A Case Study of Junior High School English Classroom Teaching _ A Case Study of Introduction to Junior High School English

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 study of junior high school English classroom teaching that I compiled for you. Welcome to reading.

Case Analysis of Junior Middle School English Classroom Teaching (1)

[Design concept]

Task-centered task-based language teaching is a new development form in the current communicative teaching thought. It advocates? Learn by doing, and make use of it? Our educational philosophy transforms the basic concept of language application into practical classroom teaching methods. Using learning tasks to organize teaching strengthens the process of language practice and fully embodies the communicative nature of language. ? New target English? This is a good set of teaching materials. However, it is very challenging to carry out tasks and activities in our English class. It is necessary to reorganize teaching materials in practice and carry out effective tasks and activities according to students' environment and acceptance. 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 visible English learning environment for students, but also stimulate students' desire to actively participate and arouse their interest.

[teaching material analysis]

The teaching content is "New Target English", Unit 6, Area A, Volume 1, Grade 8. The learning content is mainly reflected in the following three points:

1. Learn the characters' words: tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, interesting, serious, smart, athletic and so on.

2. Learn the important sentence patterns of character comparison:

Pedro is more interesting than Paul.

Tina is taller than Tara.

Tom Bisam is stronger.

3. Master grammar points: the comparative degree and superlative degree of adjectives.

[Student Analysis]

1, using multimedia courseware in English class, students have obvious audio-visual experience, showing great interest, learning through appreciation and enjoyment, and the learning effect is obvious.

2. Students have learned the comparative degree and superlative degree of adjectives before, but they are not strong enough. They always make mistakes in expressing the comparative degree and superlative degree of monosyllabic and polysyllabic adjectives. Through the study of this lesson, we can consolidate what we have learned, master the correct language structure to express the characteristics of characters and compare them.

[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 grammar knowledge points? Comparative and superlative adjectives? .

2, students according to the real situation of the class, use? Celebrity interview? 、? Public voting? 、? The star of tomorrow? Cultivate students' imagination, self-confidence and cooperative spirit.

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

4. Cultivate students' oral expression ability, reading comprehension ability and writing ability.

teaching process

Step 1 Import

I have a sister. Can you guess what she looks like? Tell them you are waiting. )

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

T: let? Let's look at our photos. (Show them on the screen. ) Please talk about us.

She is shorter than you. /She is shorter than your hair. /She is thinner than you. /? Students get information from photos. )

T: me? I am more outgoing than my sister. (the class subjects are ahead. )

Usually, teachers and students have more contact, while students have less contact with teachers and family members. Make use of students' psychological and imaginative space to stimulate students' interest in learning and enhance mutual understanding between teachers and students. 2. Understand students' mastery of comparative and superlative adjectives, so as to pave the way for further consolidation of learning. 〕

revise

1, modify adjectives that describe people? Appearance and personality:

Divide the class into four groups and have a game. See which group of students can get the most. Write it down on the paper prepared before class. Students must collect them before class. )

2. Show some photos of famous people and talk about their personal characteristics. Use descriptive words, such as short hair/long hair, curly hair/straight hair, tall/short, fat/thin, funny/serious, outgoing/quiet, smart/stupid, beautiful/ugly, smart/lazy, friendly/unfriendly? Wait, on the screen.

(1) reviewing what you have learned naturally extends to new lesson learning, which plays a connecting role. 2, to carry out competition activities, can not only mobilize the classroom atmosphere, but also improve the curiosity, kill two birds with one stone. 〕

show

1, learn some new words about personal characteristics: calm/wild, exercise/weak, and use pictures of three pairs of twins in area A.

Tom or Sam, who is more calm?

Student: Tom Bisam, calm down. Summerbee Tam is even crazier.

Tom Bisam is stronger. Summerbee Tom is weak.

2, do a section-1a. Match each word with an antonym. Check the answers.

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

(1, make full use of teaching materials and network resources, vocabulary teaching, words can not be separated from sentences, scattered in form but not in spirit. 2. Let students sum up grammar knowledge points, make the best use of the situation, which is conducive to opening up ideas and reflecting the characteristics of student-centered teaching. 〕

listen attentively to

Listen and number the pictures in1b.

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

3. Check the answers.

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

practise

Task 1: Interview celebrities (in pairs)

1, demonstrate this activity with a student. Imagine that he/she is a celebrity. The teacher acted as a reporter. )

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

Yes

Do you have any brothers or sisters?

Yes, I have two brothers and a sister.

Who is taller, your sister or you?

S: Me? I am taller than my sister.

T: Who is the strongest athlete among you?

My brother.

Show an example on the screen. )

2. Students practice in pairs. Then let several pairs of students perform in class.

Task 2: Public Voting (Group Activities)

1, divide the class into 4 groups, and then work in groups. Fill in the chat record.

In the class name

Who is the tallest?

Who is the shortest?

Who is the heaviest?

Who is the thinnest?

Who is the most extroverted?

Who has the most athletic talent?

?

Each group chooses a student to make a report. Show the results in class.

Task 3: Superstar (solo performance)

Suppose you are a future superstar. What will you look like? What will you look like?

S: Me? Of course, I'm much better than now.

1, show an example on the screen:

I want to be a superstar. Now me? I am very tall. Then I? I am tall. Now me? I am a middle school student. Then I? I am a college student. ?

2. Let students design their own future and have a free dialogue.

3. Let students share with others.

The activities designed by 1. 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 participation awareness of each student. 2. The theme of the activity is difficult to take into account the actual situation of students, and the operation is feasible. 3. Teacher-led, student-led, give full play to students' main role and initiative. 4、? Celebrity interview? 、? Public voting? 、? The star of tomorrow? These vivid life scenes are vivid in the classroom and completely change the past? Teach the language directly to students? What does the traditional education model really reflect? People-oriented? Task-based language teaching model. 〕

Reading and writing

1, teach Looks the same? 、? Looks different? 、? As good as ... 、? How about ... 、? A little? Use some pictures to compare some Ss in class.

2. Students read the article. Then read the statement about the article (1-5). Write? t？ 、? f？ Or? DK？ .

3. Check the answers. Ask the students to give reasons. )

Ask the students to write another letter.

You're Isabel now. Write a letter to Liu Li. Talk about the similarities and differences between you and one of your friends.

5. Choose two or three to share the answers with the class.

(1, this link focuses on listening and speaking training to cultivate students' reading and writing ability and strengthen slogans in class. 2. Reorganizing teaching materials not only effectively controls the difficulty gradient, but also creates opportunities for students to learn from each other, fully mobilizing students' creative thinking and divergent thinking ability. 〕

Consolidate and summarize

Give students a chance to summarize what they have learned in this lesson. (Ss can speak freely. ) Then T makes a short summary.

2. Let the students do some consolidation exercises. T walks around and gives Ss some help.

[1, let the students do the class summary, did you catch the students? Dare to speak English? Psychology, highlighting the importance of active learning; A teacher's comprehensive statement is like giving students a reassurance and increasing their confidence. 2. Strengthen practice, focus on dictation, and further consolidate what you have learned in this lesson. 〕

Case Analysis of Junior Middle School English Classroom Teaching Part II

? Field observation and analysis whales are not fish.

First, the background?

1, class time: 20065438+0 February 15.

2. Location: Class 2, Grade 1, Qianqiao Middle School, Fengxian County

3. Student situation: 30 students are from rural areas, 5 students are on loan, 1 Three Gorges immigrants. Students' English foundation is generally poor and their acceptance ability is poor.

4. Knowledge background: In the first lesson, the students have learned the usage of monosyllabic and disyllabic adjective comparative degrees. When teaching Drill 1, they made it clear that the comparative degree is the same as that stipulated in the Supreme Constitution, and they have mastered the good, many and many.

The comparative degree and superlative degree of adjectives such as bad bad and little.

5, teaching content: whales are not fish, the seventh grade next semester, the second lesson, the first teaching time?

6. Teaching objective: to master the superlative usage of monosyllabic and disyllabic adjectives; Can summarize the original meaning, comparative degree and superlative usage of adjectives, and can understand and use them. ?

7. Expected purpose: In traditional grammar teaching, teachers often give grammar rules, and then let students practice and use the rules to achieve the purpose of consolidation. For students, this is an acceptable learning method. In this kind of teaching, students' subjectivity is not fully exerted, the classroom atmosphere is rather dull, and students are more likely to get bored. So I want to infiltrate inquiry learning into classroom grammar teaching, create situations, let students discover grammar rules, consolidate rules and apply them, and cultivate students' inquiry ability and innovative spirit. ?

Second, the design intent, teaching clips and diagnostic analysis

? Inquiry learning? It emphasizes a learning method with students as the main body, problems as the center, research as the means, practice as the way, process experience as the focus, and the cultivation of innovative spirit and practical ability as the purpose. When designing this course, I try my best to embody the above characteristics in classroom teaching. I found that there are three stages in the implementation of inquiry learning-entering the problem situation, practical experience, expression and communication and foreign language teaching? Three-way mode (demonstration-practice-production)? There is a connection. Therefore, at this stage of presentation, I start with the things around me, create situations, lead to superlatives, stimulate students' desire to explore the law of superlatives, and summarize them (that is, discover and explore problems). In this stage of practice, I ask students to contact before and after, form a knowledge network of three forms of adjectives, and explore the corresponding memory strategies, and then practice (that is, explore exercise questions). Inquiry learning cultivates the ability to solve practical problems. What is the ultimate goal of English learning? Apply what you have learned? (communication) I found the combination of the two, and I let the students associate them in the production stage and apply them in practice. Are all the big inquiry activities arranged for this class? Teamwork? The basic organizational form of this research-based learning. Inquiry learning focuses on process experience, so I recorded three fragments of students' inquiry activities in order to find out the influence of this learning method on teachers and students and extract problems worth discussing. ?

Case (fragment)? (1) was introduced? Discovery rules? Investigation activities of

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

First of all, I compare the objects (three balls, three students of different heights and three books of different sizes) and ask questions to the students, which leads to the structure and function of this lesson. ?

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

Which is bigger, basketball or football? S 1:

Basketball is bigger than football. ) ......

T: right. So table tennis is the smallest.

Of the three. T: What about basketball? it is

The biggest of the three.

(Write two underlined sentences on the blackboard while talking. After underlining the important parts, let the students read them together. ) Then ask the students to practice Drill2model 1A: Is Mickey Mouse and Donald Duck the best of all cartoons? Yes, it is. Mode 2 A: Are whales the largest animals in the world? Yes, it is. 2. Assign tasks and encourage students to discover the rules.

Now, can you tell me how to use the superlative?

Degree of adjectives? You can discuss it.

With your team.