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1、 攀枝花学院本科毕业论文 小学英语教育中的新方法 学生姓名： 学生学号： 院（系）： 外国语学院 年级专业： 2003 级英语本科 1 班 指导教师： 二七年五月 New English Teaching Methods in Elementary School Shu Qing Under the Supervision of Liang Yulan School of Foreign Languages and Cultures Panzhihua University May 2007 攀枝花学院本科毕业论文 Contents Contents Abstract.I Key WordsI
2、 摘 要II 关键词.II Introduction1 I. The Development of English Teaching in Elementary School.2 II. New English Teaching Methods in Elementary School4 A. Planning a General English Language Course4 B. Creating an Inclusive Environment5 C. Listening and Speaking5 a. Listening5 b. Speaking7 D. Acting 7 E. S
3、inging Songs.8 F. Playing Games10 a. Memory Game.10 b. Contest Game11 c. Training Game.11 d. Role-Playing12 Conclusion13 Acknowledgements14 Bibliography.15 攀枝花学院本科毕业论文Abstract I Abstract This paper concentrates on some new methods in elementary school English teaching. The paper is developed into tw
4、o major parts. The first part says the development of English teaching in elementary school. The second part deals with new English teaching methods in elementary school. It includes seven aspects: (1) planning a general English language course ; (2) creating an inclusive environment of class is ver
5、y important; (3) listening and speaking are very important skills for beginners; (4) acting is not only advantageous to class study, but also sound in body and mind; (5) songs can stimulate pupils interest and develop learners language abilities; (6) playing games for children is very useful and imp
6、ortant; (7) role-playing is intended on the overall language ability of learners. Key Words English teaching; elementary school; new methods 攀枝花学院本科毕业论文摘 要 II 摘摘 要要 这篇论文研究小学英语教学中的新方法。本文分为两大部分。第一部分是讲小学英语 教学的发展。第二部份是讲小学教学中的新方法,它包括起 7 个小部分:(1)设计英语课堂教 学是很有趣的;(2)创造课堂内部环境的重要性;(3)听和讲对于初学者来说是非常重要的技 能;(4)表演不
7、仅有利于课堂学习, 而且可以使身体和头脑清晰(5)歌曲可能激发学生的学习 兴趣和开发学习者的语言能力;(6)游戏是对孩子非常有用和重要的方式;(7)围绕学习者的 语言能力进行角色扮演。 关键词关键词 英语教学; 小学; 新方法 攀枝花学院本科毕业论文 Introduction 1 Introduction With the coming of new century and promotion of reform and opening-up, English is becoming more and more vital in peoples life. Recently people ha
8、ve deeply realized that the improvement of English must be started in childhood. Pupils are longing for knowledge and study, but they often cannot concentrate on one thing. And their absorption to knowledge is mainly through appearance and image. Therefore, English-teaching of pupils mainly focuses
9、on the stimulating of pupils interest of learning. English teachers in elementary school are expected to employ various teaching methods flexibly. Since 2001 the first year to start English course in elementary school, the study of English-teaching methods is also increasing. Lots of progresses have
10、 been achieved. This paper will deal with new methods of English teaching in elementary school: 1). planning a general English language course; 2). creating an Inclusive Environment. 3). listening and speaking. 4). Acting; 5). singing songs. 6). playing games. All these methods can help to make the
11、English class interesting and lively, and they can also attract the pupils. 攀枝花学院本科毕业论文 Body 2 I. The Development of English Teaching in Elementary School In a long period, the teachers in China are all normally geared to operate via the traditional teacher-centered approach, in which instructions a
12、re almost entirely under the control of the teaching staff in English class. This kind of forced-feeding method of teaching plays an unfavorable role in English teaching. For instance, language teachers are seen exclusively as individuals who hold and transmit language. They are not only directors o
13、f the teaching process, but also the mere instruments of the expert who provides a method to be implemented in the classroom. That means, they possess the kind of control over the amount, sequencing, and frequency of usage of the items the learners produce or receive. On the other hand, the pupils a
14、re on an inactive and negative footing. Some experts of modern pedagogy believe that the teacher plays supportive rather than central roles in class. Its real center is the pupils. That means, teachers are the facilitators of their pupils learning, and they are monitors, counselors, consultants, etc
15、. The role of the teacher is that he must be concerned with providing an environment that will supply the appropriate sort of input and in which the learner can be engaged in creative interaction, and assist the learner to develop a natural capacity to communicate in another language. That is to say
16、, the starting point of the teaching should be the pupils and they are the active and positive participants in teaching process. Such a method of teaching is good for pupils. First, it can cultivate the ability to analyze and solve concrete problem independently. Second, it helps develop the ability
17、 of the pupils to think things out for themselves. Third, it fosters the pupils ability to study on their own. Finally, it gives scope to the pupils initiative and creativeness. Therefore, in class, teachers should insist on pupil-centered teaching methodology and change the approaches continuously.
18、 It claims that the teacher is only a guidekeeps the pace of work uniformly fast, maintains an active businesslike atmosphere in class. What more important is to guide them in learning by themselves, to train their learning method which is an indispensable element in their learning of a foreign lang
19、uage, to give them more time to make their own contributions to the 攀枝花学院本科毕业论文 Body 3 classroom communication, and to advocate extra curriculum activities and stimulate their consciousness of becoming participants actively. On the other hand, pupils should be able to act as leaders, never merely si
20、tting like empty bottles waiting to be filled! (Ronald S. Brandt, 2000) 攀枝花学院本科毕业论文 Body 4 II. New English Teaching Methods in Elementary School People will have no appetite if people eat a certain kind of delicious food everyday. The same way, the pupils will become tired of the teaching if teacher
21、 use the same teaching method in every class, even if it is completely perfect. So the teachers have to use various kinds of teaching forms to make the teaching task fulfilled. According to the basic demands in English class, which are laid down by education bureau in Autumn in 2001, and the feature
22、s of pupils study, it is a new way in modern, elementary English class, such as, listening and speaking; acting; singing songs; playing games; role-playing, All these forms can help make the English class interesting and lively, and they can also attract the pupils. A. Planning a General English Lan
23、guage Course Planning a general English course is interesting as teachers are creating a teaching strategy that helps not only the students but also teachers, in a very effective way. Lesson planning is the first step. It includes data such as content, language learning objectives, instructional app
24、roaches and procedures, materials required, and criteria for constructing an assessment for the lesson. It is like a map guiding someone to his / her destination through unknown or known paths and places. Lesson planning is a teacher problem solving activity pursuing the answer to the question of ho
25、w to most effectively promote and accomplish intended learning outcomes. In summary, lesson planning is needed for a. Giving a sense of direction b. Helping students become aware of the lesson objectives and the learning tasks they are asked to perform c. Managing a classroom d. Helping teachers to
26、solve, in advance, teaching problems 攀枝花学院本科毕业论文 Body 5 B. Creating an Inclusive Environment a. Make sure those classroom posters, pictures, books, music, toys, dolls, and other materials are diverse in terms of race, ethnicity, gender, age, family situations, disabilities, and so on. b. Try to invo
27、lve other supportive teachers, administrators so that teachers are not the only one modeling a concern for inclusive classrooms and school settings. c. Make a special effort to use language that is unbiased, inclusive, and do not divide students unnecessarily. For example, “Okay everyone.“ is less l
28、ikely to reinforce gender divisions than “Okay, boys and girls.“ d. If a students question makes a teacher uncomfortable, he/she should do best to answer it on the spot, but then take time later to reflect on what made a teacher uncomfortable. e. Do not ignore discriminatory behavior. Avoiding the p
29、roblem will not make it go away, and teachers silence may even give the appearance of tacit approval. Instead, make it clear that the teacher will not tolerate racial, ethnic, religious, sexual, or other offensive jokes, slurs, or behaviors, and explain why. If the teacher cannot respond at the time
30、 the incident takes place, respond as soon as possible before the problem worsens. C. Listening and Speaking Listening and speaking are very important skills for beginners. A host of facts show that children learning their native language begin by understanding through listening. They comprehend the
31、 language before they can speak it. Language teaching should not violate this theory. Now the elementary school pupils pay more attention to the speaking and listening skills. It is better that teachers let them listen and understand the language first, and let them speak gradually when they feel re
32、ady and comfortable with it. In fact, listening and speaking are always used inseparably in real life situations. However, listening is an important basis for speaking. a. Listening 1. The teacher should lay stress on imitating the tape-recorder, and improve the 攀枝花学院本科毕业论文 Body 6 quality of listeni
33、ng. In class, pupils are asked to first listen to the tape recordings or watch TV in English, which can enable them to familiar with foreigners pronunciation or tone, then repeat and memorize it. They must imitate the model English and achieve correct and standard pronunciation, intonation, stress a
34、nd rhythm. If so, it will improve pupils quality of listening English efficiently. 2. The teacher must pay attention to the class teaching, and cultivate the habit of listening. In teaching, listening should be the chief means of teaching in the beginning and intermediate stage. So, as for teachers,
35、 they must insist on teaching listening in class, which is beneficial to focus the pupils attention, temper their capacity of perception, cultivate their imaginative power and the ability of thought. While the teachers teach new lesson, they adhere to let the pupil read the questions about the conte
36、nt of the dialogue, then hear a model dialogue one or more times, which is on the tape. The pupils just listen and try to understand the meaning of the dialogue with the help of the teachers gestures, mime, context or situation established in advance. At last, they find out the answers and repeat th
37、e sentences that are related to those problems. If doing like this, the pupils will form a habit of careful listening. And they will raise the ability of listening naturally, as long as they make unremitting efforts. 3. Both teachers and pupils use English in class. Both teachers and pupils use Engl
38、ish in class every day. The teachers speak only the target language. Pupils may use either the first or second language. If they choose to respond in the second language, their errors are not corrected unless meaning is affected. 4. The teachers have to use various kinds of teaching forms to arouse
39、the learners listening interesting. Interest is the mainspring of incentive. Interest is the foundation of all mental activity (C. E. Echkersley, 1982). Its very nature is to lead to thought and action. Pupils are naturally curious and active. They are full of enthusiasm and often show a lot of eage
40、rness to participate. If pupils are happy, feel secure and in a relaxing 攀枝花学院本科毕业论文 Body 7 environment they are more likely to enjoy listening activities that include listening and doing coloring, numbering, ticking, pointing, or matching. Moreover, these activities can help develop childrens real-
41、life listening skills and arouse their listening interest. b. Speaking It is known to all, speaking is fundamental for communication and is essential for developing interpersonal skill. However, learning to speak in another language is not an easy thing. As teachers, they need to be patient and tole
42、rant, create a very relaxed and friendly environment for pupils to try to speak in the new language, encourage pupils and praise them for being brave and encourage pupils efforts at speaking. What more important is that teacher need to make the scene dialogue, create interesting topics and genuine p
43、urposes for pupils to speak the language. Of course, some imitations and repetitions are necessary to prepare pupils to speak, but even with imitations and repetitions, teacher can make them more interesting and meaningful. If a teacher just teaches his or her language pupils, the pupils will not de
44、velop their own speaking skills. If the teacher involves the pupils in communicative learning activities, the pupils will develop their speaking skills, which can carry them success, and they will be more motivated and interested. As for children, it should be quite easy to get them involved in spea
45、king as they are naturally interested in communicating with each other. This is why it is important to make a language class as pupil-centered as possible. Therefore, interaction and experimenting with the language in communication are very important factors for language development. D. Acting Pupil
46、s are imaginative and creative. They like new things and enjoy participating in actions and they seldom get bored when they are involved in the activity. Even more, they like “dance for joy” very much. That means, they like to do things with their hands, bodies and minds. If the teachers want to mak
47、e the learners in high spirits and have competence to develop their interest in learning, they should try their best to organize some hands-on activities for pupils to do; If so, the pupils can relax after 攀枝花学院本科毕业论文 Body 8 thinking hard nervously and alternating tension with relaxation that will b
48、e not only advantageous to class study, but also sound in body and mind. For instance, when teachers teach the new words about the parts of the body, the pupils listen attentively and respond physically to commands given by the teacher. After learning the words totally, teachers divide pupils into s
49、everal groups, and they ask one who will be chosen from each group, to take part in “Touching game” that is done from slowly to quickly gradually. The winner is who can hold on straight to the end, that is to say, the one who touches the part of the body more faster and correct every time. Children have a lot of questions about how they should learn a langua