Five Thoughts on Individualized Teaching of English Teachers

The new curriculum reform is a profound reform, which emphasizes that the curriculum should promote the healthy development of each student's body and mind. The teaching goal has changed from the original emphasis on imparting knowledge to making students form an enterprising and active learning attitude, and the focus of teaching has changed from emphasizing imparting to emphasizing development, from emphasizing teachers' "teaching" to emphasizing students' "learning". The following is my personal reflection on English teacher's teaching, hoping to provide you with reference.

Reflections on individualized teaching of English teachers

English teachers who have been engaged in junior high school English teaching for many years have summarized some teaching reflections according to the dribs and drabs in their daily teaching work.

Learning English not only adds a pair of ears, a pair of eyes, a tongue, but also adds a brain! Because language is a tool for human beings to think and know the world, mastering a language means mastering a method and habit of observing and knowing the world. I have been engaged in junior high school English teaching for many years, and combined with my daily work, I summarize the following teaching reflections:

Teaching reflection: First, junior high school English teachers should have emotional awareness.

From the perspective of educational psychology, one of the biggest factors affecting the learning effect in the learning process is the emotional control of learners. In recent decades, people have increasingly realized that in the process of English learning, learners' emotional factors, including motivation and attitude, play a considerable role in the effect and even success of English learning. How to introduce the theory of quality education into foreign language teaching is a major topic in foreign language teaching at present. Among the successful factors in English learning, besides intelligence, it is more important that those non-intelligence factors play a role.

Teaching reflection 2. Junior high school English teachers should have cultural awareness.

In middle school English teaching, many middle school English teachers ignore the influence of culture on language, which leads to some unreal language situations and false languages.

The cultivation of intercultural communication awareness is an important part of English teaching. Vocabulary is the main concentration of cultural information. The accurate understanding of English vocabulary and the understanding, creation and mastery of language environment require a deeper understanding of culture. The acquisition of foreign cultural knowledge is mainly through the research and study of its cultural history, through the study of its language and literary works, and through the understanding of its cultural habits and lifestyles. Reading the original English classics is a shortcut to achieve these three points.

Teaching reflection Third, junior high school English teachers should have a sense of development.

For a long time, people think that middle school English teachers don't have high language knowledge potential, and that middle school English is very simple, and they don't need too good language skills, as long as they have good teaching skills. In fact, the times are progressing and society is developing. Similarly, English, as one of the most widely used communication terms, is also changing with the rapid development of high technology. If our English teacher stands still and doesn't make progress, not only will his knowledge of language soon become outdated, misleading children, but he will also be eliminated by the times.

Changing English in a Changing World. The change of modern English means the change of spoken language, which can be reflected in the following aspects:

1. With the acceleration of people's life rhythm and the composition of the Internet, communication between people becomes easier and easier. Speaking simply and quickly is a major feature of modern life. The change of modern English in this respect is "multi-use".

2. With the rapid development of modern science and technology, modern English vocabulary has increased dramatically. We find that a considerable part of modern English vocabulary is old words with new meanings, such as "input" (data input to a computer), "store" (computer memory) and "drive" (computer driver).

The distance between British English and American English is getting smaller and smaller. Perhaps this is the reason why the United States has more and more influence on world politics and economy. The influence of American English is increasing, and the influence of personality on teenagers is also increasing. They are popular in using American English and making American sounds.

4. Oral language constantly invades written language. Anyone who has studied English knows that English can be divided into formal language, informal language, written language, spoken language, dialect and slang. However, the phenomenon of mutual penetration between them is becoming more and more common today.

Our English teacher didn't keep up with the times, didn't insist on learning and understanding new things, and didn't understand the present situation and trend of modern English development. Then, once the students we teach leave school and go to the society, they will find how bookish their English is. On the other hand, teachers' ego may even make understandable mistakes in some common words that primary school students talk about.

Teaching reflection iv. The potential of junior high school English application needs corresponding vocabulary.

"Without learning language rules and mastering a considerable number of vocabulary, the potential of English application is castles in the air". At present, in junior high school English teaching, students are not required to master vocabulary, but only to say words according to hints or pictures. Its essence is nothing more than asking students to learn by rote and parrot. Because students have no corresponding pronunciation rules training and are not familiar with the spelling rules of words, the sound, form and meaning of words can not be effectively combined, which leads to the difficulty in memorizing words and becomes the bottleneck for middle school students to learn English.

Teaching reflection. Cultivate students' lasting interest through continuous language knowledge rather than "playing"

Junior high school English teaching should attach importance to cultivating interest, but singing games alone can't cultivate students' lasting interest. As soon as the novelty passes, the child gets bored. Therefore, singing games should be used as a means for junior high school students to learn English language knowledge and skills, not to cultivate interest. We can use various means to help students remember more words and learn more language rules during the period of strong memory, create as many opportunities for imitation as possible, and improve their pronunciation and intonation. In English learning, the five potentials of listening, speaking, reading, writing and translation can complement each other. Really do listening and speaking first, reading and writing to keep up. Without reading or writing, it is difficult to receive high efficiency just by listening and speaking. Imitation alone can not cultivate learning potential, and it is difficult to reduce the learning burden. Therefore, junior high school students should still study the language seriously.

Whether English teachers should focus on teaching materials, syllabus and examination forms, or should shift their teaching focus to cultivating and controlling students' personality, interests and emotions, is a major principle issue in the transformation of modern educational thought. Facts have proved that those who think of themselves as "democratic, open, calm, friendly, considerate, helpful, intelligent, full of logic and joy" 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 the lower grades of middle schools, English teachers should cultivate a sense of closeness to students. In classroom teaching, English teachers should respect students very much, pay attention to motivating students and pay attention to their learning process. In the current "burden reduction" work, English teachers should pay special attention to observing students' psychological feelings in class, be close to students, and let students love English teachers and English classes, thus improving the efficiency of English classroom teaching.

Reflections on English Teachers' Personal Teaching II

The new curriculum reform is a profound reform, which emphasizes that the curriculum should promote the healthy development of each student's body and mind. The teaching goal has changed from the original emphasis on imparting knowledge to making students form an enterprising and active learning attitude, and the focus of teaching has changed from emphasizing imparting to emphasizing development, from emphasizing teachers' "teaching" to emphasizing students' "learning". The way students learn English and English teaching methods should also change with students of different grades.

In the seventh grade English teaching, I found that students have some problems:

First, when learning English, students are curious about English courses and like to learn and imitate. However, I found that after two years of primary school, my curiosity gradually weakened. With the increase of learning difficulty, students have negative emotions, have no interest in learning, and even are tired of learning.

Second, the vocabulary of Oxford textbooks has increased and the difficulty of materials has increased. Students are afraid of hardship and cannot be consolidated in time. The supporting exercises of the text cannot be completed independently.

Third, the misunderstanding of teachers' teaching attitude towards some straight A students. Teachers are too strict with students' English learning to pay attention to their differences and find out how fast they understand the language, which eventually leads to some students not having enough to eat and some students not having enough to eat. Those students who don't have enough to eat will have the following emotions: when they are in class or talking about exercises, they will be sloppy and inattentive.

Fourth, after the teacher talked about some knowledge points, some even practiced it many times, repeatedly stressing that the students still didn't master it. Some teachers blame their students, so they strengthen repeated training. So in the teacher's blame, in the boring connection, the students' interest in learning disappeared.

In view of this situation, I mainly start from the following aspects:

First, observe and analyze, and understand the foundation.

In primary school, English only pays attention to listening, speaking and reading, and writing exercises are relatively few, and English exams are just a formality. However, due to the problems of teachers, the quality of English teaching in rural primary schools has also been limited. Most students' English knowledge is limited to reading 26 letters, but they can't read and write 26 letters accurately. When I am in a good mood, I can read some English words with Chilean and some daily expressions.

Therefore, students should be given appropriate diagnostic English tests, including letter tests and vocabulary tests, when taking over the new teaching class of senior one. After the exam, understand the students' existing foundation, prepare lessons carefully and attend classes. Teaching students with uneven foundations in different levels to prevent students with necessary foundations from getting bored with re-frying old dishes; At the same time, for students who have no foundation, we should carefully teach and lay a solid foundation.

Second, active learning, phonetic symbols first

The learning process of English subjects mainly includes preview review. The difference between Oxford textbooks and previous textbooks is that a large number of exercises completed by students independently are added, and vocabulary and knowledge points are infiltrated into them, which requires students to prepare well, learn knowledge independently in questioning and experience the "sense of accomplishment" in English class. But the particularity of English subjects determines the necessity of preview, so the teaching of phonetic symbols is very important.

The author thinks that after learning letters and some basic vocabulary, we should break the arrangement order of teaching materials and teach phonetic symbols systematically. We can adopt the teaching method of "decentralized induction", use letters and necessary vocabulary to induce phonetic symbols in time, and teach pronunciation rules, such as pronunciation of letter combinations, consonant conjugation, polysyllabic division and so on. The combination of pronunciation rules and phonetic symbols can give students a crutch to remember words. We can also make up some rhymes, tongue twisters and short passages related to phonemes in phonetic teaching, so that students can consolidate the boring phonetic pronunciation rules in interesting activities and lay a good foundation for successfully memorizing words in the future.

Of course, the teaching of phonetic symbols can't be done in isolation. We should combine words to identify pronunciation, which will get 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 in learning English.

Third, the class is interesting and entertaining.

Interest is the best teacher. Only by constantly stimulating students' interest and mobilizing their enterprising spirit can we persistently learn 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 word teaching, we can use teaching methods such as objects, color pictures, cards and stick figures to enhance the accessibility of teaching and stimulate students' interest, or conduct a vocabulary and dictation relay race before class; The commonly used methods in sentence pattern teaching are performance method, competition method and game method. Grade seven students have a strong desire to express themselves. They can use the first five minutes of each class to consolidate the sentences they have learned, such as shopping and seeing a doctor. Act out the dialogue at the same table, tell everything you know, correct every mistake you can't make, and relieve students' psychological pressure. When consolidating words and phrases, I often use the "competition method" to spell words or translate phrases in groups and select the "best team" to cultivate their cooperative spirit and stimulate their enthusiasm for learning.

For example, when I teach Unit 6 Fashion, let the students put on their favorite clothes, use the sentence pattern of Showme______, let the students show what they have said in kind, briefly introduce them in English, and take the catwalk. Students are full of interest and have mastered a series of vocabulary related to clothing, which greatly improves the learning effect.

In addition, teachers should pay attention to teaching students to "fish", so that students can master regular knowledge, solve problems flexibly and improve their application ability and thinking ability. In English teaching, the tense of verbs is a big difficulty. In teaching, I not only let students remember the composition of tense and which adverbials of time are used together, but more importantly, I teach them methods: finding time, looking at the subject and looking up rules. Just like she always goes to school. Answer: goBgoesCwentDisgoing. There is always an adverb in this question. Students decide to use the simple present tense, the subject is she, and then see if the verb is a regular verb. Go is added with "es" in the third person singular, so they choose B. Another example is his mother _ _ _ _ (cook) Inthekitchennow. According to the current situation, it is determined that it is being carried out at the moment. My mother is unique and healthy. This kind of exercise enables students to fully grasp the connections and differences of different knowledge, and achieve the effect of drawing inferences from one another.

Fourth, extracurricular expansion, * * * has improved.

To learn English well, it is not enough to have several English classes a week. Teachers can use their spare time to carry out extracurricular teaching activities, encourage students to communicate boldly in English, organize according to different classes and levels, and strengthen extracurricular counseling and individual counseling. For example, make full use of the time in the morning reading class, test the students' knowledge, and train them in listening, speaking, reading and writing. Another example is to train "little assistants", divide the class into ten groups, and each group has a group leader, asking them to take the initiative to help students with poor foundation, not to laugh at their mistakes, and patiently teach them to read and speak, so as to drive the underachievers in the class. Timely rewards for improving grades create a good learning atmosphere in the class.

While doing a good job in classroom quality, the arrangement and correction of homework can not be ignored. The choice of homework is very important, so we should pay attention to the typicality of practice. I mainly focus on the basic questions and error-prone questions that often appear in the exam. A few questions a day, every little makes a mickle, consolidate in time, and be concise. When correcting homework, don't forget to give students an evaluation, appreciate the progress of older students in time, inspire and protect their confidence, and write a few words of encouragement or reminder to backward students.

Reflections on individualized teaching of English teachers 3

The students in our school have poor English foundation and poor habits of learning English, which greatly affects their habits of learning English. I proceed from students' reality and follow the teaching rules, so that students can acquire the basic knowledge and preliminary application potential of communicative English. Therefore, in teaching practice, I try my best to help students learn to learn, so as to stimulate and maintain learning motivation, cultivate students' self-study potential, cultivate good study habits, take optimizing classroom teaching as the main channel of education, create English usage scenarios for students as much as possible, and guide students to use languages attentively, in learning and in middle school. The following are some thoughts on teaching:

First, strengthen the use of communication in classroom teaching

(1) a few minutes of conversation. Arrange a few minutes for dialogue in each class: students on duty report, introduce themselves, family situation, talk about the weather and familiar singers, movie stars and athletes. Let students talk freely in English and allow them to imitate the texts and materials appropriately and freely. You can also repeat it briefly in the form of questions and answers according to the text information. The transition from a single discussion material to a comprehensive material connects several topics of different materials in series, which not only reviews old knowledge, but also cultivates students' thirst for knowledge. Also pay attention to personality, encourage poor students to practice boldly when it's their turn to speak, praise and affirm if there is a little progress, and enhance their self-confidence.

⑵ Pay attention to language sense teaching. Strengthen listening and speaking training, strive to see, listen and speak synchronously, and cultivate interest in language learning. The new words, sentence patterns and articles in each text are good materials for reading aloud. We should pay attention to creating situations so that students can understand that the stress of different sentences has different language senses and shows different language psychology. After training, students will pay attention to the correct use of pronunciation, intonation, stress, weak reading and rising tone in future reading, reading will be lively and interesting, students will be full of interest in class and their learning intention will be greatly improved.

(3) The use of dialogue, the protagonist's performance. According to the text materials, teach one situational sentence pattern at a time, and let the students perform on the podium with what they have learned that day. If I learn the lesson of genealogy, I tell my students to bring a "family portrait" and introduce them in English according to their family portrait. Potential students draw charts on the blackboard according to the actual situation. The whole classroom is an ocean of joy. In a warm atmosphere, students learn and use the words and sentence patterns they have learned, which improves the potential of language communication.

(4) Use visual teaching AIDS to further stimulate students' interest in learning. I make full use of multimedia, pictures, charts and objects, tape recorders and other modern teaching means and teaching AIDS to carry out teaching and exchange activities vividly. Teaching words with objects and pictures can help students better remember the meaning of words and review them repeatedly, which is both interesting and intuitive. For example, in the color class, I use multimedia to combine colorful flowers with colors. Beautiful flowers are in full bloom and colorful colors are presented to the students. The students were so surprised that they cheered so much that they remembered words of different colors. At the same time, combine colors with practical examples that are widely used in real life, such as colors that students like, colors that friends and parents like, and so on. What color do you like? What color do your parents and friends like? I like ... my favorite. He likes ... best. At the same time, let the students understand that color constitutes a colorful world. Interest in learning English is closely related to everything around us, which makes students have the enthusiasm to learn English. Encourage students to cherish this great moment and study hard for the better development of the motherland and themselves in the future.

Second, pay close attention to the foundation and ability.

On the one hand, focus on the knowledge, pay close attention to the foundation, on the other hand, face all students, pay attention to the capacity, grasp the rhythm, put people first, pay attention to understanding and analyzing the specific actual situation of each student at ordinary times, teach students in accordance with their aptitude, be targeted, and reasonably arrange 40 minutes of teaching materials and processes. In the classroom, let every student participate in the learning activities, and students can practice and understand the materials from different angles at the same level, and practice and apply them from different angles. That is to say, on the basis of mutual understanding, from different angles of listening, speaking, reading and writing. When the current situation teaching is both important and difficult, we use the guidance of multimedia from beginning to end, set different scenarios and teach in the scenarios. Students learn knowledge unconsciously, highlight the time and the state of different predicate verbs, let students practice understanding and application, set doubts and solve doubts, and let students think hard. Visual teaching means and colorful multimedia teaching means make teaching move towards expectation.

Third, review the past to learn new things and overcome forgetfulness.

Pay attention to the repetition of old knowledge in class, so that students can practice repeatedly and complete their learning goals easily and smoothly. The specific method is: study D, review D and then review. Review should be systematic, targeted and comprehensive. Practice new sentence patterns or learn new words with previously learned words. International phonetic symbols are the basic knowledge of junior high school students' teaching, and students find it difficult to spell. In order to solve this problem, I will put a few minutes of English phonetic cartoons before each class, which are both funny and repetitive, and the effect is very good.

Fourth, consolidate the classroom and pay attention to feedback.

When teaching, we should think about how to give full play to students' main role, and take students' participation and the gains and losses of teaching evaluation as the yardstick for the success of classroom teaching. Therefore, after a period of learning activities, students should be induced to analyze themselves, and then teachers should give priority to encouraging and praising students, help them enthusiastically, handle feedback information in time, and consolidate it in class. If time permits, they can also guide students to some error-prone places, such as the change of person, the change of predicate verb form and some habits.

Fifth, pay attention to cultivating the potential of self-study.

"It is better to teach people to fish than to teach people to fish" means to let students "learn" and let students "learn". Therefore, I attach importance to the guidance of students' extracurricular study and help them develop good study habits and self-study potential.

(1) In the morning reading class, two students lead their classmates to listen to the recording of the text every day, strengthen listening training, and let the students imitate the authentic British and American pronunciation and intonation.

(2) Guide students to make long-term plans and short-term arrangements for English learning, and insist on previewing before class every day.

(3) Do a good job in extracurricular reading, and give some extracurricular reading materials to some students with self-study potential, so as to expand their indicating horizons. Keep a diary twice a week, give them a face-to-face recognition and persevere.

(4) Emphasize the independent completion of homework and cultivate students' will to overcome difficulties. Help students realize that doing homework is actually a process of using old and new knowledge, and they must form the habit of consciously and independently completing homework.

5. Cultivate students to listen carefully and use English thinking and understanding initially.

(6) Cultivate observation and memory from the aspects of sound, form and meaning, and lay a good foundation for pronunciation.

Once, remember words and grammar knowledge by associative comparison and inductive deduction.

Reflections on English Teachers' Personalized Teaching (IV)

Usually in class, the teacher deliberately reads some words first, or reads the text, so that students can read these words after the teacher without reading, and then let the students spell them, and discuss how to spell them with the students to see which letters these words are made of. Abnormality is a regular thing that needs repeated training. For some irregular word formation, we can compare them to promote memory. Teachers can also write words or sentences first, and let students try to read them according to their existing spelling knowledge.

Spelling training is a long process. As mentioned above, teachers should first understand students' spelling skills, start from the most basic, and master regular word pronunciation and irregular word pronunciation step by step, so as to achieve the purpose of memorizing vocabulary and cultivating reading and writing ability. This requires teachers to pay attention to the vocabulary appearing in textbooks of each grade and semester. According to the difficulty of spelling, pronunciation and letter combination, words are classified into:

1. According to the difficulty of spelling, words can be divided into one, two and three categories.

The first category is the easiest words to spell: a and ask at back bag bed big black box bus but by cake can car cat class dad desk, so teachers can let students listen first and then try to spell. This article was revised and arranged by studying abroad together.

The second category is a regular word composed of letters: which way do car stars go? It's slow to know who plays homosexuality. These words need to be classified and summarized by the teacher to tell the students the general pronunciation rules and exceptional pronunciation scenarios. For example, the combination of ow letters reads ou sound, while cow reads au sound.

The third vocabulary is some irregular words: half an uncle. In these words, the pronunciation of a single letter must attract students' attention.

2. Classification according to pronunciation (for example, classifying words with ei): A Age Australia Away Baby Cake Day Eight Eight Eraser Game Level Great Hey Lated Make Name OK Plane Play With Say Stay T Table Take They Today Way Weekly, students can recognize the relationship between letters and pronunciation, and they will realize for themselves that A, ai and ay are usually pronounced as ei in words.

3. Classify according to the letter combination (for example, classify the letter combination al): After this classification, all the ballfootball semi-small walls make students realize that the same letter combination has different pronunciations; And realize what sounds to read in general and what sounds to read sometimes.

In vocabulary teaching, we should avoid over-emphasizing memorizing the meaning of words and its corresponding Chinese meaning in the event of abnormality. This is because mastering a word is more than just mastering its meaning. Word meaning is only one aspect. Besides meaning, we should also master the pronunciation, spelling, part of speech and collocation of words.

When we study Chinese, we also have this experience: when learning a word or a word, it is impossible to master all aspects of the word or word at the same time, and often we understand it, but we don't know how to write it; Or can write, but can't read; Or you can read and write, but you don't know the meaning. Listen and watch more, and you will be able to master it completely after using it. In short, when we learn a language, whether it is a mother tongue or a foreign language, vocabulary learning is gradual, and it is impossible to master all the pronunciation, spelling, part of speech, meaning and syntactic functions at once. Therefore, when learning English words, we should not overemphasize the memory of the meaning, but the memory of the corresponding Chinese meaning, so as to avoid the psychological stereotype that students can master the words as long as they understand the meaning. Once students encounter some words in listening or reading without knowing the meaning of Chinese, they will be at a loss and have excessive anxiety psychologically, which will affect the normal process of students mastering vocabulary like learning their mother tongue. In junior high school, especially in the lower grades, it is possible and important to help students avoid memorizing the meaning of English words with the meaning of Chinese words. Most of the main words in the first grade of junior high school are close to life. At the bottom is the vocabulary statistics that appear in the textbook of Grade One: total vocabulary nouns verbs adjectives adverbs Other vocabulary 388 18 1 70 48 24 65. At this time, we will take nouns and verbs with the largest vocabulary as examples to illustrate. Among nouns, most words (about 94%) are words that express specific time, place, people and things (only the bottom words express abstract meanings).

: age breakfast is close to skin color difference; duty to exercise family virtues; family lunch secret); Among these verbs, only the following words are abstract action words: can could find an excuse to help love, please learn, thank you for wanting to worry; Other words, such as ask jump watch go, are words expressing specific behaviors (about 79%). Therefore, we can complete vocabulary teaching through physics and situational teaching methods without memorizing the corresponding Chinese meanings too much. There are many ways to teach English vocabulary, but we believe that in junior high school, the abnormality is in the lower grades, so we should adhere to the principle of listening first and then speaking; Strengthen the teaching of phonetic rules and cultivate students' spelling ability; Explaining the meaning of English words through the teaching of objects and scenes can help students get rid of excessive dependence on Chinese meaning when remembering the meaning of English words, so that they can connect English words with the things and scenes they refer to and deepen their memory. In this way, students can absorb vocabulary from the pronunciation, spelling and meaning of English words, so as to master vocabulary.

Reflections on individualized teaching of English teachers

In the process of English teaching, teachers sometimes use games to cultivate students' interest in learning English, because games are deeply loved by students. Singing, dancing, speaking and acting in the classroom are all very fancy and lively, so that students can understand the teacher's preset value orientation in joy. But after a long time, it is not difficult to find that many students' original enthusiasm for learning has dropped sharply, and their original interests are gradually disappearing. They will be listless because of the repetition of some games. In classroom teaching, we often encounter such a situation: before class, the teacher spared no effort to carefully design the game organization to attract students' interest; The students are walking around in the classroom, screaming and running, which is very lively. This kind of teaching order directly affects the teaching process of teachers, and the teaching links become a mere formality. Often after a class, students are ignorant and lack of knowledge; In the long run, students look at you in confusion with textbooks and don't understand what information they want to learn and master in books. It is not difficult to find the reasons, such as unreasonable arrangement of classroom links, failure to consolidate the knowledge learned in time and failure to spiral up the knowledge, which directly leads to abnormal teaching and students' poor academic performance. In order to cope with such frequent teaching crises, we have to reflect.

Personally, I think that in the process of stimulating students' interest in the subject, we can't just stay on the surface of "living", "enjoying" and "playing" in class. We should pay more attention to the subject itself, constantly cultivate interest from the successful experience after learning, and tap the internal driving force of students' learning. In teaching, we should do the following:

First of all, for everyone, hierarchical teaching.

In the process of game teaching, it is inevitable to encounter how to treat excellent but poor students. The game we design should be centered on all students, with moderate difficulty and let everyone participate. According to students' personal qualities, personality characteristics, memory response speed, etc. , can teach students in accordance with their aptitude, hierarchical requirements, and promote students' continuous progress with the most effective incentive mechanism.

Second, well-organized, rigorous and orderly.

Do a good job in organizing the competition, so as to be orderly, lively and not chaotic. Pupils love sex games and are competitive. Some students get carried away easily, even in class, sometimes they can't help shouting. So, first of all, there are rules to be clear before the game starts. Discipline requirements, grading standards, nip in the bud. Even if there is some confusion in the game, you should understand the students' psychology, don't criticize blindly, and make it clear with your heart. In group activities, everyone should obey the rules.

Third, timely and moderate.

I don't think it's possible to cover everything. There are too many games, ignoring the teaching and training of the main textbook, usurping the role of the host and turning English class into a game entertainment class, which is counterproductive. Classroom games should serve classroom teaching. When they become a decoration or play for games, classroom games lose their charm.