How to improve the effectiveness of language practice activities in primary school English classes

As we all know, English learning is the learning of language. Language learning is a matter of cultivating understanding and expression skills, not a simple matter of knowledge. If we don’t listen more, speak more, read more, write more, and translate more, if we don’t use all five senses together and let the brain take the lead, we won’t be able to master English quickly and cost-effectively. It requires us to put in more effort. Its improvement is slow, long-term, and lasts a lifetime, mainly relying on a lot of practice.

So today, we will study together the topic of "How to improve the effectiveness of language practice activities in primary school English classes". Starting from problem solving, when it comes to language practice activities in primary school English, I think it includes both in-class and extra-curricular language practice activities. Here we focus on language practice activities in class. For language learners, learning language is to communicate and do things. Primary school English language practice activities are to cultivate and develop the English ability of primary school students through activities, and at the same time enable primary school students to conduct and participate in meaningful activities through the use of English. This activity should be effective. This is another concept in the question: "Effective Organization" What is effective?

1. Understanding of "effective teaching"

Effective teaching (effective teaching) is a very representative teaching theory in the 20th century. The so-called "effective teaching" refers to the teaching methods, methods and techniques that effectively achieve the expected teaching goals; can effectively promote student development, including teachers effectively "teaching" students effective "learning", teachers and students can effectively promote and develop each other . In other words, effective classroom activities can fully mobilize students' enthusiasm for learning, stimulate students' cognitive needs, cultivate students' innovative spirit and practical ability, and promote students' ability development. Whether teaching is effective does not simply depend on whether the teacher has completed the teaching content or whether the teaching is serious or not, but whether the students have mastered the knowledge they have learned and the extent to which they have mastered it. If students do not want to learn or gain nothing from learning, even if the teacher teaches very hard, it is ineffective or inefficient teaching.

To put it simply: effective teaching refers to teaching that conforms to teaching rules, is effective, and is beneficial.

2. Primary school English classroom language practice activities and effective organization

Primary school English classroom language practice activities are to create and create a real and meaningful English cultural environment and language environment, using situations as the basis. The environment uses activities as the carrier and communication as the theme. It makes full use of various teaching resources and adopts the methods of listening, doing, speaking, singing, playing and acting to provide students with sufficient language practice opportunities and encourage students to actively participate and express boldly. , allowing students to learn English through activities and communicate and do things in English.

1. Classroom language and practical activities to improve English language

(1) Classroom language mainly includes:

Teaching language: vocabulary learning, grammar learning, explanation Texts, assignments, etc.

Teaching organization terms: explaining teaching plans, classroom activity arrangements, classroom instructions, asking for help, etc.

Communication terms: saying hello, asking about attendance, evaluating student performance, Discuss and exchange views or opinions, etc.

(2) The role of English classroom language:

The main tool for teachers to complete specific education and teaching tasks. Narrate and explain knowledge, organize teaching activities; develop intelligence, infect emotions, and provide ideological education to students.

The largest and most reliable source of English input for students. It is not only a working method, but also the content and method of listening and speaking training for students.

(3) Characteristics of English classroom language:

Normativity, simplicity, acceptability, inspiration, motivation, and vividness

(4 ) Principles for using English classroom language

Accuracy, step-by-step, communication, flexibility and pertinence, try to use English

When using classroom language, please also pay attention to:

The standard must be that students can understand; teachers can use eyes, expressions, gestures, simple drawings, blackboard writing, multimedia, etc. to help students understand; strive to translate English classroom language into Chinese and pay attention to the speaking speed and volume; control teachers volume of speech. Less explanation, more demonstration; classroom language should reflect the new curriculum concept. Create a student-centered classroom.

2. Types of language practice activities in primary school English classes

(1) Songs and ballads

Singing is one of children’s favorite activities, and it is pleasant to the ear. Music can easily stimulate students' emotions, and learning to sing songs can help reduce the difficulty of language learning. The rhythm of poetry and ballads can help primary school students in the enlightenment stage gain a sense of the English language and improve their learning confidence. Music and rhythm are also important components of children's language learning. In addition to increasing their interest in learning, consolidating and expanding vocabulary, they can also help students learn pronunciation, intonation, and enhance their sense of rhythm. Due to the large differences between Chinese and English, mastering the rhythm of English has always been a difficulty in our students' English learning. Therefore, attention should be paid to strengthening training from elementary school. Teachers can ask students to sing at the beginning, end of a class, or when a class reaches a certain stage and turn to more important content. They can also play English songs as background music, and can also use movements to perform songs so that students can sing while singing. Listen to music and sing while adding movement. The movements and lyrics must be in time to enhance the sense of rhythm. In addition, a song can be used to carry out different activities, such as: finding words, modifying pictures while listening to music, arranging pictures while listening to music, filling in lyrics, sorting lyrics, etc. These activities can be used for listening training, and teachers can choose according to actual needs. Songs can be used to achieve different training purposes. Listening to songs and doing exercises can increase students' interest, but the songs selected must be in line with age characteristics and the level of difficulty must be appropriate.

(2) Simple drawings

Simple drawings are very popular among teachers and students because they are simple and practical in classroom teaching. They are vivid, vivid, realistic, concise and attractive. attention. At the same time, it can reduce the difficulty for teachers to prepare physical objects, models, photos, etc., and it is also easier to highlight the process of activities, making it easier for students to understand and accept. Especially for lower grade students, it is essential to stimulate interest, create scenarios, contexts and semantic explanations. One of the few teaching methods. Guessing objects by looking at pictures is a game that cultivates students' imagination, divergent thinking ability and creativity. The teacher first draws a few abstract circles with simple figures and asks the students to guess T: What's this in English? The students try their best to use all the English words they have learned in an attempt to guess correctly. Some students guessed it to be a ball, an apple, a clock... "Square" guessed to be a photo, a map... Students can boldly use their imagination to guess. At this time, the teacher added a few more strokes, and the graphics changed. Some students guessed correctly and some didn't. Some of them leave room for students to imagine. For example, if the graphic is a child’s face, is it a boy or a girl? You can continue to guess. Students like to play such games, and they can play them often and keep them new.

(3) Games

Interest is the best teacher and the most basic motivation and source of learning. Allowing primary school students to learn English in interesting activities through various games and other lively methods is not only conducive to cultivating students' interest in learning, but also makes use of the unintentional nature of games to make difficulties easier. Elementary school students often think actively in order to win, and develop their intelligence through observation and analysis, thinking guessing, imagination, etc. Reasonable game rules and appropriate rewards and punishments cultivate students' organization and discipline, and can also help students correctly deal with competition and failure, which is beneficial to students' physical and mental development. At the same time, games also help to cultivate interest, because every game activity contains beauty, such as music, colors, movements, images and created scenes, etc., which are all beautiful education. Students can feel the beauty unconsciously and gradually improve their aesthetic taste. ability.

Organizing a variety of game activities can enable primary school students to master language smoothly in a relaxed and pleasant atmosphere driven by curiosity and competitiveness. It is no longer the kind of mechanical imitation practice over and over again under the strict control of teachers. For the game, the students were very interested and actively participated. During the game, they repeatedly practiced new content without feeling bored. Other students listened carefully and carefully for fair evaluation. Everyone benefits from the activity, and it stimulates students' interest in learning, which is conducive to promoting students' independent learning and helping teachers better achieve teaching goals.

(4) Directive activities

(5) Performances

(6) Investigation

The form of investigation is in the classroom One of the most common and effective means, it embodies the concept of cooperative learning. By allowing students to use their mouths, hands, and brains to cooperate to complete the tasks of situational activities, it gives full play to the advantages of each student, taps the inherent potential of students' interactions, and allows students to Acquire language through interaction and cooperation and promote the improvement of language ability.

(7) Description, design and production

Through tasks such as designing cards, pictures and descriptive information, it is reflected that students are the main body of the classroom and the tasks are the reproduction of life practice.

3. What are the characteristics of primary school students participating in classroom activities? They are willing to take action and are willing to perform externally. They are particularly sensitive to difficulty levels and have great mood swings. They like listening, reading, and writing. They are better at visual thinking and weaker at abstract thinking. Overall acceptance, not good at analytical acceptance

4. How to measure the effectiveness of a classroom language practice activity?

See whether students’ emotions are high

See whether students gain perception , experience, practice language key points

See whether most students have benefited

See whether most students have taken action

See whether students can act independently< /p>

See whether students have improved their classroom discourse

See whether the actions of teachers and students are coordinated and balanced

See whether this activity can leave a deep impression on students

5. Specific implementation of primary school English language practice activities

The Warming-up link is designed for three purposes: ① Activating thinking; ② Activating behavior; ③ Activating existing knowledge (i.e. review related to the teaching content of this lesson) key knowledge to pave the way for learning new knowledge).

In the preparation stage, mind-based teaching is a common teaching technique. It often introduces new lessons in the form of pictures or topics, and activates relevant background knowledge in students' minds through group discussions and topic reports, helping them warm up, learn new vocabulary, and predict the content structure of the text.

Presentation design purpose: to highlight language focus and set specific scenarios in various and effective forms

Practice practice and consolidation activities - refers to the construction of interesting, educational and creative activities in the teaching practice and consolidation process , practical student-centered activities, with the basic characteristics of motivating students to actively participate, actively practice, actively think, actively explore, and actively create, and organize students to practice and apply the knowledge they have learned in completing "tasks" to form the transfer of knowledge and transfer it. Apply the knowledge learned to real life.

English classroom teaching can generally be divided into three levels: understanding level, practice and consolidation level, and communication level. These three levels are both relatively independent and interconnected. The previous level is the foundation of the next level, and the latter level is the deepening of the previous level. Students learning English is a process of gradually moving from low level to high level.

To scientifically design activity levels, we must not only consider the order of activity arrangements, but also the quantity of activity arrangements. Even if the sequence of activities is reasonably arranged, if the teacher cannot reasonably arrange the amount of activities and rush through the areas that require solid practice, it will also lead to inefficiency of the activities.

Teachers should fully consider students’ individual differences and different learning needs when designing activities, and reflect humanism. Teachers should teach according to the rules of students' "learning", and the difficulty of activities should be moderate, so that students of different levels, including upper, middle and lower levels, have the opportunity to participate in classroom activities and learn something.

6. Problems and analysis of ineffective or inefficient classroom language practice

Compared with previous years, primary school English practice activities can be said to be better in terms of quantity, form, and performance. A lot of attempts and efforts have been made to stimulate students' interest, and a lot of valuable experience has been gained. But there are still many problems.

For example:

(1) Insufficient attention to students’ needs

Performed by: Unbalanced student participation; Teacher’s demonstration and requirements are not in place; Interrupting students’ speeches midway

(2) Insufficient design and implementation of effective use of teaching materials

Performed by: problems with the arrangement of group cooperation activity time; unreasonable classroom structure arrangements (such as often loose at the front and tight at the back, leading lessons vividly , the result is sloppy); too much emphasis is placed on the fun of the form, while ignoring the practicality of the content; Class activities have little relationship with the teaching content and deviate from the classroom teaching goals. The classroom teaching activities seem to be lively and colorful on the surface, but lack effectiveness. .

(3) Insufficient accurate target positioning and expression

The performance is as follows: ideologically, teachers do not reflect the main body of students, and students tend to follow the teacher; the target dimension is too large and lacks It is specific and not operable or observable; the emotional and attitude goals are far-fetched and not properly penetrated according to the teaching materials; the characteristics of the subject are not reflected enough; the implementation of teaching goals is not enough, and there is a lack of detection and implementation of stage goals.

For example: in word guessing games, whenever a student says something correctly, the teacher will give verbal praise, award a small prize, or record the winning situation. Teachers and students are very busy. However, too many pauses slow down the pace of the activity; a single form of individual participation reduces the density of the activity, so the efficiency of the activity is low. If students are instead asked to guess words quickly one after another, and temporarily ignore whether the guesses are correct or not, the aim is to allow more students to participate in the practice. When students participate in the activity, individuals alternate at a fast pace, and individuals and groups participate together. High density greatly improves the efficiency of activities.

The teaching strategy is to learn to choose. In a class, if you want to teach everything, you may not be able to teach anything well. Of course, you must deal with the teaching focus and The relationship between teaching density and teaching capacity does not mean emphasizing the key points, ignoring teaching density and capacity, and engaging in unnecessary repetition and waste. Instead, it means mobilizing a variety of means and using multiple channels to focus on the key points and design gradient and large-capacity training. Of course, acceptance is the criterion to truly enable students to master knowledge and improve their thinking ability during training. When teachers choose teaching focuses, they must firstly base on the teaching syllabus, secondly have an overall concept, and thirdly, base on the actual situation of the students in order to facilitate the cultivation of quality. The goal is to improve efficiency.

Therefore, improving the effectiveness of language practice activities and maximizing the mobilization and development of students’ inner potential have become every teacher’s concern and urgent need to solve.

7. Several points that should be grasped in primary school English classroom language practice activities:

(1) Targetedness

Teaching goals are the starting point and destination of teaching activities. It dominates, controls and regulates the entire teaching process. Any teaching activity must be centered around a certain teaching goal. Teachers should focus on teaching objectives when designing activities and consider whether the designed classroom activities are vivid, interesting and attractive. In addition, we must avoid the tendency to emphasize form over content, and organically combine interesting activities with effective language practice on the premise of highlighting the teaching objectives, so as to optimize the teaching effect within a limited time.

(2) All-inclusiveness

The design of activities should take into account whether students’ participation is broad and whether most students have something to do, and should not make the activities a problem for a few outstanding students. Student performance show.

(3) Interesting

Through English practical activities, primary school students can further stimulate their fun and interest in learning and using English; teachers should organize teaching with students as the center, and fully consider students in teaching The psychological characteristics, intellectual characteristics and thinking characteristics of students can mobilize students' enthusiasm for learning English and greatly improve students' enthusiasm for school. This enthusiasm is exactly the internal motivation for students to learn. Long-term internal motivation will definitely promote students' learning further. Let students develop good study habits virtually. Questionnaires can also be conducted regularly to collect students’ opinions and suggestions on the design and implementation of activities so that adjustments can be made at any time.

In the process of practice, we should also pay attention not to confuse "interest" with "entertainment". We should not use superficial jokes or direct stimulation of the senses to stimulate students' interest, but should learn from their characteristics. And discover the source of interest deep in their minds. Only such interest can last long.

(4) Hierarchy

The content and form of activities should be from simple to complex, from easy to difficult, and gradually lead from textbook-centered activity training to life-oriented Center for practical applications.

(5) Practicality

Through English practical activities, it is more conducive for primary school students to communicate and express simply in English, and it also enables primary school students to master certain knowledge and skills and develop certain abilities. . Through English practical activities, primary school students can have a preliminary understanding of the differences between Chinese and English cultures and the characteristics of English culture;

(6) Authenticity

Teachers should design designs that focus on teaching content and Activities that use authentic language materials drawn from life experiences that students are familiar with introduce students into a vivid learning environment. Classroom activities combine textbook language learning with real-life language, enabling students to use the language they have learned to solve real-life problems.

(7) Encouragement

Effective classroom activities require the support of evaluation methods. Teachers should evaluate students' classroom activities in a timely manner so that they can obtain information from teachers' feedback, reflect on their own learning status, and improve their enthusiasm for learning. Teachers should promptly praise and encourage students for their outstanding performance, either through verbal praise, affirmative eyes or actions; they should tactfully provide some suggestions for their shortcomings. Evaluation is an important factor for students to understand themselves and transform themselves. Teachers’ evaluations should be timely and consistent with students’ psychology. Scientific evaluations can better unleash students’ potential and enhance their confidence. In the evaluation process, teachers should also pay attention to collective motivational and individual motivational evaluation. The diversification of evaluation content and methods also includes: timely evaluation, formative evaluation, and final evaluation. The organic combination of the three will give students individualized evaluations and continuously promote students' all-round development.

(8) Diversity

Diverse classroom activity forms are conducive to maintaining students' attention. When designing classroom teaching activities, teachers should fully consider the diversity of activity forms, adopt flexible teaching methods and methods, and create colorful teaching situations to stimulate students' interest in learning and mobilize students' enthusiasm for learning English.

(9) Focus on generation

Teaching activities are a continuous process of raising questions and solving problems. Teachers need to plan activities. But you cannot rely entirely on presets, otherwise it will result in only preset brilliance but no generated brilliance.

English language practice activities closely link students’ language activities with students’ language development, and are the basis for students’ English language development. English language practice activities try to organize and guide students to take active, diverse and comprehensive activities to achieve the purpose of improving students' English language awareness and ability and promoting students' comprehensive and harmonious development.

By improving the effectiveness of classroom activities, teaching can be carried out in an orderly and efficient manner, and students' ability to comprehensively apply knowledge can be gradually improved from the four aspects of listening, speaking, reading and writing. Achieve the harmonious unity of knowledge and skills, processes and methods, emotional attitudes and values.

In short, language practice activities in primary school English classes should reflect the idea that students are the protagonists, interests are the motivation, and language use is the purpose. In the activities, we should achieve the connection between knowledge and practice, master the combination of knowledge and fun, participate in multiple senses, and pay attention to the integration of disciplines and the intersection of knowledge. "Effective" is our pursuit of ideal results in everything we do. This is an extremely common word, but "the effective degree space is infinite. What we have to do is to approach the ideal goal with infinite possibilities, pursue maximum effectiveness, further achieve effective teaching, and cultivate students' comprehensive practical abilities." , development and improvement