小学英语教学法.doc

1. How do we learn our first language?Socializing process Interaction and experimentingStimulating , involves Positive and encouraging2. Differences and similarities between L1 and L2(1) Rich context and input, opportunities for using the language ,interaction with others, etc. are important in learning any language.(2) Teachers should create a nice environment and interesting activities for pupils to use the language to do things.3. Better help children learn a foreign language(1) Create a better environment for L2 learning a supportive situation -be tolerant to errors(2) Provide more opportunities for children to hear the language , give them more chances to experiment with the language(3) Design activities which are interesting and motivating and encourage children to use the language in context as much as possible4. The principles for designing activities Principle 1: Children learn best when feeling happy and secure.Principle 2: Children are naturally imaginative, active and creative.Principle 3: Learning is often a mutual accomplishment. Learning is collaborative, not adult driven. Children participate at their own level of understanding with the mothers help.Principle 4: Children often learn through guided participation and they profit from the support and encouragement of more competent people.Principle 5: Children learn best when they are involved both physically and mentally.Principle 6: Children need plenty of opportunities to use similar language again and again.Principle 7: It is not interaction itself but the quality of interaction that contributes to better learning.Principle 8: Language is the means through which self-regulation of learning behavior develops.Principle 9: Learning depends upon the negotiation of meaning.Principle10: Children learn in a similar way as they acquire their mother tongue. They learn the whole language rather than through analyzing language rules.5. Childrens characteristics (1) Its difficult for children to understand verbal instructions to begin with.Keep instructions very simple and support them with body language.(2) Childrens attention span is very limited.Use many short and simple activities instead of long activities.(3) Children do not often have a clear purpose for learning. They learn simply because happy and enjoy the activity.Make the learning enjoyable and pleasant.(4) Children like to do things with their hands, bodies and mindsOrganize some hands-on activities for children to do. Use Total Physical Response (TPR) if necessary.(5) Children like to do things with achievable targets because they want to feel sure that it is not something beyond their ability.Do not make tasks too difficult for children. Tasks should always have definite out-comes and repeated elements to ensure security and participation.(6) Children are imaginative, creative, and like new things and like participate in activities.Give children opportunities to imagine and create, e.g. invite them to draw a monster or imagine seeing something through a telescope and tell others about it.(7) Children are not good at analyzing language rules.Do not explain complicated grammar rules to children. Guide children to discover rules by themselves.6. Ways to nature childrens motivation(Phillips) Provide a clear meaningful purpose The activities should be simple enough The task should be within their abilities The activities should be largely orally based Written activities should be used much less with young children-Learner difference is an important topic for language learning and teaching. The following are some of the factors that may influence learner difference in learning a language. -Altman(1980): age, sex, previous experience with language learning, proficiency in the native learning, personality, language aptitude, attitudes and motivation, general intelligence, sense modality preference, sociological preference, cognitive styles, learner strategies7. Children have some advantages over adults (1) in acquiring good pronunciation and intonation; (2)good at imitation; (3) not shy in trying things out; (4) curious and motivated to learn new things (5) Interested in learning and playing with their native language, reciting nursery rhymes, singing songs, listening to stories, recognizing and saying words and phrases for fun.8. The theory of multiple intelligenceLinguistic Intelligence (word smart)言语智力story tellingLogical-Mathematical Intelligence (number/reasoning smart)数理智力-orderingSpatial Intelligence (picture smart)空间智力listening and drawingBody-kinesthetic Intelligence (body smart)形体智力-actingMusical/Rhythmic Intelligence (music smart)音乐智力changing lyricsInterpersonal Intelligence (people smart)人体交往智力making a dialogue with a partnerIntra-personal Intelligence (self-smart)内省智力-Writing diaryNaturalistic-Physical Intelligence (nature smart)自然界智力nature diaryAmerican psychologist Howard Gardenrs theory on multiple intelligence helps teachers realize the different intelligence pupils have so that they would try different types of activities or teaching methods that cater for the different needs .If a teacher can think of multiple intelligence when planning a lesson ,his pupils will definitely benefit a lot from it .Only when teachers realize the differences between their pupils are they able to teach according to the needs of the pupils and the language styles of the pupils.9. Learner differenceTeachers need to be aware of the differences and try to develop each students potentials and learn how to make good use of the theory of multiple intelligences to motivate students to learn.Teachers should try different types of activities or teaching methods to meet different needs. Teachers should take multi-intelligence theory into account when planning lessons.When designing output task teachers should try to design tasks of different type, giving everyone chance to demonstrate and use their potential to the fullest. People are born to be different. One cannot be good at everything, but everybody can be good at something.10. Humanistic educationHumanistic education require teachers to treat children as human beings who have their own shoughts and needs.Teachers should never try to force their ideas into childrens minds and should always try to think the same level as children1.Humanistic education teaches a wide variety of skills which are needed to function in todays world .2.huamanistic education is a huamne approach3.humanistic education deals with basic human concerns.11. Qualities of a good primary English teacher1) A very important quality of a primary school English teacher is obviously competence in English: having good pronunciation and intonation, being able to communicate with the language in oral and written forms and understand some basic English grammar 2) Good at using different teaching techniques with children.3)Need to be versatile: able to act, sing, dance, draw and tell stories; able to organize games and activities (It doesnt mean you need to be an actor or dancer to be able to teach in the primary school).4) Need to understand how children think and learn. Need to help children to develop in an all-round way: linguistically, intellectually, culturally, and morally.develop competence at least in 3 areas: the English language:knowing the language and knowing how to communicate with the language are essential to an English teacher the understanding of children:understanding how children think and learn is the key to undertake primary education., and the methods and techniques for teaching children.are necessary skills for a primary school English teacher and they can be trained and developed.12. Views on language learning Behaviourist theory-Skinnertheory of conditoningthree stages(stimulus,response,and reinforcement)audio-lingual method which involve endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected,and correcte utterance were immediately praised. Cognitive theory: language is not a form of behavior ,it is an intricate rule-based system and a large part of language acquisition is the learning of this system .Chomskeys famous question :if all language is a learned behavior ,how can a child produce a sentence that has never been said by others before? One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. Constructivist theory :learning is a process in which the learner construct meaning based on his own experiences and what he already knows.John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive ,creative, critical learner. Therefore ,teachers must balance an understanding of the habits ,characteristics as well as personalities of individual learners with an understanding of the means of arousing learners interests and curiosity for learning . Socio-constructivist theory Vygotsky emphasises interaction and engagement with the target language in social context based on the concept of “Zone of Proximal Development”and scaffolding .learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.With the teachers scaffoldingthrough questions and explanations, or with a more capable peers support, the learner can move up to a higher level of understanding and extend his skills and knowledge to the fullest potential. Communicative competence is a term in linguistics which refers to a language users grammatical knowledge of syntax(句法）, morphology（构词）, phonology（音位） and the like, as well as social knowledge about how and when to use utterances appropriately. CLT:Communicative Language Teaching The goal of CLT is to develop students communicative competence,which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.13. What is communicative competence One language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms. E.g.Why dont you leave the door open? The speakers not only have to know functional meaning of the language but also the social context where the message is given.E.g.Flight CA937 is now landing. The train is leaving in ten miniutes She is always complaining whenever you talk to her. He is making progress slowly.14. Component of Communicative competence Hedges discussionLiguistic competence(语言能力）: is concerned with knowledge of the language itself, its form and meaningTeachers need to help learners achiever accuracy in the grammatical forms of the language; pronounce the forms accurately; use stress, rhythm, and intonation to express meaning; build a range of vocabulary; Learn the script and spelling rules; achieve accuracy in syntax and word formationPragmatic competence（语用能力）: appropriate use:when to speak, when not, what to talk about with whom,when, where and in what manner-learn the relationship between grammatical form and functionsDiscourse competence(话语能力): the ability to express or to understand a topic logically and coherently take turns in speaking, use discourse markers and open and close conversations;appreciate and be able to produce contextualised written texts in a variety of genres; be able to use cohesive devices in reading and writing texts;be able to cope with authentic texts;Strategic competence( 策略能力）：the ability to compensate for communication breakdown by searching for other means of expressionto take risks in using the language;to use a range of communicative strategies;to learn the language needed to engage in some these;Fluency （流畅性能力）: the ability to link units of speech together with facility and without strain or inapprociate slowness or undue hesitationdeal with the information gap of real discourse; process language and respond appropriately with a degree of ease; be able to respond with reasonable speed in real time15. David Nunans (1991) five features of CLT:An emphasis on learning to communicate through interaction in the target language. （强调用目的语进行交际）The introduction of authentic texts into the learning situation.（在学习过程中模拟真实情景） The provision of opportunities for learners to focus, not only on language but also on the learning mangagement process. （学习者在学习过程中不仅注重语言本身的学习，同时注重学习管理过程）An enhancement of the learners own personal experiences as important contributing elements to classroom learning. 在课堂学习过程中重视学习者的个人经验An attempt to link classroom language learning with language activities outside the classroom. 课堂学习应与课外活动相结合16. Main features of communicative activities Example activitiesRole play Interviews Information gap Games Language exchange Surveys Pair work Learning by teaching Six criteria for evaluatingCommunicative purpose Communicative desire Content, not formVariety of language No teacher intervention No materials control17. Task-based language learning (TBLL), I ts also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms.Stress the importance of focus on form for L2 learning by drawing students attention to linguistic elements, not as discrete items presented to the learner, but as they arise in a meaningful classroom context, only if it is done while maintaining emphasis on meaning, communication and fluencyPre-task The task cycle (Task, Planning, Report) Post task (The language focus, Analysis ,Practice)General characteristics a task involvesFocus on exchanging and understanding meanings, rather than on practice of form or pre-specified forms or patternsThere is some kind of purpose or goal set for the taskThe outcome of the completed task can shared in some way with others.Tasks can involve any or all four skills: listening, speaking, reading and writingThe use of tasks does not preclude language-focused study at some points in a TBL lessonWhat is a task ( a language learning task )?an activity that has a non-linguistic purpose or goal with a clear outcomeand that uses any or all of the four language skills in its accomplishmentby conveying meaning in a way that reflects real-world language use18. The Primary School Teaching Methods u Visual teaching method 直观教学法u Situational teaching method 情境教学法u Imitating practice teaching method 模仿练习法u Song and chant teaching method 儿歌说唱法u Lecture method 讲授法u Demonstrative method 演示法u Contest method 竞赛法u Performance method 表演法u Communicative approach 交际教学法u Suggestive teaching method 暗示法u Games teaching approach 游戏教学法u Cooperative teaching method 合作教学法u Activity method 活动教学法u Total Physical Response 全身反应教学法u Net Multimedia Computer Assisted Instruction ( NMCAI) 多媒体辅助教学法19. Classroom ManagementWhat influence childrens motivation?There are two kinds of motivations. intrinsic and extrinsic motivationsIntrinsic motivation: the extent to which individual works or strive to learn the language because of a desire to do so and the satisfaction experienced in this activity.Extrinsic motivation: comes frome outside the individual.Students are extrinsically motivatied when learning is done for the sake of rewards (such as grades and praise) that are not inherently associated with the learning itself.How can we motivate children in learning English?Participation, enjoyment,and success are three keys that will make all the differences to children in building up their attitude and motivation towards learning English.Bearing in mind the theory of multiple intelligences,we need to design a variety of activities that cater for different needs and provide different opportunities for children to exercise their different intelligences.Keeping a good discipline when teaching young learners is undoubtedly important and it is a way to guarrantee effective learning but teachers also need to protect learners; enthusiasm and try to create a nice and encouraging learning envionment for learners to enjoy the class.Both attach importance to teachers attitude and behavior in the classroom and learners involvement in activities. Teachers need to be enthusiastic about the things they teach and be excited about the games to be played and need to take care of their pupils. They also need to think of ways to involve pupils more and train pupils to be active and take responsibility with their own learning. Rewarding is a good way but teacher also need to think how they can improve pupils intrinsic motivation so that they do not learn just for rewards.20. Why is lesson planning important? 1. Teacher will get a clear idea about the lesson objectives. 2. Teacher will will be in a better position to decide on the sequence of activities to enable lessons to go on smoothly.3. Teacher will be more confident if they know what they are going to do in their lesson, they can deal with unexpected things4. Teacher will know what