小學英語語音課堂模式教學的研究本科畢業(yè)論文

1、存檔日期： 存檔編號： 徐州師范大學成人高等教育本科生畢業(yè)論文（設計）論 文 題 目： 小學英語語音課堂模式教學的研究 姓 名： 李夢偉 院 系： 徐師大外國語學院 學 習 形 式： 函 授 年級專業(yè)班級： 2008級英語教育本科班 指 導 教 師： 韋匯余 徐州師范大學外國語學院印制Mesh record1 preface 1 2.1 use, regulating the voice 1 mouth 12.2 using embouchure, explanation semantic 2 The function, contact actual 3 Three tries to shoc

2、k bothersome, mining potential 3 3.1 recite said songs, help memory 4 3.2 sing songs, scattered difficulties 4 3.3 try, enrich the content story 4 4 use techniques, direct demonstration 5 4.1 feiyang words, glows brilliant 5 4.2 magical sentence structure, ready to begin6 5 implement concept, design

3、 task. 6 5.3 role-play, outstanding true 6 6 develop race, multiple evaluation 6 6.1 class interstate competition, make progress together, 7 6.2 team competition, improve each other 7 7 conclusion 7 1 introduction English pronunciation teaching purpose is to cultivate good listening, distinguishes t

4、he sound and pronunciation skills. Only through shock colorless, imitate, strengthen the practice, combined with practice, through mouth look say compare debate with each other was a play, make students eye to hand to mouth to, and the heart to watch, and, in listening, speaking, reading and practic

5、ing organicsynthesis, train students to use authentic English pronunciation, intonation communicative ability. Famous psychologist piaget thought: know originated in the activities, from activity started understanding. Activities in the students cognitive emotion and personality behavior plays an im

6、portant role. 4 rap, guessing, message, performance, competitions can attract childrens attention, and improve their study interest, can make them in easy environment to feel the language, understand language, to use the language. So, how should a simulation context, lets the student in accept, imit

7、ation, exchange strengthen oral pronunciation, identify pronunciation intonation, meaning of the words pronunciation accurately, easily realize English communication is no longer castles in the air? 2 use embouchure, standardize speech Listen, say, see is a generalized experience. In a narrow sense

8、experience mainly refers to the English teaching and around the action experience. In a narrow sense experience more accord with childrens lively characteristic. 2.1 using embouchure, interpretation semantics The basic characteristics of mouth method is to let students imitate one embouchure to acce

9、pt the new knowledge and explain his understanding. For example in the teaching of the Oxford primary school English Unit 8 the park to s the stupidest decide the sentence to A, also can use embouchure method to carry on the teaching. In teaching s go to the puzzle! Good, but how? By bike, says when

10、 Christmas with a thumb, sticking up close look cook pronunciation, issued By listeners mouth. Also in teaching s go to xi an not related, but how? By plane, said using embouchure issued a drawl related. Students learn to imitate, interest, and quickly mastered the dialogue. 2.2 functions, with prac

11、tice Teachers teaching contents related equipment available. So that we can make students to develop their own function, contact textbooks content, and combining with actual practicing dialogues content. In the teaching of the Oxford primary school English Unit 8 s triple-a when the park to go befor

12、e class, the teacher may decorate students each group ready two turntable, with relevant sites and traffic respectively pictures of each game, tool by three common completed, a rotating site wheel indicated location according to say s go to. And the other two people answering All right. / OK. / rela

13、ted questions, and you alone? How The third person to answer s go. By. . Three tries to shock bothersome, mining potential 3.1 recite said songs, help memory Students speak a period than doctrine words easy nursery rhymes. The nursery rhymes can improve childrens learning interest in English, and ca

14、n foster the English language and rhythm, also can promote its understand English meaning, help his memory. For example, In the teaching of the Oxford primary school English In the B Unit8 4A, Look for scale-up. When the word works, made up as follows two ballad: Chant1 Cold, cold, Its very cold.Clo

15、se the window,Close the door.Hot, hot, Its so hot.Open the window.Open the door.Chant2Draw, draw, draw a picture.Write, write, write a word.Read, read, read a book.Copy, copy, copy a word.Great! Great! I can say.3.2 sing songs, decentralization of difficulty Singing is particularly fond of activity

16、of pupils, which helps to stimulate the students desire to perform and participation desire. If the action by wealthy tong qu, criterion more can stimulate the students interest in learning. Unit 7 in the teaching of It s nice to decide the sentence pattern of A stupidest may, when applying the cade

17、nce of ABC Ed below song: Look at my blouse. Look at my blouse. It s interesting. It s another interesting. Songs effect is scattered difficulty. For example, in the teaching of the Oxford primary school English Unit8 s triple-a to park, the first Let students sing Hello this song, one of the lyrics

18、 s place. s Let for learning . the scene, s patterns played the role of scattered difficulties. The students sing songs, soon learned to vocabulary and sentence patterns. 3.3 try, enrich the content story Stories to children has a universal appeal. Stories to children is not only a kind of entertain

19、ment, but also a kind of very important study way, this study usually children spontaneous and active learning. These lively story inspired the learning interest of the students and performance desire, it not only pulled close distance between English and students, but also makes English teaching co

20、ntents, teaching form to enrich more lively. Therefore, the story is to stimulate students interest in learning one of the effective ways. For example in the teaching of the Oxford primary school English Unit 9 On and off triple-a to decide when A stupidest, can make up such A story: the small rabbi

21、t rabbit at home playing picked mushrooms mother went out. After a while, the Wolf come to say: Open the well. The held. Open the the small white rabbit say: Close .Close the well held. The small white rabbit. the Wolf watching are not to Open the door, true impatient went away. Its getting dark, mo

22、ther rabbit came back, said: Open. the small white rabbit to held Open the door said: OK. All right. mother rabbit hand carrying baskets, basket and colorful box, the small white rabbit crews De Bian basket and box happy, said: Open the basket/box. OK. All right. side Open baskets and box. 4 use tec

23、hniques, direct demonstration Using game skill in games directly demonstration. Game teaching method is adopted in the teaching of the game as far as possible way, boring language phenomenon change for students willing to accept, vivid and interesting game form, for students to create rich language

24、communicative situations, so that students in secondary school, learn to play in the play, not only learn knowledge, more important is to cultivate an interest. Games bring fun naturally that every one of the participants maintain a positive attitude. Teachers in fun as among the tension in appropri

25、ate again, criterion more can get good effect. 4.1 feiyang words, glows the wonderful Teachers can use the word games are: (1) to lens pronunciation (2) words - the teacher said a solitaire, lets the student with the words of the word as the next words at the end of the letters on the initials solit

26、aire, and so forth. For example, the next life pen teacher said nose, said eye again next life, and so on. (3) transfer game - teachers will traffic tools word-cards posted on the blackboard, refers to in one of the pictures and say a word, can say the words according to the pictures, also dont pres

27、s pictures said other words. If the picture plane is plane, the teacher said, if students stood up and neat, said other words, students take very read words. (4) arena - t made good new award before class CARDS (such as color words such), professor, let the students guess after the other hand on top

28、, so the photo of words, guess ep-red, this picture will become their own, see the last who got the picture. 5 guess the word - in teaching body parts, the teacher of words mysteriously glimpse intentionally stick a picture on the blackboard, let the students guess. Guess to classmates will be named

29、 magic eye, which came to Taiwan, modeled after the practice of teachers, select magic eye next. 6 play pantomime - the voice of teachers in near-flawless read a word whispered. Lets see which student react fast, to prompt repeat teachers say words. The winner can continue to challenge the other stu

30、dents. 4.2 magical, ready to begin patterns Teachers can use the sentence pattern of the game: (1) treasure hunt game - teachers let life back to the class a physical or stand and a watch hidden in the classroom pictures of a certain place, the class in conjunction with this words say a sentence: Wh

31、ere s the watch? When this lifetime physical or pictures from the closer, the greater the class voice, and vice versa. After this, the whole class to find a dialogue with this lifetime, Where s the watch? It s in the practice being. new words and sentences. (2) the thing north and south game - teach

32、ers to let students play the thing north and south edge practice new grant vocabulary and sentence patterns. For example in the teaching place class and traffic tools vocabulary and sentence patterns s go to. But how? By. , the teacher let students choose east, west, north and south, on a site, spea

33、k a number, another student according to digital choice transport through training. (3) the whispers - put students into eight groups, with the first students to teachers of English sentence ear said a pains s your job? In turn, and then pass it on, preach quickly and accurately team win. (4) guess

34、- or teachers do the action, lets the student said sentence patterns; Or let a student do the action, let the other students guess. For example, a teacher in doing swimming action while ask for am I spend pains? Students can answer, swimming with sucstressed to practice now. 5 listening performance

35、- teachers give a command, let the students make corresponding action according to the instructions. For example, in teaching stationery word, teachers can send instructions to display me pen /. , let the students say while present corresponding stationery. And as in teaching body parts, such word,

36、teachers can send instructions to Touch face /. said , students say while refers to the corresponding body parts. 6 tambourines handed the flower - at the dialogue, lets the student listen to music rapid transfer physical or pictures or model, music stopped classmates in English, to make a dialogue.

37、 7 multi-way speculation - to draw A geometric figure, it neither can be pictured as items A; Also can continue to loeser, guides the student to use item B Is that a/an at. this /. ? Tell oneself imagination to practice the new grant sentence that Is that a/an at. this /. ? Teachers using it is or N

38、o price, itve t answer. Teachers, then add a few pen painted continue to ask, so clearly until items. 5 implement concept, design task Newly issued English curriculum standards (experiment this) pointed out: the teacher should avoid simple teach language knowledge teaching method, make use of the ta

39、sk-based teaching approach. Teachers should according to the overall target of combining curriculum teaching content, creative design of close to the students practical teaching activities, attract and organize their participation. Students by thinking, investigation and discussion, exchange and coo

40、peration, study and use English way, to complete the study task. 5.3 design scene, outstanding true Language coming from life, from actual life language is not exist. a country-based classroom cannot stimulate the learning interest of the students. Only will language into life, language will blossom

41、 its charm, to improve the learning interest of the students. Task-based language and real life is connected the bridge. teachers teach students language form, by creating context, let students complete the task, cultivate the students self grasp language function ability. use real, communication ex

42、ercises If can put real life materials moved to class, can stimulate the students strong study interest, will make actively engaged in the target language environment to practice. For example, the teacher teaching finished Whose. is it? After class, the students to bike shed, sees multicoloured befo

43、re the bicycle, have their own know, have their own not know, students blurt out: Whose bike is it/I m don t apply, I have. / it s my bike. / it s xx s bike. / is your bike? Yes. Memories, it s/No xx s bike. here teachers to provide students with a purpose language communication activities of the co

44、ntext and conditions, the student is obtained by applying learning language achieve the success experience which the communicative purpose. creating context, carries on the show In order to excavate students learning potential, reasonable organization of language use, really reflect the language com

45、municative functions, teachers should elaborate design scene, to let students role-play. Role-play is the most exciting link, students is to combine the knowledge into ability link. Pupils love show, when the teacher announced the performance start, they would immediately passion of learning spirits

46、 rose, fight to be the first, all want to shine. Teachers should seize this opportunity, trying to create a English atmosphere, can prepare some performance simple props, tire, let show more interesting. After shopping, as learned teachers in mall shopping together hands-on design the situation, stu

47、dents with free group as a unit, into each of the stationery cupboard, fruit ark, clothing cabinet, not only use the shopping before this class and learned English sentence patterns of shopping, but also creatively bargaining, learning passion is high, and the atmosphere was very active. 6 develop r

48、ace, multiple evaluation The practice with competition, and nature of its throughout teaching for students, not only has produced a kind of teaching charm, can put students in teaching the magnetic field firmly attracting, meet the students self-expression desire and like competition, also training

49、their psychological to listen, speak, read, and write comprehensive ability, the more important is to improve the learning interest of the students. 6.1 class interstate competition, make progress together Normally, or race, or group hands enthusiastically top elected one or two students. So, top be

50、came tomato tossers, the rest of the students have become Guan Zhan Zhe. In order to make the class every student can become a war game, I organized class interstate competition: I let the whole class students take part in the contest, do first listening practice, then the teacher statistics a whole

51、 number and so on various aspects of were listed into form to contrast, (released only the total number, no single name), make the student published in class not only know oneselfs position, also know yourself in grade classs position, not only to favor the student find gap, clear the next diligentl

52、y direction, but also conducive to protect students self-esteem. So, in class interior, straight-a student and study has the progress students can experience to success; In parallel class, excellent class between all the members, will be proud, for this achievement and will continue to do their best

53、. Similarly, slightly inferior students and class will also find my own shortcomings, courageous, strong straight chase. 6.2 team competition, improve each other Team competition very desirable. First group activity not only in classroom the limited time of the best possible increase students participation opportunity for students, but also create an independent confident communicate in English place. In group activities, every student has a chance to participate, each student is the achievements of group contribution, team results depending on the joint efforts of the group members. Di