First, the environment is getting warmer.
Create a real and interesting environment for students' English learning, stimulate students' interest in learning, and urge them to devote themselves to the learning situation as soon as they arrive in class. If the classroom is dressed as a scene consistent with the content of the text, it will help students understand and consolidate what they have learned and guide them to understand and use the language as a whole. For example, when studying the PEP version of 6A unit2, I asked students to arrange the desks in the room in four rows and three columns regularly during the warm-up, and put a sign representing the location on each desk, such as Zhongshan Park, Xinhua Bookstore, Liu Le Cinema, Liu Le Post Office, Xinqiu Middle School, Bus Station, ... On the floor of each corridor, there are papers representing the names of roads, such as Longsheng Road, Yingcheng Road and Jianshe Road. By changing the internal environment of the classroom, it creates a real environment for the later language practice of asking for directions. At the same time, I found that asking students to help move desks and chairs can also make them "active". In addition, before class, I took out some public places and traffic signs according to the actual situation for students to post inside and outside the classroom. While posting the signs, the students have a preliminary impression of these signs and a certain understanding of the contents of each sign, which makes the students immersive and lays a certain foundation for the next study. The posted signs also provide language scenes for students in the next English teaching.
Second, the game warms up
Game activity is one of the most effective teaching methods that students are most willing to accept. In teaching, we find that with the increase of the difficulty of learning content, the improvement of learning requirements, and the continuous emergence of learning difficulties and setbacks, many students' interest in learning has dropped sharply. Therefore, the game has entered the English classroom teaching stage with its unique charm. In line with the active age characteristics of primary school students, it not only allows students to learn and practice the laws of language in the process of learning, but also realizes the fun of learning. For example, before teaching numbers, I used the warm-up time to design a "golden eye" game. I showed a picture of forest scenery with multimedia, and some numbers such as 8, 3 and 2 were hidden in the picture. In the process of finding numbers, the students not only reviewed the numbers from 1 to 10 they had learned before, but also paved the way for the new numbers to be learned below. For another example, if you want to learn some words about animals in this class, then the content of the game should also be related to animals. First, review the learned animal vocabulary and guess the name of the animal by imitating the sound or appearance. You can also draw animals and guess their names. For example, in this class, we can learn about asking about family situation, so that we can design games about occupation, age and hobbies, so that students can get information from them, and we can also talk about family situation through these aspects. For example, we can design a game to guess each other's careers and hobbies about family members. The specific way is to make a table first, and then play games at the same table. The rule is to guess the occupation and hobbies of the other family members and fill in the above table, but you can't ask and communicate with the same person, ask independently, and finally report to the whole class or group. It is a useful supplement to play "warm-up" games before class. It is like a condiment, which makes classroom teaching interesting.
Third, warm-up songs
According to the age characteristics of primary school students, song input is the most commonly used method for teachers to "warm up" before class. Students are lively and active. Songs are beautiful and easy to attract students and improve their interest. Therefore, it is the easiest to be moved by the "warm-up" of songs and enter the learning atmosphere. The songs chosen in different grades are also targeted. Students in middle and lower grades can choose materials according to the content of the text. For example, you can choose "Hello" and "How are you?" "Good morning, good afternoon, good evening" and other songs about greetings. When singing, you can use actions to help you remember, so that the lyrics are easy to remember and difficult sentences or words in the text are easy to solve. In our teaching, many learning contents can be expressed in the form of songs or nursery rhymes, such as digital songs, color songs, signs in the park, nursery rhymes, today is my birthday, nursery rhymes are the Spring Festival, and so on. This entertaining teaching method can not only make students prepare for English class, but also free them from boring, tense and monotonous learning environment, eliminate fatigue and feel the fun of learning, thus improving learning efficiency.
Fourth, communicate and warm up.
The most important and intuitive thing in English learning is to know how to use it and use what you have learned in communication. The application of communicative approach in "warm-up" not only makes it easier for students to enter the learning state, but also achieves the purpose of using English as a language through situational communication. There are two main forms of communication warm-up: ① Free conversation, which can be a group or peer question and answer. A student reports on his day's study and life. Other students can ask him questions after listening to the report. Teachers can also provide a topic for students to speak freely. Such as: talking about the weather, talking about personal hobbies, talking about travel, etc. Let the students speak freely around the theme. At the same time, students can also ask questions, and other students can discuss together and talk about their own views on this issue. You can also tell each other about your belongings and pictures. (2) Situational communication, teachers can ask students to perform the text or write new dialogues according to the content of the text. Or create a situation. For example: make a phone call. Send an invitation. Go shopping. Ask for directions. Wait at the hotel. Let the students practice communication.
Fifth, the image is heating up.
We all know that primary school students are active and interested in animation and movies. They can stimulate children's brains visually and audibly, making them highly focused. For example, in the lesson of "In the Zoo" in Unit 3 of Book 1 of People's Education Edition, students are asked to watch an animated film about animals, "King of the Forest", in which many animals, such as elephants, orangutans, lions, birds ... children jump and jump. I absorbed in this opportunity, introduced the contents of the class, and began to learn animals, which achieved good results. Nowadays, multimedia means are not limited to animation, but also pictures, movies, TV, sound, three-dimensional images and so on. As long as we can make full use of multimedia, we can make them serve our teaching effectively.
Several warm-up methods mentioned by the author above are commonly used at present, except oral warm-up, such as tongue twister and reading English poems aloud; A performance, speech, question, etc.
Warm-up before class is not only atmosphere and knowledge, but also students' thinking. Although it is only a few minutes, it is an indispensable starting link in English classroom teaching in primary schools. No matter which warm-up form is adopted, the purpose is to promote students' quick participation in English learning, build students' interest, stimulate students' curiosity, stimulate students' thinking, tap students' learning potential and make them learn English well.