Good command of English primary school students learning habits and cultivation requirements of.docx

Good command of English primary school students learning habits and cultivation requirements of.docx

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GoodcommandofEnglishprimaryschoolstudentslearninghabitsandcultivationrequirementsof

Catalogue

Headline:

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SectiononeGoodlisteninghabits-----------------------3

SectiontwoGoodspeakinghabits------------------------6

SectionthreeGoodreadinghabits------------------------9

SectionfourGoodwritinghabits------------------------11

参考文献----------------------------------------------------15

GoodcommandofEnglishprimaryschoolstudentslearninghabitsandcultivationrequirementsof

Headline

NowEnglishisspokenbethepeopleallovertheworld,itbecomesmoreandmoreimportantinthemodernsociety,sowemustlearnEnglishwell.ButitisnoteasyforpeopletolearnEnglish,weshouldbecomeinterestedinit,ifwewanttocultivatestudents’Englishlearninginterests.Wemusthaveagoodhabit.weshouldhavegoodlistening、speaking、readingandwritinghabits,itisbecausecertainvoice,Vocabulary,grammarknowledgearenotenough.Antheroneweshouldaskthechildrentodothesethings,becausetheyarethemainpartofthepeople.OnlychildrenlearnEnglishwell,ourchinawillbestrongerandstronger.

【Keyword】Goodlistening、speaking、reading、writinghabits.

GoodcommandofEnglishprimaryschoolstudents

learninghabitsandcultivationrequirementsof

Introduction

Tostimulateinterestin“Stimulateinterest”referstoteacherstoleadstudentstoacceptnewdisciplinesonthenewthing.tohelpstudentslearntoeliminateconcerns,fosterself-confidence,mobilizetheenthusiasmofthestudents,thepotentialpowertostimulatestudents.DanEinsteinoncesaid:

Interestisthebestteacher.WhentheEnglishintheirstrangefaces,strangeplacesintothestudents,hebringsasenseofcuriosityofthestudentsbody.Thestudentsfortheirownspiteeveryword,eachsentenceandtheexcitement,emotion.whenastudentinterestedinlearning,hewasalwaysactive,andfeelinghappilyengagedinlearning.LearningisnotaburdenThisisthethird-gradeeducation,wehaveastrongstarttoappreciate.

One,goodlisteninghabits.

ListeningisthefirstthingforchildrentolearnEnglish,theymusthaveagoodlistening.sotheyunderstandwhatthepeoplesaid,thentheysaythethingtheywanttosay,Requirements:

tolistencarefullymodelpronunciation,andhearclearlyandthenimitate,CarefullylisteningtoothersspeakEnglish.LearningEnglishisfromthe“listen”started“Listen”is“that”thepremise,thereisno“listening”,andanimitation.”said.”Onlyhearclearly,understoodinordertogiveadefiniteanswer,Wellsaid.TryinghardtolistentoothersspeakEnglishtofosterEnglishresponsiveness.Therefore,teachersorstudentstoseriouslylistentorecordingsofdemonstrationspronunciation,carefullylisteningtoothersspeakEnglishisessential.

Nine-yearcompulsoryeducationinEnglishsubjecttextbooksforthirdgrade,firstdoesnotappearinEnglishtext,onlythecolorfulpictures.sothatstudentsbeginningtolearnEnglishtofocusfullattentionwhenlisteningtothetapesandunderstandtheaudiocontent.andthustherighttoimitate.Andmaterialssupportingthetapethatmen,women,adultsandchildrenofdifferentsounds,theirsounds,theirsoundnatural,authentic,itsKingvivid,lifelike,thestudentslistentowithgreatinterest.Thisisveryhelpfultodevelopgoodlisteninghabits.

Childpsychologytellsusthatstudentslovetoimitate,me-toostrong,butlackself-control.Theclassroom,teachersoftenhavestudentsinademonstrationpronunciation,ontheopeningrushtoimitate,softlytellingaresult,theirownpronunciationofthelessaccurate,butalsoaffectedtheotherpeoplelistening.Therefore,thestartofteachingintheEnglishstage,teachersshouldtrainstudentstolistenwithpatience,canuse“gestureshintedLaw”,thatis,teachersgesturedwiththemodelpronunciationof“one,two,”thenwhilelisteningtoteachers,studentspronunciation,watchingteachersmouthshape,toobservethelargeandsmall,flat,round,andchanges,sothattheMing,Ting-Qing,whenthegesturestoplaythe“three”,theclassinunisonimitation.Inthisway,sounds,easytoplace,imitationeffectisgood.Studentslistentorecordingswentontosayfollowstoread,oftencontentedthemselveswith“hear”thatcankeepupwiththatkeepupwithreading,withoutpayingattentiontopronunciationandintonation,sentencestress,pauseandsoon.Therefore,teachersshouldguidestudentsto“hearclearly”,theplaybeforerecordingcanbedividedintostepstolistentospecificrequestsmade,solistentorecordingsagain,therefirstharvest.

EnglishclassroomteachingistheprimarycommunicativeEnglishmajoroccasions.Duringthisperiod,theyhavealottolistentoEnglish.However,notethattheweakerstudentsinterestedinmaintainingshorttime,especiallyinlistening,speakingclassmateseasytowalkGod.Inadditiontoteachermadeitcleartothestudentsattentivelylistenedtothestudentstheadvantagesofspeaking,tobeusedinteachingalively,vivid,livelyanddiverseteachingmethodsandmeans.Inparticular,toavoidtheboringdrills,openthe“directionallong-train”,tomulti-purpose“deliberatepointcalled”individualquestionsofactivitiesandthecollectivedrillsshouldbefrequentlyusedinterchangeably.Atthesametimeintheteachingcontentset“diversionary”questions,“force”studentstoconcentrateonlisteningtootherspeakEnglish,donotlisten,theycannotparticipate.Forexample,ahealthteacherasked:

Howoldareyou?

Whereareyoufrom?

Isyourmotherateacher?

Thenswitchtootherstudentsinthethirdpersonasked:

Howoldishe?

Whereishisfrom?

Ishismotherateacher?

Anotherexample,PleasereadmestudentsinEnglish,andthenletthestudentslistentothecontentofeachquestionandanswerhere.Speakersalsopointedoutwherethestudentsmakeamistake,andhowtocorrectandsoon.ToguidethestudentstocarefullylistentoothersspeakEnglish.

Two,goodspeakinghabits

Speakingskillisimportantforthebeginningspeak.Youcancommunicatewithotherpeoplefreelywhenyouhaveagoodspeakingskill.Youshouldn’tdaretospearEnglish.Don’tbeafraidofmakingmistakes.Requirements:

daringtospeakinEnglish.thevolumemoderate,instrumentationandgenerous.Activepartinlanguagepracticeactivities,psychological,physiologicalpointofview,threestudentsweresmall,lessshy.ThisisaboldopeningfosterfavorableconditionsfortheEnglishteachingmaterialsforthatprovidesagoodmaterialselectionarederivedfromstudentlearningandeverydaylifeforthestudentsfamiliarwith,Teachingscientific,interesting.closetonature,practicality,forthemajorityofteachersandstudentswelcomed.ThisisaboldandopentheEnglishspeakingculturehasanadvantage.Therefore,teachersmustseizetheopportunityandmakefulluseofmaterials,fromtheinitialgrade,ifstudentsgoodhabits.

Firstofall,teachersshouldpaygreatattentiontoplayan“emotionaleducation”inEnglishteachingrole.Theancientssaid:

“pro-itsdivisions,inordertobelievethemall”Teachershavetospend,”“Teacherslove”towinthestudentsclosetoandtrust,feelinglftwo-waycommunicationbetweenteacherandstudent,closeteacher-studentrelationshiptoformarelaxed,pleasantclassroomatmosphere,therebytheeffectiveeliminationlfpsychologicalbarrierstohelpstudentsovercomethefeartospeakinEnglish,thetensepsychology,creatingdaresayinEnglish,struggletospeakEnglish,lovetheEnglish-speakingsituation.

Atthesametime,teachersshouldcarefullyorganizetheteaching,teachingmethods,uselfallteachingmedia（images,objectstoys,slides,projectors,video,soundrecordings,finger,puppetshows,etc.）thecreationofscenarios,makinglearning,makinglearningfurforstudentswhoarehomecontext,consciously,orunconsciouslyopenstudentswhoarehomecontext,consciouslyorunconsciouslyopenpracticethattheEnglish-speakingstudentstomaximizetheirinitiativeandenthusiasm.

Inaddition,teachersfromcurriculartoextra-curricularaspossibleforstudentstocreateopportunitiesforlanguagepractice.Suchas:

organizationallanguagegames,contests,openupanEnglishCorner,organizedinterestgroupsinEnglish,arehearsalEnglishculturalprograms,stressedthatthestudentsinbetweenteachersandstudentsinEnglishgreetings,askstudentstoputwhattheyhavelearnedtouseEnglishindailylifego.doagoodjobStudentsgive“asmallredflower,”LittleRedStarawardandsoon.English-speakingenvironmentasaresult,encouragingstudentstospeakEnglish.

TodoallboldtospeakinEnglish,isnotaneasytask,Eachstudent’stemperamentandpersonalityisdifferentfromtheextentofparticipationinspeakanyEnglisharealsodifferent.TeachersinteachingwithspecialattentiontothoseStatesinwhichfearthatthelackofself-confidenceofstudents.Well–knowneducatorsbloombelievesthatthesuccessofanumberoftimestolearnmoreself-confidence,thestrongerhislearning.Learningsuccessisbuiltonthestudybasedonself-confidence.Therefore,teachersshouldhelpstudentstoovercometheideologicalandpsychologicalbarriers,togivemoreencouragementandpraise,affirmitsbitbybitandevennegligibleprogress,thespecificindividualpatientcounseling,tosetupaslope,escortedforward,nottorushinonestep,sothattheycanhavereceivedtraininginthespokenlanguage,feelthesuccessandhappinessinordertoenhancetheirself-confidenceinspeakingEnglish,stirredtheheartsoftheirdesiretospeakEnglish.

WhentheEnglish-speakingstudents,teachersbestnottoin