Teach English in Xilai Zhen - Taizhou Shi

Relevant research shows that students who have relevant knowledge of English after class often have higher English scores and abilities than students who only study in class. And its advantage is mainly reflected in the mastery of phonetics, which requires teachers to do a good job in phonetics teaching in primary school English class. It is beneficial to use stories to stimulate students' interest in English learning, helping them learn to distinguish pronunciation, stress reading and tone communication, and build a lively English classroom for students. How to do the story teaching well? This paper will briefly discuss from the following three aspects: 1.Inductive rules, distinguishing sounds and pronunciation. In teaching, teachers firstly guide students to distinguish different English pronunciation through interesting stories. Then teachers and students sum up the similar parts and try to pronounce them step by step. The interest of the story greatly improves the students' enthusiasm for participation. So the boring classroom becomes lively. For example, when teaching the unit “in the library”, firstly I would tell the students what the vowel sound is, read it to them and make them have a simple impression. Secondly, I would show the students in the form of stories and ask them to circle the vowels they heard: "there is a schoolbag in the library with a book and a pen..." There is a schoolbag in the library. In this sentence, middle school students hear that there is a syllable / æ / similar to the vowel letter in bag. I would tell them that this is the pronunciation of the vowel letter A in the closed syllable. At the same time, I would add that there is / AI / in library, which is the pronunciation of the vowel letter I in the open syllable. Next, I would ask the students to try to read these two words. I would correct the pronunciation continuously and explain the whole story completely, so that they could feel the vowel pronunciation in sentence after sentence. Students' English learning is a gradual process. In consideration of their acceptance, teachers should develop their ability to distinguish different sounds at first to lay a solid foundation for story guidance from simple to difficult. Then, they should follow teachers to make induction and put forward their own opinions. Finally, they should try their own pronunciation, while teachers and other students should play the role of correctors. 2. Experience rhythm, rereading In story teaching, we find that with the proceeding of events, it shows the characteristics of fast, slow, light and heavy. Students feel the rhythm of peace, agitation, turning and so on. There are differences in pronunciation in these places. For example, when teaching "whose dress is this?" unit, firstly I would analyze the story in the textbook: students participate in a party together, "look at Su Yang's eyes, The two words "they're so big." look and so I enhanced the intonation and volume when I told them. Look draws other people's attention to focus on Su Yang in the story, and also makes the students who listened to the story erect their ears. The stretching of so showed that this glove was indeed for her but too big. It immediately catches the curiosity of the students. Why is Su Yang's glove so big? It turns out that she was wearing her father's gloves. Then Su Yang said, "Wow, your skirt is so beautiful. Whose is it?" "It's my cousin's." The students were totally affected by my rhythm helping them learn to express opinions through different pronunciation habits, speed, weight and blank in the right time and occasion. The part of rereading often represents the continuous development or strengthening of the story. The teacher consciously repeats this part of the content slowly, so that students can slowly feel the difference and experience the rhythm of the story. They realize it in the future, when they listen to the voice or their own pronunciation, while they also need to combine the development of the situation to inject abundant feelings. Only when they are in a hurry or a slow, light or heavy way can they arouse the readers' resonance. 3. Imitate intonation and communicate effectively Teachers should guide students to consciously feel the change of their intonation and to imitate it in story learning, and to apply this ability to the future occasions of communication with people. Teachers can also communicate with students in a simple way, so that they can understand the intonation in interesting stories. For example, when teaching road safety, the rules for crossing the road are as follows: “first, you must look for a zebra crossing. Then, You must look at the traffic lights and wait for the green man.” Now I would play a policeman to warn the students. When talking to the children, I first greet them softly, and then tell them, "now, uncle is here to tell you how to cross the road. You must listen carefully." First you have to! You have to find the zebra crossing. Then you have to! You have to watch the traffic lights. You can walk when there are green villains! " Then ask a student to play the role of traffic policeman and repeat the rules. He immediately would feel like a real traffic policeman giving advices in a persuasive tone while maintaining strictness, telling others that the rules were very important. When students begin to imitate, their ability is limited and they often sound strange. At this time, teachers can neither severely criticize them to lose their interest in learning, nor allow them to develop and form bad habits. They must grasp the way and degree of correction, so that students can learn authentic English intonation in communication with each other again and again. Developing the habit of pronunciation from an early age will be of great benefit to the long-term English learning in the future. In a word, the quality of phonetic teaching will directly affect students' English learning in the future. Teachers can creatively use story teaching method to stimulate their interest in learning in combination with the psychological characteristics of primary school students at this age. This measure will inject new vitality with the progress of the times, and we also consider the actual situation of students to improve and to perfect, so that the primary school story English classroom is effective.