1. Preparing teaching materials is the premise of effective teaching. Many teachers are not careful in preparing lessons, how to introduce new lessons, how to connect different activities excessively, and the rules and time of carrying out activities are carried out on the basis of temporary feelings, so it is often unclear when starting classes. Students are confused about the teacher's requirements, at a loss, and it is difficult to concentrate. Such a class will lose some students with poor self-control ability over time. Therefore, when preparing lessons, we should be clear about when and what to do, and even make full preparations, how to operate, how to guide the steps and words, and never think about what to do. Such a class will be chaotic and waste a lot of precious time. 2. Mobilizing students' participation is a good way to improve classroom efficiency. In addition to preparing teaching materials, teachers should also consider the actual situation of students, their basic level, hobbies and incentives that can be mobilized. Asking questions is the simplest way of interaction, but the questions asked by the teacher should not be too difficult, at least in the order of easy first and then difficult. For more difficult questions, students must be given enough time to think, otherwise no one can answer them, and it will become a situation in which teachers ask themselves and answer themselves. Some teachers complain that their students are not active in answering questions and carrying out activities, perhaps because they lack an effective reward mechanism. The reward mechanism can be varied, such as setting up a regular classroom reward system, reducing part of the homework on the day or arranging a variety of homework, awarding honorary titles, and even taking some material rewards. The reward mechanism must be put in place and stick to it, otherwise the practice of fishing for three days a day will dampen students' interest and trust. After practice, I believe that most students will be mobilized. When most students are involved in classroom activities, there is no need to worry about the classroom being lifeless. 3. Decide the teaching progress according to the actual situation of students. Many teachers are in a hurry in class. They are afraid that they can't finish the prescribed teaching content within the prescribed time. Although they know that students haven't mastered the old knowledge well and haven't given them enough time to review, they can't wait to teach new lessons. So the students swallowed one unit after another, only to find that they didn't learn the original knowledge well during the exam. Students' foundation is not solid, they can't keep up with the progress of lectures, and they become laggards in the classroom, so the classroom efficiency is naturally not high. To put it more seriously, the teacher personally created underachievers. Therefore, the progress of classroom teaching should be based on whether students master the teaching objectives, and should not go against the actual situation of students, blindly rushing for time and progress. If students don't learn to read and explain the most important words and phrases in Section A, it is difficult for them to keep up with the following studies, especially in junior high school, which is an important period to cultivate students' interest and confidence in learning, so teachers should not be greedy. Efficient teaching is timely feedback to students' classroom learning, such as correcting and commenting on homework and test papers in time, so that students can get feedback quickly, correct their mistakes in time, consolidate old knowledge and keep up with the pace of learning new knowledge, so as not to learn half and lose half. Effective teaching refers to the concrete progress or development of students after a period of teaching by teachers. Whether teaching is effective does not depend on whether the teacher has finished teaching the content, but on whether the students have learned anything or whether the students have learned well. If students don't want to learn or can't learn anything, even if the teacher tries hard, it will be ineffective. Similarly, if students study hard, but they don't get the development they deserve, it is also ineffective or inefficient learning. It can be said that the progress or development of students is the only criterion to evaluate the effectiveness of teaching. In my opinion, in order to make teaching successful and effective, we must do the following: 1, make teaching clear. Teachers' teaching language should be clear, concise, focused and logical, so that students can understand it step by step in logical order. 2. Diversified teaching. Teachers should use a variety of teaching methods, such as challenging questions, enthusiastic praise and diverse visual effects (multimedia pictures, experimental demonstrations). 3. Task orientation. Teachers should have clear task objectives in teaching, so that students can learn under urgent requirements. Teaching activities that lack learners' motivation, interest and pursuit must be inefficient or even ineffective. 4. Guide students to participate in the learning process. Teachers should guide students to actively participate in teaching activities (positive thinking, hands-on operation, discussion and exchange). Without students' active participation, there will be no successful and effective classroom teaching. 5. Ensure the success rate of students. Teachers should arrange exercises or problem discussions within a limited time, so that students can get more development and most students can get a successful experience. In addition, teachers should fully understand and make use of students' original cognitive structure, and grasp the hierarchy and integrity of textbook knowledge structure in a step-by-step and comprehensive way; Design an optimized classroom teaching structure and mode, improve the teaching organization form, and organically combine individual learning, pair learning, group learning and unified learning of the whole class, so that teaching is more suitable for completing various learning tasks and promoting students to form an overall optimized knowledge structure in the learning process. 1, fully prepare lessons and be targeted. Only by preparing lessons carefully and grasping the key and difficult points of the new textbook can we ensure the efficiency in the classroom. Although our lesson preparation group implements collective lesson preparation resources sharing, I never rely on the shared resources, but modify the original courseware according to my own teaching style and the different characteristics of students in each class. 2, pay attention to spoken English, active atmosphere. Speaking faster than writing can save time. Some exercises in class can be done orally by students. 3. Listening training permeates every class. All-English teaching (in fact, teaching English according to students' level as much as possible) can avoid turning English class into the worst Chinese class, and at least force students to understand teachers' instructions. When using courseware in class, try to say it first, let students listen to it several times before presenting the content on the screen, and try to present only the main points. 4, timely affirmation, stimulate interest. Students in our school generally lack a sense of accomplishment in learning English because their English scores are obviously lower than other subjects. According to this established fact, I try to encourage them. In class, I cherish every bright spot of every student and give timely affirmation and even exaggerated praise. When answering questions, I praise them correctly and in different ways, so that students will be more and more willing to answer questions, their thinking will be more active and their interest will be stronger and stronger. 5. Group learning improves efficiency. Leave some time in class for students with learning difficulties to study in pairs. Students with learning difficulties are willing to help others because of their sense of accomplishment. Students with learning difficulties, because they have classmates, dare to ask for advice, which is far better than individual counseling by teachers. 1, give full play to the role of the preparation group. For the research and study of students, teaching materials and teaching methods, the power of a single teacher is limited after all. Therefore, to improve the effectiveness of teaching, we must also rely on the collective strength. Give full play to the role of the preparatory group and brainstorm. The preparation group is a group of teachers of the same grade divided by subject. Because of the same teaching content and similar student groups, the discussion of lesson preparation group can often provide teachers with richer teaching resources, clearer teaching direction and more diversified teaching ideas, so that teachers can properly choose teaching content and improve education and teaching efficiency. 2. Conduct teaching test in time. Timely testing is an effective way to test the efficiency of classroom teaching. Therefore, we must test what we teach and constantly improve classroom teaching. 3. Strengthen communication with students. Communicate with students face to face at ordinary times, and cultivate students' interest in learning undergraduate knowledge from the front. We should not only pay attention to good students, but also pay attention to students with learning difficulties and provide psychological counseling to individual students. In addition, we should always strengthen communication with class teachers and parents of students. It is a simple and profound teaching philosophy to be close to his teacher and believe in his way. It is unrealistic to improve students' teaching performance if teachers usually lack communication with students in learning and emotion.