英语必修五公开课教学反思

第一篇：英语必修五公开课教学反思

教学反思

本节课为高二必修五第五单元的一节阅读课，主要目的是培养学生从文章中获取信息，理解文章的能力我从以下几个方面进行的教学设计：

1、设计提问,激发学生的主体思维

问题设计是英语阅读教学的重要手段,是帮助学生理解、鉴赏文章的切入点。教师设计问题,要遵循循序渐近的原则,要把问题建筑在学生的注意力和兴趣之上,服务于全面提高学生素质水平的目标需要。高中英语课文大多篇幅较长。课文内容参透了丰富的审美以及科学教育内容。在这些兼顾知识性、趣味性、思想性的阅读课教学中精心设计既有启发性又能激起学生探讨兴趣的系列问题,可以启迪学生动脑,激发学生思维,培养学生主动学习的习惯。教师设计问题时,要紧扣教材,层层推进,要具有一定的思想梯度。在提问、解答的过程中,教师要启发引导,以激活学生的思维欲望,帮助学生认知和理解。

2、保证学生积极而有效的参与

(1)要营造良好的参与环境,宽松、和谐、融洽、平等的学习氛围。

(2)要留下足够的参与时间和空间。教学不要“满堂灌”,也不能“满堂问”,学生能讲的,要尽量让学生讲;学生能动的,要尽量让学生动。

(3)要创造良好的参与条件,提供合适的参与机会,组织学生独立思考与集体讨论。在阅读课的教学中,教师可让学生互设情景,就他们感兴趣的话题以小组为单位全班展开讨论,以达到全员参与的目的。譬如在教学时,可以给学生这样的话题让他们各自表示不同的看法.这样的讨论可以把课堂教学推向高潮。在讨论中,同学们畅所欲言,不仅活跃了课堂气氛,同时也锻炼了同学们的思维,为阅读奠定了基础。

3.培养学生归纳理解

阅读的目的就是要获取书面信息。因而阅读时不能逐字逐句地去分析语法,而是要快速完成树材料的阅读,抓住大意,再深层次地去理解内容。在阅读时教师可指导学生根据不同题材、体裁的阅读材料采取不同的归纳形式去归纳材料内容,快速、准确地猎取文章信息,培养学生良好的阅读习惯。由于阅读材料题材与体裁的不同,因而在阅读中还可以从不同角度用各种不同的归纳方式去归纳、理解材料内容,如可以归纳动词,显示事件过程;归纳文章人物,突出重点人物等等,从而在阅读实践中不断提高自己的阅读理解能力。

总体来说，本节课学生理解了文章的内容，并对文章结构有清晰的认识，达到了预定的学习效果。不足之处在于应从增加学生参与的活动，让学生真正变成学习的主人。

第二篇：英语必修五

从每题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

21.He got so angry that he seized the thief by_______collar and hit him in _______face.A.the,theB.a, aC.a, theD.the, a

22.__________ I am concerned, the idea is wholly crazy.A.As long asB.As far asC.As soon asD.As well as

23.It was not until mid-night __________ he went back home after the experiment.A.whenB./C.thatD.before

24.My idea is __________ we should go to help him out at once.A.whatB.itC.whichD.that

25.It’s said that women are more easily to be __________ by the sales promotions(促销活动)in big stores.A.relied onB.taken advantage ofC.reminded ofD.honored for

26.Men and adults under 30 are more __________ to have digital music players.A.probableB.possibleC.likelyD.possibly

27.__________ he said at the conference astonished everybody present.A.WhatB.ThatC.ItD.Which

28.The police came in __________ the thief attempted to rush out of the store.A.at the momentB.the momentC.for the momentD.at any moment

29.---Where did you see Bob yesterday?

---It was in the street__________he lived.A.thatB.whatC.whichD.where

30.The Mongolian people __________ ten percent of the population here.A.make inB.make ofC.make forD.make up

31.No sooner____________to the office than the boss told me that I was fired.A.have I comeB.I have comeC.had I comeD.I came

32.The book Been There, Done That _______ a real story was written by a Chinese American graduate.A.is based onB.based onC.was based onD.known for

33.---I’m afraid I don’t quite understand.---Okay.Let’s _______it this way, “the sooner, the better.”

A.makeB.meanC.putD.get

34.It seems to me __________he cheated in the English contest.A.thatB.whatC.whetherD.which

35.Only when he failed __________.A.he knew his mistakesB.was he knowing is mistakes

C.he has known his mistakesD.did he know his mistakes

第二节 完形填空(共20小题；每小题1.5分，共30分)

阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

Many American presidents in the 19th century were born in poor families.They36their childhood in little wooden rooms.They got little37.Washington and Lincoln,38, never wentto39and they taught40.Lincoln41did jobs of a worker, shopkeeper and post officer42his early years.A large43U.S.presidents had experiences in the 44.The two best45were Ulysses

Grant and Dwight D.Eisenhower.Grant was a general in the American Civil War and Eisenhower was a hero in the Second World War.The jobs of the U.S.presidents are tiring.He must46an eye on47

important48happens49at home and abroad.Everyday, a lot of50waits for him to do51he has to make many important52.When Franklin Roosevelt was a child, he was once brought to visit President Taft.The old president said to him, “When you53,you should not be 54.It’s55job.”

36.A.spentB.tookC.paidD.were

37.A.workB.jobC.educationD.praise

38.A.such asB.asC.and so onD.for example

39.A.farmB.schoolC.workD.office

40.A.themB.themselves C.their parentsD.each other

41.A.sometimesB.oftenC.seldomD.once

42.A.atB.inC.forD.since

43.A.number ofB.many ofC.deal ofD.amount of

44.A.farmB.frontC.armyD.office

45.A.knowingB.knownC.to knowD.know

46.A.useB.keepC.lieD.protect

47.A.somethingB.anythingC.thingsD.nothing

48.A.whatB.thatC.itD.those

49.A.not onlyB.as well asC.bothD.either

50.A.thingsB.workC.jobsD.countries

51.A.soB.butC.andD.then

52.A.decisionsB.mistakesC.problemsD.trades

53.A.grow intoB.grow upC.come upD.go up

54.A.the presidentB.a president C.presidentD.presidents

55.A.a necessaryB.a tiringC.an important D.an interesting

第三部分：阅读理解（共15题，满分30分）

A

In the water around New York City is a very small island called Liberty Island.On Liberty Island there is a very special statue(塑像)called the Statue of Liberty.It is one of the most famous sights in the world.The Statue of Liberty was a gift from the people of France to the people of the United States.The statue was made by a French man named Frederic Auguste Bartholdi.The inner support system was designed by Gustave Eiffel, the same man who made the famous Eiffel Tower in Paris.Liberty, of course, means freedom, and the Statue of Liberty was given to the United States to celebrate the one － hundredth year of U.S.independence(独立)from England.The

statue was built in France, taken apart piece by piece, and then rebuilt in the United States.It was opened for the public on October 28, 1886.As you might expect, the statue is very big.Visitors can ride an elevator from the ground to the bottom of the statue.If they want to, they can then walk up the 168 steps to reach the head of the statue where they can look out and enjoy the beautiful sight of the city of New York.56.A good title for this selection is__________.A.Famous Sights in the WorldB.Liberty Island

C.The Statue of LibertyD.A Gift from France

57.The world “sights”, in the first paragraph means__________.A.a small present or gift.B.a kind of postcard.C.the power of seeing.D.something that you can see.58.We may conclude that the elevator does not__________

A.go fast enough.B.cost a lot of money.C.go to the top.D.both A and B

59.The man who made the part of the statue that we can see on the outside was________.A.an unknown architect.B.Bartholdi.C.Eiffel.D.both B and C.B

Traveling without a map in different countries, I find out about different “styles” of directions every time I ask “How can I get to the post office?”

Foreign tourists are often confused in Japan because most streets there don’t have name signs;in Japan, people use landmarks in their directions instead of street names.For

example, the Japanese will say to travelers, “Go straight down to the corner.Turn left at the big hotel and go past a fruit market.The post office is across from the bus stop.”

People in Los Angeles, the US, have no idea of distance on the map: they measure distance by time, not miles.“How far away is the post office?” you ask.“Oh,” they answer, “it’s about five minutes from here.” You don’t understand completely, “Yes, but how many miles away is it, please?” To this question you won’t get an answer, because most probably they don’t know it themselves.People in Greece sometimes do not even try to give directions because tourists seldom

understand the Greek language.Instead, a Greek will often say, “Follow me.” Then he’ll lead you through the streets of the city to the post office.Sometimes a person doesn’t know the answer to your question.What happens in the

situation? A New Yorker might say, “Sorry, I have no idea.” But in Yucatan, Mexico, no one answers “I don’t know.” People there believe that “I don’t” is impolite.They usually give an answer, but often a wrong one.So a tourist can get lost very easily in Yucatan!

However, one thing will help you everywhere in the world.It’s body language.60.Which one of the followings is probably an example of Japanese directions?

A.“Go south two miles.Turn west and then go another mile.”

B.“Turn right at the hospital and go past a school.The library is right in front of you.”

C.“The post office is about five minutes from here”

D.“The post office is at Street Kamira.”

61.People in Los Angeles don’t give directions in miles because _________.A.they use landmarks in their directions instead of distance

B.they prefer to lead you the way

C.they often have no idea of distance measured by miles

D.they prefer to use body language

62.Greeks give directions by __________.A.using street names

B.using landmarks

C.leading people the way

D.giving people a wrong direction

63.Where is Yucatan?

A.In the USA.B.In Japan.C.In Greece.D.In Mexico.C

How much rain has fallen on the earth in the past? Man has not always kept weather records.Because scientists need a way to learn about past rainfall, they study tree rings.A tree’s trunk grows bigger each year.Beneath its bark(树皮), a tree adds a layer of new wood each year it lives.If you look at a tree stump, you can see the layers.They are called annual rings(年轮)On some trees, all of the rings are he same width.But the ponderosa pines(松)that grow in the American southwest have rings of different width.The soil in the southwest is dry.The pines depended on rainfall for water.In a year of good rainfall, they form wide rings.In a dry year, they form narrow ones.Scientists do not have to cut down a pine to study its rings.With a special tool, they can remove a narrow piece of wood from the trunk without harming the tree.Then they look at the width of each ring to see how much rain fell in the year it formed.Some pines are hundreds of years old and have hundreds of rings.These rings form an annual record of past rainfall in the Southwest.64.The story does not say so, but it makes you think that_________.A.a tree grows faster when it has a lot of water.B.scientists cut down trees to study tree rings.C.pine trees form wide rings every year.D.the ponderosa pine grows in the Southwest

65.A tree rows a new layer of wood__________.A.each weekB.whenever it rains

C.every yearD.every season

66.On the whole, this story is about_________.A.why tree trunks grow bigger.B.why scientists study tree rings.C.trees that lived hundreds of years ago.D.the ponderosa pines in the American Southwest.67.Why did the scientists study the width of the tree rings?

A.They want to know how big the tree will grow.B.Scientists want to move the pine trees.C.The trees depend on rainfall for water.D.The rings tell them how much rain has fallen.D

A young officer was teaching some old soldiers.They had been in the army for many years and did not like officers, young or old.They did not think this young officer could tell them anything about how to fight in a war.Private Jones was nearly sixty years old and had fought in many wars.He had a row of medals

on his chest.“Imagine you are in a battle,” the young officer said to him.“You see seven hundred enemy soldiers coming towards you.What do you do?”

Private Jones thought for a few moments, and then he said, “I shoot them all with my rifle.” “Now imagine there are seven hundred enemy soldiers coming towards you from the left,” the young officer said, “and seven hundred enemy soldiers coming to you from the right.What do you do?”

“I shoot them with my rifle,” Private Jones answered.“OK,” the young officer went on, trying to get the answer he wanted, “but what if there are a thousand enemy soldiers coming at you from the right, a thousand coming at you from the left, and another thousand coming straight towards you.What do you do now?”

“I shoot them with my rifle,” Private Jones replied.“But where are you getting all the bullets from?” the young officer demanded.Private Jones smiled.“From the same place you are getting all those enemy soldiers.”

68.The old soldiers___________.A.didn’t like Private Jones

B.didn’t like any officers

C.wanted to fight in a war

D.wanted to become officers

69.The young officer kept asking him questions because Private Jones ________.A.didn’t speakB.was rude to him

C.was older than he wasD.didn’t give him the answer he wanted

70.At the end of the story the young officer was probably__________.A.pleased with Private Jones

B.annoyed with Private Jones

C.delighted with Private Jones

D.frightening Private Jones

One day, a old lady was walking slowly in76.________

the street with handbag in her hand.A young man77.________

riding a bike came up and seize her bag.The old78.________

lady shouted “help” and ran for him.However, she79.________

can’t catch up with the bike.Just then, a boy came out of80.________

school and saw what happened.Immediate, he took out81.________

a box of push-pins and threw it on the road.82.________

Just as the boy expected, the tyres were83.________

destroying and the young man had to stop, finally84.________

they caught the young man and sent her to the police.85.________

单项选择：1-5 ABCDB 6-10 CABDD 11-15 CBCAD

完形填空：1-5 ACDBB 6-10 DBACB 11-15 BBBCB 16-20 CABCB

阅读理解：56-59 CDCB 60-63 BCCD 64-67 ACBD 68-70 BDB

第三篇：必修五教学反思

林教头风雪山神庙》教后反思

本人的优质课上完了，心中有不少的感受，现在谈谈自己的思考。

首先谈谈这堂优质课做得较为成功的方面：

一、整个教学设计，简明精巧，删繁就简，目标明确，重点突出，设计的问题，环环相扣，层层推进。课堂的教与学，紧紧围绕“风雪”，抓住“风雪”在小说中的作用这个关键问题展开研讨，使学生在一定程度上，认识了本文的思想意义，了解了这部作品的艺术特色，体会到环境描写在小说中所起的作用，进而提高欣赏古典小说的能力。由于教学设计比较合理，故本人在执教过程中能较好地实现了教学目标。经过这堂课的教学，我感到解决长文短上的关键在于选好突破口，选好关键问题，不要面面俱到，只求突破一点，再由表及里，再由点到面，实现目标。这一点尤其适合我校大面积基础较为薄弱的高中生的学习情况。

二、道德情感价值观的培养也在过程中得以渗透。在理解“风雪”在文中主要作用过程中，结合人物及其在情节发展中的发展变化，让学生感受到了林冲这个人物在妥协中挣扎，在挣扎中最终走向反抗的飞跃，学生明白了“风雪”与“火”是对林冲人性的一次极大的考验，知道了封建社会黑暗现实，及人要在逆境中抗争才能有出路的道德情感方面的教育，真正让学生受到了“真、善、美”的熏陶。

三、在这一堂课的教法上，我追求一个实字，即一定设法让学生有所得，或在知识方面，或在能力方面，或在思想认识、道德情操等方面，总要有所收获。应该说，我在这堂课里做到了，学生基本上都动手了，划出相关语句，并思考，且举手回答，体现出较高的积极性。有几个同学还提出了与众不同的看法。教无定法，各种教法本身无优劣之分，各有所长，也各有所短，关键要使用恰当，有效。不管采用什么方法，不管是传统的，还是现代的，常见的，还是新颖的，只要能有课堂效益，就是好方法。虽然是优质课，但我认为不能靠靠搞花架子，那样没有实际的指导意义。因而我没有去过分追求形式的新颖，阅读教学首先要让学生读懂课本，理解课文，这是阅读教学中首要的也是最基本的一环。脱离教材的研读而进行空泛的延伸与拓展讨论，实际上成了无本之木，无源之水，看似热闹，似乎能培养学生的发散性思维，实际上，常常是议无定论，议而不决，模糊了学生的认识，谈化了对课文的研读，反而助长了夸夸其谈的浮夸风气。而我只是设计了一些具有合理的逻辑顺序的问题并根据学生的理解程度把一个较难的问题分解成几个小问题，由易到难地引导学生解决。当然要做好这些不是一件容易的事，但只要在教学中坚持不懈的进行，一定会提高自己扎实的教学功底。

常听语文老师感慨“语文教师太难当，语文最难教”。上完优质课后，这种感受更加深了。在本次教学的的实践中，也暴露出来一些问题，需要在今后的教学中加以改进：

一、本人在执教过程中，对于教学节奏的控制还欠佳，表现有三：一是“让学生用自己的话来表达风雪在文中的主要作用”这一活动未能充分展开，学生的理解较浅显，我担心学生不能说到位而又影响时间，有些问题教师说得过多；二是最后对本节课内容的拓展也没有时间完成，只能匆匆展示出题目来，把他临时作为课后作业来处理了，一定程度上削弱了课堂的完整性；三是课件的使用与制作在细节方面没有把握好，出现了漏字的现象，幻灯片的展示时间也过快，学生跟不上速度，就是部分老师也没看到就一闪而过了。

二、这一堂课上，学生的积极性还没有充分发挥出来，问题主要在我的身上，由于自己的引导没做到深入浅出，学生要回答完整有一定难度，这在一定程度上减弱了学生的热情，影响了教学效果。在这篇课文中，品味“风雪描写在文中作用”这一环节因为是重点部分，也是难点所在，我原计划，先采用学生讨论，以达到学生之间的交流，然后再用师生对话，生生对话的方式进行，准备用20分钟时间，让学生充分展开讨论，但是在实际进行时，由于上一环节比计划超出了6分钟，我当时很担心在这一环节用时不够，便草率地包办了很多。在学生发言有啰嗦或偏离题意时，表现出坚持自己意见的做法，不利于对学生积极性的保护。

以上是本人上了这一堂优质课后的一些反思，不一定正确，谨请各位老师和评委指正，以促进本人的教育教学水平的提高。

第四篇：英语公开课教学反思

教学反思

通过本节课的教授，我对英语教与学的情况作了以下几点反思：

1.学生对英语学习缺乏自信心和学习动力;在英语课堂上不积极参与，缺少主动发言的热情或根本不愿意发言;另外，相当一部分学生在听新课时跟不上老师的节奏或不能理解教师相对较快的指示语。

2.学生对英语课堂知识的掌握不实在、理解不全面；大部分学生对书本知识不够重视，找不到英语学科学习的关键载体，不能有效的利用课本。

3.部分学生在教师的带领下能够有所反应，而到自主练习的时候却有些无从下手，知识迁移能力较弱。

基于以上情况，我认为作为教师首先要有正确地意识，应充分认识到：一节课有没有效益，并不是指教师有没有教完内容或教得认真不认真，而是指学生有没有学到什么或学生学得好不好。如果学生不想学或学了没有收获，既使教师教得很辛苦也是无效教学;或者学生学得很辛苦，却没有得到应有的发展，也是无效或低效教学。

针对以上问题，我提出以下应对措施：多鼓励后进生开口说英语，并能及时地表扬他们。并把他们分成三组不同的差生来进行补差工作。第一组是一点也不学的同学，对这些同学，我采取集体辅导，给他们分配固定任务，不让他们有偷懒的机会，让他们发挥应有水平;第二组是肯学，但由于能力不强的同学。对这部分同学我采取适当引导，耐心教导，慢慢提高他们的成绩方法，当然不能操之过急，并且多鼓励，只要他们肯努力，成绩有望提高;第三组是纪律松散，学习不认真，基础又不好的同学。对这部分人我进行课余时间个别辅导。因为这部分同学需要一个安静而又不受干扰的环境，才会静下心来学习。我想只要坚持辅导，这些同学基础重新建立起来，以后授课的效果就会更好。

英语是语言形成和知识积累的过程。困此，除了课堂效果之外，还需要让学生多读，多说，多写，多听。另外，对部分不自觉的同学还采取强硬背诵等方式，提高他们的能力。

第五篇：英语公开课教学反思

Unit6 I’m going to study computer science

教学反思月30日，我在280 班上了一节英语公开课，这节课的教学目标是掌握want to be短语和What do you want to be when you grow up? How are you going to do that句型, 自如进行问答，教学过程是通过practice, presentation来展开的。在本节课中，我设置了猜谜语，互问互答，声声传递等一些活动，学生兴趣浓厚，热情高涨。

公开课后，全体英语老师都参加了这节课的评课，几位老师对我的课进行了点评，使我受益匪浅，我不仅获得不少的经验以及教学方法，而且还了解到自己的不足之处。现分析如下： 新课前我主要通过猜谜语复习表示职业的单词，如doctor, actor, basketball player, policeman, cook, engineer, computer programmer and pilot学生积极性很高，争先恐后回答问题.2 Do you know other jobs? 就这个问题，学生也很感兴趣，学生热情高涨，从而提高和锻炼了学生的口语能力。Share your dreams这一环节，让学生谈论他们的梦想，师生互动活动开展的不错，但生生互动方面有所欠缺，今后还要引导学生多多注重对话练习，要给学生设置场景，让学生融入情景，从而真正的学以致用。Listening, section A(2b)学生最后一道题听不清楚，教师应指导学生怎样做这个练习，这一点我有点欠缺。

针对以上不足之处，我觉得在今后教学中应从几个方面来提高： 首先，备课不仅要备教材，还要备学生，要根据学生英语基础的实际情况，设计一些开放性的资料来提高课堂教学质量。

其次，在英语学习中，听，说，读，写要互补，真正做到听说先行，读写跟上，光听说不读写，很难收到高效。

总之，一堂成功的公开课，教师应具备熟练驾驭课堂的能力，标准的语音语调，有益于开发学生心智的课堂设计。课堂上，鼓励学生积极发言，今后要全面更新课堂教学观念，在教学中体现先进的教学理念，在平时的课堂教学中一丝不苟的完成教材分析，学生分析，教学目标，教学流程和课后反馈等一系列课堂设计，为以后教学打下坚实基础，认真学习优秀教师的先进经验，达到高效课堂，提高每一位学生的英语成绩。