Based on the requirements of the new curriculum standards, talk about how to effectively carry out high school English discourse teaching?

The new English curriculum standards have brought my country's vigorous basic education curriculum reform into a new stage of development. Compared with previous courses, the new high school curriculum has undergone many fundamental changes. The new English curriculum places greater emphasis on students’ learning interests, life experiences and cognitive levels, advocates learning methods of experience, practice, participation, cooperation and communication, develops students’ comprehensive application abilities, and makes the process of language learning a positive development for students. Emotional attitude, proactive thinking and bold practice, improve communicative awareness and form an independent learning process. How to make students adapt to high school English learning as soon as possible, cultivate students' ability to obtain and process information in English, and then lay a solid foundation for students' lifelong learning of English is a question that every English teacher should think about and study.

1. Pay attention to the transition between the first year of high school and junior high school

At the beginning of the new semester of high school, we should understand the general level of students through the entrance examination and make up for the missing knowledge in junior high school in a timely manner. Use about one month to help students review systematically from aspects of language, vocabulary, grammar, sentence patterns, etc. Make students adapt to high school English teaching as soon as possible. Specific methods include: cultivating students' good study habits of previewing before class and reviewing after class; insisting on teaching in English, requiring and encouraging students to think and answer questions in English; according to the requirements of the college entrance examination, Students' reading ability should be cultivated from the first grade, students should be taught some reading skills, and good reading habits should be developed. In addition, contact with students should be strengthened after class to become familiar with them as soon as possible.

2. We must always implement the principle of communicativeness and strengthen students’ subject awareness

“Let swimmers go into the water.” This is the ideological core of communicative language teaching theory. Linguist KE Morrow once said: "To learn it, do it...only by practicing communicative activities can we learn to communicate." This means that to learn, we must practice. Implementing the principle of communicativeness means to activate teaching into reality. The methods that can be adopted are:

1. Establish a "five-minute conversation before class" to cultivate a communicative atmosphere in the classroom. For example, as soon as I enter the class, I say: "It's nice to see you again./It's fine today, isn't?/How are you today?" In class on Monday, I ask: "Did you have a good time in the weekend?" Students will make a difference Answers lead to more conversations, thereby achieving the purpose of communication.

2. Try to insist on students making duty reports. This method is often used in junior high schools, but students are still required to continue doing it in high schools. Practice has proven that duty report is a good way to train students to speak. Specifically, students on duty are asked to introduce the day's date, weather, attendance, etc. to the students in front of the podium. They can also be asked to tell stories, and they are allowed to choose students to answer questions at will.

3. Allow students to perform dialogues or text content appropriately. Based on the content they have recently learned, students are assigned to discuss and rehearse after class, and then perform it in class.

4. Organize English extracurricular activities regularly, such as Christmas parties. These activities can not only enrich students' second classroom and stimulate students' interest in learning, but also fully mobilize students' enthusiasm to participate in communication.

3. Cultivate students' self-learning ability

Only by coaching students to master a set of scientific learning methods and cultivating students' self-learning ability, can students' learning enthusiasm and initiative be achieved play. Students' self-study ability includes: cultivating students' preview ability, the ability to master basic English knowledge through various methods, and the students' ability to organize the knowledge they have learned. In addition, the improvement of self-study ability also benefits from a large amount of independent reading outside class. In the first year of high school, students should be required to purchase an English-Chinese dictionary as a reference book and let them look up the dictionary frequently.

4. Stimulate students’ interest in learning English

Only by cultivating students’ interest in learning and enhancing teaching effects can we avoid polarization in future learning. We can connect language teaching with daily life, and purposefully explain some Western background knowledge and interesting anecdotes during class. Communicate more with students after class to understand their needs, and participate in appropriate activities with students, such as Christmas parties, which can greatly shorten the distance between teachers and students, and at the same time greatly improve student participation and enthusiasm.

It is a headache for many teachers to let "double-disabled students" learn English. Learning English well requires perseverance, and what "double-difference students" often lack is this perseverance. If you just talk to them about the benefits of learning English well, you may have little effect. If these students' interests in other areas can be transferred to learning English, they can get twice the result with half the effort. Once, I called several students in my class who often played truant on the street to play video games to the dormitory, turned on the computer, and showed them "Red Alert", "Dune 2000", "StarCraft" and other games. The shocking 32-bit sound effects, pleasing 3D animations, and user-friendly interactive operations make it far beyond the reach of 16-bit or even 8-bit games in arcades on the street. Soon, they got into the game. But every time when they were commanding thousands of troops and about to liberate all mankind and realize their dreams, several lines of English prompts appeared on the screen. These students were all dumbfounded. At this time, I casually translated them beside them. The students had an epiphany: in the next century, to play, you must also understand English. Afterwards, I discovered that these students in the English class had "renewed their lives". It can be seen that cleverly transferring students' interests, just like "four or two moves a thousand pounds", is of great benefit to cultivating students' interest in learning English.

5. Cultivate students to ask more questions about why when learning English

The key to cultivating students' lifelong ability to learn English in classroom teaching is to cultivate students' thinking ability and thinking quality. It means that in daily classroom teaching, students should ask more why questions they answer. At the same time, through various channels, students can ask more why questions about the content described by teachers in class and the problems related to English learning encountered in daily study and life. This can not only cultivate students' thinking ability, but also enable students to develop a thinking habit of asking why, so that students' thinking quality can also be exercised. When we design some questions that are suitable for students to answer and debate during teaching, and ask more why, we can mobilize students' enthusiasm for learning and let them learn proactively. The teaching process is a process of both teaching and learning. The teaching process can be like this, but can the student learning process also be like this? sure. When students have questions that they do not understand during lectures, or in their daily study or life, students should be encouraged to ask why. Let students raise their doubts during the learning process. They can raise them in class, in their homework books, or on the "message board" on the campus network. Teachers in the classroom can answer directly, teachers in the homework book can reply when grading homework, and teachers can answer questions on the "message board" online. Of course, when replying, do not answer directly, but only give some hints, so that students can solve the problems by themselves through the reply tips; and for some questions that cannot be answered at the current middle school level, while encouraging, introduce some relevant information Books, materials and websites allow students to solve problems through independent learning in the future. Even if they cannot solve the problem now, a seed of "exploration" has been planted in the students' hearts. This not only cultivates students' independent ability, but also encourages them to ask deeper questions, which is beneficial to their future development. Over time, students will develop a habit of constantly asking questions, constantly thinking about problems, and constantly solving problems during the learning process, so that their (continued from page 106) (continued from page 95) thinking habits can be cultivated and the quality of thinking will be improved. will also be improved.

6. Help students summarize and summarize in a timely manner

The so-called systematic learning means focusing on induction and summary.

The induction and summary referred to here are not just practices in the review stage. It means that in the teaching process, teachers should be good at summarizing and summarizing the knowledge that has been learned and some unlearned knowledge, turning it into a knowledge chain, taking into account the junior high school students. The psychological characteristics make it easier to understand and expand knowledge, turning monotonous textbook knowledge into active and fulfilling content, and then becoming the object of students' efforts. In this way, learning interest and effectiveness will be improved day by day. It is not an easy task to develop good study habits among students. As long as we work hard together, the future is bright. Judging from the current situation, there are still some obstacles. First, the ideological changes in educational concepts of some of our teachers have not kept pace with the times. For example, in the minds of many teachers, if there is still a question that has not been answered in a class, regardless of whether the question is important or not, and sometimes even regardless of how well the students have learned in the class, the class is considered a failure. This idea ranges from ordinary teachers to school leaders, from students to their parents. These are all caused by the backwardness of educational concepts in their minds, so they cannot and cannot see the bright spots of the transformed classroom teaching. Second, the current curriculum of our English subject still has high requirements for cognitive goals. This forces both teachers and students to work hard to make progress and put a lot of energy into how to memorize. At the same time, our examination system forces us to focus on how to solve problems, thereby neglecting the cultivation of students' abilities. Third, the hardware and software of modern educational technology in many schools cannot meet the needs of educational development. These all need to be improved by us.

In short, teaching is both a science and an art. The teaching of the new high school English course must fully consider the characteristics of the students and be done in one go. No one link can be ignored; it is necessary to pay attention to communication with students and pay close attention to their thoughts. Only through change can we achieve good results.