How to design questions in the teaching of English discourse in primary schools

The requirements for the design of English instruction in primary schools are as follows:

1.Instructional design should seek to stimulate students' interest.

Teachers must use all available methods to stimulate students' strong desire to learn English and make them enjoy and enjoy learning. Teachers can design and arrange some poems, group hymns, story songs, games and performances in combination with the teaching content, so as to make learning activities easy and enjoyable, so as to achieve twice the result with half the effort.

2.Instructional design should focus on students.

Teachers should fully respect the subjective status of students in teaching design, and use various methods to mobilize students' enthusiasm. In the classroom, teachers should strive to involve students in the teaching process, so that every student has the opportunity to participate in classroom exercises. Teachers can use a variety of forms of exercises, such as two-person groups, multi-person groups, rows, rows, half-classes, and boys and girls.

3.Instructional design should reflect the functionality of language.

The primary school English curriculum must start from the physiological and psychological characteristics of students, follow the rules of language learning, take the topic as the core, the function and structure as the main line, and design the teaching activities with the goal of task-based activities. A variety of activities such as listening, acting, acting, reading and writing, and audio-visual allow students to be exposed to a sufficient amount of language materials to improve students' ability to use language to communicate.

Grammar teaching design is a common work in high school English teaching, ignoring the task-based evaluation of grammar in the usual teaching, in the context of English teaching dilution of grammar, how to do a good job in high school English grammar teaching design, through learning has the following views: First, teachers should be fully prepared before class and design reasonably. Second, teachers should do a good job of grammar demonstration.

Inductive and deductive, these two methods of presentation should be implemented and implemented in real grammatical activities. The authenticity of grammatical activities is manifested in five aspects: the truth of the situational setting, the truth of the purpose, the truth of the characters in the activity, the truth of the form of the activity, and the truth of the context of the activity.

Third, on the premise that the task is real, take a good grammar application class. The main content of grammar application course is the evaluation of grammar acquisition, and teachers should first formulate evaluation standards based on the course standards, and then adopt flexible and diverse evaluation methods to actively carry out mutual evaluation and self-evaluation among students in the form of group activities or individual activities.

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As we all know, primary school students learn English almost always under the guidance of teachers in the classroom. At present, in primary school English classroom teaching, the teaching activities carefully designed by teachers play a huge role in stimulating and maintaining students' interest in learning English, attracting students to actively participate in classroom teaching, and achieving the preset teaching goals. However, if it is not carefully planned, the effect may be very different from the original intention of the teacher, and the preset teaching effect will not be achieved.

Therefore, the ultimate goal of teaching activities in the English classroom should not only achieve explicit language knowledge and skill goals, but also focus on the achievement of implicit goals, such as: cultivating students' long-lasting enthusiasm for learning English, good English learning habits, self-confidence in learning English, and mastering strategies and methods for learning English. Teachers should let students gradually master English knowledge and skills, cultivate and improve their comprehensive language skills, and at the same time expand students' horizons, absorb all aspects of knowledge, develop good personality, improve humanistic and scientific literacy, and lay a good foundation for lifelong learning and lifelong development.

There are broad and narrow definitions of classroom teaching activities.

Teaching activities in a broad sense refer to the specific things that students have to do in the process of completing the learning tasks in the task-driven English classroom teaching, which can also be called steps. Activity CaseActivity Analysis: 4 3. The design of the activity should be related to the student's life background or life experience, 4. The student who is wrong loses the game

Active cases. 6. The difficulty of activity design should be the student's "recent".

Look at the picture and speak, dub, and create a lot.

I think the role-playing students are most interested, and they can also transliterate some English words into witty and interesting Chinese pronunciation (although it is not recommended, but from the perspective of actual teaching, it is still very useful).