英語情景教學法的教學活動設計

情景教學法的教學活動設計Activity1:RoleTeaching3ofGrade4pressedbyfirstlessonofthisunit.TheImportanceofTeaching:1.Sentencepattern:Who’sWho’syourbestfriend?2.Vocabulary:hair,thin,quietTheDifficultyoffriends,thin.2.ofpluralformsofnounsTheofteachingaids:Preparewithmonkey,rabbit,giraffe,cervusnippon;PreparewiththeofAmy,ChenSarah,Mr.Black;TheofUnitofletfromsectionA;tapeofcontent.Theproceduresofteaching:Step1:Warm-up/Revision1.Dopuzzle.Theofthisgamethattheteachertheanimalcharacteristics,andshouldguessthechere.g:(1).It’ssoIthasanoseandaisit?(Anephant)(2).It’ssmall.Ittwolongit?(Arabbit)2.Teachersomepictureshavemonkeyandrabbit,andastudentslikemonkeyhastail.rabbitashortthenanothertwopictureswithandlikenow’stall.’sshwordsspeaktheChinesemeanings:big,small,long,tall.Step2:Presentation1.showsmaskisnamedChenandntswhoshe.StudentswouldanswerChenthendescribeshehasshouldtheactionstohelpunderstand.)Next,teacheranothermaskwhichisAmy,andwhoisshe?wouldAmy,leadsstudescribeshehasshorthair.(alsothe).Last,thetwomaskssay:andAmyfriends.arefriends.Letmasksandreadthesentencesintheteacher’sLetofsaythis:Shehair.shorthair.Afterteachershowswordcard,teachesstudentsread:longandfriends.(stickthewordonblackboard)4.showswithandMissaskshe,andmasksthetotherelencouragesoutsentences:hair.Sheshorthair.5.twostudentsinclassroom,onethin,theisstrong,fromanothersentenceShethin.HeAndletstudentstwosentenceswithpointingtwoAndthenshowsthecard:thinandstrong.(teacherneedstheofthin)maskswhichhasofandMr.Black,andthekletlikeisstrHeis.forefingerthefromaction,wouldknowitmeansteacherthemthensthewordonblackboard,tothisword.Furthermore,wordtomaskofletstudentsspeak:SheistranslateChinese.8.toafriend.CanyouguesswhoisLetlookatthePPT.9.totheandtoitandread10.Studentstheteacher’sdescription.Rememberthin.Shehair.Sheas11.Letstudentstheit.Step3:1.Letfindwordsgrouphair,mowordsgrouptwo:short,big,smallwordsgroupthree:thin,quiet,cute,tall,LetaskeachWho’syourfriend?2.describessomestudents’andcharacteristics,thenstudentsaccordingtoteacher’sdescription.lettheirpictures,choosetheonewinner.Step4:Add-activities:Todrawtheofandforthemgift.design:Unit3WhoisWho’syourfriend?Activity2Thematerial:Unit1MyclassroomTheofteaching:LearntheofWhatinclassroom?Andrelatedlikedoor,picture,board,light.Theofteaching:Theofwindow;Whenanswerquestion”What’sinclassroom?”,noticetheonunciationoftheplunralformsofTheTheofunit1;TheofunitThewordcards;ApictureofTheStep1:Warm-up/RevisiontheofChantfind,whichfromtheSone,that.whichtocontentofChant,asks’sinthepicture?”,fromword“picture”canbeleadin.somewords:pencil,ruler,book,r,toanswerthefollowingwithwords,“Whatbag?What’sthepencil-”Afterertofurtheris,useformofs.pictureofandsticksontheblackboard,ask“Thisisclassroom.What’sinclassroom?tryletanswerthemselves,noseorEnglish,them.Tellwilllearnedaboutcontentofstudentswatchtheforsecondtimes.LetanswerthequestionwhilePPT:What’sinclassroom?atblackboard,deskandthenasksstudensayoutwordandletstudentsreadrecognize.Meanwhile,teachercantellstudentssomemethodslikethetheofaword.Letthetape.thevocabularythebasisstudyingue:aretheareatrelatedobjectsstudentsat’sAfterteachertonextpartwithEnglish:Icanthedoor,turnonlight,putupcleanandsweepfloor.(Teacherslowdownspeed,theaforeasilyunderstanding.)Step3:Activity1:Findthethereareapictureofclassroomwordcards.Second,letstickwordonrelatedplace.Then,askstudentsrightornot.Ifthatisright,doutloudly,ifnot,correctit.Activity2:Listen,drawandStep1:Teacherparagraph,studentsdrawitaccordingtotheThisisclassroom.’stheclaApicture,boards,doors,windows,sixmanyandchairs.Step2:LetstudentsshowandshareStep3:LetstudentsanswerbasedinActivity3:Thematerial:4IapenTheofteaching:Reade-mailsLetUnderstandsomeknowledgeabouttheEnglishformofenveandexercisefromlesson.Theofteaching:1.Understandsentences:MysisterAnnmakingWelookbutwedon’tthethings.Tellyou.2.DistinguishformofbetweenChineseandTheThepowerpoint,cartoonTwoformandform)whichlearnedbefore.TheprocessofStep1:WarmActivity1:Let’ssing.lettosong.econd,lettrythelyric.hird,thepowerpointletsingaccordingoStep2:Activity2:words.Step1:Teacherpowerpoint,whichhassomedifferentchangesandletwritedowntonPPT.Step2:letstudentswriting.time,showandtherefortowrite.Step3:30secondsup,teachertheleadtoctthewithPPT.Step3:PresentationActivity3:KnowingStep1:TeacherasksquestionsfortothesequDowhatisinternet?HavesearchedfortheiDoyousomeStep2:Letstudentstalkwithfordiscussingn,teachit.Activity4:Step1:TeachersomepicturesofDalin,Xiaolin;dZhangRenStep2:Doyourememberwouldrthattheytwins.Theylooksame.Andteachertotandwegoingtwotwins.Step3:Whenstudentsbooks,forem:Let’sreadthee-mail,thensomequestions.Step4:readthefirste-mailreading,theirThen,introducemaincontentoffirst(5)StudentsreadcontentwithclassmatesasagroupStep4:Let’splayActivity5:MakeStep1:Usegroupofslideontheandeveryslidehasword.Step2:Usemousetoconnectclickslides,thplaces.Step3:canmakewatchtwoe.g:(1)hobbywhatishobby)(2)likewritingtheIandemails(Ilikewritingemails)Step5:ConsolidationandstudentswriteintowhetheritLetlooktheenvelopefrombook,andasktoawhatform.DiscussinNext,answers.studentstrytowriteanforteacher.Step6:Letmakeoftheimportantofwritesdownimportanttheandstudentscopyitonexercisebook.Activity4:Thematerial:youTheofteaching:Mastersomesentencesandwords.Theofteaching:ReadsomeTherediowordcards.Singdo:TeacherandstudentsdoactiPresentation1.Teacherpictures,sayouttheoffoodanddrink.Forapicturefasterthan.andstudentstowordsandasksstudent:I’mIomerice,please?AfterstudentsstudentswtakedowntherelatedtostudentsexerciseaccordingtoownpictuIsomerice/fish/beef/soup/noodles/vegetable,please?toandthat.6.Showthewordcards,letstudentsandgameofthefooddrink:puttothedifferentplace,whenChicken.Allfindthepictureofrepeatthestepsuntilfinishallthewords.Activitystudentschoosethepictureoftheirfavouritefood,andputthemandclassmatestokindoffoodtheymaylike.Activity3:thewordofthisunitinfloororstudentssitincirclethesotheycanseeTteacherreferstoletthesaytheoffoodordrink.Letstudentstopulloutaonsback,thentotheonteacher’sback.LetthestudentsforagroupofAstudentwillsetofCARDSontheone,ispumpedcard.Activity4:Roleplay.Threeforagroup,twothemwanttosomefood,theisassistant.:Hello.IIsome...,please?:Sure.youare.:Howmuch?yuan.you.Activity5:TheAcallTheaimsofteaching:speaking,reading,thenewwords:aheadache,bad,cough,fever,aTeachstudentstouseright:Whatwrongwithyou?I’vegot...Theanddifficultiesofteaching:andwritethewordsproperly.2.Understandusethepattern:Whatwithyou?I’vegot...Thewhichtothenewwords.Preparetheoftext.Theprocessofteaching.Step1:Warmatheirnose/eyes/head/ear/tooth,andfromthis,toFreetalkT:How:sostudentsansweredNotsod,teacheraskWhat’smatterconcern)eacherdowntheStep2:Presentationandpracticeasksstudentstime,itdoactionsaccordingT:How:Not:What’swrongwithyou?:I’vetheirelbowsontableasshowingarepainful):’mthat.Ibettersoon.2.Teachershowpictureoftoothacheandread.3.Studentstalkeachotherwhilepattern:WhatwrongwithI….I’msorrytothat.Ihopeyougetbtep3:eacherdownwordsearache,backache,stomachacheandunderlinesThentsuffixStep4:Learnsay’mill)listentothetapeandtounderstandmeaningsbythemseSecond,readthetape.Next,explaintoletusetheandsentencepatternwhichinthetape.Step4:1.Teacherpictures,andtotopictures.T:What’swrongwithyou?I’vestomachache.(Studentsputtostomach)T:’mthat.Ibettersoon.2.StudentsarrangeconversationandplayinrolesbyStep5:1.Copywordsand創(chuàng)設情境的途徑初步歸納為以下六:1.生展現(xiàn)惰境即把學生帶入社會，帶入大自然，從生活中選取某一典型場景，作為學生觀察的客體，并以教師語言的描繪，鮮明地展現(xiàn)在學生眼前。2.實演示情景即以實物為中心，略設必要背景，構(gòu)成一個整體，以演示某一特定情境。以實物演示情境時，應考慮到相應的背景，如“大海上的鯨、藍天上的燕子、“藤上的葫蘆”等都可通過背景，激起學生廣遠的聯(lián)想。3.圖再現(xiàn)情境圖畫是展示形象的主要手段，用圖畫再現(xiàn)課文情境，實際上就是把課文內(nèi)容形象化。課文插圖、特意繪制的掛圖、剪貼畫、簡筆畫等都可以用來再現(xiàn)課文情境。4.音渲染情境音樂的語言是微妙的，也是強烈的，給人以豐富的美感，往往使人心馳神往。它以特有的旋律、節(jié)奏，塑造出音樂形象，把聽者帶到特有的意境中。用音樂渲染情境，并不局限于播放現(xiàn)成的樂曲、歌曲，教師自己的彈奏、輕唱以及學生表演唱、哼唱都是行之有效的辦法。關鍵是選取的樂曲與教材的基調(diào)上、意境上以及情境的發(fā)展上要對應、協(xié)調(diào)。5.表體會情境情境教學中的表演有兩種，一是進入角色，二是扮演角色。進入角色即“假我課文中的××”扮角色則是擔當課文中的某一角色行表演于學生自