The resulting problems, such as students' lack of interest in learning and insufficient attention to English learning, have always been a headache for many teachers. This paper attempts to explore how to improve students' interest in learning English by creating an English learning atmosphere. "Interest is the best teacher." There are many ways to improve students' interest in learning. As an English teacher advocated by the new curriculum standard, we should really change our previous thinking, try to consider the reasons for students' lack of interest in many ways, and solve various contradictions in reality in many ways. English learning atmosphere Learning interest activity planning Primary school English itself is a very interesting subject. It combines rich teaching methods, vivid teaching tools and lovely teaching materials, leads students into the English world through vivid life scenes, and learns to communicate and communicate in simple English. But for a long time, English teaching in primary schools has been in an embarrassing situation. It is a main course, but it is still not strong enough compared with Chinese mathematics. It is a language skill, but as soon as children return to this mixed language environment of Putonghua and Changsha dialect, this skill immediately becomes "useless". So how to teach primary school English vividly? Change textbooks? Our textbooks are quite well written. A change of environment? Judging from the current popularity of English in China, the environment for learning English cannot be changed in a day or two. Therefore, at present, if we really want to set up a clear banner of English teaching in primary schools, we can only start with improving children's interest in learning. Only when children's interest is improved and they are willing to study this course subjectively, then all problems will be solved. Then, another question came again. How to improve children's interest in learning English? Through observation, I found that English teaching now faces a series of practical problems: 1, and students lack a correct understanding of English learning. For us, English is a skill. Learning English can help us understand the culture of western countries more directly and facilitate communication with foreigners. In our daily life, English can also be seen everywhere. Mastering English means mastering a survival skill. Yes, this is what we adults think. But do children think so? Will they think that far? Can they realize the importance of learning English? The answer is a question mark. First of all, for children, their world is full of color and carefree. It seems that few students think what my future will be like if I don't learn English well, let alone college entrance examination, employment and life skills. Then, from this point of view, they lack a correct understanding of English learning and the motivation and goal of learning English. 2. Students have limited class hours and lack a suitable language environment. The environment for children to learn English is too limited. Only two days out of seven days a week, and only 40 minutes, I live in the "Chinese world" the rest of the time. How can such an environment show the charm of English learning? Maybe children will think like this: "I use Chinese every day at school and at home." Only in English class does the teacher speak English to us. Why should I learn English? " They said nothing. I was the only one who said that others would laugh at me. Besides, even if I did, they wouldn't understand! Then why do you have to learn? "In the face of such doubts, what can we say? The child just lacks a sense of accomplishment in learning English. He learns a word and recites a sentence, and at most he is praised by the teacher in English class. What else is there? He told his parents that they didn't understand; He told other teachers that the teacher did not cooperate; He told his classmates that they didn't cooperate; He told foreigners that he didn't have the guts. From this point of view, English is just a bunch of letters that they can't understand and use. What's the use of his English? What's the motive? Where is the confidence? 3. The embarrassing position of primary school English. The embarrassing position of primary school English itself also determines that she can't fully arouse children's interest. Usually speaking outside the number of words, outside the number of words. However, compared with the number of words, there are really too few classes in a foreign language week. As soon as students have less contact, they know less and naturally have little interest. Why does he spend so much time and energy "wasting" on complicated English words? In addition, many parents also lack understanding of English, thinking that English in primary school is not important and they need to study again in junior high school, so they relax the requirements for their children to learn English at home, which is also an important reason why students don't attach importance to English and don't like it. When discovering various problems, we should find ways to overcome them and prescribe the right medicine. Through the analysis just now, we found that how to improve children's interest in learning English should be regarded as a very difficult "project". We should grasp the root of the problem, carry out targeted activities, and strive to let children know English again and correct their attitude towards learning English through one activity after another, not only to let them find the fun of learning English, but also to let them understand why they want to learn English and what learning English can bring them. Only in this way, their learning path will be smoother and smoother. Taking me in Grade One as an example, through the understanding of students' English learning in Grade One school, it is found that the common problems of students now are weak English foundation, insufficient attention to English and weak interest. Perhaps the problem is multifaceted, including the above aspects. In view of this problem, I think we can gradually develop the English learning atmosphere in schools through a series of activities, actively create a relaxed, interesting, free and rich English environment for students, and let them contact English, understand English and use English unconsciously as much as possible in their usual play, competition and communication. After a school meeting, it was decided that April this year would be the school English learning activity month. The purpose is to gradually expand the atmosphere of English learning to every corner of the campus through a series of activities, so that every child can truly feel that English is around us. Below, I will take several plans of this activity month as examples to talk about feasible measures from specific details. The purpose of this activity is to urge students to take more English classes outside the classroom and use English more in their usual games, extracurricular activities and greetings with classmates and teachers, such as: good morning when meeting! Hello! How are you? Goodbye: Goodbye! Goodbye! Thank you: thank you! Usage: Can I help you when helping others? Wait a minute. These daily expressions can be gradually taught to students by teachers in class, and then they are encouraged to use them more after class, and the students who really do it will be praised. In this way, when they find that the English sentences they have learned can be used outside the classroom and affirmed, their sense of accomplishment is gradually established. This activity has been carried out in our school for nearly half a month. Judging from the students' performance, the effect is quite good. They gradually formed a habit of seeing that teachers are no longer like that: good teachers! But: hello! Good morning! Good afternoon and so on, and they are happy to greet their teachers in this way, and they are more excited after receiving the teacher's response. English "do-re-me" has many beautiful English songs for students in the current textbooks. Due to the lack of class hours, this part is often not paid enough attention. When the text is really finished, there is no time to sing. I think if we want to arouse children's interest, we should take this part out again and share the joy of English learning with students. We can't just emphasize students' mastery of the text content, nor can we spend all our time teaching words and sentences. You know, learning English songs is also a teaching task. Since it is in the textbook, there is a reason for its existence. The learning of songs is often related to the teaching of this module. Letting children learn to sing English songs can not only make the classroom more lively and friendly, but also let children practice their pronunciation while singing. For example, when I was teaching students to sing "In the Factory" in the fourth grade, I found that if children were allowed to read the lyrics alone, they might not be accurate enough and learn slowly. However, when children are asked to sing to the tune, they can do quite well in pronunciation and rhythm. After more practice, they can naturally understand the theme of the song and bring their feelings into the singing, and finally achieve the effect of singing accurately without the original sound. I have never seen this phenomenon before, and it surprised me. Therefore, in future classes, including after school, teachers can play beautiful English songs intentionally or unintentionally and teach children to sing. Maybe we can relax this learning atmosphere in another way, and then relax; Feel free, and then feel free. Learning English should also pay attention to the accumulation on weekdays. Only by accumulating day after day and year after year can students accumulate raw materials for their "knowledge warehouse" and only when they really take them out can they have "goods". Therefore, in primary school English education, we should also consider how to let children develop the habit of accumulating more on weekdays. First of all, this year is the Olympic year. I think we can make full use of this opportunity to educate children in English with the Olympic Games as the carrier. Everyone is welcoming the Olympic Games. Can you take your own practical actions? That is to learn English phrases related to the Olympic Games, such as: Welcome to Beijing! I love China! We're ready! One world, one dream! Wait a minute. I believe that as long as the Olympic Games are mentioned, children will get excited. Under the condition of undiminished enthusiasm, proper English teaching will achieve good results. To this end, we set up a beautiful countdown board at the school gate, which can cultivate students' patriotic sentiments, let them know about the Olympics, look forward to the Olympics and love the Olympics; On the other hand, we also make full use of this propaganda position to open up a small English section on the countdown board: one sentence a week. Recommend an English famous saying or common phrase to children every week and write it on the countdown board so that they can see it as soon as they enter the school gate. Then, in class and in life, the teacher asked the children if they noticed what this week's sentence was, tested their memory and praised the students who answered. This way, we can make full use of this position and achieve the effect of killing two birds with one stone. For example, in the past two weeks, we have displayed on the countdown card: We are ready! (We are ready) and gymnastics (Gymnastics: this course of Chu Art School). Very popular with students, I remembered it at once. The cultivation of interest is inseparable from games, and how to bring games into English learning is also a problem worthy of our consideration. In addition to playing English games properly in class, I think the scope of games can be further extended to students' homework design. To get rid of the dull homework such as copying, reciting and reading that students are tired of, this kind of homework often has little effect. Introducing games into homework design should achieve unexpected results, such as word solitaire. We can give students a word and let them go back and do word solitaire in their exercise books to see who gets the most and the best! Considering the limited vocabulary of primary school students, we can "open books" and read all kinds of vocabulary books (but it is best to read the words we have learned), so that they will have no pressure, everyone can finish reading and everyone can participate. Most importantly, through this solitaire, they found the right words by various methods and means, completed their studies, and gained happiness in the process of searching. We have a regular red scarf radio station every week. We make full use of the position of the school broadcast, and play English tips and English songs to the whole school students at noon every Friday, and carefully organize students to listen. Teach children interesting knowledge of English directly through radio, foreign culture and customs, make English letters beat and English melodies fly in every corner of the campus. We even set up an English mailbox. As long as children have difficulties and doubts in English learning, they can write to the mailbox. The teacher will use the broadcast time to answer typical questions to the whole school and call on everyone to speak out their problems and solve them together. For example, in recent two weeks, our red scarf radio station, English teacher personally served as a guest, introducing the slogan of the Olympic Games to the whole school: One World, One Dream! Olympic Games: Olympic Games. By playing the Olympic song "We are ready! Tell the children how to say: we are ready! This form of English teaching has wide coverage, strong interest, obvious effect and easy acceptance by children. Through the above planning, we can find that the creation of English learning atmosphere and the improvement of children's interest in learning can not be achieved in a day or two, nor can children immediately feel the interest and practicality of English learning through one or two games. We still need to do a lot of preparatory work, and through a period of trial and practice, we can gradually discover the mystery. In the specific operation and implementation process, the following points deserve our attention: 1. Extensive publicity and mobilization must be carried out so that every student can understand, feel and even participate in the activities. Only in this way can we really shorten the distance between English and students. 2. Continue to pay attention to students' performance and give timely feedback on activities. During the activity, all teachers should participate in a series of interactions with English teachers and students, such as greeting students in English and praising students who have performed well in class in time, so that students can realize that teachers attach great importance to this. At the same time, students' performance in activities is often given feedback so as to make necessary adjustments. Only when the teacher pays attention will the students pay attention. 3. Various activities should be designed according to the actual level of students. Children in every school are different, so when designing activities, we must take children as the center and fully understand what they are most interested in and what is really useful to them. Any shoddy and plagiarized finished product will not become a boutique. The so-called "teaching students in accordance with their aptitude" is precisely this truth. 4. Activities should be carried out continuously and orderly, and it is forbidden to be anticlimactic. It is called English Activity Month. In fact, all activities are planned to be carried out in our school for a long time, because the construction of learning environment can never be accomplished overnight. Only through our continuous efforts day after day, constantly discovering and solving problems in the process of activities, can our students gradually develop good study habits and cultivate their interest in learning. Only through unremitting efforts can we form a strong English learning atmosphere. An anticlimactic approach will only bring more negative consequences. To sum up, it is not empty talk to improve children's interest in learning English. We still have a lot of things to do and many contradictions to solve. Of course, this arduous project will not be accomplished overnight, but I believe that as long as we take the first step, first create an atmosphere, and then English learning will become lively, then children can slowly accept and fall in love with it. Only in this way can English really become a subject that students are willing to learn and benefit from. Reference: 200 1 English curriculum standard for compulsory primary schools