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英语教学法
上传: 李红梅 &&&&更新时间： 9:59:18
& 一、现行几种主要英语教学方法浅析 & 目前，我国中学英语教学使用的方法较多，但从影响的范围和发展的方向及 & 推广的价值上看，听说法、交际法、折衷法及张思忠16字教学法当属主流。从 & 方法本身来看，它们之间是一种扬弃的关系，即交际法是对听说法的扬弃，折 & 衷法和张思忠16字教学法又是对听说法、交际法等的扬弃。这里，将对上述几 & 种方法进行若干比较，以供在英语教学实践中借鉴和运用。 & （一）听说法 & 第二次世界大战后期在美国军队中形成并获得成功，五十年代初在美国流 & 行，六十年代中叶发展到顶峰，流传到世界各国，蜚声世界英语教学界。其特 & 点是： & 1、注重语言结构、形式，意思为次，机械记忆为主 & 2、语言学习项目不必语境化； & 3、语言学习的目标就是掌握语音、句型、单词，因此，大量使用机械练习； & 4、句型操练为教学中使用的主要技巧； & 5、发音要求近似本族语人的标准； & 6、课堂上禁止使用语法解释，禁止使用母语，禁止在初期水平上使用翻译； & 7、只有在长期严格的句型操练和大量机械练习之后，方可进行交际活动； & 8、先听说后读写，即在较为熟练地掌握了口语之后方可从事阅读与写作； & 9、通过教授语言结构（即句型的系统教学）来掌握英语的语言系统； & 10、以语言能力的形成为教学所追求的最大目标； & 11、以语言项目的难易来安排学习顺序； & 12、教师为中心决定内容，控制学生并使学生严格纳入此法的训练轨道，尽 & 力避免语言错误； & 13、语言的准确性是追求的主要目标； & 14、学生学习状态被动，实践量少，实践时间短，实践范围窄； & 15、方法机械、单调，学生易厌倦。 & （二）交际法 & 七十年代产生于西欧，是当代社会的政治、经济和文化交流的需要，特别是 & 欧洲共同体成立以来，各种专业英语人才的需要越来越迫切，于是，这种培养 & 语言交际能力的教学方法便产生了，并很快在世界上流行开来。与听说法相比， & 它的特点是： & 1、意思是最重要的；注重意义，围绕交际功能使用或练习结构； & 2、语境化是教学的基本前提； & 3、语言学习目标就是学会有效地进行交际； & 4、句型操练属辅助训练手段； & 5、发音以可以理解为标准； & 6、依据年龄、兴趣等条件，只要有助于学习者，可以解释语法，母语在适 & 当的场合可以适当使用，翻译可根据学生需要使用； & 7、从开始就鼓励交际活动； & 8、如需要，读写可以与听说同时进行； & 9、通过交际过程或活动，学生学习英语的语言系统； & 10、交际能力是教学所追求的最大目标； & 11、以交际的需要、兴趣、意义等来决定学习顺序； & 12、考虑学生的需要，以学生为中心，通过尝试错误学习语言，并鼓励学生 & 运用语言解决实际问题；教师无需严格规定被使用的语言项目； & 13、流畅、熟练、得体、易被人接受的语言是基本的教学原则和主要追求目 & 标，准确性不是抽象的，它应体现在语境之中； & 14、学生学习状态主动，实践量大，实践时间较长，实践范围宽； & 15、方法灵活多样，有与现实接近的东西；学生兴趣浓厚。 & （三）折衷法 & 由于各种方法都有自己的优点和不足，都不能包医百病，所以，近年来国内 & 外英语教学领域中出现了一种普遍的趋向，就是对各种英语教学法流派采取折 & 衷的态度，取长去短，优化配置，把一对对相互矛盾的方法结合起来使用，于 & 是产生了新的方法即&折衷法&或&新教授法&。与语法翻译法、直接法、听说 & 法、交际法等相比，它的特点是： & 1、在母语问题上实行折衷。即实行既利用又控制的原则，既不象语法翻译 & 法那样完全依靠母语，也不象直接法，听说法那样绝对排斥母语，而利用理解、 & 比较、对比等积极作用，排除其不利于思维的习惯、语感等消极干扰； & 2、在处理语言的学习和运用上实行折衷。即既要注重语言交际能力（语言 & 运用能力）的培养，又要加强语言的知识性学习和训练； & 3、在对待口语和书面语问题上实行折衷。听说读写是教学目的，也是教学 & 手段，相辅相成，应阶段侧重，目标侧重，综合训练，而不能象某些教学法那 & 样或偏爱听说、或侧重读写； & 4、在处理整体与局部关系上实行折衷。即注重句单位教学为主，词单位教 & 学、课文中心教学以及语音、词汇、语法各单项教学为辅，不走极端； & 5、在处理内容和形式、结构与功能的关系上实行折衷。既重视形式和结构， & 更要重视内容和功能，不象听说法那样只重视形式与结构，而忽视内容和功能。 & 培养学生的能力要兼顾语言形式、结构及语言表达的内容与功能，即不仅要知 & 道怎么说才对，更要了解说什么才更合适，更得体。教学内容务必在真实的有情 & 景的连贯语言中出现，而语言的形式、内容和功能又必须与学生的知识结构相 & 适应，从而增长知识结构； & 6、在具体教学方法上不拘一格，灵活多样。归纳法和演绎法折衷使用，既 & 可在归纳中演绎，又可在演绎之后再归纳； & 7、在对待师生关系上，坚持教师为主导，学生为主体，充分调动学生学习 & 的积极性和主动性，使学生既学会又会学，既活学活练又活用； & 8、在对待语法和翻译上实行折衷。即不走极端，而是从实际出发，根据需 & 要，恰切使用，既不谈语法翻译&色变&，也不脱离实际津津乐道于语法、翻 & 译。 & （四）张思忠教学法 & 华中师大一附中张思忠集其40年教改实践所创立，其内容是&适当集中， & 反复循环，阅读原著，因材施教&&。也称16字教学法。其程序为：在短时间内 & 通过适当的集中方式，把语音、词汇、语法等语言知识教给学生，在听、说、 & 读、写等方面对学生进行有一定难度的技能训练，以反复循环的各种有意记忆方 & 式，使之得到及时的强化。在学生集中记忆大量词汇和基本掌握较多的语法项 & 目之后，通过课文教学、阅读原著等活动，消化、巩固前期识记的语言知识项 & 目。对上中下不同水平的学生采用分组复式教学，发展和培养不同层次学生的智 & 力和能力，防止和克服学生心理上的失败定势，建立心理优势，整个教学过程分 & 为两个阶段，第一阶段集中识词，口语突破，要求学生在短时间内具有初步的 & 听说能力，掌握基本句型。第二阶段结合课文提高阅读能力，全面促进听、说、 & 读、写能力的发展。两个阶段可交替进行，每个阶段又分若干小段，每小段侧重 & 点又有所不同。这是一种将语言知识技能化的学习过程和在语言交际中学习语 & 言的过程有机地结合起来的方法。是近十几年来在全国范围内实验和推广的两 & 大教学方法之一（另一法是交际法）。是经实践检验能大面积提高英语教学质量 & 的有效方法。与交际法等相比，其特点是： & 1、以全面的哲学、教育学、心理学、语言学等为指导思想，科学地处理因 & 材施教、非智力因素、巩固提高等问题； & 2、兼收并蓄，博采各英语教学法之长。如从直接法中吸取&语言实践&精 & 华，认为口语教学是英语教学的基础；从听说法中吸取句型和句型操练的方法， & 但又排除了单纯从语法结构出发，过分机械重复训练的倾向；依照功能法交际 & 性原则，把语言重点从语言知识转到语言实践上来，发展了认知法中要让学生充 & 分发挥积极性和主动性的观点；注意吸收视听法中的情景性原则，在课堂教学 & 中尽力为学生提供和创造语言交际环境；突出了翻译法中重视阅读能力培养的 & 长处，提出了阅读原著的主张； & 3、异于交际法体系，但不悖交际性原则，主张教法为教材服务。其创立的 & 强化集中&&阅读原著&&分群复式教学体系，完全不同于交际法的理解&& & 表达&&综合体系。但其目的仍是&为交际&，该法虽不主张听说领先，但强 & 调&四会&要求，主张起始年级侧重口语训练，高年级阅读原著时，不放弃口语 & 训练。其&强化语音、集中识词&是为了使学生更早更快地进入交际活动； & 4、正确处理教语言与教交际的关系。即坚持教语言（就是坚持语音、语法、 & 词汇、听、说、读、写的教学），在教语言本身的同时教语言使用，也就是教交 & 际； & 5、既教浅层文化、更教深层文化。首先集中解决语音、语法、词汇基本问 & 题（浅层文化），为学习有文化内容的材料开路，随之即进入阅读原著以及有内 & 容的口头和笔头表达能力的强化训练（深层文化）。 & 以上对当前中学流行的主要英语教学方法进行了简要的分析，比较了彼此间 & 的差异之处，希望能对中学英语教学质量的提高起一点作用。同时，也算是抛 & 砖引玉，以期更多的人来关注和研究这一问题，进一步深化英语教学改革，共 & 同创立具有中国特色的中学英语教学法体系
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文明上网,理智发言
研修专题《小学英语词汇教学》
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怎样调动学生背单词的兴趣
怎样增加学生的词汇量
专题简介：本工作室研修专题为&小学英语词汇教学&。 在英语教学过程中，语音、词汇、阅读都和写作占有相当重要的地位，本工作室以小学英语词汇教学为研修主题，为全省教师提供小学英语词汇教学方面的指导。
&子专题一：小学英语语音教学:语音教学的好坏直接关系着英语教学的成败。英语教师要不断地提高自身教学素养，积极地进行教学研究，要创造性地驾驭教材，真正改变语音教学费时低效的现状。小学生好动，就让学生在活动中学；小学生好胜，就让他们在竞赛中练；小学生好奇，就让他们在悬念中猜。加上简易的绕口令和歌曲的配合，既满足了他们的娱乐愿望，又顺利地完成了学习任务。学生在愉快的气氛中学习，在积极的情况中记忆，从而使语音教学真正从枯燥中摆脱出来。请看我们的语音教学微课。
子专题二：小学英语词汇教学:词汇教学既是小学英语教学的一个重点，难点。因此，在小学英语词汇教学中，如何加强词汇教学的直观性、增强词汇教学的趣味性、利用语境，突出词汇教学的整体性显得尤为重要。看看我们团队成员录制的词汇教学微课能否为你带来帮助。花之韵------进贤县英语工作室
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The application of games in primary school English teaching
上传: 钟春美 &&&&更新时间： 20:48:57
thesis&consists&of&four&parts.&the&first&part&makes&a&literary&review&of&english&game&teaching.&the&second&partthe&necessity&of&games&in&english&teaching.&the&third&part&elaborates&the&current&situation&of&applying&games&in&english&teaching.&the&application&of&game&teaching&in&primary&school&are&discussed&in&the&fourth&part.&
1 &&&&in&ancient&time,&the&great&thinker&plato&once&treated&game&as&a&conscious&imitated&activity&of&kids&for&needs&of&living&and&capability.&the&philosopher&aristotle&thought&that&game&is&an&aimless&behavioral&activity&for&relaxing&and&amusing&after&working.&in&logman&dictionary,&game&is&defined&as&an&activity&or&sports&in&which&people&compete&with&each&other&according&to&agreed&rules.　 　&in&addition,&some&scholars&show&their&opinions&on&the&definition&of&game.&hadfield&jill(1984)&thinks&games&are&interesting&activities&with&rules&and&goals.&spodek&bernard&and&saracho&oliuvia(1994)&think&games&are&different&kinds&of&activities&which&are&highly&structured&and&include&specific&rules&to&be&followed.&byme(1995)&gave&the&definition&to&games&as&a&form&of&play&governed&by&rules.&they&should&be&enjoyed&and&fun.&they&are&not&just&a&diversion,&a&break&from&routine&activities,&but&a&way&of&getting&the&learner&to&use&the&language&in&the&course&of&the&game(deesri&22). &&&&a&game&is&structured&playing,&usually&undertaking&for&enjoyment&and&sometimes&used&as&an&educational&tool.&as&a&matter&of&fact,&&to&be&always&relevant&to&teaching&content.&both&whitehall&and&1993)&found&that&instruction&incorporating&game&features&led&to&improved&learning.&in&this&study,&games&are&used&for&instructional&purpose. 　&according&to&ding&zhicheng(2005),&game&teaching&is&an&instructional&method,&which&uses&game&to&teach&students&&moreover,&it&transform&monotonous&language&phenomena&into&interesting&games,&creates&harmonious&and&vivid&communicative&context.&game&teaching&is&a&kind&of&instructional&activities,&which&integrates&into&teaching&for&instructional&goals.&through&game&teaching,&instructional&goal&achieved&more&easily.&
chapter2&the&necessity&of&applying&games&in&primary&school&english&teaching s 2.1&goals&for&primary&school&english&teaching the&&the&following&points.&irst&is&to&develop&the&students&basic&ability&of&listening,&speaking,&reading&and&writing&through&the&lively&classroom&&second&is&to&make&the&students&master&basic&&and&grammar.&t&the&same&time,&pay&more&attention&to&cultivate&the&students&interests&in&learning,&which&laid&the&initial&foundation&for&entering&their&&school&to&continue&learning&english. &&1.&follow&the&law&of&english&teaching&and&combine&the&ideological&education&in&language&teaching rimary&school&english&teaching&is&an&important&part&of&school&education,&which&should&reflect&the&principles&of&education,&culture&and&teaching.&n&order&to&make&the&students&form&good&&and&moral&teachers&should&strive&to&tap&the&ideal&of&educational&factors&in&textbooks&during&the&teaching,&which&blending&into&the&language&teaching.&and&be&a&model&for&others. &&2.&cultivate&the&students&learning&interests&and&create&a&relax&classroom&atmosphere &&&&rimary&school&english&is&an&introduction&to&the&teaching,&which&should&give&a&priority&to&cultivating&students&interest&in&learning.&hen&organizing&the&classroom&teaching,&the&teachers&should&combine&with&the&students&characters&and&make&students&active&in&participating&in&teaching&activities&by&using&different&games.&ultivating&the&students&learning&interest&can&not&be&confined&to&the&teaching&method&and&means&in&,&but&also&including&the&happiness&the&student&get&from&the&language&learning.&eachers&can&use&pictures,&gestures&or&appropriate&&to&reduce&the&difficulty&of&understanding,&which&make&the&child&understand,&accept&information&and&instructions. &&3.develop&the&students&overall&ability&of&listening,&speaking,&reading&and&writing& &&&&rimary&school&english&teaching&attached&importance&to&training&the&students&basic&skills,&focusing&on&listening&and&speaking&ability.&lementary&school&is&the&best&period&for&the&development&of&native&voice&of&english&language.&n&teaching,&teachers&should&focus&on&the&voice&input&and&lots&of&repeated&practice&in&order&to&cultivate&their&listening&and&speaking&skills.&esides,&the&reading&materials&of&primary&school&english&teaching&should&be&paid&&attention.&eading&materials&should&choose&the&vivid&story&as&much&as&possible&and&be&close&to&the&childrens&daily&life.&nd&to&train&the&students&correct&habit&of&writing&english&letters,&words&and&sentences. &&4.&facing&all&students,&according&to&their&aptitude &&&&english&teaching&must&be&geared&to&the&needs&of&all&students,&fully&&the&enthusiasm&of&each&,&and&create&a&good&classroom&environment.&eachers&should&adhere&to&the&principle&of&teaching,&pay&attention&to&the&individual&differences&and&design&the&classroom&activities&to&different&level.&s&for&the&students&who&have&difficulty&in&learning,&teachers&should&help&them&build&confidence,&arouse&their&interest&in&learning&and&take&some&measures&to&improve&their&study. 2.2&advantages&of&game&teaching&method &&&&through&the&theories&above&we&know&that&many&psychologists&and&linguists&suggest&english&teachers&should&obey&the&natural&laws&either&in&humans&psychological&need&or&language&itself&while&teaching.&playing&games&is&childrens&nature,&so&game&teaching&method&is&worthy&to&be&applied&to&english&teaching.&during&the&authors&internship&period,&she&found&that&most&of&the&primary&school&english&teachers&prefer&to&use&game&teaching&in&class,&and&they&agree&that&games&in&language&classroom&surely&help&for&the&teaching.&using&games&in&english&classroom&mainly&has&there&advantages&for&teaching.&there&are&four&main&advantages&as&follows. &&1.&stimulate&students&learning&interest&and&motivation&in&english&learning albert&einstein&said,&interest&is&the&best&teacher&to&learn&everything.&interest&plays&a&very&important&role&in&students&learning.&someone&equals&interest&to&motivation,&and&both&of&them&are&considered&as&the&driving&powers&to&study.&studies&show&that&childrens&study&motivation&is&closely&link&to&interest,&and&they&belong&to&the&inner&study&system.&&class&with&games&is&paradise&to&children.&ames&are&greatly&attracted&by&children.&nce&games&are&properly&applied,&in&primary&school&teaching,&students&can&play&in&learning,&and&then&english&knowledge&can&be&imparted&to&children&via&interesting&games. &&2.&establish&equality&between&teachers&and&students &&&&the&traditional&concept&in&class&is&considered&that&teachers&are&in&the&commanding&position.&they&are&the&authoritative&and&they&control&the&whole&class,&while&students&are&listeners&and&actors.&it&is&obviously&a&kind&of&position&inequality&between&teacher&and&student.& &&&&the&new&course&standard&establishes&the&teaching&theory&of&equal&teacher-students&relationship&in&class.&teacher-students&relationship&means&a&special&relationship&between&teachers&and&students&in&education&teaching&activities,&including&the&position,&interaction,&recognition&and&attitude&to&each&other.&equal&teacher-students&relationship&requires&equal&dialogue,&mutual&understanding.&be&aware&that&students&are&the&masters&in&their&study&and&they&have&their&own&personalities&as&independent&persons&with&individual&differences&and&rich&potential.&equality&has&significant&meaning&in&education,&and&game&teaching&method&exactly&reflects&the&theme&of&equal&teacher-students&relationship. &&3.&develop&students&abilities&of&linguistic&performance &&&&communicative&competence&training&is&the&main&goal&in&primary&english&&and&english&listening&and&speaking&ability&training&is&the&important&and&primary&task&in&primary&english&education.&in&early&english&learning,&some&students&are&often&afraid&to&speak.&children&are&lack&of&abstract&thinking&ability&and&they&feel&difficult&to&imagine.&games&are&helpful&to&make&students&take&part&in&language&practice,&and&students&will&not&feel&any&pressure&while&playing&games. 2.3&characteristics&of&pupils&& &&1.& &&&&and&then&in&with&;. &&2. &&&&din&&in&lwhile &&3. &&&&in&,&&willbut&and&they &&4. &&& &
chapter3&the&current&situation&of&game&teaching&in&primary&schools &&&&in&primary&school,&the&english&classroom&especially&in&segments&with&great&emphasis&on&low-students&to&learn&english&in&a&relaxed&atmosphere,&therefore,&the&game&which&can&stimulate&students&interest&plays&a&major&role&in&english&classroom.&however,&many&teachers&are&focusing&on&the&enjoyment&of&games&when&they&design&teaching&activities,&ignoring&the&effectiveness&of&activities,&and&also&have&a&misunderstanding&of&game&teaching&methods.&a&my&&on&primary&school&english&game&teaching&in&yu&du&district,&&the&following&problems&in&applying&games&in&english&teaching.& &&3.1&the&purpose&of&games&&inaccurate&and&the&language&practice&is&limited. &&&&games&is&often&used&as&a&means&of&calculating&active&classroom&atmosphere,&there&is&many&species&of&games&used&in&classroom&at&present.&but&some&of&the&designment&of&games&&no&use&practicing&language&and&communicating,&only&to&make&the&students&have&fun&and&live&up&the&atmosphere,&there&is&no&gain&in&language&skill.& &&&&&& &&&&&let&be &&&&&the&teacher&put&some&new&word&cards&on&the&blackboard,&such&as:&monkey,&bear,&tiger,&lion,&.&in&the&form&of&volunteer,&extract&two&groups&of&students&stand&in&the&hallway&between&the&groups,&each&&of&six&students.&the&teacher&whisper&a&word&to&the&last&student&of&each&group,&then&the&students&whisper&forward&pass,&when&the&first&student&hear&the&word,&he/she&should&take&off&the&relevant&word&cards&on&the&blackboard.&the&fastest&. &&&&classroom&atmosphere&is&very&warm,&the&students&are&eager&to&participate,&but&there&are&some&problems&during&the&game.&first,&the&classroom&discipline&is&difficult&to&control,&because&the&students&will&leave&their&seats&with&great&emotional&excitement&when&participating&the&&second,&its&hard&to&avoid&other&students&hearing&the&word&in&the&process&of&the&&third,&the&teacher&has&no&language&communication&with&students,&the&students&only&can&speak&one&word,&the&pronunciation,&spelling,&and&the&meanings&of&the&words&have&not&been&taught. &&3.2&the&material&is&not&enough&and&the&content&is&lack&of&innovation &&　with&the&awareness&of&the&importance&of&games,&the&game&used&in&classroom&is&very&common.&but&the&problem&is&how&to&play&the&game&and&what&game&can&be&used.&because&of&the&limited&material&of&english&teaching&in&primary&school,&the&designment&of&activities&lack&of&innovation,&leading&the&low&interest&of&students.& &&&&&&&&&&& &&&&&to&practice&imperative&sentences &&&&&&the&teacher&introduce&the&rules&of&the&game:&when&adding&simon&say&before&the&imperative&sentence,&the&students&should&do&accordingly,&when&the&teacher&speak&the&sentence&directly,&the&students&without&reaction.&for&example:&stand&up!& &&&&&t:&simon&say:&stand&up! &&&&&s:&stand&up!&the&students&all&stand&up. &&&&&t:&stand&up!& &&&&&s:&the&students&have&no&reaction &&&&&the&game&of&simon&say&is&very&common&used&in&primary&school,&but&the&&that&the&students&interest&is&not&high&in&the&classroom&as&the&excessive&use&of&the&game.&some&traditional&games&such&as&solitaire&word,&guessing&the&word,&looking&for&the&letter&neighbors,&these&games&is&simple&and&the&teachers&can&used&skillfully,&but&lack&of&innovation&and&dynamism. &&3.3&the&designment&of&games&is&ideal,&ignoring&of&students&mentality &&&&&when&designing&the&games,&the&teacher&will&be&in&accordance&with&their&own&ideas&unconsciously,&ignoring&the&different&characteristics&of&different&students.& &&&&&&quiz&game&&&&& &&&&&to&study&new&sentence&(&here&are&some&sweets.) &&&&&&t:&now,&guess,&whats&in&my&bag?&therere&some&food. &&&&&&&&&&&&&&s1:&is&it&hamburger? &&&&&&&&&&&&&&t:&no,&it&isnt &&&&&&&&&&&&&&s2:&are&they&sweets? &&&&&&&&&&&&&&t:&yes,&youre&right.&look,&i&have&lots&of&sweets. &&&&&&&&&&&&&&&wow! &&&&&&&&&&&&&&t:&do&you&like&sweets? &&&&&&&&&&&&&&ss:&yes. &&&&&&&&&&&&&&t:&raise&your&hands&if&you&like&sweets.&here&are&some&sweets. &&&&&&&&&&&&&&s1:&thank&you.& &&&&&&&&&&&&&&t:&do&you&have&close&friends&in&this&class? &&&&&&&&&&&&&&s2:&yes. &&&&&&&&&&&&&&t:&good.&you&can&give&some&sweets&to&your&close&friends. &&&&&&&&&&&&&&s2:&here&are&some&sweets. &&&&&&&&&&&&&&s3:&thank&you. &&&&&this&game&is&not&well&&the&elements&and&spirit&of&game.&the&name&of&game&is&quiz&game,&but&the&guessing&process&occupy&one-third&of&the&whole&game.&besides,&the&teacher&have&no&any&marked&words,&it&is&difficult&for&students&to&guess&the&accurate&answer.& &&&3.4&the&game&design&is&too&complex&or&the&rules&are&not&clear &&&&the&game&used&in&the&primary&school&must&have&clear,&concise&rules&and&be&easy&to&operate&in&just&forty&minutes&of&teaching,&the&time&of&game&should&not&be&over&fifteen&minutes&in&order&to&attract&the&students&attention&and&ensure&regular&teaching&time.&however,&we&find&that&some&games&are&too&complex&and&the&operability&is&not&strong,&thus&these&games&will&be&easy&to&be&blocked&during&the&process&and&unable&to&achieve&the&expected&results.&
4&application&of&games&in&english&teaching &&&&unlike&the&traditional&method&of&learning&and&teaching,&in&games&teaching&approaching,&learners&are&required&to&take&part&in&a&number&of&meaningful&activities&with&different&tasks.&t&is&to&improve&learners&communicative&competence&by&encouraging&them&to&be&a&part&of&the&lessons&themselves.&many&experiments&carried&out&in&primary&schools&have&proved&the&effectiveness&of&games&in&english&teaching.&so&how&to&use&games&effectively&in&english&teaching? 4.1&the&design&principles&of&english&game&teaching& &&1.&the&design&of&games&should&be&purposeful &class&games&should&have&a&clear&purpose.&hen&design&the&game,&the&teacher&should&be&clear&about&the&aim&of&game&is&to&make&the&students&learn&well.&he&aim&of&game&is&not&only&active&atmosphere,&but&also&let&students&acquire&knowledge&through&games.&he&design&of&game&should&be&combined&with&the&teaching&purpose&and&stick&to&the&teaching&content.&herefore,&the&design&of&game&must&keep&to&the&&can&make&the&students&know&why&they&will&play&this&game.&uring&the&game&teaching,&the&teacher&must&grasp&the&point&which&combine&the&teaching&content&and&the&game&activities,&and&then&guide&the&students&finish&the&game.&t&&that&teachers&should&have&a&solid&language&foundation,&be&good&at&participation&and&listening&and&be&familiar&with&putting&the&knowledge&into&use.&esides,&the&teacher&need&combine&the&words&and&sentences&they&have&learned&before&into&the&game,&let&the&students&have&more&chance&to&practice&and&consolidate&the&knowledge. n&general,&the&main&purpose&of&game&is&to&strengthen&the&knowledge&points,&so&we&will&often&repeat&a&few&words&or&dialogue&in&the&game.&or&example,&in&learning&the&dialogue&do&you&like...?&yes,&i&like.&ost&students&only&need&repeat&the&sentenceyes,&i&like.&he&time&the&students&speak&english&are&far&less.&f&the&teacher&ask&this&questiondo&you&like&apple?&after&the&students&have&answered&yes,&i&like.&he&teacher&should&continue&to&ask&what&color&it&is?&by&doing&so&,&the&students&can&not&only&learn&the&new&sentence&but&also&review&the&knowledge&they&have&learned&before. &&2.&the&design&of&games&should&be&innovative &&&&nnovation&is&the&key&of&modern&education.&eachers&should&inspire&their&own&innovative&ability&and&learn&from&the&latest&teaching&ideal&when&carrying&out&game&teaching&method&in&primary&school.&hey&need&constantly&reserve&their&game&teaching&material&in&order&to&attract&the&students&interest&and&improve&their&participation.&he&teaching&material&is&limited,&but&the&innovative&&unlimited.&he&form&of&game&can&be&ed&in&speed,&memory,&intelligence&or&&the&content&of&game&can&be&informative&such&letters,&words,&sentences,&or&skilled&such&as&communication&&the&participation&of&game&can&be&an&individual,&group&or&team.&n&addition,&teachers&must&be&imaginative,&sporadic&thinking&for&them&is&also&an&innovative&method&for&designing&games. &&3.&the&design&of&games&should&be&comprehensive new&curriculum&&facing&all&students,&experience&participation.&o&the&game&teaching&should&be&public&show,&not&monologue&for&only&one&or&two&people.&eachers&should&design&the&collective&games&as&far&as&,&which&make&the&students&not&only&can&practice&language,&but&also&cultivate&their&sense&of&honor&and&ability&of&teamwork.&eachers&can&adopt&draw&lots&to&ensure&comprehensiveness&of&game.&t&the&beginning&of&game,&the&&the&draw&to&select&the&first&participant,&and&then&the&one&chosen&by&the&student.&t&the&same&time,&during&the&process&of&game,&the&teacher&need&pay&special&attention&the&poor&students,&increase&their&chance&to&practice. &&4.&the&design&of&games&should&be&appropriate &&&eachers&should&determine&the&educational&method,&content&and&form&according&to&the&different&stage&and&rule&of&the&childrens&physical&and&mental&development.&ppropriation&can&be&divided&into&adequate&time&and&the&appropriate&content.&n&general,&the&game&according&to&the&purpose&can&be&divided&into&practice&game,&fun&game,&collaborative&games,&expanding&game&and&comprehensive&game.&he&&not&mature&in&independent&thinking,&and&they&are&also&easy&to&be&influenced&by&outside&things.&o&the&teachers&can&choose&the&practice&game&or&fun&game.&hile&the&student&s&of&four&to&six&have&active&thinking&and&analysis&ability,&so&the&teachers&can&carry&out&cooperative&game&or&expanding&game&to&make&full&use&of&their&characters. sample&designs&of&p &&1.&letters&teaching eaching&link:&letters ame&design:&you&know&my&heart rade:&grade&one raining&aid:&cardboard,&marker eaching&step:&first,&divided&the&students&into&groups,&each&has&there&;&second,&select&there&groups&of&students&to&stand&in&front&of&the&blackboard,&student&a&pen&and&,&student&b&face&student&a,&while&student&c&turn&his&back&to&a;&third,&the&game&begin,&student&write&letter&a&to&show&student&b,&then&he&demonstrate&it&with&body&language,&student&c&speak&loudly&the&right&letter&he&guess.&t&the&end,&the&&the&most&letters&in&the&same&time&win&the&game. his&game&is&suitable&for&reviewing&26&letters,&which&collect&the&writing,&performance&and&reading&in&a&body.&dopting&the&form&of&cooperation&and&&to&stimulate&the&students&interest&and&cultivate&their&spirit&of&teamwork. 2.&word&teaching &&eaching&link:&review&word ame&design:&back&to&their&home rade:&every&grade raining&aid:&word&cards &&eaching&step:&first,&the&teacher&paint&four&little&house&on&the&blackboard,&each&represent&a&kind&of&&second,&prepare&the&word&cards,divide&the&students&into&four&&third,&disrupt&the&word&cards&together,&let&the&students&group&the&word&cards&and&then&put&into&the&corresponding&house.&he&&the&task&in&the&shortest&time&win&the&game.&he&teacher&can&design&the&kinds&of&words&according&to&&situation. 3.&sentence&teaching &&eaching&link:&sentence&patterns ame&design:&everybody&to&make&sentence rade:&above&grade&there raining&aid:&white&paper &&eaching&step:&first,&divide&the&class&into&there&groups,&each&has&a&piece&of&&second,&group&one&write&a&noun&or&name&on&the&paper,&group&two&write&present&participle,&group&there&write&&third,&choose&some&students&of&each&group&to&write&the&word&on&the&blackboard,&and&then&to&make&a&sentence.&n&the&process&of&game,&the&students&will&make&many&,&so&the&teacher&should&guide&them&time&to&time&to&continue&the&game.
5 &&&from&the&above&description,&it&is&so&clear&that&game&teaching&is&an&effective&method&in&teaching&english&at&primary&schools.&it&is&suitable&for&the&development&of&childrens&physiological&and&psychological&characteristics&and&&their&interests&and&generate&their&thirst&for&knowledge.&since&teaching&is&a&developing&art,&which&requires&innovative&and&creative&ideas&to&enrich&its&effectiveness,&the&teachers&should&be&decisive&to&use&games&in&their&classrooms.&any&game&to&be&used&to&teach&any&point&would&not&always&be&suitable&for&pupils&unless&it&is&challenging,&purposeful&and&involved&real&language&use&together&with&visuals,&materials,&sounds,&mine,&actions&etc.& &&&however,&it&is&not&easy&to&achieve&the&positive&functions&of&game&teaching&in&primary&school&in&maximum&extend&owning&to&the&variety&of&games&and&the&limitation&of&practical&conditions.&limited&by&the&time,&conditions,&district&and&the&authors&abilities,&the&results&and&findings&of&the&current&research&are&not&enough,&which&result&in&the&incomprehensiveness&of&this&study.&therefore,&more&time&should&be&given&to&conduct&further&study&of&game&teaching&with&large&number&of&pupils&at&primary&school&in&cities,&and&more&examples&should&be&analyzed&and&discussed&in&more&objective&way&in&the&future.
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文明上网,理智发言
研修专题《小学英语词汇教学》
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怎样调动学生背单词的兴趣
怎样增加学生的词汇量
专题简介：本工作室研修专题为&小学英语词汇教学&。 在英语教学过程中，语音、词汇、阅读都和写作占有相当重要的地位，本工作室以小学英语词汇教学为研修主题，为全省教师提供小学英语词汇教学方面的指导。
&子专题一：小学英语语音教学:语音教学的好坏直接关系着英语教学的成败。英语教师要不断地提高自身教学素养，积极地进行教学研究，要创造性地驾驭教材，真正改变语音教学费时低效的现状。小学生好动，就让学生在活动中学；小学生好胜，就让他们在竞赛中练；小学生好奇，就让他们在悬念中猜。加上简易的绕口令和歌曲的配合，既满足了他们的娱乐愿望，又顺利地完成了学习任务。学生在愉快的气氛中学习，在积极的情况中记忆，从而使语音教学真正从枯燥中摆脱出来。请看我们的语音教学微课。
子专题二：小学英语词汇教学:词汇教学既是小学英语教学的一个重点，难点。因此，在小学英语词汇教学中，如何加强词汇教学的直观性、增强词汇教学的趣味性、利用语境，突出词汇教学的整体性显得尤为重要。看看我们团队成员录制的词汇教学微课能否为你带来帮助。}