英文教科学的第一天

[小鼠]

实在是辛苦，三年级科学有些地方实在分得太细了。我发现有几个问题，我感到很混淆的：

1）蜗牛有尾巴吗？

2）企鹅有翅膀吗?

3) 在英文教学里，fur and hair 怎样分别？

[yufan]

Checklist for Evaluating and Creating ELT Materials

By Dorothy E. Zemach

• The language used should be correct.
• The language used should be up-to-date.
• Vocabulary should occur in lexical sets (logical group).
• Vocabulary should be high-frequency or clearly useful.
• Sentences should not appear out of context, but rather should occur in contextualized dialogues or monologues.
• The dialogues should make sense.
• Artwork should help set the context.
• Dialogues and monologues should sound realistic and natural.
• Vocabulary should be at the correct level; that is, neither too high nor too low to fit in with the grammatical level of the rest of the materials.
• If characters are used, they should remember who they are.
• However, characters should not know they are in the book.
• Drills should allow for substitutions.
• Substitutions should be sensible: i.e., enough (but not too many) choices are presented, and choices are those most commonly used.
• If one answer is expected, it should be possible for students to figure out what it is.
• The cultural beliefs inherent in the language presented should not offend my students – or me.
• The materials should not need an in-depth treatment.
• The sequencing of materials should make sense.