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Thoughts on the Teaching Mode of Middle School English Classroom

[ Abstract] This paper summarizes the characteristics of traditional teaching thoughts and the rules that should be followed in language learning, analyzes the characteristics of current English classroom teaching mode and reflects on its shortcomings, and puts forward some improvement measures based on its own teaching practice.

[ Keywords] classroom teaching model reflection improvement

Since the promulgation of the Standards for English Courses in General High Schools, the reform of English teaching in middle schools in China is in full swing. Various teaching theories, teaching ideas and teaching methods have emerged. Among them, it is generally accepted and promoted by everyone: task-based teaching method , communicative teaching method, and so on. Although these theories are different in their thoughts, their commonality is also obvious: that is, emphasizing that English learning is centered on “tasks”, English teaching should create “situations” for students as much as possible, and guide students in “learning by doing”. It aims to develop students' ability to use language knowledge to solve problems, namely pragmatic competence. Under the guidance of this theory, the current English classroom teaching has the following characteristics: attach importance to the creation of language situation, pay attention to the cultivation of listening and speaking ability; the development of teaching is to accomplish the task, the acquisition of language is completed in the participation activities; To protect students' enthusiasm for using English, focus on addition, neglect or even oppose error correction for students; the introduction of multimedia and Internet technology has greatly increased the capacity of English classroom teaching .

The characteristics presented in the current classroom teaching conform to the "era demand for cultivating a large number of 'practical' foreign language talents", but to a certain extent violate the laws and characteristics of the language itself. The language itself is characterized by complexity and diversity, and it is impossible for teachers to predict the various English communication scenarios they may encounter in the future. As we all know, language is composed of two parts: language ability and language behavior, and language ability takes precedence over language behavior. The setting of tasks and the completion of activities are specific language behaviors, and the generation of language behavior depends on the acquisition of various language skills. The study of language emphasizes the accumulation of time and physical learning. While facilitating classroom teaching , e- learning is also easy for students to rely on; the classroom capacity is too large to make the implementation of teaching steps flow in form, and students can only learn the language. Foreign language teaching should follow the universal law of word-sentence-sentence language development. Mastering the basic lexical and syntactic skills is the basic guarantee for learning a language. Therefore, correcting the mistakes made by students in using language in time is to help them improve. One of the basic ways of language ability. The process of language acquisition consists of two loops, input and output. The four skills of listening, reading, speaking and writing emphasized in traditional teaching are the best interpretation of the two loops. The output of the language depends on the input of the language. Only the correct input of the language information can guarantee a reasonable and decent language output. And "task type" "communicative

"The teaching mode is mainly based on language output. Relatively neglecting the input of language information and language rules, in the long run, the pragmatic ability will become a passive water and a tree without roots."

As mentioned earlier, the use of language is limited by rules. In other words, the language knowledge of a language user depends on a limited set of rules that they activate to generate and generate an infinite language. Therefore, how to let learners better master the basic language rules and verbal habits of English is related to whether their language ability can be really improved. The correct approach is: using grammar rules as the framework, based on vocabulary and linguistic knowledge, and using context and task as the means and means to guide students to perform language behavior based on language ability, and to consolidate through language behavior. And improve language skills, complete the two parts of the benign interaction, so that the fundamentals of language learning can return.

The promotion of "task-type" and "communicative" teaching mode has changed the phenomenon of teacher indoctrination and passive acceptance of students in English classroom teaching in the past, emphasizing the subjective position of students in learning, and has played a positive role in implementing the new curriculum standards. . However, it is not possible to completely negate the traditional teaching model. A better approach should be to combine the essence of the two ideas. This is reflected in the classroom teaching , we can do the following:

First, assist the English teaching with the structure of the mother tongue and the phenomenon of linguistics

Most languages ​​in the world have a commonality in structure. For example, for most people, the alphabet - phoneme - text is the most convenient text system. Although Chinese is very different from English in terms of language form, they all have many things in common. Therefore, we should not unilaterally emphasize the differences between English and Chinese in specific teaching , but should make full use of the commonality between mother tongue and English in syntactic structure, speech habits, language logic, etc., and guide our students to use the laws of the language they have mastered to realize language knowledge. Positive migration to better complete English learning.

example 1. Chinese: I met her on Wangfujing Street. I met her on Wangfujing Street. I met her in the wang fujing street. it was in the wang fujing street that i met

By comparison, it is not difficult to find the similarities between English and Chinese in sentence structure. This comparison can help students quickly grasp the emphasized sentence patterns of English.

Example 2. He lived here 2 years ago. These two sentences have the same meaning and are difficult for students to understand. In fact, Chinese also has the same expression, that is, he lived here two years ago.

Example 3. It will be a long time before he realizes his mistake. It takes a long time for him to recognize his mistake. Comparing the above two sentences, we will find that English and Chinese achieve this expression through structural conjunctions.

Another example: when teaching the use of virtual tone, students can be guided to compare similar language phenomena in English and Chinese to better understand the usage of tone. In fact, the use of virtual tone in English is to reduce the hardness of the tone and make the tone of speech softer. Illustration 1. would you please ...? More than will you please...?; could you...? More embarrassing and polite than can you...? Example 2 In the order, demand, insist, etc., the same is true for the object, subject, and apposition clauses to use the virtual tone do. The expression of Chinese language also has such a phenomenon, but it is usually added to the expression of the modal particle. Such as: "you" - "you", "please" - "must", "can you...?" - "certain", and "can you...?" "...how?" The use of modal particles such as "trouble you...?" can play a role in softening the tone.

If you carefully observe the teaching , you can also find that some words in English and Chinese are similar in sound and meaning, such as "borrowed words" - "imported words", "imported" means "transportation", "introduction" ", the same as the word "borrowed". There is also cool - cool, sofa - sofa and so on.

Second, pay attention to the professor of morphological and part-of-speech rules, and make the vocabulary learning systematic

The teaching of vocabulary is the basis for the realization of foreign language teaching . In the current classroom teaching , more attention is paid to the contextual characteristics and semantic understanding of words. Professors of knowledge such as morphological, part-of-speech rules and basic word formation in traditional teaching are often ignored. In the long run, it will inevitably lead to difficulties in word memory and unsuccessful consequences. Students will also make mistakes when they make sentences.

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