摘要：译林版牛津初中英语教材每个单元都围绕一个贴近学生生活实际的话题,设计了6个板块的教学任务。Integrated skil(ls综合技能)板块是其中一个重要的组成部分,由Part A听力训练和Part B口语训练组成,期望通过对学生进行听、说、读、写综合技能的训练,提高学生的综合语言运用能力。然而一直以来综合技能课的教学模式就是听录音—做题—对答案—读对话—模仿操练,导致综合技能课相当低效。本文结合笔者近年来观摩的一些优质听说课,谈谈在英语教学中依托主题情境,优化综合技能教学的实践体会。

摘要：如何教好SEFC新教材中增加的综合技能(Integrating skills)部分是目前广大教师关注的新课题.笔者在本文中介绍了如何在教学中运用ESA模式,对Integrating skills部分进行教学实践,并对实践过程中出现的问题作出反思.

摘要：Integrated skills板块承载着培养学生综合语言运用能力，促进学生思维能力发展的重要任务。在实际教学中，这一任务往往游离于“课标”之外，“为知识而教”成为教学设计的重头戏。为弥补这种教学实践中的不足，应精心设计听前、听中、听后任务，稳步推进，多元结合，在听说中促进学生思维能力的发展。

摘要：综合技能板块是译林版初中《英语》教材每单元的重要组成部分。在该板块的教学中，很多教师未能充分理解编者意图，听说训练不突出，读写训练跟不上，只是按部就班走流程，导致教学效果不理想。本文以译林版《英语》九年级上册第五单元综合技能板块的教学分析和教学过程为例，注重该板块教学设计的整体性、连贯性和综合性，提出了定位板块特征、促进听说结合和综合处理文本三方面的策略，以期提高该板块教学的实效。

摘要：Integrated skills在牛津教材中很具特色,这个版块是以听说为主,再以比较简单的阅读以及少量的写作练习为辅,通过听、说、读、写这四个方面对学生的语言运用能力进行训练。综合技能课前部分的听力教学是学生大量信息的输入,本节课的听力是关键。Integrated skills共有两大板块,第一板块是听力训练部分第二板块是Speak up。巧妙设置,布置合理多样的学习任务。为帮助学生达到这一要求,在听力教学中要设计一些听力技巧,使学生习得从事听力活动,完成听力任务的能力,采用小组合作,共同完成预设的学习任务。用好任务型教学,让学生掌握体验、实践、参与、协作与交流的学习方法,促进学生的综合语言运用能力和情感态度的发展。

摘要：This article focused on the application of ethnography as a qualitative study in developing non-English majors’intercultural communication competence(ICC).The PEER model guided student researchers through the interdependent phrases of preparing,engaging,evaluating and reflecting in the research *** addition,the four components of Byram’s ICC model,namely,knowledge,skills,attitudes,and critical awareness,were used to assess students’ICC development.

摘要：In response to the challenges faced by the peer feedback,this research is to investigate how to develop peer feedback literacy,a much less discussed area from the previous *** the new literacy approach to analyze a case study in a Chinese college,the framework of peer feedback literacy for Chinese learners is developed in three dimensions:affect,knowledge,and communicative *** them,knowledge on peer feedback includes understanding rubrics,making judgements,giving advice,and using *** research was conducted among 25 first-year English majors in a semester-long writing course,where the peer feedback was done five ***,semi-structured interviews,and in-text peer comments in learners’assignments were collected for analysis and *** is found that the introduction of well-designed rubrics and the teacher’s modelling helped develop peer feedback literacy,and largely solved some problems arising in peer feedback,such as learners’ignorance of content feedback,their distrust of peers’comments,and Chinese learners’unwillingness to point out the problems due to face-threatening.

摘要：Landscape quick design is an important approach to test students' scheme performance ability,and also a vital issue in current landscape design *** study has discussed methods to improve ability for quick design in short time and employment competition of students of landscape *** taking landscaping skill competition training in higher vocational schools of Zhejiang Province for example,from the perspective of characteristics of quick design,quick design training has been divided into six modules which are basic quality,schematic design,design theme,plants disposition,drawing effect and exam-oriented strategies;key points of training and exam-oriented strategies of each module have been illustrated at length;and finally five stages of training process have been listed,providing new thought for teaching of landscape quick design.