As we all know, in the learning process, "interest is the best teacher." Interest, interest and teaching are closely related. Positive emotions such as happiness, calmness, confidence and optimism can strengthen intellectual activities; on the contrary, Negative emotions such as irritability, emotional depression, and psychological disgust inhibit intellectual activities. Therefore, teachers should diversify classroom forms during teaching and use methods suitable for the psychological characteristics of teenagers to increase learning interest and enthusiasm. Many students are unwilling to learn English. The key is that they have no interest in English. Therefore, as an English teacher in a middle school, you should first stimulate students' interest in learning. Middle school students are childlike, lively, active, sensitive to hearing, strong in imitation, and quick to respond. In view of these characteristics, during English classes, students’ interests can be stimulated and cultivated from the following aspects.

1. Use famous quotes and stories to introduce topics

“The best interest in learning is the interest in learning materials.” In order to stimulate students’ interest in learning materials, every time Before starting a new class, you should study the teaching materials carefully to see if the material itself can arouse students' interest. You can use famous quotes or stories to introduce topics based on the relevant characters in the material, closely following the content of the material. For example, when teaching Abraham Lincoln, first tell the students "A famous American once said in his speech "American must strengthen government of the people,

by the people and for the people." and then write on the blackboard. Then, ask the students "Do you know who said it?" Some students who have previewed the text immediately said: "Lincoln". Take this opportunity to write the topic "Abraham Lincoln" on the blackboard and then talk about Lincoln in English. Some stories in life are naturally introduced into the text, which makes students have a strong interest in the text. There are many such texts in the textbook, and as long as we are good at exploring them, students can teach them with interest.

Every time there is a holiday, you can use the few minutes before class to tell the students the names of the holidays, or briefly explain the origins of some holidays (such as April Fool's Day, Christmas Day ). This not only enables students to understand some customs and living habits of English-speaking countries, but also supplements the cultural teaching that is indispensable in foreign language teaching, thereby increasing students' interest in learning through cultural differences.

3. Use formulas to help students remember and improve their enthusiasm for learning English.

English grammar rules, word usage differences, pronunciation rules, etc. often confuse students. In view of this, teachers can make up formulas to help students memorize and reduce the difficulty of learning English. The difficulty of learning increases the enthusiasm for learning English. When talking about the usage of "be" for first-year students, remember the formula: I use am, you use are; Is follows him, she, it. What are the plurals after that? For another example, use the long and short sounds of Double O to compile the "Three Character Classic" as follows:

Cook the wood, read the book, send the feet, and set up the back room. In addition, read long |u:| .

The first 7 words are: cook, wool, woud, look, good, book, foot; followed by the past tense of 2 verbs: take (take), stiff (stand) and bring out the other two. The past tense is mistook, understood; and then some "back rooms", classrooms, bedrooms, meeting rooms, etc. As long as teachers keep collecting, accumulate more, and summarize frequently, the formulas will continue to flow, and teaching will be interesting.

3. Use formulas to help memory and increase enthusiasm for learning English.

English grammar rules, word usage differences, pronunciation rules, etc. often confuse students. In view of this, teachers can make some. Formulas are used to help students memorize, reduce the difficulty of learning, and increase their enthusiasm for learning English. Teach the first grade students about the usage of "be" and memorize the formula: I use am, you use are; Is follows him, she, it. What do you use for the plural? After that, they all use are. Another example is the long and short sounds of Double O. The "Three Character Classic" is compiled as follows:

Cook the wood, read the book, send the feet, and set up the back room. Except, read length |u:|.

The first 7 words are: cook, wool, woud, look, good, book, foot; followed by the past tense of 2 verbs: take (take), stiff (stand) and bring out the other two Past tense mistook, understood; then some "back rooms", classroom, bedroom, meetingroom, etc. As long as teachers often collect, accumulate more, and summarize frequently, the formulas will flow continuously and teaching will be full of fun.

4. Use picture projection to create language situations and turn abstraction into intuition

People use language when thinking. For students learning foreign languages, When the vocabulary of the language is not mastered, the learning and thinking process of non-intuitive situations is always carried out in the native language, that is, indirect thinking, which inhibits the first signal system formed by specific conditioned stimulation in the student's cerebral cortex. . In order to allow students to summarize the second signal system formed by the conditioned stimulation of words and the first signal system to think collaboratively without being interfered by their native language, and can transform abstraction into intuition, teaching can use picture projection to create language situations.

For example, the author uses picture projection when teaching the first five paragraphs of Three Gold Medals for Wilma (SBⅢ). I first typed up a picture of a scene where the Olympic track and field stadium was full and people were eagerly watching the upcoming women's relay race. Then as the text progressed, I typed in the picture of female athletes from six countries wearing six different colors of sportswear. Picture 2, Picture 3 of people looking at the tall black girl Wilma, Picture 4 of the first athlete starting, Picture 5 of the female athlete taking the lead with USA written big on her clothes, Picture 6 of Wilma taking over, Wilma Picture 7 of chasing the German team, and finally Picture 8 of Wilma crossing the line. I wrote a representative sentence from the text below each picture, such as Picture 1: The Stands were packed. Picture 4: The first runners shot from their starting points． Picture 5: The runner for the US team was in the lead． Image 8: Wilma breasted the tape. The students looked at the projection and compared it with the text. I pointed at the screen and asked the students: "How were the stands?" The students said in unison: "The stands were packed." Another example was when I asked: "Who was in the lead when the third runner had the stick?" The students said in unison: "The runner for The USA team was in the lead." This way I avoid using my native language or a long list of English to explain Stands, packed, in the lead and breast the tape. It is self-evident what these mean, and it also plays the role of turning abstraction into concreteness and avoiding complexity. Looking at these vivid projections, students can deepen their memory of the text as if they were in the fierce sports field. After that, when I asked the students to recite the text, they could recite the pictures more smoothly. Because the pictures were arranged in order of the sports scenes, they deepened their memory and the students recited the text fluently after class.

5. Use visual teaching aids, physical objects, etc. to create situations and immerse students in the language environment

The physical images are intuitive and easy to arouse students' interest. Students will accept and comprehend quickly, such as teaching new chapters. In the second part of lesson 18 of the first grade textbook, the teacher first took out a physical pear and introduced: This is a pear. Then asked: Is this a pear? After the students finished answering, he hid the pear and asked again: Where is the pear? Ask students to find and answer: It's here. Through repeated training using this method of combining objects and sentence patterns, students will quickly master the 6 new words (pear, cake, banana, apple, orange) that appear in the article. After that, let the students quickly write these 6 words on the 6 small pieces of paper prepared before class, and then match them with the objects they took. Through this activity, most students understood the pronunciation of the words. , form, and meaning are well mastered, then strike while the iron is hot and use the prepared bags and 6 kinds of objects to play the "Touch and guess" game to further consolidate the new words. Through the objects, students can establish a direct relationship between language, objects, and situations.

6. Use audio and video to develop multiple sensory functions and improve listening and speaking abilities

Middle school English requires training students in listening, speaking, reading, and speaking. The ability to write in four aspects, and these four aspects must be preceded by listening and speaking. Psychological tests show that visual and auditory knowledge accounts for more than 90%. Therefore, the use of audio-visual and audio-visual teaching methods can effectively stimulate students' ability. Interest in learning and improvement of learning results.

Three methods can be used to integrate the four basic functions of listening, speaking, reading and writing.

① Find gaps in self-made recordings: This method requires students to first Listen to the original soundtrack, imitate the pronunciation and intonation, and then record the reading and content yourself, and compare it with the original soundtrack to find the gap.

② Multi-person cooperation, self-recorded free dialogue: it can be conducted between classmates, between sisters, and between father and son. On Monday, the teacher found excellent works as listening training for the students. This method expands the scope of students' oral communication objects and helps increase their knowledge.

③ Self-recorded dictation: Let the students read a short article by themselves, select the wonderful sentences or fragments, and make their own recording. After returning to school, students can exchange it with each other as dictation training materials.

7. Use simple drawings to make language come alive.

In English teaching, I think simple drawings are a good way to make language come alive. Its humorous and lifelike pictures often greatly increase students' interest, and their attention can be focused on interesting pictures. . It not only activates the classroom atmosphere, improves students' attention and memory, but also helps promote the formation of language skills, and is very popular among students. Simple drawings contribute to the overall teaching of the text. The specific method is to adapt the teaching materials before teaching each text, that is, abbreviate the text, change the long story into a story summary, and rewrite the script into a short article. In this way, the rewritten text is both simple and catchy and easy to understand. Then compile and draw a set of simple drawings based on the rewritten text content. When teaching, draw and talk at the same time. When encountering new words, outline a few more strokes to achieve the audio-visual purpose. After that, let the students repeat what they heard in their own words based on the pictures and key words on the blackboard (each picture has several corresponding key words), so as to achieve the purpose of making the students speak. Because the stick figures provide appropriate language situations for teaching, create opportunities for students to practice listening and speaking, and can reduce and eliminate the use of their mother tongue, they help students improve their listening and speaking abilities in an English environment.

8. Let students make teaching aids to stimulate interest in learning English.

As for the pictures to be used in teaching, arrange them a week in advance. Ask them to use colored pens to draw on white cardboard, and then write the words and their phonetic symbols expressed in the pictures on the back of the paper. , in order to facilitate future storage, I made unified regulations on the size of the paper pieces. A week later, some of the “works” were used in class. In this way, students are very interested in making pictures outside class, and they are all looking forward to the appearance of their "works" in class. The significance of carrying out picture-drawing activities goes beyond the pictures themselves. It allows students to experience success. This joy of success greatly stimulates their interest in learning English and makes students willing to take English classes. In addition, drawing pictures also cultivates students' drawing ability, develops their intelligence, and allows them to familiarize themselves with the new lessons they will teach, so as to achieve the purpose of previewing. It really serves multiple purposes!

9. Write your own short plays to mobilize enthusiasm for learning.

Learning requires “application of what you have learned”, and this is especially true for English learning. We want students to be able to speak English after learning English. To this end, I spend about five minutes in each class asking students to come to the podium to perform their self-written textbook plays. The specific method is as follows: before class, the on-duty students (two) of the day will first make a duty report in English. The content includes: day, date, attendance, weather, etc. (Items that have not been learned can be deleted appropriately). Then the two on-duty students, or they invite two or three other students, will perform a short play that they have arranged before class. The plot can be based on the scenes of the texts they have learned, or they can create their own scenes, but the lines You must use the types you have learned. The reason for doing this is to review old lessons, and this kind of review is not a simple repetition, but a kind of creation and the flexible use of language, so as to deepen the understanding of the new content and ultimately achieve "application of learning". The self-written and performed textbook drama allows students to review and consolidate old knowledge with laughter, and avoids the question-and-answer review method that makes students nervous and suffocating, but the effect is far better than the latter.

10. Carry out competitions to mobilize interest in learning.

Junior high school students have an enterprising spirit and a sense of honor. Especially under the influence of competition in the market economy, students' sense of competition has become more intense. Introducing competition mechanism into English classroom teaching is an effective form. For example, we can change the daily oral practice words into competition words; we can have a "rush to answer" question and answer; spelling and learning words, a "Word King" competition, as well as writing competitions, riddle guessing competitions, whispering competitions, etc. Various forms; then use the integral method to give encouragement for better results. With appropriate competition in the classroom, students are willing to participate, compete for the first place, and learn, which arouses the interest of all students in learning.

In short, interest is the memory power that drives students' learning. Through various means, activating classroom teaching is an important way to improve the quality of each 45-minute classroom teaching and reduce the burden on students. Teachers should create a variety of teaching situations that can stimulate students' interest in learning to enhance the effectiveness of English classroom teaching and improve students' English proficiency.