●Are Mimi
and Dylan excited to stay with Grandma and Grandpa?
●Is it time for breakfast now?
Picture 2
●Where are Grandma and Grandpa?
●Do Mimi and Dylan get dressed?
Picture 3
●Does Grandpa tell them a story?
●Is it time for breakfast now?
Picture 4
●Does Mimi like her breakfast?
●Does Grandpa tell them a story?
Picture 5
●What does Giant Joe wash?
●Is it time for dinner?
Picture 6
●Who is tired?
●Who isn't tired?
3. 当孩子对整个故事和其中的语言知识基本掌握后,先完成活动用书涂色锻炼精细运动技能,然后根据图片扮演Mimi或Dylan进行场景对话,不仅训练了语言,而且培养孩子的想象力。
4. 故事之后的歌曲学习与第二节课的原理类似,在训练粗大运动技能的同时巩固内化语言知识与运用。
Giant Joe's day
Fee, fi, fum, fo (March in place)
I'm a giant. My name is Joe. (Point to self)
Fee, fi, fo, fum (March in place)
Now I'm hungry, yum, yum, yum! (Rub tummy)
I get up. I get dressed. (Mime getting out of bed and putting on a T-shirt)
I do this every day.
(Point around you)
I wash my face. I wash my hands. (Mime washing face and hands)
And this is what I say: (Cup hands around mouth)
I brush my hair. I brush my teeth. (Mime brushing hair and teeth)
I do this every day. (Point around you)
I have breakfast. I have dinner. (Mime eating)
And this is what I say: (Cup hands around mouth)
5. 学完歌曲后,孩子们根据歌曲内容在学生用书上圈出Giant Joe每天做的事情。并把自己当成Giant Joe做简单问答:
-Do you wash your hands?
-Yes, I do. (No, I don't)
6. 最后完成活动用书游戏的过程中再次巩固并输出单词和句型。
04Part 4:情境对话
语言输出训练通常设计在现实场景中,场景尽可能贴近孩子的家庭和校园生活。由于有了前面四节课的基础,所以第五节Speaking教起来其实并不难,关键是学以致用。
由于孩子们的生活基本是家校两个场景,所以在播放视频前先布置给孩子们需要思考的问题:
What does Lucy do (at home)?
Alex: Let's play the game. What do you at school? What do you do at home?
Lucy: Yeah!
Alex: Do you wash your hands at school?
Lucy: Yes, I do. I wash my hands at school. And I wash my
hands at home.
Alex: Do you wash your face at school?
Lucy: No, I don't. I wash my face at home.
Alex: Do you brush your teeth at school?
Lucy: No, I don't. I brush my teeth at home.
Alex: What about your hair?
Lucy: I brush my hair at home. I take a shower at home too.
Alex: Do you have breakfast at school?
Lucy: No, I don't. I have breakfast at home.
Alex: Do you have lunch at school?
Lucy: Yes, I do. I have lunch at school.But I don't have dinner at school. I have dinner at home.
Auntie Vicky: And it's time for dinner now!
Lucy: Great.
Alex: I'm hungry!
1. 在播放视频的过程中可以依次展示相关词汇闪卡以加深印象
2. 使用学生用书讨论话题:
Are Lucy's daily routines the same or different to yours?
帮助孩子识别生活与学习场景下日常活动的异同。
3. 播放视频或音频,孩子们在图片上指出对应的日常活动。
4. 让孩子们参考学生用书示例,在活动用书上画出自己在家校的Daily routines,然后进行交流。
看完上面的课例,想必老师们都已经体会到了,虽然没有专门去讲解一般现在时的语法知识,但在每个课时的教学设计中,由浅入深,通过故事、歌曲、动作、场景对话、游戏活动等一系列环节,完成了语言知识的学习、操练、巩固和输出。在Speaking之后的Values, Content和Culture三个课时,则是把语言学习与情感态度、价值观、CLIL等多元目标相融合,进一步促进语法知识的巩固和运用,在此就不一一列举了。
虽然上面介绍的课程结构简单清晰,教学设计轻松活泼,但其语法知识完全覆盖了剑桥少儿英语考试的全部知识点,达到欧洲语言框架大纲CEFR Pre A1的水平。
回到文章开头那个话题,其实只要学习语言就离不开语法,幼儿英语也不例外,语法不存在该不该学、该不该教的问题,关键是怎么教。采用适合孩子们“上手”的方式,在潜移默化中习得,无疑是最有效的语法教学。
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