教学反思文档格式.docx

1、Before I studied this course and stepped into the platform to experience what is a real teacher, I always think teaching is an easy 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

2、things changed completely. No matter from the preparation to the practice, from 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 semesters leaning, teaching and thinking, I have some opinions or also

3、 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 great favor to my teaching career. 2. De

4、scription of my teachers English teaching For I have no teaching experience, so I would like to recall my teachers teaching methods from below several aspects firstly.2.1 Preparation and teaching processFor each class, my teacher prepared a lot of pictures to realize the revision and teaching of the

5、 new words. I found that they were quite attractive when we saw them during the teaching. To some extent, the use of the pictures of some famous stars could cultivate our interest to use the adjectives to describe their appearance, personality and etc. When my teacher teaches the related words about

6、 the face, for example, round and square, she presented some cartoons for comparison. As far as the adjectives of eyes and nose were concerned, she also used some flashcards for presentation and comparison. We inclined to look and say something about the pictures, using the related adjectives. When

7、she taught the words of ones figure and personality, she first called some students to tell her what kind of friends they would like to choose as their best friends. She gave us some hints when we met some difficulties. Then, she presented some pictures for a small talk, asking us to talk about the

8、personalities of different people and what kind of person we would like to be. After this, she gave us some time to describe the famous stars, for instance, Yao Ming, Harry Porter, S.H.E and etc., which could help us to understand the meanings of the adjectives. During the reading part, she presente

9、d some questions and tasks for us to answer and fulfill. Owing to the use of multimedia, we could answer the questions quickly and effectively. In order to avoid the one-sidedness of comprehension, she gave us more time to read and practice. The total goal was to develop our ability to write an arti

10、cle about your best friend. To serve this goal, she designed some questions for us to answer in advance and to talk and make a conclusion. In this part, she used a game to help, say, a guessing game, asking us to write down something about your friend and read it aloud for others to guess who he/she

11、 was. This method conquered the monotony of writing. She outlined the importance of being an honest, kind-hearted and helpful person. At last, she played a poem for us to enjoy and imitate, which, as I saw it, would possibly raise the theme to a higher level.2.2 Students learning process Before clas

12、s, our teacher tried to relax us by singing a song and asking us to wave our hands. Also we were very cooperative. During the class, once my teacher raised a question, most of us could undertake brainstorm and gave her the correct answers. When the discussion time came, she divided us into groups of

13、 four, asking us to do related tasks. We were very hard-working. 2.3 The organization of the class In terms of the 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,

14、 all of the steps were carried out successfully during the 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. Teacher was quite satisfied with the part of oral practice, because every studen

15、t participated in listening and talking. We could give correct answers when we stood up. The feedback information was ideal at this point. Meanwhile, our teacher was not satisfied with the writing part, as I mentioned in part 2.2. Although we had time to write compositions, we didnt have the opportu

16、nities to know how well we had written. We should get some comments on our composition, for instance, grammar, sentence structure, hand-writing and so on. If we had five more minutes, maybe our teacher would present our papers to the whole class and gave some corrections if necessary. The last part

17、was enjoying a poem, which was related to the theme of the class. Because of the limited time, the teacher didnt realize the teaching aim of this part. She just called us to read it. If she removed this part, I thought it would be better for the writing exercise. Appendix: lesson design1. Teaching a

18、ims: （1）. Knowledge aims: A. To make students master some new words about peoples personality, appearance and future plans. B.To let students understand the passage better. （2）. Ability aims: A. To develop the students abilities of listening, speaking, reading and writing. B. To train the students a

19、bility of working in groups. （3）. Emotional aims: A. To enable the students to know what kind of friend is a true friend and how to make good friends. B. To enable the students to communicate with each other. 2. Teaching focuses: To help to train the students abilities of expressing themselves in En

20、glish. A. To help the students to communicate with each other. B. To enable the students to study in groups and co-operate skillfully. C. To develop the Ss interest in English. 3. Teaching difficulties: （1） How to describe a person. （2） How to write a passage 4. Teaching Methods: （1）. Communicative

21、teaching method （2）. “ Task-based” teaching method5. Teaching Procedures Step1. warm up Free talk between teacher and students. Such as: Fine weather, isnt ? Do you like this kind of weather? What will you do on such a find day? Who do you want to do with? Step2. revision 1.ask a few questions about

22、 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. presentation show pictures of stars and let student

23、s say sth. about appearance and guess their personalities. let students work in pair to describe persons. 2. play a gamelet students describe a person in our class to ask other students guess. Step4. listening and practiceplay the tape recorder. Let the students listen and answer some questions. For

24、 example, Who is Daniels friend? Where does she live? What is she like? What would she like to do when she grows up?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 conclusion How to write a pas

25、sage: Introduction: say who is your best friend is. Main body: describe his/her appearance describe his/her personality Conclusion: describe his/her future plan Step6. discussion I will say: we have learn a lot about friends. If you choose a boy or a girl as your best friend, what will you thank abo

26、ut? Here are some questions for you to discussion. What is his/her name? What is he/she like? （appearance）Then 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 you

27、r friend.3. Advantages & Disadvantages During the process of students learning, it seemed that students had grasped all the knowledge effectively in this period. However, I found some problems when students stood up to give her answers. At that time, I worried about the teaching effect. “Was the tea

28、ching method unsuitable for them?”, I said to myself, but I had no time to think. Then the teacher speaks more slowly and clearly, giving them more time to think and speak. It really worked. The students and the teacher cooperated well during the following steps. In the teaching process, I felt it i

29、s a pity that the teacher didnt give the students time to present their papers and correct their mistakes, which I thought I should keep in mind for future teaching. For the organization of class, on one hand, this was a comparatively successful class. On the other hand, I found some unsatisfactory elements in this 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