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A Probe into the Methods of Leading-in Stage in Middle School English Classroom
In order to further embody the student-centered teaching concept and continuously improve students' subjective initiative to participate in the classroom, we should pay attention to the lead-in stage of the classroom. Because only good classroom lead-in can successfully inspire students, fully mobilize students' learning enthusiasm, and then achieve the ideal teaching effect. This paper discusses the methods of classroom introduction stage with classroom examples.
Keywords: classroom practice and effect of introducing target method into classroom
I. Introduction
The new English curriculum standard emphasizes that "English teaching should encourage students to form English learning processes and methods with the characteristics of middle school students through active attempts, self-exploration, self-discovery and active practice." How to achieve this effect is a subject that our educators should constantly study and discuss: the teaching content can be colorful and effective; Teaching methods are also constantly innovating and so on. How to make use of our limited classroom time and fully mobilize students' learning enthusiasm is a matter worthy of our English teachers' attention and research. In order to achieve this goal, it is often very important to grasp the first few minutes of class. Because, if you don't attract students' attention at the beginning of the class, the content of the later lectures will easily be inadvertently missed by students, and it is difficult to achieve the ideal classroom learning effect.
The purpose of this paper is to explore how to combine the characteristics of students and the content of teaching, and try various ways of classroom teaching introduction.
Second, the role and purpose of classroom lead-in
The old saying "A good beginning is half done" also applies to every class. How to fully stimulate students' interest in the first few minutes of a class, let students fully enter the classroom situation, and then achieve better classroom learning results, has always been my constant concern, and it is also the most important role to play in the classroom introduction stage.
Constructivist knowledge theory once mentioned that "the introduction stage of classroom should activate students' existing relevant background knowledge, supplement necessary and new background knowledge, and inspire students to think about related topics." "At the same time, it is also for students to summarize the existing language knowledge, such as vocabulary and sentence patterns, and pave the way for students to further learn new content and knowledge. "All these require teachers to give full play to students' autonomy in learning, guide students to actively find problems, collect and analyze relevant information, actively construct English knowledge, and strengthen students' comprehensive ability to use language, so as to achieve the knowledge and emotional goals of classroom introduction.
Thirdly, discuss the methods of classroom lead-in and classroom practice.
(A) make full use of various teaching media for import.
1. Multimedia audio-visual import
Today's society has entered the information age, and rich information resources have given us a broad choice space. At present, there are many audio-visual teaching methods available. Teachers can selectively use multimedia technology when introducing new classes, and enhance the interest and attraction of teaching with the help of sound and dynamic pictures. 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.
In the reading part of the fifth module of the second day of the foreign research edition, the instructor used multimedia technology to import audio, video and other audio-visual materials. In this way, this article, which is not well understood because it involves knowledge in the music field, suddenly becomes "fun". The specific steps of teaching are as follows:
The orientation of this course is a reading course that fully combines auditory information. The introduction part of this lesson is to give students three "guess Games", which focus on the theme of western music, including different kinds of western music and different kinds of musical instruments, and guess the names of musicians according to the information given step by step. The first two parts use a lot of auditory information, and beautiful music conveys the most direct information to students, which not only lays the foundation for understanding reading materials, but also stimulates students' reading enthusiasm. Because students' reading enthusiasm is fully mobilized in the introduction stage, a "silent" reading class becomes very relaxed and active, and students are brought into a state of eager to read and get more relevant information. Therefore, the process of reading and understanding articles becomes natural and effortless. More importantly, this combination of auditory information and reading class has also brought a lot of fun to reading teaching, which has always been regarded as "lifeless" and "boring". Of course, the reason why this reading course can be completed with listening materials is also determined by its specific content. The music theme it tells has the best combination with "sound information", which can give full play to the role of auditory information in reading articles.
2. Use intuitive import
Intuitive introduction method refers to the introduction of teaching through concrete objects, pictures, stick figures, photos, slides, audio and video recordings. It can often directly arouse students' interest and concentrate. It is clearer than oral description, and it is easier to arouse students' curiosity.
In module 9 "Journey to the Zoo" of Grade One, the teacher made some animal headdresses before the lecture, so that students can choose to wear their favorite animal headdresses before the class, and show the names, living habits, main foods and living areas of animals. The students put on their headdresses, and their state immediately became very high. They were also willing to introduce after class and take the initiative to understand relevant knowledge and vocabulary. Another time, I introduced the family unit, and the teacher asked the students to bring family photos. In the class introduction stage, students show photos to everyone through projection and introduce them with recognized vocabulary. In this process, students will naturally encounter some words or sentence patterns that they can't understand, which naturally leads to the theme of this lesson-introducing family. The introduction of "introduction photos" stimulates students' curiosity, makes students have a clear purpose in the subsequent classroom study, and actively acquires vocabulary and sentence patterns about introducing families.
(B) the use of background knowledge for import
For some texts with cultural themes, let students find relevant materials or background knowledge in advance through various channels to increase their interest in the texts; Either in the keywords of the text, or in chronological order of the text, or in the form of pictures. Taking the introduction of topic background as the starting point, teachers introduce students into real life and closely link language acquisition with language application, which not only completes the teaching task but also broadens students' knowledge, in line with the principle that language input is greater than output.
For example, in the teaching process of FLTRP's teaching material module 2 festivals, teachers guide students to search for information about Chinese and western festivals through the Internet, select their favorite festivals for a brief introduction before class, and then teachers combine the contents of students to supplement relevant knowledge and language support. If students are well-educated and well-prepared, then inspire them to make a comparison between Chinese and western festivals. Because the students have fully understood the background knowledge of the text before the lecture, they really feel the festive atmosphere and are in a relatively excited state both ideologically and spiritually. Using students' strong interest in various festival topics and their usual understanding of festivals, teachers can boldly assign students the task of importing. In the process, students actively think, organize and intercept information, let students explore and learn by themselves, let students sort out, analyze and show the contents of festivals, and then the teacher further asks, "Can you create festivals by yourself after class?" Arouse students' suspense and guide them to the next step of learning.
(3) Set the scene and assign tasks.
However, the introduction of task-based language teaching method in 1980s injected new vitality into English learning. Teachers design real and natural teaching tasks in the early lead-in stage, which can not only enable students to learn language knowledge, but also make "words" and "deeds" consistent, blending scenes, so that students can define their learning goals when they first enter the classroom, and never start teaching tasks again, thus receiving good teaching results.
When teaching the grammar content of passive voice in the textbook of senior one, the teacher first presents a scene to urge students to have the "need" to learn grammar. The introduction of a practical communicative task-students should write a short report and report to Mr. Rogge, the president of the Olympic Committee, what Beijing has done, is doing and will do for the Olympic Games, so that students can make clear the tasks to be completed and the steps to complete these tasks before learning the grammar knowledge of the three tenses of passive voice, so that learning the grammar knowledge of passive voice can become the carrier of the final communicative task and carry out a lot of task exercises. In the lead-in stage, the teacher set a task that has practical significance and combines current affairs. In the whole class, students focus on completing this task, so that students can experience the pleasure of learning and consolidating grammar knowledge in language practice and communication situations, which greatly stimulates and mobilizes students' learning initiative and enthusiasm.
(D) Grasp students' cognition and design life-oriented problems.
Grasp students' cognition, design life-oriented problems, output vitality in the lead-in, and establish a conceptual framework for the next study.
On the basis of fully mastering, analyzing and understanding students' existing knowledge, teachers mobilize students' current life experience, guide students to take the initiative to participate in, practice and research, seize the opportunity of using knowledge to communicate with each other, review new knowledge, enhance students' understanding and deepen their respective knowledge.
When teaching healthy diet, teachers can start with students' daily diet. The teacher asked the students to brainstorm through association, talk about their favorite food or drink, then present a large number of pictures of food or drink, and then design and discuss which food is healthy and which is junk food, and why? Then talk about their familiar healthy eating habits. These life-oriented problems can easily stimulate students' interest in participation, strengthen the communication between teachers and students, effectively promote the exchange and renewal of knowledge among individuals, and build a framework for the following reading teaching.
Four. Conclusion and thinking
In short, the design of English classroom teaching lead-in should make full use of students' age characteristics and curiosity, and be carried out according to the characteristics of new language materials. Appropriate import methods should be adopted for language materials with different themes and students of different ages. In teaching, if we can properly introduce multimedia audio-visual, intuitive, use background knowledge, set tasks, and combine daily content, we can stimulate students' interest and curiosity, expand students' thinking, mobilize students' enthusiasm for learning, and thus improve the effect of classroom teaching. Please accept it as the best answer.