高中英語教學(xué)案例分析

1、文檔供參考，可復(fù)制、編制，期待您的好評(píng)與關(guān)注！ 高中英語教學(xué)案例分析Vocabulary learning in smart ways 二. 課型：學(xué)習(xí)方法探究課二. 教材分析 ：1. 教學(xué)內(nèi)容：SEFC Book 6必修 階段性詞匯學(xué)習(xí)方法探究 （見文末）2. 教材處理：這是一堂筆者根據(jù)新的課程標(biāo)準(zhǔn),結(jié)合本人對(duì)詞匯教學(xué)方法的實(shí)踐積累和思考進(jìn)行設(shè)計(jì)的一堂探究課。該課創(chuàng)造性地選擇了授課內(nèi)容，對(duì)使用性較強(qiáng)的詞匯方法進(jìn)行了整理與補(bǔ)充，改變注重傳授知識(shí)的傾向，采用“任務(wù)型”教學(xué)模式，進(jìn)行了一次實(shí)驗(yàn)和探究。該課的中心話題是“三鹿毒奶事件”，內(nèi)容引發(fā)學(xué)生對(duì)食品安全的關(guān)注和思考。該課旨在啟發(fā)學(xué)生去思考自我梳

2、理知識(shí)和自主學(xué)習(xí)的模式，讓學(xué)習(xí)過程有一個(gè)延續(xù)的趨勢。同時(shí)，提供一次實(shí)際運(yùn)用英語表達(dá)交流思想的機(jī)會(huì)，增強(qiáng)使用英語的信心。 三、學(xué)情分析：筆者首先考慮為什么和怎么上這節(jié)課，使教學(xué)目標(biāo)的設(shè)計(jì)實(shí)在可行。 筆者的授課對(duì)象是屬于三流水平的一個(gè)互助結(jié)對(duì)縣中學(xué)，這個(gè)班為普通平行班，英語基礎(chǔ)較差，但是大部分學(xué)生的思維活動(dòng)、學(xué)習(xí)熱情、表現(xiàn)欲望和合作精神是可以在平時(shí)的教學(xué)中不斷提高和培養(yǎng)的。怎樣使得一節(jié)課對(duì)學(xué)生今后的學(xué)習(xí)有所思考和幫助，也是筆者要考慮的問題。綜上因素，根據(jù)學(xué)情，筆者采用活動(dòng)式的教學(xué)方法上一堂關(guān)于詞匯學(xué)習(xí)的課，期待對(duì)今后的學(xué)習(xí)中新舊知識(shí)的連接有所幫助；同時(shí)注意運(yùn)用鮮活真實(shí)的語言材料吸引學(xué)生，

3、提高學(xué)生答題的興趣，同時(shí)便于設(shè)題。兼顧設(shè)計(jì)內(nèi)容簡單化，便于調(diào)動(dòng)全班學(xué)生的積極性，在互動(dòng)中實(shí)現(xiàn)教學(xué)任務(wù)和目標(biāo)。四、教學(xué)目標(biāo)1、學(xué)習(xí)并改善詞匯學(xué)習(xí)的效果；2、能根據(jù)詞匯的構(gòu)成特點(diǎn)，歸納整理學(xué)習(xí)和記憶的方法；3、增強(qiáng)社會(huì)責(zé)任感，關(guān)注和諧社會(huì)的發(fā)展。 五、設(shè)計(jì)理念： 高中英語新課程標(biāo)準(zhǔn)加強(qiáng)了對(duì)詞匯的要求，高中階段從原來的18002000個(gè)增加到3300個(gè)單詞和400500個(gè)習(xí)慣用語或固定搭配，詞匯量掌握的多少在一定程度上制約著學(xué)生運(yùn)用語言能力的高低。 英語單詞的學(xué)習(xí)既是一種挑戰(zhàn)，又是一種磨練。新教材的詞匯的特點(diǎn)大致可以概括為新，長，雜，多。學(xué)生投入大量的時(shí)間和精力但是效果不甚理想，影響了學(xué)習(xí)的信心和積

4、極性。怎樣繼承傳統(tǒng)的詞匯教學(xué)的精華，把行之有效的方法介紹給學(xué)生是筆者一直思考的問題。掌握生詞和短語除了堅(jiān)忍不拔的毅力之外，還需要兩樣?xùn)|西：已經(jīng)掌握的單詞和短語和不同的記詞法。因此，將生詞與熟詞以各種方式捆綁記憶，是訣竅之一。心理學(xué)研究表明，經(jīng)過歸類的知識(shí)要比零散的知識(shí)記得牢固。因此，綜合運(yùn)用多種記憶法，將詞匯以鏈?zhǔn)交虬l(fā)散式的形式了解，而非一盤散沙，是訣竅之二。這樣，既可以系統(tǒng)整理要記憶已經(jīng)學(xué)會(huì)的詞匯，又可以使其以有效的方式擴(kuò)展詞匯量。六，教學(xué)手段：多媒體輔助教學(xué)七、教學(xué)過程：Step I leadin Skill one: the diversion of words part of spee

5、chGreet 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 d

6、iversion of words part of speech 設(shè)計(jì)說明：一開始以一則英語繞口令和繞口令競賽活躍課堂氣氛，激發(fā)學(xué)習(xí)興趣；具體分析一個(gè)典型，挖掘例子中的同詞不同詞性的特點(diǎn)，引出第一種詞匯學(xué)習(xí)和記憶方法詞性轉(zhuǎn)化法；同時(shí)，引入課題，開始引導(dǎo)學(xué)生去探求總結(jié)不同的方法。Step II WhileteachingSkill two: meaning-guessing1. Turn to the hottopic: “Sanlu- milk event” and create a chance to guess the meaning of the phrase “step- mother

7、”.2. Provide some examples to give more skill instruction in the skill of meaningguessing and then practice it.設(shè)計(jì)說明：1. 引入熱門話題-“三鹿毒奶”事件和網(wǎng)絡(luò)熱評(píng): “三鹿奶粉，后媽的選擇.” 賦予課堂教學(xué)真實(shí)情景，通過對(duì)“stepmother”,的猜測，順勢導(dǎo)入第二種方法詞義猜測法。2. 在學(xué)生課堂練習(xí)里設(shè)計(jì)融入各種詞義猜測技巧：同義詞，反義詞，定義猜測，標(biāo)點(diǎn)符號(hào)，具體例子，利用上下文提示猜詞義等。3. 新課改強(qiáng)調(diào)從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，設(shè)計(jì)教學(xué)步驟，讓學(xué)生在

8、體驗(yàn)、實(shí)踐、參與和交流中發(fā)展語言運(yùn)用能力。引用這一生動(dòng)的生活實(shí)例，激起學(xué)生的表現(xiàn)欲和求知欲。Skill 3: Trunks1. 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

9、 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

10、 the students to list more trunks (uncompleted ones) related to this event.4. Pair work: find the meaning of the trunks.設(shè)計(jì)說明：延續(xù)“三鹿奶粉”的話題，過渡到詞塊學(xué)習(xí)法，借此話題，羅列一組常用的詞組，留出空格，讓學(xué)生回顧，討論，補(bǔ)充完整；根據(jù)意思, 圍繞中心話題，以一篇描述醫(yī)生救治患兒的文章填空形式靈活運(yùn)用此方法。Skill 4: affix1. Give an example to show the way wordforming.2. Help to make the

11、students familiar with the skill by making a short speech “Mothers 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 cant believe it. I think its unbelievable.Teacher: The milk event impressed me with its h

12、arm 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.設(shè)計(jì)說明：以一句評(píng)價(jià)的話-母親的憂慮為切入點(diǎn)，引出高中階段使用頻率很高的詞匯學(xué)習(xí)和積累法-詞綴法，包括通過前后綴的變化，改變?cè)~性和詞義；并通過話題的深入“一個(gè)乳制品生產(chǎn)者的許諾“ ，設(shè)計(jì)練習(xí)加以強(qiáng)調(diào)和鞏固。Skill 5: idioms1. Express th

13、e 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

14、makes perfect and also idiom will also help.設(shè)計(jì)說明：1. 圍繞主題，以母親的角度給出評(píng)價(jià)句子，引起學(xué)生對(duì)事件的思考，自然地過渡到習(xí)語學(xué)習(xí)法。2. 一則短小精煉的故事，編入一組有關(guān)“foot” 的習(xí)語，使簡單的習(xí)語方法生動(dòng)生活化，引起對(duì)方法的關(guān)注；討論和猜測又為理解和運(yùn)用做好準(zhǔn)備。Skill 6: Essay appreciation1. Present an essay to the students audiovisual for appreciation.2. Emphases new words and phrases contained.T

15、eacher： 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. 設(shè)計(jì)說明：1. 一篇優(yōu)美的散文，學(xué)生在欣賞過程中體會(huì)到語言的優(yōu)美。2.

16、 解釋出現(xiàn)的生詞和詞組，歸納最后一種方法-閱讀法。引導(dǎo)學(xué)生優(yōu)化手頭的閱讀材料，運(yùn)用精讀或泛讀積累詞匯。 Step III. Summary1. Students recall all the skills displayed in the process and make a summary.2. Write down the skills on the blackboard.Step V. AssignmentTeacher has some exercise delivered to the students to discuss and finish after class.八，課后反思

17、： 1.此次研究課筆者貫穿了一個(gè)提綱挈領(lǐng)的中心線索，即以話題為中心， “關(guān)注食品安全，創(chuàng)造和諧社會(huì)”為主線，圍繞“三鹿毒奶出現(xiàn)嬰幼兒身心受害 醫(yī)生救死扶傷母親誠惶誠恐-乳品生產(chǎn)者鄭重許諾-孩子恢復(fù)健康”的連貫思路的精心創(chuàng)設(shè)，為整堂課的教學(xué)互動(dòng)提供了一個(gè)載體。一首動(dòng)人的歌曲，要有一條優(yōu)美的主旋律。一堂有了教學(xué)主線的課，學(xué)生的注意力和思維活動(dòng)就會(huì)集中和緊密。2. 新的高中英語課程標(biāo)準(zhǔn)程倡導(dǎo)任務(wù)型的教學(xué)模式。學(xué)生在教師的指導(dǎo)下，通過感知、體驗(yàn)、實(shí)踐、參與和合作等方式，實(shí)現(xiàn)任務(wù)的目標(biāo)。此模式中的“任務(wù)”就是教師所設(shè)計(jì)的各項(xiàng)課堂活動(dòng)。如果能使活動(dòng)的中心內(nèi)容來自生活，有一定的真實(shí)性，活動(dòng)者就樂于參與；精心

18、組織的課堂活動(dòng)就會(huì)擺脫松散，連貫地達(dá)到預(yù)期的教學(xué)目標(biāo)。雖然學(xué)生的基礎(chǔ)較弱，但是這堂課氣氛很活躍，學(xué)生表現(xiàn)出很高的熱情和積極性；學(xué)生們的發(fā)言和表演展示了學(xué)生們的閃光點(diǎn)。筆者認(rèn)為，合理把握課堂活動(dòng)的難度，難易結(jié)合，讓不同層次的學(xué)生都得到機(jī)會(huì)是授課前應(yīng)該認(rèn)真思考的問題。有參與和展示自己的機(jī)會(huì)，沒有任何一個(gè)學(xué)生甘愿把自己置身事外。有梯度的變化的活動(dòng)，將課堂“還”給了學(xué)生，也體現(xiàn)了“以學(xué)生為主體”的教學(xué)理念。 3學(xué)生的知識(shí)學(xué)習(xí)的過程是一個(gè)老師引領(lǐng)下的自我思考和探索的過程。教師應(yīng)該更多地思考：怎樣培養(yǎng)高中階段的自學(xué)能力即獲取和處理信息、分析和解決問題的能力。對(duì)于英語，重在提高語言表達(dá)和運(yùn)用能力；為未來發(fā)展

19、和終身學(xué)習(xí)奠定良好基礎(chǔ)。筆者認(rèn)為僅憑一堂課不可能解決問題，但可以啟發(fā)并鼓勵(lì)學(xué)生積極嘗試與發(fā)現(xiàn)?！笆谌艘贼~，不如授人以漁”，自我思考和探究的學(xué)習(xí)習(xí)慣才讓學(xué)生終生受益。這一學(xué)習(xí)模式也最大地體現(xiàn)課改對(duì)英語教學(xué)的目的：使學(xué)生具有終身學(xué)習(xí)所必備的英語語言基礎(chǔ)知識(shí)，基本技能和一定的自主學(xué)習(xí)的愿望和能力。這共同的語言能力基礎(chǔ)應(yīng)成為普通高中教育為每個(gè)學(xué)生未來發(fā)展所創(chuàng)設(shè)的平臺(tái)和機(jī)會(huì)。參考文獻(xiàn)：1 王篤勤2002. 英語教學(xué)策略論。 M. 北京： 外語教學(xué)與研究出版社2 束定芳 2003 外語教學(xué)改革：問題與對(duì)策 (FLT in China: Problems and suggested solutions) 上

20、海外語教育出版社3李志欣 .新課程背景下的中學(xué)英語詞匯教學(xué)方法 J. 中小學(xué)外語教學(xué)2007年第12期4 張文武  淺談創(chuàng)設(shè)英語課堂“教學(xué)主線”，組織有效的小組學(xué)習(xí)互動(dòng) 奉化市錦中學(xué) 315500 5 謝家成 中學(xué)英語教材詞匯語料庫調(diào)查 J. 中小學(xué)外語教學(xué)2008年第1期6高中英語新課程標(biāo)準(zhǔn)附：教材內(nèi)容Step I leadin 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 wi

21、sh 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 WhileteachingSkill 2: Meaningguessing Examples and exercises: 1. Their friends laughed at them

22、，and my sisters felt wretched, very unhappy2. 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 eyesig

23、ht, 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: Trunks1. trunks: day and night back and forth rain and wind iron and steal hale and hearty young and

24、 old2. passageSeeing 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 oft

25、en 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: affixsuggested words: uncertainunable unacce

26、ptable unattractiveMothers worries:Completely shocked, I feel unsettled. Although the related departments have made investigation, their explanation is still . Now Im 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.Teache

27、r: 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: idiomsT 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 Engli