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 Thank you! 未来优化师资队伍结构： 教而不学，教而不思 X 3．“综合”课堂授课及其相关问题 3.2 传统“精读”课向“综合”英语转化的后遗症 3.2.4 通过师生课堂互动的可理解性语篇输入严 重不足!!!!!!!!!!!!!!!!!!!!!!!!!!!! 4．个人思路 4.1是放弃“五会”“综合英语”课堂教学目 标的时候了！ 相当一部分学校英语专业的综合课既不开展综合英语技能训练，又不培养真正的知识拓展或批判性思维能力。由于没有明确的目标，加之缺乏有效性的评估机制，英语专业综合课在日益退化成教师和学生食之无味、弃之可惜的“鸡肋”！ ——束定芳，“英语专业综合课目标与教师素质——第三届‘外教社杯’全国高校外语教学大赛授课比赛述评”，载《外语界》2013年第2期第47页。 4．个人思路 4.1.1 既然有了“听说”课， 何须“综合”来狗咬耗子？！ 4．个人思路 4.1.2 Kathleen Graves（2005：75）在《语言课程设计：教师指南》（Designing Language Courses）：“课堂时间有限，而目标数量无限，因此有所选择非常重要。” （Because class time is limited, and the number of goals is not , choice is important） 北京：外语教学与研究出版社 5．如何上好“英语读写译” 5.1是语言形式还是思想内容为主？ 参赛选手“闪亮”登场后的宣言：“语言点的讲解与 介绍在中学已经做得够多了，大学英语教学应该重课 文内容，而不需要围绕语言点花时间。” 索绪尔+陈望道 5．如何上好“英语读写译” 5.2 基础阶段英语读写译课程的目标 理解→ 欣赏→ 联想→ 创造→ 5．如何上好“英语读写译” 5.2 基础阶段英语读写译课程的目标 Question-based / targeted / oriented / directed 5．如何上好“英语读写译” 5.3 培养学生对英语语言点的敏感性 问：语言点该提问该解释吗？ 答：提问不懂就得解释！ 第四课 How to analyze “And that little things like making sure your socks match, matter”? Does it appear very odd to use “that” instead of “those” to modify “little things” when the verb “matter” is in agreement with the subject of “little things”? Suggested: Don’t jump to any conclusion or make a wild guess. This is a very tricky question, intended to mislead you. The trick lies in the set phrase of “and that”, meaning而且as in: He speaks English, and that very well. In other words, “that” is not associated with “little things” but with “and” to form the set phrase of “and that”. 5．如何上好“英语读写译” 5.4 培养学生对内容的跨文化批评能力 Brushwood and Gall　 Last year a vicious editorial in China’s?People’s Daily?attacked India after its prime minister visited disputed territory near Tibet.　 What kind of attitude can be reflected by the writers use of vicious? Hostile 　　 Which Goujian will 21st-century China follow? Will it broadly fit in with the Western world, as a place where people want nothing more than a chance to succeed