Effective teaching methods in primary school English classroom

Primary school is the golden age for a person to formally accept English, so how to implement English education in Chinese environment, more specifically, how to improve the efficiency of primary school English classroom teaching and do a good job in primary school English teaching is also a problem that every English teacher pays attention to and studies.

Effective teaching methods in primary school English class 1 1. Offering English classes in primary schools is the need of social development.

In the 20th century, the development of knowledge economy made mankind enter a learning society. With the rapid development of science and technology, international competition is becoming increasingly fierce. The competition of world comprehensive national strength is mainly the competition of science and technology, and the main symbol of modern science and technology is information technology. As we all know, English has become the common language in today's world. Learning English is not only the need to keep pace with international development, but also an important tool for us to learn scientific knowledge well. If our country wants to better open to the outside world and keep up with the international trend, we should first provide our citizens with basic skills in using foreign languages.

However, due to the weak foundation, uneven teachers' level, limited teaching facilities, and lack of a good English learning environment, especially the backward teaching concept and the single teaching method and evaluation means, the improvement speed of English teaching quality is far from meeting the needs of social development.

Second, the use of multimedia means to mobilize students' audio-visual

In English classroom teaching, due to the limitation of time and space, it is often impossible to create situations through simulated performances. In this case, multimedia teaching methods can be used to transplant the situation, vividly reproduce the time and space of the dialogue, and combine audio and video with pictures and texts, which is suitable for the curious, interesting and innovative age characteristics of primary school students. Teachers will integrate the dialogues that students want to learn, which will deepen students' understanding of the language, help students to establish contact between the language and the object of expression, thus mobilizing students' enthusiasm for learning and making students communicate in English more consciously and interestingly.

Teach English songs, learn to tell English jokes and stories, and perform plays, nursery rhymes, poems, tongue twisters and solve riddles on the lanterns. Form a relaxed learning atmosphere. Many primary school English learning contents can be expressed in the form of songs, which helps to stimulate interest and disperse difficulties. Therefore, the integration of music and English in English teaching can help students understand the dialogue, express the situational content, create a good language environment, and make students familiar with it. In the process of singing, it reflects the communicative situation in the song. English jokes and English stories should be told not only by teachers, but also by students, so that students can get rid of the mechanical, boring, monotonous and tense learning environment, eliminate study fatigue, feel the fun of learning and improve learning efficiency.

Third, the development of primary school English classroom teaching countermeasures

（ 1）

Educator Bruner believes: "Successful foreign language classroom teaching is to create more realistic situations in the classroom, so that students have the opportunity to use the language materials they have learned to communicate." Authenticity has always been an important issue in foreign language teaching. With the continuous development of English teaching methods, especially communicative approach, the authenticity of English classroom teaching is far from being as simple as using the original textbook.

Therefore, teachers should scientifically grasp the purpose of English teaching, optimize the classroom teaching process, and design the whole classroom as a "stage" for communicative activities. In this way, students' communicative competence can be improved in a real and innovative environment. Teachers can adopt several effective methods to infect students in the teaching process. For example, if English is used as much as possible in English class, teachers can also use one of the most common ways to create a vivid learning environment for students, that is, "classroom questioning". By using questions to create real teaching situations, stimulate interest and make students concentrate, they can better perceive, remember, think and imagine language materials, thus gaining more and more solid knowledge and skills. Stimulate their curiosity, arouse their strong interest and enliven the classroom atmosphere.

(2) Cultivate students' comprehensive language ability.

With the continuous implementation of the new curriculum, the concept of the new English curriculum has gradually penetrated into teachers' thoughts and can be generally reflected in normal English classroom teaching activities. Teachers have made colorful attempts to build a task-based classroom teaching model. Teachers should pay more attention to the cultivation of multi-level and compound language ability, which is beneficial for students to develop language skills and learn English knowledge, thus improving their practical language application ability. At the same time, teachers should organize extracurricular activities with rich contents and various forms in a planned way, such as story telling, recitation, speech and singing theme class meetings. In this way, students' language has been realized in the real context and their sense of language has been further formed. Greatly stimulated students' learning motivation and cultivated students' interest in learning.

(3) Pay attention to the evaluation of classroom teaching.

Classroom teaching evaluation is an art, and timely and accurate application of evaluation means in primary school English teaching plays a positive role in improving classroom teaching effect. The new English curriculum standard emphasizes that teachers should pay attention to motivation, development and ability when evaluating students. Through evaluation, students can constantly experience progress and success in the process of learning English courses, and promote the all-round development of students' language ability. In the teaching process, the evaluation system of English courses is mainly reflected in the diversification of evaluation forms and evaluation subjects.

For example, after the group dialogue, the teacher said to the students who are not fluent in group dialogue, "If you are not too nervous, you will definitely speak better.". Keep working hard and come on! " With the encouragement of the teacher, the students have established their self-confidence in learning. In class, students not only hope to get the appreciation and praise from teachers, but also hope to get the recognition from their classmates. Therefore, in teaching, we should also actively guide students to participate in classroom teaching evaluation, because students are independent individuals, there are personality differences between them, and their understanding of things around them is also different, so teachers should encourage students to treat others' performance correctly and positively. Teachers should often take self-evaluation, peer evaluation at the same table, group evaluation and other evaluation methods to evaluate students in class.

Effective teaching methods in primary school English classroom

1, encouraging teaching

1. 1, "spiritual" encouragement

Nowadays, most students are only children, and they are all little emperors or little princesses at home. Family members like them and can't listen to criticism. The same is true when teachers teach in class. They can't criticize students often because of their temporary mistakes, which will make them rebellious or disgusted, so they will get tired of English. If they don't like it, they will lose interest. Use encouragement to change this state, for example, we create several catchy and simple encouragement slogans in class, such as: good, good, verygood! Perfect, perfect! Go, go, go! And so on, accompanied by some simple actions such as clapping and striking the table, so that students' words and clapping have a certain sense of rhythm. When children answer correct questions and behave well, other students should encourage and praise them, so that children will actively answer questions and be eager to answer them and get praise from classmates and teachers.

1.2, "material" encouragement

In the classroom, in addition to "spiritual" encouragement, teachers can also have "material" encouragement. A small sticker, a small red seal and a small flower can all be props to encourage our children. This reward can be distributed in the form of collective praise and encouragement, and can also be distributed in the form of individuals. At the end of the course, small rewards are given to outstanding students, so that they can not only get praise from teachers, but also get praise and encouragement from parents after school, achieving the effect of double harvest. Constant rewards can build students' confidence and sense of accomplishment in learning English.

2. English nursery rhymes teaching

Songs are easy for students to accept and learn, so are English children's songs. With soft music and humming rhyming lyrics, students can easily accept such a new form of English learning. Learning English by learning songs is really a good way. In children's nursery rhymes, there are many contents that reflect the cultivation of children's thoughts and behaviors. The content of nursery rhymes is positive and the words are easy to understand.

The lyricism and expressiveness of songs affect students with their acoustics, melody, rhythm, polyphony and other factors, attracting their attention and soul. Through English nursery rhymes, the original abstract English education has become concrete and vivid. Understanding through chanting is not only conducive to cultivating children's oral expression ability, but also can exercise their minds and cultivate their sentiments.

3. Gamification teaching

Game teaching refers to appropriately adding some game links around the teaching objectives of the course in the teaching classroom, so as to enliven the classroom atmosphere, stimulate students' interest in learning, and integrate the English words and sentences to be learned into the game links, so that students can acquire knowledge in the process of relaxing games. Game teaching can be divided into two forms:

3. 1, personal game method

Personal games mean that every student is an independent individual, and every game is striving for rewards and success for himself. For example, when we learn new words, we can choose several students to stand in front of the class and break down the words. Each child can selectively spell one or several letters, and the next student after spelling the letters will read the words. If the words are misspelled, they will be punished for not playing games, and the last person will win. These games, such as word solitaire and guessing letters, will have a good effect on learning the spelling of new words. Games are children's nature. Such a small game can not only enliven the classroom atmosphere, but also promote students' interest in learning English. Students will feel that learning is stress-free and happy.

3.2, group game method

Group game is to divide students into several groups, and group members can score points for the group through group competition. In the end, the team with the highest score will win the final championship and the whole team will be rewarded. This not only promotes students' enthusiasm for learning, but also enhances everyone's sense of team and collective honor. The group stage is not a stage for one person, but a demonstration for everyone. Everyone should perform well and give full play to their own specialties in order to achieve results. One person's carelessness or small actions will affect the collective results. For example, in the ear biting game, several groups compete at the same time. The teacher speaks an English sentence and whispers it to the first student in each group. Everyone whispers sentences, and the last student in a group who speaks the sentences correctly and quickly wins. Appropriate games in the classroom have the effect of being willing to participate, eager to compete and willing to learn, thus stimulating all students' interest in learning.

Learning a language is boring, but there are many ways to motivate students to learn it. As primary school English teachers, this is our responsibility. We should use these means and methods to stimulate students' understanding and spirituality, make them accept this new language from the starting line and be interested in it, so as to make their English study better and farther in the future.

Effective teaching methods in primary school English class. Using comprehensive teaching skills to embody the beauty of thinking.

1, showing teaching links through multimedia means.

In modern classroom teaching, it is obviously boring to finish teaching with a piece of chalk, a textbook and a mouth. At this time, multimedia teaching can share teachers' hard work and open students' hearts with various forms of aesthetic education. Multimedia teaching integrates images, sounds, words and animations, and can play the role of being there, seeing people, touching things and listening to their voices. Such as teaching 4B

When Unit 7 is in a snack bar, multimedia is used to display pictures of snack bars and various foods and drinks, so that students have an immersive feeling and play music when practicing "For You", which makes students feel refreshed, understand nature more deeply and remember it more firmly. Another example is to bring students into a colorful world through vivid animation and pleasant voice when teaching the present continuous sentences. In a pleasant atmosphere, students quickly learned such sentences as "I am reading English". "She is dancing." Helen and Nancy are flying kites. “。 Students study happily, teachers teach easily, and cultivate good sentiments.

2, with the help of music, dance, art and other artistic charm to implement teaching.

Music and dance have their own charm. From the psychological characteristics of children, when students sing, with the ups and downs of melody, they feel relaxed, happy and satisfied, and at the same time they will feel excited. Guiding students to sing some English songs before and after class not only eliminates students' nervousness in learning English, but also enables them to gradually enter the state of English thinking from the state of Chinese thinking and bring them into a relaxed and harmonious English atmosphere. Classroom adjustment and after-class consolidation can also be accomplished through songs. For example, when reviewing occupations, it is really a pleasure to guide students to sing "a farmer, a worker, a driver and a waiter" and at the same time do actions to express various occupations.

Dance is also very attractive to children. For example, in teaching 4B unit 6 Let‘s go by taxi, teachers can use rabbit dance to make students dance "left, left, right, right, go to school" together, and then replace other words of the professor, which can be "left, left, right, go to the library", and ask students to invite other students to join in English. Let students perceive and acquire language in dance, so that their body and mind can be greatly happy. These "beautiful" teaching methods have stimulated students' enthusiasm for learning, enhanced their interest in learning and improved their aesthetic ability.

3. Carry out colorful extracurricular extension teaching.

Carrying out some colorful extracurricular activities can not only help students deepen and consolidate their understanding of what they have learned in class, but also broaden their horizons, provide them with a lively and interesting language environment and enjoy learning English, so as to achieve the purpose of applying what they have learned. There are many forms of English extracurricular activities, but teachers should choose lively, simple and entertaining activities that are suitable for students' age characteristics and knowledge level. For example, in the English reading contest, students are required to read aloud according to certain phonetic rules, taking the text learned in the textbook as the content. There is no limit to the number of participants. You can sign up voluntarily and organize student judges to score. This kind of activity not only enables students to cultivate and improve their pronunciation ability, but also enables students to have a deeper grasp of textbook knowledge. In addition, you can also hold activities such as "English Garden Party", "English Song Singing Competition" and "English Story Meeting". These activities can not only arouse the enthusiasm of most students, but also achieve the effect of entertaining.

Second, the creation of real communication situations, reflecting the beauty of language

Suhomlinski said: "Teachers' teaching language literacy largely determines the efficiency of students' mental work in class." The language art level of English teachers in primary schools is directly related to the quality of classroom teaching. Teachers' natural and fluent intonation and cadence can make students in a good language learning environment, ensure the best efficiency of teaching information transmission, and cultivate students' good listening and English pronunciation and intonation in a subtle way.

Teaching language is the material shell of the whole teaching activity and the symbol system for teachers to express their emotions and feelings. Its quality directly restricts the teaching activities. Dull language lacks vitality and makes people feel bored; The cadence and humorous language is full of vitality, which can attract students, activate thinking and make the classroom full of vitality, high quality and high efficiency. Therefore, the language of English teaching should not only be vivid and certain like other subjects, but also pursue the temperament and sense of humor of the language.

1 temperament of teaching language

Children like to recite poems, which fully shows the role of music language in people. The cadence, harmonious rhythm and lively rhythm of language mobilize all the senses of children like rushing water, which easily attracts their attention and is not easy to forget after mastering it. For example, students can often recite a rhyme in the Oxford version of the text skillfully. Therefore, in classroom teaching activities, if teachers can weave some boring but related knowledge into rhythmic jingles, supplemented by rich expressions and generous teaching etiquette, the whole classroom can be like an intoxicating recitation of music and poetry, from which students are influenced by beauty, and their interest and listening and speaking ability have been greatly improved unconsciously. For example, after learning the food words in textbook 4B, the teacher can compose them into a children's song and teach the students: What do you want? I want a hamburger. What do you want? I want a sandwich. What about you? What about you? Please give me some noodles. Please give me some noodles. The students beat the rhythm while talking, and then replace the food words, so that the children can remember the words and sentence patterns in a relaxed and happy song.

2. Sense of humor in the teaching language

The sense of humor in the teaching language is also a beautiful landscape in the classroom. Humor itself is an art, an external expression of aesthetic feeling, a natural expression of morality, a concrete reaction of reason and a manifestation of teachers' personality beauty. It embodies wisdom and beauty, enlightening and edifying students with beauty. Under the subtle influence, students unconsciously shaped their beautiful hearts and sentiments. Teachers with a sense of humor can easily and effectively control classroom teaching, are better at easing the tense atmosphere in the classroom, and can handle contradictions with a positive and optimistic attitude, thus creating a good teaching atmosphere, and students may have a deeper grasp of classroom knowledge through relaxed laughter.

For example, when talking about the importance of learning English, teachers can tell students a little humor: a mother cat took a kitten to the forest and they saw a fox eyeing them. At this time, the mother cat let out a cry like a tiger and the fox ran away. Mother cat said earnestly to the kitten, "Look, son, how important it is to learn a foreign language well!" " "This joke is not long, but it is very philosophical and students are very interested.

Third, use appropriate silent language to embody the beauty of teaching.

Teaching mode is a silent language, which can supplement, cooperate and modify spoken language appropriately, so that teachers can express language more accurately and richly through expressions, and students can understand it more easily. Therefore, teachers' kind and confident eyes and expectant and focused eyes can make students feel safe, eliminate fear and shorten the emotional distance between teachers and students. Teachers' warm smiles and friendly faces can make students get the most intuitive, vivid and authentic feelings. Handsome and decent gestures infect students all the time, which can help students deepen their understanding and memory of knowledge points. For example, whenever the bell rings, the teacher always walks into the classroom full of energy and smiles and greets the students kindly: "How are you? Nice to meet you. " Whenever a student answers a question correctly, the teacher always smiles and gives a thumbs-up and says, "Great! Very well, you are right. " Then nod your head to show your thanks. "Instead, shake your head or wave your hand and encourage students to say," Don't be afraid. Next time you can. "

In the teaching process, teachers' solemn and beautiful images, accurate and vivid language, proper gestures and proper humorous expressions can convey language information to students well, so that students can always acquire knowledge in a beautiful atmosphere, which will certainly bring good teaching results. Perfect teaching attitude is the external expression of teachers' perfect accomplishment and an important educational force. As Horace, an ancient Roman poet, said in The Art of Poetry, "You have to laugh before you can make others laugh. Similarly, you must cry first to make others cry. " Only when teachers have rich modality and healthy mentality can they give full play to the function of teaching modality art, so that students can be intoxicated with your teaching in class and receive good teaching results.

The fourth is to design the form of knowledge display, reflecting the beauty of blackboard writing.

Blackboard writing is a high concentration of teachers' classroom teaching ideas and a miniature teaching plan for teachers. It is highly universal and is an artistic re-creation of teaching materials. The design of blackboard writing should be concise and clear at a glance, the colors used should be harmonious, and the composition of figures and tables should be clear. Creating the formal beauty of blackboard writing can enhance the classroom teaching effect. The beauty of blackboard writing accords with students' freshness and curiosity, which can further strengthen students' perception ability and produce beautiful thinking.

Writing beautiful chalk characters and drawing vivid stick figures with a few strokes are the basic conditions for teachers. Exquisitely designed blackboard writing is indispensable in the teaching process. In primary school English classroom teaching, teachers' blackboard writing should not be too complicated, but should strive to be concise and beautiful, and highly summarize the key points and difficulties of a class. For example, in Oxford Primary School English 4B

At a party in Unit 2, when teaching human body parts, the teacher drew a person's head on the blackboard and then marked the words of human body parts. This kind of blackboard writing is more beautiful than the single words on the blackboard, and more importantly, it is easy for children to understand and remember. On the basis of understanding and memory, ask students to draw portraits of their friends or parents and mark the words they have learned. The children are eager to try, and can't wait to show their works to teachers and classmates after they finish. Their faces are filled with the joy of success.

The fifth is to create a harmonious teaching environment and reflect the beauty of the situation.

When it comes to the teaching environment, we may give more consideration to the beautification and layout of the classroom. The classroom is the main place for students to study and do activities. If the classroom is decorated and beautified, it will present a natural, calm, neat and uplifting atmosphere and the beauty of harmony, which will undoubtedly contribute to students' study and life. In teaching, teachers should also pay special attention to the design and creation of teaching situation and atmosphere, design and arrange scenes according to the requirements of teaching content, and integrate them into teaching activities, so that students can feel fresh, natural, cordial and happy when playing and enjoying middle school without any fatigue.

The layout of classrooms and the design of teaching scenes are the dominant factors in the teaching environment, and their theoretical basis lies in the fact that primary school students are young and have no intention of paying attention. Unintentional attention is often caused by the external characteristics of stimulation. Unintentional attention arouses students' interest, thus promoting their active learning. When teaching Unit4 to buy fruits, the teacher prepared some fruits and asked the students to bring some favorite fruits to decorate the classroom into a fruit world. Then, under the situation that teachers buy fruit from students, students immerse themselves in the scene and unconsciously enter the role, which produces a sense of reality in their speeches, thus arousing interest in exploration and a strong desire for knowledge, and setting off the climax of learning.

Implicit teaching environment is the psychological environment of classroom teaching. The explicit environment arouses students' interest and directly affects students through the environment. Hidden environment is closely related to teachers' mental health. To create a good and relaxed classroom psychological environment, teachers must have good psychological quality. If teachers are psychologically healthy and emotionally stable, they are not only good at controlling their emotions and maximizing their potential, but also enable students to study in a calm, happy and lively teaching atmosphere. On the contrary, teachers' own emotions are out of control, which often leads to the indifference between teachers and students and the tense teaching atmosphere. Therefore, teachers should have good moral cultivation and psychological adjustment ability, constantly improve their own personality quality, and strive to create a relaxed and harmonious classroom psychological environment to influence students, accept students, understand and respect students based on their own psychological health.

Effective situational teaching is a teaching method that accords with primary school students' English learning. It not only helps to give full play to students' main role and arouse their enthusiasm for learning, but also enables them to learn idiom expression and acquire ability in simulated communication situations, thus making English classes harmonious and effective.

Expanding: Guidance for English Classroom Practice in Primary Schools

(A) the purpose of practice and the role of teachers

To learn a new language, students should learn to use it as much as possible to express practical meaning. The main purpose of practicing this step is to concentrate on training the proficiency and fluency of the language on the basis of the knowledge and skills learned in the previous step, especially on the basis of Drill, and to check the consolidation degree of the previous knowledge and the teaching effect. Through a lot of practice, students can transform their language knowledge into language skills and use them at multiple levels, so as to further develop this skill into the ability of initial communication and cultivate students' ability to use the simple language they have learned skillfully and independently. Therefore, this step is not only to train accuracy, but also to train fluency and practice "use", that is, to express practical meaning in language, not just to repeat isolated sentence patterns. The purpose of this step is to train students to gradually break away from teachers and try to use the language independently.

Teachers' roles in this step should be supervision (supervisor or inspector), listener and referee. The task of teachers is to provide students with as many practical opportunities as possible, encourage them to practice boldly, gradually reduce the control over students, and let them try to use the language independently in practical communication. When students practice, teachers walk around the classroom, give guidance, listen carefully, observe the situation and give necessary help in time, and encourage students to choose a language according to their own needs. At the same time, it is also to check the effect of the first few steps of teaching activities, and make up or adjust in time once omissions are found.

2 how to practice?

Many teachers used to use teacher-centered complete control exercises, that is, one teacher talked and the whole class listened. Teachers spent a lot of time teaching grammar and even explained grammar in a lot of Chinese. Then the teacher reads, the students follow, what the teacher says, what the students repeat, and so on. Students don't have much freedom of choice, so they can only learn by rote with their teachers, and there is no room for their own development and application. After that, students can only repeat what the teacher said, but can't actually apply it.

So how to gradually reduce the control over students in language training? It's like teaching students to ride a bike. The teacher should first talk about the essentials of riding a bicycle, such as how to master balance, how to hold the handle, how to coordinate the movements of hands and feet, but also be bold and cautious, look forward and so on. But just listening to the teacher's explanation and even remembering all the essentials doesn't mean you can ride a bike skillfully. You must practice repeatedly to learn.

Learning a language is like riding a bike. It needs practice and practice. It also goes through several steps: controlled exercise, semi-controlled or guided exercise and uncontrolled or free exercise.

The following examples illustrate exercises at all levels.

1. Controlled practice

This layer of exercises is mainly mechanical repetition, which encourages students to imitate accurately and achieve proficiency and fluency. For example, the exercises mentioned above belong to this level, which are mainly used to train basic skills such as pronunciation, vocabulary, grammar and sentence patterns.

2. Instructed or semi-controlled exercises.

As the name implies, this level of practice is to give some control and guidance, but to give students some freedom of choice. Such exercises include:

1 replacement conversations;

2) Situational dialogue;

3) Question and answer.

The above three forms of practice run through the whole set of Xiaoying teaching materials. The dialogue in each class is a meaningful situational dialogue, and it is also a substitute word dialogue. You can practice questions and answers.

3. Uncontrolled or free to practice.

This exercise is better than the last by going up one flight of stairs. That is, the difficulty increases, which requires students to master the language materials, gradually learn to use what they have learned to have a fluent dialogue, and cultivate students' ability to use the language independently. This kind of exercise requires students to be free to use the language they have learned to express some actual situations. In addition, there are role-playing and playing games. These are all good exercises in using language. These exercises are also very interesting and students are willing to do them.