云龙区文教体局教研室

1、 云龙区文教体局教研室 刘煜鹏 The intrinsic motivation of students have great power Children are imaginative. Children have curiosity. Children focus on meaning first. Children use language creatively. Children learn by doing. Children pick up chunks easily. (Easily Pick Up Languages While Learning English ) The

2、students have interest in listening, speaking, reciting, singing, retelling some English stories, rhymes, songs and doing funny games. The students feel motivated to use the language and express themselves. The students have strong desire to participant in varieties teaching activities. 处于低年级段的小学生他们

3、有好奇心,好活动,爱表现,爱模仿,爱玩,爱唱,爱游戏,我们的教学必需是充满活力的.只有通过,视、听、说、玩、唱、画，游、演、读、写等有趣的活动，真正解放儿童的手、眼、大脑、嘴、耳，让学生大量的接触鲜活的语言材料（INPUT），乐说，乐学，会玩，才能激发他们的兴趣。 Renew and refresh your knowledge of the subject matter. (professional knowledge) Have a thorough training in basic skills, such as improve our English pronunciation, g

4、et fast and effective techniques for regional and foreign accent reduction and grammar knowledge, have extensive reading, also some special skills should be practice every day. Create language-rich environmentTeacher has a huge influence in what you do. You are a model of language use. Liaison（连读） e

5、xplosive (爆破) (1)“辅音辅音+元音元音”型连读型连读 在同一个意群里，如果相邻两词中的前一个词是以辅音结尾，后一个词是以元音开头，这就要将辅音与元音拼起来连读。 ImanEnglish boy. Itisanold book. Let me havea lookatit. Ms Black worked inanoffice lastyesterday. I calledyou halfanhourago. Putiton, please. Notatall. Please pickitup. Thank you. Who is it? Let him in. Good eve

6、ning. Not at all. Pick it up. Put it on twice over Take a look at it. Ill be back in half an hour. (2)“r/re+元音元音”型连读型连读 如果前一个词是以-r或者-re结尾，后一个词是以元音开头，这时的r或re不但要发/r/，而且还要与后面的元音拼起来连读。 Theyre my fatherand mother. I looked forit hereand there. Thereis a football underit. Thereare some books on the desk.

7、Hereis a letter for you. Hereare foureggs. But whereis my cup? Whereare your brotherand sister? a pair of shoes. / Her own / far away / for over / here and there / Where is it? 但是，如果一个音节的前后都有字母r，即使后面的词以元音开头，也不能连读。 The black clouds are coming nearer and nearer.（nearer与and不可连读） (3)“辅音辅音+半元音半元音”型连读型连读

8、英语语音中的/j/和/w/是半元音，如果前一个词是以辅音结尾，后一个词是以半元音（特别是/j/开头，此时也要连读。 Thankyou. Nice to meetyou. Didyou get there lateagain? Wouldyou likea cupof tea？ Couldyou help me, please? “音的同化” 常把/d/+/j/读成/d ju/，did you听上成了/did ju/，would you成了/wud ju/，could you成了/kud ju/。 (4)“元音元音+元音元音”型连读型连读 如果前一个词以元音结尾，后一个词以元音开头，这两个音往往

9、也要自然而不间断地连读到一起。 Iam Chinese. Heis very friendly to me. She wants to studyEnglish. Howand why did you come here? She cant carryit. Itll take you threehours to walk there. The question is tooeasy for him to answer. 当短语或从句之间按意群进行停顿时，意群与意群之间即当短语或从句之间按意群进行停顿时，意群与意群之间即使有两个相邻的辅音与元音出现，也不可连读。使有两个相邻的辅音与元音出现，也

10、不可连读。 Isit ahat or a cat?（hat与or之间不可以连读） Thereisa good book in my desk. （book与in之间不可以连读） Can you speakEnglish or French? （English与or之间不可以连读） Shall we meet ateight or ten tomorrow morning? （meet与 at，eight与or之间不可以连读） She opened the door and walkedin. （door与and之间不可以连读） (1)“爆破音爆破音+爆破音爆破音”型型6个爆破音中的任意2个相临

11、时，前一个爆破音会失去爆破，即由相关的发音器官做好这个发音的姿势，稍做停顿后即发后面的爆破音。The girl in the re(d) coat was on a bla(ck) bike jus(t) now.The bi(g) bus from the fa(c) tory is full of people.Wha(t) time does he get up every morning?This is an ol(d) pi(c)ture of a bi(g) car.The ol(d) do(c)tor has a ca(t), too.Were going to work on

12、a farm nex(t) Tuesday.What would you like, ho(t) tea or bla(ck) coffee?Its a very col(d) day, but its a goo(d) day.You can put i(t) down in the bi(g) garden.I bought a chea(p) book, but its a goo(d) book.She took good care of the children. / Ask Bob to sit behind me. / big boy /sharp pencil / what t

13、ime / September / suitcase / blackboard / handbag / goodbye (2)“爆破音爆破音+摩擦音摩擦音”型型 如果前面是爆破音，其后紧跟着某些摩擦音（如/f/，/s/，/W/，/T/等），那么前面那个爆破音仅有十分轻微的爆破，而后面那个摩擦音则要完全爆破。I met a goo(d) friend of mine yesterday.They didn(t) stop the concert after the accident.But I don(t) think its a goo(d) theatre.Please wri(te) th

14、em down here in the form.The secon(d) student is Davi(d) Smith.They pu(t) their hands behin(d) their backs.Who ma(de) this paper plane?Please look a(t) tha(t) bla(ck)board, no(t) this one. We heard David sing last night. / Im convinced that Charlie has made the right choice. / Keep silent / a good z

15、oo / night show / make sure / get through / just then / old friends / a good view / success / bloodthirsty / advance 3)“爆破音爆破音+破擦音破擦音”型型 若前面是爆破音，其后紧跟某些破擦音（如/t/，/d/，/tr/，/dr/），则前者有爆破但十分轻微的爆破，后者则须完全爆破。 The ol(d) chair is qui(te) cheap. Its a goo(d) chance to learn English. My uncle didn(t) buy the bla

16、(ck) jeep. The bi(g) truck is near the bi(g) tree. The young man only asked for a col(d) drink. I gave my ol(d) dress to the poor little girl. great changes / good jobs / that child / grandchild / picture / object (4)“爆破音爆破音+鼻辅音或舌边音鼻辅音或舌边音”型型 当爆破因后面紧跟着一个鼻音或舌边音时，憋住的气流就会从鼻腔或舌侧泄出,进产生轻微的爆破，这两种情况称为鼻腔爆破或舌

17、侧爆破。 It was the bes(t) museum a(t) tha(t) time. Goo(d) morning, Mr. Bell. Goo(d) morning, dear. Uncle Lis fa(c)tory is qui(te) near to the cinema. I wen(t) there alone a(t) nine las(t) night. -Do you know his bi(ke) number? -Sorry, I don(t) know. The forty-firs(t) lesson is qui(te) difficult. Goo(d)

18、 luck, Lin Tao. good news / take mine / start now/ I dont know / midnight / admit / utmost at last / good luck / straight line / Id like to. / a bit louder / friendly / mostly 动词否定式的缩写形式，结尾的动词否定式的缩写形式，结尾的t 不发音。不发音。 He mustnt do it. / You neednt pay for it. / I wouldnt let him go. / You dont know him

19、. / Mary shouldnt call him at work. Stress and rhythm(重音和节奏) In English, when a word has two or more syllables, one of these is stressed, that is, spoken more loudly and given a longer time. The other syllables are weak, that is, spoken softly and given little time. Give the students the chance to r

20、ecognize sounds and patterns before you ask them to reproduce them.Students must know about the stressed and unstressed parts of a sentence so that they can get the rhythm of English right.Sentence stress tells us which parts of the sentence are important.We can change the meaning of the sentence by

21、 changing the stress and intonation.Correct word and sentence stress and intonation are just as important as getting the individual sounds right. Intonation (falling tone, rising tone) Intonation is a formal word for the music of English; that is, how our voice raises and falls at certain different

22、parts of sentences. There are certain rules, such as those for asking questions and finishing sentences, but as with sentence stress, we can express emotions like surprise, sympathy, anger, delight, etc, by changing our intonation pattern. 78/blog/u/onlyyou/archives/2008/19521.htmlh

23、ttp:/ （1）、 英语元音不正确 受汉语语音影响，学习英语元音是容易出现单元音不饱满、不到位，双元音被单元音化，因为现代汉语的双元音基本已经被单元音化，而没有真正的双元音。在朗读单词时，许多学生的元音发音口型不到位。如把双元音发成单元音：把time taim读成tem，brown braun读成 bra:n 等。 （2）、英语词尾辅音后附加元音。 这些现象主要发生在以p、b、t、d、g、k等音素结尾的单词上，学生容易在这些单词的尾音后面加上一个音素如把jacket 读成jacketer，把red 读成reder，jeep读成jeeper，把friend读成friender的音等，如果不仔细

24、听，是听不出来的。这种情况在小学英语单词读音中比较普遍，也最容易被忽视，因此我们应当采用既可行又失趣味性的方式来解决这个问题。 （3）、英语词尾遗漏辅音 在英语教学当中，这种情况出现的频率也比较高。例如， bathroom , bedroom和living room的时候，很多学生在发音的时候遗漏了词尾的m。这种现象在单词教学中也是比较常见的。 （4）、节奏错误 在英语口语中，是以一个重读音节与其前后的非重读音节构成一个完成的节奏群，而在操练口语的过程中，学生经常出现非重读音节被拉长，导致语句失去节奏。节奏群直接制约着学生在口头表达中运用节奏群进行表达的能力，以及学生在听力理解中把握节奏群提高

25、理解效果的能力。 Try to be a teacher who can motivate her pupils to work hard.(善于诱导学生努力学习的教师) Prepare interesting, colourful captivating lesson plans and deliver the with gusto. Learning is fun and exciting, cramming doesnt work. Learner-centered teaching Input-based approach that enables students to lay a

26、good foundation of basic knowledge before they produce output. Identify some objects (Unit 1 Unit 2 : Whats this /that in English ? Is this/that? Its Identify some person （Unit 3 Family member: Whos he ? Is this your ?） Asking the time and responses (Unit 4:Whats the time (now)? Calculations (Unit 5

27、 :Whats ten plus/minus five ? ) What about the red one ? How much is it ?) Expressing agreement and disagreement Expressing certain emotions Advice and suggestions (Unit 8 what would you like ? What about some juice ? Inquire about places (Unit 7 Wheres he/cake ?) Do shopping (Unit 9: Can I help you

28、? Id like , please. Talking about hobbies (unit 10 unit 11 what do you play ? do you like/play football?) numbers/time1-20; Colours (red, green, white, black, orange, blue, yellow, brown) ; food and drinks (a hot dog, a sandwich, a pie, some bread, some rice, soft drinks, a bar of chocolate, a carto

29、n of milk) ; clothing items: (a cap, a hat , a tie , a vest , a belt , socks , shoes , trousers) ; animals( a dog, a cat , a monkey, a tiger, a panda, a zebra, a bird , an elephant ) ; musical instruments (a piano, a violin, a guitar, an accordion); Family members (grandfather, grandmother, father,

30、mother, uncle, aunt, son daughter, brother, sister) rooms: a dining-room, a bedroom, a study, a kitchen, a bathroom, a sitting-room) recreational/sports/activities (football, basketball, volleyball, baseball, swimming, skating, climbing, skiing, rowing, fishing, jogging, running) Apply some effectiv

31、e methods such as TPR, Authentic meaningful language teaching, Audio-lingual method, Task-based learning approach, Communicative Language teaching They are mutually associated, interactive and restrictive, considered as an integrated system Theyre common used in our teaching. Classroom activities sh

32、ould be full of role-plays, games, puzzles, songs, pair-works, group-worksoffer an interesting and positive experience to your students Coat car sofa zoo Pears elephant hamburger bag pies Lets go to the Great Wall by plane. She is a fat woman. Help the students to recognize the words and sentences i

33、ndependently. 我是你的好朋友 见面问候说Hellogood morning早上好 good afternoon下午好Wang Bing, Wang Bing 新朋友 This is Wang Bing（新朋友）! 遇见你,我很高兴, Nice, nice to meet you.遇见你,我也很高兴, Nice, nice to meet you, too. 叮铃铃, 闹钟响, get up, get up 快起床,背上书包go to school，go home , go home快回家，Bye bye, bye bye， See you, see you是再见Good nigh

34、t道晚安! Shirt shirt, look at his shirt. Smart smart, its smart!Blouse blouse, look at my new blouse. Pretty pretty, its pretty!Jacket jacket this is her jacket. Nice nice, its nice!Sweater sweater, thats my sweater. Nice nice, How nice!蛋糕cake 松又软, 汉堡hamburger 香又香 鸡蛋egg 有营养, 冰激凌ice cream 凉又甜milk , milk

35、 是牛奶, milk, milk ,a glass of milk juice, juice 是果汁, juice, juice, a glass of juicecoffee, coffee 是咖啡, coffee, coffee, a cup of coffee tea , tea 是茶水, tea, tea, a cup of tea cake, cake, some cake? No no no , thanks! Ice-cream, ice-cream, an ice-cream? Yes yes, two please!Milk, milk, a glass of milk? N

36、o, no no, thank you!Enjoy the day Jogging climbing / spring day ! Swimming fishing / summer day ! Rowing running / autumn day ! Skating skiing / winter day ! Keep your healthy / every day ! Peach, peach, open your mouth, only can smile, but cant speak A red lip, Oh, its a baby.桃花,桃花,张开嘴巴.只会笑,不说话.嘴唇红

37、红,像个娃娃Little bird can fly alone,Small pony can run alone,Im a good baby, dont keep hold of my mummy.小鸟自己飞,小马自己跑,我是好宝宝,不要妈妈抱. One two three, climb the mountain. four five six, turn a somersault. seven eight nine, pat the ball. stretch out your hands, ten fingers.一二三,爬上山,四五六,翻跟头,七八九,拍皮球,伸出你的手,十个手指头. W

38、hite pig, round and fat. Be full up, lay on the floor. Hu lu lu, a sweet sleep. open the eyes, dawn is breaking. 小白猪,圆又胖,吃饱了,地上躺.呼噜噜,睡得香.眼一睁,大天亮. A frog, four legs. two eyes, one mouth. jump! Jump! Catch the insects. splashing! Splashing! fall into the water.一只青蛙,四条腿,两只眼睛,一张嘴.一跳一跳,捉害虫.扑通扑通跳下水. Rain,

39、 rain, go away, come again another day. Twinkle, twinkle, little star, how I wonder what you are! Up above the world so high, like a diamond in the sky. Wine and cakes for gentlemen, Hay and corn for horses, A cup of ale for good old wives, and kisses for young lasses. 美酒甜饼男人喜,干草苞米喂马儿;啤酒送给女当家,亲吻送给小女

40、娃. Jerry hall, he is so small, a rat could eat him, hat and all. 杰利个子小,三块豆腐高;耗子吃掉他,连人带衣帽. Little Tommy, little mouse, lived in a little house. He caught fishes in other mens dishes. 汤米小老鼠,住在小木屋;别人菜盘里,汤米把鱼捕. Work while you work, play while you play. Thats the way, to be work and gay. 工作认真,玩耍开心,娱乐工作开心

41、乐. Good, better, best. Never let it rest. Until good is better. And better is best. 好,较好,最好,要让它们跑,让好变更好,更好成最好. This is mama, kind and dear (point to thumb) This is papa, standing near (point to pointer finger) This is brother, see how tall ( point to middle finger) This is sister, not so tall ( poin

42、t to ring finger) This is baby, sweet and small ( point to little finger) These are the family one and all! (wiggle all the fingers) One two, hands up, Three four, hands down. five six, jump, jump high. seven eight, turn around. nine ten, begin again. Point to the window/door, please. Stand up/Sit d

43、own, please. Touch your book/pen/ears, please. Clap your hands, please. Draw a circle/the number 5 in the air, please. Open/Close your books, please. Turn round, please. Look at the board/door, please. Say Hello, please. Hold up 5/10 fingers, please. Put your bag/pen/pencil on the floor/desk, please

44、. Write in your books, please. http:/ http:/ http:/ http:/ Games are useful because its a way of indirect learning, make your teaching more effective, create interest and fun, allow more students to participate, build group co-operation, revise vocabulary and structures, develop social skill, give a

45、 reason for communication, encourage students to speak. Scramble: to review vocabulary Write one or two letters in the centre of the blackboard. Then ask the students one by one to form a meaningful word by putting another letter on the left or right, over or under the given letter. The student who

46、fails to form a meaningful word loses one point. Musical chairs with a twist: to review vocabulary All the students are arranged in a circle and a tag with the target vocabulary (jobs) is placed on each chair. Play the music and have the students march in a circle. When the music stops, the students

47、 all go for the chairs. There is a chair for each student except one. Then the person in the middle can ask anyone sitting down, ”Whats your job?” If they know what the tag on their chair represents, the remain seated. If not, that student becomes person in the middle. This is continued 3 times and

48、then the music is played again. Last letter First, have a student say a word. For example:” apple”. Then have the next student say a word that begins with the last letter of the last word. elephant and so on through everyone in the class. The same as the game: First letter Slap it: to recognize word

49、s and listen for relevant information. A set of 10-15 pictures of different kinds of items (animals, food) for each team of 4-6 people. Put the items on a desk and the students sit around the desk. The teacher describes the items. When a student has an answer, she/he slaps the card and says the word

50、 aloud. If the student is correct, he/she gets a team point. If the student is wrong, he/she is out of the game. Fast words: The class is arranged into rows. The first person in each row is given a piece of chalk .The blackboard is divided into sections. No more than six teams are formed. The teache

51、r names a letter and the students must write as many words beginning with that letter as they can in the allocated time. Their teammates can call out hints. Next, the second team member takes the chalk, goes to the board and the teacher calls out a new letter. The team with the most correct words is

52、 the winner. Variation: change the letter into word category. calls for words within categories (clothing, stationery, places, animals) Scratch my back: to help students recognize and say numbers The students stand or sit in two lines and the representative of each group faces the board. The teacher

53、 scratches a number on the back of the last student at the back of each row. The student does the same to the next person up the row. The person in front writes the number on the board while saying it aloud. If the numbers agree, the team receives a point.Variation: Change numbers to letters or word

54、s. Students greatly welcome games . They can create a cheerful and light-hearted environment and arouse students interest in learning English . Games are considered one of the most effective ways improve efficiency in learning . Storytelling is a good because students can listen to sentences in an a

55、uthentic context, hear correct pronunciation and stress, predict what will happen, learn to describe the sequence of events, enjoy something from the story, extend the story with their imagination, use the story as model and retell it in their words. The Enormous Turnip.ppt In your lesson plan, make

56、 it number one priority to ensure that your student can follow the lesson. All learners have different strengths and weakness. All learners are individuals.How are learners different! Range of abilities. Experience and background. Needs and interest.Dealing with learners differences More-able and le

57、ss-able students. Task and activities graded according to ability. Additional challenges or support. flexibility Give the first priority to help our students to build up their confidence ,give a helping hand to them overcome difficulties in English learning ,especially , we should focus on “anxiety”

58、 , its one of the main problem students meet in many aspects .they are afraid of losing their face in public , falling behind of other students . In your lesson plan , make it number one priority to ensure that your student can follow the lesson , all of them , you should be fair , and treat them wi

59、th respect both in and out of the classroom Help your students to put their learning to use immediately. provide opportunities for English to be used in a meaningful way-to communicate Practise English in authentic context ,show them the connection between classroom subject and life , schools are no

60、t isolated from the world .Use English at everywhere , every time listen： with the help of the picture ,real image and gesture , the student can get some simple information and do some listen comprehension exercise. Some stories with picture can be understandable .Do correct act to the simple questi