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LongnanTeacher'sCollege《小学英语教学法》Unit6PracticaltechniquesforteachingyounglearnersOutlineHowtousesongsandrhymes?Howtousegamesintheclassroom?Howtouseprojectsinteaching?Howtouseboardwritinginteaching?Howtouseresourcesinteaching?6.1UsingsongsandrhymesforteachingEnglishtoyounglearners•usedfordifferentpurposes•atdifferentstagesofalesson•usingdifferentmethodsPurpose&Functions•tohelplearners’memorizationofthenewlylearnedvocabularyorstructures•toactivatechildren•toreviewwhathasbeenlearned•tointroducenewlanguagewhenteachingsongs,rhymesandchants•topracticethetargetlanguage•tochangethepacePurpose&Functions•Helpchildrenremembermeaningeasily•Presentnewlanguageinmeaningfulcontext•Practiceleartlanguageinmeaningfulcontext•Reusenewlanguageinmeaningfulcontext•Provideopportunitiestopickupchunks•Practicepronunciationitemsandsenseofrhyme•Changepaceofalessonandaddsomefun•interestingandrelaxing•bringachangetotheroutineproceduresoflanguagepresentationandpractice•magicteachingtooltodeveloplearner'slanguageabilities•helpchildrenbetterunderstandandrememberthenewlylearnedlanguage•helpteacherstocreatearelaxedclassroomatmosphere•callattention,keepdiscipline,asawarm-uporanend-of-classactivity•drawbacklearner'sattentiontoensureasmoothrunningofalesson•demonstrateveryclearlytherhythmicnatureoftheEnglishlanguageEnjoysomeEnglishsongs,chantsandrhymesCharactersofachant•Tempo•Stress•Rhythm•Meaning•BetterbewithactionsChecklisttodecideasong,chantorrhyme•1)Length•2)Level•3)Repetition•4)Content•5)Relevance•6)Actions•7)ContextWhatkindofproceduresdoyouthinkteachersshouldfollowwhenemployingachantinclassrooms?Howtoteachasongorathyme?•Step1:aformalpresentationofsongsandrhymes(comprehensionofmeaning)•Step2:drawchildren'sattentiontomorespecificmeaningandthelanguageused•Step3:involvethestudentsphysicallyTeachthekeywordsinthesongbeforeyousing.Teachtheactionsforthesong.Singthesongwithoutthemusic.Singwiththemusic.TeachingEnglishthroughsongsThreesteps:Pre-singingWhile-singingPost-singingTeachingobjectives•1)understandthechants(somewordsandstructures)•2)beabletoreadorsingthechantwithrighttoneandpronunciation.•3)beabletousethewordsandstructures;andbeabletoactoutthechantwithpeers.教学目标(总体)•能正确理解歌谣意义•能用正确的语音语调朗读歌谣•能与小组组员合作,通过动作表情演绎歌谣•熟练掌握相关的数字、以及动作的词汇。•通过教学,培养学生关心他人,帮助他人的好品质。Stepsofthisshortlesson1)Teacherpreparesthestudentswiththetargetwordsandstructures.2)Teacherplaysthechantandmakestudentshavethefirstlisteningtothechant.3)Makesthestudentsfollowtheteachertopracticethechantforseveraltimes.4)Teacherhelpsstudentsputmorelines.Teachingsteps(somemore)1)Teacherexplainsthemeaningofthechantwithbodylanguageandpictures.(wordsandstructures)(233)2)Teacherplaysthechantandmakestudentshavethefirstlisteningtothechant.3)Makesthestudentsfollowtheteachertopracticethechantforseveraltimes.4)Asksthestudentstopracticeingroupsandgetpreparationtoactoutthechant5)AsksthestudentstoactoutthechantsinGs6)Teacherevaluatesthestudents’performance7)Teacherhelpsstudentsputmorelines(someactivities).歌曲教学步骤•课前•设计帮助学生将注意力集中到歌曲歌谣主题的活动•设计帮助学生理解歌词歌谣的意义的活动•Pre-singing•整体呈现歌曲或歌谣•教师示范演唱歌曲•讲解歌曲歌谣中影响理解的难点While-singing•教师再次示范演唱歌曲,学生跟着做动作。•学生边听录音边做动作•通过游戏或TPR活动让学生记忆歌词Howcanweusesongsintheclassroom?Listeningactivities–HelloSarah!Doohdo!–HelloJohn!Doohdo!–HelloMike!Doohdo!–Hello!Hello!Hello!Ifyouarehappyandyouknowit,clapyourhandsIfyouarehappyandyouknowit,clapyourhandsIfyouarehappyandyouknowit,andyoureallywanttoshowit,*Stampyourfeet/nodyourhead/pullyourearsIfyouarehappyandyouknowit,doallfourIfyouarehappyandyouknowit,doallfourIfyouarehappyandyouknowit,andyoureallywanttoshowitIfyou’rehappyandyouknowit,doallfour.IfyouarehappyHappyNewYearHappyNewYear,HappyNewYear.Iamsohappy,happy,happy,happy.Redenvelope,foryou,foryou.Redenvelope,forme?Yes.NewYear’scakeyummy,yummy.Yummy,yummy,yummy,yummy.NewYear’scakeyummy,yummy.GapFilling•Huntlikea________.•Walklikean________.•Climblikea_______.•Flylikea_______.•Jumplikea_______.Jumbledlines1.Cluck!Cluck!Cluck!2.Neigh!Neigh!Neigh!3.Oink!Oink!Oink!4.Moo!Moo!Moo!5.Maa!Maa!Maa!6.Quack!Quack!Quack!a.Pigsonthebussingb.Lambsonthebussingc.Ducksonthebussingd.Cowsonthebussinge.Horsesonthebussingf.HensonthebussingOne,Two,Three,Four,FiveOne,two,three,four,five,OnceIcaughtafishalive,Six,seven,eight,nine,ten,ThenIletitgoagain.Whydidyouletitgo?Becauseitbitmyfingerso.Whichfingerdiditbite?Thislittlefingerontheright.CountingAcollectionofsongsTeachingalphabet1.TheAlphabetSong2.Bingo3.PhoneticsTeachingsound1.Rain,rain,goaway2.Twinkle,Twinkle,LittleStar3.ThereisThunder(Areyousleeping?)4.PhoneticsAcollectionofsongsTeachingvocabulary1.TenlittleIndians2.Clap,clap,clapyourhands3.Thisistheway4.Icansingarainbow5.OldMacDonaldhasafarmAcollectionofsongsTeachinggrammar1.Themorewegettogether2.Thisisthewaywewashourclothes3.Ifyouarehappy4.TeddybearWhatisMyJob?•Whatisyourjob?•Whatisyourjob?•CanIguess?•CanIguess?•Ihelppeoplegetwell.•Ihelppeoplegetwell.•Whoareyou?•Whoareyou?FivelittleMonkeys•Fivelittlemonkeysjumpingonthebed,Onefelloffandbumpedhishead.Mamacalledthedoctor,andthedoctorsaid,“Nomoremonkeysjumpingonthebed!Fou
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