5a unit4 teaching reflection

5a unit4 teaching reflection model one:

In this module, students are more likely to confuse the likes with nouns and verbs. In order to enable students to better grasp this content, I designed some special exercises for this difficulty, and in practice. Infiltrated the teaching of the verb third person singular, as well as specific to the day of the week, using the preposition on, and someone with with.
I feel that if students encounter difficulties in the process of learning, as teachers, we should help students to overcome this difficulty, and should not neglect the depth of the students in order to keep up with the progress. We can carry out special exercises for this difficulty, let the students understand and overcome this difficulty in the exercise, so that when this type of practice occurs again, the students will be solved! As the language says, when we encounter a roadblock, we have to find a way to solve it instead of escaping!

5a unit4 teaching reflection model two:

This lesson is a one-of-a-kind teaching and research course in five classes. The core of this lesson is preparations before Halloween. In the imported design, I set the situation to bring students into Halloween, introduce the cultural background knowledge of Halloween through the small blackboard and the teacher in English, present the cultural differences between China and the West, infiltrate the cultural awareness education, and timely expand the knowledge of students. It can not only play the role of warm-up, but also stimulate students' interest in learning. At the same time, it exercises some of the new words and key sentence patterns in the text, and breaks through the difficulties and difficulties, paving the way for the study of the texts and reducing the difficulty of learning the texts behind the students. After a quick check of the pre-study, the student is activated to enter a positive reading state. In the study of texts, I took a combination of extensive reading and listening to the text, first guided the students with four wh- beginning questions when, where, who, what to read the foreword, and then let the students listen The text recording completes the shopping list to grasp the text and understand the text as a whole. Then ask the students to read the text and answer some of the details in the text. Since some of the difficulties have been broken down in the breakthrough point, it should be relatively simple for students. Finally, on the basis of text learning, through the practice of filling in the blanks to help students consolidate new knowledge.
After finishing this class, I feel that this lesson has many shortcomings, and I still need to constantly explore and practice in the future teaching. For example, the design of some activities does not mobilize the enthusiasm of students very well; some steps are relatively fast, and the drills are not in place; because the dialogue in this lesson is divided into two scenarios, when group roles are read, some group activities The division of labor was so clear that the group display was not very successful. How to use group cooperation to effectively improve the quality and efficiency of teaching in the English teaching of small and medium-sized Chinese students. In the future work, I must reflect more and learn more.

5a unit4 teaching reflection model three:

The content of this lesson is Oxford Elementary English 5A Unit4 Part BCD. These parts are the core content of this unit, focusing on the sentence pattern Do you like ...? And its answer. In the fourth grade, I have already learned Do you like ...? This sentence type, therefore, can be used to expand the relevant content with the old method. In teaching, I mainly use the method of whole-oriented and layered teaching. With the help of various kinds of media through the use of situational teaching, students can experience the fun of learning English in the encouragement evaluation of teachers, and learn more, do more, and practice more. Learn to use written and spoken language to convey information, improve learning efficiency, and enhance understanding of Western culture. From the perspective of the structure and difficulty of this unit, I combine the three parts as the first teaching time of this unit.
Teaching method design
One of the main tasks of the teaching of English in primary and secondary schools is to stimulate and cultivate students' interest in learning English. This requires that students must take the fun teaching path of “learning” in their teaching. In order to fully mobilize students' interest in English learning, in this lesson, I use the method of situational communication, listening, listening, games, children's songs, competitions and other teaching methods to attract students' attention and encourage them to participate in teaching activities. Their ability to listen, speak, read and speak English.
Teaching means
According to the age characteristics of the students and the characteristics of this lesson, I mainly use pictures, multimedia and other teaching methods for teaching. They can activate the teaching materials and assist the teachers to explain the teaching contents in an orderly manner. In the process of explaining, they can make full use of effective teaching time, improve the way of information transmission, enhance the ability of information transmission, facilitate hierarchical teaching, and make foreign language learning change. Live activities to deepen students' understanding of teaching content

5a unit4 teaching reflection model four:

I have read a little about "New Basic English Teaching", remembering the multicultural value of the textbook. 5A Unit4 Halloween is mainly about Halloween, a Western festival. It is not very familiar to students, and even some students still don't know that there is such a festival. Therefore, it is necessary for students to learn more about Western culture. I designed the following links:
1. The method of setting suspense and conjecture is used to motivate students to take the initiative to learn about Halloween and actively learn the English knowledge about Halloween, so that students can get a novel experience. From Chinese festivals: National Day, Mid-Autumn Festival, another festival in October, a Western festival: Halloween.
2. Talk about what Westerners do on Halloween. What do people often do at Halloween? Let students learn about the festival and learn related phrases make pumpkin lanterns, wear masks and costums, have a party, and sentence patterns What masks do you like?
3. Halloween is coming, can we hold a party? Halloween is coming. Would you like to have a Halloween party? What do we need to prepare? What do we need? Let students rise from the sensory experience to the actual action experience, so that the students' cognitive activities are more profound and the boring language is vivid.
4. We went to the store to buy things. Apply what you have learned to the conversation.
When primary school students learn English, they lack a real language environment like learning a native language. In order to master and use English well, it is necessary to create a good language situation to help primary school students to perceive, experience, understand, master and use English. By creating objective and realistic scenarios, introducing new languages, involving speech, meaning and writing, it lays a solid foundation for the development of communicative activities.
5. From Halloween to other Western festivals: Christmas, Thanksgiving. Let students learn more about Western culture and stimulate students' interest in learning English.
There is a problem:
1. The mask teaches too fast. I thought this word is not difficult to read. In fact, the pronunciation of plural is difficult to grasp. Did not take into account the students' ability to express.
2. The trick of trick and treek is one of the main contents of Halloween. It should be displayed with pictures and even videos, which is more visual and intuitive.
3. The situation of buying things is not real enough, and the preparation is not enough.
4. From the words and phrases to the training of the dialogue, the students heard that the ability to read was exercised.
However, there is no discourse, and it is a pity that the students can talk about writing and writing to the writing.
5. Due to the limitations of their English level, the teaching links that should be naturally smooth may be somewhat out of touch, the transition is not natural enough, the instructions are not clear enough, the evaluation language is single, and the rhythm and effect of teaching are affected.

5a unit4 teaching reflection model five:

Halloween is not as familiar to students as Christmas. Therefore, in this lesson, I first adopted the method of setting suspense and conjecture to stimulate students to take the initiative to understand Halloween and actively learn English knowledge about Halloween, so that students can get a novel experience. The second is to let the students rise from the sensory experience to the actual action experience, so that the students' cognitive activities are more profound and the boring language is vivid. I imported the class by this is Halloween song, which not only made the classroom atmosphere easy and active, but also paid attention to the students' attention. Then I used some pictures to let the students know what Halloween people are doing. In this lesson, I created two scenarios, one is the shopping scenario, allowing students to review old knowledge and learn new knowledge in the context. The other is the Halloween party scene, which allows students to use the accumulated language to communicate in the context, from the experience of knowledge to the emotional experience.
A hierarchy of teaching is mentioned in the new curriculum standard. I was wondering if I could talk about the Chinese New Year and Halloween together in this lesson. The common points lead to different points, such as: lanterns - paper lanterns - pumpkin lanterns.....and then lead the Halloween party The items you need.
In this lesson, I introduced the knowledge of Halloween directly. This direct indoctrination is independent of the classroom teaching environment and the age characteristics of the students. I did not find a proper entry point to link the knowledge to the familiar living environment of the students, which lacks interest. The atmosphere of small English education classroom is the key. The passion of teachers can stimulate the passion of students, and then the vitality of classroom teaching. I still have a lot of learning space. As a small English teacher, I must constantly explore myself. Discover students and strive for greater progress.