初中英语优秀教学案例(初中英语优秀教学案例英文)

浅谈初中英语阅读教学活动的设计 摘要 ：英语阅读作为语言技能的重要组成部分，做为语言输入的重要环节之一，在英语教学中占有重要地位，学生的阅读能力是教学目标之一。初中英语教学活动的主要环节有三个，教学设计的前端分析­、教学目标分析和教学过程设计。本文以笔者的实习经历为例，对教学活动的单个环节进行了逐步分析。­ 关键词：前端分析 目标分析过程设计­ 初中英语阅读课堂教学的传统模式是教师充当课堂的主体，引导学生逐句翻译文章大意，教师设法向学生解释大量的语法知识点，这就是所谓的填鸭式的教学模式。这样的模式不利于激发学生的兴趣，一堂课下来，学生容易疲劳，感觉既枯燥又乏味。同样，这样的模式也不能培养学生自主学习的能力和创新能力，学生的阅读能力也不可能得到很大的提高。 关于怎样设计初中阅读课的教学活动，下面我就从教学活动设计基本过程的各个环节来逐一阐述：一、阅读课教学设计的前端分析­1、对于学习者的分析。初中生刚正式接触英语这一门学科，对一门新鲜的学科还是感到好奇并且极其愿意学好的。但正因为从前没有学习的经验，所以学生的一切学习活动和习惯要靠教师来设计和培养。教师的责任是非常重大的。既要逐步地培养学生学习英语的兴趣，又要让学生养成良好的学习习惯。因此，在这一环节中，教师要充分掌握学生的心理，评估他们对这一门学科的兴趣和意见。­2、学习需要分析。《新英语课程标准》指出：“教师在教学过程中要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，使学习成为在教师指导下主动的、富有个性的过程”。面对新课程，我们必须牢记陶行知先生所言：“先生的责任不在于教，而在叫学生学。” 应该改变以往那种让学生跟在自己后面亦步亦趋的习惯，引导学生自主学习，且弘扬人的主体性是时代发展的主旋律。所以在课堂教学过程中，让学生成为教学的主体是现代教学改革的必然趋势。二、英语阅读课教学目标分析。新一轮课程改革的推进和《新目标英语》的广泛使用，对初中的阅读教学提出了新的要求。以往我们在阅读教学中只注重句型，词汇和语法，但初中生阅读的学习不能仅依赖于语法，句型和词汇量，还要依赖有效的阅读策略和技巧，而阅读策略是在老师系统的，长期的培养下形成的，因此教师应当注重培养学生阅读的技巧和良好的阅读习惯。­三、 英语阅读课的过程设计­1、教学内容的分析和处理。对于阅读内容，教师必须注意结合学生的需求、兴趣和语言程度,循序渐进,精心选择,合理利用,只有这样才能有效地促进英语教学。在阅读的初级阶段,教师应尽量避免传统枯燥的填鸭式教学,帮助学生树立英语学习的自信心和成就感。到了中高阶段教师应加大课堂输入,以提高学生的实际英语阅读能力,拓宽视野,开发他们思考问题和解决问题的能力。2、教学媒体的选择。在英语教学中、对教学媒体的研究是课堂教学设计的一个重要内容。科学、合理、恰当地选择教学媒体 ,最大限度地发挥它们的功能和优势 ,是提高英语教学质量的重要途径。英语学科的教学媒体有直观教具和电教设备两种。如教师的言语、表情及演示 ,各种实物或模型 ,图片、图表和简笔画、黑板及各色粉笔等属于直观教具 ;而录音、录像、幻灯、投影及计算机等属于电教媒体 ,这些现代教育技术的运用是现代英语课堂上的新宠。在考虑如何运用以上各种教学媒体辅助教学时 ,需根据教学内容及目标、学生状况及媒体特性等方面来进行选择。3、教学方法的选择和教学过程的设计。阅读是一种复杂的认知过程，是人们获取信息的重要手段，同时也是学习英语的主要的途径之一。那么在阅读课中怎样培养和提高学生阅读理解能力？新教材摆脱了传统的逐字逐句分析课文，死抠语法的教学模式，逐步形成了“导入(presentation)——阅读(Reading)——练习(practice)”的教学模式。 下面结合我在初中英语七年级上册第七单元阅读课的实习，作为案例逐步分析。教学设计案例：3aRead the passage and fill in the tags.教学材料:七年级上册英语教材一、前端分析这篇文章讲得主要是Huaxin 服装店大甩卖。如果按照传统的模式来教，逐句分析课文，这样很容易使学生感到倦怠。初一的学生刚接触英语，所以教师必须要做到激发学生积极学习的兴趣以及养成良好的阅读习惯。二 、 教学目标分析（1）知识与技能：解决文章提出的问题，了解文章的主要知识点。（2）过程与方法：培养学生良好的阅读习惯，掌握整体把握文章的能力。（3）情感，态度与价值观：了解文章的主要内容，学会谈论商品价格。三 、教学过程设计（1）教学内容的选择和处理本篇阅读与我们这单元刚学到的新句型 How much are these pants?有很大的补充作用，谈论衣服鞋袜等各种商品的价格，与学生的日常生活密切相关，因此是很容易激发起学生的阅读兴趣的。（2）教学媒体的选择这节课需要学生跟录音大声朗读，因此需要一些播放设备。同样地，教师也可以使用多媒体展示一些服装类的图片，以活跃课堂和激发学生的兴趣。（3）教学方法的选择1、采用任务型教学方式（Pask-based Learning)进行教学。2、让学生分组讨论，培养学生小组合作的能力和自主学习的能力。3、让学生根据所学的新单词和新短语仿照原文写篇服装店大甩卖的文章，培养学生的创新思维。四 、 主要的教学流程1、先听录音 掌握大意首先让学生同一边录影材料，让学生完成题目中要求填写的价格标签，同时，使用幻灯片展示衣服鞋袜等各种商品的图片，产生情景效果，既能集中学生的注意力，又能使学生积极参与课堂实践活动。2、提出问题 设置悬念在上课之前，学生要合作解决的问题板书在黑板上，如在这节课上我设计了如下一些问题：Q1, How much is the sweater in Huaxin Clothes Store?Q2,What are these socks in Huaxin Clothes Store ?Q3,Can Mary buy a yellow T-shirt in Huaxin Clothes Store?Q4,Lisa has 20 yuan,what does she can buy in Huaxin Clothes Store? 这些问题对于初一的学生来说并不容易回答，但这些问题的次序由易到难，循序渐进，有利于学生的思维发展。3、团队合作 解决问题把学生分成若干个小组，让学生在规定的时间内先默读课文之后再自发地讨论这些问题，然后再引导学生一步步地解决问题，在解决问题的过程中，学生始终是主体，运学生们通过运用了讨论、交流、合作等方式，加强了对“How much...”句型的熟悉程度，而教师只是充当了引导学生正确地解决问题的角色，让学生培养了合作学习的精神。4、合理安排 逐步引导如果教师只是单纯地逐句翻译文章的内容，再板书重要的语法知识点，这样的课堂只会让学生感到厌倦，也不利于培养学生良好的阅读能力。因此，我选择让学生先听录音，整体把握文章大意，然后，让学生再跟录音读，在读的过程中，再向学生解释一些need、want、sweater重要的词汇和语法,并适当引入了pink、purple、jacket等新词，虽然生词量有所增加但效果明显，这样学生不容易感到厌倦，在读文章的过程中，可以训练学生的发音，循序渐进地培养了学生的语感。5、书面输出 反馈调控为了检测学生对本篇文章的掌握程度，我选择让学生根据教材原文写一篇服装店大甩卖的文章，在学生完成文章之后引导个别学生上台读出自己的文章并要求其作出自我评价,让其他学生对其进行评价，我在充分肯定其写作成果的同时也指出村阿紫的不足，听过评价是学生获得成就感，增强学生自信。另外，学生在完成任务的过程中加强了语篇片意义的深层理解，这样整堂课下来不仅巩固了学生所学知识，还发散了学生的思维，培养了学生的创新能力。 作为基础教育的英语教师，阅读课教学不能只重视知识点或停留在知识的识记上，更重要的是培养学生独立获取知识、信息的能力，并在此基础上具备加工、运用已获得的知识，用自己的观点去剖析问题和解决问题。与此同时，让学生融会贯通，使书本上的知识变为自己的知识，开拓思路、勇于创新，更好地培养自己创造性地使用语言的能力。总而言之，初中英语的阅读教学仍需不断探索和努力，让学生在充分掌握阅读技能的同时，享受英语阅读的乐趣。 参考文献及资料：1尹俊华.教育技术导论.北京:高等教育出版社,19942盛群力,李志强.现代教学设计论.杭州:浙江教育出版社,19983在英语教学中培养学生的创新思维4“合作学习”策略在英语教学中的应用 5初中英语的阅读教学

通过对英语课堂教学案例分析，可以让教师在教学实践中发现问题，反思自己教学过程。以下是我为你整理的初中英语课堂教学案例分析，欢迎大家阅读。 初中英语课堂教学案例分析篇一〔设计理念〕 以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。 “新目标英语”是一套好教材，然而，在我们的英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术，帮助解决教学难题。这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。 〔教材分析〕 教学内容为新目标英语八年级上册第六单元Section A 。学习内容主要体现在以下三点： 1、学习有关人物特点的单词：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect. 2、学习人物比较的重要句型： (1) Pedro is funnier than Paul. (2) Tina is taller than Tara. (3) Tom is more athletic than Sam. 3、掌握语法点：the comparative and superlative degrees of adjectives (形容词的比较级和最高级) 〔学生分析〕 1、利用多媒体课件上英语课，学生视听感受明显，表现出极大兴趣，在欣赏和享受中学习，学习效果很明显。 2、学生以前已经学过形容词的比较级和最高级，但掌握的强度不够，对单音节和多音节形容词的比较级和最高级的表达上总是出现错误。通过对本课的学习可以巩固所学知识，掌握用正确的语言结构表达人物特点和人物比较。 〔教学目标〕 1、谈论学生感兴趣的话题，指导学生学习有关人物特点的单词、人物比较的表达及语法知识点“形容词的比较级和最高级”。 2、学生根据班级的真实情况，采用“名人专访”、“公众投票”、“明日之星”的游戏，培养学生的想象力、自信心和合作精神。 3、通过学习本课，增强师生、生生间的相互了解和沟通。 4、培养学生的口头表达能力、阅读理解能力和写作能力。 〔教学过程〕 Step 1 Lead-in T：I have a sister. Can you guess what she looks like and what she is like? (Show them you are waiting.) S：She is tall. /She is thin. / She has long hair./She is easygoing./…(Students use their imagination and express themselves freely.) T：Let’s look at our photos. (Show them on the screen.) Please talk about us. S：She is shorter than you. /She has shorter hair than you. /She is thinner than you. /… (Students get information from the photos.) T：I’m more outgoing than my sister.(Lead in the class subject.) 〔 1、平时师生间接触多，但学生与老师的家人接触甚少，利用学生的心理和想象空间，调动学生的学习兴趣，增进师生间的相互了解。2、了解学生对已学过的形容词比较级和最高级的掌握程度，为下一步巩固学习做好铺垫。〕 Step 2 Revision 1、Revise the adjectives describing people’s appearance and personalities: Divide the class into four groups and have a competition. See which group of the students can get as much as possible. Write down on a piece of paper prepared before class. (Students must collect them before class.) 2、Show some photos about famous persons and talk about their personal traits, using description words, such as short hair/long hair, curly hair/straight hair, tall/short, heavy/thin, funny/serious, outgoing/quiet, smart/foolish, beautiful/ugly, intelligent/lazy, friendly/unfriendly …etc, on the screen. 〔1、复习已学内容，自然延伸到新课学习，起到承上启下的作用。2、开展竞赛活动，既可调动课堂气氛，又可提高求知欲望，一举两得。〕 Step 3 Presentation 1、Learn some new words about personal traits: calm/wild, athletic/weak， using the pictures of 3 pairs of twins in Section A. T: Who is calmer, Tom or Sam? S: Tom is calmer than Sam. Sam is wilder than Tam. Tom is more athletic than Sam. Sam is weaker than Tom. 2、Do Section A-1a.Match each word with the opposite. Check the answers. 3、Get students to introduce the rules of the comparative and superlative degrees of adjectives.(Show them on the screen.) 〔1、充分利用课本资源和网络资源，进行词汇教学，词不离句，形散而神不散。2、让学生归纳总结语法知识点，因势利导，有利于开启思维，体现以学生为中心的教学特点。〕 Step 4 Listening 1、Listen to the tape and number the pictures in 1b. 2、Listen to the tape and complete the chat in 2a. Listen again and fill in chat in 2b. 3、Check the answers. 〔听力训练既是对知识的巩固，也为下一步的任务输出提供了输入材料。〕 Step 5 Practice Task 1: Interview famous persons(Pair work) 1、Demonstrate the activity with one student. (Imagine he/she is a famous person. The teacher acts as a reporter.) eg.T: Hello, Susan. May I ask you some questions about your family? S: Yes. T: Do you have a brother or a sister? S: Yes, I have two brothers and one sister. T: Who is taller, your sister or you? S: I’m taller than my sister. T: Who is the most athletic of you? S: My oldest brother. (Show an example on the screen.) 2、Ss work in pairs. Then ask some pairs to act them out in class. Task 2: Public vote (Group work) 1、Divide the class into 4 groups and then work in groups. Fill in the chat. In class Name Who is the tallest? Who is the shortest? Who is the heaviest? Who is the thinnest? Who is the most outgoing? Who is the most athletic? … 2、Each group choose one student to do a report. Show the results in class. Task 3: Super star (Individual performance) T: Suppose you are a super star in the future. What will you look like and what will you be like? S: I’m better than now, of course. 1、Show an example on the screen: I want to be a super star. Now I’m tall. Later I’m taller. Now I’m a middle school student. Later I’m a college student.… 2、Get Ss to design their future and have a free talk. 3、Ask some Ss to share with others. 〔1、设计的活动既突出互动合作，又体现个性化发展，有利于调动各个层面同学的学习积极性，最大限度地提高每位同学的参与意识。2、活动的主题难易顾及到学生的实际情况，操作具有可行性。3、教师导演，学生主演，充分发挥学生的主体作用和积极能动性。4、“名人专访”、“公众投票”、“明日之星”这些活生生的生活场面，活现在课堂中，完全改变了以往“直截了当向学生传授语言”的传统教育模式，真正体现了“以人为本”的任务型语言教学模式。〕 Step 6 Reading and Writing 1、Teach “look the same”、“look different”、“ be as good as”、“be not as good as”、“a little”，using some pictures and comparing some Ss in class. 2、Ss read the article. Then read the statements (1-5) about the article. Write “T”、“F” or“DK”. 3、Check the answers. (Ask Ss to give reasons.) 4、Ask Ss to write another letter. T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and different between you and one of your friends. 5、Choose two or three to share the replies with the whole class. 〔1、这一环节是基于听说训练之上，培养学生的读写能力，在课堂内强化目标语言。2、对教材进行重新整合，既有效地控制了难易梯度，又不失时机地为学生创造了互相学习的机会，充分调动了学生的创造性思维和发散性思维能力。〕 Step 7 Consolidation and Sum-up 1、Give Ss a chance to sum up what have learned in this class.(Ss can talk about it freely.) Then T makes a brief sum-up. 2、Get the Ss to do some consolidation exercises. T goes around and gives some help to Ss. 〔1、让学生来做课堂小结，抓住了学生“敢于开口说英语”的心理，突出主动学习的重要性;教师作综合陈述，犹如给学生一颗定心丸，给学生增添了信心。2、强化练习，重点训练听写能力，进一步巩固本课所学内容。〕初中英语课堂教学案例分析篇二——Whales Are Not Fish现场观察与分析 一、 背景? 1、上课时间：2001年2月15日 2、 上课地点：奉贤县钱桥中学初一(2)班 3、 学生情况：30位来自远郊农村，5位外地借读生，1位三峡移民。学生英语基础普遍较差，接受能力较差。 4、 知识背景：学生在第一课The Moon 中已学会了单音节和双音节形容词比较级的用法，并在教授 Drill 1 时讲明了比较级与最高级的构成法规则相同，掌握了good, much , many, bad, little等形容词的比较级和最高级。 5、教学内容： Whales Are Not Fish 七年级第二学期Lesson Two 第一教时? 6、教学目标：能掌握单音节和双音节形容词的最高级的用法;能归纳总结形容词原级、比较级、最高级的用法并能理解运用。? 7、预期目的：传统的语法教学中,教师往往给出语法规则,然后让学生操练、套用规则以达到巩固目的。这对学生来说,属于接受性学习方式。这样的教学,学生的主体性没有得到充分发挥,课堂气氛较沉闷,学生较易感到枯燥乏味。因此,我想将探究性学习方式渗透在课堂语法教学中,创设情境,让学生发现语法规则,巩固规则,运用规则,从中发展学生的探究能力、创新精神。? 二、设计意图、教学片段及诊断分析 “探究性学习”强调的是以学生为主体，问题为中心，研究为手段，实践为途径，过程体验重点，创新精神和实践能力培养为目的的一种学习方式。在本课设计时，我力求将上述特征体现在课堂教学中。我发现，研究性学习实施时三个相互交叉推进的阶段-进入问题情景、实践体验 、表达和交流与外语教学“3P模式(Presentation -Practice-Production)”是相通的。因此，我在Presentation这一阶段中，从身边的事物出发，创设情境，引出最高级，激发学生探求最高级使用规则的欲望并归纳总结(即发现、探究问题)。在Practice这一阶段中，我让学生前后联系，形成形容词三种形式用法的知识网络，并探求相应的记忆策略，然后操练(即探究、实践问题)。研究性学习培养解决实际问题的能力，而英语学习的最终目的是“学以致用”(交际)。找到了两者的结合点，我就在Production这一阶段中，让学生展开联想，实际运用。本课较大的探究活动都安排了“小组合作”这一研究性学习的基本组织形式。研究性学习以过程体验为重点，因此，我着重实录了学生探究活动中的三个片段，以期发现这种学习方式对教师和学生产生的影响，从中提炼出值得探讨的问题。? 案例(片段)? (一) 引入中“发现规则”的探究活动 1、 创设情境，激发学生探究欲望。 我先通过实物比较(三个球，三个高矮不一的学生，三本大小不一的书)、和学生问答，引出本课的结构、功能。? T: This is a basketball. This is a football. Which is bigger, the basketball or the football? S1: The basketball is bigger (than the football.) ...... T: Right. So the table tennis ball is the smallest of the three. T: What about the basketball? It's the biggest of the three. (边说边板书上述划线的两句，重要部分划线后，让学生齐读一遍)然后让学生以pair work 形式操练Drill 2 Model 1 A: Is "Micky Mouse and Donald Duck" the best of all these cartoons? B: Yes, itis. Model 2 A: Are whales the biggest animals in the world? B: Yes, it is . 2、布置任务，激励学生发现规则。 T: Now, can you tell me how to use the superlative degree of adjectives? You may have a discussion with your group members.

无论你是初为人师的新手还是经验丰富的老教师，看书是需要的。下面是由我给大家带来关于英语老师必读的优秀书籍，希望对大家有帮助! 英语老师必读的书籍1、初中英语写作教学活动设计 刘健　施志红　主编 2017年4月出版 本书力求以现代语言教学理论为指导，以课程标准为依据，依托初中《英语(牛津上海版)》等教材，以“教学活动设计”为切入口，直面并切实解决当前初中英语写作教学中的关键性问题，能够切实改进初中英语写作教学，提高教师英语写作教学活动设计能力，最终提高学生的英语写作水平。书中还提供了18个完整的英语写作课堂教学设计案例，涵盖初中各个年级，涉及不同题材和体裁。附录部分含30篇初中学生的英语习作与教师点评。 2、高中英语阅读教学设计 何亚男 名师培养基地 应晓球 名师培养基地　编著 2010年10月出版 本书是上海市普教系统双名工程英语学科两个高中名师培养基地贡献给广大中学英语教师的英语课堂教学研究和实践的成果。全书共分为两大部分：“解惑篇”与“设计篇”。“解惑篇”从阅读教学的教学目标设计、读前活动、读中活动、读后活动以及泛读教学五个方面，以问答的形式呈现了教师在课堂教学过程中经常碰到的实际问题。编者精心设计和选择了问题，并根据相关的教学理论和教学原则，对课堂教学中的案例进行分析，发现认识的误区和问题所在，采取相应的策略，探讨解决的方法和途径。“设计篇”以上海市现行的两套高中教材为蓝本，在其38个主题模块中，各挑选了一篇主课文进行第一课时阅读教学的实践设计，包含“教材分析”“教学目标”“教学活动设计”“回家作业”“相关信息”等部分，在设计后还附有上海市英语专家的精髓点评。 3、高中英语语法教学活动设计 何亚男 名师培养基地 应晓球 名师培养基地　编著 2011年9月出版 本书是继《高中英语阅读教学设计》之后，上海市普教系统双名工程英语学科两个高中名师培养基地贡献给广大中学英语教师的又一份英语课堂教学研究和实践的成果。 全书共分“理论研究”“专家对话”和“活动设计”三大部分。“ 理论研究”部分特邀了美国乔治城大学研究员左焕琪教授、华东师范大学舒运祥教授和邹为诚教授介绍英语语法教学的发展、如何在语篇中进行语法教学以及中国学生英语句法发展特点等问题。“专家对话”部分，陈锡麟、吴小英、席时亨、魏孟勋、高炎等资深英语特级教师和专家们对中学英语语法教学现状和英语语法教学理论进行了深入浅出的论述。“活动设计”部分汇集了85个高中英语语法教学活动设计。这些活动设计从语法结构、语法功能、活动目的、活动形式、活动步骤等多角度阐述了课堂语法教学的设计和实施。设计鲜活实用，操作性强，借鉴价值极高。 4、高中英语词汇教学活动设计 何亚男 金怡 名师培养基地 张育青 吴彩霞 名师培养基地　编著 2015年7月出版 本书是为高中英语教师提供的词汇教学活动设计的专业书籍。本书以如何提高词汇教学活动的有效性为研究课题，呈现英语学科名师培养基地的研究成果。全书理论联系实际，为教师的词汇教学提供了有效参考，是一本高中英语教师案头必备的图书。 5、高中英语写作教学设计 何亚男 金怡 名师培养基地 张育青 吴彩霞 名师培养基地　编著 2017年3月出版 本书强调过程写作教学，注重在写作教学过程中激发学生学习兴趣、提高学生思维品质、培养自主学习、自我修正与改进的意识和能力。本书分为“综述篇”和“实践篇”两部分。“综述篇”帮助一线教师了解过程写作教学法、英语写作教学过程的关键点以及多元写作评价;“实践篇”从描述、记叙、说明、议论、应用、概要等六种常见写作类型入手，介绍不同文体的写作要点和写作技巧。全书理论联系实际，有丰富的教学设计案例，是一本英语教师可参考、可查阅的案头书。英语老师提升自己看的书1、高中英语写作教学实践研究系列丛书 汤青　主编 2015年8月出版 针对目前高中学生不知如何写作文、教师不知如何教写作的普遍问题，上海市教委教研室高中英语教研员、上海市特级教师汤青老师主编了这套“高中英语写作教学实践研究系列丛书”。本套丛书共四册，分别为《精准的语言》《严密的结构》《多元的思维》和《独立的写作》。四册书一方面基于教育部《全日制普通高级中学英语课程标准》中对写作教学的要求，另一方面体现了上海高中英语写作教学的特色，分别从写作的基本语言、写作结构、写作主题积累和写作过程进行详细讲解并提供案例分析，旨在帮助高中英语教师优化写作教学策略，增强写作指导中的文体意识、话题意识、语用功能意识，提升过程性写作教学的意识，提高写作教学技能和效益，同时促成学生独立写作的习惯养成。 2、基于语料库的语境互动式 高中英语词汇教学实践研究 张珏恩　主编 吴喆　副主编 2017年5月出版 本书分为两大部分： 第一部分 “课题研究篇”。 “课题研究篇”是市级项目“基于语料库的语境互动式高中英语词汇教学实践研究”结题报告的精华提炼。通过12个典型教学案例的分析说明，论述了在语言学相关理论的指引下，使用语料库和基于语料库的工具分析教材、确定核心词汇及其教授梯度的过程，阐明了选择真实语料的标准，设计词汇教学活动的依据，实施语境互动式词汇教学的方法和要点，回答了高中英语词汇教学该“教什么”和“怎么教”的问题。 第二部分 “教学实践篇”。 “教学实践篇”由词汇教学活动设计、教材核心词汇梳理、词汇教学小型资料库三部分组成。30个词汇教学活动设计基于上海现行两套英语教材的核心词汇，生动诠释了进行语境互动式教学的多种有效方法。教材核心词汇梳理中的核心词汇等是使用《麦克米伦高阶美语词典》的词频检索功能对两套教材高一、高二年级共八册教材的Reading板块和More Reading/Additional Reading板块词汇表中词汇信息分析的结果，并以备注的形式给出分段教授的建议。词汇教学小型资料库基于《英语(牛津上海版)》高一两册教材的核心词汇，从权威词典和语料库中选取符合高中学生语言能力的语料，并提供语境互动式的词汇教学设计。该词汇教学小型资料库不囿于《英语(牛津上海版)》，它为使用任何一套教材的同行提供了教授相关目标词汇的资料库。英语老师看的教育书籍1、《一间辽阔的教室》 周春梅 著 本书是南京师大附中语文教师周春梅的教育随笔集。作者以阅读、思考、教书育人为乐，不断探索教育的本质;她的课朴素又富有激情，渗透了浓郁的人文情怀,深受学生喜欢。 2、《教育方法学》 佐藤学 著 于莉莉 译 继《静悄悄的革命》，再掀阅读风暴 国际著名教育专家佐藤学教授倾尽智慧、竭尽全力的代表作 书名虽为“教育方法学”，实为讲述教师应该知道的教育常识 3、《苏霍姆林斯基教育箴言》 苏霍姆林斯基 著 朱永新 编 苏霍姆林斯基教育思想最简明读本。中国优秀教师几乎无人不读苏霍姆林斯基。本书是打开苏霍姆林斯基这部巨著的一把钥匙，是优秀教师案头常备之书。 4、《学生可以这样教育》 陈宇 著 书中介绍的各种方法均已在实践中得到检验，每种方法均配有真实的案例和严谨分析，以便于读者置身具体的情境中去理解教育原则。 猜你喜欢： 1. 中小学校长必读书目 2. 成功人士必看的10本书 3. 时代精英必读的50本经典书籍 4. 30本成功人士必看书籍 5. 女人必读的十本书

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.

初中的英语说课稿，大家没写过，但是现在却见过了。下面是我给大家整理的初中英语说课稿范文，供大家参阅! 初中英语说课稿范文1 一、Introduction(导言) 英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。 二、说课的基本原则 1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。 2. 以教师为主导，学生为主体，体现先进的教学理念。 3. 详略得当，重点突出，体现说课的完整性。 4. 与教案相结合，体现其可操作性。 三、说课的基本程序 1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。 2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。 3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。 4. 说学法：谈谈学习方法的运用以及将要实现的目标。 5. 说教学程序：说为什么要设计该程序?目的、意图何在?结果如何? 6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。 四、注重说课信息和反馈与总结 说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。 五、附SB 2B U16 Lesson 63说课稿 初中英语说课稿范文2 Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts. Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims: 1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points: How to understand the text better. Teaching difficult points: 1. Use your own words to retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss: 1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocabulary. 3. They don’t often use English to express themselves and communicate with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. Part 2 My teaching theories, methods and aids Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids: 1. a projector 2. a tape recorder 3. multimedia 4. the blackboard Part 3. Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings Greet the whole class as usual. Step 2. Revision 1. Ask students some questions to revise the last lesson(show them on the screen). a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight) b. What is coral? Why are corals not found in deep water? c. Why is the Dead Sea called the Dead Sea? 2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson. Step 3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ interest of study. Bring in new subject: Life in the oceans. Step 4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such oceans around the Antarctica? 2. What does the whale feed on? 3. What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity. Purpose: Improve the students’ reading ability. Understand the general idea of each paragraph. Step 5. Listening(book closed) 1. Listen to the tape then do an exercise(wb page 90, part 1) 2. True or false exercise.(on the screen) Train the Ss’ listening ability and prepare for later exercises.