9月26日下午，我校初中英语教研组在录课室进行了以“说教学策略，秀英语素养”为主题的教学策略及学科素养展示交流系列活动第二期。8名教师分别从课堂教学的不同角度分享了他们的教学经验和思考。

张硕老师围绕合作学习策略，就其定义，基本要素，课堂教学策略以及合作学习的优势展开分享，结合阅读课，写作课，语法课进行运用上的探讨，从而引导不同学习程度的学生都能积极参与课堂，实现成功。

Cooperative Learning refers to a set of instructional methods in which students work in small, mixed-ability learning teams. The students in each team are responsible not only for learning the material being taught, but also for helping their teammates learn. Think-share-pair, Jigsaw and Three-minute review are three effective ways that can be applied in our practical class.

 Graphic organizers在英语课堂上的应用越来越广泛，其中思维导图在写作课上能够帮助。学生针对特定话题，对零散的想法加以区分，决定写作素材并确定文章结构，教师也得以了解学生的思维过程。而在阅读课后，学生通过绘制思维导图，加深对文章的结构和细节的理解，并借助思维导图进行复述，教师则能通过这一过程检查学生对文本的理解程度。思维导图课题组的陈莹、王珊和谷丽华老师分别从理论和实践的不同方面对思维导图在英语教学中的应用做了阐述。

Visual thinking and learning utilize graphical ways of working with ideas and presenting information. Mind maps provide teachers with insight into our students’ thought process regarding a specific topic. By asking students to create mind maps demonstrating their comprehension of the material being taught, teachers are able to understand what a student’s prior knowledge was and how well the student understands it. This is a very effective way of evaluating students’ understanding. So they are widely used in English writing and reading lessons.

彭萌老师从如何提高阅读教学着手，提出阅读活动的有效设计应该考虑三个方面内容：教材内容的分析、阅读课时的定位、不同阶段的活动设计。读前的活动设计应该遵循激发学生阅读兴趣与动机、引出话题、激活并提供背景知识、扫除阅读语言障碍的原则；读中应遵循的原则是：通过阅读活动帮助学生理解文章内容、培养学生阅读技能和策略的原则；读后活动设计原则应遵循进行思维活动加深对文章理解、鼓励学生将所学与自己的经历、知识、兴趣观点相练习创设机会让学生进行表达的原则。

Reading is very important in English learning. Reading teaching activities include three aspects: pre-reading activities, while-reading activities and post-reading activities. To motivate students’ interest, lead in the topic, activate and supply background information as well as removing language obstacles for further reading, pre-reading activities is a must. While-reading activities should help students understand the text, cultivate Ss’ reading skills and strategies. Post-reading activities should deepen understanding of the texts and encourage students to make the texts related to experiences, knowledge, interests and perspectives of their own; create chances for them to speak and express by using the reading texts.

词汇永远是英语学习者最大的障碍。魏玮琳老师结合自己对学生的观察，与学生面对面的交流，从学生的听写，检测以及作业反馈中总结了学生在词汇学习上的主要问题，并针对这些问题提出了解决办法，首先，在单词记忆的方法上给与指导，循序渐进的教学生音标，自然拼读，以及常见的词缀。其次，不断地重复。最后也是最重要的，我们应该从单词的形式，意义以及用法全面的记忆单词。

As Brithsh Linguist D.A.Wilkins once said, "without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed."Vocabulary is one of the biggest obstacles on our way to learn English. According to  observation, talking with the students face to face, feedback from the exercise, we found that mechanical memory, being easy to forget, lack of confidence, lack of initiative are the most common problems. Aiming to solve these problems, there are three solutions put forward-method, repetition, and word web.

李玉英老师根据本组的教研课题《英语听说教学策略研究》下的课例，阐述了如何将支架式教学理论应用于初中英语听说教学。根据该理论，将听说教学的课堂设计分为搭脚手架，进入情境，独立探索，协作学习，效果评价五个部分。通过该方法，学生不仅有效地吸收了知识，而且还能结合自己的实际情况对听力内容背后的深意进行思考，并运用于实践。

Ms. Li shared the research result of their team’s project “Research on English Listening and Speaking Teaching Strategy”. In her presentation, she introduced how to apply the scaffolding teaching theory to a listening and speaking class so that students can really digest what they hear as well as ponder the deep meaning of the listening material with the combination of their own situation.

众所周知，语言最基本的功能就是交流，语言交际能力是在不断的运用过程中提高的，为了提高学生的语言能力，我们应该在平时给他们更多练习口语表达的机会。我们都把每天的课前三分钟当做一个给英语课热身的好机会，但是如何合理有效地使用这三分钟呢？许秀老师跟大家分享了她的一些想法。首先，她介绍了课前三分钟演讲的好处，然后跟大家分享了她的日常做法，如：学生准备工作，演讲要求，教师评估，同伴点评和改进方法等。最后，她播放了两段学生的演讲视频，同时她也提到了学生们的热情和努力一直激励她做得更好，她希望英语课前三分钟演讲会做的更有创意，有效，有意义。

As we know,the basic function of language is communicating. In order to improve our  students’ language competence, we have to provide them with more chances for oral practice .We all regard the daily report as a good way to warm up our English class,but how to use the 3 minutes wisely? Xuxiu shared some of her ideas.First, she introduced the benefits of doing daily report,and shared her normal practice, including making preparions, requirements, evaluation, peer assessments, and improvement. She also showed us two video clips about her students’ performances. At the end of the speech , she mentionedthat students’ enthusiasm and hard work encouraged her to think about making it more creative, effective and meaningful.

随着说课教师的增加，老师们演讲的内容也越来越丰富和有针对性。本次活动相比上一期出现了围绕同一话题的不同层面的分析，也展现出更多理论与实践相结合的经验与思考，参与活动的教师都从中获益匪浅。本次活动依然进行了全程录像，资料组内共享，作为后续学习提高的资源。

（供稿：初中英语教研组    编辑：何颖）