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毕业论文

题目: On Ways to Teach Pre-school Children Oral English 系别: 外语系

专业:英语

学生姓名:

成绩:

指导教师:杨淑芬

2013 年4 月

商丘工学院毕业生论文

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 of relative materials, the author thi nks it is the best way to solve these from children’s characteristics. Then the author takes 5-year-old children for example, and analyzes their psychology. With these characters, the author details from children’s sensation, perception, memories, thoughts, imagination 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

Contents

Abstract ...........................................................................................................................I Contents ........................................................................................................................ II Introduction .. (1)

ⅠThe Problems of Oral English Teaching to Pre-school Children (2)

1.1 The Traditional Instruction (2)

1.2 The Problems in Kindergarten (3)

ⅡAn Analysis on the Problems (4)

2.1 The Endangerment of These Problems (4)

2.2 The Characteristics of 5-Year-Old Children (6)

ⅢWays to Teach Children Oral English (7)

3.1 Focus on Their Sensation and Perception (7)

3.2 Focus on Their Memories (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 Thoughts (9)

Conclusion (12)

Bibliography (13)

商丘工学院毕业生论文

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 language. Knowing another language may mean: getting a job, a chance to get educ ated, etc. It affects people’s 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 vital to the daily lives of milli ons”. 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 children’s abilities in using English verbally. Speakin g is one of the most important ways to express one’s 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, they cannot open their mouths. This paper takes 5-year-old children for example, departing from the traditional instruction, and bases on children’s characteristics to find the best way to teach the m oral English.

The first part of this paper discusses the problems of the oral English teaching to pre-school children. One of them is the traditional instruction—the 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 of 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 kindergarten, 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

endangerment of these problems. For example, it cannot provide sufficient language input and practice for students. 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 introduces the childre n’s 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, children’s oral English will make a great progress. Teachers will have the best way to teach children oral English, also the quality of education will be improved greatly.

ⅠThe 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 pronunciation, 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 instructional 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 stu dents’ cognition. Then students become the passive receivers. Obviously, this kind of model is founded under the institutional theory “Receive” and the behaviorist theory “Stimulate—Response”

商丘工学院毕业生论文

The Traditional PPP (“Presentation”, “Practice”, and “Production”) model used for classroom instruction also belongs to the Teacher-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 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 pursuit 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”. Furthermore, teachers only care for students’ kn owledge 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 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 responsibilities 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 to pursue more benefits they open only one or two hobby classes for teaching oral English in the kindergarten, and the teachers just simply teach several words, or phrases, or sentences, even if some of them only teach English

Oral English Teaching to Pre-school Children

twice in a week. With such condition, the founder also calls his kindergarten “bilingual education”. Second, some teachers are not qualified. Some people think teaching children English is a simple thing. So whoever knows some English words can teach. That is wrong. A qualified bilingual teacher had better have steady knowledge about English; master the psychology pedagogy of children and be skillful at teaching theory and practice. But in China, there are 43% present teachers are not graduated as English majors and most of them are not teachers in the kindergarten. But they are teachers in other schools or foreigners. Third, teachers only speak mother language or only speak English in the class. They do not know the relationship between mother language and English. This method is not good for children's cognition. Fourth, learning English is becoming more and more popular, so all kinds of books appear. But among them there are many inferior books intermix, which is bad for children to learn English.

Ⅱ An Analysis on the Problems

Teaching with the traditional instruction is bad for children to learn oral English, because it has a great many endangerments. Also the status quo in kindergarten is not affirmative. So it is important and necessary to solve these problems. The flowing is the endangerment of these problems and the importance to solve these problems.

2.1 The Endangerment of These Problems

The traditional instruction cannot provide sufficient language input and practice for students. Teachers just pay more attention to vocabulary, or they only analyze grammars. Thus students have few or no chance to take part in communication. Knowledge can be divided into declarative knowledge (about knowing what) and procedural knowledge (about knowing how). The first one, what the traditional instruction belongs to, is something about grammar and vocabulary, which is only the declaration knowledge and has nothing to do with communication. So students may

商丘工学院毕业生论文

form a wrong idea. That is, if they grasp the rule of the language, they can also communicate naturally and accurately. As a result, most of the students will be intellectual talents, but not innovative talents. They can get high marks in every examination. But actually they cannot use the learned knowledge agilely. When they open their mouths they always make mistakes. What is worse, they cannot widen scopes, enlarge the cultural knowledge, and develop their thoughts. All of those are harmful for them to meet the need of the society.

In kindergarten, there is a saying: if children can speak English fluently, and then the English teaching is successful. Also there is another saying: if children can get high marks in English examination, and then the English teaching is also successful. Both of the judgments are not scientific and reasonable because of only emphasizing one of the children’s abilities. If teachers always teach grammars, and ask children to remember words, after a long time, the children will lose the interests for learning oral English. If children cannot imitate pure pronunciation and learn oral English well, it is difficult for them to learn well English in the future

The first line “Y” are some different dates, the second line “X” is the sum of human knowledge, which is increasing multiplicatively. Supposing the sum of human knowledge is 1 in the year of 1800. From the table, it is easy to find that knowledge increases slowly at first, but it becomes quicker with the lapse of time. (The author just analyzes rudely. Nobody can know the actual sum of human knowledge.) So the total knowledge is exploded increasing, and the old knowledge is quickly out of time. Like productions, knowledge changes sharply. Obviously, the traditional instruction with lower rate of efficiency will no longer meet the educational need in informational society. If human also use the traditional methods, a great deal of knowledge will not be known before it is out of date.

Last two parts have dealt with the problems of oral English teaching to children. In the following, this paper focuses on the ways to solve the problems of teaching oral English to pre-school children. How to solve the problems? What is the best way to

Oral English Teaching to Pre-school Children

teach them? That is a combination of children’s autonomous learning, teachers’ function, and parents’ cooperation. According to the children’s age, the most important part should be the teachers’ function. What had teachers better do? First of all, it is necessary to know children’s characteristics. Then teachers can find a suitable way to teach them oral English according to their characteristics. To some degree, the author takes 5-year-old children for example.

2.2 The Characteristics of 5-Year-Old Children

Psychology is a science for researching the mental activity of human beings, which can be divided into mental process and personality. The first one includes the progress of recognition, feeling, and will. Among them, recognition is the most basic one, which includes sensation, perception, memory, thought, imagination and attention. However, personality includes interest, ability, temperament and character. The psychology of children, which focuses on researching the rules of the mental development and the personality of every child, is a branch of psychology. To some degree, the paper only analyses the characteristics of 5-year-old children.

It is a series of needs that make the children’s psychology progress. At this age, oral language is the main tool for communication. So children always ask endless questions. Such as “where is the Sun?”, “What are made up of star?”, “Why can dog bark?” Additionally, they want adults to treat them as companions. Such cooperation (between adults and children) is called recognition interconnection. If adults do not treat them as companions, children will become stubborn. Another style of interconnection is the form of character. Because practice needs high wisdom, children would like to contact with adults as students instead of contacting with their companions. The best actual effect is that children can study in school. So children had to contact with their companions, which is very important. They can complete a program together, check their companions and correct mistakes by themselves. Among contact, it is imitation that appears frequently. In addition, children’s thoughts

商丘工学院毕业生论文

have a close relationship to languages. Language can express what children are thinking, thought is the source for children’s speaking. Only after two times, can they remember something, their ability of reproduction is better than they were. Furthermore, children are highly sensitive to the sound of language. When they listen to some words, they can contact with something immediately. For example, when a teacher asks children to stand up, they will quickly contact “Stand up” with an action. So they will carry out the instruction immediately. There is a common reflection among students when learning oral English. When they listen to an English sentence, they always translate the sentence into Chinese. Then they answer in their mind in Chinese, and speak out it in English. That is complex and unnecessary. If they can think in English directly, they can speak out in English immediately. So children have the advantages to learn English. Lastly, children mostly understand themselves. They can introduce a motion for doing something, and they have abilities to find ways to accomplish something. When they do something, they can analyze and check by themselves.

ⅢWays to Teach Children Oral English

Based on the characteristics of children, the author focuses on the special oral English teaching methods such as focus on the children’s sensation and perception; focus on the children’s memories; focus on their thoughts, etc.

3.1 Focus on Their Sensation and Perception

The sensation and perception is the threshold for children to recognize the world. For example, when children see many kinds of cups or desks, their mind will have the image first, and then they will remember them, so they can speak them out. Teachers had better encourage children to take part in a lot of activities in order to create conditions for them to sense and perceive. For example, in a class, a teacher has taught children how to communicate with a staff in a store. Firstly, the teacher puts

Oral English Teaching to Pre-school Children

some kinds of foods on a desk, such as apple, bread, milk, rice, etc. Then the teacher asks some children to talk something about the basic sentences with the teaching aids. One of the children asks “Can I help you?”, the other one answers “I want an apple”, and then the first one is asked to find an apple on the desk. After this practice, children will have the sensation and perception about foods. If they can remember those foods clearly, they can call out the names of the foods easily. Concretely speaking, children have more words to say only when they know more things. If they say more, their oral English will become better.

3.2 Focus on Their Memories

Memory is to understand, keep, and review the knowledge, which can be divided into short-term memory and long-term memory. For children, their memories are short and mechanical. Teachers had better use some special methods to help them to remember more. The special methods as fellow:

3.2.1 The Habit of Remembering Intently

It is better for children to read English text intently twice than read it ten times without attention. If a teacher gives children a task or requirement, which is much better to give a task or requirement as detailed as possible, then the children will be more active and effective. On the other hand, it is necessary to use useful ways for them to remember. The best one is to use a vivid, visual, simple and basic way. For example, differentiate these two kinds of nouns: the countable noun and uncountable noun. Split a desk made up of wood, and then it is not a desk but many pieces of wood. So “desk” which can be changed into another thing is a countable noun. When you drink a mouth of milk, the rest is still milk. So “milk” which cannot be changed into another thing is an uncountable noun. With such explanation, children will quickly understand, and remember for a long time.

商丘工学院毕业生论文

3.2.2 The Use of Rhythm and Principle

For example, in order to let students remember the special linking verbs, the teacher can make a mnemonic rhyme:一感(feel),二听(listen, hear),三使(let, have),四看(look, see)then students will be easy to remember and use them. About using learning principle, it also can be understood by an example. For new knowledge, teachers can let students play the role of teacher, who can explain for other students. At the same time, others can ask questions, by which way students’ memories can be improved. 2.3. Wise Arrangement of the Time

Students always forgot what they have learned for a short time. But if they have remembered for a long time, they will not forget it. It is said that 40% of knowledge will be forgotten on the first day; 38% on the second day; 30% on the third day; 20% on the sixth day. The rest that has not been forgotten on the sixth day will be remembered for a long time. So it is very important for children to review what they have learned. According to the learning and remembering theory, psychologists put forward a number of strategies for memory. Among them, the most popular one is “PQ4R”(That is “Preview (P)”, “Question (Q)”, “Read (R)”, “Rehearsal (R)”, “Recall (R)”, and “Review (R)”)”. Additionally, “PQ4R” emphasizes that children had better have a rest or relaxation after they have learned for a period of time. Many researches have proved that teaching with this method can save a lot of time, and improve the efficiency of memory.

At last, there is something that needs reminding: taking note is not suitable for children. They will bear more burdens, because it will take them more time to write it down. And they will not have enough time to listen. So it is unnecessary for them to take notes.

3.3 Focus on Their Thoughts

Children’s thoughts are not formed when they were born, and it is concrete and

Oral English Teaching to Pre-school Children

visual. They always think in terms of images, so teachers cannot only depend on theories, but give them some examples and tell them in great detail. That is to say when teachers teach children to speak English, it is necessary to give them a definite topic which is about children’s daily lives. Teaching aid is also very necessary. For example, when the topic is “body”, teachers can ask somebod y to pose as a model, or invite someone to draw a picture to show any person’s body on the blackboard. Language and thoughts are close together. Language can express thoughts, and its progress stimulates the progress of thoughts. When some children are speaking English, they always say “a-” “en-”. That is because they do not have enough English words in their minds. And their thoughts are not coherence, which is called poverty of thought from psychology. In addition, some children cannot express their thoughts exactly, which is called thinking errors from psychology. Teachers had better get children into the habit of speaking English coherently on the basis of colorful English words. Furthermore, teachers had better stimulate children to ask more questions, and give those answers to children patiently, and play some meaningful games with them. Someone may be surprised, and will ask what an oral English class is. Is it just made up of some games? For children, it is unnecessary to just teach them some English words and grammars, because oral English is not a linguistic curriculum.

The first is analysis and integration. Analysis and integration are not useful for children. Just now the author has mentioned that children always think in terms of images, and also they solve problems depending on image. For example, you ask children to analyze the structure of a sentence and pay attention to every elements of the sentence. It is too dull and not suitable for them. They are not skilled at English. For them, speaking is realistic and enough, it is unnecessary to pay more attention to understand English grammar clearly. The second is comparison and classification. Every subject includes much knowledge, and its studying area and object are different from each other. All of them have the same and different points. So it is very useful to use comparison in teaching. Also using classification can distinguish much knowledge. For example, about answering a call, there are sentences can be use d: “Who is that?”, “I am ...?”While about talking in a store there are sentences can be used: “What can I

商丘工学院毕业生论文

do for you?”, “Yes, please!” etc. After practice like that, children will have fluency of thinking, so they can speak fluently. The third is abstraction and generalization. Abstraction and generalization are not realistic for children. Abstraction is a high level of analysis; generalization is a high level of integration. Analysis and integration is not suitable for children, so abstraction and generalization is not suitable for them too, even though both of them are good methods. The fourth is systematization and materialization. Teaching and learning are processes to accumulate knowledge for students. After a period of time, teachers had better tide up the taught materials with children, which is to let the disperse materials form an integrative system, or let the sporadic knowledge belong to one kind of system4. Focus on their imagination. The children’s imagination, some people think it is very wild, while some think it is very na tural, so adults should not interfere children’s imagine. Neither of the ideas is right. At the beginning children always imagine without aims. But when they are 5 years old, they can imagine according to aims that are required by teachers. So in the oral English class, teachers can use some pictures to stimulate children to imagine and talk in English freely. At the same time, children will not rely on teacher to talk, because their teachers are just guiders. Teachers had better teach children to learn by themselves, and let them be aware of their errors. Children’s characteristics will make progress only in the environment that is suitable for their ages (Montessori, 9). If a child cannot grow normally, the main reason is that he feels depressed about what the adults do in his daily life. Education is not what teachers’ creation, but the result of the natural progression of human being.

Oral English Teaching to Pre-school Children

Conclusion

There are many great advantages for children to speak English. Their memories are mechanical, so they can easily remember new words and sentences. Their pronunciation systems are not integrated, so they can imitate pure pronunciation. They like new things and would like to use them boldly and proudly. That is to say, they are not afraid of speaking English. Teachers had better teach children oral English in a happy environment, and then let children speak out English naturally. At the same time, teachers can use interesting and useful tools. Such as “works”, songs, tongue twister, etc. to stimulate children’s i nterests. Teaching children to learn oral English like to learn mother language, with the ways mentioned in the third part, children will be easy to speak English, and think in English directly. Traditional instruction generally emphasizes the teaching rules, theories, and the analysis of single knowledge points and methods. This paper, departing from the traditional teaching methods, emphasizes from children’s characteristics to teach them oral English. With the ways children’s oral English will make a gre at progress, they can speak fluently, naturally, proudly and happily. Teachers will have the best ways to teach children oral English, and their tasks are light. Also the quality of education will be improved greatly. Generally speaking, the characteristics of children are similar at most. But on the other hand, because of the different functions of society and education, children are different from each other more or less. So there are not two children who are same completely in the world. Actually, there is no ideal teaching method for all children. Teachers had better observe children’s activities and analyze which kind of method and rule is better for the children. So it is unnecessary, for teachers, to follow the teaching methods on the book strictly, but they had better know which one is probable for children

商丘工学院毕业生论文

Bibliography

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[2] Maria, Montessori .DR Montessori’s Own Handbook. Beijing Chinese Development Press, 2003.

[3] Vivian, Cook.Second Language Learning and Language Teaching.2nd ed.Beijing;Foreign Language Teaching and Research Press, 2000.

[4] Wang Qiang. A Cause in English Language Teaching,2nd ed,Beijing;Higher Education Press, 2006.

[5]崔小玲,袁爱玲.对目前国内幼儿园双语教育中存在的偏差的分析

[6]扈中方,李方,张俊洪主编.现代教育学[M].第二版.北京:高等教育出版社,2005.

[7]林传鼎,陈舒永,张厚粲主编.心理学词典[D].江西:江西科学技术出版社,1986

[8]李丹主编.儿童发展心理学[M].上海:华东师范大学出版社,1987.

[9]李世钦,陈炳新,夏泳久译.M.B.加麦佐,M.B.玛丘希娜,T.C.米哈里奇克主编.年龄与教育心理学[M].黑龙江:黑龙江少年儿童出版社,1987.

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(标题Times New Roman三号加粗) The Literature Review of The Mystery of Antonio’s Sadness in The Merchant of Venice (正文用Times New Roman小四,1.5倍行距,各段首行空4个字符,书名用斜体加粗) Written sometime between 1596 and 1598, The Merchant of Venice is classified as both an early Shakespearean comedy (more specifically, as a "Christian comedy") and as one of the Bard's problem plays; it is a work in which good triumphs over evil, but serious themes are examined and some issues remain unresolved. In The Merchant of Venice , Shakespeare wove together two ancient folk tales, one involving a vengeful, greedy creditor trying to exact a pound of flesh, the other involving a marriage suitor's choice among three chests and thereby winning his (or her) mate. Shakespeare's treatment of the first standard plot scheme centers around the villain of Merchant, the Jewish moneylender Shylock, who seeks a literal pound of flesh from his Christian opposite, the generous, faithful Antonio. Shakespeare's version of the chest-choosing device revolves around the play's Christian heroine Portia, who steers her lover Bassanio toward the correct humble casket and then successfully defends his bosom friend Antonio from Shylock's horrid legal suit. Antonio, as the title character, is sad from the beginning to the end of the play but never names the cause of his melancholy even when his friends ask him. Antonio plays the role as an outcast in the play. Shakespeare uses Antonio’s sadness simply as the device to set the tragic tone in the comedy or make Antonio be one of his melancholic characters in his works? Or Antonio is the representative of the complicated human nature? Antonio's unexplained melancholy is a significant element in understanding the play. 1. Studies on The Merchant of V enice(Times New Roman + 四号+首缩进4字符,下同) Karl Marx once cited that Shakespeare is the greatest playwright in the world.

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On Anti-Gothicism in Northanger Abbey by Li Xiaohui Under the Supervision of Wang Junhua Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts School of Foreign Studies Shandong University of Finance and Economics May 2012

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