楼兰陶瓷
编写教案要依据教学大纲和教科书。从学生实际情况出发，精心设计。下面是我给大家整理的初中英语教学案例范文，供大家参阅!
Language focus:
1.Useful expressions
on Bondi Beach; great fun; fail; need practice; leave for; by the way; on business; so far; travel to. . .Time flies
2. Present Perfect Tense
Properties: Recorder; Overhead Projector; Pictures.
Teaching Procedures:
Ⅰ. Showing aims
Get the students to know what they will learn in this lesson and what they will do in this class:
1. Master some useful expressions
2. Practise the Present perfect Tense
3. Practise speaking English
Ⅱ. Revision
1. Check the homework.
2. Revise the passage "surfing". Ask one or two students to retell the story in front of the class.
3. Revise the Present Perfect Tense. Get the students to make dialogues in pairs, then have some of them act out their dialogues to share with the class. Pay attention to the use of the Present Perfect Tense.
III. Presentation
Speech Cassette. Play the tape for the students to listen and repeat. Then in groups, have the students read and act out the dialogue, ask several pairs to perform the dialogue for the class.
Note: such great fun; Time flies; on business. They may be explained in Chinese.
Explain the difference between "such" and "so" (such + nouns, so + adjectives)
IV. Practice
Part 2. Go through the dialogue with the students. Then get the students to ask and answer in pairs. Remind the difference between "have / has gone to" and "have / has been to"
V. Practice
Each student interviews a student or a teacher by asking the following questions:
What places have you been to in China?
Have you ever been to…?
How many times have you been there?
When did you go there?
How did you go there?
What interesting things did you do there?
Do you want to go there again?
Then ask the students to write a short passage about the interview, get one or two students to read for the class.
VI. Practice
Have the students give their own answers to the questions in the book.
Ask the students to ask and answer in pairs.
VII. Workbook
Do Exercise I with the class. First have the students do it individually, then check with the whole class.
The answers are: have got; Have been; went; gave; Have taken; took; be; has gone
Do Exercise 3 with the whole class. And get the students to learn the sentences.
VIII. Summary
Exercises for class
Translate the following sciences into Chinese.
1. 他在哪儿?他已经去了北京。
2. 他去过北京几次?
3. 不管他说什么，我都不会相信。
4. 你刚才做家庭作业了吗?还没有。
5. 他已经到美国去旅游了。
6. 不管你走到哪儿，我都会记得你。
IX. Homework
Finish off the exercises in the workbook.
Language Focus:
Useful expressions:
a 12 - year - old schoolboy; try to; cross; channel; fail; set off; slow down; go on swimming, a big crowd of; wait for; be proud of; speak highly to.
Properties:
Recorder; Overhead Projector; Pictures
Teaching procedures:
I. showing aims
Get the students to know what they will learn in this lesson and what they will do in this class:
1. To master some useful expressions.
2. To revise all the contents of Unit 2.
3. To go through Checkpoint 2.
4. To train their listening ability.
5. To train their writing ability.
II. Revision
1. Revise "have / has been to" and "have / has gone to". Ask: Where is he? Get some of the students' answers with: He has gone to. . .
S1: He has gone to the office.
S2: He has gone to the hospital. .
S3: He has gone to Beijing.
Then ask: How many times have you been to Beijing?
S1: I've never been there.
S2: I've been there twice.
S3: I've been there three times.
Make sure the students can ask and answer correctly.
2. Revise the sports words. Divide the class into four groups and have a competition, say out the words as quickly as possible. See which group can say the most quickly and say the most words.
III. Listen
Listening Casette. Play the tape twice for the students to listen and do Exercise I in the workbook. Then play the tape again, and check the answers with the class.
IV. Word Puzzle
Ask the students to find the words in groups of the four. Get one student to share his or her answer with the whole class and check with them. The answers are: skiing; swimming; skating; boat-racing; diving.
V. Presentation
Part 3. Speech Cassette. Play the tape twice for the students to listen and repeat. Then ask the students to read the passage by themselves. Try to find the answers to the following questions:
1. Who was the youngest swimmer to cross channel?
2. Which channel did he cross first?
3. When did he first cross the channel?
4. Where was the channel?
5. Why did he slow down?
6. How many hours did it take him to cross the channel?
7. Did he cross the channel alone?
8. How did his parents feel when he arrived the beach?
Note some useful expressions on the blackboard: a-12-year-old schoolboy; cross the Qiongzhou Channel; fail; his dream came true; step into; slow down; go on swimming; another; a big crowd of people; be proud of; not only … but also … ; Have the students retell the story.
VI .Writing
Get one student to act as Li Lida and the other students act as journalists. Make an interview, then write down a passage about the interview. The journalists can ask questions like:
1. Do you like swimming?
2. When did you swim?
3. Do you often swim?
4. Were you afraid while you were crossing the channel?
5. Do your parents like you to swim?
6. How do you like when your dream comes true?
VII. A poem
Speech Cassette. Get the students to read the poem after the tape and help the students understand the poem. Ask them to learn the poem by heart.
VIII. Checkpoint 2
Go through Checkpoint 2 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes.
IX. Workbook
Do Exercise 3 in class, and check the answers in pairs. The answers are: E; A; D; C; B
Do Exercise 4 individually and practise the dialogue in pairs.
Work on Exercise 5 as homework.
X. Summary
Exercise in class
Fill in the blanks with "so" and "such"
1. He was ________ tired that he can't climb the hill.
2. She is __________ a kind girl that everyone likes her.
3. The classroom is ___________ beautiful.
4. There is ___________ a clever monkey in the tree.
5. My mother is - busy, she can't go with you.
6. There are __________ many books here, I like them very much.
7.I have ___________ an honest daughter. I like her very much.
8. The flowers are __________ beautiful, don't pick them.
Answers: 1. so 2. such 3. so 4. such 5. so 6. so 7. such 8. so
XI. Homework
Finish off the exercises in the workbook.
教学目标
教学目标与要点
1.能够运用过去时态来谈论过去的经历和运用现在完成时来谈论由过去开始，与现在相联系或有影响的经历。
2.学习和归纳有关环境和污染方面词汇，且能够正确运用它们来描述所见所闻。
3.进一步学习现在完成时态，特别是它的时间状语的表达法：for…或since…
4.归纳总结哪些动词是延续性动词，哪些是非延续性动词，以及它们之间的转换。特别是与一段时间连用时只能使用延续性动词。
5.培养自己的环境意识，养成良好的行为举止，能运用所学知识来报道周边的环境问题。
素质教育目标
1. 完成本单元语法现在完成时的学习，注意for与since的用法。
2. 熟练掌握本单元相关词组和短语的用法。
3. 引导学生了解优美的环境对人类健康的重要性，以养成宣传及保护我们生活、工作、学习环境的良好习惯。
4. 通过学习本单元，能使学生理解过去时与完成时，并能灵活运用相关知识。
5. 通过各种教学手段，如声音、图片、动画、电视、网络等，让学生在了解环境保护知识的基础上，提高表述、思考、总结相关此类知识的能力。
6. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。
Language Focus:
1. some useful expressions:
waste water; Greener China; Good idea; be afraid; a member of; a book on the environment
2. some useful sentences:
How long have you been a member of Greener China?
I've been with Greener China for a year.
How many English words have you learned since you came here?
About one thousand.
Properties: Pictures：TV; Overhead Projector; Recorder
Teaching Procedures:
I. Showing amis
Get the students to know what they will learn in this lesson and what they will do in this class:
1. To master some useful expressions.
2. To learn the grammar: the Present Perfect Tense.
3. To make the similar dialogues freely.
4. To know that they should protect the environment and make our world more beautiful.
II . Revision
Revise the grammar; the Present Perfect Tense. Ask: Have you ever been to the Great Wall? How many times have you been there? Get the students to ask and answer in pairs. Then ask several pairs to act out their dialogues.
III. Presentation
Present this dialogue:
A: Where have you been?
B: I've been to a paper factory.
A: What did you do there?
B: I saw the worker making paper there.
Present this dialogue with one student as an example, then ask the students to practise this dialogue in pairs, and get some of them to act out the dialogue.
IV. Practice
Put up a picture of a paper factory on the blackboard, get the students to talk about the factory, for example; " This is a paper factory, it makes paper, but it also makes smoke and waste water. I found the smoke was put into the air and the waste water was put into the river near it. The river has become very dirty. Lots of fish have died." Have the students talk in groups of four and then ask some of them to read out their report to share with the whole class.
V. Read and say
Part 1. Speech Cassette. Play the tape twice for the students to listen and repeat. Ask the students to read the dialogue in groups of three. Then read for the class. Get the students to read the dialogue individually again and find the answer to the following questions:
1. Where has Hu Lan just been to?
2. Why has the river near the factory become dirty?
3. What has happened to the fish in the river?
4. What does Greener China want to do?
5. Why are they going to write to the TV station and the newspaper?
6. Do you take care of the environment? Why or why not?
7. What can you do to improve the environment?
VI. Ask and answer
Read through the dialogues with the students. Ask and answer in pairs. Then make similar dialogues in pairs using the phrases in the box of the book.
VII. Write
Get the students to act as journalists, make an interview. Interview one of their friends. Ask him or her some questions about him or her and his or her family members.
For example: How long have you been in this school?
What subject have you studied?
How many friends have you made?
What's your fathers job?
How long has he been a … ?
What has he done since … ?
Then get the students write a report, have some students read their reports to share with the whole class.
VIII. Workbook
Do Exercise 3 orally with the class. Have the students ask and answer in pairs. Write Exercise 2 in the exercise books.
IX. Summary
Exercises for class
Rewrite the following sentences using the Present Perfect Tense:
Model: He went to Nanjing two days ago.
He has been in Nanjing for two days.
1. They began to study English in 2000.
2. He became a teacher ten years ago.
3. Jim came to China one year ago.
4. He joined Greener China one year ago.
5. My sister bought this book last week.
X. Homework
Talk something about the environment.
追梦少年0215
设计完英语教学案例之后，你还会再次回顾一遍分析其优劣处吗?下面是我带来英语教学案例分析 范文 模板，希望对大家有帮助。 英语教学案例分析范文篇1 摘 要：主要阐述了在农村初中英语教学中，如何创造有利于学生学习的心理状态，形成积极的 学习态度 ，课堂教学中如何发挥英语学科的思想性和人文性，体现育人价值。通过教师有效运用各种激励 方法 ，培养学生积极的学习心向，构建和谐的师生关系，整体提高英语教学效益，努力促进学生智商和情商的发展。 关键词：主动学习;初中英语;英语教学 【案例片段】 思考的问题：课堂教学之中如何发挥英语学科的思想性和人文性，体现育人价值?笔者整理了日常英语教学中的一些案例片段并加以分析和思考，旨在寻找英语学科的育人价值。 片段一：上课之前，我先让学生听一首英文歌曲： Happy birthday!然后我就问：What’s the best gift you have ever received?When did you get it?Who gave it to you? 片段二：学生个个热情高涨，发表自己的看法。请大家谈谈应该送什么礼物给自己的同学和朋友，庆祝生日，并相互评价，是否合理。 片段三：我布置的家庭作业，是学生回家以后，调查家里人的生日：What should I get my father/mother?What about…Why don’t you… 【教学 反思 】 关于生日礼物，大多数学生都很清楚，但是应该送什么礼物，多数学生没有思考过这一问题，教师有意让学生进行思考和讨论。明白对什么人该送什么礼物。 同时，布置调查身边亲人生日的作业，都是为了通过有效的引导，对学生进行 教育 ，教会学生尊敬他人，关心他人的教育，把英语学科的思想性和人文性渗透在教学中，调动学生 学习英语 的积极性，让学生在学习英语知识的同时，懂得做人的道理，并鼓励学生学以致用，真正发展学生的综合语言运用能力。 英语教学案例分析范文篇2 一、教学背景 教材：《新目标》 七年级英语 教材 内容：Unit 3 This is my sister.中Section A 的第一部分内容 本课学习的内容是学习家庭成员(father, mother, parent, grandfather, grandmother, grandparent 等)并学会向他人介绍自己的家庭成员(This is my father. This is my father. These are my parents. That is my grandfather. That is my grandmother. Those are my grandparents.)，情境刺激-英语教学案例分析。由于学生小学学习过家庭成员的英文单词，所以笔者把重点用于教学生如何介绍自己的家庭成员，这一部分也正是学生感兴趣的话题。 二、教学思路 1、暖场 在上课铃声响起之前，我准备了一个《The family song》的flash 给学生看，并要他们跟着学唱。通过音乐和图像的输入，吸引了学生的目光，激增了学生的热情，激发了学生的兴趣。 2、导入 在每节课上课前，我都会安排一个学生做三到五分钟的Daily Report。那么在上这节课前一天，我要做 报告 的同学带一张全家福照片，并在内容的最后加一段介绍她的全家福。这样老师可以顺其自然的借此导入今天的课题----This is my sister. 3、流程 教师通过展示一幅自己的全家福照片来逐个学习家庭成员的英文单词，并学习句型。这样的画面让学生也能想起自己的家人，把英文单词和生活中的实物联想到一块。单词的巩固用小游戏来实现，如High voice and low voice 和 Who is the fastest? 句型的练习用小组朗读竞赛的方式加强。 待学生熟练掌握之后，给学生展示一幅动画片中《樱桃小丸子》的全家福照片。由于这个年龄阶段的学生对动画片感兴趣，而且樱桃小丸子又是他们非常熟悉的动画片，所以这样的情境让学生的兴趣又再一次被激起，用句型介绍人物就更得心应手。 接着我让学生进行Pair work 的活动，用自带的全家福照片向同学介绍自己的家庭成员，这个活动增加了学生对单词和 句子 的熟练程度。 最后，创设一个情境，在情境中学生扮演不同的角色Role play，有扮演爸爸的，有扮演妈妈的，有扮演爷爷的，等等，表演一个场景，上演一段小品，演绎一场舞台剧，教案《情境刺激-英语教学案例分析》(http://www.unjs.com)。此情境的设计结合中学生现有的生活 经验 ，为学生提供相互交流的机会以及充分表现自我发展的空间，意在全体学生在角色扮演的过程中，充分展示自己感兴趣的话题，并自主解决问题，同时积极用英语交流。通过情境的加入，学生能用所学单词和句型介绍家人，而且对以前所学的 问候语 ，确认物品及颜色等句型运用到生活中来。在这几个环节中，学生充分展示自己的英语水平，使学生获得成就感，形成交流能力，增强自信度。在这过程中老师给予学生积极的评价，让他们感受到成功的喜悦。 在本堂课的最后，学生通过做一些练习来加强巩固所学。 三、 教学反思 英语是一门工具----交流的工具。英语教学的目的主要是培养学生运用英语的能力。作为一名英语老师应该在课堂上不断创设生活中喜闻乐见的情境，把所学所想运用于生活。这对于保持学生对英语的持久兴趣，激励学生不断处于较佳的学习状态之中，使他们对英语乐学、好学、会学起着至关重要的作用。 在本课中我采用播放音乐和flash，介绍自己的全家福，樱桃小丸子的全家福，以及Pair work和 Role play 等情境来学习单词和句型，效果显著。 在设置情境方面可以做一下尝试。 1、设计多种多样的活动，增加情境。 单一的活动是乏味的。即使是一个好的活动，经常用也就失去了它的魅力。为了激发学生的兴趣，保持学生的热情，教师要用不同的活动，使情境刺激不断延续。比如说教英文单词，可充分利用直观教具或图片或模型，这样可以加深学生对单词的印象。活动要常搞常新，精益求精。活动要有吸引力，引学生参与。 2、联系实际，让情境更贴近生活。 创设的情境应源于生活，高于生活。把课堂所学应用于生活，把生活中实例搬进讲堂。学生感到英语的实用性，自然学起来干劲十足，可以组织学生参加英语角、英语演讲比赛、英语歌唱比赛，收集英文 广告 ，观看英文原声电影等。 3、创造一个轻松愉快的学习氛围，让情境顺利展开。 课堂氛围的热烈与否，能直接影响情境的完全发挥。平时教师在课堂上要表情丰富，精神饱满，热情高涨地教学，在课后也要与学生建立和谐融洽的师生关系，和学生打成一片，及时了解学生的动态，关注学生关注的新鲜事物。让学生喜欢这个老师，喜欢上他的课，这样老师开展起活动来就轻而易举，学生学起来来情趣盎然。 情景教学法在英语 教学方法 中越来越重要，因此，在课堂上如何不断增加情境刺激是我们英语教学人员要一直探讨的话题。 英语教学案例分析范文3 初中 英语写作 教学设计与案例分析 一.在日常的写作教学中,我对学生进行了以下的写作训练: 1、学会审题,列出写作提纲;2、收集素材,组织语言; 谴词 造句 3、对给出的材料进行扩写和缩写训练; 4、根据范文进行模仿写作 5、对自己的 文章 和别人的文章进行修改. 6、参照范例写出或回复简单的问候卡和邀请卡; 7、写出或回复简单的邮件; 二、人教版新目标 八年级 上册英语 Unit1. Write a letter to tell your friend how to keep healthy.写作教案和反思. Step1:审清题意. 体裁:书信(书信的格式) 内容: 有关保持健康做法的内容 重点:To tell your friend how to keep healthy. .这是向某人提出建议的书信文章,要求学生能针对keep healthy提出一些有效的建议. Step2:激发灵感,整理思路,组织素材. 将全部学生分成若干组(前后4人为一组)。让学生去复习Unit 1 Section A的内容 和 学习方法 以及Section B中的2a,2b和3a的学习难题和解决方法相关内容后去做调查完成表格一、二: 表格一: Lifestyle Names 1. How often do you exercise ? 2. How often do you eat vegetables? 3. How often do you eat fruit ? 4.How many hours do you sleep every night ? 5. How often do you drink milk ? 6. How often do you eat junk food ? 7. How often do you drink coffee ? 表格二: Problems and Advice Problems: unhealthy Advice 1. should eat a lot of vegetables 2. should eat a lot of fruits 3. can drink milk every day 4. don’t drink coffee 5. shouldn’t eat junk food 6.exercise every day 7.should have eight hours’ sleep 8.don’t play computer games or watch TV too much Step3: 规划文章结构,起草文章,组织语言. 教师强调 书信格式 和文章结构;让学生能以小组方式自己个人去写初稿. 语言结构方式主要有: 1. 阐述对方的学习上的问题.(书信的内容用一般现在式) 2. 提出建议的句型结构: Why don’t you....... You can........ You should........ I think you can...... Don’t …… 3.提供范文让学生模仿:(要求学生针对目前的现状,提出相应的合理的建议) Dear Lily, I knowyou are unhappy because you often feel tired in class. I think you are unhealthy. Here is some adviceto you . Maybe these ideas can help you. First you should ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________ And I believe this good lifestyle can help you to get good grades. Yours, Jim Step4: 谴词造句,修改文章, 正确使用标点符号和字母大小写. 让学生以小组的方式,对文章进行修改,对于学生在句子中出现的语法错误进行更正.注意对建议句型的运用和大小写的问题.将修改后的文章进行润色加工.将修改后的 作文 上交. Step5:教师评价,学生 总结 . 对学生作文中出现的一些好词,好句和好的段落进行朗读,并让学生在小组中讨论这些句子为什么好,好在什么地方,让学生知道如何使自己的作文变得更好.教师对能正确使用相关连词使结构更有条理顺序的作文提出表扬,并对优秀的作业进行张贴,供其他学生学习,模仿. 教学反思： 1.用表格归纳的方法让学生去收集整理素材,能使材料分类更有条理. 2.从本节写作课可以看出，学生的小组合作写作模式能够让一部分学习基础比较差的学生从审题到收集素材,再到写作文提纲和起草作文阶段都起到了一定的帮助和带动作用.能让基础比较差的同学不放弃英语写作,还能让他们知道该写什么,怎样写,什么样的作文是好作文.
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