A brief discussion on how to create learning environments and situations 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. Let students see and learn English in places where they study, live, and play. For example: warning signs, placards, and publicity boards on campus should be bilingual in English and Chinese; the names of equipment in the playground should be bilingual; the class schedules, class rules, and other arrangements in the classroom should be bilingual; the cartoons and comics on the walls of the canteen should be bilingual. Character dialogues are bilingual; names of facilities inside the apartment, famous quotes, etc. are bilingual, etc.

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 primary school students still can’t 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, we try to use English as much as possible outside the classroom, and this is what we do; first, all teachers and students in the primary school have a copy of "200 Everyday English Sentences", and everyone In school, English is used to say hello on the way, greetings to and from get out of class in various subjects, and conduct morning exercises and recess exercises. 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 we do in our 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 teaching, we insisted on doing this, and students' interest in learning was very high, and immediate results were achieved soon. Most students in the primary school department of our school are very interested in English and actively participate in various English competitions at all levels and achieve satisfactory results. For example, Yi Jian, a sixth-grade student, transferred to our school last year and was just exposed to English. However, in less than a year, she was able to boldly participate in speech contests and English singing contests, and also passed the Zhuzhou Primary School English Level 2 exam.

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 each passing day, establish student-centered 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 sustainability of students and provide a better environment for students. Laying the foundation for students’ lifelong development.