1, review the import method.
Introducing new lessons through review is the most commonly used method, which is convenient for students to consolidate what they have learned and organically connect old and new knowledge. Generally, it is carried out through free dialogue, questioning, dictation and competition between teachers and students, especially in the review stage. For example, when Mr. Sebrina went to Unit 5 this week, he introduced new lessons with questions.
T: How was your weekend?
SS: Very relaxed.
What do you usually do on weekends?
Ss: I usually watch TV/play/do my homework/have dinner.
Let me tell you about my weekend. I often make phone calls/clean my room/watch TV/read books.
Review related phrases by asking questions about the present continuous tense of Unit 5.
2. Game import mode.
In English teaching, adding some games properly can not only arouse the classroom atmosphere, but also stimulate the enthusiasm of students to participate, so as to achieve the purpose of entertaining. And set a good example for the introduction of new courses. What are you doing in Unit 5 on the first day? A game can be designed: let students draw lots and perform actions in front of the podium, which leads to a new sentence pattern: What is he/she doing? Of course, these movements are all learned by students and are easy to perform. In this way, new grammar and sentence patterns are successfully derived.
3. Story introduction method.
For example, when teaching "Never Give Up" (People's Education Edition), first condense the text into a short story and tell it to the students. Then ask Edison's nationality, date of birth, important contributions and his indomitable spirit, and when was he born in Unit 9 of Grade 8 (1)? The pianist (Di Yun) in Part B 3a can introduce new lessons with a pianist (Lang Lang or Fu Cong). Make students have a strong thirst for knowledge.
Who can play the piano in our school?
Ss: Music teacher.
T: I think so. Do you know the pianist Lang Lang (from China)?
I introduced him to the SS. Then ask: who is Li? Where is he from? What does he do? This naturally enters the following content to learn (this method is mostly used to read articles).
4. Physical introduction method.
It is the most intuitive and vivid introduction method, which brings objects into the classroom for teaching and makes students feel fresh, interesting, concise and true in the context. For example, how do you say this in English? Unit9 invented it in the third grade? Part b 3a can be introduced as follows:
T: what's this?
Ss: This is a cup of tea.
T: What do you think?
Ss: It's very popular and can make us relax.
T: Do you like it?
Ss: Yes. We often drink it.
T: Do you know who invented it? When/how was it invented? Now let's read the text. "Who invented tea?"
Some physical objects are around, so you don't need to bring them. Unit 7 How much are these pants? Learn words in the first class and new sentence patterns in the second class, so that we can make use of things around us, such as clothes, shoes and hats worn by students or school supplies.
5. Ask questions and introduce.
According to the connection between old and new knowledge in teaching materials, teachers should pay attention to the introduction of new courses and stimulate students' interest in exploring problems. For example, when teaching "English Name" in Unit 1 of Senior One, students can be asked "Do you know my name" or "Do you know my first name/surname (surname, full name)". The first day (on) Unit 8 When is your birthday? You can ask how many students in the class know their parents' birthdays (or introduce new lessons with photos of celebrities and stars).
6. Scene introduction method.
When importing, we can create a certain emotional environment for students according to the characteristics of the teaching materials, so that they can accumulate feelings in it, thus forming motivation and greatly improving the teaching effect. Situation is an important basis for effective language use and proper discourse. Let students learn to use the language in the created situation, which can not only help students understand the content and form of the language, but also stimulate their interest in learning. What would you do if you taught Unit 4 of Grade 9? Sometimes, I will let every student add imagination to imagine himself as an already rich billionaire, or a poor beggar, or a computer expert, a knowledgeable professor and so on. In that case, he can't live, so he introduces some new language items-subjunctive mood in the virtual scene, so that students can have a preliminary perception of grammar difficulties.
Another example is: Junior 1 (Part 2) unit 1 Where is your pen pal from? Use the map of China or the map of the world to import.
Where is Hainan/Beijing? Can you show it to me?
The students went to the blackboard to show us.
T: You are from Hainan. Where am I from?
Unit 1 1 of Grade 8 (Part I). Can you clean your room? It depends on the situation of the class at that time, whether the window was closed or the blackboard was not cleaned, or what was taken. You can introduce the new lesson in a euphemistic tone, so it is logical to introduce the Protestant content.
7. Performance introduction method.
According to the characteristics of teaching materials, teachers let students play certain roles. For example, when teaching English greetings, students with different personalities can play "different people, such as stars or celebrities". When the students saw their favorite stars, they all rushed to say hello.
8. Investigation and introduction method.
How did you study for an exam? When reviewing, you can ask students how to study, guide them to participate in various game activities, and let them participate in teaching activities wholeheartedly. Day 1 Unit 8 When is your birthday? You can ask how many students in the class know their parents' birthdays (or you can sing a happy birthday song first? ), so how do you express your birthday in English?
9, look at the picture import method.
The teacher shows a picture or a group of pictures to the students, asking them to observe carefully, and then tells the contents of the pictures in English. This method can not only cultivate students' observation, imagination and appreciation, but also cultivate students' oral expression ability. For example, Unit 5 I am watching TV. Grade one, paragraph 3b, can use some pictures to let students describe what the characters in the pictures are doing. In addition, this method can also be used when learning "there be" structure. In addition, last semester, our teacher Li gave us a lesson to demonstrate by drawing.
10, Introduction to Music Appreciation.
Music can give people a sense of beauty and cultivate people's sentiments. I believe the students like music very much. Introducing new lessons with music appreciation can stimulate students' interest in learning and enlighten their minds. Zhang Dan used this method when she appeared in class in 2006.
1 1, intuitive image method.
Today's society has entered the information age, and rich information resources have given us a broad choice space. Whether it is beautiful pictures, wonderful music, wonderful movie clips or ingenious courseware, we can consciously use it to make it a novel introduction form. For example, three young teachers who are studying Module 3 in Grade One all use information tables that give information about natural disasters, so that the introduction of intuitive images can stimulate students' strong desire for knowledge and play a good role in "stimulating interest".
12. Free talk induction.
Conversation-induced method starts with talking with students, talking about ideas, talking about life and talking about learning. But not rambling. We should focus on a theme, which is the central content of this lesson. For example, when studying My Teacher, Miss Li used this method to ask the students a few questions first: Do you like your teacher? Who is your best teacher? Why do you like him/her so much? Then, the conversation changed and asked the students: Do you know who Anne Sullivan is? Whose teacher is she? How did she teach the author? Now please read the material and try to find the answer. At this point, students are eager to find the answer, and will certainly read the text with great enthusiasm, thus unconsciously completing the introduction of the text. Besides, I'm reading Unit 2 of Grade 8 (I). What should I do? The language point of this unit is to talk about the troubles encountered and give reasonable suggestions. In the second class, I introduced it like this:
Students, do you have any difficulties in your life?
Yes, and you?
T: me too. I always can't sleep because some people play mahjong upstairs every night. I can't take it anymore. What should I do? Can you give me some advice? At this time, mark the title of unit 2 on the blackboard and naturally introduce the knowledge to be learned in this section.
13. Using the illustrations in this paper, it is introduced in the form of question and answer and discussion.
The newly compiled English textbooks are illustrated with pictures and texts, and almost every reading text is accompanied by illustrations closely related to the materials, some to remind the difficulties of the textbooks, some to confirm the viewpoints of the textbooks, and some to serve the key points of the textbooks. Through the description of this painting, questions and answers, and the teacher's brief introduction, the topic of this class is gradually introduced, so that students can understand the topic content moderately, which is easy to stimulate students' intrinsic learning motivation and make the classroom atmosphere active. Using the illustrations in this paper to introduce new lessons can activate students' cognitive schema, make them have the desire to read the text and understand the information, and pave the way for subsequent teaching. For example, the Grade 9 cell 13 section A 3a can be imported as follows:
T: Do you often go to fast food restaurants?
Ss: Never/sometimes/once a month and so on.
T: Do you know why the seat is so hard? Are you hungry when you see red? How about loud music? Now look at the picture of 3a.
14. Introduce the old belt into the new belt.
This is also our usual method. We should consciously choose some learned knowledge that is intrinsically related to new knowledge, study, compare or ask unexpected questions according to the principle of reviewing old knowledge, so as to arouse students' memory of learned knowledge. Introduce, contact and then understand new knowledge naturally, so as to review the old and learn new things. For example, if I want to talk about the general future tense, I will introduce it in the present continuous tense. Change the adverbial of time in the present continuous tense and the tense will change accordingly. (Also, when learning the simple past tense, you can import the simple present tense, the simple future tense, the past continuous tense and the past perfect tense. It should be noted that this kind of introduction must have a strong correlation, so that you can expand the old and learn the new.
T: 1。 I am free every Sunday. I was free last Sunday.
She is very happy on Saturday. She was very happy yesterday.
You always study hard → you studied hard last year.
She usually plays with her friends → She played with her friends six days ago.
15. Preview the import method
Before class, the teacher should arrange the preview content, and it is best to set up a few questions, and then ask questions in the classroom, so that students can enter the learning state unconsciously. This method can make students fully prepared for what they have learned and cultivate their self-study ability and good study habits. When I was talking about section unit 13 B in the third volume, I set 1 according to the actual situation of students: How many adjectives about emotion can you find? 2. How many usages of make have we learned? On the basis of students' answers, the new curriculum concept is discussed in depth. There are two points to pay attention to when using this method: first, the preview of the layout must be specific, not too much and too difficult; Second, questions should be closely related to the content arranged before class. There are many ways to lead in our teaching, such as: problem solving, review, suspense, story, preview, current affairs, problem solving, language points, background knowledge and so on. In classroom lead-in, we should fully consider the age characteristics of students and students of different levels and adopt different lead-in methods. Life-oriented and interest-oriented methods should be adopted for junior students, and task-oriented and discussion-oriented methods should be mainly adopted for senior students.