肃南裕固族自治县中心小学小学英语 校园园地英语论文小学英语教学中的素质教育

小学英语教学中的素质教育
素质教育是按照社会与人的发展需要，遵循教育规律，面向全体学生，以全面提高学生素质为核心的教育。

作为一种教育思想，素质教育是以提高全民族的素质为根本宗旨，以培养人的基本素质为出发点的，从根本上有别于“应试教育”。

就教育目标而言，“应试教育”以适应升学需要，挑选人才为目的，实行急功近利的短期教育行为；素质教育则是以适应社会需要、发展人的素质为目的，追求立足未来的长期教育效应，“不求人人升学，但求个个成才”。

就教育方法而言，“应试教育”设置单一的学科课程，重视应考的“主科”，片面强调知识的灌输，教学的唯一追求；教学视野封闭、狭隘，考试是评价的唯一手段，考分是教学的唯一追求；素质教育则是以现代课程理论为主的板块结构，不仅给学生扎实的基础知识，更着重培养学生的行为、能力和良好的习惯。

十几年的教育生涯，我对素质教育的迷惑也渐渐的清晰了些，现在我谈谈小学英语教学中的素质教育|。

一、教学中注重德育教育，提高学生的思想教育。

作为一名英语教师，既是教学者，也是教育工作者，即要教书又要育人，不能把学生的思想品德教育看成是班主任的工作。

教学中应适时对学生进行思想品德教育，使学生明确自己的学习目的，增强自己的学习动力，使学生的综合素质整体提高，伟大的导师马克思说过：“一个人追求的目标越大他奋斗的功力就越大”。

一个思想素质、思想品德觉悟低的学生，不可能具有宏伟的奋斗目标，远大的理想，在学习上也不可能产生巨大动力。

因而教育工作者要在教学中注重培养学生的素质教育。

教师在英语教学过程，要注意发现、挖掘课文中潜在的因素，结合实际情况，对学生进行思想品德教育，教育他们遵纪守法，团结友爱，尊老爱幼。

教育他们热爱人民，热爱党，热爱祖国，培养他们的正确人生观、价值观，培养他们奋发向上、乐于助人、乐于奉献崇高精神，如在教育职业这一内容时，我们应该进行一下如下的对话：
T：What do you do？
S：We are students.
T：What do you do at school every day？
S：We study.
T：Do you like studying？
S：Yes，we do .
T：Great！You’re good students。

And you must study hard。

以上的对话能让学生认清自己的身份，自己的任务，明白自己在学校就应该努力学习。

再如，在学习Could you help me？这个句型的时候，鼓励学生尽量Say：Certainly／Sure ／ Yes，What’s wrong？的肯定回答，这样可以培养学生助人精神。

在不能的情况下，也不能硬语伤人，而要Say：sorry。

等文明、委婉的口气。

在学习Thomas Edision 时，要教育学生向他学习爱国爱民精神，总之，教学中要不时不断的结合教材，结合学生的实际情况，培养学生具有良好的思想品质。

二、注重英语语言交际，实施素质教育。

英语素质教育的核心是语言交际，英语素质实践上就是学生运用英语交际的能力。

英语教学大纲把“培养学生交际初步运用英语的能力”放在第一位，而九年义务教育的教材就是遵循这一原则，主要强调学生的听、说、读、写等四个技能。

英语是一门语言，更是一门国际语言，而学生学语言的目的就为了交流、交际，让我们走进世界、了解世界。

现在的小学生虽然语法学得不是很多，但在口语交际方面比较好些，这就是素质教育的一大进步。

为了使更多小学生能大胆、更善于用英语流畅交际，作为英语教师还应该从以下几方面着手：
1、注重培养学生学习英语的兴趣。

各学科教学中要使学生积极主动接受课文知识，学习兴趣的培养将直接影响学习效果。

教师必须多想法子，认真备好每一堂课，使枯燥乏味的练习过程变得生动活泼、横生妙趣。

现行的小学英语教材内容具有新鲜、灵活，与现实生活贴近。

在教学过程中，要充分挖掘课文中的趣味性，唤起心灵的共鸣，引起学生兴趣。

例如，在教学一般将来时态时我问道：“What are you going be ？Why？”其中一位学生答道：“I am going to be a boss，because a boss can earn much money”。

这时，多数同学觉得这样的问题容易答又有趣，课堂活动开展很成功。

教师教学是持续不断、反复进行的一种持久的活动。

培养学生长期的学习兴趣，也非一朝一夕，冰冻三尺非一日之寒，身为教师须做到备好教材、备好学生、深入理解。

每一堂课上起来就不觉的呆板，充分调动学生的主动性和积极性，共同营造和谐合作的课堂氛围。

因材狮教是教学的一贯宗旨，每个学生都可以进步，只要他取得一定的成绩都应给予鼓励。

一位圣人说过“知之者不如好之者，好之者不如乐之者。

”鼓励是学生学习动力、培养学生学习兴趣和积极性的添加剂。

学生乐于学习，变被动为主动，不断探知，学有长进，这才是教学根本。

2、坚持运用情景教学。

教师在学生中应活跃课堂气氛，争取学生学习的趣味性，在教学中采取情景教学法，更能培养学生的语言运用能力。

利用课室内外情景教学应注意灵活性，应便性，尽可能运用多种多样的形式：有时可以用实物，有时可以用简笔画，有条件的用上幻灯片、电视、多煤体教学更好，无形中课堂就形成了一个小舞台，使学生在实践中得到锻炼，学生的英语达到实际的目的，更好的让学生在轻快、娱乐的环境中进行学习，提高学生学习英语的兴趣。

例如：在学习hot，cold ，rainy，windy，sunny 等表示天气情况的单词的同时引导学生用简单的动作来表达单词的意思。

如：吹扇子、戴帽子表示hot，打雨伞或穿雨衣表示rainy，树枝摇摆表示windy，戴太阳镜表示sunny等等，通过这些情景表演，充分调动了学生学习英语的积极性，让学生在轻松活跃的环境中接受新知识。

教学效果非常好，所以，教师创设情景教学，可以达到事半功倍的成效。

，
3、坚持作值日报告制度。

在课堂上，坚持课堂前的5分钟的值日报告，值日报告是一种很好的交际训练形式，上课前老师与学生之间的问与答，都提供一个英语交际的真实情景。

并且不能每天只问Who’s on duty？Everyone is here today？这样学生听久了回厌烦，因此要多样化，一方面通过教师提问，学生来营造语言环境，进行交际活动。

例如在学习一般现在时的时态时，教师要想询问学生一天的学习生活情况，可以设计下列问题：
1、What time do you get up every day？
2、Do you read English every morning？
3、How many lessons do you have in the morning？
4、What time do you have breakfast？
5、Do you have lunch at school or at home？
6、What time do you have lessons in the afternoon？
7、What time do you have supper？
8、Do you do your home work every evening？
9、What time do you go to bed？
10、Do you go to school by bike or on foot？
这样的问题是现实生活中的实际问题可充分调动学生的积极性来回答，收到良好的效果，提高了课堂教学的密度和效率。

另一方面让学生以组为单位，互相对话，学生在头脑中形成一个交际场面，例如两个学生可以以“weather”为话题进行对话。

A：What’s the weather like today？
B：It’s very cold。

A：Oh，put your coat on please.
B：Thank you very much.
A：That’s all right.
采用这种自由的对话方式,首先激发了学生想要说和交际的欲望, 尽量让每位同学都有锻炼开口的机会，培养了交际的信心和胆量。

李岚清副总理指出，“中国对外开放，我们一个弱点就是对外交际的语言问题，我们要认真研究中国人用什么办法学英语才能了取得最好的效果。

”这说明英语教学中，实施素质教育，培养适应时代需要的全面发展的外语人才，是我们当前英语教学中的重要任务。

该论文在2012年文昌市小学英语学科优秀教学论文评比中荣获三等奖。

吕布与貂蝉
Following the interlocking stratagems they hadlaid，Wang Yun betro thed his step daughter Diao Chanto LüBu，then，to sow discord be tween the two，presented the girl to Dong Zhou as a concubine. LüBuwas furious，and each time he met Diao Chan，thelatter feigned a sad tearful look. One day，while DongChan was in court，LüBu rushed back to Dong Zhuo'sresidence to see the girl. In the Fengyi Pavilion the girlsaid to him with a desperate look，“I have prolongedmy life in disgrace simply so I could have a fina lmeeting with you and let you know my feelings. Ishouldhave waited u pon you but unfortunately Dong Zhuo took me by force. We can only meet in the nextlife…”So saying she meant to throw herself into the lotus pool. LüBu hurriedly held her back andswore，“How can I be a man if I fail to marry you？”Suddenly aware of LüBu's absence，DongZhuo，suspicious，rushed back to his residence to see Diao Chan was nowhere. The servicemaids told him the girl and LüBu were in the back garden. Dong Zhuo rushed there and at the sightof the two，roared with anger. LüBu fled. When Dong Zhuo got back to his bedroom he saw DiaoChan's face was tearful. Being demanded for an answer，the girl said，“I was enjoying flowers inthe back garden when LüBu stole in to take my liberty. I tried to escape but he drove me to thepavilion with his lance…”Before long the interlocking stratagems worked out-Dong Zhuo was killedby LüBu.
按着王允和貂蝉商定的“连环计”，王允先把貂蝉收为义女许给吕布为妻。

为挑拨董卓与吕布的关系，后来又把貂蝉送给董卓为妾。

吕布见貂蝉被董卓霸占，心中愤愤不平。

貂蝉在吕布面前也假意伤心落泪。

一日，董卓上朝议事，吕布忙跑加相府来会貂蝉，二人来到风仪亭，貂蝉凄凄切切地说：“我忍辱偷生是为了见将军一面，表白我心意，我本应该服侍将军，现在却被董卓霸占，今日见面，我心意已了，今生不能作夫妻，再等来世
吧！”说完纵身要往荷花池跳。

吕布上前抱住说：“我今生不娶你，绝非英雄！”董卓在殿上正议事，回头不见吕布，心中疑惑，急忙回府。

进后堂找不到貂蝉，问丫环才知貂蝉、吕布在后花园。

董卓急赶到后花园，向二人在吼一声，吕布转身就跑。

董卓回到卧室，见貂蝉哭得泪人一般，责问貂蝉说？quot；你为什么私通吕布！“貂蝉哭诉道：”我在后花园看花，吕布进来调戏我，我急忙躲开，他提画戟把我赶到凤仪亭……“，后来，董卓找吕布追问貂蝉被调戏之事，吕布反目刺死了董卓。

英语语调
——句子的升降调
语调（intonation），即说话的腔调，就是一句话里声调高低抑扬轻重的配制和变化。

英语的基本语调包括升调（↗）和降调（↘），它们还可以组合成降升调、升降调和升降升调。

用不同的语调读句子就会有不同的意思。

一、升调和降调
（一）降调：降调的基本含义是“结束”、“肯定”。

常见的一般陈述句、命令祈使句和特殊问句都用降调。

使用降调的句子有这样的特点：
1、整个句子的音调从第一个重读音节开始，从高到低，依次递降，在最后一个重读音节上语调滑落下降。

2、若最后一个重读音节后有非重读音节，则它们的语调低平。

3、若句子以非重读音节开始，则它们语调低平。

4、句子中的非重读音与它前面的重读音基本在同一音高，或略为下降。

※快速记忆：重读音节依次递降，句末重读降落下滑。

（二）升调：升调的基本含义是：“没有结束” ，“不肯定”。

常见的一般疑问句用降调。

它的特点是：
1、整个句子的音调从第一个重读音节开始，从高到低，依次递降，在最后一个重读音节上语调上升。

2、若最后一个重读音节后有非重读音节，则它们依次递升。

3、若句子以非重读音节开始，则它们语调低平。

4、句中的非重读音与它前面的重读音基本在同一音高，或依次降调。

※快速记忆：重读音节依次递降，句末重读回升上滑。

（三）其他：英语的语调还有降升调、升降调和升降升调。

1、降升调在英语中也比较常用。

它常表示“对比” “态度保留” “有言外之意”。

2、升降调常表示语气强烈、惊奇、自满得意等感情。

3、升降升调常表示自信、欢快、洋洋得意等感情。

二、常见句式的语调
（一）陈述句的语调。

陈述句表示陈述一件事时用降调。

例： 1、 I un derstand.↘ 2.、It’s difficult.↘
3.、Beijing is the capital of China.↘
4.、There is a book on the desk.↘
（二）特殊疑问句的语调。

特殊疑问句一般用降调，句首的疑问词一般重读。

例： 1、What’s this?↘ 2、Who is your mother? ↘
3.、Who are they? ↘ 4、Where are you going? ↘
练习：
1、What do you want to eat?
2、How much is a hamburger?
3、When are we going to eat?
4、Who can help me?
（三）感叹句的语调
1、感叹句表示强烈感叹时用降调。

例：What a beautiful car!↘ What a nice↘ day!
Oh, dear! ↘ How nice↘ is it?
2、感叹句表示惊奇时用升降调。

例： A: I bought this dress for 500 dollars.
B: 500 dollars!
练习：
1. What a big house!
2. How cool!
（四）一般疑问句和答语的语调
一般疑问句用升调，它的简略回答用降调。

例：1、Is this your book? ↗ 2、Are you from America? ↗
Yes, ↘ it is. ↘ Yes, ↘ I am.↘
No, ↘ it isn’t.↘No, ↘ I am not.↘
练习：
1、Has he got a toy plane?↗ 2.、Am I going to have a birthday party? ↗
Yes, ↘ he has.↘ Yes, ↘ you are.↘
No, ↘ he hasn’t.↘ No, ↘ you aren’t.↘
3. Is it really a dog? ↗
Yes, ↘it is.↘
No, ↘ it isn’t.↘
（五）选择疑问句的语调。

选择疑问句的语调主要有两种：
1、在说话人所说的几项中选择时，前面的选择事项用升调，最后的一项用降调，中间的连接词如or用平调。

例：
Shall we walk↗ or go by bike↘? 我们是走着去还是骑自行车去？
Is your car blue↗, green↗, or red↘? 你的车是蓝色的，绿色的，还是红色的？
Do you go there by bus↗ or by taxi↘? 你坐公共汽车去还是坐出租车去？
2、如果还有其他选择说话人没有说出来，说话人说的几项都用升调。

例：
Shall we walk↗ or go by bike↗? 我们是走着去还是骑自行车去？
Is your car blue↗, green↗, or red↗? 你的车是蓝色的，绿色的，还是红色的？Do you go there by bus↗ or by taxi↗? 你坐公共汽车去还是坐出租车去？
练习：
1、Could you come Monday↗, Tuesday↗, or Wednesd a y↘?
你周一来，还是周二、周三来？
Could you come Monday↗, Tuesday↗, or Wednesday↗?
你周一来，还是周二、周三或是……来？
2、Which country would you like to go to, England↗, Canada↗, or America↘?
你想去哪个国家，英国、加拿大还是美国？
Which country would you like to go to, England↗, Canada↗, or America↗?
你想去哪个国家，英国、加拿大、美国还是……？
（六）反意疑问句的语调
反意疑问句前一部分用降调，后一部分有两种情况：
1、提问者对所提问问题没有把握，希望对方回答时用升调。

例：You will go to see films↘, won’t↗ you↗ ? 你是去看电影吗？
They went to the library↘, didn’t↗ they?↗ 他们是去图书馆吗？
2、提问者对所提的问题有很大把握，让对方证实时用降调。

例：He is from China↘, isn’t↘ he↘? 他是从中国来吧？
There are over one thousand people in the hall↘, aren’t ↘there↘?
大厅里有1000多人吧？
练习：
He is from Canada↘, isn’t↘ he↘? 他是从加拿大来吗？
She is from England↘, isn’t↘ she↘? 她是从英国来吧？
（七）祈使句的语调
1、表示命令，语气强硬的祈使句，句末用降调。

例：Don’t open the door↘! 不许开门！
Don’t make any mistakes↘! 别出差错！
练习：
Don’t take any chances! ↘ 不要心存侥幸！
Stand↘ up! 站起来！
2、表示鼓励、态度亲切或客气的请求的祈使句，句末用升调：
例：Don’t worry about that↗. 不要担心。

Help you rself↗, please↗. 请自便。

Stand up, please↗. 请起立。

练习：
Now listen to me carefully. 现在认真听我说。

Give me a call. 给我打电话。

Give my best to your family. 待我向你们全家问好。

3. 表示恳切的请求，或责备或表示关心的急切警告时用降升调，第一个重读音节用降调，句末用升调。

例：Don’t ↘open the door↗. 不要开门。

（会冷的）
Don’t ↘eat so much sugar↗. 不要吃那么多糖。

（糖对身体不好） Put ↘your coat on↗. 把衣服穿上。

（外面冷）
（八）问候、告别、道谢与道歉时的语调
问候
1、正常、客气的问候用降调。

例：Good morning↘. 早上好。

How are you↘? 你好吗？
How do you do↘? 你好！
2、熟人、朋友互相问候时，或表示活泼、热情时用升调。

例：Good morning↗. 早上好。

How are you↗? 你好吗？
告别
大部分的告别都用升调。

例：Goodbye ↗.
See you later↗.
Good night.↗
道谢
1、正常的感谢用降调。

例：Thank you ↘.
Thanks a lot.↘
Thank you very much↘.
2、比较随和的感谢用升调。

例：Thanks ↗.
Thanks a lot.↗
Thank you very much↗
道歉
道歉一般用升调或先降后升。

例：Sorry ↗.
I’m↘ sorry↗.
I do↘ feel sorry↗ for you.
I am sor ry↘ I’m late↗.
the Daisy
by Hans Christian Andersen（1838）
NOW listen！In the country，close by the highroad，stood a farmho use；perhaps you havepassed by and seen it yourself. There was a l ittleflower garden with painted wooden palings in front ofit；close by was a ditch，on its fresh GREen bankgrew a little daisy；the sun shone as warmly andbrightly upon it as on the magnificent garden flowers，and therefore it thrived well. One morning ithad quite open ed，and its little snow-white petals stood round the yellow centre，like the raysof the sun . It did not mind that nobody saw it in the grass，and that it was a poor despisedflower；on the contrary，it was quite happy，a nd turned towards the sun，looking upwardand listening to the song of the lark high up in the air.
the little daisy was as happy as if the day had been a GREat holi day，but it was onlyMonday. All the children were at school，and while they were sitting on the forms and learningtheir lessons，it sat on its thin green stalk and learnt from the sun and from its surroundingshow kind God is，and it rejoiced that the song of the little lark expressed so sweetly anddistinctly its own feelings. With
a sort of reverence the daisy looked up to the bird that couldfly and sing，but it did not feel envious. “I can see and hear，”it thought；“the sun shinesupon me，and the forest kisses me. How rich I am！”
In the garden close by GREw many large and magnificent flowers，and
，strange to say，the less fragrance they had the haughtier and prouder they were. The peonies puffedthemselves up in order to be larger than the roses，but size is not everything！The tulips hadthe finest colours，and they knew it well，too，for they were standing bolt upright like candles，that one might see them the better. In their pride they d id not see the little daisy，which looked over to them and thought，“How rich and beautiful they are！I am sure thepretty bird will f ly down and call upon them. Thank God，that I stand so near and can at leastsee all the splendour.”And while the daisy was still thinking，the lark came flying down，crying “Tweet，”but not to the peonies and tulips—no，into the grass to the poor daisy. Itsjoy was so great that it did not know what to think. The little bird hopped round it and sang，“How beautifully soft the grass is，and what a lovely little flowe r with its golden heart and silverdress is growing here.”The yello w centre in the daisy did indeed look like gold，while the littlep etals shone as brightly as silver.
How happy the daisy was！No one has the least idea. The bird kiss ed it with its beak，sang to it，and then rose again up to the blue sky. It was certa inly more than a quarter of anhour before the daisy recovered its s enses. Half ashamed，yet glad at heart，it looked over tothe other flowers in the garden；surely they had witnessed its pleasure and the honour thathad been done to it；they understood its joy. But the tulips stood more stiffly than ever，their faces were pointed and red，because they were vexed. The peon ies were sulky；it waswell that they could not speak，otherwise th
ey would have given the daisy a good lecture. Thelittle flower could very well see that they were ill at ease，and pitied them sincer ely.
Shortly after this a girl came into the garden，with a large sharp knife. She went to thetulips and began cutting them off，one afte r another. “Ugh！”sighed the daisy，“that isterrible；now they are done for.”
the girl carried the tulips away. The daisy was glad that it was o utside，and only a smallflower—it felt very grateful. At sunset it folded its petals，and fell as leep，and dreamt allnight of the sun and the little bird.
On the following morning，when the flower once more stretched forth its tender petals，like little arms，towards the air and light，the daisy recognised the bird's voice，but what itsang sounded so sad. Indeed the poor bird had good reason to be sad，for it had been caughtand put int o a cage close by the open window. It sang of the happy days when it could merrilyfly about，of fresh GREen corn in the fields，an d of the time when it could soar almost up tothe clouds. The poor lark was most unhappy as a prisoner in a cage. The little daisy wouldhave liked so much to help it，but what could be done？Indee d，that was very difficult forsuch a small flower to find out. It entirely forgot how beautiful everything around it was，howwarmly t he sun was shining，and how splendidly white its own petals were. It could only thinkof the poor captive bird，for which it could do nothing. Then two little boys came out of thegarden；one of them had a large sharp knife，like that with which the girl had cut
the tulips.They came straight towards the little daisy，which could not understand what they wanted.
“Here is a fine piece of turf for the lark，”said one of the b oys，and began to cut out asquare round the daisy，so that it re mained in the centre of the grass.
“Pluck the flower off”said the other boy，and the daisy trembled for fear，for to be pulledoff meant death to it；and it wished so much to live，as it was to go with the square of turfinto t he poor captive lark's cage.
“No let it stay，”said the other boy，“it looks so pretty.”
And so it stayed，and was brought into the lark's cage. The poor bird was lamenting itslost liberty，and beating its wings against th e wires；and the little daisy could not speak orutter a consoling word，much as it would have liked to do so. So the forenoon passe d.
“I have no water，”said the captive lark，“they have all gone out，and forgotten to giveme anything to drink . My throat is dry and burning. I feel as if I had fire and ice within me，andthe air is so oppressive. Alas！I must die，and part with the warm sunshine，the freshGREen meadows，and all the b eauty that God has created.”And it thrust its beak into thepiece of grass，to refresh itself a little. Then it noticed the little d aisy，and nodded to it，andkissed it with its beak and said：“You must also fade in here，poor little flower. You and thepiece of grass are all they have given me in exchange for the whole wo rld，which I enjoyedoutside. Each little blade of grass shall be a
green tree for me，each of your white petals afragrant flower. Al as！you only remind me of what I have lost.”
“I wish I could console the poor lark，”thought the daisy. It co uld not move one of itsleaves，but the fragrance of its delicate p etals streamed forth，and was much stronger thansuch flowers usually have：the bird noticed it，although it was dying with thirst，a nd in itspain tore up the GREen blades of grass，but did not touc h the flower.
the evening came，and nobody appeared to bring the poor bird a dro p of water；itopened its beautiful wings，and fluttered about in i ts anguish； a faint and mournful “Tweet，tweet，”was all it could utter，then it bent its little head tow ards the flower，and its heartbroke for want and longing. The flowe r could not，as on the previous evening，fold up itspetals and sl eep；it dropped sorrowfully. The boys only came the next morning；when theysaw the dead bird，they began to cry bitterly，dug a nic e grave for it，and adorned it withflowers. The bird's body was pl aced in a pretty red box；they wished to bury it with royalhonours . While it was alive and sang they forgot it，and let it suffer want in the cage；now，they cried over it and covered it with flowers. The piece of turf，with the little daisy in it，wasthrown out on the dusty highway. Nobody thought of the flower which had felt so much for thebird a nd had so GREatly desired to comfort it.。