英语高效课堂案例
九年级英语全一册高效课堂(人教版)Unit8第3课时(GrammarFocus4c)教学设计
4.个性化指导：关注学生的个体差异，给予每个学生个性化的指导和帮助，提高他们的学习效果。
5.归纳总结：通过课堂小结，帮助学生梳理所学知识，巩固记忆。
（三）情感态度与价值观
在本节课的教学中，教师关注以下情感态度与价值观的培养：
3.教师巡回指导，关注学生的讨论过程，及时解答他们的问题，引导他们正确使用现在完成时态。
（四）课堂练习
课堂练习旨在巩固所学知识，我将设计以下练习：
1.根据图片或提示，让学生用现在完成时态和频率副词完成句子。
2.编写一段对话，要求学生使用现在完成时态描述过去发生的事情。
3.设计填空题，让学生选择正确的动词形式和频率副词，强化对现在完成时态的记忆。
4.通过PPT展示本节课的重点词汇和短语，引导学生跟读、模仿，并适时进行释义和例句展示，加深学生对词汇的理解。
（三）学生小组讨论
在学习新知后，组织学生进行小组讨论：
1.将学生分成小组，要求他们用现在完成时态和频率副词描述组内成员的日常活动。
2.每个小组挑选一名代表进行汇报，其他小组成员认真聆听并给予评价。
为了有效地突破教学重难点，提高学生的学习效率，我设计了以下教学设想：
1.创设生活情境：通过呈现与学生的日常生活紧密相关的场景，如学校活动、家庭生活等，引导学生用现在完成时态进行描述，让学生在实际语境中感受和理解这一时态的用法。
2.搭建语言支架：在教学过程中，为学生提供语言支架，如句型模板、词汇列表等，帮助他们构建完整的句子，并在实践中逐步减少对支架的依赖。
四、教学内容与过程
（一）导入新课
为了激发学生的学习兴趣，我将采用以下方式导入新课：
外研版高中英语6+1高效课堂模式案例
外研版高中英语6+1高效课堂模式案例全文共6篇示例，供读者参考篇1The 6+1 Classroom Is So Much Fun!Hi there! My name is Lily and I'm 10 years old. I just started learning English this year and I love it! My teacher uses this really cool method called the "6+1 Effective Classroom Model" and it makes English class super engaging and fun.Let me tell you all about the 6 parts first. The first part is called the "Entry Task" or warm-up. We usually start class with a quick activity to get our brains working in English mode. Sometimes we sing a silly song, other times we play a guessing game or do a fun quiz. It's a nice way to ease into the lesson.Next is the "Study Cylce" which is the main learning part. This has 3 steps - we first figure out the learning goals and strategize how to achieve them. Then we go through the textbook materials like reading passages, listening exercises, vocabulary etc. While we work through these, the teacher walks around providing guidance tailored for each student's needs. The last step is where we practice using the new knowledgethrough interactive activities. My favorite part is doing roleplays and skits in groups!The third component is "Learner Scaffolding" where the teacher supports us in areas we're struggling with. They use different techniques like prompting, modeling, and giving us tools or graphic organizers to make things more understandable.I really appreciate this individualized help."Learning Strategy Focus" is the fourth part where we learn different strategies for skills like reading comprehension, vocabulary building, public speaking and so on. Having a bunch of strategies in our toolkit makes language learning easier and more effective.Number five is "Fluency Development" which has activities to get us using English more spontaneously and naturally. Examples are free-talking time, games, and reading passages out loud. Practicing fluency like this reduces our hesitation over time.Then there's "Lesson Comprehension" where the teacher checks how much we understood through quick formative assessments. They might ask us to summarize key points, do a mini-quiz, or rate our own comprehension levels.Lastly, there's the "+1" component which gets switched up constantly with things like project-based learning, extensive reading/listening, test-taking strategies and more. The variety keeps every lesson fresh and interesting!I love this 6+1 model because it makes learning English an incredibly rich and multidimensional experience. We get exposed to all four skills - speaking, listening, reading and writing through diverse materials and activities. The different components allow us to build a wide range of competencies beyond just language skills too.For instance, the cooperative learning activities have taught me how to communicate and collaborate effectively in a team setting. The teacher also emphasizes building learner autonomy, so I've become skilled at setting goals, monitoring my progress, and finding ways to improve independently. We even work on public speaking and presentation skills through the fluency practice.What really makes this model work though, is the supportive classroom environment created by my wonderful teacher, Ms. Roberts. She's extremely encouraging and caters to all our individual needs through the scaffolding and strategy instructioncomponents. The atmosphere is never intimidating - we all feel safe to take risks and make mistakes while learning.Another thing I appreciate is how Ms. Roberts relates the English lessons to our lives and cultures. The materials come from diverse, relatable contexts rather than being too disconnected from our experiences. She also facilitates lots of discussion around the topics, helping us explore different perspectives. My English skills are developing hand-in-hand with important life skills like critical thinking, empathy andcross-cultural understanding.Overall, the 6+1 model has transformed English class from something that could have been boring into an enriching, empowering experience. I've gained so much more than just English proficiency - I've become a motivated, independent learner ready to take on any challenge. I can't wait to see how much more I'll grow through continuing with this fantastic model in the coming years. Learning English is awesome!篇2The 6+1 Efficient Way to Learn EnglishHi everyone! My name is Lily and I'm 10 years old. I just started using these really cool new English textbooks at schoolcalled the "New Secondary School English Textbooks." They use this thing called the "6+1 Efficient Classroom Model" to help us learn English better. At first I was like "What? 6+1? Is this some kind of math problem?" But then my teacher Ms. Roberts explained it all to us and it actually makes a lot of sense!Basically, the 6 is for 6 different classroom activities we do to practice our English skills. The +1 is for using technology and multimedia as a helper. Let me tell you about each one:Learning InputThis one is when the teacher introduces the new language and concepts to us. But it's not just lecturing at us the whole time. The textbooks have lots of fun pictures, dialogues, and texts that make it way more interesting. The teachers use videos, audio clips, and PowerPoint slides too. It's a very multi-media learning experience.ReinforcementAfter we learn the new material, we practice over and over again until it really sticks in our brains. We do all kinds of exercises and activities that reinforce what we just learned. My favorite is playing language games where we have to use the new words or grammar.Skill DevelopingThis part focuses on improving our skills in the four areas: listening, speaking, reading, and writing. The textbooks have loads of practice activities for each skill, ranging from simple to super challenging. I'm working hard on improving my writing skills this semester.Integrated PracticeHere's where things get fun! We get to use everything we've learned in a more holistic way through extended activities and projects. We might have to give a presentation, conduct an interview, or analyze a long reading passage. It's great practice for real-life English application.AssessmentExtensionThis last classroom activity is all about going above and beyond. We get to explore topics more deeply, work on research projects, read supplemental materials, and just generally extend our English abilities past the textbook content. For students who are really passionate about English, this is our favorite part!+1. Technology IntegrationAh yes, the all-important +1: technology! These new textbooks make such great use of educational technology. We're always using the interactive e-books, watching videos, exploring online resources, even making our own multimedia projects sometimes. It makes learning English feel very modern and engaging.So that's the 6+1 model in a nutshell. I think it's a really smart way to structure our English classroom. By combining so many different activities, exercises, and technologies, it becomes a totally immersive experience. We're not just mindlessly memorizing textbook pages. We're actively using and practicing English in creative, social ways.My classmates and I have definitely leveled up our English abilities since starting these textbooks. The reading passages are a lot more challenging now, and I hardly ever panic when we have to communicate in English class. I'm speaking more fluently, writing longer compositions, and understanding most of what I hear and read. Best of all, my confidence has gone way up!I have to give a huge shoutout to our awesome teachers too. They work so hard to plan engaging lessons using all the different components of 6+1. Last week, Ms. Roberts had us do this multi-part unit on environmental protection that integratedevery single one of the 6+1 activities. We read articles, watched videos, did listening exercises, gave presentations, wrote reports, and even created an English podcast at the end. It was intense but so rewarding.Anyway, those are my thoughts on this 6+1 Efficient Classroom Model we're using. I'm really grateful to have such an interactive, multi-dimensional way of building my English skills. Who knows, maybe I'll be an English teacher myself one day so I can pass on this awesome model to future students! For now, I'm just going to keep working hard, step-by-step, using 6+1 to its fullest. English mastery, here I come!篇3My Big Sister's Cool English ClassHi friends! Today I want to tell you about my big sister Amy's English class. She's a junior at Central High School and her English teacher Mr. Wang is really awesome. They use this thing called the 6+1 classroom model and it makes Amy's English classes super fun and interesting!The 6 in 6+1 stands for six different activities they do in class - reading, writing, speaking, listening, viewing, and performing.The +1 is for putting it all together through a project at the end. I'll tell you about each part.ReadingFor the reading part, they don't just read boring textbook passages. Mr. Wang finds really cool articles, stories, and books for them to read. Sometimes it's something from popular culture that Amy and her friends are interested in. Other times it's classic literature. But it's always stuff that gets them engaged and thinking critically.They take turns reading parts out loud and discussing what they read. Mr. Wang asks them tons of questions to get them analyzing the deeper meaning and sharing their own perspectives. Amy says it really helps her comprehension and vocabulary instead of just memorizing definitions from a list.WritingThe writing part is where they get to be creative. Mr. Wang has them write all sorts of different things - stories, poems, scripts, letters, essays, you name it. But he doesn't just assign a boring prompt from the textbook. He relates it to the reading materials or finds inspiring prompts online that fire up their imaginations.They also do lots of freewriting, where they just write whatever comes to mind for a set time without stopping. Amy says this helps get her ideas flowing when she has writer's block. After drafting, they revise and edit each other's work, giving constructive feedback. By the end, they've crafted really polished creative pieces.SpeakingThis is one of Amy's favorite parts - she loves being able to practice her English speaking skills in a safe, supportive environment. Mr. Wang has them do all kinds of speaking activities like role plays, debates, presentations, and discussions.For debates, they get assigned controversial topics and have to research both sides, then debate in teams. The presentations are on engaging topics they get to choose, like trends, social issues, hobbies, etc. This gives them a chance to teach the class about something they're genuinely interested in.The role plays get them using English in realistic situations, like shopping dialogues, job interviews, meeting new people, and more. Sometimes they even put on little English play performances for the class!ListeningListening is hugely important for learning a language, so they practice it a ton. Mr. Wang has them listen to all kinds of recordings - podcasts, videos, songs, radio clips, you name it. The topics are always really relevant to their lives and interests as teenagers.After listening, they discuss what they heard, answer comprehension questions, and sometimes extend the activity into debates or presentations. Amy says it's helped her listening comprehension improve a bunch because the content is so engaging.ViewingFor the viewing part, they analyze all kinds of multimedia in English - movies, TV shows, ads, music videos, you tube clips, you name it. Sometimes it's just for fun, but often Mr. Wang has them break it down and analyze the deeper meanings, cultural context, persuasive techniques, and so on.It's really gotten Amy thinking critically about the media she consumes instead of just zoning out. She's become an advanced viewer instead of a passive one. Plus, she gets exposure to so many different accents and varieties of English through all the multimedia.PerformingThis part lets them get up and move around instead of just sitting at their desks. They'll act out skits and role plays they've prepared. Or they'll recite English poems, speeches, and tongue twisters just for pronunciation practice in a low-stress way.Sometimes they even put on little English talent shows where they can dance, sing, play music, or do stand-up comedy routines in English. Amy says this boosts their confidence like crazy to perform in front of a friendly audience. It's also just a blast!The +1 ProjectAt the end of each unit, they have to do a big culminating project that pulls together everything they've learned - the reading, writing, speaking, listening, viewing, and performing. Mr. Wang lets them choose the topic and design of the project themselves.Some that Amy's class has done are English videos, blogs, magazines, radio shows, picture books, and more. The projects are always so creative and allow them to share their diverse interests and skills with the whole class.Working on these big projects makes the units feel meaningful and lets them apply all their learning in an enriching, authentic way. Plus, it means they get to spend lots of class time working together in groups, building teamwork and cooperation.So yeah, that's the 6+1 model that Amy's English class follows. I'm only in 4th grade, but I already can't wait for my English classes to be that engaging when I get to high school! Mr. Wang seems like such an awesome, innovative teacher. Thanks for reading about Amy's cool English class!篇4My English Class is Really Fun!Hi there! My name is Xiaoming and I'm 10 years old. I go to an elementary school here in Beijing. Today I want to tell you all about my amazing English class and how we use this really cool method called "6+1".In my school, we use these English textbooks that are green and yellow. They're from a company called the Foreign Language Teaching and Research Press. My English teacher, Miss Wang, is the best! She always makes learning English super interesting and fun.The "6+1" method we use has 6 main parts, plus 1 extra part. Let me explain each one:Pre-class PreviewBefore each lesson, Miss Wang has us preview what we're going to learn. We look at the pictures, read the titles, and try to guess what the lesson will be about. It's like a warm-up to get our brains ready!In-class LearningThen in class, we dive into the actual lesson. Miss Wang uses all kinds of activities to make it interactive. Sometimes we watch videos, other times we play language games or act things out. We practice listening, speaking, reading and writing. It's never boring!After-class AssignmentAfter we learn something new, Miss Wang gives us homework to practice on our own. The assignments aren't too hard and they help reinforce what we just learned in class. My mom sometimes helps me if I get stuck.Self-evaluationMy favorite part is the self-evaluation! We get to rate how well we understood the lesson and identify what we need to work on more. It's like giving ourselves a little test.Extended LearningFor topics I find really interesting, there are extended learning resources like extra readings, audio clips, or even apps and websites to explore. Miss Wang encourages us to dive deeper into what fascinates us.Cultural ExperienceEnglish comes from countries with such fascinating cultures! We get to learn about their foods, customs, music, and more. Last month we made Christmas cards and sang carols. It's an amazing way to experience different cultures.And what's the +1? It's...Learning Strategy GuidanceThroughout each unit, Miss Wang teaches us strategies for how to learn English more effectively. Things like memorizing new words, improving pronunciation, or taking better notes. These strategies help make me a better student overall.With the "6+1" approach, English class is always an adventure! We get to explore the language through so many fun ways. Even though I'm just a kid, I feel like I'm becoming a great English learner.Miss Wang is always telling us that the key is taking an active role. The textbook gives us a clear path, but we have to engage and apply what we learn. Sometimes it's challenging, but I know I'm building really important skills.My friends think English class is boring, but they just don't realize how much fun we actually have. Thanks to the "6+1" method, I'm excited to continue my English journey. Who knows, maybe I'll be an amazing English speaker when I grow up!Well, that's all I wanted to share about my awesome English class. Let me know if you have any other questions! I'll do my best to explain. Okay, gotta run - Miss Wang is waiting for me! Bye!篇5My English Class is Super Fun!Hi everyone! My name is Timmy and I'm in 5th grade. I really love my English class this year because my teacher Mr.Thompson does things in a really cool way called the "6+1 Model." It makes learning English fun and easy to understand.First, there are the 6 parts that happen every class:Building the "Field"At the start of each unit, Mr. Thompson introduces the broad topic we'll be covering. Like for the unit on sports, he showed some videos of people playing different games and asked us what sports we liked. This gets us thinking about the theme.Modeling the TextThen we read through a main text about the topic, like an article or story. Mr. Thompson models how good readers think by asking questions, making predictions, and tracking confusing parts. It really helps me follow along better.Joint ConstructionAfter reading, we work together to analyze the text. Mr. Thompson has us identify things like the main idea, supporting details, word meanings, and text structure. We build understandings as a class through discussions.Independent ConstructionNow it's our turn to practice on our own! We might read another text independently and answer questions, or write a paragraph summarizing the key points. I feel prepared after the modeling and joint practice.Individual SelectiveThis part focuses on skills we each need to improve. Some classmates work on vocab, others on grammar. I usually practice speaking and listening. The activities match our personal goals.Class SelectiveTo wrap up, we all do an activity together targeting a common need. Like before a test, we review the strategies for analyzing texts or writing effective paragraphs. It's great reinforcement.On top of those 6 parts, there is 1 more essential piece:+1. Sustaining FeedbackThroughout every lesson, Mr. Thompson gives us tons of helpful feedback. If we are reading aloud, he gently corrects mispronunciations. When we answer questions, he praises strong points and guides us to improve weak areas. The feedback keeps pushing us forward.I'll give an example of how all 7 parts worked in our last unit about sports. In the Building the Field stage, Mr. Thompson had us discuss our favorite sports. I said I like basketball because it's fast-paced and exciting.Then for Modeling the Text, we read a magazine article profiling a famous basketball player. Mr. Thompson tracked the text structure, noting how it described the player's early life, biggest achievements, and future goals. He asked prediction questions like "What challenge do you think she'll face next?"During Joint Construction, we analyzed the word choices and imagery the author used to make the player sound determined and hardworking. Like describing her as "tenacious" and "leaving it all on the court."For Independent Construction practice, I wrote a paragraph summarizing the key details about the player's career using examples from the text.In the Individual Selective part, I worked with a partner taking turns asking and answering questions about the text to build our speaking skills.Then as a whole Class Selective activity, we learned strategies for analyzing nonfiction texts, like identifying the author's purpose and looking for bias.The best part was all the Sustaining Feedback throughout the lesson. When I mispronounced "tenacious", Mr. Thompson had me repeat it correctly. He also circled areas to improve in my paragraph, like using more transition words. The feedback really helps me get better!I've learned so much from the 6+1 model this year. The reading, writing, listening and speaking practice have all come together to boost my English skills. Plus, it's interactive and fun with all the discussions, teamwork, and personal practice.I'm so glad my school uses this approach to teaching English. It makes every class engaging and lets us build our abilities step-by-step. I'm already looking forward to next year's English course! Hopefully they'll use the 6+1 model again because it really works for kids like me.That's my take on this awesome way of learning English. Let me know if you have any other questions! Thanks for reading about my super fun class!篇6Yay, Story Time! The 6+1 Cool Way to Learn EnglishHey there, friends! Today, I'm going to tell you an exciting story about a super cool way of learning English. It's called the 6+1 Effective Classroom Model, and it's like having a bunch of awesome helpers to make your English classes even more fun and interesting!First, let's meet the six helpers. They're called the "Six Key Elements," and they're like superheroes with special powers to make your English learning experience amazing!The Questioning HeroThis hero is all about asking questions. They'll help you learn to ask great questions in English, so you can understand everything better and never feel lost or confused.The Summarizing Super。
八年级英语上册高效课堂(人教版)Unit1第5课时SectionB(3aSC)优秀教学案例
3.巩固练习：设计一些练习题，让学生进行巩固练习，加深对一般过去时的被动语态的理解和运用。
（五）作业小结
1.布置作业：布置一些有关一般过去时的被动语态的作业，让学生在课后进行练习和复习。
2.作业反馈：教师及时批改学生的作业，给予反馈和评价，指出学生的错误和不足，并提出改进的建议。
（二）问题导向
1.设计问题链：教师提出一系列问题，引导学生思考并回答，通过问题驱动的方式，激发学生的思维和语言运用能力。
2.探究活动：学生分组进行探究活动，通过讨论、研究等方式，自主发现并理解一般过去时的被动语态的规律和用法。
3.解决实际问题：让学生运用一般过去时的被动语态，解决实际问题，如写一篇关于过去发生的事情的短文，或模拟一场过去的场景进行对话。
在教学设计上，我遵循了循序渐进、由浅入深的原则。首先，通过复习导入，激活学生对一般过去时的掌握；其次，通过故事情境，引导学生发现并理解一般过去时的被动语态；然后，通过小组活动，让学生在实践中运用一般过去时的被动语态进行交际；最后，进行课堂总结和拓展，提高学生的语言运用能力。
在教学方法上，我采用了任务型教学法、情境教学法和合作学习法。通过设置各种任务，让学生在完成任务的过程中自然地学习和运用语言；通过创设情境，让学生在真实的环境中感受和理解语言；通过合作学习，让学生在互动中提高语言交际能力。
（三）小组合作
1.小组讨论：学生分组进行讨论，分享自己的观点和理解，通过互动交流，共同提高语言运用能力。
2.小组任务：学生分组完成具体的任务，如编写一篇关于过去发生的事情的故事，或进行一场模拟的对话表演，通过实践锻炼语言能力。
3.小组评价：学生互相评价，给出建设性的意见和建议，促进彼此的进步和提高。
小学英语教师工作案例(5篇)
小学英语教师工作案例(5篇)案例一：游戏学习法背景小学英语教师在教授课程时，发现学生对于单词的记忆效果不佳，缺乏兴趣和动力。
解决方案教师决定采用游戏学习法来提高学生的学习积极性。
他设计了各种有趣的英语游戏，如单词接龙、角色扮演等，让学生在游戏中学习和巩固英语知识。
结果通过游戏学习法，学生的学习兴趣得到了激发，记忆效果也明显提高。
学生们更加积极参与课堂，英语成绩也有所提升。
案例二：情境教学法背景小学英语教师发现学生在运用英语进行真实情境对话时存在困难，缺乏实际应用能力。
解决方案教师决定采用情境教学法来帮助学生提升英语口语能力。
他设计了各种日常生活情境，如购物、旅行等，让学生在情境中进行真实对话练习。
结果通过情境教学法，学生的英语口语能力得到了明显提升。
他们在真实情境中的对话更加流利自然，也更加自信地运用英语进行交流。
案例三：多媒体辅助教学背景小学英语教师发现学生对于课堂上的教材内容理解不深，学习效果有待提高。
解决方案教师决定采用多媒体辅助教学来提升学生的学习效果。
他使用投影仪和电脑，将教材内容制作成动画、视频等多媒体形式，以图文并茂的方式呈现给学生。
结果通过多媒体辅助教学，学生对于课堂内容的理解得到了提升。
他们对于图文并茂的教材更加感兴趣，学习效果也明显提高。
案例四：小组合作学习背景小学英语教师发现学生在合作学习中存在困难，互动和交流不够流畅。
解决方案教师决定采用小组合作学习来提升学生的互动和交流能力。
他将学生分成小组，让他们在小组内共同完成任务，通过合作学习来提高英语口语和写作能力。
结果通过小组合作学习，学生的互动和交流能力得到了提升。
他们在小组中更加积极参与讨论和交流，英语口语和写作能力也得到了明显提高。
案例五：个性化学习背景小学英语教师发现学生在学习进度上存在差异，有的学生进度较快，有的学生进度较慢。
解决方案教师决定采用个性化学习来满足学生的不同学习需求。
他根据学生的水平和进度，设计了个性化的学习计划和任务，给予不同的辅导和指导。
英语高效课堂导学案
Step5:Acting the words or sentences in groups.(10minutes)
Step6:Sharing.(3minutes)
Step7:Testing.(4minutes)
小学五年级英语高效课堂教学设计
学科
英语
课题
My birthday
共1课时
授课教师
陈家波
授课班级
五年级
教学内容分析
本课内容容量适中，单词和句子数量不多，但是像Can you say this month in English?读起来比较绕口，应该重点加强.
学情分析
大部分学生能掌握本课内容
学习目标
1.我能听懂，会说，认读并拼写下列词汇：month Jan.Feb.Mar.Apr.MayJun.Jul.Aug.Sept.Oct.Nov.Dec.
学习方法
或教具
Recorder
预
习
单
1.通过听录音会读本课新单词
2.利用前面所学知识试着朗读并翻译句子，培养学生的自学能力。
备注
学
习
过
程
Step 1: Listen to the tape
Step 2: Read in groups ( 5minutes)
1.Read by themselves.
2.Read in pairs.(two students)
检测单
1.动动脑筋，连一连。
DecemberOct.一月
JanuaryMay五月
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九年级英语全一册高效课堂(人教版)Unit2第1课时(SectionA1a2d)优秀教学案例
（一）情景创设
1.利用多媒体展示图片和视频，创设贴近学生生活的情景，如展示不同国家的风景、文化和习俗，引发学生对过去经历的回忆和兴趣。
2.通过讲故事、播放音乐等方式，引入一般过去时的概念，让学生在具体情境中感知和理解一般过去时。
3.设计具有情境性的听力练习，让学生在听的过程中，运用一般过去时进行回答，提高学生的听力技能。
（二）过程与方法
1.学生通过观看图片、听力练习、口语交流等方式，感知、理解和运用一般过去时。
2.学生通过分组讨论、角色扮演等合作学习方式，提高语言实践能力。
3.学生通过完成填空题、写作练习等任务，巩固和拓展一般过去时的知识。
4.学生在教师的引导下，自主探究一般过去时的规律，培养独立学习能力。
（三）情感态度与价值观
在教学过程中，我注重发挥学生的主体作用，鼓励他们积极参与课堂活动，培养他们的自主学习能力。同时，我运用人性化的语言，营造轻松愉快的课堂氛围，使学生在愉悦的情感状态下学习英语。此外，我还针对学生的个体差异，给予不同的指导和关注，确保每个学生都能在课堂上得到有效的学习。
二、教学目标
（一）知识与技能
1.学生能够掌握一般过去时的疑问句和回答，如“Where did you come from?”“I came from China.”等。
2.设计课后作业，让学生运用一般过去时进行实际操作，如写一篇关于过去经历的短文。
3.教师对学生的作业进行评价，关注学生的掌握情况，及时给予反馈和指导。
4.鼓励学生进行自我评价，发现自己的优点和不足，调整学习方法和策略。
作为一名特级教师，我深知教学策略在教学过程中的重要性。在教学过程中，我将根据学生的实际情况，灵活运用各种教学策略，注重启发学生的思维，激发学生的学习兴趣，培养学生的语言运用能力和综合素质。同时，我将关注学生的个体差异，给予每个学生充分的关注和指导，确保每个学生都能在课堂上得到有效的学习和成长。
七年级英语上册高效课堂(人教版)Unit3(第1课时SectionA1a1d)优秀教学案例
本节课在遵循英语教学原则的基础上，注重培养学生的语言素养、思维品质和学习能力，力求实现高效课堂。通过本节课的学习，学生能够熟练运用所学知识进行家庭成员的介绍，提高他们的英语综合素质。
5.学生能够运用所学知识，运用正确的语法和词汇，进行书写，如写一篇关于家庭成员的短文。
（二）过程与方法
1.通过观察图片，引导学生运用观察法学习家庭成员的英文名称和相关词汇。
2.利用角色扮演、情景模拟等方法，让学生在实际语境中练习介绍家庭成员的英语表达。
3.运用任务型教学法，分配课堂任务，鼓励学生小组合作，共同完成任务，培养学生的团队协作能力。
3.鼓励学生参加英语角、英语俱乐部等课外活动，提高他们的英语口语能力和交际能力。
4.教师对学生的作业进行批改和评价，给出反馈意见，帮助学生进一步提高。
五、案例亮点
1.情景创设丰富多样：本案例通过利用图片、实物、角色扮演等多种方式，创设了生动、真实的学习情境，使学生能够更好地理解和掌握家庭成员的英文表达。这种情境创设的方式不仅增加了课堂教学的趣味性，而且有助于提高学生的学习兴趣和积极性。
4.教师对学生的学习情况进行总结性评价，给出反馈意见，如对学生的发音、语法等方面进行评价和改进建议。
四、教学内容与过程
（一）导入新课
1.利用图片和实物，如家庭成员的图片、玩具等，引起学生的兴趣，引导学生关注家庭成员的名称和特征。
2.设计情境对话，让学生在特定的情境中进行交流，如在家庭聚会中介绍自己的家庭成员。
英语高效课堂教学案例分析
Ｓｌ ｅ ｅ ｐｉ ｎ ｇＢｅ ａ ｕ ｔ ｙ
Ｔｅ ｈ Ａ ｒ ａ ｂ ｊ ａ ｎ Ｎｉ ｈｔ ｇ ｓ ？ Ｌ ｉ ｂ ｒ ａ ｉ ｒ ａ ｎ ： Ｙ ｅ ｓ ． ｈｅ Ｔ Ａ ｒ ａ ｂ ｉ ｕ Ⅳ恸 如 ｉ ａ ｓ ｉ ｎ ｔ ｅ ｒ ｅ ｓ ｔ ｉ ｎ ｇ ， ｔ ｏ ｏ ． Ｗｏ ｕ ｌ ｄ
５ ． 用 英 语 怎 么 表达 借 书 与 还 书 ？ （ 实 现 了学 生 合 作探 究 学 习 ， 学 生 当小 老 师 ， 精彩演讲 ， 真 正 体 现 了 以教 师 为 主 导 、 学生为主体。）
六、 当 堂达 标 （ 及 时 评价 ） 根 据 对 话 填 空
Ｉ ｉ ｂ ｒ ａ ｒ ｉ ａ ｎ ： Ｌ ｉ ｌ ｙ ： Ｉ ’ ｄ ｌ ｉ ｋ ｅ ｔ ｏ
Ｓ ｎ ｏ ｗ Ｗｈ ｉ ｔ ｅ， Ｔ ｈ ｅ Ｍｏ ｏ ｎ ｓ ｔ ｏ ｎ ｅ， Ｔ ｈ ｅ Ａｒ ａ ｂ ｉ ａ ｎ Ｎｉ ｇ ｈ ｔ ｓ ， Ｓ ｌ ｅ ｅ ｐ ｉ ｎ ｇ Ｂｅ ａ ｕ ｔ ｙ ．
． ａ ｓ ｔ ｏ ｒ ｙ ｂ ｏ ｏ ｋ
．．．．． ．．．． ．。 ．．．．．．． ．．．．． — —
形式？
４ ． 找 出对 话 中 的 一 个 选 择 连 词 ． 说 说 你 还 知 道 哪 些 类 似 的 简单 连 词 呢？
２ ． “ 四会 ” 词 句 的掌 握 。
ａ ｌ ｉ ｂ ｒ ａ ｒ ｙ ｃ ａ ｒ ｄ， ｂ ｏ ｒ ｒ ｏ ｗ ａ ｓ ｔ ｏ ｙ ｒ ｂ ｏ ｏ ｋ， ｒ ｅ ｔ ｕ ｒ ｎ ａ ｂ ｏ ｏ ｋ ． Ｗｏ ｕ ｌ ｄ ｙ ｏ ｕ ｌ ｉ ｋ ｅ …ｏ ｒ …？
、
性 。）
二、 学 习 目标 出示 （ 学生 提 前 板 书 ） １ ． 听懂 、 会 说 课 本 中 的英 文 书 名 。
九年级英语全一册高效课堂(人教版)Unit2第4课时(SectionB1a1d)优秀教学案例
作为一名特级教师，我深知教学案例亮点的重要性。在教学过程中，我注重通过情境创设、问题导向、小组合作等策略，提高课堂教学的质量和效果。同时，我注重引导学生进行反思与评价，培养他们的的情感体验，提高他们的综合语言运用能力，为他们的未来发展奠定坚实的基础。
2.讲解一般过去时的标志性词语，如yesterday、last week等，并让学生们进行实际操作，加深对一般过去时的理解。
3.运用多媒体教学手段，如动画、视频等，生动形象地展示一般过去时的用法，提高学生的学习兴趣。
（三）学生小组讨论
1.将学生们分成小组，让他们围绕一个主题，如“Last Weekend”，运用一般过去时进行讨论。
在教学过程中，我以学生为主体，充分调动他们的积极性，激发他们的学习兴趣。在导入环节，我通过播放一段关于学生们过去经历的短视频，引发学生的共鸣，激发他们对本节课内容的好奇心。在课堂活动中，我设计了一系列互动性强、富有挑战性的任务，让学生在实践中掌握一般过去时的构成和用法。在评价环节，我采用多元化的评价方式，关注学生的全面发展，使他们在课堂上获得积极的情感体验和成就感。
三、教学策略
（一）情景创设
1.真实情境：通过播放学生们过去经历的短视频，引发学生的共鸣，激发他们对本节课内容的好奇心。
2.互动情境：设计各种课堂活动，如角色扮演、情景模拟等，让学生在实际情境中运用一般过去时。
3.想象情境：让学生发挥想象，创造一个过去的故事，培养他们的创新能力和思维的发散性。
八年级英语上册高效课堂(人教版)Unit5第5课时SectionB(3aSC)优秀教学案例
一、案例背景
本案例背景基于人教版八年级英语上册Unit 5第5课时Section B (3a-3c)的内容。本节课时的主要内容是关于描述过去发生的事情。通过本节课的学习，学生能够掌握过去式的运用，学会如何用英语描述过去的事件。同时，学生还能够通过听力练习，提高对过去时态的理解能力。在语言技能方面，学生能够通过听力、口语、阅读和写作等多种方式，提高自己的英语综合运用能力。
2.通过一些练习题，让学生练习使用过去式，并及时给予反馈和指导，帮助他们巩固所学知识。
（三）学生小组讨论
1.将学生分成小组，让他们在小组内讨论一些与过去发生的事情相关的问题，如：“last weekend, what did you do?”“When you were a child, what did you like to do?”等。通过小组讨论，学生可以互相交流、互相启发，进一步理解和运用过去式。
（五）作业小结
1.布置一些与过去式相关的作业，如写一篇关于过去发生的事情的短文，或者用过去式写一篇日记等。通过作业的完成，学生可以检验自己对过去式的掌握程度，并在实际运用中提高自己的英语水平。
2.要求学生在作业中运用所学知识，注重培养他们的自主学习能力和创新意识。同时，鼓励学生在完成作业的过程中积极思考，发现问题并及时调整学习策略。
2.学生能够培养合作精神和社会责任感。在小组讨论和合作活动中，学生将学会与他人共同解决问题，培养团队协作能力和社会责任感。
3.学生能够学会尊重和理解文化差异。在本节课的教学过程中，我将引导学生了解不同文化背景下的表达方式，培养学生尊重和理解文化差异的素养。
三、教学策略
八年级英语上册高效课堂(人教版)Unit6第2课时(SectionA2d3c)优秀教学案例
八年级英语上册高效课堂（人教版）Unit6第2课时（SectionA2d3c）优秀教学案例
一、案例背景
本案例背景针对的是八年级英语上册Unit 6第二课时（Section A2d3c）的教学内容。本课时主要围绕“How do you make a banana milk shake?”这个主题展开，通过听、说、读、写等多种教学活动，让学生掌握一般现在时的特殊疑问句的构成及运用，同时培养学生的团队协作能力和创新思维。
3.引导学生学会独立思考，自主探究，培养他们的问题解决能力和创新思维。
（三）小组合作
1.组织学生进行小组合作，让他们在团队中共同完成制作香蕉奶昔的任务，培养他们的团队协作能力和沟通能力。
2.鼓励学生发挥各自的特长，为小组作出贡献，提高他们的自主学习和解决问题的能力。
3.设置小组竞争机制，激发学生的学习动力，培养他们的竞争意识和团队合作精神。
三、教学策略
（一）情景创设
1.利用多媒体展示一幅丰富多彩的的水果沙拉图片，让学生在视觉上产生直观感受，激发他们对本节课的兴趣。
2.设计一个真实的生活场景，如在家庭、学校或餐厅等场所制作香蕉奶昔，让学生在情景中自然地运用所学知识进行交流和表达。
3.创设一个轻松愉快的学习氛围，鼓励学生发挥想象，用英语描述自己或他人的日常活动，提高他们的语言运用能力。
3.鼓励学生在课后与家人、朋友分享制作香蕉奶昔的经历，提高他们的英语交流能力。
九年级英语全一册高效课堂(人教版)Unit6第2课时(SectionA3a3b)优秀教学案例
1.针对本节课的学习内容，设计一系列具有挑战性的问题，引导学生深入思考，激发他们的求知欲。
2.通过问题驱动，引导学生主动探究、讨论和解决问题，培养他们的独立思考能力和问题解决能力。
3.引导学生运用所学知识，分析文本内容，提高他们的理解能力和运用能力。
（三）小组合作
1.将学生分成若干小组，鼓励他们合作完成任务，培养他们的团队协作能力和沟通能力。
九年级英语全一册高效课堂（人教版）Unit6第2课时(SectionA3a3b)优秀教学案例
一、案例背景
本案例背景以九年级英语全一册高效课堂（人教版）Unit6第2课时(SectionA3a3b)为例，旨在通过深入挖掘教材内容，结合学生实际情况，设计出一套既有趣又富有挑战性的教学活动，以此提高学生的英语听说能力和综合运用能力。本节课主要内容是关于第三单元的A部分3a和3b两个部分，主要让学生掌握一般过去时的被动语态，通过阅读和听力练习，提高学生的语言运用能力和理解能力。
4.采用形式多样的教学活动，如角色扮演、小组讨论等，激发学生的学习兴趣，提ቤተ መጻሕፍቲ ባይዱ他们的学习积极性。
（三）情感态度与价值观
1.通过本节课的学习，使学生能够认识到学习英语的重要性，增强他们的学习信心。
2.培养学生对英语学习的兴趣，使他们愿意主动参与到英语学习中，提高他们的学习积极性。
3.通过对文本内容的讨论和分析，让学生理解并接纳不同的文化，培养他们的跨文化交际意识。
二、教学目标
（一）知识与技能
1.让学生掌握Unit6第三课时Section A的3a和3b两个部分的语言知识，包括一般过去时的被动语态的构成和用法，以及相关的词汇和短语。
2.通过听力练习，提高学生的听力理解能力，使他们在听懂短文的基础上，能正确运用一般过去时的被动语态描述过去发生的事情。
初中英语优秀教学案例-合理利用多媒体技术打造英语学科高效课堂
初中英语优秀教学案例:合理利用多媒体技术打造英语学科高效课堂初中英语优秀教学案例合理利用多媒体技术打造英语学科高效课堂【摘要】英语学科高效课堂的创建是一项长期的、不断探索、不断提高的过程。
科学合理地利用多媒体技术，能最大限度地激发学生学习英语的兴趣，为学生创建生动逼真的语言环境，充分发挥学生在课堂中的主体性，为学生提供标准的语音示范，是提高英语课堂教学效率，培养学生英语语言素养的最佳手段。
【关键词】高效课堂多媒体技术合理利用构建高效英语课堂是深化新课程改革，大力推行素质教育的一项有力措施。
面对当前英语课堂教学模式单一（老师说学生听）、教学手段滞后（大多只听录音）、教师专业水准不高的现状，优化英语课堂结构、提高英语课堂教学效率已是一个迫在眉睫的任务。
那么，如何才能打造出和谐、愉悦、轻松、高效的英语课堂呢？多媒体技术的引入，丰富了英语课堂教学手段，促进了教学质量的提高，有效地解决了这一难题。
一、多媒体技术在英语课堂上使用的误区在英语课堂教学中，多媒体设备的使用能便利地展现最有效的学习材料，创设生动逼真的语言情境，激发学生学习语言的兴趣，从而获得最佳的教学效果。
它为课堂上培养学生听、说、读、写四种能力并举的教学模式奠定了基础；使学生主体性得到更充分的发挥；大容量、高密度、快节奏的课堂教学使得学生在听、说、读、写四方面的综合能力得到提高，德育和文化背景知识得到更深层次地渗透。
但是，一部分英语课堂教学却因为追求教学形式的花样繁多而使得多媒体课件的使用泛滥成灾，不但没有起到应有的作用，反而扰乱了课堂结构，分散了学生的注意力，使得课堂教学重点体现不够，教学效果华而不实，效率低下。
那么，如何科学合理地使用多媒体技术，创建扎实高效的英语课堂呢？二、合理有效利用多媒体技术创建英语高效课堂（一）、充分利用多媒体激发学生学习英语的兴趣柏拉图说：“兴趣是最好的老师。
”从小学生的年龄特点来讲，新颖的活动最容易引起大脑皮层有关部位的兴奋，以致形成优势的兴奋点。
八年级英语上册高效课堂(人教版)Unit2第2课时(SectionA2d3c)优秀教学案例
3.利用真实购物场景的视频或音频材料，增加学生的直观感受，提高他们的听力理解能力。
4.创设购物场景的模拟活动，如模拟商店、商品交易等，让学生在实际操作中，运用所学知识进行购物交流。
（二）问题导向
1.设计具有思考性的问题，引导学生进行独立思考和小组讨论，激发学生的思维能力。
4.学生能够运用所学知识，进行购物场景的角色扮演，提高口语表达能力。
（二）过程与方法
1.通过观察、讨论、角色扮演等教学活动，培养学生的观察力、思维能力、口语表达能力和团队协作能力。
2.运用任务型教学法，设计具有实际意义的课堂活动，让学生在完成任务的过程中，自然地运用所学知识，提高英语应用能力。
3.引导学生运用归纳总结的方法，梳理本节课所学内容，形成自己的知识体系。
八年级英语上册高效课堂（人教版）Unit2第2课时(SectionA2d3c)优秀教学案例
一、案例背景
本案例背景以人教版八年级英语上册Unit 2为例，针对第2课时（Section A 2d-3c）进行设计。本节课的主题为“Let's go shopping”，主要围绕购物场景展开，通过描述不同商品的价格、颜色、大小等特征，让学生掌握一般现在时的运用，以及如何用英语进行购物交流。
4.教师巡回指导，关注学生的个体差异，给予适当的帮助和鼓励。
（四）总结归纳
1.邀请各小组代表分享他们的讨论成果，让学生在互动中交流和学习。
2.教师对学生的讨论成果进行点评，指出优点和不足，总结课堂教学的主要内容。
3.通过归纳总结，帮助学生梳理本节课所学知识，形成自己的知识体系。
4.强调一般现在时态的运用和情态动词can的用法，让学生在课后巩固所学知识。
八年级英语上册高效课堂(人教版)Unit10第1课时(SectionA1a2c)优秀教学案例
3.各小组汇报讨论成果，教师和学生共同评价，给予肯定和鼓励，同时指出可以改进的地方。
4.学生通过小组讨论，提高自己的语言运用能力，培养合作意识和团队精神。
（四）总结归纳
1.教师和学生共同总结本节课的学习内容，梳理一般过去时的构成、用法和标志性时间状语。
4.提问学生关于过去经历的问题，如“What did you do yesterday?”等，引导学生用英语进行回答，激活学生的语言运用能力。
（二）讲授新知
1.教师通过PPT展示一般过去时的基本构成和用法，讲解一般过去时的标志性时间状语，如“yesterday”、“last week”等。
2.教师举例说明一般过去时的运用，通过展示句子和图片，让学生直观地理解一般过去时描述过去发生的事情。
2.培养学生运用英语进行日常交流的能力，能够在适当的情境中熟练地运用一般过去时进行描述和提问。
3.帮助学生理解和运用本节课的重点词汇和短语，如“yesterday”、“last week”、“two days ago”等，并能够熟练地运用这些词汇和短语来描述过去的事情。
4.培养学生通过听、说、读、写的实践，提高他们的语言运用能力和综合素质。
八年级英语上册高效课堂（人教版）Unit10第1课(SectionA1a2c)优秀教学案例
一、案例背景
本案例背景针对的是八年级英语上册Unit 10第1课时(Section A 1a-2c)的教学内容。本节课的主要内容围绕着询问过去发生的事情，并通过回答来描述过去发生的事件。课程涉及到了一般过去时的基本构成和运用，以及如何利用时间状语和动词过去式来表达过去的事情。对于八年级的学生来说，这是一个非常重要的语法点，也是他们在英语学习中必须掌握的基础知识。
九年级英语全一册高效课堂(人教版)Unit5第5课时(SectionB2a2e)优秀教学案例
1.教师可以将学生分成不同的小组，每组分配一个任务，如讨论并列出他们最喜欢的过去的事情，并用一般过去时进行描述。
2.学生可以在小组内进行交流和合作，分享彼此的经历和感受，并用一般过去时进行表达。
3.教师可以引导学生进行小组竞赛，看哪个小组能提出最多的一般过去时的句子，激发学生的竞争意识和团队精神。
4.教师可以鼓励学生在家中尝试运用一般过去时进行描述，并将他们的成果分享给同学和老师。
（五）作业小结
1.教师可以布置一些与一般过去时相关的作业，如填空题、选择题、翻译题等，让学生巩固所学知识。
2.教师可以设计一些实践活动，如让学生写一篇关于自己过去经历的故事，或者制作一个关于过去事物的手工艺品等。
3.教师可以要求学生在下一节课前，分享他们完成作业的成果，鼓励他们积极参与பைடு நூலகம்堂讨论。
3.播放一段英文歌曲，如《Old MacDonald Had a Farm》等，让学生在轻松愉快的氛围中进入学习状态。
4.教师可以用一段生动的故事作为导入，故事中包含一般过去时的句子，让学生在听故事的过程中自然地接触到一般过去时。
（二）讲授新知
1.教师可以通过讲解一般过去时的概念和结构，让学生明确一般过去时的表达方式，如“I went to the park yesterday.”。
2.通过举例和讲解，让学生掌握一般过去时的变化规则，如动词的过去式形式等。
3.教师可以创设不同的场景，让学生练习运用一般过去时进行描述，如：“Last week, I (went/visited) a museum.”。
4.通过多媒体展示一些过去的事物和场景，让学生用一般过去时进行描述，如：“Look at the pictures. Can you tell me what they (do/did)?”。
英语高效课堂教学设计5篇
英语高效课堂教学设计5篇作为一名专为他人授业解惑的人民教师，总不可避免地需要编写教学设计，教学设计把教学各要素看成一个系统，分析教学问题和需求，确立解决的程序纲要，使教学效果最优化。
下面是小编收集整理的英语高效课堂教学设计，供大家参考借鉴。
英语高效课堂教学设计1一、教学现状分析英语是中小学阶段的一门重要学科，而中小学阶段的教育属基础教育。
基础教育阶段是人的终身教育和终身发展最重要的阶段。
小学英语教学应努力为学生的终身发展奠定坚实的语言基础，从而使学生获得必须的英语语言能力和文化素质。
以前学生未开设外语课，对外语充满了好奇与兴趣，对此教师要谨慎对待,并注意培养其兴趣，不要挫伤其积极性。
小学生的水平参差不齐，需要注意照顾大多数学生。
二、教材分析一册教材共同分为11个模块，内含一个期末分析模块。
每个模块分两个单元。
一般，第一单元呈现要学习的语言内容，第二提供任务型练习，包括一首歌谣和小诗。
歌谣和小诗的学习目的有三，一是培养学生的语感和节奏感，二是提高学生发音准确性，三是通过这些英语国家儿童所熟知的歌谣介绍一定的西方文化。
不常用单词不要求掌握。
希望学生结合语用和语词的基本语义，逐步获得最基本的运用英语的能力。
课文呈现了一些新的语法内容，但不要求讲解，更不要求学生掌握，只是要求初步运用这些语句。
三、教学目标通过学习本册教材使学生：1.逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进行活动的积极性。
2.能运用英语在日常生活和课堂情景中与老师和同学进行初步交际，如问候他人，家庭和朋友的简单消息。
3.能参加运用英语组织和开展的日常课堂教学和生活游戏，及其它课内外活动。
4.能听懂简单的指令并作出适当的反应，能读懂简单的配图小故事，进行口头描述，唱一些英语歌曲，背一些小诗和歌谣。
5.养成良好的学习英语的基本方法;形成英语学习的自觉性，和通过英语学习，获得更多知识的求知欲。
6.养成良好的文明行为习惯，掌握基本的英语交际礼貌策略，全面提高综合素质。
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小学英语高效课堂教学研究案例
《Meet my family》
凯静小学：吴静玉
一、教学内容分析
本案例主要围绕“家庭”这一题材展开，使学生能用英语简绍自己的家庭成员以及他们的职业。
主要内容如下：----How many people are there in your family? ----My family has six members. ----Who are they? ----They are my parents, my uncle, my aunt, my baby brother and me. ----What’s your father? ----He is a farmer.
二、学情分析
本节课的授课对象是四年级的学生，他们已经具有一定的英基础，对于“家庭”这一题材比较感兴趣。
这里用到的句型在以前学过，讲授课本时只需稍加提示让学生巩固训练即可。
这也符合四年级学生彼此之间乐意向大家介绍自己的家庭成员的年龄特点。
三、设计思路
根据小学生爱表演的年龄特点和活动课的特点，我采用了听，说，玩，演，唱一系列的教学活动，具体设计为课堂热身----新知导入----趣味操练----拓展巩固。
四、教学目标
1、能够简单介绍自己的家庭，如：This is my dad/uncle/…He is a farmer/driver/…She is my mother/aunt/…She is a doctor/dancer/…
2、能够听，说，认读单词：family, parents, uncle, aunt, baby brother, doctor, dancer, farmer, nurse.
五、教学重难点
1、教学重点：（1）family, parents, uncle, aunt, baby brother的认读及在生活中的应用。
（2）句型What’s your father?的正确使用。
2、教学难点：如何在生活中正确使用句型What’s your father/mother…?询问家庭成员的职业及这一句型的正确回答：He/She is a…
六、教学辅助单词卡片，多媒体课件，录音机和听力磁带。
七、教学过程
Step1: Greeting T: How are you today? S: I’m fine, thank you. And you? T: I am great. Are you happy today? S: Yes, we are. 设计意图：简单的英文对话，让学生有说英语的意识。
教学效果:学生的注意力由课间向课堂转移，教学井然有序的开展。
Step2: Warming-up/Revision T: What do you have for breakfast? S1: I have a hamburger. T: Who takes you to school today? (用汉语) S1: My mother/father. T: Do you love your father and your mother? Now let’s sing a song for our parents. (和同学一同跟着录音机轻唱I Love My Family) 设计意图：英语对话增强了学生的自信，歌曲的吟唱活跃了课堂气氛，又巧妙地引出主题“family”教学效果:由日常交际用语向主题“family”的过渡巧妙，自然，学生也顺理成章地将注意力转向“family”，收到了很好的教学效果。
Step3: Presentation 1. Leading-in T: As we know, everyone has a family. Today we’ll learn something about family. First, I would like to introduce my family to you. Now, come to meet my family. T: How many people are there in your family? Can you guess? S1: Five? S2: Four? T: Well, there are six members in my family. They are my
parents, my uncle, my aunt, my baby brother and me. And what about your family? T: How many people are there in your family? S1: Three. T: Who are they? S1: My father, my mother and me. 2. Listen to the tape and answer the question T: Class, I have a big family. From this picture, can you guess what their jobs are? T: What’s my father? Guess. Ss: Is he a teacher? T: No, he isn’t. He is a farmer. 3. Ask and answer T: What’s your father? Is he a farmer? S: No, he isn’t. T: Is he a doctor? S: Yes, he is. 设计意图：导入部分由教师自我介绍家庭成员情况，能激发学生好奇心，学生愿意了解更多的信息，然后播放录音，让学生在感知语言材料的同时，提高注意力认真听录音，最后教师再询问学生的家庭情况，合乎逻辑，学生也乐意接受这样的提问。
教学效果:单词的新授从呈现到教授一气呵成，课件的播放使相关的单词更形象，学生的印象会更深刻，在操练阶段又娴熟的引入句型What’s your father?为下面的教学做好了铺垫。
Step4 : Practice
1、Game 1 Test game: 看看谁的记性好T: Now I would like to check who could remember all my family member and their jobs. This is my …S1: Father. T: What’s my father? S2: He is a farmer.
2、Guessing game:猜猜你的家庭成员T: What’s your father/mother…? Let me guess. Is he/she a …? S1: No, he/she isn’t. He/she is a …S2: Yes, he/she is.
3、Draw and say
Step5: Summary and Task Blackboard Design 设计意图：板书分为两部分：一部分是所巩固的英语单词卡，图文并茂，一部分是本节课重点操练的句型问答，让学生一目了然的看清所学习的内容。
教学效果:整个板书重点突出，简洁易记。
八、教学反思
在这节课上，我始终关注学生的情感，营造出宽松，民主，和谐的教学氛围，通过提供趣味性较强的活动和内容，激发了学生的学习兴趣。
联系学生的实际生活，我设置了尽量真实的语言运用情境，组织有交际意义的语言实践活动，并创设出各种合作学习的活动，促使学生互相学习，互相帮助，发展合作精神。
本课以素质教育为目的，结合教材重点，难点及英语学科特点，利用多媒体辅助教学，从视，听，说等方面使学生得到锻炼，在愉快，轻松的氛围中温故而知新，达到初步运用英语交际的能力。