Content summary:

English classroom teaching in primary schools is facing new challenges: on the one hand, it is necessary to impart language knowledge to students and lay a foundation for their listening, speaking, reading and writing; On the other hand, it is necessary to stimulate students' interest in learning English and cultivate their good English pronunciation, flow, intonation and sense of language. Vibrant English classroom teaching in primary schools is the key to improve the quality of English teaching in primary schools, and vitality comes from students' strong interest in English subjects, active participation in thinking and vivid creation of situations. Based on a vivid teaching case of front-line teachers in teaching life, this paper expounds and discusses some methods to improve the vitality of English classroom in primary schools.

Key words:

Integrating English game stick figure resources to promote classroom vitality and autonomous learning

At present, our English classroom teaching is generally "lack of vitality", and it is very common that teachers instill it in one direction and students passively accept it. Facing the teaching practice of several classes in one grade, even several classes in several grades, our English teachers are tired of teaching, students are hard and inefficient. This tired classroom atmosphere is extremely unfavorable to English teaching in primary schools. We must try our best to change this dull and monotonous situation. Personally, I think that one of the important ways to reform English classroom teaching in primary schools is to stimulate and enhance the "vitality" of classroom teaching. Vibrant primary school English classroom is the most important thing to improve the quality of primary school English teaching, and "vitality" comes from students' strong interest and thirst for knowledge, active participation, open thinking and the creation and creation of vivid situations; It comes from teachers' continuous exploration and innovation of teaching methods, which makes teaching lively, interesting and practical. This paper discusses how to improve classroom vitality and create an efficient English classroom in primary school English classroom teaching, and talks about some of my own practices combined with my own teaching practice.

With the deepening of curriculum reform, innovative cutting-edge teaching theories, free and lively teaching methods and advanced scientific teaching methods provide conditions for us to create "dynamic" classrooms. In my opinion, to make primary school English classes full of vitality, we can start from the following aspects:

(A) generate vitality in free choice and independent learning.

The "vitality" of the classroom needs students' active participation. Giving students a classroom full of "vitality" is conducive to cultivating students' innovative thinking, stimulating students' enthusiasm for learning and improving their English level.

For example, in the teaching of the story "Monster" in Unit 10 of Grade Five English, three small animals beat lions, hippos and other large animals much stronger than themselves by virtue of their cleverness and wit. In the process of free conversation, I asked the students, "Can you guess what my favorite animal is?" Then I use the courseware to give the students three numbers and let them choose a favorite number. After clicking the number, they will present a descriptive text, for example, the word begins with the letter "M" and ends with "E". Because students choose their own numbers, they are full of expectations for the content behind the numbers, especially eager to read the words behind the numbers and think quickly about what teachers like. So as to learn and accumulate English unconsciously.

Let students choose freely and learn independently, and it can also be used to practice sentence patterns in class. For example, in the study of Unit 2, Part 6, Grade 6, students are required to use sentence patterns flexibly: Do you get a …? And can answer according to the actual situation. After I instruct students to review sentence patterns in class, let them ask their own questions and find someone to answer their own questions freely. My active classmate immediately asked me, "Teacher Zhang, do you have any money?" "Miss Zhang, do you have a car?" "Miss Zhang, do you have a big house?" What does it matter if there is even a little mistake? Students grow through trial and error. The important thing is that students are really expressing themselves in English, and their active thinking has suddenly narrowed the distance between English and real life.

Then the students' questions gave me endless surprises. Xie Dong deliberately pointed to Yang Yi and asked, "Do you have a skirt?" I'm afraid I can't think of such a question as asking a boy if he has a long skirt on purpose. Fortunately, Yang Yi understood and gave the correct answer: "No, no". A classmate asked a boy who looked darker: "Do you have a bad face?" Is your face black? Everyone understood this sentence and gave two students a kind laugh.

In this question and answer, the students deeply realized that English is around us, and learning English means using English in life. Another great advantage of allowing students to freely choose free questions and answers is that more students can participate. Many children that teachers usually don't pay enough attention to because of their fixed thinking, and even children forgotten by teachers, are involved in classroom learning under the choice of other students. Some students will deliberately choose those children who are absent-minded in class to ask and answer questions, because they are chosen by classmates, and the students' enthusiasm for answering is also very high. So as to participate in the research involuntarily. The participation of more students has injected unusual vitality into English classes.

(B) the use of games to stimulate classroom vitality

Playing is a child's nature. Adding some interesting games in class properly and consciously can make students feel interesting and prolong their attention time. Remember not to forget to give appropriate rewards and praise to students who have performed well in the game, otherwise it will greatly dampen the enthusiasm of students to participate in activities and stifle healthy competition in the game. This is an effective way to cultivate students' interest in learning English and improve their English skills. For example:

1. Bury a bomb

How to guide students to consolidate after teaching these words? How to make students practice as many words as possible in 40 minutes? I often play a game called "Burying Bombs". For example, after presenting the new words in each unit collectively, I put all the words on the blackboard, and then tell the students that the teacher buried a bomb under a certain word, and then the teacher read it with the word. When reading this bombed word, students can't read it, or they will be killed. When reading words, students no longer have the passive reaction of parroting, but concentrate on protecting themselves from being bombed.

2, PK game

Primary school students are competitive, and I often use this characteristic of students to design some competition games in class. For example, in the fifth-grade story "New Bow and Arrow", I personally brought a bow and arrow to the classroom and drew a bull's-eye on the blackboard, so that boys and girls could send representatives to the stage to try it themselves and see who could shoot accurately, which left a deep impression on the students. In Unit 9 "Games, Games, Games", I carefully designed the PK link for boys and girls, so that students can give full play to their intelligence in the game and see who can say more graphics around them in a short time. This game mode can not only help students to consolidate and flexibly use the words, phrases or phrases they have learned in time, but also stimulate students' interest and improve the vitality of the classroom.

Quick answer

After students learn a story, how to detect the students' learning situation and the key sentence patterns in the book in time? In class, we often imitate some entertainment programs, hold placards to answer questions, and read the questions together. Send one person from each group to the stage to answer questions with placards. In the process of rushing to answer, some students can't answer completely or the order is reversed. Other students can try to answer it again to supplement it. Unconsciously, middle school students have a clearer understanding of the sentence structure and a deeper memory of the sentence.

(C) the use of stick figure to stimulate classroom vitality

The teaching of stick figure can not only create a relaxed and pleasant language environment, but also make the classroom lively and orderly, which conforms to children's psychological characteristics. Teachers should use this method appropriately according to the teaching content. The stick figure can be used in all aspects of teaching, and its characteristics are simple, fast and expressive. With a few strokes and simple lines, teachers can draw what they want to teach, achieve better teaching effect with the minimum teaching cost (a piece of chalk and a blackboard), and save valuable teaching time. Teachers draw while talking and show the changes of things in class, which is vivid and intuitive, and can attract students well, which is irreplaceable by media such as pictures and objects.

For example, when I was teaching the story "Sleeping Prince" in the sixth grade, I drew the ancient castle, the locks and keys on the gate of the ancient castle, the path in front of the ancient castle and the pond beside it one by one on the blackboard. With the teacher's drawing, the students learn new words step by step and unconsciously enter the story situation. In the nursery rhymes in Unit 6 of Grade 6, the key sentences are several action phrases: He jumped into the water, swam across the lake, walked through the snow and ran up the hill. How to let students firmly grasp these key phrases, I also adopted the method of using stick figure to break through, and the effect is very good. First draw the things that may appear in the North Pole on the blackboard, such as snow, lakes and hills, and then guide the students to say how polar bears catch rabbits. First, we should jump into the water, swim across the lake, walk through the snow, climb the hill, and so on. On the blackboard, students can follow the teacher's stick figure to see the whole process clearly. Students are interested in reading a long article. In other words, in this way, students' reading comprehension ability is gradually enhanced.

(D) Flexible use of various teaching resources to create an efficient classroom.

Both the curriculum reform and the formulation of new curriculum standards emphasize the importance of curriculum resources development, and require "active development" and "reasonable utilization" of various curriculum resources inside and outside the school. The formulation of "New Curriculum Standards" provides a theoretical basis for the development and integration of English curriculum resources in primary schools. It is also necessary to tap English curriculum resources, carry out colorful English extracurricular activities, improve the teaching effect, and let students benefit endlessly from the overflowing resource environment.

One of the characteristics of English teaching is to let students contact and learn English from different channels and forms as much as possible, and experience the language and its use personally and directly. This semester, I also made many successful attempts to effectively integrate various teaching resources and improve the efficiency of classroom teaching. For example, in Unit 9, Grade 5, I introduced the national flags of Japan, Guyana, Italy and Norway and the Olympic rings in order to let students remember four words with profound shapes, which not only made students know some national flags that they didn't know at ordinary times, but also enriched their knowledge reserves and made them further understand that English is around us. More importantly, the introduction of the above flags will naturally enable students to review and apply the requirements of this lesson. It can be said that the introduction of flags has effectively enriched the classroom content and improved the vitality and efficiency of the classroom.

The above points are just some tentative attempts to improve the vitality of English classroom at present. In order to continuously cultivate and maintain the vitality of English classroom in primary schools, teachers are required to actively explore more effective and comprehensive teaching methods, so as to make the classroom a stage for students to express themselves, a world to show their interests and a space to expand their creative thinking. Teachers should adjust and update their educational concepts and improve their own quality in time, so as to keep up with the situation of educational reform and make the contents of teaching materials, students and teaching methods come alive in classroom teaching. Moreover, we should pay attention to the freshness and effectiveness of classroom teaching every time. Only in this way can we ensure that our classroom teaching is full of "vitality" at all times.

Bibliography:

English Curriculum Standards, Beijing Normal University Press, June 5, 2002 to1October 38.

The Art of English Teachers

Primary School English Teaching Method, Northeast Normal University Press.

Primary school teaching design, English version, No.5, 10, 2009

Primary English Weekly, Teacher Edition, 13, 2009.