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Abstract：With the rapid development of science and technology in recent years， Internet has become an important part of people’s life and work. Under the influence of the catalyst of the times， micro-lesson， as a new and efficient teaching mode， gradually penetrates into all stages of teaching. This paper analyzes the characteristics and effects of micro-courses in college English teaching， and discusses the specific application of micro-courses in college English teaching.
Keywords： micro-class; College English; Teaching application
In college English teaching， the application of micro-instruction can not only realize the diversification of teaching content， but also realize the flexible teaching mode without the limitation of time and space. At the same time， the short and pithy teaching characteristics of micro-courses are more helpful for students to master the core content， achieve high efficiency and deep impression of learning English， thus enhancing students’ interest in English learning and ultimately improving the overall
1 The micro-class is short and concise， which stimulates students’ interest in English learning
Micro-lesson， a new teaching mode， has the characteristics of short time，Generally， micro-video creation should be controlled within 10 minutes，Therefore， teachers are required to integrate at least one knowledge point into these ten minutes， which requires teachers to integrate and sort out teaching contents and select key representative contents for recording， thus realizing short and concise micro-lesson teaching characteristics. At the same time， because this kind of video stimulates students visually， it can enable students to receive knowledge signals from audio-visual， illustrated and illustrated， which is more beneficial for students to absorb and understand what they say， thus stimulating students’ interest in English learning.
For example， when learning the related knowledge points of modal verbs， teachers can make small videos of daily conversations， so that students can intuitively feel the application of modal verbs in conversations. For example， according to the age and cognitive level of college students， the teacher selected a dialogue from the famous American TV series Friends to show， and Rachel and Phoebe had a dialogue called "Oh， I just pulled out four eyes， that can’t I be good"， and the application of "can" in this sentence is very specific. Under such micro-video learning， students have a deeper grasp of grammar knowledge. In addition， the production of this WeChat video can just make up for the vacancy of teachers’ explanation in class and help students better grasp the knowledge points in textbooks. The most important thing is to stimulate students’ motivation to learn English. 2 Micro-courses are interesting and intuitive， and improve students’ English learning efficiency
In the traditional English teaching process， students generally play the role of audience， and receive teachers’ knowledge dissemination seriously in class. Even if there is an opportunity for oral expression， because the class time is limited， it can only satisfy some students’ oral practice and application， so there is a lack of opportunities for practical application of oral English. "Dumb English" students can only face examination papers， but when they really face communication with others， they will be unable to speak because of tension or lack of strong sense of language. Compared with offline teaching， micro-lessons can give students more opportunities to communicate， and help students solve oral practice problems by means of video scene dialogue.
For example， when learning the content of "Job interview"， teachers can shoot some simulated interview reality show pictures with the help of micro-class video interaction， and let students play the role of interview students and interact with the interviewer played by teachers. Teachers can use some guiding questions， such as "what’s the important thing for doing job？ ". "I can see that you performed" encourages students to try to answer in their own language after thinking. At this time， teachers should pay attention to listening to students’ pronunciation problems， oral expression problems， etc.， and help students make annotations and play them back for students to watch. This form of micro-video interaction can not only train students’ ability to communicate with others in spoken English， but also effectively improve students’ ability to apply English grammar structure and improve students’ English learning efficiency.
3 Micro-courses are flexible and efficient， optimizing students’ English application ability
Compared with traditional teaching， micro-class is more flexible，Teachers can record a related video before class and send it to students before class， which helps students to preview the key content before class，At the same time， this preview method can help students quickly find their own learning difficulties and key points， so as to listen to teachers in class more pertinently. In class， playing micro-lesson videos refined by teachers can help students more intuitively absorb and master classroom knowledge. Students can pay more attention to the key knowledge in the video when watching the micro video played by teachers， so as to master the classroom knowledge clearly and comprehensively. For example， when Learning a Foreign Language， teachers can show the key words in this lesson as a whole by making a small video，For example， the teacher can explain the word "Community"， and let students understand the meaning of the word through the combination of video and voice. In addition， the related contents of key words can include synonyms， phrases， etc，Expanding this unfamiliar word with this series of videos can help students understand new knowledge at a deeper level， instead of relying solely on the surface meaning of words. After the end of the class， teachers can still make small videos to expand the knowledge points related to this course， so as to help students expand and internalize what they have learned， so as to better apply English as a language technology.
In a word， college English teaching should not only teach students simple oral expression skills of vocabulary knowledge， but also help students absorb and apply English. Teachers make use of micro-lessons to preview before and after class， and make related video situations to help students practice oral communication， which can effectively improve the effect of college English teaching and help students improve their English literacy.
References
[1]Lu Honghe，Application analysis of micro-courses in college English teaching [J]，modern vocational education， 2017，（29）.372 .
[2]Feng Biying，The application of micro-teaching mode in college English teaching [J.Education Modernization， 2018，（24）.113-114 .
Canvard College，Beijing Technology and
Keywords： micro-class; College English; Teaching application
In college English teaching， the application of micro-instruction can not only realize the diversification of teaching content， but also realize the flexible teaching mode without the limitation of time and space. At the same time， the short and pithy teaching characteristics of micro-courses are more helpful for students to master the core content， achieve high efficiency and deep impression of learning English， thus enhancing students’ interest in English learning and ultimately improving the overall
1 The micro-class is short and concise， which stimulates students’ interest in English learning
Micro-lesson， a new teaching mode， has the characteristics of short time，Generally， micro-video creation should be controlled within 10 minutes，Therefore， teachers are required to integrate at least one knowledge point into these ten minutes， which requires teachers to integrate and sort out teaching contents and select key representative contents for recording， thus realizing short and concise micro-lesson teaching characteristics. At the same time， because this kind of video stimulates students visually， it can enable students to receive knowledge signals from audio-visual， illustrated and illustrated， which is more beneficial for students to absorb and understand what they say， thus stimulating students’ interest in English learning.
For example， when learning the related knowledge points of modal verbs， teachers can make small videos of daily conversations， so that students can intuitively feel the application of modal verbs in conversations. For example， according to the age and cognitive level of college students， the teacher selected a dialogue from the famous American TV series Friends to show， and Rachel and Phoebe had a dialogue called "Oh， I just pulled out four eyes， that can’t I be good"， and the application of "can" in this sentence is very specific. Under such micro-video learning， students have a deeper grasp of grammar knowledge. In addition， the production of this WeChat video can just make up for the vacancy of teachers’ explanation in class and help students better grasp the knowledge points in textbooks. The most important thing is to stimulate students’ motivation to learn English. 2 Micro-courses are interesting and intuitive， and improve students’ English learning efficiency
In the traditional English teaching process， students generally play the role of audience， and receive teachers’ knowledge dissemination seriously in class. Even if there is an opportunity for oral expression， because the class time is limited， it can only satisfy some students’ oral practice and application， so there is a lack of opportunities for practical application of oral English. "Dumb English" students can only face examination papers， but when they really face communication with others， they will be unable to speak because of tension or lack of strong sense of language. Compared with offline teaching， micro-lessons can give students more opportunities to communicate， and help students solve oral practice problems by means of video scene dialogue.
For example， when learning the content of "Job interview"， teachers can shoot some simulated interview reality show pictures with the help of micro-class video interaction， and let students play the role of interview students and interact with the interviewer played by teachers. Teachers can use some guiding questions， such as "what’s the important thing for doing job？ ". "I can see that you performed" encourages students to try to answer in their own language after thinking. At this time， teachers should pay attention to listening to students’ pronunciation problems， oral expression problems， etc.， and help students make annotations and play them back for students to watch. This form of micro-video interaction can not only train students’ ability to communicate with others in spoken English， but also effectively improve students’ ability to apply English grammar structure and improve students’ English learning efficiency.
3 Micro-courses are flexible and efficient， optimizing students’ English application ability
Compared with traditional teaching， micro-class is more flexible，Teachers can record a related video before class and send it to students before class， which helps students to preview the key content before class，At the same time， this preview method can help students quickly find their own learning difficulties and key points， so as to listen to teachers in class more pertinently. In class， playing micro-lesson videos refined by teachers can help students more intuitively absorb and master classroom knowledge. Students can pay more attention to the key knowledge in the video when watching the micro video played by teachers， so as to master the classroom knowledge clearly and comprehensively. For example， when Learning a Foreign Language， teachers can show the key words in this lesson as a whole by making a small video，For example， the teacher can explain the word "Community"， and let students understand the meaning of the word through the combination of video and voice. In addition， the related contents of key words can include synonyms， phrases， etc，Expanding this unfamiliar word with this series of videos can help students understand new knowledge at a deeper level， instead of relying solely on the surface meaning of words. After the end of the class， teachers can still make small videos to expand the knowledge points related to this course， so as to help students expand and internalize what they have learned， so as to better apply English as a language technology.
In a word， college English teaching should not only teach students simple oral expression skills of vocabulary knowledge， but also help students absorb and apply English. Teachers make use of micro-lessons to preview before and after class， and make related video situations to help students practice oral communication， which can effectively improve the effect of college English teaching and help students improve their English literacy.
References
[1]Lu Honghe，Application analysis of micro-courses in college English teaching [J]，modern vocational education， 2017，（29）.372 .
[2]Feng Biying，The application of micro-teaching mode in college English teaching [J.Education Modernization， 2018，（24）.113-114 .
Canvard College，Beijing Technology and