教学反思英文版(附教案)

______________________________________________________________________________________________________________-可编辑修改-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.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:ⅠPreparationandteachingprocessDuringmypreparation,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,S.H.Eandetc.,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’learningprocessThiswasthefirsttimethatIcametoJianhu.Allofthethingswerestrangetome.Iknewnothing______________________________________________________________________________________________________________-可编辑修改-abouttheschoolandthestudents.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.ⅢTheorganizationoftheclassIntermsofmyorganizationofth