5a unit3 teaching reflection

5a unit3 teaching reflection model one:

The new knowledge of this unit is more than the dialogue pattern of Part A: This is myfather/mother/brother/sister . It contains the words of the family member class. Need to teach and drill first in the course of teaching. The dialogue section also has Nice to meet you. This sentence pattern is also very important. Although it is the content of the second unit, it also needs to be reminded and noticed in the classroom. What needs to be noticed by the students is the characters appearing in the dialogue, especially the difference between the words and the pronunciation of the three words Mr. Mr. Mr. Mrs. Miss.
When teaching the dialogue part, the family situation was created, and the students learned to introduce their own family or imitate the dialogue on the textbook to practice. The effect was very good. Moreover, in the constant practice, the students naturally use the sentences they have learned. After one round, many students can not only master the sentence pattern but also recite the text.
The word in this unit is fruit. Many students can say the English words of apples and bananas before the new class. Explain that the students are still very interested in such words. With the new words in this lesson, I prepared fresh fruits and colorful pictures, which greatly attracted the attention of the students. After the professor finished, the fruit songs at the end of the text gave us the materials for the drill.
When we teach vocabulary, we advocate words and sentences, and we should put vocabulary in sentences. However, the vocabulary of the third grade has nothing to do with the sentence pattern of this unit, and it is difficult to combine and practice. There is a sentence pattern in the D part of the game teaching of this unit is I can see a/an....../some....... You can use this sentence pattern to learn or review the consolidation of words. In addition, we can also borrow the form of children's songs to make the practice of vocabulary richer. Moreover, because of the rhythm, children's songs are better to read and can improve students' interest in reading.

5a unit3 teaching reflection model two:

In the recent fifth grade teaching, I have a conscious reading teaching. When I teach 5A Unit3 At a Music lesson, because of the monotony of the sentence, part B is a little far from the real life, relying on sentence patterns and words. The practice was too monotonous, so after the new sentence and words were given in the first lesson, I designed the textual teaching in the second lesson. In the first half of the time, I arranged the process of learning the songs with similar texts. Let students read and understand the text. At the beginning of class, I used "I can ... What can you do" to ask children about their usual hobbies and motivates them. Then we learned the English song "We can sing and dance" in this class in a pleasant atmosphere. Related to the focus of this lesson, which led to a series of steps to learn songs "learn the song, listen to the song, follow the teacher, sing it together", these are the difficulties in the second half, I am teaching English myself. When the song is drawn, it not only deepens the child's impression, but also helps the child to understand. On the basis of gradually decomposing the difficulties, I asked the children to listen to the texts and see what happened to the children in the text when they were learning English songs. From being too much to others, they could fully stimulate the curiosity of the children, and then In the case of listening to the recording, I answered the questions I asked. In order to reduce the difficulty, I designed the front part of the text. The second part is difficult. I designed the children's group to read and find out the text of the children learning the music in the music class. In fact, this process has been infiltrated in the front, just to let the child complete it with his own words. This class is full and interesting for children, and the whole teaching process is clear in purpose, which fully stimulates students' interest in reading.

5a unit3 teaching reflection model three:

This class teaches Oxford English. I have designed this class mainly as five links: 1. Review. 2, import. 3. Use courseware to teach new words and sentence patterns. 4. Consolidate the game. 5. Practice.
The reflections are summarized as follows:
1. The amount of review is not enough. The fifth grade students have just come from the fourth grade. The initiative of learning is very poor. The knowledge they have learned is easy to forget. The teacher should review the contents of the students in time. I don't pay enough attention to this aspect. I will strengthen my drills in the future.
2. When using the courseware to teach new words, due to the use of multimedia courseware, the students' interest is high, and the mastery is ok. When students are allowed to guess the meaning of a word, it is better to create a reasonable context or provide relevant information, plus the teacher's language or physical tips. At the same time, students are encouraged to improve their enthusiasm for learning new knowledge.
3. In the process of making games, although Oxford teaching materials require teachers to adopt novel and diverse mathematical means, such as pair work, group work, games, etc. in the classroom can fully mobilize the enthusiasm of students and stimulate students' enthusiasm for learning. Let them apply the knowledge they have learned to the actual situation, and turn the "dead book" into "use", and truly apply what they have learned to enhance students' confidence in learning English. There is also a practice part, grammar, that is compatible with Oxford textbooks. We should try to intersperse these exercises into the usual teaching in the classroom. But in this part I did not do well enough. For the first time in the course of the game, students should perform on stage and be less refined and typical. Students who act as spectators can help the performers find faults, so that the rest of the students will not speak because they have nothing to do. The students who perform will not be motivated because they have no audience. In the future teaching, we must pay attention to the students' reflections and emotions. Teachers should not be leaders of the entire classroom, but a guide. The entire classroom should be based on students.
In the future teaching, I have to carefully prepare the work and fully consider the possibility of various emergencies in order to really take a good class.

5a unit3 teaching reflection model four:

5A unit3 At a Music lesson is a music lesson in English. This lesson is the first lesson. It mainly learns the words about action and the sentence pattern of asking others: Can you...? Yes, I can. No, I can't. What can you do? I can...
In order to let students have the feeling of being immersive, experience the happiness of using the language, improve the efficiency of classroom teaching, and easily master the language they are learning, I will design the teaching link as follows during the preparation of the lesson: 1. warming up import, 2. using courseware Teaching words, sentence patterns, 3. Consolidating games and exercises, 4. Expanding and extending capabilities.
After a class, I feel pretty good. Because there are teachers to attend classes, students are very serious in class, all teaching activities are actively involved, the classroom atmosphere is high, and the quality of practice feedback is also very high. Most students can master the content they teach. I thought that the researcher would be very satisfied with my class, but I didn't expect it to be a little embarrassing. The topic of this lesson is to talk about "ability". Although it is a new content, students are already familiar with Can you... in their usual teaching? This kind of problem, therefore, if you can review the action class words in the warming up and Can you...? This combination of sentences allows students to fully practice at the beginning of this lesson, which will lead to new classes more effectively. In the ability development exercise section, I chose part E in the book. My original idea was to let students read Canga... by reading a simple, humorous little story. At the same time, ideological and emotional education is carried out, and the second lesson is paved. In actual operation, because the questions raised are more difficult, the students cannot answer the questions smoothly if they only watched the cartoons. Therefore, the researcher pointed out that this part can play the cartoon twice, and then design some simple exercises to let the students thoroughly understand the content of the conversation. If time is sufficient, the teacher can demonstrate reading aloud before letting the students read aloud and fully express the tone and emotion of the conversation.
Some comments from the teaching and research staff made this class alive. I also had a deep reflection after class: the teaching efficiency of a class is crucial to the teaching design. Different course preparation ideas will produce different results. I feel that my thinking is too limited in my lesson preparation. My eyes always focus on the dead words and sentence patterns in the book. I always feel that as long as the students will say and write, they will be OK, and ignore the true purpose and needs of the students to learn these languages. Achieved requirements - improve the ability to actually use the language. Therefore, I feel that our young teachers should study the teaching materials and teaching materials in a more detailed manner and thoroughly understand the grading standards proposed in the new curriculum standards. Only in this way can we stand at a certain height and design teaching links with different lesson preparation ideas, so that our English classes can be efficient and colorful.

5a unit3 teaching reflection model five:

This unit mainly introduces the topic of “talking ability” through a music lesson on Mr Green. It mainly learns Can you...? Yes, we can./ No, we can't. I can... What can you do? Some words of "ability", such as: sing, dance, swim, skate, ski, etc.
In the teaching process, I first reviewed a series of vocabulary on "ability". Such as play the piano /guitar, play football/ basketball, draw a picture... This brings together old and new knowledge. Then focus on the key sentence pattern "What can you do?", after the students have mastered the new sentence pattern, I use the pictures and body language to give some new words "sing, dance, swim, skate, ski...", and Sentence patterns are integrated and drilled. In order to make the classroom atmosphere active, I fully use the body language to focus the students' attention and motivate the students to actively participate in the activities. At the same time, students' impression of verbs is enhanced and memory effects are enhanced. In the practice of consolidating words and sentence patterns, I asked students to freely answer questions and talk about their ability to perform. Students quickly mastered vocabulary and sentence patterns through their body language, and improved their ability to use language. Finally, using the pictures in Part D, students can cooperate in the form of pair work, so that students have a scenario and a task for language practice.
When teaching sentence patterns, I also pay attention to the combination of word teaching, to achieve interlocking, reflecting the situational teaching. English learning should be used for learning, giving students a task to organize tasks around the need to complete tasks, not to be limited by textbooks, and to train their English communication skills on the basis of learning dialogue.