6a unit2 Teaching Reflection

6a unit2 Teaching Reflection Model One:

The educator Tao Xingzhi pointed out: "Life is education." Education should start from real life, and select teaching content from life experience so that students can learn in life, learn in middle school and gain experience and development. The English class should explore the material of life, fill the atmosphere of life, and highlight the color of life. Teachers should create a life-oriented teaching atmosphere, so that students can be immersed in it and be subtly infected, thus stimulating students' interest in learning English and improving their ability to use English comprehensively.
The topic of this lesson revolves around talking about birthdays and gifts, mainly learning When's your birthday? What would you like as a birthday present? And the answer to the birthday of the term, which is closely related to the student's life. In this lesson, I try to connect with student life and arouse the students' existing life experience. I use the vocabulary of Aladdin to create relevant situations and use task-based teaching methods to make students feel curious and intimate with the teaching content. Willing to learn and willing to practice.
First, connect with life and consolidate old knowledge
This lesson is the second lesson of this module. Before this, the students have already learned the expression of the date, but they are still not proficient. Therefore, at the beginning of the class, I arranged the exercises for the month, ordinal and date, using different forms to mobilize the students' interest in learning. When expressing the review date, I used the game of Read and guess, combined with the festival expression. Let the students understand the expression of the festival, and introduce the birthday topic through the items related to the birthday and "Do you want to know the teacher's birthday?", learn the unit to ask the words of the birthday and its gifts, and carry out drills to help students express their use.
Second, pay attention to students, develop ability
The new curriculum emphasizes that students are the subject of learning. In teaching, teachers must close students' life experiences and students' needs, create various situations, enable students to integrate into teaching in the process of fully participating in teaching activities, and perceive language and develop language ability in diverse contexts. In the discourse of this lesson, I used the word Aladdin in the text to realize my birthday wish through Aladdin's mission area, which greatly stimulated the students' enthusiasm for learning. In this lesson, I give full play to the subjectivity of students, guide students to learn independently, understand the background in the task, perceive the text, and cultivate students' learning ability and expressive ability in reading, listening, speaking and performing communication, so that students can Experience, participation, practice, and initiative to try and create in the activity to gain the development of cognitive and language skills.
Third, pay attention to life, learn to use
The ultimate goal of English teaching is to enable students to have a comprehensive language skills and be able to communicate with others. In this lesson, watching video answers questions to develop students' overall understanding of the text; listening to the questions with the questions and listening to the students' listening; the table repeats the text to develop the students' language inductive and expressive ability; Read and complete exercises to develop students' writing skills. The cultivation of students' abilities runs through all aspects of the teaching process. Teachers should pay attention to students and connect with life in teaching, so that students can make use of it and apply what they have learned.

6a unit2 Teaching Reflection Model 2:

The educator Tao Xingzhi pointed out: "Life is education." Education should start from real life, and select teaching content from life experience so that students can learn in life, learn in middle school and gain experience and development. The English class should explore the material of life, fill the atmosphere of life, and highlight the color of life. Teachers should create a life-oriented teaching atmosphere, so that students can be immersed in it and be subtly infected, thus stimulating students' interest in learning English and improving their ability to use English comprehensively.
1. Teaching content life
This class mainly learns the sentence pattern When's your birthday? My birthday's on...What would you like as a birthday present? I'd like... to talk about birthday, which is closely related to the life of the students. In teaching, I try to connect with the reality of life, and strive to arouse the students' existing life experience, so that students have a sense of intimacy in the teaching content, and thus are willing to learn.
2, teaching methods of life
Use real situations
At the beginning of class, I communicate freely with students and ask about the day, date and month, such as What day is it today? What date is it today?Which month comes after September?Which month comes before August?, etc., these are based on the actual student The situation and the real environment of the classroom. The students communicated with the teacher in a relaxed atmosphere, which not only experienced the teacher's love for themselves, but also eased the intense learning mood and quickly entered the atmosphere of learning English.
Create a real situation
I did a good job before class and checked the birth date of the class, so I can enter the new sentence T:When's your birthday in the communication with the students? S:My birthday's on... T :Oh,your birthday's coming soon. What would you like as a birthday present? Would you like a big cake? S:Yes.I'd like a big cake. Then I said to the class: Xx's birthday is coming soon. S1: We will have a birthday party for her. S2: I will say 'Happy Birthday to You'to her. S3: Let's sing a song 'Happy Birthday, what can we do for her? To You' to her....... Finally, the student sat happily in the birthday song of the class. I think she should be unforgettable in this class.
Create an activity scenario
“Adopting the way of activity and advocating experience participation” is one of the basic concepts of the English curriculum standards. Based on this basic concept, I actively create activities for students to practice in a relaxed environment. For example, when I focused on the sentence pattern “When's your birthday? My birthday'son...What would you like as a birthday present? I'd like...”, I designed the Do a survey activity to allow students to communicate with each other and then The class reported. In the process of accomplishing this task, the students not only consolidated the new knowledge, but also exchanged emotions and cultivated the awareness of peer support.
3, homework layout
“Talking about birthdays” students are very interested in this topic. At the end of the class, the students are still unfinished. At this time, I have to move the class outside the classroom and arrange extracurricular assignments:
Students are required to use the sentence When's your birthday? My birthday's on...What would you like as a birthday present? I'd like... Complete the survey. If grandfather, grandmother, father, mother don't speak English, you should be a little teacher to teach them . This combines language knowledge and language practice reasonably, allowing students to use the knowledge acquired in textbooks to solve practical problems, so that their thinking ability can be further developed in the process of English learning. I checked this job and found that it worked very well.
Of course, there are still many shortcomings in this class: 1. The students are not proficient in the ordinal numbers, and the pronunciation of the name of the month is not accurate, which affects the effect of communication in the classroom to a certain extent. 2. In order to complete the teaching tasks, the middle and upper class students became the protagonists of the class, and some students with learning difficulties could not take care of them. 3. Students' extracurricular knowledge literacy reserve is small, and the innovative thinking ability is to be further cultivated by the teacher. For example, I communicate with students in the classroom: What would you like as a birthday present? A group of six students probably have three or four answers. 'd like a big cake.
In short, colorful life is a rich teaching resource. As long as our English teachers continue to explore classroom teaching, they are willing and good at starting with life, finding the right point of teaching materials and life, and designing more with the teaching methods that meet the students' actual conditions. Lively, high quality English lessons.

6a unit2 Teaching Reflection Model Three:

The educator Tao Xingzhi pointed out: "Life is education." Education should start from real life, and select teaching content from life experience so that students can learn in life, learn in middle school and gain experience and development. The English class should explore the material of life, fill the atmosphere of life, and highlight the color of life. Teachers should create a life-oriented teaching atmosphere, so that students can be immersed in it and be subtly infected, thus stimulating students' interest in learning English and improving their ability to use English comprehensively.
This class mainly learns the sentence pattern When's your birthday? My birthday's on...What would you like as a birthday present? I'd like... to talk about birthday, which is closely related to the life of the students. In teaching, I try to connect with the reality of life, and strive to arouse the students' existing life experience, so that students have a sense of intimacy in the teaching content, and thus are willing to learn.
At the beginning of class, I communicate freely with students and ask about the day, date and month, such as What day is it today? What date is it today?Which month comes after September?Which month comes before August?, etc., these are based on the actual student The situation and the real environment of the classroom. The students communicated with the teacher in a relaxed atmosphere, which not only experienced the teacher's love for themselves, but also eased the intense learning mood and quickly entered the atmosphere of learning English.
“Talking about birthdays” students are very interested in this topic. At the end of the class, the students are still unfinished. At this time, I have to move the class out of class and arrange extracurricular assignments: ask students to use the sentence pattern When's your birthday? My Birthday's on...What would you like as a birthday present? I'd like... Complete the survey. If grandfather, grandmother, father, and mother don't speak English, you should be a little teacher to teach them. This combines language knowledge and language practice reasonably, allowing students to use the knowledge acquired in textbooks to solve practical problems, so that their thinking ability can be further developed in the process of English learning. I checked this job and found that it worked very well.
Of course, there are still many shortcomings in this class: 1. The students are not proficient in the ordinal numbers, and the pronunciation of the name of the month is not accurate, which affects the effect of communication in the classroom to a certain extent. 2. In order to complete the teaching tasks, the middle and upper class students became the protagonists of the class, and some students with learning difficulties could not take care of them. 3. Students' extracurricular knowledge literacy reserve is small, and the innovative thinking ability is to be further cultivated by the teacher. For example, I communicate with students in the classroom: What would you like as a birthday present? A group of six students probably have three or four answers. 'd like a big cake.
In short, colorful life is a rich teaching resource. As long as our English teachers continue to explore classroom teaching, they are willing and good at starting with life, finding the right point of teaching materials and life, and designing more with the teaching methods that meet the students' actual conditions. Lively, high quality English lessons.

6a unit2 Teaching Reflection Model Four:

In the morning, I taught Unit 2 Part A in six classes and I was not very successful. The courseware was produced before the class. The teaching ideas are as follows: First introduce the new classmate Jim, learn the foreword by understanding Jim's information. Then by discussing Ben's birthday, let the student find out when Ben's birthday is in the discourse, what he wants as a birthday present, naturally speaking the English expression of the date when dealing with the problem, and a VCD of Japnaese cartoons and words Aladdin. After finishing the class, I found out that I only figured out a big idea. I didn’t elaborate on how to operate each link, and I didn’t seriously consider the processing time of each link.
Here is my reflection on this lesson:
1. The way to lead the foreword from Jim's picture is very good, but after learning this part, let the students read it aloud, or repeat it, or neither read it nor repeat it, use They're talking about Ben's birthday. When's Ben's birthday? Transition, enter the text of the text, is this feasible?
2. When I was learning the text, I showed two questions. When's Ben's birthday? What would Ben like as his birthday presents? It was all about the way students read and find out the relevant information. The students didn't seem to be interested. When the students read, I gave them a reading strategy, but did not put it as a learning tip on the courseware. The students didn't seem to care about it and still read it in their original way. If the first question asks the students to read the answers themselves, the second question leads the students to Listen, watch and tick, and the form is different. Is it better?
3. In order to allow students to speak complete sentences, I spent a lot of time demonstrating and reading them over and over again, the 18th of October, the 6th of August, Aladdin, a VCD of Japanese cartoons. Can you read it two or three times? Over-emphasizing, and even expanding the English expression of American cartoons, will the "branches" produced in these classes interfere with students' understanding of the entire discourse? Or destroy the integrity of the text?
4. I always think that the purpose of the first lesson in discourse teaching is to help students understand and read the discourse. The language knowledge should be dealt with in the second lesson. Even if the teaching goal is reduced, 40 minutes of a lesson is not enough. The bell will ring when you follow the imitation text. In the open class, the teaching process is much more than the homework class, but why can it be completed? We not only let the students understand the text, but also imitate the text. At the end of the open class, there is also an extension to help the children improve their ability to use the language comprehensively. Is it because the links in the homework are not compact, the timing is unreasonable, or we are just taking the link in the open class, and the students' understanding of the text is not thorough?
Thinking: Our class language has been carefully carved in the open class. Every link has been improved during the grinding, so 40 minutes can do a lot of things, often the goal of teaching is higher. Therefore, in the same time, to improve the efficiency of homework teaching, we must carefully prepare, from the design of the teaching link, the setting of the problem to the language of the classroom, the time arrangement must be considered very well.
5. After finishing the class, looking at his messy blackboard, it is very guilty. The writing of scribbles does not play a role in demonstrating the students. It also reflects that the teaching ideas are not clear. In the future, the blackboards should be included in the preparation. If you want to use stick figures in class, you must first draw a picture on white paper before class, "I'm not good at drawing." Can not be used as an excuse for being lazy and afraid of learning.

6a unit2 Teaching Reflection Model Five:

This lesson focuses on talking about birthdays and gifts, asking students to learn the language in real situations. This lesson expands several important festivals after the review date, allowing students to understand the expression of the festival. The study of several new words is also done by first giving the old words of the same pronunciation, introducing new words or letting the students try to read the new words themselves, and then reading the words that have not been learned, when presenting the unspoken words. The meaning of the words should be presented so that the students can both understand the pronunciation and understand the meaning and strengthen the students' memory. The sentence design is carried out in 3 steps. 1.when's your birthday? My birthday's on the.... This stage of the students actively participated in the dialogue under the guidance of the teacher. In this way, students must not only seriously say, but also listen patiently to others and communicate and use sentences in practice. 2. Do you usually have a birthday party? Yes, I do. Would you like to come to my birthday party? Yes, I'd like to. Although these sentences are not part of the C part, but sentences in the text Type, but if only C is too small for sixth-grade students, I have selected these sentences in the A part of the text to make the sentence more full. 1. What would you like as a birthday present? I'd like... First of all, the pronunciation of present is a difficult point. I read it in the syllables in the teaching, which helps the memory and accurate pronunciation of the words. In the present part, I expect that the word "present" is a difficult point in reading, so I designed the part that allows students to use the present to create a phrase. However, because the student’s vocabulary is not much, I can’t come out at the moment, and because I have too little experience, It’s a bit cold. When Wu teacher commented on the class, as long as the Chinese-English translation is enough, this problem can be easily solved. It seems that I should also strengthen the resilience of the classroom. In the big synthesis, I read the picture and talked to the actual practice of combining myself, so that the students can move into the reality of their own life from the dialogue drill of the book, thus making the language exchange more realistic. If the time is plentiful, the students can finally move the pen and do a few questions to further deepen their thinking and memory.