儿童英语教学法教程u1

Unit1ChildrenasLanguageLearners儿童英语教学法教程Unit1AimsofthisunitInthisunit,wearegoingtofocusonthefollowing:1)Howdowelearnourfirstlanguage?2)Whataresomeofthedifferencesandsimilaritiesbetweenthelearningofafirstlanguageandaforeignlanguage?3)Whataresomeofthecharacteristicsofchildrenaslanguagelearners?4)Howchildren'sindividualdifferencesaffecttheirlearning?5)Whyshouldwetreatchildrenasequalhumanbeings?6)WhatmakesagoodprimaryEnglishteacher?HowdochildrenacquireL1?1.Learningone'sfirstlanguageUnit1HowdochildrenacquireL1?儿童母语的习得过程：（1）喃语阶段：又叫语前阶段，6个月到1岁，牙牙学语，模仿大人的话，能听懂一些词和句子，能用特定的声音来表示一定的意义。（2）单词句阶段：1岁至1岁半，真正学话，一个词、单词话语。（3）双词句阶段：1岁半，两个词语在一起（一为轴心词，一为开放词）。（4）电报句阶段：2岁半左右，实词句阶段，只用实词，不用虚词。逐渐开始使用代词、介词、连词、动词词尾、助动词等。（5）成人句阶段：3岁半至5岁，初级阶段基本完成。能意识到有一个规则体系，并能重复使用。开始了解并掌握语言的社会功能。Task1:Checktheboxifyouareagreewith;addmoreifyouhaveobservedothersandtrytogivesomeexamplesforyourstatement.thendiscussthemwithyourpartner.Unit1Byimitations.Unit1Byrecitingpoems.Bybeingcorrectedbyparents.Bylisteningtostories.Bylearninglanguagerules.Bytalkingtooneself.Byactingandperforming.Bytalkingaboutpictures.BywatchingTVcartoons.Bydrawingandtalking.Bytalkingtoothers.Byplayinggames.Bysingingsongsandsayingthymes.Byrepetitions.Discussionpoint:Interactionandexperimentingwiththelanguageincommunicationaremoreimportantwayforlanguagelearning.Unit1Languagelearningisasocializingprocess.ChildrenL1bylisteningtoadults,imitatingwhatadultssay,drawingandtalking,singingsongs,recitingpoems,playinggames,lookingatpicturesandrecognizingwords,watchingcartoonfilms,listeningtostories.Task2:ThinkabouthowdidIlearntospeakChinese?Findanyinstanceswhenchildrensaidsomethingthatwastotallyunexpectedorinterestingbutgrammaticallyunacceptable?Andthentodiscussionthequestionswithinthegroup.Unit1C:wantotheronespoon,Daddy.F:Youmean,youwanttheotherspoon.C:Yes,Iwantotheronespoon,pleaseDaddyF:Canyousay”theotherspoon”?C:Other…one…spoon.F:Say“other”C:Other.F:“Spoon”C:Spoon.F:“Otherspoon”.C:Other…spoon.Nowgivemeotheronespoon.Discussionpoint:Childrenareactiveandcreativelanguagelearners.Theycanmakesenseoftheworldfromwhattheyseeandhearandcreatetheirownutteranceswhenthereisaneedforthemtocommunicatetheirownmeaning.小学英语教学法教程Unit11.2DifferencesandsimilaritiesbetweenlearningL1&L2Task1:AskthestudentsfirsttothinkaboutwhetherlearningEnglishasaforeignlanguageismoredifficultthanlearningChineseornot?Whyandwhynot?andthendiscussionthedifferencesandsimilaritiesbetweenchildrenlearningL1andL2withapartner.DifferencesbetweenlearningL1&L2Unit1L1learningL2learningWhatcanwedo?ExposuretolanguageNaturalandadequateLengthoftimeAlldaylongLearningcontextSupportive,friendly,tolerantTypesofinputNaturalandincontextStrategiesforlearningListeningbeforespeakingMotivationforlearningRemainhighforcommunicationneedsValueforerrorcorrectionNotofmuchvalueSupportandguidanceConstantandpatientFeedbackformsAlwaysencouragingDiscussionpoint:Differences:ForL2learners,①Languageinputislimited;②thetimespentonL2learningisshorter;③thecontextisformalanderrorsareoftencorrected;④thedevelopmentoffourskillsbeginsatthesametime;⑤noneedtocommunicateinthetargetlanguage;⑥teachersarenotabletocheckonprocesswitheverypupilandbepatientandsupportivetoeverychild.Unit1similaritiesbetweenlearningL1&L2Unit1Similarities:Richcontextandinput,opportunitiesforusingthelanguage,interactionwithothersetc.areimportantinlearninganylanguages.Soteachersshouldcreateaniceenvironmentandinterestingactivitiestousethelanguagetodothings.Unit1Task2:whichisabetterwayforchildrentolearnaforeignlanguage?1.Iaskmychildtotranslate5sentenceseveryday.2.IoftenpointtosomethingandtellmychildwhatitisinEnglishandaskhimtonameitwheneverheseesit.3.IplayEnglishsongseverydayathomeandletmychildwatchEnglishcartoonsandlistentoEnglishstories.Ineverforcehertospeak.5.IhopemychildcanlearnEnglishasearlyaspossiblesoIteachhimonehoureveryday.UsuallyIaskhimtoreadaftermeagainandagainuntilhecansayitcorrectly.4.Ithinkgrammarandvocabularyarethemostimportantinlearningaforeignlanguage.Theyarethefocusofmyteaching.6.Ioftenorganizegamesformystudentstodoroleplayintheclass.Theylearntousethelanguagetodoshopping,orderfood,askfordirection,etc.Discussionpoint:Whatisthemisunderstandingintraditionalteaching?1)starttoteachthemtheInternationalPhoneticAlphabets(IPA)2)teachingthestructure3)thememorizationofwordsanddialoguesandthewrittenEnglishexams.Discussionpoint:TomakeL2learningmoresuccessfulwecan:①createabetterenvironmentforL2learning;②providemoreopportunitiesforchildrentohearthelanguagebeforeaskingthemtosaythewordsandgivethemmorechancestoexperimentwiththelanguage;③designactivitieswhichareinterestingandmotivating④encouragechildrentousethelanguageincontextasmuchaspossible,etc.1.3UnderstandinghowchildrenlearnTask1:Thinkaboutwhatarespecialaboutchildren?Whendotheylearnbestandwhennot?Whatkindofhelpdotheyneedmost?andthentodiscussthestatementswithinthegroupaboutthechildren'scharacteristicsandthecorrespondingsuggestionsforteachers.Unit1Matchthefollowingstatementsaboutchildren’scharacteristicsandsuggestionsforteachers.A.It’sdifficultforchildrentoun