小学英语教法教案
形象思维-人事专员工作内容
Teaching Plans for Methodology
Unit 1
Children as Language Learners
Periods 3～4
I. Teaching materials
1.2
Differences and similarities between learning L1
and L2
II. Teaching aims and demands
1.
Make Ss find out the differences and similarities
between L1 and L2.
2. Get Ss to find out the
best ways in learning L2.
III. Teaching
important and difficult points
1. The
similarities and differences between L1 and L2.
2. How to find out more examples and
understand them better.
IV. Teaching methods
1. Individual, pair and group work to make
every student work in class.
2. Discussion
among Ss to get more examples about it.
V.
Teaching aids
1. the multimedia and the
slide projector
2. the blackboard
VI.
Teaching procedures
Step One Greeting and
revision
1. Greet the class as usual by
talking freely.
2. Revision
(1). What
qualities should a good English teacher have?
(Or: qualities expected of all primary English
teachers)
HeShe is kind, generous,
encouraging, good-looking, young, helpful,
confident, honest, patient, tolerant and
forgiving. Or: HeShe is good at singing,
dancing, drawing, acting, performing, playing
games, controlling class, etc.
5 words
beginning with “en-”:
enthusiasm, energy,
endurance, enjoyment and English
4
words: love; knowledge; techniques; characters
(2). Qualities that you think you process:
(P25) e.g.
(3). Qualities you wish to
develop further: (P25) e.g.
(4). What are
the better ways for children to learn their first
language?
They learn L1 by imitations,
repetitions, singing songs and saying rhymes,
reciting poems, listening to stories, talking
to oneself, talking to others, acting
and
performing, talking about pictures, watching TV
cartoons, drawing and
talking and playing
games.
Step Two 1.2 Differences and
similarities between learning L1 and L2
Task
1.2.1 What are the differences and similarities
between learning L1 and
L2?
1
1. The differences between L1and L2
L1
Exposure to Natural and
adequate
language
Time All day long
L2
Limited
sources
Only in class
Much shorter
Learning Supportive, friendly
Correcting and
context and tolerant learning
rules
Types of input Natural and in Mostly in
class
context
Strategies for Listening
before Almost at the
learning speaking same
time
Motivation for Remain high for Mainly for
learning communicative needs exams
Value
of error
correction
Support and
guidance
Opportunities
for experiments
Feedback forms
Not very much value Much
value
What can we do?
Try to use in
everyday life
Spending more time
More
tolerant and
encouraging
More listening
and
speaking
Beginning to use
English
earlier
For real
communication
Less
correcting,
more practice
Very patient
and Not constant More guidance
constant with
more tests
A lot of opportunities Much fewer
Providing more
opportunities chances
Encouraging all the More failure Encouraging
more
time than success
2. The
similarities between L1and L2
Rich context
and input, opportunities for using the language,
interactions with
others, etc. are in learning
any languages.
Step Three Task 1.2.2 How can
we better help children learn a foreign language?
1. Ss are asked to read the six bubbles first
and then decide which are better
ways to teach
children in learning English. After discussion, Ss
will find
No.3 and 6 are better ways. E.g.
Bubble 3: I play English songs everyday
at home and let my child watch
English
cartoons and listen to English stories. I never
force her to speak.
Ss to read the reading
materials on Page 26-27 to find out the better
ways in learning L2.
L1 & L2:
imitation(模仿); reinforcement(强化); formation(形成)
3. The difficulties of learning L2:
not having natural language environment; limited
input; much shorter time;
formal context;
corrected errors; little opportunities, etc
can we do to improve L2 in spite of all these
difficulties?
1) To create a supportive
situation
2)To be tolerant to our learners
errors
3)To provide more opportunities for
children
2
4) To give more
chances to experiment
5)Design activities
6)To encourage Ss to use the language in
meaningful contexts.
5. Additional
information
1)
儿童学习语言的过程 Process of
children learning English
Notice注意→Want想学→Inquire探究→Engage参与→Succeed成功
→Link联
系
(即：唤起注意产生兴趣和学习动机深入探究积极参与体验成功与已有知识联
系
并形成自己的知识网络)
2)
儿童学习英语的外部条件External
Conditions for Children Learning English
正确的示范Correct
demonstration→可理解的输入Understandable input
→轻松的氛围Stress-free atmosphere→有意义的互动Meaningful
interaction
→积极的强化Positive
reinforcement→充分的练习Adequate practice
3)自然的方式The natural way
Exposure to
language 感受语言→Comprehension 理解意思→Imitation 模仿
→Active use 活用语言 ((即：Language
input语言输入→Language output语言
输出)
4)Children
learn English „
a.类似母语习得的自然途径
b.在信任接受的氛围中互动
c.参与多种有趣的活动（模仿和重复、唱歌和诵读等）
d.儿童的英语技能不是老师“教给”的，而是他们在参与学习活动过程中“学
会”的
e.他们学习外语需要有利的外部条件
5)常见的问题及如何改进？
a.教师没能提供引起学生注意的足够机会
b.学生不愿努力尝试
(不知如何做；词句太难；没趣味)
c.活动不够充分→难以记忆和运用
d.经历过多的失败→失去信心
e.不能有效地建立联系→不能活用
(操练太狭窄；内容难于内化；或缺乏挑战性)
Step Four Task 1.2.3
What are the principles for designing activities
used in
the primary classroom?
a.
Children learn best when feeling happy and secure.
b. Children are naturally imaginative, active
and creative.
c. Learning is often a mutual
accomplishment. Learning is collaborative, not
adult driven.
d. Children often learn
through guided participation and they profit from
the
support and encouragement.
e.
Children learn best when they are involved both
physically and mentally.
f. Children need
plenty of opportunities to use similar language
again and again.
g. Children need to be
encouraged more than criticized.
h. Children
should be given chances to learn to evaluate their
own learning and
learn to plan the use of
their own time.
i. Learning depends upon the
negotiation of meaning.
j. Children learn in a
similar way as they acquire their mother tongue.
They
learn the whole language rather than
through analyzing language rules.
3
Step Five Task 1.6.2 and task 1.6.3
1. Conclusion: A good primary school
teacher needs to develop competence
in at
least three areas: the English language, the
understanding of children,
and the techniques
and methods for teaching children.
2. The
roles a primary school teacher may have to play:
a parent; a teacher; a friend; a
motivator; an organizer; a helper; a
discipline controller; a participant, etc.
You don’t need to be a good singer or a
dancer, but you can always find
a way to
develop your strength. Be yourself.
Step Six
Practice and enjoyment
1. Show one of the best
primary English teaching CDs by Tian Xiangjun from
Guangdong.
Topic: Let’s learn let’s play
Time: 40 minutes(no need to finish)
2.
Discussion on the characteristics Mr. Tian has
shown in his teaching.
(humorous and funny
games, lively and interesting class, encouraging
and
enjoyable environment, exaggerate
gestures, etc)
Step Seven Summary and
homework
1. Let Ss find out more better ways
for children to learn a foreign language.
2.
Ask Ss to copy the ten principles for designing
activities in class.
3. Preview Unit 1.3.
Understanding how children learn
Additional reading
1、儿童母语和外语两种语言的学习差异
(1) 母语的学习过程：通过习得，即它的学习常常是一种无意识的过程，儿童在习得
母语的
时候通常并不意识到自己在学习一种语言，而只知道在自然的交际中或多
或少地运用这种语言，这是一种
不明显的、非正式的、自然的学习。
(2) 外语的学习过程：通过学习。即儿童是在一种有意
识创造的外语环境中学习。学
习必须通过成人或教师有意识的强化教导，儿童刻意地去模仿、记忆，才能
了解
把握语言的基本语音、语义、语法结构和语法规则。儿童掌握外语的学习过程是
一种明显的
、正式的学习。
(3) 学习的主体不同；两者的学习起点不同；学习条件和环境不同；学习动
机不同；
语言输入的情况不同（P10-11）。
2、外语教学主要流派简介
(1) 直接教学法Direct Method (2) 听说法Audio-
lingual Method
(3) 情景教学法 Situational
Approach
(4) 交际教学法 Communication Approach
(5) 信息认知法 Cognitive-Code Method
(6)
全身反应活动教学法TPR（total physical response）
(7) 自然教学法Natural Approach (8) 任务型教学法Task-based
method
Feedback
4