课堂教学反思
“学然后知不足，教然后知困。”只有真正的站上讲台的时候，我才意识到自己在学习和讲课的某些方面存在着巨大的不足。
在这节课上，我主要讲的是人教版初中七年级下册的Unit5 Why do you like pandas，主要包括Section A部分 1a -2c。这堂课的课型是节听说课，旨在让学生学习动物的名称，并用相关句型来表达他们的喜好及原因。在课堂准备时，我搜集了很多资料，从人教版官网上下载了教师用书仔细参考，并结合老师讲的教学方法，将其融入到教学活动中。因为教学对象时初中生，为了让课堂更加活泼有趣，我还配上一些视屏和音频辅助教学。
在课堂开展的过程中，我的心理素质太差，表现的过于紧张，因此没有将活动指令表述的简洁明了，对一些重难点没有做进一步讲解，在课堂互动中没有充分调动学生的积极性，部分活动一带而过。语音语调不准，在一些单词的发音上出错；课堂用语不流畅，说到一半就忘记下面该说什么，出现了一些停顿，影响了课堂的连贯性；肢体语言僵硬，总是局限在讲台的某一区域，便显得教态极其不自然。
紧张是因为我不够自信，基本功还不够扎实，平时缺乏练习，这次讲课给了我一个警醒：台上一分钟，台下十年功。课讲的不好是因为准备的不充分，知识储备不够。所以学习是无止境的，20xx年，做更好的自己。
第二篇：Lesson 21 How Can We Go to Beijing教学设计与反思
Lesson 21 How Can We Go to Beijing教学设计与反思 1 Teaching aims:
（1）Knowledge aims: Let the students master the new words and patterns “faster than”、“shorter than”、“Let’s go?by?”.
(2) Ability aims: Foster the students’ abilities of listening, speaking and singing.
(3) Emotion aims:
① Be confident during studying English.
② Learn to cooperate with others and communicate with their partners. ③ The students will like to have this lesson. They will get fun from it. 2 Teaching materials:
(1) Important teaching points: airplane, train, fast, faster, slow, slower
(2) Difficult points: …faster than… …slower than… Let’s go… by…
(3) Teaching aids: cards, tape, PowerPoint, a picture
3 Activity conception: TPR, group-works
Teaching Process:
Step1. Class Opening and Warm-up
1. Greeting
2. TPR: Sing a Song: The wheels on the bus go around and around.
(设计意图：利用全身反应法，唱唱做做，提高学生学习兴趣，营造欢快的课堂气氛，并且为新授的交通工具做好铺垫。)
1.Duty-report:
S1: Do you like Beijing?
S2: Yes, I do. Beijing is the capital city of China.
S1: Do you know something about Beijing?
S2: Yes, I know Tian’an men Square, the Palace Museum. And I like to go shopping in XiDan.
S1: Good! Do you want to go to Beijing?
S2: Yes. I love to.
(设计意图：根据事先布置的有关背景的Duty-report, 既复习了北京的名胜名景，又提高了英语口语表达能力，并且为本课埋下伏笔。)
Step 2: Presentation
I. Bus, plane or train?
1. Leading:
T: Do you want to go to Beijing?
S: Yes, I do!
T: How can you go to Beijing?
S: I can go to Beijing by bike, by car, by truck , by bus…
T: Yes! Good work！（竖大拇指）And what else? You can say it in Chinese! S: 火车、飞机！
T：OK！Now we’ll study how to say them in English.
(设计意图：既复习了学过的各种交通工具，又调动了学习新交通工具“train, plane”的兴趣。)
(1)Using PowerPoint to teach‘plane, train’.(利用课件，即提高兴趣，又直观易
懂。)
(2) Drill.
① Read the words on the word-cards as fart as they can.(看谁读得又对又快，调动积极性与竞争意识。)
② Competition: Put the picture of transportation on the blackboard. Divide the class into Boys Group and Girls Group. Every time each group asks one member to come to the front to play‘Point’, as fast as they can.（设计意图：通过比赛，极大地调动了学生的积极性，加深了对单词的记忆。）
II．Teach‘fast, slow’, ‘faster, slower’.
1. TPR: Demonstrate“fast” and “ slow” by walking fast and slowly.
TPR: T：Fast. (语速快，步伐快，课件出示单词)
S：Fast. (边做动作边读单词)
T：Slow.( 语速慢，步伐慢，课件出示单词)
S: Slow. (边做动作边读单词)
2. Using PowerPoint to demonstrate “ faster than ” and “ slower than”.
T: What’s this? (课件展示一架飞机)
S: It’s an airplane.
T: What’s this? (课件展示一列火车)
S: It’s a train.
T: Is a train faster than an airplane? (运用表情动作表达自己的意思，根据以前学过的older等形容词比较级，学生很容易理解。)
S：No. A train is slower than an airplane.
T: Is an airplane faster than a train.
S: Yes.
T: Yes. An airplane is…
S: …faster than a train.
T: Very good!
3. Consolidation:
Show the two different transportations that are different colours. Lead the students to try to say:
This is an airplane. It is blue and white. That is a green train. An airplane is faster than a train. I will go on a trip by plane? (设计意图：每次通过两种交通工具的对比，既复习了颜色、各种交通工具，又加深了对本科单词的记忆，锻炼了灵活运用语言的能力。)
Step2：Let’s go by train.
1. Tape.
T: Notional Day is coming. Do you want to go to Beijing？
S：Yes.
T: How can you go to Beijing? Do you know how Li Ming goes to Beijing? OK, now we’ll listen to the tape. (让学生带着任务听录音，边思考边听，效果更佳。)
1.Ask and answer.
How will Li Ming go to Beijing? Why?
1. Game: 击鼓传花。Talk about Beijing and how will they go to Beijing, why?
(设计意图：通过此游戏，极大地吸引了同学们的注意力，他们必须结合以前学过的知识迅速的组织语言，既紧张又有趣。)
Step 3: Let’s sing a song.
(1) Ask the students read and do the actions after the teacher.
(2) TPR: Sing and do with the PowerPoint. (用全身反应法学习歌曲，再一次把本课推向高潮。)
(3) Group-work: Boys Group sings the words of Li Ming. Girls Group sings the words of Li Ming’s Mother. (分角色唱歌，更能提高他们的学习兴趣。)
Step4: Homework: Ask the students to sing the song to their parents and talk about what they have learned today with them.
课后反思：冀教版这套新教材给我们带来了新思想，也给我们带来了新要求。为了充分发挥学生在课堂上的主体作用，我认为教学首先应面向全体学生，注重素质教育；其次是应采用以学生为中心的教学思路，要设计以学生为中心的教学活动，但同时也应尊重个体差异；再次是要充分利用多媒体课件、图片、实物模型等，为学生创设听说英语的环境，运用灵活多样的教法，丰富课堂教学，活跃课堂气氛；第四点就是在课堂上尽量创设生活化的语言环境，提供生活化的语言材料，让学生感到他们学的就是生活中的点点滴滴，随处可见，再引导他们学以致用，这样他们才会觉得学得有意义，而有意义的东西学生学起来就容易，感兴趣，也能开发学生的多元智能、培养学生的综合素质。