Reflection on English teaching对英语教学的反思

Practice has proved that traditional teaching, by explaining and practice of mechanical Way to Learn vocabulary is not. Out of Touch especially in the current primary and secondary English language, vocabulary, and teaching mission of the situation, we should pay attention to cultivating students' self-learning ability.

Teach word, requiring teachers to their own demonstration in place, enunciate clearly explain the key points of pronunciation. The cultivation of students' listening at the same time, keep your eyes on, positive habit of imitating.After the hearing to say. Determine most of the students hear you, imitate correct, and then show their cards, so as not to distract the attention of students. On body language in an intuitive word with a picture, helping students to understand.Successful completion of excessive ----- Step by step.

Word is one of the three elements of the language. Working of the human mind is the use of the word. Exchange of the human mind is achieved through a sentence composed of words.No words of any language is unthinkable. Therefore the word with the meaning of language, should be out in the context of a specific, so both for students to understand, was also impressive.

In teaching, we should advocate the " New old through " or " mutual migration ". In fact, this is also a good way to learn. Such as : pen----pencil-----pencil-box, day----today----monday----tuesday----yesterday, all---tall---ball----small, and so on.

Britain's famous language C. E eckersley said : " The best way to teach English is the way to arouse students' interest in learning English." We can't just let the students in the teaching of the word memorization, and should try to use a variety of forms specially in mind. Such as the use of children's songs, puzzles, primitive forms.

Learning is designed to use of the word vocabulary, and to correctly use of written expression. Creating a certain level of language in English teaching scenarios, so that students like in an authentic language environment, you can make your students' natural learning vocabulary to express their thoughts and feelings, so as to achieve effects to learn and use.Such as : the teaching of the seven grade book unit 3, we can allow students to take the whole family to come to the school, family allow students to introduce themselves to each other, so that students master in the use of the word and sentence.

Let the students for a specific action to implement specific language learning purposes, by completing specific communicative tasks to acquire and accumulate the appropriate learning experiences.Design of a task that is to provide students with a clear, authentic language information so that students in a natural, real or simulated experience of language in real situations, language applications.

第二篇：teaching reflection(教学反思)

Teaching reflection

Recently, I presented a few lectures to the students of ** College. What I have learnt from the practice of teaching is of great variety. At this moment, after a lecture of English teaching, I cannot help but to reflect on my experience. First of all, my beloved students range from the first year students to junior ones, from the specialty of statistics to English teaching. That is to say, it is necessary for me to employ different teaching methods in that the background information of them is of great difference. It is rather challenging for me to appeal to the interests of all the

students. But, from my point of view, I have already tried my best to mobilize them to be involved into the progress of learning. Just as what the Silent Way holds, tell me and I forget; teach me and I remember; involve me and I learn. As for the students of statistics, I mainly use the

traditional grammar-translation approach to teach the

college English, partly because they are the freshmen and it is not a wise choice to impel them to reason some

thought-provoking statements. Why is it not a wise choice? One day, one guy asked me for the answers of the exercises at the end of the unit. He reminded me that almost all of

them are still slaved by the exam-oriented education. The English class in their mind is that the teacher should go through the text and the exercises words by words,

sentences by sentences, translate the text, and show the answers to the followed questions. In order to make them feel at home, I would better explain the text in detail, but this is not what the higher education aims at. The national new English curriculum stipulate that there are five

objectives which are expected to achieved at the end of the lesson, and language knowledge and language skills are

merely two of them, the rest of which are affection, learning strategies, and cultural awareness. The rest three

components, however, is more vital than the first two, for the students I am teaching are college students, rather than middle school student, whose major job is to lay a solid foundation for the future development. Therefore, I used some open-questions, hoping to change their attitude towards the college English class, which no longer focuses on the language contents and skills alone, but on some

other more significant stuff, for instance, reasoning, arguing, debating, etc. I clearly remember the text named “why do we believe that the earth is round?”, written by George

Orwell, a well-known novelist and critic. In that article, the author advanced that we are living in a gullible, credulous, and superstitious age. The ideas we hold does not rest on reasoning or experiment, but on authority. People take it for granted that what have been proved to be true is true, they never question the truth. What a thought-provoking words. As for the English majors, I naively supposed that since they are English advanced learner it would be easy for them to accept the task-based language teaching model, in which I encouraged them to perform tasks, show the fruit of their discussions, and, most importantly, explain why they think in that way and argue with the rest of the classmates if they share different ideas. Unfortunately, it turned out that I was wrong. They don’t give it a shit! But, what are the reasons behind this distressing matter? Here comes the second problem.

Who is responsible for the status quo that the students have little interests in the college English class, the teachers, the students or the schools? As a teacher, whose major task is to cultivate the students, cannot escape from this

responsibility. Of course, the low motivation of the students and the contents of the teaching materials may also result in

this phenomenon, but this is not the key point of this

reflection. Something might well go wrong in the teachers. Since the beginning of education, how to stimulate the students’ interests and motive them to study has been a heated topic, especially in modern education, in which a revolution has taken place to cultivate the student’s communicative competences, reasoning awareness, and cooperative spirit. Although I have read a lot of literatures and books about how to get the students motivated, it is still a tough nut to crack. And here comes the 3rd problem, which is how to mobilize the students.

Socrates and Confucius are experts in utilizing heuristics to induce their students to reason. When the students do not know what to speak, how to start a task, it is always helpful to offer a hint, but just a hint. Do not dominate the talk!

A sound lesson plan plays a crucial role in presenting a successful lesson. It is pretty easy for the students to tell whether his teacher has prepared the lesson or not, to what extent and on what level. Therefore, how dare you long for an ideal lesson if you do not take it seriously? What’s more, the lesson plan gives the teacher a sound command of the

lesson so that the lesson can run smoothly from one stage to another, otherwise, chaos and the loss of control might arise in the class, which hurt students’ zeal and embarrass the teacher. As far as lesson plan is considered, we should bear in mind that the teacher ought to be careful not to be the slave of the lesson plan, for the real classroom is full of unexpected events, it is dynamic rather than static. It is safe to say that when the students hold various opinions they are more eager to communicate with each other. That is to say, in order to arouse their urge to engage in the task or activity, the teacher should lure the students to think in other ways, or even from the opposite position. It is during the fierce arguing and debating that the students digest the knowledge best. Because an implicit premise of arguing is that they have to firstly figure out the argument, which usually involves the main content of the lesson,

otherwise, they will be easy to be refuted, to which most of the students do not look forward while they are performing the task.

I hold the view that teaching is a matter of creative process, and the reward, both material and spiritual, eventually you get will justify your time and endeavor.