A complete collection of English teaching experience

Only excellent teaching can make students develop normally and grow healthily. So what is good teaching? What was his experience? The following is an encyclopedia of English teaching experience that I have carefully collected. I hope it helps you.

As a young English teacher, just familiar with the content of classroom teaching, we should start to try new changes. For us young people, this is not only a challenge, but also a climb. For students with weak English foundation, how to use new textbooks correctly, truly embody the spirit of curriculum reform and improve the quality of English teaching? The key is that teachers should understand what the new curriculum reform is and how to do it well, because only in this way can they quickly adapt to the new teaching form, quickly understand the basic ideas of new textbooks and creatively use new textbooks. Therefore, English teachers must have a strong knowledge of English, otherwise they will not be able to promote the teaching of new textbooks and learn new textbooks well.

First, cultivate students' English "listening" ability

Because English is a language subject, the ultimate goal is not only writing, but also speaking, so listening is also very important.

1. To cultivate interest, people say that interest is the key to success, which is true, so teachers can let students listen to English songs first. This can overcome students' drowsiness when listening, thus improving their enthusiasm for listening.

2. Develop the good habit of "listening". Most of the obstacles in students' listening comprehension are to understand every word and sentence, which affects their listening speed. Of course, they usually need to practice pronunciation more, overcome obstacles and let students stick to it, even if they hear words they don't understand.

Second, let students improve cloze skills

Reading ability has always been a major difficulty for students. Reading articles well and understanding them accurately is a big obstacle for students. Therefore, I will add a fast reading link to my daily teaching, and read a short passage for my classmates in the last five minutes of each class to improve students' reading speed and ability.

1. Cultivate students' habit of browsing the full text first, and then let them choose to fill in the blanks. Let students get rid of the bad habit of filling in while reading, which not only affects the reading speed, but also seriously affects the understanding of the article.

2. Pay attention to the relationship between sentence, context and context, and teach students to do so, so that students can get text information words from the text and improve the accuracy of answering questions.

3. With the application, this will greatly simplify the complicated analysis and judgment process and get the correct answer quickly.

4. Read through the full text and check whether it is coherent before and after, whether the content is clear and whether the theme is prominent. Try to weigh carefully from the meaning grammar and correct it.

Thirdly, how to teach students to improve their reading comprehension?

1. Text

(1) First, let students learn to preview before class, but students often have no idea about it, which requires teachers to set some simplified questions on the premise of preparing lessons, so that students can read purposefully.

(2) Set some detailed questions for students to read intensively, so that students can understand the full text through these topics of Mao Mao Rain.

(3) Before class, ask students to retell or rewrite the full text.

2. Material selection

To teach students in accordance with their aptitude, teachers should select a wide range of materials, be rich in content, be interesting and moderately difficult, so as to arouse students' interest in reading.

Encyclopedia of English Teaching Experience (Part II) Primary English is the primary stage of English learning and a very practical course. Then how to do a good job in English teaching in primary schools is also a problem that every English teacher cares about and studies. In the past few years, I have been studying and summarizing English teaching in primary schools. I have some ideas:

First, happy teaching, cultivate students' interest in learning

Primary school English is the first step for primary school students to enter the English kingdom, and it is the most important thing to stimulate students' interest in learning English and make them love English from an early age. Therefore, I try my best to teach happily in class, so as to improve students' enthusiasm for learning English, make them fall in love with English and learn English.

1. Teachers are happy, students are happy, teachers are depressed and students are bored. It can be seen that the mental state of students depends on the teacher's mood. Therefore, in class, teachers must be energetic, devote themselves to creating a good language environment and atmosphere, and make full and proper use of gestures, movements, expressions and demeanor to attract students' attention.

2. Teachers' immediate and positive praise for students can improve students' learning enthusiasm, which will gradually turn into learning motivation and interest in the process of students' psychological development. There are many ways to affirm and praise, for example, let all students answer a question correctly, clap or give a thumbs up together, and say "Yes", "Great", "Very Good" and "Well done" in unison.

3. Maintain students' mood through flexible and diverse teaching methods. Flexible and diverse teaching methods can stimulate students, keep them excited for a long time, and keep them in a good learning mood. If you are learning verbs such as "draw, paint, write and copy", you can even organize a lively and interesting English art class. When learning English counting, you can play sports games such as skipping rope and kicking shuttlecock, which will make students interested and learn quickly.

Second, the measurement and speed of classroom teaching

Measurement includes two aspects, one is that students' English time should be large and wide, and the other is that the amount of individual training for students in class should be large, so as to increase the number of oral practice and oral communication as much as possible. Sometimes teachers deliberately slow down their speech in class, fearing that students don't understand, don't understand and repeat the original sentence too much. The loose teaching rhythm will not only lead to students' lazy thinking and lax intellectual activities, but also make students often in a state of fatigue, numbness and negativity, and will also distract students' attention.

Proper rhythm teaching is beneficial to students' physical and mental health and their physical and mental development. In teaching, teachers should use the alternating artistic techniques of fast, slow, high and low to form an undulating teaching rhythm, which will certainly improve the efficiency of classroom teaching.

Third, pay attention to the transformation of poor students

In the process of teaching, there will always be a certain number of poor students in foreign language learning. How to do well the transformation of poor students is a problem that every teacher must take seriously and study seriously.

1, master the psychology of poor students and establish the feelings between teachers and students.

2. Understand, respect, tolerate and be kind to poor students.

3. According to the characteristics of English, adopt scientific methods.

After watching Dulangkou's video teaching, I feel deeply educated and inspired. Dulangkou Middle School has really put the concept of new curriculum reform into daily teaching practice, which is in sharp contrast with our shouting for new ideas and using old methods. It really deserves our deep thought and study. In the process of learning, I feel the deepest in the following aspects:

First of all, I feel the unique inspiring atmosphere and positive campus culture of this school.

On the wall of the school corridor, we are not used to seeing portraits and characters of celebrities, but students' portraits and characters. Just think, isn't it the best incentive for students to put warning signs in front of everyone? In addition, students always have their own inspirational words before showing them on the blackboard, which change every day. This constant self-motivation and public supervision will help students navigate their inner world and regulate their behavior.

Second, I feel that Dulangkou Middle School has really implemented the idea that students are the masters of learning and returned the classroom to students.

In class, there are few teachers' explanations and many students' activities. From preview, presentation to problem-solving feedback, students will always be the protagonists. Students refine, summarize, summarize and even design examination questions themselves in the preview, express them individually in the presentation, and give feedback on solving problems. Students take turns to go to the podium, talk about steps, tell answers, discuss principles, make supplements, etc. Students' performance is not passive, but active, positive and generous. In these processes, students are always in a state of thinking, analyzing, exploring and improving, and their inner feelings and understanding are very profound. I think that letting students express themselves freely is one of the reasons why Dulangkou Middle School dares to let go of the reform and achieve great success. In the long run, students' active learning will become a habit, and learning as a happy enjoyment will become their inexhaustible wealth for life.

Third, group cooperation is not a decoration, it really embodies the teaching thought of autonomy, cooperation and inquiry.

Different from our usual group study, the group study in Dulangkou Middle School runs through the whole classroom teaching, and the group construction is fruitful. In groups of six or eight people, from preview to presentation to feedback, group study and discussion has always been the core organizational unit of the classroom. Although there are some points and combinations during the period, there is a small blackboard display and problem-solving analysis in front of the whole class of teachers and students, but group learning is still a hidden and potential organizational form. The significance of group cooperation goes far beyond this. It can cultivate students' organizational ability, cooperation ability and enjoyment ability. One detail impressed me deeply. A girl is the team leader. When organizing the preview, she seems to be a teacher, confident and clear-cut. Students speak fluently and accurately, which is better than our teacher. I think this way of cooperative learning will certainly cultivate a large number of useful talents in the long run.

Fourthly, the small blackboard display homework embodies the transparent and open teaching concept.

When we learn from Du Langkou's experience, we can't simply stay on imitating the small blackboard. It is important that we see the meaning behind it through the small blackboard. This is the most direct and vivid embodiment of Du Langkou's teaching thought, which shows students' thoughts, ideas and thinking results to everyone, teachers and classmates and constructs an open homework form. This is different from writing in exercise books. First, students have a sense of self-criticism. Everyone is very strong and motivated, and they are unwilling to present their mistakes to everyone, so they have a sense of inspection and standardization. The words should be written neatly and there should be no mistakes in expression. Second, students can criticize each other and learn from each other. When they see other people's mistakes, they will tell themselves not to make similar mistakes again. This is impressive and the learning effect is good.

In short, there are many student activities in Dulangkou Middle School, which enhances the generative nature of the classroom and helps teachers to find and solve problems in time. Compared with the preset teaching of preparing lessons, this kind of classroom teaching is beneficial for teachers to break through the preset, dig deeper into the teaching materials and broaden the teaching materials. We should learn from each other and make the classroom an important platform for teachers and students to enjoy learning and form the concept of lifelong learning.

General Encyclopedia of English Teaching Experience (Part IV) 1. Stimulate students' fighting spirit through praise.

When the first class came into the classroom, I told them that their average score was 10%, but I didn't want to teach them as poor students, but as high flyers. Because I used to remember only a few words and sentences every day. Now I have to remember a lot every day I said, "From now on, you are my high flyers. I hope you will work hard to cooperate. " The students are very excited. At the same time, in the future teaching, I will always let them feel that the teacher has great confidence in them. For example, when feeding back various test results, large and small. For those who did well in the exam, I announced the scores and praised them greatly. For those who have not done well in the exam for the time being, the results will not be announced. But to encourage them to continue their efforts. Of course, these students have a poor foundation and many omissions. When they do the problem, they give up all their efforts before the meeting, and inadvertently lose more points. Therefore, when they take quizzes, I will give some hints when invigilating. I think the tips in this case can arouse students' full attention, which may be better than the comments later. If they can't finish the exam in one class, I allow them to discuss it after class, but they can't write it during the discussion. They will continue the exam in the next class. This practice is not only to make them get good grades and have a sense of accomplishment, but more importantly, to form the habit of positive discussion. In this way, their enthusiasm for learning is higher.

2. Pay attention to words and sentences, and strengthen basic training.

With the enthusiasm for learning, you can't do without solid basic knowledge. Teachers in our fast, middle and slow three classes pay attention to let students remember words and phrases. I ask students to remember the words and phrases of a topic at a time as needed. Take a test in class, then the students criticize each other, and finally the teacher praises the students who write well. The slow class requires students to remember 20 words at a time. 10 for each word, with a total score of 200. In this way, students can get 100 even if they can only remember half of the words. Of course, it is not enough to focus only on words, but also to have supporting exercises. At first, Shi Yi, the teacher of the slow class, and I took turns to practice in class. Later, I found a supplementary textbook, which just met our requirements for students and was very helpful to consolidate their learning foundation. I used this exercise instead. Then we also did some comprehensive training. It should be noted that these students often show confidence and hesitation when doing problems, and spend a lot of time on difficult problems. Therefore, in the usual training, we must help them control the time to do the problem. For the students in the middle class, I have self-knowledge. I knew from the beginning that my goal was the basic score 120. Before the mid-term exam, I asked them to do the mid-term exam paper in 2008, and the highest score was 130. So I feel glad, it seems that the score of the senior high school entrance examination may be several times ahead of schedule. As a result, I heard that the English test paper for the senior high school entrance examination is very difficult, and many students can't find the direction when listening. Said there was an echo. Therefore, it is estimated that the advantages of hierarchical teaching may not be brought into play. I'm afraid my grades will be poor again. But it turns out that the basic knowledge they usually try to master will not be completely vulnerable because the test paper is too difficult.

Therefore, I still think that it is most important for students with lower grades in grade nine to stimulate self-confidence and master basic knowledge.

Experience in English teaching (Part V) After several years in high school, we gradually reflect on it in the process of learning, teaching and getting along with students, and also follow some good practices and form some valuable experiences. Here, I want to list a few items, hoping to help English teachers.

Treat students.

First, stimulate students' learning enthusiasm and internal potential. In the greeting after each class, I asked the students to shout loudly: We must learn English well. We must learn English well. In this way, students' voices can be shouted out, and students can take the initiative to learn and stimulate their enthusiasm for learning.

Second, students are the main body of learning, communicate with students in time, clarify learning tasks and responsibilities, and be strict with students.

Third, treat every student equally and be fair and just.

Fourth, get to know the students in time and be their mentor. Give students whatever help they can. Treat the teaching aspect

First, the listening part is suitable for the combination of special training and teaching listening breakthrough, especially focusing on the integration and directional breakthrough of listening materials.

Second, cloze reading training time is limited, and students are required to mark the test paper. Those are ambiguous. What's the final score? After the test paper is handed out, check the gap between your score and the estimated score and find out the reason.

Third, the composition writing training is not relaxed. Our school starts with details and practices calligraphy for three minutes every day. Students are free to choose their writing content. Standardize students' writing quality, track and compare corrections, and praise articles with standardized writing in the school newspaper gallery.

Fourth, correct it on the spot in class and give students time to think twice. When the first answer given by students is wrong, we should give them some time to think again. Encourage them to think more.

Fifthly, the combination of face-to-face criticism and after-class targeted counseling can solve students' problems on the same day or in the near future in time. Help them correct common mistakes.

Teachers' personal qualities

First, read more books, read widely and be a knowledgeable person.

Second, learn to put yourself in the student's shoes, think from the student's point of view, and be a caring person.

Third, pay attention to the accumulation of knowledge and the collection of good questions and wrong questions, which can be presented in the form of websites, so as to be available at any time and be a conscientious person.

Fourth, study teaching materials, study teaching methods, write more articles, study topics, and be a research-oriented person. Fifth, always reflect on the problems in teaching and life, and be a reflective person.

Sixth, do well with leaders, colleagues and students, and be a popular person.

The road to teaching is very long. Only by studying more and reflecting more can we make greater progress.

In this issue, I am teaching English in Grade 6. As the first English substitute, I can really say that I am crossing the river by feeling the stones. How to do a good job in English teaching in primary schools is also a problem that every English teacher cares about and studies. Here, I will share some clues and experiences I have explored in primary school English teaching in the past few months, and please correct my shortcomings.

First, happy teaching, cultivate students' interest in learning

As the saying goes, "interest is the best teacher", so it is very important to cultivate students' interest in happy situations and improve their listening, speaking, reading and writing abilities in an all-round way. Primary school English is the first step for primary school students to enter the English kingdom, and it is the most important thing to stimulate students' interest in learning English and make them love English from an early age. Therefore, I try my best to teach happily in class, so as to improve students' enthusiasm for learning English, make them fall in love with English and learn English.

Second, strengthen oral training in class and actively think in English.

Our English teacher must try to organize classroom teaching in English, and don't speak Chinese or less. In order to make classroom teaching smooth, vivid and interesting, teachers can use visual AIDS such as pictures, objects or models, expressions, gestures and other paralinguistic behaviors to assist teaching.

For example, when teaching the word "pencil", the teacher can first raise the pencil in his hand and then say "this is a pencil" and repeat it two or three times. When reading again, he deliberately reread the word "pencil", then picked up the student's pencil and said, "Look, this is a pencil" and nodded his head in affirmation. Then, raise several students' pencils, or repeat the previous ones.

By nodding, students can roughly understand that the phonetic information of "pencil" is the specific object of "pencil" in Chinese.

The teaching of nouns is the same, and the teaching of verbs, prepositions and pronouns is no exception, because the language and vocabulary of primary school English textbooks are quite simple and close to daily life.

Third, the phenomenon of "phonetic symbols" in students' books should not be underestimated.

Many students have developed the bad phenomenon of pronouncing English words with Chinese Pinyin from the beginning of English learning. These bad phenomena seem small, but they will have a great impact on students' study habits and learning effects.

Fourth, a rich extracurricular life.

In order to improve students' English learning ability, apart from the 40 minutes of class, different interest groups and English corners can be held after class according to students of different ages to recharge their batteries and increase their knowledge. In addition, some colorful activities and competitions can be held. In order to arouse students' interest, broaden their horizons and enrich their knowledge.

A fairy tale tells us that there lived a pair of good friends, a frog and a fish in a pond. They all want to see the outside world, but fish will die without water. So the frog decided to jump on the shore and tell the fish what he had seen and heard. On the shore, it saw adults wearing hats, children eating lollipops, cows grazing on the lawn, and birds flying in the air. When it returns to the water, it tells the fish what it has seen and heard. According to the frog's description, fish began to form images of "man", "cow" and "bird" in the brain. However, due to the lack of intuitive perception of these things, fish's understanding of them stays at the level of self-knowledge. Therefore, "people" in the eyes of fish are the same as themselves, except that adults wear hats and children hold lollipops in their hands; The "cow" in its eyes is a fish with black and white spots and horns on its head; The bird in its eyes has a pair of wings that can fly in the sky. Because of the previous experience and understanding, fish have formed the wrong cognition of surrounding things such as "fish man", "fish cow" and "fish bird". As for how to correct this mistake, in my opinion, there are two ways: first, the fish really jumped out of the water to observe and verify what they heard; Secondly, the frog detects the content, grasps the cognitive situation of the fish through feedback, and makes appropriate adjustments and corrections.

To further extend this story to our teaching, the teacher is the frog in the story, the students are the fish, and the people, cows and birds are the learning contents. Fish's understanding of what frogs say is largely limited by their previous knowledge. In other words, students have more or less known what they have learned before entering the classroom, and these pre-concepts have a far-reaching impact on their subsequent study. In teaching, we often encounter such a situation: a grammar project has been explained many times, but there are still students who can't understand it. As teachers, we will have great frustration. In fact, this often happens because teachers and students stand on the opposite side of the learning content. Teachers instinctively think that students should be able to master the content repeated many times. As we all know, students' difficulty in understanding is probably due to wrong pre-concepts, such as confused grammar knowledge. Therefore, it is necessary to know and understand that every student understands new learning content with pre-concepts, and cannot arbitrarily think that he is not working hard because of poor grades.

Correct and rich pre-concepts help students build up their self-confidence and make greater breakthroughs. The wrong pre-concept has brought great challenges to students' learning and teachers' teaching. In my class, some students show great interest in foreign language learning. They are very active in homework and classroom performance, and foreign language learning is in a virtuous circle. On the other hand, some students are disgusted with foreign language learning and think that they just can't learn a foreign language well. I once talked with them and asked them, "Why do you dislike foreign languages so much?" They replied, "Teacher, I didn't learn English in primary school, and I don't know English in junior high school. Do you think I can still understand English in high school? " Obviously, the frustration of foreign language learning over the years has made them lose interest in learning and accept their own broken pots and falls, which can't help but make people feel a little sad. In practical teaching, it seems difficult for students to jump out of their own pond and observe and learn things in person in the face of wrong pre-concepts, so as to obtain correct cognition. In this case, teachers play a decisive role as frogs. Only by fully understanding and grasping the learning situation, creatively designing teaching content, effectively carrying out teaching activities and gradually reversing students' wrong preconceptions can teachers change students' learning and even life trajectory.

As a high school foreign language teacher, I often feel overwhelmed. The children who enter the class are already students with at least six years of foreign language learning experience. In other words, they enter the classroom with rich pre-concepts, right or wrong. Facing them, especially the children who are already disgusted with foreign languages, I can only give them a full understanding of their needs, creatively design teaching content suitable for them, patiently encourage them, convince them that "everything is not as difficult as imagined" and lead them to feel the joy of foreign language learning. I often tell students that the most terrible thing is not that you won't, but that you choose to give up. I hope that every small move can prompt them to correct their wrong pre-cognition and pave a broad and smooth road for future study. Every fish is bound to meet many frogs when it grows up. Similarly, every student will meet many teachers in the process of growing up. The formation of students' pre-concept is the result of the comprehensive action of many factors and forces, but in the field of knowledge, teachers play a vital role. Perhaps, a patient explanation, a faint smile or a positive look will bring miracles to students' learning.