| The notion of effective teaching was originated in the early 20th century. Up to now, it has always been one of the focuses of teaching research, and made its appearance in various kinds of education literature and within the vision of education practitioners. In China, English teaching in primary schools develops unevenly in different areas, due to the use of different textbooks, the number of students, different teaching hours and the lack of a certain language environment. Thus, it is necessary to practice an effective strategy in English teaching in order to arouse students'interest and improve both teachers' teaching and students' learning. This thesis has four parts. The first part puts forth definitions of effective teaching, analyzes the characteristics and status quo of English teaching in primary schools, explores approaches of effective teaching and expounds its significance. The second part focuses its attention on the exploration and practice of effective teaching which is categorized into two major types:effective strategy of class preparation and that of class teaching. The former introduces the author's practical experience from three focuses:focus on a flexible construction of textbooks, focus on a reasonable allocation of teaching goals and focus on students' life. For the latter one, the thesis mainly lists and analyzes the practice and application of stimulation strategy, situation-establishment strategy, memory strategy and scientific integration strategy. The third part of the thesis is a detailed analysis of and reflection on problems which appear in the effective teaching practice. As a leader of knowledge and a researcher of teaching reforms, the teacher plays a key role in the practice of effective teaching strategy. Thus, the last part of this thesis suggests that effective teaching require effective teachers, and effective teachers meet three criteria:quality of pleasing, quality of wisdom and quality of research.
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