This change is especially reflected in the teaching of text reading. The author believes that the teaching of reading class, just like symphony performance, can guide the audience into the artistic conception, and the successful "introduction" in class can stimulate and deepen students' interest in listening to lectures and their desire for knowledge. Therefore, in order to receive the ideal teaching effect, the design and application of lead-in is very important. Whether the lead-in is appropriate or not is directly related to the teaching effect.
There are many ways to import, each with its own advantages. In the usual English reading teaching class, the following methods are basically used to stimulate students' interest in reading.
1. Guide students to read the text from interesting performances.
Interesting expression means that teachers skillfully design some interesting and operable activities according to the teaching content, and then explain the specific content that students want to learn. How do we deal with our problems in New Target English Nine? For example, junior high school students are generally interested in this topic. Therefore, in order to stimulate students' interest, the teacher designed a dramatic introduction method: sketch performance. A group of students is like a life scene: they meet to go to Jay Chou's concert on Saturday. Who knows that on Friday, teachers in various subjects assigned a lot of homework, and when they got home, their parents added new tasks. They are helpless and depressed at the same time. This practice achieved the expected results, and students quickly entered the class state, and produced a * * * sound. What can I do besides trying to do my homework? Suspense has arisen. At this time, a lucky market played by a student appeared. She introduced herself, and pictures with the words lucky and fair appeared on the screen at the right time. Every student asked her: Lucky Fairy? Can you help me? She replied: You are a good boy/girl. I want to give you a wish. As a result, the atmosphere of the sketch became lively. Children have all kinds of wishes: I hope there is no homework. /Jay Chou will come to see me. /I can have a robot to do many things for me ... Then the lucky fairy walks up to the students under the podium and asks them about their troubles in life and study. This lead-in broke the teaching routine, caught the students' eyes in the form of student performance for the first time, and won the psychological recognition of all students because of its rich living atmosphere. Luckfery's natural and timely introduction was quickly mastered by all students under certain circumstances. In this case, the teacher will ask new questions: when we encounter problems, how will we deal with them? Introduce the content of the text that students want to learn.
2. Starting with the title of the article, guide students to explore the text.
Take Unit 2, where he has caused a lot of trouble. Let the students analyze the title of the article first. Who is he? What does he do? How old is Martin now? What has changed him a lot? Did he used to give his mother trouble? Why does his mother have to work? What did his mother say to him on the phone? What changed Martin's mind?
Through the analysis of the title of the article, students can find out the central theme, writing intention or learning focus of the article simply and quickly, so as to carry out reading comprehension in depth and concretely, and let students really step into the learning environment.
For example, when teaching the article "Unit 6 I only eat delicious food" in the ninth grade of New Target English, I made an experiment: two parallel classes I taught adopted different teaching methods. Class A adopts the usual teaching methods. In class, the spelling, meaning and usage of words, from phrases to sentence patterns, from sentence patterns to grammar and syntax are explained in detail. After a class, the teacher was thirsty and tired; The students are also panting to catch up with each other. The content of a whole class leaves little impression on students' minds, especially those boring grammar boxes. Class B is to assign tasks to students in advance, so that students can make full use of the resources around them and collect food information. The students are very active. They went to the library to look up information, searched the internet for relevant information and asked for advice from relevant people ... In class, students spoke enthusiastically, not only expressing the contents of the textbook in English, but also adding a lot of knowledge. Many students even talked about the different food cultures between East and West, and why KFC and McDonald's are popular in China. Then I lost no time in asking students to read the text carefully and debate on how to eat healthily. After a period of "shelving", students in two classes were tested on the same test question in the form of "sudden attack", and the test questions were mainly exercises after class. The results show that the excellent answer sheet of Class A only accounts for 38% of the whole class, while the excellent rate of Class B reaches 70%. Reason: The teacher of Class B starts from the key points of the text and is guided by the camera. The knowledge gained by students' independent, cooperative and inquiry learning has been deeply rooted in students' subconscious and gradually transformed into their own abilities. Even if it is put on hold for a long time, students can still easily answer relevant questions. In Class A, students only rely on the knowledge explained by the teacher. Even if they got the information at that time, it may not be stored in their brains for a long time, let alone transformed into students' real ability. The same content, the same teacher, the results of the two classes are different. Why? Is it just because teachers have different teaching methods? Tracing back to the source, students' learning style plays a decisive role. The change of learning style makes the students in the latter class change from passive to active, arouses students' enthusiasm and achieves better results.
4. Guide the text to start with questions.
"Learning begins with thinking, and thinking begins with doubt." Doubt can stimulate students' thirst for knowledge; Questioning can promote students to think and explore actively, so as to put forward questions or new ideas. Students will inevitably encounter problems in the learning process, and teachers should encourage students to be skeptical and good at questioning, thus forming the habit of questioning.
For example, teaching new target English eight times, unit 9 Have you ever been to Singapore? In the process of writing, I designed and selected the following teaching AIDS according to the teaching content: a national map of Singapore and a set of related audio-visual equipment. At the beginning of the teaching, I made the following introduction: Today, we will know a country, its name is … and then a short section of Singapore's cultural landscape was shown, and the students were immediately attracted. At this time, I asked the first question: Who can talk about Singapore? Or do you have any questions about Singapore? Some students took the lead in briefly describing Singapore, while most students raised many questions. So I gave instructions: If you want to know more about Singapore, please read this article carefully. The students couldn't wait to pick up the text and read it all at once. Then speak enthusiastically, scrambling to give various answers. After a class, the teacher is relaxed and the students feel comfortable. They not only learned a lot in a relaxed and happy atmosphere, but also left a deep impression in their minds.
In short, there are various methods of reading guidance in junior high school English reading teaching, so the introduction should not be stuffy and monotonous. Dry lead-in can't attract students' full attention, students' learning enthusiasm can't be mobilized, and the classroom atmosphere is boring. Teachers should choose flexibly and use appropriately according to the specific content of the text, set some scientific, reasonable and artistic questions, adopt independent, cooperative and inquiry learning methods, awaken students' exploration potential, activate sealed memories, open claustrophobic hearts, create an atmosphere suitable for students' learning, firmly grasp the main line of students' development, mobilize students' initiative and curiosity, and teach students reading skills to make the classroom glow with vitality.