As the saying goes: "The layman looks at the excitement, and the expert looks at the doorway." Sometimes, lively English classes are not necessarily good English classes. Let students master what they are taught, which is the simplest and truest standard. Therefore, teachers should strive to improve the ability of organizing drills and strive to achieve the greatest effect in the shortest time, thus improving the teaching efficiency of 40 minutes in class. Let me talk about some ideas on how to improve the quality of English teaching in primary schools:

First, pay attention to the cultivation of interest in learning Tolstoy once said: "Successful education needs not coercion, but to stimulate students' enthusiasm. "It is necessary to create a harmonious, relaxed and pleasant learning environment in the boring 40-minute classroom teaching, and adopt flexible teaching methods, so that students can learn while playing, and learn while learning, so as to stimulate students' interest in learning, change passive learning into active learning, and improve learning efficiency. There are many ways to stimulate students' interest in learning, and teachers' own behavior is one of them. As the saying goes, "Love your teacher and trust his way." Students' interest in learning English has a lot to do with teachers. Only when they like and admire the teacher can they like his class and be interested in English.

In addition, to cultivate students' interest in learning, we should be good at creating relaxed and happy teaching situations, thus stimulating students' interest in learning. The knowledge in textbooks is generally related to our lives. We should make good use of this to create a real language learning environment for students.

Secondly, to cultivate students' interest in learning in classroom teaching, the use of games is also essential. There are various forms of games. Can be used in all aspects, introduction, Protestantism, consolidation and even practice. Using puzzles or magic will fully stimulate students' curiosity.

Second, classroom teaching methods should be diversified.

(l) Make use of the characteristics of unintentional attention and unintentional memory of primary school students, and strengthen intuitive teaching (such as posture, pictures, objects, models, cartoons, cards, stick figures, projections, microcomputers, etc.). ).

(2) Classroom teaching methods should be flexible, colorful and lively (songs, stories, puzzles, games, analog TV dubbing, etc.). ). By constantly changing the way, we can adjust the brain activity of primary school students and reduce the fatigue caused by monotonous mechanical repetitive stimulation.

(3) fully mobilize students' multiple sensory interactions and enhance their perception-fully mobilize students' eyes, ears, mouth, hands and brain. Make them actively cooperate, thus enhancing the perception effect.

(4) Make full use of emotional shadow teaching to promote pupils' memory and inspire their thinking. Teachers should create as many simulation scenes as possible to visualize teaching and make students immersive and practical.

(5) Provide more opportunities and experiences for students to succeed. A sense of accomplishment is a very important emotion in English learning. Teachers should try their best to create conditions for students to participate in language practice and let them taste the joy of success. Don't rush to correct students' oral, language and grammar mistakes at once. Some linguists believe that children learn foreign languages through edification. No correction. That makes sense.

(6) According to the characteristics of children's strong desire to perform and strong sense of competition, teachers can properly carry out competition activities in classroom teaching. Pleasant activities such as singing, games and performances have a positive effect on the generation and maintenance of primary school students' interest in English learning. Teachers should make proper use of these activities to serve teaching, so as to form and develop long-term and stable interests with personality tendency.

Third, pay attention to the artistry of classroom evaluation language.

Appropriate classroom evaluation language is a "stimulant" for students to learn, which can make "students with learning difficulties" see hope and enable outstanding students to develop. Therefore, it is very important to use classroom evaluation language properly in classroom teaching. When taking oral and written opinions, it is required that the opinions be interesting, encouraging and constructive. Evaluation should be timely and appropriate, not a mere formality, and attention should be paid to finding the bright spots in students. When students succeed, they should be affirmed and encouraged in time, and some rewards can be given in time to make greater progress next time. When students fail, giving them timely help, even encouraging eyes, can help them get rid of their nervousness and devote themselves to their studies.

Practice has proved that appropriate encouraging comments can dispel many concerns of students and encourage them to actively participate in learning activities.