通过Phonics与原版英文故事绘本融合教学的尝试,以Usborne Phonics Readers系列中的《Big pig on a dig》教学为例,探讨小学英语Phonics教学的实践与运用。提出了小学英语中低年级Phonics教学中的游戏贯穿、互动共生、基于故事等的操作...通过Phonics与原版英文故事绘本融合教学的尝试,以Usborne Phonics Readers系列中的《Big pig on a dig》教学为例,探讨小学英语Phonics教学的实践与运用。提出了小学英语中低年级Phonics教学中的游戏贯穿、互动共生、基于故事等的操作要点思考,为小学英语Phonics教学实践提供了参考。展开更多
自“核心素养”被提出之后,渐渐受到教育工作者的重视,旨在将其作为一种新型的教育指导理念,引导学生形成可以适应自己终身发展,并且满足社会未来发展需要的重要品格与关键能力。而英语学科核心素养即是具备英语学科特点的核心素养,以...自“核心素养”被提出之后,渐渐受到教育工作者的重视,旨在将其作为一种新型的教育指导理念,引导学生形成可以适应自己终身发展,并且满足社会未来发展需要的重要品格与关键能力。而英语学科核心素养即是具备英语学科特点的核心素养,以其为基础展开相应的高中英语阅读教学,可帮助教师获得更佳的阅读教学成效,让学生在高中英语阅读学习过程中获得充足的个人成长。本文概述英语学科核心素养的内涵,以外研版高中英语第二册第三单元 On the Move 为教学案例,探究如何基于英语学科核心素养下进行沉浸式英文故事高中英语的课堂教学。展开更多
In The Jungle Book （1894）, Kipling＇s first literary work, the author uses Indian spatial reference and cultural influence to construct his narrative. The short story ＂Rikki-tikki-tavi＂ is elaborated using the str...In The Jungle Book （1894）, Kipling＇s first literary work, the author uses Indian spatial reference and cultural influence to construct his narrative. The short story ＂Rikki-tikki-tavi＂ is elaborated using the structure of Western fables, having allegory as one of its most exploited strategies. Vladmir Propp, in Morphology of the Folktale （1929） considers that every folktale story reproduces a structure. Propp＇s model demonstrates Rikki-tikki-tavi＇s Western ＂frame＂ when the authors see how clearly and efficiently the short story fits the model of Russian Folktale. This article will analyze ＂Rikki-tikki-tavi＂ as a paradigm of this literary genre, showing how characters metaphorically represent the British domination in India during the end of the 19th century.展开更多
Reading storybooks has been proved to be an effective way to start learning English for a Chinese child in the United States.Based on the analysis of the child's English learning content,processes, and context, th...Reading storybooks has been proved to be an effective way to start learning English for a Chinese child in the United States.Based on the analysis of the child's English learning content,processes, and context, this paper re-evaluates Krashen's five hypotheses in second language acquisition. Storybooks have provided children with an interesting and comprehensible content. By integrating various foreign language instructional approaches into reading storybooks, children are motivated to learn a real and natural foreign language, their cultural appreciation is cultivated, and English performance improves.Storybook reading is a programme that Chinese English teachers can use to enhance the ever-booming English programme in China.展开更多
文摘通过Phonics与原版英文故事绘本融合教学的尝试,以Usborne Phonics Readers系列中的《Big pig on a dig》教学为例,探讨小学英语Phonics教学的实践与运用。提出了小学英语中低年级Phonics教学中的游戏贯穿、互动共生、基于故事等的操作要点思考,为小学英语Phonics教学实践提供了参考。
文摘自“核心素养”被提出之后,渐渐受到教育工作者的重视,旨在将其作为一种新型的教育指导理念,引导学生形成可以适应自己终身发展,并且满足社会未来发展需要的重要品格与关键能力。而英语学科核心素养即是具备英语学科特点的核心素养,以其为基础展开相应的高中英语阅读教学,可帮助教师获得更佳的阅读教学成效,让学生在高中英语阅读学习过程中获得充足的个人成长。本文概述英语学科核心素养的内涵,以外研版高中英语第二册第三单元 On the Move 为教学案例,探究如何基于英语学科核心素养下进行沉浸式英文故事高中英语的课堂教学。
文摘In The Jungle Book （1894）, Kipling＇s first literary work, the author uses Indian spatial reference and cultural influence to construct his narrative. The short story ＂Rikki-tikki-tavi＂ is elaborated using the structure of Western fables, having allegory as one of its most exploited strategies. Vladmir Propp, in Morphology of the Folktale （1929） considers that every folktale story reproduces a structure. Propp＇s model demonstrates Rikki-tikki-tavi＇s Western ＂frame＂ when the authors see how clearly and efficiently the short story fits the model of Russian Folktale. This article will analyze ＂Rikki-tikki-tavi＂ as a paradigm of this literary genre, showing how characters metaphorically represent the British domination in India during the end of the 19th century.
文摘Reading storybooks has been proved to be an effective way to start learning English for a Chinese child in the United States.Based on the analysis of the child's English learning content,processes, and context, this paper re-evaluates Krashen's five hypotheses in second language acquisition. Storybooks have provided children with an interesting and comprehensible content. By integrating various foreign language instructional approaches into reading storybooks, children are motivated to learn a real and natural foreign language, their cultural appreciation is cultivated, and English performance improves.Storybook reading is a programme that Chinese English teachers can use to enhance the ever-booming English programme in China.
