Group cooperative learning in English teaching is student-centered. In the whole teaching process, students play a leading role. They learn new words by themselves, read and analyze the text, and then discuss and list the difficulties. The difficulty here refers to the difficult sentences in the textbook. The difficulties are solved by the groups themselves, and the teacher only knows how each group solves the difficulties and finally solves them in a unified way. This can arouse students' enthusiasm for self-study and gradually learn it. But teachers should pay attention to teaching students learning methods, let them use their brains, mouths and hands as much as possible, and gradually cultivate students' self-learning ability and develop self-learning habits. Practice has proved that the application of group cooperative learning in English classroom is indeed an important means to optimize classroom teaching, and more importantly, to cultivate students' ability.

Second, create an appropriate teaching situation

The creation of teaching situation is one of the important methods to optimize classroom teaching, which is conducive to students' mastery and understanding of knowledge. I think the creation of teaching situation should grasp the following aspects:

1. Create a life situation

Fully explore the teaching materials, find the context closely related to students' lives, make full use of multimedia resources, prepare children's songs and animated CDs about English outside the teaching materials, and play them for students to enjoy after finishing the teaching content of this lesson. In this way, students will soon be relaxed, and in happiness and harmony, middle school students will enter life and learn new knowledge.

Create opportunities to speak.

Listening and speaking are inseparable in English learning. Only by promoting each other can we improve together. Therefore, we should apply the phonetic knowledge we have learned to practice, and be good at seizing any conversation opportunity and communicating with each other. After class, teachers should not miss the opportunity to skillfully use the situation at that time to have a dialogue with students, even if it is a "hello!" " Bye. "This will also make students excited. In class, if there are more such opportunities, students will be fluent in oral expression and teaching will get twice the result with half the effort.

Arrange a situational performance

In teaching, I pay attention to bring smiles and encouragement into the classroom and treat every student kindly, so as to mobilize their emotions and stimulate their innovative thinking. In each class, I can arrange performances for students in combination with dialogue situations, bring situational performances into the classroom, let students learn, understand and use situations, and cultivate their initiative and participation. This method not only optimizes classroom teaching, but also stimulates students' innovative thinking, so that they can think independently, grasp the key points and difficulties of classroom teaching and solve them, and truly become the main body of the classroom, because students find and summarize themselves, and understand and remember better.

The above two points are summarized from my English classroom teaching practice, and they are also my practical application. There are many ways and means to optimize classroom teaching, which need to be explored step by step in order to improve the efficiency of English classroom teaching.