高一英语新教材教学案例一则：

教材分析：本课时为高一新教材模块一第四单元的Warming up 和Pre-reading。从教学要求来看，本课时主要是为了让学生掌握一些有关自然灾害的知识，对于一些自然灾害的名称，做到能够脱口而出。在这个环节中，书本上为我们的学生提供了两张图片，一张是一个现代化的城市景象，另一张是经历了地震之后陷入一片废墟中的城市景象。要求学生学会比较两张图片中的不同之处，并在此基础上能说出诸如地震之类的自然灾害给人类带来的损害与破坏。

学生分析：高一的学生较高二、高三的学生而言，也许也算得上是活泼的。然而，因为他们是高一学生了，所以，他们也已然没有初中学生的那种畅所欲言。有时候，因为怕难为情或者是因为面子关系，即使他们知道了解的知识，他们也会羞于言。我所任教的这个班级是高一13班，这个班级的特点是女生数目明显多于男生，而且大多数的男生英语基础相当差。女生中倒有几个“领头羊”，面对教师的提问，她们愿意说也敢于说。在这样一种气氛中，要进行这一课时的教学，其实就不难了。

教学环节设计：针对课时的要求以及这个教学班的具体情况，我对于Warming up的教学安排作了如下的设计，主要的目的是为了调动学生在课堂上的积极性，让那些会说敢说的学生带动其他的学生，让他们在一些问答环节和小组活动环节中，能真正地动起来。并且使学生通过本课时的学习，能够对于一些自然灾害有所了解，对于自然灾害造成的损害也能用自己的语言来描述出来。这些设计其实都是为后面的阅读文章作铺垫的。

整个教学过程如下：

Step I.  Revision

Check the homework with the whole class.

Step II. Warming up

Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.

T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”

S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.

S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.

T: That’s too terrible.

S3: The noise when planes take off.

S4: The sound of trains.

T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?

Ss: No, we have no chance to hear that.

T: If there is a sound like this, what is it?

S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.

T: Terrific! You are using a literary way to express the sound.

S6: When an earthquake happens.

T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?

S7: The earth is shaking. All the buildings will fall down.

S8: Many people will die. And perhaps many children will lose their parents.

T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?

S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.

S2: From the picture of San Francisco, I can see that it is a very big city.  There are many tall buildings thickly standing on the earth. I think the population of the city is very large.

T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.

Step III.  Pre-reading

There are two questions in this part. Both are very interesting. The first one c

an more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.

T: Now, let’s look at the pictures. What are the predictions of an earthquake?

S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.

T: Terrific! Where did you get this knowledge?

S1: From geography. I like it.

T: good. Sit down please.

S2: Madam, I don’t know the meaning of the picture with two women.

T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?

S3: I’ll take all my money. People can’t live without money.

S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food

S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.

S6: I will carry my grandma. She is my most loved person in this world. She brought me up.

T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake.

教后反思：在分课时教学时，我基本按照教学设计来做。总体而言，教学的效果是好的。大部分学生能按照我的教学指令去做，而且这样一课时下来，他们对于一些自然灾害的名称有了进一步的了解，并能列举出一些来，这已相当不错了。对于自然灾害带来的一些影响，百分之九十的学生能用三、四个句子来描述，对于一些描写灾害的词如destory 等，他们能做到灵活运用。但在整个教学过程中，我还是发现有少数几位学生，并没能真正地溶入到课堂的教学气氛中来。他们对于讨论，回答问题等并没有表现出很高的兴致。究其原因，一则因为这少数几位学生的基础比较差，自卑心理在作怪；二则大凡自己亲身经历过的事件，能侃侃而谈是很容易的。虽然，我们经常从电视、广播中听到有关自然灾害的报道，但因为我们的学生没有亲历过，因而他们的感受便也浅了，话也就少了。所以，我觉得可能在课堂上，作为教师本人而言，如何在引导学生方面还需要进一步的斟酌与思考