Appendices 附录
Appendices 附录
Format of Teaching Design教学设计模板
Analysis of Teaching Contents
1.主题语境；
2.语篇类型；
3.语篇分析。
简要说明课题来源、学习内容、这节课的价值以及学习内容的重要性。
Analysis of Students
1.学生对与本主题相关的背景知识的熟悉程度与准备；
2.学生与本课主题相关的语言和表达能力的准备；
3.学生的学习能力和学习风格等。
Teaching Objectives
该部分基于本课主题,从语言能力、文化意识、思维品质与学习能力四方面对该课题预计要达到的教学目标做出一个整体描述。
Focal Points
该部分基于以上总体教学目标和学生现状,确定哪些是本课最重要的目标,并具体说明如何进行教学活动设计以助力目标的达成。
Difficult Points
该部分基于以上总体教学目标和学生现状,说明在需要达成的目标中,哪些是难点,并具体说明如何突破难点,以及解决问题的措施。
Teaching Procedures
该部分是教学设计方案的关键所在,要说明教学的环节、所需的资源支持、具体的活动及其设计意图以及需要特别说明的教师引导语。
注一:对于新教师,建议使用以下教学步骤,以便更细地思考教学过程。
Stage 1 Getting ready for learning （… mins)
（Purpose: …)
Step 1 Greetings
Step 2 Routine task
Stage 2 Revision （… mins)
（Purpose: …)
Stage 3 Pre-listening （Pre-reading, Pre-writing…) （… mins)
（Purpose: …)
Step 1 Vocabulary presentation and practice
Step 2 Structure presentation and practice （not always)
Step 3 Prediction
Stage 4 While-listening （While-reading, While-writing…) （… mins)
（Purpose: …)
Developing different skills through activities
Stage 5 Post-listening （Post-reading, Post-writing…) （… mins)
（Purpose: …)
Step 1 Oral work
Step 2 Written work
Stage 6 Summing up ＆ Self-assessing （… mins)
（Purpose: …)
Stage 7 Assigning homework （… mins)
（Purpose: …)
Including: Review, Preview, Oral work, Written work
注二:有经验的教师也可以使用表格形式进行教学设计。 以下各步骤不是固定不变的,可以根据教学的实际需要进行增减。
Self -assessment Criteria for Students’Learning
教师创建评价表,这样学生可以用它对自己的学习进行评价。
Blackboard Design
Teaching Reflection
教师们可以从以下角度进行反思,但无须面面俱到:
1.请简述本节课的教学流程。
2.学生本节课的学习是否达到你设定的教学目标? 这节课有哪些问题没有解决? 为什么?
3.列举本节课中最满意的地方。
4.你觉得本节课不足的地方是什么? 如果有机会重新上这节课,你会如何改进?
5.通过课堂观察、学生作业、课后谈话等途径,你觉得学生的学习效果如何? 为什么会有这样的结果?
6.如果有老师或者专家听课,他们对你这节课有什么评价? 对你有何启发?
English Affixes Ranked by Frequency of Occurrence英语常用词缀
Prefixes 前缀
anti- against, opposite to
anti-imperialist 反帝的antiwar 反战的
auto-of oneself, by oneself
autobiography 自传automobile 汽车
bi-two, twice
bicycle 自行车bilingual 双语的
co-together, jointly
co-worker 合作者cooperation 合作
com-together
combine 联合；结合compound 混合；混合物
con-together
concentric 同一中心的contemporary 同时代的
contra- against, opposite to
contradict 反驳 contra-missile 反导弹
counter- against, opposite to
counter-attack 反攻；反击 counter-revolution 反革命
de-1.opposite or negative of
destruction 破坏 defrost 解冻
2.removal of
deforest 砍伐森林 deice 除去……的冰
3.down, away
debus 下汽车 descend 下降
dis-1.negative, reverse or opposite of
disagree 不同意 disappear 消失；不见
2.removal of
disarm 解除武装 discourage 使失去勇气
en-1.put into or on
encage 关入笼中 entrain 上火车
2.make into, cause to be…
enable 使能够 enlarge 使扩大；放大
ex-1.before
ex-wife 前妻 ex-President 前总统
2.outside, get… out of…
exclude 排外；排斥 exit 出口
fore-before, in advance of； in front of
forehead 前额 forefather 前人；祖先
il-not （used before “l” )
illegal 非法的 illiterate 不识字的
im-not （used before “b”, “m”, “p” )
impolite 不礼貌的 impossible 不可能的
in-1.not
incomplete 不完全 的informal 非正式的
2.in, on
indoor 室内的inland 内地的；内陆的
inter-between； mutual
international 国际的 interrelation 相互关系
ir-not （used before “r” )
irregular 不规则的 irrelative 无关系的
kilo-thousand
kilogram 千克 kilometre 千米
mini-of small size, length, etc.
minibus 小型公共汽车 miniskirt 超短裙
mis-bad, wrong, not
misadventure 不幸；灾祸 misunderstand 误解
multi- having many of
multiform 多种形式的 multi-purpose 多种用途的
non-not
nonstop 中途不停的 nonsexual 无性别的
out-to a greater extent, surpassing
outlive 活得比……长 outwear 穿坏；穿破
over-1.above, outside, across
overhead 在头顶上的 overweight 超重的
2.to excess, too much
overuse 使用过度 overwork 过度劳累
3.reverse
overturn 翻转；倾倒 overthrow 推翻
post-after
postpone 推后；延期 postwar 战后的
pre-before
prehistory 史前的 preschool 学龄前的
pro-1.forward, in advance of
progress 进步 prolong 向前延长
2.in favour of, supporting
pro-American 亲美的
semi-half, partially
semicircle 半圆形 semi-conductor 半导体
step-related as a result of one’s parent’s remarrying, not by blood
stepmother 继母 stepfather 继父
sub-1.under, below
submarine 潜艇 subway 地铁
2.lower in rank, inferior
sub-lieutenant 海军中尉 subspecies 亚种
3.form a smaller or a less important part of
subdivide 再分；细分 subtitle 副标题
4.not quite； almost （with adj.)
subnormal 低于正常的 substandard 低于标准的
super- 1.above, over
supermarket 超市 superpower 超级大国
2.to excess, too much
supercharge 过重负载 superheat 过热
trans-1.across, beyond
transcontinental 横贯大陆的 transpacific 横渡太平洋的
2.into another place or state
transform 使变形；改造 transport 运输
tri-three, triple
triangle 三角形 tricolor 三色的
un-1.not
unclear 不清楚的 uncomfortable 不舒服的
2.reverse or opposite of
unchanged 未改变的 unfinished 未完成的
3.remove from or deprive of
unlock 开锁 unearth 发掘；挖出某物
under- 1.below
underground 地下的 underline 在……下画线
2.not enough
underdeveloped 不发达的 underripe 未成熟的
3.lower in rank, inferior
undersecretary 次长；副部长 undergraduate 大学生
vice-next in rank to
vice-chairman 副主席 vice-manager 副经理
Suffixes 后缀
常用名词后缀
-age 1.state or condition of…
bondage 奴役；束缚
2.set or group of…
leafage 叶子 percentage 百分比
3.action or result of…
breakage 损坏 marriage 结婚
4.place where…
orphanage 孤儿院 village 村庄
-al1.person or thing that…
criminal 犯罪分子 signal 信号
2.process or state of…
arrival 到达 survival 幸存
-ance/-ence action or state of…
appearance 出现 confidence 自信
-ancythe same as “-ance”
-antperson or thing that…
accountant 会计 excitant 兴奋剂
-ationthe same as “-ion”
-dom1.condition or state of…
freedom 自由 wisdom 智慧
2.rank or domain of…； group of…
kingdom 王国
-eeperson affected by…
employee 被雇者 absentee 缺席者
-eerperson concerned with…
engineer 工程师 volunteer 志愿者
-er1.person
worker 工人 teacher 教师
2.thing
boiler 锅 silencer 消音器
-ese1.inhabitant or language of…
Chinese 中国人；汉语 Japanese 日本人；日语
2.in the literary style of…
translationese 翻译文体
-essfemale
actress 女演员 lioness 母狮
-hoodstate or condition of…； group of…
childhood 童年 neighbourhood 邻居
-ianspecialist in…
grammarian 语法学家
-ionaction or condition of…
discussion 讨论 election 选举
-ism1.doctrine, system or movement 2.action or phenomena of…
materialism 唯物主义 criticism 批评
Communism 共产主义
-ist1.believer in, practiser of… 2.person concerned with…
imperialist 帝国主义者 artist 艺术家
-itythe same as -ty, added to adjectives to form nouns
quality 品质 reality 现实；真实
-ment1.result or means of…
agreement 同意；协定 movement 运动；移动
2.of government
department 部门
3.thing that…
equipment 装备；设备
-nessquality, state or character of…
darkness 黑暗 kindness 仁慈
-orperson or thing that does
educator 教育家 tractor 拖拉机
-shipstate of being； status； office
friendship 友谊 workmanship 手艺；工艺
-sionthe same as “-ion”
-thaction, quality, state or condition of…
depth 深度 growth 成长；发育
-ureaction, quality, state or condition of…
closure 关闭；结束 pressure 压力
-yaction or process of…
discovery 发现 difficulty 困难
常用形容词后缀
-able having or showing the quality of…
changeable 可变 movable 可移动的
-alof or concerning…
national 国家的；民族的 personal 个人的
-aryconcerned with/of…
customary 习惯的 secondary 第二的；次要的
-edhaving the characteristics of； affected with
kind-hearted 好心的 skilled 熟练的
-enmade of…
golden 金质的 wooden 木制的
-entthe same as “-ant”
-fulfull of； having qualities of； liable to…
hopeful 富有希望的 peaceful 和平的
-iblethe same as “-able”
-icof or concerning…
atomic 原子的 historic 有历史意义的
-ishof the nature of, resembling…
foolish 愚蠢的 womanish 女子气的
-ivehaving a tendency to or the quality of…
descriptive 描述性的 educative 有教育作用的
-lesswithout
homeless 无家可归的 hopeless 无望的
-ly1.having the qualities of…
childly 孩子般天真的 friendly 友好的
2.occurring at intervals of
daily 每日的；日报 hourly 每小时的
-oushaving the qualities or character of…
dangerous 危险的 poisonous 有毒的
-some producing； likely to…
burdensome 沉重的 troublesome 令人烦恼的
-yfull of； having the quality of…
hilly 多小山的 sunny 阳光充足的
常用副词后缀
-lyin the specified manner
happily 快乐地
-ward in the direction of…
backward 朝下 的northward 向北的
-wise in the manner or direction of…
likewise 同样的 otherwise 否则
常用动词后缀
-atefull of or showing a specified quality
operate 开动；运行 separate 分离
-enmake or become
darken 变黑 deepen 加深
-fymake or become
beautify 美化 satisfy 使满足
-isebecome or make like； act or treat with the qualities of
economise 节约；节省 organise 组织
The Positive Degree, the Comparative Degree and the Superlative Degree 形容词、副词的比较级和最高级
原形 比较级 最高级
active more active most active
angry angrier angriest
bad worse worst
beautiful more beautifu lmost beautiful
big bigger biggest
brave braver bravest
brief briefer briefest
bright brighter brightest
broad broader broadest
busy busier busiest
calm calmer calmest
careful more careful most careful
cheap cheaper cheapest
chilly chillier chilliest
clean cleaner cleanest
cleanly cleanlier cleanliest
clear clearer clearest
clever cleverer cleverest
more clever most clever
close closer closest
cloudy cloudier cloudiest
cold colder coldest
comfortable more comfortable most comfortable
common commoner commonest
more common most common
cool cooler coolest
crazy crazier craziest
cruel crueler cruelest
more cruel most cruel
dark darker darkest
deadly deadlier deadliest
deaf deafer deafest
dear dearer dearest
difficult more difficult most difficult
dirty dirtier dirtiest
dizzy dizzier dizziest
dreamy dreamier dreamiest
原形 比较级 最高级
dry drier driest
dull duller dullest
dumpy dumpier dumpiest
dusty dustier dustiest
early earlier earliest
easy easier easiest
empty emptier emptiest
exciting more exciting most exciting
expensive more expensive most expensive
fair fairer fairest
false falser falsest
far farther farthest
further furthest
fast faster fastest
fat fatter fattest
fatty fattier fattiest
few fewer fewest
fierce fiercer fiercest
fine finer finest
firm firmer firmest
fit fitter fittest
flat flatter flattest
foggy foggier foggiest
frank franker frankest
free freer freest
fresh fresher freshest
friendly friendlier friendliest
more friendly most friendly
funny funnier funniest
gentle gentler gentlest
glad gladder gladdest
gloomy gloomier gloomiest
good better best
grand grander grandest
great greater greatest
greedy greedier greediest
green greener greenest
guilty guiltier guiltiest
handsome handsomer handsomest
more handso memost handsome
handy handier handiest
happy happier happiest
hard harder hardest
原形 比较级 最高级
harsh harsher harshest
hasty hastier hastiest
healt hyhealthier healthiest
hearty heartier heartiest
heavy heavier heaviest
high higher highest
hilly hillier hilliest
holy holier holiest
homely homelier homeliest
hot hotter hottest
humble humbler humblest
hungry hungrier hungriest
icy icier iciest
ill worse worst
importantmore i mportant most important
interesting more interesting most interesting
kind kinder kindest
kindly kindlier kindliest
large larger largest
late later latest
lazy lazier laziest
lean leaner leanest
light lighter lightest
like more like most like
likely likelier likeliest
more likely most likely
little less least
lively livelier liveliest
lonely lonelier loneliest
long longer longest
loose looser loosest
loud louder loudest
lovely lovelier loveliest
low lower lowest
lowly lowlier lowliest
lucky luckier luckiest
mad madder maddest
manly manlier manliest
many more most
mellow mellower mellowest
merry merrier merriest
mild milder mildest
milky milkier milkiest
原形 比较级 最高级
modern more modern most modern
much more most
muddy muddier muddiest
narrow narrower narrowest
naughty naughtier naughtiest
near nearer nearest
neat neater neatest
necessary more necessary most necessary
needy needier neediest
new newer newest
nice nicer nicest
noble nobler noblest
noisy noisier noisiest
often oftener oftenest
more often most often
old older oldest
elder eldest
pale paler palest
plain plainer plainest
pleasant pleasanter pleasantest
more pleasant most pleasant
poor poorer poorest
pretty prettier prettiest
pure purer purest
quick quicker quickest
quiet quieter quietest
more quiet most quiet
rainy rainier rainiest
rare rarer rarest
ready readier readiest
red redder reddest
rich richer richest
rude ruder rudest
sad sadder saddest
sandy sandier sandiest
seedy seedier seediest
seemly seemlier seemliest
serious more serious most serious
shady shadier shadiest
shallow shallower shallowest
sharp sharper sharpest
short shorter shortest
shy shyer shyest
原形 比较级 最高级
shier shiest
silky silkier silkiest
silly sillier silliest
simple simpler simplest
sleepy sleepier sleepiest
slender slenderer slenderest
slight slighter slightest
slow slower slowest
small smaller smallest
smart smarter smartest
smooth smoother smoothest
snowy snowier snowiest
soft softer softest
solid solider solidest
sound sounder soundest
stately statelier stateliest
steady steadier steadiest
stiff stiffer stiffest
stormy stormier stormiest
strange stranger strangest
strict stricter strictest
stupid stupider stupidest
more stupid most stupid
sunny sunnier sunniest
sure surer surest
surly surlier surliest
tall taller tallest
tasty tastier tastiest
tense tenser tensest
thick thicker thickest
thin thinner thinnest
thirsty thirstier thirstiest
tidy tidier tidiest
tight tighter tightest
tiny tinier tiniest
tired more tired most tired
tough tougher toughest
tragic more tragic most tragic
true truer truest
ugly uglier ugliest
unbelievable more unbelievable most unbelievable
unhappy unhappier unhappiest
unhealthy unhealthier unhealthiest
原形 比较级 最高级
unlucky unluckier unluckiest
untidy untidier untidiest
unworthy unworthier unworthiest
up upper uppermost,upmost
vague vaguer vaguest
vain vainer vainest
vivid vivider vividest more vivid most vivid
warm warmer warmest
weak weaker weakest
wealthy wealthier wealthiest
wet wetter wettest
white whiter whitest
wicked wickeder wickedest more wicked most wicked
wide wider widest
wild wilder wildest
windy windier windiest
wise wiser wisest
wonderful more wonderful most wonderful
woody woodier woodiest
wordy wordier wordiest
worthy worthier worthiest
yellow yellower yellowest
young younger youngest
Information Related to Countries主要国家名称及相关信息
续表
续表
Tips for Teaching教学策略
Focus on Listening 听力教学
1.关于听力(https://www.daowen.com)
语言教学的最终目的是培养学生的交际能力,英语教学亦不例外。 在语言的交际过程中,听、说又是最重要的,因为人们只有在听懂对方语言的前提下,才能获得对方的信息,并将自己的信息反馈给对方,从而达到交流的目的。 英国著名的语言学家D. Jones 认为,只有具备了良好的听力,才能学好语言。 事实上,在英语学习过程中,大多数学生听的难度大大超过了读写方面的难度。 原因很多,其中很重要的一个方面是:
Listening is a mental activity carried out in one’s head, it is very difficult to know exactly what mental processes are involved as one tries to extract meaning from an aural text. So the difficulty for a teacher to monitor the listening processes of his students or to detect the problems his students might encounter. To listen successfully, students should not only understand the language itself but have knowledge of such things as the topic, the context, the speakers and so on.
2.听力教学目的
英语听力水平是多种语言能力和技能的综合产物,它涉及语音、语调、语法结构、词汇量和语篇等多方面的知识和技能。 听力教学应以“模仿语音、语调,培养语感,获取和处理信息”为目的,以提高学生听力理解和技能运用能力为任务。
3.听力教学的原则
现实的听力教学仍然存在一些教学误区使得教学实践在一定程度上“费时低效”。
1)难度部分,过度重复；2)熟读原文,再听录音；
3)边听边读,分散注意；4)活动单一,偏爱选择；
5)听力练习,只听不说；6)阅读课文,用作听力。
此外,听力教学还存在的误区是:只注重对内容的检测,检测学生的“记忆力”而忽略对听力技巧的培养。 为了解决以上问题,听力教学应贯彻以下原则:
1)Focus on process.
Listening is as active as speaking. So it is important to design tasks in which the students’ performance shows how well they have comprehended the listening material.
2)Combine listening and speaking.
It is important to develop speaking and listening skills together, because most of the time in real life these two skills are needed at the same time.
3)Focus on comprehending meaning.
It is important to design tasks that do not ask learners to remember details, but rather, the meaning.
4)Grade difficulty level appropriately.
When designing listening tasks, the teacher should grade the difficulty level of the tasks. There are three main categories of factors that affect the difficulty level of listening tasks according to Anderson and Lynch:1)type of language used；2)task or purpose in listening；3)context in which the listening occurs.
4.主要听力技巧
1)辨别语音,领会意思； 2)听关键信息；
3)听懂并执行指令； 4)听懂大意和主题；
5)听懂事物的发展顺序或逻辑关系； 6)预测；
7)理解说话人的意图和态度； 8)评价所听内容；
9)听懂语段的深层含义。
下面提供部分英文表述,供教师参考。
1)Predicting what people are going to talk about.
2)Guessing at unknown words or phrases.
3)Listening for gist.
4)Listening for specific information.
5)Listening for detailed information.
6)Understanding inferred information, e. g. speakers’ attitude or intentions, the relationships between speakers, the physical setting of the text, and so on.
7)Understanding different intonation patterns, and uses of stress, etc. which give clues to meaning and social setting.
8)Retaining relevant points （note-taking, summarising).
9)Using one’s own knowledge of the subject to help one understand.
10)Recognising discourse markers, e.g. “well”, “oh, another thing is…” and “Now, finally…”.
11)Recognising cohesive devices,e.g. “such as”,“which”,including link words,pronouns,references,etc.
5.听力活动的过程与活动设计
1)Pre-listening stage.
（1)The aims of the pre-listening stage:
•to introduce enough about the topic, type of text or purpose for listening in order to activate the students’schema and make them ready to predict what they will hear and make sense of it.
•to give the students a real purpose to listen and speak to each other.
•to warm the students up and arouse their curiosity about what will be said.
（2)The main skill practised in the stage is predicting.
（3)The activities done in the pre-listening stage.
A.Predicting.
•Let students read the picture, the title, questions and the key words from the text.
•Let students read the listening comprehension questions before they listen and ask them to guess the answers to the questions.
B.Having a discussion.
The students study some visual or reading materials related to the listening text and then have a discussion based on them.
C.Setting the scene.
The teacher helps to provide the background information to activate the students’ schema, so they will be better prepared to understand what they hear.
D.The students make a list of words that are likely to occur in the listening text.
E.The new words and expressions are demonstrated and explained by the teacher.
F.The students are asked to express their own opinions about the idea to be developed by the listening text.
2)While-listening stage.
（1)The aims of the while-listening stage.
This stage mainly focuses on the exploitation of the text. The purposes are:
•to extend the students’ ability to match what they expect to hear with what they actually hear and to utilise their knowledge of the language and the world to decipher the meaning；
•to train the students to approach listening with specific skills based on certain purposes and contexts.
（2)The skills practised in the stage.
The main skills practised in the stage are listening for the gist, listening for specific information, listening for details and inferring.
（3)The activities done in the while-listening stage.
A.Listening for the gist.
•Decide upon a title.
•Sequence the main points.
•Write a brief summary.
B.Listening for specific information.
•Listen and match/circle/tick.
•Listen and fill in the table.
•Listen and fill in the blanks.
C.Listening for detailed information.
•Listen and choose the best answer.
•Listen and judge the statements are true or false.
•Listen and answer questions.
D.Note-taking.
•Listen and note down some information required.
•Listen and complete the outline of the listening text with the main points.
•Listen and note down its main points in the form of an outline.
E.Listening and sequencing.
F.Listening and acting.
G.Listening and drawing.
H.Listening and guessing.
A teacher or a student can provide oral descriptions of a person, place, thing, action, etc. Students write down what they think it is.
I.Spotting and correcting errors.
J.Listening and predicting.
After the students have listened to part of the listening text, the teacher asks them to predict how the text will continue.
K.Listening and labelling.
L.Following directions.
M.No specific responses.
Recent research has shown that by not giving students any task the first time they listen to a passage, it can take the anxiety out of listening. This can work well with any kind of material that is interesting, humorous, or dramatic, because learners are likely to pay attention and try to understand it in order to enjoy it.
3)Post-listening tasks.
（1)The aims of the post-listening stage.
The purpose of this stage is to consolidate what has been learned by the students. They can use the new information and language gained from their listening in a different context and connect it with the language they already have. In recent years, there has been a trend to engage students in some kinds of speaking or writing activities after they have finished listening. And the successful completion of such activities is built upon the comprehension of listening text.
（2)The skills practised in the stage.
Post-listening work usually contributes to the development of all the language skills and may involve using other skills than just listening.
（3)The activities done in the post-listening stage.
A.Multiple choice questions.
B.Answering questions.
•Open-ended questions.
A test item which allows the person taking the test to answer in his or her own way. The answers to some questions can be found in the passage, but other types of questions might be asking about the attitude of the speaker.
•Inference questions.
The answers to inference questions are not stated explicitly, but can only be inferred from the text.
C.Note-taking and gap-filling.
•Listen and take notes.
•Tidy up the notes.
•Complete the summary based on the notes.
D.Choosing the best summary from a list.
E.Writing a summary of the content of the listening text.
F.Holding a discussion in the group on the same topic.
G.Acting out a role-play between people involved in the listening text.
H.Writing the end of a story, or giving an alternative ending to a story.
I.Writing a letter to local authorities complaining about the situation described in the listening text.
J.Writing a parallel text about the same situation.
K.Writing similar instructions for using a piece of equipment.
6.如何教听力
1)用对话教听力。
（1)听前阶段。
•明确目的,激发兴趣和欲望；
•介绍有关背景知识,熟悉话题；
•预测大意；
•处理关键词汇；
•给出一至两个“guiding question（s)”或听前活动。
（2)听中阶段。
可根据所听内容的难易程度, 将听力材料分为两个或三个阶段
第一次听:听主要内容,回答听前所提出的问题。
第二次听:关注细节。 如对话长,教师可将对话分成几段,逐段理解。 有的部分可能较难,教师切忌采取从头到尾反复听,而应针对该困难部分采取提问、选择等方式引导学生理解。
（3)听后阶段。
•做听力后活动；
•学生翻开书跟读对话。
2)用课文教听力可采用同样的方法。
7.听力教学策略
策略培养是听力教学中重要的组成部分,它分为学习策略和教学策略,对这些策略的掌握有助于提高教师听力课堂操作模式和技巧；同时,也有助于提高学生的学习效率。
1)拓展预测能力。
（1)听前预测。
•根据文章的标题进行预测；
•根据选择题的选项进行预测。
（2)听中预测。
•通过说话者的语音语调等非词汇传递的信息进行预测；
•根据信号词（signal words)进行预测。
2)听、说结合,读、写相辅。
听、说虽侧重各有不同,然而却是不可分割的语言教学部分,听是说的基础,说是听的扩展与升华。在听力教学的过程中,结合说的训练并辅以读、写练习,更能培养学生的参与意识与综合能力的提高。
3)强化微技能训练。
掌握基本的听力技能,坚持不懈地提高和强化语言知识和技能,学会不完全爆破发音、音的同化与省略意群和连读、音的强读与弱读,了解美音和英音的异同,这样在言语听辨过程中就能做出快速、准确的判断和反应。
4)积累文化内容图式。
过分依赖语言知识和细节的技术处理来解决翻译问题,学生极易陷入对语言文字的纠缠之中,最后结果必然是“只见树木不见森林”。 教师应有计划地丰富并激活学生的文化内容图式促进听力理解。
5)精听与泛听结合。
6)复述听力材料。
7)转换听力信息。
8)歌曲欣赏。
9)影视欣赏。
10)听力学习合作法。
合作学习法应用于听力教学不仅能满足学生学的要求,而且能将因材施教落到实处。 此时,学生是主要的参与者和合作者,教师起组织、监督、辅导的作用。
11)优化电化教学手段。
充分利用录音、录像、幻灯、电视、电影等多种电教媒体,为学生创设情景语境,使学生置身于一定的语言环境,学生的思维能力也可以从中得到锻炼和发展。
12)正确引导课外泛听活动。
13)发挥听力测试导向作用。
作为英语语言教学的重要组成部分,许多教师与学生深感听力教学的困难与无助,因而双方应共同探索问题的症结所在,一方面教师依循科学的教学原则、内容、策略与评价体系；另一方面学生积极配合,善于自我监控。 由此,听力教学课堂将成为学习者最轻松、愉快的交流平台。
Focus on Speaking 口语教学
1.口语的特点
口语是指口头发出的、有声音的语言,是语言存在的最基本形式,书面语则是指以文字形式表达出来的语言。 与书面语相比,口语有如下特点:
1)口语使用的语言多为非正式语言,句子短小,结构较为松散。
2)口语中,说话人通常采用语调、重音和停顿等方法来准确表达思想,同一句话,语调或重音不同,所表达的含义也有所不同。
3)口语中,人们更多地使用缩写形式,如he is 或he has 缩写为he’s, will not 缩写为won’t 等。
4)在口语交际中,交际双方能够及时得到对方的信息反馈,并对自己的谈话内容及方式等不断进行调整。 当说话人感到听话人没有听懂时,可以停下来重复所说的话或者检查自己是否有表达不清楚的地方,而听话人则可以通过各种方式来表明他是否听懂或赞同说话人的谈话,这一点在书面语中是无法实现的。
5)在口语交际中,除口头表达外,说话人还可以借助于面部表情、手势等来表达思想。
6)与书面语相比,口语的一大显著特点在于欠缺准确性,这一现象不但普遍存在于语言学习者之中,也经常出现在本族语者的语言使用当中,例如,在口语交际中,学生经常使用不规范的语法和不恰当的表达方式、停顿等。
鉴于口语的以上特点,在英语口语教学中,教师应引导学生特别注意这些特点,区分口语和书面语的不同之处。
2.口语课的目的
1)培养说的准确性、得体性、流利性和连贯性。
2)增强语感,描述事物。
3)与人交往,促进交流。
4)表达情感、观点、意见。
一个对话包含的教学内容有:
1)Topic； 2)Grammar；
3)Vocabulary； 4)Pronunciation；
5)Function； 6)Conversation technique；
7)Non-verbal communication； 8)Culture information；
其中4) ～7)是口语交流中不可缺少的要素。
常用会话技巧有:
A.Start and end a conversation； B.Hesitate；
C.Draw the attention of others； D.Interrupt others；
E.Bring other people in； F.Keep the conversation going；
G.Prevent interruption； H.Check understanding；
I.Ask for repetition or clarification； J.Avoid silence；
K.Show understanding.
3.口语教学的教学模式
口语教学的过程大致分为三个阶段,即presentation, practice 和production,又称3p 教学模式。
1)Presentation （展示或呈现阶段).
该阶段主要包括向学生输入相关信息,激发学生参与口语活动的动机；展示话题,激活学生的背景知识等。
在口语练习中,语言信息主要有两种:公式化表达法（formulaic expressions)和熟悉语篇（intimate discourse),这些语言信息是学习者创造性地运用语言的基础。 公式化表达法能使学习者口头表达更流利,话语更连贯。 在练习之前,教师针对练习内容提供一些表达法,或者就某些公式化表达法进行强化训练,帮助学生应用于口语交际。
在口语会话学习中,学习者不仅要学习英语的语音、语调、表达法等基本语言知识,还应注意文化知识的输入,了解其社会文化、风俗习惯及行为方式等。 不同的国家、民族有着不同的行为准则和风俗习惯,这些文化差异直接影响着英语学习者学习英语的兴趣和效果,掌握这些差异有助于语言学习者开展正常的交际活动,同时,使他们懂得在不同的情景中使用不同的语言。
在交际过程中,交际策略非常重要。 因为借助交际策略,交际者才能保持交际渠道的畅通,因此,教师应在口语课中引入交际策略的教学内容,教会学生克服或绕过语言障碍的交际技巧。 这些策略包括:
（1)释义法。
口语练习中学习者经常遇到不知如何表达,找不到恰当词语的情况。 比如,不知道瓶塞钻（corkscrew)在英语中如何表达,就可用释义法对瓶塞钻进行解释:the thing you open bottles with or device used for pulling corks out of bottles。
（2)迂回法。
当学习者对某个发音感到困难,或者不知道某个单词或句型时,可采用迂回法。 如某人想表达“他是个骗子”,但不知道“liar”这个词,因此可以说“He didn’t tell the truth”。
（3)替代法。
当学习者不知道一个物品的名称时,可使用此物品的总称或同义词,例如,用a kind of dog 代替hound（猎犬),用a kind of ship 代替yacht（游艇)等。 在口语会话中,替代法也可以借助于某些句型或词组来完成,如:it has something in common with…, it is similar to…等。
（4)恰当地使用交际套语、补白词（hesitation fillers)。
当遇到不太熟悉或难以发挥的话题时,说话者需要片刻的思考来组织自己的思想,而长时间的思考必将影响流利程度,这时说话者就需要交际套语等来填补空当,为自己争取思考时间。 如:well, let me think…, it’s a difficult/interesting question…, well, you know 等。 此外,说话也要注意表达因果、转折等关系,学习者要善于利用连词（如but, and, while)和一些副词（如unfortunately, however, on the contrary)等来连接从句或句子,使表达语义连贯,条理清晰。
（5)借助非言语手段。
在交际过程中,人们为了弥补语言交际的不足或不便,往往采用非言语手段。 表情、动作、手势、姿态每时每刻都在传递着丰富的信息,了解这些非言语手段,有助于学习者在交际中更好地理解对方,弥补语言使用上的不足。
在这一阶段,教师可使用多种教学形式,以激发学生的兴趣,达到较好的教学效果。 主要形式有:①教师就某一问题向学生提问,鼓励学生积极思考,畅所欲言,这样能够激活学生的背景知识,也能达到让学生相互交流已有知识的目的；②教师向学生出示一张或几张与讨论话题相关的图片,鼓励学生描述图片内容并根据图片预测将要讨论的话题；③教师向学生播放一段听力材料或录像,就其内容向学生提问,并鼓励学生积极回答。
2)Practice （训练阶段).
该阶段的主要目的是“强化以掌握知识,运用以培养交际能力”,使学生认识语言中某些有规律性的东西,让学生在熟悉语言规则基础上,利用解释、类推去内化英语使用规律,这一阶段所用方法论的特点含有类推套用性质,因此可称为规则套用阶段。
在这一阶段,教师应采取灵活的组织方式,使学生参与到练习中来,如全班练习、双人练习、小组练习等。 活动的方式也有机械和半控制的区别,形式应多种多样,如可以采用看图说话的方式来练习基本句型,在练习“What’s this/that? It is a/an…”句型时,教师可以出示不同的图片给学生以提示,帮助学生巩固该句型。 其他的练习形式还包括对话重组、完成对话、信息卡对话、重复等。
3)Production （运用阶段).
该阶段教师控制的影响已缩小甚至消失,是创造性地运用前两阶段所学知识技能的阶段,这一阶段所用方法有三大特点:放松控制并带交际性质；类推前两个阶段所学知识技能,创造出新的话语；练习不仅要求正确,还要求速度和内容都达到标准。
这一阶段的活动形式非常丰富,如:
（1)角色扮演。 学生在教师指导下,根据不同的场景扮演不同的角色,进行表演。 这些场景可以是由所学内容引申出的,也可以是与学生生活密切相关的,如购物、打电话、做客等。
（2)看图说话的形式在这一阶段同样适用,教师可以选择广为流传而具有深意的故事图片,让学生描述故事内容,进而引导学生对故事所包含的深刻含义各抒己见。
（3)故事链。 教师根据学习主题给出故事的开头句,如:“It rained heavily last Sunday”,然后由学生按座位顺序将故事继续下去,每人一句,这一活动能活跃课堂气氛,培养学生的想象力,提高学生的口头会话能力。
（4)讨论、辩论。
（5)演讲。
4.一堂成功口语课的评价标准
1)Students talk a lot in English.
2)Students’ participation is even. The class is not dominated by a few talkative participants.
3)Students’ motivation is high. Students are interested in the topic, eager to speak and share their own information with others.
4)Language use is of an acceptable level. Students speak with appropriate accuracy and fluency, and new language is comprehended and incorporated in their production.
5.口语课活动设计的原则
1)Interest/Involvement.
Is the content of the activity relevant to students’ lives? Do they have plenty to say about their own feelings or opinions? Does the activity involve competition and problem-solving?
2)Language input.
What language items are students expected to learn?
3)Language output.
Can students make full use of the newly learned language items in their activities?
4)Information input.
Is any new information built into the speaking activity? Can students learn about new things besides the language itself?
5)Information output.
What is the purpose of the activity? Is there a result, solution, answer requested at the end of the activity which is information-focused, not language-focused?
6)Interaction.
What roles are students expected to play and how should they plan them?
The task should encourage speaking from as many different students as possible. The task should be designed in a way so that the outspoken students do not dominate discussions.
7)Design.
It is good to give the students tasks at times that challenge them, but in line with their ability to deal with.The task must be designed so that students can complete the task successfully with the language that they have.If the students lack too much vocabulary the task will become frustrating and the students are likely to give up.
8)Feedback.
Can students get the teacher’s or their classmates’ comment at the end of the activity so that they not only have an information-focused outcome but also know what they did well and in what they still need improvement?
Focus on Reading 阅读教学
1.什么是阅读
阅读不再被看成是简单、被动的字符释义,或是被动吸收语言知识的“接受性技能”,而是读者与原文之间的沟通与交流,是一个积极的思维过程。
2.中学阅读课主要的教学目的是什么
To train the students to be efficient readers in the foreign language, so we have to:
•promote vocabulary development；
•reinforce language structures；
•improve students’ reading skills；
•enlarge general knowledge；
•enhance writing and speaking ability in the English language；
•foster awareness of cultural understanding.
3.如何提高学生的阅读能力
为了提高学生的阅读能力,使他们成为一个高效的阅读者,教师应尽可能做到以下几点:
1)提高学生的语言能力,如丰富的词汇积累、语法知识和快速的解码技能等。
2)相关的背景知识介绍。
3)阅读技能的训练。
（1)应用阅读技能进行阅读这项能力的培养；
（2)加强学生文化意识的培养；
（3)通过对四个不同层面的问题进行信息加工,提高学生的批判性阅读能力。
那么,如何设计这四种不同层面的问题呢? 请阅读以下英文内容:
Level one: Literal comprehension questions.
Literal comprehension questions require the students to show that they understand what is directly stated in a passage. That means the answers can be found directly in the text.
Level two: Inferential/Interpretive comprehension questions.
Inferential/Interpretive comprehension questions ask the students to show that they understand what is stated indirectly in a passage. By using their prior knowledge, they can probably infer a good answer. Teacher’s interpretive questions should always be followed by “Where’s your evidence from the text to support the interpretation?”
Level three: Applied comprehension questions.
Applied comprehension questions require that the students use information and ideas from a passage in a new situation.
There are two kinds of applied comprehension questions:
•those that apply their understanding of the main ideas and details that are contained in a passage；
•those that apply their understanding of the writer’s attitude.
This thinking level encourages the students to answer the question “What does the idea mean?” The teacher should insist the students support this evaluation with evidence from the text and other sources including personal experiences.
Level four: Analytical comprehension questions.
Analytical comprehension questions make the students think about how different ideas are related. When they analyse a passage, they look at the relationships among the writer, the words that the writer uses, and the reader.
4.主要阅读技能介绍
1)Skimming: a type of rapid reading which is used when the reader wants to get the main idea or ideas from a passage.
2)Scanning: a type of speed reading technique which is used when the reader wants to locate a particular piece of information without necessarily understanding the rest of a text or passage.
3)Previewing: a quick once-over of the material to gain a clue or hint of what is to come by recognising the topic and visualising pictures, diagrams, charts, etc. As you preview, look at how the material is organised.That is, try to make a mental outline of what you read.
•Note where the passage begins.
•Note where the last item related to the passage ends.
•Read the topic or question that precedes the passage. Use it to focus on important ideas.
•Notice any words and phrases in the passage that are repeated or that are set off by capital letters,italics,or bold type.
4)Making inferences: making use of syntactic, logical and cultural clues to discover the meaning of unknown elements. These may be the writer’s opinions and attitudes which are not directly stated in the text.The writer’s specific choice of words or language types may reflect his real meaning. This skill is often called“reading between the lines”.
•Inferring the meaning of lexical items；
•Inferring attitude and opinion；
•Inferring the purpose of the article；
•Understanding implied information.
5)Predicting: using one’s own knowledge of content, language and the outside world to make predictions about a text and interpret the text.
6)Identifying main ideas: knowing what the ideas the author is expressing about the topic.
7)Guessing the meaning of new words: by using context clues and knowledge of word parts to solve vocabulary problem.
8)Questioning: asking questions as if in a dialogue in a text.
•Read the topic or the question that precedes the passage again. Look for the answer to that question as you read.
•Read each item or question that is based on the passage. Put the question in your own words. Look for the answers to the questions as you read.
•Whenever an author introduces a new idea, stop and ask why that idea might be important. Predict an answer. Keep reading to see if your prediction is correct.
•When you read something that puzzles you, stop and ask why that information stands out. Again predict an answer, and then keep on reading to see if your prediction is correct.
9)Recognising patterns of organisation: seeing relationships between ideas to get the overall structure of a text； this skill enables students to adjust reading speeds for what is needed from a text. The most common patterns of organisation are: time order, comparison/contrast, simple listing of related facts and cause/effect.
10)Paraphrasing: rephrasing content using different words （orally or in writing) but with the same sense to aid understanding, to consolidate ideas or to introduce a reaction.
11)Drawing conclusions:putting together information from several parts of the text and reducing or inducing additional ideas.
12)Sequencing: Putting material by restating main ideas and leaving out details.
13)Understanding the meaning and implications of grammatical structures, e.g. cause, result, purpose,reference in time.
Compare: He could dance well. （past)
He could come at 10 a.m. （future)
14)Recognising discourse markers: e.g. therefore→conclusion； however→contrast； that is→paraphrase；e.g.→example.
15)Recognising the function of sentences—even when not introduced by discourse markers: e.g. example,definition, paraphrase, conclusion and warning.
16)Understanding relations within the sentence and the text （words that refer back to a thing or a person mentioned earlier in the sentence or the text, e.g. this, it, who, which).
17)Understanding relations between sentences.
18)Extracting specific information for summary or note-taking.
19)Knowing how to use an index, a table of contents, etc.
20)Understanding the layout （organisation) of the text, use of headings, etc.
21)Knowing how to use dictionary effectively.
22)Adjusting reading speeds for different kinds of reading.
5.阅读教学各环节的目的、技能和活动设计
阅读教学的第一堂课往往为整体教学,一般采用三段式的教学模式,即阅读前、阅读中和阅读后。 每一个阶段都有其各自的目标和需要训练的阅读技能,教师只有真正了解了各环节的目标,才能做到有的放矢,才能设计出适合各环节的阅读活动。
1)阅读前。
（1)目的。
A.激活学生头脑里已有的背景知识和生活经验。
B.激发学生阅读的兴趣和欲望。
C.熟悉话题,为下一环节的阅读做准备。
（2)所应训练的主要阅读技能:预测。
（3)主要活动设计。
在学生进行阅读前,教师可设计与课文的内容和问题相一致的活动,以便更好地达到教学目的,下面提供一些活动,供教师参考:
A.教师给学生提供与课文有关的背景知识。
B.引导学生根据题目、图画、图表、词汇等预测所读内容。
C.学生陈述他们对所学话题已了解的内容。
D.学生陈述他们对所学话题想了解的内容。
E.提出相关问题。
F.分小组或全班讨论有关问题。
G.通过设计判断题,对课文内容进行预测,无论猜测正确与否都会引导学生更好地理解所读内容。
2)阅读中。
（1)目标。
该阶段的主要目标是帮助学生理解课文内容和结构；帮助读者更好地理解作者的写作意图。
（2)训练技能。
略读；推断；理解大意；猜测词义；阅读细节；理解文章结构；阅读图表信息；理解指代；逻辑关系；作者意图；评价阅读内容等。
（3)主要活动设计。
A.略读:快速阅读,迅速抓住文章大意。
•问一至两个“guiding question（s)”,引导学生关注文章的大意或最重要的方面。
•给学生提供几个句子,要求学生阅读并选择正确答案。
•给学生提供阅读文章的主要内容,学生排序。
B.扫读:通过有目的的阅读,获取主要信息或特殊信息。
学生快速读一种材料,迅速找到某一方面的信息。 教师可用字典、报纸、地图、菜单等训练这方面的能力；在阅读文章时可给出一些问题、数字、重要词汇等让学生迅速查找,了解其意。
C.信息转换。
将阅读的内容转换成其他的形式将会帮助学生更有效地进行阅读,如图画、图表、表格、统计图、树状图、流线图、笔记等。
D.根据上下文猜测词汇。
E.为课文选择和添加标题。
F.回答各种不同类型的问题。
G.根据所读内容画图、标图、连线、填表、排序、补全信息。
H.边读边推理,形成对整个故事发展的见解。
该阶段的阅读,要注意首先是对文章的整体理解,然后才是对细节的关注,如段落、句子、单词等。
3)阅读后。
（1)目标。
阅读后这一环节的活动不再直接关注课文内容,但却基于课文主题内容,主要目的有三:
A.巩固和反思课文内容。
B.将课文的内容与学生的经验、知识、兴趣等联系起来,让学生谈谈对自己所读东西的认识和想法。
C.通过听、说、写等活动,让学生通过应用巩固所学语言,使学生的综合语言运用能力得到发展。
（2)语言技能。
该阶段注重听、说、读、写等多项技能的综合发展。
（3)主要活动。
A.就本课话题进行讨论； B.根据所读内容进行角色扮演；
C.据所读内容填空； D.写摘要；
E.给故事续尾； F.将课文改写成对话；
G.复述故事； H.就课文内容进行评述；
I.就课文内容进行采访； J.补充听或阅读与课文话题有关的文章；
K.提供课文摘要,但给出的信息有误,学生阅读并修改。
6.阅读教学的原则
在进行阅读教学时,教师应考虑阅读材料的选择（如果是自己选材)、阅读的目的、应训练的技能以及能达到这些目标的活动设计等,请阅读以下原则:
1)The selected texts and attached tasks should be accessible to the students. Inaccessible texts and tasks do not help improve students’ reading skills but cause frustration.
2)Tasks should be clearly given in advance. Preferably, tasks should motivate students.
3)Tasks should be designed to encourage selective and intelligent reading for the main meaning rather than test the students’ understanding of trivial details.
4)Tasks should help develop students’ reading skills rather than test their reading comprehension. If teachers always ask students to read passages then answer multiple choice questions,they are actually testing them not developing their reading skills.
5)Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general. We should encourage them to use strategies which will enable them to tackle any further texts.
6)Teachers should help the students to read on their own. We should aim at gradually withdrawing our guidance as our students progress so that they eventually become independent readers.
Focus on Writing 写作教学
写作是一个复杂的思维过程,写作也需要有明确的动机与积极的态度,因此,写作的题目应结合学生的实际生活与需要,此外,还应为学生创造一个积极、合作与富有鼓励性的写作环境,使他们有写作的愿望,使他们乐于写作,充分发挥自己的思维能力。
教师应引导学生建立“features of good writing”的概念,了解过程写作的特点与步骤。
1.好文章的标准
评判一篇文章的好坏可以根据以下几方面进行:
1) For content, ideas should be developed and organised clearly and convincingly, and ideas and information in sentences should be linked in a coherent fashion.
2)For language, a well-written text includes spelling accurately, getting the grammar right, punctuating meaningfully, having a range of vocabulary and an appropriate choice of words, and using a wide range of sentence structures.
3)Layout, like spacing, indention, handwriting, should comply with convention.
2.写作基本技能
1)激活灵感；2)整理思路；
3)组织素材；4)规划文章结构；
5)列出提纲；6)起草文章；
7)组织语言；8)遣词造句；
9)修改文章；10)正确使用标点符号和字母大小写。
3.写作过程模式
1)写作过程模式的特点。
在传统的英语教学中,教师只关注学生写作的结果,而忽略了写作过程的培养,在这套教材中,我们倡导写作过程模式在写作教学中的应用,它具有以下特点:
（1)强调为学生创造一个积极、合作与富有鼓励性的写作环境,使他们乐于写作。
（2)强调写作要有明确的动机和积极的态度。 因此,教师给学生布置的写作题目应结合学生的实际生活和需要,使他们具有写作的兴趣和欲望,而不是为了应付教师布置的作业。
（3)写作教学应在注重词汇、句型等语言知识的书面练习的同时,注意句子与段落间关联的语篇结构,此外,还应培养学生的批判性思维与逻辑推理能力。
（4)写作教学还应考虑写作的对象,即写给谁看,对象不同,写作的风格和形式差异就很大。
（5)写作教学还应注意母语与外语写作的不同,加强母语与外语社会文化知识对比的教学。
2)写作过程模式的步骤。
（1)Pre-writing: 写前要求学生运用背景知识,对将要写的文章进行构思。
A.Developing a sense of purpose and a sense of audience.
根据不同的写作目的和对象,作者扮演的角色不同,写作的风格与形式的差异也很大,因此,学生写作前应明确写作的目的和对象,以保证学生确切使用书面语的能力。
B.Generating ideas.
•学生记录下自己所能想到的与题目有关的所有信息,允许学生适当使用汉语。
•以小组为单位与同学讨论自己所收集的信息,用英语记录下所有的信息。
•教师引导学生将各组所收集的信息写在黑板上。
C.Organising ideas:将所有的信息进行归纳、整理,确定有用的信息。
D.Developing an outline:根据写前构思,列出一个大纲作为框架,为写作做准备。
（2)Writing a rough draft.
学生根据收集的资料和讨论结果写出初稿。
（3)Post-writing.
•Revising the first draft using the checklist.
学生以两人或小组为单位根据教师提供的检查表进行修改。
•Editing the paragraphs.
学生可与同伴一起对文章的拼写、标点、词汇及语法进行修改。
•Writing the final copy.
学生完成自己的终稿。
4.书面作业批改中常用的符号
ab faulty abbreviation agr error in agreement
awk awkward cap use capital letter
CE Chinese English col error in collocation
d error in diction divi ncorrect word division
dm dangling modifier comp faulty comparison
frag sentence fragment gr error in grammar
id unidiomatic expression inc comp incomplete comparision
ital italicise ll faulty parallel structure
log faulty logic mm misplaced modifier
mng meaning unclear no cap unnecessary capital letter
nsw no such word num error in use of numbers
p error in punctuation red redundant
ref error in pronoun reference rep unnecessary repetition
run-on run-on sentence sl slang
sp misspelled word t error in verb tense
vb error in verb form vo error in voice
w wordy ww wrong word
[ ] delete ‖ start new paragraph
∧ something missing
Suggestions for Lesson Preparation 备课基本思路
在新学期开始备课时,教师首先要宏观把握教材,做到宏观备课和微观备课的结合。 所谓宏观备课就是“planning over time, planning for a month, a term, a year or the whole course”,而微观备课则是“planning for a specific unit or a lesson which usually lasts from one or two weeks or 40－45 minutes respectively”。 宏观备课要求浏览一册书的主要内容,做到心中有数,然后再熟悉每一单元、每一课；每个活动的内容和设计目的。 宏观备课的示意图如下:
宏观备课时,教师在总体熟悉教材的同时,更需要考虑《普通高中英语课程标准》的高一、高二、高三各阶段的总体目标,以及语言知识、语言技能、情感态度、学习策略和文化意识等的基本要求,充分建构目标意识。 此外,教师还要考虑学生目前的语言水平、学校的规章制度等,宏观备课的具体要求如下:
1.Knowing about the course.
•Which language areas and language skills should be taught and practiced.
•What materials and teaching aids are available.
•What methods and techniques can be used.
2.Knowing about the institution, the institution’s arrangements: time, length, frequency of lessons, physical conditions of classroom and exam requirements.
3.Knowing about the learners: information about the students’ age range, sex ratio, social background,motivation, attitudes, interests, learning needs and other individual factors.
4.Knowing about the curriculum, being clear about the purposes, requirements and targets specified in the curriculum.
5.Knowing about the textbook, its philosophy of teaching, organisation of learning contents, major topics,recommended teaching methodology, unit components and ways of assessment.
6.Knowing about the objectives: what the learners are expected to achieve and able to do after one semester or a year’s learning.
备课前,教师先浏览本话题的主要内容,特别是听、说、读、写的技能训练核心,以及语法重点和词汇分布,然后思考每节课学生需要达成的目标、活动设计和教学方法,以及评价方式。 备课主要建议如下:
1.了解整册书的结构和主要话题,然后是各单元和Challenging Yourself 的主要内容。
2.了解每个板块的主要内容和设计意图。
3.根据学生实际情况,参照课标要求,确定每课词汇、句型和听说读写技能训练的重点。
4.在教材使用的过程中,无须机械地按顺序进行教学,而是思考各板块的有机结合。 例如,Reading Actively 可以考虑与Reading Further 结合进行,而Writing 则可以在阅读完成的基础上进行语言的输出。
5.该教材的设计是教材与学材的结合,教师可指导学生将教材中的许多活动用于课前预习,培养学生形成良好的预习习惯,带着问题进入课堂,加强学习的目标性,以提高课堂教学的有效性。
具体如下图所示:
Selected Readings阅读材料
Reading 1
What Makes a Good Teacher?
A simple answer to the question “What makes a good teacher?” is that good teachers care more about their students’learning than they do about their own teaching.
1.They should make their lesson interesting so you don’t fall asleep in it.
A teacher must love his job. If he really enjoys his job, that’ll make the lessons more interesting.
2.Teachers who look unhappy with what they are doing tend to have a negative effect on their students.
When you observe good teachers you will notice that, even when/if they are feeling terrible （outside the classroom), they put on a good “teacher’s face” when they enter the classroom.
3.I like the teacher who has his own personality and doesn’t hide it from the students so that he is not only a teacher but a person as well—and it comes through the lessons.
4.I like a teacher who has lots of knowledge, not only of his subject.
5.A good teacher is an entertainer and I mean that in a positive sense, not a negative sense.
6.It’s important that you can talk to the teacher when you have problems and you don’t get along with the subject.
7.A good teacher is somebody who can identify with the hopes, aspirations and difficulties of their students while they are teaching them.
8.A good teacher should try and draw out the quiet ones and control the more talkative ones.
9.He should be able to correct people without offending them.
10.A good teacher is someone who helps rather than shouts.
11.A good teacher is someone who knows our names.
Reading 2
Advice on Language Teaching from Language Teachers
Good teachers are made, not born. With the right training and classroom habits, teachers can develop in themselves the characteristics of superior teachers. Here are some suggestions from language teachers which can be grouped into three categories: classroom management, relations with students, and personal traits.
Classroom management
1.Use the target language in class.
English should be used for all communication in the class. “Real communication takes place before and after the lesson, and having these conversations in English is a chance for the students to practise their English.”
2.Speak at the students’ level.
•Give them comprehensible language while teaching. The teacher’s first duty is to teach according to the level and needs of the students.
•Try not to show off while teaching； you don’t have to make them believe that you speak English well.
3.State the lesson’s objectives at the beginning of each class.
Giving the aims of the lesson at the beginning will make the lesson more meaningful for the students,and will help students “develop regular study habits”.
4.Give clear instructions.
•Before giving instructions, make sure that students are paying attention.
•Don’t give the instructions so quickly that students can’t follow them.
Relations with students
1.Motivate the students in the first few minutes of each class.
You may use jokes, games, songs, etc. to get the students’ attention, especially at the start of the lesson.
2.Give positive feedback.
•Giving negative feedback might be discouraging and intimidating, especially if students are shy.
•Remember, never embarrass them, and be tolerant.
3.Avoid immediate error correction.
•Immediate correction should be avoided because it discourages students’ willingness to participate.
•Correct the frequent errors at the end of the activity without referring to individuals.
Personal traits
1.Be organised.
•Plan your teaching time carefully and intelligently.
•Have a clear idea of what you’re going to teach. Don’t jump from one topic to another, because if you don’t know what you’re doing, then the students will be lost, too, and spend their time trying to figure out your aim.
2.Be punctual.
•Never be late. Students will lose their respect for you and they will tend to be truant. They will not see you as an authority.
•Set your policies for discipline at the beginning of the course. Make it clear to your students that rules are essential for managing the class effectively.
3.Be cheerful and energetic in class.
•Smile, never frown！ How can we expect students to be enthusiastic and active in front of a yawning or frowning teacher?
•You will be more efficient if you are active and never sit down, and this will give rise to increased student participation.
Reading 3
Ten Characteristics of a Good Teacher
1.I want a teacher who has a contagious enthusiasm for his teaching—one who loves his students and his work.
2.I want a teacher who is creative.
3.I want a teacher who can add pace and humour to the class.
4.I want a teacher who challenges me.
5.I want a teacher who is encouraging and patient, and who will not give up on me.
6.I want a teacher who will take an interest in me as a person—one who will try to discover discussion topics that interest me.
7.I want a teacher who knows grammar well and who can explain something on the spot （at once)if necessary.
8.I want a teacher who will take a minute or two to answer a question after class, or who will take five minutes to correct something that I have done on my own.
9.I want a teacher who will treat me as a person, on an equal basis with all the members of the class.
10.Finally, I want a teacher who will leave his emotional baggage outside the classroom.
Reading 4
Why I Teach
By Peter G. Beidler
Most human beings are as good as they are because some unsung teacher was there when needed.
Why do you teach? My friend asked the question when I told him I didn’t want to be considered for an administrative position. He was puzzled that I did not want what was obviously a “step up” toward what all American boys are taught to want when they grow up: money and power.
Certainly I don’t teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: bulldozer mechanic, carpenter, university administrator, writer. For me,teaching is a red-eye,sweaty palm,sinking stomach profession. Red-eye because I never feel ready to teach,no matter how late I stay up preparing the night before. Sweaty palm, because I am always nervous before I walk into the classroom, sure that I will be found out for the fool that I am. Sinking stomach, because I walk out of the classroom an hour later convinced that I was even more boring than usual.
Nor do I teach because I think I know answers, or because I know a body of information I feel driven to share. Sometimes I am amazed that my students actually take notes on what I say in class.
Why, then, do I teach?
I teach because I like the pace of academic calendar. June, July, and August offer an opportunity to mix reflection, research, and writing—all ingredients in my recipe for teaching.
I teach because teaching is a profession built on change. Even when the material is the same, I change—and, more important, my students change.
I teach because I like the freedom to make my own mistakes, to learn my own lesson, to stimulate myself and my students. As a teacher, I am my own boss. If I want my freshman to learn to write by creating their own writing textbook, who is to say I may not? Such a course may cause colossal failures, but we can all learn from failures.
I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. Teaching, I sometimes brush up against good question.
I teach because I like to learn. Indeed, I stay alive as a teacher only as long as I am learning. One of the major discoveries of my professional life is that I teach best not what I know, but what I want to learn.
I teach because I like finding ways within an ivory-tower profession to get myself and my students out of the ivory tower and into the real world. I once taught a course called “Self-Reliance in a Technological Society”. My 15 students read Emerson and Thoreau and Huxley. They kept journals. They wrote term papers. But they also set up a corporation, borrowed money from a bank, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we sold the house, repaid our loan, paid our taxes and distributed the profits among the groups.
Certainly, this was not your average English course. But 15 future lawyers, accountants and business people suddenly found themselves reading Thoreau’s Walden with fresh eyes. They knew why he went to the woods, how he built his cabin, and why he felt so good about his experiment that he wanted to tell the world about it. They also knew why, in the end, he left the woods. He had tasted the waters of Walden Pond. It was time to move on to other nectars.
I teach because teaching gives me many nectars to taste of,many woods to enter and leave,many fine books to read, and many ivory towers and real-world experiences to discover. Teaching gives me pace and variety and challenge and the opportunity to keep on learning.
I have left out the most important reason why I teach.
One is Vicky. My first doctoral student, Vicky was an energetic young bubble who had trouble seeing past the trill of literature to the rigor of academic scholarship. But she plugged away at her dissertation on a littleknown 14th century poet. And she hammered out the articles and sent them off to learned journals. She did it all herself, with only an occasional nudge from me. But I was there when she finished her dissertation, got the word that those articles were accepted, landed a job and won a scholarship to Harvard on a book developing ideas she had germinated as my student.
Another reason is George, one of the brightest students I have ever had. He started as an engineering student, then switched to English because he decided he liked persons better than things. He stayed for a Master’s degree and now teaches English in a junior high school.
There is Jeanne. She ran away from college, but some of her classmates brought her back because they wanted her to see the end of the self-reliance project. I was there when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil-rights lawyer.
There is Jacqui. A cleaning woman who knows by intuition more than most of us ever learn by analysis,Jacqui has decided to finish high school and go to college.
These are the real reasons I teach, these are the people who grow and change in front of my eyes. Being a teacher is being present at creation, when the clay begins to breathe. Nothing is more exciting than being nearby when the breathing begins.
A “promotion” out of teaching would give me money and power. But I have money. I get paid for doing what I enjoy most: reading books, talking with people, making discoveries, and asking questions like, “What is the point of being rich?”
And I have power. I have the power to nudge, to fan sparks, to ask troubling questions, to praise an attempted answer, to suggest books, to point out a pathway. What other power matters?
But teaching also offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love the teacher feels from the rare student who walks into the teacher’s life and begins to breathe. Perhaps love is the wrong word； magic might be better.
I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.