Reflection on Teaching in the Second Volume of Seventh Grade English

Teaching reflection includes reflection before teaching, reflection during teaching, and reflection after teaching. The following are 2 sample essays on reflections on the teaching of the second volume of seventh-grade English for your reference.

Reflections on the Teaching of the Second Volume of English for Seventh Graders 1

1. When they first learn English, students are full of curiosity about the English course and like to learn and imitate. . However, I found that after six years of primary school, my curiosity gradually weakened. As the difficulty of learning increases, students develop negative emotions, lose interest, and even become tired of learning.

2. The vocabulary of the second volume of the textbook has increased, and the content has become more difficult. Students are afraid of hardship and cannot consolidate it in time. The supporting exercises of the text cannot be completed independently and consciously.

3. Teachers have misunderstandings in their attitude towards teaching students as a whole. Teachers have too strict requirements for students to learn English and fail to pay attention to the differences among students and the speed at which they accept the language. This ultimately leads to some students having enough to eat and others not having enough to eat. Those students who don't have enough to eat will have the following emotions: they will be sloppy and lose concentration during class or exercises.

4. After teachers have taught some knowledge points, some have even practiced them many times and emphasized them over and over again, but students still have not mastered them. Some teachers blame students and strengthen repeated training. So amidst the teacher's blame and the boring contact, the students' interest in learning disappeared.

In response to this current situation, I mainly start from the following aspects:

1. Observe and analyze, understand the basics

English in primary school only focuses on listening, speaking, reading and reading , and there are relatively few writing exercises, and the English test is just a formality. Due to teacher problems in rural primary schools, the quality of English teaching is also limited. The English foundation of most students is limited to being able to read 26 letters aloud, but they cannot read and write 26 letters accurately; when they are interested, they can read a few English words with chilish and a few daily expressions.

Therefore, when taking over a new teaching class for the first grade of junior high school, students must be given appropriate and difficult diagnostic English tests, including letter tests, vocabulary tests, etc. Through the test, we can understand the students' existing foundation and carefully prepare and attend classes. Provide hierarchical teaching for students with uneven foundations to prevent students with a certain foundation from repeating the same old dishes, which is boring; at the same time, carefully teach students with no foundation to consolidate their foundation.

2. Active learning, phonetic symbols first

The learning process of English subject mainly includes preview, class and review. The particularity of the English subject determines that its preview is difficult, so the teaching of phonetic symbols is crucial. I believe that after learning the alphabet and some basic vocabulary, we should break the order of the teaching materials and teach phonetic symbols systematically. The teaching method of "dispersed induction" can be used to promptly use letters and a certain amount of vocabulary to summarize the phonetic symbols, and teach pronunciation rules, such as: the pronunciation of letter combinations, consonant concatenation, division of multi-syllables, etc. The pronunciation rules and phonetic symbols are combined to give A crutch for students to memorize words. You can also compile some phoneme-related ballads, tongue twisters and short essays in phonetic symbols teaching, so that students can consolidate boring phonetic symbols pronunciation rules in interesting activities and lay a solid foundation for successfully memorizing words in the future. Of course, the teaching of phonetic symbols cannot be carried out in isolation. It should be combined with words to understand their pronunciation, which will achieve twice the result with half the effort. After mastering the phonetic symbols, students can spell and memorize words by themselves, which not only reduces the burden on teachers, but also enhances students' confidence and ability to learn English.

3. Make the classroom interesting and teach through fun

?Interest is the best teacher?. Only by constantly stimulating students' interest and mobilizing their enthusiasm can we persevere in learning English well.

Teachers should be good at using a variety of teaching methods and means in teaching, so that students can listen, speak, read and write simultaneously, and use their eyes, ears, mouth, nose and brain simultaneously. In vocabulary teaching, teaching methods such as physical objects, color pictures, cards, and simple drawings can be used to enhance the accessibility of teaching and stimulate students' interest, or conduct vocabulary and dictation relay competitions before class; commonly used methods in sentence pattern teaching include performance Law, competition law and game law. Seventh-grade students have strong expressiveness, so students can use the performance in the first five minutes of each lesson to consolidate the sentences they have learned, such as shopping, medical treatment, etc. The students at the same table perform conversations, what they know and say, and do not correct every mistake, which reduces the psychological pressure of students. When consolidating words and phrases, I often use the "competition method". In groups, we spell words or translate phrases and judge "the best team" to cultivate their cooperative spirit and stimulate their enthusiasm for learning.

In addition, teachers should focus on teaching students how to learn and master regular knowledge, enable students to solve problems flexibly, and improve students' application ability and thinking ability. In English teaching, verb tense is a major difficulty. In teaching, in addition to asking students to remember the composition of tenses and which time adverbials are used together, more importantly, I teach them the methods: finding time, looking at the subject, and matching the rules.

For example, She always ___ to school early. A. go B goes C went D is going. There is the adverb always in this question. Students must use the simple present tense and the subject is she. Then check whether the verb is a regular verb and the third person singular of go. Add ?es?, so choose B. Another example is, His mother ____ (cook) in the kitchen now. According to now, it is determined to be the present continuous tense. My mother is singular, fill in is cooking. Such exercises enable students to grasp the connections and differences between different knowledges comprehensively, and achieve the effect of drawing inferences from one example.

4. Extracurricular extension, simultaneous improvement

To learn English well, it is not enough to just rely on a few English classes a week, so teachers can use their spare time to carry out extracurricular teaching activities. Students are encouraged to boldly communicate in English, organized according to different classes and levels, and extracurricular tutoring and individual tutoring are strengthened. For example, make full use of the time in morning reading classes to test students' knowledge mastery, including listening, speaking, reading, and writing training. Another example is to train "little assistants", divide the class into ten groups, each group has a team leader, ask them to take the initiative to help students with poor foundation, do not laugh at their mistakes, and patiently teach them to read and speak, so as to drive Students who are lagging behind in the class. Those who improve their performance will be rewarded in time to create a good learning atmosphere in the class.

While ensuring the quality of the classroom, the assignment and correction of homework cannot be ignored. The choice of homework is very important. We must pay attention to the typicality of the exercises. I mostly focus on basic and error-prone questions that often appear in exams. I will answer a few questions a day, accumulate a few questions, and consolidate them in a timely manner to achieve concise and concise explanations. During the correction of homework, I never forget to evaluate the students, promptly praise the students who have made greater progress, inspire and protect their confidence, and never forget to write a few words of encouragement or reminder to the students who have retreated.

Reflection on the Teaching of the Second Volume of Seventh Grade English 2

Time flies so fast, and the mid-term exam has passed before I know it. The results of the two classes I led in this mid-term exam were not enough. Ideally, they are all at the bottom of the grade. Analyzing from the examination results, the average score of the class I led was not high. In addition, the excellent and passing rates are too low, and there are too many ultra-low scores. I have made the following reflections on this exam:

In this midterm exam, the English test paper has a moderate amount of questions and an appropriate difficulty. Most of the test questions are basic questions. Generally speaking, the scope of the test questions is appropriate. For students, as long as they are careful, they will get high marks.

The listening part has a full score of 20 points. It is the question that loses the most points in this exam. The reason is that students have little listening training and lack of exam experience. Single-choice questions are basic questions, so students lose less points. However, the problems caused by students' lack of grammatical knowledge are still obvious. The score rates for sentence pattern conversion, dialogue completion, cloze filling, and reading comprehension are all quite satisfactory. The writing of the last item is not very satisfactory. The main reasons for students' mistakes are not paying attention to capitalization and not having a firm grasp of sentence patterns.

Generally speaking, the reasons are as follows:

1. Teachers

1. Insufficient exploration of teaching materials. Insufficient preparation before class leads to low classroom efficiency: Junior high school students have a very strong thirst for knowledge and have rich associations with new things. Many daily vocabulary that appears in textbooks can be mastered in a short period of time. Sometimes they are not well prepared before class. As a result, classroom efficiency and classroom atmosphere are affected. The main goal in the future is to spend more time on how to guide students well and further improve students' interest in learning English while teaching.

2. The assignments are not corrected in a timely manner. Due to their lazy thinking at work, sometimes the assignments submitted by students cannot be marked in time on the same day. The students do not take advantage of the energy to correct after they have just finished writing, and the time is slightly longer. For a long time, things are forgotten, resulting in the final homework being less effective. In the future, we will have stricter requirements on the quality and quantity of homework, and we should also have stricter requirements on our own corrections.

3. The basic knowledge is not strong. Judging from this test, the students do not have a strong grasp of the knowledge they have learned. Neither grammar nor vocabulary has reached the level of knowledge they should have. The main reason is that the inspection of students is not adequate. Most of the inspections are done by class representatives and group leaders, and there are fewer random inspections by oneself. Therefore, some students do not recite seriously, especially when I am on leave, and the effect is even worse.

4. Supporting the excellent and the poor is not done well. Judging from the results of this exam, the outstanding students did not meet the standards of outstanding students, and the students with learning difficulties did not come up. It shows that this approach has failed. In the future, the main focus should be on taking care of most of the middle-class and underachieving students in class, and finding more information after class to provide guidance to outstanding students, so as to raise higher requirements for them. Only in this way will we achieve better results.

5. The ideological work of students has not been done well. Now many students are not only average students, but even some outstanding students have not become nervous. As long as the ideological work is done well, it will also be beneficial to the teaching of your own subject.

To this end, I plan to talk to one or two students every day, find out their ideological problems, and help them build their confidence in learning English. Insist on emphasizing in class the main ideological issues that arise during your English learning every week. Unify their thoughts so that their teaching will reduce resistance and move towards higher goals.

2. Students

1. Students have poor self-control and self-learning abilities, and listening is simply their Achilles’ heel. Although I have repeatedly emphasized the importance of listening and clearly informed them It’s not enough to just practice listening during class time, you need to practice more after class. However, students still do not realize the importance of listening and find it difficult to meet the teacher's requirements.

2. The basic knowledge of some students is not solid enough. Students forget knowledge quickly and forget the knowledge points they have memorized without using them for a period of time.

3. Students’ adaptability needs to be improved and they cannot write the correct form of words correctly; students are required to recite a short essay in each unit. Once they encounter a similar composition in the exam, students will only copy it. Follow the formula and cannot be flexible according to the requirements of the composition.

4. Poor understanding ability, losing more points in reading comprehension, and being unable to understand the main idea of ??the text. The reason is that the vocabulary is small, and even the words that have been written silently are not recognized when it comes to the exam.

5. Unable to use learned sentence patterns proficiently.

In response to this current situation, I would like to take the following measures in the future:

1. Grasp basic knowledge and write more words and phrases silently;

2. Carry out stratification teaching. Underachievers should lower their requirements slightly and write more words and phrases silently. Give more encouragement and supervision to students who score above 80 points, and strive to bring their scores closer to 90 points.

3. Adhere to the combination of lecture and practice to improve students’ problem-solving abilities.

English teaching has a long way to go, but I believe that as long as we work hard, we will make progress.

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