此文檔收集于網絡，如有侵權，請 聯系網站刪除高中英語課堂教學案例分析案例題目: Book 3 Unit 1 A sad love story案例課程類型: Extensive reading and writing案例發生學段和年級:Senior ,Grade One一、教學內容分析該課為高中英語新人教版必修三Unit 1 Festival around the world 中的泛讀課，本單元學習和討論的話題為festivals, 而本節課為泛讀課，講述一對現代年輕人的愛情故事，其中穿插對中國古代著名的“牛郎與織女”及其由此演變出來的“乞巧節”的介紹，通過閱讀兩個小故事來訓練學生的閱讀能力及寫作能力。二、學情分析 教學對象為高一年級的學生，他們的認知能力比初中階段有了進一步的發展，漸漸形成用英語獲取信息、處理信息、分析問題和解決問題的能力，因此需要注重提高學生用英語進行思維和表達的能力。高一7班和8班均為平行班，有一部分學生英語基礎較差，但是大部分的學生思維活躍，表現欲望強烈，根據這一特點，我采用與新課標要求相一致的“任務型教學”和“討論式”相結合的教學法，面向全體學生，調動全班學生的積極性，在課堂活動中實現教學任務和目標。三、三維教學目標英語課程標準教學目標三維目標領域語言知識在閱讀中體會并初步掌握生詞、詞組句型的用法知識與技能領域語言技能1通過閱讀訓練學生對skimmingscanning 等閱讀技巧的掌握2通過本課的學習使學生能夠在理解的基礎上復述課文3體會作者在寫本文時是如何進行內容安排的學習策略自主學習策略；有效合作與交際策略；信息處理與探究策略；過程與方法領域文化意識通過對本文的學習，使學生不僅增進了對中國的節日理解，而且對外國的節日也有所了解和感悟，提高學生的文化素質，進而加強了跨國文化交際意識。情感、態度與價值觀領域 四、教學重點難點（1）重點：1了解記敘文的文體特點并以此指導閱讀；2. 訓練skimming, scanning, careful reading等閱讀微技能； （2）難點： 1. 閱讀技能的訓練；2對文章的重述及給故事寫一個結局。 五、教法分析教學方法 ：問答法question and answer 討論法discussion 任務教學法task-based method教具教學手段：Multi-media computer; PowerPoint多媒體輔助教學六、教學過程（一） 前提測評Questions and answers： How many stories are there in the passage?How many characters are there in the passage? Who are they?（這兩個問題的設計目的在于檢測學生對文章的大概的了解，如果能回答出來就說明學生真的做了預習，可實施下面的教學設計了。）（二） 展示目標展示本節課的教學目標。（三） 導學達標1 Show some pictures of Qiqiaojie to lead in the topic. (用圖片導入容易吸引學生的眼球，激發學生的學習熱情，并讓學生有一個清楚的目標：乞巧節的故事)2 Show a table ,ask the students to read the passage quickly and find out the information of Qiqiaojie.Introduction Zhinu, the _ girl, visited the earth and met Niulang, the _ boy. Development They f_ _ _ , married secretlyand were very happy.Climax（高潮） The Goddess of Heaven got so angry that she forced Zhinu back to _ . Niulang tried to f_ her but was stopped by the Milky Way. Thus, the c_ were separated. Ending The Goddess of Heaven allowed the couple to meet once a year on the _ day of the s_ l_ month when magpies made a _ of their wings.3 Get the students to read the passage again and fill in the table of the story between Li Fang and Hu Jin.Introduction Li Fang was waiting alone at the _shop with his roses and chocolates, butHu Jin didnt _ _ . He thought she would keep her w_. Feeling like a _, he would _ his sadness in coffee.Development Li Fang watched a TV program about“Qiqiaojie”. Thinking Hu Jin played a_ on him, he t_ away the gifts and s_ off for home. Climax（高潮）/ Ending As Li Fang passed the _ shop on the corner,he heard Hu Jin calling and waving at him, “Ive been waiting long. I have a _ for you! Why are you so late?” What would he do? Would she f_ him?（通過任務型教學的方式來讓學生完成兩個不同年代的由愛情這條主線巧妙地連接起來的小故事，并分析介紹記敘文的特點，訓練學生通過skimmingscanning 等閱讀技巧來獲取信息、處理信息，也為下一環節奠定了良好的語言與心理基礎。）4 1) According to the lines of the narrative story, ask the students to retell the story between Li Fang and Hu Jin.A story between Li Fang and Hu JinPeople:Time： Place:Reason:Development: 2) Ask the students to discuss in groups: the end of the story between Li Fang and Hu Jin, then show their answers.(通過記敘文的六要素來讓學生重述課文中的小故事，并讓學生小組討論故事的結局，既訓練了學生的口頭表達能力，又通過討論法來讓學生主動參與到活動當中，加強與他人交流合作的能力，并且為創造性寫作任務奠定好基礎。)（四） 達標測評“True or false ”activity.1 Hu Jin failed to meet Li Fang at 7:00.2. If it is raining on Qiqiaojie, it means that Zhinu is weeping and the couple will be able to meet.3. Because her most lovely granddaughter got married to a human secretly, the Goddess got more than angry.4. Li Fang thought he could get married to Hu Jin, just like Niulang and Zhinu.5. When Li Fang met