英语课堂歌曲歌谣教学

Model:
Sentenቤተ መጻሕፍቲ ባይዱes:
Clap your hands Step your feet
Turn around Touch your tummy
Chant:
Here is a chimney , here is a top
Open the lead, out Santa will pop.
注意什么？
Are you happy?
Are you happy? Yes, I am, yes, I am. Are you sad? No, I’m not, no, I’m not.
Are you happy? Yes, I am
Are you sad? No, I’m not, Are you happy? Yes, I am, yes , I am.
Rolly polly
Rolly polly rolly polly up up up Rolly polly rolly polly down down Rolly polly rolly polly turn around Rolly polly rolly polly put it down.
师生互动原则
示范—动作—再示范—再动作
DEMO-DO-DEMO-DO
TPR的五个步骤 1. T说，T做，Ss听, Ss看 2. T说，T做，Ss做 3. T说, Ss做 4. 新旧指令相结合 5. T做，Ss说
老师要做到
动作明显，准确到位 固定每个动作所代表的意思 动作大方，自然，不做作 细节问题：来回走动，富感染力，童言童语
clap if you feel you want to
Clap, clap, clap, if you feel you want to Clap, clap, clap, if you feel you can Clap, clap, clap, if you feel you want to Clap, clap, clap, if you now you can Jump, jump, jump, if you feel you want to ……
Hey, everybody!
Hey, everybody over here.
Hey, everybody over here. Hey, everybody, what？ Hey, everybody, what? Hey, everybody over here.
Where are we going?
Your left eyes sends it’s lovely, it’s lovely to you.
Hello song
Hello, hello, hello, how are you? I’m fine, I’m fine, I hope that you are too. Hello, hello, hello, how are you? I’m fine, I’m fine, I hope that you are too.
活跃课堂气氛 培养学生兴趣. 重听力训练 提高口语表达. 帮助理解课堂用语 提高教学效果. 操作简单方便,易于学生理解.
• 让第二语言进入学生的右半脑 • 以“听——做动作”为主要教学组织形式 • 教授的语言形式以祈使句为主，带动其它 句型 • 对学生的错误采取宽容的态度
操作原则
让学生在没有压力而愉快的气氛 中 发挥学习的最佳效果，以达 到长期学习的浓厚兴趣
Hello, how are you?
Hello, hello, how are you? I am fine thank you. Hello, hello, how are you? I am fine thank you. Are you ready for the English、 Go go go !
是即将学习的内容，符合孩子的接受水平。
If you are happy
If you are happy and you know clap your hands/stamp your feet/turn a round/say oh yeah/kiss me your face will surly show
• TPR的全称：
Total Physical Response--James Asher
全身反应教学法
一种把言语与行为联系在一起的通过身 体动作教授外语的教学方法，也叫领 悟法（comprehension approach)
记忆痕迹理论
当言语与肢体语言联系在一起的时候才
是最深刻的记忆。
TPR教学法的意义
(Y) wow, what a big turnip! I want to eat. 1 2 3…oh, no! Old lady, old lady, come here please. (p) OK. (Y) Stand behind me. Are you ready? Go… Little girl; little rabbit; little cat; little turtle
Can I help?
Can I help? Yes, please. Can I wipe table? Yes, please. Can I make bed? Yes, please.
Can I wash dishes? Yes, please.
Fingers dance
Fingers dance, fingers dance, up up up Fingers dance, fingers dance, down down down. Fingers dance, fingers dance, turn around, Fingers dance, fingers dance, put it down.
补短，一定能在少儿英语教学中取得
理想的效果。
总之，小学英语教学是一门科学，更是 一门艺术。而任何一种教学法的功能都 是有限的，作为一名英语教师，应合理 地运用TPR教学法，探索其中的奥妙， 摈弃其不足之处，充分调动学生的学习
极积性，使小学英语课堂焕发光彩！
如何应用？
cat
dog bear
mouse fish
Here I am. Here I am.
How are you this morning?
I am fine, thank you. Sit down please, sit down please.
热身(warming up)
在Warm up这一个环节中，所教授的歌曲童谣只要 求孩子能参与进来，起到活跃课堂气氛，吸引孩子注 意力，打破僵局的作用即可，不必要求孩子一次性的 熟练掌握。用于课堂热身的童谣素材很多，包括歌曲， chant以及finger rhyme等， 但是要贴合学习过的或
• 英语口语教学中英语歌曲的运用 • 英语阅读教学中英语歌曲的运用 • 英语写作教学中英语歌曲的运用
课前热身
I enjoy losing my face!
我热衷于丢脸！
ai ei
/aI/ au /aH/ /eI ou /EH/ /
教学体现
问候(Greeting)
Your right hands send good morning, good morning to you. Your left hand sends good night, good night to you. Your right foot sends how are you, how are you to you. Your left foot sends I’m fine, I’m fine to you. Your right eye sends so pretty, so pretty to you.
切忌强迫学生
切忌哗众取宠
忌喧宾夺主 切忌牵强附会
Practice:
请用TPR来诠释一下任意一首歌曲歌谣： WALKING SONG APPLE SONG Teddy bear
结束语
• TPR教学法具有很强的兼容性和灵活 性，它可以和其他的教学法很好的配 合使用，因此，把TPR教学法和传统 的教学法有机的结合起来，互相取长
What’s your name?
Hello, hello, my name is Min-ho. hello, hello, my name is Min-ho, what’s your name?
Hello, hello, my name is Su-mi.
Hello, hello, my name is Su-mi. what’s your name？
议大家使用童谣教学
Ten fingers
One, two three, four, five, six, seven, eight, night, ten, hello again.
Where are we going?
Let’s go to the library. Where are we going? Let’s go to the zoo. Where are we going?
Let’s go to the beach, are you ready?
Come on, let’s go!
导入(lead in)
可根据当堂所要教授的内容，联系学过的歌谣引 入情境，比如讲授动物类的单词可以唱Old Macdonald had a farm这首经典童谣，当然也可
以通过简单语言描述或TPR等方式设置情景直接引
入主题
呈现（Presentation）
一般呈现新单词的过程要求直接有效，
特点是短、平、快，所以在这里不建
fox
goat
hamster
sheep gorilla
elephant
The big turnip
It’s morning. The sun is up. (P) Wake up, wake up! (Y) what’s up? (P) Plant the turnip seeds please! (Y) OK. I dig, dig, I dig a hole; I drop, drop, drop the seeds. it’s raining. (1)look! I am big! (2) I am bigger. (3)No, I am the biggest one.
Walking Walking
Walking, walking, walking, walking,
Jump, jump, jump ; jump, jump, jump Running, running, running; running, running, running Now let’s sot; now let’s stop.
Hello, how are you?
Hello, hello, hello, hello, hello, hello, how are you.
Thank you thank you I am fine and I hope that you are too. Hello, hello, hello, hello, hello, hello how are you. Thank you thank you I am fine and I hope that you are too.
N O . m p 3
英文歌曲应用于教学 的理论依据
• 认知心理学原理
•
暗示教学理论
歌曲教学的作用
对语感的培养
对发音有帮助
强化词汇记忆
有助于学生语言更地道，对西方文 化理解更深刻
学唱英文歌曲可让学生得到美的熏陶。
实践体现
• 英语听力教学中英语歌曲的运用
听歌曲, 理解大意 听歌曲，做完形填空 听歌曲，将歌词排序 判断正误练习
点名(call the name)
Hello, hello, what’s your name? what’s your name? what’s your name?
Hello, hello, what’s your name?
My name is Rita.
Where is Rita? Where is Rita?