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篇1：译林英语三下unit1 In class教学反思
译林英语三下unit1 In class教学反思
这个三年级是我已任教半年，对于班上孩子之前的英语学习情况，我还是很了解。从这课堂上表现来看，大部分学生课上学习的积极性还是很高的，都很愿意表达自我，这样特别好，也充分展示了低年级学生学习英语的那种热情。但是从学生的家作完成情况来看，还是有些担忧的，大小写不分（不知道单词、词组、句子之间的`区分），读背上没有良好的习惯，更上在本子上存在句号等等一系列的问题，都是让人比较担忧的。这也让满怀信心的我，心中多了许多问好，而不知所措。起始英语的重要性不言而喻，很多习惯、方法，我们也是在不断地摸索中，希望磨合期能短一些，默契能多一些。这堂课作为学生本学期的第一节课，课堂的基本用语也在其中作为一个重要的操练内容。我也通过多种方式进行操练，帮助学生形成较好的语感，为接下来的更深入学习奠定基础。
篇2：高二英语module8 unit1 单词教学案(译林牛津版高二)
1.classic adj. 经典的;古典的 classic novel\ literature
n. 名著 Classics are the antiques of the literary world.
This book is one of the classics of English literature.
classical adj. 古典的(古典文学通用) 古典音乐
2.wisdom 智慧;学识
I question the wisdom of giving a child so much money.
He showed great wisdom in what he said and did.
厌倦 自由
3.adaptation n. 改编;改写(for)
He made a quick adaptation to the new environment.
This play is an adaptation of a novel.
adapt vt. 改编(for\from) ;使适应(…to ) 注意与adopt的区别。
He tried hard to the new conditions.
The author is going to his play the television.
4.harm n.伤害 损害 do harm to sb. =do sb. harm损害某人
暴风雨损害了庄稼没有？ Did the storm do any harm to the crop?
harm vt. 伤害 损害 早起对你没有害处 Getting up early won’t harm you.
harm set; harm get 害人害己 mean no harm 无恶意 come to no harm 安然无恙
harmful adj. 有害的 be harmful to
5.prejudice n 偏见 prejudiced adj.
have a prejudice against 对…有偏见
have a prejudice in favor of …对…有偏爱
Vt. prejudice sb. against (使某人对…有偏见)
prejudice sb. in favor of (使某人对….有偏爱)
6.companion n
company n \accompany vt
accompany sb on sth \to do sth
keep sb company=be in company with sb
keep company with sb 与某人交好
7. be bent on 一心想要 .be bent on sth / doing sth 一心想要;决心要
归纳拓展
make up one’s mind下定决心
determine to do sth决定做某事(表示动作)
be determined to do sth 决心做某事(表示状态)
determine sb to do sth使某人下决心做某事
decide on/upon决定某事
bend one’s mind to sth专心于某事物
bend (sb) to sth(迫使某人)屈从;顺从
(练练吧!)
1.___________ to train his daughter in English, he put an ad like this in the paper,＂ , an English teacher for a ten-year-old girl.”
A. Determined; Wanted B. Determined; Wanting
C. Determine ; Wanted D. Determining Wanting
2.He is _________ learning English well.
A. bent to B. bent on C. bending to D. bending on
bend vi\vt (使)弯曲;向～屈服 She was forced to bend to public pressure
She bent her mind to her job. 专心于…
8.settle vt 使定居;安顿;安放;解决
My son has happily settled in the USA. We are settled in our new home.
The Dutch settled in South Africa. We have settled who will pay for the meal.
They settled the dispute themselves.
settle down 舒适地坐或躺；安居
She settled down in an armchair to read her book.
When are you going to marry and settle down?
settle (sb) down (使)某人安顿，安心
The chairman tried to settle the audience down.
9.acquaintance n
1)熟悉，熟知
I have some ~ with Italian. I have no ~ with the book.
2) 熟人，相识
He has many acquaintances in the business community.
make the ~ of = make sb’s ~ 和～相识 It was at Mary’s party that I first made his ~ .
have a nodding ~ with 与某人有点头之交；对某事物略知一二
acquaint vt (使)熟悉于;使明白 ~ sb\oneself with…
be acquainted with 熟识;认识
(练练吧!)
I made _____ acquaintance of his sister at the party and then I fell in ____ love with her.
A. an; a B. the ; a C. the ; / D. an ; a
10.companion n. 同伴 伴侣
company n 伴随 陪伴 keep sb company=be in company with sb
keep company with sb 与某人交好
accompany vt 伴随 陪伴 accompany sb on sth \to do sth
11.reform vt\vi \n (使)改过自新;改造;改良
We should try to reform criminals rather than punish them.
a reformed man 一个改过自新的人 a reform in teaching methods 教学法之改进
12.pressure n./vt 压力 对…施加压力，迫使
pressure sb into sth/ doing sth强迫某人做某事
put pressure on sb (to do sth) (试图)迫使某人(做某事); 催逼某人
be under the pressure of …在…的压力之下
work at high pressure 紧张地工作
(练练吧!)
We don’t want to ________ pressure _______ you to make a decision, but we haven’t much time left.
A put; to B place; on C put; on D place; to
13.sigh n.&vi.叹气 叹息 breathe/give a sigh
v. sigh with sth. 叹息，叹气
He sighed with pleasure after the excellent meal. 他美餐一顿之后，满足地叹了一口气。
Looking at his naughty son, the poor father let out a sigh.
(练练吧!)
The woman drew ____ of relief when the lost child was found in safety.
A. sigh B. a sigh C. a sign D. sign
14.anger n. &v. 愤怒
He was angered by the selfishness of the others.
angry adj. be angry with sb. at/about sth.
15.mistake n. by mistake 错误地
v. ~sth. for sth. 误将某人认作他人
mistaken adj. be mistaken about sb./sth. 误会某人 mistaken kindness 枉费的好心
I helped him in the mistaken belief that he needed me.
我误以为他需要我所以去帮助他了。
16.entertain v. 1. ~sb. to sth. 款待 They entertained us to dinner last night.
2. ~sb. with sth. 使某人快乐
He entertained us for hours with his stories and jokes.
他给我们讲故事、说笑话，我们高兴了几小时。
entertainer n. 艺人
entertaining adj. = amusing and pleasing 令人愉快的
a very entertaining film 一部很有趣的电影
entertainment n. 娱乐，消遣，款待
(练练吧!)
I like Dr Liu’s lecture, which is both informative (见闻广博的) and .
Is there any traditional at Thanksgiving in your town, besides Trick and Treat.
The baby was sleepless, so her mother _____ her ____ a panda toy.
A.entertained; with B. fed; on C.contributed; to D.played; with
17.reputation n. 名誉 名声 have a reputation for sth.
He has a reputation for laziness/for being lazy.
establish/ build up/ make a reputation for oneself 树立名声
live up to one’s reputation 不负盛名 ruin sb’s reputation 毁坏名誉
(练练吧!)
The young teacher earned a reputation _____ being experienced _____ programming.
A. as; in B. of; at C. for ; in D. for ;at
18.comparison n. bear/stand comparison with 比得上
That’s a good dictionary, but it doesn’t bear comparison with this one.
by/in comparison with 相比之下，比较之下
The tallest buildings in London are small in comparison with those in NewYork.
伦敦最高的建筑物与纽约的一比就矮了。
（练练吧！）
I’ve had some difficulties, but they were nothing ____ yours.
A. to compare to B. comparing with C. compared to D. to be compared to
(巩固训练)
1. In repairing scientific reports of laboratory experiments, you should ____your findings in logical order and clear language.
A. release B. settle C. present D. put
2.. If you ____ all your energies on the study of English, you will master the language.
A. tend B. reform C . concentrate D. press
3. ------What is Rudi up to?
---- Rudi seems bent ______finding a new job.
A. on B. to C. down D. over
4.________much money one possesses, it can’t ______a healthy body.
A. How , match B. However, compare
C. No matter , defeat D. However , match
5. _______the influence of parents is important to children is _____ to many.
A. That , known B. What, clear
C. How, obvious D. Why, concerned
6.-How do you like your teacher of English ?
- Well, no one teaches ______ here .
A. well B. typical C. best D. better
7. Mr. Adams asked if his son had behaved _______ in school.
A. normally B. constantly C. regularly D. properly
8. The death of the great inventor means a great _____ to science.
A. tension B. harm C. loss D. shortcoming
9.Compare yourself now with _________ and try to exceed(超越) past
achievements so that you can make progress step by step.
A. what you used to be B. what you used to do
C. you used to do D. you used to be
10. If your writing is interesting you'll pick up more marks. If your writing is
_________, you _________.
A. boring；don't B. bored；won't C. bored；don't D. boring；won't
11. The explorer got a disease in blood for the _______ of fresh vegetables and
fruit.
A. sake B. lack C. ignorance D. benefit
12. ------Are you satisfied with the result?
-----Not at all．It couldn’t be .
A. any worse B. any better C. good D. bad
13.Difficulties and hardships have the best character of the young geologist．
A. brought in B. brought out C. brought up D. brought about
14.A story goes ______his ancestors grew rich on the hard work of the slaves.
A. when B. where C. what D. that
15. .It is recommended that the machine ______ together in no time.
A. will be put B. must be put C. be put D. ought be
16. I accept that he is not perfect, I do actually like the person.
A. While B. Since C. Before D. Unless
17. Don’t leave the water while you brush your teeth .
A. run B. running C. being run D. to run
Keys:1.classical 2.boredom freedom 3 adapt himself to adapt…for
7.A B 9. C 12.C 13.B 16.entertaining enternainment A
17.C 18.C
巩固训练：
（CCADA DDCAD BABDC AB)
篇3：7A unit1 This is me! 教案(译林牛津版七年级英语上册教案教学设计)
Teaching Contents : Comic strip and Welcome to the unit
Teaching aims:
A: Knowledge
1. Learn the greetings of meeting people
Good morning / afternoon / evening
Hi, I’m ----------. What’s your name ?
My name is ---------- .
2. Learn the new words .
e-dog , master , instruction
B: Language skill
Use everyday expressions for greetings and introductions .
e.g. What’s your name ?
My name is -------.
C: Feeling
1. To develop students to like English .
2. Arouse students’ interest in learning English
3. Train cooperation study
Main points :
Greetings
Difficult points : How to greet when meeting people .
Teaching method : Circumstance teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 This is me !Hi, I’m--------- . e-dog What’s your name ? masterMy name is -------- . instruction
Teaching process: Teaching activities
Step 1 Warming –up activities
1. self –introduction
Good morning / afternoon /evening
I’m Mr /Mrs /Miss --------.I’m -----------years old . I’m your teacher .
2. Lead-in
Use everyday expressions for greetings and introductions .
The teacher asks one student some questions
“ Hi’, I’m -------- ? What’s your name?”
Then ask some students to do it again . (about 4 students )
Give the model sentences on the blackboard.
e.g. (1) “What’s your name ?” ---- My name is --------.”
(2)“Hi, I’m --------? “ ----“What’s your name ?”
-----“My name is --------“
3. Practice
(1) Let some of the students come to the front and ask the class .
In pairs .(about 4 groups )
Let them practising greetings above.
(2) Work in pairs practising
(3) Check (ask the students to the front and practise )
Step 2 Presentation
2. Introducing six new friends
T: Now you have many new friends .Do you want to make more new friends ?
Show pictures on the blackboard .Let the students look at them .
This is Simon. This is -------.
3. Make six masks of the children and go on introducing six children’s names .( Let the students wear the masks and introduce themselves )
Ask six students to come to the front and play six new friends .
The students point to themselves and say ,
“ I’m Simon” “I’m Amy” “I’m ------------“
3. Pair work.
Let students get to know these six new friends and remember them .Practise greetings in pairs .
Step 3. Greetings
1. Show a clock of different time .Let the students identify the time .
14:35 08:20
22:15 18:10
2. Let the students know when to say
Good morning /afternoon /evening / night
3. Let the students practice greetings at different time
Greet their partners and then introduce themselves
(Ask students to draw pictures of the sun ,the moon , the sun set , a sleeping baby , say greetings to each other according to these pictures.)
4. Do written exercises part B on page 3 and then check it .
(write greetings on the book .)
Step 4 Presentation
1. Use a multimedia to let the students watch the cartoon between Eddie and Hobo.
2. Introduce
This is Eddie . This is Hobo . Eddie is Hobo’s master . Hobo is an e-dog .
3. Ask the students
Who is Eddie? (He’s the master .) Who is Hobo ?
( He’s the e-dog) . Do you like Eddie ? Do you like
e-dogs ? You can ask your mother to go and buy it for you .
Does Eddie like the e-dog ? How do you know ？
(show a real e-dog ) This is an e-dog . It’s very lovely .
4 . Learn new words
Step 5 Presentation
1. Let the students watch the cartoon and listen to the talk
between Eddie and Hobo .
2 .Let students read after the talk of them .
3. Show the new words of this text . Let the students read them first ,then read after the teacher. .
Step 6 Practice
Let the students read by themselves .
Check Let students read the talk .
Step 7 Acting
Let the students play Eddie and Hobo and act out Pair work
Step 8 Homework
Let the students write their profiles .
Notes: 我是-------------。我---------------岁。我是一名学生。我在二班。
我喜欢我的学校。
Unit One ( the second period )
Teaching Contents : Reading (A, B)
Teaching aims:
A: Knowledge
1. Learn the new words .
Year , flat . clever , maths , basketball , club ,come from , be born , slim ,ponytail ,music ,profile , hard . wear ,enjoy ,polite ,helpful, funny
2. Learn the introduction of oneself
B: Language skill
Let students use the words and the drills to introduce oneself .
C: Feeling
1. To develop students to speak up actively
2. Let students be full of self-confidence
3. Train cooperation study
Main points :
1. The new words
2. Drills
Hi, I’m _______.I’m_________years old . I’m________(tall/short).
I live in a flat in Huai’an.
I love ________(swimming / dancing / playing computer games)
Difficult points : Learn how to make an introduction of oneself
Teaching method : Task-based teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 Reading ( A, B)Millie Simon Sandy Kitty Amy Daniel
Teaching process:
Teaching activities
Step 1 Revision
1. Review the lesson which we learned last time
Greetings (The teacher starts with simple greetings to the students)
2. Let students use everyday expressions to communicate when meeting
people .
Step 2 Presentation
1. Intrduction (show three pictures of Chinese teacher ,Maths teacher and English teacher with a few
self-introduction words below them )
Hi, I’m ---------. I’m ------------years old . I’m ---------tall/short.
I (don’t ) wear glasses. I live in a flat in Huai’an.
2. Ask students to read them and guess who they are .
3. Ask students to say after the teacher .
Step 3 Practise and act out
Ask students to practise themselves in groups and act out .
Step 4 Presentation
1. Show six masks of the new friends and ask students who they are and help students memorize
2. Write the names on the blackboard
3. T: Do you know what they like ? If you want to know ,please read their profiles on page 4.
4. Ask students to answer questions “What do they like ?” Use the sentences “ -----likes doing --------.”
5. Learn the new words
T: Now we know what they like ,but do you know more about them ?
I’ll ask you to read it again . Before that , let’s learn the new wordain task of this Unit?”
Let the students discuss and ask one of the students to tell the class .
Teacher writes it on the blackboard
Main task : Writing a profile about yourself.
2.T: But do you know how to write a profile ? First please read Millie’s and Daniel’s profiles to know how to write a profile .
3. Get the students to read the profiles .
4.Teacher gives the students some questions according to the two profiles, and asks them to answer.
1).How old are they ? 2).When were their birthdays?
3).Where were they born ? 4).Where do they live now ?
5).What do they look like ? 6).What are their hobbies?
7) Who is Andy ? 8). Who has a lot of CDs ?
9).Does Millie have a lot of friends ? 10).What does Daniel do on the line ?
5.Then ask the students to ask and answer in pairs .
Read some new words and phrases on the blackboard .
6).Now do you know how to write a profile ?
Sump up : 1). … 2). … 3). …(让学生总结。)
Step 2. Practice
1.T: Millie has a lot of CDs , I have a lot of CDs ,too.
I like listening to music , do you like listening to music ?
S: Yes , I do .
T: Do you like playing computer games ?
S: Yes ,I do .
T: I’m good at singing , are you good at singing ?
S: No , I’m good at playing football
T: I have a cousin ,Do you have a cousin ?
S: No, I don’t . But I have a sister .
2.Can you practise like this .(Let the students ask and answer freely.)
(让学生互相说一说各自的喜好和其它一些情况，为下面写profiles作铺垫。)
Step4. Writing
T: We will have a party in our class . And many our penfriends will come to the party .
Can you write your own profile for your class noticeboard to let our penfriends know us well .
Now please write .Let the students write .
Ask some students to come to the front to read theirs , that is to tell the class yourself .
Homework :
1. Ss write their profiles and stick their own photos on the page .
2. Ask the Ss to design their profiles and stick their profiles on the wall . Choose five best ones .
Procedures of teaching for Unit 1
(The Ninth Period)
Teaching content : Checkout To revise the grammar and the vocabulary in Unit 1.
Teaching aims: 1. To revise the grammar and to be able to use it correctly .
2.Enable the students to master the vocabulary in this Unit and to be able to find out more words .
3.Enable the Ss to use what they have learned to communicate with others freely .
Teaching Aids : Pictures Of six students .
A projectors .
Teaching procedures :
Step 1. Revision
1.T: Last lesson I ask you to write your own profile for your class noticeboard . Have you finished ?
S: Yes .
T: Now please hand in your profiles with their photos .
Show some profiles to the Ss and talk to the Ss like the following .
T: Do you know this girl ? S: Yes, I do . She is … .
T: Is she lovely / pretty / beautiful ? S: Yes, she is .
T: Look at this girl , is she tall/ slim / fat /thin ? S: Yes, she is .
T: Does she have long hair ? S: Yes , she does .
T: What is she like ? S: She is slim .
2.Then teachers and Ss talk about their profiles together .
3.T: This is Lily’s profile , look ,Lily is pretty .
Lily ,can you read your profile?
4.Ask some other Ss to come to the front to read their profiles .
Step 2. Presentation
1.Today let’s learn the last lesson --- Checkout .
We will revise grammar and vocabulary .
2.T: Do you like listening to music ? S: Yes, I do .
T: Do you like playing football?（板书）
S: No, I don’t like playing football .（板书）
But Simon likes playing football .（板书）
T: Excuse me , Simon . Do you like playing football ?
Simon: Yes, I do .
T: Oh. I see . You like having sports . Me , too.
But how many kinds of sports do you know .
S: Basketball , football , volleyball and so on .
Now open your book at page 17. We have three word families ---- People , Sports , Appearance .Please put the words on the right word families .
3.Ask three Ss to come to the blackboard and write their answer .
4.Check the answers on the blackboard . Let the students read the words on the blackboard together .
5. Can you say more words about people , sports , and appearance ?
Let the Ss discuss in pairs .
6. Ask some Ss to say their answers .
(这一步骤主要帮助学生学习归纳总结所学词汇。)
Step 3.Grammar
T: Now boys and girls ,please look at the blackboard
(在黑板上有几句关于一般现在时态的句子,上面已经给出。)
What kind of tense is used in these sentences .
S: The simple present tense .
T: yes, you are right . Now do you know how to use it ?
Let the Ss discuss in groups to sum up the usage of the simple present tense .
(帮助学生列表归纳总结。)
Step4. Exercises
1.T: Now do you know the grammar ?
Do you understand it ?
S: Yes , we do .
T: Please open your books at page 17. Do part A.
Let the Ss fill in the blanks , and then check the answers .
Ask some pairs to work in pairs .
Get them to write their score on the paw .
3.Ask the Ss to write a profile about their good friends, then get the Ss to read it in class .
Homework :
1.Preview the next lesson .
2.Recite the words and expressions of Unit 1.
3.Write a profile about their teacher .
Unit 1 (the Tenth Period)
Integrated skills B
Study Skills
Teaching Design
Teaching aims:
1. Enable the students to exchange information about oneself.
2. Enable the students to ask questions about personal information.
3. Enable the students to respond questions to oneself.
4.Enable the students to establish and
maintain relationships and routines in school.
5. Enable the students to use everyday expressions to give instructions, make requests, and give responses.
Teaching Aids:
1. Student’s Book 7A
2. Some pictures.
3. A computer and a slide projector
Teaching procedure :
Step 1 Revision
1. Greeting. and try to find something about me .
2. Check the homework.
Step 2 Presentation
B Speak up: making new friends
1. Let students ask the teacher some queations.(to the following table)
Name: (What’s your name?)
Address: (Where do you live?)
Hobby: (What’s your hobby?)
T: Could you please say something about me now?
( Show the paper)
Name: Wang Ling
Address: Renmin Road
Hobby: Reading
A member of the Reading Club
S: Your name is ….
T: Good. Where do I live?
S: You live on Renmin Road.
T: ( to another studrnt) Where do you live?
S: I live …. ( Let students practise them.)
T: What do I like?
S: You like reading and you are a member of the Reading Club.
T: Yes. What do you like?
Ss:I like dancing. I am a member of the Dancing Club.
I like listening to music. I am a member of the Music Club.
I like playing the piano. I am a member of the Piano Club.
I like swimming. I am a member of the Swimming Club.
I like playing football. I am a member of the Football Team.
I love watching films. I am a member of the Film Club
2.Present the dialogue.
T: (OK. Do you want to be my friend?) Hi, my name is Wang Ling. What’s your name?
S: I’m Rose.
T: I live on Renmin Road. Where do you live?
S: I live on ….
T: What do you like?
S: I like listening to music. I am a member of the Music Club.
T: Oh really? I’m reading. I’m a member of the Reading Club
Nice to meet you.
S: Nice to meet you, too.
3. Work in pairs (show the sentences).
4. Act out their dialogue.
Step 3 Listening
( Show the picture of Daniel and Sandy)
T: Look at the picture. Who are they? S: They are Daniel and Sandy.
T: What are they doing? S: They are talking.
T: What are they talking about? Please listen to the tape.
And then answer the questions.
Where do they live?
What do they like? (Written on the blackboard)
1. Play the tape for the students.
2. Check the answers.
3. Listen to the tape and read after the tape.
4. Read the dialogue in parts.
Step 4 Presentation
Working with others A
1. Present this.
T: Boys and girls, I want to copy this dialogue. But I don’t have a pen with me. Do you have a pen?
S: Yes, I do. Here you are.
T: Thank you very much. Oh, do you have a new exercise book with you?
S: No, I don’t.
( Written and read)
Do you have a …? Yes, I do.
No, I don’t.
Step 5 Practice
1.Students make dialogues using them.
2.Act them out.
Step 6 Presentation
1. Present this.
T: Do you have a ruler, Mike?
S: Yes, I do.
T: Can I borrow your ruler?
S: Yes, I can. Here you are.
T: Thank you very much. (to the all) I borrow Mike’s ruler or I borrow the ruler from Mike. And Mike lends me his ruler or Mike lends his ruler to me.
(Explain the words “borrow and lend”.)
篇4：module3 unit1 language points(译林牛津版高一英语必修三教案教学设计)
1.The city was already covered in a grey mist.
Be covered in/with
Cover in 完全盖起
The ground is covered with snow.
2. wonder
1) vt. 想知道
I wonder who he is/what he wants/why he is late/(if)whether he will come/whose it is.
I was wondering how to get there quickly/where to spend the weekend.
2) vi. 感到惊奇；惊愕；惊叹 wonder at sth
I don’t wonder at her refusing to marry him.
It’s not to be wondered at. 那不足为奇
n. 1) ［u］惊奇；惊愕；惊叹
No wonder you were so late. 难怪你来得那么迟。
2）［c］奇迹；奇观
Walking on the moon is one of the wonders of our times.
What a wonder! 多么令人惊奇。
Adj. Wonderful
3. Once out in the street, she walked quickly towards her usual bus stop.
Once adv. 1) 一次
2）曾经；从前 （常用于句中）
He once lived in Persia.
Conj. 一旦 as soon as
Once you understand this rule, you will have no further difficulty.
4. The truth is that the fog is too thick for the bus to run that far.
That the fog is too -------- 是一个表语从句
Too-------(for sb) to------- 太-------而不能-------
It’s too hot to work.
That far 那么远 that可以作副词，修饰形容词或副词，表示程度
I’m sorry. I hadn’t realized the situation was that bad.
对不起，我没料到情况有那么糟。
知识链接
this adv. 到此程度；如此 也可修饰形容词或副词，表示程度
It’s about this high. 大约有这么高
Can you spare me this much? 你能不能匀给我这么多？
A fog this bad is rare.
5. sense
n. 感觉，知觉 come to one’s senses 醒悟；心智恢复健全
bring sb. to his senses 使醒悟；心智恢复健全
a/the sense of 辨识；赏识；领悟
a sense of humour 幽默感 a sense of direction 方向感
in a sense 在某种意义上
What you say is true in a sense 在某种意义上，你说的是实话。
make sense 有意义
What you say doesn’t make sense/makes no sense 你的话毫无意义。
make sense of sth 懂；了解其含义
Can you make sense of this poem? 你懂得这首诗的含义吗？
Sense vt. 觉得；感知；了解；明白
He sensed that his proposals were unwelcome.
6. glance vi. 匆匆一看；瞥视 Glance at/over/through/round
glance at the clock 匆匆看一下钟
glance over/through a letter 匆匆阅读一信
glance round a room. 略略环视一房间
n. 一瞥；匆匆一看 take a glance at the newspaper headlines.
At a glance at first glance
7. desert
n. 沙漠；荒地 adj. 荒凉的；不毛的
Vt. Vi. 离开；放弃；抛弃；废弃 deserted adj.
The street were deserted. 街上行人绝迹。
We sheltered from the storm in a deserted hut. 我们在一个空无人住的茅屋里躲暴风雨。
8. Outside, the fog lay like a thick, grey cloud.
本句中的lie意为“展现；展开”, be spread out to view; extend.
The valley lay before us. 那山谷展现在我们的眼前。
The coast was undefended and lay open to attack. 该海岸未设防，易受攻击。
If you are young, life still lies before you. 如果你年轻，你仍然有远大的前途。
9. There was no one in sight.
In/within sight 能看见 out of sight of sth 看不见
catch sight of 发现；看到 lose sight of 再也看不见
Keep sight of/keep sb/sth in sight 将-----保持在视线之内；照看；监视
At first sight 初见；乍看 at (the) sight of 一看见------就
At sight of the police officers the men ran off.
10. set off 开始（旅程，赛跑等）；出发 set out 出发；启程
set sb/sth back 拨回；阻碍；挫折 set about sth 开始；着手
set sth. apart/aside 拨出；留下将来使用
11. by the time she reached the corner of the street,-----------
by the time 到-------时间
By the time you get there, it will be dark.
By the time he was eighteen years old, he had traveled to most of the countries in Europe.
12. Suddenly Polly felt a rough hand brush her face and she heard a man’s voice in her ear saying ‘Sorry’. She could feel her heart beating with fear.
Feel sb/sth do/doing hear sb/sth do/doing
brush n. 刷子；画笔 vt.vi. 用刷子刷；刷亮；拂拭
ear be all ears 专心倾听
(have) a word in sb.’s ear 私下说出一事
May I have a word in your ear? 我可以和你私下谈句话吗？
Turn a deaf ear (to) 拒绝帮助
Fear n. 恐惧；惧怕
He was overcome with/by fear. 他吓坏了。
The thief passed the day in fear of discovery. 那贼在惧怕被人发觉的情况下度过了一天。
for fear of 惟恐；生怕
She asked us not to be noisy, for fear of waking the baby.
for fear that 惟恐；以免
I daren’t tell you what he did, for fear that he should be angry with me.
fear of 担忧；忧虑
He is in fear of his life. 他为他的生命担忧。
fearful adj. 可怕的；可怖的 a fearful railway accident.
词义辨析
beat 有规律的敲击 如：心脏跳动;雨有规律的敲打窗户
hit 击中
strike 打；击；敲；向-------打击 如：钟敲响几下
13. Now she wanted to run, but fear held her still.
她现在想到的是逃跑，只是由于恐惧她站在那里一动也不能动。
句中hold的意思是“使保持某种状态”，后常接形容词或副词，作宾语补足语。
Could you hold the door open for me, please?
It took three strong men to hold him down. 三个身强力壮的男子才把他给按住了。
hold 还有其他词义 如：抓紧；握牢； 拿住 He held her hand more firmly.
hold the line 不把电话挂断；继续持续通话
抑制，控制； hold one's breath 屏息
容纳；等
词义辨析
still 一动也不动 （没有动作） calm平静的 （一种心理状态）
silent 沉默的 （指不发出声音） quiet 静止的
14. reach (out ) (for) 伸出
He reached out his hand for the knife, but it was too far away.
15. Polly found herself staring up at a man standing with his hand resting on her arm.
短语find oneself-----的意思是“发现自己（做某事或处于某种状态）”，后常接现在分词或介词短语，常指没有意料到的事或状态。
I suddenly found myself making everyone’s lunch. 我突然发现自己在给每个人做午饭。
When he came to, he found himself in hospital. 他苏醒过来时，发现自己躺在医院里。
With his hand resting on her arm with的复合结构
rest v. (使)被支撑；(使)倚靠；安放
n. 余留者；其余 the rest
16. watch (out) (for sth) 注意；监视；当心 (look out for)
watch out 警戒；提防；警惕
be on watch/keep watch 值班；守望
17. pay back 偿还
pay off 还清；成功，有回报
篇5：译林六年级教学反思
本课是六年级上学期第一单元Story time部分对话题的语篇阅读教学。阅读过程中，重在培养学生的阅读兴趣，教会学生简单的阅读策略。在学习和实践的基础上，体现了以下特点：
1．各班学生层次不一，学习能力较差的同学兴趣不高，甚至羞于参与课堂教学。针对这一情况，可以发挥小组合作，同桌交流的形式，让所有的学生都能参与课堂活动，以便各有所获。
2．整堂课中，注意学生阅读方法和阅读习惯的培养。在逐步理解故事的过程中，分别让学生采用快速读、默读、跟读、朗读方式进行学习。而且在每一次的活动中，我都让学生带着一定的任务去读，具有一定的目的性，并规定用不同符号在文中画出答案，培养学生勾画、做批注的习惯。
3．对于高年级的学生而言，英语思维的发展重要性逐步凸显出来。我们应该力图通过不同形式、不同层次的活动，跳出机械认读的学习方式，激活学生的思维，学生思维发展是一个长期训练的过程。
篇6：译林六年级教学反思
本节课是一节知识巩固课，同时要对学生之前所学的内容进行自我检测。为了能上好自己的复习课，提高学生运用英语的能力与技巧，我有以下几点看法：
一、在教学过程中教师要摆正自己的位置，明确学生才是学习的主角，教师应放手让学生主动回忆、巩固所学过的知识。整个过程中教师只需起到引导和检查的作用，教师提出一个知识点后让学生快速地去回忆，这样一来教师就会感到很轻松，学生的积极性也就调动起来了。
二、教师要明确复习课的主要目标是：引导学生对所学知识进行查缺补漏，疏理归类，便于学生记忆和融会贯通，提高掌握和综合语言运用的能力。针对六年级学生所具有的强烈的竞争和进取意识的年龄特点，教师要在英语课堂上适当创设情境，有意识地增添一些趣味性和竞争性的活动，激活英语课堂，增强学生的自信心。
三、在自我评价过程中，如何使学生建立学习英语的'自信心是极其重要的。自信心就像人的能力催化剂，将人的一切潜能都调动起来，将各部分的功能推动到最佳状态。因此在评价过程中，教师要注意帮助学生端正评价态度，启发和鼓励学生树立自信心，排除不良思想和自卑感，并努力为他们创设一个拥有最佳心理状态的环境，学生心情愉快，愿意上英语课，就容易记住所学知识。
篇7：译林六年级教学反思
通过本节课教学我发现：课堂游戏如果数量过多，很容易喧宾夺主，造成学生忽略对教学内容的巩固和接受，使原本以学习和提高英语能力为目的的英语课变成了游戏活动课。所以，在教学实践中，教师选用的游戏要精，要富有创意。即使是再有趣的活动，如果教师一成不变地长期使用，学生也会觉得索然无味，最初的活动兴趣就会不复存在。因此，英语游戏教学想要使学生乐于接受，乐于参与，教师就应不断搜集游戏，并富有创造性地设计出新的游戏活动来激发学生的兴趣。同时，我也发现小学生的天性是爱玩并且喜欢争强好胜，有些学生做起游戏来容易忘乎所以，即使在课堂上也会情不自禁地大呼小叫，走来窜去，使教师对课堂纪律难以控制。因此，教师在组织学生游戏活动时，要充分发挥指导和调控作用，使学生做到动静有序，令行禁止。首先，在游戏开始前教师要讲清楚游戏规则、评分标准和纪律要求；另外，教师也要积极参与游戏活动，及时发现并解决问题。这样，在游戏过程中即使出现一些小插曲，教师也能有规可循，有则可守，较好地控制局面，培养学生的自律意识，从而使课堂达到活而不乱的教学效果。
篇8：译林六年级教学反思
本课是六年级上学期第一单元（Grammar time &Fun time）环节的语法教学。教学过程中，重在引导学生在小组内进行对比、分析、整理出一般过去时态的结构和动词过去式变化规则，并能够熟练进行语言练习。纵观整节课的教学活动，总结出以下问题及经验：
1．在小组活动中解决问题虽然降低了教学难度，但仍不能完全有效调动小组成员完成任务，个别组员存在“浑水摸鱼”的行为，因此小组活动前的任务分工很重要。
2．教学情景化是指课堂教学必须最大限度地引起学生的学习兴趣，为学生提供足够的机会用英语进行交流和活动，让学生感受到运用所学英语在课堂上进行交流后产生一种自豪感，心里产生愉悦感。本节课中部分学生表演得相当出色，特别是得到老师的表扬时，这些学生的心情非常激动。所以英语教学的课堂必须通过各种手段来提高学生的英语兴趣，要让小学生能够在四十分钟的时间内保持良好的学习状态，必须根据不同的教学内容创设各种情景，做到教学情景化。
篇9：module1 unit1 教案 (译林牛津版英语高一)
牛津高中英语教学设计
单 元：Unit 1 School life
板 块：Reading 1
Thoughts on the design:
在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。
Teaching objectives:
1. to help the Ss master the reading skills of skimming and scanning.
2. to guide the Ss to understand the passage and learn about more details of school life in the UK.
3. to encourage the Ss to learn to view our school life in a different perspective.
Step 1. Lead-in
1. [Teacher] We’ve learned a little about the difference between schools in China and in the UK.
2. [Brainstorming] If you were an exchange student in a UK school, what would you enjoy most?
3. Collect answers from a few students.
4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua, who studied in the UK for one year. Let’s find out what she finds enjoyable.
[设计思路]：从上一课时涉及的中英学校生活差异谈起，问学生什么是他们心目中英国校园生活最让人喜欢的部分，从而引出课文的enjoyable experience。
Step 2. Reading for general ideas
1. Introduce the reading skill: skimming.
2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.
3. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.
[设计思路]：教师示范skimming的运用，让学生学会在快速浏览的情况下，抓住文章的要点。
Step 3. Reading for details
1. Introduce the reading skill: scanning.
2. Teacher can do Q1, Q2 in Part A first.
3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.
Check answers with the Ss.
4. [Listening and reading] Ask Ss to go through the questions in C2.
Then listen and read after the recording. Ask Ss to answer the questions using their own words.
[设计思路]: 示范传授scanning的运用，并辅以相关练习，让学生在阅读中掌握阅读方法。
Step 4. Consolidation
1. [Task-based reading] Ask the Ss to do the task-based reading and check answers.
Aspects Details
General impression It was a different but exciting and enjoyable 1. ______________
Assembly Students should attend it on the first day and the 2. ____________
Will tell the rules of the school during that period.
Class Our class is of the 3._______ size; we would never study in a fixed classroom.
Subjects English I practiced it every day, so it got 4. ________ a lot.
French I had an 5. _______ French class on Tuesday evenings.
Cooking I learned a lot and could make delicious cakes.
Selective ones Students can 6. _______ studying some subjects if they don’t like them.
7. _________ It was not heavy but a bit 8. ______________
Spare time I played football with others, 9. _______ under a tree and went to the Computer Club where I could send e-mails to my family and friends 10. _________ of charge.
Keys: 1-5 expericenced headmaster average improved extra
6-10 stop Homework challenging relaxed free
[设计思路：通过任务型阅读填空的形式，帮助同学进一步巩固课文内容并再次理清文章概要]
Step 5. Discussion
1. [groupwork] Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline and present.
[设计思路]：了解了中国学生在英国的感受，让学生换个角度，谈一谈英国学生在中国学习的感受。一方面让学生创设了情境，让学生运用学到的语言，同时，也促使学生以新的视角来看待自己周围的学习、生活。
Step 6. Homework
1. Revise the text and do part E.
2. Prepare for an interview with Wei Hua.
篇10：7A Unit1 This is me! 教学案例(译林牛津版英语七年级)
学生姓名 小班 学科 英语 授课时间 .
老师姓名 邱明超 年级 七年级 授课时段 10：00-11:30
课题名称 Unit1 This is me!
教学目标 Introduce yourself to your classmates and know how to greet each other.
Simple present tense of the verb to be
Vowels about a,e,i,o,u.
课前检查 作业完成情况：优□ 良□ 中□ 差□ 老师建议：
一：教学重点
1．Greetings:学生知道问候语以及同学之间怎样问候
2．Reading:Welcome to Class 1,Grade 7!课文内容翻译讲解分析以及相关语法固定搭配
3.Grammar:Simple present tense of the verb to be Be动词的一般现在时，疑问句以及肯定回答否定回答
4.Vowels:a,e,i,o,u.
5.Task:Introducing yourself知道如何写关于介绍自己的英语作文
二．教学内容
1.Lead in 导入部分，学习短对话，了解整个单元的学习主要导向以及相应的语法
以及new words
a.老师领读课文内容，并翻译讲解
b.Oh,I love e-dogs.哦，我爱电子狗。Love 喜欢，爱。Love sth = like sth 喜欢某物
c.What’s your name ?My name is Hobo.你叫什么名字？我叫霍波。当询问对方叫什么名字时，一般会用What’s your name ?而回答则是My name is....
d.Are you my master ?你是我的主人吗？这是一般疑问句的形式，把Be 动词提句首，首字母大写。Master主人，可数名词。
e.How to look after your e-dog.如何去照顾你的电子狗。How to do sth如何怎样做某事
f.Look after sb =take care of sb照顾 某人
G.introduce yourself to your classmates.把你介绍给同学 introduce sb to sb 把某人介绍给某人
2.Greetings问候语
a.greet each other 相互问候 greet 动词，问候，动名词greeting(s)可数，复数直接加s
b.常见问候语
Good morning早上好 Good afternoon下午好Good evening 晚上好
Nice to meet you.见到你很高兴。=Glad to meet you.
3.Reading:Welcome to Class1,Grade 7!
a.I’m 12 years old.我十二岁了。=I’m a 12-year -old girl/boy.
I love reading.我爱阅读。Love doing sth喜欢做某事=like doing sth=like to do sth
Play football踢足球。Play +球类运动 中间零冠词
Play the piano 弹钢琴 play +the +乐器 中间定冠词the
afer school 放学 after class 下课 介词词组
after-school 放学后的 after-class 课后的 形容词，两个单词之间加了连字符变成一个整体词
He is from Nanjing.他来自南京。 be from =come from 来自。。。
He is good at Maths.他擅长数学。Be good at= do well in= be clever at 擅长......
b.写关于人的外貌特征以及兴趣爱好的英语单词及词组
a new student 一个新学生short hair 短发 meet my new classmates约见新同学
tall 高的，short 矮的 slim 苗条的 like sports 喜欢运动play football 踢足球 long hair长头发 like music 喜欢音乐
4.Grammar Simple present tense of the verb to be be动词的一般现在时
a.我们用一般现在时来谈论事实和陈述事物的特征。
I am a student.我是一名学生。
Sandy is my classmate,桑迪是我的同班同学。
We are in Class 1.我们在一班。
2.我们利用be 动词的一般现在时来造肯定句和否定句
肯定句：
I am happy.我高兴。
You /we/they are happy,你们/我们/他们高兴。
He /she/it is happy.他/她/它高兴。
否定句：在be 动词后直接加not.
I am not happy.我不高兴。
You /we/they are not happy,你们/我们/他们不高兴。
He /she/it is not happy.他/她/它不高兴。
Be动词的一般疑问句形式以及肯定回答否定回答
Am I happy?我高兴? 肯定回答：Yes,I am.否定回答：No,I am not
Are you /we/they happy?你们/我们/他们高兴?
肯定回答：Yes, you/ we/they are.否定回答：No, you/we/they are not.
Is he /she/it happy?他/她/它高兴?
肯定回答：Yes,he/she/it is.否定回答：No,he/she/it is not.
5.Vowels:a,e,i,o,u
cake face game lake name/ei/短元音
be he me we these/i:/ 长元音
bike fine kite rice time /ai/短元音
go home no nose so /au/短元音
Computer cute music pupil use /ju:/长元音
Listen to the music. It’s nice.
These students often fly kites.
Those pupils like playing games.
④He likes the cute baby
⑤Sometimes we go home late.
6.Task:Introducing yourself
Useful expressions
My name is .../I am...
I am...(years old).
I live with...in...
I am tall/short/ pretty/small....
My hair is long/short.
I have long/short hair.
I wear glasses.
I like/love...
I am good at dancing/swimming...
7.Conclusion
Students know how to introduce themselves to othes.
Students master the grammar simple present tense of the verb to be
Students can write a competition about themselves
作业 English book page7,page9,page10,page12,page13, page14,英语大课堂相关练习
备注：背诵Unit1已学的单词词组，并下节课默写。
篇11：广州版三上《LetsGoFurther》教学反思
一、歌曲导入，深挖主题
教学内容是关于Unit10 Lets go！本课时共分三个板块，第一部分是talk tighter, 第二部分是listen to this，第三部分是read and answer.
在导入环节，大家往往采用歌曲，这样可以烘托课堂氛围，让学生能够很快的进入到课堂教学中去。因此本节课我选取了本单元的一首歌曲，很贴合今天的主题都是讲提议去哪里的句型。当歌曲唱完之后我就直接进行了下一个环节。
但是课后同组老师发现，这首歌的背景图涉及到了Ann和Ken两个人正在拿着一份报纸看，上面包含了很多地点，教师能不能让学生结合背景图多说一说、谈一谈呢？于是我们在这里设计了一些问题：如why do they come here? What are they reading? Guess, what can they go at last? Why ?等等一系列的问题和学生展开了话题。学生们慢慢的畅想了许多可能发生的事情。有了这些问题的铺垫那我们看一看他们到底去了哪里了呢？正好可以和下一个环节回忆课文顺理成章的进行了过渡。
经过对导入环节的调整，在第二次试讲的过程中，学生更能深入的进行探讨，不再仅仅是围绕着Lets… Shall we…？的句型对话了。在过渡的时候也是比较的自然顺畅，并且学生在回答一系列问题的过程中也将旧知进行了复习，为后面的拓展练习做了一定的铺垫和积累。
二、听力练习，畅所欲言
听力练习不明思议只要学生能够抓住关键的词、句做对就可以了，因此在起初设计教案的时候我也是把它进行了弱处理，只要学生能够按照教师平常要求的方法进行听力即可，核对答案时能够运用简单的只言片语就可以了。
但是试讲完之后发现有的学生不用完整句表达，这样在今后的语言表达上会给学生产生误导，在进行书面表达时学生容易出现半句话的现象。同组老师表示：听力练习一共设计了六幅图，而且每幅图都设计了大量的信息正是学生进行交流的最好素材，为什么不让他们多说一说呢？于是我们将1-4年级学生学过的所有句子和词汇进行了总结，看一看学生可以用什么样的语言进行表达。不总结不知道，经过四年的学习，学生已经拥有500-600的词汇量，学生学习的句型也有几十句：问年龄？多少？颜色？喜欢的学科，运动？等等，这些累积起来都是学生非常好的交流的语言。于是在二讲的过程中，我和一位学生进行了对话练习：what names are they? Where are they? What are they talking about? Why do you think?等等，之后让学生将自己回答的问题进行了汇总：Tom and Ken are at the bus stop, they want to go to the zoo, but they dont have enough time, they are sad.给学生做完示范之后，让学生进行了操练，我发现学生的能力是不可以小看的，他们表达的语言多多少少会出现这样或那样的语法错误，但是学生不再是单一的shall we..?仅仅围绕着本单元的句型谈话了，通过这样长此以往的交流，我相信学生们不再仅仅依靠背这个途径完成英语的表达，真正的会自然的将所学的内容英语到真实的情景中去。
三、阅读教学，重在方法
阅读练习在小学阶段是比较难的题型，这要看学生的语言表达能力，单词量的多少、理解能力等等。但是每个孩子对语言学习的天赋是不一样，可以说是参差不齐，但如何让学生化散为整呢？这就需要我们教师有一定的教学方法与手段了。在初备课的过程：我想让学生自读一遍故事内容，然后将自己不认识的单词或影响你阅读的单词进行猜测或查阅字典帮助理解；画出描述图片的关键词进行排序；在文章中找到能够回答问句的句子并画出来进行修改。
在巡视的过程中我发现学生划关键词的时候往往会划一长句话，或是一段话。在回答问题的过程中不爱将句子中的主语换成人称代词。在核对答案的过程中我发现让学生到黑板上进行批注的时候好几个孩子找不到句子在哪里。带着这些疑问我们进行了复备课，经过其他教师的点评我茅塞顿开
人称转化在小学阶段是经常被学生忽视的，他们总是不能主动的意识到人的变化，因此只要有涉及到人称变化的题时，教师就要进行反复的强调，增加旧知的`复现率。做法是：让学生进行回答，看看他们有什么不同的答案，大家比较一下哪种回答更严谨一些，这样利用类似改错的方式让学生自己提醒自己反而更能加深印象。另外为什么学生在自己的书上能够迅速的找到答案，而在黑板上却找了很长时间呢？我课后进行了探讨：首先课件和书上的内容选用的图片不一样，没有充分的考虑到小学生的的年龄层次，此外图片和文字不是在同一界面呈现，换来换去让学生有些摸不到头脑。
教师在自己的教学设计中应更加全面的从学生的角度去发，多进行一些预测，要经常的总结一些学生易错、易混的知识，在课堂教学中提高它的复现率。
四、拓展提高，丰富语言
学生在一堂课中有什么样的提升在重难点中我们都会有所体现，但真正检查孩子是否提升的环节往往都是拓展部分。它是学生这一堂课的总结和评价，如何在这一堂课中让学生得到展示，我设计了一个小活动：两个学生为一组利用这节课的句型lets… shall we…？互约对方出去玩。本以为觉得很有意思，可是在学生展示的过程中我发现了学生所用语言的贫瘠：A: Shall we go to the zoo? B: Ok. A :Do we have enough money? B: No, we dont.
然后孩子们就坐下了，总觉得没有开头没有结尾的脱离了生活。
通过试讲完之后我们又进行了深挖，将学生分为四组，其中一名学生想要邀请自己的好朋友看电影，但是要求很高必须符合以下内容才能和他一起去。其他三人的信息内容也各有不同，到底谁能去呢？那就要经过一番的讨论了。我们又对新的活动进行了练习，学生们都非常好奇自己到底和谁能够一起去，这样学生们运用语言的机会多了起来，谈论的话题也多了起了。
[反思]
通过两次试讲的前后对比，我发现要想上好一堂课，不但但是你备课了就可以了，更重要的是你备课的对象适不适合你的设计，应该多从学生的角度出发
一、教师要懂得善于积累
作为英语教师所教授的班级可能会到达5-6个班，要跨2-3个年级，每年教授的年级
也不一，往往会忘记每个年节孩子所积累的内容是什么？如果我们做一个有心人将学生所学过的内容定时定期的进行总结，你会发现原来学生在课课堂上能够运用的语言还是比较多的，这样我们在进行活动的设计的时候会更加的全面、有针对性。学生也不会像狗熊掰玉米，掰一个扔一个。
二、教师要多问为什么
每次在评课的过程中，评课的教师总爱问你为什么这么设计？你为什要用这个活动？等等的为什么。的确我们设计的活动内容不是为了好玩、热闹，而是为了学生的交流活动进行的设计，我们要从学生的角度出发，每次在设计的时候自己问问自己问什么要这么做，对学生的学习有什么辅助的功效？我相信我们在讲课的时候就不会觉得课堂教学会生硬，学生问什么回答不上来。
三、教师要让知识有广度
起初教师在设计本节课时，过多的强调了本课时的重点句型的操练，因此学生也受到了局限，不知道在表达的时候还可以用些什么样的语言。因此总觉得学生表述的没头没尾。要是教师将知识为学生整合，帮助学生间断性的梳理内容，不仅仅局限于该学什么？将要学什么？学了什么？而是我们随时都把这三方面联系在一起，让它们成为固定在学生大脑里的知识。这就要看教师如何让每节课的知识都能有广度呈现。
我们所面临的提效不仅仅限于一堂课，需要我们长期坚持不懈的努力，那就需要我们教师做一个有心人、有毅力的人。在提效的道路上，我们还在角色的转换中，需要我们一步步稳扎稳打的做好自己的工作，让学生真正的体会到学习的乐趣，让他们真正的畅游在知识的海洋里，自由翱翔。
篇12：译林英语三下unit3教学反思
本堂课的教学目标是：
1.能熟练听懂、会说、会拼写单词：shout eat run talk sleep drink library
2.能熟练听懂、会说祈使句的否定句：“Don't …”
3.能理解，并能动手画简笔画完成标示牌。
第二单元教学反思：在第一节课的基础上，学生对本课的重难点知识“祈使句的肯定和否定形式”了解又深入了。于是我通过不断出示大环境“in the library”和一定的禁止标志，让学生不断出现否定词don't。也再次通过一些词卡、图片出示新单词和新句型，让学生在情境中进行理解并且运用，效果还是不错的。当然在此环节中，我也会不断提醒学生他们的`一些容易错的地方，体现在作业和练习中的易错点，通过不断地重复帮助学生养成良好的学习习惯。
待学生能基本掌握课文的句型后，我又通过角色扮演、男女生比赛等形式来朗读课文，让学生在图片的提醒下，表达每一幅图的内容，或者适当进行拓展，学生在这一块的能力也能得到一定的提升，并且对问答句的互配也是有一定帮助的。总的来说，学生模仿的语音语调，还是能看出家长在家还是很重视孩子语音这一块的，当然这本教材对于整个语音这一块是非常重视的，孩子若能学好，对于口语表达定会有很大提高。只是乡镇小学上真正运用英语的地方还是太少了，通过一周三节课的教学，孩子们的口语表达能力还是很难有质的飞跃。
篇13：译林英语六下unit2教学反思
本节课的教学目标是：
1.能理解并体会字母组合or在单词中的发音，并适当扩展不同的发音。
2.能理解Cartoontime的内容并动手实践
3.能意识到goodhabits的重要性并付诸于实际生活
让学生带着目标、任务进入课堂。做到心中有数，为积极主动的学习做好准备。Greeting复习上节课学习的内容，为今天的内容做铺垫。教师示范朗读单词，也可以请发音较好的学生做示范。教师要提醒学生边听边体会，找出单词共同发音。教师开展绕口令朗读比赛，或拍手游戏。Cartoontime由图片导入，启发思考。教师出示四幅图，和学生进行问答活动，引导学生预测故事情节。复述故事，要求学生阅读故事，然后邀请若干学生以第三人称为视角，叙述故事。
先让学生完成语篇填空的活动，考察关键词，然后再进行故事复述。复述的形式可以多样化，让学生自主选择。课堂检测的题目要有针对性。紧紧围绕本课时要达成的学习目标。务必要体现高效。课堂作业还要在课上讲评掉，争取当堂问题当堂解决，不留到课后。这样才真正体现高效。
篇14：译林英语六下unit2教学反思
本堂课的教学目标是：
1.能熟练听懂、会说、会拼写单词：shout eat run talk sleep drink library
2.能熟练听懂、会说祈使句的否定句：“Don’t …”，并会用“I’m sorry.”来回答。
3.能初步听懂、会说、会运用句型Is this your…?
4.能读懂动画中的幽默之处。
5.懂得文明道德，没有经过别人的同意，不能随意拿别人的'东西，这样是不文明不礼貌的。
第二单元教学反思：通过前两课的学习，学生对于祈使句的肯定和否定形式已经有了一定的了解和运用能力。但通过课堂上的表现来看，学生对于书本上固定的知识能进行比较熟练的运用，稍微一变的内容，他们就似乎很大困难。但练习是千变万化的，所以学生对于知识的灵活运用能力还是要多提升的，也是当下比较重要的一块。接着本课我教了cartoon time，学生在学习之前，大部分学习已经进行了一定的预习，对新知有一定的概念，但是在朗读上还是存在很大问题。这也正是我上课要进行重点讲解、学生重点注意的部分。
我发现个别学生的书本上，存在讲英文翻译成中文读音的做法，我想在刚开始的教学中，进行一定的强调是非常重要的，不然学生长期依赖于不能译成标准英语发音的中文，肯定会存在很大的问题。通过教学图片，学生对于每幅图片上生动的任务形象，非常地感兴趣。所以表演兴趣激发的朗读欲望，促使学生大胆地表达自我。总得来说，大部分学生还是能比较轻松地在课堂上就跟着图片内容进行一定的读背，效果比较好。但单词milkEnglish的发音，还是要做重点纠正的，我也找寻着适合我们班孩子的朗读方法，来帮助他们更为轻松地掌握单词发音。
篇15：译林英语三下unit3教学反思
本堂课的教学目标是：
1.能理解、会读并会运用单词pen,crayon,ruler,schoolbag,rubber.
2.能熟练地运用本单元所学的词汇以及句型Isthisyour/a…?Isthatyour/a…?Yes,itis./No,itisn't.
第三单元教学反思：本课我进行了剩下三个单词：rulerschoolbagcrayon和肯定句、否定句和一般疑问句结合操练、运用，班上大部分学生集体口语表达的时候，还是可以的。但是一旦到了个别表达的时候，问题百出，单词的发音成了最大的问题。因此对于三年级学生的口语，我也是格外重视，基本上每篇课文都是背诵给我听，也正是如此，我发现孩子模仿录音的语音语调非常好，但是语音上的吞音、或者连读，让学生在笔头上也很容易漏掉个别单词。
对于本单元的三类重点句型，学生的笔头上也是存在不少的问题：比如句首字母没有大写的习惯，经常会抄错抄漏单词、标点符号不注意等等。我想三年级学生的学习习惯还是要作为教学中比较重要的一块，不然后面涉及更难的一些练习，他们肯定是不能很好地完成的。学生对于三类句型，也基本没有什么概念，所以刚开始还是非常混淆的。希望他们后面的学习，各方面好的习惯和状态都能跟上，面对《一课一练》上涉及到方方面面的知识，感觉书本上什么都是重点，这在一定层面上拓展了学生的知识面，但也无形增加了学生的负担。
★ Unit 2 Travelling教案 (译林牛津版英语八年级)
★ 模块5 unit1-2 重点短语(译林牛津版高二英语必修五教案教学设计)
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