How to create an English learning environment and situation

How to create an English learning environment and situation

Primary school English teaching should create all conditions and adopt all available methods to stimulate students' strong desire to learn English so that they like to learn and are willing to learn. , and you can learn it anytime and anywhere. This requires English teachers to create and urge schools to create a favorable environment for learning English. They should also strive to create intuitive and interesting English learning situations, and guide students to actively participate, boldly practice and communicate boldly, and fully mobilize students' enthusiasm and interest in learning. , in order to achieve the purpose of happy learning and quick success.

Let’s talk about how to create a learning environment and scenarios in primary school English teaching.

1. Environment

The so-called English learning environment means that what students see, hear and speak is English as much as possible.

What the eyes see mainly refers to the hard environment. If students can see and learn English in learning places, living places, and play places, for example: warning signs, placards, and publicity boards on campus should be bilingual in English and Chinese; the names of equipment in play venues should be bilingual; and class schedules in classrooms should be bilingual. , class rules and other arrangements are bilingual; it would be great if the names of internal facilities in the dormitory, famous quotes, etc. can be expressed in bilingual.

What you hear with your ears and what you say with your mouth mainly refers to the soft environment. The purpose of learning a language is mainly to understand and speak, which requires the teacher’s subjective efforts to guide and create an environment. Create opportunities. First of all, in English classes, there is no doubt that teachers should try to use more English and less mother tongue. Some people think that primary school students still cannot understand it, but you can think of ways. First, use more intuitive means, such as physical objects, pictures, etc. to create context; second, Teachers use eyes, mouth shapes, gestures and other body language to help learning and understanding; secondly, English is also used as much as possible outside the classroom. The greetings on the road, the greetings to and from get out of class, and the instructions for morning exercises and recess exercises are all in English. The second is to make full use of the school's radio station to play English songs, English stories, short jokes, etc. Third, English competitions are held every month, such as English speech contests, English recitation contests, English singing contests, etc. Try to allow students to host and use bilingualism in other large-scale activities in the school. These not only give students the opportunity to listen and speak, but also stimulate students' interest in learning.

2. Scenario

Primary school English classroom teaching must arouse students’ interest in learning to the greatest extent, provide students with sufficient opportunities to carry out activities in English, and let students feel the application of the knowledge they have learned. The pleasure of learning a language after successfully achieving a certain goal. This is determined by the age characteristics of primary school students and the particularity of the English subject. To enable primary school students to maintain a good learning status within 40 minutes, teachers must create various scenarios according to different teaching content and achieve contextualized teaching. This is what I do in my teaching practice.

The first is to use multimedia means to mobilize students' audio-visual senses. In English classroom teaching, it is often impossible to simulate all the situations created by performances due to time and space constraints. In this case, multimedia teaching methods can be used to transplant the situations, vividly reproduce the time and space of the relevant dialogue, and achieve the combination of audio and video, pictures and texts. , which is suitable for the age characteristics of primary school students who are curious, interested and novel. When teachers integrate the dialogues that students want to learn, they will deepen students' understanding of the language and help students establish a connection between the language and the object of expression, thus mobilizing learning enthusiasm and making students more conscious and interesting in English communication activities. For example, it is difficult to reproduce the scene of rain in class. The teacher records the sound of rain in advance and then uses FLASH to make courseware. This way, students can first experience the scene when it rains, and then follow the cartoon characters in the courseware to learn dialogues about rain. The content will be of great interest to students. Students deepen their role in the situation, practice consciously and proactively, fully display their talents in performances, and reflect themselves in mutual evaluations.

The second is to teach singing English songs, learn to tell English jokes, short stories, and perform dramas, nursery rhymes, poems, tongue twisters, guessing riddles, etc., to create a relaxed learning atmosphere. Many primary school English learning contents can be expressed in the form of songs, which can help stimulate interest and disperse difficulties.

Therefore, integrating music and English in English teaching can help students understand dialogue, express situational content, create an audio language environment, and make students naturally engaged. During the singing process, you can conduct questions and answers or role-based dialogues based on the song content to reflect the communicative situation in the song. English jokes and English stories are not only told by teachers, but also taught by students, so that students can be freed from a mechanical, dull, monotonous and tense learning environment, eliminate study fatigue, feel the fun of learning, and improve learning efficiency.

The third is to design game scenarios and review and consolidate the dialogue content. Designing game scenarios suitable for children during dialogue review teaching is a good way to entertain and teach. It can help teachers make boring review work lively and create conditions for students to practice language in a relaxed and natural atmosphere. , making students happy and eager to learn.

For example: When teaching the 12 months and weather, when I designed a "Haha HAPPY", I prepared 12 months of paper slips, put them in a box, and then prepared some information about weather characteristics. Notes such as hot, cold, etc. are placed in another box. At the beginning of the game, a student takes a piece of paper from each of the two boxes and connects them to make a sentence. If this sentence is true, e.g. Other students will repeat the adjective: if the sentence does not conform to the facts, other students will laugh "haha". It appears vivid, vivid and interesting. Students deeply understand their roles and perform actively in game scenarios. Learning through play and playing while learning are not only in line with children's nature of imitating and having fun, but also give full play to their subjective initiative and creativity, and also adjust the pace of learning. In a pleasant and joyful atmosphere, the language knowledge learned was consolidated and the ability to use language was exercised.

In short, in today's information age, we should face reality and carefully analyze the concepts and existing problems in current education and teaching that are not in line with quality education. In order to establish the concept of advancing with the times, establish student-oriented educational ideas, create the best environment, and seek the best ways to change the old teaching models and teaching methods, English education should be conducive to the sustainable development of students and provide Lay a solid foundation for students' lifelong development.