1. English topic opening report template
The new basic requirements for junior high school English teaching promulgated by the State Education Commission clearly point out that in today's world, scientific and technological progress marked by information technology is changing with each passing day. With the informationization of social life and the globalization of economic activities, foreign languages, especially English, have increasingly become an important tool for China's opening up and international exchanges. Learning and mastering a foreign language is the basic requirement for citizens in the 2 1 century. Words are the basic materials of language and one of the three elements of language. Without enough words, the concept cannot be expressed clearly; If you can't use words flexibly, it will inevitably affect the exchange of ideas. However, with a good word memory method, we can effectively master a large number of words. With a strong vocabulary as a guarantee, we can read, write and communicate better and give full play to the instrumental role of English.
In middle school English teaching, word memory has become an important link. However, in the actual teaching, the actual word learning and memory situation is not optimistic. Many students often forget words because they can't remember them, or they forget them quickly. Even if they remember some words, they will not use them correctly. So I gave up learning English. Students' vocabulary learning mainly focuses on repeated reading and mechanical memory, and rarely rises to the level of understanding and application. In addition, because of their young age, their learning purpose and motivation are often unclear, and they are only interested in interesting teaching contents and games in class, but they do not fully understand the rules of reading and writing, pronunciation essentials and usage of words and phrases, and are not good at learning and summarizing the spelling and spelling rules of words. We believe that teaching students to memorize English words skillfully is the key to English learning, so we apply for the research work of this topic.
The word teaching defined in this topic refers to the English word teaching in junior high school. The research of this topic aims at using scientific methods of word teaching and learning to overcome the previous isolated teaching of words and indigestion; Memorize repeatedly, lose interest, and forget while learning. At the same time, it can also combine the teaching of meaning and usage of words with the teaching of pronunciation and spelling of words, so that students can feel organized and regular when learning the pronunciation and writing forms of English words, which can well mobilize the enthusiasm of junior middle school students to remember English words, cultivate students' interest in learning English and lay a solid vocabulary foundation for students to learn English better.
Interest is the energy and motivation for students to acquire knowledge and form intellectual activities. The teaching method of interest, activity and demonstration in junior middle school English is based on stimulating students' interest. Junior high school students have strong imitation ability, short attention time and active. Teachers should make full use of the unintentional attention of primary school students and turn it into intentional attention. According to the age and psychological characteristics of middle school students, we advocate the form of memorizing English words based on happiness and excitement.
The basis of learning English is words, which are one of the three elements of language and the basis and key to learning English well. Therefore, the goal of word teaching is to make students master them firmly and teach students how to apply words to comprehensive practice. Content: This study mainly aims at the following aspects:
1. Understand the basic methods of memorizing English words by middle school students in our school.
2. According to the learning characteristics of middle school students, this paper studies the learning style of middle school students in English word teaching.
3. Research on improving middle school students' spelling ability.
4. Design and implementation evaluation of vocabulary teaching activities.
Collect literature related to word teaching, conduct theoretical research and comparison at the same time, and study ways to improve the efficiency of word teaching. The specific methods are: literature analysis, action research, investigation, experience summary and case analysis.
Teachers must delve into textbooks, explore the favorable factors in textbooks, design and apply different teaching methods according to different teaching contents, design different teaching activities according to different teaching methods, and make different teaching AIDS and props according to different teaching activities.
The first stage: preparation stage (20xx. September-20xx. 10).
(1) Topic selection and project establishment.
(2) Make a project plan and hold a meeting.
③ Document preparation and information collection.
The second stage: investigation stage (20xx.65438+1October-20xx.11+1mid-October).
1. Start the project research and implement it in a planned and step-by-step manner.
2. Combine theoretical knowledge with students' specific situations, explore ways to improve students' word memory efficiency in classroom teaching, find problems, and adjust and summarize in time.
The third stage: research summary stage (20xx.165438+1late October-65438+early February in 20xx).
1. Collect, analyze and summarize the research data.
2. Write a research report.
3. Make a final demonstration of the research conclusion and organize expert appraisal.
4. Do a good job in the publicity and promotion of research results.
(1) research report.
(2) Paper collection, lesson plan collection and courseware.
(3) There are 30 student questionnaires, each with stage summary/kloc-0 and conclusion report/kloc-0.
2. English topic opening report template
First, the background of the topic At present, rural students are tired of learning English. If some effective methods are not taken to attract students when introducing new courses, students' interest will decline day by day, and it is difficult to mobilize their enthusiasm. If teachers always introduce new lessons in the old and monotonous way, the introduction will lose its due role. Successful import depends on the diversity and effectiveness of import. Give students some expectations, surprises, differences and inspirations every day. This can not only enliven the classroom atmosphere and promote students' participation, but also stimulate students' thinking and keep their interest and motivation in learning English.
Second, the significance of the topic
Our frontline teachers are practitioners of "efficient classroom". We must keep pace with the times, base ourselves on the new curriculum, apply new ideas to study new methods and models of classroom teaching, and pursue the overall efficiency of each link from the beginning of classroom teaching. With the goal of "efficient classroom" and the new curriculum concept as the guidance, our research leads English teachers in our school to explore effective theoretical strategies for classroom lead-in, design efficient lead-in, guide teaching practice and lead the professional development of English teachers in our school.
The introduction of English classroom teaching is varied, and different methods are adopted according to different classroom types and contents. Its purpose is only one: to stimulate students' interest in learning, enlighten their minds, let students rebuild their self-confidence, feel eager to learn English, generate interest, reduce anxiety and get twice the result with half the effort. Therefore, I have established the research topic of "Exploring the methods of English classroom introduction in junior middle schools".
Keywords: English teaching, English classroom introduction
1. English teaching
With the progress of society, English has changed from a tool to an idea and knowledge base. In English classroom teaching, teachers should pay special attention to the play of students' dominant position, with the aim of making students actively participate, which can be better reflected in the teaching introduction of English classroom.
2. Class introduction
Stilwell pointed out: "The art of teaching is not to impart skills, but to inspire, awaken and inspire". Good lead-in can lay a good foundation for the smooth progress of the whole classroom, further expand, develop and explore the teaching content, push the progress of the classroom to a climax, and produce a good and positive "chain reaction"
Classroom lead-in generally refers to all the teaching activities of teachers and students within 3-5 minutes from the beginning of classroom teaching. As an important part of classroom teaching, it refers to the teaching behavior that teachers use various teaching methods to guide students into a formal learning state in order to divert students' attention and stimulate their interest in learning before entering new teaching content. This study is based on the junior high school Chinese textbook published by People's Education Press, which is uniformly used in our county. All the classes in grades 7 to 9 in our school are experimental classes, and all the English teachers in our school participate in the research.
3. English topic opening report template
Topic: A case study of English listening teaching strategies in middle schools;
1. With the gradual improvement of China's international status and the continuous development of modern education, English-oriented foreign language education is gradually becoming scientific and standardized. A study shows that listening accounts for 45% of people's daily language activities, speaking accounts for 30%, reading accounts for 16%, and writing accounts for only 9%. This shows that "listening" plays an important role in language communication. As a process of language input and information input, listening is particularly important in English learning and practical application. As a common English test, listening test mainly examines students' mastery of English language and their understanding of daily English communication. In middle school, listening level is also the basic requirement of the new curriculum standard for middle school students' English ability. Therefore, how to use effective listening teaching strategies to help students improve their listening level is a problem that both students and teachers are very concerned about.
Second, there are the following problems in English listening teaching in middle schools:
(1) Middle school students have insufficient accumulation of basic knowledge of English language, less reserves of background and cultural knowledge involved in the materials, lack of necessary phonetic knowledge, poor pronunciation discrimination and small vocabulary.
(B) English listening teaching method is single, lacking effective teaching strategies, mainly listening to the tape to check the answers, students are prone to boredom and fear of difficulties in listening.
(3) Insufficient listening training time.
Third, this topic mainly solves the following problems:
(A) through the case study of English listening teaching strategies in senior high schools, explore and find feasible and effective strategies, so that teachers can be targeted and guide correctly in listening teaching.
(2) Help middle school students develop good listening habits and master correct problem-solving methods and skills, so as to effectively improve students' communicative competence and English scores, avoid the appearance of deaf-mute English, stimulate students' interest in English and better implement quality education.
The significance of this study lies in:
First, listening level plays a very important role in people's daily communication activities, and it is also the basis of reading and writing.
Second, according to the new trend of the college entrance examination in Shaanxi Province, the college entrance examination English will resume the English listening test in 20xx.
Three, because in recent years, the college entrance examination in Shaanxi Province did not test English listening, and most teachers and students focused on reading, grammar, vocabulary and writing, so students' listening ability is relatively weak and needs to be improved.
Fourthly, because China students' English learning is conducted in a non-English environment, how to improve students' listening ability through effective teaching strategies has become a topic discussed and studied by teachers and students, and it is also a realistic problem to be solved urgently.
Definition and explanation of topic names
With the improvement of China's international status and the proposal of new curriculum standards, English listening has become the "focus" of college entrance examination English in Shaanxi Province, and English listening class has gradually become a topic of concern for many teachers. The process of "listening" is an active and complex psychological process of analyzing and processing the received sound information and responding quickly. In traditional English teaching, teachers pay more attention to grammar, vocabulary and reading, so that students tend to translate first and then understand, which seriously affects the input of information, and causes students to hear fragmented words or sentences, thus affecting their comprehensive understanding of the language. How to help students get rid of hearing barriers, master listening skills and improve their listening level is one of the key concerns of our middle school teachers.
As an important test form to measure students' English level, listening has been paid more and more attention by teachers and students. Many researchers have given different explanations to "teaching strategy". Shao Ruizhen, a professor of psychology at East China Normal University and a doctoral supervisor of educational psychology, believes that teaching strategies are a series of relatively systematic behaviors taken by teachers to achieve certain teaching goals in the teaching process (Xiaowen Li and Wang Ying: Teaching Strategies, 5 pages, Beijing, Higher Education Press, 20xx. )。 "Teaching strategy refers to a set of specific ways or methods adopted by teachers to achieve curriculum goals in the classroom. Teaching strategies should be changed at any time according to the requirements of teaching situation and the needs of students. Whether in domestic or foreign teaching theory and practice, most teaching strategies involve how to refine or transform the course content. " (Stone, 1996). However, no matter what the explanation is, teaching strategies are all technologies and means to achieve different teaching effects. Under the current conditions, middle school students' English learning is mainly carried out in non-English environment, and listening teaching strategies, as the synthesis of teaching contents, teaching organization forms, teaching strategies and technologies, directly affect the cultivation of students' listening ability.
The case study of listening teaching strategy refers to intercepting the typical listening teaching phenomena and activities carried out by the research object in the process of implementing listening teaching, conducting in-depth research and analysis on related problems, and finding out and summarizing their universality and regularity. This paper selects senior high school students in our school as the research object, selects specific research objects for listening teaching, and analyzes the degree of achievement of listening teaching strategies adopted. By tracking and investigating the different effects of different teaching strategies on the same student, this paper summarizes better and more operational teaching strategies to help students develop good listening habits, improve their English communicative competence and English performance, and thus improve the teaching effect of English listening.
Steps and methods of subject research
I. Research objectives
This topic is mainly to explore and find feasible and effective teaching strategies through the case study of English listening teaching strategies in senior high schools, so that teachers can be targeted and guided correctly in listening teaching, help senior high school students develop good listening habits and master correct problem-solving methods and skills, thus effectively improving students' communicative competence and English achievement, avoiding the emergence of deaf-mute English, stimulating students' interest in English and better implementing quality education.
Second, the research content
(A) through the careful investigation and study of the performance and classroom effect of middle school students' listening class, find out the problems existing in students and find out the root causes of these problems.
(2) Through classroom teaching and discussion among teachers, we can understand the common teaching strategies and their advantages and disadvantages in middle school listening teaching.
(3) Make students have the basic knowledge of phonetics, semantics and grammar through preparation, and then conduct listening teaching and select specific research objects. Taking the senior three students in our school as an example, this paper compares them with the previous listening teaching strategies, observes the differences between the two teaching effects on the same student, and finds a better solution in practical application and constantly improves it.
(4) Summarize and enhance the gains and feelings in the research, and present the corresponding research results.
Third, research methods.
(A) Action research method: collect information, analyze problems and determine problems.
(2) Experimental method: Establish project experimental classes, establish specific research objects, conduct follow-up surveys, and compare the different effects of different teaching strategies on the same student.
(3) Comparison method: Compare the effect of the experimental class with that of other classes.
(4) Literature method: Understand the research status of this topic by consulting materials.
Steps and methods of subject research
Fourth, the research steps
(1) Study time: one year (20xx. 12—20xx. 12).
(2) Research steps (* * * is divided into three stages)
Preparation for the first stage (20xx. 12——20xx.03)
1. Choose a topic and set up a research group.
2. state the theme.
3. Open debate.
4. The teachers of the research group learn relevant theories, collect data, learn from experience and determine the preliminary research plan.
The second stage is the implementation stage (20xx.04——20xx.09).
1, through questionnaires, seminars, surveys and other forms of follow-up survey of students and teachers, to understand the practical problems encountered by students in the process of listening training, and to understand the teaching strategies that teachers usually adopt in listening teaching.
2. According to the students' reality and the present situation of listening teaching, the improved teaching strategies of this topic are applied to teaching practice, and the differences of teaching effects are compared.
3. On the basis of summarizing the previous research results, write the stage summary.
The third stage is the summary stage (20xx.10—20xx.12).
1. Teachers write relevant research papers and teaching designs and compile them into books.
2, research summary, write a report on the topic.
3. Application conclusion.
Verb (abbreviation for verb) division of labor of research group
Person in charge of the project: Sun Juan, as the general planner and person in charge of this project, is responsible for the overall planning, overall guidance and supervision of the project experiment, carrying out the experimental teaching activities of the project, making the project plan, filling out the project application form, providing training and theoretical guidance to the teachers involved in the project, timely inspecting and urging the project teachers to carry out various tasks, and writing the project summary report and papers.
The core members of the research group: Li and Ru Jingjing are responsible for sorting out relevant materials, doing a good job in the investigation of the listening class in the experimental class, and collecting teaching plans, courseware, students' homework, exercises and papers. Carry out training activities on listening teaching strategies and complete other tasks arranged by the project leader.
Other members of the research group: Liang Xiaohua, a member of the research group, is responsible for analyzing and sorting out the data, assisting the project leader to complete the experimental report and paper writing, and completing other tasks assigned by the project leader.
Expectations and statements of project results
The expected results of this study.
Through the research and induction of this topic, the following results have been formed:
1. opening report, closing report, summary, cases, papers, teaching design, teaching reflection and other picture books.
2. Teaching records of teachers in the research group.
4. English topic opening report template
1. Research purpose 1. Investigate, analyze and summarize the leading-in methods commonly used by front-line teachers in junior middle school English teaching, make a questionnaire, investigate all English teachers in our school, form summary data and get the leading-in methods commonly used by teachers.
2. Analyze the similarities and differences of the characteristics and functions of different types of commonly used lead-in methods, study the strategy of reasonably selecting effective lead-in methods according to students' psychology and teaching content, and track the effect of application in classroom teaching and student evaluation.
3. Draw lessons from excellent imported cases inside and outside the school, and use new ideas, new methods and modern technical means to carry out independent innovation experimental research on imported scheme design.
4. Strengthen the case analysis of classroom lead-in, pay attention to the research and promotion of flexible and ingenious new methods and means, sum up experience, explore effective classroom lead-in strategies, guide teaching practice, and lead the professional development of teachers in our school. Better serve the classroom and students.
Second, the research content
The introduction of English classroom teaching is varied, and different methods are adopted according to different classroom types and contents. Its purpose is only one: to stimulate students' interest in learning, enlighten their minds, let students rebuild their self-confidence, feel eager to learn English, generate interest, reduce anxiety and get twice the result with half the effort. Therefore, this study mainly studies:
1. Probe into the Introduction Method of English Listening and Speaking Course (Fu Baoqin)
2. Probe into the introduction method of English reading class (Gu Xiange)
3. Probe into the lead-in method of English writing class (Xiao Xu)
4. Probe into the method of introducing English practice class (Xu Meiqin)
5. Probe into the introduction method of English review class (Luo)
Third, the research method of the subject.
1 practice method
Through English teaching activities, study "small topics", find problems and solve them.
2. Questionnaire survey method
Investigate the research and thinking of English teachers in our school on this issue, understand the results and existing problems of students in different English classroom lead-in situations, and discuss and solve them.
3. Literary methods
Consult and collect monographs, papers and materials related to this research topic by domestic and foreign scholars. Find articles and related articles about imported design through online search, understand predecessors or their research work, clarify the scientific value of the research topic, find the breakthrough point, and obtain newer and more valuable research results.
4. Experience summary method
Reflect on the research experience and achievements, summarize and improve the accumulated experience, modify and determine the next work, and improve your research results through continuous reflection.
Fourth, the steps of research.
(1) preparation stage (20xx. 1-20xx.3)
Theoretical study; Hold a meeting of relevant personnel, establish topics and declare topics; Establish research objectives and formulate implementation plans.
(2) Implementation stage (20xx.3-20xx.1101)
Carry out research on related classroom lead-in methods and collect practical materials and data; Observe and discuss, summarize and explore the methods of introducing junior middle school English classroom; Write the stage summary report.
(3) Summary stage (20xx.11-20xx.2)
Organize and analyze documents; Demonstrate the scientificity, rationality and feasibility of the experiment; Summarize experience and existing problems; Form a result report; Popularize the research results by setting up research courses, writing papers, compiling excellent lessons and case sets, and revise the next round of research according to the feedback information.
Feasibility analysis of verb (abbreviation of verb)
1. Domestic scholars and educators are very interested in classroom lead-in and have written related articles from many aspects. They think it is very important to attract students' attention at the beginning of new teaching content, so they emphasize the importance of lead-in.
2. The members of the research group are all front-line teachers, including provincial-level teaching experts 1, 2 county-level teaching experts, and 4 teachers are all first-class teachers with rich teaching experience. On the basis of fully listening to the survey of class evaluation, they can explore how to design the introduction of different classes through investigation and case analysis, and finally form the final results in the form of research reports and teaching cases.
Expectations and statements of project results
First, the main results:
Final Report on "Exploration of Introduction Methods in Junior Middle School English Classroom"
Second, the annex results:
Related papers, teaching design, classroom PPT, teachers' questionnaires, students' survey papers, and some cases recorded in class.
Through research, master the basic scientific research methods and make small-scale research a habit.
And accumulate some practical and efficient methods of classroom lead-in, so that the level of classroom lead-in of English teachers in our school will reach a new level, and the classroom atmosphere will be active because of lead-in.
5. English topic opening report template
First, the topic and its definition vocabulary is the basic unit and cornerstone of language. The communication of human thoughts is also realized through sentences composed of words. Without enough vocabulary accumulation, the language cannot be output at all. Of course, as our English teachers, we have been exploring the most effective teaching mode in our daily classroom teaching, but the facts are always unsatisfactory. Especially in the spelling of words, we find that our students have always had great problems. Especially senior students, they are still afraid of dictation. Moreover, every dictation, students' error rate is very high. Every exam, the percentage of losing points in writing words is the same. The English Curriculum Standard for Primary Schools requires students to listen, speak, read and write about 43 1 words and phrases by the end of the sixth grade. 55 groups of sentences and 38 simple sentences. Whether students can effectively memorize words will directly affect their mastery of the four-meeting words and their future English learning.
Second, the background of the topic.
Vocabulary is the basic material of language. Without vocabulary, language will become passive water. Tracy, the founder of natural teaching method, believes that vocabulary learning is very important for understanding language and speech output. Vocabulary teaching is one of the most important tasks in primary schools.
At present, most primary school students are not interested in memorizing English words, and they can't get rid of the "rote learning" mode, and have not formed their own methods and strategies for memorizing English words. At present, Oxford primary school has a large English vocabulary. Starting from the third grade, students are required to master more and more "Sihui" words. Most students memorize words by rote, which is time-consuming and inefficient. Although each unit in the textbook has a column of Listenandrepeat, it was not until the sixth grade that the pronunciation rules of international phonetic symbols and letters and letter combinations were basically introduced, and phonetic symbols teaching only needed infiltration. The relative lag of phonetic alphabet teaching makes it difficult for primary school students to master words.
Primary school students learn English because they are young, and their learning purpose and motivation are often not very clear. Some students learn by their own interests, only interested in interesting teaching contents and games in class, but not fully aware of the reading and writing rules, pronunciation essentials and usage of words and phrases, and are not good at learning and summarizing the spelling and spelling rules of words. The mastery of words has become a weak link for students to learn English.
Third, the research objectives
1, through the combination of teaching theory learning and English teaching practice, through the analysis and research of vocabulary characteristics, optimize vocabulary teaching methods. Through the research of this topic, teachers have formed their own effective teaching methods to teach students English word memory in practice, which has improved teachers' word teaching level.
2. Study students' memory characteristics, teach students the methods of memorizing English words, and students choose effective methods of memorizing English words according to their own memory characteristics. Improve students' interest in learning English words through diversified vocabulary teaching.
3. Through research, improve the educational theory level and research ability of the members of the research group, improve the ability of teachers to develop and expand English teaching resources, cultivate and bring up a team of English teachers with modern educational consciousness, innovative spirit, diverse teaching forms and flexible teaching methods, activate the research of activity teaching in our school, and form their own characteristics. Provide valuable reference information for similar schools to carry out English teaching seminars.
Fourth, the research content
1, change the innovative vocabulary teaching mode and improve the efficiency of English classroom teaching in primary schools;
2. Explore a variety of vocabulary teaching methods to improve the initiative and interest of primary school students in vocabulary learning;
3. Strengthen the guidance of learning methods and pay attention to the cultivation of students' vocabulary learning strategies;
4. Systematic guidance method to consolidate memory after class.
Research hotspot of verb (abbreviation of verb)
1, to improve the effectiveness of vocabulary teaching in primary school English classroom.
2. Develop students' vocabulary learning strategies.
Sixth, research methods.
This topic intends to adopt the following research methods:
1, investigation and research method: Through questionnaire survey, on-the-spot statistics, discussion and other means, comprehensively understand the current situation of English vocabulary mastery of students of different ages, explore the factors that form these problems, and lay the foundation for subsequent research.
2. Literature research method: By searching and studying relevant theories, we can establish effective theoretical support for this topic and guide the experimental work in each experimental stage.
3. Action research method: emphasize the reflection and research on the research work of the subject, find and analyze the problems existing in the research process of the subject, take improvement measures and draw up improvement plans.
4. Experience summary method: Use experience summary method to construct the implementation strategy of "Research on the Effectiveness of English Vocabulary Teaching in Primary Schools" and introduce a number of implementation schemes and experiences worth popularizing.
5. Case analysis: through the analysis of cases, find out the methods and strategies that have the characteristics of this discipline and can effectively improve the efficiency of word teaching, and explore valuable research experience.
Seven. Experimental steps and tasks
Stage 1: investigation preparation stage: (time: 20xx 65438+ 10 ~ 20xx 65438+ 10).
1, consult the literature and learn relevant theories.
2. Through lectures, seminars and questionnaires, investigate the current situation of vocabulary teaching and students' vocabulary mastery, analyze it and complete the investigation report.
The second stage: experimental exploration stage: (time: 20xx February ~ 20xx 65438+ 10)
1. Make a research plan for one semester.
2. Explore the effective mode of vocabulary teaching in classroom teaching.
3. Accumulate practical experience, arrange experimental materials, and insist on writing teaching essays, reflections and typical lessons.
The third stage: deepening summary stage: (time: 20xx February ~ 20xx 65438+February)
1. Study typical class cases and discuss how to improve the efficiency of English vocabulary teaching in primary schools by attending research classes and observing classes.
2. Popularize the empirical model and gradually improve the experimental hypothesis.
3. Organize experimental materials to form research results.
4. Write a conclusion report.
Eight, the expected experimental stage results and final results form
1. Stage results: typical lessons, teaching papers, teaching essays, etc.
2. Final results: final report, typical courses, papers, etc.