V. Conclusion 15

Bibliography 17

Acknowledgments 18 I. Introduction

In recent years, English teaching has been paid more and more attention to by the whole society. To become a compulsory course, especially science the new curriculum standards put into practice, exploring effective teaching methods has become a primary concern of English teachers in primary schools. This research is based on how to make the new curriculum standards fit with primary school English classroom interaction teaching tactics. Interactive teaching conforms to the law of language acquisition, and it is a powerful tool and an important way to achieve new curriculum standards. What is more, it is the key to the success or failure of English classroom teaching. This paper discusses the problems encountered in the practice of primary school English classroom interactive teaching tactics under the new curriculum standards. And it also comes up with suggestions in order to improve the interactive teaching of English and promote the teaching benefits teachers as well as students.

The paper consists of three chapters. The introduction presents the purpose and significance of primary school English classroom interactive teaching tactics in new curriculum standards. Chapter one states the current situation and previous research of primary school English classroom interaction teaching tactics in new curriculum standards. Chapter two supplies the definition of classroom interaction and the discussion of the theoretical bases of interaction from the perspectives of psychology and Second Language Acquisition. Chapter three mainly discusses the necessity, the way and how to promote the effective interaction in primary school English classroom teaching in the new curriculum and the relevant suggestions.

In short, classroom interaction essentially promotes the combination of cognition and emotion, and it is the core point to stimulate student’s interest in learning English. Classroom interaction leads the students to actively join teaching activities, let each student have the opportunity to fully express their own ideas. It can effectively improve the primary school English classroom teaching in order to achieve the primary goal of primary English teaching in primary school in the new curriculum standards. In addition, the efficiency and the improvement of teaching quality should be further studied and promoted.

II. The Necessity of English Classroom Interaction under New Curriculum

2.1 The Present Situation of English Teaching in Primary School

Firstly, there are not enough teachers. According to the survey, most of English teachers in primary schools lack of capacity across the country, especially in rural areas. In rural primary schools, many schools nearly do not have a qualified English teacher graduated as English major. If the teachers are laymen, then how can they teach a good student? Because of difficult conditions of rural teaching, many teachers do not want to go there. Secondly, inappropriate teaching methods exist in English classroom. Most children are learning without interest. He would like to learn if he feels learning is interesting, otherwise he would not be drawn into you. However, the method of teachers in many primary schools is relatively old-fashioned, and cannot afford to mobilize the interest of students, so the learning efficiency is not high. Thirdly, school equipment falls behind and is not complete. An effective way to learn a language is integrated into the system of teaching English atmosphere. In China, there is no way to talk with a native speaker, but we can know some of the English-speaking countries on the network. However, in most of the elementary school, except for some urban primary schools generally do not have that equipment, some of them might only play on a tape recorder. Finally, parents do not cooperate enough. Primary school English learning is closely related to the activities of the students’ parents. So students’ parents need to cooperate with the classroom activities, especially teachers, and then the improvement of the students’ English level. Due to the lack of students’ parents’ attention to primary school students’ English learning. Because of lacking of effective theoretical system and other factors, parents of primary school students do not pay enough attention to corporate in English learning.