教案是教师授课的依据,是课堂活动内容、步骤设计的蓝图,是最重要的教学文件,也是教学管理、教学评价、教学改进的重要材料。教案就如同编剧写的剧本、建筑用的图纸,不仅有备忘的作用,而且是重要的资料积累。以下是小编收集整理的《幼儿英语教案全英》，供需要的小伙伴们查阅，希望能够帮助到大家。
欧美两种课程模式与我国幼儿园英语“浸入式”教案书写要素的提出
摘 要：本文在借鉴欧美学科与语言融合教学和保护性教学两种课程模式的基础上，提出了我国幼儿园英语浸入式教案书写应具备的五大要素。期望通过此研究，使幼儿园英语浸入式实验教师能够在备课时就开始思考英语浸入式教学中融合学科内容和语言教学之核心特点，并真正将此特点落实在教学中，提高备课水平及授课技巧。
关键词：幼儿园英语浸入式 教案书写要素 学科与语言融合教学 保护性教学
英语浸入式教学是一种崭新的外语教学模式，它与传统或其他外语教学的最大区别在于其学科教学内容与英语语言教学的有机融合(convergence)，使学科教学与英语教学有效整合(integration)在一起进行[1]，达到英语学习的最佳效果。
中国广东地区有两所英语浸入式实验幼儿园。A园是公立幼儿园，实验教师全部是本土培养的英语教师(native Chinese);B园是私立幼儿园，实验教师全部是以英语为母语的外籍教师(International teachers)。笔者从2005年起为这两所幼儿园的实验教师提供教师培训和教学指导。经过6年实践，实验教师的英语浸入教学理念、教学策略及评课等方面提高很快，在教学中有许多大胆的创意和创新尝试。但是两所幼儿园的实验教师都不同程度存在教案书写不规范、教学设计所覆盖的内容不能体现出浸入式教学“学科教学与语言教学的融合性”特点、学科目标与语言目标没有分别列出，还有，教学目标用词笼统、活动目的不清晰、没有评估方式，无法确定学生是否掌握所学内容等问题。
正如Harmer所指出：教案“不仅是对将要进行的教学进行规划，也是课堂已进行教学行为的记录”[2]。如果教案没有体现浸入式教学的特点，可想而知在教学实施中实验教师落实该特点的力度。即使在教学实施中有显示该特点，至少说明实验教师在这个问题上出于无意识，教学效果自然大打折扣。
上述现象给我们提出了一个新的课题，就是根据我国浸入式教学研究的发展情况，最好确定出既符合英语浸入式课程特点又符合我国英语浸入式教学实践的教案书写要素。如果实验教师能够在符合英语浸入式教学理念的教案要素指导下进行备课及教案书写，那么在课堂实践中就会凸显“学科知识教学与语言教学”融合的特色，在实践中涉及相关教学策略，使教学实验更趋于科学、有效。
为此，笔者查阅了我国关于英语浸入式教学的文献，发现极少涉及教案书写要素方面的内容，仅在强海燕和赵琳教授主编的《中外第二语言浸入式教学研究》一书中曾提及“怎样才算一节好的英语浸入式实验课”，但也没有涉及教案书写要素。那么，我国幼儿园英语浸入式教案书写应该涉及哪些要素呢?
“他山之石，可以攻玉”。在欧美等国学校也有学科内容和语言内容相融合的课堂教学实践和探索，并总结出CLIL(Content and Language Integrated Learning，以下简称CLIL)[3]和SI(Sheltered Instruction，以下简称SI)等课程模式。CLIL课程模式有很多种，其中在幼儿园阶段最典型的模式即“浸入式”[3]。它在国外浸入式实验中被使用并被证明取得成功。
CLIL课程模式通过4C框架将学科内容与语言进行融合，它代表学科(Content)、交际(communication)、认知(cognition)及文化(culture)[3]。学科教学的重点在于学习者的认知发展，那么思考和解决问题的能力就成了学科教学的重中之重。语言教学的重点在于培养语言交际能力。语言学习和语言使用包括三种类型：language of learning， language for learning 和language through learning。第一种指围绕学科主題及基本概念所确定的语言教学目标;第二种指功能性“鹰架”语言(scaffolding language)，如学习者为了使用目标语言进行讨论、提问、比较时所需要的功能性语言。鹰架语言促进了学科内容学习相关联的语域(speech acts)的发展，对学习任务的有效进行非常关键。鹰架语言需要教师备课时予以充分考虑。而以母语进行的学科内容学习则无需考虑这一点。第三种语言指教师在课堂上捕捉到的学习者在学习过程中需要表达自己的想法所产生的随机语言。根据这个定义，随机语言通常是不能提前预测的[3]。但是学习者一旦有了表达想法的需要，教师应该抓住这个时机进行输入，促进学习者语言学习的发展。文化是CLIL课程设计要考虑的最后一个因素，也被称为“被遗忘的C(forgotten C)”[3]。根据4C框架，CLIL的教案包含的要素有：学科、认知、交际、文化、评估标准[3]。
SI课程模式指的是保护性教学(Shelter
ed Instruction，以下简称SI)。它是母语为英语的国家(尤其是美国)针对越来越多的外国移民所进行的英语教学课程。学生来自不同的国家，他们或完全不懂英语(English as a second language)或英语水平 (Limited English Proficiency)极其有限，需要教师在教学中兼顾这种多样性，在教授学科内容的同时，提高学习者的英语水平，以保证所有学习者在学业上的成功[4]。研究表明，这种课程模式可以提高学习者在学科内容理解、认读及写作等方面的能力[4]。加拿大在80年代进行的法语晚晚期浸入式(大学阶段)教学实验所采取的便是“保护性专业课教学”课程[5]。根据SI课程模式，教师教学需要涵盖八个方面涉及的30个特点[4]，包括备课、背景知识建立、可理解性输入、教学策略、互动模式、练习及运用、上课、复习及评估等。虽然其教案书写格式多样，但主要涉及六大要素：(1)学科内容目标和语言目标分别列出;(2)核心词汇;(3)教材;(4)建立背景知识;(5)有意义的学生活动;(6)复习和评估。
从上述内容可见，这两种课程模式对我国幼儿园英语浸入式教学的教案书写要素具有重要借鉴意义。有效整合CLIL和SI课程理论及教学策略，再结合我国幼儿园英语“浸入式”的教学实践，我认为教案书写可以包括学科领域(或主题)、学科内容目标和语言目标、可理解性输入教学策略、有意义的活动和看得见的评估等五大要素。
1 学科领域(或主题)——What (subject/domain)do I teach in English
学科领域(或主题)是幼儿园英语浸入式教师在书写教案时首先考虑的问题。在这两所实验园中，A园实行单科教学，包括健康、科学、社会、语言、艺术等五大领域，B园则实行学科领域整合的主题教学。无论是哪一种课程框架，都需要教师在授课前确定所授内容是属于哪个学科领域或主题。学科领域可以是一个也可以是多个。但我搜集到的两所幼儿园英语浸入式教案，都没有明确写出学科领域(或主题)。这样即使在课堂上实验教师努力用英文进行各种学科领域教学，大都随意性很强。我们需要在备课的环节上把这种潜在意识变为显性意识，使教学内容更明确的出现在教案里。
在CBI和SI的课程模式中并没有提出此要求，这是因为欧美教师在学科领域上不需要进行选择，而是自己任教什么学科就教什么学科。而在中国进行的幼儿园英语浸入式教案却需要明确这一点，因为大部分浸入式教师是英语语言教师。根据传统外语教学的观点，教师认为自己的教学任务就是教授语言知识，即：我要教什么英语单词(句子或语法)。而浸入式教师在备课开始时就需要明确一个问题：“我这节课要用英语教哪个学科(领域或主题)?”笔者从实验教师的教案中可以清晰的看出，通过英语教授学科领域知识的理念并未在每位实验教师备课过程中内化及体现，所以希望该要素的确定让实验教师更加明确英语浸入式课程特点并随之设计相应课程。
2 学科学习目标及語言学习目标——what will my students be able to do after the lesson
在CBI和SI的课程中均要求学科学习目标和语言学习目标要分别列出，在幼儿园英语浸入式教案中尤其需要包括该要素。因为浸入式中“语言教学与认知教学并行[6]”的教学原则决定了这一点。学科目标确保幼儿认知发展，语言目标确保幼儿英语语言的发展。我采用“学习目标”而非“教学目标”，主要是鼓励教师在备课时思考：“学生会学到什么内容(What will my students learn)”，或“学生学完后会做什么(What will my students be able to do)”，而不是：“我要教什么(what I will teach)”。
实验教师之所以要分别列出这两个学习目标是要根据不同的学习目标设计不同的评价方式，以确保实验教师促进学习者在认知水平和语言这两个方面的共同发展，而非仅仅是语言。同时，在确定语言目标的时候，教师不仅要考虑围绕学科主题及基本概念所涉及的语音目标(language of learning)，同时也要考虑确定功能性“鹰架”语言(scaffolding language)目标，可以促使小朋友利用这些语音顺利完成学习任务。这一点和传统的学习目标有区别。
3 可理解性输入教学策略(strategies of comprehensible input)——How do I make sure the kids understand what I do and say in class
如果说，第一、第二要素解决了教师要教什么的问题(what)，那么，可理解性输入教学策略则是教师达到教学目标的途径(how)。这是我国浸入式实验教师的短板，也是CBI和SI课程模式中最值得我们借鉴和学习的内容。
Krashen[7]指出可理解性输入教学策略包括：提供语境线索(创设情景);提供非语言线索(手势，表情)，平衡所知语言与未知语言的关系，语言调整(语调，重复，讲话清晰，放慢语速等)，利用学习者已有的学科知识和经验等。对于幼儿学习者来说，教师要充分利用学习者已有的学科知识和经验(prior knowledge)，使背景知识与新授内容有联系。
而这两所幼儿园的实验教师的可理解性输入教学策略就显得单一。大部分教师通常选择图片，卡片来介绍实物，但是遇到抽象的词或概念则显得束手无策，不知如何在没有母语(中文)的帮助下，快速让小朋友明白所讲的内容。此外，教师普遍有这样的看法：幼儿英文水平极其有限，英文还在学习，怎么还可能用英文来完成学科内容的学习呢?其实这是一个误区。利用有效的可理解性输入教学策略，教师可以让小朋友理解所讲的任何学科内容。笔者曾经在实验园听过一堂科学课，教师就通过自己设计制作的教具、自己画的画、图表及示范等途径，让小朋友触摸，观察及实验明白了“无论吹泡泡的工具是什么形状，吹出的泡泡都是圆形的”这个科学现象。整堂课用英文，可以看出小朋友完全明白所教授内容，在教师的带领下，不仅学了英语，同时也训练了小朋友猜测和验证的认知能力。通过可理解性输入教学策略，精心设计输出语言，教师只需简化语言目标而无需降低学科认知的难度。这一点正是英语浸入式的实验教师要攻克的教学技巧难题。通过这一要素的设定，提高教师对可理解性输入重要性的意识，积极探究实验各种行之有效的教学策略，最终提高英语浸入式的教学水平。
4 有意义的活动—— Can the kids learn and have fun in the designed activities
活动的重要性对于幼儿园的小朋友来说毋庸置疑。教师通过各种可理解性输入途径帮助幼儿顺利过渡到能够理解新授内容之后，随后主要通过有趣的游戏及以玩为主的活动来进行知识的进一步理解和巩固。所以，我认为活动一定要有目的，不能只是为了活动而活动。根据幼儿特征，设计的活动最好有趣及互动。同时，教师要考虑四个因素：活动内容，目的，步骤，互动方式。活动内容有时以学科知识为重，有时以语言知识为重。目的则分为巩固知识，确认理解或评估;在讲解步骤的环节教师要特别简化语言，多用可理解性输入策略，以确保幼儿理解活动流程;通过互动方式的记录，提醒教师采用多种课堂互动方式，互动方式有教师对全班(T-W)，教师对个人(T-I)，两人一组(P)和多人小组(G)。如果教师每节课或每个活动的互动方式只有一种，通过看记录，教师就可以自我反思，意识到课堂互动方式更加多样。所以，这一要素在教案书写中不可或缺。
5 可以观察得到的评估(observable assessment)—— How do I know that the kids have learned
评估也是教案中的重要环节。对于幼儿来说，无论是教授学科内容或是语言，教师都无法通过试卷来进行评估。评估方式的特点应该是“可以观察得到”，教师利用提问、活动或任务设计等途径了解小朋友的理解和反应，以确保达到教学目标。评估方式可以分为教师观察和搜集学生作品两个方面。教师观察内容包括活动进展是否顺利，幼儿是否能完成任务(认知及语言任务)，幼儿行为及幼儿反应。教师观察可以在课堂上进行。课后可以把学生所做的各种活动材料收集，建立学生学习档案，也是评估学生学习效果的另一种方式。
评估要素在教案书写中是留白的，要等到教师上课之后再书写，也可以看作是教师的课后反思。在收集的教案中，实验教师极少涉及评估这一要素，这说明教师在备课中很少思考“怎么才能看出幼儿已学到了所教授的内容”这个问題。通过这个要素的书写，可以促进实验教师备课时要考虑教学的效果及课后反思。
笔者认为上述五点幼儿园英语浸入式教案书写要素，符合我国英语浸入式在幼儿园这个特定阶段的特点，具备可操作性。该教案书写要素并未把CLIL课程模式中的文化作为一个单独的要素列出，原因是在幼儿园阶段，文化的概念无需明确提出，而是融入到课程的主题或领域中涉及。另外，在SI课程教案书写中有提到教材要素，而在幼儿园英语浸入式教案中则无需列出。原因是我国幼儿园阶段不属于义务教育，并没有规定的统一的教材。目前大部分幼儿园英语浸入式教师原意整合不同的教材或教学资源进行备课，所以在教案中无需也无法列出所使用的教材情况。
幼儿园英语浸入式教案书写要素的提出是笔者数年来对实验幼儿园浸入式观察、研究和思考的结果，目前已在两所实验幼儿园中的部分实验教师中尝试。当然，限于笔者的水平，这里只是初步提出了一个粗略的框架，有待于在实践中进一步细化和完善，亦有待于各家的不吝赐教。
参考文献
[1] 强海燕，赵琳.浸入式教学创举及英语浸入式教学实验[M]//强海燕，赵琳.中外第二语言浸入式教学研究.西安：西安交通大学出版社，2001.
[2] HARMER，J.英语语言教学的实践[M].北京：世界知识出版社，2003.
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作者：张燕
摘 要：幼儿科学教育是科学的启蒙教育，我们应以科学素质早期培养为宗旨，保护幼儿的好奇心、激发幼儿的兴趣，鼓励和培养幼儿对科学的求知欲和探索欲望。因此，教师要在使用幼教教材时，强调系统的教学内容的选择、教学导入、教学环节设计等方面，并善于捕捉幼儿科学教育的契机。从幼儿的兴趣出发，更系统、更有效地开展科学教育活动。
关键词：幼儿科学活动;设计教案;教学内容;教学导入;教学设计
多样的幼儿教师指导图书在幼儿园科学教育活动的有效开展中起着巨大的作用。正确剖析适宜的幼儿园科学教育活动教师指导教材，能够在理论上丰富幼儿园科学教育的教师指导行为研究，在实践上为幼儿园教师更加有效地指导幼儿科学教育活动提供借鉴。在参与河北省重点课题《系统性玩教具对幼儿科学素养和能力培养的研究》的过程中，我们对《蒙诺幼儿科学探究乐园·教师指导手册》(以下简称《手册》)从理论和实践上展开了系统的研究。
幼教指导教材既是幼儿园教学活动的关键点，也是教学活动的难点，无论对于教师自身的发展还是幼儿的发展，幼教教材都具有非常重要的意义。本文主要采用文本解读的方法从“幼儿科学教育内容选择的合理性”、“幼儿教师导入设计的科学性”、“幼儿科学教育活动步骤安排的有序性”几个方面来研究《手册》的实用价值。
一、幼儿科学教育内容选择的合理性
科学教育的内容是实现幼儿科学教育的载体，内容的选择直接影响教育方法、手段及教育结果。在当前幼儿园科学教育内容的选择上，存在内容涵盖过多，缺乏重点;强调预成性，忽视生成性等问题。因此，教师应注意幼儿园科学教育内容选择的范围，注意内容选择的科学性与启蒙性、可接受性与趣味性;注意预成性和生成性的结合。
(一)幼儿科学教育内容的重要性分析
教育内容反映教育价值观：在过去很长一段历史时期，我国幼儿园课程体系中并没有以“科学教育”为名称的课程存在，只有“常识课”涉及部分科学知识。这种情况正是当时教育价值观在幼儿园教学实践中的表现。这种教育价值观导致幼儿园课程体系沿袭了小学课程模式，课程教学(特别是知识类课程)的目的是要让幼儿学习科学知识，而科学体系的复杂程度又是幼儿所无法企及的，所以，只有在常识课中选择一些浅显易懂的内容让幼儿理解。
当代学前教育理念下的幼儿园科学教育目标开始转向帮助幼儿建构自身的认知体系，教学的目的不再是为了追求科学知识的数量，而是要激发幼儿探索的兴趣，鼓励幼儿主动求知，培养其基本的科学素养。科学教育内容的选择取向因而有了巨大转变：科学教育内容的选择并不是某个教师或幼儿园随意选择的结果，而是在某种教育价值观变革中发生的整体变化。因此，教育内容是教育价值观的重要体现。
(二)《手册》内容的合理性分析
合理选择教学内容是教师指导行为的先导，《手册》所选择的教学内容从大世界入手，带领幼儿由自然界的动植物以及自然现象，逐渐走近自身，从探索世界的神奇到探索自身的奥秘，从观察能力逐步提升到动手能力，从是什么到为什么……内容简单易学，符合幼儿的兴趣点和接受过程，避免了传统幼儿教育过分追求内容的繁复、新颖与有趣，而忽视了内容选择的依据及对教育对象的研究。
幼儿生活在信息化、网络化时代，科学内容遍布幼儿生活的方方面面，生活中也充满可供探索和学习的内容。但这并不意味着幼儿感兴趣、想探索的内容都适合选作幼儿园科学教育活动，尤其是正规性科学教育活动的内容。应注意选择幼儿生活中熟悉的内容，引导其发现日常生活中的科学;选择幼儿可以理解的内容，将难以理解的科学知识融入科学现象的探究之中;选择幼儿可以直接探索的内容，让幼儿在力所能及的范围内学科学。《手册》将日常生活中的内容加以趣味性编排，并通过科学的教学方法演示，能够使幼儿在看似平常而又普通的日常事物中产生有益学习。
科学性和启蒙性是幼儿园科学教育内容选择的基本要求。科学性是指幼儿科学教育的内容应符合科学原理，不违背科学事实，《手册》中所选内容都有科学的依据，对幼儿能够起到正确引导作用;启蒙性是指幼儿科学教育的内容是粗浅的而不是系统的知识，不能超越幼儿的发展水平和理解能力，《手册》特别注意从外界和自身两方面让幼儿从世界中了解自己，又让自己认识世界。科学性和启蒙性都是根据幼儿年龄特点提出来的，幼儿园小班、中班、大班三个年龄班的特点是不同的，每一个年龄段科学探究的程度值得考虑，《手册》分为三级，由浅入深，由观察到动手，循序渐进，让幼儿从自然的接受过程中得到教育。《手册》强调不一定非要给幼儿一个所谓正确的结论，而是应更多地创设问题情境，让孩子从中尝试解决问题，同时体验发现的快乐，重在科学探究，重在科学启蒙。
二、幼儿教师导入设计的科学性
美纽斯认为：“开头虽显得无关紧要，但是却具有巨大的亲力量。”在15～20分钟的幼儿园教学活动中，开头几分钟尤为重要。对于幼儿而言，导入环节可以吸引幼儿的注意力，使幼儿对教学内容产生兴趣，为整个教学活动的顺利进行提供可能，可以说导入环节为整个教学活动的成功奠定了基石。但在实际的教学中，很多幼儿园教师由于缺乏对导入环节功能的认识，固守旧的教学思维定势，急于求成地加快教学进程等原因导致了幼儿园教学活动导入环节问题丛生。
幼儿园小班教学活动教学导入时所使用的常用方法有：日常话题导入法、直接导入法、衔接导入法、材料导入法、演示导入法、故事导入法、音乐导入法、多媒体导入法、问题导入法、幽默导入法、猜谜导入法、悬念导入法、游戏导入法、情景导入法、表演导入法等。但是在日常教学活动中：悬念导入和衔接导入两种导入方法的使用频率几乎占所有导入方法的一半，而其他13种导入方法却使用得很少，尤其是演示导入法、表演导入法这两种方法没有被使用到，而情境导入法、问题导入法、故事导入法等这些本该常用的方法却用得很少。
《手册》中，将各种导入方法清晰地介绍给各位幼儿教师，甚至直接将导入内容作介绍，每个课程都设计两种导入方式供教师选择。例如一级的第一课《快乐的水娃娃》中采用了两种导入的方式，一是谜语导入：“教师：小朋友们，现在我们来猜一个谜语好不好?老师念谜语，大家猜一下谜底是什么。‘不洗倒干净，洗了不干净。不洗有人喝，洗了没人喝’(教师可边说边通过模仿水流动力的动作来表示，引导幼儿思考并猜出谜底是水。)”。二是采用单元动画导入：“教师：(播放动画)小朋友们，你们渴了要干嘛呢?你们都在哪里见过谁呢?仔细想一想?(组织幼儿讨论，引导幼儿积极发言。)”
《手册》中有意引导教师使用多种导入方法，在实际教学活动中，导入环节组织策略的选择与恰当的使用是教师专业素质的综合体现，是幼儿园教师创造性地将教育性、科学性、艺术性及个人风格等因素与具体教育情境相结合的产物。因此，根据教育活动内容的不同，导入时使用的组织策略就可能会不同。
导入环节是幼儿园小班教学活动中不可或缺的一个重要环节，在整个教学活动中占有极其重要的位置。也许有人认为，幼儿园教学活动导入环节就那么短的时间有什么可研究的，但笔者却并不这么想，对于幼儿来说，他们容易被新奇的事物所吸引，由于他们是以无意注意占主导，自我控制能力又不强，教学活动导入环节就成为幼儿园教师吸引幼儿注意力的一项重要的武器。教师作为引导者，应该根据幼儿的特点和需求，使幼儿从教学活动伊始就积极地参与到其中。那么，在整个教学活动的过程中，就可以从一开始抓住幼儿的注意力，让幼儿更加有效地学习。而《手册》正是利用了幼儿心理特点，从导入抓住幼儿的兴趣点，从而达到幼儿教学的科学性。
《手册》以幼儿园课堂的导入环节为重点，从实践环节对幼儿园教学活动导入环节的具体功能进行阐述，为进一步探究幼儿园不同年级类型导入环节的组织策略提供了一些有益参考。
三、幼儿科学教育活动步骤安排的有序性
(一)遵循幼儿课程内容组织原则
幼儿园课程内容的组织原则有顺序性、连续性、整合性。所以，安排幼儿科学教育活动的环节时，必须遵循以上三个原则，以符合维果斯基提出的最近发展区理论为出发点，达到的思维水平和加以努力能达到的思维水平之间的差距。
(二)把握非正规活动契机，进一步延伸正规活动
《幼儿园教育指导纲要(试行)》指出，“教师应成为幼儿学习的支持者、合作者、引导者”。“因为一次有限的集体教学时间，是难以照顾到孩子发展水平和发展特点的千差万别的。”教师也要立足于幼儿日常生活，把握好科学教育的契机，挖掘幼儿内在潜力资源，有意识地引导幼儿在已知的基础上提出新问题，在正规活动开展前或结束后，适当安排非正规活动作为正规活动的延伸，采用个别、小组、自由结伴、集体相结合的方式，引导幼儿在日常生活中去观察、思考、动手做实验等，给幼儿以充分的时间，强调幼儿积极参与操作，转变教师组织者、传授者的角色。
如《手册》二级第八课《热空气向上升》中导入方法选择已有经验导入，引导学生把一个塑料袋充满空气，并松开手引导学生发现松开手后塑料袋落下去。就此已有经验，教师马上组织学生动手活动，用吹风机吹满冷热空气，引导学生发现冷热空气充满塑料袋的不同效果，从而引导学生发现温度对气球的影响。幼儿的发现和探索能力也启发了教师，因此，教师正好反过来引导幼儿互相交流互相启发，从而活跃了幼儿的思维，使幼儿能发挥较大的积极性，在原有水平上得到普遍提高。这样既充分发挥了教师的主导作用，又充分发挥了幼儿的主体作用，并遵循了幼儿科学教育的客观规律，达到“教”与“学”的统一。
(三)关注幼儿兴趣，抓住偶发性活动时机
偶发性活动是针对偶然发生的事进行科学教育。如，幼儿都喜欢的玩具易坏，遇到这种情况，以往教师就把它扔了，而现在教师会耐心地关注幼儿的兴趣，抓住教育时机，启发幼儿想办法自己修理，看能提出几种修理方案，并让幼儿尝试实施自己设计的修理方案，或拆卸一些带有机器的玩具，并使它发出声响，改变形状，这样就将以往的消极教育行为转化为积极的教育行为。
又如，夏天雨过天晴，有时小朋友会高兴叫起来“快看，天上有座彩色的桥。”按传统的教学方式，“上课”才是学习的时间，以前教师会忽略幼儿偶发事件中提出的问题和想法，现在教师能及时抓住偶发性活动的契机，不嫌麻烦，立足幼儿日常生活，重视随机引导，及时果断地处理偶发事件，告诉小朋友“那不是桥，是彩虹。因为太阳光是由红、橙、黄、绿、青、蓝、紫七色组成，太阳光照到这些水雾里，小水滴会把太阳的七种颜色折射出来。下雨后，空气中有无数细小的水滴，太阳光照到这些小水滴上，就出现了彩虹。”并且当场做实验，使幼儿能越来越多地提出问题，解决问题，为幼儿提供了主动学习与发展的机会。幼儿潜力很大，把握时机，“教”得适时，比课堂上言语教授效果好得多。
无论是正规科学活动，还是非正规科学活动或者偶发性科学活动，三者的教育目的是共同的，教师的指导平衡点都是要落到幼儿身上，都是为了幼儿科学素质的培养和身心的健康发展。但三者又有区别，三者中正规科学活动的可控性较强，开放性较弱，而非正规科学活动及偶发性科学活动的开放性较强，可控性相对较弱。可控性和开放性两者缺一不可、相辅相成、互相促进、互相结合。
我们应“从幼儿的发展规律中了解‘怎么学’，在引导幼儿的发展中把握‘教’。”什么时候教师介入是指导?什么时候介入是干扰?这都需要教师学会把握一个度，在深入开展幼儿科学教育的过程中正确处理“教”与“学”的矛盾。
这点正是笔者认为《手册》中应该完善之处，应多设定几种儿童可能出现的情况，从而计划多种教学模式，更好地做到让学生自然而非刻意获得知识。
总之，幼儿园中的科学教育活动是以幼儿为中心开展活动，要求为幼儿提供可变化的情形以激发他们的探索精神。在应用教材探索的同时，教师要及时鼓励幼儿对事物进行细致耐心的观察。对未来情况作出预见，帮助幼儿验证预见，并提出问题彼此交流。同时还应让幼儿回过头来反复比较、思考、研究他们已经完成的活动。
在参与课题的研究中，我们充分地意识到一份系统优质的科学教案会给教师和幼儿带来极大的帮助，正是在这一系列活动中，幼儿加深了科学活动的体验，奠定了未来一代人的科学素养的基础，是培养新时代科学家和技术人才的有力保障。
作者：刘丽娜 杨杰
摘要：阐述商务英语全英教学的优缺点及语义群模块建立的意义，重点分析语义群模块的几个重要组成部分：同义词或近义词、英文释义、反义词、不同词性的同根词、同一商务环境下的词汇等，并提出模块使用的一些方法，为商务英语教师的全英教学提供参考。
关键词：商务英语;全英教学;语义群;模块;商务环境
全英教学是目前国内很多高校英语专业使用的教学方式，也运用于一些中外或中港合办的学校其他专业的教学。在国内一些幼儿园、小学或中学的英语课，也逐渐开始使用全英教学。这种教学方式目前也广泛应用于高职院校的商务英语专业教学中，值得商务英语教师们进行深入的探讨。
一、商务英语全英教学的优点
全英教学的优点主要体现在以下几个方面：
1营造英语氛围，提高学生的听力
由于英语和汉语的语言体系完全不同，如果采用中英双语教学，学生的思维需要在两种语言体系之间频繁地跳跃和转换，这对语言教学是非常不利的;而全英教学可以营造英语的语言氛围，提高学生的英语听力。学生在这种语言环境下学习，将能更快地适应自己以后的英语工作环境。
2为学生复习以往学过的英语单词或语法知识，并关联刚学的新单词或新表达，温故而知新
中国的学生从小学开始学英语，到大学的时候，已经积累了大量的英语单词和语法知识，很多单词由于长久不接触不使用，已经发霉了，或丢弃在记忆的深谷之中。学生平时很少想到要把这些单词按照近义词、反义词等相关词组合成语义群，组建自己的语义群模块。教师在课堂上使用相关词汇来解释新的词汇的时候，可以帮助学生将记忆深谷中的单词拿出来重见天日，重新焕发词汇的生命，使学生能温故而知新。
3为学生提供英语口语表达的示范
教师在课堂上采用全英教学，还可以为学生提供口语表达的示范，学生可以从教师的表达中迅速吸收一些口语表达，引为己用，提高学生的口语水平。
4制造课堂学习的“阶梯”，提高学生的课堂注意力
如果教师在课堂上采用中文，学生听起来没有任何困难，容易注意力分散，但如果教师采用全英，学生需要全神贯注才能听懂教师说的内容，这有助于提高学生的课堂注意力。
二、商务英语全英教学的主要缺点和解决方法
过去的全英教学研究论文曾指出，全英教学的主要缺点是有可能造成两极分化，就是成绩好的同学通过全英教学提高更大，而成绩差的同学因为听不懂，跟不上课堂教学而变得更差。解决的方法有以下几种：
1教师使用的英语要尽量浅显易懂，由浅入深，尽量采用学生们以前学过的词汇
商务英语教师在课堂上，尤其在初期，要尽量少采用商务英语专业词汇或者一些比较抽象的词汇，如availability， productivity， profitability， staff turnover， staff morale， catering service ，corporate hospitality等等，学生刚开始是肯定听不懂的，因为商务英语专业的学生在中小学甚至在大学一年级，接触的大多是普通英语，很少接触专业的商务英语词汇，商务英语教师如果一开始上课就用这些词汇，学生很难听懂，特别是基础差的一些学生，听不懂课，跟不上课程进度，自信心受到挫伤，很容易就自暴自弃。在讲授商务英语课的初期，商务英语教师应多采用普通英语的词汇，来解释所学的商务英语词汇，承上启下，使学生的英语学习顺利地从普通英语过渡到专业的商务英语。
2教师有必要适当地重复或复习，以便学生能听懂，并加深记忆
对大多数学生来说，新知识单次的讲授是不够的，很可能过后就忘了，商务英语教师有必要在不同的时间和场合重复讲解和使用商务词汇或知识，逐步加深学生的记忆，直到其最后将新的知识完全消化并牢牢嵌入大脑中。每个单元学完后对重要的表达和句子进行听写，能够有效地帮助学生加深对要点的记忆。
3对基础差的学生要多加关注和鼓励
虽然有些学生基础并不好，但其实他们很多都有一颗向学之心，教师对这些学生要多些关心，因材施教，在课堂上提问的时候可以给一些相对容易的题目，对他们多加赞扬和鼓励，他们最后取得进步的速度往往是出乎教师意料的。
三、商务英语语义群模块的建立和意义
这里的语义群指的是在商务英语背景下，语义相关的词汇或表达，相关的主要方式主要有以下几种：同义词或近义词、英文释义、反义词、不同词性的同根词、同一商务环境下所使用的词汇等。建立语义群模块的主要意义是利用人的相关联想，使其联想关联的词汇和句子，起到更好的记忆和使用的效果。
四、商务英语语义群模块的几大组成部分
下面我们来分别分析商务英语语义群模块的几大组成部分：
1同义词或近义词
这种词汇的相关联想法也普遍运用于普通英语的学习中，甚至在中小学就已经开始，通过同义词或近义词的相关联想，有助于学生复习以前学过的旧的词汇，领会新的词汇的意思，扩大掌握词汇的范围和提高词汇学习效率，例如以下词汇：
Charismatic→charming
Garment→clothes
Competitor→rival
在课堂上学习商务英语词汇的时候，关联到类似含义的普通英语的词汇，将有助于学生顺利从普通英语的学习过渡到商务英语的学习，起到承上启下、无缝对接的作用。在商务词汇之间也可以用这种方式，使得前后学习的知识能融会贯通。
2英文释义
学生在学习商务英语的时候，会遇到很多的专业词汇，商务英语教师应设法使学生将新的词汇，与过去学过的英语词汇关联起来，比如用简单直白的英语(一般是普通英语)解释新的单词，以下面的商务词汇为例：
Franchise(n)：1，an authorization to sell a companys goods or services in a particular place;2，a business established under an authorization to sell or distribute a companys goods or services in a particular place.
Joint venture： a business or project in which two or more companies or individuals have invested， with the intention of working together.
左边的商务词汇都是非常专业的难懂的单词，但通过右边的直白的普通英语的解释，变得通俗易懂，容易为学生尽快消化和吸收。
3反义词
反义词关联法也是普通英语教学中比较常用的一种教学手段，可以活跃学生的思维，使学生的学习能够融会贯通，例如以下词汇：
Positive→negative
Fulltime job→parttime job
Permanent job→temporary job
4不同词性的同根词
不同词性的同根词有很多，商务英语教师应该适当选择一些商务上常用的同根词来进行讲解，以便学生能正确区分这些不同词性的同根词，正确进行使用。必要的时候，还需要进行造句练习。例如以下是商务英语中一些典型的同根词：
Competitor(n)，competition(n) ，competitive(adj)
You went to work for one of our competitors.
There was too much competition among the employees.
You have to be competitive if you want to make progress.
Produce(v，n)，product(n)，production(n)
The company produced circuitry for communications systems.
We manage to get most of our produce in Britain.
South Koreas imports of consumer products jumped 33% in this year.
It expected to maintain production of cars at the same level as last year.
5同一商务环境下的词汇
商务英语语义群模块的建立，其中最重要的一个组成部分是同一商务环境下的词汇，这是商务英语的特色，也是普通英语和商务英语的最大区别。比如机场、酒店、会议准备、健康与安全、招聘与求职、国际贸易，等等。以机场用语为例，下面是典型的机场词汇：
Aircraft check in delay journey land luggage passport identity card
return/single ticket boarding pass passenger pilot air traffic controller
baggage handler flight attendant business/economy/first class
将这些同一商务环境下的词汇进行关联练习使用，将有助于提高商务英语学习的效率和专业程度。
五、商务英语语义群模块的使用
典型的商务英语课程，往往是根据商务主题来进行单元划分，以经济科学出版社第三版《新编剑桥商务英语》为例，它以现代商务活动为素材，包括了剑桥商务英语BEC三个等级(初级、中级和高级)的学生用书、教材用书和练习册，学生用书按照商务话题分成12个单元，每个单元包括6大组成部分：语法、词汇、阅读、听力、写作和口语。
在课程设计中，如何根据课堂需要将语义群模块组合使用，是商务英语教师需要思索的问题。以下是一些典型的语义群模块使用方法：
1单元或练习标题中的商务专业词汇——英文释义、近义词或反义词、同根词
在商务英语专业的学生进入到商务英语学习之前，他们在中小学，甚至在大学一年级接触和学习的都是普通英语，到了商务英语阶段，很多专业性很强的商务英语词汇将成为他们最大的学习障碍，因为这些词不但难懂，而且这些专业性很强的正规词汇会和他们以前的普通日常英语表达习惯相冲突，例如《新编剑桥商务英语》(初级)第6.2单元“Travel arrangements”中的词汇练习标题“Hotel amenities”。“amenities”这个词对学生来说是非常陌生的，但如果教师在进入这个词汇练习部分之前，用普通英语解释一下：“Amenities are things such as shopping centres or sports facilities that are provided for peoples convenience， enjoyment， or comfort”，学生将会豁然开朗。在整个过程中，教师不但应该给予口头的解释，还应该用PPT在屏幕上展示出来，并将“facilities”这个近义词标注出来，便于学生将以前学习的普通英语与现在学习的商务英语联系起来，温故而知新，加深记忆。
2商务阅读之前或之中的商务词汇准备——同一商务环境下的词汇、英文释义、近义词或反义词、同根词
阅读是英语学习中的重要环节，它具有一些关键性的作用：拓展词汇、提供写作模式、为学生提供感兴趣的信息、激励口语练习、提供或循环语法规则、提高阅读技能和策略[1]。因此阅读是英语听说读写技能的一个基础性步骤。
典型的商务英语教材都会在阅读练习前面，或者写作、听力、口语等练习前面，进行相关商务词汇的准备性练习，否则学生会一头雾水。例如 《新编剑桥商务英语》(初级)第6.2单元“Travel arrangements”第一部分就是词汇练习，列举了如下很多酒店设施的专业词汇，要求学生选出旅行中最有用的酒店设施并说出理由：
A liftfree newspapersa directdial telephone
A Jacuzzi a swimming pool room service
A mini bar air conditioning an Internet connection
A hair dryer a conference room conference equipment
A fitness room translation services laundry service[2]
在这组同一商务环境的词汇中，有必要对以下几个词进行解释，一个是学生会比较陌生的词“Jacuzzi”，其意义为“a large circular bath which is fitted with a device that makes the water move around”。另一个“room service”本身字面意思很容易懂，但里面隐含的商务知识却是为大多数中国学生所未知：“Room service is a service in a hotel by which meals or drinks are provided for guests in their rooms.”
在以上几种情况下，对于一些词还可以适当总结和复习其反义词、同根词等，便于学生进行词汇总结，使知识融会贯通。这种模块的组合也不是固定不变的，可以根据不同的情况灵活使用。
六、结语
本文讲述了商务英语全英教学的优缺点及语义群模块建立的意义，重点分析了商务英语全英教学语义群模块的几个重要组成部分：同义词或近义词、英文释义、反义词、不同词性的同根词、同一商务环境下的词汇等，并提出了模块使用的一些方法，为商务英语教师的全英教学提供了参考。
参考文献：
[1]Cunningsworth，Alan.Choosing Your Coursebook[M].Cambridge University Press，1995：73.
[2]Rolf Cook and Mara Pedretti with Helen Stephenson.新编剑桥商务英语(初级)学生用书第三版[M].北京：经济科学出版社，2008：56—60.
Analysis of Semantic Cohort Module Construction of Business English Teaching in English
TAO Tao
(Guangzhou Modern Information Engineering College， Guangzhou 510663， China)
Key words：business English; teaching in English; semantic cohort; module; business environment
(责任编辑：刘东旭)
作者：陶涛
Unit 3
I Knowledge aims:Can read ,say and use the words:went,camp,rode,bought gifts.Can use the sentences:Where did you go?Did you go to Turpan?How did you go there?We went there by plane,What happened? To talk exactly.Can write a dairy by the past time sentences. II Learning aims:Can depand on different way to talk with sb.Can write dairy by the past time setences.Can talk about Where did you go?What di you do? III. Emotional Aims: Can communicate in English and good moral character of the initiative to care about others. IV.Teaching plan: Use 6 lessons. The first period:Main scene Part A Let’s try. Part A Let’s talk. The second period:Part A Let’s learn .Part A Listen,answer and write. The third period:Part B Let’s try. Part B Let’s talk.
The fourth period:Part B Let’s learn. Part B Look and say. The fifth period:PartB Read and write. The sixth period: PartB :Let’s check.PartB Let’s wrap it up.Part C Story time.
Unit3 The First Period I.Teaching contents: Main scene Part A Let’s try. Part A Let’s talk. II.Teaching aim: Can use the sentences:”Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. “in the real life. III.Teaching key points: Use the sentences:Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang.
IV.Teaching difficulties: Where did you go over your holiday? I went to„sentences parten. V.Teaching aids: The PPT and the Multi-Media. VI:.Teaching procedure:
Step 1. Warm- up and revision
1、Enjoy the song: At the zoo
2、Daily oral practice Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today? Step 2. Presentation Let’s talk Show out the video to learn the dialogue. Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him? J: I can help you to find him. John ran to find J: What did you do last weekend? Sarah: Hmm! I watched TV. John ran to find Sarah. J: What did you do last weekend? W：Hmm! I played football. Act out the dialogueT: Look, John come to our class. He wants to find who cleaned the classroom last weekend. T: What did you do last weekend? S1: I „
T: What did you do last weekend? S2: I „
T: Did you help the teacher clean the classroom? Lead the student to answer the questions. Step 3. Consolidation
2、Activity 2
3、Activity 3 Make the chant.
4、“Find out”
Depand on the video to learn the dialogue. J: What did you do last weekend? Z: I played football at school. J: Did you help the teacher clean the classroom? Z: Yes, I did. J: Oh, Zoom. You are great!
5、Say after the tape.
6、Read the dialogue together. StepIV Bb writing: Unit3 Last weekend What did you do last weekend? Where did you go over your holiday? What did you do? Teaching reflection:
Unit3 The Second Period I.Teaching contents: Part A Let’s learn .Part A Listen,answer and write. II.Teaching aim:Can
read
and
write
the
parten words:rode,hurt,went camping,went fishing.Can use the sentences:Where did you go last Saturday?What did you do there?Understand the dialogue . III.Teaching key points:Can use the phrases exactly.
IV.Teaching difficulties:Use the phrases to make a new dialogue V.Teaching aids: The PPT and the Multi-Media. VI:.Teaching procedure: Step 1. Warm- up and revision
1、Daily oral practice. Good morning! Glad to meet you. How are you? What’s the weather like today?
2、Hang–man game. ( watch, wash, clean, play, visit) 3. Guess, what’s my favourite animal?It’s my favourite animal. It’s „cm tall. Its tail is „cm long. It likes to eat„..It can„.Guess, what’s this? Step 2. Presentation
1、Free talk.Sunday(weekend)， What’s the date today? What day is it today?
2、T:On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.Show out the pictures.
3、：What do you usually do on Sundays?
4、What was that day? It was last Sunday?last It was last Sunday. It was the last weekend. last weekend。
5、Draw out the sentences:What did you do last weekend?
6、Show out the phrases:watched TV, washed clothes, cleaned the room, played football and visited grandparents.Pronounce/t/, /t/, /d/, /d/, /id/。
7、Activity one: Bingo!
8、Ask and answer the questions
9、Activity two: Pick Up apples. 10. Read” Let’s learn”. Step 3. Consolidation Let’s find out.
1、Show outthe pictures and ask the question What did Zoom do last weekend? do-did, water-watered.
2、What did you do?
3、Do a survey. Step IV Bb writing: Unit 3 Last weekend rode a horse rode a bike went camping hurt my foot went fishing Teaching reflection:
Unit3 The Third Period I.Teaching contents: Part B Let’s try. Part B Let’s talk. II.Teaching aim: Can read ,say and write the words： ate, took, bought, gift, took pictures. Listen and say the sentences：How was your summer holiday? It was good. I went fishing every weekend and took lots of pictures III.Teaching key points: Listen,say and read the words： ate, took, bought, gift, took pictures. IV.Teaching difficulties: Grasp the past of the irregular verbs.
V.Teaching aids: The PPT and the Multi-Media. VI:.Teaching procedure: Step 1.Review Read the text in P25,translation the phrases and sentences. Translate the fllowing sentences. What happend? Are you all right? I’m OK now. It looks like a mule. Did you go to Turpan? Yes, we did. Step 2. Presentation (1) Learn the phrases from the PPT: Eat fresh food. I often eat fresh food.Use the same way to learn: take pictures, buy gifts, go swimming. (2) Show out some pictures and talk：I ate fresh food last Sunday. Use the same way to learn:went swimming, took pictures, bought gifts (3)T: What did you do last Sunday? Ss: I ate fresh food . 3. T：How was your summer holiday? Ss: It was good. I went fishing every weekend and took lots of pictures. 4. Play the tape of Let’s learn. Let them read out of the tape. Step 3.Practice Read and act out the phrases Role play: Act out Amy and Wu Yifan’s dialogue. Finish “Look and say” and read these sentences. Read the dialogue in P27. Step 4.Bb writing Unit 3 Where did you go? ate fresh food, went swimming, took pictures, bought gifts. eat—ate take—took buy -- bought -- How was your summer holiday? -- It was good. I went swimming every weekend and took lots of pictures. Step 5 Homework 1. Write the phrases for 3time. 2. Make a new dialogue.
Teaching reflection:
Unit3 The Fourth Period I.Teaching contents: Part B Let’s learn. Part B Look and say. II.Teaching aim:Can
read
and
write
the
parten words:ate,took,bought.Can say and use the sentences. III.Teaching key points:Can write the 4skills words and sentences.
IV.Teaching difficulties:Can use the phrases to talk. V.Teaching aids: The PPT and the Multi-Media. VI:.Teaching procedure: Step 1.Review Show pictures and go over the phrases: Eg: ate fresh food, I ate fresh food/... Free talk: T: How was your holiday? Ss: It was good. T: What did you do? Ss: I went swimming. / ... Step 2. Presentation 1. T: Where did you go last summer holiday? Ss: I went to ... T: How did you go there? Ss: I went there by plane./ ... T: Sounds great! 2.Listen to the tape and learn to say the dialogues. 3. Show out of the picture in P26. 4..Read and answer the questions: (1) Where did Amy go last winter holiday? (2) How did she go there? (3) What did she do there?(4) How was the beach? 5.Ask some students to answer the questions. Step 3.Practices Role play. Use the phrases and sentences to talk their winter holiday. As： S1: Where did you go last winter holiday? S2: I went to ... S1: How did you go there? S2: We went there by ... S1: What did you do there? S2: I ... S1: Sounds great! 3. Finish Let’s try. Unit 3 Where did you go? S1: Where did you go last winter holiday? S2: I went to ... S1: How did you go there? S2: We went there by ... S1: What did you do there? S2: I ... S1: Sounds great! Teaching reflection:
Unit3The Fifth Period I.Teaching contents: PartB Read and write. II.Teaching aim: Understand”Read and write”and finish the exercises.Can listen,say and read the words: basket, part, licked, laughed.Can say and use the sentences :Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day! III.Teaching key points:Can read the text.
IV.Teaching difficulties: Can listen and understand the sentences.
V.Teaching aids: The PPT and the Multi-Media. VI:.Teaching procedure: Step 1.Review 1. Go over phrases: rode a horse, rode a bike, went camping, hurt my foot, went fishing, ate fresh food, went swimming, took pictures, bought gifts 2. Free talk: T: How was your last Sunday? Ss: It was fine. T: Where did you go? Ss: I went to ... T: What did you do there? Ss: I rode a bike./ ... Step 2. Presentation 1. T: Something may happen everyday. Something is good and something is bad. But Wu Yifan had a bad but good day. Then, What happened? Please turn to page 28. Read the passage and finish the task of page 29. You can discuss with your partner. 2. Write down the words：basket, part, licked, laughed. Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day! 3. Read the text and answer the questions 4. Play the tape to listen to the passage. Step 3.Practices Lead to read”Read and write”
2.Traslation：basket, part, licked, laughed. Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day! 3. Write about students’ bad but good day. Step4Bb writing: Unit 3 Where did you go? basket part licked laughed Max sat in a basket on the front of the bike. We dressd up and made a funny play. It was a bad day but also a good day! Step5 Homework: 1. Write the past time words. 2. Read the text. Teaching reflection:
Unit3 The sixth Period I.Teaching contents: PartB :Let’s check.PartB Let’s wrap it up.Part C Story time. II.Teaching aim:Can listen,say and read the words:dinosaur,was were,drank ,ran museum,moon spaceship.Can use the 4skill sentences to talk. III.Teaching key points:Can use the 4skill words to talk. IV.Teaching difficulties:Can understand the meaning of the story.
V.Teaching aids: The PPT and the Multi-Media.
VI:.Teaching procedure: Step I Warming up Show up the spaceship from the PPT.Let them to talk about something about it. Step II Presentation 1. Play the Bangbang game.To review the 4skill words. 2. Finish the exercise in Page 30”Let’s check. 3. Watch the Video for the story.Try to answer some questions about it.As:Where did Zoom go?What did he do? What did he see?Did he take any pictures? Was it a dream? 4. Try to read after the Video then find out the pasten words. 5. Change the pasten words to present words. 6. Act the story in group,then ask some pairs to show it out. Step III Practice Do some execises about the pastern words and the story. StepIV Homework 1. Retell the story. 2. Write the past time words from the story. Bb writing: Unit 3 Where did you go?
--- Where did you go?
--- How did you go there? --- What did you see?
Teaching reflection:
-- I went to the moon.
–- By spaceship.
-- I saw the rabbit.
(一)
Intepetation
Good moning, ladies and gentlemen. It’s my geat hono and pleasue to be hee shaing my lesson with you.I have been eady to begin this epesentation with five pats. Analysis of the teaching mateial, the teaching aims, the impotant and difficult points, the studying methods, and the teaching pocedue.
Pat 1 Teaching Mateial
The content of my lesson is New Senio English fo China Book___ Unit____________________. This unit is about____________________ (topics)。 By studying of this unit, we’ll enable students to know_________________________ and develop the inteest in___________________. At the same time, let the students lean how to____________________ (functional items)。 Fom this lesson, it stats___________________________(stuctues)。 (As we all know, eading belongs to the input duing the pocess of the language leaning. The input has geat effect on output, such as speaking and witing.) Theefoe, this lesson is in the impotant position of this unit. If the Ss can maste it well, it will be helpful fo them to lean the est of this unit.
Pat 2 Teaching Aims
Accoding to the new standad cuiculum and the syllabus (新课程标准和教学大纲)， and afte studying the teaching mateial, the teaching aims ae the followings:
1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)
(1)The Ss can maste the usage of the impotant wods and expessions.
(2)The Ss can use the __________________ (gamma) in the pope situation.
(3)The Ss can undestand the content of the lesson, talk about _______________________ (infomation) and get thei own idea about _______________________________.
2.Ability objects (技能目标：听，说，读，写)
(1) To develop the Ss’ abilities of listening, speaking, eading and witing
(2) To guide Ss to set up effective studying stategies.
(3) To impove the student’s eading ability, especially thei skimming and scanning ability.
(4) To tain the Ss’ abilities of studying by themselves and coopeating .
3.Emotion o moal objects (情感目标：兴趣，自信，合作，爱国，国际视野)
(1)By completing the task, the Ss incease thei inteest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moal education in the language study.
Pat 3 the Impotant and Difficult Points
Based on the equiement of the syllabus.
The impotant points ae__________________________ such as ______________.
The difficult points ae_________________________ fo example_____________.
Pat 4 Teaching Methods
As is known to us all, a good teaching method equies that the teache should help Ss develop good sense of the English language. Fo achieving these teaching aims, (afte the analysis of the teaching mateial and teaching aims,) I will use the following methods accoding to the moden social communication teaching theoies(现代社会交际教学理论) .
1. Communicative Appoach(交际教学法)
2. Whole Language Teaching(整体语言教学法)
3. Task-based Language Teaching (任务教学法)
4. Total Situational Action (情景教学) a "scene — activity" teaching method , it establishes a eal scene and the inteaction between the teache and the Ss. At the same time, CAI (电脑辅助教学) can povide a eal situation with its sound and pictue, it can develop the Ss ceativity in leaning English.
Pat 5 Teaching Pocedue
Step 1. Lead-in. (_____min)
___________________________________________________________________
Pupose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop inteest in _______________.
Step 2. Pe-eading
Task 1. (Individual wok, pai wok, goup wok, class wok; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual wok, pai wok, goup wok, class wok; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whethe it is ight o not.
Pupose of my design: (1) to get to know something about the _________________.
(2) To have a bette undestanding about the impotance of ___________________.
Step 3. While-eading
Task 1. (Individual wok, pai wok, goup wok, class wok; _____min)
Skimming: Ss should ead the mateial fast to find out the main idea/topic sentence fo each paagaph.
Paa 1 ___________________
Paa 2 ___________________
Paa 3 ___________________
…
Task 2. (Individual wok, pai wok, goup wok, class wok; _____min)
Scanning: Listen to the tape pat by pat to finish ___________________________.
Task 3. (Individual wok, pai wok, goup wok, class wok; _____min)
Scanning: Guide Ss to ead the mateial caefully and take some impotant notes, then answe the following questions.
Task 4. (Individual wok, pai wok, goup wok, class wok; _____min)
Scanning: Ask Ss to ead the mateial caefully and find out the coect answes to finish the following chat.
Pupose of my design: Enable students to undestand the given mateial bette by using diffeent eading skills. And pope competition can aouse the Ss’ inteest in English leaning. "Task-based" teaching method is used hee to develop the Ss’ ability of communication and also thei ability of co-opeation will be well tained.
Step 5. Post-eading
Task 1. (Individual wok, pai wok, goup wok, class wok; _____min)
(接task3)Ask Ss to close books and finish the summay accoding thei notes.
(接task4)etell the stoy /Sum up the passage in Ss’ own wods accoding to the chat.
Task 2. (Individual wok, pai wok, goup wok, class wok; _____min)
Discuss _______________________________________________with othe goup membes and then choose a epote to shae thei opinions about ____________________________________ with the whole class.
Pupose of my design: I think If the Ss can finish this task well, they will benefit a lot in thei spoken English. Most Ss can take thei pats in the activities, especially fo the Ss who have touble in English study.
Step 5. Homewok
1. __________________________________________________
2. __________________________________________________
Pupose of my design: Homewok is so impotant and necessay fo to maste the knowledge they leaned afte class. It will check whethe the Ss achieve the teaching aims.
英语全英说课稿
(二)
The lesson I am going to talk about is fom the teaching mateialBook One ,Unit 8.the thid pat that is used by the kids in Gade One .
一、Analysis of the teaching mateial (说教材)
This is a dialogue that happens in the fuit shop .seveal sentences suound selling and buying the fuit will be leaned .Duing the fist and the second pat in this unit ,the kids have undestood simple instuctions and act accodingly ,and they can say simple wods ,phases o sentences by looking at objects and the pictues .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we gasped the numbes fom one to ten .The main language points in this unit is to make sentences using the fuit and numbes feely and communicate with othes in English in the fuit shop. And pay close attention to the single and plual foms of the nouns .Accoding to the kids’ English level and the coesponding content in the daily life ,I give them some exta extending .To tain thei ability of communicate with the othes in English ,I pepae the following design .Teaching aims (教学目标)
1. knowledge and skill aims :(知识技能目标)
eview the names of the ten diffeent kinds of fuit and ecognize the numbes fom one to ten .
Undestand simple instuctions about the numbes and act accodingly.
Pactice English and communicate with othes in the situation.
2. Equip them with the emotion ,attitude and value goals :(情感、态度、价值目标)
Cultivate the spiit of co-opeations in the goup wok
Bing up the good quality of potect and make fiends with the animals .Teaching impotance :(教学重点)
1. Make sentences using the fuit and the numbes . "Six oanges ,please .’
2. Distinguish the diffeence between the single fom and the plual foms of the nouns ."one apple / two apples …"
3. The sentences used when selling and buying the fuit in a fuit shop.
Teaching difficulties :(教学难点)
1. Distinguish the diffeence between the single and the plual foms of the nouns .
2. Tain thei ability of communicating with othes in English .
Teaching aids ;(教具准备)
Multimedia , flash cads ,fesh fuit and aangements and decoations of the fuit shop .
Teaching methods :(教学方法)
Task objective teaching method .TP method , pefomance and games methods .
二、Analysis of the leanes :(说学习者)
We ae facing the 5 to 6-yea-old little kids who just gaduated fom the kindegaten ,and they can not tell the diffeence between kindegaten and the pimay school. sometimes they even don’t know how to behave in the class. So ,I think the most impotant thing fo me to do is to attact thei inteests and make them love English and feel confident in this subject .so ,I will play some inteesting games with them ,show them the funny catoon movie and ole the plays in the text o have a competation. we should not only focus on the language point itself ,but also set up the eal cicumstance whee I can encouage them to expess themselves bette .What I ty my best to do is to aouse the kids’ inteests and potect thei enthusiasm.三、Analysis of the teaching methods (说教法)
says that duing the Foundation Education peiod ,the total goal fo English lesson is to impove the pupils’ ability of compehensive using language .It pomotes task teaching stuctue .Accoding to the little kids’ physical and psychological chaacteistics of keeping cuios ,active and imitating and showing themselves .I adopt the "task –eseach—constuct " teaching methods and oganize the class to focus on the impotance and solve the difficulties .I give the pupils an open and elaxed cicumstance in which they can lean to obseve ,think and discuss .duing this pocedue ,the pupils’ ability of thinking and using language is developed vey well .四、Analysis of the teaching pocedues .(说教学过程)
1. Wam up .(歌曲热身)
All the class sing English song "Ten little Indian boys " to aouse thei inteests and help them to step into English leaning cicumstance happily.
2. eview the fuit and the numbes those we leaned in the fist and the second pat in this unit .(复习数字和水果)
A. Watch a funny video . and answe the questions .(lean moe fuit and pactice moe sentence pattens eg: stawbey / watemelon/ pineapple /chey) ask some questions .
What’s this ?
What colou is it ?
How many bananas ae thee ?
Do you like eating bananas ?
What is you favouite fuit ?
Encouage them to open thei mouth and speak English as much as they can .
B. Play guessing game .to eview the spelling of the wods using the basic ponunciation knowledge .
C. Play a game named "up and down ".emphasis on distinguishing the single and plual foms of the nouns .
3. Guide the pupils to the main teaching points .(引入新课)
To compehensive use the numbes and the fuit that is a needed in a fuit shop .Ask two voluntees to come to the font and choose the ight numbe cads and stick it beside the ight fuit accoding to the othe pupils’ instuctions .The quicke one will be the winne .
Eg: Six oanges ,please .
4. Time to pactice fo all the class (全体同学操练)。
The pupils choose the ight cads they have pepaed and put them up above thei heads when they hea the teache’s instuctions and give them to the teaching answeing loudly: "Hee you ae .’
5. Watch a video (观看多媒体，了解本课故事情节)
undestand what’s happening in the stoy ,(This pat is impotant, easonable and effective)and guide them to potect and make fiends with the animals .
Pesent the situation of a fuit shop .the teache will act a shopkeepe and invite a bette pupil to be the custome and finish all the buying steps .
Shopkeepe : Good moning .
Custome : Good moning .
Shopkeepe : Can I help you ?
Custome : Yes ,six oanges ,please .
Shopkeepe : Hee you ae .
Custome : Thank you vey much .
Shopkeepe : You ae welcome .
6. Consolidation and Pactice(巩固和练习)
Goup wok : Divide the class into eight goups and evey goup will be decoated into a fuit shop, ask one pupil to be the shopkeepe and the othe membes in this goup will be the customes .Encouage them to buy and sell the fuit with what they leaned in this pat ,I design a eal situation that is common in ou daily life and the kids will not feel uncomfotable o unfamilia with it, The teache will go aound the class and supply the help to the unable ones .In such a peace and pleasant situation they like to speak the dialogue they leaned to expess themselves .They can feel the success and become confident in speaking English .
7. Conclusion (总结)
The teache would lead the class to ead the sentences on the boad and ask some moe difficult questions .Maybe the pupils can not undestand them clealy ,but it doesn’t matte .we just give the pupils moe infomation about the language and give them the bette language cicumstances that can help them in the futue leaning .
8. Homewok : (家庭作业)
Encouage the pupils to design a little fuit shop at home and teach thei family the dialogue in the fuit shop .When they pactice this , they should take photos and show the othe pupils the next day .
In this lesson , what I design (not only the pesentation of the main teaching points ,but also the activities) attact the pupils inteests .They lean and pactice while playing . I think it’s eally a good lesson of high quality.
9.Black design ( 板书设计)
Good afternoon, my dear judges, I am ———, from ————, it is my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of five parts. Part 1
The analysis of the teaching material This lesson is a reading passage, which focused on the topic of __________________, such a topic is related to our daily life, so it is easy to arouse the Ss’ learning interests. My teaching objectives include the following parts. First, the knowledge objective : By the end of this
lesson,
Ss
can
learn
the
new
words
and
new phrases:______________________________________ 其他参考活动：Debate----当话题有矛盾的双面
Discussion——当话题是讨论解决问题
Do a survey——调查
Understand the main idea of the article; And master the usage of ___________________(某个语法点) Second, the Ability objective: skim for the main idea of the article and scan for the specific information, predict some information and understand the whole article, and
enlarge the relative knowledge by reading more materials in library or from internet, write a report of the topic, etc. Third the emotional objective: to develop the spirit of cooperation through teamwork and pair-discussion; arouse Ss’ interest in English learning
Forth, the Cultural awareness Fifth the Important points:
to get an overall understanding of the whole text, and develop their reading skills such as anticipating, skimming, scanning, summarizing language points…..…(具体课型用具体例子阐述) the usage of the______________________( 语法或句型) While
the Difficult points: Are enable the Ss to use the new words and phrases to express their ideas in daily life, and develop the ability of skimming and scanning. master the usage of ____________________________( 语法或句型) 根据教学过程设计的内容来决定) Part 2 The analysis of students The Ss have learned English for some years. They understand some words and simple sentences. They are curious, active, and fond of game, competition, and various activities. They enjoy learning through cooperation in a relaxing atmosphere. Part 3
Teaching methods In this lesson, My teaching methods include
audio-visual teaching method, communicative teaching method, and task-based teaching methods. Besides, a computer, blackboard, a tape recorder, a projector are needed as the teaching aids. Part 4 Teaching procedures 1 There are five steps in my teaching procedures. But before teaching, I will divide the whole class into 4 groups to do competitions while finish different tasks in this lesson. Step 1 Warming-up and leading in (3mins) Free talk; talk something related the topic of the article. 参考活动：
Brainstorming, setting the scene, show pictures etc.
Purpose: activate the Ss to regard the topic of ___________________(主题) and create a relaxing atmosphere. Step 2 Pre-reading (10mins) There are 3 tasks for the Ss. Do a guessing game. Show some funny pictures and sentences on PPT and then ask the Ss to Guess the meaning of the new words. Practice the new words and phrases: Match the new words and phrases with the Chinese meanings. Predicting: based on the title/ pictures on the text. ( 看具体情况而定) Purpose: through guessing, to arouse Ss learning interest, and help them to learn the new words and phrases which they may come across while reading, pave the way for the following learning and cultivate the ability of anticipating. {Meanwhile, pronunciation of some letter strings such as “ea” (pea, tea, feast..) and “er” (cucumber…) are highlighted so as to foster students’ phonetic sensitivity.} (如果有语音教学则可渗透。) Step 3 While- reading (15mins) There are two tasks for the Ss. first reading: Ss read the article as quickly as they can and try to get the general idea by answer the following questions. Q1: who/ when/ what/ ………. second reading: pair-discussion
Ss read the article more carefully, and then discuss with their partners to finish the T/F exercises and fill in the table/blanks in the sentences. A : T/F
B: Fill in blanks. 根据课文内容而定。参考活动：
Fill in the table, make an outline of the article, find the topic sentences of each paragraph, etc.
Purpose: the two tasks are aim to develop Ss’ reading ability. Skimming for the main idea of the article, and scanning for the specific information. And then get a deep understanding of the article. Step 4 Post-reading (10mins) 1)Group discussion: fill in the blanks
Ss discuss the article with their group members, and find out the language points, such as the key words, phrases, and sentence structures in the article.
And then fill in the blanks in a short passage present on the PPT. The short passage is made up from the article, and the answers are the language points in this lesson.
After check the answers, I will help the Ss to summarize the language points. 2)Retell: Use the key word and phrases presented on the PPT to retell the article. Make a report——小组合作，反馈
2 Purpose: Through group work, cultivate the spirit of cooperation, and train the ability of solve problem by themselves. In class, the teacher is just a guide, while the Ss are the center, where, the teacher just join them, giving suggestions, and offering help when they need. Meanwhile, ask the Ss to retell the article, is an output, and it can evaluates how well the Ss learned in this lesson. Step 5 Homework (2mins) go over today’ lesson and preview the next lesson go to the library or search on the internet to get more extra material about this topic and then write a report. Purpose: consolidate the language points and do prepare for the next lesson, and develop the ability of writing. Part 5 Layout
Title New words new phrases
语法句子
(全英)经典初中中国语说课稿
下午好，我亲爱的法官，我---，----，我很荣幸能有这个机会谈谈我的教学理念。我的演讲由五个部分组成。 第1部分教材分析
这个教训是读通过，重点是__________________主题，这样一个话题是关系到我们的日常生活，所以很容易引起SS的学习兴趣。 我的教学目标包括以下几个部分。 首先，知识目标：
通过这节课的结束，SS可以学习的新词和新词：_____________________________________其他参考活动：辩论----当话题有矛盾的双面 讨论调查 了解文章的主要思想; 并掌握使用_____________________(某个语法点) 二，能力目标： 文章的主要思想，脱脂 扫描的具体信息， 预测一些信息和 理解整篇文章，
扩大阅读更多的资料库中，或从互联网的相关知识，写一个报告的主题，等等。 第三情感目标：
开发通过团队合作精神和对讨论; 调动SS在学习英语的兴趣 第四，文化意识 第五，重要的点：
得到整个文本的整体理解，
并发展他们的阅读技巧，如预测，略读，扫描，总结语言点............(具体课程报名截止日型用 3 具体例子阐述)
使用the______________________(语法或句型) 虽然难点：
被启用的SS使用新的单词和短语来表达自己的想法，在日常生活中和发展略读和扫描能力。 掌握使用______________________________(语法或句型) 根据教学过程设计的内容来决定) 第2部分学生的分析
党卫军已经学会了一些多年的英语。他们理解一些单词和简单的句子。他们是好奇，活跃，喜欢比赛，竞争，和各种活动。他们乐于学习，通过合作，在轻松的气氛。 第3部分的教学方法
在这一课中，我的教学方法包括：
视听教学法，交际教学法，任务型教学方法。
此外，需要一台电脑，黑板，录音机，投影仪作为教具。 第4部分教学程序
在我的教学过程中有五个步骤。但在教学之前，我将分成4组，全班同学做比赛，同时完成不同的任务，在这一课。
步骤1准备活动和领导(3分钟) 免费通话;谈一些相关的主题文章。 参考活动：
集思广益，设定的场景，显示图片等。
目的：激活SS把__________(主题)主题，创造一个轻松的气氛。 第2步预读(10分钟) 有3个SS任务。 做一个猜谜游戏。
上显示的PPT的一些有趣的图片和句子，然后问SS到 猜测新词的意义。 实行新的单词和短语：
与中国的含义的新词和短语相匹配。
预测：基于文本的标题/图片。 (看具体情况而定)
目的：通过猜测，引起SS的学习兴趣，帮助他们了解他们可能会遇到新的单词和短语，一边读书，铺平道路下面的学习方式和培养的预测能力。
{与此同时，一些如“EA”(豌豆，茶叶，盛宴......)和“ER”(黄瓜)的字母串的发音突出，以培养学生的语音灵敏度。}(如果有语音教学则可渗透。) 第3步虽然阅读(15分钟) 有两个任务的SS。 一读：
SS他们可以尽快阅读文章，并尝试回答下列问题的总体思路。 第一季：谁/ / / ............... 二读：对讨论
SS更仔细地阅读文章，然后与他们的合作伙伴商讨完成T / F演习，并填写在句子中的表/空白。 答：T / F A：填写空白。
根据课文内容而定参考活动。
填入表中，使文章的轮廓，找到每个段落的主题句，等等。
4 目的：这两个任务是发展SS的阅读能力的目的。文章的主要思想，略读和扫描的具体信息。然后得到了文章的深刻理解。 第4步后，阅读(10分钟) 1)小组讨论：填补空白
SS组成员讨论的文章，找出语言点，如在文章中的关键词，词组，句子结构。 然后填写在短文目前的PPT上的空白。从文章短文，答案是在这一课的语言点。 核对答案后，我会帮助SS来概括的语言点。 2)复述：
使用的关键单词和短语上的PPT介绍，复述文章。 作报告 - 小组合作，反馈
目的：通过工作组的工作，培养合作精神，培养自己解决问题的能力。在课堂上，老师只是指导，而SS是中心，在那里，老师只是加入他们的行列，给予建议，并在需要时提供帮助。同时，要求SS复述文章，是一个输出，它可以评估如何在这一课中了解到的SS。 第5步作业(2分钟) 今天的教训，并预览下一课
去图书馆或在互联网上搜索有关此主题，以获得更多的额外的材料，然后写一份报告。 目的：巩固语言点，并为下一课做准备，并制定写作能力。 第二部分5布局 标题
新词新词组语法句子
What’s the matter, Mike?
1.Knowledge object: 能够听说读写单词和短语：have a cold, have a toothache,
一、Teaching aims and demands教学目标与要求 have a fever, hurt, have a headache, have a sore throat. 2.Ability object: 能够听说读句型：What’s the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。
3.Emotional object:使学生学会关心他人，培养良好的人际关系。
二、teaching key point and diffcult point教学重点与难点
1.重点是掌握单词和短语，并询问别人的身体状况。 2.难点是正确拼写单词和短语。
三、teaching aids课前准备(根据抽到的题而定)
1、教师准备本课时所需的单词卡
2、教师准备本单元的挂图。 3. 体温计一支
四、teaching procedure教学过程
1、 Warm-up (1)最好唱首歌 提起学生的学习兴趣.” (2) 推荐使用情景导入
2、 Presentation and practice (这个部分建议略写，视自己的时间定) (1)教师出示Let’s start的教学挂图，说：Look! We have some new friends here. Who are they? What’s the matter with them?…帮助学生回答，并引导学生通过观察图片或教师的肢体动作来帮助学生熟悉答句中的新单词和短语。
(2)播放Let’s chant的录音，重点领读句子：I have a headache. I have the flu. (3)教师出示一支体温表，说：This is a thermometer. If I have a fever, it will tell me. Let’s see Mike. Mike doesn’t feel well. He has a fever.指着Let’s learn的图片的Mike，教学“have a fever”。让学生看图片，教授单词和短语：hurt, have a cold, have a toothache, have a headache, have a sore throat.注意headache和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。
(4)教师让学生读单词，叫到的同学，给他图片(have a fever)，问他：“What’s the matter, xxx?”引导学生说：I feel sick. I have a fever.解释sick单词。用同样的方法教授句型：What’s the matter, xxx? I
.要求学生回答并做出相应的表情。可以让学生两个进行操练。
(5)“看病”游戏。 将学生分成五大组，每组选一张短语卡片。教师提问：Cold, cold, who has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：Cold, cold, I have a cold.用同样的方法进行操练，各组调换卡片继续该活动。
3.summary
学生听读P14-16五遍。
复习所学单词及短语和语法、、。
4、 Homework
学生背诵和抄写单词和短语3遍。回家跟家人和朋友联系对话。
五、板书设计：
Unit 2 What’s the matter, Mike?
have a fever
hurt
have a cold
have a toothache
have a headache
have a sore throat
What’s the matter, Mike?
I feel……( sick,. I have a fever.)
当时我抽到的题目是这个 (一模一样)
have a fever
hurt
have a cold
have a toothache
have a headache
have a sore throat
What’s the matter, Mike?
I feel……( sick,. I have a fever.)
Teaching plan for Unit 5Canada-the true northBook3
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English for China Book3 Unit 5Canada-the true north. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods,the studying methods, the teaching procedures, and the blackboard design. First, let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about Canada. By studying of this unit, we’ll enable the students to know some basic information of Canada, such as it’s location, it’s climate, it’s characteristics and so on. At the same time ,Let the students learn how to understand and respect different cultures in different foreign countries. According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching objectives are as follows:
1. Knowledge objectives:
a) The Ss can hear, read, and use the main sentence patternsb) The Ss can understand the content of the lesson.
c) The Ss can use the patterns to express their thoughts in the proper situation.
2. Ability objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
3. Emotion or moral objects:
To understand the different cultures in different contries.
Now, let’s come to the important points and the difficult points.
That is how to make the ss understand the passage quickly and effectively.
Part 2 Teaching Methods:
In my opinion, the main instructional aims of learning English in the Middle School is to develop thestudents’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language teaching” (整体语言教学法)and “Task-based”language teaching (任务教学法).
Part 3 Studying Methods:
Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries. Therefore , I ’ll have Ss study through the process of seeing, hearing, saying, observing, thinking etc.
Teaching Aids:
The blackboard,the textbook,a picture of Canada,the multimedia. The tape recorder.
Part 4 Teaching Procedures:
Step 1 Lead-in.
At the beginning of the class, I will show a picture of Canada on page 33 to the ss. And ask them where Canada is and do you want to go to Canada.
Step 2Fast reading
Read the passage quickly and find the main idea of each para. And ask some ss to do the match on the blackboard.
Step 3 Detailed reading
Listen to the tape and answer the questions below:
Find out the characteristics in the passage, their routine and the places where they go.
Step 5 Discussion
Work in pairs and discuss the question:
What’s the real meaning of ‘ the true north’ in the title.
Step4 Homework.
Summarize the whole lesson, and arrange the homework.
Ask Ss to write a short passage about Canada according what you have learnt in the passage.
Part 5 Blackboard Design.
On the left, I will write some important words and phrases. On the right, I will write the match. To ask the ss to match the main idea of each para.That is all my lesson. Thank you very much!
活动目标：
1、培养幼儿对英语的兴趣
2、学习用英语说出五官并能正确发音
3、通过游戏促进幼儿交往能力和初步的竞争意识
活动内容：
学习单词nose、 mouth、 eye、 ear、eyebrow
活动准备：
face课件、五官卡片〈用来拼图〉、娃娃脸纸〈用来粘贴五官〉、音乐磁带等
活动过程：
一、开始部分引出主题
1、用英语问候
师：Hello, boys and girls
幼：Hello, Miss Wang
师幼共同唱〈Hello, how do you do 〉
2、慢慢引入
师：今天老师再来给小朋友变个魔术，〈点出课件face〉，Look at this.
幼：Its face
师：Yes,〈教师模仿face〉：“I am a face, nice to see you”
幼：“nice to see you too”
师：Oh, very good 。face上都有什么呢?Who want to help me?
幼：眼睛、鼻子、嘴巴„„
师：那我们今天就学习用用英语来讲五官好不好?
二、学习五官单词
师：〈点击课件放大五官上的嘴巴〉What’s this?
幼：嘴巴
师：oh，this is mouth，follow me “mouth”
幼儿看老师口型跟读 ，向mouth打招呼“hello mouth”
类似学习nose 、eye 、ear
师：小朋友学的可真快，鼓励鼓励自己
幼、good good very good.
三、游戏比赛记忆单词
师：小娃娃哭了?小朋友看发生了什么事?〈出示课件face五官消失〉原来娃娃的五官丢了，怎么办啊?
幼儿积极讨论想办法。
我们都是一些有爱心的小朋友，那我们一起来帮娃娃找到五官，让她成为一个漂亮的娃娃吧。〈教师讲解游戏玩法和规则，要求幼儿在桌子上找器官，找到的用英语说出名字，在准备的没有五官的娃娃脸纸上组合一张完整的脸。
四、游戏指一指结束活动
师：小朋友，小娃娃脸真漂亮，他们要回家了，先和他们说再见吧
幼：goodbye
师：下面老师要和小朋友做个游戏，游戏的名字叫：touch touch
教师找一名能力强的幼儿配合示范游戏〈教师用手请轻轻拍幼儿的手，一边说touch touch nose幼儿赶快用另一只手指在鼻子上，要求能够听到后，快速的指出相应的五官〉幼儿学会后可以自由找自己的好朋友玩这个游戏，教师鼓励帮助交往能力差的幼儿找到好朋友。在欢乐的touch touch游戏中结束活动。
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