【正文】 glish teaching. The current situation of multimediaassisted teaching in primary schools Teachers’ thoughts on the multimedia Some teachers think that tradition teaching is good enough. Students still learn well without multimedia. There is no need for teachers to have multimediaassisted teaching. Some teachers think that it is better to have multimediaassisted teaching, yet they don’t know how to operate the multimedia or they can’t operate the multimedia skillfully. The enjoymentprone of the multimedia classWhile designing and using the courseware, the teacher always ignores the regularity of the intentional attention and the unintentional attention on the psychological level because one is concentrated on pursuing the abundant audiovisual and cartoon effects. And it often makes students distribute most of their attention into pictures on the screen so as to distract their attention form the teaching contents, which embody in the pictures of the screen. Thus, the teaching effectiveness is bad. Lecturelike classOne of the multimedia functions is to stimulate the students’ interest. Using multimedia in English teaching is an effective way to help students on study. Multimediaassisted teaching greatly expands the traditional teaching which is the mode of using “a piece of chalk, a wall chart and a written on the blackboard.” With a section of flash animation, video or picture deposition, the wonders of logical arguments will be explained with a result of getting double the result with only half the effort. However, in fact, the result of using multimedia as assistance is not so satisfactory. Many teachers just show the outline of the content on the screen with the software, lacking of pictures, necessary animation and video scenes. The “l(fā)ecturelike” teaching is just the same as the traditional teaching, or even worse。Cyxomjnhcknn (1960, cited in Qing Ruifeng, 2005) thinks that if education didn’t bring about everything possible to makes a student be in high spirits with intelligence state inspired with enthusiasm, but a mental work without emotion, then students will be fatigued. The English course mission in the primary school is to arouse and train students’ interest in studying English, get effort to make students keep enthusiasm in studying English. This is one of the premises whether the English study of the students can go on smoothly. If the students are interested in learning, they won’t feel that learning is a burden, but be active and absorbed in learning. According to the psychological characteristic of the primary school students, they like to move but not sit quietly. However, the English content and motionless picture can’t arouse students’ interest. In English teaching, using multimedia as assistance can make the content more vividly. The bination of video images, audio, graphics and text can attract students’ attention and interest. Therefore, making full use of multimedia technology can show some new words, stereos, and dialogues, which can make students place themselves in the environment of the language, and experience actual application of English. For example, English vocabulary has been a difficult point for the teachers to teach and for the students to learn. Many students recite the words by rote, but the result is not satisfactory. When teaching the vocabulary, teachers can use the multimedia to present different words by designing and manufacturing pictures, text, sound, and image. The agile and flexible training methods can bring the students’ organs into play, such as eyes, ears, brain, mouth, hands and etc. So that students can get a vivid visual image and impression, produce a strong interest in learning, increase the enthusiasm and motivation of learning vocabulary unconsciously. Primary school students learn things while playing, so teachers can acplish the task of teaching easily and it is easy for students to accept and remember it firmly, too. Enriching classroom contentsMultimedia provides the extremely advantageous physical condition for the foreign language teaching, and provides the brandnew teaching ways for us to overe the traditional teaching’s shortings. It transforms the abstract, arid contents into the visual, interesting, visible contents, which bees the developing tendency of English teaching. It not only raises students39。畢業(yè)論文(設(shè)計(jì))Multimedia in English Teaching in Primary Schools1. Introduction 12. The history of multimediaassisted teaching 33. The multimediaassisted teaching in primary schools 5 The definition of multimedia 5 The characteristics of multimediaassisted teaching mode 6 Learnercenteredness 6 Comprehensive input 7 Various learning resources 7 Focusing on language skills 8 The advantages of using multimedia as assistance in primary schools 8 Exciting students’ interest in learning 10 Enriching classroom contents 11 Giving full scope to the cognition of students 12 Creating lifelike situation to train students’ speaking abilities 12 Conveying information quickly and effectively 13 Improving teaching quality 14 The current situation of multimediaassisted teaching in primary schools 15 Teachers’ thoughts on the multimedia 15 The enjoymentprone of the multimedia class 15 Lecturelike class 16 The misunderstandings towards multimedia 164. Suggestions on multimediaassisted teaching 17 Changing teachers’ opinions and training their ability on operating multimedia 17 Strengthening the integrating of teaching contents and multimedia 18 Combining traditional teaching with multimediaassisted teaching 185. Conclusion 20References 211. IntroductionIt is universally known that English is the most widely used language in the world. Owing to the globalization, the English language is very important in international munication. Therefore, English teaching is highly regarded in modern times. Because of its universality and significance, the