The English lesson preparation team is an English teacher who selects the most appropriate expression methods and sequences based on the requirements of subject curriculum standards and the characteristics of this English course, combined with the specific circumstances of the students, to ensure that students learn English effectively. I have compiled several articles about the work summary of the senior high school English lesson preparation group, for reference only. More articles are available here. Sample article 1: Summary of the Senior High School English Lesson Preparation Group

This semester, the Senior High School English Lesson Preparation Group has always carried out various tasks around the new curriculum reform, using collective strength and personal wisdom, and following the guiding ideology of the new curriculum standards. Then we flexibly integrated the teaching material content according to the basic requirements of the teaching materials, carefully designed and directed classroom teaching activities, and achieved some expected results through a large number of new curriculum model reforms. We completed high school module review and topic review and achieved some results. At the same time, we also achieved some results. Continuously improve through reflection. The work of the lesson preparation team for this semester is summarized as follows:

1. Clarification of the teaching plan.

At the beginning of the semester, when formulating the work plan for this semester, in order to further understand the students and understand Based on the teaching situation, we carefully studied the teaching materials that students have learned before, analyzed the students' existing English level, and made vertical and horizontal comparisons. The teachers in the lesson preparation group discussed and formulated a detailed work plan for the lesson preparation group, and Use this as our work guidance plan to implement it.

In order to improve the quality of teaching, all English teachers in the third year of high school have taken specific actions according to their own plans and tried their best to make the work detailed and concrete. For example, the detection work of morning reading every day, the training of excellent students The teachers worked hard to make up for the gaps, implement the dictation link, and answer individual questions after class.

2. The learning-centered curriculum reform concept focuses on process evaluation.

This semester, we continue to focus on the new curriculum reform, implement the spirit and requirements of the curriculum reform, and successfully complete the plan for the initial lesson preparation group at the beginning of the semester, which effectively cultivates students' interest in learning English and improves students' ability to learn English to a certain extent. English quality. From the perspective of students' practical ability, the level of listening, speaking, reading, writing and translating has improved. In the process, students improved their ability to acquire and process information, analyze and solve problems in English, and developed their ability to communicate and cooperate with others.

In the new curriculum teaching, we pay attention to process evaluation. Through classroom evaluation, self-evaluation and group evaluation, we pay more attention to the students' learning process and development. Many students have written that they are very interested in English and feel that their grades have improved and learning is no longer so fearful and difficult. The gradual formation of good study habits and positive emotional attitudes are important factors affecting students' learning and development. The development of these abilities is also the goal and requirement of the new curriculum reform for students.

3. Adhere to the collective lesson preparation system and adhere to scientific research to develop teaching

Collective lesson preparation is an important way to give full play to the advantages of the group and improve the quality of lesson preparation. It is also necessary to implement teaching routines and improve classroom teaching efficiency. measure. To this end, our group's collective lesson preparation is carried out in an orderly manner, with a fixed time, a fixed place, a fixed content, and a fixed speaker. The content includes teaching material analysis, teaching method research, quality analysis, teaching reflection, etc., and the teaching guide book I did it very well and studied the "New Curriculum Standards" and examination syllabus carefully. The lead teacher studies the teaching materials in advance, thoroughly understands the important and difficult points, and can propose ways to overcome them. Other team members question, supplement, and improve, so as to brainstorm. After collective lesson preparation, each teacher takes on various tasks, and the tasks are specific to the person and to the specific person. Write instructional books, produce courseware, produce unit tests, specialize in grammar, monthly examination papers, mock examination papers, etc. Through collective lesson preparation, all teachers can use their wisdom to teach each lesson in a down-to-earth manner; through collective lesson preparation, teachers can clarify their short-term and long-term tasks. Unify the progress, unify the content, and unify the important and difficult points.

4. Listen to each other’s lectures and make progress together

Although the teaching tasks are very heavy, the teachers in the lesson preparation group have long insisted on listening to each other’s lectures and evaluating them, taking advantage of others’ strengths and supplementing their teaching skills. It's too short. Develop good lecture habits and teaching and research atmosphere, and strengthen communication.

Teachers Ye Xiaoxiao and Teacher Zhou Xuan attended two observation classes of English natural subjects for the senior high school students in Yongjia County. The feedback was very good and were unanimously affirmed by the county teaching researcher Zheng Huanhua and all colleagues. Teacher Zhou Xuan also reviewed the senior high school students in Yongjia Middle School. During the seminar, a learning-centered demonstration class was successfully held, which was highly praised by Wu Zhirong, a famous teacher in Wenzhou City, and gained a lot. Model Essay 2: Summary of the Senior High School English Lesson Preparation Group

Looking back on the teaching work since this semester, our Senior High School English Lesson Preparation Group has mainly done the following work:

1. Strengthen collective lesson preparation. For a lesson preparation team to improve the quality of teaching, it is very important to prepare teachers well. To prepare lessons well, we must rely on collective wisdom, complement each other's advantages, and share resources. Use the old to lead the new, unite and cooperate, and effectively improve the efficiency of collective lesson preparation. Pay attention to the investigation of review courses, discover problems in time, and find countermeasures. Especially today, when knowledge is highly developed, it is difficult for individuals to win by working alone. This has been proven repeatedly by practice. As the saying goes: A fence has three stakes, and a hero has three gangs. If each fights on its own and protects each other, the final result can only be to remain stubborn, harm others and ourselves, and suffer complete defeat. This semester, our lesson preparation team pays more attention to collective lesson preparation and basically adheres to weekly collective lesson preparation. The main features are: 1. Clear division of labor and sufficient preparation; 2. Comprehensive lesson preparation content; 3. Key points are determined, and measures are taken to break through difficulties, teaching methods, and learning methods. The discussion of methods, selection of exercises and unit passing test questions are all available. During collective lesson preparation, teachers discuss, learn from each other, support each other, and share experiences together, which promotes the in-depth development of classroom teaching research and promotes the professional growth of teachers. At the same time, the construction of online teaching resources and the uploading of lesson plans by the lesson preparation team have been strengthened, bringing the accumulation, optimization, and integration of online teaching resources to a new level. This school year we have uploaded all the lesson plans for collective lesson preparation to a public mailbox we have set up, and set a private password so that everyone can share it. Most of the uploaded teaching resources are timely and updated quickly, providing a platform for teachers to exchange information, share experiences and discuss topics, and create a good teaching atmosphere.

2. Strengthen classroom teaching

Classroom teaching is the most important way for teachers to impart knowledge and for students to receive knowledge. Therefore, whether teachers can correctly grasp the methods of classroom teaching and use the principles of classroom teaching Methods and rules to maximize the role of classroom teaching are the key to improving classroom teaching efficiency. Teaching is conducted through various teaching methods such as demonstration classes and seminars. On the other hand, we actively strengthen teachers' mutual listening, evaluation and communication. In particular, new teachers are required to listen to more lectures and evaluate the lectures after listening to them, so as to jointly discuss existing problems, solve problems, learn from each other's strengths, and improve together. . It further standardizes teachers' classroom teaching and plays a positive role in improving classroom efficiency.

3. Selected exercises and test papers

Before each monthly exam, we ask the teacher whose turn it is to carefully prepare a test paper, and then discuss it with the whole group, review the questions, and finally finalize it. , and then let the students take the exam. After the exam, we all graded the papers collectively, analyzed the students' existing problems and gaps, and filled them in a timely manner. In addition, several of our teachers divided the work and selected the past college entrance examination questions for students to do. In this way, we can not only understand the trends of the college entrance examination over the years, but also make comparisons and comparisons more clearly.

Of course, there are some areas that need to be improved in this semester’s work. For example, when facing different students with different foundations, if we can choose different levels of exercises according to different situations, and have targeted Sexual training, the effect will be better. But our senior year English lesson preparation team will definitely continue to sum up experience and work harder to make the English subject make a greater contribution to the students’ total scores! Sample Essay 3: Summary of the senior year English lesson preparation team

Senior Year English Lesson Preparation After one year of special and comprehensive review in the senior year of high school and the joint efforts of all the teachers in the preparation team, the group achieved impressive results in the college entrance examination.

The specific summary is as follows:

1. Make a lesson preparation plan and determine the direction of the general review

Using the first collective lesson preparation at the beginning of August, we first understood: the purpose of the general review It is: grasp the foundation and develop abilities; the direction of our efforts is: gain insight into the college entrance examination, understand the college entrance examination, grasp the college entrance examination, and win the college entrance examination. Repeatedly discuss and formulate review sections: the arrangement is divided into four major sections:

Review of senior high school textbooks, review and training of basic knowledge and basic skills, special training on grammar and various question types, and comprehensive ability training and examination skills training.

2. Specific arrangements, requirements and implementation

The first section: the study of modules 9 and 10 of the senior high school textbook. Completed the above two books in 812 months. In teaching, we closely follow the college entrance examination syllabus (the number of words is about 3,500), focusing on the implementation of basic knowledge and the training of basic skills. The average college entrance examination score for ordinary classes is 97-102 points. The Olympiad class and Wenkuai class have heavier tasks, with a vocabulary of about 5,000, and the knowledge needs to be broadened to strive for a larger high-scoring group in the college entrance examination. The goal of the college entrance examination is 130-135 points, and the general fast class is set at 120-125.

Teaching in the two semesters of senior high school has its own focus: the first half of the semester focuses on the passing rate, and the second half of the semester focuses on the excellent rate. This year’s college entrance examination is over, and our hard work has not been in vain. Classes at all levels have basically reached achieved this goal. The average score of the Olympiad class is 132, the average score of the general class is 131, the average score of the general class is 122, and the average score of the general class is 101.

The study of elective 9 and 10 textbooks is the beginning of the general review for senior high school students. At this stage, textbooks are used as the carrier for review, summarizing and summarizing the vocabulary and language knowledge of junior high school and high school, and focusing on cultivating and training students' reading ability. We divide the cultivation of students' abilities into two stages: the first half of the semester focuses on the big part (single choice, reading comprehension and cloze), and the second half of the semester focuses on the two ends (listening, error correction and writing).

The second section: review and training of basic knowledge and skills.

In the process of studying electives 9 and 10, I used an evening class based on high school textbooks to review units one by one, systematically going over the basic knowledge, and linking it to the college entrance examination as much as possible (each subject A teacher is responsible for a textbook, modules 1-8, each module has 15 typical multiple-choice questions).

The vocabulary list of the College Entrance Examination is dealt with at two levels, and is reviewed according to the standards and patterns of the College Entrance Examination. The method is as follows:

Everyone has two college entrance examination vocabulary lists, and they are required to be able to read and write. Starting from the Spring Festival, specialized teachers will be responsible for matching the college entrance examination vocabulary list with Chinese meanings. After the start of school, each teacher will be responsible for proofreading part of it, and finally print it into two volumes and distribute them to students. We provide students with 800 key vocabulary words in four times, and the teacher takes dictation for acceptance.

The second level of word review: Underline the key words in the college entrance examination vocabulary list (about 200), mainly verbs, followed by key adjectives, adverbs and several active usages Prepositions etc. To explain these words, we need to rely on teaching materials, but we are not limited to teaching materials. We mainly talk about the differences between words, and the different uses of synonyms and marginal words. These are misunderstandings that students make in English learning and are also easy for students to lose points in exams. place. Combination of lecture and practice. Dig out college entrance examination questions from the past three years and let students practice. This kind of review is highly targeted, purposeful and highly practiced. It saves students' valuable time and students of all levels can gain something in a short period of time.

The third section: special training on grammar and various question types.

The third section is completed from January to mid-April. The review at this stage does not put much pressure on students, because we have completed two-thirds of the grammar teaching tasks in the first and second years of high school, that is, the study of the syntax part (noun clauses, attributive clauses, adverbial clauses, inversions, Subjunctive mood, IT usage and emphatic sentence patterns, etc.) and the combination of lecture and practice is better. During the review in the third year of high school, we summarized and practiced the lexical parts of grammar: nouns, pronouns, verbs, adjectives and prepositions.

Through this stage of review, we strive to achieve a score of more than 90 for good students in the college entrance examination, a score of 80 for average and upper-middle students, and a score of 60 for poor students. Although there are not many pure grammar questions in the college entrance examination papers, grammar is the structure of language. If you do not master grammar, you will not master the soul of language. Then, the language knowledge learned will be fragmented and low-level, and it is impossible to reach a high level. of. In recent years, no matter what the society's orientation towards English teaching is, we have always focused on the teaching and comprehensive review of basic grammar.

Intersperse Gestalt, reading, choosing five from seven, and correcting errors during grammar review. Explain the question-setting rules and answering techniques of each question type, step by step, and solve them one by one. Writing begins in the first week of the third year of high school. One essay is written every week. Everything from calligraphy to sentence structure is required to be standardized, and the entire essay is reviewed and revised. According to different genres and topic types, each teacher is responsible for issuing templates and selecting students' excellent essays. The teacher uses one class time to comment. A good essay should have: complete key points, correct grammar, accurate expression, neat structure, logical flow, and clean page. Students with poor handwriting are asked to practice starting with letters, and the spacing, beginning and end of words must be standardized. With such strict requirements, students practice step by step, and by the time they reach the third model, the appearance of their compositions is already quite impressive. Among the ten essays we distributed to students, the first covering letter coincided with the essays in the second volume of this year's national essays. Our hard work was not in vain.

The third section: Comprehensive ability training and examination skills training.

Comprehensive skills training stage from mid-April to May. Our approach is: concise, full batch, detailed explanation, and reflection.

Refining: The teacher screens each set of questions in advance and discards duplicate questions and questions of poor quality.

Full batch: students answer questions within the specified time, and teachers must give detailed and accurate corrections to students according to the college entrance examination standards, especially error correction and composition. A score file must be established for each student to record in detail the score of each item and the total score.

Detailed explanation: The teacher should work hard on the lecture paper. He should not just announce the answers, but also explain clearly the reasons why the four answers are right or wrong. The mistakes of key students should be named consciously to attract attention. Writing is the focus, including the form and content of the composition, and some students must be interviewed. The teacher's task is always onerous.

Reflection: As a student, you should reflect on the reasons for your mistakes, establish a file of wrong questions, and continue to correct mistakes is the best way to improve your performance. As a teacher, you should also reflect on where you have not covered enough, check for omissions and fill in the gaps in a targeted manner, prepare lessons collectively, collect the questions, and then compile questions, practice, and take exams again.

3. Comprehensive and three-dimensional review strategy.

The review of the four major sections is our main line. We have also designed some auxiliary review strategies to cooperate with the main line review to strive to achieve better results.

1. Daily reading: Students should read at least one page (three readings or Gestalt) of English reading materials every day. The purpose is to expand students' horizons and improve students' ability to process information.

2. Writing every Monday: Students write an essay every week.

3. Listen every other day: Read and listen to the listening material for 18 minutes every other morning.

4. Testing every other Monday: test every week and lectures every week.

These four measures ensure that the English review is comprehensive, the acquisition of knowledge, the cultivation of abilities and the training of answering skills are carried out in a three-dimensional manner, and the whole review process has no loopholes.

4. About the cultivation of top students

This year’s top students in our school should be said to be relatively successful. There are 8 students who have scored more than 140 points. The first place in the city’s liberal arts and sciences are all from our school. , four subjects each ranked among the top ten in the city for arts and sciences. We start cultivating top students from the first year of high school. The students' own passion for learning English coupled with the teacher's correct guidance and timely attention should be the epitome of top students.

In the senior year of high school, we mainly took the following measures:

1. Cultivate a team of top students in the English subject

We tended to prepare for the fast class and made the review content more difficult. Raise demands. When setting questions in the usual weekly tests, pay attention to the alternation of difficult and easy questions, and use difficult questions to motivate top students. Several of our teachers who teach the fast class often communicate together and pay attention to making up for the students' weaknesses in English in a targeted manner. They provide technical guidance on various test questions and targeted intensive training; encourage them more and let them Recognize the importance of English scores, let them have higher pursuits, guide them to read more, do more questions, and take the initiative to improve themselves. Many top students do a lot of reading and a lot of exercises. Additionally, our testing is very frequent. In the first semester of senior high school, the test will be taken once every half month; after the first and second models, the test will be taken once a week. Therefore, our students have a lot of exercise training, and it should be said that students with good foundation will gain more.

2. Timely discover and help students with excellent overall scores but poor English

Since the second year of high school, we have paid great attention to these students, and we have also spent a lot of effort to help them Ideological work helps them analyze their own weaknesses, supplement grammar for poor grammar, supplement vocabulary for lack of vocabulary, and help them formulate reasonable performance improvement plans. The effect is relatively obvious.

In short, the cultivation of top students is not a matter of a day or two. No matter what method is used, it is difficult to achieve results in the short term. As long as you find some good practices and stick to them for a long time, the results of top students will definitely improve. Wang Zhenyu, a student in this year's Olympiad class, improved his score from more than 120 points to 141 points in this year's college entrance examination.

I think cooperation is the key to the success of our lesson preparation team. Unity is strength, and cooperation is the only way out. In today's increasingly detailed division of labor, there are fewer opportunities to succeed based on individual abilities. Cooperation has become a human ability and the basis for success. It is embodied in the collective lesson preparation of our lesson preparation team to achieve the purpose of maximum sharing of resources.

5. Directions for future efforts

Calm down and reflect. There are also some areas that need improvement in this year’s work. When facing different students with different foundations, , if you can choose exercises at different levels according to the different situations of Olympiad, General Express, and ordinary classes, and conduct targeted training, the effect will definitely be better.

All our colleagues in the senior high school English lesson preparation team would like to thank the school leaders and department for their strong support in our work. We will continue to sum up our experience and work harder to make the English subject contribute more to the students' total scores. What a great contribution! Sample 4: Summary of the Senior High School English Lesson Preparation Group

Those long-lasting experiments in the world remind us: Good grades are not a short sprint, but a long marathon. I have always advocated a step-by-step, diligent, and down-to-earth work style.

Looking back, I am filled with emotion. In xx and xx, I served as the leader of the preparation team for the sophomore and senior grades of XX No. 1 Middle School respectively. Based on the improvement of the overall level of students in the year, we plan the English teaching tasks in the year as a whole, work steadily, and do everything in detail. The average score of the year is compared with the unified examination results of the "four places and six schools" participated by Quangang No. 1 Middle School. He overcame obstacles all the way and came from behind. By the time he was in his third year of high school, his average score ranked first among the other schools, and he was far ahead in terms of points. In the same year, he achieved excellent results in the college entrance examination in 20xx. My organizational and coordination skills were also highly praised by the leaders in charge at that time. Among them, Guo Shuxiang, a student in Class 14 of 20xx, scored a high score of 142 points in English in the college entrance examination that year, ranking first in the ordinary class of No. 1 Middle School and second in his grade.

As a young teacher, I clearly remember my feelings when I started the job of leader of the senior high school preparation team. I have no experience, I am the youngest in the group, and I have the shortest teaching experience. The only thing I possess is that I am diligent, studious, and attentive. In addition to hesitation, I was moved by the trust that the grade-level leaders had in me. The following is a brief review of my work experience and the inner growth I experienced during this year.

1. Own business level:

1. Carefully study the real college entrance examination questions in the past three years, especially the 18 sets of national examination papers in 20xx. It took me about a month (18*3=54) to complete all the exercises. And focus on summarizing the characteristics of the test questions by item, such as individual choice. Classify and summarize the grammatical points covered and list the major grammatical categories.

2. Study the expert analysis of the 20xx national college entrance examination questions and clarify the college entrance examination trends. For example, if you choose a single item, questions with a difficulty value lower than 0.5 are grouped into different grammar items in a targeted manner and used as materials to assist students in different grades.

3. Learn from the 20xx Fujian Provincial Examination Syllabus and deal with module vocabulary. In order to prevent students from leaving the textbook prematurely during a round of review and falling into a sea of ????questions, I determined the module vocabulary review plan during the summer make-up class. I took the lead and planned out the student version and teacher version of module 1 unit 1 lifestyle in detail. List the progress of vocabulary completion in detail, know how they use their time, and give different reference opinions to the teachers who set the questions and the students who use the vocabulary. See Appendix 3 and Appendix 4 for details.

2. Management level of teachers within the group:

1. Complete the transition. Psychological level: truly accept the task without shirk or fear. Realizing the heavy burden on my shoulders to be responsible for more than 800 students and 7 colleagues in my year group. At the same time, you should actively hint to yourself psychologically that the trust of the leader is an affirmation of your own abilities. Work level: Completed the formulation of the semester plan in the summer, and actively sought the opinions of colleagues in the group to successfully adapt to the study intensity of the senior year of high school as soon as possible.

2. Regarding collective lesson preparation and secondary collective lesson preparation. Since I am younger in the group, my words inevitably lack weight. This is also a very normal phenomenon. I first positioned myself in the role, neither humble nor arrogant, but generous. 1. The ordinary classes you take are in the same grade and the results should be good. Second, do everything quickly and do more. Third, actively chat with colleagues after class and build good relationships with the masses. Fourth, speak sincerely and actively learn from experienced teachers. After completing these preliminary tasks, the relationship within the group will easily become harmonious. When preparing lessons collectively, I clarify the tasks and make detailed arrangements. I do not hold procrastinating meetings and focus on written texts and text messages. I clarify the content of the meeting before the meeting. At the same time, for controversial test papers and questions, we boldly raised them during the second lesson preparation and discussed them together, striving not to waste students' time and sort out high-quality test papers.

3. Assign tasks in stages. One round of vocabulary and eight major parts of grammar. Each weekly practice will clarify one test point and present the eight major test points in batches. The most important thing is repetition and solidity. Each teacher has clear tasks and summarizes the test questions of the past three years and summarizes each test point. The second round of special topics is divided into different types of Gestalt and reading in detail, and a review of the 20xx essay samples. The materials are distributed to students in stages, and suggestions on how to use the materials are provided at the beginning of each material.

3. Student work level:

1. Use some test papers with weekly practice and general practice materials as a platform, and publish selected famous quotes in the header and footer. Senior high school students are strong yet fragile. More than one student told me that the sentence in the header of the test paper, "I walk slowly, but I never walk backwards.---by Abraham Lincoln." gave him some comfort in his extremely tired heart.

2. Give full play to students’ initiative. Regularly hold small meetings with representatives of the 15 classes in each year to distribute some excellent Gestalt reading and recitation materials over the years, and arrange for morning self-study to be written on the blackboard and recite 2-3 sentences a day. Breaking the whole into parts, students' language sense is accumulated day by day with ease. On the contrary, if one article is distributed on a large scale, paper will be wasted and students will be under great pressure. How to use fragmented time to learn English is particularly important in the senior year of high school for students who are faced with the problem-solving strategy.

3. Pay close attention to listening. Clarify the students' tasks for managing the recording studio twice a week. The key is persistence and not giving up without reason.

We also played back the original listening materials in detail after some major exams, such as putting them in the public mailbox and notifying the representatives of each class to play back the screen, and strive to understand every wrong question.

Looking back at the past, I can still remember the days of sleepless nights in front of the computer and preparing lessons and studying exercises at the desk, which makes me full of emotions. Details determine success or failure, precision work makes fine work, right?

I highly recommend