【導(dǎo)讀】在設(shè)計(jì)中學(xué)英語課堂人本活動(dòng)的時(shí)候，應(yīng)該嚴(yán)格遵。根據(jù)這七條原則，實(shí)施人本活動(dòng)設(shè)計(jì)策略，即選擇活動(dòng)內(nèi)容、創(chuàng)設(shè)活。動(dòng)情景、組織活動(dòng)和展開活動(dòng)討論。

　　

【正文】 Weight of bags/box/ (light/heavy) Baskets Size of houses (big/small/nice) Weather in Beijing and Shanghai (cold/hot) Speed of cars/bikes/trains (fast/slow) 15 band and which instrument each of you play. You also need to decide where your band is from. Tell the students that the roleplay should not be longer than 5 minutes. If students are able, have them roleplay this situation without writing anything down first. If not, they may write down only words that they need to remember .Try to discourage them from writing out a plete dialogue here. (This practice is to encourage the students to speak freely. Choose one or two groups to give their roleplay for the class. Contest: Contest is an exciting activity that easily motivates students’ petitive desires and helps them to master knowledge unconsciously in the process of the activity. For example: Revise the names of animals by having a contest: Put piece of paper with the animal names on them in a bag, or a hat or something that is opaque. Choose four students to play the game. Call on one student firstly e to the front of the class and pick out a piece of paper. The student then has to act out the animal that is on the paper in 30 seconds. The class guesses the name of the animal by the student’ s action. When time is up, ask another student to choose another piece of paper and act it out. Do this until all the pieces of paper have been chosen. The student has the class guess most pictures win the contest and be given a small gift. The application of objects and stick figure for English teaching Use objects to set situations: 16 The application of objects is one of the most visual and active approaches of setting situations. Not only large numbers of nouns can be presented concisely by objects but also some prepositions and copulas. For example: when teaching copulas such as “l(fā)ook, seem, be, taste, smell” and so on, teachers can bring some flowers, sugar, bread, nuts and spices to the class. T: What’ s this? (Teachers pick up a flower and ask.) S: It’ s a flower T: How does it smell? (Have students to smell the flower.) S: It smells good Then teachers take out a nut and say, “Ouch! The nut is hard. What else is hard in our class?” (Help them try to find the hard things in the classroom) What’ s more, Teachers eat the kernel of a nut and say, “Hmm, it tastes delicious ” Then let some students have a try and asks, “How does it taste?” The other copulas can be learned in the same way. Use stick figure for English teaching: The application of objects to set situations is restricted by some conditions, for example, not all kinds of things can be brought into classroom. Therefore, stick figure is more advantageous: a. It is convenient. b. It is interesting and visual. c. It is easier to motivate students’ interests. When teaching “ What make you happy?” and “What makes you sad?” teacher s can draw a smiling face and a sad face on the blackboard, and let students bring their imagination into full play. Then students will tell the happy things: pass an exam/ receive lots of present/buy a new coat/help the old man and so on, the bad things: somebody is ill/lose something/something is broken/something goes wrong/fail the exam and so on. Students are active and raise their hands eagerly. According to the practice, the application of objects and stick figure to set situations according with students’ mental characteristics can motivate their 17 interests and enable them to master knowledge in a short time. Implication of multimedia Multimedia teaching is visual and vivid, which well exceeds traditional teaching. Multimedia bring students into the active state of mind and change the dull traditional mode of teaching. Moreover, it motivates students’ interest and desire of learning. Taking (JEFC2Aunit8) “Merry Christmas” (lesson 32) as an example, teachers use various kinds of media, which consists of multimedia puter, teaching disk and so on. Teachers play the song called “Ave Maria” , and then ask, “Who knows something about the music? Do you know something about Jesus Christ? Do you know the meaning of Christ?” Teachers do not tell students the answer directly。 instead, they play the teaching disk called “Jesus Christ”. By watching the video, students realize “What kind of man he is.” And then teachers ask, “Do you know how Christmas Day es from? Do you know why people still celebrate Jesus39。 birthday?” Teachers ask students to look at the pictures about the birth of Jesus Christ, which are downloaded from Inter. Students can look at the explanations under the pictures as follows: Picture 1: There was a small village. A man told people of the ing of a special boy. He would save his people. Picture 2: Joseph and Mary were going to marry .An angle told them they would have the special boy. Picture 3: Joseph and Mary went back home. On the way home, Mary gave birth to the special boy in a barn and called him Jesus Christ. Christ means to save. Picture 4: Now western people still celebrate Jesus39。 birthday. They call it Christmas. In English teaching, multimedia should be widely used to set situations of humanistic activities, which can motivate students’ interest, foster their abilities of observation and thinking. The application of multimedia information such as flash, video, cartoon and so on has a great impact on middle school English 18 class teaching. What’ s more, it plays an important role in developing students’ abilities of exploration. Organization of activities a. Three forms of anization (individual activity, group activity and class activity) Activities of class teaching can be divided