At present, there are three stages in China, namely, primary school, junior high school and senior high school. For the first time, the new English curriculum standard considers the compulsory primary and junior high school English courses and senior high school English courses as a whole, and puts forward the target system of grades one to five, which is connected with grades six to nine in senior high school. This multi-level target system is more flexible and open than the previous outline. The new curriculum standard not only puts forward hierarchical requirements for skills and knowledge, but also puts forward descriptive target requirements for emotional attitudes, learning strategies and cultural awareness. Through study, I have the following experiences. First, entertain and educate, and continue to cultivate interest. In teaching, I deeply realize that the cultivation and development of interest can make students feel high, energetic and enthusiastic about learning. Learning interest can not only be transformed into learning motivation, but also promote the development of students' intelligence and achieve the purpose of improving learning efficiency. In order to stimulate students' interest in learning English, I have tried in the following aspects: 1, introducing novelty to stimulate interest naturally. A good beginning is half the battle. Students who have just entered junior high school still maintain the naive and lively nature of primary school students. They are eager for knowledge and have a strong sense of being a teacher, and they don't like the rigid teaching methods of teachers. Therefore, each class pays attention to the introduction of new lessons, which is a prelude to a good class and can stimulate students' interest in learning and arouse their enthusiasm for learning. In junior high school English classroom teaching, interesting ways that can fully arouse students' senses should be adopted in the lead-in process, such as multimedia audio-visual lead-in, game lead-in and song appreciation. At the same time, because there are many words and knowledge points in junior high school English textbooks that have been learned in primary schools, students can also use the words and sentence patterns they have mastered in primary schools to recite them, so as to achieve the purpose of bringing forth the old and bringing forth the new. 2. The design of classroom activities is diversified to attract students' attention. Students have just entered junior high school, and they have retained their study habits and personality characteristics in primary schools. They generally show unstable and persistent attention, poor independence and persistence, mainly mechanical memory, poor abstract thinking, emotional exposure and other characteristics. Therefore, in the design of classroom activities, we should strive to be diversified, close to students, avoid monotonous and repetitive training, make full use of various teaching environments and means, boldly create teaching situations, and promote the cultivation of students' communicative competence and language sense. Second, interpret the teaching materials and do a good job of connecting the teaching contents. The teaching task of primary schools is mainly to cultivate students' listening and speaking ability. Teachers usually let students learn some common words, simple sentences and a little grammar knowledge through listening and intuitive feeling accumulation. In junior high school, students enter the stage of language expansion and application from the stage of language accumulation, and the teaching requirements gradually change from listening and speaking to listening and speaking-oriented, and reading and writing keep up with the transition and transfer, which requires teachers to make a good connection in teaching content. Junior high school teachers should know as much as possible about primary school English textbooks and be familiar with the requirements of primary school English teaching. On this basis, they should re-determine the important and difficult points of middle school English textbooks, arrange the teaching content reasonably, achieve comprehensive learning and realize the natural transition of old and new knowledge. In addition, middle school English teachers should also carefully grasp the interest of teaching materials, use various visual teaching AIDS, and create vivid language communication situations, so that students can learn English in real situations, experience the interest of English learning and enjoy the fun of English learning. Third, attach importance to the connection of teaching evaluation. The Standard points out that evaluation is an important part of English curriculum. The English test in primary schools has a variety of questions and is less difficult. Its purpose is to stimulate students' interest in learning English, cultivate their enthusiasm for learning English, establish their confidence in learning English, and lay a foundation for further study. After entering junior high school, especially in the convergence stage, the requirements for teaching evaluation should not be too high, and the difficulty of proposition can be appropriately reduced to avoid dampening students' enthusiasm and self-confidence, so that students can gradually adapt to middle school English teaching. In addition, we should also understand the evaluation methods of primary schools. Children in primary schools are eager to be appreciated and loved by their teachers. The teacher's "good/excellent/well done/great" and a thumb will make them smile. According to this feature, teachers should do the following work for students who have just entered junior high school: 1. Don't be stingy with the praise of students. Be a careful teacher, be good at discovering every progress of students, finding every bright spot in them and giving them praise. Pay attention to students' learning attitude and hard work process, not just the results. Especially for students with weak learning foundation, leave as many simple questions as possible for them to answer, and use different words to motivate them, such as "Great, well done". 2. Diversified evaluation methods. Whether classroom teaching or homework correction, we should use a variety of evaluation methods. Team or individual points competition, boys and girls competition, etc. Can be used in classroom teaching; Use descriptive language or "great/good/great/super" when evaluating homework, instead of just giving a cold score. This evaluation method can greatly improve students' enthusiasm for learning English and form mutual cooperation and healthy competition among students. The convergence of English teaching in primary and secondary schools is a hot spot in English teaching reform, and it is also an urgent problem to be solved. I hope that through the joint efforts of all teachers, I can make my own contribution to English teaching.