Classroom

Classroom f un g ames

Part A Types of games

1.Card games

Children collect, give away, exchange, sort, and count cards. The cards can hav

e a meaning or value in a game, or simple serve as symbols for objects or action

s.

?Pelmanism

2.Board games

Any games which mainly involve moving markers along a path.

o Snake and ladders

o Bingo

o Tic-tac-toe

3.Dice / Spinner games

Dice games are incredibly versatile. The dice need not only have numbers on t

he faces. They can have numbers, colours, letters of the alphabets –virtually an

ything you like.

4.Action games

In these games, children are physically active. These games are generally ‘rou

sers’ and need to be closely monitored.

o Simon says

5.Guessing games

The aim is to guess the answer to a question of some kind.

o Twenty questions

6.Role-play games

Role-play games are simple, guided drama activities. The language input can b

e quite rigidly prescribed or very open depending on the children’s level. Role

-plays stimulate a child’s imagination and are tests of true communication o Students p laying t he r oles o f c ustomer/shop a ssistant, d octor/patient, e tc. t o p racti se t he t arget l anguage

7.Word games

These game utilize children’s enjoyment of playing with words. They are most ly for older children as they involve spelling and writing.

o Scrabble

o Pictionary

8.Team games

Team games can belong to the other types listed above, but also require cooper ative team work.

o Chinese whisper

o Chain writing

Part B Examples of language games

Here are some examples of language games. The structure or langua ge focus can be easily changed for the purpose of practising other la nguage items or skills. Try to think of as many variations as you ca n, and make notes on how you can use them with your textbook.

1) C hinese Whispers

Introduction:

Chinese Whispers is a great ESL game that can be played at almost any level. It is a g ood game as it is easily adapted to the level you are teaching, and it involves the whol e class with no one sitting idle waiting for others to participate.

What is learnt?

Chinese Whispers is a game to practise listening and pronunciation skills.

How the game is played:

1) Divide the class into two teams. Line up the players. If there's an odd number of pl ayers, one can be the teacher's "helper".

2) The teacher or his helper either whispers a message or shows a flash card / picture t o the first person of both group A and group B.The game only starts when both playe rs know the message.

3) Then each player whispers the message to the next player in his group successivel y until the last player gets the message.

4) The team which can repeat the message correctly first receives a point (variants als o include the last person drawing the picture on the board or the writing the word on t he board).

5) This game can be repeated again with the second student of each group becoming t he first ones in line.

Variation

Running dictation

2)Definition Game–can be used for revision of vocabulary

Rules

1.Give each group of about 4 or 5 students a set of cards. (20-30 per set)

2.Students take it in turns to take a card and, without letting the rest of the group see the c

ard, give a definition of the word or picture.

3.The student i n t he g roup w ho correctly g uesses the word or picture first wins the card.

4.The student with the most cards at the end of the game is the winner.

Pre-game t eaching

P re-teach the language used to gives definition hints to focus on grammar as well as v ocabulary:

?‘going to’ for future intentions (e.g. I’m going to watch this when I get home this aftern oon-T V.)

?relative pronouns (e.g. T his is someone who plays a r ole in the film ‘Titanic’. Leonardo D

e Caprio)

?‘It’s for + ing (e.g. I t’s for cooking food-o ven).

?‘It’s made of/out of/by/from/in.’ (e.g. ‘It’s made from grapes’,‘It’s made in France’, et

c.-w ine)

?v arious passive structures –It’s manufactured/grown/produced/built/mined in, etc.

3) G rammar Auction–can b e u sed t o r evise g rammar

For this game you need an auction sheet for each pair or team playing. Each auction s heet has up to 15 sentences of which at least half are incorrect grammatically.

Procedure

1.Divide the group into teams of 3 or 4.

2.Write on the board the word ‘AUCTION’.Ask the students if they know what happen

s at an auction. Explain bidding and ‘GOING, GOING, GONE!’

3.Give each team an auction sheet with the sentences.

4.Tell the students that they can buy the sentences at the auction, but if they buy incorrec

t sentences they must be able to correct them.

5.Allow them about 10 minutes to go through the sentences and decide which ones are co

rrect and which of the incorrect ones they can correct.

6.Tell them they have $5,000 to spend at the auction and they must decide how much eac

h sentence is worth bidding for. The lowest bid they can make is $200.

7.Read out the sentences in any order and invite bids. Keep it lively and fast.

8.Keep a note on the board of who buys the sentences and for how much.

9.The winners are the ones with the most money at the end. Each correct sentence or sent

ence they can correct is worth twice what they paid for it. This is added to the money th ey have left.

10.Go through all the sentences at the end.

4) Pelmanism–can b e u sed f or ‘vocab/picture’m atching a nd r hyming w ord m atching, e tc.

Pelmanism is a game that is popular in many countries around the world. It is usuall y a test of memory but a little imagination can turn it into an effective English learnin g game.

Procedure

1.Make a set of about 20 cards per group. Write 10 'pairs' of words on one sid

e o

f the cards, one word per card (you can also use a picture – word combinati

on). The words in a pair must rhyme but don't have to look similar, dependin

g on the level of your students. (e.g. make/take, see/key, learn/burn, ) Choos

e words that the students know so that you don't have to spend time dealing wi

th vocabulary and can concentrate on pronunciation. Each set of 20 cards ca n be the same, e.g. you can make one set and photocopy it as many times as ne cessary, or you can make different sets.

2.Before you begin the game, go through the cards quickly first with the whole c

lass. Hold up each one and ask the students to say it. Correct pronunciation a s necessary.

3.Now shuffle the cards and lay them face down on a table or other flat surfac

e, e.g. the floor.

4.Students take it in turns to turn over any two cards. As they do so, they read th

e cards aloud, e.g. 'burn', 'take' before turning them back over and placing the

m face down in the position they were originally in.

5.As more cards are revealed, the students have to try to remember where the ca

rds are and to pick up 'pairs' of cards, e.g. two cards which rhyme (e.g. 'learn' a nd 'burn'). When the student picks up a pair that rhyme, he or she can keep the m.

6.The winner is the person with the most cards in their hands.

5) S nap

Procedure

https://www.wendangku.net/doc/df11002511.html,e the Pelmanism cards to play snap. Shuffle the cards and deal them out equ

ally to a pair of students.

2.When t he g ame b egins, o ne student removes the top card of his stack and places it face-up on the playing sur

face in f ront o f h is s tack o f c ards.Then, t he o ther s tudent d oes t he s ame. T he cards should be pu t down quite quickly, one at a time. If the cards on the two piles make a matchi ng pair, the first student to say ‘snap!’ keeps the cards. The student with the m ost cards at the end is the winner.

6) A memory game-t o practise using the target language.

The game is played around the class and can be used to practise a variety of language.

Procedure

1.If, for example, the target language is the present tense, you can start the gam

e by saying, e.g.

'John usually p lays tennis at the weekends.'

2.The person to your left has to continue the game by repeating what you have s

aid and adding a clause of his or her own, e.g.:

'John usually p lays tennis at the weekends and goes to bed late.'

3.The third person has to remember what the first and second people said and ad

d a new clause, e.g.: ‘John usually p lays tennis at th

e weekends, goes to bed lat

e and gets up late.'

4.The sentences can be as long or as short as the students choose. If a student ca

nnot remember what was said, or gets it wrong, he or she is 'out'. (It is generall y quite a good idea to be strict about accuracy - otherwise the game can take to o long.)

5.The winner is the last remaining student.

Variations

The game can be adapted to any tense, e.g. 'Tom went to the cinema, and met his frien ds, and they ate a pizza …' for the past; 'I'm going to be a millionaire, and I'm going t o buy a yacht, and I'm going to sail around the world' for 'going-to' future; and ‘John u s ed t o s ing i n t he b athroom, M ary u sed t o e at a l ot,…’f or t he s tructure ‘used t o.

7) T opical vocabulary

For this game you need two(or m ore, d epending o n h ow m any g roups t here a re) handouts wit h categories for students to brainstorm. The topics can be selected from your textboo k. You can decide the number of categories students have to work on depending on th e time you have.

Procedure

1.Divide the class into two or m ore g roup s, with 4-6students (depending o n t he s eating a rrangem

ent) i n e ach g roup.

2.Give each group a handout with a list of 10 (the n umber c an v ary) c ategories for which the

y have to think of 5 (the n umber c an v ary) t hings.

3.Give them 10 minutes (the d uration c an v ary) t o write down the r equired n umber o f things fo

r each category.

4.When t ime i s u p, e xplain the f ollowing rules.

Rules

1.Group 1 starts by reading out the words t hey h ave g ot f or t he f irst category on their list.

2.If a ny o ther g roup h as g ot t he s ame w ord, a m ember o f t he g roup m ust r aise h is/her h and a nd s ay ‘We’v

e g ot i t.’T hen a ll g roups (including G roup 1) w hich h ave g ot t his w ord o n t heir l ist h as t o c ross o ut t he w or

d.

3.(If t here a re m ore t han 2g roups) A fter G roup 1h as f inished s aying a ll t he w ords t hey h ave f or t he f irst c at

egory, G roup 2c an s ay t he u n-crossed o ut w ords f or t he s ame c ategory t o s ee i f t he o ther g roups h ave g o t t hem.

4.The g ame g oes o n u ntil a ll g roups h ave s houted o ut t he r emaining w ords o n t heir l ists.

5.The s core e ach g roup g ets f or t he f irst c ategory i s t he n umber o f u n-crossed o ut w ords r emaining o n t he l

ist.

6.Then g roup 2r epeats t he a bove s teps w ith t he s econd c ategory o n t he l ist.

7.The group with the most points at the end is the winner.

Variation

Instead of giving the students all 10 categories, you can d o it one by one.

Common t opics

1.fruit

2.animals

3.countries

4.cities (in E urope /t he U SA, e tc.)

5.occupations

6.means o f t ransport

7.insects

8.household e lectrical a ppliances

9.leisure a ctivities

10.food

8) Big TV–for general speaking practice

Procedure

1.D ivide the class into 2or more groups, depending on how muc

h time you have.

2.Invite 3 volunteers (reps) from the same group to come to the fron

t with their back facing the screen.

3.Set the timer to 2 minutes each time. When the game begi

n s, start the timer.

4.Words will be shown on the powerpoint slides one by o

ne and the other members in the group have to give h ints to the reps to help them guess the words correct ly.

5.They may give hints with their body language or speaking without mentio

n ing the answer s directly.

6.Each correct answer is awarded 1 point.

7.The hint-givers as well as the reps can say ‘pass’a

t most 2 times within the 2 minutes if they have n o idea what the target word being guessed is.

8.The total points obtained within the 2 minutes are the score of the group.

9.The group with the highest score is the winner.

10.The number of rounds will depend on the time available.

10.If students do not know how to play this game, give a demonstration.

9) Spelling Chain

Procedure

1.Divide the class into two or three teams. There should be at least 1

0 students in a group.

2.S uppose the teacher wants the teams to spell a word, e.g. T

ELEPHONE.

3.Team 1 must spell the word with ONE STUDENT saying a lette

r AT A TIME. For example, the first kid says T, the second E, the third L an

d so forth.

4.If one kid blows it, move on to the next team which must start over AT THE B

EGINNING, not where the other team left off. Each correct word gets a point.

5.If the word is short, you may ask those in the middl

e o

f the team to start spellin

g the word so that eve

ryone in the team has a chance to participate.

6.If the teams just can't spell the word after several tries, give yourself a point (t

hat infuriates them). After the teams have got the idea, you can change it b y calling on players out of order. That way, players will have to pay attentio n during the entire time, in case you call on them.

7.The more rapidly you play this game, the more fun it is.

10) Categories

1.Draw a grid. Across the top of the grid write a common word, like TABLE.

2.The rows of the grid should be categories of things, like fruits, clothing, verb

s, nouns, cities, countries, and so forth. A sample grid might look something li ke this:

3.Students must think of nouns beginning with T, A, B, L, E respectively, and s

o on until the grid is complete. Whoever fills in the most squares within the ti me limit wins.

11) Noughts and crosses, or 'Tic-Tac-Toe'

Aim: To reinforce students' knowledge and spelling of taught vocabulary items. Procedure:

1.Draw nine grids on the blackboard, and put the first letter of nine words in th

e spaces.

2.Divide the students into two teams, and ask the first student from Team X (Cr

osses) to pick a square. He/She identifies it by saying the first letter (for ex ample, 'B').

3.You then give a definition of the word ('It's in the classroom. I write on it'). Th

e student has one chance to get the word.

4.If he or she fails, then it's the turn of Team O (Noughts). Student O can ask fo

r the same square, or he/she can choose a different square. If he/she gets it righ t, write an O in the square to claim it for his/her team.

5.The winning team is the one that gets a row of three Xs or Os, vertically, horiz

ontally or diagonally.

6.This game is best played as a class with the teacher checking answers. Howev

er, with larger classes, the game can also be played in pairs while the teacher g oes around the room checking answers.

Classroom English课堂用语

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Classroom English 100小学英语课堂 用语100句(1) 1.上课(Beginning a class) (1) Let's start now. / Let's begin our class / lesson . (2) Stand up, please. (3) Sit down, please. 2.问候(Greeting) (4) Hello, boys and girls / children . (5) Good morning, class / everyone / everybody / children / boys andgirls. (6) Good afternoon, class / everyone / everybody / children / boys andgirls. (7) How are you today 3.考勤(Checking attendance) (8) Who's on duty today / Who's helping this morning / today (9) Is everyone / everybody here / present (10) Is anyone away / Is anybody away (11) Is anyone absent / Is anybody absent (12) Who's absent / Who's away (13) Where is he / she (14) Try to be on time. / Don't be late next time. 1/15 (15) Go back to your seat, please.

PEP英语四年级上册Unit1Myclassroom全英带教学设计

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八种基本的思维导图

八种基本的思维导图 思维导图，英文叫Mind Map，也称 Thinking Map ，就是借助图表来分析问题、理清思路。今天介绍的都是思维图的基本款，体现了基础的思维框架。但是每种图都能有无限的延伸，甚至不同种图可以结合起来一起用，可以变得非常复杂。常见的思维图有这八种：Circle Map 圆圈图、Tree Map 树状图、Bubble Map 气泡图、Double Bubble Map 双重气泡图、Flow Map 流程图、Multi-flow Map 多重流程图、Brace Map 括号图，和Bridge Map 桥型图。

1、圆圈图，定义一件事（Circle Maps - Defining in Context ） Circle map 主要用于把一个主题展开来，联想或描述细节。它有两个圆圈，里面的小圈圈是主题，而外面的大圈圈里放的是和这个主题有关的细节或特征。基本形状是这样的： 下面是国外一个幼儿园孩子做的圆圈图练习。左边是一个典型的联想型圆圈图；主题是海滩，可以联想到螃蟹、鱼、遮阳伞、海草、游泳衣、海豚，等等。而右边的图，反过来，从现象、特征（details）让孩子去推断相关的主题是什么？思维练习的开始就是这么简单！

还可以用圆圈图帮孩子理解数学概念，虽然是一个简简单单的10以下数字，也可以让孩子展开很多思考和联想呢！

2、气泡图，描述事物性质和特征（Bubble Maps -Describing Qualities ） 国外很多幼儿园和小学都在用Bubble Map 来帮助孩子学习知识、描述事物，因为这个真的比较简单和管用，最基本的气泡图是这样的： 圆圈图强调的是一个概念的具体展开，而气泡图，则更加侧重于对一个概念的特征描述。比如这个孩子在用气泡图分析一只鹰有哪些特征。看起来有点混，是不是？其实，檩子觉得，大家在实际带孩子分析问题的时候，不必太纠结到底该用哪种图，怎么直观怎么来，就行。

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英语课堂教学用语(Classroom English) 1. Beginning class 开始上课 l Stand up, please. 起立！ l Sit down, please. 请坐下！ l Let’s start now. / Let’s begin our class / lesson.让我们开始上课。 l Let’s get ready for class. 准备上课。 l Have you got everything ready for class? 你（们）做好上课的准备了吗？ 2. Greetings 问候 l Hello, boys and girls / children. 同学们好！ l Good morning / afternoon, class / everyone / boys and girls. 早上好/ 下午好，同学们。 l How are you today? 你（们）今天好吗？ 3. Checking attendance 考勤 l Is everyone / everybody here / present? 所有人都到齐了吗？ l Who’s absent / away? 谁缺席了？ l Why is he / she absent today? 他/ 她为什么缺席？ l Try to be on time. / Don’t be late next time. 下次别迟到。 4. Asking the student on duty 向值日生提问 l Who’s on duty today? Who’s helping this morning / today? 今天(早上)谁值日？ l Could you clean the blackboard, please? 请你擦一下黑板，好吗？ l What’s the date today? 今天是几号？ l What day is it today? 今天星期几？ 5. Reviewing the lesson 复习功课 l Let’s review our lessons. 让我们开始复习。 l What did we learn last lesson? 上一课我们学了什么？ l Who can tell me what we learnt today? 谁能告诉我，今天我们都学了些什么？ l What did you learn today? 今天你们学了些什么？不断更新中，Welcome back!

ClassroomEnglishforteachers

Classroom English for teachers Beginning a class ( 开始上课） 1. Let's start class. =It's time for class. ＝Class begins. 上课 Let’s get ready for class.准备上课。 2. Hello, boys and girls / children. 同学们好 3. Good morning /afternoon, boys and girls / teacher. 同学们／老师们,早晨好／下午好 4. Stand up / Sit down, please. 起立／请坐。 5. Who is on duty today? 今天谁值日? 6. Is everyone / everybody here /present? 大家都出席了吗? 7. Is anyone anybody absent? 有人缺席吗? 8. W ho’s absent? 谁没来? 9. Let's begin our class. 咱们上课吧. 10. We'll start / begin a new lesson today.今天我们讲学习新课. 11. What day is it today? 今天星期几? 12. What's the weather like today? 今天的天气怎么样? In Class ( 课堂上） 13 . Let’s begin a new lesson. 我们开始学新课. 14. We'll learn something new. 我们学新知识. 15. Let's learn some new words/ phrases/ sentences. 咱们学些新单词／句子。 16. Let's review what we learned yesterday. 咱们复习一下昨天学过的内容. 17. Ready? Are you ready? 准备好了吗? 18. Start. 开始 19. All together. 大家一起来. 20. Read all together now.大家一起读. 21. Sit down, please. 请坐端正. 22. Stop talking. /Don't talk. 不许说话. 23. Be quiet, please. = No more talking, please. 请安静. 24. Look at my mouth, please. 请看我的口型。 25. Quickly, /be quick, please. 请迅速点。 26. Hurry. /Hurry up, please. = Please a little faster. 请快点。 27. Can you follow me 听懂了吗？ 28. Is that understood? 能听懂吗？ 29. Is that clear？听清楚了吗？ 30. Repeat after me/Follow me. 跟我读。 31. Please listen to me. 请注意听我说。 32. Please listen to the tape recorder/ to the recording. 请听录音。 33. Listen carefully, please. 请仔细听。 34. Attention, please. 请注意。 35. Please look at the blackboard/picture/ slide. 请看黑板／幻灯片。 36. Please answer my questions. 请回答我的问题。 37. Can you spell the word....? 你能拼读这个单词吗？

八种基本的思维导图精编版

思维导图，英文叫Mind Map，也称 Thinking Map ，就是借助图表来分析问题、理清思路。今天介绍的都是思维图的基本款，体现了基础的思维框架。但是每种图都能有无限的延伸，甚至不同种图可以结合起来一起用，可以变得非常复杂。常见的思维图有这八种：Circle Map 圆圈图、Tree Map 树状图、Bubble Map 气泡图、Double Bubble Map 双重气泡图、Flow Map 流程图、Multi-flow Map 多重流程图、Brace Map 括号图，和Bridge Map 桥型图。

1、圆圈图，定义一件事（Circle Maps - Defining in Context ） Circle map 主要用于把一个主题展开来，联想或描述细节。它有两个圆圈，里面的小圈圈是主题，而外面的大圈圈里放的是和这个主题有关的细节或特征。基本形状是这样的： 下面是国外一个幼儿园孩子做的圆圈图练习。左边是一个典型的联想型圆圈图；主题是海滩，可以联想到螃蟹、鱼、遮阳伞、海草、游泳衣、海豚，等等。而右边的图，反过来，从现象、特征（details）让孩子去推断相关的主题是什么？思维练习的开始就是这么简单！

还可以用圆圈图帮孩子理解数学概念，虽然是一个简简单单的10以下数字，也可以让孩子展开很多思考和联想呢！

2、气泡图，描述事物性质和特征（Bubble Maps -Describing Qualities ） 国外很多幼儿园和小学都在用Bubble Map 来帮助孩子学习知识、描述事物，因为这个真的比较简单和管用，最基本的气泡图是这样的： 圆圈图强调的是一个概念的具体展开，而气泡图，则更加侧重于对一个概念的特征描述。比如这个孩子在用气泡图分析一只鹰有哪些特征。看起来有点混，是不是？其实，檩子觉得，大家在实际带孩子分析问题的时候，不必太纠结到底该用哪种图，怎么直观怎么来，就行。

Classroom English

Classroom English 1. Greeting Hello, boys and girls./ Good morning, everyone./ Good afternoon, everyone." How are you today? / How is it going? How do you do?"What day is today?""What’s the weather like today? It’s sunny / cloudy/ rainy/ windy/ snowy day. 2. Checking attendance"Now, let me call the roll. / I’m going to call the roll. Please say “here” " Who’s absent today? / Is everyone here? "Try to be here on time. / Don’t be late next time. come on in." 3. Commands No sleeping/talking/dirty words.?Listen carefully. pay attention.?Be quiet.?Stand up! Sit down!?Look here.?One more time.?Louder, I can?’t hear you. Repeat after me.?Come to the board./come here.?Speak English please.?Wait!/ Just a second./Hold on.?Run to the board.?Return/Go back to your seat.?Raise your hands./Put your hands?down. Hands up./Hands down.?Take out your books.?Put away your books.?Open your books to page(1)./Close? your books. Turn to next page.?Turn to next page.?Give me your homework.?Put your pencils down.?Shake your hands? 4. Activity Time Line up!?Find a partner!?Work in pairs!?Work with your neighbor!?Make two lines!?Make a circle!?Get into groups of four?Come to the front.?Let?’s try/start again! Match the word with the picture.?Write the word?Erase the word?Cross out the word?It?’s your turn. Who?’s the next? Stop!/Time?’s up! Ready? Go!?Team name, please!?Team A is the winner!?Congratulations!?One, two. three. go!?Show me the picture?Slap the card?Make two lines!?Make a circle!?Get into groups of four.?Circle the word.?Hurry up?Don?’t run/push! 5. Praise Great !/Fantastic!?Very good!?Wonderful!?Excellent!?Well done!?Good job!?Super!/Terrific!/Marvelous!?Give(name) a very big hand!??Don’t worry about it, try again. / No problem. ?Ok! / That’s OK!/ That’s right. / You are right. 6. Beginning a class Le?t’s start our class. / Let’s begin our lesson. ?First, let’s warm up. / Let’s do some warming-up. ?Wha t is time for? / Let’s review/listen and say/talk/play/sing. What did we learn in the last lesson??Who can tell/ remember what we did in the last lesson/ yesterday???We’re going to do something new/ different./ Now let’s learn something new. Ready? / Are you ready???How many pictures in my hands? Let’s count together. What is happing here? What are they talking about??Listen carefully, please. / Listen to the tape.?Do you understand?/ Is that clear??Any volunteers??Who wants to try? Raise your hands.?Come to the front, please./ Come here./ Come on.?Go back to your seat.??Who’s turn? / It’s your turn. Can you do the motion like this???Let’s play an interesting game. ?I’ll divide you into two teams./ One is A, the other is B. Who is fast, who is winner.?Has everybody got a sheet??Any different opinion? 23. Are you with me??May I have your name??There are 2 minutes to go??Let’s have extra 2 minutes 延长2分钟 4. Repeat. / One more time. 5. Put your hands up. / Put your hands down. / Hands up. / Hands down. 6. Open your eyes. / Close your eyes. 7. Shake your head. / Shake your body. / Shake your hands. 8. Show me your hands. 9. Wiggle your fingers. 10. Put your hands on your waist. 11. Touch your ~. 12. Turn around. / Turn left. / Turn right. 13. Hand in hand one by one and make a circle. 14. Stand in a line. / Line up. 15. Fast. / Quickly. / Be quick, please. / Slow down, please. 16. Make groups in 2. 17. Get into groups of 2. 18. 2 in each group. 19. Ask for 3 people to a group 20. Make a horse shoe with your chairs 21. Sit facing each other 22. Stand by chair 23. Lay your hands in your lap

绘本思维导图软件

俗话说时间就是金钱，我们只有将时间进行好的规划才能在有限的时间中创造出金钱，那在对时间进行规划的道路中我选择使用思维导图来辅助我进行操作，将每天的任务都进行合理的安排之后制作出一个思维导图，按照思维导图中的安排来充实自己每天的生活。 时至今日，思维导图越来越受到人们的喜爱，它是一种实用的思维工具，无论是在事项安排还 是读书笔记方面，都有着出众的表现。MindMaster，即亿图思维导图，是由亿图软件公司独立开发 的一款跨平台、多功能的思维导图软件。软件分为免费版和专业版，解决了思维导图软件好用则价 高，免费则难用的尴尬局面。MindMaster结合了精美的设计元素，预置丰富的主题样式，再配以超 人性化的布局模式和展示模式，使得亿图思维导图软件正努力成为一款真正的效率工具。 二、独特的手写风格，体验原始韵味 软件支持一键切换成手写的风格，整体的思维导图样貌会发生少许改变，原本的直线条产生和 “手写”一样的波纹效果。这种手写风格的思维导图，经打印后还会继续保持该特殊的样貌。手写风 格的功能，是一种思维导图绘图方法的回归，是对思维导图最初模样的重塑，亦是对思维导图创立 者东尼?博赞的致敬。

三、大纲功能，让文本内容一目了然 当思维导图的层级内容较为复杂的时候，需要一个大纲来作明细。MindMaster拥有独立的大纲面板，可以将思维导图里的内容清晰地呈现出来，通过点击小按钮，还可以缩展显示的范围。不仅如此，软件还支持将思维导图的大纲内容导出为PDF、PPT、Excel以及Word格式。 四、丰富的剪贴画，自由添加使用

画思维导图，单凭枯燥的文字说明，也未免太过单调，来一点生动的图片说明，更能吸引读图 者的注意力。亿图思维导图MindMaster传承亿图图示海量素材的特点，同样内置了丰富的剪贴画，可以满足用户在绘制思维导图过程中使用符号素材的需求。 五、打包内容，用外框的方式单独呈现 若是想将思维导图中的某一个区域进行单独划分，单独提炼，就需要用到MindMaster中的外 框功能。这个功能组件能够把内容用线框包围住，并可以对内容样式做自定义的调整。思维导图的 外框可以继续添加下一级的思维导图内容。

基于思维导图应用下的小学英语绘本教学探索

教育界/ EDUCATION CIRCLE 2019年第14期（总第338期）深度关注▲ 【摘要】随着英语课程改革的深入，英文绘本越来越受到教师的青睐。英文绘本的故事情节生动，人物栩栩如生，语言丰富多彩。而思维导图作为一种可视性的教学工具，也越来越受到教师们的关注。一幅思维导图就是一篇阅读材料的缩影。 绘本阅读教学与思维导图工具相互结合，相得益彰，优势互补。通过绘本让学生爱上阅读，通过思维导图有效促进学生阅读品质的提升和思维能力的发展。 【关键词】英文绘本；思维导图；教学探索 基于思维导图应用下的小学英语绘本教学探索 江苏省常州市新北区小河中心小学　景佳梅 随着英语课程改革的不断深入，可供教师选择的教学载体 更为丰富和多元。其中，英文绘本为小学英语教学带来了机遇 与变化。英文绘本图文并茂的特点和有趣的故事情节，有助于 学生阅读素养的提升和思维能力的培养。鲁子问（2017）指出， 绘本可以提升学生的思维品质，促进学生的心智发展和认知能 力的发展，尤其是观察能力、分析能力、想象力等能力的发展。 绘本阅读不只是语言教学，还是发展学生核心素养的有效途径。 英文绘本的故事情节生动，人物栩栩如生，语言丰富多彩。 而思维导图是一种可视性的教学工具，一幅思维导图就是一篇 阅读材料的缩影。采用思维导图分析绘本材料，可以使故事内 容清晰，结构明晰，不仅为学生理解故事提供了清晰的线索， 也为学生创造性地复述故事留下空间。学生在思维导图的帮助 下重构故事，为学生的思维发展提供了路线，学生在发展阅读 能力的同时，思维能力也得到了同步发展。在阅读教学中发挥 思维导图的引导作用，以图式呈现并鼓励学生运用多样形式的 构图形成自己的阅读理解，有助于培养学生的阅读能力和思维 能力。 笔者以Cats┈and┈Dogs┈为例，谈谈如何采用思维导图工具 进行有效的英语绘本阅读教学。 一、利用思维导图解读英文绘本 绘本区别于教材，区别于有插图的书，它主要通过有意义 的图画和简洁的文字共同叙述故事。一般绘本至少包含三个内 容，一是文字讲述的故事，二是图画暗示的故事，三是文字与 图画相结合产生的故事。所以英文绘本阅读教学，解读文本至 关重要。解读文本需要解读三个关键信息，我们可以借用王蔷 教授提出的“Who，what，why┈and┈how”的框架：Who┈指 的是故事的人物；What指的是故事的主要内容；Why┈指的是 作者通过故事想表达什么样的情感，其写作目的是什么；How 指的是作者是怎么样表达情感和主题的？如图1。 图1 本课教学案例Cats┈and┈Dogs主要讲述一个老人有一只狗 和一只猫，他们一开始过得很和谐。因为老人手里有一支魔法 棒，可以变出很多吃的，老人、小狗和小猫过着开心的日子。 一天，老人有魔法棒的事被一个小偷知道了，那天晚上，小偷 偷走了这根魔法棒，小狗和小猫一同去追小偷，追回魔法棒， 但是最后小猫先拿到魔法棒，交给老人，老人很开心，一会儿 小狗回来了，老人把狗赶到外面，不让进门，认为他是一只坏 狗，因为它没有帮他拿回魔法棒。其实从图片中可以看出在追 回魔法棒的过程中，小狗和小猫相互合作，才能顺利取回魔法 棒，但是小猫拿到魔法棒直接飞了回家，没有等小狗。故事最后， 小猫跟老人开心地在家里，小狗只能伤心地在家外看门。如图2。 图2 二、利用思维导图指导英文绘本阅读教学 思维导图以直观的形象建立起各个要素之间的联系，在阅

Classroom English小学英语课堂用语

1. Declarative Sentences 1.There goes the bell. 1.It’s time for class. 2.Class begins. 3.Li Ping and I are on duty today. 4.We are all here except Wang Ling. 5.Wang Ling is absent. 6.I’m sorry to be late. 7.Yes, of course. 8.It’s Monday.(Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday) 9.It’s September the first, 1990. 10.It’s fine. 11.It’s windy today. (cloudy, rainy, sunny, hot, cold, warm, cool) 12.We are going to have a new lesson today. 13.First we shall read and explain the new words. 14.Then we’ll read the text. 15.Gook. You did quite well. 16.That’s right. (That’s wrong.) 17.That’s enough. 18.Time is up. 19.That’s all for today. 20.So much for today. 21.Class is over. 2. Imperative Sentences 1.Let’s begin our lessons. 2.Let’s have a break. 3.Stand up. 4.Sit down, please. 5.Please come earlier next time. 6.Don’t be late next time. 7.Go back to your seat. 8.Listen to me carefully. 9.Listen carefully. 10.Be quiet, please. 11.Don’t talk any more. 12.Don’t talk with each other. 13.Be silent. 14.Stop talking, boys and girls. 15.Open Your books. 16.Turn to page 5. 17.Don’t make any noise. 18.Close your books. 19.Looks at the blackboard. 20.Think it over. 21.Let me try. 22.Try again. 23.Have a try, please. 24.Louder, please.

图画书应该这样读思维导图

小兔子对大兔子说 “我爱你一直到月亮那里” 你一定要做一件让世界变得更美丽的事 值得反复阅读 图文合奏的艺术 环衬是一张白纸 有颜色的环衬 有图案的环衬图案与故事的联系 三十几页开本有大有小 认知类图画书 科学类图画书图文合奏一个完整的故事故事类图画书 连环画的区别动漫书与图画书的区别 《夏洛的网》《黑兔和白兔》 带插图的文字书，连环画，插图只是对文字的说明。图画书的插图和文字相互结合，不可独立存在 共同点：文字不多，文字和图一起讲故事，两者缺一不可。 《猜猜我有多爱你》《花婆婆》《獾的礼物》 专门为幼儿创作的书不同 开本：三十二开，一般上百页，黑白为主 图画：动漫书一个页面切出多个画格，一个个画格形成一种强烈的动感。 是图画书的脸是图画书的灵魂 书名：故事的大概 图画：故事中的主人公和主要的故事情节创作者：作者和画家出版者：封面最底下一幅图画好多话 故事梗概 评价故事的结尾 《100万只猫》《黑兔和白兔》给你一种心理上的暗示贴近故事的主题和氛围 可能是故事的开头可能是故事的线索 可能是故事的秘密 可能帮助你推测故事的发展 有时，前环衬和后环衬遥相呼应， 一个作为故事的开头，一个作为故事的结尾 文字擅长表现时间、声音、味道、事物的因果关系重复的情节 图画的魔力 追随图画书人物行进的方向独立画面中强烈的动作感 预先设计好了的问与答 读者的想象力 读者用想象力填补了图画与图画之间的空隙 把图画书一幅一幅的图画连成一个连续而又完整的故事 第一遍：被情节牵引，通读整个故事 第二遍：细读文字和图画 第三遍：专注看图画的构图、颜色、色调、风格、技法找出一切隐藏的细节，思考他给你的暗示。第四遍：把一幅幅图画连起来看，对比着看，看看与前后其他图画的关系 画家对故事进行切割，把故事分配到一个个页面里 作家不但要考虑每一个画面上画什么，还要考虑怎样把一个个画面连起来，形成一个完整的动态故事 作家考虑怎样剪辑画面，保持叙事的节奏，不让读者产生疲劳在后期制作中，美术编辑对画稿进行排版，把文字排到画面里。 作家考虑怎样通过改变画面的大小或是加上边框，来给读者造成一种心理上的暗示