How to teach junior high school English writing and cultivate students' oral and written communication ability is one of the goals of junior high school English teaching. Writing is an advanced information system, which requires students to have high written language expression ability. However, at present, the written expression in junior middle school English teaching is relatively backward, and the students' writing level has not improved much, resulting in the phenomenon that "students are upset when they hear writing, but teachers don't want to see homework". There are many reasons, including students. (2) Poor vocabulary and improper collocation; (3) Misuse of sentence patterns and unreasonable grammar; (4) The information is incomplete and disorganized. Teachers: There is a lack of scientific and systematic writing teaching methods in teaching, which are as follows: (1) scattered-lack of organization and dispersion; (2) Chaos-writing at all levels is chaotic, which affects the improvement of writing ability. Throughout the written expression of the senior high school entrance examination in recent years, the topic of the composition is more and more vivid, and the information given is less and less. It is difficult for students to write a complete exercise of more than 80 words based on a small amount of known information. Therefore, how to improve students' written expression ability has become an urgent problem for junior high school teachers in writing teaching. In order to improve the teaching effect of writing, according to the teaching principle of step by step, the author tried the writing teaching of the trilogy of "words, sentences and articles": 1. According to the law of language learning, the order of English writing teaching should be: words-sentences-articles. "Word" is the foundation, "sentence" is the bridge and "article" is the purpose.
How to carry out situational English classroom teaching in junior middle school English requires teachers to turn boring language phenomena into lively and interesting activities, tasks and contents that students are willing to accept in situational environment, so that students can better organize their thinking in real or simulated language situations, understand the information and language materials transmitted in specific situations, touch the scenes, stimulate their desire to express their thoughts, and thus promote the cultivation of students' ability to understand and express their thoughts in English. Therefore, students must be placed in the situation of using language to perceive, analyze, understand and practice, and move from simulated communication to real communication in order to truly master English.
How to carry out situational English teaching in junior high school English is an international language, and language learning needs to rely on a certain language environment. In junior high school English classroom teaching, the creation of teaching situation will directly affect the teaching effect. A good teaching situation can create a pleasant classroom learning atmosphere for students, stimulate their enthusiasm for continuous learning and exploration, and make students integrate into the text content in a short time. Therefore, creating a good teaching situation in junior high school English classroom teaching can not only enrich the classroom learning atmosphere, but also stimulate students' curiosity about English exploration and lay the foundation for comprehensively improving students' comprehensive English application level. Then, in junior high school English classroom teaching, how will teachers create situations? The author combines many years of teaching practice experience to discuss from the following aspects.
How to teach vocabulary in junior high school English 1 Pay attention to improving teaching methods.
Students' interest in learning is closely related to teachers' teaching methods. Therefore, in English teaching, we should first improve and explore words.
Communication teaching method.
1.
Teaching by combining sound, form and meaning. To learn a word, we must first know its sound and meaning, and then combine the sound band shape with the sound shape and sound and meaning. So when learning letters, you should put a phonetic symbol after each letter. At this time, students are not required to write phonetic symbols, but only to perceive the sound shape, which not only helps students to accurately read letters with the help of primary school pinyin learning, but also paves the way for future phonetic symbol teaching. At the same time, students are especially required to master the accurate pronunciation and rules of the five vowels in the word. For example, when students first come into contact with names and bags, they put special emphasis on the pronunciation of vowels. In the future teaching, they will constantly review, summarize and compare, and then explain to students what is stressed open syllables and stressed closed syllables, and inspire students to read new words according to the pronunciation rules, such as these, desks, sitting, customs, dogs and so on. At the same time, we should also pay attention to the combination of vowels, consonants and R syllables. In addition, special emphasis should be placed on some special and irregular pronunciations. For example, in order to prevent students from writing C as S, tell students that C usually sounds [s] before E, I and Y, and list some words for students to observe and compare the differences between sounds and shapes, such as nice, celebrate, decide, bicycle and so on. In this way, the combination of sound and shape, review of the old and the new, contrast between the old and the new, deepen the impression, develop good spelling habits, help students gradually solve pronunciation problems, and cultivate students' ability to learn words consciously.
2.
The combination of sex, meaning and use in teaching. Word teaching should not only cultivate students' proficiency in spelling each word, but also strengthen the teaching of part of speech and meaning, that is, learning words should understand their nature, remember their meaning from their nature, and experience the different uses of different parts of speech in sentences, so that students can understand the role of parts of speech in sentences and finally achieve the goal of skillfully using words and sentences. At the same time, we should also pay attention to the use of polysemy, such as outside, which has four parts of speech and different meanings.
Stand outside. Look, your mother is waiting outside the school gate.
The outside of the house is very old. This is an external broadcast
Here you are. Therefore, students can experience and understand the role of word diversity and polysemy in sentences.
3.
Performance teaching. Performance itself is a kind of language practice. Performance teaching is mostly used in situational conversation, but in the absence of language environment, this teaching method can also be used in word teaching as an auxiliary means to increase students' practical opportunities, so as to achieve the purpose of exchanging ideas and thinking in English. Therefore, when teaching words, we should make use of performances as much as possible to create a language environment, change the mechanically boring word teaching into the word teaching in which students actively participate, and change the word "dead" into the word "alive", such as preposition learning. We can invite a student who is good at acting to take the stage first, and use props such as podium, blackboard and door to make the student change his standing posture as required, so as to learn the positional preposition near.
In front, behind, in front, etc. When studying
The student got off the platform. The students understood the meaning of these words in happy laughter, and then instructed the whole class to perform in groups, and asked the students to express them in sentences as much as possible, such as Where.
Am I? You are behind the door.
Because of its intuition, vividness and vividness, students have mastered these words and skillfully applied them to sentences after just a few minutes of game performance. This temporary novelty will turn into a stable interest in learning.
4.
Encourage teaching. Competitive and expressive are the characteristics of junior high school students. According to this feature, teachers often teach words by organizing competitions in class, which makes competitions an important means to enliven the classroom atmosphere and help cultivate students' interest in learning English. For example, when learning color words, make a set of color block cards and then show the back of the cards at will. Please send a representative from each group to guess the color, and get 10 for one guess, 5 for two guesses, 1 for three guesses and 0 for three guesses. At this time, the second round will be conducted after the first round. In addition, if you need to concentrate on teaching words, in order to avoid "the young monk reciting the scriptures carelessly", encouraging teaching methods are the best. Students pay special attention to learning new words. Everyone wants to show their memory and do their part for their group. This not only improves the classroom teaching effect, but also cultivates everyone's collectivism spirit and competitive consciousness.
5.
Link teaching. With the gradual development of language teaching, the gradual expansion of vocabulary and the deepening of grammar knowledge, it is very helpful to adopt chain teaching in teaching to expand students' vocabulary. For example, teaching the position and usage of adjectives, but also associating their antonyms, adverbs, comparative degrees and the highest order change rules. When teaching verbs, you can talk about the second person singular, present participle, past tense and past participle. In this way, students can learn the whole picture of words at once, expand their horizons quickly and improve their ability to use these words. In addition, when learning verb phrases, chain teaching method is better, such as teaching make.
Up one mind can inspire students to review the phrases they have learned by classification with make, and students will soon review "Let's help her to".
Make a study plan "and other sentences. Students reflect that it saves time and brainstorming, and gets twice the result with half the effort.
Second, strengthen the guidance of learning methods.
While paying attention to improving teaching methods, we should also strengthen the guidance for students to master scientific memory methods. There are two main reasons why students can't remember words, one is the lack of scientific methods, and the other is the high forgetting rate, which leads to fear of difficulties and lack of confidence. In view of this situation, we should first help students build up their self-confidence. Tell them that memorizing words is a long-term process and forgetting is a normal phenomenon, and then introduce the scientific methods of memorizing words to students. In teaching practice, the author summarizes the following six methods that are most easily mastered by students.
1. Sensory memory. Many poor students memorize words by rote, mainly visual memory. This is related to poor imitation ability and unwillingness to read aloud. This kind of memory is often hazy. For example, it is really difficult to print a fourteen-letter image into your brain, so you must read the sound: [
]
Turn fourteen letters into five syllables, read aloud several times, and write while reading, so that sounds and images reach the brain, and the memory is much clearer. You can remember words with your eyes, mouth, ears and hands. Using multiple senses is much more profound than single visual memory, and it is also reliable to remember.
2. Classified memory. Everyone can accumulate a little vocabulary after studying for a period of time. At this time, classification can be used to help students understand and remember the words they have learned, such as classification according to school supplies, animals and plants, people, food, transportation and so on. ; Group week names, month names and other nouns representing time; Grouping homonyms, such as
Some confusing words such as snow and now are often classified and compared to deepen the impression.
3. Word formation memory. By the third grade, students have been exposed to a lot of word formation knowledge. When memorizing words, they can guide students to find out the internal laws and relations between words according to the structure of words, such as roots, prefixes, suffixes, synthesis, transformation and other laws, so that they can recite a long list of words, and students are particularly interested. I feel that remembering words in this way is not only fast, but also difficult to forget.
4. Chart memory. Chart memory can be used to remember structural rules. In teaching, students should always be instructed to list the plural changes of nouns and the third person changes of verbs together; The comparison grades and irregular forms of adjectives and adverbs are made into tables; The changing rules of present participle, past participle and past participle of verbs are also listed in a brief table. These charts are convenient for students to query and compare, so that some chaotic suffix changes can be seen at a glance.
5. Unit summary memory. For junior high school students, it is necessary to summarize the language knowledge they have learned regularly.
After teaching a unit, students should be instructed to make a written summary of grammatical structure, daily communication terms, sentence patterns, key phrases, fixed collocations, words with confusing pronunciation, etc. This will enable students to further clarify the vocabulary key points of each unit and provide convenience for students to review in the future.
6. Use memory. The significance of memory lies in its application. Therefore, in teaching, students should be instructed to combine words into phrases and integrate them into sentences to remember. For example, the word grow appeared three times as a new word in the fourth volume of the Soviet Education Edition. Of course, its meaning and syntactic function are different, but students think they have learned this word. Why should it be listed as a new word? At this time, teachers should guide students to recall the sentences they have learned. If we often actively guide students to remember new words in use and do more analysis and comparison, then those words that are difficult to remember and easy to forget in books will become flexible language materials.
Practice has proved that flexible and diverse teaching methods can stimulate and cultivate students' interest in learning quotation vocabulary and effectively train basic skills. Patiently inspiring and actively guiding students to use various memory methods can greatly improve the quality of English vocabulary teaching.
How to use information technology in junior high school English teaching? As a teacher, we must first have a sense of responsibility and sacredness, and break the sacred frame of "being a teacher and showing dignity". Whether students can play the role of learning subject is closely related to the attitude of teachers. Ordinary students always like teachers who are always smiling, affable, humorous and tolerant, but reject those who are serious, narrow-minded, strict and sarcastic, so it is very important for teachers to update their concepts and change their roles.
How to use situational context in junior high school English vocabulary teaching is a foreign language teaching method designed and widely used by British applied linguists and foreign language teachers in the 1960s. According to the described situation, the teacher reproduces the described scene representation with pictures and slides, so that students can be immersed in it as if they were in it, and have an intuitive understanding of the described content, and then further learn the role of words on students. Generally speaking, situational teaching can be carried out through three teaching stages: perception, understanding and deepening. The so-called perception is that teachers show what is described in words in the form of images. Create a picture, introduce the situation and form an appearance. For example, the word "water", the teacher can use a picture of a water drop, so that students can naturally correspond the picture in front of them with the word "water". The second is understanding, that is, going deep into the scene and understanding the text. Take "water" as an example. Because the word "water" can be used as both a noun and a verb, you can add a picture of watering flowers next to the picture just now, and students will immediately realize that the word "water" in "watering flowers" is a verb. Finally, deepen, reproduce the situation, enrich the imagination, and apply words to writing communication. Teachers can inspire students to make sentences or have situational dialogues with the words they have just learned, so as to truly apply what they have learned. Therefore, "situational teaching" is really unique in cultivating students' emotions, inspiring thinking, developing imagination and developing intelligence. After a period of teaching activities using situational teaching, I found that the correct rate of students doing questions (especially when the questions contain descriptions of situations) is much higher than before. In other words, students have gradually formed a sense of picture in their minds and used this form to help them solve problems.
How to integrate English songs into junior high school English teaching is to enjoy music. Simply say something, not to mention any mandatory requirements.
On how to carry out situational teaching in junior middle school English 1. Use life to create situations.
Language comes from life and is used in life. Bringing students into society and nature, teachers create a comprehensive and open language practice environment for students through concise and easy-to-understand language descriptions and appropriate expressions and gestures. The environment for students to learn English is very important. The main reason why some learning contents are forgotten quickly is the lack of practical application, especially language learning. Choose a typical scene from life as the object of students' observation, and let students talk in language according to the actual situation of life, which can best reflect the communicative nature of language. The scene makes the dialogue emotional and vivid. Combining the daily life content in the teaching materials, we create teaching scenarios, which are closer to students' real life. If there is a group to perform birthday scenes, it includes shopping, comparison, phone calls and other groups of scenes, so that students can properly use what they have learned and improve their language ability. Therefore, it is necessary to create language situations as much as possible and ask students to use English. Situational teaching absorbs the theory of activity teaching, fully mobilizes students' innovative spirit and exerts their potential. Activities between teachers and students enable teachers and students to exchange their feelings.
Second, the use of games to create scenarios
In English classroom teaching, games can be added to improve students' ability to use what they have learned in relaxed and pleasant games. This teaching method can effectively prevent students from fatigue and boredom. Junior high school students are not only interested in games, but also can show their wit and develop their potential in games. Appropriate introduction of games in teaching can not only make students remember words and sentences in a very natural situation, but also stimulate students' enthusiasm and creativity in using language. The games you can play are:
1. adapt the English text into a drama and arrange different roles for students to perform.
2. Choose some interesting riddles for students to guess, and give some rewards to the students who guess correctly, which can stimulate students' interest in learning English.
3. English tongue twister contest and card game.
This interesting teaching has brought students a different learning environment and greatly stimulated their interest in learning.
Third, the use of visual AIDS to create scenarios
Junior high school students' thinking is still difficult to concentrate for a long time, and divergent thinking is still outstanding. Judging from students' cognitive law of things, the most direct and effective way to create scenes is to use intuitive teaching AIDS. Visual teaching AIDS are teaching tools such as objects, models and charts that provide students with perceptual materials in teaching. Correct use of visual AIDS can improve students' interest in learning, enrich perceptual knowledge, reduce learning difficulty, help students form clear concepts and deepen their memory. The use of these visual AIDS also speeds up the pace of teaching and exercises students' reaction ability.
Fourth, create a scene by using multimedia.
Due to the limitation of classroom teaching environment, many teaching contents cannot be displayed in kind, and multimedia teaching can make up for this deficiency. Make the text content into multimedia courseware, and present the abstract teaching content vividly with large capacity, high frequency and fast pace, so as to make the teaching activities harmonious and relaxed. Creating English situations in this way can help students improve their ability to use English knowledge. This form can give students a strong feeling, attract their attention, stimulate their interest in learning and improve classroom efficiency.
At the same time, we should also pay attention to encouraging students in situational teaching. Motivation is the most basic function of education. Students who grow up in an inspiring atmosphere will make continuous progress. Students are emotional, and students' emotions directly affect their learning interest and learning effect. Only positive emotions can make students' subjectivity and creativity develop and their thinking become more active. In teaching, I always find the bright spots in students and encourage them. At the same time, I also encourage my classmates to encourage each other. These inspiring words make students' situational performances more active and their interest in learning English is higher.
In teaching practice, we realize that situational creation has played a great role in optimizing English classroom teaching. Compared with the traditional teaching mode, situational teaching is more novel and interesting, and the classroom atmosphere is more relaxed and harmonious. Teachers can impart knowledge and penetrate the truth of life while entertaining, which is of educational significance. As English teachers, we should learn from each other's strong points and should not be limited to a certain teaching method. Situational teaching method is a good choice. We should fully realize its function and combine it with our teaching activities. When using situational teaching method, we should fully consider various factors and make continuous improvement, or we can combine it with other teaching methods to achieve the best teaching effect.
How to teach vocabulary in junior high school English reading teaching is an important aspect of students' foreign language learning. Research shows that vocabulary knowledge is highly correlated with reading comprehension. Therefore, teachers must attach great importance to the teaching of vocabulary knowledge in classroom teaching. However, from the examination papers of the senior high school entrance examination in recent years, the proportion of English reading is increasing. Therefore, many students think that more time should be spent on solving the problem of reading comprehension. So as to relax the study of vocabulary. This makes many of our teachers quite confused, and some ignore vocabulary teaching. Therefore, they stick to the old vocabulary teaching methods and spend more time on developing reading ability and test-taking skills.
At present, the methods of vocabulary teaching in junior middle school English reading teaching are relatively simple, and repeated reading, spelling, dictation and doing exercises account for a large proportion. This simple and boring vocabulary teaching can help students to remember the words they have learned in the short term, but in the long run, it will definitely make students feel bored, thus affecting the whole English learning and the teaching effect will be greatly reduced. There are also many teachers who simply put vocabulary into pre-class teaching.
So, what is the situation of open reading class? After listening to many open classes of reading classes inside and outside the school, the author found that teachers have their own unique skills in the arrangement of reading classes, and they also make great efforts in the guidance of reading strategies, most of which are involved. However, the treatment of vocabulary teaching, which is crucial in the classroom, seems to be somewhat consistent. Some teachers use some pictures or teaching AIDS to teach new words, while others introduce some new words in the introduction part and teach them in free conversations with students. Some teachers use vocabulary review, such as filling in the blanks with the first letter and matching words with their correct meanings. These teaching methods are lack of innovation, and students are easy to lack interest in the unchangeable mode, which also affects the teaching effect. In addition, it is not conducive to the sustainable development of students themselves.
Then, according to the current situation of reading class and the importance of vocabulary teaching, "innovation" has become a good medicine for vocabulary teaching in junior high school English reading class. The author once listened to a teacher's open class, and she broke the traditional teaching method in dealing with vocabulary: first set the situation for students and let them have an experience. The content of the activity is: How would you feel if you were blind? This leads to the new word disabled, so what is disabled? The students learned the new word deaf and introduced sign language teaching on the topic of deaf. Next, the teacher teaches in sign language. This method is very novel and students are very interested. In the process of reading words while doing sign language with teachers, they unconsciously learned these words and were deeply impressed.