Teaching thinking on how to improve students' interest in learning English

I'm afraid it won't affect much. If these students' other interests can be transferred to learning English, it will get twice the result with half the effort. Once, the author called several classmates who often played computer games in the street, turned on the computer and let them watch games such as Red Alert, Dune 2000 and StarCraft. Shocking 32-bit sound effects, pleasing 3D animation and humanized interactive operation make 16-bit or even 8-bit games in street game halls far behind. Soon, they were integrated into the game. However, whenever they are commanding thousands of troops, they are about to liberate all mankind and realize their dreams, a few lines of English prompts appear on the screen, and these students are dumbfounded. At this time, I will give the translator an understatement. Students suddenly realize that in the next century, they should also understand English when playing. Afterwards, it was discovered that these students were "reformed" in English class. It can be seen that skillfully transferring students' interest is just like "four or two". This is of great benefit to cultivating students' interest in learning English.

Second, use formulas to help memory and improve the enthusiasm of learning English.

English grammar rules, word differences and pronunciation rules often confuse students. In view of this, teachers can make up some formulas to help students remember, reduce the difficulty of learning and warm students' enthusiasm for learning English. Tell the sixth grade students the usage of "be" and remember the formula: I use am, and you use are to follow him, her and it. What do you mean by plural? After that, use it all. For example, the long and short sounds of double O are compiled as follows:

Cook wool and wood, read books, send feet [u], and set up a back room. In addition, read length |u:|.

Wait a minute. As long as teachers often absorb, accumulate and summarize, formulas will keep pouring in and teaching will become interesting.

Third, let students make teaching AIDS to stimulate their interest in learning English.

For beginners, intuitive teaching is particularly important. Due to the limitation of conditions, the school lacked the necessary wall charts, so the author began to let students draw them themselves. The pictures to be used in teaching are arranged one week in advance, and it is required to use colored strokes on white cardboard, and then write the words and phonetic symbols expressed by the pictures on the back of the paper. In order to facilitate future storage, I made a unified regulation on the size of the paper. A week later, some "works" were used in the classroom. In this way, students are very interested in making pictures after class, and they are all looking forward to their "works" appearing in class. The meaning of painting has gone beyond the picture itself. It makes students feel successful, which greatly stimulates their interest in learning English and makes them willing to come to English classes. In addition, drawing also cultivates students' drawing ability, develops their intelligence, and makes students familiar with the new lessons to be taught first, so as to achieve the purpose of preview. What a kill two birds with one stone!

Fourth, write short plays to arouse the enthusiasm of learning.

Learning should be "applied", especially English learning. We should let students speak English after learning English. To this end, in each class, the author spends about five minutes for students to perform their own textbook plays in front of the podium. The specific methods are as follows: Before class, two students on duty on that day make duty reports in English. Contents include: week, date, attendance, weather, etc. (Items that have not been studied can be deleted appropriately). Then these two students on duty,