英语教学设计与案例分析_优秀英语教学设计案例

英语教学设计与案例分析由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“优秀英语教学设计案例”。

1.本课程主要包括课程的导入、语言知识（语音、词汇、语法）、语言技能（听、说、读、写）、课堂管理和教学反思等方面的内容，共分为十个教学专题。每个专题都将引导学生对英语课堂教学的各层面与环节进行系统的探讨与学习，通过理论学习与案例分析相结合的方法，使学生学会根据具体的教学目标、教学内容与教学对象，在相关理论的指导下进行科学合理的单元整体设计和分课设计，有效组织课堂教学，灵活应对和处理课堂教学中的问题。

2.【教学目标】

1.了解导入环节对一节课的成功与失败起着重要的作用，掌握各种教学导入的方式和方法。

2.了解语音教学贯穿整个中学的英语学习阶段，包括发语音、语调、重音等多个方面的内容。掌握语音教学的技能和方法。

3.了解词汇教学的具体内容和呈现方式，学会使用最恰当方法进行词汇的讲解和教学活动的设计。

4.了解语法教学的基本教学模式，学会使用归纳法进行语法教学的讲解和教学活动的设计。

5.了解并掌握听力教学的三个教学阶段和听力理解的学习策略，并能针对三个不同阶段的教学任务设计恰当的教学活动。

6.了解口语教学的策略与方法，能够掌握口语教学活动设计的方法。

7.了解阅读教学的模式与训练学生阅读策略的方法，能够根据不同的文章体裁进行不同阅读教学活动的设计。

8.了解写作教学不同教学模式，掌握过程写作具体教学活动的设计方法。9.了解课堂教学管理的基本原理，学会使用恰当的方式进行课堂管理。10.了解并掌握教学反思的各种方式与方法，学会对自已的教学进行系统的反思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.voicele, 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 poible 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 neceary to provide students, especially beginners, with some of these names.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 cla.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 cla 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 gue 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 4Teaching 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)stre and intonation

3.4.1简练+容易+效能（材料让学生感兴趣）3.4.2方法适合所教学生 针对特点(1)Age(2)Language level(3)The size of cla

(4)The makeup of the cla, for example, monolingual or multilingual(5)The specific needs, for example, needs to pa 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

演绎法（传统）；归纳法

Deductive method应该(1)Authenticity.(2)Clear range of application.(3)Clear grammatical rules.(4)Brevity(5)Familiarity.(6)Relevant.演绎法优缺点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 succeful 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 succe.84.teaching vocabulary Teaching listening listening is a complex cognitive proce 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 根据背景 先前知识

5.3 Micro-skills of Listening

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

(1)Suppre 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 proceing 3.require interaction of listener.;one-sided

4.not to proce 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 discuions, debates, conversations, role-plays and other pair and group work.7.The listener has no difficulty whatever in understanding the whole meage.The comprehension proce is so natural and smooth that it is exactly like that of a native speaker.(1)text characteristics(variation in a listening paage/ text or aociated visual support);(2)interlocutor characteristics(variation in the speaker’s personal characteristics);(3)task characteristics(variation in the purpose for listening and aociated response);(4)listener characteristics(variation in the listener’s personal characteristics);

(5)proce 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 proce

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.discuing 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 poible(unle 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 poible, 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 discu 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, unle the cla 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 claroom 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.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 poibilities / 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 cla discuion 17