Nine grade English teaching summary

One semester of work is ending in a hurry. Review the work of this semester. Compared with previous years, it has the following characteristics:

First, do a good job in the junior high school review. After the end of the course in March. We quickly moved to the review phase. The first is a review based on this. Starting with a book, one unit and one unit review words, phrases, and key sentence patterns. Ask students to remember and memorize. And check the effect of student review through simple exercises. Simultaneously, the grammar-specific exercises are performed synchronously. After reviewing each book, the grammatical parts mentioned after the class are presented separately, with special explanations and a lot of exercises. For example, after the seventh grade book, there are nouns, pronouns, and prepositions. I will specialize in grammar classes and explain their usage. Nouns are classified from nouns, countable nouns and uncountable nouns, and singular and plural numbers of countable nouns. Noun possessiveness, dual possession, etc., a little bit makes the students know and understand him theoretically. Then consolidate the effect through the appropriate exercises. that's it. We have carefully reviewed the five books in the country.

Second, we have carried out special exercises for the exam questions. Explain the problem-solving skills of various types of questions, and combine the simulation questions with the typical test questions of various provinces and cities to carry out a large number of training. The ability to make students' problems has been greatly improved. In particular, task-based reading 2 and vocabulary use these two chunks. Through practice, you can see that many students have a qualitative leap in problem-solving skills.

Third, face-to-face counseling, talk about the heart. After each mock exam and essay training, I try to call some students as many as possible. Correct the mistakes of their exercises in person. To find out if they really master the language. The wrong question on their papers is really figuring out how to do it. And timely appreciation and affirmation of progressive students. Give warnings and goodwill criticism to the students who are regressing. Students can feel the teacher's sincerity and advice. And the teacher attaches importance to himself. Will work harder to learn.

No more than hard work. Encourage students to fight with themselves. The past self is compared with the present. Give each student a learning goal score. Encourage students to surpass themselves once and for all. For example, Li Shuai. The English score for the third grade upgrade was 60 points. I developed a suitable score for him and encouraged him to study hard and surpass himself. There are only five times to evaluate progressive students in this half-semester this year, and he is always there. Every time he can get a one-dollar notebook. Because he bravely surpassed himself every time. Gradually from 70 points to pass to 80 points and 90 points. The last time he reached 100 points. He used his efforts to improve his self-confidence. In the notebook for each progressive student, I wrote some words in English to motivate them. It should be said that these words are troublesome, but the effect is self-evident. Material rewards and language incentives have increased confidence among students, and English scores have reached a new level.

Inevitably, there are many mistakes in the work for various reasons. For example: the inspection of students is not in place. As a result, many unconscious students feel that they have the opportunity to drill, remember the words are not positive, and do not take the initiative. The laziness is serious. There is no strict management and education for the 103 classes of students, which has caused individual students not only to make progress in English, but to reverse the trend because they do not do it. There are also some 102 students who feel that the teacher is not concerned enough about themselves. In the later period, I went to sleep in class, didn't listen, and broke the can...

The experience of teaching junior high school is not enough, and the following mistakes have occurred: insufficient attention has been paid to hearing. There is no group cooperative learning to mobilize all students to take the initiative to learn. Some of the problem-solving skills are too late to comprehend. Telling students too late, resulting in insufficient training time.

The results of the senior high school entrance examination have not yet come out. But by knowing the students individually. I foresee that the student's English score did not reach the level I expected. But in general, I did my best and had a clear conscience.