Reflections on teaching English listening and speaking classes

Reflection on English Listening and Listening Class Teaching

Teaching reflection refers to teachers’ re-understanding and re-thinking of education and teaching practices, so as to summarize experiences and lessons and further improve the level of education and teaching. The following is the reflection on English listening and speaking class teaching that I collected and compiled. I hope it will be helpful to you!

Reflection on English listening and speaking class teaching (1)

Through the previous stage of study, I found that I still have a lot to learn, reflect on, and improve in my teaching of English listening and speaking classes.

1. In listening teaching, our teachers should carefully prepare students and listening content before class. While preparing lessons, we can adapt the "listening" activities in the textbooks to reduce the number of students listening. The difficulty level allows students at different levels to easily find the answers, which can stimulate the enthusiasm of different students. In contrast, I am sometimes very random. When preparing lessons, I do not conduct detailed analysis and prediction of students' actual performance. The purpose of students' listening is not clear, and students sound passive. Many students sound like they are confused. At a certain level of difficulty, students’ enthusiasm is dampened.

2. The time arrangement and usage efficiency of each link in the teaching design must be properly handled. And in terms of time allocation in listening and speaking classes, I sometimes have a situation where I am loose and tight at the same time. In order to maximize the use of classroom time, we need to think carefully before class, and design the time required for each link rigorously and reasonably.

In my future work, I will work hard to improve my shortcomings in listening and speaking classes. I want students to clarify the goals and tasks of listening learning, attract attention to the content of listening materials, arouse interest, and enter listening in the best state. Activity. Accurately grasp the design of pre-listening activities and combine them with the actual situation of students. The design is not only close to the actual life of students, but also meets the needs of listening preparation. It accurately locates the key points and difficulties of teaching listening materials, arouses students' interest in learning, and mobilizes students' learning enthusiasm. Reflection on teaching English listening and speaking classes (2)

Through this training, I carefully learned how to conduct teaching lectures on listening and speaking classes in junior high schools, which benefited me a lot, gave me a lot of inspiration, and made me realize The shortcomings and gaps in the teaching of listening and speaking classes. I reflected on my listening and speaking teaching. For a long time, the goal of English teaching in middle schools has been single, the teaching methods are relatively rigid, the teaching content is relatively outdated, and the examination is mainly based on grammatical knowledge. There is an obvious problem of "emphasis on knowledge transfer and neglect of ability development" in teaching. After studying English for many years, many students still cannot understand or speak English well. There are many problems in the teaching process:

1. The listening teaching objectives and teaching focus are improperly positioned.

2. Insufficient pre-listening guidance.

3. Post-listening tasks are missing, and the listening and speaking links are separated.

4. Teaching activities are just a formality and have no actual effect

5. Teaching density and time design are improper

6. Ignoring the cultivation of listening strategies and listening habits< /p>

7. In the post-listening session, the teacher has too much control training

These problems have given us new requirements in English teaching, namely: to train students to listen, speak, read and write. skills so that students can initially communicate in English. How can we improve students' listening and speaking skills? Now let me talk about my thoughts on classroom teaching of English listening and speaking classes in junior middle schools. If listening teaching becomes a mere formality, the effectiveness of our teaching will not be reflected. Our teachers must provide correct guidance to help students improve their listening skills and continuously improve them. Our teachers must do the following:

1. Have a full understanding of the teaching objects.

2. Be very familiar with the structure and purpose of listening and speaking teaching materials.

3. Use listening materials correctly

4. Use English to organize teaching and create an atmosphere for students to learn the language.

5. Correctly treat students’ mistakes in listening and speaking training.

6. Use a variety of teaching methods to stimulate interest in learning and cultivate good listening and speaking habits.

7. Carry out language practice activities through various channels.

Issues that need attention in the teaching design of English listening and speaking classes in junior high schools

1. Before designing activities for listening and speaking classes, teachers should delve into the teaching materials in depth and carefully analyze the structural characteristics of the teaching materials and the key points and difficulties in teaching.

Teaching objectives must be clear, specific, and comprehensive. The teaching goals of listening and speaking classes must include the goal of improving listening comprehension skills, the goal of language knowledge perception, learning, and application, and the goal of improving topic speaking ability. At the same time, we must take into account the penetration of emotional attitudes, learning strategies, and cultural awareness.

2. The time allocation for listening and speaking classes must be reasonably designed. The time of a class is extremely precious and limited. The time arrangement and usage efficiency of each link in teaching design are worthy of teachers' attention. Teachers’ design and control of time in each link is an aspect of teaching skills. In order to improve the ability to grasp time, careful thinking, rigorous and reasonable planning of the time required for each link is carried out before class.

3. The activities designed for listening and speaking classes should be diverse and highly interactive, mobilize students' enthusiasm for participating in activities, and stimulate students' cognitive interest and desire to explore. The activities designed in listening and speaking classes should be based on students' life experience and interests, and create situations close to students' lives to make the activities operable.

4. Teachers’ in-class training should focus on cultivating students’ communicative abilities. Written practice activities should be combined with oral activities. Different levels of activities and questions should be fully designed to cater to the needs of students at different levels and allow students at different levels to speak. In order to achieve effective learning for every student, targeted teaching should also be carried out for those students who have been able to complete their homework every class or students who have attended class but cannot understand, understand or understand the content of the new lesson. There is something to do and you can learn new things in class.

5. Assignment design for listening and speaking classes. It is not enough to improve students' listening and speaking skills only by relying on the limited time in class. Teachers should mobilize students' enthusiasm for learning and use a variety of homework forms and monitoring methods to enable students to practice listening and speaking after class. Teachers can leave homework for listening: follow the recording, do partial dictation, etc. Teachers also need to expand the scope of assignments so that students can be exposed to wider and richer listening materials. Such as TV, movies, lectures, interviews, songs, stories, telling jokes, etc.

The above are some of my superficial understanding of English listening and speaking classroom teaching in junior middle schools. If there is any inappropriateness, I hope you will criticize and correct me so that I can teach more efficiently! ;