云龍區(qū)文教體局教研室

1、 云龍區(qū)文教體局教研室 劉煜鵬 The intrinsic motivation of students have great power Children are imaginative. Children have curiosity. Children focus on meaning first. Children use language creatively. Children learn by doing. Children pick up chunks easily. (Easily Pick Up Languages While Learning English ) The

2、students have interest in listening, speaking, reciting, singing, retelling some English stories, rhymes, songs and doing funny games. The students feel motivated to use the language and express themselves. The students have strong desire to participant in varieties teaching activities. 處于低年級段的小學(xué)生他們

3、有好奇心,好活動,愛表現(xiàn),愛模仿,愛玩,愛唱,愛游戲,我們的教學(xué)必需是充滿活力的.只有通過,視、聽、說、玩、唱、畫，游、演、讀、寫等有趣的活動，真正解放兒童的手、眼、大腦、嘴、耳，讓學(xué)生大量的接觸鮮活的語言材料（INPUT），樂說，樂學(xué)，會玩，才能激發(fā)他們的興趣。 Renew and refresh your knowledge of the subject matter. (professional knowledge) Have a thorough training in basic skills, such as improve our English pronunciation, g

4、et fast and effective techniques for regional and foreign accent reduction and grammar knowledge, have extensive reading, also some special skills should be practice every day. Create language-rich environmentTeacher has a huge influence in what you do. You are a model of language use. Liaison（連讀） e

5、xplosive (爆破) (1)“輔音輔音+元音元音”型連讀型連讀 在同一個(gè)意群里，如果相鄰兩詞中的前一個(gè)詞是以輔音結(jié)尾，后一個(gè)詞是以元音開頭，這就要將輔音與元音拼起來連讀。 ImanEnglish boy. Itisanold book. Let me havea lookatit. Ms Black worked inanoffice lastyesterday. I calledyou halfanhourago. Putiton, please. Notatall. Please pickitup. Thank you. Who is it? Let him in. Good eve

6、ning. Not at all. Pick it up. Put it on twice over Take a look at it. Ill be back in half an hour. (2)“r/re+元音元音”型連讀型連讀 如果前一個(gè)詞是以-r或者-re結(jié)尾，后一個(gè)詞是以元音開頭，這時(shí)的r或re不但要發(fā)/r/，而且還要與后面的元音拼起來連讀。 Theyre my fatherand mother. I looked forit hereand there. Thereis a football underit. Thereare some books on the desk.

7、Hereis a letter for you. Hereare foureggs. But whereis my cup? Whereare your brotherand sister? a pair of shoes. / Her own / far away / for over / here and there / Where is it? 但是，如果一個(gè)音節(jié)的前后都有字母r，即使后面的詞以元音開頭，也不能連讀。 The black clouds are coming nearer and nearer.（nearer與and不可連讀） (3)“輔音輔音+半元音半元音”型連讀型連讀

8、英語語音中的/j/和/w/是半元音，如果前一個(gè)詞是以輔音結(jié)尾，后一個(gè)詞是以半元音（特別是/j/開頭，此時(shí)也要連讀。 Thankyou. Nice to meetyou. Didyou get there lateagain? Wouldyou likea cupof tea？ Couldyou help me, please? “音的同化” 常把/d/+/j/讀成/d ju/，did you聽上成了/did ju/，would you成了/wud ju/，could you成了/kud ju/。 (4)“元音元音+元音元音”型連讀型連讀 如果前一個(gè)詞以元音結(jié)尾，后一個(gè)詞以元音開頭，這兩個(gè)音往往

9、也要自然而不間斷地連讀到一起。 Iam Chinese. Heis very friendly to me. She wants to studyEnglish. Howand why did you come here? She cant carryit. Itll take you threehours to walk there. The question is tooeasy for him to answer. 當(dāng)短語或從句之間按意群進(jìn)行停頓時(shí)，意群與意群之間即當(dāng)短語或從句之間按意群進(jìn)行停頓時(shí)，意群與意群之間即使有兩個(gè)相鄰的輔音與元音出現(xiàn)，也不可連讀。使有兩個(gè)相鄰的輔音與元音出現(xiàn)，也

10、不可連讀。 Isit ahat or a cat?（hat與or之間不可以連讀） Thereisa good book in my desk. （book與in之間不可以連讀） Can you speakEnglish or French? （English與or之間不可以連讀） Shall we meet ateight or ten tomorrow morning? （meet與 at，eight與or之間不可以連讀） She opened the door and walkedin. （door與and之間不可以連讀） (1)“爆破音爆破音+爆破音爆破音”型型6個(gè)爆破音中的任意2個(gè)相臨

11、時(shí)，前一個(gè)爆破音會失去爆破，即由相關(guān)的發(fā)音器官做好這個(gè)發(fā)音的姿勢，稍做停頓后即發(fā)后面的爆破音。The girl in the re(d) coat was on a bla(ck) bike jus(t) now.The bi(g) bus from the fa(c) tory is full of people.Wha(t) time does he get up every morning?This is an ol(d) pi(c)ture of a bi(g) car.The ol(d) do(c)tor has a ca(t), too.Were going to work on

12、a farm nex(t) Tuesday.What would you like, ho(t) tea or bla(ck) coffee?Its a very col(d) day, but its a goo(d) day.You can put i(t) down in the bi(g) garden.I bought a chea(p) book, but its a goo(d) book.She took good care of the children. / Ask Bob to sit behind me. / big boy /sharp pencil / what t

13、ime / September / suitcase / blackboard / handbag / goodbye (2)“爆破音爆破音+摩擦音摩擦音”型型 如果前面是爆破音，其后緊跟著某些摩擦音（如/f/，/s/，/W/，/T/等），那么前面那個(gè)爆破音僅有十分輕微的爆破，而后面那個(gè)摩擦音則要完全爆破。I met a goo(d) friend of mine yesterday.They didn(t) stop the concert after the accident.But I don(t) think its a goo(d) theatre.Please wri(te) th

14、em down here in the form.The secon(d) student is Davi(d) Smith.They pu(t) their hands behin(d) their backs.Who ma(de) this paper plane?Please look a(t) tha(t) bla(ck)board, no(t) this one. We heard David sing last night. / Im convinced that Charlie has made the right choice. / Keep silent / a good z

15、oo / night show / make sure / get through / just then / old friends / a good view / success / bloodthirsty / advance 3)“爆破音爆破音+破擦音破擦音”型型 若前面是爆破音，其后緊跟某些破擦音（如/t/，/d/，/tr/，/dr/），則前者有爆破但十分輕微的爆破，后者則須完全爆破。 The ol(d) chair is qui(te) cheap. Its a goo(d) chance to learn English. My uncle didn(t) buy the bla

16、(ck) jeep. The bi(g) truck is near the bi(g) tree. The young man only asked for a col(d) drink. I gave my ol(d) dress to the poor little girl. great changes / good jobs / that child / grandchild / picture / object (4)“爆破音爆破音+鼻輔音或舌邊音鼻輔音或舌邊音”型型 當(dāng)爆破因后面緊跟著一個(gè)鼻音或舌邊音時(shí)，憋住的氣流就會從鼻腔或舌側(cè)泄出,進(jìn)產(chǎn)生輕微的爆破，這兩種情況稱為鼻腔爆破或舌

17、側(cè)爆破。 It was the bes(t) museum a(t) tha(t) time. Goo(d) morning, Mr. Bell. Goo(d) morning, dear. Uncle Lis fa(c)tory is qui(te) near to the cinema. I wen(t) there alone a(t) nine las(t) night. -Do you know his bi(ke) number? -Sorry, I don(t) know. The forty-firs(t) lesson is qui(te) difficult. Goo(d)

18、 luck, Lin Tao. good news / take mine / start now/ I dont know / midnight / admit / utmost at last / good luck / straight line / Id like to. / a bit louder / friendly / mostly 動詞否定式的縮寫形式，結(jié)尾的動詞否定式的縮寫形式，結(jié)尾的t 不發(fā)音。不發(fā)音。 He mustnt do it. / You neednt pay for it. / I wouldnt let him go. / You dont know him

19、. / Mary shouldnt call him at work. Stress and rhythm(重音和節(jié)奏) In English, when a word has two or more syllables, one of these is stressed, that is, spoken more loudly and given a longer time. The other syllables are weak, that is, spoken softly and given little time. Give the students the chance to r

20、ecognize sounds and patterns before you ask them to reproduce them.Students must know about the stressed and unstressed parts of a sentence so that they can get the rhythm of English right.Sentence stress tells us which parts of the sentence are important.We can change the meaning of the sentence by

21、 changing the stress and intonation.Correct word and sentence stress and intonation are just as important as getting the individual sounds right. Intonation (falling tone, rising tone) Intonation is a formal word for the music of English; that is, how our voice raises and falls at certain different

22、parts of sentences. There are certain rules, such as those for asking questions and finishing sentences, but as with sentence stress, we can express emotions like surprise, sympathy, anger, delight, etc, by changing our intonation pattern. 78/blog/u/onlyyou/archives/2008/19521.htmlh

23、ttp:/ （1）、 英語元音不正確 受漢語語音影響，學(xué)習(xí)英語元音是容易出現(xiàn)單元音不飽滿、不到位，雙元音被單元音化，因?yàn)楝F(xiàn)代漢語的雙元音基本已經(jīng)被單元音化，而沒有真正的雙元音。在朗讀單詞時(shí)，許多學(xué)生的元音發(fā)音口型不到位。如把雙元音發(fā)成單元音：把time taim讀成tem，brown braun讀成 bra:n 等。 （2）、英語詞尾輔音后附加元音。 這些現(xiàn)象主要發(fā)生在以p、b、t、d、g、k等音素結(jié)尾的單詞上，學(xué)生容易在這些單詞的尾音后面加上一個(gè)音素如把jacket 讀成jacketer，把red 讀成reder，jeep讀成jeeper，把friend讀成friender的音等，如果不仔細(xì)

24、聽，是聽不出來的。這種情況在小學(xué)英語單詞讀音中比較普遍，也最容易被忽視，因此我們應(yīng)當(dāng)采用既可行又失趣味性的方式來解決這個(gè)問題。 （3）、英語詞尾遺漏輔音 在英語教學(xué)當(dāng)中，這種情況出現(xiàn)的頻率也比較高。例如， bathroom , bedroom和living room的時(shí)候，很多學(xué)生在發(fā)音的時(shí)候遺漏了詞尾的m。這種現(xiàn)象在單詞教學(xué)中也是比較常見的。 （4）、節(jié)奏錯(cuò)誤 在英語口語中，是以一個(gè)重讀音節(jié)與其前后的非重讀音節(jié)構(gòu)成一個(gè)完成的節(jié)奏群，而在操練口語的過程中，學(xué)生經(jīng)常出現(xiàn)非重讀音節(jié)被拉長，導(dǎo)致語句失去節(jié)奏。節(jié)奏群直接制約著學(xué)生在口頭表達(dá)中運(yùn)用節(jié)奏群進(jìn)行表達(dá)的能力，以及學(xué)生在聽力理解中把握節(jié)奏群提高

25、理解效果的能力。 Try to be a teacher who can motivate her pupils to work hard.(善于誘導(dǎo)學(xué)生努力學(xué)習(xí)的教師) Prepare interesting, colourful captivating lesson plans and deliver the with gusto. Learning is fun and exciting, cramming doesnt work. Learner-centered teaching Input-based approach that enables students to lay a

26、good foundation of basic knowledge before they produce output. Identify some objects (Unit 1 Unit 2 : Whats this /that in English ? Is this/that? Its Identify some person （Unit 3 Family member: Whos he ? Is this your ?） Asking the time and responses (Unit 4:Whats the time (now)? Calculations (Unit 5

27、 :Whats ten plus/minus five ? ) What about the red one ? How much is it ?) Expressing agreement and disagreement Expressing certain emotions Advice and suggestions (Unit 8 what would you like ? What about some juice ? Inquire about places (Unit 7 Wheres he/cake ?) Do shopping (Unit 9: Can I help you

28、? Id like , please. Talking about hobbies (unit 10 unit 11 what do you play ? do you like/play football?) numbers/time1-20; Colours (red, green, white, black, orange, blue, yellow, brown) ; food and drinks (a hot dog, a sandwich, a pie, some bread, some rice, soft drinks, a bar of chocolate, a carto

29、n of milk) ; clothing items: (a cap, a hat , a tie , a vest , a belt , socks , shoes , trousers) ; animals( a dog, a cat , a monkey, a tiger, a panda, a zebra, a bird , an elephant ) ; musical instruments (a piano, a violin, a guitar, an accordion); Family members (grandfather, grandmother, father,

30、mother, uncle, aunt, son daughter, brother, sister) rooms: a dining-room, a bedroom, a study, a kitchen, a bathroom, a sitting-room) recreational/sports/activities (football, basketball, volleyball, baseball, swimming, skating, climbing, skiing, rowing, fishing, jogging, running) Apply some effectiv

31、e methods such as TPR, Authentic meaningful language teaching, Audio-lingual method, Task-based learning approach, Communicative Language teaching They are mutually associated, interactive and restrictive, considered as an integrated system Theyre common used in our teaching. Classroom activities sh

32、ould be full of role-plays, games, puzzles, songs, pair-works, group-worksoffer an interesting and positive experience to your students Coat car sofa zoo Pears elephant hamburger bag pies Lets go to the Great Wall by plane. She is a fat woman. Help the students to recognize the words and sentences i

33、ndependently. 我是你的好朋友 見面問候說Hellogood morning早上好 good afternoon下午好Wang Bing, Wang Bing 新朋友 This is Wang Bing（新朋友）! 遇見你,我很高興, Nice, nice to meet you.遇見你,我也很高興, Nice, nice to meet you, too. 叮鈴鈴, 鬧鐘響, get up, get up 快起床,背上書包go to school，go home , go home快回家，Bye bye, bye bye， See you, see you是再見Good nigh

34、t道晚安! Shirt shirt, look at his shirt. Smart smart, its smart!Blouse blouse, look at my new blouse. Pretty pretty, its pretty!Jacket jacket this is her jacket. Nice nice, its nice!Sweater sweater, thats my sweater. Nice nice, How nice!蛋糕cake 松又軟, 漢堡hamburger 香又香 雞蛋egg 有營養(yǎng), 冰激凌ice cream 涼又甜milk , milk

35、 是牛奶, milk, milk ,a glass of milk juice, juice 是果汁, juice, juice, a glass of juicecoffee, coffee 是咖啡, coffee, coffee, a cup of coffee tea , tea 是茶水, tea, tea, a cup of tea cake, cake, some cake? No no no , thanks! Ice-cream, ice-cream, an ice-cream? Yes yes, two please!Milk, milk, a glass of milk? N

36、o, no no, thank you!Enjoy the day Jogging climbing / spring day ! Swimming fishing / summer day ! Rowing running / autumn day ! Skating skiing / winter day ! Keep your healthy / every day ! Peach, peach, open your mouth, only can smile, but cant speak A red lip, Oh, its a baby.桃花,桃花,張開嘴巴.只會笑,不說話.嘴唇紅

37、紅,像個(gè)娃娃Little bird can fly alone,Small pony can run alone,Im a good baby, dont keep hold of my mummy.小鳥自己飛,小馬自己跑,我是好寶寶,不要媽媽抱. One two three, climb the mountain. four five six, turn a somersault. seven eight nine, pat the ball. stretch out your hands, ten fingers.一二三,爬上山,四五六,翻跟頭,七八九,拍皮球,伸出你的手,十個(gè)手指頭. W

38、hite pig, round and fat. Be full up, lay on the floor. Hu lu lu, a sweet sleep. open the eyes, dawn is breaking. 小白豬,圓又胖,吃飽了,地上躺.呼嚕嚕,睡得香.眼一睜,大天亮. A frog, four legs. two eyes, one mouth. jump! Jump! Catch the insects. splashing! Splashing! fall into the water.一只青蛙,四條腿,兩只眼睛,一張嘴.一跳一跳,捉害蟲.撲通撲通跳下水. Rain,

39、 rain, go away, come again another day. Twinkle, twinkle, little star, how I wonder what you are! Up above the world so high, like a diamond in the sky. Wine and cakes for gentlemen, Hay and corn for horses, A cup of ale for good old wives, and kisses for young lasses. 美酒甜餅?zāi)腥讼?干草苞米喂馬兒;啤酒送給女當(dāng)家,親吻送給小女

40、娃. Jerry hall, he is so small, a rat could eat him, hat and all. 杰利個(gè)子小,三塊豆腐高;耗子吃掉他,連人帶衣帽. Little Tommy, little mouse, lived in a little house. He caught fishes in other mens dishes. 湯米小老鼠,住在小木屋;別人菜盤里,湯米把魚捕. Work while you work, play while you play. Thats the way, to be work and gay. 工作認(rèn)真,玩耍開心,娛樂工作開心

41、樂. Good, better, best. Never let it rest. Until good is better. And better is best. 好,較好,最好,要讓它們跑,讓好變更好,更好成最好. This is mama, kind and dear (point to thumb) This is papa, standing near (point to pointer finger) This is brother, see how tall ( point to middle finger) This is sister, not so tall ( poin

42、t to ring finger) This is baby, sweet and small ( point to little finger) These are the family one and all! (wiggle all the fingers) One two, hands up, Three four, hands down. five six, jump, jump high. seven eight, turn around. nine ten, begin again. Point to the window/door, please. Stand up/Sit d

43、own, please. Touch your book/pen/ears, please. Clap your hands, please. Draw a circle/the number 5 in the air, please. Open/Close your books, please. Turn round, please. Look at the board/door, please. Say Hello, please. Hold up 5/10 fingers, please. Put your bag/pen/pencil on the floor/desk, please

44、. Write in your books, please. http:/ http:/ http:/ http:/ Games are useful because its a way of indirect learning, make your teaching more effective, create interest and fun, allow more students to participate, build group co-operation, revise vocabulary and structures, develop social skill, give a

45、 reason for communication, encourage students to speak. Scramble: to review vocabulary Write one or two letters in the centre of the blackboard. Then ask the students one by one to form a meaningful word by putting another letter on the left or right, over or under the given letter. The student who

46、fails to form a meaningful word loses one point. Musical chairs with a twist: to review vocabulary All the students are arranged in a circle and a tag with the target vocabulary (jobs) is placed on each chair. Play the music and have the students march in a circle. When the music stops, the students

47、 all go for the chairs. There is a chair for each student except one. Then the person in the middle can ask anyone sitting down, ”Whats your job?” If they know what the tag on their chair represents, the remain seated. If not, that student becomes person in the middle. This is continued 3 times and

48、then the music is played again. Last letter First, have a student say a word. For example:” apple”. Then have the next student say a word that begins with the last letter of the last word. elephant and so on through everyone in the class. The same as the game: First letter Slap it: to recognize word

49、s and listen for relevant information. A set of 10-15 pictures of different kinds of items (animals, food) for each team of 4-6 people. Put the items on a desk and the students sit around the desk. The teacher describes the items. When a student has an answer, she/he slaps the card and says the word

50、 aloud. If the student is correct, he/she gets a team point. If the student is wrong, he/she is out of the game. Fast words: The class is arranged into rows. The first person in each row is given a piece of chalk .The blackboard is divided into sections. No more than six teams are formed. The teache

51、r names a letter and the students must write as many words beginning with that letter as they can in the allocated time. Their teammates can call out hints. Next, the second team member takes the chalk, goes to the board and the teacher calls out a new letter. The team with the most correct words is

52、 the winner. Variation: change the letter into word category. calls for words within categories (clothing, stationery, places, animals) Scratch my back: to help students recognize and say numbers The students stand or sit in two lines and the representative of each group faces the board. The teacher

53、 scratches a number on the back of the last student at the back of each row. The student does the same to the next person up the row. The person in front writes the number on the board while saying it aloud. If the numbers agree, the team receives a point.Variation: Change numbers to letters or word

54、s. Students greatly welcome games . They can create a cheerful and light-hearted environment and arouse students interest in learning English . Games are considered one of the most effective ways improve efficiency in learning . Storytelling is a good because students can listen to sentences in an a

55、uthentic context, hear correct pronunciation and stress, predict what will happen, learn to describe the sequence of events, enjoy something from the story, extend the story with their imagination, use the story as model and retell it in their words. The Enormous Turnip.ppt In your lesson plan, make

56、 it number one priority to ensure that your student can follow the lesson. All learners have different strengths and weakness. All learners are individuals.How are learners different! Range of abilities. Experience and background. Needs and interest.Dealing with learners differences More-able and le

57、ss-able students. Task and activities graded according to ability. Additional challenges or support. flexibility Give the first priority to help our students to build up their confidence ,give a helping hand to them overcome difficulties in English learning ,especially , we should focus on “anxiety”

58、 , its one of the main problem students meet in many aspects .they are afraid of losing their face in public , falling behind of other students . In your lesson plan , make it number one priority to ensure that your student can follow the lesson , all of them , you should be fair , and treat them wi

59、th respect both in and out of the classroom Help your students to put their learning to use immediately. provide opportunities for English to be used in a meaningful way-to communicate Practise English in authentic context ,show them the connection between classroom subject and life , schools are no

60、t isolated from the world .Use English at everywhere , every time listen： with the help of the picture ,real image and gesture , the student can get some simple information and do some listen comprehension exercise. Some stories with picture can be understandable .Do correct act to the simple questi