English teaching strategies based on the knowledge of secondary vocational students

Most of the teachers in the secondary vocational school have such experience, the middle vocational students in the junior middle stage on the English lost interest, but they entered the middle post although want to learn English, but because the basic knowledge is poor, want to learn and do not know from where to learn, feel very frustrated and dazed. Therefore, teachers need to give them more attention, more love and respect, trust to encourage them to speak more, give affirmation and praise. Teachers should formulate teaching methods according to the specific learning situation of students and cultivate their interest in learning.

First, create a pleasant learning atmosphere

Psychological studies have shown that positive emotions play a significant role in promoting the development of students ' thinking. The emotional communication between teachers and students and the resulting psychological atmosphere are necessary to promote the positive interaction between teachers and students. Therefore, teachers should find ways to create a good learning atmosphere for students, stimulate their thirst for knowledge, arouse their confidence.

(a) Fun guided lessons, fascinating

A good beginning is half the success. Witty opening, vivid stories, and a variety of vivid audio-visual materials, film and television songs, audio clips, etc., will involuntarily arouse students ' unintentional attention, stimulate students ' interest in learning.

For example, when talking about the present tense, the teacher can play the video: A lonely boat drifting at sea while playing English songs sailing. The repetition of the lyrics is: I ' m sailing. This desolate, low-pitched melody caught the student's heart in a sudden. After listening to the blackboard, Blackboard writing: I ' m sail-ing. This sentence, the student quickly entered the state, in a relaxed and happy mood under the present tense.

(ii) Teaching and singing songs, interesting

Freud pointed out: "The game is driven by the principle of pleasure, it is the source of satisfaction." "Teachers should aim at the characteristics of the students ' innocence, liveliness and good singing, and actively excavate the happiness factors contained in the textbook itself and create a happy learning method." Singing can satisfy the students ' curious and playful psychology, so that the attention remains stable, lasting and active in thinking.

Some phrases, sentence structure is not easy to grasp, such as the more...the more ..., in order to train students to think in English, teach students to sing the more we get together.

The lyrics are as follows:

The more we get together,together,together.

The more we get together,the happier Wewill is.

For your friends is my Friends,and myfriends is your friends.

The more we get together,the happier Wewill is.

By learning to sing this song, students can easily grasp the phrase. Can be seen, happy teaching attention to play an emotional role, stimulating students ' curiosity, to bring happiness and satisfaction to students.

The proper application of communicative approach

Communicative approach is to allow students to actively use the language, rather than simply to learn the language. Communicative approach to teaching students to be the most intuitive to receive knowledge, eyes, hands to, mouth to, heart to.

The English communicative approach of the secondary vocational school can be started from the following aspects:

(a) wall charts and physical display

This is the simplest and most simple method, which leads students to the reality of the picture and the real thing from the hopeless fantasy. We can make the words and sentences into the corresponding wall chart, and then let the students look at the picture and ask to use the word or sentence in the meantime. The wall chart helps students to understand and present in kind, so that students can feel more practical.

For example, speaking dinner plate, wineglass,lamp,milk jug, sugar Bowl, and so on, the presentation of dishes, glasses, lamps, milk cans, sugar bowls and other physical objects, and instruct the students to read the corresponding English words. In this way, the teaching effect is much better.

(ii) Self-made skits

Learning to apply to the knowledge, English learning is more so. We will ask the students to speak English when they learn English. For this reason, I have a three-minute oral exercise in every class.

For example, before class, the teacher asked a group of students (2-4 people) to perform their pre-class skits, the plot can be in accordance with the lessons learned, but also to create their own situation, but the lines must be used to learn the type.

This kind of review is not simple repetition, and a kind of creation, is the utilization of language, deepened the students ' understanding of the newly-learned content, and finally achieved the practical knowledge.

Self-made book play, let the students in the Laughter Review, consolidate the old knowledge, the effect is far better than the simple question review method, some students after graduation, still dwell on their English class three minutes of performance. This method can make students in the active learning state, but also can cultivate students ' creative thinking ability.

(iii) skillfully using multimedia and network

The use of multimedia and network to build a student-oriented teaching environment, to determine the type of information resources required to learn the subject.

For example, taking on the Move as an example, the warm-up part of the textbook is limited to traffic signs in English, and teachers can allow students to collect more pictures of English in the shopping malls, stations, etc., and then organize the material, use flash or Powerpoint to make teaching-related Knowledge information to form knowledge Resource library. Can also include a variety of demonstration or interactive teaching software, subject knowledge base and so on. Secondary vocational students should make full use of extracurricular network resources for self-study.

Students can access the information on the Internet, download the most popular English songs and the latest original movies, the best reading materials, and carry out real-time cross-cultural communication with foreign netizens through e-mail or chat room to enhance their awareness and ability of intercultural communication.

Suhomlinski said: "When a student is not a spectator or a waiting, but as an active person, and found a lot of why, and through thinking, observation and action, and find the answer to the problem, they will be like sparks into flames, as the generation of independent thinking. ”

In short, interest is the driving force for students to learn. Teachers should create a variety of teaching situations that arouse students ' interest in learning, because of time, land and people, so as to enhance the effect of English classroom teaching and improve students ' English proficiency.

Reference documents:

[1] A. Educational psychology [M]. Beijing: People's Education Press, 1999.
[2] Time tan. Several methods of stimulating students ' interest in English teaching in secondary vocational schools [J]. Vocational education Research, 2007 (3).
[3] Chen Fang. On the cultivation of students ' interest in English learning in vocational schools [J]. Journal of Guilin Institute of Education, 1998 (3).

English teaching strategies based on the knowledge of secondary vocational students