英语：Unit_15《Learning》Communication_Workshop课件(1)(北师大版必修5)
Communication Workshop speaking
Pre-listening: Voice your opinion
I would like to go there, because ________________________________ I would not like to go there, because ________________________________
Task 3:
Listen to the four students again and complete the Function File on Page 44.
1.What’s your view on 2.For me 3.As I see it 4.I totally disagree 5.To a certain extent 6.I don’t’ think that would be a problem 7.I get your point 8.That’s one way of looking at it 9.I think so too
3. Waste time and money 4. Can not appreciate parents’ hard work
Listening: Task 2:
Student A B the biggest advantage Learn about a New culture Live independently from the family the biggest disadvantage Cost a lot of money
Speaking strategies:
Agreeing and disagreeing strongly Recognizing an opposing view and arguing against it Expressing your views Presenting points in order of importance Not interrupting a speaker
Speaking: A debate
Divide the class into 3 groups Use the language in the Function File.
Talkback: Assess your performance in
the debate
Express your views in the debate Ask others to express their views Your contributions are relevant to the topic Never interrupt any of the speakers Express your agreement and disagreement with any of the speakers
/
Live away frห้องสมุดไป่ตู้m your parents and friends
Difficult for parents to afford it
C
/
D Make friends and see new places
Follow me:
I get your point For me To a certain extent What’s your view on I totally disagree I don’t think that would be a problem As I see it That’s one way of looking at it I think so too
Listening: task 1:
Advantages Disadvantages
1. Independence 2. Meet new people 3. Learn about other cultures
1. Hard to adapt to 2. Hard difficulty in arranging studying and taking care of themselves
高中英语北师大版必修五Unit15learning课程教学设计
Unit15learningLesson 1 Life-long LearningTeaching aims:To develop and practice the skills of reading, working out meanings and making inference.To grasp some important words and expressions..To practice using Third Conditional Sentences.Teaching difficulties:To practice using Third Conditional Sentences.Teaching Aids: computerTeaching procedures:Ⅰ. Warming upRead the e-mail sent from my father then raise the question:Do you think what cause my father to learn to use e-mail or QQ ?Because the changes in telecommunications and electronicsⅡ. Pre-reading1. If you failed in the college entrance exam, will you continue to study? In what way can you continue to learn ?2. If you would be laid off, what would you do?3. Look at some pictures and lead in the new lessonIt seems that we have entered to a world of life-long learning…Ⅲ. ReadingRead the text again and find out the following words and expressions•高考•即将，将要•坦白说•下岗•成立•上涨，上升•亲自•关掉，不理不睬Ⅳ. Post readingComplete the sentences with the words below.qualification, postage, suspect, aside, secure, frankly, swell, status, throat, blank,1.What is the _____ of your project? Are you finished yet?2. _______ speaking, I don’t really like him at all.3. I like to collect _________ stamps4. _____ from making dinner, she also baked a cake.5. I _______ that Jim stole the book.6. Mary feels very ________ knowing that she has a good job.7. Take a _____ page and write your name at the top.8. A Bachelor of Arts degree is a good ____________ but i t’s not good enough for this job.9. If you have a sore _____ , drink lemon and honey in hot water10. My shoes are too small so when it’s hot and my feet_____, they are really uncomfortable,Ⅴ.AssignmentsLesson 2 Different SchoolTeaching aims:To prepare questions for a listening exercise and to predict contents.To practise using vocabulary of school and education.To practise disagreeing and contradicting politelyTo practise using phrasal verbsTeaching difficulties:To practise disagreeing and contradicting politelyTo practise using phrasal verbsTeaching Aids: computerTeaching procedures:Ⅰ. Warming upLook at the picturesThis is our school, can you describe our school in your own words?The following words may help you:boring, strict, test, homework, traditionalRead these words together and put them under the three headings.Traditional Education:Alternative Education:All Kinds of Education:Ⅱ.ListeningJack had a traditional educational education.Nicholas had an alternative one.Jack and Nicholas who are exchange students from the UK are discussing their learning experience.Listen to the text and do exercise4 and exercise5Jack’s 1. 4. 6Nicholas’ 2. 3. 5Listen the text again and finish exercise6Now listen to the second part of the conversation. Complete the Function File with expressions from the list.not necessarily, I don’t think, one ofthe problems, I’m sorry to disagree, maybe, to a certain extent, not reallyⅢ. SpeakingThink about the questions below. Then in pairs, discuss them. Use expressions from the function file with the correct intonation.1.which school would you prefer to go to? Why ?2.what are the advantages and disadvantages of traditional schooling?3.what are the advantages and disadvantages of alternative schooling?Ⅳ.Complete the sentences with the Phrasal Verbs.catch up with, fall behind,get on with, get together,go on to, go over, look up,put off, put on, set up, take upComplete the passage with the following words and phrases.to a certain extent, select,misunderstand, reputation, mild, assignment, slight, looseⅤ. AssignmentsLesson 3 TeachersTeaching aims:To practise using “wish” and “should” to express regretTo practise disagreeing and contradictingTeaching difficulties:To practise using “wish” and “should” to express regretTeaching Aids: computerTeaching procedures:Ⅰ. Warming up1. Who was your favorite teachers at primary school?2. Why did you like him/her?3. Guess. Will your teacher still remember you? Were you a good students for him/her?Ⅱlisten and readListen, read the text and decide whether the statements are true or false.1.Mr Jenkin made class lively but Graham didn’t like science.2. As a science teacher Mr Jenkin often shows and explains how something work or how to do something.3….4…5…..6….7….Read the text again and answer the following questions.1.What kind of student was Graham?2.What kind of teacher was Mr Jenkins in Graham’s eyes?3.Why does Graham often think about Mr Jenkins?4.Is Mr Jenkins still a great help to Graham? How?5.How does Mr Jenkins feel about Graham now?6. Why does Mr Jenkins love teaching?Ⅲ. Language points1.suppose + that 认为,假定sb./sth. to be 认为某人,某物是…•I don’t suppose I’ll trouble you again.•You are supposed to start work at 8:30 every morning.2.make everything interestingThe teacher make us finish the homework.What made you so frightened?We made it a rule that everyone should be on time.•We decided to make him our chairman3. I wish I was as successful…as I was with…•He is as good a teacher as father.•He doesn’t go home as much as he used to.•Please take as many books as you want.•You can take as many as ten books.as +adj,+a/an +n. + as 和…一样是一个…as +adj/adv. + as 和…一样as +many/much as sb. want 想要多少..就有多少…as +many/much/far + as 多达/远达…•他和郭锋一样是个好歌手•这道题没那道题难•你想喝多少牛奶就喝多少.•你最多可以喝3杯牛奶.•He is as good a singer as Guofeng.This problem isn’t as/so difficult as that one.Please drink as much milk as you want.You can drink as much as 3 cups of milk.4.The thing about being a teacher…have access to•I have access to his office.•I wish I could have free access to KFC.•I do hope you can have access to the university•5.Wish to do, sb to do, sb.+ n. /adj., that•I wish to have a new swatch.•I wish him to go, he shouldn’t stay.•Wish you a happy weekend.•I wish I were you. You are a lucky dog.•The meeting was so terrible, I wished I hadn’t attended it.•I wish I could pass the lawyer certification exam next year. Ⅳ. GrammarⅤ. AssignmentsLesson 4 UnderstandingObjectivesTo practise using linking and reference words to help understand a text.To practise using adverbs.To make students know how to gain knowledge.Ⅱ. Warming upQuestion students: By what ways do we acquire knowledge?Reading booksWatching TVGoing through the InternetLearning from teachers or friendsListening to radioⅢ. Pre-reading1. Can you think of the process/way to gain/understand knowledge?2. Which of these things help you to understand things?1) being relaxed and happy2) having time to think about whatyou are learning3) being interested in the topic4) discussing topics with friends5) asking questions3. Will you completely believe in what your teachers said? What about the great scientist? Will you fully believe in them?We have our understanding about things, but we are always affected by the authorities and lose our thoughts. It seems that not all that the great people said is correct.Do you believe the following sentences said by the great?Knowledge is power.Truth is the daughter of time, not of authority.All truths are easy to understand once they are discovered; the point is to discover them Earth must be the centre of the universe because it felt like the earth was standing stillEarth must be the centre of the universe because it felt like the earth was standing stillⅣ.Reading(I).Read the text and answer the following questions.1)Does the writer believe that the Baconian Method of scientific thought is a good way to gain knowledge?2) What image does the writer use to explain how men like Bacon and Galileo helped educate people?3) Why did Aristotle assume that the sun moved around the Earth?4) Would the writer d escribe the people of the church during Galileo’s time as having ‘open’ or ‘closed’ minds?5) Do you think people like Bacon and Galileo would have thought it was a good idea to open libraries and set up universities? Why?(II).Read texts 1-4Which of the underlined linking words mean the same as these? Example as = whenafterwards, but, since, so he could, so, to start with, when, next(Ⅲ).V ocabulary: Words about learning, Ex.5(Ⅳ).Complete the sentences with the correct form of the words below. Ex.6Ⅴ.Language pointsⅥ. AssignmentsUnit 15 LearningCommunication Workshopwriting(1).三维目标1.to participate in a debate.2. to practice exchangeing views.3. to practice using speaking strategies for debate.（2）教学重点1. improve the students’ integrating skills.(3) 教学难点1.some students may still feel they need to understand every word in reading text in order to do the exercises.2. how to write a personal essay .Task 1: Read the essay and match the headings with paragraphsPara. 1Para. 2Para. 3Para. 4Para. 5FacilitiesAfter-school activitiesTimetablelocationAim of the essayconclusionTask 2: Read the essay again and decide whether the statements below are True (T) or False (F). ( ) 1.My perfect school would be in the center of the city, but far away from a big park. ( ) 2. My perfect school would have a language lab.( ) 3. Students would study all the school subjects and optional subjects.( ) 4. There would be many after—school groups in my perfect school.Task 3: Read the essay again and find out the linking words and expressions underlined in the essay show:Addition: Also, another thing, as well asExamples: For example, such asConclusion: In conclusionContrast: But, howeverPurpose: So thatWriting:You must have known how to write a personal essay now, so let’s have a try!Write an essay describing your perfect school, following the writing stages on Page45. Before writingWrite some notes about your imaginary school.Location: in the center of cityFacilities: a big playground, a language lab,basketball courts, …Timetable: biology, …After-school activities: music club, …Teachers: …writingMy perfect school would be in the centre of the city. The school would have a big playground so that students could play ball games there. There would also be computers in all the classrooms. Students would study all the school subjects such as Chinese, math, English, physics and chemistry. There would also be some new optional subjects for students to choose. The teachers高中英语北师大版必修五Unit15learning课程教学设计there would be mild and kind. There would be some after—school interest groups.In conclusion, I think my school would have a good variety of activities—something for everyone.11 / 11。
王蔷主编的《英语教学法教程》第二版-Unit
Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw someFrom the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult;3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language?’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what isTo give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?’ rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structuralitems so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantlya tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. Theyclaimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement’(Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the . One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good EnglishIt is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper. 2. Add any adjectives to the list which describe further qualities thatyou feel are missing.3.These adjectives are intended to describe positive qualities or styles.Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book,can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’experiences (empirical knowledge gainedthrough reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’and ‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure . However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure .An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order toinclude topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, . giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
北师大版高中英语必修二各单元单词汇总及音频
北师大版高中英语必修二单词及音频目录北师大版高中英语必修二单词及音频 (1)北师大版高中英语必修二第4单元词汇表 (2)北师大版高中英语必修二第5单元词汇表 (8)北师大版高中英语必修二第6单元词汇表 (13)unit4 Learning to learnlikely adj. 很可能的；合适的；有希望的concept n.观念，概念chart n.图表；海图；图纸focus n.焦点；中心福克斯vi. 集中；聚焦skip n. 跳跃；跳读vt. 跳过；遗漏fist n.拳头；掌握；笔迹vt. 紧握；拳打waist n.腰，腰部；nail n.[解剖]指甲；钉子vt. 钉；使固定gallery n 画廊美术馆长廊Warm-upcyberspace n. 网络空间；赛博空间global adj. 全球的；总体的；球形的global warming 全球变暖come true 实现，成真；成为现实artificial 人造的人工的假的climate 气候风土风气思潮flood n.洪水；泛滥vt. 淹没；充满；溢出virtual 虚拟的reality n.现实；实际；真实virus n.[病毒]病毒；恶毒；毒害Lesson 1affect n 影响感动vi.倾向；喜欢rapidly adv.迅速地；很快地；立即growth n. 增长；发展；生长；种植pessimistic adj.悲观的，厌世的；悲观主义的hacker n.电脑黑客optimistic adj. 乐观的；乐观主义的crime n.罪行，犯罪；罪恶criminal 罪犯犯罪犯人terror n.恐怖；恐怖行动；attack n. 攻击；抨击；疾病发作vi.攻击；chaos n.混沌，混乱crash n.撞碎；坠毁offer n.提议；出价；提供vt. 提供出价报盘entertainment n.娱乐；消遣disappear vi.消失；失踪；as if 好像仿佛似乎harm n.伤害；损害vt. 伤害；危害；损害obvious adj. 明显的；显著的；平淡无奇的destruction n. 破坏，毁灭；摧毁Lesson 2military n. 军队；军人scientific adj. 科学的，系统的the Pentagon 五角大楼nuclear 原子核的原子能的中心的network n. 网络；广播网；project n. 工程；计划；事业vt. 设计；计划；发射；放映fashion 时尚时装hang on 坚持下去；不挂断；握住不放get in touch 取得联系be up to 胜任；该由…负责；轮到…；从事，忙于, 多达fancy n. 幻想；想像力；爱好vt. 想象；喜爱；suggestion n.建议暗示意见reject vt.拒绝；排斥；抵制；丢弃arrangement n.布置；整理；准备Lesson 3suggest 建议暗示title n.冠军；标题；头衔；权利；字幕adj. 冠军的；标题的；头衔的vt. 加标题于；赋予头衔；把…称为destination 目的地目标终点flesh 果肉肉肉体in the flesh 本人；亲自；exit n.出口，通道；退场vi. 退出；离去historical 历史的历史上的历史性的site n.地点；位置；场所vt. 设置；为…选址pack n.包装；一群；背包；包裹；vt. 包装；压紧；捆扎；挑选；塞满dip n.下沉，下降；倾斜；浸渍，蘸湿vi. 浸, 泡，蘸；toe n. 脚趾；足尖vt.用脚尖走；millionaire 百万富翁 , 大富豪smoker 吸烟者烟鬼烟民non-smoker n.不吸烟的人Lesson 4tourism 旅游旅游业观光guide n. 指南；向导；入门书vt.引导；带领；locate vt 定位位于查找seaside n. 海边；海滨Maori 毛利人毛利毛利语settle vt. 解决；安排；使…定居n. 有背长椅settlement n.解决，处理；[会计] 结算central adj.中心的；中枢的中央n.电话总机suburb 郊区市郊近郊区zone 地区区域地带volcano n.火山as well as 除 , 也；和…一样；不但…而且harbour n. 海港（等于harbor）；避难所vi. 藏匿；入港停泊；庇护view n. 观察；视野；意见；风景vt. 观察；考虑；查看sunshine n. 阳光；愉快；晴天；快活average n.平均；平均数adj.平均的；普通的vt. 算出…的平均数；使…平衡surfing 冲浪网上冲浪regular n.常客；正式队员规则的定期的正常的location 位置地点material n.材料，原料；物资adj. 重要的；物质的，实质性的；肉体的be known as 被称为；被认为是；Communication WorkshopChinatown n. 唐人街，中国城officially adv.正式地；官方地；scenery n.风景；景色；舞台布景cuisine n. 烹饪，烹调法attractive adj. 吸引人的；有魅力的；引人注目的pider 蜘蛛爬行器三角架web 网络网状物网站unit5 Warm-upfolk n.民族；人们；亲属（复数）adj.民间的jazz n.爵士乐，爵士舞；喧闹adj. 爵士乐的；喧吵的rock 'n' roll n.摇滚乐disco n. 迪斯科舞厅；的士高ballet 芭蕾舞芭蕾舞剧Lesson 1effect n. 影响；效果；作用disappoint vt.使失望使受挫折extraordinary adj. 非凡的；特别的；杰出unclear adj.不清楚的；不易了解的be used to 习惯于习惯被用来做album n.相册专辑集邮本performance n.性能；绩效；表演；执行perform v. 执行表演履行award n.奖品奖励vt. 授予；base n.基础；底部;底座，基地，adj. 卑鄙的；低劣的vt. 以…作基础extremely adv. 非常，极其；极端地creative adj. 创造性的powerful 强大的强劲有力的anger n. 愤怒生气vt.使发怒，激怒；恼火system n. 系统体系制度audience n.观众；听众；throughout prep. 贯穿，遍及adv.自始至终，到处impress n.印象，印记；vi.给人印象vt. 盖印；给予某人深刻印象performer n.执行者；演奏者演员Lesson 2instrument n.仪器；工具；乐器；male n. 男人；雄性动物adj.男性的；雄性的female n. 女人; 雌性动物adj.女性的；雌性的clown n.小丑丑角carriage n.运输客车厢四轮马车combine vi结合联合合并treasure n.财富；财宝；珍品vt. 珍爱；珍藏mask n.面具；口罩；面膜vt.掩饰化装aerobatics n.特技飞行；[航] 特技飞行术costume n. 服装装束戏服represent vt.代表；表现；描绘；回忆再赠送general n.一般；将军，上将；常规adj. 一般的，普通的；综合的；大体的in other words 换句话说也就是说换言之Lesson 3pianist n. 钢琴家钢琴演奏者钢琴师musician n. 音乐家作曲家乐师key n. （打字机的）键；关键；钥匙adj.关键的at times 有时不时间或quit n. 离开；[计] 退出vt. 离开；放弃；停止；使…解除talent n. 人才才能才华worldwide adj. 全世界的adv. 在世界各地in some ways 在某些方面在某种程度上identity n.身份；同一性，一致；特性root n.根；根源；词根；祖先vt. 生根，固定；根源在于rediscover vt.重新发现；再发现beauty n.美；美丽；美人；美好的东西appearance n.外貌，外观；出现shave vt. n. 剃；修面刮胡子hairstyle n. 发型transform v.变换转变改变Lesson 4waltz n. 华尔兹圆舞曲华尔兹舞breakdance n. 霹雳舞encyclopedia n.百科全书ordinary adj.普通的；平凡的；平常的generation n. 一代；产生；一代人；生殖type n.类型，品种；模范；样式vi. 打字skip n. 跳跃；跳读 vi. 跳跃；跳绳；遗漏；跳读back and forth 反复地，来回地unique n. 独一无二的人或物adj. 独特的，稀罕的独一无二的noble n. 贵族adj. 高尚的；贵族的；宏伟的ballroom n.舞厅；跳舞场immigrant n.移民，侨民adj.移民的；迁入的tap dancing n.踢踏舞tango n.探戈舞sword n.刀，剑；武力，peacock n.孔雀；雄孔雀；爱虚荣的人Swan Lake天鹅湖（芭蕾舞剧名）Communication Workshopreaction n.反应，感应；反作用responsible adj. 负责的，可靠的；有责任的permission n.允许，许可realistic adj.现实的；现实主义的；逼真的；unit6Warm-upabstract n.摘要；抽象；文摘adj. 抽象的；深奥的straight n. 直线adj. 直的；笔直的；正直的；adv. 直接地；不断地；立即；坦率地wavy 波状的多浪的波浪imagination 想象想象力空想painter n. 画家油漆工pain n.疼痛；努力Lesson 1exhibition n.展览，显示；展览会；展览品poetry 诗歌诗意missile 导弹发射物mane n.（马等的）鬃毛shade n.树荫；阴影；阴凉处；（照片的）明暗度sweat n.汗；水珠；焦急；苦差使vi. 出汗；辛苦工作youth 青春青年年轻人insect n.昆虫；卑鄙的人;虫子fix one's eyes on 注意；凝视注视盯着creature 生物动物家畜artist 艺术家美术家valuable 有价值的贵重的值钱typical adj. 典型的；特有的；象征性的elegantly 高雅地优美地emphasise vt. （英）强调；（等于emphasize ）detail n.细节，详情cloth n.布；布料织物；桌布fold vi. 折叠起来；彻底失败弃牌shallow adj. 浅的；肤浅的shore n 海岸海滨eyesight 视力视觉Lesson 2castle n.城堡；象棋中的车marble 大理石弹珠concrete 混凝土具体的feature 特征特点n. 屋顶；最高处balcony 阳台楼厅包厢roof 屋顶车顶顶板statue 雕像塑像人像摩天大楼skyscraper 摩天大楼楼层特多的高楼angel n. 天使；守护神；architect n.建筑师ruin n. 废墟；毁坏；灭亡vt.毁灭；使破产sort of 有几分地有点稍稍loch 海湾湖fairytale 童话故事cafén. （法）咖啡馆Lesson 3phoenix n. 凤凰；死而复生的人rooster n 公鸡狂妄自负的人bat n.蝙蝠；球棒；球拍tomb n.坟墓；死亡date back (to) 追溯到(到)dynasty n.王朝，朝代religious 宗教的虔诚的purpose 目的意图pattern 图案模式纸样character 性格字符品行happiness n.幸福temple n. 庙宇；寺院；神殿；太阳穴offering n.提供；祭品；奉献物新股布施relate to 涉及有关联与……有关jewellery 珠宝首饰珠宝饰物try out 试验试用尝试Lesson 4cottage n. 小屋；村舍rent n.租金vt. 出租；租用；租借landlord n. 房东，老板；地主worm 蠕虫病毒蠕虫小人物pipe n管子管道烟斗v 用管乐器演奏mercy n.仁慈，宽容；怜悯；善行washroom n. 洗手间；盥洗室；厕所damp n.潮湿，湿气adj.潮湿的bathtub n.浴缸basement n. 地下室；地窖bathe v沐浴fence n.栅栏；围墙；剑术narrow 狭窄的缩小狭隘的hold one's breath 屏息屏住呼吸不出气garage 车库；汽车修理厂garbage n. 垃圾；废物apartment n.公寓；房间subway n. 地铁；地道downtown n. 市中心区；[篮球]三分线以外商业区lorry n.（英）卡车；[车辆] 货车curtain n. 幕；窗帘Communication Workshopair conditioner 空调conclusion n. 结论；结局；推论。
关于小组学习的英语范文(推荐9篇)
关于小组学习的英语范文(推荐9篇)（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、工作计划、合同协议、条据文书、策划方案、句子大全、作文大全、诗词歌赋、教案资料、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as work summaries, work plans, contract agreements, doctrinal documents, planning plans, complete sentences, complete compositions, poems, songs, teaching materials, and other sample essays. If you want to learn about different sample formats and writing methods, please stay tuned!关于小组学习的英语范文(推荐9篇)关于小组学习的英语范文第一篇The society needs cooperative learning.English is the same language and a tool to communicate with others.The significance of learning a language is to use it.Therefore， it is not enough to just remember some English words， eXercises and grammar rules.We must use it.We must communicate with others in English.This is the best way to learn it in class.A good teacher can create for students only through cooperation Opportunities for cooperation， only through cooperation can students share the fun of learning language，can they feel the joy of communication together，and stimulate their desire for understanding， sharing cooperation and knowledge.中文翻译：社会需要合作学习英语是同一种语言是一种与他人交流的工具学习语言的意义在于使用它，所以仅仅记住一些英语单词、练习和语法规则是不够的我们必须使用它我们必须用英语与他人交流这是在课堂上学好它的最好方法一个好的教师只有通过合作才能为学生创造合作的机会，学生只有通过合作才能分享学习语言的乐趣，才能感受到一起交流的快乐，激发他们对理解、分享合作和知识的渴望。
中国文化英语教程Unit15全文
Rhythm of Calligraphy
Zhang Xu was a Chinese calligrapher of the Tang Dynasty. A native of Suzhou, he became an official during the reign of Emperor Xuanzong of Tang. Legend has it that whenever he was drunk, he would use his hair as brush to perform his art, and upon his waking up, he would be amazed by the quality of those works but failed to produce them again in his sober state.
• As father and son, Wang Xizhi and Wang Xianzhi have been known as the “two Wangs”.
• Their works universally recognized as the peak of Chinese calligraphy.
Introduction
The brush is the traditional writing implement in Chinese calligraphy. The body of the brush can be made from either bamboo, or rarer materials such as red sandalwood, glass, ivory, silver, and gold. The head of the brush can be made from the hair (or feathers) of a wide variety of animals.
【英语教学法课件】Unit1Languageandlanguagelearning
4. Howatt, A.P.R. A History of English Language Teaching第十.五页(，共《78页。 英语语言教学(jiāo
Audiolingualism
第二十五页，共78页。
听说法 (shuōf ǎ)
Audio-Lingual Method
❖ ‘Listen and repeat’ drilling activities are the most important classroom activities.
❖ Mistakes are immediately corrected and correct utterances are immediately praised.
❖ Functional view– communicative categories, communicative ability (to be able to communicate)
❖ Interactional view– to communicate appropriately (communicative strategies, cultural awareness, etc.)
❖ Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced
《英语视听说》课程教学大纲
《英语视听说》课程教学大纲(English Watching Listening Speaking)课程类型：职业能力课程编号：N适用专业：应用英语专业先修课程：综合英语后续课程：学分：19总学时：292学时(理论200学时，实验92学时）教学目的与要求：本课程的教学目的：通过视、听、说教材和其他媒体资料的学习，开展课内外听说技能训练，努力提高英语听说水平，培养学生实际运用语言的能力。
通过本课程的学习达到以下教学要求：1、知识：学习和巩固语言知识包括词汇、句型及有关口语交际的文化背景知识，从而从根本上提高学生听说方面的理论知识。
2、技能：学习和掌握各种听力技能（如理解中心内容和重要事实；领会说话者的态度、感情及真实意图）及口语表达技能（用词造句、联句成段及根据不同场合和对象选择正确词汇用语等）。
3、能力：能就常见话题开展课堂、日常会话；能对与教材难度一致的视听资料及阅读资料开展对话、讨论；能听懂大众传播媒介的新闻、科技等内容的报导并能开展简单的讨论。
语言使用比较确当、得体；语言表达清晰、比较连贯本课程的考核方式是：考试课程，闭卷笔试。
平时50%（出勤10%+课堂表现20%+随堂测验20%）+期末考试50% （书面考试）教学内容与学时安排（第一学期）教学内容与学时安排（第二学期）绪论英语听力既是学习语言的一种途径,也是运用语言的一个过程。
收听英语新闻、歌曲,看英文原版录象,是集实用性和娱乐性于一身的提高英语听力的有效方式.英语学习者感到提高听力很困难.具体困难所在,不同水平的学习者有不同的状况.初学者由于练习少、反应慢,词汇量不足,一段话中只能零星地听懂一些单词或感觉耳熟.对已达一定英语水平的学习者来说，造成听力困难的原因有以下几点:一、读速快时听不清,尤其是在有连读.弱读的音节时,或是存在所谓“吞音”现象时听不清，因而影响整体判断。
开始时难以进入状态,影响了对下文的理解,或中间有不熟悉的单词,中断了理解;二、注意力过度集中于听懂当前语句,很快忘记前面所听过的内容；竭力听清每一个单词，可是往往会把握不住全篇。
电子与通信技术专业英语(第4版)Unit 3 lesson 15
PART
Smartphone, tablet, or digital audio player) can connect to a network resource such as the Internet via a wireless network access point. Wi-Fi networks have limited range. A typical Wi-Fi home router using 802.11b or 802.11g might have a range of 45 m (150 ft) indoors and 90 m (300 ft) outdoors. Range also varies, as Wi-Fi is no exception to the physics of radio wave propagation, with frequency band. Wi-Fi in the 2.4 GHz frequency block has better range than Wi-Fi in the 5 GHz frequency block, and less range than the oldest Wi-Fi (and pre-Wi-Fi) 900 MHz block.
以《The Importance of Learning English》为题的英语范文五篇
以《The Importance of Learning English》为题的英语范文五篇【篇一】“The Importance of Learning English: A Global Imperative”In today’s globalized world, proficiency in English is crucial. It serves as the lingua franca of international communication, connecting people from diverse cultures and backgrounds. Whether in business, academia, or diplomacy, English proficiency opens doors to countless opportunities and facilitates global collaboration. Embracing English not only enhances one’s communication skills but also fos ters cultural understanding and mutual respect on a worldwide scale.【篇二】“The Importance of Learning English: A Key to Global Success”In our increasingly interconnected world, mastering the English language is paramount. English serves as the universal language of communication across borders and cultures. Proficiency in English opens doors to a plethora of opportunities in various fields such as business, academia,science, and diplomacy.Firstly, English proficiency enhances one’s employability and career prospects. In multinational companies, English is often the primary language of communication, and employees who are fluent in English have a distinct advantage. Moreover, many international conferences, seminars, and workshops are conducted in English, providing opportunities for networking and professional growth.Secondly, English is indispensable in academic pursuits. The majority of scholarly publications, research papers, and academic journals are written in English. For students and researchers, proficiency in English facilitates access to a wealth of knowledge and enables collaboration with peers and experts from around the globe.Furthermore, English proficiency fosters cultural exchange and understanding. By learning English, individuals gain insights into different cultures, traditions, and perspectives. This promotes tolerance, empathy, and mutual respect among people from diverse backgrounds.In addition, English is the language of technology andinnovation. Most software programs, coding languages, and technical manuals are available in English. By mastering English, individuals can stay abreast of technological advancements and contribute to the global discourse on innovation.In conclusion, the importance of learning English cannot be overstated. It is a gateway to personal, academic, and professional success in today’s globalized world. By investing in English education, individuals equip themselves with the skills and knowledge needed to thrive in a multicultural and interconnected society.【篇三】“The Importance of Learning English: A Bridge to Global Opportunities”In our contemporary world, the significance of learning English cannot be emphasized enough. English has evolved into the universal language of communication, serving as a vitaltool for connecting people worldwide. Proficiency in English opens doors to a myriad of opportunities across various domains, including business, education, science, and diplomacy.Firstly, English proficiency enhances employability in an increasingly globalized job market. Many multinational corporations and international organizations use English as their primary language for correspondence and meetings. Thus, individuals fluent in English have a competitive edge in securing employment and advancing their careers.Secondly, English is essential for academic pursuits and research. A substantial portion of scholarly resources, academic journals, and research publications are in English. Mastering the language enables students and scholars to access a wealth of knowledge and collaborate with peers on an international level.Moreover, English proficiency fosters cultural exchange and understanding. By learning English, individuals gain insights into different cultures, customs, and perspectives, promoting cross-cultural empathy and respect.Furthermore, English is the language of innovation and technology. Many technological advancements, software programs, and technical documents are predominantly in English. Proficiency in English empowers individuals to stay informedabout the latest developments and contribute to the global discourse on innovation.In conclusion, learning English is not merely about acquiring language skills; it is about unlocking a world of opportunities and enhancing global connectivity. Embracing English opens up avenues for personal growth, professional success, and meaningful cultural exchange in our interconnected society. Therefore, investing in English education is essential for individuals aspiring to thrive in today’s diverse and interconnected world.【篇四】“The Importance of Learning English: Enabling Global Communication”In today’s interconnected world, the ability to communicate effectively in English is essential. English has become the primary language of international communication, transcending geographical and cultural boundaries. Proficiency in English opens doors to countless opportunities in various fields, including business, academia, and diplomacy.Firstly, English proficiency enhances career prospects inthe global job market. Many multinational companies require employees to be proficient in English, as it facilitates smooth communication among teams from different countries and cultures. Moreover, English fluency is often a prerequisite for advancement in international organizations and diplomatic missions.Secondly, English is the language of higher education and research. A vast amount of academic literature, journals, and research papers are published in English. Students and researchers who are proficient in English have access to a wealth of knowledge and can collaborate with peers and experts from around the world.Furthermore, English proficiency fosters cultural exchange and understanding. By learning English, individuals gain insights into different cultures and perspectives, promoting tolerance and empathy in a multicultural world.Additionally, English is the language of innovation and technology. Most scientific and technical advancements are documented and communicated in English. Proficiency in English enables individuals to stay updated on the latest developmentsin their field and participate in global discussions on innovation.In conclusion, the importance of learning English cannot be overstated. It is the key to unlocking opportunities for personal, academic, and professional growth in our increasingly interconnected world. By investing in English education, individuals equip themselves with the skills and knowledge needed to thrive in a globalized society.【篇五】“The Importance of Learning English: A Gateway to Global Communication”In our contemporary world, learning English holds paramount importance as it serves as a universal medium for communication across borders and cultures. Proficiency in English opens up a plethora of opportunities in various spheres, including education, employment, and cultural exchange.To begin with, English proficiency is instrumental in enhancing career prospects in today’s globalized job market. Many multinational corporations and international organizations conduct their business operations in English, making itindispensable for employees to communicate effectively in this language. Moreover, fluency in English often translates to better job opportunities and career advancement, as it enables individuals to collaborate seamlessly with colleagues and clients from diverse linguistic backgrounds.Furthermore, English is the lingua franca of academia and research. A vast majority of scholarly articles, research papers, and academic conferences are conducted in English, making it imperative for students and researchers to have a strong command of the language. By mastering English, individuals can access a wealth of knowledge and scholarly resources, thereby enriching their academic pursuits and contributing to the global discourse in their respective fields.In addition to its practical utility, learning English facilitates cultural exchange and understanding on a global scale. Through the study of English, individuals gain insights into different cultures, traditions, and perspectives, fostering cross-cultural empathy and appreciation. This intercultural competence not only promotes diversity andinclusivity but also fosters a sense of global citizenship and interconnectedness.Moreover, English proficiency is essential for leveraging opportunities in the fields of innovation and technology. In an era of rapid technological advancements and digitalization, English serves as the primary language of communication for scientific research, technical documentation, and innovation. By being proficient in English, individuals can stay abreast of the latest developments in technology and contribute to global innovation efforts.In conclusion, the importance of learning English cannot be overstated in our increasingly interconnected world. It serves as a gateway to global communication, offering individuals the tools and opportunities to succeed in an ever-evolving global landscape. By investing in English education, individuals empower themselves to navigate cross-cultural interactions, pursue academic and professional endeavors, and contribute meaningfully to the global community.。
应用型大学英语综合教程一(修订版)Unit
教师可以创设商务谈判、旅游接待、医院就诊等场景，让学生
扮演不同角色，进行对话练习。
益处
03
增强学生对英语的实际运用能力，提高其应对不同场景的应变
能力。
Group discussion and cooperation
定义
学生分组进行讨论和合作，共同完成任务，提高团队协作能力。
应用
教师可以布置小组作业，让学生分工合作，共同完成一个项目或 报告。
grades for each assessment
02
Adjustment
Adjust the teaching plan and teaching methods based on
students' feedback and performance
03
Communication
Regularly communicate with students to understand their
Collaboration
Foster a culture of collaboration among teachers, sharing best practices and innovative ideas.
Professional Development Programs
Offer teachers opportunities to participate in workshops, seminars, or courses that enhance their professional skills.
Applied College English
Comprehensive Tutorial 1 (
目录