How to improve the atmosphere in primary school English classes

1. Stimulating interest is the key to creating a good teaching atmosphere. English courses are now offered starting from the first grade of primary school. This is not only a good time for children to learn English, but also a critical moment for students to learn English. At the same time, the introductory stage of English is not only the starting point of the entire English learning, but also the key to the entire English learning process. For students, learning English is undoubtedly a new thing. For teachers, it is undoubtedly a good opportunity to take advantage of, just like the most beautiful painting can be drawn on a piece of white paper. To this end, we should attach great importance to students' first class and carefully design lesson plans. For example, first introduce small products with labels such as "Made in China" and "Made in Hong Kong" into the classroom and tell them that English is the most widely used language in the world. English can be seen and heard everywhere. Then, tell one or two short jokes in English and translate them for the students. Tell them that as long as you study hard, you will soon be like the teacher, able to read simple English jokes, English stories, etc., stimulate the interest of the whole class, and bring everyone into the magical world of English. Finally, turn on the computer and enter a game at random. You will see that there are only English prompts in the game and no Chinese instructions. This tells students that learning English plays an important role in personal and social development, and arouses students' interest, hobbies and attention to learning English. . 2. Teaching aids are the carrier of creating a good teaching atmosphere. Generally speaking, when primary school students come into contact with English for the first time, they are relatively novel, very curious, and have a high desire for knowledge. Therefore, teaching should be based on this psychological characteristic of students, give full play to the advantages of this period, create suspense, and advance layer by layer so that students always have a sense of freshness. Such as making full use of students' favorite and intuitive teaching methods to explore students' interests. For example, when teaching the words "apple, egg, pencil, pen, pencil-case", etc., we can bring these real objects into the classroom. Although students often encounter things like apples, eggs, pencils, pens, etc. in their daily lives, when we bring these objects into the classroom, unexpected interest will arise. They are eager to know their role in English. What is it called? In this way, students are much more motivated to learn and can easily remember them. Another example is when teaching contrasting adjectives such as "big, small, tall, short", etc., you may make some slightly exaggerated pictures, use body language, or ask students to find contrasting words on themselves or in the classroom, so that The students had a cheerful treasure hunt, which enabled them to master these words without even realizing it. In order to satisfy students' curiosity and fun, stimulate their desire for knowledge, and thus widely attract students to participate, and change passive acceptance of knowledge into active search for knowledge, we can organize novel, specific, and vivid interesting games in teaching. For example, when teaching the dialogue "Who are you? I'm BaiLing.", students can play a sound identification game, using a competition method to guess the person by listening to the sound, and increase the difficulty appropriately. When the masked person asks "Who are you?", the student who says "I'm (BaiLing)." can pinch his nose, choke his throat, and change his tone to say other people's names. This made it more interesting, and everyone participated enthusiastically, vying to say "I'm Mike". Another example is when reviewing animal words, you can play the "Magic Bag" game, allowing students to touch, guess, take, observe, and describe objects, so that students can gradually uncover the mystery and enjoy the "jumping up" process during their own attempts at learning. The joy of success in "picking peaches" further consolidates the dialogue and words. 3. Music is a means to create a good teaching atmosphere. Primary school students in lower grades are lively and active, and like to sing and dance. In response to this feature, we try to teach as many English songs as possible, integrating music and English, and using the beautiful melody and bright rhythm of music to teach and consolidate English words and dialogues. For example, when teaching the word "color", use the song "Rainbow". First, use multimedia to display a beautiful rainbow after the rain, so that students can sincerely say "Wow, it's so beautiful!" Then, ask students if they want to learn the song "Rainbow"? The answer is obvious. Finally, strike while the iron is hot and practice singing repeatedly by using methods such as singing and dancing, and male and female students singing duet. When the song is familiar, the 7 words about colors are also mastered.

This approach not only enables students to be influenced by music, but also makes students feel the joy and fun of learning English. 4. Inducing thoughts is the catalyst for a good teaching atmosphere. "Learning starts from thinking, and thinking starts from doubting." Teachers should strive to create a relaxed, equal, and harmonious classroom atmosphere to stimulate students' enthusiasm to dare to think, speak, and do. For example, in a comprehensive review class, create a scene and create an atmosphere. With the help of multimedia courseware, a beautiful forest picture is displayed in the beautiful music. Then, he asked the students in a gentle tone: "Look, where is this place?" "Yes, it is a forest. What a beautiful forest! Do you like it?" "Think about it, who lives in this beautiful forest? "Students can name many animals in English (elephant, rabbit, panda, bear, wolf)... Then, ask students to come forward and demonstrate how to arrange a suitable home for each animal. You can also ask: "Which of these animals , who is the most polite? What will you say? "The students expressed their opinions... When Little Rabbit saw little white goat, he would say: "Hi, little goat. Glad to meet you! How are you?"...Little wolf invites little rabbit." Let's play together, ok?" Will Little rabbit agree? ...In this way, under the guidance of the teacher, by inserting the nursery rhymes and songs they have learned before, the students will interpret a fulfilling and vivid fairy tale (if you have time, you can also ask a few students to play their favorite animals, Come on stage and perform a cover). This brand-new picture, interesting questions and answers, and happy performances integrate memorization, speaking, editing, and acting. It not only reviews the words and sentence patterns learned in this unit, but also develops students' imagination ability and improves language skills. Practical ability. 5. The incentive mechanism is the driving force for creating a good teaching atmosphere. The ability to listen, speak, read and write in English is an indivisible whole, and each has its own characteristics. For example, we can name a group of English learning stars among students, with " "Word Star", "Listening Star", "Reading Star", "Singing Star", "Writing Star", etc. encourage students to work hard and create a long-term atmosphere for learning English. Take memorizing words as an example. In the past, many students regarded memorizing words as a mechanical, boring and monotonous task. Even students with better grades were forced to memorize for the sake of memorization. But if we set up "word stars", students may become enthusiastic about memorizing words, and they will take the initiative to memorize them. Maybe even during class, students will also ask each other about words. Because whenever it is his or her turn to memorize words and perform, the words become a carrier for him or her to display their personal talents, so that students can gain the joy and fun of success. Of course, this star does not have a lifelong tenure, and may be "laid off" at any time. It all depends on the individual's efforts. In this way, there will be a situation of chasing each other in the class. Students who are rated as stars cherish the honor very much and are afraid of being laid off. Students who are not rated as stars have a sense of crisis and keep up. Students are eager to take English classes and hope to show their talents as soon as possible. Wang Ruifeng