珠海市高新区中小学英语教学衔接

发布者：林志雄     发布时间：2015-09-21    浏览数：0

The feedback of the seminar

English teaching connection between primary and middle school in High-tech new developed area

David Lin

We hold a seminar in New & Hi-Tech Industrial Development Zone on a few years ago.  The seminar was about the linkage of English teaching between primary and junior middle school .We were much honored to have our respectable advanced researcher Mrs. Gu Yingruo （区教研中心古瑛若老师）and a well-known advanced researcher Ye Mali（叶马里老师） to attend the meeting, they are all from Zhuhai city teaching and studying center. Our principle Mr. Wu Yonglin and vice director Mrs. Liao Jingxia and all the English teachers in High-tech new developed area also joined the meeting.

The seminar included two parts, one was the teaching presentation from primary school and middle school, the other was the lecture by our distinguished researcher Mrs. Gu Yingruo. The following is the second part of the seminar, a lecture by Mrs. Gu, from that lecture I can get new ideas on my teaching.

Motivating, interesting, functional

The three specific words in the lecture given by Mrs. Gu struck my previous English teaching and gave me a deep impressive reflection on my English language teaching in primary school. In my opinion, those three elements may be the most important rules for the planning of classroom activities. For example, when teachers plan their teaching games for teaching English language in class, they need to consider those three elements. That is, whether the games of language learning are motivating, interesting, and functional. Those three elements influence the language teaching because they not only can motivate pupils’ learning, interest their studies, but also meet the language learning requirement, and have good result in the end. Take one of the examples Mrs Gu gave us in the lecture that day, we were divided into two groups by picking two numbers, No. A and No. B. Different group had different information about weather in different location. Imagine when you were in London, and your friend was inSydney. You called your friend and asked about the weather. The information gap kept us more curious for different time zones and varied weather among two cities. Thus we were motivated to have a phone call and interested by the different information in different places. And through the phone call, we were actually using the language. Furthermore, the three elements teaching strategy affects pupils comprehensive training of the four language skills (listening, speaking, reading and writing). Take another example in Miss Gu’s lecture, we were given some sheets of paper, one of them was about the story of Jane Goodall (British anthropologist), firstly we were asked to do reading comprehension exercises during the lecture, secondly we were asked to fill in the missing words with the recording of an interview with Jane Goodall, then we were supposed to have a chance to interview her, after that we wrote down what questions we wanted to ask in that interview. And remember that when we first did the reading comprehension, we were curious for Jane Goodall, we were eager to know more about her when we did the blank filling exercises with the recording, and as we were talking about which famous person we were supposed to interview with, we were actually practicing speaking, and through the writing, our writing skill was also trained .So the three elements were combined in a learning strategy among those related exercises. In a word, it tells why and how teachers arrange learning activities and what pupils will learn in that English language class.