湖南自考英语毕业论文：New Changes in Primary School Teaching of English

   I think, there are some close relationships between listening-saying and reading-writing, especially in the elementary schools. First of all, to enable the students listen, and then speak, and following read, last is to cultivate the ability to write. Listening and reading is the input form of the language materials, and it’s the foundation of English learning. Increasing the volume of language input should be the premise of well English learning. Hence, the teachers are suggested to cultivate the abilities to write on the basis of listening and reading. People thought, elementary students’ oral English ability is very limited, it’s very difficult to ask them to say. So, in actual teaching appeared the phenomenon "listen only, no words" or "only look at the word cards, not read the words". In this way, the chances to touch and practice English became less, the abilities to recognize, memorize and use become weakening.  

Besides that, the primary school English teaching should cultivate the students’ interests at its first place, therefore attach importance to design the comprehensive activity including watching, listening, speaking and reading as a whole part on the basis of listening and speaking first. In this way, we can make full use of the students’ intentional and unintentional attention. In my teaching, I have already taken a note of this. I effectively use all various kinds of teaching methods, such as the simple drawing, the word cards and the wall charts, etc, and designing all kinds of teaching activities to input listening and reading in the meantime. So that they can gradually connect the sound, form and the meanings in their mind, it will take a good and positive effect to improve their abilities to recognize and read.     

English as a language, its main function is to communicate, and communication is achieved through listening, speaking, reading and writing. So at the initial stage of elementary school, we should undertake to cultivate the students’ abilities of listening, speaking, reading and writing, to make them good use English to communicate, so as to avoid the dumb English and the deaf English.  

In short words, as a primary school English teacher, we must be out of the erroneous zone of the traditional English teaching, and we should educate the students to use English to communicate with others. And also we should cultivate them to grasp the language skills, but not always regard it as the means to meet with the examinations.   

2.3 The lack of the humanistic education  

Once I have heard such a lesson: at the beginning of class, the teacher showed some cards printed with park, zoo, cinema, theater, and then asked the students to read, but when the teacher said: Let s go to the park , the students paused there and didn’t know what was asked to say because they didn’t learn this sentence pattern. So the teacher repeated several times, and the students still didn’t know how to do. Finally, the teacher had to explain in Chinese. Above process was repeated again and again, but had little effect. Just think, if the teacher could go to the middle of the students and pull up the hands of the students while saying “ Let’s go to the park.”. Saying while walking, the effect will be certainly not the same. From above case, we can find that the teacher ignored the potential humanistic factors of English teaching. English education not only demand the students have the solid English language knowledge, skills and abilities to use language, but also attach importance to the cultivation of humanistic spirits and overall development of quality. English education emphasizes the humanity. the core of the problem is how to treat the students

China since ancient times, pay attention to the humanity education, from the ancient educationalists, Confucius thinker and Mencius thinker to Tao Xingzhi, there are many statement about humanistic education. In fact, the developed countries pay great attention to humanistic education. In western countries, there is a perfect way to instill its humanistic thoughts through telling the western classics. Ancient and modern, Chinese and foreign countries, the humanistic education is obvious. But, the present teaching overly emphasizes the tool characteristics as a language, and plus the intensified exam-oriented education, in that case, the interested English teaching becomes boring and paining. In order to cope with the test, the teachers pay attention to the training of the basic knowledge and the improvement of basic skills, and pay attention to the memorization of the knowledge, the skills of problem solving, strengthening the grammatical contents. Then after class, the students have to struggle within various workbooks and test books. In such a way to teach, how the students have the interests, the reasonable enlightenment and the vulture of beauty, and, how to promote to cultivate the healthy personality and creative spirits. For a long time, because of less educational thoughts, the students really learned a lot of knowledge, but neglected to know how to be a person, therefore, education teaching should return to the track of the humanistic education, and attach importance to the person's own care and perfection.

3 Suggested ways of teaching  

3.1 Renew teaching notions and approaches  

With the implementation of the new curriculum reformation, the primary English course has become to be a notable course again. Then under the new Curriculum Standard, how to contain new notions to make the idealistic course be the realistic one?   

The new Curriculum Standard emphasizes that, the students are the main body. Our class teaching should be inclined to the function of students as the main body, try to arouse the enthusiasm of the students, improve teaching efficiency and promote the all-round development of students.  

Firstly, the teacher should update the teaching notions, confirm the function of the students as the main body. In the previous teachings, the teachers always place themselves as the core, the students are just the passive audiences. But the enthusiasm is not being mobilized, interests in English will also gradually disappear. In such classes, it’s lifeless. So we have to change our teaching notions, to view the students as the main body. Secondly, the teacher should design the procedures of the classes in accordance with the teaching aims and the characteristics of the students, and try to encourage the students to join and experience actively as per the life experience of the students. And in our teaching, the teacher should also pay attention to the interaction relationships between the teacher and the students, to form a common study body through common communication. During this period, we can build up a harmonious emotional relationship. Lastly, the teacher should adhere to face the whole, respect the individual differences, and take a note of the individualistic teaching considering the actual teaching materials. In doing this, the students at all levels will acquire more, and it will promote their development.  

Also, it is good to use flexible teaching methods and arouse the interests of the students English learning, but not always to insist on the task-based teaching method.  

Below is my teaching segment of 3A, Unit 1 Hello, which is the teaching material of the adaption based on the new Curriculum Standard. You can see several teaching methods applied in it.

Presentation ①. Teaching the “Cartoon time”.  

After showing the headwear and playing the game, take out the pictures of Sam (cat) and Bobby (mouse).  

a.Show Sam  

 T: Hello, I’m a cat.  

 Miaow, Miaow, I’m a cat.  

Show the word card of cat, learn the word. Divide the Ss into groups, then do the action. b. Show Bobby.  T: A cat? Ss: No.  T: Squeak,Squeak, I’m a mouse.  Show the word card of mouse, learn the word. Divide the Ss into groups, then do the action. ②. Finish the task.  a. Look at the book, and find out the names of cat and mouse.   b. Close the book and listen to the record, pronounce cat and mouse correctly. c. Listen and finish the exercise.  d. Watch the cartoon, and try to act it.  Ask the Ss to watch the cartoon, dividing the Ss into groups to act out the cartoons. Make the Ss to imitate the pronounciation through this process.  …  

   3.2 Correctly handle with the relationships between ability cultivation and exam results  In the traditional class teaching, the teacher's assessment is done in accordance with the student's test scores. So, we pay more attention to the accuracy and the flexibility of the teaching skills, neglecting the real reaction and gaining. During this process, we pay attention to the ending, ignore the process. The new Standard Curriculum advocates diversity and developmental assessment. To assess the students ability is not only including the knowledge, abilities, but the emotional attitude and their values. The scores on the test paper are just a part of them. Hence, to assess the teacher must be in accordance with that if the teacher really help the students to acheive above goals or not, and if the teacher provides the optimized environment and services for the students' sustainable development as the main contents or not. That is, we should change assessment from the single scores to the discretion how the teacher treats with their teaching objects and how to perfect their teaching behavior. The New Curriculum advocates the people-oriented evaluation. This will provide a new challenge to teachers undoubtedly.  

While we develop the research o