What are the similarities between the teaching of Chinese in primary schools and English in primary

Chinese and English are language learning, teaching naturally has the same place, as far as my personal teaching experience is concerned, there are the following points, first, primary school English is relatively simple, less vocabulary, less grammar involved, mainly phonetics to do a good job, just like the pinyin in the language, so the classroom can be **some recording** and the like. Second, primary school students are more lively and active, and I think that in learning new words and words, whether it is Chinese or English, you can add some small games. It can increase everyone's motivation.

Third, I think these two courses are expressive learning, so if you don't finish teaching a lesson, you should focus on letting students output, for example, Chinese is to be able to memorize written essays, and English is the same!

All taught us knowledge.

Personally, I think it depends on your ability and preferences first. Primary school English is a relatively simple starting stage. It should still teach some basic grammar or something.,Personally, I feel it's easier to bring.。

Primary school Chinese is more difficult to teach than English, and the methods of composition and reading are more complicated than English. Now elementary school students have gone out to sign up for English classes or something, so the English in the classroom is still relatively basic. Most of the learning of Chinese is still in the classroom.

However, if you have a sense of responsibility as a teacher, and use scientific teaching methods to teach seriously and rigorously, I think you can actually lead your students well in any of them, don't you?

I am now a primary school teacher, I used to study Chinese education, and now I teach English. My own feeling is that Chinese is more valued in primary school, but students still feel that Chinese and mathematics are the main subjects and other miscellaneous subjects, and they suffer more in the allocation of time. Because Chinese and math teachers will unconditionally occupy students' time, the advantage is that they are not so tired!

Not so stressful!

In terms of work, what subjects you teach depends on what subjects you are good at, but in terms of work intensity, it is better to teach Chinese, regardless of primary and secondary schools, English teachers are the hardest (provided that you have to be a responsible teacher).

It depends on whether you are good at English or Chinese. When you don't have English, you should read more, and if you have it, it is easier, but it is difficult to guarantee the results of students' exams. The language is more vivid, but the content is relatively large.

Looking at my personal interest, I think it is much more difficult to teach Chinese than English, classical Chinese, poetry, ** must be very high level and difficult to understand. However, I don't think the English and Chinese in primary school need to be very high-level, the main thing is to cultivate their interest, so that they feel that this course is good and interesting, it depends on you, a little opinion.

Teach whatever subject you like.

I suggest you teach Chinese, because Chinese can be used as a class teacher, and you have a better chance of improvement in primary school, and now primary schools still don't pay as much attention to English as they do to Chinese and mathematics.

If you don't speak English well, it is recommended not to teach English, and your child will hate you for the rest of his life when he grows up

There are some characteristics of English teaching in primary schools:

First of all, the teaching content is close to students' lives and meets the needs of primary school students' interests. For example, numbers, colors, food, clothing, toys, animals and plants, bodies, individuals, families, schools, friends, culture, sports, etc., as well as the surrounding environment and social life, these vivid topics are presented to students in the form of children's favorite expressions, such as rhyme poems, fables, conversational performances, games, etc., which are enough to arouse students' interest.

Second, language function, structure, topic, and task are organically combined. The teaching of each unit or lesson is arranged with the topic as the core, the function and structure as the main line, and the task-based activities as the goal. Through the combination of "acquisition" and "learning", student imitation, and teacher guidance, students gradually form good habits of pronunciation, intonation, writing, and phonics, and gradually cultivate a preliminary sense of language.

Thirdly, a variety of teaching methods, such as situational method, audio-visual method, structural method, functional method, whole-body response method, immersion method, etc., to create scenarios and promote mutual communication, such as creating vivid scenarios such as hisking, shopping, birthday parties, picnics, travel, asking for directions, seeing a doctor, etc., to carry out interactive and cooperative learning. When children play a role and succeed in doing something, they are overjoyed, interested, confident and motivated.

Fourth, the form of exercises and activities corresponds to the characteristics of children's physical and psychological development. Hands, brain, mouth, ears, eyes, limbs, and body are used together, dynamic and static are combined, basic skills are combined with free exercises, and attention is paid to the development of multiple intelligences.

Fifth, pay attention to the use of a variety of **, provide supporting teaching resources, provide students with a good language environment, so that students are in the environment of English as their mother tongue, experience the practical use of English, and optimize the teaching process.

Sixth, pay attention to the cultivation of students' self-learning ability and learning strategies, and provide evaluation methods.

In practice, only when we have a certain understanding and analysis of primary school students and the content we teach, and through our own teaching style --- teaching style suitable for students' learning, can we make our classroom elegant and students can learn something.

Answer] :d Answer] d

Key points of the examination] The knowledge points of respecting oranges examined in this question are the "key points of primary school English teaching" in Cha Manuscript Bu.

Famous teachers explain in detail] omitted.

After a singular countable noun ending in a clear consonant becomes a plural noun, the -s added to the end of the word reads s;

If the singular noun ends with a voiced consonant or vowel, then the -s and -es at the end read z;

If the singular noun ends in t or d, the plural noun is pronounced as ts or dz with t or d after -s or -es at the end of the word;

If the singular noun ends with the five consonant phonemes s s, z, t, d, the -s and -es added after the plural are read as z; We know that when a singular noun ending in -f or -fe becomes a plural noun, -f or -fe is often changed to -ves, where -ves is pronounced vz.