英语论文.docx

1、英语论文编号：_ 毕业论文 题 目: On Ways to Teach Pre-school Children Oral English系 别: 外语系 专 业： 英语 学生姓名： 成 绩： 指导教师： 杨淑芬 2013 年 4 月AbstractBased 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 auth

2、or thinks it is the best way to solve these from childrens characteristics. Then the author takes 5-year-old children for example, and analyzes their psychology. With these characters, the author details from childrens sensation, perception, memories, thoughts, imagination and attention to teach the

3、m. Through these ways, children will speak fluently and naturally.Key Words: Children; Oral English; Teaching; Skill ContentsAbstract IContents IIIntroduction 1The Problems of Oral English Teaching to Pre-school Children 21.1 The Traditional Instruction 21.2 The Problems in Kindergarten 3 An Analysi

4、s on the Problems 42.1 The Endangerment of These Problems 42.2 The Characteristics of 5-Year-Old Children 6 Ways to Teach Children Oral English 73.1 Focus on Their Sensation and Perception 73.2 Focus on Their Memories 83.2.1 The Habit of Remembering Intently 83.2.2 The Use of Rhythm and Principle 93

5、.3 Focus on Their Thoughts 9Conclusion 12Bibliography 13Introduction“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 affect

6、s peoples 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 Engl

7、ish, so the teachers play an important role in a class.In English learning, oral English, which is the key point for children, fosters childrens abilities in using English verbally. Speaking is one of the most important ways to express ones feeling and mind. Especially today, with the development of

8、 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 th

9、e traditional instruction, and bases on childrens 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 instructionthe Teacher-centered Instruction. It fi

10、rstly 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 st

11、udents 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 fir

12、st 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

13、-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 childrens characteristics. Based on that, teachers can teach children from the sensation, perception, memory, thought, imagination

14、and attention. The last part is the conclusion. With the ways mentioned in the third part, childrens 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.The Problems of Oral English Teaching t

15、o Pre-school ChildrenChinese education has progressed for 5000 years, while there are traditional teaching methods: emphasizing grammar, ignoring pronunciation, and remembering words mechanically. The following is the main characters of the traditional instruction. Following that, the author analyze

16、s the problems in kindergarten.1.1 The Traditional InstructionThe traditional instruction, which is the Teacher-centered Instruction, is an instructional theory that claims that teachers are the dominators and deciders. It can be traced back to antiquity. The basic content is teachers how to prepare

17、 and teach students well, and it seldom considers students how to learn. It emphasizes the outside stimulation instead of students cognition. Then students become the passive receivers. Obviously, this kind of model is founded under the institutional theory “Receive” and the behaviorist theory “Stim

18、ulateResponse”The Traditional PPP (“Presentation”, “Practice”, and “Production”) model used for classroom instruction also belongs to the Teacher-centered Instruction. When the bell rings, a teacher comes in, and then he begins to teach. Among that time he only gives students litter time to speak, a

19、nd even no time. Until the bell rings again, the teacher goes away. That is the common style of the teaching methods in schools. Teachers realize their tasks, but what about students? Whether they also realize their learning purpose or not? Of course they do not. It affects the education greatly all

20、 the time, even now in the modern age. The next is the reasons of the spread of the traditional instruction.The first is examination and the pursuit of entering a better school unilaterally. In order to get high marks and improve the rate of entering a better school, teachers pay more attention to t

21、he small part of students who are good at studying, but not the whole. Someone makes a vivid image and calls such situation “accompaniment system”. Furthermore, teachers only care for students knowledge instead of their qualities. The result is that students are just busy doing endless homework all

22、the time, and their bodies and spirits are impressed negatively. Even about the knowledge, the learners only remember it mechanically, but cannot use it flexibly. In the 21st century, the competition among every kind of employments is very keen. So everyone wants to get into the best school, which h

23、as the highest rate to enter key schools. Therefore, to some degree, these problems do not appear accidentally, and they are not the responsibilities of schools and teachers. Additionally, there are other problems, such as traditional cultures, educational system, entrance examinations, educational

24、judgment, etc.1.2 The Problems in KindergartenFirst, because some people do not understand the definition of “bilingual education” or only want to pursue more benefits they open only one or two hobby classes for teaching oral English in the kindergarten, and the teachers just simply teach several wo

25、rds, or phrases, or sentences, even if some of them only teach English twice in a week. With such condition, the founder also calls his kindergarten “bilingual education”. Second, some teachers are not qualified. Some people think teaching children English is a simple thing. So whoever knows some En

26、glish words can teach. That is wrong. A qualified bilingual teacher had better have steady knowledge about English; master the psychology pedagogy of children and be skillful at teaching theory and practice. But in China, there are 43% present teachers are not graduated as English majors and most of

27、 them are not teachers in the kindergarten. But they are teachers in other schools or foreigners. Third, teachers only speak mother language or only speak English in the class. They do not know the relationship between mother language and English. This method is not good for childrens cognition. Fou

28、rth, learning English is becoming more and more popular, so all kinds of books appear. But among them there are many inferior books intermix, which is bad for children to learn English. An Analysis on the ProblemsTeaching with the traditional instruction is bad for children to learn oral English, be

29、cause it has a great many endangerments. Also the status quo in kindergarten is not affirmative. So it is important and necessary to solve these problems. The flowing is the endangerment of these problems and the importance to solve these problems.2.1 The Endangerment of These ProblemsThe traditiona

30、l instruction cannot provide sufficient language input and practice for students. Teachers just pay more attention to vocabulary, or they only analyze grammars. Thus students have few or no chance to take part in communication. Knowledge can be divided into declarative knowledge (about knowing what)

31、 and procedural knowledge (about knowing how). The first one, what the traditional instruction belongs to, is something about grammar and vocabulary, which is only the declaration knowledge and has nothing to do with communication. So students may form a wrong idea. That is, if they grasp the rule o

32、f the language, they can also communicate naturally and accurately. As a result, most of the students will be intellectual talents, but not innovative talents. They can get high marks in every examination. But actually they cannot use the learned knowledge agilely. When they open their mouths they always make mistakes. What is worse, they cannot widen scopes, enlarge the cultural knowledge, and develop their thoughts. All of those are harmful for them to meet the need of the society. In kindergarten, there is a saying: