First, the creation of physical objects, props and other situations.
The physical demonstration situation is to create an overall background to demonstrate a specific situation with the physical object as the center. Physical objects are the most common intuitive teaching AIDS, which can give students intuitive stimulation. Make full use of items, props, scenery, etc. Create life scenes and let students write and perform in real scenes. For example, when showing new language points, you can show the objects in the textbook (different learning tools, food, clothes, colors, etc. ) or draw the corresponding stick figure, which can stimulate students' brain excitement, directly feel English, stimulate their interest in learning, improve their enthusiasm for learning, strengthen their desire for knowledge and form a deep impression. In this way, students can complete their learning tasks in a relaxed and happy state. For example, learning to "have" .. is there. "Yes, there is/is. "Sentence patterns, students can ask questions and guess each other according to their schoolbags, pencil boxes and items in their pockets, which stimulates their interest and activates their thinking, and students also master these sentences unconsciously.
Second, life presents situations.
Combining the daily life content in the textbook, creating teaching scenarios is closer to the students' life reality.
For example, where is the post office in Unit 2, Grade 7 of New Target English? "Students are required to master the expressions of asking for directions and directions. In order to create a concrete and vivid visual scene for students, arrange students to preview the text, find out various expressions about asking for directions, and rehearse a short play about asking for directions. Before class, the desks and chairs in the classroom are used to decorate several streets, and restaurants, supermarkets, libraries, parks, post offices, banks, public telephones and other places are arranged and marked with names. Students feel very novel and excited in such a scene and are eager to practice asking for directions. In class, let three students perform a short play rehearsed by Lu Meifeng, the first junior middle school in Zheng 'an Town, Zhongmu County, Henan Province. Let students understand the dialogue intuitively, and then students can walk, watch, ask questions, answer and think in this simulated life scene. This practice can stimulate students' interest and make them think positively, so as to better guide students to understand and master language knowledge.
Third, the picture presentation.
Use pictures to present words, phrases, etc. Reproduce the scene of the text with pictures. According to the teaching content or story, design one or several coherent stick figures, so that students can have a situational dialogue, retell the text or answer questions according to the pictures. For the pictures to be used in teaching, arrange them one week in advance, and ask them to use colored strokes on white cardboard, and then write the words expressed by the pictures and their phonetic symbols on the back of the paper. In order to facilitate future storage, the paper size is uniformly specified. A week later, some "works" were used in the classroom. In this way, students are interested in making pictures after class, and at the same time they are familiar with and consolidate the language knowledge involved. In class, they are all looking forward to the appearance of their "works". The meaning of painting has gone beyond the picture itself. It makes students feel successful, which greatly stimulates their interest in learning English and makes them willing to come to English classes. In addition, drawing also cultivates students' drawing ability, develops students' intelligence, and makes students familiar with the new lessons to be taught first, so as to achieve the purpose of preview.
Fourth, self-made sketches in and out of class. Create a scene to describe the scene.
Combining the content of the text, carrying out extracurricular activities and cultivating students' interest in learning languages are conducive to cultivating their abilities, broadening their horizons and developing their specialties. The development of a person's language ability begins with imitation. Students can get the pleasure of discovery and the joy of success when they imitate the language of the text. Therefore, when creating language practice situations for students, teachers should grasp the key sentence patterns in the text and carefully design exercises to stimulate students' thirst for knowledge. What we meet and say in our life is often accidental, and the stories that happen in our life are ever-changing. When students have a short story in a small scene, it is a good practice for students to connect these stories in their hearts into ever-changing stories. Teachers should create opportunities for students to speak English, express their life and personality in English, cultivate students' interest in learning English, and guide students to learn to develop and learn actively.
If students are required to write their own sketches in the language inside and outside the class, three groups of students will be required to perform in each class. According to the performance of the text, give 5 points, and based on the text, give 8 points. If it is completely different from the text, give 10. In this way, students' enthusiasm will be improved. After seeing other groups get high marks, they will imitate after class, actively use their brains and put all kinds of stories in life on the platform. After the students finish speaking, the teacher should make concise and appropriate comments. When commenting, we should give priority to encouragement, never bury its bright spots, and also point out the shortcomings in terms of words, sentences and grammar. Or you can ask other students to comment and the teacher will make a brief summary.
Fifth, music rendering. Create a situation.
Music can not only cultivate students' sentiment and cultivate their aesthetic ability, but also create a relaxed and harmonious atmosphere. In this classroom atmosphere, students not only learned knowledge, but also practiced listening and speaking, which virtually improved their English quality.
Playing beautiful classic English songs or familiar music 3 ~ 5 minutes before class, on the one hand, can make students quiet down and play a role in psychological relaxation; On the other hand, it can be effectively used to introduce new lessons. For example, when teaching the grammar of the present continuous tense, I chose a song "Are you sleeping" adapted from the children's song "Two Tigers", which contains the tense of the present continuous tense. In the lyrics, "Are you sleeping" was replaced by "Are you sleeping". As soon as the students heard the music, they found it very interesting, so they sang along without my teaching and naturally entered the teaching content.
Sixth, use multimedia to simulate the situation.
The application of multimedia teaching can enhance the intuition of teaching, enrich the form of classroom teaching, break through the difficulties of teaching, increase the capacity, mobilize students' various senses, stimulate students' interest in learning and really improve teaching efficiency. Using audio-visual means to teach colorful slides and videos with audio-visual pictures can not only arouse students' interest and attention, but also provide them with language scenes, making foreign language teaching visual, concrete and situational. The creation of foreign language situations gradually reduces the process of psychological translation in students' mother tongue and accelerates the establishment of direct contact with objective things, thus truly cultivating students' communicative competence. "Teaching is regular, but there is no fixed law in teaching. Getting the law is expensive. " There is no fixed method to create and use teaching situations. Teachers should choose appropriate ways to create situations according to teaching tasks, teaching objects, teaching facilities and teachers' own qualities, so as to continuously stimulate students' interest in learning and improve classroom teaching effect.