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初中英语课堂教学案例分析_初中英语导入案例分析

学习啦【成功案例】 编辑:雪珠 发布时间:2017-08-15 09:03:18

  通过对英语课堂教学案例分析,可以让教师在教学实践中发现问题,反思自己教学过程。以下是学习啦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

  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。运用学习任务组织教学,强化了语言实践的过程,充分体现了语言的交际本质。 “新目标英语”是一套好教材,然而,在我们的英语课堂上,实施任务和开展活动具有很大的挑战性,需要在实际操作中对教材进行重新整合,并要根据学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术,帮助解决教学难题。这样,既能为学生创设真实可视的英语学习环境,也能激发学生积极参与的欲望,引起学生的共鸣和兴趣

  〔教材分析〕

  教学内容为新目标英语八年级上册第六单元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、利用多媒体课件上英语课,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。通过对本课的学习可以巩固所学知识,掌握用正确的语言结构表达人物特点和人物比较。

  〔教学目标〕

  1、谈论学生感兴趣的话题,指导学生学习有关人物特点的单词、人物比较的表达及语法知识点“形容词的比较级和最高级”。

  2、学生根据班级的真实情况,采用“名人专访”、“公众投票”、“明日之星”的游戏,培养学生的想象力、自信心和合作精神。

  3、通过学习本课,增强师生、生生间的相互了解和沟通。

  4、培养学生的口头表达能力、阅读理解能力和写作能力。

  〔教学过程〕

  Step 1 Lead-in

  T:I have a sister. Can you guess what she looks like and what she is like? (Show them you are waiting.)

  S:She is tall. /She is thin. / She has long hair./She is easygoing./…(Students use their imagination and express themselves freely.)

  T:Let’s look at our photos. (Show them on the screen.) Please talk about us.

  S:She is shorter than you. /She has shorter hair than you. /She is thinner than you. /… (Students get information from the photos.)

  T:I’m more outgoing than my sister.(Lead in the class subject.)

  〔 1、平时师生间接触多,但学生与老师的家人接触甚少,利用学生的心理和想象空间,调动学生的学习兴趣,增进师生间的相互了解。2、了解学生对已学过的形容词比较级和最高级的掌握程度,为下一步巩固学习做好铺垫。〕

  Step 2 Revision

  1、Revise the adjectives describing people’s appearance and personalities:

  Divide the class into four groups and have a competition. See which group of the students can get as much as possible. Write down on a piece of paper prepared before class. (Students must collect them before class.)

  2、Show some photos about famous persons and talk about their personal traits, using description words, such as short hair/long hair, curly hair/straight hair, tall/short, heavy/thin, funny/serious, outgoing/quiet, smart/foolish, beautiful/ugly, intelligent/lazy, friendly/unfriendly …etc, on the screen.

  〔1、复习已学内容,自然延伸到新课学习,起到承上启下的作用。2、开展竞赛活动,既可调动课堂气氛,又可提高求知欲望,一举两得。〕

  Step 3 Presentation

  1、Learn some new words about personal traits: calm/wild, athletic/weak, using the pictures of 3 pairs of twins in Section A.

  T: Who is calmer, Tom or Sam?

  S: Tom is calmer than Sam. Sam is wilder than Tam.

  Tom is more athletic than Sam. Sam is weaker than Tom.

  2、Do Section A-1a.Match each word with the opposite. Check the answers.

  3、Get students to introduce the rules of the comparative and superlative degrees of adjectives.(Show them on the screen.)

  〔1、充分利用课本资源和网络资源,进行词汇教学,词不离句,形散而神不散。2、让学生归纳总结语法知识点,因势利导,有利于开启思维,体现以学生为中心的教学特点。〕

  Step 4 Listening

  1、Listen to the tape and number the pictures in 1b.

  2、Listen to the tape and complete the chat in 2a. Listen again and fill in chat in 2b.

  3、Check the answers.

  〔听力训练既是对知识的巩固,也为下一步的任务输出提供了输入材料。〕

  Step 5 Practice

  Task 1: Interview famous persons(Pair work)

  1、Demonstrate the activity with one student. (Imagine he/she is a famous person. The teacher acts as a reporter.)

  eg.T: Hello, Susan. May I ask you some questions about your family?

  S: Yes.

  T: Do you have a brother or a sister?

  S: Yes, I have two brothers and one sister.

  T: Who is taller, your sister or you?

  S: I’m taller than my sister.

  T: Who is the most athletic of you?

  S: My oldest brother.

  (Show an example on the screen.)

  2、Ss work in pairs. Then ask some pairs to act them out in class.

  Task 2: Public vote (Group work)

  1、Divide the class into 4 groups and then work in groups. Fill in the chat.

  In class Name

  Who is the tallest?

  Who is the shortest?

  Who is the heaviest?

  Who is the thinnest?

  Who is the most outgoing?

  Who is the most athletic?

  …

  2、Each group choose one student to do a report. Show the results in class.

  Task 3: Super star (Individual performance)

  T: Suppose you are a super star in the future. What will you look like and what will you be like?

  S: I’m better than now, of course.

  1、Show an example on the screen:

  I want to be a super star. Now I’m tall. Later I’m taller. Now I’m a middle school student. Later I’m a college student.…

  2、Get Ss to design their future and have a free talk.

  3、Ask some Ss to share with others.

  〔1、设计的活动既突出互动合作,又体现个性化发展,有利于调动各个层面同学的学习积极性,最大限度地提高每位同学的参与意识。2、活动的主题难易顾及到学生的实际情况,操作具有可行性。3、教师导演,学生主演,充分发挥学生的主体作用和积极能动性。4、“名人专访”、“公众投票”、“明日之星”这些活生生的生活场面,活现在课堂中,完全改变了以往“直截了当向学生传授语言”的传统教育模式,真正体现了“以人为本”的任务型语言教学模式。〕

  Step 6 Reading and Writing

  1、Teach “look the same”、“look different”、“ be as good as”、“be not as good as”、“a little”,using some pictures and comparing some Ss in class.

  2、Ss read the article. Then read the statements (1-5) about the article. Write “T”、“F” or“DK”.

  3、Check the answers. (Ask Ss to give reasons.)

  4、Ask Ss to write another letter.

  T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and different between you and one of your friends.

  5、Choose two or three to share the replies with the whole class.

  〔1、这一环节是基于听说训练之上,培养学生的读写能力,在课堂内强化目标语言。2、对教材进行重新整合,既有效地控制了难易梯度,又不失时机地为学生创造了互相学习的机会,充分调动了学生的创造性思维和发散性思维能力。〕

  Step 7 Consolidation and Sum-up

  1、Give Ss a chance to sum up what have learned in this class.(Ss can talk about it freely.) Then T makes a brief sum-up.

  2、Get the Ss to do some consolidation exercises. T goes around and gives some help to Ss.

  〔1、让学生来做课堂小结,抓住了学生“敢于开口说英语”的心理,突出主动学习的重要性;教师作综合陈述,犹如给学生一颗定心丸,给学生增添了信心。2、强化练习,重点训练听写能力,进一步巩固本课所学内容。〕

  初中英语课堂教学案例分析篇二

  ——Whales Are Not Fish现场观察与分析

  一、 背景?

  1、上课时间:2001年2月15日

  2、 上课地点:奉贤县钱桥中学初一(2)班

  3、 学生情况: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,接受能力较差。

  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、教学内容: 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、套用规则以达到巩固目的。这对学生来说,属于接受性学习方式。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能力、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,创新精神和实践能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现在课堂教学中。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,形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)。研究性学习培养解决实际问题的能力,而英语学习的最终目的是“学以致用”(交际)。找到了两者的结合点,我就在Production这一阶段中,让学生展开联想,实际运用。本课较大的探究活动都安排了“小组合作”这一研究性学习的基本组织形式。研究性学习以过程体验为重点,因此,我着重实录了学生探究活动中的三个片段,以期发现这种学习方式对教师和学生产生的影响,从中提炼出值得探讨的问题。?

  案例(片段)? (一) 引入中“发现规则”的探究活动

  1、 创设情境,激发学生探究欲望。

  我先通过实物比较(三个球,三个高矮不一的学生,三本大小不一的书)、和学生问答,引出本课的结构、功能。?

  T: This is a basketball. This is a football. Which

  is bigger, the basketball or the football? S1: The

  basketball is bigger (than the football.) ......

  T: Right. So the table tennis ball is the smallest

  of the three. T: What about the basketball? It's

  the biggest of the three.

  (边说边板书上述划线的两句,重要部分划线后,让学生齐读一遍)然后让学生以pair work 形式操练Drill 2 Model 1 A: Is "Micky Mouse and Donald Duck" the best of all these cartoons? B: Yes, itis. Model 2 A: Are whales the biggest animals in the world? B: Yes, it is . 2、布置任务,激励学生发现规则。

  T: Now, can you tell me how to use the superlative

  degree of adjectives? You may have a discussion

  with your group members.

  

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