Learn how to improve high school students' interest in learning English.

With the growth of students' age and the deepening of their learning knowledge, fifth-grade students are no longer as active in English classes as they were in lower grades. After several years of study, the gap in students' English level has also widened a lot. In the process of teaching, I found that senior students' ability to understand and master vocabulary and dialogue was significantly improved compared with junior students. However, in terms of application and expansion, some students are obviously limited by the original accumulated vocabulary, and some students have no intention to improve their English learning performance. Many times, we seem to expect students to unconditionally obey the teacher's design and arrangement in class, even if some students are already familiar with some content, or even more difficult for some students. In senior three, maybe we need to think more to meet the different needs of students at different levels. I learned something by reading the following article. Cultivation and maintenance of interest in English learning in senior grades of primary schools: Based on years of teaching experience, the author finds that with the increase of grades and the increase of the difficulty and depth of textbooks, the vitality of English classes in primary schools is declining. Specifically, the enthusiasm for participating in classroom activities is not high, especially the enthusiasm for answering questions in class is not enough, and the interest in learning English is also reduced. Psychological research shows that the decrease of interest in English learning is negatively related to all kinds of English learning (listening, speaking, reading, writing and language comprehensive knowledge). Therefore, the author thinks that we should fully tap the interests of senior students, and organize effective classroom activities on this basis to further stimulate students' enthusiasm for learning English and enliven classroom teaching, so as to enhance the vitality of senior English classes in primary schools, improve students' ability to use English and improve teaching quality. First, the factors that lead to the decline of interest in learning English and the decline of classroom vitality of senior primary school students. Compared with junior and junior high school English teaching, senior high school English teaching has increased vocabulary, sentence patterns and grammar knowledge points, especially since the use of Oxford English textbooks, the amount of language information has increased a lot. If teachers blindly adopt spoon-feeding teaching methods and blindly ask students to memorize, English teaching will be boring. Students will naturally gradually reduce their interest in learning English. Secondly, the rational cognitive ability of senior primary school students has been enhanced. If the teacher is still repeating some teaching methods and game activities used in middle and lower grades, it will naturally reduce the appeal to students. At the same time, English question-and-answer dialogue between teachers and students, dialogue between students and students' retelling of texts have become an important part of English classroom teaching in senior primary schools. At present, this question-and-answer dialogue is often used by most teachers, allowing students to answer in front of the whole class, which has a wide exposure. The teacher is on high alert and listens to every word and sentence used by the students nervously. Once they find any mistakes in pronunciation, intonation and grammar, or places they don't know, they will immediately correct them or even interrupt their speech to correct them. Students are at a loss. Therefore, students consider and worry about whether there are grammatical errors in their sentences, pay too much attention to the correctness of language forms, and regard some inevitable uncertainties and uncertain situations in the process of English learning and practical application as threats. Many students always feel that their English foundation is poor, their pronunciation and intonation are not standard, they can't speak English well, they dare not speak, and they lack self-confidence, which leads to unpleasant emotions such as nervousness, anxiety and fear in English class, which all lead to a decline in interest in English learning. Second, tap students' interest points, organize classroom activities, and enhance classroom vitality. Krashen, an American linguist, put forward in the theory of affective filtering that all language input can only achieve language acquisition wit through affective filtering and be absorbed by the brain. Educator Maslow also believes that people who are at their peak experience are more responsible, active and creative than at any other time. Peak experience refers to a person's happiness, self-confidence, satisfaction and other emotions when he is most effective, decisive and focused. These positive emotions make them always at the peak of their feelings, they will be greatly encouraged, their subconscious will be strongly stimulated, their potential will be fully tapped, and they will be better at self-thinking, self-determination and self-presentation. Since interest is also an emotion, if a person is interested in something, it can push him to actively find something that can satisfy his interest. Then if children can have a strong interest in learning English, it is the most active, effective and lasting way to learn and remember English. Interest is one of the important ways to create a pleasant and bright teaching environment. To fully tap students' interest and enhance classroom vitality, teachers should first prevent and eliminate students' unpleasant emotions such as tension, worry and fear. We can start from these aspects. (A) to form a friendly and equal relationship between teachers and students, and to guide students' interest, which is a long-term guarantee to make the English classroom full of vitality. Imagine if students face a cold-faced teacher all day, how can they easily participate in classroom activities to show their vitality? In the teaching process, our teachers should be more caring and patient, and pay attention to the development of students' EQ. The self-awareness of senior primary school students is enhanced. We should care for every student, patiently guide them to master scientific learning methods, be good at stimulating students' enthusiasm for learning, give full play to students' potential, and carefully care for this precious positive emotion. If the teacher has a strong affinity, then students are more willing to be close to him, so they can actively participate in the arranged teaching activities, and thus have a stronger interest in English learning. (2) Creating a relaxed and pleasant classroom atmosphere and stimulating students' interest points is the premise for students to release their vitality in teaching activities. Let the students do some quick warm-up exercises before the start of the new lesson, such as listening to the password, doing actions, tongue twisters, reciting English poems, etc. And sing some English songs. These simple activities can really bring students interest and happiness in learning, and also bring vitality to English classes. These activities can also be interspersed in other links. For example, when students make mistakes in listening to passwords and doing actions in teaching unit 5BAT A Peless, they will be invited to perform and recite English children's songs or sing English songs. (3) Carefully organize activities to stimulate students' interest, which is the key to enhance classroom vitality. Senior primary school students have begun to psychologically reject childish game activities, such as imitating animal calls and classifying old words, so the design of games should tend to be rational. Well-designed game activities run through the whole teaching process, which often get twice the result with half the effort. For example, in the teaching of 6AUnit6Holidays, the vocabulary of the first class is very large because this class involves festival names and activities. I arranged it like this: first, I started by saying phrases with actions, and then I reviewed the learned verb phrases. Take photos, go skating, sing and dance, and then spend Sunday, Sunday, It? Sunday. Jean? S, Jean? Let's go shopping. Sing with music. When naming new festivals and describing people's activIties on this festival, such as Halloween, Halloween, it? Halloween. Dress up, dress up, dress up. In this way, students are very involved in their studies and have received good teaching results. (D) Highlight students' dominant position and enhance students' interest points, which is the source of English classroom vitality. The new curriculum concept advocates autonomy, cooperation and inquiry learning, and students are the main body of learning and development. The new round of curriculum reform has painted a brand-new realm of English teaching for us. Oxford's new textbook chooses the theme close to life, and advocates students to learn and use English through experience, practice, participation, cooperation, communication and inquiry, which truly embodies the learner-centered teaching concept. The overall role of teachers in the whole classroom teaching process should be coordination, promotion and guidance. Teachers should create a positive atmosphere so that students can fully mobilize and play. Students should not be regarded as passive recipients of language knowledge, and their management role in the learning process should also be ignored. Moreover, senior primary school students have gained some autonomy in their studies and are fully capable of independently completing the corresponding learning tasks under the guidance of teachers. For example, in the process of word teaching, after the teacher demonstrates pronunciation, the spelling of words can be completed through group activities. (5) Optimizing homework and evaluation mechanism and consolidating students' interest points are also effective ways to enhance classroom vitality. In order to make students have something to say in class, they should practice more in real life after class. To apply what they have learned will drive students to participate in language practice and gain psychological satisfaction and a sense of success in application. Successful experience and satisfaction can arouse students' stronger thirst for knowledge and generate great internal motivation. Senior primary school students have mastered a lot of English information, so I ask students to say hello, ask for help and talk in English in and after class. Let students make up their own English tabloids after class and make beautiful teaching AIDS and learning tools instead of mechanically copying homework. Create scenes for students to organize dialogues and performances in class. The evaluation of students' grades has also been optimized. More affirmation, more encouragement and more accumulation. Change the previous simple classroom evaluation into weekly evaluation and monthly evaluation. In the evaluation activities of the Weekly Star, the evaluation rules are refined into classroom performance, homework scores (including tabloids and after-class conversations), examination scores and performance of textbooks and dramas within a week. On the basis of Zhou Xing's evaluation, the moon star was evaluated, and the photos and self-introduction of the top five students were made into beautiful pictures and posted on the blackboard, with the photo of the first student in the middle. The students are very concerned about this appraisal activity, and the competition is fierce, and they have achieved good results. Einstein said: Interests and hobbies are the best teachers. Indeed, hobbies are the driving force of learning. We take the interest of senior primary school students as the breakthrough point, take care of their psychological needs, and carefully organize and arrange all aspects of teaching activities, which will certainly release their passion, make our English classroom full of vitality, improve students' ability to use English, and thus improve our teaching quality.