小学英语教学设计 第3页
My teaching activity is:
Let the student set up their situation about their families, students can learn about "my family" series of knowledge by themselves.
In the second day, the students are demonstrating in platform by group stage. After it I’ll call the other students to evaluate it. In this way, students can learn more from their classmates, and then help the performer to realize their mistakes in their performing process.
Giving students enough space to show themselves can improve the students' communicative competence. And the Situation Language Teaching Method is the best way to stimulate the students’ interest to study, improve the students’ thinking enlightenment expression ability, and achieve the education function.
Four case：From Go for it! Students’ published by People’s Education Press. Five grade Unit Three《What’s your favorite food?》Learning the Story time
My teaching activity is:
This is about the Zip and complex modulation Zoom into the restaurant，the characters including Zip, Zoom, and four Server.
First, I will divide students in groups of six and ask them to prepare materials by themselves. One student is to play the Zip, one student are play the Zoom and the other students are playing the Server.
Second, students can desired the scene arrangement of classroom，and then they an show their stories according to their own scripts, Let students learning patterns that“I have ···on Monday/Tuesday/weekday···”and “My favorite food is ····”
When students are demonstrate ，teacher can’t be too concerned about their grammar mistakes, but must pay attention to exchanging students in the scene
Students will converted the drama book content, students learn English subtly development for a more natural exchange activities, so as to improve the students' practical ability to use English, at the same time, it can create a good learning English,and make students form the high interest in learning.
Five case：Teaching the song about: What Do You Have for Lunch?
My teaching activity is:
First; I'll take some food, such as rice, noodles and so on. It can help students to learning the song quickly..
Second; I’ll use the recorder to play the songs. And let students be involved in English-speaking environment to get a lot of information about the song.
Third: Teach students the song lyrics
Fourth; Use the previously prepared to teach students the simple dance，it is good for them to remember the song context.
Fifty: teaching students by the lyrics and simple combination of dance
This helps to stimulate students' interest in learning. In English teaching in harmony with English, music can help students to understand dialogues, performance, creates sound language scene content, to improve students more protection environment awareness In the process of singing, learn the pleasures of learning experience, so as to improve the learning efficiency
Six case：Learn “What time is it now?” by playing games.
My teaching activity is:
The function of: the students master sentences clockwise “What time is it now?” and “It is ···” Make them master English number 1-12.
Divide the students in 12 hours and ask them to stand in a circle.One student play the clockwise. Games begin, the teacher say: "what time is it now?" the clock homological Students will say "It is one o’clock ", "clockwise" and answer: "' It is one..." And the left arm unbend clockwise began to turn, turn to one to one point to stop, finger-nails. T毕业论文http://www.751com.cnhe students played up card one hour. And the game continues. The students will play clockwise demands consistent hand mouth. As time passes，students can proficient in sentences that “What time is it now?” and “It is ···”
Pupils like playing games more than studying. In the teaching of English the teacher designs some proper game situation. It is a kind of good method, it not only can help teachers to cheated lively atmosphere in class, but also the students can practice some oral English, and attain the certain learning effect.
（七）总结
章兼中教授曾经说过：“如果语言离开了当时的情景和具体实践，它将成为无源之水、无本之木。”小学生思文发展的主要特点是从主要以具体形象到思文到主要以抽象逻辑思文过渡。在整个小学阶段，儿童思文活动的直观形象性是很突出的。情境法创设非常生动形象、有趣的动态以及各类情境符合小学生的心理需求，愉快活泼的学习气氛有利于激发起儿童的学习英语的兴趣。教师在小学英语教学中合理利用好情景教学，会达到意想不到的效果，具体形象思文是学生期儿童思文最主要的方式和典型特点，情景教学法符合儿童的心理成熟水平，尤其对儿童第二语言新的认知学习更显示出特有的优势。情境法满足了儿童好奇、好问、好动的心理特点。情景教学法的各种教学摸式不仅愉悦了儿童的情感，更提高了儿童第二语言的运用及交往能力。因此，在适当的情景中让学生真实的感受语言、理解语言。生动、形象的社会语言情景为课堂教学采用听、说、读、写多样化的教学方法创造了条件。结合情景进行语言训练可以创造一个积极主动、生动活泼的课堂教学气氛，不仅促进学生集中注意力，激发学生的学习兴趣，而且有效的提高教学质量。由此可见，情景法教学可以称作是小学教师的必需教学手段。 上一页 [1] [2] [3]
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