第一篇：論英語計算機教學思考

教育部對大學英語

四、*級考試制度的改革，以及對非英語專業(yè)學生聽說能力的更高要求，對于大學英語教師來說是一個新的挑戰(zhàn)。正是在這個特殊時期，教育部在全國范圍內(nèi)對部分大學率先實行了教學改革，即實行計算機網(wǎng)絡輔助教學。本文對此進行了簡單評述。

一、新教學*綱對大學英語教學的新要求

隨著大學英語教學水平及大學新生英語水平的不斷提高，教育部對大學英語教學*綱有了新的規(guī)定，對大學英語教學有了新的要求，從而對非英語專業(yè)學生有了更高的要求，特別是對他們的聽力及口語表達能力有了更高的要求。更高的聽力及口語能力要求如下：（1）聽力理解能力：能聽懂內(nèi)容稍長的對話、短文等，并在其結(jié)構(gòu)較為復雜、觀點較為隱含時也能理解要點；能基本聽懂英語國家的廣播電視節(jié)目；能聽懂自己專業(yè)方面的講座，并掌握其中心*意，抓住要點。（2）口語表達能力：能就一般或?qū)I(yè)性的話題較為流利、準確地進行對話或討論；能用簡練的語言概括較長、語言稍難的文本或講話；能在國際會議和專業(yè)交流中宣讀論文并參加討論。另外，教育部同時也對我國高校非英語專業(yè)學生的英語閱讀理解能力、英語書面表達能力及英漢語互譯能力也相應地提出了更高的要求。

二、大學英語教學中計算機網(wǎng)絡輔助教學的引入

新大學英語教學*綱的推出，新的更高要求的提出，都對大學英語教師及教學方法提出了新的挑戰(zhàn)。然而，傳統(tǒng)的教學方法不能滿足這種要求及挑戰(zhàn)。與以前的大學生相比，新一代的大學生更有個性，對英語教學有了更高的要求。其實，這在客觀上正反映了教學，尤其是大學英語教學應“以學生為中心”這一教學理念。正是在這種情況下，教育部決定在全國一些高校全面實行計算機網(wǎng)絡輔助教學，我校即為其中之一。大學英語教師基本持以下這種觀點，即網(wǎng)絡教學能滿足學生們自主學習、主動學習而不是被動接受這一要求，這可以在很*程度上調(diào)動學生的積極性。另外，現(xiàn)在全國的高校都在進行擴招，從而導致*部分高校面臨英語師資不足的問題。所以，計算機網(wǎng)絡輔助教學模式的引入對大學英語教學具有積極的推動作用，同時可以解決某些高校師資嚴重短缺這一問題

三、計算機網(wǎng)絡輔助教學的目的、形式和取得的成效

大學英語計算機網(wǎng)絡輔助教學改變了傳統(tǒng)的教學方法及教學模式，真正實現(xiàn)了學生唱主角，教師是學生的輔導者、指導者這一目的。在網(wǎng)絡教學中，教師布置完學習任務后，學生們主動“點擊”網(wǎng)頁，按照自己的學習方法和學習習慣學習，自己把握分配學習的時間。對那些自己感到有一定難度的學習材料可以多用一些時間，而對那些比較簡單的材料可以一掃而過，從而極*地提高了學習效率。另外，學生可以按照自己的興趣學習。豐富的網(wǎng)頁畫面和*量的學習材料可以極*地提高學生的學習興趣。

在某種程度上，計算機網(wǎng)絡教學實現(xiàn)了“一對一”的教學理想。面對一臺計算機就仿佛是面對一位英語教師。學生可以盡情地傾聽這位老師的講解，可以隨意地和這位老師交流，而不會有任何的害羞感，不會產(chǎn)生任何的心理焦慮。語言學研究表明，焦慮是學生學習外語的一*心理障礙。這種心理障礙對學生的外語學習產(chǎn)生很*的負面影響。中國學生一向以靦腆著稱，不愛在課堂上踴躍發(fā)言，特別是不愿意在人多的場合講話。計算機網(wǎng)絡輔助教學正好解決了這一問題。我們發(fā)現(xiàn)，計算機網(wǎng)絡輔助教學確實在很*程度上提高了學生的聽說能力。在學期期末考試中，參加計算機網(wǎng)絡教學班的同學在聽說能力方面有了顯著的提高。這種新的大學英語教學方法也得到了*部分學生的認可。

另外，在目前的大學英語教學中，*部分學生深感自己沒有機會和老師及同學練習口語。他們也對傳統(tǒng)的教師唱獨角戲的講課方法很反感，要求教師能夠和學生互動。在計算機網(wǎng)絡輔助教學中，教師在每次上課時都能做到先給學生指導，布置一定的自學任務，然后留出一段時間找?guī)孜煌瑢W進行小組討論。在小組討論過程中，教師鼓勵學生運用新的教學知識，積極參與口語實踐，學生們對此都很感興趣，普遍認為這樣做對提高自己的英語實際運用能力很有幫助。但認為練習的時間太少，輪到自己練習的次數(shù)也太少了。

第二篇：英語學科教學論

(一)1.What is the goal of foreign language teaching?

To help the learner master the target language in the shortest possible time

By mastering the target language, we mean that the learner is able to have successful communications with others in the target language.2.What is the nature of FLTM?

FLTM is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.It examines the practices and procedures in foreign language teaching;studies approaches, methods and techniques;and studies principles and beliefs that underline them.3.Why do we call FLTM is an interdisciplinary science?

It involves a lot of disciplines such as philosophy, linguistics, psychology, pedagogy, Anthropology, Sociology.So we call it an interdisciplinary science

4.What are the main features of traditional linguistics?(purpose, beliefs, approach and contents)Purpose: to help understand classic works

beliefs: the written form of language superior to the spoken form.approach:a prescriptive approach

Contents: Classification of all the words into 8 parts of speech and the study of the syntax of Greek

5.What are the main features of American structuralism?(beliefs, approach and contents)beliefs: speech was primary and writing was secondary.approach:a descriptive and inductive approach

Contents:

1.A language was a habit of verbal behavior which consisted of a series of stimuli and responses.2.To acquire a language was to form a habit of verbal behavior and learning a language was learning a habit.6.What is Chomsky’s explanation of the first language acquisition process?

Linguists should study the linguistic competence, not the performance, of the native speaker and try to set up a system of rules that will generate an infinite number of grammatical sentences.7.What is the main feature of functional linguistics?

the meaning of any single word is to a high degree dependent on its context.The context of situation must have an important position in a descriptive linguistic model.Linguistic events should be accounted for at three primary levels: substance)the material of language), form(organization)and context(relations of the form to non-linguistic features of the situation).Three dimensions: field, tenor, and mode.8.What is the basic theory of Gestalt psychology?

Contents: the area of perception, aiming at the exploration of the relationship between parts and whole in people’s perceptual experience.beliefs: people perceives objects and scenes as organized wholes before they noticed their component parts

9.What is the basic theory of psychoanalysis?

Contents: the analysis of the unconscious mind.beliefs: unconscious mental processes influence conscious thought and action.10.What is the basic theory of behaviorism?

Important figures:

1.John B.Watson(American psychologist)

Contents: nonhuman animal’s behavior and the external environmental conditions.beliefs: Behavior was the only proper subject of study in psychology ,because only behavior, not the mind, could be observed publicly and objectively

Important figures:

2.B.F.Skinner, the leader of behaviorism

Contents: learning

To characterize learning in terms of stimuli and responses

To identify basic learning processes

Beliefs: learning processes can be divided into two kinds: classical conditioning and operant conditioning.11.What is the basic theory of cognitive psychology?

contents：to explain observable behavior by reference to hypothetical mental structures.beliefs: experimental subjects do not simply make passive, mechanic responses to stimuli.Rather they are very active in identifying the meaning of stimuli and in expecting the consequences of their responses.12.What are the main six theories of second language acquisition? What are the main features? The habit-formation theory習慣-形成理論

According to behaviorists, language is regarded as a set of linguistic habits and the linguistic habits are formed through identifying and strengthening the associations between stimuli and responses.Learning a second language means the formation of a new set of linguistic habits.Imitation and practice play an important role in the process of habit-formation.Errors should be predicted, avoided and should be corrected.Positive transfer/ negative transfer/ contrastive analysis

The hypothesis of linguistic universals 語言共性說

There exists certain linguistic properties which are true to all the natural languages in the world.Noam Chomsky : a particular language;core grammar and peripheral grammar

Hoseph H.Greenberg: different languages

The acculturation theory 文化認同說

Individuals of one culture have to go through the process of modification in attitudes, knowledge, and behavior in order to function well in another culture.Social and psychological distances determine the degree of acculturation success

The discourse theory話語交際說

In the late 1970s

E.Hatch:focus his research on the process of second language acquisition

Only through communication discourses can the learner acquire the second language

The monitor theory 監(jiān)調(diào)理論

The cognitive theory 認知理論

Cognitive psychology: learning is a cognitive process

The second language learning should be regarded as the acquisition of a complex cognitive skill, and its internal representations include procedures for selecting appropriate vocabulary,grammatical rules, and pragmatic conventions governing language use.Learners’ language performance improves along with the reconstructing of the internal representations.The task of language acquisition is very complex because it involves constant practice and integration of different aspects of the task until automaticity is reached

(二)1.What are the main features and objectives of the Grammar-Translation Method?

1).Main features:

① Main content: grammar

② Arrangement of the teaching materials: grammar system

③ Purpose of teaching activities: mastering grammatical rules.④ Major focus: reading and writing

⑤ Main medium of instruction: the native language

⑥ Principal practice technique: translation

2).objectives:

To enable the learners to read and translate its literature by requiring students to memorize grammatical rules.2.What are the main features and objectives of the Direct Method?

1).Main features:

① Arrangement of the teaching materials: situations or topics

② Purpose of teaching activities: developing oral communication skills

③ Major focus: speaking and listening

④ Main medium of instruction: the target language

2).Objectives:

To develop the students’ ability to communicate in the target language.To enable the students to think in the target language

To develop the four basic language skills

To help students to have correct pronunciation from the beginning of the course.3.What are the main features and objectives of the Oral Approach?

1).Main features:

① Language teaching begins with the spoken language.② New language points are introduced and practiced situationally.③ Vocabulary selection procedures are followed to ensure that an essential general service

vocabulary(基本的常用詞匯）is covered.④ Items of grammar are graded following the principle that simple forms should be taught

before complex ones and should be taught inductively.⑤ Reading and writing are introduced once a sufficient lexical and grammatical basis is

established.⑥Main medium of instruction: the target language

2).objectives:

To enable the learners to get a practical command of the four basic skills of language.Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.4.What are the main features and objectives of the Audio-lingual Method?

1).Main features:

① separation of language skills into listening, speaking, reading and writing, and emphasis

on the teaching of listening and speaking before reading and writing.② Use of dialogues as the chief means of presenting the language.③ Emphasis on certain practice techniques: mimicry(imitation), memorization and pattern

drills.(mim-mem method)

① Discouraging the use of the mother tongue in the classroom

② Use of language laboratory.2).objectives:

To enable the learners to use the target language communicatively.The primary stress is laid on oral proficiency, which means the students should achieve accurate pronunciation and correct grammar.5.What are the main features and objectives of The Cognitive Approach？

1).Main features:

④It insists that learning is based on understanding and language learning is a creative

process.So meaningful learning and meaningful practice are emphasized.⑤ It gives equal importance to all the four skills.But listening and reading should precede

speaking and writing.⑥ It holds that mistakes are unavoidable in the creative use of language.What the teacher

should do is to analyze the mistakes so that they could find the cause and do some remedial work accordingly.2).objectives:

To develop in the students the same type of abilities possessed by native speakers.6.What are the main features and objectives of The Communicative Approach?

1).Main features:

① An emphasis on learning to communicate through interaction in the target language.② The introduction of the authentic texts into the learning situation.③ The provision of opportunities for learners to focus, not only on language but also on the

learning process itself

④ An enhancement of the learner’s own personal experiences as important contributing

elements to classroom learning.⑤ Am attempt to link classroom language learning with language activation outside the

classroom.2).objectives:

To develop the students’ communicative competence.It includes:

a.Knowledge of the grammar and vocabulary of the language.b.Knowledge of rules of speaking

c.Knowing how to use and respond to different types of speech acts such as requests,apologies, thanks, and invitations.d.Knowing how to use the language appropriately.(三)

To develop students’ overall language ability, what are the five aspects mentioned in the National English Curriculum?

Language, language skills, learning, affect and culture.

第三篇：論計算機教學方法

論計算機教學方法

一、思想方面

思想上嚴于律己，熱愛教育事業(yè)，各方面約束自己，鞭策自己，對自己要求更為嚴格，力爭在思想上、工作上在同事、學生的心目中樹立良好的形象，使自己的思想再上一個新的臺階，同時也對自己思想上有了更加高的要求。努力提高自己的教學水平和業(yè)務水平，提高自身的思想覺悟。

二、教學、工作方面

這學期主要擔任信息技術(shù)教學和學校電腦設備的檢修、維護等工作。為了提高教學水平和提高業(yè)務水平，向有經(jīng)驗老師請教的基礎(chǔ)上，在教學之余，我也注重自身發(fā)展進步。除了聽課，評課，參加教研組教研活動外，我還注意到要自學。從思想上，端正自己；從行動上學電腦技術(shù)，學教學技能等；在生活上注意形象，為人師表。

繼續(xù)更新教育、教學理念，探索合適的教學方法

1、充分體現(xiàn)“學生為主體”，“教師為主導”的原則

信息技術(shù)教師在教學過程中應始終體觀“以學生為主體”、“以教師為主導”相結(jié)合的原則，注重培養(yǎng)學生的自學能力、合作精神和探究欲望，在學習的整個過程中領(lǐng)悟信息文化內(nèi)涵。教學實施的過程中，在充分理解新課程標準的情況下，根據(jù)學生的實際水平，重組教學內(nèi)容。信息技術(shù)教學應該充分關(guān)注個體差異，設計分層次的學習目標。在教學過程中，要尊重學生的不同興趣愛好和解決具體問題的不同技術(shù)思路。對學習起點較低的學生，要多鼓勵、多幫助，提供有針對性的指導；對于基礎(chǔ)較好的學生，要少限制、多支持，鼓勵自主探究。

2、努力轉(zhuǎn)變學生學習方式

課堂中倡導學生的自主學習，信息技術(shù)課程無論從教學內(nèi)容、教學環(huán)境和教學方法上都非常有利于培養(yǎng)學生的自主學習意識和學習能力。比如：我們學完文字處理軟件后，可以給學生布置一個電子作品，確立作品的主題，讓學生根據(jù)自己的興趣愛好，創(chuàng)作出集知識性和趣味性與一體的電子報刊，主題選擇方向可以是環(huán)境保護、西部開發(fā)、世界無煙日、科技活動周、機器人、奧運等。老師給出作品要求，給學生兩節(jié)課時間，可以上網(wǎng)搜集素材，以小組為單位進行電子報刊的制作，同時也培養(yǎng)了學生協(xié)作學習的習慣。可以從作品的思想性、科學性、創(chuàng)造性、藝術(shù)性、技術(shù)性幾個方面給打分，全面給出評價，使學生得到一次很好的鍛煉機會。

3、選擇合適的教學方法

教學方法是影響學生學習方式的形成、完善以及改變的重要因素。信息技術(shù)課堂教學常用的教學方法有：

① 任務驅(qū)動?！叭蝿镇?qū)動”教學強調(diào)學生在密切聯(lián)系學習、生活和社會實際的有意義的“任務”情境中，通過完成任務來學習知識、培養(yǎng)技能、形成能力，提升素養(yǎng)。在“任務驅(qū)動”中所設置的任務要求做到科學、適當、適度。

③ 啟發(fā)式。在發(fā)揮教師主導作用的前提下，根據(jù)教學目標，充分調(diào)動學生的學習積極性，引導學生展開思維活動，主動獲取知識。這種方法有利于學生積極參與和學習，主動思考和實踐。

④ 講授法。信息技術(shù)教師根據(jù)信息技術(shù)課程的不同教學內(nèi)容，做成各種教學課件，借助于有關(guān)設備，邊講授邊操作，講練結(jié)合，完成教學任務，達成教學目標。

⑤ 分層遞進教學法。根據(jù)不同層次學生學習水平的差異，確定不同層次的教學目標，實行分層施教、分層測試評價。在教學過程中形成一種促進各層次學生不斷遞進的機制，開發(fā)學生潛能，發(fā)展個性，全面提高全體學生的基本素質(zhì)。

四、總結(jié)

作為一名信息技術(shù)老師，應具有比別人更超前的目光，及時掌握最新的科技資訊，明白到自身的責任，為此，我經(jīng)常通過瀏覽《中國信息技術(shù)教育》、《計算機應用文摘》等書籍，上網(wǎng)瀏覽新課程教學網(wǎng)等形式，學習更加多的、好的、新的知識。從中學習別人的長處，領(lǐng)悟其中的教學藝術(shù)。平時要虛心請教有經(jīng)驗的老師。努力提高自身的信息素養(yǎng)，形成自身的信息技術(shù)教學風格。

第四篇：計算機教學工作總結(jié) - 新思考網(wǎng)

非專業(yè)班計算機教學工作總結(jié)

本人本學期任教非計算機專業(yè)班的計算機基礎(chǔ)教學,在教育教學上，愛崗敬業(yè)，嚴謹治教，熱愛學生，努力做到把學生教好，讓學生成功成才。計算機教學工作，不僅僅是讓學生學會幾種操作，更重要的是要提高學生的信息素養(yǎng)。能真正做到為人師表、教書育人，較好的完成教育教學工作任務，盡到一個教師應有的職責。因此我在教育教學方面注意了以下幾個問題，現(xiàn)總結(jié)如下：

一、思想方面

本人能認真學習黨的路線，、方針和政策，時刻與黨中央保持一致。熱愛黨的教育事業(yè)，熱愛本職工作，加強自我修養(yǎng)，做到學高為師，身正為范，熱愛學生，真誠對待學生。特別是在此期間，我努力地學習政治理論，積極參加學校組織的一系列政治活動，將學到的理論知識切實運用到工作實踐中。

二、計算機教學工作方面

選擇適當?shù)慕虒W方法、手段和現(xiàn)代教學媒體，提倡使用現(xiàn)代教學手段。備課教案全部采用電子教案，同時為了上好每一節(jié)課，通過上網(wǎng)查資料，集中別人的優(yōu)點確定自己的教學思路。

正確引導學生看待和使用網(wǎng)上信息，培養(yǎng)學生良好的信息素養(yǎng)。注意課堂管理，上課期間要求學生嚴格按照老師給定的任務進行操作，同時又注意因材施教，在學生完成上機任務時，到各臺計算機前巡視，注意對差生進行手把手的輔導。課后及時做好課后反思，不斷總結(jié)經(jīng)驗，向課堂45分鐘要質(zhì)量。

三、個人教學業(yè)務水平學習方面：

信息技術(shù)知識更新很快，新知識、新產(chǎn)品、新術(shù)語幾乎天天出現(xiàn)。作為信息技術(shù)教師，只有不斷地更新自己的知識，不斷地提高自身的素質(zhì)，不斷地自我加壓，才能將信息知識更流暢地、輕松地、完整地講授給學生，才能讓學生始終走在信息技術(shù)知識的前端，跟上不斷發(fā)展的時代步伐。

四、本人今后的努力方向：

１、加強自身基本功的訓練，課堂上做到計算機教學工作精講精練，注重對學生能力的培養(yǎng)。

２、加強機房紀律和機器使用道德方面的教育，使學生不僅在班級集中注意力學習，在機房上機時也要按規(guī)定嚴格約束自己。

以上是本人在本學期信息技術(shù)教學工作中的總結(jié)。社會在發(fā)展，時代在前進，學生的特點和問題也在發(fā)生著不斷的變化。教育教學工作，是一項常做常新、永無止境的工作。作為教育工作者，必須以高度的敏感性和自覺性，及時發(fā)現(xiàn)、研究和解決學生教育和管理工作中的新情況、新問題，掌握其特點，發(fā)現(xiàn)其規(guī)律，盡職盡責地做好工作，我要以“內(nèi)強素質(zhì)、外樹形象、加快發(fā)展、爭創(chuàng)一流！”為目標，踏實工作，服務于教，努力為學校的發(fā)展貢獻自己的一份力量。

第五篇：英語學科教學論試題答案

英語學科論 試題答案及評分標準(供參考)

Section I:(30 points)

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Section II:(30 points)

16.Problem: The lesson fails to help the students to improve their reading skills, because it

focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages.In the pre-readingstage, the teacher can engage the students in some speaking activities to help them predict the

contents of the text.Thus arouses their interests in the text and, more importantly, gives them a

purpose for reading--checking the predictions.Such activities can also activate the students’

schemata about the topic that can facilitate their understanding of the text.Or it is necessary, the

teacher can provide the students with the background information or list of new words to help

remove potential cultural or language barriers.In the while-reading stage, the teacher can design

activities to develop the students’ skills of skimming, scanning, reading for detail or inferring.They can help the students to comprehend the text not only at the linguistic level but also at the

contextual and rhetorical levels.The teacher can also design some post-reading activities which

offer the students the opportunities of using freely the language they learnt from the text in

speaking or writing contexts.17.Problem: The lesson started with the third stage of the PPP Model--the stage of productionbut skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant

language input.Therefore, on the stage of presentation the teacher can introduce to them some

vocabulary or some reading/listening materials related to the topic and introduce to them some

useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc.The

teacher is then expected to give the students the opportunities to use the newly-presented language

items in a controlled framework.This may be done by drills or prompted short dialogues.The

focus of this practice stage should be on accuracy and therefore any language errors, once spotted,should be corrected immediately.Finally comes the stage of production where the students do the

activities, like the group discussion in this case, to experiment with the new language items freely

and creatively.Since this stage is intended to develop fluency, the teacher should refrain from

frequently interrupting a student who is speaking for immediate correction.18.Problem: The teacher should not stop the tape time and again to explain a word or

information point, because this is not the way people listen in real life.Solution: Anticipating some language or information barriers the students are likely to encounter

in the process of listening, the teacher can design some pre-listening activities to get the students

ready for the contents and language of the text.An alternative is to have the students do some

inferring activities while they are listening.In this way they can not only have a purpose for

listening, but also develop their ability of making inferences based on the contextual cues.19.Problem: The teacher only performed the role of a manager but neglected some othersignificant roles such as those of a prompter, assessor, resource person, etc.Solution: A qualified teacher has many roles to play in the classroom.The communicative

language teaching features a student-centered, task-based and Process-oriented class.This does

not diminish the teacher’s importance in the class, but puts a higher demand on his/her functions,especially those associated with facilitating and monitoring the learning process.When the

students are doing an activity, the teacher needs to move around to offer encouragement and

suggestions as a prompter, give help with ideas or language as a resource person and detect

problems for immediate or delayed correction as an assessor.In addition, the teacher acts as a

controller to maintain discipline and make sure each student is participating in the activity the way

he/she is required to do.The teacher may also need to give examples of how to do an activity.In

this case, he/she serves as an instructor.20.Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster.The

alternative rows of students are asked to turn around, so that half the class is facing the student

behind them.In this way, only the front-facing rows can see the information on the blackboard or

poster.Alternatively, two different posters can be put up, one on the front blackboard and the

other on the back wall.Then the one is visible to the front-facing students while the other can be

seen by those facing the back of the room.In either situation exists an information gap.The pairs

can then exchange the information until they have completed the assigned task.Section Ⅲ： Mini-lesson Plan(40 points)

兩題的評分標準相同，具體如下：

Name of activity 1分Objective(s)of the activity 2分

Type of the activity 1分Classroom organization of the activity 1

Teacher’s role 1分Students’ role 1分

Teacher working time 1分Student working time 1分

Teaching aid(s)1分Predicated problem(s)2分

Solution(s)2分Procedures 1)2分 2)2分 3)2分

下面教案僅作參考：1．

Name of activityReading

Objective(s)of the activityGet to know something of the fish in the ocean

Type of the activityThe exploitation of the text

Classroom organization of the activityPersonal work /Individual

Teacher’ s roleOrganizes and guides

Students’ roleRead with skills to find out the key information of the text.Teacher working time2 min

Student working time4 min

Teaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1)The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2)Students read with skills3)Get feedback

After reading, the teacher invites some students to give some key information of the text.下面教案僅作參考：2．

Name of activityPut the events in the correct order.Objective(s)of the activityHelp the students understand the content and structure of the text.Type of the activityListening

Classroom organization of the activityGroup work.Teacher’s roleInstructor , manager

Students’ roleActive participant in class activity

Teacher working time1 min

Student working time4 min

Teaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution(s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer help, showing them how to decide the time order of the events.Procedures1)The teacher assigns the work2)Students listen carefully and decide the order of the events.3)Get feedback

When the students have finished their work, the teacher invites some to show their decision.