Module5 Unit15 Lesson1 Life-long Learning教学案例分析 蒋虹
录入者：teacher 人气指数： 次 发布时间：2012年01月13日
2011-2012学年上学期 教学案例分析二
高二英语B7B8 蒋虹
Module5 Unit15 Lesson1 Life-long Learning
一、教学背景
教学对象是高二学生，英语基础知识和基本技能都是一般水平，对英语学习兴趣不浓，因此，调动学生的学习兴趣，以学生主动学习为目标。
二、教材分析
本课例是高二英语选修模块五第十五单元第一课Life-long Learning
围绕终身学习这个主题，让学生进行“头脑风暴”，并通过英语周报提供的阅读网络资源进行拓展阅读。要求学生学完本课后能够熟练运用本课所学的新单词表达自己的看法，能正确使用第一、第二条件句和虚拟条件句；最突出特点是让学生尝试“主动思考，探究学习”，并树立起终身学习的意识。
三、教学目标
1． 复习第一、第二条件句；
2． 学习、操练虚拟条件句；
3． 操练根据上下文猜测词义的阅读技巧。
四、教学重点、难点
1．教学重点：新单词、新句型
2．教学难点：虚拟条件句
五、教法
探究式和师生互动
六、教学辅助手段
计算机、PPT课件和网络阅读材料。
六、教学课程设计与分析
1. Words-building
Get S. recite the new words in 5 minutes and then do the multiple choice after new words learning.
(1) Secure-security
(2) Frankly speaking; to be honest
(3) Lay off sb. sb. get/be laid off
(4) Fill in blanks; one’s mind go blank
(5) Suspect sb. of doing sth.; suspect that…; suspected; suspect (n.)
(6) Instruct sb. to do sth.
(7) Aside from/apart from/besides; put/lay/set aside
(8) Distinguish from; distinguished (a.)
2. Lead-in
(1) To look at the title:
when did we start to learn? – Right after birth.
When will we stop learning? – Never!
It’s never too late to learn!
(2) To think of some ways of learning
To go abroad for further education;
To go to the college for continuing education;
To take/do some courses in the evenings and on weekends;
Distance learning
Empty nesters----college of continuing education for senior citizens
(3) Some sayings about learning (EW No.7 P1)
3. Fast-reading
Get S. read the text and fill in the blanks in the table (EW No.7 P1);
Check answers.
4. Some language points in the text:
(1) People of various ages and backgrounds
(2) Continuing education; college entrance exam
(3) Get promoted; get left behind
(4) My mind went blank and my heart swelled with anger.
(5) I felt as if I had done something wrong.
(6) It was time I became an internet user.
(7) Switch off your mind and bury everything you’ve learnt.
5. Grammar: (P37 ex6,7,8,9)
(1) Complete the sentence in the text;
(2) To get the structure of these sentences (Third Conditional sentences)
If + had done, would have done
(To describe sth. didn’t really happen in the past)
(3) practice in class (ex9)
(4) future study:
If 主句
Present did/were would/should/could/mingt + do
Past had done would/should/could/mingt + have done
Future ① did/were would/should/could/mingt + do
② were to do
③should do
(1) 倒装：had/were/should 省略if
(2) 注意：①（中学阶段）只用were;
②对将来虚拟的从句只用should且不可省略（翻译为“万一”）
(3) 解题关键：第一判断是否需要虚拟；第二判断主从句子分别对那个时间进行虚拟
6. Homework
案例分析：
1．利用多媒体制作课件和英语周报，为学生拓展阅读材料，增大了课堂阅读量，加大了练习的力度；让学生先想出熟知的与终身学习相关的习语、谚语，再进行相应的英文输入，从难到易，如何学生学习英语的心理需求，提高了课堂学习效率。该课例成功地运用了多媒体手段和各项有效资源开展学生的学习活动，课堂气氛活跃，学生踊跃参加活动并取得了良好的效果。
2．课上利用网络、图片资源，充分调动学生的学习积极性、自主性；课上，引导学生对所学的语言知识和课文内容发表看法，加强了语言输出练习，并鼓励学生在课后自主学习，树立并实践课文中学到的“终身学习”理念，充分体现了“以学生为本”的教学理念。
3. 在整个过程式中始终贯穿着培养学生的各方面能力，全方位开发学生的潜能。这种教学设计克服了传统的教师讲，学生记的弊病，学生在教师引导下学会了思考，学会分析，学会发现，学会表达，真正发挥了学生的主体作用，和教师的主导作用，课堂上能做到全面提高学生的英语能力，通过师生，生生交流合作、探究，取得很好的教学效果。