教学反思英文版附教案.docx
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教学反思英文版附教案.docx
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教学反思英文版附教案
Teachingreflection:
Inordertoadvancewiththedevelopmentofthenewcurriculumreform,theYanchengTeachingandResearchInstitutesponsoredtheannualTop-qualityCoursesCompetition.I,luckily,tookthisrareopportunitytoparticipateinthiscompetitiononDecember7th.Allofthecompetitorswerefromdifferentcounties.Theyhadthesamegoal,thatis,toshowtheirteachingstylesoastopromoteacademicchangesbetweenthemselves.Ifeltalittlenervousatfirst,becauseitwasmyfirsttimetotakepartinsuchacompetition.Inaddition,therewaslittletimeformetodoenoughpreparationandputitintopractice.Withthehelpofmycolleaguesandtheirencouragement,Idecidedtotrymybest.IchosethepartofMainTaskasmyteachingmaterial.AfterIstudiedthetext,Ifoundthatthemaingoalsofthisperiodweretomakethestudentsmasterthenewwordsaboutpeople’spersonality,appearanceandtotrainthestudents’abilitytowriteanarticleabouthimself/herselforhis/herbestfriend.Basedontheknowledgeaims,Ialsohadtohelprealizestudents’emotionalaim,say,toenablethestudentstoknowwhatkindofafriendisatruefriendandhowtomakegoodfriends.Thiswasavaluableexperienceforme.Afterthiscompetition,IrealizedthatIhadlearntalotfrompracticeandothers.
NowI’dliketoanalyzemyteachingfromthefollowingaspects:
ⅠPreparationandteachingprocess
Duringmypreparation,Ipreparedalotofpicturestorealizetherevisionandteachingofthenewwords.Ifoundthattheywerequiteattractivewhenstudentssawthemduringtheteaching.Tosomeextent,theuseofthepicturesofsomefamousstarscouldcultivatestudents’interesttousetheadjectivestodescribetheirappearance,personalityandetc.WhenIhadtoteachtherelatedwordsabouttheface,forexample,roundandsquare,Ipresentedsomecartoonsforcomparison.Asfarastheadjectivesofeyesandnosewereconcerned,Ialsousedsomeflashcardsforpresentationandcomparison.Thestudentsinclinedtolookandsaysomethingaboutthepictures,usingtherelatedadjectives.WhenItaughtthewordsofone’sfigureandpersonality,Ifirstcalledsomestudentstotellmewhatkindoffriendstheywouldliketochooseastheirbestfriends.Igavethemsomehintswhentheymetsomedifficulties.Then,Ipresentedsomepicturesforasmalltalk,gettingstudentstotalkaboutthepersonalitiesofdifferentpeopleandwhatkindofpersontheywouldliketobe.Afterthis,Igavestudentssometimetodescribethefamousstars,forinstance,YaoMing,HarryPorter,andetc.,whichcouldhelpthemtounderstandthemeaningsoftheadjectives.Duringthereadingpart,Ipresentedsomequestionsandtasksforstudentstoanswerandfulfill.Owingtotheuseofmultimedia,studentscouldanswerthequestionsquicklyandeffectively.Inordertoavoidtheone-sidednessofcomprehension,Igavestudentsmoretimetoreadandpractice.Thetotalgoalwastodevelopstudents’abilitytowriteanarticleabouthis/herbestfriend.Toservethisgoal,Idesignedsomequestionsforthemtoanswerinadvanceandgotstudentstotalkandmakeaconclusion.Inthispart,Iusedagametohelp,say,aguessinggame,askingstudentstowritedownsomethingabouthis/herfriendandreaditaloudforotherstoguesswhohe/shewas.Thismethod,Ithought,conqueredthemonotonyofwriting.Ioutlinedtheimportanceofbeinganhonest,kind-heartedandhelpfulperson.Atlast,Iplayedapoemforstudentstoenjoyandimitate,which,asIsawit,wouldpossiblyraisethethemetoahigherlevel.
ⅡStudents’learningprocess
ThiswasthefirsttimethatIcametoJianhu.Allofthethingswerestrangetome.Iknewnothingabouttheschoolandthestudents.Inordertomakebetterexchangesbetweenthestudentsandmeinclass,Isteppedintotheirclassroomandintroducedmyselftothembeforemyclass.Theyfeltquitestrangeinitially,butlatertheyfeltexcited.Iaskedthemtotrytheirbestinmyclass.Allofthemnoddedanditseemedthatwebecamecloser.However,whenitcametomyclass,theyfeltquitenervousjustinfrontoftheteachersfromdifferentplaces.Beforeclass,Itriedtorelaxthembysingingasongandaskingthemtowavetheirhands.Theywereverycooperative.Ifeltalittlemoreconfident.Duringtheclass,IproceededwellasIdesigned.OnceIraisedaquestion,mostofthestudentscouldundertakebrainstormandgavemethecorrectanswers.Whenthediscussiontimecame,Idividedthemintogroupsoffour,askingthemtodorelatedtasks.WhatIdidn’texpectwasthattheypreferrednottocometothefrontforacting.Ifeltabitembarrassedatfirst,butIrespectedtheirchoicesanddealtwithitproperly.Formostofthetime,allofthestudentswereveryhard-working.Itseemedthattheyhadgraspedalltheknowledgeeffectivelyinthisperiod.However,Ifoundsomeproblemswhentheystooduptogivemeanswers.Atthattime,Ifeltnervousaboutmyteachingeffect.“Wasmyteachingmethodunsuitableforthem”,Isaidtomyself,butIhadnotimetothink.Itriedtospeakmoreslowlyandclearly,givingthemmoretimetothinkandspeak.Itreallyworked.ThestudentsandIcooperatedwellduringthefollowingsteps.Inmyteachingprocess,IfeltitapitythatIdidn’tgivethestudentstimetopresenttheirpapersandcorrecttheirmistakes,whichIthoughtIshouldkeepinmindforfutureteaching.Aftertheclass,ourinstructorgavemesomeadvice,whichwasquiteacceptableandsuitabletome.
ⅢTheorganizationoftheclass
Intermsofmyorganizationoftheclass,thereweresevenstepsindetail.Theywerewarm-up,revision,presentation,practice,conclusion,discussionandwriting.Fromtheangleofthetimecontrol,allofthestepswerecarriedoutsuccessfullyduringmyclass.Warm-upandrevisionoccupiedabout8minutes;presentationoccupied5minutes;practiceaccountedforhalfoftheclass;writinglastedabout7minutes.Iwasquitesatisfiedwiththepartoforalpractice,becauseeverystudentparticipatedinlisteningandtalking.Theycouldgivecorrectanswerswhentheystoodup.Thefeedbackinformationwasidealatthispoint.Meanwhile,Iwasnotsatisfiedwiththewritingpart,asImentionedinpartⅡ.Althoughstudentshadtimetowritetheircompositions,theydidn’thavetheopportunitiestoknowhowwelltheyhadwritten.Theyshouldgetsomecommentsontheircomposition,forinstance,grammar,sentencestructure,hand-writingandsoon.IfIhadfivemoreminutes,Iwouldpresenttheirpaperstothewholeclassandgavesomecorrectionsifnecessary.Thelastpartwasenjoyingapoem,whichwasrelatedtothethemeoftheclass.Becauseofthelimitedtime,Ididn’trealizetheteachingaimofthispart.Ijustcalledthemtoreadit.IfIremovedthispart,Ithoughtitwouldbebetterforthewritingexercise.
Allinall,ononehand,thiswasacomparativelysuccessfulclass.Ontheotherhand,duringmycompetition,Ifoundsomeunsatisfactoryelementsinmyteaching.Ithinkitwouldbebetterformetoimprovetheteachingprocedureforfutureuse.Inaddition,theclassedshouldbepracticalandadheretothestudents’ability.Ilearnedalotfrommyexperienceandmyinstructor’sguide.Inordertorealizethenewconceptofteaching,IthinkIneedtodomoreresearchonthetextbookandlearnmorefromtheothers.
byZhongPingping
December12th,2006
8AUnitOne MainTask teachingplan
ZhongPingpingfromDafengMiddleSchool
Teachingaims:
(1).Knowledgeaims:
A.TomaketheSs.mastersomenewwordsaboutpeople’spersonality.appearanceandfutureplans.
B ToletSsunderstandthepassagebetter.
(2).Abilityaims:
A.TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.
B.TotraintheSs’abilityofworkingingroups.
(3).Emotionalaims:
AToenabletheSstoknowwhatkindoffriendisatruefriendandhowtomakegoodfriends.
B.ToenabletheSstocommunicatewitheachother
Teachingfocuses:
Tohelptotrainthestudents’abilitiesofexpressingthemselvesinEnglish
A.TohelptheSstocommunicatewitheachother.
B.ToenabletheSstostudyingroupsandco-operateskillfully.
C.TodeveloptheSs’interestinEnglish.
Teachingdifficulties:
(1)Howtodescribeaperson.
(2)Howtowriteapassage
TeachingMethods:
(1).Communicativeteachingmethod
(2).“Task-based”teachingmethod
TeachingProcedures
Step1warmup
1.FreetalkbetweenTandSs.
Suchas:
Fineweather,isn’t
Doyoulikethiskindofweather
Whatwillyoudoonsuchafindday
Whodoyouwanttodowith
Step2.revision
1. askafewquestionsaboutfriends.
Forexample:
Whatdoesyourfriendlooklike
Whatkindofpersonisyourfriend/
Whatdoesyourfriendlike
Whatdoesyourfrienddoorwanttodointhefuture
Whatmadeyoubecomegoodfriends
2. letstudentspracticeinpairs.
1. showpicturesofstarsandletSssaysth.aboutappearanceandguesstheirpersonalities.letSsworkinpairtodescribepersons
2.playagame
IwillletSsdescribeapersoninourclasstoaskotherstudentsguess.
andpractice
1. playthetaperecorder.LettheSslistenandanswersomequestions.Forexample,WhoisDaniel’sfriendWheredoessheliveWhatisshelikeWhatwouldsheliketodowhenshegrowsup
2. playthetapeagainaskthestudentreadaloudafterthetapethenfillatable.isemployedtomaketheSsgraspthemainideaofthetext..
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