游戏是幼儿最喜欢的活动,富有兴趣性、虚构性、社会性和个体性等特点。幼儿英语教学与游戏相结合,能使幼儿对英语语言本身产生浓厚兴趣,而且通过一些游戏规则能激发幼儿开口说的欲望。幼儿教师创设游戏情景,让幼儿在玩中不知不觉地学习语言。例如,在学习《Wolf and Rabbit》时,请一部分幼儿扮演wolf(狼),另一部分幼儿扮演rabbit(兔子)进行表演。W:“Im a wolf.Im hungry.Open the door!”R:“Who is it?”W:“Its me,grandma”幼儿进入角色后,会努力地模仿W和R去听去说。在这样的活动中每个幼儿都是主角,都在参与,都在反复地听、说,教学效果好。
【拓展阅读】
小班英语教学问候语Good morning教学设计
1.教材分析
本次教学活动的教材是在棒棒糖幼儿英语的基础上,结合电子英语绘本Big Muzzy在夹江外国语实验幼稚园所做的实践运用。
2.幼儿分析
幼儿的年龄均在3岁,这时期的幼儿活泼好动,有一定的认知能力,有一定的自信心,语言发展能力有较大的提高。
3.教学目的
主要从幼儿认知水平、思维能力和阅读能力来设定。学习本课程之后,幼儿在真实的语言环境中有效地使用“Good morning!”“Good afternoon!”“Good evening!”“Good night!”这几个问候语。并为幼儿以后的英语学习夯实基础,锻炼幼儿的阅读能力,激发幼儿的情感,培养幼儿的审美情趣,给幼儿更加丰富的精神享受。
4.教学难点与重点
本课的教学目标也是本课的教学重难点,主要是让幼儿能够熟练使用问候的表达方式。
5.学习方法
强调教学以幼儿为本位,让幼儿在完整、自然、真实的环境中自我建构语言学习。
6.教学过程
Step 1 Warm-up
Task 1:The teacher greets with the children using“Good morning”.
T:Good morning,everyone.
S:Good morning,teacher.
StudentsReaction:The children greet with the teacher,“Good morning,teacher.”
Task 2:The teacher uses the puppet to review the sentence“Good morning”.
T:Good morning.
S:Good morning.
StudentsReaction:The children review“Good morning”.
本环节运用英语绘本和手偶来复习上一课的内容,加深了幼儿对棒棒糖幼儿英语中第一单元内容的印象,并在早上上课时融入真实的情境中使用该表达。教师和幼儿通过绘本、歌曲和肢体动作复习所学内容,能更好地巩固所学知识,完成基础知识的复习,为学习新的内容做好铺垫。
Step 2 Presentation
Task 1:Introduce the topic.
The teacher plays the video,the children appreciate the video.
T:Lets watch the video.
Task 2:The children read the story following the teacher.The teacher can point to the words,sentences and pictures.At last,they sing the song following the video.
T:Good morning.
S:Good morning.
StudentsReaction:The children read the story and the sentences.
Task 3:Turn Over the Card.(www.xing528.com)
The teacher turns over the word cards,two children in one group.A child opens the card,sees the clock,and says“Good morning!”If he is right,he can continue to open the next card.If he is wrong,another child will say“Oh,no!”and then the child will turn over the word card and say the relevant sentence patterns.
S1:Good morning!
S1:Good afternoon!
S2:No.Good evening!
S2:T:Good night!
StudentsReaction:The children play the card and practice the sentence patterns.
本课教学内容简单、形象和有趣,画面具有直观性。幼儿不能通过文字直接理解内容,但是通过图文并茂的绘本,幼儿能很好很快地理解绘本内容,并在大脑中形成有趣的画面,有助于幼儿理解绘本的全部内容,激发幼儿的学习兴趣,情节的设置让幼儿充满好奇地阅读下去。问候在日常生活中经常发生,这种活动是幼儿亲身体验的,会给幼儿留下非常深刻的印象。这种自然、真实、完整的教学环境有利于幼儿习得英语。在问候中,幼儿能根据自己的生活经验理解知识,并能在生活实践中加以运用。
Step 3 Game Time
Task 1:The teacher and the children circle together hand-in-hand.The teacher and the children sing the song until they are in a circle.Make sure that each child can see other children.
The teacher says“Good morning”and the children say“Good morning”.Then the teacher randomly invites one child to speak out the sentence:“Good afternoon.”Make sure that every child takes part in the game and that all words are used in the activity.
T:Good morning.
S:Good morning.
S1:Good afternoon!
S:Good afternoon!
Task 2:The teacher prepares the“clock chair”in advance.
When the teacher shows the picture with“clock”in the chair,the child stands up and reads“Good morning/Good afternoon/Good evening/Good night”.When the teacher turns the card and shows the picture without“clock”on the chair,the child sits down and read.
T:Read after me.
T:You should stand up and say the word when you see the“clock”on the chair.You should sit down and say the word when you see the chair without“clock”.
StudentsReaction:The children play the game and practice the sentence patterns.
本环节的两个游戏是绘本和游戏的融合,在游戏中,让幼儿乐于和其他幼儿、老师做朋友,让幼儿在和谐的氛围中自我激励、自我学习,在重复中轻松掌握所学内容。本活动的设计有利于幼儿学习地道发音,培养幼儿的英语语感。通过游戏,幼儿能快乐地学习英语、掌握英语,发展思维,在游戏和绘本中找到学习英语的兴趣。
Step 4 Closure
The teacher makes positive comments on childrens performance and say goodbye to the children.
T:Thank you for your great work.Good-bye!
StudentsReaction:The children say“See you”to the teacher.
老师对幼儿进行积极评价能有效调节幼儿的心理状态,稳定他们学习英语的兴趣,让幼儿体验成功的喜悦。
Teaching Extension:
The teacher shows the clock in the practice zone,and the children practice the sentence pattern.
The teacher asks the children to sing the song.
本环节有利于培养幼儿英语学习习惯,有利于培养幼儿的表达能力和理解能力。让幼儿在课外也能在近乎真实的语言情境中学习使用英语。[1]
【注释】
[1]王静.英语绘本在幼儿英语教学中的实践运用[J].基础英语教学,2021(2).
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