6a unit4 teaching reflection

6a unit4 teaching reflection model one:

The ultimate goal of students learning English is to be able to use what they have learned to communicate in English and express what they want to say. So at the beginning of the class, I first greet the students, and then ask about the date of the day, the day of the week, the weather conditions, etc., to stimulate the students' desire to express. Demonstrate your birthday date by demonstrating, telling students to talk about their birthday, and telling them what birthday gift they want? Review the knowledge points that consolidate the second unit. So, the students were guided to send a late blessing and sang English birthday songs together. The students actively participated in the classroom teaching activities and enhanced their feelings.
When learning new words, listening, speaking, and reading are simpler, and there are some difficulties in spelling. In order to let students quickly remember the vocabulary they have learned, I have adopted the cooperation of teachers and students and cooperative spelling to mobilize students to actively participate in the study. The teacher and the student respectively said a letter, and they practiced in order. The effect is very good. This requires the students to listen carefully to the vocabulary that the teacher said, and immediately take a letter. Everyone actively participates in the classroom teaching activities. On the basis of the cooperation between teachers and students, the regenerative students cooperate to complete the spelling task. Each student only needs to spell one letter and ask the students to follow the previous letter. The correct rate is high, the speed is fast, the sound is loud, and they are not relaxed. Otherwise, It will make mistakes, so that the exercise can not only exercise the students' resilience, but also deepen the students' memory of the new vocabulary. In the consolidation of word teaching, I have adopted the above teaching methods: students read, listen to words, quickly read words and pictures, and find vocabulary. They find that students are highly motivated and actively participate in classroom teaching activities. The students' interest in learning has improved the efficiency of learning.
In the process of new vocabulary, I pay attention to the combination of sentence patterns and vocabulary, but when I further consolidate the vocabulary and sentence patterns, I did not demonstrate first, nor did I say that a pair of glasse directly allows students to follow the content of Part B. Where are the mutual question and answer items, it is found that the students did not pay much attention to the different usage of Where is / are ...? during the drill, and finally there was a grammatical error. For example: a pair of glasses is singular: should you ask Where is your pair of glasses? When glasses are plural, you should ask: Where are yourglasses? Some students mistakenly said: Where is your glasses? / Where are your pair of glasses?
6A textbook has been modified several times, and the content has been deleted. I did not notice that the original student did not learn the camera. After practicing the C part of the picture, in the process of proofreading, it was found that the student could not be proficient in speaking, and then newly taught This word indicates that the knowledge structure of the students is not yet fully understood. The knowledge points that the students have learned should be understood before the class, and the teaching process should be carefully designed.

6a unit4 teaching reflection model two:

Naturally introduced Unit 1
Present various public signs on campus and public places, make slides, create certain situations, and start discussions and exercises. The contents are as follows:
A.Look ! Here's our school.There are a lot of signs in our school.
They are public signs.
They mean different things.
Show a picture of No litting Ask the student: Which sign should be here?
Student answer: No litting
The teacher further asked: What does this/it/that mean?
The student replied: It means...
The following No parking, Do not touch, Keep off the grass and other pictures use the same method Q & A
B. Photographing a construction site
Look at this picture, Can I go in ?
The student replies: No, you can't.You must stay away from it.
Teacher asks: look there is a sign .What does it mean?
Student A: It means Danger.
This module focuses on the sentence patterns and words of the first half of the 6A. I used the "three-question English teaching method." It is the English language in the mother tongue, which is convenient for checking the students' English learning and training students' thinking ability. Of course, this unit still emphasizes that students can learn to use English to think. In order to train a certain language point, they will continue to roll and drill. For example, when reviewing phrases such as No littering, each lesson will be trained more or less. And arranged a rich content to practice, after watching the pictures and repeated exercises, I asked the students to organize a similar phrase, to give the students a new thing, the feedback effect is very good.

6a unit4 teaching reflection model three:

First lesson:
The fourth unit is the review unit, which is a general review of the first few units of the students. When the students are studying the first few units, in general, most students can master the contents of these units well, but The students have forgotten more. In the review of the first unit, it was found that the use of modal verbs by students has been forgotten. Many students have appeared the mistakes that were presented during the study. In the phrase part, it is the biggest problem for students. At the time of the new teaching, the students’ phrases have already passed, but it will not be long before the students have returned to me. I really don’t know how to help these students. For them, the review is not based on the original improvement. , but re-learning.
Second class:
Today, I conducted a review of the second module and found that the student had such a mistake: the two questions of what date and when, the students have been unable to distinguish. For example: children's day is on the first of June. In this sentence, students are asked to ask questions in the underlined part, so that students can find a question word. As a result, many students have chosen what date, in the classroom explanation, although I have always stressed What date is the date, and when is the question, but the student still can't understand it well, I don't know if there is any good way.
The second unit involves the question of the date. In the new lecture, the children must answer the yes sentence on the ordinal number of the month, but in the practice, some students begin to confuse. Such as: What date is it today ? It's the ordinal of the month added on the front of the. So I re-emphasized the difference in sentence patterns through several exercises, and I hope that students can gradually reduce errors in future exercises.
Lesson 3:
Because the third unit is relatively new to the first two units, the student's memory is especially new. For words, the sentence pattern is relatively less forgotten. Except for some backward students, most students don't have a difficult understanding of the past tense patterns of be verbs, but since the next U5 will continue to learn the past, I have done this for better planning and differentiation. A more careful review, through the imitation of the dialogue, the sentence fill in the blanks, and the relevant exercises of "Self-Learning" to consolidate. I found that my glasses were on the desk just now. I was in the playground a moment ago. I always missed the verb, and a small number of students still can't tell the correct use of the be verb, the most important thing is to finish After the new lesson, I can't read words or sentence patterns. The memory difference directly leads them to understand in class, but without the guidance of the teacher, there is no way to start.

6a unit4 teaching reflection model four:

Because this is a sixth-grade review class, students have a certain knowledge reserve and learning ability, so I want to give full play to the main role of students, through classroom design, to help and guide students to recall, review, apply, and consolidate what they have learned.
The ultimate goal of English teaching in small and medium-sized schools is to be able to use English in real life. Our students are not good at using English to communicate. Therefore, in teaching, we must be good at creating opportunities for speaking, encourage students to speak boldly, and guide students to learn how to think and how to express.
1. Create a living situation
The English learning situation is closer to the student life and has similarities with the student's life situation. This will inspire students' real thinking and make the use of language more real.
This section of the review class is divided into birthdays, birthdays, mother's birthday, and the birthday of the motherland. During the discussion of their birthdays, they reviewed the date of the inquiry, the birthday gift, and the knowledge of the birthday party. In talking about my mother's birthday, I expanded my sentence pattern, tested the use of knowledge, the birthday of the motherland, used to go out to travel, organize items, reviewed the past tense It was, they were, and then used the photos of the tour, Contrast the introduction of the motherland, the change of Taicang, expand the there was, there were, and finally use the diary of the travel back, once again comprehensively tested the content of the review, but also the expansion and improvement of discourse reading.
2. Magical game situation
At the beginning of this lesson, I used the Brain Storm game, which is more suitable for review classes. It stimulates students to think positively and search for relevant knowledge in the memory. Such as: give students a word, let the students say the words, phrases or sentences that they can think of, and talk about the reasons.
I gave the student the word birthday, let them say what they thought, and made a hyperlink on this page, reviewing and consolidating according to what the students said.
3. Deeply digging emotional factors
In the small Chinese textbooks, there are rich emotional factors. Teachers should be good at discovering and using them ingeniously to make students resonate with emotions and stimulate their desires.
If you are talking about birthdays, guide students: We should say thanks you our dear mum, Why? Do you know when is her birthday? What would she like as a present? The children are immersed in meditation, and this real context provokes the students’ gratitude to their mothers. The language is naturally generated when the scene is touched.
Another example is to appreciate the great changes in the motherland, let the students take a look, compare it, and use There is/are... to talk about it. A strong sense of national pride will make students' thinking more active and their language more fluid.
4. Skillfully set up open exercises
Classroom teaching should create a blank, give students space, imagine, play, and think. Open answers can lead students to learn according to their own learning foundation and to think positively.
As in the design of my mother's birthday, my practice is like this.
A: ________is your _________ (mother's birthday)? B: It's___. . . _____.
A: ___ _would she like ___ a ____ (birthday gift)? B:She would like ___...
Different students have different answers when communicating.

6a unit4 teaching reflection model five:

Review is a basic means of our daily English teaching, and also a necessary step to help students construct a knowledge system. Therefore, after the knowledge has accumulated to a certain stage, we will summarize and summarize the language points in the form of review classes. Reviewing is a very important part of the learning activity. Everyone understands the truth of "warming and knowing new things." However, for a long time, the English review class has always been a headache for the teacher, and the student is dizzy. Because the review class will accommodate a lot of language knowledge points and difficulties, and some of the knowledge points are not very strong, and various factors have made the review class difficult. Normally, our teachers will take the English review class as a grammar class or an exercise class, concentrate all the energy, focus on the difficulty, and talk about the grammar. However, it is a pity that although we say that the spit is flying, the effect is very The micro makes the teacher feel exhausted and the effect is not satisfactory. So complaining that students are not invested enough, not smart enough. For students, this practice will make them lose interest, tired of learning, and even give up this homework. In view of the above phenomena, students' attention and subjective initiative are inefficient. . So how do you make the review less effective? We also need our teachers to dig more teaching ideas, and more from the perspective of children, more discussions with teachers of the same subject, more lectures, more design ideas suitable for students to accept, in short, all for the students to "learn", in order for teachers to "do not teach "Death book.