I. Teaching environment
In the process of non-native English teaching, we should create a good environment atmosphere, which will directly affect and improve students' interest and initiative in learning English. This is really hard to grasp. Because the scope of this environment is too wide, our teacher can't control it. Therefore, we teachers can only make full use of the classroom teaching environment, mobilize the classroom learning atmosphere, and let students actively participate.
1. Adjust the seat. According to the psychological characteristics of primary school students, with the real language communication as the background, the placement of classroom seats should be selected in close combination with the classroom theme and teaching content, so as to develop from a single paddy field to diversification, facilitate students' communication and cooperative learning, and create an open primary school English classroom environment. "Tian" placement method is suitable for the classroom with situational dialogue as the main content; The circular placement method is to remove the desks and leave only the chairs, put the chairs in a circle and let the teacher stand at the center of the circle. This is a common placement method when playing games. U-shaped or V-shaped placement method is to divide students into two teams, which are two opposite U-shaped or V-shaped, so that teachers can stand in the front position. This seating method can have enough classroom space for teaching, which is suitable for classroom group competition and situational teaching ... In short, the placement of desks and chairs should be flexibly adjusted according to the teaching purpose and teaching task, and the distance between all students and teachers should be as small as possible, so that teachers can evenly distribute their humanistic care and enhance humanistic care.
2. Arrange a "white wall". In fact, students can paste their own vivid color pictures on the wall and attach beautifully written English labels, which can make students visually stimulated by English information.
Better integrate into the English learning situation. In the teaching of "Let's Go to the Zoo", students can draw many lovely animals and turn the window into a vivid zoo. In class, students introduce animals according to their preferences: "This is a …" and "What is this?" "What's that? "Ask and answer. In such a life-oriented teaching environment, students will be "activated" by the relaxed and pleasant communication atmosphere, thus improving their oral communication ability and fully embodying their positive feelings of loving and enjoying learning.
3. Develop the "classroom". A single teaching environment can easily make students feel bored, but the teaching content that is very close to students' life can bring students to the real environment. According to the psychological characteristics of students, there must be students eager to try in their seats. It not only improves teaching efficiency, but also greatly stimulates students' enthusiasm for learning English.
Second, the teaching content
A single teaching environment can easily make students feel bored, so it is necessary to directly enrich and beautify the teaching environment. And the teaching content that is very close to students' life can also bring students to the real environment. Living teaching environment can enhance the authenticity of language communication, make language communication from "air-to-air" to "meaningful", make abstract things intuitive, improve teaching effect, and more importantly, improve students' interest in learning.
1. Step into life and learn independently. With the formation of the concept of "global village", English has become inseparable from our lives, and all kinds of trademarks and signs that can be seen everywhere in our lives have traces of English. At this time, the teaching content is selected from life experience, which makes children feel cordial, natural and easy to learn, and enables children to adapt to learning, gain experience and develop. Primary school English textbooks are very close to students' life and learning reality. Most of the knowledge points involved in textbooks are knowledge that we encounter in our daily life and can often use. For example, the parks and zoos that students like best; Students' favorite fruits, milk and ice cream; Some everyday polite expressions that students talk about; There are also students' own, family and school life. The English Curriculum Standard for Primary Schools stipulates 15 topics from the teaching content, which are close to life and closely related to the daily life and study of primary school students. Knowledge points in books alone can't provide the best language situation for students' perception, understanding, memory and application. When students learn letters, they feel familiar, have high enthusiasm and extremely active thinking, and their efficiency will certainly be improved. Students not only learn knowledge that they don't have in class, but also feel confident that they have unveiled the mystery of English and become close to English, greatly weakening their fear of difficulties.
2. Learn in life. Pupils are fun and active, and the boring translation method obviously does not meet their needs. Students are particularly interested in English around them. Life-oriented teaching is certainly more convenient for students to understand and absorb, and can receive better teaching results. When teaching the words long, short, tall, fat, thin, big and small, let the students compare and say, "Teacher Zhang's ruler is long. Xiaoming's ruler is short. " "Miss Zhang is tall. Wu Dan is short. " At the same time, let the students further clarify the meaning of the words by using exaggerated and interesting stick figures. By learning this life-like knowledge of English, students feel that this second language is not far away from them, but is nurtured with them in life, and they can be exposed to English wherever they go, which promotes students to actively apply their English knowledge to practice and induces them to further study and explore.
Third, teaching methods.
1. Use intuitive teaching methods to create life-oriented situational teaching. There are three ways to create life-oriented situational teaching by intuitive teaching means: (1) objects or models; (2) pictures; (3) wall chart. Objects, models and pictures are mainly used in vocabulary teaching, such as food, clothing,
Can be directly used in kind, strengthen the sensory effect, highlight the authenticity. Vivid models and colorful pictures are also effective for those things that are difficult to find in real life. The wall chart can be used in simple conversations to help students understand and use it.
2. Using audio-visual media to create life-oriented situational teaching.
Using audio-visual media to create life-oriented situational teaching can be divided into: (1) recording; (2) video recording; ⑶ CAI courseware. Tape recorder is the most commonly used and convenient teaching medium in English teaching. You can play background music and dialogues in your life and create a life-oriented situation. The advantage of video is the combination of sound and picture. It is very helpful for the creation of life situations, and the picture is more dynamic. These modern teaching methods are based on life, fast and effective, and the simulation and presentation of the content to be taught conforms to the intuitive characteristics of primary school children's learning and development. When using ready-made electrical appliances for teaching, we can also make full use of teaching resources in life.
3. Use local materials. When teaching boys, girls, teachers and students, teachers can practice directly with class students and teachers, so that students can not only remember deeply, but also feel very cordial and interesting; After teaching color words, you can also use some items in the class to consolidate exercises, which is convenient and natural and easy for students to understand and remember. Like opening the door. Close the door. Turn on the light. Clean the blackboard. Wait a minute. Students not only feel particularly familiar with it, but also learn and experience the language in real life, and their memories are particularly profound.
Fourth, homework design.
Mr. Tao Xingzhi put forward in "On Life Education" that "the integration of teaching and doing" is creation. The first condition for teaching a foreign language well is to give students as many things to do as possible and do them in English. The key to the effectiveness of after-class exercises is to make students "apply what they have learned" and maintain a good learning attitude.
1. Being active is a child's nature, and painting is something that primary school students are very interested in. According to students' hobbies and teaching content, design many interesting homework: for example, after teaching clothes and color words, let students be designers once, draw their favorite clothes, paint their favorite colors and cut and paste; After teaching the words of animals and fruits, let the students make their own picture cards, draw a picture and mark the English names at the bottom of the picture. In this way, students improve their interest in learning and expand their extracurricular knowledge in the process of finding, cutting, pasting and drawing.
2. Singing about life. Interest is the best teacher. Integrating knowledge into interesting homework can get twice the result with half the effort. For example, word memory is a boring project, and students are interested in writing nursery rhymes. For example, this lively and practical "Fruit Song": You shoot one, I shoot one, and the fruit shop goes shopping! You shoot two, I shoot two, and the big and red one is the apple; You shoot three, I shoot three, the boat bends bananas; You shoot four, I shoot four, sour and sweet oranges ... The task-based teaching method, which is driven by application, aimed at application and centered on application, conforms to the English curriculum standards, and can make students form the habit of asking questions, exercise their oral and written expression skills and internalize what they have learned.
4. Write about life. After several years of English study, senior primary school students have accumulated a certain vocabulary. We can try to ask students to write a short essay to strengthen their ability to express themselves in written English. After teaching my family, arrange students to write their first English composition, describe their family with illustrations and beautify it with colored pens. Excellent works can be displayed in the school window. In order to get this "appearance" opportunity, students will revise their first English composition and finish their homework carefully. It can be seen that as long as students are given the space and time they deserve, driven by achievement motivation, students will have the will to finish their homework on their own initiative. It can be seen that as long as our teachers use their brains and carefully design various homework close to life according to different teaching contents and students' interests and needs, we can narrow the distance between English and students, let students voluntarily complete tasks that they think are important and valuable, and give students the opportunity to give full play to their creativity, so as to achieve the optimization of homework effects. Every student is an independent individual, with different physical and mental development and growth environment, and there are great differences in intelligence, personality, interests, experience, living environment and so on. It is necessary to teach students in accordance with their aptitude, tailor them according to their own circumstances, implement hierarchical teaching, and put forward different requirements for students at different levels. For example, when reading words, you can introduce some words with different numbers and difficulties for students to choose; Allocation is optional, for example:
According to the quality, foundation and acceptance of students, I supplement and delete the contents of teaching materials in time, and teach according to students' interests, abilities and needs. The choice of "life-oriented" teaching materials means that what teachers teach should be valuable to students. If the teaching materials taught by teachers are not suitable for students, it will reduce and dampen students' learning motivation. Nowadays, many primary school English textbooks are very close to students' lives, so teachers should try their best to choose "life-oriented" textbooks for students, thus stimulating students' interest and motivation in learning.