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What are the teaching methods commonly used in junior high school English listening and speaking class by People's Education Press?

What are the teaching methods commonly used in junior high school English listening and speaking course by People's Education Press? The teaching goal design of listening and speaking course should have a sense of hierarchy, reflecting the knowledge goal, ability goal and emotional goal. The specific components of the three-dimensional goal are best written in detail in the teaching design. The design of teaching process requires teachers to consider the relationship between language input and output, and handle the ratio of the two. In the new target listening and speaking class of People's Education Edition, students are usually shown their overall perception of words and phrases with pictures, and tasks are set to deepen their impressions. This requires teachers to create situations, mobilize students' knowledge, stimulate students' enthusiasm for learning and learn new knowledge through teacher-student dialogue, picture display and brainstorming. Input supplementary information to students through pre-listening design to arouse their enthusiasm for learning. Listening input allows students to perceive language and learn language structure. Listen first, then design, design various activities, activate students' thinking, let students practice in groups, launch competitions, use language structure for language output, and then show their talents and promote the smooth completion of classroom practice activities. In short, students are the main body of the classroom, and all activities are designed according to the students' wishes and level. Teachers should patiently guide and help students achieve the three-dimensional goal of listening and speaking class.

Teaching procedures:

Step 1 Warm-up

Free conversation or everyday English

Combined with the central topic of this unit, teachers and students or students interact to carry out oral communication activities.

First, create a pleasant English environment.

1. English songs

First of all, before each English listening and speaking class, I lead the whole class to sing an English song. Through this kind of warm-up before class, students quickly turn their attention to the classroom, feel the relaxed and harmonious learning atmosphere, really integrate into the listening and speaking class, and listen carefully to what the teacher teaches.

2. Free communication

Keep talking freely for no more than three minutes every day. Free conversation is an effective oral training method. In this kind of training, students have full autonomy to choose their own topics of interest and can prepare in advance. Each group of students write short dialogues, which can cover various topics, such as English learning, personal anecdotes, class activities, regional climate and so on. This activity not only makes students dare to speak English, but also increases their knowledge and vocabulary. In this activity, teachers should play the role of guidance and supervision, so that students can speak freely and achieve the expected results. In this activity, the teacher is flexible and chooses to use it according to the content of the professor. )

2. Lead-in line

Task 1 according to the central topic involved in this unit, contact the relevant content that students have learned in the past and create an appropriate context. Teachers can lead students to review grammar knowledge such as words, phrases, sentences and tenses related to the topic. You can also create a situation for brainstorming activities, associate the content related to the topic, carry out group cooperative learning, bring the new with the old, expand your knowledge and prepare for the new lesson.

For example, in the teaching design of Unit 6, Grade 8, I am more outgoing than my sister, the new goal of the People's Education Edition has led to a Han Hong's Heaven, which allows students to feel the scene, guess the singer's name, describe Han Hong's appearance, and then lead more celebrities to review the words and sentence patterns that describe the appearance. Prepare words and phrases for this lesson. Through the above situation, students' learning enthusiasm can be improved, their subjective initiative can be fully mobilized, and their learning enthusiasm is high. It is closely related to the content and form of teaching. Students not only feel the relaxed and happy classroom atmosphere, but also realize the compact classroom rhythm and high concentration, which lays a good foundation for the next step of teaching.

Step two. Learn a new language.

1. Learn a new language:

Task 2 talks about the learning of introducing new language knowledge through pictures and learning the target vocabulary and sentence patterns needed to complete the task.

For example, in the teaching design of unit 6 "I am more outgoing than my sister" in the eighth grade of New Target published by People's Education Press, I designed several pictures to describe and introduce the meaning and sentence patterns of the new target language-comparative.

2. Talk: describe the picture with the about picture in1a.

Task 3: Practice communication or create a new context to experience and use a new target language in the scene provided by 1a picture. The teacher guides the students to observe the picture of 1a and describe what they see in the picture. During this period, group discussion and group competition can be adopted to stimulate their enthusiasm and initially demonstrate students' oral expression ability in the new target language. This is an important and necessary process to cultivate students' English thinking.

Step 3. 1b Listening training

Task 4

Pre-listening activity design: The purpose of pre-listening activity design is to enable students to master relevant knowledge, supplement relevant cultural background information, exclude new words, predict the content and structure of listening materials, and pave the way for later listening comprehension activities. For this reason, the design of pre-listening activities should choose the content that students are familiar with, understand and interested in, and stimulate students' desire for knowledge through pictures, dialogues and videos. There are several specific ways.

(1) topic integration In order to arouse students' interest in listening activities, teachers should carefully analyze the topics of listening materials from students' real life and find out the connection between the topics and students' life. Find the breakthrough point, activate the relevant background information in students' minds, and urge students to think positively, so as to pave the way for the following listening.

For example, I am in Grade 9, Unit 1 1. Can you tell me where the bathroom is? In the teaching design, according to the listening content of the textbook asking for directions, first introduce the geographical situation near our school. I play the role of a stranger and start a dialogue with the students. Then, let the students talk and introduce the topic.

(2) Lexical carding The current textbooks have infiltrated many new words into the listening materials. In order to reduce the difficulty of listening and improve the listening effect, teachers need to design some activities before listening, so that students can initially perceive the new words and phrases in the listening materials.

For example, when did I invent Unit 9 in the new goal of People's Education Edition? In the teaching design of Listening 2a, because there are too many new words invented in the original text, I first show the pictures and names of each new invention in the slide and teach the students these new words, and at the same time read out the names of some inventors, which reduces the difficulty for the following listening.

(3) Predicting the content Before listening, teachers can use titles, illustrations and stem questions to guide students to predict what they are listening to. Prediction is a very important way to do a good job in listening, which can't be ignored. Teachers can ask relevant questions according to the predicted content to stimulate students to actively participate in listening.

For example, I'm in the new goal unit 7 of People's Education Edition. Where do you want to play? In the teaching design of Listening 2a, I asked the students: What can you see in the picture? What do you think you'll listen to? Then inspire the students: from the picture, we know it is about travel. From the sentences, we know that maybe some people are choosing to travel somewhere, so as to guide students to predict the content of listening materials.

Task 5

In listening activities, teachers must grasp the content difficulty of listening activities and establish a step-by-step listening task chain. First, let the students listen as a whole and ask them to understand and describe the main content. Ask detailed questions, then listen paragraph by paragraph and grasp the details. Finally, listen to the whole again, perceive the material as a whole, improve your understanding and complete the textbook topic. Of course, according to the actual situation of students, students should complete the listening task chain and make flexible adjustments. The combination of intensive listening and extensive listening should cultivate students' habit and ability of recording while listening, guide students to record key information such as time, place, people and relationships, teach recording skills and strategies, and improve listening level.

Step 4. 1C dialogue exercise (in pairs)

Task 6

Post-listening activity design

1 Listen and repeat: Listen and repeat.

After listening practice, students have a relatively complete listening material. Then, by listening to the recording and reading aloud, students can read the sentences, questions, dialogues and other contents in the recording material, train the correct pronunciation and intonation, further consolidate the target language, and lay the oral foundation for the tasks to be completed later.

2 1c double work: do imitation exercises according to the dialogue.

3 Competition and Oral English: Competition and Oral English Expression

Task 7 Create situations, carry out activities and consolidate the target language.

In teaching, teachers should actively organize games, competitions and other activities. Competition is the driving force to induce progress, and group competition is an effective means to stimulate students' enthusiasm and strive for excellent results, and at the same time, it can stimulate students' strong interest and self-motivation. Competition is not only a competition with other students, but also a challenge to self, which can greatly stimulate students' learning enthusiasm and sense of participation. In this process, students speak enthusiastically and think positively, and the classroom atmosphere is active, which pushes the classroom to * * *, and the teaching effect is good. Before the competition, let students clearly understand the rules, processes and contents of the competition, so as to make corresponding preparations. The more fully prepared, the higher the enthusiasm of students to participate in the competition. After success, they can gain the inner motivation of self-improvement from the envy of their peers. The content of the contest can be retelling what you have heard according to the listening materials, changing the short passage into a dialogue or a dialogue into a short passage, changing the role-playing, story ending, investigation, interview, debate, etc., or teachers can use multimedia to set different situations according to the students' life experience and background of the times. The content design in the competition should be gradual, pay attention to heuristic teaching, adopt the teaching method of "multi-dimensional interactive heuristic", optimize the structure of classroom elements and create a good classroom atmosphere. Highlight the ability training and increase the intensity of practical training. Student-oriented, teachers play a guiding role, realize teacher-student interaction and improve teaching effect. In courseware design, we should pay attention to novel concept, rich content, large capacity and strong operability. Let students be more intuitive and effective in training. Let the students practice fully.

For example, in 1, I designed a group competition in the teaching of Unit 5, Grade 7, New Goals, which was published by People's Education Press. Students were asked to guess what the characters on the screen were doing according to the pictures on the slide. They would use the present continuous tense they had just learned in the process of expression, and then give more pictures, so that their group members could cooperate with each other and ask questions. During this period, they will ask questions in the present continuous tense of different people, and the training will be gradual, solid and orderly.

I am in the eighth grade of New Target of People's Education Publishing House. Why don't you buy her a scarf? In this part of teaching, we designed group cooperation activities and made some slides. Each slide has different roles of teacher, father and grandmother and various gifts. Let the group discuss what kind of gifts should be given to everyone and why. During the discussion, they will make suggestions and comments with the sentence patterns they have learned, and the students will express their opinions and have a heated discussion.

In the teaching of Unit 6 of the eighth grade new goal of People's Education Publishing House, I designed a group competition and made several slides. Each slide has two famous stars. Let the students observe their differences, and then express their differences with the comparison scores they just learned. The students spoke enthusiastically and the classroom atmosphere reached * * *.

Step five. 2a-2b Listening Training ((Listening)

Activities before listening

Take 2a & amp2b to describe the pictures in the textbook. Teachers should help students to make clear that 2a's listening comprehension is expanded on the basis of 1b, which is more difficult than1b. Therefore, when designing teaching activities, it is necessary to build a ladder for students to climb. Teachers can guide students to freely express pictures in textbooks, ask specific questions to inspire students to think, guide students to predict what they will hear, and mobilize students to actively participate in activities.

Listen and move.

What are the teaching methods of college English listening and speaking course? Classroom teaching is the basic form of teaching and an important channel for students to obtain information, exercise various abilities and develop certain ideas. However, the time for classroom teaching is limited. In order to make students get the greatest progress and development in the least time, one of the problems that must be faced in the curriculum reform of basic education in the new curriculum is how to maximize the benefits of classroom teaching, and effective teaching is an important way.

The new goal of junior high school oral English class by People's Education Press: the last textbook catalogue of grade seven.

My name is Gina.

Unit 2 Is this your pencil?

Unit 3 This is my sister.

Unit 4 Where is my backpack?

Unit 5 Do you have a football?

Unit 6 Do you like bananas?

Unit 7 How much are these pants?

Unit 8 When is your birthday?

Unit 9 Do you want to go to the movies?

Can you play the guitar?

When do you go to school?

My favorite subject is science.

Catalogue of textbooks for the next issue of New Target English Grade 7

Where is your pen pal from?

Unit 2 Where is the post office?

Unit 3 Why do you like koalas?

Unit 4 I want to be an actor.

Unit 5 I am watching TV.

Unit 6 It's raining!

Unit 7 What does he look like?

Unit 8 I want some noodles.

Unit 9 How was your weekend?

Where did you go on holiday?

Unit 1 1 What do you think of the game program?

Don't eat in class.

New Target English Grade 8 Volume I Textbook Catalogue

How often do you exercise?

Unit 2 What's wrong?

Unit 3 What are you going to do during the holiday?

Unit 4 How do you go to school?

Can you come to my party?

Unit 6 I am more outgoing than my sister.

Unit 7 How do you make banana ice cream?

Unit 8 How was your school trip?

Unit 9 When was he born?

I want to be a basketball player.

Can you clean your room?

What's the best radio station?

New target English eighth grade next issue textbook catalogue

Can people have robots?

Unit 2 What should I do?

What were you doing when the UFO arrived?

Unit 4 He said I worked hard.

If you go to the party, you will have a good time!

Unit 6 How long have you been collecting shells?

Unit 7 Would you mind turning down the music?

Why don't you buy her a scarf?

Unit 9 Have you ever been to an amusement park?

It's a beautiful day today, isn't it?

New target English ninth grade textbook catalogue

How do you study for the exam?

Unit 2 I used to be afraid of the dark.

Teenagers should be allowed to choose their own clothes.

Unit 4 What would you do?

It must belong to Carla.

Review unit 1-5

Unit 6 I like music that can be danced.

Unit 7 Where do you want to go?

Unit 8 I will help clean the city park.

By the time I got outside, the bus had already left.

When was it invented?

Review Unit 6- 10

Can you tell me where the bathroom is?

You should shake hands.

Rainy days make me sad.

Have you packed yet?

We are trying to save manatees!

Review unit 1 1- 15

Review game

Game 1 bingo

Let's talk about the second scene

Game 3 invention

Game 4 picture sentences

Who teaches junior high school English handouts? Go to the "excellent teacher" to find a lesson.

(Baidu searched for the word "excellent teacher", and the first one was)

There are many oral English classes on it.

Read it for yourself and write it down.

Hope to adopt!

What are the teaching designs of junior middle school English listening and speaking courses? 1. The requirements of junior middle school English curriculum standards for listening and speaking skills.

Accurately positioning teaching objectives and macroscopically grasping the basis of teaching design are the objectives at all levels stipulated in curriculum standards. Teachers should fully understand the goals of each period, so as to better and more accurately grasp the teaching design.

Second, the subjective factors affecting listening comprehension

1. Language knowledge factor: a student's mastery of pronunciation, vocabulary, language structure, daily communication language, etc. It will affect his listening comprehension.

2. Background knowledge: Background knowledge refers to the understanding and familiarity with the cultural background, customs, lifestyle, values, characters and scenes of the topics in the listening materials.

3. Listening cognitive strategies: Listening cognitive strategies include prediction, guessing, judgment and reasoning. The main reasons for using this strategy are the specific context, the listener's familiarity with the subject matter and theme, and the logical relationship in the text.

4. Emotional factors: If he listens with nervousness, anxiety and depression, his mental language activities will be in a state of inhibition, he will be afraid of listening training and his mental thinking will become dull. On the contrary, if he listens confidently in a good environment, he will be able to improve his listening level to the maximum without psychological pressure.

Third, how to cultivate students' listening ability.

1. Cultivate students' ability to capture information

1) capture the main information

2) Get specific details

The listener's ability to capture information consists of the following abilities:

1) the ability to judge meaning according to the tone of the speaker;

2) the ability to guess the meaning of words;

3) Ability to distinguish colors and features;

2. Cultivate students' reasoning and forecasting ability.

What are the teaching theories commonly used in Chinese teaching by People's Education Press? Vocabulary is one of the three elements of language (language, vocabulary and grammar).

It is the basic material of language and the foundation of all language activities. Without vocabulary, we can't express our thoughts. Wilkins pointed out that "without grammar, we can only express a few things, and without vocabulary, we can't express anything"

Therefore, vocabulary teaching plays an important role in the whole language teaching. Without vocabulary, basic language communication activities such as listening, speaking, reading and writing cannot be carried out. Although vocabulary plays an important role in the whole language system, how can many English learners in China master a large number of vocabulary effectively and firmly?

It is still one of the biggest obstacles for them to learn English well, which fully reflects the current shortage of vocabulary teaching in China.

First of all, vocabulary teaching has not received enough attention. Vocabulary is a part of language knowledge, and the tendency of emphasizing skills over knowledge in English teaching also affects vocabulary teaching. Many teachers are eager to carry out various communicative activities in class and are unwilling to take time out to teach vocabulary. Even if vocabulary teaching is carried out, it is limited to the pronunciation, meaning and spelling of vocabulary, and the lack of training in vocabulary application leads to students' low ability to use vocabulary and affects their spoken English.

Secondly, the research on vocabulary teaching is not enough, and the research results in related fields can not be applied to vocabulary teaching in time, which leads to the fact that vocabulary teaching in China is still in the stage of experience and feeling, and the teaching efficiency is low. There are two main theoretical sources of vocabulary teaching: one is the study of the essence of vocabulary in linguistics; Secondly, psychology and psycholinguistics study vocabulary memory and vocabulary learning process.

What are the methods and strategies of junior high school English vocabulary teaching?

To answer your questions, please start with the following words.

Five-in-one word memory method

1 Word Phonetic Alphabet (to improve English listening)

2 word parts of speech (knowing that words act as components)

3. Meaning (knowing the meaning of the sentence)

4 spelling of words (write words accurately)

5. Usage of words (words can be used correctly)

1 If this word is a noun, students need to know.

(1) Are nouns countable or uncountable?

(2) the plural changes of countable nouns

(3) Nouns can be used as subject, predicative and object.

If this word is an adjective, students need to know it.

(1) Does the adjective have a comparative degree, superlative?

(2) the most comparative and highest-order change

(3) Adjectives can be used as attributes, predications and complements.

If this word is a verb, students need to know it.

(1) Is this verb transitive or intransitive?

(2) Five verbs (i.e. prototype = do singular = does, past tense = did, present participle = doing, past participle = done)

(3) Verbs can be sentence predicates and become predicate verbs, but they cannot be predicate verbs and become non-predicate verbs.

(4) Some usages of verbs

A: Verb+simple object

B: verb+double object

C: verb+compound object

D: verb+object clause

E: Special usage: verb+object +of/about+ object.

If this word is an adverb, students need to know it.

If this word is a pronoun, students need to know.

If this word is a preposition, students need to know it.

If this word is an article, students need to know it.

If this word is a conjunction, students need to know it.

If this word is a number, students need to know it.

Satisfied, please adopt it immediately, thank you!

Postscript (same as postscript); Police officer (police sergeant)

PS: By the way.

Write in file PS: postscript

A software abbreviation PS: Adobe Photoshop

What are the methods and strategies for junior high school English vocabulary teaching? 1. Create a context to teach vocabulary.

Teaching vocabulary with visual AIDS such as objects and pictures is vivid, saves time and attracts students' attention. Teachers should pay attention to the use of heuristic teaching to cultivate students' observation, imagination and creativity. Vocabulary teaching should not be divorced from phrases, sentences and articles, and students should be allowed to read, translate and recite vocabulary in isolation. Students should be guided to learn by combining phrases, sentences and articles after spelling. Context includes not only the context of an article or speech, but also various social environments. Context teaching method can help students understand the usage and meanings of words more deeply through context, so as to remember words more firmly. In teaching, teachers play various roles. He is not only a student, but also an organizer, supervisor, and a student's companion. In the context, learning, remembering and using words is a basic concept, which is a principle throughout.

2. Memorize words according to the scientific laws such as the combination of sound and shape and word formation.

Memorize words by spelling rules and association; Use derivatives, part-time words, compound words, similar words, abbreviations, etc. Summarize, summarize and classify vocabulary. In teaching, we should pay attention to cultivating students' thinking ability such as inductive analysis, allowing students to discover and summarize by themselves, helping students improve their self-study ability and training their scientific memory and association ability.

3. Learn vocabulary in the "game".

Through songs, proverbs, idioms, aphorisms, tongue twisters, idioms, rap, poetry, jokes, riddles and other auxiliary vocabulary teaching. Teaching games, which integrate intelligence, activities and competitions, are an effective auxiliary means to organize and simulate classroom activities, and a way to realize diversification, interest and improve the quality of classroom teaching. Teaching vocabulary in one way often makes students feel bored. Therefore, in vocabulary teaching, teachers should often change vocabulary teaching methods to give students a sense of freshness and attract their attention.

4. Try to teach and learn English in English.

The first condition of learning a language is to listen and read more, and input a lot of understandable language materials into the brain through listening and reading. With a large number of sufficient language input and accumulation, language rules can be formed and a large number of outputs can be made. This requires teachers to teach in English, explain words and sentences in English, set communication situations in English and inspire students to think in English. Let students listen, watch, read, speak and write more in English environment, cultivate English direct thinking, and strive to help them remember vividly.

5. Review and summarize vocabulary with the frame structure diagram.

Reviewing vocabulary is also an important part of vocabulary teaching. Teachers can guide and encourage students to think positively, review vocabulary as required, then check and supplement according to students' answers when necessary. Paying attention to vocabulary learning means putting aside words related to meaning, topic and usage, allowing students to summarize and discover, and allowing students to participate in it personally, which is helpful for memory.

6. Use old knowledge to guess the meaning of words

Guessing the meaning of a word is a complicated psychological process. When students need to guess and reason about the answer to a question, they make much more psychological efforts than directly providing the answer to their question, so the guessed words can be more firmly retained in memory and not easily forgotten, and students' intelligence and thinking ability have also been further developed. If students guess the meaning correctly, they will get a sense of joy and accomplishment of success, thus forming a virtuous circle. In the context given by guessing words, don't appear words that other students don't know, so we must control this, let students focus on new words, and don't let other new words interfere with their understanding of new words. You can show the sentences in the text to the students. Don't try to beat them, but give them a chance to review and reuse.

7. Consolidate vocabulary through application.

Students are required to solve possible problems in real life in English according to their own knowledge, judgment and reasoning ability, that is, to memorize words in use. Although a lot of oral practice has been done, it is difficult to consolidate without written practice, but written practice should be suitable for students' level. Dictation, dictation and translation of phrases can be supplemented, and sentences can be made with phrases. Students can also write stories freely according to the given keywords. However, it is suggested to use new words in the context, write a short essay with words on a topic or a theme, or give some verb phrases and write a story for basic exercises. Vocabulary teaching should be closely linked with the text or students' real life, so as to give full play to students' imagination and creativity. In this way, students' oral expression ability, retelling ability and word storage ability are cultivated. It is the pursuit of task-based vocabulary teaching that students can use existing knowledge and memory through practical application.

8. Encourage students to actively learn vocabulary after class.

Vocabulary acquisition in natural acquisition. "From textbooks, beyond textbooks" is the realm that every foreign language teacher hopes to achieve. On the basis of learning the vocabulary taught by the classroom teacher well, students are encouraged to learn vocabulary through TV, radio and extracurricular reading, so that students can learn independently and actively.

9. Teach students spelling rules and consult dictionaries and materials, so that students can master the skills of lifelong learning English.

Pay attention to using some strategies to help students learn vocabulary. There are many factors that affect their mastery of learning strategies: students' understanding of learning strategies, their own learning habits, teachers' indoctrination methods for students to form effective learning strategies, and so on. Because it has clear and specific task objectives, students use various means or strategies to complete a task. They will use the materials they are interested in flexibly, and gradually form their own learning strategies to master and memorize vocabulary, so that students can have the opportunity to experience the fun of vocabulary learning in the process of completing tasks, and change passive acceptance into active inquiry. Task-based vocabulary teaching will enable students to master vocabulary learning strategies more effectively and improve vocabulary memory efficiency. In the process of reading, students often encounter new words that the teacher did not expect or prepare to explain. We should judge the meaning of this word according to the context of the text, instead of simply looking it up in the dictionary one by one with this glossary. When you meet words that really need to be looked up in the dictionary, there is no need to look them up again. For example, words that are commonly used and often appear in learning, or words that are closely related to current communication activities and essential for reading or listening comprehension and meaning expression. It is very important to train students to learn words by looking them up in the dictionary, which can improve their self-study ability. But in the early stage of junior high school, teachers should guide them, such as what to check and how to check. First, check the usage of this word in this text.