5．结束语
实践证明，以上介绍的课文教学模式，笔者认为有以下几大优点：(1)能有效调动学生的学习积极性，使学生处于积极的认知状态；(2)可以循循善诱、逐步深入，把每一步的教学活动落到实处；(3)层次分明，便于处理和解决每一层面的主要矛盾；(4)突出课文整体教学的目的和效果，能较好地克服课文教学中“只见树木不见森林”、重语言形式的讲练而不重语篇整体教学的弊端，从而达到“见树木也见森林”的良好效果。
为了使读者能更好清楚地了解这一课文教学模式，笔者附上《全新版大学英语》(上海外语教育出版社)第一册第一单元(Growing Up)的课文教学操作的主要步骤和部分内容。
Teaching Procedures
I. Previewing Exercises
(1) students teach themselves the new words and phrases
(2) students learn the text and try to do the "comprehension of the Text" II. Dealing with the Text
(1) check the students on the new words and phrases
① ask some of the students to read the new words and phrases
② have a dictation on some of the new words and phrases
(2) listen to the text recording(allow the students to read the text while they are listening)
(3) introductory remarks(omitted)
(4) warm-up questions
① What do you think of growing up?
② Have you ever written for yourself? Whom do
you often write to?
...
(5) do the points for discussion(omitted)
(6)discourse analysis(the students do it by themselves and then compare and analyze with their partners)
① style of the text
② division of the text
III. Homework for the Students
(1) do some of the exercises of the unit
(2) listen to and read some other supplementary materials given by the teacher


参考文献

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•  高中英语“互动教学模式”的构建方式

•  小学英语阅读教学的理性突围的有效性

•  《高职英语教学现实存在的问题及改进意

•  论高职院校公共英语教学