How to Create a Learning Environment and Situational Final Report on English Teaching in Primary Sch

How to create an English learning environment and situationHow to create an English learning environment and situation English teaching in primary schools should create all conditions and adopt all available methods to stimulate students' strong desire to learn English, so that they like to learn, are willing to learn, and can learn anytime, anywhere. This requires English teachers to create and supervise schools to create a conducive environment for learning English, and they should also strive to create an intuitive and interesting environment.

1) Learn in the scenario, use in the scenario.

In order to develop students' ability to create and use language in the classroom and in school, it is important to create situations. Teachers should try their best to create situations for students to learn language, through expressions, gestures, objects, situations, etc., so that students can understand the meaning of the sentence and the occasion of use, so that students can directly connect the language with the situation it expresses, and can think of the situation when they hear the sentence, and blurt out the sentence when they see the situation. For example, in the first unit of learning animal vocabulary, you can first set up a scenario of going to the zoo.

It is easy to understand the meaning of words and sentences with body language and actions to match the scene. Monotonous explanations, translations, and mere mechanical training can only make students feel bored.

2) Whole sentence learning and whole sentence use.

Learning sentences in contexts, learning words, pronunciation, and grammar in sentences is an important way to implement the principles of situational teaching. When learning a new knowledge project, the teacher should first ask students to understand the meaning of each sentence in a complete communicative situation, so that students can understand the appropriate context in which their sentences are used. Then introduce the sentence with the scene, bring the word with the sentence, the word does not leave the sentence, the sentence does not leave the country, and learn the words, sound, and grammar in the sentence, that is, the whole sentence - word - sound - word - whole sentence.

This method is conducive to students' memory, which can enable students to grasp the basic concepts of grammatical structure in application, and create new sentences according to "analogy" and "substitution", and can also enable students to learn more natural and fluent pronunciation and intonation.

3) Highlight the characteristics of English and avoid interference in Chinese.

This requires teachers and students to jointly establish the concept of only speaking English in English class, not speaking or speaking less Chinese, regarding the English classroom as a place for communication in English, and regarding the English teaching process as a process of teaching and learning in English. Of course, it will take time, but don't always find it difficult. Treat the whole class as a big situation, as long as the teacher often uses classroom teaching language and combines body language, it is easy for students to listen to it.

Through the creation of scenarios, students can be immersed, feel the reality, and experience life, which helps students to learn and apply what they have learned in a real way, and also helps them understand the role and significance of what they have learned.

In the teaching of English in elementary schools, it was created.

Contextual students perceive language, and using language in real-life situations can have unexpected results. Teachers can use multi-class equipment to break through the key points and difficulties of teaching, integrate words, sounds, images, etc., create a situation in which students actively participate in language communication activities, and let students enter the situation, understand the situation, and perform the situation to break through the language concept. Students are more likely to get into the role in real situations, and the classroom atmosphere is very lively.

With a good start, students can bring a sense of intimacy, leave an unforgettable impression, and an artistic beginning can make students naturally enter the situation of learning new knowledge, and can stimulate students' learning emotions, interests and desire to learn, so that students are happy to learn. Therefore, teachers can create concrete, vivid, and intuitive aesthetic teaching situations through language, movements, expressions, colors, images, etc., which has a huge role in optimizing the English learning process of students.

2. Creation of English classroom teaching situations.

1.Create a situation that is life-like.

There is a misunderstanding in the actual teaching of English in primary schools: teaching and learning are disconnected, and teaching and life are deviant. In this way, teachers are confused in teaching, and students learn passively, resulting in low teaching quality and efficiency, and students' lack of interest in learning English, which makes it more difficult for them to achieve high teaching benefits.

So how to improve students' English conversation ability, which requires us to continue to study our lives, constantly enrich the elements of life into the classroom teaching, and gradually create a situation that reproduces life and expresses life, so as to create a communicative life teaching model. Only by simulating the classroom teaching mode into a real scene and allowing students to be in the context of daily life can the distance between classroom teaching and real life be shortened, the authenticity of language can be felt, and students can be provided with good opportunities for language communication, so that students' practical ability to use English can be exercised.

Primary English is the beginning stage of learning English for students. Primary school students who are new to this new curriculum are full of freshness and curiosity. The English Curriculum Standards advocate experiential, practical, participatory, communicative and cooperative learning methods and task-based teaching approaches to develop students' comprehensive language skills.

So, how can teachers achieve the best teaching effect when they are faced with lively and active primary school students in the classroom and so little language materials in textbooks?

Through research and teaching practice, I have come to realize that in primary school English teaching, teachers should not only instill isolated words and sentence patterns to students and let them memorize by rote, but also enable them to apply what they have learned to practice and master the ability to use language. In order to achieve this goal, the teacher should actively use the means of situation creation in the classroom to stimulate students' interest in learning and improve their learning effect. Show the ** that students are familiar with to shorten the distance between English language and real life, so that students can realize that there is no distance between English learning and real life, so as to eliminate psychological barriers and actively participate in English learning.

1.PPT to create a teaching situation, 2Problem-based situations help to practice words and sentence patterns, which are close to real-life situations.