How to teach junior high school English?

Not only students are worried about how to learn English, but teachers are also worried about how to teach English so that students can better understand and absorb it. The following is how to teach junior high school English for your reference!

How to teach junior high school English 1

First of all, arouse students' interest with enthusiastic teacher love.

After entering middle school, students' interest in subjects began to differentiate, and it became more and more obvious. A survey shows that 95% of middle school students can express themselves clearly? Favorite course? With what? What's your least favorite course? . Middle school students like math best, accounting for 32.5%, and foreign languages least, accounting for 29.5%. Of course, this result is not absolute, and different schools in different regions will be different. But it goes without saying that it is more difficult to stimulate students' interest in learning English than other subjects because of the particularity of English subjects.

There are many factors that affect students' interest in learning, some of which are influenced by parents; Some are influenced by classmates, etc. Teachers' emotions play a vital role in whether students are interested in this subject. In our ordinary middle school, a certain number of students have poor academic performance and even worse English performance. If teachers take an indifferent attitude towards these students, they will give up on themselves, not to mention their interest in learning. So I care about them first, and often chat with them consciously in my spare time to find out what specific difficulties they have, so that they feel that I am both their teacher and their friend. In communication, I try my best to find the bright spots in them, so that they can overcome their inferiority complex, enhance their self-confidence and make English learning better. A classmate often fails English exams. When I know that he likes to perform on stage, I often let him perform English situational dialogues on stage. Whenever they finish their performance, I will praise them and encourage them, even though they stutter a little.

Other students have average written foreign language test scores, but their pronunciation and intonation imitation ability is very strong. I will let them take part in the English reading competition held by the school to let them know about their foreign language learning.

Advantages, generate greater interest.

Because I pay attention to finding the bright spots in students and use every opportunity to encourage them, many students with poor academic performance can actively participate in the teaching activities in my English class, and their English scores have improved on the original basis.

Second, the use of various means to create English learning scenarios

The most unfavorable condition for us China students to learn English is the lack of English communication. Therefore, we should make full use of various means to create as many English learning situations as possible in a limited time.

I use the method of listening before speaking, with the help of wall charts, slides, gestures and exaggerated expressions, so that students can understand new words and new sentence patterns first, create scenes of the text content as much as possible, let students know where the language knowledge they have learned is used, and then create various similar scenes, so that students can learn to use the language knowledge they have learned. By creating teaching scenes and using vivid and diverse forms of practice, students can carry out boring language training in a tense and pleasant atmosphere, making the learning process full of fun and stimulating students' interest in learning. Practice has proved that situational teaching has brought vitality to English teaching.

Third, disperse the difficulties, reduce the slope and reduce the obstacles for students to learn English.

Suhomlinski believes that it is a major task for teachers to cultivate students' interest in learning and thirst for knowledge. The differences in students' interest in English learning are not innate, but are obtained under the influence of environment and education. If you carefully analyze the situation of those students who lack interest and motivation in English learning, so that their grades are poor, will you find them difficult? Not interested? Poor grades? Not interested? A vicious circle has formed on the track with worse and worse results.

The ring. Therefore, it is the key to improve teaching quality to help students overcome learning difficulties and stimulate their interest in learning. Because people who use English have different cultural backgrounds from us in China, English is very different from Chinese. English and Chinese characters are very different in sound and form; Incomplete equivalence in meaning and part of speech; English word order and word order are also different from Chinese. The tense and voice of English verbs are not found in Chinese, which makes it difficult for China students to learn English. It is not easy for students to learn authentic English without the interference of their mother tongue. On the one hand, I let students watch, listen and imitate more to cultivate their sense of English language, on the other hand, I let them master the differences between English and Chinese. Then let the students practice repeatedly to deepen their understanding and master English idioms. When preparing lessons, ponder over the difficulties that students may encounter in their studies repeatedly, so as to have a clear aim in teaching. This practice can be summarized as follows: listening and speaking lead, reading and writing keep up; Intensive speaking and more practice, timely induction; Integrate contacts and draw inferences from one another.

In addition, memorizing words is the biggest headache for students, which is caused by students' fear of hardship and learning methods. Therefore, studying teaching methods and teaching students the skills of seeking knowledge can not only make students learn well, but also make them feel too tired. In word teaching, I guide students to learn from three aspects.

(1) Word formation gives students a preliminary understanding that English words also have a certain structure, not a bunch of letters. Together with my classmates, I classify the words I have learned according to different word formation to deepen my memory and reduce spelling mistakes.

(2) Classification of homophones, synonyms, synonyms and antonyms.

(3) according to the sentence? Phrases, words and not words? The order of phrases and sentences.

For example, please help yourself to some fish. First of all, I asked the students to read this sentence through, and the students also remembered the phrase "help some one to something", instead of memorizing a word in isolation, so that students can easily remember and use it, and their interest in learning will arise.

Pay attention to the guidance of students' learning methods, let them master learning methods, learn to summarize and reveal the logical relationship and regularity of knowledge.

Fourth, organize various competitions to create an atmosphere source for English learning.

According to the psychological characteristics of junior high school students, I organized some extracurricular activities that they are willing to participate in and created a series of intellectual backgrounds:

(1) Organize lectures and conduct spelling competitions to stimulate students' interest in spelling words. (2) Carry out reading competitions to stimulate students' interest in reading.

Reading and reciting are very important for language learning, but most students regard written homework as a hard task and oral homework as a soft task, and are unwilling to spend more time reading. In order to encourage them to read more books and recite more, I usually make random checks, and sometimes I ask students to record the texts they read aloud, choose some to comment in class, and guide students to imitate tape reading. Carry out reading competitions in different grades to stimulate students' interest in reading English and read English well.

③ Organize reading competitions to improve students' reading ability and interest.

Choose some interesting articles or topics with moderate content for reading competition, so that students can see that they can understand English articles and solve English topics, and they are more energetic in learning English.

Arrange sketches and sing English songs according to the content of the text to increase the fun of learning English.

How to teach junior high school English II

Text teaching is the central link of foreign language teaching in middle schools. Is it to cultivate students? Sihui? An important way of ability. So, how to teach junior high school English texts?

First, the importance of junior high school English text teaching

Text teaching is the carrier of mastering language knowledge, the command of cultivating language skills, the means of stimulating learning enthusiasm and the way of developing language ability. When students gain new knowledge through text learning and taste the sweetness of learning, they will have greater interest in learning, thus stimulating the motivation to overcome difficulties and study hard.

English text is a comprehensive material for learning English, and it is the focus and difficulty of English teaching. Whether the method of English text teaching conforms to the law of language learning and the physiological and psychological characteristics of students directly affects the effect of English text teaching, and also determines the success or failure of junior high school English text teaching to a great extent.

In the whole junior high school English teaching content, English texts have vivid pictures, rich and varied plots, complete and touching stories, and many novel questions and fresh knowledge, which are of great significance to junior high school students, especially rural students' English learning.

Second, the main points of junior high school English text teaching

In order to improve the quality of text teaching smoothly and effectively, we should adhere to a series of text teaching points such as ideological, holistic, comprehensive, practical and consolidated.

1, ideology

Ideological education is an important part of middle school education, and all subjects should attach importance to ideological and moral education. The main method of ideological and moral education in junior middle school English classroom is to combine with the ideological content in the text through text teaching. When preparing lessons, teachers should pay attention to the educational significance of excavating the central idea of the text. Through questioning, discussion, analysis, introduction and other activities of the text content, ideological and moral education such as patriotism, collectivism, helping others and saving expenses is infiltrated, and ideological education is incorporated into the text teaching.

Step 2 be practical

English class is a practical tool class. The main task of junior high school English text teaching is to let students master the practical application of English language materials through a lot of practical exercises, and gradually develop their language ability of listening, speaking, reading and writing. Therefore, teachers should highlight the key points and difficulties when explaining the language knowledge points of the text.

How to teach junior high school English 3

First, make students interested in English.

Every student has his own? Favorite course? With what? What's your least favorite course? . So, naturally, if you put more energy into the subjects you like, your grades will go up, while the subjects you don't like, because you are not interested, will go down in a vicious circle, leading to the worse your grades, the less students like them.

There are many factors that affect students' interest in learning, some of which are influenced by parents, for example, some parents deliberately emphasize? Learn math, physics and chemistry well, and you are not afraid to travel all over the world? In this way, students will feel that these subjects are more important than other subjects; Some are influenced by classmates, etc. Teachers' emotions play a vital role in whether students are interested in this subject. We can't influence his parents. Naturally, we have to rely on our own personal abilities to form a good influence on students. If teachers take an indifferent attitude towards students, they will give up on themselves, not to mention their interest in learning. Therefore, in our teaching, we should first care about them, and often chat with them consciously to find out what specific difficulties they have, so that they can feel that I am both their teacher and their friend. In communication, try to find the bright spots in them, let them overcome their inferiority complex, enhance their self-confidence and make English learning better. It's no big deal to make them feel that their mistakes exist in other students. Some students don't like to talk with their mouths open, so they are encouraged to talk to the teacher more, so that students can believe that they can complete this task. Although a little stuttering, it should be praised and encouraged.

As long as we pay attention to finding the bright spots in students, and encourage them without losing time, and let more students actively participate in English classroom teaching activities, their English scores will certainly be improved on the original basis.

Second, use a variety of learning methods to create English learning situations.

The most unfavorable condition for us China students to learn English is the lack of English communication. Therefore, we should make full use of various means to create as many English learning situations as possible in a limited time.

We should adopt the method of combining listening and speaking, using gestures and exaggerated expressions, so that students can understand new words and new sentence patterns first, and create as many scenes of the text content as possible, so that students can know where the language knowledge they have learned is used, and then create various similar scenes so that students can learn to use the language knowledge they have learned. For example, this student can perform an English scene, such as a drama, with his friends after class as the homework of this course. By creating teaching scenes and using vivid and diverse forms of practice, students can carry out boring language training in a tense and pleasant atmosphere, making the learning process full of fun and stimulating students' interest in learning. Let students be interested in English while studying.

Third, adopt scientific teaching methods.

Cultivating students' interest in learning and thirst for knowledge is the main task of teachers. The differences in students' interest in English learning are not innate, but are obtained under the influence of environment and education. A careful analysis of students who are not interested in English learning and lack learning motivation will find that they have formed a vicious circle on the track from difficult to uninterested to poor grades, to even less interested to worse grades. Therefore, it is the key to improve teaching quality to help students overcome learning difficulties and stimulate their interest in learning. Because people who use English have different cultural backgrounds from us in China, English is very different from Chinese. English and Chinese characters are very different in sound and form; Incomplete equivalence in meaning and part of speech; English word order and word order are also different from Chinese. The tense and voice of English verbs are not found in Chinese, which makes it difficult for China students to learn English. It is not easy for students to learn authentic English without the interference of their mother tongue. Therefore, in the explanation of grammar, we must systematically sort out different levels of knowledge, from easy to difficult step by step. This practice can be summarized as follows: listening and speaking lead, reading and writing keep up; Intensive speaking and more practice, timely induction; Integrate contacts and draw inferences from one another. In addition, memorizing words is the biggest headache for students, which is caused by students' fear of hardship and learning methods. In word teaching, I always emphasize memorizing words with phonetic symbols to improve students' autonomous learning ability. Specifically, I guide students to learn words from three aspects: (word formation makes students understand that English words also have a certain structure, not a bunch of letters; (2) Classification of homophones, synonyms and antonyms.

How to teach junior high school English 4

For many years, teachers have always spent most of their time and energy on explaining new words, collocating words and training sentences, paying too much attention to language form and ignoring the understanding of content. It leads to the dismemberment and fragmentation of the text, which affects students' overall grasp of the author's thoughts. On the other hand, teachers often play a leading role in classroom teaching, students do not fully think and participate in language practice, and students are always in a passive state. When designing exercises, teachers are often limited to superficial understanding of the text and design some right-wrong questions, multiple-choice questions and recall questions. Textbooks also fail to make comprehensive requirements and training for students' understanding. However, the purpose of learning a language is not limited to simple conversations or coping with various levels of exams, but to understand and express more information in the language you have learned through learning; Master more knowledge; Have high self-study ability, etc. Therefore, how to do a good job in text teaching under the new curriculum standard and improve students' reading comprehension ability has become an urgent problem at present.

First of all, understanding is the main idea of reading.

Reading is a process of actively thinking, understanding and accepting information, and it is also a complex intellectual activity. Formally speaking, reading seems to be a one-way verbal communication activity. In essence, it is a verbal communication activity in which the author and the reader participate together, and it is an intellectual activity process of positive thinking.

The main purpose of reading is to understand the author's thoughts expressed in words, so understanding ability is the most important ability in reading. The degree of reading comprehension can be divided into three levels: shallow understanding, deep understanding and critical understanding. Surface understanding only understands the literal meaning of the article; Deep understanding requires readers to clearly understand the author's implication; Evaluative understanding requires readers to express their views on the content expressed by the author. Readers' understanding of an article should include these three levels, of which surface understanding is the premise of deep understanding, and evaluative understanding is carried out on the basis of deep understanding. However, in teaching, we find that quite a few students are often only satisfied with the superficial understanding of the text, and seldom pay attention to the understanding of the latter two levels. They mistakenly regard superficial understanding as the whole of reading comprehension. On the one hand, the reason for this phenomenon is to change this situation and improve students' high-level reading comprehension ability. Teachers should design the teaching process according to the three levels of understanding the text. Here, taking "JEFC Lesson 70, Only Standing Place" as an example, this paper specifically talks about how to cultivate students' reading comprehension ability by understanding the three levels of text content.

Second, the three levels of reading comprehension

(A) superficial understanding

Surface understanding requires students to master the literal meaning of the article. The requirement for students is to repeat the main content of the text mechanically, so that the content of the text can be reproduced. Teachers can ask the following questions about this lesson and ask students to read and answer:

1) How many babies are born in about one minute?

2) How many newborn babies do people need to find food a day?

3) What is the biggest problem in the world today?

4) What is the population growth?

5) When will the population exceed 500 million?

6) What will happen in about 600 years?

Because surface understanding is the basis of deep understanding and evaluative understanding, in order to make students understand the meaning of the article smoothly, teachers should pay attention to the following two points in teaching:

1. Teachers should clearly understand whether students have knowledge of language and cultural background suitable for the article in their minds. Background knowledge can improve the correct understanding of the course text. Ausubel, a cognitive psychologist, believes that when reading, the basic knowledge related to reading materials stored in the reader's mind is helpful to understand and maintain the article. D.Rumelhart also pointed out that when reading, his previously stored knowledge is often associated with the symbols in the article, which is very important for readers to understand the information in the article. This shows that when a written article appears in front of readers, readers need not only enough language knowledge, but also relevant background knowledge and social life experience to fill the information gap between the author's sentences, so as to understand the meaning of the article. Reading is a process of interaction between reading content and readers' background knowledge, while reading comprehension is a process in which readers use their own background knowledge (including language knowledge) to think about reading content. Only Standing Space is a book about population. Teachers can introduce questions into the text to understand the background knowledge that students have mastered, thus laying the foundation for understanding.

Question:

What's the population of China?

2) What is the population of the world?

3) Have you ever heard of the "population problem"? Tell me what you know.

2. Teachers can explain some difficult sentences in the text in the teaching process. In order to help students clear up the context of the article, the teacher can design a chart on the blackboard to guide.

If students have no difficulty in answering questions, let them retell the text according to the chart to promote their oral ability and lay a good foundation for in-depth understanding.

(2) Deep understanding

The problem of deep understanding is creative. It requires students to use the information transmitted by the author and rely on their own social background knowledge and life experience to further understand and absorb ideas and information that are not clearly stated in reading but are related to the theme, that is, "implication".

This is a kind of logical thinking and reasoning activity that transcends the information conveyed by the characters and symbols of reading materials. On the basis of students' understanding of the surface of the article, teachers can ask further questions:

1) What do you mean by "only standing room"?

2) By which year will the world population reach 6 billion?

3) What is the author's attitude towards the population problem?

4) How does the author show the seriousness of the problem?

5) Why does the author write an article?

Teachers should help students find clues (such as discourse markers and topic sentences). ) At the same time, guide them to think. The author of this lesson shows the rapid growth of population through a large number of detailed figures. Authors and users, such as "A UN report says?" Increase the credibility and authority of the article, so as to warn the world of the seriousness of population growth and the urgency of solving population problems.

Evaluative understanding

The purpose of reading is to absorb information or use the obtained information to analyze and solve problems, judge the value of articles, improve the ability of in-depth understanding and evaluation of articles, and at the same time gain the ability to communicate in English. The evaluation questions in this lesson can be designed as follows:

What do you think of the population problem?

2) What do you think we should do to solve this problem?

3) Support that you are a demographer and give a speech on "population explosion". Students should think about the problem in the process of answering questions, gain insight into the essence of the problem, and think about what impact the rapid population expansion will bring to society. What kind of threat does it pose to our lives? What measures should be taken to solve it? And express your views freely in English. In order to help students evaluate the content of the text smoothly, teachers should pay attention to three questions:

1. appropriately supplement the vocabulary urgently needed in students' communication, such as population explosion, food supply, lack of resources, global problems, family planning, etc.

2. Teachers can use cooperative learning to let students discuss. Group discussion not only increases students' speaking opportunities, enables students to think positively and brainstorm, promotes and enriches students' thinking, but also helps teachers to give individual guidance. When designing problems at this level, teachers should pay attention to the ideological content of the article, take into account the language form and content, and integrate ideological education into foreign language teaching;

3. In the teaching process, teachers should encourage students to express their opinions, allow students to debate different opinions, create a free, relaxed and lively discussion atmosphere in English, and gradually make students realize the transformation from knowledge to skills to communicative competence, so as to reach the highest level of understanding.

Third, some experience.

1. According to the three levels of reading comprehension, the teaching process is designed from easy to difficult, from shallow to deep, so that students' understanding level is deepened, and the transformation from knowledge to skills to communicative competence is gradually realized.

2. The teaching process is student-centered and teacher-led.

This kind of teaching has fully mobilized students' enthusiasm and raised the requirements for teachers. Teachers must thoroughly understand the teaching materials, understand the students' level and acceptance ability, design questions according to the text structure and internal meaning of the article, improve the ability to control the classroom, and let students have a lot of opportunities to listen and speak in creative activities and communication activities of processing information.

3. Combination of reading and writing

On the basis of students' understanding and oral discussion of the content of the text, students can abbreviate the text or write their feelings after reading it, so that students can go from reading comprehension to oral expression and finally implement it in writing. In this way, reading and writing are closely combined, and students can get comprehensive training in listening, speaking, reading and writing.

4. Teaching vocabulary, grammar and other knowledge on the basis of comprehensive understanding of the text.