高中英语课外阅读材料Fivewaystokillyourdreams教学案例

1. What did Sarah think about the surprise Maths test?
She thought it was quite easy.
2. What did Sarah tell Hannah in the girls’toilet?
She told Hannah how badly she had done in the Maths test.
feel like表示想要做某事,后可加doing sth.也可以加that clause.
5.I was overlooking my studies. (line12)
(1).forget/not see something important
we should not overlook the difficulties.
Help the ss master the language points
预 习 指 导
Discussion
1. Do you have any important events or unforgettable experiences with your close friends?
2. Please share something with us and tell us what to do when meeting with difficulties in friendship.
该国的失业率处于二战以来的最低水平.
(2).She left her hometown five years ago. We haven’t seen her since.
自那以后=from then on
(3).It is just three days since they arrived at the mountain.

4.总结本节课的学习内容，为学生提供复习线索。
（五）作业小结
1.布置作业：要求学生撰写一篇关于Anita Roddick的创业故事的心得体会。
2.学生通过作业，巩固课堂所学，提高写作能力。
3.教师对学生的作业进行批改，了解学生的学习情况，为下一步教学做好准备。
4.作业小结有助于学生对课堂内容的复习和巩固，提高学习效果。
2.教师扮演Anita Roddick，讲述自己的创业经历，激发学生兴趣。
3.提问：“你们认为成功的企业家需要具备哪些品质？”让学生发表观点，引出本课内容。
4.简要介绍文章背景，引导学生期待接下来的学习。
（二）讲授新知
1.引导学生细读文章，讲解关键词汇和语法知识，如：protect...from..., have an effect on, become famous等。
5.通过对文章的深入学习，学生能够提高自己的英语素养，为将来的学习和生活打下坚实基础。
三、教学策略
（一）情景创设
1.利用多媒体展示“The Body Shop”的店面图片，让学生直观地了解文章背景。
2.教师扮演Anita Roddick，讲述自己的创业经历，引发学生共鸣。
3.创设情境，让学生模拟经营“The Body Shop”，培养学生的实践能力。
3.教师对学生的学习成果进行评价，关注学生的进步和问题，提出改进措施。
4.结合学生的自我评价、同伴评价和教师评价，形成全面、客观的评价体系。
5.反思与评价教学有助于提高学生的自我认知能力，培养学生的批判性思维。
四、教学内容与过程
（一）导入新课
1.利用多媒体展示“The Body Shop”的店面图片，引导学生关注文章主题。
2.任务型教学法与合作学习：本案例采用任务型教学法和合作学习，让学生在真实的语言环境中运用所学知识，提高学生的口语表达能力和团队协作能力。

5.全面培养学生的学科素养：本节课不仅注重知识的传授，还注重培养学生的阅读理解能力、口语表达能力和写作能力。通过丰富的教学活动和任务型教学法，提高了学生的学科素养，为他们的未来学习和发展打下了坚实的基础。
人教版九年级英语全册Unit5第2课时阅读课优秀教学案例
一、案例背景
本案例背景基于人教版九年级英语全册Unit5第二课时阅读课的教学内容。本节课的主题是关于描述一个成功的个人品质以及如何实现目标。通过学习本节课，学生能够掌握相关的语言知识，提高阅读理解能力，同时培养他们积极的人生态度和良好的学习习惯。
3.小组合作的学习方式：通过分组讨论、小组分享、同伴评价等环节，培养了学生的团队合作精神和交流沟通能力。小组合作的学习方式使学生能够互相学习、互相帮助，提高了学习的深度和效果。
4.反思与评价的教学环节：通过个人反思、同伴评价、教师评价等环节，帮助学生树立正确的价值观和自我反思能力。反思与评价的教学环节使学生能够更好地了解自己的学习情况，找到不足并不断提高。
2.角色扮演：学生分组扮演不同角色，模拟成功人士分享他们的经验和故事，增强学生对成功品质的理解。
3.图片展示：利用图片展示不同成功人士的特点和成就，激发学生的学习兴趣，引发他们对成功品质的思考。
（二）问题导向
1.导入问题：引导学生思考成功的个人品质是什么，以及它们对于个人发展的意义。
2.探究问题：通过小组合作和讨论，引导学生探究文章中的细节信息，培养学生批判性思维能力。
3.实践问题：鼓励学生思考如何将这些成功的个人品质应用到自己的学习和生活中，激发他们的学习动力。
（三）小组合作
1.分组讨论：将学生分成小组，让他们合作讨论成功人士的故事和成功品质，培养团队合作精神。
2.小组分享：每个小组选择一位成功人士的故事，向全班分享他们的讨论成果，促进学生之间的交流和思考。

1.引导学生对学习过程进行反思，总结学习经验，提高学生的自我认知和自我调整能力。
2.设计具有针对性的评价工具，对学生的知识与技能、过程与方法、情感态度与价值观等方面进行综合评价，了解学生的学习情况，为教学提供反馈。
3.鼓励学生进行自我评价和同伴评价，培养学生的评价能力和反思能力，促进学生的全面发展。
四、教学内容与过程
（一）导入新课
1.展示与美国独立战争相关的历史图片、视频等资源，引导学生关注本节课的主题。
2.提出引导性问题，如：“你们对美国独立战争有哪些了解？”让学生分享已有知识，激发学生学习新课的兴趣。
3.简要介绍美国独立战争的历史背景，为学生学习新知识做好铺垫。
（二）讲授新知
1.运用多媒体教学资源，展示与美国独立战争相关的文本材料，引导学生关注关键信息。
二、教学目标
（一）知识与技能
1.学生能够掌握关于美国独立战争的主要历史事实，理解文本中所涉及的关键信息。
2.学生能够运用所学生词和短语，正确理解和使用英语描述美国独立战争的历史背景、原因和结果。
3.学生能够通过阅读文本，提高自己的阅读理解能力，把握文章的主旨大意。
4.学生能够运用批判性思维，对历史事件进行客观评价，对人物品质和情感态度进行分析。
在教学案例中，我以一个历史教师的视角，引导学生深入理解文本内容，通过设置不同层次的问题，激发学生的思考，培养学生的历史思维和批判性思维。同时，我注重对学生的情感态度的引导，让学生在学习历史的过程中，树立正确的价值观，培养爱国情怀。
在教学过程中，我充分运用多媒体教学资源，如历史图片、视频等，创设真实、生动的学习情境，激发学生的学习兴趣，提高学生的学习积极性。同时，我还组织学生进行小组讨论、角色扮演等互动活动，让学生在交流与合作中，提高自己的语言运用能力和团队协作能力。

Unit 5 Literature：the dream keeperSection oneStep I. Greeting and speech timeLet one of the Ss give his/her speech in the front of class.Step II. Go over the new words.1. Listening to the tape of vocabulary and let the Ss read following it twice.2. Have a dictation to the following words.important ones: whisper, literature, eagle, feather, swan, beauty, muddy, peace, sharp, familiar, identity, somehow, press, bite, expectation, statement, content, entire, respond, material, challenge, vocabularyStep III. Pre-readingRead through the whole text and let them do the following simple questions 伴读P72 Answer the following questions.A. Why did the girl walk into the forest one day?B. What is the purpose of the eagle?C. What is the purpose of the hawk?D. What is the purpose of the hummingbird?E. What is the purpose of the swan?F. Did the girl find her dreams?G. What was the dream of the girl?2. Help the students identify the theme in this story.Read the text more carefully and then answer the following questions.What is the underlying idea?What is the story trying to tell us?What is the symbolic meaning?What do the characters or the evens in the story stand for in the real world? Possible answers:a difficult journeypersistencepatienceIdent ifying one’s purpose in life and finding yourself and who your are.Step IV. Language points1. Deep into the forestThere is no hesitation in their flight. (There is no hesitation…)fly away/ fly by /fly overstill 的各种含以及用法from + 介词短语：from within her heartSection TwoStep I. Build your prehension1. Ask the Ss to do brain-storm: what can you see in the forest?What can you hear in the forest?What can you feel in the forest?Then collect the answers to enrich their vocabulary.2. Finish the questions (见课本58页)Step II. Build your vocabulary1. Finish the exercise on P58.1Lead the Ss to understand the rule of forming new words by adding Adv. Suffix “ly〞. Step III. Listening skillsListening to the tape and finish the questions 课本59页(Answers: a. a. a. b)Step IV. Speaking skills1. Giving out some expressions of making suggestions.(If you want to…? / Do you like…? / Are you interested in…? / I would like you to…/ You’d better…)Asking the Ss to give suggestions in order.Let the Ss work in pairs to form dialogues.Section ThreeStep I. Let Ss read the text content (课本61页).Step II. Lead them to the conclusion of the following rules:1. ability: can / could/ be able torequest & permission: can / could / may/ might / must not / shall / will / would duty & obligation: should /ought / must / have tointention: will / would / shall / shouldpossibility & prediction: may / might / can / could / must / will / would / ought Step III. Exercise用适当情态动词填空：You ________ work harder if you want to succeed.________ I have some more tea?Where ________ it be? It ________ be in your desk.Who ________ it be? It ________ not be the headmaster for he is now attending a meeting.I ________ read English very fluently.He ________ swim across the channel when was only 12.It ________ rain at any moment.Listen! It ________ be mother back. Let’s hurry up.It ________ not be him, but I am not sure.高考题：You might just as well tell the manufacturer that male customers ________ not like the design.A. mustB. shallC. mayD. needHow ________ you say that you really understand the whole story if you have covered only part of the article?A. canB. mustC. needD. may3. My English-Chinese dictionary has disappeared. Who ________ have taken it?A. shouldB. must C could D. would4. —Is John ing by train?—He should, but he ________ not. He likes driving his car.A. mustB. canC. needD. may5. I heard they went skiing in the mountain last winter.It ________ true because there was little snow there.A. may not beB. won’t beC. couldn’tD. mustn’t be6. I hear you’ve got a set valuable Australian coins. ________ I have a look?A. DoB. MayC. ShallD. ShouldStep IV. Let the Ss analyze several sentences to help them make clear about the sentence structures.1. In Africa I met a boy，who was crying as if his heart would break and said，whenI spoke tohim，that he was hungry because he had had no food for two days.分析: 第一，拆分句子:这个长句可以拆分为四段:In Africa I met a boy/who was crying as if his heart would break/when I spoke to him，that he was hungry because/he had had no food for two days.第二，句子的结构分析:〔1〕主干结构是主语+过去式+宾语:I met a boy…。

3.小组汇报：每个小组会向全班汇报他们的讨论成果，其他小组成员可以进行评价和补充，促进课堂互动和交流。
（四）总结归纳
1.思维导图绘制：我会让学生绘制思维导图，将文章的论点、论据和论证方法进行梳理和归纳，帮助他们形成系统性的知识结构。
2.重点知识点回顾：我会带领学生回顾本节课的重点知识点，让他们再次巩固和记忆，提高他们的知识掌握程度。
3.角色扮演：组织学生进行角色扮演，让学生站在不同角色的立场，表达自己的观点和看法，培养他们的同理心和换位思考能力。
（二）问题导向
1.引导性问题：在教学过程中，我会设计一系列引导性问题，激发学生的思考和探究欲望，如“你认为环境保护重要吗？为什么？”、“你有什么环保建议？”等，让学生在问题驱动下，主动参与学习过程。
二、教学目标
（一）Байду номын сангаас识与技能
1.学生能够掌握并正确运用本节课的重点词汇和短语，如“protect the environment”，“take action”等，提高他们的语言运用能力。
2.学生能够理解文章的主要内容和结构，把握不同人的观点，提高他们的阅读理解能力。
3.学生能够通过绘制思维导图，分析文章的论点、论据和论证方法，培养他们的思维品质。
4.教学策略灵活运用：教师在教学过程中灵活运用了情景创设、问题导向、小组合作等多种教学策略，使课堂内容丰富、形式多样。这种多样化的教学手段有助于激发学生的学习兴趣，提高他们的自主学习能力和综合素质。
5.重视情感态度与价值观的培养：本案例不仅关注学生知识和技能的掌握，还重视培养学生的情感态度与价值观。通过讨论环保问题，让学生认识到环境保护的重要性，树立正确的环保观念。此外，教师还鼓励学生将所学知识运用到实际生活中，积极参与环保行动，为社会做出贡献。这种人性化的教学方式有助于学生全面发展，培养他们的社会责任感和公民意识。

5 ways to kill your dreamsWhy you should listen？BelPesce has worked at big technology companies —in atinternship at Microsoft, she led the team for Microsoft Touchlessand, as an intern at Google, she worked to improve the Google Translate system. She has alsoworked in finance, at Deutsche Bank, and helped launch several startups — most notably, thevideo platform Ooyala and Lemon Wallet, an app that replicates the contents of your wallet onyour phone. But for her latest venture, Pesce is looking to inspire. She has opened a school,FazINOVA, which is dedicated to helping students — both in live courses in Sao Paulo, Brazil, andonline —persevere toward their dreams. The school has grown tremendously since itsestablishment in 2013.Pesce, a TED Fellow, is also the author of three books: The Brazilian Girl from Silicon Valley,Superheroes: WANTED and The Girl from Silicon Valley 2. She has been named one of the "100most influential people of Brazil" by Época Magazine.I dedicated the past two years to understanding how people achieve their dreams. When we thinkabout the dreams we have, and the dent we want to leave in the universe, it is striking to see howbig of an overlap there is between the dreams that we have and projects that never happen. (Laughter) So I'm here to talk to you today about five ways how not to follow your dreams.One: Believe in overnight success. You know the story, right? The tech guy built a mobile app andsold it very fast for a lot of money. You know, the story may seem real, but I bet it's incomplete. Ifyou go investigate further, the guy has done 30 apps before and he has done a master's on thetopic, a Ph.D. He has been working on the topic for 20 years.This is really interesting, I myself have a story in Brazil that people think is an overnight success. Icome from a humble family, and two weeks before the deadline to apply to MIT, I started theapplication process. And, voila! I got in. People may think it's an overnight success, but that onlyworked because for the 17 years prior to that, I took life and education seriously. Your overnightsuccess story is always a result of everything you've done in your life through that moment.Two: Believe someone else has the answers for you. Constantly, people want to help out, right?All sorts of people: your family, your friends, your business partners, they all have opinions onwhich path you should take: "And let me tell you, go through this pipe." But whenever you goinside, there are other ways you have to pick as well. And you need to make those decisionsyourself. No one else has the perfect answers for your life. And you need to keep picking thosedecisions, right? The pipes are infinite and you're going to bump your head, and it's a part of theprocess.Three, and it's very subtle but very important: Decide to settle when growth is guaranteed. Sowhen your life is going great, you have put together a great team, and you havegrowingrevenue, and everything is set -- time to settle. When I launched my first book, I worked really,really hard to distribute it everywhere in Brazil. With that, over three million people downloaded it,over 50,000 people bought physical copies. When I wrote a sequel, some impact was guaranteed.Even if I did little, sales would be okay. But okay is never okay. When you're growing towards apeak, you need to work harder than ever and find yourself another peak. Maybe if I did little, acouple hundred thousand people would read it, and that's great already. But if I work harder thanever, I can bring this number up to millions. That's why I decided, with my new book, to go toevery single state of Brazil. And I can already see a higher peak. There's no time to settle down.Fourth tip, and that's really important: Believe the fault is someone else's. I constantly see peoplesaying, "Yes, I had this great idea, but no investor had the vision to invest." "Oh, I created thisgreat product, but the market is so bad, the sales didn't go well." Or, "I can't find good talent; myteam is so below expectations." If you have dreams, it's your responsibility to make them happen.Yes, it may be hard to find talent. Yes, the market may be bad. But if no one invested in your idea,if no one bought your product, for sure, there is something there that is your fault. (Laughter)Definitely. You need to get your dreams and make them happen. And no one achieved their goalsalone. But if you didn't make them happen, it's your fault and no one else's. Be responsible foryour dreams.And one last tip, and this one is really important as well: Believe that the only things that matterare the dreams themselves. Once I saw an ad, and it was a lot of friends, they were going up amountain, it was a very high mountain, and it was a lot of work. You could see that they weresweating and this was tough. And they were going up, and they finally made it to the peak. Ofcourse, they decided to celebrate, right? I'm going to celebrate, so, Yes! We made it, we're at thetop!" Two seconds later, one looks at the other and says, "Okay, let's go down." (Laughter) Life is never about the goals themselves. Life is about the journey. Yes, you should enjoy thegoals themselves, but people think that you have dreams, and whenever you get to reaching oneof those dreams, it's a magical place where happiness will be all around. But achieving a dream is amomentary sensation, and your life is not. The only way to really achieve all of your dreams is tofully enjoy every step of your journey. That's the best way.And your journey is simple -- it's made of steps. Some steps will be right on. Sometimes you willtrip. If it's right on, celebrate, because some people wait a lot to celebrate. And if you tripped, turnthat into something to learn. If every step becomes something to learn or something to celebrate,you will for sure enjoy the journey.So, five tips: Believe in overnight success, believe someone else has the answers for you, believethat when growth is guaranteed, you should settle down, believe the fault is someone else's, andbelieve that only the goals themselves matter. Believe me, if you do that, you will destroy yourdreams. (Laughter)Thank you.。

3.设计真实语境的对话，让学生在听力练习和角色扮演中掌握新知识。
4.针对本节课的语法点，进行详细的讲解和举例，让学生在具体语境中理解和运用一般现在时和现在进行时。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个环保主题，如节约用水、减少塑料污染等。
2.小组内讨论如何用英语表达该主题的相关内容，并设计一段对话或一个小故事，展示环保行动的具体做法。
3.引导学生回顾已学的环保相关词汇和句型，为新课的学习做好铺垫。
（二）讲授新知
1.教师呈现本节课的主要教学内容，包括词汇、句型和语法点。
2.通过图片、例句等形式，讲解和演示新词汇和句型的用法，如：“recycle, reuse, reduce”, “What can we do to protect the environment?”等。
在本案例中，教师以现实生活中的环保问题为切入点，结合教材内容，激发学生的兴趣和责任感。教学过程中，教师采用任务型教学法，鼓励学生参与讨论、互动交流，使学生在实际语境中运用所学知识。此外，教师还注重培养学生的思辨能力和团队协作精神，将学科知识与德育教育有机结合，现知识传授与价值观教育的统一。
二、教学目标
（二）问题导向
以问题为导向的教学策略可以激发学生的好奇心和探究欲望。在本章节的教学中，我将设计一系列与环保主题相关的问题，引导学生思考、讨论和解决问题。例如：“What are the main environmental problems in our daily life?” “How can we reduce waste and protect the environment?”通过这些问题，让学生运用所学知识进行分析、推理和表达，培养他们的思维能力和解决问题的能力。

三、教学策略
（一）情景创设
1.通过多媒体展示故事场景，让学生身临其境，激发学习兴趣。
2.利用图片、道具等实物，为学生提供直观的视觉感受，增强记忆。
3.创设真实语境，让学生在交流互动中，自然地运用所学知识。
4.设计有趣的课堂游戏，让学生在轻松愉快的氛围中学习英语。
（二）问题导向
1.引导学生关注故事情节的发展，提出关键性问题，激发学生思考。
3.小组合作的实践：教师将学生分成小组，进行合作学习。在小组讨论过程中，学生不仅能够锻炼自己的口语表达能力，还能够学会倾听他人的意见，培养团队协作精神。这种小组合作的学习方式，使学生在实践中提高了语言运用能力和人际沟通能力。
4.反思与评价的环节：教师在课堂的最后环节，引导学生进行自我反思和评价，发现自己的不足，制定改进措施。同时，教师也对学生的表现进行了客观评价，给予鼓励和指导。这种反思与评价的过程，使学生能够及时调整学习方法，提高学习效果。
4.教师及时批改作业，给予反馈，指导学生改进学习方法和策略。
五、案例亮点
1.情境教学法的运用：本案例中，教师通过多媒体展示、实物道具等手段，为学生创造了丰富的情境，使学生能够身临其境地学习英语。这种情境教学法不仅激发了学生的学习兴趣，还增强了学生的感官体验，提高了学习效果。
2.问题导向的教学策略：教师在教学过程中，巧妙地提出了一系列问题，引导学生关注故事情节的发展，激发学生思考。这些问题既有深度，又有挑战性，使学生在思考和回答问题的过程中，深入理解故事内涵，提高了思维品质。
2.在故事情节中，引导学生关注亨利的内心活动，感受他在不同环境中的情绪变化。
3.通过讲解和举例，为学生介绍故事中出现的重点词汇和短语，如“poverty stricken”、“luxurious”等。

(2008·安徽)假定你是李华，David 是你的美国笔友。

他对中国鼓励使用环保购物袋很感兴趣，来信向你询问此事。

请你给他写封回信。

主要内容如下：◇感谢他的关注。

◇简要介绍相关情况。

◇谈谈你的感想。

注意：1．词数100左右，信的格式已为你写好。

2．可根据内容要点适当增加细节，以使行文连贯。

3．参考词汇：环保购物袋—environment－friendly shopping bag; 关注—concern。

June 8Dear David，______________________Yours，Li Hua[参考答案]June 8Dear David，I'm glad that you've noticed our efforts directed towards environmental protection. Thank you for your concern.As too much use of plastic bags has caused serious white pollution, our government encourages us to use environment－friendly shopping bags. These bags are made of a variety of materials that can be easily treated when they become rubbish. Besides, they can be reused. More and more people in China have realized the advantages of such bags and started using them.I believe that the wide use of these shopping bags can greatly improve our environment. This is one of the many steps we are taking to make our country an even cleaner place.Yours，Li HuaⅠ.重点单词1．______(n.) 动作；情节；作用；举动2．______(n. & vi.) 评论；注释；意见3．______(adj.) 初等教育的；最早的；首要的4．______(vt.) 接受；认可(vi.) 同意；承认5．______(vt. & vi.) 欠(债等)；感激；把……归功于6．______(n.) 残忍；残酷7．______(vt. & vi.) 加快；飞跑(n.) 速度8．______(n.) 奖；奖品9．______(n.) 场面；情景；布景[答案]1．action ment 3.primary 4.accept 5.owe 6．cruelty 7.speed 8.award 9.sceneⅡ.词汇拓展1．determine→______(n.)决心；坚定2．outer→______(同义词)→______(反义词)里面的3．director→______(v.)→______(adv.)直接地4．choice→______(同义词)→______(v.)选择5．career→______(同义词)职业6．hero→______(pl.)→______(n.)女英雄，女主角[答案]1．determination 2.outward; inner/inward 3．direct；direct/directly 4.selection; choose 5．occupation/profession 6.heroes; heroine Ⅲ.重点短语1．think ______ of 对……高度评价2．______ the air 正在播出的3．bring sb. ______ 送回某人4．run ______ 追赶5．lock sb. ______ 将某人锁于某处不得进出，将某人监禁起来6．stay ______ 不在家；外出7．______ all 总共；总之8．owe sth. ______ 把……归功于某人9．go ______ 走错路，误入歧途；不对头；出毛病10．take ______ 成功；成名；脱掉(衣服)；(飞机)起飞[答案]1．highly 2.on 3.back 4.after 5.up 6.away 7．in 8.to sb. 9.wrong 10.offⅣ.重点句型1．not only...but also...不但……而且……2．keep＋宾语＋adj./adv./doing/done/介词短语让……处于……(状态)Ⅴ.重点语法The Attributive Clause 2—when/where/why－clauses(定语从句2——when, where, why引导的定语从句Ⅰ.词汇聚焦1．speed v. (sped, sped; speeded; speeded) 加速；飞跑；n.速度[思维拓展]at full speed(＝at top speed)以全速at (a) high speed以高速at (a) low speed以低速at (an) ordinary speed以常速at a different speed以不同的速度with great speed迅速地with all speed用全速at a/the speed of...以……速度He often drives his car ______ a speed of eighty miles an hour.A. atB. withC. usingD. of解析：at a speed of...“以……的速度”，固定结构。

Period 5Reading and Writing错误!教学内容分析The teaching materials of this period contain two parts。

The first part is the reading passage on Page 39 with the title of The Lake of Heaven,which describes some of the tourist attractions in Changbaishan in Jilin Province.The second part is the Writing Task on Page 74.Ask students to imagine they were caught in a terrible natural disaster，but they are now safe.Ask the students to write a diary describing how they felt during and after the disaster.三维目标设计Knowledge and skills1．To enable the students to know something about some of the tourist attractions in Changbaishan in Jilin Province。

2．To get the students to learn the following useful new words and expressions:precious,unconscious，shoot，panic，glance through，anxious，guarantee，vary from。

..to.。

3．To help the students learn how to write a diary expressing feelings.4．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing。

5.结合学生的生活实际，设计富有生活气息的情境，让学生在轻松的氛围中学习和运用情态动词。
（二）问题导向
1.设计具有启发性的问题，引导学生主动思考、探索情态动词的用法。
2.通过问答、讨论等形式，让学生在解决问题过程中，深入理解情态动词的意义和用法。
3.鼓励学生提出问题，培养他们主动质疑、主动探究的学习精神。
二、教学目标
（一）知识与技能
1.理解并掌握情态动词"can"和"may"的用法，包括它们的一般现在时、一般过去时和一般将来时的表达方式。
2.能够正确运用情态动词构造句子，并能够在适当的情境中进行运用。
3.学会区分情态动词"can"和"may"在意义和用法上的差异，并能够根据语境选择合适的动词。
4.能够运用情态动词进行简单的交流和表达，提高英语口语表达能力。
3.组织学生进行同伴评价，让他们互相观摩、互相借鉴，提高语言表达能力。
4.教师对学生的学习情况进行评价，给予及时的反馈，指导他们改进学习方法。
5.结合反思与评价，让学生在总结经验的基础上，不断提高自己的学习能力和综合素质。
四、教学内容与过程
（一）导入新课
1.利用多媒体课件展示一幅图片，如一个人正在做某件事情，让学生猜测他是否能做到，从而引入情态动词"can"的用法。
牛津译林版英语9AUnit5Grammar优秀教学案例
一、案例背景
牛津译林版英语9AUnit5涉及的情态动词语法点是本章节的核心内容。情态动词作为英语语言中表达可能性、能力、建议等概念的重要工具，对于学生理解和运用英语具有至关重要的作用。本章节内容主要围绕情态动词"can"和"may"的用法展开，包括它们的现在时、过去时和将来时的表达方式，以及它们在句子中的位置和搭配。对于九年级的学生而言，掌握情态动词的用法不仅有助于提高他们的英语水平，还能够帮助他们更好地理解和应用英语语言表达方式。

Unit 5 Nelson Mandela---a modern heroReading ----- Elias’ Story教学目标：1. 学习并理解“伊莱亚斯的故事”，了解曼德拉的生平事迹。

2. 欣赏并了解关系副词和介词+which/whom引导的定语从句。

3. 学习曼德拉的优秀品质，体会领袖的非凡魅力，提高自身的品格修养。

【课前预习案】Ⅰ. Find out the key phrases in the passage:1.向某人寻求帮助2.为某人提供某方面的指导3.在……方面慷慨大方4.为某事感激某人5.付学费6.失业7.对……充满希望8.被置于一种什么境地9.违背、违反法律10.以暴制暴11.事实上12.爆炸、爆破13.被投进监狱14.使黑人和白人平等Ⅱ.Read the text to answer the following questions:1. What’s the relationship between Nelson Mandela and Elias?A.strangersB. helper and supporterC. father and sonD. teacher and student2. What is the general idea of the story?A.the poor life of black people in South Africa.B.the life of Mandela.C.how Mandela helped the poor black worker Elias.D.how Elias met Mandela.3.The whole text can be divided into parts：the life of Elias before he ; of Elias’ life after he met Nelson Mandela.Youth means limitless possibilities.年轻意味着无限可能。

3.教师要引导学生学会提出问题，学会从问题中发现问题，解决问题，培养他们的批判性思维能力。
（三）小组合作
1.采用小组合作的学习方式，让学生在小组内进行讨论、交流、分享，培养他们的团队协作能力和沟通能力。
2.教师要为学生提供丰富的学习资源，搭建合作学习的平台，让学生在合作中发现问题，解决问题。
3.小组合作要注重实效，避免形式主义，要让学生在合作中真正提高自己的学习能力。
牛津译林版英语9AUnit5Reading1优秀教学案例
一、案例背景
牛津译林版英语9A Unit5 Reading1的优秀教学案例，以一篇关于环境保护的篇文章为载体，通过深入剖析文章内容，引导学生掌握英语阅读技巧，提高环保意识。文章主要围绕地球上的自然资源展开，阐述人类过度开发和消耗自然资源所带来的环境问题，以及我们应如何保护地球上的有限资源。
5.作业小结：教师设计了一些与文章主题相关的作业，让学生在课后进行思考和练习。这种作业设计不仅要求学生在作业中运用所学知识，还鼓励学生在课堂上分享自己的作业成果，进一步提高了他们的自信心和表达能力。
4.能够运用所学知识，就文章内容进行讨论和表达，提高英语口语表达能力。
（二）过程与方法
1.通过自主学习、小组合作、讨论交流等方法，提高学生主动探究的能力。
2.运用任务型教学法，让学生在完成具体任务的过程中，提高英语运用能力和解决问题的能力。
3.引导学生运用批判性思维，对文章内容进行分析和评价，提高他们的思维品质。
4.运用多媒体教学手段，如视频、图片等，为学生提供丰富的学习资源，增强学习的趣味性。
（三）情感态度与价值观
1.通过学习文章，使学生认识到地球上的自然资源是有限的，唤起他们对环境保护的意识。
2.培养学生关爱地球，珍惜资源的情感，树立正确的价值观。

高中英语课外阅读材料Five ways to kill your dreams教
学案例
邢季
【期刊名称】《文理导航》
【年(卷),期】2017(000)025
【摘要】高中英语课外阅读能激发学生的阅读兴趣,提高学生的阅读理解能力,是课内阅读的补充,是阅读教学的重要组成部分。

【总页数】1页(P38-38)
【作者】邢季
【作者单位】江苏省海门中学,江苏海门226100
【正文语种】中文
【中图分类】G633.41
【相关文献】
1.高中英语课外阅读材料A letter to my son教学案例 [J], 王丽华;
2.高中英语课外阅读材料Five ways to kill your dreams教学案例 [J], 邢季
3.高中英语课外阅读材料 A letter to my son 教学案例 [J], 王丽华
4.高中英语课外阅读材料On Christmas Eve教学案例 [J], 汤娟
5.高中英语课外阅读材料On Christmas Eve教学案例 [J], 汤娟;
因版权原因，仅展示原文概要，查看原文内容请购买。

高二英语 Module7 Unit5 Travelling Abroad词汇学习教学案例设计一、教材分析目前，随着根底教育改革的推进和新课标的实施根据，词汇教学取得了一定的进步，但是当中仍然面临着以下的一些困难和问题：根据?普通高中英语课程标准〔实验〕?〔以下简称?课标?〕的要求，高中生在毕业时要掌握3300 个左右的单词和400— 500 个习惯用语或固定搭配。

翻开新课标的课本，会发现每篇课文的新词量大。

以模块7 第 5 单元为例，整个单元新词量68 个，要求掌握的到达 49 个，其中课文 Reading 中含新词〔包括短语〕 23 个。

但是，由于高中英语教学内容多，除了词汇教学外，语法知识讲解、文化意识渗透、阅读技能和听说技能的培养等都覆盖其中，因此词汇教学存在着课时有限的问题。

教师需要在有限的教学时间内，指导学生进行自主高效的词汇学习。

本课就是该教学实验中的其中一个课例。

教学内容是人教版高中英语模块七第五单元 Travelling Abroad 中的第一篇阅读课文Keep it up, Xie Lei。

本课是这篇课文的第二课时。

在第一课时，教师已经指导学生对文章主题、内容等进行阅读理解和讨论了。

因此，本课的重点是文章的词汇和语言点的教学。

二、学生情况分析学生来自一个理科普通班，学生的英语水平，特别是口语表达能力存在差异。

在将电子辞典引入课堂教学后，经过一两个星期的使用，大局部学生已经能够理解教师的教学意图并根本适应“教师指导 +自主学习〞的英语教学模式。

当然，依旧有一小局部学生较为依赖教师直接讲授词汇的方式。

三、教学目标1.语言知识：锁定课文中14个左右的重难点单词，让学生在整体把握课文内容的根底上，能够运用电子辞典熟悉单词意思、用法和词汇搭配等。

2.语言技能：引导学生利用电子辞典建立相关话题词汇库，指导学生建立词汇学习策略，如主动查询新词、话题词汇归纳、新旧知识联系、词汇辨析等。

3.情感与价值观：增强学生对英语的学习兴趣，培养学生自主学习与小组合作的意识。