Teaching reflection教案
Teaching Reflection 八年级U5
Teaching ReflectionI was I was informed on Monday morning that I am going to attend a teaching competition. It was a big challenge for me because I had been in the school for near a year and a half with other 4 English teachers. It’s time to show ourselves and learn from competing with others.Determined! That’s the right word to describe my state then. A chance had been given to me, I would prepare, practice and summary.Looking through the English book about Unit5. It’s about TV shows and people’s preferences. It’s good but l little common. So, when I saw the passage about Mulan in 3a. I am flipped. It would be my topic. I am a big fan of Chinese traditional stories and it was our duty to spread Chinese culture as teachers. I was relief when know the types of lessons is reading classes at first. It is easy, I thought. While when I finished and gave classes for the first time. It turned to be kind of performing class. I had the same class for 7 times in 7 classes, including the two top classes and good ones.The task of my first class was to comment the test paper. To have a good beginning, I asked for suggestions from my teammates and then practice in office. Some of my teammate were confused about that. And I told them I was nervous so I had to prepare it well.The morning reading class and the first class turned to be successful. They were not familiar with me and I worn no smiles. Someone had told me that I looked serious when I scowled. Maybe it’s the reason that they all behaved well. When we act the story of Money King. I found that students are better at acting. Meanwhile they were weak in scripts because they couldn’t use many senior expressions when performing without preparation.But things changed in the evening class. I wanted them to listen to the material on the test paper. I took no strategy and let them listen and repeat. They got bored quickly and so did I. I didn’t know what to do then. The class was over finally. I was extremely upset for it was also the first class I gave to some students in Class 15. I wanted to do well in front of them. I like them.On Thursday, I gave the class for the 4th time. I made a detailed ppt and tried to enrich the content of this class. This maybe a pretty good class, I thought. But the God made a joke with me. The multimedia play didn't work. To be frank, I got panic at once. All thecontents are on the PPT. So I moved them on the blackboard. It wasn’t well-organized. So I designed my blackboard to attract my students. I write down the key phrases like: kind, characters, plot and spirit. When I write on the blackboard, lots of students became interested in that for that they found that it formed a Chinese character zhong. I showed them my ideas about loving our traditional stories. And I finished my contents.It was a encouragement for me because I found that could deal with the emergencies well.Later hongying told me that I could play a recording for students to imitating while I was writing. It never occurred to me! It came to the last day finally. So I chose a piece from the film made by Disney. It was only two minutes while it showed how Mulan decided to join the army and how she fought in the war bravely. On Friday morning, there were two lecture courses and a morning class. I made assignments in the morning class. It was not bad. On the first lecture course, I completed the reading task - to help students know how to read a story. Then the last class, I guided them to finish the exercise on the newspaper. I didn’t control the class very well at the first period, but then, I told them off and even “threaten” to punish them. They became good boys then.It was difficult to keep confident when the war is going on with all its stresses and strains. It’s great and precious experience for me to have exercise lessons.It took me and students 3 classes to rehearse the plays. We choose four stories for students to play. Yu Gong Moved the Mountains, Monkey King. And two scenes about Mulan. It was hardworking for I had to polish the play and prepare the stage property. The potency of students is so great that they gave us perfect performance with passion and authentic pronunciation.As for the last part, we wrote them together: I’m a Chinese student. I’m ready to serve my country. Tell good Chinese stories. Develop Chinese culture. Let Chinese spirit shining. Realize the great China Dream. Students will be able to know the main ideas of the spirit of Mulan by retelling and acting.After having the class, students will be able to tell different kinds of stories from the following aspects：kind, characters, plot and spirit and they will be able to grasp the key points of traditional Chinese, such as kindness, braveness, wisdom etc and willing to develop it.Students will learn some skills of adapting traditional Chinese stories and acting skills. For me, I learnt to choose the relative materials about the topic by choosingtraditional Chinese stories and I knew how to organize students to act by lead them to act.I want to thank to my master teacher, Ms.Pu . She is an excellent teacher. I want to bea teacher like her.For new classes, good preparation helps a lot. As for exercise lessons, watching on the students and controlling the whole class are extremely.There is a long way for me to go as a qualified teacher. I will explore and try to be a good teacher quickly.。
人教版九年级英语下册Unit 12教案导学案有反思
Unit 12Life is full of the unexpected.第一课时Section A(1a－2d)Target Navigation【目标导航】Key words and phrases：unexpected，backpack，oversleep，give…a lift，by the time(that)Key sentences：(1)By the time I got up，my brother had already gotten in the shower.(2)When I got home，I realized I had left my keys in the backpack.(3)When I woke up it was already 8：00 a．m.!(4)Before I got to the bus stop，the bus had already left.Skills：能听懂别人叙述过去的事情，能初步运用由when/before/by the time(that)引导的时间状语从句叙述过去的事件。
Emotion：通过让学生叙述过去发生的事件，让学生学会倾听，学会关心别人。
The guidance of learning methods【学法指导】听说法，小组合作角色扮演。
Learning important and difficult points【学习重难点】1．能听懂别人叙述过去的事情。
2．能初步运用由when/before/by the time引导的时间状语从句叙述过去的事件。
3．掌握Key sentences中的四个句型。
Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导1．预习Page 89、90的生词和短语，根据音标会读记。
2．朗读Page 89、90的句子，能英汉互译。
英语教学反思EnglishTeachingReflection
English Teaching ReflectionAfter four terms’ English teaching, here is a reflection on my English teaching.Firstly, it is very important for a teacher to get a full preparation for a lesson.There are two aspects: one is preparation for students, the other is preparation forteaching. For example, about Unit 7 Section A, the title is “polite requirement and expression of apology ”, it’s a little hard to go on this lesson . In order to have an interesting class, I made a teaching powerpoint including designation of the importantpoints and the difficult points and a lot of funny pictures, the most important isorganization of students. At the very first, the class was all interested in it, doing allthe activities very carefully and excitingly. So you know it became an active andhelpful class. Instead, sometimes when I didn’t get a full preparation, not only the students but also I couldn’t get into good situation, tired and sleepy. It wasted theis important for teaching,students’ time. So we can see, a useful preparationespecially for English that Chinese students always feel difficult.Secondly, teachers should master the ability of class organization becausestudents’ response effects the result of teaching. Therefore, the teachers should use allkinds of methods to attract the attention of the students. Such as the content should berich and interesting, but not too easy or not too difficult, and the procession should benatural. Thus the students can learn English at a very natural situation. For a teacher,he or she should be energetic every day. Coming back to my teaching, I feel a littleupset for I can’t deal with my emotion better. When some students break the classrule, I suddently get so angry and the situation go on a long time that the lessontcan’t be wonderful, or I should say it is pretty bad. From now on, getting over ibecomes my emergency.Thirdly, students’ interest should be aroused. About this point, one is helpingstudents get an English name; one is talking about British and American culture andtelling stories as much as possible; another is helping some students make penfriendswith students in America. In these ways, students love English better, love learningEnglish better, especially improve their English including writing ability.Fourthly, English is a kind of language. students need to reading more, speakingmore, practice more except learning on class. The first: every morning----students’ practice time, I go around the class, finding the students’ problems, helping studenudents’ find out the answer to the problem. The second: after class, I check every sthomework and help students find out the mistakes and correct them. The third, I alsoask several students who are not very interested in English to recite the text toimprove them.Fifthly, after the Mid-term exam and Final exam, i found two disadvantages: one isthat there are many expecting-improving students, I plan to spend enough time inleading them to learn English, one is that the analysis ability of the students need toimprove. In future, I must think over much more ways to do with the problem.The five points above are my teaching reflection. Now, I must improve myself,improve my students’ English. Thanking for your guidance.10月14日reflection on the teachingI usually spend long time--- I should say----looking up in the dictionary and surfingon net for as much and complete information as I can, in order to enrich the class. But it appears that most of the time it is just for fun, and contributes little to the improvement, and even the motivation and enthusiasm, if there is any.However, I would be very nervous if I fail to make full preparation for the class, at least good enough in my view. And my textbook is underlined and marked here and there, which makes the other teacher who is in charge of the parellel class surprised. I know although I can manage to give a three-hour class after a fashion, I would have a sense of guilty...Anyway, I have to learn to balance and budge the time, and grasp what is the most important!By the way, to communicate with others and sharing the experience is very important!。
teachingreflection（教学反思）
Teaching reflectionRecently, I presented a few lectures to the students of ** College. What I have learnt from the practice of teaching is of great variety. At this moment, after a lecture of English teaching, I cannot help but to reflect on my experience. First of all, my beloved students range from the first year students to junior ones, from the specialty of statistics to English teaching. That is to say, it is necessary for me to employ different teaching methods in that the background information of them is of great difference. It is rather challenging for me to appeal to the interests of all the students. But, from my point of view, I have already tried my best to mobilize them to be involved into the progress of learning. Just as what the Silent Way holds, tell me and I forget; teach me and I remember; involve me and I learn. As for the students of statistics, I mainly use the traditional grammar-translation approach to teach the college English, partly because they are the freshmen and it is not a wise choice to impel them to reason somethought-provoking statements. Why is it not a wise choice? One day, one guy asked me for the answers of the exercises at the end of the unit. He reminded me that almost all ofthem are still slaved by the exam-oriented education. The English class in their mind is that the teacher should go through the text and the exercises words by words, sentences by sentences, translate the text, and show the answers to the followed questions. In order to make them feel at home, I would better explain the text in detail, but this is not what the higher education aims at. The national new English curriculum stipulate that there are five objectives which are expected to achieved at the end of the lesson, and language knowledge and language skills are merely two of them, the rest of which are affection, learning strategies, and cultural awareness. The rest three components, however, is more vital than the first two, for the students I am teaching are college students, rather than middle school student, whose major job is to lay a solid foundation for the future development. Therefore, I used some open-questions, hoping to change their attitude towards the college English class, which no longer focuses on the language contents and skills alone, but on some other more significant stuff, for instance, reasoning, arguing, debating, etc. I clearly remember the text named “why do we believe that the earth is round?”, written by GeorgeOrwell, a well-known novelist and critic. In that article, the author advanced that we are living in a gullible, credulous, and superstitious age. The ideas we hold does not rest on reasoning or experiment, but on authority. People take it for granted that what have been proved to be true is true, they never question the truth. What a thought-provoking words. As for the English majors, I naively supposed that since they are English advanced learner it would be easy for them to accept the task-based language teaching model, in which I encouraged them to perform tasks, show the fruit of their discussions, and, most importantly, explain why they think in that way and argue with the rest of the classmates if they share different ideas. Unfortunately, it turned out that I was wrong. They don’t give it a shit! But, what are the reasons behind this distressing matter? Here comes the second problem.Who is responsible for the status quo that the students have little interests in the college English class, the teachers, the students or the schools? As a teacher, whose major task is to cultivate the students, cannot escape from this responsibility. Of course, the low motivation of the students and the contents of the teaching materials may also result inthis phenomenon, but this is not the key point of this reflection. Something might well go wrong in the teachers. Since the beginning of education, how to stimulate the students’ interests and motive them to study has been a heated topic, especially in modern education, in which a revolution has taken place to cultivate the student’s communicative competences, reasoning awareness, and cooperative spirit. Although I have read a lot of literatures and books about how to get the students motivated, it is still a tough nut to crack. And here comes the 3rd problem, which is how to mobilize the students.Socrates and Confucius are experts in utilizing heuristics to induce their students to reason. When the students do not know what to speak, how to start a task, it is always helpful to offer a hint, but just a hint. Do not dominate the talk!A sound lesson plan plays a crucial role in presenting a successful lesson. It is pretty easy for the students to tell whether his teacher has prepared the lesson or not, to what extent and on what level. Therefore, how dare you long for an ideal lesson if you do not take it seriously? What’s more, the lesson plan gives the teacher a sound command of thelesson so that the lesson can run smoothly from one stage to another, otherwise, chaos and the loss of control might arise in the class, which hurt students’ zeal and embarrass the teacher. As far as lesson plan is considered, we should bear in mind that the teacher ought to be careful not to be the slave of the lesson plan, for the real classroom is full of unexpected events, it is dynamic rather than static.It is safe to say that when the students hold various opinions they are more eager to communicate with each other. That is to say, in order to arouse their urge to engage in the task or activity, the teacher should lure the students to think in other ways, or even from the opposite position. It is during the fierce arguing and debating that the students digest the knowledge best. Because an implicit premise of arguing is that they have to firstly figure out the argument, which usually involves the main content of the lesson, otherwise, they will be easy to be refuted, to which most of the students do not look forward while they are performing the task.I hold the view that teaching is a matter of creative process, and the reward, both material and spiritual, eventually you get will justify your time and endeavor.。
Teaching reflection
Teaching reflectionThe New curriculum standard emphasis humanity of English teaching, which reflect the concept of treating the students as the centre of the class. We should put students at the vary important part and pay attention to their creativity. During this period, there advantages as well as disadvantages. Now I summarize my class as flowing: Firstly, I created proper learning situations. When we play the guessing game, students are very familiar with their teachers. So they will have the courage and interest to speak English aloud. When we describe the very classic cartoon characters, it will remind us of the happy moments of our childhood. In this way students can talk and discuss freely and naturally. By doing so, students’speaking ability has been improved.Secondly, students’abilities of cooperation and communicating have also been improved. There are a variety of activities for the students to discuss with their group members.Thirdly, the atmosphere of this period is easy and comfortable. Students are all encouraged to express their own views freely. Thus, they won’t be afraid of spearing English, which is a shortcoming of all students in our school.Fourthly, I respect every students, encouraging them to have a try without being afraid.At last, in order to develop the students’ personality and creativity, it’s never enough to just create learning situations. As a teacher, we should first have the attitude to create, paying attention to the harmonious learning atmosphere. We should try every methods to stimulate their desire to create and make reflection to their learning behavior, their results and their reaction.In conclusion, there are active atmosphere and most students are interested during this class. But when the students are cooperate, we can make more of them get involved in.。
Teaching reflection
教学反思
黄伟优点：
1.学生参与性强，学习气氛浓，在小组的讨论中，活跃了学生
的思维，也进一步了解了学生在本节话题方面，所拥有的原始信息积累量；
2.在教学中训练学生的方面多样，有阅读，有听力，有口语；
3.有学科间的渗透。
不足：
1.学生在讨论环节中，有时会不由自主的出现中文，虽然在分
组时，每小组都有相应的翻译手，但在遇到困难时应该，老师应多起的帮助作用；
2.由于训练的方面有些多，使得教学的重点略显不突出，应该
注意课堂环节的安排，使得教学重点难点更加突出，听读课文时，有必要多听一次。
3.学科间渗透的把握还要加强，努力做到少而精。
教学反思英文版(附教案)
Teaching reflection:In order to advance with the development of the new curriculum reform, the Yancheng Teaching and Research Institute sponsored the annual Top-quality Courses Competition. I, luckily, took this rare opportunity to participate in this competition on December 7th. All of the competitors were from different counties. They had the same goal, that is, to show their teaching style so as to promote academic changes between themselves. I felt a little nervous at first, because it was my first time to take part in such a competition. In addition, there was little time for me to do enough preparation and put it into practice. With the help of my colleagues and their encouragement, I decided to try my best. I chose the part of Main Task as my teaching material. After I studied the text, I found that the main goals of this period were to make the students master the new words about people’s personality, appearance and to train the students’ability to write an article about himself/herself or his/her be st friend. Based on the knowledge aims, I also had to help realize students’ emotional aim, say, to enable the students to know what kind of a friend is a true friend and how to make good friends. This was a valuable experience for me. After this competition, I realized that I had learnt a lot from practice and others.Now I’d like to analyze my teaching from the following aspects:ⅠPreparation and teaching processDuring my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. To some extent, the use of the pictures of some famous stars could cultivate students’ interest to use the adjectives to describe their appearance, personality and etc. When I had to teach the related words about the face, for example, round and square, I presented some cartoons for comparison. As far as the adjectives of eyes and nose were concerned, I also used some flashcards for presentation and comparison. The students inclined to look and say something about the pictures, using the related adjectives. When I taught the words of on e’s figure and personality, I first called some students to tell me what kind of friends they would like to choose as their best friends. I gave them some hints when they met some difficulties. Then, I presented some pictures for a small talk, getting students to talk about the personalities of different people and what kind of person they would like to be. After this, I gave students some time to describe the famous stars, for instance, Yao Ming, Harry Porter, S.H.E and etc., which could help them to understand the meanings of the adjectives. During the reading part, I presented some questions and tasks for students to answer and fulfill. Owing to the use of multimedia, students could answer the questions quickly and effectively. In order to avoid the one-sidedness of comprehension, I gave students more time to read and practice. The total goal was to develop students’ ability to write an article about his/her best friend. To serve this goal, I designed some questions for them to answer in advance and got students to talk and make a conclusion. In this part, I used a game to help, say, a guessing game, asking students to write down something about his/her friend and read it aloud for others to guess who he/she was. This method, I thought, conquered the monotony of writing. I outlined the importance of being an honest, kind-hearted and helpful person. At last, Iplayed a poem for students to enjoy and imitate, which, as I saw it, would possibly raise the theme to a higher level.ⅡStudents’ learning processThis was the first time that I came to Jianhu. All of the things were strange to me. I knew nothing about the school and the students. In order to make better exchanges between the students and me in class, I stepped into their classroom and introduced myself to them before my class. They felt quite strange initially, but later they felt excited. I asked them to try their best in my class. All of them nodded and it seemed that we became closer. However, when it came to my class, they felt quite nervous just in front of the teachers from different places. Before class, I tried to relax them by singing a song and asking them to wave their hands. They were very cooperative. I felt a little more confident. During the class, I proceeded well as I designed. Once I raised a question, most of the students could undertake brainstorm and gave me the correct answers. When the discussion time came, I divided them into groups of four, asking them to do related tasks. What I didn’t expect wa s that they preferred not to come to the front for acting. I felt a bit embarrassed at first, but I respected their choices and dealt with it properly. For most of the time, all of the students were very hard-working. It seemed that they had grasped all the knowledge effectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. “Was my teaching method unsuitable for them?”, I said to myself, but I had no time to think. I tried to speak more slowly and clearly, giving them more time to think and speak. It really worked. The students and I cooperated well during the following steps. In my teaching process, I felt it a pity that I didn’t give the students time to present their papers and correct their mistakes, which I thought I should keep in mind for future teaching. After the class, our instructor gave me some advice, which was quite acceptable and suitable to me.ⅢThe organization of the classIn terms of my organization of the class, there were seven steps in detail. They were warm-up, revision, presentation, practice, conclusion, discussion and writing. From the angle of the time control, all of the steps were carried out successfully during my class. Warm-up and revision occupied about 8 minutes; presentation occupied 5 minutes; practice accounted for half of the class; writing lasted about 7 minutes. I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the writing part, as I mentioned in partⅡ.Although students had time to write their compositions, they didn’t have th e opportunities to know how well they had written. They should get some comments on their composition, for instance, grammar, sentence structure, hand-writing and so on. If I had five more minutes, I would present their papers to the whole class and gave some corrections if necessary. The last part was enjoying a poem, which was related to the theme of the class. Because of the limited time, I didn’t realize the teaching aim of this part. I just called them to read it. If I removed this part, I thought it would be better for the writing exercise.All in all, on one hand, this was a comparatively successful class. On the other hand, during my competition, I found some unsatisfactory elements in my teaching. I think it would be better for me to improve the teaching procedure for future use. In addition, the classed should be practical and adhere to the students’ ability. I learned a lot from my experience and my instructor’s guide. In order to realize the new concept of teaching, I think I need to do more research on the textbook and learn more from the others.by Zhong PingpingDecember 12th, 20068A Unit One Main Task teaching planZhong Pingping from Dafeng Middle SchoolTeaching aims:(1). Knowledge aims:A. To make the Ss. master some new words about people’s personality. appearance and future plans.B To let Ss understand the passage better.(2). Ability aims:A. To develop the Ss’ abilities of listening, speaking, reading and writing.B. To train the Ss’ ability of working in groups.(3). Emotional aims:A To enable the Ss to know what kind of friend is a true friend and how to make good friends.B. To enable the Ss to communicate with each otherTeaching focuses: To help to train the students’ abilities of expressing themselves in EnglishA. To help the Ss to communicate with each other.B. To enable the Ss to study in groups and co-operate skillfully.C. To develop the Ss’ interest in English.Teaching difficulties:(1) How to describe a person.(2) How to write a passageTeaching Methods:(1). Communicative teaching method(2). “ Task-based” teaching methodTeaching ProceduresStep1 warm up1. Free talk between T and Ss.Such as: Fine weather, isn’t?Do you like this kind of weather?What will you do on such a find day?Who do you want to do with?Step2. revision1. ask a few questions about friends.For example: What does your friend look like?What kind of person is your friend/What does your friend like?What does your friend do or want to do in the future?What made you become good friends?2. let students practice in pairs.Step3.presentation1. show pictures of stars and let Ss say sth. about appearance and guess their personalities. let Ss work in pair to describe persons2. play a gameI will let Ss describe a person in our class to ask other students guess.Step4.listening and practice1. play the tape recorder. Let the Ss listen and answer some questions. For example, Who is Daniel’s friend? Where does she live? What is she like? What would she like to do when she grows up?2. play the tape again ask the student read aloud after the tape then fill a table. is employed to make the Ss grasp the main idea of the text. .Step5.make a conclusionHow to write a passage:Introduction: say who is your best friend is.Main body: describe his/her appearancedescribe his/her personalityConclusion: describe his/her future planStep6discussionI will say: we have learnt a lot about friends. If you choose a boy or a girl as your best friend, what will you thank about? Here are some questions for you to discussion. What is his/her nameWhat is he/she like (appearance)What’s his/her personalities, qualities and abilitiesWhat does he/she like doingWhat would he/she like to do in the futureThen let them have a competition.Then make a conclusion: a friend in need is a friend indeed.Step7.Homework:(1)Recite the words as many as possible after class.(2) Write an article about your friend.。
英语人教版三年级下册Unit 3 At the zoo Part A 教案
人教PEP版小学英语三年级下册Unit 3 At the zooPeriod 2（Part A .Let’s learn & Let’s do）Teaching design合肥市庐江县海事沙岗希望小学李冬Subject(课题): Unit 3 At the zooLesson period(课时)：The Second PeriodLesson type(课型): New lessonTeaching material analysis（教材分析）本套教材以小学三年级为起点，注重学生语言应用能力的培养。
本课时在A 部分Let's talk的基础上再次熟练巩固运用所学形容词来描述动物的特征，教学单词“tall”、“short”、“fat”和“thin”和“Let’s do”部分歌谣。
Learning situation analysis（学情分析）1、学生经过三年级上册的英语学习，具备了一定的语言基础，能用英语进行一些简单的日常对话，对形象的物体较感兴趣，容易被调动起来。
2、由于学生上学期已经学习了表示动物的一些单词，所以教学的一开始，复习已学的一些内容，唤起学生的记忆，激发学生的学习兴趣。
3、这个年龄段的学生比较好动，喜欢游戏，对直观的图片和动画情景比较感兴趣，因此，只要投其所好，就能激发学生的学习兴趣。
Teaching contents(教学内容)（Unit 3 At the zoo Part A .Let’s learn & Let’s do）Teaching aims(教学目标)（一）Knowledge & skills (知识与技能)1．通过学习，学生能熟练掌握两对意思相反的形容词：“tall”和“short”，“fat”和“thin”。
2．通过学习，学生能运用句型“It’s、、、” 简单地对动物进行描述。
3．通过学习，学生能听懂指令，并根据指令做出相应的动作。
人教版九年级英语下册Unit 13教案导学案有反思
Unit 13We're trying to save the earth!第一课时Section A(1a－2d)Target Navigation【目标导航】Key words and phrases：litter，bottom，fisherman，coal，ugly，advantage，cost，wooden，plastic，make a difference Key sentences：(1)The river was dirty.Even the bottom of the river was full of rubbish.(2)It used to be so clean.(3)People are throwing litter into the river.(4)Everyone in this town should play a part in cleaning it up!(5)I used to be able to see stars in the sky.Skills：能听懂关于污染的问题和环境保护的话题；并初步学会用重点句型谈论污染和环保的话题。
Emotion：通过听说训练学会谈论污染和环保的话题，使学生认识到污染的严重性，从而培养学生养成爱护环境，保护环境的习惯。
The guidance of learning methods【学法指导】听说法；小组合作。
Learning important and difficult points【学习重难点】1．能听懂关于污染的问题和环境保护的话题；并初步学会用重点句型谈论污染和环保的话题。
2．掌握并运用Key sentences中的重点句型。
Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导1．预习Page 97、98的生词和短语，根据音标会读记。
人教新目标七年级英语上册：Unit 9 My favorite subject is science教案(含教学反思)
Unit 9My favorite subject is science.Period 1 Section A (1a～1c)Teaching important points【教学重点】1.Key words & phrases：favorite，subject，science，P.E.，music，math，Chinese，geography，history2.Key sentences：What's your favorite subject?My favorite subject is science.Teaching difficult points【教学难点】Be able to talk about favorites.Teaching aids【教具】CAI，pictures，a tape playerTeaching procedures and ways【教学过程及方法】★Step Ⅰ Revision and lead－in复习导入Free talk and lead－in：T：Good morning，boys and girls.Ss：Good morning，Miss Yuan.T：Do you like bananas?S1：Yes，I do.T：How about you?S2：I like bananas，too.T：Do you like apples?S3：No，I don't.T：What about you?S4：Yes，I do.T：How about oranges？Do you like oranges?S5：Yes，I do.T：So，what kind of fruit do you like best？Today，we are going to learn Unit 9 and talk about your favorites.★Step Ⅱ Self－studying and guiding自学指导Self－study 1：Self－study the new words：favorite，subject，science，P.E.，music，math，Chinese，geography，history.Learn to pronounce them according to the phonetic symbols.You can listen to the tapes to help you pronounce them correctly or ask others for help.Self－study 2：Read the conversation in 1a and match the words with the pictures.Questions for thinking：(1)你特别喜欢的水果是什么？___________________________________________?我特别喜爱的水果是苹果。
人教版九年级上册英语全册教案含反思
Unit 1How can we become good learners?本单元围绕学习的话题，讲述了学习的障碍及对应的解决方法，对学生的学习有重要意义。
Section A内容上侧重英语学习的方法，学生要学习、训练相关的语言内容和技能。
学生要重点掌握并能熟练、正确地运用与学习主题相关的单词和各种表达学习方法的短语、功能及句型结构How do you study/learn…？I study/learn…by…How can I…？You can…by…；以及学会用“by＋v.－ing形式”结构来表达方式方法。
Section B在Section A谈论英语学习的基础上，在话题上，从英语的学习困难及解决方案，拓展到优秀学习者的学习习惯；在语言上，巩固和丰富了与学习相关的话题词汇；在技能上，将听、说能力综合，突出阅读训练，由读促写；在策略上，引导学生关注优秀学生的学习方式，并借鉴运用；在情感上，鼓励学生面对困难，积极探索解决方案，不断改进学习方法，提高学习效率。
The First Period—Section A(1a－2d)Teaching Important Points【教学重点】Key words & phrases：textbook，conversation，aloud，pronunciation，sentence，patient；study for，ask the teacher for help，work with a group，be patientKey sentences：1.—How do you study for a test?—I study by working with a group.2.—Does anyone learn English by watching videos?—No.It's too hard to understand spoken English.3.—Have you ever studied with a group?—Yes，I have.I've learned a lot that way.Key structure：verb＋by doingeg：I study by working with a group.Teaching Difficult Points【教学难点】★Practice the structure “verb＋by doing” in listening and speaking.Teaching Aids【教学工具】A tape recorder，CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】(Ⅰ)1．GreetingGreet the class and briefly talk with the students about their holidays.2．DiscussingDiscuss with the students，like this：T：What do you usually do when you study English?S1：I often read English books.T：(To class) Good.He studies English by reading English books.That's a good way.(Then to another student)Now，what do you usually do when you study English?S2：I…3．Practice with more students.★Step 1Leading in【新课导入】(Ⅱ)1．GreetingGreet the class and tell the students the goal of this unit.2．PreparationT：Today we are going to talk about how to study.How do you study English?Collect the students' answers and prepare the language items for this period.★Step 2Cooperative inquiry【合作探究】1．Finish the task in 1a①Work in groups.Add more ways of studying English.②Read these phrases in 1a.Tell them the usage of “by doing” phrases.③Help students to say out their ways of studying.2．Finish the task in 1b①Read the instructions.②Play the recording for the first time.Students only listen.③Play the recording a second time.Ask them to match the ways with the names.④Check the answers with the whole class.3．Finish the task in 1c①In groups，interview their partners about how they study for a test.②One from each group reports to the class.4．Finish the tasks in 2a－2b①Use PPT or pictures for the students to learn the new words.Read the questions in 2a.②Get the students to guess the answers in 2b.③Play the recording for the first time.Students listen and check the questions.④Play the recording again.Students listen and match the answers with the questions in 1a.⑤Check the answers with the whole class.5．Finish the task in 2c①Show the pictures of the conversations.②Students work in pairs.③Ask three pairs to say out their conversations to the class.Show the PPT to help.6．Finish the task in 2d①Talk about the picture and scan the conversation.②Ask the students to read aloud the conversation in 2d.Learn the new words and phrases.③Ask these questions：How does Jack feel at the very start?What makes him feel like this(nervous)?What's Jack's problem when he reads？And what does Annie suggest?What's Jack's problem with words？And what's Annie's advice?④Check the answers with individual students to see how well they understand.⑤Play the recording and get the students to follow the teacher in the recording.Then ask two pairs to act out the conversation.★Step 3Homework1．Do a survey：How do you study for an English test?2．Imagine that you are Jack and Annie.Make a conversation to talk about your English study.3．Translate the following sentences into English.(1)你是怎样学习英语的？我通过大量阅读来学习。
英语教学反思电子版模板
---Title: English Teaching ReflectionDate: [Insert Date]Teacher’s Name: [Insert Name]Subject: English Language ArtsGrade Level: [Insert Grade Level]Class: [Insert Class Name/Number]---I. IntroductionIn this teaching reflection, I will critically analyze my recent English language arts lesson, identifying strengths, areas for improvement, and strategies for future teaching. The objective of this reflection is to enhance my teaching practice and contribute to the academic success of my students.---II. Lesson Overview1. Lesson Objective: [Briefly describe the main objective of the lesson.]2. Teaching Methods Used: [List the teaching methods and techniques employed during the lesson, e.g., group work, interactive whiteboard, direct instruction, etc.]3. Materials Used: [List the materials used, such as textbooks, handouts, technology, etc.]---III. Teaching ProcessA. Introduction1. Engagement: How did the students respond to the introduction? [Discuss the level of engagement, participation, and interest.]2. Content Delivery: Were the key points of the lesson clearly presented? [Evaluate the clarity and effectiveness of your explanations.]B. Instruction1. Active Learning: How did students engage in the lesson? [Assess their level of participation, such as asking questions, contributing to discussions, and working collaboratively.]2. Differentiation: How well did the lesson cater to the diverse needsof my students? [Discuss any adaptations made to accommodate different learning styles, abilities, or special needs.]C. Assessment1. Formative Assessment: How did you assess student understanding during the lesson? [Discuss the methods used, such as questioning, quizzes, or exit tickets.]2. Summative Assessment: What was the summative assessment for the lesson? [Describe the assessment tool and its effectiveness in measuring student learning.]---IV. Reflection on Strengths1. Effective Communication: What aspects of your communication were successful? [Discuss how well you conveyed the lesson content and engaged the students.]2. Engagement Strategies: Which engagement strategies were most effective? [Explain how these strategies contributed to student participation and understanding.]3. Student Learning: How did the students perform in terms of learning objectives? [Discuss any positive outcomes or progress you observed.]---V. Areas for Improvement1. Content Delivery: What areas of the lesson could be improved in terms of content delivery? [Identify any unclear explanations or complex concepts that may have caused confusion.]2. Assessment: How can the assessment methods be enhanced to better measure student understanding? [Discuss alternative assessment tools or techniques that may be more effective.]3. Student Engagement: What additional strategies could be employed to improve student engagement and participation? [Consider different teaching methods or activities that may be more appealing to your students.]---VI. Strategies for Future Teaching1. Adaptations: What specific adaptations will you make to the lesson plan for future teaching? [List the changes you will implement to address the areas for improvement.]2. Professional Development: Are there any professional development opportunities that could help you enhance your teaching skills? [Consider workshops, webinars, or training sessions that may be relevant to your needs.]3. Continuous Improvement: How will you continue to reflect on your teaching practice? [Discuss the process you will use to monitor your progress and make further improvements.]---VII. ConclusionThis teaching reflection has provided me with valuable insights into my recent English language arts lesson. By identifying strengths and areas for improvement, I can develop strategies to enhance my teachingpractice and better support the academic success of my students. As an educator, I am committed to continuous improvement and am excited。
“教学反思”英语教案
“教学反思”英语教案As teachers, it is imperative that we constantly reflect on our teaching methods to ensure that we are deliveringhigh-quality and effective lessons that meet the needs of our students. This process of reflection is known as teaching reflection, and it is an important process that helps us to improve our teaching practice. In this article, we will be discussing teaching reflection and how it can be incorporated into English language teaching through the development of a teaching reflection English lesson plan.What is Teaching Reflection?Teaching reflection is a process that involves a teacher reflecting on their own teaching practices. It is a form of self-evaluation that helps teachers to identify areas where they need to improve and to develop strategies for enhancing their teaching methods. Teaching reflection helps teachers to:-Analyze their teaching practices.-Identify areas where they need to improve.-Develop plans to enhance their teaching methods.-Evaluate the effectiveness of their teaching methods.-Learn from their successes and failures.Incorporating Teaching Reflection into English Language TeachingTeaching reflection is an important process that can be incorporated into English language teaching. Through teaching reflection, English language teachers can identify areas where they need to improve their teaching practice and develop strategies to enhance their methods. Incorporating teaching reflection into English language teaching can involve the development of a teaching reflection English lesson plan.Teaching Reflection English Lesson PlanA teaching reflection English lesson plan should be designed to help English language teachers reflect on their teaching practice and develop strategies to improve their methods. The lesson plan should follow a structured format that allows teachers to:-Reflect on their teaching practices.-Identify areas where they need to improve.-Develop plans to enhance their teaching methods.-Evaluate the effectiveness of their teaching methods.-Learn from their successes and failures.The following is an example of a teaching reflection English lesson plan:Lesson Objective: To reflect on teaching practice and develop strategies for enhancing teaching methods.Step 1: Self-reflection-Ask teachers to reflect on their most recent English language lesson.-Encourage teachers to consider what worked well and what didn't work so well.-Encourage teachers to consider the challenges they faced during the lesson.Step 2: Identify areas for improvement-Ask teachers to identify the areas where they need to improve their teaching practice.-Encourage teachers to consider what they could have done differently.-Support teachers in identifying areas where they may need additional training.Step 3: Develop strategies-Ask teachers to develop strategies for enhancing their teaching methods.-Encourage teachers to consider how they can incorporate these strategies into future lessons.-Provide support and guidance in developingeffective strategies.Step 4: Evaluate effectiveness-Ask teachers to evaluate the effectiveness of their teaching methods.-Encourage teachers to consider how they can measure the success of their strategies.-Support teachers in developing effective evaluation methods.Step 5: Learn from successes and failures-Encourage teachers to learn from their successes and failures.-Ask teachers to consider how they can use this learning to enhance their teaching practice.-Provide support and guidance in developingeffective learning strategies.ConclusionTeaching reflection is an important process that helps teachers to improve their teaching practice. By incorporating teaching reflection into English language teaching, English language teachers can identify areas where they need to improve their teaching practice and develop strategies to enhance their methods. Through the development of a teaching reflection English lesson plan, teachers can reflect on their teaching practice, identify areas for improvement, develop strategies, evaluate effectiveness, and learn from successes and failures.。
英语授课反思教案设计模板
---Title: Reflection on English Language Teaching ExperienceObjective: To facilitate a reflective learning experience for students, encouraging them to analyze and evaluate their own English language learning process, as well as to provide feedback on the teaching methods and strategies used.Duration: 1 hourMaterials:- Whiteboard or blackboard- Markers or chalk- Handouts or worksheets related to the students' learning experience- A digital device (optional) for presentations or video clipsPreparation:1. Review the students' previous learning activities and assessments.2. Prepare a list of reflective questions that will guide the discussion.3. Organize the classroom space to allow for group work and individual reflection.4. Prepare any handouts or worksheets that will be used during the lesson.---Introduction (5 minutes):1. Warm-up Activity:- Begin with a brief activity that engages students in thinking about their language learning journey. This could be a quick survey or a sharing session where students talk about their favorite or most challenging English learning experience.2. Purpose of the Lesson:- Explain to the students that the lesson is designed to help them reflect on their learning experiences, share their insights, and provide feedback on the teaching methods used.---Main Activity (30 minutes):1. Group Discussion:- Divide the class into small groups (4-5 students each).- Each group receives a set of reflective questions to guide their discussion. Examples of questions include:- What are the strengths and weaknesses of your English language skills?- How do you feel about the teaching methods used in class?- What resources or strategies have been most helpful in your language learning journey?- What changes would you like to see in the way we learn English?2. Individual Reflection:- After a few minutes of group discussion, ask students to reflect individually on their thoughts and write down their responses to the reflective questions.3. Sharing and Feedback:- Each group selects a representative to share their findings with the class.- Encourage other students to provide feedback and ask questions.---Conclusion (15 minutes):1. Summarize Key Points:- As a class, summarize the main points discussed during the reflection session.2. Student Feedback:- Ask students to provide feedback on the teaching methods and strategies used in the lesson. This can be done through a quick survey or by writing down their thoughts on a worksheet.3. Action Plan:- Discuss potential action plans to address any areas of improvement identified during the reflection.---Assessment:- Students' participation in the group discussion and individual reflection.- The quality of their written responses to the reflective questions.- The feedback provided on the teaching methods and strategies.---Reflection:As the teacher, reflect on the following aspects of the lesson:- How effectively the students engaged with the reflective questions.- The overall atmosphere of the classroom during the discussion.- The insights gained from the students' feedback.- Possible adjustments to the teaching methods or strategies based on the reflection and feedback received.。
teaching-reflection教学反思备课讲稿
t e ac hi ng- r ef l e c t i on 教学反Teaching reflectionBefore I studied this course and stepped into the platform to experience what is a real teacher, I always think teaching is an easing thing. The teacher just needs to copy the teaching content from the teaching reference books and show them to the students. However, through this course I feel all the things changed completely. No matter from the preparation to the practice, from my teaching plan to my PPT, or from my rehearsal to my real show; they all let me have an entirely different attitude towards English teaching.Through a semester 'lesaning, teaching and thinking, I have some opinions or also called teaching reflection towards English teaching, which includes the aspects of the teacher, the students, the teaching methods, the class activities, the textbook and also about the teaching reflection itself. All of these thinking, I consider, will do a greatfavor to my teaching career.Firstly, I 'd like to say the teaching reflection itself. It is very essential for teachers to carry on it in time after class, which can let the teacher to think about the process and have a clear analysis of this class. Through this procedure, the teacher can find the shortcomings of this class, have a deep thinking of the issues and later find thesolutions for them, which can form a good circulation in the teaching process that benefit both the students and the teacher. In teaching practice, we went to the miniclass several times. After each teaching, I would study my teaching video to find my good points and my class's shortcomings, which can as my reference to modify my teaching content orto find more proper ways in the next class. By using this way I learned a lot about how to transform the knowledge from my textbook to the reality class teaching.Secondly, the class activities should be used properly. About this pointI, 'm deeply affected by it. When first writing my teaching plans, I am always trying to add more activities like chant, game, song and so on, which I think will increase the interesting of the class. But when Ireally carry on the class as my plan, the result make me fell upset. So many activities not only let class sometimes out of control, but also make the class remains with form instead of real content. I think not only me but also others face this problem when we first begin to teaching. By the help of my teacher and the later practices, I realized that the class activities are not the purpose of our class; however, it is only one wayin our teaching process. Proper quantity and quality class activities will activate our teaching, but abusing use of them will make our teaching goto formalism. So when choosing the activities, it is essential to consider out teaching purpose and the content of the lesson first. That let the activities serve for our teaching is our original goal.Thirdly, the using of the teaching methods in the real class should bevaried. In the teaching theory class we learned different teaching methods like grammartranslation method, direct method, total physical response, situational language teaching and so on. But in practical use, it is hardly to find using only one method in one teaching period. Even in the 45min's class, we have different steps like lead-in, presentation, practice, consolidation and other flexible parts. According to the purposes and the characteristics of different part, we should take in different teaching method. For example, in the beginning of the class we can create a situation by using the method of situation language teaching to attract our studen'tsattention. When we carry on class activities, we can employ the method of total physical response to deepen the impression of the language on the mind of students. So in the practical teaching, the teacher should consider the flexibility in using these teaching methods. And I think no method is totally good or bad. If we can find the right place for each of them, they are all good for our teaching.The fourthly I want to mention is the using the textbook. It is the basic factor in our teaching for we go on our lesson, according to which we decide our teaching process, teaching content, teaching objectives and almost all the related things. But it is only the basis and we need beyond it. In the premise of full respect of it, we should try to beyond and break through the textbook instead of limited by it. Our textbooks process flexibility, which requires our teacher to use them creatively according to our teaching curriculums. The textbook should be our basis and the life should be our content, which will guarantee our students learn as possible as many things.The last but not the least is our students and the teachers. In the spirit of our new curriculum, the students are our core in the English teaching and theatechers r'oles should change from the controller to the assessor, organizer, promoter, participant, resource-provider, guides and others. We should put more emphasis on the autonomy of our students. Let them be the main body of our class and through cooperating and group learning; let the interests be their learning motivations for long time study. As the teacher under the continuous teaching reform and new curriculum, we should keep study all the time. In spite of promoting our professional knowledge, the enthusiasm for the teaching career, the love for our students, the pursuit and the explore of the new teaching concept and the more summarizing and reflection of our teaching are also the necessary things we should always do.All of the above are my teaching reflections through this cours'es studying. Maybe some of them are still superficial or even wrong to some extent, but I will go on my teaching with the process of learning and thinking.。
《森林狂想曲》教案及教学反思《森林狂想曲》
《森林狂想曲》教案及教学反思《森林狂想曲》Teaching plan and teaching reflection of Forest Rhapsody《森林狂想曲》教案及教学反思《森林狂想曲》前言：本文档根据题材书写内容要求展开，具有实践指导意义，适用于组织或个人。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
一、设计意图：1、音乐欣赏是幼儿园音乐教育中必不可少的部分，它能提高幼儿音乐欣赏力，理解力，并能开阔幼儿音乐视野，提高音乐听觉能力和音乐整体素质。
2、《森林狂想曲》形象鲜明，三段体音乐变化明显、突出，便于幼儿分辨，表现旋律的内容，音乐美好、有趣、有意义，很适合大班的幼儿欣赏。
3、我的设计意图是在于通过《森林狂想曲》这一音乐欣赏活动，集艺术、语言、健康等于一体，让孩子们在自由愉快的过程中，提高综合素质，培养音乐活动的兴趣；并希望通过这一活动加强幼儿对环保的认识。
二、活动目标：1、通过欣赏音乐《森林狂想曲》，帮助幼儿认真倾听的习惯2、感受大自然中音响的和谐与优美的同时，初步学会用表情（神态）、动作、来表现不同的音乐情绪。
3、加深幼儿对环境保护的感性认识。
三、活动准备：1、歌表演（歌声与微笑）2、音乐《森林狂想曲》四、活动过程：（一）、随音乐跳（歌声与微笑）：教师:小宝贝们，今天天气真不错，我们一起跳个舞吧，播放音乐（歌声与微笑）师幼共舞。
（二）、听一听1、教师以讲述的形式设置悬念，引起兴趣：师：小宝贝们，你们刚才累了吗？大家今天这么开心，老师奖励给你们一段好听的音乐，我们现在一起来听一听，看看你们听到了什么？听了感觉怎样。
教师放音乐幼儿欣赏提问1、刚才小宝贝们听到了什么（青蛙、小鸟、知了、蟋蟀、小鸭等）2、听了音乐感觉怎样（抒情、欢快）教师小结这是一首非常有名的台湾乐曲，表现了在台湾的热带雨林里各种动物、昆虫丰富、奇异而和谐的鸣叫声，加上优美动听的乐器的演奏，奏出了一幅优美的森林狂想曲。