Task design and situation creation in primary school English classroom teaching

After listening to Mr. Ye's class, I have a new understanding of task design and situation creation in English classroom teaching. What is a task? I believe every teacher has his own opinion. Teacher Ye said that the task design in primary English teaching needs to have three elements:

1. Semantic understanding-the task is to express meaning; 2. Language communicative competence-task completion is a communicative process for learners to understand, process and output English; 3. Language use ability-the task is the learners' language use activities. (The above three elements are three aspects that teachers must think and reflect on in task design. )

The task design needs to have two characteristics:

1. Integrity and step by step

The task should correspond to the teaching goal. The activities in the task are coherent, which makes the teaching process natural and smooth, and should form a whole around a theme.

2. Practicality and expansibility

The main purpose of learning a language is to use it and do things with it. Teachers should pay attention to the practicality of tasks when designing them. We should pay attention to students' life experience, combine students' real life, and try our best to create appropriate and real task situations, so that students can use the language correctly and appropriately, thus cultivating their practical ability to use the language.

Teachers should combine tasks with real life as much as possible when designing expansion activities. The task situation extends from in-class to out-of-class, and learning transfer extends to life.

The main teaching method of situation creation is situation teaching method. Situational teaching method is three modes in which teachers create typical situations and turn abstract language forms into vivid, concrete and vivid languages, thus encouraging students to actively participate in the teaching process. The main features are to stimulate students' interest in learning, give play to students' autonomy, experience students' emotions, run through the process with practice and pay attention to development. Then situational creation has (1) visual demonstration to create images; (2) Active narration to stimulate imagination; (3) doubt, inspire and guide the inquiry; (4) create an atmosphere of cooperation and exchange; (5) The combination of life and practical study.

Task design teaching and situational design teaching are very common and commonly used in English teaching in primary schools. Because relay English is used in my area, I am now using the fourth-grade book Lesson 8 What's the weather like? "Talk about the understanding of task design and situation design.

Step 1: preheating

(1) greetings

T: Good morning, everyone.

Student: Good morning, Miss Li.

T: How are you?

Ss: I'm fine. Thank you. What about you?

T: I'm fine, too, thanks

T: What's the weather like? Yes, it is sunny today.

(Design intention: Use greetings to close the relationship with students, and use the weather greetings of the day to make students feel the sense of language. )

(2) Sing "Rain, Rain, Let's Go".

The teacher plays the song "Rain, Rain, Go away." Lead the students into the topic of this lesson: "What weather is in the song? It's raining. " Students sing along.

(Design intention: use songs to lead in and stimulate students' interest. After all, songs are interesting and students like them very much. )

Step 2: Show and practice new knowledge.

(1) The teacher drew a picture of rain with a stick figure, pointed to the raindrops and said, "Look at the rain. It's raining heavily. It is rainy. It rained today. " The sentence pattern on the blackboard is "It rained today." Show the word card Rainy and teach it to read. Students read in groups and by train.

(2) The teacher used a stick figure to round the sun and said, "Look at the sun. Very bright. It's sunny today. " The sentence pattern on the blackboard is "It's sunny today." Show the word card Sunny and teach it to read. Let the students read in groups.

(3) The teacher drew a few clouds with a stick figure and said, "Look at this cloud, it is white. Today is a cloud. " The sentence pattern on the blackboard is "Today is a cloud." Show the word card cloud, teach it to read, and let the students read in groups, both boys and girls.

(4) The teacher blew a gust of wind with a stick figure and said, "Look at the wind. It's cool. It's windy today. " The sentence pattern on the blackboard is "It's windy today." Show the word card Windy, teach it to read, and let the students read aloud in groups.

(Design intention: Teach the four words "rain, sunny, cloudy and windy" to be vividly expressed by stick figures in the same way, so that students can understand their meanings through pictures. After teaching, practice with various games to teach words and deepen students' memory. )

(5) Teachers play audio, let students read the textbook, imitate it while listening, then students read it in groups, and finally read it aloud and show it.

(Design intention: imitate this activity after listening and train students' reading ability)

(6) Teachers guide students to observe the similarities and differences between words expressing weather and summarize the differences between them and words expressing natural things in word formation.

(Design intention: This task is the difficulty of this lesson. It is easy to remember words after finding the rules. )

Step 3: Consolidate

(1) Play a game: What is missing?

The teacher shows the words with courseware and asks the students to read them in turn. Then students can see which word is missing, so that students can react quickly and read the missing word out loud. What is missing? ... is gone.

(Design intention: Games are the most interesting teaching activities for students. Design this activity to deepen students' impression of words. )

(2) Working in pairs

The teacher shows the picture, two people at the same table choose a picture to ask and answer, and finally show it. For example:

S 1: what's the weather like?

S2: It's sunny today.

(Design intent: This activity is to present pictures of four words taught on PPT. Students at the same table will start a topic on one of the pictures, train sentences and check whether the students can use the words in the sentences. )

(3) Group work

Little commentator, four people discuss the weather in each city for the group, and then send a representative as a weather commentator to talk about the weather. For example:

It is sunny in Wuzhou today. It's raining today.

Liuzhou …

(Design intent: Create a scene, suppose you are a weather commentator, and report the weather in various cities. Before class, send the form as shown in figure 1 to each group, but the form of each group is different from the weather in the city. Which group of student representatives use the projector to present the form after the explanation to see if the explanation is correct and apply what they have learned. )

Step 4: Summarize

The teacher guides the students to sort out and review the learning content of this lesson, so that the students can sum up the gains of this lesson.

(design intent: let students learn to learn independently)

Step 5: Homework

(1) Tell your family or friends about the weather today.

(2) Copy two lines for each of the four words, four for each line.

(Design intention: Appropriate homework, so that students can deepen their memory and review their knowledge)

My task design in this class is to teach words first, so that students can learn basic words, and then use words in sentences to apply what they have learned. Then use games to test whether the students have mastered the words, stimulate the classroom atmosphere and students' interest, and then create situations and group activities for the weather commentator.