英語教案教學(xué)反思

　　篇一：牛津小學(xué)英語6B Unit2 More exercise E F G_教學(xué)案例與反思

　　牛津小學(xué)英語6B Unit2 More exercise E F

　　G_教學(xué)案例與反思

　　一.設(shè)計(jì)思路:

　　牛津小學(xué)英語開始試用至今,從開始不知道從哪個(gè)板塊開始下手的無所適從,到自己慢慢的摸索,和從各路專家名師那里學(xué)來的各種招數(shù),也可以從難以突破的A部分對(duì)話開始一個(gè)單元的教學(xué),甚至敢在自己心里偷偷的說A是最容易上了,因?yàn)樗坪跻呀?jīng)有了一個(gè)固定的模式可以套在各種話題的單元里.可是現(xiàn)在又開始了嘗試BCDEFG板塊及各種類型的復(fù)習(xí)課的教學(xué),

　　這一次,我上的是6B Unit 2 More exercise EFG的教學(xué),這幾個(gè)部分在平時(shí)的教學(xué)中,似乎是無足輕重的,E Look, read and judge是一個(gè)閱讀的部分,F Play a game是用一個(gè)游戲或是調(diào)查任務(wù)來鞏固,擴(kuò)展本單元的主要句型,G Listen and repeat就是有關(guān)辨音的板塊,說實(shí)話這在我們平時(shí)的教學(xué)中基本就是一筆帶過的章節(jié),而這一次,卻是當(dāng)作一種課型來上,我是當(dāng)作一個(gè)具有挑戰(zhàn)性的任務(wù)來對(duì)待的.接到任務(wù)那一刻,我就在心里默想了這一課的兩個(gè)主要備課點(diǎn):一是關(guān)注學(xué)生情感,二是設(shè)定一個(gè)主要話題,將這一課時(shí)圍繞這個(gè)話題進(jìn)行;三就是要"無痕過渡"EFG三個(gè)板塊的教學(xué).以下是我的案例和一些雜碎的反思,在此總結(jié),以待在教學(xué)上能百尺竿頭,更進(jìn)一步.

　　二、教學(xué)目標(biāo):

　　1.知識(shí)目標(biāo):

　　(1)能熟練運(yùn)用E部分中的句型Who runs faster, the boy or the

　　girl? The boy does. G部分的有關(guān)的字母組or的發(fā)音.

　　(2)復(fù)習(xí)A部分對(duì)話

　　三、教學(xué)重點(diǎn):

　　學(xué)習(xí)EFG部分

　　四、教學(xué)難點(diǎn):

　　能正確運(yùn)用句型Who runs faster, the boy or the girl? The boy does.

　　五、教學(xué)準(zhǔn)備:

　　多媒體課件、一些彩色圖片.

　　六、教學(xué)過程:

　　Step 1家常式自由談------- 關(guān)注學(xué)生情感

　　T: Hi, Danial. How are you?

　　S1: Fine, thank you. And you?

　　T: I'm fantastic. Today I'll have an English lesson for you, so I'm very happy. Do you like English?

　　S2: Yes. But I'm not doing well in English.

　　T: Oh, don't worry. S2 wants to do better in English. Who can give him

　　good suggestions?

　　S3: You should read more, speak more and write more, you'll do better.

　　T: Now spring is coming. I want to be thinner. What should

　　I do?

　　這樣家常式的自由談是我每一節(jié)課的首要環(huán)節(jié),通過這些看似漫無目的的談話,不但是運(yùn)用所學(xué),而且可以讓師生之間走得更近,而不是說為了練習(xí)英語才去問這問那,譬如這一節(jié)課,我就從學(xué)生那里了解到他們不太喜數(shù)學(xué)課I don't like Maths lessons and Maths teacher because there's a lot of Maths homework everyday,而我則跟他們說Maybe you can talk to your Maths teacher.有幾個(gè)學(xué)生要給我的兒子取個(gè)英文名字,有的說Michal, 有的說叫Rechard. 甚至我還得知班里有個(gè)男孩子兩天沒來上學(xué)因?yàn)樗�不喜歡做太多的家庭作業(yè),在那一刻我有些難過,不知道該對(duì)他們說什么.這些交談中甚至是有些是學(xué)生用英語表達(dá)不清楚的,可是這樣真心真意的交流,讓我們的課堂多了幾分情意,幾分溫馨,英語在這個(gè)時(shí)候似乎就只是交流的工具.另外,自由談的大部分內(nèi)容其實(shí)還是被我控制在本單元的有關(guān)副詞比較級(jí)的句型上,老師這個(gè)時(shí)候真正是個(gè)導(dǎo)演,在背后悄悄定下課堂的基調(diào),而一切都來的自然天成,沒有任何生硬牽強(qiáng)的痕跡.

　　Step 2: 男女生英語大PK------ 設(shè)定課時(shí)話題

　　1.T: Now I have a question here. Who speak English better, the boys or the

　　girls?

　　S1: The boys speak English better than the girls!

　　篇二：How often do you exercise教學(xué)反思

　　How often do you exercise?教學(xué)反思

　　在教學(xué)過程中注重學(xué)生的聽、說、讀、寫綜合能力，鼓勵(lì)他們大膽的說并應(yīng)用到實(shí)際中去。每課的對(duì)話讓學(xué)生先聽后讀，然后演，每小組不宜超過四人。表演前應(yīng)讓各小組演練準(zhǔn)備，鼓勵(lì)其拓展創(chuàng)新對(duì)話內(nèi)容。表演過程中除要求學(xué)生語音語調(diào)正確外，還應(yīng)讓學(xué)生注意到交流手段如表情、手勢(shì)、姿態(tài)等。

　　篇三：教學(xué)反思

　　The reflection of Book4 Module3

　　Book 5 Module 6 Grammar I

　　Review the usages of Relative Pronoun

　　I think I have accomplished my goals very well in this lesson. From students’ response and their exercise, they have already acquired the usages of relative pronouns. However, my reflection is more than that:

　　I the Reflection of Teaching Objectives In this lesson, I persisted on 3-dimensional objectives，which including：1. knowledge & skills：students can be able to use the relative pronoun in attributive clauses so as to develop the ability to use attributive clauses.2. process & method: this is a grammar lesson of revision type, so I combine grammar process with revision process, which starts from observation, conclusion, memorize the rules and practice. 3. emotion, attitude & value: students can experience some attributive clauses questions from national selective examination so they can get prepared for the coming exam. At the same time, through group work, they can help each other to solve problems from logical analysis.

　　The above all is my objectives of this lesson. From some comments of other teachers they think I have accomplished these objectives successfully. As far as I am concerned, my objectives of each teaching process are very obviously, and my students can understand each step is to help them to acquire which acknowledgement.

　　II the Reflection of Teaching Content

　　The teaching content of this lesson can be divided into two parts: first one is to revise the usages of relative pronouns in attributive clauses and the second one is to develop their ability of use attributive clauses through some exercise including some original questions from national selective examinations.

　　The first part is about the review of the usages of relative pronouns in attributive classes. As we know, attributive clauses occupy a great amount of our grammar so I have to make sure they understand and acquire it completely, so usually I cut it into pieces. Relative pronouns are large pieces of cake to bite so I only choose to teach them the logical way to analysis and how to choose a correct relative pronoun as my priority goal. I plan to finish first part within 15 minutes. But actually with my familiar and fluent guidance, I finish it in 2 minutes advance. Some teachers suggest that I should make it slower and ask some of the students to give their own conclusion even though they have already known. So after all, I think the best time for me to finish the first part within some students’ conclusion is within 18 to 20 minutes.

　　The second part includes four types of exercise. The first one is memorizing all the rules of the usages of relative pronouns in attributive clauses. The second one is multiple choices which are base on the exception of only use “that”. Another one is some original questions which challenge their memory, logical analysis and skills. The last one is translation the following Chinese into attributive clauses. The exercise is following the order from easy to difficult and students seem to be very interesting and they master the logical analysis to deal with attributive clauses questions.

　　Shaanxi Normal University Shawna 134705

　　III the Reflection of Teaching Process

　　The teaching process including the following four steps:

　　Step I lead in

　　I use Harry Potter to lead in the attributive clause which grasp their attention immediately. Step II review the usages of relative pronouns in attributive clauses

　　I gave some sentences and ask them to observe all the sentences. What’s more, they should be able to conclude the structure, content, the usage of each relative pronoun by answering my questions. From my observation, most of the students can review the usage of relative pronouns because they can answer my questions fast and easily.

　　Step III exercise

　　Exercise is the way to estimate how much the students did master. So I plan four parts of it, which including memorize the each usage of relative pronouns for 5 minutes, choosing the best answer to test whether they memorize them correctly, doing some original questions from national selective examinations just ensure whether they acquire the logical analysis or not, translating the Chinese into English in order to develop their writing skills. Each process all based on the principle form easy to difficult. Students get confidence in the first two exercise so in the third exercise even though it is very difficult but it arouses their interest to solve them which even cultivate their cooperative spirits.

　　Step IV homework

　　The homework is bases on their translation. The kill is a little bit harder than the translation so it shows that the principle from easy to difficult completely.

　　IV the Reflection of Teaching Evaluation

　　I use oral evaluation. I think I am good at that by arouse their interests by asking some funny questions based on their daily life and give them big compliment after they did something great. V the Reflection of Teaching Result

　　The exercise is the best way to evaluate whether students can be able to master the knowledge of this lesson or not. From the four exercise, they did very well. I am especially surprised that how wonderful they finish their translation by making such small errors. As far as I counted, about more than half of the students can write the structure of attributive clauses within some mistakes. About one third of students can finish 7 sentences correctly. I am very proud of them.

　　VII the Reflection of the other teacher’s comments

　　All in all, as one of the new teachers in my school, I know there is still a long way to go. The following are some reflection for me after I talked to some of experienced teachers who are willing to make me become better.

　　First, the plan of this lesson is boring and not creative at all. I am a new teacher and supposed to think more and practice more. The time is so limited so I only practice once. That is my mistakes for being lazy.

　　Second, I have learned so much from my guide. The basic step of teaching grammar are observation, discover, conclude and practice. Grammar type lesson should be serious and clear. Teachers only need to elaborate rules and ask them to remember, the last thing that teacher need to do is to wait and harvest students’ fruit. Teachers are supposed to talk less and ask students to practice more.

　　Shaanxi Normal University Shawna 134705

　　Anyway, this is a tough lesson for me to learn. Next time, I need to practice more than 3 times and invite a lot of experienced teacher come to my class.

　　Shaanxi Normal University Shawna 134705

　　篇四：教學(xué)反思

　　教學(xué)反思（一）微笑是至關(guān)重要的。

　　整節(jié)課我都面帶微笑，從容而自信。我認(rèn)為這樣會(huì)縮短師生的心理距離，加強(qiáng)友誼合作的橋梁。一位政治家曾說過：“一個(gè)微笑，價(jià)值百萬美元�！钡拇_，人與人相逢時(shí)，各種表情中，只有微笑才能最拿人，才會(huì)給人以春風(fēng)拂面的感覺，才會(huì)給你贏得好的第一印象。

　　教學(xué)反思（二）多贊美，少批評(píng)。

　　要善于發(fā)現(xiàn)學(xué)生的優(yōu)點(diǎn)，了解學(xué)生的優(yōu)點(diǎn)，并加以真誠的贊美、不要一聽到學(xué)生出現(xiàn)錯(cuò)誤，就馬上糾正，這樣會(huì)挫傷學(xué)生的積極性，總之，一個(gè)不會(huì)贊美的老師是不會(huì)受到學(xué)生的歡迎的。

　　教學(xué)反思（三）存在的不足

　　從整節(jié)課來看，教學(xué)時(shí)間安排的不夠合理，復(fù)習(xí)時(shí)間過長(zhǎng)，學(xué)生沒有充分練習(xí)課堂所學(xué)內(nèi)容，沒有能夠很好的利用充分的想象力創(chuàng)設(shè)情境講大量的英語。如果能夠給學(xué)生更多參與的機(jī)會(huì)，讓學(xué)生有更多的時(shí)間操練，課堂效果會(huì)好一些，能夠出現(xiàn)教學(xué)亮點(diǎn)。

　　總之，在英語教學(xué)中關(guān)注和培養(yǎng)學(xué)生的積極情感態(tài)度，有利于強(qiáng)化學(xué)生的學(xué)習(xí)效果，增強(qiáng)他們學(xué)習(xí)英語的自信心和培養(yǎng)他們的合作意識(shí)，教學(xué)達(dá)到事半功倍的效果，多用鼓勵(lì)性語言，增進(jìn)師生情感溝通。

　　Topic 1 What’s the weather like today?

　　Section B教學(xué)設(shè)計(jì)

　　Step 1 Revision

　　Section A, part 1a.

　　Step 2 Listen , look and match.

　　Show some pictures of the weather. Such as: snowy, foggy, cloudy, sunny, windy, rainy… And complete the Part 1 b. And ask and answer:

　　A: Which weather do you like best?

　　B: I like sunny day best.

　　A: What’s the weather like today?

　　B: It’s cloudy.

　　…

　　Step 3 Pair work

　　After read the part 1a, and think over and talk with your partner about the conversation.

　　Example:

　　A: What’s the weather like today?

　　B:_______

　　A: How was the weather here yesterday?

　　B: ________

　　A: Today is a fine day. Look! What are these children doing?

　　B: They are ___________

　　Step 4 Consolidation

　　Let the students read part 1a again. Then practice the conversation in 1a with the words in the box.

　　Example:

　　Cloudy nice and warm flying kites

　　Sunny nice and bright ride a bike

　　Foggy quite cool row a boat

　　Rainy wet go hiking

　　Windy dry climb mountains

　　Snowy cold make snowmen

　　...

　　Step 5 Presentation

　　Listen to the tape, please, find the new words and answer the questions. New words: temperature, lowest, highest, think of...

　　Ask and answer:

　　Example:

　　A: What do you think of the weather today?

　　B:________

　　A: What’s the temperature , do you know?

　　B: The lowest temperature is..., the highest temperature is...

　　Step 6 Practice

　　Show a map of Toronto. Look at the weather chart of Toronto and answer the following questions:

　　Example:

　　Toronto: -100C— -40C

　　A: What’s the weather like in Toronto?

　　B: It’s snowy.

　　A: What’s the temperature?

　　B: It is from -100C to -40C.

　　A: What’s the lowest temperature?

　　B: It’s -100C.

　　A: What’s the highest temperature?

　　B: It’s -40C.

　　Step 7. Written Work

　　Begin like this:

　　Today is June 5th. It is sunny. The weather is hot…

　　本節(jié)課上課的重點(diǎn)是動(dòng)詞的一般將來時(shí)，難點(diǎn)是一般將來時(shí)的正確運(yùn)用和變化形式，關(guān)鍵是讓學(xué)生在運(yùn)用中領(lǐng)悟和總結(jié)語法知識(shí)點(diǎn)。教無研則淺 ，研無著則空。下面談?wù)勎疫@節(jié)課的反思和感受。

　　本節(jié)課的設(shè)計(jì)思路主要按照新課標(biāo)的要求，重視語法運(yùn)用，淡化語法教學(xué)，“在用中學(xué)，在學(xué)中用”，因此，設(shè)計(jì)了實(shí)物問答，小組比賽，編對(duì)話，改寫，采訪等形式多樣的教學(xué)手段并且使用幻燈片來激發(fā)初二學(xué)生的上課積極性和能動(dòng)性，讓枯燥的語法課也變得趣味橫生，樂在其中。

　　遵循語言技能、語言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)維度，注重學(xué)生聽、說、讀、寫多種能力的培養(yǎng)，在課堂中訓(xùn)練了學(xué)生合作意識(shí)和共同研討的探究意識(shí)，對(duì)學(xué)生的終身學(xué)習(xí)發(fā)展都很有幫助。

　　有待改進(jìn)的方面有：

　　1、在上課過程中，我感覺總體進(jìn)行得比較順暢，上課環(huán)節(jié)上緊密相連，環(huán)環(huán)相扣，但每個(gè)教學(xué)環(huán)節(jié)上的過渡不夠自然，如果能加上一兩句過渡語就顯得更順暢。

　　2、編對(duì)話這一環(huán)節(jié)設(shè)計(jì)應(yīng)該有一定的教育意義，教師應(yīng)該在學(xué)生編完對(duì)話后，總結(jié)一句：讓學(xué)生懂得關(guān)心他人，和諧社會(huì)。此外，應(yīng)該是放在聽力和朗讀后，再模仿課文編一個(gè)小對(duì)話，學(xué)生會(huì)感覺有的放矢，降低難度，有目標(biāo)，有方向地去編新對(duì)話，學(xué)生對(duì)一般將來時(shí)的使用還算不錯(cuò)，說明這節(jié)課達(dá)到了預(yù)期的教學(xué)目標(biāo)。

　　3、個(gè)別環(huán)節(jié)課堂用語應(yīng)該更簡(jiǎn)潔明快，指導(dǎo)語準(zhǔn)確到位。

　　4、最后，應(yīng)該讓學(xué)生把練習(xí)題做一做，多做題可以加強(qiáng)鞏固，夯實(shí)基礎(chǔ)，并反饋本節(jié)課的教學(xué)任務(wù)達(dá)成情況，有必要多做做。

　　以上是我對(duì)本節(jié)課的教學(xué)反思，應(yīng)該給予學(xué)生更大的獨(dú)立思考，獨(dú)立解決問題的空間和時(shí)間。老師也要在上完每一節(jié)課后及時(shí)反思自己的教學(xué)行為，預(yù)設(shè)和生成之間的差距，這樣，才能達(dá)到真正的“教學(xué)相長(zhǎng)”。

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