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根据新课标的目标要求，本着“以人为本、学以致用”的教学新型理念，笔者结合教学实施中方法探究 ，积极为学生创设轻松、和谐的学习氛围，体现新课程改革的创新精神，进一步对NSEFC BOOKS中“Integrating skills ”的教学有所探讨，以便共同商榷，取长补短，推动教学改革。
一、问题的提出
NSEFC BOOKS中“Integrating skills ”部分由Reading和Writing两部分组成，笔者在教学中发现，对这一部分内容的处理存在着失衡现象，不管是“重读轻写”还是“轻读重写”，都不能达到新课标和教师用书的要求。
二、理论依据
1.新课标的目标要求：强调以人为本和学以致用的教学理念，要求教师从学生的认知水平出发，关注学生的情感，重视学生的参与，达到提高学生综合语言运用能力的目的。
2.教师用书的要求：“使学生能综合运用所学语法、词汇和功能等，并通过读、写活动达到有效的‘输出’。提供以读和写为主的综合性语言材料和活动，有利于扩充文化信息、拓宽学生的知识视野。写作活动要为学生创设适中的情境，提供综合运用语言的空间。”
可见这两者的目标要求是完全吻合的。那么，教师怎样才能使起画龙点睛作用的Integrating skills部分真正发挥其功能呢？
三、方法探究
Integrating skills 教学关键在于教师能否组织学生综合运用所学语法、词汇及其功能等，并通过读和写的活动达到有效的“输出”。在教学中应注意下列几点：
1.处理好读与写的关系。Reading和Writing相辅相成，缺一不可。读为写的充分铺垫，写为读的思维结果，任何对两者厚此薄彼或顾此失彼的教学设计都是不可取的。笔者建议，Reading部分的教学宜采用泛读的方式进行，着重培养学生良好的阅读习惯和快速捕获信息的能力。
2.体现新课程改革的精神。教师应从学生的学习兴趣、生活经验和认知水平出发，创设生动的情境，在轻松、和谐的氛围中，鼓励和倡导学生积极参与、主动思维、大胆实践。教师的科学引导是前提，学生的有效参与是关键。只有在师生通力协作下，Integrating skills 教学才能真正起到“画龙点睛”的作用。
3.时间的合理分配是完成教学任务的必要保证。根据综合技能课的任务和特点，笔者建议Reading部分控制在25～30分钟左右，Writing 部分控制在15～20分钟左右为宜。
四、案例分析
Teaching material：
NSEFCBOOK3 Unit 3 Integrating Skills：Australia
Teaching aims：
1.To develop students’abilities in reading and writing.
2.To learn some tips and practical advice on how to describe an animal.
Teaching procedures：
Step 1：Pre-task(3 mins)
T：I want to travel abroad this summer holidays. I don’t like the place which are crowded. I’d like to the place where there are many rare animals which can’t be found in any other countries. And I want to practice my English. Above all, I am going to travel in the south of the earth.Can you give me some advice?
S：Australia
T：Sounds good. We have known that Australia is a young country on an ancient continent.Who can explain the reason to us?
S：The continent has a history of about fifty thousand years. But in 1901 the commonwealth of Australia was formed.
T：Since Australia is as old as time,I must see some rare animals there.what animals are there in Australia?（板书 Australia is as old as time）
S：……
（While talking,the teacher shows the pictures of the animals）
通过师生互动，教师引导学生复习了本单元的中心阅读材料，又巧妙地展开了新的教学内容。
Step2：While-ask (40 mins)
Task1：Listening (5 mins)
(Book closed) Ask the Ss to listen to the tape and do“True”or“False”on the screen and check their answers together.
（While checking, underline some important words and Phrases）
训练听力是让学生获得信息，即 “输入信息”，听是四项基本技能之首。
Task2：Fast-Reading (5 mins)
Ask the Ss to look through the passage and summarize the text and each paragraph.(show the form on the screen) and then tell them what they should include when they describe a place.
Task3：Careful-Reading (13 mins)
Read the passage again and give a detail description of Australia . If necessary , the teacher can explain some phrases in simple English.
阅读是信息输入的另一手段 ，可以弥补在听的过程中漏掉的信息，为写作创造有利的条件。教师根据学生的认知水平先听后读，由简到难，逐步认识了解这个国家。在整个过程中，教师没有把精力放到词汇和语法的习得上，而是把课堂变成了语言运用的场所。
Task4：Preparations for writing (5 mins)
T：Through reading the passage, we know that in Australia there are many animals which can’t be found in other parts of the world, such as Kangaroos,Wombat,Koala bear,Dingo etc. Now,please look at the pictures of these two kinds of animals, discuss the differences between them and then write a short passage.
(Show some videos of Dingo and those of dogs in China with brief explanations on the screen)
通过录像带从学生的视觉、听觉 、美感等多方面调动学生的积极性，活跃课堂氛围，创设良好的语言运用场所。
Task5：Writing (10 mins)
T：It’s time for you to write a passage,using the information on the screen and that you have discussed just now. Before writing,enjoy one example.(show on the screen)
（While the Ss do their writing,the teacher can go around the classroom and guide the Ss）
Step3：Post-task (4 mins)
After the Ss finish their task, collect some passages and show them on the screen and to enjoy together and correct some typical mistakes.
T：If you have a chance to travel in Australia in the future,you‘d better take some photos of the animals in this passage.
教师借助多媒体教学手段给予及时反馈，使写的教学取得良好效果。
Step4：Homework
如何教学Integrating skills部分是一个值得教师探讨的课题，教师应该根据这部分文章的长短、难易程度，以及自己所教学生的实际情况来灵活调整Reading和Writing的教学时间安排。尤其是到了高三冲刺阶段，更要突出、加强阅读训练。
一、问题的提出
NSEFC BOOKS中“Integrating skills ”部分由Reading和Writing两部分组成，笔者在教学中发现，对这一部分内容的处理存在着失衡现象，不管是“重读轻写”还是“轻读重写”，都不能达到新课标和教师用书的要求。
二、理论依据
1.新课标的目标要求：强调以人为本和学以致用的教学理念，要求教师从学生的认知水平出发，关注学生的情感，重视学生的参与，达到提高学生综合语言运用能力的目的。
2.教师用书的要求：“使学生能综合运用所学语法、词汇和功能等，并通过读、写活动达到有效的‘输出’。提供以读和写为主的综合性语言材料和活动，有利于扩充文化信息、拓宽学生的知识视野。写作活动要为学生创设适中的情境，提供综合运用语言的空间。”
可见这两者的目标要求是完全吻合的。那么，教师怎样才能使起画龙点睛作用的Integrating skills部分真正发挥其功能呢？
三、方法探究
Integrating skills 教学关键在于教师能否组织学生综合运用所学语法、词汇及其功能等，并通过读和写的活动达到有效的“输出”。在教学中应注意下列几点：
1.处理好读与写的关系。Reading和Writing相辅相成，缺一不可。读为写的充分铺垫，写为读的思维结果，任何对两者厚此薄彼或顾此失彼的教学设计都是不可取的。笔者建议，Reading部分的教学宜采用泛读的方式进行，着重培养学生良好的阅读习惯和快速捕获信息的能力。
2.体现新课程改革的精神。教师应从学生的学习兴趣、生活经验和认知水平出发，创设生动的情境，在轻松、和谐的氛围中，鼓励和倡导学生积极参与、主动思维、大胆实践。教师的科学引导是前提，学生的有效参与是关键。只有在师生通力协作下，Integrating skills 教学才能真正起到“画龙点睛”的作用。
3.时间的合理分配是完成教学任务的必要保证。根据综合技能课的任务和特点，笔者建议Reading部分控制在25～30分钟左右，Writing 部分控制在15～20分钟左右为宜。
四、案例分析
Teaching material：
NSEFCBOOK3 Unit 3 Integrating Skills：Australia
Teaching aims：
1.To develop students’abilities in reading and writing.
2.To learn some tips and practical advice on how to describe an animal.
Teaching procedures：
Step 1：Pre-task(3 mins)
T：I want to travel abroad this summer holidays. I don’t like the place which are crowded. I’d like to the place where there are many rare animals which can’t be found in any other countries. And I want to practice my English. Above all, I am going to travel in the south of the earth.Can you give me some advice?
S：Australia
T：Sounds good. We have known that Australia is a young country on an ancient continent.Who can explain the reason to us?
S：The continent has a history of about fifty thousand years. But in 1901 the commonwealth of Australia was formed.
T：Since Australia is as old as time,I must see some rare animals there.what animals are there in Australia?（板书 Australia is as old as time）
S：……
（While talking,the teacher shows the pictures of the animals）
通过师生互动，教师引导学生复习了本单元的中心阅读材料，又巧妙地展开了新的教学内容。
Step2：While-ask (40 mins)
Task1：Listening (5 mins)
(Book closed) Ask the Ss to listen to the tape and do“True”or“False”on the screen and check their answers together.
（While checking, underline some important words and Phrases）
训练听力是让学生获得信息，即 “输入信息”，听是四项基本技能之首。
Task2：Fast-Reading (5 mins)
Ask the Ss to look through the passage and summarize the text and each paragraph.(show the form on the screen) and then tell them what they should include when they describe a place.
Task3：Careful-Reading (13 mins)
Read the passage again and give a detail description of Australia . If necessary , the teacher can explain some phrases in simple English.
阅读是信息输入的另一手段 ，可以弥补在听的过程中漏掉的信息，为写作创造有利的条件。教师根据学生的认知水平先听后读，由简到难，逐步认识了解这个国家。在整个过程中，教师没有把精力放到词汇和语法的习得上，而是把课堂变成了语言运用的场所。
Task4：Preparations for writing (5 mins)
T：Through reading the passage, we know that in Australia there are many animals which can’t be found in other parts of the world, such as Kangaroos,Wombat,Koala bear,Dingo etc. Now,please look at the pictures of these two kinds of animals, discuss the differences between them and then write a short passage.
(Show some videos of Dingo and those of dogs in China with brief explanations on the screen)
通过录像带从学生的视觉、听觉 、美感等多方面调动学生的积极性，活跃课堂氛围，创设良好的语言运用场所。
Task5：Writing (10 mins)
T：It’s time for you to write a passage,using the information on the screen and that you have discussed just now. Before writing,enjoy one example.(show on the screen)
（While the Ss do their writing,the teacher can go around the classroom and guide the Ss）
Step3：Post-task (4 mins)
After the Ss finish their task, collect some passages and show them on the screen and to enjoy together and correct some typical mistakes.
T：If you have a chance to travel in Australia in the future,you‘d better take some photos of the animals in this passage.
教师借助多媒体教学手段给予及时反馈，使写的教学取得良好效果。
Step4：Homework
如何教学Integrating skills部分是一个值得教师探讨的课题，教师应该根据这部分文章的长短、难易程度，以及自己所教学生的实际情况来灵活调整Reading和Writing的教学时间安排。尤其是到了高三冲刺阶段，更要突出、加强阅读训练。