On Ways to Teach Preschool Children Oral English英语专业毕业论文

1、编号：编号：_ 毕业论文毕业论文 题题 目目: on ways to teach pre-school children oral english 系系 别别: 外语系外语系 专专 业：业： 英语英语 学生姓名：学生姓名： 成成 绩：绩： 指导教师：指导教师： 2013 年年 4 月月 abstract based on the problems of oral english teaching to children, the author thinks it is a pressing issue to solve these. after looking over a number of

2、 relative materials, the author thinks it is the best way to solve these from childrens characteristics. then the author takes 5-year-old children for example, and analyzes their psychology. with these characters, the author details from childrens sensation, perception, memories, thoughts, imaginati

3、on and attention to teach them. through these ways, children will speak fluently and naturally. key words: children; oral english; teaching; skill contents abstract.i contents.ii introduction.1 the problems of oral english teaching to pre-school children.2 1.1 the traditional instruction.2 1.2 the p

4、roblems in kindergarten.3 an analysis on the problems.4 2.1 the endangerment of these problems.4 2.2 the characteristics of 5-year-old children.6 ways to teach children oral english.7 3.1 focus on their sensation and perception.7 3.2 focus on their memories.8 3.2.1 the habit of remembering intently

5、.8 3.2.2 the use of rhythm and principle.9 3.3 focus on their thoughts.9 conclusion.12 bibliography.13 introduction “language is at the center of human life. we use language all day” (cook, 1). some people are able to do something in more than one language. knowing another language may mean: getting

6、 a job, a chance to get educated, etc. it affects peoples careers and possible futures, their lives and very identities. “in a world where probably more people speak two languages than those who speak one, language learning and language teaching are vital to the daily lives of millions”. for pre-sch

7、ool children, it is difficult to learn oral english, so the teachers play an important role in a class. in english learning, oral english, which is the key point for children, fosters childrens abilities in using english verbally. speaking is one of the most important ways to express ones feeling an

8、d mind. especially today, with the development of the society, teaching children oral english is more necessary and popular. but there are many problems. in such poor condition, children cannot speak english very well. even if they have a lot to say, they cannot open their mouths. this paper takes 5

9、-year- old children for example, departing from the traditional instruction, and bases on childrens characteristics to find the best way to teach them oral english. the first part of this paper discusses the problems of the oral english teaching to pre-school children. one of them is the traditional

10、 instructionthe teacher-centered instruction. it firstly mainly introduces the definition and the causes of the traditional instruction. from the conception it is easy to know that the instruction emphasizes the teachers function, which is the problem of that instruction. in addition, it emphasizes

11、grammars, but ignores pronunciations, and claims students to remember words mechanically. such education only makes students know the grammar of english instead of speaking english fluently. following that, the author introduces the problems in kindergarten, which is the second one. the second part

12、analyzes the problems that are mentioned in the first part. in this part, the author analyzes the endangerment of these problems. for example, it cannot provide sufficient language input and practice for students. so it is a press issue to change these problems. then the author analyzes the importan

13、ce to solve these problems. thus the author takes 5- year-old children for example to find the best way to teach children oral english, which is the main content of the third part. in this part, the author introduces the childrens characteristics. based on that, teachers can teach children from the

14、sensation, perception, memory, thought, imagination and attention. the last part is the conclusion. with the ways mentioned in the third part, childrens oral english will make a great progress. teachers will have the best way to teach children oral english, also the quality of education will be impr

15、oved greatly. the problems of oral english teaching to pre- school children chinese education has progressed for 5000 years, while there are traditional teaching methods: emphasizing grammar, ignoring pronunciation, and remembering words mechanically. the following is the main characters of the trad

16、itional instruction. following that, the author analyzes the problems in kindergarten. 1.1 the traditional instruction the traditional instruction, which is the teacher-centered instruction, is an instructional theory that claims that teachers are the dominators and deciders. it can be traced back t

17、o antiquity. the basic content is teachers how to prepare and teach students well, and it seldom considers students how to learn. it emphasizes the outside stimulation instead of students cognition. then students become the passive receivers. obviously, this kind of model is founded under the instit

18、utional theory “receive” and the behaviorist theory “stimulateresponse” the traditional ppp (“presentation”, “practice”, and “production”) model used for classroom instruction also belongs to the teacher-centered instruction. when the bell rings, a teacher comes in, and then he begins to teach. amon

19、g that time he only gives students litter time to speak, and even no time. until the bell rings again, the teacher goes away. that is the common style of the teaching methods in schools. teachers realize their tasks, but what about students? whether they also realize their learning purpose or not? o

20、f course they do not. it affects the education greatly all the time, even now in the modern age. the next is the reasons of the spread of the traditional instruction. the first is examination and the pursuit of entering a better school unilaterally. in order to get high marks and improve the rate of

21、 entering a better school, teachers pay more attention to the small part of students who are good at studying, but not the whole. someone makes a vivid image and calls such situation “accompaniment system”. furthermore, teachers only care for students knowledge instead of their qualities. the result

22、 is that students are just busy doing endless homework all the time, and their bodies and spirits are impressed negatively. even about the knowledge, the learners only remember it mechanically, but cannot use it flexibly. in the 21st century, the competition among every kind of employments is very k

23、een. so everyone wants to get into the best school, which has the highest rate to enter key schools. therefore, to some degree, these problems do not appear accidentally, and they are not the responsibilities of schools and teachers. additionally, there are other problems, such as traditional cultur

24、es, educational system, entrance examinations, educational judgment, etc. 1.2 the problems in kindergarten first, because some people do not understand the definition of “bilingual education” or only want to pursue more benefits they open only one or two hobby classes for teaching oral english in th

25、e kindergarten, and the teachers just simply teach several words, or phrases, or sentences, even if some of them only teach english twice in a week. with such condition, the founder also calls his kindergarten “bilingual education”. second, some teachers are not qualified. some people think teaching

26、 children english is a simple thing. so whoever knows some english words can teach. that is wrong. a qualified bilingual teacher had better have steady knowledge about english; master the psychology pedagogy of children and be skillful at teaching theory and practice. but in china, there are 43% pre

27、sent teachers are not graduated as english majors and most of them are not teachers in the kindergarten. but they are teachers in other schools or foreigners. third, teachers only speak mother language or only speak english in the class. they do not know the relationship between mother language and

28、english. this method is not good for childrens cognition. fourth, learning english is becoming more and more popular, so all kinds of books appear. but among them there are many inferior books intermix, which is bad for children to learn english. an analysis on the problems teaching with the traditi

29、onal instruction is bad for children to learn oral english, because it has a great many endangerments. also the status quo in kindergarten is not affirmative. so it is important and necessary to solve these problems. the flowing is the endangerment of these problems and the importance to solve these

30、 problems. 2.1 the endangerment of these problems the traditional instruction cannot provide sufficient language input and practice for students. teachers just pay more attention to vocabulary, or they only analyze grammars. thus students have few or no chance to take part in communication. knowledg

31、e can be divided into declarative knowledge (about knowing what) and procedural knowledge (about knowing how). the first one, what the traditional instruction belongs to, is something about grammar and vocabulary, which is only the declaration knowledge and has nothing to do with communication. so s

32、tudents may form a wrong idea. that is, if they grasp the rule of the language, they can also communicate naturally and accurately. as a result, most of the students will be intellectual talents, but not innovative talents. they can get high marks in every examination. but actually they cannot use t

33、he learned knowledge agilely. when they open their mouths they always make mistakes. what is worse, they cannot widen scopes, enlarge the cultural knowledge, and develop their thoughts. all of those are harmful for them to meet the need of the society. in kindergarten, there is a saying: if children

34、 can speak english fluently, and then the english teaching is successful. also there is another saying: if children can get high marks in english examination, and then the english teaching is also successful. both of the judgments are not scientific and reasonable because of only emphasizing one of

35、the childrens abilities. if teachers always teach grammars, and ask children to remember words, after a long time, the children will lose the interests for learning oral english. if children cannot imitate pure pronunciation and learn oral english well, it is difficult for them to learn well english

36、 in the future the first line “y” are some different dates, the second line “x” is the sum of human knowledge, which is increasing multiplicatively. supposing the sum of human knowledge is 1 in the year of 1800. from the table, it is easy to find that knowledge increases slowly at first, but it beco

37、mes quicker with the lapse of time. (the author just analyzes rudely. nobody can know the actual sum of human knowledge.) so the total knowledge is exploded increasing, and the old knowledge is quickly out of time. like productions, knowledge changes sharply. obviously, the traditional instruction w

38、ith lower rate of efficiency will no longer meet the educational need in informational society. if human also use the traditional methods, a great deal of knowledge will not be known before it is out of date. last two parts have dealt with the problems of oral english teaching to children. in the fo

39、llowing, this paper focuses on the ways to solve the problems of teaching oral english to pre-school children. how to solve the problems? what is the best way to teach them? that is a combination of childrens autonomous learning, teachers function, and parents cooperation. according to the childrens

40、 age, the most important part should be the teachers function. what had teachers better do? first of all, it is necessary to know childrens characteristics. then teachers can find a suitable way to teach them oral english according to their characteristics. to some degree, the author takes 5-year-ol

41、d children for example. 2.2 the characteristics of 5-year-old children psychology is a science for researching the mental activity of human beings, which can be divided into mental process and personality. the first one includes the progress of recognition, feeling, and will. among them, recognition

42、 is the most basic one, which includes sensation, perception, memory, thought, imagination and attention. however, personality includes interest, ability, temperament and character. the psychology of children, which focuses on researching the rules of the mental development and the personality of ev

43、ery child, is a branch of psychology. to some degree, the paper only analyses the characteristics of 5-year-old children. it is a series of needs that make the childrens psychology progress. at this age, oral language is the main tool for communication. so children always ask endless questions. such

44、 as “where is the sun?”, “what are made up of star?”, “why can dog bark?” additionally, they want adults to treat them as companions. such cooperation (between adults and children) is called recognition interconnection. if adults do not treat them as companions, children will become stubborn. anothe

45、r style of interconnection is the form of character. because practice needs high wisdom, children would like to contact with adults as students instead of contacting with their companions. the best actual effect is that children can study in school. so children had to contact with their companions,

46、which is very important. they can complete a program together, check their companions and correct mistakes by themselves. among contact, it is imitation that appears frequently. in addition, childrens thoughts have a close relationship to languages. language can express what children are thinking, t

47、hought is the source for childrens speaking. only after two times, can they remember something, their ability of reproduction is better than they were. furthermore, children are highly sensitive to the sound of language. when they listen to some words, they can contact with something immediately. fo

48、r example, when a teacher asks children to stand up, they will quickly contact “stand up” with an action. so they will carry out the instruction immediately. there is a common reflection among students when learning oral english. when they listen to an english sentence, they always translate the sen

49、tence into chinese. then they answer in their mind in chinese, and speak out it in english. that is complex and unnecessary. if they can think in english directly, they can speak out in english immediately. so children have the advantages to learn english. lastly, children mostly understand themselv

50、es. they can introduce a motion for doing something, and they have abilities to find ways to accomplish something. when they do something, they can analyze and check by themselves. ways to teach children oral english based on the characteristics of children, the author focuses on the special oral en

51、glish teaching methods such as focus on the childrens sensation and perception; focus on the childrens memories; focus on their thoughts, etc. 3.1 focus on their sensation and perception the sensation and perception is the threshold for children to recognize the world. for example, when children see

52、 many kinds of cups or desks, their mind will have the image first, and then they will remember them, so they can speak them out. teachers had better encourage children to take part in a lot of activities in order to create conditions for them to sense and perceive. for example, in a class, a teache

53、r has taught children how to communicate with a staff in a store. firstly, the teacher puts some kinds of foods on a desk, such as apple, bread, milk, rice, etc. then the teacher asks some children to talk something about the basic sentences with the teaching aids. one of the children asks “can i he

54、lp you?”, the other one answers “i want an apple”, and then the first one is asked to find an apple on the desk. after this practice, children will have the sensation and perception about foods. if they can remember those foods clearly, they can call out the names of the foods easily. concretely spe

55、aking, children have more words to say only when they know more things. if they say more, their oral english will become better. 3.2 focus on their memories memory is to understand, keep, and review the knowledge, which can be divided into short-term memory and long-term memory. for children, their

56、memories are short and mechanical. teachers had better use some special methods to help them to remember more. the special methods as fellow: 3.2.1 the habit of remembering intently it is better for children to read english text intently twice than read it ten times without attention. if a teacher g

57、ives children a task or requirement, which is much better to give a task or requirement as detailed as possible, then the children will be more active and effective. on the other hand, it is necessary to use useful ways for them to remember. the best one is to use a vivid, visual, simple and basic w

58、ay. for example, differentiate these two kinds of nouns: the countable noun and uncountable noun. split a desk made up of wood, and then it is not a desk but many pieces of wood. so “desk” which can be changed into another thing is a countable noun. when you drink a mouth of milk, the rest is still

59、milk. so “milk” which cannot be changed into another thing is an uncountable noun. with such explanation, children will quickly understand, and remember for a long time. 3.2.2 the use of rhythm and principle for example, in order to let students remember the special linking verbs, the teacher can ma

60、ke a mnemonic rhyme: 一感(feel)，二听(listen, hear)，三使(let, have)， 四看(look, see）then students will be easy to remember and use them. about using learning principle, it also can be understood by an example. for new knowledge, teachers can let students play the role of teacher, who can explain for other st