教学反思英文版附教案.docx

教学反思英文版附教案.docx

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教学反思英文版附教案

Teachingreflection:

Inordertoadvancewiththedevelopmentofthenewcurriculumreform,theYanchengTeachingandResearchInstitutesponsoredtheannualTop-qualityCoursesCompetition.I,luckily,tookthisrareopportunitytoparticipateinthiscompetitiononDecember7th.Allofthecompetitorswerefromdifferentcounties.Theyhadthesamegoal,thatis,toshowtheirteachingstylesoastopromoteacademicchangesbetweenthemselves.Ifeltalittlenervousatfirst,becauseitwasmyfirsttimetotakepartinsuchacompetition.Inaddition,therewaslittletimeformetodoenoughpreparationandputitintopractice.Withthehelpofmycolleaguesandtheirencouragement,Idecidedtotrymybest.IchosethepartofMainTaskasmyteachingmaterial.AfterIstudiedthetext,Ifoundthatthemaingoalsofthisperiodweretomakethestudentsmasterthenewwordsaboutpeople’spersonality,appearanceandtotrainthestudents’abilitytowriteanarticleabouthimself/herselforhis/herbestfriend.Basedontheknowledgeaims,Ialsohadtohelprealizestudents’emotionalaim,say,toenablethestudentstoknowwhatkindofafriendisatruefriendandhowtomakegoodfriends.Thiswasavaluableexperienceforme.Afterthiscompetition,IrealizedthatIhadlearntalotfrompracticeandothers.

NowI’dliketoanalyzemyteachingfromthefollowingaspects:

ⅠPreparationandteachingprocess

Duringmypreparation,Ipreparedalotofpicturestorealizetherevisionandteachingofthenewwords.Ifoundthattheywerequiteattractivewhenstudentssawthemduringtheteaching.Tosomeextent,theuseofthepicturesofsomefamousstarscouldcultivatestudents’interesttousetheadjectivestodescribetheirappearance,personalityandetc.WhenIhadtoteachtherelatedwordsabouttheface,forexample,roundandsquare,Ipresentedsomecartoonsforcomparison.Asfarastheadjectivesofeyesandnosewereconcerned,Ialsousedsomeflashcardsforpresentationandcomparison.Thestudentsinclinedtolookandsaysomethingaboutthepictures,usingtherelatedadjectives.WhenItaughtthewordsofone’sfigureandpersonality,Ifirstcalledsomestudentstotellmewhatkindoffriendstheywouldliketochooseastheirbestfriends.Igavethemsomehintswhentheymetsomedifficulties.Then,Ipresentedsomepicturesforasmalltalk,gettingstudentstotalkaboutthepersonalitiesofdifferentpeopleandwhatkindofpersontheywouldliketobe.Afterthis,Igavestudentssometimetodescribethefamousstars,forinstance,YaoMing,HarryPorter,andetc.,whichcouldhelpthemtounderstandthemeaningsoftheadjectives.Duringthereadingpart,Ipresentedsomequestionsandtasksforstudentstoanswerandfulfill.Owingtotheuseofmultimedia,studentscouldanswerthequestionsquicklyandeffectively.Inordertoavoidtheone-sidednessofcomprehension,Igavestudentsmoretimetoreadandpractice.Thetotalgoalwastodevelopstudents’abilitytowriteanarticleabouthis/herbestfriend.Toservethisgoal,Idesignedsomequestionsforthemtoanswerinadvanceandgotstudentstotalkandmakeaconclusion.Inthispart,Iusedagametohelp,say,aguessinggame,askingstudentstowritedownsomethingabouthis/herfriendandreaditaloudforotherstoguesswhohe/shewas.Thismethod,Ithought,conqueredthemonotonyofwriting.Ioutlinedtheimportanceofbeinganhonest,kind-heartedandhelpfulperson.Atlast,Iplayedapoemforstudentstoenjoyandimitate,which,asIsawit,wouldpossiblyraisethethemetoahigherlevel.

ⅡStudents’learningprocess

  ThiswasthefirsttimethatIcametoJianhu.Allofthethingswerestrangetome.Iknewnothingabouttheschoolandthestudents.Inordertomakebetterexchangesbetweenthestudentsandmeinclass,Isteppedintotheirclassroomandintroducedmyselftothembeforemyclass.Theyfeltquitestrangeinitially,butlatertheyfeltexcited.Iaskedthemtotrytheirbestinmyclass.Allofthemnoddedanditseemedthatwebecamecloser.However,whenitcametomyclass,theyfeltquitenervousjustinfrontoftheteachersfromdifferentplaces.Beforeclass,Itriedtorelaxthembysingingasongandaskingthemtowavetheirhands.Theywereverycooperative.Ifeltalittlemoreconfident.Duringtheclass,IproceededwellasIdesigned.OnceIraisedaquestion,mostofthestudentscouldundertakebrainstormandgavemethecorrectanswers.Whenthediscussiontimecame,Idividedthemintogroupsoffour,askingthemtodorelatedtasks.WhatIdidn’texpectwasthattheypreferrednottocometothefrontforacting.Ifeltabitembarrassedatfirst,butIrespectedtheirchoicesanddealtwithitproperly.Formostofthetime,allofthestudentswereveryhard-working.Itseemedthattheyhadgraspedalltheknowledgeeffectivelyinthisperiod.However,Ifoundsomeproblemswhentheystooduptogivemeanswers.Atthattime,Ifeltnervousaboutmyteachingeffect.“Wasmyteachingmethodunsuitableforthem”,Isaidtomyself,butIhadnotimetothink.Itriedtospeakmoreslowlyandclearly,givingthemmoretimetothinkandspeak.Itreallyworked.ThestudentsandIcooperatedwellduringthefollowingsteps.Inmyteachingprocess,IfeltitapitythatIdidn’tgivethestudentstimetopresenttheirpapersandcorrecttheirmistakes,whichIthoughtIshouldkeepinmindforfutureteaching.Aftertheclass,ourinstructorgavemesomeadvice,whichwasquiteacceptableandsuitabletome.

ⅢTheorganizationoftheclass

  Intermsofmyorganizationoftheclass,thereweresevenstepsindetail.Theywerewarm-up,revision,presentation,practice,conclusion,discussionandwriting.Fromtheangleofthetimecontrol,allofthestepswerecarriedoutsuccessfullyduringmyclass.Warm-upandrevisionoccupiedabout8minutes;presentationoccupied5minutes;practiceaccountedforhalfoftheclass;writinglastedabout7minutes.Iwasquitesatisfiedwiththepartoforalpractice,becauseeverystudentparticipatedinlisteningandtalking.Theycouldgivecorrectanswerswhentheystoodup.Thefeedbackinformationwasidealatthispoint.Meanwhile,Iwasnotsatisfiedwiththewritingpart,asImentionedinpartⅡ.Althoughstudentshadtimetowritetheircompositions,theydidn’thavetheopportunitiestoknowhowwelltheyhadwritten.Theyshouldgetsomecommentsontheircomposition,forinstance,grammar,sentencestructure,hand-writingandsoon.IfIhadfivemoreminutes,Iwouldpresenttheirpaperstothewholeclassandgavesomecorrectionsifnecessary.Thelastpartwasenjoyingapoem,whichwasrelatedtothethemeoftheclass.Becauseofthelimitedtime,Ididn’trealizetheteachingaimofthispart.Ijustcalledthemtoreadit.IfIremovedthispart,Ithoughtitwouldbebetterforthewritingexercise.

   Allinall,ononehand,thiswasacomparativelysuccessfulclass.Ontheotherhand,duringmycompetition,Ifoundsomeunsatisfactoryelementsinmyteaching.Ithinkitwouldbebetterformetoimprovetheteachingprocedureforfutureuse.Inaddition,theclassedshouldbepracticalandadheretothestudents’ability.Ilearnedalotfrommyexperienceandmyinstructor’sguide.Inordertorealizethenewconceptofteaching,IthinkIneedtodomoreresearchonthetextbookandlearnmorefromtheothers.                                         

                                                 byZhongPingping

                                                   December12th,2006

8AUnitOne MainTask   teachingplan

ZhongPingpingfromDafengMiddleSchool

Teachingaims:

（1）.Knowledgeaims:

A.TomaketheSs.mastersomenewwordsaboutpeople’spersonality.appearanceandfutureplans.

B ToletSsunderstandthepassagebetter.

（2）.Abilityaims:

A.TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.

B.TotraintheSs’abilityofworkingingroups.

（3）.Emotionalaims:

AToenabletheSstoknowwhatkindoffriendisatruefriendandhowtomakegoodfriends.

B.ToenabletheSstocommunicatewitheachother

Teachingfocuses:

Tohelptotrainthestudents’abilitiesofexpressingthemselvesinEnglish

A.TohelptheSstocommunicatewitheachother.

B.ToenabletheSstostudyingroupsandco-operateskillfully.

C.TodeveloptheSs’interestinEnglish.

Teachingdifficulties:

（1）Howtodescribeaperson.

（2）Howtowriteapassage

TeachingMethods:

（1）.Communicativeteachingmethod

（2）.“Task-based”teachingmethod

TeachingProcedures

Step1warmup

1.FreetalkbetweenTandSs.

Suchas:

Fineweather,isn’t

      Doyoulikethiskindofweather

      Whatwillyoudoonsuchafindday 

      Whodoyouwanttodowith

Step2.revision

1.     askafewquestionsaboutfriends.

Forexample:

 Whatdoesyourfriendlooklike

            Whatkindofpersonisyourfriend/

            Whatdoesyourfriendlike

            Whatdoesyourfrienddoorwanttodointhefuture

            Whatmadeyoubecomegoodfriends     

2.     letstudentspracticeinpairs.

1.     showpicturesofstarsandletSssaysth.aboutappearanceandguesstheirpersonalities.letSsworkinpairtodescribepersons

2.playagame

IwillletSsdescribeapersoninourclasstoaskotherstudentsguess.

andpractice

1.     playthetaperecorder.LettheSslistenandanswersomequestions.Forexample,WhoisDaniel’sfriendWheredoessheliveWhatisshelikeWhatwouldsheliketodowhenshegrowsup             

2.     playthetapeagainaskthestudentreadaloudafterthetapethenfillatable.isemployedtomaketheSsgraspthemainideaofthetext..