Reflection and summary of English teaching in the second volume of Grade Three.

# 3 # Introduction The so-called teaching reflection refers to teachers' re-understanding and rethinking of education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching. Teaching reflection has always been an effective means for teachers to improve their personal professional level, and everyone who has made achievements in education has always attached great importance to it. Now many teachers will reflect on their own gains and losses from their own educational practice, and improve the quality of teaching reflection through educational cases, educational stories or educational experiences. The following is the relevant information, I hope it will help you!

Tisch

I have been teaching English in Grade Three for some time, and I want to reflect and summarize the teaching during this time. First, arouse students' enthusiasm and protect their interest in learning.

Junior three students are young, active and easily distracted. In the case of large class size, it is difficult for teachers to control the classroom. The use of multimedia teaching can create an environment for students to learn and use languages, and make teaching colorful. In the teaching of Unit3Readastory, I first let the students watch a video-"Kitten Looking for Mom", which is vivid and realistic and the children like it very much. In the process of looking for kittens, I got to know zebra and learned the new word zebra. When I saw the mouse animation, I asked the children to describe the mouse-My ears are big. My tail is very long. I am a mouse. This has trained children's oral English.

2. A little progress in teaching.

Junior three students are eager for knowledge, especially for interesting and intuitive things. Although the effect in class is good, the feedback after class is not ideal. Through the first unit test, I finally found the problem. Although children can talk and read with the tape, when they really show him or her a sentence or word, they can't read it and don't know the Chinese meaning.

In view of this situation, in the future teaching, I pay attention to changing teaching strategies. When asking students to read dialogues and words on tape, I ask them to point out that boys and girls read in roles or alone, so as to avoid students being lazy and reading slippery sentences. And write the content of each lesson on the blackboard and explain it in Chinese, so that students can not only speak, listen, but also read and know the meaning of Chinese.

Of course, it is not enough to just spend time in class. After all, English is a language, so we should speak more, read more, listen more and practice more. Then after class, ask students to listen to the tape and read the text, and then ask parents to sign and supervise. Generally speaking, I will check the students' completion every time I finish a part of my study, and give timely counseling to students with poor foundation.

3. Actively explore and adopt effective teaching methods.

How to keep students' enthusiasm for learning for a long time, I think, is a question that every teacher will think about. I think this is a good way to praise and reward students. But how to praise and reward can play a role still needs constant thinking and practice.

extreme

The third grade is the primary stage for students to learn English, so it is very important to lay a good foundation for learning. At the same time, people say that a good beginning is half the battle. Therefore, I have made unremitting efforts to improve students' learning in daily English teaching. First, emphasize the use of language.

As a language, English is a tool for people to exchange ideas and feelings and a bridge for interpersonal communication. Therefore, in daily teaching, I pay special attention to the cultivation of students' language application ability. English teaching in the third grade of primary school should be closely related to students' age characteristics and daily life reality, embody the communicative function of language, implement the basic principles of language application, and integrate knowledge and skill goals into daily English teaching. This reflects the overall idea of combining theme-function-structure-task put forward by the new English curriculum reform.

Second, focus on capacity-building.

From the students' point of view, the most important task of English education in primary schools is to learn to learn. Mr. Ye Shengtao famously said that "teaching is ultimately to avoid teaching", which is also the truth. Cultivating students' autonomous learning ability, learning strategy and innovation ability is an important part of implementing quality education. Therefore, in daily English teaching activities, I attach great importance to cultivating students' autonomous learning ability and the ability to communicate independently by using the language knowledge they have learned.

Third, highlight interest stimulation.

People often say: "Interest is a teacher". In my daily English teaching practice, my goal is to stimulate students' learning motivation and interest to the maximum extent. Therefore, in the usual teaching activities, I strive to create various teaching scenarios, guide students to collect physical teaching AIDS, draw stick figures, study in groups, and carry out activities such as "comparing, learning, catching up, helping and surpassing" to stimulate students' interest in learning, so that they can learn easily and enjoy learning. At the same time, I emphasize the diversification of teaching forms, so that students can perceive and acquire language in colorful and lively classroom activities.

In addition, I insist on improving teaching quality and efficiency through teaching for all students, transforming underachievers through multiple channels, paying attention to students' emotions, and creating an equal teacher-student relationship and a harmonious classroom atmosphere.

Tisso

The new textbook provides us with good listening, speaking, reading and writing training content. By listening, speaking, singing and doing, we should cultivate language sense and interest first, and then enter the letter teaching. Let students learn English in happiness and gain a sense of accomplishment in knowledge. I am an English teacher and have been teaching for eight years. From junior high school to primary school, I personally witnessed the great changes and endless benefits brought by the new curriculum reform to our teachers and students. Today, after I brought the second round of third grade textbooks, I have a lot of feelings and reflections to share with you. First, talk about FreeTalk 3 minutes before class, enhance the feelings between teachers and students, and train students' listening and speaking ability.

Before each class begins, I review what I said in the last class through various forms such as teacher's question and answer, student's question and answer, and group question and answer. This method not only effectively reviewed the contents learned in the last class or before, but also paved the way for the newly taught contents, which played a connecting role.

Second, organize teaching in English as much as possible, create various situations and encourage students to talk boldly.

Organizing teaching in English can set off the English classroom atmosphere, enhance students' curiosity and improve their listening and speaking ability. This link is very important, which is a good opportunity for students to practice listening and one of the ways for students to learn imitation. I have always insisted on teaching in English, starting with the simplest phrases, sentences and everyday English, and then gradually deepening. When students don't understand, I use exaggerated movements, expressions or appropriate explanations to immerse students in a strong English atmosphere. Through English communication, students' listening and speaking ability is improved, and students' ability to communicate in English is also cultivated invisibly, and the habit of using English flexibly is cultivated.

Third, create a good listening and speaking environment for students with intuitive teaching AIDS.

Physical objects, pictures, stick figures, slides, etc. It is a common visual teaching aid in English teaching. In addition to teachers making visual teaching AIDS, I also mobilize students to make their own teaching AIDS and learning tools. For example, at the beginning of learning letters, students can make letter cards, so that they can have various forms of listening and speaking training such as sitting at the same table, grouping and finding friends. Word teaching and dialogue teaching allow students to make their own picture cards, word cards, sentence cards or headdresses and props. This arrangement is not only beneficial for teachers and students to carry out listening and speaking training, but also can encourage students to practice with their brains, stimulate students' interest in learning, improve classroom efficiency and achieve good teaching results.

Fourth, play a role, have a dialogue, give full play to students' performance ability and use English flexibly in real situations.

As a language, English should embody its communicative function; I always think that students' application of English is the key, so I give students full space to play freely. Through group cooperation and teacher-student cooperation, they can give full play to their imagination and use what they have learned to write and perform dialogues. In this way, students can use English flexibly in their study and life, and at the same time, their performance ability is also cultivated. When I was reading, my voice and intonation were full of feelings, which showed the personality and characteristics of each character incisively and vividly. At the same time, I also ask students to take out simple props such as homemade headdress during the performance, imitate the pronunciation and intonation in the original soundtrack, and make the students feel immersive and deepen their memory of knowledge. In addition, I often put sentence patterns, dialogues and texts into short plays in class, let students perform and turn the podium into a stage. Students are actors, teachers are directors, or teachers and students perform together. Try to let students perform what they have learned according to the set scene structure, so as to combine sound and emotion and give students a lot of listening and speaking opportunities. During this period of study, students are particularly interested. They walked on campus, met me on the road, and took the initiative to talk to me in English.

Fifth, strengthen language practice and carry out extracurricular interest activities or knowledge contests.

According to students' language level and age characteristics, I set up extracurricular activities groups, such as learning to sing English songs, telling English stories, reading competitions, performing plays, small games, guessing games and other forms of activities. In addition, I also organized a fun English knowledge contest with other English teachers, which turned some knowledge of Olympiad, daily life, brain teasers, some problems of correcting mistakes, and digital cognitive problems learned in the text into problems that students were interested in, such as "doctor's diagnosis problems" and "math problems in English", so that they could participate in the contest. These activities not only aroused students' interest in learning English, but also broadened their horizons, increased their knowledge and received expectations.