九年级英语13分课时教案单元及教学反思

第一篇：九年级英语13分课时教案单元及教学反思

九年级英语13分课时教案单元及教学反思

一、单元教材分析

本单元的语言目标是围绕how things affect you来展开的，内容主要是围绕着餐馆业和广告业进行得，说明这两个行业在什么方面对人产生影响的。这两个话题贴近生活实际，具有一定的交际功能，其情景设计符合当代生活，因此在设计教学活动中，可以依纲据本，以任务型教学为每个课时的中心话题，培养学生用英语交流信息，提高学生活学活用英语的能力。

二、教学目标 知识技能

1.掌握并灵活运用新的词汇、短语及其相关用法。

2.能读懂具有时代感的短文章，并能结合图片和文字进行简单的日常交际会话。

3.通过任务型教学，了解当代英语，结合所设立的交际情景，培养学生的语用能力，让学生真正做到用中感悟，使学习过程生活化。情感态度

1.将书本学习与生活实际相结合，使学生认识并掌握生活中的英语，培养学生热爱生活的积极人生态度。

2.通过小组合作学习，培养学生敢于表达、乐于助人、关爱生活的豁达情感。学习策略

1.认真做好预习工作，自觉完成课前任务。

2.上课专心听讲，勤于思考，学会归纳语言结构和规律。3.学会如何做笔记，并掌握如何利用笔记进行学习。文化意识

了解英语国家餐馆和广告中的特色文化，加深学生对中外文化差异的了解和鉴别能力，培养学生的跨文化意识。

三、教学重点和难点

1.掌握部分重点词汇，尤其是make的用法。2.掌握部分生活词汇及重点句型。

四、课时安排（四课时）

1.第一课时：Section A(1a～2c)2.第二课时：Section A(3a～4)3.第三课时：Section B(1a～2c)4.第四课时：Section B(3a～4)5.第五课时：Self check 6.第六课时：Reading

五、教学方法与学习策略 教学方法

1.充分利用现代教学设备，创设情景，营造积极活泼的教学气氛，鼓励学生多方位地参与教学活动，培养学生在实际运用英语的能力。

2.开展各种任务型活动，让学生进行探究学习，更好地掌握新知识。学习策略

1.加强学生在听、说、读、写方面的训练，通过合作和探究性学习，培养学生积极主动地学习心态，进而达到在用中学、学中用的目的。

2.通过阅读获取一定的知识和信息，培养学生的阅读能力，拓展学生的知识面。并在此基础上加强写作的训练。（The First Period）

一、教学内容

1.Words：lagoon, would rather„, atmosphere, etc.2.New Patterns：

Loud music makes me tense.Sad music makes me want to leave.Waiting for her made me angry.二、教材分析

本课时的主要话题是谈论音乐等内容对人的心态的影响，通过make来完成本课时的学习。教材的1a—1c部分提供了两个不同的餐馆（Blue Lagoon Restaurant 和Rockin’ Restaurant）,通过对loud music和soft music来对make的用法加以训练，从而达到对make用法的掌握。而2a—2c则是通过听力材料的内容来加深对make用法的多方位巩固练习，使学生更好地掌握make的用法。

三、教学目的和要求

1.掌握动词make的基本常见用法。2.了解音乐在英国的餐饮文化中的作用 3.培养学生的听和说的能力。

四、教学重点和难点 1.如何提高听的能力。

2.熟练掌握并运用动词make。

五、教学过程

T—teacher

S—student

Ss—students

Bb—blackboard Step 1 Warming-up Listen to a piece of music, both loud music and soft music so that the Ss can tell what kind of music they are like.Introduce “loud music” and “soft music”.Step 2 Listening Listen for the first time, try to help the Ss the fill in the box.Listen again and check their answers.Ask the Ss to be careful of the word “make” and write the four sentences on the Bb.Ask the Ss to pay attention to the make-pattern.Step 3 Practice After the Ss finish 1b, let them read the tape script for some time.And then go to 1c.Teach the Ss to read for a while, and then ask them to get ready for the conversation.Talk about their own opinions about loud music and soft music.Ask two or three pairs to act out their conversations.Step 4 Listening

Ask the Ss to look at the four pictures carefully before listening.Listen for the first times.Ask the Ss to number the four pictures.Listen again for 2b.Check the things that Tina and John said.After the Ss give their ticks, check them.And then ask some questions about the conversation and see if all of the Ss can understand it.Ask: 1.How did Tina feel when Amy was late?

2.Where did they go first?

3.What does Tina think of loud music?

4.What does John think of loud music?

5.Does Tina like loud music?

6.Did Tina and Amy enjoy themselves at the Blue Lagoon?

7.What movie did they see at last?

8.What do they think of sad movies?

If Ss can’t answer all these questions, listen again until most of them can be sure of the answers.Step 5 practice

After asking the Ss to read the tapescript for some more time, ask the Ss to find their partners to get ready for the conversation similar to 2c.Then ask some pairs to act theirs out.Step 6 General training Show the exercises on the screen or a small Bb.Ask the Ss to choose the answers to complete the sentences.angry, sad, happy, relaxed, want to go swimming, want to dance, want to leave 1.Loud music makes me

2.The funny story makes him

3.That bad news made her

4.The soft music makes me

5.Waiting for her made me

6、The hot weather makes me

7.Long movies make me

Keys: 1.want to dance 2.happy 3.sad 4.relaxed 5.angry 6.want to go swimming 7.want to leave Step 7 Homework Ask the Ss to write down their conversations in their exercise books.六、教学反思

本课时以听力和口头训练为中心贯穿整个教学过程，内容相对比较单一，学生对知识的掌握应该不能难，但要使学生注意到make的不同句型用法。

(The Second Period)

一、教学内容

1.Words and phrases: scientific, therefore, pink, lighting, hard, serve, fair, campaign, endangered, etc.2.New patterns: Restaurant owners have to know how to make food.The red color makes people hungry.Hard seats also make customers want to eat quickly and leave.二、教材分析

本课时的主要话题是“餐馆学问”，谈论饭店经营者如何利用颜色和座位来营造就餐氛围，挣更多的钱。同时结合其它话题来突出本单元的话题：how things affect you.三、教学目的和要求 1.学习并巩固关于“影响”的句型。2.培养并提高学生的阅读能力和技巧。3.了解一些餐饮文化及英国餐饮业的常识。

四、教学重点和难点

1.口、笔头熟练运用make句型。2.了解餐饮业的部分知识。

五、教学过程

(T—teacher

S—student

Ss—students

Bb— blackboard)Step 1 Warming-up

Show some pictures of restaurants.Ask the Ss to pay special attention to the color of walls and tables.Then ask them why.Then ask some questions to get the Ss to focus on the restaurant colors.Have you ever been to a restaurant? Have you ever been to KFC and McDonald’s? Can you remember the wall colors of them? Step 2 Reading

Ask the Ss to read 3a for some minutes.Show the questions on the screen: 1.What does the color red make most people feel? 2.Why do so many fast food restaurants paint their walls red, play loud music and have hard seats? 3.Do you think it’s fair that some restaurants are designed to be uncomfortable?

Help them to answer these questions and get them to write down in their textbook.Then ask them to read again.Some possible explanation should be given so that the Ss can understand the text better.1.Here are some things they’ve learned from scientific studies.2.Soft colors like pink and light blue make people relaxed.3.Because customers don’t stay very long, small restaurants can serve many people every day.After that, ask the Ss to read again and list some reasons why people want to leave the restaurants earlier than usual.Then ask the Ss if they think white walls are good for them to study for long.Step 3 Practice Ask the Ss to make conversations similar to 3b.But change restaurants into their classroom so that they can make the conversations more vividly.Write some adjectives on the Bb to help the Ss make conversations: hard, uncomfortable, stressed, unhappy, etc.Step 4 Survey Do a survey.Ask the Ss to complete the survey in 4 first.Then make conversation like: A: How do you feel about pollution? B: It makes me kind of angry.How about you? A: It makes me want to join a clean-up campaign.„ Step 5 General training Translation 1.红颜色使我很紧张。2.轻音乐使我放松起来。

3.他的话使我很觉得很不舒服。4.你能让他们做得更快些吗？ Keys: 1.Red makes me stressed.2.Soft music makes me relaxed.3.His words made me feel uncomfortable.4.Can you make them do it faster? Step 9 Homework Ask the Ss to write a composition according to 3b: A restaurant near their homes.六、教学反思

本课时以阅读为中心，通过对文章的阅读来了解一些关于餐馆的学问，这样一种贴近生活的教学可以吸引学生的注意力，再添加一定的图片来补充教学，可以收到很好的教学效果。

(The Third Period)

一、教学内容

1.Words and phrases：slogan, mysterious ,shiny，skin，product, lookout, beauty, toothpaste, etc.2.New patterns: It worked really well.Have you ever had Beijing Duck? I can’t stand ads like that!

They make you think that you can look like the person in the ad.I’ll bet they don’t even keep out the sun.I guess you shouldn’t believe everything you read.二、教材分析

本课时的主要话题是“广告”。谈论商品与商家如何通过广告获得更多的关注。本课时主要是通过听、说的方式来了解各种广告的知识。并了解常见口语的表达形式，如I bet„, I guess, I believe„, etc.三、教学目标和要求

1.掌握一些有用的生活词语。

2.掌握一些常见的日常口语表达形式。3.培养学生听、说、读的能力。

4.了解英语国家的广告文化和广告用语。

四、教学重点和难点

1.广告的准确意思和目的。2.巩固make的用法。

3.学习并认真掌握听的技能。

五、教学过程

（T—teacher

S—student

Ss—students

Bb—blackboard）Step 1 Warming-up Ask two students to read their compositions in class.If possible, correct some possible mistakes.Step 2 Presentation Look at 1a.Match each slogan with one of the products.Ask the Ss to tell the Chinese meaning of each slogan.If possible, ask them if they can list some more ads to make the class interesting and full of fun.Then come to 1b Make a list of three products they like and three products they don’t like to fill in the chart for later use.Step 3 Listening 2a and 2b Before listening, ask the Ss to look at 1a again, and make sure they know what they are.Then play the tape.For the first time, ask the Ss to get the main idea of the listening material.For the second time, ask them to write No or Yes to the four products and match them with “what people say”.When listening for the third time, ask some questions according to what the Ss have heard.1.Does the boy like For the shiniest hair ever? Why or why not? 2.Does the second girl like For that mysterious look? Why or why not? 3.How does Whiter than white taste in the first girl’s opinion? Then ask the Ss to read the tapescript for some time.Step 4 Practice Look at 1b and make conversations: A: Have you ever had Beijing Duck? B: Yeah.I love it.A: have you ever had…? B: yeah.And it made me….After the Ss finish their conversation, ask two pairs to act out theirs.Step 10 Homework Ask the Ss to write down their conversations.六、教学反思

本课时的教学重在听和说上，但要特别注意对广告语言的理解。需要教师做的事情主要是课前对英文广告的收集和整理，从而使学生能更加深刻地了解英文广告的魅力和作用。

（The Fourth Period）

一、教学内容

1.Words and phrases: stardust, advertising, pros and cons, aim, aim at, specifically, instance, for instance, list, confusing, misleading, truth, at times, to start with, etc.2.New patterns: Some people think that ads are great.Others hate ads, saying that they make our cities and countryside look ugly.It’s true that some ads can be very useful.At times an ad can lead you to buy something you don’t need at all.二、教材分析

本课时的话题是谈论“广告的作用”，通过对双方观点的陈述，说明了广告在日常生活的作用。本课时中的语句结构较为复杂，在教学时要适当地加以讲解。

三、教学目标和要求 1.掌握一些新的词汇和句型。

2.培养学生的阅读能力和写作能力。3.了解人们对广告的态度和广告的作用。

四、教学重点和难点

1.提高学生的读、写能力。

2.如何用简洁的英语来陈述个人的观点和他人的看法。

五、教学过程

T—teacher

S—student

Ss—students

Bb—blackboard Step 1 Warming up

Ask the Ss how an ad works if he / she wants to buy something.Ask some questions about their school things.Do you buy things after you read an ad? Can a good ad make you buy something? Why or why not? Do you like ads in everyday like? Why or why not? Step 2 Listening Listen to 3a.For the first time, ask the Ss to listen carefully and try their best to understand it.For the second time, ask the Ss some questions about 3a.1.Can you see ads here and there? 2.Do you think ads make our city / countryside look ugly? 3.Is it true that some ads really work? 4.Why do some ads make you confusing and misleading? 5.Can ads help you decide which to buy? Step 3 Reading

Ask the Ss to read 3a.Read until they can understand the whole article.Then ask the Ss to read in chorus.If possible, give them some help to understand it more.Some explanations may be needed: 1.Some people think that ads are great.Others hate ads, saying that they make our cities and countryside look ugly.2.It’s true that some ads can be very useful.3.At times an ad can lead you to buy something you don’t need at all.Step 4 Writing Come to 3b.Complete this article using the information about two or more products in 2a and 2b.While the Ss are writing, T moves around in the classroom to offer some necessary help.After the Ss finished their composition, ask one or two to read theirs.And give some possible help.A sample article: Some advertisements tell the truth and some don’t．For example, the Easy Care Shampoo says it will give you the shiniest hair ever．But my friend tried it and it didn’t work．It made my friend really mad．A few days ago, I tried Starshine Toothpaste．But it wasn’t whiter than white．It tasted terrible．I’d never use it．

Yesterday my sister tried Beauty Cream and it worked very well．She said it made her skin very soft．So I’ll try it tomorrow．Now, do you think it is right not to believe everything we read? Show this writing on the screen or copy it on small Bb before class.Step 5 Practice Part 4 Discussion: how do these posters make you feel? Work in pairs and make some short conversations or put them into one big conversation.Get some time for the Ss to get ready for their conversation, and leave some time for them to discuss and act.Step 7 Homework Finish off their writing, and write them in their exercise book.六、教学反思

本课时的重点在阅读和写作。通过阅读来促进写作的提高。阅读的教学一定要结合学生的实际，重点句型一定要让学生自己能造出句子来，为后面的写作教学做好铺垫，进而使笔头训练让学生的语言知识得到很好的巩固。

（The Fifth Period）

一、教学内容

1.Words and phrases: tense, compare，keep out, taste, have a wonderful surprise birthday party, etc.2.New patterns: Working hard at English can lead to a good job.Let’s compare prices in another store.I thought today was going to be really bad.To start with, it was raining, and rainy days make me sad.She didn’t say anything either.As I was so tense when I left home, I had forgotten to bring it with me.二、教材分析

本课时以复习为主，主要是检测个别词语的用法和动词make用法的复习。在复习的过程中掌握make的用法。

三、教学目标和要求

1.灵活地掌握lead, compare和taste的用法。2.培养学生灵活运用语言的能力；

四、教学重点和难点

1.重点掌握个别单词和句型的用法。2.了解写日记的格式。

3.巩固本单元“make”的用法。

五、教学过程

T—teacher

S—student

Ss—students

Bb—blackboard Step 1 Warming up

Ask two or three Ss to read their compositions in class.If possible, ask some Ss to make sentences with “make”.(1)She made me read the text again and again,(2)She made the children happy.(3)I was made to read the text again and again.(4)The man made me excited about his doings.Step 2 Self check 1 Ask the Ss to do it alone, and then ask then to check answers one by one.And then check their answers one by one.If possible, ask them to make some more sentences with lead, compare, taste and keep out.Step 3 Self check 2 Ask the Ss to read the diary, and then find words to show how Ming feels at different times during the day.After then, ask some questions about this reading: 1.When is the diary written? 2.What was the weather like that day? 3.What was the writer was unhappy after she got up? 4.How did the writer go to school? 5.Did the writer bring her homework to school that day? 6.Where was the writer when she had lunch? 7.Did the writer feel happy when she had lunch? Read the Ss to read Part 2 once again.And fill in the blanks according to the meaning in Self check 2.Explain some difficult sentences: Working hard at English can lead to a good job.Let’s compare prices in another store.I thought today was going to be really bad.To start with, it was raining, and rainy days make me sad.She didn’t say anything either.As I was so tense when I left home, I had forgotten to bring it with me.Step 4 Just for un

这里的fun主要是理解snip的意思“剪断”，用snip来说明被剪断的东西质量不好。

六、教学反思

本课时以练习为主，通过练习的方式掌握make的用法，并利用本单元的句型结构来掌握常见的基本句型的用法。但在归纳总结本单元的重点知识内容上，要特别注意句型的使用和个别词语的用法。

（The Sixth Period）

一、教学内容

1.Words and phrases: home-made, schoolbag, purple, purse, guilty, taste, saying, thought, count, etc.2.New patterns: It really made me feel embarrassed, because to be honest, I thought the purse was really ugly.I pretended that I liked it because I knew it would make my parents happy.That sounds like my grandparents!I used to wear it every time I visited them.To make things easier, some people would rather just give money.It’s the thought that counts.I prefer to receive a gift that has some thought behind it.二、教材分析 本课时是通过谈论接受礼物这一内容来复习make 的用法。阅读材料贴近生活实际，所说的收礼的艺术令人深思。在阅读的过程慢慢掌握personalizing what you learn的技巧，提高自己的阅读能力。

三、教学目标和要求

1.综合复习make的各种句型用法。

2.理解personalizing what you learn的阅读技巧。3.了解“收礼”的心态。

四、教学重点和难点 1.掌握make 的用法：

(1)make sb./ sth.+adj(各种等级)(2)make sb.do sth.(make后接动词原形)(3)be made to do„(用于被动语态中,要特别提醒)2.提高学生的阅读能力和技巧。

五、教学过程

T—teacher

S—student

Ss—students

Bb—blackboard Step 1 Presentation Ask : What is the art of giving gifts? What do people give gifts? What do you usually do when you get a gift? Are you glad to get gifts from your friends or parents? Discuss with other Ss about their answers.Then go to ask: Do you ever think of giving gifts to someone? What do you do before you give gifts? Why do you give gifts to your friends or parents? What if your gifts don’t make others happy?

Do you ever think that the gift you give to your friend will make him / her happy? Discuss the problems for a little while before going to the reading.Step 2 Reading

Section 1 Before you read Ask the Ss to discuss: If my best friend gave me a history book, I would feel…

If my grandmother gave me some home-made cookies, I would feel… Receiving a new schoolbag would make me feel…

What would you feel when you receive a surprise gift? Section 2 While you read Before reading, tell the Ss what is “personalizing what you learn”, and then ask them to read and get the rough idea of this reading.(show some questions on the screen or write on the Bb)1.Does the girl in paragraph 2 like the purple purse? How does she think of the purse? 2.What did Han Ling get on her birthday? Does she often wear it? 3.Do you like to get money as your gift? Why or why not? Ask the Ss to read again after they finish these questions.This time ask them to read a little more slowly.Section 3 After you read 3a Ask the Ss to do right after they finish reading for the second time, and ask them to check one another’s answers.3b.Do a short writing by using some adjectives in the “make” patterns, such as: The sweater makes me feel unhappy.Check what they have written right in class.Step 3 Explain Divide the class into three groups.Ask them to summary the three paragraphs(No.2, 3 and 4 paragraphs).Encourage them to write out their summary.Some help can be offered in class.Paragraph 2 Receiving a purple purse made Guo Xiaojing embarrassed.Paragraph 3 Receiving an orange sweater made Han Ling feel guilty.Paragraph 4 Sometimes receiving money can make people uncomfortable.Then explain some difficult sentences:(1)It really made me feel embarrassed, because to be honest, I thought the purse was really ugly.(2)I pretended that I liked it because I knew it would make my parents happy.(3)That sounds like my grandparents!(4)I used to wear it every time I visited them.(5)To make things easier, some people would rather just give money.(6)It’s the thought that counts.(7)I prefer to receive a gift that has some thought behind it.Step 4 Go for it

Ask the Ss to discuss.Make some suggestions for a gift that could be given to Tina(She is moving to another country)and Peter(It’s his birthday).Discuss how they think the person would feel about each suggestion.Then write down the gift that the group decides is best for Tina and Peter.Step 7 Homework Write down what they have got after their discussion as homework

六、教学反思

本课时重视阅读理解，在阅读文章内容的过程中还要认真复习并拓展所学得语言知识。如何协调读和写是上好本课内容的关键。

第二篇：九年级英语第九单元第一课时教学反思

九年级英语第九单元第一课时教学反思

英语对于现在的学生来说，是一门比较难学的学科。许多学生都说英语真困难，不愿意学习它。从而导致他们学习的不太理想。最近，有件事情使我感触太深了。认识到了学生不是学不好，而是存在着有他们不愿意学习的因素.由于学习谈论发明时间，发明人和用途等，我觉得直观教学比较适合，所以我就把这节课制作成了课件。这样想的目的主要是避免课堂上的麻烦，节省时间。但实际上的效果却是我没有想到的。

Teaching contents:

When was it / were they invented?

Who was it / were they invented by?

What is it / are they used for?

Teaching aims:

Let students talk about the dates of inventions , inventors and functions.Teaching tools:

tape recorder and powerpoint

本节课的收获和优点：

1．学生在本节课中得到了较为充分的口头训练，而且面比较广。尤其对九年级即将参加明年英语口语考试的同学，这一点尤为重要。课堂上在我极力鼓励和表扬下，一些原来在课堂上很难开口读英语的学生，本堂课上有极大的进步。

2．我觉得本节课中，对本课的话题的导入做得比较好。即从自然交流

Are you busy ? Do you usually stay up late?

So ,we should turn on the light.Look,what are these? 引出light bulbs.通过提问Who invented the light bulb? 引出发明家Edison及inventor

由Edison invented the light bulb.到被动语态The light bulb was invented by Edison.让学生观察理解被动语态的意思和基本结构。

让学生通过问答学练结合What’s it? S: It’s a car.T: Karl Benz invented the car.S: The car was invented by Karl Benz.T:What’s it? S: It’s a telephone..T: Bell invented the car.S:The telephone was invented by Bell.这样顺其自然地导入能调动学生的积极性，能让他们思考问题且用简短的语言回答，为后面的课堂话题真正展开作好铺垫。

3．能充分利用多媒体容量大，直观性强的特点。利用科学、历史等学科中对发明物和发明家的理解（如：爱迪生发明电灯泡，卡尔发明汽车，贝尔发明电话等信息）学生感兴趣的来调动学生思考的积极性。

从本节课的收获中，我觉得由于学生接触课件比较少，所以他们感觉非常的新鲜。上演练课的时候，学生学课时教学反思的特别的认真。他们积极的、认真的读课文，听我解讲课文中的重点知识。也在积极的动脑回答、思考我所给他们出的问题。整堂课给我的感觉是学生没有一个在偷懒，都在认真的学习,哪怕是对英语一点兴趣都没有的学生。自然而然这一节课的效果是出乎我所意料的。过后, 我就在办公室里反思为什么这节课上的这么好？学生为什么对我已经学过的内容表现出这么大的反应?我的最大的感触就是，使用了新鲜的东西,学生感兴趣的方式方法来引导他们学习。这就意味着，上课要不断的给学生新鲜感，要培养他们对学习英语的兴趣。不是说“兴趣是最好的老师吗？”我就是在这一节课中给学生不同的学习方法,也可以说是他们比较感兴趣的,抓住他们的注意力。最大限度的发挥他们本身的潜力，由他们原先的被动学习变为现在的主动的学习。正因为他们对本节课充满着兴趣,所以就有很大的乐趣去学习,从而就很顺利地完成了本节课的教学任务的。

而且我觉得现在的英语教学要以学生为主体，教师为引导。多鼓励差生开口说英语，并能及时地表扬他们。教师要有课堂效益意识。教学效益首先体现在课堂教学信息量、教学活动的广度和密度以及媒体的使用上。有效的媒体手段有助于课堂容量、密度和速度的提高。尤其是在英语课堂上适当地使用多媒体手段，不但可以活跃课堂，更能提高学生的参与面，短、频、快的大容量课堂节奏能有效的吸引并集中学生的学习注意。

第三篇：九年级英语10单元教学反思

九年级Unit 10By the time I got outside, the bus had already left．

单元教学反思

小河初中：谌登平

因为这一单元我也承担了任务，我也看了另两位老师的课件，从中得益匪浅。在我自己用我自己的课件时，也发现自己的课件中存在很多问题。如，在图片展示时，短语同时出现，导致没有让学生独立思考和练习的空间等问题。因此，我重新设置了动画播放顺序，让图片先出来，后点击鼠标再出现短语及句子的提示。

在教学设计方面，发现自己有许多欠妥之处。特别是在第一课时中修改了许多。（具体详见资源整合文件包中“修改后”）第二课时的教学中，我将这堂课主要设计为五个环节：

1、复习。

2、导入。

3、听录音带。

4、学习新单词。

5、做游戏。，现将反思总结如下：

1.复习量不够。

2.听录音带这一部分。我只将课文放给学生听了两遍，并没有要求学生模仿。学生在这么短的时间根本就掌握不了新的单词与句子的正确的语音语调，所以老师在课堂上要尽可能多的运用录音机的作用，一方面可以避免老师本身语音、语调的不准确带来的误导，又可以巩固学生新学到的知识。让学生听录音跟读模仿，能培养学生一定的语感和良好的语音语调。

3.在新单词的教学这一部分，让学生猜单词含义时，不能一味只让学生瞎猜，必须创设合理的语境或提供相关的信息，再加上老师的语言或肢体上的提示，这样效果会更好。同时，多鼓励学生，以提高学生学习新知识的积极性。

4.在做游戏这一环节中，我做得不够好，出现了许多漏洞。首先没有组织好学生，游戏前没有讲清要求，任务落实不够明确。同时忘记了有效的示范，造成一些学生根本没弄清楚要做什么就在那讲话。其次在游戏进行的过程中，应该到每一个小组里看看听听他们是怎样做的，发现问题及时指出。学生上台表演应少而精，具有典型性。可以让充当观众的学生帮表演者找错，这样其余的学生也不会因为无事可做而在下面讲话，表演的学生也不会因为没有观众而没有积极性。在以后的教学中，一定要注意学生的反映和情绪。教师不应该是整个课堂的领导者，而是一个引导者。整个课堂应该以学生为主。

在第三课时教学中，我发现在教材中3b和2a，2b联系紧密，而3a的阅读所需时间较长，因此，我对教材进行了部分调整，section B 和self check 处理的有些紧，尤其是self check部分我几乎全是以作作业的形式完成的。开始，我还担心这样上课是否会成为“夹生课”，后来，一单元结束发现，学生对本单元的的知识点掌握的的较好。

附语法重点（Grammar Focus）Past perfect Tense 过去完成时

构成：had＋过去分词（had没有人称和数的变化）

过去完成时可以表示过去某一时刻或某一动作之前完成的动作或呈现的状态。也就是说发生在“过去的过去”。常常用于when 和by the time引导的时间状语从句中。by the time 到„„时候为止，指从过去某一点到从句所示的时间为止，这一时间段。when当„„时候，指过去的某一时间点。从句用一般现在时，主句为过去完成时。

eg．By the time she got up, her brother had already gone into the bathroom．到她起床的时候，她的弟弟已经去洗澡间了。

When she got to school, she realized she had left her backpack at home当她到学校的时候，她意识到她把书包放在家里了。

（在这句话中，过去的时间点为“到校”的时候，“她把书包放在家里”则发生在“过去的过去。）

第四篇：九年级英语第一单元教学反思

九年级英语第一单元教学反思

英语课程要创造一种适合所有学生的教育，而不是面向适合英语教育的学生，它所谋求的不仅是学生综合运用英语的能力，还要使学生通过英语学习在情感、素养和学习能力等方面得到发展。因此，英语课教学应以学生为主体，以训练为主线，以能力的培养为宗旨。学生是学习活动的主人，教师是学习活动的组织者和引导者。教师要努力创设多种多样的方式和机会让学生通过自主、合作、探究等学习方式进行学习，注重教与学的互动和生生互动。

在英语课程标准中，提出了“知识与技能”“过程与方法”“情感态度与价值观”等多层面的教学目标，体现了英语教学目标综合化、多样化的趋势。多样化的教学目标必然要求通过多样化的教学方式来实现。因此，英语教学需要与信息技术整合来实现综合化、多样化的目标。

本节重点以使用“by ”来阐述或表达做事的方法，在教学设计中我重点强调了如何用“by” 说、写，用“I go to school by bike” 导入，之后让学生discuss学习中的策略，对程度较差的学生要求能用by 说一句话，对程度较好的学生要求用“by ”表达学习方法并能表明理由。这样做就是最大限度的为听力、阅读文章作出铺垫，而在文章的教学上首先让学生找出显在的方法句（即由“by ”引导的）和隐性的方法句（即没有“by ”引导，但仍然呈现一种方法），紧接着就是词汇的训练，将其体现在句子中，由词至句的操练，帮助学生明白意思并能掌握用法，而整个教学过程的检测体现于pair work和group work之中。本节着重从以下几点入手

1、了解个体差异，对不同程度的学生设计不同水平的问题，保证学生在原有基础上逐步提高；

2、对难以启齿的学生采用鼓励的策略，尽管学生回答问题是被动的，但目的是解决又说的强压到释言的心理变更过程，使他们明白学习英语不能是心明，而更要脑清、嘴顺，善于表达个人意见；

3、词汇训练这一关，突破“死记”，在“活用”方面取得进展。

第五篇：五年级下册第二单元分课时教学反思

第二单元教学反思

因数和倍数的反思：通过学习了解到学生在前面已经具备了大量的区分整除与有余数除法的知识基础，对整除的含义已经有了比较清楚的认识，不出现整除的定义并不会对学生理解其他概念产生任何影响。而是借助整除的模式na＝b直接引出因数和倍数的概念。但在找一个数的因数时总存在遗漏的情况。

2.3.5.倍数特征的反思：我的教学模式是：“找倍数——观察特征——验证发现——得出结论”，每一环节都使学生明确活动目的，找到学习方法。再到5的倍数特征时，何不由扶到放，充分发挥学生的自主能力性呢？因此，我完全放手，给学生以充分的时间和空间，让他们在观察、探索中体验成功的喜悦。在教学既是2又是5的倍数的特征时通过让学生说自己的学号，谁是2的倍数，谁是5的倍数，然后自然的追问一句：“为什么有的同学举了两次手？”很自然的找到了既是2又是5的倍数的特征，我感觉这一个环节的设计非常自然，贴近学生实际。这是我认为比较成功

合数与质数的反思 ：课堂教学，学生是“主角”，教师只是“配角”，教学中应把大量时间和空间留给学生，使每个学生都有学习、讨论、观察，思考的机会。在教学中我除了给学生动手拼摆的机会，还让学生把几个数（如2、3、4、5、6、7、8、9、10、11、12等）进行分类。尽管学生可能分类标准不一样，但他们都能把只有两个因数的数分在一类，把含有2个以上的因数的数放在一起。这样教师就可以顺势引导学生说出什么叫质数，什么叫合数。再让学生用自己的语言归纳合数与质数。在这个过程中，引导学生参与知识的形成过程，有利于培养和提高学生获取知识的能力。