The position of English dialogue class in primary schools

The Primary School English Curriculum Standard clearly points out that the main purpose of primary school English teaching is to enable students to acquire the ability to communicate in English. Situational dialogue and text reading account for a large proportion in the primary school English textbooks currently used by People's Education Press. These conversations are all excavated from children's lives. By learning greeting, asking for directions, shopping and other language materials. To cultivate children's communicative competence. Therefore, dialogue teaching is particularly important in the whole study. As front-line English teachers, we can't take the dialogue class in each unit lightly.

Teaching principles of English dialogue class in the second primary school

Dialogue class generally consists of a dialogue and a task-based activity. Its teaching purpose is to cultivate students' oral ability, improve conversation skills and cultivate students' ability to communicate in English. We should pay attention to the following three principles in teaching:

1. Dialogue class should adopt "whole-part-whole" discourse teaching method to cultivate students' overall understanding and oral expression ability.

2. Context determines the meaning of language expression. Therefore, understand the language knowledge and dialogue content in the situation; Explain language knowledge in situations, highlighting key points and difficulties; Practice in situations to improve students' practical ability.

3. Dialogue class should focus on the study of daily communication terms in terms of language knowledge; In terms of skills, we should pay attention to the cultivation of listening and speaking ability, and at the same time let students know the cultural background of daily language and the appropriateness of language use.

Third, the teaching mode of English dialogue class

1. Prepare to review and warm up.

2. Demonstration of new knowledge

Step 3 practice consolidation exercises

4. Production expands its application.

5. Progress, development and improvement

Let's take the fourth-grade unit 3 partlet's talk of People's Education Edition and the fifth-grade unit5a let's talk of People's Education Edition as examples.

(A) review preparation, warm up

This part mainly reviews and warms up by letting students listen to English songs, do let's do, talk about children's songs and talk freely. The purpose is to create an English learning atmosphere, stimulate students' interest in learning, bring the old with the new, and prepare for new class learning. In the choice of form, we strive to be vivid, lively and novel, and students are willing to participate. But no matter which form you choose, the content must be related to the new content, and you can't delay and waste time.

For example, in the fourth grade, take Unit 3 Partlet's talk and play let's do. Recording: Let students listen, say and do (textbook P3 1Let's do): Listen to music. Dosports.paint. Make friends. Play computer games. Listen and do activities and review action phrases to introduce friends' hobbies in the future. Another example is unit5a's Let's Talk, edited by Chant: Go, go, we are walking, running, we are running ... In a pleasant atmosphere, the students not only reviewed the knowledge in let's learn, but also paved the way for the next study.

(4) You can also ask several students to introduce their good friends (including looks, names, hobbies, etc. I learned how to introduce my friends' looks, names and hobbies to others in Part A let's learn, which not only reviewed the old knowledge, but also paved the way for learning new knowledge. )

This step is prone to problems: 1. Warm-up is too stiff to stimulate students' interest. 2. Warm-up activities have little to do with new knowledge. 3. The content is too much and complicated.

(b) Introducing new knowledge

Compared with reading class, dialogue class has the advantages of small section, focused topics, accurate content and high student activity rate, and its design mode mainly focuses on specific unit topics. If we look carefully at the textbooks published by People's Education Publishing House, there is a common feature in every dialogue class, regardless of the length of the dialogue, that is, each dialogue has 1-2 or 3-4 main sentence patterns. Our main task is to help students solve new language points at different levels. Therefore, teachers should first clarify the teaching objectives of dialogue, grasp the important and difficult points, and create real situations for the important and difficult sentences, so that students can understand the important and difficult sentences in this real situation, which can be objects, cards, illustrations, dialogues, movements, expressions, stick figures, courseware and so on. After solving the key sentences and breaking through the difficult sentences, it is necessary to carry out necessary mechanical exercises, so that students can read and speak new sentence patterns through the activities of teachers' reading, students' follow-up, inspection and students' own practice. Then gradually turn to meaningful training. Teachers can provide some objects, cards, pictures, scenes and so on. Let the students use the newly learned sentence patterns to communicate in the real scene provided by the teacher. Teachers should design a language activity chain, from easy to difficult, and solve each new language bit by bit in one task after another. Language should be concise, try to use English, and use your mother tongue if necessary. In classroom teaching, it is necessary to reflect the process of students learning and mastering knowledge, so that the process of language activities presents a gradual deepening and rising process, reflecting the development process of students learning English language.

For example, unit5parta let's talk, the conversation is short, I see my mother … what is she doing? When she ... she designed a zoo scene, which was triggered by Jie Chen and Amy talking about what they saw.

Wearing a Chen Jie headdress, the teacher showed the pictures prepared in advance and said, I saw the mother bird.

Put on Amy's headdress alternately and say, what is she doing? At this time, ask the students to look at the pictures and answer for Jie Chen: She is flying. What about the baby? What is it doing? This is ...

Listening and reading sentence patterns with various games aims to catch students' attention, stimulate their enthusiasm, let them all participate in learning and improve learning efficiency. (Game: 1. )

The teacher shows some pictures of animals again, and the students replace them with the sentence patterns they just learned.

Another example is who teaches Unit 3, Grade Four? She likes ...

Prepare headdresses for several characters: Sarah, Amy, Wu Yifan and John. Ask the students to guess who they are by looking at the reverse side of the headdress.

T: (holding Wu Yifan's headdress first) Look, who is he? Guess!

This is Wu Yifan.

T: (showing the card drawn by Wu Yifan) You are right. What does he like?

S2: He likes painting.

T: (takes out John's headdress again) Who is he? guess

S2: This is John.

Show the card of John doing physical exercise and ask the students to describe it.

Student 3: He is very strong. He likes sports.

Similarly, use Sarah and Amy's cards to draw and practice who she is. This is Sarah. /Amy. She likes music …

The teacher gives some photos of the stars and asks the students to talk about them in the sentence patterns they have just learned. Ask the students to practice these sentence patterns with photos of family and friends. Of course, if conditions permit, show some photos of stars singing, dancing and swimming with courseware, and let students practice these sentence patterns according to these photos.

When teaching sentences with or

1. Let a student go to the front of the platform and cover his eyes. The teacher casually pointed to a student below and asked the blindfolded student, "Boy or girl?"

2. Make a big color turntable, let a student stand in front of the platform with his back to the blackboard, the teacher turns the turntable, and the rest of the students ask, "Is it black or white? Red or green? "

3. Show some pictures of animals or objects with courseware. Teachers can point to these pictures and ask, "Small or big? Thin or fat? "

Professor: What's her name? Her name is ...

1. Let the students guess "boy or girl?" In the game, the teacher deliberately ordered the female student and then asked, "Who is she? What's her name? Help the students to answer "Her name is …" After several students repeat, write on the blackboard: What's her name? Her name is … Let the students practice these two sentences. Pay attention to let the students tell her name. What's his name? )

2. Show photos of your family, friends and celebrities, and let the students practice these two sentences fully.

Learn to sing the song "Hello, Hello". What's her name? What's her name? Her name is Amy. Let the students sing in pairs.

4. You can use courseware to show photos of several famous singers and movie stars, and draw out her name. Her name is ... The rest is the same as above.

Of course, in our actual teaching, we can't move real life scenes to the classroom, but we can simulate real scenes and create a real language environment close to life, which will help students understand and master the dialogue content.

Problems that are easy to occur: 1. The presentation speed of new sentence patterns is too fast for students to accept. 2. Lack of situational creation. 3. Students' training is not extensive. 4. Key sentence patterns have not been practiced.

(c) Practice consolidation exercises

Listen to the tape then answer this question.

According to the dialogue, design a listening question and let the students listen to the dialogue with this question. Before listening, the teacher must have clear instructions and specific requirements so that students can understand what to do and how to do it. The instructions and requirements before listening can concentrate students' attention and make them consciously remember. When students listen to a dialogue or a short passage, teachers should first guide students to understand what they are listening to, and then imitate and follow. Before listening, teachers should also ask one or two simple questions, so that students can capture relevant information with questions to test their listening comprehension. In listening training, teachers should ask students to close their textbooks, otherwise students will read the text while listening, and the role of listening training will be weakened.

2. Listen to the sound.

Ask the students to read the dialogue after the tape recorder, which can correct the students' pronunciation. Pay attention to let students imitate the pronunciation and intonation in the recording.

3. Cooperation and co-construction

Read the dialogue in groups. Teachers must have clear instructions and specific requirements before activities. During the activity, the teacher constantly patrolled the class and guided the activities of each group at any time.

Question: 1. Students are not allowed to follow the tape and imitate the correct pronunciation and intonation. 2. Students did not patrol and guide in time when working in groups. 3. The purpose is not clear enough.

(D) the expansion and application of production

1. Show it. Ask the students to act out the dialogue in different roles. Teachers can prepare some headdresses and articles, so that students can perform the dialogue in a more realistic situation.

2. Games or teachers design some task-based activities according to the newly taught content of this lesson, such as completing a questionnaire (for example, what color do you like? When is your birthday? What can you do? ... interview someone (for example, what is your favorite food \ fruit \ season ... and why? You like …) making an interesting book (such as season book, family \ animals \ weather book …). Senior students can also correct mistakes in short essays. For example, what is it doing for the students in Unit 5, Grade 5? Is it ... is it ... After that, the teacher shows an action picture and related words, so that students can find out the mistakes in the text and correct them according to the pictures. In short, let the students use the existing knowledge and the new sentence patterns they have just learned to complete these activities.

For example, unit5 designed two activities, 1. Show the students around Happy Farm. Students use the sentence patterns learned in this lesson to talk about what they see on the farm: I see my mother ... what is she doing? ....。 2. Show the students the Bird's Nest in Beijing, and ask them to talk about what the athletes are doing with old and new knowledge, and pay attention to the integrity of the dialogue. For example: Who is that man? What is he doing? ....

This step should be paid attention to when designing task-based activities:

1. Activities should have a clear purpose.

2. Activities should be based on students' life experiences and interests, as real as possible, so that different types of students can participate in learning activities.

3. It can not only reflect the teaching content, but also reflect the use of new knowledge to do things.

Activities should help students learn English knowledge and develop their language skills, so as to improve their practical language use ability.

Activities should enable students to acquire, process and use information, communicate with others in English, and cultivate their ability to solve practical problems in English.

6. Let students learn and use the language by completing specific tasks and activities from beginning to end. The task design should be from simple to complex, from easy to difficult, step by step, forming a ladder-like task chain.

7. Teachers should be good instructors and master the teaching of knowledge and skills, so that students can master knowledge and skills and form the ability to use knowledge and skills.

(e) Progress, development and improvement

1. Summary and evaluation First, evaluate the students' performance and decide the winning group. Then sum up what you have learned in this lesson, so that students can further deepen their impression.

2. The detection ability is improved. Design some targeted classroom exercises.

Homework

According to the teaching objectives, design some diagnostic exercises. Different exercises should be designed according to different levels of students. Let students at all levels gain something and practice. The design of homework should cultivate students' ability and let them use their hands, brains and mouths.

Read the dialogue to your parents.

Introduce your good friend's appearance and hobbies to your parents.

3. Make some business cards with pictures of good friends and introductions of good friends.

In addition, creative, practical, communicative and autonomous homework will bring endless fun and attraction to students. If you are studying Unit 4 of Book 5, what are you doing? Ask the students to keep a diary, such as: I am making my home at 5: 25 ... After learning the colors and clothes, ask the students to design a suit and describe or introduce their works in English; After learning the directional words in "Shang" and "Xia" ... have/have sentence patterns or seasons, let the students draw pictures of their own rooms, villages or seasons and describe them with what they have learned. Another example is studying Book 5 Unit 1 "How is he/she? After him/her, students can assign their own homework and let them play freely.

Problems that are easy to occur in this step: 1. The exercises of design are not aimed at the key points and difficulties. 2. Copy more homework, write more, and have less oral and practical homework.

Four aspects that should be paid attention to in dialogue teaching

(A) Dialogue teaching strategies

1. Establish a relaxed and harmonious language environment and an entertaining learning atmosphere, and stimulate students' desire to speak and desire to speak through lively and interesting teaching activities.

2. The principle of communication should run through the teaching process, realize communication in the teaching process, try to teach English in English and strengthen communication practice.

3. Let students have meaningful communication in natural and real situations.

4. Design activities should be close to real life, friendly and natural.

5. Integrate dialogue teaching into situational performance, so that students can practice in the performance and use it in communication activities.

6. Perceive the language as a whole and learn to speak the language on the basis of understanding.

7. Promote cooperative learning and cultivate team spirit.

8. Use evaluation strategies to enhance learning confidence.

9. Don't analyze the grammar of sentences, but pay attention to the meaning of language learning, not just learning the language itself.

10. Infiltrate ideological and cultural education to make education interesting.

(B) multiple import, the introduction of topics

Interest is the best teacher for primary school students to learn English. Multiple lead-in can stimulate and maintain students' interest in learning. The introduction of diversity should not only enliven the classroom atmosphere, but also pave the way for the introduction of new topics. Here are some import methods:

1. Direct lead-in If properly designed, direct lead-in will help students to form systematic knowledge construction in their minds and pave the way for subsequent teaching. In addition to the slides, objects and cards that we are already familiar with, we can also directly introduce new lessons by using existing or homemade chants.

2. The game import is a single direct import in the end, and students will inevitably change from novelty to habit and from habit to disapproval. Therefore, at this time, teachers can refer to tpr teaching method, change the introduction form, coordinate children's multiple organs, and cultivate children's positive learning attitude.

3. Situational lead-in takes a certain teaching situation as the starting point, so that students can communicate and communicate in real or virtual situations, cultivate open thinking, and thus help students form the ability of simple daily communication in English. The communicative function of English is embodied in a certain language environment.

4. Introducing multimedia into multimedia is a teaching method commonly used by teachers at present. Multimedia teaching can stimulate the integration of ears, eyes, mouth and brain organs for active primary school students because of its characteristics of integrating graphics, sounds, movements and writing on the blackboard. Moreover, if properly designed, multimedia can better reflect the logical connection of teaching content.

5. Introducing songs into English songs is a teaching form that can enliven the classroom atmosphere. In some units, using songs to introduce teaching content will get good results.

(3) Create a situation and start a topic.

Dialogue is an idiom in a specific situation. Without this situation, the dialogue will lose its meaning. In teaching, teachers can't bring real life scenes into the classroom, but they can simulate real scenes and create a real language environment close to life, which is helpful for students to understand and master the dialogue content.

For example, when students learn to introduce each other, the teacher can let a student play a new student transferred from other places, and let other students welcome him, greet him and ask some questions about him. Like what's your name? How old are you? Where are you from? Ask the students to answer one by one. These dialogue performances can help students understand the dialogue content, reproduce the dialogue situation realistically, make students feel immersive, and greatly stimulate students' inner desire to express themselves, so as to actively participate in the dialogue activities and deepen their understanding of the dialogue content.

(D) the use of topics, multi-dimensional practice

Each unit has different language functions, themes and tasks. Teachers need to practice sentence patterns in various ways after presenting the target sentences. Generally speaking, the target language is the key task that must be achieved, and other supporting languages can be handled flexibly according to the actual level of students. In this link, teachers should master the teaching materials flexibly and use them creatively, so as to teach instead of simply teaching.

1. Practice the dialogue in the performance.

Students are natural performance "artists". After creating a certain situation for students, teachers encourage students to play a certain role in the situation, so that they can enter the learning realm with great interest and practice and use the dialogue they have learned in a specific situation, thus avoiding the monotony and boredom of sentence pattern practice. For example, for students in middle and lower grades, teachers can make avatars according to the characters in the text, so that students can play the characters in the text and practice the dialogue in the text. For senior primary school students, they can be allowed to give full play to and perform dialogues. For example, acting to meet new friends or see a doctor, borrow things, ask for directions, etc. Help students understand the dialogue, stimulate their inner desire to express themselves, and achieve the purpose of practicing dialogue.

2. Practice the dialogue in the game.

It is children's nature to be active and have fun. We can make full use of this psychological feature and use English games properly in English dialogue practice, which can not only ease the tension in classroom teaching, but also help to eliminate students' fatigue. In addition, it can make students actively think and master knowledge in interesting games, and let every student participate, which makes the classroom atmosphere warm and greatly stimulates students' interest in learning English.

Practice situational activities

The design concept of "living" is very important in the design process of our dialogue class. The use of language is inseparable from real life. Anthropologist Marin Si Nuo pointed out: "If there is no language scene, words are meaningless and can't represent anything. Therefore, words can only produce meaning in situational context. " Similarly, the same is true of dialogue. We can also design situational expansion exercises based on students' cognitive level and life experience, which should be true and effective and close to life. We can use objects, models, stick figures and multimedia courseware to create communication scenes as truly and intuitively as possible, so that students can feel immersive.

4. Task-based activity practice

Task-based activities are driven or motivated by specific tasks, and the process of completing tasks is the process of practice. It provides students with great practical space and can give full play to their initiative. Task-based activities are people-oriented, application-driven, application-oriented and application-centered, so that the language knowledge in dialogue can be truly applied. Task-based exercise is an effective exercise that we often use in outward bound training. Our teacher designs task-based exercises with clear goals and strong maneuverability around the communicative purpose and language items in the dialogue, so that students can participate in them.