1. What teaching methods and skills do you use in your daily teaching to stimulate and maintain students' interest in English learning?

2. In your daily teaching, how to cultivate students' comprehensive language use ability through the interaction of five aspects (emotional attitude, learning strategies, language knowledge, language skills and cultural awareness)? 3. From your junior high school English teaching experience, what do you think are the shortcomings and areas that need improvement in primary school English teaching? Do you have any questions to discuss with us? Junior high school students' interest in English learning has the following characteristics in the whole learning process: ① Preschool students have a sense of novelty and mystery about English learning, full of yearning for English learning, but with high interest; ② They are learning letters and phonetic symbols. In the word stage, students' psychological advance consciousness destroys their psychological balance, which will lead to a decline in interest. After learning some basic sentence patterns, students will have a sense of accomplishment and pride in English learning, thus increasing their interest in learning. After entering the basic grammar stage, they will learn more rigorous grammar rules, which need to be elaborated in detail, leading to a decline in interest. When learning the text structure, students will be eager for new knowledge, which will increase their interest, such as wanting to understand foreign cultures. In view of the above characteristics, we can cultivate and maintain students' interest in English learning from the following aspects in order to obtain better education and teaching results. First, guiding "interest" to clarify the social significance of learning English and understanding the wide application of English in social reform and development are important conditions for forming students' cognitive interest. Since students are always full of curiosity, excitement and yearning when they first come into contact with English, teachers should carefully prepare to collect a large number of examples (such as business, science and technology, culture, etc.). ) It can explain the extensive use of English and the important social significance of learning English in the introduction class, so that students can feel the extensive use of English and the important social significance of learning English, thus having a strong interest in English and a strong desire to learn English, and laying the foundation for actively cooperating with teachers to learn English well in the future. With the deepening of teaching, teachers can constantly guide students to collect English materials that can be used in life, business, science and technology, culture, tourism and other fields. Through these materials, students can understand that foreign language learning is not only an "important subject" in schools, but also an urgent need for social life and personal development. In daily education and teaching, we should always guide students from two aspects: internal motivation strengthening and external environment feeling, so that students can correct their learning motivation and define their learning goals, which is conducive to cultivating lasting learning interest. 5 1- paper-net-Welcome. 2. Stimulating "Interest" One of the characteristics of foreign language teaching in China is the lack of language application and acquisition environment, especially in remote areas. Therefore, how teachers stimulate and cultivate students' interest in learning in classroom teaching will directly affect students' learning quality and concept, and then affect the quality of education and teaching. In teaching, teachers must carefully prepare lessons, take the language materials provided by textbooks as the main line, flexibly use the language materials they have learned in connection with students' real life, extend the teaching content of the text, and seize the "points of interest" in class in time. Set up communicative situations, let students actively participate in language practice, and turn language mechanical practice into meaningful practice, thus activating the classroom atmosphere. For example, after students do "Jim's father is a teacher". Mechanical replacement exercises use various professional names provided by the teacher. The teacher asks: What does your father do? Let the students answer according to their parents' real occupation, and form a transition from mechanical practice to communicative practice. It not only stimulates students' interest in learning, but also cultivates students' observation, memory and pragmatic ability. The teach method is an important guarantee to form that best classroom atmosphere. Proper selection and application of teaching methods is the main manifestation of teachers' creativity and educational artistry. The stronger the teacher's ability to choose the best teaching method in various specific situations, the more skillful and innovative his teaching skills and skills, the more active the classroom atmosphere and the more remarkable the teaching effect. There are rules to teach and rules not to teach. Teachers should determine different teaching methods according to the teaching content, teaching objectives, teaching objects and actual situation, personal teaching styles and specialties, and use various means flexibly to maximize the role of every minute in class. When dealing with the relationship between knowledge and skills, we should guide students to broaden their thinking and open their minds around key points, difficulties and key knowledge, so as to make the classroom atmosphere warm and serious, so that students can effectively master knowledge, develop their language application ability and cultivate their sense of accomplishment in a pleasant and relaxed atmosphere, so as to be more interested in language learning. 51-In addition, from the psychological point of view, human cognitive process can be divided into specific processes such as feeling, perception, representation, memory, thinking and imagination. Feeling, perception and representation are the basis of memory. In the process of memory, according to the different leading organs, it can be divided into visual type (visual memory effect is better) and auditory type (auditory memory effect is better); The experimental research on the sports visual type (the memory effect of kinesthetic sense is better) and the mixed type (the memory effect is best when using various representations) proves that you can remember 60% only by listening; Just look and remember 70%; You can remember 86% by reading, listening and speaking. Therefore, teachers should make full use of visual AIDS (such as objects, pictures, projections, stick figures, etc.). ) or audio-visual means (such as tape recorder, projection, multimedia, etc. ) to assist teaching, mobilize students' multiple senses, and at the same time use them to strengthen the perception of the language materials learned, so as to improve students' interest in learning. Third, it is not difficult to guide and stimulate junior high school students' interest in learning. The difficulty lies in how to maintain the cultivated interest, so that they can maintain a strong interest and enter a higher level of learning activities step by step. First of all, teachers should make full use of all favorable opportunities in and out of class to create conditions for students' language acquisition and guide students to get in touch with English materials (such as teaching and singing English songs, reciting English poems and famous sayings, etc.) in line with the principle of creating a harmonious and relaxed language environment and reducing students' psychological obstacles in learning. ), and carry out activities such as memorizing English words, publishing English manuscripts, reading English tutoring newspapers and holding English short play competitions to cultivate students' sense of achievement and competitiveness in learning so as to maintain their study. 2. In your daily teaching, how to cultivate students' comprehensive language use ability through the interaction of five aspects (emotional attitude, learning strategies, language knowledge, language skills and cultural awareness)? First, seriously study the curriculum standards and accurately grasp the goals at all levels. English curriculum standards are the basic basis of English teaching. In the curriculum standards, there are clear requirements for all levels and aspects of English teaching in primary schools. Only by accurately grasping the objectives at all levels in the curriculum standards can English teachers know what they can and can't do in daily teaching, and can they accurately set the teaching objectives of each class, so as not to artificially raise or lower the teaching objectives and avoid the deviation in the preset process, which will lead to ineffective or inefficient preparation. In order to accurately grasp the objectives at all levels, the study of English curriculum standards must be divided into several levels: first, on the basis of understanding the overall objectives of English curriculum, the five aspects that constitute the overall objectives, namely, language knowledge, language skills, emotional attitudes, learning strategies and cultural awareness, are clearly defined, and the first and second standards in the overall objective description based on the comprehensive behavior of the five aspects are clearly defined. Second, we should know what the five aspects of language knowledge, language skills, emotional attitudes, learning strategies and cultural awareness cover respectively, and what requirements each specific content should meet at all levels. For example, in terms of language skills, the first-level standard includes five aspects: listening, speaking, singing, playing, reading, writing, watching and listening; The secondary standards include listening, speaking, reading, writing and playing, and each level has its own corresponding target requirements in the same or similar aspects. On the basis of accurately grasping the goals that all levels of content should achieve, these goals can be found in every class. When preparing lessons, teachers must study curriculum standards deeply, set teaching objectives according to curriculum standards, design teaching process according to curriculum standards, and design evaluation schemes according to curriculum standards. Only in this way can we make clear the teaching direction and requirements and achieve the teaching objectives stipulated in the curriculum standards with high quality. Second, in-depth study of teaching materials, reasonable grasp of teaching content, teaching materials are the carrier of teaching, and research of teaching materials is an important link for teachers to prepare lessons. The new curriculum advocates "teaching with textbooks" instead of "teaching textbooks". Teachers must thoroughly understand the teaching materials when preparing lessons, and use them creatively according to the students' situation. From the current classroom teaching, we find that some teachers still have some problems in learning textbooks: 1, teaching textbooks, can not grasp the context of knowledge well, can not contact and expand around the new knowledge they have learned; 2. Blind dependence on teaching reference, lack of in-depth understanding and excavation of teaching materials; 3. Unable to accurately understand the editor's intention, unable to grasp the key points and difficulties in teaching, resulting in the failure to complete the teaching tasks of each class; 4. Lack of flexible handling ability of teaching materials, unable to use teaching materials creatively according to students' actual situation. In view of the above problems, this paper puts forward the following suggestions on how to study the teaching materials in depth and grasp the teaching reasonably: (1) Read the text, perceive and understand the teaching materials 1, and read the whole set of teaching materials. Through reading, we can understand the arrangement system and editor's intention of the whole set of teaching materials, understand the internal connection of the knowledge system of teaching materials and its systematicness, integrity and relevance, and then have a macro grasp of the teaching materials so as to take the overall situation into consideration when preparing lessons. 2. Intensive reading of textbooks. On the basis of the whole set of textbooks, we should read the textbooks taught in different years intensively. Intensive reading should pay attention to three aspects: (1) Think carefully about the meaning of every picture, every word, every dialogue and every text in each lesson, understand the editor's intention, master the relevant knowledge involved in the textbook skillfully, and accurately grasp the key points and difficulties of each lesson. (2) Pay attention to the vertical and horizontal relationship between the contents of teaching materials. For example, some grammar items in primary school English textbooks appear in different degrees, such as "be to" structure learning. In one class, the focus is on the structure of "I/we will …", while in another class, the focus is on "You will …?" Structure. When we know this vertical connection when preparing lessons, we can know "What are you going to do …?" This sentence. It is "paving the way" for the grammar content of the next lesson, and it is not necessarily the focus of teaching. Understanding the vertical relationship of teaching materials is also conducive to bringing forth the old and replacing the old with the new, so as to select and design the teaching methods and steps that can best present new content. In addition, teachers must also find out the horizontal relationship between vocabulary, grammar, text and exercises in a class they teach. This connection generally runs through the whole class with grammatical content and vocabulary as clues. Only by digging out this horizontal connection can we find the teaching points designed and arranged by the editor in this course, so as to focus on explaining and practicing these teaching contents during teaching. (3) It is necessary to analyze the hidden meaning of mining teaching materials, mine the hidden resources contained in them and expand them. (2) Flexible handling of teaching materials on the basis of full understanding of teaching materials, teachers can digest and absorb teaching materials with reference to teaching reference materials, combine their own understanding of students and their existing teaching experience, and flexibly handle teaching materials according to teaching needs. Such as addition, selection, recombination, processing, etc. And then go out of the textbook and go beyond the textbook. When dealing with the relationship between teaching materials and teaching reference, we must read the teaching materials carefully before reading the reference books. Reading the reference materials too early will hinder our in-depth understanding of the teaching materials. (3) Strengthen the development and utilization of extracurricular resources. The new curriculum advocates the development and utilization of curriculum resources. When preparing lessons, teachers should not only make good use of the contents in textbooks, but also think about the relationship between in-class and out-of-class and the relationship between English subjects and other subjects. By expanding learning, consulting relevant materials, developing extracurricular teaching resources, supplementing teaching materials and enriching teaching materials. For example, when talking about "Christmas", teachers should prepare some information about the culture, background and landscape of Christmas as much as possible to stimulate students' interest in learning English, deepen their understanding of foreign cultures and cultivate their awareness and ability of cross-cultural communication. There are many problems to be considered in compiling teaching materials. As a classroom teacher, we must keep in mind: what classroom teaching requires students to master, teachers should first master it skillfully when preparing teaching materials, which greatly exceeds the level that students will reach in breadth and depth; Don't let go of what you don't understand or are not sure about in the textbook. You should consult dictionaries and other reference books to understand them thoroughly, or ask other teachers for advice. It can also be put forward when preparing lessons collectively, so that everyone can study and discuss and draw conclusions to ensure the accuracy and scientificity of the content taught. Thirdly, it is another important job for teachers to accurately analyze the academic situation and ensure that the teaching analyzes the academic situation in a targeted manner. Accurate analysis of learning situation, understanding of students' age characteristics, understanding of students' original knowledge level and learning style, and understanding of the development of students' non-intelligence factors can provide effective basis for the selection of teaching content, the formulation of learning objectives, the design of teaching activities, teaching methods and the use of teaching media. In the current English classroom teaching, we find that some teachers are not sure about the learning situation, which leads to poor teaching effect. Students are not interested in carefully designed questions before class, because such questions are either too simple, not challenging and can't stimulate children's interest, or they are beyond the scope of students' ability to participate in teaching activities. When preparing lessons, teachers must be "aware", fully understand students, and make teaching ideas clear and objectives clear. When preparing lessons, you should know the following aspects of students: 1. Understand the starting point of students' learning, that is, what knowledge do students have before learning new knowledge, whether they have knowledge related to new knowledge, and how much do they already know about this knowledge? So as to accurately determine the starting point of teaching. 2. Understand what students may like or dislike, what kind of teaching media and methods students like, and what kind of teaching style students like, so as to choose appropriate teaching methods and arrange teaching activities that students like. 3. Understand the level of students' learning skills, how much external guidance and feedback are needed in the learning process, and how students learn, so as to give necessary guidance in teaching. Fourth, formulate scientific and reasonable teaching objectives. In order to implement classroom teaching, teaching objectives are the learning results and standards that teachers and students expect to achieve in teaching. Teaching goal is the starting point and destination of teaching, and all behaviors in the classroom serve to achieve the teaching goal. Making scientific and reasonable teaching objectives can correctly guide the implementation of classroom teaching. At present, there are some problems in the formulation and expression of teaching objectives: 1, copying teaching reference objectives and lacking independent thinking. In preparing lessons, some teachers just copy the teaching objectives in the teaching reference, without setting practical goals according to their own teaching practice, leading to wrong goals and behaviors, or even no goals, relying only on experience and feelings. 2. This goal is large and general, and lacks measurability. Some teaching objectives are big and general, such as "cultivating students' listening, speaking, reading and writing abilities" and "cultivating students' patriotism". Such a goal is not clear and specific enough and exists in name only. They are not the specific teaching objectives of a class and lack measurability, so teachers can't observe the implementation of teaching objectives. 3. The actors are misplaced. In the description of the goal, the subject of behavior is misplaced, and teachers are regarded as the subject of behavior, and words such as "training students …", "letting students …" and "letting students …" are used, ignoring the subjective position of students in learning. 4. The target is an incomplete or split three-dimensional target. English teaching objectives under the new curriculum concept should reflect the integration of "three-dimensional objectives", but some teachers only set one or two of the three-dimensional objectives, and the objectives are incomplete; Some teachers also express the three-dimensional goal separately, separating the whole "three-dimensional goal". In view of the above problems, the following points should be achieved in formulating scientific and reasonable teaching objectives: First, it should be comprehensive. The teaching goal must embody the trinity target system of "knowledge and skills", "process and method" and "emotion, attitude and values", which not only takes into account the two-basic teaching and ability training, but also pays attention to the cultivation of emotion, attitude and values. Second, it must be moderate. When making teaching objectives, we must take the curriculum standards as the basis, follow the specific target requirements of all levels and contents in the curriculum standards, and choose a reasonable target orientation according to the students' reality. The goal of each class should not be too high or too low. Too high a goal is beyond students' reach, while too low a goal will waste teaching time and may also dampen students' enthusiasm for learning. Teaching objectives must be achieved by most students through hard work. Third, be clear. The statement of teaching objectives should be clear, specific, observable and measurable. Try to avoid using vague and meaningless language statements. The statement of teaching objectives should pay attention to the following four elements: 1. Actor: Students are the main actors in learning, and the setting and statement of teaching objectives should state students' learning behavior from the perspective of students, not what teachers do. 2. Behavioral verbs: When describing the specific observable and measurable behaviors formed by students, explicit behavioral verbs can be used, such as: understanding, identifying, identifying, imitating, speaking, writing, communicating, reading aloud, identifying, performing, telling, making and reading. Goals that are difficult to express with explicit behavioral verbs can be described with implicit behavioral verbs, such as "like, happy". 3. Condition or situation: refers to the specific restrictions or scope that affect students' learning results, mainly explaining the situation in which students complete the specified operation. For example, "Learn how to use how much in shopping? Ask about the price of goods and give the correct answer. " "In the shopping situation" is to influence students to produce "How much do you learn to use? Asking about commodity prices and giving correct answers "is a specific limitation or scope of learning results." "4. Achievement level or standard: refers to the minimum achievement level for students to achieve their goals, which is used to evaluate the degree of academic achievement or learning achievement. Such as: "Can you skillfully use Where are you going? "Making dialogues" and "using skillfully" are students' performance levels or standards for their goals. 3. From your junior high school English teaching experience, what do you think are the shortcomings and areas that need improvement in primary school English teaching? At present, the time invested in English teaching in primary schools is still too little, and students still spend most of their time studying Chinese mathematics. In the seventh grade, many students can't speak English, read sentences and recite words. As a result, many students lost at the starting line in the seventh grade. The huge vocabulary of junior high school English soon crushed the enthusiasm of many students. It is suggested that the Education Bureau issue specific detailed requirements for English teaching in primary schools, strengthen the training of redundant teachers, and incorporate teachers' English teaching achievements into performance appraisal. Do you have any questions to discuss with us? I have been teaching in the front line for many years and found that some students have solid basic knowledge, but when it comes to writing, they have a headache. I am eager to know how to effectively cultivate students' writing ability in class.