一、现代英语听力教学实践
（一） “视听说结合”听力教学实践
教学任务：大学英语《新编实用英语视听说教程》Book Three Unit 6
教学目的：通过短片观看和听，了解中国和英国银行服务系统的差异，并结合课文探讨HOBS的特点。
教学形式：个人（角色扮演）、小组、全班
教学流程：Step1：Lead in
（1）Present some new words and explain them by giving examples.
①Picture the scene
e.g. Picture the scene： the battery on your mobile phone has run out.You can’t make any calls for help and no one can contact you.You are all alone.
②Present cheque
e.g. The draft is purchased by the payer and sent to the payee， who presents it to his bank for payment. That bank presents it to the payer’s bank for reimbursement.
③At one’s finger tips. To have something at one’s finger tips.
e.g. Thanks to an excellent filing system， he has all the figures a this finger tips.
④Net position净资产
e.g. As the fund this year，70 more than a very small difference between the rate of return，making the net position is very fierce battle.
⑤Fit into符合，融入
e.g. Many foreigners ride bicycles in China to fit into society better.
e.g. We’ve had people contacting us to ask us how we could fit into their country.
⑥Sterling英镑
British money；especially the pound sterling as the basic monetary unit of the UK
⑦BACS（Bankers Automated Clearing Services）银行自动清算服务
⑧CHAPS（Clearing House Automated Payment System）伦敦票据交换自动支付系统
⑨Standing order（a rule of order permanently in force）长期订货单
⑩Direct debits
e.g.money deducted directly from the accounts.
（2）Prediction.
Step2：Watching and listening
（1）Watch two episodes of Merchants Bank sand Ever Bright Banks.
（2）Talk about the services that bank sin China provide for the general public with partner sand make a list in 5 minutes.
（3）Listen to Eleanor Stevens，an HSBC bank branch manager，describing the bank that she manages.
（4）Watch an episode of HSB. Can ask students to explain the HSBC’s role in the community. And ask students to compare the banking services between China and Britain.
（5）Ask students to match the banking words with the illustrations.
Step3：Reading and Speaking
（1）Ask students to read the text loudly and divide the whole text into three parts.
Part One：Two Scenes
Part Two：Introduction to HOBSC Home and Office Banking System.
Part Three：The six features of HOBS
（2）Ask students to write down the six features of HOBS according to each description.
①the key to financial control
②the key to convenience
③the key to cost-effectiveness
④the key to security
⑤the key to flexibility
⑥the key to priority payments
（3）Read the text again and decide if the following statements are true or false.
①You can only use HOBS during normal banking hours.（F）
②HOBS can not provide information about accounts in dollars.（F）
③The telephone charges for using HOBS are the same all over the UK.（T）
（4）Pair work. Ask students to read some problems they may face. Ask them to discuss in pairs what they would do in each situation.
①Your boss gave you a highly confidential report to read over the weekend. Now you can not find it and you think you may have left it on the train.
②You have spent the last month preparing are port for head office. You have just learned that your boss has taken all the credit for the work.
③You have been sent to negotiate an important new contract for your firm. During the negotiations your counterpart maker sit clear that he expects a personal cash distribution from you if your company is to win the contract.
（5）Role play. Ask students to play roles. One plays the part of banking staff and the other plays the part of customer who needs help in foreign exchange/cashing a check/with drawing money.
Step4：Homework
（1）Vocabulary. Complete the cross word using words from the ext.
（2） Blank Filling. Ask students to fill in the blanks with the words in the box.
分析：该听力教学实践综合运用视听结合、听说结合、听读结合等教学方法，有助于培养学生的综合听力能力。此外，积极引导学生通过多种形式参与课堂教学活动，如个人角色扮演、小组活动、全班参与等，使不同层次的学生在不同语言任务中都有所收获。
（二） “听力策略培养”听力教学实践
教学任务：听一篇关于Michael Jackson的短文，对其生平事迹有一个大致的了解。
教学目的：通过实施多种听力教学策略，如预测、泛听、精听和听写等，培养学生的听力技巧，并提高学生的听力理解能力。
教学形式：全班教学流程：
Step：While-listening
1.Listen to the text and choose one title from the following.
（1）The Pop Singer
（2）The Pop Song
（3）Michael Jackson
Michael Jackson is one of Americans most successful singers. He’s also well-known for his dancing.
He started singing in 1965. He made his first record in 1970. Nobody knows how many record he has sold all over the world. One of his records sold seventeen and a half million copies. Michael was born in 1959. He has four brothers. The five of the mused to sing in a group called “The Jackson Five”. They started singing in public in 1965. In 1970 the group made their first record， it was called I want you back. It was very successful. In America it was Number 1 and in Britain it was Number 2. They had three more hits in the same year.
In 1978， Michael acted in his first film. The first record which he made on his own sold eight million copies in the world. This was the beginning of his success.
Michael doesn’t go out much. He is too well-known. He lives in a large house and keeps lots of animals. He never eats meat.
2.listen again and put the following sentences in the order in which they are mentioned.
（ ）A．In 1978 Michael acted in his first film.
（ ）B．Michael was born in 1959.
（ ）C．He started singing in 1965.
（ ）D．The five brothers started singing in public in 1965.
（ ）E．He made his first record in1970.
（ ）F．In 1970 the group made their first record.
Step3：Post-listening
3.Listen carefully and write the words in the space.
（1）Michael Jackson is one of America’s.
（2）Nobody knows how many records all over the world .
（3）In 1970 the group made their first record，it was called.
（4）He lives in a large house .
4.Write a summary of the text in a few sentences.
分析：在练习听力理解技能时，教师要尽可能给学生提供多种多样的练习形式。在本次教学实践活动中，教师就有意识地使用不同的听力教学策略，以此来培养学生的听力法，提高学生的听力水平。
（三） “合作探究式”听力教学实践
教学任务：以京剧为主题，介绍相关的基本知识，包括京剧的起源、道具、音乐、角色和虚拟性等主要内容。
1.教学目的：
（1）学会与京剧相关的词汇表达。
（2）通过predicting和listening for understanding等听力技能的训练，提高学生泛听和精听的能力。
2.教学形式：小组合作、小组讨论教学流程：
Step1：An introduction to the topic-Beijing Opera
这一环节主要涉及以下四个步骤：
（1）提问学生有关京剧的看法。
（2）运用图片介绍京剧大师梅兰芳。
（3）欣赏梅兰芳表演的《霸王别姬》（Fare well My Concubine）的其中一个精彩片段。
（4）观看短片之后，引导学生回答如下问题。
Who are the hero and heroine in video?
Step2：Preparation before listening
这一环节包括以下几个活动：
3.活动1：讨论有关京剧的基本知识
（1）给学生提供一些京剧表演所使用的道具的图片，让学生根据图片指认道具。
（2）根据Exercise 1 and Exercise 2组织小组竞赛，内容主要涉及京剧起源、服装、角色、乐器和舞台虚拟性。具体操作步骤如下：
①Divide the whole class into two groups.
②State the rules：students should answer the questions in complete sentences.
③Each student can answer two questions at most.
④Allow students to have enough time to prepare for the work.
⑤Encourage students to work together for the answers.
⑥Have the two groups take turns to answer the questions.
⑦Announce the final result of the game.
4.活动2：学习新单词
（1）结合语境、图片提示以及英语释义逐个讲解新单词。
①mask：something that covers one’s face
②costume：the clothes worn in a play or a film
③acrobatics：movements of one’s body in a skillful way
④treasure：something with special value
⑤combine：mix two or more things
词组提示：combine work with pleasure
⑥represent：be a symbol
句子情景提示：The dove represents peace.
（2）要求学生在有限的时间内背诵单词。
（3）要求学生根据图片复述单词。
5.Step3：Listening activities
（1）引导学生注意听前预测的策略，即通过预览问题预测听力材料的内容。
（2）根据Exercise4中的问题，帮助学生找出关键信息：What skills、Where、Why loud music and Why brightly colored costumes。
（3）改编教材中的听力题目，给学生展示另一种形式的听力任务，如下所示。
①What skills…acting ，singing，dancing .
② Where…on stages，in，streets，tea houses or temple courtyards.
③ Why…Because at the beginning，Beijing Opera was performed mostly.
④ Why…Because with bright color，their costumes are and the crowd can…
（4）听第一遍录音，要求学生掌握文章大意。
（5）听第二遍录音，要求学生找出关键信息，并将其记录下来。
（6）处理上述听力练习，要求学生回答问题。
6.Step4：Reading while listening
（1）提问有关阅读材料的问题。
①What do you think the people in these pictures are doing?
②How many people can you see in the picture?
③How many people do they represent on the stage of Beijing Opera?
（2）安排学生听Exercise5部分的采访。
（3）利用图片解释阅读材料的内容。
①Though we can see a real city，we know that people are in a city from the virtual city wall.
②Moving with a peddle in the hands stands for boating.
③Having two flags on each side of a person represents being in a carriage.
We can only see seven people on the stage， but they represent an army of thousands.
（4）处理以下问题，进一步解释听力阅读材料的例子。
①What does the stage look like in Beijing Opera?
②What kind of role do symbols play in Beijing Opera?
Answer：Symbols play a very important role in Beijing Opera.
7.Step5：Discussion in groups
（1）对比京剧的国际地位和国内年轻一代对京剧的冷淡态度。
①Beijing Opera has been invited to performed in many countries such as America， Britain，Italy and Japan.
②Many countries have stamps of Beijing Opera，such as Singapore and Korea.
③Foreigners show their interest in Beijing Opera；they even learn to perform it.
（2）给学生提供三个讨论话题。
①Beijing Opera doesn’t seem to be popular with young people in China. What will its future be like? How important is Beijing Opera? What can be done to protect it?
②Compare Beijing Opera with popular music.
③Do you like Beijing Opera? Why or why not?
（3）将学生分成几个小组，选择上述任一话题进行讨论。
（4）给学生提供机会表达小组讨论结果。
（5）对小组讨论进行总结、评价。
8.Step6：Assignments
要求学生完成以下作业。
（1）Visit the teacher’s web site for further information about the topic.http：//220.162.12.168/userid=110
（2）Write a short passage based on the discussion.
分析：该听力教学实践从听前准备到听后的综合理解，共包括五部分内容：听力主题相关知识学习、听力词汇学习、听力法训练、听力阅读理解和听后话题的反馈。教师设计这节听力课时，充分考虑了学生的总体情况以及学生之间的个体差异、学生学习心理和学习的难点等因素。为了引导学生更好地进行学习，教师采用多种活动方式，如分组讨论、小组比赛、情景设置、图文结合等。本设计主要有如下几个特点：通过小组合作学习，发挥集体的力量，提高学生学习效能，同时也培养了学生的团队协作意识。
鼓励学生自主组织课堂活动，进行合作探究。
根据学生的个体差异，设计不同的任务要求，有助于取得最佳的课堂效果。
充分、合理地利用多媒体辅助课堂教学活动的顺利开展，不仅激发了学生的学习兴趣，还活跃了课堂气氛。
（四） “互动式”口语教学实践
教学任务：人教版《普通高中课程标准实验教科书•英语（必修）》第三单元第六课时的speaking部分，中心话题为Future life。
教学目的：掌握本课相关单词、词组及句型；运用适当语言进行简短交流；运用所学知识解决相关情境中的类似问题；培养口语表达能力、训练会话技巧。
教学形式：个人活动、小组活动、全班活动。
教学流程：
Step1：Warming-up
First，show a video of the strange Crop Circles.
Teacher：Have you ever heard of this kind of strange circles?
（Option）：Who can say something about them?
Next，show some pictures of the Statues of Easter Island.
Teacher：Do you know the famous statues?
Can you guess whether they were artificial or natural? And who built them?
（Option）：The teacher can introduce the Statues to the students if necessary.
Teacher：Would you say some more examples that may be caused by aliens?
（Option）：The teacher can show some other pictures such as UFO， the Bermu dad evil triangle and etc. to the students.
Step2：Revision and imagination
Virtual situation given： Suppose you are the great scientists in our future world， and you are lucky to have a chance to visit a planet where a lot of intelligent aliens live.
Teacher：Our dear scientists，welcome to the Space Station. Because of our leader’s order，all of you will visit some planet where there are the interesting things? Even to com-municate with aliens. I’m sure you will have an unforgetable experience. Are you ready? Let’s go!
Activity1：Teamwork
Teacher：The aliens are very particular and I believe that they must be very intelli-gent because，you see，their city is also very special. Can you find any interesting things here? We have so limited time that I’d like to see who can do best in such a short time. Go around the city and you’ll find more. Come on!
Ask students to discuss in their teams and tell the others about what attract them most. At least 2 or 3 sentences for each and everyone should try to say more details to make the description better organized and more perfect.
The teacher could show a short movie about the city in the future while the students are discussing.
（Option）：The teacher can prompt the students to consult the useful information in the blank on Page 17 and Page 19 if necessary.
Teacher：I’d ask 2 teams to report their discoveries. While they are reporting，others should listen carefully and write down the useful information or keywords they have talked about in the following blank.
Finally，as students to take a vote on which team is the winner.
（Option）：And ask them to give their reasons.
Activity3：Group work
Divide the class into 2 parts. One stands for scientists from the earth，the other aliens who are also scientists in this planet.
Teacher：We continue our visit. Now， we are very happy to meet these great alien sci-entists here. Form a group of us， and introduce a new product invented by your group to the other part. And the Human Team and the Alien Team should you’re your best to persuade the other team to you’re your products. The result will show whether human are cleverer than the aliens or not. Write down the names and some useful information of the inventions you have bought. Now you have 3 minutes to get ready. While you are discuss， show your special invention that is invented by me.
Attention：The product can be anything that people might find useful in the future. It might save them time，make the work easier or more helpful in communication. Second， you will have to explain to the class exactly you’re your product works. It can use any branch of science. Third，you need to show that people will be willing to use it.
Give out each group MYM100（fake money）， and ask each group to buy at least one product that they think is the best and most useful.
The group should give their product a name. One member can describe its appearance. One can say something about its usage. Another can do the bargain to make sure they can make a good profit. The last one can add up any information that can more easily persuade the customers to buy it.
（Option）：The teacher can prompt the students to imitate the examples on Page 56 for description. They can add the price of the product on their dialogue.
The teacher could write down the names of the products on the blackboard when going around.
Teacher：Time is up. Now let’s hand up to see which product is the most popular. If you have had this invention， please hand up. So from the data，we know group is the win-ner.
Finally，ask the winner to show and say something about their invention to the class. Teacher：Now，all of us，congratulations to the team because they have successfully proved that are cleverer than...
Step3：Summary and homework
Teacher：Well done， everyone. We have done a lot of things today. We have talked about the aliens from his and have described their cities from its. And we met their great sci-entists and learnt a lot of advanced science and technology from them.
Some of you even have had their inventions.
Now， it’s time for us to come back to the earth. And during this long-time journey， you have to continue your work.
You should write a report that will be presented to our leaders when you are back. There， port should contain the information that we have experienced today. Below is how it is organized.
Para.1.Explain why the report is being written and set out the three ideas about the aliens to be discussed.
Para.2～4. Explain ideas1-3，one in each paragraph，and give examples if necessary.
Para5. How you think your ideas will help.
Hope all of you have a pleasant space trip!
分析：该口语教学实践采用互动式的教学模式，充分利用教材现有资料进行有效的整合，充分考虑到学生的学习兴趣，所设计的内容与学生的日常生活密切相关，侧重培养学生英语口语表达能力，同时结合听、读、写各项技能，充分发挥小组合作的优势，使学生真正成为学习的主体。整个课堂条理清晰，层次分明，教学步骤十分紧凑，具有很强的操作性，课堂评价贯彻始终，自主学习、探究性学习与合作学习相结合，不仅培养了学生主动探究和自主调控学习策略的能力，还有助于使学生获得成就感。
（五） “3P”口语教学实践
教学任务：完成外研社听说课的教学任务：Module8 Unit1 It is the last day before the new school year begins。
教学目的：通过学习本课时，学生能够听懂与谈论节日相关的内容；学习并掌握while、when等词引导的时间状语从句的用法；运用所学知识进行口头表述，达到学以致用的目的。
1.教学形式：个人、小组、全班
2.教学流程：Step1：Warming up
（1）Learning activities.
①Enjoy a song named Holiday.
②Read the sentences and guess what holiday it is and when it is.
（2）Teaching activities.
①Talk about the song.
②Show some sentences about holidays and help students guess and say the dates.
目的：通过一首歌，不仅引出了holiday，同时也营造了一种轻松的课堂气氛。然后通过阅读所给的信息让学生复习一些熟悉的中外节假日，同时再现复习了本课生词和日期的表达。
3.Step2：Presentation
（1）Learning activities.
①Listen to the tape and talk about American Independence Day.
②Listen to the tape again and choose the best answers.
（2）Teaching activities.
①Play the tape and show some questions and three choices to each question.
②Show some pictures，play the tape again and check the answers.
目的：通过看图激发学生的兴趣，同时引出美国独立日Independence Day以及庆祝方式。根据听力的难度，改为选择题，使难度有所降低，以便学生有效地听取重要信息。
4.Step3：Practice
（1）Learning activities.
①Listen to the tape and find what holiday they are talking about.
②Read the dialogue after the tape and check the true sentences.
③Do a role play in groups，then act it out.
（2）Teaching activities.
①Play the tape and let’s to know the topic.
②Let’s listen again and imitate the conversation，then check the true sentences and correct the wrong ones.
③Asks to read in groups of four.
目的：通过听录音让学生获取重要信息，为后面的环节做准备。接着进行模仿朗读，尤其注意学生的语音和语调。同时，通过判断对错练习进一步了解中美英三国过节方式的差异。
5.Step4：Production
（1）Learning activities.
①Complete the conversation with the correct words in pairs.
②Talk about the Spring Festival in groups and write down something.
③Make a report to class.
（2）Teaching activities.
①Let’s do it in pairs and check in pairs.
②Show questions to help to say as much as possible，then let some make a report.
目的：巩固和拓展本课知识点，即日期和从属连词when、while、as soon as、until等的用法；利用本课所学知识进行口头练习。
分析：该口语教学实践采用presentation、practice、production的“3P”教学模式，以节假日话题为载体，以学生的多种参与形式为手段。通过中外不同节假日的听说练习，使学生对一些重要节假日庆祝方式和日期的表达有所了解，同时在谈论节日话题的语境中掌握了when、while、after、before等词引导的时间状语从句的用法。此外，该教学实践也十分重视语音语调，釆用多种策略达到训练学生纯正的发音、流利的会话的目的。
（六） “任务型”口语教学实践
教学任务：讨论话题“现在生活是否比几十年前的生活更好”。
教学目的：通过呈现任务、实施任务、汇报任务、评价任务四个教学环节将生活中的问题引入课堂，培养学生用英语分析问题、解决问题的能力，同时使学生学会运用形容词与副词的比较级进行表达。
教学形式：6人小组
教学流程：
1.呈现任务
呈现任务环节主要包括以下几个步骤：
（1）教学正式开始之前，教师可要求学生展示预习过程中，通过向家长咨询的或是通过网络等资源查找到的有关过去生活状况的信息。例如：
They are poor.
They can’t go to school.
There isn’t enough food to eat so they are often hungry…
（2）教师可利用多媒体，向学生展示一组现代生活的图片，并要求学生用英语表达对现代生活的看法。
在学生进行讨论、发表观点之前，教师可预先介绍将会用到的词汇与句子，为学生的课堂讨论做准备。
（3）教师介绍所谈话题背景，并引出要讨论的核心话题--现在的生活是否比几十年前更好。此话题的讨论内容应包含以下几个方面：
work：We work harder than before.
transport：Faster but more dangerous.
medicine：We know more about medicine today.
personal health：People are heal their today and live longer.
2.实施与汇报
实施与汇报环节主要包括以下两项任务：
（1）分组讨论
教学可将学生分为5人小组，每组由正反两方构成，双方分别举例说明不同的观点，最后总结陈词，在组内汇报讨论结果。
（2）对话练习
根据前面的讨论，每组学生可组织编写出一个辩论式对话，尽可能多地使用教师之前给出的短语、句型以及比较级，并派两到三组同学进行对话表演，汇报成果。
3.评价任务
学生完成任务后，教师应对任务的完成情况予以及时反馈。反馈的内容应包含以下几个方面：
（1）对学生的观点进行总结、评价；对不同组的表现进行评价；指出各组表现的优点和不足；指出学生在完成任务中经常犯的错误，并予以纠正。
（2）引导学生珍惜现在的幸福生活，好好学习。
（3）教师可布置短文写作，写作主题应和本话题有关，并要求学生尽量使用比较级句型完成。
分析：本次教学实践活动以“现在的生活是否比几十年前更好”为话题，通过小组合作的形式组织口语练习活动，为学生留出了极大的语言使用空间和自由，在刺激学生表达欲望的同时，还通过互相帮助提高了学习的效率。学生在完成任务、展示讨论成果中获得了满足感和成就感。而话题中的对比主题也提升了学生分析、对比、辩论的能力，提高了学生用英语分析和解决问题的综合能力。
三、现代英语阅读教学实践
（一） “任务型”阅读教学实践
教学任务：北师大版《普通高中课程标准实验教科书•英语（必修4）》Unit 12 Lesson Three Reading部分。阅读材料是关于一些来自不同国家的人到国外生活所感受到的文化冲突与困惑。
教学目的：在完成阅读和习俗体验的任务过程中掌握新词汇、短语以及文化冲突故事；提高学生的阅读能力，尤其是根据已知线索推论故事结局的能力的实践与提高；培养学生探究学习和合作学习的能力。
1.教学形式：个人、小组合作教学流程：
2.Step1：Pre-reading
（1）Revision：Asking questions about Lesson One and Lesson Two as aquiz.
We have learnt Xiao Jin’s letter to her Aunt Mei about visiting Britain. Now please answer the following questions：
①What do you think is the most famous thing in Britain?
②How much tip would you give to the waiter if you go to a British restaurant?
③What does Xiao Jin think of British humor?
And we also have learnt different manners in different cultures.
④What do people do in open cultures?
⑤What do closed cultures mean to you?
Ask students to answer the questions to see which team is the quickest and the most clever.
（2）Lead in：Discussing different manners in different countries.
Ask students to discuss the following situations in groups.
①Suppose you’re an American， it is the first time that you came to China. What should you know about Chinese manners，for example，greeting or table manners?
②Suppose you’re a Chinese student，and it’s the first time for you to go to Amer-ica，what manners should you learn?
③There is a famous saying “Modem man is educated to understand foreign languages and misunders and foreigners. Do you agree? Then ask the students to express their ideas freely.
3.Step2：While-reading
（l）Fast reading.
①Ask students to read the five passages as quickly as they can，then tell “T”，“F”or“NI”（No information provided）.
②Jin Li found the American way of life familiar soon after her arrival in the USA.
We know Jin Li has at least one American friend.
③Wang Lei never went back to the restaurant in New York again.
④Martin stayed in China with a local family.
⑤Tom couldn’t understand why his friend’s grandfather wanted to go with him to the bus station.
⑥Tina was a friend of the tourist guide.
（2）Careful reading.
Ask students to read the following questions first，then read the text in detail.
①Why did Jin Li feel that he was not really welcome? What do you think?
②Why did other peoples treat Wang Lei the party?
③Was Martin pleased when the host kept on putting food in his bowl?
④Did Tom think his friend’s grandfather very helpful?
⑤What would you like to do if someone say something nice about you?
⑥Can you use three words to describe Chinese character according to the three pas-sages about Chinese manners?
Ask the students to answer the questions team by team.
Give some explanations to some language points and complex sentences in the text.
（3）Retelling the stories.
Suppose you’re Jin Li，Wang Lei，Martin，Tom or Tina. Tell others your experience about cultures hock in English after reading. Ask three or four students to retell the stories.
4.Step3：Post-reading
（1）Watching a flash.
Some foreign students came to China for the first time and are talking with some Chi-nese college students about Chinese manners. Here is their conversation：
“Hi. Nice to meet you.”
“Nice to meet you，too.”
“It’s the first time we came to China. We’re excited，but a little puzzled about Chi-nese manners. Could you please tell us some?”
“Sure. In China，when people meet for the first time，they shake hands，and ask for each other’s names. Then they may talk about something like sports or jobs. It’s OK to ask others’ job seven income. After that，they may exchange their telephone numbers.”
（Another picture on the right side of the screen：Two Chinese meet for the first time， then chat together，and exchange their telephone numbers.）
“Hmm，thanks a lot. And would you please tell us your table manners?”
“Chinese people are usually very hospitable. They like to invite friends for dinner. They talk freely at table. To American people， you may feel we are talking too rudely， just like arguing with others. And many Chinese people like to keep on putting food in the guests’ bowls to show their hospitality， which often annoys the guests from western coun-tries.
（Another picture on the right side of the screen：some Chinese are sitting together rat table with lots of food and talk loudly and happily. The host keeps putting food on others’ bowls.）
“Wow”it’s so interesting to know all of these.Thank you very much. And…
（2）Group work：experiencing different manners.
①After watching the flash， divide the whole class into nine groups. Each group rep-resents a country， namely China， Korea， Japan， Britain， France， Italy， USA， Canada and Australia. Each groups how sits pictures， including national flag， places of interest， national clothes and drawing pictures about their manners.
②Each student should go to at least three or her countries to learn their manners and greet them in their manners.
③After the visit every student should fill in the form given out to the math every be-ginning.
④Then ask three students to act out conversations with the group they have just vis-ited.
⑤Hand in the paper.
Step4：Homework
Korean TV plays are very popular in China now. Have you seen some? Suppose you are on an exchange visit to Korea. You stay in a Korean family. You have a close contact with them. Write a story about the cultures hock you experience in Korea. About 100 words.
分析：该阅读教学实践中，常规教学先行，通过复习让学生带着文化冲突的困惑进入阅读课堂，紧接着通过不断深入的阅读理解让他们对于跨文化交际有了充分的认识，之后自然过渡到文化礼仪体验活动，真正贯彻了教学资源整合与任务型教学理念。此外，该阅读教学实践突出地体现了各种资源、教学元素与教学方法、教育方式与教学环节的有机结合与自然融合。
（二） “学案导学、先学后教”阅读教学实践
教学任务：完成Module 12 Summer in LA Unit2 Learn English in Los Angeles一课的教学任务。
教学目的：通过采用“学案导学、先学后教”阅读教学策略，引导学生教学形式多样的阅读课活动，培养学生的自主学习能力和合作学习精神。
教学形式：4人小组合作学习、个人自主学习、组际互动交流。
教学流程：
1.先学
（1）小组内进行合作学习，翻译并拼读本课生词和短语，互相检测。
翻译并拼读下列生词和词组：英语课程、美国文化、每天四小时、在……的开端、周测试、取得进步、参加活动、填写、体验生活。
设计说明：在这项活动中，学生通过小组合作学习和评价的手段在课前清除了词汇障碍，为后面阅读课文的处理做好了准备。
（2）助学提示。
①You will enjoy coming to Los Angeles.
你会很高兴来到洛杉矶。
上句中enjoy意为“喜欢、享受”，enjoy oneself=have a good time。
Last Sunday the children enjoyed at the beach.
A.they B.them C.himself D.themselves
②The courses last for four，six or eight weeks.
课程持续四周、八周或八周。
上句中last意为“持续”，后接一段时间。
练习：会议持续了多长时间did the meeting?
设计说明：使用“以旧引新”策略，把课文中要求学生掌握的句型、语法，通过与旧知识结合和预习题的形式呈现给学生，让学生通过做预习题找出问题，为上新课排除了语法障碍，同时教师通过对预习题的检查也可以提高阅读课堂教学的针对性。
（3）思考并在小组内调查下面几个问题：
What activities/courses have you ever attended?
Where have you gone?
How long has it lasted?
设计说明：本环节设计以小组为单位，对学生参加活动或课程学习的情况展开调查，并以语篇的形式在组内交流调查结果，旨在让学生结合自身的生活实际，激活与阅读文章相关的背景知识。
2.后教
（1）Skimming.
Read the text quickly and match the titles with the paragraphs.（让学生自主快速阅读课文，启发引导学生抓住本文Main idea和各段的Topic sentence。）
设计说明：本环节训练学生快速阅读并通过寻找主题句的策略抓住文章的主旨大意和各段的中心思想。
（2）Scanning.
Read the text carefully and do True or False correct.
①If you come to Los Angeles，you can experience life in England.（ ）
②Some families create friendships with the students which last along time.（ ）
③You live and have meals with an American family，do some activities with them and take part in American life.（ ）
④There are few things to do in LA.（ ）
设计说明：本环节设计的目的在于培养学生捕捉具体信息及重要信息的能力，使其更为深入地理解课文中的细节信息。
（3）Fill in the form.
Suppose you replanning to attend a course，fill in the form.
e.g. My name is…I’m a student of…My e-mail address is…. I’d like to start the course on…It can last for… I’d like to study with…It would be better if I can live…because I can…I want to take trips to.
设计说明：本环节采用小组合作学习的形式，先让学生自己填写好，然后在4人小组内进行交流，再选出学生代表进行组际间的交流。
3.拓展
（1）任务型配对阅读。
有同学在学习英语时遇到了以下三个问题，请为每个问题选择最合适的办法。
问题：
①I read very slowly especially when there are many new words.
②I’m afraid to speak in class because I’m afraid of making mistakes.
③I always write Chinglish but not real English. I can’t use the right English words or use big words that are not necessary at all.
解决方法：
④Find a penpal. You can make pen-friends who are from English-speaking countries， so you may write letters in English often. Maybe your penpal can help you improve your English，
⑤Try to be more outgoing . Don’t be afraid of in English learning. Everybody makes mistakes. It is not a big deal to make mistakes in front of your classmates who may do the same thing.
⑥Have some good reading habits. First，you have to find out why you can’t read fast like others. Do you always read in a right way that is the same as you are reading your mother language?
设计说明：本环节采用了任务型的阅读，要求学生阅读后完成相应的任务。同时，通过帮助同学寻找解决学习英语时遇到问题的办法，让同学意识到在平时学习过程中应养成良好的学习习惯。
（2）Write about a course learning Chinese in Yi wu.
e.g. There are four classes a day. They last…Students live…or…There are many things to do in…For example，all the students have a wonderful time learning Chinese in…
设计说明：本环节利用阅读素材设计一些同步的写作活动，使阅读与写作很好地结合在一起，这样有助于学生逐步在语言训练中学会使用语言。
分析：该阅读教学实践从课前预习（先学）、课堂教学实施（后教）到课后拓展三方面，呈现了三个自主学习环节、三个后教环节、两个拓展环节。
（1）在先学环节中，以学案为载体，以导学为方法，这样的导学把教学内容的思路与学生的学习思路很好地结合起来，有助于提高学生学习的信心，使他们在有限的课堂时间参与交流合作、共享成果，使学生从“学会”到“会学”逐步转变。
（2）在后教环节，与传统的“满堂灌”的教学模式不同，师生边教边学，真正体现了“先学后教”的新理念，以学生先学为基础进行有针对性的教学。
（3）在拓展环节，设计了与阅读文章相关的任务型阅读和写作的活动，真正达到了拓展的效果。
（三） “小组合作”阅读教学实践
教学任务：新编实用英语读写教程（第一册）Unit3 Text A，May I Feed。
教学目的：通过小组把故事情节以表演的方式来处理本文的阅读理解，培养学生分析、归纳并演绎信息的能力。
教学形式：6人小组教学流程：
Step1：Preview
（1）预习 Text A中的生词和短语，对文章主旨有一个大致的了解。
（2）把学生分为小组，每个小组6人，准备把 Text A的故事情节以表演方式在课堂上展现。
Step2：Pre-reading
（1）Discussion：If you have to choose one from three precious gifts：wealth，success and love，which one do you pick out? Why?
（2）Listen to the poem when you are old from William Butler Yeats and fill in the blanks.
Step3：While-reading
（1）教师抽出两组学生，让他们分别上讲台把文章的故事情节表演出来，然后让其他学生对表演进行评价，并将故事主人公心理变化过程总结出来。
故事主人公心理的变化如下：
I ：happy-annoyed-reluctant-excited-glad
Kathy：worried-lonely-awkward-thankful
（2）以启发、提问的方式讲解下列语言点的用法。
我们以Noway为例进行说明。
Noway am I going to sit there.
该句是倒装句。一般情况下，以no、hardly、never、little等否定词开头的句子，其主语和谓语往往需要倒装。例如：
I have never met with such great kindness.
Never have I met with such great kindness.
分析：该阅读教学实践主要采用了启发式教学法。在阅读前，要求学生以小组为单位，并让他们以表演的方式把课文的故事情节展现出来；小组讨论锻炼了学生的阅读能力以及口语表达能力。在阅读中，教学根据语境来对词汇与语法进行详细讲解，并配以练习。在阅读后，设计了完形填空和写作等活动进行拓展。这样的教学模式不仅很好地发挥了教师的主导作用，同时也充分体现了学生的主体地位，激发了学生的学习兴趣，调动了学生的学习积极性。
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