初二英语教学案例分析实施报告

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八年级英语第八单元教学案例分析

八年级新目标英语第八单元教学案例分析老河口市八中邓红一、教材分析：本案例选材为八年级新目标英语的unit8的Section A 部分。

在八年级第七单元的基础上，本部分通过对话形式来掌握重点词汇的用法。

要教会学生使用句型“---Why don’t you get her a scarf? ”学习讨论比较不同东西，并借助谈论买礼物的对话引入should 的用法。

学习关于如何给别人提出建议和意见。

二、学生分析：本案例所教育对象为八年级学生。

他们聪明活泼，善于表现自己，口语表达能力强，有着强烈的求知欲望，希望能有更多的机会了解并体验运用英语。

三、教学目标：1、Language goal: 1) to master the description words；2) sentence pattern2、Ability goal: can use the words and patterns to talk about the qualities and give advice.3、Emotional goal:1) to get more happiness from life and keep an active attitude to life；2) to learn more advantages from others and do more for the society四、教学思路：A，课前任务：让学生准备自己曾经收到的最喜欢的新年或生日礼物。

B，课堂任务：小组讨论，相互介绍各自的礼物及喜欢的理由，赠送人及时间。

为了给更多的同学一个表达的机会，可先在小组说，再选出有特点的说给全班同学听。

Task1视频欣赏让学生欣赏并描述关于礼物的视频。

教师适时地加以提示补充，同时引入新单词。

Task2目标语呈现给学生展示礼物提问学生Why don’t you get her a scarf? ，帮助学生用刚学的单词讲述理由（That’s too expensive.）Task3目标语操练,适时操练目标语。

初中英语教学案例分析集合3篇

初中英语教学案例分析集合3篇〔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SectionA。

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,longhair,shorthair,outgoing,quiet,funny,seri ous,smart,athletic,ect.2、学习人物比较的重要句型：(1)PedroisfunnierthanPaul.(2)TinaistallerthanTara.(3)TomismoreathleticthanSam.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。

初中英语教学案例分析（合集5篇）

初中英语教学案例分析（合集5篇）第一篇：初中英语教学案例分析初中英语教学案例分析飞鹅中学林建红教学背景：这个单元主要教学一些物品的名称，如：学习用品，服装，水果，家具等等。

要求学生能用下列句型进行交流。

A: What’s this in English?B: It’s a pen.A: Spell it, please.B:P_E_N,pen.本单元安排在26个字母之后，因此，字母的认读，单词的拼写，以及单词的读音也是本课的重点之一。

在课堂设计的过程中，考虑到这节课的具体情况：单词较少，绝大多数学生都已在小学学过，但是，由于我所教班级学生的英语水平比较薄弱，虽然他们在小学已经学过这部分内容，加上小学英语的要求和初中英语要求的不同，他们对知识点的掌握程度还达不到初中水平。

鉴于以上种种原因，我尝试着用让学生自己教会自己的方法来完成这节课的教学。

整节课，我设计了绘画比赛，问答学习，调查统计等几个环节，一环紧扣一环，让学生在潜移默化中自然而然地学到了新知识。

实践证明，我这样的安排不仅调动了已会的同学，让他们尝到了为人师的成就感和自豪感；与此同时，还让那些不会的同学有了更多更细心的学习机会，排除了师生之间的隔阂，让他们从自己的同龄人中学习，他们感到自然，易于接受。

这不失为本课的一大闪光点。

思路设计：整个过程，教师不是在“教教材”，而是在“用教材教”。

教师根据学生的实际情况和生活经验创造性地使用教材，从学生熟悉的知识入手，创建一个个与学生生活密切相关的问题情景，让学生带着问题思考，寻找解决问题的办法。

真正体现了《新课标》的精神----“在发展语言能力的同时，发展思维能力，激发想象力和创造力。

”活动不应该仅限于课堂教学，而要延伸到课堂之外的学习和生活之中。

同学们回忆自己的不文明行为，作自我批评，是活动的高潮，是自我教育，提高环保意识的最有效手段。

当时，教师应该趁热打铁，利用同学们的这份热情，让同学们利用课余时间，用英语采访同年级的别班同学，让同学们在同龄人面前很自然地回忆自己的不文明行为。

初中英语教学案例分析完整版

初中英语教学案例分析完整版一、案例背景本教学案例分析基于一位初中英语教师在知识掌握、教学方式和学生研究效果等方面的实际情况展开。

该教师在一所城市中等规模的初中任教，教学对象是一班初二学生。

本次分析关注教师在教学过程中遇到的问题以及采取的解决方法。

二、问题分析该教师在初中英语教学中遇到了以下几个问题：1. 学生对于英语研究缺乏兴趣，研究动力不高。

2. 学生的词汇量和语法掌握程度较低，导致阅读和写作能力的不足。

3. 教师教学方式较为传统，缺乏创新和活力，导致学生参与度低。

三、解决方法1. 激发学生研究兴趣教师采取以下措施激发学生研究兴趣：- 创设情境：通过引入与学生生活相关的话题和实际情境，增加研究的实用性和可操作性。

- 游戏化研究：利用游戏和竞赛等方式，增加学生研究英语的趣味性和竞争性。

- 多媒体辅助：利用多媒体技术，如音频和视频等，让学生在听、说、读、写等方面更加互动和享受研究过程。

2. 提升学生词汇量和语法掌握程度教师采取以下措施提升学生的词汇量和语法掌握程度：- 多读多写：鼓励学生多读英文原著、英语文章，并写作练，以提升词汇量和语法运用能力。

- 创设语境：通过真实场景和情境，帮助学生理解和掌握常用词汇和语法知识，加强实际运用。

- 梳理重难点：针对学生普遍存在的难点，有针对性地进行讲解和练，提高学生的词汇积累和语法掌握能力。

3.注重教学方式创新教师采取以下措施创学方式：- 小组合作研究：鼓励学生自主合作，通过小组合作研究，增加学生的互动和表达机会。

- 情景教学：利用真实情境，让学生在情景中理解和运用英语知识，提高研究效果。

- 全英文教学：增加英文语言输入，提高学生的听说能力和语言环境适应能力。

四、效果评估通过以上解决方法的实施，教师反馈以下效果：1. 学生对英语研究的兴趣明显增加，积极参与课堂活动。

2. 学生的词汇量和语法掌握程度得到明显提升，阅读和写作能力有明显改善。

3. 教学方式创新带来的学生参与度和表达能力明显提高。

初中英语教学案例分析报告范文6篇

初中英语教学案例分析报告范文6篇文档一：《利用分组合作学习法教授初中英语》背景介绍分组合作学习法在教育领域中已被广泛采用，具有丰富的教学资源、激发学生主动学习的积极性等优点。

本文以初中英语教学为例，分析了利用分组合作学习法的一个实例。

案例描述在初中英语课堂上，采用分组合作学习法，学生根据自身英语水平和学习兴趣分组，每个小组由3-4名学生组成。

教师为每个小组提供了一系列与当前课程内容相关的英语练习题和讨论题。

学生学习效果通过分组合作学习法，学生在小组内相互讨论、互相帮助，共同解决练习题和讨论题。

这种学习方式促使学生更加积极主动地参与学习，激发了他们的学习兴趣。

学生通过小组间的合作，不仅提高了语言表达能力，还加深了对课程内容的理解。

同时，通过小组合作，学生在解决问题的过程中形成了团队意识，培养了合作精神。

教师角色教师在此过程中扮演着指导者的角色，他们布置任务、提供指导，并在小组活动结束后对学生进行评价。

教师提供的指导旨在帮助学生形成良好的学习习惯和学习方法，进而提升他们的学习效果。

文档二：《通过角色扮演提高初中英语口语表达能力》背景介绍初中英语口语表达能力的提高对学生的英语学习至关重要。

在教学中，通过角色扮演的方式可以帮助学生在一个相对真实的情景中锻炼口语表达能力。

案例描述将学生分为小组，每个小组扮演一个特定的角色，比如去餐厅点餐、在商店买东西等。

教师在扮演相应的场景中的角色，与学生进行对话练习。

学生学习效果通过角色扮演，学生能够在一个模拟的情景中练习真实的口语表达。

与教师的对话练习可以帮助学生更好地理解并运用所学的句型和词汇。

此外，角色扮演还可以培养学生的合作意识和团队合作能力。

教师在角色扮演中既是引导者，也是参与者。

他们需要起到积极引导学生参与角色扮演的作用，并及时给予学生反馈和指导。

教师还可以在角色扮演活动结束后进行整体的总结和评价。

文档三：《利用多媒体教具提高初中英语听力能力》背景介绍初中英语听力是学生英语学习中的重要环节。

教学实践案例报告英语(3篇)

第1篇IntroductionThe purpose of this report is to document the teaching practice experience I undertook during the academic year 2023. This report will detail the planning, implementation, and reflection of the teaching activities carried out in a secondary school in [City/Country]. The subject taught was [Subject], and the grade level was [Grade Level]. This report aims to provide insights into the effectiveness of the teaching methods used, the challenges faced, and the outcomes achieved.Teaching ContextThe school I taught at is a [public/private] secondary school with a diverse student population. The students come from various cultural backgrounds, and the school prides itself on its inclusive environment. The school has a strong focus on student-centered learning and encourages innovative teaching practices.Teaching ObjectivesThe primary objectives of the teaching practice were as follows:1. To develop the students' understanding of [Subject] concepts and skills.2. To enhance the students' critical thinking and problem-solving abilities.3. To promote effective communication and collaboration among students.4. To foster a positive and engaging learning environment.Teaching Methods and StrategiesTo achieve the aforementioned objectives, I employed a variety of teaching methods and strategies, including:1. Direct Instruction: This involved delivering clear and concise explanations of the subject matter, using visual aids and examples to enhance understanding.2. Group Work: Students were divided into small groups to work on collaborative tasks, which helped them develop teamwork and communication skills.3. Project-Based Learning: Students were engaged in projects that required them to apply their knowledge in real-world contexts, fostering critical thinking and problem-solving skills.4. Flipped Classroom: Students were provided with pre-recorded lectures to watch at home, allowing class time to be dedicated to practical activities and discussions.5. Differentiated Instruction: Adapted teaching materials and activities to cater to the varying needs and abilities of the students.Implementation of Teaching Activities1. Lesson Planning: Each lesson was meticulously planned, taking into account the students' prior knowledge, learning styles, and the curriculum objectives. Lesson plans included specific learning objectives, activities, and assessments.2. Classroom Management: A consistent and fair classroom management system was established to ensure a productive learning environment. This included clear rules, positive reinforcement, and consequences for disruptive behavior.3. Assessment: Formative and summative assessments were used to monitor student progress and adjust teaching strategies as needed. These included quizzes, class discussions, presentations, and project evaluations.Challenges Faced1. Student Engagement: Some students struggled to stay engaged during lessons, particularly when the content was theoretical or challenging.2. Cultural Differences: The diverse student population presented challenges in terms of understanding and respecting different cultural backgrounds.3. Time Management: Balancing the need to cover the curriculum while providing meaningful and engaging activities was a challenge.Reflections and Evaluation1. Student Feedback: The students' feedback was overwhelmingly positive, with many expressing appreciation for the interactive and engaging lessons.2. Teacher Reflection: Reflecting on the teaching practice, I identified areas for improvement, such as enhancing student engagement through more varied activities and addressing cultural differences more effectively.3. Professional Development: This experience has motivated me tocontinue my professional development by attending workshops and seeking mentorship from experienced educators.ConclusionThe teaching practice experience provided valuable insights into the complexities of teaching and the importance of adapting teaching methods to meet the diverse needs of students. While challenges were encountered, the overall experience was rewarding, and I believe that the students benefited from the engaging and interactive lessons. This experience has solidified my commitment to becoming an effective educator and has equipped me with the skills and knowledge necessary to face future teaching challenges.Recommendations for Future Practice1. Further develop student engagement strategies by incorporating more interactive and technology-based activities.2. Enhance cultural competence through workshops and research on diverse student backgrounds.3. Continue to seek feedback from students and colleagues to refine teaching methods and improve outcomes.References[Include any relevant references used in the planning and implementation of the teaching practice.]---This report serves as a comprehensive documentation of the teaching practice experience, highlighting the strategies employed, challenges faced, and reflections on the overall effectiveness of the teaching methods used.第2篇IntroductionThe purpose of this report is to document and reflect upon a teaching practice experience that took place during the academic year 2023. The teaching practice was conducted at [Name of the School], a secondary school located in [Location]. The subject taught was [Subject Taught], and the duration of the practice was [Duration of Practice, e.g., four weeks]. This report will outline the objectives of the teaching practice, the methods used, the outcomes, and the reflections on the experience.Objective of the Teaching PracticeThe primary objective of the teaching practice was to gain hands-on experience in teaching [Subject Taught] to secondary school students. The specific goals included:1. Developing lesson plans that cater to the needs of diverse learners.2. Implementing effective teaching strategies to enhance student engagement and learning outcomes.3. Building positive relationships with students and fostering a supportive classroom environment.4. Gaining an understanding of the school’s curriculum and assessment practices.5. Reflecting on and improving teaching practices based on feedback from students, peers, and mentors.Methods UsedTo achieve the objectives, the following methods were employed:1. Lesson Planning: Detailed lesson plans were prepared for each class, including learning objectives, teaching strategies, resources, and assessment methods. These plans were designed to cater to different learning styles and abilities.2. Teaching Strategies: A variety of teaching strategies were used, such as group work, discussions, interactive whiteboards, and hands-on activities. These strategies were chosen to keep students engaged and promote active learning.3. Classroom Management: Effective classroom management techniques were applied to ensure a conducive learning environment. This included establishing clear rules, using positive reinforcement, and addressing behavior issues promptly.4. Feedback and Assessment: Continuous feedback was provided to students through formative assessments, such as quizzes, class discussions, and peer evaluations. Summative assessments, including exams and projects, were also used to measure student learning.5. Collaboration: Regular collaboration with peers and mentors was essential for sharing ideas, receiving feedback, and reflecting on teaching practices.OutcomesThe teaching practice yielded several positive outcomes:1. Student Engagement: The use of varied teaching strategies and interactive activities significantly increased student engagement and participation in the classroom.2. Learning Outcomes: Students demonstrated a good understanding of the subject matter, as evidenced by their performance in assessments and class discussions.3. Classroom Environment: The implementation of effective classroom management techniques resulted in a positive and supportive learning environment.4. Professional Development: The teaching practice provided valuable insights into the challenges and rewards of teaching, which contributed to the personal and professional growth of the practitioner.ReflectionsReflecting on the teaching practice experience, the following points were considered:1. Strengths: The ability to plan and deliver lessons effectively, adapt to different learning styles, and manage a classroom were identified as strengths. The positive feedback from students and peers alsohighlighted these strengths.2. Areas for Improvement: There were instances where the pace of the lesson was too fast, leading to some students not being able to keep up. Additionally, time management could be improved to ensure that all activities were completed without rushing.3. Feedback: The feedback received from students and mentors was invaluable in identifying areas for improvement. This feedback was used to refine teaching strategies and enhance the overall learning experience.4. Professional Growth: The teaching practice provided a platform for professional growth, both in terms of teaching skills and personal development. The experience reinforced the importance of continuous learning and self-reflection.ConclusionIn conclusion, the teaching practice at [Name of the School] was a rewarding and transformative experience. It provided the opportunity to apply theoretical knowledge in a practical setting, gain valuable insights into the teaching profession, and contribute positively to the learning experience of students. The experience has solidified thecommitment to a career in education and has provided a foundation for further professional development.RecommendationsBased on the teaching practice experience, the following recommendations are made:1. Continuous Professional Development: Ongoing training and workshops should be encouraged to keep teachers updated with the latest teaching methodologies and strategies.2. Collaborative Teaching: Regular collaboration among teachers can facilitate the sharing of best practices and improve the overall quality of education.3. Student-Centered Approach: Emphasizing a student-centered approach in teaching can enhance student engagement and learning outcomes.4. Feedback Mechanisms: Establishing effective feedback mechanisms can help teachers continuously improve their teaching practices and address student needs more effectively.By implementing these recommendations, schools can create a more conducive and effective learning environment for students and teachers alike.第3篇IntroductionThe purpose of this report is to document the teaching practice experience conducted during the semester. The focus of the practice was on English language teaching, specifically targeting primary school students. The report will cover the planning, implementation, challenges, and outcomes of the teaching practice, along with reflections on the effectiveness of the methods used.BackgroundThe teaching practice took place at [School Name], a primary school in [City]. The school has a diverse student population, with students coming from various cultural backgrounds. The age range of the students was from 6 to 12 years old, and they were divided into different classes based on their proficiency levels in English.Teaching ObjectivesThe primary objectives of the teaching practice were as follows:1. To enhance the students' proficiency in English by incorporating interactive and engaging activities.2. To develop the students' listening, speaking, reading, and writing skills.3. To foster a positive learning environment that encourages student participation and collaboration.4. To integrate technology into the classroom to make learning more interactive and accessible.Teaching MethodsThe following methods were employed during the teaching practice:1. Interactive Whiteboard: Utilized the interactive whiteboard to present lessons, engage students in activities, and create a visually stimulating learning environment.2. Group Work: Encouraged group work to promote collaboration, communication, and critical thinking skills.3. Role-Playing: Used role-playing activities to enhance the students' speaking and listening skills.4. Music and Songs: Incorporated music and songs to make learning enjoyable and to reinforce language points.5. Technology: Used educational apps and online resources to provide additional learning materials and to enhance student engagement.Case Study: Lesson on "Animals"For the purpose of this report, a specific lesson on "Animals" will be discussed in detail.Lesson PlanningThe lesson aimed to introduce the students to different animals, their names, and their sounds. The lesson was structured as follows:1. Warm-Up: A song about animals to get the students excited about the topic.2. Introduction: Briefly discussed animals, showing pictures on the interactive whiteboard.3. Activity 1: Group work activity where students had to create a poster showing their favorite animal, its name, and its sound.4. Activity 2: Role-playing activity where students acted out different animals and their sounds.5. Reflection: Discuss the lesson with the students, asking them to share what they learned.ImplementationThe lesson was conducted in a well-lit classroom with all necessary materials and technology ready. The students were attentive and actively participated in the activities. The teacher ensured that each student had an opportunity to speak and contribute to the group work.Challenges1. Language Barriers: Some students struggled with understanding the language, which required additional support and patience.2. Classroom Management: Maintaining discipline and ensuring that all students were engaged was challenging, especially with a large class size.3. Technological Issues: Occasionally, there were technical difficulties with the interactive whiteboard, which required quick problem-solving skills.Outcomes1. Engagement: The students were highly engaged throughout the lesson, showing enthusiasm for learning about animals.2. Language Skills: The students demonstrated improved speaking and listening skills, especially during the role-playing activity.3. Cultural Awareness: The lesson provided an opportunity for the students to learn about different animals from various cultures.4. Critical Thinking: The group work activity encouraged the students to think critically and work collaboratively.ReflectionsThe teaching practice was a valuable experience that allowed me to apply the theoretical knowledge I had gained during my education. Thefollowing points are reflected upon:1. Planning: Adequate planning is crucial for a successful lesson. It is important to consider the students' needs, interests, and learning styles.2. Flexibility: Being flexible and ready to adapt the lesson plan based on the students' responses is essential.3. Technology: Integrating technology into the classroom can greatly enhance student engagement and learning outcomes.4. Reflection: Regular reflection on teaching practices is important for continuous improvement and professional development.ConclusionIn conclusion, the teaching practice provided a unique opportunity to apply teaching methods and strategies in a real classroom setting. The experience was challenging but rewarding, and it highlighted theimportance of effective planning, flexibility, and adaptability in teaching. The students' positive response and improvement in language skills were testament to the effectiveness of the methods used. As a teacher, I am committed to continuous learning and improvement, and I look forward to applying the insights gained from this experience in future teaching endeavors.。

初中英语教学案例分析（精选10篇）

初中英语教学案例分析（精选10篇）初中英语教学案例分析一、教学案例写作基础教师具有一定的教学基础理论，一定的写作基础知识，一定的教学教研经验，一定的分析研究能力。

总之，教师具备写作教学案例的基础。

只要教师认真研究，都有可能写出有价值的教学案例。

只要认真地运用教学理论深入分析教学案例，都有可能提出独到的见解。

撰写教学案例与撰写教学论文相比，写成的可能性，写好的可能性，获奖的可能性，发表的可能性，都要大得多。

二、初中英语教学案例分析（精选10篇）案例，就是人们在生产生活当中所经历的典型的富有多种意义的事件陈述。

它是人们所经历的故事当中的有意截取。

下面是小编为大家整理的初中英语教学案例分析（精选10篇），仅供参考，希望能够帮助到大家。

初中英语教学案例分析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 everreceived?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。

初中英语案例分析报告范文6篇怎么写

初中英语案例分析报告范文6篇怎么写第一篇：Case Study on Improving Reading SkillsIn this case study, we will analyze the process of improving reading skills among middle school students. We will discuss different techniques and strategies that can be used to enhance students’ reading abilities.IntroductionReading is an essential skill that all students should master. However, many middle school students struggle with reading, which can have a negative impact on their overall academic performance. In this case study, we will examine ways to help students improve their reading skills and become more confident readers.MethodologyTo improve reading skills, it is essential to provide students with a variety of reading materials, including fiction and non-fiction texts. Teachers can also incorporate reading comprehension exercises and activities into their lesson plans to help students develop their understanding of the text. Additionally, students can be encouraged to participate in group discussions and peer reading sessions to enhance their reading skills.ResultsBy implementing these strategies, students showed significant improvement in their reading skills. They were able to comprehend complex texts more effectively and express their thoughts and opinions about the content. As a result, their overall reading proficiency increased, leading to better academic performance in other subject areas.第二篇：Case Study on Effective Vocabulary AcquisitionThis case study will explore the process of acquiring new vocabulary among middle school students and examine the factors that contribute to effective vocabulary learning.IntroductionVocabulary acquisition is a crucial aspect of language learning, as it helps students improve their communication skills and comprehension abilities. In this case study, we will discuss the different methods and techniques that can be used to facilitate vocabulary acquisition among middle school students.MethodologyTo enhance vocabulary acquisition, teachers can introduce students to new words through context-based learning activities, such as reading passages or watching videos. Students can also be encouraged to create flashcards or engage in vocabulary games to reinforce their understanding of the new words. Additionally, regular vocabulary quizzes and assessments can be used to track students’ progress and identify areas for improvement.ResultsThrough the implementation of these strategies, students demonstrated a significant improvement in their vocabulary acquisition. They were able to recall and use new words in context, leading to enhanced communication skills and overall language proficiency.第三篇：Case Study on Developing Writing SkillsIn this case study, we will analyze the process of developing writing skills among middle school students and explore effective strategies for improving students’ writing abil ities.IntroductionWriting is a fundamental skill that allows students to express their thoughts and ideas effectively. In this case study, we will discuss the different techniques and methods that can be used to help students enhance their writing skills and become more proficient writers.MethodologyTo develop writing skills, teachers can provide students with writing prompts and assignments that encourage them to explore different genres and styles of writing. Students can also be encouraged to participate in peer reviewing sessions to receive feedback on their writing and improve their editing skills. Additionally, teachers can provide individualized guidance and support to help students develop their writing skills at their own pace.ResultsBy implementing these strategies, students showed significant improvement in their writing skills. They were able to write more cohesively and fluently, demonstrating a greater understanding of grammar and sentence structure. As a result, their writing proficiency improved, leading to better academic performance in language arts and other subject areas.第四篇：Case Study on Effective Listening SkillsThis case study will examine the process of developing effective listening skills among middle school students and explo re strategies for improving students’ listening abilities.IntroductionListening is a critical skill that plays a key role in communication and language learning. In this case study, we will discuss the importance of developing effective listening skills and explore techniques that can be used to help students become better listeners.MethodologyTo enhance listening skills, teachers can incorporate listening activities and exercises into their lesson plans, such as listening to audio recordings or watching videos. Students can also be encouraged to participate in group discussions and oral presentations to practice active listening and improve their comprehension skills. Additionally, teachers can provide students with opportunities to listen to a variety of accents and speech patterns to enhance their listening proficiency.ResultsThrough the implementation of these strategies, students demonstrated a significant improvement in their listening skills. They were able to follow instructions more effectively, retain information from lectures and presentations, and engage in meaningful conversations with their peers. As a result, their overall listening proficiency increased, leading to better communication skills and academic performance.第五篇：Case Study on Enhancing Speaking SkillsIn this case study, we will analyze the process of enhancing speaking skills among middle school students and explore effective strategies for improving students’ oral communication abilities.IntroductionSpeaking is a crucial aspect of language learning that allows students to express themselves and communicate with others. In this case study, we will discuss the different techniques and methods that can be used to help students enhance their speaking skills and become more confident speakers.MethodologyTo enhance speaking skills, teachers can provide students with opportunities to practice speaking in a variety of contexts, such as debates, presentations, and role-playing activities. Students can also be encouraged to engage in group discussions and peer speaking sessions to improve their conversational skills. Additionally, teachers can provide constructive feedback and guidance to help students overcome their speaking challenges and build confidence in their speaking abilities.ResultsBy implementing these strategies, students showed significant improvement in their speaking skills. They were able to articulate their thoughts and ideas more clearly, participate actively in class discussions, and deliver engaging presentations. As a result, their oral communication skills improved, leading to better interaction with their peers and increased confidence in speaking English.第六篇：Case Study on Integrated Language Skills DevelopmentThis case study will explore the process of integrating the four language skills –reading, writing, listening, and speaking – to enhance overall language proficiency among middle school students.IntroductionLanguage learning involves the development of multiple skills, including reading, writing, listening, and speaking. In this case study, we will discuss the importance of integrating these language skills and explore strategies that can be used to promote comprehensive language development among students.MethodologyTo integrate language skills, teachers can design interdisciplinary lesson plans that incorporate reading, writing, listening, and speaking activities. Students can be encouraged to work on projects that require them to use all four language skills, such as creating multimedia presentations or conducting debates. Additionally, teachers can provide students with opportunities to practice integrated language skills in real-life situations to enhance their language proficiency.ResultsThrough the implementation of these strategies, students demonstrated a significant improvement in their overall language proficiency. They were able to apply their reading, writing, listening, and speaking skills in a variety of contexts, leading to enhanced communication abilities and academic performance. As a result, students became more confident and proficient in using English for academic and everyday purposes.以上为初中英语案例分析报告范文6篇的文档内容，希望对您撰写相关报告提供帮助。

初二英语教学实践报告(3篇)

一、引言随着新课程改革的深入推进，英语教学在基础教育阶段的重要性日益凸显。

作为一名初二英语教师，我深知肩负着培养学生们英语素养和跨文化交际能力的重要责任。

本报告旨在总结我在初二英语教学过程中的实践经验，分析存在的问题，并提出改进措施，以期提高教学效果。

二、教学实践概述1. 教学对象分析初二学生正处于青春期，思维活跃，好奇心强，但自控能力相对较弱。

他们对新鲜事物充满兴趣，但也容易受到外界干扰。

因此，在教学中，我注重了解学生的个体差异，尊重他们的学习需求，激发他们的学习兴趣。

2. 教学目标设定根据《义务教育英语课程标准》，初二英语教学目标主要包括以下几个方面：（1）掌握一定的词汇和语法知识；（2）提高听说读写技能；（3）培养良好的学习习惯和自主学习能力；（4）增强跨文化交际意识。

3. 教学方法运用在教学中，我主要采用了以下几种教学方法：（1）任务型教学法：通过设计各种任务，让学生在完成任务的过程中学习语言知识，提高语言运用能力；（2）合作学习法：鼓励学生分组合作，共同完成任务，培养学生的团队协作能力；（3）情景教学法：利用多媒体、图片、实物等创设真实情景，让学生在情景中学习语言；（4）游戏教学法：通过游戏活动，激发学生的学习兴趣，提高课堂氛围。

三、教学实践中的问题与反思（1）部分学生英语基础薄弱，学习兴趣不高；（2）课堂管理难度较大，个别学生纪律性较差；（3）教学资源有限，难以满足学生个性化学习需求；（4）教师自身教学水平有待提高。

2. 反思针对以上问题，我进行了以下反思：（1）针对基础薄弱的学生，我采取了分层教学，根据他们的实际情况制定学习目标，并给予个别辅导；（2）加强课堂管理，注重培养学生的纪律性，同时关注学生的心理健康；（3）积极利用网络资源，拓宽教学渠道，为学生提供更多学习机会；（4）参加各类培训，提高自身教学水平。

四、改进措施1. 加强教学研究，提高教学设计能力为了更好地开展教学，我将积极参加各类教研活动，学习先进的教学理念和方法，不断优化教学设计。

八年级英语阅读教学案例分析

八年级英语阅读教学案例分析案例概述：本案例分析旨在探讨八年级英语阅读教学中的挑战和解决方案。

通过对一个具体案例的分析，整理出有效的教学措施，并提供启示和建议，以提升学生的阅读能力和学习成效。

案例背景：在某八年级英语班级中，学生的阅读水平普遍较低，阅读理解能力不足，阅读速度缓慢，且对文章中的词汇和句子结构理解困难。

这给英语教师带来了一定的教学挑战，需要采用有效的教学策略来提高学生的阅读能力。

案例分析：1. 监控学生的阅读进度和理解能力教师应定期进行阅读测试，以了解学生的阅读能力水平，并根据学生的表现调整教学计划。

可以使用一些评估工具，如阅读速度测试、阅读理解测试等，全面了解学生的阅读水平。

2. 设计针对性的阅读教学活动通过分析学生的问题，教师可以设计一系列针对性的阅读教学活动，包括课堂朗读、小组合作阅读、阅读讨论等，以提高学生的阅读流畅性和理解能力。

教师可以根据学生的能力差异进行分层教学，采用不同难度的阅读材料，并提供相关辅助材料和指导。

3. 挖掘阅读材料的信息教师应指导学生学会挖掘阅读材料中的关键信息，包括主旨、关键词汇、句子结构等。

通过让学生分析文章结构和提取关键信息，提高他们的阅读理解能力和速度。

可以使用一些解析技巧，如划线、圈出关键信息、概括文章主旨等。

4. 注重词汇教学词汇是阅读理解的基础，教师应注重词汇教学。

可以选择一些常见的和与课文相关的词汇，通过图片、例句、短语搭配等方式进行教学。

同时，可以通过词汇分析和拓展活动，帮助学生扩大词汇量，提高他们对词汇的理解和运用能力。

5. 提供丰富多样的阅读材料教师应为学生提供丰富多样的阅读材料，包括文章、短文、新闻报道等。

通过选择有趣、生动的阅读材料，激发学生的阅读兴趣，提高他们的主动性和参与度。

还可以引导学生进行阅读交流，分享自己的阅读体验和理解，培养学生的阅读兴趣和阅读能力。

6. 让学生进行阅读反思和总结教师应引导学生进行阅读反思和总结，让他们意识到阅读的重要性和提高自己的阅读策略。

八年级英语案例分析2

八年级英语案例分析1-----吉毛才让通过对英语5个单元上课的分析，针对英语教学中存在的问题，英语教学还要在以下几个方面作进一步的努力：1.更新理观念，钻研教材，夯实英语基础英语试题改革虽然强调了由过去的比较注重知识考查向注重综合语言运用能力的考查,但是我们应该清醒地认识到能力高于基础，但必须依托基础，考查能力，并不意味着削弱对基础知识的要求，而是要联系实际。

试题主要考查新课标和教材所规定学生应掌握的英语基础知识。

许多练习很多学生“一看就会，一做就错”，这种现象比较普遍，有时学生做题失误原因是对于常见用语掌握的熟练程度还不够。

其根本原因就在于基础不牢，只有扎扎实实从基础做起，才能最终达到“一看就会，一做就对”。

2．确立语篇意识和综合意识，培养综合运用能力新目标英语突出了语篇功能和综合运用能力。

阅读理解试题是分值较高的试题，因此，英语阅读理解水平的高低至关重要。

阅读理解试题通过不同体裁，不同题材，从文章主旨大意能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局，并能查找具体细节，根据上下文猜测词义，理解作者意图和态度，把握文章的基本结构。

因此，我们在平时的教学中要根据教材切实搞好语篇教学，并有意识、有计划地增加英语阅读量，题材、体裁要尽量多样化，通过大量的阅读，扩大学生的知识面，使学生熟悉不同体裁、不同题材文章的作题思路，提高阅读速度，提高驾驭语篇的能力。

选材要尽量要贴近学生的生活实际，注意时代性、生活性和社会性。

3．加强英语课外阅读，提高信息素养英语知识的获得与能力的提高是在不断的听、说、读、写的训练过程中逐步形成的，而教材和课堂所能提供的训练还是比较有限的，课标要求五级学生除教材外，课外阅读量应累计达到15万字。

因此，要加强理解语篇的能力训练，增强英语语感。

其次，训练要注意提高质量。

在选择学习材料的时候，一定要依据课标和学生的实际精选材料，可以将好的材料进行优化组合，减少学生的无效学习，切实减轻学生的课业负担，提高学习的实效。

初二英语教学案例分析

初二英语教学案例分析初二英语教学案例分析授课环境：李家巷中学初二（×）班，平常课，早上第二节课，学生精神状态很好，积极性很高，很踊跃，课堂气氛很好。

教学内容：Go for it （8 年级下) Unit 10 It’s a nice day, isn’t it?第二节课，通过学生做小对话来巩固反意疑问句，然后完成Section A3a 的对话填空，让学生猜测该对话可能发生的地点，用多媒体呈现Section A 3b的4个情境，引出新单词并练习对话。

左后4人一组讨论Section A 4,完成表格填写并作出汇报。

学生分析：这个班级的学生共47 人，其中男生20 人，女生27 人。

学生小学学过三年英语, 英语底子不错, 对英语兴趣很高。

本单元学生已经学过一般现在时，因此在此基础上学习一般现在时的反意疑问句难度不会太大。

教师分析：由于是这个班级的副班主任，并且从初一教到现在，与学生关系比较和谐，他们上课也比较放松，上课喜欢让学生多开口说英语并且表演对话。

教材分析: 本单元围绕在各个地点谈论天气、电影等语言功能项目展开以闲聊、搭讪为主的一系列任务活动。

学生已经学过一般现在时，因而在此基础上学习一般现在时的反意疑问句难度不会很大，容易激发学生学习的兴趣。

教学准备:前一天，让学生分成四个大组，每一组有一名组长，负责协调组员之间的对话，以免重复并布置场景。

每个组选择一个场景，然后在这个场景里，用不同的反意疑问句进行对话。

要求内容丰富，最后评出最佳合作小组。

1.学生通过上网，查看参考资料等手段，查常见的英语搭讪的话题，以及反意疑问句的变化。

2 .教师课前制作多媒体课件。

教学过程：Step 1 RevisionT: Morning class.Ss: Morning, Miss Lin.T: It’s a nice day, isn’t it?Ss: Yes, it is.T: Let’s finish some exercise. (完成下列的反意疑问句，分成四人学习小组，合作练习)1. I'm an English teacher, ___________?1.2.Finish off Section A4.Write one conversation in your exercise book.3.Finish off Self check 2.案例片段描述：小组合作情景对话练习T: Now show your dialogue in class. Which group wants to be the first? Ok, this group.Group 1:(表演在学校排队吃中饭的场景。

八年级英语下册课堂教学案例分析

八年级英语下册课堂教学案例分析八年级英语下册堂教学案例分析一教学背景本是牛津初中英语的内容，它涉及到学生的生活实际和学习需求，培养学生的语言能力和学习能力。

倡导“任务型”的教学途径，本设计了许多具有实际意义的任务和活动，单元教学结构层次分明，落实任务性教学，其最终目的是培养学生听，说，读，写综合运用能力，吸引学生充分参与到堂活动中，从而提高学生的英语水平。

二学情分析本节主要是针对八年级下学期的学生的，要求学生能会使用英语谈论日常礼仪活动。

从年龄特点看，八年级学生有一定的语言基础，好奇，好表现，希望得到老师的表扬，所以邓伟老师在教学中抓住学生这一特点发挥学生的主动积极性去激发学生学习的兴趣。

由于江北的学生在进校时大部分的学生的基础不太好，所以邓老师在教学时注意因材施教，关注每一位学生的学习过程。

四．教学步骤；Step 1 导入新T:D u lie athing TV?T: let’s ath a shrt vide1 Then sh the PPT:Reeber: T be ivilised（明的）students“e ust be the rules and have gd anners”邓老师用有趣的讲明的动画视频导入，创造轻松学习环境，提高学生学习英语的兴趣和热情Step TTas ne 任务一Ding the right thingsThe lass 1, Grade 8 students are disussing the right and rng things t d in publi plaesPresent se pitures first, and then sh a questin under eah piture1hat shuld the b d hen he rsses the rad?(He shuld be the traffi rules)2hat is the girl ding?(She is piing flers in the par)3hat shuld e d in the librar?(e shuld eep quiet in the librar)4hat are the an and the an ding?(The are drpping litter everhere)hat is the an ding?(He is queuing fr his turn)6hat did the b d?(He left the tap running)以图片呈现短语，直观生动，用各种形式进行反复朗读。

初中英语教育案例及反思(3篇)

第1篇一、案例背景随着我国英语教育的普及，越来越多的家长和学生开始关注英语学习。

然而，在初中英语教学中，许多教师发现学生在学习过程中存在诸多问题，如词汇量不足、语法知识薄弱、听力理解困难等。

为了提高学生的英语水平，教师们不断探索新的教学方法。

以下是一则初中英语教育案例，通过反思，以期提高英语教学效果。

二、案例描述1. 教学内容：人教版初中英语八年级上册Unit 5 What were you doing when the storm broke?2. 教学目标：（1）知识目标：掌握一般过去时态的构成和用法；了解过去发生的事情；（2）技能目标：能够运用一般过去时态描述过去发生的事情；（3）情感目标：激发学生学习英语的兴趣，提高学生的英语综合运用能力。

3. 教学方法：情景教学法、任务型教学法、合作学习法4. 教学过程：（1）导入：教师通过播放一段关于暴风雨的视频，让学生思考问题：What were you doing when the storm broke? 引导学生进入话题。

（2）新课呈现：教师利用多媒体展示暴风雨的图片和文字，引导学生分析一般过去时态的构成和用法，并举例说明。

（3）任务型教学：教师将学生分成小组，每组完成一个任务：用一般过去时态描述过去发生的事情。

任务完成后，各小组派代表分享成果。

（4）合作学习：教师组织学生进行角色扮演，模拟暴风雨发生时的场景，让学生运用所学知识进行交流。

（5）总结与拓展：教师对本节课的内容进行总结，并布置课后作业，让学生巩固所学知识。

三、案例反思1. 教学方法的有效性本节课采用了情景教学法、任务型教学法和合作学习法，这些方法有助于提高学生的学习兴趣和积极性。

在情景教学中，教师通过视频、图片等手段创设情境，让学生身临其境，提高学习效果。

任务型教学和合作学习则让学生在完成任务和交流过程中，提高英语综合运用能力。

2. 学生主体性的发挥在本节课中，教师注重发挥学生的主体性。

八年级英语口语教学案例分析

八年级英语口语教学案例分析近年来，随着中国国际地位的提高和经济全球化的影响，学习外语的需求变得越来越迫切。

在中国的初中英语教育中，口语教学被认为是培养学生英语交际能力的重要环节。

本文将通过分析一个八年级英语口语教学案例，探讨如何有效地开展英语口语教学。

案例背景这个案例是在某城市的一所初中进行的。

该校八年级英语班级的学生普遍对英语学习兴趣不高，他们的口语表达能力较为薄弱。

为了改善学生的英语口语水平，教师设计了一堂富有趣味性和互动性的口语课。

目标设定首先，教师设定了明确的教学目标：提高学生的英语口语表达能力。

其次，教师希望通过这堂课让学生体验到学习英语的乐趣，激发他们对英语学习的兴趣。

最后，教师希望通过这个案例的分析，给其他教师提供一些可行的口语教学策略。

教学过程在这个案例中，教师采用了多种教学方法和策略，以激发学生的兴趣并提高他们的口语能力。

首先，教师准备了一个生动有趣的话题：My Dream Vacation。

教师通过投影仪展示了一些美丽的旅游景点图片，并向学生介绍了旅游胜地的特色。

接着，教师要求学生在小组内讨论和分享自己梦想中的度假胜地，并提出他们的理由。

这样的活动既激发了学生的想象力，也让他们有机会运用所学的英语知识进行口语表达。

其次，教师设计了一个小游戏来提高学生的听说能力。

教师准备了一些与旅游相关的问题，并把它们写在小纸条上，放入一个盒子里。

学生们按照抽到纸条的顺序回答问题，并通过讨论和比较来找出最佳的答案。

这样的活动既能让学生更好地理解问题，又能锻炼他们的口语表达能力和合作精神。

最后，教师引导学生进行实际口语练习。

教师设计了一些情景对话，如在旅行社预定机票或在餐厅点餐等，让学生在小组内互相扮演不同的角色进行对话练习。

教师给予学生指导并提供反馈，以帮助他们改进口语表达的流利程度和准确性。

效果评估在这个案例中，教师采用了多种形式的评估方法，以了解学生在口语教学中的表现。

首先，教师通过观察学生的课堂参与度和表现来评估他们在讨论和分享环节中的表现。

初二年级英语备课的成功案例分析

初二年级英语备课的成功案例分析在微弱的晨光中，教室静悄悄的，只有黑板上的粉笔轻轻摩擦着。

今天，将要进行一堂初二年级的英语课，教师小李早已做好充分的准备。

这一次，她决定采用一种新颖的备课方式，以激发学生们的学习兴趣和参与度。

小李首先分析了班级的整体情况和学生的学习特点。

经过观察，她发现大部分学生在听说能力上有潜力，但阅读理解和写作能力则相对薄弱。

为了提高这些方面的能力，小李决定围绕一个主题进行深入探讨——“环境保护”。

这个主题不仅与学生的生活密切相关，而且也能让他们在学习语言的同时，增强社会责任感。

接下来，小李设计了一系列富有创意的活动。

她将课堂分为几个模块：首先是导入阶段，通过一段生动的视频，展示了污染严重的城市与美丽的自然风光。

视频结束后，小李引导学生进行热烈的讨论，鼓励他们表达自己的看法。

在这个过程中，学生们的情绪被充分调动，纷纷分享自己对环境问题的理解。

紧接着，小李安排了小组活动。

每个小组选择一个与环境保护相关的主题，例如“减少塑料使用”、“开展校园绿化”等。

他们需要通过查阅资料、讨论和准备PPT，进行展示。

小李在这一过程中充当了指导者，提供必要的支持，同时又不干预学生们的创造力和自主学习。

这种方式极大地提高了学生的积极性，课堂气氛活跃，大家都在努力准备自己的发言。

在展示环节，学生们用英语流利地介绍自己的主题，分享他们的想法和解决方案。

小李看到他们自信的表现，心中充满欣慰。

通过这种互动式的学习，学生们不仅提高了口语表达能力，也锻炼了团队合作精神。

在课程的最后，小李安排了一次小测验，内容涵盖了本节课所学的词汇和句型。

她设计了多种题型，包括选择题、填空题和简答题，确保能够全面评估学生的学习成果。

测验结束后，小李认真批改试卷，并及时反馈每位学生的学习情况。

她发现，大多数学生在测验中的表现都有明显进步，这让她感到无比喜悦。

课后的反思中，小李意识到，这种以主题为中心的备课方式不仅提升了学生的英语水平，更重要的是培养了他们的思维能力和社会责任感。

八年级英语教师教育案例(2篇)

第1篇一、案例背景随着新课程改革的深入推进，英语教学越来越注重学生的主体地位和兴趣培养。

在我国某中学八年级英语教学中，存在着一些普遍问题：部分学生对英语学习缺乏兴趣，课堂参与度不高；部分学生英语基础薄弱，学习效果不佳；教师教学方法单一，未能充分调动学生的学习积极性。

针对这些问题，本文将结合一个具体案例，探讨如何激发学生学习兴趣，提升英语素养。

二、案例描述（一）学生情况分析小王，八年级学生，英语基础薄弱，对英语学习缺乏兴趣。

在课堂上，小王常常低头沉默，很少主动回答问题。

课后，他对英语作业敷衍了事，成绩一直徘徊在及格边缘。

（二）教学目标1. 激发小王对英语学习的兴趣，提高课堂参与度。

2. 帮助小王掌握英语学习方法，提升英语素养。

3. 培养小王良好的学习习惯，为今后的英语学习打下坚实基础。

（三）教学策略1. 关注个体差异，实施分层教学针对小王英语基础薄弱的情况，教师在教学过程中实施分层教学，将学生分为三个层次：基础层、提高层、拓展层。

针对不同层次的学生，教师设置不同难度的教学目标，使每个学生都能在课堂上有所收获。

2. 创设情境，激发学习兴趣为了激发小王对英语学习的兴趣，教师尝试在课堂上创设生动有趣的情境。

例如，在教授《My school life》一课时，教师组织学生进行角色扮演，让学生扮演不同的校园角色，如老师、学生、清洁工等，从而让学生在轻松愉快的氛围中学习英语。

3. 运用多媒体技术，丰富教学手段教师利用多媒体技术，将图片、音频、视频等多种元素融入课堂，使教学内容更加生动形象。

例如，在教授《Festivals around the world》一课时，教师播放世界各地节日的视频，让学生了解不同文化的节日习俗。

4. 开展小组合作学习，培养学生的合作能力为了培养学生的合作能力，教师将学生分成若干小组，让他们在小组内进行讨论、合作学习。

例如，在教授《How to keep healthy》一课时，教师让学生分组讨论如何保持健康，并每组派代表进行汇报。

八年级英语教学案例分析

八年级英语教学案例分析2009-12—18 12:33：28| 分类: 学习交流｜标签：｜字号大中小订阅案例一：Section A （第二课时）一、本节课教学重点：1、继续巩固六个一般现在时的时间副词always, usually，often，sometimes，hardly ever, never 以及涉及学生日常生活的几个词：exercise，watch TV，go shopping，do homework，goskateboarding等。

2、在巩固学习的基础上，引入表时间频率的词组：oncea week，twice a week，three times a week, every day 等以及本单元的主要句型：Ho w often do you exercise? I exercise ……二、教学分析：我在进行本节课的教学时，感觉有些别扭，由于和学生之间的陌生造成了学生极为的不配合，使我在这节课的教学陷入极大的被动。

不得不杀个回马枪对于所学内容进行强化训练,然后再布置任务,结果不仅不令人感到满意，弄得学生也很疲倦.课下通过仔细的分析,大致原因如下：1、导入不成功。

没有把本节课的教学内容与上节课的内容进行必要的衔接，完全违背了学生知识构建的规律，因此使得学生在课堂上的学习有些迷惘，有些被动。

2、操练不够。

在导入新的教学内容之后，应该及时地进行适当的句型操练,但是由于缺乏对学生的水平的了解而只是蜻蜓点水似的带过。

从而导致自己的课堂教学步入一个僵局。

费时费力还没有任何收效.三、教学策略：总结以上几点失败的教训之后，我认为在以后的教学中应该注意以下几点：1、再次面对新的学生时，应该先对学生的实际情况和上英语课的常规习惯进行一个大致的了解，并且针对学生的学情对自己的教学模式进行适当的调控。

2、本节课的导入应该以always, usually，often, sometimes，hardly ever, never 入手，然后再通过对话让学生明白How often do you exercise？的意思。