English Teaching in Primary Schools Part II: How to Interact with English Classroom

Xuchang experimental primary school Wang

The English Curriculum Standard clearly points out that the cultivation of English literacy should form basic knowledge and basic language application ability and cultivate positive emotions on the basis of experience, practice and cooperation. Therefore, students' experience and practical activities should show their vitality in an interactive environment through various sensory inputs and spiritual shocks, so that students can learn and use English flexibly. This paper will start with the pre-class driving class and make a process evaluation.

1. Task-driven development The cornerstone potential of life Students learn English, and their minds are not a blank sheet of paper. They are exposed to similar English communication scenes in all aspects of life and society, such as receiving foreign guests at Xuchang Hotel, and the waiter simply greets good morning and welcomes to Xuchang! Life scenes such as goodbye and thank you have already been printed in students' minds. Our teachers should make use of these existing experiences to construct new English learning experiences, arrange tasks before class as far as possible to motivate students, prepare for English autonomous learning, pave the way, develop students' multiple intelligences and make life full of vitality.

However, homework should be suitable for students' personality, because Professor howard gardner in the United States believes that students have different intelligence, or language intelligence, or action intelligence, or painting intelligence, and so on. Teachers can make full use of these multiple intelligences and give full play to their advantages before class. For example, students who have an advantage in motor intelligence can make some learning tools such as headgear on the basis of previewing the text before class. While making learning tools, students must preview books, guess scenarios, simulate scenarios and look at pictures. Teachers can try their best to do what they have and students have it. For example, when learning 26 letters, before class, I ask students to make 26-letter cards and pictures of words in each class, and each student draws a set. Doing so can encourage students to take the initiative to read the contents of the book, so as to make a preliminary preview; It can also make students good at art, give full play to their talents, and make them love "moving". Drawing in English class enhances the freshness, makes students change from passive to interested, deepens the preview effect and gives full play to the potential of life.

Second, krum, a platform linguist, said: Successful foreign language classroom teaching should create more scenes so that students can have the opportunity to use the language materials they have learned. Students' English learning activity is a situational interactive activity. Designing diverse scenes can make students' spiritual lives collide, entertain and educate, enhance the function of language communication and create an emotional education platform.

1, Life Scenes Most of the teaching content of English in primary schools comes from life and is applied to life, which is closely related to real life. Teachers should dig out the knowledge points close to life in teaching materials, let students feel the function of language through the real situations designed by teachers, visualize abstract language, use novel and diverse teaching methods, stimulate students' sensory organs from the aspects of vision and hearing, give full play to their imagination, and apply what they have learned personally. For example, learning unit Fun with English5AHalloween, teachers can teach on this day, carefully decorate classrooms, decorate lanterns and decorations, and infiltrate the language and culture about Halloween, then let students learn to sing nursery rhymes, give gifts or say hello to each other, and finally let students simulate this part. Every student is scrambling to throw himself into the role, exercising the ability to use language in novelty and fun, gaining the joy of success, sublimating the mastery of book knowledge, and bringing the classroom atmosphere to a climax.

2. Interesting Scenarios British linguists believe that interest is the most important issue in English teaching and the prerequisite for English learning to become easy. Interesting interactive activities can make English classes lively and make students have the desire to learn actively. There are many interesting activities in English teaching in primary schools, such as songs, performances, puzzles, painting, rap and so on. These are all forms of learning interaction that children love to see and hear in their studies. Among them, rhythm and posture teaching can not be ignored. If you are at the same table, you can clap your hands to beat the rhythm, which embodies the advantages of rhythm and body language teaching. For example, in the book "Long, Short, Big and Small" for students in the first volume of Grade Three, I asked students to show the words such as long, short, big and small through body language, and perform the actions of each word at the same table. It is precisely because of the role of cooperation and exchange that students are very interested. For another example, when learning words, students are not required to learn by rote, but are infiltrated by various games, such as passing cards, doing actions, finding your friends, drawing and coloring. In the game, through repeated listening and feeling, the impression in the mind is deepened, which not only makes students devote themselves to the game, but also reduces their psychological pressure and burden, gives students a relaxed and harmonious language environment and makes the classroom full of vitality. Pupils like to move and play. Taking advantage of these interesting activities just caters to their psychology. They are full of passion and happiness when they play and study in middle school.

3. Motive scenario Primary school students are more competitive and like to win teachers' praise and classmates' envy through competitions. In English teaching, various forms of classroom competition activities are carried out to stimulate students' strong sense of expression and participation, learn to unite, cooperate and communicate, give full play to students' main role in learning activities, let all students taste the joy of success, and greatly improve learning interest and efficiency. For example, students are divided into several competition groups and named after "red, blue, yellow and green" or "apple, pear, peach and orange". Group competition can run through the whole class, can also be used in a competition, and can also be used by role-playing. Let several groups of students perform demonstration performances on stage, and students and teachers will be judges to see which group performs better. Let students compete and try to succeed, so that they have a sense of accomplishment, thus stimulating interest and enhancing self-confidence. For example, when I was teaching animal words, I began to make headdresses for small animals with my students, so that they could imitate the sounds and movements of small animals and compare who was the champion of the imitation show. The children jumped up and imitated it well, and the atmosphere in the classroom was quite active. Finally, let's get to know all kinds of animals together and do actions at the same time to help deepen our memory. This can strengthen the language knowledge learned, strengthen listening and speaking training, and let students learn if they want.

Third, reflection and interaction can improve the stamina of English literacy. From the psychological point of view, reflection is the self-monitoring and self-reflection of learning individuals on their cognitive activities in order to improve learning efficiency. The same is true of English learning. Students also need to reflect on their learning activities in English dialogues and situational exercises, but they will not do this consciously. As a primary school student, teachers should create hierarchical steps to make students reflect on the steps to improve English learning efficiency.

1, Everyday English Corner. Ask students to write down their deepest feelings in the English corner of the classroom after learning English every day. For example, after learning about animals, ask students to reflect on which animal they like best. You can draw or write in English. After drawing a monkey, some students wrote "I love you, monkey" on the English corner like a little monkey! It? You see, a simple sentence in the English corner means that students can kill two birds with one stone by relearning real monkeys and English words and developing their own language with their own feelings.

2. Weekly club. Let students exchange their experiences in learning English on a weekly basis, or summarize their English learning activities by reading aloud, drawing, painting and singing. They are full of enthusiasm for the study of the club, and try to review their own learning process and dedicate the best to the students of the club, so as to learn to reflect and improve invisibly.