First, pay attention to the pluralistic view of English education and create an English learning environment.
In primary school English education, learning a foreign language is not only to master a language tool, but more importantly, to deeply understand and experience other cultures, so that students can enhance their understanding of foreign languages, enhance their comprehensive application ability of English languages, and establish correct English learning values.
Therefore, in order to really improve the efficiency of English teaching and learning, English teaching should not be limited to classroom teaching, but should create a diversified cooperative learning environment at multiple levels. For example, in English class, we carry out diversified activities such as group cooperation, and the teacher puts forward learning tasks, so that students can discuss, evaluate, listen and inspire each other in groups.
This will help to cultivate primary school students' English expression ability, enhance their interest in learning English, make primary school students actively participate, improve their initiative, and thus improve teaching efficiency. At the same time, in order to create a soft language environment and cultivate students' good habit of "blurting out" English, we can add a column of "learning English together" in the daily broadcast of the school; It is also required to play English children's songs, English poems, English jokes, English short stories and so on. Every day, it helps to improve the ability of primary school students to use English.
Second, pay attention to emotional communication between teachers and students, and create a harmonious classroom atmosphere
In the process of English teaching in daily education, it is easy for teachers to ignore emotional communication with primary school students because of heavy work. However, English teaching is a bilateral interactive activity between teachers and students, and it is also a way of emotional communication. Teachers' concern, encouragement, praise and smile will make students feel confident, happy and satisfied, so it has an important influence on learners' behavior and learning effect. Relevant practical teaching proves that if the relationship between teachers and students is tense or even worse, students will have fear and dissatisfaction with teachers, and then they will feel tired of learning and lose interest in learning, and finally they will not achieve the expected teaching effect. So how to communicate with teachers and students in the process of English teaching? In my opinion, we should create a harmonious classroom teaching atmosphere, establish an equal relationship between teachers and students, create a harmonious classroom atmosphere and optimize the English classroom teaching mode.
For example, if primary school students are fun, it is necessary to form a good relationship between teachers and students so that students can learn English well. We can cultivate students' interest in learning English in game activities and promote the formation of a harmonious relationship between teachers and students in classroom teaching. For example, washing dishes, climbing mountains, drawing pictures and cleaning rooms, through listening and feeling repeatedly in the game, deepen the impression in your mind, not only let students devote themselves to the game, but also reduce their psychological pressure and burden. The relaxed and harmonious language environment also makes the classroom full of vitality. We should often organize various forms of game activities to arouse students' enthusiasm and encourage them to speak English boldly.
Third, activate the teaching content and enrich the classroom content.
In primary school English teaching, if the teaching content can be activated and the teaching content in books can be presented to students in a three-dimensional way, then to a certain extent, students' desire for new knowledge can be satisfied, and students' initiative and enthusiasm in English learning can be maintained. In teaching, teachers use positive factors such as nonverbal behavior, external intuition of expressions and situations, and internal intuition of language, among which external intuition of nonverbal behavior is more effective than internal intuition of language. When making spoken English, people often use gestures and expressions to strengthen their emotional expression, which is the need of people's language conversation.
According to the statistics of relevant researchers, 35% of information is transmitted through verbal communication, while 65% of information is transmitted through nonverbal communication. It can be seen that nonverbal behavior plays a more important role than verbal behavior in strengthening emotional factors in language conversation. Finally, activating the teaching content can help students consolidate their phonetic knowledge and skills and enhance their memory. The effect of English learning is very important to consolidate and remember what you have learned until you can finally learn and use it.
Fourth, insist on effective teaching reflection and improve teachers' professional quality.
English teachers should constantly reflect effectively, which is conducive to actively and creatively exploring effective teaching methods according to teaching objectives, students' needs and local objective conditions. Strive to become an innovative research-oriented teacher; At the same time, we should strengthen communication, learn from experience, accurately grasp English curriculum standards, study the laws of language teaching by using pedagogy and psychology theories, select and adjust English teaching strategies according to students' psychological characteristics and actual situation, develop classroom teaching regulation and organization ability, and flexibly use various teaching skills and methods.
For example, we should sum up successful experiences. There is always success in every class. Teachers should be conscientious in teaching, insist on recording this success and accumulate it regularly, so that teaching experience will naturally become richer and richer, which will help teachers form their own teaching style.
At the same time, we also found out the reasons for the failure. No matter how perfect the classroom design is, no matter how successful the teaching practice is, it is impossible to be perfect, and there are inevitably omissions. After class, we should calm down, seriously reflect and analyze, find out the root causes, seek countermeasures, avoid repeating the same mistakes, and improve teaching day by day. Only by writing to promote thinking, thinking to promote teaching and accumulating regularly can we achieve the expected teaching effect.
In a word, offering English classes in primary schools is the need of contemporary social development, and the reform of English teaching in primary schools is imperative. At the same time, it is an arduous and macro-conscious subject, which needs to be studied together with the overall teaching plan and the joint efforts of every English teacher. Therefore, to do a good job in primary school English teaching and improve the quality of primary school English teaching, we must carry out people-oriented creative teaching in the teaching process, find problems and solve them in the process of continuous exploration and teaching, so as to improve the effectiveness of primary school English teaching classroom.
Further reading
First, the communication principle
1. Develop colorful language exchange activities.
For a long time, in English teaching class, it is our expected result to effectively carry out language communication activities. On the other hand, students' language application ability can achieve the purpose of applying what they have learned and achieving immediate results. English class is a "skill" class and an "activity". Eckersley, a British scientist, once said, "English teaching is different from the teaching of other subjects in the school curriculum. ..... People who only learn (or only teach) English mistakenly regard' English' as a subject (like geography or physics), but it is not. It is a "skill" or "activity", just like swimming or tennis. You learn to swim by swimming in the water, learn football by playing football, and learn English by speaking English instead of being taught. " His words clarified a truth: learning English must be achieved through a lot of practical activities. In other words, the ability to communicate in English is "practiced" rather than "taught". The five pairs of workbooks and two groups of workbooks in the textbook "New Goal Go for it" also confirm this point. For the students in Class Two, Grade Eight, they have a strong sense of competition and desire to express themselves, and they like to talk with each other, tell (edit) stories and perform in class. Students like this class very much and have active thinking. Sometimes, it will be more colorful to let them think of some activities to practice and comment.
2. Teaching should have context.
Context is the premise of English teaching. Without context, discourse has no communicative function. For example, "I'm sorry" expresses different meanings in different contexts. Language has not only form, but also meaning and function. The same function can be expressed in many languages. For example, "You're welcome, you're welcome" can be expressed as "Never mind. /You're welcome. /You're welcome. " . The same form may have multiple functions, such as "the cliff is above the other". It can have many functions, such as "Warning: You must pay attention. Suggestion: You can go there and have a look. Statement: There are some cliffs over there. " Therefore, it is necessary to provide students with as many real contexts as possible in communication activities and create a language learning environment that meets their needs. For example, the robot mentioned in unit 1 in the second volume of the eighth grade. You can provide such a context: let your partner play a robot in your home; Let the group carry out robot activities, while others give speeches while watching, which can really cultivate students' English application ability. Of course, the forms and methods of situations are diversified, so that students' hearing, vision and motor organs can be added to the activities, which can arouse students' enthusiasm to the maximum extent.
Second, the principle of listening before speaking
1, to help students break through the first level of listening discrimination.
Spoken language is a spoken language. Pronunciation is very important in oral communication. Whether pronunciation, intonation and speaking speed conform to English standards and norms is directly related to the quality of oral communication.
In junior high school English class, students always have difficulty in "listening". It is also a big challenge for teachers to let students break through listening. In the ordinary teaching process, several small details can't be ignored. Such as: common links; In the text, the tone of the dialogue; Key words such as turning point and juxtaposition, characters in dialogue; In the teaching and reading of common words, we should distinguish long sounds from short sounds, monosyllables, diphthongs, voiced consonants and so on. When we find mistakes in pronunciation, we should correct them in time. Guide students to use correct learning methods, develop good study habits and lay a good foundation for learning English.
2. Based on spoken English.
Learning English should start with speaking. Any language used by human beings has spoken language before written language, which is the recording symbol of spoken language. Combining the characteristics of English classes and students in Grade Two. It is advisable to follow the natural law of language production and development. There is a big picture at the beginning of each unit, so that students can tell the people and things in the picture orally, or say a few words, or make up a short story, which can be big enough to practice. This process also needs to be gradual and persistent.
Oral practice plays a leading role in English teaching, and its advantages can be summarized as follows: oral English can distract difficulties and students can study easily and happily; Students can learn authentic English pronunciation and intonation in practice, which is convenient for students to spell words correctly according to spelling rules, understand the meaning of words and improve reading speed. Oral practice is very conducive to the establishment of English thinking.
Third, the principle of situational teaching
1, in situational middle school, used in scenarios.
Language has certain creativity and flexibility. The time, place, occasion and identity of the speaker all restrict the content and tone of his speech. It is very important to cultivate students' ability to create and use language flexibly and create situations in the teaching process. In my opinion, in the whole classroom teaching process, whether presenting new knowledge or consolidating and reviewing old knowledge, teachers need to let students do it in meaningful situations as much as possible. So what can teachers borrow to create situations in the daily teaching process? Simple can use teaching wall charts, models, objects, stick figures and so on. We can also use our own gestures, actions, expressions and other gestures. You can also use modern teaching equipment such as slides and tape recorders to make English teaching as vivid and vivid as possible and provide various teaching situations and real communication occasions for English teaching. Creating English communication situations and atmosphere can help students understand what they have learned without translation. Understand the meaning of sentences and even use them. Think of the situation when you hear the sentence, and blurt it out when you see the sentence, so that students can learn and use it in the situation.
2. Pay attention to the role of students in the classroom and understand their preferences and wishes.
In order to better implement teaching in English class, it is very important to pay attention to the role of students in receiving knowledge, including their ideas and what they want to know most. Obviously, the method of teaching them knowledge is not unique, and their acceptance of your teaching content will not be unique, so we should respect students' self-awareness and their role-playing in class. It is necessary for us to know what students expect from their teachers and how to tell them. Understanding students' preferences, beliefs and wishes from their peers will help us understand students' thoughts and reactions, create a harmonious atmosphere of cooperation between teachers and students, and improve students' learning motivation and trust in teachers.
Fourth, the principle of interesting teaching.
1, not interested, not studying.
Interest is a powerful internal motivation to promote learning. Junior high school students learn English with a purpose and a task. A large number of students associate "learning" with concepts such as boredom, exams, homework and wasting time. On the other hand, some students think English is a very happy thing. The former learns passively in the atmosphere of "great tension" and "pressure", while the gossip learns actively through play and personal experience, so there will be differences. As a teacher, I feel interested and need to start teaching students. Let them learn to relax naturally, but concentrate.
2. Teachers' attitude towards students will also affect their interest in learning.
In language teaching, the exemplary role of teachers and the harmonious communication between teachers and students are particularly important. For example, when giving instructions to students, the sentence pattern of "We will do …" can shorten the distance between teachers and students; When students answer, it is best to give a comment first: "You are smart and your pronunciation is good" and so on. Students can appreciate the correct aspects of students first, and then correct the answers given by students. These attitudes are acceptable to students. Today's students are all clown at home, and they all have great personalities. As a language teacher, a young and lively mood, a sense of humor and personal enthusiasm are all important. We should always pay attention to protecting students' self-esteem, enhancing students' self-confidence, giving priority to encouragement and praise, and stimulating their enthusiasm and interest in learning English actively.