On English Teaching in Primary Schools

# Elementary English # Introduction May you drive a ship forged by faith and plow snow-white waves in the sea of hope. The following is a primary school English teaching paper for your reference.

Flexible use of teaching materials in English teaching

Keywords: English textbook teaching content adjustment and use

In current English teaching, in addition to textbooks, there are activity manuals, exercise books, teaching pictures, word cards, audio tapes and teaching CDs for teachers' reference and use. Among them, textbooks are the most fundamental and used the most. Modern foreign language teaching philosophy no longer regards textbooks as the golden rule of teaching, but regards them as a teaching resource. The newly promulgated English Curriculum Standard also mentions that "in English teaching, besides using teaching materials reasonably and effectively, other curriculum resources should be actively and fully utilized." It can be seen that under the new curriculum concept, teaching materials are not the whole content of teaching, but changeable, developed and open teaching materials. Therefore, teachers must change the traditional concept of "teaching for the sake of textbooks" and establish a new teaching concept of "teaching with textbooks". In the actual English teaching process, we should adjust, delete, supplement, adapt and concentrate the original teaching content of the textbook according to the specific needs of teaching ... We should use the textbook flexibly and creatively to make it more in line with students' needs and close to their real life, so as to optimize classroom teaching and better realize teaching objectives. The following are some attempts made by the author in teaching practice.

First, properly adjust the order of teaching content.

Teachers can properly adjust the order of teaching contents in textbooks according to students' cognitive characteristics, psychological characteristics and actual teaching situation, so as to make knowledge more coherent and complete, more in line with students' interests, cognitive characteristics and ability needs, and closer to students' real life, thus guiding students to learn more effectively.

1. Inter-unit adjustment: Inter-unit adjustment refers to adjusting the order of each unit in the textbook according to students' interests and cognitive characteristics. For example, there are related contents such as asking for directions, shopping, dating, calling between units, etc., which can be adjusted and reorganized before teaching, which can help students effectively establish a relatively complete knowledge system. For example, Guangzhou primary school textbook (for grade one), Book One, Unit Two, is about learning stationery and sentence patterns. Unit 3 Continue to learn the sentence patterns … and numbers I have; Unit 4 Learn 1 1 My favorite color words and sentence patterns ...; Unit 5 is learning toys and sentence patterns. Do you have …? Yes, I am/no, I am not related by blood. In view of this situation, after learning the contents of Unit 2 and Unit 3, we can advance Unit 5 to Unit 4 for teaching. In this way, through the adjustment of the order between units, the excitement of students' cognition is reactivated, and the students' search for knowledge is stimulated *, and a relatively complete knowledge system is established, which has also received good teaching results.

2. Intra-unit adjustment: Intra-unit adjustment means that teachers readjust the teaching content according to the logical order of knowledge in the unit, so as to better reflect the systematicness and integrity of knowledge. For example, the third unit (lessons 7, 8 and 9) of the current English textbook for primary schools in Guangzhou mainly studies the names of eight countries, their national vocabulary and several related sentence patterns. Among them, the seventh lesson has a long text and difficult sentence patterns. In the meantime, the first words of several nationalities that are difficult to remember and distinguish appear, while the words of several countries only appear in the eighth lesson, with less text content and easy to understand sentence patterns. This arrangement of teaching materials is not appropriate, and it is not conducive to the understanding and learning of third-grade students who have just come into contact with English. Therefore, teachers should teach lesson 8 well in advance, and then teach lesson 7. The result is obviously different. Students can not only easily understand and master the names and national vocabulary of several countries, but also understand the text well and learn to use sentence patterns.

3. In-class adjustment: In-class adjustment refers to readjusting and combining the order of several parts in a class. For example, at present, the English textbooks for the third and fourth grades of primary schools in Guangzhou (except the story-telling class) are mainly composed of five parts (dialogue, singing, rhyming, working with language and having fun with language). Many times, teachers can adjust the order or combination of these parts according to the actual needs of teaching, so as to stimulate students' interest, consolidate the learning content and be beneficial to teaching and learning.

Second, the concentration of teaching content.

The current English textbooks for the third and fourth grades of primary schools in Guangzhou are relatively complete based on the principle of "high input, high frequency and frequent appearance", so some of the texts are relatively long and rich in content, which is undoubtedly difficult for students who are relatively young and have not learned much English. How to reduce the difficulty? First of all, teachers should properly handle the teaching content, and can adopt the method of concentrating the teaching content. For example, there are six dialogues in the fourth lesson of the second volume of the English textbook for primary schools in Guangzhou. On the premise of being familiar with words, you can first learn a ballad compiled from the text (that is, condense the main points of the text):

Uncle Tim has a farm.

I also have a farm.

Do you have an f-arm?

Yes, I know.

Do you have a pig?

Yes, I know.

Do you have any cows?

Yes, I know.

Do you have any goats?

No I don't.

Then analyze the sentence patterns and learn the text, and the results are naturally good. Teachers rely on textbooks but don't stick to them, but in the end they can save time and complete teaching tasks efficiently. So this method is effective.

Thirdly, the adaptation of teaching content.

Children's songs with simple lyrics, vivid content, lively form, beautiful rhythm and bright rhythm are deeply loved by children. In teaching, adapting the text into children's songs or ballads and teaching with some movements or music can not only adjust the classroom atmosphere, but also concentrate, not only relax the limbs, but also easily master the knowledge learned. Promoting learning with songs, entertaining and entertaining, and receiving ideal results, why not? For example, the fourth lesson of the first volume of the English textbook for primary schools in Guangzhou can be adapted into a song that children are familiar with and taught by action.

Wash your face

1=G？ 4/4

1 2 3 1 | 1 2 3 1 |

Wash your face. Wash your hands.

3 4 5 - | 3 4 5 - |

Clean your teeth. Clean your ears.

56 54 3 1 |56 54 3 1|

Blow your nose. Blow your nose.

1 5 5 1 | 1 5 5 1 |

Brush your hair. All right. all right

As a result, it is conceivable that the students not only learned the song quickly, but also understood and mastered several sentence patterns and corresponding interesting actions in the song, and the teacher successfully completed the teaching task.

Fourth, constantly update the way of teaching and learning and activate the teaching content.

In teaching, teachers should enhance the openness and flexibility of English teaching, constantly update the ways of teaching and learning, and make the teaching materials meet my needs and use. Some contents in the current textbooks are slightly dull and monotonous, which requires teachers to create situations, turn static words into lively communication activities, and let students experience, understand and use language in speaking, playing, singing and acting. For example, the first lesson of the third (fourth grade) English textbook for primary schools in Guangzhou mainly talks about how to shop. If the teacher only recites the text on the page, or lets the students recite the text blindly, the students will have no real feelings and have a poor grasp of sentence patterns. At this time, if the teacher sets up the classroom on the playground and sits in a circle, then let some students perform a fashion show and say the English names of clothes while showing them, and then the teacher prompts some shopping terms to let the students shop freely in various "specialty stores" (played and organized by some students). Without the limitation of the classroom, the real and vivid scenes let students devote themselves to it, really feel the fun of shopping, and unconsciously master the content they want to learn. Therefore, activating the teaching content, breaking the traditional teaching methods and studying in a relaxed and pleasant atmosphere are very popular among teachers and students, and can receive unexpected results.

Let the students create how to use the textbook.

Teaching is not just a teacher's task. Many times, we can leave some space and time for students to imagine, create and use teaching materials, and then discuss them in groups before submitting teaching designs. After selection, teachers can teach again. In fact, it is enough for the teacher to mention the teaching content in the end, because students have unconsciously learned and mastered what they want to learn while discussing, designing and judging the teaching design. This method can only be done under certain conditions, but it is also feasible.

In short, with the continuation of the new round of educational reform, it is becoming more and more important to use teaching materials flexibly and creatively. Teachers break through the traditional ideas and mindset, and make appropriate adjustments, deletions, additions and adaptations to the teaching content according to the actual needs in the teaching process, so as to understand and use the teaching materials at a deeper level. This is imperative for teaching in the new era.

On the Teaching Mode of "Life-oriented English Teaching in Primary Schools"

Times are changing, and we are stepping into 2 1 century. Social demand and practice make us fully realize the importance of language communication. In order to better reflect the "use in middle school, use in learning" put forward by the English Curriculum Standard for Primary Schools, we have been looking for a new teaching method, life-oriented teaching, integrating English teaching with life, building a large English teaching classroom with the concept of life, organically combining innovative spirit with practical ability, and truly exerting the communicative role of English.

Keywords Primary School English Life Training and Application

Educator Dewey said: "Education is the transformation of life, growth and experience." Tao Xingzhi, an educator in China, also put forward the idea of "life is education" from the reality of China, linking education with the whole life, and truly achieving "integration of teaching and learning" through various social practices. For language learners, learning a language is to communicate and do things. English is the language that people communicate and express in life. From life, used in life. The new English curriculum standard requires teachers to creatively design teaching activities close to students' reality, attract and organize students to actively participate, and enable students to acquire the ability to process and use information, communicate with others in English and solve practical problems in English.

First, relying on teaching materials, combined with teaching materials, make English teaching content come alive.

The content of primary school English textbooks is close to students' life and learning reality, and most of the knowledge points involved in the textbooks are knowledge that we encounter in daily life and can often use. For example, students like to talk about small animals, favorite fruits and food, favorite sports activities, and everyday polite expressions that students can use every day. For another example, the teaching content and design in English textbooks now come from students' real life, and the topics include: numbers, colors, body, food, toys, personal situation, family, school, friends and so on. These are nothing but family life and social life. At present, many English teachers can grasp this feature in their daily English teaching, and can connect the classroom content with students' daily life, so that students can learn the ways of expression through various forms.

For example, "My name is Emma." "I come from China." "I'm trying." "I like playing computer games." In addition, according to the arrangement of teaching materials, it will be expanded. For example, ask students to use family photos to get to know family members. They are willing to actively learn and express themselves, and are willing to communicate with each other. "This is my father. He is a doctor. He likes watching TV. " "This is my mother. She is a teacher. " "This is me." And so on. Life-oriented English will stimulate students' strong thirst for knowledge and cultivate their ability to explore and learn independently. The knowledge of teaching and learning comes from life, and it is more necessary to return the learned knowledge to life. It is necessary for teachers to combine book knowledge with real life in teaching, so as to make the classroom full of interest. Teachers, under the new curriculum standards, combined with the actual situation of our students, further explore the life of English teaching.

Second, create an atmosphere and create a situation to make English classroom teaching come alive.

The new curriculum concept especially emphasizes the connection between students and life, pays attention to the integration of students' thinking, emotion and action, and links the classroom content with students' daily life, making the classroom full of interest.

1. Establish a harmonious relationship between teachers and students and create an active classroom atmosphere.

In the daily English class, teachers' smiles, teachers' classes and teachers' praise and encouragement are very important, which can not only relieve students' nervousness, but also enable students to actively participate in the class and give full play to their initiative. Teachers should love, respect, care and treat all students equally. Don't be intimate and biased because of the differences in students' grades, gender and origins. When asking questions or organizing class activities, the opportunities should be as equal as possible, especially for those poor students with strong inferiority complex, so as to enhance their self-confidence in learning. In class, teachers should look around every student, and don't just look at the students and make other students feel left out, or just look at the poor students and make them feel uncomfortable and nervous. Teachers should understand each student's psychological characteristics and aspirations, remember each student's name, and let each student feel that he has a place in the teacher's heart. If every student can always feel the teacher's love, care and respect for him, he will be inspired by healthy emotions, become full of vitality, generate positive learning motivation, learn knowledge and cultivate ability in a harmonious atmosphere.

2. A variety of methods to create a life-oriented teaching situation.

Creating a good teaching situation can stimulate students' positive emotions, and then produce the desire and pursuit of knowledge, positive thinking and active exploration. A good teaching scene and sufficient space environment can give students limited space to express themselves and show themselves. Situational teaching has always been a major feature of English teaching, and it is also one of the main ways to use situational teaching. Students only study and don't use it, and our teaching is also a failure. Students should not only learn, but also use. Only in this way can they say that they have learned English. Language comes from life and should also be applied to life. By setting situations and combining performances, students can learn happily and vividly in the immersive language environment, so as to achieve the purpose of applying what they have learned and truly apply what they have learned. In the lesson "Dotheexercise", the focus of teaching is to learn the expression of warm-up activities before swimming. In order to let the students know that the knowledge they have learned is around, before class, I take the students to swim in the swimming pool, record a video of our swimming at the same time, make a teaching courseware, and show it to the students in class to create a swimming situation for them. In the process of teaching food, we should review the names of food words by setting up videos of eating in restaurants, and set up scenes to practice sentence patterns. We should give each group a blank menu, let the students design their own menu in a cooperative way, and then simulate the situation of the teachers in the restaurant and communicate with the sentences they have learned. Through this situational design, students not only learn English knowledge, but also understand western culture, so that what they have learned can be applied to life. When teaching the sentence "crossing the road", the situation created is that students cross the road to see the traffic lights every day. Through this situation, students learn English expressions and understand the rules when crossing the road. Creating situations will make students feel familiar with what they have learned and realize that English is just around the corner. Teachers should make full use of rich language situations, create a platform for students to use English, connect English with our real life, make the language alive and make the classroom alive. For example, "CanIhelpyou?" In the class of learning fruit. In sentence patterns, set a table in advance, put some fruits on it, and let the students act as salespeople and customers for dialogue and demonstration. Students naturally acquire the expressive intention of language through real situations; In the exercise, let the students go shopping in pairs. In the living environment, the classroom has become a communication place and a speech classroom, which has a real communicative nature. Its function is not only to stimulate students' interest and enliven the classroom teaching atmosphere, but more importantly, to enable students to have a real speech experience.

3. "Speak freely" to build a real language environment.

Conversation introduction is to introduce new lessons through free dialogue between classmates and between teachers and students. The conversation between teachers and students is mainly in the form of questions and answers; The author adopts the promotion method of "grouping quota system", that is, each class is divided into several groups, and the designated group leader forms a study group. This method requires each student in the group to organize a dialogue on a designated topic by himself, and the teacher takes it as the basis for asking questions and exercises the students' proficiency; After reaching a certain level, students are required to supplement, modify and expand according to the newly taught content, and then talk about new content at a new level. "Student English duty system", this method requires each student in each group to take turns on duty and set up their own scenes. Several students in other groups participate in the dialogue they have learned before, or apply the English they have learned to their lives. For example: tell me about your family (the content of junior three students), tell me about a picture, a park, introduce new students and so on. This will not only enable students to fully express themselves in a pleasant atmosphere, but also benefit the whole class, promote mutual improvement, improve the enthusiasm and creativity of learning, and complete the transition from old knowledge to new knowledge. If it is a situational stage in teaching before teaching new knowledge, it is performance and review; After use, it is the consolidation and development of new knowledge, so as to meet the teaching requirements. In my opinion, it is worth noting to use this method: we should have a plan, not rush for success, pay attention to praise and encouragement, and encourage students to make continuous progress. Learn, praise and improve in the situation.

Third, take homework as a bridge to realize the life of language knowledge.

The new curriculum standard regards stimulating and cultivating students' interest in learning English, helping students to form good study habits and effective learning strategies, strengthening self-management and self-evaluation, developing students' autonomous learning ability, cultivating students' desire and ability for lifelong learning, innovative spirit and practical ability as the basic tasks of English teaching. Therefore, our teachers should be interesting, practical and creative when designing homework, which can not only make language learning apply what they have learned and cultivate students' innovative ability, but also enable students to go out of school, into society and into life, which is conducive to the all-round development of students' quality.

Fourth, combine knowledge with life to expand the platform of language learning.

The content in textbooks comes from life, and sometimes teachers can often let students look for knowledge in real life. In daily teaching, I consciously collect English from my life and bring it into the classroom to serve the teaching. For example, before teaching letters, I photographed abbreviations that students often see in their lives: KFC, M, WC…… ... I collected business English that students often see in their lives: soft candy on napkins, milk on milk packages, juice on orange juice bottles ... I printed computer English that students often see in their lives: Windows, My files, E-mail ... These daily English make students feel enthusiastic and active in learning letters.

Language comes from life, and learning language must go into life. Only by letting students learn in life, live in study, use in study and use in middle school can they master a truly vital language. English is the language that people communicate and express in life. From life, used in life. Teachers should strive to create a life-oriented teaching atmosphere, build a large classroom of English teaching with the concept of life, and organically combine the spirit of innovation with practical ability to truly realize the life-oriented language teaching, learning in life and lifelong use.

On the Guiding Role of Listening Training in English Teaching in Primary Schools

Improving listening is not only conducive to the development of listening, speaking, reading and writing skills, but also lays a solid foundation for daily communication. But for students, listening is often difficult. Traditional teaching has long attached importance to reading and writing training, but neglected the cultivation of listening and speaking ability. Students' cultural foundation and psychological state also affect their listening development, and the lack of language environment also makes students' listening ability relatively weak. How to change this situation and let China students say goodbye to the current learning situation of "dumb English" is an important topic before us. P Gerry, a famous English linguist, said: "Beginners need the skills of talented teachers more." The role of teachers in the primary stage of English is enormous. After teaching for several years, I have the following thoughts.

Listening teaching is to cultivate students' ability to acquire and understand information. Linguistic research shows that speaking ability and listening ability are inseparable. Only by understanding it first can we express it clearly. This can be seen more clearly from children's language learning. Children's babbling is to listen carefully before they can imitate. Even the simplest "mother" finally spoke after listening to her parents' repeated training. Psychological research also shows that listening is a psychological process of actively identifying and processing information; It is an active explanation, not a passive perception, not a simple acoustic fact. This process seems simple and completed in an instant, but it is actually a complex process. From the initial perception to the complete understanding of continuous flow, the listener needs to constantly identify, compare, remember and judge. In order to complete this series of complex psychological processes well, students must master the necessary skills in addition to a good language foundation. Students need to guess the plot of the content and what they didn't hear clearly; Find the general idea of the content; Grasp key details, etc. These skills require teachers to train gradually and imperceptibly in English listening teaching, thus helping students improve their listening.

How to help students improve their listening comprehension? I think we should first make students interested in listening practice and overcome their fears. American psychologist Rogers said: "Successful teaching depends on the relationship of sincerity, understanding and trust between teachers and students, and the classroom atmosphere full of psychological security." According to the psychological theory of foreign language education, a person's listening comprehension ability is closely related to his psychological quality. Students are always in the Chinese language environment in their lives. Pupils are not adapted to the English language environment. In listening training, students should listen clearly, understand fleeting language materials, make clear the meaning of language, and make correct judgments to answer questions. Once there are unanswerable questions, students will have a heavy psychological burden and become in a hurry. As a result, they often don't understand even the simplest words. Therefore, in the usual listening training, teachers should pay attention to students' psychological changes, create a relaxed classroom atmosphere, and avoid making students feel disgusted or even resistant. Psychological research shows that if you want to understand a passage, you must have listening motivation, self-confidence and natural relaxation. Therefore, teachers should cultivate and stimulate students' interest in listening. In my teaching, I use multimedia to teach words and sentences, and mobilize students' multiple senses to learn, instead of practicing mechanically; Conduct dialogue and performance activities in class, design reasonable actions, and mobilize students' learning enthusiasm. In the Oxford textbook, each unit is a story picture with a plot, so I asked the students to form an imitation and dubbing listening and speaking game. Through these interesting activities, students actively participate in learning and improve their enthusiasm, thus practicing listening subtly. With interest, students' enthusiasm for attending classes is mobilized.

Of course, students' English learning process is mainly carried out in the classroom. In order to improve students' listening ability, teachers must adhere to the dominant position of classroom teaching, attach importance to conventional teaching, create a good classroom English language environment, adopt colorful classroom teaching methods, improve classroom teaching art, and insist on teaching in English, so as to effectively implement the basic knowledge of language. Teachers themselves should have good language quality, master authentic and fluent oral English expressions, let students immerse themselves in the ocean of English in daily classes, and gradually master sentence reading skills such as linking, rereading and losing, so as to reach the level of proficiency. Doing so can also expand students' language input. Modern language teaching theory holds that the greater the language input, the higher the language output. When the input reaches a certain amount, students' language ability will change qualitatively. For primary school students who lack natural English environment, the usual classroom education is the main way of language input. Therefore, teachers' insistence on teaching in English can directly help students practice listening.

At the same time, reading aloud often is also an effective way to improve listening. The strength of listening depends on a person's correct and skilled pronunciation. Correct English pronunciation, beautiful and fluent intonation, and mastery of rhythm all depend on hard work and hard practice. In the process of reading aloud, students should first pay attention to imitating correct and beautiful language materials, listen to more recordings, try to create a listening environment, imitate more and repeat more, and understand the speaker's feelings. Secondly, on the basis of reading aloud, recite more. Finally, you can respond to everyday expressions fluently and blurt out wonderful conversations, then you can understand them and your listening level will be improved accordingly. In the usual teaching, I attach great importance to students' text reading practice, and often ask students to mark the attention tone, weak reading and other marks in the text, and let students imitate the reading in the recording vividly according to the marks. When students are proficient in dialogue, they can make dialogues by themselves, and carry out dialogues according to different contexts and characters' identities, so as to finally meet the requirement of using the language freely.

The ultimate goal of English learning is to be able to communicate in English. In addition to teaching in English in class, I also encourage teachers and students to have simple English conversations anytime and anywhere after class, forming a strong extracurricular English atmosphere. Gradually, students are no longer ashamed to speak English, but can boldly express their ideas in English. At the same time, students' English listening ability is gradually improved. Finally, proper listening practice can strengthen training and improve listening. Supporting English listening practice is a necessary measure to cultivate students' listening. The practice of each unit should be synchronized with the text teaching. Teachers should give students corresponding guidance when completing exercises to help them master the correct methods and overcome listening difficulties. Usually, before the beginning of listening training, I will let students browse the exercises quickly, predict what they will hear together with the students, prompt the key points and keys of listening, teach students to listen with questions, and be good at capturing useful information such as time, place, name and action. Never pause for a long time where you don't understand for a while.

In years of practice, I gradually found that students' English listening and speaking ability has been gradually improved and their interest has been continuously strengthened. Students who didn't want to answer questions before are willing to raise their hands. Students with a good foundation are more fluent in oral English and the correct rate of listening practice has been improved obviously.