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    10月17日下午，我校初中英語(yǔ)教研組以“說(shuō)教學(xué)策略,，秀英語(yǔ)素養(yǎng)”為主題的教學(xué)策略及學(xué)科素養(yǎng)展示交流系列活動(dòng)第三期在錄課室舉行,。我校黨總支書記張繼軍參加了此次活動(dòng),。

    在這次英語(yǔ)交流活動(dòng)中有六位教師分享了他們的教學(xué)經(jīng)驗(yàn)和思考,。李麗丹老師認(rèn)為英語(yǔ)作為一門語(yǔ)言學(xué)科,，是以實(shí)用性為基礎(chǔ)的,。要調(diào)動(dòng)學(xué)生學(xué)習(xí)語(yǔ)言的積極性,，首先應(yīng)該讓學(xué)生意識(shí)到英語(yǔ)的實(shí)用性。即在課堂上采用適當(dāng)?shù)慕虒W(xué)方式,，讓學(xué)生在實(shí)踐中習(xí)得語(yǔ)言,。例如任務(wù)教學(xué)法中的任務(wù)具有實(shí)際意義，讓學(xué)生在完成任務(wù)的同時(shí)習(xí)得語(yǔ)言,。一定程度上擺脫了傳統(tǒng)的以知識(shí)為核心的教學(xué)方法,。

  English，as a subject of language learning, is a language to be used in reality. To arouse students' interests in it, the teacher must know clearly about the nature of the language and also let students know it. Teachers should use appropriate teaching methods to get students to acquire the language instead of learning the language itself. Task-based language teaching is an approach which focuses on the task so that students can acquire English through the process of fulfilling the task.

    閆亞軍老師介紹的是堅(jiān)持培養(yǎng)學(xué)生做個(gè)人展示,。首先,，明確個(gè)人展示在英語(yǔ)學(xué)習(xí)中起到很重要的作用：激發(fā)學(xué)習(xí)熱情、培養(yǎng)自學(xué)習(xí)慣,、增強(qiáng)搜索信息,、歸納能力、提高語(yǔ)言表達(dá)能力等,，然后,，介紹做個(gè)人展示的具體過(guò)程和標(biāo)準(zhǔn)，比如,，必須脫稿,，這樣既可以讓學(xué)生充分表達(dá)，又可以克服演講的恐懼心理，而且,，讓學(xué)生明確演講的標(biāo)準(zhǔn),，包括主題、內(nèi)容,、語(yǔ)音語(yǔ)調(diào),，句式、感情,、節(jié)奏感和感染力,、時(shí)間要求等；最后,，闡明了個(gè)人展示只是一種提高學(xué)生英語(yǔ)綜合能力的形式,，真正的目的是能喚醒孩子的自我覺(jué)醒、點(diǎn)燃學(xué)生的學(xué)習(xí)熱情,。

  Presentation plays a vital important role in English learning. The speech is divided into three parts. First of all, we hope to make several effects, such as stimulating Ss’ learning enthusiasm, developing autonomous learning habits. What’s more, during the process, teachers give students specific instructions in order to help them not only present perfectly but also build up their confidence. Last but not least, presentation is just one of the ways to arouse students to be self-motivated in studying English.

    趙小敏老師就關(guān)于如何培養(yǎng)學(xué)生閱讀能力進(jìn)行了分享,。閱讀作為獲取信息的基本技能，對(duì)學(xué)生的語(yǔ)言綜合運(yùn)用能力提升起到至關(guān)重要的作用,。閱讀的過(guò)程是復(fù)雜的,，其中對(duì)閱讀材料的設(shè)問(wèn)體現(xiàn)了不同層級(jí)的思維方式。趙老師以《典范英語(yǔ)》章節(jié)故事書的泛讀課為載體呈現(xiàn)了在不同閱讀階段如何通過(guò)問(wèn)題引導(dǎo)來(lái)培養(yǎng)學(xué)生的文本分析和批判性思維能力,。

  Reading can be fun, reading can be boring. All depends on how we read. Reading should be the process that goes beyond understanding the text. It is crucial to develop the critical thinking ability, which can be achieved by asking questions. Different sorts of questions can be put forward at the different stages of thinking process. We need questions that can guide students to analyze and evaluate the reading materials so that they can make what they have read into other context.

    吳夢(mèng)娟老師和大家分享了新課標(biāo)的誕生背景,，核心素養(yǎng)以及如何實(shí)現(xiàn)等問(wèn)題。新課標(biāo)要求學(xué)生應(yīng)該具備四大核心素養(yǎng)：語(yǔ)言能力,、學(xué)習(xí)能力、思維能力和文化意識(shí),。吳老師用英語(yǔ)為大家解讀了這四大核心素養(yǎng)的內(nèi)涵,，并分享了對(duì)于如何實(shí)現(xiàn)這些核心素養(yǎng)的思考。為了實(shí)現(xiàn)核心素養(yǎng),，教師對(duì)于教學(xué)內(nèi)容要有整體觀,，不能將語(yǔ)言教學(xué)分裂開(kāi)來(lái)。同時(shí),，我們的教學(xué)活動(dòng)有效性取決于學(xué)生是否能充分參與精心設(shè)計(jì)的課堂活動(dòng)而不是我們教師的知識(shí)講授的多少,。

  Wu Mengjuan shared with us the background of the 2017 National English Curriculum Standards , the Core Competencies and how to achieve the Core Competencies.To achieve the Core Competencies, we teachers need to regard English teaching in an integrated way and engage the students in various language-learning activities. And the activities should be helpful for developing students’ skills of critical thinking and creative thinking.

    胡莉萍老師以教學(xué)中出現(xiàn)的兩極分化現(xiàn)象為研究方向，進(jìn)行了分層教學(xué)的嘗試,。她以劍橋一級(jí)第二單元第一課時(shí)為例,，從如何科學(xué)分層，分層的優(yōu)點(diǎn),，教師如何設(shè)置分層教學(xué)目標(biāo)和如何在課堂中實(shí)施分層和分層教學(xué)的有效性等方面進(jìn)行了全方位的闡述,。

  Hu liping from Grade 7 studied the phenomenon of polarization in teaching and made an exploration of stratified teaching. She took first period in unit2 as an example, expounded comprehensively from the following aspects; how to scientifically stratify, the advantages of stratification, how to set the objectives of stratified teaching and how to implement stratified teaching in class and the effect of stratified teaching.

    范小英老師給大家分享了一節(jié)復(fù)習(xí)課，聚焦閱讀理解中的連詞多義辨析,，幫助學(xué)生理清文章邏輯,，提高用英語(yǔ)思考和解決問(wèn)題的能力,。

  Fan Xiaoying shared one of her revision lessons with us, focusing on pholysemantic differentiation of conjunctions in reading comprehension, which is aimed to improve students' ability of thinking about and solving problems in English.

    最后，張繼軍書記對(duì)此次活動(dòng)作了點(diǎn)評(píng),。她用流利的英語(yǔ)首先對(duì)英語(yǔ)教師進(jìn)行展示交流的教研形式表示肯定,，認(rèn)為這是教師專業(yè)素養(yǎng)提示的良好開(kāi)端；同時(shí)鼓勵(lì)英語(yǔ)組教師繼續(xù)通過(guò)教學(xué)實(shí)踐,、課題研究,、與外教交流等形式，不斷提高自身專業(yè)素養(yǎng),，聚焦提升學(xué)生語(yǔ)言能力,，為我校“復(fù)語(yǔ)復(fù)合型國(guó)際化預(yù)備人才”的培養(yǎng)目標(biāo)作出應(yīng)有的貢獻(xiàn),。

  Last but not least, Secretary Zhang Jijun delivered a closing speech for the English presentation show of all the English teachers in the Junior High Department. Zhang sang highly of the event, deeming it a promising beginning of the self-improvement project of the English teachers. She encouraged all teachers to continue developing our own language and teaching abilities so as to better help foster students’ language competences, thus contributing to the “multi-lingual, inter-disciplinary” educational objective of our school.

（供稿：初中英語(yǔ)教研組    編輯：何穎）