英语童谣在单词教学中的运用(徐)

英语童谣在单词教学中的运用 Oxford English 2A M2U3童谣渗透课堂教学反思金茂小学 徐伟军一、 案例背景随着牛津英语新教材的进一步改革，学生需要掌握的词汇量远远大于以往，单词量的激增，使学生原来存在的记忆单词难这个问题更加的突出。单词既是一个重要的教学内容，又是学生学好英语的前提。因此，以单词教学为突破口，如何进行单词教学，教会学生用科学方法记忆单词，是小学英语教学的关键。词汇作为语言素材，能否掌握运用，将直接影响对英语的学习成败。新的课程标准向我们提出，一、二年级只要求听说读，刚学英语，要求记单词，对于初学英语的小孩子来说，同时要记住英语单词的音形义，需要有一个过程、更需要老师的教育和引导。那么，我们如何帮助学生把枯燥的单词学习好，记得牢，让他们对英语学习保持着浓厚的兴趣呢？二 、案例情景Content2AM2U3 P22 My hair is short. Look and learn.Aims1. To learn the nouns to identify parts of a people. “ hair, face, head”.2. The usage of adjectives to describe people. Eg.: My hair is long.Language focus1. The usage of nouns to identify parts of a body.2. The usage of possessive adjectives to describe people.3. Let the students smile every day.Teaching aidsmedia, cards, etc.ProceduresStepTeachers activitiesStudents activitiesPurposePre-task preparation1.Greeting.2. Say the opposite words.It is short. It is white.3. Say a chant.4. Quick response.Yes, I see two big eyes.What do you see?We see 5. Song1. Greeting.2. Look and say.It is long.It is black.3. Say a chant.4. Quick response.I see one nose, one mouse.5. Sing the song.在唱童谣轻松气氛中和快速应答中使学生对旧知进行适当的复习和巩固。While-task procedure1.Teach: face Teach: face Touch your face. Say: This is my face.Have you got a happy face or sad face? Teach: happy face, sad facePlease smile .Please smile to your father, smile to your mother, to your teacher. Please smile all day Teach: a round face； My face is round. A chant.My face is round?Whose face is round?Whats round in our life?The ball is _The red apple is _2. Teach: hairTwo big eyes,One big noseOne big mouthThis is my face.But where is hair?Where is hair?Where is hair?Oh, Look ,hair is here.Read.Chant.Sentences.Dialogue.3. Teach: head.Look at the da tou.Read.Guess：”Head” or “hand”.Chant.Dialogue.1. Learn： face Read: face. This is my face.Two eyes, one nose, one mouth. This is my face. Say： happyEnjoy the pictures; Look and say. Say the chant ；My face is round, too.The ball is _The red apple is _ Say the chantFace, face,A round face.Face, face,My face is round.2. Learn: hair Read. Say the chant.Hair, hair, short hair.My hair is short.Hair, hair, long hair.My is . Make sentences.My hair is short.Your hair is long.Yes. My hair is .Your is .Work in pairs.3. Teach: head.headRead.Say：”Head” or “hand”.Say the chant.make a dialogue（Pair work）My head is big.Your head is small.Yes. My head is .Your is .由童谣歌曲引出face，学生易掌握。在童谣中巩固单词，并能初步了解单数动词用is学生真实笑脸照，引起学生兴趣。不断在童谣中巩固单词并能初步掌握单数动词用is。在渐进中使学生学会本课重点并逐渐学会判断给予运用。用猜迷游戏来调节气氛，并区分新旧词。再次巩固本课重点并使学生能掌握运用。Post-task activity1. Read the words.2. Lets match.3. Lets judge.4. Read and judge.5. Showtime.(机动)1. Read the words.2. Look and match.3. Read the sentence and judge, then correct.4. Read and judge.设计了由浅到深，由句到段的练习让学生读一读、做一做、 说一说、演一演从而巩固本课的内容，今年是建国六十周年，设计的练习又渗透民族精神爱国主义教育。Assignment1. Listen to the tape and repeat.2. Introduce yourself to your friends or parents.板书设计face hair headMy is Your is 三、 反思阐述（一） 童谣是符合儿童年龄特点说唱形式童谣是有韵脚、有意境、有节奏、充满情趣、朗朗上口的一种说唱形式。说童谣、唱童谣对儿童语言发展所起的作用是不可低估的，在给童谣配以节奏性很强的音乐，这就能使儿童学习语言的更为方便快捷。在小学英语教学中，使用童谣教授英语，符合小学生的年龄特点，有利于他们学习英语。首先，童谣的教学可以使课堂更加富有乐趣，生动活泼；其次，有助于学生形成良好的语音、语调，增强节奏感。经常唱英文童谣、说英文童谣、创英文童谣等形式，能使小学生对英语的重音、节奏有一个初步的认识，久而久之，语感也就慢慢形成了。最后，童谣在教学中不仅激发学生学习英语的成就感，同时也能学生提高对英语学习的兴趣。在每次学完同谣后，给时间和机会让同学们上台表演，教师尽可能地给予他们鼓励、表扬，让同学们在表演完后有一种成就感，在以后的英语学习中，他们会表现得更为积极。（二） 童谣是帮助儿童有意识记的诵读形式小学生学习的一个很明显的特点就是直观，因为他们的思维是以形象思维为主，在教学的过程中我们就会发现，要是单独出示单词或中文意思，学生就是读了很多遍，还是记不起来的。但是要是我们在教学单词的时候能以有节奏、有意义的儿歌童谣，把单词进行诵读，学生就很快在情景中想起来所学过的内容，单词的学习就变得生动，不会单调。低年级学生爱唱，爱说，带有节奏的童谣语言可以活跃课堂气氛，使学生在轻松愉快的气氛中学习，记忆单词。新教材中，大量地加入了chant和rhyme 部分的内容，我们可以通过这些内容，加强对所学单词的记忆及相关内容的扩展。