小学英语教学设计英文

小学英语教学设计英文（通用8篇）

小学英语教学设计英文 篇1

1.”hello”

Hello , hello ,hello everybody, good morning ,good morning

good morning to you, Good morning ,good morning to you!2.Good morning to you , good morning to you, good morning dear

teacher good morning to you!’

3.hello ,hello hello, hello , how are you, how are you, I am fine thank

you ,I am fine thank you, how do you do? How do you do ? 4.If you are happy.If you are happy and you know clap your hands，if you are happy and you know clap your hands, if you are happy and you know never be afraid to show it, if you are happy and you know clap your hands!5.I am so happy , I am so happy ,I am so happy ,happy all the time.I am so sad, I am so sad , I am so sad sad all the time!6.Good morning how are you ,I am fine thank you ,good morning how

are you ,I am fine thank you!7,How old are you? How old are you, I am five years old!8.Hello, mum, hello dad, hello baby one two three, mum dad baby me，happy happy family（适用于启蒙级）

9, I am marry how are you , how are you ,I am fine how are you ? I am

fine too!I am fine too!we are fine too（适用于启蒙级）

10.Come together, say hello.It’s so good to see you!

Go away and say goodbye, we’ll meet again soon.适合warm up 的歌曲有

1.Walking walking walking jump jump jump ,running running running now can stop!2.You are my sunshine ,my only sunshine ,you make me happy ,when skys are grey, you never no idea , how much I love you ,please don’t take my sunshine away!3.If you are happy 4.Hokey pokey

You put your right hand in, you put your right hand out, you put your right hand in, and shake it all about.Do the hokey pokey, and turn yourself around.That’s what it’s all about!5．One little, two little, three little children, four little, five little, six little children, seven little eight little nine little children ten little children playing 6.The wheels on the bus go round and round, all through the town.The horn on the jeep goes beep, beep, beep.All through the town.The police car siren goes ooo, ooo, ooo, all through the town 7．Marry has a little lamp, little lamp, little lamp, marry has a little lamp little lamp so white.8.Twinkle, twinkle little star, how I wonder what you are, like a diamond in the sky

教数字的歌曲有：

1.show me one show me two , show me three ,show me four , show me …

2.one little two little three little children ,four little five little six little children seven little eight little nine little children ,ten little children playing!3.one two three four five six seven eight nine ten

4.one finger one finger turn turn turn ,turn to an ant.ant ant oh so small.Two finger two finger turn turn turn ,turn to a rabbit jump jump jump Three fingers three fingers turn turn turn ,turn to a cat miao miao Four fingers four fingers turn turn turn ,turn to a bird fly fly fly Five fingers five fingers turn turn turn ,turn to a tiger ,…

5, Mosquito one, mosquito two, mosquito jumping on my shoe, mosquito three, mosquito four, mosquito jumping on the door.6.BINGO

教颜色的歌曲有：

1.what color is it? What color is it ? It’s red.It’s red.The marker is red 2.purple yellow green and blue green and blue ,purple yellow green and blue green and blue, black, white, brown, red, orange, too;purple yellow green and blue, green and blue.教五官的歌曲

Head shoulder knees and toe ,knees and toe ,eye nose ear and mouth 两种唱法

教动物的歌曲

1.lions,tigers,seals,and bears;seals and bears, seals and bears.Lions, tigers, seals, and bears;they’re all zoo animals.2.see the seal, see the seal.What can it do in our zoo? It can swim in the water.It can swim in the water.Swim like a seal, swim like a seal.3.Old MacDonald has a farm, E-I-E-I-O.And on this farm he has a dog,E-I-E-I-O, with a bow wow here, And a bow wow here, Here a bow, there a wow.Everywhere a bow wow.Old MacDonald has a farm.E-I-E-I-O.4．Bingo 教句型： 1.where is …

where is father where is father do you know do you know ,father is in the kitchen ,father is in the kitchen, sing song sing.(或者把father 换成小朋友的名字)TOT---where is the window ,where where where ,it’s over there ,It’s over there over there!Where is the table ? where is the table … 2,I like …

I like ice-cream, I like ice-cream ,cold and sweet, cold and sweet I like ice-cream cold and sweet!(2)I like bananas, cookies, and oranges, tomatoes, hot dogs, and sandwiches, hamburgers, lettuce, bread, and carrots.Yummy yummy I like to eat!

3.Where is the toy shop? Where is the toy shop? Do you know ,do you know? The toy shop is on Green street.The toy shop is on Green Street.thank you so.Thank you so

教运动场所时的歌曲

Oh, she is swinging on the swing in front of me.Oh, she is swinging on the swing in front of me.Oh, she is swinging on the swing , she is swinging on the swing, she’s swinging on the swing in front of me.教职业的歌

Do you know the salesperson, the salesperson, the salesperson? Do you know the salesperson? She works on Brown Street.教水果的歌有：

1.Apple red, apple round, apple juice apple sweet, apple apple I love you, apple sweet I like to eat!2.Apple, apple, pear, pear, orange, orange, peach, peach, I want an apple , you want a pear , I want an orange, you want a peach 教星期的歌：

1． Sunday Monday Tuesday Wednesday Thursday Friday Saturday!2． La la la Sunday ,la la la Monday.lalala Wednesday, Thursday ,lalala Friday ,lalala Saturday lalala 教日期的歌：

小学英语教学设计英文 篇2

一、英文儿歌与小学英语教学的关系

英文儿歌与小学英语教学的关系, 简而言之, 就是教与学的关系。之于教师, 如何在小学英语中教好英文儿歌, 优化小学英语教学;之于学生, 如何学好英文儿歌, 促进英语学习, 提高自己的语言技能, 是教师在进行小学英语教学活动的两个主要方面。教师作为教学活动的主导者, 如何处理好教师的“教”和学生的“学”, 做到真正的教学相长, 是每个小学英语教师都必须要考虑的问题。因此, 英文儿歌的学习和小学英语的教学是紧密相连、相辅相成的关系, 二者缺一不可。此外, 美国的一项研究也表明:学习音乐和通过音乐训练能够提高外语水平, 学习音乐可以帮助提高语言能力。在小学英语教学中, 要善于利用英文儿歌学习与英语语言能力的关系, 为提高英语教学服务。

二、英文儿歌在小学英语教学中的地位和优势

《义务教育课程标准试验教科书英语 (PEP) 》小学英语课本的八册书中, 每个单元中都有围绕该主题的英文儿歌, 特别是在三年级上册中, 除了Recycle 1和Recycle 2中只有一首儿歌外, 其余每个单元都编排了两首少儿英语歌曲。因此, 在三年级的英语启蒙教学中, 教师如何用这14首英文儿歌来服务英语教学是教师在小学英语上学期教学中重点研究的问题。在英语教育的启蒙阶段, 学习英文儿歌有利于降低语言学习的难度;突破重点和难点;培养学生学习英语的信心、兴趣;帮助建立语感。所以, 英文儿歌在小学英语教学中有着非常明显的积极作用。

我国《论语·述而》中有这样的记载:“子在齐闻《韶》, 三月不知肉昧”。意思是孔子在齐国听《韶》乐, 因为齐国《韶》乐形式优美、内容健康, 因此, 孔子听它入了迷, 都忘了肉的味道。所以, 听音乐是精神享受。而马克思也说过:“音乐是人类的工程师”。教育家、哲人对音乐有如此高的评价, 那英文儿歌在小学英语教学中的优势在哪儿呢?主要有以下几个方面:

第一, 有助于激发学生学习英语的热情和兴趣。托尔斯泰说过:“成功的教学所需要的不是强制而是激发学生的兴趣。”可见, “兴趣是最好的老师”, 所以, 教师要注意培养学生的兴趣。

第二, 有助于活跃课堂气氛。语言类课程的学习通常是枯燥乏味的, 英语也不另外。教师在在适当的时间、适当的地点播放释放适当的英语儿歌有利于调节课堂气氛。

第三, 有助于陶冶学生的情操、熏陶学生的心灵、提高学生的审美能力和素质。培养学生的审美能力是素质教育的要求, 歌曲是培养学生审美能力的重要方式。作为艺术的音乐, 可以赋予学生美育教育, 伴随优美动听的旋律, 学生的心灵得到了净化。

第四, 有助于强化记忆, 扩大词汇学习。试验证明:有音乐伴随的记忆比没有音乐伴随的记忆效率要高好多倍。学生在听音乐的同时记住了歌词, 而学生再把这些歌曲呈现出来的时候, 就已经掌握了单词的用法, 熟记一些固定搭配了, 这样学习英语, 就是寓教于乐的真正体现。

三、英文儿歌如何优化小学英语课堂教学

怎样在小学英语教学中应用英文儿歌, 使英文儿歌更好的为教学服务, 何时教?教什么?怎么教?这三个问题是下文要重点阐明的。

首先, 何时教唱英文儿歌?可以概括为三个方面:课前教、课中教和课后教。教师在上课之前三分钟播放英语儿歌, 例如:上三年级上册Unit 5 Let’s Eat时。教师可以在上课前播放Noodle Noodle Dumpling, 可以有效的吸引学生的注意力, 使学生迅速的安静下来。课中教, 在上课的过程, 教师可以教学生唱儿歌, 活跃课堂气氛, 学习课文里的相关语言知识。课后教, 教师可以在下课五分钟前, 让复习所学习的儿歌, 起到巩固所学知识的作用。

其次, 怎么教?教师在教授英语儿歌时要抓住儿童活泼好动、善于模仿的特点。小学英语课本中的英语歌一般都较为简单, 歌曲的编写通常是用学生熟悉的旋律搭配上本单元重点单词或句型。如果教师根据歌曲内容编排一些富有童趣又易学的动作, 让孩子们边唱边跳边做, 对一些理解歌词还存在困难的学生, 可以收到意想不到的效果。

再次, 教什么?教师在教授英语儿歌的同时要懂得英文儿歌的教学只是学习英语的方法和手段。小学英语课是一门语言课, 不是一门音乐课。因此, 教师要选择适合学生英语学习的歌曲来进行教学。

四、总结

音乐是表情达意的艺术, 能给人以美的享受, 使人心情舒畅。生活中离不开音乐, 教学、学习也是如此。在小学英语教学中教学生唱英语儿歌, 这不仅是一种学习英语的好方法, 也是一种有益的文娱活动, 在提高学生音乐鉴赏能力的同时也提高了学生的英语语言能力。

参考文献

[1]教育部基础教育司、师范教育司组织编写《新课程的理念与创新》[J].高等教育出版社, 2003, 48-75.

[2]张洁.利用英文歌曲促进英语教学[J].职业技术, 2006, (20) .

链接英文电影，教学生动英语 篇3

【关键词】初中英语 英文电影 生动英语

【中图分类号】G633.41【文献标识码】A 【文章编号】2095-3089（2016）10-0111-02

英语课程标准中强调，活化教学资源，多给学生提供富有情境趣味的学习环境，让他们能在多种感官协调运用中主动接受英语，定利于提高课堂教学有效性。结合近几年的教学实践，运用英语原声电影活化教学，能在吸引学生眼球和注意力的基础上丰富课程教学资源，让学生在耳濡目染的过程中主动接受英语，形成敏锐语言感知和深化认知思维，帮助他们在观摩学习的过程中学习和使用英语。

一、创设情境，自觉表达

欣赏电影，需要一定的环境，需要给学生静谧、宽松的氛围，让他们带着好奇心情和新鲜感主动欣赏，从中挖掘值得学习运用之处。预设与电影内容相似的情境，让学生在身临其境的环境中筛选有价值信息，形成有意义学习感知。

创设情境，使得英语课堂更加生动有趣。如，在《牛津初中英语》（Fun with English）7B Unit 1“Dream Homes”的“Reading Homes around the World”教学中，结合“The different favorite home”，不妨建议学生欣赏电影《Wizards of Waverly Place少年魔法师》，在欣赏该电影之前，要求学生搜集该电影的有关海报，特别是影片中少年所变幻的各种美丽的房屋家园，让学生低着好奇主动欣赏电影。教师还可让学生从Alex，Justin，还有Max的魔法表演中就“What did you see from the movie？”和“How are you going to introduce their home？”等问题进行同桌交流，让他们在打开表达思维后可建议他们就“What is your dream home？”进行小组合作讨论，让他们结合阅读素材中内容予以对比和灵活运用，帮助他们深化识记。

通过这样的引导，能利于学生获得了更多的参学机会，让他们在主动与教材文本进行对话的过程中获得深刻感知。关注学生的认知需要，可引导他们就教材中发现问题主动结合电影场景进行对比，让他们在综合运用中产生表达冲动，自觉转化学习思维方法。

二、聆听对白，深化思维

电影中对白不仅是人物内心世界的告白，更是体现人物语言表达和作者独具匠心的艺术技巧。引导学生聆听对白，深入揣摩人物角色的语言表达运用思维，利于学生在深化理解识记中形成敏锐语言感知，转变学习方法。

聆听对白，让学生走出以本为本的英语学习模式，有更多自我实践运用机会。如，在7BUnit 3 Finding your way的“Reading A lucky escape”教学中，我带领学生观看了莱昂纳多·迪卡普里奥主演电影《荒野猎人》，利用影片中皮草猎人被熊所伤并被其他猎人抢走财物抛弃荒野，经历痛苦奇迹存活后开始复仇的有趣情节，让学生有更多的兴趣学习和欣赏猎人中经典对白，像As long as you can still grab a breath，you fight.You breathe... keep breathing.（只要一息尚存，就不得不战。深呼吸，不要间断，深呼吸）；You came all this way just for your revenge，huh？ Did you enjoy it，Glass？...'Cause there ain'tnothin' gon' bring your boy back.（你一路走来，只是为了复仇？格拉斯，你乐在其中么？因为想换回你兄弟，已是于事无补）等，让学生通过模拟人物角色进行对话，帮助他们在反复识记运用的过程中获得思维灵感。

聆听对白，能使得学生在认真领会的过程中有了更多揣摩学习的机会，能使得学生在反复实践操练的过程中增强运用的灵活性和地道性。多给学生模拟对白的机会，引导他们能够就相关的语言表达归纳总结，形成丰富语言理性认知，开阔视野思维。

三、欣赏文化，强化底蕴

任何一部影片都与其民族文化息息相关，都是体现一定民情风俗或者地理风貌特征，是各民族文明发展的综合体现。从英语原声电影中捕捉丰富的文化信息，不仅能有效弥补学生跨文化知识的贫瘠，更能够使得他们在不断积累中深化感知运用。

捕捉影片中文化元素，让学生在主动对比鉴析中获得相应思维灵感，能使得课堂教学更有浓浓的文化底蕴。如，在欣赏第88届奥斯卡获奖的《蛇之拥抱》的影片时，我从“寻找生态文明”文化的角度引导学生深入观察，围绕两个探险家于不同时期在亚马逊雨林中巫师的帮助下寻找失落文明，感受雨林中沉睡的记忆逐渐被唤醒，过往留下的疯狂与灾难亦如热带植物般滋长，蔓生成更扭曲的疮疤的特征，多给学生更多的思考余地：From the movie，what did you find让他们能够就其中的内容提出自己的认知，让他们从“与狼共舞，与蛇拥抱”的主题中获得“生态文明是人类语言文化发展进步的不可少的厚实基础”感触，给他们更多的自我实践和尝试探究机会。

找出影片中的文化元素，引导学生多以对比鉴赏、批判吸收理念，认真揣摩其中的内容，帮助学生获得不一样的深刻感知。重视学生的语言对比分析，让他们能够在深入探讨过程中转变认知思维方式，给他们更多的问题思考与互动交流。

如前所言，利用英语原声电影，让学生在接近真实的语言学习环境中获得深刻体验，让他们在眼观耳听脑思的过程中获得丰富感知。利用原声电影中有价值对白，通过精选片段和文化欣赏，让学生跳出教材文本资源和表达思维束缚，使得他们在主动实践运用中积淀深厚知识，提高语用技能。

参考文献：

[1]祁飞飞.英文电影在初中英语教学中的应用研究[J].中学生英语，2014（06）.

小学英语教学设计英文 篇4

毕业设计英文格式要求

一.文档格式

第一部分：

封面，封底与诚信书: 在学校图书馆/教务处,由班长统一领取.页面设置：纸型为A4，上下页边距为2.54CM，左边距为3.0CM，右 边距为2.6CM;

第二部分：文章标题、毕业设计说明(或摘要,任选一)与关键词

1．文章标题：二号、Times New Roman、加粗、居中

题目：应在20个单词以内，能简明、具体、确切地表达论文的特定内容。必要时可使用副标题；

2．毕业设计说明（DESIGNING INSTRUCTION）或摘要(ABSTRACT）: 英语大写, 四号，Times New Roman，加粗，,首行空4格(若为摘要,后空两格,写摘要内容),后用小四号Times New Roman字打印摘要内容，双倍行距

3．关键词（KEY WORDS）：英语大写，四号Times New Roman，加粗，后空2格，后面词语用小四号Times New Roman字打印，词间用逗号隔开.（说明或摘要与关键词单独成页，附于目录之前）

第三部分：目录

1．目录 ：单独用一页，“目录—Table of Contents””二字为三号Times New Roman，加粗，居中；内容各章节为小四号Times New Roman，两端对齐,两倍行距,若有二级、三级目录,请首行空2格。

注意:每个类型可根据自己的内容来安排目录,此仅为格式参考。

第四部分：主体部分正文：设计正文都应包括前言（Preface）,正体(Body)、结束语(conclusion);要求逻辑性强、文理通顺、层次分明、表达确切，有自己的见解和观点；

1）背景标题：三号字，Times New Roman，加粗，顶格；

背景内容：小四号字，Times New Roman，行间距采用1.5倍行距,首行空4个字符;

2)各级标题与正文的层次按以下格式编排：

1XXXX（一级标题）

1.1XXXX（二级标题）

1.1.1 XXXXXXX（三级标题）

一级标题（三号字，Times New Roman，加粗，顶格）

二级标题（四号字，Times New Roman，加粗，顶格）

三级标题（小四号字，Times New Roman，加粗，顶格）

四级标题格式同三级标题

正文内容一律用小四号字，Times New Roman，行间距采用1.5倍行距

3．正文中的图表

正文中图、表均需编排序号，有图、表题目及说明（五号、Times New Roman），如：table 1.1.4．每页页脚居中注明页码, 页码起始 从正文开始第１页。

第五部分： 参考文献(Reference)

1标题为三号、Times New Roman、加粗、顶格，后面的内容用五号宋体或Times New Roman打印）

2参考文献按作者姓名的首字母顺序排列。中文文献在英文文献之后。参考文献应另起一页，总数不少于5篇。具体要求请参考指导书中学院的有关叙述,非常详细。

二.写的顺序要求：

基本按照

1.标题 + 副标题（若有的话）

2．设计说明（或摘要，用中英文写）,关键词(只英文)

3．目录

4．正文：设计方案

5．结束语

6.参考文献

(每一段以主题句开头,保证结构清晰，按照从大到小的序号逐步深入。参考文献可以是中、英文，但是要保证引述的真实性。文中内容可以用图表、图片、PPT做辅助说明)

三.装订要求：

1、毕业设计文档资料按以下顺序进行装订：

学校统一封面→毕业设计任务书→诚信书→设计说明或摘要→目录→正文→参考文献→开题报告→学校统一封底

信息人文系 商务英语教研室

小学英语教学设计英文 篇5

Course Title: English Public Speaking Course Code: 06167014

Type of Course: Elective for MTI Business Interpreting Direction Credit Hour: 2 credits and 36 hours Instructor: Jiang Lihua Students: Postgraduates(Year 2011), MTI Business Interpreting Direction Exams: Classroom Presentation and Oral Examination Teaching Method: Lectures, Presentation and Discussion.Prerequisite Courses: No

Textbooks: Lucas, Stephen E.2010: The Art of Public Speaking.(10th Ed.), New York: McGraw Hill/Foreign Language Teaching and Research Press.References:

1.Davidson, J.2008: The Complete Guide to Public Speaking, Hoboken, NJ: John Wiley & Sons, Inc.2.Templeton, M.2010: Public Speaking and Presentations Demystified, New York: McGraw Hill.I.Course Descriptions: English Public Speaking is designed to teach students the basis skills needed to prepare and deliver effective speeches within a variety of public settings and during group discussion.Emphasis is placed on research, preparation, delivery, and evaluation of informative, persuasive and special occasion public speaking.Students are trained in selecting and organizing ideas;adapting a message to a particular audience;supporting ideas clearly, vividly, and logically;and delivering an effective message with confidence and enthusiasm.Classroom lecture and activities are supplemental to the textbook—they may or may not be the same.Students are responsible for reading the textbook and for completing the practice study questions.The regular course meetings will consist of lectures and exercises;solo and group presentations to the class;critical group discussions of presentation topics and ideas.Throughout the course, attention will be focused on providing an atmosphere of positive reinforcement and constructive feedback.Students are encouraged to assist each other with suggestions for improvement.Course credit will be based on class participation(10%), classroom speaking assignments(20%)and a final oral exam(70%).II.Objectives: The basic objective of this course is to develop and improve the students’ ability to prepare and deliver public speeches, which includes: audience analysis, information gathering, organizing and outlining, techniques for presenting information(including the use of visual aids), the use of sound reasoning and psychological principles in persuasive speaking, the effective use of voice and body in the delivery of speeches.It is also designed to reduce students’ speech anxiety, become a more analytic and empathetic listener and develop a greater awareness of freedom of speech issues in English.Upon completion of the course, the student should be able to deliver speeches in language appropriate to audience and occasion.They should also be able to plan, prepare and deliver well-organized speeches and participate in group discussions with appropriate audio-visual support.III.Outline of Content: Week 3：Course description Week 4：Listening and Speaking Week 5：Selecting a topic and purpose Week 6：Analyzing the audience Week 7： Gathering materials Week 8：Supporting your ideas

Week 9：Organizing the body of the speech Week 10：Beginning and ending the speech Week 11：Mid-term test Week 12： Using language Week 13： Delivery

Week 14： Using visual aids Week 15： Informative Speech

英文电影在英语教学中的重要意义 篇6

英文电影在英语教学中的重要意义

当前,英文电影的.使用得到了很多教师的重视,引起了人们的探讨和学习.笔者作为一名英语教师,自身从英文电影的学习和使用中获益匪浅、并经过开设英文影视欣赏课和组织指导英文电影对白大赛等比赛,加深了对英文影视的认识和理解.英文电影在英语教学中有着积极的意义,教师如果能够有效利用,潜移默化地指导和启发学生,能促进其形成有效的学习方法,提高英语综合应用能力.

作 者：耿为为 作者单位：中国矿业大学徐海学院,江苏徐州,221008刊 名：科技资讯英文刊名：SCIENCE & TECHNOLOGY INFORMATION年，卷(期)：“”(35)分类号：G642关键词：英文电影 英语教学 学习方法 潜移默化

少儿英语课堂教学策略(英文) 篇7

In part one, the author describes children’s physiological and psychological characteristics and English learning.Next, the author explores the strategies of English teaching in primary school.At the beginning of this part, the author analyzes why strategies of English classroom teaching are most important in the field of English teaching.That is because all English teaching activities must be held in the course of classroom teaching.Four teaching strategies are presented as follows:enlivening atmosphere;enlightenment;emotion and designing teaching process.Enlivening atmosphere strategy is introduced first which is used very widely in English classroom teaching in primary education.In the following section, the author states how to use enlightenment strategy to promote children’s learning ability.The importance of emotion strategy and how to use the emotion strategy to arouse children’s motive and interest in English learning are discussed in the third section.In the last section the author presents the strategy of designing teaching process.At the end of the thesis, the importance of the strategies of English classroom teaching is emphasized again.

1 Children’s physiological and Psychological Charac-teristics and English Learning

Psychologists believe that most children reach their best learning phase when they are 3 to 5 years old;after the age of 6, their learning ability will have a declining tendency (Zhao&Wang2002:246) .When children are 10 to 12 years old, they reach the linguistic puberty.During this stage, if a child still cannot speak, it becomes impossible for him to master a language, which is known in many cases of wolf–child in foreign countries (Zhao&Wang, 2002:248) .As children of linguistic puberty, the brain becomes mature.After the formation of mother tongue learning, the language of personal character just begins.With the native community awareness, personal awareness starts.At this point, learning another language systematically has greater physiological and psychological advantages.

Children, aged 6 to 12, have little psychological burden, and so strong plasticity.As a result, they have formed the initial understanding of their living environment, learning content and learning awareness, but their ideology has not been fixed (Wu, 1993:39) .Children in this stage of age are keen on the new things around them.English, which is totally unfamiliar and fresh to them, will cause great enthusiasm in them.On the other hand, children in this stage of age can accept different ideology, culture, history and tradition penetrated in the foreign language.In English learning, the differences in culture only cause delicate difficulty to them.Because when they learn a sentence, as long as they can understand the whole sentence and the meaning of the main words, and can speak it, they are willing to use it.For example, when English-speaking people meet each other, they often greet in this way“Hello!”or“How are you?”Chinese children learn this and willingly say like this, so they are not subject to the impact of cultural differences.

In English learning, bold attempt and exchange are needed.Adults are often afraid of making errors, thus they are ashamed of opening mouths to speak.Instead, when children learn English, they will be not reluctant to do so in most cases, because they are less shy and timid.Most children are willing to speak and to participate in various activities actively, because they are not afraid of making mistakes.

In learning English, children are malleable and easy to accept new things, but they are poor-controlled, and can not focus on the same goal for a long time, so they are easy to lose interest;when encountered problems or learning does not go well, they will be tired of learning (Zhao&Wang, 2002:247) .Moreover, children are liable to move, this physiological characteristic determines that their attention will not last a long time.

These physiological and psychological characteristics of children in language learning decide that English language teaching should adopt methods that combine teaching and entertainment, and teachers should put learning into entertainment, only in this way can we maintain children’s interest and initiative.

In order to carry out English teaching for children successfully, some strategies are needed, and in the following part the author will introduce four English classroom teaching strategies.

2 Strategies of English Classroom Teaching of Children

In most cases, students in primary schools master English knowledge and gain English ability through classroom teaching.Those experienced in teaching English in classrooms are good at inducing students to study actively, arduously and on their own initiative.On the other hand, students can build up full confidence, form good habit and train independent ability by English classroom teaching.So to master how to teach is far more important and necessary than to master what to teach.As an English teacher, grasping English classroom teaching strategies is most important, especially those that help English teachers improve their teaching level and prompt the students’balanced development in ability, affective emotion and interest, and that is to say, these strategies can promote one another in order to achieve full development of personal quality.

2.1 Enlivening atmosphere strategy

Teaching method of following a set of patterns often makes English classroom teaching dull, stiff and entirely lifeless, and that cannot improve pupil’s ability of listening and speaking or cannot develop their mentality, either (Jiang, 2002:27) .Then how do teachers enliven English classroom teaching atmosphere and how do they arouse children’s enthusiasm of study?How do they make children become active and learn English on their own initiative?The following is helpful to English classroom teaching.

2.1.1 Object method

Object teaching method is used very widely in teaching children English in the classroom.Because it can enliven classroom atmosphere, arouse students’interest and make English easier.Generally it falls into three phases:showing real things, showing pictures and drawing simple pictures.For example, teaching everyday things can go on by showing real things or pictures, thus leaving a very deep impression on children and cannot be forgotten easily.For example, when teachers teach their students the difference of the phrases in the east of/on the east of/to the east of they can draw some simple pictures like these:

Tell children that in Picture 1, we say B is in the east of A.In Picture 2, we say B is on the east of A.Then in Picture 3, we say B is to the east of A.Through the simple pictures, the difference of the three phrases is very clear to students.This is both time-saving and, more importantly, vivid.Now please look at another two simple pictures:

Through the two pictures above, the younger students can understand and remember the two words at once;meanwhile, an active and cheerful classroom atmosphere is achieved.

2.1.2 Story method

Story method not only can practice children’s ability in listening and speaking, but also can arouse their interest in English study.Teachers can tell short stories to lead to or sum up new lessons.

Using story method to teach, teachers must pay great attention to that the stories must be interesting and easy.Only when children really understand the stories, can story method just devote its great function.For example, when a teacher gives a lesson on some animals, he or she can tell students an interesting story:One day some fish swam freely in a small river, suddenly here came a cat The cat was very very very hungry, so he wanted to eat the fish.The fish’s mother was very worried.“What can I do?”She thought.At that moment, the fish’s mother made sounds like this:Wang!Wang!Wang!When the cat heard this kind of sounds, he thought there came a dog, so he went away.The fish were saved.With vivid performance of the teacher, children will be attracted by the story and laugh happily.What is more, this story not only enlivens the classroom atmosphere, but also children can learn the names of animals like fish, cat, dog easily.

2.1.3 Intercourse method

Intercourse method, briefly speaking, is the interaction between children and teacher or children in groups in English classroom teaching.Teachers should make full use of children’s characters.They are lovely, they have good memory, and they can imitate others very well.Then teachers should create real scenes to increase pupils’chances of touching English (Liu, 1998:117) .Using intercourse method to teach, teachers can divide pupils into several groups and ask them to practice what they have learned in class.Thus can make every child have more chances to listen and repeat.By letting pupils communicate with each other freely, teachers can accomplish the goal of improving their ability of intercourse step by step.For example, a teacher can divide children into groups of 5and then asks each of them to draw an object or a picture and to describe it with one word they have learned last class.Then the teacher lets one of the groups show their pictures together and tell the meaning of the picture.In this way, not only can the children remember these words easily and deeply, but also the spirit of team work is achieved.

2.1.4 Acting method

Acting method is that teachers and children act as different roles in the texts they have learned.They can act out dialogues simply;they can prepare some simple props and act out simple stories in the platform, too.In the course of acting, no matter who are acting or no matter who are watching, children’s attention can be highly attracted.Their great interest in play is developed obviously, in the meantime, a merry classroom atmosphere can be established in which children’s English knowledge and ability can be improved more easily.Take Lesson nine1, Book three for instance:the first part of this lesson is to learn names of five shops:bicycle shop, clothes shop...The teacher can let a few students with various kinds of props, posing as vendors.Then the teacher introduces each vendor that stands for a store.Now the teacher is in the store to buy a bike and ask pupils what is the name we should give this store. (x x shop) .Children will give bicycle shop, tea shop, tire shop and so on.Through this acting, students will learn much easier than before.Meanwhile they can extend to new content in daily life, such as shoes shop, pants shop...

2.1.5 Game method

Playing games is also a very good method in the teaching of English in the classroom.It is very helpful in both enlivening atmosphere and attracting attention.

Game method is teaching English by playing games.Some experienced teachers are very good at designing interesting games and playing them with children.In the process of playing game, their ability of listening and speaking can be greatly improved.

Many English teachers think that acting, guessing, competing are all good methods in game teaching.Acting can arouse children’s consciousness of attending actively.Guessing can satisfy their curiosity.Competing can bring successful happiness to pupils.If teachers can often use game method in English classroom teaching, students’interest in English study can improve a lot day by day.Take the game“Touch Mine” (碰地雷) for example, in the English word learning, children are reluctant to read after their teachers.This method is a good way to enliven the atmosphere.In a list of words, one mine is hidden under a word.This word is not allowed to read by the students.If some careless students read it, the other students count together:One, Two, Three, Bomb, and point at them.It is so interesting that students can learn solidly in this happy atmosphere.

Take another example.In the review of animal names, we may guess what kind of animal it is, according to some of the characteristics of an animal, such as“hook-like nose, ears like fans, legs like big round wood, with a fat tail.” (Elephant) .If teachers are under preparation for animal headdresses, they can organize students in the classroom to do the game of“Who Am I?”The teacher wears a certain kind of animal headdress:“Who am I?”And students can reply in this way under the guidance of the teacher“You are...”I teachers can integrate several methods for teaching, the effect is even better.

2.1.6 Song method

Songs are another effective means of enlivening English class atmosphere.What is more, words in songs tend to be the essence of a language.If teachers can purposefully choose some songs to coordinate texts, pupils can remember language knowledge easily and deeply.Song method can also train students’liking and interest in English study.For example, when teaching letters, teachers may apply ABC song and One, Two, Three, Four song is also available when numbers are learned.Songs can be also exploited to teach everyday conversations, such as Good Morning to You, Hello!Happy New Year and What Is Your Name?If some students are“dropping off”, we can use Are You Sleeping song.

2.1.7 Presentation method

Presentation method means that one can use something directly to make an action or to perform in order to let others understand the meaning of the action easily and clearly, which is a simple and quick way to make English classroom teaching lively and active.It can also make English knowledge create a deep impression on pupils.For example, when teaching the verb clean, teachers can clean the blackboards or the desks to show the meaning.When teaching the words close and open, teachers can close or open the door again and again to present the meaning.For example, learning English in primary school of Oxford Four, Unit 4 I like...A part o dialogue2:Do you like puppets?Yes, I do./No, I don’t.First the teacher replaces puppets with some candies.Students see candies and answer.If their answers are right, they can eat some candies In this way, the enthusiasm of the students becomes much higher than before.

2.2 Enlightenment strategy

Teaching method of enlightenment is not just a concrete method, because it has not regular teaching form and link.Asking questions at the beginning of class and making students learn the texts with the questions is enlightenment, assigning questions before finishing class and asking students to practice or discuss after class is also enlightenment.

Using the method of enlightenment can make pupils produce imagination and bring their activeness into full play, and the teaching texts can leave a deep impression on them (Xu, 1999:226) .

The following is some English teaching methods of enlightenment, which are similarly very useful to the English teaching.

2.2.1 Asking questions

In English class, teachers and pupils can ask and answer some simple questions in simple English.Simple questions, on the one hand, can enlighten children on their thinking, and on the other hand, can make children have more chances to listen and speak.If teachers use the method of asking questions, they must pay attention to the points below.First, following the enriching of the students’knowledge, teachers should change the forms and difficulty degree of questions.Thus they can, step by step, practice the flexibility and extent of students’thinking.Second, teachers should use different ways and means of asking questions for different students.For those who have an introverted disposition and do not like to answer questions orally, teachers should encourage and guide them.Thus they can increase students’courage and make them dare to answer the questions loudly.For those who have an extroverted disposition, teachers should also guide them to think and answer carefully when they affirm their activeness.Third, when asking and answering, the two sides, teachers and students or students in pairs or in group, should be interchangeable so that they have chances to both ask and answer questions.Last but not least, the questions should be easy enough for children to think and answer.English primary schools such as Oxford 3B Unit Eleven A Good Idea3:the teacher enters the classroom, wearing sports suit and holding a basketball.Students are really very curious, and also have high spirit.In the lead-in, the teacher plays basketball and asks them to count for him.In doing so, the pupils’attention will be drawn successfully and they will show great interest in what on earth the teacher will do.Then the teacher writes down 2008 on the blackboard, which makes the children more curious with an inquisitive mind into the English lesson and asks“Boys and girls, think over what will happen in 2008 in China?”Students will have Olympic Games in their minds.Through such simple enlightenment, it is very natural to lead students into the course.

2.2.2 Practicing

In English teaching, practice is more important than any other things they do.If teachers make pupils have more chances to practice in class, students can use the knowledge they have ever practiced to describe their own life.Of course, in order to maintain children’s attention and interest, the forms of practice should be various.Asking and answering questions, role-play, singing songs and playing games are all good forms of practice.Take a dialogue for example;a teacher can lead the pupils to the new words they just learned in this way:

A:Hello, B.What’s this in English?

B:It’s a rabbit.

A:Oh, I see.It’s a rabbit.What’s that in English?

B:It’s a puppet.I like puppets.Dou you like puppets?

A:No, I don’t.I like rabbits.Dou you like rabbits?

B:Yes, I do.But I don’t have rabbits.Let’s go to the supermarkets.

A:Ok.But how do we go there?

B:By bus.

Here is another example.It is called“Be On The Wrong” (将错就错) .First, let all the pupils keep still in their own seats.The teacher can walk randomly in the classroom.He or she can suddenly stop in front of a child, pointing to his or her nose with a finger and says“This is my eye” (Intentionally making mistake) .Of course, the child should point back to the teacher’s nose and says“This is my nose”.If the student is also wrong, let him substitute the teacher to do the same thing again.Teachers can also hold some stationery and point to the pen and say“This is my pencil”.The student points his pencils and says“This is my pen”.

2.3 Emotion strategy

Teaching theory always emphasizes the importance of the internal motive.Though teachers still play an important role in the teaching, the decisive factor should be internal cause (Wang, 2002:163) .In other words, the most important factor in teaching is the students’internal motive.

The function of motive of study mainly shows in the following phases.First, it can make students get into the condition of study quickly.Second, it can make students concentrate all the energy on the necessary task of study.Third, it can boycott the disturbance of something unimportant.Fourth, it can make students put full enthusiasm into study.

So as an English teacher, how can he/she train and arouse the students’motive of study, especially these younger English learners aged from 8 or 9 to 11 or 12?

2.3.1 Teaching with fullness of emotions to arouse response emotions

Teachers teaching posture and emotion are part of EQ educational content.Teachers’teaching posture should be natural, moderate and proper, and teachers’expression should make the younger students feel sincere, modest and serious, kind (Weiss, 1994:59) .Once teaching posture, such as teachers’kind face, expected eyesight and proper gesture, is transformed to the students’emotion experience, the students will generate emotion response.Teachers win pupils’respect and love by loving their job, loving the students and respecting the students’personality.Teachers conquer the students by the noble sentiment and profound knowledge and make English classroom become an emotion communicative world.Teachers and students’emotion communication and lively classroom atmosphere contribute to enlightening the student’s intelligence and to developing the students’ability.For example, to some poorly-performed children, teachers should talk with them as much as possible, and help them with their study and life and establish their confidence.At the mean time, teachers should also keep their eyes on these well-performed ones to make them feel they are equally treated.

Teachers’teaching language can express emotions.Teachers’teaching language should be compact, simple, logical, firm, confident and at suitable speed, either clanging or deep, showing happiness, anger, sorrow and joyfulness, guiding the children to experience situation, feel images and make the students’thought happily change along with teachers’thinking in order to promote their ability to absorb and understand what teachers’impart.

2.3.2 Creating positive emotional surroundings to arouse inter-est

Some experts say interest is the best teacher.It can make students raise new demands continuously and reach newer heights (Fang, 2004:49) .Teachers must pay attention to fostering students’great interest in English study.If teachers do that successfully, it is safe to say that they tide over a difficulty in English teaching.

Teachers’performance can arouse students’feelings.The students’higher learning emotion comes from teachers’unremitting pursuit of career, selfless devotion to their task, full teaching enthusiasm, firm teaching determination, tireless teaching spirit and conscientious working style.English teachers in primary school should always bear this view in their minds that children’s positive emotions should be cultivated in an early stage.In English teaching course teachers should try their best to rectify the students’learning attitude through their persuasion and education, and cultivate their hardworking spirit and noble sentiment;teachers must stimulate the students’learning warmth through their behavior, and prompt the students’learning desire;teachers must teach the students scientific learning methods through guiding them to learn and urge them to find out the important and difficult points of learning;Teachers should help the students establish determination confidence and perseverance, and defeat difficulty and frustration in learning and make for the success in the end.

In English classroom teaching in primary school, teachers must try actively to find out teaching rules, improve teaching methods, create pleasant teaching environment.Thus they can satisfy children’s emotional and psychological requirements and make English teaching vivid and full of merriness.

2.3.3 Evaluating properly to encourage students

Teachers’evaluation can control the students’learning emotion.Students need teachers’evaluation, because the younger the students are, the stronger desire that they hold for other’s attention (Guan, 2005:38) .They have the need of interaction and being paid attention.Teachers’evaluation can make the students feel teachers’respect and care for them.Therefore, teachers must value evaluation in classroom teaching.Teachers’evaluation to the students should be right and proper, particularly, after the students’answers to the questions.Teachers should use the style of positive reinforcement as much as possible to evaluate the students.If the answer is right, teachers give active evaluation:“Good/Perfect/Excellent/Well done/Adequate.If the answer is partly right, teachers should also encourage them:“That is almost correct”, “Better than last time”, “The first part of your answer is right, but...”.Of course criticizing properly is also useful.It can make students clear about their own weakness.But teachers must pay special attention to the way of criticizing.They must not hurt students’self-esteem.If the answer is wrong, do not satirize and ridicule the students, but point out their advantage as much as possible“Your answer is not right but your pronunciation is very good”;“No, it’s not the right answer to this question, but it is also very important.Thank you.”Pay attention to each student’s self-respect and self-confidence, and cultivate their interest in learning.

2.4 Designing teaching process strategy

When teachers design the activities for English classroom teaching, they should pay great attention to that these activities must not lose touch with the textbooks.Teachers must catch the key points and stress the difficult points (Breen&Little, 2002:82) And in the course of teaching, teachers should speak English as much as possible, only in doing so can children touch English fully and cultivate good habit of English learning, and a good study environment will be created for them at an early age.

Generally, there are some principles that teachers must payspecial attention to.First, teaching aims of designing activity mustbe clear.That is, through teachers’teaching activity, children cangrasp and absorb the content easily and communicate with othersin English freely and properly in future.Second, designing shouldbe interesting, attractive and creative.Teachers must make the de-signing have its own features and styles.Third, designing must suitpupils’real level and ability of receptivity and cater for children’smental needs.Last but certainly not least, English teachers in pri-mary schools should hold the view by the second that all the con-tents should be simple enough within children’s reach, and theyshould, in the meantime, keep an open eye on children’s responseand reaction to make sure whether the designed activities are be-yond the pupils understanding.

3 Conclusion

In a word, given children’s physiological and psychologicalcharacteristics of learning, English teachers in elementary schoolsshould adopt some strategies in classroom teaching to produce goodteaching result.Since children are poorly self-controlled, cannotconcentrate on their study goal for a long time, and easy to lose in-terest once they meet difficulty, teachers should take advantage ofstrategies (like enlivening atmosphere and enlightenment) to mobi-lize their activeness, to prolong their concentration, use other strate-gies (like emotion and designing teaching process) to make chil-dren easy to keep their interests in English learning.At last, inmodern China, if teachers can fully realize children’s characteris-tics in English learning and properly use methods and strategiessystematically, it will not only promote children’s all-round devel-opment of personal quality, but also improve the quality of theteachers.

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小学英语教学设计英文 篇8

【关键词】英文原版动画片 小学英语 教学 意义

【中图分类号】G623.31【文献标识码】A 【文章编号】2095-3089（2016）01-0105-01

小学阶段是学生学习方式与习惯的养成阶段，包括对学习的认知与喜欢程度，所以要让学生喜欢英语这门学科，必须从小学抓起，培养他们学习英语的兴趣。怎样让他们喜欢英语这门学科呢？因为小学生年龄比较小，都是比较贪玩的，所以要让他们爱上学英语，可以从这方面出发，采用英文原版动画片进行英语教学，因为英文原版动画片里边人物语言比较简单，而且发音也比较准确，因此被广泛应用于英语教学中。

一、理论基础

将英文原版动画片运用于小学英语教学，是基于多元智能理论提出来的一种教学方法，因为人本身的潜能就是多元化的，比如除了言语上的潜能，人对于音乐、人际交往、自我意识以及肢体都是有一定潜能的，所以，多元智能理论就是不断开发学生的潜能，将潜能开发至最大化。英文原版动画片则是通过视频画面的形式让学生展示，也是通过这种方式将人言语上的潜能与空间智能高效的结合起来，从而提高记忆力以及创新的能力，而英文原版动画片使得学生对于英语的学习更加生动形象，且简单易懂。

二、英语动画片教学模式分析

（一）将英文原版动画片应用于小学英语听力教学中

对于英语的学习，主要就是“听说读写”四个方面，“听”被放在第一位，只有听到相关信息，人才能作出一定的反映。“听说读写”这四个方面也始终贯穿着整个小学英语的教学过程，语言环境对于英语的学习是至关重要的，将英文原版动画片应用于小学英语听力教学中，使其原有的生动形象，活泼有趣在英语教学中发挥的淋漓尽致。所以，对于小学英语教学师来说，上课时可向学生播放一部分动画片，让学生先自己理解片段中人物所体现出来的情感、面部表情、语言表达方式以及人物的心理特征等；其次，在学生了解到这些以后，老师可再次播放人物的对话，让学生对听力加以练习。因为学生在听力播放过程中思维不够集中，或者理解能力还有欠缺，老师可以多播放几次录音，提高学生的听力。

（二）将英文原版动画片应用于小学英语口语教学中

小学生年龄都还小，大部分都还比较贪玩，比较喜欢自己感兴趣的东西，所以要抓住学生的这一特点，将英文原版动画片应用于小学英语口语教学，让学生产生对英语口语学习的兴趣，真正参与到英语口语的学习中去。这样不仅锻炼了学生的口语能力，对于学生自主学习能力也是一种提高。

（三）将英文原版动画片应用于小学英语写作教学中

不论是语文写作还是英语写作，对于学生来说都是一个难点，因为没有写作素材，但是写作部分在教学中也是十分重要的一部分内容，所以老师要重视这一问题，可以将英文原版动画片应用于小学英语写作教学，比如上写作课的时候，老师可以播放英文动画片让学生观看，然后让学生选择出自己比较感兴趣的人物，对人物形象以及感兴趣的原因进行描述，并写出观后感。也可以针对剧中的故事情节发散思维，写出故事的另一个结局或者是故事的续集。也可以让学生自己编写小故事。

三、英语动画片教学意义分析

（一）提升学生对于英语学习的兴趣

成功源于兴趣，只有对事物感兴趣，才有心思去学习研究。英文原版动画片中人物活泼的形象，色彩缤纷的环境以及起伏跌宕的故事情节，都能在一定程度上提升学生学习英语的兴趣和欲望，使得学习环境更加轻松。提升学生的自主学习能力。

（二）提升学生的创新思维能力

因为英文原版动画片往往展现的都是其他国家的国家文化、人文理念以及价值观，学生通过对这些进行了解，不仅英语能力有所提高，而且扩展了视野。在此基础上，学习思维在不断创新。

（三）提升学习语言文化知识的能力

每一种语言都是一种文化的积淀，学习一种语言，更多的是了解这种文化深层次的内涵，所以将英文原版动画片运用于小学英语教学，使得学生的文化知识结构更加丰富多彩，而且通过观看英文原版动画片，使得学生的词汇量进一步增多。其次，动画片中的发音与用词都是非常准确的，所以一定程度上纠正了学生一些英文单词的发音和语法结构的运用错误。

本文通过介绍将英文原版动画片应用于小学英语教学的理论基础，并分析了英语动画片教学模式：将英文原版动画片应用于小学英语听力教学、口语教学以及写作教学中。在此基础上，能够有效提升学生对于英语学习的兴趣、学生的创新思维能力以及学习语言文化知识的能力。

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