初中英语课堂教学“Five-minute activities”推荐

xjinshan

初中英语课堂教学“Five-minute activities”推荐

Activity 1---Brainstorm round a word
Focus:      Vocabulary review and enrichment through imaginative association.
Procedure: Start by suggesting an evocative word: 'clothes', for example.
           A student says what the word suggests to him or her - it might be
           'jeans'. The next students suggest an association with the word ' dress,
           scarf,   skirt, coat, shirt, hat, socks ' and so on round the class.
Variation:  If there is time, after you have completed a chain of about 6-10 associati**,  
           take  the final word suggested, write it on the board, and, together with the class,  
           try to rec**truct the entire chain back to the original idea.



Activity 2--Brainstorm round phrases/sentencesFocus:   Learning names, simple sentence practice, vocabulary acquisition
Procedure: 1 Pair work. Students say their names and the names of something or someone they love.
             Examples: I am Kate and I love ice-cream;
                       I am Tom and I love my teacher;
                       I am Wang Hai and I love Nanjing.           
           2. Work in groups of four. Students recall who loves what and call out what they know.
             For example: She is Kate and she loves ice-cream.         
           3. Team work. Students tell each other whose love comes close to a fondness of their own
              and explain why. For example: Wang Hai loves Nanjing and I also love Nanjing.
Variation: You can also use I am and I am afraid of or I am and I hate in the same manner.


Activity 3--Changing sentencesFocus:  Practice of sentence patterns.
Procedure: Choose a simple sentence pattern, which can be based on a grammatical structure you have
           recently learnt. For example, if you have been studying indirect objects, take a sentence like:
          She wrote a letter to her sister.
          Then students invent variati**, either by changing one element at a time:
          She wrote a letter to her husband.
          Or by changing as much as they like, provided they maintain the original pattern:
          The pilot sent a signal to the airport.
          See how many variati** they can make in two or three minutes.


Activity 4---Expanding textsFocus: Forming grammatical sentences by adding words or phrases.
Procedure: Write a single simple verb in the centre of the board. Invite students to add one, two or three words to it. For example, if the word was “go”, they might suggest “I go”, or “Go to bed!” They go on suggesting additi** of a maximum of three c**ecutive words each time, making a longer and longer text, until you, or they, have had enough.
The rule is that they can only add at the beginning or end of what is already written—otherwise you will end up with a rather untidy (and hard to read) series of additi**. Add or change punctuation each time as appropriate.



Activity 5---Family treeFocus: Listening comprehension and brief writing.
Procedure: Make sure the students know what a family-tree diagram is.
           You may have to  explain and illustrate.
           Describe a family. The students draw and write the corresponding family-tree diagram as
           you do so. For example, the description: “Tom and Mary are married, and they have two
           children. The elder is Rose and the younger is Tim” would lead to the following simple
           family tree:
             Remember this is virtually a dictation, so make sure students have time to think and write.  
          Then sketch the family tree on the board so they can check their results.
Variation: After the class has done this once from your description, students can try dictating their own
           family trees to each other.



Activity 6---Five-minute writing stormsFocus: Writing
Procedure: Tell the students that they have exactly five minutes to write about something.  
           Set a subject which you fell will focus the students’ minds but encourage personal
           rather than generalized resp**es (see the box).
          Tell them that you will not mark any mistakes of language but will only be concerned with the
           idea or experiences they describe.
          For the next less**, prepare general comments and select text written by the students, to read  
            out.
Variation: The students write for exactly three minutes and then take it in turns to read what they have  
           written to each other.
Themes
The best thing in the lesson today
The worst thing in the lesson today
The best thing to happen to me today
A sad (frightening/funny/strange/great) moment
What is in my head at this moment?
A place I know
A person I know
Something I hate (or love) doing
My favourite TV programme

xjinshan

能通过短时间的活动让学生感兴趣，实践证明效果很好。

jsjfxx

谢谢分享，

月上中天

谢谢分享 !!!