CFLS | English Online Seminar for Grade Nine

　　On April 15th, Teacher Feng Yan taught the ninth grade a seminar on online English teaching.

　　Keep improving, prepare lessons, crafted lessons

　　For the online teaching mode, all junior English teachers prepare lessons together, and finally determine the type of reading and writing lessons suitable for online teaching. In the selection of reading materials, factors such as the actuality, difficulty level, and learning situation of the corpus should be considered; the selection of the corpus should also reflect the input function of writing and the linkage between reading and writing.

　　After repeated screening, the final decision was made to select the reading articles that are close to students' life. In the process of setting reading questions, it reflects the direction of reading propositions in the senior high school entrance examination, improves students' ability to capture information, and attaches great importance to the cultivation of students' reading thinking quality. For the reading topic, two questions and answers are specially designed to reflect the training of students' critical thinking and logical thinking ability. Through the foreshadowing of the reading content, the natural transition to the final output link of this class is made. The design of the whole class takes into account the cultivation of students' reading ability. At the same time, through the design of writing tasks, students can improve their comprehensive pragmatic ability and innovative thinking ability after reading. In the writing part, the construction of the writing framework, the selection of vocabulary, and the logical connection are intensively trained. In the design of homework, according to the learning situation of the class, it is designed in two forms: composition and essay, which not only takes into account the different gradients of homework assignments, but also trains new question types in the topic writing of the senior high school entrance examination.

　　In this class, Ms. Feng started by reading an article on the "double reduction" policy in the newspaper. Through reading, he deepened the students' understanding of the "double reduction" policy, and naturally introduced writing goals. Afterwards, students will be trained in writing skills by practicing shorter forms of writing as the outline and foundation. The teaching objectives are clear, the teaching instruction and content is clear, and the pronunciation and intonation is precise and pleasant. The process of writing self-evaluation, peer evaluation, and mutual evaluation between teachers and students are well presented during the class.  The innotative design of each teaching link in this class fully reflects the cultivation of students' core competence of English subjects!

　　After this class, Director Li Yuehua of the Junior High School English Teaching and Research Office led all teachers to conduct an in-depth discussion. During the exchange of subjects, Yu Hongwei, Deputy Director of the Senior High School English Teaching and Research Office, Wang Zhongshan, Director of the International Department, and Lou Shuang, the Director of the Academic Affairs Office also participated in the discussion and gave suggestions from the aspects of teaching and subject development. Everyone has always believed that the classroom design of online teaching should be logical and should reflect the gradient; under the background of the "double reduction" policy, the efficiency of the class should be improved; and the hierarchy of homework design should be reflected. In the reading and writing class, it focuses on the cultivation of thinking quality in core competence and the improvement of comprehensive language use ability. For class design, students should first summarize and complete the task of summary writing according to the content of the text. In the overall design, the writing class should pay more attention to the cohension and coherence. Online teaching must make full use of information technology to enrich the presentation of classroom content and enhance interaction.

　　Vice Principal Yang Zhongshan pointed out that Ms. Feng's class is a real writing class. "Real" is mainly manifested in three aspects. First, in the process of classroom teaching, teachers always pay attention to the cultivation of students' writing ability, and improve students' pragmatic ability in training. Second, the teacher uses reading comprehension as a foreshadowing, and then leads to the topic, thereby achieving an organic combination of reading and writing. Third, in the composition review link, self-assessment and mutual assessment are combined. Students and teachers can evaluate and analyze compositions in multiple dimensions, which can open up students' ideas from different perspectives. For composition teaching, in addition to giving basic ideas and frameworks, the accumulation of composition materials is also a very important aspect. Accumulating materials is to solve the problem that students have nothing to say when writing essays. Teachers should do a good job in classifying materials, and they can accumulate materials from multiple dimensions, such as accumulating materials from test papers, textbooks, and paying attention to current affairs.

　　Finally, Principal Wang Hao gave guidance on the teaching and development of English in junior high schools. For English teachers, we should pay special attention to the way of thinking and language expression. The teaching organization of the classroom actually reflects the internal structure of teachers' design, the effective selection of teaching resources, and the effective transfer of teaching knowledge. Every teacher must strive to give students a complete knowledge structure in teaching, and let students grasp multi-faceted, and fresh knowledge through the examples and counter-examples after teaching. To implement today's reading and writing training and teaching, we must proceed from a scientific and reasonable review validity, grasp the essence of reading and writing teaching, and achieve the improvement of different types of students' writing skills.

　　For the development of English teaching in the future, we must strive to achieve the following goals: First, we must closely follow the Curriculum Standard, consolidate the basic skills of language, and highlight pragmatic functions. Starting from the English subject literacy requirements, through the multi-dimensional carrier of teaching materials, teaching is divided into different gradients, semesters or even specific units to clarify teaching goals and practice paths. In classroom teaching, teachers should take textbooks as the foundation, discourse as the outline, and vocabulary as the goal, and improve students' comprehensive language ability step by step and at different levels. Second, we must pay attention to the diversity of reading materials and cultivate students' autonomous reading ability and humanistic quality. Through the diverse reading materials, teachers cultivate and improve students' reading ability, expand students' vocabulary, and at the same time stimulate their interest in independent reading, help students become confident English readers, and constantly broaden their cultural horizons in the active process of independent reading, thereby improving humanistic quality. The third is to pay attention to the quality of classroom questions and cultivate students' logical thinking. The essence of teaching is the collision of thinking between teachers and students, and an important part of it is teaching design and teaching process. Teachers' questions can be said to be the main channel for cultivating students' logical thinking. Whether it is questioning, inquiring or replying, there must be a certain gradient, reflecting the level and openness. In the process of guiding students' thinking, a multi-direction, multi-starting point, multi-evaluation will benefit more. A three-dimensional thinking mode composed of a thinking structure, focusing on cultivating students' innovative and predictive thinking. This is also the essential requirement of students' development of core competence.

　　At present, we need to use special teaching in special times to temper the tenacity and virtue of teachers and students to stick to growth together. We have a passion for learning; we have a diversity of teaching wisdom. The online teaching of English will surely show its vigor. Let us look forward to seeing you on the CFLS campus when the spring flowers bloom!