高中英语新课标

高中英语新课标（精选12篇）由网友“为人民服务”投稿提供，下面是小编为大家推荐的高中英语新课标，欢迎阅读，希望大家能够喜欢。

篇1：高中英语新课标学习心得体会

通过20xx年暑期教师学习会的学习和反思以及进一步研读《普通高中英语课程标准》（20xx年版）（简称“新课标”），提高了我对《新课标》的认识，更新了自己的教学理念，受益匪浅。现结合我们通常的英语教学情况，谈谈这些天自己学习的收获和心得体会。

高中英语《新课标》体现了全新的教学观，体现了全新的学习策略。《新课标》强调自主创新，注重科学探究，倡导体验性学习，提倡交流与合作，目的是培养学生良好的自主学习能力和终身学习的能力，全面提高学生的整体素质，促进身心健康发展。而推进高中英语《新课标》实施的关键在于教师，这就要求我们教师必须不断地学习，更新教学理念，创新教学思路，改革教学方法，优化英语教学中的师生关系，坚持活化教师主导作用和强化学生主体地位的辩证统一，充分发挥教师在课堂教学中的主导作用，逐渐把以“教”为中心的教学转移到以“学”为教学上去，把学习的主动权真正还给学生，并做好教与学的最佳结合。学生的认知过程，是在教师指导下，由不知到知的矛盾转化过程，教师要根据教学内容和任务，充分发挥学生的主导作用，鼓励学生通过体验、讨论、合作、探究等方式，结合各种教学手段的运用，拓展学生发展的空间。课堂真正做到：把讲的机会让给学生，把问的权利还给学生，把练的安排纳入课堂。通过学生自己动脑、动口、动手，提高学生听、说、读、写的综合语言技能，培养学生用英语获取、处理信息，分析、解决问题的能力以及探究创新的能力。促使学生在不断的体验中领略知识，在不断的探究中得到发展，促成学习矛盾转化，养成学生自主学习、自主探究的习惯，从而为学生的终身学习和终身发展奠定基础。

高中英语《新课标》体现了全新的教材观，体现了全新的课程目标，体现了教师、学生、教材环境的整合。即建立在知识技能，情感态度，学习策略，文化意识等方面的整合发展。知识技能是综合运用能力的基础，情感态度是关键因素，学习策略是先决条件，文化意识是重要保障。《新课标》规定教师不是知识的唯一权威，课堂不是学习的唯一场所，学生英语学习的活动由课上延伸到课下，校内延伸到校外。同样，教材也不是知识的唯一载体，广播、电视、音像制品、报刊、网络资源等都将会成为教材资源的一种。《新课标》要求英语教学应关注学生的认知及兴趣，关注国内、国际形势，关注民生热点，关注科技发展的前沿，关注学科间综合延伸，既要有基础性，构建学生终身发展的平台，又要有开放性、探究性内容，要具有多样性、选择性的特点。《新课标》尊重学生的个性差异，编排上分模块，能力上分层级，英语教学不仅满足于培养学生交际能力，而旨在促进人的全面发展，进而提升民族的整体素质。要求师生不拘泥于教材。对教材可添可减，可调整顺序，创造性地、最大化地使用教材，灵活化、最优化地整合教材，有的不一定全教，教的不一定全会，会的不一定全考，科学的驾驭教材，真正地做教材的主人。

高中英语《新课标》体现了全新的教师观，体现了全新学生观，明确了教师和学生在英语教学中的地位。《新课标》明确指出英语教学应体现以人文本即学生为本，以学生的全面发展为本。学生不再只是课堂的配角、任人摆布的对象、接受知识的容器和应付考试的机器，而应成为英语学习的主人。每个学生都具有一定的创造潜能，思维活跃，常会产生知识迁移和突发奇想。不论是发散思维，还是直觉思维，或是灵感，教师都要注意引导和保护，努力发掘学生的闪光点，鼓励学生积极尝试自主探究，自我发现，主动实践。教育学生做人，做事，做学问，学会与人相处。同时，要求教师转变地位和角色，做学生的引领者、促进者和学习活动的参与者。从教学策略上，由单一的讲解到综合性策略运用，不搞满堂灌，不唱独角戏。采用探究，任务型教法，创造和谐民主的课堂气氛，为学生提供自主学习和直接交流的机会，提供充分表现自我发展的空间，充分发挥学生的主体作用和主动作用，引领、带动学生积极参与课堂活动，主动实践，提升学生听、说、读、写和看的综合能力，充分培养学生学习英语的兴趣，培养学生的参与意识和主体参与活动能力，让学生在主动参与过程中体验成功，促使学生由“我要学”--“我想学”--“我乐学”--“我能学”到

“我会学”的转变，

帮助学生在积极探索中不断提升自己，学会自主学习，完善综合素养，最终实现学生的全面发展。

同时，高中英语《新课标》不但强调教师的传道，也强调教师的成长与发展，要求教师务必要更新观念，不断创新，不断尝试，不做吃老本、走老路的教书匠，而应做探究型、专家型教师。要求高中英语教师一定要注重自身素质的提高，要具有过硬的业务知识。改变过去单兵作战模式，学会集体备课和资源共享，不断丰富各方面的知识，储备各种能量，在相互学习和探讨中发展自己；在反思教学实践，总结经验中提升自己。只有这样，才能跟上新课标的课程改革进程，真正适应新时代要求。

“路漫漫其修远兮,吾将上写而求索”,《普通高中英语课程标准》给我们高中英语教师赋予了神圣的使命，今后我会沿着《新课标》指明的方向，不断努力学习,不懈尝试实践，逐步提高自己教育、教学能力，为新课程的改革尽力，为党的教育事业力争做出更大的贡献。

篇2：浅谈新课标下高中英语课堂教学

浅谈新课标下高中英语课堂教学

齐玉萍

（重庆市酉阳一中）

摘 要：新课程改革给教师带来了严峻的挑战和不可多得的机遇。课程是实施课程改革的核心部分，它体现了教师的教育理念、教育思想和教育观念。课程里所设置的目标和要求主要通过课堂教学得以实施。因此，课堂教学直接关系到课程所设置的目标和要求是否能得到实现。其中，英语课堂教学应做到有理、有序。

关键词：课程改革；英语课堂教学；理念；理性；创新

一、有理

所谓有理，即指符合教学的理念、符合教学的思想、符合教学的目标、符合教学的原则、符合教学的理论、符合教学的理由、符合教学的创造性等。它体现在以下几个方面。

1.课程改革的理念

课堂教学要依据和符合课程改革的理念。课程改革的核心理念是基于学生发展，关于学生发展和为了学生的发展。因此，指导课堂教学设计和课堂教学行为的最重要的标准就是：是否基于学生的发展，是否关于学生发展，是否为了学生的发展，也就是说是否从学生发展的角度去审视教师的课堂教学行为。

2.符合课程标准的目标

英语课程标准是课堂教学的依据，是评价的依据，还是考试命题的依据。课标要求课堂教学不仅要让学生增长语言知识，提高语言技能，同时还要关注学生的情感态度和培养他们的学习策略，增强他们的文化

意识。

3.理性的教学构思

理性的教学构思是指教师要以教学的实际、教学的环境、教学的条件以及教学的对象为出发点而设计、构思课堂教学。

二、有序

顾名思义，有序即有秩序，教学的秩序体现在其规律性、科学性以及和谐性。

1.学和教的规律性，即循序渐进

在教学过程中，还应遵循“由易到难，()由表及里”的`规律。

2.科学的教学方法

科学的教学方法是变“接受式学习”为“探究式学习”,变“传授式”教学为“导学式”教学。

3.和谐及度的控制

教和学是一对矛盾体，作为矛盾双方的代表，教师和学生如何和谐融洽师生关系，对完成教学目的至关重要。青少年的心理特点告诉我们，这个年龄段的学生“亲师性”较强。所以，教师要深入了解学生的兴趣、爱好、喜怒哀乐和情绪的变化，时时处处关心学生，爱护学生，尊重学生。只有这样，师生关系才能和谐，感情融洽，学生才能兴趣盎然地学习。

总之，新课程改革给我们教师带来了严峻的挑战和不可多得的机遇。我们教师要不断更新教育观念，加强自身修养，不断充实完善自我，以人为本，树立“一切为了学生、一切服务于学生”的意识，努力创建平等、民主、和谐、教学相长的新型师生关系，实现学生个性的充分自由发展。

篇3：高中英语新课标的心得体会

暑期赴兰州参加了为期五天的甘肃省高中英语新课改培训，受益匪浅。结合平时的教学情况，谈谈自己的学习体会和反思。

新课程改革，倡导全面提高学生的整体素质，强调要促进每个学生身心健康的发展，培养学生良好的品质和终身学习的能力；倡导建设性学习，注重科学探究的学习，关注体验性学习，提倡交流与合作、自主创新学习。课程改革的成败关键在于教师，教师是课程改革的实施者，作为教师必须做好充分的准备，学习新课程改革理论，更新教学观念，迎接新课改的挑战。这就要求我们必须不断学习，不断地更新个人的知识体系，要时刻做好学习和接受新知识的心理准备。

一、“自主学习”方式的实践途径与策略

1．教师要更新教学观念

教师要确立为“学”而“教”的指导思想。要充分发挥教师在课堂教学中的主导作用，教师要把以“教”为重心逐渐转移到以“学”为重心，并做好教与学的最佳结合。以“学”为重心，并不是排斥“教”，也不是不要教师的系统讲授。以“学”为重心，其基本精神就是使学生爱学习，学会学习，具有良好的学习习惯，充分体现他们是学习的主体，而这就需要教师引导培养。学生的认知过程，是在教师指导下，由不知到知的矛盾转化过程，教师要根据教学任务充分发挥学生的主导作用，运用各种教学手段，促成矛盾转化，从而使学生较快地实现学习上的飞跃。所以我们应该做到“学”是在“教”之下的学，“教”是为“学”而教。

2．教学要归还学生的主动权，拓展学生发展的空间

学生是学习的主人，因此学习的主动权应掌握在学生手中。然而，教师是整个教学活动的主宰，学生的主体地位没有真正落实，这是当前英语教学中师生关系最突出的问题。要优化英语教学中的师生关系，必须坚持活化教师主导作用和强化学生主体地位的辩证统一，把学习的主动权真正还给学生，在课堂教学中做到以下几点：①把问的权利还给学生。要彻底改变单纯教师“问”、学生“答”的现状，把课堂变成学生“问”的天堂。②把读的时间还给学生。课堂45分钟，教师讲得多，无疑就挤占了学生的时间，把时间还给学生就是让学生多读，在读中发现问题，学到知识。③把讲的机会让给学生。教师的精讲是必要的，但学生表达自己的认识、情感的交流更重要。要更多地为学生提供畅所欲言、各抒己见的机会。④把练的安排纳入课堂。培养学生动脑、动口、动手，自觉培养分析、解决问题的能力及探究创新的能力。

3．精心设计主体活动，激发学生的学习兴趣

英语教学的实质是交际，是通过活动表现的。活动是更新教学观念，开创英语教学新局面的一个重要支撑点。活动是转变学习方式的关键。课堂教学中主体作用的发挥更是通过学生参与主体活动实现的，因此教师要精心设计主体活动。

4．重视体验活动，促进内化形成

在教学中，教师要重视向学生提供体验活动。向学生提供体验活动可以从以下两方面着手：一是对参与活动的体验，培养学生的参与意识和主体参与活动能力。二是让学生获得成功的体验。每个学生都具有一定的创造潜能，思维活跃，常会产生知识迁移和突发奇想。不论是发散思维，还是直觉思维，或是灵感，教师都要注意引导和保护，努力发掘学生的闪光点，进行激励性评价，让学生在主动参与过程中体验成功。成功的体验会给学生带来愉悦，带来自信，带来进一步学习的愿望。

二、真正实现“学生为主体”

教学过程应变为师生互相交流、积极互动、共同发展的过程，变“以教为主”为“以学为主”，学生是主体，教师应由知识的“传授者”变为帮助学生学习的“组织者”和“引导者”。

教学单靠教师的传授是远远不够的。只有调动学生的积极性，培养学生的自主学习能力，才能适应社会发展的需要。学生通过“自主学习”来掌握英语知识技能的比重，必须随着学段的提高而增加。这对学生终身学习能力的培养也是必要的。

要实现学生的“自主学习” 我们应该做到：

1．自主性。学生能够按自己的方式学习英语知识，体会运用英语知识与技能解决实际问题的意义，成为自主学习的探索者。

2．民主性。在“自主学习”的课堂教学中，师生之间的关系是民主的、和谐的，教师主要是学生学习活动的组织者和指导者，学生能发表自己的见解，同学之间、师生之间互相讨论，学生的`个性可得到充分的发展。

3．差异性。承认学生的个体差异，是开展“自主学习”教学的重要体现。这就要求教师要因材施教，分层教学，有意识地培养学生的学习兴趣，发展学生特长，培养每一个学生的成就感，使每一个学生都能获得成功。

4．过程性。“自主学习”的课堂教学特别重视学生学习和探索的过程，注重学生在学习过程中的情感体验。

5．创新性。“自主学习”的课堂教学中，每个学生都是独特的自我，具鲜明的个性特征。

教师注重向学生传授学习的方法，培养学生主动学习和创新学习的精神，引导学生在学习中善于发现，勤于探究；既能求同，更能求异，成为适应社会需要的创造性人才。

自主学习、合作学习、探究学习的学习方式，是实施新课程最为核心和最为关键的环节。改变学生的学习方式，就是要转变目前学生总是被动、单一的学习方式。让学生成为学习的主人，使学生的主体意识、能动性和创造性不断发展，培养学生的创新意识和实践能力。

三、教师的自身素质

新课标要求，高中英语教师一定要注重自身素质的提高，要具有过硬的业务知识，只有这样，才能硬碰硬，才能胜任新课标的课程改革，才能满足其需求。教师务必要更新观念，不断创新，不断尝试，时刻以全新的面貌面对学生，进而时刻引导学生不断求知、求新，不断进步，更好地完成学业，同时不断丰富各方面的知识，储备各种能量，真正适应新时代要求。

英语教学要面向全体学生，为学生全面发展和终身发展奠定基础。在平时的教学过程中要创设各种情景，鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度；为学生提供自主学习和直接交流的机会，以及充分表现自我发展的一个空间；鼓励学生通过体验、实践、合作、探索等方式，发展听、说、读、写的综合能力；创造条件让学生能够探究他们自己的一些问题，并自主解决问题。

四、平时要时时关注学生情感，创造民主、和谐的教学气氛。

学生只有对英语及其文化有积极的情态，才能保持英语学习的动力并取得成绩，刻板的情态，不仅会影响英语学习的效果，还会影响其它发展，情态是学好英语的重要因素，因此，努力创造宽松民主、和谐的教学空间，做到：尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性；把英语教学与情态有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神；关注学习有困难或性格内向的学生，尽可能为他们创造语言的机会；建立融洽、民主的师生交流渠道，经常和学生一起反思学习过程和学习效果，互相鼓励和帮助，做到教学相长。

新课改要求加强对学生学习策略的指导，让他们在学习和适应的过程中逐步学习老师应做到：最大限度地理解、宽容学生，善待学生。

在新《英语课程标准》实施的形势下，把学生当作平等的人，自由的人，相信每个学生都有潜力把学习搞好，与学生能够民主平等的进行沟通，善用“表扬”激励鼓舞学生。爱学生就必须善于走进学生的情感世界，把学生当作朋友，去感受他们的喜怒哀乐，以心灵感受心灵。公平地对待每一个学生，向学生学习，与学生一起成长，才能真正做到教学相长；教师对学生的爱是以对学生充分尊重和信任为前提，对学生的严应当是严中有爱，严中有章，严而有信，严而有度。

五、实施新课改存在的几个问题

1．课堂调控不当。良好的课堂氛围，有利于学生发散思维并畅所欲言，这是发挥学生主体作用的前提条件。但许多教师却忽略了这一前提，只顾自己滔滔不绝地讲，结果使学生沉默寡言，就算有一两个“尖子”学生跃跃欲试，也是教师和一两个学生在演戏，而大多数学生则成了台下的观众。学生主体作用的发挥，决不仅仅指一两个学生，而应尽量使每个学生都“动”起来。在大多数学生无动于衷、思维处于抑制状态的情况下，怎么能谈得上发挥学生的主体作用呢？

2．目标导向不强。有的课堂，气氛非常热烈，大家都抢着发言。但学生所讨论的问题，大多数是与教学内容、教学目标无关的，甚至全是些无关紧要的问题。这样的课堂教学热闹非凡，但漫无边际，费时低效。原因是教师忽视了教学的目标导向，忽视了自身的主导作用，片面地认为只要学生发言积极，就是主体作用得到充分发挥。

3．面向全体不够。现在有不少课堂教学出现这样的现象：教师注重发挥学生的主体作用，而主体作用发挥得好的学生恰恰是接受能力较快，学习成绩较好的学生，他们往往能提出一些比较新的见解和主张，教师却误以为自己引导得法，就跟着这些“主体作用”发挥得好的学生“走”，而中等生和相对比较差的学生则丧失了“发挥”的机会。造成这种现象的原因就是教师没有遵循大多数学生的认知规律，违背了教学要面向全体学生的原则，限制了大多数学生主体作用的发挥。

4．教法优化不足。在发挥学生主体作用的同时，有的教师严重忽视了自身的主导作用，使处于重要地位的教师主导作用发挥不当。在一堂课的教学中，从大的环节看，是以学生为主体，根据学情来设计和安排的，但每个环节的具体教学过程，教师仍采用灌输、填鸭式的一问一答的机械模式，牵着学生跟着自己的学案走，不容有半点变化。这显然不利于学生主体作用的发挥。这是因为教师的教学方法单一、落后而造成的。

5．学法指导不力。“教是为了不教”，“教学的最终目的是教会学生学会学习”。这就要求教师在课堂教学中应重视对学生学习方法的指导，培养学生自主学习能力。但有的教师只注重学生主体作用的发挥，却忽视了学习方法的指导。学生的学习实际上仍然处于被动状态，依赖性强，离开了教师，还是不会学习，这在某种程度上也制约了学生主体作用的发挥。 总之，学生的发展是英语教学的出发点和归宿。“以人为本”是“课标”的核心理念。英语学习的最终目的是要掌握运用英语进行交际的能力。教师不只是知识的载体、知识的来源，也不只是知识的传授者、讲解者，教学不能以教师为中心。教师要相信学生自己能构建知识，成为学生构建知识的引路者、指导者和帮助者。应利用英语自身的魅力着力于激发学生的学习积极性，向学生提供宽敞的学习空间，尽可能多地给学生提供参与活动的机会，帮助学生在自主学习活动中真正的理解和掌握基本知识和技能、过程与方法、情感态度价值观，“让课堂充满生命活力，让学生成为学习的主导。”

三、学生对英语学科兴趣的不同。

布鲁纳曾经说过，使学生对一门学科产生兴趣的最好方法，就是让学生知道这门学科是值得学的。如果学生对一门学科经过初期的激情，奋进而后却无任何结果，久而久之，他会对这门学科产生厌倦，最终放弃。所以，维护学生对这门课程的兴趣是一项很重要的工作。如何做到这点我有以下三点想法：1.维持学生对高中三年的希望。既然学生选择上高中，他肯定已做好吃苦的准备，并有从高中三年取得一定成绩的理想。作为教师，在高中刚开始阶段就要多费苦心，维护好学生对高中生活的希望。从本学科来讲，教师一定要专心备课，让自己的课上得精彩，学生爱听而且能听得懂；给学生布置的作业适度适量，大部分学生能够顺利完成；经常能站在学生角度看待问题，和他们多交流，他们缓慢的进步中有没有教师，教学资料，学校安排上一些失误所致，我们不能一股脑将责任推在学生一个人身上。2.维护学生对学习成功的信心。就从高中英语的自身特点考虑，要找到一份完全适合高一学生的网上资料并不容易，很多题目的要求都是站在高三学生复习高一内容角度考虑的，找到一些题目既能检测高一单元刚学内容，又能不牵扯高二，高三所学语言点并非易事，除此之外，有的命题本身题意不清，不知所云，或者喧宾夺主，前后矛盾，这种低质量的题目反而会引起学生思维上的混乱，得不偿失。这就要求教师花较大力气去自己编写题目，然而我们现在很多教师并没有在这方面投入精力，学生经常会在一次次小白鼠式的体验中丧失他们本就脆弱的信心，最终变得对这门学科排斥，厌学。我校对布置给学生的作业限时限量限难度，阶段检测试卷难度系数也有明确要求，否则算教学事故论处，也是出于维护学生的自信心。

又是一年丹桂飘香的时节，我由衷地希望这一届学生与我能够共同成长，收获多多。

打造高效课堂方面。临江走在各高中前列，天印高中也在积极学习他校经验，不断摸索，争取“人有我优，人优我特”。

第三篇文章我还未完成，这个话题层面较小，主要谈高三回头教师对高一教学工作的适应问题。今天开课的梁德珍老师前面几年都任教高三，今年回到高一，对牛津教材高一内容她也没教过，我也希望从她这节课及她的构想得到一些启迪。下面是我的第三篇文章构想：（标题取自傅任敢译自夸美纽斯《大教学论》中一句话。）

篇4：新课标高中英语新教材教学总结

按照学校的安排，本人本学年担任高三1、2、3三个班的英语教学工作，这两个班一个是美术班，一个是平行班和一个重点班。这一学期来，本人更积极地去了解学生，去摸清学生的学习基础，以便更好地“因材施教”。在教学中认真备课、上课、听课、评课，及时批改作业、讲评作业，做好课后辅导工作，广泛涉猎各种知识，形成比较完整的知识结构，严格要求学生，尊重学生，发扬教学民主，使学生学有所得。发挥老教师骨干作用，帮助青年教师提高科研能力。从而不断提高自己的教学水平和思想觉悟，并顺利完成教育教学任务。

主要做法和成绩

一、进行了英语学情分析。

我所带的班级英语成绩起初均不太理想，没有一个学生能达到优秀（120分）档次，而且过百分的学生几乎为零，大多学生的英语分数在及格线以下。不少学生感到英语特别难学，对英语学习比较头疼。开学之初即对学情进行了认真分析。在日常教学中认真落实因材施教和因人施教。

二、把教学计划落到实处。

本年度教学工作重心即在进行基础知识的复习上巩固和加深对基础知识的理解和掌握，提升期解决问题的能力，所以教学工作安排上把重心放在了对课本知识的复习上。三轮复习中，首轮复习是从__年8月中旬到__年3月中旬，内容是高一年级课本22个单元，高二年级课本20个单元，高三年级课本16个单元。对这58个单元的复习安排是第一学期复习到高三年级第6单元。课本复习安排是每单元课本复习用时1节课，优化设计1节课，英语周报1课时，单元基础知识总结和反馈1课时。平时复习中把高中英语复习语法项目中的13个专题适当融合进去。通过练习和讲解，增强学生对语法的理解和对英语用法的复习巩固。

三、大量练习促进学生对基础知识的巩固和能力的提高。

课本复习是学生能力提高的关键。从开学之初即对课本知识点认真归纳和总结，通过练习的形式进行学习反馈。英语周报的运用是今年教学工作的一大幸事。人教修订版高考复习版英语周报成了学生的良师，也成了我英语教学中的益友。第一学期共26期，无论是单元复习版和高中英语知识点专题版都是题目中的精品。我立足报纸，认真把握教学工作中的练习环节。

四、扩大阅读，培养英语能力。

课外阅读必不可少，这学期《21世纪学生英文报》高三版为班级大纸三分之二的学扩大了眼界。报纸兼顾新闻、娱乐、科技、校园、地道美文等多方面内容。一些成绩优秀的学生把这些精彩的文章当作范文来背诵。这不仅提高了学生的学习兴趣，也丰富和开拓了学生的视野。

五、认真批阅学生英语作文，推荐学生优秀作品

本学期为近二十个学生的英语作文进行多次单独批阅，并从中选出部分佳作为范文展出。这在一定程度上鼓舞了学生的英语学习积极性。

为了不断提升自身业务水平，本人这一学期认真学习新课程标准改革的`有关理念，结合我校英语组的教学理念，在英语课堂教学中完全遵循新课标的要求，对学生实施素质教育，关注学生的情感，做到以学生为主体，全面提高学生的语言素养，并以身作则，通过各种渠道学习新的知识，更新自身的知识体系，也为学生的终身学习树立了很好的榜样。为了鼓励学生，更好地激发了学生学习英语的兴趣。我经常找学生了解学习英语动态，不放过任何一次能够表扬学生的机会，学生的英语学习热情也空前高涨。另外，我还创设各种情景，鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度。 为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。 鼓励学生通过体验、实践、合作、探索等方式，发展听、说、读、写的综合能力。 创造条件让学生能够探究他们自己的一些问题，并自主解决问题。同时，我还努力做到尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性。 把英语教学与情感有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。 关注学习有困难的或性格内向的学生，尽可能地为他们创造使用语言的机会。 建立融洽、民主的师生交流渠道，经常和学生一起反思学习过程和学习效果，互相鼓励和帮助，做到教学相关。经过种种努力，加上有效地对学生实施学法指导，这两个班在本学期的各次考试中都取得了比较好的成绩，而且始终位于平行班的前列，有些学生的成绩甚至超过了实验班的学生。

问题与不足

当然，也有一部分学生的英语基础还相当薄弱，也曾经有学生要求为他们找家教；有些学生还没有找到比较适合自己的学习方法。另外，本人对新课标的理解依然停留在初级阶段，有时候在对新教材的处理上还存在一些理解不到位的地方。

今后努力方向

新课程改革不是纸上谈兵，今后我必须理论与实践相结合，努力学习，积极进取，积极参与课程改革，在课改中不断学习，不断实践，不断反思，在新的一轮教学中，我愿与新课程共同成长。

篇5：如何处理高中英语新课标中的文学作品

周萍 湖州二中

摘要：本文根据阅读过程从阅读前、阅读中和阅读后三方面入手，处理被选编入高中英语新课标的文学作品。读前分为介绍作者，时代背景和作品体裁特点三方面；读中主要是理清人物关系和故事脉络；读后可体会语言魅力；分析人物性格品质和讨论思想主题等。

关键词：文学作品 阅读前 阅读中 阅读后

现行的高中英语新课标教材中选编了多篇文学作品，其中有Guy de Maupassant(莫泊桑)的The Necklace《项链》，Shakespeare（莎士比亚）的The Merchant of Venice《威尼斯商人》， Charles Dickens（查尔斯狄更斯）的A Christmas Carol《圣诞颂歌》和A Tale of Two Cities《双城记》（后者被编入Workbook部分），O Henry（欧亨利）的The Gift of The Magi《麦琪的礼物》（教材中采用的标题是A Sacrifice for Love《为爱做出牺牲》）和英国小说家Wilkie Collins(威尔基柯林斯)的The Moonstone《月亮宝石》等。

一、高中英语新课标选编文学作品的三个原因

1、新课标教学目标的需要

新课标的教学目标之一是：使学生在学习英语的过程中，促进心智、情感态度、学习策略、文化意识的发展，形成正确的人生观、世界观和价值观，整体提高人文素养。由此可见，新课标把人的全面发展，即认知与情感的统一设置为它的出发点与归宿。（姜忠平，）

2、文学作品的特殊价值

阅读文学作品，可以加深学生对于社会生活的认识；促进学生吸收文化价值观念；培养学生的审美能力和审美情感，陶冶情操，发展个性。因此，文学作品对于学生情感与认知的发展起着非常重要的作用。

3、文学语言对于语言学习的作用

文学作品使用的是文学语言，文学语言是语言的精品，其特点是既达意，又传神，既有哲理，又有幽默，既有情节的吸引，又有节奏的魅力。学生通过阅读文学作品学习语言，学到的语言记忆深刻持久，因为语言与文学创作所提供的典型化的生活情景有机地结合在了一起。（康明，2005）这一优势也是文学作品所独有的。

二、处理文学作品从三方面入手

由于文学作品具有独特的认识，审美，教育的价值，在处理时要区别于一般的文章，教师可以根据阅读的过程从阅读前、阅读中和阅读后三方面入手来指导学生阅读。

1、阅读前（Pre-reading）

1) 介绍作者的个人经历和作品

作者的个人生活经历对于他们作品的主题思想和作品风格都有很大的影响。因此，笔者认为，在阅读文学作品前，介绍作者的个人生活经历是相当重要，也是相当必要的。对于非常有名的，或者学生已经在语文课上接触到的作家，例如Shakespeare，Maupassant, Dickens等，教师可以布置学生在课前利用多种途径查找出与他们相关的信息。查找信息的过程能锻炼学生搜索信息，概括信息的能力。上课时，教师再采用“头脑风暴法”的形式迅速集中地获得作家的信息。但有些作家的相关信息比较难找，教师最好进行简单介绍，例如Wilkie Collins。此外，有些作家的其他作品也非常适合高中生阅读，可以作为课外阅读，布置学生假期完成，例如短篇小说家O Henry的The Last Leaf《最后一片藤叶》，The Cop and the Anthem《警察和赞美诗》，Shakespeare的戏剧Hemlet《哈姆雷特》和Dickens的Oliver Twister《奥列弗特威斯特》等。

2) 介绍作品完成的背景及故事发生的时代

在选编了A Sacrifice for Love的新课标高三英语第10单元的Language study中，第3题选词填空就是介绍作者O Henry如何在穷困潦倒的状态中写出这篇小说的。正因为作者经历过这种穷困，他才能把一贫如洗的年轻夫妇为爱情做出牺牲的这则小故事写得感人至深，令读者看后含泪微笑。所以，教师最好把这个练习安排在阅读课文之前，便于学生体会作者的深意。

再如，在节选的莎翁的名著The Merchant of Venice中，放高利贷的商人Shylock的冷酷给学生留下了深刻的印象。实际上，他坚持那样一条令人发指、也招来后人耻笑的条款，是出于被压迫者强烈的报复心理。“在商场上你时常的辱骂我贪财好利，我总是耸耸肩忍受下去，因为忍耐是我们民族的标记。你骂我是宗教叛徒，凶残的走狗，在我的犹太袍上唾痰，因为我会善用我的财产。”（第一幕第三场）这是夏洛克对安东尼奥的控诉。教师有必要介绍在故事发生的年代里，犹太人处处受到排挤与歧视的情况，或者指导学生在课文学习前，课外阅读此剧节选前一部分的内容，否则，学生就无法对Shylock这个人物做出比较客观的评价。

3) 介绍作品的体裁与特点

从选编的文学作品来看，小说与戏剧占据了重要位置。有些文章在两者之间进行了转换，如课文The Necklace就是将小说改编成了戏剧。教师可以简单介绍一些小说和戏剧的特点。如小说有五个要素：Time, Place, Characters, Event和End。戏剧则具有三个特点：高度集中地反映社会生活；具有强烈尖锐的矛盾冲突和人物语言动作化和性格化等。这些知识有助于学生阅读文学作品。

2、阅读中（Reading）

1）理清人物关系

a、运用图表或板书

The Mystery of The Moonstone是根据长篇小说The Moonstone改写的，关系复杂，人物众多。所以教师根据人物间的关系，画出以上这张人物关系图，清楚地呈现小说人物之间的关系及人物之间的纠葛，帮助学生进一步阅读和理解文章。其他的文学作品也可以采用这种方法来理顺人物关系。

b、找出人物的相关信息

快速阅读文章，找出人物的相关信息，也是理清人物关系的一种方法。在阅读The Mystery of The Moonstone这篇小说时，教师还可以依据人物出场的时间先后列出以下人物，然后要求学生阅读文章，找出与这些人物相关的信息：

An Englishman and his sister

Rachel Verinder

Franklin

Godfrey

Dr Candy

Some strange Indians

Rosanna

Sergeant Cuff

列出人物信息，要求学生阅读后填空也是一个很好的方法。如A Tale of Two Cities的练习：

Dr Mannette He was the _______ of ________. As a young doctor he witnessed how a peasant ______ and ______ were killed by___________. To keep this secret he was put in prison for ______ years.

Lucie Mannette She was the _______ of _________.When her father eas put in prison, she was brought to________ where she grew up. She was loved by _________ and _______,but in the end married ___________.

Mr Degarge He was married to Mme Defarge and was the former servant of Dr Mannette. With his wife he lived in _______ where they ran a _________. Mr Defarge and his wife were two of many _______ of the French Revolution.

Madame Defarge Her husband was called_________. She hated the______ and wanted to kill __________ and all members of his family in revenge for the murder of the present boy who was her_______ and the peasant girl who was her________.

Marquis St Evremonde He and his _______, who was the father of ________, badly treated and killed the sister and brother of _________. To keep this secret he had_________ put in prison.

Charles Darnay He was the _______ of the cruel _________.He had left_______ and moved to________ because he hated the cruelty of the French rules and the way they treated poor peasants. He married _________.

Sydney Carton A single man. He looked very much like________. He fell in love with__________, but could not marry her. In the end he gave his own life to save ________ from the guillotine.

2） 理清故事的脉络

a、以地点为线索

以地点为线索最为典型的可以说是A Tale of Two Cities， Two Cities指的是London和Paris，所以，只要学生找出分别发生在伦敦和巴黎这两个城市的事情，整个故事的脉络就一目了然了。

b、以时间为线索

这是理清故事脉络最常用最快捷的方法，尤其是在阅读长篇小说时。在A Tale of Two Cities的练习中就有一道题：Draw a timeline for the most important events in the story.阅读文章后学生找出以下一些重要事件：

1757 Dr Mannette was thrown in prison.

1767 Dr Mannette wrote an account about the bad bahaviour of Darney’s uncle.

1776 Lucie Mannette married Charles Darney.

1789 The French Revolution started.

1792 Charles Darney was sentenced to death and Sydney Carton took his place to be taken to the guillotine.

根据这些重要事件画出时间轴，小说的结构就清楚了。

3、阅读后（Post-reading）

1）体会语言的独特魅力

长篇小说常常气势恢弘，场面宏大，人物众多，而短篇小说则以短小精悍，语言凝练见长。A Sacrifice for Love这篇短篇小说就体现了凝练生动的语言。如小说一开始是女主人公Della在数她节衣缩食攒下的钱，由于钱少得可怜，完全不够给丈夫买圣诞礼物，她感到非常伤心。She stood by the window and looked out at a grey cat walking along a grey fence in a grey backyard. 这一个句子中，作者用了三个grey“灰色”,使人读来既更具节奏感，又暗示了Della心情极度郁闷，沮丧与无奈。此外，从一个侧面说明这对年轻夫妇的居住环境比较糟糕。又如She hesitated for a minute and stood still while a tear or two fell on the worn red carpet.一句中，作者用hesitate, stand still, tear..fall等词，将Della对于剪去自己头发的千般不舍万般无奈的矛盾心理生动地体现了出来。类似的句子在小说中还有很多，所以，在完成全篇阅读后，教师应引导学生细细揣摩作者用词的深意，并且要求学生背诵优美的语句，鼓励学生在今后的写作中加以运用。

此外，听录音也可以帮助学生体会文学语言的独特魅力。笔者曾经请学生完整地听了一遍A Sacrifice for Love的录音，朗读者富有感情的朗读深深地吸引了学生。笔者发现，当录音结束时，学生们抬起头来，一脸陶醉和感动的表情。难怪有同仁认为，英语学习者在阅读文学作品时，容易进入欣赏的角色，而一旦进入欣赏的角色，也就自然进入了学习的角色。英语就会随着文学作品的思想感情、内容和艺术形式直接印在学习者的脑海里，让人想忘都忘不掉。（康明，2005）这也是许多教师盼望着在学生身上出现的最佳境界。

2） 分析人物的性格命运

文学作品中的人物不同于一般生活中的人物，他们大多个性鲜明，具有典型性。所以值得教师花时间与学生共同来分析人物的性格或命运。如对于The Necklace这篇小说的女主人公Mathilde，有的学生同情她被现实残酷的生活所摧残，有的学生批判她爱慕虚荣，才会有此下场。但很少有人认为她是一个诚实的，勇于承担责任的人。如Mathilde在知道项链丢了之后，并没有买一条假项链来欺骗朋友，也没有一走了之，以逃避生活的变故。许多人说，性格决定命运，但女主人公Mathilde的命运告诉我们，她身上的确有些品质值得我们钦佩和赞美。通过仔细分析，学生对于这个悲剧性的人物有了更深入的了解。

3） 讨论文学作品的主题思想

A Christmas Carol并不是Charles Dickens最著名的小说，但它的象征意义十分深远。它与Dickens的另两部圣诞小说《钟声》(The Chimes ) 和《炉边的窸蟀》(The Cricket on the Hearth)一起奠定了现代圣诞节的寓意内涵。阅读完这部戏剧之后，教师可以组织学生展开讨论：Why did writer write this novel?或What did the writer want to tell us?这既能加深学生对于作品本身的理解，又能拓展学生的思维。通过分组讨论或全班讨论，学生体会到狄更斯写作此小说的真正意图是要告诫人们，自私的人应去掉自私，正直的人要慷慨，本性善良的人要广泛播撒爱心。它同时也告诫人们，要拥有一颗善良、仁慈、怜悯、容忍之心。因为只有善良和仁慈、乐善与好施才能带给人们真正的无穷无尽的幸福。（孔丽霞 ，2005）

尽管入选高中英语教材的文学作品只是少数，但文学作品所具有的独特魅力一定会吸引学生更多更广泛地阅读。因此，笔者希望，上文所提到的一些做法与想法能够起到抛砖引玉的作用，激发教师的灵感，更好地指导学生阅读文学作品。

参考书目：

[1]中华人民共和国教育部《普通高中英语课程标准（实验版）》北京：人民教育出版社

[2]姜忠平《新课改下挖掘英语课程资源的情感因素之探索》，《当代教育论坛》 第7期第143-144页.

[3]康明《高中英语文学欣赏课的探索与实践》.www.51share.net/display.asp?id=52022

[4]孔丽霞《一首真善美的颂歌--评查尔斯狄更斯的〈圣诞颂歌〉》.www.linguist.org.cn/doc/uc03/uc20040312.doc

篇6：新课标下的高中英语课外阅读活动

新课标下的高中英语课外阅读活动

----高中英语新课程改革之应用

郭贤惠

黑龙江省农垦北安分局第二高中

一、新课程标准下开展高中英语课外阅读的必要性。

《普通高中英语课程标准》（实验）（以下简称新课标）更加注重对学生综合语言能力的培养。新课标要求学生具备的综合阅读能力包括语篇领悟能力和语言解码能力；强调多学科知识的贯通；注重培养学生的语篇分析能力、判断能力和逻辑理解能力；要求学生提高阅读速度，增强阅读量和扩大记词汇量等。同时，新课标明确指出，除教材以外，高中英语阅读量六级23万词以下，八级应达到30万词以上。虽然英语实验教材在话题、语篇和词汇等方面都进行了改革，但仍然存在阅读量有限和题材单调等问题。为了实现新课标提出的阅读能力目标，教师应结合教材中课文的主题补充各类富有时代气息的课外阅读材料，指导学生进行大量的课外阅读。

在使用现行高中英语新教材的过程中，笔者所在学校进行了教学改革实验。笔者经过观察、与学生交流讨论，并通过问卷调查的方式对高二105名学生的英语课外阅读状况做了详细的调查和分析。调查结果显示：①有85％的被调查对象认为，课外阅读能提高语言复现率，可以促进对课文内容的学习和掌握，同时也可以培养学生的阅读理解能力。②有56％的被调查对象进行课外阅读的时间较少。③学生课外阅读材料的主要来源是报纸（英语周报或学英语报）。很多学生有目的地选择课外读物。课外阅读的首要目的要提高英语程度。④学生面临的主要问题是很难找到一些合适的阅读材料。⑤学生的英语成绩和在课外的阅读上所花费的时间呈正相关。⑥有60％的学生希望教师每周抽出一定的时间进行课外阅读指导或组织学生交流、讨论和展示。本文将介绍笔者所在学校开展课外阅读活动实践的一些思路和做法，以期与同行交流。

二、课外阅读材料的选择

1、课外阅读材料的选择原则

（1）发展性和拓展性

选择课外阅读材料要结合课内阅读内容，并作为其延伸，以弥补教材的不足，进而实现课内外知识的连接和扩展。在课外阅读过程中，学生可以将课内所学的知识迁移到课外阅读中。新颖且丰富的课外阅读材料可以激发生的.兴趣和求知欲望，促使他们去探究和获取更多的新知识。所选择的课外阅读材料要有利于拓展思维和开阔其视野，要有利于培养学生的创新精神和阅读实践能力。

（2）趣味性

有趣的课外阅读材料能让学生产生阅读的兴趣，并能促使其有效地获取知识和提高阅读能力。语言材料的难度应略高于学生的语言程度。阅读材料的篇幅不宜太长、否则会影响学生阅读的积极性。学生能在较短的时间内完成阅读容易获得成就感，这种成就感又可以强化其阅读的兴趣。

2、课外阅读材料的选择范围

（1）英语教辅材料

所选的材料的内容都是课文内容的延伸，符合学生的口味，一周为5篇（ABCDE）每天一篇，分易、中、难三层次，要求他们做读书笔记。这些材料题材丰富，富有时代感，符合学生的年龄和心理特征，并配有形式多样的测试题，有助于学生复习和巩固知识，具有较强的实用性。我所选的材料为活页黑马英语阅读理解。

（2）报纸

报纸具有时事性强的涉及内容广泛的特点，学生可以根据自己的兴趣和阅读需要从中选读有关政治、经济、文化、教育、科技或体育等方面的内容。

（3）杂志

英语期刊内容丰富，知识性和趣味性强，是学生了解世界的一个重要窗口。

（4）英文小说或其简写本

多数学生对英文小说有浓厚兴趣。简写后的英文小说文字难度降低，且附有注释，阅读这些书以使学生了解作品的文化背景知识和作者的写作风格，并能训练学生快速阅读的能力和丰富其英语表达。

（5）原版材料

教师也可以选择国外的一些英语资料，如美文赏析：Follow your drearns。这些教学资料语言丰富，用词规范，内容趣味盎然，且具有很强的知识性。

三．教师对课外阅读的指导

1、讲授阅读方法

教师在对学生进行课外阅读指导时，应讲授阅读方法，比如专项突破：如何识别主题句、如何识别关键词、如何分析长难句等等。促使学生形成良好的阅读习惯，并注意以下三个方面的结合：

（1）阅读与思考相结合：让学生学会在阅读阅读过程中进行思考、比较和总结，体会作者使用语言的方法和技巧，提高自身的语言修养。

（2）阅读与写作相结合：让学生通过阅读积累丰富的语言材料与范例，为语言的有效输出奠定基础。

（3）阅读与工具书使用相结合：在阅读中培养学生合理利用工具书扫清阅读障碍的习惯和意识，提高他们的自学能力。

（4）开展导读活动

（1）专栏介绍：在黑板报或墙报上开辟专栏，定期介绍佳作，帮助学生领会作品主题、艺术特色和现实意义。例如：教学SEFC Book 3A Unit 7 A Christmas Carol和Unit 10 American Literaure 时，教师可以在专栏中介绍Charles Dickens和O Henry等英美著名作家及其作品，为学生下一步的课外阅读提供帮助。

（2）作品研讨：对社会上流行的作品及学生感兴趣的材料，教师可安排学生读后讨论，培养学生鉴赏作品能力。例如：在教学SEFC 2A Unir 7Living With Disease 后，笔者让学生阅读并讨论几篇关于艾滋病患者与疾病顽强抗争的文章，不仅使学生对艾滋病的危害有了更深刻的认识，还增强了他们的社会责任感，培养了学生关爱他们的意识。并在黑板报上开辟专栏“遏制爱滋、关爱弱势群体”。

（3）专题讲座：对于学生感到陌生的题材，教师可以采取专题讲座的形式，引导学生正确理解作品，为其顺利阅读作必要性的铺垫。例如：教学SEFC 1B Unit 19 Modern Agriculture 前，针对学生普遍缺乏农业知识的情况，笔者开设了现代化农业的专题讲座，运用多煤体手段向学生展示农业现状及现代农业技术的发展，并在些基础上引导学生正确认识现代农业的含义。这样，学生在阅读相关材料时就能抓住文章的精髓。

3、指导学生做读书笔记

做读书笔记可以提高学生课外阅读的质量，培养学生认真读书的习惯。针对我所选的活页材料，一天一篇，包括难度、字数、标准用时、实际用时、题材。读书笔记的形式主要有三种：

（1）摘抄：摘抄精彩的词句、片段、格言和警句等，并进行整理和归类，为后续的语言运用积累素材。

（2）列提纲：列出文章的主题、框架或故事梗概，培养学生的语篇分析能力。

（3）写读书体会：分析文章的思想内容、人物形象和语言特点，写阅读感想或心得，从而提高学生的认识能力和鉴赏能力。

4、组织多种形式的阅读交流活动

组织学生进行阅读交流既能激发学生的阅读兴趣，又能提高学生的口语和书面表达能力。

（1）问题讨论：对于阅读中遇到的难以理解或见解有分歧的问题，教师可以组织学生通过讨论或辨论的方式解决。

（2）知识竞赛：利用课余时间组织学生进行知识竞赛，采用抢答读物的作者、说出读物中精彩句段或格言警句、播放对话录音辨认作品人物以及分析作品主题等形式，巩固课外阅读的成果。

（3）短剧表演：学生把课外阅读材料改编成短剧表演，提高学生的创新能力和语言综合运用能力。我班学生在校第八届艺术节中表演了莫泊桑的《项链》短剧，提高了学习英语的兴趣。

（4）专栏展示：学生通过评论、漫画、感想和精彩句段摘抄等形式，在专栏中展示自己对课外阅读材料的理解和体会。

5、建立课外阅读管理与评估机制

有效的课外阅读学习管理包括以下内容：

（1）分析并总结自己目前的阅读水平或状况，尤其是阅读速度的控制能力和对语篇的领悟能力。

（2）在总结的基础上进行自我评估，确定分阶段要达成的短期目标。

（3）根据评估结果制定阶段阅读计划，并设定各阶段阅读技巧训练的重点。

（4）安排课外阅读时间，如课内和课外训练时间的比例。

（5）确定课外阅读的组织形式，如个人阅读或小组阅读。

（6）反馈阅读训练效果，适时调整阅读训练策略。

四、高中英语课外阅读活动模式

1、自主式课外阅读活动模式

（1）设计原理

自主式课外阅读要求以学生为中心，通过课外阅读活动培养学生的自主学习能力，即让学生进行大量的自主阅读，教师不需要就阅读材料进行太多的导读活动，只需引导学生进入多维的研究空间，将阅读活动直接指向阅读材料的内容，让学生阅读时完全自主。

（2）活动流程

――→

――→        ――→

（3）操作实例

以现行教材SEFC 1A Unit 12 Harry Potter 为例。学生对主人公Harry Potter及其经历产生了浓厚的兴趣。而本单元Reading部分对该小说的介绍满足不了学生的需要。教师可以引导学生通过购书或网上查阅的方式阅读原著Harry Potter and the Sorcerer’s Stone；教师也可以给学生提供相关网站，如www.kidsreads.com,  parenting-teens.about.com等。

课外阅读前，教师应先让学生明确阅读该篇小说的基本要求：

①找出小说中的重点人物，理清他们之间的关系；

②了解故事梗概。

学生可以自主选择阅读方式（个人阅读或小组阅读），并制定阅读进度表。该书共有17个章节，多数学生安排每周读3-5篇。

其次，教师应要求学生在阅读过程中摘抄优美的词句；遇到生词时尽量根据上下文或构词法知识进行猜测。为了帮助学生理清小说的线索、了解人物的性格及其关系，教师还可以根据每个章节的具体内容设计问题，以启发学生思考。（如SEFC 3B unit13 Moonstone）

学生阅读整篇小说之后，教师可要求学生完成有关人物的性格描述或人物之间关系的简图，并简要写出小说的故事情节。

最后，学生可收集并整理相关资料（包括图片或动画等），就自己最感兴趣的部分写读后感，并作为自主性阅读作品参加全班举办的课外阅读成果展。

2、探究式课外阅读活动的模式

（1）设计原理

探究式课外阅读是指学生在教师的指导下选择和确定专题并进行探究。学生在探究过程中通过主动获取知识、运用知识和解决问题确立其学习的主体地位，而教师在探究式课外阅读中则成为学生阅读的组织者、协作者和伙伴。

（2）活动流程

↓

↓

（3）操作实例

以SFFC 2A Unit 9 Saving the Earth 为例。本单元的中心话题是“拯救地球”。教师在进行该单元的教学时，可以组织相关的探究式课外阅读活动，使学生更具体地了解当前地球所面临的问题、原因及其解决方法，帮助他们树立良好的“地球公民”意识。具体操作如下：

①师生商议并确定探究性问题，如：

What are the problems facing the earth?

What bad effects have they brought to the earth?

What has been done , is being done and can be done to solve the problems?

As a student ,how can we save the earth?

②学生自由组合成7个学习小组，每组从地球目前所面临的七大问题中选择一个问题进行探究性课外阅读。小组成员在图书馆或网上收集资料（小组中每人阅读并收集不少于1500词的资料）；之后通过小组讨论，将所收集的资料进行筛选、分类和汇总，并在此基础上提出有价值的意见和观点；最后将其整理成文。

③各小组呈现各自的探究性成果（每人必须发言），并在全班交流，最后以手抄报的形式展示各组的学习成果。

3、创造性课外阅读活动的模式

（1）设计原理

创造性课外阅读活动是指教师在充分发挥学生的主体意识和充分尊重学生个性的前提下，诱发学生的创造性动机，使学生根据材料的文学思考和品味课文内涵，读出疑问，读出新意，提出独特的思想感悟，并通过一定的方式展现其创造的成果。

（2）操作实例

教学SEFC  2B The Merchant of venice后，笔者所在学校的教师感觉到学生具有创造戏剧的强烈愿望，并希望以各种方式展示自己的课外阅读成果，因此组织了创造性课外阅读活动。在校第九届艺术节中以话剧的形式展现。

篇7：高中英语新课标实践中的问题和对策

侍之春

通过对《普通高级中学英语课程标准》以及邓志伟教授所作《新课程方案解读》讲座内容的学习，笔者对新课程的理念有了更新更深的认识和思考。

随着《全日制普通高级中学课程计划》和各科新的《课程标准》的出台，全国高中课程改革又向前推进了一大步，基础英语教育的改革也随之有了新的发展和重大的突破，教师和学生主体以及课堂内外的教与学活动都发生了显著变化，学生的自主意识、自主行动都有了长足的进步，学习的积极性、实效性均有了不同程度的提高。然而，伴随着欣欣向荣的教改形势，在课堂教学中，也出现了不少不容忽视的问题。在不少课堂，甚至于示范性的教改课堂中，出现了诸多尴尬的局面，如教师面对过于活跃的学生束手无策，在学习方式的改变、在课堂三维教学目标的处理上都显得比较困惑。面对这些现象，就新课程推进过程中课堂教学中到底存在着一些什么样的普遍问题，如何才能避免这些问题，给教师、学校管理人员乃至教育行政主管部门的领导和专家们都带来了困惑。本文就中学英语教学中所存在的问题谈一些体会。

一、存在问题

一是误把“师生对话”等同于“师生问答”。“知不知”（Do you know?）、“对不对”(Is it right?)、“是不是”(Is that so?)、“好不好”(Is that OK?)、“怎么样”(What about it?)、“行不行”(Is that all right? / Will that do?)等这一类毫无启发性的问题充斥课堂，把师生之间、学生之间的平等对话理解成了庸俗化的问答，这种课堂上的一问一答，表面上是师生之间、生生之间的互动，实际上却是用提问的方式在“灌输”。

二是误把“有效评价”等同于“鼓励夸奖”。新课程强调对学生的尊重、赏识，重视成功体验对激发学生学习热情的作用，但并不意味着对学生要一味表扬。在一些课堂上，甚至不少的公开课、示范课或教改课上，经常有一些教师不假思索、脱口而出地随意性表扬。似乎对学生的评价只能是表扬、鼓励和夸奖，不少学生对教师的评价已无动于衷，习以为常。教师的评价已失去其应有的意义和价值，达不到预期的目的和效果。正如一味惩罚不可取一样，一味表扬也是不可取的。对学生而言，过多的夸奖会导致上瘾，同时，过多的夸奖也会让学生习以为常，也可能导致学生浅尝辄止和随意应付。

三是误把“自主”等同于“自流”。新课程理念下的教学强调学生的主体性，把时间还给学生，于是在上课时，有的教师便叫学生自己看书，没有阅读指导、没有明确提示和具体要求，没有检查和反馈过程，由学生一看到底；有的教师还提出学习内容由学生自己决定，如喜欢哪一段就读哪一段；学习方式由学生自己选择，如喜欢怎么读就怎么读；学习伙伴由自己挑，想与谁交流就与谁交流等等。这是一种典型的自流式的学习方式，学生表面上获得了自主的权利，可实际上并没有做到真正的自主。

四是误以为有了“活动”便有了“体验”。诚然活动是学生体验的载体，新课程强调丰富多样的学生主体活动，但这种活动必须是有计划、有目的、有组织、有方法的，同时是符合学生心理和生理特点、适应学生认知水平并与课堂教学目标相一致的。可是课堂上经常有一些为活动而活动的现象，学生在课堂上一会儿忙这，一会儿忙那，教室里乱哄哄，这种活动动手与动脑相脱节，目的性差，没有体验与反思，应该说是一种无效和无价值的活动。

五是误以为有了“配对或小组活动”便有了“合作”，不少合作有形式而无实质。一些课堂上教师片面追求小组合作这一学习形式，对小组合作学习的目的、时机及过程没有进行认真设计。只要有疑问，无论难易，甚至一些毫无讨论价值的问题都要在小组里讨论。讨论的时间有时也没有保证，有时学生还没进入讨论状态，小组合作学习在教师的要求下就结束了。教师在小组合作学习中不是一个组织者、引导者、帮助者，学生处在一个被动式的讨论中。对学生而言，如果小组合作学习没有组织引导好，往往就会缺乏平等的交流与沟通，结果往往是优秀者的意见和想法代替了小组其他成员的意见与想法，学习差一些的学生就会变成陪衬，更多的时候他们是听众，在小组汇报时他们的意见也往往被忽视。

六是探究性学习的泛化。新课程改革大力倡导在学科教学中，面向全体学生，开展多样化的探究性学习。一些课堂上，探究性学习被泛化或形式化了。比如有英语教师在启发学生猜测生词detector (探测器)的意思时，先引导学生通过已有构词法知识，把detector与其根词detect及其派生词detective 联系在一起思考，虽然这种方法不失为一种简洁明了的科学方法，但课堂的实际情况是学生联想到了多种多样的答案，无论怎样，都无法准确地猜测出其准确意思。

对于这种纯知识性的生词教学，死搬硬套运用探究教学模式，只会把问题复杂化，是根本没有意义的。实际上，并不是所有的学科知识都适用于探究性的学习方式，那种体现事物名称、概念、事实等方面的陈述性知识就不需要学生花时间去探究，靠听讲、阅读、理解等方式就能掌握，无需探究的问题却要去探究导致了探究的浅层化和庸俗化，既浪费时间，又缺乏实效。

七是贴标签式的情感、态度、价值观教育。凸显情感、态度、价值观教育是新课程的一个基本理念和基本特征，然而一些教师对到底如何处理知识与技能，过程与方法，情感、态度、价值观的教学目标显得有些困惑，不知道该如何有机地体现三者，所以出现了在一些课堂上教师脱离具体内容和特定情境，孤立地、人为地、机械地、生硬地进行情感、态度、价值观的教育。实际上，情感、态度、价值观不是可以直接或独立教授的，而是只有与知识与技能、过程与方法融为一体才是有生命力的。

二、原因分析

以上列举的是英语新课程课堂乃至各科新课程课堂上所出现的一些常见问题，当然除这些问题还会有其他的表现形式，但不管问题有多少，究其原因不外乎是由两种倾向造成的：一是形式化，二是绝对化。

形式化就是重现象不重本质，重形式不重实质，教学改革只是形似，还没有达到神似，这种形式化的课堂上，教学的有效性就会受到质疑。教学的有效性，就是通过教师在一段时间的教学后，学生所获得的具体进步或发展。课堂教学毕竟是一种有目的的、讲求效益的活动，教学就是要学生掌握知识、习得技能、发展智力、形成态度和相应的品质，教学的有效性是教学的生命，学生学到什么、得到什么是任何教学都必须要追问和考虑的。而课堂表面的热闹和热烈可能损害教学的内在功能，学生不做深入的思考，随心所欲，胡猜乱想，甚至固执己见，失之偏颇，这样的课堂上展现的是学生虚假的主体性，失却的是教师价值引导、智慧启迪、思维点拨的神圣职责，而要解决课堂有效性的问题关键在于既要真正提升学生的主体性，又要努力发挥好教师引领的作用，真正体现教师和学生平等互动的关系。

绝对化是一种非此即彼的思维方式，在课程改革上的具体体现为全面提倡新的、彻底否定旧的。以学习方式的转变为例，明显地出现了把自主、合作、探究绝对化的倾向，不管学科性质、内容特点和学生基础都用这种学习方式。事实上，任何改革都要处理好继承与创新的关系，创新离不开继承，创新以继承为基础，继承以创新为方向，今日的课程改革也应走“继承、吸收、创新、发展”的道路，只有这样，才能摆正新课程与传统课程的关系。新课程背景下的学习方式变革同样有创新也有继承，自主、合作、探究的学习方式不意味着全盘否定接受性学习。接受性学习有其存在的意义与价值，以听讲、记忆、模仿、练习等为特征的接受学习，其主要作用在于引导学生在尽可能短的时间内获得尽可能多的知识和技能，它并不必然导致学习过程的枯燥与机械，有意义的接受性学习应该是最基本、最基础、最常用的学习方式。

三、应对策略

一是加强学习和研究《课程标准》。

新《课程标准》强调学生在英语学习中积极主地构建自己的知识体系，作为课堂教学的组织者、学生学习的伙伴，教师必须率先积极地参与到学习和研究新《课程标准》的活动中去，加深对《课程标准》的解读。也只有通过学习研究，我们才能真正体会到新《课程标准》中新的教育理念的真谛，并自觉有效地运用其指导教学，才能在教学实践中正确改进教学方法，充分开发和利用课程资源，促进课程目标的实现。

二是主动实施和创新《课程标准》。

新的《课程标准》呼唤新的教学行为，我们教师对新的《课程标准》的实施，一要主动，二要创新。首先，在实施新《课程标准》的过程中，教师对新课程标准的态度十分重要，它在很大程度上决定了教师采取的行动。如果对新课程不理不睬，或采取得过且过、敷衍了事的态度，或是表面上采用、暗地里我行我素，这不但会对学生的全面发展不利，而且也不利于教师教学水平和全面素质的提高。因此，教师只有以积极主动的态度去实施新课程，才能为新课程目标的实现提供保障。其次，教师不应是《课程标准》的被动执行者，而应成为《课程标准》的创新者。新的《课程标准》无论在课程目标、课程内容、评价手段上，还是在课程资源开发利用上，都给教师提供了广阔的创新空间。同时，《课程标准》把培养学生的创新精神和实践能力列为了主要的课程目标，它自然要求教师必须是富有创新精神的教育者。因此，我们不能仅拘泥于《课程标准》的条条框框，而应根据自己的教学风格、学生的实际水平、学校的办学宗旨和办学条件，大胆创新，改革课堂教学，力争探索出一条符合中国国情、学校校情的行之有效的教学之路。

三是重视实践和反思《课程标准》。

随着教育研究和改革的不断深入，反思教学的观点已得到越来越多教师的认同并被付诸于教学实践。反思教学提倡教师在先进的教育理论的指导下，不断对自己的教育教学实践进行自我反思，研究教学中出现的各种新的问题，积极探索解决问题的有效途径，自学调整教学行为，借以提高自身的教学水平，促进自身素质的提高，从而提升教学的质量，促进课程目标的实现。

总之，课程改革已势在必行，新的问题会不断出现，作为一线的教育工作者，在学习和实施新的《课程标准》的同时，必须清醒地认识到《课程标准》的实施的过程，是广大教师转变教学观念、更新教学方式、实践和探索《课程标准》的一个全新的过程，在这一过程中难免会出现这样和那样的问题，它需要我们每一位教师以主动的态度积极地去应对，并创造性地采取措施解决问题，避免《课程标准》实施中的形式化和绝对化，确保新课程的各项目标的全面实现。

二○○四年二月二十六日

篇8：人教新课标 高中英语写作指导

Describing Events

I. Points to remember:

l To describe an annual event (e.g. a carnival) you should give accurate information in well-structured paragraphs. Briefly introduce the event, stating the place, the time and the reason it takes place. Give more detailed information concerning the preparations and the description of the event in the main body. Finish by describing people’s feelings or commenting on the event.

l Present tenses are commonly used to describe annual events (e.g. annual festivals). However, if the event happened in the past, past tenses should be used. (e.g. a wedding which you attended last Saturday). The Passive is frequently used to described the preparations or activities which take place, e.g. Turkey is served for Christmas dinner.

l Narrative techniques and a variety of descriptive adjectives can be used to set the scene and describe the atmosphere. This will make your description more vivid. e.g. As I entered the room I saw brightly coloured balloons hanging on the walls and a huge, beautifully-decorated birthday cake on the table in front of me.

l These pieces of writing can be found in magazines, newspapers, as parts of letters, etc.

II. Organization of the composition

Introduction

Paragraph 1

Set the scene ( name, place, time, reason)

Main Body

Paragraph 2

Preparations

Paragraph 3

Description of the actual event / activities

Conclusion

Paragraph 4

Feelings, comment, final thoughts

III. Exercises

1. Read the following text and underline the passive forms. Then, list the preparations made before the event and the activities which take place on the actual day. Finally give the paragraph outline.

Valentine’s Day

Many countries celebrate Valentine’s Day on February 14th. This modern-day holiday is a celebration of love which gets its name from a Roman priest, Valentine, who secretly performed wedding ceremonies for Christian couple in the 3rd century.

Weeks before the fourteenth of February, shop windows are decorated with red paper hearts, red streamers and boxes of chocolates. Heart-shaped cakes and sweets are baked and gifts such as perfume and jewellery are promoted by department stores. Red roses are ordered from florists, dinner reservations are made and presents are bought in preparation for Valentine’s Day. Even cards and small gifts are made by young children at school.

On valentine’s Day, many people wear something red, since it is considered to be the colour of love. Gifts, wrapped in shiny paper and red ribbons, are exchanged, women receive bouquets of flowers and people express their feelings to their loved ones. In the evening, many couples choose to dine at romantic restaurants while others enjoy spending time together at home.

Valentine’s Day is a time to let people know how much you love and appreciate them. It is a day that makes everyone feel romantic and happy.

2. Read the following text and fill in the blanks with words from the list below, then say which traditions are mentioned in the text:

luck exchanged looks forward to

play atmosphere winds through

filled firecrackers keep out

held celebrated stripes

The Chinese New Year festivities are 1) __________ at end of January of beginning of February for a period of one month. During this time, Chinese people 2)___________ the end of the winter season.

Preparations begin in December when shops are 3)___________ with people buying gifts. Buying new shoes is extremely important because it is believed that if you walk in old shoes on new Year’s Day, you’ll have bad 4)___________.

On New Year’s Eve, families gather at home and cover their doors with 5)__________ of red paper. This is meant to 6) ___________ evil spirits. Gifts are 7) ____________ at midnight. Homes are filled with the sounds of happy children, who traditionally receive coins in red envelopes on New Year’s Eve.

For the next two weeks, all shops are closed as people enjoy visiting friends and relatives. The 8) ___________ is friendly as children sing songs for sweet rice cakes and musicians 9)__________ in the streets. The final and most impressive event is the Lantern Festival. Colourful lanterns are hung outside homes and a dragon parade takes place. The dragon is very long, made of paper and painted in bright colours. Men stand under the dragon’s head and body. The parade 10) ___________ the streets and crowds cheer and set off 11)_____________.

The Chinese new Year is an exciting holiday which everyone 12)____________. It is a celebration rich in tradition and full of happiness.

3. Read the following text and answer the questions:

a) Which model is a description of an annual event and which of a past event attended by the writer? b) Which tenses are used in model A and which in model B? c) Which model has a personal style and which has an impersonal style? d) How does each model finish?

Model A

Graduation Ceremony

Graduation day at Swansea University takes place in July. The Town Hall is used for the ceremony. The occasion is kept formal and traditional in order to properly honour the achievements of the students.

Days before the ceremony, students are given their caps and gowns. A stage is set up and chairs are arranged for those attending. The hall is decorated with beautiful bouquets of flowers, and speeches are prepared by the invited guests of honour.

On the day itself, students and their families attend a cheese and wine party held by the faculty before the actual ceremony. A few hours later, usually around 2:30 in the afternoon, the ceremony begins. Speeches are made, then the students queue up in the order in which they are going to be called. Their names are read out one by one, and students go up onto the stage to receive their degrees from the Dean, who shakes each graduate’s hand. All the graduates look sophisticated in their black caps and gowns as proud parents take photos of them.

Afterwards, everyone attends a less formal dinner party where professors have the chance to congratulate the graduates.

Graduation day is a special occasion in a student’s life. It is a time to feel pleased about reaching a very important goal.

Model B

“My Graduation Day”

On a sunny July afternoon in 1995 I graduated from Swansea University. It was a day I had been looking forward to for a long time, and the graduation ceremony gave me an absolute sense of fulfillment, as I had dreamt it would.

About a week before the ceremony, caps and gowns were handed out to all the students. The hall was prepared as worker set up a stage an chairs. Flowers were put all around the hall as well.

On graduation day, I arrived at the Town Hall to find the Dean and the lecturers already there along with hundreds of students. Soon the ceremony began and speeches were made. Then we stood up and were called one by one to receive our degrees. The Dean shook our hands and congratulated us as everyone applauded. An informal dinner party followed the ceremony.

A feeling of pride and satisfaction stayed with me throughout the day. I will always remember my graduation because it signified the end of a long period of hard work and the beginning of a new era in my life.

4. Match the beginnings with the endings. Which describe annual events and which past events?

Beginnings ….

A. My 15th birthday party last your was a really memorable occasion. My family and just bought a house by the sea and as it was summer, my parents let me have a barbecue on the beach.

B. America’s most important national holiday, Independence Day, takes place on the 4th of July. Americans celebrate the day in 1776 when the American colonies declared themselves free from British rule.

C. The sight of my friends and family standing in the living room on my arrival made tears come to my eyes. I had felt so lonely all those months away from home and their surprise welcome reminded me of how much I’d missed everyone.

D. Thanksgiving is celebrated every year in the United States on the fourth Thursday of November. On this day, many people sit down to a traditional turkey dinner and give thanks to God for the harvest.

…. Endings

1. People across the U.S. enjoy this patriotic day and take great pride remembering the history of their young country.

2. It certainly was the best party I have ever had, Not only because it was the first time I had ever cu my birthday cake on a beach, but also because of the great pleasure it gave me to see so many of my friends and relative together in the same place.

3. Families all over the country look forward to this autumn holiday. It is a time for everyone to think and appreciate everything they have.

4. At the end of the evening when the last guests had left, I sat by the fireplace to have a cup of tea with my parents before I went to bed, What a relief it was to be home again surrounded by familiar objects and people who really cared.

5. Write one of the following compositions suing 100 –120 words:

l A travel magazine is running a competition for the best description of a festival in your country. Write a description for the competition.

l Describe a party / ceremony you have been to.

How to describe people

I. Words to use

a. skinny, straight, almond-shaped, square, wavy, well-built, oval,

middle-aged, scar, curly, muscular, round, crooked, limp, heavily-built

teenage, full, tanned, spots, blond, shoulder-length, formally dressed

freckled, pale, high cheekbones, wrinkled, of medium height

b.

Height/build/age

l In her twenties, tall,

Facial features

l Oval face, small nose, thin lips, green eyes

Hair

l Red, shoulder-length

Clothes

l Fashionable tops

Character

l Polite, gentle, quiet

Hobbies/interests

l Goes to the gym, collect stamps

c. describe a person in your partner

II. Organization of a composition

l Introduction

Set the scene ( name of the person/ time/place you met/ saw him/ her)

l Main body

a. physical appearance

b. personality characteristics

c. activities he/she takes part in: hobbies, interests

l Conclusion

Comments / feelings about the person

III. Points to remember

l When describing physical appearance you should give details in the following order: height/built/age, facial features, hair, clothes moving from the most general adjectives to the most specific ones, e.g. Ann is a tall, thin woman. She has got a long face, blue eyes and an upturned nose. She wears her long blond hair loose. She is often casually dressed in a T-shirt and jeans.

l When describing character and behaviour, support your description with examples. E.g. Tom is very reserved. He never talks about his feelings.

l Make your composition more interesting by using a wide range of adjectives (fabulous, superb, etc.) instead of a limited one (good, big, nice, etc.)

l Be careful with the use of tenses. You can use present tenses when you describe someone in the present, and past tenses when you describe someone related to the past, e.g. someone you had met before you moved to this city, someone who is no longer alive, etc.

l Avoid writing simple short sentences. More complex sentences joined with connectors make your composition more eye-catching. E.g. Instead of saying: John is thin. He has large blue eyes. He has long curly hair. He has full lips. He wears his hair loose. You can say: John is a tall thin man with large blue eyes and full lips. He wears his long curly hair loose.

l When you describe someone for official purposes e.g. a police report, you emphasize the physical features and try to give the most accurate description possible. When you write a letter to recommend someone for a job you write only about his/ her personality characteristics.

IV. Exercises

1. Read the following composition and put it in the right order.

A Julie is quite short and slim. She ‘s got a round face with beautiful almond-shaped eyes and a slightly upturned nose. She often wears her shoulder-length fair hair in a pony-tail. Julie prefers comfortable clothes and can often be seen wearing a blue jumper, a pair of denim jeans and trainers.

B Over the years, I have shared many good times with Julie. She has been one of m best and most trusted friends. I feel fortunate to have met her.

C I have known Julie since my first day at school, when we were only five. I can remember her smiling face as the teacher, Mrs Snow, asked me to share the same desk with her.

D One of Julie’s favourite hobbies is cycling. She also enjoys reading people’s horoscopes and trying to predict what will happen in the future. Julie likes going to the cinema and is especially fond of adventure films.

E

Although Julie is quite reserved, she is a kind person who will listen to your problems and try to help you. She is also quite active and enjoys outdoor activities.

2. The following models describe a relative of yours who is no longer alive. Read the compositions and compare and contrast them. Which is purely descriptive? Which involves narrative techniques? Underline the narrative parts.

MODEL A

My grandmother died two years ago, but I still have fond memories of the time we spent together when she was alive.

She used to live in Australia but she moved back to England to live in a little house, She was a sweet, plump lady and she was rather short. She had a round face, short grayish curly hair and friendly green eyes. Her rosy cheeks gave her wrinkled face a childlike appearance. She always used to wear perfectly-ironed dresses.

My grandmother was a very generous and understanding woman. She always had something for everyone and listen to us without intruding into our lives.

My grandmother’s main interest was writing and she managed to publish several books of poetry while she was alive. As well as that, she had many other hobbies and interests in there was always something to talk about.

My grandmother was a fantastic woman who gave me comfort, advice and support whenever I needed it. I shall never forget her.

MODEL B

I ‘ll never forget the first time I met my grandmother. She had been living in Australia, but decided to move back to England.

When she arrived I stood nervously pulling on my father’s coat, half hiding behind him. It had never occurred to me that this sweet, plump, elderly lady would be so excited to meet me. She was shorter than I had imagined and had a round face, short, grayish curly hair and friendly green eyes. Her rosy cheeks gave her wrinkled face a childlike appearance, and when she smiled at me I couldn’t resist giving her a big hug, ignoring her perfectly-ironed dress.

It wasn’t long before I realized how generous and understanding she was. She always had something for everyone and was there to listen to us without intruding into our lives.

She was determined to buy a little house of her own so she could find the peace and quiet that she needed to write her poetry. She had so many hobbies and interests that there was always something to talk about.

That meeting with my grandmother led to a close relationship which lasted until her death two years ago. She was a fantastic lady and I shall always be grateful for the comfort, advice and support she gave me whenever I needed it.

3. Write any of the following compositions using 100 ~ 150 words.

a. A youth magazine is running “The Best Mum of the Year” competition and has asked its readers to submit their compositions describing their mothers. Write your composition for the competition.

b. Write a composition describing the person who has influenced your life the most.

c. A TV channel has asked its young viewers to submit a description of their favorite film star.

How to write a story?

I. What is a good story?

Writing a good story either in first or third person means to describing a sequence of events in an interesting. Lively way. A good story should consist of:

a. an interesting beginning to catch the reader’s attention and make him / her want to go on reading your story.

b. Good development in the main body to develop your story you should use appropriate tenses, especially past ones, e.g. Past Simple to describe the main events, past continuous to set the scene, past perfect to talk about events which happened before the main events, etc. (eg. He went out to the car. It was raining hard and a cold wind was blowing. He had rung her ten minutes before, so he knew she would be waiting.)

c. A good ending. If possible an unexpected or unpredictable one, to surprise the reader and create a long-lasting impression on your piece of writing.

II. Points to Remember

a. never start writing your composition before deciding on the plot.

b. Use time words (before, until, then, next, lastly, etc.) to make the sequence of events clear.

c. Use various adjectives ( horrified, surprised, etc.) and adverbs ( absolutely, extremely, etc) to stress feelings and actions. This will make your story more interesting.

d. Use the senses to describe atmosphere, especially when you want to emphasize specific parts of your narration.

III. Organization of the composition

Introduction

Paragraph

Set the scene: ( who – where – when --- what)

Main Body

Paragraphs 2 –4

Development ( describe incidents leading up to the main event and the event itself in detail)

Conclusion

Final Paragraph (refer to moods, consequences, people’s reactions, feelings, comments)

IV. Exercises

1. Match the titles with each story:

1) The Handsome Man

2) A Knight in Shining Armour

3) Escaped Prisoners

A

When Larry’s car breaks down on the way to a fancy-dress party, he has to

walk three miles to the nearest petrol station in a suit of armour.

A robbery at the station gets Larry taken hostage. Thus begins one of the

wildest and funniest get-aways ever seen.

B

When two prisoners from the Windson-Grey prison escaped, they never thought

they would be caught by people from another planet! Can the two escape again, this

time back to earth? What do the people of Trixom want with them? The answer may lie

in their new friend, Lexer.

C

Before they knew Clark Fossi’s name, the women of Chesapeak Bay called him

“That Handsome Man”. Then a dead body is found floating in the bay. Can a man that

handsome be a murderer? Some of the women of Chesapeake Bay will do anything not

to find out the truth.

2. Read the story extracts and match them with the title and decide what the types of stories they are:

Science fiction 1. Who Shot Henry Jennings? ( )

romance 2. Naughty Nigel ( )

drama 3. The Battle of the Galaxies ( )

action/ adventure 4. Run for Your Life ( )

horror 5. Family Crisis ( )

comedy 6. Don’t Break my Heart ( )

murder/ mystery 7. The Creature from the Deep ( )

A. Jim had set up his fishing line and was about to settle down for a peaceful night of fishing on the seafront when suddenly his rod was pulled right out of his hands. He gasped in terror as suddenly, before his eyes, something began to rise from the waves.

B. Nigel was always in trouble --- but the trouble was he didn’t know why! It wasn’t his fault that his pet spider had somehow crawled up Miss Piggy’s leg. And he had nothing to do with Fanny’s falling in the pond. It wasn’t as if he’d pushed her in, his hand had just, well, sort of slipped ….

C. Rachel felt that her heart would suddenly stop beating. She couldn’t believe this was happening, not after everything they’d shared together. Darren had come into her life unexpectedly and had changed her world completely. And now, just as suddenly, it looked as though he’d have to leave.

D. The meeting of planet leaders had ended in agreement., They had to prepare to defend themselves with all their available forces, otherwise the Valarians would take over the entire galaxy.

E. Kincaid was running through the forest, the men chasing him on horseback getting closer and closer. He jumped into a river, but he didn’t feel safe until he was further down stream.

F. Roger was away on business when the call came through to his hotel room. He picked up the phone and heard his mother’s trembling voice on the other end, “Roger, I know it’s been a long time, but please come home. The family needs you!”

G. Detective Jaffrey stared in disbelief at the body of the highly respected businessman Henry Jennings lying on the while marble kitchen floor in a pool of blood. Suddenly he caught sight of a small gold earring lying near the corpse. Perhaps this was the clue that would lead him to the murderer.

3. Match the following beginnings with the endings:

Beginnings:

A. She woke up feeling the floor shaking violently beneath her. At first she thought it was part of the dream she had been having, but then she realized what was happening.

B. What can I tell you about Roger? He was the kind of man you’ve probably all met at some stage in your lives-self-confident, charming, polite … and completely ruthless. So I wasn’t surprised when I saw his picture in the newspaper.

C. The grey sky covered the city like a heavy blanket, making the buildings dull and shadowy. The rain had been whipping the faces of the hurrying citizens with icy, sharp drops and now the roads were dark and shining, the air damp and cold. I looked carefully before crossing the street.

D. “Where is all this light coming from?” peter asked Tim as he stared at the green beams crossing the starry summer sky.

E. He could hear the wind howling through the window as he made his way down the creaking wooden stairs, lighting his way with two candles. This huge empty house always frightened him. Still , he had to be here tonight as he had been every year on the same day.

…… Endings:

1) It couldn’t have been their imagination. The deep hole in the field was still hot and glowing.

2) “Thank God! I’m safe now,” I thought as I entered my flat. But as soon as I turned on the light, I noticed a glass on the table. He was there waiting for me.

3) With some hope she started shouting. It wasn’t long before she could see daylight again. She was injured but alive.

4) … As the clock struck twelve he started shivering. He knew they would come to visit him again.

5) As the policemen took Roger out of the courtroom I could hear people murmuring. I felt relief. After all, he had got what he deserved: 30 years in prison.

4. Read and put the paragraphs into the correct order:

A The captain was showing Danny the different controls and dials when suddenly the cockpit door burst open. A tall man with a scar on his left cheek, who was carrying a gun, grabbed Danny and shouted at the captain. “This is a hijacking. I’m in control now.” without thinking of the danger Danny bit the man’s hand as hard as he could. The hijacker screamed in pain. Quickly the co-pilot grabbed the gun while the captain knocked the hijacker unconscious.

B Danny looked excitedly out of the window as the airplane was taking off into the bright sky. Then he smiled happily at his dad who was holding his soft hand tightly.

C “This is going to be the best Christmas ever,” thought Danny. “I can’t wait to tell Grandpa about what I did.” When the plane landed Danny was given a hero’s welcome. As a reward the airline gave Danny and his family free flights for the rest of their lives.

D They had been flying for an hour when Danny’s father disappeared for a few minutes. He came back followed by a friendly looking stewardess in a blue and red uniform. “Would you like to see the cockpit, Danny?” she asked. Danny could not believe it. “This is a dream come true,” he thought as he followed the stewardess to the front of the plane.

5. The adverbs below describe the way a person might speak or act. Choose suitable words from the list to complete the sentences:

threateningly hurriedly confidently angrily suddenly

a) “Get out of here!” Bill shouted ________ , his face turning red.

b) _______, without any warning, her guide turned round and held a knife to her throat.

c) She gathered her papers together _________ and rushed off to the meeting, which had already begun.

d) “Don’t worry, I’ll kill the dragon,” the knight said __________ to the king.

e) “If you tell anyone, you’ll be sorry,” said the kidnapper _________.

6. Read the story and add in the correct time words:

After, While, As soon as, Immediately, As, While, after, When, then,

“What is going on?” I wondered as I came round the corner and saw a huge crowd

gathered in the middle of the usually quiet street. Two fire engines were parked outside

my block of flats.

1) ____________ I noticed that their ladders were raised as far as the third floor, just below my flat. 2) ____________ I was rushing towards the building I became aware of the group of bystanders and some fire-fighters standing around the entrance. 3) ___________ I came close to them, they recognized me. Being on the 8 o’clock new every night surely makes you familiar to a lot of people. 4) ___________ they had greeted me I asked what was happening. They told me that the flat below mine had caught fire, but they had managed to put it out. 5) _____________ I was going into the building a man carrying a large television set stopped me.

“Hi, Paul,” he said. “Could you give a hand loading this into my van over there?”

6)___________ I was helping him I wondered who he was, but then I realized that he must have recognized me from TV. “Thanks, Paul,” he said 7) ___________ we had put the TV in the van. “I’d really love to get your autograph (亲笔签名) but I am in a hurry. See you,” the man said and drove off. Smiling, I entered the building and headed for my flat. 8) ____________ I reached it I saw that the door was open. Nervously I entered the flat. It was 9) __________ that I noticed that my television was missing. I had just helped a burglar to steal my own television!

7. Successful use of various adjectives shows a good knowledge of the language, especially when we write stories. Go through the following adjectives and match then with the nouns in the list. Some of the adjectives can be used more than once:

Adjectives: soft, bright, cold, expensive, fluffy, blazing, strong, high, snowy, light, starry, clear, grey, moonless, rocky

Nouns: clouds, wind, night, lights, eyes, perfume, sunshine, mountains,

e.g. soft clouds, soft wind

8. To make a story more interesting we can involve our senses. Read the short extracts and look at the phrases in bold. Which of the senses (sight, hearing, smell, touch, taste) do each of these phrases refer to? Finally, identify the type of story. Which would you like to read and why?

A. When he reached the top of the hill, Keith realized what was lighting up the sky on the cool moonless night. There, in front of his care was a huge spaceship. It was completely still, and thousands of colourful lights were flashing along its surface. The smell of burning rubber filled Keith’s car as he hit the brakes.

B. A bullet whistled past policeman Mark Raymond’s ear. He fell to the hard ground, pistol in hand. “Let the child go free, and no one will get hurt,” he shouted. He heard the house’s front door slowly creak open and saw the little girl come out, her tears shining in the morning sun.

C. Clair asked Molly to sit down. Her silk skirt rustled as she sat comfortably in the armchair. Clair could smell her expensive perfume. “Could this woman have the heart of a killer?” she asked herself. But the cruel look in Molly’s eyes soon answered her question.

D. Susan rushed to the hospital as fast as she could. Her husband had finally woken up. The accident had happened three months before, leaving David in a coma. Three months without hearing his voice or seeing his smile. Three months of worrying, visiting the same white hospital, smelling the same antiseptic smell, drinking the same bitter coffee. Now they could leave all that behind them.

A. lighting up the sky ---

cool, moonless night --- sight/ touch

huge spaceship ---

colourful lights were flashing --- sight

smell of burning rubber ---

B. whistled ---

hard ground ---

shouted --- hearing

creak ---

tears shining ---

C. rustled ---

expensive perfume --- smell

the cruel look in Molly’s eyes --- sight

D. hearing his voice ---

seeing his smile ---

white hospital ---

antiseptic smell --- smell

bitter coffee ---

9. An interesting beginning grabs the reader’s attention. You can start a story: a) by describing weather, surroundings, people etc. involving your senses; b) by using Direct Speech; c) with a question; d) with a dramatic sentence creating mystery or suspense; e) by referring to your feelings or mood etc. Read the following beginnings and decide which of these techniques are used.

A. “What I’m about to tell you could change your life forever,” the mysterious stranger told me, looking straight into my puzzled eyes. “Listen carefully and don’t ask any questions until I've finished what I have to say.”

B. As I stepped off the plane, my stomach felt as though a hundred tiny butterflies were flying around inside it. My legs began to tremble as I walked down the steps leading to the runway and for a moment I thought I’d faint with dizziness. Would he remember me after all these years?

C. Grey clouds blocked out every trace of sunlight and the continuous drizzle made everything damp and cold. As we were walking along in silence, the only sounds wre those of our feet in the mud and the howling of the wind over the mountains.

D. “Come here. Yes, you. Come here!” the sergeant’s voice sounded hard as he fixed his cold eyes on me. I had known this day would come. I hadn’t expected it to come so quickly, though.

A. use of Direct Speech, reference to feelings (_____________________)

B. dramatic sentence creating suspense, ________________________________, question

C. use of senses to ________________________

D. ______________, use of senses ( hard voice, cold eyes), dramatic sentence creating suspense

10. A good ending to a story is as important as a good beginning. You can finish a story by: a) using Direct Speech; b) referring to people’s feelings/ moods; c) describing people’s reactions to the event developed in the main body; d) creating mystery or suspense (unexpected ending). Read the following endings and say which of the above techniques are used for the following endings. The decide what type of story each suggests. Write possible beginnings for each ending.

A. …he stepped out of the car, guns pointing at him from all directions. He realized it was all over.

B. … Sophie looked at the spaceship disappearing in the sky and wondered if he really had spent a night with aliens or if it was just his imagination. But then he felt the weight of the blue crystal in his hand.

C. “Hey you! Don’t move!” a voice said. But it was too late.

D. … As the clock struck twelve he started shivering. He knew they would come to visit him again.

E. … the killer had been put behind bars. Detective Burns knew the people of Sheffield would sleep better tonight.

A.

B.

C.

D.

E.

Suggested beginnings:

A. ____________________________________________________________________________

____________________________________________________________________________

B. ____________________________________________________________________________

____________________________________________________________________________

C. ____________________________________________________________________________

____________________________________________________________________________

D. ____________________________________________________________________________

11. Here are some reasons why stories can be entertaining, boring etc. Match these reasons with the adjectives which can be used to describe stories as in the example:

scary characters, tragic end, too much violence,

funny incidents, predictable characters, clever plot,

story too long, thrilling plot, original ideas,

unhappy situations, lots of action, repetition, realistic

Entertaining funny incidents,

Boring

Shocking

Frightening

Sad

Exciting

Interesting

12. Read the story and write an ending of your own:

I was alone in the house, reading a scary ghost story as snow fell silently outside. The only sound was the ticking of my old grandfather clock. The dying fire cast an orange glow onto the walls of my study.

I was absorbed in the story when suddenly I began to feel that someone was watching me. The clock stopped ticking. I looked around but I could see no one. Was my mind playing tricks on me?

Trying to ignore my fears, I returned to my book. After a few seconds, though, the book was knocked to the floor by an unseen hand. “Who’s there?” I cried. I saw something standing in front of me that made my blood run cold. A shadowy white ghost pointed a pale finger at me. Its mouth moved. “ Come on! Come with me. It is time,” it said.

“What do you want?” I managed to ask, shaking with fear. The ghost took me by the hand and led me to the window. Just as we reached it, the clock struck twelve.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

13. Read and continue the story. Use sequence words. Eg. As soon as, after, before, when, then, hardly…when, etc.

One Saturday afternoon Jim Randall and his younger sister Pamela were staying at home watching TV. Their parents had gone out for the day. They were watching an exciting film when suddenly a news presenter came on with an urgent announcement. A dangerous criminal had escaped and was somewhere in the town.

At this moment, a neighbour’s dog started barking. ……

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

篇9：浅谈高中英语新课标下的英语教学的新尝试

浅谈高中英语新课标下的英语教学的新尝试

《普通高中英语课程标准（实验）》明确提出了高中英语课程是义务教育后普通高级中学的一门主要课程，具有人文性和工具性的特征，它对促进人生的发展具有重要意义，也对国家的发展具有重要的意义。高中阶段开设英语课程不仅仅是为了让学生会说几句外国话，而且使学生通过学习英语来“促进心智、情感、态度与价值的发展和综合人文素质的提高”。《标准》还把英语课程的设置同提高整个民族的素质联系起来，强调了英语课程对促进对外交往和增强国力具有重要意义。它指出：“语言是人类最重要的思维和交流工具，也是人们参与社会活动的重要条件。语言对促进人的全面发展具有重要意义。当今社会生活和经济活动日益全球化，外国语已经成为世界各国公民必备的基本素养之一。因此，学习和掌握外语，特别是英语，具有重要意义”。它还指出，“高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习国外先进的文化、科学和进行国际交往创造条件。开设英语课程有利于提高民族素质，有利于我国的对外开放和国际交往，有利于增强我国的综合国力”。

我们使用的是北京师范大学出版社的Senior High English教材。我结合使用这套教材的情况，谈谈我们高一备课组的一些做法和体会，请各位前辈和同行给予宝贵的意见和批评。

一 高中英语新课标下的英语教学的做法

我校高一科组的四个老师（其中三个是应届毕业生）8 月在华南师范大学参加了新课标的培训并取得了合格证书。要迎接新课标的挑战，我们明白必须建立终身学习的观念，不断地更新知识结构、发展专业能力和知识能力，以适应现代社会发展对英语课程的要求。适应新课标的挑战最主要的是要改变以往的教育教学观念，我们科组其他三个老师都是应届毕业生，以前没有从事过教学工作，对于他们来说实施新的课标没有旧的东西的束缚，接受新课标的理念较容易。我们深刻领会新课标理念，在整体教学计划和日常教学活动中贯彻“寓素质教育于外语教学中”的思想。英语教育中的素质教育，是和高中新课程目标所包括的语言技能、语言知识、情感态度、学习策略和文化意识这五个方面相吻合的。引导高中英语课程更加注重培养学生学英语和用英语的能力，学用结合，促进积极思维和有效表达。特别是在今天的信息社会，学会获取信息和处理信息、分析问题和解决问题是每个公民必须具备的能力，高中阶段应该特别重视对这一能力的培养，使学生能够终身受益，为他们今后更好地学习和工作打下良好的基础。

1 以教材作为信息的载体，培养和提高学生的语言技能和语言知识。

北京师范大学版的新课标高中教材Senior High English 在整体的编写中充分地体现了新课程的目标，这套教材内容丰富新颖，图文并茂，知识视野广阔，趣味性和时代性相结合。我们在日常的教学活动中，充分地利用这套教材，做到每一模块，每一单元甚至是每一课的内容都力求作到集体备课，大家集思广益，取长补短，深刻理会和挖掘课程的目标，而不是仅仅关注本课有那些生词、那些句型，而是考虑通过学习这篇课文，学生应该发展哪些能力，这些能力将达到什么目标，要从学生的角度而不是教师的角度来考虑问题，也就是说学生学习了这些内容之后应该用英语做什么事情。

例如Unit 3 Celebration 这一单元的lesson 9 Chinese Seasonal Festivals 的目标内容是学习被动语态。

学生对这个语态基础是：初中已经接触过，本单元也学习了含有该语法项目的课文。

首先 ，教师先设定一个语言环境：你和朋友在美国旅游，在马路上目击了一场交通事故，一个男孩被一辆汽车撞到，肇事汽车逃逸了。想一想，你们如何向警察陈述事件的经过？而且警察不懂中文，你们该用什么语言，什么句型来描述呢？这个问题比较简单，要用的语言肯定是英语，学生也会想到使用被动语态。

其次， 让学生自己分析讨论，总结出自己要使用的句子结构。在这个过程中，学生可能会使用被动语态的句子，而且有些活跃的学生会说出与这个事件相关的很多内容，教师要注意掌握，随机应变，准确地驾驭课堂活动。另外教师要引导学生分析这一事件的时态，提防有的学生只使用了被动语态而忽视了时态。

第三， 要求学生总结出被动语态的各种时态的结构。在这一环节中，教师要将这一事件的内容进一步延伸。比如可以说以下的句子，让学生思考：小男孩被撞之后，他被警察送往医院，肇事的汽车正在被警察追捕，肇事的司机将要受到惩罚等等。这些句子可以引导学生考虑到被动语态的其他几个时态。学生可以互相讨论，可以把课文中含有这一语言知识的句子摘录出来。

第四， 要求部分学生将自己总结的句型写在黑板上，给全体学生战士出来。然后再叫几位学生来总结这些结构的共同点。学生回很快总结出 be +P.P 这一结构。

第五， 教师再进一步给学生引导，让他们发现这一结构中be 在不同时态中的变化。这个过程中，教师要把重点放在含有情态动词的被动语态上。

最后，让学生将各种时态的被动语态的结构写出来，并且每一时态造2个句子。（课外作业）

2 日常教学面向全体学生，树立英语教育是为全体学生终身发展奠定共同基础的观念。我们中学是一所普通高中，学生的整体基础不好，其中有一部分学生的基础相当薄弱。如何在日常教学中做到面向全体学生，如何使他们形成英语共同基础中所提到的六个能力，那就是：持续学习的动机，自主能力，综合语言运用能力，用英语获取信息、处理信息和传达信息的能力，用英语分析问题和解决问题的能力，用英语进行思维和表达的能力。在日常的教学设计中要充分考虑到每个学生的实际情况，既要保证达到“共同基础”还要考虑不同层次的学生的基础和接受能力，进行分层次教学，那就是对于不同层次的学生的要求要有区别，不要一刀切。比如，我们让基础好的学生写一篇英语短文，但对于基础差的学生我们就要求他们根据本单元所学的语言知识和结构造一些简单的句子。另外，不能歧视基础差的学生，要多激励他们，注意他们点滴的进步，及时地给予表扬和鼓励，力争每一个学生都能有所进步。

3 采用新的课堂教学模式，改变以前学生被动接受的模式为师生互动的课堂教学模式，提倡开放性的学习方式，鼓励学生创造性地学习，营造平等、民主、宽松的学习气氛。我们在实际的教学活动中力求作到使自己的课堂变成一个互动的，开放的课堂。我们在课堂教学设计上花了很多时间，比如，在阅读课上，老师事先设计好一些简单选择题或者是判断正误的问题，然后把学生分成若干个学习小组，让他们进行小组竞赛；在英语交际用语的教学中，让学生角色扮演；在处理有些语言问题的时候，进行师生角色互换等等。这些丰富多彩的课堂活动吸引了学生学习英语的注意力，调动了学生的积极性。同时也缩小了老师与学生之间的距离。课堂气氛平等、民主而且宽松。

4 通过“任务型”的教学途径，使学生了解外语学习要在用中学，在使用所学语言做事情的过程中发展语言能力，并且知道学是为了用。在日常的教学中，我们在设计一个任务的时候，首先让学生明白任务的目的是什么，要知道如何完成任务，完成任务的结果是什么，参与任务之后能学会什么。比如在模块4中的Lesson 38 The Right Price 一课，我们设计的任务是让学生利用所学的交际用语进行购物，在购物的过程中买卖双方进行讨价还价。因为课文中有内容涉及到如何用英语讨价还价，因此学生对任务的目的很明确，也知道如何去完成任务。活动开展的很顺利，学生参与的热情很高。他们也明白参与了这次活动之后学会了做什么。

5 改变对学生的评价方式，由以往的结果评价改为形成性评价，其中包括学生的情感态度、学习策略、知识技能、文化意识等方面。着一种评价体系比较难操作，因此我们就对每一个学生建立一个学习成长档案。如下：

这个档案设计为一式二份，可以让学生自己评价和老师评价。

6 运用现代教育技术手段，不断有效地开发多样性教学资源，使学生尽可能地从不同渠道，以不同形式接触，学习使用外语。在这方面我们学校高一科组的老师都能熟悉地利用电脑制作多媒体教学课件，并经常利用英特网下载有用的教学资源；为学生介绍适合的英语课外读物；介绍好的英文网站，影视节目；开展英语课外活动，比如英语演讲，参加全市中学生英语戏剧表演等等，使学生以不同形式接触，学习和使用外语。

二 高中英语新课标下的英语教学的体会

新课标的实施已经一年了，在这过去的一年中，我们遇到了很多困惑和疑难，迎接了无数的挑战和惊喜。总之，在新课标下进行英语教学可以用一句时髦的话说，那就是“痛并快乐着”。

“痛”是指在打破以往传统的英语教学模式的过程中遇到的困惑和疑难，是我们力争摆脱旧的教育教学理念的束缚的艰辛。

“快乐”是指我们在迎接新事物时的挑战和取得成就时的喜悦。

当然，我们在实施新课标的过程中也遇到了种种困难和干扰，结合我们学校学生的实际情况，我有以下几点看法，与各位老师商榷：

1 新课标的要求有所提高，对于义务教育阶段英语基础没有打好的学生和地处偏僻，教育资源缺乏的地区的学生有点困难。（个人的看法）

2 教材的内容过多，取舍难以把握；部分内容太难太新，学生接受有一定的困难；教材中的生词太多，挫伤了学生学英语的积极性和自信心。

3 现行的教育管理机制与新课标理念的冲突。一是对学生的形成性评价对学生的影响不大，在某种程度上讲形同虚设，学校对学生的评价在很大程度上仍然取决于考试成绩，学分制的实施也无从谈起。二是学校对老师的评价和奖励在很多学校仍然取决于教学的成绩，在某种程度上也影响和打击了老师参与新课程改革的积极性。

新课标的实施，使我们的教育教学理念焕然一新，今后的工作中我们会更加坚定地实施和贯彻这一新的教育教学理念，努力培养和提高学生各方面的素质和能力。我们同时对高中英语英语课程改革的进程抱有期待和乐观的态度，也希望这次改革能善始善终，最终彻底推动考试制度和教育教学评价体制的改革，以至推动中国教育体制的全面改革。

篇10：新课标下如何进行有效的高中英语阅读教学

新课标下如何进行有效的高中英语阅读教学

作者/ 吕强梅

摘 要：《普通高中英语课程标准》指出，普通高中英语课程要在义务教育的基础上帮助学生打好语言基础，既要着重发展学生的基本语言能力，又要注意学生获取信息、处理信息以及分析问题和解决问题能力的提高，并为学生在英语方面的学习和发展创造有利的条件。以新课程理念为指导，并结合近几年英语教学经验，对如何进行有效的高中英语阅读教学这一问题作详细的论证和阐述，希望能对广大的英语教学同仁在英语阅读教学问题上起到一定的帮助作用，使学生养成良好的阅读习惯，最终提高学生的阅读能力。

关键词：新课标；高中；英语阅读；有效；教学

在英语阅读教学方面，因为新课改理念的不断深入，越来越多的英语教师开始注重提升学生的英语阅读能力和阅读技巧。下面，我先对在高中英语阅读教学中教师应该注意的这些问题作简要总结，然后提出进行有效英语阅读教学的具体措施。

一、高中英语阅读教学中应注意的问题

1.引导学生从语篇角度出发，避免出现只见树木不见森林的现象

现在的英语阅读材料的题材内容可以说是多种多样的，因此，我们要帮助学生从文章的角度出发，对不同题材文章的结构有个大致的了解，当学生遇见一篇文章就会判断出它属于什么题材，并有不同的处理办法。如，在阅读过程中会发现描写人物的文章会比较多，关于这类文章，我们就可搜索记忆中教师讲过的结构特征，并且按照一定的主线、逻辑来分析和解答这篇文章。

2.注重丰富学生的文化背景知识，扫除阅读障碍

学生在英语阅读过程中不难发现，并不是所有的阅读障碍都是来自英语生词和英语语法，贫乏的英语背景知识也有可能造成学生对阅读材料的理解产生偏差。因为英语阅读材料可能会涉及方方面面的知识，拿涉及风俗习惯、风土人情的文章来说，因为不同的国家有着不同的文化背景，同一事物在不同的国家代表的含义也不一样，所以，我们要想方设法帮学生补充阅读材料中所包含的文化知识，并让他们理解和掌握更多的不同国家之间的文

化，这不仅能让学生顺利地完成阅读任务，还可开阔学生的视野，扩大知识面。

二、实施有效高中英语阅读教学的主要步骤

在进行高中英语阅读教学时，我把整个过程分成了三部分，即阅读前（Pre-reading）、阅读中（While-reading）、阅读后（Post-reading）。

在进行英语阅读前，我们可以利用一些有趣的图片或者多媒体技术，给学生营造一种有趣、新颖的教学环境和教学氛围，从而提高英语阅读课堂的.教学效率。

如，让学生阅读Good manners这篇课文时，我们可先让学生观看几张关于西方国家餐桌礼仪的图片，并进行简要的介绍，让学生对这篇文章的背景有个大致的了解，而且利用多媒体技术可以做到吸引学生的注意力，激发学生的学习兴趣，那么当学生再对这篇文章进行阅读时，就能够做到入情入境了。

第二部分即阅读中是整个阅读教学过程中最重要的一个环节，它是学生获取详细语篇信息和掌握阅读能力技巧的重要过

程。在遇到不同题材的文章时，要引导学生从不同的角度来分析问题和解决问题。我们可让学生把精读（Intensive reading）和泛读（Extensive reading）的技巧有效结合起来，进行分阶段、分类别的阅读训练。

就拿最常见的主旨大意题为例，它主要考查学生是否能在理解和分析语篇的基础上区别出主要信息和次要信息，并对段落和文章的大意进行总结和归纳。这个时候教师就要拿出一些典型的例子来引导学生分析文章的结构，找出每个段落的主题句并联系起来，然后结合第一段和最后一段的结论性语句，总结出文章的主旨大意。

俗话说：“授人以鱼，不如授人以渔。”这句话表明教师要把教学侧重点由让学生“学会”变为“会学”，让学生既能掌握英语阅读技巧又能熟练运用，所以，我们要把提高学生获取信息能力作为英语阅读课的教学目标，并在训练过程中提高他们猜测、判断生词词义的能力和语篇分析能力，实现有效的高中英语阅读教学。

阅读后也是进行有效英语阅读教学不容忽视的一个环节，我们可以构建一种由教师启动、学生主动、教师和学生进行互动的一种阅后模式，主要是在教师的引导下发挥学生的主体作用，让学生进行分组讨论，并提出自己的见解和看法。

高中英语阅读是常规英语教学中的重要组成部分，同时也是高考的重点和难点。要想实现有效的高中英语阅读教学并不是靠一朝一夕之功就能实现的，它需要身为英语教师的我们在教学过程中采用合适有效的教学策略，不断提高学生自主学习的能力，

为学生以后英语阅读的学习奠定基础。当然，我们还应该不断反思自己的英语阅读教学实践，不断累积教学经验，以创新研究出更多提高学生阅读能力的好方法，使高中英语阅读课堂的有效性工作能够顺利进行。

参考文献：

［1］戴军熔，郑春红，朱雯。英语阅读教学中的读后活动。浙江大学出版社，.

［2］王笃琴，程晓棠。英语教师发展系列：英语阅读教学。外语教学与研究出版社，.

（作者单位 云南省曲靖市富源县胜境中学）

篇11：人教版新课标高中英语必修3-4要点综述

高中英语必修3-4 要点综述

Unit 1 Festivals around the world

Teaching aims and demands

1.topic: 1>Festivals

2>how festivals begin

3>how to celebrate festivals

2.function: 1>Request

Eg: Could you please…?

Could I have …?

I look forward to doing…

2>Thanks

Eg: It’s a pleasure. /Don’t mention it.

It’s very kind of you to…

I’d love to …

Thank you very much./Thanks a lot.

You are most welcome.

3.vocabulary:

4.grammar: 情态动词的用法

Jin can speak English well. (ability)

Could you please show me the way to …? (request)

May we see the awards for the team? (permission)

She might give you … (possibility)

The whole family will come for dinner. (promise)

Often he would dress up like a rich man. (pass habit)

We would be there with our friends. (promise)

II.Key points

Period 1 Warming up and fast reading

1.Greetings

2.Warming up

Step 1 discussing the following questions

a.How was your holiday/spring festival?

b.Did you go traveling?

c.How much pocket money did you get?

Step 2 talking

1). Name some festivals

Spring Festival Dragon Boat Festival Lantam Festival Mid-Autumn Festival

Army Day May Day Teachers’ Day

New Year National Day Mother’s Day

Children’s Day Father’s Day

Christmas Day Halloween carnival

Easter Valentine Day Oben

2).Ss work in groups of four and list five Chinese festivals and siscuss when they take place , what they celevrate and one thing that people do at that time. Then fill in the blanks.

Festivals Time of year/date Celebrate for Things to do

Mid-Autumn Day

Spring Festival

Dragon Boat Day

Tomb sweeping Day

Lantern Festival

3.Pre-reading

1) What’s your favourite holiday of the year? Why?

2) What festivals or celebration do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best-the music, the things to see, the visits or the food?

4. Fast reading and find the answers to the following questions.

A.What did ancient festivals celebrate?

B.What are festivals of the dead for ?

C.Why are autumn festivals happy events ?

D.Name three things people do at spring festival ?

Period 2-3 Intensive reading

1.Read the passage paragraph by paragraph and find the main ideas of each paragraph

Paragraph 1: All kinds of celebration in ancient time.

Paragraph 2: The purpose to honour the dead and three examples

Festivals Time Things people do

Oben

Day of the Dead

Halloween

Paragraph 3: The reasons Why we honour people

Festivals Who does it celebrate ?

Dragon Boat Festivals

Clumbus Day

Indian National Festival

Paragraph 4: Autumn festivals are happy events

Paragraph 5: How people celebrate in spring festivals

2．Language points

a.They would starve if food was difficult to find…

starve （v.） 饿死；挨饿

eg. Millions of people starved to death during the war.

Starve for sth 渴望…

Eg. The homeless children starve for love.

Starvation (n.) 饿死

Eg. Die of starvation

Starvation wages 不够维持基本生活的工资

b.The most ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn.

Celebrate (vt./vi.) 庆祝，赞颂，赞美，举行（仪式）

Eg.We celebrate the new year with a party.

Their courage was celebrated in all the newspaper.

Celebrated (adj.) = famous 著名的，驰名的

c. …because they thought these festivals would bring a year of plenty.

days/years/…of plenty :富裕（尤指事物和钱）的日子，年月，生活等。

Eg.You have a life of plenty, what would you be worried about ?

d.Some festivals are held to honour the dead, or satisfy and please the ancestors, who could return either to help or to do harm.

1）Honour (v.) “尊敬，给…增光” honour sb. (sth.) with sth.

（n.） “荣誉，光荣，敬意，面子”

Win honour for… 为…争光

Show honour to sb. 尊敬某人

in honour of sb.(sth.) = in sb.’s /sth’s honour出于对某人的敬意

eg.There will be a party in honour of his success.

为庆祝他的成功将会举行一个晚会。

We have a party in honour of the famous artist.

为纪念这位著名艺术家我们举办了这场晚会。

2）satisfy (vt.)使满意，令人满意

Eg.That answer won’t satisfy her.

那个答案不会使她满意。

Satisfied （adj.） 满意的（主语是人）

Satisfactory (adj.) 令人满意的（主语是事而不是人）

Satisfying （adj.） 令人满意的（主语是事）

Satisfaction （n.） 满意

Eg. She’s satisfied with her son’s progress.

对于儿子的进步她感到很满意。

Do you think what he said is satisfying?

你认为他所见的令人满意吗？

3)harm (n.) (U) 伤害

Eg. Don’t be too serious , he meant no harm.

(v.) harm sb./sth.=do harm to sb./sth.

Eg. Don’t be afraid, the dog won’t harm you.

What you do should do more good than harm.

你所做的应该利大于弊。

e.The festival of Halloween had its origin as an event in memory of

the dead.

In memory of / to the memory of sb. 最为对某人的纪念，纪念某人

Eg.The museum was built in memory of the famous scientist.

f.They dress up and try to frightened people.

Dress n. 连衣裙/

v. dress sb./oneself 给…穿上衣服

Eg. The first thing she does every morning after getting up is to dress her son.

她每天起来第一件事就是帮儿子穿衣服。

Dress up 盛妆打扮，乔装打扮

Eg. Ladies loves dressing up more than anything else.

g.If they are not fiven anything, the children might play a trick.

Play a trick on sb. 玩弄某人

Eg. That naughty boy likes to play a trick on others.

h. in memory of the arrival of Christopher Columber in America.

Arrival n. 到达

Eg.We are pleased for their arrival.

i. In India there is a national festival on October 2 to honor Mahatma

Gandhi,the leader who helped gain India’s independence from Britan.

Gain n.获得物，收获，增加

Eg.The baby has a gain of half a pound.

v.获得，得到，增加

eg.He had gained himself a reputation for unfairness.

他是自己得到了一个不公平的名声。

比较: get 得到，获得 应用最广的词

Aquire 获得，取得 指通过漫长的过程而逐渐获得

Gain 得到，获得 往往指通过努力而获得某种有益或有利的东西

Eg.I got a favorite answer.

How did she acquire her skill?

I hope you will gain still greater success.

j. gather 收集，积累

eg. The police have gathered information about the murderer.

k. …Some people might win awards for their animals…

award n.奖品，奖金，助学金

win the second award 获得第二等奖

win the award of ten thousand dolar.

获得一万美元奖金

Vt.奖励，授予 award sb. Sth./sth to sb.

Medals are awarded to the best speakers on the debating team.

奖章授给辩论队中最佳的演说者。

比较： award n./vt. 对鼓励工作突出所进行的鼓励，往往强调荣誉

Prize n. 多指在各类竞赛或抽彩中所赢得的奖。这种将有的凭靠能力，有的凭靠运气获得。

Reward n./v 指对某人的工作或服务等的报答。

Eg. He won the award for the best student of the year.

A prize was given to the person who had the winning number.

The waitress was given two more extra dolar for her good serves.

l. …when people admire the moon and give gifts of mooncakes.

Admire vt. 钦慕，羡慕，赞美

Admire sb. for sth. 因谋事而赞美/仰慕某人

Admire to do sth. 喜欢干谋事

Eg.Don’t forget to admire the students.

别忘了夸奖学生

Everybody admires him for his fine sense of humour.

人人羡慕他那极好的幽默感。

I just admire to get letter, but I don’t admire to answer it.

我只是喜欢收信件，而不喜欢回信。

m. …that looking forward to the end of winter and to the coming of sping.

Look forward to doing sth.

Eg. I am looking forward to seeing you again.

The children are looking forward to visiting the Great Wall.

n.The country is covered with cherry tree flowers so that it looks as though

it might be covered with pink snow

as though =as if 引导状语从句，常常放在act, look, sound, feel, smell

等动词后面；引导表语从句常用虚拟语气。

Eg. He behaves as though nothing has happened.

It looks as if it were summer already.

Period 4 Using language --- Reading

Step 1. Greetings

Step 2. Lead-in: 1. Introduction of Qiqiao Jie

（Why called Qiqiao Jie and some customs of the very day and the sad love story.）

2.The following story is a modern sad love story.

Step 3. Ss read the questions given and read the story to find the answers.

Step 4. words and phrases.

1.But she didn’t turn up.

Turn up 1) 出席，来 For several reasons, she didn’t turn up.

2) 出现，找到The book you have lost will turn up one day.

3) 开大音量 （反义词）turn down

Turn up the radio a little, I can hardly hear the program.

2.to hold one’s breath: to wait without much hope

eg.The girl held her breath at the sight of the snake.

3.to drown one’s sadness: To drink in order to forget

to drown one’s sorrows: 借酒消愁

4.to keep one’s word 守信用(反) to break one’s word 失信

Eg.He is a man who always keeps his word.

Don’t believe him, he always breaks his word.

5.set off 1)动身，出发 Tomorrow we’ll set off for home.

2)使…爆炸 The human body bomb set off among the crowd.

6.I don’t want them to remind me of her.

Remind sb.of sth. 提醒某人某事

Remind sb. to do sth. 提醒某人做某事

Remind sb. That

Eg.The pictures remind me of my school days.

Remind me to buy her a gift.

I reminded him that he must go home before dark.

7.forgive …for

Eg.Please forgive me for my being rude.

Step 5.Ss work in groups of four to summarize the story and ask some of Them to tell the story in their own words.

Sample:

The story took place in an coffee shop where the hero, Li Fang, is

Waiting for his girl friend, Hu Jin’s coming. To his appointment, she

Didn’t turn up. Then there is a show on TV, which talked about the sad

Love story Of Qiqiao Jie. Being heart-broken, Li Fang threw away his

Valentine’s gift to Hu Jin. Then he met Hu Jin on his way back home,

Who had been waiting for him at a tea shop. What should he do?

Period 5-6 Discovering Useful Stuctures: Modal verbs

1. 情态动词的各种语气

1) can and could

Jin can speak English well.(ability)

No one could finish the test last week.(ability)

The teacher said that we could not leave early.(permission)

The hunters are lost. They could starve.(possibility)

Could you please show me the way to Beihai Park?(request)

注意：表示一般能力时，can 可与be able to 互换，但表示过去的能力+特定行为时，用was/were able to ,be able to 可用于各种时态，而can 只能用于现在时。

Eg.His mother wasn’t at home, so he was able to watch TV

2) may and might

May we see the awards for teams?(permission,request)

She might give yousome new clothing.(possibility)

注意：1.表示许可时，用于第一人称，指我（们）被允许做某事；由于其他人称，则指说话者允许主语做某事。

Eg.We might go shopping until dark.(我们被允许)

Mother said:”You might go shopping until dark.” （说话者允许主语做某事）

2.在用于请求许可时，may可与can/could 互换

3）will and would

The Spring Festival is the most fun. The whole family will come for dinner.(promise;agreement)

Often he would dress up like a rich man.(past habit; custom)

Would you like to join us for dinner?(request)

注意：would 与 used to 均可表示“过去惯常”，但是would 常与过去时间状语连用，意为总是，总要；used to 与现在时间相比，意为过去常常，暗示现在已经没有了。

Eg.When he was there, he would go to that coffee shop at the corner after work every day?

He used to go to that coffee shop at the corner after work every day,but now he goes to play basketball.

4)shall and should

The harvest festival begins on Saturday.We shall be there with our friends.(promise, agreement)

It’s nearly five o’clock. The taxi should be here soon.(prodiction)

注意：1.shall 用于第一，三人称的疑问句中，表示说或者征求对方的意见，或向对方请示。

Eg.Shall we go shopping after school?

2.should have done 表示过去应该做而没有做

Should not have done 表示过去不用做而却做了

5）must and can’t

Wang Feng wins an award every year. He must be very strong.(speculation)

You must be joking. That can’t be true. (guessing)

对现在的事情进行把握较大的判断时，肯定判断用must+动词原形，否定判断用can’t+动词原形。

She must be in the library.

She can’t be in the room.

2.modal verbs+ have done

一、情态动词+动词完成式

情态动词+动词完成式即“情态动词+ have + done分词”，表示对过去行为或动作进行推测、评论或判断。

1. must have done表示对过去某事的肯定猜测。其否定或疑问形式都用can(could) 来表示.

Since the road is wet, it must have rained last night.

He can’t have missed the way. I drew him a map.

“The dictionary has disappeared. Who could have taken it?”

当然对现在发生或将来发生的事情,要用must do 表示猜测, 否定为can’t do.

He must understand that we mean business.

You must be hungry after a long walk.

2.may / might have done

may / might have done 表示推测过去某事“也许”发生了.may 比 might 表示的可能性在说话人看来稍大些。例如：

I can’t find my keys. I may / might have left them at the school yesterday.

3. could have done 在肯定句型中, 往往用作委婉的批评. 本应该做什么,而没做; 有时也用作猜测.

You could have told us earlier.

Tom could have taken the dictionary.

4. ought to / should have done和 ought not to / shouldn’t have done

ought to / should have done 和 ought not to / shouldn’t have done 用于对已发生的情况表示“责备”、“不满”，分别表示“本应该…”和“本不应该…”。例如：

1）With all the work finished, I should have gone to the party last night.

2）You ought not to have made fun of him. He is not the one you laugh at but learn from.

5. needn’t have done

needn’t have done 表示过去做了某事，但没有做的必要， 意为“本没必要…”。

You needn’t have waken me up; I don’t have to go to work today.

注：表示推测过去某动作发生的可能性时，就表示的可能性程度而言，must最大，could其次，may更次之，might最小。例如：

“I wonder how Tom knew about your past.”

“He must / could / may / might have heard of it from Mary.”

二、情态动词+动词进行式

情态动词+行为动词进行式（即情态动词+ be + doing形式），表示推测或评论某动作现在是否正在进行。例如：

1）He must be playing basketball in the room.

2）She may be staying at home.

三、情态动词+动词完成进行式

情态动词+行为动词完成进行式（即情态动词+ have been + v-ing 形式），表示推测或评论过去某动作是否正在进行或一直在进行。例如：

1）They should have been meeting to discuss the problem.

2）He may / might have been buying stamps in the post office when you saw him.

四、某些情态动词的特殊用法

1. need

考试中主要测试 need 作情态动词与作实义动词的区别.

情态动词need与实义动词need 在时态、肯定、否定结构上的对比见下表。

时态 情态动词need 实义动词 need

现在时 He need (needn’t) do

Need he do….? He needs (doesn’t need) to do

过去时 He needed (didn’t need) to do

将来时 He need (needn’t) do

Need he do….? He will (not) need to do

注: need 一般用于否定句或疑问句.

2. dare

考试中主要测试dare作情态动词和作实义动词的区别。

情态动词dare 与实义动词dare 在时态、肯定、否定、疑问结构上的对比见下表。

句型 情态动词dare 实义动词 dare

肯定句 现在时 dare to 少用

过去时 dare to 少用 现在时 dare/dares to do

过去时 dared to do

否定句 现在时 daren’t/dare not do

过去时 dared not do 现在时 do/does not dare (to) do

过去时 did not dare (to) do

疑问句 现在时 Dare he do?

过去时 Dared he do? 现在时 Do you/Does he dear (to) do?

过去时 Did he dare (to) do

3. can 和 may

考试中主要测试can，may或could，might表示可能性的区别及对may构成的疑问句的回答。

（1）can, could, may, might都可以表示可能性.can, could表示潜在的可能性或理论上或逻辑判断上存在的可能性；而may, might则表示事实上的可能性。此外，can还具有“有能力”的意思，而may与might则不具此意。例如：

According to the weather forecast, it may rain tomorrow.

Any man with a little sense can see that he is wrong.

（2）May I / we …？这一类疑问句的肯定回答为Yes, please.或Certainly；否定回答为Please don’t.或No, you mustn’t. 例如：

“May we leave now?” “No, you mustn’t. You haven’t finished your home work yet.”

4. can 和 be able to

can 与 be able to 都可以表示能力，但两者在用法上有点差异：can (could)表示主观能力，不表示意愿，它的将来时用will be able to; be able to表示主观意愿，强调要克服困难去做某事。例如：

1）My grandma is over seventy, but she can still read without glasses.

2）He is able to give up his bad habits.

5. must 和 have to

must 和 have to 都可以表示“必须”，但有几点区别：

（1）must 强调“内在的职责”、“义务”，而have to 强调“外界压力”、“不得已而为之”。

（2）have to可用于多种时态，而must一般用于现在时，其过去时与将来时分别由had to与shall / will have to代替。

（3）在回答must引起的问题时，如果是否定的答复，不能用mustn’t，而要用needn’t或don’t have to，因为mustn’t是“一定不要”、“一定不能”的意思。例如：

1）You must come to the classroom before eight.

2）It is raining hard outside, but I have to leave now.

3）“Must we do it now?” “No, you needn’t.”

6. used to +do, be used to +doing和be used to +do

（1）used to +v意为“过去常常”，“过去一直”；be used to +v-ing / n（名词）意为“习惯于”；be used to +v意为“被用来（做某事）”。

（2）used to只表示过去，而be used to +v-ing / n可表示现在、过去或将来。例如：

1）He used to smoke. Now he doesn’t.

2）He’s quite used to hard work / working hard.

3）The knife is used to cut bread.

7．用作情态动词的其他短语

would rather, would sooner, would (just) as soon, had rather, had better, had sooner, can not but, may (just) as well等可用作情态动词。例如：

1）The soldier would sooner die than surrender.

2）The brave soldier would as soon die as yield to such an enemy.

3）I’d rather walk than take a bus.

4）If you don’t like to swim, you may just as well stay at home.

注：这些短语后一般直接跟动词原形.would (had) rather, would (had) sooner, would (just) as soon后可跟that 引导的从句，that 常省去，从句要用虚拟语气。对现在和将来的假设用过去时，对过去的假设用过去完成时。例如：

1）I would rather you came on Sunday.

2）I would sooner you hadn’t asked

Period 7 Listening and exercise

Step 1 Listening about carvals

1.Introduction of carnivals:

狂欢节（Carnival），世界上不少国家都有狂欢节。这个节日起源于欧洲的中世纪。古希腊和古罗马的木神节、酒神节都可以说是其前身。有些地区还把它称之为谢肉节和忏悔节。该节日曾与复活节有密切关系。复活节前有一个为期40天的大斋期，即四旬斋（lent）。斋期里，人们禁止娱乐，禁食肉食，反省、忏悔以纪念复活节前3天遭难的耶稣，生活肃穆沉闷，于是在斋期开始的前3天里，人们会专门举行宴会、舞会、游行，纵情欢乐，故有“狂欢节”之说。如今已没有多少人坚守大斋期之类的清规戒律，但传统的狂欢活动却保留了下来，成为人们抒民对幸福和自由向往的重要节日。

欧洲和南美洲地区的人们都庆祝狂欢节。但各地庆祝节日的日期并不相同，一般来说大部分国家都在2月中下旬举行庆祝活动。各国的狂欢节都颇具特色，但总的来说，都是以毫无节制的纵酒饮乐著称。其中最负盛名的要数巴西的狂欢节。

2. Let Ss read the questions on page 6.

3. Have Ss listen once and make notes beside the quertions.

4. Have them write their answers and check them with a partner.

5. Check the answers with the class.

Step 2 Doing exercise left.

Period 8

Step 1. Dictation for the new of unit 1

Step 2. Listenin of the Easter in the workbook.

1. Introduction of Easter

Most English holidays have a religious origin. Easter Day occurs on the first Sunday after the full moon following the spring equinox[1].It is originally the day to commemorate the Resurrection of Jesus Christ. But now for most people, Easter is a secular spring holiday, while for the children, it means, more than anything else, Easter eggs or chocolate eggs! On Easter Sunday morning, the breakfast eggs are boiled in several pans in some families.Each containing a different vegetable dye, so that when they are served the shells are no longer white or pale brown in color, but yellow or pink, blue or green. The dyes do not penetrate[2] the shell of course. Easter eggs are meant to give enjoyment-- and they do! They are pretty and decorative, they signal good wishes and shared happiness in the changing seasons.

2.Listen to the passage and find the answers to all the questions.

Unit 2. Healthy Eating

1.Topics:Problems with diet ;Balanced diet and nutrition

2.Words and expressions

3.Functions:

1)Suggestions and advice

You must /must not… ; What should I do?

I think you ought to …; I suppose you had better…

Perhaps you should…

Do you think you could give me some advice?

2)Seeing doctors

What’s the matter? What’s wrong?

What seems to be the trouble?

How long have you been like this?

3)Agreement and disagreement.

I don’t agree. Of cause not. I don’t think so.

All right. That’s a good idea.

No problem. Certainly /sure

Yes, I think so. I’m afraid not.

4. Gramma: The use of ought to

You ought to cook fresh vegetables and meat without too much fat

If you want to stay slim.

You ought not to eat the same kind of food at every meal.

Period 1.

Step 1. warming up

1. Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food?(Discuss in pairs)

2. Name some healthy food and unhealthy food.

healthy food unhealthy food.

All vegetables: cabbages, Fatty food: French fries

Peppers tomatoes potatoes cream roast pork/lamb

All fruits: apples, grapes sugary food:chocolate

Strawbaries bananas pears sweets/honey ice-cream

Dairy products:Milk cheese salty food:can biscuit

Seafood: shrimp cookies

Tofu eggs

3. Do you know that the food you eat helps you grow in different ways? Some will make you fat/tall/thin.Look at the charm below,and see which kind of food they.

FOOD TO GIVE YOU ENERGY FOOD TO GROW BONES

AND MUSCLE Foods that fibre for

digestion and health

Fast energy food Slow energy food Body-building food Protective foods

Rice sugar

Noodles potatoes

Spaghetti bread

Corn dumplings Butter cream

Oils ham nuts

Fried bread stick

Fried cake/chips Dairy products:

Milk cheese

Meat eggs tofu

Seafood shrimp All vegetables(eg.beans,

Cucumbers,mushrooms,peas,

Cabbage,…)all fruit(pears

Apples, peaches, oranges,…)

Questions:

1.Which of these groups of food do you like best?

2.Which of them do you eat most often?

3.Do you think we should eat each kind of food?

3.What will happen if you do not eat a balanced diet?

Too much fatty/sugary/salty food will cause many diseases and get too fat.

Only protective food will feel weak ,no energy and get too thin.

Step 2. Pre-reading

1. Discuss the questions in the chart.(Which food contains more…)

2. Order the following food from which contains most fat to which contains less.

Answer: ice-cream, eggs, chicken, rice, peaches

Step 3 Fast reading and answer the following questions

1. What does Wang Pengwei’s restaurant serve?

2. What about Yong Hui’s restaurant?

Step 4 Intensive reading and find the answers to comprehending .

Period 2 Language points

Step 1.Lead-in: Listen to the tape to get a better understanding .

Step 2.Language points

1.Wang Pengwei sat in his empty restaurant feeling very frustrated.

feeling very frustrated 现在分词在句中作伴随状语

eg.She sat on the chair reading a newspaper.(表伴随)

Walking in the street, she met her old friend.(表时间)

Seeing no body at home , she decided to eat outside.(表原因)

The child fell, striking his head against the ground.(表结果)

2.His restaurant ought to be full of people.

Ought to 1) to show a moral duty 表示一种道义上的责任，应该

Eg.She ought to look after her child better.

You ought to study hard to get a high mark.

2)ought to have done 表示本应该…，而却没有…

Eg.You ought to have come yesterday.

3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil. 过去分词短语作后置定语，表被动。

= which were cooked in the hottest oil.

Eg.The flowers picked by him are very beautiful.

4.Nothing could have been better.比较级与否定词连用表示最高级。

= All his food could have been the best.

Eg.I have never seen a better film.

There is nothing I like so much as playing football.

5.Pengwei followed Maochang into a newly-opened small restaurant…

newly-opened 副词加动词过去式的合成形容词，合成词常见结构有：

1）adv.+p.p well-known newly-built

2) adj.+n.+ed warm-hearted good-tempered

3) num.+n.+ed four-storied three-legged

4) adj.+ving good looking easy going

5) n.+ving peace-loving energy-giving body-building

6) n.+p.p heartfelt(由衷的) man-made

7) adj.+p.p newborn ready-made(现成的)

8）n.+adj. duty-free(免税的) carefree(无忧无虑的)

6.Tired of all that fat?

Tired of 厌烦的 He is tired of doing the same thing all year round.

Tired out 筋疲力尽 I was tired out when I finally reach the top of the mountain.

Tired from 因…而疲倦 I was very tied from running fast.

7.I will take all that fat off you in two weeks if you eat here everyday.

Take off 脱掉，除掉(vt.)，起飞(vi.)

Eg.Don’t take off your coat, it’s cold outside.

The plane took off despite the fog.

8.He couldn’t have Yonghui getting away with telling people lies!

1）have sb. doing sth.允许谋事发生，尤用于否定句中

Eg. Mr Zhang won’t have his daughter arriving home after 12 o’clock.

I won’t have you saying so!

Have sb. do sth. 使某人做某事，不定式作宾语补足语，省略to

Eg.The boss has the clerks work until late in the evening.

Have sth. Done 请别人做某事。

Eg.My hair is quite long, I must have it cut.

2) get away with sth.

a)不因谋事而受惩罚。Eg.I won’t have you getting away with cheating in the exam.

b)偷携某物潜逃。Eg.The robbers robbed the bank and got away with a lot of money.

c)收到较轻的惩罚。Eg.He was so lucky to get away with a fine for such a serious mistake.

Step 3. Ss read the passage together

Period 3. Using language---Reading: Come and eat here (2)

Step 1.Lead-in

T: As we know, Wang Pengwei and Yong Hui host two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Pengwei’s. Pengwei was very angry and decided to do a research to compete against Yong Hui. What could the competition be on?

Step 2.Ss read the passage within 5 minutes and answer the questions given.

Question: How do they provide a balanced menu?

Step 3.Language points

1.Perhas he would be able to earn his living after all and not have to close his restaurant.

earn one’s living by… =live by…=make a living by…靠…谋生

eg. He earned his living by begging from door to door.

2.He didn’t look forward to being in debt because his restaurant was no longer popular.

Be in debt 欠债。

Be out of debt 还清债务。

Be in sb.’s debt 欠某人人情。

Eg. Saving my life, I am forever in your debt.

3.She didn’t look happy but glared at him as she moved round the customers.

Glare at 怒视，带有敌意

Eg. “How could you do that？”he said, glaring at his mother.

Glance at 扫视

Eg.He glanced at his watch and left in a hurry.

Stare at 张大眼睛死死地盯着

Eg.She stared at him in surprise.

4.Yong Hui agreed to stay and soon they were both enjoying the dumplings, fatty pork and cola.

Agree to (do) sth. 表示“同意某事或某建议”，后只能跟表“提议，计划，方案，打算，安排”的名词。

Eg.He agreed to their proposal.

He agreed to get someone to help us.

Agree with sb. 同意某人

Eg.I agree with every word you said.

Agree on sth. 表示在某事上取得一致的意见

Eg.They agreed on a date for the next meeting.

5.But don’t you think it would be better if you were a bit thinner?

虚拟语气，表示与现在事实相反的假设时，条件状语从句的谓语动词用过去式（be用were），而主句的谓语动词用would(should, could ,might)+动词原形。例如：

If I were you, I should study English better.

If he had time, he would attend the meeting.

6.My research has shown me that neither your restaurant nor mine offers a balanced diet.

Neither…nor 既不…也不…

1）引导并列主语时，谓语的数于最靠近谓语的主语保持一致

Eg.Neither the students nor the teacher has suffered from the fire with the timely help of the firefighters.

2)引导两个分句时，这两个分句中的主谓均要倒装。

Eg.Neither do I know her address, nor does he.

Neither could the patient eat, nor could he drink.

Period 4 Listening

Step 1. Listening in Using Language on Page 14

1. T: We all know that before Wang Pengwei and Yong Hui combined the two restaurants into one, they competed against each other fiercely. What made Wang Pengwei have the idea to cooperate with Yong Hui? Let’s listen to the tape and then fill in the charts.

2. Ss read the charts and listen to the tape.

3. Possible answers

Energy-giving Foods Body-building Foods Protective Foods

Rice noodles nuts Meat fruit

Butters, etc fish vegetables

tofu

Owner of restaurant Problems with foods offered Foods to be offered

Wang Pengwei Too much fat More protective food

Yong Hui Not enough fat More energy-giving and body-building food

What is Wang Pengwei’s suggestion for solving the problem?

--Wang Pengwei thought they should work together and make a better menu.

Step 2. Listening on Page 48

1. What are the colours of traffic lights?

Red orange green

2. We also have such colours of foods, what are they ? Listen to the tape to get the answers.

Red foods:stop

(only a little) Orange foods: be careful

(some every day) Green foods: go

(more every day)

butter Bread Fresh fruit

cream Noodles vegetables

Nuts Rice

Cakes Eggs

Foods fried in fat Tofu

Meat fish

Period 5. Exercise left and checking the answers of Best English

UNIT 3 The million pound bank-note

Period 1.

Step 1. Warming up

1. What do you know about the American writer Mark Twain?

2. Do you know any of his work ? Can you name some?

T:Show the picture of Mark Twain and have an introduction of him, then let the students read “About Mark Twain” on page 23, and fill in the following chart.

Real name of Mark Twain Samuel Langhorne Clemens

Date of birth 1835

Names of three of his famous stories “The adventure of Tom Sawyer”

“The adventure of Huckleberry Finn ”

“Life on the Mississippi”

Step 2. Pre-reading

1.A rich man gives you a large amount of money to use as you like. What will you do with it? Whu?

2.Have you ever made a bet with a friend? If so, what did you bet on? How did you feel about the bet after it was won of lost?

---- bet n. make/have a bet 打赌

win/lose a bet 打赌赢/输了 Accept/take up a bet 同意打赌

----bet v. bet…on

Eg.Mr Black spent all his money betting on borses.

I bet…=(informal) I’m certain… 我肯定

Eg.I bet he has gone swimming-he loves it.

3. Have you ever read the story “The million pound bank note”? Have you seen the movie? If so, what did you think of it?

4. Look at Page31 of Best English to see the Introduction of “The million pound bank note”.

Step 3.Fast reading and answer the following questions

1. How did Henry come to England?

2. Why did he land in Britain?

3. Where did Henry work before?

4. Why did the two gentlemen give him the envelope?

5. When can he open it?

Step 4.Read the passage once again carefully to do the comprehending exercise.

Step 5. Take roles to read the play

Period 2. Intensive reading

Step 1. Language points

1. be about to 即将做某事

eg. As I was about to lock the door when you appeared.

Be to 按照命令或安排即将发生或将做的事

Eg.Tell her not to be back late.

2. 1)permit sb. to do sth. = allow sb to do sth

eg. Her mother would not permit her to come home late.

辨析：permit 含有积极同意某人做某事，多用于正式场合，不和副词连用

Allow 含有听任或默许某人做某事，可和副词连用

Eg.Will you permit me to say a few words?

Mary wouldn’t allow me in.

2) Permit sth./doing sth. 许可，荣许某事存在发生

Eg. Love cannot permit a third person.

We don’t permit smoking in the office.

3. incredible (adj.)

1) 难以置信的，不可思议的，惊人的，奇异的。

Eg.Sally earns an incredible amount of money in the company.

The Gates had an incredible holiday in Greece.

2) 不可相信的。

Eg.They told us an incredible story!

Adv. Incredibly

Incredibly hot weather 极热的天气

Incredibly，no one had ever thought of such a simple idea before.

4.“I wonder, Mr Adams, if you mind us asking a few questions?”

I wonder if/whether… 不知您是否…

If you mind us asking = if you mind our asking

“名词所有格/形容词性物主代词+doing”为动名词（-ing）的复合结构，该结构在句中能作主语，表语和宾语。

Eg. Sophia’s having seen them did not surprised us.(主语)

Excuse my interrupting you. (宾语)

What worried the child was his not being allowed to see his mother in the hospital.(表语)

5.‘And it was the ship that brought you to England.’

强调句式，it+is/was +被强调部分+that +其他

Eg. It was in this room that LuXun once lived.

Was it because his mother was ill that he didn’t go to school?

When was it that the club was set up?

6. account for: be the explanation of sth.; explain the cause of sth.

Eg. His illness accounts for his absence.

Please account for your own conduct.

Step2. Read the play carefully once again to find out what sort of person each person is according to their words and stage directions.

charactors actions words Prove him to be a…

Oliver

Rodrick

Henry

Servant

Step3. Acting out the play in groups of four.

Period 3. Reading and acting Act one, Scene 4

Step1.Listen to the tape and answer the following questions.

1. What did Henry have for meal?

2. Could the restaurant change his money? Why?

Step2. Read the play while listening to the tape to get a better understanding.

Step3. Language points

Step4. Ss act the scene 4 out.

Period 4 Talking and listening in the workbook.

Unit 4 Astronomy：the science of the stars

Period 1 Grammar points.

一．语法要点

主语从句：在复合句中作主句的主语的从句叫主语从句。引导主语从句的词有连词that, whether；连接代词who, what, which；连接副词when, where, how, why等。

Eg: Which team will win the match is still unknown.

主语从句放在句首，句子常显得笨重，因此一般把它放到句子后面，前面用引导词”it”来作主语。

Eg: It’s strange that he didn’t come yesterday.

二．重点难点

1．Nobody knew that it was going to be different from other planets going to be different from other planets going round the sun.

going round the sun 为现在分词短语定语，表示一般的动作。

Eg: Men breaking the law will be punished.

现在分词短语，也可表示进行的动作

2. Weather life will continue on the earth for millions of years to come will depend on whether this problem can be solved.

for millions of years to come 中不定式to come 作定语，与前面的名词有逻辑上的主谓关系。

Eg: She is the last person to tell lies.

3．The problem was that the earth became violent because it was not clear whether the solid shape was to last or not.

The problem was that …, that 引导表语从句，that 只起连接作用，无意义，但不能省略。

Eg: The trouble is that we are short of money.

4．As the earth cooled down, water began to appear on its surface.

as conj. 随着，在…期间；由于，因为；尽管，即使；当…的时候；像…一样

5. That made it possible for life to begin to develop.

it 是形式主语，真正的主语是不定式to begin to develop.

Eg: He thinks it’s his duty to help others.

三．功能句型

指示（Introductions）

Please look at/ listen to … Please pay attention to ...

Please check that … Make sure you …

Don’t forget to … Watch out for …

You need … You’d better …

You must/mustn’t …

四. 重点单词及短语

单词

① atmosphere n. 大气，空气，气氛

a friendly atmosphere 友好的气氛

atmospheric adj. 大气的，有气氛的

② violent adj. 剧烈的，厉害的；（人）暴戾的；（感情、言语）激昂的，激烈的

violence n. 剧烈，暴行

violently adv. 激烈地，粗暴地

③ solid adj. n. 固体的；实质的；纯粹的；结实宾；牢靠的，稳固的

④ explode vt. vi. 爆炸，使爆炸；感情爆发；驳倒，推翻

explosion n. 爆发，爆炸

explosive adj. 爆炸性的，爆发性的

⑤ surface n. 外表，表面；adj. 表面的，外表的；vt. vi. 浮出水面，给…装上表面

⑥ dissolve vt. vi. 使溶解，溶解；解散，消除，解除

dissolution n. 解散，溶解

⑦ harmful adj. 有害的

harm n. v. 危害，伤害

harmless adj. 无害的

harmlessness n. 无害，无恶意，天真无邪

harmfully adv. 有害地

harmlessly adv. 无害地

⑧ spread vt. vi. n. （使）张开，伸展，扩张；涂；散布，传播；（使）蔓延

⑨ exist vi. 在，存在，生存

existence n. 存在；生活，生存

⑩ mass n. 团，块，堆，众多，大量；pl. 群众，民众；质量

短语

in time 迟早，最后 in time for sth./to do sth. 及时，不迟

prevent … from 阻止某人做某事（from 有时可省略，但在被动说现语态中不能省）

depend on/up sth. 依靠，指望；相信；取决于

cheer up 使某人高兴或更快乐

now that 既然，由于

break out 突然发生，逃出某地

make sense of … 理解，弄懂，有道理，有意义，理智的

Unit5 Canada -- “The true North”

Period 1 Warming up and Reading 1

1. Teaching aims:

1. Talking about Canada.

2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada.

3. Learn how to read a traveling report and pictures.

2. Teaching aids: A computer, a project and pictures.

3. Teaching steps:

Step 1. Warming up.

1. Ss discuss the following questions.

1) Do you like to go traveling?

2) Which countries do you like to visit? Why?

3) What can you see in these countries?

2.T shows some pictures of winter and invites Ss to describe them.

3.Get Ss to talk what they know about Canada.

4.T shows a map of Canada and asks: 1.Which continent is Canada in?

2.Which country is its neighbor?

3.What are the Oceans Canada faces?

4.How large is Canada?

4. Have a quiz.

Step 2. Pre-reading.

T: Would you like to take a trip to Canada?

What three words would you use to describe Canada?

Step 3 Reading

1. Shimming:

Get Ss to read the passage quickly and answer the following questions:

1) What is the passage mainly about?

Sample：The passage is about a trip of two girls, and it tells us some information about Canada.

2) What is “The Ture North”?

Sample：“The True North” is the train that goes across Canada / the cross-Canada train.

3) How many cities are mentioned in the text? What are they?

Sample：Vancouver – Calgary-Thunder Bay-Toronto

4) What do you know about each city?

Vancouver :

the warmest part of Canada； the most beautiful city in Canada

many Asian want to live there；the trees are extremely tall.

the oldest and most beautiful forests in the world

Calgary:

famous for Stampede

Cowboys come to compete in riding wild horses.

good at working with animals

they can win a lot of money in prizes.

Thunder Bay:

at the top end of the Great Lakes；very busy port

close to the centre of the country ,so that ocean ships can go there.

2. Detailed reading:

1) Get Ss to read the passage again and correct the following sentences.

1. The girls went to Canada to see their relatives in Montreal.

(in the East of Canada / on the Atlantic coast of Canada)

2. Danny Lin was going to drive them to Vancouver.

(the train station to catch the cross-Canada train)

3. You can cross Canada in less than five days by bicycle.

(can’t)

4. The girls looked out the windows and saw Native Indians and cowboys.

(a grizzly bear, mountain goats and wild scenery)

5. Thunder Bay is a port city in the south of Canada, near Toronto.

(at the top end of the Great Lakes, near the center of the country)

2) Listen to the tape and fill in the blanks from the text.

Canada is _____ than the United States. It is the _______largest country in the world.It is _____ kilometers from coast to coast in Canada.The population of Canada is only slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.

Period 2 Language points:

1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元化国家。

multistory 多层的 multiform 多种形式的

multichannel 多通话线路的, 多波段的 multipurpose 多种用途的

多党的 multiparty 多国的、多民族的 multinational

多向的 multidirectional 多彩的，彩色的 multicolored

多媒体 multimedia

2.Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins on the Atlantic coast. 李黛予和她的表妹刘倩去加拿大大西洋海岸看望她们的表兄妹们。

trip: usually short journey, esp. for pleasure (通常指短途的)行走，旅行（尤指娱乐性的）

与trip搭配的主要动词和介词： be on a trip to

make a trip to take a trip to

海滨之行a trip to the seaside

前往巴黎的蜜月之旅 a honeymoon trip to Paris

他出差在外。He is on a business trip

我父亲下礼拜要到纽约去。

My father will make a trip to New York next week

3. Rather than take the aeroplane all the way, they decided to fly from China to Vancouver and to take the train from west to east across Canada in September.

rather than (prep.): in preference to (sb/sth); instead of 与其（某人/某物）;不愿;不要

他不愿惹麻烦,宁可离去. Rather than cause trouble, he left.

我想喝柠檬汁,不想喝可乐.

I’ll have a lemonade rather than a coke.

他正忙于写信而不是读报.

He was busy writing a letter rather than reading a newspaper.

4. It is the second biggest country in the world and as you go eastward, you will see mountains, and pass by thousands of lakes, forests and wide rivers as well as cities. 它是世界第二大国家,当你一路向东行时,除了城市你还会看到山脉,会经过上千个湖泊,森林,大河等以及城市.

eastward也作eastwards,副词,意为“向东”

-ward(s)=in a direction

向前foreward(s) 向后 backward(s)

向外outward(s) 向南 southward(s)

向西 westward(s) 向北 northward(s)

他们向东航行。They sailed eastward

我们难以决定是向东走还是向西走。

We couldn’t decide whether to go eastward or westward

thousands of 成千上万的

注意：million, billion, thousand, hundred, score, dozen之前有确定的数字时，不论后面是有无of, 词尾都不加s.

如果前面没有确定的数字而后接of时，词尾都加s.

300名学生three hundred students

这些鸡蛋里的3打 three dozen of these eggs

几打鸡蛋 dozens of eggs

5. Many people think it is the most beautiful city in Canada, as it is surrounded by mountains on the north and east and the Pacific. 许多人都认为温哥华是加拿大最美丽的城市，因为它的北面和东面都被大山包围。

surround vt. 包围，环绕，围绕

surround sb/sth with sb/sth

sth/sb be sourrounded by/with sth

篱笆环绕着学校。The fence surrounds the school

他们出动了军队包围了该城。They have surrounded the town with troops.

房子的四周有高墙。The house is surrounded by high walls.

6. On the coast north of Vancouver some of the oldest and most beautiful forests in the world still remain.温哥华以北的海岸依然生长着世界上最古老，最美丽的森林。

north of = to the north 表示“在……的北方”，其他方位词，如：east, west, south, southeast, northeast等，都有类似的用法。

他住在洛杉矶以东（的地方）。

He lives to the east of Los Angeles

7. That afternoon in the train the cousins settled down in their seats. 那天下午表姐妹俩才在火车上落了座。

settle down 安稳坐下，安居下来，适应起来

他爷爷手拿报纸坐在扶手椅里。

His grandfather settled down in the armchair with a newspaper.

你适应新工作了吗？ Have you settled down in your new job yet?

8. Many of them have a gift for working with animals and they can win thousands of dollars in prizes. 他们中许多人都有与兽共舞的才能，他们能赢得几千美元的奖金。

have a gift for 在…..方面有天分；有天赋

她对学语言有天赋。she has a gift for learning languages.

好像他对音乐有些天赋。It seems he has a gift for music.

Period 3 Learning about language

Step 1: Check the answers of exercise 1 on page 36

multi = many meanings

multicoloured made of many colours

multichannel having many channels

multiform existing in many forms

multinational including many nations

multistorey having many stories / storeys

multimedia using many media

multitrack made of many tracks

multifaith including many religions / faiths

multimember made of many members / people

-ward(s) = in a direction meanings

forward(s) ahead, to the front

eastward(s) to the east

westward(s) to the west

southward(s) to the south

backward(s) to the rear; to the back

outward(s) out, in a direction away

northward(s) to the north

inward(s) to the inside

toward(s) in a direction to

Step 2: Check the answers of exercise 2 on page 36

Extremely、have a gift for、settle down、coast

Surround、harbour、figure out、port、within

Step3：Check the answers of exercise 3 on page 36

figure out 、harbour、within、border、a gift for

settled down、surrounded 、extremely

Step4 Appositive clause

T. What kind of noun clauses are they?

1. What it was to become was a mystery.(主语从句)

2. I don’t know who will help Henry to win the bet.（宾语从句）

3. His trouble is that he doesn’t know anybody in London.

(表语从句)

4. The fact that ships can go there surprises many people.

（同位语从句）

Period 4 Grammar pionts

同位语从句讲义及练习

一、理解同位语从句的含义，把握同位语从句的实质

在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that,whether，what, which, who,when, where, why, how 等词引导，常放在fact,news,idea,truth,hope,problem,information,wish, promise, answer, evidence, report, explanation, suggestion, conclusion,等抽象名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。

例：The news that they had won the game soon spread over the whole school.他们比赛获胜的消息很快传遍了整个学校。

析：they had won the game说明The news的全部内容，因此该句为同位语从句。

二、正确运用同位语从句的引导词，准确把握同位语从句

1.如同位语从句意义完整，应用that引导同位语从句。（即that 不充当任何成分，只起连接作用）

例：The general gave the order that the soldiers should cross the river at once.将军下达了战士们立即过河的命令。

析：the soldiers should cross the river at once是the order的全部内容，且意义完整，因此应用that引导同位语从句。

2.如同位语从句意义不完整，需增加“是否”的含义，应用whether引导同位语从句。（if不能引导同位语从句）

例：We'll discuss the problem whether the sports meeting will be held on time.我们将讨论运动会是否会如期举行的问题。

析：the sports meeting will be held on time意义不完整，应加“是否”的含义才能表达the problem的全部内容，因此应用whether引导同位语从句。

3.如同位语从句意义不完整，需增加“什么时候”、“什么地点”、“什么方式”等含义，应用when,where,how等词引导同位语从句。

例1：I have no idea when he will be back.

析：he will be back意义不完整，应加“什么时候”的含义才能表达idea的全部内容，因此应用when引导同位语从句。

例2：I have no impression how he went home,perhaps by bike.

析：he went home意义不完整，应加“如何”的含义才能表达impression的全部内容，因此应用how引导同位语从句。

4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。

如：The thought came to him that maybe the enemy had fled the city. 他突然想到敌人可能已经逃出城了。

三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限

同位语从句和定语从句相似，都放在某一名词或代词后面，但同位语从句不同于定语从句。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均不在从句中作成分；定语从句说明先行词的性质与特征，与先行词是修饰与被修饰的关系，且名词和定语从句的引导词均在从句中作成分。

区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。

如：The report that he was going to resign was false.

他将辞职的传闻是假的。

因为the report was that he was going to resign 句意通顺，所以，that he was going to resign 是同位语从句。

例1：Information has been put forward ____ more middle school graduates will be admitted into universities.(NMET上海)

A.while B.that C.when D.as

析：答案为B。more middle school graduates will be admitted into universities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于：

It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward.

A.what B.that C.when D.as

析：答案为B。that has been put forward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。

例2：She heard a terrible noise,____ brought her heart into her mouth.(MET91)

A.it B.which C.this D.that

析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为a terrible noise，且它在从句中作主语。应将该句区别于：

I can't stand the terrible noise ____ she is crying loudly.

A.it B.which C.this D.that

析：答案为D。she is crying loudly是the terrible noise的内容，且the terrible noise不在从句中作成分，所以该句为同位语从句。

Period 5 ‘The True North’From Toronto To Montreal

Step 1. Lead in: Show some pictures of Canada, and asks “Do you know the following things in Canada? ”

Step 2. Ss read the passage within 3 minutes to fill in the following plot.

The next morning They saw beautiful maple leaves

And realized that fall had come

Around noon They arrived in Toronto

Late that night The train left

At dawn the next

Morning They arrived in Montreal

They spent the

afternoon In the lovely shop and and visiting artists

In their workshops beside the water

The night The train was speeding down to the east coast

Step.3: Read the passage for a second time and answer the following questions.

1. How do we know it is fall in Canada?

2. What can sometimes be seen from the CN Tower in Toronto?

3. Where does the water from the lake go?

4. Why is there good Cantonese food in Torono?

5. Which direction is the train going from Torono?

6. Why did the girls go to Old Montreal?

7. What three things show us that Montreal is a French city?

Step 4 Language points

1.They were not leaving for Montreal until later.

Not …until …表示“直到…才…”，常与表示瞬间的动词连用。如：

我们直到今天晚上才离开。

We do not leave until this evening.

街上的吵闹声直到深夜才停止。

The noise in the street didn't stop until midnight.

2. It’s too bad you can’t go as far as Ottawa, Canada’s capital.

遗憾的时你们不能一直走到加拿大的首都渥太华去。

as far as (习语)直到所提到之处为止

我一直走到山脚。

I walked as far as the foot of the mountain.

莎拉已经读到第四册啦。

Sarah has read as far as the fourth volume.

3. The girl told him they were on a train trip across the Canada and that they had only one day in Montreal.

一个动词若带两个宾语从句，第二个宾语从句的引导词that 一般不能省，例如：

I understand not only that you have studied Chinese but also that you have written Chinese poetry.

Book 4 Unit 1 Women of achievement

Teaching goals 教学目标

1． Target language 目标语言

a. 重点词汇

achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to

b. 重点句子

Watching a family of chimps wake up is our first activity of the day. P2

Everybody sits and waits while the animals in the group begin to wake up and move. P2

But the evening makes it all worthwhile. P2

... we see them go to sleep together in their nest for the night. P2

Only after her mother came to help her for the first few months was she allowed to begin her project. P2

For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2

2． Ability goals 能力目标

a. Learn Warming Up, and know how to tell the great women and the famous women.

b. Learn the way to describe a person from what the person did, what she/he looks like and so on.

3． Learning ability goals 学能目标

Teach Ss how to describe a person.

Teaching important points 教学重点

a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲 ）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.

b. Ask students to answer these questions:

1) What made her a great success?

2) What should we learn from Jane Goodall?

Teaching difficult points 教学难点

Let everyone believe that all of us can become Jane Goodall.

Teaching methods 教学方法

Inspiration, Questioning and Discussion.

Teaching procedures & ways 教学过程与方式

Period 1. Warming up and pre-reading

Teaching aims:

To introduce six great women and their achievements.

Teaching key points and difficult points:

To explain some words: Quaker, China Welfare Institute, campaign, etc.

Step 1. Lead in.

1. Discuss the following questions.

1）What are the differences between a famous person and a great person?

great--- of excellent quality or ability

important--- powerful or having influence

2) What makes a person great? (The quality of a great person)

Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid.

Most of the great people are also important people. But important people may not also be great people.

3)Name some great women in Chinese history. What are they famous for?

Step 2. Warming up

T: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.

1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?

2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ?

Name Ambition Problem Sacrifices

Elizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.

Soong Chingling to work for civil rights,democracy and peace. Her relatives held political opinions completely different from hers. After her husband died, she lived alone.

Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the comforts of life to study the chimps.

Jody Williams to prevent the making and use of landmines It isn’t easy to persuade governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the job

Joan of Arc to drive the English from France Women were not allowed ot fight like a man

She lost her life.

Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her own

Step 3 Pre-reading

1. Why do you think Jane Goodall went to Africa to study chimps rather than to a university?

2. Do you think her work is important? Why?

Period 2. Reading

StepⅠReading

Task 1 Pre-reading

Ss read the passage in four minutes and give the main ideas to each paragraph.

The first one is about a day in the park.

The second one is her way of doing her research and some achievement.

The third one is her attitude and feeling to the animals.

The last one is a short summary to her.

T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.

Task 2 Making a chart

A protector of African wildlife

↓

① ② ③

│ ∣ ∣

A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals

Period 3 Language points.

Step 1.Difficult sentences:

1.Watching a family of chimps wake up is our… 今天我们的第一件事

2.This means going back ….由定语从句修饰的place做go 的宾语

3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词 （部分倒装）

Only in this way can we learn English better.

4.But the evening makes it all worthwhile

Step 2.Words and expressions

1. mean的用法

Mean doing sth. … 意味着做…

Eg. Doing such a thing means wasting time.

mean to do sth… 打算做某事

eg. Do you mean to go without money?

2. leave sb. doing 让某人做某事

e.g They went off and left me sitting there all by myself.

3. wander的用法

1）可以解释为漫步，逛，常与about搭配

e.g We love wandering about the hills

2）还可以解释为脱离，迷失

e.g Don’t wander off the point

4. worthwhile adj. 值得做的,值得花时间(金钱)的

It is worthwhile to do/ doing

It was worthwhile to visit Paris.

= The visit to Paris is worthwhile.

去巴黎访问是值得的.

It’s worthwhile discussing/ to discuss the question again.

这个问题值得再讨论一下。

It is a worthwhile book 那是一本值得一读的书.

5. observe 观察到，注意到

Eg.She observed his actions with interest.

她很感兴趣地观察他的行动

His neighbour observed a stranger go into his house

他的邻居看到了一个陌生人进入他的家．

6. “Only + 状语” 开头的句子要用倒装

Eg. Only in this way can we learn English better

Only then did I realize my mistake.

直到那时我才知道我的错误．

Only you understand me.

I met her only yesterday.

7.work out

Eg. I can’t work out the meaning of the poem.(理解，说出)

Things have worked out badly. （进行，发展）

Work out his income （算出）

Work out a plan （制定，拟定）

8. have/ has been doing 现在完成进行时，表示动作从过去就已开始，一直持续到现在，可能还会继续下去．

Eg. He has been reading since this morning.今早起，他一直在看书．

He is very tired; he has been working hard all day

He has been writing a letter.他一直在写信．

He has written a letter.他已写过信了．

9. argue 争论；辩论；说服

argue for / argue against 主张／反对

argue about sth.

argue with sb.

argue sb. into doing sth. 说服某人做某事．

10. inspire sb. to do

Eg. His speech inspired us greatly.

The teacher inspired us to make greater efforts.

The memory of his childhood inspired his first novel(促成；赋予灵感)

inspired 有灵感的

inspiring 激励人心的

Period 4 Grammar points.

Step I Revision

Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.

Step II Word-formation

There are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.

Derivation is one of the most important word-formation. It is helpful in enlarging students' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.

T: Just now we reviewed some words in the text. Now please look at these words on the blackboard and say the meanings of them.

Organize Organization State Statement

Discuss Discussion Entertain Entertainment

Direct Direction Consider Consideration

Decide Decision Agree Agreement

Prepare Preparation Achieve Achievement

Inform Information Treat Treatment

Deter- Determination Improve Improvement

Express Expression Encourge Encouragement

Examine Examination Enjoy Enjoyment

Educate Education Govern Government

Feel Feeling Find Finding

Begin Beginning Mean Meaning

T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we'll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we'll learn -ment, -ing, -ation, -ist and so on. Now let's finish Step 3 Exercise 1 in Page 4.

Let students finish Exercise 1. Check their answers with the whole class.

T: Here are some other noun Suffixes on the sc

篇12：高中英语“自主学习”方式探究 (新课标版英语)

高中英语“自主学习”方式探究

河北省秦皇岛市青龙满族自治县木头凳高级中学 孙玉红 中学一级教师 手机号码：13833580965

摘要：走出传统，更新观念，学生的自主学习方式是提高学生英语成绩的关键，也是素质教育的要求和学生全面发展的需要。

关键词：高中英语 自主学习探究

传统的教学是以“教”为中心，教师是教学活动的主体，学生在教学中始终处于被动的地位，是教师灌输知识的对象，在很大程度上抑制了学生的学习的积极性、主动性和创造性，严重的制约了学生能力的发展，而新课程改革中，强调学生的主体作用，教学者着重培养学生独立分析问题和解决问题的能力，学生的学习目标和实现目标的方法也主要由学生自己负责决定，即提倡“自主学习”，我们应提倡多样化的学习方式，让学生成为学习的主人，使学生的主体意识、能动性和创造性不断发展，使学生的各方面能力得到充分发展。

自主学习是相对于机械学习，他主学习而言的，是指在一定的教学条件下学生的高品质学习。自主学习概括地说是“自主学习，自我激励，自我监控”的学习。教师应该将“自主学习”方式应用到教学中去，更新教学观念，确立“为学而教”的指导思想，要在教学中归还学生的主动权，努力拓展学生的发展空间，教师精心设计主体活动，激发学生的学习兴趣，重视体验活动，促进学生观念原则的内化，是学生成为学习的主人。

总之，学生的发展是英语教学的出发点和归宿。“以人为本”是新课程的核心理念。英语学习的最终目标是要掌握运用英语进行交际的能力。教师不只是知识的传授者，讲授者，教学不能以教师为中心。教师要相信学生自己能构建知识，教师应成为学生构建知识的引路者，指导者。利用英语自身的魅力着力激发学生的积极性，向学生提供宽敞的学习空间，让学生充满生命力，让学生成为学习的主人，那么如何将“自主学习”方式应用到中学英语教学中哪？

一、更新观念，转变“中心”，让学生唱主角

要把“舞台”让给学生，首先要改变师生的教学观念，长期的应试教育使得学生过分依赖教师，依赖课本，并以考试为最终目的，从而丧失了把握英语学习的机会，禁锢了学生自主发展。要开发其潜在能力，就必须改变学生学习观念。首先要使学生明确，学习英语的目的是为了能使用这种语言来进行信息交流，因此，语言知识必须转化为语言技能，这个转化过程就是学生进行语言练习与实践的过程。其次，要使学生明白，语言作为各类信息的载体，充斥着大量的社会知识，自然知识和人文知识，就是说，学生在学习语言的同时，必须丰富各种知识，以满足语言运用的需要。现行SEFC教材给我们提供了大量语篇知识，其中包含了开放、发达的未来社会，他们必须用未来的人才标准指导自己的学习。最后，要让学生意识到改变被动吸收的学习状态才能最终提高英语的学习成绩，应该让学生明白，语言知识与语言能力是相辅相成的、互为促进的道理，同时，教师要帮助学生提高英语成绩，用事实来说服学生。

另外，教师自己要改变教学观念，相信学生，敢于放手，其关键在于教师要摸索出一套好的学习指导方法，要教师的“一言堂”和“满堂问”的主教地位让给学生，教师从“幕前”到“幕后”，学生同时变为实践参与者--活动的主体。学生自主学习的过程中，运用语言知识并转化为己用，同时获得了一个自主学习的空间。实践证明。高中英语课堂教学中激发学生学习才能获得语言及技能，提高进行交流的能力。

二、充分发挥学生主体地位，教师主导地位

培养学生自主学习能力要以学习者本身为主体，自主学习能力不是教师“教”出来的，而是学习者自己发展的，但是发展自主学习能力不能没有教师的指导，学习方法、学习材料的来源等方面，教师的经验和信息要比个别学习者丰富得多，在这种学习模式下，教师的作用不再是知识的传播者，而是学习的指导者和顾问。因此，在课堂设计与实施时，要注意发挥教师在教学中的主导地位，并且采用能够使学生积极主动参与的学习方式来感知、习得所需英语知识，发挥他们自学的潜能，从而提高自主学习的能力。

三、培养学生学习兴趣，是学习者自主学习的关键环节

兴趣是学好语言的前提，是学习的挚友，是培养学生自主学习的原动力，有了它，才能使学生积极主动的学习。孔子早在2000多年前就论述：“知之者不如好之者，好之者不如乐之者”。培养学生浓厚的学习兴趣，首先从课堂入手，创设丰富的教学情景，让学生带着兴趣去体验英语在生活中的运用，培养求知欲，潜移默化地培养学生自主学习英语的兴趣，并使之持之以恒。比如：利用多媒体激发学生的学习兴趣，多媒体教学的形、声、色等表现法创设了一种轻松愉快的环境，生动形象，激发他们的学习欲望，使他们在愉悦的气氛中接受知识，令他们爱学、乐学，最终达到会学的目的，这样在课堂教学中给学生创造了自主学习的能力。

四、重视背诵作用，促进英语教学，达到培养学生自主学习的目的。

背诵在英语教学中起着重要的作用，是一种必不可少且行之有效的方法。良好的背诵习惯对学生积累基础知识，增强语感，对强化学生的听、说、读、写能力，对形成良好的英语学习习惯有着重要作用。在中学阶段，通过大量的朗读和背诵，尤其是让学生模仿磁带中纯正地道的语音、语调，使学生还逐渐掌握各种语调和表达技巧。李阳老师说过“读懂是虚伪的，听懂是不够的，脱口而出才是自己的。”能听懂，说得出东西才能应用在笔头上。背诵的越多越准确，学生写出来的东西越规范又优美，也更有成就感并激发学生自主学习的能力。

五、精心设计，师生互动，有针对性地培养学生自学能力

要紧密联系教学实际，引导学生进行自主学习，要有针对性地设计贴近学生实际并能引发学生兴趣的探究性问题，让学生主动探究，搜集资料，培养他们获取信息，处理信息的能力。任课教师要善于挖掘教材中蕴含的创造性的因素，通过设疑创设情境，给予每位学生参与的机会。如：在课文教学中，教师要善于设计新颖别致、并能唤起学生共鸣的问题。让学生在独立思考的基础上，再进行集体讨论，集思广益，为学生创设一个思维想象的广阔空间。

由于学习者个别因素差异较大，尤其是学习能力、学习风格和学习策略的差异，使得每个学习者的学习过程存在较大差异。因此，在总体教学目标调控下，教师利用合适的教学方法指导学生自主学习，不仅使外语课堂教学成功地进行，改革的一个突破，也是实施素质教育的要求，在学习过程中，教师要及时帮助学习者形成适合自己的学习策略，要敢于大胆放手，让学生充分体验自主学习的乐趣。

参考文献： David Gardner and Lindsay Miller《外语自主学习理论和实践》上海外语教育出版社 2002年。

高吉利 李秀萍《高中生英语自主学习能力调查》，《中小学英语教学与研究》2002年第二期。

章兼中 《外语教育学》

郑玉琼 《论自主学习及能力的培养》 2002年

★ 英语新课标读书的心得体会

★ 学习培训邀请函

★ 英语新课标学习心得体会

★ 小学英语新课标心得体会

★ 英语新课标学习心得

★ 新课标的学习心得

★ 英语新课标培训心得

★ 新课标学习体会

★ 新课标教学计划

★ 新课标指导下的音乐教学

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