Excellent model essay for junior middle school English teachers

Junior high school is an important stage of English teaching. Only by laying a solid English foundation during this period can students learn English well in the future. If you can't learn English well during this period, students will not learn English well in the future; At the same time, teachers play an important role in English teaching. The following is my thesis about junior high school English teachers. Welcome to read it for reference!

Essay by junior middle school English teachers 1

On Cultural Infiltration in Junior Middle School English

Abstract: Language and culture influence and interact with each other. To understand language, we must understand culture, and to understand culture, we must understand language. Culture is pluralistic, so is language. Language is the cornerstone of culture ―― without language, there is no culture; On the other hand, language is influenced by and reflects culture.

Keywords: junior high school; English; Infiltration; culture

Language is a tool for communication, and the ultimate goal of language teaching is to communicate and use language in life. The core of communicative competence is to enable students to use the language they have learned to communicate effectively and appropriately with different objects in different situations. There are huge cultural differences between different countries and ethnic groups. Communication failures are often caused by cultural misunderstandings, and improper words that ignore social and cultural differences are even more unacceptable. Therefore, in English teaching, it is very important for teachers to help students understand the cultural differences between China and the West and correctly understand the language differences between China and the West.

First, the interaction between language and culture

Language is a part of culture, and language is influenced by culture. Some sociologists believe that language is the cornerstone of culture ―― without language, there is no culture; On the other hand, language is influenced by and reflects culture. It can be said that language reflects the characteristics of a nation, including not only its historical and cultural background, but also its views on life, lifestyle and way of thinking. Language and culture influence and interact with each other. To understand language, we must understand culture, and to understand culture, we must understand language. Culture is pluralistic, so is language. Due to cultural and linguistic differences. It is not easy to understand each other, and communication between different cultures often encounters difficulties.

To learn a foreign language, we should not only master pronunciation, grammar, vocabulary and idioms, but also know how people who choose this language look at things and observe the world. Understand how they use their own language to reflect their social thoughts, habits and behaviors; Get to know them? The language of the mind? That is, to understand the culture of their society. In fact, learning a language is inseparable from understanding the culture reflected in the language. Language is a part of culture and plays an important role in it. Some sociologists believe that language is the cornerstone of culture ―― without language, there is no culture; On the other hand, language is influenced by and reflects culture.

Therefore, language is not only a symbol system, but also people's language expression is restricted and influenced by the social culture on which language depends. Cultural connotation is the concrete content of language communication, and cultural consciousness is the thinking basis of language communication. Without understanding the culture behind the language, it is just a form. Without paying attention to the connotation of the language, it is impossible to really master the language.

Second, the mutual penetration of language and culture

(1) Does language teaching help to avoid appearing in cultural exchanges? Cultural error? . Why can't western jokes be laughed at in China? Why are traditional virtues widely celebrated in China? Modesty? In the west, this is considered as a sign of incompetence? The East emphasizes collective expression and collectivism, while the West emphasizes individual expression and individuality. They think people who don't want to show their talents are incredible and strange. The crux of the above problems is, in the final analysis, the problem of cultural differences. In the process of cross-cultural communication, cultural errors often mainly appear in addressing, greeting, responding to compliments, topics, words and cultural connotations.

(2) Cultural teaching contributes to the learning of English language knowledge. American educator Spencer advocates? Happy education? We should try our best to stimulate students' interest in learning, learn knowledge with a happy mood and turn knowledge into a happy thing. The relaxed and happy classroom atmosphere and the integration of teachers and students' emotions can stimulate students' strong interest in English learning and actively participate in teaching activities, so that students can get emotional satisfaction and better accomplish their learning goals. Therefore, timely and appropriate infiltration of cultural knowledge education, especially the knowledge that needs attention in cross-cultural communication, is just a good tool to mobilize the atmosphere.

(3) Cultural teaching helps to improve students' cultural literacy. Infiltrating western cultural knowledge in English teaching can not only make students accept foreign cultures, but also have a deeper understanding of their own cultures while making cultural comparisons, thus forming correct and decent communication, cultivating students' awareness of world culture and consciously improving their communication ability.

Third, how to infiltrate culture into the language.

1. Classroom teaching permeates culture

There is no doubt that classroom teaching is the main way to cultivate cross-cultural awareness, and teachers should penetrate the culture of English-speaking countries through classroom explanation.

(1) Make full use of modern educational technology and multimedia teaching methods. In the process of making teaching materials, modern educational technology and multimedia teaching methods are used to make exquisite courseware, so that students can intuitively feel foreign culture. By making some related PPt /flash, or watching some English soundtrack movies, cartoons or popular science short films, students can not only understand the culture of English-speaking countries and learn more scientific and cultural knowledge, but also enhance their interest in learning, help them learn languages, and improve their cognition and appreciation of foreign cultures.

(2) Guide students to make a comparison between China and the West on the same subject. In the teaching process of school-based textbooks, students can be guided to compare the same themes, such as food, customs and festivals, so as to deepen their understanding of foreign cultures. For larger themes, such as festivals-Spring Festival and Christmas, activities between teachers and students can be carried out through questions and answers. What do people usually do at Christmas/Spring Festival? Which do you prefer? Why? Comparing the traditional festivals in the west with those in China can help students master knowledge points on the one hand, and let them experience different cultural differences on the other.

2. Extracurricular activities permeate culture

Cultural learning should not be confined to the classroom, and cultural teaching outside the classroom is also a good continuation and supplement, which can provide learners with a process from quantitative change to qualitative change. The specific method is:

(1) Guide students to read representative foreign literary works. Literary works are the accumulation of traditional culture and the essence of culture. Such as Million Pounds, A Tale of Two Cities and Necklace.

(2) Write reading materials that systematically introduce cultural knowledge. Collect as much information as possible about the politics, economy, society, science and technology, art, customs, history and geography of the target language country, and strive to make learners unconsciously increase their cultural content through a lot of reading. For example, in the usual extracurricular reading, let students correctly understand the cross-cultural background knowledge such as Big Brother (the tracking radar of the ground tower), brain damage (brain damage), rain stop (the original ticket stub left for the next time after the game was interrupted in the rain).

In a word, learning a language is inseparable from understanding the culture reflected by the language. English teaching is not only a process to help students master basic language skills, but also a process to guide students to understand the target language culture, improve their cultural literacy and cultivate their intercultural communication ability. Therefore, in the future English teaching in middle schools, we should implement the principle of synchronization between language teaching and cultural teaching, and consciously infiltrate cultural teaching into students in teaching, so as to adapt English teaching in China to the needs of social development and thus promote the development of English teaching.

Essays of junior middle school English teachers II

On Situational English Teaching in Junior Middle School

The teaching method is novel and enlightening, which can stimulate students' interest in learning and make them feel interesting, interesting, curious and puzzled.

Keywords: junior high school English; Situational teaching

Interest is the best teacher. The teaching method is novel and enlightening, which can stimulate students' interest in learning and make them feel interesting, interesting, strange and confused. In English teaching, it is a clever move to skillfully use situational teaching method. There are many ways to create a scene. According to the author's teaching practice for many years, it is summarized as follows from two aspects: classroom teaching and extracurricular teaching:

First, the proposal of situational teaching method in junior high school

Language is a social phenomenon, and human linguists all emphasize the connection and inseparability between language and its social environment. The human brain's reaction to the objective situation is recorded in language, so language is a reflection of the objective environment. When people use language to communicate, they can't do without social language situations.

In the process of English teaching, students can better organize their thinking, understand the information and language materials conveyed in specific situations, stimulate their desire to express their thoughts, and thus promote the cultivation of their ability to understand and express their thoughts in English. Situational teaching method can stimulate students' enthusiasm for learning, cultivate students' strong interest in learning, and promote the development of students' intellectual and non-intellectual factors, so as to correctly understand and use the whole language.

Second, the overview and significance of situational teaching method in junior high school.

Scenes, that is, situations and scenes. The so-called situational teaching is to create a harmonious language environment for students according to the teaching content, and convey it to students through teachers' own language, movements, expressions and gestures, so as to promote knowledge with emotion and educate people with emotion, realize the unification and optimization of knowledge and emotion, and finally stimulate students' interest in learning. Situational teaching method is characterized by the integration of words, actions and feelings, and its core is to stimulate students' emotions, thus arousing students' certain attitude experience, thus helping students understand and acquire knowledge or skills and developing their psychological function.

The role of situational teaching method in English teaching is mainly reflected in the following aspects:

1. Situational teaching makes the language more intuitive, close to students' life and way of thinking, stimulates students' interest in autonomous learning, enlivens the classroom learning atmosphere while learning and mastering textbook knowledge, and achieves the purpose of applying what they have learned;

2. The content of situational teaching design can generally choose extracurricular related content to expand students' knowledge, and choose different content independently according to different personal hobbies and interests;

3. Situational teaching creates an equal language exchange stage for students with different English levels. In the process of teaching, there is no unique answer to many questions, which can give each student an opportunity to develop their ability, talk about their own views and opinions, and mobilize students' learning enthusiasm.

Third, the strategy of situational teaching method in junior high school

1, cultivate interest in learning

? Interest is a psychological activity that one tends to know and study something. It is a vigorous internal motivation for students to seek knowledge and the most active factor in learning motivation. ? Interest is the best teacher? Only by stimulating students' interest in learning can they improve their learning motivation, actively participate in the classroom, enliven the classroom atmosphere and improve their self-confidence in learning English.

According to the survey, more than half of the students in a school are not interested in English, especially in rural middle schools. Why is this happening? Some students think there are too many words, so they forget to recite them and forget to recite them again. They spend a lot of time dealing with words, but their exam results are not satisfactory, and then they simply don't recite words.

Some students think English class is particularly boring. Teachers only know how to memorize, whether students accept it or not. Students just come with ears and act as stenographers, so they can't participate in the class. This kind of classroom atmosphere is quite boring, which leads to students losing interest in English. So how to make students actively and enthusiastically participate in the classroom? At this time, situational teaching can adapt to this trend, and students can actively participate in the classroom and learn from it. Want me to learn? , go to? I want to learn? Learning English has become a pleasure.

Step 2 Create a real scene

English teaching itself is a real scene. It is a natural, true, vivid and colorful language exchange scene from the moment the teacher enters the classroom until the end of classroom teaching and leaves the classroom. Therefore, teachers should make full use of the real situation of English teaching, organize teaching in English as much as possible, and turn the classroom that only teaches knowledge into a place where students naturally acquire language, thus reflecting students' subjectivity. For example, the teacher came into the classroom and had the following conversation with his classmates kindly, which provided students with a real opportunity to practice their language. t:？ Hello, boys and girls. ? Ss:？ Hello, Miss Cai. ? t:？ Hello. ? S 1:？ Fine, thanks, and you? t:？ Me? I'm fine. What about you? ? S2:？ Me? I'm not well. ? t:？ Oh, me? I'm sorry to hear the news. What? What's the matter? S2:？ I have a cold. ? t:？ Oh, I miss you? We'd better see a doctor after school. ? S2:？ All right. Thank you. ? In this cordial conversation, teachers' pure mother tongue teaching and friendly interaction between teachers and students make students happy to communicate in English.

Turn English classroom into a language environment for communication between teachers and students. In this environment, students naturally have the desire to understand this language, and have the awareness of communicating with others in this language. Over time, students' perception of the language is getting deeper and deeper. Another example is: In the eighth grade, I went to Unit M5 1 Do you like western classical music, Tang? Isn't it? Play a famous song first? Blue Danube? At this time, the students were attracted by the relaxed and elegant music, and the students who could sing also sang softly with the rhythm. Then I said, we all like this music. It? This song is very nice. Some of us can even sing, but do you know who sang this song? Some students who know about Strauss said. Then the teacher asked: Where did he come from? All the students who know are scrambling to answer, and then play a few songs to ask them what kind of music they belong to, western or traditional. What are the characteristics of various types of music? Naturally, students will enter a new course of study.

3. Intuitive scenarios

Teaching with pictures, stick figure pictures, stick figure, movements and other intuitive scenes, so that students can see objects and hear sounds, which not only makes teaching concrete and vivid, but also stimulates students' interest in learning. For example, if you teach Unit2 Topic2 to the seventh grade, let each student prepare three things before class: photos of favorite sports stars, national flags (pictures) and pictures of famous buildings or natural scenery in his country. After class, let the students ask and answer in pairs with these items. The introduction should include sentence patterns: What? What's his/her name? His/her name is-. Where does he/she come from? He/she comes from-in this way, students not only master the classroom knowledge, but also know some extracurricular knowledge, which makes students more and more interested in English.

The use of stick figure teaching can also make students not tired of English. For example, in the unit 1 topic 3 B section of grade seven, I teach with stick figures. During the teaching process, I asked while drawing, T: What? How do you say this in English? Ss: It? This is a car. Or let the students draw a stick figure in front of the blackboard, and let him ask questions while drawing. In this way, students not only learned daily language, but also learned some stick figure knowledge and cultivated their ability to speak and do things.

Junior middle school English teacher's thesis 3

On the Seven-step Teaching of English Reading Course in Junior Middle School

The new junior high school English textbook and syllabus stipulates that junior high school English teaching should focus on cultivating students' application ability. The number of reading comprehension questions in 20 13 senior high school entrance examination increased obviously, and the reading class of textbooks in Grade One and Grade Two increased. It can be seen that how to improve students' reading ability, how to infiltrate and cultivate students' reading ability in class, how to comprehensively train listening, speaking, reading and writing, and how to improve classroom teaching efficiency are the directions that most English teachers strive for.

In recent years, many English teaching books regard cultivating students' reading ability as an important goal of English reading class, highlighting the guidance of classroom teaching on students' learning methods, embodying students' dominant position and giving play to teachers' guiding role. In my years of teaching practice, I have summed up the seven-step teaching method of English reading class, namely: pre-learning, guiding learning, listening and reading, setting doubts, repeating, solving problems and checking.

First, pre-learning

Before teaching the text, students are required to make preparations before class. With the help of dictionaries, thesaurus or related materials, they can have a general understanding of the content of the article, initially complete the questions given in the exercise book, and grasp the author's ideas and article structure as a whole. Words and phrases they don't understand can be marked in preview and left to be solved in class or after class. It is not unreasonable to take preview before class as the first step to improve the teaching efficiency of reading class. The new syllabus clearly requires students to have certain preview ability, and the effect of students' preview directly affects the efficiency of classroom teaching. Insisting that students preview before class can not only improve their preview ability, but also improve their listening efficiency. Moreover, every new text is a typical reading training problem, and insisting on preview can enhance students' reading ability.

Second, guide learning.

Before teaching the whole article, the teacher condensed the whole article into wonderful fragments, dissolved key phrases and sentences in them, and showed the basic story image of the article through existing teaching tools, such as wall charts and slides. Through the teacher's introduction and bilateral activities between teachers and students, present the outline and language focus of the whole story, and make appropriate blackboard writing to grasp the key points of the text and lay the foundation for further understanding of the text below. Learning guidance is the beginning of a class. A good beginning is half the battle? In the guidance part, the teacher can't ignore it. Teachers should carefully design and be fascinating, bring students into a specific artistic conception, stimulate students' curiosity, arouse students' thirst for knowledge and improve the quality of their lectures.

Third, listen and read.

After students have a preliminary perception of the whole article, let them practice listening. They can ask one or two questions before listening. The question should be representative, and students should listen to the whole article before they can get the answer. This not only cultivates students' listening ability, but also cultivates their overall understanding ability. If the article is long, you can choose some key paragraphs for students to listen to. After listening, check the answers and read the text aloud. Reading aloud can put forward different requirements according to students' understanding, which can be imitation reading, group reading or group reading, or individual practice reading. In the process of reading, you should use your mouth, eyes, ears and brain at the same time to improve your memory ability. In addition, we should pay attention to the tone and manner, and get information by reading aloud.

Fourth, doubt.

After listening and reading, students have a better understanding of the article. At this time, students are required to read the article silently and answer the T/F judgment questions or questions carefully designed by the teacher or in the workbook. When designing problems, we should pay attention to these points: ① easy first, then difficult; ② Understand first and then expand; (3) Shallow first, then deep, and give consideration to both ends. Check students' understanding of the article by setting questions to find out whether students have grasped the center and key points of the article.

Verb repetition (abbreviation of verb)

Retelling the text is the sublimation of classroom teaching in reading class, and it is one of the important training means to train students to organize language coherent expression. Through retelling, you can have a deeper understanding of the article you have learned and turn the language in the article into your own language. Speaking first, then writing, and insisting on repeating, not only cultivate students' understanding ability, but also cultivate students' oral expression ability. There are many ways to retell, such as: point of view retelling, list retelling, question link retelling, text summary retelling, contraction and expansion retelling, variation retelling and so on. Therefore, we should pay attention to the continuous exchange of retelling methods in classroom teaching; Various forms are mixed and used alternately, so that students are not bored and their interest in classroom teaching is enhanced.

Sixth, solve the problem.

The so-called problem solving refers to the process of solving problems in English classroom teaching, which is the only way to strengthen key points and break through difficulties. There are usually two ways to solve the problem. One is that the teacher puts forward the language difficulties in the article, and the students think, discuss and then answer. The other is that students will ask questions that are still in doubt during preview or after classroom teaching, which will be put forward by students and discussed and answered by teachers and students. This process can cultivate students' thinking ability, cultivate students' ability to find and solve problems in learning, and facilitate teachers to find problems in students' learning process in time. In this process, teachers should give full play to their guiding role, be concise, inspire students' thinking, save classroom time, expand classroom capacity and improve classroom efficiency.

Seven, inspection and measurement

This step is mainly to check the effect of students' classroom learning, understand the students' mastery, and feedback the teaching information in time. The content of inquiry and measurement is generally an important language point in text teaching, and it can also be an expansion question. The examination form can be oral answer or written test. Use different ways to check what knowledge students have not mastered and what knowledge is not perfect, and need to be supplemented or improved, so as to optimize classroom teaching as much as possible.

The seven-step teaching method of reading texts has the following advantages:

1. Follow? Whole-part-whole? Teaching principles can enable students to understand the article as a whole and ensure the integrity and continuity of the content.

2. Listening, speaking, reading and writing can be integrated into classroom teaching, which can mobilize students' various organs to coordinate their activities and make them learn a language better.

3. Divide a class into several stages, so that students can read and understand articles from easy to difficult, and let them use their brains more scientifically and remember them most effectively.

4. Every link is well organized, interlocking and complementary, which makes students feel that it is natural and logical from language input to language output, so as to overcome their fear, mobilize their learning enthusiasm and improve the efficiency of classroom teaching.

5. Fully reflect the characteristics of English practice class, better reflect students' dominant position and teachers' guiding role, change the situation of replacing learning with teaching, and attach importance to the whole process of students' learning.

6. Pay attention to students' learning guidance, cultivate students' application ability, stimulate students' interest in learning, improve students' reading ability, and let students have endless fun in reading.

In a word, there are various teaching methods and modes in English reading class, and there is no definite teaching method. As long as students' dominant position can be fully reflected in teaching, teachers' guiding role can be brought into play, students' learning guidance can be emphasized, fixed thinking mode can be broken, and students' reading ability can be cultivated, such teaching methods and modes are worth popularizing. Teachers should constantly explore in teaching, improve their own teaching methods, apply innovative ideas to teaching, and improve classroom teaching efficiency.

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