In the fall of 2023, Bao'an District will hold a teaching and research exhibition activity of "10,000 teachers showing good classes".
Practice the concept of learning English Xi activities
Focus on effective phonics teaching and learning
If the study of English Xi is likened to building a house, lexicology Xi the building of bricks, grammar Xi the use of materials, and phonetics Xi the key cornerstone.
On December 4, 2023, sponsored by Huangju Cloth School of Bao'an No. 1 Foreign Chinese School (Group) and co-organized by Tianjiao Primary School (Group) Tianjiao Primary School of Bao'an District, Shenzhen and Hangcheng School of Bao'an District, Shenzhen, the online special teaching and research activity of "Design and Implementation of English Pronunciation Teaching in Primary Schools Based on the Concept of English Learning and Xi Activities from the Perspective of New Curriculum Standards" was successfully launched, which was a collision of ideas that benefited both the teachers and the teachers involved in teaching and research
The event was presided over by Zhang Chunying, an outstanding teacher in Bao'an District, and the members included Zha Xuanying, a backbone teacher of Tianjiao Primary School, Li Zhibin, a backbone teacher of Hangcheng School, Xie Jingjing, Zhang Jiayi and Yang Ziwei, an excellent teacher of Jute School, and five teachers presented us with two wonderful lesson examples, two clear teaching instructions, a lesson evaluation that triggered deep thinking and a micro-lecture to promote the improvement of pronunciation teaching.
Zhang Chunying said that the lecture was displayed
First of all, Ms. Zhang Chunying explained the teaching design of the upcoming alphabet combination picture book lesson "A pea in the sea" taught by Ms. Zhang Jiayi, and Ms. Chunying elaborated and shared through five aspects: text analysis, learning situation analysis, teaching objectives, teaching ideas and teaching design.
Based on the interesting content of the Climbing English - Alphabet Combination Picture Book Series and the directivity of the audio EA, we believe that this lesson is more suitable for Primary 3 students. To this end, our teaching goal will be to integrate the four aspects of English learning Xi three-dimensional view of activities and core literacy, and students will not only be able to try to spell new words, retell the content Xi of the story, and perform group conversations, but also internalize the moral of the story and even make up a new story chant after learning this lesson, reflecting the transfer of students' thinking.
Due to the particularity and long-term nature of phonics teaching, our school has practiced two types of lessons, one is a 40-minute complete phonics picture book lesson for grades 1, 2 and 3, and the other is a class type that integrates Oxford textbooks into phonics teaching for grades 4, 5 and 6. Based on the above analysis, Ms. Jiayi shows a 40-minute complete picture book lesson in this section. Teacher Chun Ying clearly explained the two teaching parts of this lesson through the pyramid method. In the first 25 minutes of picture book teaching, Ms. Jiayi will guide students to guess the content of the story, dig deep into the connotation, and then internalize and understand the story, step by step coherent and logical to achieve the big concept goal of being helpful and be grateful. In the second 15 minutes of phonics teaching, Ms. Jiayi will gradually achieve the pronunciation goal of being able to read, listen and write words through phonics, group discussion and group cooperation.
Teacher Chunying believes that this lesson fully reflects the activities and goals of the English learning Xi activity concept in both picture book story teaching and pronunciation teaching. The learning Xi comprehension and application practice activities largely reflect the progressiveness of students' learning Xi and the integrity of output. Based on the learning situation of the students in our school, we set up the transfer innovation activities in the aspects of summary reflection and homework assignment, and reflected the students' active learning Xi and independence of thinking by independently summarizing what they have learned in this lesson, and the originality of students' transfer learning Xi and thinking through the new story Chant part of Try to do in the hierarchical homework.
In fact, phonics is a key to open independent reading, and under the guidance of teachers, students can gradually realize the ability to develop language ability, improve the quality of thinking, form cultural awareness, and promote independent learning and Xi, and gradually realize the all-round development of core literacy.
The following video is from:
Shenzhen Bao'an District Jute School
Zhang Jiayi's lesson example
A pea in the sea taught by Ms. Zhang Jiayi is selected from the Climbing English Magical Monogram Picture Book Series. This is a picture book about the monogram EA, a little story about a peacock and a pea. Peacock's beloved pea fell into the sea, she asked Mr. Flea for help, Mr. Flea jumped into the sea, but failed to find the pea, so he drank all the water in the sea and finally helped Peacock find the pea.
This lesson is divided into the first 25 minutes of picture book story teaching and the last 15 minutes of phonics.
In the picture book teaching part, before reading, Ms. Zhang Jiayi introduced the song under the sea into the ocean context, obtained information from the process of cover interpretation, guessed the content according to the cover text and pictures, and guided students to initially perceive the picture book. Secondly, through the progressive progress of the question chain, students are guided to pay attention to the emotional changes of the peacock, the protagonist of the picture book story, which paves the way for the teaching of the story in the future.
读中，张嘉怡老师通过Read and answer，Look and learn，Think, read and say以及role read等环节带领学生进行图片环游，学生通过观察图片、个人思考、小组讨论等方式解故事内容，体会故事人物情感。
After reading, students retold the story through the board book and Chant's retelling, and realized the truth of helpfulness and gratitude contained in the story.
In the pronunciation teaching part, students gradually achieve the teaching goal of being able to read words by seeing words, listening and writing by listening to each other through three links: Xi phonics in unison, group discussion and spelling of new words, and group mutual help in spelling words.
Teacher Zhang Jiayi fully practiced the concept of English learning Xi activities in this class, students Xi through questioning, looking at pictures, and predicting in the way of learning middle school (learning Xi comprehension activities), students through retelling picture books and performing dialogues in practice (applied practice activities), students through new stories chant to innovate in the transfer (transfer innovation activities), guiding students to learn Xi language knowledge and cultural knowledge in an integrated way, and then use the knowledge they have learned. Skills and strategies, express personal views and attitudes around the theme, solve real problems, and achieve the purpose of cultivating students' core literacy in teaching.
The following video is from:
Shenzhen Bao'an District Jute School
, duration 39:35
Yang Ziwei said that the lecture was displayed
Teacher Yang Ziwei combined with the integrated teaching concept of unit overall teaching, English learning Xi activity concept and teaching evaluation proposed in the new curriculum standard, and explained the teaching design of the 4AM3U7P2 Animal school lesson taught by Xie Jingjing.
The three lessons in this unit revolve around Owen, a student who has transferred to a new school. Through the three periods of learning Xi students can master the English expression of the school place, share their favorite school place, and realize that each has their own strengths through the learning Xi with pictures and stories, and should build self-confidence and encourage each other.
Ms. Xie's lesson is the content of Period 2 A story about "animal school" in the second period. Students can understand the content of the story through question guidance, audio-visual combination, contact with life, group cooperation, games, etc., and understand the truth that the story contains that people have their own strengths and should be confident. The whole lesson went from learning Xi understanding to transfer and innovation, from shallow to deep, step by step, breaking through the major difficulties of teaching. In the group cooperation activities of applied practice activities, Mr. Xie gives full play to the advantages of group cooperation and learning Xi, and guides students to conduct mutual evaluation through the three evaluation criteria of speak loudly, have emotion, and have actions, so as to promote learning and teaching through evaluation in the teaching process. At the end of the story, students complete the Xi task list in small groups, deepen and integrate the language, sort out the context of the story, and make oral group reports, so that the students' core literacy is further developed.
In the class, Ms. Xie did a lot of phonological infiltration, teaching phonics through gesture dancing and clapping. Students learn Xi new words through phonics and master the pronunciation of letters and letter combinations.
Finally, Mr. Yang Ziwei also demonstrated the pronunciation teaching mode of our school, which permeates all aspects of daily teaching, and also deeply affects the learning Xi and phonics awareness of students.
The following video is from:
Shenzhen Bao'an District Jute School
, duration 14:21
Xie Jingjing's lesson example display
An animal school taught by Ms. Xie Jingjing is selected from the Oxford textbook 4AM3U7, this story tells the story of a little rabbit who can't swim or climb trees and is depressed, and after the encouragement of teachers and classmates, he won the first place in running, found his strengths, and thus found his self-confidence.
Before class, Ms. Xie introduced the topic of the school through the song Our school will shine today, introduced the school premises and consolidated what was learned in the first lesson, and introduced the story of the animal school from the situation of the transfer students who were not adapted to the low mood of the new school, and predicted the story through the students' independent questions, and learned the Xi story with questions.
The in-class activities gradually guide students to learn Xi stories through diverse and progressive activities such as flashbacks, listening and filling-in-the-blanks, looking at pictures to complete dialogues, role reading, role-playing, Xi and open thinking.
After class, in addition to the students' participation in role-playing to enliven the classroom atmosphere, Mr. Xie also designed a group cooperation to complete the story thinking map and report on the stage, to test the students' grasp of the storyline and the output of linguistic Xi, the combination of reading, writing and speaking, and cultivate students' comprehensive ability. Finally, Mr. Xie guided the students to summarize the phonetics, vocabulary, sentences, and story meanings learned in this lesson.
Ms. Xie's class fully practiced the concept of English learning Xi activities, covering learning Xi comprehension activities (review and say, listen and gap filling, look and say), applied practice activities (encouraging rabbits, think and say, role play, story-map) and transfer innovation activities (thinking about your special points) It fully embodies the student-oriented and education-oriented value concept, and is naturally integrated into the pronunciation teaching and emotional infiltration, so that students can get a full and meaningful real experience in this class.
The following video is from:
Shenzhen Bao'an District Jute School
, duration 39:48
Checking the Xuanjun class display
Part-time teacher and researcher of English in Bao'an District Primary School, Teacher Zha Jue from Tianjiao Primary School, commented on the two classes of Jiayi and Jingjing. First of all, Sister Zha fully affirmed the basic skills, teaching design and classroom presentation of the two teachers.
In response to Ms. Jiayi's A pea in the sea lesson, Ms. Cha believes that this is a fun and interesting class, with high student participation, strong teacher guidance, and a new curriculum standard of "student-oriented practice literacy". Teacher Jiayi fully reflected the achievement of the phonetic goal of this lesson through song retelling, whiteboard dictation and other methods. In addition, Ms. Jiayi also used effective reading strategies, such as asking questions, speculating, clarifying the context of the story, and evaluating the characters and content of the story. Through these reading strategies, the whole classroom atmosphere is lively, reflecting the students' willingness to learn, such a classroom teacher loves it, and the students also like it.
But at the same time, Mr. Cha also put forward some ideas and suggestions. For example, Teacher Jiayi has a lot of questions that stimulate students' thinking, but perhaps due to the limited class time, students have less time to think after asking questions, so can the teacher give students more time to think and discuss, let students share, express their ideas, and really play a role in the development of students Xi' thinking? The plot is evaluated, so that students can naturally express the moral of the story by themselves, and truly realize the teacher's guidance and students' independent learning Xi.
For Ms. Jingjing's An Animal School lesson, Ms. Cha believes that the teaching design of this reading and phonics combination class is very smooth and attentive, and the pronunciation teaching is natural, which reflects the solid pronunciation teaching of English teachers in Jute School's usual classrooms; the teaching goal is very high, which reflects the teacher's text interpretation in place and the effective guidance of students' thinking quality; the whole lesson activity is clear and in-depth, and truly practices the "based on the discourse, going deep into the discourse to beyond the discourse" in the concept of English learning and Xi activities After learning the Xi Xi of the story, students can talk about their special and brilliant points through the "shining point" contained in the story, and realize the goal of moving from the text to themselves, reflecting the concept of "real learning Xi and real application" in the new curriculum standard, which is very worthy of our English teachers to learn Xi.
But at the same time, Mr. Cha also put forward several suggestions. For example, the students' self-directed questioning session is very exciting, but the teacher lacks a process for the students to read the story and answer the questions by themselves or in small groups, and the questions raised by the students are not responded to in the class, which leads to the students' previous self-directed questioning session being somewhat overshadowed.
In addition, Teacher Cha affirmed that Ms. Jingjing used the way of thinking visualization to help students understand the story in the board book and Xi task list, but Teacher Zha suggested that the teacher should use the same or similar thinking visualization in a lesson to guide students to understand how to analyze the story, so as to lay the foundation for students to independently analyze the story or text in a high level.
The following video is from:
Shenzhen Bao'an District Jute School
, duration 26:57
Li Zhibin's lecture show
Mr. Li Zhibin, the head of the primary school English department from Hangcheng School, gave a micro-lecture on primary school pronunciation teaching based on the two teaching design instructions and two lesson examples presented in this activity. Ms. Li believes that there is a strong relationship between the letter shape and the letter sound in English vocabulary, and the sound of most letters or letter combinations is fixed in the word. The phonics method based on the correspondence between the letter sounds and the letter shape is widely used in Western English-speaking countries, and the teaching method aims to improve the phonics awareness of students in China, so as to improve students' phonics ability and spelling ability.
Through phonics learning Xi, children can be familiar with the pronunciation of letters or letter combinations in words in most cases, and they will be able to pronounce words they have never seen before according to phonics rules, which is the "read words when they see words" in the teaching goal of phonics. Through the Xi of pronunciation rules, students can quickly break down the words they don't know into parts of phonics, and finally read them as a whole, which can greatly improve children's English reading speed and interest. As long as children master these pronunciation rules and Xi practice them, they can easily quickly split the overall pronunciation of the words they hear into individual pronunciations in their minds, and then spell out the letters corresponding to these sounds according to the phonics pronunciation rules, which is the "listening and writing" in the phonics teaching goal.
For most beginners to English, phonics is a practical tool and method. If students can master phonics, they can read and even memorize most of the English words without the help of phonetic transcription, turning the boring learning of words and memorizing words into a simple matter, so as to achieve twice the result with half the effort. Therefore, Ms. Li believes that making good use of phonics to help students "read words when they see words" and "listen to and write" is a task that every primary school English teacher needs to adhere to. It is hoped that more schools will join this kind of teaching and research activities in the future.
The following video is from:
Shenzhen Bao'an District Jute School
, duration 17:56
epilogue
Thoughts are sound, actions leave traces, rush in time, and harvest in research. Teaching is an art, there are regrets, but more harvest, the jute school hosted the primary school English pronunciation teaching online seminar successfully concluded, lesson examples, lesson evaluations and lectures have shown you a lot of exemplary wonderful moments and good experience in pronunciation teaching, our primary school English subject group will make persistent efforts, continue to forge ahead, continue to grow.
In the context of the new curriculum standards, let us continue to explore and pursue more classroom possibilities and the meaning of education hand in hand!