On Situational culture language communication ability.docVIP

On Situational culture language communication ability Less of junior high school textbook vocabulary, almost all the active vocabulary, the text is mostly lively spoken and we can make the classroom a microcosmic social design a variety of locales, boring words and text into a lively picture, and lead students to place in them, and guide the students in a vivid scene recalling the tragic, expressing emotions, intensive heard of activities to develop students’ listening, speaking, reading and writing language comprehension. First, the creation of scenarios to stimulate interest An English class to create a good language environment English classes can stimulate students interest in listening, speaking, and focus their attention. Young people mostly love to imitate school and have a stronger ability to imitate, as long as teachers insist on the use of English lectures, they can quickly understand the language of the teacher, and with his imitation of use. In this way, the classroom, the students immersed in a strong English atmosphere will consciously or unconsciously use to think in English and communicate in English. (2) use of body language performance, to stimulate students’ interest in learning Junior high school English teaching, the use of appropriate gestures, movements and facial expressions can be avoided to English Chinese to explain, but also the creation of a climate conducive to students to develop the English sense of locale. English language teaching and language teaching, focusing on repeated read , always training to students some sense of language and tone of voice basis. classroom teachers do, students will do. Therefore, the teacher before class to be pondering a series of gestures and movements, lectures, led the student side action side of the English-speaking students also followed while doing the side step by step guide students in the classroom brains, tongue, hands, performing a variety of actions, so that they from be