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1、教学反思英语教学反思英语8AUnit1MainTask教学反思英文版(附教案)大丰实验初中钟萍萍Teachingreflection:Inordertoadvancewiththedevelopmentofthenewcurriculumreform,theYanchengTeachingandResearchInstitutesponsoredtheannualTop-qualityCoursesCompetition.I,luckily,tookthisrareopportunitytoparticipateinthiscompetitiononDecember7th.Alloftheco

2、mpetitorswerefromdifferentcounties.Theyhadthesamegoal,thatis,toshowtheirteachingstylesoastopromoteacademicchangesbetweenthemselves.Ifeltalittlenervousatfirst,becauseitwasmyfirsttimetotakepartinsuchacompetition.Inaddition,therewaslittletimeformetodoenoughpreparationandputitintopractice.Withthehelpofm

3、ycolleaguesandtheirencouragement,Idecidedtotrymybest.IchosethepartofMainTaskasmyteachingmaterial.AfterIstudiedthetext,Ifoundthatthemaingoalsofthisperiodweretomakethestudentsmasterthenewwordsaboutpeoplespersonality,appearanceandtotrainthestudentsabilitytowriteanarticleabouthimself/herselforhis/herbes

4、tfriend.Basedontheknowledgeaims,Ialsohadtohelprealizestudentsemotionalaim,say,toenablethestudentstoknowwhatkindofafriendisatruefriendandhowtomakegoodfriends.Thiswasavaluableexperienceforme.Afterthiscompetition,IrealizedthatIhadlearntalotfrompracticeandothers.NowIdliketoanalyzemyteachingfromthefollow

5、ingaspects:PreparationandteachingprocessDuringmypreparation,Ipreparedalotofpicturestorealizetherevisionandteachingofthenewwords.Ifoundthattheywerequiteattractivewhenstudentssawthemduringtheteaching.Tosomeextent,theuseofthepicturesofsomefamousstarscouldcultivatestudentsinteresttousetheadjectivestodes

6、cribetheirappearance,personalityandetc.WhenIhadtoteachtherelatedwordsabouttheface,forexample,roundandsquare,Ipresentedsomecartoonsforcomparison.Asfarastheadjectivesofeyesandnosewereconcerned,Ialsousedsomeflashcardsforpresentationandcomparison.Thestudentsinclinedtolookandsaysomethingaboutthepictures,

7、usingtherelatedadjectives.WhenItaughtthewordsofonesfigureandpersonality,Ifirstcalledsomestudentstotellmewhatkindoffriendstheywouldliketochooseastheirbestfriends.Igavethemsomehintswhentheymetsomedifficulties.Then,Ipresentedsomepicturesforasmalltalk,gettingstudentstotalkaboutthepersonalitiesofdifferen

8、tpeopleandwhatkindofpersontheywouldliketobe.Afterthis,Igavestudentssometimetodescribethefamousstars,forinstance,YaoMing,HarryPorter,S.H.Eandetc.,whichcouldhelpthemtounderstandthemeaningsoftheadjectives.Duringthereadingpart,Ipresentedsomequestionsandtasksforstudentstoanswerandfulfill.Owingtotheuseofm

9、ultimedia,studentscouldanswerthequestionsquicklyandeffectively.Inordertoavoidtheone-sidednessofcomprehension,Igavestudentsmoretimetoreadandpractice.Thetotalgoalwastodevelopstudentsabilitytowriteanarticleabouthis/herbestfriend.Toservethisgoal,Idesignedsomequestionsforthemtoanswerinadvanceandgotstuden

10、tstotalkandmakeaconclusion.Inthispart,Iusedagametohelp,say,aguessinggame,askingstudentstowritedownsomethingabouthis/herfriendandreaditaloudforotherstoguesswhohe/shewas.Thismethod,Ithought,conqueredthemonotonyofwriting.Ioutlinedtheimportanceofbeinganhonest,kind-heartedandhelpfulperson.Atlast,Iplayeda

11、poemforstudentstoenjoyandimitate,which,asIsawit,wouldpossiblyraisethethemetoahigherlevel.StudentslearningprocessThiswasthefirsttimethatIcametoJianhu.Allofthethingswerestrangetome.Iknewnothingabouttheschoolandthestudents.Inordertomakebetterexchangesbetweenthestudentsandmeinclass,Isteppedintotheirclas

12、sroomandintroducedmyselftothembeforemyclass.Theyfeltquitestrangeinitially,butlatertheyfeltexcited.Iaskedthemtotrytheirbestinmyclass.Allofthemnoddedanditseemedthatwebecamecloser.However,whenitcametomyclass,theyfeltquitenervousjustinfrontoftheteachersfromdifferentplaces.Beforeclass,Itriedtorelaxthemby

13、singingasongandaskingthemtowavetheirhands.Theywereverycooperative.Ifeltalittlemoreconfident.Duringtheclass,IproceededwellasIdesigned.OnceIraisedaquestion,mostofthestudentscouldundertakebrainstormandgavemethecorrectanswers.Whenthediscussiontimecame,Idividedthemintogroupsoffour,askingthemtodorelatedta

14、sks.WhatIdidntexpectwasthattheypreferrednottocometothefrontforacting.Ifeltabitembarrassedatfirst,butIrespectedtheirchoicesanddealtwithitproperly.Formostofthetime,allofthestudentswereveryhard-working.Itseemedthattheyhadgraspedalltheknowledgeeffectivelyinthisperiod.However,Ifoundsomeproblemswhentheyst

15、ooduptogivemeanswers.Atthattime,Ifeltnervousaboutmyteachingeffect.“Wasmyteachingmethodunsuitableforthem?”,Isaidtomyself,butIhadnotimetothink.Itriedtospeakmoreslowlyandclearly,givingthemmoretimetothinkandspeak.Itreallyworked.ThestudentsandIcooperatedwellduringthefollowingsteps.Inmyteachingprocess,Ife

16、ltitapitythatIdidntgivethestudentstimetopresenttheirpapersandcorrecttheirmistakes,whichIthoughtIshouldkeepinmindforfutureteaching.Aftertheclass,ourinstructorgavemesomeadvice,whichwasquiteacceptableandsuitabletome.TheorganizationoftheclassIntermsofmyorganizationoftheclass,thereweresevenstepsindetail.

17、Theywerewarm-up,revision,presentation,practice,conclusion,discussionandwriting.Fromtheangleofthetimecontrol,allofthestepswerecarriedoutsuccessfullyduringmyclass.Warm-upandrevisionoccupiedabout8minutes;presentationoccupied5minutes;practiceaccountedforhalfoftheclass;writinglastedabout7minutes.Iwasquit

18、esatisfiedwiththepartoforalpractice,becauseeverystudentparticipatedinlisteningandtalking.Theycouldgivecorrectanswerswhentheystoodup.Thefeedbackinformationwasidealatthispoint.Meanwhile,Iwasnotsatisfiedwiththewritingpart,asImentionedinpart.Althoughstudentshadtimetowritetheircompositions,theydidnthavet

19、heopportunitiestoknowhowwelltheyhadwritten.Theyshouldgetsomecommentsontheircomposition,forinstance,grammar,sentencestructure,hand-writingandsoon.IfIhadfivemoreminutes,Iwouldpresenttheirpaperstothewholeclassandgavesomecorrectionsifnecessary.Thelastpartwasenjoyingapoem,whichwasrelatedtothethemeofthecl

20、ass.Becauseofthelimitedtime,Ididntrealizetheteachingaimofthispart.Ijustcalledthemtoreadit.IfIremovedthispart,Ithoughtitwouldbebetterforthewritingexercise.Allinall,ononehand,thiswasacomparativelysuccessfulclass.Ontheotherhand,duringmycompetition,Ifoundsomeunsatisfactoryelementsinmyteaching.Ithinkitwo

21、uldbebetterformetoimprovetheteachingprocedureforfutureuse.Inaddition,theclassedshouldbepracticalandadheretothestudentsability.Ilearnedalotfrommyexperienceandmyinstructorsguide.Inordertorealizethenewconceptofteaching,IthinkIneedtodomoreresearchonthetextbookandlearnmorefromtheothers.byZhongPingpingDec

22、ember12th,xx8AUnitOneMainTaskteachingplanZhongPingpingfromDafengMiddleSchoolTeachingaims:(1).Knowledgeaims:A.TomaketheSs.mastersomenewwordsaboutpeoplespersonality.appearanceandfutureplans.BToletSsunderstandthepassagebetter.(2).Abilityaims:A.TodeveloptheSsabilitiesoflistening,speaking,readingandwriti

23、ng.B.TotraintheSsabilityofworkingingroups.(3).Emotionalaims:AToenabletheSstoknowwhatkindoffriendisatruefriendandhowtomakegoodfriends.B.ToenabletheSstocommunicatewitheachotherTeachingfocuses:TohelptotrainthestudentsabilitiesofexpressingthemselvesinEnglishA.TohelptheSstocommunicatewitheachother.B.Toen

24、abletheSstostudyingroupsandco-operateskillfully.C.TodeveloptheSsinterestinEnglish.Teachingdifficulties:(1)Howtodescribeaperson.(2)HowtowriteapassageTeachingMethods:(1)municativeteachingmethod(2).“Task-based”teachingmethodTeachingProceduresStep1warmup1.FreetalkbetweenTandSs.Suchas:Fineweather,isnt?Do

25、youlikethiskindofweather?Whatwillyoudoonsuchafindday?Whodoyouwanttodowith?Step2.revision1.askafewquestionsaboutfriends.Forexample:Whatdoesyourfriendlooklike?Whatkindofpersonisyourfriend/Whatdoesyourfriendlike?Whatdoesyourfrienddoorwanttodointhefuture?Whatmadeyoubecomegoodfriends?2.letstudentspractic

26、einpairs.Step3.presentation1.showpicturesofstarsandletSssaysth.aboutappearanceandguesstheirpersonalities.letSsworkinpairtodescribepersons2.playagameIwillletSsdescribeapersoninourclasstoaskotherstudentsguess.Step4.listeningandpractice1.playthetaperecorder.LettheSslistenandanswersomequestions.Forexamp

27、le,WhoisDanielsfriend?Wheredoesshelive?Whatisshelike?Whatwouldsheliketodowhenshegrowsup?2.playthetapeagainaskthestudentreadaloudafterthetapethenfillatable.isemployedtomaketheSsgraspthemainideaofthetext.Step5.makeaconclusionHowtowriteapassage:Introduction:saywhoisyourbestfriendis.Mainbody:describehis

28、/herappearancedescribehis/herpersonalityConclusion:describehis/herfutureplanStep6discussionIwillsay:wehavelearntalotaboutfriends.Ifyouchooseaboyoragirlasyourbestfriend,whatwillyouthankabout?Herearesomequestionsforyoutodiscussion.?Whatishis/hername?Whatishe/shelike?(appearance)?Whatshis/herpersonalit

29、ies,qualitiesandabilities?Whatdoeshe/shelikedoing?Whatwouldhe/sheliketodointhefuture?Thenletthemhaveacompetition.Thenmakeaconclusion:afriendinneedisafriendindeed.Step7.Homework:(1)Recitethewordsasmanyaspossibleafterclass.(2)Writeanarticleaboutyourfriend.教学反思英语(二)初中英语教学反思从过来的这一学期无论是课堂教学还是几次月考的成绩。整体的英

30、语教学还是存在着很多的问题。一、对教材的深度挖掘不够。课前准备不足导致课堂效率低下：初中生的求知欲非常强烈，对新鲜事物的联想力也很丰富，很多课本中出现的生活性词汇在短时间内便能掌握，有时上课前做的准备不足，学生们提出的各种课本外的问题根本没有想象到，导致课堂效率和课堂气氛受到影响。今后的主要目标还是放在如何把更多的时间放在如何指导好学生在教学的同时进一步提高学生学习英语的兴趣上多下些功夫。二、作业批改不及时，由于自已在工作中的懒惰思想，导致有时学生交的作业当天不能及时批阅，学生们没有趁着刚写完的劲头去改正，时间略一长，就把东西忘了，导致最后的作业效果不强。目前两个班学生才40几个，从作业的质量

31、和数量上，要更加严格要求，对自己的批改也应更加严格要求。三、基础知识打得不牢，从目前的复习过程来看，学生们对所学过的知识掌握的不牢固，无论是语法还是词汇都没有达到应该具有的知识水平。因此，从补课期间，就开始对以前所学的知识让学生们该背的背，不管学习成绩高低，一律看待。效果应该会很明显的。四、辅优扶困做得很不到位，从期末考试的成绩来看，优秀生没有达到优秀生的标准，学困生也没有上来。说明这方面的做法是失败的。今后的主要精力课堂上要照顾大部分中等生和后进生身上，课下多找些资料给优秀生去指导，去向他们提更高的要求。这样才会取得更好的成绩。五、学生的思想工作没有做好，现在好多学生不但是中等生，连部分优秀

32、生的思想状态还没有紧张起来。如果继续这样的话，中考的成绩很难想象。不要认为只有班主任才对学生做思想工作，任何一个学科的教师都有教育学生的责任。同时思想工作做到了位，首先对自己的学科教学的益。为此，每天坚持找一两个学生谈心，找出他们的思想问题，注意帮助他们树立中考的思想。坚持每星期都对自己的英语学习过程当中出现的主要思想问题班内强调。使他们的思想得到统一，这样自己的教学才会减少阻力，才能向更高的目标前进。初中英语教学反思英语学习、英语教学越来越受到人们的普遍重视。随着时代的发展和社会的进步，英语已从一种工具变成了一种思想，一种知识库。没有掌握英语犹如缺乏一种思想，缺少了一个重要的知识源泉。可以这

33、样说，学会英语，不但多了一双眼睛，一对耳朵，和一条舌头，甚至是多了一个头脑!因为语言是人类思维的工具，认识世界的工具，掌握一种语言也即掌握了一种观察和认识世界的方法和习惯。从事初中教学工作的我，结合日常工作中的点点滴滴，总结以下几点反思：反思一、靠持续不断的语言知识，而不是“玩”来培养学生持久的兴趣初中英语教学是要重视培养兴趣，但单靠唱歌游戏不能培养学生持久的兴趣。新鲜劲儿一过，孩子们就会厌倦。所以，唱歌游戏应该作为初中学生学习英语语言知识、技能的一些手段，而不是培养兴趣的手段。我们可以采用多种手段帮助学生在记忆力强的时期多记单词，多学习语言规则，并尽可能多创造模仿的机会，提高学生的语音和语调

34、。在英语学习中，听、说、读、写、译五种能力是可以互补的。真正做到听说先行，读写跟上。光听说不读写，很难收到高效。只靠模仿不培养学习能力，也难减轻学习负担。所以初中学生还是应当认真进行语言学习。反思二、英语应用能力需要相应的词汇。“不学习语言规则、不掌握相当数量的词汇，英语应用能力就是空中楼阁”。目前在中学的低年级的英语教学中，不要求学生掌握词汇，而只要求学生能根据提示或图片说出该单词，其本质无非是要学生们死记硬背，鹦鹉学舌。由于学生们没有相应的读音规则训练，不熟悉词汇的拼写规则，单词的音、形、意三者不能有效的结合在一起，因而导致了单词记忆的困难，并成了中学生学英语的瓶颈。反思三、中学英语教师应

35、有发展意识一向以来，人们中学英语教师的语言知识能力要求不高，认为中学英语简单，不需要太好的语言功底，只要有良好的教学技能就可以了。其实时代在进步，社会在发展，同样英语作为人们最广泛的交际用语之一，更是随着高科技的迅猛发展而日新月异地变化着。如果我们的英语教师故步自封，不求进取，那么不但自己的语言知识很快陈旧落伍，误人子弟，而且会被时代所淘汰。初中英语教学反思英语教学改革是我国社会发展的需要，是我们素质教育的要求，是中学英语教学大纲的要求。英语教学中需要改革教学观念、改革教法、改革教学手段、改革考试评价、改革师资现状。中学英语教学改革应本着有利于培养学生的知识与能力；有利于思想情感教育；有利于智

36、力智能的发展。教学大纲是编写教材的依据，是教师进行教学的依据，是学生学习的依据，也是考核的依据，因此要重视大纲的学习。在钻研大纲的基础上通读教材，可以增强对教材的理解。只有对教材有较深刻的理解，才能驾驭教材。所以，自新课改实施以来，我们首批使用新教材的英语老师面临了极大的挑战。根据自己近几年在教学中的实践，我摸索出了以下方法：首先要转换教师角色。新课标要求以学生为主体，强化了学生的能力培养，提高其英语综合素质，作为教师要转变旧意识，找准新角色，更新教育观念，以适应时代的要求。这就要求教师把以“研究教法”为重心转移到以“研究”学生为重心。作好教与学的有机结合。英语教学改革，归根结底就是教学思想的

37、转变。教师无论教什么内容，总要首先对教学进行一番认真细致的构想和设计，然后通过加工整理，把这种构想的轨迹、设计的思路用文字符号记载下来，形成教案。也就是说，英语教师的职责不仅仅是“toteachourstudentsEnglish”，而且应是“toteachourstudentshowtolearnEnglish”。要明白学生需要学什么，怎样学，就必须反复钻研教材，明确教学目标，确定重点和难点，通过研究教材，科学处理教学内容，精心设计教案。使教师在课堂上做到有的放矢。作为英语教师还要做到“精讲”“多练”。“精”即新课中的重点，难点等，讲解方法要“优”，语言简明扼要，一语中的。“练”是联系巩固新知，熟练掌握技能中必不可少的教学环节。在课堂上，要给学生充足的时间练，联系内容要有针对性，这样才能取得理想的教学效果。自教授新教材以来，我一直在课堂教学中摸索探究。“教学有法，但无定法，贵在得法”道出了优化教学方法的必要性和重要性。过去旧教法的满堂灌和一言堂教学，老师累，学生更是缺少了独自思考和实践的机会，收效甚微。而新课标下的英语教学是一个教师与学生的互动过程，是一