优秀英语课堂教学案例，求 PEP小学英语教学设计教学案例越多越好小的在此谢过了

来源：整理时间：2023-05-12 13:49:35 编辑：挖葱教案手机版

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1，求 PEP小学英语教学设计教学案例越多越好小的在此谢过了
2，英语教学案例范文
3，英语教学案例分析的基本资料
4，小学英语语音教学教案
5，新概念英语第一册19课Tried and thirsty的优秀教案急需
6，英语教学案例分析的介绍
7，寻一份译林牛津版英语的教学案例
8，哪里有英语教学经典案例

1，求 PEP小学英语教学设计教学案例越多越好小的在此谢过了

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求 PEP小学英语教学设计教学案例越多越好小的在此谢过了

2，英语教学案例范文

　　一个优秀的教学案例，可能会改变我们的英语教学生涯。下面是我给大家整理的英语教学案例范文，供大家参阅! 　　英语教学案例前言　　Hello, everyone. Today Im very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken fromLesson 63 of Unit 16 in SEFC(2). It is made up of four parts. 　　英语教学案例Part 1 　　【My understanding of this lesson 　　The analysis of the teaching material: 　　This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. 　　Teaching aims: 　　1. Knowledge aim: Understand the main idea of the text. 　　2. Ability aim: Retell the text in their own words. 　　3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. 　　Key points / Teaching important points: 　　How to understand the text better. 　　Teaching difficult points: 　　1. Use your own words to retell the text. 　　2. Discuss the pollution of the sea and how to save the sea. 　　Something about the Ss: 　　1. The Ss have known something about the sea and sea life through the Internet and other ways. 　　2. They are lack of vocabulary. 　　3. They dont often use English to express themselves and communicate with others. 　　4. Some Ss are not active in the class because they are afraid of making mistakes. 　　英语教学案例Part 2 　　【My teaching theories, methods and aids】　　Before dealing with this lesson, Ill do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. 　　Teaching method: 　　Double activities teaching method 　　Question-and-answer activity teaching method 　　Watch-and-listen activity 　　Free discussion method 　　Pair work or individual work method 　　Teaching aids: 　　1. a projector 　　2. a tape recorder 　　3. multimedia 　　4. the blackboard 　　英语教学案例Part 3 　　【Teaching steps / procedures】　　I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability. 　　The entire steps are: 　　Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework 　　Step 1 Greetings 　　Greet the whole class as usual. 　　Step 2. Revision 　　1. Ask students some questions to revise the last lesson(show them on the screen). 　　a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight) 　　b. What is coral? Why are corals not found in deep water? 　　c. Why is the Dead Sea called the Dead Sea? 　　2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson. 　　Step 3. Lead-in and preparation for reading 　　Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. 　　Purpose: Arouse the students interest of study. 　　Bring in new subject: Life in the oceans. 　　Step 4. Fast reading 　　Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 　　1. Why can living things live in such oceans around the Antarctica? 　　2. What does the whale feed on? 　　3. What is the difference between the sperm whale and other whales? 　　Method: Read the text individually, use question—and—answer activity. 　　Purpose: Improve the students reading ability. 　　Understand the general idea of each paragraph. 　　Step 5. Listening(book closed) 　　1. Listen to the tape then do an exercise(wb page 90, part 1) 　　2. True or false exercise.(on the screen) 　　Train the Ss listening ability and prepare for later exercises. 　　Step 6. Intensive reading 　　Read the passage carefully again and answer some detailed questions on the screen. 　　1. How much does a whale eat at a time? 　　2. Do all the whales feed on small fish? 　　3. How deep can a sperm whale dive? 　　It is also called depth reading or study reading. It means reading for detailed information. 　　Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text. 　　Step 7. Preparation for details of the text on the screen 　　1. ...its heart slows to half its normal speed. 　　slow-v. to become / make slower. 　　2. ...using sound wave 　　Present participle used as adverbial. 　　3. provide sth. for sb. 　　provide sb. with sth. 　　4. at a time: each time 　　5. grow to a length of... 　　Purpose: Train the Ss ability of understanding and using laguage. 　　Step 8. Consolidation 　　1. Find out the topic sentences. 　　2. Retell the passage according to the topic sentences. 　　Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. Whats more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. 　　Step 9. Discussion 　　Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? 　　Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! 　　I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. 　　Step 10. Homework 　　Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves. 　　Part 4. Blackboard design 　　Unit 16 Lesson 63 　　Topic Sentences: 　　1. Some living things can live in Antarctica.(what) 　　2. The whale feeds on small fish.(what) 　　3. The sperm whale feeds on squid.(difference) 　　Discussion: 　　1. The whales are in danger. Whats your opinion about it? 　　2. The sea is being polluted. What should we do? 　　In my opinion, the blackboard design can reflect the teachers ability of mastering the text and leading the students to master the text easily. 　　In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty. 　　I want to make the design inductive, instructive and artistic. 　　说课时应配合课件来说。　　

英语教学案例范文

3，英语教学案例分析的基本资料

书名:英语教学案例分析图书编号:1275551定价:13.0出版日期:2005-08-01版次:1开本:大16开

该书内容包括：高中英语新课程标准的特点、新课程理念下高中教学所面临的问题及对策、高中英语新课程教学实施建议、高中英语课程教学设计案例等。

英语教学案例分析的基本资料

4，小学英语语音教学教案

1.教学目标；2教学重点、难点；3教具；4教法、学法；5教学过程；6板书设计；7教后记，在前面也可加上教学内容，学情分析等。重点是2--6。

准备一个微笑就好！我觉得一楼的说法特别的好。准备一个微笑，让孩子知道你的爱。准备一个微笑，让别人知道你的自信。主要你想交什么课什么年龄班，

5，新概念英语第一册19课Tried and thirsty的优秀教案急需

课件>-新概念英语第一册 http://www.51kjcom.com/InfoList/Catalog74/InfoList_Time_1.html新东方新概念第一册教案和笔记 http://www.cg163.net/sorthtm/d.aspid%3D62634.htm新概念英语全套系列之第一册PDF教案 http://bbs.61.fm/t/1-188385.htm

你好！百度上有希望对你有所帮助，望采纳。

6，英语教学案例分析的介绍

作为课堂教学的重要组成部分，英语教师的课堂用语可以为学生提供良好的可理解的语言输入，可以让学生在教师的话语中不知不觉地了解英语。因此教师应用丰富的表达方式对学生评价，尽量是用一些描述性的语言体现语言的运用。如“a clever girl, wonderful！nice picture！well done！good！good idea！”这样才有利于学生充分体验语言的多样性，感觉学习的喜悦。

7，寻一份译林牛津版英语的教学案例

牛津英语教学案例分析一则本学期在上最后一课《choosing a new flat》时,因为在先前的备课中我就发现教材的编排有些疑问,因此在教学时我有的放矢得对教学内容及过程稍微作了调整.本文是讲李先生一家因二个孩子的长大急需购买一新宅.在他们选址选好新宅后,他们决定搬家.但在摆放新家具时,工人们是按照自己的想法进行安置的.这与李太太的要求有些出入.本文的教学重点是一些方位介词的用途.特别出现了"near"和"opposite to",又要复习"next to"与"near"的差别.在文章的旁边附有装饰家具的实际摆放图,但事实上这些位置是错误的,和课文内容有出入,但这些又是学生在操练时必须用的,很容易误导学生.于是在教学过程中我重新设计了以下教学思路:首先教授新的介词——然后画上房间布局的草图——画出家具的摆放位置(让学生在听录音的基础上).这样把课文的内容呈现在图画中,可以让学生进行介词的操练了,最后学生可以对照自己的图和文中的图进行操练就没有必要再看课文内容了,然后请学生用所授介词将自己的房间描述出来,这样把学过的介词与实际情况加以联系运用,最后请学生问问题并回答,这些又提高了学生的听说及理解能力,能使学生受益匪浅.通过这一课的教学我觉得作为教师可以根据学生的实际情况对现有教材进行重新调整,教学方法进行合理整合以便促进学生的学习兴趣,调整学生的学习心态使学生以更好的状态投入学习更好地理解和运用所学知识.总之牛津英语教学是以任务型学习为基础,以学生为主体,培养学生语言交际能力的新型教学模式.在几年的教学实践和教法探索中,深深体会到只有更新教学理念,在教学过程中,注重与学生的交流,开展以学生为中心的互动式教学,才能真正达到二期课改提出的要求,使学生在学习中体会成功,对英语学习产生浓厚的兴趣.以往的外语教学中总是以老师教为主,一节课中老师要讲大半节课,然后就是以学生做练习来巩固所学的知识.这样的教学比较重视知识的系统传授和笔头练习,比较忽视听,说,读,写语言能力训练和口头练习.这种教学的后果是使学生患有"英语聋哑症"或"高分低能症";另一种教学认为语言相当于一门技能,如同骑车,游泳一样,多练即成.故教学时比较强调大量单一,重复的练习和巩固,这样的后果是使学生对语言的学习产生厌恶感,最后导致失去学习的信心.而牛津英语的教学理念是以学生为主体进行学习,在老师教学过程中要注重与学生的交流,让学生去学会学习,调动和发挥学生的主体性,培养他们的语言交际能力.

好呀，q多少？

8，哪里有英语教学经典案例

营养的知识教学案例莎穆老师所教的七年级学生的案例莎穆老师所教的七年级学生在学习关于营养的知识。她和学生们复习了食品种类。她现在黑板上列出了食品金字塔上显示的六个种类，然后她说出不同的食品名称，让学生识别这种食品所属的种类。接下来，课堂上就不同的食品可能属于哪个种类进行了讨论。他们分析了不同的食品例如比萨和汉堡各属于哪种。她让学生说出他们最喜欢吃的东西并识别出它属于哪个种类。莎穆老师让每一个学生列出他们在通常情况下一天内所吃的东西。她要学生确保将每一项的数量也包括进去。然后她将印有食品金字塔的纸分发个学生。她告诉学生们这些食物适用于所有人，但对于青少年则必须做些调整，也就是说他们必须确保每天从牛奶、酸奶以及其他乳制品中摄取三种以上的食品保证能摄入足够的钙。莎穆老师出示了一张图，上面就每种食品的摄入量作了说明。她以食品金字塔和食物量为指导，让学生就他们通常情况下一天内所吃的东西和均衡的健康饮食相比较。在下星期里，莎穆老师让学生在日记中写下一周吃的所有食物，然后分析他们是否属于典型的健康饮食。在周末，学生将参加以营养为主题的课程测验。迦普达老师所教的七年级学生的案例迦普达老师所教的七年级学生正在学习关于营养的知识。在课程开始前，迦普达老师鼓励学生们对营养进行讨论，从而记录下学生们对营养的原有知识、感兴趣的想法、出现的问题和解决问题的可能途径。接着，他开始介绍如何选择食物，以及对过时的食谱做微小调整所产生的影响。他举了一个例子：一个人如何决定在午饭时喝牛奶还是软饮料？他向学生们详细解释了如何从营养角度比较各类食物并让学生选择良种食物，比较并研究它们的营养价值。他们运用数据表软件制作了营养食物的图表。他鼓励学生对于各自的图表做出说明，并将此说明记录在自己营养学习的日志里。迦普达老师定期地浏览这些营养学习日志并用观察表来对每个学生作跟踪记录。与此同时，迦普达老师还观察学生们的团队技能，观点的灵活性和准确性。他充分相信，这些记录对他在必要时所采用的一对一交谈会有所帮助。在接下来的一星期里，她给出目前学校食堂的食谱。让学生以小组的形式共同研究食谱的营养性。他们的工作向营养学家那样，决定什么应该保留，什么应该去掉，还应该包括什么，以此来保持健康的均衡饮食。在上完关于六种食物种类的介绍课程后，学生在教师的指导下阅读有关健康的书籍。进行网络搜索，和校医共同研究哪些食物组合是健康的，以此来验证他们提出的下月食谱。迦普达老师给学生提供了一份评分指南，并鼓励他们作出自我评价。有些小组将重点放在健康书籍中的食物金字塔部分或者在互联网上搜索资源。其他的有搜索碳水化合物和蛋白质的信息，还有的寻找有机食品的信息。当迦普达老师在教室巡回并观察学生时，他注意到学生们在讨论并决定学校食谱时是那样的活跃。他听到很多人通过基本营养学和资源来进行有说服力的争论以及验证他们的选择。当学生们完成研究时，已经制作好了一周的午餐并将意见和原理递交给了学校的营养师。最后进行了测验，学生们填好了自我评价和思考日志。