In the ever-changing modern society, one of our tasks is classroom teaching, reflecting on the past and living in the present. Then the question is coming, how to write reflection? The following is a reflection model essay on English grammar teaching in junior high school, which is for reference only and I hope it will help you.

Reflections on junior high school English grammar teaching 1 The new curriculum standard emphasizes that English learning should be student-centered. Therefore, in English teaching, teachers should change the traditional concept of grammar teaching, flexibly use various teaching methods, naturally integrate grammar teaching with learning contents such as listening, speaking, reading, writing and translation, give full play to and embody students' subjective initiative, make grammar lessons interesting and effective, and effectively improve students' comprehensive ability to use language to communicate.

Combined with my years of teaching practice and the teaching practice of some excellent teachers I have observed at ordinary times, I temporarily put forward the following specific junior high school English grammar teaching methods to discuss with you.

First, set up a good situation to make grammar learning more vivid.

Situational method created a real and vivid scene by means of body language, performances, pictures, multimedia and objects. This can effectively prevent the boring and monotonous grammar teaching, attract students' attention, stimulate their interest in learning, and improve the effect of classroom teaching with half the effort.

For example, in the teaching of simple present tense, we can take daily activities as the scene and give prompt verbs: get up-eat breakfast-go to school-have lunch-chat with class-have class-do extracurricular activities-go home and ask questions with a prop clock. Before the question and answer between students, you can ask and answer between teachers and students first, and write the main sentence patterns on the blackboard: What do you do? What does she/he do? Do you know that?/You know what?

Ask the students to supplement the questions with appropriate actions. Take the first scene "getting up" as an example. It can be designed as follows: Student A asks you what you do at 6 o'clock every morning. Student b answers while doing the action: I get up at 6 o'clock every morning. Student A asks other students: What does he/she do at 6 o'clock every morning? Other students answer again: he/she gets up at 6 o'clock every morning, and student A asks student C: Do you get up at 6 o'clock every morning? Student c answers according to the actual situation.

For the scene below "get up", you can also change the practice method appropriately, for example, divide it into four groups to practice first, and then ask the group to perform the scene on the stage. In this way, in the whole question and answer, supplemented by time and action, combined with reality, a reasonable situation was created. At the same time, practice the third-person singular and non-third-person singular of general present tense, declarative sentences, general questions and special questions until students master this grammatical point unconsciously. It can be seen that situational teaching makes grammar learning real and vivid, and students learn quickly, remember it firmly and use it vividly.

Second, cleverly set topics to add vitality to grammar learning

Cleverly designing topics in grammar teaching can make students "apply what they have learned, use middle school and apply what they have learned" and make grammar lessons full of vitality.

Taking the teaching of general present tense as an example, with the help of situational teaching just now, students have mastered the general present tense quite well in oral expression, but it is rarely involved in written expression. You can design the topic like this: What do you do every day? What does your friend do every day? Can you write a short article to tell me about your daily life? With the help of the hints given by the teacher and the questions and answers just now, students can write their lives with their friends in pairs. This kind of writing will make students feel relaxed and notice the changes of verbs in different people.

Third, set up tasks to make grammar learning more real.

In grammar teaching, teachers can also design some interesting tasks, so that students can use grammar knowledge to solve problems in task activities, so that students can experience and understand the ideographic function of language forms, internalize language rules and effectively improve their pragmatic ability.

For example, in the grammar teaching of asking for directions, you can play a treasure hunt and design a series of tasks for students to complete, so that students can finally find the treasure. Five tasks can be designed in teaching: the first task is about learning and matching new words indicating directions in asking for directions; the second task is to find correct pictures according to directions; the third task is to listen to instructions to find correct maps and routes; the fourth task is to write correct directions for maps and routes; and the fifth task is to write routes for students who want to attend birthday parties according to road maps. Every time a student completes a task, he can get a hint and know how to get to the location of the treasure. After completing five tasks, they will know the location of the treasure and get the "treasure".

This design makes students have a sense of accomplishment every time they complete a task, and at the same time, it also establishes confidence and interest in challenging higher and more difficult tasks. In the whole process, let students taste the joy of "jumping up and picking peaches", and let students know that learning and life are the same, there are many tasks to be completed, and only after completing the tasks can they reap the "treasure".

Fourth, skillfully insert games to increase the interest of grammar learning.

Junior high school students are lively and active, love games and are competitive. Teachers can take advantage of this feature and integrate grammar teaching into it, which can effectively stimulate students' thinking and arouse their interest, so that students can "learn while playing".

In the present continuous teaching, we can use the game mode of picture question and answer to teach. The teacher can cover half of the pictures to be presented and ask: Look! What is Lucy doing? Let the students guess. Students can ask: Is Lucy drawing? Is dancing cool? Wait a minute. problem Then the teacher can present a complete picture and ask the students: What is Lucy doing? Students can go back together: so can she, and then present other pictures to practice. Similarly, the practice methods can also be changed, from "teachers and students" to "student A and other students", to "duo", and even invite the duo to perform on stage. In this way, students' interest in learning is great. And unconsciously, I have mastered the existing structure of the present continuous tense.

At the same time, when organizing this kind of question-and-answer game, you can also compete in groups to see which large group of students guessed correctly more times, or make up the dialogue well. In this way, students' learning mood will be higher, the classroom atmosphere will be more active and the classroom effect will be better.

In short, in games and competitions, students not only master the grammatical structure and sentence patterns, but also learn to express their meaning with what they have learned, and at the same time enhance their interest in learning English and their self-confidence in learning English well.

5. Make up formulas frequently to make grammar learning easy to remember.

Compiling some memorable grammar formulas can make boring and difficult grammar knowledge come alive and meaningful.

For example, the use of sensory causative verbs in active voice and passive voice is a big difficulty. Someone has made up such a formula: the verbs "feel", "hear", "make, let, have" and "see, see, watch and pay attention" are really strange, and "arrive" is like a monster in the sentence; It leaves in the active sentence and comes back in the passive sentence; With the exception of the verb let, the word to can come or not. This formula is easy for students to remember.

Another example is the use of the infinitive verb (todo). Many students make mistakes repeatedly in the form of negation. If you make up a formula, it will be much more convenient to remember: infinitive, marked, to and verb together; Do not add infinitives, negative structures should be kept in mind; Interrogative words and infinitives (what, where, when, how, etc. Add to do to form a meaningful phrase.

Sixth, use proverbs skillfully to increase the interest of grammar learning.

Using proverbs skillfully as examples in grammar teaching can stimulate students' interest in learning and make abstract and boring grammar rules concrete, vivid and interesting. So as to achieve a good effect of making students easily understand and master grammar knowledge. Select some typical sentences with some grammatical structures, so that students can not only recite some classic sentences, but also be familiar with the function of using a grammatical form by memorizing and using these sentences, so as to achieve the effect of killing two birds with one stone and benefiting both. For example:

1) Facts speak louder than words.

2) Nothing is impossible in indefinite pronouns. Where there is a will, there is a way.

Three heads are better than one Zhuge Liang.

4) Preposition experience is the mother of wisdom.

In a word, the use of beautiful proverbs is helpful to cultivate students' sense of language, enlighten their wisdom, cultivate their sentiment and improve their aesthetic taste. So we should make full use of this excellence.

Reflections on English grammar teaching in junior high school Part II This lesson is grammar teaching, and the grammar items are all mentioned above. Grammar textbooks are boring, and students may not pay enough attention. It is very important to arouse students' enthusiasm and interest. In the teaching process, students should be guided to pay more attention to the overall study of these phrases and apply them effectively and correctly in sentences. In actual language use, people often remember and use these sentence patterns as a whole. If teachers attach importance to this feature in teaching and guide students to consciously memorize and use it as a whole, they can effectively reduce the error rate of students' language use and make the relevant content easy to learn.

Through the teaching of this class, many problems are reflected, and the teaching measures in the future are as follows:

First, strengthen word memory, pay attention to the combination of gifted students and upper middle school students, cultivate their practical application ability of some polysemous words and part-time words, and improve their ability to solve basic problems.

Second, do a good job in reviewing grammar. In this process, the weaknesses exposed at present are carried out. By analyzing the test questions, teach students how to sum up knowledge and how to use what they have memorized in practice.

Third, written expression is a weak link, mainly because students have poor sentence-making ability, many grammatical loopholes and can't judge questions. Therefore, we should pay attention to the evaluation of composition and the analysis of excellent model essays in the future.

Reflections on English grammar teaching in junior middle schools (3);

After teaching English for many years, I feel that grammar teaching is particularly difficult. Students think grammar is boring, difficult to learn and meaningless, which can't arouse students' interest. Especially in open classes, I try to avoid grammar explanation, for fear that speaking grammar knowledge will be considered as lacking the concept of keeping pace with the times. Weakening grammar teaching in class. Through this training, I realize that the new curriculum reform is to change some teaching methods and tendencies of traditional grammar teaching and update teaching concepts, rather than giving up grammar teaching completely. Grammar is an important part of English teaching. Grammar teaching will directly affect the whole teaching quality. The main reason why I have these problems is that I didn't pay attention to the important role of grammar in teaching, didn't optimize grammar teaching, didn't let students change from passive learning to active practice, and made boring grammar learning lively. Usually, we pay too much attention to language form and neglect the cultivation of practical application ability of language. The abstract grammatical rules are not integrated into the life situation, so that the grammatical rules can be used in real communication to guide students to form their language application ability. Through this training, I want to re-understand grammar teaching and constantly improve teaching methods, adopt flexible teaching models and teaching methods, so that grammar teaching is no longer "boring", so that students can learn grammar knowledge in the process of using language, and English grammar teaching under the new curriculum reform can play an important role in the whole process of English teaching.

Improved method:

1, using context teaching

In the past, my grammar teaching was mainly to guide students' attention to master language knowledge, rather than to form language application ability. The purpose of learning grammar should not only be to master language forms, but also to enable language learners to use language forms to achieve communicative purposes in specific occasions and situations. Context teaching means that teachers guide students to correctly understand and distinguish the different meanings of the same word or sentence in different language environments. Teaching grammar in context can make students understand language and words more clearly, instead of just paying attention to the form of language and the one-sided meaning of words. Only in this way can students realize that the same sentence and the same word may have different meanings in different occasions and situations, thus prompting students to really learn and use them flexibly.

2. Use discourse teaching.

I used to teach grammar first. It is not closely integrated with listening, speaking and reading activities. Reading process is a process in which students discover and think about problems. By analyzing some grammatical phenomena encountered in reading, students can deepen their understanding of these grammatical phenomena, which is by no means replaceable by simply instilling grammatical knowledge into students. If the teacher just asks the students to practice a grammar point mechanically in the sentence, the students will feel bored; If grammar points are put into the text, so that students can form a certain perceptual knowledge of language phenomena in the article before reading it, they can be guided to summarize grammar rules according to the context. This will not only deepen students' impression of what they have learned, but also make them feel bored.

Step by step.

Grammar teaching should follow the principle of step by step, focusing on learning basics and common grammar in junior high school, and the depth and breadth of grammar teaching should be controlled. The misunderstanding that the scope and depth of grammar learning cannot be expanded at will. There is no need to explain all the grammatical phenomena in the text. For example, the passive voice in the present perfect tense appears in the sentence "Green Hope Project cost a lot of money". You don't have to spend time teaching, and you don't have to take students as test sites. Because the passive voice of the present perfect tense is not the grammatical content required by the curriculum standard. Examining basic grammar knowledge in context and enhancing students' confidence in language learning should focus on language use.

4. Try to use authentic language materials.

The language practice activities organized should be as close to the students' reality as possible. Try to guide students to pay attention to the language forms they have learned when choosing exercises. Vocabulary and grammar are important contents of English teaching. On the basis of studying curriculum standards seriously, grasping the key points of subjects, thoroughly understanding the main points of textbooks and understanding the characteristics of students, our teachers strive to build an effective classroom based on student development, so that students are willing to learn, want to learn and know how to learn in our classroom.

Reflection on English grammar teaching in junior high school In previous years' teaching, it can be found that students are somewhat confused about English grammar, especially those with poor foundation. Moreover, in the teaching process, sometimes in order to catch up with the course tasks, it is inevitable to still adopt the traditional education method, which makes students in a passive state. According to the requirements of English learning after the new curriculum reform and the characteristics of junior high school students' learning and understanding, learning English grammar and understanding the laws of the language they have learned can not be ignored. Only by requiring students to master the rules of English can they improve their listening, speaking, reading, writing and translating abilities as soon as possible. So how to make students understand and master grammar knowledge simply and easily? Through the study of "National Training" course, I began to use heuristic to let students explore and discover learning methods.

(1) Learn with the text.

There are pronunciation and vocabulary items in the text, as well as various grammar items. They are organically combined in the text. The grammatical items appearing in this paper are flesh and blood, not dry. Learning grammar through the text can be vivid and memorable, which is much more effective than simply reciting grammar items. Therefore, in the process of grammar learning, we should learn grammar in combination with the text and learn more systematic grammar knowledge step by step around the main grammar items appearing in the text. This is also in line with the requirements of the new curriculum reform and new syllabus for English grammar learning and the design of new standard English textbooks.

(2) Observe the examples and summarize the rules.

Heuristic, exploratory and discovery learning methods need to give students a large number of example sentences, so that students can observe and summarize fixed sentence patterns or discover characteristic laws in example sentences. Training students to learn English in this way for a long time is conducive to self-learning, which is equivalent to teaching students a good learning method, so that even if the teacher does not speak, students can know where to start learning a new grammar project. At the same time, this process of teaching and learning is also a process of making students think positively, which is conducive to mobilizing students' thinking and concentrating their attention. At the same time, pay attention to summarize the grammar rules in a language that students can easily understand, so that students can easily remember and summarize themselves.

(3) Strengthen practice and consolidate application.

In a sense, English grammar project is a boring learning process, which not only needs students to understand, but also needs students to experience and consolidate in practice. In the past year's teaching process, one student did not practice enough to consolidate; Second, not only need to practice, but also pay attention to refinement. It is helpful for students to understand and grasp the key points and difficulties in typical exercises more accurately.

Reflection on junior high school English grammar teaching 5 In junior high school English classroom teaching, we can see that many students can't express themselves in accurate and decent standard English, and can't write several complete English sentences without any mistakes because of their poor memory of basic language knowledge and their incomprehension of basic sentence structure and sentence patterns. What is the reason? It may be that boring, boring, difficult to remember and easy to forget grammar rules greatly affect students' interest in learning English, and at the same time restrict the improvement of students' English scores. In the past English grammar classroom teaching, the general practice of teachers was to explain the concept, definition, structure and characteristics of grammar knowledge carefully first, then explain it with examples, and finally design many exercises for students to practice and consolidate. This is the teaching process and mode. Teachers are the main body of the classroom, and students receive knowledge through passive listening, memorizing and practicing. It seems that "once you learn", in the actual language situation, students still can't correctly use the grammar knowledge they have learned to solve practical problems. The reason is that we only pay attention to the explanation and teaching of grammar knowledge, while ignoring students' learning interest and thinking initiative, which leads to students simply imitating and memorizing rules and lacking the ability to actually use English in the context. The new learning mode and task-based teaching mode advocated by the new curriculum standard is to fundamentally make up for the discomfort of traditional grammar teaching. The author believes that grammar teaching under the new curriculum standard concept should pay attention to the following three points. Now take the use of conditional adverbial clauses as an example to analyze.

1. Pay attention to practice and guide students to actively participate and experience. In order to highlight the teaching objectives, teachers can design different language practice activities such as watching video answers, dialogue and interaction, and playing games. And design and arrange some tasks for students. Through different training methods of listening, speaking, reading and writing, students are guided to think actively and participate boldly, so as to master grammar knowledge in real context in practice. Students can fully improve their interest and efficiency in learning and enhance their initiative and enthusiasm for participating in classroom teaching and positive interaction by summarizing grammar rules through personal experience.

2. Create scenarios to make grammar teaching natural and effective. Good lead-in is half the success of classroom teaching, which can attract students' attention and stimulate their interest. By watching the video to present conditional adverbial clauses, grammar teaching is situational and teaching transition is natural and effective. By presenting a simple but clear story, part of the learning content of this lesson is directly revealed, and most students understand the meaning and usage of conditional adverbial clauses during the answering process.

3. Enhance interaction and cultivate students' comprehensive language use ability. Traditional teaching methods make students feel bored. The main reason is that teachers often lack the active participation of students and the real communication and interaction between teachers and students by teaching in the way of teachers talking and students listening. In this class, in addition to listening to stories and answering questions in groups, students can also be arranged to discuss the topic of "any protection of wild animals", which always guides and inspires students to think positively and practice boldly-even the induction of grammar rules and the correct use of subject and clause tenses are completed through teacher-student interaction and interactive discussion and answer. This active and interactive learning process makes the classroom full of vitality. At the same time, students understand, master and use grammar knowledge in relaxed activities, which improves their language practice ability.

In short, the author thinks that in junior high school English grammar teaching, paying attention to practice and participation, guiding students to experience and perceive actively is the goal, creating situations and effective introduction is the way, enhancing interaction and cultivating students' comprehensive language application ability is the direction and purpose of grammar teaching.

Reflections on English Grammar Teaching in Junior High School; The knowledge of grammar in Grade 6 and Grade 8 has increased, and the difficulty has also improved, which puts new demands on students' oral expression ability and reading ability, which puts new demands on teachers.

First, teachers should first grasp the difficulties in the teaching process.

I think this is the most important requirement for teachers in teaching. If we can't grasp the important and difficult points well, the teaching of key knowledge will become superficial, so that students can't distinguish the important and difficult points. In the process of learning, students spend a lot of time on scattered knowledge and ignore the importance. In order to better grasp the important and difficult points, teachers should carefully study the teaching materials, carefully study the teaching reference, do a good job in teaching reflection, feed back their own mistakes from classmates' mistakes, and constantly explore and explore.

Second, the grammatical explanation must be clear and thorough.

In the process of explaining key grammar, teachers should give more examples and let students make sentences, not just stay in the boring and abstract explanation process.

Third, we should strengthen the dialogue among students and encourage students who can't speak English to speak.

Some students are not confident in themselves because they were stabbed by the teacher's sharp words when they made mistakes in the conversation, so when students make mistakes, they should smile and let them sit down and correct them. Some students' conversations may be divorced from real life, but as long as they speak English, they should be encouraged.

Fourth, students should be the main body in the teaching process.

In the whole class, the students are talking, not the teacher. Especially the middle part of the textbook, the reading part. Ask the students to do the exercises required in the textbook on the premise of listening to the tape and reading silently, and also determine several topics. Students can discuss in English to exercise their ability to think and use the language they have learned in English. The text part of the textbook gives an article and then the students read it. There are several questions behind the article. In this part, students must independently complete or discuss and answer questions in groups under the premise of silent reading. Exercise their test-taking ability.

English teaching words in grades 5 and 8 are still the basis.

Personally, I think it is necessary to lay a good foundation for students' words. Let students remember some words or phrases in the teaching process, which will help them understand the text.

Reflections on English grammar teaching in junior middle schools Part VII First of all, English teachers should have rich knowledge of grammar theory.

Secondly, teachers should creatively design the most suitable grammar explanation method according to the actual situation of students.

Teachers should use teaching materials flexibly, arrange the difficulty and depth reasonably from the students' point of view when preparing lessons, and make choices and adaptations according to people and places. According to the actual acceptance ability and level of students, appropriate content can be supplemented when necessary to make it more in line with the actual needs of students.

When explaining the inverted sentence order, nine points are summarized in the textbook. Although comprehensive, I think inversion can be divided into two parts: full inversion and partial inversion; Then list the situations that need to be flipped.

Secondly, the sixth and eighth points in the textbook can be summarized as adverbs or conjunctions with negative meaning, which is easier for students to remember.

Third, the paper is incomplete and should be supplemented in the usual teaching. Such as sentence patterns: not only … but also …, not earlier than … than …; Hardly…when…, pay attention to their similarities and differences in collocation and their differences from Not until the beginning of the sentence.

Another example is that when as introduces concession adverbial, the sentence pattern is: the special sentence pattern of predicative/adverbial/verb prototype +as+ subject+predicate and the sentence pattern of may expressing wish, which is generally inverted in all; If the predicate has modal verbs, please use partial inversion, for example:

1) I wish you success!

2) Long live People's Republic of China (PRC)!

Of course, there are still many, which need us to sum up and accumulate more in our usual teaching, not just to follow the book.

Thirdly, the original boring grammar explanation is designed in a certain life language situation to make the teaching more real and vivid.

Fourth, when explaining grammar, we should pay attention to the scientific and effective methods.

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