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核心素养

（中学篇）2018年第05期：学科核心素养视角下的中学英语词汇教学模式探究（江苏：苏攀）一文涉及的教学内容

Fri, 05/04/2018 - 16:23 — publish
 
材料1：National Flags, Colors and Cultures
 
Today, every independent country has a flag that gives it a unique identity. These flags are more than just pieces of cloth sewn together at random with thread. A flag tells us something about the country it represents, such as its values, beliefs and culture.
 
 France
 
The French flag was first used in 1789, at the start of the French Revolution. Before the Revolution, there had been great unrest in France because people had no freedom and were suffering from hunger.

（中学篇）2018年第03期：基于高中英语学科核心素养的阅读教学设计——以北师大版《英语》模块七Unit 19 Lesson 3 Body Language为例（北京：艾慧、郝奇斐）一文涉及的教学内容

Fri, 02/02/2018 - 17:00 — publish
 
1.  教材文本
Body Language Speaks For Itself
 
If you saw a father patting his son on the back while smiling happily, what would you think was going on? You would probably think that the father was congratulating his son on doing something well, maybe passing an exam or winning a race. You would know what was going on because you understood the message conveyed by the father's body language.

（中学篇）2018年第01期：深挖阅读文本内涵 培育学科核心素养——人教版高中英语Module 2 Unit 5阅读教学设计（广东：黎洁媛、伞瑶、陈皓曦 ）一文涉及的教学内容

Mon, 01/08/2018 - 08:21 — publish
 
THE BAND THAT WASN'T
 
Have you ever wanted to be part of a band as a famous singer or musician? Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? Do you sing karaoke and pretend you are a famous singer like Song Zuying or Liu Huan? To be honest, a lot of people attach great importance to becoming rich and famous. But just how do people form a band?
 
Many musicians meet and form a band because they like to write and play their own music. They may start as a group of high-school students, for whom practicing their music in someone's house is the first step to fame.

（中学篇）2017年第12期：基于英语学科核心素养的中学英语阅读教学设计理念初探（北京：孙晓慧、王蔷、钱小芳）一文涉及的教学内容

Tue, 11/28/2017 - 10:00 — publish
 
Marty's Story
 
Hi, my name is Marty Fielding and I guess you could say that I am “one in a million”. In other words, there are not many people like me. You see, I have a muscle disease which makes me very weak, so I can't run or climb stairs as quickly as other people. In addition, sometimes I am very clumsy and drop things or bump into furniture. Unfortunately, the doctors don't know how to make me better, but I am very outgoing and have learned to adapt to my disability. My motto is: live one day at a time.
 
Until I was ten years old I was the same as everyone else. I used to climb trees, swim and play football.

（中学篇）2017年第12期：读后续写教学中培养学生思维品质的策略（浙江：宋颖超）一文涉及的读后续写材料

Tue, 11/28/2017 - 09:10 — publish
 
阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
 
Once upon a time, there was a beautiful town and a couple of lovers would often stay on the top of the mountain, enjoying the sunrise and by the sea appreciating the sunset. Everyone who knew them couldn't help envying their happy love.
 
One day, the man was seriously injured and lying in hospital for many days without any consciousness. The woman guarded him by the bed in daytime, calling his name nonstop at night.

（中学篇）2017年第10期：通过多角度看问题发展学生思维品质的教学实践（北京：杨立宪）一文涉及的教学内容

Wed, 09/27/2017 - 16:54 — publish
 
阅读材料1：
 
He Was Not There as a Father
 
My name is Makaziwe Mandela. I'm Nelson Mandela's oldest daughter from his first marriage to my mom, Nurse Evelyn Mase. I actually struggled for years with feelings of anger and abandonment and my brothers felt pretty much the same.
 
As a child, before my father went to prison, I longed to have both of my parents in my life, but it was my mother who brought me up. I had a father who had been there but not really there.

（小学篇）2017年第09期：核心素养理念下的主题单元教学实践（北京：齐雪婷、王文娟、刘杨、孙辰一；附PDF下载）

Wed, 09/13/2017 - 17:32 — publish
 
 
【摘  要】小学英语教学应注重其育人功能，帮助学生逐步形成适应个人终身发展及社会发展需要的必备品格和关键能力。主题单元教学法是实现英语学科教学价值的有效途径。本文结合Seasons in Life的主题单元教学课例，探讨了在日常教学活动中如何贯彻教书育人的理念，并介绍了主题单元教学法在课堂实践中的运用。
 
【关键词】核心素养；育人；主题单元教学 
 
 
英语教学应当以英语学习为媒介，发挥学科的育人功能，帮助学生逐步形成适应个人终身发展和社会发展需要的必备品格和关键能力，即语言能力、文化品格、思维品质和学习能力。
 
语言与内容融合教学（CLIL教学法）是指将外语作为教学用语来教授如地理、生物、历史等非语言类课程（Dalton-Puffer,2007，转引自郄利芹，2016）。
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