Junior high school English classroom teaching case analysis_Junior high school English introduction case analysis

Through the analysis of English classroom teaching cases, teachers can find problems in teaching practice and reflect on their own teaching process. The following is a case analysis of junior high school English classroom teaching that I compiled for you. You are welcome to read it.

Junior Middle School English Classroom Teaching Case Analysis Part 1

　[Design Concept]

Task-centered task-based language teaching is one of the current communicative teaching ideas. a new form of development. It advocates the educational concept of "learning by doing and using by doing", and transforms the basic concept of language application into a classroom teaching method with practical significance. Using learning tasks to organize teaching strengthens the process of language practice and fully reflects the communicative nature of language. ?New Target English? is a good set of teaching materials. However, in our English classroom, implementing tasks and carrying out activities is very challenging, and the teaching materials need to be reintegrated in actual operations and based on the students' environment and Receive the ability to carry out effective tasks and activities. At the same time, multimedia and network technology are used to help solve teaching problems. In this way, it can not only create a real and visual English learning environment for students, but also stimulate students' desire to actively participate and arouse students' excitement and interest.

〔Textbook Analysis〕

The teaching content is Section A of the sixth unit of the first volume of New Target English for eighth grade. The learning content is mainly reflected in the following three points:

1. Learn words related to character characteristics: tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious , smart, athletic, ect.

2. Learn important sentence patterns for character comparison:

(1) Pedro is funnier than Paul.

(2) Tina is taller than Tara.

(3) Tom is more athletic than Sam.

3. Master grammar points: the comparative and superlative degrees of adjectives (the comparative and superlative degrees of adjectives) Advanced)

　[Student Analysis]

1. Using multimedia courseware in English classes, students have obvious audio-visual experience and show great interest. They learn through appreciation and enjoyment, and the learning effect is very good. obvious.

2. Students have learned the comparative and superlative forms of adjectives before, but their mastery is not strong enough. They always make mistakes in expressing the comparative and superlative forms of monosyllabic and polysyllabic adjectives. By studying this lesson, you can consolidate the knowledge you have learned and master the correct language structure to express character characteristics and comparisons.

〔Teaching Objectives〕

1. Talk about topics that students are interested in, and guide students to learn words about character characteristics, expressions of character comparison and grammatical knowledge points? Comparative sums of adjectives Superlative?.

2. Based on the real situation of the class, students use games such as "Celebrity Interviews", "Public Voting", and "Stars of Tomorrow" to cultivate students' imagination, self-confidence and cooperation spirit.

3. By studying this lesson, enhance mutual understanding and communication between teachers and students, and students.

4. Develop students’ oral expression, reading comprehension and writing skills.

　〔Teaching Process〕

　Step 1 Lead-in

　T: I have a sister. Can you guess what she looks like and what she is like? (Show them you are waiting.)

S：She is tall. /She is thin. / She has long hair./She is easygoing./?(Students use their imagination and express themselves freely.)

T：Let?s look at our photos. (Show them on the screen.) Please talk about us.

S：She is shorter than you. /She has shorter hair than you. /She is thinner than you. /? (Students get information from the photos.)

　T：I?m more outgoing than my sister.(Lead in the class subject.)

〔 1. Usually there is a lot of contact between teachers and students, but there is little contact between students and teachers’ families. Use students’ psychology and imagination space to mobilize students’ interest in learning and enhance mutual understanding between teachers and students. 2. Understand how well students master the comparative and superlative forms of adjectives they have learned, so as to pave the way for the next step of consolidating learning. 〕

　Step 2 Revision

　1. Revise the adjectives describing people?s appearance and personalities:

Divide the class into four groups and have a competition. See which group of the students can get as much as possible. Write down on a piece of paper prepared before class. (Students must collect them before class.)

　2. Show some photos about famous persons and talk about their personal traits, using description words, such as short hair/long hair, curly hair/straight hair, tall/short, heavy/thin, funny/serious, outgoing/quiet, smart/foolish, beautiful/ugly, intelligent/lazy, friendly/unfriendly ?etc, on the screen.

〔1. Reviewing the content you have learned will naturally extend to learning new lessons and serve as a link between the past and the next. 2. Carrying out competition activities can not only mobilize the classroom atmosphere, but also increase the desire for knowledge, killing two birds with one stone.

〕

Step 3 Presentation

1. Learn some new words about personal traits: calm/wild, athletic/weak, using the pictures of 3 pairs of twins in Section A.

T: Who is calmer, Tom or Sam?

S: Tom is calmer than Sam. Sam is wilder than Tam.

Tom is more athletic than Sam. Sam is weaker than Tom.

2. Do Section A-1a. Match each word with the opposite. Check the answers.

3. Get students to introduce the rules of the comparative and superlative degrees of adjectives.(Show them on the screen.)

〔1. Make full use of textbook resources and Internet resources to teach vocabulary so that the words are not separated from the sentences, the form is scattered but the spirit is not separated. 2. Let students summarize the grammar knowledge points and take advantage of the situation, which is conducive to opening up their thinking and reflects the characteristics of student-centered teaching. 〕

　Step 4 Listening

1. Listen to the tape and number the pictures in 1b.

2. Listen to the tape and complete the chat in 2a . Listen again and fill in chat in 2b.

　3. Check the answers.

　 [Listening training not only consolidates knowledge, but also provides input materials for the next task output. .

〕

Step 5 Practice

Task 1: Interview famous persons(Pair work)

1. Demonstrate the activity with one student. (Imagine he/she is a famous person. The teacher acts as a reporter.)

eg.T: Hello, Susan. May I ask you some questions about your family?

S: Yes.

　T: Do you have a brother or a sister?

　S: Yes, I have two brothers and one sister.

　T: Who is taller, your sister or you?

S: I?m taller than my sister.

T: Who is the most athletic of you?

S: My oldest brother.

(Show an example on the screen.)

2. Ss work in pairs. Then ask some pairs to act them out in class.

Task 2 : Public vote (Group work)

1. Divide the class into 4 groups and then work in groups. Fill in the chat.

In class Name

Who is the tallest?

Who is the shortest?

Who is the heaviest?

Who is the thinnest?

Who is the most outgoing?

Who is the most athletic?

?

2. Each group choose one student to do a report. Show the results in class.

Task 3: Super star (Individual performance)

T: Suppose you are a super star in the future. What will you look like and what will you be like?

S: I?m better than now, of course.

1. Show an example on the screen:

I want to be a super star. Now I? m tall. Later I?m taller. Now I?m a middle school student. Later I?m a college student.?

　2. Get Ss to design their future and have a free talk.

3.A

sk some Ss to share with others.

〔1. The designed activities not only highlight interaction and cooperation, but also reflect personalized development, which is conducive to mobilizing the learning enthusiasm of students at all levels and maximizing the learning enthusiasm of each student. Participation awareness. 2. The theme of the activity is difficult to take into account the actual situation of the students, and the operation is feasible. 3. Teachers direct and students star, giving full play to students' main role and initiative. 4. "Exclusive interviews with celebrities", "Public voting", "Stars of tomorrow", these vivid life scenes are present in the classroom, completely changing the traditional education model of teaching language to students directly, and truly embodying "people-oriented". task-based language teaching model. 〕

　Step 6 Reading and Writing

　1. Teach ?look the same?,?look different?,?be as good as?,?be not as good as?,? a little?, using some pictures and comparing some Ss in class.

2. Ss read the article. Then read the statements (1-5) about the article. Write ?T?, ?F? or ?DK?.

3. Check the answers. (Ask Ss to give reasons.)

4. Ask Ss to write another letter.

T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and different between you and one of your friends.

5. Choose two or three to share the replies with the whole class.< /p>

〔1. This link is based on listening and speaking training, cultivating students' reading and writing skills, and strengthening the target language in the classroom. 2. Reintegrate the teaching materials, which not only effectively controls the difficulty gradient, but also creates opportunities for students to learn from each other without losing any opportunity, fully mobilizing students' creative thinking and divergent thinking abilities. 〕

Step 7 Consolidation and Sum-up

1. Give Ss a chance to sum up what have learned in this class. (Ss can talk about it freely.) Then T makes a brief sum-up.

　2. Get the Ss to do some consolidation exercises. , captures the students' mentality of "dare to speak English" and highlights the importance of active learning; the teacher's comprehensive statement is like giving students a reassurance and adding confidence to the students. 2. Strengthen practice, focus on training dictation skills, and further consolidate what you have learned in this lesson. 〕

Junior Middle School English Classroom Teaching Case Analysis Part 2

?Whales Are Not Fish On-site Observation and Analysis

1. Background?

1. Class time: February 15, 2001

2. Class location: Class 1 (2), Qianqiao Middle School, Fengxian County

3. Student situation: 30 students from the outer suburbs In rural areas, there are 5 students studying abroad and 1 immigrant from the Three Gorges region.

Students generally have poor English foundation and poor receptive ability.

4. Knowledge background: Students have learned the use of comparative forms of monosyllabic and two-syllable adjectives in the first lesson The Moon, and explained the composition of comparative and superlative forms when teaching Drill 1 The rules are the same, and you have mastered the comparative and superlative forms of adjectives such as good, much, many, bad, little, etc.

5. Teaching content: Whales Are Not Fish The first teaching hour of Lesson Two in the second semester of seventh grade?

6. Teaching goal: to master the most precise expressions of monosyllabic and disyllabic adjectives Advanced usage; be able to summarize and understand the usage of the primary, comparative and superlative forms of adjectives. ?

7. Intended purpose: In traditional grammar teaching, teachers often give grammar rules and then ask students to practice and apply the rules to achieve the purpose of consolidation. For students, this is a receptive learning style. In this kind of teaching, students' subjectivity is not fully brought into play, the classroom atmosphere is dull, and students are more likely to feel bored. Therefore, I want to infiltrate the inquiry-based learning method into classroom grammar teaching, create situations, let students discover grammatical rules, consolidate the rules, and apply the rules, so as to develop students' inquiry ability and innovative spirit. ?

2. Design Intention, Teaching Fragments and Diagnostic Analysis

?Inquiry-based learning? Emphasizes students as the main body, problem as the center, research as a means, and practice as a way. A learning method that focuses on process experience, innovative spirit and practical ability cultivation. When designing this course, I strive to reflect the above characteristics in classroom teaching. I found that the three intertwined stages in the implementation of research-based learning - entering problem situations, practical experience, expression and communication - are connected with the 3P model (Presentation-Practice-Production) of foreign language teaching. Therefore, in the presentation stage, I started from the things around me, created situations, elicited the most advanced, and stimulated students' desire to explore the most advanced rules of use and summarize them (that is, discover and explore problems). In the Practice stage, I asked students to connect back and forth to form a knowledge network of the three forms of adjectives, explore corresponding memory strategies, and then practice (i.e., explore and practice questions). Research-based learning cultivates the ability to solve practical problems, and the ultimate goal of English learning is to “apply what you have learned” (communication). After finding the combination of the two, I asked students to make associations and apply them in practice during the Production stage. The larger inquiry activities in this course are all arranged in "group cooperation", the basic organizational form of research-based learning. Research-based learning focuses on process experience. Therefore, I focused on recording three fragments of students’ inquiry activities in order to discover the impact of this learning method on teachers and students, and to extract issues worth discussing. ?

Case (fragment)? (1) Introduce the exploration activities of "discovering rules"

1. Create situations to stimulate students' desire to explore.

I first introduced the structure and function of this lesson through physical comparison (three balls, three students of different heights, three books of different sizes) and questions and answers with students.

?

T: This is a basketball. This is a football. Which

is bigger, the basketball or the football? S1: The

basketball is bigger (than the football.) ......

　T: Right. So the table tennis ball is the smallest

of the three. T: What about the basketball? It's

The biggest of the three.

(While speaking, write the above two underlined sentences on the blackboard. After the important parts are underlined, let the students read them together.) Then let the students work in pairs Form Drill 2 Model 1 A: Is "Micky Mouse and Donald Duck" the best of all these cartoons? B: Yes, itis. Model 2 A: Are whales the biggest animals in the world? B: Yes, it is . 2 , assign tasks and encourage students to discover rules.

T: Now, can you tell me how to use the superlative

degree of adjectives? You may have a discussion

with your group members.

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