高中英語課堂教學(xué)設(shè)計案例

陳黎銘

一、學(xué)情分析

這是個理科班，班上男生居多，英語基礎(chǔ)較差，對英語不太感興趣。在他們看來英語就是要死記硬背的科目，薄弱的基礎(chǔ)讓他們雖然有心想要認真學(xué)好，但是一看到課本上的“天書”，聽著老師所講的“天語”，漸漸的失去信心，從而喪失學(xué)習(xí)英語的興趣。然而大部分學(xué)生的思維活動、表現(xiàn)欲望和合作精神在平時的教學(xué)中表現(xiàn)很好。

二、教學(xué)內(nèi)容分析

1.知識背景。本課是這一單元的第三課——閱讀課。介紹了海倫·凱勒的故事。Read to Learn介紹了閱讀策略： Revision， 要求學(xué)生根據(jù)這一策略利用一些相關(guān)信息對文章內(nèi)容作出正確的預(yù)測，能夠根據(jù)上下文猜測生詞。在通讀課文的基礎(chǔ)上，回答課后問題。

2.教學(xué)策略的設(shè)計。

（1）重點：1）學(xué)習(xí)使用閱讀策略：根據(jù)標題，圖片和各段的第一句來預(yù)測文章的大意；2）訓(xùn)練skimming， scanning， careful reading等閱讀微技能；3）理清課文故事的大體情節(jié)和發(fā)展脈絡(luò)；4）感悟并描述課文中人物的情感、態(tài)度。

（2）難點：1）閱讀技能的訓(xùn)練；2）對文章的理解和對人物精神的體會，并能學(xué)以致用。

三、三維教學(xué)目標

1.在閱讀中體會并初步掌握生詞、詞組和句型的用法

2.學(xué)習(xí)海倫·凱勒自強不息的頑強毅力。

四、典型教學(xué)片段實錄

Lead-in

T： We have learned historical stories and name stories. And today we are going to learn another kind of story， life stories. First， I would like to share one of my life stories with you.

Please look at the pictures. When I was in university， I went to a special school to teach the students there. I taught them English and some English songs. This is one of the songs， DOE RAY ME. They sang very well， and I even brought them to my university to perform. They were great. This was really an unforgettable experience for me. After graduation， I always remind them and miss them. They are kind and strong-minded.

Can you figure out what special are they？

Ss： They couldnt see！

T： Yes， some of them are born to like that， they all have some diseases in eyes. Some couldnt see anything， others just a see a little.

OK， that is one of my life stories. And， today lets know another girl. What about her life stories？

Look at the photos. Who is she？

Ss： She is Helen Keller.

T： Great. What about her？

Ss： She is Helen Kellers teacher， Anne Sullivan.

T： Good. Now lets look at more information about Helen Keller. This is a portrait of Helen Keller when she was 7.

This is her wring when she was 7. Can you figure out these words？

Ss： Cat， cold ，catch…

T： All right. These are word by Helen Keller.

T： Great. OK. Now， could you tell me what do you know about Helen Keller？ What were her problems？

S1： She couldnt see and hear.

T： Right. When she was 19 months， she got a disease， which caused these problems. She couldnt see， in other words， we say she was blind. She couldnt hear—she was deaf. And these severe restrictions made her difficult in communication. She couldnt communicate because she couldnt speak， read or write.

Please look at the two words， ‘severe means ‘serious， ‘restriction means ‘limit. （write them now on the blackboard）

T： Now， please watch a video clip about Helens childhood and think of words that can be used to describe her behavior.

（Play the video clip）

OK， now who would like to use some words to describe her behavior？

S2： Angry.S3： Troublesome.S4： Unbearable.S5： Stubborn.S6： Crazy.

T： Wonderful.

T： You all do good jobs. Now， please fill out the three sentences to further understand the three words.

（Ss do them individually.）

T： OK， who would like to read them out.

設(shè)計說明：課的一開始簡明的用師生問答的方式，總結(jié)一下前面學(xué)過的內(nèi)容，自然地引出本課的主題。接著，用教師本人的一段生活故事（在大學(xué)時在特殊學(xué)校支教的經(jīng)歷）引起學(xué)生對本課的興趣。這同時也是一次很好的情感和道德教育，引發(fā)學(xué)生對弱勢群體和殘疾人的關(guān)注和關(guān)心。而且也是個很好的勵志材料，圖片中的孩子雖然有著身體的缺陷，但是他們并沒有因此而自暴自棄，反而認真地學(xué)習(xí)，并取得了很好的成績。以此，可是激勵學(xué)生不要在困難前面退縮，要勇敢面對，并努力克服，這不也正是本課Helen Keller 要告訴我們的道理嗎？

然后，通過展示圖片，師生問答，觀看視頻等方式，了解更多關(guān)于Helen Keller的信息。同時引出本課的幾個生詞，并把它們呈現(xiàn)在黑板上對其進行簡單的解釋，讓學(xué)生認識文中所用詞匯的同義詞和反義詞，加深對詞匯運用的理解。同時也滲透詞匯學(xué)習(xí)策略：通過構(gòu)詞法學(xué)習(xí)、記憶詞匯。最后，再通過填詞的方式，讓學(xué)生進一步鞏固生詞的用法，為接下來的閱讀任務(wù)降低難度。