Classroom is the soul of teachers' teaching work. The key to a good class is to prepare lessons. Preparing lessons is not only to write lesson plans, but also to prepare lesson plans, students, methods, props and so on. Do you know the skills of preparing lessons for English teachers? Next, Bian Xiao tells you the lesson preparation skills of English teachers.
First, let the students get ready.
The foothold of classroom teaching is that students and teachers study teaching materials and teaching methods for students. The new curriculum of "people-oriented" and "student-oriented development" requires teachers to fully understand their students. Students of the same age have the typical characteristics of * * * psychologically, which is the basis for the widespread adoption of class teaching forms. But even in the same class, students' learning situation is not exactly the same. Therefore, teachers should fully understand students' personality characteristics, study their personality differences, and teach students in accordance with their aptitude on this basis, so that students' personality psychology can be fully developed and the ideal teaching effect can be achieved.
Second, prepare teaching materials
Textbooks are an important factor in teaching activities, the carrier of teaching content and the basis of similarity between teachers' teaching and students' learning. Therefore, teachers should understand the intention of compiling textbooks and the structure of textbook knowledge, understand textbook knowledge and related background information, and clarify the key and difficult points of teaching. Teachers should thoroughly understand the teaching materials and absorb the essence when preparing lessons.
1. Prepare teaching objectives. Teachers should be familiar with the teaching materials and make clear the teaching objectives and requirements before each class.
2. Lesson preparation teaching focuses on difficulties. The goal defines the difficulties in achieving the teaching goal and what exercises should be designed to break through the difficulties. These are all problems that teachers should think about when preparing lessons.
3. Prepare the connection between new knowledge and old knowledge. The learning content presented in the textbook is static and needs to be activated by both teachers and students, especially between old and new knowledge. First of all, teachers must understand the arrangement system of textbooks and the vertical connection of textbooks, that is, the knowledge connection between courses in textbooks. Secondly, teachers must also find out the horizontal relationship between vocabulary, grammar and exercises in the texts they teach. This connection generally runs through the whole class with grammar and vocabulary content as clues. Only by digging out the horizontal connection can we understand the teaching key points designed by the editor in this course, so as to give key explanations and drills in teaching.
Third, prepare teaching methods.
The most important basis for choosing teaching methods is teaching objectives, teaching contents and students' reality. The "preparation method" should implement the following points:
1. On the basis of dividing the class hours, determine the teaching purpose of each class hour and choose the teaching mode.
2. Arrange the teaching steps and decide what to teach first and then what to teach. Teaching steps are not necessarily arranged in the order of the contents in the textbook, but depend on the relationship between old and new knowledge and the law of knowledge reproduction. In addition, students' psychological factors are also an important factor in determining the teaching steps. We should take care of students' curiosity and interest in teaching.
3. Design a scheme to present new content, and consider how to introduce the new with the old and entrust the new with the old, so that students can easily accept the new content.
4. Make the connection and transition plan of each link and step in classroom teaching.
2. Classroom questioning skills in English teaching.
First, optimize the content of design problems.
1. Ask questions with a clear purpose and pay attention to the choice of questions.
The content and form of questions should be carefully designed before class, including specific content and standard answers. Pay attention to the classroom teaching center, choose key and difficult questions, and be targeted. There are good, average and poor students in any class, so teachers should not only prepare lessons carefully, but also prepare lessons carefully. Choose different objects according to the difficulty of asking questions. When asking questions about the content of basic knowledge, you can ask poor students; When you ask some difficult knowledge, you can ask some good and intermediate questions. In the above reading class, please ask poor students to answer some questions that can be answered directly according to the content of the text; For some deep-seated comprehension questions, we should understand the author's implication, infer the question, and organize sentences in English when answering questions. Good students should be allowed to answer. Therefore, teachers must carefully design questions when preparing lessons, so that both good students and poor students have the opportunity to answer questions and mobilize the enthusiasm of each student to learn English.
2. Ask questions that are enlightening.
On the basis of grasping the content of teaching materials, we should give students sufficient space and time to think about problems, cultivate their independent thinking ability and improve their creative thinking ability in questioning, encourage students to find problems and ask questions, or let students participate in questioning and design, thus fundamentally changing the passive situation of "learning from teachers".
Second, accurately grasp the opportunity to ask questions.
1. Ask questions in the new class.
A good class can stimulate students' interest in learning and their desire for knowledge, so that they can understand the formation process of knowledge through their own active exploration with questions. Therefore, asking questions at the beginning of a new lesson can stir up a thousand waves with one stone, arouse students' enthusiasm and make them take the initiative to join the exploration process.
2. Ask questions when students have questions.
Setting doubts and solving doubts is an important way for people to pursue truth, acquire knowledge and increase their talents. Therefore, it is bound to get twice the result with half the effort for teachers to ask questions in time when students are confused and then solve problems with students.
3. Several methods of English teaching in primary schools
1. Happy Teaching Method
In teaching, teachers should make the whole teaching full of harmony, harmony, excitement and full emotional atmosphere. At the same time, in teaching, let students enter the context, create situations, help students directly understand the meaning of teaching content through English, and develop the habit of thinking in English. Secondly, in the teaching process, arrange some interest activities. Such as: singing, games, rap, etc. Using these flexible teaching methods, students can enjoy learning in their study. In our daily life, success and happiness always go hand in hand. Then, teachers should make good use of the trilogy of achievement-success-happiness in education, especially for underachievers, and give more positive comments.
2. Demonstration method
Demonstration can enable students to obtain rich perceptual materials and deepen their impression of things, especially when teaching some letters and words, creating a large number of visual scenes by using objects, pictures, expressions and actions, repeatedly inputting a large number of understandable languages to children and conducting repeated listening and speaking activities. Enrich students' perceptual knowledge, enhance the demonstration effect, make students' understanding rise to the rational stage as soon as possible, form the rational stage, form the concept, and grasp the essence of things. For example, make full use of cards when learning letters; When teaching new words, you can demonstrate them in kind, such as "pen", "bag" and "book". In the newly awarded Isita ... "We can talk directly with the objects in students' hands and encourage every child to actively participate in learning. We should treat every child with full enthusiasm, and affirm, praise and reward every progress in their study in time, so that all students can be satisfied with their study and improve their enthusiasm for learning.
3. Imitation practice method
Learning English imitation practice is a very important method. If primary school students want to speak accurately, they must first see and hear accurately. Therefore, before reading letters, words or sentences, teachers should let students listen to the teacher's pronunciation and watch the teacher's mouth shape, and encourage students to speak boldly, dare to speak English loudly, correct mistakes in time, and pay attention to comparing the correct voice with the wrong voice, and train repeatedly to avoid leaving future troubles for students' pronunciation. In addition, students should be encouraged to talk to each other in the common words they have learned after class. Because we don't just teach languages for the sake of learning them, we use languages in middle schools and schools to cultivate our ability to use them.
4. Teaching methods
English is not spoken, understood and used as our mother tongue-Chinese. And English is especially difficult for us primary school students to learn. Therefore, it is very effective for teachers to explain, tell and read aloud. However, the teaching method is not to teach students by the book, but to be enlightening and combined with other teaching methods.
4. How to break through the difficulties in English teaching?
The key point is the most important, critical and basic content in the textbook, and it is also the most essential part. Students mastering it plays a decisive role in consolidating old knowledge and learning new knowledge.
When teaching key content, the language should be vivid and the words should be appropriate to avoid rambling and distract students' attention; When writing on the blackboard, the key content should be written in an eye-catching and prominent position, and the handwriting should be clear and neat. In short, from inspiration to questioning, from examples to practice, from counseling to homework, we should pay attention to the handling of key content.
The difficulty is the content that students can't understand and master, and it is also the place where students have great resistance and difficulty in learning. These contents are abstract, complex, abstruse or obscure.
There are differences and connections between the key points and the difficult points. Highlighting the key points is to achieve the teaching purpose; Overcoming difficulties is to highlight key points, clear obstacles and clarify ideas; Some textbooks are heavy and difficult, and there are some weaknesses. Therefore, we must first grasp the key points, break through the difficulties and put an end to weaknesses. The key points, difficulties and weaknesses have all been solved, and the rest have been broken.
Optimizing the teaching process, highlighting key points and breaking through difficulties are important links in organizing teaching. Using illustrated and colorful multimedia teaching, the difficult contents in some textbooks are displayed intuitively, thus reducing the difficulty and achieving the teaching purpose.
Create real and interesting scenes as much as possible; Instruct students to discover similarities and differences and laws by themselves; Difficulties should be gradually decomposed, key points should be highlighted, and modern media can be used.
Matters needing attention
The difficulty is not necessarily the focus, and the focus is not necessarily the difficulty, but it may be both. Determine the difficulty according to the level of students, and don't make subjective assumptions, otherwise it will be divorced from reality; Overcoming difficulties requires teachers and students to cooperate with each other and think synchronously, otherwise, you will get twice the result with half the effort.