英语本科毕业论文小学英语教育中的新方法

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 inelementary schoolshu qingunder the supervision ofliang yulanschool of foreign languages and culturespanzhihua universitymay 2007contentsabstract.ikey words.i摘 要.ii关键词.iiintroduction.1i. the

2、 development of english teaching in elementary school.2ii. new english teaching methods in elementary school.4a. planning a general english language course.4b. creating an inclusive environment.5c. listening and speaking.5a. listening.5b. speaking.7d. acting .7e. singing songs.8f. playing games.10a.

3、 memory game.10b. contest game.11c. training game.11d. role-playing.12conclusion.13acknowledgements.14bibliography.15abstractthis paper concentrates on some new methods in elementary school english teaching. the paper is developed into two major parts. the first part says the development of english

4、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 very important; (3) listening and speaking are very important ski

5、lls 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 important; (7) role-playing is intended on the overall language a

6、bility of learners.key wordsenglish teaching; elementary school; new methods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

7、演。关键词关键词英语教学; 小学; 新方法introductionwith the coming of new century and promotion of reform and opening-up, english is becoming more and more vital in peoples life. recently people have deeply realized that the improvement of english must be started in childhood. pupils are longing for knowledge and stu

8、dy, 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 on the stimulating of pupils interest of learning. english teachers in elementary school are expected to employ various t

9、eaching 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 been achieved.this paper will deal with new methods of english teaching in elementary school: 1). planning a general engl

10、ish 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 english class interesting and lively, and they can also attract the pupils. i. the development of english teaching in eleme

11、ntary schoolin a long period, the teachers in china are all normally geared to operate via the traditional teacher-centered 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 unfavorabl

12、e role in english teaching. for instance, language teachers are seen exclusively as individuals who hold and transmit language. 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

13、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 are on an inactive and negative footing. some experts of modern pedagogy believe that the teacher plays supportive rather than central roles in

14、class. its real center is the pupils. that means, teachers are the facilitators of their pupils learning, and they are monitors, 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 whic

15、h 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, the starting point of the teaching should be the pupils and they are the active and positive participants in teaching process. such a method

16、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 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 p

17、upils initiative and creativeness. therefore, in class, teachers should insist on pupil-centered teaching methodology and change 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 mo

18、re 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 language, to give them more time to make their own contributions to the classroom communication, and to advocate extra curriculum activities and st

19、imulate their consciousness of becoming participants actively. on the other hand, pupils should be able to act as leaders, never 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

20、 eat a certain kind of delicious food everyday. the same way, the pupils will become tired of the teaching if teacher 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. accord

21、ing to the basic demands in english class, which are laid down by education bureau in autumn in 2001, and the features 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 m

22、ake the english class interesting and lively, and they can also attract the pupils.a. planning a general english language 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.l

23、esson planning is the first step. it includes data such as content, language learning objectives, instructional approaches 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 know

24、n paths and places. lesson planning is a teacher problem solving activity pursuing the answer to the question of how to most 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 l

25、esson objectives and the learning tasks they are asked to performc. managing a classroom d. helping teachers to solve, in advance, teaching problemsb. creating an inclusive environmenta. make sure those classroom posters, pictures, books, music, toys, dolls, and other materials are diverse in terms

26、of race, ethnicity, gender, age, family situations, disabilities, and so on.b. try to involve 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, in

27、clusive, and do not divide students unnecessarily. for example, okay everyone. is less likely 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 m

28、ade a teacher uncomfortable. e. do not ignore discriminatory behavior. avoiding the problem 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 j

29、okes, slurs, or behaviors, and explain why. if the teacher cannot respond at the time the incident takes place, respond as soon 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

30、their native language begin by understanding through listening. they comprehend the 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 liste

31、n and understand the language first, and let them speak gradually when they feel ready 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. listening1. the teacher should lay stress on i

32、mitating the tape-recorder, and improve the quality of listening.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 ach

33、ieve correct and standard pronunciation, intonation, stress and 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 i

34、n the beginning and intermediate stage. so, as for teachers, 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, the

35、y adhere to let the pupil read the questions about the content 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

36、in advance. at last, they find out the answers and repeat the 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 pu

37、pils use english in class. both teachers and pupils use english 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 teac

38、hers have to use various kinds of teaching forms to arouse 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

39、. they are full of enthusiasm and often show a lot of eagerness to participate. if pupils are happy, feel secure and in a relaxing environment they are more likely to enjoy listening activities that include listening and doing coloring, numbering, ticking, pointing, or matching. moreover, these acti

40、vities can help develop childrens real-life listening skills and arouse their listening interest.b. speakingit 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 teach

41、ers, they need to be patient and tolerant, 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, cr

42、eate interesting topics and genuine purposes 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 la

43、nguage pupils, the pupils will not develop 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 qu

44、ite easy to get them involved in speaking 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

45、language development. d. actingpupils 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 an

46、d minds. if the teachers want to make 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 thinking hard nervously and alternating tension with relax

47、ation that will be 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 div

48、ide pupils into several 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 ever

49、y time.children have a lot of questions about how they should learn a language, and often form their own answers, which are 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 langua

50、ge learning and how this translates into what teachers ask learners to do in the class.for example; the teacher can write “why 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 c

51、lass. 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 see 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 ot

52、her ideas, and then discuss the answers to the most useful questions.e. singing songsusing music into education has found to 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 le

53、arning to read, write, and remember. it is sort of a motivation to learn and do well in school. music in the classroom must 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 an

54、d more teachers are now using songs in their teaching.the value of using songs in the primary english classroom has been widely 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

55、 and practice. many teachers have realized that songs can serve as magic teaching tools to develop learners language abilities, 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

56、other hand, songs can help teachers create a relaxed, stress-free classroom atmosphere.b. the reasons why young learners are 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 t

57、eacher blends as well as english sentences and songs, it will make the drill that is dull and dry to become vivid. second, basically 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

58、that draw back learners attention to ensure a smooth running class. third, songs demonstrate very clearly the rhythmic nature 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 u

59、sually 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 i

60、nvolving them. if a song can physically involve the young learners, they will sing with understanding and this will increase the learning effectiveness. here is an example, when the pupils learn the words about transportation instruments, such as train, bus, ship etc, they remember these words as qu