英语教育培训案例

在小学教学中，做到及时地、有效地 反思 ，全面的分析教学过程是十分有必要的。以下是我为你整理的小学英语课教学成功案例分析，欢迎大家阅读。 　　小学英语课教学成功案例分析一 　　小学英语重在真实自然，贴近学生的生活。教材中选用的单词和句式，一般都是社会中最常见，最基础的，但由于种种原因，有些学生还是不能很好的掌握他们的语音、音调。尤其是一些较难读的单词。 　　学生刚开始接触英语时，就凭一时的兴趣学习。他们对课堂上动手、游戏的部分十分感兴趣，而对英语基本技能(单词及语音的模仿、记忆等)一开始还有板有眼的，时间长了，加上有些单词比较难读，他们就感觉索然无味，于是就不专心听讲。这样，他们既使在课堂上记住了一些语音知识，下了课就忘得一干二净。随着学习内容的不断增多，这部分学生学习上的问题更加突出。后来，既使他们认识到 学习英语 的重要性，但学习吃力，就自信心大减。最后甚至有不再要上英语课的想法。 　　有些学生由于内向，孤僻的性格。他们不愿开口，不善交往;而开口少，与他人接触少，往往模仿能力也差，这就使及他们更不愿参与各种英语练习活动，内向的性格使他们回避与别人交往，碰到问题常常不向同学或老师请教，在课堂上害怕表现不佳，有损自己在老师和同学心目中的形象，降低自我价值。因此，他们缺乏自我表现的习惯和勇气。就连不得不参加的 “one by one”都是极低的声音，试图不引起别人的注意。具有这种性格倾向的学生，不仅学习上的困难无法解决，而且语言知识也不能达到最大限度的再现。进行“pair work”时，他们总是不投入，缺乏跟同学的合作精神。 　　目前，大部分学生每周只有三节课能接触到英语，加之班额较大，既使在英语课堂上也只有少数优秀的、积极的学生想参与语言实践活动，一堂课上单词、对话或课文等教学内容一项接一项，对于学习能力不强的学生来说犹如看电影似的过了一遍，根本掌握不了。 　　同时，课后没有很好的语言环境，学生语音掌握更加困难。由于不知道英语的基本音标，有些学生面对已遗忘的单音节词不知所措，对他们来说， 英语单词 实在难记，这使英语课成了死记硬背的代名词。如果教师试图通过大量的练习来巩固学生所学的语言点，就会使教学“机械化”。使得一些学生对 英语学习 逐渐失去兴趣。 　　小学生英语学习有困难的原因既有内因，又有外因。由于原因的错综复杂，一味简单地进行知识到课，搞反复操练，只会使学生对英语学习产生更强烈的厌学情绪。只有摸清原因，对症下药，才能解决困难。 　　针对农村小学英语教学的现状，我认为应注意以下对策： 　　第一：从一开始就适时的渗透一些规则的、基本的音标知识。对其中有规律可循的音和词加以归纳学习，这样在课后，让学生在遗忘时可以有一个记忆的线索，同时在课堂上，教师可以让学生根据这一知识自己去学拼简单的单词，并且对正确的学生给予鼓励和表扬。几次成功的尝试会使得他们更有兴趣去学习，在预习和复习时能积极参与进去，并乐在其中。 　　第二：因为中西方的发音本身就存在一定的差异，而小学生辨别能力有限，使得学生对一些音不能很好的区分，这就可利用教材配套的录音磁带进行反复跟读练习，针对一些相近的音加以区分。如：/ai/ /ei/、/u:/ /u/、 /e/ / /、/ / / /等。教师也可以设计一些针对性的练习。如：听音连字母、听音圈单词等，让学生对典型的单词中的音标，做到耳熟能读，为今后的英语学习打下一个基础。 　　第三：作为农村小学英语教学，才刚刚起步，困难较多。没有一个象学习普通话那样的好氛围，但是，我们老师可以自创，教师可以多设计一些对话和活动，让学生进行表演，在动手的同时多动动口，使简单的 句子 落到实处，能够脱口而出。而且，可以要求学生在英语课上要用英语交谈，在平时师生之间，学生之间尽量多用英语，不管语法是否对，你能讲就是值得表扬。 　　第四：可以让学生注意收听一些用英语播音的节目，如中央九台的节目，既能听音，也能看画面加深理解。并不要求学生能够听懂它所讲的内容，着重在于让学生熟悉和了解英语的发音模式和 方法 ，为纯正语音的学习作一个辅助。 　　总之，只要教师能针对学生的语音缺陷，用开发智力和挖掘非智力因素相结合，尊重学生，鼓励学生，和学生一起多练多说，我相信这一现象一定会有所改善。 　　小学英语课教学成功案例分析二 　　在推行新课标，崇尚新理念的今天，创新性学习已成为许多老师经常用的一种教学方式。的确，创新性学习有许多优点：可以充分调动大部分学生的学习兴趣，主动思考问题，解决问题等等。但是这样却很容易造成一个班上两极分化的问题，永远是学习好的一部分学生抢着回答，而差生保持沉默，如果学生不知道交流合作的话，永远达不到我们教学所预期的效果。 　　案例： 　　在我刚接新概念(1)这个班的时候，从他们英语老师那儿了解到：班上有个叫Star的男生，性格非常地内向。英语学习一直以来都比较困难，成绩长期处于班级中下水平。他上课从不举手，有时被老师请到发言时，也是站在座位上一声不吭。时间久了，老师和同学们仿佛渐渐淡忘了他的存在，一堂课除了“开小火车”的练习，几乎听不到Star的声音。 　　面对这样一种状况，我一开始就给他一种关注，让他感觉到老师的关心和帮助。第一次英语课上，我在教“Look at me ,this is my head, this is my ear…”时，领读了几遍后让个别学生来读，并且有意叫到了Star，他开始不说话，我又给他读了好几遍，可他显然有点不耐烦，干脆说了一句：“我读不上来。”就不愿再跟读了。当时我真的有点尴尬，可转念一想，马上有了主意，于是我把全班分为两大组来竞赛，男孩一组，女孩一组。规则是：两人合作，其中一人随意指自己身体的一个部位，另一个人快速用this is your ….表达出来，如果表达正确，他的搭档就要重复一遍，如果不对，则要改正过来，可以拿上书。最后给说的单词多的组每人加一颗星，结果这一招还真灵验，每个小组都干劲十足了，互相分配任务，Star也非常积极地给他的同伴配合，我待同学们基本上都读了一遍后，看 教育 的时机已到，便说：“老师开始学英语时有很多句子也不会读的，但我坚持一遍又一遍地跟读，直到第十遍才终于学会。”接下来，我又叫了Star，请他读出“Look at me ,this is my head, this is my ear……”等句子，在我的鼓励下，他终于拾起了自信，鼓起勇气大声读出来了，虽然读得不太好，但我还是给予他“ Excel lent!”的最高表扬，并对其他同学说“Clap your hands!” 　　现象分析： 　　这是一个英语课堂中反复操练的环节，对于没接触过英语音标的小学生来说，这个环节是必不可少的，然而却也是非常枯燥的。无论我们怎么优化这一过程，把他变成一场游戏或一场竞赛，仍避免不了反复地读、说与纠音。教学中，存在着学生接受能力的差异是很正常的，但我决不能让学生存在不想学的心理。 　　对策： 　　在我的课堂中，我在设计合作活动时，更多地为像Star这样的孩子安排双人合作、小组合作等不同的形式进行活动。由于经常性地被老师请到在课堂中进行合作的活动，Star格外珍惜这样的机会。他在每次课前都能做到主动预习或复习，希望能够有更好的表现。我发现，渐渐的Star上课时的注意力比以前集中了，还常常主动跑到办公室，帮老师干些拎录音机、端本子之类的事。与同学的相处变得更加融洽，学习也主动和认真多了，一学期下来，Star竟然破天荒地得了一个“A”。 　　课后反思： 　　在英语课堂教学中，教师需要更加关注这样的一些特殊学生，有意识地与这些学生进行合作表演。有时也可以有意识地与他们通过分工合作的方式，一起完成力所能及的小任务，让学生感受到老师对自己的信任。比如，课文表演的示范、一次采访活动等等，都能够让学生获得温暖与被重视的感觉， 　　当然，“小组合作学习”只是一种新的教学手段，有了它，可以使我们的课堂更加精彩，促进、加快学生对新知的理解、掌握，帮助一部分学习差的学生尽可能多的融入课堂，从而掊养他们的学习兴趣。但它绝不是一把“万能钥匙”，我们不能不顾教材的特点和学生的实际，一味让学生去合作、交流，那就是滥用。滥用的后果只会导致学生思维的依赖性、等待性。我们还应该努力培养学生独立思考问题的能力，让他们成为会合作、会交流、有个性、有主见、会学习的新世纪的创新人才。 　　因此，在课堂教学中，教师应有意识地围绕教学内容，创设便于小组交流的情境，引导学生主动地、创造性地开展言语交际活动。小组活动时，教师应观察各小组的进展情况，启发和引导学生之间的互动，并适时地为学生间的言语活动提供语言、句式等方面的帮助。另外，教师还要有意识地组织小组学习成果的交流，如小组会话比赛、听力竞赛、单词接龙竞赛、段落记忆竞赛、 快速阅读 理解竞赛等，以增强小组成员间的合作意识和竞争能力。总之，教师一定要把握好一个度，只有在正确的教育和引导下，学生才能够真正学会在交流合作中成长。 　　小学英语课教学成功案例分析三 　英语是一门国际的通用语言，小学英语教学也就成了热门的话题。英语教学在很多时候都要经历考试，因此很多学生都被考试压的喘不过气来，而小学教学则拥有了这个优势，从小培养了学生学习英语的兴趣。但身为教师，不得不反思自己的教学。 　　一、反思学习的环境 　　在英语的教学过程中，学习的环境是非常重要的。除了教室要整洁、优美之外，教师要营造一个轻松而又愉快的学习环境，教师以平等、诚挚、友善的态度对待每一位学生，有助于培养学生的自尊心。教师全面关心学生，不仅关心他们的智力发展，而且还关心他们的思想道德和生活习惯，将有助于学生的全面的发展，良好的师生关系能使教师了解学生，发现他们的特点，促进学生身心健康的发展。对学生来说，他们就会主动接近教师，拥有自我表现的冲动和欲望。也缩短了教师与学生之间的距离，使整个课堂的学习气氛浓烈。在学习My family 这课时，我在导入部分则用了歌曲“Boy and girl”.让学生一开始就对学习产生兴趣，没有压抑感，自然而然学起来就轻松很多了。 　　二、反思学生 　　教师就像是导演，而学生就是演员。一部电影是否能成功上演，演员是最重要的成分之一。我们的教学工作也是如此，学生的地位是不可忽视的。在教学工作中，教师要及时反思自己的教态、导入方式等形式，学生是否能接受。同时所运用的 教学方法 学生是否喜欢，这些都是要及时考虑的问题。在教学结束后，反思学生是否积极的参与学习过程?学生的知识和能力有没有发展?而要做到这一点，教师有必要经常走近学生，不断与学生沟通，这样才能使课堂形成富有情趣的、精彩纷程的教学过程。所以说，一堂课的成功于否不在于自己设计的有多么的精彩，同时还取决于学生对知识的认识和掌握程度。就是因为这样，我们更加要反思我们的学生。培养自己和学生的情感，多多了解他们的生活。这才能上好一堂满分的课。 　　三、反思教材 　　在英语教学中，教材也是不可忽视的一块内容。特别是教学目标，教学目标是影响整堂课成功于否的重要因素。在课前就要多问几个为什么，我为什么要这样设计我的教学过程。为什么要让学生做这样的活动等等。反思自己所定的教学目标是否符合新教材的特点，是否符合学生的实际情况。是否达到教学目标的要求。在教学过程中，我发现，对于不同的学生和不同的班级就要有不同的目标，学生的学习特点和与能力都存在差异，比如：有的学生记忆能力强，学习单词的速度就很快，有的学生上课活泼好动，但他的纪律性不强。这就要求老师有不同的教学方法，因材施教，适时调整教学目标。 　　 >>>下一页更多精彩的“小学英语课教学成功案例分析”

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! 　　初中英语教学案例范文篇1 　　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. 　　初中英语教学案例范文篇2 　　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. 　　初中英语教学案例范文篇3 　　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.

俞敏洪，还有很多明星，比如蔡依林，章子怡，徐静蕾等等。