外研社新标准英语三起六年级上册第一模块教学反思
新标准英语三起第七册Module 1 Unit1 The Great Wall 教学反思
陈袁滩小学赵丽萍
本课是第七册第一模块的第一单元，是语言呈现课，以谈论明信片为导线，引出长城，北京，纽约等话题，学习怎样谈论一个地方，例如一个景点、一个城市等。
学习用较大的数字表达长度，人口数量等。
主要教学目标是学习掌握How long is it? It’s about six thousand seven hundred kilometres.单词postcard, more, thousand, kilometre, million
教学重点是能够运用How long is it? It’s about six thousand and seven hundred kilometres.这类语句谈论一个国家和地方的情况。
教学难点是1.数字的读法和用法。
2.如何创设情景帮助学生理解单词thousand, kilometer, million.
我觉得本节课最大的成功之处就是教学循序渐进，注重提升和保持学生的学习兴趣，培养学生学习的能力。
在教学过程中，我从学习课文入手，在学生了解课文的基础上，指导学生用the Changjiang River 及six thousand three hundred kilometers 替换the Great
Wall进行描述，用Tinan替换New York,进行描述，然后提供 the Changjiang River, Shanghaig等信息，让学生模仿着替换，然后依托课文，全班齐读替换后的课文，让学生初步学会如何描述一个景点或城市。
在此基础上，教师利用多媒体，展示有关北京人口信息，著名景点的图片，提供需要用到的句子，启发学生利用所学的句子描述自己暑假要旅行的地方抒发自己的真情实感，最后让学生试着写下来。
整个教学过程循序渐进，由浅入深，有利于培养学生的自学能力，也体现了高年级重点培养学生阅读能力和初步的写能力的目标。
学生在学习中体验学习的乐趣，获得成功的满足感。
本节课的不足之处:
1、教师的语言多，学生的语言少。
在新授时虽然教师设计了许多活动，但是学生的参与面少，没能充分调动所有学生参与活动。
这使得课堂气氛不够活跃。
没能充分地调动起学生的积极性。
2、对于单词的教学，要训练学生的自学单词的能力，放手给学生。
3、教师本人的口语能力也应有所提高，只有这样才能为学生创造一个英语环境。
新标准英语三年级起点六年级上册教学反思
新标准英语三年级起点六年级上册教学反思全文共3篇示例，供读者参考篇1Learning English in Grade 6 with the New Standard English textbook has been quite a journey! After three years of learning the basics, this year felt like we really took a big step up in difficulty and intensity. I remember feeling pretty overwhelmed on the first day when our teacher introduced the huge new textbook. But she assured us we would take it step-by-step, and that proved to be true.The reading passages this year have been much longer and more challenging than before. Science articles, historical texts, folk tales from around the world - the variety has kept things interesting, but also tested my comprehension abilities. I've learned to pay close attention to the titles and illustrations for clues about the main idea. Taking notes while reading has become really important too. Sometimes I've had to go through a passage twice or even three times before feeling like I fully understand it. Discussing the passages as a class has helped a lot with analyzing the deeper meanings.I used to find it intimidating when the teacher would ask comprehension questions after the readings. My mind would go blank trying to formulate answers in English. But now I'm getting better at identifying the key points and using examples from the text to back up my opinions. The reading exercises have pushed me to really think critically about the material, rather than just memorizing information. It's challenging but reepwarding.The vocabulary sections have been hard but rewarding too. We've learned so many new words this year, including lots of idioms and metaphorical phrases. Using them in examples sentences during class discussions has been great practice. Playing games like Hangman, Pictionary and Charades with the new vocab words makes it fun too. My vocabulary notebook is getting thick! I find myself recognizing words we've learned while reading other books or listening to English videos and music. It's cool to realize how much I'm expanding my English.Writing has definitely been the biggest challenge for me in Grade 6 English. Having to write full paragraphs and short essays using proper grammar and structure was really difficult at first. Organizing my thoughts in a clear, logical way in English took a lot of effort. But I can see real progress when I look back at my earlier writing assignments. Peer editing with classmates andgetting feedback from my teacher has been so valuable. I've learned techniques like using outline notes to plan writing, varying my sentences, and connecting ideas with transition words. My writing still isn't perfect but it's becoming more natural.The new grammar concepts we've covered have been kind of overwhelming at times. Things like past perfect tense, modals, conditionals and relative clauses made my head spin initially. But going through lots of examples step-by-step and doing reinforcement exercises has solidified the learning. Grammar games and songs have made practicing the new structures fun. I'm understanding how to accurately describe events in the past, present and future. I can engage in hypothetical conversations using "if" conditional sentences. My speaking is becoming more grammatically correct.I've really enjoyed the literature components with our novel studies and analyzing short stories. Reading great works like The Secret Garden and The Wave exposed me to sophisticated English storytelling and descriptive writing. Discussing the themes, characters and literary devices was a new experience for me, but rewarding. I had to stretch my thinking and analysis abilities. Working on creative writing assignments like continuinga story or rewriting endings let me apply the literary techniques myself. English class doesn't feel like just dull textbook learning anymore.There's no doubt this year has been a major step up in the English learning journey. At times it's felt frustrating and overwhelming. But when I think about how much my English abilities have progressed in reading, writing, speaking and comprehension, I feel a real sense of accomplishment. I have a much deeper understanding and appreciation for the nuances of English now. The New Standard textbook combined with my hard work and excellent teaching from Mrs. Park has allowed me to become a far more skilled and confident English user in just one year. I'm feeling prepared to continue boosting my English in the years ahead.篇2Teaching Reflections on the New Standard English Textbook: Grade 6 (Starting from Grade 3)Another year, another English textbook! I've been using the new standard English series since 3rd grade, and now I'm up to the 6th grade book for the first semester. I have to say, this textbook series has been pretty awesome so far in helping melearn English. But of course, no textbook is perfect, so let me share my honest thoughts and reflections.The Good StuffFirstly, I really enjoy how this series gradually builds up our English skills year after year. The vocabulary and grammar points get incrementally more challenging, but it's a nice progression that doesn't make you feel overwhelmed. The 6th grade book is definitely ramping up the difficulty compared to previous years, but it still feels manageable because of the strong foundation laid in the earlier books.The new textbook introduces some higher-level grammar concepts like conditionals, reported speech, and passive voice. I'll admit these were pretty confusing at first, but the clear explanations and examples in the book helped a ton. The practice exercises also drove home the concepts really well through repetition. I feel like I have a solid grasp on these now.In terms of vocabulary, I love how topical and relevant the new words are. We're learning lots of vocabulary related to technology, social media, current events, etc. It makes the language feel modern and useful, unlike the overly formal or random vocab lists in some other textbooks. The new words arealways presented in context through fun reading passages too, which helps with retention.Speaking of the reading materials, that's another big strength - they're so engaging! There are fictional stories, autobiographical accounts, newspaper articles, and more. The topics are diverse and interesting for kids our age, with writings from different cultures too. I've learned so much about the world while improving my English comprehension. The post-reading activities like discussions and writing prompts are great for applying what we've learned too.Interacting with the materials is a big part of this book. There are tons of opportunities for speaking practice throughrole-plays, presentations, group work, and communicating with classmates about the topics we're learning. As an introvert, I used to be terrified of this, but the textbook does a good job of easing us into it. It's definitely helped build my confidence for verbal communication, which is so important for learning a language.Lastly, I appreciate how the book incorporates authentic materials and samples of "real world" English throughout. There are excerpts from novels, poems, songs, websites, and more. It exposes us to natural, unscripted English instead of just theartificial, gradetextbook dialogue. It's awesome preparation for understanding and using English in practical situations.Areas for ImprovementWhile I have a hugely positive view of this textbook series overall, there are certainly some aspects that could be improved in my opinion. One area is the listening component. Now, the book does provide plenty of listening exercises through audio recordings. However, the speakers often have super clear, standard pronunciation without any accents or variation. That's great for a beginner, but I feel like we need more exposure to different accents, speaking styles, and authentic contexts like movies, shows, etc. That would better prepare us to understand English in the real world beyond our textbooks.My other main critique is regarding the scope of writing practice. While we do lots of writing activities like short responses or paragraphs, we don't seem to get much instruction or experience for longer-form writing like essays or stories. Those are such crucial skills, especially as we get closer to high school and college. I really wish the book could incorporate more structured writing lessons and examples of different formats like narratives, persuasive writing, etc.Minor areas for improvement could include more supplementary online resources, visuals, or multimedia components. Some grammar videos or interactive exercises would be awesome study tools beyond the physical textbook. More pictures and illustrations might make things even more engaging too. But those are smaller nice-to-haves rather than dealbreakers.The Bottom LineOverall, my experience with this new standard English textbook series has been absolutely phenomenal. It has taken me from barely knowing the ABCs in 3rd grade to reading, writing, and conversing at a very respectable level just a few years later. Of course, there's always room for improvement with any teaching material. But the clear, logical, and engaging instruction in these books has given me an incredible foundation that will be invaluable for my future English learning.I'm honestly kind of sad to be graduating from this series after 6th grade! I've become so familiar and comfortable with the approach over the years. Hopefully, the English textbooks for junior high follow a similar philosophy of making the learning process interactive, meaningful and student-friendly. For now, I'll just cherish the last few months I have with this 6th gradebook that has been such a great teacher and friend on my English journey so far. I'm truly grateful for the opportunity to learn from such a well-designed and effective curriculum.篇3Reflections on New Standard English Grade 6 Volume 1As a sixth grader, the start of this school year brought a new set of challenges with the New Standard English textbook series. Volume 1 covered a wide range of topics and skills that really pushed my English abilities. Looking back, there were certainly some struggles but also areas where I grew tremendously as an English learner.One of the biggest hurdles was the increase in vocabulary compared to previous grades. It seemed like nearly every lesson introduced 10-15 new words, many of them quite advanced for students our age. Words like "scramble", "interfere", "distraction", and "consequences" weren't ones I had encountered much before. The vocabulary building strategies like contextual guessing from passages and analyzing root words helped, but memorizing definitions for all those new terms through rote repetition was a tedious process. Perhaps more engaging waysof learning vocabulary, such as online games or creating contextual sentences of our own, could make it more enjoyable.The reading passages also ramped up in complexity from what we had seen before. While the topics were interesting, ranging from things like unruly crickets disrupting a concert to inventions that made life easier, the lengths and density of the passages made it very challenging for many of us to fully comprehend them with a single reading. Frequent references to the glossary were required to understand passages in-depth. Having options for text at varying levels or doing more guided reading questions might help smooth the steep difficulty progression.That said, I feel the skills I developed in reading comprehension and analysis were extremely valuable preparation for secondary school. Identifying main ideas, making inferences about implied meanings, summarizing key points, and analyzing literary techniques will all be critical abilities. Theaq large focus on applying those skills was demanding at times, especially with the time constraints of exams, but has benefitted my English proficiency tremendously.Another major growth area was in writing cohesive paragraphs and short essays. Organizing ideas logically,developing them with sufficient detail and examples, and connecting sentences flowed was a formidable task. Not all teachers provided effective models for how to structure different writing types like expository, persuasive, or narrative pieces. Those who did, through samples and graphic organizers, made a huge difference in my writing improving markedly over the course of the volume. More emphasis on the writing process –planning, drafting, revising, and editing– rather than just the final product could further elevate our skills.My spoken English wasn't directly tested in this book, but I noticed my confidence and fluency increasing from the many opportunities to discuss topics and ideas from the readings. The open-ended questions that prompted backing up opinions with evidence and explaining perspectives on abstract concepts expanded my ability to communicate in English. I only wish we had done more structured speaking practice, such as formal presentations or debates to directly work on those skills.Looking at the course holistically, one of my biggest critiques is that it seemed very disjointed and test-focused rather than having purposeful connections between the content and skills in each unit. Besides the loose organizational structure around themes like "Amazing Minds" or "Our Colorful World",there was little flow or coherent building from one topic to the next. It felt like were always just being prepped for the style of questions on the final exam rather than doing meaningful, contextualized tasks that integrated everything. Making those links between ideas and establishing real purposes for our learning would likely increase engagement and retention.Overall, this first volume of New Standard English 6 was a major leap in academic challenge compared to previous years. The intensive vocabulary study, advanced reading levels,in-depth comprehension applications, extensive writing requirements, and high-stakes exams certainly pushed me out of my comfort zone. It sometimes felt overwhelming and definitely required developing my perseverance as an English learner. However, I can already see how powering through those obstacles has elevated my English abilities across all domains. Having a stronger foundation will undoubtedly ease my transition to more advanced English courses and materials in the years ahead. As difficult as it was, I'm grateful for how this volume accelerated my progress towards full English proficiency.。
外研版英语六年级上册Module3Unit1Period1教案与反思2022
Unit 1Collecting stamps is my hobby.Period 1本课时为第三模块第一单元的第一课时，主要学习教材第14和第15页的内容，课本定位Unit 1 Activities 1－2。
本课时主要通过对话来进行呈现，对话通过萨姆向大明介绍自己的兴趣爱好来引出教学知识点。
通过本课时的学习让学生能用重点句型“主语＋is my hobby”表达自己的兴趣爱好；让学生能够用重点句型“主语＋have/has got＋某物”表达“某人有某物”。
教材利用情景对话的方式来呈现教学知识点，并进行相关的练习，有利于学生的理解和掌握。
知识目标1．能够听、说、读单词：collect、stamp、hobby。
2．能够掌握重点句型“主语＋is my hobby”。
3．能够掌握重点句型“主语＋have/has got＋某物”。
能力目标1．能够掌握本课时的三会单词。
2．能够谈论和介绍自己的兴趣爱好。
3．能够用句型表达某人有某物。
4．能够理解本课时的对话内容，能朗读课文并模仿录音或音频中的语音、语调，并能初步表演对话。
情感目标1．简单了解邮票。
2．在课堂活动中增进学生之间的交流和协作，培养学生的团队意识和合作精神。
3．将英语和日常生活紧密联系起来，让学生大胆地说英语，乐于与他人交流自己的兴趣爱好。
1．能够掌握本课时的三会单词。
2．运用句型“主语＋is my hobby”谈论和介绍自己的兴趣爱好；运用句型“主语＋have/has got＋某物”表达某人有某物。
教师在教学过程中可以采用直观演示法，利用实物、图片、多媒体课件等直观教具进行单词和句型教学，引导学生观察并认识事物的主要特征或变化，从而突破教学重点。
教学难点1．学生对长篇幅对话的理解。
2．陈述句句型“主语＋have/has got＋某物”转换成一般疑问句。
教师可以通过挖空填单词的方式来还原课文内容，加深学生对课文的理解。
教师让学生通过分组朗读课文对话、分组讨论问题等方式来熟悉句型。
外研社六年级英语第一单元教学反思
外研社六年级英语第一单元教学反思
外研社六年级英语第一单元教学反思
本单元的教学内容是一篇关于联合国和联合国大厦的对话。
整篇课文语句不难，新单词也不多，而学生们对联合国的知识还是比较缺乏，我没有直接进入课文而是，通过要给学生展示一些中国和英国的景点，让学生在讨论这些景点的同时运用I wan to和Do you want to 句型。
然后，设计了孩子们都熟悉的超人。
在超人的带领下，了解联合国大厦外围和内部的的图片，了解关于联合国或联合国大厦的信息，联合国在哪里？多少个国家参加了联合国？中国参加了联合国吗？中国送给联合国的礼物是什么，以及关于这件礼物的故事。
孩子们就像身临其境的来到了联合国，跟随着图片和我的讲解，孩子们从完全不了解到慢慢走近，再到了解联合国的历史。
学习的兴趣提高了。
求知的.的欲望增强了，整个班级学习气氛浓厚。
高年级的孩子们在学习上有了更高的追求，他们不仅要知其然还要知其所以然。
他们喜欢听课文“背后的故事”。
看起来耽误时间的解说，阐述。
却能真正激发孩子在学习英语课文时的兴趣，他们会更关注自己喜欢的词汇用英语怎么说。
于是学得更认真，更带劲。
外研社新标准英语三起六年级上册第一模块教学反思
新标准英语三起第七册Module 1 Unit1 The Great Wall 教学反思陈袁滩小学赵丽萍本课是第七册第一模块的第一单元，是语言呈现课，以谈论明信片为导线，引出长城，北京，纽约等话题，学习怎样谈论一个地方，例如一个景点、一个城市等。
学习用较大的数字表达长度，人口数量等。
主要教学目标是学习掌握How long is it? It’s about six thousand seven hundred kilometres.单词postcard, more, thousand, kilometre, million教学重点是能够运用How long is it? It’s about six thousand and seven hundred kilometres.这类语句谈论一个国家和地方的情况。
教学难点是1.数字的读法和用法。
2.如何创设情景帮助学生理解单词thousand, kilometer, million.我觉得本节课最大的成功之处就是教学循序渐进，注重提升和保持学生的学习兴趣，培养学生学习的能力。
在教学过程中，我从学习课文入手，在学生了解课文的基础上，指导学生用the Changjiang River 及six thousand three hundred kilometers 替换the GreatWall进行描述，用Tinan替换New York,进行描述，然后提供 the Changjiang River, Shanghaig等信息，让学生模仿着替换，然后依托课文，全班齐读替换后的课文，让学生初步学会如何描述一个景点或城市。
在此基础上，教师利用多媒体，展示有关北京人口信息，著名景点的图片，提供需要用到的句子，启发学生利用所学的句子描述自己暑假要旅行的地方抒发自己的真情实感，最后让学生试着写下来。
整个教学过程循序渐进，由浅入深，有利于培养学生的自学能力，也体现了高年级重点培养学生阅读能力和初步的写能力的目标。
六年级英语上册Module1Unit1教学反思外研版三起
六年级英语上册Module1Unit1教学反思外研版三起
Module 1 Unit 1 It's more than twenty thousand kilometres long
本节课要求学生掌握重点句子These postcards are great.
It’s a picture of the Great Wall. 以及能够用英语讲述某个地方或某件事物的情况。
为了能够更好地完成这个教学目标,我是这样设计本节课的。
这节课是开学的第一节课,所以在上课前我以谈话的形式展开课堂：Your summer holiday is past. Are you happy on your holiday?
I’m happy,
too. I went to Shandong. Where did you go?一问到这个问题,学生都很兴奋,涌跃举手,很想告诉老师和同学们他们去过的地方。
要求用上句型I went to……这样为这节课的学习打了气。
接着,我呈现本节课要学的一个重点句型：It’s a picture of……。
我向学生展示一些美丽的风景图片,让他们用上It’s a picture of……来说。
再现长城的图片,学生说：It’s a picture of the Great Wall.老师着问：Do you know how long the Great Wall is?这样设计,给了学生一种美的享受,又鼓励他们大胆地说句子,然后自然过渡地本课的课题the Great Wall。
但这个环节,我认为做得不好的就是操
练句型It’s a picture of……的时间把握不好,时间太多,所以导致下面的时间不够。
最新外研版六年级上册英语全册教案及反思71172
.六年级上册英语教案台商区洛阳白沙小学张月琼Part1-全册总备课一.全册教材分析：本学期是小学阶段最后一个学年的开始。
六年级的英语学习将以语言知识的巩固和拓展为主，引导学生进入小学学段的复习准备。
所以本教材的新单词远不如三、四、五年级多。
在拓展方面，本教材介绍了美国的一些相关知识，有纽约、旧金山等著名城市，也有感恩节等外国节目，同时也介绍了长城、大熊猫等与中国相关的知识，让学生既放眼世界，又不忘祖国。
二.教学方法：1．确定恰当的教学目标。
我们在使用本教材时，不要要求学生一学习课文就能“自由地”说出课文的所有内容，甚至不要求学生能“自由地”朗读课文，因为教材中有很多内容只是呈现语言的语境内容，并不要求学生能够“读”。
所以我们应根据教学建议来合理地确定教学要求，不宜要求学生掌握教材上的全部文字内容。
2．创造良好的学习氛围。
3．在课堂上尽量使用英语，适当使用汉语。
4．纠正学生的语言错误5．利用录音带或CD-ROM，有效使用现代教育技术Module 1总备课知识与技能：全体学生能朗读课文，阅读相关短文，并能按要求完成语句书写。
过程与方法：对所学内容主动复习和归纳。
情感态度与价值观：乐于接触外国文化，增强祖国意识。
第一课时Unit 1 It’s more than twenty thousand kilometers long.【教学目标】：知识与技能：1. These postcards are great .2. It’s a picture of the Great Wall .3. How long is the Great Wall ?It’s about six thousand seven hundred kilometers ..过程与方法：讲述关于某个地方或某件事物的情况。
情感、态度和价值观：【重点】： words and phrase: postcard more thousand kilometer million Mexico Canada 【难点】：Sentences: Tell me more about the Great Wall. It’s a picture of great wall.【课时安排】：1课时【教学过程】：（一）导入：老师热情地问候学生们，欢迎他们在暑假过后回到学校。
外研版小学英语六年级上册第一模块第一单元教学反思
外研版小学英语六年级上册第一模块第一单元教学反思外研版小学英语六年级上册第一模块第一单元教学反思Module 1Unit 1It’s more than twenty thousand kilometres long.知识目标1．学习新单词：postcard明信片, more更多,thousand 千, kilometre千米、公里, million百万。
2．学会听、说句子： These postcards are great! It’s a picture of the Great Wall.3．运用Tell me more的操练来了解讲诉某个地方的一些情况。
4．学会听以How long和How big开头的特殊疑问句。
能力目标能够运用学会的单词和句子进行说话练习，讲述关于某个地方或某件事物的情况。
根据地方风景名胜，学习相关城市的英语表达方式。
学习策略和情感目标1.让学生学习用英语介绍中国的长城，用英语会表达长城的历史年数和它自身长度，会用数字表达about eight million people , about six thousand seven hundred kilometres ,由此学会句型How long \ big is it?2.采取学生自读找出问题，提出问题，师生共同解决问题的教学方式；再进行分组讨论，分角色表演，模仿重造对话等形式让学生进行新课巩固，来讲诉某个地方的一些情况。
3.通过对中国长城、纽约的一些了解，让学生乐于接触外国文化，增强祖国意识，热爱祖国。
教学反思在教学新单词时，thousand的发音不太准确，后反复操练了几次很有进步，后在文中反复操练，巩固时特别注意了这个单词的发音。
这个单元主要的就是要掌握怎样介绍长城，谈论纽约和北京；学会用How long和How big来提问的特殊疑问句。
我通过课文和图片展示了重点难点，要学会用数字表达about eight million people , about six thousand seven hundred kilometres，还要学会句型How long \ big is it? 学生在这时掌握的程度还不够熟悉，后通过展示海南的景点的图片，先用句型示范提问并回答，例如：This is Wanquan River,It’s very long. Tell me more about it. How long is it? …后让学生分组练习介绍它们，再推选学生作为代表展示成果，回答得最好的一组加一颗星。
六年级英语上册第一单元教学反思
六年级英语上册第一单元教学反思
六年级英语上册第一单元教学反思
Unit1 A Let’s Read
对学生来说，这是一篇比较长的对话阅读，但本课时的内容主要是复习前两个课时的主要词汇和句型，将前两个课时的所学内容用Zhang Peng和Sarah的对话再次呈现，而且是学生比较感兴趣的话题---相约去公园玩，与学生的生活也紧密联系。
在教学中，我运用了多媒体课件首先让学生进行Talk show比赛，自己说说爸爸妈妈上班的方式及原因，重点让学生复习交通方式。
然后在复习了前两课已学的交通方式的询问和回答后，很自然和简单地就解决了前几个重点句子的学习。
重点解决了，学生能大概理解课文的意思。
难点就是easy的意思和楼层的表达方式，于是我用课件展示What’s one and one?(1+1等于几？)学生很容易回答：Two. 自然引出：It’s easy.然后又用楼层图形,让学生一目了然地知道楼层的表达方式，学生在读一读，看一看中，轻松地理解并掌握了本课的难点。
最后，我用了“捉虫”的游戏来激励学生朗读课文，让学生在做游戏中熟练朗读课文。
在“捉虫”的过程中，我也不断地重复本课的长句，一定程度上降低了难度。
为了拓展学生的语言，让英语更贴近生活，我还在课件中设计了一些路线图，让学生以小组竞赛的方式模仿课文中的对话来操练，对话表演得最好的小组有奖励。
学生十分积极踊跃地表演对话。
然而，毕竟这篇课文长句也比较多，课文篇幅还是挺长的，学生要完全掌握还是需要时间，相信在他们的不断努力下，阅读能力会慢慢提高。
外研版 六年级上册 module 1 unit 1 反思
Module 1 unit 1 反思
学生在之前的英语学习过程中已经具备了较强的音标拼读和在教师同伴的帮助下泛读课文的能力，在这学期的课文教学中我将侧重于帮助学生真正理解课文，进一步学习归纳概括，完成各种学习任务，提高英语的综合语言运用能力，同时注重培养学生积极与他人交流合作，相互学习，共同完成任务的能力，乐于运用英语进行表达和交流的能力
(一)创设各种情境，鼓励学生，大胆的使用英语，对他们在学习过程中的英语和错误采取宽容的态度。
采取互动游戏的方式让孩子参与到课程互动中来，让孩子以愉悦和充满乐趣的方式吸取更多的知识和体验，加强学习和记忆的效果。
(二)为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。
(三)鼓励学生，通过体验、实践、合作、探究等方式，发展听、说、读、写的综合能力。
突出了学生在课堂上的自主学习，创设条件让学生能够探究他们自己的一些问题，并自主解决问题。
外研版三起六年级上册教案教学反思
教学反思本节课通过对单词、句型的学习和操练，大部分学生能够描述出身边事物的大致情况。
今后要创设更多的语言环境，让学生放开说。
有个别学生对kilometre一词的重音掌握不准，下节课还要再强调。
thousand一词中th的发音，有的学生发不准，下节课让学生看着老师的口型再学，再练一下。
M1U2教学反思这节课看似内容很多，其实新内容不多。
学生通过对两种位置关系表达的学习之后，大部分学生能正确地描述出某两地的位置关系。
受…is in the north/ south/ east/ west of …的影响。
个别学生对… is north/ south/ east/ west of …这一句型还有点生疏，下节课多举几个例子，让学生再多练一些，以便熟练掌握。
M2U1教学反思在复习There be句型时，让学生描述教室里的物品，有些学生说的句子不完整，以后注意培养由词造句的能力。
在听录音回答问题时，对于“Does”开头的句子，学生不知怎样回答，可以让学生得意回答Yes或No，这是考虑不周全的地方。
让学生表演对话，描述图画是这节课的成功之处，大多数学生都参与了进来，提高学生的语言运用M2U2教学反思本课在练习对话时，通过全班活动来横飞新的语言，全班活动能使学生在集体活动中增强自己学习运用英语的信心，不至于一开始就在全班同学面前显示出自己的不足。
然后让学生逐渐参与小组活动，这种活动在训练和重复语言这类的活动中，有很重要的作用。
但从教学上看，学生的积极性不算很高，有用课堂用语的地方部分学生不理解。
以后课堂上尽可能多的使用英语，课外鼓励学生用英语交流。
还要开展形式多样的教学活动，让学生参与进来。
M3U1教学反思在新授“hobby”单词，渐入话题时，学生积极性很高，参与人数多，但在问及have, have got. There be 句型时，学生概念模糊，是课时教师做的铺垫不够。
在学习新语言的时候，以后要注意要提高学生的自信心。