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高中英语教学案例分析


高中英语教学案例分析 桑植县贺龙中学
二.课型:学习方法探究课 二. 教材分析 : 1. 教学内容: SEFC Book 5 必修 阶段性词汇学习方法探究 (见文末) 2. 教材处理: 这是一堂笔者根据新的课程标准,结合本人对词汇教学方法的实践积累和思 考进行设计的一堂探究课。 该课创造性地选择了授课内容,对使用性较强的词汇 方法进行了整理与补充,改变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“三鹿毒奶事件”, 内容引发学生对食品安全的关注和思 考。 该课旨在启发学生去思考自我梳理知识和自主学习的模式,让学习过程有一 个延续的趋势。同时,提供一次实际运用英语表达交流思想的机会,增强使用英 语的信心。 三、学情分析: 笔者首先考虑为什么和怎么上这节课,使教学目标的设计实在可行。 笔者 的授课对象是属于三流水平的一个互助结对县中学,这个班为普通平行班,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是可以 在平时的教学中不断提高和培养的。 怎样使得一节课对学生今后的学习有所思考 和帮助,也是笔者要考虑的问题。综上因素,根据学情,笔者采用活动式的教学 方法上一堂关于词汇学习的课,期待对今后的学习中新旧知识的连接有所帮助; 同时注意运用鲜活真实的语言材料吸引学生,提高学生答题的兴趣,同时便于设 题。兼顾设计内容简单化,便于调动全班学生的积极性,在互动中实现教学任务 和目标。 四、教学目标 1、学习并改善词汇学习的效果; 2、能根据词汇的构成特点,归纳整理学习和记忆的方法; 3、增强社会责任感,关注和谐社会的发展。 五、设计理念: 高中英语新课程标准加强了对词汇的要求,高中阶段从原来的 1800~2000 个增加到 3300 个单词和 400~500 个习惯用语或固定搭配,词汇量掌握的多少在 一定程度上制约着学生运用语言能力的高低。 英语单词的学习既是一种挑战,又是一种磨练。新教材的词汇的特点大致可 以概括为新,长,杂,多。学生投入大量的时间和精力但是效果不甚理想,影响 了学习的信心和积极性。 怎样继承传统的词汇教学的精华,把行之有效的方法介 绍给学生是笔者一直思考的问题。掌握生词和短语除了坚忍不拔的毅力之外,还

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需要两样东西:已经掌握的单词和短语和不同的记词法。因此,将生词与熟词以 各种方式捆绑记忆,是诀窍之一。心理学研究表明,经过归类的知识要比零散的 知识记得牢固。 因此, 综合运用多种记忆法, 将词汇以链式或发散式的形式联系, 而非一盘散沙,是诀窍之二。这样,既可以系统整理要记忆已经学会的词汇,又 可以使其以有效的方式扩展词汇量。 六,教学手段:多媒体辅助教学 七、教学过程: Step I lead—in Skill one: the diversion of words’ part of speech Greet with a typical tongue-twister. 1. Greet with a tongue twister to the students and then let the students practice some tongue twisters. 2. Arrange a competition among the students. 3. Explain a specific example to arouse their attention to the diversion of words’ part of speech-- Skill one: the diversion of words’ part of speech [设计说明] :一开始以一则英语绕口令和绕口令竞赛活跃课堂气氛,激发学习 兴趣;具体分析一个典型,挖掘例子中的同词不同词性的特点,引出第一种词汇 学习和记忆方法—词性转化法;同时,引入课题,开始引导学生去探求总结不同 的方法。 Step II While—teaching Skill two: meaning--guessing 1. Turn to the hot—topic: “Sanlu-- milk event” and create a chance to guess the meaning of the phrase “step-- mother”. 2. Provide some examples to give more skill instruction in the skill of meaning—guessing and then practice it. [设计说明] : 1. 引入热门话题--“三鹿毒奶”事件和网络热评—: “三鹿奶粉,后妈的选 择.” 赋予课堂教学真实情景,通过对“step—mother”,的猜测,顺势导 入第二种方法—词义猜测法。 2. 在学生课堂练习里设计融入各种词义猜测技巧: 同义词, 反义词, 定义猜测, 标点符号,具体例子,利用上下文提示猜词义等。 3. 新课改强调从学生的学习兴趣、生活经验和认知水平出发,设计教学步骤, 让学生在体验、实践、参与和交流中发展语言运用能力。引用这一生动的生 活实例,激起学生的表现欲和求知欲。 Skill 3: Trunks 1. List some trunks for the students to discuss, complete and find out the meaning.

2. Put the trunks in use in a short passage related to the central event talked ahead. (How do doctors help the suffering kids?) Teacher: Milk is one of the necessities of babies.( “necessities” appears in the sentence of the exercise the students have just finished.) But, sadly some of them are suffering because of the poor-quality milk. Who help them in aches and pains? Students: Doctors help the children suffering aches and pains. 3. Work together with the students to list more trunks (uncompleted ones) related to this event. 4. Pair work: find the meaning of the trunks. [设计说明] :延续“三鹿奶粉”的话题,过渡到词块学习法,借此话题,罗列 一组常用的词组,留出空格,让学生回顾,讨论,补充完整;根据意思, 围绕 中心话题,以一篇描述医生救治患儿的文章填空形式灵活运用此方法。 Skill 4: affix 1. Give an example to show the way word—forming. 2. Help to make the students familiar with the skill by making a short speech “Mother’s worry”. Teacher: This event has aroused great attention among the public and it has been a long time after it is exposed. But even today I still can’t believe it. I think it’s unbelievable. Teacher: The milk event impressed me with its harm on my son. The harmful effect left terrible impression on me. Where is harmless milk? Encouragement is what I need to face it. Well, this event is really impressive. [设计说明] :以一句评价的话--母亲的忧虑为切入点,引出高中阶段使用频率 很高的词汇学习和积累法--词缀法,包括通过前后缀的变化,改变词性和词义; 并通过话题的深入—“一个乳制品生产者的许诺“ , 设计练习加以强调和巩固。 Skill 5: idioms 1. Express the concern for the affected kids in the “Sanlu” event containing an idiom about “foot”. 2. Tell a story in which idioms about “foot” were used. 3. Help the students match the Chinese version with the appearing English ones. T: I hope the affected kids will soon “be back on their feet.” Teacher: Practice makes perfect and also idiom will also help. [设计说明] : 1. 围绕主题,以母亲的角度给出评价句子,引起学生对事件的思考,自然地过 渡到习语学习法。 2. 一则短小精炼的故事,编入一组有关“foot” 的习语,使简单的习语方法

生动生活化,引起对方法的关注;讨论和猜测又为理解和运用做好准备。 Skill 6: Essay appreciation 1. Present an essay to the students audiovisual for appreciation. 2. Emphases new words and phrases contained. Teacher: During the event, my worry about the milk safety never stopped. My best friend comes and comforts me showing her great concern for me. She is always so kind and caring to me. Holding this kind of friendship is really a good fortune and blessing in my life. 设计说明: 1. 一篇优美的散文,学生在欣赏过程中体会到语言的优美。 2. 解释出现的生词和词组,归纳最后一种方法--阅读法。引导学生优化手头的 阅读材料,运用精读或泛读积累词汇。 Step III. Summary 1. Students recall all the skills displayed in the process and make a summary. 2. Write down the skills on the blackboard. Step V. Assignment Teacher has some exercise delivered to the students to discuss and finish after class. 八,课后反思: 1.此次研究课笔者贯穿了一个提纲挈领的中心线索, 即以话题为中心, “关 注食品安全, 创造和谐社会”为主线,围绕“三鹿毒奶出现——婴幼儿身心受害 ——医生救死扶伤——母亲诚惶诚恐----乳品生产者郑重许诺---孩子恢复健 康”的连贯思路的精心创设,为整堂课的教学互动提供了一个载体。一首动人的 歌曲,要有一条优美的主旋律。一堂有了教学主线的课,学生的注意力和思维活 动就会集中和紧密。 2. 新的高中英语课程标准程倡导任务型的教学模式。 学生在教师的指导下, 通过感知、体验、实践、参与和合作等方式,实现任务的目标。此模式中的“任 务”就是教师所设计的各项课堂活动。如果能使活动的中心内容来自生活,有一 定的真实性,活动者就乐于参与;精心组织的课堂活动就会摆脱松散,连贯地达 到预期的教学目标。虽然学生的基础较弱,但是这堂课气氛很活跃,学生表现出 很高的热情和积极性;学生们的发言和表演展示了学生们的闪光点。笔者认为, 合理把握课堂活动的难度, 难易结合, 让不同层次的学生都得到机会是授课前应 该认真思考的问题。 有参与和展示自己的机会, 没有任何一个学生甘愿把自己置 身事外。有梯度的变化的活动,将课堂“还”给了学生,也体现了“以学生为主 体”的教学理念。 3.学生的知识学习的过程是一个老师引领下的自我思考和探索的过程。教 师应该更多地思考: 怎样培养高中阶段的自学能力即获取和处理信息、分析和解

决问题的能力。对于英语,重在提高语言表达和运用能力;为未来发展和终身学 习奠定良好基础。 笔者认为仅凭一堂课不可能解决问题,但可以启发并鼓励学生 积极尝试与发现。“授人以鱼,不如授人以渔”,自我思考和探究的学习习惯才 让学生终生受益。 这一学习模式也最大地体现课改对英语教学的目的:使学生具 有终身学习所必备的英语语言基础知识, 基本技能和一定的自主学习的愿望和能 力。 这共同的语言能力基础应成为普通高中教育为每个学生未来发展所创设的平 台和机会。 参考文献: [1] 王笃勤 2002. 英语教学策略论。 [M]. 北京: 外语教学与研究出版社 [2] 束定芳 2003 外语教学改革:问题与对策 (FLT in China: Problems and suggested solutions) 上海外语教育出版社 [3]李志欣 .新课程背景下的中学英语词汇教学方法 [J]. 中小学外语教学 2007 年第 12 期 [4] 张文武 浅谈创设英语课堂“教学主线”,组织有效的小组学习互动 奉 化市锦中学 315500 [5] 谢家成 中学英语教材词汇语料库调查 [J]. 中小学外语教学 2008 年第 1 期 [6]《高中英语新课程标准》 附:教材内容 Step I lead—in Lead-in tongue twister: I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish. More practices: How many cookies could a good cook cook? If a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies. Step II While—teaching Skill 2: Meaning—guessing Examples and exercises: 1. Their friends laughed at them,and my sisters felt wretched, very unhappy. 2. During office hours he looked very tense, but on weekends he was quite relaxed. 3. She wanted boiled beans for her appetizer, the first course of a meal. Practices: 4. Jack looked dazed---shocked, as if someone had told him bad news. 5. The old has weak eyesight, so he put on man put on his spectacles and began to read. 6. The government promises to give earthquake victims the necessities in life -- housing, health facilities, and job opportunities.

Skill 3: Trunks 1. trunks: day and night back and forth rain and wind iron and steal hale and hearty young and old 2. passage Seeing the children in aches and pains, the doctors work day and night to help them. They repeatedly went back and forth to living area to investigate and visit the sick kids despite rain and wind and their footsteps cover those places far and near. Not made of iron and steel, they often feel tired, however, on and off their finding make the truth clear to the public. Thanks to their hard work, the affected children became hale and hearty as before and enjoyed their free and easy life. People young and old are greatly thankful. Skill 4: affix suggested words: uncertain unable unacceptable unattractive? Mothers’ worries: Completely shocked, I feel unsettled. Although the related departments have made investigation, their explanation is still ?... Now I’m confused and ??about which brand (品牌) of milk to choose for my kid. The advertisements are ??.and ?.. to persuade us to pay for them. Teacher: The milk event impressed me with its harm on my son. The harmful effect left terrible impression on me. Where is harmless milk? Encouragement is what I need to face it. Well, this event is really impressive. Skill 5: idioms T gives a short story containing some idioms about “foot” and Ss read and guess the meaning. Story: Sam is a quiet boy. He never speaks a single word in English, but one day he got a foot in the door. He told me he will compete in the English speech contest. But when the day came, he got cold feet and let the chance slip for a lack of confidence of speaking English before a large audience. Finally, after my encouragement he took part in it. I suggested he practice repeatedly before the competition, which helped to put his best foot forward to the jury. We often feel afraid to speak with a native speaker. But that’s the best way to learn: when you meet an American, try a few words--jump in and get your feet wet. Skill 6: Essay appreciation Essay: The only rose without thorns in the world is friendship. A true friend is someone who reaches for your hand and touches your heart.

Truly great friends are hard to find, difficult to leave and impossible to forget. One friend in a lifetime is much, two are many, three are hardly impossible. Fate chooses our relatives; we choose our friends. Strive to make friends, for life without friends is like life on a desert island. To find one real friend in a lifetime is good fortune; to keep him is a blessing. Step III Summary Step IV Assignment


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