How to connect primary school English teaching with real life

How to strengthen the connection between English teaching and life

Abstract English is a language. The learning and use of language must be closely connected with life. If it is divorced from life, it will become simple and simple. Instead of boring letter memorization, English teaching must get rid of the misunderstanding of test-taking, return to life, be closely connected with life, improve teaching efficiency, and allow students to turn English learning into a pleasant knowledge journey. To strengthen the connection with life, teachers need to create life-oriented English teaching situations, build a life-oriented teaching environment, be good at and willing to use English in combination with life, and feel the value of English learning.

Keywords English teaching is connected with daily life teaching

English learning is a kind of language learning, and language comes from life. Language learning must be closely integrated with life, and language learning must be separated from life. , is a fundamental reason for the low efficiency of English teaching. The "English Curriculum Standards" point out: "English curriculum reform emphasizes that the curriculum starts from students' learning interests, life experiences and cognitive levels, and advocates learning methods of experience, practice, participation, cooperation and communication." Therefore, the new curriculum of junior high school English classroom teaching should focus on rebuilding students' living world, making teaching "return to life", giving students life and happiness. Through daily English teaching, we can reform the situation of single, closed classroom teaching and passive learning of students, cultivate students' innovative consciousness and practical ability, cultivate students' interest and ability in learning, improve the quality of teaching, and rejuvenate the vitality of the classroom. Through the improvement of classroom design, we strive to bring language teaching to life, learn in life, and use it for life. Transform narrow classroom teaching into daily teaching that is integrated into life, allowing students to improve their listening, speaking, reading and writing abilities in daily life situations, thereby stimulating students' interest in English learning and changing from passive learning to active learning.

1. Create a life-oriented English classroom teaching situation

To optimize English classroom teaching, it is necessary to bring the teaching process to life, restore the teaching situation to a life situation, and restore the teaching activities to student life activities. The content that junior high school students learn is relatively simple at first, and it is also full of interest. Therefore, when preparing lessons, try to put these materials into various situations where you can listen, see, and touch models. When shopping, use the classroom podium as the "counter" of the store, and use students' pens, rulers, knives, clothing, etc. as "goods" to introduce "This

is my shop. There is / are..." With the help of a signboard with "open" and "closed" written on it, hang it at the door of the "shop" to introduce the sentence "The

shop is

open/closed", and at the same time Let students play the role of "salesperson" and "customer" respectively and conduct a "shopping" scenario dialogue. Both the "buying" and "selling" parties are required to try to use various shopping terms and polite expressions they have learned. Such as: Can

I help you? Would you like to..., How much is it? How many do you want?

Here you

are... In this relaxed and pleasant environment of listening, speaking, watching and performing, it not only consolidates the newly learned knowledge, but also activates the classroom atmosphere, enriches and It consolidates the language materials of this course and not only imparts knowledge, but also cultivates students' language communication skills. Another example is JEFC

BOOK Unit 13 Lesson 51 Birthday

Party. This theme has distinct foreign cultural characteristics. It involves the customs and cultural characteristics of British and American people celebrating birthdays, and is related to There are obvious differences in the traditional customs of the Chinese people, which junior high school students and even every English learner must understand and master.

For example: when and where British and Americans hold birthday parties, who to invite, the specific process of the event, how to be the host, how to be the guest, what gifts to give, Western food etiquette, what body language will appear, etc., are closely related to students' daily life. For related content, we can hold a classmate's "Birthday

Party", create a simple and life-oriented classroom scene, and activate the teaching material content into a part of real life, which will be more helpful to students. Master language knowledge and improve students' comprehensive language application ability.

2. Building a living English teaching environment

The classroom is the main place for students to carry out various learning activities, so that every wall, every corner and every object in the classroom will be "Speaking" English, this "anthropomorphic" classroom environment will stimulate each student's enthusiasm for learning and enhance the learning atmosphere. In order to narrow the distance between the classroom and real life and introduce real life into the classroom, efforts should be made to create an English learning atmosphere in the class and give students more opportunities to acquire the language. We can arrange various English cards, pictures, English mottos, English slogans, etc. that students like on the walls of the classroom to create a good, lively and relaxed language environment in the classroom, making the classroom a colorful, An island of English culture that attracts students. An English corner can also be set up in each issue of the blackboard newspaper, adding English songs, English proverbs and English cultural knowledge, etc., allowing students to find content, so that every student has the opportunity to participate. It really makes students feel that the classroom is a place for learning, where students can always feel the presence of English, and always have English in front of their eyes, making students feel that English is everywhere in life.

3. Select life situations for English teaching

Choose teaching content from life experience to make students feel friendly, natural, and full of humaneness, allowing students to adapt to life, gain experience, and gain Development, children are easy to accept. Teachers should, under the guidance of the "English Curriculum Standards", strive to create a vivid and real language environment, so that students can gradually form their interests and hobbies in learning English through independent learning, cooperative learning, and inquiry learning, and use English in a dynamic and real environment. The enthusiasm of activities brings life closer to the classroom. Someone once said: "Successful foreign language classroom teaching should create more situations so that students have the opportunity to use the language materials they have learned." Nu Skin aims to attend Unit5 in seventh grade

How much are the pants?

For the teaching of Section B, some wall charts about clothes were carefully prepared in advance and students were asked to prepare some other daily necessities before class. During class, students are required to separate their seats and arrange the classroom into a product exhibition. Some pretend to sell clothes, some pretend to sell shoes, some pretend to sell fruits, and some pretend to sell school supplies. Students completed English learning in a real context, stimulated their interest in learning, and improved their language communication skills.

4. Introduce daily language communication situations and improve English application ability

According to the functional requirements of language communication, we must turn English classroom communication into language communication, thereby creating a A language communication environment is to create a living atmosphere for students. In such an atmosphere, students learn to master the use of language through their own inquiry. Teachers can set the classroom into a certain situation during teaching, allowing students to have a certain identity or role to complete a certain task to achieve a certain teaching purpose. In order to establish a connection between learning content and students' life experience, teachers should design various types of classroom activities according to the actual situation of classroom teaching at each stage, combine topics, functions, structures and tasks, and carry out life-centered communication activities .

For example, after learning about character introductions, assign students an assignment to introduce their family members when they go home: This

is my sister. Her name is…. This is my brother. His name is….

New textbooks have brought us a lot of teaching content that is closer to life. We should make full use of its advantages to allow students to master knowledge as easily and happily as possible in real life situations. In order for students to speak up, we should ask them to start from the moment they enter this new environment and new family. If you persist in this way, students will slowly develop a habit.

Talk about English teaching that is connected with the reality of life

Abstract

In the 2011 edition of "Compulsory Education English Curriculum Standards", it is emphasized that teachers should pay attention to and Connecting students' real life and life experience enables English courses to achieve the "unification of instrumentality and humanism". In other words, English teaching must be connected with real life and close to life, in order to stimulate students' motivation to learn English and improve the effectiveness and efficiency of English teaching. English teaching that is linked to the reality of life should be derived from students' life experience and reality, develop curriculum resources that are linked to the reality of life, create a context that is linked to the reality of life for teaching activities, create a teaching atmosphere that is linked to the reality of life, and use it in real life Use it to test the teaching effect.

Keywords English teaching; contact with life reality; context; motivation

1. Question raising

(1) Contact with life reality is the new English curriculum standard Requirements

Traditional English teaching focuses on "knowledge and skills", often using mechanical training and rote memorization, and ignores students' practical application in daily life. Therefore, the "Compulsory Education English Curriculum Standards" promulgated by the Ministry of Education in 2011 pointed out that "English courses at the compulsory education stage have both instrumental and humanistic properties." English courses are responsible for cultivating students' basic English literacy and developing students' thinking ability. That is, students master basic English language knowledge through English courses, develop basic listening, speaking, reading and writing skills, and initially form the ability to communicate with others in English. . The provisions and requirements of the English curriculum standards determine that English teaching should take students' life experience and interests as the starting point, comprehensively design the comprehensive goals of knowledge and skills, processes and methods, emotional attitudes and values, and strive to create teaching that is close to students' real life Situation, and focus on students' actual use of English in daily life as the evaluation criterion, focusing on evaluating students' comprehensive language use ability, thereby effectively improving the level and quality of English teaching.

(2) Connecting with the reality of life can help stimulate students’ motivation to learn English

English teaching that connects with the reality of life can stimulate “motivation” with “life” and fully mobilize students’ learning English positivity and initiative. Learning motivation is an important factor affecting the effectiveness of English teaching. Motivation originates from an individual's intrinsic needs and internal arousal state. The cultivation of learning motivation is to enable students to turn the objective requirements put forward by society and education into their own inner learning needs. It is a process in which students go from not having or rarely needing to having needs. For a long time, "injection" teaching has caused students to associate the learning process with emotions such as dullness and boredom. Many students lack interest in learning and lose their motivation to learn. Mr. Tao Xingzhi advocated "life-oriented education". Dewey also said, "Education is life, growth, and transformation through experience." For language learners, learning language is for expression and communication. English is a living language that people use to communicate and express themselves in life. It comes from life and is used by life. English is a highly practical subject. At the primary school level, students are required to develop the initial ability to use English for simple daily communication. Therefore, when students learn English, they must connect it with the reality of life.

A large number of practices in English teaching that are related to real life have also proved that teachers can arouse students' needs and interests in learning English through lively teaching methods that are close to real life and connected with students' life experiences. Students can learn English by using language in real life situations. Understand the social and personal significance of learning English and mastering English, so as to learn English proactively.

(3) Contacting the reality of life helps to improve the effectiveness and efficiency of English teaching

The English teaching process is a highly practical activity process, and communication is the most essential function of English. The practical and communicative nature of English is "acquired" through simulated use and practical application. Therefore, orienting English teaching to life is of great significance to improving the effectiveness and efficiency of teaching. Teachers organize English teaching by creating and using life-like teaching situations, which can arouse students' desire to "acquire" language in a natural and real context; by using intuitive education or audio-visual teaching methods, using "performance" and "imagery" "Knowledge representation forms such as " can shorten the distance between learning content and students' actual life and "life experience", and reduce the difficulty of students learning English; in the created teaching situation, by turning static and dead book knowledge into dynamic , meet students' needs, and mobilize students' vision, hearing, touch and other organs to participate in activities, which can increase students' English practice, thereby improving the effectiveness and efficiency of English teaching.

2. The design of English teaching is closely connected with the reality of life

1. Connect with the reality of students’ school life and carefully design life-oriented classroom teaching activities

When students enter the classroom Before that, some relevant life experiences have been stored in the mind based on real life, which is the starting point for students' learning. Teaching design should make full use of students' original rich life experiences and realities to closely link English learning with students' actual lives. This will help students construct and generate new learning content and build a sense of accomplishment and self-confidence in learning English. For example, when I was studying the Guangzhou version of the new textbook and teaching the related content of "Module

1

Hobbies", I learned about the students' hobbies before class, and designed a content that was close to the students. Real life classroom activities. For another example, when learning and using English vocabulary about school places, I took photos of the school places and produced courseware showing English pictures of various places to guide students to master the vocabulary "school, school

building, classroom, playground, music room, library, art room…”.

2. Actively develop life-oriented curriculum resources

One of the characteristics of English teaching is to ensure that students are exposed to and learn English from different channels and in different forms as much as possible, and experience English first-hand Language and use. Therefore, in English teaching, teachers must not only make reasonable use of English teaching materials, but also provide students with course resources that are close to life reality and reality.

(1) Make reasonable use of English teaching materials. Teachers should make appropriate "supplements, deletions, adjustments, and replacements" to teaching materials based on teaching needs, so that the content of the teaching materials is more in line with students' life needs and closer to students' real life. For example, I am learning the sentence pattern "What do you think of the fish? It looks delicious.

..." in the text "Module

5 Foods we need" and "Hamburg, When using words such as “hot-dog, sandwiches, soft drink

…”, combined with the actual life of students, the common Cantonese words such as “dimsum (dim sum), rice-roll (siu mai)…” are introduced in daily life. . This will help students communicate based on real life experiences and create a sense of intimacy close to life. Otherwise, students may struggle with studying in a boring and tedious manner just to practice making sentences. The current new teaching materials are very close to life, and we need to make full use of this advantage of English teaching materials.

(2) Develop other life-oriented course resources. Life itself has educational value, and it provides students with rich educational resources. Teachers should screen out life elements related to specific teaching content and "process and produce" them into life-oriented course materials. Intuitive teaching aids and physical objects in real life, multimedia, radio, film and television programs, etc., can all become valuable teaching content. For example, when teaching a lesson about "Invitation", it happened that the school had a textbook play performance this Friday. In connection with this event, I asked students to invite their families to come to school to watch. This is a real life application, so students We happily wrote the invitation letter and made the invitation card. We felt that the learning content was applied vividly and had a sense of accomplishment. It was a successful practical experience in using English language. In English language communication activities that are related to the actual life of students, students not only master the content of language "knowledge and skills", but also enhance their understanding of each other and effectively improve their ability to comprehensively use language.

3. Create life-oriented teaching situations and learn new content

1. Connect students’ life experience and present new content. For example, when fifth-grade Module 2

Plans learns the English expressions of "ordinal words", I first show the students' birthdays; then guide the students in a real context, through communication between teachers and students, Such as "When's your

birthday?", "It's on the..." to learn new content.

2.

Close to students’ real life and explain new content. For example, when students are learning the grammatical structure of "progressive tense", I design to promptly demonstrate a student's performance in class, and at the same time guide other students to use "What's

he doing? He's

…” communicate. In this English situation, students can use the physical objects around them that they can see and touch to help them understand and understand the basic structure and expressive function of the "ongoing tense", so that students can understand and master the English expressions of the specific time that is happening. It becomes concrete.

3. Combine the actual life of students and consolidate the new content. For example, when reviewing the general questions "Is she/he your

...?" and the vocabulary "father, mother, daughter, aunt..." in the "Family members" content material, I asked students to prepare before class Good "family portrait" photos connect and consolidate newly taught content through cooperative exchange activities between teachers and students or students and students. Students not only master English knowledge but also get English time and opportunities for self-expression in language situations that are combined with their own real life.

I hope the above article will be helpful to you! !