王蔷教授-小学英语教学法讲座

1. 小学英语教学法 Teaching English in the Primary School -- From Theory to Practice 王蔷 编著

4. PARIS IN THE THE SPRING

5. What is this book for? This is a book for primary school English teachers who: -- Wish to upgrade their knowledge about English language teaching theories and practices and improve their professional judgement and practical skills for teaching English in the primary classroom. -- have an intermediate level of English leading to a technical degree in English Education in the primary schools -- have some experiences in teaching English in the primary school

6. -- have no systematic training in pedagogy concerning teaching English to younger learners -- have little theoretical background information about teaching English in the primary school -- are faced with the new requirements for primary English teaching and assessment

7. Aims and objectives: -- To raise the trainees’ awareness of and increase their understanding about the issues concerning primary school English teaching. -- To equip them with a range of skills and some practical ideas in teaching English to children. -- To help them develop their own ideas or adapt ideas to meet their own context in teaching and in assessment.

8. -- To help them become more autonomous as teachers and be more reflective about what they teach, how they teach and why they teach the way they teach, so that they are able to reason for themselves and be critical and more open minded in their future professional development. -- To develop the trainees’ independent, reflective, and co-operative learning strategies. -- To introduce new concepts and ideas in education so that they are up-to-date with research on teaching English to young learners.

9. Designing Principles : 1.Training should be based on the trainees’ present perceptions and previous experiences. 2.The handbook should combine the theoretical issues with the practical teaching skills in classrooms and should create a rich resource for teaching ideas so that teachers can choose or adapt from.

10. 3. Training should be based on the needs of the trainees, e.g. the new requirements they need to meet, the new textbooks they are using, the context of teaching, such as number of children in one class, resources they have, etc. 4. Training process should be interactive, reflective, co-operative and self-evaluative, following a task-based approach

11. 5. The language used in the book should be simple and straight forward, avoiding jargons or technical terms as much as possible (some terms are necessary for teachers to know.) Bilingual support will be given where appropriate. 6. Whenever possible, try to illustrate key concepts and terms by using visuals (photos and pictures, diagrams and tables, etc.

12. 7. Training should also be able to enable the trainees to develop better teaching skills with children and at the same time enhance their integrated skills in speaking, listening, reading and writing in English.

13. Table of Contents Getting Started – A personal profile Section OneUnderstanding Foreign Language Teaching in the Primary School Section TwoMethods and Techniques for Teaching Children Section ThreeClassroom Management and Lesson Planning Section FourAssessing learning with children

14. 1.Are primary school pupils easier to teach than middle school students and adults? 2.What makes a good primary school English teacher? 3.What professional development stages have you gone through? 4.What are some of the typical characteristics of young learners? 5.How children acquire their first language? 6.Is younger the better for learning another language? 7.What is the value of having a foreign language at the primary phase?

15. 1.The teaching of pronunciation 2.The teaching of vocabulary (the use of cards, pictures, and objects) 3.The use of songs and rhymes 4.The use of stories 5.The use of role plays and drama 6.The use of games and projects 7.Developing oral communication skills 8.Developing written communication skills

16. 1.Seating arrangement 2.Organizing pair work, group work and team work 3.The discipline problem 4.Teacher’s instructions 5.Lesson planning 6.The use of resources

17. 1.Understanding assessment 2.Understanding teaching requirements from the syllabus 3.Ways of assessing learning with children 4.Ways of getting feedback from children

18. Example activities Getting started Strongly Strongly Your Personal Profile Agree disagree 1. I think children are easier to teach than 5 4 3 2 1 older pupils(12-15 years) or adults. 2. I believe, for learning a foreign language, 5 4 3 2 1 the younger the better. 3. I think children learning a foreign language 5 4 3 2 1 should start from its sounds and letters, then words, then sentences and then passages. 4. I believe children learn best by singing, 5 4 3 2 1 chanting, acting and playing. 5. I think it is important to teach IPA to children 5 4 3 2 1 at the beginning in order to help them get the correct pronunciation.

19. YES NO Reasons: 1. They are young and simple. 2. They know less. 3. They learn less complicated things. 4. They ask simple questions. Reasons: 1. 2. 3. 4. Section One Understanding Teaching in the Primary School Task 1: Many people believe that primary school pupils are easier to teach than middle school students and than adults. Do you agree? Make a list of reasons explaining why you agree or disagree with this common view. Then discuss what you have written with another teacher.

20. Section Two Methods and Techniques for Teaching English to Children Using songs and rhymes Teaching vocabulary

21. Sing the song. It’s a book, it’s a book. It’s a chair, it’s a chair. Stand up, sit down. Stand up, sit down. It’s a pencil, it’s a pencil. It’s a bag, it’s a bag. Stand up, sit down. Stand up, sit down.

22. Say the rhyme. An elephant can walk. Walk, walk, walk. A frog can jump. Jump, jump, jump. A fish can swim. Swim, swim, swim. An egg can roll. Roll, roll, roll.

23. Task: Make up a rhyme to teach the following four words: insect ink jacket jeep

24. A little insect, Jump! Jump! Jump! Jump over the ink, Jump over the jacket. Jump into a jeep, To have a good sleep.

25. real things bring maps charts graphs Draw pictures diagrams maps How can you teach vocabulary? Explain simply Mime, act Use symbols Write in figures Use a model Translate into L1 and then exemplify in English Take students out of the classroom demonstrate Give a context and let students guess Synonyms / antonyms Using games

26. Section Three Classroom Management and Lesson Planning Organizing pair work, group work and individual work Task 1 A Ship Task 2 A Story Task 3 Arm Wrestling

27. Task 1: A Ship (reflection) -- group cooperation, group support -- cope with situations -- raise team spirit -- be aware of what to learn

28. Task 2: A Story (reflection) No one asks what the 2 brothers need the orange for. It’s important to hear others’ ideas!

29. Task 3: Arm Wrestling (reflection) You win, I win! Team spirit raised.

30. Groupwork For Against -- team spirit -- some do not cohere into a group -- positive supportive -- uncomfortable, tense -- work cooperatively -- not co-operate to perform tasks ……

31. Section Four Assessing Learning with Children Task 1: What is assessment? The following is a list of understanding by different teachers about assessment. Tick the ones that are closest to your understanding. Then compare and discuss them with another teacher. □‘It’s to do with testing.’ □ ‘Finding out how good you are at something.’ □ ‘I use it to keep a check on my children, by spelling tests, small quizzes and things like that.’ □ ‘It is an on-going process which focuses on the whole life of our school. Finding out if we are being effective.’ □ ‘I feel as though it’s a big stick hanging over our heads, teacher evaluation and all that.’ □ ‘Finding out strengths and weaknesses of our students and ourselves.’

32. Reflection: Things to remember for organizing your classes: -- Share -- Participate -- Experience -- Apply -- Reflect SPEAR

33. 陈则航 北京师范大学外文学院英文系 100875 E-mail: zehangchen@yahoo.com.cn Phone: 010-62205487 Thank you!