浅谈小学英语教学中的课堂活动Word文件下载.docx

浅谈小学英语教学中的课堂活动Word文件下载.docx

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TheyneedtomakeEnglishstudyasinterestingandattractiveaspossible-sothatstudentswillwantto”feed”themselves.

TheyneedtoteachstudentshowtostudyEnglisheffectively-sothatstudentswillknowhowtofeedthemselves.

Theyneedtohelpstudents’developtheirownplanforstudyingEnglish,andhelpstudentskeeptheirplans-andtheirinterest-alive.Studentsneedtoknowitisuptothemtofeedthemselves-andnotalwayswaitforateachertostuffthem.

1.2Thebackgroundagainstwhichtherelatedquestionsareputforward

Studentsinprimaryaredevelopedveryfastinknowledge、wisdomandbody.Italsothetimetoformtheirmoralconsciousnessandworldoutlook.Theyalwayshavethefollowingpsychologicalcharacteristics:

A:

Havegoodwishesandpsychologicalshortageinpreparation.Almosteveryprimaryschoolstudentshavegoodwishes,theyownhopesforthefuture.Theyimaginedtobealearnedandrespectedpeople,butactually,theyoftendon'

tstudyhard.Theydidnotunderstandthattheyshoulddofromnowanddoitveryhard.Theythinktoomuchandnotdoingenough.

B:

Emotionandreasonnotharmoniousandunified.Theprimaryschoolstudentareemotional.Ononehand,theyarefilledwithenthusiasmandpassion,Ontheotherhand,theiremotionsareeasytobeinfluencedfromoutside.Theyonlybeactiveinwhattheyareinterestedin.Thatistosaytheiremotionisinadramaticpolesofthestateanddifficulttocontrolinareasonableway.

Butinmanyways,anEnglishteacherismorelikea“coach”ora“pianoteacher”thana“sage"

.ThemainreasonisthatlearningEnglishdoesn’tjustinvolvegainingknowledge.AnequallyimportantpartoflearningEnglishisdevelopingskills,andskillcanonlybedevelopedbypractice.Justasacoachcan’tmakesomeoneagoodrunnerjustbyexplaininghowtorun,anEnglishteachercan’tmakestudentsgoodspeakers（readers,writers,etc.）ofEnglishjustbyexplainingEnglishtothem.Instead,likeacoach,ateachermusthelpstudentslearnhowtopracticeeffectively,andalsoencouragethemtopracticealotevenwhentheteacherisnotaround.

1.3Thefocusandmaincontentofthethesis

ThispapermainlytalkedaboutclassactivitiesoftheprimaryEnglishteaching.Itmainlyincludetherolesofclassactivities;

theprinciplesofconductingclassactivities;

themajorfactorswhichaffecttheorganizationofclassactivities;

ThemajorclassactivitiesinprimaryEnglishteaching;

themeasurestobetakentoimprovetheefficiencyofEnglishclassactivitiesandhowtolettheclassbecomeactive.Thesestudiescanhelpteacherstoachievetheirteachinggoalbyusingclassactivitiesinrightway,italsoallowstudentstolearninahappylearningenvironment.

2.LiteratureReview

2.1Therelevantstudiesofclassactivitiesinforeigncountries

Goodlanguagelearners’,accordingtoRubininher1975study,willbethosewho,wheneverpossible,dothefollowing:

1）respondtothegroupdynamic（atmosphere）oftheclassroomsituationsoasnottodevelopinhibitionsandanxiety.

2）UseallopportunitiestousetheL2.

3）MakeuseofopportunitiestopracticelisteningtoandrespondingtospeechintheL2thatisaddressedtothemortoothersfocusingonmeaningnotonform.

4）SupplementlearningfromdirectcontactwithL2nativespeakers,byalsolearningformformalstudyofform.

5）Areadultoradolescentratherthanchildren,duringtheearlystagesoflearninggrammar.

6）Haveenoughanalyticalskillstoperceive,categorizeandstoreL2linguisticfeaturesandusethemtomonitoroutput.

7）HavestrongreasonsforlearningtheL2.

8）Arereadytotaketestswiththelanguage,evenifitmakesthemseemfoolish.

9）Areabletoadapttodifferentlearningconditions.

Laterworkby,amongothers,Rubin（1981）andO’Malley（1985）hasidentifiedtwodifferentkindsoflearnerstrategies.Theseare:

Rubin（1981）N’Malley（1985）

a）ActionsthatpermitlearningCognitivestrategies

i.（Forexample—repetition,translationandnotetaking）

b）ActionsthatcontributetolearningMetacognitivestrategies

i.（Forexample—understandingwhatconditionsonelearnsbestinandmakingsuretheyexist.

ii.--correctingone’sownspeechforaccuracyandappropriate

iii.--arrangingrewardsforoneselfwhenalanguagelearningactivityhasbeencompletedsuccessfully.

iv.WhatdoesthelacktofluencywithwhichmanypeoplespeakintheirL1suggestaboutthenatureoflanguage?

c）Thatdespitetheplanningthattakesplace,whatisactuallyproducedisoftenimperfectinthesensethatitdosenotmatchuptothestandardsofaccuracydemandedbygrammarbooks.

d）Thatsometopicsarelessfrequentlytalkedaboutand/ormoreabstractthanothers,andthatthesetendtobemoredifficultformanypeopletotalkaboutconfidentlyandfluently.

e）Thatcertaintypesofspeech（e.g.narration）arestructurallyandconceptuallyeasiertoplanthanothers（e.g.exposition）.Thesimplertheplan,themorelikelytheutteranceistobefluent.

f）Thatspokenlanguagealwaysoccursinasocialsettingofsomekind.IfaspectsofthissettinginduceanxietyinaS,thismayaffecthisabilitytoplanandproducefluentspeech.

i.WhatdoesthelackoffluencywithwhichmanypeoplespeakintheirL1suggestaboutlanguagelearningandteaching?

g）Teachersshouldnotexpectlearnerstoproducegrammaticallyperfectlanguages,whentheyareexpressingthemselvesfreelyinanyL2.

h）Teachersshouldacceptthatlearnerswillmakeerrorswhenspeakingfreely.Ifteacherswantlearnerstobewillingtoexperimentwiththespokenlanguage,theyshouldnotinterruptthemtocorrecttheirerrors.Ifteachersdoconstantlycorrectlearners’errorswhiletheyarespeaking,theteachersarelikelytocreateanxiety.Suchanxietyislikelytoleadtomoreratherthanfewererrors.

i）Thisisnottosaythatteachersshouldentirelyignoretheerrorsmade.Whilelearnersareusingthelanguage,teachersshouldlistentotheerrorstheymakeandnotedownanymadebyanumberoflearnersandthosethatclearlyinterferewithcommunication.Theseerrorscanthenbedealtwith,viamorecontrolledpractice,inasubsequentclass.

j）Thetopicsthatteacherschoosefortheirlearnerstotalkaboutinthefreerstagesofanoralclassshouldinitiallybeeverydaytopicsthateveryoneislikelytohavesomethingtosayaboutandtoknowsomevocabularyfor（e.g.families,homes,jobs,schools）.OncelearnershavegainedconfidencefromrealizingthattheycantalkaboutsuchsimpletopicsintheL2,theywillprobablybemorepreparedtotrytospeakaboutmorecomplexmatters.

k）Sincesocialanxietyisclearlysomethingthatallhumansareaffectedbytoagreaterorlesserextent,theclassroomatmosphereshouldbeasunthreateningandsupportiveaspossible.Thiswillhelplearnersfeelconfidentthattheywillnotbemockedorcriticizediftheymakemistakes.

2.2TherelateddomesticresearchesinChina

WangQiangsaid"

Childrenarenaturallycuriousandactive．Theyarefullofenthusiasmandoftenshowalotofeagernesstoparticipate．Ifchildrenarehappy．feelsecureandstayinathreat-freeenvironmenttheyaremorelikelytoenjoylearning．Itisoftensaidthatchildren’sattentionspanisshortbutwesometimesfindthatsmallchildrencanconcentrateononethingforfairlylongtimebutnotonotherthings．Soitreallydependsonwhattheydo．Childrenwillnotconcentrateifyoulecturethem!

ThismeansweneedtoconsiderhowtocreatearealdesireforchildrentolearnEnglish；

weneedtoprovideopportunitiesandsufficienttimeforchildrentoexperienceandexperimentwiththenewlanguage；

wealsoneedtoprovideavarietyofopportunitiesforchildrentouselanguageindifferentcontextsandfinallyprovidetimelyfeedbackforchildrentoknowhowtheyhavebeenperformingandwhataspectsoflanguageneedtobeimproved."

inherbookTheCourseofTeachingMethodologyaboutEnglishinPrimarySchool.AndHuHaiyansaid"

Itchangedintoday'

seducationsystem,educationalvaluesandcurriculumview,sobuildinganactivity-centeredandtask-basedteachingmethodisthewaytobecometheinevitabletrendofdevelopmentoftheprimaryEnglishteaching,thedesignofclassactivitiesisanextremelyimportantparttoachievethestudyandteachinggoals"

inherbookTheInstructionalDesigninPrimaryEnglishClass.

3.TheclassactivitiesinprimaryEnglishteaching

3.1Therolesofclassactivities

3.1.1Toarousestudents'

interestandstimulatelearningmotivation

"

Interest"

canbeusedasanounoraverb.It’salsoapolysemant,ithasdifferentkindsofmeanings,includingitsfinancialmeaning,psychologicalmeaning...inthisthesis,wejusttakeitspsychological