1) The classes are all freshmen, and they will start with "self-introduction", "mutual introduction" and "course guidance". Self-introduction attempts to arouse students' curiosity, eliminate the age gap between students and teachers, and enhance students' recognition of teachers' teaching style.
2) To stimulate students' interest in learning, we should pay equal attention to kindness and prestige, that is, combine "academic deterrence" with "teaching affinity". The former shows its professional authority, while the latter shows the elaborate design of expression, attitude, speech, behavior and corresponding activities.
For example, the self-introduction activities adopted or designed by teachers include "information gap", "random questions", "curiosity", "personal homepage", "feedback from previous students" and "taking photos with teachers and students". Students' mutual introduction activities include "information card", "looking for someone", "introducing new companions/classmates", "business card booth" and "self-filing package". This kind of activity design makes the classroom a real communication place, and every student can try his best to show his style, and the relationship between teachers and students has also become a communication partnership.
Judging from the teaching effect, the first class entered the state of real language situational teaching from the beginning. Especially for the post-80s and post-90s students, they have a high desire to participate in the classroom and pursue interest in learning. After the magnetic field of love is initially established in the classroom, the purpose of students' "learning ability" is basically achieved.