What preparations should be made for junior high school English classroom teaching competition? The more detailed the better, how can we arouse students' interest?

As long as it is an open class, whether it is English or other subjects, they all have some ideas. Please refer to

To teach an open class well, we need to do a good job in all aspects. Here are my views from the following five aspects:

First, the preparation work before preparing lessons:

Many teachers think that the topic of the lecture has not been decided yet, so we can't prepare or we can't be in a hurry. I think this is a wrong idea. The preparation before the topic selection is very important, which is the knowledge reserve stage of a good open class. At this time, we can tentatively set a topic and prepare purposefully, which can be regarded as training. The preparation at this time can be divided into four stages: sea election, absorption, selection and innovation. The sea election work means that around this topic, we extensively collect all aspects of lesson preparation information, consult the teaching plans, courseware and other materials of related topics on the Internet, learn the advantages of others, and see if they can be used by me. Because every lesson plan and courseware is full of the author's painstaking efforts, it has its advantages more or less. Let's browse it first, take its essence according to the lecture and the characteristics of our own lectures, and boldly "take it" for "my" use. Maybe I can't copy other people's examples, but I can learn from his ideas and innovate on this basis.

2. Problems needing attention in lesson preparation:

1. Prepare a detailed case.

that is, every sentence the teacher wants to say in class, the students' answers, even every key action of the teacher's gestures, and the prediction of the students' possible answers should be written down. This lesson preparation process is equivalent to reading the book from thin to thick. This method seems to be time-consuming and laborious, but it can make the teaching language more and more refined, the thinking more and more clear, and the classroom efficiency more and more high. Of course, how to write a detailed case varies from person to person and depends on your own situation. If you are an old teacher with many years of teaching experience and familiar teaching materials, you don't have to be meticulous, just list the framework; But for young teachers, I think it is very critical and important to do everything in detail. This is not only very important for preparing this class well, but also very important for future teaching and the improvement of our own business. Preparing for an open class must go through this process from thin to thick, and then from thick to thin, so that this class can be successful.

2. Prepare students and audiences.

prepare students. First of all, find out the cognitive obstacles of students. When preparing lessons, we should focus on analyzing what problems students will encounter in this class and how to solve them. For the problems that students generally think are difficult to understand, teachers need to design targeted teaching methods and find a suitable method to break through the difficulties intuitively. Understand whether students have studied this topic, and if they have, they should appropriately deepen the difficulty in preparing lessons; If the content is almost forgotten, it is necessary to review the key points learned before; If you have never studied, it depends on how well you have mastered the previous knowledge base, whether there are any obstacles to the study of this class, and the content of the class should be carried out at a low slope. Especially for teachers whose lecture sequence is not on the first day after the topic selection, pay attention to whether the classroom of the previous player has actually achieved the teaching goal. If not, you should pave the way for the students in advance, otherwise, the failure of the previous player may affect your normal play.

Secondly, grasp the students' learning psychology. When preparing lessons, we should also carefully analyze students' cognitive characteristics. Specifically, when creating a situation, we should think about what kind of situation students can be interested in. When designing questions, we should think, what kind of questions are challenging for students? When designing a language, we should think about how to express it to make students feel intuitive and interesting, etc. In addition, we should take into account the length of students' attention, focus on the time when students are focused, and never put it at the beginning of class or after half an hour when students are lax in their thinking; We should also consider the students' emotional fluctuations, just like "it's like looking at the mountains and not liking peace", and students' emotions can be relaxed and tight. If the class can lead students to a climax, it will definitely be a very wonderful class. For example, competitions, group discussions and relaxation activities can be used in classroom activities to arouse students' learning enthusiasm, so as to achieve the purpose of concentrating students' learning attention.

Thirdly, design effective teaching methods for students. The common drawback in our lectures now is that teachers talk too much. The teacher's role should be changed from an actor to a director. Now, the class evaluation pays more attention to evaluating the teacher's "how well he guides" rather than how well he speaks. In today's classroom, many teachers like to use fashionable forms of cooperation and communication, group discussion, etc. I think it is necessary to discuss the issues, rather than simply pursuing formal excitement. Form serves the content. Without the form of content, it becomes flashy. This kind of time-wasting formal excitement is not an effective teaching method.

prepare the audience. Open class is a class for everyone to observe and comment. Therefore, it requires teachers to consider not only the learning effect of students, but also the feelings of the listeners, and sometimes it is necessary to integrate the listeners into your class. For example, when asking students to read the reading materials, you need to show the relevant contents to the audience in the form of courseware, so that some teachers will not be unable to keep up with the classroom ideas because they are not familiar with what they are talking about. In addition, through beautiful and dynamic courseware, the content, key points and ideas you taught are displayed on the screen intuitively, so that students and listeners can see at a glance and get the message, thus making the classroom atmosphere harmonious.

When it comes to courseware, I would like to remind everyone that the content on one screen of the courseware should not be too much, and it should not be full of words, so no one wants to read it. Also pay attention to the font size, so that the students in the last row can see it clearly; The contrast between font color and template background color should be obvious and clear, which should make people feel comfortable; In addition, don't be too bright, and don't jump too much to avoid distracting students. In addition, we should make clear the position and function of courseware, which serves the lecture content and is in a subordinate position, and must not usurp the host's role.

3. The teaching objectives of the new course should be comprehensive.

No matter how the curriculum is reformed, a good class should first pay attention to the long-term and all-round development of students. In other words, a good class should not only consider how much knowledge students have learned and how much ability they have improved, but more importantly, consider what development students have made in body, mind and emotion, and even what gains they have made in spirit. We know that teaching objectives are divided into three aspects: knowledge objectives, ability objectives and emotional objectives, which we can generally achieve. However, for emotional objectives, they are always ambiguous or just scratch the surface. Imagine that if a class can infiltrate certain emotional education or teach students a method, the teacher's teaching level will be very unusual.

4. The introduction of new courses is innovative.

Good classroom lead-in can better stimulate students' enthusiasm for learning, arouse students' strong interest in learning, make the classroom atmosphere lively and play the role of "breaking the sky with one stone". There are many import methods, such as poetry import, song import, cartoon or picture import, story import, riddle import, proverb import, doubt import and so on. As long as you are a conscientious person, you will be able to "gush with ideas".

5. Try to be natural in the transition of teaching.

A lesson is always composed of several links, so when preparing lessons, we should pay attention to the natural transition between these links, and strive to achieve a natural course without showing traces. In this way, the thinking of a class is very clear and smooth, students' thinking will not be interrupted by a sudden interruption or abrupt turning point in a teaching link, and the audience will feel that the whole class is a perfect whole. When preparing lessons, we should pay attention to finding the logical connection between each link, and then put them on in concise language to form a main line running through the whole classroom, instead of mechanically dragging students in a single way of "Let's continue to learn".

6. Try to refine the selection of classroom testing.

The classroom test questions selected in the open class should not be "complicated", "difficult", "biased" and "old". The selected classroom test questions should closely follow the important and difficult points of the syllabus, appear in a vivid and flexible form, and the difficulty should be moderate, so that most or even all students can complete them smoothly, which is also a testimony to your classroom effect. In the design practice, each topic should have a corresponding gradient and a clear purpose, instead of practicing for a long time, the students seem to be active, which makes the judges think that you are confused.

7. Try to have a bright spot in the teaching process.

After class, ask yourself: Is there any link that impressed people? Did you leave a memorable place for the teacher? Which link will leave a deep and beautiful impression on teachers and become the focus of teachers' discussion after dinner? If not, it means that this class is not well prepared and there is no bright spot. This highlight is not only a formal highlight, but more importantly, it must serve the content, and it would rather be abandoned if it is separated from the highlights of this section. If you prepare a bright spot, don't be fully prepared, and then shake it out successfully like a cross talk actor, instead of turning the bright spot into a stain because of small link mistakes or intellectual mistakes.

Third, try to give lectures repeatedly and correct them in time

No matter how familiar the lesson plan is before class, it is better to give students a lecture once to gain direct, rich and more targeted experience. Students are a banner of teaching, guiding the direction of our teaching and influencing our classroom.

You don't have to have an instructor to listen to the trial lecture. As long as you tell it in front of the students yourself, the success or failure of this class depends on the students' reaction and their emotions.

If there is an instructor, after each trial lecture, the instructor will give a lot of valuable opinions. At this time, you should not just listen, because many teachers give euphemistic opinions to take care of your face, or they may have something in their words. In addition, you may not understand many opinions that others said at that time, or you may not be convinced. You think I think so, I think so, and so on. At this time, you should write it down word by word, and then go back and ponder slowly: Where is this teacher's sentence aimed at? Does this problem exist elsewhere? What can I learn from the teacher's advice? Then we can absorb what we can, improve what we can improve, and get rid of the problems in the trial lecture one by one: for example, the classroom language should be refined, and we should strive not to repeat a sentence, even if we praise students, we should not use the same sentence; Don't have spoken words; Don't stand at the lecture table, try to blend in with the students; When students answer questions or read words, they must listen carefully, look at the students kindly, and give corresponding encouragement and evaluation. If a high-quality class is prepared without reading the lesson plan, there is only one framework in mind, that is, the degree of feeling from thick to thin can almost enter the class. If you try to give lectures for many times, you are well prepared, and you are confident, you will naturally not be nervous. You will not only be able to impart knowledge to students smoothly, but also be inspired to say a few humorous words.

There is no best, only better. A trial lecture will make your class better, as long as you are patient and persistent.

Fourth, give a formal lecture

First of all, we should consider the dress. Wear professional clothes as much as possible, which makes you look decent, clean and tidy. Female teachers can wear light makeup, which makes them look energetic and gives students and judges a better first impression.

secondly, overcome the nervousness. Some teachers are very nervous before giving lectures, which is quite normal. The most effective way to overcome nervousness is to prepare, prepare and prepare again! If you are ready and nervous when you enter the classroom, you need to adjust yourself before you enter the classroom. Teachers can come to class with the attitude of learning and research (I can comfort myself that I am here to learn, but it doesn't matter if I am ashamed. If I lose someone, I know better where I should improve, and I am more impressed by how to speak this class), and come to class with the attitude of showing (I have a very good design plan, and I am eager to show it to the listeners and show my teaching level), and with the attitude of "I can do it" (I might as well come)

Thirdly, there should be a transfer before class. Before class, we must mobilize before class, find opportunities to befriend students and eliminate their nervousness. If time permits, we can play a small game and tell a joke with students. On the one hand, we can communicate with students, narrow the distance with them, eliminate their nervousness, and at the same time stabilize our nervousness.

Finally, in the process of teaching, we should strive to make our teaching language humorous, infectious and attractive, passionate, and pay attention to the use of body language such as gestures. Strive to create a relaxed and harmonious learning environment for students, so that students can express their views easily and freely.

V. Writing Teaching Reflection

In fact, a good class, not only the students get development, but also the teachers should get development, which is that teaching and learning learn from each other. Write down your feelings and reflections in each teaching process at ordinary times, which will become a valuable asset in your teaching career. In preparing for a class, I often browse the teaching reflections I have written before, trying to avoid the shortcomings and mistakes that have appeared in the classroom again, which really helps my teaching.

Generally speaking, a good class, I think, should be: teachers teach naturally and smoothly, students learn easily and happily, the whole class sounds comfortable and smooth, and the teaching tasks can be effectively completed. This is a good class. In fact, different people have different opinions. If 8% of the teachers say yes, it can be said that this is a good lesson!