少儿英语教学的重要原则（The important principles of children English Teaching）.docVIP

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少儿英语教学的重要原则（The important principles of children English Teaching）.doc

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少儿英语教学的重要原则（The important principles of children English Teaching）

少儿英语教学的重要原则（The important principles of children English Teaching） An important principle of childrens English Teaching English teaching is not only language teaching. The object when we teach English is children 5 to 12 years old, we must fully consider the factors of the social, cognitive and language development level etc.. The study found that children and children of the first and second language development, some rules and some crucial factors existing in the development process. Therefore, teach English for the children must take these factors in mind. In this paper, some principles to talk maybe just common sense, or have some of the teachers in the classroom practice. So, it is more that these principles can not be ignored in English teaching. With a variety of skills, from the children themselves have the The children began to learn English before various abilities have often ignored or underestimated. In fact, they have some life experience, have their own world, good according to their own understanding of the way things around, and at least have learned a language. In addition, their learning enthusiasm is usually very high. The level of childrens cognitive development not only depends on the age, but also depends on the support and inspire the development of external stimuli. When the childs potential and the ability to be ignored, they are only as empty cans, a dilemma will produce childrens English teaching. Is the reasons for the formation of this kind of teaching dilemma: design tasks or activities only from the adult point of view, but does not reflect the childs world. This situation makes children unable to close these tasks and activities, but does not mean that they can not complete such activities. So, teachers challenge is to enter the world of children, for their design level of tasks and activities. Gardner (1983) believes that people have seven different or overlapping intelligence, namely: linguistic intelligence, logical mathematical in