一、前言
由包天仁教授所创立的“四位一体”教学法经过全国各省数百万一线教师的反复实验，各位专家的多方论证，以事实证明了它是一种“省时、省力、高效”的先进的教学方法，它完全符合我国的教情、学情，尤其在中、高考复习方面更是先行一步，在一定程度上改变了我国外语教学中“费时教多，而收效甚微”的现状。初识“四位一体”是在1998年包教授来津讲学，那一年我首次接手高三毕业班，听完包教授的讲学使我有柳暗花明的感觉，盲目的教学思维终于理出了一些头绪，当年的高考成绩平均分全县第二（文科班）；之后，我一直关注着“四位一体”，但主要应用于高三英语的复习教学；今年，我接手三个班的英语教学任务，工作量较大，如何大幅度提高学生的学习能力和成绩是我苦苦思索的问题，最后，我决心仍采取四位一体教学法，因为它有一套先进、完整的教学理论做基础，一定适合我们的校情、学情、国情。
二、问题的提出
为什么要采取“四位一体”教学法？首先是由于传统的“单向填鸭式”教学法往往只注重语言知识的传授，轻视信息的采集、整理；重语言表层理解，轻篇章整体的理解；重语言知识的灌输，轻方法及能力的培养。教师教什么，学生学什么，教师在抓时间，抢进度，而学生往往是囫囵吞枣，被动地跟着老师走，有的甚至原地休息。其症结在于我们往往只重视知识的传授，而忽视了方法的培养。古人云，“授人以鱼，仅供一饭之需；授人以渔，终生受用不尽”。
另一方面，“四位一体”教学法的塔式理论强调基础知识的培养，2/3的时间用于阶段教学；循序渐进的教学原则符合学生的认知规律；精讲精练真正将师生彻底从题海中解脱出来。
三、重要观点
① “格式塔心理学”是许多心理学、教育学观点的基础，它的核心内容是：“整体不仅仅是部分的总和。” 学生在学习的过程中往往比较关注其中的情节或部分细节，而不太注意从整体的角度来分析和解决问题。作为教师应该培养学生这方面的能力。
② 整体优化既可以减少学生学习的盲目性，又可以降低教师授课的随意性，使师生双方均做到有的放矢。
③ 心理学研究表明，在教学的各个环节向学生提出明确而具体的任务是激发和维持学习动机的主要手段。学生在任务的驱动下学习语言知识和进行技能训练，有利于保持学生的学习兴趣，强化学习动力。
四、主要思路
高一英语教学主要是对新知识的传授与讲解，因此，授课的重点应着眼于“小四位一体”的教学；我的具体做法是： 以建构主义学习理论为指导，以“四位一体”教学模式为中心，打破传统的课课传授的方法，重新编排整合每一单元的内容，将每一单元作为一个整体，采取四步教学策略：第一步，词汇及语言点；第二步，对话及语法教学；第三步，阅读理解教学；第四步，练习及反馈。寻找每一步最佳教学方法，形成具体的教学操作模式。
五、具体做法
1．词汇以及语言点教学：
词汇包括音、形、意三方面。这三方面实际上应以语音为主。因为无论是词汇记忆还是听力水平的提高，语音都起着决定性的作用。语音主要包括音标和读音规则两个方面，音标需要集中讲解，而读音规则应该放到平时的教学之中，比如，第十八单元处理元音字母组合的发音规律，第十九单元解决元音+辅音字母组合的发音方法等等。意也包含两个层面，一是词汇中重要的词以及词组；二是课本当中重要的语言点，我们可以把它们挑选出来，放在这一环节集中进行处理，同时也为阅读教学扫清了词汇以及语言障碍，为我们顺利进行阅读教学奠定了坚实的基础。
2．对话及语法教学
对话教学对我们这类普通校而言很难处理，好多同学根本就没有兴趣，他们往往采取应付的办法，敷衍了事，尤其是在放音的时候，许多同学听不进去；针对这一现象，我根据对话的内容，自己编排了一些选择题，让学生把对话内容当做听力材料来处理。语法教学以前是将它放在阅读教学之后来处理，我个人认为，这样做法的弊端在于如果新的语言现象过于集中，不事先排除则会影响学生对课文的理解以及阅读速度；将其提到前面来，彻底扫清了一些长句、复杂句带给学生的干扰，从而使阅读教学更加游刃有余。
3．阅读理解教学
近年来，高考英语试题阅读理解题中重视考查考生在语篇层次上运用阅读策略处理信息的能力。测试点涉及表层或深层信息理解、主题判定、事实以及根据上下文理解词、句、段等。这就要求在平时的阅读课教学中，学生应在老师的指导下，从文章主题思想、细节信息到文段寓意、作者观点等多方面、多方位，由表及里，步步深入地理解课文。具体步骤如下：
① 导入--激发学生的阅读兴趣
教师应根据不同的教学内容，利用多种形式导入新课，在激发学生学习兴趣的同时，使学生对于文章所要讲述的内容有个大体的了解。
② 泛读--表层理解
这一过程旨在培养学生的快速阅读技巧和获取文章整体信息的能力。首先教师应向学生布置任务，说明本环节的目标，通常只要求学生在快速阅读文章之后掌握材料的大意即可。因此，让学生总结出各个自然段的段意是本环节任务的首选。
③ 精读--把握文章脉络
采用启发式和诱导式，教师提前找出文章的线索，可能是一条，也可能是多条，让学生以填充的形式完成，从而使学生对文章的整体脉络有一个清晰的认识。在处理网状脉络的同时，教师应注意指导学生运用已学知识或已有经验对课文中的信息进行逻辑推理和分析判断，使学生准确理解人物的性格，事物发展的规律，作者的观点以及字里行间的深层含义。这一阶段的阅读是对文章内容的深层次的理解，可以激发学生的想象力和创造力，同时，填充的方法可以增强学生的分析、判断以及语言组织能力，为今后的写作教学奠定了基础。因此，此环节是阅读教学当中的重中之重，它需要教师更为精心的设计，主要目的是通过学生二次阅读及对问题的考虑，寻求答案的过程来对文章含义有更深层次的了解以及把握。
④ 细节理解--理解课文深层含义
文章的段意以及脉络基本明晰之后，教师应针对在阅读过程中容易出现的偏差列出一些题目，从而加深学生对文章的正确理解。题型可以多种多样，比如：是非判断题，四选一以及问答题等等。这一环节应着重注意以下几个方面：重点词汇的理解，长句的分析，文章的中心思想以及作者写作意图的深层挖掘等等。
4．练习及反馈
这里所讲的练习有两层含义：一是课本中出现但未曾处理过的问题；二是针对单元中出现的重点词汇用法和语言点的再加深理解。而传统的做法往往忽视了这一环节，知识讲过了，就过去了，没有回顾过程，因而导致有的知识点记忆不牢。反馈是针对学生在学习过程中出现的问题及时纠正，因此我们还可以称之为是一个查漏补缺的过程，这也是一个不容忽视的过程，古人云“温故而知新”。
六、总结
本方法倡导美国教育家杜威的“从做中学”的教育模式，构建以学习者为中心，以学生自学为主的新型教学模式，在日常教学中培养学生实际运用英语能力和创新能力，促使学生养成良好的学习方法和学习策略，逐步实现三个转变：即以教为中心向以学为中心的转变；以知识传授为主向能力培养为主的转变；信息量的输入由量到质的转变。从而使学生在特定的任务完成过程中主动积极地获得和积累相应的学习经验，享受成功的喜悦，并提高学习兴趣和成就动机。四个步骤采取循序渐进、阶梯式教学原则，符合学生学习和掌握知识规律，并可减少学生学习的盲目性和教师教学的随意性；同时，整体性教学原则可以提高学生整体阅读能力和写作水平，符合目前的国情、校情、学情，具有灵活性和易操作性等特点。
七、教案示例
Title: Unit 19 Jobs Lesson 74-75
Class Type: New Lesson
Teacher: Ruan Ming-guang from Jixian Kangkezhuang Senior High School, Jixian County, Tianjin
Teaching Aims:
1. To help the Ss review the contents of the dialogue (lesson 73)
2. To help the Ss grasp the story of Mr. King as an engineer
3. To train the Ss’ ability of analyzing an article
4. To improve the Ss’ ability of reading comprehension
5. To educate the Ss in moral character to respect the woman in the real world
Teaching Method: 1.“Four in one” Teaching Method
2. Task-based Methodology
Teaching Aid: Computer
Teaching Procedure:
Step 1. To review the contents of the dialogue:
① What are Jane and Zhou Lan talking about?
② Is it easier for women to get to the top of a company?
③ What kind of company prefers to employ women? Why?
Step 2. Lead -in:
Please translate the following sentences into Chinese.
1. Men are stronger than women, but women live longer than men.
2. While looking themselves in a mirror, men enjoy their body
and women enjoy their clothes.
3. There is only one woman in twelve young outstanding mathematicians.
4. Women grasp foreign languages faster than men.
Today, we will know a person whose name is Mr. king. He is an engineer. He is a very successful person. But he has a secret. From the text, we should know what the secret is.
Step 2 First, listen to the tape carefully; then , give the Ss a few
Minutes to write down the main idea of each paragraph:
The main idea of each paragraph:
Paragraph 1:
Paragraph 2:
Paragraph 3:
Paragraph 4:
Paragraph 5:
Paragraph 6:
Paragraph 7:
Paragraph 8-9:
Step 4: Another task: the outline of the text
1. Before the secret:
His job:
Work in: (company; country)
How long:
2. The secret is out:
An accident took place: the reason
the result
Refuse to take off her trousers: the feeling of others
the reason
Tell the truth: first the doctor : the doctor’s words
Mr. King’s words
then her boss: when where
How the secret is out: The doctor: Mr. Pattis: how
3. The secret: what the secret is:
why pretended a man:① ②
4. After the secret is out:
Hold a meeting: when
Purpose
Mr. Little’s opinion: the reason① ②
Mr. Pattis’ opinion：the reason① ②
The result of meeting: try to guess
Step 5 Details of the text:
1. Mr. King is the best engineer in Notco Company
2. An engineer is a person who design new machines.
3. Mr. King went to the hospital by himself.
4. She pretended a man in order to cheat the boss.
5. Mr. Little knew the secret from others.
6. Women had some difficulty in finding a job at that time.
7. Ms. King isn’t an honest person.
8. According to Mr. Pattis’s opinion, for a company, sex is more important than the ability. (能力)
Step 6 According to the text, finish the following exercises:
① Correcting the mistakes:
1.As a student, you mustn’t say a lie to others.
2. She pretended sleeping when I entered.
3. The room, its windows face south, is our classroom.
4. To my great surprising, he didn’t fell surprised at his failure.
5. Those boy students are going to call on woman scientists tomorrow.
6. I’m going to call on your office.
② Doing the exercises 4 on page71
Teacher’s Activity: Guide the students to finish the analysis of the text
Students’ Activity: Finish the tasks that are given by the teacher actively alone or with their partners
Homework: Finish the other exercises on Page 70(2) 71(3)
Unit 20 Mainly Revision
The first lesson: words and key points:
词形转换：
1. develop/ development/developing country/developed country
2. lightly/light(v,n,adj,)/lighted, lit
3. unknown/known/well-known
4. everyday/everyday
重点词汇：
1. come out
2. throw away
3. form/ in the form of
4. include/contain
5. used to/ would
6. Thirty passengers were hurt in the accident, including 5 children./five children included.
重点句型：
1. They have been widening the road.
They have widened the road.
2. It is believed that/ It is hoped that/ It is said that…
3. too+adj.+for+sb./sth
词汇检查：
1. With the ______(发展) of industry, great changes have taken place in the factory.
2. _______(竹子) can be used to make paper.
3. Do you know the history of ______(印刷术)？
4. It was________(陌生的) country to me.
5. The book _______(包含)ten short stories.
6. Our teacher is showing us a new m______ of writing.
7. A plan began to f____ in his mind.
8. This is an e________ dress.
9. My pen is out of i____, could you borrow me some?
10. There was s______ coming from the cooking-pot.(锅)
The second lesson:
Book closed, listen to the tape carefully, then answer the following exercises:
1. What are Susan and Mrs. Zhu talking about?
A. The development of paper.
B. The development of printing.
C. The development of writing.
2. Which is the beginning of printing?
A. The way using stones.
B. The way using rocks.
C. The way using wood.
3. Which is the right order of carving characters on rocks?
a. brush ink on the paper
b. beat the paper lightly
c. put a wet of paper on top
d. carve the characters
A. d-b-a-c B. b-c-d-a C. d-c-b-a
4. What’s the shortage of carving words on a piece of wood?
A. The wood would be useless after printing the whole book.
B. It is difficult to carve because it is so soft.
C. In the past, the wood was very expensive.
5. How many ways of carving characters are they talking about?
A. 2. B. 3 C. 4
The third lesson: reading comprehension of the text:
Outline of the text:
The history of making paper:
①In China: before paper was invented: how to keep records
(before writing was developed)
after paper was invented: how to keep records(carved words on sth. or write)
first( animal bones)-------then(metal pots)--------bamboo or wood--------silk
--------the fibres of plants(let’s the students find out the process of paper and
the advantage or disadvantage of each method)
②In the world: about 2000 years -----appeared in China(the result)
In other parts of the world(character and the reason)
The first century----- become common in China
Later on ------reached other countries
In the 18th century:
In 1150:
In 1567:
Since 1690:
Details of the text:
1. China is one of the earliest countries that used paper to record things.
2. In some countries, the history is unknown because the people in the past didn’t record things.
3. People wrote words on pieces of bamboo or wood because they were easy to carry.
4. 2140 years ago, everyone in China could write or draw on paper which was made from silk.
5. The paper made from fibres of plants became common because it was as soft and light as silk , but much cheaper.
6. The paper came to Europe from China.
The fourth lesson : go over the main points of the unit and do exercises:
throw away, worth, remove, pay back, pick up, seem, look down upon, offer, pretend , rush
1. There is plenty of time, we needn’t ______.
2. Have I _____ the $10 you lent me?
3. It’s ______ making an effort to look well dressed.
4. She ______her suitcase and went out.
5. There ______ to be many people in that room.
6. You mustn’t ______ to know what you don’t’ know.
7. As it was warm enough in the room, she _____ her hat and coat.
8. During their work in the village, people there _____ them a lot of help.
9. Don’t _____ those magazines, I haven’t read them.
10. It’s not right to______ others’ jobs, for any job is important and necessary.
Key Answer:
1. rush 2. paid back 3. worth 4. picked up 5. seems
6. pretend 7. removed 8. offered 9. throw away 10. look down upon