Elementary School English Teaching Essay An Introduction to English Teaching

1. Adjustment between units: Adjustment between units refers to the adjustment of the order of the units in the textbook according to the interest and cognitive characteristics of students. For example, if there are related contents such as asking for directions, shopping, dating, and making phone calls between units, adjusting and reorganizing them before teaching can help students effectively establish a relatively complete knowledge system. For example, the second unit of Guangzhou Primary School Textbook of Spoken English Book 1 (for Grade 1) is about stationery and the sentence pattern I have...; the third unit continues to learn the sentence pattern I have... and numbers; the fourth unit is about 11 color words and the sentence pattern I like....; Unit 5 is about toys and the sentence pattern Do you have...?Yes, Ido/No, I don't are related again. In view of this situation, Unit 5 can be advanced to teach before Unit 4 after studying the contents of Units 2 and 3. In this way, through the adjustment of the order between the units, re-activate the cognitive excitement of the students, but also stimulate the students to explore the knowledge *, but also let them establish a more complete knowledge system, but also received a good teaching effect.

2. Adjustment within the unit: Adjustment within the unit refers to the teacher according to the logical order of the knowledge within the unit, the content of the teaching of the re-adjustment, so as to better reflect the knowledge of the systematic and complete. For example, Unit 3 (Lessons 7, 8 and 9) of the current Guangzhou Primary School English Textbook Book 2 (for use in Grade 3) focuses on the names of eight countries and their nationalities and several related sentence patterns. In Lesson 7, the text is longer and the sentence patterns are more difficult to understand, during which the words of several nationalities, which are more difficult to memorize and differentiate, appear first, but the words of a few countries appear only in Lesson 8, and the content of the text is less, and the sentence patterns are also simple and easy to understand. This arrangement of teaching materials is not appropriate, but also not conducive to the understanding and learning of third-grade students who have just come into contact with the English language soon, for this reason, the teacher should teach the eighth lesson in advance, and then teach the seventh lesson, the results are obviously different, the students not only easily understand and master the names of the countries and their nationalities of the words, but also very good understanding of the text and learn to use the sentence pattern.

3, in-class adjustment: in-class adjustment refers to the re-adjustment and combination of the order of several parts of a lesson. For example, the current English textbooks for the third and fourth grades of elementary school in Guangzhou (except for the lesson on storytelling) are mainly composed of five parts (Dialogue, Singalong, Rhyme, Work with language and Fun with Language) in each lesson. Very often, teachers can adjust the order of these parts or combine them according to the actual needs of teaching, in order to stimulate students' interest, consolidate the learning content, and facilitate teaching and learning.

Second, the concentration of teaching content

The current Guangzhou elementary school English textbooks for grades 3 and 4 have the principle of "high input, high frequency, and multiple occurrences" and are relatively complete. The content of some texts is relatively long and numerous, 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 deal with the teaching content appropriately by condensing it. For example, the fourth lesson of Guangzhou Primary School English Textbook Book II (Grade 3) has six dialogues. Under the premise of familiarizing yourself with the words, you can first learn a song compiled from the text (i.e., condensing the main points of the text):

Uncle Tim has a farm.

I have a farm, too.

Do you have a f arm?

Yes, I do.

Do you have any pigs?

Yes, I do.

Do you have any cows?

Do you have a farm?

Yes, I do.

Do you have any goats?

No, I don't.

And then analyze the sentence pattern and learn the text, which is naturally effective. The teacher relies on the textbook but doesn't stick to it, and ultimately accomplishes the teaching task in a time-efficient manner.

This is the first time I've seen a movie in which I've had a chance to talk about the subject.

Third, the content of the adaptation

With the simple words, vivid content, lively form, rhyme, rhythm and other characteristics of the children's song is very popular with the children, in the teaching of the text will be adapted into children's songs or ballads and accompanied by a number of actions or music for teaching, not only to regulate the atmosphere of the classroom, but also to focus on the children's work, the children's work, the children's work, the children's work, the children's work, the children's work and the children's work. Classroom atmosphere, but also to focus their attention, not only can relax the body, but also easy to grasp the content. Why not use songs to promote learning, make teaching fun, and get the desired effect? For example, the fourth lesson of Guangzhou Primary English Textbook Book 1 (for third grade) can be adapted into a song that children are familiar with and with the action to teach.

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|3 4 5|3 4 5 --|3 4 5----|

Clean your teeth. Clean your ears.

56 54 3 1 |56 54 3 1|

Blow your nose.

1 5 5 1 | 1 5 5 1 |

Brush your hair. OK.All rigtht

The result is predictable, students not only learn the song very quickly, but also understand and master several sentence patterns in the song as well as the corresponding interesting actions, and the teacher has successfully completed the The teacher also successfully completed the teaching task.

Fourth, constantly update the way of teaching and learning, revitalize the teaching content

Teachers should enhance the openness and flexibility of the English teaching in teaching, constantly update the way of teaching and learning, so that the teaching materials for my needs, for my use. Some of the content in the current textbooks is a bit boring, so teachers need to create scenarios, change the static text into lively communicative activities, so that students can experience, understand and use the language in speaking, playing, singing and acting. For example, the first lesson of Guangzhou Primary School English Textbook Book 3 (for Grade 4) focuses on how to go shopping. If the teacher just reads from the book or asks the students to memorize the text, the students will have no real feelings and will not grasp the sentence patterns well enough. At this time, the teacher if the classroom is located in the playground sitting in a circle, and then call some students for a fashion show, while saying the name of the clothes in English while showing the clothes, and then the teacher prompted some of the shopping terminology, so that the students are free to go to the various "boutique" (played by some of the students and organization) to go shopping. Without the limitations of the classroom, the real and vivid scenarios allow students to enjoy themselves and actually feel the fun of shopping, and master the content without realizing it. This revitalization of teaching content, breaking the traditional teaching methods, learning in a relaxed atmosphere, very popular with teachers and students, and can receive unexpected results.

Fifth, let the students to create how to use the teaching materials

Teaching is not just a teacher's task, in many cases you can leave some space and time for the students to imagine, to create the use of teaching materials, and then group discussions, and then submit the teaching design, after the selection of teachers and then carry out Teaching. In fact, in the end, the teacher just point out is enough to complete the teaching content, because students in the discussion, design, selection of teaching design at the same time has been unknowingly learning and mastering the content to be learned. This method can only be carried out under certain conditions, but it is also feasible.

In conclusion, as the new round of education reform continues, the flexible and creative use of textbooks is becoming increasingly important. Teachers break the traditional concepts, break through the stereotyped thinking, in the teaching process according to the actual needs of the content of the appropriate adjustments, deletions, additions and adaptations, etc., from a deeper level to understand and use of teaching materials. This is imperative, but also the new era of teaching needs.

A Brief Introduction to the Teaching Mode of "Living English Teaching in Primary Schools"

Abstract The times are changing, and as we enter into the 21st century, the social needs and practices have made us realize the importance of language communication. In order to better reflect the elementary school English curriculum standards put forward by the "in the use of learning, learning to use", we have been looking for a teaching method of living teaching, so that English teaching and life as one, with the concept of life to build a large classroom of English teaching, the spirit of creativity and practical ability organically combined, and truly play a role in the communication of the English language.

Keywords Elementary English living cultivation use

The educator Dewey said, "Education is life, that is, growth, that is, experience transformation." The Chinese educator Tao Xingzhi also put forward the idea of "life is education" from the actual situation in China, linking education with the whole life, and truly realizing the unity of "teaching, learning and doing" through various social practices. For language learners, learning a language is about communication and doing things. English is a language that people use to communicate and express themselves in life, and it comes from life and is used for life.

First, relying on the teaching materials, combined with the teaching materials, so that the English teaching content living.

The content of the elementary school English teaching materials itself is close to the students' lives and learning reality, and most of the knowledge involved in the teaching materials is what we encounter in our daily lives, and can be often used. For example, students love to talk about animals, their favorite fruits and foods, their favorite sports activities, and their daily use of polite phrases. Another example is that the teaching content and design of the English textbooks nowadays come from the students' real life, and the topics include: numbers, colors, body, food, toys, personal situation, family, school, friends and so on, which are nothing more than family life and social life. At present, many English teachers are able to seize this feature in their daily English teaching, and are able to link the classroom content with the students' daily life, so that the students can learn the way of expression through rich and varied forms.

Such as "My name is Emma." "I'm from China." "I am twelve." "I like playing computer games." In addition, according to the arrangement of the content of the textbook, to expand. For example, let the students bring photos of their family members to learn about family members, they are very willing to take the initiative to learn and express, and 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. Real-life English will stimulate students' strong desire to know and can develop students' independent inquiry learning ability. The knowledge of teaching and learning comes from life, and it is more necessary to make the learned knowledge return to life. Teachers need to combine book knowledge with real life in teaching to make the classroom full of interest. Teachers in the sense of the new standards, combined with the actual students in our school, to further explore the English teaching living.

Second, to create an atmosphere, create a situation, so that the English classroom teaching living

The new curriculum concepts put special emphasis on the connection between the students and the life of the students, focusing on the integration of students' thinking, feelings, actions, and the content of the classroom with the students' daily life, so that the classroom is full of interest.

1. Establish a harmonious teacher-student relationship and create a living classroom atmosphere.

In the living English classroom, the teacher's smile, the teacher's class*, the teacher's praise and encouragement is very important, not only to ease the students' nervous heart, but also to allow students to actively participate in the classroom, giving full play to the students' initiative. Teachers should love each student, respect each student, care for each student, treat students equally; do not because of the students' performance advantages and disadvantages, gender, origin and other differences in affinity and bias. Ask questions or organize classroom activities, the opportunity to try to equalize, especially pay attention to those who have a strong sense of inferiority of poor students have the opportunity to perform, in order to enhance their self-confidence in learning. In class, the teacher should look around at each student, do not only look at the good students, and make other students feel left out, or only look at the poor students, so that they feel uncomfortable and emotional tension. Teachers should understand the psychological characteristics and aspirations of each student, memorize each student's name, and make each student feel that he or she has a place in the teacher's heart. If each student often feel the teacher's love, care and respect for themselves, they will be inspired by healthy emotions, become angry, produce positive learning motivation, in a harmonious atmosphere to learn knowledge and develop their abilities.

2. A variety of methods to create a living teaching situation.

Creating a good teaching situation can stimulate students' positive emotions, and then produce the desire and pursuit of knowledge, active thinking, active exploration. A good teaching scene and adequate spatial environment can maximize the opportunity for students to express themselves and show themselves. Situational teaching has always been a major feature of English teaching, and it is also one of the key ways to use. If students only learn but do not use, our teaching is a failure. Students should not only learn, but also be able to use, so that students can be said to have learned English. Language comes from life and should be used in life. By setting up situations and combining with performances, students can learn happily and vividly in an immersive language environment, so as to achieve the purpose of utilization, and really make use of what they have learned. In the lesson "Dotheexercise", the teaching focus is to learn the expression of preparatory activities before swimming, in order to let the students realize that what they learn is around them, before the lesson, I took the students to the swimming pool to swim, and at the same time, I recorded a video of us swimming, made the teaching materials, and played it to the students during the lesson to create a swimming situation for the students. In the lesson about food, the video of dining in a restaurant sets up problems for reviewing the names of words, and at the same time sets up a situation for sentence drills. Blank menus are given to each group, so that the students can design their own menus in a cooperative way, and then simulate the teacher's situation in the restaurant, and then use the sentence patterns they have learned to carry out practical exchanges. With this kind of situation design, students learn English knowledge and also learn about western culture, so that what they have learned can be applied in their lives. When teaching the sentence of crossing the street, the situation created is that the students will meet every day to cross the street to look at the traffic light, through this situation, the students learn the English expression, but also understand the rules when crossing the street. Creating situations will make students feel familiar with what they have learned and realize that English is all around them. Teachers should make full use of the rich language situation to create a platform for students to use English, to connect English with our real life, to make the language living and the classroom living. For example, when learning the sentence pattern of "CanIhelpyou?" in the lesson of fruits, a table is set up beforehand, some fruits are put on it, and students are allowed to play the roles of salesmen and customers, and carry out dialogues and demonstrations. Students naturally acquire the expressive intention of the language through the real situation; when practicing, students are allowed to go shopping in pairs. In the living environment, the classroom becomes a communicative place, verbal classroom, with a real communicative nature, the effect is not only to stimulate the interest of students, active classroom teaching atmosphere, but more importantly, it enables students to produce real speech experience.

3. "Free talk", build a real language environment.

Conversational introduction is to introduce a new lesson through the free conversation between classmates, teachers and students. Conversation between teachers and students is mainly in the form of questions and answers; I use the promotion of "grouping system", that is, the class is divided into a number of small groups, the designated group leader, to form a learning collective, this method requires that each student in the group, to organize their own conversation on a specified topic, the teacher as a basis for asking questions to exercise the students' proficiency; when a certain level of proficiency is reached, the students will have to learn the language. When a certain level is reached, students are asked to organize additions, modifications and extensions according to the newly taught content, and then to converse new content at a new level. "Students' English duty system", this method it requires each student in each group to take turns to be on duty, set up their own scenarios, and several students from other groups*** participate in the same way, demonstrating the conversations they have learned before, or applying the English they have learned to their lives. For example, tell about your family (content for third graders), talk about a picture, a park, introduce new classmates and so on. This not only allows students to fully express themselves in a pleasant atmosphere, but also benefits the whole class, promotes mutual improvement, enhances their motivation and creativity in learning, and also accomplishes the transition from old knowledge to new knowledge. If used as a situational stage in teaching, before teaching new knowledge, it is performing and reviewing; after using it, it is the consolidation and development of new knowledge, so as to meet the teaching requirements. In the author's opinion, the use of this method is worth noting: there should be a plan, not in a hurry, and pay attention to praise and encouragement to motivate students to continue to make progress. Learning, praising and improving in the scenario.

Three, with homework as a bridge to achieve language knowledge living.

The New Standard takes stimulating and cultivating students' interest in learning English, helping students develop good learning habits and effective learning strategies, strengthening self-management and self-evaluation to develop students' ability to learn on their own, and fostering students' desire and ability for lifelong learning, innovation and practice as the basic tasks of English teaching. Therefore, we teachers in the design of homework should be interesting, practical, creative, so that not only the language learning to use, cultivate students' creative ability, and can make students out of the school, to society, into life, is conducive to the overall development of the quality of students.

Fourth, the combination of knowledge and life, expanding the platform for learning language.

The content of the textbook comes from life, and sometimes teachers can often let the students to the actual life to find knowledge. In my daily teaching, I consciously collect English in life and bring them into the classroom to serve the teaching. For example, before teaching the alphabet, I have taken pictures of the abbreviations that students often see in their lives: KFC, M, WC... I have collected the English of the commodities that students often see in their lives: soft on the napkin, milk on the milk package, juice on the orange juice bottle... I have printed out the English of the computers that students often see in their lives: Windows, My files, E-mail... These life English make students enthusiastic in learning letters, thinking is very active, the efficiency is greatly improved, and also make students feel that English is around us.

Language comes from life, and learning language must go into life. Only by letting students learn in life, in learning to live, so that students in learning to use, use the middle school, in order to let them master the real vitality of the language. English is a language for people to communicate and express themselves in life, which comes from life and is used for life. Teachers should strive to create a living teaching atmosphere, use the concept of life to build a large classroom of English teaching, combine the spirit of innovation and practical ability, and truly realize the language teaching to life, learning in life, and use for life.

An analysis of listening training guidance in primary English teaching

Improving listening is not only conducive to the development of the three skills of speaking, reading and writing, but also lays a solid foundation for daily communication. Traditional teaching has long emphasized the training of reading and writing, but neglected the cultivation of listening and speaking. The cultural foundation and psychological state of the students also affect their listening development, and the lack of a language environment also makes students' listening ability relatively weak. How to change this situation, so that Chinese students can say goodbye to the "mute English" learning situation is an important issue in front of us. P. Gerry, a famous British linguist, said, "Beginners need the skills of a gifted teacher." Teachers play a great role in the beginning stage of English. Through several years of teaching, I have the following thoughts.

Listening teaching is to develop students' ability to acquire and understand information. Linguistic research shows that the ability to speak and the ability to listen are inseparable. Only when you can hear and understand can you express yourself clearly. This can be seen more clearly in early childhood language learning. Young children learn to speak first by listening carefully and then by imitating. Even the simplest "mama" is spoken only after listening to the parent's repeated training. Psychological research also shows that listening is an active, positive cognitive processing of information; it is active interpretation, not passive perception, not simply acoustic facts. This process seems to be simple, completed in an instant, but the continuous speech stream from the initial perception to complete the understanding is in fact a complex process that requires the listener to constantly discriminate, compare, memorize and judge. In order to complete this series of complex mental processes, students must master the necessary skills in addition to having a good language foundation. Students need to guess the content of the plot, the content that is not clearly heard; to find the main idea of the content; to grasp the key details and so on. These skills need to be trained by the teacher in the English listening teaching, in a gradual and subtle way, to help students improve their listening skills.

How to help students improve their listening skills? I think the first thing to do is to make students interested in listening practice, to overcome the fear of psychology. American psychology Rogers said: "Successful teaching depends on a sincere, understanding and trusting teacher-student relationship, a classroom atmosphere full of psychological security." According to the theory of psychology of foreign language education, the quality of one's listening comprehension ability is closely related to the psychological quality. Students are always in the Chinese language environment in their lives. Elementary school students are not adapted to the English language environment, in the listening training, students need to hear and understand the fleeting language materials, clarify the meaning of the language, and at the same time make the correct judgment to answer the questions. Once there is a question that cannot be answered, students will have a heavy psychological burden and become confused, and as a result, they often do not understand even the simplest words and phrases. Therefore, in the usual listening training, teachers should pay attention to the students' psychological changes, to create a relaxed classroom atmosphere, to avoid making it produce aversion or even resistance. Psychological research shows that in order to understand a text, you must have the motivation to listen, self-confidence and natural relaxation. So teachers should cultivate and stimulate students' interest in listening. In my teaching, I use multimedia to teach words and sentences, mobilizing students' multiple senses to learn rather than mechanical drills; I carry out dialogues and performances in the classroom, designing reasonable actions to motivate students to learn. In the Oxford textbook, there are pictures of stories with plots in each unit, so I ask students to work in pairs to play imitation and dubbing listening and speaking games. Through these interesting activities, students' motivation to participate in learning increases, and they practice listening in a subtle way. With interest, students' enthusiasm for listening is mobilized.

Of course, students' English learning process is mainly in the classroom. To improve students' listening level, teachers must adhere to the main position of classroom teaching, pay attention to regular teaching, create a good English language environment in the classroom, use colorful classroom teaching methods, improve the art of classroom teaching, and adhere to the use of English in the classroom, so as to effectively implement the basic knowledge of the language. Teachers should have good language quality and fluent oral expression in English, so that students can be immersed in the sea of English in the classroom, and gradually master the skills of reading aloud in sentences such as continuous reading, rereading, and loss of blasts, and then achieve the degree of proficiency in the application of the language. In doing so, we can also expand students' language input. According to modern language teaching theory, the greater the language input, the higher the language output will be. When the input reaches a certain amount, the students' language ability will have a qualitative change. For primary school students who lack a natural English environment, classroom education is the main way of language input. Therefore, teachers who insist on teaching in English can directly help students to practice their listening skills.

At the same time, reading aloud is also an effective way to improve listening skills. The key to strong listening lies in one's correct and skillful pronunciation. The correctness of the English voice, the beautiful and fluent intonation, and the grasp of the rhythm all depend on the usual hard work and practice. In the process of reading aloud, students should first pay attention to imitate the correct and beautiful language materials, listen to recordings, try to create an environment for listening, imitate more, repeat more, and experience the speaker's emotions. Secondly, on the basis of reading aloud, they should memorize more. Finally, to be able to respond fluently to everyday language, wonderful dialogues out of the mouth, speak to understand, listening level will be improved accordingly. In the usual teaching, I pay great attention to the practice of students reading aloud in the text, often require students to mark in the text of the stress, weak reading and other signs, require students to mark according to the signs, imitating the recording of reading aloud in a beautiful way. When students have mastered the dialog, they can make up their own dialog, according to different contexts and character identity, perform dialog, and finally achieve the ability to use the language freely.

The ultimate goal of English learning is to be able to communicate in English. In addition to teaching in English in the classroom, I also encourage teachers and students to have simple English conversations with each other anytime, anywhere, so as to form a strong English atmosphere outside the classroom. Gradually, students are no longer shy to speak English, but can boldly express their own thoughts in English, and at the same time, students' English listening ability is also gradually improved. Finally, appropriate listening practice can play a role in strengthening training and improving listening ability. The English listening exercises are necessary for training students' listening skills. The exercises in each unit should be synchronized with the teaching of the text. Teachers should give students appropriate guidance when completing the exercises to help them master the correct methods and overcome the listening difficulties. Usually, before listening training, I will ask students to quickly browse the exercises, predict what they will hear, suggest the key points, teach students to listen purposefully with questions, and catch useful information such as time, place, name, action, etc. For those who don't understand something at the moment, they should be able to listen to it in the same way as the text. For those who do not understand, do not make a long pause.

During these years of practice, I have slowly realized that students' ability to listen to English has gradually improved and their interest in the subject has been strengthened. Students who were reluctant to answer questions were willing to raise their hands, students who had a good foundation spoke more fluently, and the correct rate of listening practice improved significantly.