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这是一节小学CLIL教学的同课异构，请继续观看下一课时吧！

两节课全部学完之后，请回答我们为您准备的思考题哦。

请您先通读本页面主要教学活动，并思考：请您先通读本页面主要教学活动，并思考：

1. 各教学活动之间的联系？

2.如果是您，您会怎么组织教学内容？

请您先通读本页面主要教学活动，并思考：

1. 各教学活动之间的联系？

2.如果是您，您会怎么组织教学内容？2.如果是您，您会怎么组织教学内容？

Activities to improve students' cognitive skills:

1. What do you remember?

2. Remember and act out

3. The n-back task

4. Look what I can do!

5. Do as I say (not as I do)

Executive function:

1. The control center of our brain

2. A traffic policeman 

a. Inhibitory control: The ability to master thoughts and impulses so as to resist temptations, distractions and habits.

b. Congnitive flexibility: the capacity to switch gears and adjust changing demans

本节课中，老师就水资源的相关知识补充了很多材料，比如水资源的分布和水资源的污染等等。给学生很强的视觉体验，也丰富了背景知识。其次，老师对教材内容的处理很到位，非常细致。在最后的report环节中，是否可以给学生更多的城市选择，或者布置前置作业，让学生了解自己喜欢的城市的水资源情况。这样最后的选择会更加丰富。

The role of the English teacher:

1. teach language

2. be an educator

the classroom managment

the classroom incidents 

Prepairing learners for romorrow's world: Develpoing exeutive brain functions 

词汇教学要尽可能在真实的语境中教。

将知识与真实语境相结合。

观看课例时：要关注老师是如何设置真实语境的？

Research indicates that students learn better when items naturally co-occur in context.

观看课例时还要填表;注意what, when, how问题信息

Punccha教授 以一个名叫Christopher的孩子案例引出：当孩子对某件事物充满积极性和热情时，其实他很容易失去兴趣。结果容易导致他得不到他本所期待的结果。他会充满挫折感。

He's also quite impulsive-he reacts without thinking, especially when he's annoyed with one of this classmates. Then he can become quite angry, and even aggressive. He also gets distracted rather  easily.

他也很冲动，反应不加思考，特别是当他对一个同学生气的时候。然后他会变得很生气，甚至变得咄咄逼人。他也很容易分心。

再以另一类学生（像Sophia这样的优秀学生）举例，引出如何批判地发展学生的executive function(执行力）

2 metaphors are frequently used to explain why the executive function is important.

有两个隐喻经常被用来解释为什么执行功能是重要的。

Two types of integrative cortex:

两种类型的整合皮层

Back integrative cortex； Memory of stories; memory of place, understanding language, flashbacks, emotions related to experiences ,long-term memory(facts, people, faces, experiences)

后整合皮层；故事记忆；地点记忆，理解语言，倒叙，与经验相关的情感，长期记忆（事实，人，面孔，经验）

Front integrative cortex； Choice, decisions to act [....], emotions associated with past responsibility, mental energy, consequences, predicting , creating

1、Preparing learners for tomorrow's world: Developing executive brain functions

今天的学习者是为了明天的世界发展而做的：不断发展执行大脑功能。

2、Dual role of the English language teacher: 

(1)teach language 

(2）be an educator

现代英语教师的双角色：（1）语言教师（2）教育工作者

3 stages of the developing of teaching :

1.teaching as transmission

2. teaching as transaction

3. teaching as transformation 

teachers are also the learners at the same time