How to Develop Primary School English Learning before Class

First, the topic puts forward background English is a language subject, and we should express our feelings through oral English, so as to achieve the purpose of learning this subject. Primary school belongs to the preparatory stage of English learning. The purpose of English teaching in primary schools is to stimulate students' interest in learning, develop good study habits, gain some perceptual knowledge of English, and have certain listening, speaking, reading and writing abilities. But English is not our mother tongue after all, and because of the lack of strong language atmosphere, many students "want to say that it is not easy to love you" and stay away from it. Through questionnaire survey and usual teaching, we find that many students just read the sentences and words in the text or imitate some sentences and dialogues, but they can't integrate the words they have learned, forming a language to express in daily life, which leads to the phenomenon of being tongue-tied and speechless in communication situations. Some students are afraid to study, speak English and even hate English. However, English is a language subject, and we should express our feelings through oral English, so as to achieve the purpose of learning this subject-communication. However, there is a contradiction between the ultimate goal of English "speaking" and middle school students' fear and unwillingness to speak. The purpose of this study is to understand students' attitude towards English learning through questionnaire survey. Through a series of teaching activities, we can stimulate students' interest in learning, create a harmonious atmosphere for students to talk, deposit materials for students to talk, create scenes and spaces for students to talk, lay a solid foundation for students to talk better in the future and lay a foundation for their lifelong development. Second, according to the English Curriculum Standard, it is clearly stated that the overall goal of English curriculum in basic education stage is to cultivate students' comprehensive language application ability. The formation of comprehensive language ability is based on the all-round development of students' language skills, language knowledge, emotional attitude, learning strategies and cultural awareness, in which language knowledge and language skills are important factors for development, learning strategies are the guarantee for improving learning efficiency and developing autonomous learning ability, and emotional attitude is an important factor affecting students' learning and development. It can be seen that the realization of the overall goal of learning must be reflected by "speaking". We take zankov's development teaching theory as the guiding ideology, and believe that every child has room for development. Teachers should actively create conditions to lay the foundation for the development of their English ability, take Genschein's example teaching theory and Bloom's mastery learning theory as research guidance, and carry out various effective teaching activities according to the actual situation of students in teaching, so that students can learn in a harmonious and positive atmosphere, be inspired by curiosity, learn knowledge and exercise their ability and perseverance in using knowledge. Third, the definition of the topic "speaking" is an aspect of improving learning ability. In learning, we should combine other methods with speaking, such as listening, reading and writing, so as to cultivate students' learning ability and improve their English quality. This quality and ability is expressed by "speaking". This ability includes using what you have learned to express fluently in English, forming certain language skills, being familiar with English language habits, understanding the cultural differences between China and the West, having a certain cultural awareness, improving learning efficiency and cultivating the ability of autonomous learning. This topic is to break the phenomenon of "dumb English" that rural primary school students can't use English in their lives through research, so that students can "speak" English easily. Fourthly, the research goal is 1. Teachers can correctly handle the relationship between imparting knowledge and cultivating ability, create a teaching environment for students to learn independently and actively, pay attention to individual differences and meet the learning needs of different students. Change traditional teachers' teaching methods and students' learning methods. 2. Understand students' learning attitude, learning situation and learning requirements through questionnaires. Secondly, carry out targeted teaching activities, infiltrate oral training into classroom teaching, carry out rich activities, improve students' interest in learning English, stimulate students' desire to speak, establish students' confidence in speaking, test the effect of speaking and improve students' speaking ability. V. Implementation Process of Project Research During the implementation of the project, we have paid attention to the following tasks: (1) Strengthen the monitoring and implementation of the research process, improve the ability of "speaking" 1, conduct a questionnaire survey, and find out students' interest in learning (talk about your interest in English), study habits (how do you think you can speak English well) and study strategies (whether you are at home often? Learning requirements (what kind of English teaching activities do you like best), and analyze and study students' learning ability and interest. After a questionnaire survey, I found that rural children in my class have a strong interest in English, but due to the limitations of environment and learning conditions, many students love and fear English. They want to learn well, but they don't know where to start, especially "listening" and "speaking". It can be seen that English learning has great potential and space in the study and life of these rural children, but it can be stuck between "listening" and "speaking". The key depends on the guidance of teachers in this respect, so I will carry out some English activities in English class to open the "door" for rural students who can't speak English. (1) Creating a speaking atmosphere, cultivating students' interest in learning, creating a strong English learning atmosphere and a good campus environment are important external environments to induce students to learn English well. Therefore, the school carefully designed the campus environment and tried its best to serve English teaching. English communication terms are posted on the wall of every class, and every blackboard newspaper has an English column. English slogans can be seen everywhere on campus, and English corridors make students linger. It is "peaches and plums don't say anything, flowers make their own way, walls are not alive, and there is intention everywhere" that plays a subtle role in moistening things. The weekly English corner activity is students' favorite, where teachers and students can communicate separately and students can talk to each other. Even if they make a mistake, it doesn't matter. Everyone will smile kindly or help to correct it patiently. Between teachers and students, between students is full of harmony. Let students feel that English is everywhere around them, as kind as their mother tongue. (2) Carry out colorful activities to promote students' speaking habits. In each class, we ask teachers to communicate with students in English, and stipulate the time for oral communication in each class, that is, to talk freely, to review the topics learned, or to integrate the language by using the dialogue system comprehensively, which not only creates a harmonious teaching atmosphere, but also greatly improves students' interest and confidence in speaking through this accumulation and silent infiltration. Students are required to make a small speech in every English class. Although the time is very short, almost every student has the opportunity to perform on stage after one semester, which stimulates every student to speak, gives him the motivation to speak, and greatly stimulates his desire to speak. Students' good language habits can be cultivated by speaking. 2. Focus on the classroom, pay equal attention to listening and speaking, and form your own teaching style (1). Children in rural areas lack a good speaking atmosphere, and it is almost impossible to communicate with their parents in English when they get home. Therefore, English classroom has become the main position of English teaching, and it is also the best opportunity for students to listen, speak and communicate in English. We ask teachers to stop teaching in Chinese in class. In order to ensure the English atmosphere, oral communication must be guaranteed for five minutes before class. Teachers should master teaching materials according to the new curriculum standards, creatively design teaching according to students' reality, create real communication situations, and let students have something to say, be interested in speaking, and feel that English is around and a part of life. But I also found that some children can speak English by themselves according to the teacher's requirements, but after a while they can't understand what others are saying or what others are saying. This is exactly what some education experts have analyzed. Students should first translate the English they hear into Chinese, and then translate Chinese into something they understand. Of course, the reaction is slow. This also shows that students attend too few lectures and lack good listening habits and high listening ability. Therefore, in class, we not only ask students to speak, but also ask students to listen to promote speech. To make students understand, the teacher's pronunciation must be accurate first. Every teacher should listen to the tape before class, correct his pronunciation, and ensure that his pronunciation is correct before entering the class. In teaching, teachers should avoid one person answering other people's questions. When a student speaks, the teacher should also design corresponding questions so that other students can listen with questions. When doing listening questions, try not to listen to a translated sentence, cultivate students' good listening habits and improve their listening ability. 3. Consolidate in class, extend after class, actively implement, improve oral English (1), follow up the research, summarize the stage in time, write case reflections and experience articles, and strive for progress in reflection and improvement in progress. Each semester is arranged by the Guidance Office and the research group to investigate the English teaching situation of each grade in stages, find problems in time, use the collective preview time to discuss the difficulties in these teaching, and how to solve the problems among students and reflect on how to improve their teaching. (2) Encourage teachers and students to actively participate in various English skill test competitions and competitions organized by the Municipal Education Bureau or the teaching and research section, so that teachers and students can make progress together. To give students a drop of water, you should have a bucket of water. The ability of teachers determines the ability of students. Therefore, as long as there is an opportunity to learn, it will never be missed. Among students, we also actively carry out activities, which greatly enhance students' interest in learning English, generate a strong sense of competition through activities, stimulate their competitiveness and generate motivation for learning. Use your spare time to organize everyone to study the English quality report of primary school students, broaden students' horizons and enrich extracurricular knowledge. Through the research of the subject, we have cultivated good study habits and autonomous learning ability. First of all, students have a great interest in English and have a further understanding of the role of English in study and life. I never liked English, and I never liked interacting with my classmates and teachers. Some students also changed some bad study habits. After returning home, they can preview new knowledge and review old knowledge in time, and they can read the text after recording, so their listening and speaking ability has been greatly improved. Secondly, the improvement of "speaking" ability has led to the improvement of overall academic performance. The students' grades have been greatly improved. In all previous exams, our school's English teaching performance is in the forefront of the whole region. Third, improve learning ability and English quality in oral English. "Speaking" in English teaching permeates every English class and extends beyond English classroom teaching. This requires perseverance and endurance like dripping water wears away a stone, and it is a test for every teacher and student. In the research, I also have a lot of puzzles: for example, how to minimize polarization in teaching and really let every student participate in the "speaking" ranks; How to combine listening and speaking perfectly, so that students can not only express their own ideas, but also understand what others are saying correctly and quickly; How to do a good job of home-school cooperation in rural English teaching and provide students with a broader English learning world, a stronger learning atmosphere and a better learning environment ... There are too many problems worthy of our consideration and exploration. There is a long way to go in Xiu Yuan, and I will go up and down.