{"meta":{"id":"https:\/\/api.iclient.ifeng.com\/ipadtestdoc?aid=ucms_7yX6E0lR05t","type":"doc","o":"1","documentId":"ucms_7yX6E0lR05t"},"body":{"newStatus":"1","documentId":"ucms_7yX6E0lR05t","staticId":"ucms_7yX6E0lR05t","title":"把歌曲歌谣用到极致的幼儿英语课堂","shareTitle":"把歌曲歌谣用到极致的幼儿英语课堂","thumbnail":"http:\/\/d.ifengimg.com\/w150_h106_q100\/img1.ugc.ifeng.com\/newugc\/20200731\/1\/wemedia\/cd0f102bb375a03f210cc570a9e827e7c77076b0_size177_w1215_h810.jpeg","source":"传递教育","author":"","editorcode":"weMedia","editTime":"2020-07-31 11:00:00","updateTime":"2020\/07\/31 11:00:00","wapurl":"http:\/\/\/\/feng.ifeng.com\/c\/7yX6E0lR05t","introduction":"","wwwurl":"http:\/\/\/\/feng.ifeng.com\/c\/7yX6E0lR05t","commentsUrl":"ucms_7yX6E0lR05t","commentCount":0,"text":"
幼儿阶段的语言输入以“听”为主,由于这个阶段掌握的词汇、句式还很少,并且认知水平有限,再加上孩子活泼好动的特点,所以短小精悍、节奏明快的歌曲歌谣在幼儿阶段的语言教学中扮演着非常重要的角色,不论对外语还是母语教学都是如此。如果能够将歌曲歌谣灵活地融入课堂教学的各个环节,将有力促进语言知识的记忆与内化,达到事半功倍的效果。今天就幼儿英语歌曲歌谣怎么选和怎么教两个话题简要归纳,供老师们参考。<\/p>
<\/p>
歌曲歌谣怎么选?<\/p>
内容贴近生活场景<\/p>
歌曲歌谣的首要目标是促进语言的输入与输出,不论是学还是用,贴近孩子生活场景、认知水平的有意义的语境非常重要。所以在选择儿歌时,一要看主题与歌词内容是否适合幼儿;二要看全套儿歌涵盖的主题场景是否足够丰富。<\/p>
节奏明快简单,易于重复<\/p>
幼儿也是音乐启蒙的重要阶段,和谐的韵律、鲜明的节奏在给孩子带来愉悦感的同时,也更易于模仿。此外,简短、口语化的歌词也有助于孩子记忆重复。<\/p>
语言复现,在积累中提高<\/p>
幼儿英语歌曲歌谣通常是和课程配套的,所以和课程一样也是成体系的,要注重语言知识的复现与提高。不同学习阶段的相关主题,歌词中的词汇、句式逐渐丰富。<\/p>
游戏、动作创编空间大<\/p>
幼儿阶段的孩子主要是形象思维,所以歌曲歌谣的内容和节奏如果更加方便教师创编辅助的动作、游戏,更有助于吸引孩子的注意力,并且加深对歌词内容的理解和记忆。<\/p>
<\/p>
国际幼儿英语课程Ferris Wheel充分考虑到幼儿阶段孩子的学习特点,设计了丰富的歌曲歌谣、故事动画、真人秀视频等多媒体资源,其中仅歌曲歌谣就多达108首,贯穿于各个级别、主题与教学环节,让课堂始终沉浸在的优美的旋律中,尤其是清晰标准的童声,So lovely!<\/p>
Routine songs\/chants<\/p>
每个级别都有十几首琅琅上口的歌曲歌谣是专门用于各个课堂环节的开始或结束,并且随着级别的升高,同一个环节Routine song的内容都会做相应的调整,设计之精心可见一斑。<\/p>
Opening activity<\/p>
这个环节可以用Hello song打招呼,还可以选择点名、讨论天气……<\/p>
<\/p>
<\/p>
The weather chant-Level 1<\/p>
Sunny? Cloudy? Rainy? Windy? (Do each weather action)<\/p>
What‘s the weather like today? (Shrug and a questioning face)<\/p>
Sunny? Cloudy? Rainy? Windy? (Do each weather action)<\/p>
What’s the weather? Can you say? (Look through the window)<\/p>
Sunny: stretch your arms up and then open by bringing them down<\/p>
Cloudy: both palms open forward and moving in front of your face as if there were clouds<\/p>
Rainy: wiggle fingers downwards<\/p>
Windy: sway arms from side to side<\/p>
连动作、表情都帮老师设计好了,是不是很贴心?很有画面感?这是Level 1的Weather chant,咱们再听听Level 2是如何升级的?<\/p>
The weather chant-Level 2<\/p>
Sunny? Cloudy? Rainy? Windy?<\/p>
What’s the weather like today?<\/p>
Sunny? Cloudy? Rainy? Windy?<\/p>
What’s the weather? Can you say?<\/p>
Is it hot? Is it cold?<\/p>
What’s the weather like today?<\/p>
Is it hot? Is it cold?<\/p>
What’s the weather? Can you say?<\/p>
Main activity<\/p>
当课堂上需要介绍一个新的活动环节或游戏时,老师可以选择这首:<\/p>
Mimi’s action rhyme<\/p>
Follow, follow, follow me (beckon)<\/p>
Walk, walk, walk(Walk on the spot)<\/p>
One, two, three! (Hold up 1, 2 and 3 fingers in turn)<\/p>
Follow, follow, follow me<\/p>
Run, run, run (Run on the spot)<\/p>
One, two, three!<\/p>
Follow, follow, follow me<\/p>
Jump, jump, jump. (Jump on the spot)<\/p>
One, two, three!<\/p>
Follow, follow, follow me<\/p>
Sit down, shhh ...(Sit down and put a finger to your lips)<\/p>
One, two, three!<\/p>
Free play time<\/p>
活动结束后如何能够有效地让小朋友们安静下来?不妨试试这一首:<\/p>
Settle down rhyme<\/p>
I’m quiet as a mouse (Put a finger to your lips)<\/p>
As still as can be (Sit still like a statue)<\/p>
No noise at all (Shake your head)<\/p>
Look at me! (Point to yourself)<\/p>
Closing activity<\/p>
每节课结束时有Bye bye song,小朋友们的学习物品也要收好哦,用这一首<\/p>
Clean up song<\/p>
Let’s clean up, clean up(Mime putting things in a box)<\/p>
And put our things away<\/p>
Let’s clean up, clean up<\/p>
It’s time to stop today! (Put up your hand palm facing the children)<\/p>
上面只是几个例子,还有集合时的Circle time chant,讲故事前的Story rhyme……<\/p>
<\/p>
那么对孩子来说,这么多Routine songs\/chants意义何在呢?<\/p>
• 对要做的事情更有安全感和自信心;<\/p>
• 帮助养成良好的行为规范;<\/p>
• 在有意义的语境下反复训练适合场景的语言;<\/p>
• 在熟悉的环境中提供引导性的互动;<\/p>
• 在例行的课堂任务中培养责任感和主动性;<\/p>
• 在安全环境下培养参与的积极性;<\/p>
• 培养团队意识和积极的协作氛围。<\/p>
Unit songs\/chants<\/p>
除了每个级别的Routine songs之外,每个课程单元根据主题内容,还配有3-4首辅助语言、故事、文化以及品格培养的歌曲歌谣,三个级别24个单元,算算一共有多少首吧?这里小编以Level 1的Family单元为例,看看这些歌曲歌谣是如何呈现目标语言的:<\/p>
<\/p>
【单元词汇】<\/p>
mommy, daddy, grandma, grandpa, brother, sister<\/p>
blue, green, red, yellow<\/p>
【单元句式】<\/p>
Where’s your (grandma)? Here.<\/p>
This is my (mommy).<\/p>
【拓展词汇】<\/p>
round, wheel<\/p>
This is a wheel.<\/p>
Wheels go round and round.<\/p>
Language song<\/p>
首先将本单元的目标单词和句型用生动的歌曲歌谣形式呈现<\/p>
<\/p>
Where’s your grandma?<\/p>
Where’s your grandma? (Hold out arms questioningly)<\/p>
Here! (Point to grandma flashcard)<\/p>
Where’s your grandma? (Hold out arms questioningly)<\/p>
Here! (Point to flashcard)<\/p>
Where’s your grandma?<\/p>
Where’s your grandma? (Hold out arms questioningly)<\/p>
Here! Here! Here! (Point three times)<\/p>
Where’s your grandpa\/mommy\/daddy\/brother\/sister? (Hold out arms questioningly)<\/p>
Here! (Point to flashcard)<\/p>
Story song<\/p>
故事教学结束后再来一首歌曲强化知识点记忆,巩固目标词汇和句子。<\/p>
<\/p>
The Ferris Wheel song<\/p>
Ferris Wheel, Ferris Wheel (Make shape of wheel with arms)<\/p>
Hop on! Here we go! (Pretend to jump on wheel)<\/p>
Round and round, round and round. (Make circular movements with one hand)<\/p>
Round and round we go.<\/p>
We love the Ferris Wheel (Make shape of wheel with both arms)<\/p>
The Ferris Wheel is fun (Wave arms in air)<\/p>
Fun for you, fun for me (Gesture to friend and to yourself)<\/p>
Fun for everyone. (Gesture to everyone)<\/p>
Values song<\/p>
积极向上的价值观用歌曲歌谣的形式呈现再合适不过了,在传递正能量的同时不忘再次巩固本单元的目标知识点。<\/p>
<\/p>
I love my family<\/p>
I love my family (Hug yourself)<\/p>
My family loves me. (Point to self)<\/p>
I love my mommy. (Point to mommy flashcard)<\/p>
I love my daddy ooh, ooh, ooh. (Point to daddy flashcard)<\/p>
I love my brother. (Point to brother flashcard)<\/p>
I love you. (Point to a child)<\/p>
Culture song<\/p>
所有歌曲歌谣中唯有这堂课用的不是原创作品,而是一首耳熟能详的英国经典曲目,毕竟这是一堂文化认知的课程,歌词在复习本单元词汇和句子的基础上进一步帮助孩子拓展学习。<\/p>
<\/p>
The wheels on the bus<\/p>
The wheels on the bus go round and round, (Make circular movements with both hands)<\/p>
Round and round, round and round.<\/p>
The wheels on the bus go round and round, all through the town.<\/p>
Brother and sister on the bus go tee, hee, hee, (Pretend to giggle)<\/p>
Tee, hee, hee, tee, hee, hee<\/p>
Brother and sister on the bus go tee, hee, hee, all through the town.<\/p>
Mommy and Daddy on the bus go ssh, ssh, ssh, (Put finger to mouth to be quiet)<\/p>
Ssh, ssh, ssh, ssh, ssh, ssh.<\/p>
Mommy and Daddy on the bus go ssh, ssh, ssh, all through the town.<\/p>
回到小编刚才的问题,到底单元中的歌曲歌谣有多少呢?答案是93首,这93首涵盖了符合幼儿认知规律的21个场景,即便是不上课,能把这些歌曲歌谣活学活用也足以应付基本的生活场景了。<\/p>
<\/p>
歌曲歌谣怎么教?<\/p>
其实看完前面这段文章,仔细听了每一首歌曲歌谣,了解课堂运用的场景,以及辅助的动作指导,老师们对歌曲歌谣的教法基本就能领悟了。小编再画蛇添足归纳一下:<\/p>
用感官直接体验<\/p>
利用图片、实物、动画等各种呈现形式,在听的过程中充分调动视觉、触觉等各种感官,以帮助认知并强化记忆。<\/p>
用肢体动作诠释<\/p>
对于某些抽象的词汇、句子,用动作、表情辅助理解,不仅让课堂更加生动活泼,还能形成良好的互动反馈,有效提高课堂效率。<\/p>
用节奏韵律记诵<\/p>
明快的节奏适合模仿、记诵,在韵律的反复吟唱中,歌词中的目标语言不断被强化巩固。<\/p>
用演绎创作巩固<\/p>
在学生基本掌握后,可以在原有旋律的基础上修改歌词、创新动作,或者在原有歌词内容基础上,改编小剧本、扮演角色,让目标语言获得更具创意的运用,直至彻底掌握。<\/p>
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