How to get students to actively participate in teaching activities in the English classroom

It is very important to guide students to actively participate in the classroom, and we can start with the following:

1. Create a scenario to stimulate interest.

The French educator Christopher Stowe said, "The art of education does not lie in the ability to disseminate, but in the art of teaching, which inspires, awakens and encourages." "Creating specific and vivid problem scenarios in teaching activities can stimulate students' full learning emotions, prompt them to actively meditate in the situation with vigorous energy and positive attitude, and comprehend the true meaning in the situation. If the teacher does not want to try to create a high and excited state of mind in the students, and rushes to impart knowledge, then the emotional mental work will bring fatigue.

Students' learning is not a passive process of absorption, but a process of actively constructing a new framework based on the existing knowledge framework and internal experience system. If we fail to grasp the interest factors contained in the teaching materials to stimulate students' learning emotions, it is easy to lead to students' lack of initiative and enthusiasm for learning. The ancients:

Those who know are not as good as those who are good, and those who are good are not as good as those who are happy. It can be seen that interest is a crucial condition for students' learning. Interest is the ladder of entry, interest breeds desire, and interest breeds motivation.

To stimulate students' interest in learning, it is necessary to rely on the teacher's classroom teaching art according to the age characteristics and cognitive rules of students. As an English teacher, we should pay attention to the reality of life, actively create situations in classroom teaching, guide and stimulate students' interest in learning, and make them have the desire to take the initiative to solve problems. To inspire and stimulate students' interest in learning, they should be based on the characteristics of middle school students' curiosity, competitiveness, and love of new things.

The classroom teaching content should be innovative, and stimulate students' interest with true feelings. Albert Einstein also said, "Interest is the best teacher".

The new curriculum standard advocates self-directed learning, and teaching practice has proved that only when students have a strong interest in learning content and learning form, their learning initiative will be enhanced, and their creative thinking will be active.

Group activity in competition mode.

In the process of daily English teaching, I will design classroom practice activities that are suitable for different types of classes and the characteristics of students of different ages. Follow the principles of using English language in primary school classrooms: the principle of accuracy, the principle of step-by-step, the principle of communicativeness, the principle of flexibility and pertinence, and the principle of using English as much as possible.

Situational English is usually used for teaching, and activities are set up to allow students to communicate boldly and fully in English on this stage. Make full use of various teaching resources, use listening, doing, speaking, singing, playing, and acting to provide students with sufficient opportunities for language practice, encourage students to actively participate and express boldly, so that students can learn English in activities, and communicate and do things in English. There are various forms of classroom practice activities, and a few examples are given according to the basic links of teaching:

1. Organize teaching and review.

Use songs, chant, games and other activities to review the key knowledge related to the teaching content of this lesson to pave the way for the learning of new knowledge.

2. Presentation and induction of new knowledge.

Introduce new lessons in the form of **, topic, **, etc., create specific scenarios, and activate the relevant background knowledge in students' minds through group discussions and theme reports, so as to help them warm up, learn new vocabulary, and teach new sentence patterns.

3. Consolidation and application of new knowledge.

Design some tasks for students, such as imitation, retelling, performance, competition, group dialogue, exercises, etc., to motivate students to actively participate, practice, think, explore, and create, and organize students to practice and apply the knowledge they have learned in completing the "task", so as to form the transfer of knowledge and apply the knowledge they have learned to practical life.

Fourth, summary. As much as possible, students should be allowed to summarize and summarize independently, and the teacher will point and guide.