小学英语故事教学板书设计论文

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小学英语故事教学论文15篇

小学英语故事教学论文15篇第一篇：小学英语故事教学论文1小学英语故事教学要先于词汇，语法教学我国正在实行新一轮的课程改革。

在此背景下教育部提出了新的课程标准。

新课标对教材、教法、师资提出了更高的要求，明确了教学活动应以学生为主体的思想。

各种年龄阶段的孩子都喜欢故事。

读故事，讲故事和表演故事对学生的外语学习很有帮助。

【故事教学的理论依据探究】1.语言必须具有可理解性，有助于学习者的理解。

故事需要有趣味性和相关性，输入的语言材料既要有趣，又要与学习者的生活实际相联系。

语言可以是非语法程序安排及学习需要足够的输入量，因为小学生的认识能力和接触目的语的机会各不相同，故事教学没有把小学生禁锢在同一起跑线上。

对于故事教学的理论探究，笔者认为可以进一步深化和拓宽，可以从小学生认知语言学和心理语言学的角度研究故事教学在词汇、句法及篇章应遵循的规律，在此基础上如何构建有效的故事教学模式。

2.通过故事教授外语的方法（三文治故事教学法），它能让学生从已知的母语过渡到未知的英语，起到桥梁的作用。

在小学高段和低段开展故事教学，在教学模式设计上构建“背景铺路，听力开道，提问深化，线索回顾”的教学模式，解决了学生的学习动机问题。

讲故事活动提供了各方面的语言训练，既能提高学生听和读的熟练度，又能培养他们说和写的流利度，推断、猜测字义的训练。

同时，教学过程中遵循学生的认知规律和科学的教学规律实施故事教学，有利于发挥故事教学在低和高年级英语教学中的优势。

对小学英语故事进行教学策略探究达到维持学生学习兴趣的效果。

3.关于故事教学对提高学生英语知识和英语技能方面的研究我将故事教学运用于英语语法教学，强调语言形式和功能有机地结合，学习者在自然的故事情景中接触、理解、归纳和运用有意义的语言(语法)规则，从而习得语法结构和功能。

我校英语组将研究的视角投入故事教学与英语听力、会话、阅读及综合能力提高的相关性研究上，开辟培养英语读、说、听、写能力的新途径。

英语(心得)之浅谈小学英语中的板书设计

英语论文之浅谈小学英语中的板书设计在我们的印象中，板书就是“黑板白字”，形式单一，枯燥乏味。

而提倡设计板书就是要一改这一传统模式，在原有的基础上加上一些图片资料，使之图文并茂，丰富板书的内容；形式上适当使用彩色粉笔，充实板书的色彩。

备课时，在认真钻研课文资料的基础上，精心设计课堂中的板书，对每一个单词、每一张图片、每一幅挂图，甚至于相应的每句话都要事先安排心中有数。

在具体的设计中，特别要注意充分发挥各要素的作用，如：（一）挂图。

挂图可以说是板书的“前奏”，其内容往往又是课文的重点。

每篇课文中都会有配套的挂图，它们都是现成的，我们可以把它作为板书的一部分来利用，在课前即可挂好挂图，并在旁边注一些小问题。

这样可以先让好奇的学生去注意挂图的内容，考虑你提出的问题，一下子就引起他们的兴趣，为一堂课的开始开个好头。

（二）简笔画。

简笔画是最适合于在黑板上表达，她可以在教学中充当“催化剂”的角色。

有许多很难进行的教学活动在它的加入下，能有效地发挥作用，并可以取得很好地效果。

如在学习“laugh”（笑）这个单词时，可能用形体语言来表达并不那么容易，因为老师在课堂中哈哈大笑起来会让学生感到莫名其妙，而且老师自己也比较尴尬，如果改用画简笔画“＾_＾”并向他们演示这个动作，同时导入“He is laughing.（他在笑。

）”，那不就简单明了了。

学生也肯定会哈哈大笑，教师边写“laugh”边说：“You're all laughing.”这样增强了教学趣味性，改善了课堂气氛。

这可是板书设计中的重要因素，能决定你板书设计的总体水平。

（三）色彩。

如果说简笔画是“催化剂”的话，那么色彩就是“兴奋剂”。

许多学生厌倦了色彩单调的板书，特别是英语中这些弯弯册曲曲的英文，用学生的话说，就象是看“天书”，没意思，不想看，看不懂。

如此下去就形成了恶性循环。

这时色彩就会发挥大作用了，那鲜艳的色彩就象一个个兴奋点，图文并茂的内容能形象的表达单词或课文的内容，学生也会精神振奋，思维活跃起来。

小学英语精美教学论文-巧用故事教学创设教学情境通用版

巧用故事创设英语教学情境内容摘要：儿童期是语言学习的关键时期和最佳时期。

在小学英语教学的过程中要把握儿童期智育发展的特征，通过英语故事创设各种各样的教学情境进行听说学习来培养小学生学习英语兴趣和英语应用能力是小学英语教学的有效方法。

关键词：故事；创设；教学情境《英语课程标准(实验稿)》指出,基础教育阶段，英语课程的任务是:激发和培养学生学习英语的兴趣,使学生树立自信心，养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听说读写技能,形成一定的综合语言运用能力培养学生观察、记忆、思维、想象能力和创新精神。

在小学英语教学中如何达到这个目标呢？这是一个重要的研究课题。

通过多年的教学实践，笔者认为通过英语故事创设各种各样的教学情境来进行听说学习不失为培养小学生学习英语兴趣和英语应用能力的一种行之有效的教学方法。

再说课程资源中富含大量的故事题材,教学活动中教师要组织课程资源以达到教学目标,故事就是一种可利用的资源。

引人入胜的故事，很容易解决学生的学习动机问题。

听故事时，学生即使没有字字弄懂，也能理解意思，故事中许多词语的重复出现自然又令人愉快，这样语言方面的一些困难就随之迎刃而解了。

最重要的是学生在真实的情境中习得了语言。

一、巧用故事创设导入情境教育学家苏霍姆林斯基曾经说过：“教师如果不想方设法使学生产生情绪高昂和智力振奋的内心状态，而只是不动感情的脑力劳动，就会带来疲倦。

”因此，在课堂教学中教师应通过创造各种贴近生活实际、自然愉快又令学生感兴趣的情境进行教学，为学生创设轻松愉快的学习气氛，使他们处于最佳的学习状态，提高学习效率。

而教学实践也证明，把课堂教学中的知识串成一个个小故事，边讲故事边学知识就是一个创设情境、呈现新知识的好方法。

比如在教授开心学英语第一册Unit 9的时候，有位教师巧妙地讲述了这样一个故事：Gogo和Tony想帮家里粉刷房子。

可是Gogo 不认识油漆的颜色，于是Tony就把Gogo带到油漆商店里认识颜色。

小学英语教学论文-浅谈小学英语教学中的故事教学_通用版

小学英语教学论文-浅谈小学英语教学中的故事教学_通用版浅谈小学英语教学中的故事教学内容提要：小学英语教学方法多种多样，其目的都是为了让学生能学好英语。

故事教学作为真实性任务型教学的一种方式，在小学英语课堂中也越来越广泛地被采用。

本文主要从故事教学在小学英语教学中的实践操作步骤方面谈了自己的体会与思考。

关键词：故事；小学英语；课堂孔子曾说：“知之者不如好之者，好之者不如乐之者。

”教育心理学的研究表明，兴趣是最好的老师，学生学习动机中最活跃最现实的部分是兴趣。

在小学英语课堂教学中，尤其是三年级的小朋友刚开始学习英语，很容易就能激发他们对英语的学习兴趣，但时间稍一长，兴趣也会逐渐消失。

那么怎样的教学既可以很好地保持学生的学习兴趣，又能实现课程标准的目标呢？在教学实践中，我发现各年龄段的学生都对故事非常感兴趣。

因为故事是儿童成长过程中不可缺少的一部分，它有生动的情节、丰富的情感，同时也蕴含着一定语言知识。

故事不仅能吸引学生进入学习情境，同时也符合学生以形象思维为主的心理特点和学生学习语言的认知特点。

因此我们可以在英语课堂教学中利用故事，采取多种活动形式，使新知识在故事中不断重复和巩固，以此激发学生的兴趣，提高教学质量。

那么为什么说“故事教学”适合小学英语教学呢？又怎样来课堂中运用“故事教学”呢？下面就根据我几年来的工作实践谈谈自己的一点体会和思考。

一、“故事教学”的理论依据1、能有效地贯彻新课标的基本理论英语新课程标准明确规定，基础教育阶段英语课程的任务是：“激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的语言综合运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异……”根据学生的实际情况设计有层次性的任务活动供学生选择，调动学生参与的主动性和积极性。

小学英语教学论文-插上故事的翅膀_通用版-最新教学文档

插上故事的翅膀——小学英语课堂教学有效性浅谈日前，教育部课程改革专家组核心成员余文森教授在中国教育资源服务平台“课堂教学论坛”上，也就“课堂教学的有效性”与广大中小学教师进行了在线研讨。

他认为：从专业角度说，课堂教学的有效性是指通过课堂教学使学生获得发展。

首先，发展就其内涵而言，指的是知识、技能，过程、方法与情感、态度、价值观三者（三维目标）的协调发展。

“通俗地说，课堂教学的有效性是指通过课堂教学活动，学生在学业上有收获，有提高，有进步。

具体表现在：学生在认知上，从不懂到懂，从少知到多知，从不会到会；在情感上，从不喜欢到喜欢，从不热爱到热爱，从不感兴趣到感兴趣。

”孩子天生对听故事，讲故事乐此不疲。

英语故事同样是学生们喜欢的学习材料，也是老师平时苦于寻找的教学补充材料。

通过讲故事，表演故事等形式在一定条件下不但能激发学生学习英语的兴趣，而且能丰富教师的课堂教学方法。

这次活动中，许多老师也在教学过程中，穿插了故事教学，达到一定的效果。

下面我就结合自己教学中的实际情况谈谈对故事教学提高英语课堂教学有效性的几点看法。

一、故事教学的优点1、故事教学吸引学生兴趣。

捷克教育家夸美纽斯指出：兴趣是创造一条欢乐和光明的教学环境的主要途径之一。

实践证明：让学生对英语学习产生浓厚的兴趣时，就会产生强烈的求知欲望，学生就愿学，爱学，乐学。

学生的兴趣在哪呢？我们不难发现几乎所有的小学生都是忠实的“故事迷”。

无论是经典的“The little red riding hood”还是流行的“Tom and Jerry”，孩子们都如数家珍。

为了读懂故事，孩子会好奇地、有目的地去学，读懂了就有满足感，并有兴趣进一步提高理解故事的能力。

2、故事教学能培养学生的语言表达能力学习语言是为了运用语言。

人们容易误解“学”与“用”的关系，认为只有先学会了然后才会运用。

事实上，在儿童习得母语的过程中，学与用是综合在一起的，“学”就是“用”，“用”也是“学”，难以分清彼此。

小学生英语教学故事范文（三篇）

【导语】多样化活动教学就是把⼩故事，歌曲，笑话，⽐赛等融⼊到课堂中，激发学⽣的求知欲，活跃课堂⽓氛，使英语课真正活起来。

俗话说"兴趣是的⽼师"，这⼀点在英语教学中尤为重要。

以下是整理的《⼩学⽣英语教学故事范⽂（三篇）》，希望帮助到您。

【篇⼀】我从事⼩学英语教学⼯作已有⼀段时间了，在此期间，我通过⾃⼰的学习摸索及向他⼈的借鉴，我总结了⾃⼰的⼀些教学形式, 虽然有着⼀定的效果，但总体上来说，还有更多需要改进及加强的⽅⾯。

尝试着失败，享受着愉悦，总之就是把⼼态摆正，去发现学⽣的可爱之处，上英语课也就不会那么烦恼了。

在英语教学中我也积累⼀些教学⼼得，体现在：英语课堂中我喜欢采⽤多样化活动教学。

就是把歌曲、简单的动作、游戏、画画、⽐赛等融⼊到课堂中，激发学⽣的求知欲，活跃课堂⽓氛，使每堂英语课真正地 “活”起来。

“兴趣是的⽼师”，对⼩学⽣尤其是这样，他们还没有⾏成良好的学习意志，在课堂中很喜欢乱动，在课前，我喜欢找⼀些和本课内容相关的歌曲导⼊。

在英语课堂教学中，歌曲是必不可少的。

针对孩⼦们天⽣活泼好动的性格，⽤英语歌曲导⼊，组织课堂教学，效果很好。

对于游戏，学⽣们也是乐此不疲的，我在平常的英语教学中， “猜⼀猜”、“模仿秀”、“开⽕车”等游戏都是常做的。

我在设计游戏时还要考虑到游戏的难度及适⽤度，尤其是⼀些具有挑战性、竞赛性的游戏，孩⼦们更是喜欢。

利⽤游戏教学，能够真正地实现“在玩中学，在学中玩”。

【篇⼆】多样化活动教学就是把⼩故事，歌曲，笑话，⽐赛等融⼊到课堂中，激发学⽣的求知欲，活跃课堂⽓氛，使英语课真正活起来。

俗话说"兴趣是的⽼师"，这⼀点在英语教学中尤为重要。

⾸先在课前，我是以歌曲导⼊。

在英语课堂教学中，歌曲是必不可少的。

针对孩⼦们天⽣活泼好动的性格，⽤英语歌曲导⼊，组织课堂教学，效果很好。

对于低年级的同学来说，他们爱表演，所以我给每⾸歌都编了简单的动作。

小学英语教学论文-故事教学,让英语课堂绽放光彩_通用版

小学英语教学论文-故事教学，让英语课堂绽放光彩_通用版故事教学，让英语课堂绽放光彩广东省中山市坦洲镇林东小学许红燕地址：中山市坦洲镇德溪路137号电话：0760-******** 邮编：528467【摘要】故事教学是一种生动活泼的教学，把故事教学运用到单词教学、句型教学、对话教学、课文教学等教学内容中，可以使小学英语课堂更活跃更有效。

大多数孩子喜欢听故事、讲故事、表演故事。

因为故事不仅为他们展现了一幅幅生动的生活画面，而且它所提供的有趣的虚拟世界，跨越了时空的界限，为孩子的想象提供了空间和机会。

而故事本身具有的趣味性正是激发孩子学习动机的源动力。

合理的创造性的运用故事教学一定会让我们的英语课堂绽放光彩！【关键词】故事教学英语课堂优点技巧小学英语教学正处于探索阶段，在探索的过程中真可谓步履为艰，听说读写，唱游演画都被运用到了小学英语课堂中。

虽然小学生大都活泼好动有强烈的好奇心，对新鲜事物有浓厚的兴趣，但是模式化的教学已经让学生慢慢厌倦。

英国教育学家Andrew Wright指出：“Stories are particularly important in the lives of our children .Stories help children to understand their world and to share it with others .故事教学是一种生动活泼的教学，小学生的性格特点使这种教学有了良好的生长土壤。

这里所说的故事教学，不仅是老师们通常说的对英语故事的教学，它是一种教学手段，是抓住小学生爱听故事这一特征，将英文单词、词组、短语、句子、段落获知故事内容，他们会集中精力去捕捉故事的大意和细节，尽力去推断和猜测故事的情节发展，这无形之中培养了学生的理解能力，发散性思维和想象能力。

另外听完故事之后再让学生把故事讲出来，这样也培养学生口语表达能力；最后让学生改编故事有利于培养学生的创新能力和语言的运用能力。

英语故事教学实践论文(3篇)

第1篇Abstract:This paper aims to explore the effectiveness of English story teaching practices in enhancing student engagement and language acquisition. Through a qualitative case study, the paper examines the implementation of various storytelling techniques in an English language classroom and evaluates their impact on students' learning outcomes. The findings suggest that storytelling can be a powerful tool for fostering language skills, cultural understanding, and critical thinking among English language learners.Introduction:Storytelling has been an integral part of human culture since ancient times. In the realm of education, storytelling has been recognized as an effective method for engaging students and facilitating language acquisition. This paper focuses on the implementation of English story teaching practices in a secondary school classroom and investigates how these practices influence student engagement and language proficiency. The study employs a qualitative case study approach to gather data and analyze the effectiveness of storytelling techniques.Methodology:The study was conducted in a secondary school in China, involving a class of 30 students aged 14-16 years. The researcher, who was also the English teacher, implemented various storytelling techniques throughout the semester. The data collection included classroom observations, interviews with students and the teacher, and a review of students' written assignments.The storytelling techniques employed in the classroom included:1. Traditional storytelling: The teacher narrated stories in English, focusing on the plot, characters, and setting.2. Interactive storytelling: The teacher engaged students in the storytelling process by asking questions, encouraging predictions, and involving them in role-playing activities.3. Multimodal storytelling: The teacher used visual aids, such as pictures, videos, and charts, to enhance the storytelling experience.4. Reflective storytelling: The teacher guided students to analyze and reflect on the themes, moral lessons, and cultural aspects of the stories.Findings:The findings of the study indicate that the implementation of English story teaching practices had a significant positive impact on student engagement and language acquisition.1. Enhanced student engagement: The use of storytelling techniques made the English language class more dynamic and interesting for students. The interactive and multimodal aspects of storytelling kept students engaged and motivated to learn.2. Improved language proficiency: Storytelling provided students with opportunities to practice listening, speaking, reading, and writing skills. The repetitive nature of stories helped students internalize new vocabulary and grammar structures.3. Cultural understanding: Through storytelling, students gained insight into different cultures and societies. The teacher's selection of culturally relevant stories facilitated cross-cultural understanding and appreciation.4. Critical thinking skills: The reflective aspect of storytelling encouraged students to think critically about the themes and messages of the stories. This, in turn, enhanced their ability to analyze and evaluate information.Conclusion:The results of this study suggest that English story teaching practices can be an effective tool for enhancing student engagement and language acquisition. The use of storytelling techniques, such as traditional storytelling, interactive storytelling, multimodal storytelling, and reflective storytelling, can create a more engaging and effective learning environment. The teacher's role in selecting appropriatestories and facilitating the storytelling process is crucial in maximizing the benefits of this teaching method.Recommendations:Based on the findings of this study, the following recommendations are proposed:1. English language teachers should incorporate storytelling techniques into their lesson plans to enhance student engagement and language acquisition.2. Teachers should select culturally relevant stories that cater to the interests and needs of their students.3. Continuous professional development should be encouraged for teachers to refine their storytelling skills and explore new techniques.4. Educational institutions should provide support and resources to facilitate the implementation of storytelling in the classroom.By adopting English story teaching practices, teachers can create a more dynamic and effective learning environment that promotes language skills, cultural understanding, and critical thinking among English language learners.第2篇Abstract:This paper explores the effectiveness of storytelling as a teaching method in English language classrooms. Through a comprehensiveliterature review and a case study, the paper analyzes how storytelling can engage students, foster critical thinking, and improve languageskills. The paper also discusses the challenges faced by teachers and suggests strategies to implement storytelling effectively. The findings suggest that storytelling is a powerful tool for enhancing English language proficiency.Introduction:In the rapidly globalizing world, the importance of English as a lingua franca cannot be overstated. Learning English not only opens doors to international opportunities but also enhances cognitive abilities and cultural understanding. Among various teaching methods, storytelling has gained significant attention for its potential to make language learning more engaging and effective. This paper aims to investigate the impact of storytelling on English language proficiency and provide practical insights for teachers.Literature Review:1. Theoretical Frameworks:Several theories support the use of storytelling in language teaching. According to Vygotsky's socio-cultural theory, learning is aninteractive process that occurs within a social context. Storytelling creates a collaborative environment where students can engage with the language and construct meaning together (Vygotsky, 1978). Additionally, Krashen's input hypothesis suggests that learners acquire language when they are exposed to comprehensible input, which storytelling can provide (Krashen, 1985).2. Benefits of Storytelling:Storytelling has been found to have several benefits in language teaching. Firstly, it enhances motivation and engagement, as stories capture students' attention and imagination. Secondly, it fosterscritical thinking and problem-solving skills as students analyze the characters, conflicts, and resolutions in a story. Thirdly, it improves language skills such as vocabulary, grammar, and pronunciation, as students listen to and retell stories.3. Challenges and Solutions:Despite its benefits, storytelling can present challenges for teachers. These include finding appropriate stories, adapting them to thelearners' level, and managing classroom dynamics. To address these challenges, teachers can use a variety of resources, such as picture books, audio stories, and multimedia materials. They can also involve students in the storytelling process by allowing them to contributetheir own stories or act out scenes.Case Study:1. Methodology:The case study involved a group of 30 intermediate-level English learners in a public school in China. The study lasted for eight weeks and included a variety of storytelling activities. The data were collected through observation, interviews, and pre- and post-tests.2. Results:The results showed that storytelling significantly improved the participants' English language proficiency. Students demonstrated improved vocabulary, grammar, and pronunciation skills. They also showed increased motivation and engagement in the classroom. Furthermore, the interviews indicated that students enjoyed the storytelling activities and felt more confident in their language abilities.3. Discussion:The findings suggest that storytelling is an effective teaching method for English language learners. It not only enhances language skills but also fosters a positive learning environment. The case study provides practical insights into how teachers can implement storytelling in their classrooms.Conclusion:Storytelling is a powerful tool for enhancing English language proficiency. It engages students, fosters critical thinking, andimproves language skills. By incorporating storytelling into their teaching practices, teachers can create a more dynamic and effective learning environment. This paper encourages educators to explore the potential of storytelling and adapt it to their specific contexts.References:Krashen, S. D. (1985). The Input Hypothesis: Current Issues and Future Directions. New York: Lawrence Erlbaum Associates.Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.Acknowledgments:The author would like to express gratitude to the participants and teachers involved in the case study. This research would not have been possible without their support and contributions.第3篇Abstract:This paper explores the effectiveness of various English story teaching practices in enhancing student engagement and language acquisition. Through a case study of a secondary school in China, the paper examines how different methods, such as traditional storytelling, digital storytelling, and interactive storytelling, impact students' motivation, comprehension, and language skills. The findings suggest that a combination of these methods can significantly improve students' English learning experience.Introduction:English language proficiency is a crucial skill in today's globalized world. Effective teaching practices are essential in ensuring that students develop not only linguistic competence but also a genuine interest in the language. One of the most engaging and impactful methods of language teaching is through storytelling. This paper aims to investigate the effectiveness of different English story teachingpractices and their impact on student engagement and language acquisition.Literature Review:The literature on storytelling in language teaching highlights its potential benefits in enhancing language acquisition and student engagement. Storytelling provides a context for language use, encourages comprehension, and fosters creativity and critical thinking skills (Harmer, 2007). Traditional storytelling, digital storytelling, and interactive storytelling are three prominent methods that have been widely used in English language teaching.Traditional Storytelling:Traditional storytelling involves the teacher narrating a story to the students, often with the use of gestures, facial expressions, and voice modulation. This method has been found to be effective in engaging students and improving their listening skills (Nunan, 1991). It also allows for the teacher to introduce new vocabulary and grammarstructures naturally within the context of the story.Digital Storytelling:Digital storytelling utilizes technology to create and share stories. Students can use various digital tools, such as software for audio and video editing, to produce their own stories. This method has been shown to enhance student motivation and promote language development through collaboration and creativity (Bateson, 2011).Interactive Storytelling:Interactive storytelling involves students in the storytelling process by allowing them to contribute to the story, ask questions, and predict outcomes. This method encourages active learning and critical thinking, as students engage with the text and each other (Thompson, 2002).Case Study:The case study involves a secondary school in China with a diverse group of students. The research focused on three English classes, each using a different storytelling method: traditional storytelling, digital storytelling, and interactive storytelling. The data were collected through classroom observations, student interviews, and language proficiency tests.Results:The findings indicate that all three storytelling methods had a positive impact on student engagement and language acquisition. Students in the traditional storytelling class showed increased interest in English lessons and improved listening skills. The digital storytelling class demonstrated higher levels of motivation and creativity, as students were able to express themselves through various media. The interactive storytelling class reported the highest level of engagement and comprehension, with students actively participating in the storytelling process.Discussion:The results suggest that a combination of storytelling methods can be highly effective in English language teaching. Traditional storytelling provides a foundation for language acquisition, while digitalstorytelling and interactive storytelling promote creativity and active learning. The case study highlights the importance of adapting teaching methods to cater to diverse student needs and learning styles.Conclusion:This paper has explored the impact of different English story teaching practices on student engagement and language acquisition. The findings demonstrate that storytelling is a powerful tool in language teaching, with various methods offering unique benefits. By incorporating a mix of traditional, digital, and interactive storytelling, teachers can create engaging and effective learning environments that foster language development and student motivation.References:- Bateson, T. (2011). Digital storytelling in language learning. Language Learning & Technology, 15(1), 82-102.- Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex: Pearson Education Limited.- Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Hertfordshire: Prentice Hall International.- Thompson, J. (2002). Interactive storytelling: A new approach to language learning. Language Learning & Technology, 6(1), 118-131.。

小学英语论文：小学英语课堂实用板书设计

小学英语课堂实用板书设计[内容摘要]：板书是课堂教学的重要组成部分，它有着快捷、灵便、经济的特点，在教师的日常教学中，起着关键的作用。

本文从小学英语的学科特点，学生的年龄特点和作者的教学实践出发，提出小学英语板书设计的三性：科学性、趣味性、艺术性，并分别作了阐述。

也从课堂实施的角度出发，对教学动态过程中用好板书的技巧问题作了简单说明。

[关键词]：实用板书设计板书是课堂教学的重要组成部分，在历来的教学研究和教学实践中都被赋予极高的地位。

它能从视觉上强化对学生的刺激，有利于学生对知识的理解和记忆。

它有着快捷、灵便、经济的特点，最为方便实用。

即便在现代化教学媒体日益发达的今天，也不可能被幻灯、音像等所完全取代。

鉴于小学英语的学科特点和学生的年龄特点，结合自身的教学实践，笔者提出小学英语板书设计的三性：科学性、趣味性、艺术性。

一、科学性要在有限的时间里，把讲授的内容迅速而准确、合理而清晰的再现在黑板上，使学生一目了然，板书应当力求简洁，有助于概括、归纳和拓展。

更重要的是，板书设计要体现出一个教师对整堂课的理解与把握，做到层次分明，重难点突出，文图准确。

如在Pep B 3, Unit 6, Lesson 1 一课中，要教授5个新词：“family, parents, uncle, aunt, baby”,并且要让学生明白各个家庭成员之间的关系，我设计了一棵family tree，在引入和回顾旧知环节中就书写了father，mother brother，me，sister等已经学过的词语，在之后的教学环节中，用颜色更鲜明的粉笔写上新授词汇，新旧分明，并且家庭成员之间的辈分关系一目了然（如图1）。

之后我给学生布置了一个自己制作家谱的家庭作业，板书就是一个现成的模板了。

图1又如Pep B1, Unit 6, Lesson 4，重点教授句型“How many…?”对话中又有两个发音较难的新词“balloon, gifts”。

小学英语教学中的故事教学-英语

西南大学网络教育学院毕业论文论文题目：小学英语教学中的故事教学学生姓名丁利剑学号 1112430543006类型网络教育专业英语（英语教育）层次专升本指导教师梁爽日期 2013年3月28日西南大学网络教育学院毕业论文（设计）评定表目录摘要 ................................................................................................................................ I V一、引言 (1)二、小学英语故事教学的价值和意义 (1)（一）英语故事教学符合小学生身心特点 (1)（二）英语故事教学增强师生课堂互动 (1)（三）故事教学激发学生英语学习兴趣 (2)三、小学英语故事教学的实际操作 (2)（一）如何选择故事 (2)1．根据学生现阶段英语认知发展水平 (2)2．根据学习要求选择故事 (3)（二）如何实施小学英语故事教学 (3)四、小学英语故事教学难点及意见 (4)（一）英语故事教学中课堂组织与控制问题 (4)（二）英语故事教学老师素质面临更高的要求 (5)（三）英语故事教学中如何兼顾每位学生的发展 (5)（四）英语故事教学建议 (6)五、结束语 (6)参考文献 (7)致谢 (8)小学英语教学中的故事教学摘要随着英语课程改革的步伐，小学英语基础教育不断发展，教学方法不断创新，英语故事教学法便是其中之一。

本文深入讨论了英语故事教学法，阐述了英语故事教学法的价值与意义，通过英语故事教学法最大程度地激发学生的主观能动性，提高学习热情与效率。

同时结合工作实践，探索英语故事教学法的操作方法，本文比较细致的指出了具体教学步骤与注意事项。

文章最后，对英语故事教学法中存在的难点进行了归纳，并提出了建议。

关键字：故事，小学英语，故事教学一、引言《英语课程标准（实验稿）》明确指出，小学英语教育阶段，英语课程的任务是：激发学生学习英语的兴趣，养成良好的学习习惯，树立学习英语的信心。

小议小学英语几种板书设计论文

小议小学英语几种板书设计摘要：板书是课堂教学的重要组成部分。

板书的特点是它的直观性、系统性和条理性。

在小学英语教学中，好的板书设计可以帮助教师和学生达到预期的教学目标，使学生能够掌握教学中的重点和难点，提高教与学的效果。

关键词：板书设计；学生英语本是一门语言课，仅仅用口头语言表达，难以在学生的头脑中留下深刻的印象。

运用《英语课程标准》中明确指出：在小学英语的教学中，教师要充分利用新颖的板书设计，生动、活泼甚至幽默夸张的简笔画创设情境，再现词、语、句及课文的情境……从中，足见板书设计在教学中的重要作用。

而板书内容把所学的重点内容直观地展示在学生面前，给学生提供重点提示，这对于学习和掌握第二语言是十分有益的。

故我们应善于创造性运用板书，优化课堂教学活动。

下面是我在教学和教研活动过程中的一些收获。

一、“内容精简”设计挂图，每篇课文中都会有配套的挂图，它们都是现成的，它可以说是板书的“前奏”，其内容往往又是课文的重点，我们可以把它作为板书的一部分来利用，在课前即可挂好挂图，并在旁边注一些小问题。

这样可以先让好奇的学生去注意挂图的内容，考虑你提出的问题，一下子就引起他们的兴趣，为一堂课的开始开个好头。

如：在以time为主题的板书设计中，我将繁杂的各个时段及对应活动精简为较有特征的七个时间。

在早晚时段方面，以太阳和月亮的钟表形象加以区分，既便于学生记忆，又能提高他们的兴趣。

充分发挥学生的想象力，让学生觉得早上六点半时，赖在床上伸懒腰的那个小太阳就是自己；劳累了一天后，晚上九点半时，香甜入睡的那个小月亮也是自己。

然后我有选择性地呈现了本课的重点句型“what’s the time, please?it’s…o’clock.it’s time to….”以及重点词组have lunch、watch tv等。

这样不仅帮助学生归纳教学重点，而且培养了学生的概括能力。

同时课堂的趣味性、学科的整合性和艺术性就体现得淋漓尽致了。

小学英语教学论文《小学英语故事教学探究》

小学英语教学论文《小学英语故事教学探究》内容摘要故事教学，不仅仅能激发学生学习英语的兴趣，更为学生提供宽大的实践空间的，发挥学生的主动性和创造性，提高了学生运用英语的综合能力。

本文探讨了小学高年级阶段英语故事教学的意义，以及如何在实际教学中进行故事教学等问题。

关键词英语故事教学故事创编故事表演小学生学英语之初，积极性都很高，兴趣浓厚。

但随着知识难度的增加，到了高年级，学生便对英语失去了兴趣。

如何让学生对英语有持续的兴趣呢？我认为这需要教师把我们的课堂变成趣味课堂。

小学生对讲故事、听故事、表演故事有极大的热情，因此抓住学生这一爱好，从故事出发，让课堂变成活泼的故事课堂，学生的兴趣以及学习英语的热情便会被挖掘出来。

本文将对小学高段英语教学中进行故事教学的意义加以阐述，并就如何进行故事选择，如何进行故事教学，如何进行教学后的提升，以及故事教学中会出现的一些问题加以讨论。

一、故事教学的意义1.故事是小孩子感兴趣的学习材料。

苏霍姆林斯基说过：“教师如果不想方设法使学生产生情绪高昂和智力振奋的内心状态，而只是不动感情的脑力劳动，就会带来疲倦。

”故事教学以故事为载体，利用学生对故事的热爱，来激发学生学习的兴趣；通过学习故事、阅读故事、演故事等方式，来培养学生的自主学习和会话交际等能力。

同时，故事又是人类智慧的结晶和传承，故事的美，不仅体现于语言，更体现于故事中所蕴含的意义。

2.故事能提高理想的语言输入，为儿童提供真实、自然、丰富的语言输入，有助于儿童习得语言。

故事型教学，就是根据学生所学的英语内容配与适当的英语故事，利用动人的故事情节吸引学生的注意力，极大地激发了学生学习英语的兴趣，调动了学习英语的积极性，让学生在听故事的同时听英语，在讲故事的同时学说英语，并鼓励学生积极思维，并吸取中外文化。

小学英语教材中虽然对话形式的课文较多，但有些句型和语法学生学起来还是比较乏味，如果单凭机械操练和读背课文，孩子们学习英语的兴趣很快就会减弱。

小学英语故事说课稿范文

小学英语故事说课稿范文全文共3篇示例，供读者参考篇1Title: The Ant and the GrasshopperLesson Objectives:Students will be able to summarize the main events of the storyStudents will be able to identify the moral or lesson of the storyStudents will practice using past tense verbs to retell the storyWarm up (5 mins):"Hi everyone! Today we're going to read a fun story called 'The Ant and the Grasshopper'. Before we start, let me ask you some questions. Have you ever seen an ant? What do ants do? (Allow students to share observations about ants working hard). Have you ever seen a grasshopper? What do they do? (Allow students to share that grasshoppers hop around, sing/makenoises, etc.) Let's see what happens when an ant and a grasshopper meet in this story!"Story Time (10 mins):"Once there lived an ant and a grasshopper in a grassy meadow. All day long in the warm summer sun, the ant would work hard, collecting bits of food and storing them away for the winter. But the grasshopper thought the ant was silly to work so hard. He laughed and played and sang his sweet songs.'Why work so hard, little ant?' teased the grasshopper.'Come, relax in the warm sun with me. Winter is still so far away.'But the ant just ignored him and kept on working hard. As the days grew shorter and cooler, the ant had a huge stack of food stored away.One chilly night, the grasshopper had nowhere to go and nothing to eat. Shivering in the cold, he knocked at the ant's door. 'Please friend ant, can I stay with you?' he asked. 'It's very cold out here and I'm hungry!'The ant looked up from her cozy home and said, 'But why should I share my food with you? All summer long you played while I worked hard. You should have gathered food like me.'The grasshopper was sorry he hadn't listened. From that day on, he learned there is a time for work and a time for play."Comprehension Questions (5 mins):What did the ant do all summer long? (Worked hard collecting food)What did the grasshopper do? (Played, sang songs, relaxed)Why did the grasshopper knock on the ant's door? (He was cold and hungry with no food)What was the ant's response? (No, I won't share since you didn't work)What lesson did the grasshopper learn? (There is a time for work and play)Activity (15 mins):"Now I want you all to get in small groups. Your job is to retell and act out the story together. One person can be the narrator, one the ant, one the grasshopper, etc. You'll need to use past tense verbs like worked, played, sang, stored, etc. I'll give you 5 minutes to practice, then we'll have some groups perform for the class!"Wrap Up (5 mins):"Great job, everyone! You did a wonderful job retelling and acting out the story. Let's remember the moral or lesson - we need to work hard and prepare for the future, not just play all the time. The grasshopper learned this lesson the hard way. Doing a mix of work and play is important."篇2Title: The Hungry Caterpillar's AdventureIntroduction:Hello everyone! Today, I'm going to tell you a delightful story about a very hungry caterpillar and its incredible journey. Get ready to embark on an adventure filled with surprises, valuable lessons, and lots of laughter!Story Summary:Once upon a time, in a cozy little corner of a beautiful garden, a tiny egg lay nestled on a green leaf. One sunny morning, the egg hatched, and out came a tiny caterpillar. This little guy was no ordinary caterpillar; he had an insatiable appetite and was always hungry!The caterpillar started munching his way through all kinds of delicious treats. On the first day, he nibbled through one juicyapple. The next day, he devoured two crisp pears, and on the third day, he gobbled up three plump plums. His hunger didn't stop there! Over the next few days, he consumed four succulent strawberries, five sweet oranges, one scrumptious chocolate cake, one tasty ice cream cone, one mouth-watering pickle, one spicy slice of salami, one delectable lollipop, one piece of delicious cherry pie, one juicy sausage, and finally, one delectable green leaf.After eating all those yummy treats, the little caterpillar felt quite full and a bit sluggish. He didn't feel like moving around or doing anything. Instead, he started spinning a cozy little cocoon around himself and went into a deep sleep.While the caterpillar was snoozing away, an incredible transformation was taking place inside the cocoon. After several weeks, the cocoon cracked open, and out emerged a stunning butterfly with beautiful, vibrant wings!The butterfly fluttered its wings and took off on a fantastic journey, exploring the wonders of the garden and the world beyond. It danced from flower to flower, sipping sweet nectar and spreading joy wherever it went.Lessons Learned:Be Patient: Just like the caterpillar had to go through a transformative process to become a butterfly, we sometimes have to be patient and wait for our dreams to come true. Good things take time, but they're worth waiting for.Appreciate the Journey: The caterpillar's journey wasn't just about the destination; it was about the experiences and growth along the way. We should cherish every step of our journey and learn from each experience.Embrace Change: The caterpillar's transformation into a butterfly teaches us that change is inevitable and often necessary for growth. Embracing change can lead to beautiful and unexpected opportunities.Moderation is Key: While the caterpillar indulged in all sorts of delicious treats, overeating can lead to sluggishness and discomfort. Moderation is essential for a healthy and balanced life.Conclusion:And that's the story of the hungry caterpillar's incredible adventure! I hope you enjoyed this tale and learned some valuable lessons along the way. Remember to be patient, appreciate your journey, embrace change, and practicemoderation in all aspects of life. Who knows? You might just spread your wings and soar like the beautiful butterfly!篇3The Ant and the Grasshopper: A Lesson in PerseveranceHi there, friends! Today, I want to share with you one of my favorite fables from Aesop - "The Ant and the Grasshopper." It's a tale that has stuck with me ever since I first heard it in my English class, and I think it teaches us a valuable lesson about hard work and preparation.The story goes like this: In a field one summer, a grasshopper was hopping about, chirping and singing to its heart's content. An ant passed by, grunting as it struggled to carry a huge kernel of corn. "Why not come and chat with me," said the grasshopper, "instead of toiling and struggling like that?""I am helping to store up food for the winter," said the ant, "and I think you ought to do the same.""Winter is a long way off," said the grasshopper, "and we have plenty of food right now." But the ant went on its way and continued its hard work.When the winter came, the grasshopper had no food and found itself dying of hunger. It came to the ant's door and humbly begged for something to eat. "Didn't you store anything away for the winter?" said the ant. "Alas, no!" replied the grasshopper, "I was so merry and happy and sang all the warm season instead.""Well, then," said the ant, "now dance the winter away!"Isn't that a fascinating story? Let me break it down for you.The ant represents hard work, perseverance, and planning ahead. Despite the grasshopper's mocking, the ant kept toiling away, gathering food for the harsh winter months. The grasshopper, on the other hand, symbolizes laziness, carelessness, and a "live for the moment" attitude. It spent the warm summer days singing and playing, without a thought for the future.When winter arrived, the grasshopper found itself in a dire situation – no food, no shelter, and facing starvation. It had to go to the ant and beg for help. But the ant, having worked hard and prepared, had no sympathy for the grasshopper's plight, which was entirely of its own making.The moral of the story is clear: Hard work and preparation are essential for success and survival, while laziness and procrastination can lead to ruin.As students, we can learn a lot from this fable. We might be tempted to slack off, goof around, and enjoy the carefree days of our youth. But if we don't put in the effort now, study hard, and prepare for our future, we might find ourselves in the same situation as the grasshopper – unprepared and struggling when the "winter" of adulthood arrives.So, let's strive to be like the ant – diligent, hardworking, and always planning ahead. Let's not waste our time singing and playing when we should be working towards our goals. Because the truth is, the winter of life will come sooner than we think, and we want to be ready for it.Of course, this doesn't mean we can't have any fun at all. Even the ant took breaks from its work. But it's about finding the right balance – working hard when we need to, and enjoying ourselves in moderation.I hope this story has inspired you as much as it has inspired me. Whenever I feel lazy or unmotivated, I think back to the ant and the grasshopper, and it reminds me to keep pushing forward, no matter how challenging the task may be.So, let's embrace the ant's perseverance and determination. Let's work hard, plan ahead, and prepare ourselves for the future. Because when we do, we'll be able to dance through the winter with confidence and joy, knowing that we've earned our success through our own efforts.Thank you for listening, my friends. I hope you'll join me in striving to be like the industrious ant, and that this story will serve as a guiding light on your journey through life. Happy learning!。

小学英语故事教学的实践(3篇)

第1篇一、引言故事教学是小学英语教学中的一种重要手段，它能够激发学生的学习兴趣，提高学生的英语素养。

本文将结合实际教学经验，探讨小学英语故事教学的实践方法。

二、故事教学的意义1. 激发学习兴趣故事教学通过生动有趣的故事情节，激发学生的学习兴趣，让学生在轻松愉快的氛围中学习英语。

2. 培养英语语感故事教学有助于学生积累丰富的词汇和句型，提高学生的英语语感。

3. 培养学生的思维能力故事教学中的问题讨论、角色扮演等活动，能够培养学生的思维能力，提高学生的英语综合运用能力。

4. 传承文化故事教学有助于学生了解外国文化，传承中外优秀文化。

三、故事教学实践方法1. 选择合适的英语故事选择适合小学生阅读的英语故事，故事内容应具有趣味性、教育性和启发性。

2. 创设情境，导入故事教师可以通过图片、视频、音乐等多种形式，创设与故事内容相关的情境，激发学生的兴趣，导入故事。

3. 分角色朗读，感受故事情节教师可以让学生分角色朗读故事，让学生在朗读中感受故事情节，提高学生的口语表达能力。

4. 故事内容分析教师引导学生分析故事内容，提炼故事主题，让学生学会从故事中获取信息，提高学生的阅读理解能力。

5. 角色扮演，体验故事教师可以组织学生进行角色扮演，让学生亲身体验故事中的角色，提高学生的英语口语表达能力和表演能力。

6. 故事续写，发挥想象力教师可以让学生发挥想象力，续写故事，培养学生创造性思维。

7. 故事总结，巩固知识教师引导学生总结故事中的重点词汇、句型，巩固学生的英语知识。

8. 故事延伸，拓展知识教师可以结合故事内容，拓展相关知识，让学生了解更多文化背景，拓宽学生的视野。

四、案例分析1. 教学内容：《The Ugly Duckling》2. 教学目标：（1）让学生了解故事内容，学会表达故事情节。

（2）让学生了解天鹅的成长过程，培养积极向上的心态。

3. 教学过程：（1）导入：教师播放《The Ugly Duckling》的动画片，激发学生的兴趣。

小学故事英文教案模板范文

Objective:- To enhance students' listening skills through a story.- To practice vocabulary related to adventure and nature.- To encourage students to express their thoughts and feelings about the story.Grade Level: Second GradeDuration: 45 minutesMaterials:- A copy of the story "The Adventure of Little Tom" for each student.- Whiteboard and markers.- Flashcards with vocabulary words.- Pictures or drawings related to the story for visual aids.- Recording of the story (optional).Preparation:1. Make copies of the story "The Adventure of Little Tom" for each student.2. Prepare flashcards with key vocabulary words from the story.3. Create visual aids or draw pictures that correspond to key moments in the story.4. Optional: Prepare a recording of the story to be played during the lesson.Procedure:1. Introduction (5 minutes)- Greet the students and review the lesson objective.- Ask the students if they have ever been on an adventure. Encourage them to share their experiences.2. Pre-reading Activity (10 minutes)- Show the students the cover of the storybook and ask them to predict what the story might be about.- Distribute the flashcards with vocabulary words related to adventure and nature. Have students guess the meanings of the words based on the pictures.- Review the vocabulary words with the students, ensuring they understand their meanings.3. Reading the Story (15 minutes)- Read the story "The Adventure of Little Tom" aloud to the class.- Encourage the students to follow along in their books.- Stop at key moments to ask the students questions about the story. For example:- Who is Little Tom?- Where does Little Tom go on his adventure?- What does Little Tom see and do during his adventure?- If a recording of the story is available, play it for the students after reading the text to reinforce their understanding.4. Post-reading Activity (15 minutes)- Discuss the story with the students:- What did they like or dislike about the story?- How did Little Tom feel during his adventure?- What lessons can they learn from Little Tom's adventure?- Have the students create a drawing or write a short story about their own adventure.- Pair students up and have them share their drawings or stories with their partners.5. Vocabulary Review (5 minutes)- Review the vocabulary words used in the story with the students.- Have the students use the vocabulary words in sentences related to the story.6. Wrap-up (5 minutes)- Ask the students to summarize the main points of the story.- Encourage the students to share any personal adventures they have had or would like to have in the future.- Thank the students for their participation and dismiss them.Assessment:- Observe the students' participation during the pre-reading, reading, and post-reading activities.- Assess the students' understanding of the vocabulary words through their use in sentences.- Evaluate the students' drawings or written stories for creativity and understanding of the story's themes.Extensions:- Have students write a diary entry as if they were Little Tom during his adventure.- Organize a class discussion about the importance of nature and adventures in children's lives.- Assign a homework project where students research and present a famous adventure story or real-life adventure from history.。

以“故事”为主题的小学英语教学

以“故事”为主题的小学英语教学1. 引言1.1 故事在小学英语教学中的重要性In primary school English teaching, the use of stories plays a crucial role in engaging students and enhancing their language learning experience. Stories are not only entertaining but also educational, providing a rich source of language input for students to explore and practice.First and foremost, stories help create a positive and enjoyable learning environment in the classroom. By capturing students' imagination and attention, stories make learning English more fun and engaging. This positive experience can motivate students to participate actively in lessons, making the learning process more effective.Furthermore, stories are an effective way to introduce new vocabulary and grammatical structures in context. Instead of learning language in isolation, students are exposed to words and phrases in meaningful sentences and situations, which helps them understand and remember the language better. Through stories, students can also pick up language patterns andexpressions naturally, improving their language fluency and comprehension.Additionally, stories can facilitate cultural understanding and promote empathy among students. By introducing characters and settings from different backgrounds, stories expose students to diverse perspectives and experiences, allowing them to appreciate and respect different cultures and values. This broadens students' worldview and enhances their intercultural communication skills.In conclusion, the use of stories in primary school English teaching is essential for creating a dynamic and effective language learning environment. Stories not only make learning enjoyable and engaging but also provide valuable language input and cultural insights for students. By incorporating stories into English lessons, teachers can enhance students' language skills, foster their creativity, and promote their overall development. Ultimately, stories are a powerful tool that can significantly improve students' English learning outcomes in primary school.1.2 故事对小学生英语学习的益处Stories play a crucial role in English language teaching for elementary school students. They offer numerous benefits that facilitate language learning and development in young learners.2. 正文2.1 如何选择适合小学生的故事When selecting stories for elementary school English teaching, it is important to consider the age and language proficiency of the students. Here are some tips on how to choose stories that are suitable for young learners:2.2 如何设计教学活动结合故事Designing Teaching Activities Integrated with StoriesIn order to effectively incorporate stories into English language teaching for elementary school students, it is essential to carefully design teaching activities that engage students and enhance their language learning experience. Here are some strategies for designing teaching activities that integrate stories:2.3 如何引导学生运用故事中的语言素材When guiding students to use language materials from stories, teachers can employ various strategies to enhance theirlanguage learning experience. Here are some effective approaches:2.4 如何评估学生在故事学习中的表现Evaluating students' performance in story-based English learning is crucial for teachers to assess their understanding and progress. Here are some effective ways to evaluate students in story learning:2.5 如何激发学生对故事的兴趣To foster students' interest in stories, teachers can use various strategies and techniques to make the storytelling experience engaging and enjoyable for students. Here are some effective ways to stimulate students' interest in stories:3. 结论3.1 故事作为小学英语教学的有效教学工具故事作为小学英语教学的有效教学工具在教学实践中得到了广泛的认可和应用。

以“故事”为主题的小学英语教学

以“故事”为主题的小学英语教学故事是小学英语教学中常用的教学资源和教学方式之一，它不仅能够激发学生的学习兴趣，而且能够帮助学生巩固和运用所学的词汇和语法知识。

下面是一篇关于以“故事”为主题的小学英语教学的文章，共计1000字左右。

故事是学习英语的一个重要途径。

通过阅读和讲述故事，学生可以提高他们的听说读写能力，并扩展他们的词汇和语法知识。

在小学教学中，我们可以选择一些简短、有趣、生动的故事来吸引学生的注意力，并帮助他们更好地理解和运用所学的知识。

在故事教学中，我们可以采用多种教学方法和教学活动。

我们可以使用图片和漫画来介绍故事的主题和人物，并向学生询问相关的问题，以帮助他们理解故事的内容和结构。

我们还可以组织学生进行小组讨论和合作活动，让他们互相交流和分享自己的观点和想法。

我们还可以通过角色扮演和故事重述等教学活动，激发学生的学习热情和参与度。

在故事教学中，我们可以选择一些与学生生活经验和兴趣相关的故事，以增加学生的学习动力和兴趣。

我们可以根据学生的年龄和英语水平选择适合的故事，并适当调整故事的内容和难度，以满足学生的学习需要。

我们还可以结合其他教学资源和教学活动，如歌曲、游戏和手工制作等，以提供多样化的学习体验和机会。

在故事教学中，我们可以利用故事中的语言和情境，帮助学生学习和掌握相关的词汇和语法知识。

我们可以向学生介绍一些常用的词汇和表达方式，并通过多次反复和运用，帮助他们记忆和运用这些知识。

我们还可以通过对话、角色扮演和写作等活动，锻炼学生的口语和写作能力，提高他们的语言表达能力。

在故事教学中，我们还可以培养学生的阅读理解能力和思维能力。

我们可以向学生提出一些问题和挑战，激发他们的思考和探索欲望。

我们可以鼓励学生读懂故事的大意和细节，分析故事的结构和情节，推测故事的发展和结局。

我们还可以引导学生进行故事评价和创新，以激发他们的想象力和创造力。

在故事教学中，我们还可以培养学生的文化意识和国际视野。

小学英语教案中的故事设计与教学实践分享

小学英语教案中的故事设计与教学实践分享一、引言在小学英语教学中，故事是一种非常重要的教学资源。

通过故事的讲述，可以激发学生的学习兴趣，培养他们的语言表达能力和阅读理解能力。

本文将探讨小学英语教案中的故事设计和教学实践分享。

二、故事设计的原则故事设计在小学英语教学中起着举足轻重的作用。

一个好的故事设计应该符合以下原则：1.与学生的年龄和兴趣相适应：故事的内容应该与学生的年龄和兴趣相匹配，能够引起他们的兴趣和好奇心。

2.情节简单明了：故事的情节应该简单明了，不要过于复杂，以便学生能够理解和记忆。

3.语言简洁生动：故事中的语言应该简洁生动，能够吸引学生的注意力，并且易于理解。

4.融入教学目标：故事应该与教学目标相结合，能够帮助学生掌握所学的语言知识和技能。

三、教学实践分享以下是我在小学英语教学中使用的一个故事设计和实践分享。

故事名称：《The Lost Kitten》（迷失的小猫）故事情节：故事讲述了一个小女孩在公园里发现了一只迷失的小猫，她带着小猫回家并给它取名为“Lucky”。

小女孩和她的家人一起照顾小猫，并最终找到了小猫的主人。

通过这个故事，学生可以学习到关于动物、家庭和友谊的词汇和表达方式。

教学步骤：1.导入：通过展示一张关于小猫的图片，引起学生的兴趣，让他们猜测故事的主题。

2.听故事：用简单明了的语言讲述故事，让学生全神贯注地听故事。

3.理解故事：通过提问和讨论，帮助学生理解故事的内容和情节。

4.词汇学习：引导学生学习故事中出现的生词和词组，并进行相关的词汇练习。

5.角色扮演：将学生分成小组，让他们扮演故事中的角色，通过角色扮演来巩固故事的内容。

6.创作活动：让学生用自己的话来重新讲述故事，或者编写一个类似的故事。

7.评价和反思：通过问答和讨论，评价学生对故事的理解和表达能力，并帮助他们反思学习过程中的不足之处。

四、教学效果评价通过这个故事的教学实践，我发现学生对故事的内容和语言表达非常感兴趣。

《浅谈小学英语教学中的故事教学》优秀教案

浅谈小学英语教学中的故事教学故事是儿童成长过程中不可缺少的一部分，故事对儿童具有一种普遍的吸引力，生动、有趣的故事能够唤起学生学习的兴趣。

儿童的生活环境和活动范围相对狭小，他们有比成人更强烈的探索和认识世界的愿望。

故事提供的虚拟世界突破了平淡而狭隘的现实世界，跨越了时空的界限，为儿童的想象提供了空间和机会。

再加上绘声绘色的表演，能牢牢的吸引儿童的注意力，唤起儿童强烈的情绪反应。

近年来，我尝试着把故事教学引入小学英语教学中，收到了较好的教学效果。

根据几年来的工作实践，谈谈自己对小学英语故事教学的两点体会：一、故事教学的重要性（一）故事教学可激发学生学习英语的兴趣小学生年龄小，生性好动，有很强的好奇心，对新鲜事物有浓厚的兴趣，但兴趣难以持久。

对一些老套的教学方法和活动设计他们感到厌烦。

然而，孩子们唯一忠心耿耿地是听故事，百听不厌。

所以说在英语课堂教学中如果穿插进故事内容，那将会受到事半功倍的效果。

二）故（事教学能培养学生的语言表达能力学习语言是为了运用语言。

人们容易误解“学”与“用”的关系，认为只有先学会了然后才会运用。

事实上，在儿童习得母语的过程中，学与用是综合在一起的，“学”就是“用”，“用”也是“学”，难以分清彼此。

而故事教学使学生进入某种角色，感到不是在学英语，而是在用英语与别人交际，因此，故事教学培养了学生的语言表达能力。

（三）故事教学有利于培养学生综合语言能力根据故事教学的内容，创设恰当的情境，通过表演，让学生在声音、图片、动作的媒介下，调动学生的听觉、视觉、触觉等多种感官，使其全面感知，并运用所学语言进行交际。

这样故事教学能促使学生的综合语言能力逐步呈螺旋式提高。

（四）故事教学能很好地渗透文化意识通过听故事，讲故事和表演故事能让学生很好地了解世界、了解历史、了解中外文化差异，从而渗透了文化意识的教育。

由此可见，故事教学在小学英语教学中的重要作用。

二、故事教学的几点做法（一）设计贴近学生现实生活或学生感兴趣的故事内容。

小学英语故事教学板书设计论文

小学英语故事教学的板书设计摘要：语篇教学是目前小学英语教学研究的一个重要课题，板书是一节课教学内容的精华体现。

本文以语篇教学的故事教学为例，讨论如何在板书设计中体现语篇教学的特征，实现优化语篇教学目的。

关键词：小学英语；故事教学；板书设计中图分类号： g623．31 文献标识码：a 文章编号：1006-3315（2012）06-085-001目前，小学英语语篇教学的研究正进行得如火如荼，无论听课学习还是外出交流，我们都可以看到很多语篇教学的研讨课。

然而，何谓语篇？语篇教学的目的又是什么？如何达到语篇教学的目的？又如何进行语篇教学中的板书设计？这一系列的问题值得我们在热闹的课堂背后冷静思考。

由王宗炎先生主编的《英汉语言应用学词典》给出了定义：语篇“指口头或书面语的一个单位，或短或长。

一个语篇或许只有一个词，如书写在出口处的exit；也可能是很长的一段话或文字……”语篇教学要起到培养学生阅读、理解、分析文章能力的目的。

板书素有“微型教案”之称，是传统教学中必不可少的也是最重要的一种教学方式，是一节课教学的灵魂。

在小学英语教学中，好的板书直观、简便，可以清晰的反映课堂教学的重点、难点。

[4] (刘巧平2007:39)笔者认为，不同课型的板书应有其特点。

对于语篇教学的故事教学而言，板书的设计应该体现语篇教学的整体性和交际性等特征，要有利于实现语篇教学的目的。

然而在最近的语篇教学研讨中，笔者发现，多数上课教师能够重视情境创设的整体性和生动性，注意在情境创设上达到语篇教学的目的，然而对于对教学成败起着关键作用的板书设计，却疏于理会或设计不够合理。

很多老师在公开课上，不惜花费大气力打印出各种漂亮的图片和文字，将其贴在黑板上，板书看上去缤纷夺目，争奇斗艳。

然而，只要深入的思考一下就会发现，很多板书只是缤纷词句和精美图片的堆砌，是所谓的教师认为会阻碍学生理解语篇的重点词句的呈现，没有语篇教学所特有的整体性和交际性，更无法达到培养学生分析文章能力的目的，对教学目标的达成效果甚微。