初中英语综合实践活动案例-徐蕊
青浦初中英语教研活动(3篇)
第1篇一、活动背景随着新课程改革的深入推进，英语教学作为基础教育的重要组成部分，其教学质量直接关系到学生的综合素质和未来竞争力。
为了进一步提升青浦区初中英语教师的教学水平和专业素养，促进教师之间的交流与合作，青浦区教育科学研究院于近日组织了一场主题为“核心素养导向下的初中英语教学策略研究”的教研活动。
本次活动旨在通过研讨、交流和实践，探索符合学生核心素养发展的英语教学新路径。
二、活动目的1. 提高初中英语教师对核心素养的认识，明确其在英语教学中的重要性。
2. 探讨核心素养导向下的初中英语教学策略，提升教师的教学设计能力和课堂实施效果。
3. 促进教师之间的交流与合作，共同提高青浦区初中英语教学质量。
三、活动内容1. 专家讲座邀请了上海市英语教学领域的知名专家进行专题讲座，内容涉及核心素养的定义、英语学科核心素养的内涵及在教学中的应用等。
2. 教学观摩组织了多位优秀初中英语教师进行课堂教学观摩，展示他们在核心素养导向下的教学实践。
3. 教学研讨教师们围绕核心素养导向下的教学策略展开深入研讨，分享教学经验，交流教学心得。
4. 案例分析通过对具体教学案例的分析，探讨如何在教学中融入核心素养的培养。
5. 实践操作组织教师进行教学设计实践，结合核心素养的要求，设计符合学生实际需求的教学活动。
四、活动过程1. 专家讲座环节专家首先对核心素养进行了详细解读，强调了核心素养在英语教学中的核心地位。
随后，结合具体案例，介绍了如何在教学中落实核心素养。
2. 教学观摩环节教学观摩环节中，多位教师展示了他们的课堂风采。
他们以核心素养为导向，通过多样化的教学手段，激发了学生的学习兴趣，提高了课堂效率。
3. 教学研讨环节教师们积极参与研讨，针对核心素养导向下的教学策略提出了自己的看法。
大家一致认为，要关注学生的个体差异，注重培养学生的语言能力、文化意识、思维品质和学习策略。
4. 案例分析环节通过对具体教学案例的分析，教师们更加明确了核心素养导向下的教学策略。
核心素养下的初中英语课堂教学研究教研组活动记录
核心素养下的初中英语课堂教学研究教研组活动记录全文共6篇示例，供读者参考篇1My Day at the English Teaching Research Group ActivityHey there, friends! Today I got to go to a super cool event that my English teacher invited me to. It was all about how to make English classes more fun and helpful for kids like me. I'm going to tell you all about it!When I arrived, there were a bunch of English teachers from different schools sitting around some big tables. They all had notebooks out and were chatting away about something called "core literacy". I had no clue what that meant at first, but I was about to find out!The head teacher, Ms. Roberts, stood up and welcomed everyone. She said the goal was to look at how we can make English classes better match up with these core literacy things. Apparently, they're like the super important skills we need to master any subject, not just English. Things like communicating well, solving problems, and learning how to learn. Wild, right?Then Ms. Roberts had us go around introducing ourselves and saying what we thought made a great English class. I said I liked it when we played games and did fun activities to practice instead of just doing bookwork all period. Some teachers agreed and said keeping kids engaged and giving us ways to practice our skills was key.After that, the teachers split into groups to talk morein-depth about different core literacies. The group I joined was all about communication literacy. These teachers wanted to make sure we were really learning how to listen, speak, read, and write effectively in English.They discussed ways to get us using English more in class, like having more discussions and conversations instead of just repeating after the teacher or the book. One teacher even suggested putting on short plays to get us speaking English in fun contexts. Another brought up focusing more on stuff we'd actually need to communicate about in real life, like ordering food or asking for directions. Hands-on practice for real communication? Sign me up!The reading literacy group had some awesome ideas too. Like using cool stories, articles, and books that actually interest kids our age instead of the boring stuff in our textbooks. Theyalso wanted to teach us strategies for things like figuring out tricky vocabulary from context instead of just memorizing lists of words. Sounds way better than staring at word lists all night if you ask me!In the afternoon, we broke for lunch. A bunch of students were there too, and we got to share our thoughts on English class with the teachers over some tasty pizza. I told them how bored I get just doing grammar drills from the book day after day. Like, when am I ever going to need to know the difference between the present perfect continuous and past perfect continuous tenses when I'm older? We hardly ever get to just practice speaking naturally.After lunch, the teachers re-grouped to share what they had discussed so far. There were lots of nods when the reading literacy squad suggested skipping some of those random grammar lessons and spending more time on high-interest readings. Then we could practice things like analyzing the author's purpose or making connections to our lives. Finally, some English work that feels useful!The last group I'll tell you about focused on something called learning literacy. Basically, it was all about teaching us strategies to become better, more independent learners. Likeasking questions when we're confused, setting goals for what we want to learn, and figuring out study habits that work best for each of us. The teachers had ideas for getting us to take more ownership over our English learning. I loved the idea of letting us pick some of the topics we'd learn about to make things more motivating.Finally, it was time for the teachers to start putting together an action plan for updates they wanted to make to their English curriculums based on the day's discussions. There was a lot of excited note-sharing and brainstorming happening. I could tell these teachers really wanted to find ways to make English class more relevantand meaningful for kids.As we were leaving, Ms. Roberts thanked me and the other students for coming to share our perspectives. She said it was so important for students to have a voice in designing instruction that actually meets our needs. I felt proud that they really listened to what we had to say instead of just talking over us.Overall, the whole experience gave me a lot of hope that English classes could start to feel a lot more applicable to our lives. I can't wait to see what creative, engaging lessons and units these teachers come up with next year! No more treating English like a bunch of random rules and pointless tasks to check off. Ifthe teachers really follow through on prioritizing core literacies, I think we'll finally get to experience English as a toolbox of awesome communication and thinking skills. The kind of skills that'll be valuable no matter what we end up doing in the future. Now that's an English class I can get excited about!篇2Title: My Big Bro's Fun English ClassesHi there! My name is Lily, and I'm a 10-year-old primary school student. Today, I want to tell you about the really cool English classes my big brother Tim takes at his middle school. You see, his English teacher, Mrs. Wang, is part of this special group called the "Core Literacy Guidance Research Group." I know, it's a mouthful, right? But trust me, the stuff they do is super interesting!Last week, I got to tag along with Tim to his school and sit in on one of his English classes. Let me tell you, it was nothing like the boring old classes I used to imagine. Mrs. Wang had all sorts of fun activities and games planned, and she made sure everyone in the class was involved and having a good time.The class started with a warm-up game called "Word Scramble." Mrs. Wang would write a jumbled-up word on theboard, and the students had to race to unscramble it and shout out the right answer. It was hilarious watching everyone get all flustered and competitive, but it was also a great way to get their brains fired up for the lesson.After the warm-up, Mrs. Wang introduced the topic for the day: describing people's appearances and personalities. Now, this is where it got really cool. Instead of just lecturing from the textbook, she had the students work in small groups and create skits about different characters. Each group had to come up with a character's physical description, personality traits, and a short dialogue showcasing those traits.I got to help Tim's group with their skit, and let me tell you, we had a blast! Our character was a clumsy but kind-hearted superhero named "The Butter-fingered Avenger." We described him as having messy hair, a crooked mask, and a cape that was always getting caught on things. But despite his clumsiness, he was always willing to help others and never gave up, no matter how many times he tripped or dropped his super-gadgets.When it was time to perform the skits, the whole class was in stitches! Each group had come up with such creative and hilarious characters, and it was so much fun watching everyone act out their dialogues and scenarios. Even Mrs. Wang got in onthe fun, donning a silly wig and joining in one of the skits as a wacky villain.After the skits, Mrs. Wang led a discussion about the different character traits and how they were portrayed through the dialogues and actions. She encouraged the students to analyze and critique each other's skits, focusing not just on the language and grammar but also on the deeper themes and messages.One of the things I really liked was how Mrs. Wang emphasized the importance of understanding different cultures and perspectives. She pointed out that certain personality traits might be valued differently in different cultures, and it's important to be open-minded and respectful of those differences.Throughout the class, I could see how Mrs. Wang was helping the students develop not just their English language skills, but also their critical thinking, creativity, and cultural awareness – all part of that "core literacy" thing the research group focuses on.During the break, I got to chat with Mrs. Wang and some篇3Here's a 2,000-word article written in English, from the perspective of a middle school student, about a research group activity on English classroom teaching under the core literacy framework:My English Class is So Much Fun Now!Hey there! Lily here, an 8th grader who used to dread English class. But things have changed big time since my teachers started doing things differently. Let me tell you all about it!It all began a few months ago when our English teachers announced they were part of this cool "research group" focused on making our classes more engaging and meaningful. At first, I was like "Yeah, right, another boring teacher thing." Boy, was I wrong!The first thing they did was have us take these surveys about our interests, learning styles, and what we struggled with in English class. I honestly answered that I found grammar lessons snooze-worthy and reading ancient literature pretty dull. To my surprise, they actually listened!Grammar Becomes a GameInstead of those mind-numbing grammar drills, my teacher Ms. Roberts started turning grammar practice into fun gamesand competitions. We use online platforms like Kahoot and Quizlet Live to race against classmates in identifying parts of speech or editing sentences. The losing team has to do amusing forfeits like singing cheesy English pop songs. It's hilarious!We also do grammar relays where we passing around whiteboards and correct mistakes on sample sentences. Ms. Roberts makes it highly competitive and energetic. I've learned way more grammar through these activities than I ever did from worksheets.Literature I Can Relate ToAs for reading, we've moved away from just analyzing old fiction nobodycares about. Now we read contemporary young adult novels, interesting articles, and even look at lyrics to popular songs. The readings are always relatable to modern teenage life.For example, we read this awesome book called "The Hate U Give" that deals with racism and police brutality. We had powerful class discussions about the tragic real-life events that inspired the novel. My opinion actually mattered for once!We still analyze things like theme, character development, and literary devices. But doing it with culturally-relevant materials makes it way more interesting and meaningful.Projects GaloreAnother major change has been the increase inproject-based learning. We get to work in groups and get creative with presenting what we've learned in fun ways.For our poetry unit, my group reformed famous poems as rap songs and performed them while wearing cool outfits we designed ourselves. I was a little nervous at first, but it ended up being a blast!We've also made public service announcement videos, podcasts, websites, you name it. Thisallow us to build communication skills that go way beyond writing essays.The Human ConnectionHonestly, what I appreciate most is how my teachers strive to really get to know us and create an supportive classroom community. We start every class with informal chats about our weekends, challenges we're facing, or just jokes to lighten the mood.When we discuss heavy topics, my teachers validate our perspectives and emotions. They've earned our trust and respect.During remote learning, we had optional lunchtime "hangouts" on Zoom so we could stay connected. Some kids even shared about personal struggles they were going through, and our teachers listened with compassion.We've had a few guests join our classes too. Like this published author who Video called in and gave us advice about creative writing. And a conversant who immigrated from China, which gave us cultural insights while practicing our speaking skills.Looking ForwardSoyeah, I'd say my English class has undergone an awesome transformation! The projects, the discussions, thecommunity-building - it's all centered around developing core skills like communication, critical thinking, creativity, andcross-cultural understanding.These are abilities I'll definitely need for college and beyond. More importantly, I've gained confidence as a lifelong learner and grown as a person along the way.English class is now my favorite period of the day. Crazy, right? I'm actually going to miss it when I graduate. Thanks to my teachers' innovative approach, I've become a better student and a better human being. How lucky am I?篇4My English Class is So Much Fun Lately!You won't believe what's been happening in my English class! Mrs. Jones has been trying all these new teaching methods and it's making learning English way more interesting and engaging. She said it's all about developing our "core literacy" which is like the key skills we need to really understand and use English well.It started a few weeks ago when she joined this "research group" with some other English teachers. They meet up regularly to discuss new strategies for English instruction aligned with the core literacy principles. From what I can tell, core literacy covers things like reading comprehension, communication skills, critical thinking, and cultural awareness. Basically, the goal is for us to do more than just memorize vocab words and grammar rules. Mrs. Jones wants us to really understand how the English language works and be able to apply it in practical ways.One of the first changes she made was to our reading activities. Instead of just having us read boring passages and answer comprehension questions, she started picking more engaging and relevant texts. We've read news articles about things middle schoolers care about like social media, video games, and sports. We've analyzed lyrics to popular songs. We even did a whole unit on internet memes and viral videos!The cool thing is that Mrs. Jones doesn't just have us read and answer questions anymore. She has us discuss and debate what we read, analyze the language and writing techniques the authors use, and even try our hand at creating our own texts in similar styles. It's a lot more interactive and gets us really thinking critically about the material.For instance, after reading this article about a new Marvel movie, Mrs. Jones had us break into small groups. We had to prepare a mock "pitch" like the writers and producers would do to get the movie made. Each group had to come up with an original story concept, cast of characters, plot summary, and sample snippets of dialogue. Then we had to present it to the class and "sell" them on why our idea was the best. It was so fun and pushed us to get creative with the language skills we've learned.Another way Mrs. Jones has updated her teaching is by having us do more project-based work. A couple weeks ago, our assignment was to create a short video tour of our school or neighborhood — but here's the catch: we had to write and record all the narration in English! It was a big challenge, but we had to use our skills in writing, vocabulary, pronunciation, and even video editing.Some groups really went all out and added animated graphics, original music, and cool editing effects to their videos. We had a blast filming them, even though there were definitely some bloopers and cringe-y moments. But that was half the fun! In the end, we learned a ton about putting our English skills to use for a real, creative purpose.My personal favorite activity so far was the cultural immersion project Mrs. Jones had us do. She put us in small groups and assigned each team a different English-speaking country or region to research — everything from its history and traditions to its pop culture, slang, and cuisine. The big finale was that each group had to transform our classroom篇5A Research Day at SchoolHey there! Today I'm gonna tell you all about this super cool research day we had at school recently. It was all about how we learn English in the classroom and this new thing called the "core literacy" approach. I know, I know, it sounds kinda boring. But trust me, it was actually really interesting!So let me set the scene. Our English teachers gathered all the middle school students into the auditorium. They told us we were going to spend the day doing some group activities and discussions about English class. At first, I was like "Ugh, do we have to?" But then they said there篇6My School's English Teaching Research Adventure!Hi there! My name is Lily and I'm a 7th grader at Sunshine Middle School. I love learning English and wanted to share an exciting thing our English teachers did this year called a "teaching research group". It was all about making English classes better by focusing on what they call "core literacy". Let me tell you all about it!It started last summer when all the English teachers got together for a big meeting. They said English class shouldn't just be about memorizing vocabulary and grammar rules. Instead, weneed to develop important skills like communication, critical thinking, creativity and more. The teachers called these the "core literacies" for English.Ms. Roberts, who is the English Department Head, explained that core literacy means we learn English in a way that prepares us for the real world. We don't just do bookwork, but get lots of practice using English to explore ideas, solve problems and express ourselves. That sounded way more fun to me than just doing worksheets all the time!So the teachers formed this "research group" to figure out the best ways to teach English with core literacy. All year long, they met regularly to discuss new teaching strategies, share lesson plans, and learn from each other. It was like a book club but for becoming better teachers!One of the first things they did was observe each other's classes. Ms. Yang went to Mr. Fred's class to watch him teach a lesson on storytelling. She noticed he had students working in groups to create and act out their own silly stories. The students were laughing, using a ton of English, and seemed to really enjoy it. Creativity in action!After the lesson, Ms. Yang and Mr. Fred talked about what worked well and how he planned the activity to build core skills.Mr. Fred explained he first had students learn story elements like characters and plot. Then they practiced telling simple stories and giving feedback to each other. Only after lots of preparation did they get to create their own ridiculous tales. It was astep-by-step process focused on self-expression and communication. So clever!The research group talked a lot about engaging activities like skits, debates, multimedia projects and more. Ms. Roberts said the human brain learns best when it's having fun and feels a sense of accomplishment. If we're just copying from a textbook, our minds start to wander. But when we're being creative and working towards a goal we care about, we naturally soak up the language while developing those core literacies.The teachers also redesigned some of their tests and homework to align with core literacy. For example, instead of just asking us to write sentences using vocabulary words, we had to write a whole paragraph or story using context clues to demonstrate understanding. Or we took ideas from the textbook and had to analyze, critique or re-write them to。
七年级英语综合实践活动案例
活动名称：英语戏剧表演活动目标：1.提高学生的口语表达能力和自信心；2.增强学生对英语文化的理解和欣赏能力；3.培养学生的协作能力和创造力。
活动流程：第一阶段：话剧角色分配和剧本编写（两周）1.学生自愿报名参与戏剧表演活动，教师负责收集并整理报名名单。
2.教师在班级内组织角色分配，鼓励学生根据自己的兴趣和特长选择合适的角色。
3.学生根据分配的角色，开始编写剧本。
教师提供指导，并为学生提供参考材料。
4.学生可以参考经典故事或电影，或自己创作剧本。
确保剧本包含适合学生水平的英文台词。
第二阶段：排练和准备道具（两周）1.学生根据剧本进行排练。
教师负责指导演员表演技巧和发音。
2.学生可以借助录音，来提高对英语发音的准确性。
3.学生和教师一起商讨和制作适合剧情的道具和背景布置。
第三阶段：表演和反馈（一周）1.学生进行表演，可以在班级内或其他年级的英语课上进行。
2.学生和观众一起欣赏其他班级的表演，相互给予反馈和建议。
3.教师也对每个演员进行评价，并给予鼓励和指导。
第四阶段：总结和展示（两天）1.学生和教师一起总结这次活动的收获和不足之处。
2.学生利用展示板或PPT展示他们的表演过程和心得体会。
3.学生互相交流展示，并相互取经和学习。
活动效果评估：1.活动过程中的观察记录；2.学生的演技和发音的进步；3.学生展示板或PPT的质量和内容。
活动期待效果：1.提高学生的口语表达能力和自信心；2.增强学生对英语文化的理解和欣赏能力；3.培养学生的协作能力和创造力。
活动反思总结：本次英语戏剧表演活动，为学生提供了一个展示和发展他们英语口语能力的机会。
活动中，学生通过分角色编写剧本、参与排练和表演，有效提高了他们的英语表达和演技技巧。
此外，通过观看其他班级的表演，学生不仅增加了对英语文化的理解和欣赏，也在互动中学习和成长。
活动总结后的展示环节，使学生能够总结自己在活动中的收获和不足，相互交流展示，进一步提高了他们对英语的学习兴趣和自信心。
综合实践活动融入初中英语教学的策略初探
中学教育2019 年 4 月124综合实践活动融入初中英语教学的策略初探赵忠娟（抚顺市清原满族自治县第三初级中学 辽宁抚顺 113300）摘 要：对于语言的学习需要在合适的语言环境之下才能够将语言学习的效果充分发挥，因此为英语语言的学习建立一个良好的学习环境是提升英语教学质量的一个关键。
在初中英语的学习之中，综合实践活动是一个重要的教学手段，教师需要根据的教学具体情况安排合适的英语综合实践活动，从而提高学生对英语学习的接受能力和自主性。
关键词：综合实践活动 初中英语 策略初中英语的学习对于学生来说是系统地学习英语的入门阶段，也是为了在以后的学习阶段打下深厚的基础。
因此，对于初中英语的学习，教师要格外的重视，在当前社会发展的需求之下，社会更加注重实用性人才和综合性人才。
英语作为一门应用十分广泛的语言，其本身的应用范围十分广泛，为了适应社会的需求也是响应国家对于素质教育的号召，在初中英语教育的过程中，要加强对学生的应用能力的培养。
因此，将综合实践活动融入初中英语课堂是初中英语教育的必然发展趋势，本文将从如何将实践活动融入初中英语课堂作出相关讨论。
[1]一、综合实践活动的内涵及在初中英语教学中的意义1.实践活动的内涵实践活动的内涵就是让学生通过自己的动手加深对问题的理解，从而加强对理论知识的掌握。
[1]在实践活动中，学生需要将理论与实践相结合，针对具体问题探究具体的解决方法。
在此过程中，学生的动手能力得到强化，探究意识得到提升。
因此，实践活动对学生的理论学习有着不可替代的重要作用，在实际的学习过程中，教师不能够忽略实践活动在整体教学过程中的参与。
2.实践活动的特点相较于静态的理论灌输学习，动态的时间活动有着以下几个方面的特点：其一，实践活动具有自主性，实践活动围绕固定的主题开展时，需要充分地尊重学生的自主性，活动展开的具体形式要围绕学生自身实际的学习能力和动手能力，针对学生的学习特性教师加以引导，帮助学生制定具体的活动形式，确定活动内容。
初中英语综合实践活动案例
初中英语综合实践活动案例活动简介本次初中英语综合实践活动旨在提高学生在实际场景中运用英语的能力。
通过组织各种活动，培养学生的听、说、读、写的综合能力，并促进他们的交际能力和团队合作意识。
活动实施活动分为以下几个环节：活动准备在活动开始前，教师需要设计出各种适合初中学生的实践活动，例如角色扮演、辩论赛、英语报告等。
同时，还需要准备相应的教学材料和道具，确保活动的顺利进行。
活动过程1. 角色扮演：学生分成小组，每个小组扮演不同场景中的角色，例如在餐厅点餐、在旅行社预订旅游等。
学生需要运用英语与其他角色进行交流，并达到预定目标。
2. 辩论赛：学生分成正方和反方，就某一特定话题展开辩论。
学生需要用英语表达自己的观点，并试图说服对方。
辩论结束后，老师会给出评价并提出改进意见。
3. 英语报告：学生选择感兴趣的话题，进行个人研究，并准备英语报告。
学生需要运用英语清晰地表达自己的研究成果，并回答其他学生的问题。
活动总结活动结束后，教师和学生一起进行活动总结。
教师可以向学生提问，了解他们在活动中的感受和收获。
同时，教师还可以给予学生肯定和指导，以便他们在英语研究中不断进步。
活动目标通过参与本次初中英语综合实践活动，我们的目标是：- 提高学生在实际场景中运用英语的能力；- 培养学生的听、说、读、写的综合能力；- 促进学生的交际能力和团队合作意识；- 激发学生对英语研究的兴趣和热情。
活动效果评估为了评估本次活动的效果，我们可以进行以下考核：- 观察学生在活动中的表现，包括口语流利程度、表达能力等；- 收集学生对活动的反馈和感受，了解他们的研究体验；- 定期进行听说读写的测试，检查学生在各个方面的进步。
通过以上评估手段，我们能够全面了解学生在活动中的表现，为日后的教学提供有针对性的改进意见。
结束语初中英语综合实践活动是一次既有趣又有效的英语学习机会。
通过这些实践活动，学生能够在真实场景中运用所学的英语知识，提高他们的语言表达和交际能力。
“以读促写“在初中英语教学中的应用
"以读促写"在初中英语教学中的应用发布时间：2021-02-22T01:24:14.598Z 来源：《教育考试与评价》2020年第9期作者：宗雪[导读] 英语作为国际通用语言，是新世纪人才必备的基础技能，也是我国基础教育的重点。
新课程改革背景下，英语教学发生了巨大的变化。
江苏省徐州市铜山区汉王镇中心中学摘要：初中英语教学中，运用"以读促写"，对于学生读写能力的提升、核心素养的培养，起着不可小觑的促进作用，也是促进英语教学改革的深入开展的得力手段。
"以读促写"，简言之，就是在阅读文本的基础上，结合教学内容和单元主题而进行写作训练。
文章将结合英语教学实践，对初中英语教学中，运用"以读促写"提升教学有效性的问题，谈几点实践性的体会。
关键词：初中英语；英语教学；"以读促写"；运用策略英语作为国际通用语言，是新世纪人才必备的基础技能，也是我国基础教育的重点。
新课程改革背景下，英语教学发生了巨大的变化。
阅读和写作是英语教学的两个重要方面，提高阅读和写作能力，是英语教学的核心任务。
教学实践也表明，读写结合的有效运用不仅有助于学生提升写作水平，也有助于学生阅读理解能力的培养，为此，英语教学中，教师应践行读写结合的模式，实施以读促写，提升英语教学的有效性，促进学生综合能力的发展。
下面，笔者将结合英语教学案例，对初中英语教学中，对"以读促写"在英语教学中的应用策略的问题，谈几点实践性的体会，与大家分享。
一、运用趣味教学，激发学生主动参与的兴趣"兴趣是最好的老师"。
兴趣在学习中占据重要地位，在初中英语教学中，更发挥着独一无二的作用。
以读促写的课堂模式的构建，兴趣的激发尤为重要。
教师应根据每一个学生的实际情况，遵循其生理和心理的发展规律，根据学生的个体差异，而有目的地激发学习兴趣，通过兴趣的激发，提高学生的参与率，调动学生的积极性，改变课堂呆板而无聊，枯燥且乏味的不足。
初中英语主题教研案例(3篇)
第1篇一、案例背景随着我国教育改革的深入推进，核心素养已成为教育领域关注的焦点。
初中英语作为一门基础学科，对学生英语素养的培养具有重要意义。
阅读教学作为英语教学的重要组成部分，对于提高学生的英语素养具有重要作用。
然而，在实际教学中，部分教师对阅读教学的重视程度不够，教学策略单一，导致学生的阅读能力难以得到有效提升。
为了解决这一问题，本教研组开展了以“基于核心素养的初中英语阅读教学策略探究”为主题的教研活动。
二、案例目标1. 提高教师对阅读教学重要性的认识，增强阅读教学意识；2. 探索有效的阅读教学策略，提高阅读教学质量；3. 培养学生的英语核心素养，提升学生的英语阅读能力。
三、案例实施过程1. 理论学习教研组首先组织教师学习核心素养的相关理论，了解核心素养的内涵和英语核心素养的具体内容。
通过学习，教师们对阅读教学在培养学生英语核心素养中的重要作用有了更深刻的认识。
2. 案例分析教研组选取了若干具有代表性的阅读教学案例进行分析，包括成功案例和失败案例。
通过对案例的剖析，教师们发现了当前阅读教学中存在的问题，如：（1）教师对阅读教学重视程度不够，教学目标不明确；（2）教学策略单一，缺乏创新；（3）评价方式单一，难以全面评价学生的阅读能力。
3. 策略探讨针对以上问题，教研组开展了策略探讨活动，旨在探索有效的阅读教学策略。
以下为部分策略：（1）明确教学目标，关注学生核心素养的培养。
教师在设计阅读教学活动时，应明确教学目标，关注学生的英语核心素养，如语言知识、文化意识、思维品质和学习能力等。
（2）丰富教学策略，提高阅读教学质量。
教师可以采用多种阅读教学策略，如：a. 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，提高阅读效果；b. 合作学习法：鼓励学生分组讨论，培养团队合作精神，提高阅读能力；c. 互动式教学：通过师生互动、生生互动，提高学生的参与度和积极性；d. 评价多元化：采用多种评价方式，如课堂提问、小组讨论、写作等，全面评价学生的阅读能力。
秦蕊初中英语阅读课教学案例【最新】
初中英语阅读课堂教学案例秦蕊阅读理解是英语学习中必须具备的能力之一，有助于巩固和扩大词汇、丰富语言知识，提高运用语言的能力。
可以训练学生的思维能力、理解能力、概括能力与判断能力。
加强阅读训练可以为学生创造大量获取语言知识和大量运用语言的机会和条件。
既可以培养学生对语篇进行分析、综合并从中获取信息的能力，也能培养学生的审美情趣。
培养阅读能力也是教学大纲中规定的中学英语教学目标之一，所以阅读课在我们平时的英语教学中尤为重要，怎样上好阅读课成为英语教师教学中的关键。
以下根据自己近些年的教学经验，对初中英语阅读理解教学模式进行初步的探究和分析。
教学模式总结如下：Presentation（导入）——skimming（粗读）——listen ing and reading（听读）——scanning（跳读）——intensive reading（细读）——retelling（复述）——discussing（讨论）——writing（写作）——summary（小结）。
现以初中英语人教版九年级Unit 12 Section B 3a中的一篇短文为例，进行说明。
Step 1：Pr esentation（导入）本篇文章主要讲述法国的风俗，所以可以通过讲述一个因为语言差异所产生的误解的笑话导入，以此引起学生对课文产生兴趣，使学生更快的进入学习状态。
Step 2：Skimming这一步是为掌握文章大意而进行的阅读，要求学生读后概括文章的大意，并且设计一些简单的问句让学生进行回答。
What does Wang Kun do?Where is she now?What’s the article mainly about?Step 3：Listening and reading让学生边听边读，并且在听读的过程中找出文章的重点词汇、短语、句子。
并且进行解决，扫除学生阅读中存在的一部分障碍，但要注意知识点的讲解要尽量简练，并且要引导和培养学生根据上下文猜词的能力。
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初中英语综合实践活动
安匠初级中学徐蕊
为促进实施英语素质教育,进一步开展英语综合实践活动课教学工作,从而激发学生学习英语的兴趣,积累学生的英语知识,提高学生的语言运用能力,发展学生的非智力因素,我设计了这节英语综合实践活动课。
一、活动背景分析
现在网络联入我们的生活,与我们生活息息相关。
网络是一把双刃俭,给我们注入新鲜血液的同时,也给我们带来一些毒素。
危害也不可小觑。
特别是一些青少年,他们的生理、心理处在急剧变化的阶段,很不成熟,一旦迷恋上游戏,往往难以自拔,轻则荒废了学业,损害了身体,重则引发违法、犯罪事件。
对学生进行教育,光靠说教难以收到预期效果。
为了帮助学生了解电脑游戏的危害,引导学生正确对待电脑游戏,走出沉迷电脑游戏的误区,于是,我组织学生开展综合实践活动,让学生在活动中去感受、体验,受到教育。
二、活动对象及时长
八年级全体学生,一周
三、活动目标
1. 使学生正确看待网络
2. 通过活动,提高学生对英语课的学习兴趣。
3. 学会在实践调查活动中,提高发现问题、分析问题、解决问题的能力。
4. 在活动中学会交往与合作,促进学生良好个性的发展。
四、活动准备
(一)确立活动主题
1. 调查本班学生常玩哪些电脑游戏
2. 用英语表述怎样玩这些游戏
3. 搜集电脑游戏受害者的有关情况,分析其危害;
4. 搜集人们对电脑游戏的看法
(二)制定活动方案
在确定了研究主题后,由小组内成员推选出本组组长,因为这是一个辩论,正方反方已分好,所以组长应综合整理大家搜集的材料,提炼支持自己论点的材料。
五、活动过程
1. 笔者担任主持人
2. 邀请英语教师们担任评委,评委一一就座,负责教师分发评分标准及评分表格。
3. 将全班同学分成八组,正方四组,反方四组。
每一组推出一个发言人,其他同学在其背后组成一个支持团队,大家互相合作,就对方的观点进行讨论并提出自己的观点,反驳对方,支持自己。
4. 比赛开始,参赛学生依次发表自己的看法,比赛气氛十分热烈,掌声不断。
评委教师们或沉吟落笔,或商量画分……都十分认真。
六、活动评析
(一)教师的教育教学能力得到了提高和锻炼
通过课题研究,教师对于学生的教育教学能力得到了提高和锻炼,师生关系更加密切、融洽。
学生的综合语言运用能力得到了培养和发展,通过研究,学生在语言知识、语言技能
1
方面的掌握情况呈上升趋势。
(二)学生的收获
1. 激发了学生学习英语的兴趣和积极性。
中学英语课外实践活动能激起学生内在的学习动机,发展他们的个性特长,有了浓厚的兴趣,学生才会有愉悦的学习情绪,有了愉悦的学习情绪,学生的学习才会变得主动,有了新颖的学习方法,才会产生创造性的思维火花,有了优异的学习成绩,才会形成良好的班风。
2. 培养了学生用英语表达思想和交际的能力。
实践活动可使学生较快地培养起用英语进行思维、表达思想和交际的能力,口语是操练人在非正式场合、在无准备的情况下使用的无拘束的言语,口语的无准备性不允许言语活动者通过翻译来表达思想理解对方的话语,久而久之,学生的这种交际能力会不断提高。
3. 使学生的参与意识加强了,启发了学生的发散性思维,开发智力,培养能力。
4. 培养了学生的竞争意识、创新能力、组织能力。
5. 学生掌握了课外实践活动的方式、方法、过程,乐于积极参与,敢于大胆尝试,学会了积累,敢于并善于表现自己,使英语学习变得轻松、愉悦。
(三)英语教师的认识和体会
1. 实施中学英语课外实践活动的作用。
中学英语课外实践活动,激发了学生学习英语的兴趣和积极性,培养了学生用英语表达思想和交际的能力,加强了学生的参与和认识,启发了学生的发散性思维,培养了学生的竞争意识、创新能力、组织能力。
2. 进行中学英语课外实践活动是一项长期而繁杂的地工作,教师要循序渐进,将课外实践活动逐步开展下去。
3. 有关时间和精力问题。
教师在设计各项实践活动课时,必须充分考虑每一个活动的时间以及范围,尽量使操作步骤直接一些,次数不宜过多,最好要与教学内容保持一致,要考虑学生的实际英语水平,内容贴近学生生活,密切结合课堂教学。
4. 应加强教师培训。
5. 课题研究中存在进一步探讨的问题,如何进一步规范和完善课外实践活动,不断研究开发出新的评价工具和评价手段。
活动在教师们的努力下圆满完成了,学生参与活动的积极性非常高。
这次活动通过两周的查找资料,准备资料,学生既充实了自己的英语知识,也培养了学生间互帮互助的良好品德。
比赛过程较为流畅,也取得了圆满成功。
通过这次活动,还提高了学生的英语学习积极性,达到了预期的目标,取得了良好的活动效果。
以后还要适当安排学生类似的实践活动,争取能让英语更贴近学生心灵。
不足之处在于活动需要一定的时间,只能偶尔为之。
在今后应多组织这样的活动,让学生在基本的语言环境中学英语,则更加符合于语言是在实际情景中学的最佳原则。
2。