教学案例分析
教学目标
By the end of the class, Ss should be able to:
1. Get the Chinese meaning of the text correctly.
2. Read the articles correctly.
3. Find out the main idea of each paragraph.
教学过程描述：
Go over the new words in the wordlist.
T：Today we are going to read two passages about school life. Please don’t look at your books. Tell me , if you are talking about school life, what will you refer to?
S1: Subjects.
S2: After-school activities.
T: Anything else?
S: Friends.
(Write ‘subjects, activities, friends’ on the Bb.)
T: Good. Now you please tell me, what details about subjects will you think of if you talk about subjects?
S1: What subjects we have.
S2: Which subject is the most difficult?
S3: Which subject is the easiest?
Other students: interesting, funny, terrible ……
T: Anything else about subjects?
S: What we learn.
T: What we learn from each subject?
S: Yes.
(Write the questions Ss raise on the Bb.)
T: Can you answer the questions you offer?
Students think ‘what do we learn from the subject?’ is difficult to answer.
T: Lets talk about the activities.
Students list some activities. (most of them are sports)
Let’s look at our books.
Find out quickly:
1. Which country’ school life are we going to read?
2. Who write the articles?
Students find the answer quickly.
Read each article more carefully, find the information about subjects and activities. List them on the Bb.
Teacher go over the text carefully, list more phrases and sentences on the Bb. Teach Ss to read the phrases correctly and find the main points in each paragraph at the same time.
Ss read the text carefully by themselves. Teach any word they can’t read.
Ss read after the tape.
Ss practice reading the text and some Ss read loudly in class. Then students read together.
家庭作业
1. Practice reading the text correctly and smoothly
2. Write down the phrases and expressions listed in class(both in English and Chinese) and try to remember the Chinese meaning of them.
一 背景
本课为牛津版教材8A unit 2 reading的第一课时。上课学生为38名基础较差的学生。对于本班学生来说，课文生词占到50%以上。教材难度对于本班学生来说非常大。
二 分析
由于学生整体水平有限，本课的教学目标看上去定的不高，力求切合实际，可操作。由于课文内容较多，将分为三课时上。本课时旨在帮助学生熟悉课文，扫清字面理解障碍。初步培养一些学生的阅读策略。在Pre-reading 环节，教师讨论了标题，利用几个问题激活了学生关于学校生活的background knowledge。在While-reading环节，教师利用几个问题训练了学生的skimming和scanning的技巧，并把重点放在理解课文大意上。在详细阅读过程中，主要以老师讲解学生做笔记的形式进行。中间老师带领学生朗读主要语言点，词组，句型占了七八分钟时间。句型关于Post-reading活动，本课基本没有涉及。
三 反思
本课上的过程比较流畅。课后调查时大部分学生都认为这样处理课文降低了难度，更有利于学生初步理解并能正确朗读课文。受到了大部分学生的好评。
本人认为这节课存在以下几个问题：
1. 本课目标设定的有归纳段落大意，但在实际操作中，只是一带而过，没有给学生充分的时间思考，总结。今后可以在备课时考虑在学生对字面理解上有困难的情况下要不要把归纳段落大意作为第一课时的目标列入教学目标，或者在教学过程设计时怎样能设计一些活动或问题帮助学生归纳段落大意。
2. 在详细阅读课文环节主要是有老师带领学生完成的，其主要原因是学生基础太差，生词太多，如果主要由学生完成阅读并回答相关问题，可能会出现学生由于生词太多，困难太大而丧失信心，不再继续完成阅读任务的现象。但大家都知道由教师主讲，学生听课并做笔记的方法不太适合十几岁的青少年学习，长期采用这种方式授课可能会使学生产生倦怠感。在课时紧，课文难度大的情况下，如何能够帮助学生跨越生词过多的障碍，让他们积极主动地完成阅读任务呢？
3. 在scanning训练中，教师仅仅是让学生从两篇课文中找出有关subject和activity的信息，设计得有些粗糙，如果能够把它改为问题串，比如：1 what subject did John refer to in his article? 2 Why he refers to Home Economics? 3 What does Home Economics teach? 4 What can he do after having Home Economics? 是否更有利于学生理解课文，并培养他们的逻辑思维能力？
4. 本课有检测朗读课文完成情况的环节，但没有明确的课文理解程度检测环节。在结束前几分钟如果能设计几个问题，用来检测目标达成情况会更好。（学生对课文的字面意思理解得较好是课后调查发现的）
5. 在Pre-reading环节，教师让学生讨论自己的学校生活这一活动应该改成让学生猜测英美学生学校生活，这样更有助于后面的阅读理解。
6. 本节课在教学活动设计上缺少了点趣味性。
这节课上下来总体感觉是时间紧，一方面不敢设定太多的教学目标，另一方面又怕上得太慢完不成教学进度。面对不理想的生源，我们除了要充分利用课堂上的每一分钟，是否还应该想更多的办法去培养学生的学习习惯，让学生自觉地进行课前预习，课后复习以缓解课堂上的压力？
