How to do a good job in English dialogue teaching in rural primary schools

How to do a good job in English dialogue teaching in rural primary schools

English classes are generally offered in primary schools, which has aroused English lovers' deep thinking: how to teach a vivid, efficient and unforgettable English class is really not an easy task, especially the dialogue teaching in English textbooks for primary schools. It can be said that the teaching level of teachers directly affects the learning effect of students. Therefore, we should pay attention to teaching methods according to the physiological and psychological characteristics of primary school students. Dialogue in English teaching in primary schools not only requires us to impart dialogue knowledge to students, but more importantly, how to transform the dialogue content into students' own language after learning. First, introduce the old and bring forth the new

The dialogue in primary school English textbooks is basically a whole unit, and each unit contains a content. Several texts in each unit are interrelated. To this end, before each new lesson, I always consider how to bring the old with the new and use the old knowledge to pave the way for the new content of this lesson. Sometimes I will consciously create a good language environment for students, so that students can naturally transition to new content through situational performances. For example, in teaching: "Where is my watch? Look! It's under your book. " In this group of dialogues, I will first review the dialogues I learned before: "Where is the zoo? Over there. " And "Where is my toy car? On the desk. " When reviewing the first group of dialogues, I created a scene of "asking for directions", that is, let a student play Tom, a student of a foreign child. He wants to go to the zoo, but he doesn't know where to go. At this moment, Gao Wei, a China boy played by student B, happened to pass by, and a dialogue was generated. . . . According to this scene, students will soon remember the dialogue they have learned. "Where is the zoo? Over there? After reviewing this group of dialogues, ask the students the Chinese meaning of "where"-"where". . . . Then he took out the toy car prepared in advance and put it on the table. He asked, "Where is my toy car? The student replied, "It's on the table." In this way, by practicing the sentence pattern "Where ..."? A new sentence "Where is my watch?" Show this sentence. Then go to the semi-old and semi-new exercise: "where is my watch?" It is on the desk. And "Where is my watch?" ? It is over there. "When the students were free to use it, the teacher put the watch under a student's book while the students were not paying attention and asked the students anxiously," Excuse me. Where is my watch? "If the student can answer the best answer and can't, the teacher will help him answer:" Look! It's under your book. " He picked up the book. In this way, students can quickly understand this new teaching content. Second, explain some dialogues. By reviewing the old knowledge, it will naturally transition and students can master it well. But some dialogues are difficult for students to understand. At this time, the teacher's explanation is particularly important. Especially some language points, when the students are still very vague, the teacher's explanation can be described as the finishing touch. When necessary, teachers can also ask students to be small assistants and demonstrate together, which can not only arouse students' enthusiasm, but also visualize the dialogue and help students understand. For example, in teaching: A: I have a new pencil case. B: oh, great. May I have a look? A: Of course. Here you are.

Oh, how nice! A pencil! May I use it? A: Of course.

Because there are many contents and sentence patterns involved in this dialogue, it is difficult for students to understand it at once, especially some poor students. In view of this, it is necessary for the teacher to ask a classmate to help the teacher demonstrate this dialogue. Especially when it comes to "a pencil! Can I use it! " When these two sentences are difficult, the teacher must take the pencil away from the lead.

Show the action of the pencil box and let the students see, oh, that's it, and the problem is solved. At the same time, it also sets an example for students' next practice. Third, read aloud.

Reading is the need to understand and cultivate dialogue ability. Learning English focuses on speaking and reading. When students have heard more and become familiar with it, they should be guided to speak and read aloud. Some sentences are understood according to the context on the basis of repeated reading. Reading, its role is to let students remember, not to forget easily; Second, it can cultivate students' understanding ability, make them active and improve their interest in learning English; The third is to cultivate students' pronunciation and intonation when reading aloud. Usually, after the end of the new class, I pay attention to guiding students to read aloud from two aspects: first, listening to and reading electricity by audio-visual teaching, guiding students to experience the pronunciation and intonation of recording and reading aloud, and at the same time proposing reading skills to students; Second, guide students to read repeatedly by different means (independent reading, students reading together, reading at the same table, reading by boys and girls, reading by train, silent reading and reading aloud). In this way, students can deepen their understanding of the text through a series of listening and reading. Cultivate students' good reading habits and lay a solid foundation for oral English. Fourth, practice

Practice is an indispensable link in the process of English dialogue teaching for primary school students. It can be divided into two steps: the first step is to practice according to the contents in the book; Step two, let the students talk about the situation created by a teacher without books. The first step, in order to cultivate students' ability to use English, it is best not to let students open books when practicing. If students are allowed to read textbooks, it is not listening and speaking training. In addition, when practicing, we should try to combine the form of language with the meaning of language, encourage students to say sentence patterns while doing actions, and avoid the practice of "the young monk has no intention of chanting". When necessary, teachers can make some props to add some freshness to students, make students willing to participate, stimulate their interest and leave a deep impression on them.

Let the students understand and say a dialogue and only complete it, which is half the task of dialogue teaching. Only when students can talk about the situation created by a teacher without books can we say that the task of dialogue teaching has really been completed. For example, in the dialogue in Lesson 10 in Book 3, after the students can talk about the contents of the book skillfully, I created another scene for them: Today is Teacher Wu's birthday. Let's go and say "Happy Birthday!" At this time, how did Joe and Yang Ming talk? As a result, the students immediately launched a heated dialogue. Then I invited several groups of students to perform, let the whole class be judges together, and awarded the "Creation Award" to the creative students, which not only made the students understand and master the conversation, but also broadened their knowledge. It not only mobilizes students' enthusiasm, but also enlivens the classroom atmosphere. V. Consolidation

After the drill has reached a certain level of proficiency, as an organizer, teachers should master the temperature and enter the next step of consolidation in time. In class, I always design some pictures and slides related to textbook teaching content, so that students can speak freely and train language fluency. At the same time, I can also provide a space for students to express themselves and gallop freely in the ocean of knowledge. Of course, consolidation can also be extended to extracurricular activities, such as letting students communicate with teachers and parents in English they have learned, and watching more TV programs on English for primary school students to increase their knowledge.

In a word, English dialogue teaching for primary school students should not be single, but diversified, so as to arouse students' initiative. As a guide, we must consider the all-round development of students, and achieve targeted training, step-by-step training and diversified training to promote the development and transformation of students' intelligence and achieve the best teaching effect.