On Ways to Teach Pre-school Children Oral English 英语专业毕业论文.doc
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1、编号:编号:_ 毕业论文毕业论文 题题 目目: On Ways to Teach Pre-school Children Oral English 系系 别别: 外语系外语系 专专 业:业: 英语英语 学生姓名:学生姓名: 成成 绩:绩: 指导教师:指导教师: 2013 年年 4 月月 I 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
2、of relative materials, the author 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, imagina
3、tion and attention to teach them. Through these ways, children will speak fluently and naturally. Key Words: Children; Oral English; Teaching; Skill Oral English Teaching to Pre-school Children II Contents Abstract.I Contents.II Introduction1 The Problems of Oral English Teaching to Pre-school Child
4、ren.2 1.1 The Traditional Instruction.2 1.2 The Problems in Kindergarten3 An Analysis on the Problems4 2.1 The Endangerment of These Problems.4 2.2 The Characteristics of 5-Year-Old Children.6 Ways to Teach Children Oral English.7 3.1 Focus on Their Sensation and Perception.7 3.2 Focus on Their Memo
5、ries.8 3.2.1 The Habit of Remembering Intently .8 3.2.2 The Use of Rhythm and Principle.9 3.3 Focus on Their Thoughts9 Conclusion12 Bibliography.13 1 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 langu
6、age. Knowing another language may mean: getting a job, a chance to get educated, etc. It affects 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 vit
7、al 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 childrens abilities in using English verbally. Speaking is one of the
8、 most important ways to express ones 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, th
9、ey cannot open their mouths. This paper takes 5-year- old children for example, departing from the 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-
10、school children. One of them is the traditional instructionthe 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 o
11、f 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 kinderga
12、rten, 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 Oral English Teaching to Pre-school Children 2 endangerment of these problems. For example, it cannot provide sufficient language input and practice for st
13、udents. 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
14、introduces the childrens 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, childrens oral English will make a great progress. Teachers wil
15、l have the best way to teach children oral English, also the quality of education will be improved greatly. The Problems of Oral English Teaching to Pre- school Children Chinese education has progressed for 5000 years, while there are traditional teaching methods: emphasizing grammar, ignoring pronu
16、nciation, and remembering words mechanically. The following is the main characters of the traditional instruction. Following that, the author analyzes the problems in kindergarten. 1.1 The Traditional Instruction The traditional instruction, which is the Teacher-centered Instruction, is an instructi
17、onal 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 and teach students well, and it seldom considers students how to learn. It emphasizes the outside stimulation instead of students cognition. Then st
18、udents become the passive receivers. Obviously, this kind of model is founded under the institutional theory “Receive” and the behaviorist theory “StimulateResponse” 3 The Traditional PPP (“Presentation”, “Practice”, and “Production”) model used for classroom instruction also belongs to the Teacher-
19、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, and 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
20、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 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 purs
21、uit 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 the small part of students who are good at studying, but not the whole. Someone makes a vivid image and calls such situation “accompaniment system
22、”. Furthermore, teachers only care for students knowledge instead of their qualities. The result is that students are just busy doing endless homework all the time, and their bodies and spirits are impressed negatively. Even about the knowledge, the learners only remember it mechanically, but cannot
23、 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 has the highest rate to enter key schools. Therefore, to some degree, these problems do not appear accidentally, and they are not the responsibili
24、ties of schools and teachers. Additionally, there are other problems, such as traditional cultures, educational system, entrance examinations, educational judgment, etc. 1.2 The Problems in Kindergarten First, because some people do not understand the definition of “bilingual education” or only want
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