Ideas and methods of junior high school English teaching.

Economic globalization has promoted the increasingly close ties among countries in the world. English has gradually become an indispensable way of communication in people's daily life, and English teaching has also become the focus of parents and society. However, traditional teaching concepts and methods often lead to students' lack of enthusiasm and interest in learning, which can not improve their academic performance. This requires teachers to try some new ideas and methods to improve students' interest in learning, teach students learning methods and cultivate students' innovative ability. Therefore, in this paper, I try to explore some innovative ideas and practical methods of junior high school English teaching, hoping to help junior high school English teachers.

The innovative ideas of English education summarized by me in the process of English teaching mainly include the innovation of grammar teaching and the innovation of improving reading and writing ability.

(A) innovative ideas of English grammar teaching

For junior high school students, language is an important basis for learning English well. Whether students can understand, understand and master English grammar has a great influence on their English reading and problem solving. Therefore, the innovative idea of English education must include the innovation of English grammar teaching, which can be divided into four parts:

One is to explain English grammar in specific situations, so that students can really understand the application background of grammar and learn grammar better. The new curriculum standard requires that a good language environment should be created to provide a large number of opportunities for language practice, so that students can learn language through experience, perception, practice, participation and communication, and form a sense of language; Under the guidance of teachers, students can master the laws of language through observation, discovery and induction, form effective learning strategies and cultivate students' practical ability to use language. So in grammar teaching, I always try my best to create some grammar teaching contexts. For example, when teaching the usage of have/has to and have/has go to, I posted word cards with the names of Britain, New Zealand, Canada, France, the United States and other countries on the walls around the classroom, asking a student to go to the card "Britain". Then say "he has gone to England" to other students. When the students returned to their seats, the teacher said, "He has been to England". Students have learned the difference between the two through situational exercises created by teachers, so it is easy for them to enter group cooperative exercises. In this English context, students can not only master the grammar content they want to learn quickly, but also communicate with each other by using the grammar knowledge they have learned, so learning grammar becomes easy and interesting.

Second, teachers should use pictures or charts to fully express the language structure, rather than just using language to describe it. For example, when teaching, I use courseware to provide a large number of pictures and animations for practice, which is intuitive and allows students to be immersive: look at pictures. What is Yao Ming doing? What about this photo? What is Li Ning doing? What are they doing? What is he/she doing? You can also use multimedia courseware to explain and summarize the usage of the present continuous tense, so that students can form a clear grammatical concept. You can also use courseware to provide targeted exercises.

Third, in the teaching process, teachers should divide grammar teaching into different stages, step by step, and don't be greedy for more and beg for less. For example, when explaining the comparative degree of adjectives and adverbs, first talk about the comparative degree of adjectives, and then talk about the comparative degree of adverbs after students have mastered some basic usage, so that students can understand the usage of comparative degree more easily!

Fourth, we should pay attention to strengthening the combination of teaching and training. When we participated in the experimental research on the topic "English Four in One" —— "Optimizing the classroom teaching structure by using 4p mode", we emphasized that "Four in One" means: step by step, focusing on stages, intensive reading, and "five skills" (reading, listening, writing, speaking and translating) simultaneously. Step by step, emphasizing the law of foreign language teaching and students' "learning situation" in stages, rather than explaining grammar in isolation.

(B) innovative ideas of reading teaching

From April, 2065438 to April, 2009, I was fortunate to participate in the "National Training Plan" training organized by Qiaojia County Education and Sports Bureau. The "PWP" reading teaching mode of this training has benefited me a lot. These include:

P- pre-reading refers to pre-reading activities.

Reading refers to reading activities.

P- Post-reading feeling refers to post-reading activities.

In the pre-reading stage, teachers fully mobilize students' original background knowledge related to the topic through various activities, or let students predict the content of the article to prepare for learning the article. The purpose of pre-reading is to stimulate students' motivation, activate or provide necessary background knowledge, and remove obstacles for further reading.

In the side reading stage, teachers usually focus on guiding students to understand the content, structure and author's writing intention of the article by obtaining the main information related to the theme, and to learn words, phrases and sentence patterns.

In the post-reading stage, teachers test students' understanding of the text through various exercises or activities, and consolidate and review the new language knowledge points they have learned. After reading, we often design some exercises and activities of text retelling, text filling and English-Chinese translation.

"PWP" teaching mode is fixed, but different teachers have different ways of thinking, so even the same text can design ever-changing styles, which is innovation! Using "PWP" reading teaching mode in teaching can not only avoid the tedious explanation of the text by translation, but also improve students' ability to master the full text. It is a reading teaching method worth advocating.

(C) innovative ideas, improve writing skills

Writing and reading are two inseparable parts in English learning. Students can accumulate a lot of important writing materials in the process of reading, and can also effectively improve their reading level in the process of writing. The two complement each other. Therefore, the teaching of "writing" is also one of the indispensable links in junior high school English teaching. One of the methods I use in teaching practice is the "length writing method". The length method I am talking about here is not the length method advocated by Professor Wang Chuming. The simple understanding of the length method I proposed for beginners is "sentence expansion" The key of this method is verb phrase. Teachers should consciously emphasize students' memorizing verb phrases or using verbs to "group words" in vocabulary and reading teaching, so as to use them freely in sentence making. For example:

Go is just a verb.

Going to school is a phrase, not a complete sentence.

I go to school. This is already a sentence with grammatical structure, and there is almost no deductive basis.

I go to school every day. Information is more comprehensive.

I go to school with my friends every day. The information is more comprehensive and has extra points. ......

After learning more tenses, you can easily switch:

I went to school with my friends this morning.

I'm going to school with my friends.

I was going to school with my friends at this time yesterday morning.

I have been to school just now.

......

At the same time, English teachers should also pay attention to strengthening the training of students' basic English language application ability and thinking mode, and help students master appropriate methods to practice English reading and writing, so as to cultivate students' good habit of English reading and writing ability in junior high school and improve their English level in an all-round way.

Several problems in teaching with innovative thinking;

(A) students are the main body of the classroom

In the ongoing new curriculum reform in China, students' dominant position in the classroom has been repeatedly emphasized. In the past, in the traditional English class, the teacher was responsible for teaching and fully grasped the progress of the course, and rarely gave students the opportunity to think and learn independently, which led to the boring English class. Under the guidance of innovative ideas, junior high school English classroom must let students take the initiative to participate, so that teachers and students can make it clear that students are the main body of the classroom.

For example, when I explain the season and weather unit, in order to let students participate in the class better, I will let students speak on their own according to the topic of this unit, and then let them watch some videos or pictures related to the season and weather with the help of multimedia tools. Students will feel that English class is not a boring knowledge explanation, and they will be willing to learn English, so they will naturally have great expectations for future English classes.

(B) Let the English classroom "lively"

In the process of teaching, I found that the classroom atmosphere greatly affects the teaching effect. In the boring class, students are unwilling to speak and teachers' questions can't be answered, which will naturally make teachers and students lose interest in this course. Slowly, teachers find English classes "boring", and students naturally find English classes "boring". Therefore, I think it is a necessary condition for the smooth implementation of innovative ideas to make English classes "alive". Take the teaching of playing sports as an example. First of all, I ask students to discuss "their favorite sport or the sport they want to try most" in English in the group. In the discussion, students can observe and learn English vocabulary and grammar used by others, and also find out their own pronunciation or grammar mistakes, which is conducive to training students' oral English and listening. After the students finished the group discussion, the author began to explain the contents of the textbook. In this process, with the help of situational teaching method or multimedia, students can better understand and remember the key words and grammar involved in this part. At the end of this class, I also try to set aside some time for students to ask questions or discuss and solve their doubts.

(C) Group cooperative learning is a "catalyst"

The State Council's "Decision on the Reform and Development of Basic Education" clearly pointed out: "Encouraging cooperative learning can promote mutual exchanges and common development among students and promote mutual learning between teachers and students." Group cooperative learning is an effective learning method advocated by the new curriculum reform, which can stimulate students' interest in learning to the maximum extent and mobilize their enthusiasm for learning; It turns one-way teacher-student interaction into multi-directional student-student interaction, which greatly improves the classroom teaching effect; In the process of group cooperation, many small teachers have been trained, and these small teachers have driven more students to participate in the study, "teaching soldiers with soldiers" and "mentoring and mentoring" to maximize the teaching effect; In the process of group cooperative learning, group members learn from each other's strong points, help each other, win-win cooperation, and their sense of accomplishment is "bursting"! In this way, every student is full of expectations for learning, gifted students become better, and underachievers also study hard spontaneously and actively! Therefore, as English teachers, we should introduce the teaching mode of group cooperation into English classroom teaching, so that students can feel the joy of participating in learning!

To sum up, innovative ideas are very important for junior high school English classroom teaching. Proper use can effectively improve the quality and effect of English classroom teaching in junior high school, and let students learn more English knowledge, which not only makes students feel the fun of English learning, but also helps senior high school.