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英语教学案例范文

英语教学案例范文背景在当今社会，英语已经成为全球交流的重要语言之一。

作为一名英语教师，如何设计生动有趣的教学案例，激发学生学习英语的兴趣，是非常重要的课题。

本文将结合实际情况，介绍一则英语教学案例范文，希望能给广大英语教师提供一些启发。

案例内容本案例以“我的家庭”为话题展开。

在教学过程中，我设计了一个互动游戏环节。

游戏环节1.命名游戏：让学生依次介绍自己的家庭成员，并用英文逐个命名。

例如，学生A说：“This is my father, his name is John.” 学生B接着说：“This is my mother, her name is Mary.” 以此类推，直到所有学生完成介绍。

2.连线游戏：在黑板上画出家庭成员的图片和对应的英文单词，要求学生用粉笔连接图片和单词，加深记忆。

3.口语练习：让学生分组，模拟家庭成员之间的对话，要求用英文进行流畅交流。

4.角色扮演：安排学生扮演不同家庭成员，进行“家庭聚会”角色扮演，引导他们用英文表达感受和想法。

教学效果通过这个互动游戏环节，学生在轻松愉快的氛围中学习到了家庭成员的英文表达方式，不仅提高了他们的英语口语能力，还增强了他们对家庭的认知和情感。

学生们在游戏中互相协作、共同学习，培养了团队意识和合作精神。

同时，本案例也促进了学生对英语学习的积极性，让他们在轻松愉快的氛围中感受到学习的乐趣。

反思与展望这个英语教学案例中的游戏环节设计得当，激发了学生学习英语的兴趣，提升了他们的参与度和积极性。

在今后的教学中，我将继续探索更多类似的互动游戏环节，注重培养学生的实际运用能力，让他们在愉快的氛围中轻松学习英语。

总的来说，教学案例的设计对于激发学生学习兴趣和提高学习效果起着至关重要的作用。

希望广大英语教师能够多多尝试不同的教学方法，不断创新，让英语学习变得更加生动有趣。

至此，一个英语教学案例范文到此结束。

通过设计生动有趣的教学案例，我们可以更好地激发学生学习英语的兴趣，提高他们的学习效果。

小学英语课堂教学案例分享

小学英语课堂教学案例分享在小学英语教学中，为了让孩子们能够快乐地学习英语，提高他们的语言运用能力，教师们需要不断探索创新的教学方法和策略。

以下是我为大家分享的几个小学英语课堂教学案例，希望能给广大教育工作者带来一些启发。

案例一：“水果乐园”教学目标：让学生掌握常见水果的英语单词，如 apple（苹果）、banana（香蕉）、orange（橙子）、grape（葡萄）等，并能够用简单的句子进行描述，如“I like apples（我喜欢苹果。

）”教学过程：导入环节，教师带来了一个装满各种水果的篮子，神秘地走进教室。

孩子们的目光瞬间被吸引过来，好奇地盯着篮子。

教师用英语问：“Children, what can you see in the basket? （孩子们，你们能在篮子里看到什么？）”引发孩子们的兴趣和思考。

接着，教师拿出一个苹果，用夸张的表情和动作说：“Look! It's abig red apple （看！这是一个又大又红的苹果。

）”然后带领学生一起重复“apple”这个单词，多次重复后，让学生单独读出来。

以同样的方式，教师依次展示香蕉、橙子、葡萄等水果，引导学生学习相应的单词。

为了帮助学生更好地记忆，教师还组织了一个小游戏。

将学生分成几个小组，每个小组派一名代表到讲台前，教师快速展示一种水果，代表要迅速说出对应的英语单词，说对最多的小组获胜。

在练习环节，教师让学生用“I like（我喜欢）”的句型来表达自己对水果的喜好。

学生们积极参与，纷纷举手发言，“I like bananas They are sweet （我喜欢香蕉。

它们很甜。

）”“I like oranges They are juicy （我喜欢橙子。

它们多汁。

）”最后，教师让学生们回家后，用英语向家人介绍自己喜欢的水果。

教学效果：通过这种直观、有趣的教学方式，大部分学生都能够熟练掌握所学的水果单词，并能用简单的句子进行表达。

英语课例教学方案设计5篇

英语课例教学方案设计5篇英语课例教学方案设计篇1学生分析本节课的话题是新年，过新年是学生喜闻乐见的，也是熟悉的，而且教学此课的时间刚好接近新年，相信学生会对这一内容感兴趣。

这个年龄段的学生学习积极性很浓,只要教学方法得当，将很容易把学生的学习兴趣调动起来，从而让教学顺利进行，并取得良好的效果。

教材分析本节课是一节对话课,主要是让学生能够用句型Let’s … 提出建议，并会使用Good, idea.进行回答。

同时学会用Happy New Year .进行问候。

此外还将学习几个动词短语：make a Near Year card，say happy New Year ,sing and dance ,go to the zoo等，本节课生词较多在一节课内掌握有一定的困难，本课时内容比较贴近学生生活,是学生们比较喜欢的话题之一。

教学目标1、知识目标：（1）复习巩固英语颜色词。

(2) 学习单词make, come, say, sing, dance, New Year,card, happy, good, idea 。

(3) 能听懂会说以下句子 The New Year is coming . Let’s make a New Year card .Happy New Year .Let’s sing and dance . Let’s go to the zoo .能力目标：能听懂并会用Let’s…的句子；懂得在新年时用Happy New Year .进行问候；能看懂并会写简单的英文的新年贺卡。

情感目标：培养学生浓厚的学习兴趣，乐于模仿，敢于开口，同时让学生了解在新年到来之时可以通过向亲友表示问候、或与亲友互赠贺卡等形式表示对人的一种关怀和爱，以增进人与人之间的感情。

教学重点1. 学习掌握本课新词汇。

2. 学习掌握本课的句型：Let’s…以及它的回答Goodidea .等.3．能在生活中灵活运用本课的句型。

英语教学案例范文(3篇)

第1篇I. IntroductionIn this English teaching case, the focus is on a unit titled "A Journey Through Time." The aim of this unit is to introduce students to the concept of time travel, its possibilities, and its implications. The target audience is a group of 15-year-old students in a secondary school in China. The lesson duration is 45 minutes, and the teaching methods include a mix of lectures, group discussions, and a creative writing activity.II. Lesson Objectives1. Knowledge Objectives:- Students will understand the basic concepts of time travel.- Students will be able to identify different theories and mechanisms of time travel.- Students will learn new vocabulary related to time, space, and science fiction.2. Skill Objectives:- Students will improve their listening skills through audio clips on time travel.- Students will enhance their speaking skills through group discussions and presentations.- Students will practice their writing skills by composing a short story about their own time travel adventure.3. Emotional and Ethical Objectives:- Students will reflect on the ethical implications of time travel.- Students will develop critical thinking skills by analyzing different perspectives on time travel.- Students will learn to appreciate the importance of history and the present.III. Lesson Materials- PowerPoint presentation on time travel.- Audio clips on time travel theories and experiences.- Handouts with vocabulary related to time travel.- Writing prompts for creative writing activity.IV. Teaching Procedure1. Warm-up (5 minutes):- Begin with a brief introduction to the concept of time travel, asking students if they have ever heard of it or read any stories about it.- Use a simple word association game to elicit words related to time and travel.2. Lecture and Discussion (15 minutes):- Present a PowerPoint presentation that covers the basics of time travel, including:- Theories of time travel (e.g., wormholes, time machines, parallel universes).- Famous stories and movies about time travel.- The ethical implications of time travel.- After each section of the presentation, pause to ask questions and encourage students to share their thoughts and opinions.3. Listening Activity (10 minutes):- Play a short audio clip discussing a specific time travel theory or experience.- After listening, ask students to summarize the main points of the clip and discuss any questions or thoughts they may have.4. Group Discussion (10 minutes):- Divide the class into small groups and assign each group a different aspect of time travel to research (e.g., wormholes, time machines, parallel universes).- Each group will prepare a brief presentation on their topic, which they will share with the class.5. Creative Writing Activity (5 minutes):- Distribute writing prompts that ask students to imagine they have traveled through time and describe their experience.- Give students a few minutes to brainstorm ideas and then ask them to write a short paragraph or two about their time travel adventure.V. Assessment1. Listening and Speaking:- Assess students' listening skills through their participation in the listening activity.- Evaluate their speaking skills based on their group presentations and participation in discussions.2. Writing:- Grade the creative writing activity based on the creativity, coherence, and accuracy of the writing.3. Participation:- Monitor students' participation in all activities throughout the lesson.VI. ReflectionThis lesson effectively introduced students to the concept of time travel, stimulating their interest in science fiction and encouraging critical thinking. The mix of lectures, discussions, and creativewriting activities allowed students to engage with the material in different ways. One potential area for improvement is to provide more resources for students to explore time travel further outside of the classroom. Additionally, incorporating more interactive elements, suchas virtual reality experiences or interactive timelines, could enhance student engagement and deepen their understanding of the topic.第2篇IntroductionThis teaching case focuses on a project-based learning (PBL) approach to enhance student engagement in an English language classroom. The case is set in a secondary school in China, where the target language is English. The students are in their second year of learning English, and the unit of study is "Global Warming and Environmental Protection." The aim ofthis case is to demonstrate how PBL can be effectively integrated into English language teaching to foster critical thinking, collaboration,and real-world application of language skills.BackgroundThe English curriculum in China often focuses on grammar and vocabulary, with limited opportunities for students to apply their language skillsin authentic contexts. This often leads to low engagement and a lack of motivation among students. To address this, the teacher decided to implement a PBL approach for the "Global Warming and Environmental Protection" unit.Objectives1. To encourage students to use English in real-life contexts.2. To promote critical thinking and problem-solving skills.3. To enhance student collaboration and communication skills.4. To raise awareness about environmental issues and the role of individuals in addressing them.Teaching Strategies1. Introduction to PBL: The teacher began by explaining the concept of PBL and its benefits. Students were introduced to the project-based learning cycle, which includes inquiry, planning, execution, and reflection.2. Project Design: The teacher designed a project that required students to research, plan, and present a solution to a real-world problemrelated to global warming and environmental protection. The project was divided into several stages:a. Research: Students were given a list of resources to explore, including articles, videos, and websites. They were encouraged to work in groups to gather information.b. Planning: Each group was required to develop a plan for their project, including the methodology, timeline, and expected outcomes.c. Execution: Students worked on their projects, applying their research findings and creative ideas to develop a presentation.d. Reflection: After completing the project, students reflected on their learning experience, discussing what they had learned and how they had applied their language skills.3. Assessment: The teacher used a variety of assessment methods to evaluate student progress:a. Group work participation: The teacher observed students during group discussions and activities to assess their contribution and collaboration.b. Project presentation: Students were evaluated based on the clarity, coherence, and creativity of their presentations.c. Reflection: Students submitted a written reflection on their learning experience, which was evaluated for depth and insight.Implementation1. Inquiry Stage: The teacher introduced the project by discussing the issue of global warming and its impact on the environment. Students were encouraged to ask questions and express their opinions.2. Planning Stage: Students worked in groups to research different aspects of the project, such as the causes of global warming, itseffects on ecosystems, and possible solutions. They created a timeline and divided tasks among group members.3. Execution Stage: Students presented their findings and proposed solutions in the form of a presentation. They used a variety of multimedia tools, such as PowerPoint, videos, and images, to enhance their presentation.4. Reflection Stage: After the presentations, students engaged in a class discussion, sharing their thoughts and feedback. They also wrote a reflection on their learning experience, highlighting the challenges they faced and the skills they developed.OutcomesThe PBL approach proved to be highly effective in enhancing student engagement and learning outcomes. The following were observed:1. Increased Engagement: Students were highly motivated to participate in the project, showing enthusiasm and curiosity throughout the process.2. Improved Language Skills: Students demonstrated significant improvement in their speaking, listening, reading, and writing skills, as they had to apply their language knowledge in real-life contexts.3. Critical Thinking and Problem-Solving: The project required students to think critically and develop creative solutions to the problem of global warming. They learned to analyze information, evaluate different perspectives, and make informed decisions.4. Collaboration and Communication: Students worked effectively in groups, sharing ideas, and supporting each other. They learned tocommunicate effectively, listen actively, and express their thoughts clearly.5. Environmental Awareness: The project raised awareness about environmental issues, encouraging students to take action in their daily lives to reduce their carbon footprint.ConclusionThis teaching case demonstrates the effectiveness of project-based learning in an English language classroom. By integrating real-world issues into the curriculum and encouraging student-centered activities, teachers can foster a love for learning and develop well-rounded individuals who are prepared to face the challenges of the future.第3篇IntroductionThe communicative approach to language teaching has gained significant popularity in recent years due to its focus on developing students' communicative competence rather than just their linguistic knowledge. This case study examines the implementation of a communicative approach in an English language classroom, focusing on the design and execution of a lesson plan aimed at enhancing students' speaking and listening skills.ContextThe lesson took place in a secondary school in China, where the students were in their second year of studying English. The class consisted of 30 students, aged 14-15, with varying levels of English proficiency. The students were divided into small groups for the duration of the lesson, and the teacher was a native English speaker with three years of experience in teaching English as a foreign language.ObjectivesThe primary objectives of the lesson were as follows:1. To develop students' speaking skills by encouraging them to participate in group discussions and role-plays.2. To improve students' listening skills by exposing them to different accents and intonation patterns.3. To foster a positive and interactive learning environment where students feel comfortable practicing English.MaterialsThe following materials were used during the lesson:1. Handouts with pictures and short texts related to the theme of the lesson.2. A video clip featuring a conversation between two native speakers.3. A set of role-play cards with different scenarios.4. A whiteboard and markers for writing key vocabulary and phrases.Lesson PlanWarm-up (10 minutes)- The teacher greeted the students and briefly reviewed the previous lesson's vocabulary and grammar points.- Students were asked to share their experiences related to the theme of the lesson through a quick discussion in pairs.Presentation (15 minutes)- The teacher introduced the new vocabulary and phrases related to the theme using pictures and short texts on handouts.- The teacher demonstrated the pronunciation and intonation patterns of the new vocabulary, and students were encouraged to repeat after her.Practice (30 minutes)- Group Discussion (10 minutes): Students were divided into groups and given a topic for discussion. They were instructed to use the new vocabulary and phrases they had learned. The teacher circulated around the classroom, listening to the discussions and offering help when necessary.- Listening Activity (10 minutes): The teacher played a video clip featuring a conversation between two native speakers. After the video, students were asked to summarize the main points of the conversation and discuss their opinions on the topic.- Role-Play (10 minutes): Students were given role-play cards with different scenarios. They were paired up and asked to perform the role-plays, using the new vocabulary and phrases they had learned. The teacher observed the role-plays and provided feedback on pronunciation, fluency, and content.Feedback and Evaluation (10 minutes)- The teacher conducted a brief reflection session with the students, asking them to share their experiences and feelings about the lesson.- The teacher provided individual feedback on the students' speaking and listening skills, highlighting their strengths and areas for improvement.- The teacher distributed a short quiz to assess the students' understanding of the new vocabulary and phrases.ConclusionThe communicative approach to language teaching was successfully implemented in this lesson, as evidenced by the students' active participation and improvement in their speaking and listening skills. The use of varied activities and materials helped to create a dynamic and engaging learning environment, making the lesson both fun and effective. The teacher's role in facilitating the learning process was crucial in ensuring that all students had the opportunity to practice and improve their language skills.ReflectionThis case study highlights the importance of adopting a communicative approach in English language teaching. By focusing on communicationrather than just linguistic form, students are more likely to develop their language skills in a meaningful and practical way. The teacher's role in creating a supportive and interactive learning environment is also crucial in encouraging students to take risks and practice their language skills.In the future, the teacher could consider the following strategies to further enhance the effectiveness of the communicative approach:- Incorporating more authentic materials, such as songs, podcasts, and real-life videos, into the lesson plan.- Providing opportunities for students to engage in extended speaking activities, such as debates, presentations, and interviews.- Using technology, such as interactive whiteboards and online platforms, to create more engaging and interactive lessons.By continuously adapting and refining the teaching approach, the teacher can help students achieve their language learning goals and become confident and competent communicators in English.。

英语教学课例模板范文大全

英语教学课例模板范文大全英语教学课例是教师备课的重要参考资料，它能够帮助教师明确教学目标、设计教学活动和评估学生学习效果。

本文将为您介绍几个常用的英语教学课例模板，并附上范文供参考。

一、听力课例模板1. 课时信息•课时主题：Shopping•适用年级：初中二年级•课时时长：40分钟•教材：Unit 3 Shopping•教学目标：通过本节课的学习，学生能够听懂并理解关于购物的英语对话。

2. 教学步骤•Step 1: Revision (5分钟)–复习上节课所学的有关购物的单词和短语。

•Step 2: Pre-listening (10分钟)–利用图片和实物展示购物场景，引导学生预测对话内容，并帮助学生激发学习兴趣。

•Step 3: Listening (15分钟)–播放购物对话录音，要求学生听并填入所缺的单词或短语。

•Step 4: Post-listening (10分钟)–小组活动：学生分组进行对话角色扮演，模仿对话情景，练习购物对话。

•Step 5: Wrap-up (5分钟)–整理本节课所学的重点内容，布置作业：完成课后练习册中的相关练习。

3. 教学评估•学生听力理解能力是否提高。

•学生是否能运用所学知识进行对话角色扮演。

•学生是否能正确理解和运用购物相关的英语单词和短语。

二、口语课例模板1. 课时信息•课时主题：Traveling•适用年级：高中一年级•课时时长：40分钟•教材：Unit 5 Traveling•教学目标：通过本节课的学习，学生能够用英语描述旅游经历和交流旅行计划。

2. 教学步骤•Step 1: Warm-up (5分钟)–学生展示自己的旅游照片，并用英语简要介绍旅游经历。

•Step 2: Vocabulary Building (10分钟)–教师介绍与旅行相关的新单词和短语，帮助学生扩展词汇量。

•Step 3: Speaking Practice (15分钟)–学生分组进行角色扮演，模拟旅行情景，学生之间用英语互相询问和回答旅行计划。

小学英语优秀课例Unit 2 My favourite season

小学英语优秀课例Unit 2 Myfavourite season教学目标1．能听懂、会说并运用句型：Which season do you like best? 进行问答练习。

2．能仿照Let’s talk中的对话范例展开关于最喜欢的季节是什么，为什么的表述。

3．能通过参与Make a survey的活动运用新句型做事情。

4．能通过本课时的学习，更加了解每个季节的特点。

教学重点：句型：听懂，会说Which season do you like best?.并能结合句型展开深入的对话教学难点：用I can 的句型说出喜欢的原因。

教具准备：1．教材配套课件2．教材相配套的教学录音带3．单词卡片4．Let’s sing歌曲录音教学过程：（一）热身／复习（Warm-up/Revision）活动一：看一看，演一演1. 教师出示四个季节的卡片2. 引导学生边看，边表演出每个季节的气候3. 请一个孩子表演，大家说出季节活动二：读一读1. 教师出示单词卡片，学生抢答2. 学生开火车认读3. 按照四季顺序，小组内容排列词汇，并认读活动三：听听，唱唱1. 教师播放本单元中Let’s sing中的歌曲2. 孩子们边听边唱边演（二）呈现新课（Presentation）活动四：听听，连连1. 教师在黑板上写下班中随意三个同学的名字2. 然后将表示季节的单词卡贴在黑板上3. 教师和写名字的三个同学分别进行What’s your favourite season？的对话4. 全班同学听完后，共同完成连线活动五：说一说1. 教师提问What’s your favourite season? 学生根据实际做答。

（Winter）教师询问：Why? 学生结合实际回答(I can play snow)2. 教师询问1-2名学生后，将句型变为“Which season do you like best?”引导学生像上面一样回答3. 教师板书句型，示意学生这个句子的意思和What’s your favourite season?一样4. 教师带读，学生跟读活动六：模仿对话1. 教师播放Let’s talk部分的录音2. 提问学生：How many people in this dialogue? Who are they?Which season does Mike /Zhang like best?Why?3. 在听录音，重复听到的句子4. 出示课件，学生观看每张图片下的表示气候的词汇，认读5. 教师和学生仿例示范一组对话6. 小组对话（三）趣味操练（Practice）活动七：小调查教学参考时间：教师结合课堂教学的具体时间，或课外进行1. 学生在规定的时间里完成至少对五个同学的调查，运用本课新句型Which season do you like best? 并要求回答的同学说出对这个季节气候的描述2. 抽查几个同学，汇报调查结果活动八：游戏：找朋友同学中互相询问：Which season do you like best? 然后同时说出答案，一样的话就成为朋友不一样再找另外的同学询问（四）巩固和扩展（Consolidation and extension）活动九：听力练习1. 练习1Listen and write the names below their favourite season1) 学生看图说说季节2) 小组描述各个季节的特点3) 听录音，写词4) 公布答案2. 练习2Listen again and write the answers and question1) 学生自己阅读对话，2) 试着猜测所缺的句子3) 听录音，完成对话4) 公布答案水印部分下载后即可清除：【插入】->【水印】->【删除文档中的水印】。

英语教学案例范文10篇

英语教学案例范文10篇英语教学案例是英语教师在进行教学活动中的重要参考资料。

以下是我精选的10篇英语教学案例范文，涵盖了不同年级、不同教学目标和不同教学方法的内容。

希望这些案例能为您提供一些灵感和启示。

案例一：《小学英语词汇教学——以"水果"为例》教学目标：帮助学生掌握水果类单词，并能运用目标词汇进行简单对话。

教学过程：1.引入话题，展示水果图片。

2.教学水果类单词。

3.设计小组活动，让学生用目标词汇进行交流。

案例二：《初中英语语法教学——以"一般现在时"为例》教学目标：使学生掌握一般现在时的用法，并能运用该时态描述日常生活。

教学过程：1.讲解一般现在时的概念。

2.设计练习题，巩固语法知识。

3.创设情境，让学生用一般现在时进行口语练习。

案例三：《高中英语阅读教学——以"环保"为主题》教学目标：提高学生的阅读理解能力，培养环保意识。

教学过程：1.预习课文，了解环保知识。

2.分析文章结构，讲解阅读技巧。

3.组织讨论，让学生分享自己的环保观点。

案例四：《英语听力教学——以"问路"为例》教学目标：提高学生的英语听力水平，掌握问路的表达方式。

教学过程：1.播放听力材料，让学生听懂并复述对话内容。

2.教授问路的常用表达。

3.设计角色扮演活动，巩固所学知识。

教学目标：培养学生的英语写作能力，学会用英语记录生活。

教学过程：1.讲解日记的格式和写作技巧。

2.提供写作素材，指导学生进行创作。

3.互相批改，提高写作质量。

案例六：《英语口语教学——以"旅游"为例》教学目标：提高学生的英语口语水平，学会用英语描述旅游景点。

教学过程：1.展示旅游景点图片，引导学生用英语进行描述。

2.教授相关表达，如：询问景点信息、推荐旅游景点等。

3.组织口语交流，让学生互相分享旅游经历。

案例七：《英语课堂教学游戏设计——以"猜词游戏"为例》教学目标：激发学生学习英语的兴趣，提高课堂参与度。

优秀教学案例八年级英语下册Unit10SectionA公开课(人教版)

2.同伴评价：学生互相评价，给出建设性意见，促进彼此的学习和进步。
3.教师评价：教师对学生的学习过程和结果进行评价，关注学生的个体差异，给予鼓励和指导。
四、教学内容与过程
（一）导入新课
1.教师通过展示一张自己过去的照片或讲述一个过去的故事，引发学生对过去时态的好奇心，激发他们对本节课的兴趣。
2.教师提出问题：“你们有没有经历过有趣的事情？它们是什么时候发生的？”引导学生思考和讨论，为新课的导入创造氛围。
优秀教学案例八年级英语下册Unit10SectionA公开课（人教版）
一、案例背景
本案例背景为人教版八年级英语下册Unit 10 Section A的公开课。本节课的主题为“动词过去式”，主要内容包括一般过去时的构成、动词过去式的变化规则以及如何运用过去时态描述过去发生的事情。通过对本节课的学习，学生能够掌握动词过去式的构成和变化规则，提高运用英语描述过去事件的能力。
本节课的亮点主要体现在情境创设、问题导向、小组合作、反思与评价以及作业小结等方面。这些亮点不仅使得课堂更加生动有趣，还能够提高学生的学习效果和语言运用能力。通过这些教学策略和方法，教师能够更好地激发学生的学习兴趣，培养他们的自主学习能力，提高他们的英语水平。
在教学过程中，我将以学生为主体，关注每个学生的个体差异，充分调动他们的积极性。通过启发式教学法和任务型教学法，引导学生主动参与课堂，培养他们的自主学习能力。同时，我还注重创设情境，让学生在真实的语境中感受和体验英语，提高他们的语言运用能力。
在情感态度与价值观方面，我将关注学生的心理健康，营造轻松愉快的课堂氛围，让他们在愉悦的情感状态下学习。通过小组合作、互动交流等环节，培养学生团队合作精神和沟通能力。此外，我还将通过引入英语文化元素，拓宽学生的视野，提高他们的跨文化交际意识。

英语课例教学实施方案5篇

英语课例教学实施方案5篇英语课例教学实施方案篇1一、教学课题：Where’s my schoolbag?二、教学设计思路：结合多媒体，利用图片、实物等帮助学生记忆相关物品的词汇；设置情境，帮助学生通过听说练习学会谈论物品的位置。

三、教学目标：(一)知识目标掌握本课生词，学习谈论物品的位置Where is/are…?It’s/They’re…...(二)能力目标让学生学会如何听和谈论物品的位置。

(三)情感目标1. 培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。

2. 通过谈论物品的位置，培养学生养成良好的生活习惯。

四、教材分析：Period 1是Unit4的第一课，让学生提通过活动，学习如何表达物品的位置，并能就物品位置进行提问。

五、学生分析：七年级学生活泼好动，在教学中，充分利用多媒体，图片、实物等，使英语学习与学生的实际生活更贴近，激发学生学习兴趣，同时创设交际情境，让每个学生在课堂上动起来，积极参与到教学活动中去，更好的实现教学目标，达到理想的教学效果。

六、.重点及其突出方法：充分利用现代教育手段，创设交际情境，为学生提供图像和声音资源，进行语言操练和实践，加强学习效果。

七、.难点及其突破方法：培养良好的语言表达习惯。

发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。

八、教学资源：多媒体；课件；教材九、教学过程：Step anization GreetingsStep 2.Revision1. Use a pen to ask and answer between the teacher and the students, and review the key sentences in Unit3.2. Use a picture of a bag to ask students to write a lost notice and a found notice, and review the lost and found notices, then lead to the new words with the picture(1a:P19).Hold up the picture and point to the objects : table, bed , bookcase, sofa, chair, schoolbag , book, key.T: What’s this in English?S: It’s a table/bed/...Encourage or help students to read the words correctly .Write them down on the blackboard.3. Quick reaction .Let the students look at the teaching picture in 1a, finish 1a, then check students’ answers.Step3. Lead inShow my English book and my two pens, then put them on my desk. Ask students to answer the questions: “Where is my English book?” and “Where are my pens?”.Try to ask more students similar questions：Where is your pencil?...Step3.PracticeAsk the students to look at some pictures and things in the classroom and practice talking about where things are. For example:-where is my clock?-It’s on the table.Ask students to work in pairs and make conversations.Step 4.Talking about the picture(1a:P19)1. Ask the students to practice 1c in pairs.2. Let the students work in pairs and talk about where the things in the picture are on Page19 .Step 5 ListeningHave students to listen to the conversations and number the things.Check the answers . Then ask students to read the conversations after the recording.Step 6 PracticeAsk students to describe their bedrooms.For example: My cat is on the chair. My English book is on the sofa .…Step7 Summary1.--- Where is + 单数主语?……在哪？--- It’s under/ on/ in…它在…下面/上面/里面。

初中英语教学设计和课例分享

初中英语教学设计和课例分享一、教学设计初中英语教学是培养学生语言沟通能力的重要环节，下面将介绍一套初中英语教学设计方案。

目标设定1.帮助学生掌握基础英语词汇和语法知识。

2.提高学生的听、说、读、写能力。

3.培养学生的英语听力和口语表达能力。

4.培养学生的学习兴趣和学习策略。

教学内容1.单词和短语：选择与学生年龄和学习水平相适应的单词和短语，注重基础词汇的积累。

2.语法：侧重基础英语语法知识的讲解和练习，例如时态、句型结构等。

3.阅读：组织学生阅读简单的英语文章或故事，培养学生的阅读能力和理解能力。

4.听力：进行各种形式的听力训练，帮助学生提高听力水平。

5.口语：组织学生进行口语练习，例如角色扮演、小组讨论等，提高学生口语表达能力。

教学方法1.多媒体教学：利用多媒体资源，如视频、音频等，激发学生学习兴趣。

2.合作学习：倡导学生之间的合作学习，促进学生相互交流和合作。

3.情境教学：通过情境教学的方式，将学习内容落实到实际生活中，增强学生学习的实效性。

4.循序渐进：学习内容分阶段、分层次展开，循序渐进，确保学生逐步掌握知识。

二、课例分享话题：My Favorite Animal教学目标1.学生能够正确运用所学单词描述自己喜欢的动物。

2.学生能够用简单句子描述该动物的特点。

教学步骤1.导入：通过展示图片或视频引入话题，引发学生对动物的兴趣。

2.学习单词：教师教授相关动物单词，学生跟读并做动作展示。

3.核心活动：学生分组，每组选择一个喜爱的动物进行描述，其他同学猜猜是哪种动物。

4.总结：教师带领学生总结所学内容，并引导学生用英语描述自己的喜爱动物。

课后延伸1.学生可编写一篇短文介绍自己最喜欢的动物，并在班级分享。

2.学生可自行查找相关信息，汇总各种动物的介绍，扩展知识面。

以上是初中英语教学设计和课例分享的内容，希望对英语教学工作者有所启发和帮助。

优秀教学案例九年级英语ThestoryofChristmas公开课

4.设计一些听力练习，让学生听懂并复述故事内容，提高他们的听力理解能力。
（三）学生小组讨论
1.让学生分成小组，讨论他们最喜欢的圣诞习俗和活动，并分享给其他小组。
2.鼓励学生用英语进行讨论，提高他们的口语表达能力。
3.设计一些问题，引导学生思考圣诞节的背后意义，如家庭团聚、关爱他人等。
4.每个小组选出一个代表，向全班同学分享他们的讨论成果。
2.提醒学生课后复习，加强对重点词汇和句型的记忆。
3.鼓励学生参加学校或社区的圣诞活动，亲身感受圣诞节的氛围，提高他们的实践能力。
4.告知学生下节课的内容和作业，让他们做好预习准备。
五、案例亮点
1.节日氛围的营造：通过播放圣诞歌曲、展示圣诞图片和视频等方式，营造浓厚的节日氛围，使学生能够更好地投入到学习情境中，增强他们的学习兴趣和参与度。
10.教师的引导与启发：教师在教学过程中起到了很好的引导和启发作用，能够有效地激发学生的学习兴趣，引导他们思考和探索，培养他们的自主学习能力和创新思维。
3.设计一些小组竞赛活动，激发学生的竞争意识，提高他们的学习积极性。
4.利用与评价
1.引导学生进行自我反思，总结自己在课堂上的学习收获和不足，提高他们的自我认知能力。
2.设计一些课堂评价表，让学生互相评价，培养他们的评价能力和批判性思维。
3.通过课后作业和小测验，对学生的学习情况进行评估，及时给予反馈，提高他们的学习效果。
二、教学目标
（一）知识与技能
1.学生能够掌握The Story of Christmas的主要内容，理解圣诞节的起源、耶稣诞生的故事、圣诞老人的传说以及圣诞节的庆祝活动等。
2.学生能够运用所学的词汇和句型，讲述圣诞节的来历和庆祝活动，提高他们的英语口语表达能力。

高中英语优秀教学案例六篇

高中英语优秀教学案例六篇英语教学案例1一、教学目标1.能够听懂、会说几个重要节日的词汇，并能用英语表达这些节日所在的月份。

2.能够以图文并茂的形式介绍自己喜欢的某个节日。

3.欣赏并学唱关于月份的歌曲。

二、教学建议A. Good to know.1.热身与复习(1)复习12个月份的英文表达①教师引导学生认读月份名称的单词卡片，随即发给读词最快的学生。

②拿到词卡的学生一起站到教室前面，按月份的顺序排队。

③全班再次按顺序说出12个月份的英文表达。

(2)教师呈现年历或第一课时歌谣课件，引导学生演唱第一课时所学的歌谣。

(3)师生交流：When is your birthday? It‘s in ...2.学习新知(1)教师呈现母亲节图片，引导学生观察画面内容，如：Who are they? What is the girl doing? Why is she giving flowers to her mother? Is it her mother’s birthday?...引出Mother‘s Day之后，让学生跟读词汇。

英语教学案例2一、语言技能目标第一层次：1.能够听懂、会说衣服词汇cap，coat，shoes，sweater，jacket，gloves，trousers;能在四线三格中基本规范地抄写单词，并尝试借助拼读规律记忆单词。

2.能够听懂、会说用来介绍复数衣服的功能句：These are ...3.能够听懂、会说用来询问自己该穿什么衣服的功能句：What should I wear today?及其答语：You should wear ...，初步学会在恰当的情境中运用，并通过描摹句子来体会句子书写规范，为抄写句子和独立写句子打基础。

4.能够读懂介绍自己所在城市的季节、天气、穿衣情况以及询问对方城市相关情况的小书信;并通过替换小书信中的关键信息回信，介绍自己的上述情况，回复朋友的询问。

5.能够借助熟悉的旧单词和图片感知字母u在闭音节单词中的发音规律，并利用该规律拼出新单词的读音，进而尝试记住其写法。

英语教学案例范文 (2)

英语教学案例范文引言英语教学是现代教育中非常重要的一部分，通过教学案例的研究，可以提高教师的教学水平，培养学生的学习兴趣和能力。

本文通过分析一个英语教学案例来展示如何设计和实施一堂高效的英语教学课程。

案例背景本课程是一堂初级英语口语课，教学目标是让学生能够熟练运用基本的日常用语进行简单的交流。

这堂课的学生年龄范围是10到12岁，属于初学者水平。

教学目标•学习并掌握基本的日常用语•学会用简单的句子进行自我介绍•培养学生的口语表达能力和自信心教学过程导入（5分钟）在课程开始的时候，教师可以通过播放一段英语儿童歌曲来吸引学生的注意力。

然后，教师可以使用图片或手势引导学生学习一些日常用语的发音和词汇，比如问候语和简单的自我介绍。

呈现（15分钟）在呈现部分，教师可以使用多媒体工具展示一些与本节课内容相关的图片和短句子，然后请学生跟随教师一起朗读和模仿。

教师可以通过示范和反复练习来帮助学生掌握正确的发音和语调。

实践（30分钟）实践阶段是本节课的重点，教师可以设计一系列的口语练习活动，让学生有机会运用所学的语言进行交流。

以下是一些实践活动的示例：1.对话练习：教师可以提供一些情景和对话模板，让学生分角色进行练习，比如购物、问路、订餐等。

2.小组讨论：教师可以将学生分成小组，让他们就一个特定的话题进行讨论，并在每个小组之间进行分享和展示。

3.角色扮演：教师可以给学生分发一些角色卡片，让他们扮演不同的角色进行对话练习，比如在餐厅点餐或者在学校自我介绍。

总结（10分钟）在本节课的总结部分，教师可以通过小组讨论和学生个别表演等形式来检查学生的掌握情况。

同时，教师可以提供一份简单的练习册或作业来巩固学生的学习成果。

教学评价方法为了评价学生的学习成果和教学效果，教师可以采用以下方法：1.听力和口语测试：通过听学生进行口头回答问题或进行角色扮演活动来评价他们的听力和口语能力。

2.作业评价：评价学生完成的练习册、作业和小组讨论的表现。

英语课堂教学案例（通用3篇）

英语课堂教学案例（通用3篇）英语课堂教学案例篇1Step1:Introduction:Show pictures of Martin Luthur King, and ask some questions: The teacher may say:Today I’ll show you a great person. In the picture, he is delivering a great speech. The speech is well known all over the world immediately. Do you know the name of the speech? (I have a dream)Do you know the great black women who refused to give her seat to a black man? Remember her name, her name is Rosa Parks. Then she was taken away by the police and a group was formed to demand that the bus company should change its unfair practices. Do you know who is the leader of the group?(Martin Luthur King)King was on the march. And the lady next to him is his wife.He is in deep love of his children.He was murdered and his wife and children were in deep sorrow.That is Martin Luthur King, a great person who gave his love to the world, who is respected by the people all over the world. In this Unit, we will learn about him. But I hope you can know the great person as much as you can.Step2.Watch the video:Step3: Listen and answer: (Students listen carefully and pay attention to the language points.)Listen to paragraph 1 and answer:1. What happened to Martin Luthur King in 1964? (won the Nobel Peace Prize)2. What’s his political opinion towards the black people? (be treated, as well as, with complete respect.)Listen to paragraph 2 and answer:1. What is his father? (minisstr in the church.)2. How could he earn some money? (deliver a paper)3. What did he like and dislike?(like making friends ,dislike fighting in any form)Listen to paragraph 3 and answer:1. In his life, what did he believe right and necessary?(demand changes)2. In his opinion,how could he achieve the goal?(by peaceful revolution)Listen to paragraph 4 and answer:1. How did he deal with the prize?2. In 1965, what became law and from then on, all black people had the right to vote?Listen to paragraph 5 and answer:1. Once , what happened to his house?(bomb explode,destroy,)2. What is his influence on the American society?(people across the country)Step4: Reading1) fast reading:Read the whole passage and find out:Why was Martin Luthur King determined to struggle for the equal rights for the black people?2) Read in details :( Pay full attention to the language points)Ask the Ss to fill in blanks. The teacher can organize a competition as well.Martin Luther King, Jr., who won the Nobel Peace Prize in1964, was an important political leader in the USA. He fought for political rights for black people in the USA. By doing this he set an example to the rest of the world. The message he gave was that black people should not be separated but should be treated as well as other people, and with complete respect.Although slavery had been ended in the US in 1865, the southern states had passed their own laws to continue the separation of blacks and whites. Mixed race marriages were forbidden by law. There were separate sections for blacks in shops, restaurants, hospitals, buses and trains. Black children were educated in separate schools.All his life he believed that it was right and necessary to demand changes in society if people did not have their civil rights. He believed that they could achieve their goal by peaceful revolution, not by fighting and killing.King had made many enemies because of his work in the black liberation movement. Once, a bomb exploded and destroyed his house. On April 4th, 1968, he was murdered. However, his struggle had already changed the whole of society in the USA. Within a few years of his death, black people across the country held important jobs in government.Step5:Writing:Chinese Version:马丁。

英语教学案例(优秀3篇)

英语教学案例（优秀3篇）英语教学案例篇一活动目的：学习和运用有关学校场所的英语单词，利用平面图介绍自己学校各种场所。

适合级别：1一2级教学过程 : 1、教师事先根据本学校的场所位置画一幅平面图(简图)，但不标出场所的名称。

把平面图复印若干份(做活动时每小组一份)。

2、把单词school，playground，classroom，office，art room，music room，multimedia room，library，language lab做成约2cmx3cm 的小卡片(若干套)。

做活动时每小组一套。

3、借助图片向学生呈现下列单词：school，playground，classroom，office, art room, music room，multimedia room，library，language lab。

要求学生做到：(1)看见图片能说出单词；(2)给出单词也能说出场所名称，只要求学生能认读，不要求拼写。

4、将学生分为4一5人一组(小组成员必须围成一圈)。

每组发一张学校平面图和一套单词小卡片。

要求学生根据学校场所的实际位置把单词贴在平面图上。

5、让相邻的两个小组对比他们贴好的平面图。

如有不同之处，学生自己讨论为什么出现不同之处，并进行适当的修正。

6、把全班学生分成三个大组(队)。

在黑板上贴三幅平面图。

给每个大组再发一套单词卡片。

每个大组派两个人到前面，把卡片贴到平面图上。

首先完成且贴得正确的大组获胜。

7、小组内学生轮流根据贴好的平面图向其他学生介绍自己学校的场所(如：This is the playground.)。

鼓励学生使用其他所学语言进行创造性表达，如It is small，but I like it. 8、把学生贴好的平面图贴在班级的墙报上，或者贴在学校的布告栏或校门入口处，当作本校场所位置的英文示意图。

9、对程度较好的学生，可以让他们自己设计一个所教学校的平面图，并用英语向他人作介绍。

示范课优秀英语教学案例

优秀英语教学案例Unit7 How much are these socks?第一课时 Section A 1a—1c教学目标：1.掌握一些服装的英语名称。

2.掌握和运用询问物价的句型:—How much is this T-shirt?—It’s seven dollars.—How much are these socks?—They are two dollars.3.通过听力训练、两人一组合作角色扮演的方式,在情景交际中练习知识点,提高英语听说能力。

4.培养学生听取关键数字、价格信息的能力;培养学生用所学语言知识谈论衣物和价格的能力。

教学内容：1.学习下列词汇:much, how much, sock, T-shirt, shorts, sweater, trousers, shoe, skirt, dollar。

2.学会运用How much is…? It’s… How much are …? They are…来询问和回答商品的价格。

教学重难点：1.掌握表示服装名称的词汇。

2.学会使用How much句型询问价格,并能正确回答。

教学思路：本课时的教学内容是学生比较感兴趣的内容——购物, 因此为把学生的积极性和兴趣调动起来,特设计以下教学思路:思路一: 利用图片引入词汇学习,同时设计游戏激发学生学习热情,让他们主动参与课堂学习。

思路二:听力训练采用层层递进的提问方式,训练学生获取信息的能力; 发挥学生合作学习的优势, 让学生分组谈论衣物价格。

教学准备：设计教学PPT,录音机,多媒体, 物品图片。

教学过程：StepⅠ.Lead inLeading in 【情景1】Warming up by watching a short moive.T:Hello,boys and girls.Nice to see you .I am Miss WU .Ss:Hello Miss Wu.T:Do you like English moives?Let us watch a moive first.T Can you understand it?Yes ,They are shopping. I like shopping very much.Do you like shopping? (Show students a picture of a clothes shop.)Do you like the clothes in the shop? Come with me to the clothes shop.Let’s see what clothes there are in the shop.T:Can you name these clothes in English?Show a picture of a T-shirt.T:What’s this?Ss:It’s a T-shirt.T:(Show a picture of a sweater.) What’s this in English?Ss:It’s a sweater.Write “sweater” on the blackboard.T:Read after me, sweater.Ss:Sweater, sweater, sweater.T:(Show the picture of pants) What are these in English?Ss:They are trousers.T:Read after me, trousers.Ss:Trousers, trousers, trousers.Write “trousers” beside “sweater”.Show the pictures and learn the words related to clothes.Plural words in a column, singular words in a column.Encourage students to repeat the new words on the blackboard.T:Now I want all of you to read the new words on the blackboard by yourselves.Then I will ask some of you to read them out to the class.Pay attention to the singular form and plural form.利用英文短片，调动学生学习英语的兴趣,让学生不知不觉地进入英语课堂,激发他们的兴趣和热情设计意图 ,活跃课堂气氛,并为本节的任务开展做热身准备。

初中英语优秀课例展示

初中英语优秀课例展示一、教学目标明确一节优秀的英语课，首先要有明确的教学目标。

教学目标是教师授课的方向，也是学生课堂学习的预期结果。

教师需根据课程大纲和学生实际情况，制定合适的目标，并在课堂上始终围绕此目标进行。

二、教学内容充实教学内容是实现教学目标的载体。

优秀课例展示中，教师应精选教学内容，确保课堂内容既符合教学大纲要求，又能满足学生的学习需求。

教学内容应注重理论与实践相结合，知识点讲解与能力训练并重。

三、教学方法得当教学方法是实现教学目标的手段。

优秀课例展示中，教师应采用多种教学方法，如情境教学、任务驱动、小组合作等，以激发学生的学习兴趣，提高学习效果。

同时，教师还应注重教学方法的创新，不断探索适合学生的教学方式。

四、学生参与度高学生是课堂的主体，学生的参与度是评价一节课好坏的重要标准。

优秀课例展示中，教师应采取多种措施，如提问、小组讨论、角色扮演等，鼓励学生积极参与课堂活动，提高学生的课堂参与度。

五、课堂氛围良好良好的课堂氛围是提高教学效果的重要保障。

优秀课例展示中，教师应注重课堂氛围的营造，建立和谐的师生关系，鼓励学生积极思考、勇于表达，使学生在轻松愉快的氛围中学习。

六、评价与反馈及时及时有效的评价与反馈是提高教学质量的关键。

优秀课例展示中，教师应关注学生的学习过程，及时发现学生的问题并提供指导。

同时，教师应采用多种评价方式，如考试、作品评定等，全面了解学生的学习情况，为后续教学提供依据。

七、教师素质高超教师的素质是影响教学质量的重要因素。

优秀课例展示中，教师应具备良好的专业素养、扎实的教育教学能力以及高尚的师德师风。

教师应不断更新教育观念，提高自身素质，以更好地服务于学生和教育事业。

在优秀课例展示中，教师的专业素养、教学能力和师德师风都是影响教学质量的重要因素。

首先，教师应具备扎实的专业知识，对英语学科有深入的理解和研究，能够为学生提供高质量的教学内容。

其次，教师应具备良好的教学能力，包括课程设计、教学组织、课堂管理等方面的能力。