English teaching design is an effective plan made by English teachers for the whole process of English teaching and its specific links, overall structure and related aspects according to correct teaching ideas and principles, certain teaching purposes and requirements, and specific teaching objects and textbooks. It is the embodiment of English teachers' educational thought, thinking process and teaching art. Countless teaching practices tell us that simple but vivid and effective teaching design can be carried out under the limited teaching conditions of schools as long as teachers have the heart. The perfection of a teacher's basic skills is also the basic element to achieve wonderful teaching, such as crisp and clear stick figure and the teacher's beautiful singing voice, which can also make teaching full of poetry, attract children's attention and improve language ability.
The classroom of the new curriculum is concrete and dynamically generated, not completely preset by teachers. Therefore, our teachers should seriously consider the following aspects when designing English teaching in primary schools:
Conceptual level: whether we fully understand the core elements of modern educational concepts and modern educational technologies.
Content level: Does the instructional design have clear problem scenarios and learning paths?
Operational level: whether to leave the learning space for students to the maximum extent.
To sum up, student-centered teaching design should pay full attention to learners' autonomous learning. Teachers should learn to think of themselves as "fish" when designing lesson plans. Only in this way can they learn to "empathize" and foresee the feeling of "fish", so as to improve themselves in concepts and methods and truly create educational activities suitable for students' development.
First, the design of teaching activities should follow the basic laws:
(1) input and output. First of all, according to the law of language learning, students should first contact with some language phenomena, and experience, feel and understand these language phenomena, which we call English language input. Then practice, practice and use these language phenomena, which is the output of language. The output of language should be based on input.
(2) Language practice should be from easy to difficult, step by step.
The arrangement of activities in teaching design should be from simple to complex, from easy to difficult. The former activity is the foundation of the latter activity, and the latter activity is the development and promotion of the former activity.
(3) Handle the relationship between language learning and language use.
Some teachers think that the Curriculum Standard advocates the adoption of task-based language teaching, while others think that task-based language teaching advocates language learning in the process of application.
Second, the design of activities at different stages of teaching suggestions:
(1) Design of review and introduction link
Lead-in should be related to the new teaching content;
Import should effectively activate students' existing knowledge and experience;
The import should be as concise as possible.
(2) Design of presentation and perception.
Mobilize students' attention and guide them to pay attention to the new content to be studied;
Language reflects certain repetitiveness and increases students' chances of perception; Teachers can design certain perceptual activities to understand students' perception and understanding of new languages;
Easy to understand, integrate into a language, skillfully explain new content and help students understand;
Help students realize short-term memory;
In addition, primary school students are most afraid of "difficult to learn" when learning English, and teachers are most worried about "difficult to teach". After the word "difficult" is solved, other problems in teaching will be solved immediately. Therefore, it is particularly important to deal with the difficulties in English teaching design. Properly handled, get twice the result with half the effort.
In fact, the above short language is not enough to comprehensively summarize all aspects of instructional design. To make teaching design scientific and comprehensive, we need to practice it ourselves.