How to stimulate primary school students’ interest in learning English

Primary school students’ interest in learning English plays a key role in improving their English scores. If the psychological age characteristics and cognitive patterns of students are not taken into account in teaching, and no attention is paid to stimulating students' interest in learning and mobilizing students' enthusiasm for learning, they will only require students to memorize by rote, assign a large number of mechanical and repetitive copying assignments, and even punish them. Sexual homework will make English a subject of rote memorization, which will cause students to lose confidence in learning English, give up on themselves, develop a strong rebellious psychology, and hate English learning, which will make English learning a vicious cycle.

I believe that primary school English teaching should create all conditions and adopt all available methods to stimulate students' strong desire to learn English, so that they like to learn, are willing to learn, and can learn anytime and anywhere. This requires English teachers to create and urge schools to create a favorable environment for learning English. They should also strive to create intuitive and interesting English learning situations, and guide students to actively participate, boldly practice and boldly communicate, and fully mobilize students' learning enthusiasm and interest. , in order to achieve the purpose of happy learning and quick success.

1. Create a favorable English learning environment

The so-called English learning environment means that what students see, hear and speak is English as much as possible. What the eyes can see mainly refers to allowing students to see and learn English in places where they study, live, and play. For example: warning signs, placards, and publicity boards on campus should be bilingual in English and Chinese; names of equipment in playgrounds should be bilingual; class schedules, class rules, and famous quotes in classrooms should be bilingual, etc.

The main purpose of learning a language is to understand and speak, so we require students to listen with their ears and speak boldly. This requires teachers’ subjective efforts to guide and create environment to create opportunities. First of all, in English classes, there is no doubt that teachers should try to use more English and less mother tongue. Some primary school students still can’t understand it, but you can think of ways. First, use more intuitive means, such as physical objects, pictures, etc. to create context; second, Teachers use eyes, mouth shapes, gestures and other body language to help learning and understanding; secondly, try to use English as much as possible outside the classroom, hold more English competitions, such as English speech contests, English recitation contests, English singing contests, etc., and let students Listen to more tapes, and try to have students host and use bilingualism in other large-scale activities in the school. These not only give students the opportunity to listen and speak, but also stimulate students' interest in learning.

2. Create various scenarios for teaching

Primary school English classroom teaching must arouse students’ interest in learning to the greatest extent, provide students with sufficient opportunities to have conversations in English, and allow students to Feel the pleasure of successfully using the language you have learned to achieve a certain purpose. This is determined by the age characteristics of primary school students and the particularity of the English subject. To enable primary school students to maintain a good learning state within 40 minutes, teachers must create various scenarios according to different teaching content and achieve contextualized teaching.

First, teach English songs, tell English jokes, short stories, and perform dramas, nursery rhymes, poems, tongue twisters, guessing riddles, etc., to create a relaxed learning atmosphere. Many primary school English learning contents can be expressed in the form of songs, which can help stimulate interest and disperse difficulties. Therefore, integrating music and English in English teaching can help students understand dialogue, express situational content, create an audio language environment, and make students naturally engaged. During the singing process, you can conduct questions and answers or role-based dialogues based on the song content to reflect the communicative situation in the song. English jokes and English stories are not only told by teachers, but also taught by students, so that students can be freed from a mechanical, dull, monotonous and tense learning environment, eliminate study fatigue, feel the fun of learning, and improve learning efficiency.

The second is to use multimedia means to mobilize students' audio-visual senses.

In English classroom teaching, it is often impossible to simulate all the situations created by performances due to time and space constraints. In this case, multimedia teaching methods can be used to transplant the situations, vividly reproduce the time and space of the relevant dialogue, and achieve the combination of audio and video, pictures and texts. , which is suitable for the age characteristics of primary school students who are curious, interested and novel. When teachers integrate the dialogues that students want to learn, they will deepen students' understanding of the language and help students establish a connection between the language and the object of expression, thereby mobilizing learning enthusiasm and making students more conscious and interesting in English communication activities. For example, it is difficult to reproduce the scene of rain in class. The teacher pre-recorded the sound of rain and then used FLASH to make courseware. This way, students can first experience the scene when it rains, and then follow the cartoon characters in the courseware to learn dialogues about rain. The content will be of great interest to students. Students deepen their role in the situation, practice consciously and proactively, fully display their talents in performances, and reflect themselves in mutual evaluations.

The third is to design game scenarios and review and consolidate the dialogue content. Designing game scenarios suitable for children during dialogue review teaching is a good way to entertain and teach. It can help teachers make boring review work lively and create conditions for students to practice language in a relaxed and natural atmosphere. , making students happy and eager to learn.

For example: When teaching the 12 months and weather, you can design a "Haha HAPPY", prepare notes for the 12 months, put them in a box, and then prepare notes about the weather characteristics. Such as hot, cold, etc. are placed in another box. At the beginning of the game, a student takes a piece of paper from each of the two boxes and connects them to make a sentence. If the sentence is consistent with the facts, other students will repeat the adjective; if the sentence is not consistent with the facts, other students will laugh "haha", and the students will get into the role in the game situation and perform enthusiastically. Learning through play and playing while learning are not only in line with children's nature of imitating and having fun, but also give full play to their subjective initiative and creativity, and also adjust the pace of learning. In a pleasant and joyful atmosphere, the language knowledge learned was consolidated and the ability to use language was exercised.

In teaching, if we insist on doing this, students' interest in learning will be very high. In today's information age, we should face up to reality and carefully analyze the concepts and concepts in current education and teaching that are not in line with quality education. problems. In order to establish the concept of advancing with each passing day, establish student-centered educational ideas, create the best environment, and seek the best ways to change the old teaching models and teaching methods, English education should be conducive to the sustainability of students and provide a better environment for students. Laying the foundation for students’ lifelong development.