纠结英文少儿英语学习方法

2021年1月12日发(作者：余汉谋)
浅谈幼儿英语有效教学的策略
二、幼儿英语教学的意义
(一)促进幼儿的英语语言发展。
语言学家尼伯格认为,自然的语言学习只能在语言的“关键 期”(2-13岁)期间进行,因为到了
青春期控制语言功能的左半脑已经发育成熟,这种侧化使大脑不 能参与外语学习。芒罗和马
跃在实验中证明6岁前是儿童学习第二语言语音语调的敏感期, 6岁前学习 外语可以在听觉、
语音方面形成不可扭转的优势。乔母斯基认为儿童具有语言习得机制。由此可见有效地 抓住
幼儿语言学习的关键期,语言符号系统会逐渐形成,语言学习也具有极大的潜力,语言发展会
得到逐步完善,如果能接触到较好的英语语言环境、科学地学习英语,将会对幼儿的语言能力、
认知能 力、社会交往能力等综合素质的提高都产生深远的影响。
初学英语的五十种策略
1. I think of relationships between what I already know and new things I learn
in English.
思考新学的与已学过的英文有何关联。
2. I use new English words in a sentence so I can remember them.
用新学单字造句以便牢记生字。
3. I connect the sound of a new English word and an image or picture of the
word to help me remember the word.
记生字时，将字的发音与其图像做链接。
4. I remember a new English word by making a mental picture of a situation in
which the word might be used.
记生字时，在脑中想象一个这个字可以被运用的情境。
5. I use rhymes to remember new English words.
使用诗歌韵文记忆生字。
6. I use flashcards to remember new English words.
使用有图有字的闪卡记忆生字。
7. I physically act out new English words.
以肢体表演所学的生字。
8. I review English lessons often.
经常复习课文。
9. I remember new English words or phrases by remembering their location on
the page, on the board, or on a street sign.
记生字或词组时，会去记这些生字或词 组出现的位置，在哪一页、哪一个看板、或哪一个街
道的标示上。
10. I say or write new English words several times.
学生字时，多说或多写几次。
11. I try to talk like native English speakers.
试着说地道的英语。
12. I practice the sounds of English.
练习英语发音。
13. I use the English words I know in different ways.
以不同方式使用所知的英文单字。
14. I start conversations in English.
主动使用英语与人交谈。
15. I watch English language TV shows spoken in English or go to movies
spoken in English.
观看英语发音的英语电视节目或电影。
16. I read for pleasure in English.
以阅读英文为乐。
17. I write notes, messages, letters, or reports in English.
使用英文留纸条、留话、写信、或写报告。
18. I first skim an English passage (read over the passage quickly), then go
back and read carefully.
先快速浏览一段英文，然后再重新细读它。
19. I look for words in my own language that are similar to new words in English.
在母语里，找英文生字的同义字词。
20. I try to find patterns in English.
试着找出英文的规则。
21. I find the meaning of an English word by dividing it into parts that I
understand.
将一个生字拆成一些我所知道的部份来了解其含义。
22. I try not to translate word-for-word.
尝试不逐字翻译。
23. I make summaries of information that I hear or read in English.
将所听所读的信息，以英文做摘要。
24. To understand unfamiliar English words, I make guesses.
对不熟悉的英文单字，去猜它的意思。
25. When I can’t think of a word during a conversation in English, I use
gestures.
与人英语对话，有一个字忘了怎么说时，以动作来表达。
26. I make up new words if I do not know the right ones in English.
不知道正确的英文单字时，会自己编造。
27. I read English without looking up every new word.

读英文时不会每逢生字便查字典。
28. I try to guess what the other person will say next in English.
尝试猜猜别人接下来要说的英文是什么。
29. If I can't think of an English word, I use a word or phrase that means the
same thing.
想不起一个英文单字时以一个同义字或同义词替代。
30. I try to find as many ways as I can to use my English.
想办法以各种方式来使用所学到的英文。
31.
I notice my English mistakes and use that information to help me do better.

知道自己所犯的英文错误并能善用它来帮助自己学得更好。
32.
I pay attention when someone is speaking English.

每当有人说英语时, 注意听。
33.
I try to find out how to be a better learner of English.

想办法找出把英文学得更好的方法。
34.
I plan my schedule so I will have enough time to study English.

做好规划,找出足够的时间学英文。
35.
I look for people I can talk to in English.

找寻可以英语会话的对象。
36.
I look for opportunities to read as much as possible in English.

找寻机会尽可能读英文。
37.
I have clear goals for improving my English skills.

确立明确目标，不断增进英文听说读写能力。
38.
I think about my progress in learning English.

思考自己英文学习的进展。
39.
I try to relax whenever I feel afraid of using English.

每当觉得害怕使用英文时，想办法放松自己。
40.
I encourage myself to speak English even when I am afraid of making a mistake.

甚至当害怕会犯错时，仍鼓励自己说英语。
41.
I give myself a reward or treat when I do well in English.

当自己的英文表现不错时，给自己奖赏或好好吃一顿。
42.
I notice if I am tense or nervous when I am studying or using English.

注意自己学习或使用英文时会不会紧张。
43.
I write down my feelings in a language learning diary.

写日记，记录学习英文的感想。
44.
I talk to someone else about how I feel when I am learning English.

与别人分享学英文的感想。
45.
If I do not understand something in English, I ask the other person to slow down
or say it again.