高一英语教学案例范文 第1篇

利用平面图介绍自我学校各种场所。

教学过程 :

1、教师事先根据本学校的场所位置画一幅平面图(简图)，但不标出场所的名称。把平面图复印若干份 (做活动时每小组一份)。

2、把单词school，playground，classroom，office，art room，music room，multimedia room，library，language lab做成约2cmx3cm的小卡片(若干套)。做活动时每小组一套。

3、借助图片向学生呈现下列单词:school，playground，classroom，office， art room，   music room，multimedia room，library，language lab。要求学生做到:(1)看见图片能说出单词；(2)给出单词也能说出场

所名称，只要求学生能认读，不要求拼写。

4、将学生分为4一5人一组 (小组成员必须围成一圈)。每组发一张学校平面图和一套单词小卡片。要求学生根据学校场所的实际位置把单词贴在平面图上。

5、让相邻的两个小组比较他们贴好的平面图。如有不一样之处，学生自我讨论为什么出现不一样之处，并进行适当的修正。

6、把全班学生分成三个大组 (队)。在黑板上贴三幅平面图。给每个大组再发一套单词卡片。每个大组派两个人到前面，把卡片贴到平面图上。首先完成且贴得正确的大组获胜。

7、小组内学生轮流根据贴好的平面图向其他学生介绍自我学校的场所 (如:This is the playground.)。鼓励学生使用其他所学语言进行创造性表达，如It is small，but I like it.

8、把学生贴好的平面图贴在班级的墙报上，或者贴在学校的布告栏或校门入口处，当作本校场所位置的英文示意图。

9、对程度较好的学生，能够让他们自我设计一个所教学校的平面图，并用英语向他人作介绍。

评述；此项活动结合学生所在学校的实际情景，经过比较真实的任务(贴卡片)，帮忙学生学习语言和运用语言，并开展合作学习。

高一英语教学案例范文 第2篇

Lesson objectives：

1．Go over the three-skilled and four-skilled words： servant/ Let in/ mad/ brave/ cruel/ have a test/ deed/ in public and so on.

2．Go over the grammar： the - ing form as attributes and adverbials.

3．Practise writing a letter.

Teaching aids： a com*r, a recorder, etc.

Teaching procedure：

A．Words and expressions

1．Galary： Play the game with the partner, only the words in Unit 22.

For example： S1： There're five letters.

S2： Is it a noun?

S1： No, S2……

If the man is hanged, S1 will win.

2．Complete the phrases or sentences, using the words in the following form. (Ex. Ⅰ in AB)

1)Many young people want to become a civil ________(***).

2) Don’t be so ________ to animals.

3) Everyone is ________ to succeed.

4) He was a ________ of war for many years.

5)I didn't believe what the ________ teller (算命者) said.

6)He put his oars (桨) in the water to ________ the smooth surface of the lake.

7) She is nervous waiting for the ________ of news.

8) Dr Manette suffered from ________ illness.

9) Chairman Mao is a ________ leader.

Possible answers： 1) servant 2) cruel 3) eager 4) prisoner 5) fortune

6) disturb 7) arrival 8) mental 9) noble

3．Using the following phrases to fill in the passage (Ex. Ⅱ in AB).

Let in; in public; sentence to death; do a good deed; in peace; fall in love with; suffer from

Romeo fell in love with Juliet at the first glance, but their families were enemies. Juliet's parents didn't let Romeo in their house, and forced her daughter to leave Romeo. So they couldn't stay together in public. A friar (修道士) did a good deed to marry Romeo and Juliet secretly.

By accident, Romeo killed Tybalt, a member of Juliet's family. The court sentenced Romeo to death. Romeo managed to escape. When Romeo returned, he found his wife, dead in peace, but in fact, Juliet didn't die. It was just a plan of the friar. Romeo suffered much from the death of Juliet. He killed himself and lay down by her side. When Juliet woke up from her death like sleep, seeing Romeo lying by her, dead, she knew what he had done and killed herself.

B．Sentences and patterns

1．Find partner

Card One： the news which surprises us Card Two： the boy who is sleeping

Card Three： the year that follows Card Four： the country which is

developing

Card Five： the boat that is floating Card Six： the surprising news

Card Seven： the sleeping boy Card Eight： the following year

Card Nine： the developing country Card Ten： the floating boat

Possible answers： One-Six / Two-Seven / Three-Eight / Four-Nine / Five-Ten

2．Chain drill： Two students say two sentences written in the cards and let another student join the two sentences together by using the v-ing form.

A： The man is our maths teacher.

B．He is sitting by the window.

C．The man sitting by the window is our maths teacher.

A： The students stood up.

B： When they saw the teacher entering the room.

C： Seeing the teacher entering the room, the students stood up.

A： He decides to have a bath.

B： He was wetted all over by the rain.

C： Being wetted all over by the rain, he decided to have a bath.

A： The children went away.

B： They were laughing.

C： The children went away laughing.

C．Paragraphs and passage

1．Read the passage and do the following exercises： (Ex. Ⅲ in AB)

Prison of the Abbaye,

Paris

21 June, 1792

Monsieur the Marquis

My house and yours were burnt to the ground. The villagers brought me to Paris and I was thrown into this prison. My crime, they tell me, is ‘Treason against the people’, and without your generous help, I will lose my head for it. I have tried to tell them that I have worked on your instructions for the people, and not against them. I have told them that it was you who instructed me to collect no rent or taxes from the villagers during these last years. But they tell me my crime is to have worked for an emigrant aristocrat. Monseigneur, please hear my cry for help! Please, save me from this house of horror!

Your faithful servant,

Gabelle

After reading the letter, what should Darnay think and what would he decide to do?

__________________________________________________________

__________________________________________________________

__________________________________________________________

Possible answer：

Having read the letter, Darney said to himself “Gabelle, the poor man. I really felt sorry for him. I must go back to Paris to save him, but my wife and my daughter, it is impossible for me to see them again. But I should answer for the trouble. Tomorrow I'll set off for Paris.”

2．Write on the cards according to the situations. (Ex Ⅳ in AB)

A．Christmas Day is coming. Xiaojun wants to send a Christmas card to Charlie.

B．Bill wants to send a birthday card to his brother and also tell him that everyone in the family misses him.

Homework

Write a letter to your pen friend, who has written to you for some advice about visiting Beijing. Give him/her some advice. You can use the following sentences.

A： The climate in Beijing is dry; spring is shorter with lots of wind.

B．Autumn is the best season in Beijing.

C．I suggest you come to Beijing in autumn.

D．Winter is longer and cold.

E： It snows occasionally.

F： You'd better not come to Beijing in spring or winter.

Possible Answer：

Dear John,

I'm very pleased to learn from your letter that you are getting on well with your studies and that you will come to Beijing. Now I'll answer the question in your letter and give you some advice about your visiting Beijing.

The climate in Beijing is very dry. Spring is shorter with Lots of wind. You'd better not come to Beijing in spring. In summer it's terribly hot. It often rains in July and August. Autumn is the best season in Beijing. The weather begins to get cool at the beginning of September. People like to go for outings in September, October and November. I suggest you come to Beijing in Autumn. Winter is longer and cold with strong wind. It snows occasionally. I hope my advice will be helpful to you.

I'm looking forward to seeing you in Beijing.

Yours ever

Li Xiaoj

高一英语教学案例范文 第3篇

一、总体设计

二、教材概述

李商隐，晚唐诗人。他的主要成就在诗歌艺术上，特别是他的近体律绝，其中的优秀篇章都具有深婉绵密、典丽精工的艺术特色。他的诗风与白居易截然相反，白诗妇孺皆知，而李诗虽然好学深思的人读来也很费力，特别是他的无题诗，大多有一种朦胧的境界，不易得到确切的解释。尽管如此，如果单从艺术鉴赏的角度来读，它又可以给人以美的享受。他的诗作也有揭露现实黑暗的，但为数不多。

本课选取了他的《锦瑟》和《马嵬（其二）》。《锦瑟》是李商隐的**作，爱诗的人无不乐道喜吟，堪称最享盛名；然而它又是最不易讲解的一首难诗。诗题“锦瑟”，是用了起句的头两个字。旧说中，原有认为这是咏物诗的，但近来注解家似乎都主张：这首诗与瑟事无关，实是一篇借瑟以隐题的“无题”之作。我以为，它确是不同于一般的咏物诗，可也并非只是单纯“截取首二字”以发端比兴而与字面毫无交涉的无题诗。它所写的情事分明是与瑟相关的。《马嵬（其二）》乃咏史之作，重点是写唐玄宗在马嵬驿为“六军”所逼，“赐”死杨贵妃。有人认为此诗为讽刺唐玄宗之作，而我以为李商隐此诗，意在感慨人生无常，富贵难安。

本文的教学重点：引导学生从宏观上把握这两首诗的意境、情感和表现方法。

本文的教学难点：进一步训练学生读诗诵诗的能力，体会李商隐诗的意境。

思路方法

因为是略读课文，所以本课的学习主要依靠学生自己。按照“阅读--掌握内容--分析艺术特点”的鉴赏过程，学生逐渐掌握赏析诗歌的方法，领会诗歌赏析的要领，培养热爱诗歌的情感，热爱祖国古代文化的情感。

教学建议：为了让教师便于使用和查阅，本教案设计为两个课时（每一首诗歌为一个课时），但是我们建议教师采用一个课时完成。

教学**：采用多**方式，有条件的学校可以提供网络让学生查阅相关资料。

课时安排：1-2课时

三、三维目标

1.了解作家生*、创作风格。

2.诵读、赏析并积累一些名句，了解诗中所用的典故。

3.把握《锦瑟》这首诗的意境，分析《马嵬（其二）》的思想内容和艺术特点。

高一英语教学案例范文 第4篇

一、教学目标

知识目标

1. Get students to learn some useful new words and expressions in this part.

2. Get students to read the play.

3. Let students learn the expressions of ordering food.

能力目标

1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.

2. Enable students to understand and act out the play.

3. Have students learn how to use the expressions to order food.

情感目标

1. Stimulate students’ interests of learning English by reading and acting this play.

2. Develop students’ sense of group cooperation and teamwork.

二、教学重点

1. Develop students’ reading and speaking skills.

2. Let students read and act the play.

3. Have students learn to use the expressions to order food.

三、教学难点

1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.

2. Get students to act the play.

3. Have students make a dialogue at the restaurant.

教学过程

→Step 1 Revision

1. Check the homework exercises.

2. Ask two students to retell the content of Act I, Scene their own words.

→Step 2 Warming up

We have learned that Henry got a letter from the two old brothers ,so please predict what will happen next.

→Step 3 Reading

1. Read the play fast to understand the gist and decide whether the following statements are true or false.

1)The owner looked down upon Henry when he noticed Henry’s appearance.

2)Henry asked for more of the same food because he is an American who like to eat a lot.

3)When Henry saw the million pound bank note, he was happy and proud of it.

4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.

2. Read the play carefully and do the following:

1)Answer these questions in small groups.

(1)Whose behavior changes the most during this scene? Give examples.

(2)What kind of person is the owner of the restaurant?

(3)Why do you think the owner of the restaurant gave Henry a free meal?

2)Pay much attention to the different attitudes towards Henry.

Before Henry shows his million pound bank note:

Owner Hostess Waiter

That one’s reserved.

Well, we will have to take a chance.

. . . if you pay the bill. . . My goodness! He eats like a wolf.

It’ll cost a tiny bit.

Again, everything?

What’s there to wait for?

After Henry shows his million pound bank note:

Owner Hostess Waiter

I’m so sorry, sir, so sorry.

Oh, please, don’t worry, sir. Doesn’t matter at all.

Just having you sit here is a great honor! . . . bow. . . Screams

And you put him in the back of the restaurant!

bow

. . . bow. . .

3. Retell the story:

With the envelope in hand, Henry decided to enter a restaurant for a meal. He ordered some ham and eggs and a nice big steak together with a tall glass of beer. The waiter told him the meal would cost him a tiny bit. After eating his first order, Henry asked for more of the same.

When Henry opened the letter, he found it was a million pound bank note. He was surprised but the owner and the waiter were shocked. The owner was not sure if it was genuine or fake. They couldn’t believe Henry who was in rags could be so rich. At last, the note was proved to be real.

After knowing that the bill is genuine, the owner thanked Henry again and again for his coming to his little eating place and even asked Henry to forget the bill . The owner, hostess and waiter all bowed together as Henry left.

→Step 4 Language points

n. 要(叫)的菜 eg. May I take your order?

n. 顺序，次序 eg. The books are arranged in order of size.

n. 命令 eg. Soldiers must obey orders

v. 命令 eg. The officer ordered his soldiers to march

v. 预定，预购 eg. I have ordered a steak.

a chance 碰运气

Eg. As for whether he will win the game or not ,we must take a chance .

Maybe true love is a decision, a decision to take a chance with somebody.

也许真爱只是一个决定，一个与某个人一起冒险的决定。

3. genuine adj 1)真正的，真实的，名副其实的;非人造的，非伪造的

Eg. Her wedding ring is made of genuine diamond.

她的结婚戒指是真正的钻石做得。

2) 真诚的，真心的，诚实的

My genuine friend is not such right?

我真正的朋友不是这样的对吗?

3. Well, I did hear that the Bank of England had issued two notes in this amount. . . Anyway, I don’t think it can be a fake.

我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样, 我觉得这不可能是_。

助动词do或其他形式does, did在肯定句中用于谓语动词前, 表示强调。例如:

I did tell him what I thought of.

我的确告诉过他我的想法。

can表示推测, 与主句中的not结合在一起, 表示“不可能”。例如:

It can’t be Jim. I know him too well.

不可能是吉姆, 我太了解他了。

5. But he’s in rags! 但是他穿得破破烂烂的。

介词in后面接表示颜色或衣物等的名词时, 意思是“穿着; 戴着”。例如:

The girl in green is a good friend of mine.

穿绿衣服的女孩是我的一个好朋友。

in rags衣衫褴褛

The old man in rags used to be very rich.

衣着褴褛的那位老人过去很富有。

6. As for the bill, sir, please forget it.

至于账单嘛, 先生, 请把他忘了吧。

as for: with regard to至于; 关于

As for you, you ought to be ashamed of yourself.

至于你, 你应该感到惭愧。

As for the hotel, it was very uncomfortable and miles from the sea.

至于旅馆呢, 非常不舒服, 而且离海边有好几里地

→Step 5 Acting

1. Ask students to listen to the tape and role play the text. Remind them to remember that Henry has an American accent while the owner, the hostess and the waiters all have British accents. Let them pay more attention to correct pronunciation and intonation.

2. Have as many groups as possible to act out the play in front of the class.

→Step 6 Speaking

1. Ask students to read Act Ⅰ, Scene 4 again and underline all the expressions used to order food. Read them aloud.

2. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.

WAITER/WAITRESS

Can I help you?

I’ll take your order in a minute.

Are you ready to order, sir/madam?

What would you like. . . ?

Enjoy your meal!

Here’s your bill.

Here you are. CUSTOMER

I’d like. . .

I’ll have. . .

Do you have. . . ?

What do you suggest?

I’ll have that.

The bill, please.

Can I have the check, please?

2. Suppose the situation: Now imagine you are having a good meal in a restaurant. Make a dialogue with your partner, who acts as a waiter/waitress.

3. Give several minutes for the students to prepare their dialogues in pairs.

4. Ask as many pairs as possible to present their dialogues to the class.

→Step 7 Extension

Many people are crazy about buying lottery tickets (彩票). What do you think of it?

● What kind of role do you think money plays in our daily life?

● Is money everything?

Suggested Answers:

Money is not everything.

Money can buy a house, but not a home.

Money can buy a bed, but not sleep.

Money can buy a clock, but not time.

Money can buy a book, but not knowledge.

Money can buy you a position, but not respect.

Money can buy you medicine, but not health.

Money can buy a friend, but not love.

Money can buy you blood, but not life.

→Step 8 Homework

1. Learn the useful new words and expressions in this part by heart.

2. Act out the play.

教学反思

这节课的目的在于提高学生的阅读技巧，同时运用语言的能力，重点掌握在餐馆中可能遇到的口语交际语言。这堂课的效果不错，学生积极参与，但是，由于学生的语言储备不够，所以在口语训练环节不是很流畅。很多学生不敢开口说英语，因此在以后的教学中，应该尽量帮助学生开口说，帮助他们创造一定的语言环境。

高一英语教学案例范文 第5篇

初学英语的小学生，对英语有着强烈的兴趣和好奇心，如果教师能抓住这一点加以正确引导，树立学生学习的自信心，将会收到事半功倍的效果。那么如何激发学生长期坚持学习英语的兴趣，是我们一向探讨的课题。在这些年的英语课堂教学工作中，我感到最吸引孩子们眼球的活动，就是竞赛和游戏。

在一次英语课上，我在教“What’s this in English? It’s a……”时，由于录音中语速太快，学生跟不上来，我便放慢语速，让学生跟读，但几遍下来，有些同学的语速还是有些绕可是来，便产生了畏惧情绪、不愿再读了，还有些学会了的同学就骄傲起来了，他们在别人朗读时不认真听，随意插嘴，当时班级里实在是乱极了。

我突然灵机一动，把全班分为四个小组来竞赛，看哪两个小组读得既清晰准确又响亮整齐，就给他们每组各加一面小红旗，结果这一招还真灵验，每个小组都干劲十足了，都读出了自我的最好水平。在进行另外一个句子Do you like monkeys?时，我问同学们要不要再比试一轮，他们齐声说“要！”于是我让他们开始了新一轮的竞争，待同学们基本上都读得很好了时，我看教育的时机已到，于是我说：“教师开始学英语时有很多句子也不会读的，谁愿意教教师读？”学生们都争先孔后地举起手来当小教师。最终，我又请一些不爱发言的`学生，让他们读出本课的句子，虽然读得不太好，但我还是给予他“Excellent！”的最高表扬，并对其他同学说“Clap your hands!” 在小朋友们的掌声中，我较为简便地纠正了他的发音，培养了孩子们的自信心。

还有一次在教学What’s for breakfast?这一句型时，我设计了一个Question monkey的游戏。由学生扮演的Question monkey手捧众多食物卡片与学生进行对话：“What’s for breakfast?”被问的学生回答出哪种食物，就会得到这种食物卡片，这样循环往复，学生们突破了心理障碍，涌跃发言。

在我的课堂中，我把枯燥的操练变成一场场竞赛和游戏，不仅仅使学生在不知不觉中已熟练掌握了语言，并且培养了学生学好英语的自信心，增强了学习的兴趣。对于操练时缺乏自信的同学，我赞扬他敢于开口说的勇气这一闪光点，并经过用自我作比较，帮忙他树立了学好英语的自信心。

高一英语教学案例范文 第6篇

Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。

二、教学难点：

如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。

三、课前准备

1.准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。

2.准备一些教师的照片或图片。

3.准备录音机及录音带。

四、教学过程

(热身)

(1) 播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。

(2)日常口语练习，内容可参考如下：

T：Hello, everyone! Welcome back to school! Nice to see you!

Ss: Nice to meet you!

(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：

T：Hi，everyone!Nice to see you grade are you in now?

Ss：We’re in Grade 5.

T：Do you like your new English books(new classroom, new teacher)?

Ss：Yes!

T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?

2. Presentation(新课呈现)

(1)出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?

(2)出示Let’s learn部分的图片，向学生介绍说：They are Sarah’s teachers. Describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。

(3)可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。

(4)根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位： Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面铺垫的学习任务，让学生猜出哪位是Sarah的新教师。再引导学生利用 Let’s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。

(4)试着写单词。

范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。

’s play (趣味操练)

(1)Let’s find out (找一找)

指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如：My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。

(2)Let’s sing (唱一唱)

放歌曲“My new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。

and extension(巩固与扩展)

(1)让学生做本单元 A Let’s learn部分的活动手册配套练习。

(2)让学生模仿Let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。

(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： She is ’s ’s very all like ’s she?

(4)让学生把新学的歌曲唱给家长或朋友听。

高一英语教学案例范文 第7篇

Welcome to Our Winter Camp 2007

营址：大连

活动时间：2007年12月底，共4天

参加人员：来自全国各地的英语爱好者;*，**，英国和澳大利亚的英语老师

活动内容：举行英语演讲比赛;观看学生表演；游览大连风景名胜；交流学习英语的经验 December 10, 2007 Dear James,Nice to hear from you again! As you know, this winter vacation, at the end of December, 2007, we English-lovers from all over the country will go to a four-day English Winter Camp in Dalian. Some English teachers from China, the USA, England and Australia will join us. In the camp, we will have an English speaking competition, watch some wonderful performances given by the students and visit some places of interest in Dalian. Besides, we will exchange our English learning experience and talk about our colorful school life in English. I think this winter camp will greatly improve my spoken English and I will make some new friends there. I do hope you will come and join wishes. Yours sincerely, Jessie

高一英语教学案例范文 第8篇

Recently, students in our class have had a discussion on whether space is worth exploring.

30% of us think space exploration is not worthwhile. They think space is too far away from us and our daily life. And the money spent on space exploration can be used to solve the earth’s problems such as starvation and pollution.

On the other hand, 70% think space is worth exploring because we have benefited a lot from it, such as using satellites for communication and weather forecast. What’s more, with further space research, we may solve the population problem by moving to other planets one day. Also, space research will enable us to find new sources to solve the problem of energy shortages on the earth.

高一英语教学案例范文 第9篇

知识目标

1. Get students to learn some useful new words and expressions in thispart.

2. Get students to read the play.

3. Let students learn the expressions of ordering food.

能力目标

1. Develop students’ reading skills and enable them to learn how to usedifferent reading strategies to read different reading materials.

2. Enable students to understand and act out the play.

3. Have students learn how to use the expressions to order food.

情感目标

1. Stimulate students’ interests of learning English by reading and actingthis play.

2. Develop students’ sense of group cooperation and teamwork.

二、教学重点

1. Develop students’ reading and speaking skills.

2. Let students read and act the play.

3. Have students learn to use the expressions to order food.

三、教学难点

1. Enable students to learn to use reading strategies such as skimming,scanning, and so on.

2. Get students to act the play.

3. Have students make a dialogue at the restaurant.

高一英语教学案例范文 第10篇

Step

Check the homework with the whole class.

Step II. Warming up

Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.

T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”

S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.

S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.

T: That’s too terrible.

S3: The noise when planes take off.

S4: The sound of trains.

T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?

Ss: No, we have no chance to hear that.

T: If there is a sound like this, what is it?

S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.

T: Terrific! You are using a literary way to express the sound.

S6: When an earthquake happens.

T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?

S7: The earth is shaking . All the buildings will fall down.

S8: Many people will die. And perhaps many children will lose their parents.

T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?

S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.

S2: From the picture of San Francisco,I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.

T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.

Step

There are two questions in this part. Both are very interesting. The first one c

an more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.

T: Now, let’s look at the pictures. What are the predictions of an earthquake?

S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.

T: Terrific! Where did you get this knowledge?

S1: From geography. I like it.

T: good. Sit down please.

S2: Madam, I don’t know the meaning of the picture with two women.

T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?

S3: I’ll take all my money. People can’t live without money.

S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food

S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.

S6: I will carry my grandma. She is my most loved person in this world. She brought me up.

T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our text, and see what it tells us.

Step

In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehention. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2,which are about details.

Skimming

T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.

T: Have you got the general idea of the text?

Ss: Yes.

T: What is it?

S1: There is no quick answer to this question . Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?

T: Sure.

S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.

T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard ) Do you understand the meaning of the word?

Ss: No.

T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text?

S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.

T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact.

Teacher shows the screen and gives a little time to think it over.

things were happening in the countryside in the northeast Hebei.

disaster happened and caused a lot of loss.

3. All hope was not lost.

Careful reading

T: Now, it’s time for us to read the text carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions.

Show on the screen

natural signs of a coming disaster were there?

you think of some reasons why these signs weren’t noticed?

events probably made the disaster worse?

situations probably made the disaster worse?

were the survivors held?

Step V. Extension

Show the questions on the screen.

whose point of view are events described? How do you know?

is the mood of this passage? How is it created?

do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?

is the title A NIGHT THE EARTH DIDN’T SLEEP?

does the sentence “Slowly, the city began to breathe again.” mean?

Answers:

1. He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.

mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.

the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.

think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.

we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.

Step VI Comprehending

高一英语教学案例范文 第11篇

【学习目标】

1.阐明孟德尔的两对相对性状的杂交实验过程及**组合定律。

2.分析子二代中各种性状的基因型种类，并总结规律。

3.运用**组合定律的解释一些遗传现象。

4.理解孟德尔获得成功的原因。

【学习重难点】

1.对**组合现象的解释，归纳**组合定律。

2.**组合定律的实质及应用

3.探讨孟德尔实验的成功之处

【学法指导】

结合教材“本节聚焦”有关问题，运用分析归纳法按照孟德尔的探索过程顺序来构建知识框架。由现象到本质，层层深入地分析总结，削枝强干，突出重点，在探索过程中思考、领悟科学的方法。

【预习导学】

一两对相对性状的杂交实验

1.过程（用遗传图解表示）

2.现象

（1）F1全为。

（2）F2中出现了不同性状之间的。

（3）F2中四种表现型的分离比为。

3.分析

（1）孟德尔研究**两对相对性状的基因是位于一对还是两对同源染色体上?

（2）F2代的基因型和表现型各有哪些?数量比例如何?

（3）F2中的纯合子共占多少？每种表现型中纯合子又占多少？

（4）两对相对性状的杂交实验与一对相对性状实验的数量关系有联系吗？关系如何？

二对**组合现象的分析

（一）解释

1.两对相对性状分别由遗传因子**；

产生配子时，彼此分离，可以**组合F1产生的雌雄配子各有种：，且数目相等。

3.**时，雌雄配子的结合是的。

（二）验证——实验

1.过程：亲本：×

遗传图解：

预测结果：

实验结果：测交后代有四种性状，比例为1：1：1：1，符合预期设想。

三**组合定律及孟德尔获得成功的原因

（一）**组合定律

1.**不同性状的遗传因子的分离和组合是。

高一英语教学案例范文 第12篇

学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Ｌet’s talk A部分很好地体现了这一点。Good morning We have a……复习第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from？做了铺垫，教师应充分注意这一点

boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。

二、教学目标：

1、能够得简单地表达自己心情，如：nice to meet you welcome back to school

2、能够听懂并回答 Where are you from？

I’m from

3、认识、会说字母A——E

4、掌握A、B Ler’s talk中单词。

5、理解A、B Ler’s talk中内容。

三、教学重、难点：

能够听懂并回答 Where are you from？

掌握A、B Ler’s talk中单词。

理解A、B Ler’s talk中内容。

四、课时安排

第一课时 A lLet’s talk Let’s learn B Let’s sing

第二课时 A Let’s practise Let’s play Let’s chant

第三课时 B lLet’s talk Let’s learn

第四课时 BLet’ssay Let’spractise

第五课时B Let’s Let’s

第六课时 C story time

高一英语教学案例范文 第13篇

My dream is to study abroad in the future. I am always that kind of life can come true soon. But, before I realize my dream, I have to do some preparation. I think the most important thing I need to do first is to adapt the life there. It is said that there is a big difference between the eastern and western culture. If I know nothing, it is easy for me to have culture conflict.

It will put me into an embarrass place. For example, dragon is the leader for all animals and it has holy good meaning in china. But it means violence in the western country. I need to learn as much the cultural conflicts as possible to make my oversea life become easier.

——高二英语教案设计 (菁选2篇)

高一英语教学案例范文 第14篇

高中英语教学案例分析总结篇一

根据单元特点, 我认为Unit5 How do you make banana milk shake?的第一课时，即导入课应一方面让学生掌握知识点，另一方面能真正让学生动手制作shake，培养学生的动手能力，提高学生的学习兴趣。因此,我提前让两个班的每个学生准备自己喜欢的水果，而我自己也准备了榨汁机、酸奶、纸杯、刀等制作shake需要的东西。我想这节课一定会生动、有趣，受学生欢迎。

第一节课在1班上，我满怀信心地走进教室。一开始很顺利，学生很兴奋地看着我制作shake，听着我用英语讲解制作步骤，一杯shake很快制作好了。是该给学生品尝的时候了，然而当学生

高一英语教学案例范文 第15篇

1. 知识与技能目标

(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。

(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

2. 过程与方法目标

(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。

(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

3. 情感、态度、价值观目标

通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。

教学重难点

教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。

教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。

高一英语教学案例范文 第16篇

一、学生分析

教学对象为高中一年级学生，他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

二、教材分析

这一课是本单元第一个课时。由于这课出现的生词比较多，在课前教他们读了一下。在备这一课时，发现它的有关宇宙的知识很专业，起初比较担心，但是得知高一的学生地理课上已经学习了相应的部分知识，有了一定的知识储备，这样在处理的时候就注意到详略的问题，我觉得在今后也必须对学生的知识结构有所把握，这样才会更好地抓住要点和难点。

三、教学目标

本课为阅读课型，主要介绍有关太空知识和人类起源。通过阅读使学生了解宇宙的形成，和人类的形成。课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述有点抽象，需要足够的图片，方便理解并形成感性认识。本课目的要使学生了解宇宙形成和人类起源，培养环境保护意识。

教学内容大致分为以下几个方面：

1.看图片引入宇宙形成这一话题。

2.从网上下载一些宇宙空间图并展示给学生看，弄清楚星际空间的划分，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。(一些生词用板书)

3.学生阅读课文后完成精读练习。

4.两人围绕人类起源进行讨论。

5.语言学习：难句解释。

6.小结文章，一是找关键线索，二是写作手法。

7.小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么(达到教学目标--形成保护环境意识)。

四、教学策略

环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道宇宙形成的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。

采用多媒体教学，用一些有关宇宙的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。

五、教学过程

(一) warming-up引入

教师用 PowerPoint分别展示宇宙空间，并不需要学生详细记录细节，因为不是听力课，只是了解宇宙的形成和分布。

然后问问题：

(二) Reading使学生了解宇宙形成、人类起源

1、让学生解释文章的title

2、为了让学生知道宇宙是什么样子，帮助理解文章，教师展示多张图片

4、阅读后学生回答问题(大部分学生能找到答案)

5、在了解细节的基础上，再次阅读(skimming)。全班分5个小组，分配任务给每一个组，文章共有5段，每组概括一个段落的大意，而且要求使用不超过3个单词来概括，既降低了难度又提高了学生归纳能力。

(三)Difficult points

因为只是阅读课，语言点不作详解，是为下个课时作准备，分别找出 4句难句，让学生进行解释，一一说明属于什么从句(分别有宾从、状从、定从、主从)(从句是学生的薄弱环节)，为学生扫除阅读障碍。

(四) Summing-up(总结)

学生掌握每段大意后，从总体上把握文章结构和特点

1、找出宇宙形成的线索

2、分析写作手法(时间顺序及都用了一般过去时描述已发生的事情)：让学生将来进行写作训练描述某事经过时，可以模仿这篇文章的手法

(五) Group-work(task)4人小组

学生此时已非常熟悉文章内容及结构，进入用英语进行交际环节

1、复述课文，教师给出一段文字，中间有不少空格，学生根据课文内容填写空格

Fill in the blanks:

2、谈谈自己从中的收获(What can you learn from the text?)

学生都能说出要保护环境(完成本课教学目标)

至于怎样保护，因时间关系留待下个课时再讨论。

(六)布置作业：复习课文及写一篇如何保护环境的文章。

高一英语教学案例范文 第17篇

在一次英语课上，我在教“Look at me ，this is my head， this is my ear…”时，由于录音中语速太快，学生跟不上来，我便放慢语速，并且用纯正的美式英语让学生跟读，但几遍下来，有些同学的语速还是有些绕可是来，便产生了畏惧情绪、不愿再读了，当我再次让他们模仿跟读时，有位同学竟然干脆说：“我是读不来的。”就不愿再跟读了。有些学会了的同学就骄傲起来了，他们在别人朗读时不认真听，随意插嘴或嘲笑别人，有位同学甚至说：“我学会了还要重复读，真没劲！”，当时的我真是左右为难，于是我灵机一动，把全班分为四个小组来竞赛，看哪两个小组读得既清晰准确又响亮整齐，就给他们每组各加一颗“红五角星”，结果这一招还真灵验，每个小组都干劲十足了，都读出了自我的最好水平，我给两个较好的小组加了星星后，问另外两个小组的同学要不要再比试一轮，他们齐声说“要！”于是我让他们开始了新一轮的竞争，待同学们基本上都读得很好了时，我看教育的时机已到，于是我说：“教师开始学英语时有很多句子也不会读的，但我坚持一遍又一遍地跟读，直到第十遍才最终学会。”

接下来，我叫了刚才说“我读不来的”的同学，请他读出“Look at me ，this is my head， this is my ear……”等句子，在我的鼓励下，他最终拾起了自信，鼓起勇气大声读出来了，虽然读得不太好，但我还是给予他“Excellent！”的最高表扬，并对其他同学说“Clap your hands!” 在小朋友们的掌声中，我较为简便地纠正了他的发音，并对其他同学说：“这位同学说自我读不来，你们说他读得来吗？”同学们齐声说“读得来！”我又说：“其实我们每个同学都能读得好的，关键看你有没有自信去读好，这位同学首先不够自信，但之后他不再畏缩，而是勇敢地读出来了，这需要多么大的勇气呀，单凭这股勇气就值得我们学习！”那位同学在我和其他同学的掌声中满意地坐下去了。接下来我叫了那位说“我会读了还要重复读，真没劲！”的同学，跟他玩一个“Simon says”的游戏，我很快说出“Open your book， Close your pencil-case， Open your mouth， Close your eyes……”等较难的指令，他开始摸不着北了，结果他那骄傲的情绪大打折扣了，开始有了自知之明。于是我不加评定地让他坐下了。接下来的课堂上，他再也不随意插嘴和嘲笑别人了，而是很专心地听别人读和说。

现象分析：这是一个英语课堂中反复操练的环节，对于没接触过英语音标的小学三年级学生来说，这个环节是必不可少的，然而却也是十分枯燥的。无论我们怎样优化这一过程，把他变成一场游戏或一场竞赛，仍避免不了反复地读、说与纠音。教学中，存在着学生理解本事的差异是很正常的，但我决不能让学生存在不想学的心理。在我的课堂中，我把枯燥的操练变成一场场竞赛，不仅仅使学生在不知不觉中已熟练掌握了语言，并且培养了学生学好英语的自信心，增强了学习的兴趣。对于操练时缺乏自信的同学，我赞扬他敢于开口说的勇气这一闪光点，并经过用自我作比较，帮忙他树立了学好英语的自信心。而对于那些骄傲自满的同学，我经过制造“障碍”挫伤他们的骄傲自满的情绪，让他认识到知识的无穷性，端正了他们的学习态度，到达了不言而明的教育效果了；同时也培养了他们尊敬他人、平等待人的思想情操。

思考与探究：

1，《英语课程标准》（实验稿）强调小学英语教学应建立能激励学生学习兴趣和自主学习本事发展的评价体系。所以，将竞赛贯穿与教学过程中，对学生的表现进行适时的评价是《英语课程标准》（实验稿）的思想在小学英语教学中的体现。《英语课程标准》（实验稿）把培养学生兴趣看作小学英语教学的第一要务。培养兴趣能够借助玩玩唱唱，但不等于玩玩唱唱。游戏等直观活动只能激发学生一时的外部兴趣，这种兴趣是短暂易逝的。而要培养学生持久的内部兴趣，主要靠学有所得而产生的成就感，这种成就感最好经过比较和竞赛的形式体现出来，学生才能坚持浓厚的学习兴趣。所以，在我的教学中，相对于游戏来说，我更多地采用了竞赛的形式。把竞赛贯穿于整个教学过程中，让更多的学生尝试到竞赛所带来的成就感，让更多的学生坚持持久的内部兴趣。

2，我在处理这一事故时，虽然已经起到了较好的教学教育目的，但花费时光较多，不利于教学任务的完成，同时，教育言语要用很多的中文讲才能让学生听明白，大有变英语课为思想品德课之嫌。有损英语语言气氛的营造和让学生进行英语交流的自主习惯。而如果让这两种极端的学生进行课后教育的话，又不能起到这么好的教育教学效果。

高一英语教学案例范文 第18篇

高二英语课堂教学设计案例 (高二必修 6 第三单元 A healthy life 第一课时) 赵曲高级中学 赵引平一、教学内容介绍 该课是根据高二英语新教材第六模块第三单元 A healthy 阅读课文设计的一节阅 读课，本节课主要由两部分组成，warming up 部分让学生通过小组合作交流讨论的方 式， 结合该部分所附的图片， 讨论现在困扰年轻人健康的几个社会热点问题， 如抽烟、 吸毒、艾滋病、学习与工作压力等影响健康的棘手的问题，目的在于使学生远离有损 身体健康的活动，并养成良好的生活习惯。Reading 部分是爷爷写给孙子的一封信， 爷爷健康长寿的原因就在于他健康的生活方式， 曾经的抽烟者爷爷通过自己的戒除烟 瘾亲身经历向孙子说明上瘾的原因、抽烟的危害和戒烟的方法，告诫孙子把烟戒掉。

让学生在阅读中感受到健康生活方式的重要性，并且提升学生综合语言运用的能力， 通过活动培养学生自主学习和合作互助的精神，激发学生学习英语的热情。

二、设计理念 (一)英语教学主要任务之一是培养学生良好的学习习惯和学习兴趣，培养其交 际和运用英语的能力。要达到这些任务，首先，教师应尽快从旧的阅读课文的教学方 法的框框中解放出来，转变思想，更新观念。改变过去课文教学割裂开来教，重视知 识点讲解，不把课文作为整体理解的方法。其次，应重视学生学习英语兴趣的培养， 激发学生的学习兴趣。新时期英语教学要提倡“乐”的观念，情绪越好、越乐观，对 所学内容便会发生浓厚的兴趣，学习效果也将越好。再者，在新形势下，转变教学思 想是搞好新教材教法的前提，更新观念是用好新教材的保证。英语教师在实际教学中 应自觉转变过去以应试为目的的教育思想，充分发挥新教材的优势特点，以突出教材 的交际功能为主线来培养学生初步运用英语交际的能力; 尽快解决教材新与方法旧的 矛盾，变“不适应”为“适应”，掌握教学的主动权。

(二)运用交际手段，培养学生的能力。绝大部分学生主要是在课堂上学习英语， 而在现实生活中缺少语言交际的环境和场所。在本节课的 warming up 部分，我针对 本部分和实际生活紧密结合的特点，采取让学生小组交流讨论的方法。讨论现实生活 中影响人们健康生活的社会问题， 这样的交流和合作讨论极大的锻炼了学生的口语交 1 际能力，也是一些学困生放开了手脚，不再胆怯，积极投入到学习中，虽然，用汉语 进行讨论，但毕竟开阔了学生的思维。交际是双向性的，是说者和听者双向交流思想 的过程。在这一过程中，双方地位是不断发生变化，互相转换的。所以，尝试着将上 课开始教师问、学生答的 free talk 模式改为放手让学生互相问答，自由对话。

三、学情分析 高二 190 班学生思维活跃，有自己的观点和看法，敢于提出不同见解。他们不 满足于教科书上的知识，想获得更多的信息。在英语学习上，他们不只是想把英语 作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语 学习中获得更多的知识和能力。初中三年及高一的英语学习，使学生储备了一定的 词汇和英语知识，能较好地展开话题讨论，各抒己见。同时，学生基本具备了一定 的自学能力。这些都为本课学生自主学习、合作探究提供了有力的支持。因此，应 结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。

四、教学方法分析 在教学过程中，教师的基本任务是“导”，即起组织和引导的作用。教师应注 意和研究如何启发诱导学生积极主动地参与教学活动。教师在教学中应指导学生自 学，掌握自学方法，培养分析问题和解决问题的能力。

同时，引导学生在自主阅 读时标出疑难句子，通过查阅字典、小组交流和教师讲解来解决。

五.具体教学设计流程 根据上述的分析，本节课采用了“自主，合作，互动，探究”的教学方式，辅助 以多媒体，达到较好的教学效果。教学流程如下：

第一步：导入→播放一则禁烟公益广告进入话题学习。

第二步：小组讨论→学生讨论当今社会影响年轻人健康的社会问题，并作要点记录讨 论结果 第三步：浏览标题，预测课文主要内容。速读课文，概括各段大意。

第四步：详读文章，完成预设习题 第五步 通过生生互动，探究收集有关的信息，达到知识的整合 第六步：教师抽学生小结归纳 六.教学反思 (一)课后小结 2 本节课由许多不足之处的，如：学生预习不充分，导致课堂时间不足;对于学 生课件展示中出现的用语错误， 教师没有及时在课堂上指出; 但总体而言， 收获颇多。

1.本堂课使用多媒体教学，旨在体现并调动学生英语学习的积极性，为学生创 设了良好的英语交际环境。学生显得乐学，善学，提高了他们自主探究的兴趣，在感 悟语言的基础上积极的开展英语思维活动。学生参与方式较好，积极性高。在这堂课 中，注重“以人为本”，发挥学生的主动性, 充分体现以学生为中心的教学理念。

高一英语教学案例范文 第19篇

Lesson objectives：

1．Help the Ss. to have a good understanding of the relationship of the characters.

2．Develop the Ss' abilities of ****yzing the relationship of the characters.

Teaching aids： a recorder, a com*r and VCD, etc.

Teaching procedure：

Step 1．Pre-reading

1．Revision

Daily report. (Every day there is a student who gives a daily report about some interesting topics, such as sports, films, stories, and so on.)

2．Presentation

You may wish to lead in your lesson like：

Do you know the capitals of the U. K. and France? (Yes. They are London and Paris.) Today we are going to read a tale which happened between the two cities in the 18th century, A Tale of Two cities. Do you know the author of this story? (Charles Dickens. Yes.) (Show a portrait of Charles Dickens and his works, including Oliver Twist, The Old Curiosity Shop, David Copperfield, Hard Times, Great Expectations and A Tale of Two Cities.)

Step 2．While-reading

1．Ask the Ss to skim the text to find the answers to the following questions： How many persons are mentioned in this story? (Six) / Who are they? (Dr Manette, Lucie Manette, Charles Darnay, Sydney Carton, Monsieur Defarge and Marquis St Evremonde)

2．Let the Ss get information about Dr. Manette. Let the Ss discuss it in pairs.

Possible answers：

Dr. Manette

*Father of Lucie Manette.

*His wife died when Lucie was a baby.

*He attended a peasant boy and a girl, both of whom died.

*He knew that they had been badly treated, so he was put in prison to keep silence.

*He spent many years in the Bastille in Paris, where he used to make shoes.

*While in prison he became mentally disturbed, and his hair turned white.

*He returned to England and got gradually better and stronger.

3．Let the Ss put the events in good order, SB Page57 part 4.

4．Let the Ss ****yze the relationship between the main characters.

You may wish to say： We know there are six persons in this tale, Could you like to ****yze the relationship between them according to some parts of the films? And finish the following form (Ex. Ⅱ in AB). (Show several parts of the film with the com*r.)

H&W： husband and wife F： friend

F&D： father and daughter O： opponents in love

M&S： master and servant E： enemy

U&N： uncle and nephew

5．Note explanations

1) Match words

(1)disturb A．great sum of money

(2)mental B．break the quiet, calm or order of; put out of the right or usual position

(3)fortune C．give care; look after

(4)attend D．feel or have pain, loss, etc.

(5)suffer E．of or in the mind

Answers： (1) -B (2) -E (3) -A (4) -C (5) -D

2) Fill in blanks according to the meanings of the following sentences (Ex. Ⅲ in AB)

(1)Since childhood I have heard many tales of cunning foxes and clever monkeys.

(2)They stayed up very late last night. Now they are still asleep. Don't disturb them.

(3)He dreams of making a big fortune, but he doesn't want to do anything.

(4)Tom, could you attend to the customers, please?

(5)He doesn't often get colds, but when he does he really suffers.

3) Explain the difficult points.

having +

Having finished (finish) their work, they went home.

==After they had finished his work, they went home.

We were very much pleased, having heard (hear) the news of his success.

==We were very much pleased, as we had heard the news of his success.

Fill in the blanks with be pleased at / with / to do sth.

They were very much pleased at the good news.

I wasn't very pleased with my exam results.

We are pleased to know the progress you have made.

for no good reason / for the reason of

She was very angry, for no good reason.

He had give up teaching for the reason of health.

fall in love with

They fell in love with each other, so soon they got married.

6．Let the Ss have a competition： You may say： Now we are going to do some true or false questions according to the following listening materials. 1f you know the answer, just stand up without putting up your hands.

Questions：

1) The story happened in London, in the year of 1785. (F. in Paris, in 1775.)

2) Monsieur Defarge was the owner of a wine shop, who had been a master to Dr. Manette. (F. A servant to Dr. Manette.)

3) Lucie heard the news that her father was alive and was living in Paris. (T.)

4) Lucie's mother died when Lucie was a lady. (F. She was a baby.)

5) Dr. Manette had been kept a prisoner in the Bastille, London's most important prison, for many years. (F. Paris'.)

6) Dr. Manette had been mentally disturbed by his long years alone in prison and his hair had turned white. (T.)

7) Dr. Manette had been put in prison for a very important reason. (F. For no good reason.)

8) After the return of Dr. Manette to England, Lucie married Sydney Carton. (F. Charles Darnay.)

9) Charles was the nephew of the cruel Marquis St. Evemonde. And he had left France because he hated the cruel deeds of the French nobles and the way they treated the peasants. (T.)

10) Charles left France, preferring to succeed the fortune that would one day come to him, and went to live in England. (F. Give up.)

Step 3．Post-reading

Let Ss make up a dialogue according to the following situation：

One day, Dr. Manette met one of his old friends in the street. Dr. Manette told his friend what had happened during these years.

Homework

Finish off the workbook exercises.

Rewrite this story with 100----120 words.

高一英语教学案例范文 第20篇

假设你叫李华，你从报纸上得知世界上8种熊中有6种面临**的危险，人类活动是造成熊类濒危的主要原因。你决定给世界野生生物基金会（WWF）写信反映这一情况、提出你的建议，并希望基金会采取行动对熊类予以保护。参考词汇：熊类bear species Dear Sir or Madam,I’ve learned from a newspaper that six of eight bear species in the world are dying out. Scientists say that humans are their biggest threat because some parts of bears are very expensive as medicine. That’s one of the reasons why bears are often killed. In addition, many habitats of bears are being destroyed as a result of human activities, so bears are losing their homes.

To save bears, I think more reserves for bears should be set up so that they can live freely there. Laws should be passed to prevent people from killing bears. Please give a hand to the endangered bears. They need help to survive. Yours sincerely, Li Hua

——《断章》教案(高一必修)3篇

高一英语教学案例范文 第21篇

Ⅰ. Teaching Basis (教学依据) ：《普通高中英语新课程标准》

Ⅱ. The Type of the Text (课型) ：Revision (复习课)

Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussion

method(小组讨论法)，Cooperative learning(合作探究)，Practicing(练习).

Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learning

paper(导学案)，Blackboard(黑板).

Ⅴ. Teaching Aims(教学目标) ： ①Knowledge aims(知识目标):

words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.

②Ability aims(能力目标): Develop the students’ ability to use the important

language points, enable students to describe people using the adjectives.

③Emotional aims(情感目标): Encourage the students to think about what makes a

person great.

Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what they

have learned in this unit.

Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned into

their ability.

Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案情况反馈(1分钟)

Step 2 lead-in ：通过图片展示的方式，过渡到知识竞答类节目《一站到底》，本节课也将模仿这种模式授课。依次介绍本节课的竞答规则：

本此活动分为五轮淘汰赛，全班共八个小组，每个小组推荐一名选手(作为本组站神)进行参与:

→→第一轮采用记单词的方式，进行车轮大赛，最终淘汰掉一个小组，剩余七个小组成功晋级第二轮，成功晋级的小组将获得5分，加入到本组的总量化分数中;

1. n.成就，功绩 _______________________ 7 .n. 巢，窝 ________________________

2. n.福利，福利事业 _________________ 8..n. 联系，关系，结合，纽带_________ 3. n,项目，工程，规划 _________________ 9. n. 观察，观测，遵守 ______________ 4. n.学会，学院，协会 _________________ 10. n. 童年，幼年时期 ________________

„„„.

→→第二轮节采用记短语的方式，在成功晋级的7个小组中进行车轮赛，最终淘汰掉两个小组，剩余5个小组成功晋级第三轮，成功晋级的小组将获得的分数为上一轮得分的二倍(即5_2=10); 例：

1.过着…的生活 ____________________ 6 .离开，启程，出发 ________________ 2.涌上心头，涌入脑海 ______________ 7.藐视，瞧不起 ___________________ 3.查阅，参考，谈到 _______________ 8. 碰巧，凑巧 ___________________ 4.偶然遇见，碰见 ________________ 9 继续，坚持 ____________________

„„„

→→第三轮采用背诵句子的方式，在成功晋级的5个小组中进行车轮赛，最终淘汰掉三个小组，剩余两个小组成功晋级第总决赛，并且这两个小组均获得一次免答权，这两个小组将获的分数为上一轮得分的二倍(即10_2=20); 例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

back to the place we left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。

(4)她母亲头几个月来帮过她的忙，这才使她得以开始自己的计划。

begin her project.

(5) 比方说，她的一个重要发现是黑猩猩猎食动物。

was that chimps hunt and eat meat. „„„

→→第四轮为复活赛，在前三轮车轮赛中被淘汰的6个小组，均可获得一次复活机会，但是复活赛的要求非常苛刻，每个参赛的小组必须能够正确背出随机指定的3个句子，8个短语，10个单词，如能成功过关，将直接晋级总决赛，但不享有免答权;假如没有成功过关，所有分数将清零。 例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

speakers.

A. go on B. carry on C. carry out D. work on

3. The new equipment ________ the disabled during the 2008 Beijing Paralympics. A. was intended for B. was intended to C. intended for D. intended to

4. He was an ________ poet at that time and his _____ poems spread through all the country. A. inspired;inspired B. inspiring;inspired C. inspired;inspiring D. inspiring;inspiring

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

„„„

注意事项:(1)小组加分不累计。

(2)前三轮车轮赛中，每次选手必须更换，从第四轮开始可自由安排,各

小组相互监督，如有违规取消其参赛资格及所得分数。

(3)每轮车轮赛中间设1-2分钟准备时间。 (4)参赛选手在准备时间内抽取答题顺序。

设计意图:(1)增加学习的趣味性，提高学生的参与度，提高课堂效率。 (2)培养团队协作能力，增强竞争意识。

(3)尝试一种新的模式，改变英语课堂的沉闷现状。 Step 3 Summing up (总结)：

Step 4 Homework :(1)写作专题突破, 根据提示用英语写一篇介绍_的短文。

(2)Review and summarize what you have learned in Unit 1. (3)Preview the next unit.

Step 5 Blackboard Design (板书设计)：

back to the place left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。

and she is right.

1.与某人联系______________________ 2.计算出，得出 _____________________ 3.大胆的说，直率的说______________ 4.迫不及待做某事____________________ 5.获得博士学位____________________ 6.为了某人 _________________________ 7.为什么不呢______________________ 8.大学入学考试(高考)______________ 1 .vt&vi. 举动，表现________________ 2 .vt. 观察，观察____________________ 3. vt&n. z尊敬，尊重，敬意_________ 4 . vt&vi.讨论，争辩，辩论___________ 5. vt.鼓舞，激发，启示_____________ 6 .vi.谈到，查阅，参考_______________ 7. vt,计划，打算 _________________ 递送，生，接生，发表___________ .直言的，坦诚的_______________ 10. adj.值得的，值得做的______________

……….

→→第五轮为总决赛，所有进入的总决赛的小组，将随机抽到一个单选题目，请在20秒的时间内给出答案，并进行解释说明，如果回答错误将直接被淘汰。直到剩余最后一个小组，最后的胜利者的小组将获得“站神”的称号，并将获得全场分40分。

高一英语教学案例范文 第22篇

【教学目标】

（一）知识与能力

1、 了解诗歌解读“诗无达诂”的特点，引导学生进行个性化解读；

2、以小组合作学习方式培养学生质疑的学**惯，锻炼交流、表达能力；

3、 理解并分析短诗的主旨；

（二）过程与方法

1、诗歌鉴赏教学按“初步感知——合作探究——互动交流——拓展升华”的过程进行；

2、学生自主学习基础上，小组合作学习，共同探究；

（三）情感态度与价值观

通过朗读，分析意象特征，在交流讨论中理解诗歌主旨。引导学生体会诗歌中真、善、美的情感体验，激发学生关注自我、关注生活、关心人民的意识和情感。

【教学重、难点】

用准确生动的语言分析诗歌主旨，写鉴赏性小短文。

【教学设想】

布置同学预习五首短诗，并让同学挑选一首诗写了一点鉴赏性评论。从同学课前预习作业情况看，多数同学对于这五首诗的主旨把握均较为准确，也存在多种解读，最大问题在于许多同学在阐述诗歌主旨的解读过程时，表述还欠严密，赏析时还不能做到有理有据。因而，在组长汇报本组讨论情况时，须特别强调在陈述本组观点之后需阐明这些观点是如何得出的，可允许组员补充说明，共同完成任务。

【教学流程】

一、新课导入

我国古代诗论中有所谓“诗无达诂”论，（“达诂”的意思是确切的解释或理解）认为不同和读者对于同一作品往往有不同的理解。**也有所谓“一千个读者，就有一个千个哈姆雷特”的说法，因此在文学阅读过程中特别强调读者参与。这些说法都说明了在文艺鉴赏中存在着理解和审美的差异性，即不同的鉴赏者对同一作品可以仁者见仁，智者见智。

二、解读《断章》

1、介绍作家作品：

高一英语教学案例范文 第23篇

一、教学目标：

【知识】：说明细胞的分化（理解水*）

举例说明细胞的全能性（理解水*）

【技能】：收集有关干细胞研究进展和应用的资料

【情感与态度】：探讨干细胞技术带来的社会问题

二、教学重难点：

重点－细胞分化的概念和意义、细胞全能性的概念；难点－细胞分化的机理、细胞全能性的概念及实例。

三、教学用具：

ppt幻灯片、有关植物**培养的视频片断。

四、教学过程：

（一）引入及细胞分化的概念通过复习有丝**的意义——保持了遗传的稳定性。提出问题：有丝**后产生的两个子细胞应该在形态结构上相同的，但事实上呢？例如组**体的所有细胞，都是由一个**卵进行有丝**产生的，这些细胞的形态结构都一样吗？展示人体不同形态的细胞。

引出细胞分化的概念，可以用板画的形式解释细胞分化的动态过程。强调细胞分化的稳定性和分化的基础。思考老师的问题，根据初中学习过的内容和实际的生活经验作出回答。再在老师的引导下，说出同一生物体内不同形态结构细胞的例子。

（二）细胞分化的意义与机理利用反向思维法，提出问题：如果组成多细胞生物的那些细胞形态结构功能都是一样的，会出现怎么样的现象呢？引出细胞分化的意义：是个体发育的基础。

提出问题，细胞核是细胞的遗传和代谢的**中心，那么组成生物体的细胞中的遗传物质是否一样？如果是一样的话，为什么这些细胞会出现这样的差异呢？解释细胞分化在分子水*上的原因。思考、讨论问题，作出回答：生物体各部分不出现功能的分化，生命活动的效率低

思考问题，作出回应

（三）细胞的全能性提出问题，既然分化后的细胞内遗传物质和**卵是一样的，**卵能**发育为一个个体，那分化后的细胞可以吗？讲述斯图尔德所做的植物**培养实验，证明植物细胞的全能性。引出细胞全能性的概念

动物细胞全能性的表现：目前只能体现出动物细胞的细胞核具有全能性。动物的干细胞概况。适当补充干细胞技术的研究前沿以及引起的社会问题。根据课外知识，对问题作出回应。

（四）课后练习略

——李商隐诗高一必修教案设计 (菁选2篇)

高一英语教学案例范文 第24篇

假设你是李华 , 你所在学校拟在下周开一个 _ 如何高效地学习英语 _ 的讲座。请你根据以下要点给史密斯教授写一封信 , 邀请他给学生做这次讲座。信的内容包括 :

讲座目的 : 让学生了解英语学习策略 ;

讲座内容 : 如何高效学习英语 , 如何提高学习英语的兴趣 , 如何自主学习 ;

讲座时间 : 1 小时 30 分钟左右。

参考词汇 : 策略 strategy

Dear Professor Smith,Our school is planning to have a lecture on how to learn English effectively for middle school students next week and I'm writing to ask you to come and give a talk on English learning strategies. It will help us understand how to learn English in effective ways and also increase our interest in learning it, thus making us learn it actively. Do you think one and a half hours will be enough for such a lecturePlease let me know as soon as possible so that I can make forward to seeing you and enjoying the lecture.

Best wishes. Yours, Li Hua

高一英语教学案例范文 第25篇

一、教学目标

知识与技能目标：

1.能简述氨基酸的结构特点;

2.理解氨基酸形成蛋白质的过程。

过程与方法目标：

1.通过自主对比观察几种氨基酸的结构，思考讨论后得出氨基酸的结构通式，提高观察分析能力。

2.通过图文结合的形式，在获取形象的、信息内容的同时，提高分析和处理信息的能力。

情感、态度和价值观目标：

认同蛋白质是生命活动的主要承担者，树立结构与功能相**的辩证唯物**观点。

二、教学重难点

重点：氨基酸的结构及其形成蛋白质过程。

难点：氨基酸形成蛋白质过程和蛋白质的结构多样性的原因。

三、教学过程

(一)创设情境，导入新课

多**播放电影《蜘蛛侠》的片段。设问：电影中的主人公是谁?他最有力的武器是什么?

接着，ppt展示两组图片：(1)黑寡妇蜘蛛的图片，黑寡妇蜘蛛因为它蛛丝中的“蛛丝蛋白”，使得它的蛛丝的强度异常的高。(2)荧光水母的图片，荧光水母因为它体内的“荧光蛋白”，使得它能发出美丽的荧光。

问：从这些画面中我们应该不难发现这些神奇的生命现象是由谁来承担的?蛋白质有什么样的结构?它又有哪些功能呢?(引出课题)。

(过渡)研究表明蛋白质的结构是复杂的，可是这种复杂的分子却是由一些结构简单的氨基酸分子作为基本单位所构成。所以认识蛋白质的结构，首先就必须了解氨基酸的结构。

(二)资料分析，探究氨基酸的通式

PPT上展示拥有4种氨基酸，让学生思考讨论如下问题：

(1)四种氨基酸都由哪些元素组成?有什么共同特点?区别是什么?

(2)如果将各氨基酸的不同部分用字母R表示(—R)，尝试归纳氨基酸的通式。

提示：每种氨基酸都由C、H、O、N四种元素组成，每个分子都含有一个氨基和一个羧基，并且都有一个氨基和羧基连在同一个碳原子上(共同点);R基不同(不同点)。

教师邀请两位学生到黑板上演板，其他学生尝试在纸**写。并请学生评价演板的两位同学尝试写出的氨基酸的结构通式，教师最后总结，并针对错误进行说明。

(过渡)现在我们知道了氨基酸的结构，但是由氨基酸作为基本单位又是如何形成蛋白质的呢?

(三)动手操作，演示蛋白质的形成

用角色扮演法让一组学生**不同的氨基酸，尝试怎样才能连接起来。学生会很容易想到“手拉手”。

**：

(1)描述氨基酸分子间是如何“相互连接”的?

(2)有没有“左右手”和“握手的地方”?(总结出“肽键”)。

(3)虽然和手牵手有相似的'地方，但有没有不同的地方?(总结出这种“相互连接”称为“脱水缩合”)。

(4)这是不是一种新的分子，指出“二肽”。

(5)二肽还能继续进行“脱水缩合”吗?

通过一系列的问题引导学生总结出“三肽”、“多肽”、“肽链”，以及一条肽链中“肽键数”、“脱去的水分子数”和“氨基酸数”之间存在的数量关系(用表格的形式)。

创设情景：观看蛋白质形成的flas***。

课件展示：胰岛素的空间结构。

师生共同探讨归纳蛋白质的形成过程。

(过渡)展示一些常见蛋白质的结构图片，指出这些蛋白质能形成一定的空间结构，并指出生物界中蛋白质的种类有1010—1012种，可是构成这些蛋白质的氨基酸只有约20种，这些氨基酸是怎样形成数量如此多的蛋白质分子呢?

(四)合作探究，深度理解蛋白质多样性的原因

活动：将学生分成每6人一组，请其中一组的同学到台上来扮演氨基酸，其它组同学相互讨论，是什么原因导致了蛋白质分子结构的多样性，请2组学生**发表蛋白质分子多样的原因。

评价并总结：结构多样性的原因(氨基酸种类不同;氨基酸数目成百上千;氨基酸排列顺序变化多端;多肽链盘曲折叠形成的蛋白质空间结构千差万别。)

(五)巩固新知，归纳总结概念图

师生共同归纳总结概念图。

(六)作业拓展

课后**资料：科学上第一个人工蛋白质的诞生和“国际人类蛋白质组计划”的研究进展及成就。

四、板书设计

生命活动的主要承担者——蛋白质

一、蛋白质的基本单位和结构通式

二、蛋白质结构的形成

三、蛋白质多样性的原因

高一英语教学案例范文 第26篇

第一课时

导语设计

情景导入

李商隐的诗，以其缠绵婉丽、意味深长的风格，卓立于晚唐诗坛，颇受后人喜爱。早年的李商隐，也曾有经世济国的伟大理想，写诗关心民生疾苦，揭露现实**的黑暗，对李唐**的没落衰微无限伤感。但是，仕途的失意，生活的困顿，****的残酷，使他逐渐淡泊功名，遗落世事，他自知忧天无力，回天乏术，就转而退守到个人的感情世界中。表现在诗歌创作中，则写出了大量抒情感怀类的诗篇，尤以晚年的无题诗和咏史诗成就最大。本节课我们就来学习他的**作--《锦瑟》。

文本解读

知识积累

1.作家作品

（1）李商隐（约813-约858），晚唐诗人。字义山，号玉谿生，怀州河内（今河南沁阳）人，出身小官僚家庭。曾三次应进士考试，至开成二年（837年），由于令狐楚的推荐，得中进士。曾任县尉、秘书郎和川东节度使判官等职。因受牛（僧儒）李（德裕）**影响，被人排挤，潦倒终身。他的诗作，也有揭露现实黑暗的，但为数不多；他的主要成就在诗歌艺术上，特别是他的近体律绝，其中的优秀篇章都具有深婉绵密、典丽精工的艺术特色。他一生大约创作了六百多首诗，有《李义山诗集》。

（2）关于《锦瑟》：《锦瑟》一诗，堪称李商隐诗集中的压卷之作。然而，对于这首诗的旨意，千百年来聚讼纷纭，莫衷一是。这首诗，如果从具有高超的艺术成就和具有丰富的多解性两方面看，可以说古代诗歌无一能比。元代的元好问就曾发出这样的感叹：“望帝春心托杜鹃，佳人锦瑟怨华年。诗家总爱西昆好，独恨无人作郑笺。”（《论诗三十首》）意思是说，像《锦瑟》（以及受李商隐影响的宋初的西昆体诗）这样的诗固然好，可是就算东汉的大训诂学家郑玄再世，也只能望之兴叹，无力为它作注。清代的大诗**学者王士祯也曾发出“一篇《锦瑟》解人难”（《论诗绝句》）的浩叹，可见这首诗的特异之处。

2.基础积累

无端（没有理由，无缘无故地） 可（难道，哪能） 惘（wǎnɡ）然（迷惘，茫然）

信息筛选

一、结构与主题

1-2句：由听瑟弦诉说思念往昔。

3-4句：由庄周化蝶，望帝托鹃引起对亲人的思念。

5-6句：由美人眼泪化珍珠，蓝田美玉化轻烟进一步写眷恋之情。

7-8句：追忆悲欢离合但仍是一片茫然。

这首诗的主旨隐藏得很深，众说纷纭，莫衷一是，不妨让学生自己品味。

二、整体感知，把握内容：

1.请学生朗读全诗，明确感情基调。

感情基调：伤感哀怨。

2.请学生串讲诗歌，并概括大意：

大意提示（幻灯投影）：首联借锦瑟起兴，写佳人鼓瑟而思；颔联写繁弦一曲，惊醒了梦境中的诗人，引起无限的悲愁；颈联借典故生发联想；尾联提出“此情”二字，直接抒发怅惘之情。

3.了解所用的典故。

高一英语教学案例范文 第27篇

我依据课程的总体目标并结合教学资料，创造性设计了一次“圣诞聚会”活动。我以孩子们喜爱的圣诞老人的形象背着一袋礼物出场了。我把向孩子们祝贺圣诞欢乐作为开场白，孩子们乐坏了，紧张的气氛一下子活跃起来，欢呼雀跃地响我表示祝贺。这个开场白拉近了我和孩子们的距离，我们不再是师生关系，而是圣诞老人与孩子们的关系。我用英语说：“i have many presents for you. they are pretty and special. do you want to know what presents i have?”孩子们异口同声答:”yes”. 孩子们很想明白圣诞老人带来了什么礼物，可是要猜出谜底才能明白是什么礼物。其中第7个迷语尤为精彩。我说：“there’s a soft toy. it’s wearing the red and white hat. it can say english. it looks like me. what is it?”孩子们争先恐后猜谜底，玩具圣诞老人问：”what is it saying?”这个孩子答道：“ho，ho，ho，merry christmas!”我用赞许的口吻说句”that’s great”并赠给她一个礼品。孩子的脸上洋溢着成功的喜悦。

当谜底一个个被孩子们猜出时，我抓住契机用谜底训练孩子们句型，“what’s this? what colour is it? do you like it?…”这样的教学设计不仅仅复习了旧知识，还拓展了新知识，如“christmas gifts， a music box， a christmas sock， a jingle bell， a christmas gifts stick， a barbie doll”等词汇，还有“it look like…”等句型。当我和孩子们同歌共舞时，我们再次进行了对话。“what are we doing?” “we are singing and dancing。”“do we have a good time?” “yes， we do .”这样，又落实了“此刻进行时”的教学资料。接下来的“圣诞聚会”更是将课堂教学活动推向了高潮。在“圣诞聚会”活动中创设出不一样的情景，每个孩子在情景中各自扮演了不一样的主角。本事较强的孩子担当了情景中的重要主角，学习暂时有困难的孩子担当配角。孩子们创设的情景有：圣诞节去超市购物的情境、圣诞老人给孩子们送去各自喜爱的礼物等情境。孩子们在自我设计的情境中尽情展示了才华，争当学习的小主人，享受到了成功的欢乐。

课后随想

这节课的成功得益于英语课程标准中“英语课程要面向全体学生，注重素质教育。课程异常强调要关注每个学生的情感，激发他们的学习兴趣，帮忙他们建立学习的成就感和自信心，使他们的学习过程中发展综合语言运用本事，提高人文素质，增强实践本事，培养创新精神”这一新的教学理念。在课堂上我因势利导，充分利用每个活动资料落实双基教学，使学生们不但在“圣诞聚会”活动中复习了教材上的旧知识，还拓展了教材以外的新知识。“两两对话”、“小组自编自演英语话剧”这些活动形式为孩子们搭建了展示才华的大平台。人人说英语，个个参与表演，充分展示了孩子们的组织本事和合作意识。在以上的活动中孩子们的双基得到了落实，英语口语得到了发展，综合语言运用本事得到了提高，体验到了欢乐感和成功感。同时，我享受到了一个策划者、参与者、欣赏者的欢乐。“圣诞聚会”活动使孩子们受到了多元信息的熏陶，实现了英语教学的多维目标，使原本枯燥无味的语言文字变得鲜活起来，提高了学生运用语言交际的潜能。孩子们在课堂上演出的作品，没有经过任何人一丝一毫的雕琢，充分体现了孩子们的个人才华和团体的智慧。我又一次尝到了用新的教学理念指导教学理念指导教学的甜头。

对于孩子们自编自演的英语话剧中出现的有些错误，我采取了包容的态度，目的在于保护孩子们的进取性。

这节课还有一些不尽如人意和使我困惑的地方：⒈背景动画的制作不太梦想，以后要在背景动画的制作上下功夫，让信息技术能更好地为教学服务，尽量做到让背景动画既能辅助教学资料，又能烘托课堂气氛。⒉怎样才能正确对待孩子们作品中出现的错误，做到既能传递准确的信息，又能保护好孩子们的进取性？3.孩子在自编自演时，教师能够给他们多供给一些资料，好让他们能够更好的发挥，扩大他们的口语交际范围，从而使教学有更高的效率

高一英语教学案例范文 第28篇

英国有句谚语：education must be fun.(教育必须是欢乐的。)对于只学了一学期英语的学生来说，他们对英语学习必须有着极强的好奇心和浓厚的兴趣，我充分把握这一阶段学生学习上的优势和这一阶段学生记忆力强、模仿力强的特点，有意识的将有限的教学资料在更宽泛的形式上得以扩充，让学生的英语学习得以积累，学习效率得以提高。

二、教材分析及教学过程：

这一课所教授的资料是外研版小学三年级英语第二册第二模块中的 unit 1。本单元主要完成以下教学任务：①学生能够在情景中理解，会用what’s this?what’s that?a…it’s a …?what’re they? they’re…等句式交流；②学会说有关动物的单词；③在真实的情景中运用此功能句，讨论有关话题。此课应对的是九、十岁左右三年级的小学生，生性活泼好动，善模仿，但自控力时光短，那么怎样让他们在一节课之内掌握这些知识，获得运用本事呢？根据课程标准的要求及我班学生的实际情景，课前我们做了精心准备，我布置学生们在课下或在家里做一个你自我喜欢的学过的小动物头饰，我们要在班内创设一个小动物园，请同学们来做动物模仿秀。

然后，我把整个教学过程分为以下几个教学环节：

①经过创设in the zoo 这个情景活动，以问答的形式进行对旧知的复习，使学生们在实际运用中巩固知识，同时提高其动手本事，创造本事，加强表扬和鼓励，使学生树立学好英语的自信心，为投入本课的学习创造进取的心理状态。

②利用多媒体课件导入新知、呈现新知。

③通入just play 游戏，激发学生的兴趣，培养学生勤于思考的个性品质。上课后我对同学们说： good morning ， boys and girls! what animals do you like ? take out your animals ，and show me your animals .话音未落，我就被性急的孩子们的热情包裹得透可是气来，“教师，看我做的好不好？”“教师，我做了一头大象。”“教师，我这只狮子是我和妈妈两个人做的”有的甚至热情地带着头饰跑过来，简直让我应 接 不 暇。very good ! very good ! it’s super ! how nice! ok! ok! boys and girls ， let’s go to the zoo. 学生们的活动热情十分高涨，都进取地争做动物表演秀，既滑稽又可爱。于是在 in the zoo 这个情景中，我们师生开始畅所欲言：t: what’s this ，boys and girls? s: it’s a mon- key. a mon-key. t: good what’s that? s: oh， a lion. it’s a lion.

问答越来越起劲儿，同时也被同学们的滑稽表演逗得不得了，此起彼伏，我刚一愣神想找个办法安静一下课堂，这时，几个学生指着一只摇着尾巴的大象大声问：what’s that ， miss meng ? it’s … ， it’s … . 我故意装作说不出的样貌，教室里顿时安静下来，目光集中到我的身上，怎样办？一霎那，一只小猴子（一个平时最调皮，上课不认真听讲的男孩）跳到我的身边响亮地说 : elephant ， elephant，是大象，it’s an elephant .同学们都露出了惊喜、羡慕的目光。it’s super ! it’s an elephant i love you very much . how do you know ? tell us ， please .我是在妈妈给我买的英文小天才里听到的，那里面还有好多动听的歌谣呢 看着他自豪的样貌，我用手拍着他的肩膀说： boys and girls ， i’m very happy ， 他最终向我们证实了他有本事学好英语，让我们击掌祝贺他，我相信，我们每个同学都能做到学好英语的，关键看你有没有信心去做，有没有信心啊？ “有”。

那位同学在我和其他同学的掌声中露出了甜美的笑容。此环节气氛十分活跃，平时表现不进取的同学也在这堂课里兴趣高涨，进取参与了活动，这时为投入本课的学习创造了进取的心理状态。

趁热打铁，同学们正充满活力，我打开了制作的课件，开始了我的第二教学环节。同学们都喜欢我做的课件，每次下来效果都很好，一边看，一边不约而同地发出了wow !第一张一只可爱的小象摇着大鼻子打着招呼， hello ! i’m an elephant .第二张一只老虎摆动着尾巴， hi ，i’m a tiger. first ， let’s chant together. elephant ， elephant ， 是大象；tiger ， tiger 大老虎。几遍下来，同学们都说得十分好了。then ， let’s do a guessing game . 我把两张图片背放在黑板上，用what’s this ? what’s that ?提问，找他们回答，看谁猜得最准确，并能得到教师的小红旗奖励，此时个个小脸上都期待着教师的呼唤，看着他们，我真想把时光留住。最终又找几组到前边来做，他们争先恐后，做得十分棒。学生们都愉快地融合在了学习英语的环境之中，在不知不觉中吸收和操练，避免了单纯机械的模仿和训练。

学生们经过刚才紧张的练习，已有些疲惫，这时必须让学生的大脑放松一下，let’s chant 对于缓和紧张气氛和减轻全神贯注的学习而产生的疲劳会大有益处，并且有助于训练学生的发音，有助于记忆单词并且极易引起学生的兴趣，我制作了一个chant :c c c cat cat cat ;d d d ，dog dog dog ; e e e elephant elephant elephant; t ， t ， t ， tiger tiger tiger .同学们说得十分起劲，既巩固了已学知识，同时也得到了美的感受。

放松之后，在接下来的最终环节中，我对同学们说：我要办一个动物图片展览，请同学们做我的小讲解员。看，我带来了许多小动物图片。 who are they ? look ! they’re ing .这时我拿出一张张小动物图片： tiger ， elephant ， monkey ， lion …cool ! wow ! it’s super ! it’s nice， 同学们深深被吸引住。我把这些图片帖在黑板上，然后，分三组竞赛，让学生们当起小讲解员，解说动物卡片的名称和相关话题，由于活动资料都会了，所以都兴趣盎然，进取参与。他们的解说正确，流畅，把课堂活动推向了高潮。最终，师生共同评出了最佳解说员，最佳解说小组。在这次自由发挥的机会中，个别本事较强的学生甚至把课外的词句也用到了课堂上，各个层面的学生都或多或少地体验到了成功的喜悦。

高一英语教学案例范文 第29篇

这是一节小学三年级的英语课，所教授的资料是人教版第一册第一单元第二课。本课主要学习用what“s your name?询问对方的姓名并回答；学习有关动物的单词dog， duck；学唱歌曲hello! what”s your name ?记得以前教授这句话时，着实让我费劲不小，有的学生刚学会答句，加上问句就忘了，有的my name is… 发音怎样也说不准。今年应对的又是三年级的孩子，怎样让他们在—节课之内掌握这些知识，获得运用本事呢？课前我做了精心的准备，并给学生们准备了礼物——stickers。

上课前我播放了第一课学习的歌曲hello!来帮忙学生巩固所学的知识，由于学生们刚刚接触英语。充满了进取性和好奇心，全班合唱歌曲，营造了很好的英语学习氛围，拉近师生间的情感距离，消除学生的紧张心理，为投入本课的学习创造进取的心理状态。师生均对本课充满信心。我充分利用刚刚开学，师生、生生之间还不互相熟悉这一背景，并将其作为介绍新知、运用新知的最佳情景，使整个教学过程避免了没有意义的、鹦鹉学舌的机械操练。上课后我对学生们说：you know i'm your 'm miss chen．my english name is cici．指指自我的胸牌(直接切入主题。)问学生would you like to be my friends ? please introduce yourselves with the sentence：hello! hi! i'm... let me know your names．请同学们用学过的句子介绍自我，复习上一节课的知识，并能够在实际情景中交流。练了一部分后，我告诉学生you may also say：my name's 我反复重复单词name，并让学生仔细看我的口型让学生试着用另外一种方式介绍自我，谁要是说对了就给他一个sticker作为奖励。果然在我的意料之中，学生们很进取踊跃地尝试着新的句子，个别学生发音有问题并给予纠正。在学生们介绍自我的同时，我问他：what's your name?首先给学生

一个感性的认识，为下一步的学习作铺垫。

练习了一部分后，我又说so many pupils here. can you help me ask their names?请同学帮忙教师询问，实际上是给学生创设一种真实的情境，操练本课的句子。形式上力求有“信息差”，避免明知故问不动脑筋的机械性操练，学习过程就是在老帅的引导下学生用所学语言交流的过程；在很多习得语言的基础上学得语言。我适时地给学生以鼓励和纠正，这样在我的计划中，顺利地完成了本课第一部分just speak的重点句子并能够初步在语言交际中运用。

学生们经过刚才紧张的练习，已有些疲惫，这时必须让学生的大脑放松一下，否则会起到相反的作用。在缓和紧张气氛和减轻全神贯注的学习而产生的疲劳方面，唱歌是大有益处的，尤其它异常有助于训练学生的发音，有助于记忆单词并且极易引起学生的兴趣。所以我对学生说：let's sing a song．播放本课将要学习的歌曲hello! what's your name?我问学生what did you hear just now?学生们纷纷举手回答what’s your name? my name’s peter. hello! 等。这首歌曲旋律欢快， 歌词简单，容易上口，一遍下来学生们已经唱得很好了，而后我们将歌词稍做改动，答句换成学生的名字，学生的兴致更高了，唱得一遍比一遍带劲，唱了四五个学生，他们好象还意犹未尽。我们不单纯是唱唱歌，还加强和巩固了已学过的知识，同时也得到了美的享受。受到了事半功倍的效果。

放松之后，我对学生们说：今日我还带来了两个新朋友，who are they? look，they’re ing．这时我拿出玩具小动物dog和duck，学习了本课的单词。我告诉学生这两个小动物都有一个很好听的名字，你们想明白吗?你问的声音宏亮并且发音准确，它们就会告诉你。课堂上，如果让学生一味地重复所学过的句子，他们必须会感到乏味，词句记忆也未必记得牢，仅有在真实的言语情景或模拟真实情景中才能更好地组织思维，理解具体情景中所传递的信息和语言材料，触景生情，激发学生表达思想的欲望，促进外语学习，巩固兴趣。学生们分别用what's your name?来询问，令我意想不到的是有一个学生站起来后，可能由于紧张，忘记怎样去问，正当我要提示时，他大声唱了出来：hollo! hello! what's your name?我对他赞许到 excellent! 歌曲的作用在那里又得到了体现。而后我播放提前制好的录音：my name is ducky．my name is doggy．请学生重复他们的名字，来进一步巩固答句my name’s 这一部分我们不仅仅学习了本课just read中三会的单词，并且让学生在真实的情景中运用了本课的句子，学生在真实的语境下运用英语进行真实的交际。

为了让学生进一步运用本课所学的语言功能进行简单初步的交际，培养学生的语言运用本事。我为他们创设了几个情景，让学生去想象，去编对话1）班上来了一个新同学，你怎样和他聊天? 2)mimi看到新朋友dog怎样和他用英语交谈?……最终我们进行了一个击鼓传花的游戏，播放英语歌曲，当音乐停止时，花传到哪个同学手里，参与游戏的全体学生都要问what's your name?请他回答。下课的铃声响了，同学们极不情愿地回到座位上，就这样我们在欢快的气氛中圆满完成了本课的教学任务。

高一英语教学案例范文 第30篇

Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.

Process and method: Ss acquire knowledge and improve ability through discussion and competition.

Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.

教学重难点

important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.

difficult point : how to solve the questions and find the useful information using the reading skills.

教学工具

教学过程

Lead in

1. show some pictures .

2. show the pictures and a short video of amber room.

purpose: motive Ss's interest.

Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.

Presentation

Look at the photos here. What do you know about the substance of “amber”? What do know

about the cultural relics “the Amber Room”?

discussion:

Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?

A: What should we do?

B: Can we keep it for ourselves or report it to the government?

C: Have you come across such a situation — to make a difficult choice?

listen and answer the questions:

Play tape. Ss get the main idea of the passage.

Reading

pre-reading:

1. Have you ever seen a piece of amber?

What do you know about it?

2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.

Reading:

1st time:

read by yourself as quickly as you can.

join the correct parts of the sentences together.

2nd time:choices and T/F

compete between boys and girls.

3rd time:

answer some question. Ask ss to think over and discuss.

purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.

Discussion and report

Think over of what we discuss in the part of warming up: I find myself falling into the dilemma.

you discuss together ,and write down the outline of a report.

work in group

Consolidation

fill in the blanks (summary).

Homework

make a report .

use the useful information in the passage.