Why organize effective English teaching activities?

1. Create an English learning atmosphere and educate in every word and deed 1) English-based classroom students lack an English language environment to learn English, which requires teachers to organize and teach in English as much as possible to provide students with a strong English language learning atmosphere. From the first class, I started using English classroom lingo. First, solve the urgent sentences: Hello! Good morning (afternoon). Stand up. Sit down, please. Listen to me. Read after me. In the future, we will continue to use them repeatedly in each class and gradually increase the number of sentences. When students are late or enter the office, they will take the initiative to use English to talk to the teacher: S: Excuse me, May I come in? T: Come in. S: I am sorry! Over time, students can basically understand simple classroom language. Enhanced confidence in learning English, felt that listening and speaking English was not difficult, and laid a solid foundation for cultivating English language sense. 2) There are great limitations in students’ English thinking space when teaching expressions and actions. How to help students better understand and listen to English requires teachers to be expressive and action-oriented in teaching. The teaching content is demonstrated through the teacher's every smile and every move, that is, speaking with gestures. For example, when teaching Listen, I put my hand half-fisted behind my ear while doing the listening action. After repeating it a few times, as long as I half-clenched my hand and put my hand behind my ear, the student will understand. Similarly, by closing the arms and gently lifting them up, students will know that the whole class is reading together. This saves teaching time, increases the density of students' listening and speaking English, and achieves twice the result with half the effort. 3) Routine English teaching in primary schools. In terms of the amount of time, the teaching of three English classes a week is really pitiful. Students have a large grasp of the language and have few opportunities to use the language. In response to this situation, an atmosphere for learning English should be created on a large scale and at multiple levels from the perspective of language development and from the perspective of humanistic care. For this reason, students and teachers and students are required to greet each other in English when entering and exiting the school every day. No matter when I meet my classmates on campus or at the stairway, I will always say hello very warmly: "Hi!" "Good morning (afternoon)!" "How are you?" After a while, when students see me outside class, they will They rushed to greet me in English, developed the habit of communicating in English, and effectively improved the students' listening and speaking skills. 2. Build a good teacher-student relationship and learn English in a relaxed environment. The teacher-student relationship is based on a basic view of human nature. If educators believe that people are lazy by nature and do not want to make progress, and require strict teaching to enlighten their conscience, then the authoritative teacher-student relationship should be the most effective. The traditional dignity of teachers is the embodiment of the authoritative teacher-student relationship. The modern concept of education believes that human nature is positive and upward, with the potential for growth and progress. The purpose of education is to develop human potential and promote the healthy development of human beings. However, the authoritative teacher-student relationship will undoubtedly stifle children's creativity. Strength and endowment. Therefore, it is particularly necessary to build a cooperative, harmonious, interactive, and harmonious teacher-student relationship. Cooperation means that teachers and students are completely equal in personality. In the past, the concept was: "If you don't know how to learn, I will teach you to learn; if you don't want to learn, I will force you to learn." The current concept is: "If you don't know how to learn, I will teach you to learn; if you don't want to learn, I will teach you to learn." , I'm here to attract you to learn. ""Attract" means "paying attention to individual humanistic development, making children willing to learn, and making them willing to participate in teaching activities carried out by teachers and children.

"If a teacher teaches what would you like to eat (drink)? In this lesson, he uses hamburger, hotdog, cake, coke, French fries and other real objects that students in KFC are familiar with and yearn for and introduce them into the classroom. The students' curiosity will immediately Get excited and unknowingly feel the charm of English, thereby strengthening cooperation with teachers, developing students' image thinking, and implementing teaching goals. Harmony refers to the emotional connection between teachers and students, and love is the core element. Teachers need to devote considerable enthusiasm to students and pay attention to all aspects of them, especially for students with learning difficulties. For example, when teaching Happy Birthday to You!, when I learned that there was a student’s birthday that day, I walked into the classroom. When singing birthday wishes to students, the students can deeply feel the concern from the teacher, and have an emotional resonance with them. Then in the harmonious emotional exchange, students can learn to learn to bless others and learn to care. Relatives and friends around you. We also taught words such as birthday cake, birthday candle, and birthday noodle. The students listened with great interest and received good teaching results. Even when encountering some festivals, students will naturally use English blessings. One day, I walked into the classroom and heard the students singing a birthday song for me. I was really moved by it. The humanistic care in teaching and the emotional harmony between teachers and students were fully reflected. The teaching process is a process of interaction between teachers and students. , the nature and quality of teacher-student interaction have a decisive impact on the effectiveness of teaching activities to a certain extent, because in teaching activities, teachers are always dominated by certain concepts (such as the concept of education, the concept of students, the concept of quality, etc.) Their teaching behavior exerts an influence on students. Students will also understand and accept the teacher's influence according to their own value orientation and needs, and respond with actions to further strengthen or modify the teacher's original educational concepts. and behavior. Therefore, teacher-student interaction constitutes a positive feedback mechanism in teaching activities. Feedback can strengthen positive effects and intensify negative effects. For example: "Teachers are enthusiastic and methodical → students learn proactively and improve their academic performance → Teachers are more inspired and motivated, and strive for excellence in teaching. "This is the positive effect of teacher-student interaction. 3. Pay attention to "people-oriented", advocate "humanistic care", and give play to the main role of students. In the past, teaching often emphasized the dominance of teachers and regarded students simply as educational objects, ignoring the main body of students. status, regard students' minds as containers that can be filled with knowledge, ignore teaching characteristics, and ignore students' subjective initiative. Teachers should regard primary school students as living beings with growth potential, and recognize that there is a mechanism for subject development within them. The purpose of teaching is to develop students' potential, drive their main development mechanism, and make them grow and mature. The concept of "people-oriented" is becoming more and more popular in the education industry, taking students as the center and giving full play to students' potential. Subjectivity has become a teaching method that teachers are keen on. Both mother tongue acquisition research and foreign language learning research have confirmed that the focus in foreign language teaching should no longer be "what should we teach" but "how do we teach in the classroom". "Create these conditions". The new curriculum standards emphasize "what students can do". Therefore, we should fully reflect students' initiative and creativity in the teaching process and enhance students' ability to use English. As Bruner said: " The teaching process is a continuous activity of raising questions and solving problems. "Therefore, we should create more space for students to think. This requires teachers to be good at guiding students to think, discuss, and answer questions, rather than restricting students' thinking and passively following the teacher. For example, I once heard a teacher teach "Ask "the way" content, it avoids the traditional explanation style that puts students in a passive position, and uses multimedia to present several live scenarios of getting lost and asking for directions, and then raises questions: If it were you, how would you ask for directions and give directions? Way? Students discuss in groups (Group-work), and then each group reports to the whole class. After collecting the methods of each group, compare them with the students' methods in the textbook.

After learning the skills, students were also asked to contact the specific geographical conditions of their school and region and compose and act out situations in which they asked for directions. In teaching, students are very active. Some "Ask the classroom", some "Ask the bookshop", and some "Ask the W.C.", the atmosphere is particularly active. In this way, students' subjectivity and creativity are fully mobilized, helping them break out of the dilemma of passive indoctrination and become the masters of learning.