The first paper: English teaching test paper for primary schools

Create a characteristic English classroom and light up students.

Abstract: "English classroom teaching in primary schools" is an interesting topic. At this stage, primary school students are curious, imitative and active, and the duration of intentional attention is relatively short, which makes primary school English classroom teaching useful, effective and interesting. These three characteristics constitute a triangle, which makes it more meaningful for teachers to carry out classroom teaching. Therefore, we should create a distinctive English classroom to fully reflect these three characteristics. At the same time, the classroom is a student's classroom, so we should take students as the main body and fully mobilize students' interest in classroom teaching.

Keywords: classroom teaching is useful, effective and interesting

Language itself is rather monotonous and boring. Simply asking students to listen to this teaching form will inevitably make students' interest in learning disappear. Learning interest is a realistic and active psychological component of learning enthusiasm and plays a very important role in learning activities. In the past English teaching process, many teachers were used to traditional teaching methods and attitudes, and adopted "spoon-feeding" and "spoon-feeding" teaching methods, which made students lose interest in learning and passively accept. This self-centered, far away from students' teaching attitude is not conducive to cultivating students' interest in learning, and the effect is not good. As long as students are interested in something, they have a thirst for knowledge. Therefore, English classroom teaching in primary schools must keep students excited and active in various teaching forms. I think that only by proceeding from reality and mobilizing students' subjective initiative in learning English can we learn English well and improve the effect of English teaching. Then in the specific classroom teaching

What should we do in this process?

First, let's start with the most basic English words. There is a teaching method called "entertaining", which is to teach words to play games. In primary school English teaching, word teaching is an indispensable and important link. Because primary school students are young and playful, they don't want to spend more energy on memorizing words. Therefore, almost all primary school students will feel headache when they mention English words. This requires teachers to pay attention to teaching methods, fully mobilize students' learning enthusiasm, and integrate word teaching into entertainment, so that students will not feel boring and boring in their studies, stimulate their interest in learning, and give full play to everyone's learning ability.

There are five steps in English word teaching for primary school students: 1. Listen carefully to the pronunciation of the words. 2. Let the students see the shape of the things represented by the words they have learned. 3. Let the students spell the words. 4. Let students think about their pronunciation and composition. 5. Let the students speak and write words to test their mastery. The above five steps are indispensable. Only by listening, watching, reading, speaking and writing can the teaching of a new word be completed systematically.

However, it is not enough to rely on the above five steps of training and teaching, because they are easy to make students feel tired and bored, and the classroom teaching atmosphere is dull, which is not conducive to improving students' learning enthusiasm. So when I teach words, supplemented by games, I mainly test students' memory. Every student is asked to make a big red flower. It takes only 3 minutes for the teacher to teach each word, that is, let the students listen for 30 seconds, watch for 30 seconds, read 1 minute and write 1 minute. Then dictate the words you have learned to see who has a strong memory. The teacher has a notebook, which has been read once, and the memory is 100%. Known for his "strong memory", he took out a big red flower and put it on his chest. Sometimes teachers can prepare some small prizes. Three minutes won't pass. Recite it again. Those who pass twice have 80% memory, and those who pass more than three times have 30% memory.

60%。 This has aroused the enthusiasm of students. Everyone tries to be a "strong memory". Some students preview new words in advance before the teacher teaches them because of their poor memory, so that stupid birds can fly first. So the ability of the whole class to remember words has been greatly improved.

Second, in English teaching in primary schools, the issue of interest can not be ignored. Confucius, a famous educator in China, said: "The knower is not as good as the knower, and the knower is not as good as the knower." Bruner, a famous American psychologist, also said: "The stimulating force of learning is the interest in textbooks." It can be seen that interest is the best teacher, and it is also a catalyst for students to keep learning. Without interest, there is no thirst for knowledge. Since interest is so important, how can we stimulate students' interest in learning English?

1. Good teacher-student relationship. As teachers, we should treat every student fairly, especially poor students, and never look at people with colored glasses. Understand students, respect students, and be students' caring people.

2. entertaining and entertaining. Pupils are different from middle school students. They like to express themselves, sing, dance and perform in class. We can give full play to their nature, create an atmosphere similar to the text scene for students, give them different roles and let them participate in the performance in person. For example, in Happybirthday class in grade three, we can make headdresses, word cards and collect gift cards, so that students can celebrate their birthdays and learn in the atmosphere of birthday parties.

3. Use stick figures. I find that primary school students like drawing very much, so English teachers should learn how to draw things in stick figures properly. Show them your style in class, it is easy to stimulate their interest in learning, and it will also impress students.

Thirdly, teachers should firmly establish the following effective teaching concepts in daily teaching: interesting, useful and effective, which form a triangle to make it more meaningful for teachers to carry out classroom teaching. "Effective" means that teachers' teaching methods can promote students to achieve three-dimensional goals better and play a multiplier role in the whole process. Effective teaching pays attention to students' progress and development. Teachers must establish students' dominant position and establish the concept of "all for students' development". "Fun" refers to how to use new teaching methods such as game teaching, story teaching and TPR teaching to arouse students' enthusiasm to participate in classroom activities. "Useful" refers to learning materials that make students feel valuable. It requires teachers to make students feel that what they have learned can help them solve practical problems in life. Effective teaching requires teachers to have a sense of reflection and often conduct action research. Every teacher is required to constantly reflect on his daily teaching behavior and constantly improve his teaching.

Effective teaching emphasizes the teaching effect and pays attention to the progress and development of students through hard study under the guidance of teachers for a period of time. Effective teaching should include two levels: effective and efficient. As we all know, the main way of English teaching in primary schools is classroom teaching, which is reflected in teaching activities. Therefore, effective classroom teaching activities are a reliable guarantee for successfully achieving teaching objectives.

For example, teaching people to teach the fourth grade, Unit 5 "What do you want?" In the teaching content of PartA, the teacher designed a "menu" activity to let students eat in the restaurant and practice food vocabulary such as rice, fish, beef, soup and snacks.

Vegetables, juice, bread, milk, chicken, hot dogs, hamburgers and sentence patterns. What do you like? Please give me some noodles. Of course. Here you are. The teaching goal of this teaching activity is very clear. Students have both the ability to express food and the ability to ask for food.

Part two: English teaching papers for primary schools.

English teaching in primary schools stimulates students' interest in learning.

Classroom teaching has two remarkable characteristics: one is educational, and the other is artistic. Teachers emphasize that the former ignores the latter, and classroom teaching will lack vitality. Teachers will tell stories directly, and students will listen passively. Improving the quality of classroom teaching can only be empty talk. Suhomlinski believes that teachers are eager to impart knowledge if they don't want students to be in high spirits and excited intellectually, and emotional mental work will bring fatigue. Emotionally speaking, it will also make students feel anxious, and the emotional obstacle affecting foreign language learning is mainly anxiety. Learning in this emotional state can only inhibit students' thinking activities and reduce the learning effect.

Tolstoy said: "Successful teaching needs not coercion, but arousing students' interest". But primary school students' interest in learning is not innate. How to stimulate students' interest in learning and reduce their anxiety in English teaching in primary schools? Psychological research shows that students' interest in learning is that in the process of learning, because they often experience the pleasure of learning and get the satisfaction of success many times, they gradually form a relatively stable learning motivation and desire for knowledge. Therefore, we should actively create opportunities for students to have fun and success in their studies, so as to stimulate students' interest in learning and improve the learning effect. Therefore, starting from the age characteristics of primary school students and following the relevant principles of pedagogy, psychology, pedagogy and linguistics, we boldly apply situational technology in English teaching in primary schools, making it one of the effective teaching methods.

The characteristics of situational skills conform to the age characteristics of primary school students, and can stimulate students' interest in learning English from the following three aspects.

1. Grasp the characteristics of English teaching

The characteristics of English teaching show that the expressive force of teaching content is strong, the contrast is obvious and the artistic effect is novel and exciting, which will arouse students' interest in learning English. For example, the part-of-speech teaching in 1 class has irregular plural nouns. Male-female-female tooth-tooth-foot-foot teachers try their best to use lively language to teach and create a pleasant classroom environment. This will leave a deep impression on students in language learning. In future homework exercises, as long as there are similar nouns, students will think of those vivid languages spoken by teachers in class, which will make students feel comfortable, relaxed and happy when learning English, thus reducing their stress and mental anxiety, thus eliminating psychological obstacles and making learning in a happy and safe environment. When learning English in this environment, many positive psychological factors of students are mobilized, which makes students curious and excited about the learning content, and the interest in learning is also generated.

2. Teaching content can be closely related to students' existing knowledge and experience. Situational teaching can be used repeatedly and simply on the basis of students' existing knowledge and experience to satisfy students' desire to acquire new knowledge and make students' interest in learning last. For example, in a three-stage class-yes and no, yes, the teacher can ask students to make some sentences according to the actual situation, such as there are several boys on the playground, there are apenand books in my desk, hehalovelydog and so on. Although the sentence is long and the structure is complex, the new knowledge is expanded on the basis of the old knowledge. In addition, adopting realistic teaching methods and learning with the wind makes the learning process interesting and more acceptable to students.

3. It can make students' self-esteem, self-confidence, happiness, surprise and other emotional factors get a positive experience in English learning.

Situational teaching creates a harmonious relationship between teachers and students, which makes students feel that their enthusiasm for knowledge is respected and their learning confidence is further enhanced. Students are more willing to cooperate with teachers, and their interest in learning is strengthened and stabilized.

For example, in the second category, the present continuous tense indicates the action that is going on or happening at the moment. Learning this tense can make students speak actively, make their peers discuss with each other, and then form a dialogue. In class, the content of the speech is of course related to the present continuous tense.

Creating this form of cooperation and interaction between teachers and students will present an open and free classroom atmosphere, so it is very popular with students. It also embodies an equal relationship between teachers and students, which is very conducive to the development of classroom teaching activities and expands the environmental space for students to learn, experience and exchange English knowledge.

Pedagogical research shows that when education can arouse students' interest, students can concentrate on their studies, better perceive, remember, think and imagine, and thus acquire higher and stronger knowledge and skills.

Second, situational teaching to improve the learning effect

Using situational teaching method in primary school English teaching can activate the teaching content and present the teaching content in books to students in a three-dimensional way. Compared with other teaching methods, situational teaching has the following obvious functions in improving the English learning effect of primary school students.

1. Help students mobilize positive factors that are beneficial to English learning.

Pupils are lively and active, with strong memory and strong imitation. Through exaggeration, the characteristics of primary school students can be transformed into positive factors conducive to English learning. In addition to the original teaching resources (such as textbooks, pictures, recordings, videos, etc. ), we can also use verbal and nonverbal expressions (such as body posture, expression, movements, etc.). ) when using exaggeration.

Way, or a combination of the two forms (such as fairy tales, stories, sketches, games, etc. ) In short, situational teaching can mobilize the positive factors of English learning more effectively.

In this kind of imitation learning, because students are in a happy mood, their learning attitude will change from passive to conscious and active, and their ability to analyze and solve problems in English learning will be obviously improved. Suhomlinski believes: "The happiness of success is a great spiritual strength, which can promote children's desire to study hard." The improvement of learning effect will make students feel a sense of accomplishment, which in turn will make primary school students more confident and interested in learning English, forming a virtuous circle to further improve learning effect.

With the deepening of learning content, students are no longer satisfied with their academic achievements, they will gradually realize the importance of learning English and have a sincere desire to learn English well, which is the improvement and sublimation of primary school students' learning English. They will be more motivated to learn English and gain more.

2. The learning content is more intuitive and easy to understand

Exaggeration belongs to the category of intuitive teaching method. In teaching, teachers use positive factors such as nonverbal behavior, external intuition of expressions and situations, and internal intuition of language, among which external intuition of nonverbal behavior plays a greater role than internal intuition of language.

When making spoken English, people often use gestures and expressions to strengthen their emotional expression, which is the need of people's language conversation. Moreover, in verbal communication, nonverbal behavior plays a more important role than verbal behavior in strengthening emotional factors. According to statistics, in the conversation between two people, 35% of the information is transmitted through verbal communication, while 65% of the information is transmitted through nonverbal communication.

3. Consolidate knowledge and enhance memory

The effect of English learning is very important to consolidate and remember what you have learned until you can finally learn and use it. Learning English generally faces the problem of high forgetting rate. There are two reasons: First, there are few English classes in schools, primary school students have less opportunities to contact English every day, and there are fewer opportunities to repeat what they have learned in English, so they are easy to forget. Second, primary school students have poor consciousness and lack necessary supervision and counseling after class. How to make up for the above problems through exaggeration can be analyzed from the following three aspects.

(1) was deeply moved by the vivid image.

Exaggeration makes the teaching content vivid, fresh and interesting, often like sketches and cross talks. The appearance of a piece of luggage aroused people's curiosity. When the baggage is untied, it is very interesting and unforgettable. Because people are impressed by exaggerated images and plots.

In the teaching of "Ihavea" ... I don't know. "Teachers choose common and ordinary things, such as school supplies, fruits and animals. At this time, the dialogue between teachers and students is generally dull and not easy to remember. When the teacher uses the following methods, the effect is completely different. First, the teacher practices what both teachers and students have: my pen/book/pencil box. When the communication between teachers and students was very smooth, the teacher suddenly turned into a long and thick pencil like a magician and said, Ihaveabigpencil. Seeing such a big pencil, the students froze at once and didn't know how to answer the teacher. The teacher repeated Ihaveaˋbigpencil again, and then encouraged the students to say that I am not a big pencil. Exaggeration has a peculiar effect, and the exaggerated method activates the teaching content, making it more vivid and easier to remember.

(2) the same content, a variety of exaggeration, the impression deepened.

Because exaggeration is widely used, it is advisable to design several different exaggerations for the same teaching content and design different vivid images and scenes from various angles, which can greatly expand students' imagination of what they have learned in English. Rich imagination will enable students to understand what they have learned more comprehensively and accurately. Only when they understand the learning content, understand it and have a deeper impression can they learn and remember it firmly.

(3) I was impressed by the careful arrangement of my homework.

As mentioned earlier, exaggeration can mobilize students' limbs and senses, but this effect is difficult to give full play to in the limited classroom time. Therefore, when assigning homework, students should not only be required to complete the necessary copying and reciting, but also carefully design and arrange the homework content, and often organize students to participate in English competitions, speeches, games and other activities. Encourage students to imitate the use of exaggeration in these activities, and encourage students to prepare and practice after class purposefully and actively. Lively and interesting extracurricular activities, on the one hand, can guide students to help each other, urge each other and improve together, turn the spirit of unity and cooperation into the motivation to learn English, and make up for the lack of supervision and guidance of extracurricular students due to poor consciousness. On the other hand, such activities provide students with more opportunities to reproduce English, have a deeper impression on the learning content, strengthen and consolidate the English knowledge they have learned, and obviously reduce the forgetting rate.

In short: the scoring method is that the teacher divides the teaching objectives into several grades according to the teaching objectives and gives the students an evaluation according to the grades. In primary school English teaching in our city, the evaluation of spoken English is divided into three grades. That is, a, b, c and so on. The standard requirements of Grade A are: being able to speak English actively, accurate, beautiful and fluent in pronunciation and intonation, appropriate in speech speed, and being able to use the language materials learned flexibly; The standard requirements of Grade B are: being able to speak English boldly, having correct pronunciation and intonation, and speaking at an appropriate speed to meet the needs of teachers.

Ask and answer what you have learned; The standard requirement of C is to be able to answer simple questions according to the teacher's requirements, with basically accurate pronunciation and intonation and appropriate speech speed. A, B and C are equivalent to excellent, good and average respectively. We especially recommend not to set the D difference. The purpose of doing this is to expose primary school students to English, eliminate their fears, encourage all students to speak English boldly, give students confidence and hope for success, and improve their interest in learning English. Give students a sense of security and make them feel that we can speak English well. This scoring method is simple and easy.

Chapter Three: Primary School English Paper "On the Design of Primary School English Classroom Teaching"

With the comprehensive promotion of the new curriculum reform, the construction of activity-centered task-based teaching mode will become the ideal realm pursued by primary school English teaching. In classroom teaching, activities are the main form of classroom teaching, and the design of teaching activities reflects a teacher's teaching philosophy, teaching methods, understanding and grasping the curriculum and cultivating innovative ability. Many teachers have also designed colorful teaching activities, because students are no longer "supporting roles" but "subjects" of the activities. In order to meet the requirements of the new era, as a primary school English teacher, we should take the road of professional growth. How to design effective classroom teaching activities will be an urgent problem for us to solve. Based on my own teaching practice, I briefly talk about the following points on the design of classroom teaching activities:

First of all, the design of activities should accurately locate the target.

When designing teaching activities, teachers must have clear goals as guidance (such as knowledge goals, basic skills, emotional attitudes and values, etc.). ), because the activity serves the goal directly or indirectly. For example: how much to teach unit 3 in the third grade? part

After learning this lesson, I first asked the students: What can use in the picture? The students answered: one, two, three … and so on. I asked again: What else can you do? The students answered: Wecansee 1 1, 12, 13, 14, 15. I asked the students again: What's the matter? 1 1? Do you want to know? Student: Yes. At this time, I pointed to the number'11'and showed the corresponding teaching card: Look! This is eleven. Teach in the same way: twelve, thirteen, fourteen, fifteen. By creating real situations, I can effectively implement the goal of language knowledge, not only review words 1, 2, …… and so on, but also understand and learn new words 11, 12 … to achieve the purpose of my design activities.

Second, the design of activities should be geared to all students and strive for full participation.

In order to let all students participate in the English teaching process and give full play to the students' main role, the classroom activities designed by teachers should not be too complicated and difficult, but should be geared to all students and let them participate in the activities. Junior students should take part in more activities such as TPR. ListennandDraw。 Let's leave now. Guessing games, and senior students should pay attention to listening, speaking, reading and writing skills. For example, I am teaching Unit 2 Lookatme in Grade Three. When learning the names of body parts, I let the inactive child sit in front of the platform, let the active child touch his various body parts, and then let a talkative child say the corresponding words. Finally, the whole class said the word together. Such teaching activities should be designed to meet students' interests and age characteristics, so that students can naturally integrate into dialogue learning activities and enjoy it. For middle school, for study? It's an honor. Let children participate, but also improve the interest in learning, thus improving the efficiency of classroom teaching.

Third, the scene of activity design should be close to students' life and pay attention to practical application.

The content of teaching activities designed by teachers should be close to real life. Activities close to students' real life are easy to make students feel immersive, and can also stimulate students' interest in learning and mobilize their enthusiasm and initiative to participate in activities. We should focus on students' reality, tap the materials in life, start with stimulating students' interest in learning, and make the classroom as close as possible to students' real life. I'm teaching the fourth grade. Unit 5 What do you like? Sometimes, I will design such an activity: talk about your favorite food. The purpose of designing this activity is to let students express their favorite things in real life with "I want to talk about their favorite food".

Fully feel the fun of learning English. For example, when learning the words weather, cold, warm, hot and cool, they are abstract and can be designed to be understood and consolidated in activities. Before class, students are required to record the weather in each city while watching TV. Students can generally do this and learn these words in class.

After that, be a "Mr. Meteorologist" or "Miss Meteorologist" and simply broadcast the weather conditions recorded by yourself in major cities or small cities in China in English; Teachers can also record weather forecast programs, and students can broadcast local weather for a week or January. In the process of activities, I have gained both knowledge and expressive ability, and can successfully complete the learning task.

Of course, there are many life-oriented teaching activities, such as "drawing a picture" and "guessing", which are all activities that students like to see and hear. As long as teachers try to put their activities in the familiar life situations of students, they will invisibly dilute students' learning consciousness and strengthen students' subjective consciousness and life consciousness, so that students can enter English learning easily and happily.

Fourthly, introduce competition mechanism into classroom teaching activities and carry out competition activities.

English teaching in primary schools not only pays attention to the cultivation of English ability, but also pays attention to the cultivation of students' sense of competition. Through competitions, students can participate in learning more actively. For example, the word relay race can divide students into several groups. The first student in each group says a word he has learned, and the last student says another word from the last letter of the word within the specified time, to see which group of students picks up the most words within the specified time. For example, apples and eggs get taller ... spring? ,? Summer? ,? Fall? ,? Winter "and other groups, according to their performance in class, put these graphics on the blackboard respectively. When the students saw that their group had more than one brand, they naturally formed an atmosphere of chasing after each other, which led the whole class to actively participate and was in high spirits. At the same time, it also cultivates the sense of cooperation among students.

Practice has proved that we should create as many languages as possible in the primary English stage? Acquisition? Opportunity, more active teaching, through listening, listening, doing, singing and playing, let students naturally form an understanding of the language and use English as much as possible in a natural state and in a rich and sufficient language task environment.

As long as teachers accumulate more, practice more and reflect more in their usual teaching, we will have an ideal classroom in our hearts. In short, we teachers should carefully design teaching activities according to the difficulty of knowledge and the actual level of students, so as to be timely, moderate, practical and fruitful, and take the road of professional growth under the premise of following the language learning laws of primary school students and the needs and characteristics of different students' physiological and psychological development. Only in this way can primary school English classroom teaching activities change from "duplicity" to "consistency", thus truly and permanently improving the effect of primary school English classroom teaching.

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