First, serious classroom management
1. Clear classroom instructions
Clear and efficient classroom teaching can ensure the smooth progress of all aspects of teaching, save time and improve efficiency. For example, stop and quiet signals: the teacher says stop or keep quiet. Listen and do actions: the teacher says listen and do, and so on. This not only saves the time to explain the rules of activities, but also makes the whole classroom compact and efficient.
2. Develop classroom discipline
Rules for attending class: When one student speaks, other students must listen carefully. Raise your hand if you have different opinions, and don't interrupt.
Rules of reading aloud: when reading aloud after reading, put the book on the table and point it with your finger, so that the teacher can check whether everyone is reading. Pointing at it can strengthen students' memory of glyphs.
Rule of speech: Raise your hand first, then speak, and speak loudly.
Principle of mutual assistance: remind and help your partner when he has a problem (when he is absent or can't see clearly and won't record it).
3. Implement the reward and punishment system
Students who perform well in class should be highly praised, and students who don't listen carefully should be given appropriate punishment, such as disqualification from participating in classroom games, and behaviors that undermine classroom discipline are not allowed. At the same time, in the process of rewards and punishments, groups and collectives should be the main units to avoid personal punishment as much as possible.
4. Introduce competition mechanism
As a catalyst for students' learning, various forms of competitions are carried out in all aspects of teaching, so that students can compete in learning and discipline, which not only mobilizes their high learning mood, but also maintains a good classroom order.
Second, create a real and effective situation.
Scenes in English refer to life scenes. In English teaching, creating vivid situations can not only enliven the classroom atmosphere, stimulate students' interest in learning, exercise students' language ability, but also cultivate students' thinking ability and imagination ability.
1. Grasp the practicality of the situation
Only when the created situation is consistent with students' life experience can students' life experience be stimulated, so that they can quickly participate in the created situation from their respective life backgrounds and accurately experience and understand the language.
2. Pay attention to interesting situations
Case 1: On the farm
Students, now let's play a very interesting game. The elf heard that all the students in our class are very clever, so he wanted to ask everyone for help. There are many animals' calls and their favorite foods here. Can you guess what animals they are? (The teacher begins to demonstrate the courseware and answers by name. )
At this time, some students whispered, "It's no fun to guess animals again." The teacher seemed to hear it, but insisted on answering one by one.
Case 2: Happy Birthday
Teach "Happy birthday to you!" Then design a birthday scene for Pleasant Goat with small animals, which is vivid, vivid and interesting. The students went deep into the role and performed enthusiastically in this game scene.
One of the purposes of creating situations is to stimulate students' interest and urge them to devote themselves to English activities. Therefore, the situation we create should conform to the psychological characteristics of children and highlight childlike interest. But at the same time, we should also pay attention to any situation, which is fresh and interesting when it first appears, such as the guessing game above, and other small salesmen and designers, but if it is repeated too many times, it will also make students bored. Therefore, once any situation is used too many times, it can not fully stimulate students' interest and enthusiasm in learning, resulting in the embarrassment of "being affectionate but being ruthlessly annoyed" in class.
Third, optimize the design of classroom teaching activities
Teachers should design various teaching activities from the perspective of students' learning, so that students can gradually form the ability to use language in the process of completing various activities and be able to "stand up and walk by themselves". Therefore, we should pay attention to the following aspects when designing activities:
1. Activity design should be closely combined with the teaching purpose and content of this lesson.
English classroom teaching activities must be planned, purposeful and have certain goals. The design of activities requires students to master and skillfully use the language knowledge they have learned through teaching activities. Therefore, the design of classroom teaching activities should closely focus on the teaching purpose and teaching content of this class.
2. The tasks to be completed in the activity design should be hierarchical.
The easier it is to complete the task through activities, the more people will participate in the activities, the more successful experience they will get, and the stronger their interest in learning. Therefore, when designing activities, we should consider the tasks to be completed step by step, from easy to difficult.
3. Activities should focus on interests and be close to life.
Students' interest is closely related to learning effect and teaching effect. Activities that are divorced from students' real life can not stimulate students' interest in learning at all, nor can they achieve the purpose of communicating in English. Therefore, when designing teaching activities, teachers should try to take students' life experience and interest as the starting point.
For example, the teaching purpose of the English textbook Dinner Time for the first grade in Oxford Primary School is to listen, speak and read words such as cake, bread, milk and juice, and to listen and say sentences such as Have some…, please, etc. Thank you. I like it ... I like it. Wait. When designing activities, teachers can decorate the classroom into KFC fast food restaurant according to the teaching content and requirements of this class. Let students feel that they are in a KFC fast food restaurant, and the activities designed are all around what may happen between customers and waiters in KFC fast food restaurant. Almost every student has been to KFC fast food restaurant, and 85% students like KFC. Therefore, students show great interest in learning new knowledge. Students are the protagonists in the whole teaching process, and their oral expression ability is greatly improved by participating in activities in person.
Fourth, carry out group cooperative learning.
Effective group cooperation can make students who study well give full play to the leading role of teachers, which not only reduces the burden of teachers, but also improves teaching efficiency, gives students a lot of opportunities to speak, improves their sense of accomplishment and self-confidence, and greatly mobilizes their enthusiasm for learning English.
1. Scientific and reasonable grouping
Teachers should pay attention to the rationality of the structure when establishing cooperative groups. (1) The number of groups should be reasonable, generally 4-6 people are appropriate. Too many people are not conducive to the communication between students and the full display of individual talents, and too few people are not conducive to the communication and mutual assistance between students. (2) Grouping should follow the principle of "homogeneity among groups, heterogeneity within groups and complementary advantages". Effective group cooperative learning should be carried out. First of all, teachers must fully understand each student's personality and English level, and then make reasonable grouping on this basis. According to the differences of students' knowledge base, learning ability and personality characteristics, students with different characteristics and levels are optimally combined, so that each group has students with high, medium and low levels. This grouping not only helps students to complement and promote each other's advantages, but also lays the foundation for fair competition among all groups in the class.
2. Clear requirements and tasks
In order to prevent students from discussing aimlessly, aimlessly and unnecessarily in the process of group cooperative learning, wasting valuable classroom time and failing to achieve the goal of cooperation as required, teachers must put forward detailed teaching requirements and clear teaching tasks before group cooperation. Before the group discussion, the teacher can have a complete dialogue with one or two students. Some useful sentences can also appear in the form of slides. This can not only lay a foundation for cooperative learning, but also stimulate students' potential to create and use languages and give full play to the role of cooperative learning.
Give enough time.
In order to achieve effective group cooperation and make students gain something from cooperative learning, students must be given enough time to think independently, especially when it comes to language phenomena and phonetic rules. Otherwise, such cooperation will only be an empty shelf. Teachers should give students enough time to discuss, practice and perform, not when students' cooperation has just begun and their thinking has just been active, performing and cooperating.
Using multimedia teaching to stimulate interest and improve efficiency.
In English teaching, a variety of modern educational media, such as tape recorders, videos and courseware, are reasonably used to enliven the classroom atmosphere, improve the classroom teaching density, enrich the teaching content, increase students' practical opportunities, give full play to students' main role, develop students' thinking, cultivate students' observation ability, and improve their understanding and language expression ability, thus improving classroom teaching efficiency. It can stimulate students' enthusiasm for learning and improve their ability of observation, thinking and imagination.
Ye Lan, an education expert, once said: "Classroom teaching contains great vitality. Only when the vitality of teachers and students is effectively exerted in classroom teaching can it really contribute to the cultivation of students and the growth of teachers, and the classroom will have real life. " Therefore, I deeply feel that in English teaching activities, teachers must pay close attention to students' emotional changes and their own emotional input, and try their best to use various means. Create all kinds of effective activities, improve the efficiency of activities, make English class have both "atmosphere" and "effect", so that students can not only take the initiative to "move", but also get more gains from "moving", so that students can achieve language acquisition, improve their communicative competence, and make learning a happy journey. English learning becomes the most unforgettable scenery in the journey.