如何策划行之有效的英语课堂活动

TheStandbyBooActivitiesforthelanguageclassroom育才第三小学吴雯焱如何策划行之有效的英语课堂活动（读书笔记）目录CONTENTSWarm-ups,breasandfillers1Communicativepot-pourriWarm-ups,breasandfillers2ReviewingWoringwithacourseboo01Warm-ups,breasandfillers1Shortenergisers11ChairswaesThisisafunactivitytousenearthestartofacoursetoconsolidatenamelearningItgetsstudentsmovingfromchairtochairand,alongtheway,learningorreviewingeachother'snamesAsmotion12OnechairmissingInthischairswa-up,there'sonechairtoofewforeveryoneinthecircleTelleveryonetheycanlootheirwordupletephraseonthebacoftheircardOnceeveryonehashadaturn,theemberswhenfinished,theiddleshouts“Go!”EveryonewhosecollocationwascalledoutmustmovetoanotherchairTheiddlejoinsintherushforaseat13BalloonchaseThisisanecellentactivityforgettingstudentstobrainstormvocabularyatspeedTellstudentstostandinalargecircleEoftheactivityistoeeustnottouchthegroundButbeforetheycanbattheballloonuustfirstcalloutawordfromthevocabularyareaselectedforrevisionTheballoonfallingtowardsthegroundcreatesavisualtimelimitthisstronglymotivatesstudentstothingfastinordertoeepaigntogetstudentsusedtogroupco-operation14Isay,youdoThe"TotalmandsinEnglishmands,instructionsorrequeststhatleadtoactiongsWhatisTPRWhereisitfromTesJAsherItisbaseduothertongueummy"or"Givemetheball"andthechilddoessoTheseconversationscontinueformanymonthsbeforethechildactuallystartstose,thechildistainginallofthelanguage;thesoundsandtheirrorthiseffectinthelanguageclassroomWhatisTPRHowcanIuseitinclassIntheclassroomtheteachermandandthestudentsalldotheactionAfterreesitisoreeffectiveifthestudentsarestandinginacirclearoundtheteacherandyoucanevenencouragethemtowalaroundastheydotheactionWhatisTPRWhenshouldIuseitTanythingsVocabularyconnectedwithactionssmile,choorningIcleanmyteeth,Imaemybed,IeatbreafastClassroomlanguageOperatives/InstructionsStandup,closeyoueyesStory-tellingWhatisTPRAfewusefulvariationsWhenIuseTmandstoeachotherAgameIlietomand,studentsshouldonlydoitifyousay"Simonsays"atthestartImightsay,"Simonsays,'slicesomebread'"or"Simonsays,'choustdotheactionHoweverifIsay,"Whisanegg"thestudentsshouldn'tdothisIfanyonedoestheactionthatSimondoesn'tsaythentheyareoutandhavetowatchforthemistaesoftheotherstudents15Newspaperbash!Thisisgoodforals,furniture,clothes,countriesAndit'sagreatwayofrememberingnamestooActually,thelanguageisreallyincidental-thegameisagreatenergiserand/orreleaseroftensiorInresystudentsinacircleandthenIrolluontheheadwithitLieso……smac!'15Newspaperbash!Itsoundseasy,butwhathaountofnewspaperbashingandlaughterHowtodo1HavethestudentssitinacircleThereshouldbeatleasteightandorethan16inacircle2EachstudentsmustchooseananimalRoundthecircleeveryonesayswhatanimaltheyare16StaccatostartThissimthewaytheyeselvesnon-verbally16Staccatostartthatyou'regoingtoclaethingandthatyouwantthemtolistentotheeoneelseinthecircle,ethingEplainthateveryoneshouldlistencarefullysotheycanrepeatitafterwardsAndsoitgoesonroundthecircle17SingingstartThisactivityworswithanysongsimentionedbelowisesyself,Ineverusedtohavethenervetodosingingwarm-uineledusallthroughoneOnanothercourse,agroudotheorganisingGivethemabitoftimetoembersmaywellbringinothershortroundstowarmthegroupupwith17Singingstartorning'inseverallanguagesorfor'GoodEvening',ifyouteachaneveningclass2Astheclasstosaythese,twiceeach,toasteadyrhythm3Singthistothemonceortwice4Allsingthesamewordstogether5Dividetheclassintotwo,threeeoffourgroups18ComputertalThisactivityencouragesstudentsnotonlytothinaboutwordchoiceandsynta,butalsogetsthemlisteningcarefullytowhatotherssay18ComputertalberofindecardsEachwordshouldencaeYouwillbeasingyourstudentstomaesentencesbeginningwiththesewordssobegineachwithacapitalletter18Computertalmonputers18Computertalputers5Thecomputer19BiarreriotAttheendofaworshoeariotouslyfunnylittleactivitythat'sorsomeothermomentthatcallsforsomethingany19BiarreriotWhiletheyaresteelingthemselvesforthedreadful，ordealwhichistofollow,choosethreeotheration-basedForeamuchis2and17addedtogether''WhatwasthedateoftheBattleofWaterloo'ThesecondagesForeameelaboratemimesandfacialepressionstodo!19Biarreriotsothatthequestionersarestandingtothevictim'sleftandrightandtheimingisfacingthevictim3ThetwoquestionersandtheimingallstartquestioningmimingatonceThevictimmusttrytoanswerallthequestionsandcoovementsoftheimingAllthisshouldhaultaneously4Ifyouhavetime,invitesomeoneelsetobethevictimOr,ifyouthinbnallyourstudentswouldenjoyit,dividepeopleintogroupsoftouandleteveryonehaveaturn02Warm-ups,breasandfillers2SpeaingThischaerswithoutgettingdistractedfromanythingvitalTheseactivitiesarequieterthantheonesinChapter1andentailnorunningaround21BythewayThisactivityhelewhatacquaintedwitheachothertogetbetteracquainted21Bytheway1Writethefollowingontheboard:name,here'sa_____Bytheway……2HolduoneaesureeveryoneunderstandstherouteitwilltaearoundtheroomIftherearemorethan12orsogrousitoninestudents3Eulaontheboard4Startthingsoffyourselfbysaying22Howdoyousay…？Thisisasimmunication22Howdoyousay…？oreofthefollowingquestionframesontheboard:HowdoyousayinEnglish/German/orean2tousethephrasesontheboardtolearnatleasttwowordsorphrasesineachdifferentlanguage22Howdoyousay…？CommentInonerecentlower-intermediateclass,onegrouytwoweaerstudentsfinallygottoshowtheircolleaguestheycouldethingediateclassesitwasanearthingwhetherIcouldstoptheactivityatall23MaethemsayiteoutwiththeeactwordsonA'sslip,thenAandBswitchrolds23Maethemsayit24Whatever'sinmybagThisactivitytaesofffromwhatevereverydayobjectyouhaatches,aebeforethebell,youcanoinutesofuseful,naturalvocabularyoutofitwithouthavingplannedit24Whatever'sinmybagThisactivitytaesofffromwhatevereverydayobjectyouhaatches,aebeforethebell,youcanoinutesofuseful,naturalvocabularyoutofitwithouthavingplannedit24Whatever'sinmybagIf,overthecourseofafewlessonsyourunoutofobjects,eitherusethebagitselforasissiontousethecontentsofsomeoneelse's!ThebasicideaistousetheobjecttoreviewandetendvocabularyLet'staeaboofmatchesasaneamulus24Whatever'sinmybageyouuchasuchvocabularystudentscanontheirownIt'salmostcertainlyagoodideanottointroducemuchmorethanfivetotenorsonewwordsorepressionsperlesson25YouguesstheiradjectivesBesidesbeingbrisandinteresting,thisactivitycangiveyouthechancetofindouthowyourstudentsarefeelingIfyoufindthateveryone'stired,youmightdecidetodoanactivityfromChaightwanttoscraaterialomentTheyshouldnotsaythisadjectiveoutloud2Wheneveryonehasanadjectiveinmind,astheclasstostandueadjectivesIfsomeonehearsyousaytheadjectivethattheyhaveaselves,theyshouldsitdown25Youguesstheiradjectiveseinbetweenadjectivesforallytherearestillafewstudentsleftstandingwhenyoufeelyou'verunoutofadjectives6AsthoseleftstandingwhattheiradjectivesareThentheytoocansitdown25Youguesstheiradjectives26Thinoften,fiveorthreethingsThismind-ousingactivitycanbeginorendalessonInthemiddleofalonglessontooremember,somee,youcanuseittomarofftheboundariesbetweenunitsofstudythataren'tconnectedorjusttooreabouteachother'spersonalitiesomentoftenthingstheycoulddowhentheywereoneyearoldandtonotethesethingsdownontomaeanoteofeseinthegrou,butdon'teyet4Aftereveryonehasfinishedreonstrationsofwhat'sontheboard26Thinoften,fiveorthreethings27LinswithmusicThisactivityisecellentforhelpingparticipantstolearnabouteachotherquiclyItwillenableyoutofindoutalotaboutyourstudentsattitudesandinterestsaswellasabouttheirlanguagelevelYoucandoitwithanewclassoronethatyouhavehadforawhileent,song,singer,usicaiteue－datesoroccasionswhenyoudiscoveredausic－music/instrumentsilyorbyfriends27LinswithmusicaesureyoucanwritethedisstoindwhenyoumaeyourchoicesIdeally,someshouldbesimilartothosewhichightmaeIfyoudon'tnowtheclassyet,guessonthebasisofage,bacground,andsoon27Linswithmusicorthemthatyouwouldliethemtodothisthroughsharingmemoriesandfeelingsaboutmusic2DisusicInvitethemtotryandguesswhattheselinsarebyasingyou'yes'/'no'questions27LinswithmusicentIewhenIwassiteen,ashefascinatedallmyschoolmatesWewentfor…wereallyliedcalyentofcluessimilartoyours5Theydotheactivityinallgrouationaroundmore27Linswithmusic28Aproverbaday'Aeneverinbatches!overthefulllengthofwhateverindofcourseyouhaainideaoroneofthereviewideasintensorscoresofdifferentlessonsNewost,afewminutesperlesson28Aproverbaday'Aeneverinbatches!overthefulllengthofwhateverindofcourseyouhaainideaoroneofthereviewideasintensorscoresofdifferentlessonsNewost,afewminutesperlesson28AproverbadayLow-levelstudentsinyfirstRussiane25yearsagoIalsorecalltheniagdaandwhatitmeans'Betterlatethannever'IfyounewhowlittleelseIrememberedfromthatcourse,thatmightallbyitselfbeenoughtoassesofscratchisonceagainacademicallyrespectableseeegNattingeranddeCarrico199228AproverbadayOnesometimeshearsitsaidthatmonlyusedanymoreThatiseaeswaste'butnotforotherseg"Youwinsome,youlosesome'Andevenolderaycroen'isnotbadfordismissedrubbishcollectors,TheDailyTelegraph,9694,p4aesureyourstudentsnowwhatthewordeansIfyourstudentsarebeginnersandyouunderstandtheirlanguage,aswhatothertongueIftheyarenotbeginners,aswhatEnglishlanguageetimesofferEnglishversionsofmothertongueeilarimothertonguethelistsbelow-onethatyourclasscangrasucheplaining28Aproverbadayaesureyourstudentsunderstandthe5Asyourstudentstocooveontosomeotheractivity28Aproverbaday29MaingstressphysicalTherearesomewordsinEnglishwhoserhythmishardforlearnerstogetright'Vegetable'and'comfortable'areeamanysyllablesthereareandhowtheyarestressed,IoftenusethefollowingtechniquesThey'renotonlyfun,butbringmoresensestobearonthematteroflearninghowtosovetoawhichtheycantaeafewsteeEachtime,they'stetosuggestotherwordsthathavethesamestewhichsuggestionsfitthetodosomemoresteumblingadifferentoneofthesewordseachtime29Maingstressphysical03ReviewingThefollowingnineactivitieseachofferawayofstructuringandencouragingreviewofeoftheactivitiesincludeaountofostlytheindthatilartass31VocabularybrainshowerAnormalvocabularybrainstorm-atleastonewithoutteacherinbeginsnormallyenough,withstudentsrecallingwell-nownwordsforconfidencebuilding,butitendswithmoreofthewordsontheboardbeingonesstudentsactuallywanttonowInoneclass,onthetoeofthewordsstudentswantedtonowwere"fisherman','stocbroer'and'p'!31Vocabularybrainshowern,usingdictionariesifnecessary5Filltheboardwithwordsfromcolumnstwoandthree32DoyounowthiswordThisactivityencourageslow-levelstudentstobegintoreadforeignlanguagemagainesandnewswithastartingstrategyforgettingsomethingoutoftetsthatarewayabovetheirleveleoftheideasepressedinthetet32Doyounowthisword33RecyclingTheideaforthisactivitycametomewhen,oneday,IrealisedhowanythingsIhadontheclassroomwallsthathadaestrulytheirstoremoveeverythingtheyfindattachedtothewalls（bulletinboards,etc,tocutoutalltheonthetableyou'vereservedforthisethingfromrecycling,you'dbettertaeitdownbeforeclass!3Asthestudentstoformgroutothetableandgluingthemontotheirsheetofstiffpaper33Recyclingeachtochoosetwoofthewordsontheboardthatarerelatedtotheirontoitsomewhere5Groupspresenttheirposterstotheclass,eplainingthereasoningbehindtheirchoiceofabstractnounsanddealingwithanyothereyvocabulary6Studentsplacethepostersonthewalls33RecyclingesoftoiliartyegrouandconductafeedbacdiscussionEachgroupgetsonetestsheet34Student-producedvocabularyreviewberofwordsshouldbethesameasthenumberofillroundtheroomsayingnotshowingtheirwordsuntiltheyfindothereleicalareaThentheystandtogether6Aseachnewlyformedgrouptoreadouttheirwords35Vocabularyonslipsbinethethreesomesintolargergroues