6a unit1 Teaching Reflection

6a unit1 Teaching Reflection Model One:

This module is the first unit of the beginning of the new semester. The content of this module is public signs, which are closely related to the actual life of the students. Therefore, before the teaching, students are allowed to collect relevant public sign materials before class, and then discuss and teach in class, which not only consolidates the students' grasp of sentence patterns and words, but also broadens the space for students to learn.
In discourse teaching, through the extraction of information, cards, pictures and multimedia courseware vividly display the teaching scenarios to help students understand the dialogue and further grasp the difficulties. Students followed Jack and Ben to the park, not only playing in it, but also learning and enjoying it. The setting of the situation promotes the teaching effect of the classroom to a certain extent.
However, the practice of oral writing is not very uniform. In the review, the practice of writing is more, and there is a lack of oral communication. Therefore, students have this situation: they can read words individually, but they cannot read sentences consistently. Can not grasp the pronunciation and intonation of the sentence, the expression ability is not enough.
Speech is a difficult point in teaching. To improve students' ability to express, they must listen more, speak more, and read more.
1. Strengthen listening training. Listening exercises must be guaranteed during each class. Teaching words and text parts must be recorded, so that students can grasp the pronunciation of words and the phonetic intonation of sentences; when designing questions, properly design listening exercises to help students develop the habit of listening carefully and positively thinking; Homework to ensure that English is accepted every day.
2. Strengthen conversational drills. The CD part of each unit, in addition to the pen, should pay more attention to the communication of spoken language. Try to spend some time in the class to work together to complete the question and answer. After the text is finished, the students can describe the content and test the students' mastery. The degree, second, to train students to express their English skills.
3. Adhere to early reading counseling. Early reading focuses on reading, you must read aloud, find that students must correct in time to read mistakes, difficult to read or read unclear must be timely guidance, guide students to develop a mistake that must be changed, problems and proposed good habits.

6a unit1 Teaching Reflection Model 2:

This module is organized around the topic of “public signs”. Students are no strangers to public signs in their daily lives, but there are certain difficulties in talking about them as a topic. Therefore, I spent 6 lessons in the teaching unit, carefully designing the teaching of each lesson. After the teaching, I will reflect on my teaching as follows:
The expression of time is the fifth-grade teaching category. The teaching content of the D section of this lesson is arranged for this teaching content. If it is still a cold meal in the past, students will lose interest in learning. I combine this knowledge with the content of this lesson to give students a certain sense of freshness. On the basis of learning a new sentence pattern, I designed a game in which two types of words, time and activity, are placed in two boxes, allowing students to touch and then make a small conversation. Most of the students have the desire to participate, and some students can also make innovative dialogues, which is a big surprise for teachers and classmates. Teaching should be an active process that must develop cognitive and linguistic abilities through active experience, participation, practice, and active common sense and creativity. Under the guidance of the "New Curriculum Standards", the prevailing classroom teaching reform strives to create a vivid and real language environment, so that students can gradually form interest in learning, self-learning, cooperative learning, and inquiry learning, and stimulate students to be dynamic. This is the best example of the enthusiasm of using English in the environment for activities.
The sitcom is an active agent in English teaching. Around the center of the unit, a ridiculous story is arranged. I use the method of concentrating on words to guide students to read words and remember words through phonetic symbols. After sweeping the obstacles of the list, guide the students to read, play, and feel the humor brought by the story. As the review is in place and the vocabulary is familiar, the students can understand the outline of the story after reading: Mr. Smith walked to the park and found that there was a RMB 10 in the flower bed, and he went to the grass and found it in the absence of anyone around him. Just as he When the park was proud, the park keeper came. He pointed to the sign not far away, "Can't you see the sign over there, sir? It says please keep off the grass, fine ten yuan." Mr. Smith had no choice but to help. It was really disappointing to give the ten yuan to the park keeper. After understanding the meaning of the story, I took the children as an actor and let them play freely with the performance. I didn't expect to bring unexpected results in a few minutes. It seems that the drama can bring a lot of vitality and vitality to the teaching.

6a unit1 Teaching Reflection Model Three:

English teaching seems to have formed a model, teacher teaching, student learning; teacher demonstration, student drill. After a class, the form is diverse and the drills are frequent. The students can also speak a lot of English, and the teaching effect seems to be ideal. However, after careful analysis, it is not difficult to find that the students' exchanges are mostly within the scope of the sentence patterns given by the teachers. At most, they have a relatively simple integration with the previously learned content, and a simple replacement with the new sentence patterns. . In essence, it is still in the relatively early stage of imitation, and has not yet learned the deep communication of communicative meaning. Therefore, in this lesson, I have sought some new attempts:
1. Change the previous teaching model and seek innovation.
The teaching of words breaks through the traditional follow-up method. Students learn new words in the simple and real context provided by teachers, and the organic combination of speech and meaning makes word teaching more effective. For example, in the teaching of "No smoking" in this lesson, I put it in the sentence pattern for teaching, and I also regard the mark teaching of Part B as a whole, in a big context, according to the order of development of things. Organically presented. In the teaching, the teaching scene is displayed through cards and pictures. For example, after the phrase "Keep off the grass." Let students combine the actual oral practice with the life, We should keep off the grass. We shouldn't walk on the grass. Let the students deeply understand that we should love the natural world. To make nature better and more harmonious. Sentence-based teaching reduces mechanical drills, allowing students to understand and remember with a purpose when learning new knowledge, not only to meet the requirements of memorization, but also to be simple to use.
2. Change the traditional teaching mode and seek a breakthrough.
Since the public signs are closely related to the life of the students, I asked them to collect relevant information before class, to learn as much as possible about some public signs, and then to discuss them in class, which not only consolidated the students’ mastery of sentence patterns and words, but also Close the distance between daily life and classroom teaching. In this lesson, I give students a space of full freedom. The teaching, consolidation and expansion of new words and sentence patterns are all based on students. In addition to the necessary demonstrations of teachers, the whole process allows students to explore and consolidate themselves.
3. Make full use of teaching resources and return to life. In the teaching, students are provided with opportunities to imitate, experience, practice and creatively use the language, and commend and encourage students in a timely manner to protect students' self-confidence and self-consciousness of learning, so that students can truly learn. Such as: teach the phrase Be quiet. Students are not in the same position. Obviously, they know that they have to be quiet in class and can't be embarrassed. “Focus on stimulating students' interest in learning, enriching classroom teaching by designing activities that are consistent with students' physical and psychological activities, such as singing the English song “The signs in the park”, so that students can quickly integrate into the English atmosphere. And clearly: in the park, we You should not trample on the lawn, you should not litter the garbage, you need to throw the garbage into the trash can. Let the children learn English independently, and the activities designed should be based on the students as much as possible, to stimulate students' interest in independent learning, and focus on training Students' language communication ability and thinking development ability, and pay attention to the student's situation in teaching, "education and fun, easy practice", so that the seemingly boring language knowledge, after being given various vivid scenes, is convenient for students Understanding and mastering. Through the cooperation and exchange of the group, the students have carried out sufficient language practice. In this way, the classroom truly becomes the “motion zone” for students to show themselves.

6a unit1 Teaching Reflection Model Four:

The content of the professor today is Part A of the 6A unit1 Public sighs. The children just came back from the rest of the summer vacation, but obviously most of the students are ready for the preparation, and the effect of the lecture is OK.
The contents of the textbook mainly tell about some public signs in the park. I started to understand the children's summer life, where I went, what I saw, and happened to be the Expo. I found many students went to Shanghai. At this time, I tried to pass. When you visit the Expo Pavilion, you need to introduce Be quite into the public signs. This kind of introduction is more natural and close to the children's life, they are more acceptable.
The main goal of this lesson is to enable children to read the contents of the text, to understand the three important public signs introduced in the book, as well as to ask questions and answers about the meaning of the signs, and to carefully analyze the text by understanding the contents of the text when setting goals. The logical relationship between the two, grasp the main key information, help students analyze and understand the text, and master the sentence patterns that need to be mastered when the situation is communicated. The teaching objectives are formulated reasonably, which can meet the students' actual life and meet the age characteristics of the students. However, they feel that they ignore the students' emotional attitudes and values, so that students can recognize common public signs in their daily life and follow them. The meaning knows what to do.
Because the computer in the school room was not processed in time, my ppt was not carried out in accordance with the teaching plan, so the adjustment was made temporarily, mainly to help students understand the content of the text, and let the students observe the two pictures on the book. Guess and dialogue.
In order to achieve the teaching goals, the main strategies I have adopted are:
1. Through the effective blackboard, let the students clearly understand the general meaning of the text.
What does it/this/that mean?
It means you/we must/should/shouldn't...
2, through the careful design of the problem, let the students understand the text, the students' new vocabulary such as stay away from, on the birds' cage, make noise and so on. Let students self-read the text What questions does Jack ask?
What does it mean? Can I go in? What does that mean? And supplement and expand in a timely manner: What does this sign mean?
3. Finally, by means of retell the text, according to the tips of the board, students can use their own words to repeat the text in the third person's Jack tone. Two students said very well.
Jack is Ben's cousin,he's four years old but he always has a lot of questions,today is Saturday,he and Ben are in the park,he sees some public signs in it. There are three. They are 'Danger!',' Keep off the grass', 'Be quite'. He sees 'Danger!' on the wall; it means we must stay away from the building. He sees 'Keep off the grass' on the grass. It means we shouldn't walk On the grass. The last sign is on the birds' cage, it is very interesting. It means we shouldn't make noise there. At last he knows a lot about public signs.
This lesson presents a new content with a simpler teaching language that is conducive to student learning. When students are performing well, they are properly and timely praised. This class raises such questions where can we see it? Whenever a public sign is presented, I will ask students to think about such a problem. Most students know what the meaning of the sign mentioned in the article is, but it is easy to ignore where to see this detail. The teaching should grasp the places that students are easy to ignore or difficult to understand. Because the sixth grade students have a certain language foundation, my teaching language is usually longer. If the students do not understand, they will be explained again with simple sentences. In the teaching process, the method of discussing each other at the same table, the way of self-reading texts, reading the texts to complete the blackboard, and reading the key information to repeat the texts are discussed. The same table discusses the three public signs mentioned in the text, the location and The meaning is helpful to students' cooperative learning, which helps students to better understand the three public signs, expressions and meanings in the text. Most students can participate in the study of the lesson in the classroom, such as answering Question what public signs does jack see?
The content of this text is relatively simple, but the teaching of key words and vocabulary does not achieve the expected teaching effect. Some students do not fully understand cousin, always, etc., because the class time is less than ten minutes, so the text Explain faster, and finally consolidate the practice. The two parts of the recording of the text are not completed according to the expected goals. They are ready to be reviewed in the beginning of the second lesson. This class does not use ppt and pictures. The teaching effect lacks some interesting activities. Most of them are questions and answers between students and teachers, between students and students. They focus on analyzing texts, but new words and words appear in the text. The exchange did not explain thoroughly, and students should be given examples, sentences or applications.
The most effective part of this lesson is the analysis of the article, carefully designed the blackboard, and can help students understand the text a lot. The most successful place is to guide the students to use their own words to tell the text according to the contents of the blackboard. This lesson is not too much. The school relies on the courseware and analyzes it through the language of the teacher. The language input of the students in this class is very large. At the same time, the design of the blackboard has great challenges to the basic skills of the teacher. The extracurricular assignment left to the students is to find some textbooks. Public signs, after the students through the investigation of information, Internet access, completed very well, most students found a lot of public signs of traffic, in order to lay the foundation for the next lesson.

6a unit1 Teaching Reflection Model Five:

This module mainly carries out various activities around the topic of “public signs”. The daily communication projects involved include introductions, inquiries, advices and suggestions, among which “inquiry about the meaning of public signs” and its response are the key content. Students are no strangers to “public signs” in their daily lives, but it is difficult to talk as a topic. In order to enable students to better grasp the content of this module, teachers should consider the age characteristics of students in the teaching process, make full use of wall charts, pictures, and simple strokes to present texts, and use visualized language and movements to make teaching content closer to students. Life, stimulate students' interest in learning and increase their enthusiasm for participating in language activities. This text is divided into two scenarios: introduction and dialogue. Teachers can teach at different levels: clarify the text ideas, and then divide the contents of the course into three parts: “buildings”, “grass” and “bird cages”. It reduces the difficulty of text learning and highlights the key points of this lesson. In the teaching, the difference between the meaning of should and the shouldn't be allowed to be clearly and accurately stated in the teaching, so that unnecessary errors can be avoided in the application. In the classroom teaching, we should try our best to guide students to master the methods of remembering or memorizing the texts in the classroom: to learn to think in English, mouth, brain and eyes.