高中英语教学案例分析.doc

高中英语教学案例分析
王萃
摘要：在英语课程的改革中，方方面面都在提倡自主、合作与探究的学习方式，让学生成为学习的主人，使学生的主体意识、能动性和创造性不断得到发展。因此，培养学生自主、合作与探究的学习方式，是新课程改革中一个迫切的任务。
关键词：合作与探究 英语阅读

一、 前言
《牛津高中英语》Project是课堂教学的延伸和拓展,属于探究式学习,要求学生走出课堂,与同学分工合作。学生认真阅读所提供的阅读材料,从中得到启发,然后通过讨论、调查、专访、文献检索等活动,完成一个特定的课题。模块六第一单元Project的课题是Putting on a play.包括两个舞台剧:The invisible bench和The important papers。现将设计思路及教后反思与诸君交流,探讨如何让学生真正走出课堂、参与课堂、享受课堂。让学生参与“备课”，备教材在本课的两个舞台剧中,台词较为简单,但旁白和转场很多,人物表情和心理活动非常丰富。所以,同学们主要应在揣摩人物内心方面做足功课。
二、 学生分析
根据《新课标》精神，高中英语教学要在培养学生的语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上培养综合语言运用能力。因此，高二学年的英语教学将继续培养和优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。同时，还要关注学生的情感，提高他们的人文素养，提高他们独立思考和判断能力，培养创新精神和实践能力，增进跨文化理解和交际能力。
三、 教材分析
该板块引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外；它基于阅读文本，又超越文本信息。根据《课标》，《课标》在“使用建议”部分指出：教材内容、教学活动和教学方法应具有较大的灵活性和开放性。在不违背科学性原则的前提下，教材应该具有一定的弹性和伸缩性。允许使用者根据自己的实际需要，对教材内容进行适当的取舍和补充。因此，此教学设计着眼于把project 部分根据现在所教生源的实际情况，设当地化繁为简，让学生自己从两片喜剧中选择一个小组合作表演。并根据英语课程标准倡导的“任务型”教学途径，设计相应的教学任务，同时在整节课的教学设计中强化每个任务环节的有机结合。对学生而言，随着不同任务的转化，对他们构成了不同层次的挑战，以培养学生的综合语言运用能力，从而达到学以致用的目的。三是注重在语言材料的有效输入的基础上进行语言的有效输出。坚持先读（课文，课外阅读材料），后说（合作探讨如何表演），再演（完成舞台表演）的教学三部曲。
四、 教学策略
该板块引导学生进行谈那就行学习，把英语听说读写的训练从课堂内拓展到课堂外，首先提供与该单元话题有关的具体阅读材料，让学生从中受到启发，引起用英语开展某一活动的兴趣。然后根据所给的具体步骤，通过小组讨论，分工合作，调查访谈，信息检索，交流汇报等刑事的活动，用英语去做一件事情，最后呈现学习成果，创造性的完成学习任务，培养综合运用语言的能力。
五、 教学目标
After this class, the students will be able to:
1. have a good understanding of the two short plays
2. use what they learned in this unit to analyze the play
3. form groups to discuss and prepare their own performances.
六、 教学过程
Step 1 lead in (PPT4-6)
1. Revision
What have we talked about in this unit up till now?
—laughter, stand-up, performing and acting, dramas, crosstalk.
2. We have talked a lot about laughter, performing and dramas. Now you have a chance to experience dramas for yourselves.
[Explanation]
导入从回顾本单元所讨论过的主要话题入手，告诉学生前面我们谈论了这些，现在我们即将亲身经历戏剧，开门见山，简单明了。
Step 2 Reading and analyzing (PPT 7-16)
1. The invisible bench
(1) Ask the students to read the script and then ask them some questions.
① Is there a bench in the courtyard?
--No
② What does the word “invisible” mean?
--That cannot be seen
③ Is this a comedy? Why or why not?
--Yes. Because actors use body language to perform, which makes the audience laugh with a surprising and amusing ending.
④In which style of stand-up is this play, observational, prop, physical or impressionist?
--Physical. They use their bodies to make jokes.
(2) After the Ss understand the play well, ask them: “If we want to put on this short play, what should we prepare?”
Script,drector , actors and actresses, stage (lights, microphones).
2. The important paper
(1) Ask the students to read the script and then ask them some questions
①How many characters are there in the play?
--Three. The king, the queen and the servant.
②Who do you think is the main character/ hero in the play?
--The king.
③What does the King actually want?
--Toilet paper.
④Why are the others unable to understand him?
--Because he is the king, important paper may mean very important official documents for him.
⑤In what style of stand-up comedy is this play?
-- Prop—toilet paper and some other papers
physical—“pump into people or things”
⑥How does the playwright make the play funny?
--The playwright uses a play upon words—important paper and toilet paper—to make people laugh.
(2) After the students understand the play well, ask them: “If we want to put on this short play, what should we prepare?”
Script, Director, Actors and actresses, Toilet paper & other paper, Throne, Costumes, Stage (lights, microphones, scenery)
[Explanation]
小组讨论。这两个短剧通俗易懂，学生在理解上问题不大，因此，教师可以结合喜剧的特点以及Drama表演需要筹备的东西等方面引发学生思考。一方面能帮助他们进一步理解喜剧的各种形式，另一方面为他们Project的完成做好准备。而且，和Word power的内容有机结合，增加相关词汇的复现，便于学生的接受和记忆。
Step 3 Planning and preparing (PPT 15-17)
1. Ask the students to discuss in groups the following questions, which will help them to carry out the project. Ask them to write down their plans.
• Which play do you want to put on
• Who will play each character? Who will be the director?
• What kind of scenery will need? Who will make it?
• Will you need props? Who will find them?
• Will you need costumes? Who will make them?
• Where and how often will you practice?
2. Ask some groups to report them idea about the project. The teacher may give some suggestions in this step.
[Explanation]
合作探究。在分析了两个短剧之后，让学生充分讨论来选择他们即将演出的短剧，用问题引导他们思考在演出的前后应该筹备和考虑的方面，最后的汇报可以让老师和学生相互学习和借鉴，并且发现问题及时解决和改进，以确保课后学生的任务更顺利的完成。
Step 4 Homework (PPT 18)
Ask the students to prepare and practice their plays.

七、 教后反思
在教学过程中发现的遗憾之处有两点：一是因为教学的容量较大，为及时完成所有的教学计划，导致教学节奏偏快，学生课堂注意力有点过度集中，影响其自主创新能力的充分发挥；二是对于文章中新的语言知识处理还有点欠缺。在今后的课堂教学设计中还应更加合理地定位学生水平，灵活调节课堂教学环节，向精炼、高效、和谐的课堂教学境界迈进！

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