8AUnit1MainTask教学反思英文版(附教案)

8A Unit 1 Main Task 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: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’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,20068AUnitOne MainTask   teachingplanZhongPingpingfromDafengMiddleSchoolTeachingaims: (1).Knowledgeaims: A.TomaketheSs.mastersomenewwordsaboutpeople’spersonality.appearanceandfutureplans.B ToletSsunderstandthepassagebetter.(2).Abilityaims: A.TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.B.TotraintheSs’abilityofworkingingroups.(3).Emotionalaims: AToenabletheSstoknowwhatkindoffriendisatruefriendandhowtomakegoodfriends.B.ToenabletheSstocommunicatewitheachotherTeachingfocuses:Tohelptotrainthestudents’abilitiesofexpressingthemselvesinEnglishA.TohelptheSstocommunicatewitheachother.B.ToenabletheSstostudyingroupsandco-operateskillfully.C.TodeveloptheSs’interestinEnglish.Teachingdifficulties:(1)Howtodescribeaperson.(2)HowtowriteapassageTeachingMethods:(1).Communicativeteachingmethod (2).“Task-based”teachingmethodTeachingProceduresStep1warmup1.FreetalkbetweenTandSs.Suchas:Fineweather,isn’t?      Doyoulikethiskindofweather?      Whatwillyoudoonsuchafindday?       Whodoyouwanttodowith?Step2.revision1.     askafewquestionsaboutfriends.Forexample: Whatdoesyourfriendlooklike?            Whatkindofpersonisyourfriend/            Whatdoesyourfriendlike?            Whatdoesyourfrienddoorwanttodointhefuture?            Whatmadeyoubecomegoodfriends?     2.     letstudentspracticeinpairs.Step3.presentation1.     showpicturesofstarsandletSssaysth.aboutappearanceandguesstheirpersonalities.letSsworkinpairtodescribepersons2.playagameIwillletSsdescribeapersoninourclasstoaskotherstudentsguess.Step4.listeningandpractice1.     playthetaperecorder.LettheSslistenandanswersomequestions.Forexample,WhoisDaniel’sfriend?Wheredoesshelive?Whatisshelike?Whatwouldsheliketodowhenshegrowsup?             2.     playthetapeagainaskthestudentreadaloudafterthetapethenfillatable.isemployedtomaketheSsgraspthemainideaofthetext..Step5.makeaconclusionHowtowriteapassage:Introduction:saywhoisyourbestfriendis.Mainbody:describehis/herappearance        describehis/herpersonalityConclusion:describehis/herfutureplanStep6discussionIwillsay:wehavelearntalotaboutfriends.Ifyouchooseaboyoragirlasyourbestfriend,whatwillyouthankabout?Herearesomequestionsforyoutodiscussion.?Whatishis/hername??Whatishe/shelike?(appearance)?What’shis/herpersonalities,qualitiesandabilities??Whatdoeshe/shelikedoing??Whatwouldhe/sheliketodointhefuture? Thenletthemhaveacompetition.Thenmakeaconclusion:afriendinneedisafriendindeed.Step7.Homework:(1)Recitethewordsasmanyaspossibleafterclass.(2)Writeanarticleaboutyourfriend.