Transcript 小学英语教学法教程

小学英语教学法教程
从剑桥英语教学能力认证考
试想起．．．
TKT: Teaching Knowledge Test剑桥英语教学能
力认证考试includes 3 parts (modules)：
Module1
Language and background to language learning
and teaching
1)Describing language and language skills:
grammar, lexis, phonology, functions, reading,
writing, listening, speaking
2) Background to language learning:
motivation, exposure and focus on form, the
role of error, differences between L1 and L2
learning, learner characteristics, learner needs

activities, practice activities and tasks for
language and skills development, assessment
types and tasks
3) Background to language teaching:
presentation techniques and introductory
activities, practice activities and tasks for
language and skills development, assessment
types and tasks
Module 2
Lesson planning and use of resources for
language teaching
1) Planning and preparing a lesson or
sequence of lessons: identifying and
selecting aims, identifying the different
components of a lesson plan, planning an
individual lesson or a sequence of
lessons, choosing assessment activities
2) Selection and use of resources and
materials: consulting reference resources,
selection and use of course-book,
selection and use of supplementary
materials and activities, selection and use
of teaching aids
Module 3
Managing the teaching and learning process
1) Teachers’ and learners’ language in the
classroom: using language appropriately for a
range of classroom functions, identifying the
functions of learners’ language, categorizing
learners’ mistakes
2) Classroom management: teacher roles,
grouping learners, correcting learners, giving
feedback

To sum up, TKT consists of 3 parts:
Language and background to language
learning and teaching, Lesson planning
and use of resources for language
teaching, and Managing the teaching and
learning process（语言知识和语言技能及
语言教与学背景、备课和教学设计、课堂
教学管理三方面）
Some Important Teaching Methods
in History
1.The Direct Method: To associate the object,
form and meaning without translation.
 The purposes of the direct method:1)to develop
students’ ability to communicate in target
language; 2)to develop students’ thinking in
target language.
 Errors are regarded as natural and unavoidable
and can be self corrected by the learners
themselves;
 Grammar should be taught inductively;
 Native language is forbidden.
2.The Audio-lingual Method
Pattern drill is considered important;
 Imitation, reading aloud are important to
language learning;
 Errors should be corrected once
discovered;
 Mother tongue is forbidden as it is
regarded as interference to foreign
language.

3.The Natural Approach
Krashen’s five theories
1. Learning and acquisition theory
Learning is a conscious process while acquisition is a
subconscious process.
2. Input theory
△Input should be comprehensible
△ Ideal input should meet the 4 requirements:
comprehensible, relevant and interesting, adequate,
not grammatically sequenced.
△i+1 formula: I stands for the learner’s present
language level. The input should be a little beyond
the learner’s present language level.
3. The affective filter hypothesis
Affective factors such as interest, motivation,
attitude, anxiety, self-image,self-concept, selfesteem and so on affect the result of language
learning like a filter. When the motivation is
strong, the filtering effect is weak, the learning
result will be better; when the anxiety and selfesteem are strong, then the filter effect will be
strong too, and the learning result will be worse.
Input-filter-LAD-practice-acquired ability
4. The monitor hypothesis
Monitor refers to the rule or knowledge
of language. Monitor can function only on
the conditions: 1) the learner has
sufficient time; 2) form is emphasized; 3)
the learner knows the rule.
5. The natural order hypothesis

4.The Cognitive Approach
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Rules learning is very important;
Learners should be encouraged to use their
mind to observe, think, and hypothesize rules of
a language;
Creative learning is very important;
Listening, speaking, reading and writing should
all be emphasized.
The main activities are language understanding,
language competence and language use.
The main activities are language
understanding, language practice and
language use.
 The main activities are language
understanding, language practice and
language use.

5.The Communicative Approach
The purpose of CLT: To develop students’
ability to use target language
appropriately in a given social context.
 Communicative competence (Hymes)
◇linguistic competence
◇ socio-linguistic competence
◇ discourse competence
◇ strategic competence

Features of CLT: information gap,
feedback and choice
 Attitude towards errors: tolerance
 Emphasis: Meaning is emphasized over
form; Appropriateness is emphasized
over accuracy.

6.The Total Physical Response
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The teacher gives the instruction and the
students do the action as asked.
With TPR the children listen to their teacher
telling them what to do and then do it.
Instructions can range from something as
simple as Touch your nose to more complex
sentences like Go and stand next to the girl
who’s wearing a red jumper, but who isn’t
wearing black shoes. Children, especially very
young ones, are able to understand much more
than they can produce, and this technique
builds on that capacity (understanding ability).
7.The Task-based Language
Teaching
Learning by doing
 What is task?
 What is real task?
 Classroom structure of a TBLT
 Components of a task

Nunan（1989）：
 Tasks are always activities where
 the target language is used by the
 learner for a communicative
 purpose in order to achieve an
 outcome.

Case 1
单词学习（水果单词）
 句型呈现（What would you like?）
 句型练习（教读、带读、模仿读、自
由读、查读……）
 句型学习（教师指出应注意之处）
 巩固练习（翻译、完成句子、填
空 ……）

Case 2

单词学习（图片、实物—水果）

句型呈现
（情景—句型:What would you like?）

句型练习（开火车读、一问一答练习、替代
操练、游戏……）

句型巩固（教师引导学生发现考点）

学生运用句型编演对话
Case 3
What fruit would you like?
 给出任务：让我们调查一下我们通常
最想吃什么水果。
 Let’s see what fruit we have.
 How to ask and answer.
 Do the survey
 Report

Case 4
 Task:
My friend Mike would like
to open a fruit shop. He is from
America. He doesn’t know what
fruit is popular with Cantonese.
Let’s help him.
 What should we do then? ---Have a survey
Case 4
 Well,
let’s see what Mike would
like to have in his fruit shop.
 Do
the survey: learn the
sentences and do the survey
 What advice would you give my
friend, Mike?
 Language focus
Components of a task
David Nunan(1981)
Purpose/goal
Input
Activity
Role
Setting
Outcome

Classroom structure of a TBLT
Pre-task: lead in/ set up /language
input/explain task
 Task-cycle: Task--- Planning—Report
 Post-task: Language focus: Analysis and
practice

1） 前任务 (pre-task)
 导入主题和任务
 激活相关的词汇和短语
 激发兴趣和欲望
 不要花太多时间

前任务的语言活动
 词汇和短语分类
 挑出不相关的词或短语
 短语与图片匹配
 挑战记忆
 大脑风暴和脑图
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2） 任务环 (task cycle)
 任务阶段
 用语言做事
 语言工具
 重意轻形
 师生角色
 合作与交际

2） 任务环 (task cycle)
 计划阶段
 明确报告要求
 提供探究语言使用的机会
 明确组员角色
 鼓励学生互助

2） 任务环 (task cycle)
 报告阶段
 教师角色
 （1）主持人（少干预）
 （2）总结（先内容后语言形式）
 确认听报告者的任务

3） 语言聚集 (language focus)
 分析活动（Highlight the knowledge）
 G7:
 Can you find some other words like
“my”?
 What words are usually behind them?

3） 语言聚集 (language focus)
 分析活动（Highlight the knowledge）
 About a story:
 What tense is mostly used in the story?
 About rules:
 What sentence pattern is mostly used
here?

有效的活动标准（checklists)
1 有效度：能促使学生行动起来
 2 有基础：学生有语言基础，尽管很薄弱
 3 有语言使用量：越多越好
 4 有成功：允许有差错过失
 5 多层次：照顾不同层次不同水平学生
 6 教师扶持：指示清楚，协助扶持
 7 趣味性：引发动机

注意事项
1 提醒学生避免使用母语
 2 重复任务
 3 提供关键词语
 4 重视评价环节

评价语言
OK.
Good!
Right.
Very
good!
That’s
right!
Great!
You’re
right.
Wonderful!
Correct!
Perfect!
You’re
Impressive!
correct.
Super!
Fantastic!

Excellent!
 Terrific!

Remarkable!  Well done!

Marvelous!

Nice work!

Magnificent!

Good job!
 Try
again.
 Try harder.
 Have a try, please!
 It doesn’t matter.
 I think you can do it better.
 You
are improving.
 You’re making progress.
 You’re on your way.
 You really tried.
 I can see your progress.
1.Pre-task
Introduction to topic
task
2.Task Cycle
 Task---
Planning—Report
3.Language Focus
 Analysis
and practice
and
Summing up the methods
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In deciding which method to use, we should identify and
try to answer the following ten questions:
1) What are the goals of teachers who use the method?
2) What is the role of the teacher? What is the role of
the students?
3) What are some characteristics of the
teaching/learning process?
4) What is the nature of student-teacher interaction?
What is the nature of student-student interaction?
5) How are the feelings of the students dealt with?
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6) How is language viewed? How is culture
viewed?
7) What areas of language are emphasized?
What language skills are emphasized?
8) What is the role of the students’ native
language?
9)How is evaluation accomplished?
10)How does the teacher respond to student
errors?
1.1 How do we learn our first
language?
Task 1.1.1 According to your knowledge
and observations, how do children
acquire their mother tongue? Do you
agree with the following statements?
Children learn their first language
□by imitations.
□by repetitions.
□by singing songs and saying rhymes.
□by reciting poems.
□by being corrected by parents.
□by listening to stories.
□by learning language rules.
□by talking to oneself.
□by acting and performing.
□ by talking about pictures.
□by watching television cartoons.
□by drawing and talking.
□by talking to others.
□by playing games.
□ Children learned their first language through
listening to adults, imitating what adults say,
drawing and talking, singing songs, reciting
poems, playing games with other children,
looking at pictures and recognizing words,
watching cartoon films, and listening to stories.
□
□
Task 1.1.2
How did you learn your Chinese? Can you
find any instances when children said
something that was meaningful but
grammatically unacceptable?
Eg. 1. …
2. …
Discuss the following questions:
1) Where do they come from?
2) What in general are the parent’s
attitudes towards them?
3) What do they tell us about the process
of learning?
4) How would you relate this to foreign
language learning?
1.3 The characteristics of children

Children definitely have some advantages
over adults in learning another language:
1. in acquiring good pronunciation and
intonation;
2. good at imitation;
3. not shy in trying things out;
4. curious and motivated to learn new
things
5. Interested in learning and playing with
their native language, reciting nursery
rhymes, singing songs, listening to stories,
recognizing and saying words and
phrases for fun.
Children’s differences in learning


Learner difference is an important topic for
language learning and teaching. The following
are some of the factors that may influence
learner difference in learning a language.
Altman(1980): age, sex, previous experience
with language learning, proficiency in the native
learning, personality, language aptitude,
attitudes and motivation, general intelligence,
sense modality preference, sociological
preference, cognitive styles, learner strategies.
Skehan(1989):
Language aptitude, motivation, language learning
strategies, cognitive and affective factors,
extroversion/introversion, risk-taking, intelligence, field
dependence, anxiety.
 Larsen Freeman and Long(1991):age, sociopsychological factors (motivation, attitude), personality
(self-esteem, extroversion, anxiety, risk-taking,
sensitivity to rejection, empathy, inhibition, tolerance of
ambiguity), cognitive style (field
independence/dependence, category width,
reflexivity/impulsivity, aural/visual, analytic/gestalt,
hemisphere specialization, learning strategies), other
factors (memory, sex).

Children’s differences in learning
Interview: Find one who…
Please interview your classmates with the
following questions. If someone’s answer
to a question is “yes”, ask him to sign his
name. If “no”, go to another person until
you find someone who say “yes”.
What conclusion can you draw from the
findings of this interview?

Children’s differences in learning

Question
1.
Likes to keep a diary.
Can tell if someone is singing off-key.
Can calculate numbers easily in his/her head.
Likes to read books with many pictures.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Signature
Likes to dance.
Like doing puzzles and mazes
Regularly spends time meditating.
Can list three things that help him/her learn.
Can draw a picture of his/her own favorite food.
Has a good joke to tell.
Will sing part of a favorite song.
Sings in the shower.
Can easily identify at least 10 different kinds of flowers.
Finds it hard to sit for long periods of time.
Frequently creates new activities and materials for his/her classes.
Is often involved in social activities at night.
Loves to teach someone how to do something.
Discussion:
 Are you able to find someone in your
class for each item listed above?
 Are all the 17 items true in your case?
 What do you learn from this activity?
People are born to be different. One
cannot be good at everything, but
everybody can be good at something.
Multi-intelligence theory


American psychologist Howard Gardner(1993)
has proposed the theory of multi-intelligences.
The theory helps us to understand human
intelligence and the development of children.
In China, our goal of education has long been
laid on the development of language and logical
thinking, ignoring the development of other
intelligences. Using one standard in judging all
the students has many disadvantages, as many
children become de-motivated when they are
not doing well in their courses.
The components of multi-intelligences:
-Body/kinesthetic Intelligence (body smart)
-Interpersonal Intelligence (people smart)
-Intra-personal Intelligence (self-smart)
-Logical/Mathematical Intelligence
(number/reasoning smart)
-Musical/Rhythmic Intelligence (music smart)
-Verbal/Linguistic Intelligence (word smart)
-Visual/Spatial Intelligence (picture smart)
-Naturalistic-Physical Intelligence (nature smart)

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加德纳认为，人的智能包括1）语言智能
（linguistic intelligence）、 （2）逻辑---数学智
能（logical-mathematical intelligence）、（3）
空间智能（spatial intelligence）、（4）肢体--运动智能(bodily-kinesthetic intelligence)、（5）
音乐智能（musical intelligence）、（6）人际
智能（interpersonal intelligence）、（7）内省
智能（intra-personal intelligence）和（8）自然
观察智能（naturalistic intelligence）。
Gardner suggests that everyone has at least
seven different intelligences and everyone is
different in terms of the intelligences they have.
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◇Teachers need to be aware of the differences and
try to develop each student’s potentials and learn how
to make good use of the theory of multiple intelligences
to motivate students to learn.
◇Teachers should try different types of activities or
teaching methods to meet different needs. Teachers
should take multi-intelligence theory into account when
planning lessons.
◇When designing output task teachers should try to
design tasks of different type, giving everyone chance
to demonstrate and use their potential to the fullest.

加德纳的智能多元告诉我们：每个孩子都具备七项智能，
而且每项智能都能发展到很高的水平。加德纳建议教师
们注意观察每个学生的“倾向”，即学生入学时，他们
某些智能可能已经发展，因此他们的学习方法具有一定
的倾向性。我们首先应该能够评估学生最突出的智能表
现，然后决定如何帮助他们利用这写智能学到更多的知
识。他幽默地建议，判断学生最发达智能的一个好方法
是观察他们在课堂上“不规矩的表现”：语言能力发达
的孩子老爱说话；空间智能发达的孩子爱涂涂画画、发
呆冥想；交际智能发达的孩子善与人交往；肢体运动发
达的孩子爱做小动作。这些课堂上特殊而不规矩的表现
其实是一种信号，是学生在想教师表示他们具有这些特
长，希望教师认可并接受。

智能多元论为我们提供了一种个人发展模
式。智力与学业成绩只有中等相关，相关
系数大致为0.50，即智力是影响学业的一
个重要因素，但不是唯一因素。学生的学
业还与学生的学习动机、人格特征、情商、
集体环境、教师等社会因素有关。
What sort of person are you?
Y
1.
2.
3.
4.
5.
Are you usually smiling and
happy?
Do you enjoy the company of
other people?
Do you find it difficult to meet
new people?
Is it important to you to
succeed in your career?
Does your mood change
N
S
Do the personality quiz and judge
what type of person you are.
1.
2.
3.
4.
5.
6.
7.
8.
9.
1.Are you usually smiling and happy?
2.Do you enjoy the company of other people?
3.Do you find it difficult to meet new people?
4.Is it important to you to succeed in your career?
5.Does your mood change often and suddenly for no
reason?
6.Do you notice other people’s feelings?
7. Do you think the future will be good?
8. Can your friends depend on you?
9. Is your room often in a mess?
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10. Do you get annoyed if you have to wait for
anyone or anything?
11. Do you put off until tomorrow what you
could do today?
12. Do you work hard?
13. Do you keep your feelings and ideas to
yourself?
14.Do you often give present?
15. Do you talk a lot?
16. Are you usually calm and not worried about
things?
Words to describe personality
untidy
lazy
optimistic
 generous
sociable
moody
 talkative
hard-working reserved
 easy-going shy
reliable
 impatient
cheerful
ambitious
 Sensitive
 Your personality___________________.

What are you good at learning a
foreign language?
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□I’m good at working out grammar rules.
□ I’m good at memorizing new words.
□ I’m good at guessing new words from the context.
□I know how to use a dictionary.
□I have a very positive attitude towards foreign
language.
□I read quite widely outside class.
□I often volunteer and not afraid of making errors.
□I often practice by myself in all kinds of ways.
□I’m willing to take risk in using English.
□I want to know more about the language, the culture
and the people.
Aptitude theory
Aptitude: talent for learning a foreign
language. It is believed to include:
1.sound-coding ability;
2. grammar coding ability;
3. memory;
4. Ability of inductive reasoning

Discussion: Which intelligences are
developed in our current school courses?
 -Linguistic intelligence
 -Logical-mathematical intelligence
 -Musical intelligence
 -Bodily-kinesthetic intelligence
 -…

1.4 Children’s differences in
learning
Age
Critical Period Hypothesis(关键期假设)

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根据养成教育，六个月是婴儿学习咀嚼关键期；八个月
是分辨大小、多少的关键期；2-3岁是学习口头语言第一
个关键期；2岁半至3岁是教孩子怎样做到有规矩的关键
期；3岁是计算能力发展的关键期，3-5岁是音乐才能发
展的关键期；4-5岁是儿童学习书面语的关键期；3-8岁
是学习外语的关键期；3岁是培养独立能力的关键期；4
岁以前是形成形象视觉发展的关键期；5-6岁是掌握词汇
的关键期；9-10岁是孩子行为由注重后果过渡到注重动
机的关键期。幼儿阶段是观察力发展的关键期；小学一、
二年级是学习习惯培养的关键期；小学三、四年级是纪
律分化的关键期；小学三、四年级 ，初二、高二是逻辑
思维发展的关键期；小学阶段是记忆力发展的关键期；
初中阶段是意义记忆的关键期。
The role of age in foreign language learning:
◇Asher and Garcia(1969)和Fathman(1975)
认为，从小学起学习外语，语音会更好．
◇ Burstall(1978)认为,如果学习时间和教学
方法相同，年龄稍大一些的孩子比儿童学
习外语的速度要快；
◇ Marinova-Todd et al(2000)指出，人们对
最佳年龄问题的认识存在三个错误：错误
的解释、错误的归因、错误的强调。
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错误的解释:很多人错误地将儿童最终的学习成绩解释为
他们开始学习时的年龄小，所以学得快，学得容易．事
实上，很多研究都说明青少年的学习效率比儿童高．
错误的归因：神经科学虽然证明人脑中的两种语言的功
能位置有所不同，但却不能证明两种语言的位置不同与
两种语言的能力和水平相关．大脑功能的側化被很多人
用来解释关键期是不正确的归因．
错误的强调：人们把研究的重点都放在了不成功的成年
人身上，而忽略了那些获得成功的从青少年时期开始学
外语的成年人．事实上，在青少年和成年人的人群中，
不乏一些成功之士，士兵其语言表现和能力，不论是速
度还是效果，均超过从儿童开始学习外语的人群．



不论是成年人还是儿童，其学习动机、自信心以及学习
的环境都比年龄对语言学习成败的影响更重要。
有关年龄问题的研究表明，外语学习时间越长，对学习
越有利；随着年龄的增长，外语可以是在小学阶段可以
扩展的科目；小学学习外语有利于促进学生对不同文化
的理解，有利于他们形成积极的态度，有利于对他们进
行价值观的教育。外语学习有利于认知能力的发展，能
促进母语的学习。
要进一步说明的是，限制成年人成为成功的英语学习者
的因素更多地是由于缺乏足够的动机、时间和精力的投
入以及环境的支持。年龄本身并不构成学习外语的一个
主要优势，年龄必须与其他因素结合才能发挥其优势的
所在，如惊心设计的课程、高质量的教师和良好的环境。
对儿童学英语寄以过高的期望是不现实的。
1.5 Motivating children to learn
English
Motivation:
Extrinsic motivation—has something to do with
outside stimulus, such as expectation from
teacher, parent or society, or reward given to
encourage students.
Material stimulus should not be overused in
class.
Intrinsic motivation—has something to do with
the learners’ need, interest.
Maslow's hierarchy of needs is a theory in
psychology


Maslow's hierarchy of needs is often depicted
as a pyramid consisting of five levels:
Deficiency needs: Physiological, Safety,
Love/Belonging, and Esteem needs. Cognitive
needs , Aesthetic needs Self-actualization
In Maslow's theory, then, human needs are
arranged in a hierarchy of importance. Needs
emerge only when higher-priority needs have
been satisfied.
Maslow’s Need Hierarchy Diagram

1Deficiency needs





1.1 Physiological needs
1.2 Safety needs
1.3 Social needs
1.4 Esteem needs
2 Growth needs
 2.1 Cognitive needs
 2.2 Aesthetic needs
 □2.3
Self-actualization
Ausubel’s Driven Motivation
Ausubel 1968
Hunt’s Self-control Theory
Hunt 1971
Self-policy
Self-selection
Self-decision
The quality of a good English
teacher
\What are the qualities of a good English teacher? (P.6)
There are a variety of elements that contribute to the
qualities of a good language teacher. These elements
can be categorized into three groups: ethic devotion,
professional qualities and personal styles (Parrot, 1993):
kind
dynamic
authoritative
speaking
clearly
creative
patient
well-informed hardworking
resourceful (clever)
attentive
warm-hearted
well-prepared
flexible
intuitive
accurate
enthusiastic
humorous caring
disciplined
professionallytrained
1.7 The quality of a good English
teacher
What are the qualities required to be a
good primary school English teacher?
1. A very important quality of a primary
school English teacher is obviously
competence in English: having good
pronunciation and intonation, being able
to communicate with the language in oral
and written forms and understand some
basic English grammar.

2. Good at using different teaching techniques
with children.
3. Need to be versatile: able to act, sing, dance,
draw and tell stories; able to organize games
and activities (It doesn’t mean you need to be
an actor or dancer to be able to teach in the
primary school).
4. Need to understand how children think and
learn. Need to help children to develop in an allround way: linguistically, intellectually, culturally,
and morally.

In brief, a good primary school English
teacher needs to develop competence at
least in 3 areas: the English language,
the understanding of children, and the
methods and techniques for teaching
children.

Discussion:
Qualities
expected of
all primary
school
English
teachers
1.
2.
3.
Qualiti
es that
you
think
you
posses
s
1.
2.
3.
Qualities you wish to
develop further
1.
2.
3.
Developing your owning teaching
style
Be yourself. You don’t need to feel bad if
you cannot dance or sing, you can always
find a way to develop your own strength.
 Dean(2001) invites all the teachers to
develop their own styles of teaching.

Unit 2 Understanding the National
English Curriculum
2.1 Benefits of offering English in the primary
school:
The National Curriculum of England and Wales
states that the contribution of a modern foreign
language in the primary school is both linguistic
and cultural:
The learning of a foreign language in the
primary school provides a valuable educational,
social and cultural experiences for all pupils.
Pupils develop communication and literary skills
that lay the foundation for future language
learning. They develop linguistic competence,
extend their knowledge of how language works
and explore differences and similarities
between the foreign language and English.
Learning another language raises awareness of
the multilingual and multicultural world and
introduces an international dimension to pupils’
learning, giving them an insight into their own
culture
and those of others. The learning of
foreign language provides a medium for
cross-curricular links and for the
reinforcement of knowledge, skills and
understanding developed in other
subjects. (DFEE, 1999:32)
A foreign language can enhance children’s
development of many different aspects of
skills by:
Adding interest and increasing motivation
for language learning.
 Encouraging children in discovering
different ways of saying things and
different ways of living.
 Helping children to concentrate when
learning.
 Providing the experience of uttering
sounds differently in another language.






Developing the desire to use language as a
means of communication.
Developing listening, speaking, reading and
writing skills.
Developing language learning strategies in
general.
Raising awareness of the differences between
mother tongue and the target language and
encouraging comparisons.
Developing an awareness of grammar and
pattern in another language.
2.2 Understanding goals and
objectives for primary school
The goals and objectives of the new English
curriculum:
◇to develop pupil’s interests, self confidence
and positive attitude towards learning English;
◇to cultivate the pupils’ language sense and
enable the acquisition of good pronunciation
and intonation;
◇to develop the pupils’ preliminary ability to use
English in daily exchange and to lay a good
basis for further study.

The new standards are designed to promote
the students’ comprehensive development in
language skills, knowledge, affects, strategies
and culture awareness in order to lay a good
foundation for continuing development.

Language skills: listening, speaking, reading
and writing
Language knowledge: phonetics, grammar,
vocabulary, functions and topics

Cultural understanding: knowledge,
understanding and awareness
Affect: International perspectives,
patriotism, confidence, motivation
Learning strategies: communicative,
resource-using, meta-cognitive, cognitive
Affect
Learning strategies
Overall language ability
Cultural understanding
A
f
f
e
c
t
Language skills
Language knowledge
情感态度
学习策略
认调 资 交
知控 源 际
策策 策 策
略略 略 略
语言技能
听说 读 写
兴自 合 祖 国
趣信 作 国 际
动意 精 意 视
机志 神 识 野
文化意识
文
化
知
识
综合语言
运用能力
文
化
理
解
跨
文
化
交
际
语言知识
语词 语 功 话
音汇 法 能 题
The English curriculum at the
primary phase
The English curriculum at the primary
phase are designed into two levels—
Level 1 and Level 2.
 Level 1: Grade 3 and Grade 4
 Level 2: Grade 5 and Grade 6




级别目标总体描述
一级:对英语有好奇心,喜欢听他人说英语。能根据教师的
简单指令做游戏、做动作、做事情(如涂颜色、连线)。能
做简单的角色扮演。能唱简单的英文歌曲,说简单的英语
歌谣。能在图片的帮助下听懂和读懂简单的小故事。能
交流简单的个人信息,表达简单的情感和感觉。。能书写
字母和单词。对英语学习中接触的外国文化习俗感兴趣。
二级:(小学6年级)对英语学习有持续的兴趣和爱好。能用
简单的英语互致问候、交换有关个人、家庭和朋友的简
单信息。能根据所学内容表演小对话或歌谣。能在图片
的帮助下听懂、读懂并讲述简单的故事。能根据图片或
提示写简单的句子。在学习中乐于参与、积极合作、主
动请教、乐于了解异国文化、习俗。
2.3 Developing principles for
teaching English to children

Principles for teaching children:
Principle 1: Children learn best when
feeling happy and secure.
Principle 2: Children are naturally imaginative,
active and creative.
Principle 3: Learning is often a mutual
accomplishment. Learning is collaborative, not
adult driven. Children participate at their own
level of understanding with the mother’s help
(Geekie, Cambourne and Fitzsimmons,
1999:13)
Principle 4: Children often learn through guided
participation and they profit from the support and
encouragement of more competent people.
Principle 5: Children learn best when they are involved
both physically and mentally.
Principle 6: Children need plenty of opportunities to use
similar language again and again.
Principle 7: Children need to be encouraged more than
criticized.
Principle 8: Children should be given opportunities to
learn to evaluate their own learning and learn to plan
the use of their own time.
Principle 9: Learning depends upon the
negotiation of meaning.
 (confirmation check, a
 comprehension check, or a clarification
request.)F:\口语教学与研究.LNK
Principle 10: Children learn in a similar
way as they acquire their mother tongue.
They learn the whole language rather
than through analyzing language rules.
Activities in primary school English
classroom

Teachers need to give the learners something to do:
●Look at
●Draw
●Hold
●Imagine
●Make
●Touch
●Listen to ●Count
●Do as you say
●Respond to ●Repeat ●Chant and sing
●Sort or set ●Read aloud ●Pass to someone
●Sequence ●Read silently ●Mime
●Solve
●Recite
●Act out
●Compare ●Memorize ●Perform
●Match
●Write/copy ●Research/find out
●Guess ●Choose ●Compete in groups
●Spell verbally or aurally
2.4 Understanding the target
requirements for Levels 1 and 2
Classroom managing
◇Teacher roles
 Different teacher roles (P. 35-39)--controller, assessor, organizer, prompter,
participant, resource-provider
 ◇Grouping learners
 ◇Correcting learners
 ◇Giving feedback

3.6 Managing classroom
interaction
Classroom interaction: refers to the forms
of information patterns taking place in the
classroom.
 Scrivener(1994) explained four types of
classroom interaction
--The whole class working together with
the teacher;
--The whole class mixing together as
individuals;

--Small groups(3-8 people);
--Pairs;
--Individual work.
In any one lesson a teacher may include
work that involves a number of these
different arrangement.
Wang Qiang and Cheng Xiaotang(2000)
defines 4 forms of interaction:
--Lockstep. When teacher is making a
presentation, checking exercise answers,
or doing accuracy reproduction.
--Pair work
-- Group work
--Individual study
Different classroom activities for different
interaction forms:
A. For whole class work
●story-telling
●listen and do
●listen to the tape and repeat
●presenting new language
●giving instructions
●singing songs
●reading aloud
●checking understanding
●guessing games
●watching videos
B. For pair work or group work
●paired reading
●question and answer practice
●role playing
●drama performance
●information gap activity
●project work
C. For individual work
●copying
●reading aloud
●self-evaluation
●reading silently
●gap filling writing exercise
●writing a letter or e-mail
3.7 Lesson planning
◇The function of planning lesson:
Moon(2000)states that having a plan enables us to
monitor, assess, and improve our teaching.
◇ Both new teachers and experiences teacher need to
have lesson planning.
◇ Reasons for lesson planning:
1.Help the teacher to be more confident in
teaching;
2. Provides a useful systematic outline/guide/reference
for smooth efficient teaching;
3. Help the teacher to prepare for the
lesson;
4. Help to provide a useful basis for future
planning;
5. Help the teacher to plan practical
lessons which cater for different pupils;
6.Help teacher to be more organized;
7. Help teachers to know whether they
have achieved their teaching objectives;
8. Enable teachers to judge their
performance;
9. Is proof that the teacher has taken a
considerable amount of effort in his
teaching;
10. Give a sense of direction in relation to
the syllabus;
11. Help the teacher to identify which
areas did not go well in his teaching.
◇Points to take into account when planning:
The learners
The aims
The teaching points
The teaching procedures
The materials
Classroom management—what to say, how to
seat the Ss, how much time each stage takes,
etc.
However, plans are only plans. You should
be prepared to adapt your plan and be
flexible about your plan.
Principles of lesson planning
Principles of lesson planning
 1. interest
 2. activity
 3. hierarchy: mechanical, meaningful,
communicative
 4. coherent

3.8 Error corrections and
encouragement



Error correction largely depends on the
objectives of teaching, e.g. for accuracy, fluency,
for test, or for interest or motivation.
Vale and Feunteun(1995) point out that the long
term aim of teaching English to children is to
enable learners to use English confidently,
correctly, and fluently.
However, the English curriculum has also
stated that the important aim of teaching
English to children at the beginning is to build
up their confidence, to provide motivation, to
show them that English is fun and to encourage
them just to use whatever English they have to
communicate.
It is important to build a non-threatening learning
environment for the children to experience with
the language and take risks in using the
language.
Vale and Feunteun(1995) further point out that
the correction of errors in the early stages of a
language course may have negative effects,
making children losing confidence from fear of
making mistakes, making them reluctant to take
risks and they are likely to become dependent
on the teacher to correct their errors.
They will not be willing to speak freely
without being 100% sure when they pay
much attention to accuracy.
 The purpose of correcting students’ errors
is to help them develop their language
proficiency and to build up their
confidence to learn.
 When and how to correct student’s errors?


Below are some
classroom extracts
when teachers are
trying to correct their
students’ errors.
Discuss in groups:
Which is the best
way you favor or you
dislike?
A.
T: What’s your name?
S: My name Tom.
T: Oh, good. Your
name is Tom?
S: Yes, my name is
Tom.
T: Hello, Tom.
B.
T: What’s your mother’s job?
S: He is…
T: Oh, not he, your mother is a woman. You
should use She.
S: She is a…
C.
T: Make a sentence with “have”!
S: He have a car.
T: There is a big mistake in your sentence. Can
you correct it?
S: Mmmm…No, I don’t know.
T: Who can correct him?
D.
 T: What did you do last Saturday, Mary?
 S: I watch TV, and do homework..
 T: Oh, great! How about you, John?

E.
 T: Make a sentence with “have”!
 S: He have a car.
 T: He HAVE a car?
 S: He has a car.
 T: Great.

F.
T: Can you tell us something about your father,
Tom?
S: My father is 40 years old. He is very high. He is
a doctor. He works in our City Hospital.
…
T: Oh, good. Very good, Tom. You said your father
is very HIGH? What word can we use instead
of HIGH?
S: Yes, TALL. He is tall.
T: Very good, Tom.



A: correcting by repeating the student’s
sentence. The teacher cares about the pupil’s
feeling and does not want to embarrass him.
Actually the pupil realized his errors and said
the correct sentence by himself.
B: The teacher is not as tolerant as that in Case
A. She corrects the pupils’ error right after
hearing his utterance. Obviously she is
concerned more about accuracy than fluency.
But the pupil was very nervous and probably he
could not speak out what he planned to say
later.

C: The teacher has the same belief as teacher
B. She did not correct the errors herself but
asked the pupil to correct it. When the pupil
cannot, she turned to other pupils and elicited
the correction from other pupils. The advantage
of doing this is that it helps raise the pupils’
awareness of this kind of errors. The advantage
is that the pupil’s confidence may be hurt and
he may not want to answer any question later.


D: The fourth teacher is the most tolerant to
errors among the six teachers here. He cares
about only fluency and meaning. He does not
correct the errors at all as they did not affect
any understanding and communication.
E: The fifth teacher repeated the wrong
sentence after the pupil answered the
questions. He did not say it was wrong, but he
used a rising tone and expected the pupil to
correct the errors himself. Most of the time, the
pupil could realized and could repair by himself.

F: the last teacher is similar to the fifth
one. He did not say it is an error, but
asked the pupil if there are other options
of saying so. The pupil realized that there
was a better word to say it.

Discussion:
The way a teacher correct pupils’ errors reflect
the teachers’ beliefs in language teaching.
Some teachers think the errors mean that
learning does not take place while others think
errors are evidence that learning does take
place(Scrivener,1994).
Scrivener proposes five teacher decisions to be
made when working with oral errors in class.
1. Decide what kind of error has been made
(grammatical? Pronunciation?)
2. Decide whether to deal with it (is it
useful to correct it?)
3. Decide when to deal with it (now? end
of an activity? Later?)
4. Decide who will correct? (teacher?
Student self-correction? Other students?)
5. Decide on an appropriate technique to
indicate that an error has occurred or to
enable correction.

Scrivener explains that the aims of
correcting pupils’ mistakes are:
◆building pupils’ confidence;(?)
◆ raising awareness;
◆ acknowledging achievement and
progress;
◆ helping pupils to become more
accurate in their use of language.
Some ideas for indicating or correcting errors:
◆Tell them.
◆ Using facial expression: surprise, frown, raise
eyebrows etc.
◆ Using gesture combined with facial
expression.
◆ Finger correction.
◆ Repeat sentence up to error.
◆ Echo sentence with changed intonation or
stress.

◆ Ask a question.
◆ Ask one word question.
◆ Draw a time line on board. (tense)
◆ Draw a space or box on board. (preposition)
◆ Write the problem sentence on board for
discussion.
◆ Exploit humor in the error..
◆ Use chain correction. (student-student
correction)
3.9 Using and creating resources
for learning
Unit 4 The Techniques of Teaching
Children








Some ways of presenting new words. (72-73)
1) Draw pictures, diagrams and maps to show
meanings or connections of meanings;
2) Use real objects to show meanings;
3) Mime or act to show meanings, e.g. brushing teeth,
playing Ping-Pong;
4) Use synonyms or antonyms to explain meanings;
5) Use lexical sets, e.g. cook: fry, boil, bake, grill;
6) Translate and exemplify, especially with technical
words or words with abstract meaning;
7) Use word formation rules and common affixes.



The differences between pronunciation and
phonetics
◇Pronunciation covers speech sounds and
phonetic symbols, including stress, intonation,
sound linking and rhythm ( P.52). Pronunciation
can best be taught by imitation.
◇ Phonetics: the study of speech sound,
including the written symbols.
How to teach pronunciation
Our realistic goals of teaching
pronunciation should be:
 Consistency: The pronunciation should
be smooth and natural.(连贯性)
 Intelligibility: The pronunciation should
be understandable to the listeners.
 Communicative efficiency: The
pronunciation should help to convey the
meaning that is intended by the speaker.

4.1 Listen and do
4.2 Listen and speak
4.3 Learn to read
4.4 Learn to write
4.5 Learn to sing songs and say
rhymes
4.6 Playing games
Using stories
Story-based instruction
 教材将一个故事安排在单元开始,它的意图
是什么?
这样的安排基于输入要先于输出的道理.”
基于故事的英语教学”在单元学习开始,通
过看故事,读故事或者听故事进行语言的输
入,强调学生对故事的理解,在听故事中呈现
语言知识等,结合对故事的理解和实践活动
指导学生学习和操练新的语言.


基于故事的英语教学材料的呈现方式,充分
重视学生已有经验和视觉感受,激发学生的
学习兴趣,让学生通过观察、思维和想象等
体验并结合新的语言文字或声音去直接感
受语言和学习语言，这也有利于学生的发
展。
故事学习要达到什么要求？
教师的教学安排和教学行为，教师对语言认知过
程的看法，课堂所营造的教和学的氛围，教师每
个环节教学的侧重点，学生逐步形成的学习心向
等，都取决于教师教与学的观念。
 故事教学时要把握如下四点：
（1）提供语言感受，重视输入；
（2）紧扣故事素材，强调理解；
（3）导入语言知识，促进理解；
（4）注重模仿表演，强化体验。



提供语言感受，重视输入—教学中通过教材上的
连环画、根据故事内容制作的动画片、声音和文
字、教师声情并茂的表演和体态语言等多种输入
方式，要求学生运用多种器官，如用眼、用耳、
用脑、用心等感受故事的情景和内容。
紧扣故事素材，强调理解—理解过程要采取由表
及里、从易到难、渐进的方式，要有层次性，要
讲究方法。教学要求必须体现不同层次的要求和
逐步发展的认知过程。如先引导学生看故事的插
图和故事的标题，要求他们能预测故事的大意；
再让学生看图听录音或教师表演，要求他们弄清
故事中的任务以及人物之间的关系；
再让学生边看边分节听故事的录音，要求他们能
选择判断哪幅图画图表表现这段录音的情节；
再次组织学生看图整体听故事录音，要求他们能
回答有关理解问题等等；
分层次理解故事的方式或活动多种多样，教师要
根据故事内容和教学实际以及学生学习的心理过
程进行认真的设计与安排。分层次理解活动让学
生获得及时反馈，有助于树立他们学习的成就感
和自信心。

导入语言知识，促进理解—教师要根据实际和把握时机
在恰当层次的理解活动中采用直接或间接式、集中方式
或分散方式、甚至以直接翻译的方式自然巧妙地导入。
但对导入的新词语和句型结构等教学要求的分寸。在理
解过程中这些语言现象导入的主要目的是帮助和促进学
生对故事更准确全面的理解，而不是立刻就要求学习并
学会它们。
所谓分寸就是有的暂时只要求理解，有的则要求听懂会
说等。教师可以有意识地采取板书、出示卡片等方式凸
现新的词语和结构，以引起学生的注意。对于这些目标
语言现象的进一步学习和操练，教材上一定会在后面有
所安排。
注重模仿表演，强化体验—有些教师在故事教学一开始
就要求学生跟着教师或者录音机读故事中的语言内容，
这是不符合语言学习规律的。
◇学生的模仿活动一定是在理解故事的内容和情节之后。
◇没有理解的跟读或言语活动是毫无意义的。
◇模仿活动的主要目的是让学生能用准确的语音语调和情
感说英语。
◇教师应该尽可能让学生跟着录音机进行模仿。
◇表演是让学生扮演故事中的角色，用和等合作学习方式
进行语言表达的初步体验。
◇带有情感、伴随动作表演故事有助于学生语言的内化，
进而能促进语言运用能力的提高。
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◇创造性地对故事进行改编并表演、以第三
者身份用陈述的方式介绍故事的内容、模
仿教材故事形式编写或编排自己的故事等
活动，属于高层次的语言表达和运用活动。
故事中的词汇、语法结构要掌握到
什么程度？
4.8 Using projects
4.9 Board writing and stick drawing
Multi-intelligence Theory
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Gardner’s multi-intelligence theory:
Aptitude theory
Learning Style Theory
Unit 5 Assessing Learning with
Children
5.1 Understanding assessment
5.2 Setting up targets and
designing assessment tasks
5.3 Ways of assessing learning
with children
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What are the assessment purposes? (P157-159)
1) To discover learners’ achievements.
2) To evaluate the existing curriculum.
3) To check upon teachers’ performance.
4) To motivate learners.
5) To provide learning incentive.
6) To provide basis for further planning of teaching: what to teach
next.
7) To qualify students for certain status.
8) To provide criteria to qualify for higher level studies.
9) To provide learners with a sense of accomplishment.
10) To foster learning ability.
5.3 Ways of assessing learning
with children
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Types of assessment:
◇Formative assessment
◇ Summative assessment
◇ Teacher’s assessment;
◇ Continuous assessment;
◇ Self-assessment;
◇ Portfolio---assignments and projects
Unit 7 Teacher Development
7.1 Teachers’ beliefs and their practice
7.2 Teachers’ reflection
Reference books
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1.王蔷,小学英语教学法教程,高等教育出版
社,2003
2.广东省教育厅教研室,小学新课程英语优秀教学
设计与案例,广东高等教育出版社,2005
3.鲁中干等,小学英语课堂教学技能训练,东北师
范大学出版社,2000
4.周勇等,说课\听课与评课,教育科学出版社,2004
5.王牧群,交际英语课内外活动设计,上海外语教
育出版社,2004
6.Mary Spratt et al,剑桥英语教学能力认证考试
教程，清华大学出版社，２００７