Three reference papers on English teaching for fifth grade primary schools

#primary school English# Introduction There is no innate confidence, only confidence that is constantly cultivated. No Primary School English Channel has compiled three reference papers on English teaching for fifth grade primary schools, as follows:

Article 1: A preliminary study on the innovation of primary school English under the new curriculum reform

With the advancement of quality education, primary school English classroom teaching must not only cultivate students' listening, speaking, reading and writing abilities, but also cultivate their inquiry and learning abilities, so that they can effectively master the knowledge in textbooks during the independent learning stage and promote their English quality development. In English classes where students are the main body, teachers should give full play to the organizational and guiding role of teaching, so that teaching activities can be carried out efficiently in the active interaction between teachers and students.

1. Pay attention to students’ emotions and stimulate learning initiative

With the advancement of quality education, in teaching activities, teachers must not only pay attention to students’ learning situations, but also pay attention to them Emotions, understand their learning attitudes, guide students from non-intellectual factors, so that they become interested in English learning and actively invest in knowledge exploration. In communicating with students, the relationship between teachers and students is brought closer, so that students are infected by teachers, actively participate in the exploration of English knowledge, and continuously improve their English learning ability. In classroom teaching, teachers must change their teaching concepts, get rid of the limitations of traditional teaching, explore the requirements of new curriculum standards, and use innovative ideas to design teaching so that classroom teaching can be conducted at a compact speed with the active participation of students. In the process of the new curriculum reform, teachers can help build a new teacher-student relationship by paying attention to students' emotions, so that students can have a sense of trust in teachers and actively explore the learning tasks assigned by teachers, which is conducive to the smooth progress of classroom teaching. . A good teacher-student relationship can help improve students' enthusiasm for inquiry, enable them to give full play to their independent inquiry abilities during the learning process, and actively think about questions in their learning. In the harmonious and relaxed learning process, English learning is no longer a pressure and burden for students, but becomes their joy of learning, which helps to develop their learning initiative and meet their learning needs through constant thinking and analysis, so that Their learning ability is improved.

2. Optimize the introduction link and improve teaching efficiency

The classroom introduction link is crucial to a successful English teaching. A good classroom introduction link will not only make students The rapid concentration of attention can also activate their thinking and make them feel urgent and curious about the content they want to learn, so that they can actively explore the classroom learning content and achieve good teaching results in classroom teaching. When designing teaching, teachers should carefully design the classroom introduction link so that students can actively engage in learning, conduct analysis under guidance in the introduction link, and promote the development of their English thinking ability. There are various design methods for the introductory link. Teachers should use the teaching content as the basis for design and flexibly choose the design method so that the introductory link can truly stimulate students' thirst for knowledge, enable them to analyze the teaching material content with the purpose of exploring knowledge, and improve Their ability to identify and solve problems. The design of the introductory link should meet the students' learning needs, firmly grasp the students' curiosity, and make their active inquiry a factor that promotes the smooth progress of classroom teaching and achieve efficient English classroom teaching.

3. Use a variety of methods to teach and improve students’ interest in inquiry

In the process of new curriculum reform, innovative teaching models must be built, and teachers must consider students’ interests. The teaching methods are selected according to their cognitive structures and patterns, so that the classroom teaching content can stimulate students' inquiry* and enable them to actively analyze knowledge. In the process of active inquiry, students have a strong learning purpose, can analyze the content of teaching materials in a targeted manner, deeply understand and master the important and difficult points of knowledge, and promote the improvement of their English inquiry ability.

1. Combine multimedia for teaching to stimulate students’ inquiry*

In teaching, teachers can combine multimedia to create intuitive teaching situations, allowing students to learn English in a vivid situation Learning makes their minds active and interested in learning content. Under the guidance of multimedia, students' learning difficulty is reduced, allowing them to deepen their understanding of knowledge through the cooperation of intuitive thinking and abstract thinking.

2. Carry out dialogue performances to improve students’ ability to use English knowledge

In primary school English textbooks, there are many dialogue-related contents. After allowing students to explore, read and think, Teachers ask students to play the characters and carry out dialogue performances. During the performance, teachers can let students hold the text and have a dialogue. After becoming familiar with the dialogue content, let students put down their textbooks and perform the dialogue based on their own understanding. When performing without the textbook, students need to use their active thinking, carefully recall the content in the textbook, and successfully complete the performance activities, so that they can deeply understand the text content and learn how to apply the knowledge they have learned. Through dialogue performances, students' English thinking can be developed and their imagination and creativity can be improved.

3. Create game activities to stimulate students’ enthusiasm for participation

Teachers can organize students to carry out game activities according to the teaching content, learn in the game, improve their interest in learning, and make them Have a deep grasp of the content in the textbook. During the game session, students' thinking is extremely active. They can quickly use their existing English knowledge to think and analyze, and deepen their understanding and mastery of new knowledge.

4. Carry out a variety of English extracurricular activities to improve students’ practical abilities

Primary school English classroom teaching is the basic stage for students to learn English knowledge. In teaching, teachers should focus on cultivating students' awareness of using English, and strive to provide them with opportunities to use English knowledge and improve their English listening, speaking, reading and writing skills. Therefore, teachers can carry out a variety of extracurricular activities based on the English knowledge that students have mastered, so that students can use English knowledge in the activities and promote the improvement of their English thinking ability and English communication ability. For example, teachers can ask students to write English handwritten newspapers based on their interests, give full play to their innovative thinking ability, and write creative handwritten newspapers. In the process of writing handwritten newspapers, in order to improve students' ability to use English knowledge, teachers can ask students to design a special column and put in short essays written by themselves to stimulate their interest in writing in English; create an English corner for students , provide students with opportunities and places for English communication; let students look for English knowledge written in their daily lives, such as English signs on packaging boxes and shopping bags. Through a variety of extracurricular activities, students have developed a strong interest in English learning, actively conduct knowledge exploration during teaching sessions, continuously broaden their knowledge, and master more solid basic knowledge of English.

In short, in primary school English teaching, teachers should optimize teaching according to students’ interests, so that students can exert their inquiry initiative in diversified teaching links, promote the construction of their knowledge structure, and make classroom teaching more efficient. Effectively improve. When carrying out student-centered classroom teaching, teachers should strengthen teacher-student interaction so that students can master English learning skills and methods, so that they can effectively master the teaching content in the limited learning time and achieve high-quality and efficient innovative teaching.

Part 2: Classroom Dialogue Teaching Strategies

Abstract:

With the comprehensive advancement of my country’s new curriculum teaching reform, the realization of dialogue-based teaching methods as the main English teaching has gradually become the ideal teaching method pursued by the majority of front-line teachers in primary school English teaching. Dialogue teaching is an important teaching link in primary school English teaching to cultivate students' communicative skills and stimulate students' interest in learning. However, in daily English teaching, teachers pay more attention to the teaching of words and ignore the overall applicability of dialogue. This phenomenon occurs in To a certain extent, it cuts off the connection between English words and conversations, and at the same time makes it more difficult for students to apply English knowledge to real life.

In order to change this situation and improve students' English literacy, this article will explore corresponding strategies as the main content is how to carry out dialogue teaching in primary school English classroom teaching more effectively.

Keywords:

Primary school English; dialogue teaching; strategic exploration

In order to meet the teaching requirements of quality education, many primary school English teachers have begun to focus on English teaching. Certain innovations and reforms have been carried out in the classroom, with improving the efficiency and quality of English conversation teaching being the most important. English dialogue teaching, simply put, means that teachers cultivate students' dialogue abilities and improve students' English dialogue skills through actual English classes, in order to ultimately help students master and use language skills freely. In primary school English teaching, dialogue teaching is an important teaching link and teaching model. Its implementation can not only effectively promote good communication and exchanges between teachers and students, but also improve students' English communicative ability and make students more interested in English learning. Have a deeper understanding.

1. Create teaching situations and build dialogue platforms

In conversational English teaching, teachers often use the method of creating teaching situations to teach, because this method can It effectively helps students enter the real dialogue world and creates a good dialogue environment. It not only enhances students' understanding of dialogue content, but also helps stimulate students' interest in learning. Marin* once said: "If there is no language context, words have no meaning and cannot represent anything. Therefore, words can only have meaning in the context of situation." It can be seen from this that the teaching context plays an important role in primary school English dialogue teaching. importance. In the actual dialogue teaching process, the more closely the situations created by teachers are closely related to students' daily lives, the more they can mobilize students' enthusiasm and enable students to actively carry out effective dialogue exercises. For example, when learning the lesson "At Christmas", teachers can decorate the classroom in advance, such as placing Christmas trees, pasting ribbons, etc. During class, teachers can use multimedia to play videos about Christmas to students. , pictures, music, etc., stimulate students' learning motivation through sounds, colors, etc., and make themselves appear in front of students like Santa Claus. This setting of the teaching situation is not only close to the teaching content, but also conducive to stimulating students' deep interest in learning. interest, so that students can quickly integrate into the conversational atmosphere. In a series of related dialogues such as "Do you get Christmas present?" and "Yes.", the relationship between teachers and students will become more harmonious. At the same time, the true feelings of teachers and students will gradually enter the teaching theme of this lesson under the guidance of the teaching situation. , and then achieve the teaching goal of improving students' English literacy.

2. Enrich teaching methods and innovate dialogue methods

The diversity and richness of dialogue teaching methods can effectively stimulate students’ interest in learning and improve students’ learning participation. When teachers improve teaching methods, they should strive to achieve an organic combination of fun and teaching. Play and teaching are indispensable. Only in this way can students truly learn through play and feel the charm of English dialogue teaching. First, listen to the correct tone. In dialogue teaching, allowing students to read and study along with teaching courseware or tape recorders can not only correct students' pronunciation problems, but also help students gain a close understanding of the characteristics of foreigners' conversational expressions. For primary school English conversation teaching, it basically does not have the conditions for contact and communication with foreigners, and listening to recordings or courseware is an important way of contact. Therefore, teachers should pay attention to this teaching link of listening. Secondly, cooperative learning. This method can effectively help students find conversation partners and achieve conversational learning within a group or between deskmates, such as reading aloud by role, etc., which are all effective cooperative learning and conversational teaching models. Finally, the performance showcases. That is, students are allowed to demonstrate English dialogue in a performance way. It can be said that role performance display is a way for students to consolidate their practical language application abilities. In the process of traditional dialogue teaching, when the teacher asks: "Have you learned it?" students will basically just answer: "I learned it." This method cannot see the students' actual mastery.

What students have not understood or mastered during the dialogue learning process can only be truly reflected in actual exercises. At the same time, performance presentations are an important way for students to enhance their self-confidence and express themselves. To this end, teachers should actively apply this dialogue teaching method to English teaching, giving students sufficient opportunities to demonstrate, and allowing students to experience The joy of success.

3. Pay attention to expansion exercises and sublimate knowledge application

In primary school English dialogue teaching classes, teachers should not only establish the teaching concept of "respecting the teaching materials and originating from the teaching materials", but also We should also pay attention to the issue of expanding English conversation teaching materials. Based on the actual learning level of students, we should enrich and expand language teaching materials to help students more effectively apply the learned language knowledge to actual conversations. For example, when teaching the lesson "The planning for weekend", the teacher can design a discussion activity with the theme of "Take about your weekend", and then use the teaching link of "Do a Survey" to arrange for students to understand their relatives and friends through emails or phone calls. Weekend plan, in order to connect the weekend dialogue topics in the classroom to reality, realize the integration of teaching theory with practice, and further sublimate and improve the content of dialogue teaching. For another example, when teaching the lesson "Myschoolbag", teachers can use the creation of teaching situations to allow students to practice dialogue in dialogue situations. This method is conducive to students mastering new words such as "pen, knife, copybook". After that, teachers can use mini games to carry out teaching dialogue expansion exercises. Through the game called "What'sinmyschoolbag", teachers can consolidate words and sentence patterns. In addition to expanding the practice format, they also expand dialogue and Vocabulary practice can easily improve students' English conversation level and promote the development of English conversation classroom teaching in primary schools.

IV. Conclusion

The development of English conversation teaching activities in primary schools provides an important platform for display and improvement in cultivating students' flexible mastery of English conversation knowledge and skills. In order to become excellent primary school English teachers, we should create an interesting, reasonable, scientific and relaxed dialogue teaching atmosphere, use advanced teaching methods, and guide students to continuously make up for their shortcomings and increase their advantages in the process of English dialogue. Develop thinking and then help students improve their English literacy.

Author: Liu Jinchuan Unit: Siyang County Yucai Bilingual School

References:

[1] Zeng Xiuli. Exploration of effective strategies for primary school English conversation teaching [A ]. Beijing Sino-Foreign Soft Information Technology Research Institute. Proceedings of the xx Century Star Innovation Education Forum [C]. Beijing Sino-foreign Soft Information Technology Research Institute, 2016.

[2] Zhang Ge. Primary School English A preliminary study on the strategy of "dialogue teaching" in the classroom [J]. Curriculum Education Research, 2015.

[3] Zheng Xiaowei. A brief discussion on the effective implementation of dialogue teaching in primary school English classes [J]. Times Education (Education and Teaching) , 2010

Part 3: Diversification of classroom reading methods

Abstract

Reading is an indispensable part of primary school English teaching, and it is also the difficulty of teaching. For primary school students, independent text reading is not easy, so it is necessary for teachers to guide students methodically to promote the improvement of English reading effectiveness. Based on basic teaching theory and practice, the author puts forward some suggestions for the diversified presentation of reading methods.

Keywords

Primary school English; reading methods; effective classroom

For primary school English learning, reading is a basic ability and an integral part of students’ Big challenge. From a practical point of view, the English subject focuses on the four aspects of "listening, speaking, reading and writing", and reading, as one of them, plays a decisive role. If students cannot read, it is difficult to say that they have learned English.

However, for primary school students who have just been exposed to English knowledge, their mastery of vocabulary and sentences is not yet mature enough, and it is really difficult to read a complete article. For this learning task that is both "difficult to complete" and "must be completed", teachers need to provide guidance and help to students from the perspective of reading methods and methods.

1. Assisted by technical means to stimulate interest in reading

The first step in effective reading is to stimulate interest in reading. If students do not have even the most basic enthusiasm and interest when it comes to English reading, all teaching designs will be in vain. In primary school English teaching, reading can be regarded as one of the teaching activities that is least likely to interest students. When longer reading content is placed in front of students, many primary school students will be resistant and afraid. Dispelling this negative emotion and allowing students to face reading activities with a positive attitude has become the teacher's top priority at this time. For example, there are many pairs of antonyms in Unit 8 "Dolls" in the first volume of the fourth grade of primary school English, which is also a reading focus of this unit. So, I made the text content into a slideshow in advance, and exaggerated these antonyms in the form of pictures. For example, two dolls are displayed on the same slide, one is very big and the other is very small, thus expressing "big" and "small". With the help of a series of pictures, students not only initially perceived the meanings of several pairs of antonyms such as "fat" and "thin", "long" and "short", and "tall" and "short", but also developed some concepts in the process. They have a high enthusiasm for reading and want to see how these words are used in sentences. The current teaching background is very beneficial to stimulating interest in English reading in primary schools. Nowadays, more and more modern information technology means can be used by teachers and transferred to English teaching activities. On the one hand, with the assistance of technical means, reading content can be presented in a more vivid and interesting way. On the other hand, under the promotion of this form, reading activities can also be carried out more smoothly. All of these can help stimulate students' interest in reading.

2. Carefully penetrate skimming to promote reading development

Effective English reading is inseparable from reasonable and clever reading methods, especially for primary school students whose knowledge base is not yet strong. , reading under the guidance of methods becomes even more important. In fact, successful reading does not necessarily occur word for word. For primary school students, the introductory reading method is not intensive reading, but skimming. The skimming method emphasizes reading selectively and grasping the content of the article as a whole. By skimming, you can not only understand the meaning of the text, but also speed up the reading. For example, in the Unit 8 "At Christmas" unit of the fifth grade primary school English, the text describes in detail the scene of celebrating Christmas. In order to train students' skimming ability, I ask everyone to extract the most core content from each paragraph of text. Everyone successively found keywords such as presents, Christmastree, Father Christmas, Christmas Eve, stocking, turkey, pudding, etc., and by piecing together these words, the entire Christmas process can be narrated clearly. From this, students also realize that when they need to read quickly, it is not necessary to pick out every word in detail, but only to grasp the key content. With the penetration of skimming, students not only greatly improve their reading efficiency, but also strengthen their perception of English passages. After mastering the method of skimming, students have established a macro reading perspective. Even if there is a lot of unfamiliar content, it will not affect the students' grasp of the meaning of the text.

3. Appropriate use of reading to guide reading improvement

In primary school English reading, "reading" is another effective reading technique. If skimming is to pay attention to the reading material from the "surface", then reading is to grasp the text from the "point" perspective. Many times, when students get a reading material, they do not need to grasp every detail in it, but just grasp the key parts to understand.

At this time, the use of reading becomes particularly important. For example, in the Unit 7 "Protect the Earth" unit in the first volume of the sixth grade of primary school English, there are four long paragraphs with relatively concentrated content. If students are required to read it all, it will be difficult. So, I asked everyone questions such as "Why shouldwesavewater?" "Whyisenergysoprecious?" "Whyshouldwesavetrees?" "Whyshouldn’tweusetoomuchplastic?" These questions naturally lead students' attention to the key positions of the passage, and the reading begins accordingly. The application of the reading method makes the entire English reading process more targeted. That is, as long as the questions are asked accurately, students can be guided to focus on the target position, and the reading speed and quality will be improved together.

For primary school students, English reading itself is relatively difficult and boring. However, with the continuous expansion of reading methods and methods, the teaching effectiveness of reading classes has been significantly improved. It can be seen that if we want to effectively carry out reading teaching in primary school English classes, we not only need to pay attention from the substantive perspective of reading content, but also need to work hard from the formal perspective of presentation to lead students to continuously promote English reading activities.

Author: Bian Jinying Unit: Wuyou Primary School, Chengnan New District, Yancheng City, Jiangsu Province

References

[1] Zhang Baihua, Zhang Guanqun. Problems and countermeasures in primary school English reading teaching [J]. English Teacher, 2009(07).

［2］Sun Lu. Ways to improve students’ English reading ability [J]. Campus English (Teaching and Research Edition), 2009(06)