情景教学法活动设计

五情景教学法的教学活动设计

Activity 1:Role play

Teaching material:Unit 3 of Grade 4 pressed by PEP

This is the first lesson of this unit.

The Importance of Teaching:

1.Sentence pattern: Who’s he/she? Who’s your best friend?

2.V ocabulary: hair, thin, strong, quiet

The Difficulty of Teaching: 1. Pronunciation: friends, thin

.2. The use of plural forms of the nouns

The preparation of teaching aids:

1.Prepare some pictures with monkey, rabbit,giraffe,cervusnippon;

2.Prepare some masks with the name of Amy, Chen Jie, Sarah, Mr.Bl ack;

3.The teaching powerpoint of Unit 3 of let’s learn from section A;

4.The audio tape of this content.

The procedures of teaching :

Step 1:Warm-up/Revision

1. Do a puzzle. The rule of this game is that the teacher describe the animal’s characteristics, and then students should guess what the tea cher said.

e.g:(1).It’s so big. It has a long nose and a short tail.What is it?(An el ephant)

(2).It’s small. It has two long ears.What is it?(A rabbit)

2.Teacher shows some pictures which have monkey and rabbit, and a rouses students to read like this: The monkey has a long tail. The rab bit has a short tail.And then show another two pictures with giraffe a nd cervusnippon, let students read like just now read: It’s tall. It’s sh ort.

3.Review some words and speak out the Chinese meanings: big, sma ll, long, short, tall.

Step 2: Presentation

1. Teacher shows the mask which is named Chen Jie, and asks stude nts who is she. Students would answer Chen Jie, then teacher contin ues to describe like she has long hair.(Teacher should do the actions t o help students understand.)

Next,teacher shows another mask which is named Amy, and ask stud ents who is she? Students would answer Amy, then teacher leads stu dents to describe like she has short hair.(also do the actions. ).Last, te acher shows the two masks together, and say: Chen Jie and Amy are friends. They are friends.

2. Let students watch the masks and read the sentences in the teacher ’s prompted.

3. Let students point one of their classmates, say this: She has long h air. He has short hair. After this, teacher shows the word card, teache

s students read:long hair, short hair and friends.(stick the word card on the blackboard)

4. Teacher shows the masks with naming Sarah and Miss White, ask students who is she, and sticks the masks on the blackboard to the rel evant words, encourages students to speak out the sentences: She has long hair. She has short hair.

5. Teacher points two students in the classroom, one is thin, and the other one is strong, from this teacher can lead another sentence patte rn: She is thin. He is strong. And let students read these two sentence s with pointing the two students. And then shows the word card: thin and strong.(teacher needs to remind students the pronounciation of t hin)

6. Teacher shows the masks which has names of Zhang Peng and Mr. Black, and sticks on the blac k board, let students read like this:He is str ong. He is thin.

7. Teacher puts his/her forefinger to the mouth, from this action, stud ents would know that it means teacher wants them to be quiet, then s hows the word card on the blackboard, lead students to remember thi s word. Furthermore, put the word card to the mask of Chen Jie, let s tudents speak: She is quiet, and translate in Chinese.

8. Teacher leads to the context conversation: John has a friend. Can y ou guess who is he beside describing. Let students look at the PPT.

9. Listen to the audio tape, and follow to it and read after that.

10. Students answer the question after teacher’s description. Remem ber the sentence patterns: My friend is thin. She has long hair. She h as quiet.

11. Let students imitate the conversation, and guess it.

1. Let’s find out:

(1) Teacher shows the words of group one: hair, eyes, ears, nose, mo uth.

(2) Teacher shows the words of group two: long, short, big, small

(3) Teacher shows the words of group three: thin, strong, quiet, cute, tall, short

(4) Let students ask each other: Who’s your best friend?

2. Listen and draw:

Teacher describes some students’ appearance and characteristics, the n students should draw the pictures according to teacher’s descriptio n. Last, let students show their pictures, choose the best one to be wi nner.

Step 4: Add-activities: To draw the pictures of their parents and for t hem as a gift.

Blackboard design: Unit 3 My friend

Who is he/she?

Who’s your best friend?

Activity 2

The teaching material:Unit1 My classroom

The difficulty of teaching: Learn the sentence pattern of What’s in th e classroom? And some related words like classroom, window, door, picture, board, light.

The importance of teaching:

1.The pronunciation of window;

2.When answer the question”What’s in the classroom?”,notice the pr onunciation of the plunral forms of words.

The teaching aids:

1.The teaching powerpoint of unit 1;

2.The teaching tape of unit 1;

3.The word cards;

4.A picture of classroom.

The teaching procedures:

Step1:Warm-up/ Revision

1.Teacher plays the radio tape of Chant and find,which is from the S ection one, and lets students read after that.

2.Teacher shows pictures which related to the content of Chant, and asks “What’s in the picture?”, from this, a new word“picture” can be

lead in.

3.Review some words:pencil, ruler, bag, book, pencil-case, sharpene r, eraser, crayon, pen.

4.Guide students to answer the following question with the above w ords,“What’s in the bag?What’s in the pencil-case?”After that, teach er can lead to a further exercise, that is, use the plunral form of word s.

Step2:Presentation

1.Teacher shows the picture of classroom and sticks on the blackboar d, ask“This is a classroom.What’s in the classroom?”

2.Teacher can try to let students answer themselves, no matter Chine se or English, and praises them.

3.Tell students what will be learned about the content of classroom.

4.Let students watch the PPT for the second times.

5.Let students answer the question while watching the PPT:What’s i n the classroom?

6.Teacher points at blackboard, light, desk and chair then asks studen ts to say out these words.

7.Show the word cards, and let students read and recognize. Meanwh ile, teacher can tell students some methods for remembering easyly, l ike observe the first letter and the last letter of a word.

8.Let students read after the radio tape.

9.Teacher can enlarge the vocabulary on the basis of studying dialog ue: There are many things in the classroom. What are they?

10.Teacher points at some related objects ask students to answer:Wh at’s this?

11.After learning the new words, teacher can lead to the next part wit

h English:I can do many things in the classroom:Open the door, turn on the light, clean the window, put up the picture, clean the board an d sweep the floor.(Teacher should slow down the speed, and do the a ctions for easily understanding.)

Step 3: Practice

Activity 1:Find friends

First, on the blackboard there are a picture of classroom and word ca rds.

Second, let students stick the word cards on the related place. Then, ask other students to judge whether is right or not. If that is right, rea d out loudly, if not, correct it.

Activity 2:Listen, draw and say

Step 1: Teacher reads a paragraph, and students draw it according to the paragraph.The content is This is my classroom. What’s in the cla ssroom? A picture, two boards, two doors, three windows, six lights, many desks and chairs.

Step 2: Let students show their pictures, and share each other.

Step 3: Let students answer questions based on pictures in pairs.

Activity 3:

The teaching material: Unit 4 I have a pen pal

The importance of teaching:

1. Read two e-mails from Let’s read

2. Understand some extra knowledge about the English form of enve lope.

3. Write and exercise the sentence pattern from this lesson.

The difficulty of teaching:

1. Understand and recite some sentences: My twin sister Ann likes dr awing pictures and making kites.

We look the same, but we don’t like the same things.

Tell me something about you.

2.Distinguish the form of envelope between Chinese and English. The teaching aids:

1. The powerpoint, audio tape, and cartoon materials.

2. Two envelopes.(Chinese form and English form)

3. Some word cards which is learned before.

The process of teaching:

Step 1: Warm up

Activity 1: Let’s sing.

First, let students listen to the song.

Second, let students try to speak the lyric.

Third, show the powerpoint of the lyric, let students sing according t o the screen.

Step 2: Review

Activity 2: Spell words.

Step 1: Teacher shows the powerpoint, which has some different pict ures, and changes them quickly, and tries to let students write down t he words on the PPT.

Step 2: One minute later, let students stop writing. This time, show t he PPT again, and there is 30 seconds for students to write.

Step 3: 30 seconds up, teacher uses the PPT to lead students to corre ct the answers with PPT.

Step 3: Presentation

Activity 3: Knowing the internet.

Step 1: Teacher asks some questions for students to answer, these qu estion are Do you know what is internet? Have you searched for the i nternet? Do you know some websites?...

Step 2: Let students talk with each other for discussing these questio n, and teach students how to use it.

Activity 4: Reading comprehension.

Step 1: Teacher shows some pictures of Dalin, Xiaolin; Zhang shu an

d Zhang Ren

Step 2: Ask students Do you remember them? Students would answe r that they are twins. They look the same. And teacher lead to the tex t and say today, we are going to know two more twins.

Step 3: When students open books, teacher would assign tasks for th em: Let’s read the first e-mail, and then answer some questions. Step 4: Students read the first e-mail carefully, after reading, teacher would correct their wrong pronounciation. Then, introduce the main content of the first e-mail.

(5)Students read the content with classmates as a group work.

Step 4: Let’s play

Activity 5: Make sentences

Step 1: Use the PPT to show a group of slide pictures on the screen, and every slide has one word.

Step 2: Use mouse to connect each slide, and click two slides, turn th eir places.

Step 3: Students can make a sentence while watch the two slides.

e.g: (1)hobby what is your(What is your hobby)

(2)like playing writing the I violin and emails(I like playing the violin and writing emails)

Step 5: Consolidation and extension.

1. Ask students to write down an envelope in Chinese.

2. Check each other to see whether it is right.

3. Let students look at the envelope from book, and ask students to a nswer what the difference between English form.

4. Discuss in groups. Next, report their answers.

5. Ask students to try to write an envelope for teacher.

Step 6: Conclusion

1. Let students make a conclusion of the important content of this les son.

2. Teacher writes down the important sentences on the blackboard, a nd students should copy it on their exercise book.

Activity 4:

The teaching material: What would you like?

The importance of teaching: Master some sentences and words. The difficulty of teaching: Read some words correctly.

The teaching aids: Pictures, redio tape, cards, word cards.

Step1: Warm-up

1.Sing a song

2.Listen and do:Teacher releases commends, and students do the acti ons.

Step2: Presentation

1.Teacher shows the pictures, let students say out the name of food a nd drink. For a extension, teacher point the picture faster than before

.

2.Teacher and students have a conversation to lead to the new words

3.Teacher does the action and asks student: I’m hungry. Can I have s ome rice, please? After students understand this sentence, students w ould take down the related picture to teacher.

4.Let students exercise the conversation according to their own pictu res:

Can I have some rice/fish/beef/soup/noodles/vegetable,please?

5.Listen to the tape and read after that.

6.Show the word cards, let students read and recognize.

Step3: Practice

Activity1:A game of the food and drink:put pictures to the different place, when teacher says: Chicken. All the students must find the pic ture of chicken, repeat the steps until finish all the words.

Activity 2:Let students choose the picture of their favourite food, an d put behind them and ask classmates to guess what kind of food the y may like.

Activity 3: Put the word cards of this unit in floor or table, and let st udents sit in a circle around the cards so that they can see pictures. T he teacher refers to the card, let the students say the name of food or drink. Let students back to the cards, teachers pull out a picture on hi s back,then tudents turn to observation, named the cards on teacher’s

back. Let the students play game for a group of 4 or 5. A student wil l own a set of CARDS on the table and drew one, the other students guess is pumped card.

Activity 4:Role play.

Three students for a group, suppose two of them want to buy some f ood, and the other one is shop assistant.

A:Hello.I like ice-cream. Can I have some..., please?

B:Sure. Here you are.

C:How much?

B:4 yuan.

A:Here you are, thank you.

Activity 5:

The topic: A telephone call

The aims of teaching:

1.Listen, speaking, reading, writing the new words: a headache, bad,

a cough, got, a fever, a cold...

2.Teach students to use the sentence pattern right: What’s wrong wit

h you? I’ve got...

The importances and difficulties of teaching:

1..Read and write the target words properly.

2. Understand and use the sentence pattern: What’s wrong with you?

I’ve got...

The teaching aids:

1.Some pictures which relative to the new words.

2.Prepare the audio tape of the text.

The process of teaching.

Step 1: Warm up

1.Play a game. Let students touch their nose/eyes/head/ear/tooth, and from this, lead to the new words.

2. Free talk

T: How are you?

S: Fine, thank you./Not so good(When students answered Not so goo d, teacher would ask What’s the matter with concern)

Teacher writes down the sentence pattern on the blackboard

Step 2: Presentation and practice

1.performance: Teacher asks students the conversation again, but this time, it should do the actions according the conversation.

T: How are you?

S: Not so good.

T: What’s wrong with you?

S: I’ve got a toothache.(Students placed their elbows on the table as showing they are painful)

T: I’m sorry to hear that. I hope you get better soon.

2.Teacher show the picture of toothache and teach them to read.

3. Students talk each other while using the sentence pattern: What’s wrong with you? I’ve got a….I’m sorry to hear that. I hope you get b etter soon.

Step 3: Grammar

Teacher writes down these words on blackboard: earache, backache, headache, stomachache and underlines the suffix,-ahce. Then teach t he suffix detailed.

Step 4: Learn to say a rhyme(I’m ill)

First, listen to the tape and try to understand the meanings by themse lves.

Second, read after the tape.

Next, teacher explain the details to let students understand.

Last, use the words and sentence pattern which root in the tape. Step 4: Practice

1.Teacher shows the pictures, and then students need to answer accor ding to the pictures. For example:

T: What’s wrong with you?

S: I’ve got a stomachache.(Students put their hands to their stomach) T: I’m sorry to hear that. I hope you get better soon.

2. Students arrange conversation and play in roles by themselves. Step 5: Assign homework

1. Copy and master the new words and patterns

2. Use the sentences to talk freely.

1.

创设情境的途径初步归纳为以下六种:

1. 生活展现惰境

即把学生带入社会，带入大自然，从生活中选取某一典型场景，作为学生观察的客体，并以教师语言的描绘，鲜明地展现在学生眼前。

2. 实物演示情景

即以实物为中心，略设必要背景，构成一个整体，以演示某一特定情境。以实物演示情境时，应考虑到相应的背景，如“大海上的鲸”、“蓝天上的燕子”、“藤上的葫芦”等，都可通过背景，激起学生广远的联想。

3. 图画再现情境

图画是展示形象的主要手段，用图画再现课文情境，实际上就是把课文内容形象化。

课文插图、特意绘制的挂图、剪贴画、简笔画等都可以用来再现课文情境。

4. 音乐渲染情境

音乐的语言是微妙的，也是强烈的，给人以丰富的美感，往往使人心驰神往。它以特有的旋律、节奏，塑造出音乐形象，把听者带到特有的意境中。用音乐渲染情境，并不局限于播放现成的乐曲、歌曲，教师自己的弹奏、轻唱以及学生表演唱、哼唱都是行之有效的办法。关键是选取的乐曲与教材的基调上、意境上以及情境的发展上要对应、协调。

5. 表演体会情境

情境教学中的表演有两种，一是进入角色，二是扮演角色。“进入角色”即“假如我是课文中的××”;扮演角色，则是担当课文中的某一角色进行表演。由于学生自己进入、扮演角色，课文中的角色不再是在书本上，而就是自己或自己班集体中的同学，这样，学生对课文中的角色必然产生亲切感，很自然地加深了内心体验。

6. 语言描述情境

以上所述创设情境的五种途径，都是运用了直观手段。情境教学十分讲究直观手段与语言描绘的结合。在情境出现时，教师伴以语言描绘，这对学生的认知活动起着一定的导向性作用。语言描绘提高了感知的效应，情境会更加鲜明，并且带着感情色彩作用于学生的感官。学生因感官的兴奋，主观感受得到强化，从而激起情感，促进自己进入特定的情境之中。

为了使情境教学更好地发挥上述两种功能，提出以下几个重要的使用原则:

1. 意识与无意识统一原则和智力与非智力统一原则

这是实现情境教学的两个基本条件。无意识调节和补充有意识，情感因素调节和补充理智因素。人的这种认知规律要求在教学中既要考虑如何使学生集中思维，培养其刻苦和钻研精神，又要考虑如何调动其情感、兴趣、愿望、动机、无意识潜能等对智力活动的促进作用。教师在鼓励学生要刻苦努力时，很可能已经无意识地暗示了学生:你能力不行，所以要努力。这样就无形中增加了他们的畏难情绪。如果我们能意识到这一点，就会把学生视做理智与情感同时活动的个体，就会想方设法地去调动学生身心各方面的潜能。无意识与意识统一，智力与非智力统一，其实就是一种精神的集中与轻松并存的状态。这时，人的联想在自由驰骋，情绪在随意起伏，感知在暗暗积聚，技能在与时俱增。这正是情境教学要追求的效果。

2. 愉悦轻松体验性原则

该原则根据认知活动带有体验性和人的行为效率与心理激奋水平有关而提出。该原则

要求教师在轻松愉快的情境或气氛中引导学生产生各种问题意识，展开自己的思维和想象，寻求答案，分辨正误，这一原则指导下的教学，思维的“过程”同“结果”一样重要，目的在于使学生把思考和发现体验为一种快乐，而不是一种强迫或负担。

3. 师生互信互重下的自主性原则

该原则强调两个方面:一是良好的师生关系，一是学生在教育教学中的主体地位。良好的师生关系是情境教学的基本保证。教学本是一种特定情境中的人际交往，情境教学更强调这一点。只有师生间相互信任和相互尊重，教师对学生真正做到“晓之以理，动之以情”，前文所述的两条信息回路才有畅通的可能。这意味着教师必须充分了解学生，学生也必须充分了解教师，彼此形成一种默契。而学生在教学中的主体地位决定了自主性侧重于教师鼓励学生“独立思考”和“自我评价”，培养学生的主动精神和创新精神。

这一原则要求教师在情境教学中要从学生的实际出发，使学生在完成学业的同时得到如何做人的体验。它意味着一切教学活动都必须建立在学生积极、主动和快乐的基础上。

实际上，上述几个原则是密不可分的，它们有机地统一在整个情境教学之中。