Middle School English Teaching Reflection Essay

Middle School English Teaching Reflection Essay Four

Middle School English Teaching Reflection (I)

In the middle school English classroom teaching, many students do not have a firm memory of basic language knowledge, the basic structure of the sentence and the sentence type, sentence pattern, coupled with the fact that some of the use of the sentence and the Chinese language has a certain degree of difference This has led to a considerable number of students not only being unable to express themselves orally in accurate and appropriate standard English, but also being unable to write a few complete sentences in English. What is the reason? Most students think that English grammar is really boring, tedious, hard to remember and easy to forget. This greatly affects their interest in learning English, and at the same time restricts the improvement of their English performance.

In the past English grammar classroom teaching, the general practice of teachers is to carefully explain the concepts, definitions, structures and characteristics of grammatical knowledge, then present example sentences and illustrate them, and finally design a lot of exercises for students to practice and consolidate, such a teaching process and mode. The teacher is the main body of the classroom, and students receive knowledge through passive listening, memorizing and practicing. It seems that "once you learn, you will know", but in the actual language situation, students still can not correctly use the knowledge of grammar to solve practical problems.

The reason for this is that we only pay attention to the explanation and teaching of grammatical knowledge, and ignore the students' interest in learning and the initiative of thinking, which leads to the students only simple imitation, rote memorization of the rules, and the lack of practical use of English in the context of the ability to use the English language. The new standard newly advocated experience (perception), practice, participation in cooperation and communication learning and task-based teaching approach is to fundamentally make up for the discomfort of traditional grammar teaching.

In my opinion, the new standard concept of grammar teaching should pay attention to the following three points.

1. Focus on practice and guide students to actively participate and experience. In order to highlight the teaching objectives, teachers can design different language practice activities such as dialog interaction, making games, design and arrange some tasks for students to listen, speak, read and write in different ways of training, guiding students to think positively and boldly participate in the practice, in real contexts to master grammatical knowledge. Through personal experience, by the students to summarize the laws of grammar, which can fully improve the students' learning interest and efficiency, enhance their participation in classroom teaching, active interaction initiative and enthusiasm.

2. Use multimedia to create a context for natural and effective grammar teaching. Under the conditions, the use of multimedia courseware for grammar teaching, the use of courseware to provide a large number of pictures and animation for practice, image intuitive, so that the students are in the situation, but also the use of courseware to explain the generalization of the use of the present progressive, so that the students to form a clear grammatical generalization. You can also use the courseware to provide targeted exercises, the use of multimedia courseware in teaching, can make grammar teaching become interested.

3. Let the students in the practice of practice, to digest and absorb the knowledge learned. This will consolidate in time and strengthen the memory.

In short, the new concept of the new curriculum standards, teachers are required to constantly update the concept of teaching, improve teaching methods, teaching to students as the main body, give full play to the subjective initiative of the students, the grammar teaching and reading, listening, speaking and writing skills training combined with the natural penetration of grammatical content, to improve the students' ability to listen to, speak, read and write.

Reflections on Teaching English in the Middle School (II)

I. Emphasize the imitation of reading aloud and reciting the text.

In oral training, the imitation reading and recitation of texts is especially important. Many of our teachers have not studied abroad and their spoken language is not very standard, so reading along with the text tape is an effective means of correcting students' incorrect pronunciation. Memorizing texts can help students store vocabulary and idioms in their heads, form a quick flow of speech and a sense of language, and thus lay a solid foundation for learning English and using it, a process that is necessary for all future learning, and which ensures the development of students' oral communication skills.

It is important for students to realize that the formation of oral English ability must be based on a large amount of effective input and accumulation of language materials. In the actual teaching process, the teacher can check some students' memorization every day, and give them a grade on their fluency and voice intonation, record them, and give them an announcement and reward every month to play a role in motivating them. At the same time, we must seize this favorable opportunity to develop students' self-confidence.

Second, create an environment for speaking English in the classroom.

(a) Five-minute oral training before class to promote the improvement of students' speaking

Every day, students take turns to be on duty, so as to get an equal opportunity to train speaking, time 2-3 minutes, the content of which is freely chosen by the students according to their own level, and it can be from shallow to deep, from easy to difficult. It can be a daily report, an interesting experience, a story telling, a conversation with classmates, etc. After the duty student has finished, two questions must be asked to the following students for them to answer, so as to achieve the purpose of **** the same improvement, and at the same time, the student should be given an oral score and recorded in the book. This is an effective way to consolidate knowledge and the formation of oral ability, unknowingly let the students get exercise, not only to enhance the students' interest in learning, but also to develop self-confidence, to give each student to show the oral opportunities and platforms, so that they can experience the joy of success.

(2) to group as a learning unit, help each other, *** with the improvement

Each learning group of 4-6 people, pay attention to the student's English results in a reasonable combination of collocation, the classroom can be a group for the unit of the dialogue training, drama, problem discussion, etc., which will enable each student to have the opportunity to practice the spoken word, while the superior students can play a leading role in the group, to achieve a twofold effect. At the same time, the best students can play a leading role in the group, receiving the effect of two birds with one stone. After the group discussion, a few groups will be selected to perform or have dialogues in the classroom, and the students will be encouraged to evaluate the winners. In order to win, the students will consciously study before the new class, so that students can develop the habit of studying, it is really a multi-benefit!

(C) Encourage students to look up and speak English and show themselves boldly

Whether it's a reading class or a conversation class, the teacher should provide students with a time to express their . . time and space to express their thoughts, feelings and opinions. When students are eager to speak their innermost thoughts, they must be encouraged to look up and speak English, look at their interlocutor with their eyes to show their sincerity and concentration, and then say what they have to say. Between the students' unconscious looking up, they allude to the laws of oral language acquisition. After reading and imitating with some linguistic input, they then look up, reorganize their structures and arrange their phrases with a view to expressing themselves. The student may borrow original sentences from the text or dialog, and may make a few grammatical errors, but this is no longer important; what is important is that the language of the book has been melted into his or her own. This process of internalization is crucial because it not only tests the students' memory, but more importantly, they begin to try to use the language creatively, organizing sentences rather than simply reading aloud or memorizing them. Speaking English with their heads up completes a skillful transition from passive language reception to active output.

(D) Open up your mind and create an active classroom atmosphere

Teachers should find ways to create a relaxed language environment and atmosphere for students to express their opinions boldly and actively, which is an effective way to cultivate students' oral skills. In different forms of oral training to reflect the student's main role, to develop thinking ability and creative consciousness, to realize the transformation of knowledge from not know - learn - will use, so that students actively participate in the practice to find problems, solve problems, so as to experience the joy of success. The form of oral training in the classroom is varied: according to the number of students can be divided into single, double, group, according to the form can be divided into dialogues, performances, rapping, discussions, debates, oral compositions, speeches, watching videos and so on. Rich and varied classroom forms can attract students' attention, increase their interest, stimulate their desire to express their thoughts in English, and thus achieve the purpose of transforming from knowledge to ability.

Third, hold an English Christmas party to strengthen oral practice.

Carrying out various forms of extracurricular activities is an important part of improving students' oral expression. It is not enough for students to practice speaking in a 40-minute classroom. Therefore, it is necessary to advocate that students listen more and speak more and sing more after class, so the form of the evening party is eclectic and varied.

(a) English reading, speech, storytelling.

(ii) English song and dance, drama performance, skit performance.

These performances are lively and wide-ranging, which can not only cultivate students' oral communication skills, but also broaden their horizons, expand their vocabulary, stimulate their interest in speaking English, improve their speaking level, and enhance their self-confidence and pride in manipulating the language; they also allow students to strengthen their practice in real contexts and develop a rich sense of language.

Reflections on Teaching English in Junior High Schools (III)

1) Insufficient attention to the teaching of phonetics

The teaching of phonetics in junior high school English is the starting point and foundation of English teaching in secondary schools. But in the actual teaching of phonetics teaching is not enough attention. First of all, the dark disease of pronunciation is not seriously diagnosed and treated on the let go, such as: clear consonants into turbulent consonants, short vowels into long vowels. What is more serious is that the basic skills of phonetics are entrained, and students often have momentary consideration activities when reading phonemes and letters, which cannot reach the level of direct response and eye-to-mouth. This is especially true when applying spelling rules to the reading of words and combinations of phonemes. In short, the lack of automatization of phonological skills is a serious sequel to the teaching of phonetics and the teaching of English as a whole. It greatly affects subsequent teaching progress and the development of students' language skills and learning abilities. Vocabulary, sentence patterns, texts, grammar and the teaching of listening, reading and writing are all hindered by it.

According to the survey on the polarization phenomenon of English teaching in secondary schools, both macroscopic (class-to-class, school-to-school, region-to-region) and microscopic (between students in the class), are related to the teaching of phonetics. Without a good foundation at the phonics stage, words are difficult to pronounce, either not at all or not at all, which becomes the first and biggest roadblock to teaching. This is the first and biggest obstacle to teaching. Because words can not be read and can not be read directly affects the memory and accumulation of words. And the vocabulary is small, reading is also difficult. In addition, because some words can only be linked to form and meaning, but not sound and meaning, it is very difficult to hear. Teachers can't understand what they are saying in English, and they can't understand what they are saying in English. Teachers are not interested in teaching and students are not motivated to learn and will eventually give up. This is the result of not learning phonetics well.

(2) Inadequate grasp of the content and tasks of English phonics teaching

Some English teachers pay more attention to letters, phonetic symbols, monophthongs, and spelling in phonics teaching, but ignore other content and tasks. As a result, students' pronunciation is fine and their spelling is skillful, but their speech flow is poor and their intonation is hard, so the development of reading aloud and speaking skills is greatly affected. This is a second roadblock in the teaching of English. Therefore, it is important not to work only on individual phonemes and word pronunciation, but also to pay attention to the suprasegmental phonemes of English. These factors have more of an impact on semantics than the accuracy of individual sounds. Phonics teaching should be finalized in reading aloud and speaking skills to give students a good start and lay a solid foundation.

From the point of view of phonics teaching itself, in addition to knowledge transfer, students should have:

1. the ability to listen to, recognize, and imitate sounds;

2. the ability to respond quickly to the practice of sound, shape, and meaning of words;

3. the ability to establish a link between the letters and combinations of letters and the pronunciation of words according to the rules of pronunciation;

4. the ability to quickly spell out the phonetics of the words;

4. the ability to read the phonetic symbols;

5. the ability to read the phonograms of words in a short time;

6. the ability to read the words of the words of the words in a short time.

5. the ability to establish a direct link between the pronunciation and meaning of a sentence so as to achieve the ability to communicate initially through the spoken language;

6. the ability to read articles and poems aloud;

A comprehensive understanding and implementation of the content and tasks of phonics teaching is the fundamental guarantee that phonics teaching does not appear to be a major loophole.

(3) Insufficient understanding of the long-term nature of phonics teaching

The introductory teaching of secondary English is phonics, but phonics teaching is by no means limited to the introductory stage, but throughout the whole process of teaching English in secondary schools, which is often ignored by some teachers. The result is that students are not getting better at phonics, but worse: the ability and habit of higher grades students to open their mouths is not as good as that of lower grades students. These are all related to the skillful and practical features of phonics.

"Long familiarity is not as good as constant practice. Once exposed, the skill will degrade to zero, which is consistent with the general law of English learning as a whole. Therefore, teachers should instruct students to practice often, and they themselves should constantly correct their own sound and intonation, or they will be looked down upon by students, because learning is like rowing a boat against the current, if you don't advance, you will retreat. Of course, after the introductory stage, most of the phonics teaching is integrated into the training of grammar, vocabulary, sentence pattern, text and listening, reading and writing, which only reflects the comprehensive and integrated arrangement of teaching and learning, and it does not mean that it can be put out of mind and left high and dry.

(4) Teachers themselves can't pronounce their words well, and their demonstrations are so low that students can't hear them and can't listen to them

Strictly speaking, such teachers shouldn't be on the job, but the reality is that they can't help it. What if it happens? There are only two ways, one is to try to improve our own English speech level, and the other is to give the task to the tape recorder. Human-computer cooperation in teaching will enable students to listen to as many standardized sounds as possible.

(5) large classes, too few opportunities for individual practice

This is the most headache of secondary school English teaching, but also the reality of the topic of phonetics teaching research. The solution is to take advantage of the power of many people, more "singing", "chorus". First of all, insist on listening to the sound of the leading, listen to hear enough, and then imitate the pronunciation. Secondly, it is still in line with the principle of more practice: to teach the theoretical knowledge to be precise to the point, practice time to be more. In addition to a limited number of typical individual students

public vocal guidance, (which should not hurt the students' self-esteem under the premise), so that they become a corrective and practice model, we must know that the power of the role model is infinite, positive and negative typical of the need, so that we can come to the positive and negative aspects of enlightenment. At the same time, the progress of the negative typical students should be timely praise and encouragement. The first thing I want to do is to find out more about it and form a set of effective ways of teaching English phonetics in a large classroom.

Conclusion

In short, middle school English phonics teaching should also implement the general characteristics of English teaching: one is holistic and systematic; two is proficiency and consolidation. System means comprehensive connection, that is, the connection of various aspects and levels within each item, such as the connection of word form change and sentence structure within grammar, and the connection of simple and compound sentences in syntax. System also implies inter-item connections, such as phonetics and vocabulary, grammar, sentence patterns, and text connections. This kind of comprehensive connection to teach can fully mobilize the mental potential of students' associative learning and perfective learning, easy to remember and easy to take.

The whole means that teaching is mainly carried out along the line from the whole to the part, from the synthesis to the analysis, from the big unit to the small unit. For example, when teaching texts from the content of ideas and logical structure to the key sentences and words, when teaching sentence patterns from the situation to the structure; when teaching words from the type meaning to the specific meaning. Proficiency should be shown in high-speed spelling, listening to sound recognition, changing word shapes, practicing sentence patterns; also in fluent recitation of the text, answering questions, retelling the text. Consolidation is reflected in long-term memorization and basic skills will not be born. The voice teaching is a subsystem of English teaching, it and vocabulary teaching, grammar teaching together constitute the operation of the complex project of the English language, the voice teaching link out of the problem will make

Reflection on the teaching of English in junior high school (four)

This semester of education and teaching work is nearing the end. A semester down feelings and experience a lot, now the situation is a brief introduction, and colleagues to exchange discussions.

This semester I served as the eighth grade (1), (2) class of English education and teaching work, these two classes have ninety-seven students, they are basically from the farmers' families, most of the students of the English learning foundation is weak, which brings a certain degree of difficulty to the work of education and teaching, especially (2) class, the foundation of the students is not compact, the best in

(2) class, the worst in ( 2) class. And the number of poor students is relatively high, there is a disconnect. It makes it impossible to get down to effective teaching.

In response to such a status quo, I have taken what I believe to be more effective measures, according to the basis of the students, I divided the students into A, B, C three groups, every day to arrange for different levels of tasks, arranged for different levels of homework, so that each student has to make different progress. The vast majority of rural students only know 26 letters of the alphabet before they enter junior high school, and the huge vocabulary in this book makes students feel overwhelmed. The mastery of phonetic symbols is even more difficult. So in the classroom there is often a situation where I have to spend a class period to teach students to learn the phonetic symbols and read the words, and often the results are not satisfactory. When I come to the next lesson to practice, students still get stuck at the words. In the classroom, I try to help the less advanced students, let them answer some simple questions, do some simple dialog, some students than before seem to have confidence, and later these students can take the initiative to raise their hands

Answer the question. This is a gratifying result. As long as they work harder on themselves, I think it will improve much faster for them. At the same time, I don't forget to improve the good students, and to find ways to improve the original good students again. It is also encouraging to see that the easier students try to answer the more difficult questions, even though sometimes the questions are designed to be a little difficult, but with guidance, they can still do it. In addition, I also ask students to memorize what they have learned that day, every word, every conversation, every short article, to develop their sense of language in learning English, which I think is crucial for language learners.

This book ****10 units, the material is too much content, not enough time. Then according to the provisions of the 5 hours per week, *** counting 90 hours for the first semester of the eighth grade, excluding national holidays and the usual stage of the assessment and test papers, supporting the evaluation of exercises, full counting can not complete the teaching task. In view of this situation, but also in order to students more firmly lay a good foundation, I can only work overtime to "open a small stove", the use of early morning reading class, evening self-study time, supplementary exercises, intensive training. I'm exhausted, but often still half the effort.

The new textbook requires us to face all the students, laying the foundation for their comprehensive development and lifelong development. My understanding is that "all students" is the quantity. "Comprehensive development" is the quality. Both quality and quantity should be grasped together, and one should not be missing. So in the teaching process, my key is to let students "learn to learn". From the student's dependence on the teacher gradually become independent learning. At the same time than the previous teaching we should also pay more attention to students' learning emotions, for students to create a relaxed, democratic and harmonious learning atmosphere. In the teaching process with a relaxed attitude towards the learning process of students in the error, and students

students to communicate on an equal footing. Do not use reprimanding, ridiculing language, especially for students with learning difficulties do not use insulting language, more encouraging words, give them more opportunities to practice language, less use of command language, more use of the language of advice.

In the road of English teaching practice, I continue to explore, study and research, although it is very hard, very tired, but at the same time I see the students in the day-to-day progress, English expression day by day, I y feel a kind of pride and happiness, I would like to always be a tireless practitioner of English teaching, and always savor the joy of teaching.

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