英语教学实践案例
实践的教学案例(3篇)
第1篇一、案例背景随着我国英语教育的不断改革，英语口语教学越来越受到重视。
在小学阶段，培养学生的英语口语表达能力是英语教学的重要目标之一。
为了提高学生的英语口语水平，本案例以我国某小学五年级英语课堂为背景，通过实践探索，探讨如何有效开展小学英语口语教学。
二、案例描述1. 教学目标（1）知识目标：使学生掌握本节课的词汇和句型，提高学生的词汇运用能力。
（2）技能目标：培养学生的英语口语表达能力，提高学生的听说技能。
（3）情感目标：激发学生学习英语的兴趣，培养学生良好的英语学习习惯。
2. 教学内容（1）词汇：Hello, goodbye, how are you, nice to meet you, etc.（2）句型：How are you? I'm fine, thank you. And you?3. 教学方法（1）情境教学法：通过创设真实、生动的情境，激发学生的学习兴趣，提高学生的口语表达能力。
（2）合作学习法：通过小组合作，让学生在交流中学习，培养学生的团队协作能力。
（3）游戏教学法：通过游戏活动，提高学生的口语兴趣，培养学生的口语能力。
4. 教学过程（1）导入教师用英语与学生打招呼，引入本节课的主题。
例如：Good morning, everyone! How are you today? I'm fine, thank you. And you?（2）词汇教学教师通过图片、卡片等教具，展示本节课的词汇，引导学生跟读。
例如：Show the picture of a cat, say "cat", then ask students to repeat after you.（3）句型教学教师用简单的句型与学生进行对话，引导学生掌握句型。
例如：How are you? I'm fine, thank you. And you?（4）情境教学教师创设情境，让学生进行角色扮演。
初一英语教学实践案例(3篇)
第1篇一、案例背景随着新课程改革的深入推进，英语教学不再局限于传统的知识传授，而是更加注重培养学生的综合语言运用能力。
在初一英语教学中，如何激发学生的学习兴趣，提高他们的英语学习效率，成为了教师们关注的焦点。
本案例以情境教学法为基础，通过创设真实、生动的教学情境，让学生在轻松愉快的氛围中学习英语。
二、教学目标1. 知识目标：掌握本节课的单词和句型，了解西方文化背景。
2. 能力目标：提高学生的听说能力，培养他们的思维敏捷性和反应速度。
3. 情感目标：激发学生学习英语的兴趣，增强他们的自信心。
三、教学对象初一学生，年龄在12-14岁之间，正处于青春期，好奇心强，喜欢新鲜事物，但自制力相对较弱。
四、教学过程（一）导入（5分钟）1. 播放一段英文歌曲，如《Happy》，营造轻松愉快的课堂氛围。
2. 引导学生说出歌曲中的单词和句型，复习旧知识。
（二）呈现新知（15分钟）1. 创设情境：以“学校生活”为主题，展示一张校园地图，包括教室、图书馆、操场等地点。
2. 引导学生用英语描述地图上的地点，如：“This is our classroom. That is the library. O ver there is the playground.”3. 教授新单词：classroom（教室）、library（图书馆）、playground（操场）等。
4. 教授新句型：Where is...? It is...（在哪里？它在...）（三）巩固练习（15分钟）1. 游戏环节：进行“找朋友”游戏，让学生用所学单词和句型描述自己，如：“I am in the classroom. I like reading books.”2. 小组合作：分组讨论，设计一个校园地图，并用英语标注地点。
3. 角色扮演：模拟校园生活场景，如上课、借书、运动等，让学生用英语进行对话。
（四）总结与拓展（10分钟）1. 总结本节课所学单词和句型，强调重点。
实践作业英语教学案例(3篇)
第1篇IntroductionIn recent years, the emphasis on practical learning and project-based approaches in language education has been gaining momentum. This case study focuses on a practical project-based learning (PBL) approach implemented in an English as a Foreign Language (EFL) classroom. The objective of this study is to explore the effectiveness of PBL in enhancing English language proficiency among intermediate-level learners.BackgroundThe classroom setting for this study was a secondary school in a suburban area, with a diverse group of students ranging from 13 to 15 years old. The students had varying levels of English proficiency, but the focus of this case study was on a group of 30 intermediate-level learners. The course duration was one semester, with two classes per week, each lasting 45 minutes.Teaching MethodologyThe PBL approach was chosen as the primary teaching methodology for this case study. PBL involves students working on real-world problems, which requires them to use English in a practical context. The project-based learning cycle typically includes the following stages:1. Problem Identification: Students are presented with a real-world problem related to the topic they are studying.2. Project Planning: Students work in groups to plan how they will approach the problem, including research methods, timelines, and roles within the group.3. Implementation: Students execute their plan, conducting research, creating content, and practicing English language skills.4. Presentation: Students present their findings and project outcomes to the class.5. Reflection: Students reflect on the project, discussing what they learned and how they could improve their approach.Project DesignFor this case study, the project was centered around the theme of "Global Warming and Climate Change." The project aimed to increase students' understanding of the environmental impact of human activities and encourage them to think critically about possible solutions.The project was divided into two main parts:1. Research and Content Creation: Students were tasked with researching the causes and effects of global warming and climate change. They were required to create informative posters, write short essays, and compile a class presentation on their findings.2. Creative Solutions: Students were encouraged to think creatively about solutions to combat global warming. They had to design and present a project that could be implemented in their school or community to promote environmental awareness and sustainability.ImplementationThe project was introduced to the students over a period of four weeks. During the first week, the teacher conducted a brief introduction to the topic, explaining the project's objectives and expectations. The students were then divided into groups of four.Weeks two and three were dedicated to research and content creation. Students were given access to a variety of resources, including textbooks, online articles, and videos. They worked on their posters, essays, and presentations during class time and at home.Week four was focused on the creative solutions part of the project. Students brainstormed ideas and then selected the most feasible ones to implement. They created detailed plans and presentations to showcase their projects to the class.EvaluationThe project was evaluated based on the following criteria:1. Content Accuracy: The accuracy and relevance of the information presented in the posters, essays, and presentations.2. Creativity and Innovation: The originality and feasibility of the proposed solutions.3. Group Work: The contribution of each group member to the project and the effectiveness of their teamwork.4. English Language Skills: The use of English in the research, writing, and presentations.At the end of the project, each group presented their work to the class, and the teacher and peers provided feedback. The students were also asked to reflect on their learning experiences and the challenges they faced during the project.ResultsThe results of the project were overwhelmingly positive. Students demonstrated a significant increase in their understanding of the topic, as evidenced by the accuracy and depth of their research. Their creative solutions were both imaginative and practical, showing a high level of critical thinking and problem-solving skills.The evaluation showed that the majority of students had improved their English language skills, particularly in writing and speaking. The use of English was consistent and appropriate for the context, and students were able to express their ideas clearly and coherently.The most significant impact of the project was the enhancedcollaboration and teamwork skills among the students. They learned to communicate effectively, delegate tasks, and support each other, which are essential skills for success in both academic and professional settings.ConclusionThis case study demonstrates the effectiveness of practical project-based learning in enhancing English language proficiency among intermediate-level learners. The PBL approach provided students with a real-world context in which to use English, fostering a deeper understanding of the language and promoting critical thinking and problem-solving skills.By engaging in a project that required them to research, create content, and present their findings, students were able to develop their language skills in a meaningful and practical way. The positive outcomes of this project highlight the potential of PBL as a valuable tool in language education.Future research could explore the impact of PBL on different age groups and proficiency levels, as well as the long-term effects of project-based learning on language acquisition and overall academic performance.第2篇Abstract:This case study explores the effectiveness of project-based learning (PBL) in an English language classroom. The focus is on a practical assignment designed to integrate various language skills, including reading, writing, speaking, and listening. The case involves a group of intermediate-level students in a public school in China. The objectiveis to demonstrate how PBL can be used to engage students, promotecritical thinking, and enhance their overall English proficiency.Introduction:The use of project-based learning in English language teaching has gained significant attention in recent years due to its potential to create a more interactive and engaging learning environment. PBL encourages students to take an active role in their learning, fostering critical thinking and problem-solving skills. This case study examines the implementation of a PBL project in an intermediate-level English class, aiming to integrate different language skills and assess its impact on student learning outcomes.Background:The participants in this study were 30 students from an intermediate-level English class at a public school in China. The class duration was one hour per day, with a total of 15 sessions over a month. The students had varying levels of English proficiency, but all were eager to improve their language skills.Project Description:The project was titled "Global Culture Showcase." The objective was for students to research and present information about a different country's culture, focusing on its history, traditions, and significant cultural symbols. The project was designed to be a collaborative effort, with each student contributing to a group presentation.Implementation Steps:1. Introduction to the Project (Session 1):- The teacher introduced the project and its objectives, emphasizing the importance of research and teamwork.- Students were given a list of countries to choose from, and they were encouraged to select a country of interest.2. Research and Group Formation (Sessions 2-5):- Students conducted research on their chosen country using various resources, such as textbooks, the internet, and multimedia materials.- Students were divided into groups of three to four members, each responsible for a specific aspect of the presentation (e.g., history, traditions, symbols).3. Content Creation and Planning (Sessions 6-10):- Groups met regularly to discuss their research findings and plan their presentation.- The teacher facilitated discussions and provided guidance on language use and presentation skills.4. Presentation Preparation (Sessions 11-14):- Groups practiced their presentations, focusing on fluency, pronunciation, and clarity.- The teacher offered feedback and suggestions for improvement.5. Final Presentations (Session 15):- Each group presented their research to the class, using visual aids and multimedia resources.- The teacher and classmates provided feedback and asked questions to encourage discussion.Assessment:The project was assessed based on the following criteria:- Quality of research and content- Teamwork and collaboration- Presentation skills (fluency, pronunciation, clarity)- Use of English language (grammar, vocabulary, coherence)Results:The project was well-received by the students, who showed a high levelof engagement and enthusiasm throughout the process. The following observations were made:- Increased Engagement: Students were more motivated to learn as they were actively involved in a project that allowed them to explore topics of interest.- Enhanced Language Skills: The project provided opportunities for students to practice and improve their reading, writing, speaking, and listening skills in a real-life context.- Improved Collaboration: Students learned to work effectively in groups, sharing responsibilities and contributing to a common goal.- Critical Thinking: The research component of the project encouraged students to think critically about the information they encountered and to evaluate its reliability.Conclusion:This case study demonstrates the effectiveness of project-based learning in an English language classroom. The "Global Culture Showcase" project successfully integrated various language skills and promoted critical thinking and collaboration among students. The project not only enhanced the students' English proficiency but also encouraged them to become more culturally aware and appreciate the diversity of the world. Future studies could explore the long-term impact of PBL on language learning and student motivation.Reflections:As an English teacher, I found that the project-based learning approach provided a more dynamic and interactive learning environment. It allowed students to take ownership of their learning and to apply their language skills in meaningful ways. The project also highlighted the importance of integrating technology and multimedia resources into language teaching to enhance engagement and facilitate research.In conclusion, project-based learning is a valuable strategy for enhancing English language skills. By providing students with authentic tasks and encouraging collaboration, teachers can create a learning environment that promotes language acquisition and personal growth.第3篇IntroductionIn the modern educational landscape, the integration of practical projects into language teaching has become increasingly popular. This case study focuses on an English teaching practice where students engage in real-world projects to enhance their language skills. The objective of this approach is to make learning more engaging, interactive, and relevant to students' lives. This paper will outline the design,implementation, and outcomes of a practical project-based English language teaching module.BackgroundThe English language has become a global lingua franca, and its proficiency is crucial for students to succeed in various aspects of their lives, including academic pursuits, career opportunities, and social interactions. However, traditional teaching methods often rely on rote learning and lack practical application. To address this, the teacher decided to incorporate project-based learning into the English curriculum.Design of the Practical Project1. Project ObjectiveThe primary goal of the project was to improve students' overall English language proficiency, including listening, speaking, reading, andwriting skills. The project aimed to bridge the gap between theoretical knowledge and practical application by engaging students in real-world scenarios.2. Target GroupThe project was designed for a group of 30 intermediate-level English learners, aged 15-17, studying in a public high school in China.3. DurationThe project lasted for six weeks, with each week focusing on a different aspect of English language skills.4. Project TopicThe project topic was "Global Warming and Sustainable Living." Thistopic was chosen for its relevance and interest to the students, allowing them to explore environmental issues and express their opinions in English.Implementation of the Practical ProjectWeek 1: Research and Presentation Skills- Activity 1: Students were assigned to research various aspects of global warming, such as causes, effects, and possible solutions.- Activity 2: Students were required to present their findings in groups using PowerPoint or other presentation tools.- Language Skills Focus: Listening, speaking, and reading.Week 2: Creative Writing- Activity 1: Students were asked to write a short story or a poem about their views on global warming and sustainable living.- Activity 2: Students shared their writings with the class and received feedback from their peers.- Language Skills Focus: Writing and speaking.Week 3: Debate and Argumentation- Activity 1: Students were divided into two groups, with one supporting the idea of global warming and the other opposing it.- Activity 2: Each group prepared arguments and presented them in a debate format.- Language Skills Focus: Listening, speaking, and writing.Week 4: Video Production- Activity 1: Students were tasked with creating a short video on the topic of global warming, highlighting their opinions and suggestions for sustainable living.- Activity 2: Students presented their videos to the class and discussed the production process.- Language Skills Focus: Listening, speaking, and writing.Week 5: Environmental Campaign- Activity 1: Students planned and executed a small-scale environmental campaign within their school, such as organizing a recycling drive or a tree-planting activity.- Activity 2: Students documented their campaign and shared their experiences with the class.- Language Skills Focus: Listening, speaking, reading, and writing.Week 6: Reflection and Evaluation- Activity 1: Students reflected on their learning experience throughout the project and identified areas for improvement.- Activity 2: The teacher conducted a final evaluation, assessing students' progress in language skills and project completion.- Language Skills Focus: Reflective writing and speaking.OutcomesThe practical project-based English language teaching module proved to be a successful approach. The following outcomes were observed:- Increased Engagement: Students showed a higher level of engagement and motivation throughout the project, as they were able to apply their language skills in real-world scenarios.- Improved Language Skills: There was a noticeable improvement in students' overall language proficiency, with particular gains in speaking and writing skills.- Critical Thinking and Collaboration: The project encouraged students to think critically about environmental issues and collaborate effectively with their peers.- Positive Feedback: Students and parents expressed satisfaction with the project-based learning approach, highlighting its relevance and effectiveness.ConclusionThis case study demonstrates the effectiveness of practical project-based learning in English language teaching. By incorporating real-world projects into the curriculum, teachers can create a more engaging, interactive, and relevant learning experience for students. The "Global Warming and Sustainable Living" project not only enhanced students' language skills but also fostered critical thinking and collaboration. As educators continue to explore innovative teaching methods, practical projects will undoubtedly play a significant role in shaping the future of language education.。
英语教学案例(最新4篇)
英语教学案例（最新4篇）英语教学案例篇一紧张而又繁忙的十一月份的教育、教学已经结束了。
这一月份我的教学思想受到了很大程度的激励，因为学生的期中考试成绩给我的教学产生了深刻的影响，使我更全面、彻底地认识了我的学生的学习水平，让我在以后的教育、教学工作中能更好地对我的学生有的放矢和因材施教。
现针对学生的现状和我的教学情况反思如下：反思一：过高地估计学生。
我总是认为学生的基本知识都已经掌握得很好了，课堂上看到少部分同学的积极反应，就认为大部分同学都学会了，而其实不然。
期中考试后，面对学生们那让人心痛的成绩，我感到十分不解。
为了弄明原因，我对他们进行了调查，发现他们的英语差到我难以想象的程度，竟然有近五分之一的学生连单词都不会读，更谈不上说英语和写英语文章了。
反思二：我的教学内容的设计只局限在中等以上的同学身上。
导致上课期间，很多同学不能开口、不敢开口、不愿开口。
久而久之，学生在英语课堂上变得自卑。
反思三：对基础知识的检查力度还不够到位。
今年我们高二英语多根据学生实际情况采取学案教学，在学案上我们设计了大量的基础知识，我们采取四部教学法来传授基础知识。
首先，学生们可根据课本自己预习，初步完成基础知识的自学。
然后由老师讲解课文，再一次强调学案上的重点，加深学生对基础知识的巩固。
第三。
由老师收交学生的学案并认真地批改，发下去让他们订正。
第四。
我们再通过单元过关来检测学生掌握的情况。
我认为我的第三步让学生订正这一环节做的不到位，没有再收交检查。
结果导致期中考试中基础知识测试这一部分我们学生的得分很不理想，这就要求我在以后的教学中应该加强这一环节的督促和检查。
反思四：只顾跟踪创新教法，忽视了传统的语法教学。
其实语法教学对中国的学生来说是还是非常有用的。
我们的学生受汉语的影响最大，到英语里连最基本的句法结构他们都搞得稀里糊涂。
而我在平时的教学里就忽视了这一点。
针对以上的四点反思，我制定了以下的几点对应的措施：措施一。
中学英语教学实践案例(3篇)
第1篇一、案例背景随着我国教育改革的不断深入，中学英语教学面临着新的挑战。
为了提高学生的英语水平，培养具有国际视野的人才，教师需要不断探索新的教学方法。
本文以某中学英语教师在实际教学中的一节课为例，探讨如何运用任务型教学法提高学生的英语听说能力。
二、案例描述1. 教学目标（1）知识目标：掌握有关旅游的词汇和短语，了解不同国家的旅游文化。
（2）技能目标：提高学生的听说能力，培养学生的合作意识。
（3）情感目标：激发学生对旅游的兴趣，培养学生的跨文化交际意识。
2. 教学内容（1）词汇：travel, tourist, culture, scenery, famous, etc.（2）短语：go on a trip, visit a place, enjoy the scenery, etc.（3）句型：What do you like to do during your vacation? I like to visit famous places. I enjoy the scenery very much.3. 教学过程（1）导入教师播放一段关于旅游的英文视频，引导学生观察并思考：What is the video about? What do you see in the video? 学生回答后，教师总结：The video is about traveling. There are many beautiful places in the world.（2）新课导入教师展示一张世界地图，引导学生谈论自己想去哪些国家旅游。
学生自由发言，教师根据学生的回答板书相关的国家名称和旅游景点。
（3）任务一：词汇学习教师带领学生学习新课词汇，并让学生用新学的词汇造句。
例如：I like to visit the Great Wall in China. I enjoy the scenery of the Yellow Mountains.（4）任务二：听说练习教师将学生分成四人一组，每组选择一个国家作为旅游目的地。
英语教学案例(5篇)
英语教学案例(5篇)英语教学案例1这学期是我任教高二年级两个班的英语教学。
由于教学对象英语水平参差不齐。
因此，我对教学工作从不怠慢，认真学习，深入研究教法，虚心向同行学习。
经过一个学期的努力，学生的英语学习取得了较大的进步，自己也积累了很多宝贵的教学经验。
教学就是教与学，两者是相互联系，不可分割的，有教者就必然有学者。
学生是被教的主体。
因此，了解和分析学生情况，有针对性地进行教学对教学成功与否至关重要。
最初接触这两个班的学生的时候，我还不重视了解学生对教学的重要性，只是专心研究书本，教材，想方设法令课堂生动，学生易接受。
但一开始我就碰了钉子。
在讲授第一课的时候，我按照自己的教学设计，上了一堂自认为明白易懂而又不死板的课，认为教学效果如期理想，怎知小测出来才知道不如人意。
后来听同学们反应，才知道我讲的口语大部分同学听不懂，而教学的部分内容同学们以前从来未接触过，更加重要的是，这一届的学生的英语基础是我教过的学生中最差的。
一方面，学生英语听，说的能力相对较弱，授课采用较深的全英教学，同学们还不能适应。
另一方面，B班的同学比较活跃，上课气氛积极，但中等生占较大多数，尖子生相对较少。
因此，讲得太深，没有照顾到整体，而A班的同学比较死板，学习欠积极性，虽然学生数目大，但下层面而也广，我备课时也没有注意到这点，因此教学效果不如理想。
从此可以看出，了解及分析学生实际情况，实事求是，具体问题具体分析，做到因材施教，对授课效果有直接影响。
这就是教育学中提到的“备教法的同时要备学生”。
这一理论在我的教学实践中得到了验证。
教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。
备课不充分或者备得不好，会严重影响课堂气氛和积极性，曾有一位英语教学的老前辈对我说：“备课备不好，倒不如不上课，否则就是白费心机。
”我明白到备课的重要性，因此，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，不满意就不收工。
虽然辛苦，但事实证明是值得的。
小学英语实践活动案例
一、活动背景随着我国教育改革的不断深入，小学英语教学也在不断创新。
为了提高学生的英语实际运用能力，激发学生的学习兴趣，我们学校开展了一系列英语实践活动。
本案例以“英语角”为例，介绍了一次成功的小学英语实践活动。
二、活动目标1. 提高学生的英语口语表达能力；2. 培养学生的英语思维习惯；3. 增强学生的团队协作能力；4. 激发学生对英语学习的兴趣。
三、活动准备1. 确定活动主题：本次英语角的主题为“My School Life”；2. 准备活动道具：海报、海报模板、彩笔、奖品等；3. 确定活动时间：每周五下午放学后；4. 分组：将学生分成若干小组，每组5-6人；5. 活动安排：每组负责准备一个环节，包括自我介绍、才艺展示、小组讨论等。
四、活动过程1. 开场：主持人简要介绍活动主题，宣布活动开始；2. 自我介绍：每组派一名代表进行英语自我介绍，展示自己的英语口语能力；3. 才艺展示：每组展示自己的才艺，如唱歌、跳舞、朗诵等，增加活动的趣味性；4. 小组讨论：每组围绕主题进行讨论，讨论内容包括学校生活、兴趣爱好、学习心得等；5. 互动环节：各组派代表进行互动，互相提问、回答，提高学生的英语交流能力；6. 评委点评：邀请英语老师或英语水平较高的同学担任评委，对各组的表现进行点评；7. 颁奖环节：根据评委的点评和现场观众的投票，评选出优秀小组，颁发奖品；8. 结束语：主持人对本次活动进行总结，宣布活动结束。
五、活动总结1. 活动效果：本次英语角活动取得了圆满成功，学生们的英语口语表达能力得到了很大提高，英语思维习惯也得到了培养；2. 学生反馈：学生们纷纷表示，通过这次活动，他们不仅提高了英语口语能力，还学会了如何与他人进行英语交流，增强了自信心；3. 教师反馈：老师们认为，这种实践活动有助于激发学生的学习兴趣，提高学生的英语实际运用能力，值得在今后的教学中推广应用。
六、活动反思1. 活动过程中，部分学生英语口语表达能力较弱，需要加强平时的训练；2. 在活动组织过程中，部分环节时间安排不合理，需要进一步优化；3. 活动形式可以更加多样化，如加入角色扮演、情景模拟等，提高学生的参与度。
实践英语教学设计案例(3篇)
第1篇一、教学背景随着我国英语教育的不断改革，英语教学越来越注重培养学生的实际运用能力。
初中英语教学作为英语学习的重要阶段，对学生英语素养的提高具有重要意义。
本案例以人教版初中英语《Unit 4 My home》为例，旨在通过教学设计，提高学生对英语的实际运用能力。
二、教学目标1. 知识目标：学生能够掌握本单元的词汇和句型，如：room, bed, desk, book, computer, kitchen, living room等；能够运用本单元的句型进行日常交流。
2. 能力目标：培养学生听、说、读、写四项基本技能，提高学生的英语实际运用能力。
3. 情感目标：激发学生学习英语的兴趣，培养学生热爱家庭、关爱家人的情感。
三、教学重难点1. 教学重点：掌握本单元的词汇和句型，提高学生的听、说、读、写能力。
2. 教学难点：灵活运用本单元的句型进行日常交流，提高学生的实际运用能力。
四、教学过程1. 导入（1）播放一段关于家庭的英文歌曲，让学生在轻松愉快的氛围中进入课堂。
（2）教师提问：What is your home like? 引导学生思考并回答。
2. 新课导入（1）教师展示家庭图片，让学生观察并说出图片中的物品。
（2）教师带领学生学习本单元的词汇，如：room, bed, desk, book, computer, kitchen, living room等。
（3）教师带领学生学习本单元的句型，如：What’s in your room? There’s a bed, a desk, and a book.3. 课堂活动（1）小组讨论：学生分组讨论自己的家庭，并用英语描述。
（2）角色扮演：学生分组进行角色扮演，模拟家庭场景，运用本单元的词汇和句型进行交流。
（3）游戏：教师准备一些家庭图片，学生抽取图片，描述图片中的家庭。
4. 巩固练习（1）听写：教师播放录音，学生听录音并写下听到的单词和句子。
（2）翻译：教师给出句子，学生用英语翻译。
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小学英语高效课堂教学案例作者：施丽丽随着国际竞争的日趋激烈，科学技术的迅猛发展，运用英语已成为我们每个公民的必备技能。
我们还没有学习英语的良好的语言环境，英语的习得主要还是通过课堂，因此，英语课堂的有效性显得那么重要。
作为小学英语教师，我十分注重课堂上的每一个细节，从而使学生乐于学习，乐于用英语交流。
一、巧设课堂导入，激发学生学习的兴趣如果把学生上一节英语课比作吃一顿西餐的话，那么师生在进入新课前的一段交流就是能激起学生食欲的餐前酒。
著名的外语专家章兼中教授曾经说过：任何一种语言都离不开它当时的情景和实践的基础，否则它是无源之水，无本之木。
英语作为我国的第二语言，由于它缺乏语言独有的情景和实践的基础，变得枯燥乏味，学习起来困难重重，学生是难以全心全意地投入到英语学习中去。
如何巧设一个引人入胜的学习情景，激发学生的求知欲望，达到事半功倍的教学效果，已成为教师教学工作中的一大难题。
一般来说，导入是组织教学的开端，是英语教学进程中转换的“关节”，是激活学生思维，调动学生兴趣，使之进入最佳学习状态的重要因素。
在具体的教学过程中，由于学生的思维方式各有不同，所以教师设计的导入不能千篇一律。
善于编拟富有新意、创造性的导入，灵活运用多种会话形式，以引起学生的好奇，激发他们的认知冲突，使其思维处于高度自觉和主动的地位，从而把他们的注意力吸引到课堂上来。
以下几例，是我尝试和喜爱的方法。
1．歌曲引入 , 绘声绘色不少小学英语学习内容可以用歌曲形式表达，这有助于激发兴趣和分散难点。
因此，在组织教学中融音乐与英语为一体，能帮助学生复习理解，表现情景内容，创设有声语言环境，使学生自然投入。
在唱歌的过程中，可以根据歌曲内容联系实际进行问答或分角色对话，体现歌曲中的交际情景。
如：在唱《 Who is Wearing Yellow Today? 》这首歌时，教师唱“ Who is wearing yellow today, yellow today , yellow today? ”穿黄色衣服的学生们就唱“ We're wearing yellow today, yellow today. ”接着教师把 yellow 换成 red 、blue 等其它颜色的单词，继续用“唱”的方式问学生，而学生则根据自己衣服的颜色以“唱”的方式来回答。
这样随着节奏的起伏，学生在无意中很好地复习了歌曲中的单词、句型和语音。
其实，师生对唱的这种形式也可换成生生对唱。
如：在唱游戏《 Hello, HowAre You ? 》这首节奏明快，深受学生喜爱的歌曲时，教师可让男生先唱“ Hello, hello, hello, hello, hello, hello, how are you? Hello, hello, hello, hello, hello, hello, how are you ?” 然后女生接着唱“I amfine, I am fine, thank you., thank you very much . I amfine, I am fine, and I hope that you are too. ”在唱的过程中，学生们还可以配上动作。
这样，课堂气氛就更加活跃。
利用音乐来刺激大脑神经的兴奋点，对巩固记忆有很好的效果。
这种寓教于乐的教学方法，既能促使学生作好上英语课的心理准备，又让学生从呆板、紧张、单调的学习环境中解脱出来，消除疲劳，并感受到学习的乐趣，从而提高学习效率。
2．活动导入，其乐融融1）悬念式。
巧设悬念，在学生思想中激起波澜，使他们产生要求揭开谜底的强烈愿望。
这种导入，可直入主题，又可集中学生的注意力。
这种导入的基本流程为：设疑→猜疑→ 答疑（师生）→掌握。
如在教授动物的单词的时候，我就在一开始设计了几个有关动物的谜语，如，“ I amvery big, I have big ears and big body. I have long nose and short tail. What amI ? ” “ I have short legs and long neck. I am white, I can swim very well. What amI ? ”通过以上的谜语既让学生复习了“ I have ,, ”的句型，也引出了所要教的新内容。
这种悬念诱导的方法，吸引学生自觉主动地走进课堂，使他们从一开始就成为探求问题答案的主动者，掌握学习的主动权。
但教师提问时，要注意提问的广泛性。
使每个学生都有答题的机会，而不能只针对几位成绩好的学生，这样无疑会挫伤其他学生的积极性，使他们将自己排除在课堂之外。
2）游戏式。
在教学中我们发现，随着对话内容的增加，学习要求的提高，学习困难和挫折的不断出现，不少学生的学习兴趣锐减。
于是，游戏以它独有的魅力登上了英语课堂的教学舞台。
它符合小学生好动的年龄特点，既让学生在学习的过程中学习和实践了语言的规律，又体会到学习的乐趣。
课堂导入时游戏与对话的完美结合更体现了游戏的这一特点。
一上课就让学生动一动，玩一玩，在不知不觉中进入新课。
这是老师和学生都感到轻松、愉快的事情。
但要注意结合教学实际，寓教于乐，寓学于乐，使学生在游戏中迈入英语王国，并能乐在其中。
例如：教师一进课堂就宣布：“Let 's play a game, today! ”同学们一起高呼：“ Great! ” “ Listen, touch your nose! ”同学们赶紧摸着鼻子，然后由摸鼻子最快的同学来发布命“ Show me your foot! ”同学们立刻把脚伸出来， ,, 看他们那快速行动的样子真是让人啼笑皆非，整个课堂充满了笑声和情趣。
在英语课上，对话游戏是学生喜爱的娱乐形式。
它能直接激发学生对语言学习的兴趣，学生投入游戏的过程其实也是专心致志的学习过程，学生不但不会感到厌烦，相反会感到兴趣很高。
3）歌谣式。
采用欢快、活泼的童谣作为语音训练材料，即能形成良好的语音语调，又激发兴趣。
在上PEP第三册Unit 5 第一课时A Let ' S learn时，我采用的是本套教材第一册Unit 5 中的 Listen and do. 教师发布口令，学生听到之后做出相应的动作。
（可借助于学生自己的单词卡）Pour the water./Smell the coffee./TaSte the tea./Show me the milk./Drink the juice,/Cut the bread,/Make the cake./Eat the hot dog./Show methe hamburgerS./Smell the chicken./PaSS me the French frieS. 通过这些活泼的形式带出了今天教学的重点—食物。
然后通过几组师生间的对话，就顺理成章地把新授的内容引出了。
3．直观导入法。
小学英语教材基本上是以日常生活中的一些简单的单词和对话为主要教学内容的教材。
在教学中，教师可以充分利用现有的教具，如投影仪、实物、挂图、卡片等为学生创设一个轻松愉快的、有利于语言学习的学习氛围，激发起学生的“兴奋点”，比语言更有说服与真实感。
在教授几个餐具的说法时，我出示了SOUP —词的图片，说：Here is SOme Soup, how can I drink it? Oh, yeS ,I can uSe the Spoon. 教师边说边用汤匙做出喝汤的动作，同时带读单词 spoOn禾口 USe the spoon。
类似地，用 noodles, rice 弓丨出chopsticks, 用 beef 教单词 fOrk 和 knife 。
4．情景导入法。
什么叫情景？情景，它有两层含义，一是指景物、场景和环境；另一层含义是指人物、情节，以及由场景、景物所唤起的人的情绪和内心境界。
教师要善于抓住和利用课堂内外活动最真实、最恰当的情景和场合，运用所要呈现的语言项目与学生进行交际，达到呈现、运用及掌握的多种效果。
导入时要根据教材的特点借助道具，把课外的人和事搬上课堂；投影、录像和多媒体使学生置身于各种情景和场合。
譬如：在教购物时，我利用实物把讲台布置成一间商店，创设一个买东西的情景，通过教师与学生、学生与学生之间有买有卖的交流。
使学生学习起来加倍亲切，降低了教学的难度，学生更容易接受。
又如在教第一册的“Happy birthday! ”时，正好是班里某个同学的生日，我把教室布置成为一个生日晚会，并要求学生把预先准备的礼物拿出来。
上课时，组织学生为这个同学唱生日歌、切生日蛋糕、吹蜡烛、送生日礼物并学用英语祝福。
为学生提供了一个实践英语的机会，学生在实践中学习英语，在实践中运用英语，充分调动起学生自主学习的积极性。
通过学习使学生真正体会到外国人过生日的气氛，感受到学习的喜悦，增强了学生学习的“兴趣”。
二、设置生活化的语境，使学生乐于学习。
1．设置信息语境，激发学习动机与兴趣小学三年级至六年级的学生正处在 9 岁至 12 岁的少年时期。
这个年龄段的孩子具有好奇、好活动、爱表现、善模仿等特点。
这个年龄段的儿童学习外语具有许多成人甚至中学生所不具备的优越性，他们的模仿力、记忆力、可塑性强等，因此，他们学语言的能力要比成人更胜一筹，那么在英语课上就要充分发挥他们学习语言的潜力，激发学生学习英语的兴趣，培养他们英语学习的积极态度，让他们爱说英语。
因此教师要帮助学生创设语境即设置情境，借助各种直观手段辅助教学，使学生理解掌握语言的使用规则，促使他们去积极思考，主动地运用英语表达他们的思想。
创设语境的目的是让学生直观地理解未曾掌握或理解的信息，而不过多地依赖于教师母语的讲解。
设置情境的过程中，教师有意识地设置语境，有利于激发学生的学习兴趣。
如我在教 Book 1 Unit 5 “let ' s eat. ”这课对话时，首先出示课件，学生可以从画面中获取信息“ Mike 和他的朋友在餐厅吃饭”，这时老师介绍：“Look. Mike and his friend are inthe fast-food restaurant .They are eating. ”学生获取进一步的信息 eating, 在听对话的录音前，老师设问“ What do they want? ”，这时候学生产生了强烈的探究欲望，吸引他们带着浓厚的兴趣去听录音、去模仿，更想开口去说话，这样，教师设置语境的目的就达到了。
2．选择贴近生活的教学内容，提高小学生说的兴趣教学的语言材料和课堂上的教学活动应充分反映小学生所熟悉生活，例如fruit ,animals ,birthday 及周围环境和社会生活。