What are the solutions to the problems in English dialogue teaching in primary schools?

Dialogue teaching is a form of English teaching and belongs to oral English teaching. Its purpose and function is to strengthen listening and speaking training and cultivate students to communicate in natural English.

First, teaching strategies

Dialogue teaching is an important part of English teaching in primary schools, and dialogue runs through textbooks. Cultivating students' listening, speaking, reading and writing abilities through dialogue teaching can be said to be the most effective way to cultivate students' comprehensive skills. Therefore, dialogue teaching plays an important role in English teaching. Dialogue teaching has always been a difficult point in teaching. In traditional teaching, words are taught first, then sentence patterns are taught, and then texts are taught, that is, the mode of "word-sentence pattern-translation" is adopted. Its disadvantages are obvious. Students only learn some independent words, phrases and sentence patterns, and ultimately they cannot use the language correctly and flexibly. The main task of English course in basic education stage is to enable students to master certain basic English knowledge and listening, speaking, reading and writing skills, and to form certain comprehensive language application ability. With the advancement of curriculum reform and teachers' practice in the classroom, many experiences and certain teaching models have been summarized, but how to carry out dialogue teaching is still worthy of our in-depth study and thinking.

All effective principles and teaching behaviors adopted to achieve effective teaching purposes can be used.

This is called teaching strategy. According to the characteristics of teaching strategies, teaching strategies can be divided into general strategies and specific strategies. General teaching strategies refer to the teaching strategies applicable to all kinds of classrooms, which generally include: organizational strategies, incentive strategies, questioning strategies and evaluation strategies. Specific teaching strategies are used to cultivate listening, speaking, reading and writing abilities, which can be divided into vocabulary teaching strategies, reading teaching strategies, listening and speaking teaching strategies, writing teaching strategies and grammar teaching strategies according to the teaching contents involved.

Second, the primary English dialogue teaching strategies

According to the characteristics of primary school students learning English and the requirements of English curriculum standards, dialogue teaching

Learning should start from students' interest in learning, life experience and cognitive level, pay attention to cultivating students' listening and speaking ability, and advocate learning methods of experience, practice, participation, cooperation and communication and task-based teaching methods. Primary school students are in the primary stage of English learning. Therefore, the main task of English teaching is to cultivate students' interest, establish their self-confidence, help them form good study habits and effective learning strategies, and lay a solid foundation for their future English learning. In teaching, I adopted the following strategies and achieved certain results.

1. Strengthen oral training by using wall charts.

Every lesson in primary school textbooks is accompanied by colorful and vivid wall charts. Teachers should make full use of this favorable condition to train students' oral English and describe the contents of pictures. Here, teachers should focus on training students' language fluency rather than accuracy. Students communicate in the language they have learned, so that they dare and are willing to speak English and experience the sense of achievement in learning English.

2. Create scenarios for students, and adopt the whole teaching mode to learn dialogue.

As we all know, language is not independent, but a complex whole. Language is meaningful only in certain circumstances. In the traditional teaching mode, teachers speak words first, then sentence patterns, and finally enter dialogue learning. This model seems to solve the difficulties for students first, and students will be like a duck to water when learning the text. But the effect is not what we imagined. Students don't understand the content of the text, and using language is even more out of reach. This may be the reason why students can't say anything after learning English for many years.

The key of dialogue teaching is to let students learn the language on the basis of understanding the text, so that the language will have life and become a living language. Therefore, in teaching, teachers should adopt the whole teaching mode and put vocabulary and grammar into specific situations to learn. In other words, any teacher's activities are carried out around the situation of dialogue. Show the dialogue to the students at the beginning, and then help them understand it through questions, objects and actions. In this way, students not only understand its meaning, but also learn how to use it, which can be described as killing two birds with one stone.

Teachers should create as many real language communication scenes as possible for students and build a platform for students' language use. The creation of real language scenes is a difficult point in our teaching. Teachers should let students use and consolidate the language through various activities or games.

3. Take the principle of listening before speaking, reading before writing.

The fundamental purpose of language learning is to speak fluent English. Listening and speaking are very important.

Effective learning tools are the foundation of all other abilities and learning. Through listening and speaking, students can learn concepts, enlarge their vocabulary, understand the language structure and cultivate their sense of language. Cultivating certain listening and speaking ability is the most basic requirement of teaching. Therefore, what students are required to say in teaching must be what they hear or understand first, and what they are required to read must be what they will say first.

Specifically, in teaching, you can first talk about the information you hear after listening to the dialogue, then talk about the main idea of the text, and finally listen to the details. Secondly, in the link of following the text, let the students not see the repeated content of the text, and then read the text aloud. Maybe it will waste some time at first, and a sentence may have to be heard several times, or even a dozen times, before students can say it. But in the long run, we will find that students' sense of language has improved and their spoken English has made great progress. In this way, students are actually speaking English, not reading English. After repeated training, students can blurt it out on corresponding occasions.

4. Creative use of teaching materials

Because the topic of the dialogue is different and the difficulty is different, teachers can use the teaching materials creatively according to the students' actual situation and existing knowledge. For example, we can integrate the dialogue teaching content of a unit and use some abstract dialogues or incomprehensible languages as reading materials, so that students can learn languages through reading. In a word, teachers don't have to be confined to one teaching mode, but can take different forms and finally achieve the best effect of learning a language.

5. Pay attention to cultivating students' cultural awareness in dialogue teaching.

Language and culture are inseparable. As a language, English itself should involve cultural content, and English teaching without cultural teaching is incomplete. It is also the requirement of English curriculum standards to teach students the cultural knowledge of western countries and cultivate their cross-cultural awareness.

It is not difficult to find that many English conversations in primary schools involve cultural content. For example, western festivals, the symbolic meaning of colors in western culture, and western food ... In teaching, teachers should consciously infiltrate western culture into students, which can not only stimulate students' interest in learning English, but also cultivate their cross-cultural awareness. Through the comparison of Chinese and western cultures, students' patriotic enthusiasm is stimulated.

6. Dialogue teaching through various teaching activities and games.

According to the psychological characteristics and learning characteristics of primary school students, interesting and fresh things can attract their attention and make them remember deeply and permanently. Therefore, teachers should provide students with sufficient language materials, such as reading simple English nursery rhymes and playing various games and activities. Pupils like to perform and attract others' attention. They are not too ashamed to speak English and are not afraid of making mistakes. Teachers should give full consideration to this characteristic of primary school students, organize classroom teaching activities reasonably, and let them learn languages in activities. In addition, as a language, English can only be mastered through a lot of practice, and teachers should provide students with an opportunity to speak English and speak English.

Third, the problems in English dialogue teaching in primary schools

There are four "emphasis" and four "lightness" in classroom dialogue teaching in primary schools;

(1) Pay more attention to English-Chinese translation than situational creation;

Too much emphasis on the Chinese meaning of sentences in the dialogue, regardless of the presentation and practice of the dialogue, is basically in the form of English-Chinese translation. Teachers speak sentences, students translate, or students translate sentences to each other. This form of English-Chinese translation is not conducive to the formation of students' English thinking habits, and because there is no language situation, students will understand the meaning of sentences but will not use them in communication.

(2) Pay more attention to mechanical training than meaningful training;

The performance is that teachers read blindly and students follow, and they can't actively create new teaching situations for students to practice.

(3) Pay attention to the explanation of language knowledge, rather than the application of language knowledge;

The main performance is to explain too much grammar knowledge such as sentence structure, which reduces the opportunities for students to practice listening and speaking.

(D) Emphasis on mechanical repetition in language use, ignoring the cultivation of students' creative language use ability.

The performance is that teachers aim at cultivating students' ability to read and speak dialogue in textbooks, and stick to textbooks without extension, which leads to students' use of language completely staying in the textbooks they have learned in class, lacking both the mastery of old knowledge and the creative use of new content.

Fourthly, the steps and methods of English dialogue teaching in primary schools.

Combined with the teaching mode of warm-up activities-presentation of new knowledge-consolidation of contact-expansion of application-evaluation test, this paper discusses the general steps and methods of English teaching in primary schools.

(A), warm-up activities

Activity form: listening, speaking, playing, acting, singing and other activities.

Listen to songs, dialogues, English short stories, talk, look at pictures and say a word, tell short stories, play games, perform dialogues or short plays and sing English songs.

The purpose of warm-up activities is to create an English learning atmosphere, stimulate students' interest in learning English, bring the old with the new, and pave the way for new lesson learning. Therefore, the selected songs, Let's do, chant, etc. are best related to the newly taught content. For example, colors are involved in the dialogue, and songs about colors can be sung in warm-up activities; When talking about numbers in the dialogue, you can review the numbers you have learned in the warm-up activities; There are many verbs in the dialogue, which can be done in warm-up activities.

(2) Present new knowledge:

1, introduction

In order to save time, some teachers read or write sentences directly in the dialogue class, then translate and read, and the students read after them, so that the students can read and complete the task. This boring indoctrination teaching may save a little time, but it also saves students a process of thinking, understanding and experiencing, and also saves students' interest in learning. Students are in the state of mechanical memory, which is the state of young monks chanting scriptures. If they are not deeply impressed, they will naturally forget it, let alone use the language flexibly. Therefore, this practice is very undesirable.

Anthropologist Marin Si Nuo pointed out: "Without linguistic context, words are meaningless and can't represent anything. Therefore, words can only produce meaning in situational context. " Similarly, the same is true of dialogue. Dialogue is an idiom in a specific situation. Without this situation, the dialogue will lose its meaning. Of course, in classroom teaching, teachers can't bring real situations in life into the classroom, but they can grasp the important and difficult points in each unit of the dialogue and create language situations close to students' real life for the important and difficult sentences, so as to help students understand and master the dialogue content and deepen their memory. You can use real people, real objects, action demonstrations, pictures, audio-visual means, stick figures and so on to create situations.

After presentation, students have a preliminary perception and understanding of the language, and then they reach the stage of practice, which is of great significance to the mastery of sentences, because perception and understanding can not replace application, but to really learn to use it, they must have such simulation exercises and exercises, which have different levels and stages, followed by mechanical exercises and meaningful exercises.

2. Mechanical exercise

Mechanical practice should first be mechanical imitation, with emphasis on imitating key sentences in repeated dialogues. Teachers should show students how to lead and how students can follow. This kind of imitation should be massive and repeated many times, and it can adopt various methods and forms, such as individual speaking, group speaking, half-class speaking, line-by-line dialogue, and role dialogue between boys and girls. Through this practice, students can reach a certain level of proficiency in key sentences, not only can accurately read the pronunciation and intonation, but also be familiar with them.

3. Meaningful practice

The basic form of meaningful practice is that teachers can provide some objects, cards, pictures, scenes and so on. Let the students communicate with the newly learned sentence patterns in the real situation provided by the teacher. Because meaning exercises are endowed with new contents and new words, students' interest in learning will be higher, so the language materials provided by meaning exercises should be close to students' lives, and old words should be used to practice new sentence patterns. But the connection at this stage is not to learn more words, but to let students use many learned words and interesting things to apply and replace sentence structures, which is more real, interesting and practical than mechanical practice.