Think教材系列独家讲解：刘凯老师精讲听力与口语（1）

: 梁老师北京小升初老师～

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COURSE METHODOLOGY

Solid skills and language work

课程的方法

扎实的技能和语言能力

Think is a six-level course for adolescents and teenagers from A1 to C1-levels of the Common European Framework of Reference (CEFR). Based on a carefully crafted skills and language syllabus, the course helps students develop their receptive and productive language skills and strategies, and provides a systematic approach to competence training to help them prepare for their Cambridge English exams.

刘凯老师解读：《Think-思考》是一门面向青少年和欧洲共同参考框架(CEFR)中A1 - c1级青少年的6级课程。基于精心设计的技能和语言教学大纲，该课程帮助学生发展他们的接受能力和生产力的语言技能和策略，并提供一个系统的能力训练方法，帮助他们准备剑桥英语考试。

The authors have put great emphasis on the continuous extension of students’ lexical knowledge by including two vocabulary sections within each unit, together with WordWise activities in every other unit. WordWise aims to develop awareness of and competence in using highfrequency words and chunks of language, important collocations, and phrasal verbs, as well as increasing fluency.

刘凯老师解读：作者非常强调通过在每个单元中包括两个词汇部分，以及在其他每个单元中的WordWise活动来不断扩展学生的词汇知识。WordWise旨在培养使用高频词和语块、重要搭配和动词短语的意识和能力，以及增加流利。

In addition, an entertaining and thoughtprovoking teen photostory offers natural contexts for the presentation and practice of phrases for fluency. These are high-frequency lexico-grammatical chunks of language used in spoken communication.

刘凯老师解读：此外，一个有趣的和发人深省的青少年照片故事提供了自然的上下文的表达和实践短语的流利。这些是口语交流中使用的高频词汇-语法块。

Students are guided through the grammar via inductive exercises, which support them in their grasp of both form and meaning. The structures are then practised through a sequence of exercises in which students learn how to apply them in motivating and communicative activities.

刘凯老师解读：学生通过归纳练习指导语法，这支持他们对形式和意义的掌握。然后通过一系列的练习来练习这些结构，学生学习如何在激励和交流活动中应用它们。

Adolescents and teenagers do not always find it easy to participate in speaking activities, especially when they are asked to say what they think and feel. Think takes this concern seriously. Based on research in teenage classrooms in many different countries, the authors of Think have found that adolescents and teens generally find it easier to engage in thinking activities if they are embedded in the framework of topics and texts that they can emotionally connect with, and especially those that are far from their day-to-day realities. This remoteness gives students the opportunity to look outwards rather than inwards, and in so doing feel less self-conscious. So in the first few levels of the course, units often start somewhat removed from students’ own lives, presenting stories of extremes, set in faraway places and cultures but whose protagonists – the heroes and heroines of these stories – young people can identify with. This helps them to get in closer touch with inspirational human qualities such as creativity, courage, perseverance, passion and care, and makes it easier for them to get involved in the speaking activities leading into or following the texts; this in turn makes their learning much easier, quicker and more pleasant.

刘凯老师解读：青少年并不总是觉得参加演讲活动很容易，尤其是当他们被要求说出他们的想法和感受时。Think非常重视这个问题。根据对许多不同国家青少年课堂的研究，《Think-思考》一书的作者发现，如果把他们嵌入到他们能够产生情感联系的主题和文本框架中，尤其是那些与他们的日常现实相距甚远的主题和文本中，青少年通常会更容易进行思考活动。这种距离感让学生有机会向外而不是向内看，这样就会感到不那么有自我意识。因此，在课程的最初几个阶段，单元往往与学生自己的生活有些距离，呈现极端的故事，背景设在遥远的地方和文化，但这些故事的主人公——这些故事中的男女主角——能让年轻人产生共鸣。这有助于他们更密切地接触到人类的灵感品质，如创造力、勇气、毅力、激情和关怀，并使他们更容易参与到引导或跟随文本的演讲活动中;这反过来使他们的学习更容易、更快、更愉快。