高中英语教学案例分析
高中英语备课的案例分析
高中英语备课的案例分析高中英语备课，仿佛是一场精心筹划的舞台剧。
在这场戏中，教师不仅是导演，更是演员和编剧，他们的每一个决策和设计都直接影响着学生的表现和课堂的效果。
以下是一个典型的备课案例分析，展示了如何从教育的角度来提升课堂教学质量。
在某一所高中，英语教师李老师正在为即将到来的“现代科技与生活”主题课程做准备。
她深知，这不仅仅是一个传授知识的过程，更是激发学生兴趣和培养他们批判性思维的关键时刻。
因此，她的备课不仅要符合课程标准，还要考虑到学生的实际需求和兴趣。
李老师首先从课程目标出发，明确了本节课的主要目标：一是让学生了解现代科技对日常生活的影响；二是提高他们的听说读写综合能力；三是培养他们对科技发展的批判性思维。
为了实现这些目标，李老师决定从多方面入手，设计一个多层次的教学活动。
她首先设计了一个引入活动，计划通过展示一段关于科技进步的短视频来吸引学生的兴趣。
视频内容选择了一些他们熟悉的科技产品，如智能手机和社交媒体，配以生动的画面和实际应用的案例。
这个活动不仅能够引发学生的好奇心，还能够帮助他们建立起对主题的初步理解。
接着，李老师设计了一组互动活动，以增强学生的参与感。
她安排了小组讨论，要求学生们就科技对生活的影响展开讨论，并准备一个小组报告。
这个环节不仅促进了学生之间的合作，还提高了他们的表达能力和逻辑思维能力。
在讨论过程中，李老师巡回指导，注意听取每个小组的观点，并适时提出问题，引导他们深入思考。
为了进一步巩固学生对科技相关词汇和表达方式的掌握，李老师设计了一系列的词汇和语法练习。
她通过设计填空题、配对练习和造句题等形式，帮助学生们在具体的语境中使用新学的词汇和句型。
这些练习不仅有助于词汇的记忆，也能够提高学生的语言运用能力。
在课堂的最后，李老师安排了一个写作任务，让学生们写一篇关于“科技对生活的影响”的短文。
这个任务不仅考察了学生对主题的理解，也测试了他们的写作能力。
为了确保学生能够充分发挥，她在任务前进行了详细的写作指导，强调了写作结构和逻辑的重要性。
高一英语教学案例分析
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."3.To learn some information about the Mekong River.Ability aims:1.To grasp some useful reading stills, such as scanning, skimming andsummarizing.2.To learn how to make a plan for the trip.Emotional aims:1.To stimulate students’ interest in travelling.2.To stimula te students’ love for nature by ge tting them to know the greatnessof a river.|3. To develop students’ team-work spirit.四．教学重点、难点Teaching important points1.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 pointsTo learn different reading skills.~五．教法Task-based methodDiscussionCooperative 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 scenery2> Where do you think we can see the beautiful sceneryStep 2. Fast reading1.Ask students to read the title of the passage and read the paragraph 3 andfillin 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)rapidsEnters wide valleys (waterfall)Leaves ChinabrownSoutheast Asia(hills,low valleys and plains)delta seaParagraph 3small_________________clear_____cold______________wide____warm_______________________Fast reading2.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 through3.Ask students to look at the map and list the countries that the Mekong River flows through.Step 3. Careful reading1. Ask students to read the paragraph 1-2 and answer the questions:1> Who will travel in the text2> How are they getting there3> Where are they going）4> What did Wang Wei prepare for the trip5> What didn’t she prepare for the trip2. 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 speakingAsk students to discuss with their partners about the characteristics of Wang Weiand Wang Kun.Wang Wei: stubborn; determined; would not change her mind; adventurous：Wang Kun: careful; well-organizedAccording to the discussion, they can draw a conclusion: If we want to have a trip, we need the people with different characteristics.Step 5. SummaryAccording 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 leaving4. What are you going to take with you5. Where are you staying6. 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。
高中英语教学案例分析
高中英语教学案例分析一、学情分析高三年级学生经过两年多的学习对高中《新课标》所要求应该知道理解的语言语法项目均以接触，但随着时间的流逝，好多东西被遗忘了，高三这个年就是捡起这些知识并整合知识点进而提升水平的一年。
二、内容分析本课是节语法专题复习课，是在上一节主要复习形容词副词基本功能即在句中所做成份以及多个形容词作定语的排序之基础上，进一步复习可修饰比较级的词和形容词词义辨析。
三、设计思路本课采用任务教学法。
先通过考点题组训练，要求学生在完成训练的同时注意归纳主要考点，再针对考点归纳解题方法技巧，最后再通过模拟试题的训练得以强化，形成技能，达到训练目的。
四、教学目的1. 熟知考纲要求的形容词副词词义并能准确使用。
2. 准确辨析形容词副词相近词、易混词。
3. 掌握比较等级的用法及其修饰语。
五、教学重难点1. 可修饰比较等级的词。
2. 常用相近词、易混词辨析。
六、教学过程Task 1. The topic group training （1 ）Ask students to finish the topic group 1 in ten minitues .While they are doing , they are asked to pay attention to the testing centres.(教师要求学生在完成训练的同时注意归纳主要考点，为下一步归纳考点做准备。
)Task 2. Induction of the testing centres.Ask students to present all the words that can modify comparative adjectives.Students’ answers：much, far, rather, a lot, a bit, still, even, no, a little, a great deal, by far, any etc.The teacher ask studens to show good ideas of keeping them in mind.( 教师在要求学生想办法把自己所列12 个能够修饰比较级的词记住时，学生犯难了。
高中英语教学案例分析
高中英语教学案例分析教学案例一，利用多媒体进行听力教学。
在高中英语教学中，听力是学生们比较薄弱的一个环节。
为了提高学生的听力水平，教师可以利用多媒体设备进行听力教学。
比如，可以播放地道的英语录音，让学生们通过多媒体设备进行听力训练。
同时，教师还可以利用多媒体设备播放一些英语电影、英语歌曲等，让学生们在愉悦的氛围中提高自己的听力水平。
通过多媒体设备进行听力教学，不仅可以激发学生的学习兴趣，还可以提高他们的听力理解能力。
教学案例二，利用小组合作进行口语交流。
在高中英语教学中，口语交流是非常重要的一环。
为了提高学生的口语表达能力，教师可以组织学生进行小组合作，让他们进行口语交流。
通过小组合作，学生们可以互相交流，相互学习，提高自己的口语表达能力。
同时，教师还可以设计一些口语交流的游戏，让学生们在愉快的氛围中进行口语练习。
通过小组合作进行口语交流，不仅可以提高学生的口语表达能力，还可以培养学生的团队合作意识。
教学案例三，利用阅读材料进行写作训练。
在高中英语教学中，写作是学生们比较薄弱的一个环节。
为了提高学生的写作水平，教师可以利用一些优质的阅读材料进行写作训练。
比如，可以选择一些地道的英语文章，让学生们进行阅读，并进行写作训练。
同时，教师还可以设计一些写作任务，让学生们在阅读材料的基础上进行写作练习。
通过阅读材料进行写作训练，不仅可以提高学生的写作水平，还可以拓展学生的知识面。
总结，高中英语教学案例分析。
通过以上三个教学案例的分析，我们可以看到，在高中英语教学中，利用多媒体进行听力教学、利用小组合作进行口语交流、利用阅读材料进行写作训练，都可以有效地提高学生的英语学习水平。
因此，教师们在教学中可以根据学生的实际情况，灵活运用这些教学案例，从而更好地促进学生的英语学习。
希望以上案例可以为广大英语教师提供一些借鉴和启发，让我们共同努力，为学生的英语学习创造更好的教学环境。
高中英语教师教学案例分析范文6篇
高中英语教师教学案例分析范文6篇Teaching English at the high school level requires a deep understanding of the subject matter, effective instructional strategies, and the ability to engage and motivate students. Effective English teachers must possess a range of skills and knowledge to ensure their students develop proficiency in reading, writing, speaking, and listening. This essay presents six case studies that illustrate the diverse teaching practices and approaches employed by successful high school English teachers.Case Study 1: Incorporating Technology to Enhance Engagement Mrs. Emily Johnson, a veteran English teacher at Westside High School, has embraced the use of technology to create dynamic and engaging lessons. She regularly incorporates multimedia elements, such as interactive presentations, educational videos, and online discussions, to supplement her traditional instruction. By leveraging technology, Mrs. Johnson is able to cater to the diverse learning styles of her students and maintain their attention throughout the lesson. Her students have reported feeling more engaged and motivated to participate in class activities, leading to improvedcomprehension and academic performance.Case Study 2: Differentiated Instruction for Diverse LearnersMr. Liam Patel, an English teacher at Eastwood High School, recognizes the importance of addressing the unique needs and abilities of each student in his classroom. He employs a range of differentiated instructional strategies to ensure that all of his students, regardless of their academic level or learning preferences, have the opportunity to succeed. This includes offering tiered assignments, providing scaffolding for struggling learners, and incorporating project-based learning to allow students to demonstrate their understanding in various ways. By tailoring his instruction to the individual needs of his students, Mr. Patel has seen a significant improvement in their overall academic achievement and engagement.Case Study 3: Fostering Critical Thinking through Socratic Seminars Ms. Olivia Hernandez, an English teacher at Northside High School, is a strong proponent of the Socratic seminar approach. She regularly facilitates discussions in which students engage in deep, thoughtful dialogue about complex literary texts, challenging them to analyze, interpret, and defend their ideas. By encouraging students to question, explore, and critically examine the material, Ms. Hernandez helps them develop essential critical thinking and communication skills. Her students have reported feeling more confident in theirability to express their ideas and engage in meaningful intellectual discourse.Case Study 4: Integrating Interdisciplinary ConnectionsMr. Ethan Nguyen, an English teacher at Southside High School, recognizes the importance of helping his students make connections between the English curriculum and other academic disciplines. He regularly collaborates with teachers from other departments to design interdisciplinary units and projects that allow students to apply their English skills in a broader context. For example, he has worked with the history department to create a unit on the literature and social movements of the Civil Rights era, and with the science department to explore the intersection of literature and environmental science. By fostering these interdisciplinary connections, Mr. Nguyen helps his students develop a more holistic understanding of the subject matter and its real-world applications.Case Study 5: Emphasis on Writing DevelopmentMs. Sophia Ramirez, an English teacher at Westwood High School, places a strong emphasis on the development of her students' writing skills. She has implemented a comprehensive writing program that includes frequent opportunities for students to engage in various types of writing, from personal narratives to research-based essays. Ms. Ramirez provides detailed feedback and individualized instruction to help her students improve their writingmechanics, organization, and overall effectiveness. Her students have reported feeling more confident in their writing abilities and better prepared for the rigors of college-level work.Case Study 6: Cultivating a Love for LiteratureMr. Aiden Chen, an English teacher at Eastside High School, is passionate about fostering a love for literature in his students. He curates a diverse range of literary texts, from classic novels to contemporary poetry, and creates engaging lessons that encourage students to explore the themes, characters, and literary devices within these works. Mr. Chen also incorporates opportunities for students to engage in creative writing and book discussions, allowing them to express their personal interpretations and connections to the material. By cultivating a genuine appreciation for literature, Mr. Chen has seen his students develop a deeper understanding and enjoyment of the English language and its power to convey human experiences.These six case studies highlight the diverse teaching practices and approaches employed by successful high school English teachers. From incorporating technology to fostering critical thinking, these educators have demonstrated their commitment to providing their students with a well-rounded and enriching educational experience. By drawing upon these examples, other English teachers can gain valuable insights and inspiration to enhance their own instructionalpractices and better support the academic and personal growth of their students.。
高中英语教学案例分析范文6篇
高中英语教学案例分析范文6篇The world we live in today is a complex and ever-evolving landscape, filled with both challenges and opportunities. As we navigate this dynamic environment, it is essential to approach life with a sense of purpose, resilience, and a deep understanding of the human experience. In this essay, we will explore the importance of embracing our individuality, cultivating meaningful relationships, and striving for personal growth and fulfillment.At the heart of the human experience lies the pursuit of self-discovery. Each individual is unique, with their own set of strengths, weaknesses, dreams, and aspirations. It is this diversity that makes our world so rich and vibrant. By embracing our individuality, we can unlock our full potential and contribute to the betterment of society in our own unique way. Whether it is through our chosen profession, creative endeavors, or the way we engage with our communities, the expression of our authentic selves is the foundation upon which we can build a life of purpose and meaning.However, the journey of self-discovery is not without its obstacles. We are often confronted with societal expectations, cultural norms, and the pressure to conform to a certain mold. It is in thesemoments that we must have the courage to challenge the status quo and forge our own path. By cultivating self-awareness and a deep understanding of our values, we can navigate these challenges with grace and resilience, ultimately emerging as stronger and more empowered individuals.Alongside the pursuit of self-discovery, the cultivation of meaningful relationships is a vital aspect of the human experience. We are inherently social creatures, and our connections with others profoundly shape our lives. Whether it is the love and support we receive from family and friends, the mentorship and guidance we find in our communities, or the deep bonds we form with romantic partners, these relationships are the bedrock upon which we build our lives.In an increasingly interconnected world, it is easy to become consumed by the superficial connections we make through social media and digital platforms. However, true fulfillment comes from the depth and quality of our relationships, not their quantity. By investing time and energy into building genuine, authentic connections with others, we can create a support system that nurtures our personal growth, provides a sense of belonging, and helps us navigate the ups and downs of life.Moreover, the cultivation of meaningful relationships extendsbeyond our personal lives and into the broader societal context. As we engage with our communities, whether it is through volunteering, political activism, or simply being a good neighbor, we have the power to contribute to the greater good and foster a more just, equitable, and compassionate world. By recognizing our interconnectedness and our shared responsibility to one another, we can work towards creating a society that values empathy, collaboration, and the collective well-being of all its members.Finally, the pursuit of personal growth and fulfillment is a lifelong journey that requires a deep commitment to self-improvement and a willingness to step outside of our comfort zones. In a world that is constantly evolving, it is crucial that we remain adaptable, open-minded, and eager to learn. Whether it is through formal education, self-directed learning, or the acquisition of new skills, the pursuit of knowledge and personal development is the key to unlocking our full potential and staying relevant in an ever-changing landscape.However, personal growth is not just about the accumulation of knowledge and skills; it is also about the cultivation of emotional intelligence, empathy, and a deep understanding of the human condition. By cultivating these qualities, we can develop a greater sense of self-awareness, emotional resilience, and the ability to navigate the complexities of life with grace and wisdom.As we strive for personal growth and fulfillment, it is important to remember that the journey is not always linear or easy. We will inevitably face setbacks, challenges, and moments of uncertainty. It is in these moments that we must draw upon our inner strength, our support systems, and our commitment to growth and self-improvement. By embracing these challenges with a positive mindset and a willingness to learn, we can transform them into opportunities for personal growth and transformation.In conclusion, the human experience is a rich and multifaceted tapestry, woven with the threads of self-discovery, meaningful relationships, and personal growth. By embracing our individuality, cultivating genuine connections with others, and continuously striving for self-improvement, we can unlock our full potential and contribute to the creation of a more just, equitable, and compassionate world. As we navigate the complexities of life, let us approach each day with a sense of purpose, resilience, and a deep appreciation for the beauty and wonder of the human experience.。
牛津高中英语教学案例与分析
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项探究学习和合作学习 ：要求学生在课前 炼 其英 语表 达能 力 ，又 为新 课 提前 “ 热 节让学生略读文章 ，使其快速把握非正式
力 ，并在课 堂上通过 自主合作 、探究等方
达到深 层次理解 文章 ，体 验语 言 ，实现语 言习得 ，感受英语学 习的成 功．本课任 务
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② 使学生利 用各种阅读技 巧和方法 ， 主学 习能力 和协作式探究能力 ． 获取所需信息 ； ③ 学 生能 够模 仿本 文制 定 自己 的旅
行计划．
四、教 学过 程
任 务 ） Ｔ ｓ ） ：（ ａｋ １
备工作 ； 入探究 ，自主地解决 问题 ，提 高学 生的 自 几位小组代表演示他们课前做的海报 ，简 单介绍课文提及的几个地区 ，教师随后作 出评价和领读地名 ，再借助 “ 头脑风暴 ” 与本话 题有关的知识和词汇 ，引起学生对 文 章内容的兴趣 ，为下一 步阅读理解做好 充 分的准备．
中 Ｕｉ ｎｔ ２中的 阅读课 ，是本单元 的第二课 时 ，也是本单 元 的重点 ，话题是 ｔｅ Ａ — ｈ ｄ
（ ）Ｒｅ ｏ ｔｅ ｆ ｄｎ ｓ ｏ ｔｅ ｃａｓ ２ ｐ ｆ ｈ ｉ ｉｇ ｔ ｈ ｌｓ． ｌ ｎ
Ａｎ ｐ ｏ ｏ ｎ ｅ ｈ ｎ ｗ ｒ ｓ ｆ ｐ ａ ｅ ． ｄ ｒ ｎ ｕ ｃ ｔ ｅ ｅ ｗｏ ｄ ｏ ｌｃ ｓ
Ｈｏ ｄ ｙ ｕ ｅ ｌ ｂ ｕ Ａ ｒｃ ？ Ｉ ｓｔ ｏ ｗ ｏ ｏ ｆ ｅ ａ ｏ ｔ ｆ ａ ｉ ｆ ｉ ｎ？ ｙ ｕ ａ ｅ ｃ ａ ｃ ｏ ｈ ｖ ａ ｈ ｎ ｅ， ｗｏ ｌ ｙ ｕ ｉ ｅ ｏ ｕ ｄ ｏ ｌ ｔ ｋ
高二英语教学实践案例(3篇)
第1篇一、案例背景随着新课程改革的不断深入，英语教学越来越注重培养学生的综合语言运用能力。
在高中英语阅读教学中，教师不仅要传授给学生阅读技巧，还要培养学生的阅读兴趣，提高他们的阅读能力。
本文以高二英语阅读课为例，探讨基于任务型教学法的高中英语阅读课教学实践。
二、教学目标1. 知识目标：掌握一定的阅读技巧，如略读、寻读、精读等。
2. 能力目标：提高阅读速度和理解能力，学会从文章中获取信息，培养批判性思维能力。
3. 情感目标：激发学生的阅读兴趣，培养学生的自主学习能力，增强学生的自信心。
三、教学对象高二年级学生，具备一定的英语基础，但阅读能力参差不齐。
四、教学过程（一）导入1. 话题导入：教师选择与课文主题相关的图片、视频或话题，激发学生的兴趣。
2. 提问导入：教师提出与课文主题相关的问题，引导学生思考。
（二）任务一：快速阅读1. 目标：了解文章大意，掌握文章结构。
2. 方法：教师引导学生进行快速阅读，了解文章的主题、作者观点、主要事实等。
3. 活动：教师可以设计以下活动：快速浏览文章，回答问题。
找出文章的主旨句。
划分文章段落，概括段落大意。
（三）任务二：精读1. 目标：深入理解文章内容，掌握文章细节。
2. 方法：教师引导学生进行精读，分析文章的语言特点、写作手法等。
3. 活动：词语理解：找出文章中的生词，查找词典或利用上下文推断词义。
句子分析：分析句子的结构、语法、修辞手法等。
举例说明：举例说明文章中的观点或事实。
（四）任务三：讨论与表达1. 目标：提高学生的口语表达能力，培养他们的批判性思维能力。
2. 方法：教师引导学生进行小组讨论或全班讨论，表达自己的观点。
3. 活动：小组讨论：围绕文章主题进行讨论，分享自己的观点。
全班讨论：全班同学共同讨论，教师引导并总结。
（五）任务四：拓展与延伸1. 目标：提高学生的综合语言运用能力，拓宽他们的知识面。
2. 方法：教师引导学生进行拓展阅读或实践活动。
3. 活动：拓展阅读：推荐与课文主题相关的书籍或文章，引导学生进行阅读。
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高中英语教学案例分析王萃摘要：在英语课程的改革中，方方面面都在提倡自主、合作与探究的学习方式，让学生成为学习的主人，使学生的主体意识、能动性和创造性不断得到发展。
因此，培养学生自主、合作与探究的学习方式，是新课程改革中一个迫切的任务。
关键词：合作与探究英语阅读一、前言《牛津高中英语》Project是课堂教学的延伸和拓展,属于探究式学习,要求学生走出课堂,与同学分工合作。
学生认真阅读所提供的阅读材料,从中得到启发,然后通过讨论、调查、专访、文献检索等活动,完成一个特定的课题。
模块六第一单元Project的课题是Putting on a play.包括两个舞台剧:The invisible bench和The important papers。
现将设计思路及教后反思与诸君交流,探讨如何让学生真正走出课堂、参与课堂、享受课堂。
让学生参与“备课”，备教材在本课的两个舞台剧中,台词较为简单,但旁白和转场很多,人物表情和心理活动非常丰富。
所以,同学们主要应在揣摩人物内心方面做足功课。
二、学生分析根据《新课标》精神，高中英语教学要在培养学生的语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上培养综合语言运用能力。
因此，高二学年的英语教学将继续培养和优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
同时，还要关注学生的情感，提高他们的人文素养，提高他们独立思考和判断能力，培养创新精神和实践能力，增进跨文化理解和交际能力。
三、教材分析该板块引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外；它基于阅读文本，又超越文本信息。
根据《课标》，《课标》在“使用建议”部分指出：教材内容、教学活动和教学方法应具有较大的灵活性和开放性。
在不违背科学性原则的前提下，教材应该具有一定的弹性和伸缩性。
允许使用者根据自己的实际需要，对教材内容进行适当的取舍和补充。
因此，此教学设计着眼于把project 部分根据现在所教生源的实际情况，设当地化繁为简，让学生自己从两片喜剧中选择一个小组合作表演。
并根据英语课程标准倡导的“任务型”教学途径，设计相应的教学任务，同时在整节课的教学设计中强化每个任务环节的有机结合。
对学生而言，随着不同任务的转化，对他们构成了不同层次的挑战，以培养学生的综合语言运用能力，从而达到学以致用的目的。
三是注重在语言材料的有效输入的基础上进行语言的有效输出。
坚持先读（课文，课外阅读材料），后说（合作探讨如何表演），再演（完成舞台表演）的教学三部曲。
四、教学策略该板块引导学生进行谈那就行学习，把英语听说读写的训练从课堂内拓展到课堂外，首先提供与该单元话题有关的具体阅读材料，让学生从中受到启发，引起用英语开展某一活动的兴趣。
然后根据所给的具体步骤，通过小组讨论，分工合作，调查访谈，信息检索，交流汇报等刑事的活动，用英语去做一件事情，最后呈现学习成果，创造性的完成学习任务，培养综合运用语言的能力。
五、教学目标After this class, the students will be able to:1.have a good understanding of the two short playse what they learned in this unit to analyze the play3.form groups to discuss and prepare their own performances.六、教学过程Step 1 lead in (PPT4-6)1.RevisionWhat have we talked about in this unit up till now?—laughter, stand-up, performing and acting, dramas, crosstalk.2. We have talked a lot about laughter, performing and dramas. Now you have a chance to experience dramas for yourselves. [Explanation]导入从回顾本单元所讨论过的主要话题入手，告诉学生前面我们谈论了这些，现在我们即将亲身经历戏剧，开门见山，简单明了。
Step 2 Reading and analyzing (PPT 7-16)1.The invisible bench(1)Ask the students to read the script and then ask them somequestions.①Is there a bench in the courtyard?--No②What does the word “invisible” mean?--That cannot be seen③Is this a comedy? Why or why not?--Yes. Because actors use body language to perform, which makes the audience laugh with a surprising and amusing ending.④In which style of stand-up is this play, observational, prop,physical or impressionist?--Physical. They use their bodies to make jokes.(2) After the Ss understand the play well, ask them: “If we want toput on this short play, what should we prepare?”Script,drector , actors and actresses, stage (lights, microphones).2.The important paper(1)Ask the students to read the script and then ask them somequestions①How many characters are there in the play?--Three. The king, the queen and the servant.②Who do you think is the main character/ hero in the play?--The king.③What does the King actually want?--Toilet paper.④Why are the others unable to understand him?--Because he is the king, important paper may mean veryimportant official documents for him.⑤In what style of stand-up comedy is this play?-- Prop—toilet paper and some other papersphysical—“pump into people or things”⑥How does the playwright make the play funny?--The playwright uses a play upon words—important paper and toilet paper—to make people laugh.(2) After the students understand the play well, ask them: “If wewant to put on this short play, what should we prepare?”Script, Director, Actors and actresses, Toilet paper & otherpaper, Throne, Costumes, Stage (lights, microphones, scenery) [Explanation]小组讨论。
这两个短剧通俗易懂，学生在理解上问题不大，因此，教师可以结合喜剧的特点以及Drama表演需要筹备的东西等方面引发学生思考。
一方面能帮助他们进一步理解喜剧的各种形式，另一方面为他们Project的完成做好准备。
而且，和Word power的内容有机结合，增加相关词汇的复现，便于学生的接受和记忆。
Step 3 Planning and preparing (PPT 15-17)1. Ask the students to discuss in groups the following questions, whichwill help them to carry out the project. Ask them to write down their plans.•Which play do you want to put on•Who will play each character? Who will be the director?•What kind of scenery will need? Who will make it?•Will you need props? Who will find them?•Will you need costumes? Who will make them?•Where and how often will you practice?2. Ask some groups to report them idea about the project. The teachermay give some suggestions in this step.[Explanation]合作探究。
在分析了两个短剧之后，让学生充分讨论来选择他们即将演出的短剧，用问题引导他们思考在演出的前后应该筹备和考虑的方面，最后的汇报可以让老师和学生相互学习和借鉴，并且发现问题及时解决和改进，以确保课后学生的任务更顺利的完成。
Step 4 Homework (PPT 18)Ask the students to prepare and practice their plays.七、教后反思在教学过程中发现的遗憾之处有两点：一是因为教学的容量较大，为及时完成所有的教学计划，导致教学节奏偏快，学生课堂注意力有点过度集中，影响其自主创新能力的充分发挥；二是对于文章中新的语言知识处理还有点欠缺。