高中英语教学案例译林版牛津高中英语模块九unit4 behind

高中英语教学案例译林版牛津高中英语模块九UNIT4BEHINDBELIEFS一、教学课型阅读课二、教材分析本节课是译林版高中英语模块九UNIT4BEHINDBELIEFS的第一课时。课型是阅读课，内容是一名学生在网页上找到一篇关于圣经中的英语文章。通过这节课的学习，给学生提供一个了解英语中习语的机会，从而使学生更好的了解不同的信念，宗教以及中西方的文化差异。三、学情分析该年级段的学生有一定的英语基础，对根据具体语境猜测习语意思有浓厚的兴趣，因此教师要给学生表现的机会，指导他们积极主动地阅读。四、教学目标1、知识目标（1）、重点词汇INOTHERWORDS,AMONGOTHERTHINGS,BYANDBY,HAVEAVAGUEORLOOSECONNECTIONTO/WITH,KILLTHEFATTEDCALF,DEVELOPAHIGHLEVELOFCOMPETENCEINCOMMUNICATIONSKILLS2、重点句子ITCOMESFROMASTORYINTHEBIBLE,WHEREASONRETURNEDTOHISFAMILYAFTERAMONGOTHERTHINGS,ANDUNLESSYOURECOGNIZEWHENANIDIOMISBEINGUSED，YOUCANEASILYMISUNDERSTAND2、能力目标培养学生的阅读能力和知识运用能力。3、情感目标通过本文的学习，帮助学生更好地提高阅读理解能力，了解这些习语能培养学生更高水平的交流技巧。五、教学重难点1、培养学生的阅读能力，如略读、精读等能力。2、提升学生综合运用语言的能力，如交际能力等。六、教学过程STEP1LEADINASKTHESTUDENTSTOREADTHEFOLLOWINGSENTENCEANDGUESSWHATTHEIDIOMMEANSITOOKMYMOTHERSCARWITHOUTASKINGFORPERMISSIONSHEISANGRYATMEIMINHOTWATERNOWINTROUBLE【设计说明】以有据可依的语境导入，活跃了课堂气氛又恰当的引入了本节课的主题“BIBLICALIDIOMSINENGLISH”STEP2FASTREADINGREADTHEARTICLEQUICKLYANDANSWERTHEFOLLOWINGQUESTIONS1、WHATISANIDIOM2、WHICHLANGUAGEWASTHEBIBLEFIRSTWRITTENIN3、WHICHIDIOMISOFTENUSEDTODESCRIBECHILDREN【设计说明】简要的问题使学生对文章内容有大概的了解，为下一步的CAREFULREADING奠定基础。STEP3CAREFULREADINGPART1ANSWERQUESTIONS1WHYDOESTHEBIBLEHAVEALOTOFIDIOMS2WHATDIDBYANDBYORIGINALLYMEANINTHEBIBLE3WHATDOESBYANDBYMEANTODAY4HOWMANYYEARSAGOWASTHEBIBLETRANSLATEDINTOENGLISH5WHATDOES“FEETOFCLAY”MEAN6WHICHANIMALSAREFEATUREDINTHEIDIOMSINTHEARTICLE7WHICHFOODSAREINCLUDEDINTHEIDIOMSINTHEARTICLE8HOWISSTUDYINGIDIOMSUSEFULINLANGUAGELEARNING【设计说明】这是对文章的细节理解，同时也使学生学习了这部分的知识点。PART2CHOOSETHEBESTIDIOMFROMTHETEXTTOFILLINTHEBLANKS1SARAHSGRANDMOTHERADORESHERSARAHIS_2WILSONWASDISAPPOINTEDWHENHELEARNTTHATTHECOACHHAD_3SHEKNEWITMIGHTTAKEALONGTIMEFORHERTEAMMATESTOCHANGETHEIRMINDS,BUTSHEBELIEVEDTHATTHENEWPLANWOULDWORK_4THEPEOPLEINMYVILLAGEAREVERYHONESTANDHARDWORKINGTHEYARE_5WHENMYBROTHERCAMEBACKHOMEFROMHISTRIPTOEUROPE,WE_FORHIM6SHEWOULDNOTSAYWHOTOLDHERABOUTTHESURPRISEPARTYSHEJUSTSAID_【设计说明】换一种语境让学生更好体会文中出现的习语的用法。STEP3CAREFULREADINGREADASHORTPASSAGEABOUTIDIOMSFROMTHEBIBLEANDFULLINTHEBLANKSWITHTHEWORDSBLOWHIDDENUNDERLINEWEAKNESSESTRANSLATEDIDIOMSGROUPGREEKSOONCONCEPTBIRDANIDIOMISA_OFWORDSTHATHASASPECIALMEANINGWHICHISNOTUSUALLYAPPARENTIFYOUALREADYHAVEAGOODUNDERSTANDINGOFENGLISHANDWANTTOPOLISHUPANDSHARPENYOURLANGUAGESKILLS,STUDYING_CANBEAGOODWAYTODOSOMANYOFTHEIDIOMSUSEDINENGLISHAREFROMTHEBIBLEWAS_FROMHEBREWINTO_ANDLATERINTOENGLISHTAKEBYANDBYASANEXAMPLEITORIGINALLYMEANTIMMEDIATELY,BUTNOWITMEANS_IDIOMSCANBEUSEDTO_THEMORALOFASTORYONEIDIOMABOUTFEETOFCLAYSTRESSESTHE_THATTHINGSORPEOPLETHATSEEMPERFECT,LIKEAPERSONWEADMIREORRESPECT,CANHAVEHIDDEN_ANOTHERIDIOM,ALITTLE_TOLDME,ISUSEDTOSAYTHATYOUKNOWSOMETHINGBUTYOUDONOTWANTTOTELLOTHERSHOWYOUKNOWITSOMEBIBLEIDIOMSUSETHINGSRELATEDTOFOODSUCHASSALTORAPPLESTOMAKEAPOINTMORECLEARFROMNOWON,WHENEVERIREADANIDIOM,IWILLREMEMBERTHATTHERECOULDBEA_MEANINGINIT【设计说明】这个环节可以从另一个侧面检验学生对文章线索的掌握。既是对文章内容的延伸，又是对文章的综合概括，并可以借此提高学生的词汇运用能力。STEP4APPRECIATIONENJOYSOMEIDIOMS1ALITTLELEARNINGISADANGEROUSTHING2LIFEISMADEUPOFLITTLETHINGS3AHIGHBUILDING,ALOWFOUNDATION4MANYALITTLEMAKESAMIRACLE5MANYHANDSMAKELIGHTWORK6ACTIONSSPEAKLOUDERTHANWORDS7BETTERTOARRIVELATEINTHISWORLDTHANEARLYINTHENEXT8WHENINROME,DOASTHEROMANSDOSTEP5HOMEWORK1SHORTENTHEPASSAGEUSINGYOUROWNWORDS2TRYTOCOLLECTSOMEIDIOMS3FINDUSEFULANDDIFFICULTLANGUAGEPOINTSFROMTHEPASSAGE【设计说明】缩写文章既让学生把握了文章信息，又培养了其写作能力，一举两得。至于第二个作业，既能激起他们的兴趣又可以让积累一些优美的习语。而第三个则可为第一课时的语言学习打好基础。教学案例反思1本节课的讲授遵循了高中英语新课标的要求，教师只是作为教学的组织者，学生学习的指导者，而把重点放在学生的主动学习上，一切以学生为主体，充分调动学习的积极性。2本节课在听、说、读、写四个方面都对学生进行了训练，重点对学生进行了阅读方法指导，如注意过渡词、线索引导等，取得了一定效果。3课堂导入比较轻松，从生动习语引入到课文内容，与课文的衔接比较自然、合理，做好了每一步的铺垫，较好地激发了学生的兴趣。本人认为，若想把课堂气氛调节得