First, the role of threading the needle.
Teaching objectives: Teaching links are like pearls, and the transition language between activities in each link is the silk thread connecting pearls in series. Without this thread, even the best pearls can't be beautiful necklaces. For example, I have heard a picture book taught by a teacher and read The Tree of Love. At first, it was directly imported by the teacher. Today, the teacher told you a story. Are you happy? Then the teacher said: Once upon a time, there was a tree. What kind of tree is that? Show the pictures and imagine. Later, the tree fell in love with a boy. What happened to that boy? So, what happened to the boy that the tree saw? Every day, the boy runs under the tree to collect leaves, make himself a crown, and fantasize that he has become the king of the forest. What else can the boy do? -Introduce gradually in this way to encourage children to think and imagine. As far as this text is concerned, the interlanguage designed by the teacher has strung together the main lines of reading and learning, and the language is beautiful and vivid. Another teacher introduced the lesson of Prometheus like this: "He once said such a sentence ... He not only said it, but also did it ... Although he was very painful, he said it ... He did it because he told himself ..." This needle-and-thread reading method skillfully combines the words and deeds of the protagonist, guiding students to read the protagonist's words deeply and enter the protagonist.
Second, stimulate interest in learning
It can be said that teachers' interlanguage plays an important role in classroom teaching and is the guarantee for the success of classroom teaching. Teachers' language is more important than projectors, computers and other hardware. Teachers should use thoughtful, affectionate and vivid language to stimulate students' emotions in advance, so that students can be placed in a pleasant learning atmosphere, make our classroom more exquisite and let students have endless interest in learning. For example, when a teacher is teaching the lesson "Bridge", he first leads the students to learn the sentence of feeling the flood, and then says: When the village wakes up, people panic. There is no road between things, only a narrow bridge in the north! Can people cross the narrow bridge at this time? The students answered. Students, how did they cross the bridge at this critical moment? So it led to "the thin face of the old man" ... like a mountain. Yes, if you are in line, you must come first. If you are there, where do you want to line up? Why? The old man also thought of this, so the old man said ~ in this way, the students quickly entered the following study according to the teacher's guidance, grasped the key to the problem and found the answer. This can not only stimulate students' interest in learning, but also point out the direction for students' learning.
Third, let students integrate into the situation
The lessons of famous teachers always amaze us. A big reason is that their language expressions are full of magical charm: they can draw a picture of life in a few words, which makes you think deeply; In a few words, create a beautiful world and arouse your emotions ... This is how Yu Yongzheng, a famous national special-grade teacher, skillfully designed the transition when teaching the article "New Glass". Teacher Yu asked, "Students, what are the characteristics and uses of these five new types of glass?" Please read the text silently with this question, and think while reading. "Then teacher Yu asked everyone to communicate with each other and see if the painting was accurate. Teacher Yu said at the right time, "Do you understand the characteristics and functions of five new types of glass? However, I'm not going to let you talk, I want you to write. Write what? (Teacher Yu wrote the word "self-report" on the blackboard) What does "self-report" mean? Yes, just introduce yourself. Now I divide the class into five groups. The first group wrote "self-report of screen glass", the second group wrote "self-report of screen glass", the third group wrote "self-report of color-changing glass", the fourth group wrote "self-report of absorbing glass" and the fifth group wrote "self-report of eating sound glass". Now you are all new glass. Please write down their respective characteristics and functions and make an advertisement for yourself. See who will praise themselves. Of course, be realistic and don't brag. I read and write, and I entered this country.
Fourth, set suspense to arouse thinking.
A good question, a wonderful and appropriate suspense, can firmly grasp the students' expectation psychology, guide students' attention and ideas to the new lesson, and thus achieve the purpose of being kind, natural and fascinating. For example, the teacher Zhu of our school asked the students these questions in Prometheus class (1). Do you know how long Prometheus has been kept here? How many people are deterred from him? (2) After showing the scene of lighting the flame in previous Olympic Games, by the way, what have you learned from watching this flaming torch? Why should the Olympic Games light the torch? This kind of pause will naturally arouse students' interest, arouse students' thinking and interest in extracurricular reading. The form is natural and the content is endless.
The use of interlanguage in class is often not single, but usually a combination of several ways, which shows the flexible changes of teachers' classroom language. At the same time, classroom interlanguage has its own characteristics, that is, its orientation and cohesion. Therefore, in use, we must pay attention to appropriateness and comfort, look forward and backward, and show our true merits in "guidance" and "connection".
Generally speaking, the article can only become a dynamic whole if there is a transition. A high-quality class also depends on the teacher's interlanguage, so that the teaching process can be rigorous and vivid and students can understand the text more comprehensively and deeply.