新課程與英語教學 (社會主義學院2011年8月19日)

1、長沙市天心區(qū)教師進修學校長沙市天心區(qū)教師進修學校 宋文宋文1.教什么和學什么？教什么和學什么？ （ What to teach and what to learn)2. 如何教和如何學？如何教和如何學？ （ How to teach and how to learn)3. 教得怎樣和學得怎樣？教得怎樣和學得怎樣？（How well it is taught and how well it is learnt)課程的性質課程的性質工具性：工具性：人文性：人文性：培養(yǎng)學生基本的英語素養(yǎng)培養(yǎng)學生基本的英語素養(yǎng)掌握掌握知識知識發(fā)展發(fā)展技能技能形成形成能力能力繼續(xù)學習英語繼續(xù)學習英語用英語學習用英語學習

2、提高學生綜合人文素養(yǎng)提高學生綜合人文素養(yǎng)開闊視野，豐富生活經(jīng)歷，發(fā)展跨文化意識，增強開闊視野，豐富生活經(jīng)歷，發(fā)展跨文化意識，增強愛國主義精神，促進創(chuàng)新思維，形成良好的品格和愛國主義精神，促進創(chuàng)新思維，形成良好的品格和正確的人生觀與價值觀。正確的人生觀與價值觀。培養(yǎng)學生掌握語言的基礎知培養(yǎng)學生掌握語言的基礎知識和基本技能識和基本技能形成初步的形成初步的綜合語言運用能力綜合語言運用能力，促進心智發(fā)展，提高綜合的人文促進心智發(fā)展，提高綜合的人文素養(yǎng)。素養(yǎng)。綜合語言綜合語言運用能力運用能力情感態(tài)度情感態(tài)度學習策略學習策略文化意識文化意識語言技能語言技能語言知識語言知識國際視野國際視野祖國意識祖國意識合

3、作精神合作精神自信意志自信意志興趣動機興趣動機交際策略交際策略資源策略資源策略調控策略調控策略認知策略認知策略跨文化交際跨文化交際文化理解文化理解文化知識文化知識話題話題功能功能語法語法詞匯詞匯語音語音寫寫讀讀說說聽聽 課程目標課程目標一、語言技能一、語言技能聽、說、讀、寫聽、說、讀、寫理解的技能理解的技能表達的技能表達的技能聽、說、讀、寫既是學習的內容，聽、說、讀、寫既是學習的內容，又是學習的手段。又是學習的手段。二、語言知識二、語言知識是語言運用能力的重要組成部分，是是語言運用能力的重要組成部分，是發(fā)展語言技能的基礎。發(fā)展語言技能的基礎。語音語音語法語法詞匯詞匯功能功能話題話題指興趣、動機

4、、自信、意志和合作精神等影響指興趣、動機、自信、意志和合作精神等影響學生學習過程和學習效果的相關因素。學生學習過程和學習效果的相關因素。以及在學習過程中逐漸形成的祖國意識以及在學習過程中逐漸形成的祖國意識和國際視野。和國際視野。三、情感態(tài)度三、情感態(tài)度 情感態(tài)度情感態(tài)度關注學生的學習興趣關注學生的學習興趣幫助學生建立自信心幫助學生建立自信心設計學習活動設計學習活動對待學生的錯誤對待學生的錯誤評價評價與他人合作與他人合作磋商式交流磋商式交流提供使用新舊語言知識和功能提供使用新舊語言知識和功能訓練交際策略訓練交際策略 指學生為了有效地學習和使用英語而采用的指學生為了有效地學習和使用英語而采用的 各

5、種行動和步驟以及指導這些行動和步驟的各種行動和步驟以及指導這些行動和步驟的 信念。信念。 不僅有利于把握學習的方向，采用科學的途徑，不僅有利于把握學習的方向，采用科學的途徑，提高學習效率，而且還有助于形成自主學習的能提高學習效率，而且還有助于形成自主學習的能力，為終身可持續(xù)性學習奠定基礎。力，為終身可持續(xù)性學習奠定基礎。四、學習策略四、學習策略 學習策略學習策略認知策略：認知策略： 為完成具體的學習任務而采取的步驟和方法為完成具體的學習任務而采取的步驟和方法調控策略：調控策略： 對學習加以計劃、實施、反思、評價和調對學習加以計劃、實施、反思、評價和調整的策略。整的策略。交際策略：交際策略： 為

6、爭取更多的交際機會、維持交際以及提為爭取更多的交際機會、維持交際以及提高交際效果而采取的各種策略高交際效果而采取的各種策略資源策略：資源策略： 合理并有效利用多種媒體進行學習和運用英合理并有效利用多種媒體進行學習和運用英語的策略語的策略lQuestionnaireRead each one. Put a tick in the box next to those strategies you use. Do you?l1. Repeat a word to make sure you understand.l2.Repeat the sentence up to the part you di

7、d not understand, then ask for examples. l3. Ask the speaker to repeat the word or sentence.l4. Ask the speaker to explain the word, sentence or phrase. l( What does.mean?)l5. Ask if what you said is correct. (is that correct?)l6. Ask people to repeat, using other words.l7. Repeat what the speaker h

8、as said, according to your understanding.l ( Do you mean(say it in your own words.)l8. Ask if the other person has understood you. ( Do you understand?)l9. Keep talking even if you are not sure that everything is correct.l10. Ask the speaker to speak more slowly.l11. Spell words to make your meaning

9、 clear.l12. Use example to explain your meaning.l 13. Use another kind of sentence if you are not so sure of certain structure.l 14. Use any of the following clues to guess the meaninglthe rest of the sentencelkey wordslthe purpose of the conversationlgestures and expressions of the facelintonation

10、of the speaker.l Roles in groups Organized the other members of the group Contributed an idea Encouraged others to say something Tried to get everyone to come to agreement Summarized what other people had said Evaluated other peoples ideas Asked people to explain what they meant Made everyone laugh

11、Tried to smooth out problem Was rude about other peoples ideas Distracted the group by talking about something else Interrupted other people to state my own ideas Did something else while everyone was talking Didnt listen to other peoples idea Didnt talk in English 在外語教學中，文化是指所學語言國家的在外語教學中，文化是指所學語言國

12、家的 歷史地理、風土人情、傳統(tǒng)習俗、生活方式、歷史地理、風土人情、傳統(tǒng)習俗、生活方式、 行為規(guī)范、文學藝術、價值觀念等。行為規(guī)范、文學藝術、價值觀念等。五、文化意識五、文化意識 S: Look, this is my family photo. T: Oh, what a nice photo! Who is the man? S: He is my father. T: Who is the woman? S: She is my mother. T: Who is the old woman? S: Oh, she is my grandma A: Will you have some m

13、ore?B1: Oh, yes, please. Its delicious.B2: Oh, no, thank you. I dont want much to eat.B3: Thank you. I am sorry to hear about you grandma. I am sorry to hear that your grandma killed herself. I am very sorry to hear your grandma tripped over the cat, cartwheeled down the stairs and brained herself o

14、n the electricity meter. - You are very beautiful in red, Mary. - No, this red dress is old. I dont think its beautiful. - Thank you. I am glad to hear it.Dr. Smith, youve made a wonderful lecture!I really appreciate your lecture, Dr. Smith. 舉止方式差異導致社交語用失誤：舉止方式差異導致社交語用失誤：“Dr. Brown, You gave us such

15、 an attractive talk that Id like to listen to you for another whole morning.” “I must say, I really appreciate your talk this morning, 價值觀念差異帶來的社交語用失誤：價值觀念差異帶來的社交語用失誤：-whats your name?-My name is Li.-How old are you?-Im forty.-Where are you from?-Im from Guangdong. Where are you from？-Im from Hunan.

16、-Is your wife from Hunan,too?-No, she isnt. Shes from Hubei.-Are you writing a letter to your wife?-Yes, I am.-How often do you write to your wife?-Once a week.Please sit down, Mrs Green. Youre old.-Its cold outside. Put on your coat.-Thank you mumy.- Where are you going? - Its none of your business

17、. A: I enjoy the meal. B: good. Taste this. Eat slowly. Eat more. C: Help yourself. - Sorry. I must be going. I really enjoy the party. Thank you so much. Good night. - Go slowly. Take care of yourself. 正：We are happy to have spent a wonderful night with you. See you tomorrow.文化意識文化意識1. 1. 文化內涵文化內涵2

18、. 2. 得體性得體性3. 包容尊重的態(tài)度包容尊重的態(tài)度4. 研究能力研究能力一、一、 面向全體學生，關注語言面向全體學生，關注語言學習者的不同特點和個體差異。學習者的不同特點和個體差異。Perception of the languageRelationship with the teacherFamily backgroundTypes of intelligenceinterestsgenderAttitude and motivation for learning EnglishExperience of the world二、注重語言實踐，培養(yǎng)學生綜二、注重語言實踐，培養(yǎng)學生綜合語言

19、運用能力。合語言運用能力。基本原則：基本原則：1.1. 以語境激活為首要任務。以語境激活為首要任務。 What is real learning? It is actually a very complex one. The first point to note is that what children in the classroom learn will depend to a large extent on what they already know. Irrespective of their age, children will have some knowledge and

20、some conception of the classroom topic they are faced with, which they have acquired from books, television, talking to parents and friends, visits to places of interest, previous work in school, and so on. 基本原則：基本原則：1.1. 以語境激活為首要任務。以語境激活為首要任務。 建構建構語言語言學習的背景知識，激發(fā)學生學習興趣，激活學生的思學習的背景知識，激發(fā)學生學習興趣，激活學生的思維

21、活動。維活動。 Hobbies(5B)Bens hobby is collecting stamps. He has many beautiful stamps. He is showing them to his classmates激活語境以建構語篇內容的輪廓，讓學生帶著有準備的頭腦進激活語境以建構語篇內容的輪廓，讓學生帶著有準備的頭腦進入語篇的學習狀態(tài)。成功與否，重在導入。入語篇的學習狀態(tài)。成功與否，重在導入。2. 2. 以語言活動設計為主要手段。以語言活動設計為主要手段。3. 3. 以學生體驗、參與為主要形式。以學生體驗、參與為主要形式。4. 4. 以綜合語言運用能力的發(fā)展為主要目標。

22、以綜合語言運用能力的發(fā)展為主要目標。Look at the lady in white walking at the head of the procession! ( 鄧炎昌、劉潤清鄧炎昌、劉潤清1989：206）Businesshadbeenslowsincetheoilcrisis.Nobodyseemedtowantanythingreallyelegantanymore.Suddenlythedooropenedandawell-dressedmanenteredtheshowroomfloor.Johnputonhisfriendliestandmostsincereexpress

23、ionandwalkedtowardtheman.活動的設計：活動的設計：(1) Before-reading activities predicting.Predicting:Predicting based on the titlePredicting based on vocabularyPredicting based on the T/F questionsA Nation of Pet-loversSave the Jungles: Save the wordPolice Hunt for ChildText1: What is a pet? What are pets for?

24、Why do people love pets? Are there any problems with pets?Text2: What is a jungle? Where can you find jungles? What do you think has happened to the jungles?Text3: What happened to the child? How do you think the parents would feel? What could the police do?(2) During-reading activities reading for

25、the main idea(s).(3) After-reading activities reading for specific information. (1) Before-reading activities:a. Brainstorm Ask your students what words or ideas they can suggest that relate to the text that they will read, or to a picture from the text or to the topic or title.b. Discussion Ask you

26、r students to discuss a picture from the text or the title. They can talk about what they think the story will be about, who will be in it, and what might happen.c. Questioningd. Pre-teaching difficult key words(2) During-reading activities:a. Reading for the main idea Finding key words and topic se

27、ntences; True or false sentences written on the blackboard to be checked, according to the text; Fill in the blanks in the passage with sentences, or match the topic sentences to some paragraphs in the text.b. Mid-text predictingc. Reading for specific informationd. Gap-filling exercise Remove some

28、key words from the text, ask students to guess the missing words from the context. e. Pronoun checks and guessing unknown words(3) After-reading activitiesa. Retell the story in small groups or as a class. Students act out the story, using their own words.b. Rewrite the story in their own words, pre

29、ferably in pairs or in groups to encourage discussion.c. Discuss the story in pairs or small groups, giving their opinions of what they have read, or suggesting different endings.三、實例三、實例 Its a spring morning. Paul is going to school on his bike. On the way to the school, he finds a wallet and picks

30、 it up. There is two hundred and fifty dollars in the wallet. “Whose wallet is it?” he wonders. Then, an old lady comes over. Paul asks the old lady, “Is it your wallet, madam?” The old lady says, “Yes, its mine.” “Whats in the wallet, then?” Paul asks. The old lady says, ”Two hundred and fifty doll

31、ars.” Paul says, “Thats right, madam. Here you are.” And he gives the wallet back to the lady. The lady smiles and says, “You are a good boy. Here is twenty-five dollars for you. Thank you very much.” Paul says, “Youre welcome, madam. Bye, bye.” Then he rides his bike to school. 滬教版滬教版小學英語分級閱讀小學英語分級

32、閱讀（五（五上）上）其隱性教學目標有：其隱性教學目標有：通過再讀課文，使學生加深對文本的理解，從而通過再讀課文，使學生加深對文本的理解，從而對其進行思想道德教育，引導其學習和養(yǎng)成拾金對其進行思想道德教育，引導其學習和養(yǎng)成拾金不昧的良好品德；不昧的良好品德；通過小組合作學習，使學生智慧地處理較為復雜通過小組合作學習，使學生智慧地處理較為復雜事情的生活能力得到形成和發(fā)展；事情的生活能力得到形成和發(fā)展；通過對話語的比較，使學生的英語語言文化知識通過對話語的比較，使學生的英語語言文化知識進一步增長，英語交際中的語用能力得到提高。進一步增長，英語交際中的語用能力得到提高。 針對隱性目標針對隱性目標： 在

33、在“閱讀中活動閱讀中活動” 中向學生提出了問題中向學生提出了問題“What do you think of Paul? Why?”，讓學生帶著問題再讀課，讓學生帶著問題再讀課文。文。 學生的答案學生的答案 ：1) Paul is an honest boy. 2) Paul is a smart boy. 3) Paul is a polite boy. 4) Paul is a kind boy. 5) Paul is a silly boy.針對隱性目標針對隱性目標 ： 在在“閱讀后活動閱讀后活動” 中向學生提出了問題：中向學生提出了問題：“What will you do if you

34、find a wallet in the street? AndWhy?”，讓學生通過小組討論后再回答。，讓學生通過小組討論后再回答。 在多數(shù)學生主張拾到錢包交給警察時，有一名在多數(shù)學生主張拾到錢包交給警察時，有一名男生提出男生提出“But are all policemen good? Im not so sure.”的疑問。的疑問。 針對隱性目標針對隱性目標 在口語操練中設計了這樣一道選擇題：在口語操練中設計了這樣一道選擇題：Which of them is better? Why?1) a. Then, an old lady comes over. b. Then, an old wo

35、man comes over.2) a. Peter asks the old lady, “Is it your wallet, madam?” b. Peter asks the old lady, “Is it your wallet, granny?” 通過反復比較，學生逐漸明白了通過反復比較，學生逐漸明白了“an old lady”與與“an old woman”在英語語言文化上的語義差異，在英語語言文化上的語義差異，也認識到了也認識到了“madam”與與“granny”作為稱呼在英語作為稱呼在英語口語交際中語義的本質區(qū)別?？谡Z交際中語義的本質區(qū)別。三、三、 豐富課程資源，拓展英語學

36、豐富課程資源，拓展英語學習的渠道。習的渠道。英語課程要求合理利用和積極開發(fā)課程資源，給學生提供貼近學生實際、貼近生活、貼近時代的內容健康和豐富的課程資源；要積極利用音像、電視、書刊雜志、網(wǎng)絡信息等豐富的教學資源，拓展學習和運用英語的渠道；積極鼓勵和支持學生主動參與課程資源的開發(fā)和利用。靜態(tài)教學資源靜態(tài)教學資源 動態(tài)教學資源動態(tài)教學資源 預設性動態(tài)教學資源預設性動態(tài)教學資源生成性動態(tài)教學資源生成性動態(tài)教學資源正確的教材觀正確的教材觀 教師必須按照新的教材觀創(chuàng)造性地使用教材。這里所說的創(chuàng)造性包含二層意義：從內容上處理教材：從內容上處理教材： 充分利用教材，挖掘和收集文化背景、文學充分利用教材，挖掘

37、和收集文化背景、文學藝術和風土人情等方面的內容。藝術和風土人情等方面的內容。 1. 補充教材，挖掘教材補充教材，挖掘教材 1. As busy as bee. 勤奮勤奮2. The early bird catches the worm. 早起的鳥有蟲吃早起的鳥有蟲吃3. eat like a bird 吃的很少吃的很少4. Kill two birds with one stone. 一石二鳥一石二鳥5. teach a fish to swim. 班門弄斧班門弄斧6. cold fish 冷血冷血7. dog ears 卷起的頁角卷起的頁角8. Love me, love my dog 愛

38、屋及烏愛屋及烏9. It rains cats and dogs. 瓢潑大雨瓢潑大雨10. You are a lucky dog. 幸運兒幸運兒11. Every dog has his day. 人人皆有得意人人皆有得意12. let sleeping dog lie 不可招惹的人不可招惹的人13. hold your horse 稍等稍等2. 取舍教材，調整教材取舍教材，調整教材1. 刪減刪減教師在處理教材應充分考慮學生的知識水平，選擇教材中適合學生實際水平的內容和活動。對教材中有些學生根本無法完成的任務，教師可根據(jù)教學情況大膽地將其刪減。2. 增加增加教材的話題新穎，學生缺乏相關的背景

39、知識，如果不加以介紹或處理，則會影響學生對教學內容的理解。這時，教師可適當增加有關背景知識，從而幫助學生理解和解讀文本。3. 替換替換 在教學過程中，教師可根據(jù)實際教學需要，對教材中不太適合的內容或活動進行替換。比如，如果教師認為閱讀理解問題設計不合理或不太適合自已的學生，就可以用自已設計的練習換掉原有的問題，代之以符合實際、貼近生活、便于學生開展討論的問題，以加大學生的活動量。3. 深化教材，拓展教材深化教材，拓展教材從內容上處理教材：從內容上處理教材： 4. 引導學生對課本的某一話題或語言現(xiàn)象展開查閱、討論、研究和練習活動，讓學生得出自己的研究結論。 Silent letter hour

40、climb knee Wrong Island honest sandwich Wednesday Christmas從內容上處理教材：從內容上處理教材：5. 以課本為中心搜集或編寫補充材料。包括閱以課本為中心搜集或編寫補充材料。包括閱讀材料、活動材料、練習材料和測試材料等。讀材料、活動材料、練習材料和測試材料等。 Will Knott was a teacher. At 9:00 one evening, when he was in bed, the telephone rang. He picked up the phone and said, “This is 3335683. Who

41、 is speaking, please?” “Watt,” a man answered. “Whats your name. please?” said Mr. Knott. “Watts my name” was the answer. “Yes. I am asking you that. Whats your name.” Mr. Knott said again. “I told you. Watts my name,” said the man. “Are you Jack Smith?” “No. I am Knott.” “Will you give me your name

42、. please?” the man asked. “Will Knott, answered Mr. Knott. Both Mr. Watt and Mr. Knott put down their telephones angrily and thought, “Thats a rude and stupid man.”Just for fun: 1. Why is 9 afraid of 7?2. What must you do before you return a book to the library? You must borrow the book from the lib

43、rary.Seven ate ( eight) nine.Jokes： Tom: Mom, can I have two pieces of cake, please? Mom: Certainly! Take this piece and cut it in two.Jack: Are you going to play basketball this afternoon?Tom: Yes. Jack: Wonderful. So I can borrow your tennis racket then, right? Teacher: You handwriting is awful, B

44、ob. I cant see clearly. You must learn to write better. Bob: If I did, youd find out my spelling was awful too! 教師節(jié)、圣誕節(jié)、新年賀卡，英文的祝福語。 “有些學生的動手能力特別強，我就經(jīng)常有些學生的動手能力特別強，我就經(jīng)常鼓勵他們自制生詞卡等學具。鼓勵他們自制生詞卡等學具。” 學生自制的生詞卡片比起教師卡片更貼近生活，更能引起學生的興趣。 The student need do better in _.A. EnglishB. scienceC. math They CANNOT

45、_ in the park this Saturday. A. have a picnic B. go skating C. go swimmingStay calm. Turn off gas, water and electricity.Stay under a desk or a table.Stand away from buildings, trees, telephones and electrical lines.It is very good advice for you to protect yourself . A. when a traffic accident happ

46、ens B. when you go out for a picnic C. when an earthquake hits 51. Which date falls on Tuesday? A. April 13 B. April 22 C. April 24 It is about . A. reading books B. doing sports C. making friends Youd better go out for a picnic on_according to the weather forecast on the right. A. Thursday B. Frida

47、y C. Saturday. If you see the sign in front of a shop, what will you think about? A. You can buy something for the left-handed people here. B. You can only use your left hand here. C. If you want to enter the shop, you must have something on your left hand.Have you ever used the following in your cl

48、assroom teaching?ItemAnswerItemAnswerYesNoYesNoCalendarAdvertisementsApplication formsTime schedulesPostcardsBank statementsTelegramsFax messagesNovelsBusiness lettersHandbooksRules and regulationsShort storiesCredit cardsComic booksPosterStreet signsTravel guidesplaysMapsStore cataloguesWashing ins

49、tructionsGreeting cardsNewspaperChildrens scribblingAnecdotesPoemsCookbooksMagazinesElectronic mailPhone booksWeather forecastProduct labelsPamphletsName cardsAddressesJunk mailDiplomasInformal lettersclothes size1. 激活背景知識，走近課堂教學資源激活背景知識，走近課堂教學資源 從教法上處理教材：從教法上處理教材：用教材教，不教教材用教材教，不教教材案例一：案例一：“ My new

50、English teacher” “today” 南京玄武區(qū)教師進修學校南京玄武區(qū)教師進修學校 特級教師特級教師 沈峰沈峰全國全國“建構主義思想與小學英語教學研討會建構主義思想與小學英語教學研討會“ 觀摩觀摩課課S1: I have an English class today.S2: Its sunny today.S3: I am happy today.S4: I had rice today.S5: Its 10th April today.S5: My new English teacher is young.S6: My new English teacher is a good

51、woman. S7: My new English teacher is beautiful.T: Thank you very much. Im good, young, beautiful. I am from Nanjin. My English name is Fanny. And I like to read books and make friends 迅速幫助學生從結構上引出本節(jié)課的主題pen friend的要素信息：然后，教師適時引出 “ Do you want to make friends with me?” “ How to make friends with me?”

52、迅速切入主題 “ We can be pen friends” “ We can write letters”。 Name: FannyHometown: NanjingHobbies: Read books, make friendsAddress: .案例二：案例二：長沙市天心區(qū)教師進修學校長沙市天心區(qū)教師進修學校 宋文宋文 QuestionnaireYes/ No1. When the teacher arrives, he / she usually stands up. 2. When he is late for class, he / she usually knocks and

53、 waits to be let in.3. When the teacher is late, he / she usually stays in class and waits.4. When he / she is waiting for a bus, he / she never jumps the queue.5. When he / she is on the bus, he / she usually gives his seat to the people in need.6. When someone helps him / her, he / she usually say

54、s “Thank you.”7. When he wants to visit friends, he / she always makes a phone call first.8. When he / she is invited for a meal, he / she always brings a gift for the host.Report: is my best friend. He usuallywhen So I think that he /she is a( good, kind, friendly, polite, helpful, honest, geneous,

55、 ) student. A good student shouldQuestionnaireYes/ No1. When the teacher arrives, he / she usually stands up. 2. When he is late for class, he / she usually knocks and waits to be let in.3. When the teacher is late, he / she usually stays in class and waits.4. When he / she is waiting for a bus, he

56、/ she never jumps the queue.5. When he is on the bus, he / she usually gives his seat to the people in need.6. When someone helps him / her, he / she usually says “Thank you.”7. When he wants to visit friends, he / she always makes a phone call first.8. When he / she is invited for a meal, he / she

57、always brings a gift for the host.You are supposed to案例二：案例二：明德中學明德中學 高一高一 Project: Write an advice letter1. How often do you have a heart to heart conversation with your parents? A. often B. Occasionally C. SeldomD. Never2. What do you think of your parents? A. Democratic B. Considerate C. Severe3.

58、 Who will you turn to when you are depressed? A. parents B. teachers C. colleaguesD. strangers4. What will you do if your parents misunderstand you?A. Calm down and find an opportunity to talk with them.B. Write a letter for help.C. Reason with themD. Ignore themNow check your score:A5 B3 C1 D01220：

59、You are getting on well with your parents. 411： Youd better find more opportunities to communicate with your parents. 03： You must think about whose fault it is and what you are going to doT: What ways would you like to use to solve these?Writing an advice letter 案例三：案例三：What color do you like?White

60、 BlackBrownGreen2. 整合鄰近學科，連橫課堂教學資源整合鄰近學科，連橫課堂教學資源 Whats 2 and 3? Its 5. 1+2=？2+3=？ CUSee you CULSee you later ICI see OICOh, I see ILYI love you BTWBy the way BBLBe back later TYThank you 3. 關注英語興趣，創(chuàng)新課堂教學資源關注英語興趣，創(chuàng)新課堂教學資源 26個字母的認讀 姓氏排序 字母縮寫 Family father and mother I love you 4.巧妙設計作業(yè)，升華課堂教學資源巧妙設計作業(yè)