学前幼儿的英语口语教学方法和技巧
【网学提醒】：本文主要为网上学习者提供学前幼儿的英语口语教学方法和技巧，希望对需要学前幼儿的英语口语教学方法和技巧网友有所帮助，学习一下吧!
资料包括： 论文(25页7032字)
说明：
摘 要:在分析了当代幼儿英语教学中的现状和问题后，笔者认为迫切需要找到一条适合学前幼儿教育的道路。在查阅大量相关资料后，笔者认为从幼儿心理入手来解决这些问题是最好的办法。为此，笔者以5岁幼儿为例。在分析了他们的心理特征后，具体从5岁幼儿的感知觉、记忆、思维、想象和注意等5个方面入手来教5岁幼儿的英语口语。由此使幼儿英语口语变得流利、自然。
关键词:幼儿； 英语口语； 教学； 方法
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 relative materials, the author thinks it is the best way to solve these from children’s characteristics. Then the author takes 5-year-old children for example, and analyzes their psychology. With these characters, the author details from children’s sensation, perception, memories, thoughts, imagination and attention to teach them. Through these ways, children will speak fluently and naturally.
Key Words
Children； oral English； teaching；skill
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 a job, a chance to get educated, etc. It affects people’s 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-school 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 children’s abilities in using English verbally. Speaking is one of the most important ways to express one’s feeling and 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-year-old children for example, departing from the traditional instruction, and bases on children’s 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 instruction—the 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 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 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 importance 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 children’s characteristics. Based on that, teachers can teach children from the sensation, perception, memory, thought, imagination and attention. The last part is the conclusion. With the ways mentioned in the third part, children’s 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 improved greatly.
目录：
AbstractI
摘 要II
关键词II
Introduction1
Ⅰ. The Problems of Oral English Teaching to Pre-school Children3
A. The Traditional Instruction3
B. The Problems in Kindergarten4
Ⅱ. An Analysis on the Problems5
A. The Endangerment of These Problems5
B. The Importance to Solve These Problems6
Ⅲ. Ways to Teach Children Oral English7
A. The Characteristics of 5-Year-Old Children7
B. Ways to Teach Children Oral English8
1. Focus on Their Sensation and Perception8
2. Focus on Their Memories9
3. Focus on Their Thoughts10
4. Focus on Their Imagination13
5. Focus on Their Attention13
C. Some Rules15
Conclusion18
Acknowledgements19
Bibliography20
参考文献：
Bibliography
Jack C, Richards & David, Nunan．Second Language Teacher Education． Beijing：Foreign Language Teaching and Research Press, 2000.
Maria, Montessori．DR. Montessori’s Own Handbook． Beijing：Chinese Development Press, 2003.
Vivian, Cook．Second Language Learning and Language Teaching．2nd ed．Beijing：Foreign Language Teaching and Research Press, 2000.
Wang, Qiang．A Cause in English Language Teaching．2nd ed．Beijing：Higher Education Press, 2006.
崔小玲,袁爱玲.对目前国内幼儿园双语教育中存在的偏差的分析及对策的研究[J].Educational Research on Foreign Languages&Arts No.1 (General Serial No.13),2006.
扈中方，李方，张俊洪主编．现代教育学[M]．第二版．北京：高等教育出版社,2005.
林传鼎，陈舒永，张厚粲主编．心理学词典[D]．江西：江西科学技术出版社,1986
李丹主编．儿童发展心理学[M]．上海：华东师范大学出版社,1987.
李世钦，陈炳新，夏泳久译．M.B.加麦佐，M.B.玛丘希娜，T.C.米哈里奇克主编.年龄与教育心理学[M]．黑龙江：黑龙江少年儿童出版社,1987.
潘菽主编．教育心理学[M]．北京：人民教育出版社,2001.
束定芳. 外语课堂教学新模式刍议[J]. Foreign Language World No.4 (General Serial No.114), 2006:21-29.
邵明德．少儿创造思维的培养[M]．江苏：江苏人民出版社，1987：18-19.
朱纯．外语教学心理学[M]．上海：上海外语教育出版社,1994.
张世富主编．心理学教学指导[M]. 北京：人民教育出版社,1994.
[15] 章永生等.学点儿童心理学[M]．北京：中国妇女出版社,1981.
[16] 朱智贤主编．幼儿心理的发展[M]．北京：北京师范大学出版社,1981.
作者点评：
学前幼儿的英语口语教学方法和技巧
There are many great advantages for children to speak English. Their memories are mechanical, so they can easily remember new words and sentences. Their pronunciation systems are not integrated, so they can imitate pure pronunciation. They like new things and would like to use them boldly and proudly. That is to say, they are not afraid of speaking English. Teachers had better teach children oral English in a happy environment, and then let children speak out English naturally. At the same time, teachers can use interesting and useful tools. Such as “works”, songs, tongue twister, etc. to stimulate children’s interests. Teaching children to learn oral English like to learn mother language, with the ways mentioned in the third part, children will be easy to speak English, and think in English directly. Traditional instruction generally emphasizes the teaching rules, theories, and the analysis of single knowledge points and methods. This paper, departing from the traditional teaching methods, emphasizes from children’s characteristics to teach them oral English. With the ways children’s oral English will make a great progress, they can speak fluently, naturally, proudly and happily. Teachers will have the best ways to teach children oral English, and their tasks are light. Also the quality of education will be improved greatly. Generally speaking, the characteristics of children are similar at most. But on the other hand, because of the different functions of society and education, children are different from each other more or less. So there are not two children who are same completely in the world. Actually, there is no ideal teaching method for all children. Teachers had better observe children’s activities and analyze which kind of method and rule is better for the children. So it is unnecessary, for teachers, to follow the teaching methods on the book strictly, but they had better know which one is probable for children
.
资料包括： 论文(25页7032字)
说明：
摘 要:在分析了当代幼儿英语教学中的现状和问题后，笔者认为迫切需要找到一条适合学前幼儿教育的道路。在查阅大量相关资料后，笔者认为从幼儿心理入手来解决这些问题是最好的办法。为此，笔者以5岁幼儿为例。在分析了他们的心理特征后，具体从5岁幼儿的感知觉、记忆、思维、想象和注意等5个方面入手来教5岁幼儿的英语口语。由此使幼儿英语口语变得流利、自然。
关键词:幼儿； 英语口语； 教学； 方法
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 relative materials, the author thinks it is the best way to solve these from children’s characteristics. Then the author takes 5-year-old children for example, and analyzes their psychology. With these characters, the author details from children’s sensation, perception, memories, thoughts, imagination and attention to teach them. Through these ways, children will speak fluently and naturally.
Key Words
Children； oral English； teaching；skill
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 a job, a chance to get educated, etc. It affects people’s 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-school 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 children’s abilities in using English verbally. Speaking is one of the most important ways to express one’s feeling and 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-year-old children for example, departing from the traditional instruction, and bases on children’s 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 instruction—the 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 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 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 importance 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 children’s characteristics. Based on that, teachers can teach children from the sensation, perception, memory, thought, imagination and attention. The last part is the conclusion. With the ways mentioned in the third part, children’s 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 improved greatly.
目录：
AbstractI
摘 要II
关键词II
Introduction1
Ⅰ. The Problems of Oral English Teaching to Pre-school Children3
A. The Traditional Instruction3
B. The Problems in Kindergarten4
Ⅱ. An Analysis on the Problems5
A. The Endangerment of These Problems5
B. The Importance to Solve These Problems6
Ⅲ. Ways to Teach Children Oral English7
A. The Characteristics of 5-Year-Old Children7
B. Ways to Teach Children Oral English8
1. Focus on Their Sensation and Perception8
2. Focus on Their Memories9
3. Focus on Their Thoughts10
4. Focus on Their Imagination13
5. Focus on Their Attention13
C. Some Rules15
Conclusion18
Acknowledgements19
Bibliography20
参考文献：
Bibliography
Jack C, Richards & David, Nunan．Second Language Teacher Education． Beijing：Foreign Language Teaching and Research Press, 2000.
Maria, Montessori．DR. Montessori’s Own Handbook． Beijing：Chinese Development Press, 2003.
Vivian, Cook．Second Language Learning and Language Teaching．2nd ed．Beijing：Foreign Language Teaching and Research Press, 2000.
Wang, Qiang．A Cause in English Language Teaching．2nd ed．Beijing：Higher Education Press, 2006.
崔小玲,袁爱玲.对目前国内幼儿园双语教育中存在的偏差的分析及对策的研究[J].Educational Research on Foreign Languages&Arts No.1 (General Serial No.13),2006.
扈中方，李方，张俊洪主编．现代教育学[M]．第二版．北京：高等教育出版社,2005.
林传鼎，陈舒永，张厚粲主编．心理学词典[D]．江西：江西科学技术出版社,1986
李丹主编．儿童发展心理学[M]．上海：华东师范大学出版社,1987.
李世钦，陈炳新，夏泳久译．M.B.加麦佐，M.B.玛丘希娜，T.C.米哈里奇克主编.年龄与教育心理学[M]．黑龙江：黑龙江少年儿童出版社,1987.
潘菽主编．教育心理学[M]．北京：人民教育出版社,2001.
束定芳. 外语课堂教学新模式刍议[J]. Foreign Language World No.4 (General Serial No.114), 2006:21-29.
邵明德．少儿创造思维的培养[M]．江苏：江苏人民出版社，1987：18-19.
朱纯．外语教学心理学[M]．上海：上海外语教育出版社,1994.
张世富主编．心理学教学指导[M]. 北京：人民教育出版社,1994.
[15] 章永生等.学点儿童心理学[M]．北京：中国妇女出版社,1981.
[16] 朱智贤主编．幼儿心理的发展[M]．北京：北京师范大学出版社,1981.
作者点评：
学前幼儿的英语口语教学方法和技巧
There are many great advantages for children to speak English. Their memories are mechanical, so they can easily remember new words and sentences. Their pronunciation systems are not integrated, so they can imitate pure pronunciation. They like new things and would like to use them boldly and proudly. That is to say, they are not afraid of speaking English. Teachers had better teach children oral English in a happy environment, and then let children speak out English naturally. At the same time, teachers can use interesting and useful tools. Such as “works”, songs, tongue twister, etc. to stimulate children’s interests. Teaching children to learn oral English like to learn mother language, with the ways mentioned in the third part, children will be easy to speak English, and think in English directly. Traditional instruction generally emphasizes the teaching rules, theories, and the analysis of single knowledge points and methods. This paper, departing from the traditional teaching methods, emphasizes from children’s characteristics to teach them oral English. With the ways children’s oral English will make a great progress, they can speak fluently, naturally, proudly and happily. Teachers will have the best ways to teach children oral English, and their tasks are light. Also the quality of education will be improved greatly. Generally speaking, the characteristics of children are similar at most. But on the other hand, because of the different functions of society and education, children are different from each other more or less. So there are not two children who are same completely in the world. Actually, there is no ideal teaching method for all children. Teachers had better observe children’s activities and analyze which kind of method and rule is better for the children. So it is unnecessary, for teachers, to follow the teaching methods on the book strictly, but they had better know which one is probable for children
.