English writing in junior middle school English trial teaching writing class makes many students turn pale? Words? Color change is a headache for students. They often feel speechless and have no choice but to give up English writing. At the same time, due to the tight schedule of English textbooks and heavy teaching tasks, many teachers have no time to take care of the writing tasks arranged in the textbooks, let alone give students English writing lessons. English writing is also a difficult course for teachers, but Mr. Zhang has made an in-depth exploration of English writing teaching in junior high school, showing us how to teach English writing through multimedia, giving us a wonderful writing class and bringing us a good guiding role in writing teaching in the future. On the whole, this is a very successful class. From the teaching process of this course, we can see that the teacher's basic skills are very solid, and both the analysis of students' learning situation and the arrangement of teaching content are very detailed and specific, with outstanding difficulties. At the same time, Mr. Zhang is also good at praising and encouraging students in time, fully mobilizing their learning enthusiasm and greatly reducing their writing doubts. They don't talk about it anymore? Words? Color change. Teacher Zhang's teaching has taught us how to guide students' writing in an appropriate way, activate students' writing and make students like writing, thus effectively improving students' English writing level. Among them, the following points are particularly worth learning:
First, guide from easy to difficult, reduce the difficulty and stimulate students' interest in writing.
Teacher Zhang asked the students to say a few phrases through several questions designed at the back of a topic, and then guided the students to expand the phrases into sentences. Guide students step by step in this way, so that every student has something to say. This teaching method of speaking first and then writing, students have different views, greatly stimulated students' interest in writing, effectively reduced the difficulty, and then practiced step by step, and achieved good teaching results.
Second, understand the elements of writing, practice writing with interest, and master writing skills.
In class, Mr. Zhang gave correct guidance on how to write closely around the topics that students are interested in. In this session, Mr. Zhang taught students several steps of writing: writing topic sentences (points), expanding sentences (expansion), concluding sentences (summary), counting words and so on. Writing sentences with clear points and in-depth levels makes students feel that every link is not difficult, so that students have something to write and dare to write. Breaking down the difficult problem into several simple sentences, which every student can write and have something to write, is a teaching method worth learning. Spend a few minutes thinking and writing for students in class to fully exercise their listening, speaking, reading and writing abilities.
Third, encourage and comment appropriately to deepen students' memory.
After the students finish writing, let the students discuss the composition in groups first, and then the teacher will comment on it, so that the students can get rid of their own mistakes while discovering others' mistakes. This is another bright spot, this method often makes students remember deeply and hard to forget.
A Case Study of Junior Middle School English Teaching in Oxford I. Background Description
The second lesson of Unit 4 of Oxford Junior Middle School English 8A is the first lesson of reading. It plays a connecting role in the whole unit. In this lesson, first of all, let students read the article about giant pandas, guess the meaning of words according to the context and learn new words; Guide students to read the full text, find out the key words and key points in the text, and grasp the full text as a whole; Cultivate students' reading ability through extensive reading, skipping reading and intensive reading, and summarize the main idea of the article and the author's writing intention. The second is to understand the growth process and difficulties of giant pandas through articles, explore measures to protect giant pandas, and cultivate students' awareness of caring for and protecting animals.
Second, the teaching process
1. Introduction before class (In the beautiful music whispering in autumn, students relax and present pictures. By guessing words,
Brainstorming, students reviewed a large number of vocabulary related to animals, which stimulated students' interest in learning and quickly entered the learning state. )
Step 2 read ahead
Introduce new words with pictures, which are illustrated and intuitive. Students remember new words and situations to prepare for the next reading. )
3. When reading
Task 1: Read quickly and answer questions. Guide students to quickly search for relevant information and cultivate students' fast reading ability. )
Question design: What does Wang mean? What will happen to the giant panda if we do nothing?
Task 2: Students listen to the tape and read the article intensively. Design questions in groups and ask each other questions. Junior high school students form the habit of imitating tape reading, which is helpful to form a correct pronunciation and intonation and a sense of language. Ask questions to test students' understanding of the details of the article and cultivate students' cooperative learning ability. )
The size of vocabulary directly affects students' reading speed and comprehension ability. Understanding the meaning of words through context and inferring the meaning of some texts through the setting of context are important abilities in reading. English teaching in senior two should let reading have the wings of imagination, so that students can have a preliminary understanding of the amount of information that different genres of articles should have. )
Student: complete part B.
Task 3: Listen and summarize the main idea of the article and guess the writing intention. Guiding students to summarize the main idea of the article is an important task in reading, which is conducive to grasping the whole article. Learn about the early life of giant panda cubs through videos. Illustrated with pictures and texts. Students can learn more about the article while listening. Multimedia has further played the leading role of teachers and created English learning situations to make students in the best learning situation.
State. )
King of growth: OK 1? 14
Possible problems of Xi Wang in the future: 15 line? 22
Action to protect giant pandas: Line 23? 30
Task 4: Students read the article quickly and fill in the missing words. Design intention: to cultivate students' ability to read quickly and grasp the article as a whole. The purpose of reading is not only to appreciate, but more importantly, to obtain information and solve problems with information. Combining tasks with reading gives reading a new meaning. Language must have a complete form and a complete structure. This exercise is actually the abbreviation of the text, and feedback and consolidate what you have learned in time. After the class is completed, learn more about the students' mastery and pay attention to practical results. We must help them. Hunters should not help giant pandas, because their farmers should not help giant pandas. If people find giant pandas, they should not help them.
Task 5: Deal with difficult students reading articles and mark important phrases. Design intention: Students are not containers for passively accepting knowledge, but torches that need to be lit. Guide students to ask questions and experience the whole process of knowledge acquisition again. Reading teaching should not only stay on the surface, but also combine point and surface, form and content. On the surface, it not only guides students to use reading strategies to cultivate their autonomous learning ability, but also guides students to summarize, sort out and summarize useful information, so as to cultivate their autonomous learning ability, lifelong learning ability and sustainable development ability. )
4. After reading
(Task 6: Students read and discuss? Hope? The students had a heated discussion on the possible difficulties in the process of survival and the measures to protect giant pandas. Design intention: English teaching should be based on textbooks, which is higher than textbooks. Teachers should use teaching materials flexibly and infiltrate moral education knowledge in teaching, which is also the teaching method advocated by the new curriculum. Classroom should be the kindling that ignites students' wisdom. Adopting various activities and advocating experiential participation is one of the basic concepts of English curriculum standards. Students learn to cooperate and brainstorm through group discussion, and their thinking ability, cooperation and innovative spirit are improved. Teachers should help students express their ideas and cultivate and encourage their innovative spirit. ) The following is the result of students' discussion:
Problems that Xi Wang may encounter in the future: air/water pollution; Weather changes; Food shortage; Changes in the environment.
Ways to protect giant pandas: variety of trees; Stop deforestation; Reject products made by pandas? Fur; Call on more people to do something for giant pandas. Today we learned the story of Wang. The panda is in trouble. They are losing their homes. They need our love and care. We should try our best to protect
They ... People and wild animals should live in harmony.
The end of class is an important part of teaching, which embodies the integrity of teaching and is conducive to emotional communication between teachers and students. )
Third, after-class reflection
? Tell me, I forgot; Show me, I remember; Let me in. I understand. ? As Mr. Ye Shengtao said; ? The teacher's teaching is not the total prize, but the camera induction. ? The significance of task-based teaching method lies in taking task as the center, from? Study? Design tasks from a new perspective and create the best environment for students to learn languages. Teachers refine teaching objectives into tasks, and constantly emphasize tasks in the teaching process. In the process of completing the task, students acquire the ability to use the language and realize the transformation from knowledge to ability. Reading is a difficulty for students, and reading a lot is one of the ways to improve students' language sense and English level. Reading is to improve the language level, but also to obtain information and have fun. In the teaching process, students' enthusiasm is aroused through activities such as guessing and group discussion. Teachers should guide reading methods in normal teaching and cultivate students' reading ability. At the same time, it pays attention to the evaluation of the learning process, helping students to establish their self-confidence and sense of accomplishment in English learning and learn happily.
For example, after learning the new goal Unit3 in the eighth grade, I asked my students to imitate my parrot/rabbit/dog? . ? Write articles about pets. I combine the structure of the model essay with the information of the article that needs to be imitated, find out what students like or may use in writing, design a table selectively, and design an outline similar to the following table, so that students can imitate according to the chart information.
Imitation can not only help students understand and master the writing characteristics and skills of different genres of articles in textbooks, but also help students consolidate words, phrases and sentence patterns in texts and improve their ability to comprehensively apply basic knowledge in specific chapters.
Teaching Case 2 of Junior Middle School English Writing Course (Making Friends)
Introduction of background knowledge. Written expression is a way of writing and an important part of English communication. What are the requirements for junior high school English writing? Directional writing? (Guided Writing). By providing scenes (words, pictures, tables), students can describe things or events in the English language they have learned and express certain ideas, so as to achieve and test their practical application ability of the English language knowledge they have learned. Objectively speaking, written expression has always been a difficult point in our English teaching, and it is also a difficult point for students to take exams.
According to the sampling survey of English papers in Zhanjiang senior high school entrance examination last year, English writing is the weakest item. The reasons are as follows: firstly, students have little time for writing exercises; Second, teachers usually lack systematic guidance on students' writing knowledge. (such as how to use words, sentences, paragraphs, articles, etc. These reasons have caused students to write blindly from the beginning and are unwilling to write. A vicious circle of being afraid of writing until finally refusing to write. In view of this phenomenon, I conducted a classroom practice on how to improve students' writing ability in No.1 Middle School of Liushi Town. The writing materials are taken from the first unit of the ninth grade new goal? Reading and writing? . Teachers aim to talk to students about topics they are familiar with? Make friends? Search for news about friends in students' minds, get some information about netizens by reading two advertisements, and guide how to write emails, so as to achieve the purpose of writing letters to netizens. Second, the teaching process.
Step 1. Warm-up activities: Listen to an English song: The more you get together, the happier you are? I will. ? Lead out the theme of this lesson.
Step two. Revision ① Brainstorming method is to let students come up with some words, phrases and sentences related to friends. The purpose is to activate things related to writing topics and making friends in students' minds, such as ideas, concepts and images, which can be used as reference when choosing things with writing value and significance in the drafting stage. Introduce your friends (in groups of four) according to the tips given below.
(1) Name and age.
A thirteen-year-old boy/girl, at the age of thirteen
(2) What are his/her hobbies?
I like swimming best, and fish is her/his biggest hobby.
(3) What is he?
Who is his/her friend?
5] Appearance (appearance)
Tall, short, medium height, long/short/curly hair, wearing glasses.
[6] Personality (personality)
Quiet, shy, outing, creative, confident, energetic and friendly.
Once ⑺His/her dream
Becoming an engineer is the only thing he wants to do.
Implement/implement one? Dream of
⑻
3. Read ahead by asking questions. How do you know your friends, if any? T see you for a long time? There are many ways to contact friends, but one of the best ways is to send them an email. Do you know why? Transition the material of today's topic, read two e-pal advertisements quickly and find out the answer.
4. When reading, read two advertisements and find out the forms completed by Mary and Jack, including their names, ages, hobbies, looks, personalities, emails and additional wishes. Where is she?
5. Instruct the students to discuss after reading: Do you prefer to make friends with Mary or Jack? Why? When most students hold a positive view, think further. What will you write in your email to them? Pave the way for the following factual writing.
6. One side-write. Teaching students to use e-mail format correctly and providing some wonderful sentences about friends and friendship can provide students with materials for writing.
7. Post-writing. Provide writing standards
Students are required to modify their emails according to this standard.
1. Are tenses (tenses), spelling (spelling), punctuation (punctuation) and capitalization (capital letters) used correctly?
2. Have you finished your email?
3. Is your email coherent?
4. Can you describe yourself briefly? 5. Are there any complicated sentences in your email? The purpose is to help them improve the language accuracy in written expression and improve students' ability to solve problems through independent thinking.
8. Share writing.
Comment on the exercises of two students, which are selected from the compositions of a well-grounded classmate and an average-grounded classmate. According to the above writing standards, the teacher made a detailed comment on the text structure and syntactic function of the two exercises. The purpose is to make students try their best to understand the teacher's comments on the article, cultivate students' ability to choose words and guide students to imitate the advantages of the article.