How to effectively arrange English homework in primary schools

The implementation of the new English curriculum standards includes the whole process of teaching, homework and homework evaluation, which are all important links in English curriculum reform. At present, many English classes have formed a lively and harmonious classroom atmosphere of teacher-student interaction, students' active participation. However, as soon as students leave the classroom, they still can't feel the joy of success. This is mainly because the arrangement of English homework is not organically linked with lively classroom teaching, which is very disharmonious. The homework is the continuation of classroom teaching, which aims to help students consolidate their language knowledge and improve their practical ability to use language. It is also an important means for teachers to reflect on the gains and losses of teaching activities. Designing, arranging, completing and evaluating homework can effectively feedback and test the teaching effect, so that teachers' teaching and students' learning can achieve a certain degree of harmony and unity. Therefore, besides classroom teaching, how to arrange some English homework to serve students' lifelong learning and development is particularly important for primary school English.

1. Effective arrangement of homework

1. Interesting homework

American psychologist Bruner said: "The best stimulus of learning is interest in learning materials." Interest is the premise of seeking knowledge and the motivation of learning. Because with interest, there will be a strong internal drive, and you will pay more enthusiasm to learn something well than before. Facts have also proved that the growth of talents often begins with interest. In the same way, we should try our best to meet the psychological characteristics of primary school students and be full of fun, so as to arouse students' interest and generate internal motivation, make them feel that completing homework is not a hard task or a heavy burden, show joy and desire for knowledge, and arouse the will to overcome difficulties. Therefore, the content of homework should not only be necessary to read and recite, but also some flexible exercises, such as situational dialogues, interview activities, activities of filling out forms or summarizing according to interview information, reading, doing activities again, making phone calls in English, etc. These homework methods can be personal exercises or double or group activities.

(1) talk about it. Let the students talk about the real situation of the time, the local area, themselves and the class according to what they have learned. For example, after learning Unit 1 of Oxford Primary School English 6B, how to compare people or things, let the students talk about family members, talk about family changes and briefly introduce and communicate with the team members. You can also talk with photos of your family. Team members should hand in a situation information form after communication. Make students get into the habit of getting information while listening.

(2) practice. Students are required to apply the sentence patterns they have learned in class to real life. For example, when I was teaching English 5A and 5B in Oxford Primary School, I learned simple telephone expressions in class. Besides the exercises in class, I gave the students a homework and called my classmates or teachers in English. The students were very happy and active when they saw this assignment.

(3) do it. In task-based teaching, teachers can design and make homework, so that students can enjoy I can do it in English! The fun of. Making homework can not only make students review and strengthen what they have learned, but also change mechanical learning into meaningful learning, and cultivate students' practical ability and aesthetic interest, which reflects the mutual infiltration between disciplines, thus cultivating students' comprehensive language use ability. When teaching the third-grade students the time unit, I asked the students to cooperate in groups. According to the last part of the book, first read and guess, and then make a beautiful clock. Ask and answer with the sentence patterns you learned today. And tell the students to show their homemade clocks in the next class, and show them the time to test everyone. Therefore, the children cooperated with each other and tried their best to help each other know the time and learn sentences, which naturally achieved the expected results.

(4) pay a visit. Task-based teaching method is advocated in the new curriculum reform, which requires teachers to design various communicative tasks according to the learning content, so that students can acquire language, learn to do things in English and experience the process of learning language in the process of completing the tasks.

for example, learn the sentence pattern "Who runs faster? Who jumps farther?” Wait. I assigned homework for students to investigate after class, and gave them some time to investigate and report the results in a few days. Teachers design a large questionnaire on the blackboard, and ask students to report the results of each group survey in English through question and answer, and count the survey results of their class. This type of task helps students learn how to communicate with others in English, cultivate students' learning, how to obtain, process and use information, promote the mutual penetration of knowledge in various disciplines, and is very helpful to cultivate students' spirit of paying attention to life.

(5) look for it. In order to make English learning close to students' life, I designed a "look-and-find" homework according to students' physiological and psychological characteristics, that is, to let students make full use of the resources around them, increase the input of information and enrich their English knowledge through TV, radio and the Internet. At ordinary times, students can often be arranged to learn English knowledge in real life and be a conscientious person. Such as extracting English seen in life. Students are so interested that almost everyone can finish it consciously. With preparation and content to talk about, students naturally have a strong desire to express themselves in class. Since such a requirement for homework, students have become people with a heart for life. The food names they found are: hot dog, hamburger, pizza, etc. The names of drinks are: Robust, Coca Cola, Sprite, etc. Commodity names include: Jeans West, Nike, Sportsman, etc. There are also various cartoon characters such as Mickey Mouse, Donald Duck and Snow White. By watching TV at ordinary times, they know that "CCTV" means CCTV, and some also find that there are English words such as "Panasonic", "Peacock" and "National" on TV. They know from their usual toys that "Made in China" is made in China. They found "Motorola, Nokia, Siemens" on their parents' mobile phones; They found "Keep off the grass!" in the park. Warning signs; They found "Bank of China", "supermarket" and so on in the street. Students can also collect and learn relevant knowledge and materials online. For example, when teaching "Holidays", students also learned legends and related knowledge about April Fool's Day, Mother's Day, Halloween, Thanksgiving Day and Christmas by using the Internet after class, from which they understood British and American culture and felt exotic customs.

Through this assignment, students are very happy that they can discover and learn so much extra-curricular English around them. Suhomlinski said: "The joy of success is a great spiritual strength, which can promote children's desire to study hard." With the deepening of learning, students will consciously and consciously find English words and sentences around them. In this "self-discovery" learning, they will find English everywhere in their daily lives, thus feeling the importance of learning English, thus generating the psychology of learning English well. In this way, students' direct interest is cultivated by starting with indirect interest, and the internal motivation of students to study hard is induced.

These inspiring and interesting task-based assignments can not only cultivate students' practical ability, but also guide students to summarize, summarize and sort out what they have learned, and also improve their ability to learn and use knowledge. Enable students to finish their homework consciously, effectively and actively.

2. Practicality of homework

Practicality means that when designing homework, it should not only reflect the practicality of English learning, but also closely combine students' real life with language use, which is rich in certain situations and stimulate students' interest in homework. If the homework of students in the lower grades of primary school English is mainly listening and speaking, then with the increase of grade, written homework will gradually become the main form of homework in primary school English. When assigning English written homework, teachers should not only assign some necessary mechanical copying homework, but also assign more practical homework, so that students are willing to complete English homework, and in the process of completing homework, they can achieve the effect of reviewing, consolidating and applying extension. In English Curriculum Standards, it is also pointed out that practical English homework is not only conducive to developing students' intelligence, helping students to form good character, strong will and noble character, but also conducive to cultivating students' self-management ability and multi-cognitive ability. Its practicality is reflected in:

(1) Effective integration with other courses.

< English New Curriculum Standard > puts forward that we should actively promote the mutual infiltration and contact between English subjects and other subjects in teaching, so as to cultivate students' innovative quality. English homework is an effective extension of classroom teaching tasks, and it is an important support point to consolidate teachers' teaching and students' learning. Then teachers should not only pay attention to curriculum teaching in class, but also effectively arrange extracurricular assignments that integrate various courses.

If it can be combined with art, after learning the vocabulary of colors and clothes, I ask students to design a suit and describe or introduce their works in English. After learning fruits and vegetables, let the students draw comic books, and then write stories with pictures. These activities not only enable the students to master the relevant vocabulary, but also cultivate their aesthetic taste and practical ability, and stimulate their imagination and creativity. < P > They can be combined with music. There are many chant and song in English books, and they are very catchy. Generally, children will listen to the rhythm a few times. Both chant and song have the advantage of speeding up students' mastery of sentence patterns and words. They are the most intuitive way to turn language knowledge into music. So every time I teach a song in class, I let the students go home and write their own lyrics according to this melody. Such as: Who's that girl? Who’s that girl? Sorry,I don't know, students can replace the girl in the lyrics with the words man, woman and boy, and they can replace the word Sorry,Idon't know with her's a nurse. Let the students sing what they have taught today. Students are happy to do this homework and the effect is very good.

Only by designing some homework that needs students' imagination can we fully expand students' thinking and cultivate their innovative spirit.

(2) Effective English communication after class.

English is a spoken language, spoken language is primary, and written language is a record of spoken language, which is secondary. Teachers should assign more oral homework, which will not only help students to lay a good phonetic foundation, but also arouse their interest in learning and arouse their enthusiasm for learning. Oral homework includes reading aloud, reading, reciting, retelling, answering questions and explaining orally. For example, after learning the terms of asking for and offering help, you can design a tall student's homework to help a short student get a picture on the wall, so that two students can have a dialogue. In addition, the teacher gives a topic, such as "my family" and "my favorite subject", so that students can have "free talk" after class. At the same time, students are required to communicate with their classmates and teachers in English as much as possible after class; At home, students are required to communicate with parents who know English. Parents who don't know English can also let students act as small teachers to teach their parents to learn English, so as to truly achieve the purpose of applying what they have learned. This kind of practical English homework can improve their oral communication ability and is more conducive to the development of students' comprehensive quality.

(3) Carry out rich extracurricular practical activities.

Each unit can be displayed around a topic. The content is related to social life, close to the reality of students' life, full of the flavor of the times, and embodies the spirit of the times. Around the topic, there are a series of classroom activities and tasks that students are required to complete. Students learn and use English through experience, practical participation, cooperation, communication and inquiry, which truly reflects the learner-centered teaching concept. Therefore, when designing homework, we should strive to put language knowledge in vivid language situations, so that boring language learning can become a real and interesting practical activity. In the usual teaching, we can arrange students to carry out activities such as network-related information search, community survey, textbook drama rehearsal, speech contest, greeting card design, poster production and so on around unit topics. In this way, students not only improve their language application ability through language practice, but also experience and feel life through personal experience, observation, investigation and operation, cultivate students' awareness and habit of being willing to practice, and effectively improve their practical ability to solve problems.

3. Diversity of homework

Wu Yixian, a scholar, pointed out: "If the homework system is well arranged, it will greatly promote the cultivation of students' self-study ability and practical ability, and it will also help teachers improve their teaching methods." In order to cultivate students' interest in learning, develop their personality and improve their practical ability, homework design should be flexible and diverse. Pupils are born to like the new and hate the old. The more times they do the same type of homework, the more they will gradually lose interest. The diversification of homework types will constantly stimulate students' interest in learning, thus improving their initiative and learning consciousness in completing homework.

(1) arrange audio homework. English is a very practical subject, which requires high listening and speaking ability, and the cultivation and improvement of listening and speaking ability need related language environment. Students can experience the context, enhance their premonition and understand the characteristics of English words and expressions in audio homework, so as to lay a solid foundation for "saying" and "evil" in the future.

(2) Inquiry homework. Bruner believes that the teaching process is the process of students' "discovery" under the guidance of teachers, requiring students to take the initiative to learn by using the given materials, emphasizing self-thinking and exploring things, rather than passively "accepting" knowledge. Teachers should, according to the progress, arrange some problem-centered, inquiry-based special projects that can fully inspire students' intelligence and require some hard work to complete. For example, give students a maze of soil, let them find the shortest route to save people, and write down where they passed and how to get there. In this way, students can practice the writing and directions of place names; Give students a group of words and ask them to find their similarities; You can look for the color in your life if you get the color later.

(4) self-designed homework. Letting students design and assign their own homework is to encourage students to understand and interpret the teaching content themselves. It is a kind of respect for students' personal feelings and unique opinions, and it is a process in which the learning process becomes active and full of personality. Such as: processing, sorting, collecting, cutting and pasting, exhibiting and evaluating the graphic materials related to the text, editing English handwritten newspapers, or conducting conversations and arranging and creating according to the dialogues and stories in the text.

4. Gradation of homework

Every student's learning ability has a certain gap, so we can't treat students according to uniform standards.