1. Strengthen the training of English writing teaching skills

There are many fonts for English writing. Even-stroke italic running script is a popular font today. It has clear strokes, simple glyphs, and printing. It has the characteristics of similar content, easy learning and recognition, etc. Let’s talk about what teaching design skills primary school English teachers should have. English writing skills refer to mastering the correct writing posture and writing method, the upper and lower case stroke order, specifications and writing methods of even italic cursive letters, as well as the skill of skillfully writing with hard pen according to the format. Whether you can write standard, smooth and beautiful English even-stroke italic script is directly related to the teaching effect, and will also directly affect students' writing habits. Therefore, this skill is a necessary basic professional skill for a qualified English teacher.

Principles and requirements for English writing:

1. Correct writing posture;

2. Standard letter stroke order;

3. Letters The shape is round and neat;

4. The letters are even in size;

5. The letters have the same inclination;

6. The writing is parallel and neat;

< p>7. The spacing between letters, words and lines is appropriate;

8. Punctuation and indentation meet the format requirements.

2. Strengthen the training of teaching and singing skills in English songs

Learning to sing English songs refers to the skills of learning to sing English songs with the help of English teachers. The training of English pronunciation and intonation and the improvement of reading ability are inseparable from knowledge and skills such as pitch, length, stress, rhythm, speed, continuous reading, and loss blasting. Learning to sing English songs can not only naturally learn these knowledge and skills and cultivate interest in learning English, but also cultivate sentiments, activate classroom teaching and extracurricular life, and entertain students. It is an important means of English teaching and quality education. Teaching English songs is an important professional skill for English teachers. Using singing to teach English is a good teaching method. Cleverly using English songs for English teaching according to the teaching content can not only activate the classroom atmosphere, reduce fatigue, eliminate tension, stimulate students' interest, but also cultivate a sense of language, cultivate sentiment, improve learning efficiency and oral fluency, and also help create a A relaxed and happy learning atmosphere.

Requirements for teaching English songs:

1. Understand the purpose of song teaching;

2. Understand the meaning of lyrics and song style;

< p>3. Accurate English pronunciation;

4. Master the tune, pitch, length and speed of the tune;

5. Be able to use a tape recorder and multimedia to learn to sing;

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6. Gradually learn simplified musical notation and master the skills of independent sight-singing;

7. Able to sing independently in front of the whole class;

8. When singing, the volume is moderate and The posture is natural and expressive.

From the perspective of English teaching, we divide English songs into two categories: teaching songs and appreciation songs. Teaching songs mainly refer to songs selected to achieve a certain teaching purpose, such as songs written to practice a certain phoneme, grammatical structure, new words for a certain lesson, etc. They are generally short and catchy, and many of them are adapted from lyrics of popular songs. Appreciation songs refer to beautiful and popular songs that teachers select and teach in order to increase students' interest in learning English, cultivate their sense of rhythm, and master knowledge and skills such as pitch, length, and stress.

1. Choose songs that meet the teaching needs and student level;

2. Be able to sing the songs taught completely and skillfully;

3. Understand and explain the songs The teaching purpose, song style and lyrics meaning;

4. Analyze and solve the teaching key points and difficult to read and sing points in the lyrics;

5. Be able to teach singing and singing sentence by sentence. Sing and sing the whole song;

6. Pay attention to observation and adjust the teaching steps and progress in time;

7. Learn to beat time and conduct with your hands;

8. Learn to change the lyrics of songs according to teaching needs;

9. Try to use tape recorders, video recorders, projectors or multimedia to assist teaching singing;

10. When teaching singing, the volume should be appropriate and the posture should be natural. Expressive.

3. Strengthen the training of English game organization skills

English teaching games refer to games that are used to communicate in English for the purpose of assisting English teaching and are widely used in English classes or extracurricular activities. .

It can closely follow the psychological characteristics of teenagers who are playful, active and competitive, fully mobilize their non-intellectual factors and subconsciousness, make English teaching communicative and game-like, and teach through fun, so that they can unconsciously experience pleasant emotions. to learn more effectively, thereby improving interest and efficiency in English learning. Learning English teaching games can not only diversify your English learning methods, but also lay the foundation for the organizational skills training of English teaching games in the next lesson.

Principles and requirements for learning English teaching games:

1. The content and rules of the game should be clear before the game starts;

2. Be careful during the game Observe how the teacher organizes the game;

3. Think carefully and summarize the purpose and effect of the game at the end of the game;

4. Communicate in English throughout the game;

< p>5. Think actively, draw inferences from one instance and make suggestions on how to play the game.

Organizing English teaching games refers to organizing students to carry out English game activities in combination with the needs of teaching in classroom or extracurricular activities. Organizing English teaching games can increase students' interest and confidence in learning English, help students overcome the psychological barrier of shyness, develop the habit of speaking English boldly, and develop their thinking skills at the same time. English teaching game organization skills are part of the entire art of English teaching and require serious study and mastery.

Principles and requirements for organizing English teaching games:

1. When choosing a game, consider the purpose, difficulty, object, venue, possible problems and countermeasures of the game;

2. Make necessary adjustments to the content, rules and objects based on the needs of teaching;

3. Use concise words to let students clarify the content and rules of the game before the game starts;

< p>4. Pay attention to monitoring during the game, and adjust the layout and progress at any time;

5. At the end of the game, carefully summarize it in concise words, reward the winner, and correct common mistakes at the same time to improve the quality of the game. Teaching effect;

6. Communicate in English throughout the game, but if necessary, you can repeat it in your native language when explaining the rules of the game;

7. Emphasize full participation and prevent minority One person replaces the whole class (group);

8. Create and organize new teaching games based on the actual teaching and local conditions at the time.

4. Strengthen the training of simple-drawing auxiliary teaching skills

Simple-drawing is a "freehand" painting art that uses simple lines and geometric figures to summarize the images of various things. It is simple, fast, easy to learn and draw, and has an intuitive image; it is also interesting and humorous, and can express a lot of information with just a few strokes and trigger rich associations. Applying simple drawings in teaching can make the classroom full of fun. Students can directly understand the English they are learning. The audio-visual combination makes a deep impression. It is an important auxiliary means for English teachers to teach intuitively. Learning to draw simplified characters is the basis for using simplified characters to assist English teaching. Only by mastering the techniques of simplified writing can you apply them freely in the classroom and improve the teaching effect.

Principles and requirements for simplified drawing:

1. The skill of drawing lines is a basic skill, which requires horizontal and vertical lines, strong strokes, and clear graphics;

4. Try to use straight lines or geometric figures, and reduce curves or complex three-dimensional figures;

5. Draw by hand, do not use tools such as rulers or compasses;

6. Observe realistically and grasp the characteristics of things;

7. Pay attention to the distance and size, and draw the perspective effect;

8. When drawing on the blackboard, be careful not to block the picture with your body.

9. Create simplified sketches according to the needs of teaching content.

5. Skills in the production of conventional teaching aids and the use of audio-visual equipment

Conventional teaching aids refer to the auxiliary teaching tools that teachers often use in English teaching, such as blackboards, wall charts, physical objects and models, etc. ( Software and hardware in audio-visual teaching will be trained separately). It is an indispensable means for teachers to organize teaching vividly and express their ideas simply and efficiently. The skill of making and using conventional teaching aids is an essential skill for English teachers. It will help teachers (especially teachers in areas with poor audio-visual education conditions) to teach English classes well.

Principles and requirements for making and using conventional teaching aids:

1. Use local materials, such as collecting trademarks, advertisements, toys and packaging boxes;

2 .Produce different types of teaching aids based on the needs of teaching;

3. The production of teaching aids must be simple, economical, and applicable;

4. The size, color, and composition of teaching aids must be appropriate

5. Use teaching aids sparingly but accurately in teaching, paying attention to timing and frequency;

6. Use teaching aids appropriately in teaching;

7. Collection, production, and purchase Teaching aids should be labeled, classified and numbered, and properly kept.

6. Lesson preparation skills

Skills for formulating semester teaching plans

Making semester teaching plans is the planning and design of teaching work for a semester. The formulation of teaching plans must be based on the teaching syllabus, the teaching materials as the foundation, and the teaching conditions and students' actual conditions. Its content mainly includes determining the teaching goals and tasks for a semester, stipulating teaching content and progress, arranging teaching activities, allocating teaching hours, formulating relevant measures, etc. The semester teaching plan plays a specific role in guiding and constraining teachers' teaching work for a semester. It makes teaching activities arranged in an orderly manner, enhances purpose, and reduces blindness and randomness. It is an important link in ensuring the quality of teaching.

Principles and requirements for formulating semester teaching plans:

1. Be familiar with and understand the essence of the "Teaching Outline", and formulate various goals and requirements based on the "Outline";

2. Study the teaching materials used, pay attention to their vertical and horizontal connections, determine the key and difficult points, and allocate time reasonably;

3. Consider various factors such as school running conditions, student English level, number of teachers, etc. Based on the actual situation, determine the teaching content and progress;

4. Leave room for planning, focus on the whole class when determining teaching goals, classify requirements and guidance;

5. Teach language appropriately knowledge, highlighting the training of basic language skills;

6. Pay attention to teaching students in accordance with their aptitude, encourage personality development, and cultivate creative abilities;

7. Reflect the unity of education, upbringing and teaching, and develop students' intelligence and non-abilities factors, and cultivate students' good study habits and self-learning ability throughout the whole teaching process;

8. Organically combine classroom teaching and extracurricular activities to create a good English learning environment;

9. Regular inspection, analysis of teaching situation, timely feedback, and improvement of teaching effect

The semester teaching plan generally consists of four parts:

1. Analysis of the basic situation of this semester: such as analysis of students' English proficiency, learning attitude, learning methods, etc.; analysis of teaching conditions; analysis of the requirements of the syllabus for this semester and the content, teaching focus and difficulties of this semester's textbooks;

2. Teaching guiding ideology: Based on the above analysis, formulate the tasks, goals to be achieved, and work guidelines and principles for this semester's teaching work;

3. Teaching content and schedule: Use the following table to list the time schedule, teaching content, emphasis, difficulty and focus, etc.

4. Specific implementation measures: such as extracurricular activities to be carried out, how to create an English learning environment; how to understand students’ opinions and requirements on teaching in order to adjust teaching in a timely manner; how to strengthen guidance on learning methods and improve learning efficiency; and the time for unit tests, mid-term and final exams , the general arrangement of content and organization.

Lesson preparation and lesson plan writing skills:

Lesson preparation refers to all preparations for teachers to attend class. Lesson preparation is the prerequisite for good classroom teaching, and it is also an important process for teachers to learn, improve and improve themselves. Because teaching objects, content, methods and means are constantly changing and updated, only by carefully preparing lessons can teachers make careful class plans, properly arrange all aspects and time of classroom teaching, be confident, and use them freely to give full play to their abilities. Leading role in classroom teaching.

Teaching plan is a teaching plan formulated by the teacher based on the syllabus, teaching materials and the actual situation of the students. It is the written result of the teacher's full lesson preparation and is the basis for classroom teaching. Writing good lesson plans is an important step to ensure the completion of teaching tasks and improve the quality of teaching. Lesson preparation and lesson plan writing skills are one of the essential skills for English teachers.

Contents and requirements for lesson preparation:

1. Prepare teaching materials

1) Be able to read and recite the text with correct pronunciation and intonation;

2) Be able to explain (try to use vocabulary that students have learned) the meanings of new vocabulary and the meanings in the text long and difficult sentences;

3) Able to ask questions about the main points of the text in English;

4) Able to skillfully retell and rewrite the text and summarize the central idea of ??the text;

5) Be able to flexibly organize students to carry out mechanical drills, meaning exercises and communicative exercises on new language materials;

6) After completing all oral and written exercises, anticipate students’ possible Difficulties and problems that arise, and be prepared to provide prompts and explanations.

2. Prepare students

Based on what is learned from discussions, classroom questions, homework, tests and extracurricular tutoring, research and analyze students’ learning levels, receptive abilities, learning methods, learning styles and learning attitudes, and select corresponding training Form and training objects, organize students to practice in a targeted manner. When deciding on teaching methods and training steps, you should consider:

1) What old knowledge have not been mastered by most students? (Review when teaching new courses)

2) Which Students are not very motivated and have poor self-control? (More supervision should be provided during mechanical exercises)

3) Which students lack confidence and shyness (it is necessary to inspire and help them to successfully carry out meaningful exercises and obtain successful results) Joy and satisfaction should be expressed more)

4) Due to differences in mother tongue, culture and way of thinking, what difficulties and obstacles may students encounter when accepting new language materials?

3. Preparation methods

On the basis of preparing teaching materials and students, identify the connection points between old and new knowledge, and arrange teaching steps so that students can easily and happily accept the teaching of knowledge from the known to the unknown; skills training requirements Choose appropriate ways and methods to overcome difficulties. Since JEPC adopts a new model of communicative teaching, the teaching content and teaching form should be unified. The teaching of language knowledge should be unified with the cultivation of listening, speaking, reading and writing skills. Teaching activities should be based on language practice, and the language of learning should be unified. The materials are mainly based on the synthesis of pronunciation, vocabulary and grammar, and the main text is unified in language form, content and function. Classroom teaching is organized in a cross-cutting manner according to the steps of introduction, presentation, demonstration, practice (meaning practice, communicative practice) and consolidation. Activity. The specific requirements are:

1) There must be a lively and lively introduction design that attracts students’ attention;

2) Adopt the best form and method of presenting new language materials, and quickly Rhythmically organize the whole class of students to participate in practice activities, use communicative means to inspire students' thinking, guide them to summarize or deduce the knowledge they have learned in a timely manner, unify language content with language form, unify meaning and function, and insist on speaking more intensively. Practice;

3) Formulate the connection method between each link and step in classroom teaching, and integrate various teaching activities into an organic and harmonious whole through appropriate succession and transition;

4) Select and prepare necessary visual teaching aids and audio-visual equipment, such as projectors, tape recorders, video players, etc.

4． Preparation exercises

English classroom teaching "is to enable students to acquire basic knowledge of English and the ability to use English for communication through listening, speaking, reading and writing training. Therefore, carefully design listening, speaking, reading and writing Training methods, steps and language materials are crucial to grasp the following aspects:

1) The training methods and steps should be determined according to the teaching purposes of listening, speaking, reading and writing. You can focus on it, but try to carry it out comprehensively;

2) The training should be organized from easy to difficult, from shallow to deep, and according to different levels of control, semi-control and openness;

3) Appropriately change the form and method, and the content should be connected with students' study and life in order to stimulate students' interest;

4) Make sure that all students in the class participate in the exercises, so that all students can participate in the exercises. All students have the opportunity to practice and gain something.

7. English Classroom Teaching Skills

(1) Classroom Teaching Language Skills

Classroom teaching language refers to The language used by English teachers to organize teaching in the classroom is a special language system that is mainly oral, combined with written language and physical language. Teachers use it to describe and explain knowledge, organize and direct teaching activities. It is also used to develop intelligence, infect emotions, and provide ideological education to students.

It is not only a working method, but also the content and method of listening and speaking training for students.

Principles of classroom teaching language:

1. Organize teaching in English as much as possible;

2. Try to use plain, clear English that students can understand;

3. Pay attention to the standardization of classroom language expression;

4. Pay attention to students' expressions, adjust their speaking speed, and repeat key points and difficulties;

5. Use eyes, expressions and body language to describe and explain vividly;

6. New words, difficult points, and key points in the explanation should be written on the blackboard;

7. Closely integrate with other teaching methods such as visual teaching aids, simple drawings, audio-visual teaching, etc.;

8. Pay attention to the inspiration of language and stimulate students' interest in learning, curiosity and response initiative;

9. Pay attention to the rhythm and rhythm of the language. Fast, slow, high and low meet the needs of the teaching content;

10. Pay attention to the skills of using your voice when pronunciation. The volume should be enough for students in the back row to hear clearly. The sound quality should be beautiful, round, pleasant and penetrating.

Basic requirements for classroom teaching language:

1. Correct pitch

2. Clear specifications

3. Speak at an appropriate speed

4. The volume is pleasant

5. Cooperate with written language and body language

(2) Blackboard writing skills

Blackboard writing refers to the written language in which the teacher gives a high-level summary of the teaching content on the blackboard in the classroom and reflects the teaching content in an outline. The part that is carefully designed to be written in the middle of the blackboard during lesson preparation is called main writing; the part that is written on both sides of the blackboard at any time to prevent or make up for students' incomprehension or incomprehension, and as a supplement or footnote to the main writing is called auxiliary writing on the blackboard. Writing on the blackboard can reveal the teaching content more deeply and comprehensively, reflect the knowledge structure and the procedures of teaching and practice; it can combine students' hearing and vision, make their understanding more accurate and rapid, and make their memory stronger. It can also inspire, guide and regulate students' thinking.

Principles and requirements for blackboard writing:

1. Purpose - closely related to the teaching content in class, reflecting the teaching content and teaching purpose;

2. Targetedness - targeting the key points and difficulties of teaching and the actual level of students; ’

3. Summarization - grasp the key points, keywords, phrases and sentences, and outline the main points;

4. Organization - reflects the connection and contrast between knowledge, the clues are clear, neat, clear and eye-catching. Don't do whatever you want and the content is mixed and unclear;

5. Planning - the distance between main writing on the blackboard, auxiliary writing on the blackboard, letters and letters, words and words, sentences and sentences, and lines and lines is appropriate and the layout is reasonable;

6. Flexibility - diverse forms and full of color;

7. Demonstration - writing neatly, correctly and standardizedly, which has a subtle educational effect on developing students' good writing habits and study habits;

8. Coordination - Demonstrate and explain, write on the blackboard, and coordinate body and movement.

(3) Introduction skills

Introduction is when the teacher organizes students to carry out pre-class and psychological preparation and knowledge preparation at the beginning of a new teaching content and activity, and guides students into the new teaching content and activities. Learned behaviors. Using correct and clever methods to guide students can create a good English atmosphere, stabilize students' emotions, stimulate students' interest in learning and desire for knowledge, and thus guide their attention to designated teaching tasks and procedures.

Principles and requirements for leadership:

1. Use English sounds, images, pictures and text to create an English atmosphere;

2. The methods and methods strive to be novel, varied, and engaging, while avoiding rigidity and monotony;

3. Quickly suppress other activities that are irrelevant or harmful to English teaching;

4. Try not to use your mother tongue;

5. The review content and form should be highly targeted and take care of the majority;

6. Focus on stimulating students' curiosity for knowledge and do not correct too many mistakes;

7. Strong sociability;

8. Appropriate amount of time;

9. Determine the content and form of the introduction based on the new language material so that it can naturally transition to the presentation stage.

(4) Presentation and Demonstration Skills

Presentation and demonstration are teachers using a variety of means, such as explanations, simple drawings, wall charts, gestures, physical dialogue performances, tape recorders, video recorders, etc. to create situations and environment, introduce new target language materials (comprehensive pronunciation, intonation, meaning, written form and function), guide students to understand and master knowledge, and convey teaching information. During the presentation process, the teacher is both the explainer and the demonstrator. Demonstrations are presented clearly and vividly, which helps students acquire new language materials and knowledge accurately and quickly.

Principles and requirements for presentation presentation:

1. The method and method of presenting the demonstration should be determined according to the teaching content and objects;

2. The language should be concise and easy to understand, and vocabulary that students have not learned is generally not used;

3. Be intuitive, interesting and inspiring;

4. Use English as much as possible and your native language when necessary;

5. Unify the use of environment and creative situations;

(5) Mechanical practice of organizational skills,

Mechanical practice means that after presenting new language materials, the teacher organizes students to conduct Controlled repeated practice based on imitation and memory, which includes following reading, reading words and sentences aloud, and simple substitution exercises, etc., in order to form correct language habits, achieve accurate and proficient mastery of the form and content of language, and provide a basis for meaning practice and communication. Sexual exercises lay the foundation.

Principles and requirements of mechanical training:

1. Clearly and accurately explain the content, methods and requirements of the exercise;

2. Choose appropriate practice methods according to different language materials and students of different levels;

3. Practice from easy to difficult, first simple and then complex, first combined and then divided, practice step by step;

4. Pay attention to the training area to be broad, and there should be no cold corners or dead corners;

5. Accurately grasp the time and intensity of practice;

6. Appropriately use gestures, eyes and other means to effectively command training;

7. Create a relaxed classroom atmosphere so that students dare to speak and practice actively.

8. Homework Correction and Learning Counseling Skills

Assigning homework is one of the regular tasks of teachers. It is to train students to independently apply the knowledge they have learned, and to further consolidate and develop what they have learned in class. An important part of teaching knowledge and skills. By assigning and correcting homework, students can review and consolidate what they have learned in class in a timely manner, discover problems in students' learning, and understand the weak links in teaching so that timely measures can be taken to remediate them.

Principles and requirements for homework assignment and correction:

1. Closely follow the classroom teaching content and implement key and difficult exercises;

2. Flexible and diverse forms, accurate and practical;

3. Moderate difficulty and weight;

4. Make sure you have time to assign homework before get out of class;

5. Put forward clear and specific requirements when assigning homework;

6. The homework marking symbols, abbreviations and formats are correct and unified;

7. The comments are concise, highly targeted, and written in a standardized way;

8. Make correction records;

9. Comment on the assignment promptly after correction.

In addition to the suggestions and special skills mentioned above, teachers should also strengthen regular lesson preparation skills and teaching methods, continuously accumulate teaching experience in teaching practice, enrich teaching content, and expand teaching. vision, improve teaching standards, and promote the comprehensive and healthy development of students morally, intellectually, and physically.