Recently, the author taught an open class in the training activities of Jiangsu Primary School English Expert Group. The topic is the first lesson of Oxford Primary School English 6AUnit 1 Public Signs-Text Teaching. From receiving the task to formally teaching the open class, it took half a month to try out the teaching twice. During this period, from the setting of teaching objectives to the revision of teaching objectives, the author deeply realized the great differences in teaching effects caused by the same teaching content and different teaching priorities under the subtle differences in teaching objectives. The following are two kinds of trial teaching situations: First, the problem that is easy to appear in the setting of teaching objectives: greed of teaching objectives. Question 2: Lack of teaching objectives. In the setting of teaching goals, it is easy to ignore intangible goals. Often only pay attention to the teaching of language knowledge points, ignoring students' emotional education and cultural awareness. Question 3: Teaching objectives are arbitrary. In some classes, due to teachers' lack of correct understanding, classroom teaching behavior becomes random and blind, which greatly reduces the teaching efficiency and is not conducive to students' learning. I once heard a lesson about reading teaching in the first class of 6B Unit 5 Seasons. The teacher leads the students to read the preface and dialogue and explain the main idea of the text. There is no focus or order. Question 4: The teaching goal is high. Question 5: Dislocation of teaching objectives. When the author first set the teaching goal, there was also a little dislocation. The main teaching goal of the first class is to master the text, but I spent a lot of time practicing words, modal verbs and communicative sentence patterns, which led to unsatisfactory teaching results. Second, seek effective solutions to the above problems. Solution 1: Set appropriate teaching objectives. The key to solving too many teaching objectives is "moderation". Set teaching objectives appropriately, rather than blindly lowering them. We can use the method of moving the teaching goal forward or backward to deal with other teaching goals that can't be completed in one class. For example, in the second trial teaching, the author puts vocabulary teaching in the first place, gives full play to the advantages of advanced students' pre-learning, and arranges tasks through the pre-class trial list, so that students can learn words and phrases by looking up dictionaries and reading phonetic symbols. In the classroom, teachers only need to check the effectiveness of students' self-study, and achieve the purpose of vocabulary teaching through proper sorting. Solution 2: Make a comprehensive teaching goal. The key to solving the lack of teaching objectives is "comprehensiveness". What is easily missing in English class are the teaching objectives of emotional attitude, learning strategies and cultural awareness. In classroom teaching, teachers should create certain situations and explore the moral factors in English teaching, so that students can get moral and emotional sublimation while cultivating their knowledge and skills. For example, when teaching public signs, the author requires students to recall and imitate common uncivilized phenomena in public places in the final consolidation stage, and other students evaluate and make suggestions according to the performance content. Students fully appreciate the ugliness of uncivilized behavior in the stage of performance and evaluation. Expressed the desire to be a civilized person who abides by social morality. The author also got a good experience when listening to a fifth-grade extracurricular reading class "Ants and Pigeons". According to the story that the pigeon saved the ant, and then the ant returned the pigeon and rescued it from the hunter's gun, the teacher said humorously: the hero can save the beauty, and the beauty can save the hero. Then he came to the conclusion that we must help each other. A friend in need is the definition of a friend. Students' emotions have been sublimated in laughter and they have learned a truth about being a man. Solution 3: Clear teaching objectives. The key to solving the problem of randomness of teaching objectives is to be "clear". A clear teaching goal is the "soul" of the whole classroom teaching. If you decide at will only by feeling, it will lack accuracy, systematicness and gradualism. There is a report: in foreign countries, some researchers have done experiments in the health education class with the tenth grade as a pilot, and compared the effects of precise goals, fuzzy goals and no goals on students' academic performance. The results show that compared with the other two goals, the accurately stated goal obviously improves the students' academic performance. Therefore, when designing teaching objectives, teachers must think carefully and make specific and clear statements. After the teaching goal is clear, it can enhance the purpose of students' learning tasks, and then improve learning efficiency. Solution 4: Set teaching objectives appropriately. The key to solving the problem of high teaching goal setting is "moderation". The teaching goal of an article or a unit should be achieved gradually after several class hours or even years of teaching. When setting teaching objectives, we should base on students' age and psychological characteristics, and proceed from students' interests. We should not overestimate students' cognitive level, so as not to dampen students' learning enthusiasm. The author lowered the requirements of grammar teaching in the second trial teaching. Students are only required to understand the meaning of modal verbs should and must, and know that they are followed by the prototype of verbs. As for their further understanding and doing some related topics, they can leave it to the second class, and the third class will gradually infiltrate. When retelling the text, the author also fully considers the students' original knowledge base and acceptance ability, and divides the text into three parts, so that students can choose one part to look at the picture and speak. The difficulty is greatly reduced, which is conducive to achieving the task objectives and establishing students' self-confidence. Solution 5: Make a reasonable teaching goal. The key to solving the dislocation of teaching objectives is "rationality". To achieve this, we must study and grasp the curriculum standards seriously and set the teaching objectives scientifically and reasonably according to the characteristics of the actual teaching content. In the second trial teaching of public signs, the author well embodies the understanding and mastery of the text as the main teaching goal, and then arranges the teaching process and tasks closely around the key teaching goals. The author pays attention to presenting the text as a whole. For the first time, I let the students read the cartoons of the text. After reading it, let the students complete two tasks by themselves. The first is to ask students to choose the icons that appear in the text on the blackboard. The second is to let the students put the icon in the correct position on the whiteboard. Such activities not only make students understand the content of the text, but also gain the motivation to read and increase the fun of learning. The second time, let the students read the full text silently, and then extract and summarize the questions from the reading process. Through the question and answer between the students, the further understanding of the text content is completed. The third time, the teacher set aside questions related to key communicative sentence patterns, let the students read the text again with questions, and let the students draw the answers in the reading process. The fourth step, after learning the key content of the text, let the students retell the content of the text according to the blackboard and pictures, which further exercises the students' inductive ability. Step five, let the students imitate the recorded pronunciation and intonation to read the text. Step six, read the text in different roles. Step by step, step by step, do not deviate from the main teaching objectives from beginning to end. (Author: Rudong Experimental Primary School)