英语翻译猜猜任务是让学生在猜一猜游戏过程中来达到运用语言的目的.猜对猜错不是主要目的,主要是猜一猜的过程,当然才对了对学

英语翻译
猜猜任务是让学生在猜一猜游戏过程中来达到运用语言的目的.猜对猜错不是主要目的,主要是猜一猜的过程,当然才对了对学生来说兴趣就更浓,学习的劲头就更足了.猜猜任务用时短、方式灵活、趣味性强,达到了让学生：玩中学,学中玩“的教学效果.比如在教学“Is this/ that a computer room/ TV room/…?Yes,it is./ No,it isn’t ”时,教师可以先把这些图片贴在黑板上,让学生仔细观察有哪些room,心理有个底,便于猜测,看谁火眼金睛最厉害.这样,在短短的几分钟里,学生不仅充分操练了句型而且在猜测的过程中获得了快乐和成就感.用猜一猜的游戏性任务来巩固这些句型的实际运用,效果非常好.
调查任务指让学生通过调查某一类事或者现象巩固、运用所学语言.小学生求知欲强,对任何事物都充满了好奇.教师可以利用学生的各方面特点,布置他们感兴趣又乐于完成的任务.生活中的方方面面都可以成为学生的调查对象,如学生家人的职业情况、大家对水果的爱好、个人喜欢的颜色等等.例如教学职业类单词或者询问职业的句型时,教师可设计如上表格.让学生们通过运用句型 What’s your…?He’s / She’s…完成表格,同时通过这一交际活动让学生们获得或者传递某些信息.在这里,教师充分利用了社会人（学生）希望信息共享的这一心理需求,有意创造一种信息差information gap 来调动学生的学习兴趣,试其投入到交际任务中去.

Guess task is to let a student be guess game process to achieve the purpose of using language. Guess to guess wrong is not the main purpose, mainly is a guess process, of course for students to study interests is thicker, and gives zest to the more satisfied. Guess task is short term, flexible, interest is strong, reached let students: play and learn to play "teaching effect. For instance in teaching “Is this/ that a computer room/ TV room/…? Yes, it is./ No, it isn’t ” ,teachers can first these pictures posted on the blackboard, lets the student observe carefully what 2, psychology has a bottom, facilitate guesses, see who.none the most severe. So, in a few short minutes, students not only fully practice patterns and in the process of speculation that won the joy and fulfillment. Use a guess gameplay task to strengthen these sentence patterns of practical application, the effect is very good.
Investigation tasks refers to let the student through investigation one kind of matter or phenomena consolidate, applying learning language. Pupils curious, about everything full of curiosity. Teachers can use the student various characteristics, decorated their interest and willing to finish the task. In every aspect of life can be a student of respondents, such as students' family occupation, everybody to fruit tastes, personal favourite colour etc. For example the teaching profession kind words or ask professional sentence patterns, the teacher can design the above form. Let the students through the use of sentences What’s your…? He’s / She’s…Finish the form, and at the same time through the communication activities let students gain or transfer some information. Here, the teacher made full use of the social people (students) hope the information sharing this psychological needs, intending to create a message to the poor information gap To arouse students' interest in learning, try its input to the communication in the task.
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