1. lay a good foundation. That is, teaching English 26 letters and 48 international phonetic symbols will lay a good foundation for students to learn English further. Alphabet teaching takes five vowels as the main line, and is taught and studied one by one in alphabetical order, including: stress of letters and words, standardized writing of English, etc. Phonetic teaching is classified according to vowels and consonants, including the pronunciation of vowels in stressed syllables, the pronunciation of common vowel combinations in stressed syllables, the basic pronunciation of common consonant combinations in words, the pronunciation of consonants and knots. The main way is to repeat imitation on the basis of listening to the teacher's pronunciation or listening to the English recording clearly. When necessary, teachers explain and compare students' easily confused pronunciation and intonation to help students master the essentials of pronunciation and intonation. It should be noted that many times students' pronunciation and intonation are not good because they don't listen enough, don't listen carefully, and imitate if they can't hear clearly. So let students listen clearly and accurately, understand the characteristics of sound (tone quality, timbre, sound length, sound), and then imitate. When imitating, you can imitate collectively first, so that timid and introverted students dare to practice loudly with everyone; After individual imitation, it is convenient for teachers to check the quality of students' imitation and conduct targeted guidance and correction. Although freshmen have a certain phonetic foundation, a considerable number of students have inaccurate pronunciation and intonation. Teachers should be patient and careful with the pronunciation that these students have difficulty in reading correctly (such as the correct pronunciation of 48 international phonetic symbols and the different pronunciations of letter combinations).
2. Explore spelling rules. It is the most important and key teaching content after the teaching of letters, phonemes and phonetic symbols, including: stress (word and sentence stress), meaning group pronunciation (linking, missing, weak reading and assimilation), intonation (rising tone and falling tone) and rhythm. It should be pointed out that English is a spelling word, and the pronunciation and spelling of its vocabulary are often inconsistent, so many primary and middle school students can only memorize words alphabetically by mechanical memory because of their lack of spelling ability. This practice was effective at first when memorizing words with fewer letters, but with the gradual increase, growth and complicated spelling of words, students gradually felt inadequate, and the polarization of English level began. Therefore, when teaching letters and phonemes, you can start spelling practice, and you can use the method of "teachers have intentions, but scholars have no intentions" to let students explore some words that conform to the spelling rules and obtain the initial skills of autonomous pronunciation and spelling. The teacher begins with teaching the first word, briefly describes the syllable knowledge, divides syllables into words, and how to pronounce the word stress, and then gradually teaches disyllabic words and polysyllabic words. According to the words taught, guide students to explore independently and try to summarize the pronunciation rules.
3. Imitate pronunciation and intonation. Students can imitate the skills of sentence stress, intonation, continuous reading and incomplete explosion by following words, sentences, dialogues or short passages and listening to recordings, so as to initially acquire perceptual knowledge of pronunciation and intonation. For example, when reading a long word, phrase or sentence, the teacher can read it slowly once or twice first, so that all students can listen, understand and imitate it accurately; Read quickly, give them some time to practice and imitate loudly; Finally, ask the students to read vertically or horizontally according to their seats, so that every student has the opportunity to show himself and feel successful through reading. When it is the student's turn to have difficulties, the teacher or classmates will help him (her) read together to avoid psychological frustration of individual students with learning difficulties. In addition, in the teaching process, teachers can also use multimedia-assisted teaching to let students learn to sing English children's songs by watching cartoons and listen to interesting sketches that imitate English, so as to stimulate students' interest and enthusiasm in imitating pronunciation and intonation. In the lively language situation, students unconsciously feel the charm of intonation and express doubts, shock, politeness, indifference and other emotions. Only in this way can we combine pronunciation teaching with streaming teaching, so that students can finally imitate and master the rich pronunciation and intonation of English in streaming.
Second, organize reading aloud and ask loudly.
Reading aloud and clearly refers to expressing thoughts and feelings in language materials by means of stress, rhythm and intonation, that is, reading words, sentences, articles and other language materials clearly and loudly. Reading aloud has visual factors, which require readers to read the language materials carefully; There is also the oral language (expression) factor. The reader's brain thinks about its pronunciation and then reads its voice intently. Reading aloud has many functions: on the one hand, it can promote the improvement of listening. When students read aloud, the sound from their mouths reaches their ears, indicating that students are not only reading, but also listening to themselves. After repeated reading exercises, students' auditory nerves are used to this signal. When others send this signal, they can produce "* * *" and understand it. On the other hand, it can also improve memory. When students read aloud, their attention is easy to concentrate, which makes the language materials they read leave a deep impression on their brains. It can be said that reading aloud is the transformation from physiological activities to psychological activities, that is, "internalization". A lot of accurate reading can promote the further improvement of oral and listening ability; Effective reading can fully improve students' reading and writing level. Generally speaking, reading training can be divided into the following steps:
1. Listen to the model reading or recording. By listening to the teacher's demonstration reading or recording, students can understand the content and reading characteristics of the article, feel the characteristics of the content in pronunciation, intonation, emotion and expression, master the correct reading methods and points, and prepare for reading practice.
2. The teacher guides reading. When reading the dialogue, the teacher had better read the whole sentence to reflect the overall sense of the sentence, so that students can imitate the subsequent reading on the basis of listening. When reading, if you encounter long or difficult sentences, the teacher can read according to the meaning group and pay attention to the inflection of intonation. When reading the text, it is best to adopt the method of students reading and alternating reading. Generally speaking, reading is slow first and then fast, so that students can follow it skillfully and authentically on the basis of accuracy.
3. Students read aloud. According to the age characteristics and hobbies of primary and secondary school students, reading can be encouraged in different ways. For junior students, students who read English accurately and boldly can be regarded as "little teachers", and they can be invited to read, so that students can become the main body of learning and teachers can listen. After reading, students can point out and correct mistakes with all students through memories. On the premise of not discouraging students' enthusiasm, help students correct their pronunciation or intonation, and ensure that every student can read every sentence smoothly, naturally and correctly. Sometimes, students can make use of their strong competitive psychology to organize reading competitions and encourage them to read aloud, boldly and generously. There are many ways to compete: boys and girls, teams and individuals. In order to encourage and affirm, teachers will award prizes and wear red flowers to students who have excellent English reading or reading performance. For senior students, reading competitions, role-playing skits and rehearsals can be used to improve their interest in English reading. As long as we insist on doing this, English reading will definitely boost students' confidence and interest in learning English, improve their English study results, form a virtuous circle and be beneficial to English teaching.
Third, strengthen reciting and cultivate a sense of language.
Language sense is the core of learning and using English. Is the ability to feel the language directly and quickly. The success or failure of learning English ultimately depends on whether you gain a sense of English language. If you can get a sense of English language, you can firmly grasp English knowledge and skillfully use English language skills, and you can fully and completely use English and master English language. However, the acquisition of language sense must be gradually acquired through unremitting language practice. For the vast majority of primary and middle school students in China, reading and reciting typical dialogues or essays is an effective and convenient way to learn English, accept English and cultivate a sense of language. Recitation can be practiced like this:
1. A thorough understanding. First of all, thoroughly understand the material to be recited. We emphasize rote learning on the basis of understanding and avoid rote learning. Experiments show that when memorizing a sentence, the subjects initially retain the information of the original sentence, but soon forget these information, only retaining the meaning information of the sentence (Gui Shichun, 199 1). It can be seen that what is stored in memory is not the form of language, but the meaning of language. Therefore, only by fully understanding the material can we recite it well and increase the comprehensible input of the language.
2. Try to remember. In the process of reciting, if you just keep reading aloud, it is difficult to remember the material, because it is a shallow information processing. However, if the paragraphs and chapters are divided into parts, first recite them sentence by sentence and paragraph by paragraph, and then synthesize the whole recitation until the end, the effect will be twice the result with half the effort. Because the deeper the processing level of information, the longer the information stays in memory. Professor Cao Richang (1964) pointed out that "trying to recite, on the one hand, can improve more opportunities to establish contact because of learners' active activities, which is conducive to memory; On the other hand, because you try to understand the characteristics and difficulties of the material more clearly when you recite it, you can better allocate review and read more on difficult points. "
3. Periodic consolidation. According to the law of forgetting curve of German psychologist Ebbinghaus-"fast first, then slow down", the information temporarily remembered will be forgotten soon, and the speed of forgetting at first is particularly fast, so it needs to be reviewed in time. If you wait until most or all of the information in your memory disappears, it will take more time than reviewing it in time. As the saying goes, "One stitch in time is worth nine stitches". Not only do we need to review in time, but we also need to consolidate it frequently, because "what we have learned will never be forgotten for a long time if we review it frequently" (Cao Richang, 1964).
In short, the above three reading teaching strategies are aimed at cultivating students' loud, bold and generous reading habits, improving their ability to read English independently, forming effective reading strategies and laying a good foundation for their lifelong learning and development. As the saying goes, "teaching is good, teaching is not fixed." In the daily teaching design and practice, as long as we often reflect and summarize, we will certainly be able to explore more effective reading teaching strategies.