高一英语教学案例分析
教学年级：高一年级
课题名称：Travel journal ----- Journey Down the Mekong
教材版本：人教版高中英语必修一
授课时间：40分钟
一．学情分析
教学对象为高一新生，进入高一还不到一个月。

全班大部分学生的英语基础知识和基本技能较弱，对英语学习没有太大的兴趣。

因此，在英语课堂上学生会出现因不自信而不敢张嘴的情况。

根据这一情况，我在课件中加入了漂亮的风景图片来引起学生的学习兴趣，设计了比较简单的阅读后的问题来帮学生增加学习英语的自信心。

二．教材分析
这一课是本单元的第一篇课文，是一篇游记的第一部分，主要讲的是主人公的梦想与计划。

通过对本篇课文的学习，学生可以对湄公河有一定的了解、对旅游产生兴趣，并且学会如何制定旅游计划。

根据教学班级的学情，我在课前已经领着学生识记过新单词了。

在备课时，我发现课本上的warming-up 会花费较长的时间，于是我没有采用，而是自己设计了另一种导入（用图片直接导入第三段）。

三．教学目标
Language aims:
1.To learn some useful words and expressions.
2.To learn some information about the Mekong River.
Ability aims:
1.To grasp some useful reading stills, such as scanning, skimming and
summarizing.
2.To learn how to make a plan for the trip.
Emotional aims:
1.To stimulate students’ interest in travelling.
2.To stimulate s tudents’ love for nature by ge tting them to know the greatness
of a river.
3. To develop students’ team-work spirit.
四．教学重点、难点
Teaching important points
1.To learn some useful words and expressions .
2.To learn different reading skills.
3.To learn how to make a plan for the trip.
Teaching difficult points
To learn different reading skills.
五．教法
Task-based method
Discussion
Cooperative learning methods
六．教学辅助手段
Multimedia and other normal teaching tools.
七．教学过程设计
Step 1. Lead-in
1. Show some beautiful pictures and have students enjoy the beautiful scenery along the Mekong River.
2. Questions: 1> Do you like the beautiful scenery?
2> Where do you think we can see the beautiful scenery?
Step 2. Fast reading
1.Ask students to read the title of the passage and read the paragraph 3 and fill in the blanks. Then, check the answers and have students enjoy the pictures again. Now, students know that if they travel along the Mekong River, they can enjoy the beautiful scenery.
Qinghai (glacier)
Yunnan(valleys)
rapids
Enters wide valleys (waterfall)
Leaves China
brown
Southeast Asia(hills,
low valleys and plains)
delta sea
Paragraph 3
small
___
___
___________
clear
_____
cold
______________
wide
____
warm
____
_______________
____
Fast reading
2.Teacher: Mekong River is the longest river in Southeast Asia, in China , it’s called Lancang River and out of China it’s called Mekong River. So, which countries does the Mekong River flow through?
3.Ask students to look at the map and list the countries that the Mekong River flows through.
Step 3. Careful reading
1. Ask students to read the paragraph 1-2 and answer the questions:
1> Who will travel in the text?
2> How are they getting there?
3> Where are they going?
4> What did Wang Wei prepare for the trip?
5> What didn’t she prepare for the trip?
2. Check the answers.
3. According to the questions, they can draw a conclusion: If we want to have a trip, we should think about people, destination, transportation, preparation.
Step 4. Discussing and speaking
Ask students to discuss with their partners about the characteristics of Wang Wei and Wang Kun.
Wang Wei: stubborn; determined; would not change her mind; adventurous
Wang Kun: careful; well-organized
According to the discussion, they can draw a conclusion: If we want to have a trip, we need the people with different characteristics.
Step 5. Summary
According to fives questions and discussion, they can summarize how to make a plan for a trip.
Step 6. Homework:
Make a plan for the trip. ( the present continuous tense)
1. Where are you going to?
2. How are you going to...?
3. When are you leaving?
4. What are you going to take with you?
5. Where are you staying?
6. How long are you staying in…?
7. When are you coming back?
八．教学反思
这是本单元的第一篇reading，我在设计的时候进行了新的尝试。

通过湄公河的风景图片直接导入第三段，带着学生通过快速阅读并填空了解了湄公河沿岸的美景，同时通过多媒体课件中展示的图片让学生有了直观的感受，让学生有了想去旅游的冲动。

接着，我通过五个问题和一个讨论让学生在精读课文回答问题和讨论分析后总结出做旅行计划所要考虑的问题。

最后，布置了家庭作业：制定一个旅行计划，并要求用现在进行时表将来的形式完成，又引出了本单元的语法。

但在教学的实际过程中出现了一些问题：1. 学生还不太适应全英课堂；2. 个人口语水平有限，不能很好地引导学生；3. 每一个环节的过渡不够自然；4. 精读部分练习设计的太少，学生并没有完全了解课文的内容。

在以后的教学中要注意的是，在尝试新想法的同时不能丢了最根本的一些教学方法。