第一章　完备高质的课前准备

Before Class: Planning and Preparation

 

“美好的一天始于前一天晚上”。所有高质量的有效教学均源于充分细致的提前准备（The old adage “A good day starts the night before” can be applied to teaching since effective teaching always begins with thoughtful preparation）。我们看到即使很有经验的教师，也会提前花上一两个小时甚至更多时间把教室布置好，认真地写好画好板书；他们把教案写好后，一遍又一遍地在脑海里演示教学的各个环节。 The mental activity involved in pre-thinking through a lesson is usually greater than any written lesson plan, although producing a lesson plan can ensure that some thought has been undertaken.

首先，了解学生的现有水平非常重要（The first task is to ascertain what your students know）。可以通过前任教师了解学生的学情，当然也可以通过上课来迅速了解学生。要做到这一点不一定非要通过考试。做个好玩的自我介绍游戏，说个字母让他们写在白板上，一起读个故事再让他们画出来，这些都可以用来了解他们的语言水平。

方法一：

Playing a circle game of introducing themselves through a repetitious chant can quickly show the students who are confident in speaking and have some basic knowledge of English greetings. For example: My name is Mrs. Janienne. What is your name? My name is Andrew. What is your name?

方法二：

Asking students to write the letter for the sound that you say in a team game on whiteboards can be used to assess students’ knowledge of letter sounds and where you should begin teaching.

方法三：

Reading a story together and then asking students to draw the story will also show those students who are comprehending the language.

Once you have ascertained where your students are at, you need to set clear goals. Develop a plan for the next few weeks or a semester to cover what you feel your students need to learn in their English journey. Your plan may be to teach all the single letter sounds within the next eight weeks; or it may be to write simple meaningful sentences and to read with understanding books at a particularly level.

其次，确定学生的学习水平和情况之后，就是制定教学目标和教学计划。当然，你的目标和计划要符合学校或机构的课程要求。（Of course, your goals will need to fit into the curriculum framework of the school or learning center with which you are attached.）

下面的表格呈现了清晰的教学目标，能基本满足大多数的课程大纲要求。 The following table, co-constructed by the author, presents some clear objectives, which would fit most curricula:

表1的教学目标有些宽泛，一般是作为学校课程的目标来陈述的。作为教师，还需要制定详细的具体教学计划以实现上表中的大目标。制定之前，请参考表2——制定完美教学计划的框架。

These broad objectives need to be fleshed out. How will they get to each of these points? What will the process be? Where will you begin? What will you centre your lessons around? Thinking through these questions will be time well spent in making lessons that are effectual. The framework below may be useful for effective planning.

表2可供课前准备、制定教学计划时作参考，也可以当作检查单（checklist）来检查教学计划制定得是否全面。

You may feel that these aims and objectives are confusing. Here is a simple explanation, which is enough for now. Generally speaking, goals and aims are large-scale, overall aims applying to the curriculum. “Objectives are similar to aims in that they specify what you are trying to achieve in a lesson or sequence of lessons. They differ in that they are narrow and more specific.”1 As for outcomes, they are “based on objectives providing teachers and students with measures of progress towards goals”.2

再次，众所周知，语言是由多项相互联系的技能组成，比如听、说、读、写、译等。这些组成元素或宏观技能也理应融入课堂教学中，正如它们在现实交流中同时被使用一样。因此，学生在学习时要掌握听、说、读、写等语言技能；老师在教学时要鼓励学生多运用各种感官功能，哪怕只是学某个音或字母。这些语言宏观技能不应该被割裂开来单独教授，而是应该综合教授。

通常，每个人会运用自己的多个感官来学习吸收知识与信息。有些人的某一感官略强于其他感官，于是就会越来越依赖于该感官。然而，如果我们用更多的感官来学习和吸收知识与信息，效果就会更好，记忆周期就会更长久。

多感官学习方法的效果，近年来已被诸多研究所证实。因此，教师应尽可能运用该教学方法，从而更好地针对不同学习风格的学生开展教学。

For example, we visually display the letter we are learning. Then we say the sound it makes clearly for students to hear. Next we encourage students to repeat it so they are saying it. They could perhaps make a body movement to go with it. Finally, we ask them to write the letter so that they feel the sound. Four of the five senses have thus been activated.

Stories have a larger vocabulary than spoken language and therefore, by exposing students to stories, we build their vocabulary and also the interrelated contextual use of the words in dynamic sentences. Consequently, I would plan to integrate stories into my lessons as often as possible.

The stories can also be presented in the form of songs, poetry and tongue twisters. The rhythm and rhyme of this form of language can help students with their memorization of vocabulary as well as with articulation and clarity of speech. Songs, especially, seem to be very useful in accessing the long-term memory of our brains. Therefore, it can be a powerful tool for expanding vocabulary.

To be effective, a teacher should develop an understanding of how long an activity should take. Adding up the time given for each activity will help you to be able to pace yourself through the lesson. Of course, this is a skill which develops with experience. Nevertheless, a beginning teacher is advised to think through the amount of time an activity should take without it being too rushed. In my view it is better to plan more activities and to not get through everything, instead of planning not enough and having extra time that you don't know what to do with.

教师要想方设法激励学生参与各种学习体验，而不是单纯地、机械地抄写或重复某些个单词或音节，从而帮助学生积极、活跃地利用多感官来学习。

被动地学习只是一只耳朵进，另一只耳朵出，效果当然不如积极主动学习。（Learning is never effective as a passive activity for that is when information goes “in one ear and out the other”.） Instead, students must be encouraged to think. They should be challenged to analyse, synthesize, compare, contrast and display their thinking. Lessons should be planned to get students thinking and doing, not just the teacher doing all of the thinking.

最后，认真备课，写好教案，对成功的课堂教学是最重要的。语言是听、说、读、写等多项相互联系的技能组成的。教学目标要清晰，通过让学生多感官体验达成教学目标；而这种多感官体验务必要激励学生积极参与。（In summary, careful planning is paramount for a successful lesson. Clearly thought out objectives are planned to be achieved through multi-sensory experiences, which engage a student’s brain in active learning.）

表3是一周教学计划，供参考。 The following plans may not be perfect, but they could be helpful guides.

 

教案示范

 

有了课程目标，制定了每周教学计划，下面来看几个具体教案。

先来一盘“好吃的果冻”。想不到吧，一边吃还可以一边进行科学探究。

 

1. 科学探究课教案

Lesson plan 1: I Like Jelly – Based on an Inquiry into Scientific Matter

本课将探究物质属性及它们的变化，培养学生书写叙事能力。

This lesson may form part of an inquiry into the properties of matter and how they change.

It can be used to develop children’s ability to describe substances and to write procedural texts.

 

教学目标：

学习使用描述性词语

学习表达一系列事件

学习用祈使动词写说明书

Objectives:

to use descriptive vocabulary

to express a sequence of events

to write instructions using imperative verbs (bossy language)

 

课堂活动 Learning Activities：

根据班级人数的多少准备适量的水晶果冻。我通常是给四到六个学生准备一盒果冻。每一组配备一个碗、一个调羹、一个量杯。给每个组不同颜色的果冻。同时你还需要开水和冷水，还有电冰箱。

Depending on the size of the class, obtain packets of jelly crystals. I would suggest one packet per four to six students. Each group would also need a bowl, a spoon and a measuring cup. Use a different coloured jelly crystal for each group. You will also need access to boiling water and cold water as well as a refrigerator.

 

步骤 Steps：

Step 1：Open the packet of jelly crystals (jello) into a bowl so every child can observe them closely.

Step 2：Discuss what they can see. Write descriptive words on a chart or board as they are used. Encourage students to use their senses. What does it look like? Does it have any smell? What does it feel like?

Step 3：Encourage students to speak a sentence about the jelly crystals to a partner. (This step uses the “Think, Pair, Share” work routine.)

Step 4：Boil a jug of water. Again, discuss what they see using their senses and write descriptive words on the chart or board.

Step 5：Each group pours one cup of boiling water onto the jelly crystals. Ask the students to describe what has happened. Add more descriptive words to their chart.

Step 6：Ask the students to take turns stirring the mixture until the jelly crystals are completely dissolved.

Step 7：Add a cup of cold water. Then place the bowl of jelly into a refrigerator.

Step 8：Review the process with the students drawing pictures for each step on a graphic organizer worksheet. (See attached.)

Step 9：Then discuss what action happened for each step, writing the imperative verb on the board. Ask students to complete the sentence for each step beginning with the listed verb.

 

复习巩固 Review：

Look at the jelly and describe it. How has it changed?

Read their procedural text to another person. Identify the imperative verbs. Also identify any descriptive vocabulary. Can they add any more descriptive words to their instructions?

 

后续活动巩固 Follow Up Lesson Activities：

Look at the set jelly and discuss what it looks like.

Put some on a plate and observe its different properties comparing it to the jelly crystals.

Teach the poem, “Jelly on a Plate”.

一起吃果冻吧！发给学生一次性纸杯和调羹。

Eat the jelly with the students. (I would give each child a small serving in a paper cup with a disposable spoon.)

As they eat it, I would sing the song, “I like Jelly”, a song which I learnt over forty years ago. (There is a clap at each *.)

Write sentences about the jelly, complete sentence starters or do a cloze exercise using the words of the poem or the song.

Share their sentences before singing the song again.

(I would encourage the students to take home the words of the song and the poem.)

吃完果冻，我们接着来开汽车——主题类教案并不难，让我们一起来唱这首“Take you riding in my car, car”！

 

2. 主题类教案

Lesson Plan 2: The Car – Based on a Theme

这个主题可以制定一周课程的教案，也可以只用来制定一次课的教案。

The theme may be for as long as one week or just one lesson.

Here is a lesson plan centred around a car.

 

教学目标：

扩展词汇量

学会读写 /ar/

写出有意义的句子

理解故事

Objectives:

to expand vocabulary

to read and write the digraph /ar/

to write meaningful sentences

to comprehend a story

 

课堂活动 Learning Activities：

集体制作小汽车。每6个人一组，制作一辆车。你可以先用粉笔在黑板或用彩笔在画板上画出车的大致轮廓。

 

步骤 Steps：

Step 1：Build a large car as a group activity. Make more cars, if the class has more than six students. You may choose to draw a big outline of a car with chalk in a playground or on a cement surface. I have also done this on carpet, as the chalk will rub off in time.

Step 2：Discuss: How do we write the word “car”?

Step 3：Ask the children to write the word “car” many times all over their car. Ensure every child writes the word a couple of times, as this will help them to learn the word.

Step 4：Discuss what sounds they hear in the word, “car”. Teach them that the letters “a” and “r” go together to make the sound /ar/.

Step 5：Ask the children to put a line under each of the “ar” letters in the word car, like this: car.

How many /ar/ phonograms did they underline?

Step 6：Allow the children to have a short play in their car as you sing the song: “Take you riding in my car, car”.

Take you riding in my car, car

Take you riding in my car, car

Take you riding in my car, car

Take you riding in my car

Step 7：Talk about what a car can do. (It can take you to places. You can drive it. It can make you go to sleep.)

Step 8：Model writing some sentences using the following sentence starters: The words in brackets are just suggestions for what to write; but allow the students to suggest their ideas.

We made ………….. (a big car).

It had ………….. (four wheels and a steering wheel).

The car could ………….. (move slowly).

I liked ………….. (sitting in it).

Step 9：Erase the endings that you modelled and just leave the sentence starters. Ask the students to write their own sentences. This will encourage students to not simply copy your work but to engage in their own thinking. Move around the class, assisting various students with this task individually.

 

复习巩固 Review：

What have we learnt today? Can you find any other words that use the phonogram /ar/? List some, e.g. far, farm, bar, card, start, star.

Sing the song again as they leave.

 

后续活动巩固 Follow Up Lesson Activities:

Read “Mr Gumpy’s Motor Car” by John Burningham. (This story is available for viewing on YouTube.)

Look at the verbs in the story, e.g. pushed, etc. Teach -ed phonogram as the past tense ending.

Change the tense of the story.

主题类教案很常用，下面来看看动物主题类教案—— “I’m a Great Big Tiger”。

 

3. 动物主题类教案

Lesson Plan 3: I’m a Great Big Tiger (trad.) – Based on a Theme

本主题教学可以持续一周或六周。本教案围绕老虎、丛林展开，请充分运用想象力。

The theme may be for as long as one week or six weeks.

Here is a lesson plan centered around Tigers, Jungle or Using Your Imagination.

 

教学目标：

扩展词汇

写出富有意义的句子

能够清晰地发音

能正确解释缩写形式

Objectives:

to expand vocabulary

to write meaningful sentences

to articulate words clearly

to explain contractions correctly

 

课堂活动 Learning Activities：

建议用于2—6岁学龄儿童，主要看学生的语言水平。

（2 to 6 years old, depends on the learner’s English language proficiency）

 

步骤 Steps：

Step 1：Show a picture of a tiger.

Step 2：Can they be tigers? (This is dependent upon the age of the students.)

Step 3：Sing the song, “I’m a Great Big Tiger”, while pretending to be a tiger.

Step 4：Discuss what it is, where it lives, what it is like and what it does, while writing labels of important vocabulary on the picture.

Step 5：Ask the students to complete the following sentences:

I’m a great, big .

I creep through the .

I have big and long, sharp .

Step 6：Ask students to illustrate their sentences to show that they link meaning to the vocabulary.

Step 7：Sing the song a few times again with the children until they know it. Use actions and perhaps finish with a big roar.

Step 8：Draw the children’s attention to the word “I’m”. Ask them what it means? Why don’t we sing or say “I a great big tiger”? What is the letter “m” doing after the word “I”? (Accept ideas.)

Step 9：If necessary, state your own name using this construction, i.e. I’m Mrs. Vaughan.

I’m a teacher. I’m happy today. I’m hungry.

Step 10：Explain that it is short for “I’m”. This is called a contraction. It is when we push two words together and make them into one word. Use “I’m” in a few sentences. Ask the children to say their names using the contraction, I’m (Mei Mei), and perhaps another sentence, e.g. I’m a girl / boy.

Ask the children if they can find the other contraction in the song. (I’ve)

Step 11： What two words is this contraction made up of?

“I’ve great big, teeth” means the same as “I have great, big teeth”.

Model another sentence that is true for you, e.g. “I’ve black hair” or “I’ve two eyes”.

Step 12：Encourage the children to suggest other sentences for themselves.

Step 13：Challenge the children to find other contractions in some books. A contraction is often used in speech so we can say words quickly.

 

复习巩固 Review：

Tell me a contraction. What is a contraction?

Sing the song again. Are they articulating their words well?

Read the story “Into the Jungle” by Judy Hindley or watch the YouTube trailer, “The Fantastic Jungles of Henri Rousseau”.

 

后续活动巩固 Follow Up Lesson Activities：

In a following lesson, discuss other animals. Make a list of their names, how they move, where they live and what they have. This could be done together on a poster or whiteboard.

表4可用于本教案的后续教学活动互动环节，让学生讨论一下其他动物。也完全可以根据学生的认知和他们的英语水平来调整设计不同的讨论内容。

唱首歌，使用这些信息创作新的诗句，用所提供的歌曲模板编写一首新的歌词。鼓励学生自己写出新的诗歌来描述他们认识的不同动物有何不同之处。

Sing the song, using this information for new verses.

Model writing a new verse using the template below.

Encourage the children to write their own new verses. Can they think of a different animal?

Conclude the lesson by singing the new verses and compiling their pages into a new booklet.

有时，我们还需要稍微加工改编，比如教案4。这可是教介词的好范例！

 

4. 故事改编教案

Lesson Plan 4: “My Cat Likes to Hide in Boxes” – Based on the Book by Eve Sutton

由Eve Sutton著Lynley Dodd绘画的经典儿童故事书My Cat Likes to Hide in Boxes3由企鹅图书1973年出版。来自不同国家的猫咪们做着怪诞奇异的事儿，但是这只寻常的猫咪却喜欢躲在盒子里。网上可以找到这本书，还有儿歌版。（The classic book “My Cat Likes to Hide in Boxes” by Eve Sutton and illustrated by Lynley Dodd, was first published in 1973 by Penguin Books. Cats from different countries do strange and exotic things, but this ordinary cat likes to hide in boxes. It is also available on the internet in a read-along format and in a song version.）

 

教学目标：

了解介词

说出有意义的句子

理解故事

阅读并探讨韵律

Objectives:

to understand preposition vocabulary

to speak in meaningful sentences

to comprehend a story

to read and explore rhyme

 

课堂活动 Learning Activities：

教学材料准备：一只玩具猫、几个不同的纸盒子、带有介词的闪卡、课堂活动工作表。

Resources: a soft toy cat, a few different boxes, flashing cards with prepositions, activity worksheet

 

步骤 Steps：

Step 1：Introduce a soft toy cat to the class. Does anyone know what this is called in English? Discuss their experiences of cats.

Step 2：(Have a few different boxes available around the room.) Hide the toy cat and ask the children to find it. Whoever finds the cat may have a turn to hide it again.

Step 3：Introduce the prepositions “in”,“on”,“under”,“behind”, “beside”,“above” to the children. (Write these words on flashcards before the lesson.) Demonstrate these words to the children using the cat and one of the boxes. Then ask the children to pretend to be a cat and pretend that their chair has a big box on it. As you hold up a word and say it, the children must get into the correct position.

Step 4：Continue to play this position game without saying the position words, so that the students are encouraged to read the word for themselves.

Step 5：Following this activity, gather the children around you seated in a circle, with one of the boxes and the cat in the centre of them. Then ask the children to tell you where the cat is as you hold it in different positions. Encourage them to speak using the sentence: The cat is the box.

Step 6：As this is known, ask children to complete the worksheet. (See My Cat Likes to Hide in Boxes position booklet.) Alternatively, the student could draw different positions on a box and write captions to go with each drawing using the preposition words.

Step 7：Finally read the book to the children or play the song to them.

 

复习巩固 Review：

Do a quick review of the preposition words, asking the children to put their hands in different positions.

 

后续活动巩固 Follow Up Lesson Activities：

Listen to the story / song again.

Look at a map with the children, show them the different countries. Review what the cats did in each country.

Ask different students to hold a sign of the different countries and then act out what each cat did at the particular place.

Discuss how can they remember which cat does what.

Introduce the concept of rhyme – words ending with the same sounds.

Finish the activity worksheet, match countries and words with the correct cat picture. Then complete the missed rhyming word activity.

 

复习巩固 Review:

最后，再唱一遍这首歌。

Finally, sing the song once again.

 

下表是本课教学用表，可以在课堂教学中使用，也可以用于复习环节。The worksheets below accompany this lesson.

 

示范：

My Cat Likes to Hide in Boxes Position Booklet

请把以下文字打印出来，做成与下面图片匹配的文字大小，让学生进行配对练习。

 

The cat is behind the box.

The cat is beside the box.

The cat is below the box.

The cat is above the box.

The cat is inside the box.

The cat is in front of the box.

教学分为课前、课中和课后。课中是教学环节的关键部分，因为所有的课前准备和课后评估与反思均服务于课中，也就是课堂教学。这也是我们在教案制定这个环节不吝笔墨的用意。根据孩子的年龄、认知能力以及制定的课程教学目标，课堂教学可以分为开场（Warm-up）、课堂教学（Teaching）、结尾（Closure）部分。也可以按自己的教学设计进一步细化，如：

Part 1：Greetings / Warm-up Activities / Pre-teaching

Part 2：Teaching / Learning Activities

Part 3：Review

Part 4：Follow up Lesson Activities

Part 5：Closure

教学活动的设计要符合学生年龄阶段的特点。如少儿英语阶段，唱儿歌开场和结尾都非常适合，可是并不适合较高的年级。

下面分别附上几篇简版教案4，供参考。

 

5. IB课程教案

Lesson Plan 5: MYP G6 – Phase 1-2-3 MYP English Language Acquisition

本教案为国际学校IB课程中学英语课教案示例。

 

6. 小学英语课程教案

Lesson Plan 6: Then and Now

本教案为小学英语课程教案示例。

 

7. 初中英语课程教案

Lesson Plan 7: I’ll Help Clean up the City Parks.

本教案为初中英语课程教案示例。

 

I. 教学目标 Teaching Objectives

 

II. 教材分析和重组 Teaching Materials: Analysing and Rearranging

1. 教材分析

本单元以Volunteering为话题设计了四个部分的内容。

Section A

该部分有四个模块:

第一个模块围绕ways in which you could help people这个话题展开叙述，听力、口语训练；

第二个模块围绕Talk about ways to tell people about the Clean-Up Day进行听力、口语训练；

第三个模块是关于volunteers的一个阅读材料，训练形式为阅读，填表格，角色表演；

第四个模块仍以the kinds of work the volunteers do为话题，开展小组对话活动。

Section B

该部分有四个模块：

第一模块是词汇的学习与运用；

第二模块以听力训练形式强化第一模块中所学词汇和口语训练；

第三模块围绕中心展开阅读a volunteer’s work并再次强化了第一模块中的词汇学习；

第四模块仍就the work the volunteers do这一话题以小组活动形式进行口语训练。

Self check

该部分有两个模块：

第一模块对所学词汇进行填空训练；

第二模块以某一志愿者的活动为内容进行写作和口语练习。

Reading

该部分共设四项任务:

第一项任务以问题讨论的形式激活相关的背景知识；

第二项任务要求学生通过快速阅读获取信息，并鼓励学生运用词性的知识阅读和理解短文内容；

第三项任务通过提炼阅读材料中的知识点和难点进一步理解文章；

第四项任务以写回信的形式对所学知识进行巩固运用。

2. 教材重组和课时分配

Period 1: (Section A) New function presenting

Period 2: (Section A) Practise

Period 3: (Section B) Integrating skills

Period 4: (Section 1－Section 4) Reading

Period 5: (Self check: 1, 2) Self check

 

III. 分课时教案 Teaching Plans for Each Period

Period 1　New function presenting

 

教学重点 Teaching important points ：

Enable the students to talk about offering help.

 

教学过程与方式 Teaching procedures and ways：

Step I Lead-in (1a: P60)

T: In the last unit, we learned how to respond if you asked me where you would like to visit.

Ss: Yes. We would also like to visit there because of its beautiful scenery and kind people.

...

Step II Listening (1b: P60)

T: Now let’s listen to an audio / video in which some people describe what they want to do as volunteers ...

(Play the tape twice and then check the answers with the whole class.)

Step III Oral Practice (1c: P60)

T: From the listening, we have heard some things volunteers want to do. Please work in pairs and make conversations to express your own opinions.

Sample dialogue 1:

S1: I would like to work outside.

S2: You could help plant trees and grass to beautify our hometown.

Sample dialogue 2:

S1: I’d like to work in the hospital.

S2: Then you could help cheer up the patient.

Sample dialogue 3:

S1: I’d like to work at a station.

S2: You could help the passengers with their luggage.

Step IV Practice (2a, 2b, 2c: P61)

T: Let’s listen to another audio in which some students are talking about ways of helping ...

Sample dialogue 1:

S1: We need to hand out advertisements after school.

S2: Let’s have supper first.

S1: No, we can’t put off handing out the advertisements. Clean-Up Day is only two weeks from now.

Sample dialogue 2:

S1: We need to put up the signs.

S2: Let’s drink some water first. I’m thirsty.

S1: No, we can’t put off putting up the signs. Clean-Up Day is five days from now.

Sample dialogue 3:

S1: We need to put up a notice.

S2: Let’s have supper first.

S1: No, we can’t put off putting up the notice. Clean-Up Day is just two days from now.

Step V Summary and Homework

T: In this class, we’ve mainly talked about offering help. After class, try to make more dialogues to practise. Also learn the phrasal verbs in Grammar Focus: cheer up, set up and come up with. If you cannot fully understand their meanings and usage, please look them up in the dictionary.

 

8. 高中英语课程教案

Lesson Plan 8: Healthy Eating

本教案为高中英语课程教案示例。

教案可以说是教学的行动纲领和指南，所以教案设计与制定至关重要。综合来看，备课要备学情，备上课内容，备上课所需的资源（含教室设备、教学软件、电子教案或线上教学资源等），准备课堂活动组织与课堂管理等。也就是后文中论及的备人、备物、备课。

课堂教学目标也并不单一，除了英语语言课程必有的语言文化知识和语言技能目标（比如对单词、语句的听、说、读、写、译等），还要有核心素质的培养，比如规则意识的建立、情感的表达、时间管理能力、沟通协调能力、组织领导力等等。笔者曾参与某艺术类课程目标的梳理与讨论。这里按照笔者的理解，尝试用下图来表达该课程目标（含核心素养）的培养。

从上述教案可以看出，由于教学对象、教学目标、教学内容、教学资源和手段方法的不同，教案可以是多种多样的。但是我们也会发现，尽管上述教学内容不同，教案的实质和形式并没有多少变化。读者可以参考上述教案或下面的模板进行教学准备。

 

9. 通用教案参考模板

Lesson Plan 9: Template

本空白教案为教案参考模板，请根据所教授课程、教学目标和要求，进行修改调整。

 

教学场景创设

 

备课远不止是了解学生和准备授课内容，还要做好另一个重要的准备，场景即教室环境的创设。因为，环境就是第三位教师。（The physical environment is the “third teacher” in the Reggio Emilia philosophy.5）

毋庸置疑，环境创设对语言学习至关重要，创设一个真实的语境会让语言的学习效果事半功倍。下面我们就用两例真实的故事来告诉大家，教室环境创设，真的很简单、很有用！

Everyone knows that creating a rich language environment is key to language learning. Language learning occurs best in a stimulating environment. How can I create such a learning environment? This question was frequently asked by young teachers during training programs or when I talked to them. Obviously, creating a stimulating environment has become more important in modern classrooms. Here are our two teaching stories about establishing such an environment. As you can see, it is not difficult to create a rich classroom environment.

 

1. 教学场景准备——窗帘的妙用

 

2. 课堂环境创设——教室变丛林

 

小结、反思与练习

Summary, Reflection and Practice

课前准备得越充分，上课就会越自信，越轻松自如。（The more prepared you are before class, the more confident you are in the class.）即使遇到突发情况，处理时也会镇定从容。学生年龄小，经常很难控制住自己，作为老师，就要多了解学生，包括他们的年龄、情绪、个性、认知发展甚至他们的家庭情况。因此，请做好：

 

• □ 制定并（用检查单）检查教案，进行周密备课 Plan carefully；
• □ 确定清晰的教学目标（并在上课时让学生也清晰他们的学习目标） Set clear goals；
• □ 了解学生学习的情况（含已知和未知） Find out where your students are at (what they know and / or don’t know)；
• □ 创设良好的教学环境（好好装点布置，让学生也参与进来） Enrich your teaching environment；
• □ 教学时尽量把听、说、读、写、译等技能结合起来 Try to integrate / incorporate as many of the listening, reading, speaking and writing skills as you can；
• □ 把多感（看、听、说、做、感觉等）也充分调动运用起来 Use the senses as gateways into the students’ brains. For example: Students should
• ⊙ See a letter.
• ⊙ Listen to you speak its sound (s).
• ⊙ Say it repeatedly.
• ⊙ Act it out, if possible. (Be creative.)
• ⊙ Feel the sound through writing it.
• □ 利用讲故事、读绘本、绕口令、吟诗、咏唱等多种形式教学 Use stories as often as possible (Contextual learning); reading picture books (Visual clues support understanding); read and learn poems, tongue twisters and songs (Articulation practice, vocabulary and grammar building)；
• □ 让学生开动脑筋 Engage the brain；
• □ 时间管理（活动要计时） Time your activities (This skill will improve with experience) 。

 

小结 Your summary

1.

2.

3.

 

反思 Reflection

1. I am having difficulty with ...

2. I love to ...

3. I am nervous about ...

 

练习 Practice

1.

2.

3.

 

教研团队练习 Group Discussion：

1.分组讨论教学准备（Discuss）

2.分组进行案例分享（Share）

3.分组开展讨论应用（Apply）

 

1 Anthony Haynes. The Complete Guide to Lesson Planning and Preparation. London: Continuum. 2010. P67.

2 Peter Mickan. Language Curriculum Design and Socialisation. Toronto: Multilingual matters. 2013. P46.

3 Author: Eve Sutton, Illustrator: Lynley Dodd. 1973. “My Cat Likes to Hide in Boxes” Publisher: Penguin Books.

4 本书绝大多数教案均来自于作者本人的真实教学案例；小学、初中或高中的教案由教师同仁友情提供。在此特别致谢！为避免不必要的误会，对涉及隐私和不必要示范的信息均作了删减修改。教师朋友在评鉴参考之余，可进行升级完善。

5 https://en.wikipedia.org/wiki/Reggio_Emilia_approach 语出世界著名儿童早期教育体系之一瑞吉欧的创立人马拉古奇（Malaguzzi）。 Malaguzzi believed the physical environment to be of fundamental importance to the early childhood program; he referred to it as the “third teacher”, alongside adults and other students.