初中英语教学案例？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。那么，初中英语教学案例？一起来了解一下吧。
摘 要：教师在课堂的听力 教学设计 上，应根据听力内容和学生水平灵活处理教材，注重听力技巧的训练和学习策略的培养。通过四个教学案例，谈谈初三英语听力教学的设计问题。 关键词：新目标英语；听力技巧； 学习策略
《英语课程标准》对5级听力技能的要求是“能根据语调和重音理解说话者的意图；能听懂有关熟悉话题的谈话，并能从中提取信息和观点；能针对所听语段的内容记录简单的信息。”教师在听力教学设计上，应根据听力内容和学生水平灵活处理教材，既帮助学生掌握语言知识，打好扎实基础，又要为他们终身学习着想，注重听力技巧的训练和学习策略的培养。下面以《义务教育课程标准实验教科书 英语（新目标）Go for it! Students’Book 九年级》为例，谈谈初三英语听力教学的设计。
【案例一】Unit 3 Teenagers should be allowed to choose their own clothes. Section A, 1b.
这段听力信息量较大、有一定难度。教材上的听力任务是听并判断正误，比较简单。对于自己任教的英语水平较好的班，我重新设计了比较难的3个问题。
1.Who are the two speakers? （They are Anna and her mother. ）
2.Has Gaby gotten her ears pierced? ( Not yet. She is getting ears pierced at the mall. )
3.Why does Anna want to go to the mall? What is she going to do there? (She wants to watch Gaby get ears pierced and also wants to buy a new blouse for herself. )
原以为学生不费劲就能答对，所以一上课，就让学生边听边记，回答问题。
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。以下是我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。
编写教案要依据教学大纲和教科书。从学生实际情况出发，精心设计。下面是我给大家整理的初中英语教学案例范文，供大家参阅!
初中英语教学案例范文篇1
Language focus:
1.Useful expressions
on Bondi Beach; great fun; fail; need practice; leave for; by the way; on business; so far; travel to. . .Time flies
2. Present Perfect Tense
Properties: Recorder; Overhead Projector; Pictures.
Teaching Procedures:
Ⅰ. Showing aims
Get the students to know what they will learn in this lesson and what they will do in this class:
1. Master some useful expressions
2. Practise the Present perfect Tense
3. Practise speaking English
Ⅱ. Revision
1. Check the homework.
2. Revise the passage "surfing". Ask one or two students to retell the story in front of the class.
3. Revise the Present Perfect Tense. Get the students to make dialogues in pairs, then have some of them act out their dialogues to share with the class. Pay attention to the use of the Present Perfect Tense.
III. Presentation
Speech Cassette. Play the tape for the students to listen and repeat. Then in groups, have the students read and act out the dialogue, ask several pairs to perform the dialogue for the class.
Note: such great fun; Time flies; on business. They may be explained in Chinese.
Explain the difference between "such" and "so" (such + nouns, so + adjectives)
IV. Practice
Part 2. Go through the dialogue with the students. Then get the students to ask and answer in pairs. Remind the difference between "have / has gone to" and "have / has been to"
V. Practice
Each student interviews a student or a teacher by asking the following questions:
What places have you been to in China?
Have you ever been to…?
How many times have you been there?
When did you go there?
How did you go there?
What interesting things did you do there?
Do you want to go there again?
Then ask the students to write a short passage about the interview, get one or two students to read for the class.
VI. Practice
Have the students give their own answers to the questions in the book.
Ask the students to ask and answer in pairs.
VII. Workbook
Do Exercise I with the class. First have the students do it individually, then check with the whole class.
The answers are: have got; Have been; went; gave; Have taken; took; be; has gone
Do Exercise 3 with the whole class. And get the students to learn the sentences.
VIII. Summary
Exercises for class
Translate the following sciences into Chinese.
1. 他在哪儿?他已经去了北京。
成功感是英语学习中重要的情感因素，它能使学生萌发兴趣，增强信心，激起学生内在动力，大大增强认知效果。以下是我整理的初中英语教育叙事案例，欢迎参考，更多详细内容请点击查看。
初中英语教育叙事案例1
“Who can tell me about your techniques for learning English?”学习Some Techniques for learning English一课时我这样问学生。学生都踊跃举手，争先恐后地想要发表意见，这时候在教室的角落，我看到一个小男生畏畏缩缩地，流露出想举手却又很害怕的神情。是王*，他从来不在英语课上发言，成绩也很差。我微笑着看着他：“Would you like to try?”他缓缓地站起来，小声地用一口流利的英语说道：“To learn English well, we should listen carefully in class and make notes, and do homework at home.”所有学生都惊了，教室很安静。“Very good! Try again, please speak louder!”于是他又说了一遍，声音很大很流利。
I’m going to be a basketball player
一、 背景
新目标初中英语教材采用任务型语言教学（TASK-BASED LANGUAGE TEACHING）模式，融汇话题、交际功能和语言结构，形成一套循序渐进的生活化的学习程序。具有很多优点，但由于学生认知水平的发展具有规律性和局限性，教师只有充分认识和掌握这种规律，并结合教学实际合理设计教学程序，充分发挥学生的主体作用，教学相长，才能使教学效果最优化。
二、 教材分析
1．话题。
本课选取的是新目标（八年级上册）UNIT10 I AM GOING TO BE A BASKETBALL PLAYER 展开讨论的。
2．语言点。
“What are you going to be when you grow up? / I’m going to be …”
“How are you going to do that? I’m going to …”
3．目标。
引导学生根据图片领会所要谈论的职业话题，启发学生的思维。
掌握谈论此类话题的基本句式、词汇。
使学生了解关于一些职业的名称如何用英文表达。
Step 1
Lead-invocabulary teaching
Show some pictures of famous persons.
设计思路：以讨论日常生活中学生比较感兴趣的明星，名人为话题，可以活跃课堂气氛，激发学生的好奇心，引出本单元的新单词。
以上就是初中英语教学案例的全部内容，要做到“因材施教”,这就要求全面深入研究学生,了解学生,从学生实际出发进行教学;其次,要面向大多数,教学深度和进度都要使大多数学生经过努力能够接受,同时注意集体教学条件下的个别对待。
