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英语论文:英语教学论文|英语新教材的体会
英语教学论文|英语新教材的体会
| 文章出自:论文发表网 | 编辑:论文下载 | 点击: | 2012-04-17 09:09:18 |

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高中英语解说论文:高中英语新课本的体味

     高中英语新课本显示了以学生的成长为起点和归宿,渗透了一系列新的理念。其目的不只是培育种植提拔学生的综合措辞手法,成长学生的措辞运用手法,还匡助学生形成正确的全国不雅观、人生不雅观和价钱不雅观;同时也有助于培育种植提拔教师和学生的立异精神。经由一年的解说实践我有以下几点体味:

    一、增强单元集体概念

    教师在考虑整个单元的解说设计、解说方式前必需把握本单元的解说内容,剖析哪些是解说的重点、哪些是解说的难点。这样有利于合理、科学地放置各课时的解说内容、解说重点和难点,做到课时与课时之间的彼此跟尾。课本每个单元都有一个总的“warming-up”,这一“warming-up”是整个单元内容的引入。如:Book lA Unit 5“The silver screen”所以本单元的“Warming up”就是与荧屏有关,除了单元总的“Warming-up”外,我们日常寻常的每一节课前都贪图一个“warming-up”,而这个“warming-up”就是上节课的回首和本节课的引入,所以在备课时就要考虑到前一课时与本一课时的自然跟尾。每单元的课时内容放置可以凭据课本的编排挨次从“warming-up,listening,speaking,reading,integrating skills”,再到work book中的“listening,talking,integrating skills”;也可凭据本单元的内容以及教师的思绪放置每课时的解说内容,因为我感受新课本显示了在年夜白学生的快乐喜爱和难题的根柢根底上,教师可以进行缔造性的和自力自立的解说,所以有时我就用WB中的listening,或SB中speaking作为reading的引入。如:Book lA. Unit 1的课时我们是这样放置的:The first period:Warming up & speaking:Topic:Good friend  The second period:Reading (Integrating skills:SB and WB & writing.)

    Topic:Different kinds of good friends e-pal How to get in touch with a pen-friend,or pen pal.writing e-mail.The third period Reading“Huck‘s Friend”(We have different kinds of friends.and we’ll see what kind of friend Huck has)The fourth period:Listening & speaking(SB and WB)Friends have the same interest and opinion but friends can also have different interests or opinions.How to solve the problems Good friends should…。

    The fifth period:Grammar:Good friends should have……/Good friends→should be.The grammar“direct speech and indirect speech.”The sixth period:Revision:Word study,vocabulary,grammar and so on.

    二、尽心贪图“义务型”的解说运动

    教师在教授措辞常识与措辞妙技的同时,还应注重成长学生的智力,培育种植提拔其可持续成长所需要的立异精神与实践手法,每节课都应尽概略地供给一个真原形景,贪图一个可垄断的“义务型”运动,而这一运动日常都以话题为焦点,以结构和功能项目为主线,在听、说、读、写解说运动中,放置分歧条理和多种形式的实践运动,这样的“义务型”运动可以在课本的各个部门中去根究。在贪图“义务型”运动时应不凡注重以学生的生涯履历和快乐喜爱为起点,使学生感应真实感。这样就能促使学生综合地运用措辞,去获取、处置责罚和行使信息,用英语与他人交换,治理现实题目问题和完成某个义务,这就培育种植提拔了学生的合作意识,同时也使学生体验到运用英语的成就感。若是学生对教师所贪图的“义务型”运动很感快乐喜爱,他们就会愿讲、多讲,先生不必忧郁解说义务难以完成,其实学英语在某种水平上是学生学会的,而不是教师教会的;况且,进修英语的目的就是为了交换,若是学生在课堂上能滔滔络续地讲,就不用忧郁学生的英语学欠好,相反,若是学生在课堂上不愿讲而靠先生讲,那一定是学欠好英语的,当然也没有显示以学生为主体的解说原则。即使是语法解说也可贪图一个可以垄断的“义务型”运动,如教定语从句时,我们先放置学唱英语歌曲,第一遍学生听而且填所缺的词,第二遍学生一路唱,第三遍就请两位学生表演唱,然后先生就引出:

    1)XXX is the student who sings us the song.

    2)XXX is the student who also sings us the song.3)。XXX and XXX are the students who sing us the song.引出之后先生可以贪图几个义务:Task 1.Free talking using attributive clause.(   )is a person(   )。

    Task 2. Complete the sentences:1.A bookworm is a person who(   )。

    2.A sports fan is a person(   )

    3.A nurse(   )

    4.A clock is a machine(   )。

    Task 3. Complete the sentences.(Unit 4)

    1.Zhang Heng is the man who(   )seismograph in 132. 2.Howard Carter is the man who(   )King Tut‘S tomb in 1937. 3.The Titanic is the ship(   ) after hitting an iceberg. 4.Beijing is the city(   )has got the chance to host the 2008 Olympic Games. Task4:Pair work One speaks Chinese and the other speaks English. Task 5:Practice:teacher,is easy going/treat us as friends;gives us a lot of homework,never makes jokes Model:A good teacher is one who is easy going. A good teacher is one who treats us as friends. A teacher who gives us a lot of homework is not a good one. A teacher who never makes jokes is not a good one.

    凭据上述“models”教师供给:mum/dad,classmate,boyfriend/girlfriend…让学生机关句子。这样的解说就显示了“以学生成长为本,以培育种植提拔学生的综合运用措辞手法为目的的解说框架。所谓以学生成长为本就是在解说运动的贪图中以学生为主体,显示出学生在课堂上有事可做。

    三、增强阅读解说

    阅读手法是年夜部门学生往后持续深造以及工作所需要的首要措辞妙技,也是各类考试的首要内容之一。从措辞进修的纪律来看,英语应用手法的提高是竖立在年夜量的措辞输入,尤其是年夜量的阅读的根柢根底之上的。是以我们在解说中必需极端属意阅读手法的培育种植提拔,我们对课本中的每一篇阅读材料都要充裕地行使,除了每单元的三篇阅读材料外我们根底上每一单元后再增补一篇与本单元内容有关的课外阅读;单元中的“language points,grammar”有时多讲点与少讲点相干不是很年夜,因为这种内容频频率很高的,即使课文中没讲到,演习中也会泛起。阅读解说我们根底上也接纳常见的模式:fast-reading、careful reading.Fast-reading的题目问题只要肄业生快速阅读就能找到即可:careful reading的题目问题可贪图一些细节的根究(time and places,characters…)、剖析剖断、推理等方面的题目问题。如:Book LA Unit 4 Reading“The Rescue” Fast-reading Questions:1)。What natural disaster did Flora and Jeff meet? 2)。What rescued them?

    Careful-reading:Questions:

    1)At the beginning of the story what did Flora hear and see?

    2)Where did she see a wall of water that Was quickly advancing towards her?

    3)What Was Flora‘S feeling?

    4)Where Was Flora when the flood began?

    5)Can you describe the house?

    6)How many parts can the passage be divided into according to the change of the places?

    Discussion:1)What do you think of Jeff/Flora?

    2)What Can we learn from the story?

    四、若何处置责罚听力材料

    听力分为听力测试(Listening test)和听力解说(Listening teaching),有的先生所正视的听力年夜都是属于听力测试,即凭据听力材料选择正确的谜底,是以从高一最先就在进行高考听力的模拟演习。而课本中的听力材料可以作为听力解说的材料,它有各类形式的答题要求,如:填空题、回覆题、完成句子、正误剖断等。概略学生一最先会感受难度较年夜,甚至有的先生也这样感受,据认识有的黉舍概略把这部门的内容删去了。其其实听力解说中要害是教师对听力材料作若何的处置责罚,我们经常做一些“化难为易,化繁为简”的处置责罚工作。

    如对Book LA Unit 3中的listening我们接纳了下列的解说步骤:Step 1.Lead-in. 1.What‘s the date today?(Because it Was iust before National Day)

    2.What important day will be soon?

    3.What will you do in the holiday?

    4.Would you like to travel?

    5.Where can we go for a travel?——Forbidden City, Eiffel Tower,South Pole/North Pole,the moon,the Ocean…(let Ss say what they like to say.If the Ss don,t say some places,the teacher Can mention)。

    6.How Can we travel?

    (by bus/traln/plane/spaceship/lift/swimming/walking.。)

    Step 2.Warming-up During National Day,we can go to many places by many means of transportation.So Let‘s make a trip plane for our National Day.——Ex 3 on page 15.You have four choices.Go to london from Shanghai.from Being to Guang Zhou,from Chongqing to Chengdu,from Da lian to Qingdao. Think it over and decide:Which places would you like to go?How would you like to go there? Why?

    What would you like to do there?

    Suggested answer:I‘d like to go to Qingdao from Dalian by ship because I can enjoy the beautiful sea sights.I will swim in the sea and eat sea food in Qingdao. Step 3.Li Stening After talking about our trip plan,Let’s lidten to other travelers‘plants/experiences.There are five travelers. Listen carefully and find out:Where are they? What did they do? How did they travel?(Finish listening Ex 2)

    Step 4.Speaking We Can go to many places by bus…。even by spaceship? In the future,space travel won‘t be very difficult with the development of technology.Imagine there is a time machine,with it you can travel to the past or the future.You can visit any year you want.So discuss with your partner:Which year would you like to go to ? Where would you go? Why? Then make up a dialogue following the example. Step 5.Conclusion Many people are interested in traveling because traveling is exciting and interesting.But remember:What should we do ? What should not we do during the travel?(Looking at the pictures in warming up Ex 1)Are the travelers doing right?

    ——We should travel more because travel can help us a lot.But during the trip we should pay attention to the safety and protect the places of interest and environment.

    这样在听提高行了必然的指导和铺垫把听力材料化难为易,学生在听力演习时就有了必然的脑子筹备,不会感受惊慌失落措,实现了听力解说所要达到的目的;同时使一整节课有机的连系起来,步步紧扣。

    五、备课组的合作意识

    “集体备课,集思广益,集思广益”既是外语解说质量提高的主要手法,也是备课组运动的主旋律。要提高整个年级学生的功效,团队精神比独斗单击柝为主要,不凡是现行的这套课本,内容多、容量年夜、常识面广,若是只凭一小我的精神、时刻是忙不外来的,所以我们就行使备课组集体的力量,分头筹备,如收集有关资料、寻找解说方式,做到成本共享、资料统一、进度统一、演习统一。经由一年的解说实践我们取得了较为理想的功效。

    以上是我对高中英语新课本改造后几点心得体味和在解说过程中我们碰到题目问题时治理的方案。尽管新课本还有这样或那样的题目问题,但我们感受这是一本成功的课本,它为中学英语解说进行素质教育拓荒了道路,也为往后编写出更好的课本奠基了根柢根底。

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