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(小学篇)2016年第12期:小学英语“听说——复述——探究”故事教学模式例析(福建:卢健;附PDF下载)15632016-12-14
(小学篇)2016年第12期目录内容17762016-12-14
《中小学外语教学》(中学篇)第XXXIX卷(2016年第1~12期)总目录(附PDF下载)42292016-12-09
(中学篇)2016年第12期:“整进整出”写作教学模式在应用文写作中的运用(浙江:徐亚平)一文涉及的阅读材料12352016-12-06
(中学篇)2016年第12期:从习作典型问题看文本研读对文本续写的重要性(浙江:傅咏梅 )一文涉及的教学内容 17762016-12-06
(中学篇)2016年第12期:英文诗歌“小组同研,共赏创作”教学的行动研究(江苏:栾爱春)一文涉及的选修教材样例及部分行动研究日志12152016-12-06
(中学篇)2016年第12期:高中英语概要写作探究(浙江:杨群;附PDF下载)24302016-12-05
稿件中用于印刷的图片或PPT的制作规范9752016-12-03
稿件中用于印刷的图片或PPT的制作规范10922016-12-03
(中学篇)2016年第12期目录内容23912016-11-30
(小学篇)2016年第11期:绘本与教材文本有效结合的探索(福建:廖荣莲)一文涉及的绘本内容17752016-11-11
(小学篇)2016年第11期:借鉴CLIL教学模式优化小学英语复习课的课例分析(北京:郄利芹;附PDF下载)17762016-11-11
(小学篇)2016年第11期目录内容18922016-11-11
(中学篇)2016年第11期:《牛津高中英语》M3U3 Back to the Past的读写课例(江苏:王雯)一文涉及的教学材料17992016-10-19
(中学篇)2016年第11期:一节培养学生思维品质的阅读课 (江西:温爱英)一文涉及的教学材料18022016-10-19
(中学篇)2016年第11期:读后续写的协同效应研究及应对策略 (浙江:胡洁元)一文涉及的读后续写样题15092016-10-19
(中学篇)2016年第11期:通过读活英语原版小说培养学生高阶思维能力(北京:刘威;附PDF下载)28332016-10-19
(中学篇)2016年第11期目录内容27782016-10-19
(小学篇)2016年第10期:基于课例研究的新教师培训方法探索(北京:江萍;附PDF下载)15762016-10-14
(小学篇)2016年第10期目录内容18462016-10-14

   

(中学篇)2017年第06期:从语篇层级角度解读语言审美选择的基本策略(江苏:李福庆)一文涉及的教学内容

 
A Father, a Son and an Answer
 
Passing through the Atlanta airport one morning, I caught one of those trains that take travelers from the main terminal to their boarding gates. Free, sterile and impersonal, the trains run back and forth all day long. Not many people consider them fun, but on this Saturday I heard laughter.
 
At the front of the first car — looking out the window at the track that lay ahead — were a man and his son.
 
We had just stopped to let off passengers, and the doors were closing again. “Here we go! Hold on to me tight!” the father said.

(中学篇)2017年第06期目录内容

 
[期刊年份]中小学外语教学(中学篇)2017年
 
[期刊期别]第6期
 
[文章作者]李福庆
 
[作者单位]江苏省扬州市邗江区教育局教研室
 
[文章标题]从语篇层级角度解读语言审美选择的基本策略
 
[文章页码]01-07
 
[文章摘要]语篇综合体现了语言的形式美和意蕴美,形式美和意蕴美是语言审美选择的结果。从语篇层级角度解读语言审美选择一方面可以促进学生更好地理解语言知识、语篇信息,帮助学生掌握恰当的审美策略、树立正确的审美观点、形成基本的审美能力;另一方面可以引领学生从音韵层面、词汇层面、句式层面、段落层面、篇章层面全面解读语言美的生成机制和内在规定性,有效体验作者的审美意图和安排,从审美角度认知语篇在音韵、符号、修辞、结构、内容等方面的建构理据。

(小学篇)2017年第05期目录内容

 
[期刊年份]中小学外语教学(小学篇)2017年
 
[期刊期别]第5期
 
[文章作者]曹伟华、徐波
 
[作者单位]江苏省无锡市梁溪区教师发展中心
 
[文章标题]以故事为媒介的语法教学实践
 
[文章页码]01-05
 
[文章摘要]语法教学是小学英语教学中重要的教学内容。教师应将故事与语法教学融为一体,做到温习“旧”故事,再现语法知识;赏析“新”故事,梳理语法知识;分享“真”故事,运用语法知识。
 
[关 键 词]故事;语法教学;语法知识      
 
[文章背景]语法是语言的结构法则,揭示了语言变化的普遍规律。教师辅助学生学好语法,掌握语法规律,能够促进学生构建英语学习策略;学生在脑海中构建了英语学习策略,其英语学习就能事倍功半,学习效率就会极大地提升(曹晓红、章兼中,2011)。

(中学篇)2017年第05期:多模态高中英语课堂中的诗歌鉴赏与创作课例 (广东:李温和、李绍明)一文涉及的教学内容


附录1:调整后的诗歌文本

A Red, Red Rose

 
O, my love is like a red, red rose,

That's newly sprung in June.

O, my love is like the melody,

That's sweetly played in tune.

(中学篇)2017年第05期:以阅读分析促进概要写作的教学实践(浙江:张强、韩子传)一文涉及的教学内容

 
Clean Up Your Butts and Bags
 
 
All sorts of items become litter, but two of the most common and most dangerous are cigarette butts and plastic bags. Litter is a big problem for our environment, but it is a problem that individuals can easily do something about. Not littering at all or cleaning up litter, such as cigarette butts and plastic bags, greatly improves the quality of our environment.
 
Although cigarette butts are small, they are bad for the environment. Over 1,600 billion cigarettes are smoked each year in China and large quantities of the butts are thrown away. Worldwide, about 4.5 trillion butts are littered every year.

(中学篇)2017年第05期:基于文本解读的阅读课教学设计策略(江苏:刘林峰、谢平)一文涉及的教学内容

 
The Smile
 
Antoine de Saint-Exupery
 
I was sure that I was to be killed. I became terribly nervous and distraught. I fumbled (摸索) in my pockets to see if there were any cigarettes which had escaped their search. I found one and because of my shaking, I could barely get it to my lips. But I had no matches; they had taken those.
 
I looked through the bars at the jailer. He did not make eye contact with me. After all, one does not make eye contact with a thing, a corpse.

(中学篇)2017年第05期:运用ARCS学习动机模型的初中英语阅读课实例探究 (江苏:王慧)一文涉及的教学内容

 
The Ghost in the Park 
 
 
One Sunday morning, Millie and Amy went to Sunshine Park. As usual, they sat down under a big tree.
 
Suddenly, they heard a whisper from the bushes behind the tree. They turned around but saw nothing. “Is anybody there?” Millie asked. Nobody replied. “That's strange,” the two girls were very afraid. They left the park quickly.

(中学篇)2017年第05期:基于英语学科核心素养的高中英语阅读教学研究(北京:王蓓)一文涉及的教学内容

 
Elias’ Story
 
My name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice. He offered guidance to poor black people on their legal problems. He was generous with his time, for which I was grateful.
 
I needed his help because I had very little education. I began school at six. The school where I studied for only two years was three kilometers away. I had to leave because my family could not continue to pay the school fees and the bus fare. I could not read or write well. After trying hard, I got a job in a gold mine.
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