基于三个故事教学课例的分析北京基教研中心王建平-江苏教师教育.ppt

Class Observations of Primary English teachers in China * Detailed planning Pictures for meaning of words and a context English used in class Student speaking - repetition Pronunciation Classes managed well Children want to learn and join in Use of songs and chants Tasks from course book Some pair and group work * Strengths More student freer speaking! Less repeating! More student thinking Lessons very fast! More creative activities! More interesting activities! More student-centred activities! More age-appropriate activities! * Areas to improve 关于思维能力发展 低层次：repeat, retell, remember, receive, recite, review, recall … 高层次：reorganize, respond to, research, reasoning (logical thinking), relate to, make predictions, imagine, compare and contrast, create, problem-solving, critical review, critical thinking  Why reading? 教材以故事的方式呈现 “学什么” 将故事呈现在各单元之首，用图文结合的形式，通过小故事呈现本单元的主要教学内容. 以故事来呈现和实施单元的语言技能和语言知识教学内容，通常称之为“基于故事的英语教学”. 教材呈现故事的方式 另一种是将故事放在各单元的后面，作为巩固和拓展学习的语言材料。 故事作为本单元语言技能和语言知识教学的复习巩固、归纳小结的教学素材，或是拓展提高的综合阅读材料。 英语关键词学习，少儿英语分级阅读经典。 关键词（keywords）和自然拼读（Phonics）结合。 语言复现率高，每个词复现10-13次。 以Peter和Jane的生活为主线，贴近孩子生活。 语言从简到难，为孩子学习搭建台阶。 内容健康，阳光，充满正能量。 Key words 12个关键词覆盖了英语常用单词的四分之一。 100个关键词覆盖英语常用单词的一半。 300个关键词覆盖英语常用单词的四分之三。 英国著名的语言学家默瑞、教育心理学家乔·麦克纳利研究发现，在英语中： a and he I in is it of that the to was 占日常读写词汇量四分之一的12个关键词： 占日常读写词汇量二分之一的100个关键词： all as at be but are for had have him his not on one said so they we with you about an back been before big by call came can come could did do down first from get go has her here if into just like little look made make me more much must my no new now off only