Reflections on extracurricular English teaching in primary schools

Reflections on extracurricular English teaching in primary schools (5 general remarks)

As a new teacher, one of our jobs is teaching. Teaching reflection can effectively improve our classroom experience. How can I write teaching reflection? The following is my serious reflection on after-school English teaching in primary schools (generally 5 articles), hoping to help you.

Reflections on extracurricular English teaching in primary schools 1 20xx, our school held a teaching research activity on "English Effectiveness". English teachers from six different primary schools presented us with a wonderful English class, which concentrated on the theme of this activity "effectiveness". I also learned a lot of valuable teaching experience from six teachers, which strengthened my determination to have a good English class.

First of all, the six teachers have different teaching styles, but they all have teaching methods worth learning. What impressed me deeply was the English word memory teaching method of the tax teacher in Guandukou Primary School. She uses the pronunciation of each word to spell words to help students remember, and also skillfully designs teaching cards for words, which gives people a refreshing feeling and really inspires me. There is no denying that memorizing words is the most basic content in English teaching, and many students report that memorizing words is one of their biggest headaches. I think I seldom teach students to recite words in class. Although many students know a lot about word memory, as a teacher, I can't let more students have a deeper understanding of word memory. I think my work needs to be improved.

Thirdly, the reading training method of primary school teacher Li gave me great inspiration. She introduced the reading training methods of skimming and intensive reading into the English reading class of the sixth grade of primary school, focusing on related teaching problems layer by layer, so that students can obtain useful information in reading; Introducing vivid picture content into reading, giving key words to help students read effectively in the reading process with different requirements, and finally introducing text content into daily life, which truly embodies the practical characteristics of English.

Of course, there are other wonderful teachers who are also worth learning. Teacher Bi's kind teaching attitude, teacher Gao's exquisite courseware and teacher Jiang's strong affinity have deeply inspired me in my future teaching career.

Finally, I want to put forward some immature views on English reading teaching because I am taking Grade Six English.

(A) using task-based teaching methods

Teachers should adopt task-based teaching method, and give the key words and new words of the text before reading class, so that students can finish reading and understand the content with tasks. This will help to mobilize students' enthusiasm and initiative and better understand the content of the text.

(B) the establishment of a diversified evaluation system

The evaluation in English class is conducive to mobilizing students' initiative and enthusiasm in learning. The diversification of evaluation system is more conducive to the consolidation of English knowledge, and the levels of evaluation can be diversified, which is more conducive to students' understanding of the gap and encouragement, so as not to hurt students' self-esteem.

(c) Encourage students to learn effectively through discussion, cooperation, communication and other learning methods.

The premise of a good English class is that students master a lot of effective learning methods, which requires teachers to teach students more effective learning methods in their usual teaching practice. The activities designed in the classroom should meet the actual needs and level of students and arouse their enthusiasm and initiative. In specific practical applications, students can read with questions or give keywords to help students understand and solve practical problems.

Reflections on extracurricular English teaching in primary schools. People pay more and more attention to English learning and English teaching. With the development of the times and social progress, English has changed from a tool to an idea and knowledge base. Not mastering English is like missing an idea and an important source of knowledge. It can be said that learning English not only adds a pair of eyes, a pair of ears and a tongue, but also adds a brain! Because language is a tool for human beings to think and know the world, mastering a language means mastering a method and habit of observing and knowing the world.

Offering English classes in primary schools is the need of contemporary social development, which can effectively improve China's English level. Pupils have strong imitation, memory and plasticity, which many adults and even middle school students do not have. Offering English in primary schools can give full play to their language learning potential. Offering English classes in primary schools can enable primary school students to understand the excellent cultural traditions of other countries and nationalities, broaden their horizons, expand their knowledge, improve their ideological and moral cultivation and establish international awareness. Therefore, our city began to offer English classes from the third grade of primary school, using the People's Education Edition textbooks. This set of teaching materials organically combines language functions, structures, topics and tasks, adopts various teaching methods and pays attention to the use of various media. In addition, it is helpful to ideological and emotional education, pay attention to cultural exchanges between China and foreign countries, which are both international and national, and pay attention to strengthening the integration and infiltration between disciplines.

I have been engaged in front-line English teaching for four years, and combined with the dribs and drabs in my daily work, I have summarized the following thoughts:

Reflection 1. Continuous language knowledge, rather than "playing" to cultivate students' lasting interest.

English teaching in primary schools should attach importance to cultivating interest, but we can't just learn by singing games, because cultivating interest is mainly for learning English. Pupils learning English are not British and American immigrants. Only by constantly learning language knowledge, improving language ability and satisfying the sense of accomplishment can we cultivate lasting interest. At present, primary school students only have more than 100 minutes of English class every week, so it is impossible to cultivate students' lasting interest only by singing games. 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. It is difficult to reduce the learning burden by imitating without cultivating learning ability. Therefore, primary school students should still study the language seriously.

Reflection 2. English application ability needs corresponding vocabulary.

"Without learning language rules and mastering a considerable number of vocabulary, English application ability is a castle in the air". Russian generally offers English classes in the first grade of junior high school (equivalent to the fifth grade of primary school in China), with three classes a week. In the first academic year, it is required to master about 1300 English words. After graduating from high school, students must master more than 65,438+0,000 words and basically understand the original English. At present, the requirement for high school graduates in China is to master 2000 words (including phrases), which is newly developed? Curriculum standards? It is required to master about 4000 words. We should learn from foreign experience and solve the current situation of time-consuming and inefficient English teaching as soon as possible.

At present, in English teaching in the lower grades of primary schools, students are not required to master vocabulary, but only to say words according to hints or pictures. Its essence is nothing more than asking students to learn by rote and parrot. Because primary school students have no corresponding pronunciation rules training and are not familiar with the spelling rules of words, the sound, form and meaning of words can not be effectively combined, which leads to the difficulty in memorizing words and becomes the bottleneck for primary school students to learn English.

Reflection 3. Primary school English teachers should have a sense of development

For a long time, English teachers in people's primary schools have low requirements for language knowledge and ability. They think that primary school English is very simple, and they don't need good language skills, as long as they have good teaching skills. In fact, the times are progressing and society is developing. Similarly, English, as one of the most widely used communication terms, is also changing with the rapid development of high technology. If our English teacher stands still and doesn't make progress, not only will his knowledge of language soon become outdated, misleading children, but he will also be eliminated by the times.

Changing English in a Changing World. The changes of modern English, especially oral English, can be reflected in the following aspects:

1. With the accelerated pace of people's life and the formation of the Internet, communication between people has become more and more simple. Speaking simply and quickly is a major feature of modern life. The change of modern English in this respect is "multi-use".

2. With the rapid development of modern science and technology, modern English vocabulary has increased dramatically. We find that a considerable part of modern English vocabulary is old words with new meanings, such as "input" (data input to a computer), "store" (computer memory) and "drive" (computer driver).

The distance between British English and American English is getting smaller and smaller. Perhaps it is the reason why the United States has more and more influence on world politics and economy. American English has more and more influence, especially for teenagers, who use American English in fashion and pronounce American sounds.

4. Oral language constantly invades written language. Anyone who has studied English knows that English can be divided into formal language, informal language, written language, spoken language, dialect and slang. However, the phenomenon of mutual penetration between them is becoming more and more common today.

Our English teacher didn't keep up with the times, didn't constantly learn and accept new things, and didn't understand the present situation and trend of modern English development. Then, once the students we teach leave school and go to the society, they will find how bookish their English is. Teachers themselves may even make mistakes in common expressions that some primary school students relish.

Reflection 4. Primary school English teachers should have cultural awareness.

In primary school English teaching, many primary school English teachers ignore the influence of culture on language, which leads to some unreal language situations and false languages.

The cultivation of intercultural communication awareness is an important part of English teaching. Vocabulary is the main concentration of cultural information. The accurate understanding of English vocabulary and the understanding, creation and mastery of language environment require a deeper understanding of culture. The acquisition of foreign cultural knowledge is mainly through the research and study of its cultural history, through the study of its language and literary works, and through the understanding of its cultural habits and lifestyles. Reading the original English classics is a shortcut to achieve these three points.

Reflections on after-school English teaching in primary schools 3 This lesson is taught by the intern teacher Professor Shi Xiaoyun. The following is her reflection on this course.

After the first lecture, I made a serious reflection. In the lecture, these questions can provide useful reference for my future teaching.

First of all, I have heard the saying, "Teaching is an art". I didn't have a deep understanding of this sentence before, but I did after listening to the lecture. In the lecture, my thinking is limited to several teaching methods, such as asking students. However, this method requires the active cooperation of students. For example, when I talk about lookandmatch, my teaching methods are obviously lacking. This deficiency is mainly manifested in the low enthusiasm of students. The poor performance of students in class is directly related to my teaching methods. For example, my questions are unclear, students don't understand what I mean, and students don't adapt to this teaching method. Teaching itself is an art, which requires constant exploration, comprehension, accumulation of experience and practice, and transformation of experience into practical operation.

Second, the voice of the lecture is a little low, and you are nervous and lack self-confidence, which may also infect students. This shortcoming may be closely related to my own personality. This may need to relax, face students and teaching with a relaxed attitude, and also need to be improved in continuous teaching practice.

Third, the ability to organize and manage the classroom is poor. The discipline in the classroom makes me a little at a loss. This may be because as a teacher, he is not dignified enough and is too casual in the process of communicating with students, so it is difficult to change the teacher's position in teaching. In class, I don't know how to be strict and relaxed, and I don't know how to respond to students.

Fourth, some English pronunciations may be inaccurate, so you need to preview and practice more after class. Practice pronunciation before class, so practice makes perfect.

Fifth, I may need to be flexible in dealing with unexpected situations in class and calmly deal with students. After all, there is a clear difference between extracurricular trial teaching and real teaching. I need to deal with students' casual questions or sudden teaching problems.

Teaching is a knowledge, which needs constant exploration. There may be mistakes in this exploration process, but the pace is always moving forward.

Teacher Shi made a profound reflection on this class. I think she is fully prepared for this class, but, after all, it is the first time to stand on the podium, and what she originally prepared may not be displayed on the podium. Generally speaking, this class is ok. It is worth noting that as an English teacher, we must practice the basic skills of oral English, strengthen the grasp of teaching materials, focus on tackling key problems and carefully interpret the text, hoping to improve and improve in future practice.

Reflections on after-school English teaching in primary schools 4 This unit focuses on how to express people's emotional state and carries out conversation teaching activities to further improve students' comprehensive quality of listening, speaking, reading and writing. It is required to cultivate students' good language expression ability in real language environment. In this class, I will base my teaching on being closer to students' life, and adopt situational teaching method to make teaching activities with strong emotional color. This arrangement is conducive to improving students' language expression ability. Teachers also need to arrange various activities in the classroom to promote students' enthusiasm for learning, so that students can listen, read, talk and think more, build up self-confidence in the activities and enjoy the happiness of learning.

The teaching focus of this lesson is:

1 & gt； New words: tired, sad, happy, angry, afraid.

2> New sentence pattern: He/she (I) is sad/feeling, happy, anxious, afraid and tired.

The teaching difficulty of this course: learn to express your feelings and those of others in English.

Grade four students have a good English foundation and English habits, and have a certain knowledge and understanding of adjectives. This course needs to fully arouse students' enthusiasm for learning.

I started with a self-made hymn and finished it with students' movements and expressions.

Students, first of all, let's sing a children's song. Listen to me ... Now, let's talk together.

Happy, happy, I am happy.

Happy, happy, you happy.

Happy, happy, he is happy.

Happy, happy, she is happy.

Yes, we are very happy.

By doing so, I not only eased the students' nervousness, but also created a relaxed and happy learning atmosphere, and infiltrated the students with a new mode of knowledge transfer. Then I said, now, let's talk freely. I am very happy. Are you happy? And write on the blackboard.

I feel that the presentation of sentence patterns needs the help of the teacher's own expression demands, such as "happy". Teachers should use their own expression language to drive students to understand and accept these two sentence patterns, and practice and consolidate them. Practice can be carried out in the form of activities between deskmates, emphasizing that students should add their own expressions and actions. The study of words such as sadness, fear, anxiety and fatigue also permeates the above sentence patterns.

Then I use Yan characters to consolidate the words and sentence patterns above. Then I designed a competition: the teacher showed the expression cards and asked the students to answer the words. There can be a competition between boys and girls.

The teacher chooses an expression card and says sentence patterns, such as I am angry. Students imitate the teacher to consolidate sentence patterns again. Ask the students to choose the words to ask and answer questions, for example, are you afraid? Yes, I am.

Ask the students to write nursery rhymes in the form of nursery rhymes before class, and use the sentence pattern "I am … he/she is …" ...

Next, I will do intensive exercises in groups, so that one person can make a mid-term expression and the others can tell their inner feelings. In this way, the habit of students' groups cooperating with each other to complete tasks is exercised, and every student is also exercised.

Finally, I improved my exercise: I designed an exercise of listening to sounds and choosing expressions, so that students can say the expression of each word in his/her sentence pattern. This has achieved a good detection effect.

This class also has some shortcomings, that is, students are not allowed to practice writing fully, which needs to be strengthened in the future.

Reflections on after-school English teaching in primary schools 5 This lesson is word teaching. After the students have preliminarily learned the words and sentence pattern "There is…" in Part A, they will be taught. By learning new words, we can perceive the sentence "There is…" as a large classroom capacity, but it is not difficult and is loved by students.

Analysis of learning situation

Students have a poor foundation.

Teaching objectives

1, able to listen, speak, read and write the words bridge, house, road, building and tree. 2. Be able to listen, speak and read the words of cities and villages.

3. Be able to describe the scenery of the city and the village with the sentence pattern "There is/is … in the city/village".

Teaching emphases and difficulties

Teaching focus

1, master seven words about natural scenery in Let's Learn: bridge, house, road, building, tree, village and city. The first five words require listening, speaking, reading and writing.

2. While understanding the words in the scene, master the sentence pattern Yes/Yes ... You can use this sentence pattern to simply describe the scenery of cities and villages. Combined with sentence patterns, teachers guide students to replace words and describe things around them, such as classrooms and campuses, so as to further use sentence patterns.

Teaching difficulties

1. How to use the provided scenarios to introduce the old into the new, so that students can enter the state of using the language.

2. The use and pronunciation of plural nouns need teachers to guide students on the basis of correct demonstration.

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