2017江苏教师资格笔试-英语教学设计题的基本结构与阅读案例

第一篇：2017江苏教师资格笔试-英语教学设计题的基本结构与阅读案例

2017江苏教师资格笔试-英语教学设计题的基本结构与阅读案例 教学设计题的基本结构与阅读案例

(以新目标英语九年级第二单元Reading-He used to cause a lot of trouble.为例)随着教资笔试时间的接近，可能有很多备考的英语考生正在备受骄傲吧，因为大多数考生都对英语笔试中的教学设计题很苦恼，所以，为了能助各位考生一臂之力，在此简单介绍一下英语笔试中的教学设计题的基本结构，并将给出一个例子以作参考。

教学设计题是中小学教师资格考试的特色题型，同时也在教师招考中也是常考的题型。结合往年的英语笔试真题，教学设计题一般都要求设计教案的主要内容或教学活动过程的若干环节，一般不要求进行写详案或完成完整的课时教学方案设计。考生可以根据试题分数权重来完成教学设计的内容与任务。

教学设计题主要是考查考生是否具备教师的基本素养，因此教学设计题是对教师进行教学方案设计活动过程的模拟与简化，这就需要遵循教学设计的一般规律，其基本结构是：情境+教学设计要求与任务。情境主要包括教学具体内容、课程标准内容及相关要求、学生情况、教学时间、教学资源环境等。其中，教学内容一般选自中小学本学科教材，适合进行教学设计，与考生报考的任教课程一致。教学设计要求与任务属于试题设问，是考生应按照规定具体完成的内容。这些内容不同于问答题、简答题、论述题或案例分析题的回答，而是属于教学设计的范畴，是考生进行教学设计所完成的任务。由于教学设计题的综合性，这就要求考生通过分析、归纳、推理、预测、反思等，充分理解试题背景、内容与要求，撰写教学方案。

例如，2015年上半年中小学教师资格考试高中“英语学科知识与教学能力”科目教学设计题，试题情境是：

给出语言素材：

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.江苏中公教师考试网

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.教学时间： 45 分钟

学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数 40 人，多数学生已经达到《义务教育英语课程标准(2011 年版)》二级水平，学生课堂参与度与积极性一般。

教学设计要求与任务是：根据语言素材设计一节英语阅读课教学方案，用英文作答。该方案没有固定格式，但须包含下列要点：

teaching objectives teaching contents key and difficult points major steps and time allocation activities and justification 该教学设计题涉及课标、教材、教学目标、师生活动、教学过程、评价与反思等多方面综合内容与任务，考生设计的教学方案，应涵盖试题所要求的关键信息和要点。

通过该题，我们会发现对教学设计题的解答，不是问答式的，而是要求根据具体的试题情境与任务要求，设计有针对性、可行的教学实施方案。同时，还要结合新课改的理念，即以学生为主体的教学模式。

下面，将以“新目标英语九年级第二单元Reading-He used to cause a lot of trouble.”为例。

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

江苏中公教师考试网

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.江苏中公教师考试网

第二篇：2016江苏教师资格面试英语教学设计

2016江苏教师资格面试英语教学设计《Unit10 where did you go on vacation》

英语教学设计《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.江苏中公教师考试网

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: 以上就是英语教学设计《Unit10 where did you go on vacation》，希望能对考生有所帮助!

江苏中公教师考试网

第三篇：英语教学设计与案例分析

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.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 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 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)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：初中英语教学设计与案例分析

初中英语教学设计与案例分析

上传: 朱秀萍

更新时间：2012-5-19 16:26:20

扩充学生的词汇和习语；扩充和巩固学生的语法项目；发展一般性的阅读技能；掌握推导性的阅读技能；掌握批判性的阅读技能；通过各种技能获取有用的信息

我对英语阅读课有了自己的一点浅陋的想法。新课程标准对阅读教学的目的主要包括以下几个方面：扩充学生的词汇和习语；扩充和巩固学生的语法项目；发展一般性的阅读技能；掌握推导性的阅读技能；掌握批判性的阅读技能；通过各种技能获取有用的信息。阅读可以训练思维能力、理解能力、概括能力与判断能力。以学生实践为基础来引导学生多看、多读、多练。通过一系列阅读培养学生阅读的技能，提高其运用语言的能力。要用各种方法教会学生“怎样学”，使学生具备学习和运用英词的能力。英语阅读教学在新课标下显得尤其重要。上好英语阅读课，首先要有好的阅读教学设计，好的英语阅读教学设计是提高教学质量和效率的保证。下面，我就牛津初中英语8b 第四单元阅读课谈谈自己的一堂阅读课的教学设计。

一、对教材的理解

1．教材的地位和作用

这是第四单元的第二课时阅读课，围绕慈善演出展开话题。阅读是一个单元语言输入较为集中的环节，阅读中的教学活动主要围绕阅读材料本身的内容展开活动。阅读后的活动旨在让学生通过提问、讨论和语言难点的学习等形式进一步加深对文章的理解。同时，通过本课阅读的学习，教育学生做一个有爱心的人。本单元又是8b 第二模块“权利和责任”(rights and responsibilities)的第一个单元，是后三个单元的基础。

2．教学目标

知识目标：掌握一些新的单词success, event, charity, fans等；了解一些词组及句型的用法。

能力目标：培养学生的阅读能力以及运用不同的阅读方法解答问题；初步了解做义演主持人的一些常识。

情感目标：教育学生做有爱心的人，树立正确的人生价值观。

3．重、难点分析

学生如何用自己的话讨论自己对慈善事业的看法；如何调动学生主动参与课堂的积极性；对文章进行整体感知时，大部分学生很难用准确的语言概括。

教学设备：多媒体；话筒、吉他等一些舞台用具；几张大的英语卡片。

二、学情分析

学生对主持人话题比较感兴趣，大部分学生在课堂上能够积极主动的接受知识。但由于这是本单元的第二课时，又是权利和义务三个单元的第一个单元，学生的词汇积累量还不丰富，在课堂上，部分学生不能够运用英语来表达自己的思想。

三、教学方法

情景教学法：通过观看与慈善相关的资料，调动学生的学习兴趣, 激起学生情感上的共鸣，最大程度地调动学生参与到整个教学活动中，促进学生的语言能力及情感、意志、想象力、创造力等整体发展。

任务型教学法：让学生带着任务去阅读有利于提高学生阅读的效果。这种设计符合《英语课程标准》倡导的任务型的教学模式，使得学生在老师的指导下，通过感知、体验、实践等方式，实现任务的目标，感受成功。小组讨论、合作法：让学生在互动中互相启发，发生思维的碰撞。这就要求学生从听众变为参与者，主动地从教师设计的活动中发现问题、找出规律，最终感受到学习的快乐。同时注意保证每个学生都有机会参与学习，培养学生与伙伴合作的意识和策略，提高人际交往能力。

四、教学过程

巧创情景，自然导入

在课前播放歌曲《爱的奉献》，让学生能够融入本课的学习氛围中。

设计任务，多种阅读 总体设计思路：实施“四读法”，明确各个步骤的任务，使学生在每个学习步骤后都有成功的收获。

第一读：跳读：找中心问题的答案。

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.给出一个问题，让学生谈论主持人在整个活动前后的感受，这个环节是让学生初读课文，目的是训练快速阅读技巧，学生以较快的速度完成阅读，迅速找到答案，为后面的进一步学习奠定基础。

第二读：速读：理解性问题：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.给出六道判断正误题，要求学生带着明确的目标去阅读、查找答案，以达到能有的放矢地分析课文、理解课文、解决问题的目的。学生首先是在书上查找信息，属于知识输入阶段，然后看着问题找出答案、回答问题，是知识输出的过程，在这里真正做到把知识转换为能力。

第三读：细读：细节题。

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.通过对这些问题的回答，可以让学生全面理解课文的内容。能否回答这些问题，可检测出学生对课文的理解程度。要求学生两人一组校对答案，培养学生独立解决问题的能力。

2.play a game.从课文中提取六句话，让学生按课文的先后顺序排列。将学生分成四组，进行分组讨论，然后进行小组间的竞赛，看哪个组答得最快。在教学中引入竞争机制不失为激发学生主体参与意识、保持高度的注意力，从而激发学生兴趣的一种事半功倍的好方法。

第四读：精读：完成表格或图表。

设计上面的表格，组织学生进行小组合作阅读，四人合作完成表格。这种设计是建立在跳读、速读、细读的基础上，检查学生对文章的学习效果，同时培养学生的合作能力。

合作交流，巩固提高

在该阶段，要求学生把所学知识通过语言实践转化为学习的技巧和技能，从而提高语言的运用能力，争取能说会写。让学生两人一组进行讨论。想像你是一名慈善演出的主持人，谈你的主持活动的过程和感受。讨论后，安排一名学生以记者的身份进行采访，锻炼学生的语言表达能力和听力水平。通过这一活动，可以将课本的知识转化为实际运用语言的能力。

积极讨论，升华心灵 《英语课程标准》要求关注学生的道德生活和人格养成。课堂不仅是学科知识传递的殿堂，更是人性养育的圣殿。关注和引导学生在教学活动中的各种道德表现和道德发展，从而使教学过程成为学生一种高尚的道德生活和丰富的人生体验。这样，学科知识增长的过程同时也就成为人格的健全与发展过程。因此，我设计了这样的教学步骤，让学生观看2005 感动中国十大人物之一的丛飞的故事介绍。看完后让四人小组学生讨论：“what do youthink of cong fei?”“what do you want to do to help others in need?”让几位学生谈自己的感受。这一教学设计可以教育学生做有爱心的人，树立正确的人生价值观，从而达到德育教学的目标。

布置作业，拓展延伸

要求学生进行社会调查，找出学生身边的需要帮助的人，走进他们的生活中，然后写一篇作文：how to help others。这种教学设计将课堂延伸到课外，有利于学生巩固、拓展本课的知识，同时，采用课外活动途径，倡导体验参与，实施了新课程标准。

在本节课中，我将自己仅作为知识传授这一核心角色中解放出来，成为学生能力的培养者，学习的激发者、辅导者、各种能力和积极个性的培养者，把教学的重心放在如何促进学生“学”上。我在设计中利用任务型教学，充分发挥的学生的主动性，培养学生合作、竞争意识，符合《英语课程标准》，是有效阅读课堂的尝试。

第五篇：初中英语教学设计案例与反思（范文）

初中英语教学案例与反思

好的教法是开展好教学活动的基本保证，在教学活动中善于总结，善于应用，才能不断的推进教学活动的开展。教师要明确教学任务，熟悉教学内容，能够做到承上启下，准确授课。不仅备教材，还要备学生，为准确制定目标奠定基础。该“会运用”，就要能当堂运用，不能人为地降低或提高要求。让学生在上课时就明确学习目标，使其学习有方向，激发其学习动机，调动其学习积极性，从而促进学生在以后各个环节里主动地围绕目标探索、追求。

案例片段

（一）思考的问题：在单词教学中如何变单一为多样,变死板为生动? 我在教授单词的过程中十分注重单词的使用语境, 如在教授cook和cooker这两个单词的时候,我分别出示了几张图片(一些橱具和两位橱师）,让学生通过对图片的直观感知,从第一印象开始就对他们有一个清晰而明确的认识, 从而避免了对这两个词汇的混淆.然后再通过“He is a good cook, he has a lot of cookers.”这样的例句加深学生对他们的理解和运用．

教学反思：仁爱版的教材词汇量大,单词长,生僻词较多,自然也就增加了教学的难度，但我们又必须让学生掌握，否则难以适应新教材的要求。那么我们该采取什么方式来教学单词呢？美国学者埃克斯雷指出：＂能够引起学生学习兴趣的方法就是最好的方法．＂实践证明，拼图法，数字游戏，单词接龙游戏，小歌诀，顺口溜等传统教学方法并不过时，教师再辅以现代化的教学手段，借助图片，幻灯片，动漫等手段，真正达到重情景，重趣味，重运用，使单词具有语言的意义，使其在特定的语境中被引出，这样既便于学生理解，印象也深刻，从而达到学以致用的效果。在英语教学中适时地加入这些美味的＂作料＂，无疑是一种优化组合的创新，它不但能极大的激发学生的学习兴趣，更能提高学生的学习积极性．

案例片段

（二）思考的问题：如何把英语对话教学引入到生活中，达到学以致用？中国学生的英语学习现状是往往学习了几年，甚至是十几年的英语，还不能开口说英语，而只能纸上谈兵．我在教学中十分注重学生对对话的理解和运用，但在实际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.” 这个对话，在第二天提问时，学生的背诵情况很好，但当我要求他们重新组织一个对话时，效果不尽人意．要么两人一组的搭配不合适，按照固定的座位进行操练，有的搭配过于悬殊，开展不了对话；要么只会运用近期的知识点，稍微久远的就遗忘．

教学反思：针对以上所出现的现象，我认为创设情景，营造英语氛围，充分发挥学生学习的主动性是至关重要的．从单词教学到对话独立运用，整个过程处处注意创设情景，营造轻松愉快的课堂氛围；充分发挥道具和肢体动作，进入角色对话．在操练过程中，充分注意到对不同层次的学生提出不同的要求，因材施教。改变按照固定座位进行操练的传统做法，让学生自由搭配，这样就满足了不同层次学生的需要．对于基础较差的学生，让好学生做示范，反复操练，这样就避免了会出现好学生越好，差学生越差的现象．＂每节课堂五分钟，英语口语带回家＂，短短的五分钟，不但让学生张开了嘴，还让他们争先恐后的去尝试，去演练，去表演，极大地帮助他们树立了学好英语的信心，创设机会让他们去体验成功的快乐．＂没有什么东西比成功更能增加满足的感觉，也没有什么东西比成功更能鼓起进一步追求成功的努力．＂

英语课程是一门思想性很强的学科,英语能直接反映人们的思想感情和传播科学文化知识，并体现出中西方文化的差异.因此,英语教学要充分发挥起思想情感的教育作用,挖掘教材内在的思想教育因素,使学生在思想上、价值观上受到很好的教育和熏陶.充分调动和发挥学生的主体作用,让学生乐于开口,勇于实践,让每个层次的学生都有所收获,以达到实施素质教育的目的.