1 Communicative approach: the project is based on ideas and communication capabilities of the system to develop students communicative competence teachings. The purpose is to enable students to use language to communicate, it is important to enable students to communicate with each other, taking into account the role and status of the people, taking into account the subject involved, and scenarios so that they can use language appropriately.
2 Games, teaching methods: The game is the form of review words, sentences, practicing the new language point, so that students learn in blending music, in the lively, light agitated, pleasant atmosphere naturally obtain the knowledge and skills in English. Games require a brief and easy to have fun, but also closely related to teaching content with the lesson.
3 Scenario teaching: teachers create scenarios or simulated scenes of life, should have a real, vivid, practical features, ease of language students have learned the material synthesis, a creative way to express the exchange. This exercise method, and a nearly life communicative function, but also to become monotonous, mechanical drills sentence for lively, vivid communicative practice.
4 Action Method: In the lower grades in English teaching, with a specific image of the gestures, movements to support English language learning, stimulate students interest in learning, enhance learning.
5 The activity approach: that in accordance with physical and mental development of students at different stages of the process to design, layout situations, provide materials to enable students to actively participate in the free operation, observe and ponder. Through activities for the students themselves understand things, identify problems and arrive at answers, to explore the potential of students.
6 Trinity teaching: is based on letters, phonemes, phonetic intrinsic link between their business and cross-relations will be three integrated teaching methods.
7 Natural law: This approach allows students to have learned knowledge, based on their level of proficiency to participate in activities.
8 Total physical response method: the mobilization of students, sense organs, so that students through the various parts of the body in action to achieve the purpose of memory.
9 Cooperative learning: Students are through participation in Pair work and group work activities, for students to practice language and learn from each other the conditions and opportunities.
10 Functional-notional method: This method is available to the teachers focus on students in a particular session or when a certain context may use the language, so that they perceive their capabilities to use in communication.
常用的小學(xué)英語(yǔ)教學(xué)方法
1、交際法：是根據意念項目和交際功能發(fā)展學(xué)生交際能力的系統教法。其目的是為了讓學(xué)生能夠運用言語(yǔ)進(jìn)行交流，重要的是使學(xué)生能夠考慮到進(jìn)行相互交流的人們的作用和地位，考慮到所涉及的題目和情景，從而能恰如其分地運用語(yǔ)言。
2、游戲教學(xué)法：用游戲形式復習單詞、句型，練習新語(yǔ)言點(diǎn)，使學(xué)生寓學(xué)于樂(lè )，在活潑、輕忪、愉快的氣氛中自然而然地獲得英語(yǔ)知識與技能。游戲要求簡(jiǎn)短易行，有趣味，而且要與本課教學(xué)內容緊密相關(guān)。
3、情景教學(xué)法：情景是教師創(chuàng )設或模擬的生活場(chǎng)景，應具有真實(shí)、生動(dòng)、實(shí)用的特點(diǎn)，便于學(xué)生將所學(xué)語(yǔ)言材料進(jìn)行綜合、創(chuàng )造性地進(jìn)行表達交流。這種練習方法，有接近生活的交際功能，而且能變單調、機械的句型操練為活潑、生動(dòng)的交際性練習。
4、 動(dòng)作教學(xué)法：在低年級英語(yǔ)教學(xué)中，用具體形象的手勢、動(dòng)作來(lái)輔助英語(yǔ)學(xué)習，激發(fā)學(xué)生學(xué)習興趣，提高學(xué)習效果。
5、活動(dòng)教學(xué)法：就是按照學(xué)生身心發(fā)展過(guò)程中的不同階段來(lái)設計、布置情境，提供材料，讓學(xué)生積極參與自由操作、觀(guān)察思考。通過(guò)活動(dòng)讓學(xué)生自己認識事物、發(fā)現問(wèn)題，得出答案，發(fā)掘學(xué)生潛能。
6、 三位一體教學(xué)法：是根據字母、音素、音標三者的內在聯(lián)系業(yè)務(wù)和交叉關(guān)系將三者融為一體進(jìn)行教學(xué)的方法。
7、 自然法：這種方法允許學(xué)生根據自己對已學(xué)知識的熟練程度來(lái)參加活動(dòng)。
8、 全身反應法：調動(dòng)學(xué)生的感覺(jué)器官，讓學(xué)生通過(guò)全身各個(gè)部位的不同動(dòng)作達到記憶的目的。
9、 合作學(xué)習法：讓學(xué)生通過(guò)參加兩個(gè)人的活動(dòng)和集體活動(dòng)，給學(xué)生練習語(yǔ)言并互相學(xué)習的條件和機會(huì )。
10、 功能意念法：這種方法是教師集中提供給學(xué)生在某次會(huì )話(huà)時(shí)或某種情境中可能運用的有關(guān)語(yǔ)言，讓他們感知其功能，在交際中運用。
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