智趣激兴 操之有度 练之有效 wisdom fun excitement and exercise are effective.docx
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智趣激兴 操之有度 练之有效 wisdom fun excitement and exercise are effective.docx
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智趣激兴操之有度练之有效wisdomfunexcitementandexerciseareeffective
5-智趣激兴操之有度练之有效(5-wisdom,fun,excitementandexerciseareeffective)
Wisdom,interest,excitementandexerciseareeffective
OneffectiveprimaryschoolEnglishvocabularyexercises
Abstract:
toimprovethevocabularypracticeeffect,canfromtheperspectiveofinterest,practiceandpracticeandcommunicationpracticeofthesethreeaspects,combinedwithscientificteachingstrategies,thecreationofeffectivevocabularypracticeactivities,toachieve"funbowelXing,exercisedegree,trainingiseffectivetoimprove."theeffectivenessofprimaryschoolEnglishvocabularyteaching.
Keywords:
vocabularyexercise;stimulateinterest;effectiveness;communication;
VocabularyisthefoundationofEnglishlearning.Wilkins,afamouslinguist,oncepointedout:
"WithoutgrammarverylittlebeconveyedWithoutvocabularynothingcanbeconveyed."--itisthusclearthatvocabularyisthemostbasicbuildingmaterialofcanlanguage.VocabularyteachingisanimportantpartofprimaryschoolEnglishteaching.Now,teachersaretryingtooptimizetheteachingprocess,createdifferentformsofvocabularyexerciseactivities,andhelpstudentsbettergraspthevocabulary.However,intermsofteachingpractice,wewillfindmanywordsasflashywithoutsubstanceclasses,after-schoolactivities,butwithoutatrace.Thereasonmainlyliesintheteachersinthedesignvocabularypracticeactivities,ignoringtheeffectivenessoftheactivities,theactivitiesbecomeamereformality,resultinginstudents'languageabilitynottoupgrade,atthesametimethestudentstomasterthevocabularyisnotsolid.Therefore,inprimaryschoolEnglishvocabularyteaching,toeffectivelycarryoutvocabularytrainingactivities,fromthefollowingthreeaspectstoimprovevocabularytrainingactivities,soastoachievepracticalandeffective.
First,wisdom,interest,excitement,arousetheenthusiasmofstudents
Interestisthebestteacher,toimprovetheenthusiasmofstudentsisthefirstfocusofclassroomteaching.Insettingvocabularyexercises,weshouldpayattentiontothefollowingpoints:
1.mechanicalexercises,payattentiontodiversity,interesting
Theteacheralwayspaysattentiontotheteachingpartintheteachingdesign,andusesvariousteachingskillstopresentthewords,soastoarousethestudents'interestinlearning.Butregardingthedrilllinkisnotverymuch,excessivelymanymechanicaldrillscanletthestudent,especiallytheprimaryschoolstudentlosesthestudyinterest.Thetraditionalmechanicaldrillhasthefollowingforms:
thetraingroupread,read,readthewordsbylifting.Propertransformationofthetrainingwaycanincreasetheinterestoflearning,improvestudents'interestinlearning,andimproveefficiency.[PEPBook4Unit]inthecaseof3IsthisyourskirtPartALet's?
Learn,whitesweater,greenskirt,brownjacket,bluedress,yellowT-shirtandredshirtcomprehensivepracticeintheoriginalIonlyletthestudentsfollowatrainreadthewords,readdrawing.Thefirstfewwordstheeffectisgood,butthemonotonyofreadingvoice,letthechildrenfeelnothingnew.Soafterthetest,Imadethefollowingadjustments.WhenIpracticethewords,Ialsodistributedifferentcolors,differentstylesofmodelclothes.Inordertogetthemodelclothesintheteacher'shand,thechildren'senthusiasmisimproved.Aftertheworddrills,organizegroupactivitiestosharethemodelclothes,andputthewordsinsentencesI,like,the,.I,like,the...With...Practice.Finally,usingchanttoclapourhandstofindtheclassspecificwearingclothes"T-shirt,T-shirt,white,T-shirt;dress,dress,blue,dress..."studentsinteresting,learnwithrelish.Therefore,teachersinthedesignofmachinevocabularypracticeactivities,itisnecessarytoconsiderthediversificationofformsoforganization,suchastheclass,groupandindividualactivitiesinterspersedby,butalsoconsidertheactivitiesintheformofinterest,arrangementofsongs,TPR,performance,andothermethodsofrepeatedpracticevocabularyquiz,method,fullofchanges,hasalwaysattractedtheattentionofstudents.Aquietmove,thereisaspecialcomprehensive,notimposingakind,isatune.
2.,interestinexercise,payattentiontorationality,effectiveness
Students,especiallythoseinthemiddleandlowergrades,haveashortattentionspan,andtheinterestofteachingactivitiesisveryimportantformaintainingtheirattentionforalongtime.Theteacheraccordingtotheagecharacteristicsofstudents,targeteddesignstronginterest,studentsofthepopularvocabularypracticeactivitiestoattracttheactiveparticipationofstudents,likesongs,TPR,show,quiz,storyandotheractivities,areverypopularwiththestudents.Forexample,teachanimal,askthestudentstoreadgesturingwhile"bird,bird,fly,fly,fly.,bird,bird,fly,fly,fly,away,allthestudentsareeager;thenaskthestudentstoreadthesideofthesideactallanimal"rabbit,rabbit,jump,jump,dog,dog,jump;run,run,run".Afterthat,thestudentswereallowedtoadjustthewordsandmovementsoftheanimalsingroups.Thestudentsthoughtitwasinteresting.Theysoongotinvolvedwiththeanimals.Theycouldn'twaittoshowitinthegroup,
Someofthemdomonkeylike,"monkey,monkey,climb,climb.andsome"meow,"cat,cat,meow,meow"vivid,imperceptiblytoconsolidatethenewvocabularyandreviewtheoldwords.However,tothehighschool,thestudentsbegantodevelopabstractthinking,theyarenolongersatisfiedwiththesimpleimitationandunchallengingfunactivities,incontrast,theyaremorewillingtoparticipateintheintegrationofhisthoughtsoflanguage,therefore,teachersdesignsomecreativeandchallengingvocabularypracticeactivitieswillbemoreeffective.Forexample,intheexerciseofseasonalvocabulary,letstudentsdiscuss"Whatcolourisspring"season,willtherebecolor?
Somestudentssay"Ithinkspringisgreen,becausethetreesaregreen.",somestudentssay"Ithinkspringiscolourful,becausetheflowersarecolourful.",everystudenthastotellthespringtomyfeelings.Afterteachingfallandwinter,therearemanyfruitsandanimalsonthecourseware.Whichonesarethefruitsofautumn?
Whatarehibernatinganimals?
Therewasaheateddiscussionamongstudentsaboutdifferentopinions.Afterfourvocabulary,theteachershowsthepersonificationofthetrunk,pleaseteamsofstudentsperforming"I'matree.Inspring/I'myoungandgreen....I..."somestudentslikethelushtrees,somelikethewitheredtree,aswellasthehibernatingtree...Thesevocabularypracticeactivitiescangreatlystimulatestudents'thinking.Fromthedeeptostimulatestudentsinterestinlearning.Therefore,whendesigninginterestingexercises,weshouldarrangeallkindsofexercisesaccordingtotheageandintelligencelevelofthestudents,soastomakethemeffective.
Two,exerciseacertaindegreeoffreedom,andstimulatestudentstostudyindependently
Themastersoftheclassroomstudents,realizethemainroleofstudentsinclassroompractice,theteachermustbeagoodguide,flexibletocontroltheclassroompracticeofstudentsfreely,payattentiontothefollowingdesignpracticeactivities:
1.,activitiesaredifficultandeasytomoderate
Whendesigningvocabularyexercises,teachersshouldnotlowertheirteachingrequirementsanddonotexceedtheirnormallanguageabilitiesaccordingtothestudents'cognitivelevel.Howtograspthisdegree?
Itisthebestdifficultydesigntoletstudents"jumpandjump,pickfruit",whichcannotonlymakestudentsintegrateintothepracticeactivitiesnaturally,butalsoarousetheenthusiasmofstudents'participationinactivities.Afterteachingabouttheactivitiesoftheday.Inthefourthgrade,teacheraskthestudentstodesigntheirownonedayschedule,andintroducedthe"It's6:
30.It'stimetogetup.It's6:
00p.m.It'stimetowatchTV.It's8:
00p.m.It'stimetolistentoEnglish."studentsdesignedavarietyofactivities,performance,imageextremely!
Thevocabularyexerciseactivityisinlinewiththelanguagelevelofthestudents,whatthestudentswilldoeveryday,anditischallenging,whicharousethestudents'greatinterest.
2.,buildaplatformforstudentstostudyincooperation
EnglishVocabularyCourseatpresent,thereisanumberofclasses,limitedtime,teachingcapacityproblems,therefore,teachersshouldletstudentsmustmakefulluseofresources,studentsincooperativelearning,asfaraspossibletoexpandthevocabularypracticeactivities,improvetheeffectivenessofpracticeactivities.
Intheprocessofvocabularytraining,forsomesimpleandcontrollablelanguagetasks,teacherscanmakestudentspracticeintheformofpairwork,suchasaskingstudentstolistentoeachother,correctsounds,askquestions,andinvestigate.Forexample,afterteachingthevocabularyofcolorsandclothes,letthestudentsplaythewordcardgame,andletthestudentstaketurnstoshowtheirclothescardsatthesametable,sothatthedeskmatecanrecognizethemandthecorrectdeskmatecangetthecard.Whichstudentgetsthemostcardsat5minutes?
.Inthisgame,studentsareexcited,nervousandhappy,andthestudentseasilypracticevocabularyofcolorsandclothes.Thiskindofcooperationissimple,short-termandefficient.Itincreasestheamountofpracticeforstudentstopracticenewvocabulary.ItisverysuitableforEnglishvocabularyexercisesinlargeclassteaching.
3.providechoicesforstudentstolearnbythemselves
Whendesigningvocabularyexercises,teachersshouldfaceallthestudents,especiallythosewhoareintrovertedorbackwardinthe
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