小学英语教学技能培训教程教程文件.doc

Good is good, but better carries it.精益求精，善益求善。小学英语教学技能培训教程-Chapter1HowChildrenLearnEnglish引言：儿童与身俱来对世界就有自己独特的感受和观察的角度。他们活泼好动；他们对周围的事物充满好奇；他们对一切充满幻想；他们富有创造力。这些独特的本性在他们本族语习得与学习中经常被无意识地运用，并成为他们掌握本族语的保障之一。这些独特的本性一旦在外语学习中得到充分的利用与发挥，将会成为他们学习外语的巨大推动力。本章试图探讨儿童语言学习的特点，并以此揭示推动儿童学好外语的方法。ObjectivesBytheendofthischapter,hopefullyyouwillbeabletol Identifychildrensspecialcharacteristicsandinstinctsinlanguagelearning.l Explainhowtheseabilitiesmaysupportchildrensforeignlanguagelearning.l Exploitchildrenscharacteristicsinyourteachingcontexts.l Understandtheinfluenceoflanguagelearningconditions.Providemorefavorableconditionsforlanguageteaching.Part1ChildrenscharacteristicsandinstinctsInforeignlanguageteaching,onlywhenweknowourlearnerswellcanwefindthebestWaytoteach.Weneedtounpackthegeneralizationstofindoutwhatliesunderneathascharacteristicsofchildrenaslanguagelearners.Knowingchildrenscharacteristicsandinstinctsinforeignlanguagelearningmakeseffectiveteachingpossible.characteristicsandinstincts:qualitieswhichwillhelpchildrentolearnaforeignlanguage,e.g.theskillinusinglimitedlanguagecreatively,imagination,etc.Context:languagetakesplaceinaparticularsituationforapurposewithspecificparticipantswithreferencetoeventsortopicsthisisallpartsofthecontextandtheseaspectshelptogivecluestothemeaning.Task1.1HowgoodlearnerslearnEnglishBeforeexploringchildrensspecialcharacteristicsandinstinctsinforeignlanguagelearningdirectly,letsprepareourselveswiththefollowingdiscussion:ThinkaboutyourchildrenlearningEnglishandanswerthefollowingquestions:1.Whatdotheylikedoingintheclassroom?2.WhatdogoodEnglishlearnersdointheclassroom?GoodlanguagelearnersImitateteachersandtapesTask1.2ChildrenareimaginativeReadAnecdote1andthenbrainstormthefollowingquestionsinpairsorgroups.Anecdote1Context:thechildrenareintheir3rdyearofEnglishlearningandtheyhavelearntwordsofweather.Theteacherisplayingmusicwithataperecorder.Herecomesthemusicwithsomethinglikebirdsinging.Theteacherisaskingthechildrentolistenandimagine:Whatstheweathergoingtobelikeonthemoon?Oneofthechildrenguesses:“Itsgoingtobefine.”Anotheroneguesses:“Itsgoingtobewarm.”Theteacherpraisesbothofthemandencouragesotherstomakeimaginativeconclusions. Explore:examinethoroughlyinordertofindout. Anecdote:short,interestingoramusingstoryaboutarealpersonorevent.Brainstorm:ifagroupofpeoplebrainstorm,theyhaveameetinginwhichtheyallputforwardasmanyideasandsuggestionsastheycanthinkof.Questions:1、 Whatarethechildrendoinginthisactivity?2、 Whatsentencesaretheypractising?3、 Thinkofyourpupils:dotheylikeimagining?Canyougiveusanyexamplesofactivitieswheretheyhaveusedtheirimagination?4、 Whatcharacteristicofchildrendoesthisexampleindicate?5、 Whatteachingimplicationscanwegetfromthisexample?CommentaryThemoreinterestingthelearningactivityis,themorechildrenwillgetinvolvedinit.IntheNEC,oneofthebasiclearningstrategiesis“tobuildupimaginationbetweenthewordsandthecorrespondingthingsorobjects”(2001:23).Bymakinggooduseoftheircapabilityofimagination,childrencanhaveabetterunderstandingofthetargetlanguage,andwecancreateamoreinterestingsituationforthem,inwhichtheycanexperiencemanyinterestingandunusualthingsthattheydonthavechancetoexperienceintherealword.Therefore,Englishlearningbecomesmoreenjoyabletothemandtheirinteresttolearnanddesiretoparticipateinthelearningactivitieswillbeincreased.Furthermore,theywillhavemorelanguageinputandmoreopportunitiestopracticethetargetlanguage.Task1.3ChildrenfocusonmeaningfirstReadAnecdote2andthenbrainstormthefollowingquestionsinpairsorgroups.Anecdote2Context:inthislesson,theteacheristalkingaboutasportsmeetingwiththefirstyearEnglishlearners.HeisaskingDavid:“Whatsyourfavoritesports?”T:teacher/D:DavidT:Hi,David!Whatsyourfavoritesports?D:Ifavoritesportisbasketball.T:Ifavorite?D:IfaT:“I”favoriteor“My”favorite?D：Myfavoritesportisbasketball.Questions:1、 Intheanecdote,thereisabreakdowninthetalkbetweenDavidandtheteacher.Whatisthereasonforit?2、 Whatdoestheteacherfocuson?Whatdoestheboyfocuson?3、 Whenyoutalktoeachother,doyoufocusonmeaningorgrammar?4、 Whatcharacteristicofchildrendoesthisexampleindicate?Whatteachingimplicationscanwegetfromthisexample?input:thelanguagethatthechildisexposedtothroughlisteningtotheteacher,peersortapesetc.Orthroughwrittentext.Thisprovidestherawmaterialforthechildtoworkanddevelophis/herinternallanguagesystem.CommentaryThroughrelatingtheirknowledgeofeverydaylifeandfindingthecluesprovidedbythesituation,realia,orpictures,childrentendtoworkoutthemeaningfromasituationfirstinsteadofpayingattentiontowordsandgrammar,liketheboyinthisexample.Childrenhaveagoodinstinctforinterpretingthemeaningofasituation,Thisabilitytogoformeaningfirstisveryusefulinlanguagelearning.We,asteachers,shouldallowchildrentofocusonmeaninginitially,andrespondtotheirinterestinwhatisgoingon.Furthermore,weshouldmakefulluseofgestures,intonations,demonstrations,actionsandfacialexpressionstoconveywhatwemean.Weshouldalsoprovidemeaningfulcontext,inwhichchildrencanmakeuseoftheirsense-makingability,likestories,actiongames,dramas,projectwork,etc.realia:realobjectsTask1.4ChildrenuselanguagecreativelyWeareusuallysurprisedbywhatchildrensay.Readthefollowinganecdote,brainstormthefollowingquestionsandfindoutcluesabouthowchildrenlearnlanguagefromthewordstheysay.Anecdote3TheteacherwantstoplayacartoonVCDbutsheforgetstoturnontheTV.shemurmurs:“Whatswrong?”Onestudentsays:“OpentheTV.”Andtheteachersays:“Oh,thatsright.TurnontheTV.”1. Whatdosethestudentmeanwhenhesays“OpentheTV”?2. Dosethestudentfocusonmeaningorgrammar?3. Inyouropinion,howhasthestudentlearnt“Open”and“theTV”?howdosehemakeupthesentence?4. Whenthestudentsaysthewrongsentence,whatdosetheteachersay?Dosesheforcethestudenttocorrectthesentence?5. Whatcharacteristicofchildrendosethisexampleindicate?6. Whatteachingimplicationscanwegetfromthisexample?CommentaryTheboyinthisexamplemakesupanewsentencetoexpresshimself,i.e.“OpentheTV.”Heisfocusingonthemeaninghewantstoexpress,andheisexperimentingwiththepreviouslylearntlanguagecreatively,sincehehasarealneedtodoso,Therefore,teacherssupportivebehavior,suchaslisteningwithinterestandpatience,allowingthemtomakemistakes,andencouragingthemtosaywhattheyreallythink,providechildrenwithopportunitiestousethelanguagetheyhavealreadylearntandtryitoutinnewcontexts.Gradually,asenseofconfidencewillbebuiltup,Teachersshouldalsoprovidehelpfulfeedbacktohelpchildrentoconfirmorcorrecttheirinnerguessesaboutlanguage.feedback:informationprovidedtosomeoneonhisorherperformance.Forexample,ifateachersuggestsaboygivemoredetailsabouttheaccidenthewroteaboutinhiscomposition,thisisakindoffeedback.Task1.5ChildrenlearnbydoingReadthefollowinganecdoteandthenbrainstormthequestioninpairsorgroups.Anecdote4Contexttheteacherhasjustpresentednewwords:“nose”,“ear”,“mouth”and“eye”withastory.Sheusedthephrase“Touchyour”withactionsinthestory.Nowtheteacherisaskingthechildrentoactlikethemonkeyinthestoryandplayanactiongamewithher.(T:teacher.)T:Touchyournose.Mostchildrentouchtheirnosesbythemselves,someimitatetheirclassmatesaction.T:TouchyoureyeAsthechildrenhavereactedcorrectly,theteachersaystheinstructionsfastertomakeitmorechallenging.Everychildjoinintheactivityandsometimestheylaugh.Question:1.Whatactivityarethechildrendoing?2.Whathelpsthechildrenunderstandthephase“Touchyour”3.Arethechildrenenjoyingtheactivity?Why?4.Whatcharacteristicofchildrendosethisexampleindicate?5.Whatteachingimplicationscanwegetfromthisexample?CommentaryChildrenareenergeticandactive.Theylearnwellbydoingactionsinwhichteachersconveythemeaningofwords.Physicalactivitieslikeactiongames,songs,craftsmakinganddramaproviderichcontextsforlanguagelearning.Thepurposeistoexposechildrentothetargetlanguage,andreinforcetheirmoneywithactions.Besides,childrentodeveloptheirlisteningabilitymuchearlierthantheirspeakingorwritingabilities.Theymightgainconfidenceandhaveanactiveunderstandingofthetargetlanguage,withoutthestressofgivingoutputatanearlystage.Task1.6childrenpickupchunkeasilyReadthefollowinganecdote,whichshowstwoChinese-speakingchildrenlearningEnglishinabigcityinchina.Letsseehowchildrenmakeuseofready-madephrasesoflanguage.Brainstormthequestionsinpairsorgroups. targetlanguage:languagetolearn. output:theproductionoflanguage.chunks:bigpieces.Chunksoflanguagearewordsthatareoftenfoundtogether,makingphrases.Anecdote5Context:Alex,afirst-yearEnglishlearner,isplayingHisteacherMissLicomesandhasaconversationwithhim.MissLi:Alex,今天你值日，该扫地了。（Alex,youreondutytoday.Itstimetosweepthefloor.）Alex:Yes,Madam.MissLismilesandsays:Goodboy!你这句英语哪里学来的？（Goodboy!Wheredidyoulearnthissentence?）Alex:电视上学的。（FromTV.）Questions:1.WhatsentencedoseAlexsayinEnglish?2.Wheredidhelearnit?3.Didheuseitcorrectly?4.HaveyouheardyourpupilssayanyphrasesorsentencesinEnglishlearnedoutofclass?Whatarethey?Wheredidtheyprobablylearnthem?5.WhatEnglishdoestheteachersaytotheboy?WhydoesshesayitinEnglish?Cantheboyunderstandit?6.Whatcharacteristicofchilderndoesthisexampleindicate?7.Whatteachingimplicationscanwegetfromthisexample?CommentaryTheconversationinChineseuntilAlexproducesa“chunk”oflanguageinEnglish:Yes,Madam!Hemaynothavebeentaughtthisexpressionformally,buthecoulduseitproperly.Atanearlystageoflanguagelearning,childinghavesolimitedanamountofvocabularythattheyarekeenonimitatingthelanguagearoundthem.Usually,theypickupthelanguageaschunksandlearnthemasawhole,e.g.Comeon!Ah,Isee.Good-bye!Gameover!Thankyou!Justdoit!etc.Wefindthatsongs,chantsandstoriesarevaluableresourceswhichprovidelotsofready-madebitsoflanguage.Thesebitsoflanguage,orchunks,enablechildrentotakeinandplayanactiveroleinconversations.Againinconversations,theygetalotofexposuretothelanguage.Part2ChildrenscharacteristicsandteachingcontextKnowchildrenscharacteristicsisnotenough,sinceteachingsituationsvaryfromplacetoplace,andfrompersontoperson.Itisessentialtoanalyzeyourownsituationandtextbookandapplychildrenscharacteristicsflexiblyinteaching.Heresachecklistforyoutoconsiderwhenyouanalyzeactivitiesinyoutextbook.1. Willthechildrenliketheactivities?Whyorwhynot?2. Whichofchildrenscharacteristicsorinstinctsdotheseactivitiestakeaccountof?3. Howcanyousupportchildrentolearnbyusingtheircharacteristicsandinstincts?_pickup:tolearnunconsciously.checklist:alistofquestionswhichhelpstodrawoutasetofcriteriaortoanalyze.Task2.1AnalyzeyourowntextbooksChoosetwoactivitiesfromdifferenttextbooks.Youaregoingto:1.makeaposteraboutthechildrenscharacteristicsandimplicationsconcernedintheactivities;2.decidewhichactivityismorefavourableforchildrenslanguagelearning;3.shareyourposterwithothers.SummaryItispointedoutintheNECthatoneoftheEnglishcourseintheelementaryeducation,istocultivatechildrensinterestinEnglishlearning,andhelpthembuildupself-confidence.Childrenscharacteristicsandinstinctsintheirlanguagelearningarevaluableandsupportivefactorswhichwillspeeduptheirlearningifteacherscanmakegooduseofthem.Hereisasummaryofsomeoftheimportantcharacteristicsofchildren:l Childrenareimaginative.l Childrenfocusonmeaningfirst.l Childrenuselanguagecreatively.l Childrenlearnbydoing.Childrenpickupchunkseasily.小结：本章通过对儿童学习、生活过程中使用外语的具体事例的分析，总结了儿童学习外语独具的特征，初步探讨了根据各种特点所得的教学启示。在以后的几章将通过探讨各种教学方法，更详细地讨论如何利用儿童的特点来设计教学活动。合理利用儿童特点，能帮助我们顺利、有效地进行课堂活动，使学生能更有效地学习英语。此章讨论的儿童特点是为各个年龄段儿童共有的特点。在今后的教学中，应注意观察不同年龄阶段儿童表现出来的差异，不断进行教学反思，使我们的教学工作开展得更成功。ReflectionWhathaveyoulearntinthischapter?Bibliography1. TheNationalEnglishCurriculum.BeijingNormalUniversityPress,20012. Cameron,L.TeachinglanguagetoYoungLearners.OxfordUniversityPress,20013. Halliwell,S.TeachingEnglishinPrimarySchool.PearsonEducationLimited,19924. Moon,J.ChildrenLearningLanguage.CambridgeUniversityPress,2001Willis,J.AFrameworkofTask-baskedLearning.Longman,2001SuggestedAnswersTask1.11. Theylike:l moving.l singing.l playinggames.l speaking.2. watchingvideo.Goodlearners:l imitateteachersandtapes;l dothingsorcarryouttasks;l play;l interactwithothers;l makemistakes;l areencouraged;l arewillingtotakerisks;l listenandspeakmorethanothers.interact:acttogetherorco-operatively,soastocommunicatewitheachother.Youmayaddmoretothislist.Itseemsthatchildrenlearnaforeignlanguagebetterbycondutingtheabove-mentionedbehaviors.Whatfactorsleadtothesebehaviors?Now,wewilldiscusssomeinstinctsthatchildrenarebothwith,whichmaygiveussomehintsinourEnglishteaching.Task1.21. Theyarelisteningtothetaperecorderandguessing“Whatstheweathergoingtobelikeinthemoon?”2. Theyrearepractising:“Itsgoingtobe.”3. Yes,theydo.Otherpossibleimaginativeactivitiesinclude:askingthechildrentoreadthetextlikeasickoldman,tellingchildrenastoryandthenaskingthemtomakeuptheirownending,askingthechildrentoactlikeamonkeyorotheranimalsinthestorytheyhaveread,makingtheirownwordstoasong,etc.4. Fromtheexample,wehavelearntthatchildrenhavethecharacteristicofimagination.Inourteaching,wecanuseteachniqes,e.g.specialvoices,partsofpictures,actions,etc.toarousetheirimagination.Orwecanuseactivitiesinvolvingimaginationtohelpchildrenlearnlanguage.E.g.tellingastory,makingupastory,aguessinggame,roleplaying,etc.Task1.31.ThereasonforthebreakdownisthatDavidandtheteacherhavedifferentfocusesonthedescription.2.Davidistryingtotelltheteacherwhathisfavouritesportis,whereastheteacherisconcernedwithgettingthegrammarright,i.e.theteacherfocusesonform,whileDavidfocusesonthemeaning.3.Whenwetalkoneachother,wefocusonmeaningfirst.4.Thisexampleshowsthatchildrenhavethecharacteristicofgoingformeaningfirst,Theycanworkoutthemeaningofasituationaccordingtotheirlifeexperienceandknowledge.5.Whenwepresentnewwords,wedonotneedtotranslateEnglishintoChinese.Wecansetupameaningfulsituationtohelpchildrenworkoutthemeaningofwordsbythemselves,Forexamplewecanshowthempictures,actionsorgesturesetc.wealsoneedtoprovidemeaningfulsituationforthemtouselanguage.E.g.makeasurveyetc.Task1.41.Hemeans"TurnontheTV."2.Hefocusesonmeaning.3.Yes,hehas.Hehasprobablylearntphraseslike"Openthebook"and"TV".Buthehasnotlearnt"turnon".Soheuses"opentheTV"toexpressthemeaningof"turnontheTV".4.Theteachersays,"Oh,thankyou.TurnontheTV."No,shedoesn't.Becauseshedoesn'twanttodiscouragethestudent.5.Fromthisexample,welearnthatweshouldallowchildrentomakemistakeswhentheytryouttheirlanguage.Inclassroomlearning,wemayprovidefreeatmosphereandrealsituationforchildrentotryouttheirlanguage.Wealsoneedtogivehelpfulfeedbacktohelpthemconfirmtheirtrying.Task1.51.Theyareplayinganactiongame.2.Theteacher'smodelactionsinthestoryhelpthechildrenunderstandthephrase.Andtheactiongamehelpsthechildrenpractiseunderstandingthewordswiththeirownactions.3.Yes,theyare.Becausetheyalljoinintheactivityandsometimeslaugh.Thechildrenlikemovingintheclass.Theywillnotsitstillintheclassroomallthetime.4.Thisexampleshowsthatchildrenhavethecharacteristicsoflearningbydoing.5.Whenwepresentnewlanguage,wemayusebody