This Is Good For You 教学反思 (冀教版英语七年级)

This Is Good For You 教学反思 (冀教版英语七年级)（共8篇）

篇1：This Is Good For You 教学反思 (冀教版英语七年级)

情感智力因素在七年级英语课堂教学中的应用

通过这次国培我再次深刻的意识到，情感因素在英语教学中起着举足轻重的作用，在当前的英语教学中，教师要注重培养学生的自信、良好的自我形象等非智力因素的培养，使英语教学达到事半功倍的效果。如果教师充分重视师生的情感协调，调动学生学习英语的积极情感，培养他们的学习兴趣，那么绝大多数学生，可以在积极的情感状态下学习，会取得良好的学习效果。每次家长会时，许多家长都反映：孩子以前学习可好了，都是双百的成绩，到了七年级时对新学科英语学习还满腔热情，可慢慢的不知从什么时候起英语就学得一塌糊涂，厌学情绪也越来越严重，而很多英语教师也反映自己在备课、组织教学上花了很多功夫，责任心也很强，有时不惜牺牲休息时间为学生加班加点，尽管如此，教学效果却总不理想，这很可能就是老师在教学中忽视了学生的情感智力因素。我的教学经验证明，英语学习的成功与否，不仅取决于学生的智力因素，还取决于学生的情绪、态度、学习动力等情感因素。那么七年级英语教学中如何才能增进师生情谊，建立融洽的情感呢？我想从以几方面谈谈。

一、利用情感因素的积极作用促进英语教学。一堂精心计英语教学要成功，就要对学生的情绪给予科学的控制，帮助学生培养积极的情感态度，克服学习中可能出现的消极情感因素。

1.要使学生对英语学习始终保持浓厚的情趣。兴趣的培养和发展使学生有高昂的情绪、饱满的精神和旺盛的学习积极性。学生的学习兴趣不仅能转化为学习动机而且也能促进学生智能的发展，达到提高学习效果的目的。反之，学生若失去了学习兴趣，学习就不再是一件愉快的事，而是一个沉重的包袱。因此，在英语教学中要不断创造能使学生产生浓厚兴趣的条件、环境和气氛。实际教学中可以借助多媒体课件，实物，各种贴近学生生活的情境或话题等。在课堂教学中教师就像导演，要千方百计的利用实物、图片、幻灯、录音、眼神和手势等创设真实的情境，让他们在真实的情境中学习英语，并充分享受英语给他们带来的乐趣。例如在教学交通工具的相关词汇时，可以事先把bike.bus .train 、plane、ship 等的声音录制下来，课堂上让学生听录音猜是哪种交通工具，再引出课文内容，学生们不知不觉就进入到了英语学习中去，这样就充分调动了学生学习英语的积极性，并进一步提高了他们学习英语的兴趣。新课标英语教材内容贴近学生实际生活，比较容易设置情境配合教学，又如在教学“What’s this in English? ”话题时，充分利用实物、实景，通过学生手边的钢笔、尺子等，使学生较轻松地掌握了大量的词汇。再例如，在讲解七年级英语Unit 5 Topic 2 时，我设置了这样的情境：写字课上假如你（A）的钢笔坏了，你如何向你的同学(B)借钢笔？找两个同学到教室前模拟表演。表演过程中自然而然的加入情感教育。这其实就是情感因素的控制和应用。

2.轻松愉快的学习气氛和环境有利于培养学习兴趣。心里学研究表明：轻松愉快的学习氛围能使学生以愉快的心情学习、思考并获得知识，它有利于培养学生的学习兴趣。创造轻松愉快的学习氛围的关键是使学生对教师有亲切感。课堂教学中，如果教师的教学亲切和蔼、形象生动、幽默风趣、富有感染力，这样学生情趣就会油然而生，情绪饱满、思维积极，教学效果自然良好且高效。因此，教师要重视情感投资，以自己真挚的爱唤起学生的共鸣。我亲身的感受过，自己的状态是什么样的，孩子的状态便什么样的，甚至更糟。所以让爱充满课堂，让每一次讲课都激情澎湃吧！

3.抑制受挫感，让学生经常有成功的体验。我班王同学在刚进七年级时就对语言不敏感，英语更是头疼，每次考试都很差劲，同学们瞧不起他，老师也视其为“差生”，在我的疏导下，他对这门学科充满了自信，学习兴趣也变得更浓。成绩逐渐有了改观。以上事例证明，挫折感、失败感等消极情感会使学生丧失信息和学习兴趣，从而处于心理抑制状态之中，这样就导致学习成绩越来越差。而成功的体验都能使人萌发情趣、增强信息，激起学生学习的内在动力，大大增强认识效果。它是英语学习中非常宝贵的情感体验。而且，一次成功的体验又可推动都二次的成功，这就是良性循环！

4理解、尊重学生的情感。学生一般都非常在乎老师对他们的态度以及评价。特别是七年级学生，把老师的评价看作是很神圣的事情！因此，在教学中，教师应以鼓励和表扬为主。好孩子都是夸出来的！这是真理！所以要善于发现学生的优点，尤其是对后进生不仅不能歧视，反而要加倍呵护他们的自尊心，尽量创造各种机会，让他们获得成功，以便激励他们的自信心和学习热情。理解、尊重学生的情感，是教师维护和开发学生主体性的起点和关键，忽视了这一点，学生的自尊心受到伤害，在内心深处就会产生对立情绪，教师的其他一切努力可能都会落空。

二、加强师生情感交流提高英语教学质量。七年级学生心理尚不成熟，情感十分脆弱，他们心灵的窗户是不会向一个漠不关心他们，甚至他们感到厌恶的人敞开的。由此可见，教师如果从不关心、爱护和研究学生的心理和情感，即使他的课的再好、教学水平再高，教学效果也难以预测。因此教书育人必须要与教学活动完美统一。

总之，老师在英语教学中一定要巧用情感智力因素来要关注学生的动态，及时的做出科学应对。只有这样不同层次的学生才会有相应的发展！

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篇2：This Is Good For You 教学反思 (冀教版英语七年级)

1. 首先，在上课之前，我先通过一个 “finding Home”的游戏引导学生复习一下以前学过的关于蔬菜、水果、食物、饮料等的一些单词。这种游戏作为教学开头，既活跃课堂气氛又复习了以前学过的单词，为后半部分教学做好铺垫。

2. 用课件上的图片去教授body、strong、healthy、cabbage、onion和pea等单词的含义。使教学内容更简单、更直观，学生更容易理解和接受。活跃了学生的思维，将饮食和健康有机结合起来，学生学起来比较感兴趣。

3.Action chain是英语课堂教学中一种很有效的练习途径，也是练习听力的一种有效的方法，做到了听和说的结合。通过这个环节的练习，学生对新句型 “How often do you…?

Once/Twice/Three times a day/week/year.”掌握相当熟练，人人都能准确表达，而且练习内容不仅仅局限于饮食习惯，加入了学过的一些短语。

4.同学相互采访，了解朋友的饮食和生活习惯既有趣又会引发自己的思考。

5.通过讨论总结使学生认识到什么食物是对身体有好处的，什么食物是对身体有害的，从而认识到健康饮食的重要性，实现从知识到能力的升华。

改进措施：

1.首先，要坚持“尽量使用英语，适当利用母语”的教学原则，以减少学生对母语的依赖性。实践证明，这样教可以增大语言实践的量，可以对学生的听说能力的提高起到潜移默化的作用，可以有效地提高学生的英语理解能力，可以较好地培养学生运用英语思维的习惯。不能一着急就用汉语翻译或者直接说汉语。

2. 学习内容上的衔接不是很完善。例如Drill 部分应提在个别提问之前，以减少学生的紧张情绪，让学生在基本掌握的情况下大胆的应答。

3.针对本课知识点的具体练习题设计的太少，尤其是笔头练习。应该充分利用多媒体设计多种形式的练习，扩大课堂容量。

4.课文朗读时间短，次数少。尤其是学困生在读的方面还有难度。

5.人数多的班级在练习时应该多以小组进行，最后抽小组在课堂展示，以避免挨个进行而耽误大量时间。这节课的Action Chain 用时就较多。

篇3：This Is Good For You 教学反思 (冀教版英语七年级)

Mothers and Fathers Are Special

First part:Mother’s Day.

二、教学目标

1.知识与技能:掌握本课单词及短语alive, hero, take care of, experiment, fill, upside, scientific, method.

2.过程与方法:通过中心话题“Mother’s Day”, 及配套的PPT课件和图片来直观导入新课, 培养学生学会感恩。

3.情感、态度与价值观:Family的含义。培养学生学会感恩, 培养学生细致观察的能力。

三、教学重难点

1.alive, hero, take care of, experiment, fill, upside, scientific, method的用法。

2.What day is Mother’s Day?Mother’s Day is the second Sunday in May every year.

3.How do people celebrate it?Give presents to their mothers, or make a special breakfast for their mothers.

四、教学方法

多媒体课件, 视频。

五、教材分析

本单元的中心话题是“Mother’s Day”。整个单元的设计围绕这一主题展开。学生通过关注家人、亲情和沟通, 主要是感恩教育。通过课堂项目和故事, 学生复习已学词汇和学习新词汇, 熟练针对这些话题进行交流。

六、学情分析

学生在之前已经学习了本单元的部分词汇, 并预习了本课。通过前五个单元的基础学习, 对理解本单元的知识点有一定的帮助。本单元的中心话题是“Mother’s Day”, 学生对这方面的内容有所了解, 但理解不够深刻。所以本单元的主要教学方法是, 挑本单元的重难点讲, 单独板书, 重点强调。尽可能多地以图片和视频的方式教学, 来加深学生对本来陌生事物的印象, 从而提高记忆能力。

七、中考考点分析

alive, hero, take care of的用法。

八、教学过程

1.听故事, 看图片answer me the question.How do you like the story?

2.导入新课, 看视频, 画出重点。

3.展示重点和难点。

(1) People give______gifts______ (礼物) to their mothers.

(2) In England people__celebrate_____ (庆祝) “Mothering Sunday”.

(3) In North America, people do___special____ (特别) things for their parents.

(4) They also try___to help______ (帮助) mothers all day.

(5) Their mothers are still_______. (活着的)

(6) In the______ (17世纪) they began to use machines.

4.根据句子意思和汉语提示填空:

(1) It was amazing that the little baby was still. (活着的)

(2) These soldiers are______. (英雄)

(3) We should______ (照顾) our mothers when they are old.

九、板书设计 (略)

十、教学反思 (略)

十一、布置作业

篇4：浅谈冀教版英语的语法教学

关键词：英语语法；时态；词性；句子成份；复合句

冀教版初中英语教材语法内容只是渗透在教材之中，没有单独进行总结和归纳。怎样才能使学生学好语法内容并灵活地运用呢？笔者结合四年多新课标冀教版教材的应用谈谈自己的体会。

一、总结教材中所渗透的时态

英语每个句子至少包含一种时态，如果不让学生总结每种时态的构成式，学生很难学会造句，从而就会感到学习困难，甚至厌学。教学本教材时，我认为先学习教材中的句式，再通过句式中渗透的语法内容总结出其规律，然后让学生记住这一规律，并能够运用这一规律造出新的句子。采取这种“先……再……然后……”的模式，学生会越练越想练，越说越想说，从而对学习英语产生兴趣。如：含有实义动词的“一般现在时”，其构成规律是：“主语加动词原形……”或“主语第三人称单数加动词第三人称单数形式……”。如：I like English. He likes English.当谓语动词部分中，含有助动词do或does时，谓语动词一律用原形。如：I don'tlike English.He doesn't like English.Do you like English? Does he like English?Don't be late!等等。如果把含有实义动词的“一般现在时”，改为“一般过去时”，除时间状语作相应的变化外，在陈述句的肯定句中，实义动词一律用过去式，没有人称和数的变化。如果在否定句中和疑问句中，只把助动词do或does改为did，而实义动词一律用原形。如：陈述句的肯定式：He helped me yesterday.They came back home last week.陈述句的否定式：“He didn't help me yesterday.They didn't come back home last week.一般疑问句：Did he help you yesterday? Did they come back home last week?如果把含有实义动词的“一般现在时”，改为“一般将来时”，除时间状语要用表示将来的时间外，谓语部分一律用will/shall或am/is/are going to 加动词原形（进行时或其它形式表示将来的除外），只是在疑问句中把will/shall或am/is/are提到主语之前。在陈述句的肯定式或否定式中，把will/shall放在主语之后。如：陈述句：He walks to school every day.He won't walk to school tomorrow.He is going to ride to school tomorrow.一般疑问句：Will he walk to school tomorrow?ls he going to ride to school tomorrow?等等。如果将主动语态的“一般现在时”改为被动语态的“一般现在时”，主动语态的宾语变成被动语态的主语，主动语态的主语要变成被动语态介宾或省略。如：主动语态：We learn English.→被动语态：English is learnt (by us)。不论是主动语态中的各种时态还是被动语态中的各种时态，都分别进行总结归纳，使其简单化，使学生感到英语有规律可寻，能走一些捷径，提高了效率，同时也提

高了学生的学习兴趣。

二、认识词性和句子成份

若要造出合理的句子，就得了解句子中的成份，以及组成句子的词的词性。尤其是书面用语不能写出不符合句子成份规范的错误句子。使用冀教版英语教材进行教学时，我适时地补教了这部分内容。主语常由名词或相当于名词的词担任，置于句首。谓语或谓语动词常由动词担任，置于主语之后。表语是表述主语的身份或特征的，常由名词或形容词担任，置于系动词之后。宾语常由名词或相当于名词的词来担任，置于及物动词或介词等之后。定语是限定或修饰名词的词或相当于名词的词，常由形容词或相当于形容词的短语或从句担任。形容词常置于名词之前，相当于形容词的短语或从句常置于名词之后。状语是修饰动词、形容词、副词以及全句的，常由副词或相当于副词的短语或从句担任。修饰动词时，可置于动词之前，也可置于动词之后；修饰形容词或副词时，常置于它们之前。通过讲句子成份和词的用法，帮学生寻找规律，使他们能造出合理的句子，从而写出更好的短文。

三、突破复合句中的难点

在复合句中，难点是地点状语从句与定语从句的区别及that引导同位语从句与that引导定语从句的区别。

1.where引导的定语从句：从句前应有一个表示地点的名词作先行词，先行词在从句中必须充当状语。地点状语从句则没有表地点的名词充当状语。如：Go back to the village where you came from.(定语从句)；Go back where you came from.（状语从句）

2.在抽象名词answer，belief，fact，hope，idea，news等词之后可用that引导同位语从句。同位语从句引导词无意义，不充当成份，不可省略。如：I had no idea that you were here.同位语从句与其说明的名词或代词应为同一内容，同位语从句前一般没有逗号。关系代词that引导的定语从句，先行词即可指人又可指物，在从句中作主语或宾语。在讲清楚的基础上，反复练习，用此方法来达到突破难点的目的。

篇5：This Is Good For You 教学反思 (冀教版英语七年级)

1) 句中may是情态动词。表示允许或征询对方的许可，其否定形式可以是may not ，也可以是must not /mustn’t;但表示禁止时常用must not/mustn’t。例如：

May I help you?要我帮忙吗?

May I come in，please ?请问， 我可以进来吗?

---May I go to the cinema?我可以去看电影吗?

---Yes，you may。/Not，you mustn’t. 是的，你可以去。/不，你不可以去。

注意：表示客气请求或征询意见时，也可用Can I/Could I /Could you…?句型来表达。例如：

Can I help you?要我帮忙吗?

Could you help me，please? 你能帮我一下吗?

2)句中trip是名词，意为“旅行”。a trip to Shanghai 上海之行，go on a trip to …到… 的旅行。例如：

May we go on a trip to Canada?我们可以去加拿大旅行吗?

My father will go on a trip to Wuhan. 我爸爸要去武汉旅行。

I wish you a good trip. 祝你旅行愉快。

2.But it’s the capital city of our country. 但是它是我国的首都。

1)句中but 是连词，意为“但是”。它是个表示转折意义的并列连词。例如：

I like apples but my mother doesn’t. 我爱吃苹果，但我妈妈不爱吃。

The box is large but light. 这个盒子大，但很轻。

Playing basketball is difficult but interesting. 打篮球很难，但很有趣。

2)句中city是名词，意思是“城市”。“the city of+表示地点的名词”相当于“表示地点的名词+city”。例如：

Beijing city=the city of Beijing 北京市

Tianjin city=the city of Tianjin 天津市

3. 1)You’re too young to go.你太小还不能去。

句中too是副词，意思是“太”。too…to…表示否定的含义，意为“太…而不能…”,其中too之后接形容词或副词，to 之后接动词原形，构成不定式短语。例如：

It’s too hot today. 今天太热了。

This shirt is too small for me. 这件衬衫我穿太小了。

The boy is too young to go to school. 这个男孩太小还不能去上学。

Ann speaks too fast to understand. 安讲得太快，(别人)听不懂。

2)You can go，too. 你也去。

着句话中的too也是副词，意思是“也”。用于肯定句，置于句尾。例如：

I’m fine，too. 我也很好。

You can go on a trip to Beijing，too. 你也可以去北京旅行。

4. But Beijing is far from our city. 但是北京离我们市太远了。

句中far from 意为“离…远“。例如：

The school is far from here.学校离这儿很远。

5. It’s only two hundred seventy-eight kilometers from Shijiazhuang to Beijing.从石家庄到北京只有二百七十八公里。

1) 句中only 是副词，意为“仅;只”。only 在句中的位置不同，它所修饰的成分就不同，句意也就不同。例如：

Only I go to school with Tom on Monday. 星期一，只有我和汤姆一起去上学。(没有别人和汤姆一起)

I only go to school with Tom on Monday. 星期一，我只是和汤姆一起去上学。(“我们”没有一起做其他的事)

I go to school with Tom only on Monday. 我只有星期一和汤姆一起去上学。(其他时候“我”不和汤姆一起去上学)

2)句中from…to…意为“从…到…”, 既可以加表示时间概念的词，又可以加表示空间概念的词。例如：

from ten to eleven 从十点到十一点

This letter is from Jenny to her teacher.这封信是詹妮寄给她的老师的。

It’s very far from Shijiazhuang to Shenzhen. 从石家庄到深圳很远。

6.go shopping 去购物。同意短语：do some/the shopping 或buy sth in a shop。例如：

go shopping everyday 每天去店铺买东西。

I often go shopping on Sunday. 我经常在周日去购物。

拓展：go+v.-ing 意为“去做某事”例如;go swimming 去游泳，go skating 去滑冰，go boating 去划船，go fishing 去钓鱼。

7. You are a good boy，and you work hard in school.你是个好孩子，并且你在学校学习很用功。

句中hard 是副词，意为“努力地”。另外hard 也可以作形容词意为“硬的， 坚固的”、“困难的，费力的”、“辛苦的，艰难的”。例如：

work hard 努力工作

hard work 很累人的工作

The ice is not hard enough to skate on. 这块冰不够结实，不能在上面划。

These questions are too hard. 这些问题太难了。

Thank you for your hard work. 感谢诸位的辛苦工作。

8. Great!太好了!great 是形容词(用于口语)好极了;非常愉快的。表示赞同、赞扬或兴奋的感情。例如：

That’s great!太好了!

great 还有“巨大的;伟大的”之意。例如：a great man 伟人;the Great Wall 长城

9. May I eat in restaurant? 我可以在饭店吃饭吗?

eat 是动词“吃”。可作及物动词，表示具体吃某东西。例如：

eat bread 吃面包

篇6：This Is Good For You 教学反思 (冀教版英语七年级)

1. mastery words: station, child, room, taxi

2. a dialogue about what they see at the Beijing Station

3. Present Continuous Tense

Teaching goals:

1. understand the meaning of the text

2. remember the mastery words

3. find and use the list of mastery vocabulary in lesson 16

Key points: 1. some expressions： take care of; be scared

2. the Present Continuous Tense

Difficult points: the Present Continuous Tense

Teaching aids: pictures, audiotape, flashcards, slide projector

Type: dialogue

Teaching procedure

1. Opening class

1) greetings in everyday English

2) duty report: they can talk about whatever they like to say.

3) mainly revision about last lesson

2. New lesson

Step 1 Lead in

Discuss the questions in “THINK ABOUT IT”

Have you ever been to a very crowded place? Where?

How much does it cost to stay in a hotel in your city?

Help them answer the questions and you can give them some words to guide them to answer.

Step 2 Listen to the tape of the text and answer the following questions:

How does Danny feel at the train station?

How many people are there at the station?

What are the people doing at the station?

Why is the child crying?

Answer the questions and discuss the whole text to make sure they understand the meaning. Deal with any question they have and explain the language points at the same time.

Step 3 Listen to the tape again and let them read after it.

Step 4 Have them read the text for a few minutes. Then let them act out the dialogue in roles.

Step 5 Deal with the “LRT’S DO IT”

Work with a partner. Write a dialogue. One of you is arriving in a city. You need a hotel room. The other person is selling hotel rooms. Practice your dialogue and present it to your classmates.

Step 6 A test

用适当的单词填空，首字母已给出

1） There are so many p_______ on the street.

2） Be quiet! The baby is s_________.

3） We can buy train tickets at the train s________.

4） I’m t__________. I’d like something to drink.

5） Father likes reading n_________ after washing the dishes.

Keys: 1) people 2) sleeping 3） station 4) thirsty 5) newspaper

Step 7 Summary

Today we learn a text about Li Ming and his friends. They arrives in Beijing at last. They see many people at the station. They are doing different things. It’s crowded there. They want to find a hotel. After class you must remember the mastery words of this lesson and you should practice using the Present Continuous Tense.

3. Homework

1) understand the meaning of the text

2) remember the mastery words

3) finish the activity book in lesson 15

篇7：This Is Good For You 教学反思 (冀教版英语七年级)

Teaching Content:

Mastery words and expressions: science, experiment, fill, prove

Oral words and expressions: theory, jar, upside, observe, right, side up, upside down

Teaching Aims:

1. Use the Simple Present Tense.

2. Express certainty and uncertainty

Teaching Important Points:

1. Learn to express sequence;

2. How to express an experiment.

Teaching Difficult Points:

Express certainty and uncertainty

Teaching Preparation: jar, cardboard, water

Teaching Aids: audiotape, flashcards, jar, cardboard, water

Type of lesson: new lesson

Teaching Procedure:

Step1. Teacher brings the jar, cardboard and water to the class. Show them to the students and ask what experiments we can do with them. Let the students show them and explain the reasons to the students.

Let the students work in groups and discuss the experiments. When one group is doing the experiments, the others can ask the questions. The teacher can ask questions, too.

Step2. Now let the students open their books and guess what the experiment is. Ask the students to say it in English.

Step3. Read the text silently and answers the following questions.

1. What’s a theory?

2. What’s an experiment for?

3. Did Danny read about the experiment? What is it about?

4. Do you think the cardboard can hold the water in the jar? Why?

Step4. Read the text carefully and check the answers. Explain some words and expressions to the class.

Step5. Listen to the tape and repeat after it line by line. Can the students’ listening good enough to hear clearly?

Step6. Come to “Let’s Do It.”

Divide the class into two groups. One group thinks the floor will get wet. The others think it won’t. Let them discuss in class. Pay attention to telling the reasons.

Step7. Homework

1. Review the next lesson.

2. Finish off the activity book.

Summary:

The experiment is the main part of the text. If we have time, do it in the class. Then ask them to describe what they see. Give a report to the class. If the time in class isn’t enough, let the students do the experiment after class. Then report the result to the class. The teacher can do the experiment for the students, too.

Lesson 26: One Wet Danny?

Teaching Content:

Mastery words and expressions: force

Oral words and expressions: swimsuit, observation, turn…over

Teaching Aims:

1. Use the Simple Future Tense to describe the thing that will happen.

2. Grasp the knowledge by doing the experiment. Enjoy the experiment and finish it by students themselves.

Teaching Important Points:

1. Grasp the Simple Future Tense.

2. Talk about the experiment process.

Teaching Difficult Points:

Some words and expressions, such as: talk about, talk to, tell sb., ask sb. to do sth.

Teaching Preparation: jar, cardboard, water, pictures

Teaching Aids: audiotape, flashcards, pictures, jar, cardboard, water

Teaching Procedure:

Step1. Review Lesson 25.

Let some students talk about the main idea of Lesson 25.

The teacher and the students can ask:

1. What do we use in the experiment?

2. How do you turn the jar full of water upside down?

3. What do you cover on the jar?

4. What’s your theory?

Step2. Do a survey:

1. How many students have done the experiment?

2. What’s the result?

3. How many students think Danny is going to get wet?

Report it to the class.

Step3. Listen to the tape and let some students ask the following questions:

1. What are they talking about?

2. Who will do the experiment?

3. What will happen to the water in the experiment?

4. What will keep the water in the jar?

5. What will they do after the experiment?

Step4. Read the text silently and check the answers. Read it in roles in class in individuals or in groups.

Step5. Let some students act the dialogue out in front of the class.

Step6. Come to “LET’S DO IT.”

Do the experiment in groups. Let the students observe the experiment carefully. Then give a report to the class about what it is like. Do anyone get wet in the experiment? Why?

Step7. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

This passage is about the two opinions to the experiment. Why do you think so is the main explanations. Let the students have a brainstorm. The teacher walks around and helps them if it necessary

Lesson 27: Danny the “Dry-o-saur”!

Teaching Content:

Mastery words and expressions: surprised, examine, discover, explain, enough, liquid, solid, spoon, add, mix, pour

Oral words and expressions: weird, mud, cornstarch, spoonful, dissolve, press

Teaching Aims:

1. Ask the students to observe and report it to the class.

2. Increase students’ interest in English.

Teaching Important Points:

1. Describe an experiment in English.

2. Improve the students’ spoken English.

Teaching Difficult Points:

Some words and expressions that used in the experiment.

Teaching Preparation: a bowl, a spoon, cornstarch, water

Teaching Aids: audiotape, flashcards, a bowl, a spoon, cornstarch, water

Type of lesson: new lesson

Teaching Procedure:

Step1. Ask the students what we can do with the things that we brought to the class. If they can do something interesting, let them demonstrate them in class. Then ask them to explain the reasons.

Step2. Listen to the tape and answer the following questions:

1. Why is Danny wearing his swimsuit?

2. Is Danny wet when Brain takes his hand off?

3. Why is Danny still dry after the experiment?

Step3. Now read the text silently and check the answers. Then read it loudly in class.

Step4. Read the text loudly in roles in class. Let some students act it out in front of the class.

Step5. Ask the students to describe the dialogue in English. Encourage them to use English as much as possible.

Step6. Have the class rewrite the text in the past tense. Divide the class into twelve groups. Assign one paragraph to each group. Each group should discuss and representative from each group read aloud what has been praise rewritten. Comment on their work and remember to give praise for good efforts!

Step7. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

The experiment is interesting, but how to describe it in English is difficult. Remember to cultivate the students’ spoken English in class. Give them more chance to practice. when the students are doing experiments, they must explain clearly step by step.

Lesson 28: Fill My Plate

Teaching Content:

Mastery words and expressions: plate, taste, empty, full

Oral words and expressions: taste good

Teaching Aims:

1. Know about the foreign culture.

2. Learn to sing foreign songs.

Teaching Important Points:

1. Learn to sing the song.

2. According to the pictures, make up dialogues.

Teaching Difficult Points:

Make up a dialogue about having a meal in your home or in a restaurant.

Teaching Preparation: a plate, pictures

Teaching Aids: audiotape, flashcards, a plate, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Listen to the tape and grasp the rhythm. Listen to the tape and sing with it.

Step2. Let the students read the text line by line. Have the class read the lyrics as a poem. You may divide the class into two groups. Each group will read one line at a time. Make sure students can read rhythmically with a good sense of the rhymes!

Step3. Listen to the tape. Let the students sing after it.

Step4. Play the tape for several times until the students can sing well.

Step5. Let some volunteers come to the front and sing individually.

Sep6. Homework

1. Finish off the activity book.

2. Review the next lesson.

Summary:

Introduce more knowledge about the foreign countries to the students, which will stimulate the students’ interest of learning English. Learning to sing English songs is another way of increasing students’ learning interests. So give them chance to sing in front of the class.

Lesson 29: An Eastern Egg Hunt

Teaching Content:

Mastery words and expressions: basket, hide, everywhere

Oral words and expressions: hunt, be gone, Easter

Teaching Aims:

1. Learn more about the foreign festivals in western countries.

2. Find the differences between the Chinese festivals and the western festivals.

Teaching Important Points:

1. Introduce more knowledge about Easter.

2. The Simple Present Tense.

The Difficult Points:

1. Know about the activities that we do during Easter.

2. How do people in western countries celebrate it?

Teaching Preparation: pictures, baskets, eggs

Teaching Aids: audiotape, flashcards, pictures, basketballs, eggs

Type of lesson: new lesson

Teaching Procedure:

Step1. Listen to the song “Fill My Plate” again. Let several volunteers to sing in front of the class.

Step2. A Guessing Game

Work with a partner. One student hides something of the other’s, the other looks for it. If they can’t find the thing, they can ask questions:

Is it on the desk?

Is it on the floor?

Where can I find it?

Step3. Listen to the tape. Can they find the answers to the following questions?

1. What is Danny doing in the park?

2. Who brought a lot of chocolate eggs?

3. Where do they hide the eggs?

4. Can Debbie make eggs? Why?

Step4. Read the text silently and check the answers. Ask them to find more questions. Now report their questions to the class. Let’s discuss the questions and find the answers together.

Step5. Play the tape again. Let the students read after it until they can read it correctly and fluently.

Step6. Ask some students come to the front and act the dialogue out.

Step7. Come to “LET’S DO IT!”

Let’s play the game together. Remember to speak English. The teacher walks around the classroom and reminds them.

Step8. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

Activities are important parts in English classes. Put the main ideas of today’s knowledge in the activities. So how to arrange the activities is of great use. When we are playing the games, we must speak English as much as possible

Lesson 30: Keep the Candle Burning!

Teaching Content:

Mastery words and expressions: match, light, burn, use up

Oral words and expressions: shallow, candleholder, oxygen

Teaching Aims:

1. Cultivate the spirit of loving science.

2. How do you express the sequence?

Teaching Important Points:

1. Write an experiment report.

2. Describe and explain the experiment in English.

Teaching Preparation: a candle, a candleholder, a big glass jar, a shallow dish with water matches

Teaching Aids: audiotape, flashcards, a candle, a candleholder, a big glass jar, a shallow dish with water matches

Type of lesson: new lesson

Teaching Procedure:

Step1. Bring the teaching aids to the class. The teacher asks the students: What experiments can they do with the aids?

Let them do in front of the class. When they do it, describe it in English.

Do the others agree with their views? Why?

Step2. Read the text and let the students know about the experiment.

Step3. Close the books and write what the text is about. Write the main process and they can have a change if they think it is necessary. Then after they finish it, open their books and compare what they write with the text. Let’s see whose is the best.

Step4. Listen to the tape for several times until they can read it correctly and fluently.

Step5. Ask the students to find questions. Let’s have a discussion in class. Such as:

1. What is the match used for?

2. How much water do we fill in the jar?

3. How long does the candle burn?

4. What does the candle use to burn?

5. Can you explain the experiment in English? What’s your reason?

Step6. Come to “PROJECT”

Divide the class into groups of four or five. Let one group chooses an experiment to practice. Explain it in English as they are doing the experiment. Encourage them to use English as much as possible. The teacher helps them if they are in trouble.

If we can’t finish the experiment in this lesson, we can continue in next lesson. Remind the students to bring the things that they need. If they want to do more experiments that we learned or we don’t learn, they can bring everything they need to the class. The teacher should praise the group that does more experiments.

Step7. Homework

1. Finish off the activity book.

2. Review the next lesson.

Summary:

Do the experiment and let the students report to the class. This can increase the students learning interests. As the students doing the experiments, let them explain them in English as much as possible. The teacher can help them if it necessary

Lesson 31: Surprise Your Friends!

Teaching Content:

Oral words and expressions: take off

Teaching Aims:

1. Learn to express sequence.

2. Teach the students’ science spirits.

Teaching Important Points:

1. Describe the experiments in English.

2. Express the experiment phenomenon in English.

Teaching Difficult Points:

Describe the experiments in English and explain the reason.

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Check the homework of Lesson 30.

1. Read the words and expressions in Lesson 30.

2. Make sentences with the words and expressions in Lesson 30.

Step2. Read the text and discuss the main idea about the text.

1. What’s the main idea of the text?

2. What’s the experiment about?

3. Did you do the experiment at home? What did you do? Is it the same as the experiment that we learn in the text?

4. How do you explain the experiment to the class?

Step3. Listen to the tape and read after it until they can read it fluently.

Step4. Let the students work in groups. Describe the experiment in Lesson 30. Then report it to the class. Choose whose report is the best. Why is it good?

Step5. Describe the same experiment that is explained in Lesson 30 in English. Work in groups. When they can’t go on their description, they can look at the book.

Let the students report to the class about their description.

Step6. Come to “LET’S DO IT”.

Step7. Homework

1. Finish off the activity book.

2. Do the exercises in Lesson 32.

Summary:

Experiments are the main parts of the unit. How do students grasp this part well? I think doing the experiments really is very important. Ask the students to choose the one that they think interesting to do in front of the class. Explain it in English as they are doing the experiments

Lesson 32: Unit Review

Teaching Content:

Review the mastery words and expressions from Lesson 25 to Lesson 31.

Review the oral words and expressions from Lesson 25 to Lesson 31.

Teaching Aims:

1. Learn to love science and cultivate the spirit of discovering things.

2. Know more about the foreign festivals.

Teaching Important Points:

1. Teach the students to take care of science and to do experiments by themselves.

2. Easter is an important festival in foreign countries, so we must know about it.

Teaching Difficult Points:

Express the sequence, uncertainty and uncertainty

Teaching Preparation: water, jar, cardboard

Teaching Aids: audiotape, flashcards, water, jar, cardboard

Type of lesson: review lesson

Teaching Procedure:

Step1. Ask the students to do the experiments that they like in front of the class. As they are doing the experiments, explain them in English.

The students stand beside them. Help them if it necessary. Ask the students to observe carefully. What experiments are they doing?

Are the experiments that they are doing the same as yours?

What can we learn from the others?

What do we learn from the experiments?

Step2. Play a Game

This game is about the foreign countries. The most important festival in western countries is Christmas, then Easter. Discuss what we do on the festivals.

Discuss the other festivals in western countries, such as Mother’s Day, Father’s Day, and Thanksgiving.

Step3. Do with the exercises in Lesson 32.

Discuss the difficulties in class in groups. If it is too difficult, we can explain it to the class.

Step4. Practice the spoken language in pairs.

Step5. Come to the last part in Lesson 32.

Review the main points in this part. How do you express certainty and uncertainty, sequence and the grammar “The Present Future Tense”.

Step6. Homework

1. Finish off the activity book.

2. Review the words and expressions in this unit.

Summary:

篇8：This Is Good For You 教学反思 (冀教版英语七年级)

1 对教材的认识, 要全面吃透教材

本节课是本课的第1课时, 我个人认为它的课型是“以拓展为主, 以复习为副”的拓展课。本节课的重点有两个:一是掌握一般用于描述天气的几个形容词:rainy s un n y, w i n dy, c lou d y, s n ow y。二是熟练运用“How is the weather today?”这一标准句型来进行询问天气状况。从每一位参赛者的教学过程中, 我们都可以明显地感受到这两点。可似乎大家都忽略了一个问题就是, 本节课已不再是一节真正意义上的新授课, 本课内容在四年级上册第14课第二部分就已经接触过了。所以在备课的时候, 我对这部分内容很纠结, 到底是该将本节课定位在复习型课上, 简单地重复学生已有的知识, 还是应该在复习旧知识的基础上加以拓展运用呢?最终, 我选择了后者。

2 对学情的认识, 要全面认识学生

四年级学生已具备了自学的能力, 应及时消化已学习过的知识。教师在教学过程中更应该注重刺激学生的大脑记忆, 达到对新旧知识的一个归纳总结和迁移应用。如果教师平时不注重对旧知识的归纳总结和迁移应用, 学生更是认为现在所学的知识与以前所学过的知识没有什么必然联系, 也就达不到系统掌握某一知识的目的。所以我在备课时就选用了几幅前一课的图片, 并要求学生用英语简单描述图片内容, 其实就是让学生用前一课所学的知识来描述图片内容, 说白了也就是复习前一课第一部分的内容, 可在竞赛的过程中, 我发现在座的学生好像对前一课第一部分的内容一点都不了解。当然这是在竞赛, 学生也是人家临时安排给我们的, 所以, 在此之前, 我对在座的10位学生情况一点都不了解, 为了教学秩序的正常进行, 我只好让学生自己在书上找, 然后读出来, 可有的学生连书都懒得翻, 在我再三的要求下, 书是翻开了, 可就是找不到地方。对学生的基础知识把握不准, 是我这节课遇到的最大意外。所以, 在平时的备课过程中, 对学情的分析很重要, 我们要全面认识自己的学生, 只有这样, 我们才能做到有的放矢。

3 对教学策略及教法的认识, 要全面理解教学大纲, 确立教学目标

我们要选择适合自己所教学生的教学策略和教学方法。本节课所学内容与前一节课联系紧密, 所以我在设计教案时选用了几幅前一课出现的与天气状况有关的图片, 并要求学生用英语简单描述图片内容, 目的在于引导学生根据已学知识描述图片, 并通过学生自己对图片的观察, 让学生自己参与发现问题, 最终总结出当时的天气状况如何。这一教学策略要求学生要对已学知识了如指掌, 如果学生对前一课内容不熟悉, 这一方法收到的效果也就一般了。

4 对教学过程的认识

首先, 英语教学录音资源很重要, 这不但可以纠正学生的发音问题, 更能激发学生的学习兴趣。我感觉这很必要, 也很适用。

其次, 在教学过程中都采用了多媒体辅助教学, 收到很好的效果。但一味地追求课堂气氛, 过分渲染就会喧宾夺主, 目标失色, 实践性的东西就会被抹杀掉了。幻灯片上明明出现的是两种天气状况, 而教师在教学过程中, 却只说出了一种天气状况, 没有提到“当两种天气状况同时出现时, 该怎样去表达”。我们在教学过程中遇到类似的问题, 即使这已经是课本上以前出现过的东西, 教师也应该及时提醒学生, 及时复习旧知识, 以达到课堂教学所要求的综合性、实践性、迁移性、系统性和刺激性。

再次, 我们更应该注重课堂细节问题。比如说:“在世界上独一无二的东西前面一定要加定冠词‘the’”, 这样的细小问题, 如果我们在日常教学中多加注意, 及时地提醒学生, 重复地次数多了学生也会在无意识中自然而然地掌握了, 要知道好的习惯是培养出来的。再比如说:“疑问句后面一定要带问号, 一句话的首字母要大写”等, 这都是些常识性的问题, 也是学生作业中经常出现的问题, 这就需要我们平时多加注意。

最后, 本次竞赛给我的感受是普遍一致, “只见树木, 不见森林”的感觉, 很少“同课异构”。本课的教学重点决不只是简单地重复学生已有的知识, 而应该是对学生已有知识进行系统梳理和综合拓展运用。

摘要：课堂教学的形式多种多样, 然而, 如何在四十五分钟的课堂教学中要质量, 全乡以“教学细节与有效课堂教学”为主题的优质课竞赛活动, 以冀教版小学英语四年级下册13 How is the Weather Today?为例, 采取的是同课异构现场授课方式与授课学校同进度进行, 本文中是我个人针对本次英语竞赛发表的一些观点。