英语课堂总结英文

1 / 31 英语课堂总结英文 特色英语课堂教学展示活动反思 为了提高小学英语课堂教学质量， 12 月 9 日我来到鲁北实验小学参加特色英语课堂教学展示活动， 9 日上午，鲁北实验小学两名英语教师展示手工课，学生们动手能力很强，学习英语兴趣浓厚，学生边动手边说英语，学生们的作品非常优秀，老 师们无不表扬，下午，各协作校老师代表对英语学习进行交流，交流中，我又学到了很多，发现自己在课堂教学中很容易出现问题，首先，小学生对学习经常只有 “ 三分钟热度 ” ，学习欲望纯粹从兴趣出发，并且随着知识的深化，目标的提高，学生的学习兴趣有下降的趋势。笔者曾作过调查，发现百分之百的小学生在三年级开始接触英语时对英语十分感兴趣，但学习三年之后，很喜欢英语的学生只有百分之六十左右。这个问题是很严重的。其次，小学生的有意注意时间持续不长，学习中经常出现的如上课不专心、回答不正确、理解不透彻等现象。还有些小朋友上课胆子小，怕 犯错，不敢张口说英语，这些都在不同程度上制约了小学生学英语的进度和深度。 2 / 31 对此，我采取以下措施 注重情感教学，激发学习欲望 1.重视师生间的情感交流，使学生对教师有亲近感 2.建立朋友般的师生情 1)从自身做起，以较高的业务素质和较强的基本功来赢得学生的尊敬和认可，带动学生共同营造愉快的课堂氛围，充分调动学生的积极性和主动性。 2)发挥爱 的力量去激励学生。教师应该用爱去抚慰学生的心灵，用爱激发学生学习的信心和求知的欲望。 注重情境教学，营造学习氛围 1.运用各种教具，激发学习欲望 2.运用简笔画，激起学习兴趣 3.运用多媒体，激活学生思维 3 / 31 注重口语教学，培养交际能力 1.运用身体语言，激发学生表达欲望 1)教师运用体态语言营造轻松、充满洋味的课堂氛围。 2)运用 TPR 教学法 (Total Physical Response)，刺激学生学习热情。 2.充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染机会。 3.开展各 种活动，鼓励学生交际 1)游戏教学：如，字母游戏包括默写字母接力赛，猜字母头饰找朋友、找邻居等；数字游戏包括快速口算抢答、玩扑克、打电话等；还有各种猜人、猜物、猜颜色等游戏。总之，把游戏融入课堂，对教学会起到事半功倍的效果。例如在教学食物名称时，可以把各种食物放入一个布袋内，让学生摸一摸，猜一猜，说一说。 2)比赛教学 4 / 31 竞赛能激起学生的进取心，进而提高学生的学习积极性。小学生大都不甘落后，教师可以充分利用这种好胜心理，进行各种形式的比赛活动，培养学生的参与精神。如：英文歌曲比赛，小组开火车比赛，角色朗读比赛，表演比赛，英语书法比赛等。通过人人赛记忆，个个比能力，组组赛互动，小组、个人活动相结合，可以大大提高学生的学习热情。 总之，小学阶段是学生学习英语的启蒙阶段。要使学生乐学，为进一步学好英语打下良好的基础，一个好的开头至关重要。要做到这一点，教师必须要了解小学生身心的发展特点，并采取有针对性的措施，才能取得预期的目的。 英语特色课堂总结 “ 轻松、快乐、和谐、高效 ” 的特色课堂，经过一个学期的运用，逐渐形成了我校特色的英语课堂，主要体现在如下几个方面： 1、课前英语歌曲的学唱逐步形成习惯。 通过英语歌曲的学唱，同学们开阔了视野，练习了语音，拓展了词汇，最重要的是提高了学习英语的积极性。 2、把设计有效的课堂教学5 / 31 环节，提高课堂效率 作为课堂教学的追求。 教研组老师在自己的课堂上，精心设计教学环节，通过小游戏、做调查、做报告、竞赛、 Chant 等有效的师生间，生生间的活动和互动，让学生在轻松快乐的活动中进行学习，形成和谐高效的课堂。 3、大容量快节奏的课堂，是提高课堂效率的关键。 老师们精心设计练习题，让学生和谐高效的学习，学生的课堂展示率在 80%以上。 4、 年轻教师积极研讨，把它运用到课堂上，成长的很快。荣东霞等几位老师在教研组公开课上都能做到积极思考，精心备课、上课，课堂效率也在不断提高。 经过一个多学期的运用和研讨，初步形成了我校特色的英语课堂。在教研组特色课堂展示课上，单红霞和鹿海鸥分别出示了一节研讨课，在课堂上充分展示了 “ 轻松、快乐、和谐、高效 ” 的特色。 当然也还存在一些问题，需要进一步的完善和改进： 6 / 31 1、 英语氛围的创设还需要我们老师继续努力，有 的老师还不能做到用英语组织课堂，还是怕学生听不懂。也有的老师一开始还能做到英语授课，慢慢的就成了汉语。特别是年轻教师一定要有这样的意识。 2、 虽然老师们都在设法提高课堂效率，但是有的老师课堂不够高效，让人听完以后很不放心，学生掌握的到底怎样，一节课下来到最后还是该记住的没记住，该会写的不会写，然后利用课后进行听写，背诵。这样老师很累，学生更累，慢慢的兴趣就降低。老师好像在完成备课任务，而不是教 会学生什么。 语课堂改进总结 XX-01-19 19:59 教了十几年的英语，但是在每一次的课堂教学中，我仍不断的在学习与积累着，努力的想使自己的教学走上更完善的道路。努力的在寻找着一条比较系统的，有序的教学方法。这条教学之路能够适应学生，促使他们喜爱英语，不让一人掉队；也能够适应教师，使之踏踏实实，有条不紊的付出并有一定的收获。 在聆听他人的课堂教学与感悟自己的教学过程中，我发现在英语课堂上，非常关键的就是要让学生多说。不管能力强的、7 / 31 中等的、弱的，只要在课堂上多说，甚至抢着说，这样的学生进步是最大的。分析一下： 1.能说证明他在听 .2.能说证明他在记 3能说证明他听懂了 4.能说证明他在积极的学习。试想，一个人能积极的投入于一项任务中，那么，这项任务离完成还会远吗？ 所以，在设计 课堂教学中，我很重视教学的课前准备，课堂中的言语的激励，提问的设计和课堂组织形式的变化，不止要让一群学生能说，应该是让全班学生都有说的欲望与机会。 一、课堂中的言语的激励 我在课堂上从不吝啬自己的微笑和鼓励。有时候还会对他们翘起大拇指，来一句 “great” 。听得学生心花怒放。他们就再 也不会怕开口了。对于有些胆小的学生我会微笑着说“dont be nervous 二、提问的设计 最容易让人想到的是提问分层次，有易有难，让强的学生更强，又顾全大局。而这样说 ，实在太笼统。去思考一节课在8 / 31 一些环节中如何将提问进行分层次才是真正思考的关键。比如：在训练听力时，我对听辩单词这样简单的题目我就叫成绩差的学生回答，而对于比较长的句子我就点中等偏上的学生重复。这样每个学生都会觉得学有所得，也提高了他们的学习兴趣。在教学中，设计对话的环节，我将最主要要学习的句型制作在课件中，学生可以按照自己能力的强弱来根据句型操练对话。短的，只需操练课件中的对话；长的，可以创设一个场景，模拟操练对话。 三、课堂组织形式的变化 在每次的课堂教学中，我总会设计有一、两个学生操练的环节，比如：全班的 talk about，学生间的 dialogue，及操练句型等。因为我觉得课上学生间的交流是很重要的，既可以培养他们大胆说的习惯，也可以培养他们倾听的习惯，一举两得。但在实施中，我发现，能力强的学生喜欢跟能力强的学生操练。这样，能力弱的学生说的兴致也没了，而且更不愿说了。而把强的学生 和弱的配在一起，强的又不愿意。于是，我动了好一会儿脑筋，试着让弱的学生加入，先听别人说，再试这和一方一起说。用此方法来调动这些学生的学习积极性。 总之，英语教学也是一个不断创新的过程，在过去的的教学生涯中我取得了一些成绩也积累了一些经验。9 / 31 但是仍然有很多值得思考需要改进的地方。比如：怎样才能将每一节课的环节设计的更合理，更有条理一些等。当然，在下学期中，我会在实践中解决我在教育教学中所遇到的这些问题，以努力的提高自己的教育教学水平。 课 堂小结例析 一、归纳总结 这是极为普遍的方法。实际中做的不够的地方在于：总结临到下课时才做，且常由教师先讲。较好的归纳总结最好安排为巩固练习的内容，采用谈话、问答、画表等方式，帮助学生通过自己的练习活动进行归纳总结。这样不仅能活跃课堂气氛， 激发学生的学习兴趣，而且对学生理解知识、巩固知识有立竿见影之奇效。 二、画龙点睛 这种方法多为提示课文的主要内容。比如，学习高一教材“ 林肯 ” 一课之后，提出两个问题就可对全课内容画龙点睛： 1) What did Abraham Lincoln work for in all his life? 10 / 31 2) Why was Abraham Lincoln killed after the war ended? 三、设疑过渡 这一节课即将终结，学生以为 “ 盖棺定论 ” 之时，教师若能巧妙设疑，提出一些富有启发性的新问题，以引起悬念，预示新课，从而激发学生的好奇心和求知欲，让学生去思考去探索，必定会将学生的思维推向新的高潮，收到 “ 课虽尽而思不断 ” 之功效。如，在学完高二教材 Lesson58 “Noises in the Night” 时我们可以问学生： There were many strange noises in her uncle s room. Why? Will the lady s life really be in danger? What danger do you think she will be in? 这样，课后学生自然会急于预习下一课的学习内容。 四、讨论结尾 11 / 31 这是一种通过学生对教学内容的意义、作用、影响等方面加以讨论和对学生课堂行为的评价来进行课堂小结的方法。当教师讲完新课内容后，提出一个或几个能激发学生兴趣、深入研究教材的问题让学生讨论，这样小结有利于发展学生思维，增强求知欲。 五、首尾呼应 教师导入新课时，提出问题设下悬念，以引出下文。在授课结尾，顺理成章的照应开头，点破迷津，解决悬念。这样一来，首尾呼应，水到渠成，这个教学过程和谐自然，完美无缺。导入 : is first aid? 2. How can we learn enough in the country to know about first aid? 导出总结 : First aid is the science of giving medical care to a person before a doctor can be found. We must learn enough to do first aid. 12 / 31 Certainly! If everyone in the country knew first aid, many lives would be saved. More first aid will save more lives. 六、导入趣味法 在一节课结尾时，把学习的内容编成口诀，让学生背诵。口诀通俗精炼，生动形象，富有韵味既方便学生记忆，又能活跃课堂气氛，激发学生的学习兴趣。如学习了多个形容词修饰一个中心词的排列顺序时，就用两句话来帮助学生记忆，“ 素描大行星，识别要当心 .” 具体意思是：限定词数描绘性形容词大小长短等的形容词表示形状的形容词新旧颜色国籍材料被修饰名词。例： the first beautiful little white Chinese stone bridge. 七、呼唤感召 成功的小结应该使课堂内容升华，帮助学生完成从表象向本质的思维转换，使他们在学到知识的同时思想上受到教育启迪，性情上受到美的熏陶。因此，在课堂结束之际，可以捕捉教育时机，将教材内容于学生实际相 结合，或是提出目标，或是给予榜样，感召呼唤，在晓之以理的基础上，动之以情，13 / 31 导之以行。 Spoken English Learning After so many spoken English course of study,I learned a lot of knowledge from the teacher .I summarized into the following points . First and foremost,i know if you want to improve your spoken English quickly,You must overcome your fear of speaking English, opening your mouth and chatting with others .At first, you may stutter and embarrassed but this is very normal .Only thing you need to do is keep to do it and you are not far away from fluent oral you stepped out of the most difficult step . Secondly,you must often expose yourself to the English environment .Though you can not understand what they say,dont worry about just make your life ofen filled English,so it can increase language sense unconsciously. 14 / 31 Thirdly,you must keep every once in a while to write an article,may be three days or a period of time, you can check and modify the article you wrote several times of modification, not only your article will be more perfect, and your writing skill will be improved. Fourth, if you want to other and could keeping talk,you can think six aspects are what,who,how,where,why, is a good way to seek the thing you want to you become more and more like to speak English . The last but not say my English is very you always say that,then your heart will think you English is very poor .so you will have no confidence to learn English. Taking all the factors into consideration,we could know if you want to speak English 15 / 31 fluently,you have to insist on on listening, speaking, reading and writing .Only in this way can we achieve our goals . English teaching summary Under the new curriculum standard in primary school English teaching, teachers should cultivate and maintain student thick interest in learning, seize the opportunity, render English classroom atmosphere, arouse students interest and curiosity,study the textbook fully,and prepare for the class carefully, Of cours increasing interest in each aspect of teaching is also very important. Teachers should also pay attention to the “people oriented” to let students play the main can establish new relationship and pay attention to the importance of affective communication between teachers and students,so that students can cultivate much interest in we can also develop different kinds of after schoo activities with extensive we know ,interest is the best teacher,so a 16 / 31 successful English teacher should consciously train the student in the teaching of English lasting interest, encourage students to learn in a good state to make them be interested in English classroom teaching methods must be constantly updated, Teachers can organize students to a wide range of language practice activities with flexible teaching methods. Strengthen the cultivation of students interest in English learning, let students become interested as motivation to participate in practice, provide the dynamics of language practice activities. First 、 Seize the opportunity and render English classroom atmosphere to create a relaxed and happy learning environment and arouse students interest and curiosity. Characteristics of primary school age are: love speaking and moving, but be weak in self restriction or self control ability . Maybe we will neglecte these 17 / 31 characteristics while teaching, even just follow simple traditional teaching mode, use traditional teaching methods and mechanical explanation. We must not consider them as the container of knowledge to instill boring cold grammar and they won t be interested in, even don t have the learning enthusiasm and initiative. At present, the quality of English Teaching in primary school is poor, I am afraid that this is one of the main reasons. The learning needs interest. In a certain sense, learning English requires more interest. How to stimulate students interest in learning, and keep it, make it become their motivation to learn, is the starting point of interesting teaching consideration Second 、 The full study on materials, careful preparation, increase interest in each aspect of teaching. It s always from easy to difficult for teachers to deal with learning materials and content. At the same time we should consider a certain degree of stimulation on 18 / 31 the students learning interests to make the students thought is always in a positive state, so that their interest gradually upgrade. Secondly, we should increase the teaching links interest. The diversification of teaching methods but also helps to make the students interest can be maintained. Before presending language materials, the teacher must think of a way to create new and credible scenarios for students, which attract the attention of students, to show the scene by the transition to the textbook scenario. At the same time, rational use of material objects, pictures, charts, brief strokes, live recording, multimedia courseware and so on, so that the scenes to be rendered more intuitive and full of fun. For example, in the text teaching, the teachers may downloaded some reading and writing materials from the Internet, use self-made courseware for teaching, through the combination of sound, light, electricity, with vivid image, the real picture, beautiful language and music, to enrich the students imagination, stimulate the students interest and 19 / 31 thirst for knowledge, enhance students memory effect. Third、 Pay attention to the “people oriented” to let students play the main role. The past teaching often emphasizes the teachers leading, but only consider students as the object of education. And students mind is seen as the container that can be filled with education characteristics and students subjective initiative are ignored. Teachers should put the pupils as life with growth potential who contain the mechanism main body should realize the purpose of teaching is to develop the students potential, drive the development mechanism of its subject, to grow, mature. The people-oriented concept in the field of education more and more win support among the people. In the process of education,the way that takes the student as the center, gives full play to students initiative has become teachers enthusiastic teaching method. First language acquisition research and foreign language 20 / 31 learning studies have identified. The inportance of teaching isn t “What should we teach?” any longer, but “How should we do to create such conditions in class?”. New curriculum standard emphasizes that students do what, therefore, we should fully reflect the students initiative and creativity in the teaching process, to enhance the ability of students to use English. Fourth、 Establish new relationship and pay attention to the emotional communication between teachers and students, cultivate interest in study. The basic view of human nature is the premise of the relationship between teachers and students. If educators believe that human nature is lazy, shiftless, the need for strict teachings is to enlightening conscience, then the authority type relationship between teachers and students should be the most effective. The traditional the teachers dignity is the embodiment of authoritative relation between teachers and students. The modern education view is 21 / 31 that human nature is positive and upward with the potential for growth and progress. The purpose of education is to improve the development of the development of human potential. The promotion of human, and authoritative type relationship between teachers and students will no doubt kill creativity and endowment of children. In the teaching process, patience is very important. It is the embodiment of a teacher of good behavior. Teachers job is to solve the problem of students of different degrees of problems, which in addition to teaching, but also the soul. The work of educating people is hard, because they must deal with all kinds of problems. And countless students should be faced with a warm heart patient. Most of the students, especially the poor students , their English learning persistence and patience are poor, so while learning their mood is often in a state of suppression. They feel that learning is boring. Therefore, in the classroom besides to give them participate in activities and the 22 / 31 opportunity to speak, especially for their questions and doubts, even simple we teachers should also be patient to answer, and give support and praise, so to eliminate their heart fear and sense of loss is very favorable. In a word, in learning English, interest is for the first. The level of language ability of students is limited in a large extent by the degree of interest in learning English. It is difficult to imagine how lost interest but also the cultivation of communicative competence. So, as English teachers, on the one hand we should teach the language knowledge to the students and make them master the skills. On the other hand, we should also pay more attention to cultivate and maintain the students interest in 大学实用英语课程建设总结 一、项目建设目标 通过本项目的建设，建立符合当代高职教育发展 特点的教学23 / 31 内容体系；以调动学生积极性为核心，采用灵活多样的教学方法和现代化教学手段，把传授知识、技能训练、能力培养、自主学习能力的培养等要求贯穿在教与学的全过程中，提高学生的实际英语应用能力。本课程的内容体系结构是：以培养学生英语实用能力为主线，构建 “125” 教学内容体系。即 “ 一条主线 ” 、 “ 两大实用体系 ” 、 “ 五大基本技能 ” 。即课程以技能训练为主线，使学生掌握两大实用体系，即英语的基础实用知识体系，包括高职高专教育英语教学基本要求中的基本词汇量、短语、语法的要求，阅读、写作、翻译技巧的掌握等，尤其是在学生 目标岗位群可能会经常使用的实用型英语基础知识和技巧；以及英语的岗位实用知识体系，包括各类专业目标岗位群业务工作中常用的专业词汇、短语、常用表达法等岗位实用知识；同时培养学生的听、说、读、写、译的五大基本技能。 二、建设途径： 1、根据调研分析结果，同时借鉴疆内同类学校同类课程建设的先 进经验，以我院高职高专人才培养总体方案为目标定位，结合高职高专英语应用能力考试 的要求制定了课程标准。 24 / 31 2、根据课程标准，结合近年教学资源，进行课程内容建设，在坚持高职高专教育英语课程教学基本要求为高职高专培养实用性人才和坚持 “ 以应用为目的，实用为主，够用为度 ” 的大方向前提下，达 到 “ 培养学生英语实用能力，掌握两大实用体系并培养五大基本技能 ” 为目的。 3、教学过程中改革了教学方法和教学手段，打破传统以教师为中心的教学方式，建立以 “ 学生为主体，教师为主导 ”的新的教学模式，使学生通过不断的实践，把知识转化为应用能力，适应创新人才培养的需求；在课堂教学中，采用 “ 任务型 ” 、 “ 交际教学法 ” 等多种灵活的教学方法，加强师生互动，激发学生学习自主性，发展学生的实践能力，特别是跨文化交际能 力。 4、课程考核与评价方面，从原来的以评价语法、阅读、理解为主转变到以评价学生的听说能力及英语综合应用能力上来，从原来单一测评教学结果逐步转向教学全过程整体监控和评价上来，把形成性评价和终结性评价相结合，从而更 加注重学习过程的过程性评价：加大平时成绩比例，由原来的 30%增加到 40%，笔试成绩由原来 70%减少到 60%。本课程25 / 31 的学生成绩评定方法：形成性评估 40%，终结性考试 60%，极大地激发了学生的学习积极性。 三、建设成果 通过调研、专家论证，并依据 XX 年教育部下发的 16 号文件高职高专教育英语课程教学基本要求和 XX 年教育部修订的高等职业教育英语课程教学要求，遵循 “ 实用为主、够用为度 ” 的原则，借鉴疆内高职院校的经验，结合我院学生的实际，确定了本课程目标和课程内容。本门课程共设置四个教学模块： 模块 1Talking Face to Face 模块 2 Being All Ears 模块 3Maintaining a Sharp Eye 模块 4Trying Your Hand 为实现本课程教学目标， 将先进的职业教学理念贯彻到本课程中，综合运用多种教学方法，实现做中学、教中学，针对26 / 31 本课程实践性强的特点，在理论教学与实践教学过程中，分别采用不同的教学方法进行教学。 主要采用以下方法实施教学 1.引导发现法：主要用于第一部分的 talking face to face, 通过大脑风暴、连环设问等方式引导学生总结所学语句，并组织对话。 2.视听法：通过课本配套光盘、录音等多媒体资料在课堂中练习学生听力，每单元的听力部分主要用这种方式组织教学。 3.讲授法：直观地对