Classroom is the main channel to impart knowledge, teach students methods, cultivate students' ability and improve students' personality, the stage for teachers and students, the main position for teachers to give full play to their leading role and students' main role, and the main place for students to grow and progress under the guidance of teachers. In the classroom, the object of teachers' attention is undoubtedly students. How teachers pay attention to students so that students can learn, gain and make progress in every class should be a problem that every educator constantly explores and thinks about. First, pay attention to students' development. Classroom teaching should always pay attention to students and their learning process and results. Indeed, students are the main body of classroom teaching. No matter how wonderful the teacher's class is, students can't walk in and wander outside the classroom and learn nothing. What's the point of our class? Therefore, starting from students and paying attention to students is the starting point for our classroom teaching to succeed. How to pay attention to students? Always pay attention to students' feelings-think and design the classroom with children's eyes and psychology; Pay attention to students' language-let them speak freely, regardless of right or wrong, and correct the mistakes; Pay attention to students' interests-let students enter the classroom safely, easily and easily, and let them look forward to your English class and gain something; Pay attention to students' learning process-learning is not easy, but an arduous task, not to mention language learning, so that students can really like English and feel that learning English is learning to speak-speaking in life; Pay attention to students' learning achievements-pay attention to evaluation methods, use less summative evaluation and use more process evaluation. In English class, we should apply the phrase "for all students, for all students, for all students" to really pay attention to students. Second, pay attention to students' questions in class. English teaching must attach importance to the classroom, especially classroom questioning-students' questioning. When we are still studying the effectiveness of setting questions in English class and the strategies of asking questions, and are still complacent about letting students answer questions, I find that in our usual English class, the phenomenon that students only answer questions without asking questions is quite serious, which is not conducive to the development of students' comprehensive language use ability. Indeed, in our own classroom, in some observation classes we have seen, the practice of language knowledge points is usually carried out in a series of scenes set by teachers, in which teachers ask students to answer questions. We often regard students' ability to answer questions skillfully as the only criterion to master the language, which is actually very one-sided. Imagine that when we meet foreigners in the street, will they take the initiative to ask many questions for us to answer? No, only when we take the initiative to ask can we communicate with them and get to know each other's information. From this point of view, the question-and-answer relationship in our usual classroom teaching seems to be putting the cart before the horse. Therefore, we must wake up immediately, pay more attention to the classroom in teaching, pay attention to students' ability to ask questions in class, and don't let the English classroom become a place for mass production of "deaf English" and "dumb English". Third, pay attention to students' emotions and activate English classes. First of all, establish a good teacher-student relationship and open students' hearts. Research shows that learners' emotional state will directly affect their learning behavior and learning effect. In the new curriculum reform, the role of teachers will change greatly. They are the best among equals. In the teaching process, teachers must establish a good teacher-student relationship with students, respect the dignity and value of each student, treat students equally, appreciate students, enter the spiritual world of students and form an equal teacher-student relationship. In this way, students will respect teachers more, dare to communicate with teachers and like English. In this class, teachers and students are trusted friends. Teachers are not only good tutors, but also patient listeners and friends who can help in time and effectively. As we know, teachers are the leaders of the relationship between teachers and students in the classroom, and what attitude teachers take towards students directly affects the degree of students' participation in the teaching process. Equal and harmonious teacher-student relationship can relieve students' inner tension, thus stimulating their thinking and imagination, making communication more active, and English classes will be full of vitality. However, in order to establish an equal relationship between teachers and students, we should also pay attention to the fact that sometimes some small plots will have a negative impact on children. Therefore, in the process of teaching, we should try our best to achieve the following aspects: 1, teachers should not underestimate students' innovative ability, and should not explain and do too much. Teachers should realize that "teaching" is to let students "learn" and "learning" is the main body. If students don't take the initiative to accept and lack creative "learning", teachers can't cover everything. Let students explore and learn by themselves. Don't be afraid of students making mistakes. Believe that students learn to "walk" in the process of "wrestling" constantly. When students have difficulty in answering questions, they should first understand their thoughts and feelings, and then decide how to guide them to express their thoughts and wishes step by step and encourage them to create novel sentences and dialogues. As Mr. Ye Shengtao said, "The most important thing is to see the students, not the teachers." 2. Teachers should not ignore some "underachievers", but should find their "bright spots" more, so as to better encourage and guide them to learn. If we never pay attention to these "underachievers" or pay little attention to them, it will hurt their self-esteem and easily lead to a vicious circle of the whole classroom atmosphere. When they communicate with classmates or teachers, they often have psychological pressure and can't give full play to their thinking ability to communicate. Therefore, we should pay attention to them and their progress in class. We should be able to find and guide their "bright spots" in time and give them full affirmation and encouragement. Secondly, create a real language environment and build an open English classroom. In fact, the communication between teachers and students in the classroom accounts for the largest proportion. The real duty of a teacher is not to teach, but to help, participate and guide. Good teacher-student relationship opens students' hearts, but there should be an open and free communication space in class, so that our English class can be full of vitality. This requires our English teachers to create a vivid and real language environment according to the requirements of English curriculum standards, so that students can gradually form their interests and hobbies in learning English through independent, cooperative and inquiry learning, and form their enthusiasm for using English in a dynamic and real environment, so that life can enter the classroom and students will not feel strange in English class. 1. Create a vivid and real language environment with life. For example, when teaching happy birthday, it's Amy's birthday. That day, I carefully arranged the classroom, put a small cake and candles in the classroom, and then asked the students to sing "Happy Birthday!" Say hello to each other in the song, and then let the children discuss what you are going to do at your friend's birthday party. Students have completed their English learning in a close-to-real context, which has stimulated their interest in learning, improved their language communication ability and made them full of interest and desire for English learning. Of course, we should pay special attention to those children who are not active in teaching and find opportunities for them to take part in English classes. 2, the use of objects, pictures, stick figures, teaching AIDS and other clever scenes. The words in middle school English mostly express concrete things, and seldom express imaginary contents. Teachers should try to use objects, pictures, stick figures and teaching AIDS in teaching, so that students can learn. For example, when teaching words such as big, small, long and short, I ask students to observe the classroom and the surrounding objects and talk about "what is long" and "what is short" and so on. In this way, students pull things around them and things in life into the classroom. When teaching 7B Unit 1 about homes around the world, I not only show them with pictures and courseware, but also ask students to make their own learning tools before class, so that they can design a building or sketch out their ideal home with plastic foam, cardboard boxes and other materials, including study, living room and bedroom. Living room and so on. These self-made props can not only be used in teaching new content, but also provide convenience for students to carry out group activities and simulate situations, develop students' innovative thinking ability and improve their practical ability. 3. Use multimedia technology to create dynamic scenes. With the wide application of modern technology, multimedia is more and more used in English classes. The use of multimedia in class is fast-paced and informative, which can arouse students' great interest and fully mobilize students' various senses to participate in teaching activities. At the same time, the combination of sound and image, language and scene, visual impact and auditory appeal makes students easily enter the real scene of language activities and helps most students find the fun of learning English. Fourth, pay attention to the evaluation of students. Classroom immediate evaluation is a process in which teachers use language to make impromptu comments on students' learning attitudes, methods, processes and effects in class. It mainly plays the role of feedback, encouragement, adjustment and guidance. "Love is the best education, appreciation is the best language, and learning to appreciate and discover the advantages of each child is a compulsory course for teachers." Ren Xiaoai, the national excellent class teacher, said this. Therefore, in English class, we must pay attention to immediate evaluation, because in the minds of students, the teacher's evaluation is authoritative. For a student, every progress in his study, once encouraged or positively evaluated by the teacher, the internal drive will often multiply. James, an American educator, said that an uninspired person can only play 20%-30% of his ability, and when he is inspired, his ability is 3-4 times that of before. So what should we pay attention to in real-time classroom evaluation? The traditional feedback in English class is basically "Good", "Excellent", "Never mind", "You will do better next time", "You are right" and so on. However, these irrelevant immediate feedback did not arouse students' interest. "Don't use this procedural, meaningless response. You should try your best to clarify, comprehensively deal with, expand, modify, improve and evaluate students' answers. "When students answer incorrectly or have difficulties, the teacher's simple and blunt" no "or" sit down "will dampen students' enthusiasm, but if the teacher can give him intellectual or emotional encouragement, it will give him great comfort. When necessary, the teacher needs to "ask questions", "supplement" and "appreciate" the students' answers, which will make the students feel that the teacher has been listening. Teachers not only pay attention to the answers to questions, but also pay attention to students and their emotions. For example, if a student has a wonderful answer, I will definitely emphasize it again loudly, or say affectionately, "You are really great! I'm really proud of you. Another time, a student said, "I couldn't climb trees when I was young." I immediately added, "But I can." . After listening, the students shouted "Wow! "This kind of true, sincere and equal feedback shows the concern and appreciation for students and greatly encourages students to answer questions. Therefore, our real-time classroom evaluation should make outstanding students have higher requirements and goals, and let students who are temporarily behind see hope and build confidence! Every student has the right to succeed. As teachers, we have the obligation and responsibility to help every student succeed. In classroom teaching, we should attach importance to them, so that every student can actively participate in classroom teaching, feel and experience success at all times, and truly become the master of learning.