小学英语第二期专家讲座-DramaVIP专享VIP免费

小学英语Drama的教学探讨(短剧、歌谣、歌曲、故事)1一《英语课程标准》对小学英语哪几方面的技能提出了目标要求？听、做、说、唱、玩、演、读、写、视听2本专题为什么要突出“Drama”I.Drama都包括什么Dramaactivitiesforveryyoungbeginnersmayalsoinclude:actionsongs(“ThisOldMan”)actiongames(“SimonSays,”“FollowtheLeader”)role-playingstorydramatization(informal,spontaneousdramafromtheincidentsorscenesofastory)Simplemime(Teachernarrates,childrenbringthecharacterstolifethroughaction)3II.Drama对小学英语教学有什么意义Thepurposeofdramaistopromotethepersonalgrowthandthesocialdevelopmentoftheparticipantsthroughrole-playing,improvisation,games,chanting,choralspeaking,anddramatization.Thedramaexperienceenricheslearningforallchildren.4Dramacan:developlanguageandcommunicationabilitiesdevelopproblem-solvingskillsencouragecreativitypromoteapositiveself-conceptdevelopsocialawarenessandempathyhelpclarifyvaluesandattitudesencouragechildrentodiscovernewinformationandskillsThroughtheDrama,childrencaninvolvetheiremotionsandthoughtsinbothself-expressionandcommunication.5III.StorytellingWhentheteachertellsastory,ratherthanreadingit,adifferentdynamicoccursintheclass.Astorymaybesungorchantedbytheteacher;itmayincludearefrainorchorusinwhichthechilfrenmayjoin.歌谣教学案例\歌谣故事Iwenttothepark.docYoungchildrenshouldhearstoriesbeingtoldinpersonandonaudiotapes.Astheylisten,theyarelearningtorespondpersonallyandimaginativelytowhattheyhearandincreasingtheirlisteningpotential.6Sharingstorieswithchildrenallowsthemtoparticipateintheoraltradition;toenterworldspast,present,andfuture.Listeningtostoriesreadaloudandtoldwillfosterinchildrenpositiveattitudestowardsafuturewithbooks,reading,andwriting.78Retellingastorythroughpaintingcouldinvolverecallingdetails,makinginferences,orinterpreting.Extendingastorythroughdramamightinvolveanalyzing,hypothesizing,orgeneralizing.9IV.Theroleoftheteacher教师在表演活动中的角色Theteachercanassistbyparticipating,byofferingideastoindividualchildren,bynarratingincidentsthechildrencanmime,orbytakingaroleasoneofthecharactersinthedramasthechildrencreate.10V.Viewing观看的价值Visualliteracyinvolvesmanyofthesameskillsrequiredforprintliteracy.Mostoftheseskillsreflettheabilitytoprocessinformation.Forexample,theviewer,likethereader,mustlocateinformation,makepredictions,understandrelationships,makejudgements,andformsensoryimpressions.11VI教学案例歌谣教学案例\教案两个\Fivelittlemonkeys教案一.doc教唱英文歌曲的教学案例.doc故事改剧本案例.doc歌谣教学案例\用节拍教唱歌谣.doc歌谣教学案例\教案两个\FIVELITTLEMONKEYS教案二.doc11李春燕：学生有时候会唱但是不知道是什么意思。徐荣芬：对于教材中的某些歌曲孩子们总唱不会，怎么办？唐骊华：想向专家请教：PEP教材中每个单元C部分有一个STORYTIME，我试想是否在时间允许的条件下采取FIVELITTLEMONKEYS这种类型的教学方法？对高年级学生来说有没有这个必要？会不会“小题大做？”由于情景图较多，操作起来难度会不会有些大？李霞：现在的小学英语课堂上用英语歌曲，歌谣，孩子们的确很喜欢，可是有很多孩子只是为了听而听，不是为了学而听。老师们的问题121、除了课本每一单元有歌谣外，我想教师是不是也可以通过增补一些课外琅琅上口的歌谣？不仅适合本班学生使用而且可以增加学生课外知识。2、学生英语的学习程度各不相同，怎样界定这首歌谣是否适合学生？这个问题也十分关键。3、接了五年级的英语，由于原来没有重视歌谣的学习，在教学时学生很吃力，相当大一部分学生认为这一部分不重要学不学无所谓。英语歌谣的位置究竟该如何设定？必学还是有选择的学？亦或是学生认为的那样——并不重要？4、在小学教学的过程中，歌谣比较容易教授，因为内容少，形式简单，但是在戏剧的方面的运用就比较少，因为戏剧包含的语言和其表现形式比较复杂，单一的进行模仿达不到预期的效果，请问，在课堂上运用喜剧进行教学应注意哪些方面？12