初一上Unit1-3单元教学反思 （一）.DOCVIP

初一上Unit1－3单元教学反思 (一) 时至今日,我完成的教学任务有: 3个预备单元+ 3个正课文.我的上课流程是: 完成3个预备单元. 前3个预备单元较口语化,贴近生活,容易引起学生的兴趣.我采取情景引入, 实物引导等方法完成这3个单元的教学.例如: 我们第一次上课是上午,在得到老师” Class begins”的讯息后,学生们全体起立, 嘴里却一致说道”老师好”.待学生坐下之后,我将自己的英文名书写在黑板上，并说道:”大家好,我是大家的英语老师. My name is Tany He.　You can call me Miss He. ……这是我们的第一节英语课，我希望在英语课上同学们可以用英语向老师问好。比如说‘上午好’用英语怎么表达。”　根据小学的英语学习，有的同学说：“ Good morning.”　我大声赞道：“ Yes, Good morning!”大家跟我一起说：“　Good morning!” 并将其书写在黑板上. 教读几遍后。我又问大家：“大家还记得，我叫什么名字吗？”一片哗然，于是我教读 “Miss He “　几遍. 之后,我问大家:”如果大家现在向我问好,应该怎么问?” 同学们一致说到:”Good morning ! Miss He”. 很好，以后，当老师上课说：＂Class begins.＂，你们应该说：＂Good morning, Miss He” . 现在，我们来操练一下．＂Class begins”. 同学们全体起立，然后说道：＂Good morning, Miss He”. 完成语音音标的教学．音标学起来，相对枯燥一些，所以我将其放在预备单元之后来学．音标一定要学，学生只有学会自己读单词才能记忆单词，词组，及句型等．我觉得，老师在教读完元音和辅音的读音后，还应该告诉学生元音和辅音在组合之后应该怎么读. For example: [t?:k]该怎么读．根据辅音＋元音的读音规则我们可以将其拆分为　／t?:／和／k／，读两下／t?:／／k／．更细的东西，我在音标里有提到． 完成前三个正课文的教学．在教学过程当中，我发现学生的学习难点有： Is this my book ? Yes, it is. / No, it isn’t. Is this your pen? Yes, it is. / No, it isn’t. Is that his eraser? Yes, it is. / No, it isn’t. Is that her dictionary? Yes, it is. / No, it isn’t. B. Is this my mother ? Yes, it is. / No, it isn’t. Is that your sister ? Yes, it is. / No, it isn’t. Is this his cousin ? Yes, it is. / No, it isnt. Is that her uncle ? Yes, it is. / No, it isn’t. C. Is he my brother ? Yes, he is . / No, he isn’t. Is she your aunt ? Yes, she is. / No, she isn’t . Is he his father? Yes, he is. / No, he isn’t. Is she her daughter? Yes, she is. / No, she isn’t. D. Are these my mother and father ? Yes, they are. No, they aren’t. Are those your uncles ? Yes, they are. / No, they aren’t. Are these his aunts ? Yes, they are. / No, they aren’t. Are those her sons ? Yes, they are. / No, they aren’t. 难点解析： A组与B组比较： A组是对物提问，B组是对人提问。但这两组都是根据提问的对象离说话人的远近来问的,都用到”this” 和 “that”. B组与C组的比较：B组是根据提问对象离说话人的远近来提问，C组是根据人的性 别来提问，回答形式也相