At present, the theoretical circle of pre-school English education has insufficient research on the rules of pre-school English learning. To a great extent, kindergarten English education has copied the teaching methods of primary school English or borrowed the teaching methods of other fields of kindergarten education, ignoring the particularity of the field of kindergarten English education, and its effectiveness is very problematic. Taking English teaching in large classes as an example, after two years of precipitation in small and middle classes, most children's sense of language has been improved and their vocabulary has also increased. However, in the absence of a language environment, what they have learned will soon be forgotten, and most children are unwilling to communicate simply in English. So many parents generally think that English teaching in kindergartens exists in name only. In order to better realize the effectiveness of kindergarten English teaching, I think we should start from the following aspects: First, choose appropriate games according to children's physical and mental characteristics. Children in small classes, especially those who have just entered kindergarten, are emotionally unstable and inattentive. Teachers should choose games that can quickly attract their attention. For example, when displaying something, they should create a mysterious atmosphere to arouse their curiosity, and then slowly and pretend to struggle to put things away. The form of the game should be simple and clear, and it is best to "one by one" (one by one). The teacher crouches in front of the child, creating a kind of warm atmosphere, giving the child a sense of security and making the baby feel concerned. For example, let children take cards one by one, and then give encouragement and praise. A hug, a burst of applause and a "give me five" can greatly inspire their young hearts, thus laying a good foundation for the cultivation of interest. After a year of collective life in small classes, the sense of collectivity and discipline of children in middle classes has been greatly improved. You can choose some lively games, such as "loud and quiet" games: reading books according to the level of cards. If the teacher holds the card high, the children will read it out loud; The child's voice trailed off when the teacher put down the card. "Driving the train" game: Teachers hold the round steering wheel and play the game of driving the train (with the song "Wheels on the Car"). When the train stops in front of any child, act out the simulated actions of the words learned and let the children guess. Or ask questions, please answer. If the child answers correctly, he can get on the train, and then the train will go to the next child to continue the game. "Pass the magic bag" game: the teacher puts the word cards that the children have learned into the magic bag, listens to music and plays games. When the music started, the children passed the magic bag from side to side one by one. When the music stops, children must stop. At this time, the children with magic bags draw a picture card in the box, answer and praise the children who answered correctly. Children in large classes can introduce some games with competitive mechanism and faster rhythm to fully mobilize all their senses and interests, such as "London Bridge" game: let a teacher and children hold the small bridge hand in hand, and then let other children walk under the bridge hand in hand. As soon as the music stopped, the bridge collapsed, and the trapped children answered the questions raised by the bridge. Then continue the game. "Up and Down" game: After shuffling the children's picture cards, give them to each child and say "Up and Down". Up and down. "Holding word picture cards with the children to do standing and sitting. When the teacher gives the order "stop", the children must stop listening to the order. At this time, the teacher reads the name of a word, and the children with this word should quickly stand up and read the word aloud. The slow-witted child shaved his nose. Second, cultivating interest is the basic guarantee for the effectiveness of classroom teaching. Visual edification research shows that the number of images and languages stored in the brain is different, and the ratio of image information to language information is 1000: 1. This shows that image information is easy to remember, but language information is not easy. According to this feature, teachers should try to use some intuitive pictures and teaching AIDS to assist teaching and help children recognize and remember. For example, I made A-Z letter cards in teaching, and found a word for each letter to form nursery rhymes. Each card is a combination of pictures and words. When children see the card, they can recognize the words and nursery rhymes on the card accordingly. 2. Listening is to cultivate language through continuous listening, speaking, imitating and using, especially for children's foreign language learning. If there is no continuous and frequent stimulation of the language environment, what they have learned is easy to forget. English education in kindergartens has unique advantages. From entering kindergarten in the morning to leaving kindergarten in the afternoon, children live in kindergarten most of the time. Teachers and children study, play and live together, so that children can master it imperceptibly and naturally in the repeated use of teachers. 3. Cultural influence At present, in addition to the regular English courses, our garden has also added 1 afternoon immersion English activities, so that children can fully feel the English atmosphere, enhance the opportunities for oral English communication, and feel the cultural existence of English as a second language. We will collect some foreign cultural etiquette, living habits and slang stories online and make them into PPT for children. During the festival, we will tell them the origin, allusions, fairy tales and related songs of the festival, and try our best to let children learn a brand-new language in a natural, true and relaxed English environment from the end of daily mobile communication through repeated verbal activities. Third, to achieve good home interaction, so that the English atmosphere can be better continued. In addition to kindergarten, family is the cradle of children's daily life, and parents are the earliest and closest enlightenment teachers for children. Therefore, it is the foundation for parents to clearly understand the learning situation and content of their children in the park. Send short messages about homework and learning content regularly, and set different parent-child games for different learning content, so that English learning can penetrate into every corner of children's lives. In short, kindergarten English education should first study and follow the rules of children's English learning, start from the characteristics of children's English information input, cognitive processing, output and emotion, create the corresponding English language environment, and give targeted guidance. In particular, we should correctly treat the "critical period" of children's English learning, provide understandable input from various channels, correctly and appropriately guide the relationship between English and Chinese, deepen their understanding and communication skills in language use, and at the same time pay attention to cultivating children's positive feelings about English, so as to make it a driving force for long-term English learning. It can be seen that the effective development of kindergarten English education should first respect the law of children's English learning and take it as the basis of education.