必修二unit5教学反思

必修二unit5教学反思（精选6篇）

必修二unit5教学反思 第1篇

Part One: Word

1. quality

『用法指南』

1) n. 质量，品质。性质

2) n. 属性，特性，特征

【典型例句】

This new model is of high quality and is not expensive either.

I prefer quality to quantity.

Kindness is his best quality.

One quality of sugar is that is sweet

『拓展』

1.) quality of leadership 领导才能

2) material of high/ poor / low quality 优质/劣质/质量很差的材料

『类比延伸』

1) characteristic 特色，特性，典型

Kindness is one of his characteristic.

A characteristic of the camel is its ability to live for a long time without water. 骆驼的特点事不喝水也能活很长时间。

2) feature 特征，特色

3) quantity 量; 数量

4) character 特点

『过关练习1』

1) This shirt is made of cloth of a poor ____

A. quality B. feature C. quantity D. characteristic

2) He proved himself a true gentleman and beauty of his ____ was seen as its best when he worked with others. (上海)

A temper B. appearance C. talent D. character

3) We should keep the fine ___ of the working people.

A. quality B. quantity C. qualities D. feature

用quality 和quantity的正确形式填空。

3)Vicky has all the ___ of a good manager

4) The photos are of poor _____.

5) Tom drank a small ____of water.

2. willing

【用法指南】

adj. 帮助的，乐于。。。的= be ready /eager to do sth.

【典型例句】

Are you willing to help

Are you willing to accept responsibility? 你愿意承担责任吗?

【类比延伸】

1) willing 指对于别人的建议和要求迅速并高兴的同意。如：

The first requisite of a good citizen is that he shall be able and willing to pull his weight.

成为一个好公民的第一个要求事他能够并且乐意努力做好其分内的工作。

2) voluntary指没有强迫，自愿选择的活动。

She is a voluntary worker at the hospital.她是这家医院义务服务的。

『过关练习2』

1) I _____ that I have hurt her , but that’s not my real meaning

A. willing to admit B. an willing to admit

C. am willing to admitting D. willing to admitting

用willing / will/ wish填空

2)They are _____ workers.

3) Where there is a _____ , there is a way.

4) she wanted a new bike for Christmas and she got her _______.

5) I’m quite _____ for your brother to join us.

6) Our ______ for better time has come true.

3. fight

【用法指南】

1) vi. 打仗;战斗(常与with/ against连用); 打架

2) vi. 争论

3) n. 战斗;打架;争论

【典型例句】

People often have to fight for their liberty.

人们往往不得不为自由而战

We must fight the government’s education policy.

(比喻)我们必须同政府得教育方针进行斗争。

The boxer has fought many opponents.

该拳手已与许多拳手交过锋

The two boys had a flight.

【拓展】

fight for 为争取。。。而斗争

fight against 为反对。。。而斗争

fight with 为反对。。。而斗争/ 和。。。并肩作战

fight with sb. about / over sth. 因某事和某人吵架

fight one’s way (out) 打出一条路来;艰苦奋斗

【类比延伸】

1) fight 在表示“斗争”的意思，包含含体力和勇猛的因素

2) struggle 在表示“斗争”的意思时，指肉体和精神上的搏斗包含着“奋力挣扎”的因素。如：

The soldiers fought bravely in the battle.

they struggled against poverty.

『过关练习3』

1) “We are fighting _____ an end to slavery , we won’t stop our fight ____ slavery until all slaves _____”, said Abraham Lincoln

A. for ; against ; set free B. for ; for; will be set free

C. against ; against; are set free D. for ; against; are set free

2) Two dogs ______ a bone , and a third dog ran away with it.

A. fought with B. fought against C. fought for D. fought to

3) The doctor have ____ a long battle ____ his life.

A. fight ; to saving B. fought ; to save

C. fight ; to saving D. fight ; to save.

4) we will have to ______ difficulties

A. fight for B. fight against C. fight with D. fight about

4.fear.

『用法指南』

1) n. 害怕，恐惧;担心;顾虑

2) vt.惧怕，害怕，担忧

『典型例句』

She has a great fear of fire 她极怕火

There is no fear of his getting any injury. 他不会受伤得

I fear that you’ll be late if you don’t go now.

如果你现在不走的话， 我担心你会迟到。

【拓展】

1) for fear of (doing) 唯恐

2) for fear (that) 唯恐;以免发生

3) in fear of sb./sth 处于害怕某人或某物的状态

4) I fear 很抱歉我必须说，恐怕(报告坏消息时使用)

『类比延伸』

1) fright 强调由于受到骤然的震惊而表现出的“惊怕”

2) fear 不管用作名词还是动词，基本上有两个含义，即“怕”或“担心“， 但口语中多于用be afraid of

3) be afraid of 后可跟名词或动名词;be afraid of 后可跟动词不定式，此时的含义是“怕“或”不敢“， be afraid后接可跟that从句，其含义是”恐怕“

I wasn’t afraid of the car. I was afraid of the driver.

I’m afraid I didn’t see the speed limit, officer, I must have been dreaming. 恐怕我没有看见限速标志，警官。 我一定思想开小差了。

『过关练习4』

1) I _____ that they must have set off.

A. frighten B. afraid C. surprise D. fear

2) We ____ at the sight of the long snake and didn’t dare to go forward

A. feared B. frightened C. were afraid of D. were frightened

3) He got to the station early, _____ missing his train. (江苏)

A. in case of B. instead of C. for fear of D. in search of

完成句子

4) The teacher refused to have his daughter in his class , ____ showing favour to her(恐怕会)

5) we spoke in whispers ____ we might wake the baby. (以免)

6) The chief went ____ constant ____ discovery (担心)

8) - Are we going to be late?

-- __________________. ( 恐怕会是如此)

Part two: phrase

1.get along

【用法指南】

1) 指人及活动进展

2) = get on 指(人)相处融洽

3) 继续，过下去

4)指(人)走开

【典型例句】

How is your work getting along? 你的工作进展如何

Do you get along well with your aunt? 你与你姑母相处得好吗?

We can get along without your help. 没有你的帮助我们也能行

I have to be getting along now. 我现在地走了。

【拓展】

get along with 进展， 过日子和。。。相处。。。

get away (from) 逃走，避免，摆脱

get back 回来

get down 降下

get down on one’s knees 跪下

get down to (doing) sth. 开始干某事

get in a word 插话

get in one’s way 挡路

get in touch with 与。。。联系

『过关练习1』

1) – The boss said we had only three days to finish the work.

-- Don’t worry. We have already ____ two thirds of it. (四川)

A. got down B. got through C. given in D. given away

2) Many gifted students ___ poorly in school because they found school unchallenging and as a result lost interest.

A. worked on B. got on C. lived on D. carried on

3) His idea of having weekly family meals together, which seemed difficult at first, has ____ many good changes on their lives.

A. got through B. resulted from C. turned into D. brought about

2. out of work

【用法指南】

out of work= out of a job

【典型例句】

My husband is out of work.

He has been out of work for a year.

【拓展】

out of breath 气喘吁吁

out of control 失控

out of date 过时

out of patience不耐烦

out of sight 看不见

out of hearing 听不见

out of business破产

out of action 失去作用

out of problem 毫无疑问

out of the problem 绝不可能

『过关练习2』

1) He ____ a week ago .

A. has been out of work B. has been out of job

C. lost his job D. has been jobless

2) He got through so much work in an hour, ____ breath.

A. under his B. below his C. without D. out of

3) Tony couldn’t keep pace with the others as they marched along. He stood often out off ____.

A. orders B. sight C. mind D. line

4) Much of the information in this book is now _____. Could you show me another one?

A. out of date B. out of the date C. old D. up to date.

5.) The children have been playing with my hat – they’ve knocked it out of _____.

A. shape B. size C. control D. line

3. come to power

【用法指南】

come to power= come into power(开始)掌权，上台

[典型例句]

Before long he came to power

【拓展】

come about 发生

come across 遇见

come along 一起来，过来

come back 回来

come back to life 复活，苏醒

come back to one’s mind 回忆起某事

come into effect 生效

come into use 开始使用

『过关练习3』

1) Please tell me how the accident _____. I am still in the dark. (2005江西)

A. came by B. came upon C. came to D. came about

2) The dictionary is being printed and it will soon ____.

A. turn out B. come out C. start out D. go out

3) It has been five years since the party_____, Many people wonder whether it will stay on.

A. has come to power B. came to power

C. has been in power D. in power

4. put sb. in / into prison

【用法指南】

将某人关进监狱

【典型例句】

she went t the prison to see her husband who was put into prison last month.

【拓展】

1) be in prison被监禁(表状态)

go to prison 入狱

send/ take sb. to prison 将某人关入监狱

cast / throw sb. into prison 将某人投入监狱

escape from prison 越狱

3) put away 拿开，放好，把。。。收起来;积蓄

put back 放回(原处)， 推迟

put down 放下，记下;镇压

put forward提出(计划)

put into practice 实行，付诸实施

put off 推迟，延迟

『过关练习4』

1) _____ to use in the 1990’s , this machine made great contributions to the rapid development of our company.

A. Putting B. Put C. Having put D. Being put

2) You can take anything from the shelf and read, but please ____ the books when you’ve finished with them(2004全国)

A. put on B. put down C. put back D. put off

3) The pickpocket ____ last year.

A. was sent to the prison

B. was sent to prison

C. has been sent to prison

D. was sent to the prison

4) We have to ____ her bad temper.

A. put up B. put into practice

C. put up with D. put off

Part three： Structure

1. We first broke the law in a way which was peaceful ; when this not allowed only then did we decide to answer violence with violence.

【句型概括】

1) in a way which was peaceful= in a peaceful way, which引导了一定语从句，先行词是way.

2) only 位于句首，修饰副词、介词短语或状语从句时，主句采用部分倒装的语序。

【典型例句】

Only in a large city was it possible to buy a new wheelchair.

Only when the war was over in 1949 was he able to get back home.

『拓展』

部分倒装还有：

1. 否定副词如no, not , never, seldom, little, hardly,以及含有 no, not的短语放在句首时，句子要部分倒装。如：

Never in my life have I heard such a thing

Little did we expect that he could come

Not a single word did he say at the meeting

2) 以否定词开头的关联结构：No sooner than ; Hardly/

Scarcely when ; Not only but also ; Not until 如：

Not until late in the evening did he come back.

『过关练习1』

1) Only after my friend came ____ ( 2005福建)(

A. did the computer repair

B. he repair the computer

C. was the computer repaired

D. the computer was repaired

2) I failed in the final examination last term and only then ____ the importance of studies. (2004重庆)

A I realized B. I had realized

C. had I realized D. did I realize

3) Only after you have reached eighteen_____ the army.

A. you can join B. you can join in

C. can you join D. can you join in

4) Only when the war was over _____________ to his hometown.

A. did the young soldier return

B. the young soldier returned

C. returned the young soldier

D. the young soldier did return

必修二unit5教学反思 第2篇

晏平

在本节课的教学中，我始终坚持“以学生为与主体，教师为主导”的方针，利用直观教具和课件，设计各种各样有趣的小组游戏活动，使学生人人参与，提高学生的学习兴趣。而且在语音、语调方面善于变化以表情以吸引学生的注意力，活跃学生思维。突出学生之间的合作与交流。让学生自己当小老师，教师只做适当的点拔，让学生在主动解决问题，排除障碍中获得新知。同时，也潜移默化地培养学生的自学能力，与人合作的能力等。这样既加深了学生对知识点的印象，又增强学生独立解决问题的自信心。

在教学中，我以歌曲为开篇，先热身。同时，边唱歌边做动作，一来活跃了课堂，集中了学生的注意力；二来复习了以前学字习的内容，为本课后面数字的学习做了铺垫。接下来让学生操练句型然后再通过看动画，回答问题，解决问题的方式，让学生自主学习。通过操练句型，引出新单词数字。在写完所有单词后，让学生自主发现数字变化的规律。课堂上充分体现了学生的主体地位，让每一位学生在富有情趣的师生、生生互动中，主动地接受和领会教材中提供的信息，轻松自然地参与整个语言学习活动，发展语言交际能力和思维能力。

必修二unit5教学反思 第3篇

《英语课程标准》中提倡:“语言教学要与学生的现实生活紧密联系。”语言教学要积极创设真实或类似真实的语言情景,让学生在语境中学习语言。本节课努力将新课程理念融入教学之中,将语言知识教学与学生现实生活紧密联系;把语法教学放入具体的语言情景之中;把听、说、读、写语言技能的训练综合运用于语法之中。

Knowledge aims:

1.Get students to identify the attributive clauses by who,whose, whom, which, that, when, where, why so as to understand them when reading and listening.

2.Get students to describe people, things and places with the attributive clauses.Learned with the help of pictures and information given.

Ability aims:

1 . Most of the students can describe a place with the attributive clauses learned.

2.The majority of the students will be able to write a passage about a place, using in writing, passage level.

Emotional aims:

1.Get students to become interested in grammar learning.

2.Develop students’ sense of group cooperation.

Teaching methods:Communication Approach, Task-based Learning, Learner-center

Teaching aids:Textbook, computer and TV set.

Teaching Procedures:

Step 1 Leading in

1.T:Let’s enjoy a song which is sung by Groove Coverage?Pay attention to the lyrics in black.

Sh——(Listening)

She is the one that you never forget

She is the heaven-sent angel you met

Oh, she must be the reason why God made a girl

She is so pretty all over the world

2.Analyze the above attributive clauses.

3.Can you list all of the relative words we have learned?

That, which, who, whose, whom

Step 2 Grammar learning

she must be the reason why God made a girl

T:We’re going to study other relative words:when, where,why

Combine two simple sentences into an attributive sentence.

1.This is the factory.I worked in the factory ten years ago.

→This is the factory where I worked ten years ago.

2.They’ll never forget July 1.Hong Kong returned to its motherland on July 1.

→They’ll never forget July 1 when Hong Kong returned to its motherland.

3.I got a job.Because I worked hard.

→The reason why I got a job was that I worked hard.

Step 3 Grammar practice

Show some pictures about our school and fill in the blanks with the proper relative words that, which, who, whom, whose,when, where and why.

Zhongwei Middle School is our school _______ is very beautiful.

I am a senior high school student ______ study in Zhongwei Middle School.

This is our school _______ teachers are very patient and hard-working.

This is the dining hall ______ food is delicious

I will never forget these happy days _______ I study in Zhongwei Middle School

I love Zhongwei Middle school _______ I study.

After doing the exercise, try to answer the questions:

关系词的选择由哪些因素决定的?找出上面句子中的先行词和定语从句;找出关系词并说明关系词所指的对象;说出关系词在从句中所充当的成分;说明关系词是否可以省略。

Step 4 Summing up (Group work)

In pairs, try to summarize how to use the relative words that,which, who, whom, whose, when, where and why.

Step 5 Discussion and writing

Show some photos of our hometown—Zhongwei.Then write some sentences to introduce it by using attributive clause to describe.

e.g.Zhongwei is my hometown __________ is famous for Shapotou.

I love my hometown __________ people is warm-hearted and hard-working.

Zhongwei is a new city ________ I grow up.

The reason why I love Zhongwei is that _______________.

People in Zhongwei will remember those happy days________they harvested(丰收).

Step 6 Homework

必修二unit5教学反思 第4篇

关键词：体育赛事 归纳 操练 综合运用

中图分类号：G633.4

《普通高中英语课程标准》对学生的阅读能力提出了如下的要求：“抓住要点，获取主要信息，理解文章内涵，从上下文猜测不熟悉的语言现象，分析作者的观点、态度、意图；读懂图表和说明书等，并提出了注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力。”在本节课教学中，我运用关注、归纳、操练、综合运用四个步骤来培养学生综合运用语言的能力。

一、课堂的具体操作过程

1.用问题激发学生的学习兴趣

我通过PPT的形式，展示出关于亚运会的问题：

A. When were the first Asian Games held？ Where？

B. How many countries have hosted Asian Games？

C. When and where will the next Asian Games be held？

D. Are there Winter Asian Games？ When were last Asian Games held？ Where？

E. How often are Asian Games held？

F. Did China ever host Asian Games？ When and where？

通過这一步骤，学生关注到一些与描述运动赛事相关的词汇，并为最后的输出打下数据信息的基础。这一步也是学生获取信息的过程，使学生理解到本堂课即将探讨的话题。

2.利用表达的需求激活已有的知识

我对课文加以改编，将课文中的采访形式改编为一篇说明文，介绍奥运会并以七选五的形式呈献在学案上，以加强学生对课文内容的认识。这一步骤既提高了学生的阅读能力，又训练了学生分析问题、解决问题的能力。

3.聚焦目标，温故学新

我请学生和自己的同桌交换手中的阅读材料，即让同桌阅读另一篇不同的材料，在各自阅读完交换材料后，两个人为一组，找出各个段落中在两篇阅读材料中都出现的词块。之所以找词块而不是单词，目的就是让学生们对词的用法有更好的掌握。这一步骤训练了学生们处理信息的能力，并且帮助他们归纳出了课堂输出所需的关键知识点。

4.联系感悟，内化扩展

我请学生结合学案上或者PPT上展示的归纳词汇，复述学案阅读，即通过归纳词汇，介绍学案上的奥运会。在一名学生复述的时候，另一名学生可以提示一些数据信息。教师设计这一活动的目的就是让学生操练内化相关词汇，熟悉词汇的用法。由于时间关系，各个小组中只有一名学生复述了阅读材料，另一名学生仅仅是听，或者给同桌提示数据信息。这一步骤训练学生们分析问题、解决问题的能力，并且操练课堂输出所需要的知识点。

5.整合知识、经验、见解，完成任务

学生应用归纳、复述中的词汇，结合板书中关于亚运会的信息，介绍亚运会。在课堂实践过程中，我发现了两个问题。一是由于时间受限，大部分学生不能在下课之前完成文章，从而导致展示的时候匆忙，也没有做评价。二是针对基础薄弱学生的练习，没有降低到学生所需要的程度，这些学生在翻译时仍然感觉无从下手。这一步骤进一步训练学生分析问题、解决问题的能力，并且让学生通过综合训练输出本节课所学的知识内容。

二、课堂教学效果分析

针对班级内的大多数学生，本节课只能说部分达到预设目的，还有许多地方需要钻研、改进。首先，在第一步中，提问关于广州亚运会知识的时候，全体学生都能很好地集中注意力于这一话题，并形成良好的学习氛围，希望能够用自己所学过的语言描述亚运会。其次，在第二步请学生做七选五试题的过程中，学生虽然首次接触这样的试题，由于所选五个句子都是各段的主题句，80%以上的学生基本能顺利完成任务。再次，在第三步骤，请学生总结归纳词块时，班级70%以上的学生能够很好地做出归纳，这归功于学生平时良好的学习习惯，但另约30%的学生由于没有良好的学习习惯，主动性稍差，没能顺利完成任务。在第四阶段学生复述各自材料的体育赛事时，由于时间有限，不是所有学生都完整地复述了整个赛事，学生们的能力得到一定的训练，为最后一步打下基础，但还不全面。最后，在综合运用输出过程中，只有大约20%基础优秀的学生在有限的时间内充分完成了任务，其余学生由于受时间限制，需要在课下时间完成任务。

三、收获与反思

1.课堂的各个环节都是为教学目的服务

本节课，我所设计的各个环节的目的都是让学生最终能够有效地输出展示。

2.阅读课中生词的处理

学生在阅读文章的时候难免会遇到生词，包括在阅读母语文章时也是这样，但这并不一定就会在很大程度上影响学生对文章的理解，因为在很多情况下，学生可以通过上下文来辨析出生词的含义。

3.阅读题中七选五如何挖空

本篇文章，我在七选五挖空的时候，挖的都是各段的主题句，这样针对高一的学生，降低了题型的难度，同时，让学生们对篇章、段落的结构一目了然。

4.如何让课堂有效带动基础薄弱的学生

当课堂中学生的水平参差不齐，或者有较大差距的时候，教师通常要照顾到绝大多数学生，从而会削弱基础薄弱学生的学习兴趣。教师应当分层次教学，尽量做到使优秀生吃好，中等生吃饱，后进生吃到。

教学是一门无穷无尽的科学。俗语说：“学无止境。”同样，教也“无止境。”教师应该在教学中质疑，在质疑中反思，在反思中探究，在探究中进步，在进步中教学。

参考文献：

[1] 鲁春燕. 浅谈高中英语阅读课堂教学模式. 新课程（教研），2011，

必修二unit5教学反思 第5篇

The General Idea of This Period：

This period aims at training students’ two skills—listening and reading skills.Students have to get the general idea of Freddy’s story and get detailed information by reading the rest of Freddy’s story.Having the general idea of the whole story，students are expected to sum up the advantages and disadvantages of being famous.What’s more，students are encouraged to express their opinions on whether they would enjoy being famous and give their own reasons.Teaching Aims：

1.Train the students’ abilities to listen to the story about Freddy.2.Enable the students to memorize some important information about Freddy’s story.3.Train the students’ abilities to express their opinions.Teaching Important Points：

1.Develop students’ listening skill to get all the needed information.2.Enable students to retell the story.3.Train the students’ abilities to express the advantages and disadvantages of being famous.Teaching Difficult Points：

1.How to catch all the points about Freddy from listening.2.Retell the information about Freddy.Teaching Methods： 1.Listening skill directing.2.Task-based activity.Teaching Aids：

A tape-recorder，a projector，some slides and a multiple-media computer.Teaching Procedures：

Step 1 Review and Check the Homework T：Last class we learned something about the attributive clause with the preposition ahead of the relative clause.Remember? Ss：Yes.T：Can you make a sentence with this structure? Ss：Yes.S1：The guitar with which they gave performance was lost.T：Good.S2：The name by which the group was known was “The Monkees”.T：Well done.S3：The book，the cover of which is broken，is not mine.T：Yeah，very good.S4：The singer with whom Coco Li sang was very happy.T：Terrific!

T：Good，all of you have reviewed the lesson.Then let’s go on to check the homework.Ex.2 on Page 71.Correct the sentences.I would like some students to come here and write down your correct sentences on the blackboard.（8 students come to the blackboard and write down the sentences.The other students check their sentences.）

Suggested answer：

1.Peter said that he was really grateful to you for the help you offered the other day.2.He told all the people present to pay more attention to education.3.Mr Clark found Alice sitting in the corner of the living room whose windows were wide open.4.I’ll never forget the days which/that we spent together during our study tour in the Republic of Ireland.5.They thought very lightly of our new design，which made us very pleased.6.Please sit here for a while.The meal is being prepared at the moment.7.As a result of the terrorists’ attack，tourism，which is the most important industry here，has been greatly affected.8.You will be fine as long as you stick to the rules.Step 2 Warming up：introduce Freddy to the class

Show a picture of a frog and let the students say out what it is.Then introduce Freddy to the class.T：OK，class.Have a look at this picture.Do you know what it is? Ss：It’s a frog.T：Right.But he is not a common frog.His name is Freddy.He has a special quality.Can you guess what special quality Freddy has? S1：Swinging.S2：Flying.S3：Singing.Step 3 Prediction Describe Freddy’s life experience and let the students guess what will happen next.While talking about Freddy’s life experience，show the relevant pictures to attract the class’ attention.T：When Freddy was young，he was a little tadpole.As time went by quickly，he soon became a frog.One day，Freddy sat on the water lily leaf and slid his long，thin legs into the water.Suddenly，he heard some music across the lake.Then what would happen?（Allow the students to express their own ideas and prediction freely.）

S1：He found a snake.S2：He found his friends.S3：He found a nightingale.Step 4 Listening for the General Information Let the students listen to the tape for the first time and answer the following questions.T：You have many difficult ideas about what will happen to Freddy.Now let’s listen to the story about Freddy and see what Freddy found when he swam slowly towards the sound.（Play the tape for the first time.After listening，ask some students what they have got.）

T：So have you got the answers?What did Freddy find when he swam slowly towards the sound? S：He found three confident frogs sitting still on the leaf and playing the instruments.Step 5 Listen for the Detail Information（Group work）

Divide the class into 2 groups.For the students in Group A，they have to find out all the true statements from the 6 sentences.For the students in Group B，they have to find out all the false statements from the same 6 sentences.At last，see which group can get the most correct answer.The six sentences are：

1.Freddy had changed from a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Suggested answers：

1.F 2.T 3.T 4.T 5.F 6.T Step 6 Fast Reading T：So do you think Freddy and the other three frogs were going to form a band?Now let me tell you that they formed a band and soon became famous and then they went to Britain to give performances.Then what would happen in Britain?Would they succeed or fail? Give students 1 minute to read the rest story about Freddy and find out the answer to this question：Did Freddy and his band get a great success in Britain? Suggested answer：

Yes，they got a great success and became very popular in Britain.Step 7 Detailed Reading Give the students 3 minutes to read the text in detail and answer the following questions：

1.What was Freddy’s most exciting experience in London? 2.What happened when the program was over? 3.What problem was caused after they became stars? 4.Did Freddy and his band leave Britain at last? Suggested answers：

1.His most exciting experience was to sing in a TV programme called “Top of the Pops”.He had to wear an expensive suit and give a performance to a TV camera.2.The telephones in the same room started ringing and everbody was asking when they could see Freddy and his band again.3.They were followed everywhere and their personal life was discussed by people.4.Yes，Freddy and his band left Britain and went back to the lake，because it’s painful for them.Step 8 Summary Let the students summarize the main idea of Freddy’s story.T：We have listened and read the story of Freddy.It’s time for us to summarize it.Who can use a sentence to summarize the story of Freddy.S：This is a story about a band that became famous and did not like it.T：Good!Well done!Step 9 Retell the Story T：Have a look at the chart.And retell the story of Freddy according to the chart.I will give you 3 minutes to get prepared.Then I will ask some of you to retell the story.Suggested answer：

One day，when Freddy was wondering on the lake，he heard a fine deep sound.He looked up and tried to find the sound.He found some frogs and they became friends since they all liked singing.Then they formed a band and began to give performances.Soon they became famous and they went to Britain to give performances.They soon got a big hit.However，at the same time，some problems arose.They were always followed by their fans everywhere and their personal life was discussed by people.They felt quite painful.At last，they decided to leave Britain and came back to their lake.Step 10 Discussion 1.Let the students express themselves freely on in what specific ways Freddy’s life changed.T：Just now，we have learnt the development of Freddy’s band，and the course of their being famous.However，it brought forwards some problems.So in what specific ways did Freddy’s life change?Who would like to show your opinion? S1：They became popular and have many fans.S2：They became rich.S3：They were followed by people everywhere.S4：They were discussed by people.S5：They couldn’t have a peaceful and quiet life.2.Train the students’ abilities to express the advantage and disadvantages of being famous.T：So you have talked about many problems caused by being famous.So what do you think are the advantages and disadvantages of being famous? S1：Being famous proves that you are very successful and have many abilities.I would enjoy being famous.S2：If you are famous，you can have many fans and people will notice you everywhere you go.S3：Being famous means being rich.You can earn a lot and can do whatever you want to do.T：Good point!How about the disadvantages of being famous? S1：I don’t like being famous.I want to be a common person so that I can have enough time to think about my life and enjoy the true meaning of life.S2：Not being famous means no need to worry about your appearance in the public eyes and you can keep your privacy.Your life won’t be disturbed and discussed by people.S3：Not being famous means that you can have a quiet life.And you

can spend more time with your family and friends.Step 11 Summary and Homework T：Today，we have leant Freddy’s story，their success and their problems caused by being famous.We could tell that being too crazy about film stars，singers and actors may cause trouble to them.T：Homework for today is to translate the five sentences on Page 71.Step 12 The Design of the Writing on the Blackboard

Unit 5 Music Peried 3 Questions：

Q：What did Freddy find when he swam slowly towards the sound? A：He found three confident frogs sitting still on the leaf and playing the instruments.True or False 1.Freddy had changed form a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Question for fast reading：

Did Freddy and his band get a great success in Britain?

Yes，they got a great success and become very popular in Britain.Question for detail reading：

1.What was Freddy’s most exciting experience in London? 2.What happened when the program was over? 3.What problem was caused after they became stars? 4.Did Freddy and his band leave Britain at last? Retell the story：

必修二教学反思 第6篇

谢本兵（20130708）

回头反思这章的教学过程是必要的，也是重要的，毕竟这章教学的过程中老师们付出了太多的时间及精力，也充分体验了其中的酸甜苦辣。总之，感悟多多，收获也不少。

刚开始对这一章的备课时，在充分阅读并领会了教学参考书之后，我对这章的教学充满了信心及热情。主要原因有：第一我有多年立体几何教学的经验，第二对于教材的处理与新课标理念的理解与教学参考书有诸多一致的地方，第三，对学生及学情渐渐地有了比较全面的了解及把握。

在教学过程中，我倡导“动手实验、直观感知、归纳猜想、操作确认”学习方式，充分体现学生的“主体性”，让学生不断经历“概念及定义的探索及发现过程”，强化生生、师生互动，等等。在这些措施的综合因素之下，有力地降低了学生学习的难度，同时激发了他们的学习兴趣，进而发展了“空间想像、逻辑思维”等能力，学会了“实验、观察、归纳猜想”等数学方法。

随着学习的深入，知识量不断增加，譬如概念、判定及性质定理等。由于刚学习，大多数学生对这些知识理解不够深刻，进而出现了“学习负担明显加重，知识互相混淆，甚至张冠李戴”现象。越到后来，这种现象表现得更加严重，进而不少学生出现了消极情绪及负面心态。

另外，立体几何的一大难点就是“思维证明”，主要原因在于：①理性思维能力欠缺

②思维品质如严密性、敏捷性、灵活性、发散性等较差

③没有相关的解题经验，缺少可操作性的解题方法、策略及步骤等。④心理因素，不少同学患有“证明恐惧症”。

尽管新教材在这个方面作出了诸多尝试及努力，大大降低了证明的要求及难度，只须对性质定理及应用给予证明。可是，学习几何，不可能回避“证明”，何况证明对于逻辑思维的训练及发展有相当重要的作用。在学习到平行及垂直性质定理及证明的过程中，从作业反馈及学生建议来看，诸多学生对于证明习题无法入手；有些学生明晰思路，可无法用书面语言加以描述；有些学生书面语言欠缺规范，解题思路混乱，等等，不一而足。数学知识具 有系统及连续性，作为教师应该在新授课过程中，要随时注意与旧知识的联系，并有意识地复习前面的知识。譬如，在例题、习题的设置过程中，可以设置一些有层次性的题目，既照顾到旧知识，同时又为新知识的理解及掌握打好良好的基础。

另外，如何突破“数学证明”的难关，目前我总结如下看法：

①重在分析，让学生学会分析②教师应该做好格式的示范及榜样作用③引导学生归纳常见证明策略、方法、步骤等④遵循由易到难原则，设置系列证明习题，强化训练，让学生积累相关的解题经验⑤当然，几何中的三种语言规范使用是一切几何学习的前提及保证。