英语教学反思

新课程改革，是一次深刻的改革，新课改倡导全人教育，强调课程要促进每个学生身心健康的发展，培养学生良好的品质和终身学习的能力，新课改倡导建设性学习，注重科学探究的学习，关注体验性学习，提倡交流与合作、自主创新学习，课程改革的成败关键在于教师，教师是课程改革的实施者，作为教师的我必须做好充分的准备，学习新课程改革理论，更新教学观念，迎接新课改的挑战。下面简单地回顾一下以前所做的一些英语教学工作。

一、面向全体学生，为学生全面发展和终身发展奠定基础。

1、创设各种情景，鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度。

2、为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。

3、鼓励学生通过体验、实践、合作、探索等方式，发展听、说、读、写的综合能力。

4、创造条件让学生能够探究他们自己的一些问题，并自主解决问题。

二、关注学生情感，创造民主、和谐的教学气氛。 学生只有对自己、对英语及其文化有积极的情态，才能保持英语学习的动力并取得成绩，刻板的情态，不仅会影响英语学习的效果，还会影响其它发展，情态是学好英语的重要因素，因此我努力

创造宽松民主、和谐的教学空间，做到：

1、尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性。

2、把英语教学与情态有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。

3、关注学习有困难的或性格内向的学生，尽可能地为他们创造讲话的机会。

4、建立融洽、民主的师生交流渠道，经常和学生一起反思学习过程和学习效果，互相鼓励和帮助，做到教学相关。

三、加强对学生学习策略的指导，让他们在学习和适用的过程中逐步学会如何学习做到：

1、积极创造条件，让学生参与到阶段性学习目标，以及实现目标的方法。

2、引导学生结合语境，采用推测、查阅和协调的方法进行学习。

3、引导学生在学习过程中，进行自我评价，并根据需要调整自己的学习目标和学习策略。

新课程改革不是纸上谈兵，必须要与实践相结合，即将努力学习，积极进取，积极参与课程改革，在课改中不断学习，不断实践，不断反思，愿与新课程共同成长。

第二篇：英语论文 小学英语的新教学

New English Teaching Methods in Elementary School

Abstract

This paper concentrates on some new methods in elementary school English

teaching. The paper is developed into two major parts. The first part says the development of English teaching in elementary school. The second part deals with new English teaching methods in elementary school. It includes seven aspects: (1) planning a general English language course ; (2) creating an inclusive environment of class is very important; (3) listening and speaking are very important skills for beginners; (4) acting is not only advantageous to class study, but also sound in body and mind; (5) songs can stimulate pupils? interest and develop learners? language abilities; (6) playing games for children is very useful and important; (7) role-playing is intended on the overall language ability of learners.

Key Words

English teaching; elementary school; new methods

摘 要

这篇论文研究小学英语教学中的新方法。本文分为两大部分。第一部分

是讲小学英语教学的发展。第二部份是讲小学教学中的新方法,它包括起7个小部分:(1)设计英语课堂教学是很有趣的;(2)创造课堂内部环境的重要性;(3)听和讲对于初学者来说是非常重要的技能;(4)表演不仅有利于课堂学习, 而且可以使身体和头脑清晰(5)歌曲可能激发学生的学习兴趣和开发学习者的语言能力;(6)游戏是对孩子非常有用和重要的方式;(7)围绕学习者的语言能力进行角色扮演。

关键词

英语教学; 小学; 新方法

Introduction

With the coming of new century and promotion of reform and opening-up,

English is becoming more and more vital in people?s life. Recently people have deeply realized that the improvement of English must be started in childhood. Pupils are longing for knowledge and study, but they often cannot concentrate on one thing. And their absorption to knowledge is mainly through appearance and image. Therefore, English-teaching of pupils mainly focuses on the stimulating of pupils? interest of learning. English teachers in elementary school are expected to employ various teaching methods flexibly.

Since 2001 the first year to start English course in elementary school, the

study of English-teaching methods is also increasing. Lots of progresses have been achieved.

This paper will deal with new methods of English teaching in elementary

school: 1). planning a general English language course; 2). creating an Inclusive Environment. 3). listening and speaking. 4). Acting; 5). singing songs. 6). playing games. All these methods can help to make the English class interesting and lively, and they can also attract the pupils.

I. The Development of English Teaching in Elementary School

In a long period, the teachers in China are all normally geared to operate via

the traditional teacher-centered approach, in which instructions are almost entirely under the control

of the teaching staff in English class. This kind of forced-feeding method of teaching plays an unfavorable role in English teaching. For instance, language teachers are seen exclusively as individuals who hold and transmit language. They are not only directors of the teaching process, but also the mere instruments of the expert who provides a method to be implemented in the classroom. That means, they possess the kind of control over the amount, sequencing, and frequency of usage of the items the learners produce or receive. On the other hand, the pupils are on an inactive and negative footing.

Some experts of modern pedagogy believe that the teacher plays supportive

rather than central roles in class. Its real center is the pupils. That means, teachers are the facilitators of their pupils? learning, and they are monitors, counselors, consultants, etc. The role of the teacher is that he must be concerned with providing an environment that will supply the appropriate sort of input and in which the learner can be engaged in creative interaction, and assist the learner to develop a natural capacity to communicate in another language. That is to say, the starting point of the teaching should be the pupils and they are the active and positive participants in teaching process. Such a method of teaching is good for pupils. First, it can cultivate the ability to analyze and solve concrete problem independently. Second, it helps develop the ability of the pupils to think things out for themselves. Third, it fosters the pupils? ability to study on their own. Finally, it gives scope to the pupils? initiative and creativeness. Therefore, in class, teachers should insist on pupil-centered teaching methodology and change the approaches continuously. It claims that the teacher is only a guide—keeps the pace of work uniformly fast, maintains an active businesslike atmosphere in class. What more important is to guide them in learning by themselves, to train their learning method which is an indispensable element in their learning of a foreign language, to give them more time to make their own contributions to the classroom communication, and to advocate extra curriculum activities and stimulate their consciousness of becoming participants actively. On the other hand, pupils should be able to act as leaders, never merely sitting like empty bottles waiting to be filled! (Ronald S. Brandt, 2000)

II. New English Teaching Methods in Elementary School

People will have no appetite if people eat a certain kind of delicious food

everyday. The same way, the pupils will become tired of the teaching if teacher use the same teaching method in every class, even if it is completely perfect. So the teachers have to use various kinds of teaching forms to make the teaching task fulfilled. According to the basic demands in English class, which are laid down by education bureau in Autumn in 2001, and the features of pupils? study, it is a new way in modern, elementary English class, such as, listening and speaking; acting; singing songs; playing games; role-playing, All these forms can help make the English class interesting and lively, and they can also attract the pupils.

A. Planning a General English Language Course

Planning a general English course is interesting as teachers are creating a

teaching strategy that helps not only the students but also teachers, in a very effective way.

Lesson planning is the first step. It includes data such as content, language

learning objectives, instructional approaches and procedures, materials required, and criteria for constructing an assessment for the lesson. It is like a map guiding someone to his / her destination through unknown or known paths and places. Lesson planning is a teacher problem solving activity pursuing the answer to the question of how to most effectively promote and accomplish intended learning outcomes.

In summary, lesson planning is needed for

a. Giving a sense of direction

b. Helping students become aware of the lesson objectives and the learning

tasks they are asked to perform

c. Managing a classroom

d. Helping teachers to solve, in advance, teaching problems

B. Creating an Inclusive Environment

a. Make sure those classroom posters, pictures, books, music, toys, dolls, and

other materials are diverse in terms of race, ethnicity, gender, age, family situations, disabilities, and so on.

b. Try to involve other supportive teachers, administrators so that teachers are

not the only one modeling a concern for inclusive classrooms and school settings.

c. Make a special effort to use language that is unbiased, inclusive, and do not

divide students unnecessarily. For example, "Okay everyone..." is less likely to reinforce gender divisions than "Okay, boys and girls..."

d. If a student's question makes a teacher uncomfortable, he/she should do

best to answer it on the spot, but then take time later to reflect on what made a teacher uncomfortable.

e. Do not ignore discriminatory behavior. Avoiding the problem will not make

it go away, and teachers? silence may even give the appearance of tacit approval. Instead, make it clear that the teacher will not tolerate racial, ethnic, religious, sexual, or other offensive jokes, slurs, or behaviors, and explain why. If the teacher cannot respond at the time the incident takes place, respond as soon as possible before the problem worsens.

C. Listening and Speaking

Listening and speaking are very important skills for beginners. A host of facts

show that children learning their native language begin by understanding through listening. They comprehend the language before they can speak it. Language teaching should not violate this theory. Now the elementary school pupils pay more attention to the speaking and listening skills. It is better that teachers let them listen and understand the language first, and let them speak gradually when they feel ready and comfortable with it. In fact, listening and speaking are always used inseparably in real life situations. However, listening is an important basis for speaking.

a. Listening

1. The teacher should lay stress on imitating the tape-recorder, and improve

the quality of listening.

In class, pupils are asked to first listen to the tape recordings or watch TV in

English, which can enable them to familiar with foreigners? pronunciation or tone, then repeat and memorize it. They must imitate the model English and achieve correct and standard pronunciation, intonation, stress and rhythm. If so, it will improve pupils? quality of listening English efficiently.

2. The teacher must pay attention to the class teaching, and cultivate the

habit of listening.

In teaching, listening should be the chief means of teaching in the beginning

and intermediate stage. So, as for teachers, they must insist on teaching listening in class, which is beneficial to focus the pupils? attention, temper their capacity of perception, cultivate their imaginative power and the ability of thought. While the teachers teach new lesson, they adhere to let

the pupil read the questions about the content of the dialogue, then hear a model dialogue one or more times, which is on the tape. The pupils just listen and try to understand the meaning of the dialogue with the help of the teacher?s gestures, mime, context or situation established in advance. At last, they find out the answers and repeat the sentences that are related to those problems. If doing like this, the pupils will form a habit of careful listening. And they will raise the ability of listening naturally, as long as they make unremitting efforts

3. Both teachers and pupils use English in class.

Both teachers and pupils use English in class every day. The teachers speak

only the target language. Pupils may use either the first or second language. If they choose to respond in the second language, their errors are not corrected unless meaning is affected.

4. The teachers have to use various kinds of teaching forms to arouse the

learners? listening interesting.

Interest is the mainspring of incentive. Interest is the foundation of all mental

activity (C. E. Echkersley, 1982). Its very nature is to lead to thought and action. Pupils are naturally curious and active. They are full of enthusiasm and often show a lot of eagerness to participate. If pupils are happy, feel secure and in a relaxing environment they are more likely to enjoy listening activities that include listening and doing coloring, numbering, ticking, pointing, or matching. Moreover, these activities can help develop children?s real-life listening skills and arouse their listening interest.

b. Speaking

It is known to all, speaking is fundamental for communication and is essential

for developing interpersonal skill. However, learning to speak in another language is not an easy thing. As teachers, they need to be patient and tolerant, create a very relaxed and friendly environment for pupils to try to speak in the new language, encourage pupils and praise them for being brave and encourage pupils? efforts at speaking. What more important is that teacher need to make the scene dialogue, create interesting topics and genuine purposes for pupils to speak the language. Of course, some imitations and repetitions are necessary to prepare pupils to speak, but even with imitations and repetitions, teacher can make them more interesting and meaningful. If a teacher just teaches his or her language pupils, the pupils will not develop their own speaking skills. If the teacher involves the pupils in communicative learning activities, the pupils will develop their speaking skills, which can carry them success, and they will be more motivated and interested. As for children, it should be quite easy to get them involved in speaking as they are naturally interested in communicating with each other. This is why it is important to make a language class as pupil-centered as possible. Therefore, interaction and experimenting with the language in communication are very important factors for language development.

D. Acting

Pupils are imaginative and creative. They like new things and enjoy

participating in actions and they seldom get bored when they are involved in the activity. Even more, they like “dance for joy” very much. That means, they like to do things with their hands, bodies and minds. If the teachers want to make the learners in high spirits and have competence to develop their interest in learning, they should try their best to organize some hands-on activities for pupils to do; If so, the pupils can relax after thinking hard nervously and alternating tension with relaxation that will be not only advantageous to class study, but also sound in body and mind. For instance, when

teachers teach the new words about the parts of the body, the pupils listen attentively and respond physically to commands given by the teacher. After learning the words totally, teachers divide pupils into several groups, and they ask one who will be chosen from each group, to take part in “Touching game” that is done from slowly to quickly gradually. The winner is who can hold on straight to the end, that is to say, the one who touches the part of the body more faster and correct every time.

Children have a lot of questions about how they should learn a language, and

often form their own answers, which are needed to discuss. Many of these answers are not necessarily things teachers agree with, and discussion also gives teachers an opportunity to explain their beliefs about language learning and how this translates into what teachers ask learners to do in the class.

For example; the teacher can write “Why do we do homework?” on the board.

a. Put the class into groups. Hand out the 25 questions and ask the learners to

choose 8 (or more) which they think are relevant to their class.

b. Ask each group to put the questions out on the table in front of them and

then ask them to get up, circulate, and see which questions other groups have chosen.

c. Hand out the answers. Ask the learners to try to match the answers to the

questions.

d. Again, get learners circulating to see other ideas, and then discuss the

answers to the most useful questions.

E. Singing Songs

Using music into education has found to be most effective with young

elementary aged children and those with disabilities. Music has had extreme positive influence on school-aged and non-English speaking children learning to read, write, and remember. It is sort of a motivation to learn and do well in school. Music in the classroom must begin with the teacher and end with the student. If teachers plan to integrate their teaching with music, they must find an effective way to do so.

a. In primary school, more and more teachers are now using songs in their

teaching.

The value of using songs in the primary English classroom has been widely

recognized. Both teachers and learners find songs interesting and relaxing. Using songs in class can often bring a change to the routine procedures of language presentation and practice. Many teachers have realized that songs can serve as magic teaching tools to develop learners? language abilities, e.g. in helping learners with learning pronunciation, vocabulary, sentence patterns; in helping pupils? memorizations and to develop a natural sense of the language. On the other hand, songs can help teachers create a relaxed, stress-free classroom atmosphere.

b. The reasons why young learners are interested in songs very much.

Why are young learners interested in songs very much? There are some

reasons as follows. First, music possesses beautiful appeal itself. If the teacher blends as well as English sentences and songs, it will make the drill that is dull and dry to become vivid. Second, basically all children enjoy singing songs in their native language; they will naturally enjoy doing the same in another language. Therefore songs sometimes are good attractors that draw back learners? attention to ensure a smooth running class. Third, songs demonstrate very clearly the rhythmic nature of the English language. Once they have learned the songs, the words, the patterns, the tones, and the rhythm can stick in their mind for the rest of their lives. Songs are usually rich in these language

chunks. Therefore teachers should use songs in the classroom as an important way of language input to the learners. Moreover, it is a good idea to relate the song to actions. Young learners will certainly be interested in what teachers have them do if it is physically involving them. If a song can physically involve the young learners, they will sing with understanding and this will increase the learning effectiveness. Here is an example, when the pupils learn the words about transportation instruments, such as train, bus, ship etc, they remember these words as quickly as they can through learning the song named “Train is coming” which is related to actions.

F. Playing Games

Game is brimming with vigor that has delight and competitiveness to the

utmost. Games can provide a meaningful context for activity and help develop both a positive classroom atmosphere and a more effective learning environment. They can also help pupils? cognitive development, help them explore social behaviors and feelings, help them study in playing, as well as use in playing and help them change from passive study to active one and find out the why and wherefore. More importantly, games reflect pupils? interest and usual behavior, provide variety in language learning and they can also be used as an effective way to evaluate the class performance in a non-threatening way. When teachers design activities with games, teachers should remember that pupils are full of imaginations and they live in their own world full of fantasies. Language teaching should be concerned with the pupils? real life. If so, the pupils can use and develop their initiative and powers of creative thought.

a. Memory Game

Generally speaking, it is easy to divert the pupils? attention. Thus, if the

teacher makes use of the pupils? unconscious attention properly, cultivate them to develop conscious attention purposely, the pupils will remember the knowledge very well. It is the most important psychological factor to consolidate study. For example; a game “Guessing game”, that means, the teacher asks the questions ?What?s in the box?? or ?what?s in the bag?? while he takes out a dedicate box or a colorful bag after teaching new words. He lets the pupils guess what objects are in it. The game can make the learners? curiosity and thirst for knowledge strong; if so, their study can be promoted. In the process of fostering the learners? habit of memory correctly, the teacher should try his best to help them seek. It can raise the ability of reciting the words and developing the imagination through memory game. For instance, remove the words; plus or minus the alphabet; find out of the same kind. Some examples are following: classroom--class, room; ear—hear or hear—ear; desk—table. b. Contest Game

A study done by J.C. Chapman shows that contest can stimulate people’s

interest and increase their enthusiasm (王雁、秦全环，1996). The pupils are full of curiosity greatly besides having to excel others. They stir themselves through each game with competition. So, most participants find the approach extremely enjoyable. When playing a contest game in a group for learning situation, the participants act either individually or in cooperation with others, use their skills and knowledge to compete with one another in order to win. In cases, where a competitive element is involved, this can provide strong motivation for the participants to commit themselves wholeheartedly to the contest game (Percival Fred Ellington Henry, 1984). Thus, in order to win the game, they often focus their attention especially. The teachers can organize the learners to train the language skills through taking advantage of the features of psychology. Owing to the contest, the game makes the language for learning become more interesting and the language?s feedback and

reflect become more direct and reality. In English teaching, teachers can adopt the game named “Rock, paper, scissors”. This is a paired card game that can be played by putting learners into pairs. Each pair prepares a pile of word cards that are facing down. They then play “rock, paper, scissors? to decide who is to go first to take up a card and say it out loud. If it is right, she/he wins a point. The game goes on until all the cards are turned over. The pupil who has the most cards in the hand is the winner.

c. Training Game

People know that forgetting begins when learning starts. If the learned

knowledge or skill is not reinforced in time, efforts made could easily be wasted. Therefore, repeated reinforce or consolidation is a must to successful learning. If the teachers blend the learned knowledge and games, it will make learning more enjoyable and more lasting besides strengthening its function of training. Thus, the efficiency of teaching will be improved. According to the features of pupils? age and psychology, they learn language with some actions, as well as bring all kinds of senses into playing. If the teacher involves the pupils in training games, the pupils will be more motivated and interested. In class, when teachers want to review words, they can use Bingo game. Each learner draws a diagram. Teachers prepare 15 word cards, have the learners choose 9 of the words and put them in the chart in the way they like. Then the teacher picks cards randomly from the word cards and calls out the words. The game can continue until all the words are crossed out. In this case the learner will call out “Full house!”

d. Role-Playing

Young children can develop a fascination for language if the methodology of

the classroom is stimulating and involves the learners as fully as possible. Role-playing as a meaningful activity can improve performance and generate interest. So, it is a necessary link in English teaching to arrange and act out the role-playing. In order to provide more opportunities that can develop the pupils? ability of using the target language through active participation in language communication, the teacher must take advantage of all situations in which real communication occurs naturally, or set up different real-life situation according to the content of courses, and involve the pupils in taking part in role-playing, which is often done in pairs or small groups. Further, they should be more concerned with creating many more suitable situations in which pupils can practice their communicative skills. In more cases, each learner may make up and act out the part of another person such as attendant and customer through accumulating his knowledge points. Each of the participants in high spirits talks about the food he likes after learning some new words about all kinds of food in KFC. The content of role-playing as follows: S1: I like chicken. S2: Me, too. S3: I don?t like chicken. I like French fries. What do you like? S4: I like hot dogs and hamburger. In other words, role-playing, in which are interested by pupils, will help pupils foster a wide range of useful skills such as organization and utilizing language, communication, creation. Namely, not only pupils have learned language, but also they have learned how to use foreign language in communicative activities, as well as that they have learned aesthetic and good emotional education.

Conclusion

Through research, the author finds that there are many methodologies in the

English-teaching in elementary school. Teachers must use them flexibly and fluently. At present, teachers are paying more attention to the development and use of new methods of teaching pupils.

But actually, there are still many problems in the practice of new methods.

Author has searched lots of works written by predecessors and given a

summary of them. In this paper, the author has absorbed many kinds of new methods in the process. And the author believes that people can benefit a lot from this paper.

However, the author still meets some troubles in this paper. Because of the

restrictions of knowledge and capacity of handwriting, the author cannot describe all the new methods in detail. But the author is sure that the study on this topic will be greatly extended in near future.

Acknowledgements

I am deeply grateful to Liang Yulan, my tutor, to whom I owe a great deal of

gratitude and appreciation. She gave me many invaluable instructions and helped me much in every stage of my thesis writing.

And I also greatly appreciate the help coming from my respectable teachers,

Yuan Bin, Zhou Ronghui.

Moreover, my numerous thanks go to my dear friends and my lovely

roommates, Yuan Xuemei, Wu Hui, Ye Xiaoning, Ma Li, Wang Youji, who spend much time with me on my thesis.

Finally, I would like to offer my sincere gratitude to those who spend their

precious time in reading this thesis.

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