First, use body language to stimulate students' interest in learning
English teaching in primary schools advocates task-based teaching method, but emphasizes the role of "two masters". As the leader of teaching, teachers can make teaching richer and deeper if they can use body language properly in class.
For example, the teacher is teaching junior students to learn ballads:
A cat, a cat,
Is it thin or fat?
Very fat, very fat, very fat …
Teachers can say and do actions for students to follow suit. For example, two hands and five fingers should be separated as far as possible, placed on both sides of the corners of the mouth, and pulled to both sides according to the beat level, indicating the kitten; Put your palms flat, palms down, up and down, and walk in a snake shape; Stand with your palm horizontal and draw a curve, indicating that the fish is swimming; The index finger and middle finger of both hands stand on both sides of the head to indicate rabbits and so on. For another example, let students wear headdresses of various small animals, simulate the sounds and movements of small animals, and perform while talking, so that students can learn knowledge unconsciously in pleasant activities. After the game, students will still feel dissatisfied and full of longing for the next English study.
The teacher smiles when teaching the sentence pattern "I like this sweater/shirt/coat/scar …", frowns when teaching the sentence pattern "I don't like that sweater/shirt/coat/scar …", and the fingers are far away, which can make students feel particularly easy to understand and master "like".
Second, create learning situations to stimulate students' interest in learning
Teachers can use physical or visual AIDS to create situations in classroom teaching to stimulate students' learning motivation or thinking, and stimulate students' interest in learning.
For example, when learning Merry Christmas, the teacher dressed up as Santa Claus with a backpack and greeted the students with Merry Christmas, inspiring everyone to say Merry Christmas and greeting each other with this greeting. Put down the backpack and let the students guess the gift ... The vivid role-playing and exquisite teaching tools and articles of the teacher brought the students to a specific "Christmas" scene, which stimulated their interest in learning and enthusiasm for participation, effectively activated the classroom atmosphere and mobilized their enthusiasm for language practice.
When learning to go shopping, teachers can create shopping scenes, let students act as "salespeople" and "customers" respectively, and turn the classroom into a small shop, and shopping scenes emerge as the times require. A family photo can be used to introduce my family members. This kind of scene design is closely related to students' living environment, and it is easy for them to feel that the need to learn English and the use of English are closely related to their personal lives, which is very interesting.
Teachers can also use multimedia to create a learning environment. For example, in the "Animals" class, teachers use multimedia to set animal sounds and zoo scenes, and lead students to visit the zoo. Students observe animals carefully, and then the teacher leads out sentence patterns. After reading, the students tell the characteristics of other animals in sentence patterns, and then ask the students to give an English introduction to the animals in the zoo by pasting sentences. This process enables students to learn new sentence patterns with great interest.
Thirdly, let students experience the fun of English learning by performing short plays and making up stories.
Senior students have mastered certain vocabulary. After learning each unit, the teacher can carefully prepare a short play according to the words, sentence patterns and cultural contents involved in each unit, and organize students to perform in groups so that every student can participate. In this process, students can experience fun and actively play their own roles, which also consolidates their knowledge.
In the teaching process, teachers can also let students make up their own stories, which can not only exercise their innovative spirit, but also stimulate their interest in using English and broaden their knowledge. At every story time, I always like to tell students familiar stories. For example, in Fox and Crow, I asked the students to make up stories in English, and the specified time was six minutes. With their questions, I wrote the related new words on the blackboard. Because they were eager to apply new words to the story, they mastered more than a dozen words in less than three minutes, and the story plot was also produced in their heated discussion: a long time ago, there was a fox. He was very hungry ... Then I asked each group to send representatives to tell this short story, and then began to play the recording, and let them imitate the recording, and the story content was vividly presented again. Finally, I asked them to retell their roles in the first person, and they could choose their favorite roles to unfold the plot. In this way, students weave stories into different endings and different backgrounds and perform them. In this process, students improve their oral expression ability with great interest.
In short, teachers should constantly stimulate and strengthen students' interest in learning in teaching, guide them to gradually turn their interest into stable learning motivation, make them willing to contact English, dare to express themselves in English, and actively cooperate with others, thus improving students' language use ability.