高二英语课堂教学设计案例.doc

“课堂教学特色案例”教学设计高二英语课堂教学设计案例（高二选修六Unit2 Poems 第一课时 Warming up & Reading）一、整体设计思路、指导依据说明英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，”。结合本年段国家级子课题“高中英语阅读理解策略的形成性评价”的实施和本班学生的实际，对教材进行了操作性较强的处理。二、教学背景分析（一） 教学内容分析：本单元以Poems为话题,从学生初次接触英文诗歌,扩展到英文诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。旨在通过本单元的学习,使学生在初步了解和掌握英文诗歌这一文学形式的基本常识的基础上,进行简单的诗歌创作。本课时是人教版高二英语选修六Unit 2的第一课时。在这一课时里，我将Warming up, Pre-reading和Reading部分整合成了一篇阅读课。通过这一课时的学习，学生从回顾所学中文诗歌到说出自己最喜欢的中文诗歌并阐明理由；然后通过快速阅读Reading部分了解几种形式简单的英语诗歌，从而激发他们诗歌创作的热情！（二） 学生情况分析：本节课的教学对象是高二学生，他们很理解中文诗歌的种类、风格、特色，对诗歌的学习充满了兴趣，想知道中英文诗歌是否一样？他们具有丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力。虽说大部分学生的基础知识比较薄弱，英语交际能力和思维能力不好，但他们都渴望得到老师和同学的理解和认可，有些学生基础较好，认知能力和表现能力较好，因此，要设计出符合他们认知范围和感兴趣的教案，因材施教，让全班学生都投入到教学中来。三、教学目标分析（一）知识目标理解并能熟练运用本文中的重点词汇和句型。1、重点词汇poem, recite, aspect, rhyme, rhythm, nursery rhyme, diamond, endless, branch, translation, transform, joy, anger, make up of, in particular, eventually, take it easy, run out of, contradictory.2、重点句型Some poems tell a story or . Others.They delight small children because . .With so many different forms of poetry to choose from (二) 能力目标1、能够熟练的掌握本课内容，用所学句型，进行交流。让学生在特定的情境下运用所学的知识，培养学生实际运用英语的能力。2、要求学生找出文章的主题, 列举文中介绍的五种诗歌形式,用自己的语言讲述文中几首诗歌的主题,找出两首节奏强的诗歌,击掌诵读,并圈出押韵词.3、体会自己喜欢的诗歌的内涵,并阐明理由, 模仿作英文诗.（三）情感目标1、让学生在课堂中轻松的学习，提高学生的观察力,欣赏能力以及学会利用多种手段培养学生的自主学习的能力。2、激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立学习英语的自信。四、教学重点、难点分析（一）教学重点：1. Master the important words, phrases and sentences patterns.2. Collect the reasons why the poets write poems.3. The similarities and differences between the Chinese and English poets and poems.（二）教学难点：1. Find out the characteristics of each kind of poems.2. Practice writing simple poems.五、教学过程设计Step1 Leading in Enjoy a piece of music.(水调歌头)设计意图：通过欣赏这首由诗歌改编成的歌曲，不仅活跃了课堂气氛，而且创设了良好的学习气氛，激发了学生的学习兴趣，在课的一开始就把学生的注意力全部吸引过来了，也很自然的导入到了下一个教学步骤。Step2：Warming upTask1 1.By enjoying the music, ask students to talk about their favorite Chinese poems. “Do you like poems? Which one is your favorite? Why do you like it best?”设计意图：运用问题式教学，通过对自己最喜欢的中文诗歌的回顾，引发学生对英文诗歌的向往。让学生提前进入诗的海洋。2.Show some English poems.设计意图：从几首简单的唐诗的译文到韵律比较强的Little star，再到复杂的莎士比亚的十四行诗，让学生从易到难的了解英语诗歌。同时通过朗读这些英语诗歌，让学生清楚rhyme和rhythm在英语诗歌中的重要性，也为后面的阅读教学打下基础。Step3：Pre-readingTask2 Ask the students to skim the poems in the Reading and answer the questions. Then tick the box.（P9）Questions: How many kinds of poems does the text mention? What are they?设计意图： 运用任务型教学法与合作学习方法让学生以小组的形式完成这一任务。并指导学生在阅读中的一些关于跳读的技巧。Step4：ReadingAsk the students to read the passage carefully and finish the tasks one by one. Task3 Nursery rhymes童谣1. Play the video (PoemA)设计意图：通过视频的播放，教师能向学生很直观形象地展示diamond ring ,brass , billy-goat etc.本单元的生词，并激发学生的学习兴趣。2. Ask and answer:Questions: (1) If that looking-glass gets broken, whats papa going to buy?(2) If that billy-goat runs away, whats papa going to buy?设计意图：童谣简洁明快，具有重复性，易记忆。所以通过听力训练，学生能很快回答出问题。3.Enjoy another nursery rhyme 设计意图：播放另一首童谣，指导学生总结童谣的特点并打出节拍，了解诗歌的节奏。Task4 List poems 清单诗 (PoemB&C)1. Ask the students to read Poem B and Poem C, and summarize the features of list poems.设计意图：因为学生对清单诗比较熟悉，所以在学习这两首诗时，重点应该是通过对比这两首诗让学生了解清单诗的特点。2. Let students read another list poem loudly. (To my parents, thank you!)设计意图：通过读这首诗，让学生进一步了解清单诗，可以说是上一步的延续。更重要的是，这首诗可以让学生体会到父母对我们的爱，让他们知道要感激父母。在英语课中进行思想品德教育。Task5 Cinquain五行诗 (PoemD&E)1. Ask the students to read two poems together.2. Help the students find the topic of each poem and summarize the features of Cinquain line by line.设计意图：五行诗很简单，读起来很有趣。学习这类诗歌主要是要让学生知道每一首诗的主题和这类诗歌的特点，每一行有几个词，词性是什么，说的内容是什么。所以在教授这类诗歌时，重点是鼓励并帮助学生通过读和观察来总结五行诗的特点，并为后面的诗歌写作打基础。Task6 Haiku 俳句诗 （PoemF&G）1. Let the students listen to the tape and close their eyes enjoying them. Just imagine the beautiful scene and encourage them to describe the scene.2. Summarize the feature: How many syllables are there in the Haiku?设计意图：俳句诗是流行于日本的一种诗歌，学生不大熟悉，因此，对这类诗歌，学生了解一下就行了。在教学过程中，我安排学生听录音想情景，不仅训练了学生的听力，还提高了学生的兴趣和审美能力。Task7 Tang poems 唐诗 （Poem H）Ask a girl to read the poem with emotions,and others just enjoy it.Then answer the questions: What feelings that you think the woman in the poem has? 设计意图：学生对唐诗很熟悉，所以，对这类诗，我们可以通过欣赏来体会诗歌中人物的思想感情，从而加深对诗歌深层次的理解。 学生通过对这五种诗歌的学习，应该对简单的英语诗歌有所了解，也对英语诗歌越来越感兴趣了。在整个Reading的教学过程中，我们对不同的诗歌种类采用不同的教学方法，有的放矢的进行教学，不仅提高了学生的学习兴趣，也训练了学生听、说、读、写各方面的能力。Step5：DiscussionTask8Ask students to discuss in groups: Why do people write poems?设计意图：通过这样一个讨论，学生对诗歌的认识又上了一个新的台阶，进一步激发了他们的创作欲望，为下一步作铺垫。Step6：PracticeTask91. Encourage students to creat their Cinquain together.2. Share their poems.附：学生的作品： 教师的作品：Teachers StudentsKnowledgeable, unselfish Energetic, lovelyUnderstanding, caring, guiding Teasing,learning,progressingThe ones we respest Passion and creationForever Mine设计意图：这是这节课的一个升华，学生运用前面所学知识，进行发挥创作。让学生们觉得很有成就感。最后，我也通过一首Cinquain结束了这节课，不仅仅是一首诗 ，而且也是对学生在这节课上的表现的一种终结性的评价。Step7: HomeworkSurf the internet to appreciate more English poems.设计意图：这个家庭作业主要是让学生通过上网学习来扩大其知识面。六、教学反思成功之处：本节课遵循“任务型”的教学原则。我通过不同形式教学方法，设置不同的任务，基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。首先，课堂的导入是十分重要的，好的导入能够紧紧抓住学生的心理和兴趣，使课堂教学更具趣味性和艺术性。所以，我用了一首由诗歌改编的歌曲“水调歌头”作为导入，让学生有种身临其境的感觉，紧紧抓住学生的好奇心，顺利展开我们的话题。在导入部分还欣赏了几首不同形式的诗歌，让学生在轻松的环境中热热身，很自然的就进入了本课的话题。其次，教学内容设计要符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。在任务的设置中应充分考虑学生是否能够完成。本堂课的所有任务难度合适，大多数学生都能顺利完成。就拿Task9来说，在几分钟的时间里要完成一首英文诗，看上去很难，但学生都完成的不错，因为他们兴趣高昂，兴趣是最好的导师，在此过程中，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望。最后的课堂评价也是这节课的亮点。我只是用了一首Cinquai对学生学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神的目的。不足之处：1. 由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止，导致气氛没有预想的热烈。所以在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型。多多训练他们的口语，鼓励学生大胆开口。2.由于本堂课任务多，容量大，导致完成任务时间较紧，没有足够讨论时间，今后应注意教学步骤间的紧密衔接，更充分体现学生主体作用。3. 要充分考虑到预设与生成的关系，特别是在预设阶段，要充分考虑到学生的实际，掌握学生的心理特点与认知过程，一步步地呈现给学生，由易到难，由浅入深，这样在生成阶段学生才会更好地掌握知识，不会出现冷场的现象。（注：该设计案例在2014年12月获湖北省教育学会第27次学术年会教学案例评选一等奖。）Teaching Plan for ELIAS STORYNSEFC SBIA unit 5 period 2 Reading(东阳市顺风高中韦海宁)一Type(教学课型) ： Reading (阅读课)本文以 Elias 的口吻，讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史。同时还提到了他与 Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。二教材分析1.教材处理在本单元的Warming up 部分，学生通过图表判断自己是哪种类型的人，了解了一个伟人应具备怎样的品质。为熟悉本课的内容作了铺垫。虽然学生对一些伟人已经有一点的背景知识，但是对 Nelson Mandela 有些陌生。本节课的目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高他们的语言运用能力。课后，让学生阅读练习册的补充材料及写一篇Nelson Mandela的短文。提高学生的听、说、读、写能力。2Teaching Aims(教学目标):To learn the differences between an important person and a great person.(能力)Do reading practice to improve students reading abilities. (能力)Learn about some great people and qualities they have in common. (情感)Develop the students moral quality. (情感)3Teaching Key Points(教学重点)：Learn to give a right definition of a great man.Learn to grasp the main idea of the text.4Teaching Difficult Points(教学难点)：Learn how to tell the differences between an important person and a great person.How to grasp the main idea of a text.Learn to write something about Nelson Mandela.5Teaching method(教学方法)：Task-based teaching approach(任务型教学)6.Teaching Aids( 教具准备)： The multimedia and the recorder.三教学设计1.总体思路笔者将本堂课的主要内容分为四大部分，Pre-reading(阅读前活动) ,while reading（阅读中活动） ,post-reading （阅读后活动）以及discussion (讨论)。其中阅读前活动通过看图说话，旨在让学生熟悉课文主题。阅读活动由略读、跳读，细读，归纳大意环节组成，教师根据学生的认知和情感规律的特点，遵循循序渐进的教学原则，活动和所设计的问题由浅入深，层层深入，着眼于提高学生的阅读能力 ，是学生理解课文的关键环节。读后活动的评价性问题和讨论旨在培养学生的综合语言运用能力，激发学生的发散性思维。同时引导学生向伟人的高贵品质学习，提高自身素养。2Teaching Procedures(教学过程)：Step 1. Revision （复习）Teacher: Good Morning, everyone. Yesterday we talked about what qualities should a great man have. Now work in pairs and try to give as many words as you can to describe a great persons qualities.Students give different answers: helpful, hard working, active, wise, kind, brave.设计说明：通过复习学生心目中伟人的素质标准，导入阅读前关于伟人和重要人物区别的讨论。Step 2. Pre-readingAsk the students to look at the pictures of 6 persons on the PowerPoint and ask students if they know anything about the men.Student 1: William Tyndale wrote the Bible in English so all could read it. He was put in prison and died for his ideas but his work was later used in the Bible.Student 2: Norman Bethune worked in China as a doctor and he saved many Chinese soldiers during the second World War.Student 3: Sun Yat-sen founded the first Republic in China. He strongly believedin the three principles: nationalism; peoples rights; peoples livelihood.Student 4: Gandhi gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.Student 5: Nelson Mandela spent 30 years in prison fighting for equality for black people in South Africa. He was the former president of the Republic of South Africa.Student 6: Neil Armstrong is the one who worked hard to be the first man on the moon in July 1969.Teacher: Now in pairs decide which of them are great men and which are just important men. Give your reasons for your decision.Result: The first five can be called great persons except the last one. Neil Armstrong is the one who worked hard to be the first man on the moon but did not sacrifice anything to do this so he should not be viewed as a great man.设计说明：通过组织学生讨论William Tyndale等六人的主要事迹引起学生对文章内容的思考，使学生能用英语阐述自己的意见，培养学生的观察能力和语言表达能力，为正文学习做好准备。Teacher: Now can you tell me what a great person is ?Student: A great person is one who has followed his/her ideas and sacrificed something so that they could be realized. An important person may be well-known but if he/she has not gone through struggles and difficulties for their noble cause, they cannot be called a great person.Step 3. While-readingTask1.Ask students to skim the text and answer the following questions while the teacher plays the tape for students to listen to: Whats the name of the writer? When did he first meet Mandela? When was Elias born? When did Nelson Mandela open a black law firm? When did Elias go to school?Did black people have vote at that time? As a matte of fact, does Elias like violence?设计说明：这部分的阅读是浅层次的，问题设计由表及里，层层深入，帮助学生逐步加深对课文的理解。Task2.Ask students to scan the text and tell whether the following statements are true or false and why. Elias met Nelson Mandela at school. (F ) Nelson Mandela was a black lawyer. (T) Elias was unable to read or write because he was lazy. (F) Nelson Mandela helped him keep his job. (T). Elias was happy blowing up government buildings. (F) Nelson Mandela believed that black people were being treated as well as white people in South Africa. (F) Nelson Mandela thought violence was a good way to help black people. (F) The government were happy with Nelson Mandela and the ANC. (F)这部分问题设计属于中等层次的，学生对每个句子做出是非判断且说明理由，在辨别过程中，学生加深对课文的理解。Task3. Ask students to read the text again and make a timeline of Elias life until he met Nelson Mandela, using the reading to help you. Work out the year in which he was born and then fit in the other events in his life till he was fourteen.Note: Not all years will have information to be added.After 5 minutes, check the answer with the whole classIn 1940Elias was born.In 1946Elias began schoolIn 1948Elias left school.In 1952Elias was twelve years old and met Mandela .In 1963Elias helped Mandela blow up some government building设计说明：本文是一篇记叙文，指导学生学会利用时间顺序描述一个人一生的主要活动。本题属信息采集题，考查了学生阅读理解能力中的细节理解能力。.Teacher: to help you better understand the text, please read the text again and answer the following question.This passage is made up of five paragraphs and it can be divided into three parts. Can you match each part with its main idea?PartsParagraphsAnswersA. What I did to help Nelson Mandela and the blacks in South AfricaB. What Nelson Mandela did and said to help me and the blacksC. What a miserable life I was living1. Part 1Paragraphs(s)2. Part 2Paragraphs(s)3. Part 3Paragraphs(s)设计说明：归纳段落大意是对学生理解语篇结构能力的考察。笔者根据学生的实际水平，降低了难度，以选择题形式让学生找到课文每部分大意，便于学生理解和做笔记。Step 4. Post-reading What disadvantages did Elias have in finding a job?In Elias eye, what kind of person was Mandela? What was Elias feeling about his action? Why?设计说明：这部分问题是较高层次的，学生通过课文所提供的材料以及自己对课文的理解，说出自己的看法。Step 5. Discussion What shall we learn from the great people to improve ourselves? Suppose you are Elias, you will be asked to talk about your life story and give some introductions on how Mandela influenced you in your attitude towards violence.设计说明：讨论环节，对于提高学生的口语能力起到了积极作用。如第2题，学生可根据课文的信息材料进行课文复述，有助于学生当堂进一步巩固课文。Step 6. Homework Ask students to finish reading comprehension about “Nelson Mandela-Biography(练习册A-P39) Ask students to write a story about Nelson Mandela.设计说明：通过阅读课外材料，让学生对Nelson Mandela进一步了解。作业里我设计了写作，因为阅读与写作密不可分，阅读是写作的基础，笔者尝试将写作与阅读结合起来，这样能更有效的利用教材，写作不仅强化了学生对课文的理解，还为学生创造了运用语言的机会。它也是阅读教学有效的延伸。Step 7. Blackboard design(板书设计)Unit 5 Nelson Mandela- a modern heroThe second period-ELIAS STORY一Questions about the text二T or F questions三In 1940In 1946In 1948In 1952In 1963四Main idea of each paragraphPartsParagraphsAnswersA. What I did to help Nelson Mandela and the blacks in South AfricaB. What Nelson Mandela did and said to help me and the blacksC. What a miserable life I was living1. Part 1Paragraphs(s)2. Part 2Paragraphs(s)3. Part 3Paragraphs(s)文 章10