Move through the General does not hurtProbe into primary school English teaching in the teachers.docx

Move through the General does not hurtProbe into primary school English teaching in the teachers.docx

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MovethroughtheGeneraldoesnothurtProbeintoprimaryschoolEnglishteachingintheteachers

MovethroughtheGeneraldoesnothurt-ProbeintoprimaryschoolEnglishteachingintheteacher-studentinteraction

Generalisnotpain,painisnotpain,“Notlongago,Iheardadrugtelevisionadvertisingterminology,privatespeculations,thisnumberisalsosuitabletodescribetheinteractionofteachersandstudentsinourprimaryschoolEnglishteaching.

Move,intheinterpretationoftheNewModernChineseCihaithingschangetheoriginallocationorfromthestationarystate,oftenusedinconjunctionwithlivelive,move,becauseofthemove,onlytolive,Ithink:

dynamicvitalityofthebasiccharacteristicsofanything,onlytohavevitality,tothecontinuity,inordertodevelop.

Recently,IalongwiththeDistrictDepartmentofthefollowingschoolvisits,afterlisteningtoalotofEnglishclasses,deepfeelingsistheso-calledwell-informed,everyplacetoseeandheararerandomfromtheusualteachinglesson,notcarvedsmallpeckopenclass,andtoobservetheclass.bothoriginalitysuperiorqualitygoods,therearesomeforsloppyfatigue.waitandstudyitsrootcauses,andfeelinourprimaryschoolEnglishteaching,amoveword,howimportant.

Sincelaborlanguageasatoolforpracticeandmasteryofthelanguageshouldbeintheprocessoflaborcarriedout,Ithink.ThelearningofEnglishisnoexception,belowIamgoingtostartfromtheword“move”,combinedwithmyyearsofteaching,andtotalkabouttheirunderstandingofprimaryschoolEnglishteaching.

Astudent’s“dynamic”PrimaryEnglishTeachingForstudents,theprimaryproblemisactivelearningorpassivelearning,thatis,studentsinterestedinlearningEnglishfortheproblem.Interestinlearningisnotborn,butrathertheteacherstobeabletocapitalizeonthetrend,accordingtolocalconditionsinspireandcultivate.

“Action”isoneofthecharacteristicsoftheprimaryschoolage,butthisfeature,different,high-gradesegmentdisplay.Seniorstudentsself-controlisrelativelystrongerinthelowergrades,makingthemthepreferrationalgoodmove,coupledwithsuchYoshikatsugoodagecharacteristics,resultinginpupilsprefer,suchasgames,competitions,rapandotherformsofteachinginteaching,iftheycangivefullconsiderationtothesefactors,designinterestingteachingactivities,sothatstudentsfully“move”thatourteachingwillbeabletoplayamultipliereffect.

OxfordPrimaryEnglishstartingthirdgradeyear,accordingtotheagecharacteristicsofthestudentsinthethirdandfourthgradedialogueteaching,settingthescenario,Igenerallyrequirestudentsduringconversationpracticetocombinetheuseofbodylanguage,eachsentenceaccompaniedbycertaingestures,movementsorexpressions,topractice,toenablestudentstofully“move”.4A-Unit1-PartAofthedialogue,theactionconfiguredasfollows:

A:

MayIcomein,MissLi?

---Mouthknockonthedoor,handsdoknockonthedoorlikeanexaggerationaswell.

B:

Yes,Comein,please.---Politelybowed,hishandsdoleadthewaylike.

A:

MayIhaveacopybook?

---Firsthandsonhischest,turnoverpalmandthendowritethewords.

B:

Yes.Thiscopybookisforyou.---ThehandschestFanZhangdofetchthingsposture.

A:

Thankyou.---Handsmakeafistwithhischest.

B:

MayIhaveacopybookforSuYang?

---Firsthandsonhischest,andtheabilitytoturnthebeatuppointingtooneside.

A:

Sure.Hereyouare.---NodthehandchestFanZhangposturedofetchthings.

B:

Thankyou.---Handsmakeafistwithhischest.

A:

Goodbye,MissLi.---Ahandwavedfarewell.

B:

Goodbye.---Theotherhandandwavedgoodbye.

Ioftensaytostudents,pantomimecanmakepeopleabletounderstand,nottomentionourEnglishplusaction.Exercises,studentssaid,moving,actiondescriptionlanguage,languageguideactionperformancescomplementeachother’stalent,studentsshowedakeenmomentumandinterestforthemtogohomeanddogiveparentsandsaidlistentoparents,studentsboredEnglishlearningmethodhasalsobeenrecognizedbytheparents,studentslearninginitiative,enthusiasmhasbeenfurtherexcitedtolearnEnglishclassinstarkcontrasttothecontentsofthesemester,andeventhecontentsofaschoolyear,studentsbetweenfluentstreamIthoughtthismomentum,ifwepersevere,studentsmustChengKungUniversitytothefifthorsixthgrade,withincreasingage,enhancethestudent’sself-controlability,good“action”ofthisphasestudentspreferrational,significantlydifferentfromthearbitrarinessinlow-gradestudents,blindobedience.basedonpastteaching,Ithinkthatthisstageshouldbetostrengthenthestudentsoutsidemoveandfocusonstudentswithinthe“move”.

Outsidetheso-calledstrengthening“action”onlystrengt