高中英语教学案例范文

高中英语教学案例范文

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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

范文二:高一英语教案范例

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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:小学英语教学案例范文

小学英语教学案例范文

PEP Book3 Unit6 B Let's learn

学校:温州市墨池小学

姓名:洪 艳

日期:2005年11月15日

设 计 说 明

一,话题:PEP 小学英语第三册Unit6 B Let's learn .

二,课题说明:本课的教学内容职业与学生日常生活密切联系.教学重点是掌握5种职业的正确读音.

三,课时说明:本案例是第六单元的第四课时.学生在前面已学过人物特征的描述和爱好等内容.因此,这节课的教学任务是如何在学习新知识的基础上,拓展和利用所学的旧知识,真正达到学以致用.

四,学生情况说明:通过第三册第三单元的学习,同学们对人物特征的描述

He/She is„和爱好He/She likes„已经有了较好的掌握,这为本单元的教学提供了有利的基础.本单元的教学内容与学生的实际生活息息相关,因而本单元的教学内容对学生来说不难理解,关键是如何将分散的语言点进行整合,拓展,并在实际生活中加以准确运用.在教学时,教师要通过创设情景,运用多种教学手段,开展灵活多样的教学活动,将新旧知识有机结合,对本单元知识加以强化,从而让学生更好地掌握和拓展职业这一话题.

教 学 详 案

课题名称

PEP Book3 Unit6 B Let's learn

教学目标

1,知识与技能目标:

a.能听,说,读新授单词: baseball player, driver, farmer,

doctor, nurse.

b.能综合运用句型:What's he He is a „.He is „.He likes„.

2,情感态度:培养学生从小树立树立远大理想的情感.

3,文化目标:了解多种职业的特征.

教学重,难点

1,重点:掌握5个单词的读音.

2,难点:掌握句型:What's he He is a „.

课前准备:(教具)

单词卡片,彩色职业徽章,若干图片,录音机,多媒体设备,职业道具.

教学步骤

具 体 操 作 过 程

设计意图

Warm-up

(热身)

Listen and do

T:walk/jump/run/swim/play PingPong/ play

basketball/play volleyball„

从听听做做入手,展现与本文相关的信息,直接切入主题,一方面活跃课堂气氛,另一方面为新知识的呈现起到了很好的铺垫作用.

Lead-in

(导入)

drive the bus/drive the jeep/drive the car

(CAI shows the word:drive)

导入自然,不露痕迹

Presentation and practise

(呈现和操练)

Teach

drive the car, drive the car, He is a driver.→driver (er,er,//,//,//) Ss read: driver ,driver ,He is a driver.

T:Guess,what colour cars does the driver like

S1:He is a driver. He likes „cars.

(CAI)Ss: He is a driver. He likes blue cars.

(注:本环节对说得好的学生奖励印有driver的职业徽章)

渗透字母组合发音,为语音学习打下基础.

通过猜颜色,将新旧知识有机结合,达到知识循环的目的

将课堂评价与教学内容巧妙结合,体现评价真正为课堂服务的作用.

Teach

(1)T: Let's drive the car to the farm.(CAI shows the word:farm)

(2)Let Ss listen to the poem:《悯农》

T:What's he →farmer(er,er,//,//,//)

(3) Ss read: farmer,farmer,He is a farmer.

(4)T: Guess,what's the farmer's hobby

S1:He is a farmer. He likes „

(CAI) Ss:He is a farmer. He likes playing balls.

(注:本环节对说得好的学生奖励印有farmer的职业徽章)

听学生熟悉的古诗,既自然呈现新知,又能很好地渗透德育教育.

farm+er→farmer给学生神通单词后面加er可以表示一类人的概念. 3,Teach

(1)T:What kinds of balls do you like

S1:I like„

(2)T: The farmer likes playing many kinds of balls.Look!

(CAI)football Beckham→football player

basketball Yao Ming→basketball player

Ping Pong Kong Linghui→Ping Pong player

(Teach the word :player er,er,//,//,//)

baseball a boy→baseball player

(3)Ss read:player, player,a baseball player

(4)(T shows a toy baseball stick)T:I'm a baseball player.(T pass it to S1)

从学生喜欢的球类和球类明星入手,生动,直观,扩大了知识面,又为新知识的呈现降低了难度,整个过程清晰,流畅.

Presentation and practise

(呈现和操练)

S1: I'm a baseball player.

(接龙操练:S1→S2→S3„→Sn)

(注:本环节对说得好的学生奖励印有baseball player的职业徽章)

通过表演棒球运动员的方法来提高学生的学习兴趣,同时棒球棒在学生之间自由传动,体现了生生互动.

Teach the sentence:What's he

(1)(CAI:象征职业人物的黑影图)T:What's he

S1: He's a baseball player/driver/farmer„→

What's he

(2)Ss read : What's he

(3)Ss ask:What's he/she S1:He's/She's a„

(T指向带有职业徽章的学生)

(注:此处对表现好的学生奖励职业徽章时可让他们自己选择学过的:I like„) 利用黑影设置语言交际的信息沟,在猜一猜中增加孩子的学习兴趣,同时又很自

然地呈现出新句型.

将戴有职业徽章的学生作为操练对象,真实形象,也使评价的作用又一次得到体现.

Teach:doctor

(1)(CAI)T:What's he →doctor

(2)Ss read: Dctor,doctor,he is a doctor.

(3)T: I don't like doctors. What about you

S1:I like/don't like doctors.

T:So I eat an apple a day. Because there is a saying:An apple a day keeps the doctor away.

Ss read the sentence.

Let Ss sing the song: An apple a day

(注:本环节对说得好的学生奖励印有doctor的职业徽章)

复习旧歌曲,活跃了课堂氛围,也使新知识进一步得到巩固.

6,Teach: nurse

(1) T shows some tools (e.g. 听诊器,司机帽,护士帽„)

S1给S2戴上工具,S1:What's he /she

S3:He/She is a „

(2)T shows a nurse cap and put it on a girl's head and ask:What's she →nurse

(3)Ss read: Nurse,nurse,she is a nurse

(ur,ur,//,//,//)

CAI shows 6 nurses.

T: I like Nurse1.She is kind.

Group work:4 students discuss

S1:I like Nurse„. She is„.

(注:本环节对说得好的学生奖励印有nurse的职业徽章)

将生活带进学生课堂,创设语境,增强语言交际的真实感.

小组内讨论个人喜爱的护士形象,这个环节从学生的生活经验出发,从学到用,强调真实.

Consolidation and extension

(巩固和延伸)

1,Review the words

(1)Read all the words

(2) Listen and do

T: Act like a driver„ Ss do action

(3)Let Ss open the books and read

(4) Ss practise: Let's do

通过读课文中的内容,使学生养成良好的学习习惯,并为下一步口头交际训练打下基础.

2,(CAI)Task: 评选你最喜欢的职业人物:

每小组推荐一名优秀的职业人物代表,由小组内成员介绍,每人介绍一至二句.要求用上以下句型:

What's he

He is a „(职业)

He is „(特征)

He likes„(爱好)

(用上学生身上佩带的职业徽章)

培养学生的合作意识,增加交际氛围,引导学生结合语境,促进学生的实践能力. 评价的多种作用在这里再一次得到淋漓尽致的发挥.

Homework

(1)设计一张二十年后自己的名片

(2).搜集其他职业的英语表达方法

引导学生将课堂上获取的语言信息运用在自己的实际生活中;鼓励学生运用多种学习渠道拓宽知识面

Designment on the board

教学反思

这是一堂有关职业教学的单词课.在本节课的教学设计中,我结合教材和学生的特点,依据新英语课程标准的精神,从激发学生的学习兴趣,培养良好的学习习惯,丰富生活经验和提高认知水平出发,科学安排教学内容,合理设计教学任务,开展形式多样的教学活动,让学生亲身体验,大胆实践,积极参与,共同合作交流,帮助学生在任务性的教学途径下发展综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程.具体体现在以下几个方面:

以学生为主体的活动安排

在本课中,我注重开发学生的智力,想象力和实际运用语言的能力,能进行听听做做,猜一猜,唱苹果歌,演棒球运动员等多种活动,全面训练学生的综合素质.通过不同层次的教学活动,充分体现学生个性发展和教学要求的开放性,教学效果良

好.我安排的活动有两人,小组和全班性的,由教师示范,师生对话,生生对话.每次活动,老师都有明确的目标与要求,并提供一定的语境创设.同时,在教学活动中,教师做到关注学生,关注过程,关注方式,关注成效,注意自己的角色互换,留给学生自由的空间去发挥.

二,新旧知识有机结合

语言的学习是一个循环的过程,学生只有通过不断使用语言才能将其牢牢掌握.在教学设计中,我注重温故知新,新旧结合,给孤立的词汇找到丰富的表达材料.比如:猜司机喜欢的车的颜色,农夫的爱好,关于苹果的谚语,对护士的特征描述等,将学生以前学过的颜色,爱好,形容词等词汇引入到新课中,培养学生在句中练词的能力.最后,在操练和应用比较成熟的基础上,教师又引导学生开展

巧妙运用课堂评价

新课程标准提倡,评价要体现人文性,要能为课堂服务.本节课中,我结合教学内容,将印有职业人物的小徽章作为学生的奖励,让他们贴在胸前.但同时,我认为不能为了评价而评价,要将评价物这一载体充分运用到课堂上.因此,我又在多个教学环节中巧妙地使用了这个职业徽章,比如在操练

回头看这堂课的教学,我觉得还有一些有待改进的地方.这节课上,我对调节课堂的能力,应变能力,组织语言的准确性,严密性等还有需要琢磨之处.同时,在教学节奏和教学时间的把握上也出现了失误之处,以致在最后的任务活动中没有留有足够的时间给学生去思考,练习和展示.希望能在今后的学习中加以磨练和提高. Jobs

What's he/she

He/She is a driver.

farmer

baseball player

doctor

nurse

教学案例

课题名称 What colour is it?

教学内容 词汇red、yellow、blue、green、orange、purple„

句型 A:What colour is it? It’s„

B:My„is orange\green„

教学步骤

一、创设情景,激情导入

(1)歌曲演唱

在进入课堂的节奏前,先让学生Sing a song:“I like apples” 在优美的音乐伴随下,营造一个轻松欢快的课堂气氛,拉近师生间的距离。消除学生本有的压力感与紧张的心理。这一环节能够提高学生的学习激情,自然而然地进入学习状态。

(2)进入真实情景(课件展示)

利用上述歌曲中的apple,老师可以复习一下前面所学的句型I like ...出示banana等几种常见的水果 ,I like banana.同是利用水果的颜色不相同来引出本节课要学习的颜色名称.老师手中拿着一个苹果,一个香蕉,分别说:This is a red apple.This is a yellow banana.这样反复的说几遍,让学生领会其中的red、yellow的意思。苹果是红色的,香蕉是黄色的,学生了解到是在学习有关颜色的知识,因为教师在重复强调着red、yellow。就在这时候,我会采用课件展示七色彩虹来吸引学生更多的目光与兴趣。情景是这样的-----“雨过天晴,天空中慢慢出现了一道道美丽的彩虹,很多小朋友都在观望这奇特的一目,接着在不同的色彩上出现了英文单词red,yellow,blue „”

二、新授过程

Learn the new words :red、yellow、blue、green、orange、purple„

学习单词在某种状态下,会觉得没有意思,在课件的带动下进而学习单词,会产生很好的效果,我想此时学生的心情也是美好的,心情愉快学习起来就会有乐趣,有积极性,因些我会抓住学生的这种特点来教学的我设计了这样的环节,当彩虹中特别强调一种颜色时,我会立即拿出相应颜色的彩笔,在黑板上画下一种同学们所熟悉的事物,然后让学生明白,我所表达的是什么意思。例如:学习单词red时,我会画一个红红的太阳,边画边说:“Red,red,it’s red.反复教授几个之后,可以把画的权力交给学生,让他们发挥自己的想法说一说,画一画,这样做能够抓住学生的注意力,同时能够体现英语课堂中的快乐、活跃气氛。这一开放式教学训练了学生的观察、反应能力。游戏过程中多鼓励、表扬,这种形成性评价树立了学生的学习信心,激发学习积极性,为以后的活动增强了参与意识。

在此基础上,让学生来找一找教室中带有颜色的物品并说出来,老师可以先作一下示范,用上句型:It’s„进而变成I like red\yellow„使用日常用品对词句进行操练,把语言知识运用到实际生活中,体现语言的交际功能,发展综合运用语言能力。

Learn the new senthences :What colour is it? It’s„

My„is orange\green„

在这里我会利用上面所练习的It’s„让学生了解到What colour is it ?就是关于颜色的提问。老师把提前准备的图片(上面画有一辆漂亮的自行车),边展示边说:“I have a new bike.”示意bike自行车,然后接着说:“It’s blue.”反复示意几次让学生心中明白老师在表达的是什么用意。老师在做或者说的过程中,一定要观察一下学生的反应。从学生的表现中可以体现学生的学习以及理解情况。Now my bike is blue.What colour is your bike?学生出示他们自己准备的图片。在这样的提示下可以让学生同桌俩或者以小组为单位进行探讨,老师巡视指导一下,在一定程度下,老师可以把一些知识的练习权交给学生自己相信他们会行的。

三、巩固练习

在这一环节我的主要设计意图是既要能运用上颜色,又能训练所学新句型,达到巩固的目的,所以我就这样做的:

A、教师说几种事物的名称如水果类、文具类等学生所熟悉的,让他们以最快的速度画在黑板上,然后让学生涂上自己喜欢的颜色。

B、介绍一下所画所涂的事物,用上句型My„is orange\yellow\orange„

C、教师利用课件出示一幅情景图,上面有各种东西,用句型:What colour is it?来提问。

D、玩大转盘的游戏。在这里我准备一个大转盘,上面平均分成若十部分,每部分上都被涂上不同的颜色写上一些有关颜色的句子。用手来摇大转盘停在哪里就要把上面的句型或者单词说上来。在这里主要是模仿中央二台的“购物街”栏目中的一个环节。对学生表现很好的给予一定的奖励。

四、课堂小结

1、师生共同回顾本节课的内容。

2、回顾彩虹的色彩,发现缺少青色,就留在学生一个任务,查寻青色的英文是什么。

小学三年级英语教学案例

[ 2009-7-1 22:37:00 | By: 蹦蹦笑 ]

Unit 4 We love animals

Teaching content : Unit 4 Part B. Let’s talk

Teaching aims : 1. To review ten words : cat, dog, ,rabbit,m,panda,duck

2. To learn the pattern : What can you see?

I can see … .

3. To train : a. Listening ability of the children.

b.Communicate skills.

Teaching importance: The ten words and the pattern .

Teaching difficulty : The pattern .

Teaching steps :

Step 1. Greeting .

1. Sing English songs.

2. T: Good morning, boys and girls .

Ss: Good morning, Miss Wang .

T: Sit down, please.

Ss: Thank you.

Step 2. Revision.

1. Guess the animals: Turn over the pictures of the animals on the blackboard and get the students guess what they are .

2. Read the words on the cards : Fist read them together, then read them one by one . Stick the cards on the left of the blackboard .

3. Play a game: Catch the dog .

Hand out some cards with animals words on them .Then teacher says: Look! I’ve got something in my bag .What is it? Who can guess? Yes, it’s a lovely dog .Do you like dogs? Now let’s play Catch the dog .If I say :Cats catch the dog .The studens who hold the cards with cat on it should quickly run to the dog and try to catch it .Let’s see who is the first .

Step 3. Presentation .

1. Ask a student to go to the door , pick up a piece of

paper and then bring it back .Roll up the paper and see .Teacher ask: What can you see? And help the student to answer : I can see … .

2. T: What can you see ( on the blackboard )? Then help the students answer : I can see a … .

Step 4. Practise and act .

Ask someone come to the front and mime the animals ,let the others to guess what it is .Teacher ask: What can you see? Help them answer: I can see a … .

Step 5 .Have a rest .

Teacher says :Now let’s have a rest .Let’s exercise our body . Boys and girls stand up .Stand in five lines.Bend down .Straiten up. Touch the left foot .Touch the right foot .Right foot up .Right foot down .Left foot up .Left foot down .Hands up .Hands down .Sit down .

Step 6 .Listen and read .

T: Open your books on page 62 .Look at Part 4 .Let’s listen and repeat . Step 7 .Consolidation .

Group competiton .Divide the class into two groups .One is A, the other is B .See which group can say more sentences .They shoud say,” I can see a … .” One sentence will get one mark .Sum the marks at last and reward the winner .

Step 8 .Sum up .

Step 9 .Homework .

Listen and read Part 4 three times

小学三年级英语教学案例

2008-10-08 11:56

三年级英语下册课例 Unit14 I come to school by bus 内容:F Let’s fun

C Let’s act

D Let’s read

目标:1、复习巩固新单词:ship 、 car 、 plane 、 bicycle 、 train 、 taxi

2、熟悉语言环境,学会有感情朗读及基本对话。

3、熟悉交通工具,并会使用“I go/come to by .”这个句型。 准备:录音机 、 磁带 、 单词卡片及相关图片。

[教学实录]

一、 师生问候,简单对话

T: Good morning, boys and girls.

Ss: Good morning, teacher.

T: Who’s on duty today?

S1: I am.

T: Now,class begins.

„„

二、介绍新语言项目及练习方法

(F Let’s fun)

T: At first, Let’s play a game.Can you help me?

Ss: I can .

T: You. Come here, please.

Find your friend and read three times.( 找到你的朋友并读三遍 ) Clear? S1: Yes.

T: You’re very clever! Here you are.

Go back to your seat, please.

T: Now, Let’s play again.

Six students come here.

You six,please. Stand in a line.(站成一排)

S2~7:

T: Right?

Ss: ……

T: They’re very clever!

Now, read after me. ship / car / plane /bicycle / train / taxi …(C Let’s act)

T: Ok.This morning, I come to school by bus.

How do you come to school?( 你是怎么来到学校的?) Who can tell me?

S1: I come to school by car.

„„

T: Follow me.

I come to school by bicycle.

Ss: ……

T: You’re very good.

Now. If you want to go to Beijing,how do you go there?(如果你想到北京去,你怎么去那儿?)

T: You ,please say and act.

S1: I go to Beijing by plane.

T: Wonderful! Praise him.

Ss: ……

S2: I go to Beijing by car.

„„

T:

……

Yes, we go to Shanghai by train.(D Let’s read)

T: Next. Please open your books and turn to P56.

At first,listen to the tape carefully.

T: Once again.

T: Ok. Now, please read after me.

Ss:

T: Again.

Ss:……

T: Now. Read the dialogue,and then practise in pairs.(读这个对话,然后互相练习。)

Ss:(Read)

T: Who can read?

S1: I can.

T: You, please.

S1:

T: Great! Any more?

S2: ……

T: At last, Let’s practise in groups.(分组练习)

You’re Dino. You’re Tim and the others are the driver.

Ss: ……

三、总结

T: You’re so smart! Thank you very much.

Give yourselves a big hand.

[教学反思]

学习方式的改革是本次课程改革的重要目标。。新课标所强调的二元性,即人文性与实践性。 “变”牵为“导”,即突出了以学生为主体,注重人文性的教育新理念。“导”学生主动的、积极的,是隐形的、是看不见的、轻松的,最终打开学生的思路。要把学生看作学习的主体、发展的主体,在英语教学中表现得尤为突出。学为所用,将所学知识运用到生活实际中去是英语教学的出发点。要求学生“乐学、善用”,就必须让人文性与实践性有机结合,即让学生参与到英语教学的各个环节中,本节课就力求做到这一点,但仍应注意以下问题:

1、根据学生的实际与教学的需要,课堂用语应在日常生活中多予补充,并要求在教学中活学多用。

2、 在正确引导下,不但提高学生的听、说、读、写的能力。多听,可纠错;多

说,知运用;多读,助记忆;多写,长能力。

3、重学生的参与和运用,鼓励与纠错并重,有助于在激发学生积极性的基础上教给学生正确的信息和知识。

4、重教材并不要求依赖教材,在教知识的同时关注教材的延伸。

浅谈英语教学中的板书设计

现代化英语教学中,黑板已经不是传统意义上的黑板了。挂图、幻灯、投影仪、多媒体等的加入,使得黑板的内涵更加丰富。特别是多媒体──这一现代化的教学工具,它以鲜活的色彩、立体的画面和逼真的音响效果,给人一种赏心悦目和身临其境的感觉,创造了一个轻松愉快的学习氛围。不过在这些先进的教学仪器尚未普及之前,我们只能大作黑板这篇文章。然而,在实际教学中黑板的重要性却常常被忽视,板书设计单调乏味、混乱无序,导致学生厌学情绪滋生,学习积极性大大降低。那么怎样才能在教学过程中充分发挥教师的主导作用,提高学生英语学习的积极性?怎样才能在有限的时间里让学生迅速有效地接受和掌握新知识呢?归根到底,这就是一个关于如何提高课堂教学质量的问题。在我们的印象中,板书无非就是“黑板白字”,形式单一,枯燥乏味。而提倡板书设计就是要彻底改变这一传统模式,在原有的基础上加上一些图表资料,使之图文并茂,丰富板书的内容;形式上适当使用彩色粉笔和符号标识,充实板书的色彩,引起学生的注意力。备课时,教师在认真钻研教材的基础上,必须精心设计课堂板书,对每一个单词、每一张图片、每一个例句,甚至于每一个标点符号都要事先安排得心中有数。在具体的设计中,特别要注意充分发挥各要素的作用,如:

(一)图片。看图可以说是板书的“前奏”,其内容往往又是课文的重点。一般每篇课文(对话)中都会有配套的图片,我们可以把它作为板书的一部分来加以充分利用。在课前教师可以针对这些画面设计一些相应的问题,并将它们写在黑板上。这样可以先让好奇的学生去注意图画的内容,考虑你所提出的问题,一下子就能引起他们的兴趣,为一堂课的开始起个好头。以高中英语第一册(上)第五课为例,可以设计这样几个问题:(1)Where are they ? Who are they?(他们在哪儿?他们是谁?);(2)What can you see in the picure?(从画面上你能看到什么呢?);(3)What are they doing?(他们在干什么?)。

(二)简笔画。简笔画最适合于在黑板上表达,它可以在教学中充当“催化剂”的作用。有许多很难进行的抽象教学活动在它的辅助参与下,能有效地发挥作用,并可以取得良好的教学效果。例如:在学习The Olympic Games 一课,可能直接用英语向学生解释说明奥运会五环

Olympic Flag)时,学生理解起来并不那么容易,甚至有些困难。此时,教师如

简笔画,先向他们展示五环标志(见右图),然后再用英语导入“There are five 旗(The 果改用rings joined together, which stands for five continents in different colors──Europe: blue; Africa: black; America: red; Asia: yellow; Oceania: green.”这样不仅简洁明晰,而且易于识记。

(三)色彩。如果说简笔画是“催化剂”的话,那么色彩就是“兴奋剂”。许多学生厌倦了色彩单调的板书,特别是英语中这些弯弯曲曲的字母,用学生的话说“就象是看‘天书’”、“没意思”、“不想看”、“看不懂”。如此下去就会形成恶性循环,就会对英语学习失去兴趣乃至产生严重的厌学情绪。这时,色彩就会发挥作用了,那鲜艳的色彩就象一个个兴奋点。图文并茂的内容能形象地表达单词或课文(对话)的内容,学生也会精神振奋,思维活跃起来。我想他们钟情于“多媒体”的道理也在于此吧!那么我们又何尝不可吸收一些“多媒体”的优点来呢?在课堂中适当让学生做些小游

戏,进行一些丰富多彩的小活动。它一来可以丰富我们的课堂内容,有效地调动学生的学习积极性;

二来可以弥补板书中没有声音没有动作的不足。它与板书相辅相成,共同构筑美好的四十五分钟。

整堂课下来,学生由图片和问题引路,随着黑板内容的不断充实,学习的热情也不断高涨,提出问题,设置悬念,解答问题,增强信心,内容多彩,激发兴趣。集整体性、艺术性和趣味性于一体的板书设计,大大改善了课堂气氛,提高了学习效率。

总之,板书的设计是一门艺术,设计的好坏将直接影响教师的教学质量。好的教学方法需要我们一线教师不断去学习、去实践、去探索、去总结。只有这样才能不断提高教学质量、丰富教学园地。

浅谈英语教学中的板书设计

现代化英语教学中,黑板已经不是传统意义上的黑板了。挂图、幻灯、投影仪、多媒体等的加入,使得黑板的内涵更加丰富。特别是多媒体──这一现代化的教学工具,它以鲜活的色彩、立体的画面和逼真的音响效果,给人一种赏心悦目和身临其境的感觉,创造了一个轻松愉快的学习氛围。不过在这些先进的教学仪器尚未普及之前,我们只能大作黑板这篇文章。然而,在实际教学中黑板的重要性却常常被忽视,板书设计单调乏味、混乱无序,导致学生厌学情绪滋生,学习积极性大大降低。那么怎样才能在教学过程中充分发挥教师的主导作用,提高学生英语学习的积极性?怎样才能在有限的时间里让学生迅速有效地接受和掌握新知识呢?归根到底,这就是一个关于如何提高课堂教学质量的问题。在我们的印象中,板书无非就是“黑板白字”,形式单一,枯燥乏味。而提倡板书设计就是要彻底改变这一传统模式,在原有的基础上加上一些图表资料,使之图文并茂,丰富板书的内容;形式上适当使用彩色粉笔和符号标识,充实板书的色彩,引起学生的注意力。备课时,教师在认真钻研教材的基础上,必须精心设计课堂板书,对每一个单词、每一张图片、每一个例句,甚至于每一个标点符号都要事先安排得心中有数。在具体的设计中,特别要注意充分发挥各要素的作用,如:

(一)图片。看图可以说是板书的“前奏”,其内容往往又是课文的重点。一般每篇课文(对话)中都会有配套的图片,我们可以把它作为板书的一部分来加以充分利用。在课前教师可以针对这些画面设计一些相应的问题,并将它们写在黑板上。这样可以先让好奇的学生去注意图画的内容,考虑你所提出的问题,一下子就能引起他们的兴趣,为一堂课的开始起个好头。以高中英语第一册(上)第五课为例,可以设计这样几个问题:(1)Where are they ? Who are they?(他们在哪儿?他们是谁?);(2)What can you see in the picure?(从画面上你能看到什么呢?);(3)What are they doing?(他们在干什么?)。

(二)简笔画。简笔画最适合于在黑板上表达,它可以在教学中充当“催化剂”的作用。有许多很难进行的抽象教学活动在它的辅助参与下,能有效地发挥作用,并可以取得良好的教学效果。例如:在学习The Olympic Games 一课,可能直接用英语向学生解释说明奥运会五环

Olympic Flag)时,学生理解起来并不那么容易,甚至有些困难。此时,教师如

简笔画,先向他们展示五环标志(见右图),然后再用英语导入“There are five 旗(The 果改用rings joined together, which stands for five continents in different colors──Europe: blue; Africa: black; America: red; Asia: yellow; Oceania: green.”这样不仅简洁明晰,而且易于识记。

(三)色彩。如果说简笔画是“催化剂”的话,那么色彩就是“兴奋剂”。许多学生厌倦了色彩单调的板书,特别是英语中这些弯弯曲曲的字母,用学生的话说“就象是看‘天书’”、“没意思”、“不想看”、“看不懂”。如此下去就会形成恶性循环,就会对英语学习失去兴趣乃至产生严重的厌学情绪。这时,色彩就会发挥作用了,那鲜艳的色彩就象一个个兴奋点。图文并茂的内容能形象地表达单词或课文(对话)的内容,学生也会精神振奋,思维活跃起来。我想他们钟情于“多媒体”的道

理也在于此吧!那么我们又何尝不可吸收一些“多媒体”的优点来呢?在课堂中适当让学生做些小游

戏,进行一些丰富多彩的小活动。它一来可以丰富我们的课堂内容,有效地调动学生的学习积极性;二来可以弥补板书中没有声音没有动作的不足。它与板书相辅相成,共同构筑美好的四十五分钟。

整堂课下来,学生由图片和问题引路,随着黑板内容的不断充实,学习的热情也不断高涨,提出问题,设置悬念,解答问题,增强信心,内容多彩,激发兴趣。集整体性、艺术性和趣味性于一体的板书设计,大大改善了课堂气氛,提高了学习效率。

总之,板书的设计是一门艺术,设计的好坏将直接影响教师的教学质量。好的教学方法需要我们一线教师不断去学习、去实践、去探索、去总结。只有这样才能不断提高教学质量、丰富教学园地。

范文六:高中英语导学案范例高一英语导学案

高中英语导学案范例 高一英语导学案

必修二 Unit4 Wildlife protection

Period1 Reading (How Daisy Learned To Help Wildlife)

Learning aims: 1. To improve the ability of reading

2. To learn about some endangered animals

Learning important points: To analyze the whole text and know about structure and the main idea of the text Learning difficult points: To grasp the two reading techniques: 1. 略读或浏览阅读;2. 扫描式阅读 Learning guide: Read , copy and recite

Learning procedures and ways:

Step1: Try to remember the new words as quickly as possible (温馨提示:说一千,道一万 记住单词是关键!)

1. Read and recite new words and phrases from wildlife to bite three times. (方法导引:按音标正确读,背单词和短语) (A级)

2.Copy the new words and phrases from wildlife to bite three times in your exercise books(方法引导:汉语只需抄一遍;抄写后应会默写这些单词和短语) (A级)

3. 根据所给词首字母及中文释义写出各单词的完整形式(方法引导: 默写单词, 然后核对答案, 用红色笔写出正确答案并在再加以巩固)(A级)

1) w__________ (n.野生动植物) 2) i___________ (n. 收入)

3) z___________ (n.地域;地带) 4) s_____ ( adj.安全的;可靠的)

5) r ___________ (vi. 回答;响应 ) 6) d___________ (adj.远处的)

7) f ___________ (n.毛皮;毛 ) 8) r________ (n.减轻或解除 )

9) l ___________ (n.笑;笑声) 10) m_______( n. 仁慈;怜悯)

11) c___________ (adj. 确定的;某一;一定) 12)i___________ (n. 重要性)

13)r___________ (vt 摩擦 ) 14)m___________( n. 蚊子)

15)i___________ ( n.昆虫 ) 16)e_____ (vt. 雇佣;利用)

17)c___________ (vt.包含;容纳 ) 18)p____(adj. 强大的;有力的)

19)a___________ (n. 关注 ) 20)a___________( vt. 感激 )

21)p___________ ( n.保护 ) 22)w___________ (a的;野的)

23)d___________ (vi .& vt. 减少) 24)l___________(n. 损失)

25)r___________ (n.保护区 ) 26)h________ (vt.猎取;搜寻)

27)c___________ (n.地毯 ) 28)s___________ (vi. 成功 ) 29)h___________ 损害;危害

30) b __________ ( vt.咬;叮) 31)a___________( vt. 影响 感动)

32). 结果___________ 33)处于危险中___________________ 34)在地球上__________

35)关注______________________ 36) 对„有影响_______

37 )灭绝 _______________________ 38)保护„免受_________

39) 保护 区_______________ 40)平静地 _______________

Step2:Look through the text HOW DAISY LEARNED TO HELP WILDLIFE and get the main idea of it. (方法引导:略读或浏览阅读,忽略不懂的句子和生词,快速阅读课文。目的只是为了了解阅读材料的内容大意,不求甚解。题目的作用不可忽略。)

思考问题:

What's the main idea of the text?

学习反思:

Can you get the main idea by yourself? Have you learned how to get the main idea of this kind of passage?

Step3:Skim the reading passage and then fill in the following chart.(方法引导:采用扫描式阅读进行有目的的阅读)(B级)

Type of writing and summary of the idea

Step4:疑难破解:(方法引导:结构复杂的句子是影响阅读理解的主要因素之一。 弄懂复杂句的关键是先找到句子主干, 然后理清其余句子结构。 尝试分析下面复杂句的结构并译成汉语.)(B级)

1.Please take me to a distant land where I can find the animal that gave fur to make this sweater.

2.There Daisy saw an antelope looking sad.

3.I wonder what is being done to help you.

4.The flying carpet travelled so fast that next minute they were Zimbabwe.

5.It contains a powerful drug which affects mosquitoes.

6.You should pay more attention to the rainforest where I live and appreciate how the animals live together.

7.No rainforest, no animals, no drugs.

Step4: Try to solve any other problems you may have by discussing with your classmates or consulting your teacher. Make sure you understand everything in the text.

Step5: Listen to the tape and read the text aloud, paying attention to your pronunciation and intonation. (方法引导:多听磁带,提高语音语调)

Step6:Retell the text (B级)

One day, Daisy _____ a strange dream. She flew in a wonderful ______ to _____ with an _______ in Tibet. The antelope told her they were hunted because of their_____ which can be used to make ______ like hers. In three years they may all be ______ . Later, she _____ to Zimbabwe where she talked with an ______ and got to know the farmers there no longer ______ them. That’s because the _______ decided to help and the farmers finally made a lot of ______ . At last she _____ at the thick rain _____ where a monkey told her “ No rain forest, no ____ and no ____.” Although finally everything was _____, she had _____ so

Step7:Deal with the language points appearing in the text ) (方法引导:看会并记住语言点的用法)

1. protect vt. ~sth. from/against„保护„„避免„„

He’s wearing the sunglasses to protect his eyes from/against the strong sunshine.

2 as a result 结果 A句.As a result, B句.

I got up late this morning. As a result, I could catch the first bus.

as a result of= because of 为介词词组,不能引导句子。

He was late as a result of getting up late.

3. die out灭亡;逐渐消失

4.peace n. peaceful adj. peacefully=in peace adv.

The Chinese live in peace after liberation.

5 in danger- out of danger

6.The little girl is in danger because she has fallen into the river. However, she is out of danger now with the help of the army..

7.contain vt.

包含 This book contains information that you need.

容纳 This room can contain 56 students.

8.affect vt. This movie deeply affects me.

effect n. have an effect on; have a good/bad effect on

The computer game has a bad effect on students’ study.

side effect副作用

This kind of medicine has side effect.

9.attention n.

draw/get/attract/catch one’s attention 吸引某人的注意力

That handsome boy attracts/catches/draws/gets her attention.

fix/focus one’s attention on sth. 讲精神、注意力集中于„„

They fix/focus my attention on that handsome guy.

pay attention to sth.

Please pay attention to what I said just n

Step8 当堂检测

1.It's too bright in the sun. You'd better wear a pair of glasses to_____ your eyes__ the sun.

A. Stop; from B. Protect; from

C.keep; from D.protect; for

2.As we all know, tigers and pandas are __now, but tigers are __ to people.

A.dangerous; dangerous B.in danger; in danger

C.in danger; dangerous D dangerous; in danger

3.My friend was very sick with a stranger fever, _____ , he could neither eat or sleep

A.As a result B.After all C.However D.Otherwise

高一英语必修二导学案

Unit 4 Wildlife protection

Period4 Grammar

Learning aims(学习目标): 1. 对现在进行时的被动语态的理解与运用。.

Important points(学习重点): 1. 学习现在进行时被动语态的构成

2. 使用现在进行时被动语态需要注意的几个问题

Difficult points(学习难点): 在具体语境中使用现在进行时的被动。

Learning guide(方法引导): 观察例句——总结规律——运用规律

Self-study and exploration(自学探究):

StepⅠ: 观察思考

Read the following sentences and explain the usage of the Present Progressive Passive Voice in each sentence to your partner. (方法指导:先翻译句子,再指出现在进行时被动语态的用法)

1. We are being killed for the wool beneath our stomachs.

2. Our fur is being used to make sweaters for people like you.

3. I’m sorry I didn’t know that I wonder what is being done to help you.

4. Daisy turned around and found that she was being watched by an elephant.

5. So good things are being done here to save local wildlife.

StepⅡ:归纳规则

Study the explanation of the grammar and then do the exercises that follow.(方法指导:通过观察上面的例句,我们可将现在进行时被动语态构成和用法归纳如下,请仔细学习一下)

1. 意义:

主语和谓语动词之间是被动关系,而且动作正在进行。

2. 现在进行时被动语态构成

(1) 肯定形式: 主语+am/is/are+being+过去分词

The house is being painted. 房子正在被粉刷。

(2) 否定形式: 主语+am/is/are+not+being+过去分词

The trees are not being watered.

(3) 疑问形式: Am/Is/Are+主语+being+过去分词?

Am I being watched over?

(4) 特殊疑问句的形式: 把特殊疑问词放在一般疑问句前面。

How many bridges are being built in the village?

3. 现在进行时被动语态用法

(1) 表示说话人说话时正在进行或发生的动作,经常和时间副词now(现在), right now (现在, 此刻), at present (现在,目前), at this moment(此刻)连用。

e.g. ①Look! The baby (take care of )by her aunt. 瞧!那个婴儿正由他的姑姑照料着 ②The project at the meeting.

这项工程正在会议上被讨论。

(2) 表示现阶段或目前这段时间正在进行的被动动作,但这一被动动作在此时此刻不一定正在发生。

①A new factory . 一个工厂正在建设。

②Many speeches are being held these days.

③Zhengzhou-xi’an high-speed railroad .

郑西高速铁路正在建设当中。

(3) 表示按计划或安排将要进行的一个被动动作

A party is being held tonight. 译为

① be + under / in +n. 的结构可以表示现在进行时的被动语态的含义。

The problem is under discussion now.

= The problem now.

The telephone is in use.

= The telephone .

The bridge is under repair.

= The bridge . 桥梁正在修理中。

The side effects of the new drug are under research.

=

② 一些表示“心理活动,拥有,存在”等动词,一般不用现在进行时的被动语态, 而用一般现在时的被动语态。

Joe, come here. You are wanted on the phone.

提醒:这些规则是要记住的喔——

2.使用现在进行时的被动语态需要注意的几个问题:

1、注意助动词的运用。

现在进行时的被动语态有两个助动词,一是助动词be的相应形式,为现在进行时的助动词;二是助动词being,为被动语态的助动词,这两个助动词缺一不可,并且不可颠倒顺序。

e.g.这些动物目前正被放了出来。

The animals are being set free at present.

2、注意短语动语后面的介词不可漏掉。有些动词短语如take care of , look after , talk about等,用于被动结构时,后面的介词不可漏掉。

e.g. you are being talked about.

翻译:这婴儿正受到很好的照顾。

3、注意动词的性质。

有些动词,通常是不及物动词即表示某种情况或状态动词,如appear, rise, die, happen, occur, lie, belong to ,break out ,take place ,fit mean ,become, fail, consist of ,look like 及cost 等不可用于被动语态。

Which one is true and which one is false?

(1) The sun is rising.( )

The sun is being risen.( )

(2) What is happening?( )

What is being happened?( )

(3) The dish tastes delicious.( )

The dish is being tasted delicious.( )

StepⅢ 当堂检测

(方法指导:根据句子所提供的语境和现在进行时被动用法进行选择。)

1. A new cinema ____ here. They hope to finish it next month.

A. will be built B. is built C. has been built D. is being built

2. Rainforests __ and burned at such a speed that they will disappear from the earth in the near future.

A. cut B. are being cut C. are cut D. had been cut

3. I don’t know what time it is now. My watch_____.

A. is repairing B. has been repaired C. is being repaired D. has repaired

4. Water ___ at 100℃.

A. boils B. is boiled C. has been boiled D. has boiled

5. A new stadium ___here. They hope to finish it next week.

A. will be built B. is built C. is being built D. is building

6. Have you moved into the new house? Not yet, the rooms _________.

A. are being painted B. are painting

C. are painted D. are being painting

7. Do you like the material? Yes, it ___very soft.

A. is feeling B. felt C. feels D. is felt

8. New medicines and instruments ______ every day to extend life.

A. develop B. are being developed

C. are developing D. have developed

9. “Look! Everything here is under construction.” “What is the small building that ______for?”

A. is being building B. has been built

C. is built D. is being built

完成下列句子

1. The news ____________ (被讨论) about everywhere.

2. A lot of tall buildings ___________ (建立), and people will move in next year.

3. Most of the streets in the city has been widened and many new buildings _______________. (重建)

高考链接:

例题1 —Have you moved into the new house?

—Not yet. The rooms _________.

A.are being painted B.are painting

C.are painted D.are being painting

小结与反思:

这节课的内容学会了吗?掌握多少啦?能熟练的运用这些规则做题吗?

高一英语导学案

必修四Unit 3 A taste of English humour

Period3 (语言知识学习)

Learning aims(学习目标): To master the basic knowledge, such as important words, useful phrases and sentence patterns.

Important points(学习重点): To master the usage of the new words.

Difficult points(学习难点): Learn how to use these phrases freely.

Learning guide(方法引导): Recite(背诵),practice.

Learning Procedures(学习过程):

Step1: Review(复习及巩固)

Ⅰ. Review the first text and sum up the useful sentence patterns. (方法导引:先将课文读一遍,划出重要句子及含有重要语法点的句子,将其背会,并且会灵活运用。)(A级)

1. Remember the following words and expressions. (在文中找出下列短语并在文中划出来,然后背会)

1.对„„感到满意___________________ 2.情况更坏________________________

3.感到惊奇______________________ 4.使„„令人愉快__________________

5.世界闻名___________________ 6.一个贫困而无家可归的人______________

7.拄着拐杖________________ 8.社会生活中的失败者_________________

9.被„„爱戴(热爱)_______________ 10.克服困难____________________

11.对„„不友好_______________ 12.悲哀的境况_____________________

13.搜寻,寻找_____________________ 14.在„„的边缘____________________

15.在一座小木屋_________________ 16.没有可吃的东西____________________

17.煮一双皮鞋_______________________ 18.切下;割下__________________

19.挑选,选出_________________ 20.像„„一样吃掉___________________

21.快乐地享受每一口____________________

22.在„„中担任主角__________________

23.杰出的工作__________________________

24.授予„„奥斯卡特别奖_______________________

2. The important language points in the passage.(分析下列句子成分,写出各个句子的语法点,后翻译句子)

⑴ He made people laugh at a time when they felt depressed, so they could feel more content with their loves.

⑵ You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk.

(3) This character was a social failure but he was loved by all who watched the films for his determination in overcoming difficulties and being kind even when people were unkind to him.

★[考点] 英语中,多个词同时作前置定语修饰名词时,其排序一般为:限定词(冠词、指示代词、物主代词、所有格、数词) + 形容词 (性质+大小+形状+年龄+颜色)+国籍、材料、用途/出处。

[真题再现] The ____ house smells as if it hasn’t been lived in for years. (江苏2004)

A. little white wooden B. little wooden white

C. white wooden little D. wooden white little

(4) Then he cuts off the leather top of the shoe as if it were the finest steak.

[真题再现] He was in hospital for six months. He felt as if he was _____ from the outside world. (北京2004春)

A. cut out B. cut off C. cut up D. cut through

(5) In 1972, he was given a special Oscar for his lifetime outstanding work.

★[考点] special和particular都可表示“特别的;特殊的”,但particular更强调“值得引起注意的”;special强调非规则、非一般;非正常;非广泛,主要含意为“专门;专用”;particular还可着重指“(同类事物中)某个;特定的”(强调具有独特性质的)。

[真题再现] Those T-shirts are usually $ 35 each, but today they have a ______ price of $ 19 in the Shopping Center. (上海 ’99)

A. regular B. special C. cheap D. particular

Step2:Learning about language(当堂作业)

●Finish the exercise1,2 on page 20 and exercise 1,2 on page 56.(注意作业完成)

Step3:当堂检测

Ⅰ.Translation.

1. 直到现在医生还对这种致命的疾病束手无策。

,doctors have been able to do very little to this

.

2. 父亲死后的一段时间离,查理非常穷困。

Charlie was quite for a while after his father died.

3. 地震过后,政府为无家可归的者提供了食物和毯子。

After the , the government food and blankets .

4.爱玛可不是一个一般的作家。

Emma is writer.

5.黛西羞怯的走进来,穿着一件破旧的大衣。

Daisy came in shyly wearing coat.

6.比赛过后,戴维挥舞着双臂,十分兴奋。

After the race, David his arms in a of excitement.

7.佛雷迪专门为这个场合买了一套西装。

Freddy bought a just for .

8.爱德华脚下一滑,在冰上失去了平衡。

Edward on the ice and .

Ⅱ.词语派生 用括号中所给词的适当形式填空。

1.As a result of their impatience , that plan ended in _____________ (fail).

2._____________ (fortune), we two were selected for the Olympic torture bearers in Guangdong.

3.Besides the point, the accident happened for some other _____________ (direct) reasons.

4.You are expected to spend an _____________ (entertain) evening in this place of public _______________ (entertain).

5.The government is trying to stop the strike in a ______________ (violent) way.

6.I wondered all the time why mother had never thrown away those clothes already __________ (wear) out.

7.I’m so full I can’t have another _______________ (mouth).

8.She _____________ (joy) playing the piano every day, for it is a great ______________ (enjoy) to her.

9.He was _____________ (sense) of the trouble he had caused.

10.Mobil phones may not work so well in _____________ (mountain) areas.

{拓展}(附加题)

Push!

At midnight Peter was awakened by heavy knocks on the door. He rolled over and look to his 36 , and it was half past one. “I’m not getting 37 at this time,” he 38 to himself, and rolled over.

Then, a 39 knock followed. “Aren’t you going to 40 it?” said his wife.

So he dragged himself out of bed and went downstairs. He opened the door and there was a man 41 at the door. It didn’t take long to 42 the man was drunk.

“Hi, there,” slurred(嘟囔) the stranger, “Can you give me a push?”

“No, get lost. It’s half past one. I was 43 ,”Peter said and slammed the door. He went back 44 to bed and told his wife what had happened.

She said, “That wasn’t very 45 of you. Remember that night we had a 46 in the pouring rain on the way to pick the kids up and you had to 47 that man’s door to get our car 48 again? What would have happened if he’d told 49 to get lost?”

“But the guy was 50 ,” said Peter.

“It doesn’t matter,” said the wife. “He needs help 51 it would be the Christian thing to help him.” So Peter went out of bed again, got dressed, and went downstairs. He opened the door, and not being able to see the stranger anywhere, he shouted, “Hey, do you still want a 52 ?”

And he heard a 53 ,“Yeah, please.”

So, still being unable to see the stranger, he shouted, “ 54 are you?”

The drunk replied, “Over here, on the 55 .”

36.A.door B.clock C.wife D.window

37.A.out of bed B.out of the house C.down to work D.into trouble

38.A.complained B.explained C.replied D.thought

39.A.weaker B.louder C.longer D.angrier

40.A.stand B.stop C.answer D.refuse

41.A.standing B.lying C.knocking D.looking

42.A.remember B.show C.realize D.doubt

43.A.in bed B.in surprise C.at home D.at work

44.A.down B.up C.inside D.home

45.A.nice B.foolish C.typical D.generous

46.A.hard time B.quarrel C.fight D.breakdown

47.A.drive to B.pass by C.knock on D.drop into

48.A.started B.refreshed C.united D.delighted

49.A.us B.them C.the man D.others

50.A.mad B.drunk C.different D.dangerous

51.A.but B.though C.and D.because

52.A.rest B.push C.room D.lift

53.A.lady B.gentleman C.drunk D.voice

54.A.What B.How C.Who D.Where

55.A.roof B.bed C.swing D.ground

学习反思:

你所做的这些都掌握了吗?

[补充资料]

A tongue twister competition

1. A big black bug bit a big black dog on his big black nose!

2. Fresh fried fish, Fish fresh fried, Fried fish fresh, Fish fried fresh.

3. While we were walking, we were watching window washers wash Washington's windows with warm washing water.

必修三Unit 1 Festival around the world

Period1 (知识点复习)

Learning aims(学习目标): To master the basic knowledge, such as important words, useful phrases and sentence patterns.

Important points(学习重点): To remember the key points.

Difficult points(学习难点): How to use these phrases freely.

Learning guide(方法引导): Recite(背诵),practice.

Learning Procedures(学习过程):

Step1: Remember(识记)

1. Review the words in unit1.(先检测Unit1单词,加强背诵;然后将下列词组或短语译成中文或英语,方法导引:默写词组,然后核对答案,用红笔写出正确答案并加以巩固)(A级)

(1)_________________ 发生,举行(2)_______________带领某人去---(3)_________________ 为了纪念

(4)_________________以„„形式(5)__________________ 打扮(6)______________开玩笑,恶作剧(7)_______________用„装饰„(8)_________________聚集在一起(9)__________________盼望,期待(10)__________________日日夜夜

(11)__________________ as though(12)_______________have fun with(13)_________________be proud of

(14)___________turn up(15)_____________keep one’s word(16)____________hold one’s breath(17)_______________get married to(18)__________________set off for(19)______________remind „ of„(20)_________________throw away

■单词运用

2. 根据句子结构和意义,以及首字母的提示,在空格处填入一个恰当的单词。(C级)

(1) The Qing Ming Festival is held to honor______ the dead and please the ancestors.

(2) Missing a meal once in a while never did anyone any harm_______.

(3) On arrival________ at the police station, they were taken to an interview room. (到达)

(4) Jack has passed his examination, so we’re going out to celebrate_________.

(5) Her unhappy childhood was the origin_______ of her problems later in life.

(6) The school is widely admired________ for its excellent teaching.

(7) A crowd gathered_______ to see what had happened.

(8) In my village, it is the custom_______ for a girl to take her mother’s name.

■词语派生

3. 用括号中所给词的适当形式填空。(C级)

(1) The children were wearing traditional _national_______ dress. (nation)

(2) Mexico gained its _independence___from Spain in l821. (depend)

(3) A local poor peasant __led______ the soldiers through the forest. (leader)

(4) There is no doubt that the basic needs of the people should be _satisfied_______ first. (satisfy)

(5) The country’s economy is mainly _agricultural___ and depends on crops like coffee. (agriculture)

(6) Most British schools organize _social_______ events for the students. (society)

(7) I tried aerobics (有氧运动) but it was too _energetic_______ for me. (energy)

(8) He’s deeply _religious__and goes to church twice a week. (religion)

(9) I hate the smell of paint when I’m __decorating__. (decorate)

(10) You were _foolish____enough to believe him. (fool)

■词组运用

4. 据句子提供的语境,从第一题中选适当的词组并用其适用的形式填空。(C级)

(1)You don’t need to _dress up_____, just to go to the pub — jeans and a T-shirt will do.

(2)The police may never discover what _took place_______that night, because Mr Smith, the only eyewitness, died last night.

(3)Mom, don’t worry about me. I am _having fun with______other boys.

(4)Luckily, help arrived _in the_shape of_____a police officer.

(5)It’s acceptable to _play tricks on___your friends on April 1st.

(6)The government set up a monument _in memory of____ the heroes who died in the war.

(7)I’m _looking forward to ___ hearing from you.

(8)He behaved _as though____ he hadn’t known anything about it.

(9)Those workers worked __day and night___to finish the task.

(10)_Hold your breath___and count 1 to 10.

Step2 Try to remember the usage of these important words.(将下列搭配记熟,会熟练运用)(A级)

1. satisfy vt 满足;使满意

◇Your reply didn’t satisfy me. 你的答复我不满意。

◆搭配:熟记下列搭配。

(1)satisfy sb./sth. 使„„满意(满足)

(2)be satisfied with sb./sth. 对„„感到满意

(3)be satisfied to do sth. 对做„„感到满意

2. lead n. 榜样;首位vi. 导致;通向

vt. 给(某人)指路;引导

◆搭配: 用适当的介词填空。

(1)lead to (+n. /doing)通向,导致(cause)

(2)take the lead in sth/ doing sth.在„„方面带头,领先

3. admire vt 钦佩;赞赏;羡慕 (=respect)

◇I admire him for his diligence. 我钦佩他的勤奋精神。

◆搭配 admire sb./sth. 钦佩„„

admire sb.for sth. 因„„钦佩某人

4. apologise(=apologize) vi道歉;认错

◇I apologise for what I said just now. 我为刚才说的话道歉。

◆搭配:熟记下列搭配。

(1)apologise for sth. 因„„而道歉

(2)apologise to sb. for (doing) sth 因(做)某事向某人道歉.

(3)make/offer an apology to sb. for (doing) sth. 因(做)某事向某人表示道歉

(4)accept (refuse) an apology 接受(拒绝)道歉

5. forgive (forgave, forgiven) vt. 宽恕

★用法:表示“原谅某人某事”可接双宾语,如,forgive him his mistakes/ rudeness/ crimes原谅他的错误/无礼/罪行);若表示“原谅某人做了某事”接for doing sth或for what clause.有时可用作为及物动词。

6. look forward to (doing) sth. 盼望/期待(做)某事

7. dress up打扮;装饰

◇They dressed up for the wedding.他们为参加婚礼而盛装打扮。

▲辨析 dress, put on, wear & have on

dress“给某人穿衣”后接人(sb./oneself)做宾语。

put on “穿上(衣物)”,指动作。

wear “穿着,戴着(衣物,饰物)”,指结果或状态。

have on (=be wearing)“穿着”(不用于进行时态)。

5. as though/if 好像

◇ He speaks English as though/if he were an Englishman.

※用法 as though/as if 引导的从句中谓语动词既可用陈述语气,也可用虚拟语气,要看从句的内容而定。

■运用

Step3 Try to translate these sentences by using the phrases above.(运用上面的词语搭配来翻译下列句子)(C级)

(1)她花了大笔钱买衣服就是为了满足自己的虚荣心(vanity)。

She spends a large sum of money buying clothes just to satisfy her own vanity.

(2)他对自己的进步感到满意。

__He is satisfied with his own progress___

(3) 勤奋就能成功,而懒惰导致失败。

__Hard work leads to success, while laziness leads to failure._

(4)他因让女朋友等了好长时间而向她道歉。

__He apologized to his girl friend for _______ having kept her waiting for a long time.

(5)这个孩子期待着周末被带去动物园。__The kid is looking forward to being taken to the

zoo this weekend. ______

(6)她对待这个孩子好像自己的亲生女儿一样。

She treated the child as though she were her own daughter _.

(7)他倾慕她的美貌。

___He admired (her for) her beauty.___________.

(8)原谅我来得这么晚。

__Forgive me for coming so late.____________.

(9)看来她今天不会来了。

It seems as though she is not coming today _.

(10)她对待这个孩子好像自己的亲生女儿一样。

She treated the child _.

■ 语法运用(C级)

1.---There were already five people in the car but they managed to take me as well.

---It ____a comfortable journey. ( D )

A. can't be B. mustn't have been C. shouldn't be D. couldn't have been

2. The fire spread through the hotel very quickly but everyone ___ get out. ( D )

A. had to B. would C. could D. was able to

3. Peter ___ come with us tonight, but he isn’t very sure. C

A.must B. can C. may D. will

4. Sorry, I ’m late. I ___ have turned off the alarm clock and gone back to sleep again. A

A. might B. should C. can D. will

5. ---When can I come for the photos ? I need them tomorrow afternoon. B

---They _____be ready by 12 : 00 .

A. can B. should C. might D. need

6. With so much work on hand, you ____to see the game last night. D

A. mustn’t go B. could have gone C. shouldn’t go D. shouldn’t have gone

7. There is no light in the dormitory. They must have gone to the lecture, _____? ( D )

A. didn’t they B. don’t they C. mustn’t they D. haven’t they

8. Johnny, you ______play with the knife, you ____hurt yourself. ( B )

A. won't ; can't B. mustn't ; may C. shouldn't ; must D. can't ; wouldn't

[A Joke] I CAN GO HOME.

One day after school the teacher said to his students, Tomorrow morning, if any one of you can answer my first question, I will permit him or her to go home earlier. The next day, when the teacher came into the classroom, he found the blackboard daubed. He was very angry and asked who did it? Please stand up! It's me, said Bob, Now, I can go home. Good-bye, Sir.

范文七:03-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。

范文八: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。

范文九: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。

范文十:0高中英语教学论文高中英语课堂教学案例评析

金太阳新课标资源网

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。