in class教学反思
英语人教版六年级上册第五单元第五课时教学反思
英语人教版六年级上册第五单元第五课时教学反思篇1一、教学目标回顾咱这一课时的教学目标呢，主要是让孩子们能够熟练掌握本单元的重点单词和句型，并且能够在实际情境中运用。
目标定得很明确，就是要让孩子们学会用英语表达职业以及工作场所。
比如说“factory worker”“postman”这些单词，还有“What does he/she do? He/She is a...”这样的句型。
在实际教学中呢，大部分孩子都能跟着老师的节奏，积极参与课堂互动。
通过各种教学方法，像小组讨论、角色扮演啥的，孩子们对单词和句型的掌握情况还不错。
但也有一小部分同学在运用句型的时候还不够熟练。
总体来说，教学目标的达成度还算可以，但还有提升的空间。
咱得想想办法，让那些掌握得不太好的同学也能跟上进度。
首尾呼应一下哈，咱这教学目标回顾就是为了找出问题，提升教学质量，让孩子们学得更好。
二、教学方法分析在这一课时中，我主要采用了情景教学法和小组合作学习法。
情景教学法真的挺管用。
比如在讲解关于职业的单词和句型时，我设置了一个“职业招聘会”的情景。
我跟同学们说：“嘿，同学们，今天咱们这儿有个超级大的职业招聘会。
好多不同的工作岗位等着大家呢。
你们想不想去试试呀？”同学们一下子就来了兴趣。
然后我拿出一些卡片，上面画着不同的职业，像teacher （老师）、doctor（医生）、scientist（科学家）等等。
我会拿着一张卡片说：“Look, this is a doctor. What does a doctor do?（看，这是一位医生。
医生是做什么的呢？）”同学们就会纷纷举手回答：“A doctor helps sick people.（医生帮助生病的人。
）”这样的情景教学让同学们更容易理解和记住单词和句型。
小组合作学习法也发挥了很大的作用。
我把同学们分成几个小组，让他们一起讨论自己未来想从事的职业。
我会说：“Now, let's work in groups. Talk about whatyou want to be in the future.（现在，我们分组讨论。
Don’t eat in class.教学反思
Don’t eat in class.教学反思
任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。
基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。
这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养学生遵守公德、爱护公物的美德。
同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。
不足之处：图标展示得不够；还可通过图标渗透中外文化差异。
可取之处：全方位的训练了学生的听、说、读、写的能力。
本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can’t的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。
通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。
《Unit 1 There are thirty students in my class》教学反思
Module 3 My new school《Unit 1 There are thirty students in my class》教学反思外研版教材Module 3 Unit 1 There are thirty students in my class. 第一课时的整体教学总的来说还算令人满意。
无论是开始部分新单词及音标的处理，还是数字的导入都恰到好处, Listening整体听了部分问题的层梯形设计，最后结束部分通过对他们情感上的教育都极大程度地调动了学生的积极性。
自认为是一堂成功的初中英语课堂教学，现就这堂课加以详细说明。
一、在游戏中处理数字教学。
对课文中出现的数字，先简单复习已经学过的数字，对于新学的数字展现后用游戏的形式进行巩固。
在游戏的设计上，采用先难后易的形式。
先用很快的速度播放一遍，学生并不能跟上，以此来引起他们的注意。
然后再以较慢的速度进行播放，这次时学生将更集中注意进行活动从而调动气氛导入课堂。
二、在看图片中集中处理关键生词在这一部分生词的处理中，最大的亮点应该是将单词与音标的一个有效教学。
用phonics method，也称为原音拼合法，Phonics 是针对儿童学习特点，适合儿童学习英语语音的注音系统。
它的核心是建立字母与语音之间的对应关系，不用借助音标，看着字母就可以直接读出该词的发音，解决单词不会读，无法拼的问题。
学生在熟悉这套规则后，可以依照读音，猜出该词的拼写。
做到看词能读，听音会写。
在掌握了phonics 后，学生的认字能力会大大提高，能够进行自由阅读。
所以在课堂上我很好的将这个方法融入到这一环节中。
在单词呈现完后，让学生用提问的形式运用所学的单词，从而加深对生词的理解，为Listening的教学作好铺垫。
三、幻灯片作为一个载体，让学生生成各种不同的答案。
在对How many ….are there …?这一句型的操练中，我采用让学生提问的形式来操作，让他们用这一句型问自己想知道学校的任何信息。
初中英语版教学反思5篇
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怎么写教学反思(共9篇)
怎么写教学反思(共9篇)教学反思范文教学反思的基本格式包括题目和正文。
正文主要包括四个方面的内容：教学设计反思、教学过程反思、存在问题反思和改进措施反思。
最后，需要进行简要的总结，认识、感悟和心得。
在教学设计反思中，需要针对教学设计中的某一个或几个环节进行反思。
例如，根据新课程标准对本课的要求，我制定了教学目标，包括认识中国地图、确定方位、提高学生认识抽象事物的能力和感受地理知识与生活实际的联系。
在教学过程反思中，需要主要针对课堂教学过程中的某一个或几个环节进行反思，如导入、提问、小结等。
例如，在探究中国地图的环节中，我采用了自主研究的方式，课堂效果符合预期。
在存在问题反思中，需要回顾和思考课堂教学中存在的问题。
例如，设计的教学内容太多以至于每个环节都很匆忙，没有给学生留下充分活动、感知、体验的时间。
在改进措施反思中，需要提出改进方案。
例如，教学设计应更严密、更科学，尤其要预留出学生活动的时间。
同时，应实行弹性教学，在本节课未能充分进行的环节移到练课上加以延伸。
总之，在教学反思中，需要深入思考教学过程中的问题和不足，并提出改进方案，以不断提高教学质量，为学生提供更好的研究体验。
教师需要进行课后反思，全面深入地思考和总结自己的课堂教学实践，以提高自身的业务水平，改善教学实践。
教学反思包括研究自己如何教和如何学。
下面从几个方面讨论如何写好教学反思。
首先，要记录下教学过程中成功的做法，如达到预期的教学目标，引起共振效应，应对临时情况，清晰的板书，应用基本原理等。
这些记录可以供以后教学参考，不断改进和创新，提高教学水平。
其次，要记录下不足之处，对课堂教学中的失误和疏漏进行系统的回顾、梳理，并进行深刻的反思、探究和剖析，以便在今后的教学中吸取教训，不断提高。
第三，要记录下教学机智，即课堂教学中因师生思维发展和情感交流而产生的灵感。
这些灵感往往是突然而至，若不及时记录下来，就会失去。
因此，要利用课后反思捕捉这些“智慧的火花”。
部编版)三年级语文上册全册教学反思
部编版)三年级语文上册全册教学反思在教学《不懂就要问》这篇文章时，我着重强调了学生提问的重要性。
我让学生们自由提问，让他们感受到提问的自由和重要性。
我也鼓励他们在研究中勇敢地提问，因为只有这样才能更好地理解和掌握知识。
在课堂上，我还引导学生们通过提问和讨论来深入理解文章，让他们在思考中逐渐掌握文章的主旨和思想。
在这个过程中，我也不断地给予他们鼓励和肯定，让他们更加自信地表达自己的想法。
在今后的教学中，我会更加注重学生的提问和思考，让他们在探究中不断成长。
同时，我也会更加努力地设计教案，让每一个环节都更加精彩，让学生们在研究中感受到快乐和成就感。
在课堂上，我和学生一起探讨生活中应该养成的好惯。
孩子们纷纷举手发言，提出了捡垃圾、帮助同学、早睡早起、锻炼身体和主动问问题等好惯。
我引导他们研究XXX小时候在私塾读书的故事，通过理解XXX的质疑精神、同学们的惊讶和害怕心理以及先生的严厉，让他们懂得了研究要有“不懂就问”的良好惯。
这堂课结束后，我明白“不懂就问”是一个应该养成的好惯，我会在今后的教学中更加努力地引导学生用好这个惯。
在教学中，我发现让学生戴着头饰自由想象表演古诗，并边演边吟咏，能够使语言文字在学生头脑中形成更为鲜明、丰满的图像，让学生更容易进入情境，达到事半功倍的效果。
在教学《山行》这首古诗中，我注重引导学生以读为主，通过自己研读古诗，相互切磋和合作交流，让他们在自己的成功体验中感受到研究的乐趣。
同时，在适当的时候张贴文中插图，让学生更好地感知诗意和韵律。
我认为，对于研究古诗这样的文化遗产，我们需要重视研究方法的指导，让学生能够更好地理解和欣赏古诗，为今后的古诗教学打下基础。
优美的古诗是我国珍贵的文化遗产。
每首古诗都有特定的韵律和节奏。
只有按照这些韵律和节奏朗读，才能真正表达出其中的意境和情感。
在教学中，可以使用录音进行范读，让学生从听觉中感受，从模仿中提高。
让学生用自己的方式朗读，能够激发他们的兴趣和活力。
教学反思用英语怎么写
教学反思用英语怎么写教学反思用英语怎么写对于教师来说，”反思教学”就是教师自觉地把自己的.课堂教学实践，作为认识对象而进行全面而深入的冷静思考和总结，那么，教学反思用英语怎么写呢？下面是小编收集整理的教学反思英语范文，希望对你有所帮助！教学反思英语范文（一）After finishing the whale lesson, I recalled the vivid and interesting "whale's self narration" of my classmates. I was very excited. I had some feelings when I was excited.First of all, I feel that allowing students to master certain learning methods is conducive to their self-learning habits. In teaching, I first focus on guiding students to learn the fourth natural paragraph of the text, so that they can master certain learning methods, so as to learn from the following natural paragraphs. Practice has proved that this method is feasible, students enjoy it, give full play to their potential, and truly achieve low consumption and high efficiency. This is the same lesson. I went there a few years ago, using a piecewise explanation, which is time-consuming and inefficient.Another point is that proper use of intuitive teaching methods can stimulate students' interest in learning. After this class, there are still many students around me, asking me to play the courseware again and show them that they are still not interested. I think intuitive and vivid teaching is not only enjoyed by lower grades, but also by senior students.In addition, there are some common explanation methods, but for primary school students, it is rather strange. Because of the important role of these methods in this article, I will givestudents a preliminary understanding at the right time. I hope this will help them in their future studies.It is worth mentioning that the student's whale post tabloid designed after class is amazing. They introduced sperm whales, rodent whales and blue whales in tabloids. We can see that they are very interested in whales and find a lot of information after class. They really know a lot about whales. This kind of study extends from class to extracurricular, and the result is really good.However, I also reflect on the whale is a strong article of science, how to let students learn it better, not only to let students learn interesting animal knowledge, but also do not lose the characteristics of the language discipline, can there be better teaching methods or learning methods, so that students can benefit more?教学反思英语范文（二）This is an interesting scientific knowledge text, reading this article, as if back to the childhood, like Zhang Heng, nestled in the arms of grandma, blinking with the stars in the sky: that is the Altair, that is the star, that is the star, that is the spoon star... How can they always hang in the sky? How many are there in all? The number is also innumerable. And the language of this article is vivid, concise and graceful. It is full of children's interest and childlike innocence, and contains rich scientific knowledge. It is full of attraction to the children. Let the children really walk into the text, experience the beauty of the stars, feel the quality of Zhang Heng diligent in observation, willing to think, the need for teachers to guide the in-depth reading, so that children self reading, self understanding, self. Enjoy pleasure in reading, receive good education and edification in reading, and achieve the teaching effect of "moistening things silently".In the course of teaching, I and my children count the "stars in the sky" in the "bright night sky" with the courseware, and then find the "stars" in the text. In this way, I will feel how interesting the teaching is and how easy the children will learn. Think: First, the combination of literacy teaching and reading is full of interest and reflects the efficiency of literacy.Under the new curriculum background, the literacy of children in grade two has nearly two thousand words, they have their own literacy methods, literacy teaching is the key, but it is no longer a difficult point. Therefore, we should improve the efficiency of literacy in class and strive to be solid and effective. When we first perceive the text, we need to read the quasi pronunciation and read the text together, so that the students can pronounce the phonetic alphabet with phonetic alphabet.Two, adopt a variety of reading methods to realize the pleasure of reading and develop the ability to read.1, combination of pictures and texts, multiple senses, and feel the beauty of the stars."At night, the stars of the sky are like countless pearls sprinkled in the jade plate." I allowed the students to read and learn from themselves, and carried out a solid training in sentence teaching. Let me read the book first and tell you what you feel. Let the students understand the "Pearl", what are the stars like pearls and stars? What is the "jade plate", what is the "jade plate" in the text? And then through a vivid description, the students can appreciate the beauty of the night sky. On this basis, instruct students to read aloud emotionally, feel the beauty of the stars, the stars and the brightness of stars. Children read aloud and experience into reading aloud. They read the sentence beautifully and read their feelings.2, self reading, self realization, self satisfaction, in the role experience, Zhang Heng's determination of the stars and the understanding of the stars.In the two, 32 section of the teaching, I let the students to read, to understand grandma's love for little Zhang Heng, learning grandma's tone of laughter and persuaded Zhang Heng. From this, they realized that Zhang Heng was not the first time to see the stars, and that grandma thought the stars were innumerable.In the whole class, I used the exquisite courseware to bring the children into the real situation, so the children saw, felt, and put into the class. In the whole class, their spirit was full and the emotion was pleasurable. They follow Zhang Heng, learn from Zhang Heng, and feel Zhang Heng, believing that they will have a renewed understanding of serious observation and good thinking. As in the class summing up, maybe there is a child who has known Zhang Heng, counted the stars, learned to think and studied, and became an astronomer.。
Unit4Don'teatinclass教学反思
Unit4 Don’t eat in class.教学反思本单元的教学内容非常贴近学生的生活，因此针对不同的内容设计了不同的任务活动。
通过课堂的实践，达到了很好的效果。
（一）认真备课，改进教法，优化课堂教学在导入新知识时，通过复习旧的句型配对、问答练习很自然、顺利的进入目标句型的教学。
“兴趣”是最好的老师。
学生对于自己感兴趣的事物，自然会用更多的时间钻研。
因此，把握好重难点，设计出符合实际且最能让学生感兴趣的教学手段至关重要；因此我在上这节课前，精心设计了教学过程，并根据教材内容，搜集了不少有关学校班级制度等图片，帮助学生理解课文里的重点短语和句型。
同时运用到每一个教学环节里，激发学生学习兴趣；同时根据教材内容，设计与学生生活密切的讨论话题，如：学校里有哪些规定？我们应该做什么？不应该做什么？图片中的学生违反了哪些规定？你应该给他们提出什么建议？等等来吸引学生注意力，让学生乐于学习，善于思考，积极参与到课堂活动中来，提高了英语教学效果。
（二）重视学法点拨，培养学生灵活运用知识的能力。
学生根据老师提供的一些描述行为的词语，相互交流，学生为完成这一任务，就必须大胆提问，而且也迫使学生养成良好的运用英语的习惯。
（三）需要改进的地方：因为本节课主要讲解祈使句的用法，注重了学生的口头练习，书写内容较少。
学生掌握的英语词汇量有限，对于全英教学不能适应，有时候用英语发出的指令，学生听不懂，需要翻译一下，显得教学环节和课堂教学内容没有自然衔接，学生比较被动，教学气氛及教学效果不明显。
由于在学生提问的环节上学生的自主性强，英语好的学生就表现突出，获得的锻炼就多一些，对于英语表达能力差的学生，老师照顾不够，得到的锻炼相对少。
所以在以后的教学中还应不断的探索，寻求更大进步。
总之，为了提高英语教学质量，必须对英语课堂教学进行反思，不断完善教学过程，不断反思，不断进取，努力提高课堂教学质量。
我们每个教师都应在教中思，思中教，方可求得发展。
精品译林版三年级英语下册Unit1in class教案和教后记
Unit1 In class 教材分析一．教学内容分析本单元的课题是In class，本单元的话题为“课堂用语”，出现了一些简单的祈使句，主要功能为引导学生掌握open/ close, stand up/ sit down, look at/ don’t…等一些祈使句，了解课堂上的一些常用语言。
本单元的story time以课堂为场景，展示了同学间、师生间的一些简单对话，主要学习祈使句open/ close, stand up/ sit down。
本单元的Cartoon time以Bobby为小老师，Sam和其他动物为学生，教学了一些单词和句型，主要复习What’s this? It’s a…的句型，并呈现了新句型look at/ don’t…在本单元的Sound time中，主要归类了字母b的发音。
这一发音比较单一，基本都发成/b/，只要学生能够回忆出带有字母b的单词就能够操练。
本单元的Checkout time为Look and say. 通过图片的描述操练句型。
1. 学生自己还没有尝试过造句，本学期可以通过图文的提示或者场景的提示请学生造句。
2.学生对祈使句不了解，在教学时有必要解释一下，通过归类帮学生理解：以动词开头，表示一种指令的句子为祈使句。
3.学生虽然学习了26个字母，但是对字母在单词中的发音还没有完全的认识，本单元首先出现的是字母b在单词中的发音。
这一类辅音字母的发音比较单一，所以比较容易归类。
在教学中我们也要适当的让学生自己归归类。
二．教学目标1. 知识技能目标1)能认识主要的人物：Mr Green.2)能听懂、会说、会读、会运用单词：robot/ rubber/ parrot.3)能听懂、会说、会读、会运用单词：door/ window/ blackboard/ open/ close.4)能听懂、会说、会读、会运用句型：Stand up./ Sit down./ I’m sorry./ Come in.5)能听懂、会说、会读、会运用句型：Look at the…/ Don’t …6)能快速用It’s a…来回答What’s this?的提问。
don27t eat in class 教学反思教学资料
d o n27te a t i n c l a s s教学反思Unit 12 Don’t eat in class 第四课时教学设计与反思发布者：王永霞发布时间： 20/7/2011 PM 3:03:13Unit 12 Don’t eat in class教学内容为新目标英语七年级上册第12单元Section B 第4课时。
学习内容主要体现在以下几点：Teaching Aims：1. Learn to talk about the rules at school, in som eone’s house and otherplaces the Ss are familiar with.2. Learn to use “I have to …”, “I can / can’t …” , “ Don’t…” todescribe the rules of each place.3. Ss improve their speaking,reading and writing skills.3. Learn to be a polite student anywhere.Important Points and Difficult Points：1. Master the sentence structure “No+doing” , “No+noun”2. 祈使句肯定形式与否定形式的运用。
3. Describe the rules of the places correctly and fluently.［学生分析］1、利用多媒体课件上英语课，学生视听感受明显，表现出极大兴趣，在欣赏和享受中学习，学习效果很明显。
2、话题来源于学生的实际生活，使得学生有话可说，知无不言，言无不尽。
3、在课堂教学中要组织学生多说。
尤其是要多比较的说祈使句的DO和don't 结构及用情态动词have to 和can't［教学过程］Step 1 Warming-up and Lead-inSing an English song with lyrics in the screen.T：Class, do you like music? Let’s sing an English song together.Step 2 Competition1. The teacher tells the students about the instruction for a game.T: We have two groups, A and B, We’ll have a competition between A and B,Let’s see which group will answer the most questions?2. Play a video of a movie, T: What rules are they breaking? If they are your classmates, what will you say to them?Ss: Don’t play cards in classDon’t smoke3. T: What are the rules in the library?Ss: Don’t …We have to …We can’t …(Get more participation from the students)[Don’t …句型的到了很好的复习与操练，值得探讨的是此环节是否可以自然的把Do…句型跟Don’t …句型放在一起操练，从而对祈使句的肯定形式与否定形式进行了巩固。
英语教学反思范文版模板
---Title: Reflecting on the English Language Classroom ExperienceDate: [Insert Date]Subject Teacher: [Insert Your Name]Class Level/Grade: [Insert Class Level/Grade]Objective of Reflection:To critically analyze and reflect on the effectiveness of my teaching methods, student engagement, and overall classroom management in the English language classroom.---Introduction:As a teacher of English, my primary goal is to facilitate a learning environment that not only imparts knowledge but also encourages active participation and critical thinking. This reflection aims to assess the strengths and weaknesses of my teaching strategies, student learning outcomes, and areas for improvement.---Teaching Strategies and Methods:1. Lesson Planning:- Strengths: I planned lessons with clear objectives and varied activities to cater to different learning styles.- Weaknesses: Some lessons were too focused on grammar, neglecting the importance of speaking and listening skills.2. Classroom Management:- Strengths: I maintained a structured classroom environment, which helped to keep students focused.- Weaknesses: I sometimes found it challenging to manage student behavior effectively during group activities.3. Assessment and Feedback:- Strengths: I provided timely and constructive feedback, which helped students understand their strengths and areas for improvement.- Weaknesses: The assessment methods were not always aligned with the learning objectives, leading to confusion among students.---Student Engagement and Learning Outcomes:1. Student Participation:- Strengths: Most students were actively participating in class discussions and activities.- Weaknesses: A few students seemed disengaged, possibly due to a lack of interest in the subject matter.2. Learning Progress:- Strengths: The majority of students showed improvement in their reading and writing skills.- Weaknesses: Some students struggled with pronunciation and fluency, indicating a need for targeted support.3. Assessment Results:- Strengths: Overall, the class achieved a good level of understanding of the curriculum.- Weaknesses: The results varied significantly among students, suggesting that the teaching methods did not cater to all learning styles.---Areas for Improvement:1. Lesson Planning:- Incorporate more speaking and listening activities to enhance language proficiency.- Balance the focus on grammar with practical application and communication skills.2. Classroom Management:- Develop and implement strategies to engage disinterested students.- Provide more opportunities for peer interaction and group work to foster a collaborative learning environment.3. Assessment and Feedback:- Align assessment methods with learning objectives to ensure clarity and consistency.- Offer more individualized feedback to cater to diverse learning needs.---Conclusion:Reflecting on my teaching experience has been insightful and has highlighted areas where I can improve. By addressing the weaknesses identified and building upon the strengths, I am confident that I can create a more effective and engaging English language classroom. Continuous reflection and adaptation are key to being an effective educator, and I am committed to ongoing professional development in this regard.---Additional Notes:- [Insert any specific incidents or student feedback that were particularly influential in shaping this reflection.]- [Insert any resources or strategies that were particularly successful or unsuccessful in the classroom.]- [Insert any personal goals or professional development plans that arise from this reflection.]。
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.。
(最新原创)译林 三年级下(3B) Unit 1 In class 单元教案
第一课时（总第课时）Teaching contents教学内容：Story timeTeaching aims and learning objectives教学目标：1．能正确理解、掌握对话内容,并能朗读对话。
2. 能正确地听、说、读单词 Mr, door, window ,blackboard , stand up, sit down, open, close.3. 能在真实的情景中正确运用Please…， Come in和日常交际用语I’m sorry.4. 培养学生学英语的兴趣，运用英语的意识。
Focus of the lesson教学重点：1. 能正确地听、说、读单词Mr, door, window ,blackboard , stand up, sit down, open, close.2. 能正确理解、掌握对话内容,并能朗读对话。
Predicted area of difficulty教学难点：1. 能比较流畅地朗读对话，并能运用所学对话描述。
2. 能在真实的情景中正确运用Please…， Come in和日常交际用语I’m sorry.Teaching aids教具准备：课件、所学过单词卡片Teaching procedures教学过程：Step 1: Warm-up1. Sing a song.<Happy New Year>2. ReviewT: Look at the pictures. I give you some pictures. Can you say something about it? For example, cake Would you like a cake? What about a cake? How nice!...Step2:Presentation1. Teach: stand up/sit downT: **, please stand up. Please sit down. (老师做向上和向下手势，并进行日常对话) OK!(板书Stand up 、Sit down ) 带读，做up和down的动作。
湘少版三年级英语上册全册教学反思
湘少版三年级英语上册全册教学反思Today。
we covered the first unit of this XXX curriculum standards。
XXX-centered and activity-based learning。
We emphasized student n and experience。
and used XXX guessing games。
scene setting。
and dialogue performance to enable students to XXX.XXX the us n of primary school students。
we used intuitive pictures。
real objects。
and XXX into every step of the lesson。
The beautiful XXX classroom。
but also served as a review of the content learned。
XXX and making English learning a part of students' mental development.XXX designing lesson plans。
Based on the teaching objects。
I paid n to the following points: (1) stepping down from the podium。
squatting down。
blending into the students。
and interactive learning。
(2) starting from a low level。
taking small steps。
having a large capacity。
maintaining a fast pace。
unit1 in class cartoontime教学反思
unit1 in class cartoontime教学反思
这个三年级是我已任教半年，对于班上孩子之前的英语学习情况，我还是很了解。
从这课堂上表现来看，大部分学生课上学习的积极性还是很高的，都很愿意表达自我，这样特别好，也充分展示了低年级学生学习英语的那种热情。
但是从学生的家作完成情况来看，还是有些担忧的，大小写不分（不知道单词、词组、句子之间的区分），读背上没有良好的习惯，更上在本子上存在句号等等一系列的问题，都是让人比较担忧的。
这也让满怀信心的我，心中多了许多问好，而不知所措。
起始英语的重要性不言而喻，很多习惯、方法，我们也是在不断地摸索中，希望磨合期能短一些，默契能多一些。
这堂课作为学生本学期的第一节课，课堂的基本用语也在其中作为一个重要的操练内容。
我也通过多种方式进行操练，帮助学生形成较好的语感，为接下来的更深入学习奠定基础。
这堂课把语言学习的快乐还给了孩子，整个教学环节以游戏为载体，淡化过渡痕迹，学生参与程度高，兴趣浓。
当然，这堂课如果照抄会存在一些误区，特提出供大家借鉴：
1．学生对游戏的关注大于对知识的关注，在实际操作的时候教师要注意多变换操作形式。
2.开书认读量不足。
很多老师都有这样的感觉，用游戏教授出来的孩子说还可以，认就不行了，所以要特别的强调开书认读，夯实基础。
英语教学反思实践(3篇)
第1篇Introduction:As an English teacher, it is crucial to engage students in the learning process and ensure that they achieve meaningful learning outcomes. Reflective practice is an essential tool that allows teachers to analyze their teaching methods, identify areas for improvement, and ultimately enhance the quality of education provided. This reflective practice focuses on my experiences in English teaching, aiming to identify strengths, weaknesses, and areas for future development.I. Introduction to Reflective PracticeReflective practice is the process of systematically examining one's teaching experiences to identify what worked well, what didn't, and why. It involves critical thinking, self-evaluation, and the identificationof strategies to improve teaching effectiveness. This reflectivepractice aims to provide insights into my experiences in Englishteaching and highlight the importance of continuous improvement.II. Context of the Teaching ExperienceThe teaching experience under reflection took place in a secondaryschool in China, where I was responsible for teaching English to Grade10 students. The course included grammar, vocabulary, reading, listening, speaking, and writing skills. The class size was 40 students, and the duration of the course was one semester.III. Strengths in Teaching1. Creating a positive learning environment: I believe that creating a positive and supportive learning environment is essential for student engagement. I encouraged students to participate in class discussions, share their opinions, and work collaboratively. This approach helped foster a sense of community and mutual respect among students.2. Using varied teaching methods: To cater to different learning styles,I employed a variety of teaching methods, such as group work, project-based learning, and technology integration. This allowed students to engage with the material in different ways and reinforce their learning.3. Encouraging self-assessment and reflection: I encouraged students to engage in self-assessment and reflection through the use of learning journals, peer feedback, and self-evaluation forms. This helped students take ownership of their learning and develop critical thinking skills.IV. Weaknesses in Teaching1. Lack of differentiation: In some instances, I failed to differentiate my instruction to meet the diverse needs of students. This resulted in some students struggling to keep up with the pace, while others felt bored and unchallenged.2. Inadequate feedback: I realized that I sometimes provided feedback that was too vague or general, which did not help students understand their strengths and areas for improvement. I needed to be more specific and provide constructive feedback to enhance their learning.3. Over-reliance on textbooks: I discovered that I often relied heavily on textbooks, which limited the scope of our lessons and failed to engage students with real-life contexts. I needed to incorporate more authentic materials and activities into my teaching.V. Strategies for Improvement1. Differentiation: To cater to diverse learning needs, I plan to implement a more differentiated approach to instruction. This includes creating lesson plans with varied activities, providing additional resources for struggling students, and offering challenging tasks for advanced learners.2. Specific and constructive feedback: I will strive to provide more specific and constructive feedback by focusing on strengths and areasfor improvement. I will use a combination of verbal, written, and visual feedback to help students understand their progress.3. Incorporating authentic materials: To make lessons more engaging and relevant, I will incorporate authentic materials such as news articles,videos, and songs. This will help students connect the language they learn in class to real-life situations.4. Continuous professional development: I will engage in continuous professional development by attending workshops, reading educational literature, and collaborating with colleagues to enhance my teaching skills.Conclusion:Reflective practice is an essential aspect of English teaching, allowing teachers to analyze their experiences and identify areas for improvement. Through this reflective practice, I have identified strengths increating a positive learning environment and using varied teaching methods, as well as weaknesses in differentiation, feedback, and over-reliance on textbooks. By implementing strategies for improvement, I aim to enhance student engagement and learning outcomes in my English classes. Continuous reflection and self-evaluation will be crucial in my journey as an English teacher, ensuring that I provide the best possible education for my students.第2篇Introduction:As an English teacher, it is crucial to engage in reflective practice to continuously improve teaching strategies and enhance students' learning outcomes. This reflective practice essay aims to discuss my experiences and insights gained from teaching English, focusing on areas ofstrengths and areas requiring improvement. By analyzing my teaching practices, I hope to identify effective strategies and areas that need further development to create a more engaging and effective learning environment.I. Areas of Strength1. Creating a supportive and inclusive classroom environment:One of the areas where I feel confident is in creating a supportive and inclusive classroom environment. I believe that every student shouldfeel valued and motivated to learn. To achieve this, I have implemented various strategies, such as encouraging participation, providingpositive feedback, and accommodating diverse learning styles. This approach has helped students feel more engaged and confident in their abilities.2. Using technology to enhance learning:I have successfully integrated technology into my teaching practices, which has significantly improved students' learning experiences. By using tools such as interactive whiteboards, educational apps, and online resources, I have been able to create more dynamic and engaging lessons. This has helped students stay motivated and interested in the subject matter.3. Adapting to students' needs:I have learned to be flexible and adapt to my students' needs. By observing their progress and feedback, I can adjust my teaching methods and resources accordingly. This personalized approach has enabled me to cater to different learning styles and ensure that each student receives the support they need.II. Areas Requiring Improvement1. Improving oral communication skills:While I have made efforts to encourage oral communication in the classroom, I realize that there is still room for improvement. Some students may feel hesitant to speak up, leading to a lack of practice in real-life situations. To address this, I plan to incorporate more interactive activities, such as role-plays and group discussions, to provide more opportunities for students to practice their speaking skills.2. Enhancing writing skills:Writing is a critical aspect of language learning, but I have noticed that some students struggle with this skill. To improve their writing abilities, I plan to provide more structured writing exercises and offerindividualized feedback. Additionally, I will encourage students towrite regularly and explore different writing genres to broaden their skills.3. Addressing cultural differences:As an English teacher, it is important to be aware of cultural differences and how they may impact language learning. I have made efforts to incorporate culturally relevant materials and activities into my lessons; however, I realize that I can do more to promote cultural understanding and sensitivity among my students. I plan to organize cultural exchange activities and encourage students to share their own cultural backgrounds.III. Reflections and Future Goals1. Continuous professional development:To enhance my teaching skills, I plan to participate in workshops, webinars, and training sessions focused on English language teaching and learning. This will enable me to stay updated with the latest research and best practices in the field.2. Student-centered approach:I will continue to focus on a student-centered approach, ensuring that my teaching practices cater to the needs and interests of my students. This will involve regularly assessing their progress and adjusting my strategies accordingly.3. Building partnerships with parents and the community:Collaborating with parents and the community is essential in creating a supportive learning environment. I will strive to establish strong relationships with parents and involve them in their child's learning journey. Additionally, I plan to explore community resources that can enrich the learning experience for my students.Conclusion:Reflective practice has been an invaluable tool in my journey as an English teacher. By analyzing my strengths and areas requiring improvement, I have gained valuable insights into my teaching practices. By implementing the strategies mentioned in this essay, I aim to create a more engaging and effective learning environment for my students. Continuous reflection and improvement will be crucial in my quest to become a more skilled and knowledgeable English teacher.第3篇Introduction:As an English teacher, I believe that reflective practice is crucial for continuous improvement and professional development. This essay aims to provide a comprehensive reflection on my teaching practice, focusing on the effectiveness of my methods, areas for improvement, and strategies to enhance student learning. Through this reflection, I hope to gain insights into my teaching approach and identify areas where I canfurther develop my skills as an English teacher.I. Introduction to the Teaching Context:The context of my teaching practice is a secondary school in China, where I have been teaching English for the past three years. The students are aged 13-15 years old, and they come from diverse cultural backgrounds. The curriculum covers grammar, vocabulary, reading, listening, speaking, and writing skills, with a focus on preparing students for national English examinations.II. Teaching Methods and Techniques:1. Interactive teaching methods: To engage students and promote active learning, I have employed various interactive teaching methods such as group discussions, role-plays, and games. These methods encourage students to participate in the learning process, fostering a positive classroom atmosphere.2. Technology integration: I have incorporated technology into my teaching by using multimedia resources such as videos, podcasts, andonline platforms. This has not only made the learning process more engaging but also helped students develop their digital literacy skills.3. Differentiated instruction: Recognizing that students have different learning styles and abilities, I have tailored my teaching to meet their individual needs. This includes providing additional support for struggling students and challenging advanced learners with more complex tasks.4. Assessment and feedback: I have used a variety of assessment methods, including quizzes, tests, and oral presentations, to monitor student progress. Constructive feedback has been provided to help students identify their strengths and weaknesses, guiding them towards improvement.III. Areas for Improvement:1. Classroom management: Although I have established a positive learning environment, I recognize that there is still room for improvement in classroom management. I need to develop strategies to handle disruptive behavior and maintain a focused learning atmosphere.2. Student engagement: While interactive teaching methods have been successful, there are still students who remain unengaged. I need to identify the reasons behind this and explore alternative methods to cater to different learning styles.3. Parental involvement: I have not actively sought parental involvement in my teaching practice. By fostering better communication with parents, I can gain insights into students' learning experiences outside the classroom and collaborate more effectively to support their progress.IV. Strategies to Enhance Student Learning:1. Enhancing my subject knowledge: To provide more engaging and relevant lessons, I plan to deepen my understanding of English language and literature. This will enable me to offer a broader range of resources and activities to my students.2. Professional development: I will continue to participate in workshops, seminars, and training programs to improve my teaching skills. This will help me stay updated with the latest pedagogical approaches and educational technologies.3. Collaborative teaching: I will collaborate with colleagues to share teaching ideas and resources. This will not only enhance my own teaching but also provide opportunities for my students to learn from their peers.4. Reflective practice: To ensure continuous improvement, I willregularly engage in reflective practice by analyzing my teaching effectiveness, identifying areas for improvement, and setting achievable goals.Conclusion:Reflective practice is a vital aspect of my teaching journey. By continuously evaluating my teaching methods and seeking ways to enhance student learning, I aim to become a more effective English teacher. This essay has provided me with valuable insights into my teaching practice, and I am committed to applying these learnings to improve my skills and contribute to the academic success of my students.。
英语教学反思20篇简短
英语教学反思20篇简短XXX (1):XXX school English。
it is important to make it real and natural。
and to be close to students' lives。
The words and XXX the most common and basic in society。
but for us reasons。
some students still cannot grasp their XXX well。
especially for some difficult words.At the beginning of learning English。
students learn based on their XXX hands-on and game parts of the classroom。
but they are XXX。
As time goes by。
coupled with the fact that some words are difficult to read。
they XXX focus。
so even if they XXX knowledge in class。
they et it immediately after class。
With the continuous increase in learning materials。
the learning problems of these students XXX they realize the importance of learning English。
they XXX。
they even have the idea of not XXX.Some students。
due to their introverted and unsociable personalities。
英语教学反思11篇
英语教学反思11篇This year。
I was XXX English to Class 2 (8)。
After more than two months of school。
we have completed six units of English learning。
In late April。
XXX。
the results were not satisfactory。
and there was still a n phenomenon in student grades。
XXX speaking。
XXX of the first-year students towards English learning are high。
and their grades are good。
But with the passage of time。
the deepening of difficulty。
and the weakeningof interest。
the grades of some students gradually fall behind and drop out。
and the number of dropouts also increases。
In the second year of r high school。
the n XXX particularly prominent。
directly affecting students' English grades throughout the entire middle school stage。
and also hindering the improvement of the quality of English teaching in r high school。
Therefore。
how to prevent n。
improve the quality of teaching on a large scale。
Don't-eat-in-class.教学反思
Don’t eat in class.教学反思由于清明节放假，所以本周我们的教学时间也发生了改变，原本定于上周完成第四单元的教学放在了本周完成。
本周由于月考和开运动会，因此本周的时间给人感觉比拟零散。
原本打算一周结束一个单元的方案也打乱了，所以本周我只进行了第四单元Section A的教学，Section A的单元主题图以教室外墙壁张贴校规的形式呈现书面语体的规章制度，再通过听说活动导入到口头谈论规章制度的情景中，让学生体会，学习不同语体中目标语言的表达。
在此根底上，学生通过对语法的学习及操练进一步强化新的语言内容，为学习Section B打下根底。
其中1a-1c导入本单元的话题和局部重要语言结构。
1a活动利用学生常见的班规，校规为线索介绍新语言，便于激活学生背景知识，使他们利用已有的经验进行学习建构。
1b活动是1a内容的自然延续，旨在通过听让学生体会教师对规章制度的口头陈述形式，让学生进一步熟悉祈使句的结构。
2a-2d重点学习在口语交流中如何运用情态动词谈论学习规章制度。
其中2a,2d活动从听，2c从说的角度训练学生运用情态动词can和can’t 表达许可和禁止，2d那么在此根底上又参加了must 和have to结构，使得语言更加丰富，多样。
然而，在实际的教学过程中，我觉得自身存在着以下方面的缺乏：缺乏之处：1.听力活动没有完成。
在Section A的第一课时教学中，我主要注重了单词和短语的教学，在这节课上，时间安排的不合理，导致前面的内容和活动设计的太多，因此，原本设计的听力环节没有进行，一节课没有真真正正的做到听说读写相结合。
在以后的课堂活动安排中，我要注意时间的合理分配，防止出现类似的情况发生。
2.课堂活动没有落实到位。
由于本堂课容量很大，可是课堂时间有限，所以在开展某些活动时，没有很好的落实好，比方给父母作规矩，那是个很好的设计环节，但由于没有给学生充分的时间，只有个别同学抒发了见解，但是没有让其他大局部同学动口，要是给他们的时间多一点，我想肯定会收到意想不到的结果。
they are in class 3 教学反思和评课用语
they are in class 3 教学反思和评课用语
教学反思：通过本节教学学生学会了本课的生词，短语；能听懂，会说，会读，并能根据中文写出英文；还掌握了主语为主的主系表结构的语法句型，掌握w hat grade … in? what class… in? 引导的特殊疑问句，并会运用这一句型对话造句。
极个别学生掌握不好教师要加强辅导练习。
评课用语：教师组织课堂教学效果好，语言清晰，能注重学法指导，培养学生的创新能力，问题设计富有启发性。
且本节课知识点明确，条理清晰，板书大方，教师注意归纳总结，能联系书本以外的知识，扩大学生听闻。
教学语言形象丰富生动，浅入深出，但与学生互动交流稍显欠缺。
该课语言幽默风趣，生动形象，着力于学生积极性的调动，引导学生动手动口，注意矫正反馈，注重双基训练。
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In class教学反思为进一步树立全面育人的教育观念，切实加强我校班主任队伍建设，展示优秀班主任风采，树立先进典型，发挥他们的引领和示范作用，我校开展了我最喜爱的班主任海选活动。
本次活动主要采用学生、学校海选的形式。
首先由学生联名班主任，并组织年级现场展评会，各班班主任展示个人风采、问题答辩，加上学生介绍、展示班主任的爱生故事、工作特色、个人魅力等；随后由学校海选活动领导小组根据评选基本条件，结合班级材料、现场展评会结果，最终确定学校候选班主任。
接着便是充分调动班级学生的主观能动性，加强对候选班主任事迹的宣传，制作海报、展板、宣传单，利用校广播站、学校网站等宣传班主任工作中的爱生故事与班级建设经验，从不同的视觉向我们再现班主任日常工作的缩影，也用具体的事例向我们展现她们的育人理念与教育艺术。
让全校学生走进并了解、喜爱候选班主任。
学校还将利用三周的时间不同的形式动员全校学生参与投票推选出一位学生最喜爱的班主任参加区级海选，充分展现班主任的个性风采，树立先进典型榜样。
绿叶情深，师爱暖心。
清英的每一位班主任都用高要求高标准践行自己的职责，用真心、爱心、耐心、细心，点亮了每位孩子的绚烂人生。
她们的师爱汇成涓涓细流，滋润着孩子的心田，为家校之间架设起沟通的桥梁。
反思二：In lass教学反思课堂教学的实践告诉我们,充满情感的教与学，能激活学生的创造能力，引起学生学习的动机和兴趣。
音乐是创设情景交融氛围的最好艺术手段，它与人的灵魂息息相通。
在自己我介绍和自由对话交流过后。
一首生动活泼的英语歌曲 Go to shool 开始了本节课。
在课前提问What time do ou go to shool?这一句型后，我让学生集体唱这首歌，有利于创设轻松、愉悦的课堂氛围，从而让学生获得愉快的情感体验。
对于本单元情境的创设比较到位，如教授单词lose时，利用学生与教师之间相互问候 Ho are ou ? I m not ell . I m old . Close the door , please . 引出单词 lose ；以及教授单词open 时，教师拿出一只合着的盒子，与一名学生对话, What s that in the box ? Sorr , I don t kno . Open the box , please . 由此引出单词open .这两个情境的创设比较自然，贴近生活，能让学生在情境中感受这两个单词的意思。
在教授完这两个单词后，我与学生一起做了一个结合开和关的hant,让学生对这两个单词的印象更加深刻。
若是单独教单词，就会很枯燥，学生学习会失去兴趣。
所以我把单词教学和句子教学结合在一起。
边教单词边教授句型，一方面有利于加强学生对于新句型的理解，另一方面让学生体会到新单词的正确运用。
但是还有不足的地方：对于新授单词的拼读操练不够，尤其是学生将rite 与 hite混淆起来，我没有将错误指出，及时纠正这个单词的读音。
没能及时告诉学生单词rite和right 是相同的读音，以便于学生记忆。
在教授新单词open时，没有强调 p 发音，p是清辅音，没有突出这一细节。
反思三：In lass教学反思Unit8 In lass这个单元是以祈使句的运用为主，要让学生掌握请别人干某事和叫别人不要干某事的英语表达。
本节课的教学内容是A部分课文。
在开始新授课之前让学生唱唱英语歌曲，有利于创设轻松、愉悦的课堂氛围，从而让学生获得愉快的情感体验。
接下来我复习了以前学过的和学生知道的一些动作，初步渗透祈使句的运用。
在新授时，有位同学迟到了，我示意他进来后说了句 Don t be late again. 正好引出小诗Don t be late again.。
光盘和磁带里的这首诗读起来比较平淡，为了让学生更快地理解记忆，我对小诗进行了改动，每一句都很有韵律，学生拍着小手跟着节奏很快地掌握了小诗。
然后就是进行Don t ,please.句型的操练，在对句型的练习中我引出了read, ord, dra这些对于学生来说算是熟悉的陌生词，平日上课和做练习时，我们经常会听到这样的词汇。
接下来就是对课文进行熟悉，但是在这个环节中我处理的不是很好，对课文没有深入，以至于学生对课文没有很好地理解。
在巩固环节，我还设计了 Do exerise 的活动，本活动就是发展学生理解运用的能力，另外，编 hant 、唱歌曲等活动都能培养学生的创造、观察、想象、推理等思维能力。
正如著名教育家叶圣陶先生所说的那样，对于一节课，我们所看重的，不是老师的精彩表演，而是学生的表现。
通过课堂反馈，大多数学生能够只能掌握新知，只有极个别的学生的发音不够到位，仍需要课后加强辅导，以后教学中一定要重点训练这种学生，多给予他们关注。
让所有的孩子在愉悦中学习英语，感受成功的快乐。
反思四：In lass教学反思感人心者，莫先乎情。
课堂教学的实践告诉我们,充溢情感的教与学，能激活同学的发明能力，塑造他们的美好心灵。
实践证明，在教学中，恰当地选择运用电教媒体，能使同学教充沛地获得情感体验，引起同学学习的动机和兴趣。
因此，我借助以精致的课件来出现本节课。
一、音乐渲染，强化体验。
音乐是创设情景交融氛围的最好艺术手段，它与人的灵魂息息相通。
在自身我介绍和自由对话交流过后。
一首生动活泼的英语歌曲 Go to shool 开始了本节课。
在课前提问What time do ou go to shool?这一句型后，我让同学集体唱这首歌，有利于创设轻松、愉悦的课堂氛围，从而让同学获得愉快的情感体验。
二、设置情境，激发兴趣。
兴趣是最好的老师。
在这节课中，我采用了同学们比较熟悉的卡通形象Tom amp;amp; Jerr简单的图画，这样让同学确切地明白了dra 的含义。
手势、动作、CAI（计算机辅助教学）的手段使同学在看、听、做过程中，发展直觉思维，促进智力活动，收到了良好的效果。
同时，要鼓励同学用 Don t open the door. Open the indo, please. 等话语与教师进行交谈，从而培养同学真实的交际能力。
四、补充知识，拓宽知识面。
英语教学中除了向同学教授大纲要求知识之外，我还同学介绍了op 这个单词在电脑中的特定含义，这样让同学明白 op 既是有誊写的基本意思，又有复印、复制的含义。
这样又涉和到简单的双语教学，丰富了同学的知识面。
利用电教媒体，加快教学节奏，提高教学效益。
提高课堂教学的有效性。
当然，本节课也有些不完美的细节，首先在学习单词的过程中，我应运用更多混合操练的形式，来集中同学的注意力并考察同学掌握的熟练程度。
在讲解句型的步骤中，生生交流，以和小组合作一起完成任务等内容偏少，这些都是缺乏的地方，是今后需要去完善的。
另外，课堂的整体性衔接方面也不够理想，在有效性教学的前提下，还应激发同学的主观能动性，并培养同学积极参与、乐于与他人合作的精神，养成和谐和健康向上的品格。
最后，在借助现代教育技术的基础上，我应该进一步挖掘同学的潜能，发挥他们的主体性，做到真正以同学为主体。
处置好教学手段和教学目标的关系，多媒体技术与同学的关系。
如本节课对于动词的操练的主动权可以交给同学，设计一个以同学为主体的，以同学为主角的环节则会更好。
在学会了本课的动词和祈使句之后，可以让同学自主地在小组中扮演教师与同学的角色，选择合适的话语进行课堂的模拟扮演。
这样既提高了同学整体连贯运用语言的能力，也增强了课堂的活跃性。
应该对同学再信任一些，再大胆地放手一些，让同学把课堂上所学的句型完整地整合起来，让他们在完整的情景中巧妙地运用，培养同学的连贯思维能力。
反思五：In lass教学反思今天我执教的是 4A第八单元的A部分。
长期以来我们一直都在关注高年级语篇教学，而对中年级语篇教学却存在着很多的困惑，所以我结合这节课谈谈小学英语中年级语篇教学。
小学英语教学中，语篇教学在培养学生良好的综合运用语言能力、真正提高外语应用能力和形成以学生活动为主体的课堂教学方面显得越来越重要。
语篇教学是指在具体的语境中教学单词和句型，它主张把单词融入句子中教学，从整体入手，展现给学生完整的语言概念。
一、新知呈现设计巧妙上课开始创设了一种开放的、平等的、和谐的、积极互动的语言活动氛围，因而较好地达到了本课的教学目标。
由Tr to be a teaher 这一活动紧紧抓住学生兴趣，让学生在不断表演的过程中兴奋起来，投入到学习中去。
在猜一猜的游戏中，又自然地引入新句型read the ne ords.紧扣这个句型进行拓展练习，词、句、对话的层层递进，帮助学生很好地掌握了新授内容。
二、课文学习层层深入在英语课堂教学过程中，要充分发挥教学目标的定向、检测和反馈作用，要根据目标设计问题情境，并将问题情境转化为活动情境。
课文教学层层递进，通过看动画初步感知，再自读完成相应的习题，培养了学生自主学习，自主阅读的能力。
关注生活资源在英语课堂教学中的运用，让学生充分体会到英语与生活之间的密切联系，从而改善学生的学习方式，真正使课堂教学成为学生喜爱的一种生活，激发学生的学习兴趣，提高学生的英语学习质量，促进学生整体素质的发展。
三、操练形式多样有效英语课是技能课，在教学中要正确处理讲与练的关系，切忌满堂灌，要让学生在语言实践中学习知识掌握技能，讲解要简单明了，深入浅出，练的形式必须多样化，有实效。
一堂课，学生的语言实践活动（口，笔）时间至少要占三分之二。
每堂课必须有明确的训练主项，充实的内容，紧凑的环节、有效的方法，要正确把握教学的三度（深度、广度和密度），激发学生的学习兴趣，促使他们动眼、动耳、动口、动手、动脑在这过程中体验成功感、树立自信心。
老师在整个教学过程中设计了 guessing game、hant、以及最后的对话表演等活动，在活动中，积极有效地使用pair ork和group ork，使活动有效的为本课的教学目标服务，也增强了学生的自信心。
当然，本节课也有些不完美的细节，首先在学习单词的过程中，我应运用更多混合操练的形式，来集中学生的注意力并考察学生掌握的熟练程度。
在讲解句型的步骤中，生生交流，以及小组合作共同完成任务等内容偏少，这些都是不足的地方，是今后需要去完善的。
另外，课堂的整体性衔接方面也不够理想，在有效性教学的前提下，还应激发学生的主观能动性，并培养学生积极参与、乐于与他人合作的精神，养成和谐和健康向上的品格。