Reflection on English Teaching Mode in Primary Schools Composition Foreign language teaching, like other subjects, is rigorous, systematic and coherent. Whether the language skills acquired by the seventh and eighth grade students can be further developed in the ninth grade puts forward higher requirements for teachers. In class, teachers should talk less, do more practical things, practice more, and take students as the center; We should pay attention to the training of flexible use of knowledge and change the foreign language course from? Lecture class? Become? Practice class? . Teachers should adopt task-based teaching method, so that students can be exposed to the environment of speaking and using English and learn English in a tense and vivid atmosphere. At the same time, teachers should care about students, especially poor students, make friends with them, don't scold them, and always encourage their self-confidence and enthusiasm for learning. Let them learn in confidence and make progress in happiness. Therefore, cultivating a good relationship between teachers and students is of great help to students' interest in learning. Therefore, teachers must combine with practice in the new curriculum reform, participate in the curriculum reform with heart, and constantly study, practice and reflect in the curriculum reform.
First, highlight the key points and give guidance on learning methods. Good learning methods can get twice the result with half the effort. For example, leave the morning reading class to students for self-control, but instead of reading aimlessly, I should focus on reading those parts that I think I haven't mastered enough. For example, if a word fails, remember the word; If the text is unfamiliar, read the text; If you can't remember sentence patterns, recite sentence patterns and example sentences. At the same time, we should also guide students to sum up their experience in answering questions, explore the rules of answering questions, and develop good answering habits. In addition, students are required to establish an error correction book, sort out and collect wrong questions, and strengthen their memory repeatedly. For those students who have not set the wrong question book, they are required to keep their own test papers for self-review. After the monthly examination, teachers should also understand that future examination questions should pay attention to the coverage of knowledge and focus on the potential of students to analyze and solve problems. In the usual review work, in addition to mastering the basic knowledge, we should also pay attention to improving students' analysis potential of test questions. We should pay attention to collecting the information of the senior high school entrance examination, grasp the relevant information of the senior high school entrance examination proposition to the maximum extent, study the review countermeasures, highlight the key points and improve the review effect.
Second, improve classroom efficiency awareness and classroom efficiency for 45 minutes. The teaching benefit is first reflected in the amount of classroom teaching information, the breadth and density of teaching activities and the use of media. Effective media means help to improve classroom capacity, density and speed. Especially in the review class, proper use of multimedia means can not only enliven the class, but also improve students' participation. Large-capacity classroom rhythm can effectively attract and gather the attention of middle school students, thus ultimately improving the efficiency of learning to attend classes; Secondly, should the current teaching design fully reflect the awareness of classroom benefits? Teaching for learning? Teaching is designed according to how students can effectively acquire knowledge and improve their potential. Classroom teaching design should help students participate attentively in the classroom, help students internalize knowledge information effectively, pay attention to the guidance of learning methods in the review process, properly infiltrate the information of senior high school entrance examination in teaching and broaden the teaching materials.
As the gatekeeper of students' senior high school entrance examination, the ninth grade English teacher must have a correct consciousness, and fully realize whether a class is beneficial or not, not by whether the teacher has finished the textbook, but by whether the students have learned anything and learned it well. If students don't want to learn or can't learn anything, even if the teacher tries hard, it will be ineffective; Or students study hard, but they don't get the development they deserve, which is also ineffective or inefficient teaching.
Third, build up confidence and define goals. The ninth grade English has many new words, long texts, great difficulties and high requirements for listening, speaking, reading and writing. Students will encounter many difficulties in their studies. Therefore, self-confidence and clear goals are important factors for the success of English teaching. First of all, teachers should give good lessons. For example, prepare lessons well, thoroughly understand the teaching materials, grasp the key and difficult points, and be targeted. Secondly, teachers should improve teaching efficiency, pay attention to teaching art, activate classroom atmosphere, stimulate learning interest and adopt flexible teaching methods.
English learning should also make a practical, detailed and effective plan. Teachers should make students clear about their learning goals at all stages, formulate corresponding measures to ensure the realization of the goals, strengthen supervision and inspection, and make a summary on this basis. In the teaching process, we should pay attention to the complementarity between ideological education and knowledge teaching, and integrate ideological quality education into knowledge education. In the usual teaching, tell students in time that the rapid economic development in China needs more foreign language talents, and that more people will speak English in the Olympic Games and the World Expo, so as to make students realize the importance of learning English and encourage them to set up lofty ideals and strive to learn English well.
Fourth, lay a solid foundation, check and fill gaps. English foundation is very important for English learning, especially for students with poor English foundation. First, based on textbooks, lay a solid foundation. The ninth grade English learning focuses on deepening basic knowledge. We should study in stages, take the outline as the standard, take the teaching materials as the basis, and study each book, unit and lesson carefully according to the arrangement order of the teaching materials. Second, we must find out the shortcomings, check the leaks and fill the gaps. Missing and filling in the gaps are mainly in pronunciation, vocabulary and daily communication terms. The trap of pronunciation and vocabulary should be carried out in vocabulary teaching. In the process of teaching new words, explain the relevant language knowledge and word pronunciation in time, and summarize the words learned in time; When reviewing, we should be good at imitating others, forming phonetic categories and word strings, and strive to consolidate the pronunciation and vocabulary that we have not mastered one by one. We should constantly improve the daily communication potential of English, strive to turn basic knowledge into skills, and strive to understand, speak fluently, read smoothly and write beautifully.
Fifth, a harmonious relationship between teachers and students, live in harmony with students. The relationship between teachers and students is an important factor affecting the quality of teaching. Harmonious teacher-student relationship can promote the improvement of education quality. English classes in the graduating class are difficult to teach. It's boring, with lots of grammar and long texts. Students with foundation, perseverance and patience are needed to keep up. If the relationship between teachers and students is harmonious, students will obey the arrangement and advocacy of teachers and promote the improvement of teaching quality; On the contrary, it will have a negative impact on students' learning motivation, interest and attitude, and restrict the improvement of education quality.
Harmonious teacher-student relationship also needs to meet students' needs, such as care, respect and self-worth. These teachers believe that it is necessary to understand and solve the reasonable needs of students in a timely manner, and create conditions to solve some problems that cannot be solved temporarily and explain them well. In the process of continuous teaching and learning, we should sincerely love every student, care, understand, understand, respect and trust them, and cultivate every student into a genius. They also respect, rely on and like me, thus harmonizing the feelings between teachers and students. Only by continuous in-depth training can there be a gratifying situation in music teaching and learning.
Reflections on English teaching in primary schools: 1. In China, English is a foreign language, not a second language, and cannot be acquired.
In China, many people ignore that English is a foreign language, not a second language, which is an important objective reason for the low efficiency of English learning. So, what's the difference between a second language and a foreign language? Are they terms with the same concept but different styles, or are they two different concepts? In fact, we know that the second 1 language is opposite to the first language, while foreign language 1 language and non-native language are opposite to mother tongue and mother tongue 1 language.
The similarities between the first language and the mother tongue and the mother tongue 1 language are as follows: (1) The earliest language is often acquired in the family environment; (2) High proficiency. Strong language intuition. The common characteristics of second language, foreign language and non-native language are: (1) is a bilingual phenomenon; (2) Being in the first language in the mastered time series; (3) Proficiency is generally inferior to that of the first language; (4) The acquisition methods are generally school education, family education or self-study.
First of all, there is a fundamental difference between a second language and a foreign language in terms of language environment. Second language learners generally have a natural language environment. There are many people whose mother tongue is this language around. For various reasons, there may be various connections between them. At the same time, because language may? One of the official languages (such as English, French in Canada, English in India, etc.). ), news media, official documents, advertisements, etc. Provide learners with a more realistic and natural language environment, but? Foreign languages? Generally speaking, it is difficult for learners to have such a language environment.
Secondly, from the perspective of language input, on the one hand, the second language learner has a natural language environment, on the other hand, if he learns the language through classroom teaching, the language level of teachers and classmates will provide him with an ideal? Understandable input? (understandable input), including? Dialogue aimed at foreigners? (foreigner speaking),? Teacher language? (teacher's language)? Peer language? (peer dialogue), etc. On the other hand, foreign language learners generally can't get input from foreigners. Generally speaking, the language level of foreign language teachers can't be compared with that of second language teachers, and the quality and quantity of ta 1k teachers are not as good as the first.
In the second language teaching class, peer talk is also restricted to a great extent.
Whether a country or region teaches English as a second language or a foreign language is also an important indicator, that is, whether the courses in local schools are taught in English. If all courses except English are taught in mother tongue or mostly in mother tongue, then English teaching is TEFL. Obviously, in China, English is a foreign language, not a second language, and China lacks the environment for teaching English as a second language. Mother tongue can be acquired, so can second language, but foreign language can't be acquired.
However, in our primary school English class, too much emphasis is placed on the creation of situations, even for the sake of situations, which leads to false situations. Many teachers hold the expectation that children will naturally acquire English in such a situation. This is a tree without roots and water without sources, which is obviously unrealistic. In a 35-minute English class, how much time does the teacher spend teaching foreign languages and how much time does the students have to speak foreign languages? How many students have a foreign language environment in their families, how many parents know foreign languages, and how many students have active or passive exposure to foreign languages in their spare time? We can see some very successful primary school English teaching observation classes. In these observation classes, English teachers and students cooperate seamlessly, and listening, speaking, reading and writing exercises are available. In addition, recitation, short plays and multimedia demonstrations excite teachers and audiences. However, how many such classes are there in foreign language teaching for 365 days a year? This account should be clear to front-line teachers engaged in English teaching.
Second, English teaching in primary schools should adopt cognitive method rather than direct method.
Direct method refers to a lot of contact with real language, real communication, a lot of repeated imitation, strengthening memory and forming habits. Audio-visual method, listening-speaking method and communicative method all belong to direct method. Direct teaching must have a language environment, high-level teachers, small classes and more opportunities to learn and use English. The cognitive approach does not exclude imitation, but due to the lack of language environment, the learning approach is mainly through rational thinking, learning pronunciation, grammar and vocabulary knowledge, mastering language rules, guiding listening, speaking, reading and writing, and making inferences to form sustainable language ability. English is a foreign language in China. Students in China, whether in primary schools, middle schools or universities, can't use the type of second language teaching, but should take language knowledge as a crutch and pay attention to rational cognition while using empirical learning. For primary school students, it is especially necessary to cultivate their sustainable development ability.
Gains and losses of interesting English teaching in primary schools
Some people say that English is a weapon used by the British and American empires to consume a lot of educational resources in developing countries. In China, there are about 50 million middle school students, 6 million college students, and countless primary school students and even kindergarten children who are pitifully gnawing at the "golden brick" of English. However, like it or not, with the acceleration of globalization, English has become the most powerful language in the world. When a language has achieved the status of standard language in international communication, we can only accommodate it, master it, and then use it, which is the best policy. Therefore, the new English curriculum standard requires that English courses be offered from the third grade of primary school, which is in line with this trend.
Considering the age characteristics of primary school students, the new English curriculum standards emphasize that English courses should start with cultivating students' interest in learning, give full play to their potential abilities, let students actively participate in the whole process of learning, turn learning into a conscious, voluntary and happy thing for students, and let students become the masters of learning. This requires that English teaching in primary schools should be interesting in both content and form in order to attract students' interest. Based on this, based on the content of the text, I designed some activities that can stimulate and guide interest, thus activating the classroom atmosphere and improving classroom efficiency:
First, listen, say and do.
For example, after teaching the number 1- 10, I asked my children to take out their basketball. If the teacher's instruction is "ten", the students can kill two birds with one stone by counting in English while patting the ball. For another example, when teaching the body, I let the children play touch games together, that is, the teacher gives instructions and the students repeat the names of body parts while doing actions.
For example, the teacher said, "Touch your mouth." The student pointed to his mouth and said, "mouth, mouth, this is my mouth." This not only exercises students' listening comprehension, but also deepens their memory. ?
Second, acting, talking and singing.
Performance is an effective way to learn a language, and primary school students are more eager to show their love. For example, when teaching animals, let children grasp the characteristics of each small animal, read words and do actions, and find the corresponding word card while doing actions. The whole classroom is like a lovely animal park, and the students are particularly expressive and enthusiastic. In teaching activities, I also found that children like singing very much. Therefore, in teaching, teachers can teach some English songs in time, which can not only arouse students' enthusiasm for learning English, but also enhance their memory and enliven the atmosphere. For example, after teaching English expression and singing "every day of the week" seven days a week, students can quickly remember words such as Sunday and Monday, and get twice the result with half the effort. ?
Third, listen, say and draw.
This method can give full play to students' imagination and train students to associate English words with corresponding pictures in their minds, thus enhancing students' ability to distinguish and remember words. For example, while learning words that indicate weather conditions such as heat, cold, rain and wind, guide students to express the meaning of words with simple pictures. For example, wearing a straw hat or shaking a fan means heat, wearing an umbrella or raincoat means rain, wearing a scarf or shaking branches means rain, wearing sunglasses means sunny, and shaking an umbrella means heat and rain. For another example, when teaching me clothes, students draw shirts, sweaters, pants, dresses and other clothes according to the teacher's instructions. At the same time, I also asked them to paint these clothes in different colors according to the instructions and draw them. Through this series of activities, we not only consolidated the newly learned words (clothes names), but also reviewed the learned knowledge (colors and orientations). ?
Therefore, I think fun activities have become a "medical introduction" for primary school students to love and enjoy learning and learning English. These interesting activities play a decisive role in invigorating classroom atmosphere and improving classroom efficiency. However, everything is measured, and fun activities are not everything. If teachers don't grasp the timing and depth, sometimes teaching will go astray. ?
For example, I met a student and heard that he had just started learning English. I asked him, "What's the word for kitten in English?" He replied, "Xiaohua Mall, meow meow, the cat is a kitten." I asked him again, "What did Apple say?" He said, "An apple is an apple, and an apple is an apple." For him, the English words of kitten and apple and Chinese are a whole, and every time you have to think through nursery rhymes to remember English words. ?
Some teachers often like to make English sentences they want to learn into songs and teach them to sing. This form is very popular with students, but sometimes the pronunciation of words is distorted simply to cater to the tune of songs, which leads to inaccurate pronunciation and poor effect.
Therefore, I think that while improving the classroom fun, we must grasp the opportunity and methods to let children learn the correct pronunciation, words and sentences and experience the joy of learning.
Model essay on English teaching in primary schools 1. Facing all students, lay the foundation for their all-round development and lifelong development.
1. Create various situations, isolate students from using English boldly, and adopt a tolerant attitude towards their mistakes and mistakes in the learning process.
2. Provide students with opportunities for autonomous learning and direct communication, as well as space for full expression and self-development.
3. Isolated students develop their comprehensive abilities of listening, speaking, reading and writing through experience, practice, cooperation and inquiry.
4. Create conditions for students to explore some problems and solve them independently.
Pay attention to students' emotions and create a democratic and harmonious teaching atmosphere.
Only when students have a positive modality about themselves, English and English culture can they maintain their motivation and achieve good results. Their rigid modality will not only affect other developments. Therefore, I strive to create a relaxed, democratic and harmonious teaching space, thus:
1. Respect each student, actively encourage them to try in their studies, and protect their self-esteem and enthusiasm.
2. Combine English teaching with modality organically, create various cooperative learning activities, promote students to learn from each other, help each other, experience a sense of accomplishment and cultivate the spirit of cooperation.
3. Pay attention to students who have difficulties or difficulties and create language opportunities for them as much as possible.
4. Establish a harmonious and democratic communication channel between teachers and students, and often reflect on the learning process and learning effect with students; Encourage and help each other, so that teaching can complement each other.
Third, strengthen the guidance of students' learning strategies, so that they can gradually learn how to learn in the process of learning and using, thus:
1. Actively create conditions for students to participate in phased learning goals and methods to achieve them.
2. Guide students to learn by guessing, consulting and matching the context.
3. Guide students in the process of learning and adjust learning objectives and learning strategies as needed.
4. Effective evaluation of students
Evaluation can help students to know themselves, build self-confidence and help them reflect and adjust their learning process. Evaluation or take the form of test and non-test, usually pay attention to formative evaluation, and timely evaluate some aspects of students' emotions, attitudes and strategies in the process of answering questions, such as oral evaluation, grade evaluation and mutual evaluation among students, so as to fully discover students' progress, encourage students to reflect on themselves and improve themselves. The test aims at students' comprehensive application ability, pays attention to students' ability to understand and obtain information, and reduces objective questions and increases them. Through evaluation, students learn to analyze their own achievements and shortcomings and make clear the direction of their efforts.
The new curriculum reform is not an armchair strategist. We must study hard in combination with the reality, actively participate in the curriculum reform, constantly study, practice and reflect in the reform, and are willing to grow together with the new curriculum.