英語教案教學反思
篇一：牛津小學英語6B Unit2 More exercise E F G_教學案例與反思
牛津小學英語6B Unit2 More exercise E F
G_教學案例與反思
一.設計思路:
牛津小學英語開始試用至今,從開始不知道從哪個板塊開始下手的無所適從,到自己慢慢的摸索,和從各路專家名師那里學來的各種招數,也可以從難以突破的A部分對話開始一個單元的教學,甚至敢在自己心里偷偷的說A是最容易上了,因為似乎已經有了一個固定的模式可以套在各種話題的單元里.可是現在又開始了嘗試BCDEFG板塊及各種類型的復習課的教學,
這一次,我上的是6B Unit 2 More exercise EFG的教學,這幾個部分在平時的教學中,似乎是無足輕重的,E Look, read and judge是一個閱讀的部分,F Play a game是用一個游戲或是調查任務來鞏固,擴展本單元的主要句型,G Listen and repeat就是有關辨音的板塊,說實話這在我們平時的教學中基本就是一筆帶過的章節,而這一次,卻是當作一種課型來上,我是當作一個具有挑戰性的任務來對待的.接到任務那一刻,我就在心里默想了這一課的兩個主要備課點:一是關注學生情感,二是設定一個主要話題,將這一課時圍繞這個話題進行;三就是要"無痕過渡"EFG三個板塊的教學.以下是我的案例和一些雜碎的反思,在此總結,以待在教學上能百尺竿頭,更進一步.
二、教學目標:
1.知識目標:
(1)能熟練運用E部分中的句型Who runs faster, the boy or the
girl? The boy does. G部分的有關的字母組or的發音.
(2)復習A部分對話
三、教學重點:
學習EFG部分
四、教學難點:
能正確運用句型Who runs faster, the boy or the girl? The boy does.
五、教學準備:
多媒體課件、一些彩色圖片.
六、教學過程:
Step 1家常式自由談------- 關注學生情感
T: Hi, Danial. How are you?
S1: Fine, thank you. And you?
T: I'm fantastic. Today I'll have an English lesson for you, so I'm very happy. Do you like English?
S2: Yes. But I'm not doing well in English.
T: Oh, don't worry. S2 wants to do better in English. Who can give him
good suggestions?
S3: You should read more, speak more and write more, you'll do better.
T: Now spring is coming. I want to be thinner. What should
I do?
這樣家常式的自由談是我每一節課的首要環節,通過這些看似漫無目的的談話,不但是運用所學,而且可以讓師生之間走得更近,而不是說為了練習英語才去問這問那,譬如這一節課,我就從學生那里了解到他們不太喜數學課I don't like Maths lessons and Maths teacher because there's a lot of Maths homework everyday,而我則跟他們說Maybe you can talk to your Maths teacher.有幾個學生要給我的兒子取個英文名字,有的說Michal, 有的說叫Rechard. 甚至我還得知班里有個男孩子兩天沒來上學因為他不喜歡做太多的家庭作業,在那一刻我有些難過,不知道該對他們說什么.這些交談中甚至是有些是學生用英語表達不清楚的,可是這樣真心真意的交流,讓我們的課堂多了幾分情意,幾分溫馨,英語在這個時候似乎就只是交流的工具.另外,自由談的大部分內容其實還是被我控制在本單元的有關副詞比較級的句型上,老師這個時候真正是個導演,在背后悄悄定下課堂的基調,而一切都來的自然天成,沒有任何生硬牽強的痕跡.
Step 2: 男女生英語大PK------ 設定課時話題
1.T: Now I have a question here. Who speak English better, the boys or the
girls?
S1: The boys speak English better than the girls!
篇二：How often do you exercise教學反思
How often do you exercise?教學反思
在教學過程中注重學生的聽、說、讀、寫綜合能力，鼓勵他們大膽的說并應用到實際中去。每課的對話讓學生先聽后讀，然后演，每小組不宜超過四人。表演前應讓各小組演練準備，鼓勵其拓展創新對話內容。表演過程中除要求學生語音語調正確外，還應讓學生注意到交流手段如表情、手勢、姿態等。
篇三：教學反思
The reflection of Book4 Module3
Book 5 Module 6 Grammar I
Review the usages of Relative Pronoun
I think I have accomplished my goals very well in this lesson. From students’ response and their exercise, they have already acquired the usages of relative pronouns. However, my reflection is more than that:
I the Reflection of Teaching Objectives In this lesson, I persisted on 3-dimensional objectives，which including：1. knowledge & skills：students can be able to use the relative pronoun in attributive clauses so as to develop the ability to use attributive clauses.2. process & method: this is a grammar lesson of revision type, so I combine grammar process with revision process, which starts from observation, conclusion, memorize the rules and practice. 3. emotion, attitude & value: students can experience some attributive clauses questions from national selective examination so they can get prepared for the coming exam. At the same time, through group work, they can help each other to solve problems from logical analysis.
The above all is my objectives of this lesson. From some comments of other teachers they think I have accomplished these objectives successfully. As far as I am concerned, my objectives of each teaching process are very obviously, and my students can understand each step is to help them to acquire which acknowledgement.
II the Reflection of Teaching Content
The teaching content of this lesson can be divided into two parts: first one is to revise the usages of relative pronouns in attributive clauses and the second one is to develop their ability of use attributive clauses through some exercise including some original questions from national selective examinations.
The first part is about the review of the usages of relative pronouns in attributive classes. As we know, attributive clauses occupy a great amount of our grammar so I have to make sure they understand and acquire it completely, so usually I cut it into pieces. Relative pronouns are large pieces of cake to bite so I only choose to teach them the logical way to analysis and how to choose a correct relative pronoun as my priority goal. I plan to finish first part within 15 minutes. But actually with my familiar and fluent guidance, I finish it in 2 minutes advance. Some teachers suggest that I should make it slower and ask some of the students to give their own conclusion even though they have already known. So after all, I think the best time for me to finish the first part within some students’ conclusion is within 18 to 20 minutes.
The second part includes four types of exercise. The first one is memorizing all the rules of the usages of relative pronouns in attributive clauses. The second one is multiple choices which are base on the exception of only use “that”. Another one is some original questions which challenge their memory, logical analysis and skills. The last one is translation the following Chinese into attributive clauses. The exercise is following the order from easy to difficult and students seem to be very interesting and they master the logical analysis to deal with attributive clauses questions.
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III the Reflection of Teaching Process
The teaching process including the following four steps:
Step I lead in
I use Harry Potter to lead in the attributive clause which grasp their attention immediately. Step II review the usages of relative pronouns in attributive clauses
I gave some sentences and ask them to observe all the sentences. What’s more, they should be able to conclude the structure, content, the usage of each relative pronoun by answering my questions. From my observation, most of the students can review the usage of relative pronouns because they can answer my questions fast and easily.
Step III exercise
Exercise is the way to estimate how much the students did master. So I plan four parts of it, which including memorize the each usage of relative pronouns for 5 minutes, choosing the best answer to test whether they memorize them correctly, doing some original questions from national selective examinations just ensure whether they acquire the logical analysis or not, translating the Chinese into English in order to develop their writing skills. Each process all based on the principle form easy to difficult. Students get confidence in the first two exercise so in the third exercise even though it is very difficult but it arouses their interest to solve them which even cultivate their cooperative spirits.
Step IV homework
The homework is bases on their translation. The kill is a little bit harder than the translation so it shows that the principle from easy to difficult completely.
IV the Reflection of Teaching Evaluation
I use oral evaluation. I think I am good at that by arouse their interests by asking some funny questions based on their daily life and give them big compliment after they did something great. V the Reflection of Teaching Result
The exercise is the best way to evaluate whether students can be able to master the knowledge of this lesson or not. From the four exercise, they did very well. I am especially surprised that how wonderful they finish their translation by making such small errors. As far as I counted, about more than half of the students can write the structure of attributive clauses within some mistakes. About one third of students can finish 7 sentences correctly. I am very proud of them.
VII the Reflection of the other teacher’s comments
All in all, as one of the new teachers in my school, I know there is still a long way to go. The following are some reflection for me after I talked to some of experienced teachers who are willing to make me become better.
First, the plan of this lesson is boring and not creative at all. I am a new teacher and supposed to think more and practice more. The time is so limited so I only practice once. That is my mistakes for being lazy.
Second, I have learned so much from my guide. The basic step of teaching grammar are observation, discover, conclude and practice. Grammar type lesson should be serious and clear. Teachers only need to elaborate rules and ask them to remember, the last thing that teacher need to do is to wait and harvest students’ fruit. Teachers are supposed to talk less and ask students to practice more.
Shaanxi Normal University Shawna 134705
Anyway, this is a tough lesson for me to learn. Next time, I need to practice more than 3 times and invite a lot of experienced teacher come to my class.
Shaanxi Normal University Shawna 134705
篇四：教學反思
教學反思（一）微笑是至關重要的。
整節課我都面帶微笑，從容而自信。我認為這樣會縮短師生的心理距離，加強友誼合作的橋梁。一位政治家曾說過：“一個微笑，價值百萬美元。”的確，人與人相逢時，各種表情中，只有微笑才能最拿人，才會給人以春風拂面的感覺，才會給你贏得好的第一印象。
教學反思（二）多贊美，少批評。
要善于發現學生的優點，了解學生的優點，并加以真誠的贊美、不要一聽到學生出現錯誤，就馬上糾正，這樣會挫傷學生的積極性，總之，一個不會贊美的老師是不會受到學生的歡迎的。
教學反思（三）存在的不足
從整節課來看，教學時間安排的不夠合理，復習時間過長，學生沒有充分練習課堂所學內容，沒有能夠很好的利用充分的想象力創設情境講大量的英語。如果能夠給學生更多參與的機會，讓學生有更多的時間操練，課堂效果會好一些，能夠出現教學亮點。
總之，在英語教學中關注和培養學生的積極情感態度，有利于強化學生的學習效果，增強他們學習英語的自信心和培養他們的合作意識，教學達到事半功倍的效果，多用鼓勵性語言，增進師生情感溝通。
Topic 1 What’s the weather like today?
Section B教學設計
Step 1 Revision
Section A, part 1a.
Step 2 Listen , look and match.
Show some pictures of the weather. Such as: snowy, foggy, cloudy, sunny, windy, rainy… And complete the Part 1 b. And ask and answer:
A: Which weather do you like best?
B: I like sunny day best.
A: What’s the weather like today?
B: It’s cloudy.
…
Step 3 Pair work
After read the part 1a, and think over and talk with your partner about the conversation.
Example:
A: What’s the weather like today?
B:_______
A: How was the weather here yesterday?
B: ________
A: Today is a fine day. Look! What are these children doing?
B: They are ___________
Step 4 Consolidation
Let the students read part 1a again. Then practice the conversation in 1a with the words in the box.
Example:
Cloudy nice and warm flying kites
Sunny nice and bright ride a bike
Foggy quite cool row a boat
Rainy wet go hiking
Windy dry climb mountains
Snowy cold make snowmen
...
Step 5 Presentation
Listen to the tape, please, find the new words and answer the questions. New words: temperature, lowest, highest, think of...
Ask and answer:
Example:
A: What do you think of the weather today?
B:________
A: What’s the temperature , do you know?
B: The lowest temperature is..., the highest temperature is...
Step 6 Practice
Show a map of Toronto. Look at the weather chart of Toronto and answer the following questions:
Example:
Toronto: -100C— -40C
A: What’s the weather like in Toronto?
B: It’s snowy.
A: What’s the temperature?
B: It is from -100C to -40C.
A: What’s the lowest temperature?
B: It’s -100C.
A: What’s the highest temperature?
B: It’s -40C.
Step 7. Written Work
Begin like this:
Today is June 5th. It is sunny. The weather is hot…
本節課上課的重點是動詞的一般將來時，難點是一般將來時的正確運用和變化形式，關鍵是讓學生在運用中領悟和總結語法知識點。教無研則淺 ，研無著則空。下面談談我這節課的反思和感受。
本節課的設計思路主要按照新課標的要求，重視語法運用，淡化語法教學，“在用中學，在學中用”，因此，設計了實物問答，小組比賽，編對話，改寫，采訪等形式多樣的教學手段并且使用幻燈片來激發初二學生的上課積極性和能動性，讓枯燥的語法課也變得趣味橫生，樂在其中。
遵循語言技能、語言知識、情感態度、學習策略和文化意識五個維度，注重學生聽、說、讀、寫多種能力的培養，在課堂中訓練了學生合作意識和共同研討的探究意識，對學生的終身學習發展都很有幫助。
有待改進的方面有：
1、在上課過程中，我感覺總體進行得比較順暢，上課環節上緊密相連，環環相扣，但每個教學環節上的過渡不夠自然，如果能加上一兩句過渡語就顯得更順暢。
2、編對話這一環節設計應該有一定的教育意義，教師應該在學生編完對話后，總結一句：讓學生懂得關心他人，和諧社會。此外，應該是放在聽力和朗讀后，再模仿課文編一個小對話，學生會感覺有的放矢，降低難度，有目標，有方向地去編新對話，學生對一般將來時的使用還算不錯，說明這節課達到了預期的教學目標。
3、個別環節課堂用語應該更簡潔明快，指導語準確到位。
4、最后，應該讓學生把練習題做一做，多做題可以加強鞏固，夯實基礎，并反饋本節課的教學任務達成情況，有必要多做做。
以上是我對本節課的教學反思，應該給予學生更大的獨立思考，獨立解決問題的空間和時間。老師也要在上完每一節課后及時反思自己的教學行為，預設和生成之間的差距，這樣，才能達到真正的“教學相長”。
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