小學(xué)英語語音課堂模式教學(xué)的研究本科畢業(yè)論文

1、<p>　　存檔日期： 存檔編號(hào)： </p><p>　　徐州師范大學(xué)成人高等教育</p><p>　　本科生畢業(yè)論文（設(shè)計(jì)）</p><p>　　論 文 題 目： 小學(xué)英語語音課堂模式教學(xué)的研究 </p><p>　　姓 名：

2、 李夢(mèng)偉 </p><p>　　院 系： 徐師大外國(guó)語學(xué)院 </p><p>　　學(xué) 習(xí) 形 式： 函 授 </p><p>　　年級(jí)專業(yè)班級(jí)： 2008級(jí)英語教育本科班 </p><p>　

3、　指 導(dǎo) 教 師： 韋匯余 </p><p>　　徐州師范大學(xué)外國(guó)語學(xué)院印制Mesh record</p><p>　　1 preface ……………………………………………………1 </p><p>　　2.1 use, regulating the voice 1 mouth ………………………1</

4、p><p>　　2.2 using embouchure, explanation semantic ………………2 </p><p>　　The function, contact actual ……………………………… 3 </p><p>　　Three tries to shock bothersome, mining potential ………… 3 <

5、;/p><p>　　3.1 recite said songs, help memory …………………………4 </p><p>　　3.2 sing songs, scattered difficulties …………………………4 </p><p>　　3.3 try, enrich the content story……………………………… 4 </p&g

6、t;<p>　　4 use techniques, direct demonstration……………………… 5 </p><p>　　4.1 feiyang words, glows brilliant ……………………………5 </p><p>　　4.2 magical sentence structure, ready to begin………………6 </p&

7、gt;<p>　　5 implement concept, design task. ………………………… 6 </p><p>　　5.3 role-play, outstanding true ………………………………6 </p><p>　　6 develop race, multiple evaluation………………………… 6 </p><p

8、>　　6.1 class interstate competition, make progress together, …7 </p><p>　　6.2 team competition, improve each other …………………7 </p><p>　　7 conclusion ………………………………………………………7 </p><p>

9、　　1 introduction </p><p>　　English pronunciation teaching purpose is to cultivate good listening, distinguishes the sound and pronunciation skills. Only through shock colorless, imitate, strengthen the pract

10、ice, combined with practice, through "mouth look" "say" "compare" "debate with each other" "was a play", make students eye to hand to mouth to, and the heart to watch, an

11、d, in listening, speaking, reading and practicing organicsynthesis, train students to use authentic English pronunciation, intonation communicative ab</p><p>　　So, how should a simulation context, lets the s

12、tudent in accept, imitation, exchange strengthen oral pronunciation, identify pronunciation intonation, meaning of the words pronunciation accurately, easily realize English communication is no longer "castles in th

13、e air?" </p><p>　　2 use embouchure, standardize speech </p><p>　　"Listen," "say", "see" is a generalized experience. In a narrow sense experience mainly refers

14、 to the English teaching and around the action experience. In a narrow sense experience more accord with children's lively characteristic. </p><p>　　2.1 using embouchure, interpretation semantics </p&

15、gt;<p>　　"The basic characteristics of mouth" method is to let students imitate one embouchure to accept the new knowledge and explain his understanding. For example in the teaching of the Oxford primary

16、 school English "' Unit 8 < the park to 's the stupidest decide the sentence to A, also can use" embouchure "method to carry on the teaching. In teaching "< 's go to the puzzle!"

17、; "Good, but how?" "By bike," says when Christmas with a thumb, sticking up close \ look \ cook pronunciation, issued By listener</p><p>　　2.2 functions, with practice </p><p&g

18、t;　　Teachers teaching contents related equipment available. So that we can make students to develop their own function, contact textbooks content, and combining with actual practicing dialogues content. In the teaching o

19、f the Oxford primary school English "Unit 8 < 's triple-a when the park to go before class, the teacher may decorate students each group ready two turntable, with relevant sites and traffic respectively pictu

20、res of each game, tool by three common completed, a rotating" site wheel "in</p><p>　　Three tries to shock bothersome, mining potential </p><p>　　3.1 recite said songs, help memory <

21、;/p><p>　　Students speak a period than doctrine words easy nursery rhymes. The nursery rhymes can improve children's learning interest in English, and can foster the English language and rhythm, also can pr

22、omote its understand English meaning, help his memory. </p><p>　　For example, In the teaching of the Oxford primary school English "In the B Unit8 4A, Look for scale-up. When the word works, made up as

23、follows two ballad: </p><p><b>　　Chant1 </b></p><p>　　Cold, cold, It’s very cold.</p><p>　　Close the window,</p><p>　　Close the door.</p><p>　　

24、Hot, hot, It’s so hot.</p><p>　　Open the window.</p><p>　　Open the door.</p><p><b>　　Chant2</b></p><p>　　Draw, draw, draw a picture.</p><p>　　W

25、rite, write, write a word.</p><p>　　Read, read, read a book.</p><p>　　Copy, copy, copy a word.</p><p>　　Great! Great! I can say.</p><p>　　3.2 sing songs, decentralizati

26、on of difficulty </p><p>　　Singing is particularly fond of activity of pupils, which helps to stimulate the students' desire to perform and participation desire. If the action by wealthy tong qu, criteri

27、on more can stimulate the students' interest in learning. Unit 7 in the teaching of It 's nice to decide the sentence pattern of A stupidest may, when applying the cadence of ABC "Ed below song: Look at my b

28、louse. Look at my blouse. It' s interesting. It 's another interesting. Songs effect is scattered difficulty. For exa</p><p>　　3.3 try, enrich the content story </p><p>　　Stories to chil

29、dren has a universal appeal. Stories to children is not only a kind of entertainment, but also a kind of very important study way, this study usually children spontaneous and active learning. These lively story inspired

30、the learning interest of the students and performance desire, it not only pulled close distance between English and students, but also makes English teaching contents, teaching form to enrich more lively. Therefore, the

31、story is to stimulate students' interest in l</p><p>　　For example in the teaching of the Oxford primary school English "Unit 9 On and off triple-a to decide when A stupidest, can make up such A sto

32、ry: the small rabbit rabbit at home playing picked mushrooms mother went out. After a while, the Wolf come to say: "Open the well. The held. Open the" the small white rabbit say: "Close .Close the well hel

33、d. The small white rabbit." the Wolf watching are not to Open the door, true impatient went away. It's getting dark, mother rabbit came back, said: "Ope</p><p>　　4 use techniques, direct demons

34、tration </p><p>　　Using game skill in games directly demonstration. Game teaching method is adopted in the teaching of the game as far as possible way, boring language phenomenon change for students willing

35、to accept, vivid and interesting game form, for students to create rich language communicative situations, so that students in secondary school, learn to play in the play, not only learn knowledge, more important is to c

36、ultivate an interest. Games bring fun naturally that every one of the participants maintain</p><p>　　4.1 feiyang words, glows the wonderful </p><p>　　Teachers can use the word games are: </p&

37、gt;<p>　　(1) "to lens pronunciation" </p><p>　　(2) "words" - the teacher said a solitaire, lets the student with the words of the word as the next words at the end of the letters o

38、n the initials solitaire, and so forth. For example, the next life pen teacher said nose, said eye again next life, and so on. </p><p>　　(3) "transfer game" -- teachers will traffic tools word-card

39、s posted on the blackboard, refers to in one of the pictures and say a word, can say the words according to the pictures, also don't press pictures said other words. If the picture plane is plane, the teacher said, i

40、f students stood up and neat, said other words, students take very read words. </p><p>　　(4) "arena" -- t made good new award before class CARDS (such as color words such), professor, let the stude

41、nts guess after the other hand on top, so the photo of words, guess ep-red, this picture will become their own, see the last who got the picture. </p><p>　　5 "guess the word" -- in teaching body pa

42、rts, the teacher of words mysteriously glimpse intentionally stick a picture on the blackboard, let the students guess. Guess to classmates will be named "magic eye, which came to Taiwan, modeled after the practice

43、of teachers, select" magic eye "next. </p><p>　　6 "play pantomime" -- the voice of teachers in near-flawless read a word whispered. Let's see which student react fast, to prompt repea

44、t teachers say words. The winner can continue to challenge the other students. </p><p>　　4.2 magical, ready to begin patterns </p><p>　　Teachers can use the sentence pattern of the game: </p&

45、gt;<p>　　(1) "treasure hunt game" -- teachers let life back to the class a physical or stand and a watch hidden in the classroom pictures of a certain place, the class in conjunction with this words say

46、a sentence: "Where 's the watch?" When this lifetime physical or pictures from the closer, the greater the class voice, and vice versa. After this, the whole class to find a dialogue with this lifetime, &qu

47、ot;Where 's the watch? It' s in the practice being." new words and sentences. </p><p>　　(2) "the thing north and south" game -- teachers to let students play "the thing north and

48、south" edge practice new grant vocabulary and sentence patterns. For example in the teaching place class and traffic tools vocabulary and sentence patterns < 's go to... But how? By... , the teacher let stude

49、nts choose "east, west, north and south," on a site, speak a number, another student according to digital choice transport through training. </p><p>　　(3) "the whispers" -- put students i

50、nto eight groups, with the first students to teachers of English sentence "ear said a pains' s your job?" In turn, and then pass it on, preach quickly and accurately team win. </p><p>　　(4) &qu

51、ot;guess" -- or teachers do the action, lets the student said sentence patterns; Or let a student do the action, let the other students guess. For example, a teacher in doing swimming action while ask for am I spend

52、 pains? Students can answer, swimming with sucstressed to practice now. </p><p>　　5 "listening performance" -- teachers give a command, let the students make corresponding action according to the i

53、nstructions. For example, in teaching stationery word, teachers can send instructions to display me pen /... , let the students say while present corresponding stationery. And as in teaching body parts, such word, teache

54、rs can send instructions to Touch face /... said , students say while refers to the corresponding body parts. </p><p>　　6 "tambourines handed the flower" -- at the dialogue, lets the student listen

55、 to music rapid transfer physical or pictures or model, music stopped classmates in English, to make a dialogue. </p><p>　　7 "multi-way speculation" - to draw A geometric figure, it neither can be

56、pictured as items A; Also can continue to loeser, guides the student to use item B Is that a/an at. this /... ? Tell oneself imagination to practice the new grant sentence that Is that a/an at. this /... ? Teachers using

57、 it is or No price, it've 't answer. Teachers, then add a few pen painted continue to ask, so clearly until items. </p><p>　　5 implement concept, design task </p><p>　　Newly issued "

58、;English curriculum standards (experiment this)" pointed out: the teacher should avoid simple teach language knowledge teaching method, make use of the task-based teaching approach. Teachers should according to the

59、overall target of combining curriculum teaching content, creative design of close to the students' practical teaching activities, attract and organize their participation. Students by thinking, investigation and disc

60、ussion, exchange and cooperation, study and use English </p><p>　　5.3 design scene, outstanding true </p><p>　　Language coming from life, from actual life language is not exist. a country-based

61、classroom cannot stimulate the learning interest of the students. Only will language into life, language will blossom its charm, to improve the learning interest of the students. Task-based language and real life is conn

62、ected the bridge. </p><p>　　teachers teach students language form, by creating context, let students complete the task, cultivate the students' self grasp language function ability. </p><p>

63、　　5.3.1 use real, communication exercises </p><p>　　If can put real life materials moved to class, can stimulate the students' strong study interest, will make actively engaged in the target language env

64、ironment to practice. For example, the teacher teaching finished "Whose... is it?" After class, the students to bike shed, sees multicoloured before the bicycle, have their own know, have their own not know, st

65、udents blurt out: "Whose bike is it/I 'm don' t apply, I have. / it 's my bike. / it' s xx 's bike. / is your bike? Yes. Memories, it' s/No</p><p>　　5.3.2 creating context, carri

66、es on the show </p><p>　　In order to excavate students' learning potential, reasonable organization of language use, really reflect the language communicative functions, teachers should elaborate design

67、scene, to let students role-play. </p><p>　　Role-play is the most exciting link, students is to combine the knowledge into ability link. Pupils love show, when the teacher announced the performance start, th

68、ey would immediately passion of learning spirits rose, fight to be the first, all want to shine. Teachers should seize this opportunity, trying to create a English atmosphere, can prepare some performance simple props, t

69、ire, let show more interesting. After shopping, as learned teachers in mall shopping together hands-on design the sit</p><p>　　6 develop race, multiple evaluation </p><p>　　The practice with com

70、petition, and nature of its throughout teaching for students, not only has produced a kind of teaching charm, can put students in teaching the magnetic field firmly attracting, meet the students' self-expression desi

71、re and like competition, also training their psychological to listen, speak, read, and write comprehensive ability, the more important is to improve the learning interest of the students. </p><p>　　6.1 class

72、 interstate competition, make progress together </p><p>　　Normally, or race, or group hands enthusiastically top elected one or two students. So, top became "tomato tossers", the rest of the studen

73、ts have become "Guan Zhan Zhe". In order to make the class every student can become a "war game", I organized class interstate competition: I let the whole class students take part in the contest, do

74、first listening practice, then the teacher statistics a whole number and so on various aspects of were listed into form to contrast, (released only the total num</p><p>　　6.2 team competition, improve each o

75、ther </p><p>　　Team competition very desirable. First group activity not only in classroom the limited time of the best possible increase students' participation opportunity for students, but also create

76、 an independent confident communicate in English place. </p><p>　　In group activities, every student has a chance to participate, each student is the achievements of group contribution, team results dependin

77、g on the joint efforts of the group members. Different degree of students can be obtained in the campaign own progress, this also is to promote all students actively participate in study power. </p><p>　　I u

78、sually put students into several competition team, group with yellow "" blue", "green" "have already learned words named. Team competition is probably throughout class always, can also be us

79、ed for a game. For the outstanding team, to praise promptly, encourage, teachers can make a small red flowers kind of small prizes, may also directly on the board for the winner draw a smiling face () is lively and inter

80、esting, and can let students enjoy success, add students sense of accomplishment. </p><p>　　7 conclusion </p><p>　　Anyhow, English pronunciation teaching purpose is to cultivate good listening,

81、distinguishes the sound and pronunciation skills. Only by imitating, strengthen the practice, correctly use the navigation functions, mouth through "see" "say" "compare" "debate with ea

82、ch other" "was a play", make students eye to hand to mouth to, and the heart to watch, and, in listening, speaking, reading and practicing organic syn thesis, train students to use authentic English pronun

83、ciation, intonation communicati</p><p>　　references </p><p>　　1 【 Ireland 】 Mary Slater [British] Jane Willis "let English classroom alive" </p><p>　　2 the English curricu