Evaluation and Suggestions on Junior Middle School English Listening Records

In the morning, I came to * * Middle School to participate in English teaching and research activities in Grade Three. Members of the English teaching and research group in the town center and the third-grade English teachers in the town participated in this activity.

At first, this activity listened to a third-grade teaching and research class given by Mr. Zhu in middle school. Then, everyone had an active discussion on teaching and research. Finally, Director Zeng Yanming made some work arrangements for the third grade English review. The following are lecture notes and post-lecture notes.

teaching program

1. Read aloud and review the words before class.

2. Greetings-How's the weather today? The sun is shining.

Then review other words that represent the weather. Cloudy, rainy, sunny, windy, sunny, etc. Then, inspire the students to say other words that represent the weather: warm, cold, cool, hot and so on. The method of inspiration is carried out through questions and answers between teachers and students. The teacher asked: What will the weather be like if it rains? Then the student replied, it will get wet.

3. The weather is fine. Review the expressions of interjections.

How nice the weather is! When there is a problem with this sentence, the teacher promptly passed on how fine the weather is today! Enlighten and finally let the students say the following sentences smoothly: how nice! Then, ask further: how to praise a person? Introduce the following words: smart, clever, careful, hardworking and diligent, and then say: He is a diligent student. I will learn from him.

4. Read the text of Lesson 60 aloud, and then talk about the picture content by watching the slides; I feel that in this process, teachers organize Chinese teaching too much. First of all, what do we see in the picture? Sentences like this can be organized directly in English. It is a good form for teachers to present stories through slides and infiltrate language knowledge in the presentation of stories. It would be nice if we could ask some more purposeful and effective questions about the pictures. Then, the teacher continued to use pictures and topics to guide. Dogs are our best friends. We should take good care of it. Can these two sentences be linked? Let the students say: the dog is our best friend, and we should take good care of it.

5. Check the last composition and get down to business-special review for senior three and senior one-written expression.

In this link, let students be teachers, read and revise their compositions, talk about their own good and bad, and how to revise them.

6. Read model essays, listen to lectures and think.

Overall feeling: Mr. Zhu has shown solid basic teaching skills and rich teaching experience in classroom teaching, showing the teaching characteristics of teachers caring for students and convincing others by reasoning. Especially in the process of introducing knowledge, we attach great importance to inspiring students' thinking and strive to improve students' imagination and ability to use friendly language knowledge in this process.

Random thoughts and suggestions:

1. Written expression is a part of language output in the process of language learning. Not passive language input, but active output. It can be said that written expression is the most difficult ability project for junior three students.

2. Thinking: How to improve students' writing or written expression ability?

I think: first, we should give students enough correct language input; Second, set up writing classes. In the composition class, the teacher demonstrates in person and writes with the students. For example, in the process of looking at pictures, students can be better inspired how to look at pictures and how to say them. (This can better penetrate into the core of students' thinking. ) When you are fully trained in illustration, you should use words to express it. Third, pay attention to the key points. For example, accurate tense, proper choice of words, long and short sentences, conjunctions and so on. Fourth, students show excellent compositions and make error analysis on poor compositions. What criteria should I consider when revising my composition? What are the criteria for dominance and invisibility? At the same time, we can also focus on teaching activities in combination with the special exposition of written expression in the examination standards.

3. From the arrangement of teaching links, I personally feel that the small tasks in each link are clear, but the consistency between the goals of each small task and the big task needs to be strengthened.

4. Are there any teaching activities that can be considered about oral output? That is, give students 6-8 words or phrases before class and let them tell an English story with these words. Then, students can show it in the first three minutes of each class. To some extent, it will be helpful for students' language input.

Judging from the composition materials of this class, I think of a problem: helping each other when the road is rough. This is not a question of English knowledge. What needs to be considered is: when we see the bumpy road, do we need to draw out a sword to help, and how to help? He knows what happened. He threw the bottle at the man hard and fast. -We should help people in trouble. -But how? Perhaps, such a topic can be discussed in more depth in English (language output).