朗读amp拼读游戏.doc

低年龄段学生朗读拼读游戏 Pre-reading: 课前阅读： High/Low/Quiet/Loud Drills – 1) The teacher holds a flashcard (or other prompt) high in the air to get the class to repeat in a high voice. 2) The teacher holds the prompt low to the ground, and the class repeats in a low voice. 3) The prompt is now held close to the teacher’s body and the TL is repeated in a quiet voice. 4) The prompt is held out towards the students and they repeat in a loud voice. Children of this age enjoy different styles of voices, and enjoy participating in these drills. You can add variety by starting quietly and getting louder and louder with each repetition, or getting the children to whisper, and then on the last repetition allowing them to shout. 高低音、大小声 操练法 教师把教学用抽认卡（以下称“flashcard”或“FC”（或其他提示物）举高，请学生用高音重复朗读。 教师把FC拿低到地上，请学生用低音重复朗读。 教师把FC拿到距离自己的身体很近，请学生用静音重复朗读。 教师把FC拿至距学生很近，请学生大声重复朗读。 此年龄段的学生很喜欢发出不同种类的声音，也很喜欢用这些声音参与到单词的朗读操练中来。教师还可以用其他方法增加此游戏的趣味性：如开始时用静音，之后随着重复次数的增加，渐渐加大响度；或者让学生一直用轻声重复朗读，在最后一次朗读时让学生喊出来。 Triple Drill – The students chant the TL chorally, repeating the teacher’s model three times. The teacher carefully monitors the group (remembering not to chant with them, but listening instead!) To make the standard triple drill more interesting for this level, the teacher can add an active element. After the students have repeated the TL three times the teacher shouts ‘go’, and the students complete a pre-planned activity. Examples of these activities are: jump a set amount of times and sit down, run and touch the board and sit down or spin on the spot and sit down. The process of a triple drill followed by an activity can be repeated for a number of times. These types of drills need to be demonstrated first to avoid confusion. “三次”操练法 学生以齐唱的方式重复教师的示范形式三次。教师要十分仔细地观察学生的唱诵，但是要记住教师不要和学生一起唱诵，而是仔细听。 教师可通过增加一些活跃因素使得标准的“三次”法更有趣，以适应这一阶段的学生特点。在学生重复唱诵目标语言（以下称TL）三次后，教师喊“GO”, 然后学生完成预先设计的动作，例如：跳跃一定的次数后坐下；向黑板跑，用手碰黑板后跑回座位坐下；原地旋转然后坐下。“三次操练”加动作这一过程可重复许多次。这一类的操练方法需预先示范以避免学生迷惑。 Clapping Drills: As students drill words or s