第七章 英语歌曲歌谣与表演活动.pptVIP

“表演”不仅是一种 “结果”或一“演出”,更是一个学习的过程. “表演”能促使儿童开口说英语,帮助儿童在语言形式有限的情况下,利用身体语言,面部表情等非语言表达形式成功地进行交流,使语言更真实,更有意义,更易于记忆. 表演有利于培养学生的想象力和创造力. Activity 1 Listen and do according to what you hear ABC, look and see, CDE, draw a tree, EFG, have a seat, GFI, fly a kite, ABCDE, read after me, EFGHI, say “Goodbye”. Activity 2 Act out the chant in groups of six Who stole the cookie from the cookie jar? Mary stole the cookie from the cookie jar. Who, me? Yes, you. Not me! Then who? Who stole the cookie from the cookie jar? (Another child’s name) … Activity 3 Try to express the sentences with your facial expressions and gestures. I am excited and I am happy. I am sad and worried. I am hungry and thirsty. Activity 1 全身反应法(TPR) Activity 2 角色扮演活动(role play) Activity 3 哑剧表演活动(miming) 观察以下教师的教学设计,判断其设计是否合理,教学是否有效.如果是你会怎样教? 1. Teaching Material: Five Little Monkeys 2. Teaching objectives: (1) understand the chants (2) be able to read the chant with right tone and pronunciation. (3) be able to act out the chant with peers. (1) Play the chant and make students have the first listening to the chant. (2) Explain the meaning of the chant sentence by sentence with body language and pictures. (3) Make the students follow the teacher and practice the chant for several times. (4) Ask the students to practice in groups and prepare to act out the chant. (5) Ask the students to act out the chants group by group. (6) Assess the students’ performance. 1. 制定教学目标 (1) 能正确理解歌谣意义 (2) 能用正确的语音语调朗读歌谣 (3) 能与小组组员合作, 通过动作表情演绎歌谣. (4) 熟练掌握相关的数字以及表示动作的词汇. (5) 通过教学活动,培养学生关心他人,帮助他人的好品质. (1) 设计活动将学生的注意力集中到歌谣的主题,激发学生的兴趣.可通过图片,实物或学生自身的经历等方式引出歌谣涉及的内容. (2) 设计活动帮助学生理解歌谣的意义.教师必须确定学生是否学过歌谣里面的词汇或句子,哪些是影响学生理解意义的关键词汇和句子,设计什么活动帮助学生复习或介绍新单词.此步骤主要是为学生学习歌曲扫清语言障碍,让学生对歌曲内容有一个大致的了解并明确 学习歌曲的目的,以five歌谣为例,确定学生是否掌握歌谣里的数字和动作短语,决定用什么活动帮助学生温故知新. (3) 设计活动整体呈现歌谣.帮助学生扫清障碍后,可通过设计问题,游戏,预测等活动整体引入要学习的歌谣.如第一次让学生听时,教师可向学生提问 “How many monkeys are there in the chant? What else are there in the chant beside five monkeys? What happened to the mon