新技能英语高级教程1
Unit 1 Welcome to our department!
一、单元整体解读及分析
英语教学设计15篇 英语教学设计15篇 作为一名教学工作者，常常要根据教学需要编写教学设计，借助教学设计可使学生在单位时间内能够学到更多的知识。那么应当如何写教学设计呢？以下是WTT为大家收集的英语教学设计，欢迎大家分享。 英语教学设计1 目标： 1. 教幼儿学会deskchair的正确发音，学会听懂短语stand u sit down,clapyourhandsds。 2. 培养幼儿大胆说英语，对英语的浓厚兴趣。 准备： 桌子、凳子、一些幼儿喜爱的玩具，五角星，剪纸花。 过程： 1. 老师和蔼向幼儿问好，（good monrningboys and grils）。 2. 老师做寻找东西样，请幼儿猜老师在干什么？幼儿自由回答后，教师出示凳子、桌子，告诉幼儿他们的英文名是desk chair 教幼儿先听音看口形发音。注意发准{k}。
3. show me (desk chair) 并发音。做法：室内藏有许多小凳子还有桌子，教师指幼儿说，幼儿指教师说练习发dask chair。 4. 游戏：九个凳子围成一圈，十个幼儿围成一圈站在凳子边，幼儿听音乐学小动物做动作的行走，音乐停幼儿打个凳子坐下，没抢到凳子的幼儿说deask chair。 5. 游戏中同时练习发stand up,sit down。 6. 送礼物给幼儿。 做法：桌子、凳子放许多玩具，五角星，剪纸花，幼儿想要什么就去拿什么，只要用 deask chair 说一句正确的话就行。 7、小结：向幼儿用英语再见good by让幼儿拿上 deask 去户外游戏。 英语教学设计2 新课程背景下小学英语教学设计的心得体会海口市第二十六小学黄巧英语教学不仅是一门学科，也是一门艺术，形成英语教学艺术特色的重要因素之一就是教学设计(instructionalplanning)。古人说：“凡事预则立，不预则废。”强调无论做什么事都要预先谋划，事前设计。现代教学尤其注重设计，科学的教学设计，既是体现教育目的性、计划性、针对性和预习性所必需，又是顺利实施教学方案、调控教学过程的前提，也是确保教学效果、提高教学质量的保证。
英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世
纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；
初中英语教师试讲教案公司内部档案编码：[OPPTR-OPPT28-OPPTL98-OPPNN08]
Identify possessions 表示拥有 Part 1: lead-in . I have got a brother and a sister. Have got 表示拥有=have (口语) （书面语） We have got a dog. = we have a dog. We have got a cat. = we have a cat. Part 2 : detail study 人称区分： I/YOU/WE/THEY: have/have got . I have got a computer. You have got a good friend. We have got many books in our school. They have got a new car. HE/SHE/IT: has/has got . She has got brown hair. He has got two sisters. An elephant has got a long nose. 否定：have got ——>have not got has got ——>has not got
男：Can I use your mobile phone, please 女：Sorry, I haven’t got a mobile phone. I haven’t got a mobile phone. = I don’t have a mobile phone. = I haven’t a mobile phone. Haven’t = don’t have = haven’t got . She hasn’t got a brother.(模拟改句) 练习：please make negative sentences. 例一：不倒翁 例二：上学方式 疑问：have提前 . Have you got a car 另外两种表达方式： Do you have a car Have you a car . Has she got a brother (模拟改句) have/has 也可做实义动词 例一：have a meal have a breakfast have a lunch have a dinner have a good time have English have a rest have some water have sport
五步教学法英文教案：(Period 2 of Lesson 3 Book 2 浏览次数：3515 来源：现代教学网加入时间：2005-10-14 Teaching Plan (Period 3 of Lesson 3, Book 2) Teaching aims 1. Learn the new words “tiger, lion, rabbit, deer”(understanding only). 2. Learn the sentence patterns “Is it ...” “Yes, it is. / No, it isn’t.” 3. Learn to sing the song “Old MacDonald has a farm”. Teaching aids 1. A recorder 2. Some pictures of animals 3. Hanging charts of let’s talk. Teaching steps Step 1. Revision 1. Revise the names of animals learned before:
Show pictures of animals(cat, dog, fox, pig, chick, duck, hen, bee, bird, fish, frog, bear, monkey, panda, elephant, giraffe), and ask Ss to say them. 2. Revise the rhyme in Let’s chant: First listen to the recorder. Then ask Ss to repeat and recite the rhyme. 3. Revise the dialogue in let’s talk: Put up hanging charts, or show stick drawings of let’s talk. Listen to the tape. Ask Ss to repeat the dialogue of let’s talk. Then ask some students to act it out. Step 2. Presentation 1. Learn the new words “tiger, lion, deer, rabbit”: Ask the student to guess some riddles. Example: It’s an animal. It has red eyes and long ears. What is it? Ss may answer in Chinese. Some riddles can also be asked in Chinese. Example: 名字叫小花，喜欢摇尾巴，夜晚睡门口，小偷最怕它。(Dog) After guessing, ask Ss to take out the handwork materials. Say “Draw a tiger (lion, deer, rabbit)." Get Ss to take out the relative picture and draw it. After drawing all four, say “tiger (lion...)”and get Ss to h old up the relative picture. If possible, show the pictures of tiger(lion...) and ask Ss to say the Chinese meanings.
一、单元整体解读及分析
1. Background information
E-Commerce: The beginnings of e-commerce can be traced back to the 1960s, when businesses started using Electronic Data Interchange (EDI) to share business documents with other companies. In 1979, the American National Standards Institute developed ASC X12 as a universal standard for businesses to share documents through electronic networks. After the number of individual users sharing electronic documents with each other grew in the 1980s, in the 1990s the rise of eBay and Amazon revolutionized the e-commerce industry. Consumers can now purchase endless amounts of items online, both from typical brick and mortar stores with e-commerce capabilities and one another. 2. Word attack 1) registration n. the act of entering on an official list. 注册 e.g. Kindergarten registration begins today. 2) major n. the main subject studied by a college or university student. 主修科目 e.g. He chose history as his major and French as his minor majors. What was your major in college? 3) fill in supply with information on a specific topic. 填写 e.g. The participants were then asked to fill in evaluation forms giving their assessment of the workshop. 4) admission notice 录取通知书 e.g. With your college admission notice, you can buy train tickets at half-price. 3. Useful expressions Ask for and Offer Help 1) What can I do for you? 2) May I have your…please? 3) I’m here for… 4) Excuse me, but could you tell me the steps for registration? 5) Is there anything I can do for you？ 6) Would you mind passing me a piece of paper to write my suggestion on? 7) Will you lend me a hand? 4. Extensive reading materials College majors: https://www.doczj.com/doc/e91859100.html,/ 5. Useful clips Guide for freshmen
Unit 1 Language and Language Learning Aims of the unit In 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 1 Below 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 some conclusion.
英语教师教案评语5篇Comments on English teachers' teaching plans 编订：JinTai College
英语教师教案评语5篇 前言：评语是含有点评、解释或评论的话，作为点评或讲解用，包括寄托希望的话语。本文档根据评语内容要求和针对主题是日常使用的特点展开点评，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。 本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】 1、篇章1：英语教师教案评语 2、篇章2：英语教案检查小结 3、篇章3：第小学英语教案检查小结 4、篇章4：第小学英语教案检查小结 5、篇章5：第小学英语教案检查小结 教案评价需要不断提高管理者自身素质。以下是小泰搜集整理的英语教师教案评语，欢迎阅读，供大家参考和借鉴!篇章1:英语教师教案评语 撰写教案普遍比较认真。
教案规范、详细，教学目的明确，既有知识目标，又有情感目标，还有德育目标。 重难点突出，教法选择灵活恰当，教学过程设计较详，并有体现"以学生为主体"教学理念的师生互动过程设计。 本节课非常成功，设计突出了以学生为本的理念、全面培养学生素养、自主合作探究学习的理念。教师配以亲切活泼的教态，能较为恰当地运用丰富的表扬手段，让学生在学习中感受到成功的快乐。精心设计练习，并在整个教学过程中注重学生能力的培养，是一节优秀的课。 撰写教案普遍比较认真。教案规范、详细，教学目的明确，既有知识目标，又有情感目标，还有德育目标。重难点突出，教法选择灵活恰当，教学过程设计较详，并有体现“以学生为主体”教学理念的师生互动过程设计。教学板书内容有创意，知识联络图文结合。作图非常规范，非常漂亮，还有课后小结。注意用不同的色彩强调语句中的重点，一目了然。教案非常详细，结合时政，有大量的文字叙述。教案格式规范，一笔一划书写很认真，很漂亮。教案检查与评价作为教学常规管理的一部分。随着新课程改革的推进，教案改革势在必行，以适应课改的要求。那么作为学校管理者对于教案
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：
Background Information Student:48 senior high school students,grade 1 Age:about 16 Genders:23 boys and 25 girls Time and date:10:00a.m. to 10:25 a.m.(45 mins), Monday ,May 28,2014 Textbook:NSEFCM M5U2 Title of the lesson:A NIGHT THE EARTH DIDN’T SLEEP Teaching Aims I. Language knowledge: (1) can understand the meaning of an attributive clause (2) can master the expression of “Workers built shelters for survivors whose homes had been destroyed.”of an attributive clause (3)can master the new words:well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue, disaster... II. Language skills: (1) listening: can understand the meaning of the above new expressions & words (2) speaking: can use the above new expressions & words in daily life. III. Emotion & Attitude: (1) Ss can develop cooperative spirit. (2) Can increase Ss interest in English learning. Important Points: (1). the meaning of an attributive clause (2). the expression of “Workers built shelters for survivors whose homes had been destroyed.” of an attributive clause (3). new words: well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue, disaster... Difficult Point: the usage of the an attributive clause Teaching Procedures: I.Warm-up:show:Look at two pictures of Tangshan, imagine there has an earthquake. Describe to your partner what might happen to the objects in the pictures. Then have a class discussion. II.Pre-reading:(1). Imagine your home begins to shake and you must leave right now. You have time to take only one thing. What will you take? Why (2). What do you think will happen before an earthquake? III.While-reading
词汇教学 1. 题目：My schoolbag 2. 内容： Schoolbag, maths book, English book, Chinese book, storybook --What’s in your schoolbag? --An English book, a Chinese book, a maths book and three storybooks. 3. 要求： (1) 全英文授课； (2) 重点讲授上述单词； (3) 设计相应的课堂互动环节。 My Schoolbag简案 1. Teaching aims 1) Knowledge aim Students will be able to master the new vocabulary like schoolbag, Chinese book, Maths book, storybook etc. 2) Ability aim Students can express what books they have in their schoolbags. 3) Emotional aim Students can pack their schoolbags for school and organize things
orderly. 2. Important and difficult points 1) Important point Students can describe what books they have in their schoolbags and ask their partners what they have in their schoolbags. 2) Difficult point Students will improve their speaking skill and communicate with each other freely. 3. Teaching and learning methods Situational teaching method; communicative teaching method; task-based teaching method; cooperation study method; independent study method 4. Teaching procedures Step 1: Warming up I will share a story with the students, and lead in the topic “storybooks”. Step 2: Presentation 1) Presenting new words. I will bring with a handbag and let the students touch the bag, and then guess what I have in my bag. In this way, new words like Chinese book, English book, Maths book and storybooks are shown to the students. 2) Listen to a song “My schoolbag”. We will sing together. And then
外国语学院 任务型教学法英语教案 （课程论文） 学号：201421T241 专业：学科教育（英语） 学员姓名：曹丹 任课教员：苏勇
任务型英语教学教案 曹丹201421T241 年级：增盛镇中学八年级4班 课题名称：Unit2 Colors and Moods 教材选自：人教版新目标英语 一、教学案例的设计与分析 1.教材分析 本单元的中心话题是“颜色与心情”，学习不同种类的颜色及其对人情绪的影响。其中重点介绍了色彩与情绪的关系，而本单元阅读部分内容正是围绕这一中心话题展开的。阅读部分向学生介绍了谈论颜色有助于引出关于情绪和情感的内容。鼓励学生运用本单元的知识开始思考他们的情绪和情感。 2.学情分析： 本课授课对象是级增盛镇中学八年级4班学生，该年龄阶段的学生具有旺盛的求知欲和高涨的学习热情，所以教师一开始就应该使学生的学习成为一种令人愉快，充满趣味，富有吸引力的活动。同时绝大部分学生对英语学习具有一定的兴趣，但由于学习能力较低，学习方法不佳，学习缺少主动性，这些都给平时的教学带来较大的困难。同时,该年龄段的学生具有感知能力强的特点，通过教师有效的教学及恰当的学习指导，加上他们对英语学习应给予的更多的关注，教学的基本要求是可以达到的。 3.教学目标设计 1）基本知识目标：学习和掌握阅读部分所涉及的新单词和词组，尤其是一些习惯用语的表达方式及用法方面的固定搭配。 2）能力智力目标：进一步训练学生的自我阅读能力，并要求能够在快速阅读后领会主要句子的意思。 3）德育情感目标：鼓励学生运用文章中所了解色彩和情绪的关系的知识思考他们的情绪和情感，并讨论在自己或别人伤心的时候，该如何帮助自己或别人。 4.教学重点与难点 1）怎样来正确使用与课文有关的重要词汇短语？ 2）对文章的听读理解能力及获取具体信息的能力 3）对文章快速阅读的能力及阅读对写作的迁移能力
U n i t5L e s s o n27 李蔓 北京市东城区府学胡同小学
新版《小学英语》四年级下册 Unit5 Lesson27 授课年级：四年级 授课教师：李蔓 一．教学指导思想： 基础教育阶段英语课程强调从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生综合语言运用能力，使语言学习的过程成为学生形成积极情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。《新课标》中明确指出“教学设计要力求满足不同类型和不同层次学生的需求，是每个学生的身心得到健康的发展。”面向全体学生的核心思想是使每一个学生都得到发展。因此，义务教育阶段的英语课程应该是为每一个学生开设的，所设计的教育目标也应该是多数学生能够达到的。当然，在保证课堂面向全体学生的同时，也应该积极创造条件，来满足那些有更大学习潜力的学生的需要。本节课正是基于这样的指导思想进行教学设计的。 结合本课要求，我设计了一些与学生学习、生活紧密结合的活动情景，为学生提供了一些相关的、迁移新知识点的练习任务，促使学生运用所学知识，实现知识的迁移、活学活用。在活动中，能够组织好学生小组合作活动，使学生在有趣的任务活动中体验师生、生生之间的多向交流，发挥小组合作学习的优势，进行有意义的练习与实践，充分发挥他们的学习主体性。 二．教学背景分析： 本课教学内容为人教新版小学英语四年级下册第五单元第29课，要求学生掌握What are you interested in? 及回答I’m interested in….I enjoy….功能句型。 课文背景为class meeting。授课时间正好赶上我校即将召开英语课家长开放日，我将展示学生的兴趣爱好作为开放日班会的主题。课文背景与学生实际生活紧密联系，为本课教学提供了极好契机。 本课的授课对象是小学四年级的学生，他们从二年级开始学习本套教材。 本课的教学设计强调从学生的学习兴趣出发，采用小组合作的学习方式，课堂评价贯穿始终，让学生在小组活动中，通过唱、做、写、说、演等多种手段学习和使用英语，完成学习任务。使学生在学习活动过程中培养综合语言运用能力。 三、教学内容： 本节课学习用What are you interested in? 及回答I’m interested in….enjoy….。并通过创设真实生动的情景，使学生能够灵活地使用句型表达自己的兴趣爱好。培养和提高学生在真实情景中恰当运用语言的能力。
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 receives, and the atmosphere.Behaviorist theory, skinner,learning process of habit formation&conditioning,a stimulus-response theory ,imitation&repetition SRR,audio-lingual method,external factors,the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. Cognitive theory, chomsky,learning:creative process, internal factors,students are asked to thinking and allow to create their own sentence based on their understanding of certain rules ,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.Constructivist theory,personal construction,dewey, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.learning is best achieved through dynamic interaction between the teacher&learner&between learners Language teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt 5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teaching.These elements can be categorized into three groups：ethic devotion，professional qualities and personal styles Communicative Competence:Hedge,:linguistic（knowledge of the language itself,its form and meaning）,pragmatic(the appropriate use of the language in social context),discourse(one ability to create coherent written text or conversation and the ability to understand it) ,strategic(strategies one employs when there is communication breakdown due to lack of resource),fluency(ability to link units of speech together with facility and without strain or inappropriate to slowness or undue hesitation) Views on language.Structural view —The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。Functional view— Representative：Johnson、marrow、swain canal (the core: grammar) —The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with it .Use the linguistic structure to express functions.Interactional view — Emphasis：appropriateness — Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabulary CLT（交际英语教学）:to help the learners acquire communicative https://www.doczj.com/doc/e91859100.html,nguage in real life is used to perform certain communication functions; use all skills: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills. Traditional pedagogy (传统教学法): focus on the forms of language.