I have been the first teacher of children's English since I taught English in the lower grades, especially in the first grade. I pay attention to cultivating students' behavior habits and interest in learning in class. Although I have been teaching for three years, I have been in Grade One twice, so I think I still have some originality in teaching. I applied my poor teaching experience accumulated in the past three years to the first-grade children. Of course, it was hard at first, but after a year, children have a certain rule about English classes, and most of them are very interested in English learning. They like to speak English and are willing to communicate in English.
In the first two years of work, I only taught according to the textbook, and added some small activities on the basis of the text to impress the children. Later, I felt that it was not enough for children to simply know the text knowledge. I tried to add some grammar knowledge to my teaching. Teaching children grammar sounds incredible. I teach children to use singular and plural, the third person singular form of verbs, present continuous tense, future tense and past tense. These basic grammar knowledge have been explained to the children, but I can't start. So I used my brain to put these boring knowledge through it with some rhythmic poems, songs or vivid pictures. Repeat in various ways before each related class. Some of these specific theoretical knowledge may not be clear to them, but I think one day they will suddenly understand: Oh, that's what Teacher Wang taught me.
I believe that learning a language is "enlightened". I once had a student. When I took over their class in the fifth grade, her English score jumped from 20 to 10, so she was very grateful to me. But I know that she is "enlightened" in English learning. Therefore, I never dare to give up those children who have difficulties in English learning. I think they can't accept it now because they don't understand. If we give them up at this time, it will completely dampen their enthusiasm and will inevitably cause psychological obstacles to children's English learning. Including when communicating with parents of students, I have repeatedly stressed that we must not dampen children's enthusiasm, and we must not have simple and rude words and deeds. I use school-based class time to focus on training and surprise individual students on the basic knowledge of word texts, encouraging and praising their little progress in learning. Although I sometimes get impatient, I try my best to give them confidence in teaching.
In terms of teaching routine, I also tried my best to complete various tasks according to the arrangement of the school this year, and there was no case of being late and leaving early without reason. Actively participate in various activities organized by the school and take the initiative to do what you can when the school needs it. Of course, these are all things I should do, not worth mentioning.
This year, I participated in two open classes for parents of the school and gave lectures in various research departments. I thought I participated in it with a serious and cautious attitude, which was affirmed by the leaders and teachers. I reflect in time, and some questions raised by other teachers can be accepted humbly and corrected in time.
In addition, this school year, in the work of the deputy head teacher, I have been trying my best to treat the children in Class Two as much as possible. Assist the class teacher to do every work of the class to the greatest extent.
After teaching, I have been trying to educate students, go deep into children's hearts, make friends with them, talk to them often, and understand and care about their lives. Not only teach them knowledge, but also teach them how to behave from every detail.
I also work as a reporter in Shahekou District Education magazine, which is a further education school. Last semester, I won the title of excellent correspondent, and our school has also become an excellent communication school. I hope that teachers will have excellent works to contribute enthusiastically next semester.
Essays on English classroom teaching under the core literacy? Unconsciously, this year's teaching work has come to an end. I became an English teacher last term. In teaching, I feel a great responsibility. I study new educational ideas and new teaching methods seriously, always aiming at improving students' language application ability and laying a foundation for their future language development. After a semester's hard work, I gained some teaching experience, but at the same time I deeply realized that my teaching still needs to be improved and improved.
Learning from teaching means that preaching and learning are interrelated and inseparable. As we all know, in order to effectively implement the requirements of quality education, teachers must carry out student-centered classroom teaching, provide students with real context and create opportunities for language use. Therefore, it is very important to understand and carefully analyze students' situation and carry out targeted English teaching. Therefore, when preparing lessons, I try to combine teaching objectives with students' reality and seriously think about the most suitable teaching methods and means for students. Rural students' English listening and speaking ability is relatively weak. In teaching, I try my best to make abstract questions concrete, boring questions interesting, try my best to improve students' interest in learning English, and boldly try hierarchical teaching in teaching practice to meet the needs of students at different levels. Understanding and analyzing the actual situation of students, seeking truth from facts and analyzing specific problems, whether teaching students in accordance with their aptitude can have a direct impact on the classroom teaching effect, is mentioned in pedagogy. I personally realized this in my own teaching practice.
Practice has proved that teachers should not only fully prepare lessons and effectively mobilize students' enthusiasm, but also have the ability to control the classroom, because students' every move in the classroom will directly affect classroom teaching. Therefore, we must try our best to let students participate in the classroom and not distract them. This is very particular about methods. The course content is rich and realistic, the teaching attitude is natural, the lecture is vivid and the difficulty is moderate, so students are naturally attracted. English is a foreign language, which is both strange and difficult for students. In such a big environment, to teach English well, students should love and be interested in English. Therefore, I have taken some measures, such as telling cultural knowledge and life stories of Britain and America as much as possible, helping students learn English by using the Internet and providing them with motivation and passion to learn English.
Students are bound to be polarized in their studies, and the poor students will expand, which will seriously affect the learning atmosphere in the class. I didn't ignore this phenomenon in my daily teaching. To this end, I made specific plans and goals, and used my spare time to give these students planned counseling.
In the aspect of morning reading, we insist on understanding the morning reading after work and correct the problems in time. After class, I found that students' homework problems were solved in time, and I also made it clear in time so that students could digest it immediately. In addition, some unconscious students also improve their language ability by reciting.
Mid-term and final exams are to examine each student's academic performance this semester, which should be paid attention to. Before the exam, I lead the students to review systematically, and after the exam, I summarize and analyze the results. In addition, I also found that students' language ability is not strong enough, so I will strengthen the training of students in this aspect in the future teaching, and strive to make students learn easily and master skillfully. The test results show that proper counseling for poor students is of great help to the overall development of the class.
I understand that the teaching achievements I have made this semester are not the most important. What is important is how to improve yourself after this semester and how to improve the English level of the students in Class Two. Therefore, no matter how hard I work, I will continue to work hard, ask more questions and think more, and exchange work experience with other teachers.
Essays on English classroom teaching under the core literacy? I have been teaching English in Class 9 (1) and Class 2 this year. Under the care and guidance of the leaders, the teaching task was completed. However, the uneven distribution of students' abilities, the lack of excellent students, the inability to promote collective learning, the average thinking of middle-level students, the lack of flexibility in learning, the poor self-study ability and the relatively large number of downstream students are still my headaches. Sort out the train of thought, and now briefly review the teaching work of a semester.
The ninth grade is an important year for the whole junior high school. In order to make students make greater progress in English and lay a good foundation for satisfactory results in the senior high school entrance examination, I tried some teaching methods in teaching, which are summarized as follows.
First, do a good job in preparing lessons and carefully prepare courseware. In teaching, preparing lessons is an essential and very important link, which involves preparing teaching materials, preparing students and preparing teaching methods. Preparing lessons can fully arouse students' enthusiasm and the classroom effect is good. Therefore, it is very important to understand and analyze students' situation and carry out targeted teaching. After more than two years of English teaching in these two classes, some students have made great progress in English learning, but this is far from enough. Moreover, in Class 9 (1), the average students are the majority, and the top students are relatively few. So if you talk too deeply, you won't take care of the whole. After a long time, students' enthusiasm for learning will be poor. However, the proportion of outstanding students in Class 9 (2) is slightly larger, but there is a big gap between the middle and lower levels. I noticed this when preparing lessons. Therefore, different methods are adopted according to different situations in teaching, and the effect is ideal.
Second, modular teaching divides English into four parts in the teaching process: listening, speaking, reading and writing.
1, listen to the tape, let the students read after it, train the students' listening skills and guide them to use correct listening skills for training. Encourage students to listen to English songs and learn to sing.
2. Make full use of morning reading and arrange students to attend morning reading according to the curriculum and classroom needs. Encourage students to read English boldly and loudly, and speak more English at ordinary times.
3. Reading is mainly to improve students' reading ability. When teaching reading skills, teach them how to do problems.
4. Writing teaching is mainly about teaching writing methods. Make good use of the writing materials of each unit, conduct classroom training, and explain and modify some students' compositions in class. Students are usually encouraged to keep short English diaries in their spare time.
Third, master the teaching progress, arrange the time reasonably, cooperate with other teachers, unify the teaching progress, communicate and learn from each other. The underachievers in Class Two are often encouraged. For those students who have poor foundation, are unwilling to learn and scribble, they will make more efforts in the future.
Essays on English classroom teaching under the core literacy? Scientific and effective reflection can help us reduce our shortcomings and continuously improve the quality of teaching. When we look at our thoughts, ideas and behaviors critically and make rational judgments and choices, we are rethinking and changing. This semester is the second semester for me to implement efficient classroom. After last semester's hard work, I can basically use the efficient classroom teaching mode-learning before teaching, reaching the standard in class, learning independently and showing communication. In this period of English teaching, we often reflect on the following aspects:
First, reflect on teaching design.
In order to avoid relying too much on existing teaching experience or copying ready-made teaching plans, I often reflect on the original teaching design in combination with the actual situation of students before teaching, because I think that "following the book" is the teacher's "wishful thinking" and students will not have much interest. When teaching "the method of expressing suggestions" in English, I have this design: ask students what to bring if they travel. Ask students to organize their answers in a suggested way. At first, the students were very excited. After a few words, the students were left out in the cold, as if they were too arrogant to express themselves. I reflect-although the activity is communicative, we must respect the students' existing knowledge and experience, and the task design must be true and can be completed. Therefore, when I teach design again, I will not directly ask students to answer the items they bring, but list the English names of many items that can be selected, some of which are familiar to students and some of which students will not say. I ask students to choose and explain why they choose. As a result, students are more interested in communication, and the teaching goal has been well achieved.
The second is to reflect on the teaching process.
In other words, in the teaching process, unpredictable situations often occur. At this time, teachers should reflect in time: according to the feedback of students' learning effect, make appropriate adjustments to the teaching plan. Although teachers preset various teaching plans when preparing lessons, there are still some unexpected problems in actual teaching, such as students can't answer questions according to the planned time, students' answers can't reach the point of teachers' preset answers, or the interaction between teachers and students is not smooth, and students' interpretation of teachers' expectations is ambiguous. At this time, teachers need to grasp the factors that are beneficial to the implementation of the teaching plan according to the feedback information of students, and make appropriate modifications and adjustments to the plan quickly and flexibly. Constantly sum up and adjust the teaching process and promote the effective teaching process. For example, review the second volume of teaching grade seven, and ask students to introduce their weekend activities when talking about past experiences. I will give the students a form first, and complete it through group cooperation, listing some verbs and verb phrases, such as: reading, writing, sliding, singing, playing basketball, playing the piano, etc. , what can be done (√), what can't be done (×), and then according to the situation after cooperative learning, express orally in English: Myfriendis… is … yes …, When…wasten, …could…and…, but … can't … or …, and most students can finish well along the way. Let me give the students a form first and finish what they can do at the weekend through group cooperation. I immediately thought that such a task is too simple for students, and students will not be satisfied without the feeling of "jumping up and eating fruit". I am going to let the students recall an unforgettable childhood experience and express it in 3-5 sentences, with a time limit of 5 minutes. This adjustment combines speaking and writing, increasing the depth. Students who can't speak and write will realize the need to memorize words again, and have the need for further study, which also exercises students' writing and expression skills.
The third is to reflect on teaching experience.
After class, the whole classroom teaching process is summarized in a reflective way, and the teachers' own teaching ideas, teaching behaviors and students' performance, as well as the success or failure of teaching are sorted out in the form of teaching postscript. I think this is also the most worthwhile thing for me to insist on. After regular classes, I will reflect, analyze and summarize the whole teaching process and make records in time. How about I recall the teaching process? Did it achieve the expected effect? How about the lesson plan? Has it changed? What is the reason for changing the plan? Is the method of change effective? Is there a more effective strategy? Did the students successfully complete the task? Did the students get anything? Did you help students build a knowledge system? Is it helpful to cultivate problem-solving ability? Is there a problem with the teacher's own teaching ideas? Wait a minute.
I write down my success, sum up my advantages and deeply analyze my mistakes and omissions. I write down the unexpected encounter between teachers and students' wisdom and inspiration in class. The original insights are worth recalling, which can help me broaden my teaching ideas. What I want to remember most is to teach design again, and how to foster strengths and avoid weaknesses and strive for perfection in the next teaching. I reflect on the teaching of reading, the handling of dialogue class, the reflection on vocabulary teaching methods, the matters needing attention in task design, classroom control, information technology, the use of teaching materials, and the memory of English. Write it down as soon as you gain, constantly reflect, be confused, surpass, constantly improve your classroom and improve the teaching quality.
Essays on English classroom teaching under the core literacy? With the gradual deepening of curriculum reform, higher requirements are put forward for the quality of English classroom teaching. However, for our English teachers, we have encountered a serious phenomenon of "polarization" in English teaching, which greatly reduces the efficiency of English classroom teaching. In order to truly achieve a double-collar, four clean-ups and efficient classroom, we must do a good job of transforming students with learning difficulties in order to create a good classroom learning atmosphere. I have the following suggestions on how to improve the English classroom effect:
1. Pay attention to students with learning difficulties
When teaching, teachers should review the knowledge of last class or last unit in time to give students with weak foundation a chance to review. In the review process, cleverly set up classroom questions to make good students more confident; Let middle school students feel that they can learn; Let the students with learning difficulties feel that they study hard and there is hope. This is also a part of hierarchical teaching, and the requirements for each student can be different. But let all students accept it and keep up with the classroom rhythm. Whenever we discuss or practice in class, we should pay special attention to students with learning difficulties and give them timely guidance so that they can gain something in every class.
2. Use oral English in class to improve learning interest.
In learning English, we should always keep ahead of listening and speaking and keep up with reading and writing. Using spoken English in class can not only create an English atmosphere, but also improve the learning interest of students with learning difficulties. In English class, try to exercise students' thinking in English, even at the expense of gestures and English-Chinese combination. Although some students can't avoid Chinglish, we should encourage, encourage and encourage again! Let students take the teacher's inspiring language and devote themselves to English learning, and feel the charm of English easily and happily, thus stimulating their interest and desire in learning.
3. Strengthen teacher-student interaction and classroom practice.
Under the guidance of new textbooks, we should not learn by rote, but use heuristic and inductive teaching methods. For example, when teaching words, we should practice more key words and sentence patterns, and quote various typical and vivid examples to let students fully participate. In repeated drills, students with learning difficulties should be considered, so that they can have a successful experience and effectively enhance the cohesion of the classroom.
4. Increase preview before class and review after class.
Pre-class preparation plays a good role in promoting the classroom and is an indispensable link in the construction of English universities. When assigning homework after class, it is best to divide it into study groups. Using the reading time in the morning and evening, the group leader can play the role of supervision and inspection. Of course, the introduction and review in class is also an important part of the exam. When students answer questions, encourage them more, criticize them less, and give them some self-esteem, which gives them the courage to study.
In short, only when the whole class is integrated into the English learning classroom can it be regarded as a real English college classroom. Let all English teachers work hard for English colleges!
Essays on English classroom teaching under the core literacy? With the continuous development of globalization, new educational ideas and concepts are coming, which makes every educator overwhelmed. The educational concept of cultivating students' core literacy has changed our classroom teaching and teaching methods. It aims at cultivating students' ability to adapt to society and personality development, and focuses on cultivating students' character and key ability for lifelong development. English teaching should adapt to the new curriculum reform, change the teaching concept, and shift from cultivating students' language ability to cultivating students' core literacy. Reading teaching is the most important thing in English teaching, and we must pay attention to cultivating students' core literacy so that each student can form a good reading quality. Teachers' effective, scientific and reasonable teaching arrangements must also provide guarantee for the improvement of students' reading ability and reading level, and lay the foundation for the improvement of students' overall level and the development of core literacy. The cultivation of core literacy can not only improve each student's comprehensive ability, but also make each student's mental health develop steadily. As the training goal of the school, English teachers must implement this goal in the classroom teaching process according to the requirements of the new curriculum standards and implement it effectively.
First, create a language learning situation to cultivate students' language ability
Learning a language is always associated with a certain social and cultural background and must be placed in a certain situation. If students want to learn a language well, they must study in the actual language situation. The improvement of language ability needs to be in a whole language environment, which cannot be separated or separated. Therefore, the cultivation of English major students' core literacy needs teachers to build bridges for students and link students' language learning with real life and social reality as English teaching situations. Teachers should carry out appropriate integration according to the content of teaching materials, such as the integration of units and the integration of unit contents. For example, when I was talking about Canada-"The True North" in Unit 5 of Senior Three, I downloaded Canada's national introduction and Canada's national anthem from the Internet, so that students can learn about Canada's geographical location, mineral resources, urban overview, rural folk customs, cultural landscape and natural beauty through video. Students can quickly understand the local cultural characteristics in real situations and improve their language application ability.
Second, problem-oriented, leading students' thinking quality
Teachers should be problem-oriented to cultivate students' academic literacy and guide students to be good at asking questions; Or you can actively think about the questions raised by others and make timely and appropriate evaluations. Learning is expensive and doubt is the problem. The problem is the starting point of thinking, and it is the starting point of thinking. Teachers should design classroom activities from the perspective of problems according to the teaching content. In the activity, let students think with questions, cultivate students' thinking and train their thinking quality. The new English textbook is rich in content and ideological, which has certain educational significance. This is a valuable resource. Teachers should actively explore and use various means for training according to the actual situation of students, so as to cultivate students' excellent thinking quality. In English teaching, teachers should carefully design teaching activities according to the requirements of the new curriculum standard, and do not deliberately ask students to achieve a certain goal, but let students gradually form an internationally accepted code of conduct in teaching activities. For example, when teaching angry English expressions, teachers can let students contact their usual angry state, possible consequences and influences, thus cultivating students' critical thinking ability. Then guide students to think about how to vent their emotions and how to integrate students' emotions, behaviors and personalities into language teaching activities. In English language activities, the cultivation of thinking quality can be realized.
Third, strengthen communication and expand students' cultural awareness.
Any language contains rich culture and endless cultural resources. Every language is interdependent with its culture. There are great differences between Chinese and western cultures. Only by understanding the western cultural background can we grasp the ideological connotation of English more accurately and use English flexibly. For example, there is an article "Body Language" in Senior One English published by People's Education Publishing House to help students experience cultural differences and deepen their impressions. Teachers can compare the similarities and differences between the two cultures through students' reading and discussion and with the help of books about British and American culture and customs. Students' comparative analysis can improve their ability to communicate in English culture. There are also many proverbs in English, which is also an important way for students to spy on western culture. Teachers can guide students to understand western history and culture through this window. Students spend less time in extracurricular activities, so teachers can let students experience exotic customs and cultivate their cross-cultural awareness in various ways. Students can also learn about foreign history, culture and customs through activities such as English song appreciation, English essay contest, reading English novels and English speech contest. If conditions permit, teachers can use multimedia to play movies, so that students can feel the culture expressed by different cultural backgrounds.
Fourthly, cooperation and communication can catalyze students' learning ability.
Cooperative learning is an important way for students to learn. Teachers should guide students to communicate with each other, cooperate with each other and be jointly responsible in the process of group cooperative learning in order to achieve common goals. In the process of learning, students should not only cooperate with each other, but also strengthen communication and cooperation as a catalyst to continuously enhance their learning ability. With the enhancement of learning ability, it can in turn promote the cultivation of other core literacy, so that other core literacy can be better developed. In a word, cooperation realizes the exchange of wisdom and the acceptance of hearts among students, which is an effective way to cultivate language communication literacy in the cultural field. In a word, cultivating students' core literacy is the requirement of the times and the need of teaching reform. Teachers should study the new curriculum standards, study teaching materials, choose effective teaching methods, take cultivating students' core literacy as the educational goal, and strive to make students become socially useful talents with comprehensive literacy.