小學(xué)英語(yǔ)教學(xué)技能培訓(xùn)教程

前言

　　教學(xué)是一種藝術(shù)，藝術(shù)修養(yǎng)的提高需要在實(shí)踐過(guò)程中運(yùn)用教育教學(xué)理論。本書是理論與實(shí)踐完美結(jié)合的典范。它緊扣中國(guó)的小學(xué)英語(yǔ)教學(xué)，結(jié)合西方先進(jìn)的教學(xué)理論，闡述了小學(xué)英語(yǔ)教學(xué)的理論與技巧，中西合璧，具有很強(qiáng)的理論性和實(shí)踐性?！　≈杏⒑献鲝V東省小學(xué)英語(yǔ)教師培訓(xùn)（PETT）是廣東省教育廳和英國(guó)駐廣州總領(lǐng)事館文化教育處合作的品牌項(xiàng)目。它由廣東外語(yǔ)藝術(shù)職業(yè)學(xué)院和英國(guó)利茲大學(xué)教育學(xué)院（School of Education，university of Leeds）承辦，自2001年啟動(dòng)以來(lái)，已經(jīng)培養(yǎng)了102名教師培訓(xùn)員，他們通過(guò)該項(xiàng)目建立的再培訓(xùn)體系已在廣東省內(nèi)培訓(xùn)了近4000名小學(xué)英語(yǔ)教師。在培訓(xùn)的過(guò)程中，培訓(xùn)員和學(xué)員學(xué)習(xí)到了當(dāng)前先進(jìn)的教育教學(xué)理論，同時(shí)也積累了豐富的教學(xué)培訓(xùn)和課堂實(shí)踐經(jīng)驗(yàn)。編著《小學(xué)英語(yǔ)教學(xué)技能培訓(xùn)教程》的目的在于推廣經(jīng)驗(yàn)，讓更多的小學(xué)英語(yǔ)教師能夠有一本切合實(shí)際、淺顯易懂的參考書，有助于提高教師的教學(xué)水平和教學(xué)效果。　　《小學(xué)英語(yǔ)教學(xué)技能培訓(xùn)教程》以少兒英語(yǔ)學(xué)習(xí)的特征為出發(fā)點(diǎn)，緊扣中國(guó)小學(xué)英語(yǔ)教學(xué)的現(xiàn)狀，提供切實(shí)可行的操作實(shí)例，幫助教師在案例學(xué)習(xí)中掌握獨(dú)特的兒童外語(yǔ)學(xué)習(xí)技巧。在閱讀本教程或參與培訓(xùn)過(guò)程中，讀者將感受到編者拋磚引玉的意圖，教師們將有很多思考和發(fā)揮的余地。本書適用于小學(xué)英語(yǔ)教師培訓(xùn)員、教研員以及廣大小學(xué)英語(yǔ)教師，對(duì)師范院校學(xué)生及中學(xué)英語(yǔ)教師也具有一定的啟發(fā)作用。

內(nèi)容概要

　　本書以少兒英語(yǔ)學(xué)習(xí)的心理特征為出發(fā)點(diǎn)，提供切實(shí)可行的操作實(shí)例，幫助教師在案例學(xué)習(xí)中掌握獨(dú)特的兒童外語(yǔ)教學(xué)技巧。

書籍目錄

Introduction
Chapter 1 How Children Learn English
Chapter 2 Contexts and Conditions for English Language
Learning
Chapter 3 Let’s Play a Game
Chapter 4 Songs．Rhymes and Chants
Chapter 5 Storytelling aS a Teaching Technique
Chapter 6 Acting Techniques in Language Teaching
Chapter 7 Grammar Teaching in Primary Classroom
Chapter 8 Early Reading and Writing in Eng]lish as a Foreign
Chapter 9 Language
Chapter 10 Assessment for Learning
Chapter 11 How Can I Plan My Lessons
AppendixⅠ Classroom English
AppendixⅡ 國(guó)家英語(yǔ)課程標(biāo)準(zhǔn)(一、二級(jí)目標(biāo))

章節(jié)摘錄

　　Suggested Answers　　Tlask 1．1　　1．After about one year old．Some start to speak at the age of one and a half or even two years old，but they may start to speak in sentences．　　2．Listening and observing．Before they are able to speak their L1，they have listened to the language and observe their parents’behaviors for about a year．　　3．About two or three years old．　　4．To express their real needs．For example，if they want to get some water，they have to say“water”．If they don’t want something．they say“no”．　　Task 1．2　　1．Answers will vary depending on trainees’own experience and ideas．Probably the first way will be more familiar than the second．　　2．The first way is simple and easy to do in class．It does not need a lot of preparation apart from the pictures．The second is a more interesting way．It is easier for pupils to understand the language because the teacher uses a story to set up a meaningful situation．Furthermore，this story is a traditional Chinese one which is quite familiar to the Chinese children．　　3．The teacher makes use of children’s instincts of going for meaning，learning by doing，using imagination as well as curiosity．The story helps them to understand the meaning of the language．Children would probably love to act out the story with the help of the teacher．In the process of the teaching，teacher may pause to allow children to imagine what Piggy will eat next．

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