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《英语》(新标准)小学教材低年级教学建议
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boys and girls, let's begin our class.

good morning, boys and girls.

how are you?-学生可举手回答。

引导are you happy? I'm very happy. because i'm in Qingdao. it's very beautiful. i like Qingdao. do you like Qingdao? Ok, so boys and girls. i'm your new english teacher.

i like darwing pictures. guess. what's this?

can you guess?生:rabbit.

师:is it a rabbit? Maybe.

what's this? ok, boy. cat?

yes, it's a monkey. i like monkeys. do you like monkeys?

i have a toy monkey. it's very cute. right? he has something to say. 

hello, boys and girls. do you know what i like?N你知道我喜欢什么么?do you know?

bananas. maybe. anything else?

ok. boys and girls. i like bananas. look. what are these? bananas.

monkeys like bananas. do you like bananas?

look at this picture. what can you see? girl, please. i can see two monkeys/ there are two monkeys. 

what can you see? i can see  a banana and an ice cream. do you like ice cream? yes, i do. i like icre cream, too. 

6分钟

listen. what does the monkey say? i like bananas. 

does this monkey like bananas, too? listen.

i don't like bananas. so, what does he like?

i guess he likes ice creams.

ok, let's listen. ice creams. 

he likes ice creams. look, he is happy?

but now?look. what happened? is he happy? no. he is sad. because he is not well. what happed? why? boys and girls. look, what are these? how many ice creams?  let's count, together. ok? ten! so many ice creams. so this monkey feels sick. this is his mother maybe. she looks angry. this time. listen, what does his mother say? do you like ice creams? 

i will be the mother monkey and i'm very angry. and you will be the baby monkey. let's act. let's try again. 

good. this time.let's exchange. i will be the baby monkey. and you will be the mother monkey. 

so boys and girls. don't eat too many ice creams. because you will have stomache. 不要吃太多的冰淇凌,会肚子疼。

some of you like ice creams, too. right?

10分钟

how about our friend Amy and our friend Lingling? do they like ice creams? this time, let's watch the video. 

before that, let's think about a question: what fruits(水果) can you hear?你能听到哪些水果?

are you ready?

so what fruits(水果) can you hear? you can say

i can hear bananas/apples/milk/oranges/fruit milkshakes.

so we can hear bananas/apples/milk/oranges/fruit milkshakes.

what do they talk about?

look at this picture. who are they? lingling and Amy

what are they? they are bananas. what are they? they are bikes. Lingling and Amy, thay are riding bikes. 

now, let's listen. what does Amy say?

do you like bananas, lingling?

what does lingling say?

yes, i do. 

what are they? apples and bananas. 

what does amy say?

do you like apples?

look. lingling is very happy. can you guess what lingling answes? yes, i do. 

what's this? milk. can you guess what amy says? do you like milk? yes, i do. so lingling likes milk. 

what's this? oranges. 

can you guess what they say?

do you like oranges? no, i don't. 

look at another picture. what are they? bananas, apples and milk. 

look, amy is shaking somethiing. what's that?

here is a magic show. pay attention. 

what are they? they are bananas and apples. they are fruits. what's this? milk. i'm pouring some milk into the bottle. and then i shake the bottle. follow me. shake shake shake. then we have  a fruit milkshake. i will be the first. emmm. it's very nice. okay. do you like milkshake? yes, i do. is it nice? do you like milkshake? here you are. yammy? after class. you can come here and have it.

do you like milkshake? does lingling like milkshake? let's listen.

25分钟

this time. please open you book. 

turn to page 14. 

listen and repeat. and then you need to finish the table. 

one two, point. 

look. amy asks: do you like bananas? lingling says yes, i do. so you tick. now finish the table. 

此时,老师画线。

now i'm Amy. you are lingling. do you like bananas? yes, i do. 

30分钟

next, we need to work in pairs. but before that. i want to do an example. i need someone to help me. let me choose. here, boy. 

老师给戴上头像牌

listen and watch. now i'm amy and you are lingling. do you like bananas? yes, i do. do you like fruit milkshake? yes, i do. here you are. 

this time. work in pairs. one minute. 

who wants to try? 

ok. stop here. 

now. lets' relax.

 i have some questions for you.

do you like bananas? do you like oranges?

what's this? it's a fruit milkshake.

ok. boys and girls. stand up. let's have a chant. 

 

homework:

1. read the text after the recorder. 2

2. read the text by yourselves. 3

3. make a fruit fruitshake at home. 4

 

 

 

 

 

 

 

listen again. i like bananas. but i don't like apples. 

ok. boys and girls. let's chat together. ok? stand up, please. 

 

 

 

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1.教学重点一:整体感知培养语感

小学生刚开始是基于汉语母语的语感来学习英语的,所以一年级教学要让孩子形成英语的语感。因为总是基于汉语语感学习英语,最终是学习不好英语的。低段教学最重要的就是培养孩子的语感。

建议之一就是不要做切分的教学,语感应该是一个整体的。它是一种感觉。

比如教授学生hello,不能切分成he和lo。

一开始要避免教授很长的句子。如果要教授,就要按照音节,合理停顿来教授。

语感教学是整体感知,是语言积累过程。说不清楚很正常,类比一岁小婴儿说母语汉语。

一二年级涉及语法不需要展开讲。

二年级开始有清晰的单词呈现。一二年级学单词从模糊感知到清晰认知,并非逐个字母来教授。

2.呵护兴趣

孩子刚开始都是带着浓厚的兴趣进入英语课堂的。需要我们细心呵护。

首先就是多鼓励少批评,让孩子不要早早感受挫败感。

第二就是教学活动要有趣味性。

讲授单词要多带图片,或者通过语音语调的变换来带给孩子新鲜感。

课文教授的时候避免过分割裂,还是坚持整体感知。

发展孩子的听说,要先听说为先。比如多给孩子加入歌曲歌谣的内容。初期要让孩子多听多记忆歌曲歌谣。

用故事演绎来锻炼表达能力。

 

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培养整体语感;

长句子——按照音节进行切分;

是一个语言积累过程,为三年级学习做准备。

语法的语感教学。整体感知。

模糊认知——学生学单词从模糊型感知,到具体认知。

小学阶段不知道有些单词的拼写都很正常。

能拼写最好。

目标一:形成语感,整体认知。

目标二:呵护兴趣,尽量不批评。尽量表扬。

帶读单词,读,图片+单词+卡通+兴趣(启发未知的知识);或者戏剧化处理。

把英语戏剧化处理。

高年级可以给学生带来一定的压力。

课文。语句、词汇、教学不分割开。一个整体。

歌曲、歌谣发展听说能力。让学生背歌曲歌谣。学30首歌曲歌谣,小学阶段。根据学生自己情况来判定。或者有的学生喜欢故事,讲故事。用英语讲语文学习的故事。只规定五个句子,只说五个简单句子。其他用动作来表现,用肢体来讲故事。

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用有趣的语音语调进行教授

学习歌曲歌谣(建议记住)、故事等素材。

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1-形成整体的语感;

2-呵护学生的兴趣;

3-发展

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《英语》(新标准)小学教材低年级段教学建议

 一起一二年级和三起三年级

1. 培养语感-整体的,不能切分

开始主要教短的句子,长单词拆分音节

2. 呵护兴趣(高年级关注意志力)

3. 发展听说能力

如歌曲歌谣

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一、greeting.

二、daily report-值日班长

Hi,My name is  ***.I'm **.This is my desk. This is **.That's her desk.

三、chant

Pen and pencil

四、

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  • 低年段英语的教学一开始基于自己的汉语的母语基础来学习英语的。一开始的教学,应该让学生建立英语语感。
  • 怎么做到培养语感?
  1. 不要对任何语言做切分的教学,语感应该是整体的感觉。通过整体的教学让学生形成语言的整体的感知。
  2. 较长的句子:一开始避免,偶尔有长句,按照音节做切分。合理的教学方式。
  3. 语感的培养,在感觉中学习。低阶段是语言积累的过程。说不清楚很正常。像1.2岁的孩子学汉语的感觉。
  4. 涉及到语法怎么办?(How are you?)不涉及过多语法,练习语感。
  5. 单词不是一个字母一个字母学,而是整体的学。低阶段是模糊认知。
  • 呵护学生的兴趣(低年级):
  1. 在学英语的时候,尽可能不要批评,多鼓励。批评会给人带来挫折感。使学习有兴趣,兴趣话的处理。
  • 整体感知课文,语句,词汇,语音来感知语感。不要做过分割裂的东西。
  • 发展学生听说能力,歌曲,歌谣(可以让孩子背一些歌曲,歌谣,故事,表演课本剧等,用孩子自己感兴趣的方式)
  •  
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起始年级

一.培养语感

1.不做切分,整体学习,如hello,而不是拆分。稍长的句子按音节停顿。

演示→简单部分练习→换部分练习(其他部分老师重复)

2.低年级语法,整体感知句子。

3.单词从模糊感知到清晰认知,整体教学。

后期做显性教学,详细讲解

二、呵护兴趣

1.少批评,多鼓励。

2.活动。单词个性化,增加色彩。

3.不割裂句子单词、课文。

4.发展听说能力,发挥低年级学生听说能力优势。A。故事。英语讲语文书上的故事,部分简单句子,配上动作演绎,形成讲故事能力。B.歌谣 C.课本剧

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小学低年级教学:

  • 语感:模糊,低年级形成模糊性,淡化语法教学
  • 兴趣:秋天,先呈现情境,如图片,语调。呵护学生的兴趣。
  • 整体感知课文,语句、语词、语音,
  • 发展学生的听说:歌曲、歌谣。学习30首。掌握多少由学生自己决定。有的学生喜欢讲故事。语文小马过河,只说出来小马说的话。课本剧
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1.Greeting

T:Stand up   Ss; I stand up.

2.进入主题 This is my head.

T:What's this?(遮住人物图片一部分)

nose/mouth/face

Say and point : mouth/it's a mouth.

Touch your face/eye. This is my eye.....

进入课本:

Who?/Where ? /What?

将单词与图片进行匹配。

cirle"my/your"

 

 

 

 

 

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小学低段教学要求:

1.形成整体英语语感。

不要对语言进行切分教学,He/llo

对语言要进行整体感知,避免学长句子,如果有长句子,可以按音节、停顿方式来教学。

老师演示(孩子听三遍)-让学生尝试着说会的单词,老师说复杂的。

囫囵吞枣,不辨细节的教学。

小学阶段模糊认知也没问题,到了一定的学习,多次接触了这个单词,就可以拼写这个单词。整体认知!

2.呵护兴趣

兴趣像小火苗,任何人刚开始学习英语有浓厚兴趣。

尽可能不要批评,多鼓励,即使说错了。

使活动有兴趣,把英语兴趣化。

3.发展学生的听说

歌曲歌谣、故事

 

 

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1. 培养语感: 整体教学 整体感知 为显现学习做准备 长句子注意合理停顿 合理的教学方式 在感觉中学习 单词呈现 整体 模糊认知到清晰认知

2. 呵护兴趣:多鼓励 不批评;兴趣化教学,使活动有兴趣,单词情景呈现,兴趣化处理;不割略;歌曲歌谣的学习,讲故事发展学生听说能力,

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一、低端起始阶段要教学,要形成语感 ,囫囵吞枣教学。整体化教学。 语法的语感教学。模糊型感知到清晰型认知。二、呵护兴趣。多鼓励。教学要有一定批评,关注意志力。三、发展学生听说。背一些歌曲、歌谣。演故事方式,形成讲故事

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