Watching Teacher Gong and "Chatting" English

Gong: Postgraduate Tutor, School of Foreign Languages, Yangzhou University/Editorial Board of English Teaching in Primary Schools/Visiting Scholar sent by the Ministry of Education to Brighton University, UK/Special English Teacher in Jiangsu Province.

Teacher Gong is also a slash "youth". Of course, the youth here refers to the ideological level.

The first chapter of the book "20 17TOP 10 annual innovative teaching design for primary school English" published Teacher Gong's "Teaching English to Talking English", which benefited people a lot.

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Teacher Gong said that language is not "taught" but "spoken".

Chatting in English class is not a new design. In fact, we often use "chat" in class.

I usually take "chatting" as oral practice and put it at the beginning of each class. For example, this unit talks about the weather. Then I will ask you at the beginning of each class what's the weather like today?

Another situation is to introduce new knowledge by talking about old knowledge. For example, the first volume of the sixth grade of the People's Education Edition has a unit to discuss weekend plans with being. I chose the weekend I learned from the fifth grade. What do you usually do? Start talking, then introduce the usage of being going, and then this routine: reading, practicing and task.

But Gong's "chat" is not a secondary part of the introduction, but the main process of the whole class. It's not casual chatting, but purposeful and step-by-step chatting. Lead the students to master grammar and vocabulary in the chat and understand the reading content.

First of all, Teacher Gong "talks" about grammar teaching.

How to teach grammar in primary schools has been puzzling front-line teachers. The lecture was so complicated that the students couldn't understand it. If you don't say it, you will get it in the exam.

My approach is, simple grammar, don't talk about it, let students read it as recitation, and it will naturally be reflected when doing the questions. For example, the difference between it's time and it's time.

But in the face of complicated past tense grammar, it is not enough to just look at it. I will first explain the use of the past tense of the be verb, and then repeatedly emphasize that students are required to write it silently. But after repeated many times, most students still can't master it well. This is the feeling of thankless effort.

How did Teacher Gong do it?

The translated version of Oxford Primary School English 6(A) has a text "Where Was It", which contains the grammar knowledge of the past tense.

Teacher Gong did not explain the usage of the be verb in a formulaic way.

He started with the word yes, ter and day, but instead of giving the sound and meaning of the word directly, he broke it down into three parts: yes, ter and day, and used the words yes, sister and today to guide students to read its sound by themselves. Then draw a schematic diagram to explain the connection and difference between yesterday, today and tomorrow, and guide students to understand yesterday with what they have learned today, tomorrow and before and after.

Speaking of the change of be verb, he still asked me in Nanjing by "chatting". Where was I yesterday? When students guess the answer, of course, they use are. Were you in Nanjing yesterday? At this time, Miss Gong corrected what you said in Nanjing yesterday morning? Let the usage of were appear naturally. Then, he repeatedly used this sentence pattern to talk about real life and let students ask questions. He kept answering until the students could use were and was correctly.

I have never said a word of grammar, nor have I read it mechanically, but this simple word "chat" contains many thoughts.

Second, Teacher Gong talks about vocabulary teaching

When I first became a teacher, I thought vocabulary class was the best teaching. Just read the words after me, then practice the game and read aloud mechanically. So, I searched for fun word games four times. Students really like this, and the effect is good, but they always feel that something is missing.

Take reading as an example. Read and practice together. After several rounds, more than half of a class has passed. Students may already know the sound, form and meaning of this word, but it is impossible to know how to use it, and the purpose of teaching has not been fully realized.

How does Teacher Gong "talk" about vocabulary learning?

He gave such an example. First, introduce the new words to be learned with pictures related to vocabulary. For example, the word "plant" shows a picture of a girl planting flowers, and the word "planting flowers" is gradually derived from the words she has learned. Then, without reading a book, he asked the students directly, "Can you grow flowers? Who can grow flowers? In the process of repeatedly talking about plants and flowers, students naturally learned the sound, meaning and usage of plants.

In my opinion, this is the principle of applying what you have learned. Isn't the ultimate goal of language learning to be applied to life? In the process of "chatting" English, the communicative function of language can be realized to the greatest extent.

This method inspired me. Pupils like classes with games. Moderate games are in line with children's nature, but if they are just game drills, they are just games for the sake of games, which deviates from the purpose of language teaching. Teaching vocabulary in isolation is not conducive to the improvement of students' language ability. Such a class must be pale. Integrate vocabulary into life situation, use it in middle school, school and combination of learning and use.

Third, Teacher Gong "talks" about reading teaching

Many of my students are not interested in reading classes. Ask them why, and they will respond with exaggeration: "It's so long and so many new words, it's too difficult." Therefore, how to make children eliminate fear and quickly understand the main idea of the text is the focus of my lesson preparation.

Teacher Gong's "chat" provided me with new ideas.

Teacher Gong divided an article according to its content and presented it with a set of pictures.

Then, from the picture, introduce the characters in the text when talking about the characters inside, and complete the content of the text by talking about the behaviors and actions of the characters.

It's a shame to think about what you've done. In order to make students feel relaxed, I first showed the Chinese meanings of all the new words, and then asked the students to read the text for translation. In this way, students can really understand the text quickly, but they only know the translation of Chinese. When they do exercises after class, they are timid, slow and heavy. And "chatting" can make students understand the text in a relaxed atmosphere without feeling pressure.

A simple "chat" link can be used so freely, naturally and effectively! In the chat, students' subjective initiative has been fully exerted, and such a class must be popular.

However, this kind of classroom is more suitable for senior students with a certain learning foundation, while junior students are more active and difficult to concentrate. This method may not be as effective as this one. When we bring this method to senior classes in rural areas, we also need to consider the acceptance of students and make adjustments. No matter which teaching method is used, we must consider the learning situation.