顶岗实习教案设计及教学反思

海南师范大学外国语学院20##级英语本科6班  韩志豪  200803101608

（粗体字为标题，斜体字为板书内容，下划线部分为重点词汇、句型）

Teaching plan design & reflections

（一）

Unit2，Topic1，SectionA  You’d better go to see a doctor.

Ⅰ.Teaching aims and demands

1. Learn some new words and phrases:

toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, lift

2. Learn some useful sentences:

  (1)I have a toothache.

  (2)I’m sorry to hear that.

  (3)I have a bad cold.

3. Learn the modals for giving advice:

  (1)You should see a dentist.

  (2)You shouldn’t drink coffee or tea in the evening.

4. Talk about illnesses.

5. Learn to express sympathy for a patient and give some advice to the patients.

ⅡTeaching procedure

Stage 1 Review (5 minutes)

Ask questions about Olympic Games and sports that Ss interested in.

T:   Boys and girls, now we know something about the 20## Beijing Olympics. I want to ask you some questions. What’s the slogan of the 20## Olympic Games?

Ss: One World, One Dream.

T:   Good! Then what’s the symbol of the Olympic Games?

Ss: The Olympic rings.

T:   What’re the colors of the rings?

Ss: They are blue, yellow, black, green and red.

T:   Do you like sports, S₁?

S₁: Yes, very much.

T:   What kind of sport do you often do in your free time?

S₂: I often play football.

S₃: Sometimes I play table tennis with my classmates.

S₄: I skate in winter and swim in summer.

T:   Why do you like sports?

S₄: Sports can make us strong and healthy.

T:  I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me?

Ss: Yes!

Stage 2  Presentation (15minutes)

1. Lead to the new lesson. Bb the topic of this unit”Keeping healthy”

T:   In this lesson, let’s talk about health.

T:   How are you feeling today, S₁?

S₁: I’m fine, thank you, and you?

T:   I’m not very well. I think I have a cold. (T. act out the looking of getting ill) Bb “have a cold”

T:   What should I do?

Ss: You should go to see a doctor. (help Ss to answer)

T:   We can also say “You’d better go to see a doctor.”

 Bb “You’d better go to see a doctor. = You should go to see a doctor.”

(show the pictures)        

T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”

Bb What’s wrong with Kangkang? = What’s the matter with Kangkang?

Ss: There is something wrong with his mouth.

T: Oh. No, I think he has a toothache. What should he do?

Ss: He should see a doctor.

T: Yes, he should see a dentist.

Bb toothache, dentist

2. Act out the illness. Get Ss ask questions with “What’s wrong with you? Or What’s the matter with you?” and the T. answers.

Ss: What’s wrong with you?

T:  I have a cough.

Ss: What’s the matter with you?

T:  I have a headache.

……

With this method, present other words and phrases, at the same time, Bb them such as “cough, toothache, backache, have the flu”

3. Goup work: some Ss act out the illness, some ask, others answer.

3. Let Ss listen to the tape and find out what’s wrong with Kangkang.

T: There’s something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions:

Bb (1) What’s wrong with Kangkang?

(2) What should he do?

Then check the answers.

4.Get Ss role play the dialog in groups.

Stage 3  Practice (15 minutes)

1. Let Ss ask and answer according to these cards. Use “What’s wrong/the matter with …?” “He/She has …”  “He/She should/shouldn’t …”

T: Now please practice in pairs.

2. Ask several pairs to perform it.

3. Play the record 3, finish the tasks in 3. Then check the answes.

T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice. Pay attention to should/shouldn’t.

Step 5  Project (5 minutes)

1. Ask Ss make a dialog according to the example given.

  T: Please make a dialog like the example, then act it out.

Example:

S₁: Ouch!

S₂: What’s wrong with you?

S₁: I have a toothache.

S₂: Oh, you should see a dentist.

S₁: Good idea. Thank you.

S₃: Ouch!

S_4: Do you have a backache?

S₃: Yes!

S₄: Oh, you shouldn’t lift heavy things.

…

T: Well done! Thank you.

2. Homework:

Do a survey about the illness that other students once to have. Then write a report.

Ⅲ. Teaching aids

Pictures, cards, record player

板书设计：

教学反思（一）

一、课堂教学中出现的主要问题

1学生理解出现问题 2课堂纪律些许混乱

二、问题出现的主要原因

1.在举例子及讲解的过程中，板书不够，造成学生理解有障碍，对所要掌握的知识和要完成的任务不太明确。

2.无相应惩罚措施，照应不够周到。

三、解决问题的方法

1．边讲解边板书，板书要起到提纲挈领的作用，重点句型、难点、知识、生词及需要解释的东西都要清晰地展现在黑板上。让学生养成记笔记的好习惯也是很有利于他们课后查漏补缺的，另外，还要在讲课的过程中适当询问和了解学生的接受程度，不可以自己不管不顾，一味地往下讲。

2．有奖就有惩，对说话的同学不能姑息，表现得好要表扬，要表现得不好，也要及时批评，不然就会影响到其他同学。

 

第二篇：实习教案及教学反思(五)

Teaching plan design & reflections

（五）

Unit4，Topic1，SectionA  Plants and animals are important to us.

Ⅰ.Teaching aims and demands

1. Learn some new words:

sky, clear, nature, cow, horse, hen, sheep, goose(geese), thin

2. Learn some ways of expressing comparative situations:

(1)The air is fresher.

(2)I’m much faster than you.

(3)I’m a little bigger than you.

3. Learn the comparative and superlative degrees of adjectives.

     4. Talk about nature.

Ⅱ. Teaching Procedures

Step 1  Review and lead-in (5 minutes)

1. Use pictures to review the names of the animals.

T:  What’s this in English?

Ss: It’s a cat/dog/rabbit …

T:  And what’s this?

Bb cow, horse, hen, sheep, goose(geese)

T:  Where can you see them?

S₁: In the zoo.

S₂: On the farm.

T:       Yes, we can see the animals in the countryside.

(Bb countryside)

2. Lead Ss to make a comparation between city and country.

T:  We can also see these animals in the city. Do you like the countryside or the city? Why?

S₃: I like the city, because the roads are wider, and the buildings are higher.

S₄: I like the countryside, because the air is fresher, and the sky is bluer.

T:  Yes, I also like the countryside because the rivers are clearer, and there are also greener trees. People can enjoy the beauties of nature there.

(Bb sky, nature, clear, beauty)

3. Guide Ss find out the rules of the comparative : wider, higher, fresher, bluer, greener. Then explain the rules.

Step 2  Presentation (7 minutes)

1. Ask Ss to look at the pictures and guess what are the people in the picture talking about. Then listen to 1a, answer the questions.

T: Look at the picture. Michael and Wang Wei are talking about life in the countryside. Now listen to the tape and try to answer the following questions: Who likes the countryside? Why?

2. Let Ss Listen to 1a and read after the tape. Pay attention to the pronunciation and intonation.

Step 3 Practice (20 minutes)

1. Divide the class into two groups. Group A acts as Michael, and Group B acts as Wang Wei. Then change the roles.

2. Get Ss look at the pictures in 2a, then listen to 2a.

  T:  One day, the animals on the farm were talking. Do you want to know what they were talking about? Now look at the picture and listen to 2a. Pay attention to the comparative and superlative degrees of adjectives.

3. Ask Ss to listen to 2a again and follow it. Find out the sentences with the comparative and superlative degrees of adjectives.

  (Bb I’m the strongest on this farm.

I’m the biggest of all.

He is lazier than me.

I’m much faster than you.

I’m a little bigger than you.)

4. Role-play the dialog in 2a.

5. Ask Ss to look at Picture 1 and fill in the blanks on the small blackboard according to the example.

6. Look at the table in 2b and finish it.

T:   Now please look at the picture on Page 78,and discuss the animals on the farm. Then act as one of the animals on the farm to continue the conversation, using comparative and superlative degrees of adjectives in the table.

7. Let Ss play the animals and introduce themselves with the adjectives in the form on page 78.

T:   I’m a horse. I am the tallest of all.

S₁: I’m a cow. I think I’m taller than you.

S₂: …

…

8. Listen to 3 and chant.

Step 4  Project (8 minutes)

1.       Devide the Ss into 4 groups and let them make a survey to find out how many people like the animals. Then explain the reasons.

  T: Which kind of animal do you like better, cows or horses?

  S₁:Cows.

  T: Why?

  S₁:Because cows are the biggest and they offer milk to us …

2.       Report the survey, then T. gives a summary.

Example:

S₂: In our group, three students like dogs best, because they are the bravest on the farm. Two students like horses best…

3. Homework:

Write a passage according to the survey report.

Ⅲ.Teaching aids

Pictures, recorder

板书设计:

教学反思（五）

My serious problem was the clarity and pithiness of teacher talk. I couldn’t give students a clear explanation when I claimed the rules of game. Therefore, my instructions didn’t get an effect and positive feedback which came from students. For example, I should have used some simple words and short sentenes to explain the rules of game, but I said “I will divide into two groups to play the game and if your group member can say a correct English words about the picture, your group will get one point, or else, you can’t get any point.” It is so long and complexity that students couldn’t understand what I said at all. So, when I asked them whether understand the rules the game, they said “No”. Facing this situation, I had to use our mother language to esplain the game again, so that students can understand the rules and play the game successfully.

  As for my instruction of tescher talk, there were three reasons. The first and important reason is that I couldn’t find proper words or phases to instead of these complicated words and sentense in class, when I described the rules of game. Secondly, I think I still lack of experience. When I stood in front of my students, I was quite nervous. To be frank, I had already remembered all of words what I should say. But when I began to teach, I forgot all of the words that I needed to say. So I had to think of these words again while I was saying. Obviously, I couldn’t explain it very clear.the last but not least, I was afraid of my teaching which possibly took up too much time. Therfore, I only wanted to finish my teaching as soon as possible and didn’t pay attention to my clarity and pithiness of talk.

  When my group member put forward that my tescher talk was not enough clarity and pithiness, I gradually realized that it was a quite serious problem. Because my purpose of design the game is to stimulate students’ interest and make students to challenge themselves. But, because of my vague explaination, students lose motivation and don’t want to play it. What’s more, I couldn’t give students a clear instruction so that the game can’t be successfully finished, which also hinder my teaching procedure and plan. Finally, I couldn’t go on my teaching plan and the game also lose its real meaning.

  To solve this problem, I think of three methods. Firstly, t will look for some teacher and English in class and remerm\ber it to make sure that I own words to say when I am teaching . Secondly, when I give students instruction, I should take consider of students’ ability and make sure they can understand what I said. I will try my best to use some simple words or phrases that students know the meaning. If it’s necessary, I will usesome proper Chinese to explain it. Thirdly , I will learn my teachers or classmates how to give students a clear instruction. Meanwhile, compared with them, I will make up my disadvantages and practice more.