淺談初中高效英語(yǔ)課堂教學(xué)的有效導(dǎo)入(2)

1、淺談初中高效英語(yǔ)課堂教學(xué)的有效導(dǎo)入On lead-in in Middle School effective English teaching京山縣羅店鎮(zhèn)初級(jí)中學(xué) 陳天波By Chen TianboFrom Luodian Middle school of Jingshan County 摘要abstract自從承擔(dān)初中英語(yǔ)教學(xué)，特別是使用初中英語(yǔ)Go For It以來(lái)，我深深地體會(huì)到:英語(yǔ)課堂教學(xué)的有效導(dǎo)入是一個(gè)不容忽視的重要環(huán)節(jié)。以前不管是聽(tīng)別人上課還是自己上課，總感覺(jué)到只有好的課堂導(dǎo)入才可以順利地啟發(fā)學(xué)生，充分調(diào)動(dòng)起學(xué)生的學(xué)習(xí)積極性，繼而達(dá)成較理想的教學(xué)效果。然而在平時(shí)的課堂中許多教師總

2、擔(dān)心一節(jié)課的教學(xué)內(nèi)容難以完成，往往忽視有效的導(dǎo)入，使得高效課堂教學(xué)大打折扣。所以，在倡導(dǎo)英語(yǔ)高效課堂的今天，英語(yǔ)課堂教學(xué)的有效導(dǎo)入應(yīng)該引起我們的高度重視。Since taking the middle school English teaching, especially the usage of middle school English book Go For It, I deeply realize: the effective lead-in of English class teaching is an important link which cannot be ignored.

3、either listening to others in class or my classes before, I always think only good lead-in can successfully inspire students and fully arouse students learning enthusiasm, and then achieve ideal teaching effect. However, many teachers in the usual classroom often worry that it is difficult to comple

4、te the teaching content of a lesson, so they often ignore the effective lead-in, which certainly reduces the efficiency of the classroom teaching . So in todays advocacy of efficient classroom teaching, we should attaches great importance to effective lead-in in English classroom teaching .關(guān)鍵詞key wo

5、rds初中; 英語(yǔ); 課程改革; 高效課堂; 教學(xué)導(dǎo)入；導(dǎo)入法middle school. English; Curriculum reform; Efficient classroom; The lead-in of teaching; The lead-in method新課程改革以來(lái),廣大英語(yǔ)教師根據(jù)新理念、新課標(biāo)組織教學(xué),課堂教學(xué)呈現(xiàn)出可喜的變化。下面,是我對(duì)初中英語(yǔ)新課程改革中高效英語(yǔ)課堂教學(xué)的有效導(dǎo)入的一些粗淺認(rèn)識(shí),期望大家能提出更多寶貴的想法,以便在今后的教學(xué)中共勉,為初中高效英語(yǔ)課堂教學(xué)提供有益的借鑒。since the new curriculum reform, Engli

6、sh teachers under the new teaching idea and curriculum organization, present some encourage changes in classroom teaching. Below is my shallow understanding to the lead-in in effective English classroom teaching during middle school English new curriculum reform. I hope you can give me more valuable

7、 ideas in order to share in the future teaching and to provide beneficial reference for Middle School effective English teaching .一、課堂教學(xué)導(dǎo)入的定義First, the definition of lead-in of classroom teaching導(dǎo)入(lead in)作為英語(yǔ)課堂教學(xué)的第一個(gè)環(huán)節(jié)，是英語(yǔ)教師在新的課題或活動(dòng)開(kāi)始時(shí)，引導(dǎo)學(xué)生進(jìn)入學(xué)習(xí)的行為方式。它是整個(gè)教學(xué)活動(dòng)中的熱身活動(dòng)。其目的在于激活學(xué)生已有的相關(guān)背景知識(shí)，補(bǔ)充必要的、新的背景知識(shí)，啟

8、發(fā)學(xué)生對(duì)有關(guān)話(huà)題的思考。同時(shí)也是為了學(xué)生歸納、總結(jié)已有的語(yǔ)言知識(shí)，如詞匯、句型等，從而為學(xué)生進(jìn)一步學(xué)習(xí)新內(nèi)容、新知識(shí)作好鋪墊。Lead-in (lead in) ，as the first part of English teaching, is a behavior model ，during which English teachers lead the students to learning at the beginning of the new task or activity. It is a warming up activity in the whole teaching ac

9、tivity. Its aim is to activate students relevant background knowledge, add necessary, new background knowledge, inspire the student to think about the topic. At the same time, it aims at summarizing the exsiting language knowledge to students, such as vocabularies, sentence structures, thus further

10、pave the way for the students to learn new content and knowledge.二、課堂教學(xué)導(dǎo)入的依據(jù)Second, the basis of classroom teaching lead-in1、初中英語(yǔ)新標(biāo)準(zhǔn)要求課堂以學(xué)生為主體，以教師為主導(dǎo)進(jìn)行有效導(dǎo)入。1.New standard requires junior high school English class to take the students as the main body, teachers as leadership to effectively lead-in.2、

11、心理學(xué)上有一種叫“首因效應(yīng)”現(xiàn)象，指的是“在記憶實(shí)驗(yàn)中，列在表中最前面的幾個(gè)字比中間的字易于記住的傾向?！?, In psychology has a phenomenon called primacy effect which refers to atendency in memory experiments, in which the words listed in front of the table tend to beremembered more easily than that in the middle .3、美國(guó)心理學(xué)家阿希的研究顯示第一印象的作用最強(qiáng)，持續(xù)的時(shí)間也長(zhǎng)，比以后

12、得到的信息對(duì)于事物整個(gè)印象產(chǎn)生的作用更強(qiáng)。3, American psychologist, Aschs research shows that first impression has the strongest effect, and lasts the longest time. And it has a stronger impact on the impression of the whole event than the later- got information .通過(guò)以上的理論和研究，我們得到的啟示是：人們對(duì)事物的整個(gè)印象，一般是以第一印象為中心形成的，所以俗話(huà)說(shuō):“良好的開(kāi)

13、端是成功的一半”。Through the above theory and research, the enlightenment we have got is: people whole impression of things generally makes the first impression as center, so as the saying goes: a good beginning is half done.三、課堂教學(xué)有效導(dǎo)入的作用Third, the role of effective lead-in in classroom teaching教師在課堂上實(shí)現(xiàn)有效的導(dǎo)

14、入，就能成功地抓住學(xué)生求知欲和好奇心，學(xué)生就能積極主動(dòng)地參與課堂教學(xué)，為有效地完成教學(xué)任務(wù)奠定一個(gè)良好的基礎(chǔ)。但若教師在呈現(xiàn)新知識(shí)時(shí)，方法單調(diào)而呆板，平淡而俗套，學(xué)生就會(huì)產(chǎn)生厭倦情緒，從而影響整堂課的教學(xué)效果。前蘇聯(lián)著名教育家蘇霍姆林斯基說(shuō):“如果教師不想辦法使學(xué)生產(chǎn)生情緒高昂和智力振奮的內(nèi)心狀態(tài)，就急于傳授知識(shí)，那么這種知識(shí)只能使人產(chǎn)生冷漠的態(tài)度，給不動(dòng)感情的腦力勞動(dòng)帶來(lái)疲勞?！彼脑?huà)充分說(shuō)明了導(dǎo)入在課堂教學(xué)中的重要作用，要求教師能迅速創(chuàng)造一種融洽的教學(xué)情調(diào)和課堂氛圍，把學(xué)生帶進(jìn)一個(gè)與教學(xué)任務(wù)和教學(xué)內(nèi)容相適應(yīng)的理想境界。Once teachers in the classroom achie

15、ve effective lead-in, they can successfully seize the students desire and curiosity for knowledge. Students can actively participate in classroom teaching, which lay a good foundation for efficiently complete the teaching mission . But if teachers present a new knowledge with an inflexible plain met

16、hod , students will have a tired feeling , thus affecting the teaching effect of the whole lesson. The former Soviet union well-known educator Su Huom Linsky said: if teachers dont try to make the students produce exciting inner spirits and mental state, but eager to transfer knowledge, which only m

17、akes the person produce an indifferent attitude and bring fatigue to passionless mental Labour . His words fully illustrates that the lead-in plays an important role in classroom teaching. It requires teachers to create a harmonious teaching sentiment and class atmosphere quickly, which bring studen

18、ts into a ideal state where the teaching task fit in with the teaching contents.四、課堂教學(xué)有效導(dǎo)入的方法Fourth, the effective method of lead-in in classroom teaching怎樣導(dǎo)入才能吸引學(xué)生的注意力？怎樣導(dǎo)入才能提高教學(xué)效果呢? 這是我們大家值得研究的課題。由于不同的教師有其獨(dú)特的教學(xué)風(fēng)格、其教育對(duì)象、教學(xué)內(nèi)容、教學(xué)時(shí)間、教學(xué)地點(diǎn)均不盡相同。因此課堂導(dǎo)入要因人因時(shí)因地而異，方法多種多樣，不拘一格，絕不可生搬硬套，千篇一律。我認(rèn)為只要能激發(fā)學(xué)生的興趣，能很快把

19、學(xué)生帶入課堂學(xué)習(xí)，同時(shí)又能為接下來(lái)學(xué)習(xí)活動(dòng)做某種必要的準(zhǔn)備，任何方式都可以采用。在初中英語(yǔ)新目標(biāo)英語(yǔ)教學(xué)中我嘗試了如下幾種導(dǎo)入方法，效果比較明顯。How to lead-in to attract the attention of the students and how to lead-in to improve the teaching effect，which deserves our research. Due to the different teachers unique style of teaching, the education object, teaching conte

20、nts, teaching time, teaching place are so different. So classroom lead-in will also vary, the method is varied, not sticking to one pattern, and in no case can they be the same. I think as long as it can stimulate students interests, can quickly lead the students into the classroom learning, at the

21、same time, can do some necessary preparation for the next learning activity, any way can be adopted. In The new goal of English teaching in junior middle school English, I tried the following several lead-in methods, it worked.1、Background導(dǎo)入法1, the Background lead-in method背景知識(shí)導(dǎo)入有助于學(xué)生的感知和理解活動(dòng)的思路暢通。不

22、但能引發(fā)學(xué)生的學(xué)習(xí)興趣，引導(dǎo)學(xué)生正確理解、深刻領(lǐng)悟新材料，還能提高學(xué)生的文化素養(yǎng)，實(shí)現(xiàn)“教人、教文化、教語(yǔ)言一體化”。Background knowledge lead-in helps students perceive and understand the thought of activity . It can not only cause the students interest in learning, guide students to correctly understand and grasp the new material, but also can improve th

23、e students cultural quality, achieve integration of teach people, culture and language.由于英漢兩種語(yǔ)言和文化的差異，學(xué)生不熟悉說(shuō)英語(yǔ)國(guó)家的文化習(xí)俗、生活習(xí)慣等，使學(xué)生在學(xué)英語(yǔ)過(guò)程中常會(huì)感到困惑，形成學(xué)習(xí)過(guò)程中的思維障礙，影響語(yǔ)言輸入的效果。因此，在呈現(xiàn)新材料之前，教師可以向?qū)W生介紹一些與新課相關(guān)的背景知識(shí)，或者引導(dǎo)學(xué)生通過(guò)互聯(lián)網(wǎng)搜尋有關(guān)知識(shí)。如在七年級(jí)英語(yǔ)下Where did you go on vacation?的授課過(guò)程中，首先引導(dǎo)學(xué)生通過(guò)互聯(lián)網(wǎng)搜尋到關(guān)于中西方節(jié)日的信息，如Chinese festiv

24、als: Spring Festival / Lantern Festival / May Day / Childrens Day / Teachers Day / Mid-autumn Day / National Day;Western festivals: New Year / Valentines Day / Fathers Day / Mothers Day / April Fools Day / Childrens Day / Halloween / Thanks-giving Day / Christmas 并且讓學(xué)生挑選自己最喜歡的節(jié)日進(jìn)行課前簡(jiǎn)單介紹，然后我再結(jié)合學(xué)生所講述的

25、內(nèi)容做出相關(guān)知識(shí)的補(bǔ)充及語(yǔ)言上的支持。如果學(xué)生程度較好，準(zhǔn)備較充分，再啟發(fā)學(xué)生對(duì)于中西方節(jié)日做一比較。由于學(xué)生在授課前已經(jīng)對(duì)于課文的背景知識(shí)有了充分的了解，學(xué)生真切地感受到節(jié)日的氛圍，在思想上、精神上處于較為興奮的狀態(tài)。Because of the language and cultural differences between English and Chinese, students are not familiar with the culture, living habits of English-speaking countries., which makes students f

26、eel confused in learning English and form the thinking obstacles in the learning process, thus influence the effect of language input. Therefore, before presenting new material, the teacher can introduce students to some new related background knowledge, or guide students t to search relevant knowle

27、dge on the Interne. As in Grade Seven, the second term, the new lesson Where did you go on vacation?, In the teaching process, first of all, lead students to search information about Chinese and western festivals on the Internet, such as Chinese festivals: Spring Festival the Lantern Festival/May Da

28、y/Children s Day/head Day/Mid - autumn Day/National Day. ; Western festivals: the New Year/Valentine s Day/Father s Day/Mother s Day/April Fool s Day/Children s Day/Halloween/Thanks - giving Day/Christmas. And let students choose their favorite holiday for a simple pre-class introduction, and then p

29、rovide some relevant supplement and language support according to the content presented by students . If the students are good and have made full preparation, we can inspire the students to do a comparison between Chinese and western festivals. Because students have a full understanding of the backg

30、round knowledge before class, students truly feel the festive atmosphere and they are in a state of more excited mentally and spiritually.2、Free Talk導(dǎo)入法2, Free Talk lead-in methodFree Talk是師生間使用英語(yǔ)的真實(shí)語(yǔ)言交流，既能復(fù)習(xí)鞏固舊知識(shí)，增加學(xué)生使用英語(yǔ)進(jìn)行交際的機(jī)會(huì)，又能調(diào)動(dòng)學(xué)生利用原有的知識(shí)技能作為新知識(shí)技能發(fā)展的基礎(chǔ)。其特點(diǎn)是直接、明確，通過(guò)師生間的互動(dòng)來(lái)活躍課堂的氣氛。Free Talk is a

31、real communication between teachers and students in English, which can not only review and consolidate old knowledge, increase students opportunities to use English for communication, but also prompt students to use the origina了 knowledge and skills as the basis for the development of new knowledge

32、and skills. Its characteristic is direct, clear, through the interaction between teachers and students to active classroom atmosphere.教師可以利用新課開(kāi)始前幾分鐘和學(xué)生作隨意交談(Free Talk)，以求學(xué)生在不知不覺(jué)中進(jìn)入新課。比如在教學(xué)九年級(jí)英語(yǔ) It must belong to Carla 這一模塊時(shí)，我先問(wèn)學(xué)生：What is the weather like today? What will the weather be like tomorrow

33、? Will it change this weekend? 然后引出must, may, might 等情態(tài)動(dòng)詞的用法以及句型What will the weather be like? Whose volleyball is this? 等。再如,在教學(xué)七年級(jí)下Where did you go on vacation?這一模塊時(shí)，我先和學(xué)生一起談如何過(guò)春節(jié)，如:What do you usually do in Spring Festival? What must / mustnt we do? 在講授 Healthy food 這一模塊時(shí)，我從學(xué)生的日常飲食入手,先讓學(xué)生說(shuō)說(shuō)各自喜歡吃的

34、食品或飲料，然后呈現(xiàn)大量的食物或飲料的圖片，之后設(shè)計(jì)討論哪些是healthy food，哪些是unhealthy food，為什么?然后談?wù)勊麄兪煜さ慕】档娘嬍沉?xí)慣。這些生活化的提問(wèn)容易激發(fā)學(xué)生參與興趣，加強(qiáng)師生、生生之間的溝通，為接下來(lái)的Reading 教學(xué)搭起框架。Teachers can use a few minutes before the new lesson and have a free talk with students in order to let students enter the new lesson without awareness. Such as Grad

35、e 9 in teaching English It must belong to Carla this module, first I ask students: What is the weather like today? What will the weather be like tomorrow? Will it change this weekend? And then lead to the usage of the modal verbs such as must, may, might and so on and sentence patterns such as What

36、will the weather be like? Whose volleyball is this? And so on. Again, such as, in the second term of Grade seven Where did you go on vacation? This module, first I talk about how to celebrate the Spring Festiva with students, such as: What do you usually do in Spring Festival? What must/mustn t we d

37、o? In the teaching of Healthy food, this module, I begin with the diet of the students, let students talk about their favorite food or drink, and present a lot of pictures of food or drink, then discuss which is Healthy food and which is unhealthy food, why? And then talk about their familiar health

38、y eating habits. The common questions are easy to stimulate students interest, strengthen the communication between students and teachers, set up framework. for the rest of the Reading teaching.3、Multimedia導(dǎo)入法3, Multimedia lead-in method多媒體技術(shù)在英語(yǔ)課堂教學(xué)中的應(yīng)用是現(xiàn)代科技與先進(jìn)的教學(xué)理論相結(jié)合的成功范例。計(jì)算機(jī)集文字、圖形、音頻于一體，具有直觀(guān)性、多變性

39、、知識(shí)性、趣味性等特點(diǎn)，能為學(xué)生提供生動(dòng)逼真，豐富多彩的教學(xué)資源，使學(xué)生感到有話(huà)可說(shuō)。交互式的教育技術(shù)為學(xué)生營(yíng)造一個(gè)色彩繽紛，圖文并茂，動(dòng)靜相融的教學(xué)情景。使學(xué)生腦、眼、耳、手、口等多種器官同時(shí)接受刺激，能大大激發(fā)學(xué)生的思維活動(dòng)。The application of multimedia technology in English classroom teaching is a success which combined the modern science and technology with teaching theory.Computer integrating text, grap

40、hics, audio, visual and changeful, informative and interesting, can provide students with vivid, rich and colorful teaching resources, make students have words to say. Interactive education technology create a colorful, illustrated, movement of blending teaching situation. It stimulates the students

41、 brain, eyes, ears, hands, mouth and other organs at the same time, can stimulate students thinking activity greatly.初中學(xué)生活潑好動(dòng)，且善于接受新事物。他們對(duì)歌曲、影片很感興趣。教師可以利用多媒體播放一些學(xué)生喜歡的歌曲、錄像或影片，創(chuàng)設(shè)生動(dòng)情景，充分調(diào)動(dòng)學(xué)生的主動(dòng)性和積極性。在教學(xué)八年級(jí)英語(yǔ)上Western music 時(shí)，我運(yùn)用多媒體技術(shù)進(jìn)行聲音影像等視聽(tīng)覺(jué)材料導(dǎo)入。不同種類(lèi)的西方音樂(lè)，不同種類(lèi)的樂(lè)器，通過(guò)“Guessing Games”獲得最直接的信息。使得這篇因涉及到音樂(lè)

42、領(lǐng)域的知識(shí)而不太容易理解的文章，頓時(shí)變得“樂(lè)”趣橫生。在學(xué)習(xí) Festivals 這一模塊時(shí)我把在網(wǎng)上查找到的一些有關(guān)中西方新年的資料以及一些圖片、視頻材料制成 CAI 課件展示給學(xué)生看，并特意給學(xué)生播放一段有關(guān)圣誕節(jié)的動(dòng)畫(huà)片，使學(xué)生對(duì)西方新年有一個(gè)更為感性的了解。學(xué)生探求新知的熱情非常地高、興趣非常地濃。Junior high school students are active and easy to accept new things. They are interested in songs, movies. Teachers can use multimedia to broadca

43、st students favorite songs, video or film, creating vivid scene, fully mobilizing students initiative and enthusiasm. In teaching the Grade 8 English Western music, I use voice image audiovisual materials such as multimedia technology lead-in. Different kinds of western music, different kinds of mus

44、ical Instruments, through Guessing Games for the most direct information. Make this article which involves the knowledge in the field of music easier to understand, and suddenly seem interesting. Festivals in this module I put on the Internet to find some information about Chinese New Year and some

45、of the pictures, video materials show students the CAI courseware, and specify to play a cartoon about Christmas, so that the students have a more perceptual knowledge of the western New Year. The enthusiasm of the students to explore new knowledge is very high, interest is very strong.4、Performance

46、導(dǎo)入法4, the Performance of the lead-in method學(xué)生的天性就是活潑可愛(ài)，更重要的是他們好動(dòng)，而且新課程理念要求充分發(fā)揮學(xué)生的主觀(guān)能動(dòng)性，所以我們可以把學(xué)生的自由式的談話(huà)、演講、表演等行為作為課堂教學(xué)的有效導(dǎo)入，盡可能滿(mǎn)足學(xué)生的表演欲和成就感。The nature of the students is lively, more important is that they are active, and the new curriculum concept requires the students subjective initiative into fu

47、ll play, so we can put the students freestyle talks, speeches, performances, etc as effective lead-in of classroom teaching, as far as possible to meet students performance desire and a sense of achievement.初中英語(yǔ)新標(biāo)準(zhǔn)教材更注重對(duì)學(xué)生交際能力的培養(yǎng)，更體現(xiàn)了語(yǔ)言的實(shí)踐性。其中不少課文本身就是我們平時(shí)生活中經(jīng)常碰到的一幕幕情景，與我們的生活息息相關(guān)。為了活躍課堂氣氛，吸引學(xué)生注意力，教師可

48、以借助于表演、游戲等形式來(lái)創(chuàng)設(shè)情境，讓學(xué)生積極參與到教學(xué)活動(dòng)中來(lái)。如在教學(xué)方位詞時(shí)，我讓四位同學(xué)站到教室的前面，一會(huì)兒讓他們豎排，一會(huì)兒讓他們橫排，一會(huì)兒前面兩個(gè)后面兩個(gè)，分別展現(xiàn)in front of/next to/behind 等詞，還讓別的學(xué)生輪流蒙上眼睛猜一猜前面 4 位同學(xué)各自的位置。學(xué)生們不但覺(jué)得新鮮有趣，情緒高漲，而且新課的主題一目了然,大家都掌握的特別好。又如在教學(xué)九年級(jí)英語(yǔ)上I like music that I can dance to中that，who 和which 引導(dǎo)的定語(yǔ)從句時(shí)，我先讓學(xué)生做Guessing game 的游戲: Do you know who is

49、 my best friend in our class? 學(xué)生們?cè)诓聲r(shí)我把下面的句子一個(gè)一個(gè)地告訴他們，讓他們感受一下由who 引導(dǎo)的定語(yǔ)從句:She is a girl who has short hair. She is a girl who sits on the left. She is a girl who is good at dancing. She is a girl who enjoys reading. 猜中后我讓他們繼續(xù)猜物:My best friend gave me a present yesterday. Can you guess what it is? 我又一

50、一告訴他們:Its a kind of tool which has a face. Its a kind of tool which is very expensive. Its a kind of tool which looks like a TV. Its a kind of tool which 讓他們感受一下由which 引導(dǎo)的定語(yǔ)從句。就這樣who 和 which 引導(dǎo)的定語(yǔ)從句學(xué)起來(lái)就輕松多了。另外，我在上對(duì)話(huà)課時(shí)也經(jīng)常讓學(xué)生自編自導(dǎo)對(duì)話(huà)表演來(lái)導(dǎo)入新課。Junior middle school English teaching material of new standard

51、pay more attention to the cultivation of students communicative ability, more embodies the practicality of the language. Some of the text itself is our usual life scenes often encountered in the scene and is closely related to our life. To active classroom atmosphere, to attract students attention,

52、teachers can use form to establis situation, such as performance, the game is to let the students actively participate in teaching activities. Such as teaching blackboard, let four students to stand in the front of the classroom, in a short while to their landscape, for a moment, let them rank, for

53、a while in front of the two the latter two, respectively, show in front of/next to/behind words, also let other students take turns to blindfolded guess four classmates in front of the respective location. The students feel fresh and interesting, not only in high spirits, and the theme of the new cl

54、ass is at a glance, everybody grasps very well. And as in teaching English of grade nine I like music that I can dance to in the sentence, the who and which guide the attributive clause, I let the students Do Guessing game : Do you know who is my best friend in our class? When the students guess I p

55、ut the following sentences one by one, tell them, let them feel the guided by the who attributive clause: She is a girl who has short hair. She is a girl who sits on the left. She is a girl who is good at money. She is a girl who enjoys reading, if right ，I let them continue to guess: My best friend

56、 gave me a present yesterday. Can you guess what it is? I told them: It s a kind of tool which has a face. It s a kind of tool which is very expensive. It s a kind of tool which looks like a TV. It s a kind of tool which. Let them feel guided by which the attributive clause. So who and which guide t

57、he attributive clause to learn much more relaxed. In addition, I also often let the students during the conversation class director dialogue performance to lead-in new lesson.5、Pictures導(dǎo)入法5, Pictures lead-in method學(xué)生的抽象思維并非個(gè)個(gè)好，所以使用圖畫(huà)可以幫助學(xué)生理解抽象的東西，這種導(dǎo)入式可以達(dá)到直觀(guān)教學(xué)的效果，并可以吸引學(xué)生的注意力，從而使他們更快地進(jìn)入角色，融入到課堂中來(lái)。All

58、 Students abstract thinking is not good, so using pictures can help students understand abstract things, can achieve the result of intuitive teaching type of this kind of lead-in, and can attract the attention of students, so as to make them more quickly go into the role, into the classroom.新目標(biāo)英語(yǔ)教材圖

59、文并茂，幾乎每一篇課文中都有與材料密切聯(lián)系的插圖。通過(guò)對(duì)插圖的描述、問(wèn)答、討論逐步切題，讓學(xué)生首先明白這節(jié)課要談?wù)摰脑?huà)題，做到水到渠成。也可以用掛圖、剪貼畫(huà)、簡(jiǎn)筆畫(huà)、幻燈圖片、照片等。如在教學(xué)七年級(jí)英語(yǔ)上My family 這一模塊時(shí)， 我首先向?qū)W生們展示自己的家庭照片，通過(guò)介紹自己的家庭成員進(jìn)行導(dǎo)入，學(xué)生們十分感興趣，于是全班同學(xué)的注意力都集中在了一起，family members 也好，句型Have you got? 也好，學(xué)生們都能很快掌握。還如教學(xué)七年級(jí)英語(yǔ)上A trip to the zoo 這一模塊時(shí)，我事先發(fā)動(dòng)學(xué)生們制作若干動(dòng)物頭飾，讓學(xué)生們?cè)谡n前選擇佩帶上自己喜歡的動(dòng)物頭飾，學(xué)生佩帶上頭飾之后狀態(tài)立刻變得很高漲，都很樂(lè)于去了解相關(guān)的知識(shí)