懂你英语核心课levelunit
L2-U3-1/4l i s t e n i n g
Bus schedule 1 / about Earth
A
1.Here is a bus schedule at a bus stop.
2.It has schedule for three buses between eight and nine thirty in the
morning.
3.Bus No. 38 has a regular schedule.
4.It comes every fifteen minutes .
5.Eight ten, Eight twenty-five, eight forty, eight fifty-five, nine ten,
night twenty-five.
6.Bus No. forty-seven comes less often.
7.It comes at eight twenty, eight forty-five, nine twenty-five.
8.Bus No. sixty is the earliest bus.
9.It comes at eight o-five, eight thirty, and nine o’c lock.
10.Bus No. thirty-eight has stops at the main train station and the
airport.
11.Bus No. sixty stops at the main train station, but does go to the
airport.
12.Bus No. forty-seven doesn’t go to either the main train station or
the airport.
B
1.This is our planet earth.
2.It has shape of a sphere, like a ball.
3.The equator(地球的赤道) device the earth into two halves equator.
4.The northern half is the northern hemisphere(半球体).
5.The southern half is the southern hemisphere.
6.Europe and Asia are both in the northern hemisphere.
7.Australia and a third of Africa are in the southern hemisphere.
C
1.The earth moves in two ways.
2.First, it’s been and rotates.
3.It’s rotates around its axis.
4.The axis is a line through its center.
5.It takes the earth twenty-four hours to complete a rotation.
6.That is the length of one day.
D
1.Second, the earth travels around the sun.
2.It takes about three hundred sixty-five days for the earth to go around
the sun.
3.That is the length of one year.
4.It’s average speed during the year is about thirty kilometers per
second.
E
1.The earth’s axis is not perpendicular to the sun.
2.The earth’s axis is tilted.
3.It is tilted at an angle of around twenty-three point five degrees.
4.This tilt causes the seasons of the year.
F
1.During part of the year, northern hemisphere is tilted toward the sun.
2.When the northern hemisphere is tilted toward the sun, its summer.
3.When the northern hemisphere is tilted away from the sun, its winter.
4.This is why the seasons are opposite for the northern and southern
hemispheres.
5.When it’s summer in Australia, it’s winter in Europe.
G
1.What would happen if the earth’s tilt were different than it is now.
2.If the earth tilts were larger, summer would be hotter.
3.If the earth tilts were smaller, summers would be cooler.
4.If the earth had no tilt at all, there would be no seasons.
5.Therefore, the angle of the tilt is very important for life on earth.
H
1.The earth is ninety-three million miles from the sun.
2.The sun is at the center of our solar system.
3.Our solar system has several planets which orbit around it.
4.Our planet is the third planet from the sun.
I
1.If the earth were closer to the sun, our planet would be hotter.
2.If the earth were further from the sun, our planet would be colder.
3.Therefore, the distance between the earth and the sun, it’s very
important.
练：
1.We have to wait until 9:00, which is ten minutes from now.
2.Which bus doesn’t go to the main train station.
3.The northern half is the northern hemisphere.
4.The length of one year is about three hundred sixty-fix days.
5.What causes the seasons of the year?
6.In winter, the earth tilts away from the sun.
L2-U3-1/4 vocabulary
Seasons / difference disease1
A
1.Winter is the coldest time of the year.
2.Winter night are long and the days are short.
3.Summer is the hottest time of the year.
4.Summer nights are short and the days are long.
5.Spring comes after winter and before summer.
6.Spring is when trees turn green.
7.Autumn or fall comes after summer and before winter.
8.Autumn is when trees turn many colors and leaves fall to the ground.
9.Some countries have a rainy season.
10.In rainy season it rains almost every day.
B
1.This boy has a broken leg.
2.He can’t walk without crutches.
3.This girl has a sore throat.
4.She doesn’t feel good because her throat hurts.
5.This girl is vomiting(呕吐)
6.She ate something bad, so she’s throwing up.
7.This boy has a fever.
8.His temperature is thirty-nine point five degrees Celsius.
9.This girl has a headache.
10.She doesn’t feel good because the headaches.
练：1. In spring the days become warmer each day.
2.He broke his leg in a skiing accident
3.He needs to drink plenty of liquids.
L2-U3-1/4 dialogue
Talk about seasons / take bus to train station
A
1.I really hate this cold winter weather.
2.Really, I don’t mind it, it’s not so bad.
3.First, it’s really cold.
4.Second, I don’t like the short days and long nights.
5.It’s always dark.
6.Sure, b ut what’s the else thing?
7.Spring is coming and warmer weather.
8.Yes, and longer day.
B
1.What about summers?
2.Do you like hot weather?
3.I don’t like summer weather too.
4.Is it too hot for you?
5.Yes, it’s too hot.
6.Every day is hot and humid(潮湿的).
7.So, I always feel tired and thirsty.
8.Yeah, me too.
9.I take a shower twice a day.
C
1.So, which is worse, summer or winter?
2.Good question.
3.I guess I prefer winter.
4.What about you?
5.Well, I prefer winter too.
6.I don’t mind the long night.
D
1.Of course, the best seasons are spring and autumn.
2.Which those do you prefer?
3.That’s between those to, I prefer autumn.
4.Why do you prefer autumn?
5.I love it when the leaves turn different colors.
6.I agree with you.
7.I guess autumn is my favorite season too.
E
1.I surprise, Tom.
2.I thought you prefer spring.
3.Why is that?
4.Everything is young and new in spring, right?
5.Well, maybe I’ll change my mind.
F
1.Excuse me, when is the next bus?
2.To where?
3.To the train station.
4.Let’s look at the bus schedule.
5.Which bus goes to the train station?
6.Buses forty-eight and sixty both go to the train station?
G
1.It’s eight fifty-nine now. So, I just miss the number thirty-eight.
2.Right, it come a few minutes ago.
3.The next bus to the train station comes at nine o’clock.
4.Yes, I hope it isn’t late.
5.The traffic is heavy.
H
1.Oh, look, the NO. sixty is coming now, right on schedule.
2.Great, thanks for your help.
3.You’re welcome.
4.Have a good day.
5.You too.
练：
1.The weather gets warmer in spring.
2.Winter has the shortest days and the longest nights.
3.She takes a shower twice a day.
L2-U3-2/4 listening
Den’s workday / Ben’s lunch
A
1.Den is a pilot.
2.He flies airplane to all parts of the world.
3.This was his schedule yesterday which was Sunday.
4.He woke up at six-thirty.
5.After waking up, he got out of bed and brush his teeth.
6.After that, he took a shower.
B
1.He and wife ate breakfast together at seven fifteen.
2.He had a big breakfast of eggs, potatoes and fruit.
3.They finished eating at seven thirty.
4.After eating, he put on his uniform.
5.At eight o’clock, they left their house, and his wife drove him to
the airport.
6.The traffic was heavy, so it took forty-five minutes to get to the
airport.
C
1.They arrived at the airport at eight forty-fifteen.
2.After going through security, he checked the weather along the flight
path.
3.At nine-thirty, he boarded the plane.
4.He and co-polite talked about the flight.
D
1.By ten-thirty the passengers are all on board.
2.They pushed back from the gate at ten forty-five.
3.From the gate it took ten minutes to go to the runway.
4.There were two airplanes in front of them, so they had to wait.
E
1.They finally entered the runway at eleven-ten, which was five minutes
behind schedule.
2.Two minutes later, at twelve, they took off for Beijing.
F
1.The flight from San Francisco to Beijing took twelve hours.
2.They landed in the afternoon one day later.
3.In Beijing, it is already Monday.
G
1.After leaving the aircraft, he took a bus to hotel in Beijing.
2.He checked in at six pm and went up to his room.
3.When he got to his room, he took a shower.
4.Then he went downstairs ate dinner.
H
1.After eating, he went back to his room and watched some TV.
2.At ten o’clock, he went to bed and fell asleep.
3.The day after tomorrow, he’ll fly back to San Francisco.
4.His wife and children will be happy to see him.
5.They always miss him when he’s away.
I
1.Ben often buys lunch at school.
2.He usually spends around five dollars for lunch.
3.Here are the prices of some of the things on the menu.
4.Sandwiches are one dollar fifty cents.
5.Ben likes sandwiches but yesterday he had two slices of pizza.
6. A slice of pizza costs the same as a sandwich.
J
1.He also had some fruit,
2.He had banana, which was a dollar.
3.He was hungry so he also had a salad.
4.The salad costs one dollar twenty-five cents.
5.He had a bottle of water from home, so he didn’t buy anything to drink.
6.Altogether his lunch cost five dollars and twenty-five cents.
7.He enjoyed his lunch, because the pizza was good.
练：
1.What was the total cost of his lunch?
2.After going back to his room, he watched some TV
L2-U2-2/4 vocabulary
Several vehicle(交通工具) / difference disease2
A
1.Airplanes are the fastest way to travel a long distance.
2.Airplane travel is one of the safest ways to travel.
3.This is a truck or lorry.
4.Trucks carry and deliver many of the things we buy and use each day.
5.Buses are a good way to travel in a city.
6. A bus can carry many passengers and is less expensive than a taxi.
7.Buses can carry more passengers than a taxi or trunk.
8.Ships transport freight, such as oil or automobiles across the oceans.
9.Some ships carry passengers on ocean cruises.
10.Ambulances carry sick or injured people to a hospital.
11.If someone is in an accident, call for an ambulance.
练：
1.One very famous passenger ship was the Titanic.
B
1.This boy has a cut on his finger.
2.He cut his finger with a knife, so now it’s bleeding.
3.This girl is coughing(咳嗽).
4.She is coughing because she has a bad cold.
5.This boy has diarrhea(拉肚子)
6.He ate something bad so his stomach hurts.
7.This person is dead.
8.He is dead, because he was hit by the car.
9.This man is drunk.
10.He’s drunk because he drank too much wine.
练
1.He has to go to the toilet again and again.
2.He w asn’t careful crossing the street.
L2-U3-2/4 dialogue
Lisa’s question about earth / her lunch
A
1.Can you help me?
2.Here’s my homework question.
3.Sure, I’ll help you if I can.
4.What’s the question?
5.What would happen to the seasons, if the earth stopped to rotating.
6.Stop to rotating?
7.You mean the earth would always face the same direction?
8.Right, so a day would be a yearlong.
9.Wow, that’s a difficult question.
10.So, each season would be one fourth of the year.
11.I don’t know, I am not sure.
B
1.During the summer, the sun would always be up.
2.It will be very hot.
3.And during the winter, it will always be dark, right?
4.Yes, I think that’s right.
5.Maybe there wouldn’t be any spring of fall.
6.Hey, I don’t know.
7.Ok, let’s check that on the internet.
C
1.Hey, why are you sitting there?
2.Where’s your lunch?
3.I left it at home.
4.What’s going to the cafeteria and get lunch together?
5.No, I can’t.
6.Why not.
7.I don’t have any money.
8.I left my money at home.
9.That’s ok, I have enough money.
10.You can pay me back tomorrow.
11.Thanks, I’m hungry.
D
1.What would you like?
2.That pizza looks good.
3.I had pizza yesterday and it wasn’t very good.
4.It didn’t have much taste.
5.How about the sandwiches?
6.Sometimes they’re ok.
7.But hot dogs are usually good, and never bad.
8.So, what are you going to get?
9.I think I’ll have a hot dog and a banana.
10.I’m tired of pizza and noodles.
E
1.What about something to drink?
2.Oh, just water.
3.The soft drinks have too much sugar.
4.I don’t want to gain weight.
5.Ok, I’ll have the same thing.
6.Great, so the total coast is how much?
7.Two hot dogs, two bananas and two bottles of water.
8.That’s six dollars.
F
1.Do you have enough?
2.No problem. I’ve gotten ten dollars.
3.Thanks again. I’ll pay you back tomorrow.
4.No problem, don’t worry about it.
G
1.My mother isn’t going to be happy.
2.Why is that?
3.She made my lunch and I left it at home.
4.Oh, I see. My parents like that too.
L2-U3-3/4 listening
Lisa got a cold / a man got an accident
A
https://www.wendangku.net/doc/4612823650.html,st night, Lisa come home later than usual.
2.It was raining, and she didn’t have her umbrella.
3.When she got home, she was cold and wet.
4.She was tired and she didn’t feel well.
5.She got out of her wet clothes and went to bed.
6.She just wanted to sleep.
B
1.This morning she woke up with a bad cold.
2.She had a headache and a sore throat.
3.Her mother took her temperature.
4.Her temperature was thirty-nine degrees, so she had a fever.
5.Her mother told her to stay in bed.
C
1.Lisa sore throat hurt a lot. So, her mother called the doctor.
2.She made an appointment for eleven o’clock.
3.Lisa got out of the bed at ten o’clock and got dressed.
4.At ten fifteen, they left their apartment.
5.It was still raining, so they took a taxi.
D
1.They got to the doctor’s office at then forty-five.
2.Her mother gave Lisa’s name to the receptionist.
3.Then they sat in the waiting room.
4.They waited for ten minutes.
5.Then a nurse came and took Lisa into another room.
6.The nurse weighted Lisa and took her temperature.
7.Then Lisa waited for the doctor.
E
1.When the doctor came, he looked down her throat.
2.He listened to her heart beat.
3.Then he gave her a shot in her arm.
4.The shot hurt a little, but Lisa didn’t mind.
5.She wanted it to help her feel better.
F
1.After leaving the doctor’s office, they went to a pharmacy.
2.Her mother bought some medicine.
3.Then they took a taxi home.
G
1.For the rest of the day, Lisa stayed in bed.
2.She took some medicine and drank a lot of liquids.
3.She slept for a couple of hours.
4.Then she listened to some music.
5.By six o’clock, she was feeling much better.
H
1.Now, she’s thinking about tomorrow.
2.She’s looking forward to going to school.
3.She doesn’t want to stay home again.
4.But she may have to stay home.
5.She can’t return to school until her cold is gone.
6.She doesn’t want her friends to catch a cold.
I
1.Yesterday, there was a terrible accident.
2.It happened in front of a subway station.
3.There was a crosswalk, and the light was red.
J
1.Cars were coming from all directions.
2. A young man wanted to cross the street.
3.He didn’t want to wait for the light to change.
4.He looked both ways and then started to run across the street.
5.But he didn’t see one car and it hit him.
6.He flew up into the air and came down on the road.
7.His head was injured and he was bleeding.
K
1.Several people used their phones to call for an ambulance.
2.It arrived a few minutes later and took the man away.
3.We still don’t know if he lived or died.
4.Hopefully, he’s alive and w ill get better soon.
5.So be careful when you cross the street.
L2-U3-3/4 vocabulary
What people need/ water’s difference state
A
1.Everyone needs food and water.
2.Without food and water, we not live.
3.People need a place to live in and sleep.
4.We need a place to keep us dry in rainy weather.
5.We need good heath to keep us strong.
6.Daily exercise is a good way to stay in good health.
7.We need skills to find a good job.
8.Without good job skills, we can’t keep a good job.
9.We need money to buy things, such as food.
10.Witho ut money, it’s very difficult to have a good life.
B
1.Ice is the solid state of water.
2.The freezing point of water is zero degree Celsius.
3.This is the liquid state of water.
4.Liquids take the shape of their container such as this glass.
5.Water vapor is the gas state of water.
6.Water becomes a gas at a hundred degree Celsius which is its boiling
point.
7.We use the scale like this to weight things.
8.One kilogram is equal to two point two pounds.
9.This is a thermometer.
10.We use thermometer like this to measure temperature.
L2-U3-3/4 dialogue
Talk about Angela / talk about traffic accident
A
1.I didn’t see Angela today.
2.Did she come to the office?
3.No, she didn’t.
4.She stays at home, she sick.
5.Sick, what’s wrong with her?
6.She’s a bad sore throat and a headache.
7.She’s stayi ng in bed.
8.Oh, that’s too bad.
9.She looked fine yesterday.
10.She was fine yesterday, but last night she got wet in the rain.
B
1.Didn’t she have an umbrella?
2.No, she didn’t, so she really wet.
3.It’s a long walk from the subway to her home.
4.She didn’t get home un til late.
C
1.It was really raining last night.
2.I got wet too, and I had my umbrella.
3.It was that strong winds.
4.My umbrella was not much help.
5.Still, it was better than nothing.
D
1.Anyway, when you see her? Tell her to get better soon.
2.We miss her at the office.
3.There is also an important meeting the day after tomorrow.
4.I hope she can be there.
5.Ok, I’ll call her and let her know.
6.If she can’t be here, we could set up a conference call.
7.So please let me know.
8.I will.
E
1.I saw a terrible accident yesterday.
2.What happened?
3.I was waiting to cross third street and the light was red.
4.Yes, many people don’t want to wait for that light.
5.It takes a long time for that light to change.
6.So, there is a young man did not want to wait.
7.He ran out into the traffic, and a car hit him.
F
1.So, he didn’t see the car?
2.Right, he didn’t see it, and it was going too fast to stop.
3.So, what happened to him?
4.The driver got out of the car and stayed next to him.
5.He was just lying there.
6.I went out to direct traffic and several other people called for an
ambulance.
G
1.How long did it take for the ambulance to arrive?
2.It didn’t take along.
3.I think it only took ten minutes.
4.How was the young man when the ambulance arrived?
5.His eyes were open, but there was blood coming out of his mouth.
6.It didn’t look good.
H
1.Did the police come?
2.Yes, they got there just before the ambulance.
3.Did they ask you any questions?
4.Yes, they did, they ask a lot of questions.
5.So, I told them what happened.
I
1.What about the driver of the car?
2.When the ambulance left, he was sitting in his car.
3.The police were talking to him.
4.What happened after that?
5.I don’t know, because I had to get home.
J
1.How did you feel?
2.I kept thinking about it.
3.From now on, I’ll be more careful crossing the street.
4.Me too.
L2-U3-4/4 listening
Compari son people’s weight and height/Cathy’s one day
A
1.Here are four people.
2.Two of them are tall.
3.The man on the top left is very tall.
4.He is six feet three inches tall, which is about one point nine meters.
5.The woman on the top right is five feet eleven inches tall.
6.She is tall, but not as tall as the man on the left.
B
1.The girl on the bottom left is short.
2.She is less than five feet tall.
3.She is four feet ten inches, which is about one hundred forty-seven
centimeters.
4.The boy on the bottom right is taller than the girl.
5.He is five feet one inches tall. Which is about one hundred fifty-five
centimeters.
6.He is three inches taller than she is.
C
1.Now let’s look at the weight.
2.The man on the top left is the heaviest.
3.He weights two hundred twenty pounds which is a hundred kilograms.
4.The woman weights less than he does.
5.She weight a hundred and thirty pounds which is fifty nine kilograms.
D
1.The girl on the left is very thin.
2.She doesn’t weight very much.
3.Her weight is just seventy pounds.
4.The boy is much heavier.
5.He weights ninety pounds, which is about forty-one kilograms.
E
1.This is what Cathy did yesterday.
2.She got up at six thirty and cooked breakfast for her family.
3.At seven thirty, she drove her two children to school.
4.I took about forty-five minutes to take them to school.
F
1.After driving them to school, she returned home.
2.For the next hour she cleaned the house.
3.Then she talked to a friend on the phone.
4.They decided to meet at a shopping mall.
G
1.She arrived at the mall at eleven forty-five.
2.She met her friend in a coffee shop.
3.They ate lunch together and then they went shopping.
4.There was a big sale at one of the stores.
5.There were discounts of up to fifty percent so they bought clothes
for their kids.
H
1.At one thirty here friend wanted to go to a fitness center(健身中
心).
2.They usually worked out three times a week.
3.But yesterday, Cathy had a headache.
4.She decided not to work out.
5.Instead, she decided to go home.
I
1.When she got home, her headache was worse.
2.She took some medicine and had a short nap.
3.After her nap, she felt a bit better.
4.Her headache was gone.
J
1.Her kids came home at five o’clock.
2.They were all hungry, but she did not feel like cooking.
3.Instead, she decided to order some food.
4.She ordered some Chinese food.
K
1.Forty-five later, the delivery man came.
2.She paid him for the food and then they ate dinner.
3.The food was good and not very expensive.
4.It was a nice change.
5.Her husband didn’t come home until late.
6.That was good, because he doesn’t like Chinese food.
练：
1.She weights ninety pounds less than he does.
2.The man on the top left weighs the most.
3.The girl is very thin and light.
4.The boy is twenty pounds heavier than the girl.
5.After she paid for the food, they ate dinner.
L2-U3-4/4 vocabulary
Different voice/ different subject
1.Here are some things to listen to.
2.Most people enjoy listening to music.
3.There are many types of music, including classical and jazz.
4.Listening to the radio.
5.We can listen to the news, music and conversation on the radio.
6.Listening to the sounds of the city.
7.The sounds of the city are often loud and noisy.
8.Listening to the sounds of nature.
9.Early in the morning, we can often hear the sound of birds singing.
10.Listening to other people.
11.Sometimes listening to others is interesting.
B
1.Here are some school subjects.
2.In science class, we learn about our world.
3.Science is where we learn about forces such as gravity(重力，地心
引力).
4.In the math class we learn about numbers and shapes.
5.We learn how to count and how to find the area of different shapes.
6.In history class, we learn about the pass.
7.We learn about how our country began and how it has changed.
8.In geography(地理学) class we learn about the land and people of our
planet earth.
9.We learn about oceans, mountains and rivers.
英语学科核心素养的内涵及教学策略
扈老师不断强调培养学科核心素养，要关注“人”（学生）的发展，培养文化品格、学习能力、思维品质、语言能力，并提示语言能力是融合于其他三个过程，最终实现三维目标整合。 英语学科核心素养的内涵及教学策略 标签：英语科学素养内涵 作者：李建红 摘要：英语学科核心素养的内涵可以概括为三个方面（语言能力、思维品质、文化意识）和两个关键（学习能力和情感态度）。依据这种分类，课堂教学可以从情境、问题和交际三个切入点展开，以“融合”为主线，贯穿学习能力和情感态度的培养与发展，最终促成英语学科核心素养的养成。 关键词：英语；核心素养；教学策略 《中国学生发展核心素养（征求意见稿）》（以下简称“征求意见稿”）对学生发展核心素养进行了界定，就是指学生应具备的、能够适应终身发展和社会发展需要的必备品格和关键能力，综合表现为9大素养，具体为社会责任、国家认同、国际理解；人文底蕴、科学精神、审美情趣；身心健康、学会学习、实践创新。那么，英语作为一门基础语言学科，英语学科的核心素养应该包括哪些方面内容？课堂教学中该如何培养学生的核心素养？这些都是值得研究的问题。 一、英语学科核心素养的内涵 很多英语教学专家在谈到英语学科核心素养时有各自的见地。中国教育学会外语教学专业委员会理事长龚亚夫在第19期羊城教育大讲堂“学生英语核心素养体系的构建与培养途径”专题讲座中提到，英语核心素养应当包括两个方面，即认知的与非认知的。认知方面指的是学术、知识，非认知方面则是指价值观、情感态度等。批判性思维能力、解决复杂问题的能力、创造性的思考能力等等，也都属于今后培养核心素养中应包括的内容。龚亚夫还认为，中小学英语教育应改变单纯以语言运用能力为核心的目标，设计多元的目标，如“社会文化目标”“思维认知目标”和“语言交流目标”，把语言学习与思维认知、个人素质培养等结合起来，体现英语教育在促进人的品格与思维发展方面的价值[1]。北京师范大学外文学院外语教育与教师教育研究所所长、教授王蔷提出，“英语学科的核心素养主要由语言能力、思维品质、文化意识和学习能力四方面构成。学生以主题意义探究为目的，以语篇为载体，在理解和表达的语言实践活动中，融合知识学习和技能发展，通过感知、预测、获取、分析、概括、比较、评价、创新等思维活动，构建结构化知识，在分析问题和解决问题的过程中发展思维品质，形成文化理解，塑造学生正确的人生观和价值观，促进英语学科核心素养的形成和发展”[2]。 根据以上学者的观点，并结合《普通高中英语课程标准（实验）》设定的课程目标，笔者认为，英语学科核心素养的内涵可以概括为三个方面（语言能力、思维品质、文化意识）和两个关键（学习能力和情感态度）。语言能力、思维品质、文化意识互为影响，互相支撑，共同作用。学习能力和情感态度贯穿于英语教学的始终，为语言能力、思维品质和文化意识“保驾护航”，同时这三个方面又能在一定程度上助推学习能力和情感态度的形成和提高，最终对英语学科核心素养的形成起到关键作用（英语学科核心素养各组成部分间的相互关系见图1）。 （一）三个方面 1.语言能力 语言能力是英语学科核心素养的基础，包括语言知识、语言技能、语言理解和语言表达。语言知识包括语音、词汇、语法、语篇、话题、功能等，它是语言能力的基石，没有语言知
幼儿园小班英语教案(水果)
Welcome to Fruit Castle —欢迎来到水果王国 一、教学目标： 1、知识目标： (1) 能听、会读单词：orange, banana, apple (2) 会用Hello或Hi和别人打招呼。 (3) 会说儿歌：苹果apple红又红，香蕉banana弯又弯，桔子orange圆又圆。 2、能力目标 在情景中运用所学的三个水果单词 3、情感目标： (1) 激发学生学习英语的兴趣。 (2) 教育学生养成正确的饮食及用餐习惯。 二、教学重点： 能听、会读单词：orange, banana, apple 三、教学难点： 单词orange的发音 四、教学准备： 课件，水果实物 五、教学步骤： Step 1: Warming up 1、Introduction. 2、Lead in. 出示动画人物Gogo、Tony和Jenny，导出本节课所学主题：跟Gogo他们一起去买水果。
Step 2: Leaning and Practicing. 1、Learn the new word：orange (1) T: Gogo他们买了什么水果？Yes, they bought oranges. (2) Read the word.（边剥桔子边读单词） (3) Say “Hello / Hi” to Mr. Orange. (4) 观察桔子，朗读句子：桔子orange圆又圆。 2、Learn the other two words in the same way. 其中banana拍手操练，apple 采取高低声操练。 3、Practicing. (1) 彩色雨。. (2) Who’s missing? (3) Look and guess. (4) Look and find. (5) 记忆大比拼。 4、Enjoy a story. (1) T: The fruit is very delicious. The snake wants to eat them. Let’s enjoy a story:好饿的小蛇 (2) 逐幅学习故事。 (3) 情感教育：小朋友们吃东西可不能像小蛇那样狼吞虎咽，要细细嚼，慢慢咽，这样食物才消化得好。 Step 3: Summing up. 六、附课件（PPT）。
让核心素养在英语课堂落地生根修改版
让核心素养在英语课堂落地生根 ——点评三节县级英语示范课 赵儒尧 核心素养的提出已经几年了，它是教育新的出发点。要让核心素养在操作层面落地生根，需要借助教学平台，提供直观的范例；需要通过教学进行验证。精确设计教学目标，精细进行课堂教学，“为素养而教、用学科育人”已经成为教学的基本要求。然而，怎样为素养而教，以学科育人呢？ 叶澜教授用三个“不是而是”概括了教师与教学的关系，她认为：教师不是学科知识的简单传递者，而是学科知识的重要激活者；教师不是教学技能的机械训练者，而是学科育人价值的开发者；教师不是学科能力的宣讲者，而是教育教学个性化的创造者。 英语学科核心素养包括学生的语言能力、思维品质、文化意识和学习能力等方面。然而，学生的英语核心素养必须依靠英语教师去培养、去指导达成。核心素养的提出对教师的教学提出了更高的要求，就初中英语学科而言，英语教师需要具备那些核心素养呢？英语教师核心素养包括教学文本的解析能力、教学设计能力、课堂教学能力和教学研究能力等方面，这次兴山县中学英语学科推出的“让核心素养在英语课堂落地生根”专题教研活动，用三节示范课形象直观地展示了怎样“为素养而教”、“以学科育人”，使核心素养不再是一个理论话题，它为我县广大一线英语教师提供了直观的范例。 一、英语文本的解析能力是教学素养的前提
英语文本解析能力是教学素养的基础，决定着后续教学设计和课堂教学的效果。 这次的三节示范课，在文本的解读方面都做了深入的研究和思考，结合学生的学情，进行了深入的解读，孙宜波老师根据学生实际，对教材内容进行了大胆的取舍，训练过程中通过师生共同交流，从词汇入手，由词到词组，由词组到句子，再由句子到篇章进行梯级训练，符合学生认知规律，既体现了务实的要求，又灵活多变层层递进。贾代英老师的阅读文章的解读更是下了一番功夫，课文中以简约的文字提到了人们抓住鲨鱼、砍下鱼鳍、然后扔回大海，让鲨鱼慢慢死亡的过程。贾老师通过四幅图片，形象直观地展现了出来，使学生形成了鲜明而深刻的印象，并且用动词填空的训练形式落实下来，这样残忍这一生词就形象而直观地解析了出来。贾宏达老师通过时间表达方式的训练，引出了Time is money. Time is life. Time flies!告诫学生珍惜时间，挖掘了教材育人的价值，达到了润物无声的效果。 二、教学设计能力是教学素养的关键 教学设计是在文本解读的基础上，设计教学过程、选择教学方法和策略、确定教学的形式等，包括教学目标的设计、教学内容的设计、教学方法的设计等，它毫无疑问是教师素养的核心与关键。 1.教学目标的设计 这次展示的三节课教学目标设计简洁务实，针对教学内容，结合学生学情，针对中间层设计教学目标，通过听说读写多种训练方式达成教学目标，具有较强的针对性，对教材内容进行合理而大胆的取舍，
幼儿园小班英语口语应该怎样教学
幼儿园小班英语口语应该怎样教学？ 仔细品读下面的文章，肯定有你想要的。 （一）让幼儿在日常生活中学习英语 众所周知,语言是在不断地听、说、模仿、使用中丰富提高的，特别是幼儿的外语学习，如果没有一个连续、经常的语言环境刺激，学过的东西很快就会遗忘。我们与幼儿一起学习、游戏、生活的时间很长，进行英语教育占有得天独厚的优势，可以使幼儿在教师反复说、反复使用中，受到潜移默化的影响，在自然中去掌握,并在日常生活中加以运用。如孩子们早上回园后，我利用英语问好“Good morning ×××”，他们听上几天就学会了，并能模仿回答“Good morning teacher”。排队时，用英语“Orange Team ，stand up！”（橘子组，起立）。吃饭时，用英语介绍饭菜，告诉幼儿米饭（rice）、面条（noodles）、鸡蛋（egg）、西红柿（tomato）等名称。游戏时，以“Clap your hands”“Stand up and Sit down”等小游戏热身。又如晨间提问“What’s the day is it today？”“What’s the weather like？”；在课间做做英语手指游戏，等等。幼儿不用刻意去学，就这样在日常生活中听几遍，也就记住了，并学会使用。而这些在专门教学中却要学上很长时间才能掌握。 （二）创设情景环境，激发幼儿主动学习英语的兴趣 幼儿英语学习主要途径来自说和交往，但是良好的物质环境，在其发展中起着促进作用。这里所讲的物质环境主要指教师根据幼儿英语发展水平，有计划、有目的地设置安排一定的情景画面、活动道具和动手材料，在观察、操作、游戏中，引发他们对英语的反映使用能力。 利用墙面布置一个英语角。墙面布置是幼儿园环境中面积最大，最为醒目的画面。它如同一幅幅大的广告，浓缩着教育的内容和目的，给幼儿以直接的刺激和潜移默化的影响。根据不同的场所设置不同的画面，写上相应的英文句子。给幼儿展示一个英语与生活息息相关的平台。如：在图书角画有一张嘴，上面竖着一个食指，下面写有“Please be quiet!”；在洗手池上面画上小朋友洗手和小水滴，水滴上写有“Please wash your hands”，等等。幼儿虽然不认识上面的字，却知道是英语，看到时就会引起对英语的反应和使用。画面都在无声的给幼儿一种提示。在有鲜明主题的大墙面上，教师根据目标和幼儿水平进行设计。如：做一个可以插图片的口袋，把正在进行的活动的图片放进去，孩子们平时走过看到，就能反应出老师在英语活动时候的内容。比如，放进“London Bridge”(伦敦桥)，孩子们走过常常就唱起了“London Bridge is falling down~~”。这样对平时教学的内容做了复习，发挥了墙面环境的多种教育功能。 （三）常规教学活动中常使用多种方法进行教学 （1）视觉辅助教学 1、实物教学：利用实物的出示引导幼儿学习。如：教小班幼儿学习苹果“Apple”
(完整版)浅谈如何在小学英语教学中培养学生的核心素养
浅谈如何在小学英语教学中培养学生的核心素养 教育部颁布的《关于全面深化课程改革，落实立德树人根本任务的意见》中，提出了“核心素养”，要求把探讨与创建学生核心素养体制作为课改的核心环节。并充分要求学生应当具备适应终身发展的品质与能力，同时要求各个学科都把培养学生的核心素养，作为教学的基本任务。因此，小学英语学科也是如此。那么什么是小学英语学科核心素养？怎样在小学英语教学中对学生进行核心素养的培养？有哪些方法呢？这些都值得我们去探讨。 一、什么是小学英语学科核心素养？ 小学英语学科的核心素养包括语言能力、思维品质、文化品格和学习能力。语言能力是通过语言来理解和表达思维意识的能力；思维品质是思考分析能力，用英语进行多元思维活动。文化意识是理解各国文化内涵，尊重文化差异。学习能力是获得和运用知识的能力。这些都贯穿在整个英语教学中，同时对英语学科核心素养的形成起到关键作用。 二、在小学英语教学中对学生进行核心素养培养的方法。 《小学英语新课程标准》基本理念提出:面向全体学生，注重素质教育，突出学生主体，尊重个体差异、采用活动方法，促进学生发展等基本理念，而这些理念与英语教学的核心素养相符合。那么我们就要结合小学生的实际情况，将这些理念贯穿到现在的教学中，并要精心设计教学活动，采用灵活的教学方法来调动和提高小学生学习英语的积极性，不断培养小学生学习英语的核心素养。 1. 运用情景创设教学法，培养学生英语思维能力，提高学生语言能力。 在教学中老师利用教学的相关图片或多媒体资源等创设真实语言情境贯穿整个英语课堂教学,不仅使学习过程真实而有效，能极好的锻炼学生的逻辑思维能力，同时锻炼学生的表达能力。如在学习《On the farm》一课，老师可以创设情境：在课件中出示一个Farm的图片，让学生听已学过的动物的叫声来判断是什么动物来引入新课。然后继续听声音并出示图片学习新的动物名词。接着展示我国各个地方生活的动物，让学生一边观看课件，一边尽量用英语描绘自己看到的图片，不管最终描述的正确与否这都有利于发展他们的思维和语言能力，更加有利于培养学生思维的灵活性。 比如在学“thirteen，fourteen, fifteen……”一课时，老师可以创设一个生活情境：秋天来了，农民伯伯的果园大丰收了，今天我们一起来帮他们数一数收了多少果子吧。然后整个课堂围绕帮助农民伯伯数数果子而进行。整个环节中，先数苹果复习1——12的数字，后出示其他水果的图片，让学生数，呈现新单词“thirteen，fourteen...”接着练习时让学生数出更多的数字单词，最后学生之间的问答：S1:“How many pears? S2: Ninety pears.”以及计算总数等都围绕着这个情境展开。 语言来源于生活。通过创设生活情境，学生可以通过生活经验，积极主动学习和运用新知。同时学生懂得了怎样把所学知识运用在实际生活中，有效提高了学生的语言运用能力。 2、英语作为一种语言，它的运用是双向性的，鼓励学生开口交流的同时要尊重学生的个体差异。 首先在课堂教学中，老师要使用恰当的课堂用语和学生进行交流。运用课堂用语，无形之中就给学生创设了一种语言学习的环境。让学生真实感受如何用语言进行交流，并体会语言交流的趣味性。然后在学生开口交流时要尊重学生的个体差异。每个学生发展都有差异性，都有自己的优点与不足，我们在教学过程中一定要尊重学生的个体差异。作为老师应该做的是积极的帮助学生解决学习中的困难，充分的肯定他们的学习成果，多鼓励学生大胆开口交流，消除他们学习英语口语的胆怯心理，慢慢养成敢说、爱说英语的学习习惯。 比如在对话交流时，能干的学生就可以选择有难度的内容进行交流，而胆小内向和差一点的学生，老师不仅要多鼓励，帮助建立英语交流的自信心，在交流内容上就要选择简单容易的，
英语教学中的核心素养
英语教学中的核心素养 英语核心素养具有学科性、思想性、独特性、行动性、价值性、发展性。教育改革是科学的，应该按照科学规律办事，否则要受到规律的惩罚。教学要体现课程改革的基本理念，在教学中充分考虑英语的学科特点初中学生的心理特点，不同水平、不同爱好学生的学习需求，运用多种教学方法和手段，引导学生积极主动地学习，把握英语的基础知识和基本技能以及它们所体现的思想方法，发展应用意识和创新意识，对英语教学有较为全面的熟悉，提高英语素养，形成积极的情感态度，为未来发展进一步学习打好基础。 初中是人生发展的重要阶段，时代的发展对人才培养的规格和目标提出了更高的要求。因此，初中课程的改革总体来说应能更好地适应时代发展、人的发展和社会的发展。通过学习，我体会到认识到要上好英语课，我们教师非下苦工夫不可。为了适应英语新课程改革需要，尽快提高学生的英语水平，达到新课标的要求，我在新学期里应该努力做到以下几点： 一.反复学习新课程标准理念，深刻领会英语课程的要求 运用教育学和心理学理论，研究英语教学的规律，根据教学目标、学生的需要以及当地客观条件，积极地和有创造性地探索有效的教学方法，同时加强中外文化修养，拓宽知
识面，掌握现代教育技术，并能在自己的继续学习和实际教学之中加以运用。 二、关注学生的情感，营造宽松、民主、和谐的教学氛围 学生只有对自己、对英语及其文化、对英语学习有积极的情感，才能保持英语学习的动力并取得成绩。消极的情感不仅会影响英语学习的效果，而且会影响 学生的长远发展。因此，在英语教学中我应该自始至终关注学生的情感，努力营造宽松、民主、和谐的教学氛围。为此英语教师要做到:参加英语未来核心素养培训的学习心得 1.尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性; 2.把英语教学与情感教育有机地结合起来，创设各种合作学习的活动，促使学生互相学习、互相帮助，体验集体荣誉感和成就感，发展合作精神； 3.特别关注性格内向或学习有困难的学生，尽可能多地为他们创造语言实践的机会; 4.建立融洽、民主的师生交流渠道，经常和学生一起反思学习过程和学习效果，互相鼓励和帮助，做到教学相长。 三、尽量采用"任务型"的教学途径，培养学生综合语言运用能力
核心素养在中学英语课堂上的应用
核心素养在中学英语课堂上的应用 发表时间：2019-06-10T15:41:20.377Z 来源：《知识-力量》2019年8月29期作者：刘英 [导读] 学科核心素养概念的提出给教师教学打开了新思路,指明了新方向。在英语教学过程中,如何提高学生的学科核心素养是一个值得每位教师深思的问题。希望为广大教师提供一定的参考意义。 （陕西省商南县教师进修学校，陕西省商南县 726300） 摘要：学科核心素养概念的提出给教师教学打开了新思路,指明了新方向。在英语教学过程中,如何提高学生的学科核心素养是一个值得每位教师深思的问题。希望为广大教师提供一定的参考意义。 关键词：英语学科；核心素养；英语教学 一、什么是英语学科核心素养 核心素养即学生应具备的适应社会发展和终身发展所必需要的必备品德和关键能力。直接指向学生未来的发展，即现在所学知识，走出校园，能够如何使用，能够使用多少。 英语学科的核心素养包括：语言能力，思维品质，文化品格和学习能力四个方面。语言能力是用语言做事的能力，涉及语言知识，语言意识，语感，语言技能，交际策略等等；思维品质是思考辨析能力，包括分析，推理，判断，理性表达，用英语进行多远思维等活动；文化意识重点在于理解各国文化内涵，能理解并尊重文化差异；学习能力主要包括元认知策略，认知策略，交际策略和情感策略。 从教十多年以来，经历了英语教材的多次修订，但无论教材怎么变化，我始终坚持以培养学生的英语核心素养为首要任务，运用语言能力、文化品格、思维品质和学习能力四个维度，精心组织自己的课堂教学，时刻坚持立德树人的教育思想，并提出切实可行的将英语课堂教学和培养学生学科核心素养相互融合的对策,那么作为乡村英语教师，应该如何将核心素养这一理论应用到教学实践中呢？ 二、怎样在教学实践中落实核心素养 1.营造课堂气氛，提高语言能力 从语言的角度来说，学生要学会运用语言，即语言知识、语言学习、语言技能及语言应用。就英语学科来说，它不是我们的母语，所以学生除了课堂上，几乎没有运用英语交流的机会，而在仅有的课堂40分钟时间，许多同学也不主动开口说英语，为此，老师需要绞尽脑汁思考该如何鼓励孩子们动口，在课堂中，老师应给予学生足够的关怀，而且传授的东西不仅仅局限于课本知识，可以通过引入故事、表演、电影片段、歌曲、微课、以及游戏等方式，使学生学习兴趣及内在动力激发出来。除此之外，对于七年级同学们而言，我们还要培养他们的多种学习习惯：学会听、记笔记、开口说及大声朗读的习惯。 以主题为“The London Eye is on your right.”的阅读课为例，这是外研版七年级英语下册第六单元的一篇短文，本文讲述的是游览英国著名景点的故事，展现了伦敦美丽的旅游景观，让学生领略到西方不同的旅游文化习俗。在该课的Pre-reading环节，我先以导游的形式进行导课、授课，并且大胆地穿上休闲运动的适合导游的服装，并辅以导游旗和导游帽，从一开始就创设情境把学生引到伦敦旅游。其次利用图片进行阅读前的授课，在学习地点名词和方位介词短语的同时，一张张清晰逼真的图片能够让学生真切地感受到伦敦的美和深厚的文化气息，同时为后面的After reading学生的role play环节做铺垫，环环相扣，层层递进，充分利用图片进行授课和练习。将大本钟和伦敦眼按本来的形状剪下来，而且还设计了小火车和小船，这些都能很好地吸引学生。 2.增强学习能力，升华文化品格 在英语教学中，我们不仅要了解西方文化礼仪，而且要有跨文化的意识，更要通过跨文化交往发展我们自己的品格。比如：在教授七年级预备篇Unit1 Good morning这个单元时，除了教授字母外，主要学习问候语，在此我特意强调了中国人与外国人打招呼的差异，借用四副图片，学生直观了解到了中西文化的差别。所以了解西方文化，互相尊重文化差异很重要，在英语学科的核心素养培养过程中，我们强调的不只是文化意识，还有文化品格。除此之外，还要学习西方文化的先进成分，现在越来越多的中国人习惯了说感谢，但是在有些场合我们还是很少去说，比如说乘公共汽车，在英语国家乘客下车会对司机说Thank you,家长上车的会要求孩子说:“Good morning，Sir”，这也是西方文化礼仪中基本的行为规范之一。这样的行为规范如果带到中国来，公交车司机也会每天很高兴地开车，进而形成一个更加和谐的社会。因此，在跨文化交往中有很多的文化品格值得我们向其他国家学习借鉴。 3.激发创新意识，提高思维品质 思维是个抽象的概念，在英语阅读课的教学中，可以培养和锻炼学生思维的广度和深度，最近观摩了一些名师的英语阅读课，感触很深，从表面上看学生知道了英语阅读课的学习策略：Predicting.Skimming.Scanning and Mind map.从更深层次来看，学生了解到的不仅仅是Mountain climbing本身，而是一种精神：Of making good decisions.Of being in control of life.Of taking risks especially of never giving up.名师们运用阅读课教学三个步骤：读前活动激活背景知识处理了生词、读中活动掌握主旨大意和了解细节、读后活动巩固阅读内容（读说结合，读写结合），三个步骤紧密结合相互渗透，既有策略教学，又培养了学生的人文素养。 4.加强课外阅读，提升学习能力 众所周知，阅读能够培养学生的学习能力，正如英国哲学家培根所说：Reading makes a full man.但是阅读需要学生有很好的自主学习能力，更需要老师的有效引导。处于乡村学校的同学们学习英语的热情很低，更谈不上主动去阅读英语课本和课外教材，所以，我采取了一些措施，特别是在阅读理解的提升方面，比如针对一些同学阅读能力欠缺，针对问题，每个人制定自己每天的阅读量：一篇阅读理解，一篇完型填空，坚持一段时间，效果很明显。针对乡村学校的同学来说，课外阅读素材少，我们可以利用英语周报共同关注板块上的短文，让学生按照建议的阅读时间去阅读文本，引导学生仔细观察标题、图片、语篇导读、课标话题等有效信息，自主完成阅读任务。 所以，作为一线教师，要改变传统的教学模式，时刻在教学中渗透核心素养的教育理念，我们需要做到以下几点：认真研读和分析文本，梳理语篇主题意义；确保教学设计符合学生的认知规律，要体现情境化、问题化、活动化，整合语言知识学习和技能发展，培养学生思维品质和学习能力，我们既要建构有温度和高度的课堂，更需要建构有深度、精度和广度的课堂。
英语课堂的核心素养教学
英语课堂的核心素养教学 核心素养,是指学生表现在学习和创新中的综合水平,它是人才必备的内在需求。英语学科核心素养的内涵能够概括为三个方面：语言水平、思维品质、文化意识以及学习水平和情感态度两个关键。依据这种分类, 课堂教学能够从情境、问题和交际三个切入点展开, 以“融合”为主线, 贯穿学习水平和情感态度的培养与发展, 最终促成英语学科核心素养的养成。众所周知，课堂教学是学习的主阵地。课程改革的核心环节是课程实施，而课堂是教师专业发展、学生综合素养的平台,尤其在我们英语教学质量还不尽人意的农村初级中学,课堂教学显得更为重要。 当“核心素养”成为学校新的育人目标，作为教书育人的主阵地，课堂如何承载这个目标呢，我觉得应该从以下几方面入手： 一、课堂教学要有人的身影 我们的课堂教学不能仅仅为了教书而教书，而要有人的身影。我们要营造氛围，让踊跃成为学生的学习习惯，才能打造出彩的课堂。 要打造“出彩”的英语课堂，就要充分发挥学生的主体作用。随着年级的增长，学生的“童真”反而被我们一板一眼的教学给束缚了，特别是到了高年级以后，很多学生已经遗失了这份“美好的踊跃”。所以，在日常的英语教学中，我们应有意识地呵护学生们的这份“童真”，通过生活情境、动画视频、歌谣等形式，烘托出热烈、有趣又具有亲和力的活动氛围，让学生们情不自禁地加入到我们的英语实践中，把学生们这种不由自主的“踊跃”发展为他们良好的学习习惯。 二、课堂教学要有设计感 教学长期以来,一直深陷高耗低效的泥潭,教师拼命在讲,学生也忘我在练,但课堂教学效益始终得不到有效提升。为此,我觉得英语教学要有设计感。枯燥的一成不变的教学模式已无法适合新的教学形势。我们要还给学生充足的时间,让他们在丰富活动中展示自己，在合作学习中进一步落实其主体地位,最终提升教学的整体效益。活动是我们七年级英语课堂教学的“主心骨”。在实际教学过程中，我们要潜心钻研教材，努力为学生们创设更多丰富多彩、新颖有趣的英语
幼儿园英语课教案
幼儿园小班英语教案：one to five 【活动目标】 1、感知单词one to five 与数字1-5的对应。 2、能够标准发出单词one to five. 3、乐于参与活动游戏，体验获得新知识的快乐。 【活动准备】 准备1-5数字卡片，5条小鱼，5种水果（苹果，香蕉，梨，橘子，菠萝），5种动物（长颈鹿，大象，熊猫，老虎，企鹅）的卡片 【活动重难点】 重点：感知单词one to five 与数字的对应，及在新知识的获得中感受到快乐。 难点：活动的宗旨在于让幼儿感受英语情景中如何学英语，不是刻意要求幼儿记住单词，所以要幼儿记住每次数字单词和阿拉伯数字的对应关系不简单的。 【活动过程】---15分钟左右 1、导入活动，引发幼儿兴趣。（5分钟） 导入语：“Good morning ，my babies. Look，what is it？” 幼儿：“鱼”（英语情境教学中，教师尽量是全英语，让幼儿感知英语的情境，但幼儿可以用母语回答。） 师：“Yes， you are right. It is one fish”.教师再放一个小鱼，“Now，two fish，再加小鱼，three ，four ，five. 请幼儿跟读老师“follow me ，one，two， three， four，five.”(教师在发音单词时可以用手指来表示相对应的数字) 大声朗读5个数字的单词，并用手指配合相对应的阿拉伯数字。重复多次，注意孩子发音。 2、教师用身体语言，让幼儿感受单词与数字的对应。（3分钟） One教师叫一名小朋友站在前面，two. 教师叫两名小朋友站在前面， three教师叫三名小朋友站在前面，four教师叫四名小朋友站在前面， five教师叫五名小朋友站在前面， 让幼儿用自身个体表现数字，教师说出英语单词。后面的活动可以请幼儿主动来表现数字。 3、幼儿看水果和动物的（或是教室里其他物品）图片，数数并且要求大胆发出单词。（3分钟） 幼儿自由操作，教师下去观察，指导。 4、玩游戏，在游戏中感受单词与数字的对应。（4分钟） 游戏规则：四小凳子排成一排，请5个小朋友上来，教师数到5，然后喊到开始，小朋友们围着凳子转，教师说停，幼儿找到一个凳子坐下，站着的回座位。 师：“We have four chairs， and ，have five children. When I say start，please walk around the chair. When I say stop ，you sit down rapidly. The boy who are stand must go back.” 挑选幼儿来游戏，教师用英语数数。最后胜利者得到奖品。（这个活动和这个游戏的结合非常贴切，每完成一轮，就数下人数和椅子，数字与英语单词的对应关系变得非常明显又有趣。） 【活动解释】 幼儿园的英语教学不是一味的要幼儿死记英语单词，而是感知一个英语的情境，为了发展幼儿的语感，所以活动中，是以各种有趣的方式来让幼儿了解英语单词和中文意思的对应。
英语教学核心素养
英语教学核心素养 一、关键概念：核心素养 世界教育改革的重要举措之一是描述和界定学生（公民）核心素养。核心素养体现了以人为本的教育思想和回归教育“育人”本质的思想。基于核心素养的教育，既包括传统的知识与能力的学习，更强调学生的全面发展和终身学习，特别关注人与社会的统一和协调发展 世界上很多国家和国际组织已经提出了适用于本国或相关地区（组织）的核心素养框架，并制定了相应的教育政策。比如，OCED围绕核心素养实施了国际学生学业评价项目（PISA）（大雄按：程晓堂教授建议学习PISA有关阅读方面的内容） 2014年3月，教育部发布《关于全面深化课程改革落实立德树人根本任务的意见》，提出了“核心素养”这一重要概念，要求将研制与构建学生核心素养体系作为推进课程改革深化发展的关键环节。 二、什么是核心素养？ 核心素养是个体在解决复杂的现实问题过程中表现出来的综合性能力。核心素养不是简单的知识或技能。它是以学科知识技能为基础，整合了情感、态度或价值观、能够满足特定现实需求的综合性表现。核心素养是后天教育的结果。它有别于一个人潜在的能力。 三、中国学生核心素养（2016年9月发布） （一）文化基础
1. 人文底蕴：主要是学生在学习、理解、运用人文领域知识和技能等方面所形成的基本能力、情感态度和价值取向。具体包括人文积淀、人文情怀和审美情趣等基本要点。 2. 科学精神：主要是学生在学习、理解、运用科学知识和技能等方面所形成的价值标准、思维方式和行为表现。具体包括理性思维、批判质疑、勇于探究等基本要点。 （二）自主发展 1. 学会学习。主要是学生在学习意识形成、学习方式方法选择、学习进程评估调控等方面的综合表现。具体包括乐学善学、勤于反思、信息意识等基本要点。 2. 健康生活。主要是学生在认识自我、发展身心、规划人生等方面的综合表现。具体包括珍爱生命、健全人格、自我管理等基本要点。 （三）社会参与 1. 责任担当。主要是学生在处理与社会、国家、国际等关系方面所形成的情感态度、价值取向和行为方式。具体包括社会责任、国家认同、国际理解等基本要点。 2. 实践创新。主要是学生在日常活动、问题解决、适应挑战等方面所形成的实践能力、创新意识和行为表现。具体包括劳动意识、问题解决、技术应用等基本要点。 学生核心素养的培养主要通过基础教育阶段各学科的教育教学来实现。各学科的课程都要为发展学生的核心素养服务，都要结合学科内容帮助学生形成关键能力和必备品格。在核心素养这个大概念下，衍生出各学科核心素养的概念，如：英语核心素养。
幼儿园小班英语教案《my family(我的家)》
幼儿园小班英语教案《my family(我的家)》 小班英语教案《my family(我的家)》适用于小班的英 语主题教学活动当中，让幼儿会用it’s……句型介绍自己 的mummy、daddy、grandma、grandpa，学习新词mummy、daddy、grandma、grandpa，能正确发音并确切地用这些词 称呼长辈，快来看看幼儿园小班英语《my family(我的家)》教案吧。 游戏目标： 1、学习新词mummy、daddy、grandma、grandpa，能正 确发音并确切地用这些词称呼长辈。 2、会用it’s……句型介绍自己的mummy、daddy、grandma、grandpa。 3、培养其学习英语的积极态度。 4、幼儿能够感受到英语学习的快乐。 材料准备： 1、幼儿每人带一张全家福照片 2、小熊一家的图片及头饰 游戏过程： 一、my family 1、look！what are these？ 2、who is he？ 3、师生一起边指边说：mummy、daddy、grandma、grandpa 4、引导幼儿用it’s……介绍自己的mummy、daddy、grandma、grandpa 5、introduce your family to your friends． 二、bear’s family who are they？ who is she？who is he？ 三、now. let’s play a game. who’d like to be mummy (daddy、grandma、
grandpa) bear？ please introduce yourselves to other children. welcome bear’s family。 小百科：家，jia，会意字，甲骨文字形，上面是“宀”(mián)，表示与房室有关，最早的房子是用来祭祀祖先或 家族开会。下面是“豕”中国书法，即野猪，野猪是比老虎、熊还危险的动物。野猪是非常难得的祭品，所以最隆 重的祭祀是用野猪祭祀。本义：屋内，住所。引申出家庭、家养、学派、群落等义。古文中亦将卿大夫治所称为家。
如何在英语课堂中培养核心素养
如何在英语课堂中培养核心素养 核心素养是学生在接受相应学段的教育过程中，逐步形成的适应个人终生发展和社会发展需要的必备品格与关键能力。它是关于学生知识、技能、情感、态度、价值观等多方面要求的结合体。英语学科的核心素养包括语言能力，思维品质、文化意识和学习能力。 当“核心素养”成为学校新的育人目标，作为教书育人的主阵地，英语课堂如何承载这一目标呢，我觉得应该从以下几方面入手: （一）创设情境，培养学生的语言能力 语言能力是一个整体，不能碎片化，培养语言能力要建立在一个整体性的语言学习活动中。英语课堂教学中，学生核心素养的培养需要教师创设紧密联系真实生活和社会实际的英语教学情境，作为学生语言能力培养的桥梁。语言能力的培养需要老师们对语言进行建构与运用，这就需要我们教师根据教材进行单元统整与内容整合。单元单元统整与内容整合就是围绕核心，设计任务；围绕目标，逐步递进；围绕话题，整合内容。 （二）问题导向，引领学生的思维品质 所谓的问题引领主要是指教师在对学生进行英语核心素养的培养过程中，可以采用提出问题、思考问题、回答问题、评价问题的方式进行。问题是思维的起点，教师要精心设计问题，以问题为导向，引领学生的思维，让学生独立思考、推理和探究，训练学生的思维品质。英语新教材中蕴含着知识性、思想性、教育性
很强的内容，我们要善于发掘这些素材，挖掘教材的思想内涵，结合学生实际，采用灵活多样的方法对学生进行思维品质的培养，让他们的思维具有独创性与批判性。 （三）加强交际，扩展学生的文化意识 任何一种语言都包含着不尽的文化内涵。语言与文化是同时产生并相互依存的。而中西文化中也存在着较为明显的差异，因此对西方文化背景有一定的了解，学生才能更快更准确把握英语的语言本质和思想内涵，才能更准确地学习和运用英语。 （四）融合贯穿，催化学习能力，润滑情感态度 1.合作融合，催化学生的学习能力。 合作融合的关键在于学生在完成小组任务的过程中相互沟通、相互合作，共同负责，从而达到共同的目标。它需要学生的分工与合作，也需要学生彼此之间的沟通与交流，用合作作为催化剂，使学生在共同完成相关学习任务的时候，不断增强自己的学习能力。随着学习能力的增强，又反过来对其他核心素养的培养起到了助推作用，让其他的核心素养能得到更好的发展。总之，合作实现了学生间智慧的互换、心灵的接纳，是培养文化领域中语言沟通素养的有效途径。 2.知情融合，润滑学生的情感态度。 知情融合即认知和情感的融合。现代教学把课堂视为一个由认知和情感交织共生的生活世界，一方面认知为情感的产生和发展提供理性基础，另一方面情感对认知活动又具有动力、强化和调节
幼儿园小班英语教案I
幼儿园小班英语教案：I’m a boy/girl I’m a boy/girl 目标：能够正确说出自己的性别。 乐意积极参与英语活动。 准备：男孩、女孩的胸饰 请大班幼儿表演(2名)，枪、洋娃娃 进程： 1、师生问好 2、请大班幼儿表演 男孩(师给他穿裙子)：No，NO，I’maboy 女孩(师给枪他玩)：No，NO，I’magirl 请小朋友说出男孩与女孩的区别，教师在黑板上画下来 oyshaveshorthair，weartrousers，likegun Girlsusualyhavelonghair，wearskirt，likedoll 3、集体练习 T：Isheagirl？ S：No(回答原因) T：Issheaboy？ S：NO(回答原因) 练习发音：BoyGirl 4、游戏巩固练习 ①谁的反应快？Boysstandup！Girlsstandup！
②找自己的图标 教师请幼儿上来找自己的图标，并大声说I’maboy/girl 5、结束 Boysandgirlsstandinaline下楼做游戏 名称《ClapClapClapyourhands》 目的：1、初步学念儿歌，理解nod/raise/strectsh的含义 2、积极参与英语活动，保持愉快情绪。 准备：机器人头饰 进程：1、游戏Followme感知Slowlyquickly 2、出示卡片，复习headarmslegs 并引导幼儿区别单复数 3、机器人情境表演 机器人伴随音乐出场与幼儿打招呼 ①教师介绍机器人可以用声音来控制。发出口令：nodyourhead/strectshyourarms/raiseyourlegs引起幼儿学习欲望 ②请幼儿一起来控制机器人，发出口令。 ③机器人突然不能动了，请个别幼儿上前给他加油，然后发出口令， ④幼儿间相互控制，一名幼儿扮演机器人，另一名幼儿扮演发出口令者。 4、音乐游戏 《Shakemyhands》 幼儿园英语教案-《I’maboy/girl》反思： 幼儿在学习英语的过程中是以兴趣为主体，游戏为载体的。所以在整个教学活动中我遵守三个“动态”教学的原则，即趣味性原则、活动性原则、变化性原则。幼儿是活泼好动、爱唱、爱跳的，他们学习的动力来源于有趣的教学内容和富有吸引力的活动形式，英语口语课的“动态”教学，目的就是要让幼儿在无任何心理压力的状态下轻松愉快地学习，并且乐在其中。
核心素养如何在英语课堂落地
核心素养如何在英语课堂落地 语言是一种学习得来的技能，它需要长时间的练习，因此在课堂教学中一定要精讲多练，讲练结合。教师的讲解可以占30%，但最多不能超过50%，练习要占到70%，一定要进行针对性教学，因人而异，因材施教。 反观自己的课堂，经常出现的情况就是整堂课老师讲得多，学生练习的时间几乎没有，这可能是经验不足的老师的通病，生怕哪个知识点没有讲到，影响学生成绩的提高。我总是担心自己讲得不够全面，学生考试时遇到不会做拿不到分数，因此讲授时间过长，缺少练习环节，这是我需要反思并加以改进的地方。 语言也是一种文化，涉及人们的生活方式，尤其是特定时间特定人群的习俗和信仰。语言需要互动，反映在课堂上就是师生、生生的互动，这就要求我们要关注学生、时刻注意学生的反应。在一些短语的讲解中要有文化意识，强调固定搭配和习惯性用法。练习要口头和笔头相结合。课标要求在培养学生基础知识和基本技能的过程中培养认知能力、合作能力、创新能力和职业能力。我们在平时改卷和改作业的时候，扣分不要太严格，不打击学生的积极性。小结比导入更重要，让我意识到了自己教学的不足——缺乏总结。知识只讲一遍学生是记不住的，一定要及时总结，加深印象。 在设计教学活动的过程中，先要学习理解，接着应用实践，最后迁移创新。指导我们要教会学生进行词汇的学习与整理，即把单词表上每一单元的单词按词性进行分类。关于思维品质的发展，提出了四步：观察异同、简单逻辑关系、换位思考、表明自己的观点。因此课堂上的活动设计就要围绕这几方面对学生进行训练，促进学生思维品质的发展。 通过学习，我明白了自己教学方面的不足，今后我要监控自己教学中的问题，先从一个方面开始改变，一点一点提升，坚持下去，期待会有更好的结果！
幼儿园小班英语课教案
幼儿园小班英语课教案 不同的颜色 【设计意图】 活动设计采取小组合作的学习方式，使幼儿在相互合作中共同学习。巧妙地贯穿幼儿熟悉的“买气球”“变色”等游戏情境，激发 幼儿在游戏中主动学习的兴趣。 【活动目标】 1.通过游戏激发幼儿学习英语的兴趣，培养其学习英语的积极态度。 2.幼儿能够灵活运用基本句型，能够较熟练地认读单词：blue，red，yellow;认读句子：Whatcolourdoyoulike?Doyoulikered?Yes，Ido.No，Idon’t. 3.培养幼儿合作学习的意识和习惯。 【活动准备】 所需的卡片、气球、水粉颜料、矿泉水瓶、矿泉水瓶盖(盖内侧 顶端涂有蓝、红、黄三砷颜色的水粉颜料)等。 【活动过程】 一、热身运动 1.以一首英文歌曲GoodMorning引入学习氛围中。 2.师生打招呼问好并自由对话，营造英语氛围。 HOWareyou?I’mfine.Thankyou! Howoldareyou?I’mfouryearsold. What’Stheweather’liketoday?Itsasunnyday.
Doyoulikesunnyday?Yes. 3.出示图片，复习white、black、pink、purple、green，并提 问幼儿：Doyoulikeblack? Peter：Idon’tlikeblack. Teacher：Ilikepurple. 二、认识颜色 1.通过卖气球的情境引出新的教学内容。 Teacher：Balloon，balloon，Whowanttobuymyballoon?(教师扮演一个卖气球药人，手里拿红、黄、蓝三种不同颜色的气球，一边 走一边卖。) Children：Iwanttobuyaballoon. Teacher：Whatcolourdoyoulike?(教师以这个句式引出所要传授的新知识。 Children：blue!(请幼儿跟读，以此类推。) 2.读单词卡：blue,red、yellow，使幼儿尝试颜色与字卡的对应，并了解他们之间的密切关系。 3.通过游戏来检查幼儿对字卡的掌握。 (1)师生一起玩“变色”游戏。 Teacher：Iamverythirsty. Linda：MissYang.Water，Water. Teacher：Thankyou.(教师准备喝水时，瓶内的水经过晃动将瓶 盖内的黄色颜料溶解，变成了黄色。) Teacher：Isitwater7 Children：No，0rangejuice.