李文金 云南省高中英语工作坊 优秀课例 高中英语教学案例分析

浅谈镇康县一中高中英语书面表达的现状及转化策略云南省临沧市镇康县第一中学李金梅《普通高中英语课程标准》指出，语言技能包括听、说、读、写四个方面的技能，这四种技能在语言学习和交际中相辅相成，相互促进。

英文写作是综合能力的书面体现，也是一个长期复杂的训练过程。

在高考中，写作也占有相当大的比重，并且有逐渐上升的趋势。

高中生英语写作能力与英语写作教学现状有直接关系。

所以，英语写作就成了高中英语教学的重要组成部分。

目前，我校高中英语写作存在较为严重的问题，影响着英语教学全面发展。

那么，究竟是何原因造成这种状况？高中英语写作教学现状到底如何？有何对策？寻求解决这一问题对策，有效促进英语写作教学，提高我校高中英语写作教学质量刻不容缓。

一、现状分析（一）重在平时抓基本功训练培养学生的书面表达能力，不是一朝一夕的事情，而是一个由浅入深、由简到繁、由易到难循序渐进的训练过程。

在高一、高二的英语教学中要狠抓基本功训练。

1.抓词汇教学，引导学生恰当使用高级词汇。

句子由词汇构成，没有了词汇，写文章就成了一句空话。

在高一、高二的平时教学中，对于每个单元的词汇我都要进行3至4次的反复听写和检查，以帮助学生克服易忘单词的问题。

另外，若能使用高级词汇，会给文章增加亮点。

所谓高级词汇，并不是那些生词、偏词或者超纲词，而是学过却不是经常用到的，但又很地道、很显文采的词汇。

2.抓句型教学，鼓励学生灵活运用多种表达方式。

对于高一新生，教师要注重复习巩固他们在初中已学的五种基本句型，同时让他们接触高中较复杂的句型，并使他们逐渐明白高中较复杂的句型都是由这五种基本句型的简单句发展扩充而来的。

对于课文中出现的有代表性或较长的句子，教师应要求学生试着去分析理解，然后做一些相关的句型转换练习，使他们深刻理解并巩固这些句型。

3.抓过渡词，过渡词犹如“粘合剂”，恰当使用过渡词可以使文章结构紧凑、条理清楚、文字流畅、且更有说服力。

常用的过渡词有：递进型：besides, what is more, moreover, furthermore, let alone, worse still,等转折型：but, however, yet, otherwise, on the contrary等解释型：or, that is(to say), in other words等因果型：because(of), since, therefore, as a result, thanks to, thus, due to等举例型：for example, for instance, such as, take…for example, like 等让步型：though, although, in spite of, despite等时间型：afterwards, soon, later, the moment, hardly…when, no sooner…than等总结型：in conclusion, in a word, in short, on the whole, to sum up 等见解型：in my opinion, personally speaking, as far as I am concerned 等（二）培养学生良好的写作习惯1.鼓励学生养成用英文写信、写日记的习惯。

教学目标To make students grasp the information of the reading material and help students summarize the sentence patterns.To cul tivate the students’ reading ,writing and communication skills.To help students form positive attitude to the future.2学情分析The students in this grade have learnt many words about the topic. The teacher should offer the students the opportunity to cultivate their writing skill.3重点难点Help students to summarize the sentence patterns.Help the students to have a try in writing.How to improve the students' writing ability.4教学过程4.1 第一学时4.1.1教学目标To make students grasp the information of the reading material and helpstudents summarize the sentence patterns.To cultivate the students’ reading ,writing and communication skills.To help students form positive attitude to the future.4.1.2学时重点Help students to summarize the sentence patterns.Help the students to have a try in writing.4.1.3学时难点How to improve the students' writing ability4.1.4教学活动活动1【导入】lead－inteacher's photos in 2005,2015,?(what will you be doing in 10 years?)活动2【讲授】readingtask1:Read the passage.活动3【练习】practicetask2: Summarize main idea of the passage.活动4【活动】pair worktask3:Divide the passage into two pairs;have a discussion and pick out theimportant sentences from the two parts.Then write down the sentences on theblackboard.活动5【练习】practicetask 4:Summarize the sentences patterns.活动6【活动】share timetask 5:Share: Teacher show---Magic school bus活动7【讲授】writing timetask 6:Writing Time(use the sentences patterns to express your dreams in 10years according to the teacher's example)活动8【活动】students showtask 7:Students show活动9【讲授】pre－homeworktask8:Have a discussion according to the 2 vedios about the future life and have atry on writing.活动10【作业】homeworkFinish the essay: Our Future Life活动11【导入】反思本节课以导,讲,练,展,习为纵线,以写作主题为横线,形成课堂教与学的知识网,错落有致,有的放矢。

新课程理念下的高中英语语法教学案例分析崔秋仙(曲靖市沾益县第四中学，云南曲靖655500)摘要：新课程改革已经在基础教育中全面铺开，语法教学作为高中英语的重头戏，必须在新的理念引导下，积极作出调整和改革，改变旧的教师讲授模式，以活动调动学生思考，通过再现真实的语言情境来启发学生，这样才能真正做到做中学，实施任务型教学。

关键词：新课程理念;语法教学;分析中图分类号：G633文献标识码：A文章编号：1005－6351（2013）－03－0001－01一、改革英语语法教学的必要性语法教学在客观上需要重视学生对语言的应用，而不是教师的讲解。

我们的学生是把英语作为第二种语言来学习，而学生是生活在汉语的环境中，学生在英语课堂之外很少能够有机会把所有的英语语法规则通过使用来实现内涵，所以，英语语法教学中必须要尽量为学生创设真实的语言环境，通过学生之间的大量互动交流来练习语法时使用，把英语语法的学习贯彻到听、说、读、写四个方面中去。

新课标的要求是体现学生的主体地位，所有我们必须要改革旧的教学模式，把更多语法使用的主动权交给学生。

二、语法教学案例片段分析（一）教学方法设计1、以“任务型”教学为主，在各个教学环节中设计不同的任务，通过学生完成任务来加强对于语法规则的掌握，实现学生在做中练、在做中的目标。

2、模拟真实的语言环境，追求语法使用的形象化、直观化、趣味化和真实化。

通过情境来激发学生的学习兴趣，降低教学的难度，用直观的教具和教学活动来加深学生对于语法的印象，让学生记得牢，用得活。

（二）教学内容的呈现方式设计1、播放英文歌曲：选择歌词中出现较多ing动词的歌曲LOVE———By John Lennon来呈现语法现象，调节课堂气氛，激发学生的研究兴趣。

2、词汇游戏：通过“接龙”游戏和猜谜游戏来锻炼动词ing的使用，提高学生对于这一语法的理解和反应速度，提高学生的参与意识，让语法教学轻松而有效。

3、表演、对话：小组内选出学生来在课堂上表演对话，用真实的生活情境来再现ing的实际语言情况，扩大学生对于ing使用的信息量。

高三英语课文逆向教学法应用浅谈作者简介: 李绍刚(1970.9) 男本科中学一级教师云南省楚雄州元谋县第一中学Email:1187228320摘要：在当今的英语教学中，大部分教师局限于由词汇→句子→课文这一固定流程的阅读课授课方式，很少尝试其他教学模式，束缚了学生创造性的学习，不利于学生学习的发展。

为了提高课堂教学效率，适应时代的发展，不妨尝试这样的教学模式，采用由课文→句子→词汇这一授课模式。

关键词：阅读教学逆向教学学习策略学习能力拓展高中英语课程标准指出：高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式，形成具有高中生特点的英语学习过程与方法。

高三学生已掌握了一定的基础知识，鼓励他们积极大胆地探索学习，挖掘他们的学习潜能，形成有效的学习策略，提高自主学习的能力，这是时代赋予教师的责任。

在英语教学中，很多教师习惯于先教学生单词，再进行单词讲解、造句及拓展，然后进行课文教学。

这种由词汇→句子→课文过渡的固定模式，笔者认为有以下几个弊端：1.剥夺了学生的逻辑推理能力课文中的生词在文中只占少数，高三学生已经具备了基本的词汇、句法、语法等基础知识，大部分的句子都能读懂，不懂的个别词汇，通过上下文也能猜出来，课前就扫除词汇障碍，不利于学生猜词能力、逻辑推理能力的培养，并且教授词汇占用了很多时间。

2.学生对词汇的掌握不是很牢固课前教授词汇，单调地去学习，学生处于被动的局面，掌握词不是非常牢固。

只有把词汇放到课文中，融入到课文中学习，通过文章语境，联系上下文，学生才能真正理解它、掌握它。

所谓词不离句，句不离篇就是这个道理。

3不利于学生的延申性学习学生的学习是多方面的，不光靠课文，还要在课外学习，如果没有猜词能力、跳读能力，遇到不懂的词都要去查词典，那肯定会阻碍学生获取信息的速度，特别是在做阅读理解题时，学生会一筹莫展。

一．实施逆向教学法的依据和前提高三课本〔选修8、选修9〕中，不再有新的语法项目，而高考要考察的的词汇知识也大多数在高一、高二所上的课文中；高三课文中的许多生词也是学生已知词汇的复合词〔如：nowhere，rainfall，forehead，teapot，bathtub，seashell……〕或派生词〔如：pay—repay，type—typist，spirit—spiritual，hill—hilly，sick—sickness，think—thinking，librarian 等〕，或者是兼类词〔如：用作动词的名词head，map，regret等〕。

高中英语教学案例分析教学案例一，利用多媒体进行听力教学。

在高中英语教学中，听力是学生们比较薄弱的一个环节。

为了提高学生的听力水平，教师可以利用多媒体设备进行听力教学。

比如，可以播放地道的英语录音，让学生们通过多媒体设备进行听力训练。

同时，教师还可以利用多媒体设备播放一些英语电影、英语歌曲等，让学生们在愉悦的氛围中提高自己的听力水平。

通过多媒体设备进行听力教学，不仅可以激发学生的学习兴趣，还可以提高他们的听力理解能力。

教学案例二，利用小组合作进行口语交流。

在高中英语教学中，口语交流是非常重要的一环。

为了提高学生的口语表达能力，教师可以组织学生进行小组合作，让他们进行口语交流。

通过小组合作，学生们可以互相交流，相互学习，提高自己的口语表达能力。

同时，教师还可以设计一些口语交流的游戏，让学生们在愉快的氛围中进行口语练习。

通过小组合作进行口语交流，不仅可以提高学生的口语表达能力，还可以培养学生的团队合作意识。

教学案例三，利用阅读材料进行写作训练。

在高中英语教学中，写作是学生们比较薄弱的一个环节。

为了提高学生的写作水平，教师可以利用一些优质的阅读材料进行写作训练。

比如，可以选择一些地道的英语文章，让学生们进行阅读，并进行写作训练。

同时，教师还可以设计一些写作任务，让学生们在阅读材料的基础上进行写作练习。

通过阅读材料进行写作训练，不仅可以提高学生的写作水平，还可以拓展学生的知识面。

总结，高中英语教学案例分析。

通过以上三个教学案例的分析，我们可以看到，在高中英语教学中，利用多媒体进行听力教学、利用小组合作进行口语交流、利用阅读材料进行写作训练，都可以有效地提高学生的英语学习水平。

因此，教师们在教学中可以根据学生的实际情况，灵活运用这些教学案例，从而更好地促进学生的英语学习。

希望以上案例可以为广大英语教师提供一些借鉴和启发，让我们共同努力，为学生的英语学习创造更好的教学环境。

所在省级工作坊名称2015云南省高中英语工作坊所在小组名称高中英语工作坊大理10组教材及单元教学内容分析The topic of this unit is Nelson Mandela---a modern hero. This is the first period of this unit .It is concerned with tea ching students about what makes a great person. By learning warming up and pre-reading it is hoped that the student s will be able to see the differences between a famous person and a great one and think of the qualities that are neede d to make a great person. The reading passage titled Elias’ Story is to introduce Nelson Mandela ---a modern hero. N elson Mandela was chosen as the example of a modern great man because of his fight for fairness in South Africa an d his far- sighted and generous ideas to those white people who were against him. After learning this passage, studen ts are expected to learn from Nelson Mandela and develop their moral qualities.学习者特征分析The students are in the first term of high school, their vocabulary is limited, and sometimes they can’t express their o wn opinions properly. In this period, I will get the students to talk about the fine quality of great people to improve th eir speaking ability. What’s more, the students’ reading ability is weak, and there are too many new words in the rea ding passage. Moreover, there are many attributive clauses in this passage, too. So, first I will get the students to ski m for topic sentences of each paragraph, and then scan for further understanding .Besides, in order not to let students feel much difficult, I will deal with any language problems while they are reading.单元教学目标分析1. Get the students to learn some useful new words and expressions in this part.2. Get the students to know the qualities a great person should have.3. Enable the students to learn how to give their opinions.4. Develop the students’ reading ability and let them learn different reading skills.5. Get the students to learn from Nelson Mandela to develop their moral qualities.教学重点及难点Teaching keys:1. Talk about the fine quality of great people to improve the students’ speaking ability.2. Get the students to learn about Nelson Mandela.3. Improve the students’ reading ability.Teaching difficulties:1. How to express their own opinions and ideas.2. Develop the students’ reading ability.教学方法与策略1. Multimedia aided language teaching.2.Asking and answering.3. Task-based language teaching.教学过程单元整体教学中的“听”的活动设计Step1. Listening( on page 38)1. Before listening , let the students discuss the question :What things do you think were unfair in South Africa ?2. Listen to the tape and write down the main idea .The main idea is the three reasons why Elias joined the ANC Youth League.Step2. Listening (on page 69)1. Ask some students to talk about the information on William Tyndale mentioned in the part Pre-reading . Then tell them they are going to listen more about William Tyndale .2. Go through the sentences in Ex. 1 , then listen to the tape for the first time , and decide whether the sentences are true or false .3. Play the tape again for students to correct the wrong information .1) William Tyndale wrote the first Bible. (F)2) He was born in the fifth century. (F)3)Many years ago the Bible was written in the Greek and Hebrew languages. (T)4)William Tyndale later moved to Belgium to complete his work. (T)5) Everybody in Europe loved the Bilbe written by William Tyndale. (F)单元整体教学中的“说”的活动设计Step1.Greetings ＆ Warming up1. Greet the students as usual.2. When talking about a person, what adjectives can you think of to describe his or her qu alities?3. What are the qualities you should find in a great person?Step2.Pre-reading1. Looking and answering1) Can you recognize them? Who are they?2) Do you think all of them are great people?2. Discussing and speakingUse the following expressions:I thi nk/I don’t think…; In my opinion; I’m afraid…; I agree/I don’t agree…;I prefer…; What’s your opinion? Why do you think so? What do you think of …?单元整体教学中的“读”的活动设计Task1. Skimming for topic sentencesTopic sentence of Paragraph 1: The time when I first met Nelson Mandela was a very diff icult period of my life.Topic sentence of Paragraph 2: Sadly I did not have a passbook because I was not born th ere and I was worried whether I would be out of work.Topic sentence of Paragraph 3: The day when Nelson Mandela told me what to do and he lped me was one of the happiest days of my life.Topic sentence of Paragraph 4: The last thirty years have seen the greatest number of law s stopping our rights and progress until today we have reached a stage where we have alm ost no rights at all.Topic sentence of Paragraph 5: We first broke the law in a way which was peaceful; whe n this was not allowed…only then did we decided to answer violence with violence. Task2.Scanning for detail information1. Comprehending12. Make a t imeline of Elias’life1940: Elias was born.1946: Elias began school.1948: Elias left school.1952: Elias went to Nelson Mandela for advice.单元整体教学中的“写”的活动设计Ⅰ.Teaching Aim :Teach the students how to write a passage about a person.Step 1. Lead- inT: When we write a passage about a person. We should introduce something about him/h er, Like when and where was he/she born? What happened in his/her childhood? And wh at happened later? …StepⅡ. Make an outline for structureT: Generally speaking, when we write a passage about a person , the passage can be divided into two parts. They are:Paragraph 1: Personal informationParagraph 2: His / Her hard work and achievementsStepⅢ.Write a passage1. T: Here you have a chance to practice how to write a passage about a pers-on. Let's have a try!教学反思经过教学实践，我体会到要精心设计一堂阅读课，必须在课前花大量的时间和精力。

案例实录高中英语阅读课的案例分析英语作为一门语言课，其知识和技能的获得主要通过个体自身，而一个非常重要的途径是阅读，因此探索一种行之有效的英语阅读教学模式显得尤为重要。

本文将结合实例进行分析，介绍在新课标下，如何树立以学生为本的教学理念，并通过增强师生互动，设计出切实可行的阅读课实施方案。

一、以学生为本的阅读课设计思路在听、说、读、写、译五种语言技能中，英语习得主要靠阅读来获得。

阅读在英语课堂教学中占有举足轻重的作用，可以说，阅读教学的成败直接影响着整个英语教学。

所以，探索一种行之有效的英语阅读教学模式极其重要。

而长期以来，传统英语教学往往以教师为中心，给学生留有的发挥空间很小，这无形中使学生成为知识的消极接受者。

事实上，英语教学的主要任务应是学生的学，而不是教师的教。

在课堂教学中，应发挥学生的积极性和主动性，使其在参与中得到培养和提高。

在新课标下，教师的角色应是组织者、参与者、鼓励者、合作者和解惑者。

新的《英语课程标准》给英语教学理念带来很大转变，课堂从封闭型走向开放型，教师从单纯讲解、传授走向启发、发现、探究，学生由被动听讲死记硬背走向自主学习、合作学习。

这些变化的本质就是实现了以知识为本到以人为本的转变，强调以学生为中心、以活动为中心、以任务为中心。

具体到英语阅读教学，新教材、新课标也提出了具体要求，这是每位教师组织教学的依据。

英语阅读教学不仅要完成传统阅读教学中传授语言知识、发展学生语言能力的任务，更应深化课文的内涵和拓展课文的外延，把课文空间范围延伸到社会、生活中的人和事。

通过英语教学，让学生认识社会、认识生活，培养学生的英语思维能力，避免出现Chinglish（中式英语）。

阅读教学方法上，改变过去不管学生接受程度的填鸭式方式，而是让学生通过“感知―概括―应用”的思维来增长知识，提倡“讨论式阅读”，发展学生的个人全面能力。

在这一教学过程中，特别要尊重学生的个体差异，重视学生的个性发展，允许学生有自己的见解。

微课在高中英语教学中的实践运用分析发布时间：2022-08-10T02:16:23.620Z 来源：《中国教师》2022年第7期作者：李文静[导读] 在传统高中英语教学中李文静哈尔滨第十八中学摘要：在传统高中英语教学中，课堂主体通常都是教师，教师在台前以讲述式、板书式等方式讲解知识，而学生的学习仅能以机械化、被动式、模仿、记忆等方式为主，难以体现学生的自主性和课堂主体地位，严重遏制了学生的积极性提高，也难以提升学生学习效果。

而集合文字及音视频、图片等为一体的微课在高中英语课堂教学中的应用，对鲜活及生动、趣味性教学情景创设极为有利，能对学生的学习注意力进行有效吸引，同时也能贯彻落实新课标要求的学生自主学习目标。

关键词：高中英语教学；微课；实践运用引言微课属于数字化教学资源，一个微课视频重点讲解一个知识点，方便学生利用碎片化时间开展学习活动，能为学习者带来新奇的学习体验。

很多高中生在英语学习过程中存在英语学习效果差、综合水平提升慢的问题。

为帮助高中生突破英语学习困境，教师可以在教学过程中科学设计和开发微课视频，并将其合理应用于课前指导、课后复习以及知识讲解和练习全过程中，提升教学质量，满足学生需求。

在高中英语教学中，教师要顺应时代发展，创新教学方式，让教和学在信息技术改革的背景下与时俱进，让高中英语课堂充满灵动之美。

一、微课在高中英语教学中的应用意义（一）拓宽高中生视野英语教师要帮助高中生在阅读和听力练习的过程中增长见闻，学习文化、历史以及当代热点知识。

通过引入这种新型教学模式，可以让学生了解更多与单元主题相关的课外内容，并养成主动查找相关知识的习惯，实现拓宽视野的目标。

（二）突出重点难点，提高学习效率首先，微课可以优化课堂结构。

在开展教学活动之前，教师借助微课视频呈现预习任务清单，让学生初步了解单元主题及核心词汇，为课堂英语的深入学习奠定基础。

在进行课堂教学时，教师可以就某个核心知识点进行讲解并将其制作为微课，学生据此举一反三，形成对知识的深化理解与深度加工。

英语高中外研版教学案例分析范文The teaching of English in high schools has been a topic of great interest and debate in recent years. With the introduction of the new edition of the foreign language curriculum, educators have had the opportunity to explore innovative approaches to language instruction. One such case study that has garnered attention is the implementation of the new curriculum in a high school setting.The primary objective of the new foreign language curriculum is to enhance the overall proficiency of students in the target language. This curriculum emphasizes a communicative approach, which aims to develop students' ability to engage in authentic conversations and effectively convey their ideas. Additionally, the curriculum places a strong emphasis on the integration of language skills, encouraging the simultaneous development of listening, speaking, reading, and writing.One of the key features of the new curriculum is the integration of technology-based resources. Educators are encouraged to utilize various digital tools and platforms to create engaging and interactivelearning environments. This approach not only aligns with the preferences and learning styles of modern students but also prepares them for the increasingly technology-driven world they will encounter beyond the classroom.In the case study under consideration, the high school implemented the new foreign language curriculum with a particular focus on the use of technology-enhanced instruction. The school administration recognized the potential of technology to enhance language learning and invested in the necessary infrastructure and resourcesto support this initiative.The implementation process began with a comprehensive professional development program for the English language teachers. Educators were trained on the effective integration of technology into their lesson plans, as well as the pedagogical approaches that align with the communicative focus of the new curriculum. This training not only equipped the teachers with the necessary skills but also fostered a sense of ownership and investment in the successful implementation of the new curriculum.One of the key strategies employed in the case study was the incorporation of interactive digital resources into the classroom. Teachers utilized a variety of online platforms, such as language learning apps, virtual simulations, and multimedia presentations, toengage students in authentic language use. These resources were carefully selected to align with the specific learning objectives and the communicative focus of the curriculum.Furthermore, the case study emphasized the importance of creating opportunities for students to engage in collaborative learning activities. Teachers encouraged group work and pair-based discussions, where students could practice their language skills in a supportive and interactive environment. This approach not only enhanced the students' communicative competence but also fostered the development of essential 21st-century skills, such as critical thinking, problem-solving, and teamwork.The assessment strategies employed in the case study also reflected the communicative focus of the new curriculum. Instead of relying solely on traditional written exams, teachers incorporated a range of assessment methods, including oral presentations, project-based assignments, and portfolio evaluations. This holistic approach to assessment allowed educators to gauge the students' overall language proficiency, including their ability to comprehend, interpret, and communicate effectively in the target language.The case study also highlighted the importance of ongoing monitoring and evaluation of the implementation process. The school administration and the English language department regularlyreviewed the progress of the initiative, gathering feedback from both teachers and students. This data-driven approach enabled the school to identify areas for improvement and make necessary adjustments to the implementation plan.One of the notable outcomes of the case study was the observed improvement in the students' language proficiency. Compared to previous cohorts, the students who experienced the new curriculum demonstrated a higher level of communicative competence, as evidenced by their ability to engage in spontaneous conversations, comprehend authentic texts, and express their ideas with greater fluency and accuracy.Additionally, the case study revealed a positive shift in the students' attitudes and motivation towards learning English. The integration of technology-enhanced resources and the emphasis on collaborative learning activities fostered a more engaging and dynamic learning environment. Students reported increased levels of enthusiasm and engagement, which in turn contributed to their overall language development.The success of the case study has not gone unnoticed in the broader educational community. The school has received recognition for its innovative approach to English language instruction, and the model has been shared with other institutions as a best practice example.This has led to a growing interest in the replication of the case study in other high school settings, with the potential to impact language education on a larger scale.In conclusion, the case study on the implementation of the new foreign language curriculum in a high school setting has provided valuable insights into the potential of technology-enhanced, communicative-focused language instruction. By prioritizing the development of students' communicative competence, fostering collaborative learning environments, and integrating digital resources, the school has demonstrated the positive impact that can be achieved when educational institutions embrace innovative approaches to language education. As the demand for effective English language instruction continues to grow, this case study serves as a model for other high schools to emulate, ultimately contributing to the enhancement of language learning outcomes for students.。

完整word版)高中英语教学案例分析在英语课程的改革中，自主、合作和探究的研究方式越来越受到重视。

这种研究方式可以让学生成为研究的主人，从而培养他们的主体意识、能动性和创造性。

因此，培养学生自主、合作和探究的研究方式已成为新课程改革中的一个迫切任务。

牛津高中英语》Project是一种探究式研究，要求学生走出课堂，与同学合作完成一个特定的课题。

在模块六第一单元Project中，学生需要完成两个舞台剧的表演。

为了让学生更好地参与课堂，教师可以让学生参与“备课”，让他们在揣摩人物内心方面做足功课。

根据新课标的要求，高中英语教学需要培养学生的语言技能、语言知识、情感态度、研究策略和文化意识等素养，以培养学生的综合语言运用能力。

因此，高二学年的英语教学应该继续培养和优化学生的英语研究方法，使他们能够通过观察、体验和探究等主动研究的方法，充分发挥自己的研究潜能，形成有效的研究策略，提高自主研究的能力。

同时，还需要关注学生的情感，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。

在教材分析方面，教师可以针对不同的教材内容，设计不同的教学策略和活动，以激发学生的研究兴趣和参与度。

例如，在模块六第一单元Project中，教师可以让学生通过讨论、调查、专访和文献检索等活动，更好地理解和掌握舞台剧的内容和表演技巧。

This XXX。

XXX。

and going beyond the n provided in the text。

According to the "Curriculum Standards," the content。

activities。

and teaching methods should have greater XXX。

allowing users to choose and supplement the content according to their actual needs XXX。

高中英语教学案例分析与解读随着时代的发展，教学的形式也在逐渐的变化，英语教学作为一门现代语言教学，也在不断的更新、发展和改革当中。

因此，教师们需要了解并掌握更多的教学案例，以便更好地指导学生，提供更为优质的教学资源。

本文将对高中英语教学案例进行分析与解读，以帮助教师更好的进行教学。

一、教学目标的确定在教学案例中，要明确教学目标的确定。

对于高中英语教学而言，教学目标的确定非常重要，因为它是指导教学行动和评价教学效果的基础和前提。

在确定教学目标时，要参照国家规定和年级课程标准，结合学科特点，分析学情和学生需求，确定一系列积极的、可行的、可衡量的教学目标并反复修改优化。

例如，在教学案例当中，教师可以将教学目标明确为：根据所学知识，学会写一篇自己的学校日记。

这一教学目标既能体现出学生对所学知识的掌握情况，又能提高其语言表达能力和文字撰写能力。

二、教学内容的设计教学内容的设计是教学过程中的重要环节，也是帮助学生掌握知识的关键。

在教学案例中，教师需要遵循“有计划、有组织、有重点、有针对性”的原则，合理安排教学内容，使其能够充分地涵盖学科知识和语言技能运用，并贴近学生的学习兴趣和需要。

例如，在高中英语教学当中，老师可以选择以新闻素材为例，就学校发生的重大事件展开教学。

在教学过程中，可以引导学生了解文化差异，了解英语语言的表达方式，激发学生思考，培养学生自主学习的能力。

同时，还可以加强英语阅读能力，提高学生口语表达能力和写作能力。

三、教学方法的选择教学方法的选择，是教师必须面对的一个现实问题。

在英语教学当中，可以采用多种教学方法，如听说训练、阅读训练、写作训练等。

同时，也可以采用多种辅助教学手段，例如多媒体教学、互动教学和情境教学等。

在选择教学方法时，要由实际出发，根据学生的实际情况和课程特点，选择最为合适的教学方法。

例如，在教学案例中，可以采用“难易适中、互动式”的教学方法，帮助学生掌握知识和技能。

同时，利用多媒体教学手段，可以让学生更好地理解和掌握所学知识，提高学生学习的兴趣和积极性。

高中英语教学案例形成与运用探究由西安高新一中学校申报的《高中英语教学案例形成与运用探究》研究课题（课题负责人：雷向宇）已经被西安市基础教育科研领导小组办公室批准立项为“十一五”规划2007年度规划课题（课题编号：2007BW027）。

本课题的研究背景、研究目标、研究内容与实施方案概述如下：一、研究背景教学案例研究是指教师以叙事的形式描述自己的课堂教学，不仅对教学重点、难点、偶发事件、典型事例的处理过程进行叙述，还记录其间产生的思想、情感及灵感，反映教师在教学活动中遇到的问题、矛盾、困惑，以及由此产生的想法、思路、对策等，进而从教育理论、教学方法、教学艺术等高度进行归纳，总结出其中的教育教学真谛给人以启迪。

1986年，这种方法被美国卡耐基工作组推崇为教师教育和课堂教学研究的核心，一时成了课堂教学研究的一种主要方法。

2006年下半年，我国28个省市自治区45所学校作为实验单位，全部开题进入中国教育学会正式立项的“十一五”国家级教育科研规划课题---《关于教育教学案例的形成、应用和传播的研究》---的实施阶段。

迄今，虽然少量初中英语优秀教学案例可见诸省级以上刊物，可是高中英语的优秀教学案例还是凤毛麟角。

现在，新课改已在我省高中全面实施，因此，我们确定通过利用教学案例的形成与运用这一研究课题，结合新课改的要求，立足高中英语教学，搞好以校为本的教科研活动，以期使我们师生双方受益，并在与同行的交流学习中起到一定的推介作用。

二、课题研究目标通过教学案例的研究与运用，以期实现以下目标:1. 转化教师角色意识：由原来的管理者变成组织者，由传授者变成参与者，由教书匠变成研究者。

2. 转变教与学的观念：加深教师对新课程的理解，提高实施新课程的能力和水平；激发学生的英语学习兴趣，转变学生学习习惯，优化学生学习方式，提高学生学习能力。

3. 构建更科学的教学方式：学会撰写教学案例，并通过交流、学习、使用教学案例来反思、构建具有一定借鉴价值的教学方式，促进教育教学质量。

浅谈新课程理念下高中英语阅读课堂教学策略--从一节公开课引发的思考双江第一完全中学李忠琴摘要：2009年7月，高中新课程改革渗透云南省，高中英语教学又经历一次大的改革，新课程理念下的阅读教学强调在进一步发展学生综合运用语言能力的基础上，着重提高学生用语言获取信息、处理信息、分析问题和解决问题的能力。

在这样的背景下，笔者有幸给学校的老师上了一节阅读教学的公开课，并由此反思阅读教学课堂实施的策略，这些策略的有效实施能够激活高中英语阅读课堂，并能使学生掌握学习语言的能力。

而这些策略的实施同样需要教学艺术。

只有对阅读教学各个环节的精心设计，才能使阅读教学行之有效。

关键词：高中英语阅读教学，教学设计，教学反思英语教学既是一门科学，又是一门艺术。

所谓英语教学艺术，就是要求教师根据教材的要求和教学对象的实际情况，对英语教学的各个环节精心设计，使其日臻精致完美、行之有效、富于创造性和开拓性，能极大地激发学生的学习热情，调动他们的学习积极性和内驱力，并形成终生学习的能力，促进学生的可持续发展。

新课程标准强调在进一步发展学生综合能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力。

本文通过一节人教版高一年级模块1 Unit3 Travel Journal的公开课就其中阅读课中的教学实施谈谈教学中的艺术：Ⅰ.warming-up1.Show some pictures of transportation.2.Ask and answer:Do you like travelling?Where have you been?Can you tell the class something about your trip?3.If you haven’t been to anywhere interesting, you can plan a trip.Then tell your partner about it.Ⅱ.Pre-reading1.Show some pictures of rivers to students and guess the names ofthe rivers.2.Look at the map of Mekong on page 18 and list the countriesthat Mekong flows through.Ⅲ.Reading1.skimming :1).Read the passage as quickly as you can, circle the words youdon’t know.2).Write the words you don’t know on the word wall, ask otherstudents for help.3).Ask some students to write some questions about the passage onthe blackboard.4).Other students find out the mistakes of the sentences on theblackboard, then answer the questions.5).Teacher adds some questions that Ss didn’t refer to.2. Listen to the tape and read the passage again.Ⅳ．Post-reading1. Talk about the important phrases and sentence structure in thepassage, write them down.2. share your notes you took, let the class remember the notes theythink important.3. Teacher adds something important that students didn’t refer to.Ⅴ．Homework1.Read the text again. Underline the words or the phrases that arestill difficult for you.2.Write a short passage about your own trip.阅读部分包括“读前” (Pre-reading)，“阅读” (Reading)和“读后”(Post-reading)三个步骤。

Boo 8 Unit 5 Uing anguageThe feat: 18,000BC教学设计云南师范大学实验中学高中英语教研组李汶锦Teaching aim:1.Student can ue the new word and een and women in itive ocietie2.Student can ue ome reading i --- canning and imming in reading3.Student houd be much more intereted in archaeoog and human civiiation1.Student houd ta with their camate effective and wor cooen and women in itive ocietie Teaching ain character of the tor2What’ the reationhi1.Read and matchA Laa and her famiie made ae too(1) D Laa worried about the ade Laa o worried(2)What made Laa haie with reief1.en and women in itive ocietie: What’ the difference between men’ ta and women’ ta in itive ocietie Ue ome adective to decribe it caring tough dangerou afe co-oerative ifuatient rotective individuaSte/herSamething about the ife of our ancetor to me I'm rea intereted in it! A: Aboute! What do ou want to nowS: I rea want to now where our ancetor ive and what the eatA:S: How did the get their food and what did the ue to cut ueatA:S: What wa the wor diviion between men and women in their ocietie A:S: Did the have a fami ie ourA:SteeworMae a ateSte 7 Bacboard deignMaing cothe Caring chidren Prearing food Maing too Hunting the food Fihing。

Period 2 Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and exp ressions in Learning about Language.There are altogether 50 new words and phrases in these five parts.21 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 29 should all be remembered，among which the following9 words and expressions are even more important：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.They are all very useful and important.So are the se ntence patterns “Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.” and “There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.” We ought to pay more attention to them.Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.2．To get the students to understand and use t he following important and useful sentence patterns：(1)Among_the_painters who broke away from the traditional style of painting were_the_Impressionists，who lived and worked in Paris.(2)There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist.Process and methods1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.2．To ask the students to make up their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重、难点1．Important new words and expressions：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.2．Important and useful sentence patterns：(1)The inverted sentences beginning with a prepositional phrase.(2)The subjunc tive mood with a prepositional phrase “without...” in place of the “if” clause.3．Some difficult and long sentences in the text.教学过程Step 1 Revision1．Check the homework exercises.2．Ask some students to tell the styles of Western art.[来源:]Step 2 Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3 Practice for useful words and expressions1．Turn to Page 4.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give students several minutes to finish the exercises.They first do them individually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Step 4 Vocabulary studyⅠ.简单知识扫描1．typical(P2)【原句再现】A typical picture at this time was full of religious symbols，which created a feeling of respect and love for God.那个时期的典型的绘画充满了宗教特征，体现出了对上帝的爱戴与敬重。

小组合作学习应用于高中英语课堂的策略
李香金
【期刊名称】《美眉》
【年(卷),期】2022()9
【摘要】小组合作可以达到使学生个人能力得到提高和学习任务的完成,有助于学生进一步理解和记忆所学的英语知识,符合学生全面发展的要求。

总之,合作学习是一种先进的学习方法,能够帮助学生在团队中发现自己的价值。

学生在活跃的课堂气氛下变得越来越积极,节约了课堂的学习时间,使学生能在有效的时间内学到更多的知识。

【总页数】3页(P0103-0105)
【作者】李香金
【作者单位】贵州省威宁自治县黑石头中学
【正文语种】中文
【中图分类】G4
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