染雾We will have a picnic. 教学反思 篇一
During the recent English class, I decided to organize a picnic activity for my students as a way to practice their language skills in a more relaxed and interactive setting. The idea was met with enthusiasm from the students, who were excited about the opportunity to enjoy the outdoors while also improving their English.
I began by discussing the concept of a picnic with the students, explaining the different types of food and activities typically associated with this kind of outing. We then brainstormed a list of vocabulary related to picnics, such as "blanket," "sandwich," "basket," and "frisbee." This helped to set the stage for the upcoming activity and ensured that the students were familiar with the key terms they would encounter.
On the day of the picnic, the weather was perfect, and the students were eager to get started. We gathered our blankets, baskets, and snacks and made our way to a nearby park. Once we had found a suitable spot, we spread out our blankets and began to enjoy our meal together. The students took turns sharing their food and engaging in conversation, practicing their English in a natural and authentic way.
After we had finished eating, we played some games like frisbee and soccer, allowing the students to further practice their language skills through interaction and teamwork. I was impressed by how well the students communicated with each other, using the vocabulary we had discussed in class and even incorporating new words they had picked up during the picnic.
Overall, the picnic was a great success, and the students expressed their appreciation for the opportunity to learn in a fun and engaging way. I believe that activities like this are essential for language learning, as they provide a real-world context for the skills that students are developing in the classroom. I look forward to organizing more outdoor activities in the future and continuing to help my students improve their English through hands-on experiences.
We will have a picnic. 教学反思 篇二
As I reflect on the recent picnic activity with my students, I am reminded of the importance of hands-on learning experiences in language education. The picnic provided a unique opportunity for the students to practice their English in a real-world setting, engaging with each other in a fun and interactive way.
One of the key benefits of the picnic was the chance for the students to use the vocabulary they had learned in class in a practical context. By discussing picnics and related topics beforehand, the students were better prepared to communicate with each other during the activity, using the words and phrases we had covered to describe their food, activities, and surroundings.
I was also pleased to see how the picnic encouraged the students to take risks with their language skills and step out of their comfort zones. Some students were initially hesitant to speak in English, but as they became more comfortable and immersed in the activity, they began to open up and participate more actively. This kind of confidence-building is essential for language learners, and I was glad to see the students making progress in this area.
Additionally, the picnic helped to foster a sense of community and camaraderie among the students. By sharing food, playing games, and engaging in conversation, the students developed stronger connections with each other and worked together as a team. This sense of belonging is crucial for language learners, as it creates a supportive environment in which they can take risks and learn from their mistakes.
Overall, the picnic was a valuable learning experience for my students, and I am grateful for the opportunity to organize such an engaging and rewarding activity. I will continue to incorporate hands-on learning experiences into my teaching practice, as I believe they are essential for helping students develop their language skills in a meaningful and effective way. I look forward to planning more outdoor activities in the future and seeing the positive impact they have on my students' language learning journey.
We will have a picnic. 教学反思 篇三
We will have a picnic. 教学反思
这是一篇对话教学，主要学习“We’re going to … Will you take your …? Yes, I will. /No, I won’t.”句型。总体来说这节课的任务并不重，如果只是简单地为学这个句型而设计课堂，学生即使通过一些活动学会了新句型，可能也只是掌握了这个句型的读法，并不会在生活中运用，这就失去了语言学习的意义。因此，这堂课的关键是帮助学生在联系、滚动、复习已有知识的基础上，把知识应用于实际，使学生真正掌握它，而不仅仅是会说、会读。
教学亮点：
1、情景贯穿始终
情景教学法让学生置身于真实语境中学习真实的`语言，充分发挥他们的主体作用，本节课，我始终以情景性原则贯穿始终。通过Sam 和 Amy 的对话呈现了新知识，又创设真实旅游情景，让学生把知识融入、运用到生活当中，做到了学以致用。
2、注重操练的层次性
在新授句型的过程中，
3、注重小组的合作学习
本节课的小组合作主要运用在两个方面：第一，小组内利用学过的句型进行调查访问——找朋友。事先写下自己出去旅游准备带的东西，然后询问组内的其他人带什么，看看自己能找到几个朋友。 在这个环节中，孩子们使用的不错，交流的也很积极，达到预期的目的。
第二，小组内进行达标过关。由小组长对组内的组员发问，答对者可以过关，跟随组长旅游，答错者要等到课下进行补考，只有过关才可以跟随组长旅游，孩子们在这个环节中表现地特别紧张，回答问题也很谨慎，达标率很高。
不足之处：
1、这是一篇对话教学，在本课实际教学中，最后的交际操练，设计的活动没有达到预计的效果，测试环节觉得不理想，没有达到预期的效果。
2、交际操练后，学生展示的时候不是很理想，老师还应该加强示范作用。
3、小组合作时个别小组长没有起到引领的作用。
