Introduction Methods and Skills in Primary School English Classroom
First, grasp students' expressive psychology and introduce them with songs or nursery rhymes.
Pupils express themselves. The introduction of songs or nursery rhymes can arouse students' enthusiasm and interest in learning. Educational psychology shows that music education and intellectual education complement each other. When students sing, they will feel relaxed and happy with the change of melody, and at the same time they will feel excited. Applying the form of singing to English classroom teaching in primary schools can greatly improve students' interest in learning English. For example, when teaching English letters, let students listen to an English alphabet song first. Pupils are lively, talkative and fond of singing. Moreover, this English song has a cheerful tune and a lively rhythm, and students can unconsciously perceive the content of the new lesson in the pleasant music. This way of learning English words and sentences by singing new lessons makes students not only learn English language, but also learn new knowledge in familiar melodies, which is relaxed and natural.
Second, guide the classroom with simple and short everyday language.
Using some easy and short everyday expressions to guide the classroom not only trains students' oral English, but also exercises their communicative competence. Usually, before a class begins, English teachers will have a "free talk" with students around one or more topics. Through some "freetalk", we can communicate the feelings between teachers and students, shorten the distance between teachers and students, and guide students to enter the new curriculum with full enthusiasm. As we know, the teaching and learning of each class are not isolated, it has the function of connecting the preceding with the following, and it is the expansion and deepening of old knowledge. The cultivation of pronunciation and language sense inevitably requires primary school English teachers to have high pronunciation literacy. Because the lower the grade, the younger the students, and the greater the teacher's responsibility in pronunciation. In order to make the English pronunciation of junior primary school students accurate, teachers with high phonetic literacy are required to let them hear a standard pronunciation, thus laying a good foundation for students to further learn English.
Example 1, what's your name? How are you? It's time for class. What's your favorite fruit? Some sentences can be adjusted artificially, so that the law of alternating light and heavy remains unchanged. For example, what's your name? My name is Mike. This sentence is divided into sentence stress and rising and falling tone according to ideographic stress. It has formed a certain rhythm pattern, which is very balanced, sounds much more pleasant and is easy for students to accept.
Therefore, we should carefully design the conversation content according to the actual situation. For example, when teaching "Oxford Primary School English 4B Unit 8" in class, the author had a question-and-answer exercise with the students: "Hi…, how are you? Can you see … over there? What can you see in our classroom? How many classrooms do you think there are in our school? " The problem is from simple to complex, which not only reviews the knowledge already learned, but also naturally introduces the teaching of new knowledge.
Third, guide the classroom by means of games.
Game introduction refers to a method of introducing new lessons by guiding students to play games. Using this method is helpful to arouse children's learning enthusiasm, attract their attention, urge them to listen carefully and stimulate their imagination and thinking ability. Teachers make full use of the contents of textbooks and carefully design a series of informative and interesting teaching games before class, which can satisfy the active psychology of primary school students. For example, when learning the number "zero-ten", I use the "passing game" to count in groups of ten to see which group can report accurately and quickly. At the same time, let the students say which numbers are used in life to see who is the most careful. Such as: age, date, mobile phone number, telephone number, license plate number, etc. When teaching "time expression", I use games that students are familiar with to attract new lessons. Let a student play the role of "Lao lang" first, and let several students stand in a row and ask in turn, "Lao lang, Lao lang, what time is it?" The wolf replied, "Six o'clock, six o'clock …" The student studied, "What time is it, Mr. Wolf?" ? It's six o'clock. It's time for dinner. Another example is: when teaching the body, play the game of "touching your face and clapping your hands". Touch your face. Slow response elimination. Students move in middle school and in school; Learn and play, learn and play.
Fourth, guide the classroom with intuitive objects.
Intuitive and vivid material introduction means that teachers guide students into the learning situation by means of materials, teaching wall charts, cards, slides, teaching videos or aerial classes in primary schools before teaching the content, by means of questions and answers, discussions and other teaching methods. It is a teaching introduction method. In English teaching in primary schools, objects are the simplest and most effective visual teaching AIDS, and their functions are very obvious. It can attract students' attention, make primary school students quickly enter the role and actively cooperate with teachers to complete teaching tasks.
For example, when teaching the name of clothes, I showed the students all kinds of small clothes and hats of dolls collected from the students before class. These props are very beautiful and lovely, which immediately attracted the students' attention and their mood was very high. After saying the names of the known clothes, everyone couldn't wait to say the names of the rest of the clothes correctly in English, so I introduced a new lesson conveniently. Learning vocabulary: a pair of gloves/jeans/shorts ... The use of these teaching AIDS can often stimulate students' interest and quickly enliven the teaching atmosphere, thus achieving better teaching results.
In classroom teaching, showing objects can turn abstract into concrete, which can not only stimulate students' interest and thirst for knowledge, but also help to cultivate students' ability to directly perceive things and understand problems in foreign languages. For example, when teaching English 2 A Unit 2 in Oxford Primary School, teachers can prepare some items, such as spoons, nurses' hats, teaching sticks, stethoscopes and so on. And introduce new lessons by introducing words.
Fifth, create situations to integrate English into life.
After the implementation of the new curriculum, English teaching in primary schools cannot be separated from the creation of situations. Some teaching environments, especially the extensive application of multimedia, provide better conditions for English teaching. Creating teaching situation is an important method of English introduction in primary schools, which can guide students to think and explore, and stimulate students' initiative and enthusiasm in learning. English dialogues and texts in primary schools often appear in specific situations. English teachers can use vivid and intuitive teaching methods to create a realistic language environment, so that students can contact the scene in a subtle way and gain new knowledge.
For example, what do you want when importing? At that time, I decorated the whole classroom into a fast food restaurant and acted as a waiter in the restaurant to arouse students' appetite and interest first, and then teach you what you want to eat. I think … these two sentence patterns make the practice of sentence patterns more vivid, vivid and interesting. Another example is: with "a bell ringing", students guess that "teacher" leads to the word teacher; Then there was the sound of "fast and loud", and the students guessed that it was a police car, which led to "police" The sound of a car passed by, and the students guessed it was the "driver". As soon as the tractor sounded, the teacher asked, "Who wants to drive a tractor?" Students guess "farmers". By creating situations, students' mood is high, which greatly improves their enthusiasm and consciousness in learning.
Lead-in is the primary link in classroom teaching and an important part of all teaching arts. It is the beginning of the whole teaching process, the guiding link of classroom teaching and the key step to arouse students' enthusiasm. As Russian educator ushinski said: "If the initial teaching is full of images and colors and can be accepted by children's various senses, we can make what we teach acceptable to children." Teaching lead-in is an important part of the teaching process and an important teaching method. There are methods in teaching, but there is no fixed method. The key is to find the right method. There is no established import method, and there is no best method, only the most suitable method for students. This requires our teachers to constantly reflect and summarize according to their own reality, and design a set of effective classroom lead-in, which is very beneficial to children's physical and mental development and the formation of learning ability.
Skills to Improve the Efficiency of English Classroom Teaching
First, play game skills.
1. The Relationship between Games and Primary School Students' English Learning
Games in English class are not only used to adjust the classroom atmosphere and improve students' interest in learning, but more importantly, they are used to help students learn languages, communicate with each other, exert their imagination and cooperate with each other.
2. Problems that should be paid attention to in classroom game teaching
(1) The arrangement of game activities should have a clear purpose, and each activity contributes to the realization of teaching objectives.
(2) Game activities should be closely related to the teaching content, and don't play games for the sake of "playing games".
(3) The choice of game activities should consider students' age, level and interest.
(4) Game types should be colorful and varied.
(5) Clear the rules and demonstrate before the competition.
3. The application of game skills in primary school English class
There are various forms of games, and suitable games can be compiled by combining different teaching contents. Activity 1 Just like "golden eye" game. This is a game to train students' memory. The teacher showed some objects and put them on the platform. Let the students who come up to guess watch for half a minute, then stand with their backs to the podium and face the students, and then let another student come up and take things away. And say, "What's missing?" Students who guess should say what is missing in English within 10 seconds. Repeatedly, students will inadvertently deepen their impression of words.
Activity 2: "Show a Show" game, classify the words you have learned. Ask the students to find out the verbs they have learned that can be expressed by body. Such as crying, running, jumping, jumping, singing and so on. The teacher says a word and the students do this action. In this way, students will remember this word clearly and deeply.
Activity 3: "Draw a picture" game, give a word, let the students draw related stick figures, and let the class guess what the word is, such as: river, mountains, slippers, socks, apples, birds, and so on. This activity will take a long time, but the classroom atmosphere will be better.
Activity 4: In the word solitaire game, each group finds a classmate to the blackboard. The teacher said a letter, and then asked the students to start writing words with this letter. The more words they write, the better. Other students in the group can write more words instead of him. The group that writes the most wins. Classroom games are both interesting and tense, which can not only control the class's attention, but also enable students to consolidate their knowledge and develop their ability to play and guess.
Two. Storytelling skills
1. The relationship between stories and students' English learning
Stories can provide a natural and meaningful language scene for young students to learn languages. The repetition rate of phrases and sentences in stories used in language teaching is very high, and young students like to listen to stories repeatedly. Therefore, even if their language ability is limited, young students can absorb lexical chunks and use them in language communication, and at the same time stimulate their imagination and develop their thinking ability.
2. Storytelling skills in English teaching
(1) The story to be told is related to the similar experiences of classmates in real life.
② Create scenes with pictures, actions or multimedia to help students understand the story.
In the process of telling stories, teachers use body language and gestures to help students understand.
Let the students participate in the story, let them guess what will happen, or play the characters in the story.
⑤ Teachers stop at the right time to create suspense and give students time to think.
3. The application of storytelling skills in primary school English class
Using storytelling skills in class, creating scenes to let students perceive language, and using language in real situations will get unexpected results. For example, in the second class of the third grade English textbook of Oxford Primary School, students are required to master eight fruit words. When introducing a new class, I tried to teach with a conservative child's favorite & gt story. The main idea of the story is that Pig Bajie went to find food for the master. He found an orchard with some fruits (design was taught today), but he couldn't help eating all the fruits. Later questioned by the Monkey King. I used some simple English sentences to introduce this story. Students unconsciously mastered eight fruit words in the process of listening to and participating in storytelling: apple, orange, banana, pearl, peach, mango, pineapple and watermelon. Compared with the previous use of physical objects or pictures, teachers and students ask and answer questions. Then it is much better to imitate and practice the words one by one. Students master the words they have learned in meaningful situations and stimulate their interest in learning.
Third, the skills of questioning in class
Classroom questioning is a teaching method and an art, but in our daily teaching process, classroom questioning often becomes a mere formality. On the surface, it is a question and answer between teachers and students, but in fact it lacks practical value, which leads to a waste of class hours. How to make classroom questioning effective, really stimulate students' positive thinking, cultivate students' ability and improve English classroom efficiency? First look at two scenarios:
Scene 1: The teacher is holding a picture in his hand, pointing to a book on the table in the picture and asking his classmates, "What is this? Ask the students to answer, "It's a book." Then he asked, "Where are the books? "It's on the table .." This kind of exercise is essential for beginners to learn sentence patterns. However, from the perspective of communicative teaching, this kind of question-and-answer training, which knows perfectly well and lacks information exchange, only expresses the form and meaning of language through intuitive means, which is a mechanical exercise.
Scene 2: After learning the sentence patterns you like and dislike, the teacher will ask the students a series of sentences: Do you like monkeys? Do you like spring? Do you like robots? Although our classmates sometimes don't understand, as long as it is such a "yes or no" question, it will be easy to answer, and there is no need to give a reason anyway.