幼儿英语教学中是否需要中文翻译(推荐五篇)

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第一篇:幼儿英语教学中是否需要中文翻译

呆呆超人(儿童网站)www.xiexiebang.com

幼儿英语教学中是否需要中文翻译

用母语教外语是当前比较常用的方法。我们主张尽量不用“翻译法”,而采用“直接法”,原因有两个:

其一,幼儿每次英语活动时间较短,如果让汉英或英汉翻译占去一部分时间,英语的教学效率就会很低

其二,幼儿在学习英语时,如果运用太多的中文翻译,幼儿在用英语时,往往要先在脑子里进行一道翻译程序,这样会影响幼儿听说英语的能力。为了让幼儿更好地理解我们的教学内容,我们尽量用直观教具、体态语、情景表演等教学形式让幼儿把所听到的英语和它所代表的事物概念直接联系起来。在幼儿园的日常生活中,我们也要求幼儿尽量用英语表达,逐步养成喜欢听说英语的习惯。

由于幼儿学习英语时,母语已经在头脑中客观存在,因此,完全排斥中文翻译是不可能的。在以下几种情况下我们会在尽量使用英语的前提下少部分运用中文翻译:

(1)在解释抽象概念时,适当运用汉语,利用知识的“正迁移”,起到“画龙点睛”的效果。

(2)复习时,发现幼儿出现概念性错误,教师又一时找不到适当的教具时,可借助中文解释立即纠正幼儿的错误理解。

(3)讲故事时借用中文提供背景,烘托气氛,有利于幼儿学习故事。

(4)解释活动规则时辅以汉语解释,会给幼儿以安全感,幼儿熟悉了活动之后,可逐步用英语解释

(5)讲解发音方法及维持纪律时,也可以适当运用中文。

什么是“类母语情境英语教学”?它有什么特点?

类母语情境英语教学理论的两个基本理念就是:第一,把婴幼儿的外语学习看成是类似于母语学习的过程;第二,主张外语学习要设置情境,让学习者在一定的情境中学习外语。简单地说,就是在不具备完全外语语言学习环境的条件下,参照婴幼儿习得母语的基本机制,把课堂教学情境设置成类似于婴幼儿习得母语的情境。

根据“类母语情境教学理论”,教学方法具备以下五个特点:

1.语音识别先行;

2.语言环境情境化;

3.语言情境典型化;呆呆超人(儿童网站)www.xiexiebang.com

4.典型情境高频化;5.以幼儿表达需求为主导。

第二篇:幼儿英语教学中常用warm_up

幼儿英语教学常用的warm up 1 What are you doing now

What are you doing now? I am reading now.What are you doing now? I am jumping now.What are you doing now? I am running now.What are you doing now? I am laughing now.Hi hi hi hi ha ha ha ha ha ha.2.Eyes ears nose mouth chant Eyes.eyes.chua chua chua Ears ,eard.eng eng eng Nose, nose.sh sh sh

Mouth, mouth.um um um 3.Hello song

Hello hello how are you , fine , fine, fine ,thank you.Hello hello how are you, oh oh just so so.Hello hello how are you, no no I am terrible.4.Rabbit song

Left , left ,right ,right ,go ,turn around go go go!5.Everything is moving now

Everything is moving now.Let me show you how.My head is shaking, shaking ,shaking, shaking.My arms are swing, swing ,swing ,swing.My legs are moving, moving, moving ,moving.6.Hamburger

Hamburger hamburger turn around

Hamburger hamburger touch the ground Hamburger hamburger reach up high Hamburger hamburger touch the sky 7.Numbers chant

Point up, point down ,show me one Stand up ,sit down, show me two

Clap your hands and stamp your feet, show me

three.Listen to me listen to her.show me four.Write A , write B , show me five.8.Help(这是一个情景剧,一个病人,一名医生,一名护士)Doctor doctor help help

Nurse nurse shoot shoot shoot Buzz!Ouch.What can you see

Look ,look what can you see? I can see a bird in the tree.I can see a monkey drinking tea.I can see a tiger watching TV.Ha Ha Ha 10 Take a bath

You are dirty , you are dirty.Are we dirty , are we dirty.Take a bath.take a bath.Hey ya ya.Hey ya ya.I am clean.小学英语课堂教学中Warm up 1.Alphabet Song(略)2.Apple Song Apple round, apple red, apple juicy, apple sweet, Apple, apple, I love you.Apple sweet I love to eat.3.Big thumb up Big thumb up, big thumb down, clap your hands, turn around;

Big thumb up, big thumb dowm, stamp your feet, turn around;Big thumb up, big thumb down, come here, ……, go back sit down.(可自由扩充)4.Big bad wolf Who’s afraid of the Big Bad Wolf, Big Bad wolf, Big Bad Wolf, Who’s afraid of the Big Bad Wolf, La Ha Ha Ha Ha…….(Ss go back)5.Elephant Elephant, elephant, why is your nose so long? That’s because my mother’s nose is also very long.6.Indian boys One little, two little, three little Indians;four little, five little, six little Indians;Seven little, eight little, nine little Indians;ten little Indian Boys.(From 10 to 1)7.London Bridge London Bridge is falling down, falling down, falling down, London Bridge is falling down, my fair lady.8.Walking Song A.Walking, walking, walking, walking;Jump, jump, jump, jump, jump, jump;Running, running, running, running, running;running, now we stop.B.Walking, walking, walking, walking;one plus one, one plus one;Running, running, running, running, running, running;equals two, equals two.(改编)9.Happy Song If you’re happy, and you know it, you clap your hands;if you’re happy, and you know it, you clap your hands;

if you’re happy, and you know it, and you really want to show it,if you’re happy and you know it, you clap your hands.(stamp your feet, give me a kiss, say “Hurrah”)

10.Head shoulders knees and toes Head, shoulders, knees and toes, knees and toes, Head, shoulders, knees and toes, knees and toes, eyes, ears, mouth and nose, Head, shoulders, knees and toes, knees and toes.11.Eyes, Eyes Eyes, eyes, shuar….shuar….shuar….;Ears, ears, Ah….Ah….Ah….;Nose, nose, no, no, no;Mouth, mouth,(kiss),(kiss),(kiss)Hands, hands,(clap),(clap),(clap);Feet, feet,(stamp),(stamp),(stamp), Angry, angry, Hern, Hern, Hern;Shy, shy, Hern, Hern, Hern Cry, cry, Wuu, Wuu, Wuu;Happy, happy, Haa, Haa, Haa 12.Where is thumbkin? Where is thumbkin? Where is thumbkin? Here I am.Here I am.How are you this morning? Very well and Thank you.Run away, run away.(pointer, tall man, ring man, pinky)13.Rain, rain, go away Rain, rain, go away, Come again another day, Little kay wants to play,(little kids/children)Rain, rain, go away.14.Beehive Here is a beehive, where are the bees, Hidden away, and nobody sees, watch and see them come out of the hive, , five, zzzzzzzz……..15.Try to find a good friend Fry to find, try to find, try to find a good friend, Solutions and shake your hands, you and I are good friend.16.What are you doing? What are you doing? I am jumping/running/walking/swimming.What are you doing? I am laughing.Ha ha ha ha hi hi hi …… 17.Fingers 1 finger, 1finger, turn turn turn, turn to what, turn to a brush, shua shua shua 2 finger, 2finger, turn turn turn, turn to what, turn to a rabbit, jump jump jump 3 finger, 3finger, turn turn turn, turn to what, turn to a fork, yummy yummy yummy 4 finger, 4finger, turn turn turn, turn to what, turn to a cat, meoow meoow meoow 5 finger, 5finger, turn turn turn, turn to what, turn to a tiger, ouuu ouuu ouuu 6 finger, 6finger, turn turn turn, turn to what, turn to a cow, murnn murnn murnn 7 finger, 7finger, turn turn turn, turn to what, turn to a snake, s s s 8 finger, 8finger, turn turn turn, turn to what, turn to a gun, bunn bunn bunn 9 finger, 9finger, turn turn turn, turn to what, turn to a hook, 1 2 3 10 finger, 10finger, turn turn turn, turn to what, turn to a stone, paper scissors stone 18.Everybody look at me Everybody look at me, please shake your body, I want to know if you are happy.Oh, my body, you and me.19.Shakula Shakula, shakula, shakula to U;Shakula, shakula, shakula to N;Shakula, shakula, shakula to M;Shakula, shakula, shakula to you and me.20.Up and Down Up, up, touch your head;Down, down, touch your toes;Up and down, turn around;Wiggle your body, please sit down.21.Funny Face Two big eyes, one little nose, two big hands, ten little toes, one big mouth, two small ears, Long straight hair, what a funny face, ha ha ha ha, make a funny face, ha ha ha …….22.Shake shake Shake, shake, head to toes;shake, shake, mouth to ears;shake, shake, ears to eyes.23.Row your boat A.Row, row, row your boat;gently down the stream;Merrily, merrily, merrily, merrily;life is but a dream.B.Walk, walk walk in the sun;walk in the sun;Merrily, merrily, merrily, merrily;walk in the sun.(jump--wind, run—rain)24.Teacher, teacher, what do you see? Teacher, teacher, what do you see? I see a bird singing in the tree.(teacher)Bird, bird, what do you see? I see a fish swimming in the sea.(bird)

I see a frog looking at me.(fish)Frog, frog, what do you see? I see a pig watching TV.(frog)Pig, pig, what do you see? I see a ……aho, I want to go peepee!(pig)25.Wash and dry Here is some soap and shampoo, here is a towel just for you, Here is a pair of slippers, too.And a bathmat just for you.Wash your body, wash your hair;Dry your body, dry your hair.Wash yourself and dry yourself, Every where!26.I’m hungry

I’m hungry, have some cake.Yum, yum.Can I have some more.That’s all, there is no more.No more? No more!No more? No more!(hungry—cookie;thirsty—milk;thirsty—juice)27.Twinkle, little star Twinkle, twinkle, little star.How I wonder what you are.Up above the world so high, like a diamond in the sky.Twinkle, twinkle, little star, How I wander what you are.28.Numbers 1-10 1, 1, run, run, run;2, 2, go the zoo;3, 3, swim in the sea;4, 4, stay by the shore;5, 5, find a beehive;6, 6, pick up the sticks;7, 7, go to 7-11;8, 8, stand by the gate;9, 9, from a line;10, 10, catch the hen.29.Numbers 1-5 1, 1, there is one sun;2, 2, there are two shoes;3, 3, there are three trees;4, 4, there are four doors;5, 5, there are five knives.30.Hey, Hey 1, 2, Hey, hey.How are you today? 1, 2, Hey, hey.It’s a nice day.1, 2, Hey, hey.Happy birthday!1, 2, Hey, hey.Children’s day!Yeah!31.Hocky Pocky You put your right hand in, you put your right hand out;You put your right hand in, and you shake it all about;That’s what it is all about.(left hand, right foot, left foot, right hip, left hip, right shoulder, left shoulder, head, wholeself)32.Kangaroo I can jump, jump, jump, I can jump, jump, jump, I’m a little kangaroo.33.Sunshine You are my sunshine, my only sunshine, you make me happy, when skys are grey.You never know dear, how much I love you, please don’t take my sunshine away.34.Jump hop I jump, I hop, I run, run, run;I jump, I hop, I turn around;I jump, I hop, I bend my knees.(可续编)35.On the bus People on the bus go up and down, up and down, up and down, People on the bus go up and down, all through the tow.shh.Don’t cry;the cows-nurnn…)36.Week Song Sunday la la la;Monday la la la;Tuesday la la la;Wednesday la la la;Thursday la la la;Friday la la la;Saturday la la la 37.Fish song Fishes, fishes, where are you? Can you show me where they are.Fishes, fishes, there they are.Some are swimming in the lake(sea).38.Weekends song Monday, Tuesday, Wednesday, Thursday, and Friday.Are days of week.Saturday and Sunday, Saturday and Sunday are weekends.It’s great!39.What are you doing I’m listening to music.I’m reading a book.I’m writing a letter.Come here and look.I’m playing football.I’m talking to you.I’m doing my homework.And you doing it too? 40.There is a word/fruit/…..in my mind.41.Jack and Jill

Two little black bird sitting on the hill;one named Jack, the other named Jill.Fly away Jack, fly away Jill;Come back Jack, come back Jill.42.Barney Theme Songs Barney is a dinosaur, From our imagination, And when he’s tall he’s what we call, A dinosaur sensation.43.Hello everyone stand in a row Bend down bend down, touch your toes, Hello everyone stand in a line, Hands up hands down close your eyes.44.Happy Happy Happy Everyday La la la La la la Happy Everyday.(快乐大本营开场曲的调子)44.Sunny Sunny Sunny It’s a sunny day.Come on, let’s go, let’s go to play.Oh, yeh.It’s a sunny day.45.Good morning(song)Good morning.I’m your teacher.Good morning.You’re my student.Good morning.What’s your name? My name is Jack.Please stand up!Please sit down!Good morning.I’m your teacher.Good morning.You’re my student.Good morning.What’s your name? I’m Lily.Please stand up!Please sit down!Good morning!Good morning!Good morning…!46.Dinner’s ready

Breakfast’s(Lunch’s, Dinner’s)ready.It’s on the table.Breakfast’s(Lunch’s, Dinner’s)ready now.Where’s the knife, the fork, the spoon.Where’s the placemat, Where’s the plate.Sorry, we’re late.That’s OK.47.Boys and girls stand in a line.Bend down, bend down, touch your toes.Boys and girls stand in a row.Stand up, stand up, close your eyes.48.Come on children.Come and see.See a place for you and me.Come on children.Come to me.Happy, happy, A.B.C.49.A.B.C.D.E.F.G.I’m good.Listen to me.H.I.J.K.L.M.N.I’m happy.Try again.O.P.Q.R.S.T.U.I’m cute.How about you? V.W.X.Y.Z.I’m nice.Do you know me?

50.Hello, hello, A.B.C.Hello, hello, 1, 2, 3 Hello, hello, you and me.51.Let us cheer.Rarara Let us sing.Chualala Let us dance.Chachacha Let’s have a fun.Hahaha 52.I see red.I see brown.I stand up.I sit down.I see orange.I see blue.I see a tiger in the zoo.53.Yankee doodle went to town, riding on a pony.He stuck a feather in his cap, and called it Macaroni.54.Passing ball(一边唱歌,一边传球,歌声停时,球在哪个学生手中,老师就问他/她一个问题)55.I’m a robot(学生给出英文order, 老师是robot, 照学生的order做出正确或错误的action.)

第三篇:幼儿英语教学浅析

一、幼儿英语教学的意义

经济的全球化,随之而来的是国际界线日趋模糊,人际交往日趋频繁,英语作为国际通用语言,在各个国家与地区之间的经济、政治、文化、人际交往中起着举足轻重的作用,掌握一口纯正的、准确的、流畅的、优美的英语成为众人所望,更是未来世界人们生存的基本能力。

英语作为一种语言和所有的语言一样,首先是一种交流工具,这点就决定英语应属十五个领域中的“语言领域”,而0――6岁正是幼儿的语言敏感期,一旦错过最佳时期,即使花双倍努力,也只能是事半功倍,可见外语学习的低龄化势在必行。

二、本园的英语教学遵循以下原则:

A、营造语言氛围环境是幼儿英语教学的首要原则。语言的起源是交际的需要,那就是说语言之所以能产生,是由环境“逼造”出来的,这就要求教师在教室内外多用英语设置环境。表述语意,切不可见学生听不懂看不明白就用汉语取而代之。幼儿园应为幼儿创设一个基本的英语环境,从英语课到活动课及午餐、午休等环节都应使幼儿有一个听英语和说英语的环境,把课堂教学同幼儿的自然习惯相结合。如画的太阳就写上“sun”,画的树就写上“tree”,画的花就写上“flower”,画的鸟就写上“bird”,画的蝴蝶就写上“butterfly”„„等等之类的。不过应该特别指出的是这些用外语设计的环境要经常引导幼儿去了解、去学习、不然就成了“只供菩萨不烧香”。仅只有环境的营造还不够,还需要教师语言的熏陶。英语教师在与孩子交流时应大量使用英语,其他工作人员和其他科任老师也应尽量地用英语表述问题,如幼儿进园就说“Good morning”,吃早饭就问“What's for breakfast? ”,睡觉就说“go to bed”,起床就说“get up”,下午再说“Good afternoon”,离园就说“Good bye”。总之,我们要让幼儿随时随处能听到英语,感受到英语,要让幼儿好比身处外语世界一般。

B、从运动入手,以游戏为主的原则。教师是否能不断激发孩子学外语的兴趣,积极性是幼儿外语教学成败的关键。好动是幼儿的天性,而游戏是幼儿最喜爱的运动。因此对幼儿英语的每一堂课都应该做到动中教学,游戏中教学。教师若能将英语与游戏、运动有益结合,把每一项运动,每一个游戏都设计得生动活泼富有吸引力,且融于英语教学中的话。那节节课都可让幼儿兴趣盎然,回味无穷。一个很简单的例子。如教幼儿英语数数one.two.three.four„„ten.如果只是单一地、重复地让幼儿看一些图片,坐在座位上数的话,幼儿就好比小和尚念经,有口无心。时间一长,幼儿累了,厌倦的情绪随之而来。但如果老师采取体育游戏,或是音乐游戏,再或者是智力游戏等等,有意识将这些英文融入其中,幼儿就有可能在轻松、自由的环境中学会它。如体育游戏,将10个呼拉圈与英文数字卡(one--ten)并排对应排成一列,请幼儿双脚跳呼拉圈,跳的同时说出旁边对应的英文数字卡的英语。再比如音乐游戏,老师放一段音乐或弹奏一首明快的曲子,幼儿围着英文数字卡片绕圆圈走,当音乐或琴声停止时,请幼儿分别说出自己面对的英语。智力游戏,教师一边说英语,一边摆出数字卡片,然后让幼儿闭上眼睛,教师取走其中一个,让幼儿睁开眼睛,并观察哪一个不见了。瞧,就是这些生活中常见的游戏,教师运用起来所达到的效果却迥然不同。

C、形象语言和肢体语言的原则。为了更好地帮助幼儿理解和学习英语,教师的每一个教学内容都应做出丰富的教具,并且还要创编一个生动的具有情节性的故事,并配上活泼可爱的动作,因为这样首先在感官上给了孩子一个视觉刺激,吸引了孩子有注意力,在加上活泼可爱的动作,孩子能不模仿你和你互动吗?

此外还有一些具体的教学方法问题,需要我们做更进一步的探讨,总之,我们应以发展有眼光来看我们的幼儿英语教学,让幼儿学得更快乐、更轻松。

第四篇:幼儿英语教学

幼儿英语教案(学生五名,年龄4~5岁)

Unite 1 greeting

1,介绍自己,(英文名),说要和他们玩、做朋友。切记要消除学生对老师的惧怕感

2,故事,准备动物图画两张(一定要,实在不行在黑板上画两个)。动物一在森林遇上动

物二,相互介绍自己,一起玩耍,最后道别回家(融合小孩子喜欢看的动画片里的角色,比如猫和老鼠,喜洋洋与灰太狼等等)

3,准备6~10个英文名,让学生自己选择自己的名字,并且教会他们发音

4,然后老师依次和每个学生握手询问并相互说自己的英文名。(中文)

5,教他们基本单词what name my you your god-bye 等等单词。教会他们基本问候语句对

话(切记不要教太多)

6,然后老师下去用英文说介绍自己说要和她一起玩成为朋友。问她叫什么名字(英文并且

要引导学生用英文回答)(每个学生都要哦)

7,游戏。找朋友准备软手巾或者眼罩。让一个学生蒙着眼找其他小朋友,找到了就问她

是谁,可不可以和你成为朋友(英文)(音乐《找朋友》千万不能少)

或者:把幼儿分成二队,里外圈站好,听音乐演唱歌曲《找朋友》,音乐停止时,里外圈的幼儿面对面,互相问答“Hello!What’s your name? How old are you?”“Hello!My name is~~.I’m ~~.(五个孩子的话你也要加入哦)

8,学生互动,模仿故事(一个扮演动物一、一个扮演动物二)如果有纸质动物图画的帽子

就更好啦,让他们相互自我介绍。

9,或者把学生的英文名写在卡片上让学生抽,抽卡人向抽到者介绍自己要和对方成为朋友

等。

一定要有耐心哈!

因为是初学 单词量少。所以游戏不好展开。。以后单词教的多了就好做游戏了。

第五篇:幼儿英语教学中的体态语言

摘要:在幼儿英语教学中,教师准确、适当、自然协调地运用体态语,艺术地运用表情、手势、眼神及身体距离,能有效地帮助组织教学,达到增进师生感情、激活学生学习情绪、突出教学重点、提高教学效果等作用,以无声胜有声。

关键词:体态语 英语教学

一直以来,人们对语言的学习只强调口头语言和书面语言。然而,对于非语言(主要是体态语)交流的手段则不太重视。根据美国一项研究表明:在情感、态度交流方面,90%以上的信息是靠声调的高低和面部表情,即非语言来传递的。可见,体态语在英语教学和实际交际中有着重要地位。

那么,如何在幼儿英语教学中有效地利用体态语,使英语教学效果更好呢?在新课程改革中,幼儿英语提倡的是任务型教学法,更加强调“双主”作用(教师的主导作用和学生的主体作用)。如果把一堂课比作一场戏的话,作为教学的主导者的教师,便是这场戏的导演。在课堂上如能恰当地应用体态语,如面部表情、手势、目光接触、身体距离等会使课堂教学更丰富、深刻,达到“无声胜有声”的效果。我试从以下几个方面加以说明。

一、表情运用的艺术(facial expression)

这里所说的表情,主要指面部表情。面部表情是人类社会的一种“世界语”,一个人的喜、忧、怒、悲、恐、惊全都可从面部表情上反映出来。著名作家罗曼·罗兰说:“面部表情是多少世纪培养成功的语言,是比嘴里讲的复杂千百倍的语言。”所以,教师在课堂上如能针对出现的不同情况,运用好面部表情语言,就可能有效地调节课堂气氛,提高教学效果。作为教师,对待学生回答问题的对错,就可以充分运用体态语:学生答对了,老师极为高兴,笑若桃花,是对学生的一种肯定和赞许;学生答错了,老师也以微笑鼓励,使学生不感到灰心丧气,进而激励自己更加努力。相反,如果脸部表情僵硬,就会使学生感到困惑。微笑的运用确实重要。对大多数学生来讲,学习英语这一门外语是较困难、枯燥、难以理解的。这样,就需要教师在课堂上使学生产生乐观、自信、积极向上的心态,而微笑正好有此神效。一些教育家曾提出:“用爱的微笑去征服学生的心灵。”教师应把微笑带进课堂,使它最大限度地发挥作用,让学生感到学英语是一种乐趣而不是包袱。

二、课堂“第二语言”--手势(gesture)运用的艺术

在课堂教学中准确适度地运用手势,既可以传递思想,又可以表达感情,还可以增加有声语言的说服力和感染力。

课堂教学中,教师可在某一时刻下用手势语来表示教师所想要的学生参加活动的性质。如:在教英语句型时,指着自己的衣着或可能带有的教具,来教“this is a jacket/coat/map/bag/…….”或者在教“he is not ……”时就摇手,“he is tall.”就用手量高处或者“she is five.”时,就伸出5个手指。另外,简单的手势还可以表示如“come here!”(前伸一只手,掌向里,向着自己招动),“it’s ok!”(向上起拇指或做ok手势)等。再如在教幼儿生“car”时做开车的动作,教“watermelon”时做抱西瓜的动作,教“doll”时做抱着娃娃睡觉的动作……这些,都使幼儿生觉得特别容易理解并牢固掌握,同时增进了学习英语的兴趣。

总之,手势在体态语中是动作变化最快、最多、最大的,而且具有很丰富的表达力。因此,教师在课堂教学中应把手势语用得简练、适当、自然、协调、多样。

三、眼神的运用艺术(eye contact)

眼睛是心灵的窗户。从一个人的眼神中,可以看出他内心的疑问、好恶及态度的赞成与否。爱默生曾说:“人的眼睛和舌头说的话一样多,不要字典,却能从眼睛的语言中了解一切。”可见,在面部表情中,眼睛能传神、会说话,最能表达细腻的感情。

教师在课堂上艺术性地用好眼睛,有利于辅助教学,提高教学效果。首先,教师可以从学生的表情及变化中,看出自己的教学效果,辨析学生听讲的状况。例如,课堂上学生时不时无目的地盯着天花板或窗户,目光呆滞,那表明他们心猿意马;飞眼左右,低语暗议,则表明他们发现破绽或老师讲错了;眼里迸发欢乐的闪光,表明茅塞顿开……可见,学生眼神里大有文章。我国当代著名的特级教师斯霞就特别强调要重视学生的眼神。教师就应从眼神中了解真实的东西,提高效果。

如何看学生眼神行事呢?教师在讲课时,应不时地用眼睛环视整个课堂,使学生感到你在对他讲课,调动他们的参与感,个别学生听课不认真,也可以通过这种环视,提醒他的注意,督促他认真听讲和学习。

四、身体距离的运用艺术(body distance)

人际间的距离也有信息意义,也是一种无声的体态语言。课堂教学中,教师在课堂所处的位置不同,与学生的远近不一,会给学生不同的心理感觉,产生不同的效应。有研究表明,当教师站在距学生2-3.5米的地方,就会产生一种控制效应,如果某个学生不注意听讲或出现行为不当的时候,对待这种行为,只要教师表露出开始向这个学生走去的意向,就会使这个学生不当的行为迅速地改变。

英语课堂上,教师领读时,走下讲台,进入学生的“空间领域”,可以控制课堂,发现和纠正学生的语音、语调,使课堂变得有生气。如有学生在领读时开小差,当老师走近他的时候,他会自觉地跟上来。做听写练习时,教师一边念、一边适宜地走动,可以引起学生的注意,调动他们的积极情绪。

总之,在外语教学中,非语言交流手段不容忽视。在幼儿英语教学中,教师准确、适当、自然协调地运用体态语,能帮助组织教学,达到增进师生感情、激活学生学习情绪、突出教学重点、提高教学效果等作用。因此,在幼儿英语教学中,教师应该有意识地将非语言交流手段利用起来,突出“哑语”的作用,以无声胜有声,使之最优化地为英语教学服务。

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