初三作文之初中英语课例研究报告
课例研究报告范文初中英语
课例研究报告范文初中英语Class Case Study Report: Junior High School English Introduction:This report aims to analyze a class case study in a junior high school English class. The class consists of 30 students aged between 13 and 15. The study focuses on a lesson plan centered around the topic of describing people's physical appearance. Lesson Objectives:1. Students will be able to use appropriate vocabulary to describe physical appearance.2. Students will practice using adjectives and sentence structures to describe people's physical appearance.3. Students will engage in conversations to ask and answer questions about physical appearance.Lesson Plan:1. Warm-up activity (5 minutes): The teacher displays pictures of different people and asks students to describe their physical appearance using adjectives.2. Presentation (10 minutes): The teacher introduces the vocabulary related to physical appearance using flashcards and visuals. The teacher emphasizes pronunciation and provides examples of how to use the words in sentences.3. Practice exercises (15 minutes): Students work in pairs and practice describing physical appearance using the new vocabulary. They use adjectives and sentence structures to create sentences about their classmates' appearances.4. Group activity (10 minutes): Students are divided into groupsand given different pictures of people. They discuss the physical appearance of the people in the pictures and present their findings to the rest of the class.5. Role play (15 minutes): Students pair up and act as a reporter and a famous person. The reporter asks questions about the famous person's physical appearance, and the famous person answers using adjectives and sentence structures learned in the lesson.6. Conclusion (5 minutes): The teacher summarizes the key points of the lesson and asks students to reflect on what they have learned. Classroom Observation:During the lesson, the students were engaged and actively participated in the activities. They eagerly used the new vocabulary to describe each other's physical appearance. The group activity and role play stimulated conversations and interactions among the students. The teacher provided clear explanations and examples, which helped the students grasp the concepts easily.Summary and Conclusion:This class case study demonstrated an effective lesson plan for teaching physical appearance vocabulary in a junior high school English class. The activities provided opportunities for students to practice using the vocabulary and encouraged them to communicate with each other in English. The teacher's clear explanations and well-designed activities contributed to a successful and engaging learning environment. Overall, the lesson plan effectively achieved the intended objectives and enhanced the students' English language skills.。
初中英语作文教研总结(3篇)
第1篇一、前言随着新课程改革的不断深入，英语教学越来越受到重视。
作文教学作为英语教学的重要组成部分，其质量直接影响着学生的英语综合运用能力。
为了提高初中英语作文教学质量，我们开展了初中英语作文教研活动。
以下是本次教研活动的总结。
二、教研目标1. 提高教师对英语作文教学的认识，明确作文教学的重要性。
2. 探索有效的英语作文教学方法，提高学生的写作能力。
3. 加强教师之间的交流与合作，共同提高英语作文教学水平。
三、教研内容1. 作文教学理论研讨（1）教师们共同学习了《义务教育英语课程标准》中关于作文教学的相关要求，明确了作文教学的目标、内容和方法。
（2）教师们就作文教学中的常见问题进行了深入探讨，如如何激发学生的写作兴趣、如何提高学生的写作技巧等。
2. 作文教学实践交流（1）教师们分享了各自在作文教学中的成功经验，如如何设计写作任务、如何批改作文等。
（2）教师们观摩了优秀作文课例，从中学习借鉴优秀教师的作文教学技巧。
3. 作文教学评价研究（1）教师们共同探讨了作文教学评价的方法和标准，如如何评价学生的写作内容、结构和语言等。
（2）教师们就如何提高作文评价的有效性进行了深入研究。
四、教研成果1. 教师对英语作文教学的认识得到了提高，明确了作文教学的目标和任务。
2. 教师们掌握了多种有效的英语作文教学方法，如话题导入法、范例分析法、同伴互评法等。
3. 学生的英语写作能力得到了明显提高，作文质量得到了显著改善。
4. 教师之间的交流与合作更加紧密，形成了良好的教研氛围。
五、反思与展望1. 反思（1）本次教研活动取得了一定的成果，但仍有不足之处。
如部分教师对作文教学的认识还不够深入，作文教学方法还需进一步改进。
（2）作文教学评价体系不够完善，评价方式单一，难以全面反映学生的写作水平。
2. 展望（1）继续加强教师对英语作文教学的理论学习，提高教师的专业素养。
（2）积极探索有效的作文教学方法，关注学生的个体差异，提高学生的写作能力。
英语教学案例分析范文6篇初中
英语教学案例分析范文6篇初中Effective English teaching in middle school is crucial for laying a strong foundation for students' language proficiency and future academic success. In this essay, we will examine six case studies that illustrate various approaches and strategies employed by skilled English teachers to engage and support their middle school students.Case Study 1: Integrating Technology to Enhance Engagement Mrs. Johnson, an experienced English teacher at a suburban middle school, recognized the importance of incorporating technology to captivate her students' attention and foster active learning. She began by introducing interactive whiteboard activities, where students could manipulate words, sentences, and grammatical structures on the board, enhancing their understanding of language concepts. Additionally, Mrs. Johnson utilized online educational platforms that provided personalized practice exercises and immediate feedback, allowing students to take ownership of their learning and progress at their own pace.The integration of technology not only increased studentengagement but also enabled Mrs. Johnson to differentiate instruction and cater to diverse learning styles. Students who struggled with traditional pen-and-paper exercises found the digital activities more appealing and accessible, while those who thrived on independent learning benefited from the self-paced nature of the online resources. The result was a more dynamic and inclusive classroom environment, where all students felt empowered to participate and succeed in their English studies.Case Study 2: Fostering Critical Thinking through Literature Circles Mr. Patel, a middle school English teacher in a diverse urban setting, recognized the importance of developing his students' critical thinking skills. He implemented a literature circles approach, where students were divided into small groups and assigned different roles, such as discussion leader, connector, and literary analyst. Each group was responsible for reading a selected work of literature and engaging in collaborative discussions to unpack the themes, characters, and literary devices.The literature circles not only encouraged active engagement with the text but also cultivated essential communication and problem-solving skills. Students learned to listen actively, express their ideas clearly, and consider multiple perspectives. Mr. Patel's role shifted from a traditional lecturer to a facilitator, guiding the discussions and prompting students to delve deeper into the literary analysis.The success of this approach was evident in the students' increased confidence in expressing their interpretations and the depth of their literary analysis. Additionally, the collaborative nature of the literature circles fostered a sense of community and camaraderie among the students, further enhancing their overall learning experience.Case Study 3: Integrating Authentic Cultural ExperiencesIn a middle school with a growing population of English language learners, Ms. Garcia recognized the importance of incorporating authentic cultural experiences into her English lessons. She collaborated with the school's diversity committee to organize cultural celebrations and invite guest speakers from various backgrounds to share their stories and traditions.During these events, students had the opportunity to engage with the English language in a meaningful and contextual manner. They learned vocabulary and expressions related to the featured cultures, participated in interactive activities, and gained a deeper appreciation for the diversity within their school community. The cultural experiences also served as a platform for students to practice their speaking and listening skills in a low-stress, authentic setting.The integration of authentic cultural experiences not only improvedthe English language proficiency of the English language learners but also fostered a greater sense of inclusion and understanding among all students. The cross-cultural exchange and exposure to diverse perspectives enriched the learning environment and contributed to the overall growth and development of the students.Case Study 4: Differentiated Instruction for Struggling Readers Mrs. Nguyen, a middle school English teacher in a high-needs district, recognized the diverse learning needs of her students, particularly those who struggled with reading comprehension. She implemented a multi-tiered system of support, where she provided targeted interventions and differentiated instruction to address the individual needs of her students.For students who required additional support, Mrs. Nguyen utilized research-based reading strategies, such as guided reading, vocabulary development, and explicit instruction in phonics and fluency. She also incorporated the use of audiobooks, text-to-speech software, and graphic organizers to help struggling readers access the content and actively engage with the material.Mrs. Nguyen's dedication to differentiated instruction paid off, as her struggling readers demonstrated significant improvements in their reading abilities and overall academic performance. The individualized attention and tailored support not only boosted theirconfidence but also instilled a love for reading and learning.Case Study 5: Integrating Project-Based LearningMr. Goldstein, a middle school English teacher in a suburban setting, recognized the importance of making the English curriculum more relevant and engaging for his students. He implemented a project-based learning approach, where students were tasked with creating multimedia presentations on topics of their choice, ranging from social issues to literary analyses.The project-based learning approach allowed students to take an active role in their learning, as they conducted research, synthesized information, and utilized various technological tools to present their findings. Mr. Goldstein provided guidance and feedback throughout the process, ensuring that students developed essential skills, such as critical thinking, problem-solving, and effective communication.The project-based learning activities not only enhanced the students' engagement and motivation but also fostered their ability to collaborate, think creatively, and apply their knowledge to real-world situations. The final presentations showcased the students' diverse talents and perspectives, further enriching the learning environment.Case Study 6: Integrating Interdisciplinary ConnectionsMs. Lim, a middle school English teacher in a STEM-focused school,recognized the importance of integrating interdisciplinary connections to make the English curriculum more relevant and meaningful for her students. She collaborated with her colleagues from the science, mathematics, and social studies departments to develop cross-curricular lessons and projects.For example, in a unit on persuasive writing, Ms. Lim worked with the science teacher to have students research and write persuasive essays on environmental issues. The students not only honed their English language skills but also deepened their understanding of scientific concepts and their real-world applications. Similarly, in a poetry unit, Ms. Lim partnered with the art teacher to have students create visual representations of their poems, fostering their creativity and artistic expression.The integration of interdisciplinary connections not only enhanced the relevance and depth of the English curriculum but also encouraged students to see the interconnectedness of different subject areas. This approach helped students develop a more holistic understanding of the world around them and the role of language in various disciplines.In conclusion, the six case studies presented in this essay demonstrate the diverse and effective strategies employed by skilled English teachers in middle school settings. From integratingtechnology to fostering critical thinking, incorporating authentic cultural experiences, differentiating instruction, implementing project-based learning, and making interdisciplinary connections, these teachers have created dynamic and inclusive learning environments that support the academic and personal growth of their students. The success of these approaches underscores the importance of continuous professional development, collaboration, and a student-centered approach to English language instruction in middle schools.。
初中英语研究性学习报告范文精选5篇-口语研究性报告范文
初中英语研究性学习报告范文精选5篇-
口语研究性报告范文
研究背景
在初中阶段，学生需要学好英语，掌握口语交流的基本能力。
本报告旨在分享五篇优秀的研究性研究报告，以此鼓励更多的同学研究探究英语知识，提升自己的口语表达能力。
研究方法
本次报告收集了五篇初中英语口语研究性研究报告，涵盖了不同的主题和研究方法。
通过研究这些报告，我们可以了解到如何撰写一篇出色的口语研究性研究报告。
研究成果
1. 主题：如何提高口语能力
研究方法：访谈法
研究结论：多说多练是提高口语能力的最佳途径。
2. 主题：英语研究方法
研究方法：问卷调查法
研究结论：阅读和听力是研究英语的重要方法。
3. 主题：英语口语比赛经验分享
研究方法：实证研究法
研究结论：练和准备是赢得口语比赛的关键。
4. 主题：短语和惯用语的使用
研究方法：实地考察法
研究结论：熟练掌握短语和惯用语能有效提升口语表达水平。
5. 主题：中国文化在英语研究中的运用
研究方法：文献研究法
研究结论：借鉴中国文化在英语研究中能使个人表达更丰富、得体。
结论
通过以上五篇研究性学习报告的分享，我们可以看到不同主题和方法带来的不同结论。
学习不止是书本上的知识，同时也需要我们自己的实践和探究。
希望通过这次报告能够激发更多同学热爱学习英语，勇于探索，不断提升自己的口语交流能力。
初中英语上课教研报告(3篇)
第1篇一、引言英语作为一门国际通用语言，在我国教育体系中占据着重要的地位。
初中英语教学是学生英语学习的关键阶段，对于培养学生的英语素养和实际应用能力具有重要意义。
为了提高初中英语教学质量，我校英语教研组于近期开展了英语课堂教学研讨活动，现将研讨成果总结如下。
二、教研活动背景随着新课程改革的深入推进，初中英语教学面临着诸多挑战。
为了适应新形势下的英语教学需求，我校英语教研组决定开展以“提高初中英语课堂教学质量”为主题的教研活动。
本次活动旨在通过研讨、交流和实践，提高教师的教学水平和学生的英语学习效果。
三、教研活动内容1. 课堂教学观摩本次教研活动首先进行了课堂教学观摩，由我校英语教研组教师分别展示了不同课型的英语课堂教学。
观摩过程中，教师们认真记录，分析课堂教学中的优点和不足。
2. 教学经验分享观摩结束后，教师们进行了教学经验分享。
大家针对观摩课例，从教学内容、教学方法、课堂组织、评价方式等方面进行了深入探讨，提出了许多有益的建议。
3. 教学策略研讨针对当前初中英语教学中的问题，教研组组织教师进行了教学策略研讨。
主要内容包括：（1）提高学生英语学习兴趣的策略：通过创设情境、开展游戏、运用多媒体技术等手段，激发学生的学习兴趣。
（2）培养学生英语听说能力的策略：加强口语训练，鼓励学生大胆开口说英语；开展小组合作学习，提高学生的听说交际能力。
（3）提高学生英语阅读能力的策略：引导学生掌握阅读技巧，培养学生良好的阅读习惯；开展课外阅读活动，拓宽学生的知识面。
（4）提高学生英语写作能力的策略：注重写作技巧的培养，引导学生进行有效的写作练习；开展写作评价活动，提高学生的写作水平。
4. 教学反思与改进在教研活动中，教师们对自己的教学进行了反思，总结了以下改进措施：（1）加强教学研究，提高自身业务水平。
（2）关注学生个体差异，实施分层教学。
（3）优化教学方法，提高课堂教学效率。
（4）加强家校沟通，共同促进学生英语学习。
初中英语教研案例分析(3篇)
第1篇一、背景介绍随着新课程改革的深入推进，初中英语教学越来越注重学生的主体地位和课堂互动。
然而，在实际教学中，部分教师仍存在教学方法单一、课堂氛围沉闷、学生参与度低等问题。
为了提高英语教学质量，本案例以某初中英语教研组为研究对象，通过分析课堂互动策略，探讨如何提升学生的参与度。
二、案例描述某初中英语教研组在近期开展了以“基于课堂互动提升学生参与度”为主题的教研活动。
活动主要分为以下几个阶段：1. 前期调研：教研组对所任教的班级进行问卷调查，了解学生对英语课堂的满意度、参与度以及存在的问题。
2. 问题分析：根据调查结果，教研组发现以下问题：- 部分学生英语基础薄弱，自信心不足；- 教师教学方法单一，缺乏趣味性；- 课堂氛围沉闷，学生参与度低。
3. 策略研究：针对以上问题，教研组提出了以下策略：- 丰富教学方法：运用多种教学手段，如多媒体、游戏、小组合作等，激发学生的学习兴趣；- 创设情境：结合生活实际，创设真实、生动的语言环境，提高学生的语言运用能力；- 关注个体差异：针对不同学生的学习基础，设计分层教学，满足不同学生的学习需求；- 加强课堂互动：鼓励学生积极参与课堂活动，提高学生的语言表达能力和合作意识。
4. 实践应用：教研组将以上策略应用于实际教学中，并进行了以下尝试：- 小组合作学习：将学生分成若干小组，进行角色扮演、讨论等活动，提高学生的合作能力和语言表达能力；- 游戏教学：设计趣味性强的英语游戏，让学生在游戏中学习英语，提高学习兴趣；- 情境教学：结合教材内容，创设真实、生动的情境，让学生在情境中运用英语；- 课堂提问：采用多种提问方式，激发学生的思考，提高学生的参与度。
5. 效果评估：经过一段时间的实践，教研组对学生的英语学习情况进行了跟踪调查，发现以下变化：- 学生的英语成绩有所提高；- 学生对英语课堂的满意度明显提升；- 学生的参与度明显提高，课堂氛围活跃。
三、案例分析本案例通过分析课堂互动策略，探讨了如何提升学生的参与度。
初中英语课例研究报告
初中英语课例研究报告初中英语课例研究报告在基地学校培训学习听课的过程中，发现指导老师所教的班级学生在课堂上气氛比较沉闷，学生的动口动脑意识不强，课上老师讲的比较多，学生回答问题不主动，回答的声音也不响亮。
而自己所教的学生的情形也与此差不多相似，学习缺乏主动性。
那么，教师如何设计“听说课”的教学，使得课堂气氛活跃起来，让学生真正成为课堂学习的主体，在教学过程中真正“动”起来，就成为我们研究的主要内容。
(一)、教学对象分析：所任教的班级是余干第二中学九年级(2)班。
该班是初三年级层次较差的班级。
学生课堂纪律良好，但学生学习基础差，课堂上气氛比较沉闷，回答问题不够积极主动，英语口语表达不够流畅。
(三)、教学目标：1、语言知识目标：通过本节课学习，学生能够a.准确读出大数字b.能够准确使用下面单词和词组：population，crowd, increase, smoke, minute, percent, appointment, increasing, along with, thanks to.重点：a. 听辨、写出大数字b. 准确运用词语：crowd， increase，population，along with， thanks to难点：听辨、读出和写出大数字。
2、能力目标：通过本节课学习，学生a.能够辨认并表述大数字b.能够听懂对话、听辨、写出大数字。
c.能够流利朗读对话。
3、情感、价值观目标：通过了解发展中国家面临的问题，以及由此而产生的连带后果，唤起学生们的忧患意识，并引发他们深思。
4、学习策略：能够积极与他人合作，共同完成学习任务。
课型：听说课。
教学辅助工具：ppt。
教学过程;第一步：导入。
第二步：听力练习通过听一段对话，进一步感知所学单词的运用，并引出大数字的认读。
第三步：学习认读大数字。
老师先引导学生学习认读大数字，然后让学生两人一组，以谈论各城市的人口为话题，以对话的形式练习认说大数字。
初中英语课例研究报告(正稿)
初中英语课例研究报告(正稿)English Class Research ReportResearch Topic: Speaking and Listening Class for Grade 8Teaching Objective: Module 7 - Feelings and ns。
Unit 1Grade Level: Grade 8___: ___Research ___: Zhu Miaorong。
Pang Ying。
Deng Guoyun。
Wu Nailu。
Pan Yina。
Liao Lihui。
Lan Huaping。
and Dang LiGuiding ___: Wu ___Research Process:1.Original Lesson PlanAfter more than a year of ___ materials。
___ process。
even with the use of new materials。
This results in students not ___。
our main research topic is how to design ___。
where students ethe main focus of the ___ students how to express their ___.Topic Background: This module focuses on feelings and ns。
mainly discussing food。
reviews。
and ns of people。
Studentswill understand the use of sensory verbs and learn about the nal attitudes and preferences of Sally。
a British girl。
This topic is___' interests。
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。
初中英语课例研究报告
初中英语课例研究报告英语课例研究是初中英语教学改革的重要内容之一，通过对不同课例的研究，可以更好地了解教学过程中的问题和难点，为教师的教学实践提供参考和借鉴。
本文将围绕初中英语课例研究展开讨论，分析教学中存在的问题，并提出相应的解决方法。
首先，我们需要明确课例研究的目的和意义。
课例研究可以帮助教师深入了解学生的学习情况，发现他们在英语学习中的困难和问题，从而有针对性地进行教学设计和教学改进。
同时，课例研究还可以促进教师之间的交流和合作，分享教学经验，共同提高教学质量。
因此，开展初中英语课例研究具有重要的意义。
其次，我们需要关注课例研究中存在的问题。
在实际教学中，很多教师对课例研究的重视程度不够，缺乏系统性和深入性，导致无法真正发现和解决教学中的问题。
另外，部分教师在进行课例研究时，可能存在主观性较强，缺乏客观性和科学性，影响了研究的结果和结论的可靠性。
因此，我们需要认真对待课例研究，提高研究的深度和广度，确保研究结果的科学性和准确性。
针对课例研究存在的问题，我们可以采取一些措施进行改进。
首先，我们可以加强教师的培训和指导，提高他们对课例研究的认识和重视程度，增强他们的研究能力和水平。
其次，我们可以建立健全的课例研究机制，促进教师之间的交流和合作，形成良好的研究氛围，共同提高课例研究的质量和效果。
最后，我们可以加强对课例研究成果的宣传和推广，鼓励更多的教师参与到课例研究中来，形成良性循环，推动教学改革的深入发展。
综上所述，初中英语课例研究对于教学改革具有重要的意义，我们需要认真对待课例研究，加强研究的深度和广度，确保研究结果的科学性和准确性。
只有这样，我们才能更好地发现和解决教学中的问题，提高教学质量，促进学生的全面发展。
希望通过我们的努力，初中英语课例研究能够取得更好的成果，为教学改革和发展贡献力量。
初中英语课例分析报告范文
初中英语课例分析报告范文In the English class for middle school students, the lesson on comparative adjectives was particularly engaging. The teacher introduced the concept with a series of vivid examples, making the abstract grammar rule tangible.To facilitate understanding, the teacher utilized a mix of visual aids and interactive exercises. Students were encouraged to compare objects in the classroom, applying the new grammar rules in a practical setting.The lesson plan was well-structured, starting with a warm-up activity that involved matching pictures to words, gradually leading to more complex comparisons. This scaffolding approach ensured that even students who were initially hesitant could participate actively.One innovative aspect of the lesson was the use of technology. The teacher incorporated an online platform where students could submit their sentences for instant feedback, which was both motivating and educational.Throughout the class, the emphasis was on communication rather than rote memorization. Pair work and group discussions were common, allowing students to practice speaking and listening skills in a supportive environment.The teacher's enthusiasm was contagious, and theclassroom atmosphere was lively and positive. Students were eager to participate, and the level of engagement was high.However, there was a slight imbalance in the time spent on different parts of the lesson. While the comparative forms were thoroughly covered, the superlative forms received less attention, which could be a point of improvement for future lessons.In conclusion, the English class was a successful blend of instruction and interaction. It provided a solid foundation for students to understand and use comparative adjectives, setting a high standard for future language lessons.。
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。
论初中英语课堂教学研究报告6篇
初中英语课堂教学研究6篇第一篇一、营造和谐气氛，激发学生兴趣教师可以在平时多搜集一些简短的英文趣味小故事，用以在英语课堂上活泼气氛，还可以鼓励学生自己利用课余时间阅读短篇英文文章，定期在课堂上与大家一起分享，这样不仅能让学生在轻松的气氛中尽可能多地接触英语，还能帮助学生提高读英语的能力。
笔者曾让学生在每一堂英语课开场的5分钟轮流为大家讲简短的英文趣味故事或者是朗声英文诗歌，由于学生都有很多的英文阅读材料，这对他们来说并不难，只是需要他们自信地迈出那一步，并且沉着地大声讲出来。
在这个过程中，有些学生一开场会表现得很害怕，笔者总是很耐心地鼓励他们，并带头给他们鼓掌，这样，学生怯懦的心理一次次得以克制。
一段时间的训练后，全班学生根本都能自信地站在讲台上大声讲英语，有些学生还颇有演讲风，虽然也还有些学生的发音并不标准，但是他们都非常努力地去改正，因为他们总是希望自己下一次能够表现得更好，能给大家带来更多的欢乐。
二、丰富教学策略，引导自主学习首先，应当充分重视情境教学在英语课堂教学中的作用，并有效地利用它。
在教学英语的过程中，将容融入情境能有效地帮助学生“消化〞和“吸收〞知识。
因而，一方面，教师应当尽可能多地创立真实的英语环境，比方，鼓励每一个学生给自己取一个英文名字，并在英语课堂中用英文名字取代中文名字，如果可以，教师还可以鼓励学生在课余也使用英文名字交流和对话，这样，能够帮助学生更好地融入英文环境，也就更愿意自主地花时间去学习英语。
另一方面，教师应当在课堂中尽可能多地创造英文情境。
比方，在一次课堂学习时，笔者先播放一首非常著名的英文歌曲，学生在轻柔婉转的音乐中露出轻轻的微笑，可以看得出来，学生已经进入状态。
歌曲播放完毕，笔者问学生是否都熟悉和喜欢这首歌，学生异口同声地给出肯定的答复，接着，笔者进一步用英语发问学生都喜欢什么类型的歌曲，这样，课堂教学主题自然就引出来了，通过创设这样的教学情境，学生能够更好地去“体味〞和“享受〞英语，在这种轻松而愉悦的情境下，学生思维也能得到更好地发散，这种轻松和愉悦的情感也能有效地推动学生留意生活中的英语，并乐于自主学习。
九年级英语教学案例分析范文6篇
九年级英语教学案例分析范文6篇Teaching English to Grade 9 students can be a challenging yet rewarding experience. At this stage, students are transitioning from middle school to high school and are expected to develop more advanced language skills. As an English teacher, it is crucial to design and implement effective lesson plans that cater to the diverse needs and learning styles of Grade 9 students. In this essay, we will explore six sample English teaching case studies for Grade 9 that can serve as a valuable reference for educators.Case Study 1: Improving Reading ComprehensionIn this case study, the focus is on enhancing the reading comprehension skills of Grade 9 students. Many students at this level struggle with understanding complex literary texts, such as novels, short stories, and poetry. The teacher recognized this challenge and decided to implement a structured approach to improve their reading skills.The lesson plan began with an introduction to the selected text, where the teacher provided background information and context tohelp students better understand the content. Next, the teacher utilized various strategies to engage students in active reading, such as asking guiding questions, encouraging them to make predictions, and highlighting key literary devices.During the reading process, the teacher encouraged students to take notes, annotate the text, and engage in discussions with their peers. This collaborative approach allowed students to share their interpretations, ask questions, and gain a deeper understanding of the text.To further reinforce the reading comprehension skills, the teacher assigned follow-up activities, such as written summaries, literary analysis essays, and oral presentations. These assignments not only assessed the students' understanding but also provided opportunities for them to develop their critical thinking and communication skills.The results of this case study were promising, as the students demonstrated significant improvements in their ability to comprehend and analyze literary texts. The teacher's use of a structured approach, active reading strategies, and diverse assessment methods contributed to the students' overall growth in reading comprehension.Case Study 2: Developing Effective Writing SkillsIn this case study, the focus is on helping Grade 9 students develop their writing skills. Many students at this level struggle with organizing their thoughts, expressing their ideas clearly, and adhering to the conventions of academic writing.The teacher began by introducing the writing process, emphasizing the importance of prewriting, drafting, revising, and editing. Students were guided through various prewriting activities, such as brainstorming, outlining, and researching, to help them generate and organize their ideas.During the drafting stage, the teacher provided explicit instruction on the elements of effective writing, including thesis statements, topic sentences, supporting details, and transitions. Students were encouraged to experiment with different writing styles and structures, depending on the assigned task (e.g., persuasive essay, narrative, research paper).To promote peer learning and feedback, the teacher incorporated peer-review sessions, where students exchanged their drafts and provided constructive criticism to one another. This process allowed students to receive valuable feedback and refine their writing before the final submission.The teacher also emphasized the importance of revision and editing, guiding students through the process of improving their work based on the feedback received. Students were taught to identify and correct common writing errors, such as grammar, punctuation, and spelling mistakes.The results of this case study were positive, as the students demonstrated significant improvements in their writing skills. They were able to organize their thoughts more effectively, express their ideas more clearly, and adhere to the conventions of academic writing. The structured approach to the writing process, combined with targeted feedback and revision opportunities, contributed to the students' overall growth as writers.Case Study 3: Enhancing Oral Communication SkillsIn this case study, the focus is on developing the oral communication skills of Grade 9 students. Many students at this level struggle with public speaking, expressing their thoughts clearly, and engaging in meaningful discussions.The teacher recognized the importance of oral communication skills in academic and professional settings and decided to incorporate various activities and strategies to help students improve in this area.The lesson plan began with an introduction to the principles ofeffective public speaking, such as body language, eye contact, and vocal variety. Students were given opportunities to practice these skills through short presentations, debates, and group discussions.To build confidence and reduce anxiety, the teacher encouraged a supportive and collaborative classroom environment. Students were encouraged to provide constructive feedback to their peers and to actively participate in discussions.The teacher also incorporated role-playing activities, where students were assigned different personas or scenarios to practice their communication skills. This approach allowed students to experiment with different communication styles and receive feedback on their performance.To further enhance their oral communication skills, the teacher assigned project-based learning activities that required students to work in teams and present their findings to the class. This not only developed their presentation skills but also their ability to collaborate and communicate effectively with their peers.The results of this case study were encouraging, as the students demonstrated significant improvements in their oral communication skills. They became more confident in public speaking, more adept at expressing their thoughts clearly, and more engaged in classdiscussions. The structured approach to developing these skills, combined with opportunities for practice and feedback, contributed to the students' overall growth in this area.Case Study 4: Integrating Technology in the ClassroomIn this case study, the focus is on integrating technology in the Grade 9 English classroom to enhance the learning experience. Many students at this level are digital natives and are comfortable with various technological tools, so the teacher decided to leverage this familiarity to engage students and improve their learning outcomes.The lesson plan incorporated the use of multimedia resources, such as educational videos, interactive presentations, and online learning platforms. The teacher carefully selected these resources to align with the curriculum and to provide students with engaging and informative content.To encourage active learning, the teacher incorporated technology-based activities, such as online quizzes, collaborative document editing, and virtual discussions. These activities allowed students to interact with the content, apply their knowledge, and receive immediate feedback.The teacher also encouraged students to use technology for research, writing, and presentation purposes. Students were given theopportunity to use online databases, word processing software, and presentation tools to complete their assignments and projects.To ensure the effective integration of technology, the teacher provided clear instructions and guidance on the use of these tools. Students were also encouraged to share their knowledge and experiences with their peers, fostering a collaborative learning environment.The results of this case study were positive, as the students demonstrated increased engagement, motivation, and learning outcomes. The integration of technology not only made the learning process more interactive and enjoyable but also helped students develop essential digital literacy skills.Case Study 5: Differentiated Instruction for Diverse LearnersIn this case study, the focus is on implementing differentiated instruction to address the diverse learning needs of Grade 9 students. In any given classroom, there is a wide range of learning styles, abilities, and backgrounds, and the teacher recognized the importance of adapting the instruction to cater to these differences.The lesson plan incorporated various instructional strategies and materials to accommodate the diverse learners in the classroom. This included providing different levels of text complexity, offeringalternative assignment options, and utilizing a variety of teaching methods (e.g., direct instruction, group work, independent learning).The teacher also incorporated formative assessments throughout the lessons to gauge the students' understanding and to identify areas where they needed additional support. Based on this information, the teacher provided targeted interventions and scaffolding to help students overcome their challenges.To promote inclusivity and support, the teacher fostered a collaborative learning environment where students were encouraged to work together, share their strengths, and support one another. This approach not only helped struggling students but also challenged the high-achieving students to take on more complex tasks and to mentor their peers.The results of this case study were positive, as the students demonstrated improved learning outcomes and increased engagement in the classroom. The differentiated instruction approach allowed the teacher to meet the diverse needs of the students, resulting in a more inclusive and effective learning environment.Case Study 6: Fostering Cross-Cultural UnderstandingIn this case study, the focus is on fostering cross-culturalunderstanding in the Grade 9 English classroom. As students navigate the transition to high school, it is important to help them develop a deeper appreciation for diversity and a global perspective.The teacher recognized the importance of exposing students to different cultures, perspectives, and experiences through the study of literature, media, and current events. The lesson plan incorporated the use of diverse texts, such as short stories, poems, and articles, that represented a range of cultural backgrounds and experiences.The teacher facilitated discussions and activities that encouraged students to compare and contrast the cultural elements present in the texts, to reflect on their own cultural identities, and to engage in respectful dialogue with their peers.To further enhance cross-cultural understanding, the teacher invited guest speakers, organized field trips to cultural events, and encouraged students to participate in cultural exchange programs. These experiences allowed students to directly engage with diverse perspectives and to develop a more nuanced understanding of the world around them.The teacher also incorporated project-based learning activities that required students to research and present on different cultures, traditions, and global issues. This approach not only deepened theirknowledge but also developed their critical thinking and communication skills.The results of this case study were positive, as the students demonstrated increased cultural awareness, empathy, and respect for diversity. They were able to engage in meaningful discussions, challenge their own biases, and develop a more global perspective. The integration of diverse texts, cultural experiences, and project-based learning contributed to the students' overall growth in cross-cultural understanding.In conclusion, these six sample English teaching case studies for Grade 9 provide valuable insights into the effective strategies and approaches that can be implemented in the classroom. By addressing the diverse needs of students, incorporating technology, fostering cross-cultural understanding, and promoting active learning, teachers can create a dynamic and engaging learning environment that supports the academic and personal growth of Grade 9 students.。
课例研究报告范文初中英语
课例研究报告范文初中英语1. 引言本文旨在探讨在初中英语教学中应用课例研究的有效性和可行性。
通过对一位初中学生在英语学科的学习过程进行观察和分析，我们将展示课例研究在教学实践中的影响力，并解释其对学生语言能力提升的积极作用。
2. 研究背景在传统的初中英语教学中，学生通常以记忆为主的方式学习单词和语法知识，而在实际应用中却难以灵活运用所学内容。
因此，教育界意识到需要寻求一种更有效的教学方法以提高学生的语言能力。
课例研究是一种基于案例和实践的教学方法，旨在通过实际情境的应用来激发学生的学习兴趣和提高学习效果。
本研究将探索如何在初中英语教学中应用课例研究，以及其对学生的影响。
3. 研究方法本研究采用了观察和记录的方法，通过对一位初中学生的英语学习过程进行跟踪观察，收集并记录学生的学习行为以及学习成果。
4. 研究结果在观察和记录学生的学习过程中，我们发现了以下几个关键结果：4.1 学生参与度的提高通过课例研究的应用，学生更加主动地参与到学习过程中。
他们在案例的引导下，能够思考和分析问题，并在小组合作中展示自己独特的见解。
学生们展示出了更高的学习兴趣和积极性。
4.2 学生语言能力的提升在传统的教学模式中，学生通常只是机械地记住语法规则和单词，然而他们却难以将这些知识运用到实际场景中。
通过课例研究，学生们学会了如何运用所学知识来解决实际问题，提高了他们的语言能力。
他们能够更自信地表达自己的观点，扩展了词汇量，并学会运用语法规则。
4.3 学生合作与交流能力的提高课例研究的应用还促进了学生之间的合作与交流能力的提高。
在小组合作的过程中，学生们需要相互合作、分享和讨论，这培养了他们的团队合作精神和沟通能力。
5. 讨论与结论本研究表明在初中英语教学中应用课例研究有助于提高学生参与度、语言能力和合作交流能力。
通过实际情境的应用，课例研究能够激发学生的学习兴趣，培养学生的思考和解决问题的能力。
然而，课例研究也存在一些挑战，如时间和资源的限制、学生对新教学方法的接受程度等。
初中英语教学教研报告(3篇)
第1篇一、前言随着我国教育改革的不断深入，英语教学作为一门基础学科，在初中教育中占据了越来越重要的地位。
为了提高英语教学质量，加强英语教师队伍建设，我校英语教研组积极开展了一系列的教学教研活动。
本文将对我校初中英语教学教研工作进行总结和反思，并提出改进措施。
二、教研工作总结1. 加强教学研究，提高教学水平（1）组织教师参加各类英语教学研讨会，了解最新的教学理念和方法。
（2）开展教学经验交流活动，促进教师之间的相互学习和成长。
（3）针对教学中的难点和重点，组织教师进行专题研讨，共同攻克难关。
2. 优化教学设计，提高课堂效率（1）结合学情，制定合理的教学目标，确保教学活动有的放矢。
（2）创新教学方法，运用多媒体、游戏、情景模拟等多种教学手段，激发学生的学习兴趣。
（3）关注学生的个体差异，实施分层教学，使每个学生都能在课堂上有所收获。
3. 注重课后辅导，提高教学质量（1）开展课后辅导，解答学生在学习过程中遇到的问题。
（2）建立学生成长档案，关注学生的学习进度和变化，及时调整教学策略。
（3）加强与家长的沟通，共同关注学生的英语学习。
4. 提升教师素质，打造高效课堂（1）加强教师培训，提高教师的英语素养和教学能力。
（2）鼓励教师参加各类英语竞赛和活动，提升自身的综合素质。
（3）开展教学反思活动，促使教师不断改进教学方法，提高教学质量。
三、教研工作反思1. 教学研究深度不足部分教师在教学研究中，只关注表面现象，未能深入挖掘问题的本质，导致教学效果不佳。
2. 教学方法单一部分教师教学方法单一，未能根据学生的实际情况进行调整，使得课堂氛围枯燥，学生学习兴趣不高。
3. 教学评价不够科学教学评价主要依靠教师的主观判断，缺乏科学的评价体系，难以全面、客观地反映学生的学习成果。
四、改进措施1. 深化教学研究，提高教学水平（1）鼓励教师积极参与各类教学研究活动，提高自身的教学研究能力。
（2）组织教师进行专题研究，针对教学中的难点和重点进行深入探讨。
初中英语课例研究报告
初中英语课例研究报告一、课例背景随着全球化的发展，英语作为一门国际通用语言，其重要性日益凸显。
在初中阶段，为学生打下坚实的英语基础至关重要。
然而，传统的教学方法在激发学生学习兴趣、提高语言综合运用能力方面存在一定的局限性。
因此，探索创新、有效的教学方法成为初中英语教学的重要课题。
本次课例研究选取了初中英语教材中的某一单元，旨在通过深入研究和实践，优化教学过程，提高教学效果。
二、教学目标1、知识目标学生能够掌握本单元的重点词汇、短语和句型。
理解课文内容，把握文章主旨。
2、技能目标能够运用所学词汇和句型进行简单的书面和口头表达。
提高阅读和听力技巧，培养信息获取和处理能力。
3、情感目标激发学生学习英语的兴趣，增强学习自信心。
培养学生的合作意识和跨文化交际意识。
三、教学内容本单元的主题为“旅行”，涵盖了与旅行相关的词汇、语法、阅读和写作等方面的内容。
1、词汇：包括“journey”“destination”“sightseeing”等与旅行有关的单词。
2、语法：重点学习一般过去时的用法，以及动词的过去式变化规则。
3、阅读：一篇关于旅行经历的短文，通过阅读培养学生的阅读理解能力和推理能力。
4、写作：要求学生根据给定的提示，写一篇关于自己旅行经历的短文。
四、教学方法1、情景教学法通过创设生动的旅行情景，让学生在实际情境中学习和运用英语。
例如，在课堂上模拟旅行中的场景，如机场、酒店等，让学生进行角色扮演。
2、任务驱动法布置各种任务，如小组讨论、调查报告等，让学生在完成任务的过程中提高语言运用能力和合作能力。
3、多媒体教学法运用图片、视频、音频等多媒体资源，丰富教学内容，激发学生的学习兴趣。
五、教学过程1、导入通过播放一段关于旅行的视频，引起学生的兴趣，然后提问学生关于旅行的经历和感受，导入本单元的主题。
2、词汇学习展示与旅行相关的图片，让学生猜测单词的意思，并进行跟读和拼写练习。
3、语法讲解结合例句，讲解一般过去时的构成和用法，让学生进行句子转换和填空练习，巩固所学语法知识。
初三作文之初中英语课题研究报告
初中英语课题研究报告【篇一：英语课题研究报告】篇一：英语课题研究报告《语法课的实效性研究》课题研究报告报告课题组2010、12、25《语法课的实效性研究》课题研究报告报告一、小结本课题结题的前期准备我校《语法课的实效性》课题作为课题于2009年11月立项。
课题组共有6位主要成员，2009年11月在校内举行了开题仪式，制定了本课题的实施方案，确定了课题的预期目标、研究方法、具体工作进度等详细内容。
目前本实验顺利结束，课题已进入实质性的结题阶段，并已取得了一定实验成果。
所谓“语法课的实效性”是指教师在英语语法教学过程中有意识地、自觉地运用心理学的理论与技术，帮助学生以现行外研版的初中英语教材中语法为主线，融语音、词汇和语法结构以及语言功能、意念和话题为一体的编排语言材料，进而达到诸要素间的有机结合。
该教材的语法项目并非一个个孤单的独立体，而是溶入人物的对话交际中。
新教材的这一特点决定了语法教学必须在交际加语法的过程中实现。
因此，根据新课标的精神，在交际中进行语法教学，提高英语语法的实效性就显得十分实在了。
新课程标准在建议中指出教材不仅要符合学生的知识水平、认知水平和心理发展水平，还要尽可能通过提供趣味性较强的内容和活动，激发学生的学习兴趣和学习动机。
为此，教材应紧密联系学生的实际生活，提供具有时代气息的语言材料，设置尽量真实的语言运用情景，组织具有交际意义的语言实践活动。
教材内容的选择和安排应充分考虑不同年龄段学生的兴趣、爱好、愿望等学习需求和心理需求。
新《英语课程标准》要求把这些内容贯穿于日常的教学过程中。
因此，在英语教学中，我们要充分利用英语课堂，深挖教材中的交际素材，通过各种方式来优化教学内容，使我们的语法教学更显实效性。
《英语语法教学有效性》课题研究的设想如下：1、抽选我校英语组富有教学经验、年轻有为要求上进的骨干教师组成课题研究小组，开展课题研究工作。
2、通过开设讲座，教师自学，组织集体学习讨论等方式，转变教师的教学理念，真正建立以学生为本的教学观。
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初三作文之初中英语课例研究报告————————————————————————————————作者: ————————————————————————————————日期：初中英语课例研究报告【篇一：初中英语课例研究报告（正稿）】英语课例研究报告研究主题:初二英语听说课教学课目:mｏｄule７fｅｅｌinｇs ａｎｄｉmｐｒeｓsｉons uｎｉt１教学年级：初二年级执教教师:吴鹏程研究教师：朱妙容庞英邓国云鄔乃禄潘艺娜廖理会蓝华萍党莉指导老师: 吴凌羽研究过程:一、原始课例回顾我们一年多的教学实践，又认真观摩了多节新教材的研讨课，我们发现虽然使用了新教材，但在speａking教学过程中仍受传统模式的干扰。
导致学生在“说”课堂上动口，动脑意识不强。
那么教师如何设计“speａkｉnｇ”的教学，使得课堂气氛活跃，让学生真正成为教学主体,在教学过程中确确实实地“动”起来就成为我们研究的主要内容。
活动内容: 通过本模块的学习，学生可以学会表达自己的感觉和印象。
话题背景：本模块以感觉与印象为话题, 内容主要是谈论对食物等的感觉、评论以及对人的印象等。
了解表感觉和知觉的系动词的用法；了解英国女孩sａlly的情感态度和喜好,很符合学生的兴趣，语言实践活动比较好开展。
学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动。
阅读的重点在于理解,在此基础上学会一些描述人长相和性格的表达方式,包括句式和一些形容词。
教学目的：通过谈论感觉与印象训练学生的听、说、读、写能力,掌握使用表感觉和知觉系动词和系表结构,养成正确表达感觉与印象的能力。
教学重点：1．能正确使用表感觉和知觉的系动词：soｕnd,sｍe ｌl，ｌook, tastｅ, ｆeel; 掌握句子的系表结构:lｉnk veｒb＋ａdｊ．2. 能够对食物的味道、人的印象等进行评论。
教学难点：1、掌握一些句型的用法2、如何提高学生的口语能力教学方法：分组讨论,使学生自由交谈，然后分角色表演。
教具:小黑板,卡片教学过程:二、活动设计活动１:ｄeｓｃribｅｔhingｓ说明:先选一位同学为主持人，描述出某一物体的特征,其他同学猜。
猜正确的那位同学就是下一场比赛的主持人。
活动2：message collectiｏn说明:四人小组活动。
第一个同学先想出一样描述的物品，然后用一句话描述出来,第二个同学先重复第一个同学的话,接着再说一句。
依次类推。
活动3：挑战解说员说明:课前教师先准备好写有各种物体名称的小卡片若干,由一位同学上台随机抽选卡片，并将卡片上所写物体用ｉt lｏoｋｓ/ｓｏｕnds/ smeｌls/ｔastes／fｅeｌs…等描述出来，若其他同学能猜出这样物品则为挑战成功,否则挑战失败。
以上活动所需语言:thatｓmells deliｃｉous！it taｓtes tｏｏstrong. iｔdoesn’t smelｌｆresh. thｅy feeｌｖery comfortaｂle．ｓhe soundｓｒeally ｎｉｃｅ．and she l ｏoks very pｒetty. …活动4:catｃh the thieｆ.说明：给出一些外貌特征等较为相似的画像,通过听外貌描述，选出哪个是警察要抓的小偷。
看看哪个是最佳警察。
活动5：火眼金睛说明:由一位同学描述其他同学的外貌特征或性格特征，其他同学找出所描述的是谁。
三、分课时教案ｐｅriod1: ｕnｉt１step1: ｗａrming－up１. lｉｓteｎｔｏａｎenｇlish song．2．ask：do you likｅthis sｏnｇ？how dｏes ｉｔsｏund?教学意图和说明：歌曲容易激发学生兴趣,使学生很快融入到课堂之中,体现寓教于乐。
问句过渡自然,迅速步入主题，引出系动词用法。
ｓtｅｐ2: presentaｔionpｒesenｔｌook,sｏund, sｍell, tａste,feel, thenａsk: do ｙoｕliｋｅ…?ｈow does ｉｔ/dｏtｈey…？教学意图和说明:练习时，呈现大量的实物(如floｗer, chocolaｔe 等)以及图片(如beiｊing roaｓｔduck,sｉｌkｓhｉrts, sea 等)，重复上述两个问句,给学生足够的理解,学会运用。
ｓtｅp3: ｐaｉｒwork1. woｒkｉn pａirs ｌｉke thｉs:a:do you liｋe fｌoｗers? b: yes, iｄo．they looｋｎice．do yｏｕｌikｅｊａzz?２.sｂａｃtivｉty8.3.workbｏok, ｐaｇe13６,actｉvity1.教学意图和说明：两人练习，发散学生思维，想出各种问句及对此的感受,加深对句型的理解与运用sｔｅp4: match1. look at the picｔｕrｅs and mａkｅseｎtｅnces ｌikｅ: ｉｔsmelｌs soｕｒ，and sｏon.（ａctｉvity1.)2.match ｓｅntenｃes wｉtｈｔhe pictures.(activｉtｙ2.)step5：lｉsｔeninglisteｎto tｈe tａpe ａnd ｒepeat. (activiｔy1anｄａｃtiｖity7）教学意图和说明:让学生听的时候仔细，尤其要模仿出语气,语调以及重读音节的发音。
step6: gａmｅthe ｈoｓt: it loｏks bｅaｕｔｉfｕl.---ｉs iｔa flowｅr?ｔheｈosｔ: ｎo, iｔisn’t.it feeｌs cｏmfoｒｔabｌｅ.-－- ｉs it ａsiｌk sｈiｒt？tｈe host: ｙｅｓ，it is.thｅwinner will insｔeａd the host.教学意图和说明：尊重学生的意愿和情感，设计此项活动,可以引起学生的兴趣和共鸣,激发学生的求知欲。
促使学生产生学习内驱力,充分发挥学生的想象力和能动性,自主自觉地融入到语言学习活动中去。
stｅp７：lisｔen, ｒead ａnd ansｗer1. listｅn to the tａｐe ａnｄａnｓwer two quｅstioｎs. (acti ｖity3.）2. rｅａd ｔhｅdialｏgｕe and wｒｉte “t” oｒ“f” ｆor tｈe senｔences. (actｉvity3．)3. answｅr the quｅsｔioｎs. （ａctｉｖｉtｙ4.)4. makｅa dialogue ｌiｋｅthａｔ.theｓｅseｎtenceｓmaｙｈｅｌｐｙｏｕ: what’ｓthｅｍatter？i’m ａfraｉdi …. have a ｔry! yｏｕmuｓtｉntroduce mｅto…．ｓure ｗeｗill．教学意图和说明:由听到读,并让学生带有目标阅读，提高阅读效率。
阅读由易到难，先理解文章大意,再理解句子，然后到字词分析,最后模仿原文编对话。
使学生学会正确的阅读方法，养成良好的阅读习惯。
sｔep8: ｐrａctｉce1.ｃｏmpletｅthｅsｅntenceｓ. (acｔivity5.)2．complete tｈe table wiｔh ｔｈｅwｏrds ｉn tｈe boｘes in acｔiviｔｉeｓ2 aｎd 4.(aｃtiviｔy６.)教学意图和说明：发散学生思维,巩固刚学的新知识,加以巩固记忆和使用。
step9: hoｍｅworｋworkbooｋ: ａｃｔｉvｉtiｅs2，４and 5.研究教师评课:评课一、本节课整体教学良好，教学步骤清晰,教学环节衔接自然，课堂组织好,能充分调动学生的积极性，激发学生讨论的兴趣。
师生互动，体现了以学生为主体,教师为主导的新的教学理念,但在课堂活动顺序的安排上有不足之处,应先让学生熟悉话题内容及各自角色,在进行讨论,完成句子最后编出自己的对话。
评课二、学生讨论的话题和焦点不明确，设计的话题范围过大,课堂看似热闹，但收效甚微，这样的讨论浮于语言文字的表达，学生缺少对内容内涵的深入挖掘。
教师仅是设了融洽的课堂气氛，没有更好的引导学生发挥想象力，设计出真实的情景对话。
评课三、讨论激烈，但各小组汇报的主要观点极为相似。
这些雷同或重复的报告既浪费了大量的课堂时间,又缺乏创造性和新颖性,从而使学生对讨论渐渐失去了兴趣。
小组内的学生基本上都能参与讨论，但小组活动中又出现了英语学习的“强者”挖掘着大部分话语的现象。
讨论时老是那几组讲,其他学生仅仅听。
评课四、本节课教学设计很好,教学构思新颖,严谨,教学组织严密,思路清晰,话题明确,能够充分调动学生的积极性,激发学生讨论的兴趣。
本节课真正体现了以学生为主体、老师为主导的新的教学理念。
但是,从学生做的对话我们能够发现,学生都是千篇一律，给出的原因没有新颖之处,且好些学生还是做不出来,没有话可说。
评课五、本节课教学整体情况良好,分组讨论激发了学生的学习兴趣,体现了教学以学生为体的教学内容。
使每个学生都能积极的参与到教学活动中。
但是课文中一些角色对于我们北方学生比较陌生(rice f ａrｍｅr，sugarcａne farmer）所以我们可以结合我们的情况如（ｖegｅtable ｆaｒｍeｒ,ｆruit fａrmｅｒ)一些我们学生比较熟悉的话题。
可能更宜激发学生的兴趣。
同时结合wａｒｍｉｎg-uｐ中的内容和我们uniｔ13 hｅalｔhy eaｔing的内容我们可知人们的饮食习惯发生了巨大的变化。
给出学生提示。
所以农民也是根据市场变化来科学、经济种田。
给出学生这些提示。
然后让学生根据这些情况讨论。
进行比赛。
评课六、本节课谈论的话题“耕地的使用”，学生们都比较熟悉,因为他们都生长在农村,对于这个话题, 他们都有热情,应该尽量让每个学生都发言,作为老师，同时应该把学生可能使用的单词和词组写在黑板上，便于学生利用,提高学生的口语水平.评课七、本节课虽然讨论热烈,但缺少教师的指导及情景介绍，容易使学生的即兴发言变成没有深度与内涵的语言表述. 我还发现,这样的讨论看似热烈,却体现不出学生之间思想火花的碰撞或语言水平的长进,即使对于学习好的学生,教师也应该履行好其管理者与资源提供者的职责,并随时关注讨论活动的进展,适时反思并进行教学.评课八、教师在课堂上的主要任务之一就是帮助学生从依赖性学习转向自主性学习. 但是,我们不能片面的追求学生在讨论过程中的完全自主,有些学生在小组讨论时常用母语交流;有些小组把讨论变成了闲聊；有些学生讨论时态度不积极.所以，本节课的讨论活动从表面上看似乎充分体现了学生的主体地位,但实际上经过一节课的讨论,学生并没有任何提高.指导教师点评:点评一、本节课的教学内容是ｓpｅａking,它属于任务型的课堂教学。