探讨培养小学生英语口语能力的教学策略毕业设计.doc

培养小学生英语口语能力的教学策略一、引言在当前的小学教育阶段，大多教师在英语课堂上关注的只有英语的读、背、写，很少重视学生口语能力的培养，学生口语能力的培养始终是个空白。笔者将对其导致口语障碍的成因展开分析，并提出培养小学生英语口语能力的设计策略，创设轻松，愉快的口语学习环境，让学生们会说，善说，乐说。二、小学生现阶段学习英语口语的特点小学阶段是学生语言能力的形成时期。这个年龄段的孩于具有好奇、好动爱表现、善模仿等特点。在小学阶段培养学生的英语语言交际能力具有很强的实践性，能让学生感到英语学了就能用，从而能保持英语学习的兴趣。如此循序渐进学生的英语交际能力就会逐步提高 。三、导致小学生口语障碍的原因由于汉语与英语在许多方面存在着许多的差异，给学生学习口语时带来不少困难。主要有以下几点原因：（1）课堂模式的局限,教师不重视，更注重应试教育；（2）学生自身的原因，学生口语水平的差异及“惰性心理”；（3）“恐讲心理”，怕开口，怕说错；缺少说英语的氛围。四、提高小学生英语口语教学实施策略（1）运用情景教学法教授新单词及新句子在模拟情景中教单词及句子，不仅可以帮助学生理解单词、句子，更能让他们知道如何运用，从他们的输出方面能知道他们是否掌握了新知识。这样能融学习，娱乐为一体，学生有兴趣听课，提高了学习质量，而且有助于学生在实际生活中运用所学句子。 （2）运用情景教学法教授新句子 通过情境的设置，使教学内容在情境化的故事中得以完成。让学生扮演情境中的主角，学生在角色中要完成各种学习内容，以达到教师在课前为此预设的目标。它始终把学生主动、全面的发展放在中心位子，在注意发挥教师主导作用的同时，特别强调学生学习主体地位的体现。让学生在玩中学口语，自然而然地脱口而出。 （3）运用游戏寓教于乐 巧用游戏，寓教于乐。寻求乐趣是孩子的天性，学习英语，兴趣与主动性是最重要的。学生学习的劲头一足，就能达到学生在“玩中学，学中玩”的教学效果。这样不仅有意义地操作了句型，而且在猜测过程中，学生获得了快乐及成就感，觉得学英语就像玩一样。游戏还能培养学生的思维，开发他们的多元智能。 （4）运用所学到的句型及单词进行小组角色扮演 角色扮演能让学生扮演社会上的各种角色，达到真实语言的交流。巩固之前所学的句型并学会运用到实际生活中。真正做到让学生开口说，敢于说，会说。 （5）话题演讲 话题演讲是巩固之前所学知识的一种方法，也是考查学生是否掌握知识的方法。教师通过预设几个话题与学生互动，操练刚学过的句型，让学生真正学会运用到实际生活中。小组演讲环节既可以看出学生小组合作的默契，又可以培养说英语的氛围。五、教学活动设计 Activity 1：Visiting the fruit shopTeachingcontent:(1)Newwords:fruit,apple,orange,banana,watermelon,pear,strawberry (2)Sentencestructures:Ihave.Thereis.Therearesome.Is/Arethereany.Yes,thereis/are. No,thereisnt/arent. Introduction:TheteacherappliestheSituationalApproachtodesignascene “Visitingthefruitshop”whilethenewteachingcontentispresented.Inthis activitytheteacherwillbethehostofthefruitshopandthestudentswillbetheC.fifteenminutesisneededinthisactivity.Theteachershouldpreparesomefruitcards andonefruitshoppicturefortheteaching.Itisagoodideaforthe teachertoguidetheclasstolearnnewlanguageknowledgeandpracticeusing thelanguagefunctions. TeachingSteps/Procedures：Step1:Newknowledgepresentation:Aftergreetingbetweentheteacherandtheclass,Onefruitshoppictureisshowedontheboard(screen).Andtheasking andansweringaroundvisitingthefruitshopbegins:(Histhehost,Cisthecustomers) -H:Dangdangdang., lookathere(pointatthepicture),Ihaveafruitshop.Isitbeautiful?Therearesomanyfruitsinmyfruitshop.0k,now,letmeguideyoutovisitmyfruitshop.-H:Therearemanyfruitinmyfruitshop.Look,hereisanapple,Canyouseesomeapplesthere?(withthehelpoftheapplecard)-C:Yes,therearesomeapples.-H:Prettygood!Therearesomeapples.Andwhatkindoffruitisthis?-C:watermelon(Guidetosayout)-H:Yes, therearesomewatermelon.Wow,somanystrawberries, canyousee them?-C:Yes,wecanseemanystrawberries. -H:Thiswayplease,Therestrawberries,aresomeoranges,bananas,watermelon, andstrawberryoverthere.Doyoulikethem(withthehelpofthefruitcards)?-C:(Gettheclasstosayout)Ilike/Idontlikeorange/banana/watermelon/strawberry.-H:Herearesomeapplesandpears,therearesomewatermelonsandstrawberriesoverthere.(gettheclasstorepeatthefruitwords) Step2:Practicespeaking:-H:SoThisismyfruitshop.Now,letshavearestthere.Idliketogiveyou somefruitsfortastingbutfirstofall,Iwanttoseewhetheryoucanremember howmanykindsoffruitsthereareinmyfruitshop?-C:Therearesome.(giveonetherightfruitwhocansayitout)-H:Isthereany.Arethereany.-C:Yes,thereare./No,thereisntany.(gettheclasstosayandrepeatthe newfruitwordsandnewsentences) Activity 2：What would you likeTeaching content：Words:cake，pudding，rice，noodle，beef Sentence structures:What would you like. I would like some. Can i have some. Yes,here you are.Introduction: The teacher applies the Situational Approach to this activity named “What would you like”.This activity will use food pictures. The teacher shows the restaurant picture on the screen,and then give them menus to order the food. Let the students use the new sentences to order food by themselves in fictitioussituation.Then the teacher asks two students to make dialogues.One plays the customer, another one plays the waiter.And then They swap the role to make another dialogue. (T is the teacher.S is the student.W is the waiter.) Step 1:learn some new sentencesThe teacher shows some food pictures to students.Let the students review the words last class they have learned.Then the teacher extends the new sentences. What would you like. I would like some. Can i have some. Yes,here you are. When teacher ensures the students master the new sentences,takethenextstep.Step 2:order The teacher uses some food pictures to show to the students. T: Rice and noodle are very nice.Would you like some rice or noodle? S: Yes. Id like. T:Recently Ive opened a restaurant.The foods are very popular.Because they are very delicious. So now Ill give you a surprise: I want to take all of you to my restaurant. Do you want to go?S: Yes. The teacher shows a restaurant picture on the screen.T: Welcome to my restaurant.This is the menu. You can take your order.You can order the food you like to eat.S1:What would you like?(Let the students talk freely.)S2:I would like some rice. And you?S1:I would like some noodles.S3:What would you like?S4:I like to eat dessert. So I would like some cake.S5:I would like some pudding.S1:Waiter, we want to order.W:Hello, what would you like?(Now the teacher plays a waiter.)S1:I would like some noodles.W:Ok,. here you are.S1:Thank you.S2:I would like some rice.W:Here you are.S2:Thank you.S3:I would like some beef.W:Here you are.S3:Thank you.S4:I would like some cake.W:Here you are.And you？S5:Can I have some pudding?W:Yes, here you are.S5:Thank you.(After serving,They are having the meal.)S1:Can I have some pudding?S5:Yes, here you are.(They shared their food with each other.)S2:Can I have some cake?S4:Yes, here you are.S5:Can I have some beef?S3:Yes, here you are.Step 3:make dialoguesThis part the teacher asks two students to make dialogues with partner.One plays the customer, another one plays the waiter.There is a situation,suppose one student is the customer,he want to go to the restaurant to eat lunch.What would he say to the waiter.Express ideas on this topic.Refer to the words and expressions on the blackboard.And then swap the role to make another dialogue.Just two minutes to discuss.(Two minutes later)T: Ok. Now who want to have a try?S1:We want to have a try.T:Ok,you two,please.S2:Waiter.(S2 plays the customer.)S1:Nice to meet you.What would like?(S1 plays the waiter.)S2:I would like some noodles.S1:Anything else?S2:I would like some beef.Thats all.S1:Please wait a moment.S2:Ok,thanks.S2:You are welcome.( They swap the role to make another dialogue.Now S1 plays the customer.S2 plays the waiter.)S1:Excuse me,could i see the menu,please?S2:Yes,here you are.Are you ready to order?S1:Yes.I would like some cakes.S2:Any main food?S1:I would like some beef.Can i have some rice?S2:Sure.Anything more?S1:No,thats enough.Thank you.S2:You are welcome.Please wait a moment.(The conversationends.By the teachers praise.)Step 3: prize-giving This part the teacher will give the prize to the students that have made dialogues. From this link, the students will arouse their interested in oral English. Take more attention into the class and learn more knowledge in the relaxed environment.Activity 3: Guessing gameTeachingcontent:(1)Newwords:hill,mountain,forest,lake,bridge,river.(2)Sentencestructures: Thereis/are Is/arethere Yes,thereis/are. No,thereisnt/arent. Introduction:Inordertoreviewandconsolidatewhatthestudentslearnedinthe lastperiod,theteacherappliestheSituationalApproachtodesignascene“talking aboutanaturepark”tothisactivitynamed“Guessinggame”atthebegi-nningof theclass.Inthis15-minutesactivity,thestudentsareaskedtouse thewords andsentencepatternstoplaythegameaccordingtotherules.Someanimalpicturesandcardswillbeusedinthisactivity. TeachingSteps/Procedures: Step1:Theteachershowstheclasssomeplacespicturesandgetstheclassto sayouttheplacesonthepicturetogether. step2:Togetsomestudentstogotothefrontoftheclassandplayasthe teacher,whopointsatthepictureandsaysouttheplacesonthepicturelikethis “Thereisamountain”,tocheckwhetherthestudentscansayoutthewordstheylearnedinlastperiod. step3:Theteachertellstheclasstobegoingtoplayagamenamed“guessinggame”,but first,tocheckwhetherthestudentshavepreparedsomeanimalcardsorpictures forthe game.(thestudentswereaskedtoprepareanimalcardsbeforethislesson). step4:Afterfinishingchecking,theteachershowstherulesofthegameto theclass:1.Usingtheplacescardstoplaythegameingroups2.Tomakeadialogue:Onestudentaskstheothersinthegrouplikethis:-Isthereahill(getandshowthehillcard,asktogether)?-Yes,thereis.Isthereabridge(getandshowtherivercard,asktogether)?-No,thereisnt. -Aretheremountains(getandshowthemountaincard,asktogether)?-Yes,thereare.-Aretherehills(getandshowthebridgecard,asktogether)?-No,therearent.-AndWhataboutyou?Isthere.(changetheroleandcontinuetoplaythegame）? 3.Everymemberineachgroupshouldhaveachancetoplaythebothroles (guessingandanswering)4.Ajudgeisneededineachgroup,whosejobistowritedowntheplaces everyteammemberslikeanddislike,andthentomakeareportaboutittotheclasslikethis:“Thereisahill,butnotamountain.” 5.Thegametimeisonly10minutes.6.Thegroupwhofinishesthegamefirstandthejudgeisabletomakeareportabouttheteammembersjobfluentlywillbethewinner.Step5:Theteacherchecksthestudentsunderstandingontherules,andthengettheclasstoplaythegameingroup. Step6:Whilethegroupsplaythegame,theteachergoesaroundtheclassroomandgivessomehelpstothestudentsStep7:Theteachercheckstheresultofthegameandfindsoutthewinnergroupafterthegametimeisup.Step8:Togetthejudgesofthetopthreetomakeareportabouttheirteammem-berslikeanddisliketothewholeclass. Step9:Tomakesomecommentsonthejudgesjobandgivethempraise. Activity 4：Role-play Teaching content:New words: singer,writer,TV reporter,actor,actress,artistSentence structures: What are you going to be? Im going to be aIntroduction: The teacher applies the Situational Approach to this activity named “Role play”. In this 15-minute activity, the students should use these words and sentence patterns according to the teachers instruction. The picture will used in the activity. The students though play a role will enhance their oral English and create their imagination. Step 1: Free talk. Have students talk their dream job in pairs with be going to. Before the class, the teacher divides five students into a group. This part uses 3 minutes. T：Hello Everyone! Today we will talk about dream. What is dream? S: Dream is you want to be what. T: Yes, youre right. Dream is you want to be what person and love to do what. Now we have a talk-What is your dream? In your speech, you can use “Be going to” to tell us whats you want to be, why do you love it. Every group should send a representative to give speech. S1: I have a dream. I want to be teacher. Teachers have many students.They have a lot of knowledge . They always transfer knowledge for students.I love teaching. So I am going to be teacher. S2: I want to be a doctor.I think they are very selfless.They can save others lives.So Im going to be a doctor. Thats my dream. S3: Im going to be a boss. I want to earn a lot of money.I want to buy a beautiful house to my parents.I want to help poor people.Step 2: new words, new sentences. The teacher teaches the students new words and new sentences for the role play. This part use 5 minutes. T: Good jobs. You have a wonderful dream. Those are excellent jobs. But today I will introduce you other wonderful jobs. Look at the picture and tell me what is this. The teacher shows the pictures which there are vivid cartoon of singer,writer,TV reporter,actor,actress,artist . The teacher will ask the students to answer the question.” What are they?” The students can understand the words through the pictures. S4: They are singer,writer,TV reporter,actor,actress,artist . T: good job. Read after me. The teacher will lead the students read the words twice times. Then the teacher shows the sentences in the blackboard. Ask the students try to read it for 3minutes. The next the teacher will ask the students to answer the question according the sentences. At last, the group are gave an oral exercise. T: What are you going to be?S5: Im going to be a singer.T:Why? S5:Singers can make other be happy. They always bring good songs for audiences.I love singing. So I am going to be singer.T:Good. T: What are you going to be?S6: Im going to be a writer.T:Why?S6:I love writing.I writes everyday.Especially i like to write compositions.When I write, I feel happy myself that as if it wereanotherworld.So Im going to be a writer. Thats my dream; I will bring my good works for my readers. T: OK! These make me feel excites. S7: What are you going to be ? S8: Im going to be actor. S7: Why? S8:Actors always can express themselves.In the plays,they can be policemen.They also can be doctors. If I be a actor, I would act many plays. Step 3: role play. In this part, the teacher will give a indicate to the students. But students should play role with their group. By contrast, the teacher will choose the best one give them bonus. This part will take 5 minutes. T: Now, its your show time. In this part you can be the one that you going to be. Before you perform, you must introduce yourself. You must try your best and do it better. Lets start. S9: Hello everyone! What you watching is the fires channel. Im a reporter. Now I have an interview with the famous singer. Time is up, he will come. Look! Its he! S9 turn to the S10: Good afternoon, Mr. Wang, I am a reporter for an appointment to meet with you. S10: Good afternoon, Sir. Nice to meet you. S9: Nice to meet you, too. To save your time, lets start now. S10: OK! S9: You sing very well. That is the result of your effort. Would you please tell me why do you want to be a singer?S10: That is my dream. I was quite when I was young. Music is here in my life.My mother sang songs for me when i was young.So i liked to sing,too.One day we have a music competition, I attended it.Finally,i won a prize.It always encourage me. S9: wow! Then what. S10: I practiced songs over and over again and made progress everyday. My teacher told me that I had talent in singing. If I had interested, I can fine him. From then on, I fell in love singing. S9: A really touching. But how did you going to do that? S10: I sing everyday and always attend music competition.I didnt have holiday. Thats very hard. S9: but you insist it, didnt you? S10: Yes. Once I want to give up, but my heart always told to myself: thats my dream! S9: You have a great dream! So what do you want to say to the young man? S10: keep your dream, never give up!When every group performs their role play, the teacher will give them encouragement. Activity 5：Topic speechSentence structures: How do you go to school? Introduction: The teacher applies the Situational Approach to this activity named “guess what I like”. This activity aim to the students free talks. The teacher gives different topic to the students. The students should accord the teachers demand to express themselves. In this activity, the teacher will use some picture and cost 15 minutes. Topic speech will make the students have more play space.Step 1: Review. First, the teacher should give the review before the speech, so that the students will not to forget the new knowledge and underlay for the topic speech.T: Can you guess how i go to school today? S: I guess you go to school by bus,right?T:Not exactly.S1: Maybe you go to school on foot,right?T:Not right.My home is far from school.If i go to school on foot,i will be late.S2:You go to school by bike?T:Yes,so smart.I would like to ride bicycle.It cos