下面是小编为大家准备的高中英语教学评价改革教学案例(人教版高二英语上册教学案例)，本文共9篇，欢迎阅读借鉴。本文原稿由网友“wrrxgx”提供。
篇1：高中英语教学评价改革教学案例(人教版高二英语上册教学案例)
温州市第十四中学 沈永铭
一、案例背景
众所周知， 教学评价是依据一定的客观标准，对教学活动及其结果进行测量、分析和评定的过程。教学评价主要包括对学生的学习结果的评价和对教师教学工作的评价从学生的学习结果的评价看，既要评价知识、技能和智力等认识领域，又要评价态度、习惯、兴趣、一直、品德及个性形成等情感领域；从教师的教学过做的评价看，既要评价教师的教学修养、教学技能， 又要评价教学活动的各个环节，特别是课堂教学质量。因为学生的学习更多地是直接由课堂教学质量决定的。
美国哈佛大学教授、发展心理学家加德纳于20世纪90年代提出的多元智力理论指出：人的智力是由言语/语言智力、逻辑／数理智力、视觉／空间关系智力、音乐／节奏智力、身体／运动智力、人际交往智力、自我反省智力、自然观察者智力和存在智力等九种智力构成。各种智力只有领域的不同，而没有优劣之分，轻重之别，也没有坏之差。 承认学生多元智能的存在，对学生学习成效的评价就不能仅凭单一的纸笔测验，也不是为了衡量学生在群体中的位置，而是应该以多种评价手段和方法去衡量不同的学生，帮助学生识别自己的强项和弱项，为学生提供有意的反馈，提出今后学习的建议。
学生学习成效评价是新课程实施的重要组成部分。新课程背景下的学生学习成效评价观要求突出评价的发展性功能，促进每个学生的生动、活泼、主动的发展；正确对学生进行多方面的评价，不仅要评价学生的基础知识和基本技能，还要评价学生在学习过程中表现出的情感、态度和价值观；恰当地运用表现性评价、真实性评价、学习档案袋评价、小组合作评价等多种教育评价方式评价学生的学习成效；实行多主体的评价，强调评价主体的互动与参与等等。由于受高考指挥棒的左右，现行的学生英语学习评价的焦点还是集中在“纸笔测验”的分数上。我认为，这种评价方式不利于充分地调动学生的学习外语的积极性和培养学生的自主学习能力，难以真正促进学生的语言运用能力的发展。因此， 我从的第一学期开始就在我所执教的高二（7）班进行了以下要介绍的以形成性评价理念为指导的高中英语课堂教学评价方式的实践，刚开始由于经验不足，效果并不很好。这个学期，我在吸取了上学期的基础上进行了评价方式的完善和改进，在我执教的高二（1）班继续进行课堂教学评价的实验， 取得了不错的教学效果。
二、案例描述
The British Isles是人教版高中英语第二册第五单元（Unit5）的一篇课文，是高二上册的中间单元，在全册教材中起到“承上启下”的作用，是一个对学生理解和感悟讲英语国家的文化能够产生深远影响的重点单元。本单元的中心话题 The British Isles围绕英国文化状况展开。我首先让学生按学习合作小组布置预习任务，搜索有关英格兰、苏格兰、威尔士、北爱尔兰，以及爱尔烂共和国的信息，制作英国个地区的文化课件，让学生共享信息资源，学会合作；然后通过“头脑风暴”的形式充分调动学生的学习积极性，让学生的大脑热起来教材；再以“看地图，说地图”为切入点展开听力、对话、阅读、协作和综合运用，学会方位概念的正确运用；然后通过对课文整体结构和主要信息的挖深问答的方式让学生从整体上了解英国的文化和课文的基本框架和主要信息；接着通过“英国的地理、气候、历史、资源、及风土人情、社交礼仪、生活习惯等”内容的分段学习，使学生先整体后局部地完整理解英国的文化；最后通过小组讨论，学以致用，在BBS上自由发表小组和个人的观点，在互动的学习氛围中感悟英国文化，感受跨文化知识的学习，接受语言的听说读写的全面训练，发展全面的语言运用能力，培养国际视野。最后让学生比较中国和英国在文化领域的差异和共性，进一步拓展语言运用的能力。
由于我第二年执教高二英语新教材，虽然已经很少受老教材和老教法的干扰和影响，但我觉得最大的困难还在于改变自己十几年长期形成的旧的教学观念和发挥学生的主体作用上。开课前，我主要通过学习新《高级中学课程标准-英语》和温州市高中英语青年骨干教师研究班有关教学案例撰写方面的理论知识和典型案例介绍，从理论上提高认识；我还积极参加了温州市青年骨干教师研究班的学习和培训，我撰写的一篇英语学科教学案例获得了市二等奖，还在《教育信息技术》第12期上发表，这也多少增强了我进行高中英语课堂教学评价方式改革的实验课的信心。通过对于教材的研究，我初步定下了本的教学主题和教学方式。具体如下：
我的形成性评价实验课评价学生阅读课学习成效的三种评价方法主要是:
1、日常即时性评价：包括课前预习、课堂提问、课堂练习、课后作业、口语表达等方面的评价；
2、总结性测验：评价学生对单元阅读课文、语法和词汇等方面的知识记忆和理解；
③表现性评价：主要以“英语学习档案袋”为载体，通过记录内容评价学生的行为和作品，综合评价学生在认知、情感、态度、价值观等方面的发展状况。
由于高中学生面临较多的学习任务，不能将学习成效评价成为学生英语学习的负担，因此在英语学习档案袋评价上主要采取个人和英语合作学习小组档案袋评价相结合的方法。个人和英语合作学习小组档案袋的评价内容主要包括自主学习类、课堂表现类、研究性学习类以及反思性学习类等。
（一）、教学前评价：
※ 教学前的学习任务：
1． 要求学生预习课文，找出并识记描述有关英国文化的新词汇，学会音、形、义相结合尝试识记生词。
2． 要求学生通过看课后的注释，查阅英英字典，理解下列文中出现的难句：
1） With Great Britain for many years now, there has been a growing movement to make the most of its cultural diversity-to see it as really is: a nation of different countries held together by a common language and culture.
2） The British Isles are a group of islands that lies off the west coast of Europe.
3） Only the northern countries, making up Northern Ireland, are still part of the United Kingdom.
4） That most of these are now threatened and may disappear is a serious matter to the people in Britain.
5） They realize that it is of great value to record and teach them to the younger generation.
3． 要求学生阅读课文，找出下列有关英国文化的信息。
1） Where is the United Kingdom
2） What is the Untied Kingdom made up of?
3） What is the official language in the British Isles?
4） When is the climate like in different part of the United Kingdom?
5） How has the English language been changing in the British Isles?
※ 教学前的评价内容：
1．通过预习，我找出了_______个生词，我共记住了________个生词。
2．通过自主学习，我理解了的句子为_______________ ；
一知半解的句子为___________ ；
无法理解的句子为______________ _。
3．通过预习课文，我找出了 。
A. 全部问题的答案 B. 大多数问题的答案 C.部分问题的答案 D.找不到
4．通过预习，我认为这篇课文的理解难度为 。
A.难 B.较难 C.易 D.一般
教学前评价主要采取学生自评的形式，并要求学生将教学前评价存入个人学习档案袋。
（二）教学中评价
※ 教学中的学习任务：
英语新课程标准要求在在教学中应增加开放性的任务型活动和探究性的学习内容，使学生有机会表达自己的看法与观点。
1． 本篇课文从几个方面介绍了英国的象征、历史、地理、气候、语言发展等文化信息，
各组呈现多媒体制作的相关课件。
2、“头脑风暴”，从各方面了解英国不同区域的文化和人文的特点。
3、听读全文，从文章找出这些文化信息，并概括文章的结构和各部分的中心思想。
4、“看地图，说地图” ，学会运用方位概念的表述方式和增强对英国地理特征的了解。
5、细读局部段落，从局部出发理解细节，挖掘文章中隐含文化信息。
6．“五一假期”即将来临，两个外籍教师希望能够组织对温州旅游名胜-雁荡山景区进行旅游。活动要求学生列出包括旅游景点、住宿、交通、饮食等要点的旅游计划，然后选派代表通过网络汇报本小组的推荐旅游计划，并解释这样安排的理由。最后教师在组织学生讨论哪个小组的旅游计划最合理，最能充分展示雁荡山景区的特色和风土人情，然后告知外籍教师。
※ 教学中的评价内容：
根据学生本人的实际情况回答下列问题，并存入个人英语学习档案袋中。
In this lesson, you have learned about the British Isles. How comfortable do you feel doing each of the skills below?
1=Not comfortable 2=Need more practice 3=Comfortable 4=Very Comfortable
Comfortable level
Talk about UK and Ireland 1 2 3 4
Practice expressing agreement and disagreement 1 2 3 4
Use new word and expressions 1 2 3 4
Write a description of landscape 1 2 3 4
Reflection
I learnt________________________________________________________________________.
I would like to know more about ___________________________________________________.
I’m still not sure about___________________________________________________________.
2．小组互评 （了解学生在小组合作学习中的学习成效如学习情感、策略等）
由推选的小组长负责，组织小组反思，填写下表，并存入小组英语学习档案袋中。
姓名
小组合作工作量
提供信息量
组内活动参与度
组内活动创意
参与活动进步情况
注：以5分制计分，也可以用语言评价。
本阶段的教学评价可以视教学的实际情况来决定放在课内进行或是在课外进行。
（三）教学后评价
※ 教学后的学习任务：
1． 要求学生复习课文，掌握阅读课文中出现的语言现象。
2． 要求学生复习课文，理解阅读文章。
3． 要求学生理解本篇阅读篇章的发展脉络，写一篇关于本县的旅游城镇的说明文。
4．要求学生以小组为单位收集世界名城资料（至少3个）。要求学生通过上网查询，上图书馆收集有关资料（包括文字和图片）；通过交流、共享信息，选择最佳材料进行重组；通过小组讨论，不断完善小组研究性学习成果，研究性学习成果的表现形式不拘。
为使学生养成良好的写作习惯，学生应了解写作能力的评价标准。对写作能力的评价可以从单词拼写与标点符号的使用、语法运用的恰当程度、写作的内容、写作态度、表达的逻辑性和创造性等方面进行评价。以下标准可以作为学生自评、同伴互评和教师评价的参考依据。评价应尽量采用描述性语言，以鼓励为主并指出问题。
英文写作能力评价参考表
等级
评价内容 优秀 满意/合格 需再努力
内容 有思想/观点、有情感、有意义/有趣 有一定意义/趣味性，观点不够明确，内容比较平淡 内容平淡，无趣味性
逻辑性 表达清楚，逻辑性强 表达比较清楚，有一定的逻辑性 表达不清楚，缺乏逻辑性
拼写与标点符号 完全正确 有一些错误 很多错误
语法运用 反映当前学习水平，有个别错误 有一些错误，如主谓搭配问题、时态运用问题等，没有完全反映当前学习水平有很多语法错误，如主谓搭配错误率高，时态仅限于现在时
努力程度 超出要求 符合要求 努力不够，有拼凑迹象
创造性 有创造性，表现力强，真实、整洁 有一定的创造性思维，简要、完整、比较整洁 缺乏创造力或计划性，内容不完整，事例不真实
创造性一栏的内容，供教师对学生创造性写作进行评价时参考，教师要鼓励学生大胆创新， 勇于再造想象。
※ 教学后的评价内容：
1． 非测试性评价
评价学生本篇阅读课文的阅读能力（学生自评）
学生阅读能力评价表
In this text, you learn much information about the British Isles. How comfortable do you feel when doing each of the following?
1=Not comfortable 2=Need improvement 3=Comfortable 4= Very comfortable
评价内容 学习要求 评价等级
阅读策略 能进行独立的一般性阅读，有效地学会使用英语参考资料，例如网络和英文词典。 4 3 2 1
语言知识的掌握 能够掌握课文中出现的词汇，能够理解课文中出现的有关英国文化的语言结构和有一定新语言现象的片段。 4 3 2 1
语篇能力的评价 能分辨和理解语篇中关于英国文化方面的主要事实，能够辨识介绍国家和地区文化的说明文体裁的逻辑组织结构。 4 3 2 1
语用能力 能理解并欣赏课文中的一般文化信息，并将其在自己的介绍性书面和口头表达中得体地运用。 4 3 2 1
2）评价学生开展研究性学习的学习成果（组评和师评）
主要根据学生研究学习成果的材料组织、编辑美观与否和成果的创新性等进行评价，并存入小组英语学习档案袋中。
2．测试性评价（评价学生对篇章的理解和语言现象的学习成效）
1） 篇章主旨大意理解：
(1)What’s the main idea of this passage? ( C )
A. Britain was once in the charge of the Frenchmen.
B. The UK is made up of three countries.
C. The author delivers some more information about the British Isles.
D. It’s about the history of the country.
2)细节理解
(2)According to the passage, what do you know about the Isles of Man ？( D )
A. It lies between Britain and Ireland.
B. It’s run over by the king of UK.
C. The king of England is in charge of it.
D. Both A and C.
(3)How many spoken languages are considered as native languages in the British Isles? ( B ) A.2. B. 8. C.1. D.6.
(4) What languages formed the basic for English?( B )
A. Languages spoken by European people.
B. Languages spoken by people from northern Europe
C. The French language.
D. Gaelic and Irish.
3)推理判断：
(5)What can you conclude from this passage?( A )
A. The UK is made up of 4 countries.
B. The British Isles lies off the west coast of Europe.
C. The culture of the UK is a mixture of different countries in the world.
D. The climate of the British Isles is mild with a lot of rain.
评价工具：我觉得这个练习：A：容易 B：一般 C：难 我做对了_______个.准确率为：_______%。
这堂整合课的教学设计流程图如下：
earth
三、教学反思
1、教学有法，教无定法、教要得法。我们经常会反思自己的课堂教学是否“应试味”太浓，但反思到最后，倒昏了自己的头脑。我这堂课基本上围绕着文化（culture）这一主题作为教学内容，安排教学环节的。希望通过情境的设置，让课堂具有一种浓郁的文化氛围，把僵化的教材还原成活生生的生活，在课堂上注入浓浓的人文气息。让学生设身于这种人文气息中，反反复复地体验，获得文化的营养，唤起为人为文的思考，一步一步感化，让学生真正地成为英语课堂的主人，使英语课堂切实体现“以学生为本,以学生的发展为本”的现代教育理念。
2、各步骤设计要遵循语言学习本身的特性，要符合语言思维的特点。网络服务于语言学习最关键的仍是教师对文化背景、对教学内容的理解。我的备课仍然对于评价的机制理解得不够透彻，对于新生事物的敏感度不够，尤其是对于教学中的形成性评价与学生的档案袋的结合我处理的明显不够，也确实需要学校管理部分的配合和支持，才能取得更好的实施效果。课堂教学评价过程中，我注意了评价的体现学生在评价中的主体地位和对学生发展的作用， 但是评价的形式还不够灵活，尤其是终结性评价的比例太小，形成性评价的比例过大了些，应该在回家作业的布置中增加终结性的检测练习，便于教师对学生作出公正、全面的评价。
3 、信息技术作为网络资源为英语的学习确实提供了广阔的天地。无论是学生还是教师都大面积地接触到课文以外的各种信息资料，英语语言学习的材料和范例也因此更加多样并富有动态性，英语的外延不仅包括现实的生活领域，还包括网上虚拟生活中的语言活动，这使我们的英语课程真正成为跨学科的综合性课程；另外，我发现学生不仅信息技术素养得到了一定的提高，他们还体现出对新课程改革的极大兴趣和热情；他们更使我对他们在互动中体现出来的超强信息技术能力和语言表达能力感到既惊讶有震撼。有句话说得好，“后生可畏”！但是，不同学习小组体现出来的能力和效果各不相同， 说明对学习合作小组的成呀之间好需要重新进行优化组合，发挥好学习合作小组“组内同质， 组间异质”的特点。
4、外语学习的首要任务是“学”而不是“教”。科德（Corder,1981）曾经说过，有效的语言教学不应违背自然过程，而应适应自然过程；不应阻碍学习，而应有助于学习并促进学习；不能令学生去适应教师和教材，而应让教师和教材去适应学生。因此，英语教学效果在很大程度上取决于学生的主观能动性和参与性。这节课学生的参与程度是全面的，但是部分同学的课堂互动做得不够好，说明还需要在可前做好思想动员工作，充分调动学生主动学习和积极互动的主观能动性。
如今教学评价改革正方兴未艾，作为教育工作者，我们有责任去思考、去学习、去实践、去探索，我深知教学评价改革之路是路漫漫其修远兮， 吾将上下求索兮！
主要参考文献：
1、北京师范大学出版社：《在职攻读教育硕士专业学位全国统一（联合）考试大纲及指南-教育学和心理学》
2、国家教育部：《高级中学课程标准-英语》；人民教育出版社
月8日定稿于温州市第十四中学
篇2：Unit 1 Reading No Boundaries(学生版)(人教版高二英语上册教学案例)
Step 1 Pre-reading
1.Why did Stephen Hawking need a PhD?
2.When did Hawking become famous?
3.When did Hawking visit Beijing?
Step 2 Skimming
Match the main idea.
Para 1 dream
Para 2 achievements
Para 3-4 disease
Para 5-6 problems
Para 7 opinions
Step 3 Careful Reading
Para 1
A_______________graduate student ____________ disease
Para 2
Para 3-4
Hawking’s research and achievements:
He makes research into __________________,
eg: _______________________________?
_______________________________?
_______________________________?
In , he visited _________________and Beijing University.
Hawking made discoveries about ________________________ in the early 1970s.
His scientific book ____________________ was written in a way _____________________________________
Para 5-6
People often think that science is about _________________________.
Hawking thinks even the best theory______________________________.
Scientific method
Para 7
What is it that Hawking does not like about his speech computer?
Step 4 Reading Comprehension
1. Why did Stephen Hawking think: “There did not seem much point in working on my PhD”?
A. Because there was no point in being a PhD. B. Because there was no hope of being PhD.
C. Because he thought he would die soon. D. Because he had no place to work.
2. Hawking became famous in the 1970s, because he _______.
A. was disabled B. was a PhD
C. was sitting in a famous chair D. made new discoveries about universe
3. According to the passage, what does “an American accent” mean?
A. Hawking’s accent. B. Hawking’s voice.
C. Sounds translated by the computer. D. Accent of some British people.
4. Which of the following best expresses the main idea of the text?
A. Hawking is famous for his new discoveries.
B. People should come to terms with their fate.
C. A scientific theory is always wrong.
D. Anyone with great determination will achieve his success.
5. From the text, we can infer that _____.
A. Hawking got married to Jane Wilde before he fell ill
B. science is always true
C. Hawking is an American
D. great scientists always want to know more
Step 5 T or F
1. Hawking was told that he had an incurable disease when he was just 21 years old.
2. Finally Hawking had to give up PhD and his research.
3. He and Roger Penrose made new discoveries about the Big Bang and black holes.
4. “A Brief History of Time” is too difficult for people to understand.
5. Science is about true facts that never change.
6. When Hawking gives lectures, he always speaks through a computer.
Step 6 Discussion:
1.Suppose Hawking’s Theory of Black Hole was found wrong by himself, would he admit it? Give your reasons.
2.How do you understand the title “No boundaries” ?
篇3：澳大利亚（Australia） 教学案例(人教版英语高二)
一、课例描述
本节课为（人教版）高三年级第三单元综合技能训练部分的内容，本节课进一步完善了学生对说英语国家澳大利亚的理解，在整个高中英语教学中，学生已经完成了对美国、英国、新西兰等国家的学习，在此基础上对澳大利亚作介绍。教学对象为高中三年级的学生。
二、教学内容分析
学习有关澳大利亚动植物、面积、物产、气候、风俗等方面的情况。注意高考试卷上现
频繁的三个基本语言点。能灵活使用课本中所涉及的语言点，并能复述澳大利亚的基本情况。
拟达到的教学目标：
［知识与能力领域］
1、抓住知识点，正确把握文章的主旨，能够复述课文。
2、培养和提高阅读（浏览、寻读主要事实）的能力，强化用英语获取信息、处理分析问题、解决问题的能力以及用英语表达相关话题、复述课文的能力。
3、通过与话题相关的图片、课文的学习，逐渐形成跨文化交际意识和培养基本的跨文化交际能力，拓宽视野，理解各国文化。
［情感领域］
1、通过对动物的讨论，激发学生关注自然、热爱自然的良好习性。
2、通过寻读，培养学生细致、耐心的良好习惯。
3、通过讨论等形式，培养学生协作探究的合作精神。
［发展领域］
1、协作讨论话题，注意关联词的使用，训练英语书面表达的条理性。
2、通过发散式思维积累词汇，引导学有余力的学生通过网络、图书馆来拓宽学习渠道，并在学习活动中强化互助与共享的必要性。
三、学习者特征分析
高三年级学生年龄在17-19岁之间，自我控制能力较好，具有一定的自学能力。但现阶段由于高考的压力，学生情绪波动较大，易烦躁。教师应努力使课堂氛围轻松一些。前面课文已经对澳大利亚作了部分介绍，为学生理解相关的学习内容奠定了一定的基础。学习后应该对几个学英语国家有一定的宏观上的认识。
四、教学重点、难点
教学重点：1、谈论澳大利亚的动物、人口、面积、资源及气候。
2、三个知识点：many of which; 倍数的表达方式；单复同形的词species, series, means, works, deer, sheep等。
教学难点：1、归纳课文段落，在很短的时间内组织复述。区别feed on, live on, depend on 的用法。
五、教学策略（解决方法）
1、教学媒体设计：
自制多媒体课件，创设典型场景，渲染氛围，激发学生的学习情绪，把学习过程和情感活动结合起来。
2、自主学习设计：学生自读探究，归纳教材中的要点。
3、协作学习设计：以动物为题材，让学生自由讨论，提出看法，应强调学生的主动性，让他们主动学习，主动探究，主动获取知识。在学习过程中，让学生参与竞争。
4、加强教师的参与和指导：在学生自主学习时，进行指导监督；学生竞赛时，充当记分员；
对知识点和学生论点进行归纳总结。
六、教学准备
1、利用网上资源，为教学作好准备。
收集一组动物图案，一组澳大利亚风光图，两个视频文件和其他资料，根据自己的授课内容制成配套使用的PowerPoint 课件。两个视频文件分别为澳大利亚的鸭嘴兽和树袋熊，用于衔接和过度，让学生走进澳大利亚。
2、根据教学目的、要求，认真思考，精心设计足以启发学生思考的问题，创设学生积考的
种种条件，不断开启学生思维的门扉，引导他们发挥聪明才智。
七、教学过程和设计思路（解决的办法）
教学过程：
（一）新课导入：除了和人类交朋友外，我们还有很多的朋友。播放一组有趣的动物图片。让学生讨论：Do you like animals? Do you want to make friends with them? Why?（学生协作完成短小的口头作文）
（设计思路：引导学生积极思考，除导入新课外，也为本单元的写作奠定基础）
播放鸭嘴兽和树袋熊视频文件，提出问题：If you want to call on your new friends ,where should you go?引入澳大利亚风光。（设计说明：形象生动地吸引学生，迅速切题，有效地培养学生的注意力）
（二）研读课文，概括文章段落大意，整体把握课文。
1．听课文磁带。
2．提炼出各个段落的大意。
Australia
1. animals 2. area 3. natural products 4. the fence 5. climates and customs
(设计说明：整体把握，感知全文。引起学生对新课学习内容的关注，又为学习后面材料，深入领会文章做好铺垫)
（三）深入探讨
判断正误：
1. It was likely that South America was once connected to Australia.
2. In area Australia is more or less the same as the USA.
3. Australia has about one-third of the world’s sheep and produces almost one-sixth of its wool.
4. Australia built a long fence to keep dingoes from attacking their sheep.
5. If you are invited to an Australian home, you will probably have a barbecue and roast a steak of fish at home.
(设计说明：培养和提高阅读（浏览、寻读主要事实）的能力，培养学生耐心细致的学习作风)
分组竞赛活动：就课文进行提问回答，把全班同学分为两个组，能提出一个问题或回答一个问题的同学都分别记一分，得分的同学保持站立状态，游戏结束后统计得分
（设计说明：充分发挥学生的主观能动性，改变老师包办代替的状态）
（四）知识点的讲解。
1.区别：
I have many books, some of which are new.
I have many books, of which some are new.
I have many books; some of them are new.
I have many books. Some of them are new.
2．What a table! I’ ve never seen such a thing before. It is ___it is long.(05湖北卷)
A. half not as wide as B. wide not as half as
C. not half as wide as D. as wide as not half (as wide as 答案为C)复习倍数的三种表达。
3．单复同形的词species, series, means, works, deer, sheep等。
4．区别feed on, live on, depend on 的用法。
5．be connected to , separate…from, give birth to, keep out of , round up . all the year round , 介词to, on , in , off 表位置时的用法。
（五）知识的应用拓展。
1、组织学生用文中的词组造句。
2、让学生充当导游，向大家简单的介绍澳大利亚。
(设计说明：使学生在运用中熟记单词，更牢固地掌握知识，体验到成功的快感，使他们最终成为独立的学习者)
（六）教师总结并且布置本单元写作要求：描写澳大利亚动物。
八、板书设计：
九、教学过程流程图
十、教学反思：
本节教学活动中的收获：一是英语教学活动重在师生间的互动交流，和谐的师生关系是英语教学活动的基础。二是在教学中要充分考虑以学生为主题，发挥学生的探索精神，让学生的自主性得到充分的发挥；教师应该充分发挥其主导作用。
该节课由于与多媒体课件相结合，利用图片再现情景，能充分调动学生的积极性。但多媒体课件只是教学活动中的辅助工具，教师应该合理的应用它。不应该过分依赖它甚至受到它的限制。
篇4：unit4,book5Making the news 教学案例(人教版英语高二)
Unit 4 Making the news
一. 教学目标 (Teaching aims)
1. 能力目标 (Ability aim)
Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
Enable the Ss to know what is needed to become a reporter and how to conduct an interview.
2.. 语言目标 (Language aim)
重点词汇和短语
occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop
重点句子
1) Not till you are more experienced!
2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.
3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4) Only if you ask many questions will you acquire all the information you need to know.
5) We say a good reporter must have a “nose” for a story.
6) This is a trick of the trade.
7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?
8) Perhaps I too will get a scoop!
二. 教学重难点 (Teaching important points)
Know what is needed to become a reporter and how to conduct an interview
三. 教学方法 (Teaching method)
Fast reading; Task-based method & discussion
四. 教学步骤 (Teaching procedure)
Period 1
Step I Lead in.
1. Where can we get the news?
Newspaper, TV, radios, website, magazines, mobile phones, etc
2. What are the advantages of newspaper over other means of news medias?
Step 2 Warming up.
1. Can you tell some jobs in a newspaper company? What are their jobs involves?
Types of jobs What it involves
Reporter/ journalist Interview people or finds out events from onlookers
Photographer Takes photos of important people or events
Editor Makes sure the writing is clear, concise and accurate, check facts
Designer Lays out the articles and photographs
Printer Prints the newspaper
2. Do you know what’s the press of making a newspaper?
The chief editor hold a meetimg.
Journalists interview people and write stories
Photographers take photographs
Photo are quickly developed
Editors check the report.
Editors write the headline
The newspapers are printed.
The newspapers are delivered by train and truck.
Step III Pre-reading
T: Get the students discuss the importance of qualities a good news reporter needs to have. And why?
Step IV Reading
1. Listen to the tape and do the True or False questions.
1) Zhou can go out on a story immediately (F)
2) Zhou took a notebook,a pen,a camera with himself. (T)
3 While interviewing, the reporter would just ask the questions prepared before hand.(F)
4) Zhou took a course of photography at mid-school. (F)
5) Zhou is very enthusiastic. (T)
2. Read the passage and answer the following questions.
1) When can he go out on a story on his own?
2) A good reporter must have a “nose”, what does it mean?
3) What mistakes must he avoid?
4) Why is listening so important?
Step V Divide the dialogue into three parts, and write down the main idea of each section.
Part 1: To work in a team
Part 2: how to get an accurate story
Part 3: how to protect a story from accusation
Period 2. Language points:
1 occupation
(1) job / employment 工作/ 职业
Please state your name , age and occupation
(2) period of time during which a house ,country ,etc, is occupied
They have a five-year occupation of the farm .
他们对该农场有五年的占用期.
2 fill in
Don’t forget to fill in your boarding cards. (填写)
Let me fill you in on what’s been happening in the office over lunch . (向 …提供最新消息)
We have got some time to fill in before the show . Let’s go for a drink .( 消磨( 打发)时间)
Sally’s off sick . Can you fill in for her for a month. (临时替代 )
3 reporter : journalist
an on-the –spot reporter 现场记者
It ‘s reported that … 据报道
report sb告发某人
report to sb 向某人汇报
4 personality
(1) characteristics and qualities of a person seen as a whole 人格/ 个性
She has a very strong personality .
(2)u/cn distinctive , esp socially attractive ,qualities 特色
We need a person with a lot of personality to organize the party .
(3) cn famous person
A lot of personalities from the film world attended the party .
5 assignment
She was sent abroad on a difficult assignment . (task or duty that is assigned to sb)
The English assignment is a book report . (homework )
assign homework留家庭作业
be assigned to a new post 被派到新的工作岗位
6 Never will Zhou Yang forget his first …
否定词放在句首,故用倒装把谓语的一部分位于主语之前.类似词有:no / not / never / little / hardly / seldom / scarcely / neither …nor / not only …but also / no sooner …than / hardly…when/ by no means / in no time
他很少去看电影. Seldom does he go to the cinema .
在我一生中还未曾听说或见过这样的事呢 . Never in my life have I heard or seen such a thing .
7 influence
have a good / bad influence on sb / sth 对… 有好/坏的影响
have (no ) real influence over sb /sth 对..有/没有真正的约束力
use one’s influence with sb利用与某人关系的影响力
under the influence of 在…的影响下
8 go out on a story
on 加名词与come /go / set out 等动词连用可表示目的,表示去做某事
He is leaving for Shanghai on business tomorrow . 他明天要动身去上海出差.
她打算下周去北京旅行. He is go on a visit to Beijing next week .
9 Not on your own .Not till you are more experienced !
= You can’t go on your own ! You can’t go till you are more experienced !
on your own = alone / without help / excellent
I’m all on my own today .
Although her father was in the company ,she got the job on her own .
When it comes to maths , Mary is on her own .
by oneself 独立地/ 单独地
of one’s own属于某人自己的
10 experience un / cn /vt
Do he has much experience ?
He had many interesting experiences while travelling in Africa .
learn by / from / through experience
a meeting to exchange experience
a man of rich /much experience
be experienced / skilled / expert in / at
11 The first time we’ll send you with an …
the first time , “首先,第一次”带从句表示“某人第一次干某事”,the first time 可引导时间状语,类似，the moment / the second / the last time / immediately / every time / directly 注意：从句中将来的事要用一般现在时 。
The first time , we should make ourselves familiar with the surroundings .
首先,我们应当熟悉一下环境。
The first time I came here ,I couldn’t adapt myself to the climate here .
第一次来这的时候,我不适应这的气候.
I’ll tell him about the matter the moment he comes back .
他一回来我就告诉他这件事.
12 Only when you have seen what he or she does …
Only if you ask many different questions will you …
Only+状语放在句首,主句倒装,修饰名词和代词,句子不用倒装.
Only in this way can you make progress in your English .
只有这样你才能在英语学习上取得进步.
Only when he reached school did he find out that he had left his textbook at home .
直到他到学校时,他才发现把课本落在家.
Only you can find out the truth .
只有你能弄清真相.
13 cover a story by yourself .
He has been sent to cover the conference. (report )
Cover the table with a cloth . ( place sth over or in front of sth )
Our city has a beautiful park covering 1000 mu (have …as a size / take up )
Is that word covered in the dictionary ? (4 include / deal with )
We covered about 30 miles a day . (walk )
Is the money enough to cover the tuition? (afford )
14 You find your colleagues eager to assist …
be eager for /after / about sth …热切/兴奋的情绪
be eager to do sth
be anxious to do sth 焦虑的心情
be anxious about sth
15 concentrate vt---- concentration n concentrated (adj ) 集中的/浓缩的/ 紧张的/
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
The threat of going bankrupt is very unpleasant but it certainly concentrates the mind .
即将破产的威胁虽令人极烦恼,但也能逼人开动脑筋.
We should concentrate all our efforts on improving education.我们应集中精力努力改进教育工作.
concentrate on专心于…
16 …but I took a course
She took a course in philosophy . (n 课程,常与in/on 连用)
Our course was straight to the south . (n 路线/ 方向)
It was one of those ideas that change the course of history . (un 过程/进程)
The first course was soup .(一道菜 )
17 … of special interest to me
① of + 抽象名词 (interest / importance / value / use / help / benefit ) = be + adj
②of + (the same) size / weight / height / length / colour / kind /shape 等
这个会议很重要 .The meeting is of great importance. = The meeting is very important.
18 have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣
She has an ear for music .
A good reporter has a nose for news .
19 avoid : v keep oneself away from sb /sth ; stop sth happening / prevent
avoid ( doing ) sth
learn from past mistakes and avoid future ones (惩前毖后)
avoid one’s company (避免和某人往来)
Such kind of accidents should be avoided .
Though he made a mistake ,he wanted to avoid being punished .
20 Here comes my list of ….
here / there / now / thus / then 等副词放在句首时,句子全部倒装.
There goes the bell .
Now comes your turn .
Here he comes
21 Meanwhile adv = in the meanwhile / in the meantime / at the same time
22.a trick of trade = clever ways known to expert 职业的诀窍
play a trick on sb = make fun of sb / play a joke on sb
23 If the person being interviewed ….
being interviewed是现在分词的被动语态作the person 的后置定语表明先行词the person 所承受的被动动作正在进行.
24. Have you ever had a case where somebody accused your …. case : situation , 句中where= in which 引导定语从句
in case : 连词,接从句 假使/ 免得/ 以防万一,从句用一般现在时表将来
in case of : = if sth happens ,介词短语,接名词或名词短语.假使… / 万一…
in no case :决不,放在句 首时,倒装
in this / that case : 既然这/那样
in any case : 无论如何,总之
25 accuse
accuse sb of sth 指控某人某事
charge sb with sth 控告某人某事
blame / scold sb for sth 谴责/责备某人某事
26 getting the wrong end of the stick
I had meant to tell you to come here at 3 o’clock ,not at six ,you must get the wrong end of the stick . (弄错/ 误解)
27 This is how the story goes . =This is the story.
28 …deliberately…. Adv
deliberate adj 深思熟虑的/蓄意的/ 不慌不忙的
vt / vi 仔细考虑/ 商议
He is walking deliberately . 他在不慌不忙地走着.
29 so as to 为了../ 目的是
so as to do sth ---- so as not to do sth 不用于句首, 在句中作目的状语
in order to do sth ---- in order not to do sth 用于句首或句末 作目的状语
我们尽早启程以便午前赶到那里.
We started early so as to get there before noon.
We started early in order to get there before noon. = ……so that / in order that we can get there …
30 admit --- admission
admit sb / sth into / to准许…进入/加入…
admit doing sth / having done
admit sth / that clause承认…
admit of sth 容许某事物…
31 Later we were proved right .
prove vt show sth is true or certain 证明/ 证实
vi 系动词 turn out (to be) 结果是/ 原来是
prove sth to sb =prove to sb that … 向某人证明某事…
prove sb (to be )+ adj证明某人是…
prove oneself ( to be ) + adj 证明自己是…
It is proved that … 事实证明…
prove + (to be ) adj / n 结果是/原来是/被证明是…
Period 3 Reading task
Step 1 Read the passage quickly for the first time to find out the main idea of the text and find the answers to the following questions.
1. What was Zhou Yang’s first task?
2.How should he write about the story?
3.How many people read his article before it was ready to be processed into film negative? Who are they?
Step 2. Reread the passage and find out the Writing and Printing process for an article
Period 4 Grammar (倒装句)
Step1.定义：在英语中，主语和谓语的语序通常是主语在前，谓语在后。但有时谓语的全部或者一部分（通常是助动词或情态动词）却提到主语的前面，这种语序叫做“倒装”。
Step 2.Find out the sentences of inversion in the reading text:
1.Never will Zhou Yang forget his first assignment at the office of China Daily.
2. Only when you have seen what he or she does, can you cover a story by yourself.
3. Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4. Only if you ask many different questions will you acquire all the information you need to know.
Step2 语法精讲。
1.否定词置于句首，句子应进行倒装nor, neither 放句首
Tod can’t swim, neither can I.
用于never, hardly, seldom, scarcely, barely, little, often, at no time, not only, not once, many a time等词开头的句子
Never shall I go there again.
Little did he know who the woman was.
Seldom was he late for class.
用于no sooner --- than ---, hardly--- when和not until的句型中
Hardly had I reached the station when the train left.
No sooner had she gone out than the phone rang.
Not until the teacher came did he finish his homework.
2.用于only放句首，修饰副词、介词短语或状语从句的句 子
Only in this way can you master English well.
Only that time did he do his homework.
Only when he told me did I realize what trouble I was in.
Step 3 Do some exercise
Period 4. Do the exercise in the workbook
Period 5 Do the listening in Best English
篇5：Unit 8 First Aid 教学案例(人教版英语高二)
The First Period Warming up & Speaking
Teaching Aims
1．Train the students’ listening ability．
2．Help the students to improve their speaking ability by talking about first aid and medicine．
3．Learn and master some useful words and phrases：
drown，bleed，choke，prevent，electric，electrical，catch fire．be on fire
Teaching Important Points：
1. Improve the students’ listening ability．
2. Train the students’ speaking ability.
Teaching Difficult Points:
1. How to improve the students’ listening ability.
2. How to help the students finish the speaking practice.
Teaching Methods：
1．Listening-and-answering activity to help the students go through the listening material．
2．Individual, pair or group work to make every student work in class．
Teaching Aids
1．a tape recorder
2．the blackboard
Teaching Procedures：
Step 1 Warming up
T：Yesterday our class won the basketball match, unluckily, most of the players are badly injured, when your leg was hurt, what should you do?
S: We should do some first aid.
T: How do you come to school every day?
S：I come to school by bike．
T：You must be very careful, because there’re so many cars, motorbicycles，bikes and also walkers on the road every day．If you are not careful enough, you may have an accident．Have you ever seen an accident?
S：Yes．Once when I was going home．I saw a boy was knocked down by a bike．
T：RealIy? Was the boy hurt?
S：Luckily he wasn’t hurt badly．Only his left leg was hurt a little but there was nothing serious．He picked himself up and went away．
T：The boy was so lucky．But if his leg is broken, what can we do to help him?
S：I think we should call for a doctor or an ambulance．
T：Yes，I think you’re right．But before the doctor comes, what can we do to help him?
Step 2 Quiz
First Aid Quiz
1. What should you do if you find a person whose leg is bleeding? B
A. Tie a piece of cloth round the leg above the bleeding point
B. Press firmly on the bleeding point using a clean handkerchief.
2. To treat a burn, you: B
A. Rub(涂,擦) some butter on it.
B. Hold the burnt part under cold running water.
3. What should you do if you find a person who has stopped breathing? B
A. Run and find help.
B. Try to start his/ her breathing.
4. What should you do if a person has drunk poison by mistake? B
A. Make the person throw up.
B. Take the person and the poison container to hospital at once.
5. What should you do if you find a person with a knife in his/her back?A
A. Leave the knife in.
B. Pull out the knife
6. What should you do if you find a person trapped under a car? B
A. Try to pull him/her out.
B. Find enough people to lift the car safely.
7. The best way to treat a hurt ankle(踝关节) is to: A
A. Put an ice pack on your ankle.
B. Put a heating pad(电热垫) around your ankle.
Step 3 Warming up
Now，please turn to Page 57 and look at the pictures in Warming up．Have a discussion in pairs to find out
1. What would you do in these situations ?
2. What could we do to prevent these accidents ?
(Give the students a moment to prepare and then ask some pairs to report their results．)
Picture 1
Drowning
Check to see if he/she is breathing, Try to start his/her breathing, use the mouth- to-mouth method
Never swim in deep water.
A: The drowning man has just been brought out of the water. He is dying.
B: What would you do in the situation?
A: We should lay him on his back and try to start his breathing at once.
B: What could we do to prevent this accident?
A: We should learn how to swim, never swim alone and don’t swim in dangerous rivers.
Picture 2
Traffic accident
Call for a doctor or an ambulance, Never pull her out of the car
Find enough people to lift the car safely and take her to hospital at once.
Look at both side when crossing the street.
A: The woman knocked off her bike by the passing car and was badly hurt.
B: What could you do?
A: Don’t move her, and call the ambulance.
B: What could we do to prevent traffic accident?
A: Everyone should follow the traffic rules and be attentive and careful and never run in traffic.
Picture 3
Burns
Call 119 first and tell them the exact
Address on the phone.
If someone is badly burnt, we should call 120 to ask for an ambulance.
Never play with fire. Be careful with gas. Make sure that all the electric wires are safe.
A: The man’s house catches fire and is burning down. He is running out of the house.
B: What would you do in the situation?
A: We should find the nearest telephone and call 119.
B: What could we do to prevent the accident?
A: Don’t leave lamps and candles burning in your house, and be careful when you cook.
Picture 4
Bleeding
Try to stop the bleeding, Press a handkerchief onto the bleeding point and hold it there.
Hold up the part of body which is bleeding if possible.
A: The girl is hurt and is bleeding badly.
B: What would you in the situation?
A: We should help her to press firmly on the bleeding point using a clean handchief.
B: What could we do to prevent the accident?
A: Don’t play with knives or the sharp objects.
Picture 5
Cuts
Go to the hospital at once . Never pull it out of the cut.
If the cut is not serious, we can wash the area of cut, dry it and cover it with a piece of dry and clean cloth.
A: What should you do if you find the old man with a knife in his arm?
B: Leave the knife in and get him to hospital as quickly as possible. If you pull the knife out .you
may cause more damage.
Picture 6
Choking
Make him/her spit by patting her/him on the back..
To avoid this, we shouldn’t talk or laugh when eating.
A: The man is choking while he is eating.
B: What should you do in the situation?
A: If you are well trained in first aid, you can try to get out the thing in the mouth and clear the airway.
B: What could we do to prevent the accident?
A: Don’t eat too fast and don’t chew your food. Don’t talk while having food in the mouth.
(Words and expressions to be used: drowning bleeding choking situation prevent poison container catch fire electrical equipment first aid )
Step 4 Speaking
T: Just now we've discussed what we should do when some accidents happen. But you know certain things at home can be dangerous. So we must know what we should do and shouldn't do. Here are some dos and don'ts. Work in pairs to tell each other what you should do and shouldn't do.
Task 1 . Discussion:
What should you do if you find ……
1) a person fall off the second floor ?
2) a person who has stopped breathing ?
3) a person whose leg is bleeding ?
What things at home can be dangerous ?
electrical equipment knives Electric fires hot water Poisons windows ladders
Task 2. Discussion:
How to prevent us from being injured at home ?
Electricity:
Make sure that electric wires are safe and that children can’t touch them.
Cooking
If a pan of oil catches fire, turn off the gas and cover the pan quickly.
Things in mouth:
Don’t leave small things on the floor or table which a baby can put in its mouth.
Poisons :
Don’t pour poisons into other containers, for example, empty bottles . keep them on a high shelf out of the reach of children.
What must you do if you are badly burnt?
Cool the area of skin at once . wash the area of skin under the cold tap of several minutes. Put a piece of dry clean cloth over the area of the burn.
How do you deal with a simple cut ?
Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.
What should you do when a person is bitten by an animal ?
Wash the wound under cold running water, then see a doctor as soon as possible.
More advice
Gas fires : If you are using one of these, check that a window is open.
Water: Make sure that young children can not get close to pools, lakes and rivers by themselves
Ladders : Don’t use them on a wet floor. Get someone to hold the ladder for you. Don’t reach sideways while standing on a ladder. Get down first and move the ladder.
Additional advice
1. put away knives, forks, containers with hot water beyond the reach of children.
2. tell children not to play with matches, lighters. In short, tell them not to play with fire.
Don’t forget to phone 120 and 110 whenever necessary !
Task 3 work in pairs.
Use the lists of dos and don’ts below to tell each other what you should and should not do.
Safety around the house
Dos
A . make sure that electric wires are safe and that children can’t reach them.
B. if a pan of oil catches fire, turn off the gas and cover the pan quickly.
C . make sure that everyone in your family knows how to call 110 and 120.
D. learn more about first aid.
Don’ts
A. Don’t put poisons into other containers, for example empty bottles.
B. Never leave small things a baby can put in its mouth on the floor or table.
C. Don’t play with electrical equipment.
D. Never use ladders on wet floor.
Useful expressions
You should always…. You must……Make sure that ……. You ought to/should…..
You have to ……You should not ………. You should never……..
You must never….. Never……….. Please don’t…………….
Step5 Summary
T: Today, we've talked about what we should do in case of accidents. And also we have learnt what we shouldn't do at home. This is quite useful to us. After class, you should try to remember them. If you want to know more about first aid, you can preview the reading passage. That’s all
Homework
Feedback: 教学反思
篇6：“探究学习”课堂教学案例 (人教版高二英语下册教学论文)
“探究学习”课堂教学案例
NSEFC 选修 6 Unit 1 Art
Reading: A short history of western painting
一、教学课型：阅读课
二、教材分析
1. 教学内容（见教材P1-3）
2. 教材处理
本单元涉及的中心话题是西方绘画艺术的历史，中西方各种艺术形式与风格，各时期的著名画家以及他们的作品，目的在于让学生了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。
阅读部分主要介绍西方绘画史。文章开头阐述导致艺术发展的因素：生活方式和人们的信仰。随后，文章介绍了主要的西洋绘画艺术流派。中世纪的绘画主题主要与宗教有关；文艺复兴时期，人们的思想和价值观发生了根本性的变化，绘画主题从宗教转向人与自然，绘画手法更为现实；19世纪晚期，欧洲的工业化导致了巨大的社会变革，也使绘画风格发生了变化，巴黎出现了印象派画家，他们走出家门，捕捉瞬间作用于物体的光和影，印象派绘画一段时间引起了争议，但如今被公认为现代艺术的开端；现代艺术中，无论是抽象画还是现实画，都得益于印象派艺术的启发。
因此，文章阅读的重点应在于让学生了解西方绘画艺术四个时期及其特征。
3. 教学目标
1） 知识目标：让学生了解西方绘画艺术四个时期及其特征；
2） 能力目标：通过阅读，形成快速获取信息和处理信息的能力；
3） 情感态度目标：培养学生对艺术的兴趣。
三、教学设计
1. 总体思路
采取设置任务和小组讨论的形式组织教学，引导学生完成学习任务。
2. 教学过程
Step 1. Leading in
T: In this unit, we’ll talk about art. First, I’d like to see how much you know about some painters and their paintings. (Show students some famous painters and paintings)
(Students answer freely)
T: Which style of paintings do you like better, Chinese or western-style paintings?
(Some choose Chinese and some choose western paintings)
T: Mr. Bai like western-style better. Here is your task.
Task: Mr. Bai is an art lover and he is moving into a new house. He wants to buy three paintings, one for the sitting room, one for the bedroom and one for the study. His house is decorated in a modern way. Discuss in groups and help him decide to buy three paintings among the paintings given.
T: Do you know how to choose a painting for a house?
Ss: No.
T: Don’t worry. Today we’re going to learn a passage about western painting. After reading, you will know how to choose paintings for him.
【设计说明】
通过引入和任务的设置，激发学生对课文内容的兴趣。
Step 2. Reading
T: Now, please turn to page 1 and read the title together.
Ss: A short history of western painting
T: From the title, can you predict the main topic of the passage?
S1: the history of western painting
T: How is the passage organized?
S2: The passage is organized in time order.
T: Yes. Look at the subheadings and see what are the time of each period.
Ss: 5th to 15th century AD
15th to 16th century
Late 19th to early 20th century
20th century to today
T: Do you notice each time represent one period or an artistic style? What are they?
Ss: The Middle Ages, The Renaissance, Impressionism and Modern Art.
T: If we learn about an artistic style, what would you like to know?
S3: Characteristics, famous painters and their paintings.
T: Ok, Let’s read the Middle Ages together and learn more about it.
Read aloud with the students and fill in the chart.
Period Middle Ages Renaissance Impressionism Modern Art
Time 5th to 15th century AD
Characteristics of paintings Represented religious themes
Full of religious symbols
Famous painter Giotto di Bondone Monet Picasso
Famous painting A Judas Kiss Not mentioned Impression of Sunrise Dream
Task: read the other three artistic styles and discuss in group and finish the chart
Then ask three or more small groups to report
【设计说明】
学生通过阅读讨论的方式掌握四个画派画作的特征并了解其代表画家和画作
T: I think you are quite familiar with each artistic styles and their characteristics.
Task: Now you are visiting an art gallery. Here are some paintings in it. Discuss in groups and tell which period each belongs to, sort them out and give the reasons. (show students some paintings)
(Group1 for Middle Ages and Renaissance, Group2 for Impressionism, Group3 for Modern Art)
Ask three small groups to report
【设计说明】
学生利用所学知识运用到实际生活中，提高学生的艺术鉴赏能力
T: You’ve done a good job. After reading the passage, do you think the styles of western paintings changed a lot?
Ss: Yes.
T: Do you know why? Let’s look at paragraph 1 and read the first sentence together.
Ss: Art is influenced by the customs and faith of a people.
Task: Why did the painting styles change in each period? Discuss in groups and find out
in the passage.
Middle Ages: people had strong faith in God
Renaissance: painters returned to classical Roman and Greek ideas about art
Impressionism: Europe changed from a mostly agricultural society to a mostly industrial one
Modern Art: painters were encouraged to look at their environment in new ways
【设计说明】
在理解画派特征的基础上，深入理解影响艺术发展的原因。
Step 3. Speaking Task
T: So art is influenced by the customs and faith of people. On the contrary, our life is also influenced by art. Many people like to decorate their house with paintings. But before decorating, they should have some knowledge of paintings such as the painting’s artistic style, characteristics. Now, are you confident to help Mr. Bai solve his problem?
Ss: Yes.
T: Now discuss in groups and help Mr. Bai choose three paintings. You should state your reasons.
【设计说明】
学生利用所学知识运用到实际生活中，检查巩固了所学知识，也锻炼了口头表达能力
Step4. Summary
Step5. Homework
1. Read the words and expressions of this unit again
2. Read the passage again
3. Finish Exercises on P3 and Reading Task and Summing up in EW
板书设计
A short history of western painting
Middle Ages religious themes
The Renaissance realistic
perspective
Impressionism not detailed
Modern Art abstract
realistic
四、教学反思
本节课采用任务设置和小组讨论合作的形式组织教学，整节课围绕着解决“帮白先生新居选择画”这一大任务进行，让学生带着任务阅读，用所学绘画知识运用到解决任务中来，充分体现了新课标要求的“提高学生探究的能力和小组合作的能力”，课堂气氛活跃，效果明显。教师要注意的是小组讨论过程中，应让成绩好的同学带动成绩差的同学一起动脑、动口完成任务，让绝大部分都能够参与到课堂学习中来。
责任编辑：李芳芳
篇7：高二15单元Destinations教案(人教版高二英语下册教学案例)
Destinations
Tasks which should be achieved in this unit:
a. Talk about travel and cities;
b. practise making complaints and apoligies;
c. Review Nonefinite Verbs: -ing, -ed, to do;
d. Write a description essay.
Teaching procedure:
Period 1.
Contents: Warming up & reading comprehension
Task: Get to know something about travel and some world-famous tourism resorts.
Step 1.Warming up
Aim: Make students familiar with the topic.
Discussing the questions:
Which countries or which cities have you traveled to?
Step 2. Pre-reading
1. Show some photos of Rio De Janeiro in Brazil and Kitzbuhel in Austria.
2. group work:
Describe some of the pictures shown on the screen.
3. Activities:
Ask some of the students to give a description of the picture they like.
Step 3. While-reading
1. Scanning: Ss read quickly and answer the following question:
What gained the world fame in Rio De Janeiro in Brazil?
What’s Kitzbuhel in Austria famous for?
(Brazilian Carnival; Ski resort)
2. Intensive reading to know some details.
Step 4. After-reading
Finish the post-reading Ex on P36.
Step 5. Assignment
1. surf the internet and get more information about Rio De Janeiro and Kitzbuhel using search engines like yahoo or baidu. ( or just input the key words into the address column of IE)
2. additional passages:
(a bit of news from Rio---- which can remind the Ss that Rio is a city which has the highest murder rates in the world.)
1)A 20-year-old handyman confessed to the bludgeoning death of a Shell Oil executive and his wife in the bedroom of their high-security, luxury condominium last year, saying he was upset about an alleged racial insult.
But the confession by Jociel Conceicao dos Santos at a police news conference Thursday added confusion to a case that had sparked intense media coverage in Brazil for months, with police speculating on suspects ranging from the couple's children to a contract killing ordered from overseas.
Police are suspicious about the motive dos Santos provided and planned to investigate further, said Rio state security chief Anthony Garotinho.
“The crime is partially cleared up,” Garotinho told reporters at the news conference with dos Santos at his side. “We have the killer. He confessed. We found the weapon, but the motive is not totally clear.”
The victims' relatives in the U.S. state of Utah said the motive made no sense because the executive, Todd Staheli, was not racist and spoke little or no Portuguese.
At the news conference, a surprisingly relaxed dos Santos admitted using a rusty crowbar that sat on the table before him to beat Staheli and his wife, Michelle, in their bed of their condominium on Nov. 30.
“It was me, yes sir, I did it with this weapon. A crowbar,” dos Santos said after Garotinho asked him if he was responsible.
The news conference, with the suspect present and freely answering questions, was odd even by Brazilian standards of justice.
Dos Santos, who is black and who worked for a neighbor of the Stahelis, told reporters he was called one of the worst racial slurs for Brazilian blacks in fluent Portuguese by Todd Staheli.
But Todd Staheli's father, Zera, told The Associated Press in a telephone interview from Utah that his son “was not a racially prejudiced man in any way, and as far as I know he did not speak any Portuguese.”
2)The lights are blazing from the world’s largest floating Christmas tree -- a gigantic metal structure as tall as a 27-storey tower block set on a lagoon in Rio de Janeiro.
With the mountain-top Christ the Redeemer statue looking down on it, the 82-meter tree stands as a brightly flashing symbol of peace in one of the world’s most violent cities.
“We’re competing with all the violent news from Rio to show the world what a marvelous city it is,” Roberto Medina, the project’s creator, told reporters during a boat tour on the Rodrigo Freitas lagoon on Tuesday night.
The tree features moving images of church bells and doves flickering from nearly 3 million lights.
The Christmas tree, first erected in , constitutes Rio de Janeiro’s third biggest tourist event after the pre-lenten Carnival and New Year’s Eve on Copacabana and other beaches.
Some 100,000 people came to watch on Saturday night when the lights were switched on and more than a million are expected to view the structure before the lights are turned off on Jan. 6.
“It’s beautiful. Rio isn’t just shootings and killings,” said Sandra Gomes de Faria, a 51-year-old retired telephone operator.
Around 1,300 workers were hired to assemble the tree, constructed from 410 tons of metal scaffolding supported by 11 barges.
Bradesco Seguros e Previdencia, Brazil’s largest insurance company, spent 2 million reais on the project.
The Guinness Book of Records lists it as the world’s largest floating Christmas tree.
In comparison, the Christmas tree in New York’s Rockefeller Center is 71 feet tall and has 30,000 lights, although it is a real Norwegian spruce.
Rio, which has one of the world’s highest murder rates, was rocked by violence last week as rival drug gangs fought for control of drug distribution points in city slums.
Period 2.
Contents: difficulties in the passage.
Task: Learn some language points:
Step 1. Warming up
Ask some Ss to present their homework.
Step 2. Learning about the language:
Play the tape for students to follow.
Teacher explain some language points in the text on page 35-36.
The following may be of a little help .
1. Should you feel the urge to pack your bags and explore what the world has to offer you may want to consider one of the destinations below.
Should you feel…. = if you should feel…, should 用于多种人称，表示未来的情况，可译为“万一”等。
Should I be free tomorrow, I will come.
Feel the/an urge to do sth. “感到有。。。 的冲动或欲望”
He just felt a sudden urge to travel last year.
I felt an urge to hit him.
2. Even though the altitude of the city and its surroundings alps is not enough to guarantee snow, the good weather and breath-taking scenery make kitzbuhel a world-class ski resort.
Guarantee 用作及物动词，意为“保证，确保”，后接名词，不定式和从句做宾语。
They all guarantee his good behaviour.
We guarantee to be here tomorrow.
I can guarantee that you will be satisfied with the result.
3. There is no need to worry if you have ever skied before.
There is no need to do ….
There is no need to cry about it.
Step 3. Practice
Ss finish Ex on page 37 by themselves and then check the answers.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Ex1 –3 on page 111--112 on WB
3. read the whole passage aloud.
Period 3.
Contents: Grammar; talking and speaking
Task: Learn to use Nonefinite Verbs.
Step 1. Revision
Check the answers of Ex 1 -- 3 on page 111-112.
Step 2. questions and answers:
1. Do Ex 1 on p38 orally, translating the answers into Chinese if necessary.
2. Ex 2&3 on the same page is good for improving fluency in using different Verb forms.
Step 3. Talking
3. Ss four in one group and have a discussion about the topics on page 34, encouraging every student to speak.
Useful expression in expressing complaints and apologies:
I’m sorry to say….
I hate to have to say this, but….
I will look into it immediately.
What seems to be the problem?
Step 4. Speaking
Guide the Ss to talk according to the direction on p 110
Step5. Assignment
Writing on page 115.
Period 4.
Contents: Integrating skills:
Task: To improve reading skills and get familiar with Travel.
Step 1. Warming up
Ask Ss to scan the passage on P38-39 and raise some questions:
Explain some difficulties if necessary:
Step 2. Reading
1. Ss read the passage :
2. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 40.
You can give Ss some strategies for writing a short essay, or give them an outline if necessary.
Step 4. Assignment:
Read the passage on P113.
Period 5.
(Listening)
Task: Improve listening skills and got familiar with the topic.
Step 1. Listening
1. Ss finish the listening task on page 33.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-2 on p 109 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Step 4. listen and reading:
First listen and then read the passage on p113.
Period 6.
Revision:
Go over the important points in this unit once again, and give Ss some additional reading materials if possible.
Period 7.
Teachers can use this period freely.
Suggestion : Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 115. It is very important to improve their learning and let them have a sense of achieving gradually.
篇8：The World’s Most Useful Gift Catalogue 教学案例(人教版英语高二)
The World’s Most Useful Gift Catalogue
丁 莲
[Teaching Aims]：
Have students understand all the new words, phrases the meaning of this whole passage.
[Difficult Points]
Understand the new words, phrase and the Reading’s meaning.
[Teaching Methods]
1. Help students know the new words, phrases and sentences, and let them read and translate the passage
2. Put up with some questions to let them discuss and find the answers.
[Teaching Aids]
Multimedia
[Teaching Procedures]
Step 1: Greetings
Step 2: Lead in
Watch two plays
Step 3: New words
Donate 捐赠
Catalogue 清单、表格
Anniversary周年纪念→anniversaries(复数)
Sewing machine 缝纫机
Ox→oxen(复数) 公牛
Trunk library 箱式图书馆
Seed 种子
Step 4: Pre-reading
a. Do you ever give gifts to the people you even don't know but they do really need your help?
b. Suppose tomorrow is the birthday of a child in poor area, what gift would you send to him?
Step 5: Fast-reading
a. What’s the name of this website? (The world’s most useful gift catalogue)
b. If a person wants to buy school books and two goats for poor family, how much does he need to pay? (20+40*2=$100)
Step 6: Careful reading (translation)
a. Would you like to donate an unusual gift? Then this is the catalogue for you. The gift you give is not something your loved one keeps but a voluntary contribution towards the lives of people who really need it.
b. Choose from this catalogue a really useful gift for some of the world's poorest and bring hope for a better future to a community in need.
c. When you purchase an item, we will send you an attractive card for you to send to your special person. You can use the cards for any special occasion--wedding, births, birthday, Christmas or anniversaries, etc.
d. To let you know that I am thinking of you, I have purchased a gift from the World's Most Useful Catalogue for you to give to some of the world's poorest.
This gift will train a whole village of around 40 families in India, Kenya, or Bangladesh in new agricultural methods, and provide seeds and simple agricultural equipment. Just 20% more produce will mean the difference between sickness and health, between families going hungry and families providing for themselves.
你是否想要赠送一份特殊的礼物？那么下面这份清单供你参考.你送的礼物不是给你所爱的人留念的，而是给那些确有需要的人的一项生活上的无偿捐助。
你选购礼物时，我们都会给你提供一张精美的卡片，让你送给你的某个特殊的人。这种卡片可以用在任何一种特殊的场合--结婚、出生、生日、圣诞节、周年纪念等。
从这份清单中悬着一份确实有用的礼物，送给世界上最穷苦的人吧！给急需帮助的社区带去改善的希望吧！
为了让你们知道我在想着你们，特从“世界上最有用的礼品清单”中选购一份礼物，请你转送给世界上最穷苦的人。
这份礼物送给印度、肯尼亚或孟加拉国约40户人口的村庄，对他们进行新的农业生产方法的培训，并提供种子和简单的农业机械。仅仅提高20%的产量，就意味着会对人的患病与健康、家庭饥饿与自足产生影响。
Step 7: Conclusion
The structure of this whole passage
A brief introduction (introduce the meaning of the World’s Most Useful Gift Catalogue website)
↓
A gift catalogue (21 gifts to be chosen)
→ An attractivecard (a card to express your wishes)
Step 8: Exercise
Choose the correct gift (A to U) from the Internet page next to each description
i. This gift allows a woman who is a trained tailor to make some income, giving her and her family a better future. →N- a sewing machine
ii. This gift gives a person the opportunity to acquire basic reading and writing, and life skills. Adults develop the confidence to participate in the social, economic and political lives of their communities. →G- basic adult education
iii. This gift buys a goat. A goat gives milk and is a valuable income. Goats increase in number quickly and add much to a family’s food and financial security. They are easy and fun for children to care for. → J- A goat for a poor family
iv. This gift covers the cost of exercise books and textbooks for community primary schools that operate in poor or remote villages. → F- School books
Step 9: Discussion
If you want to choose a gift from the World’s Most Useful Gift Catalogue, what gift will you choose? Why?
Step 10: Homework
Write a composition about your donating to poor people. (What do you donate? How they feel?) 100 words
篇9：高二14单元Freedom Fighters教案(人教版高二英语下册教学案例)
Freedom Fighters
Tasks which should be achieved in this unit:
a. Talk about civil rights and freedom fighters;
b. practise talking about causes and effects;
c. Review the Passive Voice;
d. Practise argumentative writing.
Teaching procedure:
Period 1.
Contents: Warming up & reading comprehension
Task: Get to know something about the two freedom fighters
Step 1.Warming up
Aim: Make students familiar with some words and expressions on the topic.
Discussing the questions:
How much do you know about Martin Luther King and Nelson Mandela?
Step 2. Pre-reading
1. Show some photos of Martin Luther King and Nelson Mandela.
2. group work:
Read the notes and write two short passages about the two freedom fighters?
3. Activities:
Ask some of the students to read their passages aloud.
Step 3. While-reading
1. Scanning: Ss read quickly and answer the following question:
What’s King’s work in all his life?
(Fighting for the civil rights and against the racial discrimination.)
2. Intensive reading to know some details.
True or False:
1)Martin Luther King, jr. was born in 1865.
2)Black people refused to take buses for more than 18 months.
3)Black girls could not marry white boys.
4)Martin Luther King died of cancer in Washington.
Step 4. After-reading
Finish the post-reading Ex on P29.
Step 5. Assignment
1. surf the internet and get more information about Martin Luther King using search engines like yahoo or baidu. ( or just input the key words into the address column of IE)
2. Discussion: Why do you think that Martin Luther King was a great man?
Period 2.
Contents: difficulties in the passage.
Task: Learn some language points:
Step 1. Warming up
Ask some Ss to present their homework.
Step 2. Learning about the language:
Play the tape for students to follow.
Teacher explain some language points in the text on page 28.
The following may be of a little help .
1. At that time in the southern states, blacks were not treated as equal citizen.
Treat
She treated the children to some ice creams.
I treated his remark as a joke.
2. By doing this he set an example to the rest of the world.
Set an example to..
Follow / copy the example of
For example. Take …. For example
Eg: He worked hard and set a good example to his classmates.
Take my sister for example, she is a good singer.
3. There was a time when women had no rights to vote, could not got to universities or choose their jobs.
There was a time when we had to get here at 7:00.
There was a time when people lived a simple life in this city.
Step 3. Practice
Ss finish Ex on page 29 by themselves and then check the answers.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Ex1 –5 on page 104--105 on WB
3. read the whole passage aloud.
Period 3.
Contents: Grammar; talking and speaking
Task: Learn to use Passive Voice.
Step 1. Revision
Check the answers of Ex 1 -- 5 on page 104-105.
Step 2. questions and answers:
1. Do Ex 1 on p30 orally, translating the answers into Chinese if necessary.
2. Ex 2 on the same page is good for improving fluency in using the Passive Voice.
Step 3. Talking
1. Ss four in one group and have a discussion about the topics on page 26.
What happened first was that…..
You could expect… because….
That led to ….
One of the reasons why …. Is……
2. Ss make notes during the discussion, and try to report the topic to the whole class.
Step 4. Speaking
Guide the Ss to talk according to the direction on p 103
Step5. Assignment
Writing on page 107.
Period 4.
Contents: Integrating skills:
Task: To improve reading skills
Step 1. Warming up
Ask Ss to scan the passage on P30-31 and raise some questions:
Explain some difficulties if necessary:
Step 2. Reading
1. Ss read the passage :
2. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 31.
You can give Ss some strategies for writing a short essay, or give them an outline if necessary.
Step 4. Assignment:
Read the passage on P106
The First Republic of Free Black People.
Period 5.
(Listening)
Task: Improve listening skills and got familiar with the topic.
Step 1. Listening
1. Ss finish the listening task on page 25.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-3 on p 102 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Step 4. listen and reading:
First listen and then read the passage on p106.
Period 6.
Revision:
Go over the important points in this unit once again, and give Ss some additional reading materials if possible.
Period 7.
Teachers can use this period freely.
Suggestion : Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 108. It is very important to improve their learning and let them have a sense of achieving gradually.
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