第一篇：10.里程表(二)教學(xué)反思(附教案)

里程表

（二）教學(xué)目標(biāo):

1、結(jié)合具體情境，在解決實(shí)際問題的過程中體會(huì)連加連減，加減混合計(jì)算與實(shí)際生活的聯(lián)系，感受數(shù)學(xué)在實(shí)際生活中的作用。

2、在情境中培養(yǎng)學(xué)生獨(dú)立解答、獨(dú)立思考、知識(shí)的遷移等多方面的能力，并對學(xué)生進(jìn)行里程的熟悉。

4、熟悉里程表的概念，知道怎么計(jì)算兩個(gè)地方的里程，即距離。

5、經(jīng)歷與他人交流各自算法的過程，能靈活運(yùn)用不同的方法解決生活中的實(shí)際問題。

教學(xué)重點(diǎn):

1、運(yùn)用以有的數(shù)學(xué)知識(shí)培養(yǎng)解決問題的能力。

2、使學(xué)生在大腦里，建立兩個(gè)地方里程的概念。教學(xué)難點(diǎn):

2、學(xué)會(huì)利用數(shù)學(xué)知識(shí)，解決生活中遇到的問題。

2、培養(yǎng)里程的概念，知道什么是里程，學(xué)會(huì)發(fā)現(xiàn)生活中的問題和概念。教學(xué)準(zhǔn)備: 課件、教材。教學(xué)過程:

一、談話引入。

老師：同學(xué)們，你們都做過車沒？ 學(xué)生：做過。

老師：那你們有觀察過，汽車的里程表嘛？ 學(xué)生：沒有。

老師：那你們知道什么是里程表嗎？ 學(xué)生1：不知道?。?/p>

學(xué)生2：是汽車一天行駛的路程嗎？ 老師：不是。

學(xué)生3：好像是汽車一共行駛了多少千米吧？

老師：恩，是的。就是起床從開始行駛到現(xiàn)在行駛的距離就是里程。老師：今天呢，我們就來解決一下有關(guān)于汽車的里程的問題。淘氣的叔叔是出租車司機(jī)，星期一早上出車時(shí)，里程表的度數(shù)是35千米。淘氣記錄了數(shù)數(shù)星期一至星期五每天回家時(shí)的里程表度數(shù)。同學(xué)們現(xiàn)在根據(jù)PPT上面的每天行駛的里程來討論一下什么是里程。

學(xué)生1：160千米不是星期一行駛的路程，應(yīng)該是........。

老師：星期一出發(fā)時(shí)度數(shù)是35千米，回家時(shí)是160千米，160-35才是星期一行駛的里程數(shù)

學(xué)生2：我知道了，用當(dāng)天的度數(shù)減去前一天的度數(shù)，就是當(dāng)天的里程數(shù)。老師：恩，回答正確。

二、玩中學(xué)，帶領(lǐng)學(xué)生一起做教材第25頁“練一練”第1題。（1）獨(dú)立完成，全班交流訂正。

（2）和同學(xué)們一起討論，更深層次的理解里程的含義。（3）讓學(xué)生獨(dú)立完成。

（4）12月底比6月底多用了多少度電？同學(xué)們再討論一下為什么會(huì)多用呢？有哪些原因呢？

三、鞏固練習(xí)。

“練一練”的第2題和第3題。

四、課堂總結(jié)。

五、作業(yè)設(shè)計(jì)

完成“練一練”1234題 板書設(shè)計(jì) 里程表(二)星期一：160－35＝125(千米)星期二：350－160＝190(千米)星期三：555－350＝205(千米)星期四：745－555＝190(千米)星期五：955－745＝210(千米)計(jì)算里程數(shù)的方法：用當(dāng)天的讀數(shù)減去前一天的讀數(shù)，就是當(dāng)天行駛的里程數(shù)。課后反思：

本節(jié)課的教學(xué)重點(diǎn)是讓學(xué)生理解里程中兩個(gè)量之間的關(guān)系，要求學(xué)生學(xué)會(huì)用線段圖來輔助理解兩個(gè)量之間的包含關(guān)系和差值關(guān)系。通過學(xué)生的練習(xí)和嘗試，學(xué)生初步學(xué)會(huì)了把路線圖變成線段圖來理解的方法，為后面學(xué)習(xí)行程問題打下了基礎(chǔ)。用線段圖等輔助手段來幫助理解數(shù)學(xué)中兩個(gè)量間的關(guān)系是非常必要的一種手段，但學(xué)生總是以自己的習(xí)慣，直接看出結(jié)果，而不愿去體會(huì)這種方法。在教學(xué)過程中沒讓學(xué)生體會(huì)這種方法的重要性，是這節(jié)課的不足，今后教學(xué)中需注意改進(jìn)。

第二篇：里程表 教案

里程表

（一）學(xué)習(xí)目標(biāo):

1、鞏固三位數(shù)加減法以及連加和加減混合運(yùn)算的計(jì)算方法。

2、結(jié)合具體情境，在解決實(shí)際問題的過程中體會(huì)連加連減，加減混合計(jì)算與實(shí)際生活的聯(lián)系，感受數(shù)學(xué)在實(shí)際生活中的作用。

3、熟悉里程表的概念，知道怎么計(jì)算兩個(gè)地方的里程，即距離。

教學(xué)重點(diǎn):

1、掌握觀察里程表的方法。

2、使學(xué)生在大腦里，建立兩個(gè)地方里程的概念。

教學(xué)難點(diǎn):

1、學(xué)會(huì)利用數(shù)學(xué)知識(shí)，解決生活中遇到的問題。

2、培養(yǎng)里程的概念，知道什么是里程，學(xué)會(huì)發(fā)現(xiàn)生活中的問題和概念

教學(xué)準(zhǔn)備: 課件、教材。教學(xué)過程:

一、談話引入。

二、講授新課。

1．出示里程表的主題圖。

請大家仔細(xì)看圖，從圖中可獲得哪些信息？同桌兩人互相說一說。

2．找出一名學(xué)生說一說表格中的每個(gè)數(shù)據(jù)在路線圖上分別是哪一段？并指一指。

引導(dǎo)學(xué)生動(dòng)手在路線圖上畫一畫，并在圖上標(biāo)出相應(yīng)路段的數(shù)據(jù)。

3．出示問題：保定到石家莊有多少千米？ 引導(dǎo)學(xué)生畫一畫，說一說你是怎么想的？

兩種畫圖方法有什么異同？

相同點(diǎn)：每一段表示的數(shù)據(jù)都一樣，不同點(diǎn)：淘氣畫圖是“線段”并改變了方向。

畫完后和同桌說一說圖中每一部分所表示的意義。4．學(xué)生獨(dú)立計(jì)算

277-146=131（千米）

答：保定到石家莊有131千米。5.解決問題：保定到鄭州有多少千米？

（1）結(jié)合行車路線圖和里程表，在圖上找一找、畫一畫、說一說。（2）

學(xué)生嘗試獨(dú)立解決問題

689-146=543（千米）

答：保定到鄭州有543千米。

6.813-689求的是哪兩個(gè)城市之間的路程？

討論：“直觀圖和線段圖”是如何幫助你解決問題的？

三、鞏固練習(xí)

完成課本第25頁練一練第1題。

學(xué)生理解題意后，獨(dú)立完成，集體訂正。完成課本第25頁練一練第3題。

四、課堂小結(jié)

這節(jié)課你學(xué)到了什么？

五、布置作業(yè) 1.課堂作業(yè): 教材第29頁“練一練”的2題。2.課后作業(yè)：練習(xí)冊

六、板書設(shè)計(jì)

里程表

（一）保定到石家莊有多少千米？ 保定到鄭州有多少千米？ 277-146=131（千米）

689-146=543（千米）

答：保定到石家莊有131千米。答：保定到鄭州有543千米。

七、教學(xué)反思（記錄學(xué)生學(xué)習(xí)情況、教學(xué)感悟）

本節(jié)課的教學(xué)重點(diǎn)是讓學(xué)生理解里程中兩個(gè)量之間的關(guān)系，要求學(xué)生學(xué)會(huì)用線段圖來輔助理解兩個(gè)量之間的包含關(guān)系和差值關(guān)系。通過學(xué)生的練習(xí)和嘗試，學(xué)生初步學(xué)會(huì)了把路線圖變成線段圖來理解的方法，為后面學(xué)習(xí)行程問題打下了基礎(chǔ)。用線段圖等輔助手段來幫助理解數(shù)學(xué)中兩個(gè)量間的關(guān)系是非常必要的一種手段，但學(xué)生總是以自己的習(xí)慣，直接看出結(jié)果，而不愿去體會(huì)這種方法。在教學(xué)過程中沒讓學(xué)生體會(huì)這種方法的重要性，是這節(jié)課的不足，今后教學(xué)中需注意改進(jìn)。

第三篇：三年級數(shù)學(xué)《里程表(二)》教學(xué)設(shè)計(jì)

三年級數(shù)學(xué)《里程表

（二）》教學(xué)設(shè)計(jì)

里程表

（二）教學(xué)設(shè)計(jì)

教學(xué)目標(biāo)：

1、結(jié)合汽車?yán)锍瘫?，?jīng)歷解決問題的過程，提高解決問題的能力。

2、借助直觀圖和線段圖幫助學(xué)生理解起點(diǎn)非0的有關(guān)里程表的實(shí)際問題。

教學(xué)重難點(diǎn)：

1、讀懂“里程表”中每個(gè)數(shù)據(jù)的意義（尤其是非0起點(diǎn)）

2、學(xué)生在老師的幫助下會(huì)畫線段圖和讀懂線段圖。

教學(xué)過程：

一、激趣引入 分散難點(diǎn)：

師：同學(xué)們，你們看過動(dòng)畫片《喜羊羊和灰太狼》嗎？你最喜歡哪個(gè)小動(dòng)物？

師：現(xiàn)在羊村正在進(jìn)行一場激烈的羊羊運(yùn)動(dòng)會(huì)，你想看一下嗎？（想）下面要進(jìn)行的是100米的比賽，下面有請喜羊羊和懶羊羊上場，你預(yù)測一下誰會(huì)贏？為什么？

師：比賽現(xiàn)在開始，最后誰獲得了冠軍？你認(rèn)為公平嗎？

師：如果用一條線段來表示喜羊羊所跑的路程呢？你認(rèn)為起點(diǎn)是多少？（0米）終點(diǎn)是多少？（100米）

師：如果用一條線段來表示懶羊羊所跑的路程呢？你認(rèn)為起點(diǎn)是多少？（60米）終點(diǎn)是多少？（100米）

仔細(xì)觀察這兩條線段圖，你發(fā)現(xiàn)了什么不同？你能算出喜羊羊跑了多少米？100-0=100 懶羊羊跑了多少米呢？（100-60=40）

二、探究新知 解決問題：

1、出示例題：

淘氣的叔叔是出租車司機(jī)，星期一早上出車時(shí)，里程表的讀數(shù)是35千米。淘氣記錄了叔叔星期一至星期五每天回家時(shí)的里程表讀數(shù)。（單位：千米）

（1）師：你知道了哪些數(shù)學(xué)信息？你讀懂了題目的意思嗎？

師：里程表讀數(shù)是35千米是什么意思？這里的160千米表示什么意思？350千米表示什么意思？

師出示直觀圖，分別介紹35千米和160千米是什么意思？

你能用一條線段圖表示星期一走了多少千米嗎？

（生畫圖）學(xué)生匯報(bào)，教師演示

通過線段圖，你知道如何求星期一走了多少千米？（160-35=125千米）

（2）你能再畫一條線段表示星期二走了多少千米嗎？

（生畫圖）學(xué)生匯報(bào)，教師演示

你如何求星期二走了多少千米？（350－160=190千米）

（3）你能用一條線段表示星期三走了多少千米？星期四呢？星期五呢？

（4）教師完善線段圖，合并成一條線段圖。

師：你能看懂嗎？要想求星期一走了多少千米？怎么辦？星期二走了多少千米呢？星期三呢？......總結(jié)：當(dāng)天走的里程數(shù)=當(dāng)天的讀數(shù)－前一天的讀數(shù)

（5）解決問題：

哪一天行駛的路程最多？該如何求呢？學(xué)生說完方法

學(xué)生練習(xí)教師請學(xué)生上臺(tái)板演。

教師趁機(jī)介紹第二種解法

（6）比較聯(lián)系

師：前兩天，我們學(xué)習(xí)了里程表（1），與今天學(xué)習(xí)的里程表二有什么區(qū)別？

（起點(diǎn)不同，但是算法相同，都是用當(dāng)天的讀數(shù)減去前一天的讀數(shù)得到當(dāng)天的里程數(shù)。

三、鞏固練習(xí)拓展延伸

課本第27頁練一練的第1、4題

四、本課小結(jié) 內(nèi)化知識(shí)

師：本節(jié)課，你學(xué)到了哪些知識(shí)？

第四篇：里程表二說課稿

里程表

（二）說課稿

許霞

一、說教材

里程表

（二）是北師大版小學(xué)數(shù)學(xué)三年級上冊第三單元《加與減》第五課內(nèi)容。本節(jié)課的內(nèi)容是在前面學(xué)習(xí)了里程表

（一）的基礎(chǔ)上進(jìn)行教學(xué)的，是對兩個(gè)數(shù)量間關(guān)系的另一種解讀。前面我們學(xué)習(xí)了三位數(shù)連加、連減及加減混合運(yùn)算；初步學(xué)會(huì)了用線段圖表示各數(shù)量間的關(guān)系，本節(jié)課我們繼續(xù)解決“里程表”中所隱含的數(shù)學(xué)問題，感受數(shù)學(xué)與生活的聯(lián)系，發(fā)展讀圖的能力。與上節(jié)課不同的是“里程表的起點(diǎn)不是零”。本節(jié)課的學(xué)習(xí)內(nèi)容是通過結(jié)束里程數(shù)減去開始里程數(shù)得到汽車行駛里程數(shù)，理解這種關(guān)系可以用測量來進(jìn)行類比練習(xí)。讓學(xué)生明白其中道理。本節(jié)教材首先呈現(xiàn)一個(gè)出租車一周行駛里程表，引導(dǎo)學(xué)生先把表中的數(shù)據(jù)用線段中的點(diǎn)來表示，通過各點(diǎn)的關(guān)系來確定每天行駛的里程數(shù)。本節(jié)課在教學(xué)后的練習(xí)中，把這種方法拓展電表度數(shù)計(jì)算等，讓學(xué)生學(xué)會(huì)舉一反三的數(shù)學(xué)學(xué)習(xí)方法。

二、說教學(xué)目標(biāo)

為了實(shí)現(xiàn)三維目標(biāo)的整合，使學(xué)生得到全面持續(xù)的發(fā)展，根據(jù)教學(xué)內(nèi)容的特點(diǎn)，結(jié)合

1、結(jié)合“汽車?yán)锍瘫怼?，?jīng)歷解決問題的過程，學(xué)會(huì)讀常見的汽車?yán)锍瘫?，并解決里程表中的數(shù)學(xué)問題，提高獲取信息的能力，增強(qiáng)應(yīng)用意識(shí)。

2、初步學(xué)習(xí)借助直觀圖和線段圖理解題意、表示數(shù)量關(guān)系，積累解決實(shí)際問題的經(jīng)驗(yàn)。

3、培養(yǎng)對身邊與數(shù)學(xué)有關(guān)事物的好奇心，能傾聽別人的意見，感受數(shù)學(xué)學(xué)習(xí)的快樂。

三、說重難點(diǎn) 重點(diǎn)：

1.能看懂里程表，并根據(jù)表中的信息解決實(shí)際問題。2.能正確計(jì)算三位數(shù)的加減法，并能利用線段圖理解題意。難點(diǎn)：

1.能理解里程表中的信息的含義。2.能根據(jù)含義畫出線段圖，幫助解決實(shí)際問題。

四、說教法

根據(jù)本課教學(xué)內(nèi)容的特點(diǎn)和學(xué)生思維活動(dòng)特點(diǎn)，我主要采用以下教學(xué)方法： 1.情景教學(xué)法：創(chuàng)設(shè)教學(xué)情境，不僅可以使學(xué)生容易掌握數(shù)學(xué)知識(shí)和技能，而且可以讓學(xué)生更好地體驗(yàn)數(shù)學(xué)內(nèi)容中的情感，使原來枯燥的、抽象的數(shù)學(xué)變得生動(dòng)形象，饒有興趣。

2.引導(dǎo)探索法：《數(shù)學(xué)課程標(biāo)準(zhǔn)》指出：“學(xué)生是數(shù)學(xué)學(xué)習(xí)的主人，教師是數(shù)學(xué)學(xué)習(xí)的組織者、引導(dǎo)者和合作者?！痹诮虒W(xué)中，我適當(dāng)?shù)攸c(diǎn)撥引導(dǎo)，把更多的時(shí)間和空間留給學(xué)生，讓每一個(gè)學(xué)生都能積極主動(dòng)地參與到學(xué)習(xí)活動(dòng)中，在獨(dú)立思考、自主探索、合作交流中解決問題，發(fā)展能力。

五、說學(xué)法

教師的教是為了學(xué)生的學(xué)，不僅要使學(xué)生學(xué)會(huì)，更重要的是使學(xué)生會(huì)學(xué)。學(xué)生是學(xué)習(xí)活動(dòng)的主人，在學(xué)習(xí)過程中主要通過動(dòng)手實(shí)踐、自主探索、合作交流方法，經(jīng)歷知識(shí)的發(fā)生、發(fā)展和形成過程，進(jìn)而在交流中體驗(yàn)、在體驗(yàn)中感悟、在感悟等學(xué)法：自主學(xué)習(xí)、合作交流

教學(xué)準(zhǔn)備：課件、練習(xí)紙

六、說教學(xué)設(shè)計(jì)思路

1、復(fù)習(xí)引入

2、出示行車?yán)}和里程表數(shù)，指導(dǎo)獲取信息理解信息表示的含義。

3、讓學(xué)生畫線段圖表示數(shù)量關(guān)系。

4、在理解的基礎(chǔ)上讓學(xué)生獨(dú)立算出結(jié)果，,然后集體糾正。

七、說教學(xué)流程：

（一）、復(fù)習(xí)引入。

（1）回顧交流。讓學(xué)生回憶是怎樣學(xué)習(xí)“火車?yán)锍瘫怼边@節(jié)課的，是怎樣利用路線圖理解題意的，培養(yǎng)學(xué)生回顧反思的能力。

（二）探究新知

直接出示淘氣畫的“線段”示意圖

（1）看一看，說一說。淘氣根據(jù)里程表畫出的線段圖你能看懂嗎？（2）同桌合作議一議。把理解的過程和同伴經(jīng)進(jìn)行交流，互相學(xué)習(xí)。（3）集體交流。例如：圖中的35千米是什么意思？星期一的160千米包括哪兩個(gè)數(shù)據(jù)？35千米是星期一之前所行駛的路程；160千米包括星期一之前行駛的路程35千米，也包括星期一當(dāng)天行駛的里程。在圖中星期一表示的是哪部分，實(shí)際上行駛多少千米……可再以某天為例來理解里程表中數(shù)據(jù)的意義。

（4）畫一畫。在理解題意的基礎(chǔ)上，讓全體學(xué)生模仿著畫一畫直觀圖，再次體驗(yàn)用直觀圖理解題意的優(yōu)越性。如果學(xué)生能有創(chuàng)意地用其他方式表示數(shù)量關(guān)系，只要合理，都給予表揚(yáng)和鼓勵(lì)。

（5）讓學(xué)生通過里程表中的這些數(shù)學(xué)信息提問：你能知道其他的、更多的數(shù)學(xué)信息嗎？學(xué)生以小組為單位討論能夠提出什么新問題。之后歸納篩選出重點(diǎn)問題。（設(shè)計(jì)目的“提出一個(gè)問題，比解決一個(gè)問題更重要”這應(yīng)該是關(guān)于發(fā)展學(xué)生創(chuàng)新能力的至理名言。學(xué)生對數(shù)據(jù)敏銳的洞察能力，學(xué)生對數(shù)學(xué)問題的靈敏的直覺，都是在每一節(jié)思維高速運(yùn)轉(zhuǎn)的數(shù)學(xué)課中發(fā)展起來的。這節(jié)課不直接提出“哪一天行駛的里程數(shù)最多？”這個(gè)問題，而是提出了更加開放的問題，拓展學(xué)生的思考空間，也提升了學(xué)生的思維程度。）

（5）總結(jié)概括。怎樣計(jì)算每天行駛的路程呢？指名學(xué)生來說一說。在畫一畫的基礎(chǔ)上學(xué)生基本上能說出怎樣計(jì)算。和學(xué)生一起總結(jié)概括。即用當(dāng)天的讀數(shù)減去前一天的讀數(shù)，就是當(dāng)天行駛的里程數(shù)。

（6）引導(dǎo)學(xué)生用線段圖獨(dú)立計(jì)算之后，全班交流，集體評議，請學(xué)生比較這兩種表達(dá)方式，說說自己的感受。（這是教學(xué)的重點(diǎn)，目的培養(yǎng)學(xué)生利用學(xué)過的計(jì)算方法解決問題，并培養(yǎng)學(xué)生利用線段圖理解問題的能力。）

（三）實(shí)踐運(yùn)用，鞏固拓展

練習(xí)是數(shù)學(xué)學(xué)習(xí)中鞏固新知，形成技能，發(fā)展思維，提高學(xué)生分析、解決問題能力的有效手段。為了加深學(xué)生對新知的理解，提高學(xué)生的學(xué)習(xí)興趣，設(shè)計(jì)不同層次的練習(xí)，力求做到從易到難、由淺入深，使不同的學(xué)生得到不同的發(fā)展。

（1）練一練第1題，樂樂家的電表讀數(shù)。鼓勵(lì)學(xué)生在新的情境中再次經(jīng)歷讀表、畫圖理解電表讀數(shù)表格的實(shí)際意義，解決相關(guān)電表中的數(shù)學(xué)問題過程，積累解決實(shí)際問題的過程。

（2）練一練第2題，鞏固練習(xí)三位數(shù)的加減法計(jì)算方法。（3）練一練第3題，運(yùn)用三位數(shù)加減法解決實(shí)際問題。（4）練一練第4題變換問題形式，解決有關(guān)里程表的問題。

（四）總結(jié)回顧

課尾，請學(xué)生說說自己在本節(jié)課中的收獲。通過學(xué)生自我小結(jié)，再次對本節(jié)課知識(shí)進(jìn)行系統(tǒng)的整理，并通過對自己和他人的評價(jià)，培養(yǎng)良好的學(xué)習(xí)習(xí)慣。

八、說板書設(shè)計(jì)：

這個(gè)環(huán)節(jié)設(shè)計(jì)：一方面明確教學(xué)思路和重點(diǎn)，另一方面加深學(xué)生對知識(shí)的記憶。

里程表(二)

一：160-35=125（千米）——最少

二：350-160=190（千米）三：555-350=205（千米）四：745-555=190（千米）

五：955-745=210（千米）——最多

總之，整堂課的設(shè)計(jì)我力求體現(xiàn)學(xué)生的主體作用，盡量多為學(xué)生提供動(dòng)手實(shí)踐、自主探索、合作交流的機(jī)會(huì)，使學(xué)生在輕松愉悅的氛圍中主動(dòng)快樂地獲取知識(shí)。

八、教學(xué)反思：

第五篇：教學(xué)反思英文版(附教案)

Teaching reflection: In order to advance with the development of the new curriculum reform, the Yancheng Teaching and Research Institute sponsored the annual Top-quality Courses Competition.I, luckily, took this rare opportunity to participate in this competition on December 7th.All of the competitors were from different counties.They had the same goal, that is, to show their teaching style so as to promote academic changes between themselves.I felt a little nervous at first, because it was my first time to take part in such a competition.In addition, there was little time for me to do enough preparation and put it into practice.With the help of my colleagues and their encouragement, I decided to try my best.I chose the part of Main Task as my teaching material.After I studied the text, I found that the main goals of this period were to make the students master the new words about people’s personality, appearance and to train the students’ability to write an article about himself/herself or his/her best friend.Based on the knowledge aims, I also had to help realize students’ emotional aim, say, to enable the students to know what kind of a friend is a true friend and how to make good friends.This was a valuable experience for me.After this competition, I realized that I had learnt a lot from practice and others.Now I’d like to analyze my teaching from the following aspects: Ⅰ Preparation and teaching process During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words.I found that they were quite attractive when students saw them during the teaching.To some extent, the use of the pictures of some famous stars could cultivate students’ interest to use the adjectives to describe their appearance, personality and etc.When I had to teach the related words about the face, for example, round and square, I presented some cartoons for comparison.As far as the adjectives of eyes and nose were concerned, I also used some flashcards for presentation and comparison.The students inclined to look and say something about the pictures, using the related adjectives.When I taught the words of one’s figure and personality, I first called some students to tell me what kind of friends they would like to choose as their best friends.I gave them some hints when they met some difficulties.Then, I presented some pictures for a small talk, getting students to talk about the personalities of different people and what kind of person they would like to be.After this, I gave students some time to describe the famous stars, for instance, Yao Ming, Harry Porter, S.H.E and etc., which could help them to understand the meanings of the adjectives.During the reading part, I presented some questions and tasks for students to answer and fulfill.Owing to the use of multimedia, students could answer the questions quickly and effectively.In order to avoid the one-sidedness of comprehension, I gave students more time to read and practice.The total goal was to develop students’ ability to write an article about his/her best friend.To serve this goal, I designed some questions for them to answer in advance and got students to talk and make a conclusion.In this part, I used a game to help, say, a guessing game, asking students to write down something about his/her friend and read it aloud for others to guess who he/she was.This method, I thought, conquered the monotony of writing.I outlined the importance of being an honest, kind-hearted and helpful person.At last, I played a poem for students to enjoy and imitate, which, as I saw it, would possibly raise the theme to a higher level.Ⅱ Students’ learning process

This was the first time that I came to Jianhu.All of the things were strange to me.I knew nothing about the school and the students.In order to make better exchanges between the students and me in class, I stepped into their classroom and introduced myself to them before my class.They felt quite strange initially, but later they felt excited.I asked them to try their best in my class.All of them nodded and it seemed that we became closer.However, when it came to my class, they felt quite nervous just in front of the teachers from different places.Before class, I tried to relax them by singing a song and asking them to wave their hands.They were very cooperative.I felt a little more confident.During the class, I proceeded well as I designed.Once I raised a question, most of the students could undertake brainstorm and gave me the correct answers.When the discussion time came, I divided them into groups of four, asking them to do related tasks.What I didn’t expect was that they preferred not to come to the front for acting.I felt a bit embarrassed at first, but I respected their choices and dealt with it properly.For most of the time, all of the students were very hard-working.It seemed that they had grasped all the knowledge effectively in this period.However, I found some problems when they stood up to give me answers.At that time, I felt nervous about my teaching effect.“Was my teaching method unsuitable for them?”, I said to myself, but I had no time to think.I tried to speak more slowly and clearly, giving them more time to think and speak.It really worked.The students and I cooperated well during the following steps.In my teaching process, I felt it a pity that I didn’t give the students time to present their papers and correct their mistakes, which I thought I should keep in mind for future teaching.After the class, our instructor gave me some advice, which was quite acceptable and suitable to me.Ⅲ The organization of the class In terms of my organization of the class, there were seven steps in detail.They were warm-up, revision, presentation, practice, conclusion, discussion and writing.From the angle of the time control, all of the steps were carried out successfully during my class.Warm-up and revision occupied about 8 minutes;presentation occupied 5 minutes;practice accounted for half of the class;writing lasted about 7 minutes.I was quite satisfied with the part of oral practice, because every student participated in listening and talking.They could give correct answers when they stood up.The feedback information was ideal at this point.Meanwhile, I was not satisfied with the writing part, as I mentioned in partⅡ.Although students had time to write their compositions, they didn’t have the opportunities to know how well they had written.They should get some comments on their composition, for instance, grammar, sentence structure, hand-writing and so on.If I had five more minutes, I would present their papers to the whole class and gave some corrections if necessary.The last part was enjoying a poem, which was related to the theme of the class.Because of the limited time, I didn’t realize the teaching aim of this part.I just called them to read it.If I removed this part, I thought it would be better for the writing exercise.All in all, on one hand, this was a comparatively successful class.On the other hand, during my competition, I found some unsatisfactory elements in my teaching.I think it would be better for me to improve the teaching procedure for future use.In addition, the classed should be practical and adhere to the students’ ability.I learned a lot from my experience and my instructor’s guide.In order to realize the new concept of teaching, I think I need to do more research on the textbook and learn more from the others.by Zhong Pingping December 12th, 2006 8A Unit One Main Task teaching plan Zhong Pingping from Dafeng Middle School Teaching aims:

(1).Knowledge aims:

A.To make the Ss.master some new words about people’s personality.appearance and future plans.B To let Ss understand the passage better.(2).Ability aims:

A.To develop the Ss’ abilities of listening, speaking, reading and writing.B.To train the Ss’ ability of working in groups.(3).Emotional aims:

A To enable the Ss to know what kind of friend is a true friend and how to make good friends.B.To enable the Ss to communicate with each other

Teaching focuses: To help to train the students’ abilities of expressing themselves in English

A.To help the Ss to communicate with each other.B.To enable the Ss to study in groups and co-operate skillfully.C.To develop the Ss’ interest in English.Teaching difficulties:(1)How to describe a person.(2)How to write a passage Teaching Methods:

(1).Communicative teaching method(2).“ Task-based” teaching method Teaching Procedures Step1 warm up 1.Free talk between T and Ss.Such as: Fine weather, isn’t?

Do you like this kind of weather?

What will you do on such a find day?

Who do you want to do with? Step2.revision 1.ask a few questions about friends.For example: What does your friend look like? What kind of person is your friend/ What does your friend like? What does your friend do or want to do in the future? What made you become good friends? 2.let students practice in pairs.Step3.presentation

1.show pictures of stars and let Ss say sth.about appearance and guess their personalities.let Ss work in pair to describe persons 2.play a game I will let Ss describe a person in our class to ask other students guess.Step4.listening and practice 1.play the tape recorder.Let the Ss listen and answer some questions.For example, Who is Daniel’s friend? Where does she live? What is she like? What would she like to do when she grows up?

2.play the tape again ask the student read aloud after the tape then fill a table.is employed to make the Ss grasp the main idea of the text..Step5.make a conclusion How to write a passage: Introduction: say who is your best friend is.Main body: describe his/her appearance describe his/her personality Conclusion: describe his/her future plan Step6discussion

I will say: we have learnt a lot about friends.If you choose a boy or a girl as your best friend, what will you thank about? Here are some questions for you to discussion.?What is his/her name? ?What is he/she like?(appearance)?What’s his/her personalities, qualities and abilities? ?What does he/she like doing? ?What would he/she like to do in the future?

Then let them have a competition.Then make a conclusion: a friend in need is a friend indeed.Step7.Homework:

(1)Recite the words as many as possible after class.(2)Write an article about your friend.