“字母拼音教学法”在小学英语课堂教学中的实验与研究（优秀范文5篇）

第一篇：“字母拼音教学法”在小学英语课堂教学中的实验与研究

“字母拼音教学法”在小学英语课堂教学中的实验与研究

开题报告内容：

问题提出、现状分析、课题界定、研究意义价值、研究目标责任制、研究内容、理论假设、研究方法、实施步骤、成员分工、主要成果及课题研究目前行动情况

一、问题的提出

 自己的学习及教学经历中的感悟

教学任务要求

从英汉两种语言的语音体系中得到启示

 国内外研究成果的启示  西方国家传统教学法的借鉴

（一）、自己的学习及教学经历中的感悟

我们知道，学习英语，记单词是关键。在我自己的英语学习过程中，我和众多的英语学习者一样，经历过浅尝则止、迷惘无措、死背硬记、忽然顿悟这样一个慢长而艰苦的过程，这一过程是一种时间与精力的浪费，大部分学习者在死背硬记这一过程中过不了关就中途放弃了；在多年的教学实践中，我发现绝大部分学生在英语学习中也和我当初一样．

（二）、教学任务要求

学习英语的起始阶段（小学或初中），学生的词汇量非常有限，语法和句型知识也很欠缺，很难用英语进行长篇、流利的听、说、读、写交流。掌握一定程度的英语语音、语法、词汇和句型知识是英语语用学习的基本前提，否则英语语用学习就成为无本之木，无源之水。因此，培养学生熟练掌握正确的单词认读和拼写方法，完成基本读写任务，为他们快速扩大词汇量和进一步学习奠定良好的基础，是小学阶段的一个主要的教学任务。

（三）、从英汉两种语言的语音体系中得到启示

（１）、英语是一种拼音文字，单词的音与形之间有着很大的联系，英语单词的拼写和发音

存在一定的印射关系。

（２）、中国学生在小学识字阶段接触到两套文字系统：汉字和汉语拼音．汉字书写的复杂笔画，培养了学生过硬的图形分析和记忆本领，汉语拼音的教学又增强了学生分析语音的能力，所以有研究者认为利用汉语拼音的正迁移进行英语教学更有利于中国学生学习英语

（四）、国内外研究成果的启示

（１）、Schneider, Roth & Ennemoser 三人在２０００年的实验证明，将语音意识和字母拼音教学结合起来训练，使学生掌握英语单词的形和音的联系，帮助学生由单词的形知道单词的发音（即见形知音），或由单词的发音知道单词的拼写（即听音知形）利于学生掌握英语文字中的音形对应关系和音形转换规则，促进学生读写单词的能力．

（２）、近年来许多研究者针对中国学生的单词拼写问题进行了语料库的研究和心理语言学的分析研究，结果表明中国学生的拼写错误不仅不正确的发音有关，而且与词形知识的储存有很大关系。研究还表明，正确的语音以及根据读音规则独立地朗读和拼写单词的基本技能不过关，直接影响学生的阅读理解、书面表达和口语交际能力，也是学生自学英语的拦路虎。

（五）、西方国家传统教学法的借鉴

字母拼音教学法（Phonics 即看字读音教学法，在词典中的解释也叫语音学），也中读音法，是西方国家儿童母语阅读的一种最为古老、传统的方法．教师通过直接、系统的方法，教儿童辨认字母与字母发音之音的关系。具体做法是先教儿童学会字母所代表的音值，然后逐个地学习和掌握字母及字母组合以及单词之间的关系．这种方法其实就是将单词的发音和书写联系起来，将抽象的音素转换成字母以及单词，从而提高学生认读、拼写单词和阅读的能力。

小结：英语教学不同于母语，课堂教学是英语教学的主要阵地。为了完成好小阶段的主要教学任务，找到一条培养学生熟练掌握正确的单词认读和拼写方法的路子，基于以上五个方面，结合我国学生英语的有利与不利条件，我们提出对“字母拼音教学法”在小学英语课堂教学

中进行实验与研究。

二、现状分析

（一）、国内外英语教学现状

（二）、国际国内同类课题的研究现状

（一）、国内外英语教学现状

 我国的英语教学经历了较长的历程．近二十年，就我们小英语教学来说，也经历了由应试教学到语用教学的过程．但大多引用了现代欧美国家的教学理念．

近二十来，在欧美国家整体语言教学方式一度占主导地位．然而，近些年来，在以美国、英国等以英语为母语或第二语言的国家，发现这种整体语言教学忽视了拼读基础这一关键的教学环节，学生的基本读写能普遍下降。

 所以当然我国的英语教育特别是小学英语教学也出现了同样的问题。在运用整体教育理念以前，我们的应试教育虽然强调单词的记忆，也摸索出许多记忆方法，如利用艾宾浩斯记忆方法、图片刺激法、歌曲歌谣记忆法、活动游戏法等等，这些方法虽然也很大程度提高了学生记忆英语单词的能力，但也有一大部分孩子，活动时很快乐，但快乐过后，什么都没留下。一大部分孩子，能听，也能说，但不会读，更不会写。而且听说也只是大概会，所以现在很多学生把cat 读成car，farm读成 far反过来听时也出现同样的问题。 十三年前，南宁市刚普及小学英语课时，我们使用的马承教授的小学英语教材，提到了读音教学法，其它的教材大多没提到，更不用说进行读音训练了。

（二）、国际国内同类课题的研究现状

 一度占主导地位的整体语言教学法，使得象美国等以英语为母语或第二语言的国家学生基本读写能力普遍下降，广大教育研究者不得不重新使用字母拼音教学；

 目前国外最有影响的这类课题研究是BBC报导的苏格兰一间小学运用“全拼音”syntheticphonics, e.g.Jolly Phonics 教学，效果突出。2004年10月28日工业分散格兰教育部长推荐苏格兰所有小学全面推行此教法.2005年2月11日,Hull和 St.Andrew两所大学长达７年的研究报告显示，懂“全拼法”技巧的学童，阅读能力比同龄儿童高两年；  国内有俞红珍、刘淑安和厉园光采取“直接拼音入门”法，证明此法培养了学生见词能读、听音能写的能力，学生记单词直接、省时，高效；

 有报导说台湾李如云博士发明了《英语表音密码》，但因种种原因不见推广。

三、课题界定

字母拼音教学法是英语的音与形的最自然的联系。我们这一课题的研究是要找到教学英语发音与拼写的最基础最自然的方法。基于小学生的生理及心理年龄较小的特点，对语音规则不作过深探究．只对最常见的语音现象进行研究，形成一套合适小学生学习并为其今后学习奠定基础的认读与拼写的语音训练规则与教学中切实可行的操作方法。旨在培养学生的语音意识，让学生初步掌握拼读方法．逐步让学生在词形知识方面形成一定量的储存。

四、研究意义价值

学习英语的起始阶段，学生的词汇量、语法和句型知识都很有限，很难用英语进行长篇、流利的听说读写交流。因此研究出一条培养学生掌握正确的认读和拼写单词的方法，为他们快速扩大词汇量、提高学习效率，增强学习兴趣，进一步学习英语奠定良好的基础是非常必要的。

五、研究基础

 理论基础：1994南宁市首次推广小学开设英语课，使用的马承教授编的小学英语教材，其中的掐头法、去尾法、对比法学读音，给我们的语音教学研究在理论上引了一个头；

 实践基础：多年教学已经积累一定的实验研究经验。

六、研究目标

研究出小学生容易接受的英语读写规则；

 研究出合适小学生的训练读写规则的方法；

 通过这种方法的训练，培养学生的语音意识，做到听音见形，见形知音，从而提

高认读与拼写能力。

七、研究的内容

 理论研究：研究出字母及字母组合与单词发音的对应关系；

 实践研究：研究出一条培养学生运用字母及字母组合与单词发音的对应关系，初步掌握的单词认读和拼写方法的教学路子。

八、理论假设

英语的中的26个字母及字母组合在单词中都有对应的发音，学生熟练掌握了字母及字母组合在单词中的发音，就能见到会读、听到会写，即见形知音，听音知形，从而提高英语认读

与拼写能力。

九、研究方法

• 综合研究法：包括调查问卷法、观察法、资料收集法、对比法、归纳法等，这些

方法在研究的整个过程中都要灵活运用；

• 实验研究法：按假设的理论对学生进行训练的过程主要用实验研究法； • 评价研究法：对有关教学效果、有关实验结果的分析主要采用评价法；

第二篇：TPR教学法在小学英语课堂教学中的应用与研究

学科代码：520101 学 号：050501060019

贵 州 师 范 大 学（本 科）

题 目：

毕 业 论 文

A Study of the Application of TPR Teaching Method in English Classroom of Primary School

TPR教学法在小学英语课堂教学中的应用与研究

学 院：外国语学院 专 业：英语教育 年 级：2005级3班 姓 名：令狐X 指导教师：郑XX（教授）完成时间：2009年4月

ACKNOWLEDGEMENTS

The completion of this thesis would not have been possible without the encouragement, the guidance, and the support of many other people.First of all, I would extend my sincere and heartfelt thanks to my supervisor Professor Zheng zhijin, who has given me valuable suggestions and insightful comments in the thesis writing.He has also spent much time going through brainstorming with me, put my work on the right track, read in great details every draft of every section of this thesis, and helped improve the appropriateness of English used.My gratitude to Professor Zheng knows no bound.Special thanks also go to my family for their unfailing support and love throughout my university study.CONTENTS

ACKNOWLEDGEMENTS Abstract（in English）………………………………………………………….5 Abstract（in Chinese）…....................................................................................5 I Introduction….................................................................................................5 1.1 The Definition of TPR....................................................................................6 1.2 Background of the Study……………………………………………………7 1.3 Significance of the Thesis…………………………………………………..7 1.4 Organization of the Thesis…………………………………………………..8 II Literature Review……………………………………………………………..9 2.1 The Benefits of TPR………………………………………………………....9 2.1.1 Success with Children‟s English Learning……………………………9 2.1.2 Three Obvious Features………………………………………………11 2.1.2.1 High-speed Understanding of Any Target Language………..11 2.1.2.2 Long-term Retention………………………………………....12 2.1.2.3 Zero Stress…………………………………………………...13 III Psychology of Children‟s Learning State………………………………..….14 3.1 Distraction of Children‟s Attention………………………………………....14 3.2 Use TPR to Solve the Problem of Distraction………………………………14 IV The Application of TPR Methods in Classroom…………………………….17 4.1 The Activities of TPR……………………………………………………….17 4.1.1 The Pointing Game…………………………………………………....18 4.1.2 Identifying Emotions………………………………………………….19 4.1.3 Following Recipes…………………………………………………….19 4.1.4 Information Gaps……………………………………………………...20 V Conclusion……………………………………………………………………21 5.1 Major Findings………………………………………………………….…...21 5.2 Implications………………………………………………………………….21 5.3 Limitations…………………………………………………………………22 5.4 Future Studies……………………………………………………………...23 BIBLIOGRAPHY……………………………………………………………..24

DECLARATION

A Study of the Application of TPR Teaching Method in English

Classroom of Primary School

令狐敬

Abstract：This study based on the conclusion demonstrated in Asher's studies that display oral practice with actions brings considerable effectiveness.TPR would be an appropriate and effective teaching method that will promote acquisition of comprehensible input in a natural way;it is a good way to learn a second language, not just for children, but also for adults as well.At the same time, it‟s a great helper to the teachers, who can use it in their classes to make the studying environment active and dynamic.Thus it can help teachers solve many problems in English class.Help young children learning English, make them found English learning very interesting.They love English class.It‟s a good beginning to learn English in their future.Key Words：TPR(Total Physical Response);Long-term Memory;zero stress;developing interests.摘要：本文建立于美国著名心理学家詹姆斯·阿士尔（Dr.James J.Asher）提出的通过口语实施最有效的伴随肢体运动的全身学习法理论上。TPR是一种有效的教学方法，在自然的情况下通过可理解性输入习得语言。此方法，不仅适合于孩子同样适合成年人学习语言。同时对于老师的课堂教学起着很重要的作用，能使课堂更加生动活跃，从而使学生喜爱英语学习，有一个良好的开端，为今后的英语学习打下坚实的基础。

关键词：TPR全身直接式沟通教学法；长期记忆； 零压力；激发兴趣。

I Introduction TPR（Total Physical Response）is an effective and helpful method being used in primary school.It can be developed to reduce children‟ stress when they are studying foreign languages.Also it can arouse students‟ interests of learning English, and develop their intelligence.Meanwhile, TPR is an efficient and appropriate way that is a great helper for teachers in organizing classes, using TPR will make classes active and dynamic.In this article, the author will present advantages of TPR methods to readers, and then the author will demonstrate some effective teaching activities to them, and also illustrates how to use them in English classes.Following, the author analyzes children‟s learning psychology on children‟s learning English, which might help teachers understand what things influence children‟ studying are and improve the teaching quality.Finally, it will display some limitations in conclusion part.1.1 The Definition of TPR Total Physical Response(TPR)is a language teaching method built around the coordination of speech and action;it attempts to teach language through physical(motor)activities.(Asher, 1966;79-84)Developed by James Asher, a professor of psychology at San Jose State University, California, people can acquire a foreign language by acquisition of comprehensible input through reacting imperative drills and other activities in classes, which is just like babies learn their first language.(Asher, 1996)

In a developmental sense, Asher sees that this is almost the same thing between successful adults‟ second language learning and children first language acquisition.(Asher)He claims that speech directed to young children consists primarily of commands, which children respond to physically before they begin to produce verbal responses.Asher feels adults should repeat this processes by which children acquire their mother tongue.It is a very effective way to aid learning second language.………The method relies on the assumption that when learning a second or additional language that is internalized through a process of code breaking similar to first language development and that the process allows for a long period of listening and developing comprehension before production.……（Asher, 1969;13-17）

TPR is primarily intended for ESL(English as a Second Language)teacher, although the method is used in teaching other languages as well.(Asher)

……..TPR is when students initially hear commands in their second language, respond physically to the commands(like raising their hands, jumping in place, or walking to the door)and then later produce these commands orally and in writing.TPR lessons have student‟s complete activities by using physical motions or visual aids.They practice new material by seeing, touching, or performing the concepts taught.It seemed like a really fun way to learn English…….(Degregori and Trithart, 2004)

1.2 Background of the Study

Some educators believe that one of the most important aspects of foreign language acquisition depends on listening comprehension first.The importance of the language learning order was emphasized by Harold E.Palmer.He suggested that in order to acquire main speech skills, listening and speaking, learners should study step by step through the four phases: perception, recognition, imitation and reproduction.(Palmer, 1925)He further claimed that perception and recognition should come before imitation and reproduction.Imperative drills he proposed aimed at establishing the foundation for internalizing a foreign language through the first two phases.In this sense, some similarities can be found between imperative drills and TPR.（WATANABE and KAWABUCHI;p53-54）

Palmer also referred, such as subconscious comprehension, which is defined as 'the art of understanding connected speech(spoken or written)without conscious effort, analysis or translation' and 'the incubation period', during which time 'a vast number of units are cognized in all their aspects: sounds, combinations, and successions of sounds, and the semantic values represented by all of these.(Palmer, 1917)

More recently, Krashen could be seen to have agreed Palmer in proposing similar constructs: the input hypothesis and the silent period.Krashen assumed that learners can acquire the target language through large quantities of comprehensible input, which is slightly above the learner's present level of competence.(Krashen, 1982)

1.3 Significance of the Thesis 7 At first, the general objective of TPR is to teach oral competency at a beginning level, however after this method has been in practical for a long period time, many educators claimed that the most important thing of TPR is that a TPR course aims to produce learners who feel relaxed and pleasure when they are obtaining English, thereby they can become confident and relaxed communication with native speakers.TPR method can be developed to reduce peoples‟ stress when studying foreign languages and thereby encourage pupils to persist in their study beyond a beginning level of proficiency, and more effective in developing pupils‟ interest of learning English.In this thesis, the author tries to present how teachers use TPR method to help children in primary school classes.Many teaching activities are based on imperative drills.Teachers will set lots of task to let children finish, some of them look like sports‟ goals, arts‟ task.Whatever goals are set, it can be achievable through the use of action-based drills in the imperative forms, which always make students are very exciting in class.In another place, it can also help teachers make classes vivid and dynamic.Total Physical Response techniques are very useful for young children particularly before they begin to read and write.Helping young children learning English by making them found learning English is very appealing, and then loving their English classes.It‟s a good beginning to learn English in future studies.1.4 Organization of the Thesis In this thesis, the author tries to manage to illustrate a variety of teaching drills of TPR in details, which include types of TPR activities.The whole thesis includes four important parts, which are the definition of TPR，the literature review of TPR studies, psychology of children‟s learning state, and the application of TPR methods in classroom.At the end of the thesis, the writer makes a conclusion from the study of TPR teaching method, trying to reveal lots of advantages in using this pedagogy, the author also wants to show some disadvantages to the readers.II.Literature Review The previous researchers considered that TPR research opened up the concept for children and adults acquiring another foreign language, and comprehension is a key point to learn a new second foreign language and it‟ s also one of the most important things concluded from TPR method.Success can be assured if comprehension is developed before speaking.……One important reason: Everywhere on earth in all languages throughout history, there is no instance of infants acquiring speaking before comprehension.Comprehension always comes first with speaking following perhaps a year later……..(Asher, 1983)

TPR was developed to teach foreign languages for people of any and all age groups.With TPR students hear commands in their second language, respond physically to the commands(for example, raising their hands, jumping in place, or walking to the door)and then later produce the commands orally and in writing.It is linked to the theory of memory, which will form a long-term retention, if something is always repeating all the time.(Degregori and Trithart, 2004)

2.1 The Benefits of TPR

In the following context, many benefits of TPR will be shown in the three obvious features and some experiments, which will explain how students have accomplished in English study through using TPR method.2.1.1 Success with Children’s English Learning

Dr.James J.Asher first described the TPR method in his book “Learning Another Language through Actions”.He and other linguists observed the following Characteristics about successful language learners: 1.……Good language learners achieve fluency faster when they are immersed in activities that involve them in situational language use …

2.……Good language learners often start their language learning with a period of silence as they watch the effect of language on others……..3……Good language learners show comprehension by successfully accomplishing language-generated tasks……

4…… Good language learners focus on overall sentence meaning rather than a sentence‟s grammatical parts……

5…….Good language learners make faster progress when the language of instruction is consistent(though limited)on a daily basis, and……

6.......Good language learners make faster progress when the content involves language that is clearly usable or valuable outside the classroom…………….(Asher, 1977;117)

He also considered that these are similar things between the success of the Foreign Language Acquisition and children whose mother tongue is the process of acquisition.For children to learn in their native language when they initially through the actions of parents said that the response instructions, such as “Pick it up” and “Put it down”, children learn to speak before they understand the instruction from the adults, therefore, there has a long time called silence period, a language acquisition time, children just listening but not speaking during this time.And when children get through the period, and it is easy to learn the new target language.Believe that students who begin to learn using TPR do have better listening comprehension.(Asher, 1966)

……..One study by David Wolfe and Gwendolyn Jones(1982)fulfilled the same research the benefit of TPR has.Wolfe and Jones integrated the TPR strategy in a Level I Spanish class.For their experiment they divided the students into two groups to use this method.For one group was taught using the TPR strategy twenty minutes a day, while the other group was taught the usual traditional manner.Results showed that significant educational differences on the unit tests provided by the publisher.Experimental subjects also expressed greater satisfaction with their Spanish course and their Spanish teacher…….(Wolfe and Jones, 1982)

2.1.2 Three Obvious Features It is one of the main aims of English teaching in primary schools to stimulate pupils' interests in English and to develop their enthusiasm for learning English.TPR has three strong features for English learning, which are high-speed understanding of target language, long term retention, and zero stress, testifying TPR help students learn English successfully.2.1.2.1 High-speed Understanding of Any Target Language Some former experts claimed that talking and comprehension are located in different parts of the brain.TPR will input some new information into people‟s brain and then have reaction out immediately.Students understand what their teachers are saying by doing physical actions, which is a high-speed understanding of acquiring their target language.It‟s just like infants understanding their parents‟ imperative tasks.For instance, “baby, look at mom,” “baby, say mom, dad”.etc, which are real situation in people‟s life, so TPR aims to create classes that looks like in real life, thus it could accomplish high-speed understanding of English.Here is an example of how students‟ brains are processing information at lightning speed: [1] “Stand” means to rise up from their chairs;their bodies immediately go from sitting to standing when they heard the instructor say, “Stand”.Also, “walk” means to move forward, their bodies walk forward when the teacher said, “Walk.”.These strange utterances must be valid.11 Once they understand, they can use this skill to move over into the left brain with traditional exercises in speaking, reading, and writing.Then return to the right brain with more TPR to understand another sample.Then use that understanding to switch to speaking, reading, and writing.2.1.2.2 Long-term Retention This method claims to guarantee the long-term retention of English, since the use of physical actions while or after listening helps to gain sound and meaning most effectively.This study reveals that TPR is an effective method to promote long-term retention of the target language in Japanese 7th graders.TPR creates facts which make for long-term comprehension.At lightning pace, the student's brains process information like this: “I actually stood up when the teacher uttered the alien direction: 'Stand.' It is a fact.It is true.It actually happened;therefore, I can store this in long-term memory.” The result is TPR can achieve long-term retention.It can be found that some evidences are some former researcher‟s experiments from the following thesis.One study by Valerie Marsh described TPR as “the most effective method for teaching long-term retention of vocabulary”(Marsh, 1997;25).According to Marsh, one of the key components of TPR is “the low level of stress which enhances fluency, invites participation and increases motivation”(Marsh, 1997;25)

…..At Stockdale High School in Bakersfield, California over the past three years, 100 of the students learning through TPR have scored 3 or higher on the A.P.exam.Of these students, seventeen were true beginners who took the test in their third year of Spanish, and four were true beginners who took the test in their second year of 12 Spanish.Although formal grammar instruction in TPR is delayed, test results show that grammar was nevertheless successfully acquired early on in the program.……

In another place, the powerful feature about vocabulary retention, one of the reasons TPR interests so many researchers are because they had observed many students struggling with vocabulary retention.This is not good in any foreign language classroom because in order to complete lessons and move forward with subject material, students need to retain vocabulary.It just like as the author had mentioned, when a teacher said “stand” , students will raise their bodies from their chairs, thus they will probably understand and remember what “stand” means and know how to use this word in the same conditions.2.1.2.3 Zero Stress Dr.Asher believed that carrying out the activities of the body language teaching is a good way to make students acquire a new language in a harmonious atmosphere.Students respond to commands that require physical movement.It is also very efficient and quickly pedagogy.The aim is make learners first start hearing before speaking, and meanwhile reduce students‟ pressure in learning a second language.(Asher, 1974)

In TPR class, Student will find it is funny and easy, and then they will enjoy getting up out of their chairs and moving around.Simple TPR activities do not require a great number of preparations on the part of the teacher.“TPR is aptitude-free.”，according to Asher.It is inclusive working well with a mixed ability class.It is common that people probably can do a good job in a no stress atmosphere, so even are children when they are learning a new language.Fortunately, TPR make it come true.Students may acquire words, phrases, even sentences through physical actions, playing games, and storytelling.All in all, they feel happy when they are learning English;therefore they will become centered roles in classes.13

III Psychology of Children’s Learning State

Students who are at the age of 5 to 12 are very lively and vigorous;they never stop to listen to an English grammar class, because they are very easy to distract.If teachers still use a grammar teaching method in a primary school, they must be very difficult to complete lessons and move forward with subject material, and the worst thing is students will lose their interests in learning English, some of them even hate the English classes.However, if a teacher uses TPR in his or her classes, the problem must be solved.3.1 Distraction of Children’s Attention

It is easy to everyone to lose their attention in a boring lesson, especially children.Classroom distraction is a very ancient problem for many teachers.Students whispered, passed notes, and daydreamed during class;however whether teachers should think about why children are always like that, what can change this situation, how solve this problem.If they access TPR in the classroom, distraction problem must be getting far away from it.3.2 Use TPR to Solve the Problem of Distraction If teachers use activities of TPR in their classes, like this kind of problem may be solved easily.They can use the main theme is “Listen and Act”，that is imperative drills.Here some examples:

[2] Method one: Listen and act Procedure:

Target Language: stand up, sit down, warming up Target Grade: Kindergarten to Junior High 1

Have students do the following actions.Commands supporting vocabulary …Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down, sit down.And clap.Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down.Sit down.And cheer!

Come on, louder!

Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down, sit down.And cheer...(Graham)

Method two: Touch

Choose two students and add more vocabulary that are in the classroom---such as book, pencil, paper, desk, floor, teacher—and add to the commands put, place, scratch.Use the following type of commands repeatedly in arbitrary order, alternating pairs of students from time to time until all the students clearly understand what these commands and actions mean.For example: [3] Put the pencil on the desk.Scratch your head.Scratch your arm.Put the paper in the box.Put your hands on your head.Place the box on the teacher‟s desk.Scratch your head and arm.”

(Ren, 2001;11)

From these TPR methods, we can see that teachers will draw students‟ attention in classes.Because in order to finish their teachers‟ commands, students have to concentrate their attention on the command words, thus they are likely to remember those words by behaving them repeatedly.In the meanwhile, students probably think that learning English is such an easy and cheerful task, and they must be fond of English classes.Method three: Listen and draw

It is similar to acting out physically, but in this type, the students are drawing picture, diagrams on paper.“This sort of activity works is very well as an information gap activity between pairs of students.”(Wang, 2002;90)Here is an example:

[4] One student draws a simple picture and then tells his/her partner how to draw it in English.Neither partner can look at each other‟s drawing during the task.After they have completed the task, they can compare their pictures to see how similar they are.Other way: according to last example.“Introduce the word draw.This opens up a rich network of things a teachers can ask their students to do.Start very simply with the familiar words that the students have already internalized through TPR.For example:

[5] Draw a book

Draw a ball

Draw a hand

Draw a box

Draw a hand on a desk.Draw a window and a hand and book.”

The concrete staff is much easier to understand and remember than abstract staff for people, in particular, primary school students.The more detailed staff is, the easier students can memorize.So if teachers ask them to draw something, they are likely to have a brainstorm to figure out some interesting pictures, which may develop their imagination.After students finished their works, teachers may award some special works, which can raise students‟ interests of English Classes, and then they probably acquire English in nature way.In another place, it is a good start to students, enhancing their listening skill.It is very important of students to have a good state while listening.Students should get clear that listening is the first step of any language acquisition;they should pay more attention to learn it well at the very beginning.Listen carefully also can solve the problem of distraction.…“Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings，and it is an analysis of the language signal perception.The process of the language perception is an activity of the short--time memorization.”…(Zhang, 1996;1)

IV the Application of TPR Methods in Classroom 4.1 The Activities of TPR-Physical response Everyone learns to comprehend much faster than they learn to produce.At any stage in the learning process, comprehension is always the most significant in foreign languages acquisition.Children may not be able to give a linguistic response to teachers‟ instructions but they can give a physical response.For this reason, a teaching technique based on commands is often used with young children.4.1.1 The Pointing Game With a small group of students, use a collection of pictures(such as those one might find in a mail order catalog)to instruct concepts that have been taught.Ask students to point to various specific body parts, colors, clothing items, etc.now let‟s look at some examples.[6] Point to the window!Point to the book!Show me the book!Put the book on the desk!Put the blue book on the desk and the red book on the chair!Draw a cat under the tree!

Children will be willing to present their comprehension through a physical action long before they are willing to give a linguistic response.Moreover, the use of real objects in the classroom and the use of picture flashcards allow the teacher and children to respond to language long before they can respond linguistically.This method also can improve students‟ capability of response and develop their left brain, becoming more intelligent.Certainly, the most important thing is enhance those words teachers command repeatedly.Teachers can use this game in classes;first of all, they should tell their students some supporting words in this game.For instance, “point” means use your finger direct the staff that instructs commands, and “show” means have something a look at to everyone, etc.Tell students to give actions to their teachers when hearing commands.If they want to finish the tasks, they have to concentrate and listen carefully.4.1.2 Identifying Emotions

After students have acquired simple commands such as “cry” or “laugh,” pictures can be placed across the front of the room that clearly demonstrate such emotional reactions.Students can be asked to take the picture of a person displaying a specific reaction.Later, this same procedure can be extended to other kinds of descriptions of emotions.(Someone crying, someone laughing).Later this same procedure can be extended to other kinds of descriptions of emotions, perhaps more subtle ones(someone who is sad, someone who is angry).This game is like a role play some times, being difficult to understand emotional words which are too abstract;teacher will use this action game to give their students hand to grasp these untouched words.When students acting trainers‟ orders, they may comprehend what feelings are like.4.1.3 Following Recipes At much later stages, making birthday cakes, baking cookies, or preparing dishes can provide a TPR experience, and it can also involve students in the cultures of other countries and those within the United States.First of all, display all the ingredients for any given recipe and introduce each item, one by one.And then, show each student with a written recipe.An extra large version to which you and the students can refer can be placed at the front of the room.While you or a student reads the recipe, other students can measure, mix the ingredients, and so on.As a follow-up, students can bring in favorite recipes to share.These can be put together to form a class recipe book to which others can be added.TPR is a pedagogy applying to bring in a real English environment to ESL.In this game, students will pick up a great many of cooking technique, making cakes, baking cookies.They must have a wonderful time in English classes.In the meantime, they probably obtain the target language in the classes.However, the instructor maybe more hard-working, they have to organize students to tidy up the classroom after classes.4.1.4 Information Gaps Information gaps can be created in which one student has information that another does not have but needs.One student may give a set of directions or commands to another student, who will carry them out to meet some stated goal(e.g.making a peanut butter and jelly sandwich).There are many kinds of information gaps, which include shopping information gaps, direction information gaps, puzzle information gaps, etc.for example:

[7] Shopping Information Gaps: Step 1: Teachers let students make two sheets, one of is A sheet, the other one is B sheet.Step 2:

Giving them the supporting words and sentences:

What did he buy in the supermarket? He bought a box of chocolate.How much was it? It was 50yuan.Etc.Step3: Ask students to finish the sheets in pair.In this activity, students can practice capability of question arising.(Wh-questions...)They have to finish the two sheets by asking their partner many questions.Also, it trains them how to acquire information in their lives, and it reaches the main target of learning a foreign language-communication.V Conclusion TPR is an effective way to learn English for ESL, especially primary school students.It based that the first thing to learn a foreign language is comprehensible input, and then have a respond to do teachers‟ commands.And why this teaching pedagogy is so popular and successful? Because it will bring a zero stress atmosphere to children to learn English, they will not be afraid of speaking English, and then they are likely to be cheerful when they are in English classes.Nevertheless, the method also has some limitation in the process of teaching.5.1 Major Findings TPR(Total physical response)is a language teaching strategy which uses commands, either written or verbal, to introduce new language and concepts to students.Imperative drills are a typical method is in TPR lesson, a teacher will give a command and the student must follow the command with a physical response.For example, if the teacher says, “stand up and down three times” the students after hearing the command, they will raise their bodies from their chairs and down three times.Children will train listening skills and how to respond to directions given orally or visually through the Total Physical Response(TPR)method.It can also reach this end through teaching some songs, for instance, which is about human being‟s body 'Head, shoulders, knees and toes' children will learn the parts of the body.TPR strategy has a large number of activities may be used in English classes of primary school, which can make students pleasure and fun in classes, consequently they have an interest in learning English and to be a leader and center role in training English.5.2 Implications TPR is totally physical.According to many former studies, it is a right-brain approach.And the key point is Comprehensible Input.TPR is not a complete method.According to current theory, TPR works because it is an excellent way of providing students with comprehensible input;the teacher's movement provides the background knowledge that makes the command more comprehensible.ESL students acquire the second language as they acquire their native language, which are almost like infants study how to speak their mother tongue.TPR also can provide a low-anxiety environment to the students through lots of comprehensible input in.Students will produce language when they are ready.It is a direct method for teaching language with real-life situations.It gives instant feed-back to the teacher.TPR is an astoundingly successful beginning language teaching method.TPR students have outperformed comparison students convincingly in method comparison studies, both in those done by Asher and his associates as well as those done by other scholars(Wolfe & Jones, 1982).It has been shown to be effective for both children and adults, and has been used for a variety of languages.5.3 Limitations The TPR method applies to the nature of children and matches the principle of happy-learning, which enables children to learn easily, to learn fast and finally to feel the happiness of English study.But its disadvantages are as follow:

1.This method just suits for the first period of language learning, especially beginners.Because most of its contents are gestures, through which children may not get further knowledge, and it has to be carried out with some other approaches.2.The TPR method contains of lots of game activities, role-playing and group competitions.But children will easily get excited when they are happy so it will be hard to accomplish the expected results even if they have good control of class, , in another place, it becomes a annoy to some shy students.Students are not generally given the opportunity to express their own thoughts in a creative way.The teacher may find that it is limited in terms of language scope.Certain target languages may not be suited to this method.5.4 Future Studies Many scholars determined that TPR can be used with a person of any age, TPR works with all levels of language learners.The author also has coincidence with them, if teachers combine TPR with other teaching pedagogies, such as interactive teaching methods, it will be more effective to make TPR work very well in a language classroom.Experienced teachers have the ability to cope when things go wrong.It„s useful when planning to build in some extra and alternative tasks and exercises.Also teachers need to be aware of what is happening in the classroom.Students may raise an interesting point and discussions could provide unexpected opportunities for language work and practice.In these cases, teachers should combine TPR with other teaching strategies to make TPR work very well in a language classroom.From studies such as these, the author concluded that the TPR method to teaching foreign languages is both beneficial and effective.Teachers can use both traditional method and TPR strategy in classes;they should try to have a good preparation and organize their classes, which is the most effective way.Giving them examples when instruct students to finish targets, which will not make the classes become noisy.Students can concentrate their attention while listening to English.BIBLIOGRAPH Danny, Brassell,（2007）.Enhancing ESL Students’ Literacy Skills.DE Wolfe.（1982）.Integrating Total Physical Response Strategy in a Level I Spanish Class, G JonesTPRS Publications Inc-ERIC EJ586008 Zink de Diaz, Laura.(2005).”TPR Foreign Language Instruction and Dyslexia".Retrieved on 2007-05-23.Ren Xiaoping.Listening Barriers Among Chinese Students And Training Tactics [J].延安教育学院学报，2001 Zhang Qi.Psychological analysis in listening teaching and radio programs teaching [J].云南教育学院学报，1996.10.p1 王蔷 A course in English language teaching [M].上海:高等教育出版社，2002.5.DECLARATION

Linghu jing, the undersigned, hereby declare that this thesis does not contain any material which has been accepted for the award of any other higher degree or graduate diploma in any tertiary institution and that, to the best of my knowledge and belief, this thesis does not contain any material previously published or written by another person, except when due reference is made in the text of the thesis.Signed: Dated:

第三篇：在小学英语课堂教学中实施游戏教学法的策略研究

在小学英语课堂教学中实施游戏教学法的策略研究

【摘要】随着新课改的不断实施，在小学英语教学中也不断的更新着教学方法。在小学英语教学过程中，还存在着许多问题，比如学生没有良好的学习习惯，对学习没有兴趣等等。根据这些问题，好的教学方法是非常关键的。所以，在教学过程中，要不断的在探索研究中寻找出一种解决的方法。如今，在小学英语教学过程中，可以根据学生的兴趣来进行有目的性的教学。

【关键词】小学英语 学生 游戏教学 方法

小学英语学科，在教学中是一门比较不容易学习的学科。大多数的学生对于外语的了解是一知半解的，更别说会对英语产生兴趣。因此，在教学过程中，要根据学生自身的特点和行为方式来寻找一种相适应的教学方法。对于小学生来讲，玩就是他们的天性，教师可以根据这一特点来进行教育教学，提出游戏教学的教学方法。让学生在好玩的游戏中学到所学的知识，进而提高学生的学习兴趣。笔者根据在小学英语课堂中实施游戏教学法的策略进行以下研究。

一、小学英语教学中游戏教学法的意义

传统的教学模式已经满足不了现有的教学水平，只有不断的更新才能适应现代发展。在现今的教学理念当中，是以学生为本的新型教学理念。在英语教学中，大多是要靠学生自己实践去体验和感悟的。小学英语教学是对学生的另一种语言能力培养的一门学科。在新课改过程中，小学英语教学运用游戏教学法进行教学。游戏教学法是在教学过程中采取游戏的模式进行教学任务，把呆板的教学内容转化成生动有趣的游戏方式。在小学英语教学中，运用游戏教学法来进行教学，更容易帮助学生了解和学习。同时，也为学生创建一个良好的语言学习环境。让学生在游戏中学习知识，激发兴趣。在小学英语教学过程中，合理运用游戏教学方法，带动课堂的学习气氛，让学生在愉快的环境中，主动参与学习活动。进而，提高学生的听和说的能力。这样的教学方法能够让枯燥乏味的课堂一下子变得生动活泼起来。进而提升了学生学习的主动性。通过这种学生喜爱的游戏活动，进而提升学生对于学习英语的兴趣，让学生对每一次上课都很期待。同时，通过游戏教学法的实施，更进一步的提高学生的自信心，也为今后的学习奠定了基础。在小学英语教学中，适当合理的运用游戏进行教学，更大程度上提升了整体的教学质量。

二、小学英语教学中游戏教学的注意事项

1.具有目的性游戏教学。在小学英语教学中，根据学生年龄来看，学生年龄较小，对周围的事物正处于接触阶段。在这种情况下，运用游戏的教学方法对于小学英语教学是比较适用的。因为，游戏是一种使人放松愉快地一个活动，也是对于环境认知和模仿事物的一种活动。从而能够让学生更好的发挥自己的能力，更好的增强学生的自主学习能力。从而让学生的能力得到充分的发展。相对于普通的游戏，游戏教学是指有序的可控制课堂优异，而是不放纵学生。游戏教学中还要具有一定的目的性，将每一个游戏都跟课堂内容相互联系，在游戏中教学，从而熟悉英语的语言规律，更好的进行英语交流。因此，在游戏教学中一定要有目的性的去设计。

2.提高学生智力发展的游戏教学。小学是一个智力发展的过程，给予学生正确的引导，让学生发挥自己无限的想象。从而提升学生自身的创造力。例如，在小学英语教学中，可以利用图片、情景去引导学生进行表演的游戏教学方式，让学生置身其中，利用自身的听觉、视觉、触觉去想象，在游戏中得到学习的乐趣，进而提高学生的发散思维能力。在游戏中学生还会进行思考。因此，在游戏教学的设计上要考虑学生的智力发展需要。

3.提高学习兴趣的游戏教学。根据学生的年龄心理状况来看，学生在这阶段的天性就是好奇、爱动、集中不了注意力等，绝大多是靠自身的喜好来学习的。在小学英语课刚开之初，学生对于英语还是有一定兴趣的，但是随着时间的推移，教学内容的加深，让学生对英语学习失去了兴趣。因此，在培养学生兴趣上进行研究。在教材中，都有Let’s play内容，说明在教学中要添加游戏进行教学，进而调动学生学习的积极性，激发学习兴趣。比如，可以设计具有趣味性的游戏，如，猜一猜、听与画、传话等等有趣的活动。通过游戏调节课堂的学习气氛，让学生在愉快的环境下学习。

三、小学英语教学中游戏教学法的方法

1.唱歌表演游戏。唱歌，是一种放松身心的活动。在小学英语教学中，利用唱歌游戏进行教学。例如，在上课是让学生一起唱《12345…stand up，sit down》，同时，让学生加入动作，一边唱，一边表演stand up，sit down……，通过这种方法，既活跃了课堂气氛，又让学生复习了单词。为整堂课奠定基础。

2.词汇游戏。通过将26个字母设计52张卡片，在卡片上写上两次字母，然后分别让学生去抽取10张，抽出来10个字母组词，来比比哪位同学组的单词最多，最快最好的有小奖品。

总之，游戏教学法在小学英语课堂教学中发挥着重大的作用。因此，通过合理运用游戏教学法的方式进行教学，从而提高学生的学习兴趣，增强整体的教学水平。

参考文献：

[1]张翠云.科学有效地开展小学英语游戏教学[J].山东师范大学外国语学院学报（基础英语教育）.2006（04）.[2]李鸣.小学英语儿歌和游戏课程设置的构想与实践[J].成都教育学院学报.2006（06）.[3]文琪.小学英语课堂游戏教学模式初探[J].新乡教育学院学报.2005（03）.

第四篇：小学英语字母课堂教学设计

小学英语字母课堂教学设计

昆明市晋宁区晋城第四小学 陈永娇

一、小组讨论

1、小学英语字母教学的内容有哪些？字母教学的目标是什么？

字母教学包括26个字母的读音，辩认和书写三项内容。小学英语字母教学的目标是在教师的指导下，让学生达到能认字母的音和形，能读准字母，能按正确的笔顺和规格书写，能按顺序背诵和默写字母，同时能初步掌握字母在单词中的发音，为进一步学习单词的读音和拼读打下基础。

2、小学英语字母教学有哪些基本环节？可以用什么方法和手段进行教学？

教学环节主要有：Warming up-----Presentation----Practice------Consolidation-----Homework Warming up 阶段是充分调动孩子的学习兴趣，吸引他们注意力；Presentation 阶段主要是让学生接触语言目标，感知语音与语意；Practice 阶段主要是让学生通过一些简单活动进行机械操练；Consolidation 阶段是让学生在一些真实意义活动中运用语言目标。

可以运用儿歌、复习等方式来导入教学；运用实物、图片、卡片、动画等呈现；通过游戏来操练；运用儿歌、律动复习或巩固。

二、教学过程与实施

1、Warming-up 歌谣引入法：比如学生十分熟悉的《ABC song》。复习导入法：复习就知引出新知。律动导入法：字母操

2、Presentation

运用卡片、图片、动画等方法来呈现字母的形，示范准确发音，并示范正确书写顺序。让学生对字母能够认读和书写，还要掌握在单词中的正确发音，做到字母不离词。

故事教授法；直接教学法；多媒体教学吸引法；游戏教学法；音标衬托法（将字母与其能常发音的音标相结合，以音标衬托字母，以字母带动音标。）

3、Practice 字母操练我们可以采用游戏的形式。例如： 1.“What's missing?”游戏 学了几个字母以后，把字母卡片放在一起让学生认读，然后抽去其中的一张，让学生寻找：“What's missing?”此时，学生注意力高度集中，急于表现自己，识记的效果就会很好。2.“左邻右舍”游戏

学生准备好已经学过的字母卡片，教师出示一个字母，让学生找出它的左邻右舍，请找到的几个学生快速把字母拿到讲台上站在相应的位置上，其余的学生一起认读这几个字母。3.“Make letters”游戏

让学生用肢体动作表示不同的字母，或让学生用火柴棒拼出不同字母的形状。（1）象形字母：教师出示一些与字母相像的图案或实物，学生通过想象去认，看看像什么字母。

教师准备：与字母相像的图案或实物。

学生准备：将与字母相像的图案或物品带到学校，同学们相互看。

（2）不同材料的字母：让学生用绳子，珠子，石子或铁丝等物品组成各种字母。教师和学生准备：绳子，珠子，石子或铁丝等材料。

（3）字母抽象化：看图，找出所有的大小写字母，还可以让学生用大小写字母自创一副图，与同桌找字母。

（４）游戏字母：学生们用自已的身体来组成字母。例如：表演“Ａ”字母的是两个全班最胖的男孩，两个一左一右隔着在约半米的距离并排站好，慢慢地左右倾斜头紧紧贴在一起，一左一右两只小手拉在一起，这样就组成了字母“Ａ”。

4、Consolidation 1）律动：字母操 2）音素家族chant：

A、H、J、K 是A 家族，A，A是族长。E的家族有八位，BCDE，GPTV，E，E是族长。

/e/ 的家族没有族长，它的成员有七位，FLMN，SX 和Z。U 的家族有三位，UQW，U，U是族长。

I 的家族有两位，IY，I，I是族长。（手势指着自己）R 和O单独住，它们自己是族长。3）生活中的运用

让学生联系生活，留心观察，收集生活中的英语字母，并在课堂上进行汇报交流。例如：在商场里，学生注意到了表示服装尺码的字母，L（大号），M（中号），S（小号），XL（特大号）；在马路上，学生注意到了停车的标志P；甚至在其他科目的学习中，学生注意到了s（面积），x（未知数），r（半径）等。向学生介绍一些常用的缩略语。如：PRC是中华人民共和国；USA是美国；CCTV是中央电视台；字母V表示胜利；医院透视用X光；评价等级用A、B、C、D等。这些内容既可以丰富学生的知识，又可以引起学生的学习兴趣，使字母教学不再成为一件枯燥无味的事。

三、小学英语字母教学有哪些注意事项？

（一）、字母读音教学 1.注重示范发音的正确性

字母发音直接影响着学生单词的发音，而且学生错误的发音一旦形成就很难再纠正。因此教师在教学字母之前一定要多听录音，纠正好自己的发音。在课堂教学中教师要让学生听磁带跟读，观察他们的口形，并鼓励模仿得好的学生示范领读，帮助其他同学纠正发音。2.把握学生的发音难点

受各地方方言的影响，学生对字母的发音往往会出错。比如：南方人容易把A读成/e/。因此，教师要把握好学生方言发音难点，预先采取各种教学方法防止错误发音的出现。3.强化个别字母教学

尽管许多学生对字母有了一定程度的掌握，但大多数学生都没有进行过系统的字母学习，中间难免存在着许多似是而非的现象。例如 “G g”和“J j”强调[dэ]的发音。“H h”注意[ei]的发音。“Q q”和“R r”要让学生能辨清与语文音序表发音的区别。“U u”和“Ii”要让学生把音发到位。教师在教学中应针对这种情况加强这几个字母的训练。4.注重读音归类教学

把字母按读音进行分类是字母读音教学的一个重要任务，也是学生觉得有一定难度的一项内容。为了使学生能更好得掌握，教师可采用“分家”游戏的方法，按“家族”将26个字母进行分类记忆。首先将字母划分为七个家族，再对号入座，最终编成一首音素家族chant 帮助学生记忆：

A、H、J、K 是A 家族，A，A是族长。E的家族有八位，BCDE，GPTV，E，E是族长。

/e/ 的家族没有族长，它的成员有七位，FLMN，SX 和Z。U 的家族有三位，UQW，U，U是族长。

I 的家族有两位，IY，I，I是族长。（手势指着自己）R 和O单独住，它们自己是族长。5.注重语音暗线的铺垫

在三年级下册学生用书中，字母读音和字母例词的安排是一条语音暗线，教师教学时要努力让学生掌握字母的正确读音，并初步感知字母在例词中的读音，为以后学习语音奠定基础。比如讲到字母Ee时，例词是egg，elepghant，教师可突出字母E的发音。英语中共有48个国际音标，如果学生能在学习26个字母的同时掌握与此相关的26个音素，将会为以后的语音学习打好基础。

英语字母发音教学过程中，老师要帮助学生运用学习策略，在师生的交流与互动中完成教学任务。

1、看。在教授字母时，教师要做好示范，读清每一个字母的发音，放慢速度让学生仔细观察教师发音的口型变化，领会教师的发音要领。

2、听。在学生看清教师的发音口型变化后，在模仿发音时，教师应做到耳灵眼明，快速检查每位学生的嘴型与发音，对读得好的，尤其是声音洪亮、清楚标准的学生，可适时让他们登台表演示范。

3、说。在发音教学中，教师要充分利用课堂教学时间，运用多样化的教学方法，调动全班学生的学习积极性，加强全面练习。除了齐读、分组读外，还要特别注意个别读，如开火车顺着座位挨个快速读，扩大练习面。在课堂上，教师可以把当堂教授的字母名称用升降调轮流带读几遍，使学生在跟读中体会英语的基本语调，对升调和降调形成初步的印象。每教完几个字母，让学生按字母表的顺序背上几轮，可分集体背、男女生分开背、同桌背、按座位顺序逐个起立背、个别抽背等形式。对性格内向或发音偏轻的学生，在平时应多关心他们，多想到他们，给予他们更多的发音练习机会，帮助他们克服“怕”的情绪，启发他们懂得：不怕读错，只怕不读，不学“聋哑英语”。同时，利用课余时间，进行个别指导，努力让每个学生都做到当天教的字母名称、读音，当天就要学会。

（二）、字母书写教学

字母的书写过程要一步步进行：先观察性状，再观察笔顺、占格情况，然后书空，使用活动手册进行描红，最后达到仿写。1.字母认读的教学

字母的书写首先要求学生能正确区分一些形近的字母。有些字母可以通过猜谜的方法让学生记住它们的形状特点。例如：弯弯的月牙（C）、一条小蛇（S）、三叉路口（T）、1加3（B）、一座宝塔（A）、胜利的象征（V）、大号鱼钩（J）、一张弓（D）、一扇小门（n）、一棵小苗（r）、一把椅子（h）。这些谜语既能让学生记住字母的形，又能激发学生的学习兴趣。同时，还可以让学生自编谜语学习字母，充分发挥学生的想象能力。另外，还可以将字母的一部份遮住，让学生根据漏出来部分来猜字母。2.字母书写的教学

字母的书写是小学生的一个薄弱环节。小学的英语书写一定要求学生做到严格遵照书写规范，教师绝对不能马虎。因为英语字母有印刷体和书写体之分，所以容易使学生在书写时发生混淆，教师在教学时应多在这方面进行强调。（1）笔顺教学

教师要充分利用多媒体设施让学生仔细观察字母的笔画和笔顺。正确的笔顺在活动手册的描红练习中有正确的示范。但有时学生会受到汉语拼音笔顺的影响，错误书写字母，因此教师要对容易出错的笔顺进行比较细致的指导。如i和j都是后加点，t先写钩，H先两竖等。建议教师不妨采用汉语拼音的教法，使用一些形象的比喻，帮助学生理解记忆书写规则，防止笔画出错。比如：H是一双筷子拴根线，j是海豹顶皮球，i是小海狮头上顶个球，t是伞把带开关等。

在教授新字母时，教师应先把字母卡片挂出来，边示范边讲解，什么地方起笔，什么地方收笔，几笔写成，占哪几格，是否顶格，宽窄比例，倾斜度等。接着，教师再作示范，一边叫学生跟着教师的笔顺用手指同步书空模仿，一边报笔划，使每个学生对笔顺和笔划有一个清楚的概念。然后，让学生在作业本上用铅笔描红，逐步过渡到临摹抄写。（2）格式教学

字母的占格同样是字母书写教学中的一个教学难点，尤其是当字母的大小写混在一起的时候，学生很容易混淆。这样，教师要先清楚示范，提醒学生注意并总结字母占格的规律。同时，教师还可以借助儿歌帮助学生掌握字母的占格规律。如：英语书写，四线三格，大写字母一二格，上不顶线是原则；小写字母认准格，上面有„辫‟一二格，下面有„尾‟二三格，无„辫‟无„尾‟中间格；“i，t”中上一格半。在学生掌握了字母的占格规律后，还要通过活动手册上的描红来加强练习。这里要注意的是，到一定阶段的时候，教师要让学生能在没有四线格的一条线上，甚至是没有任何线的白纸上也能正确地表示出字母的书写格式。

四、案例实践与考核（演课、评课）

1.以小组为单位，观看示范课，然后每组学员写评课稿。

2.以小组为单位，每组学生从PEP版小学英语教材中自选字母教学素材，编写一份全英文详案，推举代表进行15分钟演课，由学生自评、互评，最后老师评价，要求学生写教学反思，获得的分数是团体分=学生互评30%+学生自评20%+教师评价50%。

第五篇：《梅州市小学英语拼音教学法研究》选题参考

附件四：

梅州市小学英语课题研究选题参考

（以下课题选题仅供参考，老师们可在小学英语听、说、读、写等教学方面自定适合课题的研究方向的子课题。）

1.Phonics教学法在人教版《PEP》小学英语教材中的实践与研究

2.运用Phonics教学法，提高学生的拼读和认读能力研究

3.运用Phonic教学法，丰富学生词汇量的研究

4.Phonics 在小学英语语音中的实践研究

5.Phonic在小学英语词汇教学中的实践与研究

6.运用Phonics教学法，提高学生的阅读能力的研究7.自然拼音教学法在小学英语课堂教学中的实践与研究

8.巧用phonics教学法, 以“拼”带“读”,以“读”促“写”的实践与研究

9.运用Phonics教学法，提高单词的认读和记忆能力的研究

10.运用Phonics教学法，培养学生认读单词的能力的研究

11.Phonics 教学中简易直观教具的自制和使用研究

12.Phonics自然拼音法在小学英语课堂中的运用研究

13.小学英语听力评价方式的研究

14.小学英语课堂教学即使评价的研究

15.小学英语多元化评价的研究

16.小学英语口语评价方式的研究

17.小学英语档案袋评价的实践与研究

18.小学英语写作评价方式的研究

19.构建以学生为主体的小学英语教学评价体系的研究

20.多媒体与网络技术应用于小学英语教学评价的研究

21.小学英语课外活动评价模式的探究