少儿英语口语小学生学英语三大难题

少儿英语口语小学生学英语三大难题（精选9篇）

1.少儿英语口语小学生学英语三大难题 篇一

少儿英语口语：小学生怎么记英语单词？

现在，英语越来越受到人们的重视，很多孩子从小就开始学习英语。但是，很多学生认为学英语很枯燥，尤其是单词的学习。所以，教师要在教授单词时讲求一些艺术，激发学生的兴趣。

实际上，只要掌握规律，找到方法，单词记忆还是很容易的。我列举一些小方法，以供参考。

一、多听多读加深印象英语就是从听和说开始的。多听和多说，都会加深单词在脑中的印象。老师在课上要用多种方法让学生进行口语练习，但要避免形式单一。鼓励学生在家里也要多说多念。学生们刚开始学习英语时兴趣都很浓，回到家都愿意读给家长听，但渐渐就害怕“开口”。所以这就要求家长的配合、鼓励和表扬。读得多了，就会形成一种语感，单词顺口就会说出来。

二、运用联想拆分单词中国人记汉字，常是把汉字分解为偏旁部首来记。单词也可如此。如meat（肉）,可分解为m和eat。Eat意思是吃，肉是可以吃的，这样，只需把m记住，整个单词就记住了。还有一些单词可以用加

一、两个字母组成新词来记：如：car（车）—card（卡片），far（远的）—farm（农场），还有一些单词只有一个字母之差，如：cab（出租车），cat（猫）；另外，英语里还有一小部分单词换一下字母位置，即成为另一个词：如，on（在…上）—no（不），top（顶部）—pot（壶）。在新授单词时，可利用游戏让学生们找朋友、组单词。增强课堂教学的趣味性。

三、编顺口溜韵律记忆孩子们都喜欢有趣的事，在学习中也不例外。那么编顺口溜，说儿歌、口诀能极大地提高孩子们的学习兴趣。像：点头yes摇头no，来是come去是go，我是I你是you，谢谢你thankyou。关于序数词的口诀：基变序，有规律，一二三要牢记，th从四起，ve要用f替，八加h九减e，ty变为tie，几十几，几百几，首数仍是基数词，尾数才用序数替。这样既易于记忆，又能提高孩子们的积极性，取得良好的效果。

四、归纳记忆分类存储单词积累得多了，可将单词按其意义进行分类，将零散、杂乱的词语进行分析、总结、归纳，形成系统的网络，才能将已有的知识熟记于心，不易遗忘。把单词归纳在一起进行记忆，能使学生思路清晰化，结构系统化。

英语口语培训 http:///

2.少儿英语口语小学生学英语三大难题 篇二

关键词：剑桥少儿英语口试体系,小学英语口语教学与评价

迄今为止, 中高年级英语终结性评价却仍停留在一纸定乾坤上, 用一张仅包括听力测试与笔试测试的试卷来衡量小学生的英语学习水平。这种形式相对单一的评价模式, 在期末考试这一重要的终结性评价中依旧处于垄断地位。一张这样的试卷, 束缚了小学生生性爱玩、爱说的心理特点。同时, 这样的评价也将语言运用实践能力的培养极大淡化。教学与考试之间的矛盾, 最终导致了小学英语教学与评价间的不和谐, 甚至出现了“前半个学期重口语实践, 后半个学期重应试教学”的怪现象。

在这个百花齐放、百家争鸣的年代, 自镇海区引入剑桥少儿英语考试以来, 笔者曾一直兼任这一培训项目的口试考官。单从剑桥少儿英语口试的目的、要求与口试的具体操作流程间的密切关系来说, 笔者觉得作为全球英语教学界翘楚的剑桥, 它口语教学与评价体系有着非常多的经验与心得, 值得小学英语口语教学与终结性评价借鉴。

一、剑桥少儿英语及当前小学高段英语口语教学与评估间的关系

剑桥少儿英语的教师上岗培训资料中少儿英语教学原则之十写着:测试应与学习的方式相一致。这就是剑桥少儿英语口语教学与评估和谐、统一的原则。为努力达成这一目标, 项目教师心甘情愿地在课堂培训过程中花费大量的时间与精力, 培养考生口语运用能力也就不足为奇了。

反观现行的小学英语教学, 低年级口语教学与评估间存在太多的差异与随意。中高年级由于在测试评估中缺少了口语测试这一重要的评价环节, 教师带领学生在英语学习中耗费大量时间于英语的使用 (the usage of English) 而非使用英语 (using English) 的原因也就不言而喻了。试想一个千方百计地应付被动信息 (听力、笔试等) 测试的英语课堂, 一位殚精竭虑要让学生在“英语的使用”评价中获得高分的教师, 怎会去迎合隐性的、“非主流”的口语评价方案, 让小学英语口语教学生机勃勃、其乐融融呢?

二、剑桥少儿英语口试体系与当下小学英语口语教学的实施标准和操作流程

在剑桥少儿英语口试中, 学生通过主观努力, 在考官丰富的肢体、面部表情、生动语言的互动设计及考官细致入微的心理提示下, 在整个考核过程明确预设学生需要达成何种目标的前提下, 在口语教学与评估一致性的原则指导下, 完成一些简单的动作与描述。例如, 物体辨认、位置摆放、图片描述与简单作答、找寻不同之处加以简单描述、信息交换、看图说话 (讲故事) 、日常生活问答等。这一切的设计与努力均为评估被试“使用语言”的能力。整个评估过程辅以激励性评价的原则, 使学生在比较宽松、愉悦的前提下完成整个口试过程。

表1 ~ 3 为剑桥少儿英语口试一、二、三级口试考查内容及目标。

通过阅读上述表格, 我们可以清楚地看到剑桥少儿英语口语考试的形式、目的和具体操作步骤, 这就使考生明确了“要考什么”和“如何来考”;同时, 教师也明了了“要教什么”和“如何去教”。正是由于教学与评估的一致性原则, 大大提高了教学效果, 明显增强了评估的针对性, 形成教学与考试互相促进的“双赢”模式。

比照小学英语口语教学, 在 《义务教育英语课程标准 (2011 年版) 》 附录7 评价方法与案例中单设一节列举了8 个口语评价示例, 且在案例11 中明确了口语活动表现性评价参考标准, 在案例12 中给出了玩、演、视、听表现性评价参考标准, 在案例13 中标明了口语能力综合评价参考标准。其中, 案例13 是针对终结性评价给出的评价标准, 如表4 所示。

通过阅读表4, 能感觉到小学英语口语评价终于有了大方向, 这对推行小学英语口试提供了必要的理论基础。然而, 与剑桥少儿英语口试教学与评估系统相比, 不难发现标准对小学各年级期末口试具体目标与形式的要求尚不明确, 形成可遵循的操作步骤尚待时日。

因此, 细化小学英语口语评价方案、形成有较强可操作性的教学目标与具体形式, 同时制订与之相辅相成的评价模式与基本步骤就成了当务之急。按照现行小学英语教材话题式的编排方式, 浓缩提炼出各年级各学期的口试考查内容、形式与常规评估模式与步骤, 才能使小学英语口语教学与评估和谐统一, 才能让小学英语教师在“使用英语”时自发投入时间与精力, 才能遵循先口语再书面的语言学习基本认知规律, 才能充分调动学生语言学习的主观能动性, 发挥他们爱玩、好说的特点, 让他们在英语学习的过程中, 不断获得成功的体验与积极的学习心态。

只有站在巨人的肩膀上放眼观察, 才能看得更高, 行行得得更更远远!!

参考文献

3.小学英语作文写作结尾的三大技巧 篇三

通常是介绍一位我身边的人，或者某个职业的人群，那么在结尾的时候要怎么写才合适呢?

1、比如写我身边的某一位同学，那么之前的主旨句课程中，老师已经讲过了，主旨句可以在文章的，末尾体现，也就是说He is my best friend.这句话可以作为结尾。

或者I like my friend so much!也是不错的。

2、那么，介绍职业，比如老师、医生或是民警，怎么来写结尾呢?

介绍职业的文章在文章的中间一定是会介绍他们平时的工作内容，以及对我们的生活有什么具体的帮助。

那么在文章结尾，我们可以说：The teachers are very important to us.或者Thanks to my teachers. They are great.

二、记事

记录一件事情，文章中会涉及到做这件事的过程。

那么，结尾就可以总结一句关于“完成”了的话，比如写的是关于制作飞机模型，就可以在结尾说：What a nice aircraft model.好棒的飞机模型啊!或者做了一个科学实验。

结尾可以说：I love science!我爱科学!或者说：I learned a lot from this experiment.

三、说明事物

说明事物的文章，通常会介绍这件事物的外观样子、功能、作用，以及对人们来说有什么用。

或者记录做一件事情的具体步骤，比如机械或者药品的使用说明书，就是最典型的说明文。

那么在说明文的最后，我们要写什么呢?

比如：介绍一本书。

要说到它的类型，是小说、散文、诗集还是绘本，等等;

然后，还要介绍它的作者是谁，出版社是哪一家，这些都是这本书必不可少的元素。

最后我们可以说I love reading!我爱读书。This is a great book!这真是一本好书啊!类似这样的结尾都不错呢。

4.少儿英语口语 篇四

I.Reception入园接待 1.Hi!/ Hello!你好！2.Good morning.早上好。

3.Hello, nice to meet you./ Nice to see you.你好，见到你真高兴。

4.How are you? I am fine, thank you.你好吗？我很好，谢谢。

5.Please say bye-bye to your mummy / daddy.请和妈妈/爸爸说再见。

6.Come in, please.请进。

7.Come on./ come here, please.请过来。8.Take off your coat.脱掉外套。

9.Please put on your morning check-card.请把晨检牌带好。

II.Group Activity集体活动 1.Are you ready? 准备好了吗？ 2.Let’s start.让我们开始。

3.Who can tell me? / Who can answer me? 谁能告诉我？谁能回答？

教育手拉手 http:///

教育手拉手 http:/// 4.Look at me.看着我。

5.Look at the blackboard.看黑板。6.Be quite./ Keep quite.保持安静。7.Sit well./ Sit nicely.坐好。

8.Put up your hand./ Put down your hand.把手举起来 / 把手放下。

9.Stop talking.别说话。

10.Is that clear? / Do you understand? 清楚了么？你明白吗？

11.Read with me.和我一起读。12.Return to your seat.回座位。13.Stand up./ Sit down.起立 / 坐下。14.Listen carefully.仔细听。

15.Listen to me./ Listen to the music.听我说 / 听音乐。16.Say it in English.用英语说。17.Do you know? 你知道吗? 18.Let’s play a game.让我们来做游戏。

19.Let’s write / draw something.让我们来写点什么 / 画点什么。

20.Let’s dancing / singing.让我们来跳舞唱歌。21.Let’s listen to a story.让我们听个故事。22.Let’s listen to the tape.让我们听磁带。

教育手拉手 http:///

教育手拉手 http:/// 23.Let’s watch TV / a play.让我们看电视 / 看表演。24.Let’s say it together.让我们一起说。25.What did you hear? 你听到什么了？ 26.Who has finished? 谁做完了？ 27.Who want to try? 谁想试试？ 28.How do you know? 你怎么知道的？ 29.Which one do you like? 你喜欢哪一个？ 30.Put your hands on your knees.把手放在膝盖上。31.Attention.注意。

32.You are right.你是正确的。33.You are so good!你真棒！34.Paint it in red.把它涂成红色。

35.Open / close your book, please.打开/ 合上你的书。36.Don’t be afraid / shy.别害怕 / 害羞。

III.Outdoor Activity 户外活动

1.It’s time for morning exercises.早操时间到了。2.Let’s go out / outside.让我们到室外去。3.Let’s go downstairs.让我们到楼下去。4.Let’s play on the ground.让我们去操场上玩。5.Line up.排队。

教育手拉手 http:///

教育手拉手 http:/// 6.Two line.2条队。

7.At ease!/ Attention./ Eyes front./ Hands down.稍息 / 立正 / 向前看 / 手放下

8.Let’s go.让我们走。9.Stop.停。10.Count off 报数。11.Hurry up.快点。12.Be careful.小心。

13.One by one.一个接着一个。14.Be slowly，take easy.慢点，别着急。

15.Don’t move.别动。

16.Let’s have a race.让我们来个比赛。17.Hand in hand.手拉手。18.Make a circle.围一个圈。19.Jump on one foot.单脚跳。

20.Fall in./ Fall out.集合。/ 解散。21.Run.跑。

22.Wonderful!/ Great!太棒了！23.You are the winner.你是胜利者。24.You are the first.你是第一名。

教育手拉手 http:///

教育手拉手 http:/// 25.Are you tired? / Let’s have a rest.你累了吗？/ 让我们休息一下。

26.Let’s go back to the classroom.让我们回教室。27.Don’t push other people / children.别推别人。/ 别推别的小朋友。

28.Stop pushing.不许推搡。IV.Washing and Eating 讲卫生和进餐

1.Use soap to wash your hands.用香皂洗手。2.Dry your hands with your towel.用毛巾把手擦干。3.Please go to the toilet / bathroom, boys go first.男孩先去洗手间。

4.Turn the tap off, when you have down.洗完手后，把水龙头关了。

5.Show me your hands, are they clean / dirty? 让我看看你的手干净了吗？ / 脏吗？

6.Are you thirsty? / Are you hungry? 你渴吗？/ 你饿吗？

7.Please take your cup.请拿你的杯子。8.Have some water.喝点水。

9.It’s time for lunch.午饭时间到了。

10.Don’t spill your foods on the table.别把你的食物洒教育手拉手 http:///

教育手拉手 http:/// 在桌子上。

11.Please finish it.把它吃完。

12.Would you like some rice or soup? 你想要一些米饭还是汤？

13.Do you want to more? 你要加一些吗？ 14.Eat a little more.在多吃一点。15.Don’t play with your foods.别玩食物。16.Eat properly.好好吃。17.Are you full? 饱了吗？ 18.Wipe your mouth.擦嘴。19.Rinse out your mouth.漱口。

20.Please keep the table clean.请保持桌面干净。21.Let’s go out for a walk.让我们出去走走。22.Is it delicious? 它好吃吗？

V.Sleeping time and Tea time 午睡和午点 1.It’s bed time.午睡时间到了。

2.Take off your clothes / coat / trousers / shoes.服 / 外套 / 裤子 / 鞋。

3.Fold up your clothes / coat / trousers / shoes.教育手拉手 http:///

脱衣叠好

教育手拉手 http:/// 衣服 / 外套 / 裤子，放好鞋。

4.Go to sleep.睡觉。5.Close your eyes.闭眼。6.Cover yourself up.盖好被子。

7.Put hands into the quilt.把手放进被子里。8.Wake up./ get up.叫醒。/ 起来。9.Put on your clothes.穿衣服。10.Dress yourself.自己穿衣服 11.Fold up your quilt.叠被子。12.Do your buttons.扣扣子。

13.Tuck your shirt into your pants.把衣服掖进裤子里。14.Comb your hair.梳头。

15.Please eat some snack.请吃些午点。16.Daily conversation.日常会话。17.Excuse me.打扰了。18.Wait a minute.等一下。

19.What are you doing? 你在干什么? 20.Can I help you? 我能帮你吗？ 21.What’s wrong? 怎么了？

22.Why are you up set? 为什么你不高兴了？

23.Don’t cry, I will play with you.别哭，我和你一起玩。

教育手拉手 http:///

教育手拉手 http:/// 24.Leave me along./ don’t bother me.离我远点。/ 别烦我。

25.I am sorry.对不起。26.Pardon.重说一边。27.Look out.当心。28.Keep away.离远点。

29.You are very clever!你真聪明！

30.How beautiful your clothes are!你的衣服是多么的漂亮呀！

31.Clap your hands.拍手。

32.That’s a good idea.它是一个好主意。33.Softly.轻轻的。

34.Pick it up.把它捡起来。35.Good bye.再见。

36.See you tomorrow.明天见。

5.少儿英语英语学习方法 篇五

1.兴趣引导：通过引导少儿对英语的兴趣，比如通过英文儿歌、故事、动画片等方式，激发学习热情，培养对英语学习的亲近感。

2.环境营造：创造一个充满英语的环境，比如在家里设置英语墙，用英语装饰房间，在学习区提供足够的英语学习材料，让少儿在生活中无意识吸收英语知识。

3.习惯培养：培养良好的学习习惯，比如定时复习、默读训练、背诵记忆等，帮助少儿掌握学习策略，提高学习效率。

4.互动教学：通过互动教学，如游戏、角色扮演、小组讨论等，让少儿在愉快的氛围中学习英语，激发学习积极性。

5.定期评估：定期对少儿英语学习进行评估，了解学习效果，及时调整学习策略，提高学习效果。

6.人力资产会计处理的三大难题 篇六

关键词：人力资产会计,公允价值,动态计量,股权激励

人力资产会计 (Human Asset Accounting) , 又称人力资源会计 (Human Resource Accounting) , 其核心思想是将企业的人力资源确认为资产, 它因此而会带来的一系列的所有权、管理、分配、会计方法和信息披露等诸多相关方面的问题。

人力资产会计并不仅仅是一个会计问题, 或说是一个会计确认、计量与信息披露的问题, 它并不像简单的把一种以往没有纳入资产范围的物质对象纳入会计范畴进行披露, 打个比方, 以前有座一直使用的厂房, 现在把它确认为固定资产, 仅仅是资产的范围和数量的增加, 并不带来新的问题, 例如观念、理论和技术上的问题。一旦要把人力资源确认为资产, 确切说是把人力资源确认为比同物质资本投入的资产, 即“物力资产”, 问题就出现了。

一、人力资产的计量

人力资产的计量存在成本会计和价值会计两种方式。成本会计方法在计量形式上容易理解和操作, 但是却存在明显的缺陷, 就是把人力资源的取得完全等同于物质资源的取得。人力资源成本会计不存在计量方法本身的问题, 问题在于是否可以选择为计量人力资产的可行方式。人力资源成本会计采取投入价值运用历史成本进行计量, 而人力资源价值会计方法是以人力资源预期所能创造的价值运用现值为计量基础。人力资源成本会计在于不能揭示人力资产的真实价值, 但人力资源价值会计的困境在于以价值计量价值, 而人力资源创造的价值本来就是未知的、不确定的, 是计量上无法解决的难题。

实质上人力作为一种资源是容易被认可的, 但是把它作为一种可以产出更多价值的资源源泉的资产则是很难有让人信服的理由。实际上在把人力资源确认为资产的那一刻就默认了一个前提 (假设) , 那就是人力资源都是可以产出价值的, 或者说带来利益流。但事实上人力资源的双控性 (人力资源所有者控制与企业控制) 和突变性并非一定会带来正向收益, 从统计意义上来说起码是正向收益和负向收益各为50%。如果把人力资源完全看成一种经济人, 那就无法解释“成也萧何败也萧何”的现象。道德人是不能回避的, 应该说经济人与道德人的双重性也导致人力资源的难以计量。道德能体现和创造价值毋庸置疑, 但是它的计量却无从入手。道德的塑造和价值的研究最终可以归至企业伦理, 这将通过企业文化、甚或信仰来体现。所以说人力资产更像是一种精神资产, 其计量更接近于无形资产, 例如商誉。事实上我们将人力资产确认为继物质资产、无形资产后的第三种资产, 它同时也是一种第三种状态, 游离在物质资产和无形资产之外同时似乎又波动其间, 人力资产似乎是一种附着在有形资产 (人体) 上的无形资产 (智力) 。

人力资产因而必须要以第三种方式计量, 而第三种计量方式显然不能是一种固化的计量, 应该具有适合人力资源价值变化规律的或能体现其变化规律的计量模式, 可以称其为动态计量。已有的计量模式虽然考虑到人力资源创造价值的波动和不确定, 但是一旦确定后往往则不再调整。动态计量应该包含两层意思, 一是考虑到人力资源创造价值的变动, 二是考虑计量本身的调整性。公允价值似乎能满足这一要求, 但如何制定一套适合人力资产计量的公允价值指南则是困难所在。

二、人力资产的所有权

人力资产的所有权无非三种情形: (1) 归属企业; (2) 归属劳动者; (3) 劳动者和企业共享。所有权归属问题根本是在于对企业收益的分配上, 按道理谁投资谁受益, 可以根据对人力资本投资方来划分人力资产所有权。但是这种划分很难找到客观的依据, 因为收益和投资不成线性关系。很难说哪部分投资配比于哪部分收益, 人力资本投资和收益存在很大的不对称性和突发性。其二是人力资产的价值存在个体价值和群体价值, 群体价值可能大于个体价值的代数和, 也存在小于个体价值的代数和。所以相同一个群体的员工在不同企业创造价值的多少和效率不同, 而体现出不同的人力资产价值, 这种人力资产价值随着组织的解散而消失。对于个人而言, 在不同的环境下也会发生创造力的巨大变化, 这种价值一方面与个人因素有关, 但也与组织的管理本身相关, 脱离一个组织他的价值可能立刻消失, 加入一个组织可能价值立刻显现, 韩信跟随项羽没有体现出价值, 加入刘邦集团就大放异彩, 所以这种人力资产则是一种组织资本的体现, 那么它应该归属员工个人呢, 还是归属组织呢?或者是在它们之间进行划分呢?如果归属组织那么这种收益是全部划归物质资产股东呢还是该由管理层分享多少呢?

人力资产可以有两种方式进行计量, 即成本法和价值法, 那么确认也就对应有两种方式, 企业究竟应该采取哪一种?如果采用成本会计, 那么形成的人力资产所有权当属于企业;如果采用价值会计, 那么形成的人力资产归属就有两种情形: (1) 员工进入企业时通过人力资源价值会计确认资产的所有权就归属员工个人, 同时要确认相应的劳动者权益; (2) 员工进入企业后进行价值会计确认的人力资产, 就需要在企业和员工之间进行分配, 为劳动者和企业所共有。但问题在于如何划分共享的比例?按照谁投资谁拥有所有产权的话, 投资可以按照成本会计精确的计量, 可是回报价值从前述可知本就不可能精确计量, 更无法在员工和企业之间进行分配。你怎么知道企业的培训和员工自我学习、自我培训哪一个更有效、哪一个是带来未来价值的根本投资呢?就像员工的专利发明, 经常存在是工作之中还是业余时间发生一样, 从而带来相应的归属问题。

更重要的是人力资产的所有权中针对成本会计所形成的人力资产价值是没有意义的, 因为其仅仅是将人力投资进行了资本化, 这种投资包括取得时和取得后的投资。这本是在传统会计中作为费用处理的内容, 进行成本会计的好处大概仅限于对人力资源发生的费用和投资便于分析和管理。人力资源成本会计形成资产的产权明确, 但信息使用价值有限。

三、人力资本收益分配

倘若人力资产被确认, 就可能带来人力资本参与收益分配的问题, 既然人力资本的形成不能单单归属企业或劳动者一方, 有时甚至要追溯到家庭、社会。那么人力资本收益如何在资本的投资各方之间进行划分呢?人力资产可以有三种方式确认构成: (1) 成本会计资产; (2) 价值会计资产; (3) 权益会计资产。

显然人力资源权益会计所形成人力资产对应的人力资本应该是人力资源参与收益分配的依据, 权益会计资产往往是利用价值会计方法确定的, 但价值会计确认的资产并非都归属劳动者, 而应该在企业和员工之间进行分配, 但人力资源价值的计量即是第一个难题。这只是人力资源权益会计难于展开的原因之一, 其二是传统上企业分配仅仅依赖于物质要素, 智力要素参与企业分配暂时难以被普遍接受, 物质资产所有者和管理当局不会轻易接受智力资产参与分配的格局。有关智力要素参与企业分配尤其针对高科技行业, 也就是知识密集型行业, 虽然有所研究, 但大都没有确认人力资本权益, 并不是在考虑人力资源权益会计, 而仅仅是处于对人力资本收益的一种利益均衡的分派行为。

智力资本、知识资本都是人力资本的一种抽象, 或者说是人力资本的最主要表现形式, 它们都要附着在人力资源之上, 也就是劳动者身上。智力资本、知识资本并不能独立运作, 而是通过人力资源的运动来实现的, 这时就体现出为人力资本。当然人力资本不仅仅只是智力的体现、知识的投入, 人力资源作为资本首先当是其只需要简单技能进行体力劳动所体现的劳动力资本, 也就是体力资本。资本家最初从市场上购入的资本就是物力资本和体力资本, 即劳动力资本, 劳动力也是附着在劳动者身上的最初的人力资本。所以人力资本至少应包括两个部分, 即体力资本和知识资本 (智力资本) , 这为广义的人力资本;狭义的人力资本就是智力资本 (知识资本) , 也就是为提高工作能力、技能所做的投资。

在知识经济被广泛认知之前, 价值创造主要依赖于体力, 体力的价值比较好估算, 如采取劳动者恢复体力和维持生命所需的物品的价值, 往往以工资的形式体现, 也就是资本家购入的是劳动力, 即使劳动力创造的劳动价值大于劳动力的价值, 即剩余价值, 也是有限的, 更重要的是很容易被计算出来。进入技术经济后, 劳动者创造的劳动就逐渐的大了起来, 人们也普遍认识到对劳动者除了维持其生命进行的体力资本投资外, 增加额外能提高其技能的投资的重要性, 此时技术资本就出现了, 而知识资本的出现导致智力、技能对价值的创造大大超越了体力和简单的技能。此时如果资本家再以劳动力的价格 (如工资) 购买劳动 (劳动者创造的价值) , 那么这种差距就急剧拉大, 这时劳动者就要求额外的分配, 而不仅仅是对维持生计工资的要求, 这时智力资本就要参与分配, 尤其体现在高科技人员这个群体。对高科技人员参与分配的基础就是要承认人力的智力资本, 其方式的选择之一就是高科技人员持股。一旦持股其性质就是一种劳动力股, 从而使得劳动者成为企业的股东, 而要开展人力资源权益会计。人力资源会计的本质还是回到了人力资源如何参与企业分配的问题, 人力资源参与分配的方式将从生产要素分配转为所有权的股份分配。

进而带来的分配问题就是分配标准如何确定?或者说分配基础如何确定?不能按照劳动时间进行分配, 而以所能创造价值的多少进行分配, 而人力资源所能创造的价值如何进行估计, 就是人力资源价值会计工作。既然要参与分配, 就要按照人力资源价值会计的数据确认人力资本和相应的人力资产。一旦人力资源投入企业的资本和所形成的资产被确定, 那么分配就不成问题了。所以人力资本参与分配是人力资源会计的最终目标之一, 而要人力资本平等的与物力资本的持有者进行分配, 这就是阻碍人力资源会计的主要因素。物力资本家不愿轻易接受这一事实, 当然重要的是怎么合理估计人力资本的价值而确认它的收益呢?

四、结论

股权激励与人力资源会计有两点交叉, 一是分配机制;二是人力资本理论基础。股权激励是通过分配提高绩效解决委托代理下的公司治理问题, 其理论始于治理理论寻根于人力资本理论。人力资源权益会计是通过价值评估解决分配问题, 始于人力资本理论归溯于公司治理。

人力资源会计的本质最后发展为还是人力资源如何参与分配的问题, 股权激励就是员工参与分配和公司治理进行整合。股权激励本质上也是一种分配策略, 通过合适的分配达到促使经营者提高管理业绩的一种分配约束政策。股权激励基于委托代理理论属于公司治理范畴, 这是它产生的管理背景。虽然股权激励形式上拥有“股权”, 但这种股权实际上是对物质股权的分配, 一开始并没有承认它是一种劳动者权益, 虽然股权激励的研究者逐渐为它寻求到了人力资本这一理论基石, 但是它产生的本质仍然是基于公司治理。股权激励本质上属于一种外激励, 它的思想就是“你干的好, 就分配你越多”, 股权激励不改变公司的治理结构, 而是在现有的结构下如何达到更优的治理效果。

人力资源会计本质是一种所有权问题, 当劳动者权益被确定以后, 它就和传统物质资本所有者以同等的地位拥有和控制企业资产, 经营者也从代理人变为了所有者, 即股东 (人力资产股东) , 它将以股东身份获取企业收益。此时委托-代理关系将发生了改变, 我们可以认为委托-代理关系将会“消失”, 因为劳动者即股东。但对物质资产股东来说则依然存在所有权与经营权分离的问题。这种情况下, 经营者即所有者, 治理结构发生了改变, 企业成为经营者的企业, “是盈是亏, 都是自己的”, 这时理论上来讲经营者会以最大的积极性创造价值, 完全委托-代理下的外激励变成了“自激励”。下面的问题就变成了人力资本和物质资本所有者份额、比例如何确定了, 这不仅仅是一个技术问题, 也是一个人力资本家和物质资本家讨价还价博弈的过程。如果企业是一个合约, 那就是合约如何确定了。

股权激励与人力资源会计的起点不同, 股权激励属于管理学范畴, 从公司治理开始寻根之于人力资本理论。人力资源会计属于经济学范畴, 起于人力资本理论发展趋向于所有权的公司治理。股权激励的茫然在于一直浮于管理范畴的研究, 主要停留在公司治理, 并没有深刻的扎入其经济理论根基对人力资本的确认, 从而处于一种发展的分散状态, 所有关于股权激励的实证研究并没有统一或趋于一致的结论。人力资源会计的困境在于理论研究已经足够丰富, 但一直不能得到管理的认可, 虽然人力资本理论已经非常的成熟, 但缺乏管理应用和实践。可能由于传统管理思想的桎梏, 人们不大能接受劳动者即股东从而引起公司治理结构的变化, 进而冲击委托-代理关系。股权激励的实践要多于对人力资本理论的研究, 人力资源会计理论研究更多于实践的应用。二者的交汇点就在于股权激励寻求人力资本理论的方向与人力资源会计在寻求管理应用的方向上, 即基于人力资源会计的股权激励。

会计的发展方向是人本会计, 人本会计强调的是人力资源在价值中的创造作用, 人力资源价值的创造一方面依赖于人力资源本身, 另一方面依赖所处的环境。不同的环境人力资源创造价值的差异说明了管理尤其是激励的重要性, 这是不同于物资资产创造价值的显著特点, 所以人力资源控制比物质资源控制更有其重要的特殊意义。人力资源会计不仅仅是一个会计信息系统, 并不是简单的核算和反映, 它在提供信息的同时带来的是管理理论和经济理论的变化, 这也是人力资源会计必须与股权激励进行整合的原因。单纯的人力资源会计没有出路, 因为它不仅仅局限于提供信息, 也正是因为如此, 在提供信息的时候遇到管理上的局限和瓶颈, 从而在走向人力资源信息系统的道路上步入死胡同。股权激励的问题也并不在核算本身, 股权激励也有成熟的核算模式, 但是仅仅浮于会计信息表象, 如果不能把股权建立在人力资本之上, 这种股权激励的治理模式将永远没有利益一致性的效果。股权激励与人力资源会计的结合将是一个崭新的课题, 这需要两个方面的整合, 一是理论上的整合, 二是技术方法上的整合, 这需要进一步深入的研究。

参考文献

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7.少儿英语口语怎样表扬孩子 篇七

这些日子收到的家长来信中，都不约而同地提到这样一个问题：“我们已经意识到应多表扬、鼓励孩子，但发现收效甚微，我们的表扬是否不得法？”

首先，应该肯定的是：表扬好行为有利于孩子的健康成长，但是表扬也是一门艺术。怎样才能使表扬更有效呢？希望下面的观点能给你带来些启发和参考。

不要吝啬你的表扬，尤其是对年龄小的孩子，父母常用成人的眼光去看待孩子的行为，认为没有几件事是值得表扬的。其实，对于年龄小的孩子做好一些“简单”的事已经很不容易了。而良好的习惯和惊天动地的成绩就是由这些“简单”的行为累积成的。因此只要有助于培养孩子良好的习惯，增强自信心，父母就要慷慨地给予表扬，年龄愈小表扬愈多，随年龄的增长逐渐提高表扬的标准。

表扬要及时，对应表扬的行为，父母要及时表扬。否则，孩子会弄不清楚为什么受到了表扬，因而对这个表扬不会有什么印象，更提不到强化好的行为了。因为在孩子的心目中，事情的因果关系是紧密联系在一起的，年龄越小，越是如此。

表扬要具体，表扬的越具体，孩子越容易明白哪些是好的行为，越容易找准努力的方向。例如，孩子看完书后，自己把书放回原处，摆放整齐。如果这时家长只是说：“你今天表现得不错。”表扬的效果会大打折扣，因为孩子不明白“不错”指什么。你不妨说：“你自己把书收拾这么整齐，我真高兴！”一些泛泛地表扬，如“你真聪明”、“你真棒”虽然暂时能提高孩子的自信心，但孩子不明白自己好在哪里，为什么受表扬，且容易养成骄傲、听不得半点批评的坏习惯。

表扬不仅要看结果，还要看见过程。孩子常“好心”办“坏事”。例如，孩子想“自己的事自己干”，吃完饭后，自己去涮碗，不小心把碗打破了。这时家长不分青红皂白一顿批评，孩子也许就不敢尝试自己做事了。如果家长冷静下来说：“你想自己做事很好，但厨房路滑，要小心！”孩子的心情就放松了，不仅喜欢自己的事自己做，还会非常乐意帮你去干其它家务。因此只要孩子是“好心”就要表扬，再帮他分析造成“坏事”的原因，告诉他如何改进，这样会收到较好的效果。

表扬最好在良好行为之后进行，而不是事先许诺，从而增强儿童良好行为发生的自觉性

8.少儿英语 篇八

幼儿英语什么时候开始最好呢？不少专家认为，幼儿期，特别是6岁以前，是获得外语的最佳期。儿童心理学的研究表明，在幼儿知觉发展中，首先成熟的是形象思维能力。幼儿认汉字也好，认英文也好，实际上都是一种信息刺激的活动，他们把字形当成某一具体形像，像记糖果、玩具、人的相貌一样记住它们。经过多次反复，这种特殊的“形象”就储存到大脑中去了。因此幼儿学外语与成人学外语有很大差别。同时，6岁以前，幼儿对声音的敏感度较高，且右脑控制发音器官的能力较强，声带、舌唇等运动神经的调节也具有很大的可塑性，这时练习说话，更容易掌握发音的技巧。随着年龄的增长，这种能力会逐步下降，给学外语带来困难。

我的小宝贝学幼儿英语还具有许多成人不具备的优势，因为我找个幼儿英语外教培训，他们不担心考试，可以在宽松、愉快的环境中，没有压力地“玩”着学，即使讲错了，也不会遭到别人的讥笑。又如幼儿未来的时间很长，授课时并不急于增加词汇量，因此他们有更多的机会来练习说讲。再加上儿童都是天生的语言学家，如果他们学英语的积极性被激发出来，其潜力很快就会表现出来的。

要使幼儿的英语学习取得成效，关键是要有正确的教学方法。在幼儿英语培训中，我们反对“成人式”的英语教学，而主张以环境熏陶、无意识记忆为主的“横式化”教学。

如果把成人英语学习中的“读课文，解释词义和句子，强化练习”的模式搬到幼儿的课堂上来，不仅不能提高教学效果，相反还会使幼儿厌恶英语，为将来学好英语设置障碍。

9.少儿英语课堂教学策略(英文) 篇九

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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