(Abkzqen英语教学中学生积极情感的激发.docVIP

生命是永恒不断的创造，因为在它内部蕴含着过剩的精力，它不断流溢，越出时间和空间的界限，它不停地追求，以形形色色的自我表现的形式表现出来。－－泰戈尔dialogue between the shop assistant and the customer . 再叫学生 Act it out with some actions . e.g. A: Can I help you? B: I’d like some meat and some fish. A: How much do you want? B: A kilo of meat and half a kilo of fish. A: OK. Here you are. What else would you like? B: ER. Some apples and pears . A: How many do you want? B: Two kilos of apples and one and a half kilos of pears. A: OK. Is that all? B: Yes. How much are these things? A: Let me see. Thirty Yuan . B: Here is the money. A: Thank you. Bye! B: Bye! 再如在上JEFC第二册第31课时，针对一幅动物园的图画问了学生一些部题。 e.g. What can you see in the picture? Can you name the animals? Where do they usually live? Etc. 接着请学生与老师自由对话 S1: Ms Lin, do you like the animals in the picture? T: Yes, very much. S2: Would you like to go to the zoo with me? T: Yes, I’d love to .Thanks. S2: Shall we go to the zoo next Sunday? T: Good idea. Let’s go there together next Sunday. Oh, Why not ask the others to go together? S2: OK. T (to the whole class): Would you like to go to the zoo with me? Ss: Great. We’d love to. 接着让学生自由谈论他们准备带什么（what they are going to bring），什么地方、什么时候见面（when and where to meet），如何去那里（how to go .etc）等等。 学生在不知不觉中学会和掌握了本单元的重点，即Making suggestion 的表示法，并将功能贡目和语法结构（be going to）有机地贯穿其中，即function 和 structure 的有机结合，融为一体。从另一方面说，他们已经是“学在其中，乐在其中，用在其中”了，即教与学形成了强大的合力。这样学生不但学会了知识，也体会了当一回外国人的喜悦，他们想学好英语的兴趣就上来了。若经常如此，就能保持他们的兴趣，使他们越学越想学。 情境的创设离不开丰富的姿势表情，课堂上教师运用姿势表情能有效地提高学生的学习兴趣，活跃课堂气氛，也容易激发学生的学习情感。如教动词短语和时态时，叫学生上讲台做各种模拟动作，如踢足球、放风筝、画画等等，然后让其他学生回答：What is he (she) doing? 或What are they doing? 也可做Polly says 游戏，如 Polly says “Fly a kite”、“Play with computers” . etc 。这样既加深学生对所学知识的巩固，又活跃了课堂气氛，调节了学生的情绪。 教学形式灵活多变，让学生体会情感 中学生活泼好动，喜欢新奇刺激，最好的教学形式和练习形式，如简单重复太多，学生也会兴趣锐减。从生理上讲，单一的形式容易导致大脑刺激的单调，使兴奋转化为抑制，降低学习效率。因此中学英语教学应根据学生的好奇、好动、好玩、好胜等特点和思维发展的规律，教学中要运用多种形式，借此激发学生积极的情感。新课介绍，可采用以旧带新，如教问路的对话，先复习地点名词和介词。e.g. Where can you buy book? If you want to post a letter, Where should you go?再出示一张地图 Where