高中英语教学案例设计及分析.doc

高中英语教学案例设计及分析
一、学情分析

当前在中学生中吸烟现象比较常见，课本内容接近学生生活，对学生有教育意义，容易激发学生的学习热情，易于展开讨论。

二、教材分析

本课是高一必修2第二模块里的一篇阅读课（Reading），出自外语教学与研究出版社出版的高中英语学生用书。在第一课Introduction里面初步接触和学习了描写抽烟、吸毒及其危害性的词语， 这一课Reading是上文的延续。本课Reading实际上分为两篇文章，第一篇主要讲述了一个吸毒者和他的故事；第二篇主要讲述了使用可卡因的危害。

三、设计思路

本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐生成的知识，形成的技能。本课将通过任务型教学，努力达到课堂活动目的。

四、教学目标

1.让学生学习另一些介绍抽烟、吸毒及其危害性的词语

2.通过阅读包括这些词汇的两篇文章并做寻找文章和所属段落的关系以及回答问题，判断正误等方式，培养联想、理解、前后联系能力和逻辑分析能力。

五、教学重点和难点

1．理解有关吸毒及其危害的知识，找出段落和文章的从属关系。

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．阅读的同时也培养学生运用所学的词汇进行语言交际的能力。

六、教学辅助手段

CAI课件，录音机

七、教学过程

Step1、Presentation

Teacher uses the pictures connected with drugs to lead in.

1. Show some pictures of different kinds of drugs to get them to know of drugs.

opium poppy; opium; morphine; heroin; cocaine; ecstasy

2. Show three pictures to let them know the dangers of drugs

drug addicts; a heroin baby; a dead drug addict

3. Show the number of drug addicts: On March 1st, 2004, China government reported there were about more than 1,050,000 drug addicts in China. More than 70% of them are the young people under the age of 35.

(教师通过看图谈论，直观地将与本课内容有关的图片展现出来。学生很自然地被迁移到了新课中来)

Step2、New Words

Ask students to do an exercise of some new difficult words.

Teacher shows the English definitions of new words and then asks them to guess the Chinese meanings of the words.

Words: addictive; drug addict; drug dealer; heart rate; increase; inject

（教师利用这个练习让学生初步掌握课文里的部分困难单词，解决阅读时的语言障碍）

Step3、Listening

Teacher plays the tape of the first paragraphs of the two articles.

Teacher asks students to listen to the tape and then to choose the best titles for the two articles.

A. A Drug Addict and His Story

B. Dangerous Activities of Teenagers
C. The Dangers of Using Cocaine

（教师利用这个练习锻炼学生听力的同时，培养学生联想、分析能力和逻辑分析能力）

Step 4 Surface-reading (silently)

Ask students to read parts 1-6 on page13 and then decide which article they belong to.

（教师通过这个练习培养学生前后联系能力和逻辑分析能力）

Step5、Deep-reading (aloud)

I. Ask students to read the five paragraphs of Article 1 and then answer the following questions.

1. How old was Adam when he started using drugs?

2. Which drug did he use first?

3. Who did he buy it from?

4. What was the second drug that the man sold him?

5. How did Adam pay for the drugs?

6. What did the police do?

7. Did Adam take the doctor’s advice?

8. Where does Adam work now?

II. Ask students to read the three paragraphs of Article 2 and then decide if these sentences are true (T) of false (F).

1. Cocaine can be smoked and also injected. T

2. People who inject cocaine are in more danger if they share needles. T

3. Cocaine makes your heart go more slowly. F

4. Smoking crack cocaine can change people’s behavior. T

（教师利用这两个练习使学生进一步抓住两篇文章的细节内容。）

Step 6 Consolidation

Teacher asks students to read Article 1 again and then complete the passage

Adam, ___years old, is a _____ addict. When he was____, he started ______drugs. He ____ cannabis from a man. One day, the man _____ him some crack cocaine. Later he went to ask the man for ____crack cocaine, but he didn’t have______ money to buy it. He was in terrible ______.The next day, he ______a TV and a video recorder and sold them and then he got ______to buy more crack cocaine. By that time, he was _______to crack cocaine. So he had to steal something. One day, the ______took him to_____. Then he _____a doctor’s advice and______ taking crack cocaine.

（教师利用这个练习让学生借助于这篇完形天空，能够脱离课本将课文复述出来）

Step7、Practice

1. Teacher shows the picture of Adam and another one of Shui Junyi
Teacher: Suppose you are Shui Junyi and go to Adam’s workplace and interview him. Now all of you make an interview in pairs.

2. Ask three pairs to go to the front and act out.

(教师能鼓励学生大胆地开口说英语，学生能用本堂课所学过的词汇及知识进行口语表达，这在英语课堂上是很可贵的，尽管学生的口语表达不是很准确)

Homework: Ask students to write a passage about what you will do if your friend is a drug addict.

八、案例分析：

1. 利用多媒体制作课件，增大了课堂容量，加大了练习的力度，也加快了课堂的节奏。

2. 为了调动学生的积极性，导入采用了大量的图片，形象直观；在做阅读前加入了一小部分听力；单词的处理让学生根据提示猜测词义。

3. 教学过程体现了素质教育的全体性，由浅入深，由易到难，由表及里的阅读理解练习能给不同程度的同学提供体验成功乐趣的机会，能调动全体学生参与的积极性。

4. 精选习题，紧扣课本，难度适中。

5. 当堂学习当堂测试。巩固练习对学生进行了本课所学知识的一个小测试，最后的采访练习锻炼了学生利用所学知识进行语言交际的能力。

反思

这节课是阅读课，我觉得完成了本课的教学任务，实现了教学目标。在课堂上调动起了学生学习英语的积极性，全面的训练了学生的听、读、说的能力。让学生进行巩固练习时，感觉方法有点陈旧，这是今后教学中要改进的。

点评

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。