列举出5个有关这个问题人们应该了解的知识。

1.2 Pre-reading要求学生讨论5个与吸烟有关的问题,为后面的Reading做铺垫。

1.3 Reading是一封爷爷写给James的建议信,信中谈到了吸烟为什么会上瘾、吸烟对健康的危害并附上了一篇如何戒烟的文章来帮助James戒烟。

1.4 Comprehending要求学生讨论几个与Reading内容有关的问题,并根据Reading的内容完成表格。另外还要求学生用自己的语言简要概述一下advice on how to stop smoking。

1.5 Learning about Language包括两部分:Discovering useful words and expressions是两个关于Reading中的一些词汇的练习;Discovering useful structures 是关于it structure的用法介绍和练习。

1.6 Using Language是一篇关于HIV / AIDS的宣传材料,介绍了一些有关艾滋病病毒和艾滋病的基本知识以及在生活中如何进行预防。要求学生能判断一些相关陈述的正误。

1.7 Listening是Tina和Sara之间的一段对话,要求学生能听出一些关键词并完成句子。

1.8 Speaking and Writing包括两部分:第一部分以参加聚会时的礼仪为话题,要求学生列举出一些礼貌行为和禁忌行为,并能用一些句式进行口语表达;第二部分要求学生阅读一封学生来信,然后以指导老师的身份写一封回信,提供一些戒烟的建议。

1.9 SUMMING UP要求学生能独立对本单元所学知识进行总结和回顾。

1.10 LEARNING TIP是一个教学建议,介绍了两种不同类型的问题,即closed questions和open-ended questions,以及如何处理这两种问题。

二.教学步骤

Step ⅠLead-in

This step is to lead the Ss to the topic of this unit ― A Healthy Life.

T: Recently, I read a report — Healthy China, 2005, which is about ten health issues concerning Chinese people the most in the year 2005. According to your understanding, what a healthy life is like? And can you guess what the ten issues are? Work in pairs and have a discussion. After about 3 minutes.

T: OK, who would like to present your discussions?

S1: Let me try. In our opinion, a healthy life should include two aspects, physical health and mental health. So a person who lacks either is not a healthy person. We think of several issues that may concern people most, they are: food security, medical service problems, AIDS and effects of environmental pollution on health.

T: Good points. Other issues concerning people most are: nutrition and health condition, medical emergency treatment, mental illness, false medical ads, medicine security and birth defects. If you are interested in any of these issues, you may search on the Internet for more information. Now turn to page 17, Warming Up. Here is a list of health issues that concern young people the most. Can you think of other issues that are also important? Work with your partners, and try to make the list longer.

A sample list:

AIDS and infections, parenting, relationships, food and nutrition, family issues, environmental health, domestic violence, air pollution, cancer, anxiety, birth control, dental health, divorce Let the Ss write the list on the blackboard and have a discussion on the health issues listed. T: Now, look at the issues on the blackboard and the issues listed in the textbook on page 17. Which issue do you think is the most important one? Why? Work in groups and have a discussion. After discussion.

T: Which group would like to share your opinions with the class?

S1: We think that drug taking is particularly important. As we all know, drug taking does great harm to people’s health; it will gradually kill a person if he gets addicted to it. Buying drug costs a lot of money, so many drug takers sell out their fortune to afford the drug they need. And as a result, many families break up in this way. We also know that our government has to spend a lot of money on drug addicts’ treatment.

S2: We think parenting is the most important issue, because many issues arise as a result of bad parenting or lack of care and love. If children grow up in happy and healthy families, they will form good habits and keep away from those bad habits such as using drugs and smoking.

S3: Our group takes smoking as the most important issue. The reasons are: smoking does great harm to people’s health, it causes damage to people’s lung and heart; smoking shortens people’s life-span; smoking not only does harm to people who smoke, but also affect the health of people around them, especially their family members.

Step Ⅱ Pre-reading

T: I agree with you all. All these issues are important and need to be concerned. I am wondering if any of you smoke. Anyone? ... OK. It seems nobody in our class smokes, that’s really good. I think you are all clear that smoking is harmful to health. But we know that some adolescents started smoking at very early years. Why do you think they smoke? Discuss in pairs. 2 minutes later.

T: OK. I’d like two pairs to present your opinions. Volunteer?

S4: I think some adolescents smoke because they are not well aware of the harm of smoking. Many adults around them smoke, so they may think it is cool to smoke. So I think it is parents’ duty to tell their kids about the harm of smoking before they get addicted to it.

S5: In my opinion, some adolescents smoke because they are falsely influenced by some media such as TV series and movies. So I think public media should give adolescents correct guidance. T: Very good points. Suppose some of them realized the harm of smoking and wanted to stop it. What advice would you give to them? Do you know any scientific ways of stopping smoking?

S6: My advice is that let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on. If they show interest in some activities and they can devote themselves to them, gradually they will keep away from cigarettes and finally quit smoking. Step Ⅲ Reading and Comprehension

T: Good advice. Now we are going to read a letter from grandad to James. In this letter, grandad gives James some advice on stopping smoking. Let’s read and see if his advice is similar to yours. 5 minutes for you.

After 5 minutes.

T: OK. Time is up. After reading this letter, what kind of person do you think the grandad is?

S7: From his words, I think he is very kind and considerate. He doesn’t give direct advice on stopping smoking. Instead, firstly he tells James how about his present life and what the healthy life means to him; then he relates James’ smoking to his similar experience as a teenager, which implies James that he doesn’t need to worry about it. So I think he is very careful about the way of talking to his grandson about smoking.

T: You are right. So suppose you were his grandson, would you love to take his advice?

S7: Yes, I would love to be his grandson and take his advice. I would feel confident to give up smoking.

T: OK. Now let’s read the letter again and try to find out the answers to the following statements. Show the following on the screen.

1. different ways people can become addicted to cigarettes

2. harmful physical effects for smokers

3. effects that a person’s smoking can have on other people

4. effects that smoking can have on sporting performance

After the Ss read the letter again, let them give their answers orally and then let them fill in the chart on page 20 with brief phrases and sentences.

T: Up to now, we have known how people usually get addicted to cigarettes and harmful effects of smoking on smokers and nonsmokers. But how can people stop smoking? Does James’ grandad tell him how to stop smoking?

S8: Yes, he tells James how to stop smoking by sending him some advice he found on the Internet. T: Good. Now, let’s read the article from Internet. And then we will do an oral practice. You will have to work in pairs. Suppose James paid a visit to his grandad, and his grandad told him some advice on how to stop smoking face to face. Let’s act out this situation according to information from the article.

A sample dialogue: (J = James; G = grandad)

J: Grandad, I really want to give up smoking. I tried hard, but failed. Can you give me some advice on how to stop smoking?

G: I am very glad that you have realized the harm of smoking and make up your mind to stop it. Here I have a few suggestions for you. First, make a list of all the benefits you will get from stopping smoking. Second, decide on a day to quit and throw away all your cigarettes at the end of the day before you plan to quit. Third, every time you feel like smoking, reread the list of benefits you wrote. Fourth, develop some other good habits that will keep your mind and hands busy such as going for a walk, cleaning your house and so on.

J: What should I do if I feel stressed?

G: You can do some deep breathing. You may also learn some relaxation exercises and do them every time you feel stressed.

J: Is it a good idea to join a stop-smoking group?

G: Yeah, it is also a good way. You can talk to a doctor or chemist if you feel really bad, they would love to help you. The most important thing is to keep trying. Be aware that some have to try several times before they finally stop smoking. So you just try again and I am sure you will succeed finally.

Step Ⅳ Text Analysis

Ask the Ss to analyze the text on its writing purpose, writing style and main idea.

T: After reading the text, who can summarize the main idea of each paragraph? Volunteers? S1: In the first paragraph, the writer tells about the life he is leading and the importance of healthy life.

S2: In the second paragraph, the writer leads to the topic of his letter by talking about James’ problem of smoking.

S3: The third paragraph introduces the three different ways of becoming addicted.

S4: The fourth paragraph is about the harmful effects of smoking.

S5: The fifth paragraph is about the writer’s hope for his grandson and his advice on stopping smoking.

T: How about the writing style and purpose of the text?

S6: This text is in the form of a letter, the purpose is to explain how people get addicted to cigarettes and how smoking affects people’s health. It also provides some advice on how to stop smoking.

T: Next, who can summarize the article: How Can I Stop Smoking?

A sample summary:

Choose a day that is not stressful to quit smoking. Make a list of all the benefits you will get from stopping smoking. Throw away all your cigarettes at the end of the day before you plan to quit. Reread the list of benefits you wrote when you feel like smoking. Develop some other habits like walking, drinking some water, cleaning the house and so on to keep yourself busy. If you feel nervous or stressed, try to do some relaxation exercises like deep breathing. You can stop smoking with a friend or join a group. If you feel really bad, ask a doctor or chemist for help. The most important thing is to keep trying. Don’t feel ashamed if you weaken because some people have to try many times before they finally quit smoking. Never give up and you will succeed. Step V Vocabulary Learning

Help the Ss learn some words and phrases in the text. And let them do some practice. Show the following sentences on the screen.

1. I think my long and active life must be due to the healthy life I live.

2. ... I became addicted to cigarettes.

3. ... your body becomes accustomed to having nicotine in it ...

4. You can become mentally addicted.

5. But I did finally manage.

6. I knew it was time to quit smoking.

T: Now let’s deal with some new words and phrases in the text. Look at the first sentence, what does “due to” mean? Can you rewrite the sentence using other words except “due to”?

S1: “Due to” here means “because of / owing to”. We may also say: Because of the healthy life I live, I can live long and actively.

T: Good. Number two. “Addicted” means “unable to stop taking or using something as a habit”, it is usually followed by “to”. According to this definition, what else can people become addicted to?

S2: People can become addicted to drugs, alcohol, sweets and so on.

T: You are right. We call those who are unable to stop taking or using sth addicts. So addict here is a noun, indicating a kind of person. Tom, are you a cigarette addict?

S3: No, I am not. I am not addicted to cigarettes.

T: OK. In sentence 3, which phrase you have learnt can be used to replace “accustomed to”? Anyone?

S4: We may use “used to” to replace it. So this sentence can be rewritten as: ... your body becomes used to having nicotine in it ...

T: I’d like one sentence from you by using this phrase. Volunteer?

S5: Having stayed in the basement for several minutes, I finally became accustomed to the darkness. T: Next, what is the opposite of “mentally”?

S6: Physically.

T: “Manage” in sentence 5 can be used in many ways. What does it mean here?

S7: Here it refers to “give up smoking”.

T: Good. Here it means “succeed in doing sth; cope / deal with sth”. e.g. This is a complicated job, I can’t manage it without any help. Let’s look at the next sentence. We can see “quit” is followed by -ing form. Do you know any other words that can be used in the same way?

S8: Yes, for example, stop, start and enjoy. “Quit” here means “stop, give up sth / doing sth”. e.g. My mother quitted her job recently because she feels tired and wants a long vacation. Step Ⅵ Homework

1. Make sentences with the six words and phrases: due to, addicted to, accustomed to, mentally, manage, quit

2. Search on the Internet or other sources for information about how to stop smoking.

三.设计说明

这节课是阅读课,主要训练学生的阅读能力,兼顾全面训练学生的听、读、说的能力。

四.案例分析与反思

英语阅读课最重要的是培养学生的阅读理解能力,用英语去完成任务,这节课达到了这样的目的。教学设计挖掘了文章的内涵和主旨,使各种有用信息渗透到英语教学之中;整个过程始终贯穿着培养学生的各方面能力,全方位开发学生的潜能。这种教学设计克服传统的教师讲、学生记的弊病,学生在教师引导下学会思考、学会分析、学会发现,学会表达,真正发挥了学生的主体作用和教师主导作用。课堂上能做到全面提高学生的英语能力,通过师生,生生的交流,合作,探究,取得很好的教学效果。

范文八:0高中英语教学论文高中英语课堂教学案例评析

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高中英语课堂教学案例评析

----Book4 Module2 Getting Around in Beijing

良好的开端是成功的一半。一节的开场很重要,作为一门语言课,习惯上利用和学生的交流开始,听过几个名家的课,他们和学生的交流都是在课堂上的,随时交流,那就有了很多双方的概念。假如你带着一种预备好的交流,就显得很生硬,很单方,没有即时性和开放性。开始有一个简短的交流制造一个气氛或者叫做“组织教学”的步骤也很有意义,不过值得注重的是交流应该有一个话题,应该很有铺垫。

我这节课用了两个游戏与学生进行语言交流,一个是Finger numbers:1、2、3、4、5、6、7、8、9、0。第二个游戏是猜测西方人的肌体语言,Western body language。1、Express one’s regret. 2、One airs one’s opinions or gives orders.3、Express “victory” or “success”. 4、Call a taxi.这引起了学生的极大爱好,他们用手猜测比划着想要表达的意思,但是中西方文化的差异使得学生在一片笑声中开始了他们的英语学习。

我利用学生的兴致接着提出了一个问题:猜测一个人。

他是男人。

他是一个外国人。

他会汉语。

他是一个加拿大人。

他做过广告。

他会说相声。

说到这里学生们回答:大山。

大山的汉语知道的中国文化可能比我们还要多,他的汉语说得很流利,会说相声,或许比我们的汉语还要好。

我问学生:Can we speak English better than American?

学生很自信地说:Yes, we can.

从这一个开场可以看出,德育的渗透和爱好的激发是很自然的,长此以往学生们会在这种不自觉的过程中变得自觉起来。

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在轻松而有目的的交流后,我写出了一个词“traffic”(交通),通过这个词我让学生想象与之有关的词汇,可以自己搜索已经学过的单词,也可以学生之间交流,还可以查阅字典。学生们很活跃,为找到和知道一个与“交通”有关的单词而兴奋。

接着,我交代了今天要学习的课题。并且针对整篇课文给学生提出五个问题,在阅读教材的基础上,让学生分组讨论这五个问题。

1、Taxis: Why should you check the cab has a business permit, and make sure you ask for a receipt?

2、Buses and trolley buses: Why are fares of public transport cheap?

3、Minibuses: Why can you always get a seat evening rush hours in a minibus?

4、Underground: Why are trains fast and convenient?

5、Pedi cabs: Why can Pedi cabs be expensive?

让学生带着问题阅读时,我省略了先浏览,找出主旨大意,然后在细读的传统做法,而是一开始就给了学生很有深度的五个问题,问题的来源来源于短文的原句,仅仅在前面加上了一个“Why”就成了很值得探究的问题。不难看出,这五个问题以改传统的只是简单引领学生阅读的问题,而成为非直接的要经过思考才会回答的问题。这要求学生要带着生活经验和探究来寻求问题的答案,值得注重的是这些问题是很开放的,答案很多样。为此,学生在研究这几个问题的时候,会涉及到一些生词,为了给学生有一个无障碍表达的机会,我给学生提供了预设的生词,不过是在学生开始探究这些问题后提供的,目的是让学生表达时体验对单词的需求和渴望后,感觉单词的重要性,再是让学生随时扩充单词量。

相关的词汇:

问题1:合法be with in the law信任trust安全safety公正fair and square证据attestation保险insurance车祸traffic accident

问题2;卫生sanitation速度speed拥挤crowded费事take a lot of trouble费时take time固定fixed线路line消费consumption大众in a popular style公益commonweal

问题3:贵宾VIP超人superman非凡especial会员member超值overflow流量flux及时in season秩序order

问题4:快捷shortcut容量content地下underground高速high speed价格price电力electric power自动self-motion

问题5:文化culture古董virtu历史history文明civilization苦力cooly人力manpower贴近press close to真实reality亲切friendliness

通过这些单词所涉及的思维和组合的答案,对原文有了更加深入的理解,反过去再看原文的时候,其难度自然就会降低了,学生通过一节课得到了语言的提升,贯彻了以教材为教学材料的思想,从而跨越了教材,

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语言随时得到扩充和练习。

一节课最出彩的时候应该是学生亲自参与教学的时候,我让学生按分组每组推荐一名学生到屏幕前回答问题,学生的回答有很多师生预想不到的地方,每个问题的回答差不多就是一篇短文的量,这个展示的过程让学生无形中学习了五篇短文。

作为一节阅读课,我让学生用默读、朗读、快读等形式阅读次数达五遍之多。本节课在以阅读为主的前提下,还照顾到一些语言点的点拨,利用替换句子、词义解释等形式让学生把握一些重点语句和语言、语法点。

在这一基础上我给学生提供了一篇相似文章,让学生进行泛读:

Beijing is a city with high population density. Its population is 11.5 million. 8 million people out of the mare living in the city proper. In terms of nationality, most of Beijing citizens are Han Chinese but all the minority nationalities of China have citizens in Beijing. The language spoken by most Beijingers is very close to the mandarin. The people of Beijing are warm-hearted, hospitable, open-minded and humorous. Their pace is quick while working and their activities are interesting while at leisure. They have a good tradition of hospitality. They like to talk and show a strong interest in what is happening in and outside China.

The people of Beijing are ready to help people. The local citizens wearing a red badge and the police are responsible for the local security. They will give you a hand while you encounter difficulty. Many young people can have a simple conversation with you in English.

在理解了短文,并且通过对短文的阅读和扩充后,我让学生从两个话题中选择一个进行应用练习,一是谈谈我们城市的交通;二是谈谈“Boshaners”。讨论从对两个话题的选择开始,虽然是一个选择,其实学生们都涉及到了两个问题。在让学生上黑板展示的时候,有的组还画起了交通地图,有的给交通局设计了一份交通建议,有的组根据给他们提供的泛读文章Beijinger把Boshaner写得也很出色。在这个展示的过程中,我注重到学生们运用了一些教材中没有学过的单词,我都不知道他们是什么时候把握的这些单词,或许是长期的扩充需要让他们养成了只要英语单词就要记,记了就会用到的理念。

课的最后我给学生讲了一个幽默故事:

The First Day as a Taxi Driver

A taxi passenger tapped the driver on the shoulder to ask him a question. The driver screamed, lost control of the car, nearly hit a bus, went upon the foot path, and stopped centimeters from a shop window. For a second everything went quiet in the cab, then the driver said, %26quot;Look mate, don't ever do that again. You scared the daylights out of me!%26quot; The passenger apologized and said, %26quot;I didn't realize that a little tap would scare you so much.%26quot; The driver replied, %26quot;Sorry, it's not really your fault. Today is my first day as a cab driver. I've been driving a funeral van for the last 25 years.%26quot;

讲笑话不是白听的,我让学生用一个词概括这个故事,因为故事很简单,所以学生们齐声回答:“habit”。

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我在布置了一个预习作业后,结束了本节课。

【教学反思】

这节课是阅读课,传统的做法仅仅把重点放在了语言点上,实际上这些都已经在传授新课时学习练习过,阅读的要害应该是应用,也就是输出,在输出中扩充语言量和语言使用和再造能力。所以,就课文内容设计了五个问题,这五个问题虽然都来自于教材上的一句话,仅仅加了一个why,但是,这样的问句成了会让学生产生好多值得好好思考、具有词汇挑战性的问题。要讨论这些具有开放性的问题,需要更多的词汇量和有关的知识,甚至是学生的见解、意见等。显然学生所需要的语言要大大超过本课教材中所提供的内容。

待学生根据自己的见解初步回答出这些问题的时候,我提供给学生一些相关的词汇,比如:Taxis: Why should you check the cab has a business permit, and make sure you ask for a receipt?针对这个问题,我提供了:合法be within the law信任trust安全safety公正fair and square证据attestation保险insurance车祸traffic accident等词汇,通过这些词汇,学生们可以开阔自己的思维,把问题想得更加深入全面。当学生接受了这些词汇的时候,讨论的内容更加丰富了,可以看到问题所带来的语言思维。

我常抽时间去听外教上课。通过听课,我发现外教的课堂教学之所以活跃,学生之所以积极主动,很大程度上在于他们善于用游戏来调动课堂学习氛围,所以本节课选用了两个小游戏。中国人用手指表示的数和西方人是不一样的,通过这个游戏调节了学生的情绪和课堂气氛,让学生在不知不觉中进入了英语交流的状态。通过肌体语言的猜测,学生的思维更加活跃,让学生处于一种不是为学而学的状态,学生很快进入轻松地英语交流,在这个过程中,除了应用自己所把握的词汇外,许多是在交流中学习的,这个过程让学生感到了语言的确实感。

大量的输出引起学生学习的欲望,形成主动。比如有一节课,讲的是美国的自由女神像。文章很短,也只有十几个生词,在简单的处理之后,老师给学生增加了关于法国赠予自由女神的背景、方式以及与自由女神有关的故事,另外还讲到巴黎的象征艾菲尔铁塔,以及上海的东方明珠,他们真的由“课本”转向了“教材”,大量补充的材料,使得一节课在输出中学习,在输出中提高,其实那就是一种情景和氛围。关于英语,最后需要指出的是:英语单词没有长短之分。我的意思是,假如“a”放到大学里学,虽然短,对于中学它就很生疏,“honorificabilitudinitatibus这个词是由27个字母组成的。出现在大文豪莎士比亚的剧本「空爱一场」love's labour's lost里,意思是「不胜光荣」。”这个词假如在初一学习了,就不生疏。英语单词没有难易之分,作为语言,尤其是并非专业的语言,没有难易之分的,我们可以想象,有哪一个母亲在和一岁的孩子说话时要用一岁的词汇呢?英语单词没有先后之分。我们总是在选择学过的词汇来用,这样我们的输出就受到了限制,假如把高中的阅读理解翻译成汉语,我们不难看出所涉及的内容和问题仅仅是初中年龄段的智力理解水平,初中那就更是小学的水准了。而一种语言,不是让你仅仅停留在一个年龄段的,用语言交流的概念是无障碍交流。这似乎很难,其实很轻易,要害是解决一个输入和输出的量的问题。

语言应该是在交流中学习的,那就是“互动”。传统的教学主要是教师单向地传播知识,教学策略就是“讲”:教师“讲”,学生“听讲”。“讲”和“听讲”的目的仅仅是对付一份课后作业或试卷。这种单向的注入所需要的教学是非常单一的,其教学形式脱离了语言(尤其是外语)的学习规律。新课程下的课堂教学要求教和学要成为教师主导和学生主体相互作用的过程,在这种新的教学观中,“互动”成为教学过程的核心。“互动”强调了双方或多方的相互作用,达到语言学习的“输入”和“输出”的要求,对教学起到真正意义上的促进作用。 早在1632年,在时间的分配上,大教育家跨梅纽斯就提出:使教师因此而少教,学生因此而少学。象节约粮食一样节约学生的时间和精力。在时隔360多年的今天,这一点仍然是一个未曾解决又重新提出的而且

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极易解决的问题。其实,这就是一个分配教师和学生在课堂教学中的活动量从而提高教学效率的问题。

目前英语教学改革和经验的多样化使教学策略和理念日趋活跃,随着教育理论的完善和更新、语言学习条件的具备以及英语的广泛应用,新的教学策略和理念支持下的课堂教学正在不断地完善和发展。

在英语课堂教学中,我们仅仅注重了语言的输入,而忽略了输入和输出的语言学习全过程,当我们开始关注输入和输出的时候,我们更会感到好多时候我们确实把英语作为数学等的科目来学了,我们自然会发现语言学习要有语言的规律。观察一下传统的输入和输出,我们会发现我们追求的仅仅是输入与输出的平衡,甚至输出远远没有输入多,这对语言的学习是一个很大的阻碍,这也是我们总是抱怨没有一个语言环境的症结。把教材真正作为教学的材料,以此来进行扩充、应用,用大量的输出引起学生的语言欠缺感,来增强其学习的欲望,形成主动学习和交流的氛围。

现在,我尝试着进行这样的课堂教学实践,收到了一些效果,本案例意在通过语言输入和输出的课堂教学实践,从语言学习规律、课堂语境、主动学习等方面,从理论和实践的结合上进行一些探索。

【点评】山东省淄博市教科所/丛光

这节课的主要目的是想通过课文及相关问题让学生在阅读教材的同时,增强学生的语言能力。徐老师所设计的五个问题,虽然出自课文中的原句,但是,真的要通过思考和组织句子才能回答好。比如:“为什么要看好出租车的营业执照,并且要发票?”这个问题所设计的内容通过给学生提供的词汇:合法、信任、安全、公正、证据、保险、车祸等,把问题与实际生活有了密切的联系。假如仅仅知道“要看好出租车的营业执照,并且要发票”这样陈述事实的一个句子,或许就仅仅记得这句话。而这个问题,除语言本身外,还涉及到很多其他方面的知识。通过这节课,可以看出徐老师把教材真正当作了学习的材料,而学生们所学到的已经远远超出了教材本身。

对于阅读课,这节课全面关注了学生的读,我注重到就教材学生不同形式的阅读了五遍之多,对于所增加的问题答案、短文等也进行了口述和阅读,只有大量的阅读才会产生足够语感,有了语感对于语言的学生会产生事半功倍的效果。

这节课的容量很大,教学效率是学生的学习收获与老师、学生的教学活动量在时间尺度上的量度,所以这节课是一节很有效率的课。师生的活动量决定着学生的收获,学生的收获决定着教学效率的高低。显而易见,在一定时间内,教师和学生的活动量的分配决定了学生的收获和教学效率,学生的收获和教学效率又决定了教学质量。在课堂教学中,学生活动的量和质与教师活动的量和质的比值就十分重要了。从教学活动的有效性来讲,师生教与学的习惯地位要得到改变,学生更应该注重量,教师更应该注重质。作为学习者,学生有了一定的活动量才能谈及质的提高,这就是一个由量变到质变的过程,传统的课堂模式给了教师太多的活动量,侵占了学生活动量,这很难有质的飞跃。所以构建以扩大学生的活动量为目的的模式是很有必要的。

学生活动量的增加必然带来学生在其活动的自控问题,这就要研究学生学习的主动源。在这里所说的主动源是指学习动机、爱好等促进认知发展的动力。作为一门外语,其语言本身以及语言的文化背景会给学习者带来爱好,但是,这是初始的爱好,学习和把握一门外语受学习语言环境和条件的影响,学习者初始的爱好会逐渐减弱。爱好的持续提高和增强出自于外语的学习过程。完全意义上的进入学习才能找到这样的语言爱好。

范文九:高中语文课程教学设计案例_范进中举

范进中举

讲课:方晓芸

《范进中举》教学设计

一、 文本内容分析

《范进中举》是人教版语文九年级上册第五单元第三篇课文,节选自《儒林外史》第三回,作者吴敬梓。本单元所选课文是从明清时期最有代表的白话小说里节选出来的,题材各异,风格有差,但它们共有着引人入胜的情节和个性鲜明的人物。阅读这些小说,可以丰富学生的情感体验,从而获得审美享受。 课文节选部分主要通过对比手法描写范进中举前后的境遇,运用了夸张讽刺等多种手法成功刻画了范进、胡屠户等形象,真实反映出封建科举制度对人心灵的荼毒。此文是学生学习如何描写人物的好范文,同时对于提高学生阅读和鉴赏的综合能力、树立正确的学习观和成才观都有很大帮助。

二、 学生分析

本次授课对象是初三年级的学生。从认知角度上看,经过本学期第三单元几篇小说课文的学习,学生已经具备一定的小说常识和自学能力,对《范进中举》这篇小说的人物、情节分析都能较好把握。文章内容生动、语言形象,学生在阅读过程中易融入其情境。从情感态度上看,学生们感性认识较强,理性分析不足。学生容易被情节和语言所吸引,而忽略对思想性和艺术性的分析。因此在教学中,教师应加强主导作用,引导学生多读多思考多讨论,长文精讲,可以采用比较阅读法学习范进等人物中举前后的不同境况,同时领会本文深刻的思想性和高度的艺术性。

三、 目标阐述

教学目标:

1. 知识与能力目标:了解科举制度等有关文学常识,感知课文主要情节和人物形象特点。

2. 过程与方法目标:通过对比阅读法、赏析感悟,结合学生自主、合作探究,学习本文运用夸张、对比的讽刺艺术,提高文学鉴赏能力。

3. 情感与态度目标:认识封建科举制度对知识分子的毒害,培养学生形成正确的学习观和成才观。

教学重点:掌握主要人物的形象特点,学习夸张讽刺的语言艺术。

教学难点:了解封建科举制度的腐朽与罪恶,对知识分子的残害,培养学生形成正确的人生观、价值观、成才观。

四、 过程设计

(一) 激趣导入

同学们知道古代读书人都是通过什么途径达到功成名就,光宗耀祖的吗?——(科举考试)那么,如果你是一个久经考场,屡败屡战的读书人,年年坚持考试一直到五十四岁中秀才,紧接着中举人,你会有怎样的举动呢?今天,我们一起来学习清代的一位知识分子中举人的情形。

 教师评价:在导入部分,以学生在情境中说为主,同时教师可以对古时科举

制度作简单介绍,比如“秀才”、“举人”等学位名词,“院试”、“乡试”等考试等级,以便学生更容易掌握和体会古时的知识分子。

(二) 初读感知

1、 快速阅读,复述课文主要内容,找出文章的主要人物。

 教师评价:学生在复述课文内容时,有遗漏的地方可以通过提问方式帮助答

复,明确文章主要人物是范进和胡屠夫。

2、 在课文中画出人物前后变化过程,用一个字概括这些人身上的特点。

 教师评价:引导学生分层次阅读课文关键段落,把握关键词,了解范进中举

前后胡屠夫的态度变化,范进自己的言行变化。由学生概括出主要人物身上的特点是“变”。

(三) 研读赏析

1、 阅读课文中的证据,概括主要人物特点,分析人物是如何“变”?

 教师评价:范进和胡屠夫言行的证据在上一部分已让学生画出,此问学生可

能会较多回答课文原话,教师需要引导学生概括,分析人物变化的过程。

2、 赏析课文描述人物变化的语言,思考其语言艺术。

 教师评价:学生能够较快找到言语,但在分析赏析时,可能欠缺角度而导致

对作用的分析不全面,因此需要教师引导分析的角度,提醒学生从描写角度分析比如语言描写、动作描写、细节描写等等,如此便可让学生快速找到切入点且分析透彻,从而把握本文语言的突出艺术特色是讽刺。

(四) 精读会意

1、 范进中举,喜极而疯,是喜剧还是悲剧,结合课文具体描写谈谈你的看法。  教师评价:首先向学生简单解释喜剧和悲剧的概念,其次鼓励学生畅所欲言,

提示没有标准答案,能够自圆其说便可。鼓励学生们谈论思考,并借助课文证据来论证自己的观点。

2、 范进和胡屠夫的言行变化的原因是什么,联系社会背景作交流。

 教师评价:教师需要把当时八股文、科举制等社会背景做简单介绍,可以举

一些案例,引导学生思考这些制度对当时知识分子以及普通老百姓的影响。

(五) 品读练笔

1、 摘录文中最具讽刺意味的语言,写写其背后隐含的内容。

2、 范进中了举人,一发不可收拾,跃跃欲试去参加会试,想写一份简历递交上

司,他会写些什么,请你代写。

五、 板书设计

范进中举

吴敬梓

范进:追求功名利禄、迂腐无能 喜极而疯

胡屠夫:嫌穷贪富、粗野 见风使舵、前倨后恭

范文十:牛津高中英语教学案例

一、设计思路

运用“讨论式”的英语教学模式和采用“任务型”英语教学途径,培养学生的听说读写能力及课外搜集资料、自学等能力。突出阅读技能训练、课堂展示能力、文章结构处理及内容归纳能力的培养。从而使学生领会语言信息的输入与输出的内在联系,引发学生对爱滋病这一现象的关注,并引导学生独立思考,以讨论、合作学习的方式完成阅读任务。

二、教材分析

本课是高三选修模块十里的一篇阅读课(Reading),出自译林出版社出版的高中英语学生用书。在本课文章里面初步接触和学习描写爱滋病及其危害性的词语,并通过一个非洲小孩Ajani的故事激发学生对爱滋病危害的深刻认识。

三、学生分析

高三11班为物化理科班,英语基础较差,但是大部分的学生思维活跃,表现欲望强烈,根据这一特点,我采用与新课标要求相一致的“图片讨论式” 导入与“任务型教学”相结合的教学法,面向全体学生,调动全班学生的积极性,让学生在课堂活动中去完成任务以达到教学目标的完成。

四、教学目标

1.让学生了解有关艾滋病的知识并如何防护艾滋病。

2.培养学生学会略读和寻读的能力和处理文章结构、学会分析问题和解决问题的能力。

3.学会“善待他人,关爱自己,珍惜生命”。

五、 教学重点和难点

1.理清文章脉络、概括中心思想以了解有关艾滋病的知识。

2.培养阅读时的联想、理解、前后联系的能力和逻辑分析能力。

3 .学会如何防护艾滋病,珍爱生命。

六、教学策略及教法设计

【教学策略】:①本节课的教学以建构主义学习理论为指导,以学生为中心,以问题为出发点,教师在教学过程中则适时介入,引导、启发、组织、帮助、促进。②设计具有开放性和挑战性特征的问题以发展学生的创造性思维。

【教法】:①图片展示法:把制作的有关艾滋病的课件与搜集有关艾滋病的资料和图片等显示给学生看,让学生更直观地去接触和体会有关艾滋病的知识。②任务驱动法:课前给予学生任务,让学生在任务的驱动下去主动收集、整理材料并在全班学生中展示,从而使学生获得成功的喜悦,从而激发学生的后续学习热情。

七.教学设计

第一步(读前活动一) How much do you know about Aids ?

AIDS QUIZ

1. Only bad people get AIDS.

2. I can become infected with HIV by swimming in a pool, holding hands or kissing someone with HIV.

3. In 2002, there were 42 million people living with HIV/ AIDS in the world.

4. People who have not injected drugs do not need to get tested for HIV.

5.If I had HIV, I would know because I would feel sick.

6.HIV/AIDS is difficult to cure.

7.People who have HIV look different from everyone else.

8.It is safe to be friends with people who are living with HIV/AIDS.

第二步:读前活动(二):自由展示。在上这一课之前,我给学生布置的预习任务是:1.What is AIDS ? What is HIV? 2. How do people get AIDS? 3. What happens to people who have AIDS? 4.Something about the World AIDS DAY. 要求学生带着这些任务预习课文。学生要完成这一任务,可采用分工合作的形式去阅读文章,上网查找相关资料等。然后对所搜集的信息进行整理,最后形成自己的powerpoint展示文件。为课堂的展示讨论奠定了基础,同时也提高了课堂教学的效率,充分发挥了学生的主体作用,培养了学生查找信息的能力和较强的自学能力。

第三步:略读课文。(first reading)在这个步骤中,我给出了8个问题,让同学们带着这7个问题采用略读和寻读的方式来阅读课文并回答问题。

1. What does Aids stand for?

2.How many children have been affected by Aids so far?

3.How does HIV affect the body?

4. What are the three ways Aids is transmitted?

5.What is being done in China to help control the Aids epidemic?

6.What is the aim of UNAIDS?

7.What does UNAIDS do for people who think they might have the virus?

(这一阶段采用小组合作和竞赛的形式为学生对语言知识、语言材料进行加工、处理的过程。在学生预习的基础上,围绕“艾滋病”这一话题和文章,指导学生进行阅读技巧训练。)   Step 4 精读课文。(second reading)讨论分析文章结构、归纳中心思想,开展语言交际活动,逐步落实学生的各项预习目标和要求。指导学生进行反复的讨论、归纳、总结等口头交际活动。

如:教师设计了如下任务:

Task 1: Analyze the structures of the passage and summarize the main idea of each part.

Parts Main ideas

Part I (1) Becoming orphans because of Aids.

Part II (2-5) Introduction to Aids

Part III (6-9) Measures being done to fight the spread of Aids

Part IV (10) Good news to us about Ajani and his sister.

Task 2: Discuss the following detailed information in groups of 4

1. How do people feel about having AIDS?

2. What can be done to improve the situation?

•; by the government:

•; by specialists and doctors:

•; by other people:

•; by the patients themselves:

3. What is the Chinese government trying to do about AIDS?

4. What should we act towards AIDS and AIDS patients according to the text?

5. What is the main purpose of this passage?

(教师指导学生重新领悟教材,在个体学习的基础上与同学讨论完成以上任务并分组向全班同学汇报讨论情况。)

Task 3 Task-based activity

Learn about Aids and do something to 1_________ the spread of it

An 2______ Ajani, whose father died of Aids two years ago, lost his

mother for the same 3_________.

Detailed 4________ about Aids 1. The cause of Aids is a virus called HIV, which attacks the body’s immune system and there’s no cure...

2. One of the first symptoms of Aids is a weakened immune system and eventually the body loses the ability...

3. It is commonly 5_______ that the virus is spread in three ways -- ...

4. Since the 1980s, Aids has become ..., 6 ________ over 60 million people ...

7_______ taken to fight Aids 1. The efforts have been made by China. Opening labs to test and monitor the disease

8__________ free drugs for Aids patients in need

2. Many international organizations work 9________ to fight Aids.

3. In Ajani’s opinion, the 10______ to stopping the disease is educating people at risk, as well as treating ...

Step 5 复述课文(retelling) 给出课文中的关键词汇,让同学们用自己的话来复述课文。

Helpful words and expressions:

Ajani / die of /HIV /transmit / be infected with / fight against / educate sb about / have access to …

Step 6 Summary

The structure of an essay of the problem-solving style:

Part 1 put forward a problem Example Something happened to Ajani

Part 2 analyze the problem fact 1…

fact 2… Information about Aids

Part 3 solve the problem method 1

method 2 Something must be done…

Step 6. Homework assignment

A. Write an article about Aids .

B. Read the text carefully and find some important phrases and difficult sentenses.

(作者单位:江苏省灌南二中222500)