English Teaching Design and Reflection

The following is a compilation of English teaching design and reflection, welcome to read, more relevant teaching reflection content, all in the practical information column.

English Teaching Design and Reflection (1) Teaching design intention: The design of this classroom teaching is mainly based on the characteristics of teaching materials and students' age, in accordance with the spirit of the new curriculum standards, starting from stimulating students' interest in learning, cultivating good study habits, enriching life experience and improving their cognitive level, scientifically arranging teaching content, rationally designing teaching tasks, and carrying out various teaching activities, so that students can experience, practice boldly and actively participate. * * * Cooperate and communicate with students to help students develop their comprehensive language use ability under the task-based teaching method, so that the process of language learning becomes a process in which students form positive emotional attitudes, take the initiative to think and practice boldly, improve cross-cultural awareness and form autonomous learning ability.

Analysis of teaching content: This lesson is the first lesson of Unit 4, Grade 4, People's Education Press of Primary School. Slearn and Let? The content of sdo, listening, speaking and reading new words in language learning and activities, pave the way for the next class.

Student analysis: Most students are about ten years old, lively and active, like intuitive thinking, and are particularly interested in games and competitions. Most students can complete simple daily conversations under the guidance of teachers, and they are interested in learning English. Some students are not interested enough to participate actively in class, and some students are afraid to answer questions. Therefore, in the classroom, it is mainly to stimulate students' interest in learning and encourage students to speak boldly and do actively.

Teaching objectives:

1, can listen, speak, recognize and read words such as study, bathroom, bedroom, living room and kitchen, and can be used in daily life.

2. Can understand: Welcometomyhome! And can briefly describe your room.

3. Can you understand letters? Instructions in sdo, and make corresponding actions according to the instructions.

4. Learn to sing? My bedroom? .

5. Cultivate students' love for home. Encourage students to boldly imagine their future home.

Analysis of teaching emphasis and difficulty;

Let students listen, say and read new words in language learning and activities.

Preparation before class:

1. The teacher prepares song tapes and tape recorders.

2. Teachers prepare pictures of some words, such as study, bathroom, bathroom, living room and kitchen.

Teachers should prepare stationery, such as pencils, rulers, books, pens and other foods.

4. Students prepare new word cards.

Teaching steps:

First, warm up

(1) The teacher plays a song? HideandSeek？ .

(2) Daily conversations between teachers and students, such as: Hello! How are you?

Second, preview.

(1) Listen to the song:? My bedroom?

(2) The teacher takes out some stationery to help students review sentence patterns? What? This one? It? Salvation army (sex apple) requires approval (subject to approval) Semi-Automatic)? shock absorption (Surface Area).

? Where is it? stheIt？ Sin/up/down

Third, demonstrate.

Jean? slearn

(1) First of all, the teacher shows the pictures of learning with stationery, puts the pictures of fingers on the books in the study, and asks: What is it? Students answer books. The teacher asked: Where are the books? Tell the students: They? Re-study.

(2) The teacher repeats learning new words. Student theory. Teach other new words in the same way.

Listen to the tape and read after it. Vocabulary in the slearn section. Then disrupt the order, ask students to listen and point out, and strive for students to do it? Eyes, hands, mouth and heart? .

(4) Game: See who is faster.

The teacher posted the pictures of each room on the blackboard, and then divided the class into two groups. Each group chose a student to compete to see who responded quickly. For example, the teacher said: kitchen, the students rushed to the teacher's blackboard. Whoever touches the word card first is the winner. You can also ask the teacher to report the words, and the students can quickly raise the corresponding word cards to see who can respond quickly.

Jean? Synthetic drying oil (short for Synthetic Drying Oil)

(1) The teacher shows the letters on the blackboard. Sdo pictures, and then through a series of actions to make students understand the meaning of watching TV, redabook, takeashower, haveasnack and other instructions.

Students listen to the tape and do Let while listening. Operation of sdo section. The teacher encourages students to write their own actions.

(3) Games: Pairing games

Did the teacher let you go? Pictures such as sdo, kitchen and living room are presented on the blackboard respectively. Choose a student A as a teacher, divide the other students into two groups, and then send two students B and B from each group. Student a says a password, and students b and b will let them? Sdo is paired with the corresponding picture, and the winner is the student who matches correctly first.

Jean? Missed.

Listen to the tape and learn to sing.

Four. Consolidate and expand

(1) Is this unit ALet? Some activity manuals of slearn are equipped with exercises.

(2) Games: Listen and draw.

The teacher said the password and asked the students to draw.

Drawabighouse。

Drawastudyinit, red in color.

drawalivingrum . colour it blue。

(3) Game: Little Designer

Let the students design a house and decorate each room by themselves. Draw something they have learned in each room and color it. Students introduce their houses in English in groups and compare who is the best designer. Teachers can refer students to the following languages: Lookatmy? It? Spink. It? Sverbiger Is it?

Blackboard design:

Unit4MyHome

Study, bathroom, bedroom,

Living room, kitchen

Teaching reflection:

1, English learning is language learning, and language learning is a problem of cultivating understanding and expression ability, not a simple knowledge problem. Without listening, speaking, reading, writing and translating, without the use of the five senses and without the brain as the leading factor, we can't master English quickly, well and economically. Therefore, in the design of this class, I can combine the characteristics of teaching materials and students, take the spirit of the new curriculum standard as a guide, and start from stimulating students' interest in learning, cultivating good study habits, enriching students' life experience and improving students' cognitive level, carry out various forms of teaching, scientifically arrange teaching content, rationally design teaching tasks and carry out various forms of teaching. Let students experience, practice boldly, participate actively and communicate cooperatively under the task-based teaching method, and help students develop their comprehensive language use ability, so that the process of language learning can become a process in which students form positive emotional attitudes, think and practice boldly, improve cross-cultural awareness and form autonomous learning ability. In class, I use tape recorders and pictures to make students listen, say, point, and do more actions while listening, so that students can do it? Eyes, hands, mouth and heart? .

2. The students in this class have a strong interest in learning and actively participate in classroom teaching. The overall effect is good, but there are still some shortcomings. Some students are a little nervous, afraid to answer questions, for fear that teachers and classmates will laugh at him. Although I encourage them with eyes and words in time, I will continue to work hard in the future teaching, seize the students' bright spots and encourage them in time to stimulate their interest in learning English and increase their self-confidence in learning English.

English Teaching Design and Reflection (II) Teaching Design Intention: The design of this classroom teaching is mainly based on the characteristics of teaching materials and students' age, in accordance with the spirit of the new curriculum standards, starting from stimulating students' interest in learning, cultivating good study habits, enriching life experience and improving their cognitive level, scientifically arranging teaching contents, rationally designing teaching tasks, and carrying out various teaching activities, so that students can experience, practice boldly and actively participate. * * * Cooperate and communicate with students to help students develop their comprehensive language use ability under the task-based teaching method, so that the process of language learning becomes a process in which students form positive emotional attitudes, take the initiative to think and practice boldly, improve cross-cultural awareness and form autonomous learning ability.

Analysis of teaching content: This lesson is the first lesson of Unit 4, Grade 4, People's Education Press of Primary School. Slearn and let? The content of sdo, listening, speaking and reading new words in language learning and activities, pave the way for the next class.

Student analysis: Most students are about ten years old, lively and active, like intuitive thinking, and are particularly interested in games and competitions. Most students can complete simple daily conversations under the guidance of teachers, and they are interested in learning English. Some students are not interested enough to participate actively in class, and some students are afraid to answer questions. Therefore, in the classroom, it is mainly to stimulate students' interest in learning and encourage students to speak boldly and do actively.

Teaching objectives:

1, can listen, speak, recognize and read words such as study, bathroom, bedroom, living room and kitchen, and can be used in daily life.

2. Can understand: welcometomyhome! And can briefly describe your room.

3. Can you understand letters? Instructions in sdo, and make corresponding actions according to the instructions.

4. Learn to sing? My bedroom? .

5. Cultivate students' love for home. Encourage students to boldly imagine their future home.

Analysis of teaching emphasis and difficulty;

Let students listen, say and read new words in language learning and activities.

Preparation before class:

1. The teacher prepares song tapes and tape recorders.

2. Teachers prepare pictures of some words, such as study, bathroom, bathroom, living room and kitchen.

Teachers should prepare stationery, such as pencils, rulers, books, pens and other foods.

4. Students prepare new word cards.

Teaching steps:

First, warm up

(1) The teacher plays a song? hideandseek？ .

(2) Daily conversations between teachers and students, such as: Hello! How are you?

Second, preview.

(1) Listen to the song:? My bedroom?

(2) The teacher takes out some stationery to help students review sentence patterns? What? This one? It? Salvation army (sex apple) requires approval (subject to approval) Semi-Automatic)? shock absorption (Surface Area).

? Where is it? stheit？ Sin/up/down

Third, demonstrate.

Jean? slearn

(1) First of all, the teacher shows the pictures of learning with stationery, puts the pictures of fingers on the books in the study, and asks: What is it? Students answer books. The teacher asked: Where are the books? Tell the students: They? Re-study.

(2) The teacher repeats learning new words. Student theory. Teach other new words in the same way.

Listen to the tape and read after it. Vocabulary in the slearn section. Then disrupt the order, ask students to listen and point out, and strive for students to do it? Eyes, hands, mouth and heart? .

(4) Game: See who is faster.

The teacher posted the pictures of each room on the blackboard, and then divided the class into two groups. Each group chose a student to compete to see who responded quickly. For example, the teacher said: kitchen, the students rushed to the teacher's blackboard. Whoever touches the word card first is the winner. You can also ask the teacher to report the words, and the students can quickly raise the corresponding word cards to see who can respond quickly.

Jean? Synthetic drying oil (short for Synthetic Drying Oil)

(1) The teacher shows the letters on the blackboard. Picture of sdo, and then let the students understand and watch it through a series of actions.

The meaning of instructions such as TV, redabook, takeashower and haveasnack.

Students listen to the tape and do let while listening. Operation of sdo section. The teacher encourages students to write their own actions.

(3) Games: Pairing games

Did the teacher let you go? Pictures such as sdo, kitchen and living room are presented on the blackboard respectively. Choose a student A as a teacher, divide the other students into two groups, and then send two students B and B from each group. Student a says a password, and students b and b will let them? Sdo is paired with the corresponding picture, and the winner is the student who matches correctly first.

Jean? Missed.

Listen to the tape and learn to sing.

Four. Consolidate and expand

(1) Is this unit alet? Some activity manuals of slearn are equipped with exercises.

(2) Games: Listen and draw.

The teacher said the password and asked the students to draw.

drawabighouse。

Drawastudyinit, red in color.

drawalivingrum . colour it blue。

(3) Game: Little Designer

Let the students design a house and decorate each room by themselves. Draw something they have learned in each room and color it. Students introduce their houses in English in groups and compare who is the best designer. Teachers can refer students to the following languages: lookatmy? It? spink.it？ Sverybig. Really?

Blackboard design:

unit4myhome

Study, bathroom, bedroom,

Living room, kitchen

Teaching reflection:

1, English learning is language learning, and language learning is a problem of cultivating understanding and expression ability, not a simple knowledge problem. Without listening, speaking, reading, writing and translating, without the use of the five senses and without the brain as the leading factor, we can't master English quickly, well and economically. Therefore, in the design of this class, I can combine the characteristics of teaching materials and students, take the spirit of the new curriculum standard as a guide, and start from stimulating students' interest in learning, cultivating good study habits, enriching students' life experience and improving students' cognitive level, carry out various forms of teaching, scientifically arrange teaching content, rationally design teaching tasks and carry out various forms of teaching. Let students experience, practice boldly, participate actively and communicate cooperatively under the task-based teaching method, and help students develop their comprehensive language use ability, so that the process of language learning can become a process in which students form positive emotional attitudes, think and practice boldly, improve cross-cultural awareness and form autonomous learning ability. In class, I use tape recorders and pictures to make students listen, say, point, and do more actions while listening, so that students can do it? Eyes, hands, mouth and heart? .

2. The students in this class have a strong interest in learning and actively participate in classroom teaching. The overall effect is good, but there are still some shortcomings. Some students are a little nervous, afraid to answer questions, for fear that teachers and classmates will laugh at him. Although I encourage them with eyes and words in time, I will continue to work hard in the future teaching, seize the students' bright spots and encourage them in time to stimulate their interest in learning English and increase their self-confidence in learning English.

English teaching design and reflection (III) I. Teaching objectives:

1. Knowledge goal: be able to read, master and flexibly use the words and sentence patterns learned in this unit: ordinal number, month, week and five adjectives describing the weather; What day? This is _ _ _ _ _. When? This is _ _ _ _. How? What is the weather like today? This is _ _ _ _ _ _ _ _.

2. Ability goal: to cultivate students' listening, speaking, reading, writing and using abilities. Be able to use the words and sentence patterns you have learned flexibly in daily oral communication.

3. Emotional goal: to create a harmonious classroom atmosphere. Cultivate students' enthusiasm for speaking English.

Second, the key points and difficulties:

Word: ordinal number, adjective describing the weather.

Phrase: What day is it today? It? S _ _ _ _ _ _ _ _ _ When? It? How about s _ _ _ _ _ _ _ _ _ What is the weather like today? It? s________ .

Three. Teaching AIDS: self-made word pattern cards, word pattern slides, tape recorders, tapes, wall charts, etc.

Four. Teaching process:

Step 1:

(1), greetings:

T: hello! Boys and girls! Are you happy?

(2) Introduction of the topic:

T: Today, we? Review the day, month, ordinal number and adjectives of the weather.

Step 2: Review the day and month.

(1), the teacher plays a song for the students? A week? Let the students listen to the song and sing along. At the same time, show slides about the week and the month. Then the teacher asked questions:

t:canyusaythedaysoftheweek？

C: Yes. ____________。

Who can tell what day the first day is?

S 1: Sunday.

T: very good! Who can say that this is the seventh day of the week?

S2: Saturday.

T: well done!

The teacher asked the class to read this week's words together.

(2) The teacher then continued to ask questions and input the knowledge of the month.

T: What month is it?

April 1st. Very good!

T: How about a few months from January to April?

C: Yes. ______________。

T: who can tell monthsfromMaytoAugust?

s 1:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .

Who can name the months from September to December?

s 1:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .

T: very good!

Then, the teacher asked the students to look at the slides of the month and read the words of the month one by one.

Step 3: Review the theoretical figures.

( 1)、Playagame:？ Did you find your friend? .

The teacher asked the students of 12 to stand in front of the classroom with the ordinal cards of 1 to 12. The cards are for other students (the ordinal order will be disrupted). Then, let another student of 12 take the cardinal number card of 1 to 12 and go to the front of the classroom to find the corresponding ordinal number card. Let the students stand with the card with a pair of words written on it. Ask the students to stand in order and read the cardinal number and ordinal number from 1 to 12. At the same time, teachers should evaluate and correct at any time. Then let the students return to their seats.

(2) The teacher shows the slides of ordinal numbers. Summarize the law that cardinal words become ordinal numbers for students. You can put a little nursery rhyme to illustrate it. (first, second, third, especially, starting from four -th, eight plus? H, nine, go to e, f stands for ve, ty stands for draw. )

(3), ask questions:

T: What day is it today?

Today is Thursday, April 24.

T: What day was it yesterday?

C: Today is Wednesday, April 23rd.

T: What day is tomorrow?

Today is Friday, April 25.

When asking these questions, if students can't answer them smoothly, let them discuss and then continue to answer. Teachers can also let girls ask questions and boys answer them.

Step 4: Review six festivals.

Slides showing six festivals. Ask questions:

T: When is the New Year? Today?

S 1: it? sJanuaryfirst .

T: when will it be a child? Today?

S2: It? sJunefirst .

t:IsSpringFestivalinMarchorApril？

S3: No!

T: When is the Spring Festival?

C: It? sJanuaryorFebruary .

T: very good!

Step 5: Review the weather phrases.

(1), the teacher used the weather of the day to ask questions:

T: how? What is the weather like today?

C: It? It's windy and rainy.

(2) Teachers show slides of pictures about five weather conditions. Ask questions:

T: (pointing to the picture of cloudy.) Isitsunny?

S 1: really, it? It's cloudy

T: how about (pointtothepicture offrainy.) stheweather？

S2: It? Slaney.

T: (Pointtothepictureofnowy.) Is it Isthisarainyday?

S3: No, it? Sasnovich.

T:(Pointtothepictureofwindy .)Isthisacloudyday？

S4: No, it? Good-bye.

T: How about (pointtothepictureofsunny.)? stheweather？

C: It? That's right.

T: very good!

Then, the teacher stressed that these five adjectives describing the weather are all formed by adding Y after nouns. Pay attention to sonny and. Then ask the students to read the words aloud.

Step 6: Class is over.

Homework: dotheweathereforecasterrecordforeweek

Reflection after class:

The classroom atmosphere of this class is active, and teachers and students cooperate tacitly, so that students can fully listen, speak, read and practice and give full play to their main role.

Through this lesson, I deeply feel that children like various forms of classroom teaching very much, and teachers should constantly innovate on the basis of teaching concepts in the new curriculum standards.

English Teaching Design and Reflection (IV) Classroom teaching is the main way to complete teaching tasks and the central link of the whole teaching work. Therefore, whether we can have a good class directly affects the whole teaching quality. Whether the classroom teaching design is reasonable and effective is the premise of a good class. Strict and compact classroom teaching design requires teachers to deal with the relationship between teaching materials and students, teachers and students, students and students, teaching AIDS and students in class, and give full play to the role of all aspects in order to receive good teaching results.

In English teaching activities, how to make primary school students have a good interest in English learning; How to guide them to master simple and efficient learning methods; How to guide them to truly transform the textbook knowledge they have learned into practical language use ability; Is all aspects of our concern. Then, according to students' cognitive rules, it is particularly important to use various teaching strategies to design specific teaching activities, solve the contradiction of language learning, and design teaching activities that meet the teaching objectives and students' actual situation.

Primary school English classroom teaching design should pay attention to the following aspects:

First, we should be targeted and distinguish between the end point and the end point.

With the comprehensive promotion of the new curriculum reform, the construction of activity-centered task-based teaching mode has penetrated into various teaching activities. As a designer of classroom teaching activities? Teachers should not put the cart before the horse. Our activities serve language learning and application. After we have determined the specific teaching points, we are faced with this. Bull's eye? (Teaching objectives), screening the activities that must be used, the effect can be more prominent and obvious. Let students use these language knowledge when carrying out such activities, and have a clear aim, so as to get twice the result with half the effort.

Second, to put it simply, step by step.

In the design of teaching activities, the teaching content is tested and students' cognition and interest are considered. Often, the activities are rich and interesting, which makes students feel fresh, and also mobilizes students' learning enthusiasm to a certain extent. But in fact, teachers do not combine these activities at will. We should have a clear organizational clue: the teaching content should be promoted from easy to difficult. Such as words, phrases, sentences and chapters, reading, speaking, listening and writing. This level gradually increases the difficulty and intensity of activities, which can take into account the participation, initiative and inspiration of all students, not just the superposition of simple activities.

Third, the control is moderate, and it can be retracted freely.

In the usual teaching, we have carefully designed many teaching activities. However, the expected results are not always achieved. In addition to the above two principles of attention, there is also a problem of adjustment effect. Therefore, teachers should fully consider various factors when designing teaching activities. The rules of activities are clear, and the combination of static and dynamic activities, and every connection between the beginning, development and end of various activities should be refined to every specific step. For example, students' specific location, language, and who to cooperate with must have good presuppositions. In addition, it can be adjusted by certain music and gestures.

Fourth, emotional ups and downs to stimulate innovation.

It is also very important to optimize the teaching effect of primary school English class and pay attention to the adjustment of students' emotions. Vivid and harmonious classroom activities can stimulate students' emotions, thus generating interest in exploring new knowledge. In addition, all kinds of activities should avoid being boring and similar, and often use various forms such as speech, singing, guessing, performance, painting, swimming and so on to cross in an orderly way. There should be ups and downs, so that insipid and climax alternate, so that students are full of interest. Between other activities? Reasonable links, orderly changes? Will make the class more turbulent. In the design of classroom teaching activities, students should be given more projects to guess, imagine, start work and cooperate. Puppet that allows students to really participate in activities instead of passively participating. What if? Immersed in silence? Failure? Did you have fun? Students can't learn well. Only by repeatedly strengthening students' interest in learning English, changing their interest in learning English directly into their interest in learning English indirectly, and setting more correct and stable teaching objectives, can the comprehensive ability of middle school students be improved imperceptibly in the long term. Only in this way can our English teaching really achieve the purpose of practical application.

We must always put enough energy and thoughts into every detail of teaching, so that our own teaching ability and students' learning ability will be improved.