In addition, there are many hymns in the class activities of the current Renai English textbook, which are lively and catchy, inspiring to students and deeply loved by students. Reading these chants interspersed in the classroom can often get unexpected results. Teachers can also combine practical teaching difficulties to make children's songs for students to read aloud and make some boring language knowledge lively and interesting. For example, Unit 7 of Jiaoren Edition 7 (Part 2) Can you dance? When you talk about this topic, you can make up a hymn like this: Can you sing? Yes, I can.
Can you perform ballet? No, I can’t . Can you swim? Yes, I can. I can dance disco.
Let the students beat the rhythm while reading. In a cheerful atmosphere, students can quickly remember the key sentence patterns and phrases in this lesson, which will get twice the result with half the effort. At the same time, the content of chanting is consistent with the key learning content of this class, paving the way for the next teaching activities.
2. Game situation
Dewey, an American educator, once discussed that games should occupy a clear position in the curriculum so that children can learn normally and effectively. Interspersing game activities in the classroom can make the original boring and mechanical learning activities lively and interesting. I was deeply impressed by the lessons I listened to in English teaching and research activities in primary schools. For example, teacher Chen Yuan of experimental primary school designed a game and nailed his nose to his face while teaching directional words: up, down, left and right. The teacher drew a face without a nose on the blackboard, and then asked a student to go to the blackboard, cover his eyes with a cloth, and let him stick his nose on the corresponding position on the blackboard. Students in the audience can use these four words to remind him how to do it. "Up, up ... down, down ..." With the change of the position of the nose, the students adjusted the instructions, and finally found the correct position of the nose with the cooperation of everyone's Qi Xin. In this way, students not only master the four words up, down, right and left, but also communicate with them. Another example is Lin Ying, a teacher from Chengguan Primary School. She uses the game "Polly acts" to review verb phrases in class. Let a student go to the podium, put Polly's headdress on him, take out a small piece of paper prepared in advance, and let Polly draw lots to perform the actions specified on the paper. For example, when Polly paints, she stands on a chair/near a window. Read this book. Listen to music. Wait a minute. The deskmate or the whole class will be divided into two groups for question-and-answer exercises: A: Where is Polly?
He is in the chair. /Near the window. What is Polly doing?
He is reading a book. /listen to music.
The students' interest was aroused and they were very active. They raised their hands and asked to play the game, and the classroom atmosphere reached a climax. Through game activities, we not only learned knowledge, but also cultivated students' ability to apply conversational performance. These are in primary school English class
Wonderful classroom games should be a good inspiration for English classroom teaching in middle schools. We can also design a similar game when using the past continuous teaching content: prepare 10 card and write "I was doing something." Every card, that is, every card has an action, such as cleaning the classroom, riding a bike, cooking and so on. Let a student draw lots in front, and then do the action (silence). Other students guessed and asked, "What are you doing …?" If it is correct, the actor should reply: "Yes, I am doing …"; If it is wrong, answer: "No, I didn't do it ..." Students who answer correctly will get extra points and be rewarded in the next action performance. Through this game, on the one hand, students can use the past continuous tense more skillfully, on the other hand, they can also stimulate students' interest in learning and thinking, so that the classroom atmosphere can reach its climax in students' interesting and realistic action performances.
3. Stick figure situation
The stick figure is intuitive and humorous, which is deeply loved by students. The stick figure is widely used and is suitable for every link in the classroom. If students draw some stick figures when memorizing words, they can look at pictures and say words, which is much better than boring memorizing words. Ask the students to draw stick figures while practicing the dialogue. For example, when talking about modes of transportation, teachers can draw planes, trains, bicycles, ships and so on. On the blackboard, then draw some characters. Connect the characters with the modes of transportation, and let a student point and ask: How does he get there? Another student replied that he rode a bike to ... different people exchanged modes of transportation and practiced repeatedly. This vivid image makes dialogue teaching easy. The simple and clear picture firmly grasped the students' hearts. In the process of drawing, students are eager to know what they are drawing, what questions they want to ask and how to answer them, thus arousing students' interest in learning and concentrating on learning new knowledge.
4. Picture situation
The new curriculum emphasizes the development of teaching materials, leaving room for teachers and students to create. At ordinary times, teachers can mobilize students to download pictures from the Internet or collect and cut out all kinds of pictures, which are classified into people, buildings, animals, plants, landscapes and so on. In the activity, divide the students into groups, and each group randomly selects a picture from the bag. Then discuss in groups and make up stories according to the pictures drawn. Each group chooses a student to take dictation on stage. The teaching contents of Unit 1 and Unit 2 in Renai Edition 7 focus on greetings and introductions, from knowing names to talking about where they come from and their telephone numbers to describing people's appearance. One of our teachers tried to review these contents: let students collect relevant pictures before class, and let students describe the characters in the pictures in their own words in class. The characters chosen by the students are: Yao Ming, Jackie Chan, Obama, Dairy Forest, Yang Wei, Phelps, etc. The students described Obama like this: His father is from Africa. His mother is from America. He is black. He has a big mouth and white teeth. He's cool. He's great. Speaking of Yao Ming, the boys talked about it one after another: He is a basketball player in China. He is tall and strong with long arms. He has small eyes and a big nose. He plays basketball at home. His telephone number is 1 1. I like him very much. These simple sentences have completely surpassed the textbooks. Although there are still some imperfections in students' expression, their strong desire to express makes them confident and immersed in the joy of learning, thus exercising their listening and speaking ability.
5. Performance situation
In the process of dialogue teaching, our teachers often practice dialogue by reading aloud in class, in groups or in roles. In this process, if students can combine the real life with the original text and make up some new content to perform, they will often get unexpected results. The author listened to a paragraph about asking for directions when attending the opening week of No.7 Middle School. There was a performance by middle school students that made me sigh: when asking for directions, some students arranged their desks in a zigzag way.
Eight-bend streets, and hang up various signs, such as hospitals, post offices, shops, bus stations, etc. And send several "policemen" on duty at the crossroads to guide pedestrians. Some students even draw the street topographic map of their own town and perform it, which is close to the situation of life and stimulates students' interest in learning. Students "forget" that they are learning a language, scrambling to speak, and truly achieve "learning to use, learning to use", which embodies the communicative function of language.
6. Use audio-visual media to create situations
Audio-visual media commonly used in teaching include: slide show, projection, audio recording, video recording, computer, language laboratory and so on. The involvement of these audio-visual media provides favorable conditions for English classroom teaching to create a language environment, and students can change from passive recipients of information to active participants in language communication. For example, in the eighth edition of Renai textbook, what sweet music is Unit 3, our hobby topic 2! Section B mainly introduces the classification of music, some musical instruments, bands and singers. It is impossible to distinguish classical music, pop music and folk music only by the abstract content of textbooks. While teaching this part, a teacher downloaded the pictures of Song Zu Ying, Tengger singer singer, Jay Chou, Beatles, Beethoven and Mozart from the Internet, showed them with multimedia courseware and played their representative music. The students saw their favorite singer and listened to their familiar music, and the classroom was filled with joy. They scrambled to express themselves in English, unconsciously sorted out the clues of the article, and naturally completed the following table:
Music Representative Character Type (Representative Character)
Classic music beer, Mozart is serious
Pop music Jay Chou, Jolin Tsai and JJ Lin come and go in a hurry folk music.
Gou, Song Zu Ying, Tengger singer
Simple but special
Another example is that when the teacher is teaching the sentence pattern "There be", he uses slides and projection media to assist the teaching. With the music and the teacher's explanation, there are pictures on the screen, including mountains and water, houses on the side of mountains, boats on the water, people under trees and birds flying in the air. Then ask the students to make sentences with the sentence pattern "There be", draw out the singular and plural changes of be and display them on the screen. Teachers should enlighten, summarize and explain, reveal the changing law of Be, stimulate students' positive thinking, and guide students to understand and master language knowledge through the organic combination of pictures and sounds. At the same time, when creating situations with slides, we can also use addition, subtraction and covering methods to show the teaching contents one by one, so as to attract students' attention, stimulate students' desire to perceive the covered pictures, and maintain the freshness of the displayed contents. Or use movable slides to show the process of things moving, to attract students to think and imagine actively on the basis of realistic appearances, and then express them.
Second, use competition activities to stimulate students' learning enthusiasm and improve learning efficiency.
"Competition has always been regarded as one of the means to motivate morale and strive for achievements. During the competition, students' achievement motivation is stronger, their interest in learning and perseverance to overcome difficulties are enhanced, and the efficiency of study and work is greatly improved under the competition "(Zhang Zhiguang, 1984). Introducing competition mechanism into the classroom can stimulate students' learning mood, cultivate students' sense of competition and innovation, create an active classroom atmosphere and improve learning efficiency.
We can divide the whole class into two groups or groups of men and women, and the players in each group should have similar knowledge structure, learning foundation, listening habits and ability level, so that every student has a chance to win. Competition questions are divided into compulsory questions and competition questions, and the important and difficult points of each class should be rehearsed repeatedly. For example, in the ongoing teaching, we can design such a link: read the card first, and then answer. Prepare about 20 cards, write different verbs on them (every rule should be involved), and divide the students into two groups (red apple group and green apple group), each group has 10 apples, so that students can say what the ing form of this word is as quickly as possible and get the fastest and most accurate score. You can eat one apple for each score, and the group that eats more apples loses. After the game, summarize the rules together and show the following summary table on PPT to make students understand it more clearly.