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)的話段或句子所構成的語言整體。
根據韓禮德的觀點，語篇是一個語義單位或意義潛勢的現實化，任何一個口頭或書面語言片段。不論其長短，只要能構成一個語義整體，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。
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有問有答，也有連讀和吞音部分，對于語音語調的學習都是很好的內容。
(3)考慮要素：
①教學內容要素：教學內容是要完成的教學任務，是實現教學目標的主要載體。因此教師在選擇材料時，將教科書作為主要依據，教材分析基本關注教學的重點、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，較少關注與學習教材內容有密切關系的認知和心理因素。以及教材對學生能力的要求，而對教學的重點和難點也只是闡述其內容，沒有做進一步的分析。在新課改背景下，教學內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。
�、诮虒W對象要素：學生是分析教學任務必須要考慮的因素。分析學生是為了幫助學生解決學習中的困難，完成教學任務。教師應該做到以下兩點：一是要了解教學活動開始前學生在認知、情感、態(tài)度等方面已經達到了什么樣的水平，這一水平標志著學生已經能做什么，說什么，想明白了什么等等(即學生的學歷和學情)。這是學生掌握新的學習任務的起點水平。二是要了解教授了教學材料后預期學生在認知、情感、態(tài)度等方面必須達到的狀態(tài)。對這種狀態(tài)的把握最終會轉化為確定的教學任務與具體的學習目標。只有當教師的心中對教學前和教學后這兩種狀態(tài)的差距做到心中有數時，才能根據學生的實際情況，確定恰當的教學內容。
�、劢虒W目標要素：教學目標是教育者在教學過程中，希望受教育者達到的要求或產生的變化結果，也是教師完成教學任務的歸宿。新課程標準從關注學生的學習出發(fā)，強調學生是學習的主體，教學目標是教學活動中師生共同追求的，而不是由教師所操縱的。因此，教學目標的主體顯然應該是學生。教師在選擇教學材料的同時也要以學生為出發(fā)點，思考需要完成怎樣的教學目標或達到怎樣的教學效果。
四、教學設計題
33.【參考設計】
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