国家地理Our World 2 第二版原版教材starter+Level 1-Level 6电子资料

Our World,Second Edition, a seven-level primary series for young learners of English from National Geographic Learning,
《我们的世界》，第二版，为来自国家地理信息中心的少儿英语学习者准备的七级初级系列，
uses real-world content, stunning photographs and video from National Geographic,
使用真实世界的内容，惊人的照片和视频从国家地理，
and a variety ofinteractive digital resources to fully engage and motivate students as they learn about the world in English.
以及各种互动的数字资源，以充分参与和激励学生，因为他们学习英语世界。
Young learners will be captivated by the beautiful photography and high-interest content relevant to their world as they learn about people and places from across the globe.
当学习者了解世界各地的人和地方时，他们将被美丽的摄影和与他们的世界相关的高兴趣内容所吸引。

Young learners will achieve more through collaboration,extensive critical thinking and visual literacy work,
通过合作、广泛的批判性思维和视觉素养工作，少儿学生将获得更多的成就，
and activities that inspire meaningful thinking and sharing.
以及激发有意义的思考和分享的活动。
Our Worldtruly brings the world into the classroom and improves learning outcomes,
我们的世界真正将世界带入课堂，提高学习成果，
motivating learners to use English to show the world what they can do—and achieve more.
激励学习者用英语向世界展示他们能做什么，取得更多成就。
The Unit Openeruses high-interest photographs to engage students
本单元的开篇设计了有趣的摄影作品来吸引学生
, present the unit theme, and provide opportunities for speaking and discussion.
，提出单元主题，并提供演讲和讨论的机会。
Image captions help students and teachers understand the image and make connections with the unit theme.
图片说明帮助学生和老师理解图片并与单元主题建立联系。
Units feature high-interest cross-curricular topics,
单元的特点是跨课程的高兴趣，
which arewoven throughout the unit,
整个单位都是编织的，
from the opening photo to the unit Reading.
从开场照到单元朗读。

STUDENT’S BOOK WALK-THROUGH
学生读物详解
Language in Use models provide
使用中的语言模型提供
students with contexts for practicing
有情境练习的学生
the vocabulary in sentences and short dialogues.
句子和简短对话中的词汇。
Concepts
概念
such as colors,numbers, and shapes
例如颜色、数字和形状
are introduced visually, and reinforced through
从视觉上介绍，并通过
listening and speaking activities.
听说活动。
Animated mascots present the
动画吉祥物呈现
Language in Use
使用中的语言
model.Contents,such as colors, numbers, and shapes
模型。内容，例如颜色、数字和形状
are presented in fun, engaging video segments.
以有趣、引人入胜的视频片段呈现。

The Our World Starter Workbook contains activities that
我们的世界入门手册包含
reinforce and consolidate
加强和巩固
the Student’s Book
学生用书
instruction. Practice includes listening, speaking, and writing. The workbook includes:
说明。练习包括听、说、写。工作手册包括：
• 4 pages of skills practice and activities, as well
•4页的技能练习和活动，以及
as an additional verse for each chant
作为每首圣歌的附加诗句
• Review sections
•审查部分
• English pronunciation practice through The
•英语发音练习
Sounds of English activities
英语活动之声
• audio for all listening comprehension,
•所有听力理解的音频，
speaking, and Review sections, available
演讲和复习部分
• 16 pages of writing practice
•16页的写作练习
READING
阅读
Listen and read.
听和读。
high-frequency words.
高频词。
Our World Phonics introduces young learners to the
我们的世界语音介绍给年轻的学习者
sounds and letters of English
英语的音和字母
and helps them learn and practice sound/spelling relationships in order to develop their listening, speaking, reading, and writing skills.
并帮助他们学习和练习发音/拼写关系，以发展他们的听、说、读和写技能。
• Our World Phonics 1
•我们的世界语音1
introduces single-letter sounds, including consonants and short vowels
介绍单字母发音，包括辅音和短元音

PROFESSIONAL DEVELOPMENT
专业发展
The
这个
Our World
我们的世界
Professional Development
专业发展
website helps you
网站帮助您
improve classroom practice
改进课堂实践
and get the
去拿那个
most out of your young learners with resources available online.
大多数来自你的少儿学习者的在线资源。
Routines
日常工作
A series of three-step teaching routines
一系列三步教学程序
offer teachers a streamlined approach to
为教师提供简化的教学方法
lesson planning. The routines can be used
课程规划。可以使用这些例程
for any major lesson type and will help
对于任何主要的课程类型都有帮助
teachers execute successful lessons.
教师成功地完成了课程。
The three-step teaching routines and all
三步教学法
other Professional Development materials
其他专业发展资料
are available at:
OUR WORLD
我们的世界
PHILOSOPHY:
理念：
KEY CONCEPTS
关键概念
The
这个
Our World
我们的世界
series reflects key concepts and
系列反映了关键概念和
principles of English language teaching and learning.
英语教学原则。
• Students learn through a process of constructing
•学生通过构建
meaning. They are active learners who work to
意思。他们是积极的学习者
make sense of their world through interaction in
通过互动了解他们的世界
personal, social, and academic contexts.
个人、社会和学术背景。
• Activities designed for Young Learners
•为少儿学生设计的活动
should provide multiple opportunities for the
应为
understanding and construction of meaning at a
意义的理解与建构
level appropriate to the emotional and intellectual
适合情绪和智力的水平
stages of their development.
它们的发展阶段。
• Students learn effectively when they’re challenged
•学生在受到挑战时能够有效地学习
just one step beyond their current stage of
只比他们现在的生活阶段多了一步
cognitive and language development. They
认知和语言发展。他们
most often need support from a knowledgeable
大多数情况下需要知识渊博的人的支持
person at this time to successfully understand
此时的人成功地理解了
and incorporate new information.
并加入新的信息。
• Goal-oriented learning
•目标导向学习
contributes to Young
有助于年轻人
Learners’ success. In addition to the larger goals of
学习者的成功。除了更大的目标
educating students to be responsible global citizens
教育学生成为负责任的全球公民
in the 21st century and to be knowledgeable and
在21世纪，要有知识
caring stewards of our planet, providing explicit
关爱我们的星球，提供明确的
language learning goals helps learners understand
语言学习目标有助于学习者理解
the purpose of the activities they carry out.
他们开展活动的目的。
• Learning about the world through theme-based
•通过主题学习世界
units is an approach that benefi ts Young Learners
单元是一种有利于少儿学习者的方法
because a variety of topics provides a meaningful
因为各种各样的话题提供了一个有意义的
basis for exploration as well as a rich variety of
勘探的基础以及丰富的品种
language learning tasks.
语言学习任务。
• Addressing the needs of the whole child in
•满足儿童的需要
the language class includes paying attention
语言课包括注意
to learning styles, learning strategies, critical
学习风格，学习策略，批判性
thinking skills, 21st-century skills, and universal
思维能力，21世纪的技能，和普适性
cultural values.
文化价值观。
• Authentic assessment of Young Learners
•对少儿学生的真实评估
goes beyond traditional paper-and-pencil tests.
超越了传统的纸笔测验。
In Our World ,multiple opportunities for concept
在我们的世界里，有很多机会
comprehension and performance provide a variety
理解和表现提供了多种
of ways to determine a student’s depth of learning.
确定学生学习深度的方法。

OUR WORLD
我们的世界
CONTENT
内容
Global Citizenship
全球公民
To empower Young Learners for the 21st century,
为21世纪的少儿学生赋权，
teachers of English as a Foreign Language must
作为外语的英语教师必须
understand the global importance of English, as well
了解英语在全球的重要性
as what it means to be a global citizen.
作为一个全球公民意味着什么。
Our World
我们的世界
uses real-world and multicultural content
使用真实世界和多元文化内容
to help Young Learners grow up to become successful
帮助少儿学子成长成才
global citizens. Dramatic photos and content from
全球公民。来自
National Geographic spark curiosity and broaden
《国家地理》激发好奇心，拓宽视野
students’ perspective by exposing them to multiple
通过让学生接触多个
cultures and ideas.
文化和思想。
Home and Cultural Connections
家庭和文化联系
It’s important to encourage Young Learners to
鼓励少儿学习是很重要的
connect to their home cultures while in the English
在英语学习期间与他们的本土文化相联系
language classroom. Making connections to the local
语言教室。与当地政府建立联系
culture helps Young Learners relate personally to
文化有助于少儿学生与
the content and build a stronger understanding of
对内容和建设有更深刻的认识
themselves and their place in the world. In addition,
他们自己和他们在世界上的地位。此外，
learning to express aspects of their own culture
学会表达自己文化的方方面面
in English is another step toward effectively using
英语是有效使用英语的另一个步骤
English as a global language.
英语作为一种全球语言。
Global Values
全球价值观
Each unit in
中的每个单元
Our World Starter
我们的世界首发
Levels 1–6 has a
级别1–6有一个
National Geographic Value or Mission page that
国家地理价值或使命页
connects to the real-world content presented in the
连接到
unit. These pages promote universally recognized
单位。这些网页宣传普遍公认的
values for students, bring real-world content to the
为学生提供价值观，将真实世界的内容带到
classroom, and inspire Young Learners to develop
并启发少儿发展
their curiosity and to value their own cultural
他们的好奇心和对自身文化的重视
traditions as well as those of others.
传统以及其他传统。
CHARACTERISTICS OF
特征
YOUNG LEARNERS
少儿
In general, Young Learners are energetic and
总的来说，少儿学生精力充沛，精力充沛
spontaneous. They don’t like to sit still for long
自发的。他们不喜欢久坐不动
periods of time, and they have relatively short
一段时间，而且时间相对较短
attention spans. They can be easily distracted, but
注意广度。他们很容易分心，但是
are curious and will pay attention if the topic is
很好奇，如果话题是
interesting or if the activity is engaging.
有趣或者如果活动很吸引人。
Although these characteristics can make
尽管这些特点
teaching Young Learners challenging and even
教少儿具有挑战性，甚至
difficult at times, they can also make the Young
有时很难，他们也能使年轻人
Learner classroom joyful and rewarding. By using
学习者的课堂快乐而有收获。通过使用
developmentally appropriate activities that cater
适合发展的活动
to their learning profiles,
为了他们的学习成果，
Our World
我们的世界
keeps Young
保持年轻
Learners active and engaged.
学习者积极参与。
Learning Styles
学习风格
Young Learners tend to process information
年轻的学习者倾向于处理信息
about the world primarily through their senses.
主要通过他们的感官来了解世界。
The principal sensory learning styles are visual,
主要的感官学习方式是视觉，
auditory, tactile, and kinesthetic.
听觉、触觉和动觉。
Visual learners
视觉学习者

notice the details of their surroundings and use color, shape, and position to
注意周围环境的细节，使用颜色、形状和位置
help them learn and remember information. They
帮助他们学习和记忆信息。他们
tend to understand instructions for activities better
倾向于更好地理解活动说明
when they’re shown rather than told what to do.
当他们被展示而不是被告知该做什么的时候。
Visual learners respond well to board work, and
视觉学习者对板书反应良好，并且
to activities involving photos, drawings, flashcards,
包括照片，图画，卡片，
posters, video, arts and crafts, murals, projects,
海报、视频、工艺品、壁画、项目，
puzzles, and board games.
拼图和棋盘游戏。
Auditory learners
听觉型学习者
learn and remember
学习和记忆
information through sound and rhythm. They
通过声音和节奏传递信息。他们
memorize information easily and can repeat back
记忆信息容易，可以重复
the text of stories, role-plays, and song lyrics after
故事、角色扮演和歌词的文本
listening only once or twice. They understand oral
只听一两次。他们懂口语
directions for activities and may be willing to act
活动方向和可能愿意采取的行动
them out or repeat them for other students. They
或者给其他学生重复。他们
do well with listening and pronunciation activities,
做好听力和发音活动，
and enjoy discussions, sound tracks, video and
享受讨论、音轨、视频和音乐
computer games, songs, and chants.
电脑游戏、歌曲和歌曲。
Tactile learners
触觉学习者
use touch and the manipulation
使用触摸和操纵
of objects to help them process and remember
帮助他们处理和记忆
information. They depend on their physical and
信息。他们依靠自己的身体和精神
material surroundings for cues. For example, when
线索的物质环境。例如，当
trying to concentrate, they may flip pencils or
为了集中注意力，他们可能会用铅笔或铅笔
play with their hair. To understand instructions,
玩弄他们的头发。为了理解指令，
they need to see, hear, and physically carry them
他们需要看到，听到，并实际携带它们
out. Tactile learners do well with arts and crafts,
出去。触觉学习者擅长艺术和手工艺，
flashcards, puzzles, board games, and realia.
抽认卡、拼图、棋盘游戏和realia。
Kinesthetic learners
动觉学习者
process and remember
处理并记住
information through physical movement. Like
通过身体运动获得信息。就像
tactile learners, they touch and manipulate objects,
触觉学习者，他们触摸和操纵物体，
and they’re good at working with their hands.
他们擅长用手工作。
They understand directions for activities more
他们更了解活动的方向
easily when they can see, hear, and physically carry
当他们能看到、听到和携带
them out. They need to release tension through
把他们赶走。他们需要通过
movement and will look for ways to do so—going
运动，并将寻找方法来这样做
to the pencil sharpener or trash basket several
到卷笔刀或垃圾桶里
times, for example. Kinesthetic learners do well with
例如，时代。动觉学习者在学习中表现良好
Total Physical Response (TPR) activities, charades,
总物理反应（TPR）活动，猜字游戏，
role-plays, puzzles, and board games.
角色扮演、拼图和棋盘游戏。
SKILLS AND STRATEGIES
技能和策略
Learning Strategies
学习策略

Strategies are generally defined as behaviors that
策略通常被定义为
learners use to understand and complete a task.
学习者用以理解和完成任务。
Instruction in the use of learning strategies can
使用学习策略的指导可以
benefit Young Learners as well as adults. Strategies
既有益于成人，也有益于青年学生。策略
generally fall into three categories: metacognitive,
一般分为三类：元认知，
cognitive, and social-affective.
认知和社会情感。
• Metacognition
•元认知
is “thinking about thinking.” For
是“思考”的意思
Young Learners, this means helping them plan
年轻的学生，这意味着帮助他们计划
before doing a task. They need to think about
在做任务之前。他们需要考虑
the purpose of the task, what information is most
任务的目的，最重要的信息是什么
important, how they will use the information, what
重要的是，他们将如何使用这些信息，什么
the best way to do the task is, and how much they
完成这项任务的最好方法是

understand about the task.
了解任务。
• Cognitive strategies
•认知策略
include accessing prior
包括访问以前的
knowledge about a topic, seeing how new
关于一个话题的知识，看看有多新鲜
information connects to the material the student
信息连接到学生的材料
already knows, identifying where more information
已经知道了，确定哪里有更多的信息
could be accessed, thinking of good ways to
可以访问，想办法

电子资源包含：

Student’s Bookwith Audio CDs 、Audio Scripts、Workbookwith Audio CDs、Grammar Workbook、Answer Keys、Flashcards 、Flashcards Teacher’s Guid、Lesson Planner、Activity Worksheets、Graphic Organizers、Sounds of English Cards and Booklet、Posters、Home-School Connection Letters、Video（视频缺少4 5 6）

悠悠乐英语资源站主要有国家地理英文原版教材，以及英文National Geographic原版练习册，DK原版书籍，以及剑桥牛津的教材和大量英文原版杂志，还有供少儿英文阅读的桥梁书early chapter book，提高少儿英文阅读水平，为您的英语学习服务