2022年安徽省中小學(xué)教育教學(xué)論文評選 OntheStrategiesofUsingtheIllustrationsinPEP PrimarySchoolEnglishTextbookstoCultivate Students’ThinkingTraits

Abstracts:Englishcourseundertakesthetaskofcultivatingstudents’basicEnglishaccomplishmentanddevelopingtheirthinkingabilities.Asanindependentdimensionofthecoreliteracy,thinkingtraitsshowsitsimportanceinthefieldofeducation.Toimprovestudents’thinkingtraitsmustbecarriedoutineverydetailofclassroomteaching.Asanimportantteachingresource,textbookillustrationsshouldbefullyusedinEnglishteachingofprimaryschool.Teachersshouldunderstandthecharacteristicsandinterprettheinformationofillustrationssoastocultivatestudents’thinkingtraits.However,manyteachersonlypayattentiontotheexplicitinformationofillustrationswhileignoringtheimplicitinformation.Thisarticlewilltrytoprobeintostrategiesofusingtheillustrationstocultivatestudents’thinkingtraitsfromfouraspectsofflexibilityofthinking,depthofthinking,creativityofthinkingandcriticismofthinkinginPEPprimaryschoolEnglishtextbooks.Keywords:primaryschoolEnglish,illustrations,thinkingtraits1.Introduction1.1BackgroundoftheStudyAsweallknow,Englishcourseundertakesthetaskofcultivatingstudents’basicEnglishaccomplishmentanddevelopingtheirthinkingabilities.In2001,theMinistryofEducationpromulgatedtheTheEnglishCurriculumStandardsforCompulsoryEducation(2011),hereinafterreferredtoasEnglishCurriculumStandardsanditsneweditionof2022hasbeenpublishedrecently.Obviously,correctuseoftextbookillustrationswillmeettherequirementsofthecurriculumstandard.EnglishCurriculumStandards(2022)pointsoutthatthefirstlevelobjectiveoflanguageskillgradingstandardneedstobeabletoinferthetheme,contextandmaininformationofthetextfromthepictures.Besides,italsopointsoutthatthefirstlevelobjectiveofthinkingtraitsgradingstandardneedstobeabletogetsome12022年安徽省中小學(xué)教育教學(xué)論文評選informationandunderstandthefeaturesofdifferentthingstoassisttheunderstandingofthemeaningofthetextbyobservingthepictures.Therefore,itcanbeobviouslyseenfromthecurriculumstandardthatEnglishlearningisinseparablefromtherecognitionandunderstandingofpictures.Thefirst-handmaterialsforteachersandstudentsareEnglishtextbooks.MakinggooduseoftextbookillustrationsisconducivetoEnglishteachingandlearning.1.2PurposeandSignificanceoftheStudy ThisarticlewilltakePEPprimaryschoolEnglishtextbooksasanexampletoprobeintostrategiesofusingtheillustrationstocultivatestudents’thinkingtraits.Intherealteachingsituation,manyteachersonlydependontheuseofmultimediaequipmentandsomeothersupportingteachingtools,andignoretheuseoftextbookillustrations.Throughthisstudy,moreandmoreattentionwillbegiventotheuseoftextbookillustrationsinEnglishteachingtoachievethegoalofcultivatingstudents’thinkingtraits.Andthisstudycanalsoprovidesomereferenceforotherteachersintheactualclassroomteaching.2.LiteratureReview2.1DefinitionofTextbookIllustrationXiong(2018)pointoutthatthetextbookillustrationreferstotheimagesorpicturesappearedinthetextbook.ItisawaytopresentknowledgeanditisapartofthetextbookXu(2006)alsopointsoutthatthetextbookillustrationreferstothesystemofspreadingandstoringinformationsuchaspictures,photos,imagesandchartswithvisualcharacteristicsinthetextbook,anditisusuallyregardedasanexplanationtothetext.Itcannotonlyhelpteachersbutalsohelpsstudentsunderstandthetext,developtheirabilityinobservation,analysisandthinking.Inthisstudy,thetextbookillustrationreferstotheillustrationsinPEPprimaryschoolEnglishstudents’book.Thereare8volumesofEnglishtextbooksfromgrade3tograde6.2.2DefinitionofThinkingTraits22022年安徽省中小學(xué)教育教學(xué)論文評選EnglishCurriculumStandards(2022)pointsoutthinkingtraitsreferstoaperson’sthinkingpersonalitycharacteristics,reflectingstudentsinunderstanding,analysis,comparison,criticism,evaluationandcreativity.Theimprovementofthinkingtraitshelpsstudentstodiscover,analyzeandsolveproblems.Therefore,studentscangraduallydeveloplogicalthinking,dialecticalthinkingandinnovativethinking,sothattheirthinkingcanreflectthecharacteristicofagility,flexibility,creativity,criticismanddepth.Inthisstudy,analysisofthinkingtraitsintextbookillustrationswillbecarriedoutfromtheperspectivesabove.3.TheCharacteristicofTextbookIllustrationsinPEPprimaryschoolEnglishBooksTheillustrationsinPEPprimaryschoolEnglishtextbookareofclearcolor,thecharactersareclosetothereality,andthelayoutdesignislivelyandnovel.Specifically,theillustrationsofthistextbookhavethefollowingthreecharacteristics.3.1ThematicalityandVisualizationTheillustrationsinthePEPprimaryschoolEnglishtextbooksarearrangedaftercarefulconsiderationbytheeditor.Accordingtothecognitivecharacteristicsofdifferentagegroupsofprimaryschoolstudents,theproportionofillustrationsandtextwillbeadjusted.Eachunitsurroundsaspecifictheme,andstudentsareprovidedwithavisualhelpwhiletheyarereading.TaketheillustrationsinUnit1MyschoolPEPBook4forexample.Thisunitmainlytalksaboutthefunctionalroomsoftheschool,whichisrelatedwithstudents’life.Theillustrationsarefocusedonthethemeofthisunitandwhenthestudentsseetheillustrations,theycanrecalltheirownschoolandmakeacomparisonbetweenthefunctionalroomintheillustrationsandtheirschool.32022年安徽省中小學(xué)教育教學(xué)論文評選3.2IntellectualandHumanisticPEPprimaryschoolEnglishtextbookillustrationsareintellectualandmostareoftheimplicithumaninformation.Todealwiththeimplicitinformation,teachersshouldobservetheillustrationscarefullywhenpreparinglessonsandsupplementthehumanandculturalknowledgewhenteaching.Thus,studentscanbeguidedtodiscoverandlearncomprehensively.TaketheillustrationsinUnit2WaystogotoschoolPartCstorytimePEPBook7forinstance.ThispartmainlytellsthatAnnieandherparentscometoChinaandtheyexperiencedifferentculturesofcuisineandtrafficrules.Afterlearning,studentscanalsoexperiencethedifferencesthatChineseusechopsticksanddriveontherightsidewhilepeopleinUKdon’tusechopsticksanddriveontheleftside.3.3CoherenceandContextualizationPEPprimaryschoolEnglishtextbookillustrationsarefullofsituationalcoherence.Theprotagonistintheeight-volumetextbookisagroupofpupilsfromdifferentcountrieswhoareatthesimilarageofourschoolstudents.Thetextbooktellsdifferentstoriesaroundthemindifferentsituations.Theillustrationsinthetextbookalsoreflectthecoherenceaccordingtothecontentofthecourse.4.Problemsexistinginteachers’useoftextbookillustrations Intherealteachingsituation,teachersdonothaveadeepunderstandingoftheroleofillustration,whichmayleadtothefollowingproblems.4.1Textbookillustrationsareignored42022年安徽省中小學(xué)教育教學(xué)論文評選Influencedbythetraditionalexamination-orientededucation,teachersoftenpaymoreattentiontoteachthecontentofthetext.Theymainlyfocusonthememorizationofwordsorsentencesandtheroleoftheillustrationswascompletelyignored.Someteachersevenhardlyusethetextbookillustrations.Intherealteachingsituation,manyteachersonlydependontheuseofmultimediaequipmentandsomeothersupportingteachingtools,andignoretheuseoftextbookillustrations.4.2ThemethodofusingtextbookillustrationsisverysimpleTeachersdonotmakefulluseandexplorationoftheillustrations,whenateacherexplainsanillustration,hesimplyreferstoit,orpaysattentiontotheexplanationofthewordsandexamplesintheillustrations,thusignoringtheenvironmentinthepicture.So,thegoalofimprovingtheteachingeffectbywayofthetextbookillustrationscannotbeachieved.4.3ThetextbookillustrationscannotbeusedflexiblyAlthoughsometeachershaverealizedtheimportanceofusingillustrationsandhavenoteditintheclass,andpayattentiontotheexplanationofthecontentoftheillustrations,however,becauseofapoorunderstandingofthekeyinformationintheillustrations,theymayoverlooktherelationshipbetweentheillustrationsandthetext.Theteacherdidnotaskthehypotheticalquestionabouttheillustrationofthedialoguelink,anddidnotfullyunderstandthelanguageinformationhiddeninthepicture,whichcausetheteachernottobeabletogiveagoodapplicationoftheillustrationscombinedwiththeteachingcontent.5.Strategiesofusingtextbookillustrationstocultivatestudents’thinkingtraitsEnglishteachersshould,inthelightofactualteachingneeds,creativelyuseteachingmaterials,interpretthemeaningofillustrationsreasonably,probeintotheconnotationofillustrationsdeeply,andpermeatethestrategiesofreadingillustrationssoastopromotestudents’thinkingtraits.Theimprovementofthinkingtraitshelpsstudentstodiscover,analyzeandsolveproblems.Thus,studentscangraduallydeveloplogicalthinking,dialectical52022年安徽省中小學(xué)教育教學(xué)論文評選thinkingandinnovativethinking,sothattheirthinkingcanreflectthecharacteristicofagility,flexibility,creativity,criticismanddepth.5.1Tocultivatestudents’flexibilityofthinkingbasedonillustrationsIntheactualclassroomteaching,teachersshouldbaseonthelearningsituation,guidethestudentstotransfertheexistingknowledge,realizetheinternalizationofnewknowledgethroughobservation,predictionandcomparisontocultivatetheflexibilityofstudents’thinking.5.1.1Toimprovestudents’abilityofpredictionbyguessingillustrations

EnglishCurriculumStandards(2022)pointsoutthatthefirstlevelobjectiveofthinkingtraitsgradingstandardneedstobeabletopredictthetextbywayofpictures,discourseandpersonalexperience.TaketheillustrationsinUnit4Whatcanyoudo?StorytimePEPBook5forexample.Teachingclip1T:Boysandgirls,lookatthepictures,whoaretheyinthepictures?Ss:ARatandasnake.T:Good!So,canyouguesswhataretheydoing?S1:Theyaresinging.S2:Theyaredancing.62022年安徽省中小學(xué)教育教學(xué)論文評選S3:Theyareplayinggames.S4:Thesnakeiseatingtherat.T:Iadmireyourideas.Soaccordingtothepictures,differentstudentsgavedifferentanswersaboutwhatthesnakeandtheratweredoing.Student1foundmusicalsymbolsinthepicture3,sohethoughttheyweresinging;student2foundtheyhadsomephysicalactionsinthepictures,sohethoughttheyweredancing;student3thoughtmanyinterestingthingshappenedinsixpictures,soshethoughtmaybetheywerejustplayinggameswitheachother.Student4foundthesnakewasrollingtheratinitsbody,soshethoughtthesnakewaseatingtherat.Andduringtheprocess,students’abilityofpredictioncanbecultivated.Afterthepredictionaboutthepictures,studentswillbemoreinterestedinlearningthestory.5.1.2Toimprovestudents’abilityofobservationbyobservingillustrations

EnglishCurriculumStandards(2022)pointsoutthatstudentscangetsomeinformationandunderstandthefeaturesofdifferentthingstoassisttheunderstandingofthemeaningofthetextbyobservingthepictures.Intheprocessoflearningnewknowledge,thefirstthingthatattractsstudentsisthepicture.WestilltaketheillustrationinUnit4Whatcanyoudo?StorytimePEPBook5forexample.Teachingclip2T:Boysandgirls,canyoutellmethesnakeishappyornothappyatlast?Ss:Nothappy.T:Why?Ss:FireT:Youareclever.Becausewecanseefireonitshead,weguessit’snothappy.72022年安徽省中小學(xué)教育教學(xué)論文評選Whatabouttherat?Itishappyornothappy?Ss:Happy!T:Why?Ss:Itswimsaway.T:Excellent!Theratswimsintotheriverusingitswit,andthesnakecan’teatit.Soweguessit’smustbeveryhappy.Bywayofobservingthepicture,moststudentscanfeeltheemotionsofcharactersintheend.AndthiscanbeverifiedbythetexttheRatsaid“Ha-ha!Sillysnake!NowIcanswimaway.Bye!”Duringthisprocess,students’abilityofobservationcanbecultivated.5.1.3Toimprovestudents’abilityofcomparisonbyappreciatingillustrations

EnglishCurriculumStandards(2022)pointsoutthatstudentscanclassifyandcomparetheinformationfromthetext.What’smore,studentscanmakecomparisonsofthedifferenceandsimilaritiesaboutthecharacters,actions,thingsandviewsinthetext.Studentsnotonlyhavetopayattentiontothesinglepicture,butalsotocombinemultiplepicturestogetherforcomparison,miningmorehiddeninformation.TaketheillustrationsinUnit6WorkQuietlyPartBreadandwritePEPBook6forexample.Teachingclip3 T:Boysandgirls,whatisRobindoing?Ss:Heistalkingwithmanyrobots.82022年安徽省中小學(xué)教育教學(xué)論文評選T:Howmanykindsofrobotscanyousee?Ss:Six.T:Great!Wheredoestherobotinpicture1and2comefrom?S1:Sorry,Idon’tknow.T:Don’tbesad,Iwilltellyou.TherobotisdrawingpicturesofmapleleavesandweknowCanadaisacountryofmapleleaf.So,therobotisfromCanada.Whatabouttherobotinpicture3?S2:Japan.Theyaremakingsushi.T:Clever!WeknowSushiisarepresentativeJapanesefood.Andwhatabouttherobot inpicture4?S3:Spain.T:Yeah!Spainisaguitarland,sotherobotisplayingtheguitar.Howabouttherobot inpicture5?Ss:China!Therobotisdoingkungfu.T:YouknowChinesekungfuisatraditionalculture.Doyoulikeit?Ss:Yes.T:Wonderful!Andwhatabouttherobotinlastpicture?S4:TheUSA.T:Excellent!WecanseetheAmericannationalflagsymbolonitstie.AndtherobotiswearingacowboyhatandwecanconnectitwiththeAmericanwesterncowboyculture.TheillustrationstellRobin’sconversationwithrobotsfromdifferentcountries,butthat’sjustthesurfaceoftheillustration.Afterteaching,studentscanseethedifferencesincostumecultureandrepresentationofartineachcountry,theteachercanguidethestudentstoexpressitintheprocessofteaching.Atthesametime,wecanassociatethedifferentcultureswithitsmoderntechnologyandthespreadofrobots.Bycomparison,studentscanunderstandrobotsindifferentcountriescandodifferentthings.So,theyhavedifferentfeaturesandtheyrepresentdifferentkindsofcultures!5.2Tocultivatestudents’depthofthinkingbasedonillustrations92022年安徽省中小學(xué)教育教學(xué)論文評選EnglishCurriculumStandards(2022)pointsoutstudentscanidentify,distillandgeneralizethekeyinformation,maincontentandthememeaningofthetext.Besidesstudentscanmaketheirownunderstandingandjudgmentonthethememeaningofthetext.5.2.1Toimprovestudents’abilityofreasoningbyfindingimplicitinformation

Thecultivationofreasoningisalsocrucialinstudents’learning,inparticular,theirthinkingisatthestageoftransitionfromconcretethinkingtoabstractthinking.TaketheillustrationsinUnit2Whattimeisit?PartBlet’stalkPEPBook4forinstance.Teachingclip4T:Boysandgirls,whatclassdotheyhave?Ss:Englishclass.T:Mikesays“Iamready.”,soishereadyforEnglishclass?S1:Yes,heisreadyforEnglishclass.S2:No,heisn’t.T:Whydoyouthinkso?S2:Heislateforclass.HeisstillstandingandhisEnglishbookisinhisschoolbag.T:Yougotit.Fromthepicture,wecanseeheisthelastonetoentertheclassroom, andheisstillstandingbesidehisdesk.HisEnglishbookisstillinhisschoolbag, soheisnotreadyforEnglishclass.Boysandgirls,canwelearnfromMike?Ss:No,wecan’t.102022年安徽省中小學(xué)教育教學(xué)論文評選T:Great!Weshouldnotbelateforschoolandweshouldmakegoodpreparationsforclass.Thestudentswhogavethefirstanswerdidnotconnectthetexttothepictureandthinklogically.Theyreliedonlyontheintuitiveinformationgivenbythetextanddidnotusetheirlogicalreasoningskillstointerpretthetext,whilethestudentswhogavethesecondanswerrelatedthetexttothepictureandfoundtheunderlyinginformationofthetext.Teacherscangivemoraleducationwhileencouragingstudentstomakelogicalreasoningbasedonthefacts.Thereisacertainlogicalconnectionbetweenteachingblocksintextbooks,andtofindsuchlogicalconnection,itisnecessarytocomprehensivelyanalyzetherelationshipbetweentheillustrationsinthetwomodules.TaketheillustrationsinUnit2Whattimeisit?PartBlet’slearnPEPBook4forinstance.Teachingclip5T:Boysandgirls,whendoesMikegetupinthemorning?Ss:At6:25.T:DoyourememberwhendoesMikegetupinlet’stalk?Ss:At6:30.T:Verygood!Whydoeshegetupearlier?Ss:Becausehewaslateforclass.T:Wonderful!Ithinkifyouareoftenlateforschool,youshouldgotobedearlyandgetupearly.InpartBlet’stalk,Mikewaslateforclass.AndinpartBlet’slearn,weobservethathegetsup5minutesearlierthanbefore.Therewassomeadjustmentinhistimeofgettingup.So,intheprocessofteaching,moststudentshaverealizedthelogicalconnection112022年安徽省中小學(xué)教育教學(xué)論文評選betweentwoparts.Students’abilityofreasoningiscultivatedduringthewholeteachingprocess.5.2.2Toimprovestudents’abilityofgeneralizationbycollectingtheinformation

Theabilityofgeneralizationisakindofabstractthinkingabilityintheprocessofinduction,conclusionandsynthesis,whichalsoplaysanimportantroleintheprocessofstudents’learning.Intheexampleof5.2.1,weconcludethatstudentsshouldgetupearlyandgotobedearly,andthentheycangotoschoolontimeandstudywell.Hereisanotherexample.TaketheillustrationsinUnit2MyweekStorytimePEPBook5forexample.Teachingclip6 T:WhatdoesZoomneed?S1:Notebooks,pencils,arulerandaboxofcrayons

S2:Andanewfootball!T:DoesZoomneedanewfootball?S3:Yes,hehasPEonFridaysandhecanplaywithitontheweekend.S4:No,hejustwantsanewfootball.T:CanZoombuythenewfootball?Why?Ss:No,theydon’thaveenoughmoney.122022年安徽省中小學(xué)教育教學(xué)論文評選T:Good!Whenweareshopping,shouldwebuywhatweneedfirstlyorwhatwewantfirstly?Ss:Buywhatweneedfirstly.T:Good.ifwehaveenoughmoney,thenwecanbuywhat?Ss:Buywhatwewant.T:Excellent!weshouldbuywhatweneedfirstly,andifwehaveenoughmoney,thenwecanbuywhatwewant.Ofcourse,sometimes,evenifwehaveenoughmoney,westillwon’tbuywhatwewant,that’sdependsonourconceptofconsumption.Studentsareguidedtorealizethedifferencebetween“Ineed”and“Iwant”.“Ineed”means“需要”,whichemphasizestheobjectiveactwhile“Iwant”means“想要”thatstressessubjectivewill.Andthenstudentsarealsoguidedtomakeaconclusionthatwhenweareshopping,weshouldbuywhatweneedfirstly,andifwehaveenoughmoney,thenwecanbuywhatwewant.Ofcourse,sometimes,evenifwehaveenoughmoney,westillwon’tbuywhatwewant,that’sdependsonourconceptofconsumption.Herestudentsareguidedtosetupcorrectconceptofconsumption,andtheirabilityofgeneralizationiscultivated.5.3Tocultivatestudents’creativityofthinkingbasedonillustrationsTeachersshouldencouragestudentstocreateandprovidestudentswithabroaderspaceforthinkingandindependentdevelopment.Teachersshouldfullyexplorethehiddencontentsbehindtheillustrationsandtexts,andcultivatestudents’innovativethinkingthroughproperconnection,explorationandcreation.5.3.1Todevelopstudents’abilityofimaginationbyextendingtheillustrations

Primaryschoolstudentshavearichimagination,soteachersshouldnotcurbtheirimaginationbuttousetheirimaginationtoreachabetterteachingeffect.TaketheillustrationinUnit6InanatureparkPartBlet’stalkPEPBook5forinstance.PartBtalksaboutthetopicofnatureparklikepartA.Theillustrationforthislessonshowsonlyonecornerofthepark.Therefore,teacherwillstimulatethestudentstothinkwhatisthewholepictureofthepark.132022年安徽省中小學(xué)教育教學(xué)論文評選Teachingclip7T:Boysandgirls,thisisonlyacornerofthenaturepark,doyouwanttoknowthewhole pictureofthepark?Ss:Yes.T:OK.Nowuseyourimaginationtoextendtheillustrationwiththehelpofsentence patterns“Arethere…?”and“Isthere…?”inpairs.S1:Arethereanytreesinthenaturepark?S2:Yes,thereare.S3:Arethereanylakesinthenaturepark?S4:Yes,thereare.S5:Arethereanyhillsinthenaturepark?S6:Yes,thereare.S7:Isthereariverinthenaturepark?S8:Yes,thereis.S9:Isthereabridgeinthenaturepark?S10:Yes,thereis.T:WOW!Iadmireyourideas!Nowlet’strytodrawthewholepictureofthenature park. Thefollowingtwopicturesaredrawntogetherbythe10studentsabove.Theyusetheirimaginationtoextendthetextbookillustrations.142022年安徽省中小學(xué)教育教學(xué)論文評選Afterthepairwork,studentsareguidedtodrawthewholepictureofthenatureparktoextendtextbookillustration.Duringthisprocess,teachermakesuseofthesinglenessofinformationbroughtbyillustrationstoguidestudentstoextendthesituation,opentheirmindsandaddlanguagematerials.Studentshaveastrongdesiretoexpressthemselvesandtheirimaginationiscultivatedanddeveloped.Theillustrationbecomesthecatalystthatstimulatesstudents’theimagination.5.3.2Todevelopstudents’abilityofinnovationbyrecreatingtheillustrations

IntherealEnglishclassroomteaching,teachersshouldtrytheirbesttoprovideconditionsforthedevelopmentofchildren’sinnovation,bywayofsupplementarydrawings,re-creationofillustrationsandsoon.EnglishCurriculumStandards(2022)pointsoutstudentscanmakeasimplecontinuationoradaptationofthetext.TaketheillustrationsinUnit6ShoppingPartBlet’stalkPEPBook4forinstance.Thetopicofthisunitisaboutshopping.Intheconversation,Sarahchoosesabeautifulskirt,butsheisrejectedbyhermotherbecausethepriceistoohigh.Theshortskirtcosts$89,whichisabout610yuan.152022年安徽省中小學(xué)教育教學(xué)論文評選StudentsexclaimeditwastooexpensiveandtheyareguidedtoreadthepicturesandobservethatSarahisdisappointedandfrustrated.Teachingclip8T:Boysandgirls,isSarahhappy?Ss:No,sheisn’t.T:Why?Ss:Theskirtistooexpensive.T:Yeah,theshirtistooexpensiveandhermotherwon’tbuyit.ButSarahlikesthe skirt,sowhatcantheydo?Canyouhelpthem?S1:Theycanbuyacheapdress.S2:Theycanbuyapairofcheappants.T:Goodideas!Boysandgirls,nowworkingroupsandtrytomakenewdialogues. Thefollowingtwopicturesaredrawntogetherby2groups.Theyusetheirinnovationtorecreatethetextbookillustrations.Group1Mum:Sarah,howdoyoulikethisdress?Sarah:Wow,it’snice.Saleswoman:CanIhelpyou?Mum:Yes,howmuchisthisdress?Saleswoman:It’s$24.Mum:Oh,that’scheap.Doyoulikeit,Sarah?Sarah:Yes,Ilikeit,mum.Mum:OK!Let’stakeit.162022年安徽省中小學(xué)教育教學(xué)論文評選Group2Mum:Howdoyoulikethesepants,Sarah?Sarah:Theyarepretty.Saleswoman:CanIhelpyou?Mum:Yes.Howmucharethesepants?Saleswoman:They’re$19.Mum:Theyareverycheap.Sarah:Ilikethem,mum.Mum:OK!Let’sbuythem.Inthisconversation,Sarah’sloveofclothesconflictedwithhermother’sdisapprovalof172022年安徽省中小學(xué)教育教學(xué)論文評選theprice.Theteacherdesignedanactivitywhichpointstoenhancestudents’abilitytosolvethequestion.Studentsdiscussedtofindthebestsolution,andfinallycreatedSarah’sfavoriteclothes,andmarkedthepricemomcanaccept.Suchopen-endedactivitiesexpandthelanguageuseandrealizedtheprocessofinputtooutput.Besides,students’innovativethinkingisdeveloped.5.4Tocultivatestudents’criticismofthinkingbasedonillustrationsTeachersshouldcultivatestudents’criticalthinkingabilityintoteachingpractice,stimulatestudents’mufti-dimensionalthinkingthroughquestions,andencouragestudentstoputforwardtheirownuniqueviews(GaoYiming,2018).EnglishCurriculumStandards(2022)pointsoutstudentscanexpressviewsontheauthor’sviewsorintentions,givereasons,andexchangeviews.Besides,theyshouldhaveproblemawarenessandthinkindependently.5.4.1Todevelopstudents’abilityofjudgementbyanalyzingtheillustrations

Manyteachersmayignorethecultivationofstudents’abilityofindependentjudgementandevendirectlymakejudgementforthem.Theimplementationofliberaleducationshouldcultivatestudents’abilityofindependentjudgement.TaketheillustrationsinUnit2MyweekPartBReadandwriteforexample.Thetopicsofthisunitarerelatedtotheschoolcurriculumandweekendactivities.ThissectionrepresentsthecoresentencepatternsinadialoguebetweenWuYifanandRobin:Whatdoyouoftendoontheweekend?Doyouoftenplaysports?Teachingclip10T:Boysandgirls,whydoesWuYifanlooktired?182022年安徽省中小學(xué)教育教學(xué)論文評選S1:HehasPEonFridays.S2:Hedoesn’toftenplaysports.S3:HeoftenwatchesTVontheweekend.T:Great!So,whatshouldWuYifando?S4:Heshouldplaysports.T:Good!Robinmakesanewscheduleforhimandhowdoyoulikethisschedule?Ifyou wereWuYifan,canyouaccepttheschedule?S5:Verygood!WuYifancanplaysportseverydayandbecomestrong.S6:No!Idon’tthinkso!Ifheplayssportseveryday,hewillbemoretired!T:Clever!CanyouguessdoesWuYifanlikesports?Ss:No,hedoesn’t.T:Iagreewithyou.Hedoesn’tlikesports,ifheplayssportseveryday,hewillbemore tiredandmaybeheevendoesn’twanttoplaysports,right?Ss:Yes!T:DoesRobinaskWuYifan’sadvicebeforemakingthisnewschedule?Ss:No!T:Robinisveryfriendly,butmaybethisscheduleisnotsuitableforWuYifan.Now,boysandgirlscanyoutrytomakeanewscheduleforhim?Nowworkingroupstomakeanewschedule.Ready?Go!Herearetwonewschedulesmadebygroup1andgroup2.Group1Group2192022年安徽省中小學(xué)教育教學(xué)論文評選Inthislesson,teachermadeaseriesofquestionsandpromotedstudentstothinkdeeplyandanalyzeRobin’sadvice.StudentsgavetheirownjudgementaboutRobin’snewscheduleandtriedtomakeanothernewscheduleforWuYifan.Fromthenewschedulesmadeby2groups,wecanseethatstudentsdesignmanyactivitiesforWuYifan,butthesearenotonlysports,therearesomeotherent