New English Teaching Methods in Elementary School-小学英语教育中的新方法

1、 Contents 小学英语教育中的新方法New English Teaching Methods inElementary SchoolCONTENTSABSTRACTIKEY WORDSI摘 要II关键词IIINTRODUCTION1I. THE DEVELOPMENT OF ENGLISH TEACHING IN ELEMENTARY SCHOOL2II. NEW ENGLISH TEACHING METHODS IN ELEMENTARY SCHOOL4A.Planning a General English Language Course4B. Creating an Inclusi

2、ve Environment5C. Listening and Speaking5a. Listening5b. Speaking7D. Acting7E. Singing Songs8F. Playing Games10a. Memory Game10b. Contest Game11c. Training Game11d. Role-Playing12CONCLUSION13ACKNOWLEDGEMENTS14BIBLIOGRAPHY15攀枝花学院本科毕业论文AbstractAbstractThis paper concentrates on some new methods in ele

3、mentary school English teaching. The paper is developed into two 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

4、 course ; (2) creating an inclusive environment of class is very 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 a

5、bilities; (6) playing games for children is very useful and important; (7) role-playing is intended on the overall language ability of learners.Key WordsEnglish teaching; elementary school; new methodsII攀枝花学院本科毕业论文摘 要摘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

6、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。关键词英语教学; 小学; 新方法攀枝花学院本科毕业论文 IntroductionIntroductionWith the coming of new century and promotion of reform and opening-up, English is becoming more and more vita

7、l in peoples life. Recently people have 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, Engli

8、sh-teaching of pupils mainly focuses 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

9、 increasing. Lots of progresses have 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

10、these methods can help to make the English class interesting and lively, and they can also attract the pupils. 17攀枝花学院本科毕业论文 BodyI. The Development of English Teaching in Elementary SchoolIn a long period, the teachers in China are all normally geared to operate via the traditional teacher-centered

11、approach, in which instructions are 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 langua

12、ge. They are not only directors of 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

13、. On the other hand, the pupils are 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 monit

14、ors, counselors, consultants, etc. 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

15、 another language. That is to say, 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. Sec

16、ond, it helps develop the ability 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 ch

17、ange the approaches continuously. 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

18、 their learning of a foreign language, to give them more time to make their own contributions to the 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, n

19、ever merely sitting like empty bottles waiting to be filled! (Ronald S. Brandt, 2000)II. New English Teaching Methods in Elementary SchoolPeople 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 use th

20、e 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 features of pu

21、pils 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 Language Co

22、urse 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 approaches a

23、nd 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 how to most

24、 effectively promote and accomplish intended learning outcomes. In summary, lesson planning is needed fora. Giving a sense of directionb. Helping students become aware of the lesson objectives and the learning tasks they are asked to performc. Managing a classroom d. Helping teachers to solve, in ad

25、vance, teaching problemsB. Creating an Inclusive Environmenta. 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 involve other supportive teachers, adm

26、inistrators 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 likely to reinforce gender divisions

27、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 problem will not make it go away, and te

28、achers 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 the incident takes place, respond as s

29、oon as possible before the problem worsens.C. Listening and SpeakingListening 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 language before they can speak it. Langu

30、age 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 ready and comfortable with it. In fact, lis

31、tening and speaking are always used inseparably in real life situations. However, listening is an important basis for speaking.a. Listening1. The teacher should lay stress on imitating the tape-recorder, and improve the quality of listening.In class, pupils are asked to first listen to the tape reco

32、rdings 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 and rhythm. If so, it will improve pupils quality of listening E

33、nglish 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, they must insist on teaching listening in class, which is benef

34、icial 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 content of the dialogue, then hear a model dialogue one or more times

35、, 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 the sentences that are related to those problems. If doing like th

36、is, 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 English in class every day. The teachers speak only the target langu

37、age. 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 the learners listening interesting.Interest is the mainspring of

38、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 eagerness to participate. If pupils are happy, feel secure and in a re

39、laxing 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-life listening skills and arouse their listening interest.b. SpeakingIt is known to a

40、ll, 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 tolerant, create a very relaxed and friendly environment for pupils to try to speak in the

41、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 purposes for pupils to speak the language. Of course, some imitations and repetitions ar

42、e 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 develop their own speaking skills. If the teacher involves the pupils in communicative le

43、arning 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 speaking as they are naturally interested in communicating with each other. This is why it

44、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. ActingPupils are imaginative and creative. They like new things and enjoy participating in actions

45、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 make the learners in high spirits and have competence to develop their interest in learning

46、, they should try their best to organize some hands-on activities for pupils to do; If so, the pupils can relax after thinking hard nervously and alternating tension with relaxation that will be not only advantageous to class study, but also sound in body and mind. For instance, when teachers teach

47、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 several groups, and they ask one who will be chosen from each group, to take part in “Touching game” that is

48、 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 language, and often form their own answers, which are

49、needed to discuss. Many of these answers are not necessarily things teachers agree with, and discussion also gives teachers an opportunity to explain their beliefs about language learning and how this translates into what teachers ask learners to do in the class.For example; the teacher can write “W

50、hy do we do homework?” on the board. a. Put the class into groups. Hand out the 25 questions and ask the learners to choose 8 (or more) which they think are relevant to their class. b. Ask each group to put the questions out on the table in front of them and then ask them to get up, circulate, and s

51、ee which questions other groups have chosen.c. Hand out the answers. Ask the learners to try to match the answers to the questions. d. Again, get learners circulating to see other ideas, and then discuss the answers to the most useful questions.E. Singing SongsUsing music into education has found to

52、 be most effective with young elementary aged children and those with disabilities. Music has had extreme positive influence on school-aged and non-English speaking children learning to read, write, and remember. It is sort of a motivation to learn and do well in school. Music in the classroom must

53、begin with the teacher and end with the student. If teachers plan to integrate their teaching with music, they must find an effective way to do so.a. In primary school, more and more teachers are now using songs in their teaching.The value of using songs in the primary English classroom has been wid

54、ely recognized. Both teachers and learners find songs interesting and relaxing. Using songs in class can often bring a change to the routine procedures of language presentation and practice. Many teachers have realized that songs can serve as magic teaching tools to develop learners language abiliti

55、es, e.g. in helping learners with learning pronunciation, vocabulary, sentence patterns; in helping pupils memorizations and to develop a natural sense of the language. On the other hand, songs can help teachers create a relaxed, stress-free classroom atmosphere.b. The reasons why young learners are

56、 interested in songs very much.Why are young learners interested in songs very much? There are some reasons as follows. First, music possesses beautiful appeal itself. If the teacher blends as well as English sentences and songs, it will make the drill that is dull and dry to become vivid. Second, b

57、asically all children enjoy singing songs in their native language; they will naturally enjoy doing the same in another language. Therefore songs sometimes are good attractors that draw back learners attention to ensure a smooth running class. Third, songs demonstrate very clearly the rhythmic natur

58、e of the English language. Once they have learned the songs, the words, the patterns, the tones, and the rhythm can stick in their mind for the rest of their lives. Songs are usually rich in these language chunks. Therefore teachers should use songs in the classroom as an important way of language input to the learners. Moreover, it is a good idea to relate the song to actions. Young learners will certainly be interested in what teachers have them do if it is physically involving them. If a song c