初中英语教学案例分析范文
初中英语教学案例5篇范文
初中英语教学案例5篇范文第一篇：初中英语教学案例初中英语教学案例一．教学背景本课是新目标初中英语的内容，它涉及到学生的生活实际和学习需求，培养学生的语言能力和学习能力。
倡导“任务型”的教学途径，课本设计了许多具有实际意义的任务和活动，单元教学结构层次分明，落实任务性教学，其最终目的是培养学生听，说，读，写综合运用能力，吸引学生充分参与到课堂活动中来，从而提高学生的英语水平。
二．学情分析：本节课主要是针对七年级下学期的学生的，要求学生能会使用英语来谈论日常作息习惯。
从年龄特点来看，七年级学生好动，好奇，好表现，希望得到老师的表扬，所以我在教学中抓住学生这一特点发挥学生的主动积极性去激发学生学习的兴趣。
学生在七年级上册里已经学习了一般现在时，也掌握了一些简单的句式，比如肯定句，否定句，一般疑问句和特殊疑问句的结构和用法。
由于我们这儿的学生在进校时大部分的学生的基础不太好，所以我在教学时注意因材施教，关注每一位学生的学习过程。
三．教材分析1.话题；本节课是新目标英语七年级下册Unit 2 What time do you go to school ? Section A(1a---1c)2.语言点：（1）.词汇：get up go to school get dressed brush teeth eat breakfast take a shower.(2.).句型：A:What time do you usually get up ,Rick? B:I usually get up at six thirty.3不同时间段的表达法。
3.目标：（1）能简单谈论日常作息习惯。
I usually get up at six thirty.I usually take a shower at six forty.(2)能就日常活动的时间进行问答。
A：What time do you usually take a shower, Rick? B:I usuallytake a shower at six forty.4、教具准备录音机，时钟，图片洗澡，起床，跑步，吃早餐，上学等动作的图片并将英语单词写在图片的下方。
初中英语教学案例分析集合3篇
初中英语教学案例分析集合3篇〔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SectionA。
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,longhair,shorthair,outgoing,quiet,funny,seri ous,smart,athletic,ect.2、学习人物比较的重要句型：(1)PedroisfunnierthanPaul.(2)TinaistallerthanTara.(3)TomismoreathleticthanSam.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。
英语教学案例分析范文6篇初中
英语教学案例分析范文6篇初中Effective English teaching in middle school is crucial for laying a strong foundation for students' language proficiency and future academic success. In this essay, we will examine six case studies that illustrate various approaches and strategies employed by skilled English teachers to engage and support their middle school students.Case Study 1: Integrating Technology to Enhance Engagement Mrs. Johnson, an experienced English teacher at a suburban middle school, recognized the importance of incorporating technology to captivate her students' attention and foster active learning. She began by introducing interactive whiteboard activities, where students could manipulate words, sentences, and grammatical structures on the board, enhancing their understanding of language concepts. Additionally, Mrs. Johnson utilized online educational platforms that provided personalized practice exercises and immediate feedback, allowing students to take ownership of their learning and progress at their own pace.The integration of technology not only increased studentengagement but also enabled Mrs. Johnson to differentiate instruction and cater to diverse learning styles. Students who struggled with traditional pen-and-paper exercises found the digital activities more appealing and accessible, while those who thrived on independent learning benefited from the self-paced nature of the online resources. The result was a more dynamic and inclusive classroom environment, where all students felt empowered to participate and succeed in their English studies.Case Study 2: Fostering Critical Thinking through Literature Circles Mr. Patel, a middle school English teacher in a diverse urban setting, recognized the importance of developing his students' critical thinking skills. He implemented a literature circles approach, where students were divided into small groups and assigned different roles, such as discussion leader, connector, and literary analyst. Each group was responsible for reading a selected work of literature and engaging in collaborative discussions to unpack the themes, characters, and literary devices.The literature circles not only encouraged active engagement with the text but also cultivated essential communication and problem-solving skills. Students learned to listen actively, express their ideas clearly, and consider multiple perspectives. Mr. Patel's role shifted from a traditional lecturer to a facilitator, guiding the discussions and prompting students to delve deeper into the literary analysis.The success of this approach was evident in the students' increased confidence in expressing their interpretations and the depth of their literary analysis. Additionally, the collaborative nature of the literature circles fostered a sense of community and camaraderie among the students, further enhancing their overall learning experience.Case Study 3: Integrating Authentic Cultural ExperiencesIn a middle school with a growing population of English language learners, Ms. Garcia recognized the importance of incorporating authentic cultural experiences into her English lessons. She collaborated with the school's diversity committee to organize cultural celebrations and invite guest speakers from various backgrounds to share their stories and traditions.During these events, students had the opportunity to engage with the English language in a meaningful and contextual manner. They learned vocabulary and expressions related to the featured cultures, participated in interactive activities, and gained a deeper appreciation for the diversity within their school community. The cultural experiences also served as a platform for students to practice their speaking and listening skills in a low-stress, authentic setting.The integration of authentic cultural experiences not only improvedthe English language proficiency of the English language learners but also fostered a greater sense of inclusion and understanding among all students. The cross-cultural exchange and exposure to diverse perspectives enriched the learning environment and contributed to the overall growth and development of the students.Case Study 4: Differentiated Instruction for Struggling Readers Mrs. Nguyen, a middle school English teacher in a high-needs district, recognized the diverse learning needs of her students, particularly those who struggled with reading comprehension. She implemented a multi-tiered system of support, where she provided targeted interventions and differentiated instruction to address the individual needs of her students.For students who required additional support, Mrs. Nguyen utilized research-based reading strategies, such as guided reading, vocabulary development, and explicit instruction in phonics and fluency. She also incorporated the use of audiobooks, text-to-speech software, and graphic organizers to help struggling readers access the content and actively engage with the material.Mrs. Nguyen's dedication to differentiated instruction paid off, as her struggling readers demonstrated significant improvements in their reading abilities and overall academic performance. The individualized attention and tailored support not only boosted theirconfidence but also instilled a love for reading and learning.Case Study 5: Integrating Project-Based LearningMr. Goldstein, a middle school English teacher in a suburban setting, recognized the importance of making the English curriculum more relevant and engaging for his students. He implemented a project-based learning approach, where students were tasked with creating multimedia presentations on topics of their choice, ranging from social issues to literary analyses.The project-based learning approach allowed students to take an active role in their learning, as they conducted research, synthesized information, and utilized various technological tools to present their findings. Mr. Goldstein provided guidance and feedback throughout the process, ensuring that students developed essential skills, such as critical thinking, problem-solving, and effective communication.The project-based learning activities not only enhanced the students' engagement and motivation but also fostered their ability to collaborate, think creatively, and apply their knowledge to real-world situations. The final presentations showcased the students' diverse talents and perspectives, further enriching the learning environment.Case Study 6: Integrating Interdisciplinary ConnectionsMs. Lim, a middle school English teacher in a STEM-focused school,recognized the importance of integrating interdisciplinary connections to make the English curriculum more relevant and meaningful for her students. She collaborated with her colleagues from the science, mathematics, and social studies departments to develop cross-curricular lessons and projects.For example, in a unit on persuasive writing, Ms. Lim worked with the science teacher to have students research and write persuasive essays on environmental issues. The students not only honed their English language skills but also deepened their understanding of scientific concepts and their real-world applications. Similarly, in a poetry unit, Ms. Lim partnered with the art teacher to have students create visual representations of their poems, fostering their creativity and artistic expression.The integration of interdisciplinary connections not only enhanced the relevance and depth of the English curriculum but also encouraged students to see the interconnectedness of different subject areas. This approach helped students develop a more holistic understanding of the world around them and the role of language in various disciplines.In conclusion, the six case studies presented in this essay demonstrate the diverse and effective strategies employed by skilled English teachers in middle school settings. From integratingtechnology to fostering critical thinking, incorporating authentic cultural experiences, differentiating instruction, implementing project-based learning, and making interdisciplinary connections, these teachers have created dynamic and inclusive learning environments that support the academic and personal growth of their students. The success of these approaches underscores the importance of continuous professional development, collaboration, and a student-centered approach to English language instruction in middle schools.。
初中英语教研案例分析(3篇)
第1篇一、背景介绍随着新课程改革的深入推进，初中英语教学越来越注重学生的主体地位和课堂互动。
然而，在实际教学中，部分教师仍存在教学方法单一、课堂氛围沉闷、学生参与度低等问题。
为了提高英语教学质量，本案例以某初中英语教研组为研究对象，通过分析课堂互动策略，探讨如何提升学生的参与度。
二、案例描述某初中英语教研组在近期开展了以“基于课堂互动提升学生参与度”为主题的教研活动。
活动主要分为以下几个阶段：1. 前期调研：教研组对所任教的班级进行问卷调查，了解学生对英语课堂的满意度、参与度以及存在的问题。
2. 问题分析：根据调查结果，教研组发现以下问题：- 部分学生英语基础薄弱，自信心不足；- 教师教学方法单一，缺乏趣味性；- 课堂氛围沉闷，学生参与度低。
3. 策略研究：针对以上问题，教研组提出了以下策略：- 丰富教学方法：运用多种教学手段，如多媒体、游戏、小组合作等，激发学生的学习兴趣；- 创设情境：结合生活实际，创设真实、生动的语言环境，提高学生的语言运用能力；- 关注个体差异：针对不同学生的学习基础，设计分层教学，满足不同学生的学习需求；- 加强课堂互动：鼓励学生积极参与课堂活动，提高学生的语言表达能力和合作意识。
4. 实践应用：教研组将以上策略应用于实际教学中，并进行了以下尝试：- 小组合作学习：将学生分成若干小组，进行角色扮演、讨论等活动，提高学生的合作能力和语言表达能力；- 游戏教学：设计趣味性强的英语游戏，让学生在游戏中学习英语，提高学习兴趣；- 情境教学：结合教材内容，创设真实、生动的情境，让学生在情境中运用英语；- 课堂提问：采用多种提问方式，激发学生的思考，提高学生的参与度。
5. 效果评估：经过一段时间的实践，教研组对学生的英语学习情况进行了跟踪调查，发现以下变化：- 学生的英语成绩有所提高；- 学生对英语课堂的满意度明显提升；- 学生的参与度明显提高，课堂氛围活跃。
三、案例分析本案例通过分析课堂互动策略，探讨了如何提升学生的参与度。
初中英语教学案例模板（精选10篇）
初中英语教学案例模板范文初中英语教学案例模板范文初中英语教学案例模板（精选10篇）作为一名为他人授业解惑的教育工作者，编写教案是必不可少的，教案是备课向课堂教学转化的关节点。
那要怎么写好教案呢？下面是小编精心整理的初中英语教学案例模板（精选10篇），欢迎大家分享。
初中英语教学案例模板1一、教学目标在本节课结束时，学生将能够了解教室环境中物品的名称并在口语中正确使用My name is… Nice to meet you.等句型简单介绍自己，了解他人的姓名信息，进一步了解新同学；学生将能够了解单元任务的具体要求，并完成自己和小组内成员的姓名部分。
知识与能力：1. 学生将能够准确读出教室日常用品的名称并根据图片提示正确拼写。
2. 学生将能够在口语中使用Good morning，hello, hi，nice to meet you 向他人打招呼，正确使用句型My name is Gina. What’s your name? 简单介绍自己的姓名并询问同学的姓名.3. 学生将能够初步了解形容词性物主代词my your, his, her的用法。
4. 学生将能够制作班级同学中英文名字记录表中的一部分。
过程与方法：采用自主学习、小组合作探究学习策略，利用教学图片、幻灯片等来展开课堂教学、 Pair work 问答式的口语交际活动，进行“打招呼和简单自我介绍” 的课堂教学和练习。
本单元的教学法建议：词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取pair work 问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和对话选择的方式。
情感态度与价值观：通过学生之间的互相认识，培养学生广交朋友及友好相处的品质。
二、教学重难点教学重点：1. 能够介绍自己的姓名：My name is …I’m…2. 能够简单问候初识的朋友：Hello!/Hi! Good morning! Nice to meet you!3. 能够正确使用形容词性物主代词my your, his, her三、教学策略词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取pair work 问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和role-play的方式；四、教学过程略初中英语教学案例模板21、写课题（Topic）和课型（LessonType）课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。
初中英语教学案例分析100例
初中英语教学案例分析100例第一例：教学目标的设置案例描述：在一堂初中英语课上，老师要求学生掌握并运用动词的过去式形式。
老师使用了多种教学方法，并设计了丰富的练习和活动。
然而，学生们在课堂上仍然存在理解和应用不够准确的问题，表现出较大的困惑。
在分析原因后，老师发现可能出现了目标设置不合理的问题。
分析： 1. 目标过于宽泛：老师没有明确指出需要学生掌握哪些动词的过去式形式，导致学生对学习的范围模糊，不知道应该重点掌握哪些内容。
2. 目标过于笼统：老师只强调学生要掌握过去式形式，但没有具体阐述应用情境，导致学生不知道动词的过去式该在何种语境下使用，缺乏实际应用经验。
3. 目标未贴近学生的实际需求：老师并未引导学生思考为什么要学习动词的过去式，以及学习过程中可能遇到的问题和困惑。
这导致学生缺乏主动性和对学习的兴趣。
解决方案： 1. 目标明确：要求学生掌握十个常用动词的过去式形式。
2. 目标具体：引导学生应用过去式形式进行对话练习，提高用动词的过去式进行语言表达的准确性。
3. 目标关联实际：通过教材中的情境对话或真实场景进行角色扮演，让学生在实际交流中学习和运用动词的过去式。
4. 目标贴近学生需求：通过小组合作学习，鼓励学生彼此讨论和解答问题，激发学生学习的主动性和兴趣。
效果评估： 1. 运用命题方式的练习，通过考试、评分等方式评估学生对动词过去式的掌握程度。
2. 通过课堂观察和学生反馈，了解学生在学习过程中的困惑和进步。
第二例：教学方法的转变案例描述：一名初中英语老师发现学生对于课堂教学内容的兴趣不高，学习效果并不明显。
通过观察和反思后，老师意识到自己教学方法单一，缺乏创新，需要进行改进。
分析： 1. 老师主要采用传统的讲授、背诵和习题训练的教学方式，缺乏互动性和趣味性，不能激发学生的学习兴趣。
2. 学生在课堂上没有多次机会进行口语表达和互动，导致口语能力得不到有效提升。
3. 学生缺乏参与感，被动接受知识，没有充分发挥自主学习和合作学习的优势。
初中英语教学案例分析5篇
初中英语教学案例分析5篇第一篇：初中英语教学案例分析初中英语教学案例分析 What's this in English?[案例背景]这个单元主要教学一些物品的名称，如：学习用品，服装，水果，家具等等。
要求学生能用下列句型进行交流。
A: What’s this in English? B: It’s a pen.A: Spell it, please.B: P_E_N, pen.本单元安排在26个字母之后，因此，字母的认读，单词的拼写，以及单词的读音也是本课的重点之一。
在课堂设计的过程中，考虑到这节课的具体情况：单词较少，绝大多数学生都已在小学学过，但是，由于我所教班级学生的英语水平比较薄弱，虽然他们在小学已经学过这部分内容，加上小学英语的要求和初中英语要求的不同，他们对知识点的掌握程度还达不到初中水平。
鉴于以上种种原因，我尝试着用让学生自己教会自己的方法来完成这节课的教学。
整节课，我设计了绘画比赛，问答学习，调查统计等几个环节，一环紧扣一环，让学生在潜移默化中自然而然地学到了新知识。
实践证明，我这样的安排不仅调动了已会的同学，让他们尝到了为人师的成就感和自豪感；与此同时，还让那些不会的同学有了更多更细心的学习机会，排除了师生之间的隔阂，让他们从自己的同龄人中学习，他们感到自然，易于接受。
这不失为本课的一大闪光点。
[案例描述]1.Objectives：a.Introduce some things in English and spell the new words to revise the letters.b.Most of the students would be able to use the article : a and an.c.New words: what, is, this, in, English, spell, it , please, a, an, jacket, pen, ruler, map, key, quilt, it's Method instruction:a..Cooperation learning : competition-----draw fourpictures(each team a picture about school things, fruit , clothes and furniture(five minutes)b.show them in class.Then the teacher asked : What's this in English? Who knows? Please hands up!Then let the students who have learnt the new words teach the others.c.Let the whole class repeat the new words several times..Pay attention to the article: a and and.Cooperation leaning: Make a survey;learn the English of the other things they draw and write down the English names beside the things they drew.Agree them to ask the students in other groups if all the students in their group don't know the words.e.Show the words they write on the blackboard by 实物投影。
初中英语教学案例分析范文
初中英语教学案例分析范文一、案例背景。
在初中英语教学中，我曾经遇到这样一个班级。
这个班级的学生英语水平参差不齐，有些学生基础较好，对英语学习充满热情，而有些学生则觉得英语学习困难重重，甚至产生了厌学情绪。
当时我们正在学习一般现在时这个语法点，这是初中英语语法中的一个重点内容。
二、教学过程。
1. 导入。
我首先以一个有趣的短视频开始了这堂课。
视频里是一个外国小孩一天的生活，从早上起床（get up）、吃早餐（have breakfast）到上学（go to school）等日常活动。
我在播放视频之前，问学生们：“Do you want to know how a foreign kid spends his day?”学生们都很感兴趣，纷纷点头。
这个导入环节成功吸引了学生的注意力，就连那些平时对英语不太感兴趣的学生也被视频内容所吸引。
2. 知识讲解。
视频播放完后，我开始讲解一般现在时的概念。
我并没有直接给出枯燥的定义，而是从视频中的句子入手，比如“He gets up at seven every day.”“He has breakfast at home.”我问学生：“你们看这些动作是每天都发生的，那我们怎么来描述这种每天都做的事情呢？这就是我们今天要学的一般现在时啦。
”然后我简单地解释了一般现在时中动词的变化规则，像第三人称单数要加 -s或者 -es等。
我在讲解的时候，会时不时地举一些有趣的例子，比如说：“My cat loves sleeping all day. Look at that little lazy thing.”学生们听了都哈哈大笑，同时也更好地理解了这个语法点。
3. 练习环节。
我设计了三种练习方式。
首先是口头练习，我在黑板上写了一些主语和动词短语，让学生们站起来用一般现在时说出完整的句子。
这个环节比较简单，大部分学生都能积极参与。
但是我发现有几个基础较差的学生有些犹豫，不敢开口。
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初中英语教学案例分析思考的问题：1．如何创造有利于学生学习的心理状态，形成积极的学习态度？案例片段描述：曾经听过两节课，期间两位老师都谈到一个话题“肥胖”。
片段一，教师在讲到stop sb. from doing sth.这个短语时，让学生来造句，有一位学生站起来，与老师发生了这样一段对话：Student: My mother often stops me from eating meat.Teacher: Why?Student: Because my mother says I’m t oo fat.全班同学哄堂大笑，这位学生很难为情，但老师下面的一句话马上将气氛缓和了过来。
Teacher: But I don’t think you are too fat. You are strong.片段二，教师组织学生表演自己创作的“看病”对话，想找一位较胖的学生来担任“患者”，有一位长得胖呼呼的学生自告奋勇站起来，于是发生这样一段对话：Teacher: Ok! Who will act the sick people? Any volunteers?Student: I will. Teacher: Good! I think you are fat. You are the right person!当时全班同学哄堂大笑，这位学生一脸的尴尬，一个劲地挠头。
教学反思：两位老师在处理一个相同的话题时运用了两种截然不同的方法，毋庸置疑，前者的处理有利于学生的学习，而后者的处理则会对心理比较脆弱的学生产生负面的影响。
语言教学在很大程度上依赖于学生与教师之间的团结、合作、相互支持的人际关系，而这种关系时刻都受到彼此情感的影响，恰当、合理地使用语言，有助于沟通情感，增进友谊和相互尊重，改善这种人际关系,同时还可以创建一种和谐的语言活动氛围，努力产生浸润性的效果，让学生愉快地沉浸在英语的氛围中。
在课上，教师要善于调控学生的情感态度，建立融洽、民主、团结、相互尊重的氛围，创造有利于学习的心理状态，形成积极的学习态度，让学生学得主动，学得愉快。
案例片段（二）思考的问题：1．如何将科学性和思想性统一的教学原则贯穿于课堂教学之中, 拓展英语学科的育人价值？案例片段描述：我在授课时设计了以下三个片段：片段一，为了引出“birthday”这一话题，我与学生进行了以下对话：Teacher: Excuse me. When is your birthday?Student A: On February the eleventhTeacher: Do you know your father’s / mother’s birthday?Student A:片段二，在谈到切蛋糕庆祝生日时，我这样问道：Teacher: Now Ann will cut her birthday cake into pieces. Who do you think should get the first cake?同学们七嘴八舌地说开了，有的说Ann, 有的说Ann’s father,有的说Ann’s mother……。
片段三，在最后布置回家作业时，我布置了这样一个开放性任务，让学生回家以后，调查家里人的生日： Members Birthday Father Mother Grandfather Grandmother Sister/brother教学反思：关于父母的生日，大多数学生都不知道，关于把第一块生日蛋糕分给谁，多数学生没有思考过这一问题，以及教师有意布置调查身边亲人生日的作业，都是为了通过有效的引导，对学生进行尊敬长辈，关心长辈的教育，教育学生心中要有他人，学会关心他人，营造一种快乐的爱的氛围，把课堂和现实生活紧密联系起来，创设一种宽松的语言环境，调动学生学习英语的积极性，将科学性和思想性统一的教学原则贯穿于课堂教学之中, 拓展英语学科的育人价值。
案例片段（三）思考的问题：1.如何保护学生“开口说英语”的积极性？案例片段描述：在一次公开课上，学的是Junior English For China Book Ⅱ Lesson 51时，当老师要让学生根据书上的图画，猜测Ann的朋友在送礼物时会对Ann说什么话，同学们七嘴八舌地说开了：Student A: Ann! Here is my birthday present. I hope you like it.Student B: Ann! Here is my birthday present. I hope you will be happy and healthy.Student C: Ann! Here is my birthday present. Happy birthday to you! Student D:…这时男生E突然举手，站起来说：I think Ann’s friend LiLei will say,“Ann! You are beautiful. I love you! Here’s my present. I hope you like it.”当时所有听课的老师和同学都笑了，上课的老师先是一惊，然后马上微笑着给了学生一块橡皮，并且说：Teacher: I think you are a clever boy. You speak good English. Here’s my present for your answer. I hope you will like it.Student E: Thank you! I like it.教学反思：教学中有时总会碰到一些意外，如何巧妙地处理，直接关系到师生间的良好互动和教与学的有效结合。
这位老师巧妙地避开了男生E突然闯入的话题，同时男生E对老师的赞扬和礼物作出了正确的回答。
只要我们留心各个教学环节，保护学生开口说英语的积极性，保护学生上课时愉悦的心情，学生们才能最大限度地发挥潜能，不受限制地发挥想象力，才会有创造语言的欲望，我们的教学才会有一石数鸟的意外收获。
初中英语教学案例分析What's this in English?[案例背景]这个单元主要教学一些物品的名称，如：学习用品，服装，水果，家具等等。
要求学生能用下列句型进行交流。
A: What’s this in English?B: It’s a pen.A: Spell it, please.B: P—E—N, pen.本单元安排在26个字母之后，因此，字母的认读，单词的拼写，以及单词的读音也是本课的重点之一。
在课堂设计的过程中，考虑到这节课的具体情况：单词较少，绝大多数学生都已在小学学过，但是，由于我所教班级学生的英语水平比较薄弱，虽然他们在小学已经学过这部分内容，加上小学英语的要求和初中英语要求的不同，他们对知识点的掌握程度还达不到初中水平。
鉴于以上种种原因，我尝试着用让学生自己教会自己的方法来完成这节课的教学。
整节课，我设计了绘画比赛，问答学习，调查统计等几个环节，一环紧扣一环，让学生在潜移默化中自然而然地学到了新知识。
实践证明，我这样的安排不仅调动了已会的同学，让他们尝到了为人师的成就感和自豪感；与此同时，还让那些不会的同学有了更多更细心的学习机会，排除了师生之间的隔阂，让他们从自己的同龄人中学习，他们感到自然，易于接受。
这不失为本课的一大闪光点。
[案例描述]1.Objectives：a. Introduce some things in English and spell the new words to revise the letters.b. Most of the students would be able to use the article :a and an.c. New words: what, is, this, in, English, spell, it ,please, a, an, jacket,pen, ruler, map, key, quilt, it'sMethod instruction:a.. Cooperation learning : competition----- draw four pictures(each team a picture about school things, fruit ,clothes and furniture (five minutes)b. show them in class. Then the teacher asked : What's this in English? Who knows? Please hands up! Then let the students who have learnt the new words teach the others .c. Let the whole class repeat the new words several times.. Pay attention to the article: a and and. Cooperation leaning: Make a survey; learn the English of the other thin gs they draw and write down the English names beside the things they drew.Agree them to ask the students in other groups if all the students in their gro up don't know the words.e. Show the words they write on the blackboard by 实物投影。
Then lead them to make phrases like below:an apple , an orange, an egg......a pen, a ruler, a map, a quilt,...2. Focuses:i. the use of a, an.ii. the spelling and the sound of the new words.3. Difficulties:the use of a, an4.Teaching aids:computer, paper, color pencils5. Learning & teaching procedure:StepsStudents’ activitiesTeacher’s activitiesMethodology1 Draw pictures about school things, fruit, clothes, andfurnitureDivide thewhole class into four teams. Give them 5 minutes to drawpictures together. Each team draw a picture , one aboutschool things, one about fruit, one about furniture,one about clothesCooperation learning : competition-----2 Ask and answer:A: What’s this in English?B: It’s a pen.A: Spell it, please.B: P-E-N, pen.1.Teach the students the way to ask andanswer by asking like left.2. Write down the new wordsAsk and answer3 Repeat the new words. Pay attention to the sound.Teachthe new wordsRepeat4 Make a survey to learn the English names of the otherthings they draw and write down the words beside thethings they draw.Ask several students to write down thewords which others speak out on theblackboardCooperation learningMake a survey5 Make phrases like below:A pen, an apple.Write down a or an in front of theWords on the blackboard Make phrases6 Homework:Write down some phrases with a, an. The more, the best.上课前，我准备了四张图画纸。