高一英語教學案例分析.doc

高一英語教學案例分析教學年級：高一年級課題名稱：Travel journal - Journey Down the Mekong教材版本：人教版高中英語必修一授課時間：40分鐘一 學情分析教學對象為高一新生，進入高一還不到一個月。全班大部分學生的英語基礎知識和基本技能較弱，對英語學習沒有太大的興趣。因此，在英語課堂上學生會出現(xiàn)因不自信而不敢張嘴的情況。根據(jù)這一情況，我在課件中加入了漂亮的風景圖片來引起學生的學習興趣，設計了比較簡單的閱讀后的問題來幫學生增加學習英語的自信心。二 教材分析這一課是本單元的第一篇課文，是一篇游記的第一部分，主要講的是主人公的夢想與計劃。通過對本篇課文的學習，學生可以對湄公河有一定的了解、對旅游產(chǎn)生興趣，并且學會如何制定旅游計劃。根據(jù)教學班級的學情，我在課前已經(jīng)領(lǐng)著學生識記過新單詞了。在備課時，我發(fā)現(xiàn)課本上的warming-up 會花費較長的時間，于是我沒有采用，而是自己設計了另一種導入（用圖片直接導入第三段）。三教學目標Language aims:1. To learn some useful words and expressions.2. To learn some information about the Mekong River.Ability aims:1. To grasp some useful reading stills, such as scanning, skimming and summarizing.2. To learn how to make a plan for the trip.Emotional aims:1. To stimulate students interest in travelling.2. To stimulate students love for nature by getting them to know the greatnessof a river. 3. To develop students team-work spirit.四教學重點、難點Teaching important points1. To learn some useful words and expressions .2. To learn different reading skills.3. To learn how to make a plan for the trip.Teaching difficult pointsTo learn different reading skills.五教法Task-based methodDiscussionCooperative learning methods六教學輔助手段Multimedia and other normal teaching tools.七教學過程設計Step 1. Lead-in1. Show some beautiful pictures and have students enjoy the beautiful scenery along the Mekong River.2. Questions: 1 Do you like the beautiful scenery? 2 Where do you think we can see the beautiful scenery?Step 2. Fast reading1. Ask students to read the title of the passage and read the paragraph 3 and fillin the blanks. Then, check the answers and have students enjoy the pictures again. Now, students know that if they travel along the Mekong River, they can enjoy the beautiful scenery. 2. Teacher: Mekong River is the longest river in Southeast Asia, in China , itscalled Lancang River and out of China its called Mekong River. So, which countries does the Mekong River flow through?3. Ask students to look at the map and list the countries that the Mekong River flows through.Step 3. Careful reading1. Ask students to read the paragraph 1-2 and answer the questions:1 Who will travel in the text? 2 How are they getting there?3 Where are they going? 4 What did Wang Wei prepare for the trip? 5 What didnt she prepare for the trip?2. Check the answers.3. According to the questions, they can draw a conclusion: If we want to have a trip, we should think about people, destination, transportation, preparation.Step 4. Discussing and speakingAsk students to discuss with their partners about the characteristics of Wang Wei and Wang Kun. Wang Wei: stubborn; determined; would not change her mind; adventurous Wang Kun: careful; well-organizedAccording to the discussion, they can draw a conclusion: If we want to have a trip, we need the people with different characteristics.Step 5. SummaryAccording to fives questions and discussion, they can summarize how to make a plan for a trip.Step 6. Homework:Make a plan for the trip. ( the present continuous tense)1. Where are you going to?2. How are you going to.?3. When are you leaving?4. What are you going to take with you?5. Where are you staying?6. How long are you staying in?7. When are you coming back?八教學反思這是本單元的第一篇reading，我在設計的時候進行了新的嘗試。通過湄公河的風景圖片直接導入第三段，帶著學生通過快速閱讀并填空了解了湄公河沿岸的美景，同時通過多媒體課件中展示的圖片讓學生有了直觀的感受，讓學生有了想去旅游的沖動。接著，我通過五個問題和一個討論讓學生在精讀課文回答問題和討論分析后總結(jié)出做旅行計劃所要考慮的問題。最后，布置了家庭作業(yè)