小学英语教学法笔记

Unit1ChildrenasLanguageLearners.Childrenlearntheirfirstlanguage□byimitations.□byrepetitions.□bysingingsongsandsayingrhymes.□byrecitingpoems.□bybeingcorrectedbyparents.□bylisteningtostories.□bylearinglanguagerules.□bytalkingtooneself.□byactingandperforming.□bytalkingaboutpictures.□bywatchingtelevisioncartoons.□bydrawingandtalking.□bytalkingtoothers.□byplayinggames.Languagelearningprocessisasocializingprocess.Therefore,interactionandexperimentingwiththelanguageincommunicationareveryimportantfactorsforlanguagedevelopment.Childrenareveryactiveandcreativelanguagelearners.Theycanmakesenseoftheworldfromwhattheyseeandhearandcreatetheirownutteranceswhenthereisaneedforthemtoexpresstheirownideas.☆WehaveallhadtheexperienceoflearningbothChineseandEnglish,Chineseasourfirstlanguage(L1)andEnglishasourforeignlanguage(L2).DoyouagreethatthelearingofEnglishasaforeignlanguageismoredifficultthanthelearingofChinese?Whyisitso?Thinkaboutthedifferencesthatexistbetweenchildrenlearningtheirmothertongueandchildrenlearningaforeignlanguage.Makealistofthedifferencesinthespacesgivenbelowanddiscussthemwithapartner.Then,thinkaboutthewaysbywhichwecanminimizethedifferencessoastomakethelearningofanotherlanguageeasierandwithmoresuccess.L1L2Whatcanwedo?ExposuretolanguageNaturalandadequateTimeAlldaylongLearningcontextSupportive,friendly,andtolerantTypesofinputNaturalandincontextStrategiesforlearingsListeningbeforespeakingMoticationforlearingRemainhighforcommu-nicativeneeds.ValueoferrorcorrectionNotverymuchvalueSupportandguidanceVerypatientandconstantOpportunitiesforexp-erimentsAlotofopportunitiesFeedbackformsEncouragingallthetimeWecantrytocreateasupportivesituationandbetoleranttoourlearners’errorswhentheyaretryingtocommunicate.Wecanprovidemoreopportunitiesforchildrentohearthelanguagebeforeaskingthemtosaythewordsandgivethemmorechancestoexperimentwiththelanguage.Wealsocandesignactivitieswhichareinterestingandmotivatingforchildrenandencouragethemtousethelanguageinmeaningfulcontexts.母语习得(ChildlanguageAcquisition)第一语言习得(FirstLanguageAcquisition)第二语言习得(SecondLanguageAcquisition)一行为主义理论(Behaviorism)代表人物:斯金纳Skinner经过:模仿(imitation)——强化(reinforcement)——成形(formation)\行为主义一度对外语教学产生了巨大影响.二战期间,美国语言学家根据行为主义理论创立了听说教学法(AudiolingualMethod)二、认知理论乔姆斯基〔Chomsky〕提出“认知论〞(CognitiveTheory).这一理论认为,人类大脑中具有一种适于学习语言的习得机制(LanguageAcquisitionDevice,简称LAD).认知论还认为:儿童语言是一个合法的受规律支配的系统,其开展是一个在接纳输入材料的根底上进行假设,并通过自己的理解和表达来验证假设的过程,是一个实验犯错误再实验的过程,也就是说犯错误是语言学习过程中的必然.从出生到青春期是语言习得的关键时期(TheCriticalPeriod).儿童习得母语时一般经历四个阶段:咿呀学语阶段(thebabblingstage),独词话语阶段(onewordstage),联词成句阶段〔theword-combiningstage〕和语法形成阶段〔thegrammarstage〕母语习得与第二语言习得的差异.学习的主体〔Learningsubject〕两者的学习起点不同(Startpoint)学习条件和环境不同(condition&environment)学习动机不同〔motivation〕语言输入的情况不同〔languageinput〕第一语言干扰L1interference综合性动机integrativemotivation工具性动机instrumentalmotivation教师的作用：教师可以通过灵活多变的教学形式对学习动机、课堂学习环境和语言输入产生积极的影响。Thefollowingaresomestatementsaboutchildren’scharacteristicsandsuggestionsforteachers.It’sdifficultforpupilstounderstandverbalinstructionswhentheyfirstlearnthelanguage.〔Keepinstructionsverysimpleandsupportthemwithbodylanguage〕Children’sattentionspanisveryshort.(Usemanyshortandsimpleactivitiesinsteadofonelongactivity)Childrendonotoftenhaveaclearpurposeforlearning.Theylearnperhapssimplybecausetheyarehappyandenjoytheactivities.(Teachersneedtomakethelearningexperienceveryenjoyableandpleasant.)Childrenliketodothingswiththeirhands,bodiesandminds.(Organizesomehand-onactivitiesforchildrentodo.TPRisagoodmethodforteachingchildren)Childrenliketodothingswithachievablelearningtargetsbecausetheywanttofeelsurethatitisnotsomethingbeyondtheirability.(Weshouldnotmaketaskstoodifficultforchildren.Tasksshouldalwayshavedefiniteoutcomesandrepeatedelementstoensuresecurityandparticipation)Childrenareimaginativeandcreative.Theylikenewthingsandenjoyparticipatinginactivities.(Givechildrentheopportunitytobeimaginativeandcreative,e.g.Maketheirowndrawingsofamonsterorimagineseeingsomethingthroughatelescopeandtellothersaboutitwiththeirownlimitedlanguage.)Childrenarenotgoodatanalyzinglanguagerules.(Thereisnopointexplainingcomplicatedgrammarrulestochildren.Butiswillbehelpfultoguidechildrentodiscovertherulesbythemselves)☆Ifchildrenarehappy,feelsecureandinathreat-freeenvironmenttheyaremorelikelytoenjoylearning.Childrenwillnotconcerntrateifyoulecturethem!ThismeansweneedtoconsiderhowtocreatearealdesireforchildrentolearnEnglish;weneedtoprovideopportunitiesforchildrentoexperienceandexperimentwiththenewlanguage;wealsoneedtoprovideavarietyofopportunitiesforchildrentousethelanguageindifferentcontexts.Teachingchildrenrequiresmoreenergyandcareintotheunderstandingofhowchildrenthinkanlearn,becausechildrenarestilldeveloping;theirbodiesarestillgrowing;theirmindsarestilldeveloping.目前可以明确的是，年龄本身并不构成学习外语的一个主要优势，要保证优势，年龄必须与其他因素相结合才能发挥出其优势的所在。这里所说的其他因素中很重要的因素是教学的质量和学习时间的保证以及良好语言环境的创设。也就是说，早期的外语学习并不能保证其学习的优势，除非有精心设计的课程，高质量的教师和良好的环境。另一个值得注意的问题是，学习外语的成效很难在一二年内出现，需要连续几年的学习时间，才能到达一个初等的水平，因此，过高的期望值是不现实的。Theyounger,thebettertolearnEnglish(F)Dr.HowardGardnerItsuggeststhateveryonehasatleastsevendifferentintelligencesandeveryoneisdifferentintermsoftheintelligencestheyhave.Therefore,teachersneedtobeawareofthedifferencesandtrytohelpdevelopeachstudent’spotentialsandlearnhowtomakegooduseofthetheoryofmultipleintelligencestomotivatestudentsinlearning.☆EightintelligencesLinguisitic语言智力Mathandlogicalthinking数理智力Spacial空间智力Bodily-kinesthetic形体智力Musical音乐智力Interpersonal人际交往智力Intra-personal内省智力Naturalistic-PhysicalWorld自然界智力☆Goodlanguagelearnersshouldhavethefollowingfeatures:·Goodlanguagelearnersfindwordsfarilyeasy,andaren’tputoffbythewaytheylook.·Goodlanguagelearnersareabletomakeimaginativeguessesaboutthemeaningofwordsaccordingtocontexts.·Goodlanguagelearnersmakethemostoftheirskillsandmanagetocommunicateinallsortsofunlikelysituations.·Goodlanguagelearnersarequickatseeingpatternsinaforeignlanguage.·Goodlanguagelearnerspractisealotontheirown.·Goodlanguagelearnersthinkalotabouthowtheyuselanguage.·Goodlanguagelearnersseemtoreadalot(It’sagoodwayofincreasingyourvocabulary)·Goodlanguagelearnershavereferencebooksandconsultthemregularly.·Goodlanguagelearnersareinterestedandmotivatedinlearningthelanguage.·Goodlanguagelearnersarenotafraidofmakingmistakes.Theytakeeveryopportunitytopractisewiththelanguage.·Itisimpossibletoseparatealanguagefromitsculture.Goodlanguagelearnersareopentootherculturesandindividuals.Andthiscreatesmoreopportunitiesforprogress.·Onthewhole,womenarebetteratlanguages.☆Attitudesandmotivationhavebeenregardesasthemostimportantfactorsaffectinglearning.Participation,enjoyment,andsuccessarethreekeysthatwillmakeallthedifferencetochildreninbuildinguptheirattitudeandmotivationtowardslearningEnglish.Bearinginmindthetheoryofmultipleintelligences,weneedtodesignavarietyofactivitiesthatcaterfordifferentneedsandprovidedifferentopportunitiesforchildrentoexercisetheirdifferentintelligences.However,toomuchattentionandcarecandestroychildren’sablilitytocreate,totrynewthingsandeventodobasicthingsinlife.☆WecanseethatagoodprimaryschoolEnglishteacherneedtodevelopcompetenceinatleastthreeareas:theEnglishlanguage,theunderstandingofchildren,andthetechniquesandmethodsforteachingEnglishchildren,knowingthelanguageandknowinghowtocommunicatewiththelanguageareessentialtoanEnglishteacher.Unit2UnderstandingtheNationalEnglishCurriculum☆From2001,Englishhasbecomearequiredcourseinprimaryschoolsfromgrade3.WillaSecondLanguageInterferewiththeFirstLanguage?Inmostcases,learninganotherlanguageenhancesachild’snativelanguageability.Childrencanlearnmuchabouttheirnativelanguagebylearningthestructureofotherlanguages.Commonvocabularyalsohelpschildrenslearnthemeaningofnewwordsintheirnativelanguage.Experimentalstudieshaveshownthatnolong-termdelayinnativelanguagedevelopmentoccursinchildrenparticipatinginsecondlanguageclasses,eveninfullimmersionprograms.ThefollowingaresomestatementsconcerningthegoalsandobjectivesofprimaryschoolEnglishlanguageteaching.Readthemcarefullyanddecidewhetheryouagreewiththem.Addyouropinionsifyouhavemore.□Toprovidevaluableexperienceforfuturelanguagelearning.□Toteachmorevocabularyandstructurestochildren.□Tohelpthemtoobtaingoodpronunciationandintonation.□Toraisechildren’sawarenessofadifferentlanguageanddifferentcultures.□Tohelpchildrenformgoodhabitsinlearningaforeignlanguage.□Toaddinterestsandincreasemotivationforchildrenlearninganotherlanguage.□TolayagoodbasisforspokenEnglish.□□☆allputthemasteryoflanguageknowledgeandlanguageskillsasthefirstpriority.Asfarasprimaryschoollanguageteachingisconcerned,webelievethatthegoalsandobjectivesshouldfoucsonthefollowing:·todeveloppupils’interests,selfconfidenceandpositiveattitudetowardslearningEnglish;·tocultivatethepupils’languagesenseandenabletheacquisitionofgoodpronunciationandintonation;·todevelopthepupils’preliminaryabilitytouseEnglishindailyexchangeandtolayagoodbasisforfurtherstudy.☆CharacteristicsofthenewEnglishcurriculumThefirstimportantchangeinthedesignofthenewcurriculumisthefeatureofunityandcontinuitybetweenprimaryandsecondaryEnglishlanguageteachingsoastoensureeffectivelearningandbetterutilizationofteachingandlearningresources.Secondly,theachievementstandardschangefromagrade-basedtoaproficiency-basedonewhichgivestheopportunityforstudentsstartingatdifferentagestofollowthelevelsprogressively.Thirdly,afterthenine-yearcompulsoryeducation,thecurriculumisdesignedtoincludebotharequiredcomponentwhichleadstolevel7andanelectivecomponent,makingthecurriculummoreindividualizedandflexiablebygivingstudentsachancetochooseotheroptions.Fourthly,allteachingaimsaredescribedintermsofwhatthestudentsshouldbeabletodowiththelanguageratherthanwhattheteachersshouldteach,puttingthestudentsatthecentreoflearning.Fifthly,therearetwomorecharacteristicswiththenewcurriculum.Oneisthatanewassessmentsystemisestablishedtoencouragetheuseofbothformativeandsummativeassessmenttoevaluatechildren’slearning.Theotheristhatthenewcurriculumputsaverystrongemphasisonteachers’abilitytomakegooduseofmoderneducationalresourcesandexpandtheuseofmediainteaching.☆Understandinghowchildrenlearnanotherlanguageisanimportantstartingpointfordevelopingskillsandstrategiesforteachingchildren.Thefollowingprinciplesaresummarizedtoprovideanunderstandingforteachinglanguagetoyounglearners.Principle1:Childrenlearnbestwhenfeelinghappyandsecure.Principle2:Childrenarenaturallyimaginative,activeandcreative.Principle3:Learningisoftenamutualaccomplishment.Learningiscollaborative,notadultdriven.Childrenparticipateattheirownlevelofunderstandingwiththemother’shelpPrinciple4:Childrenoftenlearnthroughguidedparticipationandtheyprofitfromthesupportandencouragementofmorecompetentpeople.Principle5:Childrenlearnbestwhentheyareinvolvedbothphysicallyandmentally.Principle6:Childrenneedplentyofopportunitiestousesimilarlanguageagainandagain.Principle7:Childrenneedtobeencouragedmorethancriticized.Principle8:Childrenshouldbegivenopportunitiestolearntoevaluatetheirownlearningandlearntoplantheuseoftheirowntime.Principle9:Learningdependsuponthenegotiationofmeaning.Principle10:Childrenlearninasimilarwayastheyacquiretheirmothertongue.Theylearnthewholelanguageratherthanthroughanalyzinglanguagerules.分级的总体目标：一级：对英语好好奇心，喜欢听他人说英语。能根据教师的简单指令做游戏、做动作、做事情〔如涂颜色、连线〕。能做简单的角色扮演。能唱简单的英文歌曲，说简单的英语歌谣。能在图片的帮助下，听懂和读懂简单的小故事。能交流简单的个人信息，表达简单的情感和感觉。能书写字母和单词。对英语学习中接触的外国文化习俗感兴趣。二级：对英语学习有持续的兴趣爱好，能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。能根据所学内容表演小对话或歌谣，能在图片的帮助下听懂、读懂并讲述简单的故事。能根据图片或提示写简单的句子。在学习中乐于参与、积极合作、主动请教。乐于了解异国文化、习俗。AsforLevel1,whichcoversthefirsttwoyearsoflearning,thefocusoflearningisondevelopingchildren’sinterestsandmotivation.分级目标的具体要求：一级二级92二级情感态度、学习策略、文化意识目标〔Page99〕Unit3ClassroomManagementAsteachers,weneedtounderstandthatdifferentseatingarrangementsallowsnotonlydifferentclassroominteractionsbutalsomayindicatedifferentlearner-taacherrelationship.Inlanguageteachingclassroom,theprimaryconcernistoencourageclassroominteractions.WhyuseBodylanguage.First,onedoesnothavetounderstandmeaningjustfromwordsofalanguage,forexample,onecanunderstandamessagefrombodylanguage,noddingforafreeingandwavingthehandforgoodbye,etc.Secondly,inmanyoccasions,meaningcanbeunderstoodwithverylimitedlanguage,sometimesjustoneword,forexample,“good〞withyourthrmbraised.Nowondermostchildrencouldnotunderstandwhattodo.Scrivener(1994:98)proposedfivestepstowardsbetterinstructions:Becomeawareofyourowninstruction-giving.Forawhile,pre-planinstructions.Inclass,separateinstructionsclearlyfromtheotherchit-chat,tellingoff,joking,etc.thatgoeson.Demonstrateratherthanexplainwhereverpossible.Checkthattheyhaveunderstoodwhattodo.☆Therefore,wecanconcludethatthetargetlanguageshouldbeusedasmuchaspossibleevenwithbeginners,butweshoulduseveryshortandsimplewords,phrasesandsentencesandalwaysputtheminacontextorusedwithbodylanguagetodemonstratetheirmeaning.☆Therearedifferentreasonsforchildrentomisbehaveintheclassroom.Accordingtoourexperiences,thelistcouldbeasthefollowing.1．Childrenaretooyoungtositforalongtime2．Thecontentsaretoodifficultandsomechildrencouldnotunderstandthem. 3.Thecontentsaretooeasyandsomechildrenknowthemalready 4.Theteacheristalkingtoomuch,payingnoattentiontochildren 5.Thelessonisveryboringandchildrenfeeltired 6.Theactivitiesaretoonoisyandchildrenareoverexcited 7.Theteacherpaysattentiontoonlyactivepupils,andthoseignoredchildrenwanttodosomethingtoattracttheteacher’sattention 8.ThechildrenhadjustfinishedanexcitingP.E.classandcouldnotshiftthemoodintoEnglishclassyet.☆Forthosewhotrytogetattention,wemaysatisfythisneedbygivingthechildrentheopportunitytodotherightthingandpraisethemwhenitisdonewell.Socreatingafriendlyandrelaxingclassroomatmosphereismoreimportantinkeepingdiscipline.请列出五个老师不适宜的体态语.Page122☆ValeandFeunteun(1995)haveproposedthefollowingtogetthechildren’sattention(adapted)·Establishanattention-gettingcode.·Giveashortseriesactiongameinstructions.·Walkinguptoanoisychildorgroupandstarttalkingtothemquietly.·Alwaysspeakquietly.·Aakallthechildrentoresttheirarmsandheadsonthedeskswitheyesclosedincompletequietnessforoneminute.·Stoptheactivitywhenisgetstoonoisyandintroduceanewactivitywhichsettleschildrendownabit.·Discusswiththechildrenandwriteanagreedcontractwiththewholeclass.·Alwaysspeakinnormalvoice.如何赢得信任？Itiswisetobeginsomecoursesinafairlyformalorevenstrictway,andrelaxlittlebylittleasyougaintheco-operationofthegroup.哪些活动是属于Settler，哪些属于StirrerAskthewholeclasstocopyalistoffoodwordsontoapieceofpaperfromtheboard.Stickalistofflashcardsontheboardwithnumbergiventoeachcard.Askthepupilstolistenandwritedownthenumberofthepicturetheyhear.Theteacherputthecardstogetherandtakeawayoneofthemandaskthepupilstoguesswhatshehasgotonherflashcardbysayingtothechildren:〞guesswhatIhavegotonmyflashcard〞.Childrentakeouttheircardsanddopairedpracticeon“GuesswhatIhavegotonmyflashcard〞Twrites“MayIhave…〞ontheboardandasktheclassthequestionandchildrenwillshowtheircardsbyunderstanding.Onechildisaskedtotrythequestionwiththeclass.Childrenpracticeinpairsusingtheircards.Childrencopythesentenceofrequestingforfoodontheirbookwithachosenanswer.Childrenopenthebookandpracticethedialogueandreadyforanactingout.(Stirrerwillbeunderline)☆Onethingisclearthatvaryingtheactivitytypescannotonlyhelpmaintaingoodclassroomdiscipline.☆Sometimesitisgoodthatyouestablishroutinesandmakeitpredictableforthepupils.☆Howtoorganizingthelesson.(如何设计教学片段)Page135☆Fourformsofinteractions:Lockstepiswhereallthechildrenareunderthecontroloftheteacher.Pairworkiswherethechildrenworkinpairs.Groupworkiswherethechildrenworkinsmallgroups.Individualstudyisthestageduringtheclasswherethechildrenarelefttoworkontheirownandatetheirownspeed.☆A．Forwhole-classwork·story-telling·singingsongs·listenandso·readingaloud·listentothetapeandrepeatafterthetapeorteacher·checkingunderstanding·presentingnewlanguage·guessinggames·watchngvideos·givinginstructionsForpairorgroupwork·pairedreading·drammaperformance·questionandanswerpractice·informationgapactivity.·roleplaying·projectworkForindividualwork·copying·reading·readingaloud·gapfillingwritingexercise·self-evaluation·writingaletterore-mailProblemSolutionThedesksmaybefixedsopupilscannotmovearoundDoactivitiesintheplayground,schoolhallorusethelimitedspaceyouhaveatethesidesofthedesks.Somepupilsmaydominatepairorgroupwork.Planthecompositionofgroupsmorecarefully.Putthedominatingpupilstogetherorswopthemaround.TheschoolmaynotallowpupilstomakealotofnoiseDiscussthepurposeoftheactivitieswiththeteachersnextdoortoyouandtheheadteacher.Agressonasuitabletime.TrainthepupilstokeeptheirvoicesdownPupilsmaybeunusedtopair/groupactivitiesandusethemasanexuseformisbehaving.Witholderpupils(nineupwards),discusswhyyouwanttodopairorgroupwork.Establishclearrules/procedurewiththem.Withyoungerchildren,createapurposefordoingpairorgroupworkthatmakessensetothemPupilsmayuseL1.TrytochooseactivitieswhichensurethatalloratleastsomepartofthemhastobedoneinEnglish,e.g.reportingbacktotheclass.Ifpupilsareoldenough,discusswiththemtheresonfortalkinginEnglishordevelopimaginativereasonsforgroupwork,e.g.aspartofastoryorgame教学内容Thingstobeincludeinourlessonplans1.TeachingObjectives.2.3.4.5.☆Reasonswhyweneedtoplanourlessons.e.g.1.Makeourselvesmoreconfidentinteaching.2.Wefeelmoresecurewithalessonplan.3.Itgivesusmoretimetodothingsinclass.4.5.★★Page158Oncethesequestionsareanswered,youcanmoveintothedetailsfordesigningtheactivity.Fortheactualdesigningofanactivity,wesuggestthatyoustartbythinkingaboutthreephasesofanactivity.Namely,thepreparationphase,themainactivityphase,thefollow-upphaseorconsolidationphase.Errorcorrectionlargelydependsontheobjectivesofteaching.☆Discusspoint(Page162)1.Decidewhatkindoferrorhasbeenmade(grammatical?/pronunciation?)2.Decidewhethertodealwithit(isitusefultocorrectit?)3.Decidewhentodealwithit.(now?endofanactivity?Later?)4.Decidewhowillcorrect(teacher?Studentself-correction?Otherstudents?)5.Decideonanappropriatetechniquetoindicatethatanerrorhasoccurredortoenablecorrection.☆Sowhatwesuggestisthatyouneedtostartfromtheverybeginningtoestablishthefollowing.·Yourownfileofpicturesancards.·Yourownboxoftoysandobjects·Yourowncreativityandimagination·Makechildrenanimportantresource.Unit4TheTechniquesofTeachingChildren1.Childrenshouldbeallowedtolistenandrespondwithgesturesandactionsasawaytoshowtheirunderstanding.Thiswouldpreparethemforspeaking.P1732.Usinglanguageforapurpose;givingthemtheopportunitytoshowthattheyunderstand;givingthemanotheropportunitytoacquirethelanguage;givingthemanotheropportunitytoabsorbthesoundsandpatternsofthelanguagenaturally.(如何培养学生听、做能力)P1733.Theylistenanddocoloring,numbering,ticking,pointing,ormatching.P1754.Whenteachinglistening,weneedtobearinmindtheobjectivesofteachinglistening.Inotherwords,wedonotteachlisteningsimplyforthepurposeofhelpinglearnerstoimitatethepronunciationandintonationtheyhear,butforthepurposesofteachingchildrenlearnthelanguagethroughlisteningandlearnhowtolisten.1)LetchildrenlistentoauthenticEnglish2)Letchildrenbeactiveinlistening3)Alwaysgivechildrenapurposeforlistening.(通过听，如何听)P1765.ListeningandSpeakingactivities:Listeningactivities:Listenandrepeat;Listenandguess;Listenandjoinin.Speakingactivities:Drawandaskquestionstofindout;Whisperasentence;Pairsfinding;Speakingchains;Findsomeonewho…;Tellingorretellingstories;Guessinggames;Questionnairesandsurveys.〔什么样的活动训练听、说〕P1856.Theyshouldprovidethemwithopportunitiestoguessandpredictbasedontheirexperienceorimagination.〔训练说当中要注意……〕P1907.Thechildreninreadingbyaskingquestions,confirming,checking,andgivingguidance.Sheinviteschildrentojoininandpraisesthemtimely.P1978.Spellingactivities:1)Havechildrenusetheirfingerstopracticewritinglettersintheair.(书空形式)2)Theteacherwritesawordontheboardinaverticalwaytheninvitespupilstoworkinpairstowriteoutdifferentwordsinhorizontaldirections.(填空形式)3)Labelingpicturesorobjects.4)Writecaptionsforpictures.5)Writebirthday/holidaycards.6)Writeoutone’stimetableinEnglish.7)ReadthechartandwritesentencesaboutJackandMary.8)Fillinsimpleforms.9)Writingsimplepoems.(看一看有什么样子的形式)P2019.Helpinglearnersinlearningpronunciation,vocabulary,sentencepatterns;inhelpingchildren’smemorizationsandinhelpingchildrendevelopanaturalsenseofthelanguage.〔歌曲与小诗的作用〕P20510.Atthebeginningstageoflanguagelearningitisimportanttoexposelearnerswithlanguagechunks.11.Howdoweusesongsintheclassroom?(看问题)P21012.Therearegenerallytwotypesofgamesintheclassroom.Onekindstressesaccuracywhichiscalledlanguage-focusedgamesandtheotherkindstressesfluency,whichiscalledcommunication-focusedgames.(以语言、以交际为中心)P21313.language-focusedgames:1)Bingogame;2)InmybasketIhave…;3)Fizzandbuzz;4)Ispywithmylittleeyesomething…;5)Pic-a-boo;6)Rock,paper,scissorsCommunication-focusedgames:1)Backtotheboard;2)Spotthedifferences;3)Rearrangeanddescribe;4)Describeanddraw(分清哪些是以语言为中心，哪些是以交际为中心)P21514.Theteacher’sbodylanguageandtheuseofthevoiceorintonationcanalsohelpchildren’sunderstanding.Sowhenusingstories,donotREADit,butTELLit.P22615.Activitiesthatcanbeusedwithstories:(哪些可以用于故事中)P227Gap-filling;Labeling;Games;Drama;Artwork;Drills;Dance;Matching;Sequence;Correction;Storytelling;Makingbooks/posters.16.Clarity,sizeofwriting,styleofwriting,andspeedofwriting.重点P24717.Boardwritingcanbeclassifiedintotwotypes:blockwriting,andcursivewriting.P24718.Cursivewritingcanbefurtherdividedintosimplecursiveandfullcursive.P24719.Generallyboardwritingcanbedividedintotwoparts.Oneiscalledthemainboardwriting.Theotheroneiscalledminorboardwriting.P24920.Whenwritingontheblackboardthefollowingprinciplesshouldbefollowed:1)Writeclearly;2)Writestraight;3)Standsideways;4)Thetalkandchalkprinciple;5)Economizeonblackboardtime.〔原那么〕P250Unit5AssessingLearningwithChildren1.Assessmentinvolvesthecollectingofinformationorevidenceofachild’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingandlearning.P2602.Evaluation,accordingtoCameroncanbeconcernedwith“awholerangeofissuesinandbeyondlanguageeducation:lessons,courses,programs,andskillscanallbeevaluated.〞Itinvolvesmakinganoveralljudgementaboutone’sworkorawholeschool’swork.P2613.Assessmentisoftendividedintosummativeassessmentandformativeassessment.P2634.Formativeassessmentisbasedoninformationcollectedintheclassroomduringtheteachingprocessforthepurposesofimprovingteachingandlearning,therefore,itissometimestermedasclassroomassessmentaswell.P2645.Formativeassessmentfocusesontheprocessoflearning,thatis,onassessinghowwellchildrenunderstandconcepts,performtasksandmakeprogressduringtheprocessoflearningratherthanonthefinalproductorresultoflearning.(理解)P2656.However,theyarestillquitegeneraldescriptionsoflearninggoalsandobjectivesintoobservablebehaviorsorperformancesthatarerelatedtotextbookcontents,thenweneedtothinkaboutinwhatkindoftaskswecanfindoutaboutourpupilscapabilities.(理解：如何设计)P268