How to Arouse Pupils Learning Interest in English Teaching.docx

How to Arouse Pupils Learning Interest in English Teaching.docx

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HowtoArousePupilsLearningInterestinEnglishTeaching

1.Title

　HowtoArousePupil’sLearningInterestinEnglishTeaching

2.ThesisStatement

InterestisausefulauxiliaryinEnglishteachingandlearning.Itisakindofinternalmotivationtopushstudents’studies.TeachersneedtotryeverywaytoattractstudentstotheteachingactivitiesandmakethestudentsexperiencethatEnglish-learningisakindofinterest.Thatwillhelptostimulatetheenthusiasmandmotivationofstudentsandimprovetheteachingquality.

3.PurposesandSignificanceofStudy

Asweallknow,Englishplaysanimportantroleinthemodernsociety.Inthefuture,apersonwhoknowsnothingaboutEnglishwillbeanew“blindman”.However,Englishlearningisacomplexprocess.Somepoorstudentsweoftencalledcan’tspeakalittleStandardEnglish.TheyalwaysalsomakelotsofmistakesinbothhomeworkandwrittenEnglish.ItisfoundthatoneofthemostimportantfactorsinfluencedpoorstudentsistheirlowinterestinEnglishlearningafteraninvestigation.Then,thispaperfocusesontheimportanceofEnglishlearninginterest,analyzesthecausesofthepoorstudents’lowinterestinEnglishlearningandputsforwardsolutionstosolveit.

4.SituationofStudy

SinceEnglishcourseisofferedinprimaryschoolinChina,aproblemhasexistedcontinuously.ItisthatanyprimarypupilsarenotinterestedinEnglish.So,howtodeveloppupils’interestinEnglishbecomesacrucialissue,andit’stimeforustochangestudy“DumbEnglish”.ItrequiresthatweimproveouroralEnglishtoexpresswhatwewanttosay.

5.MethodologyorstrategyofStudy

1.LiteratureResearchMethods

　2.Action

3.CaseResearchMethods

4.SurveyResearchMethods

6.Outline

1.Introduction

2.TheCausesoftheProblems

3.Solutions

3.1Setuppupil’sconfidencetolearnEnglishgood

3.1.1.Playemotioneffect,stimulatinginterests

　3.1.2.Reformteachingmethods,induceinterests

3.2Establishagoodrelationshipbetweenstudentsandteachers

3.3Organizeanattractivelessonforstudents

3.3.1Creatingcontext,createEnglish-Speakingenvironment

3.3.2Introducingcompetition,activeclassroom

3.4Alterteachingmethods

　3.4.1Guidinglearningmethods,cultivateinterests

3.4.2.Extendingclassroomteaching,maintaininterest

3.5.Teacher’sbehaviorshouldguidechildren

4.Conclusion

5.Bibliography

【1】安凤歧、梁承锋.新课程学科实用教学法•小学英语新课程教学法[M].北京：

首都师范大学出版社,2004.

【2】黄远震.新课程英语教与学[M].福建:

福建教育出版社,2003.

【3】黄玉凤.TheImportanceofPlayingGamesinEnglishTeaching[J].新疆:

伊犁教育学院学报.1999（04）.

【4】郭启明.教师的语言艺术.[M].北京:

语文出版社,1995.

【5】李冬红.HowtoImprovetheLevelofEnglishTeachinginPrimarySchoolinCountryside[J].成功（教育）.2009（05）

【6】田贵森.怎样学好英语[M].北京：

外语教育与研究出版社,2003.

【7】吴海燕.培养学生学习英语的兴趣[J].北京:

光明日报,2007.

【8】张海金.小学课堂游戏100例[J].北京:

外语教学出版社,2003.

【9】钟启泉、吕良环.外语课程与教学论[M].浙江:

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TothepupilswhobegintolearnEnglish,everywordIsayinclass,shouldhavetheaidsofexpressions,signalsandmovements.Withtheunderstandingofmyexpressionssignalsandmovements,theygraspthemeaningsoftheEnglishsentencesandhaveajoyfulfeeling.Andthentheypracticethesentencesontheirownorhavetheaspirationtolearnfromeachotherbyexchangingviews.

InEnglishteaching,IpayattentiontoconnectingEnglishwords,sentenceswiththesubstancesintherealitythatisobjectsteaching（pictures,schoolthings,sometoys,tape-recordingandsoon）.IteachthepupilsinEnglish.OnonehandthiswaycanpracticethepupilslisteningandontheotherhanditcanhelpthembuildupthedirectconnectionbetweentheEnglishwordsandtheobjects.SotheywillbeinterestedinlearningoralEnglish.ConsequentlytheycanlearnEnglishwell.

Itiswellknownthatwordsstudycan’tleavedrills.Inanotherwords,weteachnewwordsduringpractice,sowordscan’tseparatefromsentences,thelanguageteachingbecomesanentirely.Pupilsunderstandthesentenceswithteachers’hints.Asthesametime,theyunderstandthemeaningsofthewords.Forexampletherearetwowords“mum”and“dad”.FirstIputapictureontheblackboardandasksomequestions：

“Whatcolorismum’dress?

Whatcoloraredad’sshoes?

”Pupilscandirectlyperceivethroughthesixthsenseandgraspthewordsonebyone,familyletthepupilsmakesomesentenceswiththenewwords.

InEnglishteachinggraspingthesentencestructureisveryimportantanditisdifficultforpupilstounderstand.Sowemustcreatesomesceneorusetheoldknowledgetohelpthemlearnit.Forexample,accordingtotheimportantsentencesofthislesson“Whatcoloris….?

Whatcolorsare….?

”Andtheanswer“It’s….They’re…..”Practicethemseveraltimesfirstly.Afterthatwereplacedthesesentenceswithsomenewwords:

red,white,blue,etctoacquireabetterunderstandingwiththespecialquestion“Whatcoloris……”Tobeginclass,IletthepupilspracticeoralEnglishwithcolorpencils,first,theypracticedsimplesentenceandthepracticedphrasalsentences.Suchas“Whatcoloristhepen?

It’sgreen.Whatcolorarethesepens?

They’reyellow.”Icorrectedthemistakeofpronunciationandwriting.Stepbystep,thepupilsareinterestedEnglish.Sotheyhaveagoodfoundationbeforethenewlesson.ThroughthistheycanmasteragoodmethodtolearnEnglish.

3.1Setuppupil’sconfidencetoarousetheirlearninginterest　　

Mostpoorstudentswishtobebetteratstudy,thoughtheyaresoweakintheirsubjects.Teachersshouldpaymoreattentiontothemandnotforgettopraisethemeveniftheymakealittleprogress.Makesuethattheycanfeeltheyaregettingbetterandbetter.Forexample,Iaskthegoodstudentsnottoanswerquestionsinclassbuttohelptheirpartnerstodothat.Thepoorstudentsareeagertoanswerquestionswiththeirdeskmates’help.Iftheyareright,weshouldsay“verygood”,“youareveryclever”tothem.Iftheyarewrong,weshouldsay“Nevermind,Ibelieveyoucandobetternexttime”.ThepoorstudentswillbuildupstrongconfidenceinlearningEnglish.

3.2Establishagoodrelationshipbetweenstudentsandteachers

“Agoodrelationshipbetweenteachersandstudentscanbemutuallybeneficial”. Thestudentsgainknowledgeeagerlyandenjoyableandtheteachergainsatisfactionfromhisjob.Abadrelationshipcandiscouragestudentsfromlearningandmaketeachingbecomeanunpleasanttask.Weshouldtryourbesttobuildagoodteacherstudentrelationship.   

3.2.1Lovingyourstudents 

Lovingyourstudentsisateacher'sdutyandresponsibility .Ifwewanttogetonwellwithstudents,wemustlovestudentsfirst.Theteen-ager’spsychologyshowstheyliketobeclosedtotheirteacher,theywanttomakefriendswithteachers.Ifstudentslovetheirteacher,theywillstudyharderandmakegreaterprogress.Asanteacher,wemusttryourbesttoapproachstudents,knowmoreaboutstudents,andbeaclosedfriendofstudent'sorloveyoustudentswholeheartily.Lovecanbuildagoodrelationship.ItwillmakestudentslearnEnglishhappily.

3.2.2Buildinguptherelationonanequalbasis

AnEnglishteacherneverforceshisstudentstosubmit,evenmorepunishstudents.Heneverlooksdownuponandlaughsattheslowlearner.Teachersshouldgivethemmorepatient,understandingandsympathetic.Youmustsubmittothetruth.Theywillbewillingtoacceptyoureducationandbecomeyourfriends.TheywilllearnEnglishasmuchaspossible.Onthecontrary,thestudentwillhatethissubject,evengiveitup.Sowemustbuildtheequalrelationshipwithstudents.Ateachercanteachstudents,Ontheotherhand,theycanlearnfromstudentstoo.Itisnotonlycanimproveteacher’steaching,butalsocanarousestudentsinterestoflearning.Ateachermustencouragestudentstosurpassestheirteacher.Letthemthinksomethingbythemselves.Letthembelievetheirability.It’sgoodforthemtolearnEnglishbythemselves.

3.3OrganizeanAttractiveLessonforStudents

ThegreatpartofEnglishlearninginprimaryschoolishavingclass，becausestudentsinyoungagearepoorinlearningbythemselves.TheyrelyontheteachertoleadingthemtotheEnglishworld.Asaresult,itisteachers’responsibilitytogiveeffectiveclass.ToorganizeaneffectiveEnglishclass,teachersneedtomakesomecreationbasingonstudents’Englishlevel,character,interestandunderstanding.

3.3.1DesignWonderfulLessons

Preparingworkgoesbeforeeffectiveclass.Teachershavetopreparethelessonwellisbeyonddoubt.Agoodpreparationbasesonboththeteachingmaterialsandthegoodunderstandingofthestudents.Teachersshouldlearntheteachingmaterialsthoroughlyandunderstandthestudentswhoaregoingtobegivenlessonwell.Besides,aclearteachingproceduremustbeborneinmind.Thatmeansteachersneedtobefamiliarwiththecluesandmakesurethattheclasswillbecarriedoutstepbystep.Agoodlessonnotonlymeansthestudentsgrasptheknowledgewellbutlearnitinaneasyandvividway.Thenitasksfortheteacherstocreatesomeeffectivemethodstopresentthelessonandusefulwaystoconsolidateit.Thisstepshouldbefinishedbeforethelesson.Itisanassuranceforavividlessonwhichcanarousestudents’interest.

3.2CreateEnglish-learningAtmosphere

Englishisaforeignlanguage.Studentshavelittlechancetohearandsayitoutofclass.AsfarastheEnglishlearninginprimaryschoolisconcerned,mostofthestudentsrelyontheteacherswholeadthemtotheEnglishworld.Languagelearningcannotgowithoutatmosphere.Duringtheclass,teachersshouldcreateEnglish-learningatmosphere,whichhelpsstudentslearnEnglisheasily.UsingEnglishclassroomlang