初中英语教学案例分析 (2)
初中英语课堂导入案例分析及教学反思2
初中英语课堂导入案例分析及教学反思2篇1：初中英语课堂导入案例分析及教学反思2初中英语课堂导入案例分析及教学反思2英语的课堂导入是英语课堂教学的主要环节之一。
良好的课堂导入既可以调动学生的积极性，激发学生的兴趣，又能集中学生的注意力，优化课堂效果，进而提高学习效率。
一、教材内容及背景新目标人教版七年级英语下册第三单元section a（1a-1c）其中1a-1c旨在扩充本单元话题词汇，教授换乘交通工具的表达方式，同时训练学生叙述较复杂事情的能力。
1c-1e通过进一步的听力输入和口语输出帮助学生练习本单元的目标语言结构二、教学思路及过程基于以上的'分析，我在本节课的导入环节，采用编对话形式。
首先通过呈现四组图片，学生细心观察发现每组图片中都包含一种交通工具，一段时间，一段距离。
于是学生立刻反应过来应该用哪些之前学过的句型进行对话问答练习。
先pair work课，后group work，然后抽查提问。
在这样练习当中，学生反复问答，非常好得将前面学过的内容进行了巩固有了这样的复习式导入，学生在不知不觉当中就进入本节课新课环节。
三、教学反思一堂课的开始就如同一幕剧的序曲。
好的课堂导入能在第一时间吸引学生的注意力，那么如何做到有效导入呢？第一，导入的目的性要强，教师设计课堂导入时要熟悉课程内容，根据所授课程内容及学生知识水平，选择导入方式。
其次，课堂导入要有趣味性，抓住学生的心的同时更要抓住他们的心。
第三，导入要简洁，要在短时间内起到联合知识的作用。
篇2：初中英语课堂导入案例1. 直观导入法直观导入法是指通过具体的实物，如：图片、挂图、简笔画、照片、幻灯片、录音、录像等等手段导入教学。
直观的事物往往更容易引起学生的兴趣，将学生的注意力集中起来，直观的手段要比言语描述更加生动，更加清晰明了，更容易激起学生的好奇心。
因此我们教师应充分利用现有的教学设备条件，利用课本教材，在尽可能的情况下创设一种有利于语言学习的环境，让学生学得主动、轻松、生动、活泼。
初三英语教育教学案例(2篇)
第1篇一、案例背景随着我国教育改革的不断深入，英语教学在初中阶段的重要性日益凸显。
作为初中英语教师，我深知肩负着培养学生英语素养、提高英语成绩的重任。
本案例以我所任教的初三英语班级为研究对象，通过分析学生在英语学习过程中遇到的问题，提出相应的教学策略，旨在提高学生的英语学习兴趣和成绩。
二、案例描述1. 学生基本情况我所任教的初三英语班级共有学生50人，男女比例均衡。
学生在入学时的英语成绩参差不齐，其中部分学生英语基础较好，但大部分学生英语基础薄弱，对英语学习缺乏兴趣。
2. 学生英语学习问题（1）词汇量不足：学生在英语学习中，词汇量是基础。
然而，部分学生在词汇积累方面存在很大问题，导致阅读、写作、听力等环节难以进行。
（2）语法知识掌握不牢固：学生在语法知识掌握方面存在较大差异，部分学生对基础语法知识掌握较好，但大部分学生对复杂语法知识理解困难。
（3）缺乏学习兴趣：由于英语学习难度较大，部分学生对英语学习产生厌学情绪，导致学习效果不佳。
3. 教学策略（1）激发学生学习兴趣为了激发学生学习兴趣，我采用了以下教学策略：①丰富教学内容：结合教材内容，引入与生活实际相关的英语知识，让学生感受到英语学习的实用性。
②创设情境教学：利用多媒体、实物等教学资源，创设生动有趣的情境，提高学生学习兴趣。
③开展课堂游戏：设计具有趣味性的课堂游戏，让学生在游戏中学习英语，提高学习效果。
（2）加强词汇教学针对学生词汇量不足的问题，我采取了以下措施：①词汇分类记忆：将词汇按照主题、词性等进行分类，帮助学生记忆。
②词根词缀法：讲解词根词缀，帮助学生掌握词汇规律，提高词汇记忆效率。
③词组搭配：引导学生学习词组搭配，提高词汇运用能力。
（3）强化语法教学针对学生语法知识掌握不牢固的问题，我采取了以下措施：①结合例句讲解：通过讲解典型例句，帮助学生理解语法知识。
②语法练习：设计具有针对性的语法练习，让学生在练习中巩固语法知识。
③语法竞赛：举办语法竞赛，激发学生学习兴趣，提高语法水平。
英语教学案例分析(精选5则)
英语教学案例分析英语教学案例分析（一）：Whales Are Not Fish现场观察与分析一、背景?1、上课时光：2001年2月15日2、上课地点：奉贤县钱桥中学初一（2）班3、学生状况：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，理解潜力较差。
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、教学资料： 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、套用规则以到达巩固目的。
这对学生来说，属于理解性学习方式。
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潜力、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，创新精神和实践潜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此刻课堂教学中。
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，构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）。
初中英语教育教学案例(3篇)
第1篇一、案例背景随着我国教育改革的不断深入，英语作为一门重要的外语学科，在初中阶段的教育教学中占据着举足轻重的地位。
然而，在实际教学过程中，如何提高英语教学质量，激发学生的学习兴趣，成为广大英语教师面临的一大挑战。
本案例以某中学八年级英语教学为背景，探讨如何通过有效的教学方法提高英语教学质量。
二、案例描述1. 学生情况该班级共有学生50人，男女比例均衡。
学生在英语学习方面存在以下问题：（1）基础知识薄弱，词汇量不足，语法掌握不牢固；（2）学习兴趣不高，缺乏自主学习能力；（3）课堂参与度低，不敢开口说英语。
2. 教学目标（1）帮助学生掌握一定的英语基础知识，提高词汇量和语法水平；（2）激发学生的学习兴趣，培养学生自主学习能力；（3）提高学生的英语口语表达能力，提高课堂参与度。
3. 教学方法（1）任务型教学法任务型教学法强调以学生为中心，通过设计贴近学生生活、富有挑战性的任务，让学生在完成任务的过程中学习英语。
本案例中，教师设计了以下任务：①小组合作完成任务：学生分为四人一组，共同完成一篇短文，要求运用所学知识表达自己的观点。
②角色扮演：学生根据课文内容，分组进行角色扮演，提高口语表达能力。
（2）情景教学法情景教学法通过创设真实、生动的教学情境，让学生在情境中学习英语。
本案例中，教师设计了以下情景：①生活情境：教师通过展示图片、视频等，让学生在生活情境中学习单词和句型。
②文化情境：教师通过介绍英国、美国等国家的文化，让学生了解英语国家的风土人情。
（3）多媒体教学法多媒体教学法利用多媒体技术，将图片、音频、视频等资源融入教学过程中，提高教学效果。
本案例中，教师运用以下多媒体资源：①PPT课件：展示课文内容，帮助学生理解课文；②音频资料：播放课文朗读、歌曲等，提高学生的听力水平。
4. 教学过程（1）导入教师通过展示与课文相关的图片、视频等，激发学生的学习兴趣，引出课文主题。
（2）新课讲解教师结合PPT课件，讲解课文内容，引导学生掌握单词、句型等基础知识。
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。
初中英语教学案例分析
初中英语教学案例分析一、教学背景分析教学案例：Unit 2 I’m from China.教学内容：地理国籍介绍教学目标：1.学会用英文自我介绍，并向别人简单介绍自己的国籍。
2.学会用英文询问其他人的国籍。
教学方法：听说结合；小组合作；活动设计详细教学步骤：1.显示地图和国旗海报，引入新课。
2. 听力训练：播放“Where are you from?”音频，让学生听音并尝试回答问题。
3.听力训练：播放关于多个国家的录音，让学生听音并回答问题。
4.观察国旗图片，了解不同国家的国籍。
5. 听力训练：播放“Where is he/she from?”音频，让学生听音并回答问题。
6.听力训练：播放关于人物的录音，让学生听音并回答问题。
7.听力训练：播放对话录音，让学生判断句子正误，并回答问题。
8.听说互动活动：将学生分成小组，用英文介绍自己的国籍，并询问其他组成员的国籍。
9.听说互动活动：将学生分成小组，假设自己来自不同的国家，用英文进行对话，互相介绍并询问国籍。
10.语法练习：介绍英文国家名的构成规则，让学生用国家名填空。
11.综合训练：运用所学知识，编写对话，介绍不同国家的人来中国旅游。
12.小结：总结本课的学习内容和所学到的知识。
三、教学效果评价通过教学案例分析可看出，本课设计了多种听说互动教学活动，培养了学生的听力理解能力和口语表达能力，使他们能够自信地用英文介绍自己的国籍和询问他人的国籍。
除此之外，还通过语法练习和综合训练，拓展了学生对国家名的记忆和运用能力。
整个教学过程紧凑有序，注重了视听结合和小组合作，培养了学生的学习兴趣和团队合作能力。
四、教学反思与改进本课中，教学方法灵活多样，但在听力训练环节中可能存在一些问题，学生对录音理解可能不够准确，需要加强训练。
此外，综合训练环节设计的对话内容可以更具有实践性，让学生能够真实运用英文进行交流。
同时，在小结环节可以给学生更多自主学习的机会，提高学生的思考和总结能力。
初中英语教学方法案例分析-教学设计公开课
初中英语教学方法案例分析姓名：黄吉祝单位：宣威市务德镇第二中学日期：2021年9月14日初中英语教学方法案例分析宣威市务德镇第二中学黄吉祝我们教师在教学活动中要善于总结，善于应用，才能不断的推进教学活动的开展。
教师要明确教学任务，熟悉教学内容，能够做到承上启下，准确授课。
不仅备教材，还要备学生，为准确制定目标奠定基础。
该“会运用……”，就要能当堂运用。
让学生在上课时就明确学习目标，使其学习有方向，激发其学习动机，调动其学习积极性。
教学案例（一）：单词的教学。
在单词教学中如何变单一为多样,变死板为生动? 我在教授单词的过程中十分注重单词的使用语境,如在教授cook和cooker这两个单词的时候,我分别出示了几张图片(一些橱具和两位橱师）,让学生通过对图片的直观感知,从第一印象开始就对他们有一个清晰而明确的认识, 从而避免了对这两个词汇的混淆。
然后再通过"Heisagoodcook,hehasalotofcookers."这样的例句加深学生对他们的理解和运用。
在教学invent单词时，让学生连带掌握相关单词，通过举例句：Thegreatinventorinventedlotsofinventions.知识浓缩后易于学生理解记忆。
教学反思：现在的教材词汇量大,单词长,生僻词较多,自然也就增加了教学的难度，但我们又必须让学生掌握，否则难以适应新教材的要求。
那么我们该采取什么方式来教学单词呢？美国学者埃克斯雷指出：＂能够引起学生学习兴趣的方法就是最好的方法．＂实践证明，拼图法，数字游戏，单词接龙游戏，小歌诀，顺口溜等传统教学方法并不过时，教师再辅以现代化的教学手段，借助图片，多媒体等手段，真正达到重情景，重趣味，重运用，使单词具有语言的意义，使其在特定的语境中被引出，这样既便于学生理解，印象也深刻，从而达到学以致用的效果。
在英语教学中适时地加入这些调味剂，无疑是一种优化组合的创新，它不但能极大的激发学生的学习兴趣，更能提高学生的学习积极性．教学案例（二）：结合实际操练对话。
初中英语教学案例分析5篇
初中英语教学案例分析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 What's this in English?[案例背景]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。
[案例描述]1.Objectives：a.Introduce some things in English and spell the new words to revise the letters.b.Most of the students would be able to use the article : a and an.c.New words: what, is, this, in, English, spell, it , please, a, an, jacket, pen, ruler, map, key, quilt, it's Method instruction:a..Cooperation learning : competition-----draw fourpictures(each team a picture about school things, fruit , clothes and furniture(five minutes)b.show them in class.Then the teacher asked : What's this in English? Who knows? Please hands up!Then let the students who have learnt the new words teach the others.c.Let the whole class repeat the new words several times..Pay attention to the article: a and and.Cooperation leaning: Make a survey;learn the English of the other things they draw and write down the English names beside the things they drew.Agree them to ask the students in other groups if all the students in their group don't know the words.e.Show the words they write on the blackboard by 实物投影。
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。
2024年初中英语教学案例(优秀8篇)
2024年初中英语教学案例（优秀8篇）初中英语教学案例篇一一、关注学生情感，创造民主、和谐的教学气氛。
学生只有对自己、对英语及其文化有积极的情态，才能保持英语学习的动力并取得成绩，刻板的情态，不仅会影响英语学习的效果，还会影响其它发展，情态是学好英语的重要因素，因此我努力创造宽松民主、和谐的教学空间，做到：1、尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性。
2、把英语教学与情态有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。
3、关注学习有困难的或性格内向的学习，尽可能地为他们创造语言的机会。
4、建立融洽、民主的师生交流渠道，经常和学生一起反思学习过程和学习效果，互相鼓励和帮助，做到教学相关。
二、面向全体学生，为学生全面发展和终身发展奠定基础。
1、创设各种情景，鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度。
2、为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。
3、鼓励学生通过体验、实践、合作、探索等方式，发展听、说、读、写的综合能力。
4、创造条件让学生能够探究他们自己的一些问题，并自主解决问题。
三、加强对学生学习策略的指导，让他们在学习和适用的过程中逐步学会如何学习做到：1、积极创造条件，让学生参与到阶段性学习目标，以及实现目标的方法。
2、引导学生结合语境，采用推测、查阅和协调的方法进行学习。
3、引导学生在学习过程中，进行自我评价，并根据需要调整自己的学习目标和学习策略。
四、对学生进行有效的评价。
评价可以使学生认识自我，树立自信，有助于反思及调整自己的学习过程，评价或采用测验及非测验形式，平时重视形成性评价，对学生回答学习过程中的表现所改进的诚绩，及反映的情感、态度、策略某方面进行及时的评价，如有口头评价、等级评价、学生之间互相评价等方法，充分发觉学生的进步，鼓励学生自我反思，自我提高，测验以学生综合运用能力为目标，侧重于学生理解和获取信息，能力减少客观题，增加主观题，通过评价学生学会分析自己的成绩和不足，明确努力方向。
初中英语课堂教学案例分析_初中英语导入案例分析
初中英语课堂教学案例分析_初中英语导入案例分析通过对课堂教学案例分析，可以让教师在教学实践中发现问题，反思自己教学过程。
以下是小编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。
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.。
初中英语教学案例分析
初中英语教学案例分析一、案例简介在初中英语教学中，教师面临着来自不同学生的各种教学挑战。
本文将针对某一实际教学案例展开分析，以期深入探讨如何更好地应对教学中遇到的问题，并提出解决方案。
二、案例分析某初中九年级英语班级中，有一位叫小明的学生英语成绩一直较差，尤其是在英语听力方面。
在课堂上，小明总是听不清楚老师的发音，也无法完全理解教师的英语口语表达。
在课后作业中，小明的口语表达和写作能力又相对较弱，总是出现语法错误和用词不当的问题。
针对这一案例，教师需要仔细分析问题的原因，以制定有效的教学策略。
1. 听力问题：小明可能存在听力方面的困难，这可能是由于他在英语学习初期没有进行充分的英语听力训练，导致对英语语音和语调的掌握不够准确。
也可能是由于小明在平时生活中对英语听力的接触较少，导致对于英语口语的理解存在障碍。
2. 口语表达和写作问题：小明的口语表达和写作能力较弱，可能是由于他在语法和词汇方面的掌握不够扎实，同时也可能是由于他缺乏练习的机会。
三、解决方案针对小明的问题，教师可以采取以下解决方案：1. 加强听力训练：教师可以通过多媒体设备或者英语听力教材，为小明提供更多的听力训练机会。
在课堂上也可以采取听力练习的形式，让小明在积极的氛围中进行英语听力练习，提高他的听力水平。
2. 提供口语和写作练习：教师可以设计口语和写作练习，让小明积极参与，提高他的口语表达和写作能力。
教师也可以为小明提供更多关于语法和词汇掌握的帮助，让他的语言基础更加扎实。
3. 鼓励学生参与：教师在课堂上可以鼓励小明积极参与英语讨论和交流，给予他更多的表扬和鼓励，让他在英语学习中充满自信，提高学习积极性。
四、效果评估经过一段时间的教学实践，教师可以对小明的学习情况进行评估，以了解教学效果。
1. 听力提高：通过观察小明的听力训练练习和课堂表现，教师可以判断小明的听力是否有所提高。
可以通过听力测试等形式来进行客观评估。
2. 口语表达和写作提高：通过小明的口语表达和写作练习，教师可以了解小明在口语和写作方面是否有所改善。
初中英语教学设计与案例分析（大全五篇）
初中英语教学设计与案例分析（大全五篇）第一篇：初中英语教学设计与案例分析初中英语教学设计与案例分析回龙中学初中英语（人教版）七年级下册Unit5第一课时教学设计我此次分析的课是我在东南片区教研磨课中教学的一堂课，以下是我的具体内容：设计思路本节课教授的词汇主要是动物名称类的，谈论喜欢动物的原因，用why 和because 对话，涉及let’s ….句型。
课型属于听说课。
在课前先营造一种轻松的学习氛围，教唱一首英语歌曲，little tigers是让学生尽快地融入进课堂，期间还有pair work，group work，把学生分成六人小组，互相对话。
教材分析本节课是第5单元的第一课时，学生在上册书学过原因结果的英语知识之后，进一步地在本单元学习有关谈论动物喜好的知识。
而本课时是第一课时，所授的知识点应该浅显易懂，不应该太难。
本课时围绕着动物的词汇和why、because的句型展开。
词汇首当其冲，在学习词汇之后，句型的教授也应该把握重点，本课时的主要句型是Let’s see….first.Why do you like …? Because…..词汇的重点是关于动物的词汇和形容动物特征的形容词。
教学目标（一）教学知识点(1)New words：tiger ,panda, lion , elephant, koalos, giraffe, ….(2)Questions and answers：Let’s see….first.Why do you like …? Because it’s they’re….二）能力训练要求(1)通过师生对话,生生对话等一系列活动,提高学生实际运用英语的能力。
(2)体会合作学习所带来的快乐。
（三）情感与价值观要求通过学生互相帮助，互相学习，体验爱动物，爱生活，爱我们自己的精神。
教学重点和难点重点：(1)学会重点词汇的发音，单复数形式的掌握。
(2)学会询问原因句型及其回答。
教育教学英语案例分析(2篇)
第1篇一、案例背景随着全球化的不断发展，英语作为一门国际通用语言，其重要性日益凸显。
在我国，英语教育已成为基础教育的重要组成部分。
然而，在实际的教学过程中，教师们常常面临诸多挑战。
本文将通过一个具体的英语教学案例，分析教师在教育教学过程中遇到的问题，并提出相应的解决策略。
二、案例描述案例背景：某中学英语教师张老师，任教初一年级英语。
班级共有50名学生，学生英语水平参差不齐。
张老师采用传统的教学方法，即以教师为中心，通过讲解、练习和背诵等方式传授知识。
案例描述：1. 教学问题（1）学生英语基础薄弱，难以跟上教学进度。
部分学生甚至对英语产生厌学情绪。
（2）课堂氛围沉闷，学生参与度低。
教师讲解过多，学生被动接受知识。
（3）教学评价单一，缺乏针对性。
张老师主要以考试成绩作为评价标准，忽视学生的个体差异。
2. 案例分析（1）教学目标不明确。
张老师未针对学生的实际情况制定合理的教学目标，导致教学效果不佳。
（2）教学方法单一。
张老师过于依赖传统的教学方法，忽视了学生的主体地位。
（3）教学评价不合理。
张老师过分强调考试成绩，忽视了学生的全面发展。
三、解决方案1. 明确教学目标（1）根据学生的实际情况，制定分层教学目标。
对于英语基础薄弱的学生，降低难度，注重基础知识的掌握；对于英语水平较高的学生，提高难度，培养其英语思维和创新能力。
（2）关注学生的个体差异，因材施教。
针对不同学生的学习特点，制定个性化的教学方案。
2. 改进教学方法（1）采用多种教学方法，如任务型教学、合作学习、探究式学习等，激发学生的学习兴趣。
（2）注重学生的参与度，鼓励学生积极参与课堂活动。
通过提问、讨论、角色扮演等方式，提高学生的英语实际运用能力。
（3）利用多媒体技术，丰富教学手段。
将图片、音频、视频等资源融入课堂，提高教学效果。
3. 优化教学评价（1）采用多元化的评价方式，如课堂表现、作业完成情况、英语口语表达等，全面评价学生的英语水平。
（2）注重过程性评价，关注学生的学习过程。
初中英语教学案例分析
初中英语教学案例分析一、案例背景学校：某某初中授课老师：李老师年级：初中二年级课程：英语二、案例分析1. 教学目标本节课的教学目标是帮助学生掌握动词的过去式和过去分词形式，并能够正确地运用这些动词来描述过去的事件。
通过本节课的学习，学生应该能够辨别动词的过去式和过去分词形式，并正确地使用它们来描述过去发生的事情。
2. 教学内容本节课的教学内容主要包括以下几个方面：（1）动词的过去式的构成规则；（2）动词的过去分词形式的构成规则；（3）动词的不规则变化。
3. 教学过程（1）导入老师可以通过一些图片或视频来引入本节课的教学内容，让学生通过图片或视频来了解动词的过去式和过去分词形式在英文中的运用。
（2）讲解老师可以利用多媒体工具，结合实例来讲解动词的过去式和过去分词形式的构成规则，以及一些常见的动词的不规则变化。
并通过练习来帮助学生掌握这些内容。
（3）练习在讲解完毕后，老师可以设计一些练习题，让学生在课堂上进行动手操作，通过练习来加深对动词的过去式和过去分词形式的掌握。
（4）拓展在学生掌握了基本的动词过去式和过去分词形式后，老师可以设计一些拓展性的活动，让学生能够在实际生活中应用所学知识，例如通过小组合作或角色扮演来描述过去发生的事情，从而加深对所学知识的理解和记忆。
（5）复习老师可以设计一些复习题目，让学生对本节课的内容进行复习，巩固所学知识。
4. 教学方法在本节课的教学中，老师可以采用多种教学方法，如直观教学、互动教学、游戏化教学等，以激发学生的学习兴趣，让学生在轻松愉快的氛围中学习，提高学生学习英语的积极性和主动性。
5. 教学手段本节课老师可以利用多媒体教学手段，如幻灯片、音频、视频等，辅助教学。
老师还可以利用实物、图片、游戏等教学手段，丰富教学内容，提高学生的学习效果。
6. 教学效果通过本节课的教学，学生可以掌握动词的过去式和过去分词形式，并能够在实际生活中正确地使用这些知识，描述过去发生的事情。
英文教育教学案例分析(2篇)
第1篇Introduction:The purpose of this case study is to analyze the effectiveness of an English language teaching (ELT) program implemented in a secondary school. The study focuses on the teaching strategies, student engagement, and academic outcomes. This case study aims to provide insights into the challenges and successes of the program, which can be beneficial for educators and policymakers in improving ELT practices.Background:The secondary school in question is a public institution located in a suburban area. It has a diverse student population, with approximately 800 students ranging from grades 7 to 12. The English language programis designed to help students develop their language skills, including reading, writing, speaking, and listening, in preparation for higher education and future careers.Case Description:The ELT program has been in place for the past five years. It follows a curriculum that aligns with the national standards set by the Ministryof Education. The program consists of various teaching strategies, resources, and assessments. The following are some key aspects of the program:1. Teaching Strategies:The teachers employ a variety of teaching strategies to cater todifferent learning styles and abilities. These include:a. Whole-class instruction: Teachers use lectures, discussions, and presentations to deliver new content and concepts.b. Small-group activities: Students are divided into groups for collaborative learning, allowing them to engage with each other and the teacher.c. Individualized instruction: Teachers provide personalized feedback and support to students who require additional help.d. Technology integration: The use of multimedia tools, such as interactive whiteboards, videos, and online resources, enhances student engagement and learning.2. Student Engagement:Student engagement is a critical component of the ELT program. To foster this, the following measures are implemented:a. Inquiry-based learning: Students are encouraged to ask questions, explore topics, and make connections to their own lives.b. Project-based learning: Students work on real-world projects that require research, collaboration, and critical thinking.c. Gamification: The incorporation of games and interactiveactivities makes learning fun and motivates students to participate actively.d. Positive reinforcement: Teachers praise students for their efforts and achievements, which helps to build confidence and motivation.3. Academic Outcomes:The academic outcomes of the ELT program are measured through various assessments, including:a. Standardized tests: Students are required to take national standardized tests to evaluate their proficiency in English.b. Teacher-designed assessments: Teachers create quizzes, essays, and presentations to assess students' understanding of the material.c. Portfolios: Students compile portfolios of their work to demonstrate their progress and achievements over time.Results:The results of the ELT program have been mixed. While some students have shown significant improvement in their language skills, others have struggled to keep up. The following are some key findings:1. Improvement in reading and writing skills: Students who were engagedin inquiry-based learning and project-based activities showed better improvement in their reading and writing skills.2. Increase in student engagement: The use of technology andgamification strategies has led to a noticeable increase in student engagement.3. Varied academic outcomes: The academic performance of students varied, with some students excelling and others failing to meet expectations.Discussion:The case study highlights several challenges and successes of the ELT program. The following points are discussed:1. Challenges:a. Teacher training: Teachers need ongoing professional developmentto keep up with new teaching methods and technologies.b. Student diversity: The diverse student population requiresteachers to adapt their teaching strategies to cater to different learning styles and abilities.c. Limited resources: The school faces budget constraints that limit the availability of materials and technology.2. Successes:a. Student engagement: The program has successfully increased student engagement, which is essential for learning.b. Improved academic outcomes: The program has helped many students improve their language skills, preparing them for higher education and future careers.c. Teacher collaboration: The program has fostered a collaborative environment among teachers, leading to better teaching practices.Conclusion:The ELT program in the secondary school has shown both challenges and successes. While there is room for improvement, the program has made significant strides in fostering student engagement and academic outcomes. This case study provides valuable insights into the effectiveness of teaching strategies, student engagement, and academic performance in ELT. Educators and policymakers can use this information to refine and enhance ELT programs, ultimately benefiting students and the overall educational system.第2篇Introduction:English language teaching has become an essential part of education in many countries, especially in Asia where English proficiency is highly valued for its benefits in various aspects of life. This case study aims to analyze an English language teaching program and identify its strengths and weaknesses. The study will focus on a primary school in China, where the program has been implemented for several years.Background:The primary school in question is located in a suburban area of a major city in China. It has a total of 1200 students, with 20 classes in each grade level. The English language teaching program has been implemented since the first grade, with a dedicated English teacher assigned to each class. The school follows the national curriculum for English language teaching, which emphasizes the development of basic language skills such as listening, speaking, reading, and writing.Case Description:The English language teaching program in this primary school is designed to provide students with a solid foundation in English language skills.The program is divided into two parts: classroom teaching and extracurricular activities.1. Classroom Teaching:The classroom teaching part of the program focuses on the development of basic language skills. The English teacher uses a variety of teaching methods, including:a. Direct Instruction: The teacher presents new vocabulary and grammar points, and explains them in a clear and concise manner. This method is used to ensure that students understand the new concepts.b. Communicative Language Teaching: The teacher encourages students to engage in conversations and activities that promote the use of English. This method helps students develop their speaking and listening skills.c. Task-Based Learning: The teacher assigns tasks that require students to use English in real-life situations. This method helps students apply what they have learned in the classroom.d. Multimedia Resources: The teacher uses multimedia resources such as videos, audio, and interactive software to enhance the learning experience.2. Extracurricular Activities:The extracurricular activities part of the program aims to provide students with opportunities to practice their English skills in a fun and engaging way. Some of the activities include:a. English Corner: Students gather in a designated area of the school to practice their speaking skills with each other.b. English Drama Club: Students participate in drama performances, which help them develop their speaking and acting skills.c. English Reading Club: Students read English books and discuss them in groups, which helps them improve their reading and comprehension skills.Results:The English language teaching program has been successful in achieving its goals. Students have shown significant improvement in their language skills, as evidenced by the following:a. Increased Proficiency: Students have demonstrated an improvement in their listening, speaking, reading, and writing skills. This isreflected in their performance in both formative and summative assessments.b. Enhanced Interest: Students have shown a greater interest in learning English, as evidenced by their participation in extracurricularactivities and their willingness to speak English in class.c. Parental Satisfaction: Parents have expressed their satisfaction with the program, as they have observed their children's improvement in English language skills.Discussion:The strengths of the English language teaching program in this primary school include:a. A Balanced Approach: The program combines various teaching methods and resources to cater to different learning styles and needs.b. Student-Centered: The program focuses on the development of students' language skills through activities and tasks that encourage their participation.c. Extracurricular Activities: The program provides students with opportunities to practice their English skills in a fun and engaging way.However, the program also has some weaknesses that need to be addressed:a. Limited Resources: The school has limited resources, which can affect the quality of teaching and learning.b. Teacher Training: The teachers may require further training to enhance their teaching skills and stay updated with the latest teaching methodologies.Conclusion:The English language teaching program in this primary school has demonstrated its effectiveness in developing students' language skills. However, there are areas that need improvement to ensure the program's continued success. By addressing the weaknesses and building on the strengths, the school can provide an even better English language education for its students.。
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初中英语教学案例分析思考的问题：1．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？案例片段描述：曾经听过两节课，期间两位老师都谈到一个话题“肥胖”。
片段一，教师在讲到stop sb. from doing sth.这个短语时，让学生来造句，有一位学生站起来，与老师发生了这样一段对话：Student: My mother often stops me from eating meat.Teacher: Why?Student: Because my mother says I’m t oo fat.全班同学哄堂大笑，这位学生很难为情，但老师下面的一句话马上将气氛缓和了过来。
Teacher: But I don’t think you are too fat. You are strong.片段二，教师组织学生表演自己创作的“看病”对话，想找一位较胖的学生来担任“患者”，有一位长得胖呼呼的学生自告奋勇站起来，于是发生这样一段对话：Teacher: Ok! Who will act the sick people? Any volunteers?Student: I will. Teacher: Good! I think you are fat. You are the right person!当时全班同学哄堂大笑，这位学生一脸的尴尬，一个劲地挠头。
教学反思：两位老师在处理一个相同的话题时运用了两种截然不同的方法，毋庸置疑，前者的处理有利于学生的学习，而后者的处理则会对心理比较脆弱的学生产生负面的影响。
语言教学在很大程度上依赖于学生与教师之间的团结、合作、相互支持的人际关系，而这种关系时刻都受到彼此情感的影响，恰当、合理地使用语言，有助于沟通情感，增进友谊和相互尊重，改善这种人际关系,同时还可以创建一种和谐的语言活动氛围，努力产生浸润性的效果，让学生愉快地沉浸在英语的氛围中。
在课上，教师要善于调控学生的情感态度，建立融洽、民主、团结、相互尊重的氛围，创造有利于学习的心理状态，形成积极的学习态度，让学生学得主动，学得愉快。
案例片段（二）思考的问题：1．如何将科学性和思想性统一的教学原则贯穿于课堂教学之中, 拓展英语学科的育人价值？案例片段描述：我在授课时设计了以下三个片段：片段一，为了引出“birthday”这一话题，我与学生进行了以下对话：Teacher: Excuse me. When is your birthday?Student A: On February the eleventhTeacher: Do you know your father’s / mother’s birthday?Student A:????片段二，在谈到切蛋糕庆祝生日时，我这样问道：Teacher: Now Ann will cut her birthday cake into pieces. Who do you think should get the first cake?同学们七嘴八舌地说开了，有的说Ann, 有的说Ann’s father,有的说Ann’s mother……。
片段三，在最后布置回家作业时，我布置了这样一个开放性任务，让学生回家以后，调查家里人的生日： Members Birthday Father Mother Grandfather Grandmother Sister/brother教学反思：关于父母的生日，大多数学生都不知道，关于把第一块生日蛋糕分给谁，多数学生没有思考过这一问题，以及教师有意布置调查身边亲人生日的作业，都是为了通过有效的引导，对学生进行尊敬长辈，关心长辈的教育，教育学生心中要有他人，学会关心他人，营造一种快乐的爱的氛围，把课堂和现实生活紧密联系起来，创设一种宽松的语言环境，调动学生学习英语的积极性，将科学性和思想性统一的教学原则贯穿于课堂教学之中, 拓展英语学科的育人价值。
案例片段（三）思考的问题：1.如何保护学生“开口说英语”的积极性？案例片段描述：在一次公开课上，学的是Junior English For China Book Ⅱ Lesson 51时，当老师要让学生根据书上的图画，猜测Ann的朋友在送礼物时会对Ann说什么话，同学们七嘴八舌地说开了：Student A: Ann! Here is my birthday present. I hope you like it.Student B: Ann! Here is my birthday present. I hope you will be happy and healthy.Student C: Ann! Here is my birthday present. Happy birthday to you! Student D:…这时男生E突然举手，站起来说：I think Ann’s friend LiLei will say,“Ann! You are beautiful. I love you! Here’s my present. I hope you like it.”当时所有听课的老师和同学都笑了，上课的老师先是一惊，然后马上微笑着给了学生一块橡皮，并且说：Teacher: I think you are a clever boy. You speak good English. Here’s my present for your answer. I hope you will like it.Student E: Thank you! I like it.教学反思：教学中有时总会碰到一些意外，如何巧妙地处理，直接关系到师生间的良好互动和教与学的有效结合。
这位老师巧妙地避开了男生E突然闯入的话题，同时男生E对老师的赞扬和礼物作出了正确的回答。
只要我们留心各个教学环节，保护学生开口说英语的积极性，保护学生上课时愉悦的心情，学生们才能最大限度地发挥潜能，不受限制地发挥想象力，才会有创造语言的欲望，我们的教学才会有一石数鸟的意外收获。
初中英语教学案例分析What's this in English?[案例背景]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。
[案例描述]1.Objectives：a. Introduce some things in English and spell the new words to revise the letters.b. Most of the students would be able to use the article :a and an.c. New words: what, is, this, in, English, spell, it ,please, a, an, jacket,pen, ruler, map, key, quilt, it'sMethod instruction:a.. Cooperation learning : competition----- draw four pictures(each team a picture about school things, fruit ,clothes and furniture (five minutes)b. show them in class. Then the teacher asked : What's this in English? Who knows? Please hands up! Then let the students who have learnt the new words teach the others .c. Let the whole class repeat the new words several times.. Pay attention to the article: a and and. Cooperation leaning: Make a survey; learn the English of the other thin gs they draw and write down the English names beside the things they drew.Agree them to ask the students in other groups if all the students in their gro up don't know the words.e. Show the words they write on the blackboard by 实物投影。
Then lead them to make phrases like below:an apple , an orange, an egg......a pen, a ruler, a map, a quilt,...2. Focuses:i. the use of a, an.ii. the spelling and the sound of the new words.3. Difficulties:the use of a, an4.Teaching aids:computer, paper, color pencils5. Learning & teaching procedure:StepsStudents’ activitiesTeacher’s activitiesMethodology1 Draw pictures about school things, fruit, clothes, andfurnitureDivide thewhole class into four teams. Give them 5 minutes to drawpictures together. Each team draw a picture , one aboutschool things, one about fruit, one about furniture,one about clothesCooperation learning : competition-----2 Ask and answer:A: What’s this in English?B: It’s a pen.A: Spell it, please.B: P-E-N, pen.1.Teach the students the way to ask andanswer by asking like left.2. Write down the new wordsAsk and answer3 Repeat the new words. Pay attention to the sound.Teachthe new wordsRepeat4 Make a survey to learn the English names of the otherthings they draw and write down the words beside thethings they draw.Ask several students to write down thewords which others speak out on theblackboardCooperation learningMake a survey5 Make phrases like below:A pen, an apple.Write down a or an in front of theWords on the blackboard Make phrases6 Homework:Write down some phrases with a, an. The more, the best.上课前，我准备了四张图画纸。