第一篇：2017江蘇教師資格筆試-英語教學設計題的基本結構與閱讀案例

2017江蘇教師資格筆試-英語教學設計題的基本結構與閱讀案例 教學設計題的基本結構與閱讀案例

(以新目標英語九年級第二單元Reading-He used to cause a lot of trouble.為例)隨著教資筆試時間的接近，可能有很多備考的英語考生正在備受驕傲吧，因為大多數考生都對英語筆試中的教學設計題很苦惱，所以，為了能助各位考生一臂之力，在此簡單介紹一下英語筆試中的教學設計題的基本結構，并將給出一個例子以作參考。

教學設計題是中小學教師資格考試的特色題型，同時也在教師招考中也是常考的題型。結合往年的英語筆試真題，教學設計題一般都要求設計教案的主要內容或教學活動過程的若干環節，一般不要求進行寫詳案或完成完整的課時教學方案設計。考生可以根據試題分數權重來完成教學設計的內容與任務。

教學設計題主要是考查考生是否具備教師的基本素養，因此教學設計題是對教師進行教學方案設計活動過程的模擬與簡化，這就需要遵循教學設計的一般規律，其基本結構是：情境+教學設計要求與任務。情境主要包括教學具體內容、課程標準內容及相關要求、學生情況、教學時間、教學資源環境等。其中，教學內容一般選自中小學本學科教材，適合進行教學設計，與考生報考的任教課程一致。教學設計要求與任務屬于試題設問，是考生應按照規定具體完成的內容。這些內容不同于問答題、簡答題、論述題或案例分析題的回答，而是屬于教學設計的范疇，是考生進行教學設計所完成的任務。由于教學設計題的綜合性，這就要求考生通過分析、歸納、推理、預測、反思等，充分理解試題背景、內容與要求，撰寫教學方案。

例如，2015年上半年中小學教師資格考試高中“英語學科知識與教學能力”科目教學設計題，試題情境是：

給出語言素材：

Interviewer: Scott has an interesting job.He works at a radio station.Scott, what time is your radio show? Scott: From 12 o’clock at night to 6 o’clock in the morning.江蘇中公教師考試網

Interviewer: What time do you usually get up? Scott: At 8:30 o’clock at night.Then I eat breakfast at nine.Interviewer: What a funny time for breakfast!Scott: yeah.After that, I usually exercise at about 10:20.Interviewer: When do you go to work? Scott: At 11:00 o’clock, so I’m never late for work.教學時間： 45 分鐘

學生概況：某城鎮普通中學七年級(初中一年級)學生，班級人數 40 人，多數學生已經達到《義務教育英語課程標準(2011 年版)》二級水平，學生課堂參與度與積極性一般。

教學設計要求與任務是：根據語言素材設計一節英語閱讀課教學方案，用英文作答。該方案沒有固定格式，但須包含下列要點：

teaching objectives teaching contents key and difficult points major steps and time allocation activities and justification 該教學設計題涉及課標、教材、教學目標、師生活動、教學過程、評價與反思等多方面綜合內容與任務，考生設計的教學方案，應涵蓋試題所要求的關鍵信息和要點。

通過該題，我們會發現對教學設計題的解答，不是問答式的，而是要求根據具體的試題情境與任務要求，設計有針對性、可行的教學實施方案。同時，還要結合新課改的理念，即以學生為主體的教學模式。

下面，將以“新目標英語九年級第二單元Reading-He used to cause a lot of trouble.”為例。

Class Type: Reading Class Teaching Topic: He used to cause a lot of trouble.Teaching Contents:

江蘇中公教師考試網

This passage is a story about a boy who used to cause a lot of trouble became a good boy after he understood his mother’s love.This text is a topic about “used to”, students will master reading skills.It plays an important part for further study.Teaching Objectives: Knowledge objectives: 1.In the reading class, students can learn some new words and important structure of “used to”.2.Students can understand the writer’s feelings about his mother’s love.Ability objectives: 1.Students can retell the story and know how to describe their own experience.2.Students can grasp the reading skills by skimming and scanning the text and be familiar with talking about the past tense.Emotional objectives: 1.Students can understand their parents and appreciate and love them, meanwhile, they can take care of others around them.2.Students can foster the confidence and enthusiasm of learning English.Key and Difficult Points: Key point: Students can understand the whole passage and retell it and know how to describe their experience.Difficult point: How to get the skills of reading and foster students’ enthusiasm of learning.江蘇中公教師考試網

第二篇：2016江蘇教師資格面試英語教學設計

2016江蘇教師資格面試英語教學設計《Unit10 where did you go on vacation》

英語教學設計《Unit10 where did you go on vacation》 I Teaching Aims: Knowledge aims: Students will learn some basic knowledge about the past tense and some words phrases about the place.Ability aims: 1.Students can develop their.talking ability through paire work.2.The ability of creating some simple sentences about their real life can be trained.Emotional aim: 1.Students can form the spirit about cooperation through group work.2.Students can solve some real problem in the real life about the site.II Teaching Key &Difficult Points: The basic knowledge about the past tense and some words phrases about the place.III Teaching Methods: Brainstorming, Group discussion, task-based teaching method, communicative teaching method.IV Teaching Aids: A map of the city.V Teaching Procedures: Step 1: Warming up(3mins)Greeting with the sentences: “do you like vacations?” And give the question about: “what did you go on vacations?” Then write the title on the blackboard Step 2: Pre-listening(15mins): Free-talk Show out the map and ask the students where did they go on vacation? Then do a group work, show out the key sentences about the passage.Point out the differences between the simple present tense and the simple past tense.Step 3: While-listening(15mins): Listen to the tap and finish the practice in the book.Step 4: Post-listening(10mins): Write out the key words and the important sentences on the blackboard, and lead the students to do a group work to role-play the conversation according to the hint on the board.江蘇中公教師考試網

Step 5: Summary & Homework(5mins)Summary: Some students would be invited to sum up the words and the sentences they have learnt today.Homework: 1.Draw a picture about the places they like most, and make a dialogue with their deskmate.VII Blackboard design:

VIII Teaching Reflection: 以上就是英語教學設計《Unit10 where did you go on vacation》，希望能對考生有所幫助!

江蘇中公教師考試網

第三篇：英語教學設計與案例分析

1.本課程主要包括課程的導入、語言知識（語音、詞匯、語法）、語言技能（聽、說、讀、寫）、課堂管理和教學反思等方面的內容，共分為十個教學專題。每個專題都將引導學生對英語課堂教學的各層面與環節進行系統的探討與學習，通過理論學習與案例分析相結合的方法，使學生學會根據具體的教學目標、教學內容與教學對象，在相關理論的指導下進行科學合理的單元整體設計和分課設計，有效組織課堂教學，靈活應對和處理課堂教學中的問題。

2.【教學目標】

1.了解導入環節對一節課的成功與失敗起著重要的作用，掌握各種教學導入的方式和方法。

2.了解語音教學貫穿整個中學的英語學習階段，包括發語音、語調、重音等多個方面的內容。掌握語音教學的技能和方法。

3.了解詞匯教學的具體內容和呈現方式，學會使用最恰當方法進行詞匯的講解和教學活動的設計。

4.了解語法教學的基本教學模式，學會使用歸納法進行語法教學的講解和教學活動的設計。

5.了解并掌握聽力教學的三個教學階段和聽力理解的學習策略，并能針對三個不同階段的教學任務設計恰當的教學活動。

6.了解口語教學的策略與方法，能夠掌握口語教學活動設計的方法。

7.了解閱讀教學的模式與訓練學生閱讀策略的方法，能夠根據不同的文章體裁進行不同閱讀教學活動的設計。

8.了解寫作教學不同教學模式，掌握過程寫作具體教學活動的設計方法。9.了解課堂教學管理的基本原理，學會使用恰當的方式進行課堂管理。10.了解并掌握教學反思的各種方式與方法，學會對自已的教學進行系統的反思

Teaching pronunciation: 2.6 Teaching Steps of a Single Sound Generally speaking, there are seven steps in teaching pronunciation, which can be arranged in the following order.(1)Say the sound alone.(2)Get the students to repeat the sound in chorus.(3)Get individual students to repeat the sound.(4)Explain how to make the sound.(5)Say the sound in a word.(6)Contrast it with other sounds.(7)Say the sound in meaningful context.2.7 Types of Pronunciation Practice Activities

2.7.1 Consonants and Vowels In the teaching of consonants and vowels, it is important to introduce characteristic aspects of their articulation(e.g.voiced vs.voiceless, stops vs.fricatives, aspiration, etc.).The realization of these articulatory features can be practiced through a variety of communicative activities such as those presented below.1.Information-gap activities

One of the easiest techniques for practising consonants and consonant contrasts in a communicative way is to use “information-gap” activities.For example, if students are confusing /b/ and /v/, the following activity can be used.Choose a topic such as food and have students brainstorm and think of as many food words as possible which contain the /b/ and /v/ sounds.It is best for the students to work in groups so that they have more opportunity to generate these words in a communicative fashion.If students are beginners, clues or pictures can be provided to help them with the generation of words.Students might come up with 'berry', 'veal', 'liver', 'brown bread', 'vegetables', 'vitamins', 'vanilla', 'beans', 'bacon', etc.Students may also be asked to generate examples of names containing these two sounds.In this case, students might come up with Bill, Bob, Vickie, Barbara, Steve, and Virginia.It may be necessary to provide students, especially beginners, with some of these names.3 When enough words have been generated, the teacher can number the names and foods on slips of paper and hand out even-numbered foods and odd-numbered names to one group and odd-numbered foods and even-numbered names to the other group.Blank grids can be handed out and students can work in pairs or in groups questioning each other about 'Who bought what' at the store.Once the grids are filled out, the result of the activity can be presented to the class.In so doing, the students gain further communicative practice with these sounds.Role plays which incorporate some of the food words and names identified above can be used as a follow-up to this activity.2.Matching exercises

Another way of practicing a sound contrast such as /b/ and /v/ involves the use of matching exercises.Divide the class into two groups.Group A has a written description of several people.Group B has a picture containing all of the people for which there are descriptions.The object of this activity is to match the written descriptions with the appropriate people.Some sample descriptions might be: Becky has big boots.Vicky has a velvet vest.Barbara is carrying a big bag.Virginia is wearing gloves.Bill has a shiny belt-buckle.In attempting to match the descriptor with the appropriate person, the students gain practice producing the relevant sounds.A variation on this activity has these descriptors generated by the students themselves.Creating such descriptors, especially in groups, provides additional communicative practice of these consonant and vowel sounds.3.Chain stories

Each student receives a phrase containing the sound contrasts being practiced.The first student must embed that phrase in a short story(or string of related sentences)of no longer than four sentences.The task of the other students is to guess the embedded phrase based on the correct pronunciation of the relevant sound or sound contrasts.The next student continues the story using the phrase that he or she received.Sample phrases might include: big beautiful baby oven gloves very bad brakes broken bracelet lovely building seventy vehicles 4 Teaching grammar 3.2 The Aspects of English Grammar

(1)inflection

e.g.plural of nouns, tenses of verbs…(2)structure or function words e.g.articles: the, a/an prepositions: of , to, by, for, …(3)word order

e.g.a lexical item: chocolate mild, milk chocolate functional item: He is … Is he… Where is he? I know where he is…

(4)derivation or word formation e.g.They put on a drama.The dramatic changes have taken place recently.They wanted to dramatize their novel.(5)concord or agreement e.g.The teacher reads a lot.The teachers read a lot.this man;these men;(6)government e.g.I gave him a book.He gave me a book.(7)stress and intonation

3.4.1簡練+容易+效能（材料讓學生感興趣）3.4.2方法適合所教學生 針對特點(1)Age(2)Language level(3)The size of class

(4)The makeup of the class, for example, monolingual or multilingual(5)The specific needs, for example, needs to pass a public examination(6)Interests(7)Usable materials and resources(8)Prior experiences and current expectations(9)The cultural factors which may affect their learning attitude, for example, their attitude toward the function and status of teachers(10)The educational background, such as the public school or the private school, and at home or abroad

演繹法（傳統）；歸納法

Deductive method應該(1)Authenticity.(2)Clear range of application.(3)Clear grammatical rules.(4)Brevity(5)Familiarity.(6)Relevant.演繹法優缺點The demerits of the deductive method

(1)It teaches grammar in an isolated way.(2)Little attention is paid to meaning.(3)Practice is often mechanical.The merits of the deductive method

(1)It could be very successful with selected and motivated students.(2)It could save time when students are confronted with a grammar rule which is complex but which has to be learned.(3)It may help increase students' confidence in those examinations which are written with accuracy as the main criterion of success.8

4.teaching vocabulary Teaching listening listening is a complex cognitive process which needs listeners not only have background knowledge of the related listening materials but also that listeners should be conscious to use some strategies to grasp the meaning of the listening material to achieve right comprehension of the text.5.2.1 逐字逐句

5.2.2 根據背景 先前知識

5.3 Micro-skills of Listening

According to the English Curriculum Standards(2003), the micro-skills of listening should including the followings:

(1)Suppress interference of accent and background noise(2)Detect key words

(3)Listen and carry out instructions(4)Identify gist and themes(5)Establish the sequence or logical relationship of events(6)Predict what people are going to talk about(7)Understand the speaker’s intention and attitude(8)Evaluate what has been heard(9)Infer the implied meaning 12

focus:1.repeating what they have heard 2.words…bottom up processing 3.require interaction of listener.;one-sided

4.not to process everything that has been said but rather to ‘scan’ the material selectively for certain information.5.to develop a top-down, global understanding of spoken language.6.the listener actively participates in discussions, debates, conversations, role-plays and other pair and group work.7.The listener has no difficulty whatever in understanding the whole message.The comprehension process is so natural and smooth that it is exactly like that of a native speaker.(1)text characteristics(variation in a listening passage/ text or associated visual support);(2)interlocutor characteristics(variation in the speaker’s personal characteristics);(3)task characteristics(variation in the purpose for listening and associated response);(4)listener characteristics(variation in the listener’s personal characteristics);

(5)process characteristics(variation in the listener’s cognitive activities and in the nature of the interaction between speaker and listener).5.7 Principles for Teaching Listening

1.Focus on process

2.Combine listening with other skills 3.Focus on comprehending meaning 4.Grade difficulty level appropriately 5.Combine intensive listening with extensive listening 5.8 Principles for Selecting and Using Listening Activities

(1)The listening activity must have a real, communicative purpose.(2)The activity must use authentic language without significantly slower or simpler speech than would normally be used in everyday life.(3)Pre-listening tasks(e.g.discussing the topic, brainstorming, presenting vocabulary, sharing of related articles)must be used to stimulate the appropriate background knowledge and help learners identify the purpose of the listening activity.(4)The listening text must offer content that is personally interesting and motivating to 15 learners.(5)To allow listeners to infer meaning from body language and related context clues, the speaker must be visible whenever possible(unless the explicit purpose is to help students understand radio programs or audiotapes)(6)The listening activity must offer many environmental clues to meaning, just as in real-life listening.(7)When possible, the whole listening text should be given, and then it should be divided into parts that can be repeated.This sequence gives listeners time to think and rethink their hypotheses about the meaning of what is said.(8)At the end, the whole text should be given again, and learners should have the opportunity to discuss their hypotheses and how they tested and altered them.(9)The listening activity must require listeners to respond in some meaningful fashion, either individually or in small groups or pairs by saying something, following a command or request, asking a question, taking notes, and so on.(10)The listening activity must be fashioned so that listeners with normal background knowledge are able to understand the topic without doing specialized research, unless the class is focused on language for special purposes.(11)The text of the listening activity must by typical for its own speech type;that is, an informal conversation must have short, redundant, rapid chunks of speech, while a lecture must be more formalized and orderly.(12)The classroom climate surrounding the listening activity must be non-threatening and positive, and simple affective strategies should be used to reduce anxiety if it is present before or during the listening activity.16 5.9 Activities in the Three Teaching Stages

5.9.1.Pre-listening(1)Looking at pictures before listening(2)Looking at a list of items/thoughts/etc before listening(3)Making lists of possibilities / ideas / suggestions / etc(4)Reading a text before listening(5)Reading through questions(to be answered while listening)(6)Labeling a picture(8)Predicting / speculating(9)Previewing the language which will be heard in the listening text(10)Informal teacher talk and class discussion 17

第四篇：初中英語教學設計與案例分析

初中英語教學設計與案例分析

上傳: 朱秀萍

更新時間：2012-5-19 16:26:20

擴充學生的詞匯和習語；擴充和鞏固學生的語法項目；發展一般性的閱讀技能；掌握推導性的閱讀技能；掌握批判性的閱讀技能；通過各種技能獲取有用的信息

我對英語閱讀課有了自己的一點淺陋的想法。新課程標準對閱讀教學的目的主要包括以下幾個方面：擴充學生的詞匯和習語；擴充和鞏固學生的語法項目；發展一般性的閱讀技能；掌握推導性的閱讀技能；掌握批判性的閱讀技能；通過各種技能獲取有用的信息。閱讀可以訓練思維能力、理解能力、概括能力與判斷能力。以學生實踐為基礎來引導學生多看、多讀、多練。通過一系列閱讀培養學生閱讀的技能，提高其運用語言的能力。要用各種方法教會學生“怎樣學”，使學生具備學習和運用英詞的能力。英語閱讀教學在新課標下顯得尤其重要。上好英語閱讀課，首先要有好的閱讀教學設計，好的英語閱讀教學設計是提高教學質量和效率的保證。下面，我就牛津初中英語8b 第四單元閱讀課談談自己的一堂閱讀課的教學設計。

一、對教材的理解

1．教材的地位和作用

這是第四單元的第二課時閱讀課，圍繞慈善演出展開話題。閱讀是一個單元語言輸入較為集中的環節，閱讀中的教學活動主要圍繞閱讀材料本身的內容展開活動。閱讀后的活動旨在讓學生通過提問、討論和語言難點的學習等形式進一步加深對文章的理解。同時，通過本課閱讀的學習，教育學生做一個有愛心的人。本單元又是8b 第二模塊“權利和責任”(rights and responsibilities)的第一個單元，是后三個單元的基礎。

2．教學目標

知識目標：掌握一些新的單詞success, event, charity, fans等；了解一些詞組及句型的用法。

能力目標：培養學生的閱讀能力以及運用不同的閱讀方法解答問題；初步了解做義演主持人的一些常識。

情感目標：教育學生做有愛心的人，樹立正確的人生價值觀。

3．重、難點分析

學生如何用自己的話討論自己對慈善事業的看法；如何調動學生主動參與課堂的積極性；對文章進行整體感知時，大部分學生很難用準確的語言概括。

教學設備：多媒體；話筒、吉他等一些舞臺用具；幾張大的英語卡片。

二、學情分析

學生對主持人話題比較感興趣，大部分學生在課堂上能夠積極主動的接受知識。但由于這是本單元的第二課時，又是權利和義務三個單元的第一個單元，學生的詞匯積累量還不豐富，在課堂上，部分學生不能夠運用英語來表達自己的思想。

三、教學方法

情景教學法：通過觀看與慈善相關的資料，調動學生的學習興趣, 激起學生情感上的共鳴，最大程度地調動學生參與到整個教學活動中，促進學生的語言能力及情感、意志、想象力、創造力等整體發展。

任務型教學法：讓學生帶著任務去閱讀有利于提高學生閱讀的效果。這種設計符合《英語課程標準》倡導的任務型的教學模式，使得學生在老師的指導下，通過感知、體驗、實踐等方式，實現任務的目標，感受成功。小組討論、合作法：讓學生在互動中互相啟發，發生思維的碰撞。這就要求學生從聽眾變為參與者，主動地從教師設計的活動中發現問題、找出規律，最終感受到學習的快樂。同時注意保證每個學生都有機會參與學習，培養學生與伙伴合作的意識和策略，提高人際交往能力。

四、教學過程

巧創情景，自然導入

在課前播放歌曲《愛的奉獻》，讓學生能夠融入本課的學習氛圍中。

設計任務，多種閱讀 總體設計思路：實施“四讀法”，明確各個步驟的任務，使學生在每個學習步驟后都有成功的收獲。

第一讀：跳讀：找中心問題的答案。

tell about ricky's feelings: the organizers chose himto be the host: happy, nervous.the night before the show: excited.twenty minutes before the show: nervous.給出一個問題，讓學生談論主持人在整個活動前后的感受，這個環節是讓學生初讀課文，目的是訓練快速閱讀技巧，學生以較快的速度完成閱讀，迅速找到答案，為后面的進一步學習奠定基礎。

第二讀：速讀：理解性問題：true or false questions.1.ricky started working on the show three months ago.2.it was ricky's job to talk to each other.3.ricky had a lot of things to do.4.the doors closed twenty minutes before the show.5.many people gave money to project green hope.6.ricky hopes there will be more charity shows.給出六道判斷正誤題，要求學生帶著明確的目標去閱讀、查找答案，以達到能有的放矢地分析課文、理解課文、解決問題的目的。學生首先是在書上查找信息，屬于知識輸入階段，然后看著問題找出答案、回答問題，是知識輸出的過程，在這里真正做到把知識轉換為能力。

第三讀：細讀：細節題。

1.complete the conversation between kitty and sandy.kitty: my cousin was the ______ of a charity show last week.they wanted to ______ money for project green hope.sandy: what did he have to do? kitty: he hadmany ______, but his main ______ was to introduce the pop stars.sandy: where did they have the charity show? kitty: at a big ______.sandy: was the show a ______? kitty: yes.many people ______ money.they had a lot of support fromlocal businesses too.ricky said he felt very happy because the organizers chose him to be the host.he met many pop stars as well.通過對這些問題的回答，可以讓學生全面理解課文的內容。能否回答這些問題，可檢測出學生對課文的理解程度。要求學生兩人一組校對答案，培養學生獨立解決問題的能力。

2.play a game.從課文中提取六句話，讓學生按課文的先后順序排列。將學生分成四組，進行分組討論，然后進行小組間的競賽，看哪個組答得最快。在教學中引入競爭機制不失為激發學生主體參與意識、保持高度的注意力，從而激發學生興趣的一種事半功倍的好方法。

第四讀：精讀：完成表格或圖表。

設計上面的表格，組織學生進行小組合作閱讀，四人合作完成表格。這種設計是建立在跳讀、速讀、細讀的基礎上，檢查學生對文章的學習效果，同時培養學生的合作能力。

合作交流，鞏固提高

在該階段，要求學生把所學知識通過語言實踐轉化為學習的技巧和技能，從而提高語言的運用能力，爭取能說會寫。讓學生兩人一組進行討論。想像你是一名慈善演出的主持人，談你的主持活動的過程和感受。討論后，安排一名學生以記者的身份進行采訪，鍛煉學生的語言表達能力和聽力水平。通過這一活動，可以將課本的知識轉化為實際運用語言的能力。

積極討論，升華心靈 《英語課程標準》要求關注學生的道德生活和人格養成。課堂不僅是學科知識傳遞的殿堂，更是人性養育的圣殿。關注和引導學生在教學活動中的各種道德表現和道德發展，從而使教學過程成為學生一種高尚的道德生活和豐富的人生體驗。這樣，學科知識增長的過程同時也就成為人格的健全與發展過程。因此，我設計了這樣的教學步驟，讓學生觀看2005 感動中國十大人物之一的叢飛的故事介紹。看完后讓四人小組學生討論：“what do youthink of cong fei?”“what do you want to do to help others in need?”讓幾位學生談自己的感受。這一教學設計可以教育學生做有愛心的人，樹立正確的人生價值觀，從而達到德育教學的目標。

布置作業，拓展延伸

要求學生進行社會調查，找出學生身邊的需要幫助的人，走進他們的生活中，然后寫一篇作文：how to help others。這種教學設計將課堂延伸到課外，有利于學生鞏固、拓展本課的知識，同時，采用課外活動途徑，倡導體驗參與，實施了新課程標準。

在本節課中，我將自己僅作為知識傳授這一核心角色中解放出來，成為學生能力的培養者，學習的激發者、輔導者、各種能力和積極個性的培養者，把教學的重心放在如何促進學生“學”上。我在設計中利用任務型教學，充分發揮的學生的主動性，培養學生合作、競爭意識，符合《英語課程標準》，是有效閱讀課堂的嘗試。

第五篇：初中英語教學設計案例與反思（范文）

初中英語教學案例與反思

好的教法是開展好教學活動的基本保證，在教學活動中善于總結，善于應用，才能不斷的推進教學活動的開展。教師要明確教學任務，熟悉教學內容，能夠做到承上啟下，準確授課。不僅備教材，還要備學生，為準確制定目標奠定基礎。該“會運用”，就要能當堂運用，不能人為地降低或提高要求。讓學生在上課時就明確學習目標，使其學習有方向，激發其學習動機，調動其學習積極性，從而促進學生在以后各個環節里主動地圍繞目標探索、追求。

案例片段

（一）思考的問題：在單詞教學中如何變單一為多樣,變死板為生動? 我在教授單詞的過程中十分注重單詞的使用語境, 如在教授cook和cooker這兩個單詞的時候,我分別出示了幾張圖片(一些櫥具和兩位櫥師）,讓學生通過對圖片的直觀感知,從第一印象開始就對他們有一個清晰而明確的認識, 從而避免了對這兩個詞匯的混淆.然后再通過“He is a good cook, he has a lot of cookers.”這樣的例句加深學生對他們的理解和運用．

教學反思：仁愛版的教材詞匯量大,單詞長,生僻詞較多,自然也就增加了教學的難度，但我們又必須讓學生掌握，否則難以適應新教材的要求。那么我們該采取什么方式來教學單詞呢？美國學者埃克斯雷指出：＂能夠引起學生學習興趣的方法就是最好的方法．＂實踐證明，拼圖法，數字游戲，單詞接龍游戲，小歌訣，順口溜等傳統教學方法并不過時，教師再輔以現代化的教學手段，借助圖片，幻燈片，動漫等手段，真正達到重情景，重趣味，重運用，使單詞具有語言的意義，使其在特定的語境中被引出，這樣既便于學生理解，印象也深刻，從而達到學以致用的效果。在英語教學中適時地加入這些美味的＂作料＂，無疑是一種優化組合的創新，它不但能極大的激發學生的學習興趣，更能提高學生的學習積極性．

案例片段

（二）思考的問題：如何把英語對話教學引入到生活中，達到學以致用？中國學生的英語學習現狀是往往學習了幾年，甚至是十幾年的英語，還不能開口說英語，而只能紙上談兵．我在教學中十分注重學生對對話的理解和運用，但在實際的操作中效果并不理想．如我在教授“A:Are you free this Sunday ? B: No, I'm afraid I have no time.A: How about tomorrow? B: OK, I have time then.What's up? A: Let's go to the zoo.B: Sounds great.A: What animals do you like best? B: I like lions.They are strong.A: How about you ? B: I like pandas , they are cute.” 這個對話，在第二天提問時，學生的背誦情況很好，但當我要求他們重新組織一個對話時，效果不盡人意．要么兩人一組的搭配不合適，按照固定的座位進行操練，有的搭配過于懸殊，開展不了對話；要么只會運用近期的知識點，稍微久遠的就遺忘．

教學反思：針對以上所出現的現象，我認為創設情景，營造英語氛圍，充分發揮學生學習的主動性是至關重要的．從單詞教學到對話獨立運用，整個過程處處注意創設情景，營造輕松愉快的課堂氛圍；充分發揮道具和肢體動作，進入角色對話．在操練過程中，充分注意到對不同層次的學生提出不同的要求，因材施教。改變按照固定座位進行操練的傳統做法，讓學生自由搭配，這樣就滿足了不同層次學生的需要．對于基礎較差的學生，讓好學生做示范，反復操練，這樣就避免了會出現好學生越好，差學生越差的現象．＂每節課堂五分鐘，英語口語帶回家＂，短短的五分鐘，不但讓學生張開了嘴，還讓他們爭先恐后的去嘗試，去演練，去表演，極大地幫助他們樹立了學好英語的信心，創設機會讓他們去體驗成功的快樂．＂沒有什么東西比成功更能增加滿足的感覺，也沒有什么東西比成功更能鼓起進一步追求成功的努力．＂

英語課程是一門思想性很強的學科,英語能直接反映人們的思想感情和傳播科學文化知識，并體現出中西方文化的差異.因此,英語教學要充分發揮起思想情感的教育作用,挖掘教材內在的思想教育因素,使學生在思想上、價值觀上受到很好的教育和熏陶.充分調動和發揮學生的主體作用,讓學生樂于開口,勇于實踐,讓每個層次的學生都有所收獲,以達到實施素質教育的目的.