32.【參考答案】
(1)語篇指的是實際使用的語言單位，是一次交際過程中的一系列連續(xù)的話段或句子所構(gòu)成的語言整體。
根據(jù)韓禮德的觀點，語篇是一個語義單位或意義潛勢的現(xiàn)實化，任何一個口頭或書面語言片段。不論其長短，只要能構(gòu)成一個語義整體，即表達完整的意思，就可以稱之為語篇。根據(jù)語篇的概念，該材料屬于會話語篇。
(2)這份材料適合于口語教學(xué)。
理由：
�、俨牧险Z言比較簡單，沒有生僻詞匯，句式偏向口語化，適合用于口語練習;
�、谶x材偏向生活化，有生活氣息.適合平時與人交際使用，英語口語的最終目的就是讓學(xué)生達到溝通交流，因此會話語篇可以提供這樣一個交流的環(huán)境。
�、嗖牧弦詫υ捫问匠尸F(xiàn)有問有答，也有連讀和吞音部分，對于語音語調(diào)的學(xué)習都是很好的內(nèi)容。
(3)考慮要素：
�、俳虒W(xué)內(nèi)容要素：教學(xué)內(nèi)容是要完成的教學(xué)任務(wù)，是實現(xiàn)教學(xué)目標的主要載體。因此教師在選擇材料時，將教科書作為主要依據(jù)，教材分析基本關(guān)注教學(xué)的重點、難點及考點方面。比較注重顯性教材的運用而忽視隱性教材的挖掘和利用，較少關(guān)注與學(xué)習教材內(nèi)容有密切關(guān)系的認知和心理因素。以及教材對學(xué)生能力的要求，而對教學(xué)的重點和難點也只是闡述其內(nèi)容，沒有做進一步的分析。在新課改背景下，教學(xué)內(nèi)容分析既要求對顯性教材的運用，也要求對隱性教材的挖掘和利用。
②教學(xué)對象要素：學(xué)生是分析教學(xué)任務(wù)必須要考慮的因素。分析學(xué)生是為了幫助學(xué)生解決學(xué)習中的困難，完成教學(xué)任務(wù)。教師應(yīng)該做到以下兩點：一是要了解教學(xué)活動開始前學(xué)生在認知、情感、態(tài)度等方面已經(jīng)達到了什么樣的水平，這一水平標志著學(xué)生已經(jīng)能做什么，說什么，想明白了什么等等(即學(xué)生的學(xué)歷和學(xué)情)。這是學(xué)生掌握新的學(xué)習任務(wù)的起點水平。二是要了解教授了教學(xué)材料后預(yù)期學(xué)生在認知、情感、態(tài)度等方面必須達到的狀態(tài)。對這種狀態(tài)的把握最終會轉(zhuǎn)化為確定的教學(xué)任務(wù)與具體的學(xué)習目標。只有當教師的心中對教學(xué)前和教學(xué)后這兩種狀態(tài)的差距做到心中有數(shù)時，才能根據(jù)學(xué)生的實際情況，確定恰當?shù)慕虒W(xué)內(nèi)容。
�、劢虒W(xué)目標要素：教學(xué)目標是教育者在教學(xué)過程中，希望受教育者達到的要求或產(chǎn)生的變化結(jié)果，也是教師完成教學(xué)任務(wù)的歸宿。新課程標準從關(guān)注學(xué)生的學(xué)習出發(fā)，強調(diào)學(xué)生是學(xué)習的主體，教學(xué)目標是教學(xué)活動中師生共同追求的，而不是由教師所操縱的。因此，教學(xué)目標的主體顯然應(yīng)該是學(xué)生。教師在選擇教學(xué)材料的同時也要以學(xué)生為出發(fā)點，思考需要完成怎樣的教學(xué)目標或達到怎樣的教學(xué)效果。
四、教學(xué)設(shè)計題
33.【參考設(shè)計】
Teaching Content: This lesson contains some new words, phrases, and sentence patterns ot going on vacation.
It will help students to express their past events.
Teaching Objectives ..
(1) Knowledge objective
Students could learn some new phrases and sentence patterns of vacation.
(2) Ability objective
Students could talk about their activities during vacation.
(3) Emotional objective
Students could enhance friendship during the class by talking about common interests.
Teaching Key Point:
New phrases and sentence patterns about vacation
Teaching Difficult Points:
How to get the students to talk about the topic actively.
Teaching Aids :
Multimedia, word cards, some related pictures
Teaching Procedures :
Step 1 Leading in and Warming up (5 minutes)
Greet with students and the teacher will share his / her own story about his / her vacation.
(Justifications: It can attract students' interests to learn this lesson.)
Step 2 Pre-reading (10 minutes)
The teacher will play a video of travelling during vacation. Students review some phrases about going on vacation. Teacher asks "What did you do on your vacation? " to enlighten students on talking about their experience.
(Justifications: Playing a video can lead in new class. The form of brainstorming is conducive to students'statements. It also paves the next step.)
Step 3 Phrases study (10 minutes)
Activity 1 : Make use of pictures on Page 1 to predict learning content and learn phrases"went to the beach""visited the museumsstayed at home", etc.
Activity 2: Students should do exercise in the textbook (la, lb).
Activity 3 : Students will do some added exercise of vocabulary by listening to the tape.
(Justifications: Students will understand the meanings of new vocabulary and pictures. Exercise from la helps students memorize new content. Listening exercise from lb will recall the key phases to students.)
Step 4 Practice (5 minutes)
Activity 1 : Students will look at pictures on Page 2 and answer two questions.
Activity 2: Students should complete listening exercise from 2a and 2b.
(Justifications: Pictures help students understand listening content better. Exercise from 2a and 2b helps students know what it talks about.)
Step 5 Pair work (10 minutes)
Three students will work in a group and play conversation practice by imitating Grace, Kevin and Julie according to materials of 2a and 2b.
(Justifications: This part helps students consolidate new words and sentence patterns and imitate pronunciation of listening material.)
Step 6 Summary and Homework (5 minutes)
Summary: Students will recall what they have learned today. The teacher can repeat them.
Homework: Students will prepare a speech on the topic "The most unforgettable thing during my vacation" after class and speak it out on the next class.
(Justification: They can help students to consolidate the knowledge what they have learned on the class.)
Blackboard Design :
New sentence patterns:
Where did Tina go on vacation?
She went to the mountains.
New phrases :
went to the beach
visited the museums
staved at home