第一篇：英語教學(xué)法期末考試資料

Steps for teaching a grammatical item: 1.Provide a context 2.Help students to say the target language 3.Provide a written record 4.Personalize the target language 5.Help students to guess the grammar rules of the target language 6.Help students to understand the communicative importance of grammar 7.Help students to understand the importance of grammatical accuracy The deductive method 1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices).The inductive method Students are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：

1.Say the sound alone.2.Get the students repeat the sound in chorus 3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful context

Vocabulary items presentation and practices Presentation 1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the teacher.3.Use synonyms or antonyms to explain meanings.4.Use lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.6.Use word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.for practice and consolidation--Songs and games

--semantic field and semantic mapping--key word method--vocabulary exercises--regular review

Blank filling 1.Five main components of communicative competence: Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competence

is concerned with the appropriate use of the language in social context.Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one’s ability to “l(fā)ink units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: 1.Communicative purpose 2.Communicative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language Teaching TBL=Task-based Learning 5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.7.Components of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit the comprehension level of the students.To use the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks 5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a(chǎn) performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation with the learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannot be.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.

第二篇：英語教學(xué)法期末考試資料

Steps for teaching a grammatical item:

1.Provide a context

2.Help students to say the target language

3.Provide a written record

4.Personalize the target language

5.Help students to guess the grammar rules of the target language

6.Help students to understand the communicative importance of grammar

7.Help students to understand the importance of grammatical accuracy The deductive method

1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices).The inductive method

Students are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：

1.Say the sound alone.2.Get the students repeat the sound in chorus

3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful context

Vocabulary items presentation and practices

Presentation

1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the teacher.3.Use synonyms or antonyms to explain meanings.4.Use lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.6.Use word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.for practice and consolidation

--Songs and games

--semantic field and semantic mapping

--key word method

--vocabulary exercises

--regular review

Blank filling

1.Five main components of communicative competence:

Linguistic competenceis concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competencerefers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence iis similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluencymeans one’s ability to “l(fā)ink units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: 1.Communicative purpose 2.Communicative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning

5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.7.Components of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit the

comprehension level of the students.Touse the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement2)Ss select group members3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks

5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a(chǎn) performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation with the learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannot be.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.

第三篇：英語教學(xué)法資料

演講稿 工作總結(jié) 調(diào)研報(bào)告 講話稿 事跡材料 心得體會(huì) 策劃方案

英語教學(xué)法資料

小學(xué)英語教學(xué)法匯總

1、直觀教學(xué)法

在教學(xué)時(shí)，有些教學(xué)材料貼近于生活，能充分反映小學(xué)生的日常生活，所以教師應(yīng)該有效地利用資源，如運(yùn)用實(shí)物或圖片、教具等進(jìn)行演示，使學(xué)生頭腦中形成比較鮮明的事物表象，豐富學(xué)生的感性認(rèn)識(shí)，這樣不僅能激發(fā)學(xué)生的學(xué)習(xí)興趣，還能使他們將所學(xué)的內(nèi)容應(yīng)用到他們的生活中去。如在學(xué)習(xí)book , pencil 等學(xué)習(xí)用品和apple , orange 等水果時(shí)，就可以利用水果實(shí)物或圖片進(jìn)行教學(xué)，使抽象的單詞直觀化，使英語的學(xué)習(xí)過程更具趣味性。

2、情境教學(xué)法

情景是教師創(chuàng)設(shè)或模擬的生活場景，應(yīng)具有真實(shí)、生動(dòng)、實(shí)用的特點(diǎn)，便于學(xué)生將所學(xué)語言材料進(jìn)行綜合、創(chuàng)造性地進(jìn)行表達(dá)交流。這種練習(xí)方法，有接近生活的交際功能，而且能變單調(diào)、機(jī)械的句型操練為活潑、生動(dòng)的交際性練習(xí)。

情境能使抽象的語言具體化、形象化，在生動(dòng)、形象的情景中學(xué)習(xí)英語，能使英語課堂教學(xué)趣味化、形象化。如學(xué)習(xí)“May I come in?”這個(gè)句子時(shí)，可以先請(qǐng)學(xué)生注意看和聽：教師走出教室，在教室門上敲幾下，并注視全班學(xué)生，用請(qǐng)求的語氣和想進(jìn)來的手勢(shì)說：“May I come in？”這時(shí)學(xué)生都睜大了眼睛，全神貫注地聽“老師在說什么呢？”教師可趁勢(shì)再重復(fù)兩遍，這樣學(xué)生就自然而然地聽懂了句子的精心收集

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意思，并且能把聽到的句子“May I come in?”流利地說出。在這種情境下學(xué)會(huì)的句子，記憶牢固且能學(xué)以致用，如進(jìn)老師辦公室，就會(huì)自然使用“May I come in?”

3、模仿練習(xí)法

英語學(xué)習(xí)需要學(xué)生的模仿練習(xí)，因?yàn)橛⒄Z的語音、語調(diào)及書寫必須準(zhǔn)確無誤。為此，教師在范讀字母、單詞或句子之前，應(yīng)該讓學(xué)生聽老師的讀音，看老師的口形，進(jìn)行認(rèn)真的模仿練習(xí)。引領(lǐng)學(xué)生反復(fù)訓(xùn)練，鼓勵(lì)學(xué)生大膽張口。

4、兒歌說唱法

對(duì)于中低年級(jí)的學(xué)生，我們可以根據(jù)其特點(diǎn)，將學(xué)習(xí)的內(nèi)容編成一些順口易記的歌訣，如：丁丁、丁丁真能干，學(xué)習(xí)思考用head，小小eye看黑板，豎起ear認(rèn)真聽，mouth、mouth長得巧，講起英語都說好，nose、nose嗅覺靈，foot、foot踢足球，arm、arm來舉重，長長leg跳繩快，雖然比賽傷了toe，領(lǐng)獎(jiǎng)face樂開了花，全班拍著hand，夸他為班爭了光。學(xué)生在背歌訣時(shí)，腦、口、耳并用，還可以配以肢體表演，這樣的英語學(xué)習(xí)是愉快的，調(diào)動(dòng)了學(xué)生的學(xué)習(xí)積極性，讓學(xué)生在輕松愉悅的氣氛中學(xué)習(xí)，使他們感到學(xué)習(xí)不再是一種負(fù)擔(dān)，而是一種樂趣。

教學(xué)有法，教無定法，貴在得法。我覺得小學(xué)生學(xué)英語就像學(xué)游泳一樣，必須讓學(xué)生泡在水中、潛到水里去，這樣他最后才能成為一個(gè)熟練的游泳者，自在游泳樂在其中。因此，英語教師應(yīng)激發(fā)學(xué)生的學(xué)習(xí)興趣，給學(xué)生盡量多地創(chuàng)造聽、說、練的機(jī)會(huì)，讓學(xué)生在動(dòng)中學(xué)，學(xué)

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中樂，使之獲得語言知識(shí)技能，真正達(dá)到輕松學(xué)英語、輕松用英語的目的。

5、表演法

如在“In the morning”這一單元后，我們的表演要求就是：把一天從早晨醒來到上學(xué)這一階段的生活用英語表演出來。每個(gè)小組四名同學(xué)，分別扮演爸爸、媽媽、Jimmy、Betty，為了表現(xiàn)的逼真，學(xué)生們帶來了牙刷、口杯、梳子、鬧鐘、牛奶、面包和雞蛋等道具，甚至還有媽媽用的圍裙。當(dāng)演出開始時(shí)，隨著鬧鐘音樂的響起，同學(xué)們開始了精彩的表演。除了新學(xué)的單詞：起床、刷牙、洗臉、梳頭、吃早點(diǎn)、去上學(xué)，他們主動(dòng)地選用了課文中的歌曲來伴奏。這樣使得整個(gè)課堂氣氛十分活潑。在劇中，每個(gè)同學(xué)的對(duì)話雖然不多，但每個(gè)人都意識(shí)到自己正在使用剛學(xué)到的知識(shí)，并扮演著一定的角色，所以都很認(rèn)真的對(duì)待演出。而且，在演出后他們也很有成就感。而沒有走上臺(tái)的同學(xué)也被帶動(dòng)，紛紛舉手表示下次要演。

6、競賽法

青少年活潑、好強(qiáng)、好表現(xiàn)，教師應(yīng)充分利用學(xué)生這一特點(diǎn)，努力在英語課堂上為學(xué)生創(chuàng)造說和做的機(jī)會(huì)，使他們處于學(xué)習(xí)的主人地位。把競爭機(jī)制引入課堂，把游戲搬進(jìn)課堂，不僅拉近了師生間的距離，而且能使學(xué)生整個(gè)身心處于積極主動(dòng)的學(xué)習(xí)狀態(tài)。詞匯教學(xué)中常用的游戲方法有“找朋友”，“猜測游戲”、“單詞接龍”等；競賽的形式也有多種，如“看誰舉例多”、“看誰最快完成”等等。游戲、競賽可用于詞匯教學(xué)的各個(gè)環(huán)節(jié)，前面所介紹的幾種教法中也可將游戲或競賽

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滲透其中，但教師要注意合理控制時(shí)間，且要避免只追求趣味而忽略效果。

7、講授法

英語并不像我們的母語──漢語那樣從小就開始學(xué)說、理解和運(yùn)用。而英語對(duì)于我們小學(xué)生來說就顯得特別難學(xué)。所以，教師進(jìn)行一定的講解，講述和講讀是十分有效的。但是，講授法并不是照本宣科，單板、生硬地向?qū)W生灌輸，而是講授要有一定的啟發(fā)性，更要穿插一些其他的教法與之結(jié)合起來。

8、演示法

演示可以使學(xué)生獲得豐富的感性材料，加深對(duì)事物的印象，特別是教學(xué)一些字母、單詞時(shí)，利用實(shí)物、圖片、表情動(dòng)作等創(chuàng)設(shè)大量的視覺情景，對(duì)兒童反復(fù)進(jìn)行大量的可理解性語言輸入，進(jìn)行反復(fù)多遍的聽說活動(dòng)。豐富學(xué)生的感性認(rèn)識(shí)，增強(qiáng)演示效果，而盡可能快的使學(xué)生的認(rèn)識(shí)上升到理性階段，形成理性階段，形成概念，掌握事物的本質(zhì)。例如：在學(xué)習(xí)字母時(shí)要充分利用卡片；在新授單詞的時(shí)候可以用實(shí)物來演示，例如“pen”“bag”“book”等。在新授的Is it a...”時(shí)，可以直接利用學(xué)生手中的實(shí)物來進(jìn)行對(duì)話，并且鼓勵(lì)每一個(gè)孩子積極參加到學(xué)習(xí)中去，要以滿腔的熱情去對(duì)待每一個(gè)孩子，對(duì)他們學(xué)習(xí)中的每一個(gè)進(jìn)步及時(shí)給予肯定、表揚(yáng)、獎(jiǎng)勵(lì)等，讓所有的學(xué)生在對(duì)自身學(xué)習(xí)的滿足中提高學(xué)習(xí)的積極性。

9、交際教學(xué)法

是根據(jù)意念項(xiàng)目和交際功能發(fā)展學(xué)生交際能力的系統(tǒng)教法。其目的是

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為了讓學(xué)生能夠運(yùn)用言語進(jìn)行交流，重要的是使學(xué)生能夠考慮到進(jìn)行相互交流的人們的作用和地位，考慮到所涉及的題目和情景，從而能恰如其分地運(yùn)用語言。

10、自然法教學(xué)

這種方法允許學(xué)生根據(jù)自己對(duì)已學(xué)知識(shí)的熟練程度來參加活動(dòng)。

11、暗示法

旨在快速培養(yǎng)學(xué)生之高級(jí)翻譯 和會(huì)話能力。

12、游戲教學(xué)法

用游戲形式復(fù)習(xí)單詞、句型，練習(xí)新語言點(diǎn)，使學(xué)生寓學(xué)于樂，在活潑、輕忪、愉快的氣氛中自然而然地獲得英語知識(shí)與技能。游戲要求簡短易行，有趣味，而且要與本課教學(xué)內(nèi)容緊密相關(guān)。

13、三位一體教學(xué)法

是根據(jù)字母、音素、音標(biāo)三者的內(nèi)在聯(lián)系業(yè)務(wù)和交叉關(guān)系將三者融為一體進(jìn)行教學(xué)的方法。

14、活動(dòng)教學(xué)法

就是按照學(xué)生身心發(fā)展過程中的不同階段來設(shè)計(jì)、布置情境，提供材料，讓學(xué)生積極參與自由操作、觀察思考。通過活動(dòng)讓學(xué)生自己認(rèn)識(shí)事物、發(fā)現(xiàn)問題，得出答案，發(fā)掘?qū)W生潛能。

15、全身反應(yīng)法

調(diào)動(dòng)學(xué)生的感覺器官，讓學(xué)生通過全身各個(gè)部位的不同動(dòng)作達(dá)到記憶的目的。在低年級(jí)英語教學(xué)中，用具體形象的手勢(shì)、動(dòng)作來輔助英語學(xué)習(xí)，激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)習(xí)效果。

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16、多媒體輔助教學(xué)法

教師還可以利用插圖來創(chuàng)設(shè)情景，培養(yǎng)學(xué)生的創(chuàng)新精神。插圖是語言的形象再現(xiàn)，語言是插圖的理性表述。例如，在練習(xí)句型What is it like?時(shí)，教師可以出示一幅圖，圖中有兩個(gè)小朋友在對(duì)話，其中一個(gè)手里拿著一支長的、藍(lán)色的鉛筆。請(qǐng)學(xué)生根據(jù)圖畫的內(nèi)容編一段對(duì)話。學(xué)生會(huì)運(yùn)用所學(xué)過的知識(shí)，編成各種對(duì)話。反之，也可以讓學(xué)生根據(jù)一段對(duì)話或小短文來畫畫。借用電教媒體創(chuàng)造生活情景也符合小學(xué)生具體形象思維的特點(diǎn)，能引起學(xué)生的無意識(shí)注意，避免大腦皮層的疲勞，從而使他們輕松愉快地投入到學(xué)習(xí)中去。在講“早餐”一課時(shí)，我為學(xué)生們選了迪斯尼英語中的片段，由于是動(dòng)畫，孩子們看得津津有味，不自覺地跟著說起來。當(dāng)片子放完之后，我逐一掏出袋子里的牛奶、三明治時(shí)，他們竟能脫口而出：milk., sandwich。有的甚至能說出：“I have milk for breakfast.” 這樣完整的句子。可見學(xué)生已在無意之中已熟練地掌握了這些內(nèi)容。

中小學(xué)英語教學(xué)法(轉(zhuǎn)載)

討論法group discussing teaching method

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問答法asking and answering teaching method

歸納法inductive teaching method

演繹法deductive teaching method

直觀教學(xué)法audio-visualteaching method 情境教學(xué)法situationalteaching method 模仿練習(xí)法imitating and practising teaching method 兒歌說唱法chanting teaching method 競賽法competiting teaching method 講授法traditional teaching method 演示法demonstrating teaching method 交際教學(xué)法communicating teaching method 自然法natural teaching method 教學(xué)暗示法action Suggesting by teaching method 游戲教學(xué)法gaming teaching method 字母、音素、音標(biāo)三位一體教學(xué)法LPP teaching method 全身反應(yīng)法TPR teaching method 多媒體輔助教學(xué)法multimedia assisting teaching method

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《“小學(xué)英語游戲教學(xué)法”》

游戲教學(xué)法就是在教學(xué)中盡可能將枯燥的語言現(xiàn)象轉(zhuǎn)變?yōu)閷W(xué)生樂于接受的、生動(dòng)有趣的游戲形式，為學(xué)生創(chuàng)設(shè)良好的學(xué)習(xí)英語的氛圍，使學(xué)生玩中學(xué)，學(xué)中玩。“游戲”在小學(xué)英語課堂中扮演著重要的角色，是必不可少的成分。特別是低段的學(xué)生，注意力不能長時(shí)間集中，單調(diào)地讀會(huì)讓學(xué)生覺得英語課很枯燥。人教版小學(xué)英語教材的前言明確表明：“要注重學(xué)生學(xué)習(xí)興趣的培養(yǎng)，以不同方式最大限度地激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)”這里的“不同方式”有很多，比如：歌曲，簡筆畫，多媒體，但游戲則更能調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性、主動(dòng)性，從而提高教學(xué)效率。本文就對(duì)游戲在小學(xué)英語課堂中的運(yùn)用和教學(xué)原則作一探索。

根據(jù)現(xiàn)在所教的三上教材中的let’s learnlet’s do 和let’s talk我把游戲分為三類：詞匯游戲，指令游戲，句型游戲。

詞匯游戲操作方便，易于組織，既可運(yùn)用于新詞匯的教授和練習(xí)，又可用于詞匯的復(fù)習(xí)。詞匯游戲常見的有三種：1.Guessing game，常用于呈現(xiàn)新單詞時(shí)，能使學(xué)生興致盎然。如在教授動(dòng)物單詞時(shí)：It’s very big.It has a long nose.(elephant)也可以采取另一種形式，教師把單詞卡片放在自制的卡套中，露出卡片的一部分，精心收集

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T:What color is it?

S:It’s blue.T:Guess!What is it?

S1:monkey

S2:dog

??..T:Sorry.What is it?Look!It’s an elephant.學(xué)生的種種猜測，鞏固了PartA所學(xué)的動(dòng)物單詞，而通過種種猜測否定之后收獲的新單詞“elephant”留給學(xué)生的印象自然也就尤為深刻了。教師還可根據(jù)上述的教學(xué)過程板書：I have ??.It’s ??.，學(xué)生的語言輸出為I have an elephant.It’s blue.這樣的設(shè)計(jì)從單詞到句子，由簡入難，有層次感。

小學(xué)英語游戲教學(xué)法發(fā)布人：圣才學(xué)習(xí)網(wǎng)

發(fā)布日期：2010-06-08

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09:50 共577人瀏覽[大] [中] [小]

《小學(xué)英語教學(xué)與教材編寫綱要》中明確指出：興趣是學(xué)好語言的關(guān)鍵，激發(fā)學(xué)生學(xué)習(xí)英語的興趣是小學(xué)階段英語教學(xué)的一項(xiàng)重要任務(wù)。英語教學(xué)要注意結(jié)合兒童的生理和心理的特點(diǎn)，要有利于引起學(xué)生學(xué)習(xí)的興趣。游戲教學(xué)法正是這一要求的新生物。英國著名教育家C．E．Echersley曾指出：“能夠引起學(xué)生學(xué)習(xí)英語的興趣的方法，就是最好的英語教學(xué)法。”所謂游戲教學(xué)法，我認(rèn)為就是要在課堂中盡可能地將枯燥的語言知識(shí)轉(zhuǎn)變?yōu)閷W(xué)生樂于接受的、生動(dòng)有趣的游戲形式，為學(xué)生創(chuàng)造出豐富的語言交際情景，使學(xué)生樂中學(xué)、學(xué)中樂，達(dá)到寓教于樂的目的。因此，小學(xué)期的英語教學(xué)應(yīng)以游戲?yàn)橹骶€。其特點(diǎn)是：小學(xué)生活潑好動(dòng)愛表演，很少害羞，樂于接受新奇、趣味性強(qiáng)的事物，游戲教學(xué)法可以直接影響學(xué)生對(duì)學(xué)習(xí)英語的興趣，有利于學(xué)生形成正確的學(xué)習(xí)方法和良好的學(xué)習(xí)習(xí)慣，有利于化難為易，有利于減輕學(xué)生的學(xué)習(xí)負(fù)擔(dān)，符合素質(zhì)教育的要求。另外，游戲教學(xué)法體現(xiàn)了學(xué)生的主體性，要求學(xué)生共同參與，而不是教師唱獨(dú)角戲，也就充分促進(jìn)了教師主導(dǎo)和學(xué)生主體作用的發(fā)揮。

在英語教學(xué)中有很多種游戲，現(xiàn)在就我在課堂中經(jīng)常用的幾種做如下介紹：

一、拍七。這個(gè)游戲就是將全班按縱行分成若干組，每組派一至二人到前面圍成一圈，教師任意指定一個(gè)學(xué)生開始說one，然后依次讓第二個(gè)說two，第三個(gè)說three?說到seven，seventeen?或七的倍數(shù)（如fourteen，twenty－one等）時(shí)，就不報(bào)數(shù)而用拍手代替，該

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拍手時(shí)報(bào)了數(shù)，或者報(bào)錯(cuò)了數(shù)字，就被罰下去。游戲重新開始，直到剩下最后兩個(gè)人，給這兩個(gè)組記10分。做這個(gè)游戲，還可以與記單詞結(jié)合起，可以在該拍手時(shí)說一個(gè)剛學(xué)過的比較難記的單詞，如language等，說錯(cuò)了要被罰下去，并換一個(gè)單詞重新開始游戲，這樣不僅可以幫助學(xué)生讀英語單詞，還可以復(fù)習(xí)單詞，這個(gè)游戲除了可以分組競賽外，還可以在全班進(jìn)行。

二、賓狗（Bingo）。這個(gè)游戲的玩法是：每個(gè)學(xué)生準(zhǔn)備一張紙，并在上面畫一個(gè)井字，將紙分成九格，然后教師隨便念九個(gè)學(xué)過的單詞，學(xué)生邊聽邊將單詞寫在格子中，隨便填在哪格里都好。學(xué)生填好后，教師再打擾次序逐個(gè)念這九個(gè)單詞，學(xué)生邊聽邊在聽到單詞上畫圈，當(dāng)畫的圈在橫行、豎行或?qū)蔷€上成為一條直線時(shí)，學(xué)生就可邊喊“賓狗（Bingo）”邊將紙舉起讓教師檢查，最先喊“賓狗”寫得準(zhǔn)確的獲勝。這個(gè)游戲還可以用于數(shù)詞，也就是說，教師可以隨意念九個(gè)數(shù)詞來代替九個(gè)單詞，讓學(xué)生填入格子中。

三、聽單詞做動(dòng)作 這個(gè)游戲的玩法與“摸鼻子差不多，在學(xué)了run，walk，sit，stand，swim，skate，play，football，play，basketball等動(dòng)詞和動(dòng)詞詞組后，教師可快速說出這些動(dòng)詞或詞組，學(xué)生聽到便做動(dòng)作，最快最準(zhǔn)的獲勝，這個(gè)游戲同樣可以用競賽的形式進(jìn)行，每組抽一名學(xué)生到前面做動(dòng)作，做錯(cuò)了就被淘汰，最后剩下的一人或兩人為優(yōu)勝。

四、傳遞句子。每一排為一組，全班分成若干組，教師分別發(fā)給每一組最后一排的學(xué)生一張紙，上面寫個(gè)英語句子。在教師說開始后，精心收集

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最后一排的學(xué)生即用耳語把紙上的句子告訴前面的學(xué)生，這位學(xué)生再把聽到的句子告訴前面的學(xué)生?這樣依次進(jìn)行下去。最后，第一排的學(xué)生把所傳的句子寫到黑板上，傳得最快，最準(zhǔn)的組獲勝。

當(dāng)然，這樣的游戲還有很多很多，在這就不一一列舉了。小游戲看似簡單，但用在課堂教學(xué)中卻能夠起到出人意料的效果。我在自己英語教學(xué)實(shí)踐中也深深體會(huì)到游戲教學(xué)法的作用：

一、游戲具有濃厚的趣味性。喜愛游戲是孩子的天性，適合小學(xué)生的心理與年齡的特點(diǎn)。英語教學(xué)中采用的游戲種類繁多、豐富多彩，如給每位參加游戲的學(xué)生取一個(gè)臨時(shí)的英文名字，或讓他（她）們扮演不同的角色；在玩評(píng)比游戲中可以把學(xué)生分成Apple Team和banana team，Lion Team和 Monkey Team，等學(xué)生感興趣的小組，最后由老師或?qū)W生為獲勝隊(duì)畫一朵可愛的小花以資鼓舞，還可以用畫畫、猜謎語、唱歌、講故事、背兒歌等形式吸引學(xué)生注意力，這樣我相信在游戲中，教師是“導(dǎo)演”，學(xué)生是“演員”，舞臺(tái)則屬于學(xué)生，學(xué)生的充分參與，嘗試到成功的快樂，進(jìn)行有效的學(xué)習(xí)，發(fā)自內(nèi)心的自覺地追求知識(shí)，既改變了老師滿堂灌的舊課堂模式，又使學(xué)生樹立起了學(xué)習(xí)的主人翁態(tài)度，體現(xiàn)出教師主導(dǎo)與學(xué)生主體作用雙重發(fā)揮。

二、游戲教學(xué)法能培養(yǎng)學(xué)生的上進(jìn)心，增強(qiáng)他們學(xué)好英語的信心。學(xué)生的天性決定了參加游戲的學(xué)生總是渴望自我一方的勝利，為了勝利，他們會(huì)主動(dòng)地開動(dòng)腦筋，積極思考，這樣在不知不覺中，他們的上進(jìn)心得以培養(yǎng)，自信心得以增強(qiáng)。而且在這樣的游戲中，就不會(huì)有平日課堂上老師苦口婆心學(xué)生仍無動(dòng)于衷的情景，在這里出現(xiàn)了他們

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積極主動(dòng)，奪得勝利的一道令人賞心悅目的風(fēng)景線。

三、游戲教學(xué)法能創(chuàng)造出接近生活的現(xiàn)實(shí)情景?？谡Z交際是這套加拿大教材的主要特點(diǎn)，同樣交際又是兒童掌握語言的必要途徑，交際又必須以一定的情景環(huán)境為依托，并且語言的學(xué)習(xí)實(shí)際上又是不斷交際的過程。對(duì)于現(xiàn)在英語教學(xué)中缺乏語言環(huán)境狀況。我就利用游戲在課堂上創(chuàng)造出模仿有趣，生動(dòng)活潑的語言情景，使學(xué)生仿若身臨其境，主動(dòng)開口想說，主動(dòng)進(jìn)行口語交際，這樣大大地提高了學(xué)習(xí)英語的效率。語言情景教學(xué)，這樣的學(xué)中玩，玩中學(xué)教學(xué)法就頗得學(xué)生的青睞。在這種教學(xué)中，我與學(xué)生之間無形就架起了一道五彩橋，每節(jié)課上我們愉快學(xué)習(xí)，共同收獲。

四、英語游戲還能充分發(fā)揮每個(gè)學(xué)生學(xué)習(xí)英語的潛力。在我參加英語教法學(xué)習(xí)班中，老師曾不止一次地這樣說過，教之得法才能使學(xué)生“學(xué)之入門”。的確，通過游戲教學(xué)法，能充分挖掘出每個(gè)學(xué)生的內(nèi)在潛力。采用游戲教學(xué)，不僅可以令每一個(gè)學(xué)生在輕松心態(tài)的驅(qū)使下，能無拘無束地發(fā)揮各自的潛在能力。而且由于游戲能立見其結(jié)果，也同樣便于學(xué)生感知個(gè)人能力，品嘗成功的喜悅。如組織學(xué)生快速記憶單詞，進(jìn)行快速拼、記單詞的比賽，能發(fā)揮自己的記憶力、思維力、辨別力、否則就有落后同伴的可能。這樣的游戲無不令學(xué)生喜愛，同時(shí)也在課堂教學(xué)中受到良好效益。兒童與游戲有著天然的聯(lián)系。在課堂上適當(dāng)?shù)赜幸庾R(shí)地增添各種類型的游戲，能延長孩子注意力的保持時(shí)間，有助于學(xué)生在一種輕松和諧的氣氛中學(xué)習(xí)。

然而實(shí)踐證明，并不是在任何時(shí)刻運(yùn)用游戲教學(xué)法，都會(huì)收到很

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好的教學(xué)效果。這不禁讓人思考：如何在小學(xué)英語課堂上有效的實(shí)施游戲教學(xué)法呢?我認(rèn)為：

一、注意一堂課中游戲的類型搭配與時(shí)間安排。

兒童的天性愛玩、愛動(dòng)，而且注意力集中不持久。寓教學(xué)于游戲中，可以使學(xué)生在輕松愉快的學(xué)習(xí)活動(dòng)中掌握知識(shí)。但是我認(rèn)為學(xué)生不能單靠游戲去學(xué)習(xí)，因?yàn)榕囵B(yǎng)興趣主要是為了學(xué)習(xí)英語。小學(xué)生學(xué)習(xí)英語不像英美的移民學(xué)習(xí)英語，可以時(shí)刻融入到語言環(huán)境中，提高語言能力。而目前小學(xué)生每周只有100多分鐘的英語課，單靠游戲不能培養(yǎng)學(xué)生持久的興趣。而且有些時(shí)候游戲也會(huì)浪費(fèi)學(xué)生和教師的時(shí)間。所以，游戲作為小學(xué)生學(xué)習(xí)英語語言知識(shí)、技能、培養(yǎng)興趣的手段，一定要注意時(shí)間與類型的安排。不能一味的用游戲代替講授。避免新鮮勁兒一過，孩子們就會(huì)厭倦。

二、游戲的難度要分層，讓學(xué)生有選擇性。

小學(xué)英語教學(xué)游戲要注意全體性原則。游戲過難或涉及面過窄，就會(huì)大大降低學(xué)生參與的積極性。教師可以根據(jù)學(xué)生學(xué)習(xí)的具體情況適應(yīng)的協(xié)調(diào)學(xué)生在游戲中的分工。如：在設(shè)計(jì)角色時(shí)，最好有難有易。這樣小組表演時(shí)，學(xué)習(xí)稍差的學(xué)生也有表現(xiàn)的機(jī)會(huì)，不至于難以啟齒；而學(xué)習(xí)優(yōu)異的學(xué)生更有發(fā)揮的余地。這樣既促使了學(xué)生的個(gè)性發(fā)展，又給了學(xué)生自主選擇、自我評(píng)價(jià)的機(jī)會(huì)。

三、把握好教師對(duì)游戲的控制度。

游戲的設(shè)計(jì)和實(shí)施要有拓展性。孩子喜歡做游戲，但孩子們更喜歡做由他們主宰的游戲。如果教師對(duì)游戲活動(dòng)控制的過緊或過松，效

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果都會(huì)大打折扣。相比之下，我更喜歡和學(xué)生共同設(shè)計(jì)游戲方案，充分尊重他們的觀點(diǎn)和興趣，更能體現(xiàn)出他們的接受方式和接受能力，避免教師單獨(dú)設(shè)計(jì)的“空想”。相信孩子是最了解他們自己的，由他們參與設(shè)計(jì)的游戲一定是他們能夠理解并樂于參與的。這樣就不會(huì)存在講不清游戲規(guī)則或?qū)W生不愛參與的問題?！皢卧~三子棋”的游戲就是我和學(xué)生合作的成果，收到的效果也很不錯(cuò)。

四、游戲的設(shè)計(jì)要注意真實(shí)性。

孩子的世界里是一張白紙，畫上了就很難摸去。由于他們的見識(shí)有限，分辨是非的能力也很差。所以我們?cè)谠O(shè)計(jì)游戲時(shí)一定要注意不能與現(xiàn)實(shí)生活和事物大相徑庭。如：聽過這樣一節(jié)英語課：教師把monkey、rabbit、fish、tiger、bird的詞卡放在一個(gè)盒子里，又把相應(yīng)的動(dòng)作drink juice、jump、swim、eat meat、fly的詞卡放在另一個(gè)盒子里。請(qǐng)學(xué)生上來分別在每個(gè)盒子中抽一個(gè)卡片組成一句完整話，說給大家聽。孩子們很興奮。可問題出現(xiàn)了：Tiger is drinking juice．還可以；Fish is flying．肯定錯(cuò)的；Monkey is eating meat．有的孩子就弄不清了。猴子是食肉動(dòng)物嗎?老師一時(shí)也說不太清。這樣就在孩子的心靈中打下了一個(gè)問號(hào)。雖然不影響大局，但要盡量避免這種情況的發(fā)生。一旦不真實(shí)或模糊的信息留在了孩子的腦海中，就很難摸去了。因此，游戲的設(shè)計(jì)一定要依據(jù)真實(shí)性原則，給孩子正確的指導(dǎo)。不能就游戲論游戲。

五、游戲也需要時(shí)尚性。

教學(xué)中常遇到很多游戲是我們幾乎堂堂課都“玩”的。但已經(jīng)不

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能說是“玩”了，它已經(jīng)沒有了游戲的價(jià)值，似乎就是一個(gè)程序，學(xué)生也沒有什么興趣，有時(shí)甚至都有些厭煩了。這不禁使我想到在信息技術(shù)飛速發(fā)展的時(shí)代，人們的大腦轉(zhuǎn)速達(dá)到了前所未有的快?？焖俚乃季S需要一種承載的平臺(tái)。當(dāng)學(xué)生們?cè)陔娨曋?、媒體中沉迷于那些不斷推陳出新的益智游戲或電腦游戲時(shí)，還會(huì)為這些課堂上傳承了一代又一代的游戲形式而興奮嗎?教學(xué)游戲也需要時(shí)尚性！當(dāng)然有很經(jīng)典的操練性游戲是經(jīng)久不衰的。但也需要我們?cè)诒Ａ舻幕A(chǔ)上再加工。即使是再經(jīng)典的產(chǎn)物也需要時(shí)代的催化劑。要想把孩子的眼球和大腦從電視、電腦的娛樂游戲中拉回來，我們就要旁征博引、推陳出新，利用多種教學(xué)媒體和手段，使課堂游戲成為學(xué)生真正想玩、樂玩的游戲，讓課堂游戲也跟上時(shí)代的步伐。

小學(xué)英語教學(xué)的對(duì)象一般是9－14歲的學(xué)生，這個(gè)時(shí)期的孩子好奇、好玩、好動(dòng)、好強(qiáng)、喜歡表揚(yáng)。愛玩是孩子的天性。游戲滿足了兒童的天性，在游戲中激發(fā)他們的思維是他們最愿意接受的。游戲解決了兒童“學(xué)與玩”的矛盾，它可以滿足兒童自我表現(xiàn)欲望強(qiáng)烈的需求。若能將知識(shí)融于游戲中，在課堂教學(xué)中把游戲和教學(xué)結(jié)合起來，使教學(xué)游戲化，讓學(xué)生在情趣盎然的游戲中練習(xí)所學(xué)的知識(shí)，在蹦蹦跳跳中學(xué)英語，那么學(xué)生就會(huì)學(xué)得快，記得牢，也不會(huì)覺得學(xué)習(xí)內(nèi)容枯燥，樂于參與，自然也樂于學(xué)習(xí)。因此，游戲成為兒童普遍喜愛的活動(dòng)。游戲教學(xué)的實(shí)質(zhì)是把枯燥的學(xué)習(xí)內(nèi)容和機(jī)械操練變成了充滿趣味性的各種活動(dòng)，從而有效地達(dá)成教學(xué)目標(biāo)。它把英語語言知識(shí)的學(xué)習(xí)與英語語言技能的訓(xùn)練有機(jī)地結(jié)合在娛樂活動(dòng)中，既可以改變英語

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教學(xué)枯燥呆板的局面，又可以培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，激發(fā)兒童求知欲，還可以發(fā)展學(xué)生的智力與非智力因素，起到“以趣激情、寓教于樂”的作用。

淺談?dòng)螒蚪虒W(xué)法在小學(xué)英語教學(xué)中的意義

●尤溪縣文峰小學(xué)朱文燕

興趣是學(xué)好語言的老師。小學(xué)英語教學(xué)能用傳統(tǒng)的老師教學(xué)生學(xué)的教學(xué)模式，要以激發(fā)學(xué)生學(xué)習(xí)興趣為出發(fā)點(diǎn)，在教學(xué)過程中總結(jié)一套適合小學(xué)生的教學(xué)方法?！缎W(xué)英語課程標(biāo)準(zhǔn)》也指出，興趣是學(xué)好語言的關(guān)鍵，隨著時(shí)代的發(fā)展小學(xué)英語在教學(xué)中是一項(xiàng)重要課程，培養(yǎng)小學(xué)生學(xué)習(xí)英語的興趣是小學(xué)階段英語教學(xué)的一項(xiàng)重要任務(wù)。從心理學(xué)的角度來說，小學(xué)生的好奇心強(qiáng)，模仿性強(qiáng)，生性好動(dòng)，集中注意力時(shí)間短，無意注意仍占優(yōu)勢(shì)，課堂上集中注意力的時(shí)間為20分鐘左右。當(dāng)課堂教學(xué)能引起學(xué)生的學(xué)習(xí)興趣時(shí)，就可使學(xué)生在學(xué)習(xí)中集中注意，更好地感知技藝、思維和想像，從而獲得較多、較牢固的知識(shí)和技能。

從課堂教學(xué)的角度來說，游戲教學(xué)可以增添活躍的課堂氣氛，且通過聽聽、唱唱、演演等學(xué)習(xí)游戲，誘發(fā)他們的求知欲，激發(fā)他們的興趣。同時(shí)，還可以培養(yǎng)他們的記憶、觀察、想像和組織語言的能力，訓(xùn)練他們靈活運(yùn)用語言的能力。

游戲教學(xué)法應(yīng)用于小學(xué)英語課堂教學(xué)中的理論依據(jù)。

1、游戲教學(xué)法符合小學(xué)生的身心特征

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小學(xué)生好奇，好模仿，好動(dòng)，且集中注意的時(shí)間短大約為20分鐘左右，游戲教學(xué)法剛好符合小學(xué)生的這種特點(diǎn)。在教學(xué)中可以應(yīng)用演示法、情景法等教學(xué)方法來激發(fā)學(xué)生學(xué)習(xí)英語的積極性。在教學(xué)中同時(shí)引進(jìn)競爭機(jī)制，組織英語游戲比賽活動(dòng)，在活動(dòng)中運(yùn)用語言，從而激發(fā)學(xué)生學(xué)習(xí)英語的主動(dòng)性，進(jìn)而使學(xué)生形成正確的學(xué)習(xí)方法和良好的學(xué)習(xí)習(xí)慣。

2、游戲教學(xué)法有利于激發(fā)學(xué)生學(xué)習(xí)英語的興趣

游戲可以增添課堂氣氛，用游戲?qū)胄抡n能激發(fā)學(xué)生的學(xué)習(xí)熱情，課未游戲?yàn)檎n堂教學(xué)錦上添花，同時(shí)游戲活動(dòng)為課堂教學(xué)創(chuàng)造良好的語言表達(dá)環(huán)境，學(xué)生在課堂上與其他同學(xué)相互討論溝通使語言的發(fā)展充滿了多元性和趣味性。例如，通過角色扮演，兒童可以理解文字的含義，通過對(duì)話，兒童可以練習(xí)表達(dá)能力。在游戲中兒童可以輕松地掌握語言，從而激發(fā)學(xué)生學(xué)習(xí)英語的興趣。

3、運(yùn)用游戲教學(xué)法能很好地體現(xiàn)主體性和愉快性教學(xué)原則

“主體性教學(xué)原則”是實(shí)施素質(zhì)教育必須堅(jiān)持的一種教學(xué)原則。在實(shí)施游戲教學(xué)的英語課堂中，教師始終堅(jiān)持引導(dǎo)學(xué)生積極主動(dòng)地參與游戲活動(dòng)，可想而知，游戲教學(xué)在英語課棠上能很好地體現(xiàn)主體性教學(xué)原則。愉快性教育原則是素質(zhì)教育所倡導(dǎo)的一種教學(xué)原則，它強(qiáng)調(diào)師生要以愉悅的心態(tài)參與教學(xué)活動(dòng)，從教學(xué)活動(dòng)中感受快樂的學(xué)習(xí)，使教師“樂其所教”，學(xué)生“樂其所學(xué)”，從而達(dá)到教學(xué)的目標(biāo)。我認(rèn)為，游戲教學(xué)法是直接體現(xiàn)愉快性教學(xué)原則的教學(xué)法之一。所設(shè)計(jì)的游戲越有趣而簡單，學(xué)生參與游戲的熱情越高，學(xué)習(xí)英語的興趣越濃，精心收集

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教學(xué)效果就越好。

下面我就來簡單舉例其中幾個(gè)環(huán)節(jié)我設(shè)計(jì)過的例子：

1、導(dǎo)入環(huán)節(jié)。

利用恰當(dāng)?shù)挠螒驅(qū)胄抡n，能有效激發(fā)學(xué)生學(xué)習(xí)英語的興趣，集中學(xué)生的注意力，有助于順利完成整節(jié)課的教學(xué)任務(wù)。如我在上一節(jié)學(xué)過的問候課文，我是這樣導(dǎo)入的：

T：Helo,everyone.Let’s simg a song.O.K.？

Ss:O.K.!

T:sing“Helo”

Ss: Helo,Helo How are you？I’m fine,I’m fine.Andhelo to you.T: Good.S1:Helo,Helo How are you？I’m fine,I’m fine.Andhelo to you.S2:Helo,Helo How are you？I’m fine,I’m fine.Andhelo to you.T:Today,we are going to learn“Good morning”.這種唱歌表演的游戲方式引入新課的方法，不但活躍了課堂氣氛且復(fù)習(xí)了詞匯和句子，為學(xué)習(xí)新課做了鋪墊，這種唱演結(jié)合引入新課的方法比老師交代該節(jié)課的教學(xué)任務(wù)的做法來得自然和輕松。

2、呈現(xiàn)環(huán)節(jié)。

在這個(gè)環(huán)節(jié)中，特別是單詞的呈現(xiàn)教學(xué)，如果直接拿著卡片呈現(xiàn)

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就會(huì)容易使學(xué)生產(chǎn)生枯燥無味，課堂教學(xué)氣氛沉悶，不利于學(xué)生的學(xué)習(xí)積極性的提高。因此，有必要運(yùn)用游戲教學(xué)法，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，把單詞教學(xué)融入娛樂或競爭之中，使學(xué)生不感到枯燥、乏味，從而提高他們學(xué)習(xí)的積極性，提升他們的學(xué)習(xí)效率。比如，在單詞教學(xué)中，可以采用“眼力打比拼”這樣的游戲教學(xué)法。具體的方法是：在教學(xué)每個(gè)新詞時(shí)，在卡片上的單詞讓學(xué)生聽10秒，帶讀15秒，學(xué)生自己認(rèn)讀10秒，寫15秒；把當(dāng)堂課的新單詞呈現(xiàn)完后然后把卡片上的單詞后面字母遮起來露出首字母，學(xué)生在看見首字母時(shí)就要讀出這個(gè)單詞，比比誰的眼睛更利，看見首字母就能準(zhǔn)確的讀出單詞，再適當(dāng)給他們幾分鐘進(jìn)行記憶；然后進(jìn)行全班拼讀全部新詞，看誰的眼力強(qiáng)。教師備一本記錄本，一次通過的同學(xué)，眼力為100%，譽(yù)為“眼力王者”，并給一顆五角星或一些小獎(jiǎng)品之類。沒有拼讀出來的，下節(jié)課再拼讀，兩次通過者記憶力為80%。以此類推，三次為60%。這樣就能很好地調(diào)動(dòng)學(xué)生的積極性，個(gè)個(gè)爭取做眼力的強(qiáng)者。這種游戲能增強(qiáng)學(xué)生的記憶力。有的同學(xué)記憶力差一些的，就會(huì)在教師教新單詞前提前學(xué)習(xí)，做到笨鳥先飛，因此，全班同學(xué)的單詞記憶能力就能得到很大的提高，同時(shí)，這種游戲方式讓學(xué)生們忘記了那是在學(xué)習(xí)，而本能地認(rèn)為是在玩，做到了在玩中學(xué)，學(xué)中玩。

3、鞏固環(huán)節(jié)。

這個(gè)環(huán)節(jié)是游戲教學(xué)法較為常用的一個(gè)環(huán)節(jié)。而其效果是讓學(xué)生在玩中不知不覺鞏固和運(yùn)用了所學(xué)知識(shí)，并讓學(xué)生在愉悅的方式幫助下有效地保持所學(xué)知識(shí)。比如，我要教授外延社小學(xué)三年級(jí)上冊(cè)UNIT

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時(shí)，主要是問候語，helo,how are you？I’m fine,thank you。在鞏固環(huán)節(jié)時(shí)，我就用兩只老虎的曲調(diào)，再用以上的兩個(gè)句子為主編成歌詞，教學(xué)生哼唱。如下：

How are you？How are you？

I am fine,I am fine.How old are you？How old are you？I am nine,I am nine.這種游戲的設(shè)計(jì)，不僅能讓學(xué)生在愉悅的歌聲中不知不覺記住了所教新詞，而且能讓學(xué)生在課后繼續(xù)哼唱而又不覺得那是一種學(xué)習(xí)的負(fù)擔(dān)，更重要的是激發(fā)了學(xué)生喜歡英語的興趣，認(rèn)為學(xué)英語是一種樂趣。

雖然說游戲教學(xué)法對(duì)教學(xué)有這樣的作用，但如何才能真正發(fā)揮這些作用呢？我們?cè)谶\(yùn)用游戲教學(xué)法時(shí)要注意到以下幾點(diǎn)：

一、設(shè)計(jì)游戲教學(xué)是要有針對(duì)性。要根據(jù)不同的教學(xué)目標(biāo)和重難點(diǎn)設(shè)計(jì)不同的游戲教學(xué)法，而不是所有的課文都用同一種游戲教學(xué)，這樣就千篇一律沒有針對(duì)性。

二、要合理安排游戲的量、時(shí)間和形式。只有使游戲恰到好處，才能使課堂有起有伏，突破重難點(diǎn)，如果一節(jié)課都在玩游戲就耽擱了本課的教學(xué)目標(biāo)，這樣的游戲在教學(xué)中就發(fā)揮不了作用。

三、組織游戲要有條有序，方式多樣。教師在玩游戲前要講清規(guī)則和要求等。由于小學(xué)生具有爭強(qiáng)好勝，容易激動(dòng)的特點(diǎn)，沒有理解游戲的規(guī)則課堂就會(huì)亂成一團(tuán)。這樣會(huì)嚴(yán)重影響教學(xué)的組織和效果。

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當(dāng)然同一種游戲不要玩太久不然就沒有新鮮感了。同時(shí)，教師應(yīng)不斷收集，設(shè)計(jì)，翻新游戲。游戲方式經(jīng)常有以下類型：表演類，操作類、唱游類等。具體些就是比速度、比反應(yīng)、比記憶、比觀察、比想像、比思維、猜謎、找朋友和擊鼓傳花等。

四、游戲要盡量讓全體學(xué)生體驗(yàn)到成功的喜悅。教師要根據(jù)學(xué)生的實(shí)際，分層次開展游戲，要注意多表揚(yáng)，多肯定。學(xué)生有了成功的體驗(yàn)，才能更好地激發(fā)他們的主動(dòng)性和積極性，才能逐漸樹立起學(xué)習(xí)英語的自信心。

游戲教學(xué)通常用于對(duì)所學(xué)知識(shí)鞏固，幫助教師將單調(diào)乏味的復(fù)習(xí)鞏固活動(dòng)變得生動(dòng)有趣，引人入勝教師在設(shè)計(jì)游戲時(shí)一定要注意合理形式多樣生動(dòng)有趣游戲涉及學(xué)生的面越寬越好，不要一兩個(gè)人做，其他學(xué)生僅當(dāng)觀眾，使一些平常不愛說不好動(dòng)的學(xué)生得不到機(jī)會(huì)要使學(xué)生參與和配合，游戲的形式多樣化顯得非常重要，把戲不可久玩，再好玩的游戲，玩過幾次就沒有新鮮感因此教師應(yīng)不斷收集游戲，設(shè)計(jì)翻新游戲。

小學(xué)英語教學(xué)是一門科學(xué)，更是一門藝術(shù)。一個(gè)優(yōu)秀的小學(xué)英語教師不僅應(yīng)具有扎實(shí)的英語語音基礎(chǔ)知識(shí)及較高的語言水準(zhǔn)，同時(shí)還應(yīng)有一定的藝術(shù)修養(yǎng)和精湛的課堂教學(xué)技能，學(xué)生對(duì)所學(xué)內(nèi)容是否感興趣，直接關(guān)系到整堂課的教學(xué)效果。農(nóng)村小學(xué)英語教師如能充分利用身邊一切可利用的條件，創(chuàng)造性地通過自制教具運(yùn)用簡筆畫肢體語言歌曲吟唱，巧設(shè)游戲等各種形式豐富自己的課堂教學(xué)，充分調(diào)

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動(dòng)學(xué)生的學(xué)習(xí)積極性，就一定會(huì)使小學(xué)英語課堂更加煥發(fā)光彩。提高孩子們學(xué)習(xí)英語的水平，靈活應(yīng)用到實(shí)踐中，提高孩子們的英語能力！

小學(xué)英語游戲教學(xué)法

------------------

發(fā)布：任建忠

時(shí)間：2010-9-27 11:35:02 來源：興慶區(qū)教育局信息中心

點(diǎn)擊：957 小學(xué)英語教學(xué)的目的首先是激發(fā)學(xué)習(xí)英語的興趣，使學(xué)生產(chǎn)生愉快的學(xué)習(xí)情緒。趣味性是英語教學(xué)游戲的基本特征，同時(shí)考慮到小學(xué)生好玩、好奇、好勝的心理特點(diǎn)，教師在課堂上安排的游戲要新穎、有趣，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣。游戲的形式要多變，“把戲不可久玩”，再好玩的游戲玩過幾次也就沒有新鮮感了，學(xué)生的興趣也就很難提起來。教師要利用多中契機(jī)，不斷設(shè)計(jì)、翻新游戲以促進(jìn)學(xué)生的積極參與。教師設(shè)計(jì)游戲的最終目的是要讓學(xué)生掌握語言知識(shí)，所以要注意把教材內(nèi)容和學(xué)生實(shí)際相結(jié)合，增強(qiáng)游戲的針對(duì)性和指導(dǎo)性，通過游戲?qū)W(xué)生進(jìn)行語言訓(xùn)練。所以在游戲中，我們要把趣味性、知識(shí)性和創(chuàng)造性有機(jī)地統(tǒng)一起來，提高學(xué)生學(xué)習(xí)英語的興趣。

在組織游戲時(shí)，教師還要注意面向全體學(xué)生。如果只有幾個(gè)學(xué)生玩，精心收集

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其他人觀望，那么游戲的效果就會(huì)大打折扣，達(dá)不到教學(xué)目的。而且，讓大部分學(xué)生在游戲過程中當(dāng)觀眾的做法會(huì)挫傷他們的學(xué)習(xí)積極性。這就需要教師在設(shè)計(jì)游戲時(shí)，從游戲的角度、學(xué)生感興趣的程度等多方面下工夫。學(xué)生是游戲教學(xué)的主體，任何組織形式的設(shè)計(jì)都必須有利于學(xué)生全面參與教學(xué)和實(shí)現(xiàn)教育目標(biāo)為宗旨。

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第四篇：04-《英語教學(xué)法》期末考試試題之一

《英語教學(xué)法》（1）期末考試試題之一（開卷考試）

Part I.Fill in the blanks with correct information: 30%

1.TEFL is the abbreviation of_________________________.2.The grammar-Translation Method focuses on ______________, ________________ and

___________

3.The Threshold Level, edited by van Ek, is a good example of ______________ syllabus.4.The study of the relationship between language and society, including the social functions

language fulfils in a society is called____________.5.Language acquisition means mastering a language ____________.6.According to Chomsky?s ___________________, language is not learnt merely by copying

what is said or written;learners have to be given the chance to experiment with language, try out things for themselves, generate their own sentences and have the opportunity to make mistakes.7.List three language teaching methods that belong to the Humanist School__________,_________, and _____________.8.List five types of syllabus: ______________, _____________, _______________,_____________, __________________.9.In Taba?s model of curriculum processes, the first stage is _______________, the second stage

is _______________ and the third stage is_______________.10.Knowing how to make correct sentences is only one part of what we mean

by__________________.11.Linguistic forms are related to __________________ functions.12.CLT is the abbreviation of __________________.13.Spoken language and written language exist to fulfill _________________-and

demonstrate________________.14.The goal of Communicative Language Teaching is to develop______________________.15.Authenticity is also a characteristic of _________________.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%

1.According to the Grammar-Translation method, the syllabus is designed around grammatical

structures.2.The main aim of a functional-notional syllabus is on communication.3.Drills alone cannot meet communicative needs in real life.4.The chief advantage of Community Language Learning is that students can say whatever

comes to their mind, not caring for their own language proficiency level.5.A textbook with such course design as Unit 1 Entertainment, Unit 2 Sport, Unit 3 Religion,etc.is based on a situational syllabus.6.Students have to grasp the relationships between communicative functions and sentences

structures so as to communicate properly in real life.7.Spoken language differs from written language in terms of communicative functions as well

as linguistic characteristics.8.The language is natural, so the authenticity of language is most important in CLT.9.By saying that the teacher is an assessor we mean that he only makes correction and grading

but not gives feedback and advice.10.Communicative activities concentrate on the content as well as the language form.Part III 50%

Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.Sustainable development: China?s choice for the 21st century

What will the earth look like in the 21st century?

As acid rain, ozone depletion, and soil erosion destroy the earth?s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term ?sustainable development? in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy.It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government, vowed China would seriously fulfill its international obligations.Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world?s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATA

The Key Points of Agenda 21 of China

Following are the main points of the Agenda.Part One: Overall Sustainable Development Strategies.This part emphasizes capacity building for sustainable development.It includes setting up China?s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development.This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief.The key aspects are to control China?s population growth and improve population quality.Part Three: Economic Sustainable Development.This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy;sustainable development of industry, transportation, and telecommunications;and sustainable

energy production and consumption.Part Four: Rational Resource Use and Environmental Protection.This part includes the protection and sustainable use of water, land and other natural resources;the protection of bio-diversity;the prevention and control of desertification;the protection of the atmosphere;and the environmentally sound management of solid wastes.Pre-reading activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

While-reading Activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

Activity 3

Specific steps:

Reasons for your design:

Post-reading activities Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

第五篇：04-《英語教學(xué)法》期末考試試題之二

《英語教學(xué)法》（1）期末考試試題之二（開卷考試）

Part I.Fill in the blanks with correct information: 30%

1.The Grammar-Translation Method came about as a result of __________________.2.People learned Ancient Greek and Latin as________________.3.In a functional-notional syllabus, the language taught would not be described in only grammatical forms, but

also___________, _________, __________ and ____________.4.The term ―communicative competence‖ was first used by _____________ in applied linguistics.5.Krashen‘s Natural Order of Language Learning was based on _____________.6.Various language learning methods arose in the 70s in particular in North America and in Europe, which concerned

the learner as a whole person, also referred to as _________.7.Imagine a situation in which students learn a language in the following way.They sit around a table with

comfortable chairs and with a tape recorder in the middle.When one wants to say something, he whispers it in his mother tongue to the teacher who is standing behind him, who then translates it into the target language and the student repeats that.This approach is called ___________.8.ESP is the abbreviation of ________________.9.In Taba‘s model of curriculum processes, the last two stages are___________ and ______________.10.Knowing how to make correct sentences has very little value on its own and has to be supplemented

by________________________ and _________________________ when it is used as a normal means of communication.11.A student with very limited language would be forgiven for errors of _____________.12.Language processing is ______________________ and what is understood involves far more than

___________________________________.13.Turn-taking is a characteristic of ___________________.14.A CLT syllabus will cover situations, topics, functions, _________________, and ________________.15.List some examples of authentic materials: _______________, ______________, _____________.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%

1.2.3.4.5.People learned Ancient Greek and Latin in order to communicate in real life situations.The Threshold Level was an example of the Grammar –Translation Method.Making errors will lead to bad habit formation, so we should correct them whenever they occur.Suggestopedia is believed to be the most of the humanistic methods.A textbook with such course design as Unit 1 Personal pronouns, Unit 2 Attributive clauses, Unit 3 The passive

voice, etc.is based on a skills syllabus.6.It is true that inappropriately used expressions can produce more harm than structurally poor sentences.7.Back-channel responses are used by one speaker to interrupt the other speaker.8.In CLT students do not learn in the classroom;instead they learn the language in real life.9.Good learners learn different styles of speech and writing and learn to vary their language according to the

formality of the situation.10.While the students are engaged in the communicative activity the teacher should not intervene, such as telling them

that they are making mistakes, insisting on accuracy or asking for repetition.Part III 50%

Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading1

activities you might design for it.The States Explained

Like all Dads, my father sometimes seemed to be practicing for a world‘s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ?Hey, another car from Wyoming.That‘s three this morning.‘ Or: ?Mississippi.Wonder what he‘s doing up here?‘ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, ―But this is Dad,‖ meaning me.I have to admit it.I have become my father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like ―Land of Lincoln‖ for Illinois, ―Vacationland‖ for Marina, ―Sunshine State‖ for Florida, and the crazy ―Shore Thing‖ for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‘s ―You‘ve got a friend in Pennsylvania‖, I turn to the passengers and say in an injured tone, ―Then why doesn‘t he call?‖ However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‘t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‘t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don‘t own a gun, and haven‘t the faintest desire to stick my fingers in people‘s mouths, even for very good money, these matters don‘t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than ―an unproven belief‖.All biology textbooks must carry a statement saying ―This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things.―By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‘t know what slogan Alabama has on its number plates, but ―Proud to be Backward: sounds suitable to me.Pre-reading activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

While-reading Activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

Activity 3

Specific steps:

Reasons for your design:

Post-reading activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

《英語教學(xué)法》（1）期末考試試題之二答案和評(píng)分標(biāo)準(zhǔn)

Part I.Fill in the blanks with correct information: 30%, two points each

1.the teaching of Ancient Greek and Latin in the west

2.an intellectual activity

3.topics, situations, functions, notions

4.Dell Hymes

5.first language acquisition

6.The ?holistic‘ approach

7.Community Language Learning

8.English for Special Purposes

9.organization of learning experiences, determination of what to evaluate and how to evaluate

10.a knowledge of the appropriateness, the functional value of the language

11.inappropriateness

12.a constructive process, what is presented on the page or in the sound system

13.oral communication

14.the vocabulary and grammar structures, the skills required in typical situations

15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches, radio announcements,new reports, plays, etc.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each

1.F2.F3.F4.T5.F6.T7.F8.F9.T10.T

Part III 50%

Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.[The original text is provided for the reference of markers]

The States Explained

Like all Dads, my father sometimes seemed to be practicing for a world‘s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ?Hey, another car from Wyoming.That‘s three this morning.‘ Or: ?Mississippi.Wonder what he‘s doing up here?‘ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, ―But this is Dad,‖ meaning me.I have to admit it.I have become my father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like ―Land of Lincoln‖ for Illinois, ―Vacationland‖ for Marina, ―Sunshine State‖ for Florida, and the crazy ―Shore Thing‖ for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‘s ―You‘ve got a friend in Pennsylvania‖, I turn to the passengers and say in an injured tone, ―Then why doesn‘t he call?‖ However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‘t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‘t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don‘t own a gun, and haven‘t the faintest desire to stick my fingers in people‘s mouths, even for very good money, these matters don‘t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than ―an unproven belief‖.All biology textbooks must carry a statement saying ―This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things.―By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‘t know what slogan Alabama has on its number plates, but ―Proud to be Backward: sounds suitable to me.Pre-reading activities(10%)

five points for each activity, which are further divided between “specific steps” and “reasons for your design”,2.5 points for each part

The following are possible pre-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.? Examine the accompanying visual information(diagrams, maps, photographs)

? Reflect on the title or the topic

? State what they already know about the topic

? State what they would like to know about the topic

? Write their own questions that they want the text to answer

? Answer the teacher‘s general questions about the text type or topic(oral or written)

? Brainstorm the topic in groups or whole class

? Guess the topic by looking at key words from the text

While-reading Activities(30%)

ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each part

The following are possible while-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.? Skim reading to get the gist(main idea of the text

? Locating specific information

? Transferring information from the text to a diagram, table, form, map, graph or picture

? Taking notes on the main points, or on specific points of the text

? Drawing a diagram to show the text structure

? Answering factual questions on the text

? Answering inferring questions on the text(reading between the line)

? Putting the events in correct order

? Stating if statements given about the text are true or false

? Working out the meaning of words or phrases in the text from the context

? Examining referents in the text and stating what they refer to

? Putting the paragraphs of a jumbled text back in the correct order

? Giving sections of a text appropriate headings

? Giving the text an appropriate title

Post-reading activities(10%)

five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each part

The following are possible post-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.? Oral discussion of the topic of the text

? Role-play a different situation from the text but using the same characters, or role-play the same situation as in the

text but using the different characters

? Writing a summary of the main content of the text

? Comment on the content of the text

? Retelling the story of the text

? Finishing the story(orally or ion writing), that means either predicting an ending or changing the ending to one of

your own choice

? Listening to or reading some supplementary materials.