First, establish preview consciousness and stimulate preview interest
At present, there is such a one-sided understanding of pre-class preparation in primary school English teaching: first, "skepticism", which thinks that students will never preview themselves, so they never assign preview homework. The second is "random type", where the teacher arranges previews before class, but only says "please go back and preview tomorrow's new class" in an empty way, without making specific guidance and requirements. As far as preview is concerned, the real purpose of preview has not been achieved.
Does English teaching in primary schools really need preview before class? In fact, in practice, I found that those children who preview the text before class are more targeted than those who do not preview the text, and it is easier to grasp the important and difficult points of the text and ask their own questions. So I often emphasize in class that preview before class is very important and has many benefits. Guiding students with the teacher's preview concept is my first job. Only when students have the same conceptual identity with teachers can they have preview interest and conscious action.
Second, use the "preview card" to cultivate preview habits.
"Preview card" is a learning method established to better guide students to preview independently. The purpose is to improve the effect of students' preview through teachers' carefully designed preview content, and to record students' gains and problems in preview through more detailed preview process, so as to better promote the effectiveness of classroom learning. It can be said that the "preview card" solves the blindness of students' autonomous learning to a certain extent, and enables students to improve their autonomous learning ability through long-term persistence.
Different grades, students' cognitive level, knowledge base and learning content are different: Grade three students are beginners of English, and they mainly learn basic preview methods, such as following tape recordings and circling new words and sentence patterns in the text.
Third, refine the preview content
When arranging the preview content, we must follow the principles of "step by step" and "less but better". According to the age characteristics of primary school students, the preview content should be gradual, from shallow to deep, in order to solve the key and difficult problems in the next class. For example, for the third-grade students who have just read English in primary schools, we can only ask them to listen and read, but not to recognize them. Because they just started learning English and don't know a word. If you let them read along with the tape, it will kill their curiosity and interest in learning English. So I took a simple approach, just listening to the recording, looking at the pictures to understand the background of the dialogue, and then reading it to feel the difference between English and Chinese. For senior students, the requirements are different. For example, refer to the glossary and follow the recording to solve the combination of sound, form and meaning of Protestant words. If it is a dialogue, you must also understand the important sentence patterns contained in this dialogue.
Fourth, several preview methods
1. Reading aloud is the minimum requirement and the simplest preparation method, so it is the most used method, which can be said to be suitable for the preparation of various grades, classes and teaching methods. Students only need to remember the words they have learned through repeated spelling more than ten minutes before class, and through repeated trial reading, they can read sentence patterns and texts fluently and understand and be familiar with the contents of the texts. Students can easily get used to and welcome this preview method because the requirements are low and the academic burden of students is not increased. But it is precisely because of simplicity that the effect is often average.
2. Listening training style
Mainly lies in strengthening listening and speaking training. For advanced students, this kind of preview can focus on imitation exercises, such as pronunciation, spelling, linking, lifting, meaning group, pause and so on. You can listen to the original recording or the teacher's recording. In text learning, students can have a general understanding of the content of the text by listening to the recording of the text and enhance their sense of language. You can also listen to the rewriting, abbreviation, content introduction and recording of the text. Of course, due to the limitation of conditions, not all students can carry out self-training in this area before class. If teachers play recordings in the whole class at a certain time before class, such as reading early, they can put forward unified requirements for students.
3. Find the problem type
Teachers can present to students what the new curriculum requires students to master and the old knowledge related to learning the new curriculum in the form of preview questions. Students find problems by doing preview questions and prepare for new lessons. Teachers can also make classroom teaching more targeted by checking preview. In particular, this method is more suitable for the preview of review class, because it is a better diagnosis and detection method in itself.
remove barriers
Teachers will give students a preliminary understanding and mastery of the difficult contents in the new curriculum through appropriate tips and guidance, thus reducing the difficulty of classroom teaching and practice and students' mastery and application. Such as keyword hints, to find the corresponding words of a given English definition. Although it is aimed at the words that are difficult to master in the new course, students have already known the parts of speech and Chinese definitions of these words from the glossary, and the topic only requires that English sentences containing these words be translated into Chinese, so it is easier for students to make sentences with these words, so students will not have much difficulty in doing it. It is easier to find the corresponding words with English definitions than with English definitions. Sentence structure hints only require students to translate sentences that contain this sentence pattern but basically contain no new words into Chinese. Reorganizing sentences only requires students to re-express the meaning of difficult sentences in simpler forms. Through this preview, classroom learning will be much easier and easier.
5. Material preparation
The materials prepared for preview can be the language materials needed for sentence pattern practice or conversation practice.