East Guangdong province selected top teachers to provide instructional support in rural schools in northern Guangdong. Two English teachers from Dongguan, Chen Fenkui and Deng Ningxia, taught at Chengnan Primary School in Qijiang District of Shaoguan City. Chen taught a lesson on travel using Google Earth and focused on grammar structures. Deng gave a lecture on creating a fun and effective English classroom using multiple intelligences theory and meaningful assessment. Both teachers received positive feedback from the over 200 local English teachers in attendance.

1. ——东莞市特级英语教师送课韶关市曲江区
——东莞市特级英语教师送课韶关市曲江区城南小学
东莞市特级英语教师送课韶关市曲江
2011 年 5 月 11 日至 12 日，广东省教育厅教研室选拔了 23 位中小学特级教师
到粤北地区开展教学行动支援活动。其中，省级小学英语、初中数学和高中英语特级
教师送课到韶关市曲江区有关的中小学，小学英语派遣了东莞市师范附属小学特级英
语教师陈凤葵老师和东莞市教育局教研室邓宁霞老师到我市曲江区城南小学进行教学
行动支援活动，活动内容包括有特级教师现场课例观摩、专家学术专题讲座。
陈凤葵老师所送的现场课例是 PEP 六年级下册 Recycle One 英语教学话题涉及旅
游有关的内容 My Holiday，邓宁霞老师所选的讲座专题为《创设快乐而有效的英语课
堂（Fun and Effective Classroom），均受到本市 200 多名小学英语教师的欢迎。
》
陈老师的课例设计以谷歌地球
（Google Earth）网络软件作为课
堂导入开展师生之间的互动沟通，
为旅游话题做好铺垫；接着在呈现
相关主题(My Holiday)目标语言的
读写文本之前给出了一些动词核心
短语，为文本阅读深入剖析语法结
构（一般现在时和一般过去式）和
学生语言输出积极做准备。师生在
课堂互动中建构（旅游）话题的语
言结构：
1）Where to go？ 2）What to do？
3）How to go？ 4）When to go？
陈凤葵名师工作室 http://www.ms0769.com/group.asp?gid=47
邓宁霞老师在陈凤葵老师的现场英语
课例展示结束时，稍作简要地回顾之后解
答了韶关英语教师提出的问题。给韶关市
的小学英语教师介绍了她近期为“国培计
划”所设计的英语教学专题讲座。从快乐
和有效两方面，用多元智能理论解读了她
对快乐和有效的英语课堂策略的理解，以
及通过大量案例剖析阐述如何实施有意义
的加分评价等内容。
邓老师博客 http://blog.sina.com.cn/tdnx 讲座内容 http://blog.sina.com.cn/s/blog_5f1cdbc60100sfdl.html

2. 陈凤葵老师将本课设计为任务型（task-based）语言教学，通过学生小组用英语谈论旅游计
划，再到读写结合填写英语明信片。英文明信片的具体内容从回顾过去到过哪里，展望将来又打
算去哪里。透过旅游地点名胜照片和教师的英文地址，给学生英语任务型作品注入了真实性的内
容。此外，教师在课堂上对 Postcard 作品读写的示范和展示，给学生课后的作业做了有效的引导。
陈老师的英语展示课突显了以下几点大胆的尝试：
1）借班上课大胆使用创新的教学工具谷歌网络软件进行英语教学；
2）面对山区农村小学生善于观察和主动激发学生课堂学习参与性；
3) 深入剖析目标语言阅读文本材料的同时积极拓展英语文化意识；
4）英语课堂中师生互动积极建构任务型旅游活动话题的语言结构；
5）英语课堂教学目标语言能从听说建构到读写建构相结合较完整。
小学英语名师课堂目标语言建构的互动掠影（
小学英语名师课堂目标语言建构的互动掠影（一）
掠影

3. 小学英语名师课堂目标语言建构的互动掠影（
小学英语名师课堂目标语言建构的互动掠影（二）
名师课堂目标语言建构 掠影
2011 年 5 月 12 日韶关市曲江区城南小学

4. 小学英语名师课堂目标语言建构的互动掠影（
小学英语名师课堂目标语言建构的互动掠影（三）
名师课堂目标语言建构 掠影
2011 年 5 月 12 日韶关市曲江区城南小学

5. 小学英语名师课堂目标语言建构的互动掠影（
小学英语名师课堂目标语言建构的互动掠影（四）
名师课堂目标语言建构 掠影
2011 年 5 月 12 日韶关市曲江区城南小学

6. 小学英语名师课堂目标语言建构的互动掠影（
小学英语名师课堂目标语言建构的互动掠影（五）
名师课堂目标语言建构 掠影
2011 年 5 月 12 日韶关市曲江区城南小学

7. 小学英语名师课堂目标语言建构的互动掠影（
小学英语名师课堂目标语言建构的互动掠影（六）
名师课堂目标语言建构 掠影
2011 年 5 月 12 日韶关市曲江区城南小学

8. 国际上行动支援活动相关文献：
国际上行动支援活动相关文献
行动支援活动相关文献
支援行动计划是团队协作活动的常规策略
What should we do (or not do) to
be successful in this scenario?
Having worked your way
through the other steps it
should now be possible to
establish an action plan in
order to move forward. The
action plan will be defined
based on the test results,
the internal ambitions of the
organisation, as well as the strengths and weaknesses that have been
identified.
Typically, your scenario planning activity fits neatly in the overlap
between organisational strategy, environmental analysis (your
PESTLE) and more definite elements of forecasting (such as planned
student numbers or likely grant allocations), although there may be
less obvious connection with these if using the technique for a more
localised issue or project.
If you have undertaken Scenario Planning as a strategic tool, you can
therefore use your resultant action plan as a mechanism to influence
your operation towards achieving your strategy - this is an area that
JISC infoNet will be addressing over the coming months; more about
this in the 'Moving Forward' section.

9. The 7S approach suggests there are seven aspects of an organisation
that need to harmonise with each other, to point in the same direction
like the needles of seven compasses. If each aspect supports the
others then the organisation can be said to be 'organised'. As each of
these aspects can be titled with a word beginning with S this list or
web has become known as the 7S Model (Waterman, R. H. Peters, T.
J. and Philips, J. R. (1980) Structure is not organisation. Business
Horizons. June. Foundation for the School of Business, Indiana
University.)
The constituent parts of the 7S Model are:
Strategy: plan or course of action leading to the allocation of an
organisation's finite resources to reach identified goals.
Structure: salient features of the organisational chart (e.g. degree of
hierarchy, extent of centralisation/decentralisation) and
interconnections within the organisation.
Systems: procedures and routine processes, including how
information moves around the organisation.
Staff: personnel categories within the organisation, e.g. academics,
administrators, technicians.
Style: characterisation of how key managers behave in order to
achieve the organisation's goals.

10. Shared values: the significant meanings or guiding concepts that an
organisation imbues in its members.
Skills: distinctive capabilities of key personnel and the organisation
as a whole.
The 7S Model can be used in two main ways.
Firstly, the strengths and weaknesses of an organisation can be
identified by considering the links between each of the Ss. None of the
S components is a strength or a weakness in its own right; it is only its
degree of support, or otherwise, for the other Ss which is relevant.
Any Ss which harmonise with all the other Ss can be thought of as
strengths, any dissonances as weaknesses.
The image below can be used to undertake this cross-analysis. In
each box the action that needs to be taken to align the two elements
is recorded. Click on the image to view the 7S Model template.
Secondly, the model highlights how a change made in any one of the
Ss will have an impact on all of the others. Thus if a planned change is
to be effective, then changes in one S must be accompanied by
complementary changes in the others.
Reference:
http://www.jiscinfonet.ac.uk/tools/scenario-planning/action-plan
http://blog.sina.com.cn/s/blog_5f1cdbc60100sfdl.html
http://blog.sina.com.cn/peers4coaching
编辑：广东省韶关市教育局教研室 吴秉健 Edited by John Wu , May, 2011.