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组织趣味游戏活动 寓教于乐学习英语

本文作者: 21ST
期号:99  阅读数:8826
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  编者按:本期本栏目精选了国外教师利用形式多样的游戏活动丰富英语课堂教学的实例,帮助老师引导学生在轻松快乐的氛围中学习英语。

  Games for question practice

  Clare Lavery

  AN ESSENTIAL skill in communicating is the ability to ask questions. Students sometimes get lots of chances to answer questions but here is how you can get them to ask some questions themselves. These activities can be used with a whole range of levels.

  * FAQ’s challenge

  Step 1: Tell students to prepare information on a topic, e.g. tourist information for their town.

  Step 2: Put students in groups.

  Step 3: Let them brainstorm a list of six to eight frequently asked questions on the subject.

  Step 4: Let the whole class pool their questions and discuss them.

  Step 5: Students prepare the answers for the next lesson.

  * Quiz question challenge

  A quiz game based on recent vocabulary and topics can form the basis of this game.

  Step 1:The teacher read aloud the answers from quiz cards.

  Step 2: In teams students must guess what the question is. Allow conferring between team members.

  Step 3: Award two points for getting the question exactly right and one point for providing a question which makes sense and gets the answer, e.g. if the answer is “21”, the questions could be “How many students are there in this class?” (two points) and “How old is the assistant?” (one point)

  * Guess the object

  Step 1: Divide class into groups.

  Step 2: Guide students by providing the lists of objects yourself or specific question types to suit your classes.

  Step 3: Each group makes a list of three or four objects. Tell them to focus on words recently studied, words for objects in the room or words for objects related to a topic e.g. home, studying, music, etc.

  Step 4: One group must guess the objects of another group by asking questions, e.g. “Is it made of metal? Can you find one in this room? Is it bigger than this table?”

  Step 5: Set a limit to the number of questions possible for each object, e.g. six to eight questions.

  Step 6: Give a point to the team if the object is guessed within the number of questions allowed.

  * Unscrambling questions

  Give one question with the words jumbled up. The first pair or group to unscramble it correctly are the winners.

  Step 1: Take four or five question types recently covered by students.

  Step 2: Jumble the words of the questions.

  Step 3: Challenge small groups or pairs to re-order. Run through the questions scoring two points for each correctly ordered question.

  Step 4: Challenge students again to think of logical answers to the questions or to use a couple of the questions in a mini dialogue.

  与人交流的一个基本技巧是提问问题。学生有很多机会回答问题,但是这里我们谈论的是如何让学生向别人提出问题。以下的课堂活动适用于所有水平的学生。

  * 常见问题解答

  第一步:让学生准备关于某话题的材料。例如:他们家乡的旅游信息。

  第二步:把学生分成几组。

  第三步:让他们集体讨论总结出关于该话题的6到8个经常被问到的问题。

  第四步:让全班同学把提出的问题汇总并就问题展开讨论。

  第五步:学生准备好问题的答案,下次上课的时候回答。

  * 提问挑战

  教师可以参照学生近期接触过的词汇或话题,以此作为该游戏的基础。

  第一步:教师大声朗读问题卡片上的答案。

  第二步:学生分组猜测该答案的问题是什么,允许每组成员之间交流意见。

  第三步:如果学生正确猜测出问题,奖励2分;如果学生仅提问出一个有意义的问题并且能够自圆其说,奖励1分。例如:如果问题的答案是“21”,这个问题可以是“全班一共有多少名学生?”(2分)或者是“这位助手多大年纪?”(1分)

  * 猜测物体

  第一步:把全班学生分成几组。

  第二步:教师提供一个物体名称列表或者适合本班学生的问题类型列表给学生做示范。

  第三步:每组学生列举3到4个物体。让他们关注最近学过的单词、教室里现有的物体名称或者和话题有关的物体名称,例如:家庭、学习、音乐等。

  第四步:一组学生通过提问猜测另外一组准备的物体名称,例如:它是铁制的吗?这个房间里有吗?它的体积比这张桌子大吗?

  第五步:限定猜测每个问题所提出的问题数量,如6到8个问题。

  第六步:每组学生如果在限定问题数量的前提下猜出物体的名称就奖励他们1分。

  * 问题排序

  给学生一个单词顺序错位的问题,第一组调整好单词顺序的组即为优胜者。

  第一步:选择学生近期接触过的4到5个问题类型。

  第二步:将问题中的单词顺序打乱。

  第三步:让每组学生调整单词顺序。每整理好一个句子得2分。

  第四步:让学生考虑问题的合理答案,或者让他们选用几个问题编简短对话。

  A spelling game

  Carol Goodhew

  Step 1: Choose, in advance, the group of spellings to be practiced. Four to eight words are best, depending on the age and ability of the student.

  Step 2: Prepare suitably sized grids. If two students are playing, each will need a pair of grids. Continue the vertical alphabetical co-ordinates down the second grid to avoid confusion between grids. See example below.

  Step 3: Each student writes the same chosen words on a line in between their two grids. Check for correct spellings at this stage.

  Step 4: One student hides the words in his top grid. Likewise, the other student hides the words in his bottom grid.

  Step 5: Students take turns to say one square reference, e.g. B6. The other student says which of his letters (or nothing) is in that square. The letter or nothing is entered in the appropriate grid.

  Step 6: The first student to find and mark the positions of all his opponent’s words is the winner.

  This game can be played with a group where the teacher puts a grid on the blackboard and each student has one grid plus a list of the words that are to be found. The students take turns to identify a square and the teacher (who has prepared the word positions on a separate piece of paper) marks the relevant letter on the blackboard. The winner is the first student to find out the correct positions of the teacher’s words.

  第一步:提前选择一组单词作为练习对象。根据学生的年龄和能力,4到8个单词为最佳选择。

  第二步:准备大小合适的方格。如果两名学生参加游戏,每个人需要两个方格。为了防止混淆两个方格,可以在对第二个方格字母标号时接着第一个方格的顺序。

  第三步:将两个方格纵向放置。每个学生选择同样的挑选出来的单词写在这两个方格中,让上下两个方格均有单词字母。注意检查单词的正确拼写。

  第四步:一个学生隐藏填在上边方格中的单词,另一个学生隐藏下边方格的单词。

  第五步:两位学生轮流提问对方方格中的字母。例如,一个学生说B6,另外一个学生回答B6那个位置上的字母(或者说空白)。第一个学生把字母填在相应的位置。

  第六步:第一位填出对方单词的学生获胜。

  这个游戏也可以由一组学生共同完成。老师把方格画在黑板上,每个学生手里拿一个方格和一个单词列表。学生轮流找每个小方格里的字母,老师在黑板上作相应的标注。第一位找出老师填写的正确单词的学生获胜。

  Alphabet card

  Carol Reed

  Step 1: Divide the class into pairs and give each pair a set of alphabet cards.

  Step 2: Ask students to use their cards to make as many words as they can in a particular lexical set, e.g. parts of the body. Set a time limit, e.g. five minutes.

  Step 3: Ask each pair in turn to say and spell one of the words they have made.

  Step 4: If other parts have the same word, they take their cards for this word away, so that the same word does not get reported back repeatedly.

  Step 5: Keep a score of how many words the students collectively manage to make.

  Step 6: Remind them of any words that are part of the lexical set that they have forgotten.

  Here are two more activities.

  * Dictate words related to a story or text while students use the alphabet cards to make the words you say as fast as they can.

  * Students choose six to eight alphabet cards, lay them on their desk and turn them over as you say the letters. The first student to turn over all the letters says “Bingo!” and is the winner.

  第一步:把全班学生每两人分成一组,发给每组学生一组字母表卡片。

  第二步:让学生利用字母表卡片尽可能多的组合同一类别的词汇,如身体各部分的名称。给学生设定时间限度,如5分钟。

  第三步:让每组学生轮流说出并拼写他们组合出的单词。

  第四步:如果其他组组合出同样的单词,让他们拿走组合该单词的卡片,这样同一个词就不会重复出现了。

  第五步:记录学生总共组合出的单词的数量。

  第六步:提醒学生他们漏掉的该类别的单词。

  以下是另外两个练习:

  *给学生听写一篇故事或者课文中的单词,让学生利用字母表卡片尽快组合出单词。

  *让学生选择6到8个字母表卡片,把它们放在桌子上。当老师念到相应的单词时把卡片翻转。第一位把全部字母翻转的学生喊“Bingo!”并成为获胜者。

  

  

  

  
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