Reflections on English classroom teaching in primary schools. Effective lesson preparation is the premise of improving classroom teaching efficiency.

As the saying goes, "everything is established in advance, and it will be abolished if it is not planned", and "come prepared" can "come prepared". For teachers, you may not be able to have a good class if you have prepared the class, but you must prepare the class if you want to have a good class. Therefore, preparing lessons naturally becomes a prerequisite for a good class.

Second, effective questioning is the key to improve the efficiency of classroom teaching.

Questioning is an introduction to arouse students' thinking, an opportunity to stimulate students' consciousness and a means of teaching inspection. The quality of questioning restricts whether the teaching process can be promoted or not and determines the quality of teaching effect. To use the question well, we should pay attention to the following points:

1. Ask questions in a planned way. A class should ask several questions, and the angle of cut-in of the questions should be carefully conceived. What to ask first, and then what to ask, teachers should have a well-thought-out plan. Ask questions from the outside to the inside, from shallow to deep, step by step. Teachers' clear thinking also plays a potential guiding role in students' thinking.

2. Ask some enlightening questions. Asking questions should promote students' thinking, and reduce or avoid going through the motions to answer questions-simply asking "right" and "good" has less thinking content, vivid appearance and little value, but there are such problems in teachers' actual classroom teaching.

3. Ask moderately difficult questions. One part of effective lesson preparation is "preparing students", and students' acceptance ability is different, so we say that we should teach students in accordance with their aptitude. Ask questions according to the actual level of students, not too shallow, so as not to go through the motions; It shouldn't be too difficult, in case students are at a loss and have a fear of difficulties.

Thirdly, optimizing teaching methods and developing colorful classroom activities are the key to efficient classroom.

1. A good beginning is half the learning. A good beginning can make students naturally enter the situation of learning new knowledge and stimulate students' interest and strong thirst for knowledge. Therefore, teachers must set a clever beginning so that students can enter the best learning state in the shortest time.

2. Take activities as the core, stimulate students' deep interest, let students learn to use it in China and use it in middle schools, so as to cultivate students' language use ability. In teaching, as a primary school English teacher, we must always take "activity and training" as the main line, combine with students' reality, and adopt various means and methods to stimulate students' enthusiasm and interest in learning English, so that students can use all their knowledge and emotional reserves through various activities of mouth, eyes, ears, hands, feet and brain to stimulate their desire to speak, strengthen their motivation to learn, and gain learning pleasure.

3. Using the competition mechanism, the game competition enters the classroom.

Showing love is a child's nature. Through the competition, students' potential can be fully exerted and their thinking can be developed. Sumlinski said, "The joy of success is a huge emotional motivation, which can promote children's desire to study better." Competition provides students with opportunities for success, so that all students can participate in the competition, arouse the learning enthusiasm and initiative of students at different levels, make students happy and good at learning, and make the classroom full of infinite vitality and vitality, thus improving the efficiency of English classroom. There are many kinds of activities: reading contest, letter writing contest, word writing contest, speed and ability of spelling phonetic symbols, story-telling contest, oral communication contest, etc.

Fourth, timely reflection is the guarantee to improve the efficiency of classroom teaching.

Teaching reflection is a process in which teachers take their own teaching activities and classroom teaching practice as the object of thinking, make comprehensive, in-depth and calm thinking and summary, and examine and analyze their behavior decisions and their results in teaching activities and classroom teaching practice. In my opinion, after each class, it is a good way to constantly optimize classroom teaching and improve classroom teaching effect by reflecting on the classroom in time and summing up the gains and losses.

In short, as long as we use flexible teaching methods to attract students to actively participate in classroom activities and stimulate their interest in learning, the efficiency we pursue in primary school English classes will gradually be realized. Therefore, we should constantly explore in teaching and make progress in exploration.

Reflections on English Classroom Teaching in Primary Schools 2165438+1On the afternoon of Tuesday, October 29th, under the leadership of Mr. Wei, all English teachers conducted a collective teaching and research activity on "Problems in English Classroom Teaching in Primary Schools". Every teacher has his own opinion.

1. In view of the English teaching concept put forward now: "Learning while playing", Teacher Wei raised a question: Is it through "playing" to cultivate students' lasting interest in learning?

I expressed my opinion: English teaching in primary schools should focus on cultivating interest, but singing games alone can't cultivate students' lasting interest. As soon as the novelty passes, the child gets bored. Therefore, singing games should be used as a means for primary school students to learn English language knowledge and skills, rather than to cultivate interest. We can use various means to help primary school students remember more words and learn more language rules during the period of strong memory, create as many opportunities for imitation as possible, and improve students' pronunciation and intonation. In English learning, listening, speaking, reading, writing and translation can complement each other. Really do listening and speaking first, reading and writing to keep up. Without reading or writing, it is difficult to receive high efficiency just by listening and speaking. Imitation alone can not cultivate learning ability, and it is difficult to reduce the learning burden. Therefore, primary school students should still study the language seriously.

Second, our school is a school that accepts the children of migrant workers. Parents are too busy making a living to take care of their children's study, let alone cultivate their children's English study habits? So, how should our teachers help these children?

1. Stick to the habit of reading early.

Morning is the best time to remember. Therefore, after getting up in the morning, you should read English aloud for about twenty minutes. Under the guidance of teachers, it is of great help to cultivate English learning habits.

2. The habit of full preparation before class

Before class, put away the things to be used in class, such as textbooks, exercise books, pens, paper, etc. Somewhere on the table. When the bell rings, calm down and sing English songs to create an atmosphere for learning English. Students should make specific requirements on how to stand, how to sit and how to answer questions in class, especially for students with learning difficulties.

3. The habit of listening to the recording carefully

Learning English begins with listening, which is the premise of speaking. Only when you can hear clearly and understand can you speak accurately and well. When listening to the recording, be quiet, concentrate, listen carefully to the demonstration pronunciation, and then imitate it. Pay attention to imitate its pronunciation, intonation and tone when reading after it.

4. The habit of actively learning English in various ways

Students should be encouraged to actively learn English in various ways. Such as watching English cartoons, watching children's English programs, collecting English used in life and media, trying to read English extracurricular books, actively participating in the activities of English extracurricular interest groups, and communicating in English as much as possible in extracurricular activities (using gestures, expressions and other body language when necessary), and so on.

5. Talk to your parents about your study habits.

Often talk to parents about their English learning, on the one hand, they can communicate emotionally and strengthen communication. On the other hand, it can let them know their English learning situation at any time, achieve the purpose of checking and urging their own learning, and force them to learn English well, thus enhancing their sense of accomplishment and further establishing their self-confidence in learning English well.

Through this teaching and research activity, it points out the direction for our efficient classroom teaching in the future.

Reflections on English classroom teaching in primary schools Part III The main content of this unit is that I can see with sentence patterns … In teaching, I use pictures, slides and computer courseware to guide students to observe and understand the language they have learned.

After the completion of multimedia, most students have a certain degree of understanding of the concepts they have learned, but they are not deep enough. So I use stick figures to present the stick figures corresponding to several nouns in the supplementary unit to help students deepen their understanding. At the same time, you can say "Can you draw …" to the students with the help of the stick figure on the blackboard. Naturally lead to the key sentence patterns in this lesson. Let students understand the difference between pronouns it and them by describing the singular of flowers and the plural of trees.

However, there are also some problems in teaching, and students have a little difficulty in understanding and reading the pronunciation of "painting is easy but difficult". It is still necessary to strengthen training in class in combination with future content.

At the same time, I also found that the use of multimedia courseware and stick figure can enliven the classroom atmosphere and make up for the shortcomings and defects in traditional classroom teaching. Let students better understand the content of the article and the master's language environment through immersive feeling, accept what they have learned, apply what they have learned, and really learn and use English.

Reflections on English classroom teaching in primary schools 4 On xx, xx, 20XX, English teachers in primary schools in our county participated in English classroom teaching and training activities. In this training, we listened to a wonderful lecture by Wang Chuang Jianping. Although it was only a short half day, we gained a lot. This study and training further updated my teaching concept, realized the transformation from teaching theory to teaching behavior, and regarded learning as a lifelong thing. At the same time, this training enriched my teaching theory and educational concept, reflected on the shortcomings in my previous work and solved some puzzles in my previous teaching. Wang Chuang pays attention to two aspects:

First, "research" is before class.

If we want to do a good job in teaching, we must study the teaching materials and realize the unity of knowledge and practice.

1. Grasp the characteristics of the textbook and fully understand it. The current teaching materials are rich in information, scattered in knowledge points, situational, life-oriented and active in knowledge. If you don't study the textbook carefully, it will be difficult to really grasp the content, key points and difficulties of the textbook, let alone effective teaching.

2. Pay attention to combing and build a knowledge system. For each class, the topic should be clear; What is the core language of this lesson? What is the function of the core language? Under what circumstances is the content of this lesson conducted; What is the cultural teaching content of this class? Distinguish between key content, understanding content and review content. If every class can be prepared to this extent, the teaching effect can be imagined.

Second, "increase" and "decrease" in English classroom teaching.

Reduce "negative" and increase "interest", reduce students' psychological and memory burden, and improve students' interest in learning; Reduce "answers" and increase "questions", give students the opportunity to ask questions, guide and encourage students to ask questions and answer; Teachers should not "speak" but increase "practice". Instead, they should base themselves on the unit, design the oral training content as a whole, strengthen the presupposition, classify the topic communication content according to different students, refine the oral communication content, integrate teachers into it, and enrich the forms of language interaction between teachers and students. Let students reach the level of reading, listening and writing; To reduce "action" and increase "thinking", it is necessary to activate words into language, textbooks into real life and teaching activities into communicative activities.

Finally, Wang Chuang summed up the standard of a good class: solid-meaningful; Concentration efficiency; Abundance-vitality; Ordinary normality; Truth-to be perfected.

Through this training, I realized the importance and necessity of learning textbooks, how to analyze and deal with the contents of textbooks, and that the teaching objectives must be adjusted according to the actual situation of our school education and students' English level, and design teaching activities according to the adjusted teaching objectives, so as to improve teaching efficiency.

In the future teaching work, I will continue to strengthen my study, pay more attention to the study of teaching materials, prepare lessons carefully, and strive to make the classroom more vivid and effective, so that students can improve and the teaching level will reach a new level.

Reflection on English classroom teaching in primary schools 5 I. Reflection on learning environment

Learning environment is very important in English teaching. In addition to a clean and beautiful classroom, teachers should also create a relaxed and happy learning environment. Teachers should treat every student with an equal, sincere and friendly attitude, which is helpful to cultivate students' self-esteem. Teachers care about students in an all-round way, not only their intellectual development, but also their thoughts, morals and living habits, which will help students to develop in an all-round way. A good relationship between teachers and students can help teachers understand students, discover their characteristics and promote their physical and mental health. For students, they will take the initiative to approach the teacher and have the impulse and desire to express themselves. It also shortens the distance between teachers and students and enriches the learning atmosphere of the whole classroom. When I was studying my family, I used the song "Boys and Girls" in the lead-in part, which made students interested in learning from the beginning, and naturally it was much easier to learn.

Second, reflect on students

Teachers are like directors and students are actors. Actors are one of the most important parts of a movie. The same is true of our teaching work, and the status of students cannot be ignored. In teaching, teachers should reflect on their own teaching mode, lead-in mode and other forms in time, and whether students can accept it. At the same time, whether students like the teaching methods should be considered in time. After the teaching, reflect on whether students actively participate in the learning process. Have students developed their knowledge and ability? To do this, teachers need to be close to students and communicate with them constantly, thus forming an interesting and wonderful teaching process in the classroom. Therefore, the success of a class lies not in how wonderful its design is, but in the students' understanding and mastery of knowledge. Because of this, we should reflect on our students. Cultivate your feelings with your students and learn more about their lives. Only in this way can we have a good class with full marks.

Third, reflect on teaching materials.

In English teaching, teaching materials are also a piece of content that cannot be ignored. Especially the teaching goal, which is an important factor affecting the success or failure of the whole class. Before class, I should ask a few more questions, why, why should I design my teaching process like this. Why do students do such activities, etc. Reflect on whether the teaching objectives set by ourselves are in line with the characteristics of new textbooks and the actual situation of students. Whether it meets the requirements of teaching objectives. In the teaching process, I found that different students and different classes should have different goals, and students' learning characteristics and abilities are also different. For example, some students have a strong memory and learn words quickly, and some students are lively and active in class, but they are not disciplined. This requires teachers to have different teaching methods, teach students in accordance with their aptitude, and adjust teaching objectives in a timely manner.

In short, doing a good job of teaching reflection can provide teachers with feedback information from students and let teachers know all kinds of obstacles in the learning process of primary school students in time. At the same time, teachers can also check out their own teaching deficiencies and adjust them in time. Therefore, teaching reflection is an important part of teaching activities.

Reflections on English classroom teaching in primary schools; at 6 o'clock in the morning, I had two classes. The first class is a five-person class and the third class is a six-person class. The contents of the two classes are the same, but the schedules are different and the progress is different. The first class was a bit verbose and repeated too much. What is taught to students is still in practice. As a result, the content behind it was a bit hasty, and the students had only five minutes left in their writing practice.

After the first class, in the office, calm down, review your teaching process and recall the teaching content. I feel that I have learned a solid content, practiced my oral English fully, the class is full of fun, and the students are enthusiastic. It can be said that it is a relatively efficient class. But there is an obvious deficiency, that is, the time arrangement is a bit unreasonable. I have a good grasp of the extension of knowledge, that is, some things need to be consolidated and digested after class, and they are also mentioned in class, which is a bit of a waste of valuable time in class. In addition, when giving lectures, I sometimes feel a little off course. Five minutes of writing practice, I feel that the time is a little short, and I have no time to do training exercises.

After preparing lessons again, the time planning is reasonable, the language is simplified, the division of tasks after class is clear, the extension is appropriate, and the rap game is timely and moderately interesting. In the third quarter, when I was in Class Six, I was much more relaxed. It can't be said that it is as easy as "being good at solving cows", but it is also well organized and relaxed, and it is easy to explain and control temperature, practice exercises and perform boards.

This class, after we have finished all the knowledge and finished the basic training in class, there are still fifteen minutes. Five minutes is a regular word and sentence writing exercise. After ten minutes of consolidation training, I made an optimization manual. The five major questions are basically vocabulary questions, and there is also a word-form conversion question of "writing words as required". Students are prone to make mistakes and still take the form of acting. 14 A small question, a five-person performance board, really didn't perform well, and any mistakes will be corrected one by one. The students in the class, for the mistakes of the performers, "correct them if you have them, and encourage them if you don't."

Judging from the two classes today, I am still lacking in preparing lessons. The explanation of knowledge and preparation of lessons are sufficient, and the uneven distribution of time is the biggest deficiency. Classroom teaching is not accurate enough, so that there is no most reasonable use of 40 minutes in class to maximize its value. In every class in the future, I will sum up in time, improve constantly and strive for the most efficient English class.

Reflections on English classroom teaching in primary schools. In primary school English class, there are many words and dialogues that need to be practiced repeatedly and accumulated into a language through repeated practice. But in this process, some classroom activities exist only for practice, which deviates from the essence of language teaching. The author analyzes some mistakes in primary school English class and puts forward some countermeasures.

First, the evaluation of language distortion

In primary school English class, students' performance is divided into advantages and disadvantages, but teachers don't give corresponding evaluation according to students' actual situation. "Good" has become a formulaic evaluation language. This phenomenon is especially obvious when students read new words. When checking students' pronunciation, teachers like to use the form of driving a train, that is, vertically or horizontally, and students take turns reading words. At the same time, the teacher gave each reader a "good" one by one. It seems that every student's pronunciation is good, but there are advantages and disadvantages between them. Some teachers change the single "good" to "good, great, excellent and wonderful", which is actually the same. In order to pursue the fast pace of the classroom, teachers often report evaluation words such as "good, great, excellent and wonderful" without thinking, and even the order has not changed. "Good, great, excellent and wonderful" has become a formulaic evaluation language for checking pronunciation.

The evaluation should be authentic, and the real value judgment should examine the progress of students according to the contents and objectives of classroom teaching and their real performance (Arnold, 1999). The consequences of untrue assessment are:

(1) The evaluation language is superficial and simple. Not according to the actual situation of students to give the corresponding evaluation, lack of authenticity.

(2) Repeated and unified evaluation language can't guide or motivate students, and evaluation language lacks clear distinction. Students of different levels can't evaluate themselves correctly according to the teacher's evaluation.

If you slow down, you can compare the differences of students' pronunciation, or find the excellent performance of students' answers and give appropriate comments. Therefore, we can also try to evaluate students' pronunciation as a whole. For example, after the students read the words one by one, the teacher chooses the student with the best pronunciation, and this student will read the words as the leader of the class. This "student-to-student" approach is very popular with students. The selected students will naturally have a sense of accomplishment appreciated by the teachers, thus enjoying the course more; Students who are not selected will learn more seriously out of imitation or envy of those who are selected.

Second, the distortion of dialogue practice.

In order to encourage students to speak more and practice more when practicing dialogues, teachers often use competitions. The design of teachers' competition rules has gone into the misunderstanding of practicing oral English. Students only speak for practice, not for practicality. The consequences of this are:

(1) Emphasizing phrases over sentence patterns, emphasizing phrases, deviated from the original goal of practicing dialogue, and failed to achieve the classroom teaching goal.

(2) Only pursuing lively classroom atmosphere, paying too much attention to form and not paying attention to the actual effect of dialogue practice.

(3) Without providing students with real dialogue situations, students can't apply what they have learned in class to practice.

Dialogue practice should be close to the reality of students' life, that is, dialogue should be "life-oriented" to provide a platform for students to truly express themselves. In this way, students can still communicate with classroom sentence patterns after class, and finally achieve "applying what they have learned". When asking students to express themselves, if they are always welcome to express themselves freely, it will be easy for teachers to hear students' real thoughts and exchanges. When the teacher hears good sentences or innovative sentences, the whole class can read them together, which is an affirmation and encouragement to that classmate and a great encouragement to other students. More students want to speak good sentences, so that the whole class can accumulate many good sentences.

Third, the communication between teachers and students is distorted

In the dialogue between teachers and students, teachers' unilateral wishes are sometimes imposed on students, and teachers are in a dominant position and students are forced to obey. What the students say is not true, and there is distortion in the communication between teachers and students.

When teachers focus on "teaching" rather than students' "learning", teachers often unconsciously put themselves in a dominant position, and students passively follow teachers. The phenomenon of communication distortion between teachers and students has appeared, and its consequences are:

(1) Teachers are in a dominant position, and students passively accept it. Teachers will not be able to arouse students' learning enthusiasm for a long time.

(2) If students always answer under the teacher's questioning, it will cause anxiety or rebellious psychology in learning.

(3) The interaction between teachers and students is difficult, and students lack confidence in their own expression.

If the language learning process is repeated, it will cause anxiety to learners, form an unchanging psychology and have a serious negative impact on learners' language learning (Arnold, 1999). The biggest difficulty in foreign language teaching lies in the limited accumulation of students' language knowledge, especially primary school students, who are generally timid. At this time, teachers should try to give students encouragement and a sense of security (Liu Xia, 20xx). The communication between teachers and students should be equal and calm, so that students are willing to speak, not afraid to speak. Teachers should try to reduce unnecessary questions, so as not to cause students' unfavorable negative emotions.

On the other hand, students don't know their hobbies, either because it is difficult to express them or because they are afraid of not answering well, so they are forced by the teacher to create a hobby that is untrue to the students. In fact, students can speak Chinese at this time, and teachers can help them translate it into English. Teachers can also ask other students, "I don't know what his hobbies are? Who can tell me? What is his hobby? " For the communication between teachers and students, the students' answers are unexpected. Teachers can guess according to the students' actual situation, and then help them in class or take this as an opportunity to lead to the following teaching content. Teachers should strengthen the belief of true communication and deal with unexpected situations in classroom communication between teachers and students.

The fundamental reason for the distortion of classroom teaching is that teachers focus on the teaching of textbooks, rather than students' learning and use. In view of all kinds of teaching distortions in classroom teaching, teachers should realize the harm of these phenomena, change traditional teaching concepts, break through the original teaching habits, strive for the authenticity of language teaching, satisfy students' real language expression with an equal and calm attitude, and create a real English communication atmosphere.

Reflections on English Classroom Teaching in Primary Schools In the process of English teaching in primary schools, many teachers often use games to cultivate students' interest in learning. Singing, dancing, talking and acting in class are all very fancy and lively, so that students can accept the teacher's preset value orientation in happiness. After a long time, it is not difficult to find that many students' original learning temperature has dropped sharply and their original interests are gradually disappearing. In classroom teaching, it is often: before class, teachers spare no effort to carefully design organizations to attract students' interest; In class, students are walking around, shouting and running around, which is very lively and directly affects the teacher's teaching process, and the teaching link is a mere formality; After class, students are ignorant and lack of knowledge; After a semester, students usually look at you with textbooks in their hands. It is not difficult to find the reasons, such as unreasonable arrangement, failure to consolidate learning in time and failure to spiral knowledge, which directly leads to abnormal teaching.

In the face of such frequent teaching crises, this can not but trigger our reflection.

In my opinion, English teaching in primary schools should focus on cultivating interest, but not just talking, rapping and singing for fun. Because cultivating interest is mainly for learning English, games should become a means for primary school students to learn English language knowledge. Therefore, in the process of stimulating students' interest in the subject, we can't just stay on the classroom appearance of "living", "enjoying" and "playing". We pay attention to the subject itself, and from time to time cultivate interest from the successful experience after learning, and tap the internal driving force of students' learning.

"If you don't learn language rules and master a considerable vocabulary, your English application ability will be a castle in the air." We realize that the charm of language knowledge itself is the driving force for students to persist in learning and the inexhaustible energy. For this reason, I think games, as an effective teaching form to help students learn English well, should really play its auxiliary teaching function and achieve entertaining. In teaching, we should do the following:

First of all, for everyone, hierarchical teaching.

In the process of game teaching, it is inevitable to encounter how to treat excellent but poor students. The game I designed for all the students is moderately difficult, so that everyone can participate. According to my personal quality, personality characteristics, memory, reaction speed, etc. In my mind, I divide the whole class into three groups, teaching students in accordance with their aptitude, requiring them at different levels, and promoting students' progress from time to time with the most effective incentive mechanism. In stimulating them to actively participate in personal practice, cultivating their innovative spirit and practical ability of independent thinking and cooperative inquiry has virtually mobilized students' language database. In practice, they learn to evaluate themselves, and the resulting sense of accomplishment is transformed into endless learning successors.

Second, well-organized, rigorous and orderly.

Do a good job in organizing the competition, so as to be orderly, lively and not chaotic. Small students are naturally fond of games and are competitive. Some students get carried away easily when doing it, and even can't help shouting in class. So, first of all, there are rules to be clear before the game starts. Discipline requirements, standardized grading, nip in the bud. Even if there is some confusion during the competition, I want to understand the psychology of my classmates, not blindly criticizing, but making it clear on my own initiative.

Third, timely and moderate.

I don't think we can try to cover everything. There are too many games, but we ignore the teaching and training of the main teaching content. We pretend to be the host and take games and entertainment classes.