探讨培养小学生英语口语能力的教学策略毕业设计.docx

1、探讨培养小学生英语口语能力的教学策略毕业设计培养小学生英语口语能力的教学策略一、引言在当前的小学教育阶段，大多教师在英语课堂上关注的只有英语的读、背、写，很少重视学生口语能力的培养，学生口语能力的培养始终是个空白。笔者将对其导致口语障碍的成因展开分析，并提出培养小学生英语口语能力的设计策略，创设轻松，愉快的口语学习环境，让学生们会说，善说，乐说。二、小学生现阶段学习英语口语的特点小学阶段是学生语言能力的形成时期。这个年龄段的孩于具有好奇、好动爱表现、善模仿等特点。在小学阶段培养学生的英语语言交际能力具有很强的实践性，能让学生感到英语学了就能用，从而能保持英语学习的兴趣。如此循序渐进学生的英语交

2、际能力就会逐步提高 。三、导致小学生口语障碍的原因由于汉语与英语在许多方面存在着许多的差异，给学生学习口语时带来不少困难。主要有以下几点原因：（1）课堂模式的局限,教师不重视，更注重应试教育；（2）学生自身的原因，学生口语水平的差异及“惰性心理”；（3）“恐讲心理”，怕开口，怕说错；缺少说英语的氛围。四、提高小学生英语口语教学实施策略（1）运用情景教学法教授新单词及新句子在模拟情景中教单词及句子，不仅可以帮助学生理解单词、句子，更能让他们知道如何运用，从他们的输出方面能知道他们是否掌握了新知识。这样能融学习，娱乐为一体，学生有兴趣听课，提高了学习质量，而且有助于学生在实际生活中运用所学句子。

3、（2）运用情景教学法教授新句子 通过情境的设置，使教学内容在情境化的故事中得以完成。让学生扮演情境中的主角，学生在角色中要完成各种学习内容，以达到教师在课前为此预设的目标。它始终把学生主动、全面的发展放在中心位子，在注意发挥教师主导作用的同时，特别强调学生学习主体地位的体现。让学生在玩中学口语，自然而然地脱口而出。 （3）运用游戏寓教于乐 巧用游戏，寓教于乐。寻求乐趣是孩子的天性，学习英语，兴趣与主动性是最重要的。学生学习的劲头一足，就能达到学生在“玩中学，学中玩”的教学效果。这样不仅有意义地操作了句型，而且在猜测过程中，学生获得了快乐及成就感，觉得学英语就像玩一样。游戏还能培养学生的思维，开

4、发他们的多元智能。 （4）运用所学到的句型及单词进行小组角色扮演 角色扮演能让学生扮演社会上的各种角色，达到真实语言的交流。巩固之前所学的句型并学会运用到实际生活中。真正做到让学生开口说，敢于说，会说。 （5）话题演讲 话题演讲是巩固之前所学知识的一种方法，也是考查学生是否掌握知识的方法。教师通过预设几个话题与学生互动，操练刚学过的句型，让学生真正学会运用到实际生活中。小组演讲环节既可以看出学生小组合作的默契，又可以培养说英语的氛围。五、教学活动设计 Activity 1：Visiting the fruit shopTeachingcontent:(1)Newwords:fruit,appl

5、e,orange,banana,watermelon,pear,strawberry (2)Sentencestructures:Ihave.Thereis.Therearesome.Is/Arethereany.Yes,thereis/are. No,thereisnt/arent. Introduction:TheteacherappliestheSituationalApproachtodesignascene “Visitingthefruitshop”whilethenewteachingcontentispresented.Inthis activitytheteacherwill

6、bethehostofthefruitshopandthestudentswillbetheC.fifteenminutesisneededinthisactivity.Theteachershouldpreparesomefruitcards andonefruitshoppicturefortheteaching.Itisagoodideaforthe teachertoguidetheclasstolearnnewlanguageknowledgeandpracticeusing thelanguagefunctions. TeachingSteps/Procedures：Step1:N

7、ewknowledgepresentation:Aftergreetingbetweentheteacherandtheclass,Onefruitshoppictureisshowedontheboard(screen).Andtheasking andansweringaroundvisitingthefruitshopbegins:(Histhehost,Cisthecustomers) -H:Dangdangdang., lookathere(pointatthepicture),Ihaveafruitshop.Isitbeautiful?Therearesomanyfruitsinm

8、yfruitshop.0k,now,letmeguideyoutovisitmyfruitshop.-H:Therearemanyfruitinmyfruitshop.Look,hereisanapple,Canyouseesomeapplesthere?(withthehelpoftheapplecard)-C:Yes,therearesomeapples.-H:Prettygood!Therearesomeapples.Andwhatkindoffruitisthis?-C:watermelon(Guidetosayout)-H:Yes, therearesomewatermelon.Wo

9、w,somanystrawberries, canyousee them?-C:Yes,wecanseemanystrawberries. -H:Thiswayplease,Therestrawberries,aresomeoranges,bananas,watermelon, andstrawberryoverthere.Doyoulikethem(withthehelpofthefruitcards)?-C:(Gettheclasstosayout)Ilike/Idontlikeorange/banana/watermelon/strawberry.-H:Herearesomeapples

10、andpears,therearesomewatermelonsandstrawberriesoverthere.(gettheclasstorepeatthefruitwords) Step2:Practicespeaking:-H:SoThisismyfruitshop.Now,letshavearestthere.Idliketogiveyou somefruitsfortastingbutfirstofall,Iwanttoseewhetheryoucanremember howmanykindsoffruitsthereareinmyfruitshop?-C:Therearesome

11、.(giveonetherightfruitwhocansayitout)-H:Isthereany.Arethereany.-C:Yes,thereare./No,thereisntany.(gettheclasstosayandrepeatthe newfruitwordsandnewsentences) Activity 2：What would you likeTeaching content：Words:cake，pudding，rice，noodle，beef Sentence structures:What would you like. I would like some. C

12、an i have some. Yes,here you are.Introduction: The teacher applies the Situational Approach to this activity named “What would you like”.This activity will use food pictures. The teacher shows the restaurant picture on the screen,and then give them menus to order the food. Let the students use the n

13、ew sentences to order food by themselves in fictitioussituation.Then the teacher asks two students to make dialogues.One plays the customer, another one plays the waiter.And then They swap the role to make another dialogue. (T is the teacher.S is the student.W is the waiter.) Step 1:learn some new s

14、entencesThe teacher shows some food pictures to students.Let the students review the words last class they have learned.Then the teacher extends the new sentences. What would you like. I would like some. Can i have some. Yes,here you are. When teacher ensures the students master the new sentences,ta

15、kethenextstep.Step 2:order The teacher uses some food pictures to show to the students. T: Rice and noodle are very nice.Would you like some rice or noodle? S: Yes. Id like. T:Recently Ive opened a restaurant.The foods are very popular.Because they are very delicious. So now Ill give you a surprise:

16、 I want to take all of you to my restaurant. Do you want to go?S: Yes. The teacher shows a restaurant picture on the screen.T: Welcome to my restaurant.This is the menu. You can take your order.You can order the food you like to eat.S1:What would you like?(Let the students talk freely.)S2:I would li

17、ke some rice. And you?S1:I would like some noodles.S3:What would you like?S4:I like to eat dessert. So I would like some cake.S5:I would like some pudding.S1:Waiter, we want to order.W:Hello, what would you like?(Now the teacher plays a waiter.)S1:I would like some noodles.W:Ok,. here you are.S1:Tha

18、nk you.S2:I would like some rice.W:Here you are.S2:Thank you.S3:I would like some beef.W:Here you are.S3:Thank you.S4:I would like some cake.W:Here you are.And you？S5:Can I have some pudding?W:Yes, here you are.S5:Thank you.(After serving,They are having the meal.)S1:Can I have some pudding?S5:Yes,

19、here you are.(They shared their food with each other.)S2:Can I have some cake?S4:Yes, here you are.S5:Can I have some beef?S3:Yes, here you are.Step 3:make dialoguesThis part the teacher asks two students to make dialogues with partner.One plays the customer, another one plays the waiter.There is a

20、situation,suppose one student is the customer,he want to go to the restaurant to eat lunch.What would he say to the waiter.Express ideas on this topic.Refer to the words and expressions on the blackboard.And then swap the role to make another dialogue.Just two minutes to discuss.(Two minutes later)T

21、: Ok. Now who want to have a try?S1:We want to have a try.T:Ok,you two,please.S2:Waiter.(S2 plays the customer.)S1:Nice to meet you.What would like?(S1 plays the waiter.)S2:I would like some noodles.S1:Anything else?S2:I would like some beef.Thats all.S1:Please wait a moment.S2:Ok,thanks.S2:You are

22、welcome.( They swap the role to make another dialogue.Now S1 plays the customer.S2 plays the waiter.)S1:Excuse me,could i see the menu,please?S2:Yes,here you are.Are you ready to order?S1:Yes.I would like some cakes.S2:Any main food?S1:I would like some beef.Can i have some rice?S2:Sure.Anything mor

23、e?S1:No,thats enough.Thank you.S2:You are welcome.Please wait a moment.(The conversationends.By the teachers praise.)Step 3: prize-giving This part the teacher will give the prize to the students that have made dialogues. From this link, the students will arouse their interested in oral English. Tak

24、e more attention into the class and learn more knowledge in the relaxed environment.Activity 3: Guessing gameTeachingcontent:(1)Newwords:hill,mountain,forest,lake,bridge,river.(2)Sentencestructures: Thereis/are Is/arethere Yes,thereis/are. No,thereisnt/arent. Introduction:Inordertoreviewandconsolida

25、tewhatthestudentslearnedinthe lastperiod,theteacherappliestheSituationalApproachtodesignascene“talking aboutanaturepark”tothisactivitynamed“Guessinggame”atthebegi-nningof theclass.Inthis15-minutesactivity,thestudentsareaskedtouse thewords andsentencepatternstoplaythegameaccordingtotherules.Someanima

26、lpicturesandcardswillbeusedinthisactivity. TeachingSteps/Procedures: Step1:Theteachershowstheclasssomeplacespicturesandgetstheclassto sayouttheplacesonthepicturetogether. step2:Togetsomestudentstogotothefrontoftheclassandplayasthe teacher,whopointsatthepictureandsaysouttheplacesonthepicturelikethis

27、“Thereisamountain”,tocheckwhetherthestudentscansayoutthewordstheylearnedinlastperiod. step3:Theteachertellstheclasstobegoingtoplayagamenamed“guessinggame”,but first,tocheckwhetherthestudentshavepreparedsomeanimalcardsorpictures forthe game.(thestudentswereaskedtoprepareanimalcardsbeforethislesson). step4:Afterfinishingchecking,theteachershowstherulesofthegameto theclass:1.Usingtheplacescardstoplaythegameingroups2.Tomakeadialogue:Onestudentaskstheothersinthegroup