高中英语教学综合能力训练课案例分析

        一、教学课型：综合能力训练课
        综合能力训练课是通过让学生阅读课文、解决问题、训练听力、培养口语能力等方法来培养学生的听、说、读、写技能的课型。
       
　　论文检测天使-免费论文相似性查重http://www.jiancetianshi.com
二、教材分析
        1.教学目标
        本单元的中心话题是“保护野生动物”（wildlife protection)。课文内容涉及到濒临灭绝的野生动物的物种和生存现状，以及从导致动物灭绝的状况中吸取哪些教训，从而提高我们保护野生动物意识。本课是这一单元的“语言应用”部分，旨在让学生运用本单元所学语言知识和信息知识进行读、听、说、写的语言技能整合。
        2.教学任务
        1）阅读文章 Animal Extinction，掌握相关的单词和表达法。
        2）分析文章难点，解决学生问题。
        3）运用交际教学法进行合作讨论，培养学生的口语表达能力和激发学生的写作兴趣。
        3.教学重难点
        1）指导学生进行阅读、听音，获取讨论素材。
        2）阐明写作主题，培养学生的听、说、读、写技能。
        三、学生学习情况分析
        该班的学生整体素质较好，英语基础较扎实，口语较好，表现力强。英语学习的积极性较高，有学习主动性，对新知识的接受能力较强。
        四、教学设计
        （一）总体思路
        本节课是多媒体辅助下的课堂听、说、读、写综合技能教学课。教师首先让学生复习上节阅读课的主要内容，接着让学生阅读课文，解决问题，从中阐明说话主题和写作主题，从而培养学生的阅读能力、说话能力以及写作能力。通过由浅入深的引导和学生的合作学习，实现学生从语言输入和内化到语言输出及创新的目标，提高学生运用语言的能力。
       
　　论文检测天使-互联网抄袭检测软件http://www.jiancetianshi.com
（二）教学过程
        Step 1. Lead-in
        1. Revise the contents in Reading by filling into the blankets.
        One day, Daisy _______a strange dream. She flew in a wonderful _____to _____with an _________in Tibet. The antelope told her they were hunted because of their _____which can be used to make ________like hers. In three years they may all be ______. Later, she ______to Zimbabwe where she talked with an _______and got to know the farmers there no longer ______them. That’s because the ____________decided to help and the farmers finally made a lot of ______.At last she _______at the thick rain ______where a monkey told her," No rain forest, no _______and no _____.” Although finally everything was _____, she had _______so much!
        2. Presentation
        1). Present some pictures of dinosaurs and dodos to the students to stimulate the students’ interests of the extinct animals.
        2). Information about dinosaurs: Dinosaur is an animal that we can not be seen on the earth now. What we can see in the museum are the fossils of many kinds of dinosaurs. They were found by the people at home and abroad. Some dinosaurs have long necks and tails, while others look like birds.
        3. Watch a short movie to make the students think a question: Why did the dinosaurs disappear?
        〔设计说明〕：该步骤采用复习法来导入新课，让学生对已经灭绝的动物恐龙和渡渡鸟有所了解，同时通过教学短片来介绍恐龙的情况，以激发学生阅读兴趣和求知欲望，为让学生进行课文阅读做好准备。
        Step 2. Reading
        1. Students skim the passage and do the following True or False exercises.
        1). There are many different species of dinosaur and all of them have been found in China.（F）
        2). Not long ago, a rare new species of bird-like dinosaur was discovered in Henan Province. (F)
        3). Some scientists are sure dinosaurs died out because the earth got too hot for the dinosaurs to live on any more. (F)
        4). Dinosaurs died out quickly about 65 million years ago and many animals have died out in the same way. (T)
        2. Students scan the passage and find out the answers to some questions which can make the students comprehend the contents clearly.
        1). When did dinosaurs live? 
        Tens of millions of years ago. 
        2). When did dinosaurs die out? 
        About 65 million years ago.
        3). How did dinosaurs die out? 
        A large rock hit the earth and put too much dust into the air. The earth got too hot to live on.
        3. Students discover problems while the teacher is playing the tape for the students to listen to. 
        〔设计说明〕该部分设计的总体目标是指导学生先通过泛读以获取有效信息，再通过精读以了解文章大义，还通过回答问题掌握文章内容。目的是培养学生独立分析、独立思考和独立判断的逻辑推理能力。
        Step 3. Language points
        1. Deal with any problems that the students raise in comprehending the two passages.
        〔设计说明〕通过学生提出问题，教师解决问题这种师生互动解决不同层次学生的学习问题，从而达到整体教学的有效性。
        2. Language points:
        （1）They lived on the earth tens of millions of years ago, long before humans came into being and their future seemed secure at that time.
        千百万年前, 恐龙就在地球上生活,比人类的出现要早得多,当时它们的前景好像也很安全。
        1) on the earth 在地球上。在earth, sun, moon等表达世界上独一无二的名词前, 要加the。
        2) come into being的意思是“开始存在，发生”。翻译：我们不知道这世界是什么时候存在的。 
        We don’t know when the world came into being.
        3) long before “早在…之前很久”. 
        It will (not) be long before +从句(不久后将会....) 主句用一般将来时,从句用一般现在时
        e.g. It _____ long before we______ the result of the experiment.
        A. will not be; will know       
        B. is; will know
        C. will not be; know          
        D. is; know
        拓展：before long 不久以后
        (2)Other phrases in the passage:There is/ are…,used to do,be surprised to do sth,not only…but also…,the way,too… to,in such a short time,according to
        〔设计说明〕该部分设计旨在讲解课文中遇到的一些语言知识难点。 
        Step 4. Listening
        1. Play the tape for the students to listen to make further understanding of the animal extinction.
        Present two new words:
        set a trap: have a clever idea to catch someone
        spear: a long piece of wood with a sharp pointed end of mental
        2. Finish the exercises of comprehending the listening passage in Page30.
        3. Ask the students to fill in the listening Text after listening.

　　[8]电大学习网.免费论文网[EB/OL]. /d/file/p/2024/0424/fontbr />        Once upon a time I lived on the ______of Mauritius. I was called “dodo”. There were many of us and we were _______with all the other animals on the island. One day a new animal came to my island. His name was ____, and at first we seemed to be ______ friends. We went everywhere together and I _______my food with him. However, I began to _______why several of my dodo friends had ___________. Then the number of our species began to decrease quickly. I was so worried that I asked the other animals and they told me, “Your friends are being killed and eaten by Man while you are _______ for food.” Had man eaten them? I could not ______ it. When I asked Man directly, he seemed ________. “I haven’t seen the other dodos either,” he said, “Maybe someone else killed them.” I believed him but when more dodos disappeared I set a ____. I went off as if I was going out to hunt but instead I ___in the forest and waited. Sure enough Man came along. He _____ after the last of my dodo friends and killed her. I felt so ______ that I rushed out of my hiding place and straight at Man’s spear. He killed me too. After that there were ___more dodos in the world. So my motto is: be careful who you ____.
        〔设计说明〕通过让学生听录音材料和听力练习，进一步培养了他们的感官能力，使学生意识到恐龙和渡渡鸟已经永远退出历史舞台的悲哀和震撼，从而进一步意识到野生动物保护的重要性和紧迫性。
        Step 5. Discussion
        Divide the class into groups of four to discuss the following questions: What is your feeling after reading and listening these two passages? What will you do to protect the wild animals?  Can you take an endangered animal as an example? Then ask some representatives to express their ideas in the front of the classroom.
        〔设计说明〕讨论是课堂教学的“升华”，大量的语言实践是提高外语水平的根本保证[1]。我们都知道，“读和听”是信息的输入，“说和写”就是信息的反馈与提取。因此听说读写是最有效、最积极的学习过程。在该步骤中，学生通过积极的思考和热烈的讨论，相互启发、共同构思，是一个从语言输入到语言输出的创新过程，是学生们互助发展直至完善结合的过程。通过合作讨论，学生们拥有了更多交流的机会，充分调动了不同层次学生的积极性，活跃了课堂气氛。
        Step 6. Summing-up
        The teacher sums up the contents of the text.
        〔设计说明〕总结是课堂教学不可缺少的部分。通过这个步骤，让学生明确本课所学内容，并对之进行回顾，使学生对本单元内容有全面的系统的认识。
        Step 7. Assignment
        Write a letter to WWF based on what you have discussed, asking them to help you save your endangered animal. The students can take the short passage on P32 as a guide.
        Sample letter：
        Dear WWF, 
        I live on an island near Africa. This is the only home of the red Colobus monkey but there are very few left. This is my plan to save the monkeys.
        First, I suggest making a special park for them. We should inspect them every month and see how fit they are and whether they need more food or medicine.
        Second,…
        Please help the poor monkeys and I am sure that they will survive with your help.
        Yours sincerely,
        William long
        〔设计说明〕写作能力是语言功底的最集中的表现。“写”要经过大脑思维的加工、提炼，只有信息输入达一定量时，信息输出才成为可能。学生通过课堂上积极的思考和热烈的讨论，为课后的写作做好了充分的准备。在这听、说、读、写的语言技能训练中，学生不仅学到了语言知识，而且使学生的综合运用语言能力得到进一步加强。
        五、任务评价
        本课 论文检测天使-免费论文检测软件http://www.jiancetianshi.com
第一部分糅合了两种语言技能训练——读与听，而且阅读篇章和听力篇章也属于两种截然不同的风格——阅读为“写实”，听力为“写虚”[2]。这种不落俗套的安排打开了学生的多种感官渠道，使他们更加深刻得体会到野生动物保护的重要性和紧迫性；第二部分糅合了另外两种语言技能训练——说与写，学生讨论如何采取具体行动保护野生动物，然后以口头的形式在班上展示，最后将小组讨论的结果写入向世界野生动物保护基金会的求助信。在听说读写的语言技能训练中，学生不仅学到了语言知识，而且进一步加强了综合运用语言能力。
        六、课后反思
        英语课程标准要求教师在教学过程中以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。这节课旨在“开发和利用教学资源教好学生” [3]，培养学生的听说读写四大技能。在教学中，本着培养学生综合技能的理念把阅读内容目标化，听力材料具体化，学生训练自主化，复习巩固写作化。在设计时重视知识的传授与能力的培养，二者相互有机结合，循序渐进、因材施教，符合“以教师为主导、学生为主体、训练为主线、发展为主题”的四大要求，从而提高学生运用英语获取信息、处理信息、分析问题和解决问题的能力。
　　[8]电大学习网.免费论文网[EB/OL]. /d/file/p/2024/0424/fontbr />