Model essay on junior middle school English teaching and education

English is a widely used language in the world, and English teaching has received great attention, especially in junior high school. The following is my junior high school English teaching thesis for your reference.

The Application of Multimedia Technology in Junior Middle School English Teaching

This paper reflects on the application of multimedia technology in junior high school English teaching and analyzes its positive role and existing problems.

Keywords: multimedia technology; Junior high school English; material for study

1 preface

As a language course, English develops with the progress of society. Today's society is full of information, so English language courses contain more and more information. Multimedia technology is an important medium for students to contact the information society in class. With the continuous development of science and technology, the installation cost of multimedia technology has gradually decreased, and more and more schools have realized multimedia teaching and been widely used. The role of multimedia technology in junior high school English teaching is increasingly obvious, and it has become an important factor to improve the efficiency of junior high school English teaching.

2 The positive role of multimedia technology in junior high school English classroom

Using multimedia skillfully to improve students' interest in learning English, one of the primary functions of multimedia technology applied to junior high school English is to improve students' interest in learning English. For junior high school students, although they have been exposed to English in primary school, English learning focuses more on oral practice and interest cultivation. In junior high school, great changes have taken place in English learning. Besides memorizing words and sentences, students should also learn systematic grammar knowledge. With the increase of English difficulty, students gradually lose interest in English learning. The application of multimedia technology in junior high school English class can show abstract language knowledge in the form of words, animations and other images, making boring English learning lively and interesting, and stimulating students' interest in learning English. When learning English in primary schools, teachers often adopt intuitive teaching methods, such as models, objects and wall charts, because the teaching content is relatively simple. This way can make students' hearing and vision be intuitively impacted, and stimulate students' interest in learning English.

However, with the increase of junior high school students' learning content, the effect of physics teaching is limited. The use of multimedia technology in teaching can greatly avoid this situation. Multimedia technology has the function of physical simulation and provides vivid learning materials for students. Using multimedia skillfully to create real situations for students to practice oral English. In daily teaching, some students often complain that oral English learning is too difficult; It's difficult to meet foreigners, and you dare not speak when you meet them? English learning is language learning, and learning a language requires an oral training environment. Students are exposed to various Chinese expressions, and English practice lacks a real environment in which they can speak English. Although students have learned a lot of English knowledge in English class, due to the limitation of their mother tongue, they rarely have the opportunity to practice after class, so it is difficult to master it only by classroom learning. In addition, junior high school English knowledge is more complicated and difficult to understand than primary school. Teachers' teaching in the classroom is mostly explanatory, so they can't play teaching like primary school teachers, and they pay little attention to students' language practice, which has become a major difficulty for junior high school students to learn English. In junior high school English teaching, multimedia tools are used to organically integrate words, pictures, animations and other elements to create a real English learning environment related to the content of this lesson, so that students can better practice their spoken English and apply what they have learned.

For English learning, in addition to memorizing some words and phrases, we also need to know the customs and language habits of English-speaking countries. Teachers' explanations alone can't leave a deep impression on students' minds, but pictures and videos with multimedia technology can deepen students' impression and improve their interest in learning. Clever use of multimedia to enliven the learning atmosphere in English classroom can stimulate students' interest in learning and enliven the learning atmosphere in junior high school English classroom. Using multimedia teaching can activate students' thinking and make them learn English in a relatively relaxed atmosphere. For junior high school students, they still retain their lively and active nature as children. Learning junior high school English through multimedia technology can stimulate students' interest in learning, turn interest into the most powerful learning motivation and tap students' potential. Interest is the biggest motivation for students to learn. If students can maintain a strong interest in English learning, then this interest will become the most powerful source of strength for students to improve their English performance. For teachers, using multimedia teaching, teachers can save a lot of time to write on the blackboard, and teachers can type all the knowledge they need to explain on the courseware before class, so that they have more time to communicate with students, which is conducive to the harmonious relationship between teachers and students and promotes the active classroom atmosphere.

3 multimedia technology on the negative impact of junior high school English classroom

With the widespread use of multimedia technology, the phenomenon of abuse or misuse can be seen in every classroom. The original intention of applying multimedia technology to junior high school English classroom is to improve teaching efficiency. However, with the abuse of multimedia, a series of problems have arisen when teachers use multimedia technology. Let's talk about the negative impact of multimedia technology in junior high school English classroom application.

A phenomenon: teachers have to prepare lessons. With the gradual popularization of multimedia technology in teaching, it has also produced some negative effects and hindered the efficiency of English classroom. If teachers have a coping attitude in preparing lessons, under the original English teaching mode, teachers can't do well without carefully studying teaching materials and teaching references to improve classroom teaching efficiency. However, with the application of multimedia technology in English class, teachers can use multimedia courseware to teach English. The network is an all-inclusive resource library, and teachers can easily find and download the courseware and resources they need from the network, which will cause teachers not to take it seriously when preparing lessons, resulting in a serious coping mentality, which will eventually hinder the improvement of teachers' own quality and the inefficiency of classroom teaching, which is not conducive to the improvement of students' English scores.

Phenomenon 2: Ignore the importance of writing on the blackboard. Writing on the blackboard is the soul of the classroom and an important basis for students to master the context of teachers' lectures in the classroom. In the traditional teaching mode, teachers mainly rely on blackboard writing to convey English knowledge to students, thus deepening students' understanding of the knowledge explained by teachers. With the application of multimedia technology in junior high school English class, teachers adapt to the way of displaying knowledge by clicking the mouse, and basically omit the important step of writing on the blackboard. Although the use of multimedia technology in junior high school English classroom mentioned above saves teachers' time in writing blackboard writing, it does not mean that blackboard writing is completely abandoned in teaching. For students, although they can learn some knowledge from courseware, they can't tell whether knowledge is important or not, which is not conducive to students' systematic mastery of English knowledge. Writing on the blackboard can emphasize knowledge for students and help them distinguish the importance of knowledge, which is beneficial to students' long-term development.

Phenomenon 3: Unreasonable courseware making In the process of integrating multimedia technology with junior high school English classroom, some English teachers excessively admire and pursue the novelty of multimedia courseware, thinking that as long as the courseware in English classroom is beautifully made and novel, it can attract students' interest in learning English, make them succumb to courseware and improve their English scores. Driven by this purpose, teachers insert some dynamic patterns and cartoons into English courseware, such as spinning balls, running dogs, jumping alarm clocks and flashing lights. Through the application of these dynamic models, students' attention can be fully grasped, so that they can't concentrate on listening to the teacher's knowledge, which ultimately affects the effect of students' listening to lectures.

refer to

[1] Yu Yicheng. On Multimedia Teaching and Its Application in English Teaching [J]. Journal of Qinghai Normal University: Philosophy and Social Sciences Edition, 2004(6).

[2] Wang Jun. The application of multimedia in English teaching [J]. Liaoning Vocational College, 2004(2).

[3] Zhao Xueqin. The Application of Multimedia in English Teaching [J]. Educational Practice and Research, 200 1(6).

[4] Ceng Xiaoyan. The Application of Multimedia-assisted Teaching in Junior Middle School English Class [J]. Education and Teaching Forum, 20 1 1(25).

[5] Zhang Dongmei. Multimedia and English teaching [J]. Zizhi Abstract: Management Edition, 20 10(4).

[6] Chen Yan. Advantages, Misunderstandings and Countermeasures of Multimedia Technology in English Classroom Teaching [J]. Journal of Anhui Electronic and Information Vocational and Technical College, 2009(2).

The second part of junior high school English teaching thesis: "Measures to improve the efficiency of junior high school English classroom teaching"

Classroom teaching is the main form of English teaching. Improving English classroom teaching efficiency is the main way to improve students' English listening, speaking, reading and writing ability, and also the key to improve teaching quality. Therefore, English teachers should carefully prepare lessons, carefully design classroom teaching, improve teaching methods and means, stimulate students' interest in learning, improve students' self-study ability and comprehensive language use ability, and improve classroom teaching efficiency.

Keywords: junior high school English; Classroom teaching; Interest in efficiency; self-study ability

To improve the efficiency of junior high school English classroom teaching, we must complete the teaching tasks better in a certain period of time, so that students can acquire more knowledge and skills, and the learning process of students is pleasant. Therefore, teachers should adopt a variety of teaching methods and means to cultivate students' interest in learning, fully mobilize their enthusiasm and initiative in learning, encourage and guide students, enable students to master learning strategies, enhance their self-confidence in learning English, and enable students to actively participate in classroom teaching activities. Only in this way can we fully embody the teaching concept of taking teachers as the main body and students as the center, so that students can master English knowledge better and faster, and use these language knowledge flexibly, thus improving students' language ability and cultivating their innovative spirit and practical ability. Below, the author talks about some superficial understanding on how to improve the efficiency of junior high school English classroom teaching.

First, cultivate students' interest in learning English

For a long time, some junior high school students lack interest in English and even have a certain degree of fear, which has become an obstacle to improving teaching efficiency. Therefore, how to stimulate and cultivate students' interest in learning English is a problem that we need to seriously consider at present. The author believes that stimulating students' interest in learning English can start from the following aspects. First of all, establish a harmonious relationship between teachers and students and create a good teaching atmosphere. Harmonious teacher-student relationship is the premise of improving teaching efficiency. In English teaching, teachers should not only impart knowledge, but also be caring, responsible, love and respect students, strengthen the communication and interaction between teachers and students, so that students can? Kiss his teacher and believe in his way? Have a strong interest in learning. In addition, a good teaching atmosphere is also an important condition to stimulate students' interest in learning and improve teaching efficiency. Teachers should respect students' individuality and personality in English teaching, create a democratic, harmonious and pleasant teaching environment for students, provide them with equal opportunities to show themselves, use more words of praise in class, encourage students to feel confident, relaxed and happy, stimulate their interest in learning English, and enable them to devote themselves to English learning and actively acquire knowledge and skills. Secondly, stimulate students' interest in learning through interesting guidance. Teachers should mobilize students' learning enthusiasm at the beginning of the class, and play audio-visual materials, songs and movie clips with multimedia through humorous opening remarks and vivid and interesting stories to attract students' attention and stimulate their interest in learning. Third, use games to stimulate students' interest in learning. Teachers can properly carry out games in English teaching, integrate teaching contents into games, and let students learn and consolidate knowledge in games. For example, guessing games can be used to teach vocabulary, and group competitions can be organized to teach texts. Finally, open up a second class to broaden students' horizons and stimulate their interest in learning. Teachers should pay attention to the combination of in-class and out-of-class activities. After class, students can set up English corners and columns in the classroom, collect some English short stories, idioms and jokes, and organize students to carry out activities such as story meetings, games and dialogue competitions. In this way, students' interest, active preparation and active participation can broaden their horizons and enable them to learn more knowledge and apply what they have learned. The development of these activities effectively stimulated students' interest in learning. During the activity, students will feel the joy of learning English and learn more English knowledge and skills, which will be impressive and unforgettable.

Second, improve students' ability to learn English by themselves.

? It is better to teach people to fish than to teach them to fish. ? In English teaching, teachers should teach students learning methods, strengthen the training of listening, speaking, reading and writing, and improve students' comprehensive language use ability and autonomous learning ability. Students can learn and use English better, overcome difficulties and solve problems in the process of learning only if they have certain language practical application ability and self-study ability. From this perspective, cultivating students' English autonomous learning ability can effectively improve teaching efficiency and has more practical and long-term significance than directly imparting English knowledge to students. Therefore, teachers should pay attention to inspire students, let them read more and practice more, stimulate students' interest in reading, improve students' English reading ability, and thus comprehensively improve students' listening, speaking, reading and writing ability. Reading focuses on understanding. Students should not only grasp the content of the article as a whole, but also pay attention to understanding the details and keywords. Teachers should let students practice listening, speaking, reading and writing more. Through continuous practice, students can improve their ability of self-learning English and learn to ask questions and solve problems independently. Teachers should also pay attention to guiding students to master the methods of learning English, such as memorizing words, reading methods and writing skills, so that students can draw inferences. In addition, teachers should also guide students to make more summaries, so that students can connect what they have learned before and after, and make what they have learned systematic and holistic. Through these links, students' ability to learn English independently can be comprehensively improved.

Third, skillfully set up activities and pay attention to actual results

Classroom activities are an important way to stimulate students' interest in learning and enable them to master English knowledge and skills. Then, in junior high school English teaching, how can teachers design classroom activities to achieve the best teaching effect? In my opinion, in order to make the activities more effective, we should follow the following principles: the objectives of teaching activities should be clear, the creation of situations should be reasonable, all students should actively participate in the activities, we should pay attention to the rational use of teaching resources, and we should pay attention to effective evaluation and feedback. Specifically, first of all, the activities should focus on the content. Each class has a certain teaching content and teaching objectives. Teachers must clear their minds before class, arrange teaching contents and teaching links, set up relevant teaching activities step by step according to the goals to be achieved in each link, and highlight teaching difficulties. Secondly, activities should be relaxed and appropriate. Students are the main body of classroom teaching. If teachers want to ensure that students can actively participate in and complete teaching tasks in a limited time, they must grasp the difficulty of classroom activities and design classroom activities at different levels, so that students at all levels can make progress in their recently developed fields. It is necessary to give some support to students in difficult places. In this way, students with good English foundation can fully express themselves, and students with poor English foundation can also actively participate and gain something.

Fourth, scientific use of evaluation methods.

Teaching evaluation is an important link in the teaching process. Through evaluation, teachers can make students realize their strengths and progress, shortcomings and deficiencies, thus encouraging students, enhancing their self-confidence, correcting their mistakes, and making them effectively make up for their shortcomings. If students get positive comments in their studies, they will be affirmed by teachers and classmates, and they will have a sense of accomplishment, enhance their self-confidence, and generate interest in learning English and the need for learning progress. On the contrary, if students get too many negative comments, they will have negative emotions, and some students, especially those with poor grades, will lose confidence in learning English. Therefore, teachers should encourage students, respect their individual differences and put forward different requirements for different students. As long as they make progress, they should be encouraged so that students at all levels can enhance their self-confidence and make progress in English learning. While praising students, teachers should also pay attention to pointing out their shortcomings, so that students can make positive progress. In short, in the teaching process, teachers should evaluate students scientifically and reasonably, be good at capturing students' bright spots, praise more and criticize less, and let students learn English with confidence and initiative.

References:

[1] Xu. Problems in junior high school English teaching and their countermeasures [J]. Science and education literature: China News Publishing, 20 1 1( 12).

[2] Chen Lulu. Exploration of junior high school English teaching based on hierarchical teaching method [J]. Science and Education Culture: Mid-Autumn Festival Journal, 20 10(9).

Junior High School English Teaching Paper III: Oral English Teaching in Junior High School

In recent years, with the deepening of teaching reform, oral English teaching in junior high school has made some progress. However, due to the influence of exam-oriented education and the backwardness of teaching methods and teaching concepts, there are still many problems in oral English teaching in junior high school. According to the requirements of the new curriculum standards, the main purpose of 2 1 century English teaching is to guide and cultivate students to master language behavior communication, which highlights the importance of oral English teaching. How can we improve oral English teaching?

First, the disadvantages of oral English teaching

The mistakes in junior middle school oral English teaching plan are mainly manifested in teaching methods and teaching contents.

1. From the perspective of teaching methods

Although China's junior high school education has achieved nine-year compulsory education, the essence of the exam-oriented education system has not changed. Under the influence of traditional teaching concepts, junior high school English teachers can easily continue the previous exam-oriented teaching style in their oral English teaching plans, and adopt scripted and conceptual teaching, that is, they emphasize the basic theory of oral English and ignore the teaching of oral practice. In this kind of teaching, teachers pay more attention to reading texts or reciting textbooks, trying to improve students' oral English through more self-reading, while ignoring the rectification and standardized teaching of students' oral English; On the other hand, in junior high school oral English teaching, teachers' teaching methods are more to let students study alone, rather than using modern information teaching methods or cooperative teaching methods, which will make junior high school oral English teaching lose interest, can not drive students' enthusiasm and initiative, and affect the quality of oral English teaching.

2. From the teaching content.

Oral English teaching in junior high school is based on the content of textbooks, that is, demonstrating the dialogue and sentence content of textbooks, so that students can have oral contact. In essence, the content of oral English teaching in junior middle school is centered on English itself, and does not extend to all kinds of English-related content. Then, English culture, movies and other contents have not been cited in junior high school oral English teaching, and English teaching has developed to this stage. Oral English teaching has broken away from the traditional mechanical teaching and started to move towards rich and diverse teaching. Movies, culture and other contents have entered oral English teaching and become an effective means of oral English teaching. However, due to the low difficulty coefficient of the teaching course, the teachers of oral English teaching in junior high school have some negligence, which makes the teaching content of oral English teaching in junior high school seem single. Coupled with the negligence of teaching methods, the whole oral English teaching classroom will be boring.

3. Teachers' comprehensive quality is low.

Both quantity and quality of English teachers in middle schools are in short supply. This aspect is more serious in rural areas. Even in a large part of rural schools, English is neglected because there are no English teachers. Many other schools don't have enough funds to hire qualified English teachers, so they can only hire short-term substitute teachers who have attended high school. These teachers are seriously short of standardized and systematic training, and only teach students according to their own habits. In this way, students will lack correct training methods, accept wrong pronunciation, learn authentic dialect English, and finally miss learning standard English.

Second, the specific countermeasures of oral English teaching

1. Live oral English teaching

A successful foreign language class should be equipped with rich situations, so that students can constantly enhance their ability to control what they have learned. Oral English teaching should create situations for students and guide them into situations. It can be closely linked with real life and create life scenes, which is more conducive to the daily life of oral English teaching. The setting of the situation can bring students into a specific space, let them experience with emotions and stimulate their emotions in a short time. If we can combine the content of teaching materials with the age characteristics of students when setting the situation, it will greatly improve the classroom efficiency.

To learn a foreign language well, students must contact and use it more. Pay attention to learning spoken English. It is meaningless for students to learn spoken English that is not commonly used. Therefore, teachers must be close to life when setting scenes, which is an interesting life story that students love to tell and are interested in. By introducing the information students know into the target slogan structure, students will learn more easily. Even when you meet some new words, you can know their meaning and usage by understanding them.

2. Pay attention to students' basic English skills

Basic language skills directly affect students' English level, which is an important factor affecting students' oral English level. Most students' basic language skills are not solid, their pronunciation is not standard, their intonation is not standard, their sentence patterns are not skilled and their grammar is not good, all of which are the reasons for their low oral English.

In view of this specific situation, teachers should start with the explanation of basic phonetic flow to consolidate students' basic English skills. There are many important contents in sound stream learning that students are difficult to master, such as continuous reading, explosive reading and weak reading. Teachers can explain the relevant basic knowledge to students first, and then slowly transition to sentence pattern training, and rely on the contents of textbooks. Instruct students to do a lot of consolidation exercises and try to improve their pronunciation in a short time.

Grammar is also one of the reasons that restrict students' oral English, so grammar explanation is an important part of junior high school English teaching in underdeveloped areas in the west. Teachers should explain grammar according to textbooks. And guide students to recite a large number of classic sentences in the textbook, so that students can master the grammar foundation and improve their sense of English language.

3. Encourage students to speak boldly

In junior high school oral English teaching, in order to encourage students to speak English boldly and improve their oral communication ability, teachers should insist on communicating with students in English as much as possible. For example, after learning simple communication terms, the teacher asked the students to say hello in English before class in the morning. Good morning, teacher! ? Ask first when you are late. may I come in? If you disturb others, you should say: I'm sorry. ? Getting help and praise from others should answer:? Thank you! ? Wait a minute. Let students start with simple conversations and get used to communicating in English, so as to improve their oral English. In the process of students' using English, even if their pronunciation is inaccurate or their expression is not fluent enough, the teacher should gently help them correct it and give them positive encouragement. This can effectively enhance students' self-confidence, let them speak English boldly, and finally improve their oral communication ability.

4. Correct mistakes in time

Making mistakes is an inevitable phenomenon in language learning. In oral English teaching, teachers' main task is to help and encourage students to carry out various communicative activities in order to practice students' oral English to the maximum extent. The improvement of oral English ability must be realized in practical application. Teachers should not blame students blindly. On the contrary, they should patiently guide students to find their own mistakes, so as to improve their self-confidence and interest in speaking English and encourage them to use English consciously or unconsciously outside the classroom. Only in this way can our students' oral ability be continuously improved.

5. Improve their own quality

The cultivation of oral English in junior high school is very important for students' future development. Therefore, English teachers must pay more attention to oral English training, improve their own quality, and improve classroom teaching methods in the future, so that the content of oral English class is colorful and meaningful, and students can get more opportunities to practice oral English in class.

Third, the conclusion

With the further deepening and expansion of China's reform and opening up, international exchanges have become increasingly frequent, and it has become a social need to learn English and use it for oral communication. Therefore, strengthening oral English teaching has attracted everyone's attention, which is not only the requirement of current quality education, but also reflects the trend of foreign language teaching reform. Teachers should organize classroom teaching in English, deal with the contents of teaching materials in English, ask students to participate in classroom practice activities in English, ask questions and answer questions in English, and cultivate listening and speaking ability through oral practice. Both teachers and students speak English in class, which has become a prominent feature of English classroom teaching, one of the important signs of excellent classroom teaching and the direction of improving English teaching in China.

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