基于“单元”的整合

1、打通单元教材分析

教材的每个单元都带有着各自的话题，嘻嘻分析教材，有些单元密切联系，只有打通联系，才能更完整的形成知识网。比如unit3和unit4之间密切联系，主要句型是he’s.... he’s my friend. He’s .... He’s my ... . unit3为unit4奠定了基础。

2、“再构”教材

我们将书本的知识，各个版块的零散的句型整合糅合在一起。教材不是圣经，它只是主要的教学资源之一；世上没有一套教材是专为你所教的学生而编写的，教师要对教材和教学资源进行整合，调整和补充。

（1）基于课内教材的整合再构

学生对于熟悉的教材，复习时候原样重现，就会食之无味。所以我们教师通过对教材的修改、缝补和拼凑，再构一个新的文本。

如：《My family》

Hello, i’m Mike. look. This is my family.

This is my father. He’s a good father.

This is my mother. She’s a nice mother.

This is Tim. He’s my brother. He’s clever.

This is Helen. She’s my sister. She’s pretty.

This is me. I’m lovely.

I love my family. We all love one another.

（2）基于课外资源的再构

教材之外，我们可以联系生活，从学情出发，增加话轮，给学生自由发挥的空间，生成资源，为学生复习增添色彩和情趣。

如：《My family》

Hello, i’m .... look. This is my family photo.

This is my father. He’s a good father.

This is my mother. She’s a nice mother.

This is my grandpa. He’s tall.

This is my grandma. She’s fat.

This is ... . He’s my brother. He’s a clever boy.

This is ... She’s my sister. She’s a pretty girl. .

This is me. I’m lovely.

I love my family. We all live together.

We all love one another.