朗读&拼读游戏低年龄段学生朗读&拼读游戏 Pre-reading: 课前阅读： High/Low/Quiet/Loud Drills – 1) The teacher holds a flashcard (or other prompt) high in the air to get the class to repeat in a high voice. 2) The teacher holds the prompt low to the ground, and the class repeats in a low voice. 3) The prompt is now held close to the teacher‟s body and the TL is repeated in a quiet voice. 4) The prompt is held out towards the students and they repeat in a loud voice. Children of this age enjoy different styles of voices, and enjoy participating in these drills. You can add variety by starting quietly and getting louder and louder with each repetition, or getting the children to whisper, and then on the last repetition allowing them to shout. 高低音、大小声 操练法 1） 教师把教学用抽认卡举高，请学生用高音重复朗读。
2） 教师把FC拿低到地上，请学生用低音重复朗读 3） 教师把FC拿到距离自己的身体很近，请学生用静音重复朗读 4） 教师把FC拿至距学生很近，请学生大声重复朗读 此年龄段的学生很喜欢发出不同种类的声音，也很喜欢用这些声音参与到单词的朗读操练中来教师还可以用其他方法增加此游戏的趣味性：如开始时用静音，之后随着重复次数的增加，渐渐加大响度；或者让学生一直用轻声重复朗读，在最后一次朗读时让学生喊出来 Triple Drill – The students chant the TL chorally, repeating the teacher‟s model three times. The teacher carefully monitors the group (remembering not to chant with them, but listening instead!) To make the standard triple drill more interesting for this level, the teacher can add an active element. After the students have repeated the TL three times the teacher shouts „go‟, and the students complete a pre-planned activity. Examples of these activities are: jump a set amount of times and sit down, run and touch the board and sit down or spin on the spot and sit down. The process of a triple drill followed by an activity can be repeated for a number of times. These types of drills need to be demonstrated first to avoid confusion. “三次”操练法 学生以齐唱的方式重复教师的示范形式三次。
教师要十分仔细地观察学生的唱诵，但是要记住教师不要和学生一起唱诵，而是仔细听 教师可通过增加一些活跃因素使得标准的“三次”法更有趣，以适应这一阶段的学生特点在学生重复唱诵目标语言三次后，教师喊“GO”, 然后学生完成预先设计的动作，例如：跳跃一定的次数后坐下；向黑板跑，用手碰黑板后跑回座位坐下；原地旋转然后坐下三次操练”加动作这一过程可重复许多次这一类的操练方法需预先示范以避免学生迷惑 Clapping Drills: As students drill words or sentences, they clap either as they say every word, or every syllable. To add variety the teacher can introduce various speeds or rhythms. It is best if the students don‟t clap too loudly, because the noise level makes it difficult for the teacher to monitor students. 击掌操练法： 在学生操练单词或句子时，每读一个音节或者单词击掌一次。
教师可引入多种击掌的速度和韵律以增加趣味性学生击掌的响度最好不要太大，以便教师观察他们的掌握情况 Slap: Write the vocabulary on the board. Call out the word and the students race to slap it. 拍打法： 首先在白板上写上单词，大声读出单词让学生比赛看谁先打到 Stations: Place several letters or words in different locations around the room. Get 4 or 5 students to stand back to back in a circle in the middle of the classroom. Call out a letter, phonic sound or word and the students in the circle need to run to the FC and say the word or sound. Do 2 or 3 turns per group before switching to another group. 占位置： 将几个单词或字母放置在教室的不同地点。
然后让4-5个学生背对背站成一个圈，老师大声读出字母,单词或声音，在圈内的学生听到后立刻跑向Flashcard并且说出那个单词或声音每一组操练2-3次，然后换组 Pogo: Place three letters or words on the board. Draw lines from top to bottom to separate the FCs. Line the class up in front of one FC. As you say phonic sound or word the students jump to the word or sound you said. Repeat this several times. For an interesting finish increase the speed with each word. Be sure to keep safety in mind when you increase the speed. 跳跳鼠： 在白板上写上三个单词或字母在白板上从上到下画一条线以分隔卡片让全班学生在一个卡片前面站成一排。
当教师说出一个音或单词时，学生跳向教师所说的那个单词或音重复此过程2-3次为了游戏结束时更加有趣，可随每个单词加快速度，但在加速时要保证安全 Stand Up Wrong and Clap: Have the phonic sounds or words on the board. Point to one and say it. If you say a different word or sound to what you are pointing at the students stand up and clap twice 起立·拍手 辩错： 教师将单词或音写在白板上，指着其中一个并读出来如果教师所读和所指的不一致，学生要起立并击掌两下 Find a Word: Give the students a word and have them find it on the page. The first team that finds the word gets the points. 找单词： 让学生找课本上的单词，哪组先找到得分 Hunt The Word: Write words on post it notes and hide them around the classroom. Students have to find each note as it is called. When they find the word you can have them say it. 单词搜索： 将单词写在便利贴上藏在教室某处。
学生需要找到每张便签当他们找到时必须读出写在上面的单词 Wrong/Right Chairs: Set two chairs at opposite ends of the classroom, divide the class into two teams. Designate one chair as 'right' and the other as 'wrong'. Point at a word or sound on the board if you say it correctly. The students race to the „right‟ chair, if you say it incorrectly they go to the „wrong‟ chair. 对错椅： 在教室两端各放置一把椅子，指定其中一把“正确”而另一把“错误”指着白板上的一个单词或发音读出来如果所读和所指一致，那么学生要抢着坐“正确”椅；若所读和所指不一致，则学生要去抢“错误”椅 Upper/Lower Case Matching: Some or all of the letters are written on the board (both upper and lower case) and the students have to circle „a‟ and draw a line to „A‟. This can be expanded by the teacher calling out a word and the students have to recognise the initial letter sound before they can complete the task. It can be made more fun by insisting that no 2 lines can cross or touch. 。