In the case of weak language atmosphere, it is particularly important to create real scenes in teaching so that students can master language knowledge through their own experience in using languages. Therefore, teachers should pay attention to carefully designing teaching activities, make full use of various media to assist teaching, create realistic activity background as much as possible, let students learn and experience language knowledge in a specific language environment, and realize students' free and creative use of language in new situations. For example, when Oxford junior high school English involves shopping, I arranged the classroom into a supermarket, which is divided into food area, stationery area, fruit area, clothing area and department store area, so that students can act as salespeople and customers and practice the sentence patterns they have learned. This immersive experience accelerates students' language acquisition and deepens their mastery of knowledge points. Students acquire language knowledge through personal experience, internalize language knowledge into their own language ability, and truly integrate knowledge with knowledge.
(B) pay attention to guide students to online English experiential learning.
Make full use of online learning, students can learn a lot of language content that textbooks can't learn. Network learning cultivates learners' active learning ability and gives them some new learning ideas and methods. It is a feasible experiential learning. With the help of a large amount of information in the network, students can build their own independent learning resource packages and store courseware, papers, cases and their own experiences in different categories. It has advantages that other forms of experiential learning do not have.
(3) Organize English practice activities frequently to enable students to activate the language in experiential learning.
Teachers should follow the law of language learning, carefully design open activities, build student-centered English practice activities based on students' independent experience, let students experience and explore independently, and constantly expand their own language information, so as to achieve the purpose of truly using language flexibly and exploring practical language. For example, a qualified school might as well follow the example of Beijing Haidian Foreign Language Experimental School and set up a special English city in its English teaching and research building, where students can only speak English. From the visa of the embassy, the replacement of the customs card, the purchase of tickets by train to the supermarket, the borrowing of books from the library, the registration of medical treatment in hospitals, the reservation of hotels, all the procedures needed to go abroad and all the scenes encountered in foreign life are concentrated in this British city. Everyone in English-speaking cities uses English consciously. If you don't speak English fluently, you will have trouble eating, wearing, living and traveling. This kind of language practice seems to give students unprecedented experience of working and living abroad, making them masters of language acquisition and really activating language knowledge. In rural middle schools with relatively backward conditions, English corners can also be set up to simulate specific scenes and strengthen context training. When learning related content, you can also arrange the text into a stage play, which is often incomparable to straightforward teaching.
(D) Pay attention to the experiential requirements in English review.
The traditional English review class for Grade Three is mostly a whole class. The teacher talks a lot, while the students listen quietly and practice a lot. The link in class is nothing more than "reviewing words-reviewing phrases-explaining grammar-making up homework after class", and the whole classroom atmosphere is rather dull. If the review class focuses on experiential activities and allows students to review "experiential", the monotonous teaching method of the review class can be changed, and students can participate and experience independently under the guidance of teachers, and experience with their eyes, ears, hands and brain in various learning activities, so as to obtain various discoveries, then carry out various thinking activities and finally express them in language. In other words, students can master what they have learned through their own personal experiences and real feelings. This kind of learning activity not only activates students' cognitive knowledge, but also activates students' whole body and mind. For example, in the review of Unit 3 of Grade Three English, because its content is about protecting the environment, teachers can use multimedia courseware to design "experiential" teaching activities in the form of activity courses and task-based teaching, and introduce students' favorite activities into teaching. Memorizing words is no longer a teacher's requirement, but a positive behavior of students.
(5) Establish experiential learning circle.
Experiential learning circle refers to emphasizing "learning by doing" in actual experiential learning, which must be thought and understood to form an effective "learning circle". "Learning by doing" is a more lasting way of learning. Confucius, an ancient educator in China, said, "I forget when I listen, I remember when I watch, and I realize when I do!" You can learn 10% of the information you read; You can learn fifteen percent of the information you hear; But you can learn 80% of what you have experienced. Experiential learning, like any other experience in life, is internal and the result of personal participation in body, emotion and knowledge. It consists of five independent but closely related links: experience, sharing, communication, integration and application.
(6) Strengthen the experiential learning of junior middle school students' English listening and reading.
The improvement of students' listening skills can greatly improve the efficiency of English classroom. Psychological research shows that well-trained ears can obviously speed up reading, which also verifies the saying that "ears are alert and eyes are clear". For China students who take English as a foreign language, listening and reading English is the simplest and most effective way to create a language environment. In the process of English learning, we must increase the amount of language input in listening and reading. As the saying goes, we are familiar with it; Read a book a hundred times and you will understand what you mean; Familiar with 300 Tang poems, can sing without writing poems; Reading breaks thousands of volumes, and writing is like a god. Students have a solid foundation in listening and reading, and oral writing and translation will be solved easily.