听说法在小学英语口语教学活动中的应用.doc

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1、 听说法在小学英语口语教学活动中的应用一、现在小学生学习英语出现的问题1.1对英语缺乏兴趣 英语跟中文之间相差的太远，是两个不同思维的讲话模式。现在的很多小学生刚接触英语的时候觉得就是火星语，完全颠覆了自己现在所讲的母语，在日常生活中又没有经常用到，有些小学生也就此对英语没有好感了，觉得跟自己讲的话非常不一样，对英语也就缺乏兴趣了，所以导致很多小学生不想学习英语。1.2听不懂，讲不出的“聋哑英语”现象严重老师上课在讲英语，台下有很多的小学生听得很懵懂，不知道老师说的是什么，跟不上老师说英语的思维模式，因为听不懂索性就不想学习英语了。因为在听力方面差也就导致了他们在口语上也出现了相应的问题。听不

2、懂英语，小学生往往就不敢开口说英语，怕说错了，被别人取笑。在英语方面缺乏自信，认为讲错了会很丢脸导致他们不敢说英语，久而久之，小学的英语口语方面发展缓慢。1.3 缺少英语氛围和环境 在没有英语语言环境的氛围下，小学生学英语是非常辛苦的事情.在日常生活中，围绕在身边的人都是讲母语的，父母家人，朋友同学交流都是用中文交流的，只有在上英语课的时候，老师在课堂上讲的45分钟的英语，这样是很少有讲英语的机会，严重缺少英语氛围的情况下，小学生学习英语是很有难度的，很多小学生都是在日常生活中潜移默化中被影响的。二、针对出现的问题提出运用听说法教学 对于小学生在学习英语中出现的种种问题，可把听说法运用到小学英

3、语课堂教学上。运用听说法的基本方法是一是听说领先，以听说为主，读写为辅。 在学生打下一定的听说基础以后 , 再进行读写教学。二是反复实践 , 形成习惯。 在教学中要让学生把大部分时间用在模仿、记忆、重复、交谈等实践练习上 , 在大量操练的基础上养成一套新的语言习惯。三是以句型为中心。 句型是语言教学基础 , 也是整个外语教学的中心部分。 在外语学习的初级阶段，教师在注重听说和模仿的同时，更注重对句型的操练。有意义的操练将会对小学生学习英语产生一定的影响。三、听说法在小学生英语课堂上的应用策略3.1营造和谐宽松的课堂环境 学习英语最容易产生的问题就是没兴趣，所以教师要创造和谐的课堂气氛。首先教师

4、要让每位学生感觉到老师的关爱、和蔼可亲、平易近人。教师要以饱满的热情、 良好的情绪走进课堂 , 努力缩短师生间的距离。多鼓励和赞美学生 , 使学生感到被承认和被接纳。然后是创设出对学习英语有趣的课堂活动，比如唱歌，加强师生之间在学习英语上的交流，教师不仅仅只是交流有关英语这些学术上的问题，也可以偶尔在课堂上穿插讲一些日常生活趣事。3.2有意义的操练 听说法是反复操练，用模范，重复，记忆的方法去反复实践，形成自动化的习惯。但是听说也是枯燥的机械性的操作，容易给小学生了带来厌倦感，长此下去也会对学习英语产生负面情绪。所以在小学英语课堂上，教师应该针对听说法进行有意义的操练，而不是盲目的只是反复重复

5、操作练习。3.3模拟真实的生活情景 学习英语不仅仅只是学习英语这门语言，而已要懂得把这门语言运用到我们的日常生活中来。小学生对新语言是很好奇，当他们学习到一种知识后就渴望运用它。所以在小学英语口语课堂上，教师把听说法将英语运用到真实的日常生活情境中来，让小学生们身临情景的学习英语，不仅可以锻炼到听力，也可以锻炼到小学生说英语的能力。四、教师运用听说法设计几个活动Activity One: Sing a SongTeaching content:(1) New words:teapot,handle,spout,short,stout(2) Sentence structures:I am a

6、.Here is my .When I .Tip me over and pour me out.Introduction: Before beginning the new lesson, the teacher uses a song to this activity named “I am a little teapot” with a view of making a relaxing atmosphere. In this activity,the teacher will be a music teacher,and the students will be the learner

7、s.15 minutes is needed in this activity. The teacher should prepare some pictures and does some active actions when he/she sings the song. It is a perfect idea for the teacher to guide the students to learn the new words and relax themselves before the class. Teaching Steps：Step 1: After greeting be

8、tween the teacher and the students,some pictures are showed by the teacher to let the students get to know the new things.When the teacher shows one picture, the teacher should say out the word and do the action to let the students guess what it is . After guessing, teacher say the word again and ex

9、plain its meaning in Chinese and then let the students speak the word after the teacher in English.Step 2: When showing all the pictures, the teacher should check whether the students know the pictures. The first time ,the teacher put the pictures on the blackboard and write down the number under th

10、e picture, when the teacher say a word, all the class should speak out the number of the matched picture.The second time ,the teacher do the action ,the students say out the word.Step 3: After finishing checking ,the teacher goes into the song.The teacher should play the song first for the class-I a

11、m a little teapotIm a little teapot, short and stout. Here is my handle, here is my spout. When I get all steamed up, hear me shout, Tip me over and pour me out! Im a little teapot, short and stout. Here is my handle, here is my spout. When I get all steamed up, hear me shout, Tip me over and pour m

12、e out!Step4:The teacher should guide the students to know the rhythm of this song.The teacher sings a sentence with some actions and let the students follow the teacher. The teacher should teach this song again and again until the students are familiar with this song.Step 5:After learning the song,

13、the students are allowed to listen to the song again by the video.Step 6:While teacher sings the first song lyric with some actions,the students should sing the second song lyric with some actions, the teacher sings the third song lyric ,the students should sing the forth song lyric. The teacher sho

14、uld guide the students to sing the song after the teacher.Step 7: The teacher sings the first song lyric, to let the students to sing the rest of the song by themselves.Step 8:The teacher asks a student to stand up to sing the song and the teacher do some actions without singing ,and then to change

15、the role, the teacher sings the song ,the student do some actions. When finishing doing that ,the teacher should let the whole class give the big hands to this student. And then ,the teacher should ask several students to volunteer to sing the song with the active actions.Step 9:The whole class is d

16、ivided with two parts by the teacher.The first part sings the first four song lyric, the second parts sings the last four song lyric.After that , The teacher plays the song and the whole class sings the song together.Activity Two: Family ChantTeaching content:(1) New words: family, father ,mother ,b

17、other, sister(2) Sentence structures: He is the . She is the . They are . One and all.Introduction: The teacher applies the Audio Approach to design a chant to this activity named “ Family chant ” in order to review and consolidate what the students learned in last period. In this 15-minutes activit

18、y, the teacher should prepare some picture for review, when the teacher use the words to teach the chant for the first time, the teacher should do the actions. The student can also do the chant with some rhythm by their hands, chairs and desks and so on. It is the wonderful opportunity to review the

19、 words and memorize them again.Teaching Steps:Step 1: The teacher shows the class some family pictures and get the class to speak out the family members on the picture together.Step 2: The teacher asks one student from one group to say out the family members when the teacher shows one picture, and t

20、hen the teacher asks another three student to do it again. The teacher can check whether the students can say out the words they learned in last period.Step 3: After checking, the teacher should tell the class to go into the chant named “ Family Chant ”This is the father, he is the father This is th

21、e mother ,she is the mother This is the brother ,he is the brotherThis is the sister, she is the sisterThey are one family ,one and allStep 4: The teacher should let the students know the chant. The teacher read the chant for the first time ,and then the teacher should do the chant with some actions

22、 in order to know the chant sooner.Step 5: The students should follow the teacher. The teacher says “ This is the father, he is the father ”, the class should say “ This is the father, he is the father ” together. All the students should follow the teacher to read the whole chant. The teacher should

23、 repeat the chant several times.Step 6: The whole class is to divided with two parts. The first part group students read after the teacher, the other part group students should listen to it carefully. The second time, this two parts change the role,the first part should listen and the other part sho

24、uld read after the teacher.Step 7: The class play the chant without the teacher. The first part group students should stand up to play the chant with some actions together. After playing the chant , they sit down and the other part group students should stand up to play the chant with some actions t

25、ogether.Step 8: The students play the chant without doing any actions, and the teacher keeps silent , just to accompany the them to do the actions by using the hands.Step 9:To get six students to go to the front of the class to do the pair work. Two people in a group, one student plays the chant and

26、 another student keeps silent to accompany the first one to do the actions by using desks, chairs and other things , not only by their hands. If the first group play the chant by hands, the second should play the chant by desk or chair, if the second choose to play the chant by desks, the third grou

27、p should play the chant by chairs.Step 10: After that ,the teacher should give the class praise and the teacher play the chant with the class together in the last time.Activity Three: Relaxing SpeakingTeaching content:(1) New words: super market, milk, fruit, bread, park(2) Sentence structures: Hell

28、o., Hi. what are you going ? I am going to the . I want to . What about you ? Have a good time, see you . Bye.Introduction: The teacher applies this activity named “ Relaxing Speaking ” to let the students review the words and the sentences learned before. The teacher should prepare some pictures be

29、fore the class. Through this activity, the teacher will make students strengthen the words and sentence patterns we have learned last period. On the other hand, students can improve the students speaking ability, listening ability and co-operate ability , they can use the language to develop their a

30、ctive thinking in a daily life.Teaching Steps:Step 1: The teacher should check the students what they learned in the last class. When the teacher shows a picture, the students should say out the word.According to the word, the teacher says out a sentence that the students have learned. Step 2: The t

31、eacher reads speaking material-Where are you going ? Jack: Hello, Lily, where are are going ?Lily; Hi ,John, I am going to the super market , I want to buy some fruits and some milk and breads. what about you, Jack ?Jack: oh, I am going to the park, I want to play with my little brother. Well, I hav

32、e to go ,bye, Lily.Lily: Have a good time, bye, Jack.Step 3: To ask the class to read the speaking material together.Step 4: After that, the teacher read the part of the Jack, and the class read the part of the Lily together. To change the role, the teacher read the part of the Lily together, and th

33、e class read the part of the Jack together.Step 5: The teacher divides the class with two parts to read the material, the boys students is Jack, the girl students is Lily. They change the role, the boys is Lily, the girl is Jack,to finish speaking.Step 6: To get one students to go to the front of th

34、e class to be Jack, and the teacher is Lily, they read the material.Step 7: To ask some students to stand on the stage, two students in a group to be Jack and Lily without reading the material. The teacher give some time to the them, they recall the material and try to speak out.Step 8: The teacher

35、give them praises.Activity Four: Role PlayTeaching content:(1) New words:Saturday night, letter, movie, place,idea (2) Sentence structures: What are you going to do tonight ? What did you do last night ? I .I dont like. What a wonderful idea!Introduction: The teacher applies the Audio Approach to de

36、sign a conversation to this activity named “ Role Play” in order to review and consolidate what the students learned in last period. 15 minutes is needed in this activity. Through this activity, the teacher will make students strengthen the sentences patterns we have learned last period. On the othe

37、r hand, students can improve the students speaking ability, listening ability. This activity can be flexibly applied to students life and consolidate their knowledge. Furthermore, speaking ability will be developed.Teaching Steps:Step 1:The teacher shows the conversation material to the class in ord

38、er to review the sentences, let the students to read this conversation material.Step 2: After reviewing the sentences, the teacher shows the rules of this Role Play to the class: 1.Two students in a group, the teacher let the students make up friends in their group. 2.To make a conversation like thi

39、s : What are you going to do tonight ?Kay: What did you do last night,Jun?Jun: I didnt do anything,Kay.Kay: You didnt do anything? On Saturday night?Jun: Well,I wrote some letters.Kay: Didnt you do anything else?Jun: I watched a movie on TV.Kay: Did you have a good time?Jun: No,I was alone. I dont l

40、ike to watch TV alone.Kay: What are you going to do tonight,Jun?Jun: I dont know.Kay: Why dont you come over to my place? We can watch TV together.Jun: What a wonderful idea! 3. Every member in each group should have a chance to play the both roles(asking and answering) 4. Five students in the class

41、 are to choose to be the judges, they dont need to play the Role Play, they should give the mask to every group when each group finishes Role Play. 10 is the highest mask, 1 is the lowest. 5: The Role Play is only needed 15 minutes. 6: The group who performs well and gets the highest mask will be th

42、e winner.Step 3: The teacher makes sure whether the students can understand the rules, and then get the class to play the Role Play in group.Step 4: The teacher checks the result of the Role Play and finds out the winner group after the Role Play time is up.Step 5: To let the five judges say somethi

43、ng about the winner group to the class and then give the winner group a award.Step 6: The teacher make some comments on the judges job and give them praise.Activity Five: Fruit FamilyTeaching content:(1) New words: apple, banana, grape, lemon, peach, mango (2) Sentence structures: This is ., here is

44、 . I am ., I am . .down They are one fruit familyIntroduction: The teacher applies the Audio Approach to design a game named “ Fruit Family ” with a view of reviewing and consolidating what the students learned in last period. In this 15- minutes activity, the students are asked to play the game. Th

45、rough this activity, the teacher will make students strengthened the words that are learned in last class. On the other hand, students can improve the students response ability. It can improve students speaking and listening when the students play the game. Teaching Steps:Step 1: When the class is b

46、eginning, the teacher should show ask the class what they learned in the last class, and then the teacher says the Chinese meaning of the words to let the students to say English out.Step 2: To get some students to go to the front of the class, when the teacher says “ apple”, the student should say

47、“ This is apple” , to check whether the students can speak out the words they learned last class.Step 3: After checking, the teacher tells the class to going into the game part, is “ Fruit Family ”, the teacher shows the rules of the game to the class: 1. Six students are asked to stand in line in front of the class to be a fruit family. 2. The six students are apple, banana, grape, lemon, peach, mango. 3.To speak the fruit fluently and quickly, like this: one says “ apple, apple down”, one student should say “ apple down”, and then he/she should squat. Another student says “ banana, banana d