my,new,teachers,听力

篇一：Unit 1 My New Teachers测试题

Unit 1 My New Teachers

Class： Name： Mark：__________

一、听录音，选图画（10分）听 力 部 分

听句子，请选出对应的图画,并将其字母标号写在题前括号内,每个小题读两遍。 （ ）1.

（ ）2.

（ ）3.

（ ）4.

（ ）5.

二、听录音，排顺序（10分）

根据所听内容选出相应图画，将其字母标号写在题下横线上。每小题读两遍。

1. 2. 3. 4. 5. 三、听录音，写单词 (10分)

根据所听对话内容，填入所缺的单词，将其补充完整。对话读三遍。

Jim: I have a new math teacher. John: Really? What’s she like?

Jim: She’s and pretty. She’s a university student. John: Is she ?

Jim: No, she isn’t. She’s very . John: Is she ?

Jim: Yes, she is, but she’s very . John: Cool!

笔 试 部 分

四、图文配伍 （10根据下面句子内容选出相应的图片，将图片的标号写在题前括号内。

( )1. My music teacher is friendly, we all like her. ( ) 2. Drawing is my hobby, so I like art class very much. ( ) 3. Look, I can write the English letters.

( ) 4. We read the Chinese poem after Chinese teacher.

( ) 5. This is our new Math teacher, he is cool.

五、情景对话 （10分）

从II栏中找出与I栏中句子相应的答语，将其标号填入题前括号内。

I II

( ) 1. What’s she like? A. Yes, we have.

( ) 2. Who’s your principal? B. Please call me Guoqiang or Mr. Liu. ( ) 3. Is she nice? C. She is pretty. ( ) 4. Hello, Mr. Guoqiang. D. Miss Lin. ( ) 5. Do you have new teachers? E. Yes, she is. 六、英汉互译 （20分）

A) 根据汉语句子意思，完成英语填空。

1.我们的英语老师很瘦。

Our English teacher is very _______________.

2. 姚明是著名的篮球运动员，他个很高。

Yao Ming is a famous basketball player and he is very _____________. 3. 我们都很喜欢赵本山，因为他很滑稽。

We all like Zhao Benshan, because he is _______________. 4.慢羊羊年龄大了，但是他很聪明。

Man Yangyang is _______________ but he is very _______________. 5.我有三位新老师。

I have _____________ teachers. 6. 我的数学老师又高又强壮。

My math teacher is tall and _____________. 7. 谁是你们的英语老师？

is your English teacher?

8. 你的美术老师长什么样子？ What’s your art teacher ________? 9. 我有一个妹妹。她很漂亮。

I have a sister. __________ is beautiful. 10. 我们的语文老师很年轻。

Our Chinese teacher is .

B) 根据英语句子意思，完成汉语填空。

11. She’s a university student. 她是一名 。 12. Who’s your science teacher? 谁是你的 。 13. Mr. Carter is from Canada.

卡特先生 。 14. Is your principal a man or a woman?

你们的 是男士还是女士？ 15. I know. He’s my father.

。他是我爸爸。 16. ---Who is your teacher?

--- Mrs Heart. ---谁是你的老师? ---_________________

17. Who are they?

_____________________

18. Really?

___________________ 19. Her class is so much fun.

她的课非常____________________. 20. Hello, I am your music teacher.

你好！我是你们的_______________老师。 七、选词填空 （10分）

读短文,从方框中选出符合短文内容的单词填空,将其标号填入相应的横线上。

A. England B. teacher C. likes D. student E. twelve

Hello! My name is John. I’m _______________ .I’m from _______________ .I have a new math _______________ .He’s a university _______________ .He _______________ sports and we all like him very much.

八、选句填空 （10分）

读短文,从方框中选出符合短文内容的句子填空,将其标号填入相应的横线上。 Jim: I have a new math teacher. Her class is so much fun. John: ______________ What’s she like? Jim: _______________ She’s a university student. John:________________

Jim: No, she isn’t. She’s very active. John: Is she strict?

Jim: Yes, she is, ________________

John: _______________ 九、短文排序(10分)

认真阅读下列短文，请用英文字母排列出正确顺序。

( ) So Miss White is my favorite teacher. ( ) Hi! My name is John.

( ) She is pretty and her class is so much fun. ( ) My favorite subject is art. ( ) I study at Bridge Primary School. 十、阅读判断 （10分）

请认真阅读下列短文，并根据短文内容判断正误，正确的在题前括号内打“√”, 错误的打“×” 。

（一）My new friend

My name is Li Fang. I have a new friend. Her name is Linda. She lives in New York. Linda is eleven years. She likes playing chess. My hobby is playing chess, too. She often goes to school by bus. Her mother is a doctor. She goes to work on foot. Her father is a teacher. He goes to work by car. Every evening Linda does her homework. Her mother watches TV and her father reads newspapers. Linda will come to China soon. She is in England now. I’m excited.

（ ）1、Linda is a Chinese girl. （ ）2、Linda’s father is a doctor.

（ ）3、Linda’s father reads newspapers in the evening. （ ）4、Linda’s mother goes to work by bus. （ ）5、Li Fang likes playing chess.

（二）

Zhang Peng: I have three new teachers. Tim: Who are they ?

Zhang Peng: A Science teacher, an art teacher and an English teacher . Tim: Who’s your English teacher ? Zhang Peng: Mr Carter. He’s from Canada. Tim: What’s he like ?

Zhang Peng: He’s tall and strong. He’s very funny. Tim: I know. He’s my father. Zhang Peng: Really ?!

（ ）1、Zhang Peng has two new teachers.

（ ）2、Zhang Peng’s Chinese teacher is a new teacher. （ ）3、Zhang Peng’s English teacher is from England. （ ）4、His English teacher is tall.

（ ）5、Zhang Peng’s English teacher is Tim’s father.

篇二：my new teachers 英语教学设计

教学设计

Module 2: My New Teachers

教学设计

Module 2: My New Teachers

外研版《英语》（新标准）高中第一册（必修1）

教材内容分析

Module 2 Introduction 部分主要介绍表示个性特征的形容词，并通过听力活动对描述教师风格的陈述进行判断；Reading and Vocabulary部分要求学生利用提供的词汇阅读三篇短文，了解不同教师的教学风格。在本节课中， 我把Introduction的听力与Reading and Vocabulary的短文阅读理解相结合进行教学。遵循教材的“题材-功能-结构-任务”的编写原则，探索适合学生英语学习的途径和方法。

学生分析

1．经过第一个课时的学习，学生对已经学会了表示个性特征的形容词，以

及对教师的教学风格，进行简单的评述。.

2．由于本模块描述的是老师，是学生特别熟悉的话题，所以学生对本单元

的话题特别感兴趣。.

3．学生具备一定的阅读理解能力，但在有限的时间内查找特定的信息和分

析处理的能力还有待提。

4．课堂上学生活动积极，但人数多，学生的基础不一致, 调控有一定的困

难。

教学目标(Teaching aims)

1.语言知识目标

功能话题是了解不同教师的个性特征和教学风格，运用所学词汇和短语进行简单的描述。 2.语言技能目标

听懂对教师特征及其风格的描述并获取信息；运用表示个性特征的词汇描述熟悉的人物；理解介绍教师风格的对话和短文、获取信息并掌握和理解作者的观点；简单描写自己身边的老师。

3.学习策略目标

搜集和运用所学词汇、短语；对介绍教学风格的材料进行理解、分析、比较和总结；体现自主合作探究相结合。 4.文化意识和情感态度目标

了解国外中学生对教师风格的要求；加深对老师的了解和热爱, 既发挥学习主动性也配合教师的教学工作，实现感情交流, 使师生关系更加融洽。

教学重点难点

重点：围绕学校生活对教师个性特征、教学风格进行描写。 难点：了解不同教师的教学风格，并运用于实际。

设计思想和教学方法

根据高中英语课程标准及当前教学改革、课程改革的先进理念，在课堂

教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用。因此运用任务型教学途径，围绕核心任务，设定小任务；开展自主性学习的小组活动，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂学习效果。

教学媒体

1. 多媒体 2. 黑板

评价与反思(assessment and reflection)

教师反思

1. Have all the teaching aims been reached? _________________ 2. Have all the students learnt something in the lesson? ________________ 3. What can be improved? ________________

学生反思

1. What impressed me most in the class? ________________ 2.What haven’t I understood yet? ________________ 3. In what aspect do I need improvement? ________________

篇三：Module 2 My New Teachers单元测试题

Module 2 My New Teachers单元测试题

第Ⅰ卷

第一部分 听力（共两节，满分30分）

第一节（共 5小题；每小题 1.5 分，满分 7.5 分）

1. What's the correct time?

A. 8:20. B. 8:25. C. 8:15.

2. Where are the two speakers?

A. On a ship. B. On a train. C. On a plane.

3. Where is the woman going now?

A. Her brother's office B. Her own house. C. The market.

4. Why can't the woman go to the party?

A. She is sick. B. She has to work. C. She has to stay at home.

5. What is the problem with her English?

A. Her spelling is very poor.

B. Her speaking is not good.

C. Her pronunciation is not good.

第二节（共15 小题；每小题1.5分，满分22.5分）

听第 6 段材料，回答第 6-8 题。

6. Where are the two speakers?

A. In the library. B. In a department store. C. In the street.

7. Who are the two speakers?

A. A woman and his husband.

B. A woman and a passer-by.

C. A woman and her friend.

8. Where will the woman change buses?

A. At the zoo. B. At the traffic lights. C. At the end of the No. 9 bus.

听第 7 段材料，回答第 9-11 题。

9. Why is the man going to the States?

A. Visit places of interest. B. Visit his friends. C. Attend a conference.

10. How long will the conference last?

A. One month. B. Two weeks. C. Seven days.

11. What is the man?

A. A scientist. B. A writer. C. A traveler.

听第 8 段材料，回答第 12-14 题。

12. Where does this conversation take place?

A. At school. B. In the street. C. On the phone.

13. Why is the woman going to borrow some old exam papers?

A. She wants to look through them.

B. Hers are missing.

C. She wants to check them.

14. Why is the girl worried about her physics exam?

A. Because she hasn't prepared well.

B. Because she has lost her physics book.

C. Because she has no old exam papers.

听第 9 段材料，回答第 15-17 题。

15. Where does the conversation probably take place?

A. In a library. B. In a classroom. C. In a bookstore.

16. What is the man doing?

A. Returning some books.

B. Looking for a book.

C. Writing a research paper.

17. What does the woman tell the man to do?

A. To return the due books.

B. To refer to the card list.

C. To make use of the computer.

听第 10 段材料，回答第 18-20 题。

18. Who does the speaker talk to?

A. A friend of his.

B. A group of new students.

C. A group of visitors.

19. What is the total number of departments in the college?

A. Six. B. Five. C. Four.

20. Where do the teachers in the English department mainly come from?

A. England and America.

B. America and Australia.

C. America and Canada.

第二部分： 阅读理解 （共两节，满分40分）

第一节（共15小题；每小题2分，满分30分）

阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。

A

★★☆☆☆

In the late 1990s, a family visited the school where I taught deaf students. They said they would be moving here and planned to send their deaf daughter to my school as a first grader. They were upset that their child’s kindergarten teacher told them not to have high hopes for her. The teacher painted a bleak (暗淡的) picture for their little girl’s future. Standing behind them was Katherine, a beautiful five-year-old with long hair and dark eyes. The whole time her parents were there she didn’t make a sound or use sign language, even when her parents asked her to do so.

After a few weeks with Katherine, I discovered I was dealing with a very bright child. Although I was able to make her join in different learning activities, writing

was always a struggle. I tried all kinds of methods to interest her in writing. Every time the pencils came out, she would refuse to write.

One day Katherine got off her bus and stood in front of the school crying. The teachers there did not know enough sign language to ask her what happened. Finally they led her into the office where they handed her a pen and a piece of paper. Katherine wrote: “PAC BAK.” Immediately the teachers realized she left her

backpack on the bus. They called the bus driver back to school and soon Katherine got her backpack back.

That day Katherine discovered the power (力量) of the pen. From then on she fell in love with writing. She is a young woman now and has become an excellent writer, public speaker and student leader.

21. When the author first met her, Katherine _____.

A. kept silent B. kept crying

C. was studying D. was unhappy

22. What was Katherine’s problem after a few weeks with the author?

A. She didn’t like to write at all.

B. She couldn’t use sign language.

C. She always left her backpack on the bus.

D. She had no interest in learning activities.

23. What’s the meaning of “Katherine discovered the power of the pen”?

A. Katherine used a pen for the first time.

B. Katherine became interested in writing.

C. Katherine understood how to use the pen.

D. Katherine knew what the pen was used for.

B

★★★☆☆

Winter Vinecki began running at age five, but got serious in 2009 after her father died of cancer — that’s when she decided to honor his memory by running a marathon on every continent (大洲) before her 15th birthday.

Scope: Team Winter is an organization you founded to raise money for cancer research. How did it get started?

Winter: At first, Team Winter was formed to fight childhood obesity (肥胖). When I was 8, I ran a race and raised $1,100 for that cause. But less than a year later, my dad got cancer. I knew I had to do something to help. When I started, my goal was to raise $10,000. I’ve raised well past that — almost $500,000.

Scope: What goes through your mind when you run?

篇四：My New Teachers教学设计

My New Teachers教学设计

教学内容 外研版《英语》（新标准）高中第一册Module 2 My new teachers 的Introduction & reading and vocabulary

一、教材分析与处理

Module 2 introduction 部分主要介绍表示个性特征的形容词，并通过听力活 动对描述教师风格的陈述进行判断；reading and vocabulary部分要求学生利用提供的词汇阅读三篇短文，了解不同教师的教学风格。为了训练学生围绕学校生活对教师个性特征、教学风格进行由浅入深的描写，我大胆尝试在本模块第一课时介绍表示个性特征的形容词，以及其它相关词汇，而在第二课时中把introduction的听力与reading and vocabulary的短文阅读理解相结合进行教学。遵循教材的“题材-功能-结构-任务”的编写原则，探索适合学生英语学习的途径和方法。

二、教学目标

（一）语言知识目标

词汇部分（见课件）

功能话题是了解不同教师的个性特征和教学风格，运用所学词汇和短语进行简单的描述。

（二）语言技能目标

听懂对教师特征及其风格的描述并获取信息；运用表示个性特征的词汇描述熟悉的人物；理解介绍教师风格的对话和短文、获取信息并掌握和理解作者的观点；简单描写自己身边的老师。

（三）学习策略目标

搜集和运用所学词汇、短语；对介绍教学风格的材料进行理解、分析、比较和总结；体现自主合作探究相结合。

（四）文化意识和情感态度目标

了解国外中学生对教师风格的要求；加深对老师的了解和热爱, 既发挥学习主动性也配合教师的教学工作，实现感情交流, 使师生关系更加融洽。

三、教学重点与难点

重点：围绕学校生活对教师个性特征、教学风格进行描写。

难点：了解不同教师的教学风格，并运用于实际。

四、教学方法

根据高中英语课程标准及当前教学改革、课程改革的先进理念，为达成上述教学目标，运用任务型教学途径，围绕核心任务，设定小任务；开展自主性学习的小组活动，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂学习效果。

五、教学过程

Step 1. lead-in

t: What shall we talk about today?

s: My new teachers.

t: You have already been students for about 9 years. during the 9 years, you must have met tens of different teachers.

Could you use some adjectives to describe these teachers?

s: Yes.

t: Let’s play a game. I’ll divide the class into two parts. one part is boys, the other is girls. Let’s see which group gets more words.

s: …

第一环节：导入与复习。这部分起到复习旧知导入新知的作用。主要任务是 使用学过的形容词描述老师，既复习了上节课涉及到的词汇，又很自然地进入到今天主要谈论的话题。为避免学生对词汇复习感到枯燥无味，于是采用游戏形式brainstorming完成，最大程度地调动了学生的学习兴趣，所以这部分也属于激趣阶段。

Step 2 Listening

t: In our books, there are some statements about teachers in activity3. Do you agree with all of them?

Now, please tick the sentences that you agree with individually, and then discuss with your partner.

s: …

(We’ll share their choices in class.)

t: I’ll introduce a new friend to you. his name is Alex, an English student. I think you’re at the same age.

Let’s listen to Alex’s opinions about the statements. You should tick the sentences that he agrees with.

s: …

第二环节：表述与听力。这一步骤在复习使用形容词的基础上，通过自主评价和讨论的方式训练学生表达对教师不同风格的看法，为听力及下一步的课文阅读理解扫除了障碍。这部分主要训练学生听说及获取相关信息的能力，而且帮助学生了解国外中学生对教师风格的看法，通过对比改进学习风格。

Step 3 Reading

t: Talking about teachers is an interesting topic for students all the time.

Now, we’ll read three compositions about three teachers written by their students. and we’ll know more about them. let’s know them first.

s: Mrs Li, Mr Wu, Mrs Chen.

t: First, let’s listen to the tape and try your best to answer the two questions.

1. Which teachers do students like a lot?

2. Who is a very good teacher but is serious and strict?

s: …

(Check the answers to the questions)

第三环节：阅读与理解。这一环节是本模块的中心内容，也是本课时的重难点。我采用了以下步骤。

第一步、在课件中通过呈现照片使学生对课文中的三位老师产生亲切感。然后让学生带着reading activity1中的两个问题，进行听力训练，使学生初步感知课文内容，训练学生的听力扑捉能力，为进一步的阅读理解打下基础。

t: Next, please read the three compositions and compare the three teachers, then answer more questions on the screen. It’s a pair work, so you can discuss with your partner.

s: …

(Check the answers to the questions)

第二步、通过两人结队活动pair work，进一步阅读课文，互相帮助解决语言形式引起的理解问题，并对比三位老师的个性和风格，快速查找信息，有梯度地讨论和回答reading activity中的有关问题，全面了解课文内容。

t: Last, let’s do the reading summary. Every group must fill in the form in 5 minutes, and then give us a report about one of the teachers.

s: …

第三步、全班分为三大组，对课文进行小结，培养学生的合作精神和总结能力。利用表格进行读书摘记，使课文内容化繁为简，思路清晰，易于对比三位老师的个性特征和教学风格。

Step 4. Writing

t: Let’s relax ourselves and share some pictures.

(Show some pictures of the teachers who are teaching the class)

s: …

t: You’ll have 5 minutes to write out a short passage about the teacher who you’re most interested in. And then, let’s share it together.

s: …

t: I’ve got a good idea. Our school is holding an activity for choosing the most popular teachers through public appraisal. You can send your writing about teachers to the website of our school. If you want to know more about this activity, you can surf the internet, and visit our school website

第四环节：写作与交流。 这一环节属于学生语言能力的拓展、知识的灵活运用。通过呈现学生身边任课教师的真实照片，让学生运用所学词句描述自己熟悉的老师特征。通过这一写作练习，使学生把所学语言运用于实践当中。

通过以上各个环节的设计与实施，从多方面强化语言技能的训练，全面培养学生的综合英语能力。

Step 5. Homework:

1. Reading and vocabulary.

(activity 2 & 3)

2. Preview grammar & listening and vocabulary.

3. Please send your writing about teachers to

第五环节：作业的设计与布置。为培养学生探究式学习能力，在作业设计中，分为课内和课外开放式作业两种。鼓励他们积极参加学校网站优秀教师评选征集活动，从而强化学生自主合作探究的能力。

篇五：说课稿my_new_teachers

Module 2 My New Teachers, 1st period

说课讲稿

谷静

一、说教材

(一)教材内容及分析

我说课的内容是外研版《英语》（新标准）高中第一册（必修1）Module 2 My New Teachers. 具体内容为Introduction 和Reading and Vocabulary两部分。本模块为全书第二模块，以我的新老师为话题，以为“好教师”制定标准为任务，介绍了三位性格不同、教学风格迥异的新教师，旨在通过本模块的学习，使学生学会运用所学词汇、句型来描述自己的老师以及身边的人，同时通过学习制定好教师的标准，使学生加深对教师的了解，增进与教师的沟通。Introduction 部分主要介绍表示个性特征的形容词，并通过听力活动对描述教师风格的陈述进行判断；Reading and Vocabulary部分要求学生利用提供的词汇阅读三篇短文，了解不同教师的教学风格。

(二)教学目标

新课程标准的三维教学观，具体到英语学科就是要整合发展学生的语言知识、语言技能、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。结合本课的内容，我把本节课的教学目标设置为：

1. 语言知识目标

学会使用形容词来描述人的性格特征，理解如何描述一位新老师，并掌握和运用以下词汇及短语：amusing, energetic, intelligent, nervous, organized, patient, serious, shy, strict, avoid, hate, appreciate, admit, scientific, literature, summary, joke, respect, wave, impression, incorrectly, completely ,immediately ,loudly，so that, make progress, in fact, fall asleep, tell jokes, make sure, as a result

2. 语言技能目标

通过略读和细读找到目标信息，并能够用正确的语音语调朗读课文

3. 情感态度目标

学会理解新教师，了解不同教师的个性特征和教学风格，并积极配合新教师的教学工作。培养融洽的师生关系，更好的适应新环境。

4. 文化意识目标

为本模块 Culture Corner，即文化角部分做好准备，使学生了解在中西方不同国家的不同学校中师生关系的异同。

(三)教学重点与难点

教学重点是围绕学校生活对教师个性特征、教学风格进行描写。难点是了解不同教师的教学风格，并运用于实际

二、说学情

学生刚刚步入高中，接触到很多新教师，如何了解教师的个性特征、教学风格正是这一时段学生比较关注的问题。同时，通过初中四年的学习，大部分学生已具有一定的听说读写能力,但自主学习能力和分析理解能力还有待提高，特别是阅读和写作能力。因此，设计这阅读课时，我充分考虑到学生的主体性，以轻松并贴近生活的话题展开讨论，以简单的语言启发、提示学生，让学生在和轻松和谐的氛围中探究式学习并完成教学任务。

三、说教学方法

以教师为主导，以学生为主体。开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生进行合作与行探究性学习。由浅入深，由易到难，循序渐进地深化教学内容。在教学过程中运用（1）听力教学，听一段话并获取关键信息（2）词汇教学，采用情景介绍或展示图片的方式进行教学，让学生理解含义并学会运用；（3）语音教学，让学生模仿录音的语音语调（4）口语教学，通过pair work和group work，锻炼学生的口语交际能力并巩固本节课所学的知识点。（5）图表归纳，让学生通过简明易懂的图表掌握课文内容。除此之外，在教学过程中我把计算机教学作为辅助手段，清晰明了的展示教学图片和表格，节省教学时间，并调动学生的积极性，让学生更快更轻松地掌握教学内容。

四、说学法

通过本课教学，我将主要培养学生掌握以下学习方法：

1.

2. 知识迁移法：培养学生善于运用所学知识分析和解决问题的能力。 合作学习法：以小组形式完成多种活动，培养探究能力与合作意识。

五、说教学过程

总结：这就是本课的教学过程。以上各个环节从听说读写多方面对学生进行语言技能的训练，特别是强化学生的阅读能力，

并通过听力、阅读、对话等练习，让学生掌握教学要点和难点。

六、说板书设计

将黑板划为左右两块，左边板书文章的表格，右边板书生词和短语。

七、教学时间分配

新知识的学习需要一个接受的过程。本课时的单词量较大，特别是在导入部分就需要学生了解新单词，为本课的阅读部分做好准备工作，因此导入部分用6-8分钟；阅读前用3- 4分钟；阅读中为本课主体，用25分钟，其中略读用4分钟，细读用13分钟；阅读后用5分钟；最后总结本课内容和布置作业。

外研版高中英语（必修1）Module 2: My New Teachers - Period 2说课稿

一、说教材

（一）教材内容及分析

我说课的内容是外研版《英语》（新标准）高中第一册（必修1）Module 2 My New Teachers 的Reading and Vocabulary的短文阅读。本模块以My New Teachers 为话题，介绍了具有不同教学风格和个性特征的教师，旨在通过模块的教学使学生学会描述教师及校园生活，并能运用所学词汇、句型来表达自己的喜好，同时通过学习制定好教师的标准使师生之间相互了解。

Introduction 部分已主要介绍表示个性特征的形容词，并通过听力活动对描述教师风格的陈述进行判断；Reading and Vocabulary部分要求学生利用提供的词汇阅读三篇短文，了解不同教师的教学风格。训练学生围绕学校生活对教师个性特征、教学风格进行由浅入深的描写。

（二）教学目标

根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分别是：语言知识，能力目标，情感目标，文化意识，和学习策略。

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