Reflections on extracurricular English teaching in the sixth grade of primary school
? 1 1 month, the English teaching content of our sixth grade group is Unit 3 "My weekend plan?" Therefore, my teaching reflection will focus on the teaching of Unit 3. The main content of this unit is "My weekend plan?" Because students are familiar with this topic and have something to say, students in this unit are more active in learning, but the teaching of words and phrases is actually very boring. Considering the students' curiosity and thirst for knowledge, I have designed different games and practice methods to learn the words of this unit, such as synthetic splitting, associative memory and root affixes, and combined them with students' application in real life, so as to achieve the purpose of applying what they have learned and achieve the real purpose of language teaching. Now I will start from my teaching practice and talk about my feelings about the problems found in teaching and the solutions. ? First, the diversification of word teaching
? Pupils are always curious about new things. The weekend plan is very familiar to them. I'm afraid it's difficult to keep their attention and high spirits for a long time, so I designed different demonstration and practice methods for this unit. First of all, let the students review their weekend activities with the word-grabbing game, and the students' mood is high. Then, by discussing weekend activities, new words are derived to stimulate students' curiosity and arouse their enthusiasm. And the words appearing in the courseware make students shine at the moment, arouse their enthusiasm, so as to keep their interest in learning words; Then they keep their interest in learning words by clapping their hands and singing. Finally, they use what is missing? Games provide students with an interesting, relaxed, lively and competitive atmosphere.
? In this unit, I ask students to read books/watch movies/travel/go to the supermarket, and do it while listening, which arouses students' body language, makes the class lively and makes English learning less boring. Experiments show that the participation of multiple senses in learning activities will greatly improve the effectiveness of learning. Let students perceive and learn English through hearing, vision and body movements.
? Second, combine practice and apply what you have learned.
? The last task is to let students design their own weekends, and then describe and show them in class with the sentence patterns they have learned, so that the learning content can be combined with real life to achieve the purpose of applying what they have learned, so that students can feel like they are in the English world and actively study in a relaxed and happy context, which greatly stimulates students' interest, cultivates their good study habits and deepens the process of internalizing the language, thus laying a good foundation for students to further learn English. If a student expresses himself fluently and uses accurate words on weekends, "I will have a very busy weekend, and I will visit my grandparents this morning." I'm going to see a movie this afternoon. I'm going to the supermarket tonight ... "It makes me feel that I should give my children more platforms and stages like this in the future. Even if it is a three-minute English speech and report, children can often do better than us.
? Third, increase English language input.
? Although the teaching design can achieve the teaching goal, it lacks a lot of language input, and classroom training basically revolves around words and sentence patterns, lacking the vitality that a student-oriented classroom should have. In this regard, I think as a teacher, we must open our minds, integrate students' learning into life, and make students feel that learning is for use.
? Third, there is something wrong with the practice of drawing lots to choose learning tasks. The "lottery" is very random, and it is possible that difficult tasks will be drawn by groups with weak learning ability, and students will find it too difficult to complete the task; It is also possible that the task with low difficulty is drawn by the group with strong learning ability, and students feel too relaxed to complete the task or do nothing after completing the task. Some students can't eat, and some students don't have enough. These are all areas that I need to improve in my future study and research.
Reflections on English extracurricular teaching in Grade 6 of Grade 2 Primary School
Recently, in the sixth grade class, I always feel that the students' emotional mobilization is not good, and I am also very confused. So I consulted some books on educational theory. From the perspective of educational psychology, one of the factors that affect the learning effect in the learning process is the emotional control of learners. Among the successful factors in English learning, besides intelligence, it is more important that those non-intelligence factors play a role. There are serious defects in learning motivation, interest, emotion, will and behavior habits. This shows the important role of motivation and attitude in English learning from one side.
Should English teachers focus on teaching content, syllabus and examination form, or should they shift their teaching focus to the cultivation and control of students' personality, interests and emotions? Facts have proved that those who consider themselves "democratic, open, calm, friendly, considerate, helpful, intelligent, logical and happy" are generally more likely to succeed in English learning than those who are contrary to or very different from the above personality.
In addition, in the process of foreign language learning, due to the influence of external factors, learners will be anxious, depressed and irritable. As the organizer of teaching activities, English teachers should attach importance to the cultivation and control of foreign language learners' emotional factors. Especially in primary school, English teachers should cultivate a sense of closeness to students. So I decided to fully respect students in the near future, pay attention to motivating students and pay attention to their learning process.
Reflections on extracurricular English teaching in the sixth grade of the third primary school
The way of language learning is to let students perceive language in specific teaching situations, and in the process of perception, they can understand the true meaning of language by themselves. In primary school English teaching, creating situations to let students perceive language and using language in real situations will get unexpected results, which will make students easily enter the role in real situations and make the classroom atmosphere extremely active.
When I was talking about the sixth grade Unit3 dream, I took pictures of my sleeping dreams and made courseware, and put them out one by one. When the courseware was first shown, it immediately aroused the children's interest. They shouted happily that Miss Jiao had a dream. She had many good dreams. This courseware deeply attracted the children's attention, so I began to introduce sentence patterns: I often/sometimes/never dreamed/that … the new curriculum textbook is close to life, and many words and sentences are often seen and used by students in their daily study and life. For example, when I was teaching the word bell in this unit, I took the real bell and hid it in a bag. Take it out at will when you use it, and the students are in an uproar. I asked, "What are they?" The student replied: "Silver bell". I said, "A bell is a bell. Students can look at the courseware and say: Teacher Jiao often dreams of Sill Verbells. Knowledge is imprinted on students' minds. In this way, the whole class not only learned the sentence patterns I often dream about/that, but also mastered the words inside.