教學反思

Teaching reflection 

Before I studied this course and stepped into the platform to experience what is a real teacher, I always think teaching is an easing 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 things changed completely. No matter from the preparation to the practice, from my 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 semester’s leaning, teaching and thinking, I have some opinions or also 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. 

Firstly, I’d like to say the teaching reflection itself. It is very essential for teachers to carry on it in time after class, which can let the teacher to think about the process and have a clear analysis of this class. Through this procedure, the teacher can find the shortcomings of this class, have a deep thinking of the issues and later find the solutions for them, which can form a good circulation in the teaching process that benefit both the students and the teacher. In teaching practice, we went to the mini-class several times. After each teaching, I would study my teaching video to find my good points and my class’s shortcomings, which can as my reference to modify my teaching content or to find more proper ways in the next class. By using this way I learned a lot about how to transform the knowledge from my textbook to the reality class teaching.

 Secondly, the class activities should be used properly. About this point, I’m deeply affected by it. When first writing my teaching plans, I am always trying to add more activities like chant, game, song and so on, which I think will increase the interesting of the class. But when I really carry on the class as my plan, the result make me fell upset. So many activities not only let class sometimes out of control, but also make the class remains with form instead of real content. I think not only me but also others face this problem when we first begin to teaching. By the help of my teacher and the later practices, I realized that the class activities are not the purpose of our class; however, it is only one way in our teaching process. Proper quantity and quality class activities will activate our teaching, but abusing use of them will make our teaching go to formalism. So when choosing the activities, it is essential to consider out teaching purpose and the content of the lesson first. That let the activities serve for our teaching is our original goal.        

Thirdly, the using of the teaching methods in the real class should be varied. In the teaching theory class we learned different teaching methods like grammar-translation method, direct method, total physical response, situational language teaching and so on. But in practical use, it is hardly to find using only one method in one teaching period. Even in the 45mins’ class, we have different steps like lead-in, presentation, practice, consolidation and other flexible parts. According to the purposes and the characteristics of different part, we should take in different teaching method. For example, in the beginning of the class we can create a situation by using the method of situation language teaching to attract our students’ attention. When we carry on class activities, we can employ the method of total physical response to deepen the impression of the language on the mind of students. So in the practical teaching, the teacher should consider the flexibility in using these teaching methods. And I think no method is totally good or bad. If we can find the right place for each of them, they are all good for our teaching.

The fourthly I want to mention is the using the textbook. It is the basic factor in our teaching for we go on our lesson, according to which we decide our teaching process, teaching content, teaching objectives and almost all the related things. But it is only the basis and we need beyond it. In the premise of full respect of it, we should try to beyond and break through the textbook instead of limited by it. Our textbooks process flexibility, which requires our teacher to use them creatively according to our teaching curriculums. The textbook should be our basis and the life should be our content, which will guarantee our students learn as possible as many things.

 The last but not the least is our students and the teachers. In the spirit of our new curriculum, the students are our core in the English teaching and the teachers’ roles should change from the controller to the assessor, organizer, promoter, participant, resource-provider, guides and others. We should put more emphasis on the autonomy of our students. Let them be the main body of our class and through cooperating and group learning; let the interests be their learning motivations for long time study. As the teacher under the continuous teaching reform and new curriculum, we should keep study all the time. In spite of promoting our professional knowledge, the enthusiasm for the teaching career, the love for our students, the pursuit and the explore of the new teaching concept and the more summarizing and reflection of our teaching are also the necessary things we should always do.

  All of the above are my teaching reflections through this course’s studying. Maybe some of them are still superficial or even wrong to some extent, but I will go on my teaching with the process of learning and thinking.  

8A Unit 1 Main Task    教學反思 (附教案)

××中學

Teaching reflection:

In order to advance with the development of the new curriculum reform, the Yancheng Teaching and Research Institute sponsored the annual Top-quality Courses Competition. I, luckily, took this rare opportunity to participate in this competition on December 7th. All of the competitors were from different counties. They had the same goal, that is, to show their teaching style so as to promote academic changes between themselves. I felt a little nervous at first, because it was my first time to take part in such a competition. In addition, there was little time for me to do enough preparation and put it into practice. With the help of my colleagues and their encouragement, I decided to try my best. I chose the part of Main Task as my teaching material. After I studied the text, I found that the main goals of this period were to make the students master the new words about people’s personality, appearance and to train the students’ability to write an article about himself/herself or his/her best friend. Based on the knowledge aims, I also had to help realize students’ emotional aim, say, to enable the students to know what kind of a friend is a true friend and how to make good friends. This was a valuable experience for me. After this competition, I realized that I had learnt a lot from practice and others.

Now I’d like to analyze my teaching from the following aspects:

Ⅰ Preparation and teaching process

During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. To some extent, the use of the pictures of some famous stars could cultivate students’ interest to use the adjectives to describe their appearance, personality and etc. When I had to teach the related words about the face, for example, round and square, I presented some cartoons for comparison. As far as the adjectives of eyes and nose were concerned, I also used some flashcards for presentation and comparison. The students inclined to look and say something about the pictures, using the related adjectives. When I taught the words of one’s figure and personality, I first called some students to tell me what kind of friends they would like to choose as their best friends. I gave them some hints when they met some difficulties. Then, I presented some pictures for a small talk, getting students to talk about the personalities of different people and what kind of person they would like to be. After this, I gave students some time to describe the famous stars, for instance, Yao Ming, Harry Porter, S.H.E and etc., which could help them to understand the meanings of the adjectives. During the reading part, I presented some questions and tasks for students to answer and fulfill. Owing to the use of multimedia, students could answer the questions quickly and effectively. In order to avoid the one-sidedness of comprehension, I gave students more time to read and practice. The total goal was to develop students’ ability to write an article about his/her best friend. To serve this goal, I designed some questions for them to answer in advance and got students to talk and make a conclusion. In this part, I used a game to help, say, a guessing game, asking students to write down something about his/her friend and read it aloud for others to guess who he/she was. This method, I thought, conquered the monotony of writing. I outlined the importance of being an honest, kind-hearted and helpful person. At last, I played a poem for students to enjoy and imitate, which, as I saw it, would possibly raise the theme to a higher level.

Ⅱ Students’ learning process

   This was the first time that I came to Jianhu. All of the things were strange to me. I knew nothing about the school and the students. In order to make better exchanges between the students and me in class, I stepped into their classroom and introduced myself to them before my class. They felt quite strange initially, but later they felt excited. I asked them to try their best in my class. All of them nodded and it seemed that we became closer. However, when it came to my class, they felt quite nervous just in front of the teachers from different places. Before class, I tried to relax them by singing a song and asking them to wave their hands. They were very cooperative. I felt a little more confident. During the class, I proceeded well as I designed. Once I raised a question, most of the students could undertake brainstorm and gave me the correct answers. When the discussion time came, I divided them into groups of four, asking them to do related tasks. What I didn’t expect was that they preferred not to come to the front for acting. I felt a bit embarrassed at first, but I respected their choices and dealt with it properly. For most of the time, all of the students were very hard-working. It seemed that they had grasped all the knowledge effectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. “Was my teaching method unsuitable for them?”, I said to myself, but I had no time to think. I tried to speak more slowly and clearly, giving them more time to think and speak. It really worked. The students and I cooperated well during the following steps. In my teaching process, I felt it a pity that I didn’t give the students time to present their papers and correct their mistakes, which I thought I should keep in mind for future teaching. After the class, our instructor gave me some advice, which was quite acceptable and suitable to me.

Ⅲ The organization of the class

   In terms of my 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, all of the steps were carried out successfully during my 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. I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the writing part, as I mentioned in partⅡ.Although students had time to write their compositions, they didn’t have the opportunities to know how well they had written. They should get some comments on their composition, for instance, grammar, sentence structure, hand-writing and so on. If I had five more minutes, I would present their papers to the whole class and gave some corrections if necessary. The last part was enjoying a poem, which was related to the theme of the class. Because of the limited time, I didn’t realize the teaching aim of this part. I just called them to read it. If I removed this part, I thought it would be better for the writing exercise.

    All in all, on one hand, this was a comparatively successful class. On the other hand, during my competition, I found some unsatisfactory elements in my 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 students’ ability. I learned a lot from my experience and my instructor’s guide. In order to realize the new concept of teaching, I think I need to do more research on the textbook and learn more from the others.                                         

                                                  by ××

                                                    December 12th, 2006

8A Unit One  Main Task    teaching plan

××  from ××Middle School

Teaching aims: 

(1). Knowledge aims: 

A. To make the Ss. master some new words about people’s personality. appearance and future plans.

B  To let Ss understand the passage better.

(2). Ability aims: 

A. To develop the Ss’ abilities of listening, speaking, reading and writing.

B. To train the Ss’ ability of working in groups.

(3). Emotional aims: 

A To enable the Ss to know what kind of friend is a true friend and how to make good friends.

B. To enable the Ss to communicate with each other

Teaching focuses: To help to train the students’ abilities of expressing themselves in English

A. To help the Ss to communicate with each other.

B. To enable the Ss to study in groups and co-operate skillfully.

C. To develop the Ss’ interest in English.

Teaching difficulties:

(1) How to describe a person.

(2) How to write a passage

Teaching Methods:

(1). Communicative teaching method

 (2). “ Task-based” teaching method

Teaching Procedures

Step1 warm up

1. Free talk between T and Ss.

Such as: Fine weather, isn’t?

       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 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

1.      show pictures of stars and let Ss say sth. about appearance and guess their personalities. let Ss work in pair to describe persons

2. play a game

I will let Ss describe a person in our class to ask other students guess.

Step4.listening and practice

1.      play the tape recorder. Let the Ss listen and answer some questions. For example, Who is Daniel’s friend? Where does she live? What is she like? What would she like to do when she grows up?             

2.      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 passage:

Introduction: say who is your best friend is.

Main body: describe his/her appearance

         describe his/her personality

Conclusion: describe his/her future plan

Step6discussion

I will say: we have learnt a lot about friends. If you choose a boy or a girl as your best friend, what will you thank about? Here are some questions for you to discussion.

What is his/her name?

What is he/she like? (appearance)

What’s his/her personalities, qualities and abilities?

What does he/she like doing?

What would he/she like to do in the future?

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 your friend.