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浙江省高中英语课堂教学评比获奖选手教学设计及教学反思 (人教版英语高三)

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以下是小编收集整理的浙江省高中英语课堂教学评比获奖选手教学设计及教学反思 (人教版英语高三)，本文共14篇，欢迎阅读与借鉴。本文原稿由网友“luwing”提供。

篇1：浙江省高中英语课堂教学评比获奖选手教学设计及教学反思 (人教版英语高三)

新课标必修四 Unit 2 Working the Land

Learning about language 教学设计与教学反思

浙师大附中（金二中）陈小燕

一、教学目的(Teaching aims)

英语课程目标教学目标三维目标领域

语言技能能用自己的语言用动名词描述像袁隆平。知识与技能领域

语言知识学会使用相关的新词汇；

学会用动名词做主语和宾语的基本用法。

学习策略掌握在句中，文中猜词及运用词汇策略；

学会在新的语境中运用新学的语言知识。过程与方法领域

情感态度让学生做个快乐的英语语言学习者。情感、态度领域

二、教材分析(Text analysis)

(一)教学重点(Teaching important points)

1、学会使用阅读课中的重要单词和词组。

2、能运用动名词作主语和宾语对不同情境进行描述。

(二)教学难点(Teaching difficult points)

1、引导学生用动名词描述自己及自己熟悉的人。

2、把动名词的教学有机融入情景教学中。

三、学生分析(Teaching methods)

高一学生处于高中英语学习兴趣培养和学习习惯形成阶段。他们希望在学习过程中享受到乐趣，不希望老师死板地讲解字词及语法。能够激发他们好奇心和创造力，并与他们日常生活紧密相连的学习语境是他们希望教师在课堂上能呈现的东西。一旦教师走进他们的生活，他们就愿意跟着教师走，掌握文化知识，了解学习策略，形成良好的人生观和价值观。

四、教学媒体(Teaching aids)

整合网络资源，充分利用多媒体、文本、图片和视频，并利用黑板、粉笔、等教学媒体辅助教学，促进学生的有效学习。

五、教学过程（Teaching Procedures）

Step1 Self-introduction

Watch the video about the teacher’s life story to recall the following words and phrases.

At the same time, the teacher provides students with examples of v-ing used as subject and object

1. sunburnt 2. hunger 3. expand 4.circulate 5. struggle 6. export

7. rid…of 8. lead a …life 9. would rather 10. thanks to

Step2 learn to understand Eglish explanations of the words and phrases

Help students to fully understand the words and phrases mentioned in step one by giving the English explanations.

Task1 Find words and phrases that can match the English explanation

1. darkened skin from spending too much time in the sun

2.need for food

3.make something or somebody free of

4.become larger in size, number or amount

5. make information and ideas known to many people

6. live a…life

7. prefer to

8. because of

9. try extremely hard to achieve something

10. send things to foreign countries for sale

Step3 use the words and phrases

Task2 First, ask students to say something about Dr Yuan

Second, complete the passage

Dr Yuan _______ a simple life. He _____ ______ work on the farm than have a rest. He has ________ for five decades to search for a way to increase rice harvest without _____________ the area of fields. _______ to the discovery of super hybrid rice, his dream of ______ China of _______ is realized . Now, he has another dream---to _______his rice so that it can be grown all over the world.

Step4 V-ing used as subject

Task3 Ask students to make a self-introduction by using the following setence patterns.

Doing…is/makes/gives/bring me…

So…is my hobby/dream/what I like most.

Step5 V-ing used as object

Task4 describe the following pictures

Picture 1

1.It seems that the cat enjoys _____________ very much.

2. The cat is fond of ________________

3. The cat doesn’t care about_____________

Picture 2

1.The dog dreams of_____________________

2. The dog looks forward to ______________

3. We can’t help _______ when we see the dog having such a dream.

Step6 Consolidation of v-ing as subject and object

Task5 a guessing game

Work in groups of four,and use at least three sentences by using V-ing to describe one of your classmates. And The other students will guess who he/she is.

Task6 complete the passage

First, watch the video barnyard

Second, complete the following passage

Oddis spends a lot of time in _______with his friends.He is good at _________.He likes________ ______very much. ________the golf ball rolling into the hole brings him great fun. Although he and his friends are afraid of ________ discovered when they are playing in the town, they still risk(冒险)_________ a football match outside a doctor’s house, which brings them great excitement. His friends can’t help laughing after seeing Oddis ____ _______ behind the postman.

Task7 Make an interview of Oddis. Try to make as many V-ing forms as you can during the interview.

Step7 Homework

Write a passage about a great but simple person you admire.

1.Try to use as many V-ing forms as you can.

2. Write down the dialogue you have made.

教学反思

作为走上工作岗位才第三年的教师，能参加这样大型的比赛，对我而言是一次极佳的学习机会。从其他十二位选手及专家点评中，我学到了很多。上好一堂课，牵涉到教材理解，教材处理，学生情况，教师本身素质等基本因素牵涉到上课时间，地点，情绪等其他因素。但有一点是不变的，那就是在上课时要认真，负责，充满激情。由于水平有限，反思的内容可能很浅薄。

1．从教学设计而言，本堂课主要想要用轻松愉快的氛围让学生掌握阅读课文中的重点词汇以及动名词做主语和宾语的用法。根据上课的情况看，我已经基本实现了教学目标，学生也通过大量不同语境下的练习，学到了目标设定的内容。

但在各个步骤的安排时，顺序还应做一些调整。比如，可以把电影片段先放在课前放，然后在语法的教学中融入词汇的用法。让活动的难度有梯度些。这一点，温州中学的老师做得很好。

2．从本堂课教学节奏而言，这堂课开始时节奏过慢，以至于到下课时没有完成Task7。这是对学生不了解及本身课堂节奏控制能力不足造成的。

3．从学生反映而言，学生都很认真听课，积极思考，积极回答问题，且完成任务时参与面也较广。但是学生被动思考的情况比较多，这是本堂课最大的不足。

最后，我想提出几点在备课过程中产生的困惑。

1．Learning about language 和 Using language 的区别是什么？

2．作为词汇讲解，要学生说为主，还是老师讲为主，还是在课后作为练习让学生自己去巩固。如果是老师讲，那么度如何把握？

3．现在都说淡化语法教学，那么在上语法类课时，是否该提到语法术语，比如说“主语”，“宾语”等？

4．本堂课最后成形前已经改了六稿，其中有一个步骤是让学生四人小组活动，收集后面跟动名词做宾语的动词和词组，我的设计目的是让学生学会发现和总结语法规律，不知这样的活动是否适合课堂教学？

5．课堂教学有效性如何体现？怎样才能让教师明白学生掌握的情况？是通过他们课堂的回答和作业情况吗？

浙江省20高中英语课堂教学展评反思

桐乡高级中学沈萃萃

新课标、新体验、新思考是本次英语课堂教学展评活动的特色。作为一名年轻的英语教师，能有机会在这样大型的比赛中展示自己，与全省各地优秀选手同台竞技交流学习，又得到专家的点评与指导，实属幸运。所谓学而不思则罔，现将本次展评课反思如下：

成功之处：

1．课堂设计新颖独特，环环相扣，层层递近，创意不断，给观摩老师留下深刻印象。导入部分的word hunt直击关键词，简明扼要；T or F questions引入课外知识，调动了学生参与的积极性；Personal information card贯穿整篇文章，使文章理解条理清晰；感动中国与论坛环节使整堂课上升到情感高度，让学生获得知识与心灵的双重收获。

2．指令明确充分，活动组织有效，以学生为主体，培养了学生的团队合作意识。group work和team work分工明确并考虑到学生思维活动的层次，都能有效地展开并且有较好产出，着实体现了“以学生为本”和“课堂有效性”。

3．亲和力赢得学生信任，课堂气氛活跃，师生互动默契。整堂课完整有序，充分调动了学生的参与热情，使学生愿意积极配合完成各个环节，气氛相当热烈，感染了学生同时也感染了在场的听课老师，让人有意犹未尽之感。

不足之处：

1．阅读部分处理不当，不能突出阅读课的课型。reading for details环节第一段设计了听力，第二段的“疯狂英语”效果不错，但留下了“后遗症”，导致学生在阅读第三、第四段时也读出了声。这些设计的缺陷是整堂课的软肋，模糊了阅读课的课型特点。

2．阅读部分停留在reading for information较多，而缺少reading for thinking，深度不够。如在找出袁隆平的hobbies之后应引发学生思考why，再可引出他的个性特征，而不是简单的找出文中提到的信息。

3．对学生的回答应有客观的评价而不是一味的表扬。最后论坛环节，一位女生发言说解决饥饿问题的一个措施是让夫妻多生小孩并让小孩长大后从事农业，显然这一建议并不科学，但由于时间关系没有加以纠正，而是给予了表扬。

4．课件制作精美，但动画过多，容易分散学生的注意力。

比赛提供了锻炼能力，考验心理素质的平台，既让我们有机会展示自己的才智与教学风格，又使我们在激烈的竞争中不断提高自己，完善自己。尽管荣获了一等奖，打破了桐乡高中英语优质课省级一等奖的零记录，但我仍清醒地意识到自己的差距，我更愿意把它当作我教师生涯的宝贵财富，当作我不断进步的一级阶梯。

附：教学设计

Teaching plan

Shen Cuicui

( Tongxiang High School )

Time: May 14-16,

School: Quzhou No.2 High School, Senior Grade One

Teaching materials: NSEFC Module 4

Unit 2 Working the land --- Reading

Teaching aims:

1. To get the Ss to acquire a good knowledge of Yuan Longping and learn from his good quality

2. To improve Ss’ reading ability through various tasks

3. To lead the Ss to discover the serious problem of hunger human beings are facing nowadays

4. To help Ss make up their minds to make contributions to ending hunger like Dr Yuan

Teaching procedures:

Step 1. Lead-in

Play a “word hunt” game and search for four key words---“rice, farmer, pioneer, China” to present today’s topic---Yuan Longping.

Step 2. Warming up

A quiz: How much do you know about Dr Yuan?

Step 3. Pre-reading

Prediction

If you are asked to write an article to introduce Dr Yuan, what aspects can you write about?

Step 4. Scanning

Scan the text and find out what listed aspects are mentioned in the text and what aspects we should add to the list.

Step 5. Careful reading

Para 1.

Listen to para1 and fill Dr Yuan’s “name, nationality, occupation, achievements” in his Personal Information Card.

Para 2.

1. Pick out all the years mentioned in this para.

2. Practise Crazy English: Read what happened in these years loudly and try to remember all the numbers and facts.

3. Challenge your memory: Complete a timetable.

Para 3.

Look through para3 and fill Dr Yuan’s personality and hobbies in the card.

Para 4.

1. Read through para4 and pick out the two dreams of Dr Yuan to complete his information card.

2. Question: Why does he have so many dreams?

Personal Information Card

Name: _____________

Nationality: _________

Age: _______________

Occupation: ___________

Education: ____________

Achievements: ____________________

Personality: _______________________

Hobbies: _________________________

Dreams: _________________________

Step 6. Post-reading

Dr Yuan was awarded Moves China Top10. Work in groups of four. Three Ss play the role of MC and write an awarding speech for Dr Yuan. One plays the role of Dr Yuan and prepares a return speech. Then invite one group to act it out.

Awarding Speech

/ Return Speech

_____________________________________

Step 7. Extended discussion

1. Present some statistics to show the severe problem of hunger human beings are facing nowadays.

2. Work in teams and hold a forum. Topic: If you had the chance to do one thing to help end hunger in the world, what would you do? Each team recommends a spokesman or spokeswoman whose job is to collect all the suggestions made by the team members. All the team members discuss with each other and think of as many ways as possible for their own team.

3. Give a report.

Ending

End the class with four sentences: Follow the example of Dr Yuan. Be a dreamer and fight for dreams. Make our contributions to ending hunger. We can change the world.

Step 8. Homework

1. Review new words and useful expressions of the text.

2. Surf the Internet and find more information about Dr Yuan. Design a blackboard newspaper called “A Pioneer For All People”.

“using language”的教学反思

温州中学许少秋

本教案的设计围绕解决“阳光绿色食品公司“出现的问题这个大任务而展开不同层面的小任务。从发现问题到解决问题，从口头推销到书面写海报打广告，刚好符合本单元本课时reading, speaking, writing的课型特点。写作从学生熟悉的篇章式的海报过渡到简单的关键词式的海报，从学生的个人仿写到集体创作，符合学生写作训练的规律，也体现了不同的写作层次和”写作是一定情景中自然的创作”而不是从一开始就瞄准的“赤裸裸”的目标。

一篇阅读材料和两篇海报范文弥补了教材上语言输入的不足；用不同的语言形式表达同一种意思的填空训练，引导学生进行语言知识的复习拓展；处理两个海报范例时自然渗透的写法指导，不仅使学生明白怎么写，并使他们学会用个标准去衡量和评价乃至修改海报。总的来说，这堂课围绕一个话题进行读写，说写，写说，说听的综合技能的训练，总体设计上比较合理并具较强的可操作性。通过课堂操作，学生能在轻松的氛围中较好的完成上课任务，教师能达到预设的教学目标。

遗憾的是缺乏对学生水平的了解和时间不足的问题。如果有足够的时间，可以让学生自评，互评，相互学习，语言输出水平会更高，整堂也就被处理得更细致。如学生个人写海报之后自己呈现的环节。预设是让学生以打广告的形式来呈现，可因为学生对英语广告的陌生和上课的紧张并没有很好的开展而是以简单的朗读方式来呈现。在对最后的团体合作海报的评价上，本预设让学生运用教材中的语言功能项目如： I prefer…because…, I like… because…, if I have a choice, I would choose… 来进行互评，但由于时间的关系全班参与面不广。为了更好的开展这些活动，建议可以提前叫学生准备，或者把这些布置为作业，第2节课的时候再用十几分钟时间组织呈现和评价。

湖州二中-姚旭辉教案与反思

Module 4 Unit 2 Working the land

The First Period Reading

Teaching goals

1. Help the ss master the usage of words and expressions.

2.Enable the Ss to learn more about world hunger, agriculture, and Yuan Longping.

3. Help Ss learn how to describe Dr Yuan Longping including his personality.

Teaching procedures

Step Ⅰ Greeting and leading in

1.Talk about the photo “The Starving Sudan”.

2.Talk about the “World Hunger Map”.

3.Let the ss share their ideas on how to end world hunger.

Step Ⅱ Reading

1.Read the passage quickly to find out Yuan Longping’s way to end hunger.

2.Read the passage quickly to find out the main ideas of the rest paragraphs.

3.Talk about Yuan Longping’s research and personality.

4.Discussion: which is the most important on one’s way to success? education,research,personalities, dreams or anything else?

5.Find out the meaning of the passage “A Pioneer for All People”

Step Ⅲ summary

1. Let the ss make a speech.

Yuan Longping was awarded the “World Food Prize”of 2004. Suppose you were the person to give him the award and make a speech.

Ladies and gentlemen, now allow me to announce the winner of “World Food Prize” ,Yuan Longping. He…

Step Ⅳ Assignment

1.let the ss know about “world Food Day ” and the themes of some years.

2.Do group work and create the theme of 2007!

StepV Homework

1.design some activities and do it!

教后反思

1、本课导入采用了曾经获得美国普利策奖的图片“饥饿的苏丹”，使本课的开头显得比较沉重，不利于激发学生的思维活跃性。如果能改成视频导入，效果可能会更好。

2、阅读过程中设计的问题“Is Dr Yuan a careful man or careless man？” 显得比较简单，按照夏谷鸣老师的说法，没有达到从i到i+1的发展过程。

3、教学过程中由于比较希望男女回答问题的比例相当，有意让男生女生轮流回答问题。结果忽略了部分男生的积极性。（有几个学生几乎每个问题都举手）

Unit 2 Working the land

Using language

Teaching aims:

1. The students learn to summarize the reading passage and find out the related information.

2. Use the knowledge they have learnt in “Reading” by making a plan and writing a poster.

3. Learn how to work groups.

Difficult teaching points:

1. Make a plan to show what they are going to grow in the field.

2. Write a poster to advertise their good harvest.

Teaching procedures:

I. Lead in

1. Ask the students some questions, trying to know what they are eating in their daily life.

What did you have for lunch?

Do you like eating …?

Do you think you are eating healthily?

2. Present a popular saying and let them think why such thing happens.

“吃动物怕激素；吃植物怕毒素；喝饮料怕色素；能吃什么，心里没数。”―――人大代表金志国带到两会上的顺口溜。

Why did he say so?

Can you give some examples to show what foods are harmful to our health?

How can we solve the problem?

As people’s living condition improves, more and more people are concerned about what they eat. In fact, more and more become worried about the quality of the food they eat. People now all want to eat green food which does no harm to their health.

What food is healthier and safer for us?

What we need is natural food-----green food.

Do you know how green food is produced?

II. Reading

1. Skimming:

Today we have a passage which will tell you something about organic farming. Read the passage quickly and find out:

What is organic farming?

2. Scanning:

Find the detailed information about organic farming.

Organic farmers prefer to use natural fertilizers for their plants.

Why are natural fertilizers better?

What problems are caused by using chemical fertilizers?

Do organic farmers have and special ways of farming? If they have, what are they?

And why do they do so?

III. Using language

1. Make a plan:

As we know, farming is something not familiar to us. But farming is very important for all the people. So today I’d like you to do some farming. There is a big piece of free field near your school. The school is planning to grow some crop in the field. First of all, a plan is needed. So make a plan in your group.

What to grow and why?

How to develop the soil?

What special way to grow it?

What special way to take care of your crop?

2. Report the plan

Do you think what you grow is green food?

Do you really think you have made a perfect plan?

If others will help to improve your plan, will you be willing to hear about their opinions?

3. Further discussion.

Present the plan of your group to the neighboring group and exchange your ideas with them, trying to get their advice on your farming to make your plan even more perfect. You have five more sentences to improve your plan.

After five minutes, ask several groups to report their plan and tell the whole class what advice they have got from the neighboring group.

4. You all have a good harvest. But the problem is what you will do with the harvest. Do you want to sell it and make some money? How about writing a poster? I think it can not only let more people know the food you grow, but also can make your work much easier. So if you want to sell your food quickly, write a poster right now, and try to make it as good as possible.

Homework:

1. Finish designing the posters.

2. Sum up what you have learnt in this unit, including useful words, expressions and new grammar item.

教学反思

遂昌中学季素君

记得上次葛炳芳老师用了一个比喻，把上课的教师和评课的专家比作烧菜的人和吃菜的人，我觉得我这个烧菜的人和其他烧菜的人之间存在差距，其一，本身厨艺还没有达到一定水平，在家里烧烧菜可能还可以，大家也不嫌弃，但是烧个筵席可能力不从心。其二，吃菜的人已经把目光转向其他菜系了，而我却还是在闭门烧自己的菜。讲到上课也一样，现在专家们已经非常关注“课堂有效性”了，而我们可能只知道它是一种时尚理论，却没有真正理解领会它的内涵，通过这次课堂教学评比活动，我就自己的理解，总结了几点“课堂有效性”没能达成的原因。

一、学生参与有效性不强。

任何课堂都是有学生参与的，关键是学生参与后有没有达到本节课的有效目的，不管这堂课是气氛活跃还是寂静无声看似满堂灌，都有有效与无效之说，比如，我在课堂教学评比中上的这堂课，课堂气氛应该说是挺好的，学生也是较积极地参与的，但是回来后我对夏谷鸣老师和葛炳芳老师的评论再进行了回顾，发现这堂课上学生的参与有无效的成分。比如设计海报这个环节，学生很感兴趣，也有好几个学生写的很好。但是很多学生与其说是在写海报不如说是在画海报，用了很少的几个英语单词，本堂课所学语言知识没有用上去。英语课堂应该侧重语言知识的学习和运用，而本堂课所学知识的运用是“课堂有效性”的关键。

二、达成目标不明确。

在整堂课的设计上我犯了个错误，就是，希望自己能够做到面面俱到。我上的是Using language 部分，侧重语言运用，所以就考虑了“听说读写”面面俱到，殊不知这样只能是蜻蜓点水。所以回来后，我就重新设计了我的课，并在部分班级重新上了这堂课，感觉效果比原先要好得多。

三、教材取舍不够大胆

现在的教材是可以重组的，我们不应该成为教材的奴隶，应该根据学生实际（比如学生水平，学生对这一内容的熟悉程度）进行取和舍。 Using language 里面内容很多，有一篇Reading（organic farming），listening，speaking，writing，各个环节确实紧紧相扣，但是一节课里完成是不可能的，所以我在备课时也进行了删减。第一，Listening部分内容不是很新颖，学生可能不感兴趣，所以就删去这部分内容。第二，Speaking 部分课本的设计是对话，说服顾客购买Green food，但是绿色食品实际上是比较深入人心的，大家都会选择买绿色食品，所以我设计时就把talking部分改成了让学生自己种植green food，以小组的形式讨论并制定一个种植计划。第三，Writing 部分设计了写海报，推销自己的农产品。整个设计环节是比较相扣的，缺陷是内容太多，目标达成得太肤浅，应该把重心放在某一两个任务上，并且把它完成得彻底点。遂昌中学季素君

“A Pioneer For All People”的教学设计和教学反思

衢州二中涂小兰

教学过程设计

第一步：背景概念输入与话题的引导。（Pre-reading）

1．开头通过设计了一个苹果不断被切除，最后只剩下1/32的苹果皮的震撼视觉效果，让学生感觉到世界非常有限的耕地资源---farmland.（亮点1）

2．打出一张人口众多的图片，让学生想到一个词------a large population.

3．通过一张漫画，让学生看图思考问题。引导学生从课文中找出数据“中国第一大问题--就是用占世界7%的耕地来养活世界22%的人口。”从而引出本节课的中心话题--伟大人物袁隆平。

第二步：阅读过程--浅层次阅读。(Reading I)

1．为了让学生对课文框架有所了解，我设计了一个Prediction问题，让学生根据自己的阅读经验，谈一谈介绍人物时会涉及到的一系列内容。

2．用四个字母P开头的表达概括了整篇课文的大概内容。他们分别是Personal information, Pursuit, Production achievements, 以及最重要的Personality.（亮点2）

3. 其中关于人物的基本信息中，通过设计了一个ABC信息表格的浅层次阅读练习，对文中人物有了初步了解。

4. 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。（亮点3）

第三步：阅读过程--深层次阅读。(Reading II)

在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。就这两方面的内容，我设计了一棵树的形象，引导学生去寻找袁隆平作出的成就以及他身上拥有的可贵品质。（亮点4）

1．提示学生，让学生去寻找书本是如何阐述袁隆平先生的杰出成就的。学生也许会发现很多数字。数字是最能说明问题的。Figures speak louder! 接下来，我就在数上挂出很多红色的数字，让学生从课文中找出含有这些数字的细节句子，通过这些具体数字的阅读，学生们对杂交水稻的贡献了然于心。

2．提问为什么袁隆平能够在如此平凡的土地上做出如此杰出的贡献呢？正如一颗树，为什么能够生长地枝繁叶茂？树根是很重要的，正如一个人的品质是很重要的。因此，为了引导学生们去挖掘出人物的内在品质，在这里设计了一个游戏。

a. 让学生们到课文中寻找出能够反映袁隆平品质的句子。

b. 同时，发给每两位同学一个形容词，来表达相应的品质。

c. 通过抢答的形式，让学生把句子和形容词配对。

第四步：讨论升华。(Post-reading)

袁隆平先生的美誉很多，如中国最著名的农民、杂交水稻之父、泥腿子科学家、全人类的福音等。让学生讨论哪个能最能生动地说明袁隆平这个鲜活人物。（亮点5）

第五步：阅读扩展。

袁隆平的伟大在于解决了中国人口吃饭问题。即使现在他名利双收，但是仍然有梦想，有担忧，他担心中国农村耕地面积逐年减少，中国人到底能不能养活自己？学生很肯定地回答能。说明学生并没有充分意识到耕地减少这一问题的严重性。中国农村还存在许多这样那样的问题，需要更多的袁隆平式的人物去关注中国的农村，四组漫画给学生提供了思考的空间，作为小组家庭作业，下节课学生有浓厚的兴趣展开调查，作一个小组Presentation.

篇2：高三英语反思课教案、反思及评价(人教版高三英语教案教学设计)

傅素清

短文改错（proof-reading）是全国统一高考（NM ET）第二卷中的一种试题，本题的宗旨是测试考生发现、判断、纠正文章中错误的能力，从某种意义上说，它是单句改错、单项填空、阅读理解和书面表达的综合，是全面考查学生的英语基础知识和灵活运用语言能力的测题。

一、短文改错中常见的错误形式

1、缺词：漏掉的词往往是冠词、介词、连词等虚词，这又与前后词的搭配有关，见到名词，应考虑是否缺了冠词；见到动词，可注意后面是否少了应与之搭配的介词或其它词；见到某些搭配，如in front of，as soon as，应考虑是否完整。不是固定搭配的，要注意英语行文习惯或逻辑上的搭配。（请看下表）

命题角度考点解题思路

名词冠词名词前是否缺冠词

不及物动词介词不及物动词是否缺介词

不定式小品词to 不定式是否缺少了不该省的“to “

被动语态助动词被动语态中是否缺少了助动词be

母语迁移词类用法将形容词、副词或介词视作

动词使句子缺少谓语动词

固定搭配惯用法惯用法是否漏了不可缺少的词

2、多词：多余的词，往往是结构词。如冠词、介词、代词等等，一种是根据涉及到的名词、动词的特点、搭配和含义判断是否多了冠词、介词、副词。另一种是根据全句的结构和意义，判断是否多了连词或其它词。

命题角度考点解题思路

名词冠词抽象名词、物质名词泛指时是否多了冠词

动词介词及物动词后受母语影响是否多了介词

不定式小品词to 不定式前是否多了该省的“to ”

时间状语介词时间状语是否多了介词

形容词、副词比较结构形容词、副词比较结构中是否多了相似词

固定搭配惯用法固定搭配是“画蛇添足”

3、错词：错词的类型复杂，不胜枚举，但常见的还是搭配错误与语法错误，特别是学生平时写作时常出的错误最易为命题者所关注，对于平时常常出错的地方要精心改正，做题时要小心仔细。

命题角度考点解题思路

名词冠词判断名词前的冠词是否误用

名词名词的数句中名词应该用单数还是负数

动词动词时态、

语态以及主谓一致根据上下文判断动词时态、

语态是否有误、主谓搭配是否正确

非谓语动词分词、动名词、

不定式根据上下文判断非谓语

动词是否误用

代词人称代词的格、指代及关系代词与从句关系 1.人称代词的格是否误用

2.代词前后指代是否一致

3.定语从句中关系代词是否有误

形容词、副词词法判断句中形容词和副词是否混用

介词惯用法惯用法中介词是否误用

连词句法判断句中并列连词、从属连词是否误用

二、解题技巧

1、解题思路

要有整体阅读的概念，切不可拿过题一行一行地做下去。要先通读一遍，迅速弄懂短文大意，然后开始做题，做题时要注意每次必须看完一个完整的句子，有时还要再看看下面的句子，或返回去联系上一个句子，这样才能为我们的判断提供完整而又可靠的依据。

2、解题步骤

（1）浏览全文，了解全文大意，留心短文中关键的词语，为下一步判断和改错奠定基础。

（2）对照上下文分析句意，弄清上下文之间的内在联系及其逻辑关系，逐行逐句检查句子的结构是否完整，语气是否连贯，是否有与短文的中心意思不相符的现象。

（3）根据词法、句法知识，检查和判断句子所在。这是最关键的一步，可逐句检查主谓是否一致，代词、关联词的使用是否正确，动词形式是否恰当，词语之间的搭配是否正确，表达是否符合惯用法，大小写是否正确。

（4）根据不同错误分别进行解题。即分别进行改词、加词、减词等。

（5）复读全文，验证答案，将初步改错后的短文再次细读，检查并验证所做的答案是否能使全文语气贯通流畅，行文逻辑发展是否合乎情理，全篇结构是否严密完整等，遇到不通之处，须进一步分析、推敲，以使答案更有把握。

总之，只要平时学习打好基础，掌握命题规律，解题讲究思路、步骤与技巧，从具体语言环境、从上下行文逻辑、习惯用法、从分析句子等角度，以“行”为单位、以“句”为意群着手，经过一段时间的练习，短文改错题的解题能力就会明显改善。

运用一致关系，巧解短文改错题

陈婕

短文改错题是各地期末考试和高考的必考题型之一，其材料可以说是全卷最简单的，但同学普遍感到它是一个难度较大的题目，得分普遍较低，师生们都苦于找不到一种行之有效的解决方法。笔者认真分析了近几年来的高考试题，发现命题人对错误的设置普遍采用的是“前后不一致”的手段来进行的，根据这一命题特点，笔者采用“前后一致”的原则来进行改错，结果发现基本上70％以上的题均符合这一原则，答题效果极佳。现将这一技巧结合历届高考短文改错题剖析如下，愿此文对同学们有所启迪。（说明：“考例”由于篇幅所限，只列出某一句，因此文中的“前文”指该句之前的文章。）

一、人称前后不一致

【考例1】And they must not break the rules too often if we want to win the game．（NM ET）

【分析】从前文和从句中的we均可知道参加比赛的应是“我们”，而此题中主句与从句的人称不一致，显然应将they改为 we。

【考例2】The Smiths did his best to make me feel at home．（NM ET）

【分析】此题中主语为the Smiths，是复数，而宾语中的his却用了单数，很明显人称不一致，故将his改为their。

二、时态前后不一致

【考例3】．．．that I get a good education． They did not want me to do any work at family；they want me to．．．（NM ET）

【分析】全文均为一般现在时态或将来时态，显然did与前后时态不一致，故改为do。

【考例4】I am happy with any programme but the others spent a lot of time arguing．．

【分析】从前文和后句的spent可知此并列句应为过去时态，故将am改为was。

【考例5】I use to play ping-pong a lot in my spare time，but now I am interested in football．（NM ET）

【分析】从后句中的but now这一转折和上文可知前一个分句应为过去时态，故将 use改为used。

【考例6】We have a good time talking and laughing together．（NM ET1996）

【分析】整个文章均是描述过去的事情，均用的是过去时态，故将have改为had。

三、并列的成分前后形式不一致

【考例7】I remembered her words and calm down．I did a good job and won the first prize．（NM ET）

【分析】此句中的calm与remember是由and连接的并列谓语，故将calm改为 calmed。

【考例8】Playing football not only makes us grow up tall and strong but also give us a sense of fair play and team spirit．（NM ET1998）

【分析】此句中not only．．．but also．．．连接的是并列谓语，前面makes用的是第三人称单数形式，故give改为gives。由于两者相距较远，增大了试题的难度。

【考例9】It was very kind of them to meet me at the railway station and drove me to their home．（NM ET1996）

【分析】此句中的tomeet．．．作句子真正的主语，and连接的drove一词也同样为句子的主语，即并列主语，故将drove改为drive。

【考例10】Anyone may borrow books，and it cost nothing to borrow them．（NMET1994）

【分析】此句中and连接并列句，前一分句为一般现在时态，后一分句也应一样，故将 cost改为costs。

四、语态不一致

【考例11】Books may be keep for four weeks．（NMET1994）

【分析】此句应为被动语态，故将keep改为kept。

【考例12】．．．and let you know when the book you want has returned and is ready for you to pick up．（NM ET1994）

【分析】此句中book与return是被动关系，故在has和return之间加上been。

五、单复数前后不一致

【考例13】1．．．．so that I'll get good marks in all my subject．（NMET2001）

2．She said that she and my schoolmate all wished me success．．．（NMET2000）

【分析】此二句均有all一词，应指三个或三个以上的人或物。1句中marks和all都表明 subject应为复数subjects；2句中she and my schoolmate才两人，故将schoolmate改为 schoolmates，也因为校友肯定不止一人。

【考例14】Now my picture and the prize is hanging in the library．（NMET2000）

【分析】前面主语是复数，谓语理当用复数，故将is改为are。

【考例15】We practise three times every week and often watch football match on TV together．（NM ET1998）

【分析】句中有often一词，显然看比赛不止一场，故将match改为matches，而且可数名词不能单独用。

【考例16】We study quite a few subject， such as maths，Chinese，English and physics．（NM ET1997）

【分析】从句中例子来看科目不止一科，故将 subject改为subjects，而且a few后也必须接复数名词。

六、逻辑概念前后不一致

【考例17】It looks as if my parents treat me as a visitor and a guest．（NM ET2001）

【分析】根据文章意思，这里的visitor与 guest不是并列概念，而应是选择关系才对。故 and改为or。

【考例18】She was smiling but nodding atme．（NM ET2000）

【分析】从题意可知smiling和nodding在逻辑上应是并列关系，而非转折关系，故将 but改为and。

【考例19】Now I can't watch much television but a few years ago．．．（NM ET）

【分析】从下文可知由于一家人为看哪一节目意见不统一，进而发生争吵，最后干脆把电视机卖了，就没有电视看了，故将 much去掉才符合逻辑。本文采用了倒叙的手法，因而难度加大。

【考例20】Now someone at home reads instead．（NM ET1999）

【分析】此题与考例19是同一篇文章，考例19是文章的第一句，此句正好是文章的最后一句，显然现在已经没有了电视机，全家人都只好看书了，故将someone改为everyone或everybody才符合逻辑。

七、前后结构不一致

【考例21】I felt so nervous as I shook like a leaf．（NM ET2000）

【分析】此句一看就知是so．．．that．．．结构，故将as改为that。

【考例22】I was often a little tired after a day's work and watch TV demands very little effort．（NM ET1999）

【分析】此句是并列句结构，watch应为后一分句的主语，故将watch改为watching，因为名词才能作主语。

八、习惯结构不一致

【考例23】They do not want me to work at family．（NMET2001）

【分析】“在家”只用at home，故family改为home。

【考例24】We may be one family and live under a same roof．（NMET2001）

【分析】same一词通常与冠词the连用，故a改为the。

【考例25】．．．but the others spent a lot time arguing．．．（NMET1999）

【分析】a lot后不能接名词，只有a lot of才行，故将of加在lot和time之间。

短文改错专练

It was raining hardly at 9o'clock on Friday morning．There 1____

was not many traffic and weren't many people on Linden 2____ ．

Street．Suddenly I heard a car．I turned back and saw a red 3____

Toyota's car．The driver was driving much too fast．The 4____ ．

traffic lights were red，and he didn't stop．A little boy was 5____ ．

just riding cross the street and he was knocked down．The 6 __ __

driver jumped out of the car．He was short and fat young 7 ____

man with brown hairs．He took a look at the boy，then got 8____ ．

onto his car and drove away quickly．I saw the number of 9____ ．

his car-532064．I rushed to the boy．He was laying on the ground 10 ____ ．

with a lot of blood and his bicycle was broken．

答案及简析（A）：

1．hardly应改为hard。hard既可作形容词又可作副词。在这里，hard作副词讲，表示雨下得很大。而hardly意为“几乎不”，不符合题意。

2．traffic为不可数名词，故不能用m any修饰，而用m uch。

3．正确。

4．Toyota's改为Toyota。因为名词作定语时，不必再用所有格形式，直接用名词修饰即可。

5．and改为but。依上下文可以看出：文章此处为转折关系，而非并列。

6．cross改为across。作“穿过”讲时，cross为动词，而across为介词。本句中已有动词，故在此使用介词比较合适。

7．在short前面加a，因为下文中m an为可数名词单数。

8．hairs改为hair。hair为物质名词，故没有复数形式。

9．onto改为into。“get into a car”为固定用法，表“上车”之意。

10．laying改为lying。lay意为“放置”，而lie则意为“躺”。据上下文可知：这里应取“躺”之意，故用lying。

高三英语反思课教案

课题：如何做好短文改错题-沈永铭

一、教学目标：

1、通过从感性学习了解高考英语短文改错题的命题特征

2、从常见考点、词法和句法让学生学会短文改错的解题思路和基本解题方法

3、从根本上提高和促进书面表达的能力

二、教具：多媒体电脑、录音机

二、教学过程

第一步：投影介绍和20春季高考英语短文改错试题，目的是为了让学舌感只管感知短文改错题的基本特征。

第二步：教师总结

短文改错题一般给出一篇约100个单词的短文，其中10行每行右边标有题号，要求同学们判断该行是否有错，如有错则将其改正。错误的类型主要包括语法、句法、固定搭配、行文逻辑等方面。该题主要考查同学们在语篇中综合运用英语知识的准确性，也是考察同学们的书面和口头表达的流畅性。短文改错是很多同学普遍感到比较害怕的一种综合性题型。我认为这种害怕心理的产生与有些同学们还没有掌握该题型的特征和解题技巧、综合分析问题的能力不强有关。另外，也与同学们的英语基础知识和对英语国家的文化的掌握好坏密不可分。下面，我侧重谈一下如何把握短文改错的特征和解题对策。该题的特征如下：

1、词数在100-120左右；

2、以书信、日记、记叙文为主；

3、自1995年高考以来都以第一人称为主体人称；

4、以考查学生书面表达中的常见错误为主；

5、语言背景中外皆有，以国外为主；

6、出题涉及面广，但是动词、名词的考查较多，知识覆盖面广。

7、大小写、标点符号、语序、单词拼写一般不作要求。

8、错处每行只有一处，且不重复。

9、缺词常考虚词，如介词、冠词、不定式符号to、情态动词、助动词、连系动词等。

命题角度考点解题思路

名词冠词名词前是否缺冠词

不及物动词介词不及物动词是否缺介词

不定式小品词to 不定式是否缺少了不该省的“to “

被动语态助动词被动语态中是否缺少了助动词be

母语迁移词类用法将形容词、副词或介词视作

动词使句子缺少谓语动词

固定搭配惯用法惯用法是否漏了不可缺少的词

10、多词常考重叠现象：

命题角度考点解题思路

名词冠词抽象名词、物质名词泛指时是否多了冠词

动词介词及物动词后受母语影响是否多了介词

不定式小品词to 不定式前是否多了该省的“to ”

时间状语介词时间状语是否多了介词

形容词、副词比较结构形容词、副词比较结构中是否多了相似词

固定搭配惯用法固定搭配是“画蛇添足”

还有以下常见的重叠现象：

1）从属连词与并列连词的连用(although…but/because…so…);

2) 介词与副词的连用(on the way to home/sat at there);

3）词义的重叠(return…back/enter into/repeat…again);

4）从句中的成分重叠;

5）不及物动词前多余的be(what was happened),

6）否定的重叠(no one/neither/little/few…not及惯用法。

第三步、改错的基本对策：

1、常见考点

命题角度考点解题思路

名词冠词判断名词前的冠词是否误用

名词名词的数句中名词应该用单数还是复数

动词动词时态语态以及主谓一致根据上下文判断动词时态、语态是否有误、主谓搭配是否正确

非谓语动词分词、动名词、

不定式根据上下文判断非谓语动词是否误用

代词人称代词的格、指代及关系代词与从句关系 1.人称代词的格是否误用

2.代词前后指代是否一致

3.定语从句中关系代词是否有误

形容词、副词词法判断句中形容词和副词是否混用

介词惯用法惯用法中介词是否误用

连词句法判断句中并列连词、从属连词是否误用

2、以词的角度分析

1）动词主要查时态、一般现在时的第三人称单数、语态、非谓语动词、主句与从句的时态是否一致。

2）代词主要查指代是否一致、it的用法、some与any及no的用法、特别是定语从句的关系代词和关系副词which, that，when，where的比较。

3）介词查搭配及容易误用的介词，如：across与through, between与among , in与on与at等介词的比较很容易混淆。

4）形容词和副词主要查比较容易混淆的常见形容词和副词为主。例如：-ly为后缀的形容词：friendly, lonely, lovely; 形容词与副词同型：fast/early/late/hard;不同含义的副词high/highly, deep/deeply等。形容词、副词比较等级的可比一致性原则最重要，它包括：（1）同类相比的原则；（2）自己不能与自己想比较的原则；（3）比较级不能修饰比较级；最高级不能修饰最高级的原则；即more或者 less不能修饰-er结尾的比较级；most或者least不能修饰-est结尾的最高级。

5）名词主要查可数名词的单、复数，查不可数名词的性质，查修饰名词的冠词的特指和泛指的比较，查主谓是否保持人趁和数的一致。

6）连词主要查上下文之间的逻辑关系，包括并列连词、从属连词、连接代词、连接副词、关系代词、关系副词的比较。

3、从句子的角度去分析：

1) 查主语与谓语是否保持人称和数的一致；

2) 查时态是否一致；

3) 查指代是否一致；

4) 查上下文修饰语是否一致；

5) 查平行结构是否一致。

6) 查写作中容易忽视的介词及小品词。

第四步、实例分析--短文改错解析

Dear Mr。Yang,

It was with greater pleasure that I write to congratulate 1.___________

you with the 30th anniversary(纪念)of your English teaching. 2.___________

In early 1960s,you came back home from the United States. 3.___________

And then you have devoted you to the English teaching of the 4.___________

Chinese middle schools. In the past of 30 years, you have 5.___________

made 5 great achievements(成绩)in the English teaching research 6.__________

and the improvement of English teachers' methods. Meanwhile 7.__________

you have written many advancing theses(论文). You love your 8.__________

students and you gained their respect, too. Now you and your 9.__________

theses well known both inside and outside our school. 10.__________

Hearty congratulation and all the best wishes to you.

Yours ,

Li Hua

[篇章解析]本文是一篇书信体的应用文，解题时要顺着文体的特点展开。书信一般以第一人称和第二人称为主，常用一般时态表述；分写信目的、书信主体以及要求、问候三大部分。书信写作时特别需要注意语言礼貌。

1、was-is。本题考察时态一致性原则。首句讲的是写信人现在的心态，不能用过去时态。

2、with-on。在英文中要表示“因。。。。。。而向对方表示祝贺” 常用“congratulate sb. on sth.”的句式，属于固定搭配。

3、In的后面加定冠词the。“在二十世纪六十年代初期”的固定表达是“in the early 1960s”。

4、And的后面加介词since。本题强调时间状语与谓语动词的时态一致性。

5、去掉of。“in the past thirty years”是“在最近三十中”的固定表达。

6、正确。

7、teachers'--teaching。“英语的教学方法”的词组是“English teaching methods”。

8、advancing-advanced。在英文中“高级的”的只有“advanced”一词，它是由过去分词转换而成形容词作定语或表语。

9、you的后面加助动词have。本句时态现在为基点，且强调过去动作对现在的影响。宜用现在完成时。

10、theses之后加连系动词are。本句缺少了连系动词之后句子结构不完整。

第五步、练习巩固

A day，we were driving to the supermarket．On the way， 1 ____ ．

my husband and I saw that my 15-year-old son's bike was 2____ ．

parked outside the bookstore．It wasn't tied anything．We 3____ ．

were very angry because during the past year，two of his

bikes had stolen．In the name of tough love，we threw the 4 ____ ．

bike into the truck and continued to head out for the super- 5 ____ ．

market．Several hours late，we returned home，our 17-year-old 6____ ．

daughter met us at the door by a strange look as if she had 7 ____ ．

seen a cat eating a bird．“Mum and dad，the police were here 8____ ．

when you were away，”She said．Someone called at the police 9 ____

station and tell them your car's licence-plate for stealing a bike 10 ___ _．

at the parking place at the bookstore．

第六步、总结

改错的关键词是动词、连词、形容词和副词、关系代词和关系副词。另外，要注意从篇章的整体出发，做到“行句结合”；要注意语言学习中相互迁移现象（英有中无、中有英无）。总之，扎实的语法、基础知识能力+较强的综合分析能力=短文改错高分的秘诀。

高三高考复习反思课评课稿

高三英语备课组

沈：今天我们讨论这节反思课。这是一节高三英语复习课，这种课型本身就是一种比较难上的课。一般来说，应该全部用英语讲解，但基于我们这样的学生的语言基础而言，用中英文结合的方法去教的效果会更好一些。

傅：我认为这个课比较使用，有三大特点：

1、我认为这节课进行条块整理，先从高考短文改错的基本特征引入，再从词法和句法父母讲解高考短文改错的解题技，这样比较有利于帮助学生形成知识条块，提高英语解题技巧和解题能力；提高学生在实际应试的能力，促进学生思维能力的发展。

2、在教学过程中，执教教师教学基本功扎实，讲解的清晰，理论联系实际，问题是容量大了之后给学生的思维的时间不足，讲解的容量稍大了些，练习的容量少了一些。

3、在这堂课中，执教教师注意发挥学生的主观能动性，让单调的题型在交际和运用中进行，整堂课的教学效果比较好，知识点的落实效果良好，学生的回答流畅，交流没有受阻。

陈：、在这堂课中，执教教师充分运用了现代信息技术，信息量、易于操作的特点，使题型解题方法知道课的教学效益得到提高。

集体观点：课堂改进意见：

1、一堂课的容量不宜过大，否则会影响教学节奏、欲速而不达。

2、速度要适当控制，有利于落实基础，发展能力。

3、课堂交际还需更充分一些，让学生多讲一些，有利于培养学生的语用能力，让他们多发挥好主体作用。

4、练习宜更精练一些。

5、要增加一些学生的合作学习的因素。

6、建议先练后讲，可能效果更好。

总之，教无定法，教学有法。我们需要在教学实践中不断摸索和探索教学规律，使课堂教学达到最优化。

5月

高三英语复习反思课教学总结

我们高三英备课组在进行高三英语反思课的教学实践中，我们始终认真贯彻学校教科室的要求进行了教学的探索和实践。

首先，我们认为什么事情都是“有序而立”，计划可以体现我们的教学设想和教学目标，是教学研究活动中至关重要的一个环节。我们通过集体讨论指定了详尽的备课组反思教学活动计划，研究的矿架，在第二周就确立了高三英语反思课的课题、分工和个人的具体。本备课组由备课组长沈永铭老师为主进行开课活动，课题为“如何做好短文改错”这个很实用的课题。

接着，我们三人分头备课，沈永铭老师、傅素清和陈婕老师各写了一份教案；最后根据集体讨论的意见，最后定稿，完成了反思教学的集体教案。

在高三英语反思公开课，即高考复习公开课中，我们集体听课，集体评课，我们还吸收了其它备课组的老师和同人的意见，集思广益，修改晚会曾了我们的评课稿。和这一份反思活动的总结。

我们认为，反思既是行动的研究一个过程的结束，同时又是一个新的过程的开始。正是在这种从反思到问题，到计划制定，到采取教学行动，到观察，再到反思的螺旋式上升中，使我们的英语专业化曾度得到一定程度的提升，高三英语教学质量得到明显的提高，会考和高考成绩比去年有了明显的提高！

反思使再行动和观察之后作出的，它既使行动研究的第一循环的结束，也意味着新的行动研究循环的开始。反思的目的就在于寻求和促进教师行动或实践的合理性。

篇3：高三英语Unit4-6教案(人教版高三英语上册教案教学设计)

Reading:

Warming up

Look at the pictures and match each flower with its correct name

Which flower is your favorite? Explain why.

Pre-reading

Why was Carl Linnaeus important to the history of botany as a science?

His system of grouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers.

While-reading

Fast reading

How many people are mentioned in the passage?

Carl Linnaeus Daniel Solander Joseph Banks Captain Cook

Careful reading

1. Before Linnaeus botany was ________．D

A．studied by doctors B．unknown to anyone C．fully developed D．a branch of medicine

2. Some economic species plants such as____ could help to develop local economies．C

A．rose and peony B．tea and apple C．cocoa and hemp D．Cocoa and lemon

3. It was ____ who made Kew a centre of scientific and economic research．A

A．Joseph Banks B．Captain Cook C．Linnaeus D． Daniel Solander

4.Paragraph one of the text mainly tells us ___ ．C

A．the importance of botany B．how to classify plant species into groups

C．Linnaeus’contribution to botany D．Linnaeus’discoveries about different species

5.Captain Cook made ___voyages altogether around the world. C

A．one B．Two C．Three D.four

Post-reading

1. How did scientists classify plants before Linnaeus?

Some scientists classified plants into herbs and trees, or according to the shape of the fruit, or whether they had flowers or not.

2. What were the goals of James Cook’s first voyage around the world?

To study the passing of the planet Venus across the sun; to record, classify and describe all plant and animal life observed during the trip; to search for an unknown southern continent.

3. Why did Joseph Banks have to supply his own money to equip part of the expedition?

Because the government would not pay for such a new field of science as botany.

4. What could be a possible explanation for the name “strawberry”?

When people plant strawberry, they spread straw under the fruit to reduce the necessary amount of watering.

Integrating skills

Scanning

Find out the important people mentioned in the text.

Charles Darwin From England Gregor Mendel From Austria

Gote Turesson From Sweden

Choose the best answers according to the passage

1. The research by Darwin, Mendel and Turesson shows that_ . C

A. genetics is more important than the environment to plants

B. genetics is less important than the environment to plants

C. both genetics and the environment are important to plants

D. neither genetics nor the environment is important to plants

2. Darwin observed that the birds with _ _ would eat_ . B

A. small beaks l hard seeds B．broad beaks；hard seeds

C. hard beaks；hard seeds D．broad beaks；soft seeds

3.Darwin joined the scientific expedition on _____ ． C

A. the Endeavour B.Tahiti C．the Beagle D．space

4. Scientists of the nineteenth century believed that . D

A．the development of new species was behind the influence of the environment

B．the development of new species and the influence of the environment were hand in hand

C．the development of new species had nothing to do with the influence of the environment

D the influence of the environment was behind the development of new species .

5. Darwin studied physics，chemistry and botany because_________ . B

A．he was invited to join scientific expedition

B．he was interested in them

C．he could do a lot Of experiments

D．he wanted to finish his book“On the Origin of Species”

Fill in the following blanks

Scientist

Research/experiment

Result

Charles Darwin

The wild life of Galapagos, many varieties of garden roses

There were differences between the species of the different islands’yet all showed a clear relationship with those of America’ differences in habitat could lead to different species in birds as well as in plants.

Gregor Mendel

Flowers and peas

Many characteristics were passed on from one generation to the next, without influence by the environment. His research gave birth to the science of genetics.

Gote Turesson

A wild plant found on the Swedish west coast

Found evidence for the existence of stable varieties within species in nature. He showed that differences between plants of one species occurred as a result of the environmental conditions in their habitat.

The text can be divided into four parts

Part I Pa1-3: Darwin and his research.

Part II Pa4-5: Mendel and his experiment.

Part III Pa6: Turesson and his study

Part IV Pa7: the importance and significance of the research of the three.

Important sentences in the passage

1. It was Darwin’s visit on the Beagle to the Galapagos Isles that gave him the key to his new theory.

2. Back home, in England, Darwin realized that differences in habitat could lead to different species in birds as well as in plants.

3. As a result of Darwin and Mendel’s research, scientists of the nineteenth century formed the belief that that influence of the environment was behind the development of new species.

4. It would take a next generation of scientists to bring the importance of the environment on species back in view.

Translate the following phrases into English:

详细地 in detail 处于支配的地位，负责 in charge of

由……负责 in the charge of 任命某人为……appoint sb. as

将……分类成classify…into… 计算……之间的距离 calculate the distance between…

一代一代传下去pass on from one generation to the next 建于…；以…为基础be based on

参与; 陷入 ……的活动be involved in 根据;视……而定；按照according to

搜索；寻找 search for 总而言之 altogether

match…with （在品质；颜色；设计等方面）相等，相当，相配

at the age of 在……岁时 look out for 警惕;留心;守侯

on a large scale 大规模地;大范围地 year after year 年年;年复一年

pass away 逝世 name…after 给……取名;命名

take care of 关心;照顾 classify…into 分类;归类

develop a lifelong friendship with 与……结存了终生好朋友 born into 出生

have an appetite for knowledge 有求知欲 a great deal of 大量;许多(用于不可数名词)

lie in 在于 related to 与……有关

the key to 关键是(在于) adapt to 适应于

be sunken into 堕入 a bunch of flowers

at first sight lead a cosy life

make two more voyages be involved in

lead sb. to do sth. calculate the distance between

pass on from on generation to the next form the belief

in view adapt to the new environment

Unit 5 Getting the message

Reading:

Look at the pictures on page37 and fill in the chart

Items

Ad 1

Ad 2

Ad 3

The products they persuade you to buy

Advanced electronic roducts

Shampoo

Soft drinks

How to persuade

By using abstract design, slogan and pictures

By using wonderful pictures ,slogan and realistic products

By using wonderful pictures, slogan and products

The message each ad gives

High quality,

Help customers to succeed

Create beauty,bring happiness and love to customers

Help athletes to refresh themselves.

How is the information conveyed

Pictures, slogan, spokesman

Products,slogan, pictures

Pictures,slogan, products

Words related to advertising

advertise, advertisement advertiser, brand, post, spokesman, spokeswoman, designer, entertain, promote, customer, slogan, text, writer mislead, humorous, persuasive, broadcast, annoy, appeal to

Pre-reading

Collect advantages and disadvantages of advertisements from the students

Advantages Disadvantages

Provide information Mislead customers

Increase sales Give false or incorrect information

Make the public aware of social problem Raise the price of products

…

1.the first form of advertising : in Greece and Egypt around 1500 B.C.

2.the first printed advertisement: in London 1477

3.the first commercials on radio: about 1920

4.the first commercial on TV: after World War 2

Reading Find out the main idea for each paragraph

Pa1: Ads are found almost everywhere

Pa2: People react to advertisements in different ways.

Pa3: The basic principle of advertisements is to influence customers’ choices.

Pa4: Ads help companies and customers n a variety of ways.

Pa5: the most important function of advertising is to introduce new products.

Pa6: Governments and other organizations use ads to make people aware of government policies and social problems.

Pa7: Customers should be careful of illegal ads.

Pa8: Customers should learn to protect themselves from false ads and make smart choices.

Answer the following questions

Fast reading

1.What is people’s reaction to ads.? P2

2.What is the basic principle of advertising? P3

3.What is the most important function of ads? P5

4.what’s the advantage of good ads? P8

Careful reading

1.Why is advertising popular?

2.How does advertising help consumers and companies?

3.What is the basic principle behind advertisements?

4.Why do advertisers often have to work hard to attract people’s attention?

5.What is a “bait-and-switch” a?

6.How can we protect ourselves from misleading ads?

Choose the best answers:

1.The word “advertising” means to make a product known to . D

A managers through broadcast B leaders by radios

C firms by printed notices D people in various ways.

2.One advantage of advertising is that it helps . A

A increase product sales B make a product more expensive

C increase production D reduce the costs of a product

3.Advertising is a highly developed . B

A information B industry C trade D science

4.The development of radio, television, cinema, magazines and newspapers has with the development of advertising. B

A followed up B gone hand in hand C gone behind D taken place

5. The best chance to reach customers is to . C

A sell them the product B sell them what money can not buy: love, happiness and success.

C appeal to their emotions D reduce the price of the products.

6．The development of media has gone hand hand the development of advertising. C

A. by; by B. by; with C. in; with D. in; by

8.People react to advertisements in different ways.Because . 答案：A

A. ads are useful and entertaining to some people while annoying to others

B. ads are useful and entertaining C. ads are annoying

D.ads are not only useful and entertaining but annoying

9.When we buy an expensive product, can help us make the right decision. 答案：B

A. sellers B. ads C. our friends D. defenders

10.“Not all ads are used to promote a product or to increase a company’s profits” means . 答案：D

A. all ads are used to promote a product or to increase a company’s profits

B. few ads are used to promote a product or to increase a company’s profits

C. no ads are used to promote a product or to increase a company’s profits

D. all ads are not used to promote a product or to increase a company’s profits

11.In order not to become easy target for ad makers, we must . 答案：A

A. distinguish between fiction and facts B. watch TV more often

C. believe all the ads D. never believe any ads

12.The best chance to reach customers for the advertisers is to . 答案：A

A. appeal to their emotions B. make interesting pictures

C. give customers proper prices D. send messages to customers

13.Paragraph 4 is mainly about . 答案：C

A. ads must increase the production B. ads must reduce the price of the production

C. ads must help companies and customers D. ads must make a product more expensive

14.Which sentence tells us the main idea of Paragraph 5? 答案：C

A. The most important function of advertising is to introduce the prices of the products.

B. The most important function of advertising is to introduce the types of the products.

C. The most important function of advertising is to introduce new products.

D. The most important function of advertising is to introduce the company where the products come from.

15.Why is advertising popular? 答案：C

A. Because ads are found in newspapers. B. Because ads are found on the Internet.

C. Because ads are found on TV. D. Because ads are found everywhere.

16.We can infer from the last sentence of the text that . 答案：C

A. we must learn to believe ads B. we must learn to accept ads

C. we must learn to analyse ads D. we must learn to accuse ads

T or F

1.People react to advertisements in different ways.( )

2.The basic principle of advertising is fairly difficult.( )

3.Since an increase in sales means an increase in production, the price may be increased, too. ( )

4.Truthful ads provide good information that helps customers to decide whether they want or need the advertised product.( )

5.Perhaps the most important function of advertising is to increase a company’s profits. ( )

6.By using the techniques developed by the advertising industry, governments and other non-profit organizations can spread knowledge, change attitudes and improve society.( )

7.All ads are not used to promote a product or to increase a company’s profits.( )

Difficult sentences

1.The development of radio ,television and other media has gone hand in hand with the development.

2.Customers see so many ads every day that advertisers must work hard to get their message across.

3.The best chance to reach customers is to appeal to their emotions.

4.First of all ,we should always keep an eye out for “hidden information”.

Integrating skills

Fill in the blanks for the revision

Advertising is a highly developed industry. It has gone hand in hand with radio, television and other media.

People react to ads in different ways. Some think ads are useful and help consumers

make informed choices while others accuse companies of using ads to mislead us. Companies can influence customers’ choices by introducing a brand name and by associating products with customers’ needs. There are so many ads for customers that advertisers must try to get their message across by appealing to their emotions.

Ads help companies and customers in all kinds of ways. They can help companies increase sales . At the same time , they help customers choose among all the available products. In fact, truthful ads provide good information,and help customers compare feathers, functions and costs. Some governments name a famous person as their spokesman or spokeswoman to make people aware

of their social problems and policies.

Customers should protect themselves by keeping an eye out for bad ads, telling false information from real facts and making good choices.

II Lead-in

1 what product do they persuade you to buy?

2 what information about product can you get?

3 How is the information conveyed?

4 What are the skills of making good ads?

III Reading

1 How do the ad-makers create a positive image of the product they are promoting?

2 How do ad-makers choose a name for the product?

3 What kind of slogans should be used to make the consumers to form a positive image? Can you give an example?

4 How are the ads presented ?

How to create a positive image of the product

Choose the words and brand names A good slogan

1 tell the consumer about 1 should be catchy

the advantages of the product 2 easy to remember

2 choose a funny name 3 convey a message

3 use a well-known word

4 choose names from old stories

5 invent a new word

Ads are started with a puzzle or question

And presented in a humorous way

in order to 为的是;目的在于 take …into consideration 考虑某事物

compare…with…把……与……比较(对比) complain about 对某人与某物抱怨

in charge of… 负责;处于控制或支配的地位 hand in hand 手拉手;密切关联的

with the develop of 随着……发展 on the other hand 另一方面

get… across 传播或为人理解 instead of 代替(后面接名词代词动名词或介词短语)

appeal to 呼吁;上诉;投合(兴趣或心愿) armed with用…… 做准备;备有

make sb. aware of 使人明白;觉察;意识到 keep an eye out for留心或注意到某人或某事物

protect…from… 防护而不受 at the right time 在恰当的时候

point out to (向某人)指出;使注意 make sense 有意义;有道理;讲得通

accuse…of… 指责;控告 attach to 系;贴;固定;附着

differ from 不同于 attach importance to 给予重视

start with 以开始 with the purpose of 以为目的

point out 指出 refer to 指/参考

think twice 慎重考虑 large amounts of money

make good choices out of ten

take a critical attitude towards advertisements with the purpose of

a series of at a loss

profit by / from

Unit 6

Reading

Lead-in and Pre-reading

1． Who the Native Americans were? Where did they live and what do you know about their life?

The Native Americans were the Indian. They lived in the vast land of West America and their life was simple and hard. They hunt for food and rode on horses.

2. History counts many cases in which settlers moved into areas that belonged to other people. Can you give some examples? What happened?

The American continents were peopled as a result of two long-continuing immigration movements, the first from Asia, and the second from Europe and Africa. The first movement began probably 25, 000 years ago when Siberian tribes, in search of new hunting grounds or of refuge from pursuing enemies, crossed over the Bering Strait to Alaska. By 1492, over 10-20 million people, mistakenly called Indians by Christopher Columbus, inhabited the Americans. They developed their own aboriginal cultures, which ranged from the simple to the complex, from those of the primitive tribes to the brilliant civilizations of the Aztecs, the Incas and the Mayas. The second migration to the Americas began with the expansion of Europe at the start of the modern period from the 16th century.

3. The new settlements in America soon became known as the Wild West. Why?

Because the western states of the US during the years were settled by the first Europeans. There was not much respect for the law there.

Read the text then answer some questions.

1 When did we decide to move to another place? 1845,10

2 How long did the journey last? About a year

3 What is our first destination? India Greek in Kansas

4．What does “account” in the first line means?

The “account” here means description. For example, “She gave the police a full account of the incident.”

5. In paragraph two, the author mentioned Indian Greek. Where was it and was it very important?

It was in Kansas. It was the frontier at that time and also the meeting place for people moving to the west.

6. Do you know what difficulties they ran into during the journey?

They entered the desert and lost their way, and didn’t have enough water to drink. Their animals died from lack of water.

7. According to the fourth paragraph, why do people call the desert Death Valley?

People showed coldness and were not willing to help others in trouble. They abandoned everything they could. Valley is in chaos and full of dead animals. Therefore, we called it Death Valley.

8. Is the journey hard? Can you make some examples about it?

Yes, it is hard. You can make many examples.

9. What is the theme of this passage?

If you make unremitting efforts, you will achieve your goals. Don’t give up before difficulties.

Listening

Listen to the tape carefully then do these exercises.

Post-reading

Exercise1. True or False

1 We traveled alone. (F with many other families)

2．When a young man in our group suggested that I stay behind with the children and wait for help, I agreed. (F I didn’t agree.)

3. When the animals smelt the water, they all ran.

Exercise 2

Choose the best answers

1.The reason why my father wanted to go to California is that . 答案：C

A. California was in desert B. California was far away

C. California was a wonderful land described in a book

D. California was the largest state in the USA

2.People moving to the west would meet in . 答案：A

A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert

3.On which day did the author enter the Salt Lake Desert? 答案：B

A. April 12. B. November 4. C. October 15. D. December 25.

4.Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案：D

A Because the landscape was dry and barren. B. Because water was salty and not drinkable.

C. Because their water supply was so low. D. All of the above.

5.After the travelers burnt their wagons, they had to go on their feet with another miles to go. B

A.2 500 B.500 C.90 D.45

6.Why didn’t the author stay behind with the children and wait for help? A

A. Because that meant he/she would die.

B. Because he/she knew that children were tiresome.

C. Because he/she knew that there was a wagon waiting for him/her.

D. Because he/she felt he/she could get a prize by his/her father.

7.The animals almost ran when the travelers reached the edge of the desert, why? 答案：C

A. Because they were tired and weak. B. Because they had no burden.

C. Because they must have smelt the water. D. Because they went back to their home.

8.How long did the author spend finishing the journey? 答案：A

A. More than 40 months. B. About 2 months.

C. About a year. D. About a year and a month.

9.From the text, we can infer . 答案：D

A. the author and the travelers had to go all day and all night long

B. there was no oxen left when the travelers reached California

C. many travelers died when their days of hardship came to an end

D .it’s a long way to travel from the author’s hometown to California

10.The best title of the text is . 答案：B

A.A Journey To California B. Long Drive

C. The Salt Lake Desert D. Enjoy Your Life

Questions:

1 Where in the text do you find evidence that the wagons were not he most suitable means of transport? You can find your answers in paragraph 3.

2 Why did the travelers call their ninety mile-drive through the Salt Lake Desert the “long drive”?

We had to travel long without water or grass for the animals to eat. It was hard.

3 What can you learn from this reading passage? What impresses you most?

1)After suffering from many difficulties, we can live a better life. Facing the hardship, never give up, etc.

2)The courage of the people impresses me most.

Passage analysis

1. What the writing techniques of this text are?

A. Use of the chronological order to narrate the story.

B. Use many participles to make the text readable and concise.

C. The landscape of the Salt Lake Valley sharply contrasts with that of the Salt Lake Desert. The scenery of the Salt Lake Valley is very beautiful, however, that of the Salt Lake Desert is dry and barren. Use the sharp contrastive scenery, expressing the hero’s optimism about the life that he dreamed of in the West and coming across the difficulties on the way to the West.

2. What is the writing style of the text?

The text is a narrative writing, which related a story that the hero’s family and other many families moved to the West. They ran into many difficulties on the way to the West. Finally they got to the West and started a new life. The text, which uses the first person to relate the hero’s true experiences, gives us a vivid description.

3.What is the main idea of the text?

The text related a story that the hero’s family and other many families moving to the West. They ran into many difficulties on the way to the West. Finally they got to the West and started a new life. When they came across the problems, they didn’t escape them. However, they faced reality and solved the problems. They insisted on and made unremitting efforts, so they made their dream come true. Moreover, An iron pestle can be ground down to a needle - perseverance will prevail.

4. What’s the purpose of the writer?

The writer wanted to tell us “When one comes across the problems, one shouldn’t escape them. However, he should learn to face reality and solve the problems. As long as he overcomes the difficulties and never gives up, he will achieve his goals and succeed. Moreover, he has dreams in his heart. As long as he insists on and makes unremitting efforts, I believe he will make his dreams come true some day. In fact, life itself is a battle. Natural environment and nature are your enemies. If you defeat them, you can live in the world, or it is death that is waiting for you.”

5. What can we learn from this text?

We learned that during our lifetime, we may run into many difficulties. When we come across the problems, we shouldn’t try to escape. Instead, we should learn to face reality and solve the problems. As long as we overcome the difficulties and never give up, we will achieve our goals and succeed. Moreover, we all have dreams in our heart. As long as we insist on and make unremitting efforts, we will make our dreams come true one day.

Integrating skills

Lead-in

What did he describe in the novel The Call of Wild by Jack London? And where did the story happen?

This story happened in Alaska, a far and cold land. It described the life of a dog named Buck as well as other dogs’ encounter.

Reading

1. Who do you think the three persons are? What are they talking about?

I think Mr. Rivers is the host of a program. I guess Mr. Parks is a historian or something else. Ms. Welch is the granddaughter of Dr Welch. And Dr Welch was a doctor of a small city called Nome.

2. Where did the story happen? And what happened to the children?

The story happened in a small city called Nome. Some children in the city had a terrible disease and they would die if they couldn’t get enough vaccine.

3. Where could they get the vaccine that would save the children?

A hospital in Anchorage had a good supply of vaccine. It was far away from Nome.

4. What difficulties did they meet on the way and how did they overcome them?

They faced many difficulties. First, the time was limited. The children would die if their treatment was delayed too long. Second, at that time, the sea was frozen and the only two planes had been stored, nothing got to Nome quickly. Third, The Arctic winter was very cold and there were terrible storms.

Difficulties with the medicine delivery

Their attitudes and solutions

Traffic problems: The sea frozen; the only two planes stored; no quick traffic

A train took the medicine from Anchorage to Nenana; A relay of dog teams between Nenana and Nome

Snow storms and low temperature

Kept going without stop

Time limitation

Covered almost 700 miles in little more than 127 hours

Post-reading

Questions on P53 and P54.

篇4：初中英语课堂教学即时性评价教学反思(人教版英语)

即时性评价是指教学过程中，教师对学生的课堂表现做出及时、有效地评价。特点是：及时，也就是对学生的课堂表现即刻就能得到认可或纠正；有效，即评价能对学生以后的学习产生动力作用和指导作用。这不但起着反馈、激励、调控和导向的作用，还对学生的健康成长与和谐发展具有重要意义。一方面对学生的好的表现得到及时的肯定，使他们产生心理的愉悦，以做出更加积极的努力，为学生的学习奠定后续的精神毅力。另一方面，学生在学习和成长过程中，能得到科学的、灵活的快捷的反馈与指导，也会使学生对今后的发展信心倍增，使今后的教学互动更加有效，也更利于学生的终身学习习惯和能力发展。

案例分析：

九年级英语 Unit 4 What would you do? Section B Lesson One

I.组织课堂：（二分钟）

Ss （standing）：Good morning，Mr.Yang.

T: Good morning, class. It’s a fine day, isn’t it?

Ss: Yes ,it is.

T: How do you like today?

Ss: We feel comfortable about it.

T: Very good. I hope we all have good feelings in a new day. Let’s begin our new lesson today.

(课前交流可以让学生放松一下心情，并能以轻松愉悦的、积极地心态投入到课堂学习中，使课堂产生事半功倍的效果。)

II.教学过程：

Step one: words and expressions.

从词汇开始，为教学扫清障碍（五分钟）

T： Dear class！ Today we’ll learn Section B. Before our new lesson, first, let’s review words and expressions we’ve learnt for this lesson. Zhao Zhiguang,“百万”。

Zhao: million, M-I-L-L-I-O-N.

T:一百万。

Zhao: a million

T:数以百万计。

Zhao: millions of.

T: Good. Sit down, please. Next, Jiang Dandan , 医学的（教师的评价显得过于简单，泛化，缺乏实效性）

J：Medical. M-E-D-I-C-A-L.

T:医学研究。

J: medical research

T: Very good! sit down, please . Next ,…… (教师的评价内容单一，语言模式化，师生互动不足 )

对话练习目标功能语言：（十分钟）

T:Now let’s practice dialogues. We’d better use the expression we’ve learnt in this unit----If clause. We’ll practice three minutes and then ask some students to write down their answers. Ok let’s begin.

（教师板书对话：

A：I can’t study anything well. I’m not good at studying. Your advice, please?

Sa: If I were you , I’d read aloud books.

Sb: If I were you, I’d……

Sc: …… ）

(Three minutes later.)

T：Ok.who will come here and write down your sentence. At most five.

(five students came to the blackboard and wrote down what they wanted to say. )

The sentences are :

Deng Jingjing : If I were you, I’d read more easy and short English stories.

Jiang Dandan : If I were you , I’d ask the teacher for help.

Huang Xuan : If I were you ,I’d work harder than anyone else.

Deng Ruirui: If I were you , I’d learn from others .

Guo Panpan: If I were you , I’d study with friends and discuss

with them.

T: From these sentences, we can find we all can find ways to learn English better. I hope we can get better marks and high abilities. (学生会心地点点头，说明适时的鼓励与积极的评价能给同学们更大的学习动力，更能激发他们的进取心。学生也产生了继续学习的浓厚兴趣。但总体来看教师的语言缺乏维度，没能针对不同的学生采取不同的语言来加以评价，并没有将评价和学习内容结合起来，为学生的学习奠定后续力量。)

Step tow: Presentation

（Ⅰ）学习新内容，提升阅读能力（二十分钟）

T：Now , let’s learn more .Turn to page28. Read and try to understand the meaning of it. Give you five minutes. If you have problems , you can move and ask others in class. (学生们积极的进行着读与理解的训练，并且不同层次的学生都在努力地学习应学会的内容，通过自由结合学习使学生的积极性进一步提升。)

At the same time the teacher wrote some exercises on the blackboard.（板书内容：

左：Ⅰ

1.I don’t know _____________________（说什么、做什么）.

2. 参加考试_________________ 3.散步______________

4.在某方面帮助某人___________ 5.太……而不能……_____________

中：Ⅱ

The first person is ___________________________.

He should _____________________________________

The second one gets ____________________________

He should _____________________________________

The last one can’t ____________________________

He should _____________________________________ ）

（Five minutes later）

T：Who will be brave enough to come here and read a passage?

Ren Mengyu came to the blackboard and began to read the first passage. Then Meng Haoting 、Wu Dandan 、Wu Rujie 、Tian Lulu and Wang Ruijie came and read one by one.（在本环节，学生能积极的进入角色，顺利的完成阅读的任务。）

T: Very good. We all have done well. Let’s do more . ……

（教师的评价有一定的及时性，但这样的评价对学生来说没有艺术性和导向性，而且还是较为单调，缺乏针对性、指导性。）

（Ⅱ）深化阅读练习，激发学生潜能力（十分钟）

T：Our next task is to find out how to fill in the blanks in the middle of the blackboard. If you can’t do those, please match the problems and advice in 3a.You can move and discuss if necessary. In ten minutes, you can come and finish them .(学生的学习兴趣更加高涨)

（Six minutes later）Sun Lulu 、Wang Yuanyuan 、Deng Jingjing came and filled blanks. Other students gave their opinions.(本环节，体现了教学的层次性，进行了考试技能的训练，对学生的能力是很好的锻炼和磨练。)

T：We’ll come to our last task in this lesson. Now let’s read the text again and find out some useful things together. Something can help you is on the left of the blackboard.（此时教师并未给出较为积极的评价，体现不出教师教学的机智与巧妙，诙谐幽默，不能使学生的积极性达到高峰。）

(Three minutes later , some Ss finished those and they gave exact explanations.)（本环节中，虽然教师并未对学生做出积极的评价与鼓励，但有些题目他们可以给出多种答案、解释。这是学生发挥出自己的创造性、积极性的结果。）

T：Our task after class is practicing speaking using the target language we’ve learnt in this lesson. We can practice as part four on page28 (the bell is ringing) OK.Let's have a rest and hope you have a good time all day long.

Ss: The same to you, Mr. Yang .See you.

(教师的课后总结性评价缺乏，会使学生对本节课产生不了满足感、成功感、愉悦感，又怎能使学生对下一次课堂产生期待与憧憬呢？)

从整堂课看，教师一直没有做出较好的、具有一定层次性的评价。学生们需要评价和鼓励，这也是从长远的学习效果来看的，教师如果进行了多维度、分层次准确得体、具有导向性和发展性评价，学生一时的学习效果和今后自主学习能力的提升会更加的明显。

总而言之，教师能不能引导学生形成自主学习、自觉学习的习惯甚至是能力，关键是教师的评价机制、原则和能力的一个充分体现。

篇5：[辅导]高中英语常用词语辨析 (人教版高三英语下册教学论文)

[专题辅导]高中英语常用词语辨析

一、believe和believe in 用法不一样

[观察分析]

1. Long ago ,people believed that the world was flat.很久以前，人们相信地球是扁平的。

2. I can quite believe you .我很信得过你。

3. We believe him to be honest.我们相信他是诚实的。

4. I don’t believe in fate. 我不相信命运。

5. Do you believe in the Bible?你相信《圣经》吗？

6. I don’t believe what you have said because I don’t believe in you .我不信你说的话，因为我不信任你。

[思考归纳]

believe 和believe in 在意义上有何区别？

believe一般是指相信某人_______；believe in 一般指_______某人或是对某种理论的____。

二、情态动词+have done结构的含义及其运用

[观察分析]

1. You should have finished your homework earlier.你应该早就把作业做好了的。

2. It is wet on the ground .It must have rained last night.地上湿的。昨晚一定下雨了。

3. He is a successful businessman. In the past years, he must have worked very hard.他是一个成功的商人。在过去的几年里，他一定工作很努力。

4. There is no light in his house. He might have gone out.他的房子里没有灯光。他可能出去了。

5. You are late again. You shouldn’t have got up so late. 你又迟到了。你不该起的这么晚。

6. You needn’t have lent the book to him. He has got it.你不必把书给他的。他已经有了。

7. You are not an honest girl. You ought not to have told lies to others.你不是个诚实的女孩子。你不该跟别人撒谎。

8. Can’t you see the sign – No Smoking ? You ought not to have smoked here .你没看到那个标志吗？你不该抽烟的。

[思考归纳]

问题1.should / ought to / might /need 等 +have done 表示什么含义并如何运用？

回答：这样的句型常用来表示该做的/可能要做的/需要做的事情，没有做或发生的时候；他们的否定形式表示不该做或发生的事情而___＃_____。

问题2. must +have done 什么含义如何运用？

回答：这样的句型常用于______：对于发生了或是已经发生的事情的猜测。

三、初探“with everyone clapping and having fun”结构

[观察分析]

1. With the spring coming, the trees turn green.春天来了，树木变绿了。

2. It’s impolite of you to sit with your feet pointing to others.你坐着用脚指着别人是不礼貌的。

3. He soon fell asleep with the lights still burning.他很快就睡着了，灯还亮着。

4. He lay on the grass ,with his eyes looking at the sky.他躺在草地上，眼睛看着天空。

5. The parents went out ,with their children staying at home .父母们都出去了，孩子们呆在家里。

[思考归纳]

1. 这个结构是如何构成的？

回答：with 是_____后面跟名词、代词做______，然后后面再跟动词的______形式做宾语_____。（因为宾语和动词在逻辑上有_______关系。）

2. 这个结构在句中表示什么意义？

回答：整个with结构在句中一般作______。例如方式状语、伴随状语等。

四、break up和 break down 用法辩异

[观察分析]

1. The ship broke up on the rocks.船触礁破裂了。

2. What broke up their friendship?谁破坏了他们的友谊。

3. Their marriage broke up . 他们的婚姻破裂了。

4. The police had to use force to broke up the crowd警察不得不用武力驱散人群。.

5. I am sorry to arrive late, but my car broke down halfway.抱歉我来晚了，我的车在半路上坏了。

6. The peace talks broke down without any agreement being reached.和谈失败了，没有达成任何协议。

7. I can’t have you breaking down in health.我不能让你的身体一天天垮下去。

8. Sugar and starch are broken down in the stomach.糖和淀粉会在胃里分解。

思考归纳

这两个词组分别是什么意思？

break up 是指__________________。例如解散人群，关系破裂、某物破碎等。

Break down 是指________________。例如车发生故障，计划等失败、身体垮了、分解物质等。

五、matter一词值得一探

[观察分析]

1. Is anything the matter ? 有什么问题吗？

2. You look a bit pale. What’s the matter with you ? 你看起来脸色有点苍白。

你怎么了？

3. There is an important matter I would like to talk to you about.有一件重要的事情我要跟你讨论。

4. It doesn’t matter whether it rains or not tomorrow.明天是否下雨没什么关系的。

5. It doesn’t matter that you came late. 你来晚了没什么关系。

6. Pain doesn’t matter to him. He is very strong.痛苦对他来说没什么关系。他身体很强壮。

7. It doesn’t matter to me which one you choose.对我来说你选择哪一个都没关系。

8. No matter what you do ,I won’t forgive you.不管你做什么，我都不会原谅你。

9. No matter where he is ,I will find him.不管他在哪，我都会找到他。

10. No matter how late you come, I will wait for you .不管你来得有多晚，我都会等你。

[思考归纳]

1. 当matter 用作名词是何意义？如何使用？

回答：matter用作名词表示_________，一般在句中用的时候要在matter的前面加上________。

2. 当matter用作动词是和意义？如何使用？

回答：matter用作动词表示________,一般用于否定句或是_______；后面可以跟what ，where，when ，whether等引导的从句。

3. no matter 引导的是什么从句，在句中做什么成分，如何来构成。

no matter 一般引导__________从句，它后面可以跟_______________________等引导的从句

六、to one’s surprise 结构知多少

[观察分析]

1. To my surprise , he could escape from that big fire.令我惊讶的是，他能够从那场大火里逃脱出来。

2. To our great surprise, our team won the football match. 令我们很吃惊的是，我们队赢了足球赛。

3. To my joy, I could pass the difficult math exam.令我高兴的是，我能通过那次很难的数学考试。

4. To his sorrow, his whole house was destroyed in the earthquake.令他悲伤的是，他的整座房子都在地震中毁掉了。

5. To her delight, she has got a new job in the company.令她高兴的是，她在那个公司里找到了一个新工作。

6. To our satisfaction, he could get the first prize in the competition. 我们满意的是，他在比赛中获得了一等奖。

7. To his amazement, his parents got him in such a short time.令他吃惊的是，他的父母亲在那么短的时间里就回来了。

8. To our excitement, we won the battle against the enemies.令我们激动的是，我们赢得了跟敌人的战斗。

[思考归纳]

to one’s surprise 类似的结构是怎样组成的，表示什么意义并如何使用？

回答：这样的词组一般是to 后面跟______ +表示感情或是情绪变化的____ ，通常表示某人的一种情绪和感情。一般在句中作 _________。

七、have sb do 与 have sb doing 用法比较

[观察分析]

1. The boss often has workers work for a long time.那个老板经常让他的工人长时间工作。

2. I would like to have him help me to finish the work.我想让他帮我完成那个工作。

3. Who would you rather have post this letter ? 你想让谁帮你寄这封信？

4. Don’t have the machine working all the time.不要让这个机器一直在运转。

5. It’s impolite to have him waiting outside for such a long time.让他在外面等这么长时间是不礼貌的。

6. You should be careful! Have the fire burning till tomorrow morning.你应该小心。让火一直燃烧到明天早上。

[思考归纳]

1. 两个词组分别是什么意义？

回答：have sb do 表示_________ 与 make /let sb do近义；have sb doing 表示_________。与keep sb doing近义。

2. 两个词组在用法上有什么不同？

回答：前者表示让某人去做了某事，所以用________（have sb to do ）；后者表示让某人一直做某事，所以用__________（have sb doing）

八、初探现在分词作状语

[观察分析]

1. He came running back to tell us the news. 他跑着回来告诉我们这个消息。

2. Playing all day, you will waste your valuable time.如果你整天玩，就会浪费你的宝贵时间。

3. He husband died ,leaving her with five children.她丈夫死了，留下了她和她的五个孩子。

4. Knowing that they were going there ,the students began to make preparations.当学生们知道他们要去那儿，就开始作准备了。

5. Not feeling very well, he went to see the doctor.因为感到不舒服，他就去看医生了。

6. Being ill ,he didn’t go to school.因为生病，他就没去上学。

7. Being afraid of his parents, he didn’t go downstairs.因为害怕他的父母，他没有下楼下楼。

8. Reading English novels , he seldom looks up new words in a dictionary.他看小说时很少少查字典。

[思考归纳]

1. 在句中为什么要用现在分词做状语？

回答：如果分词的逻辑主语和句中的主语是________，那就用现在分词在句中状语。

2. 现在分词在句中可以作什么状语？

回答：现在分词在句中可以做__________________________。

九、初探what引导的名词性从句

[观察分析]

1. What he said is true.他说的是真的。

2. What really interested him was to travel outside. 确实能吸引他的是出去旅游。

3. Do you know what we are going to do this evening.你知道今晚我们要做什么吗？

4. What he does is also what I want to do . 他做的就是我想做的。

5. You are welcome. That’s what I should do .你太客气了啊。是我应该做的。

6. He didn’t know what was the matter.他不知道发生什么了。

7. That’s what I am doing now.那就是我现在在做的事情。

8. Our city is not what it used to be .我们的城市再也不是过去的那个样子了。

[思考归纳]

1. what引导的名词性从句在句中可做什么成分？

回答：what引导的名词性从句可以在句中做_______、________、________等。

2．这些名词性从句中，什么时候用what来引导？

回答：首先，判断这些从句是什么从句，再结合中文意思，最后去分析从句的结构。What在句中可以作 ________、_________ 、________等。

十、in order to， in order that, so that 与 so as to用法探异

[观察分析]

1． People must eat in order to live.人们必须吃饭才能生活。

2． He works very hard in order to support his family.他努力工作是为了养家糊口。

3． He got up very early in order to catch the first bus.他起的很早是为了赶上头班车。

4． We should work hard in order that we can pass the exam.为了能通过考试，我们应该努力学习。

5． They talked in a very low voice in order that they could not be heard.为了不让别人听见他们讲话，他们用很低的声音讲话。

6． In order to get home on time, he didn’t rest on his way . 为了能够准时回到家，他在路上都没有休息。

7． We hurried so as to be in time.我们赶紧走，好及时到。

8． Speak clearly so that everybody can understand you .请说清楚点，这样每个人都能明白你。

9． He often told lies,so that no one believe him .他经常撒谎，都没人相信他。

10. Please wear your sun glasses so that the sun won’t burn your skin.请带上太阳眼镜，这样太阳就不会晒伤你的皮肤。

[思考归纳]

1. 这些词组是什么意思？

回答：这几个词组在意思是差不多的，都表示__________。

2. 这些词组在句中作什么成分？用法上有什么不同？

回答：这些词组在句中一般做状语，表示______。so as to 和 in order to 后面一般跟________；前者引导的动词不定式不可放在______，而后者引导的可放在______。so that 和in order that 一般后面跟_______。

责任编辑：李芳芳

篇6：高中英语“阅读教学与写作教学有效整合”教学设计与反思 (人教版英语高二)

一、设计理念：

这是一节在新课标理念下，采取师生互动、以读促写、读写结合，教师引导学生理解课文内容及进行写作训练的课。这种阅读教学与写作教学有效整合的英语课堂教学模式，能有效激发学生的学习兴趣，增强学生学好英语的信心和决心，使写作简单化，让学生享受到成功的喜悦。

二、教学内容：

本课的教学内容是人民教育出版社出版的《普通高中课程标准实验教科书》英语必修5,Unit 3 Life in the future中的Reading: First Impressions

本单元以life in the future 为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，了解我们现在所做的一切都会对未来造成影响,提高学生爱护自然和保护生态的意识。本单元的话题学生很感兴趣，但是如何用英语表达却比较困难。因此，根据教学内容和学生的语言知识和语言技能的实际情况，拟设计7课时，本课时为第二课时，在学生了解文章大意后,发挥大量的想象,展开的读与写的技能训练。

三、教学目标:

Students will be able to

1. get the main idea and some detailed information of the text;

2. Have student read the passage and know about what life in the future might be like ;

3. write a short passage about Me in Ten Years according to the text.

四、教学重、难点

1. Help the students to talk about life in the future；

2. Let students learn to do the imaginative wring:Me in Ten Years;

3.How to develop students’ writing ability

五、教学过程

Steps Teacher’s activity Students

activity

Purposes

Reading Lead-in

Show a short movie to

students about life in the future and ask students:

1.which problems do you think people in the future will have overcome??

2. Which ones will still be there or even worse in AD3005? Students watch

the short movie

and answer the

three questions. To arouse the students’interest and let them have a first idea of life in the future

Main idea

Ask students to read the

text and do matching exercises Students read the text and match the main

idea with

paragraph(s) To get the students to know the main idea of the text

True or false

questions

Ask the Ss to read the text

again and do the “T” or “F”

exercises. Students read the text again and judge the

Statements which is true and which is

false. And correct the false ones. To let students get detailed information of the text

Questions

Ask the Ss to read the text for the carefully and write down the answers to the questions

1. Why did I have the chance to travel to the year AD3005?

2. What is a “time lag”?

3. How did I feel when I was in the capsule?

4. Who guides my trip?

5. Why did my guide give me some tables?

6. Who transported us to the future? Students read the text for the third time and

answer the

questions 1. To make students have a

Betterunderstanding about global warming

2. To make foundations for the writing because the answers to the questions are the key points of the writing.

Writing

Ask students

to write a

short passage

about global

warming; Ss write a short

passage

according to the

structures and

the key points

got in this class. Ss can write a short passage immediately after they have got

Some information about global warming and Ss will know thebasicstructure of the writing

Evaluation

Give certain criteria about what is a good composition for this class and help them how to evaluate their compositions Ss check their compositions in pairs and write Down their statements according to the criteria. To get Ss to find mistakes or good points of their own writing

Presentation Ask Ss to read some compositions they checked, and state their opinions about the writings.

Ss present their

compositions To let Ss know what a good composition should be like

六、教学反思

这种阅读教学与写作教学有效整合的英语课堂教学模式，就是要求教师在阅读教学中渗透写作指导，充分利用教科书中的阅读材料，教会学生如何进行写作积累，学习课文的写作技巧，并将之运用于写作，使写作简单化，让学生享受到成功的喜悦，从而提高学生的英语学习兴趣。新课标注重学生的情感因素，着力培养学生的学习兴趣，激发学生的学习动机和培养他们热爱生活的品质。在英语教学中采取师生互动、以读促写、读写结合，教师引导学生理解课文内容及进行写作训练，激发了学生的学习兴趣，增强了学生学好英语的信心和决心。但是，对于中职的学生来说，在写作时候给一些精彩的开头与结尾及一些常用句型、短语还是很有必要的。

篇7：“探究学习”课堂教学模式 (人教版高三英语下册教学论文)

“探究学习”课堂教学模式

--高三英语复习课案例

一．教学课型：高三复习课（45分钟）

二．教材分析：

1. 教学内容新课标人教版Module 2 Unit 5 Music

2. 教材处理

本节课的教学内容是对新课标人教版Module 2 Unit 5 Music的复习。主要任务是通过填空的形式复习课文内容，掌握本单元一些重点短语。通过对话题进行说，听，写等活动，使学生了解到各种音乐形式，国内外著名的乐队，熟悉使用有关偏好的表达方式，表达自己对音乐的偏好及认识，最后能利用课堂讨论所积累到的语言素材和听力材料完成一篇读写任务，实现从语言输入到语言输出的迁移。

3.教学目标：

1) Knowledge targets

Words and expressions about the topic

Expressions about preference

2) Ability targets

Listening：听取信息

Writing: 读写任务

3) Culture targets

Music；bands; kinds of music; effect of music

3. 教学重难点

1) Topic discussion

2) Listening

3) Writing

三．教学设计

1.总体思路

本节课总的思路是复习基础，活用知识，拓展能力。借助多媒体教学，以多种形式的活动来组织教学，让学生在学习的过程中发展自主学习和合作学习的能力，提高学生用英语进行思维和表达的能力。

本节课首先以课本内容为依托，采用填空的形式作为回顾检测，复习重点短语和表达。在完成对基础知识的复习的基础上重点训练学生综合语言运用能力（说，听，写）。围绕Do you like music? Why? 和 What kind of music do you prefer？Why？这两个问题进行讨论，在讨论和呈现讨论结果的过程中复习表达偏好的方式及积累语言表达材料。最后通过听力训练，来培养学生在听力当中获取信息和处理信息的能力。通过对听力材料的理解也使学生明确了音乐对我们生活的影响和作用，让他们对音乐有了更全面的认识。通过讨论和听力材料增加有效的语言输入，让学生有足够丰富的语言材料来完成最后的写作任务，达到知识活用和能力拓展的教学目的。

四．教学过程

I. 话题引入

Song appreciation: Listen to a song --- Yesterday by the Beatles

Some famous bands: Beyond / Backstreet boys / Westlife / the Beatles / the Monkees

（设计说明）此环节以歌曲引入话题，能引起学生的兴趣，使学生迅速进入上课状态。此外也使学生能熟悉国内外著名的乐队，从而自然地引入到对乐队the Monkees的课文复习。

II. 语篇领悟

Summary of the text: Blank-filling

If we are ourselves, most of us have being famous sometimes in our lives. Most musicians often meet and a band. Sometimes they play in the street to passers-by so that they can some money and this also gives them a chance to their dreams. “The Monkees” started in a different way. The musicians of whom the band was formed each other as well as played music, whose music and jokes were loosely “The Beatles”. Their exciting performances were copied by other groups. However, after one year or so, they became more their work and played their own music like a real band. Though it in 1970, it reunited in the mid-1980s and it is still popular today.

（设计说明）采用填空的形式作对课文的回顾检测，复习重点短语和表达。学生对答案不肯定的空格可以和同学进行谈论，体现合作学习的精神。

III. 知识活用

A. Topic discussion（group work）

学生分组讨论下面问题：

1. Do you like music? Why?

教师可先进行示范和引导，例如: I myself am a music lover, because music can make me in a good mood after an exhausting working day.

这时可以引导学生思考表达喜欢的方式，最后由教师进行总结归纳

Possible expressions:

be fond of … / be a … lover / …is one’s hobby… （表达偏好的方式）

接着教师布置学生分组讨论：Do you like music? Why?

此时教师应鼓励学生的不同表达，充分发挥学生的自主性。另外小组成员之间也可以交流信息，体现合作探究的精神。

学生讨论完毕，小组代表在全班进行信息的交流。此时教师应对学生进行鼓励和表扬，使学生有成就感和近一步学习的动力。

最后，由教师给出参考的文段给全班同学欣赏。

Sample version:

Almost everyone is fond of music. I myself am a music lover. Listening to music is my hobby in my life.

Listening to music makes me feel relaxed. Whenever I feel sad, I will just turn on the radio and listen to some music. Music can cheer me up. Music can also relieve the tension caused by my study and work.

2. Can you name any music style?

Classical Rock and roll Orchestra

Rap Hip-hop Blues

Jazz Country music

Choral Folk music

4. What kind of music do you prefer？Why？

（对这个问题的讨论教师应引导学生回答时要针对不同音乐的特点来说明原因，否则学生有可能会只是简单的重复喜欢音乐的原因）

Sample version

I enjoy a large range of different types of music. Light music fills my heart with joyfulness. Country music features simple themes and describes day-to-day situations and the feelings of country people. Pop songs tell me the young people’s concern and I am willing to share their trouble.

Indeed, through listening to various kinds of music, I find myself richer in sympathy with other people and things around me. Music comes from the heart and flows into the heart.

(设计说明) 讨论部分的话题为学生所熟悉，学生基本上有话可说。这两个问题也都是开放性的，没有所谓的标准答案，学生也可以各抒己见。采用小组讨论的方式可以让不同层次的学生都充分的参与到活动中来，讨论结束后，每组推选出一位同学为代表来做presentation。教师在这个过程中要引导学生留意不同学生的表达和内容并将的一些重点词，句板书，让学生可以利用到最后的写作部分中去。

B. Listening

Some researchers have shown that if you listen to _______ music, especially Mozart while studying, it will improve your ability to remember. This is called the “_________.” But not all kinds of music seem to have the same effect. It seems that the regular rhythm of classical music help develop one’s ________. Scientists also think that learning _________ helps improve your _______.

（设计说明）训练学生获取信息，处理信息的能力。听前先让学生对所需信息进行预测，设当点拨听力技巧。听完后让学生阅读听力原文，使学生更好理解听力材料的内容。

IV. 能力拓展

Summary & HW: 读写任务：

1. 以大约30词概括听力材料的内容要点；

2. 以大约120词谈谈你个人对音乐的喜好：

1) 你喜欢音乐，说出你的理由；

2) 你喜欢哪种音乐，说出你选择的理由。

（设计说明）锻炼学生写作能力，作为对整节课学习的一种检测和巩固。

责任编辑：李芳芳

篇8：高中英语指导自主学习阅读课教学设计(人教版英语高一)

一、概述

本单元的话题为皮格马利翁，其中涉及皮格马利翁效应和西方文学作品欣赏以及剧本的学习与写作，这一话题与学生的学习和生活有着密切的关联，但同时，学生普遍对这一话题感到陌生。本节课是高二英语下学期英语选修八的Unit4 Pygmalion第二课时，是一节阅读课，所需课时为一课时。旨在通过自主学习、合作探究的高效学习，帮助学生了解西方文学作品和作家萧伯纳，与此同时，同学们学会理论联系实际，理解“皮格马利翁效应”在学习和生活中的重要意义，并利用该效应指导自已挑战困难，不断进步。更重要的是，学生们通过学习，基本掌握阅读的技巧并尝试运用适当的阅读策略提高阅读的能力。

二、教材分析和教材重组

一）教材分析

本节课教材使用的是人民教育出版社2月第2版 11月第4次印刷的普通高中课程标准实验教科书（英语选修8）第四单元。本节选材电影《窈窕淑女》剧本，是与西腊故事Pygmalion同主题的西方文学作品。题材是皮格马利翁文学作品，体裁是剧本，主题是皮格马利翁效应。Pre-reading部分通过问题设计启发学生思考，调动学生的积极性，引导学生充分发挥想象力和创造力，通过对电影《窈窕淑女》的讨论进而理解心理学上的“皮格马利翁应”，并提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，初步酝酿可能出现的故事情节，为下面的阅读做好必要的准备； Reading部分是电影《窈窕淑女》第一幕“决定性的会面”的剧本，改编自经典的西腊故事《皮格马利翁》，讲述了发生在伦敦剧院外的一幕。主要人物有Eliza, Higgins, Pickering。主要讲在一次偶然的情况下自傲的Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女，从而引发了一连串戏剧性的故事。从人物的对话中我们也可以清楚地看到不同人物的性格特征，比如Eliza的粗鲁，Higgins的缺乏耐心，Pickering的礼貌等都反映得淋漓尽致，由此烘托出本节主题：人的语言和行为都受他（她）所处的社会地位和社会环境的影响，但是后天的努力可以改变现状。 Comprehending部分设计了五个练习，练习一通过让学生回答相关问题，详细了解剧本的内容及各个人物的性格；练习二要求学生从课文中找出这三个不同社会阶层的人物对不同于自己阶层的人们所持的态度，进而了解主题；练习三要求学生思考除了语言以外，哪些方面还能显示出人们社会地位的不同，以此引发讨论，激发情感；练习四要求学生运用所给词汇描述剧本中不同人物的性格特点，由输入导向输出，能力提升；练习五要求学生纠正Eliza语言中的语法、拼写等方面的错误，实现由词到短语中、由短语到句子、再由句子到语篇的过渡。通过练习，旨在让学生进一步了解剧本的内容和意义，明白这样一个道理：只要有决心、有勇气，抓住机会不断地学习，不断地进步，终会改变现状，取得成功。

二）教材重组

本节课尝试将Pre-reading, Reading& Comprehending（P28 Pre-reading至P31页）三个部分整合成一节指导学生高中英语自主学习的“阅读课”。这三个部分关系密切，层层推进故事的发展，以Pre-reading为导入，以Reading为载体，以Comprehending为目标。既有读前的讨论探究活动，又有读时的自主学习活动，还有读后的延伸拓展活动。既有教师的阅读策略指导，又有学生的合作探究、自主学习活动。有利于学生在形式多样的活动中主动参与整个教学过程，从而使他们乐学、和谐、主动地发展，真正实现自主学习的高效课堂。

三、学习者特征分析

本节课适用于高二年级下学期的学生的阅读课的学习。对于高二的英语学习者来说，他们已经具备了一定的自主学习的能力，尤其是在老师导学案的帮助下，基本上大多数的学生都能够自主地预习，体验感知新课的内容并适当地提出问题上，甚至有的同学能够通过查阅资料、上网搜索等方式自行分析并解决部分的问题。就整体而言，在经过了第一节课Warming up的学习之后，同学们基本掌握了本节课所需的重要的词汇，对于话题也有了初步的了解，并且能为上阅读课作基本词汇的准备。同时，同学们通过观看影片和对影片的讨论，大致了解影片的意义。尤其是在小组讨论和质疑互助之下，也基本能够了解故事的主题。但是，由于本节课的内容为西方文学作品赏析，多数同学觉得有一定的困难。一是通过平时的话题阅读训练，我们不难发现，学生们普遍对文学方面的较为生疏，特别是部分来自农村的学生，他们的阅读面相对较为狭窄，文学方面的涉猎较为局限，更别说是西方文学了；二是通过剧本分析人物性格要求学生有较强的语言运用的能力，尤其是在剧本中多处存在不规范的英语表达更是增加了学生理解的难度，对于基础较薄弱的学生来说，就连读懂剧本的内容都有一定的困难；三是在阅读之后，同学们的认知停留在于影片的表面上，无法提练出“皮格马利翁效应”对于学习的指导意义。所以情感的升华成为本节课的又一个难点。

因此，同学们迫切需要老师给予他们学习方法的指导和阅读策略的训练，帮助他们学会自主学习，培养他们发现问题、分析问题、解决问题的能力，并且通过学习和训练，加强语言运用能力，提高文学话题阅读的水平。

四、教学目标分析

一）三维目标The three-dimensional target

1、知识目标Language target

Learn to read and use some of the key words, expressions and sentence patterns.

1）重点词汇和短语Key words and expressions

hesitate, uncomfortable, troublesome, outcome, disguise, classify, betray, dismiss, condemn, acquaintance, handful, fortune, in disguise, pass...off as, make one’s acquaintance, generally speaking, in terms of , etc.

2）重点句子Sentence patterns

A. An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society.

B. This is the age of the newly rich. People begin their working life in a poor neighborhood of London with 80 pounds a year and end in a rich one with 100 thousand. But they betray themselves every time they open their mouths.

C. The English that will condemn her to the gutter to the end of her days. Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English.

3)语篇学习Context learning

A. Students learn to master the key points according to the context.

B. Students get a clear understanding of the act by using what they’ve learnt.

C. Students get to know how to use some essential transitional words based on the reading passage.

2. 能力目标Ability target

1) Students learn to talk about the play and use the play to work out the characteristics of each social group.

2) Students get the main idea and some detail information by scanning and skimming.

3) Students manage to improve their skills of reading, speaking and writing.

3.情感目标Emotion target

1) Students try to learn more about western works and its author.

2) Students try to learn about the Pygmalion effect.

3) Students try to build up the confidence to adapt to or even change their life and study.

二）教学重点Important points

1. How to talk about the play.

2. How to analyse the characters.

3. How to improve the reading ability.

三）教学难点Difficult points

How to use the play to work out the characteristics of each social group.

四）具体要求Learning demands

1. Students should teach themselves and discover some useful words and expressions

2. Students try to involve themselves actively in the class

3. Students try to master and learn to use what they learn

4. Students follow the learning tips to raise questions

5. Students develop the cooperative learning skill

五、教学策略选择与设计

本节课的设计理念为，基于关联理论和建构主义，倡导自主学习，强调学生的主体活动，主张学生积极参与、合作探究、评价反刍，力求实现高效的课堂教学。设计主要包括教师的教和学生的学两大部分。

一）教师的教学策略设计：任务型教学，自主学习指导，阅读策略指导，复习检测，问答法演示，讲练结合等等。

二）学生的学习方法指导：自主导学、预习感知；话题讨论、合作探究；小组合作、质疑互助；自我检测、成果展示；语篇阅读、强化识记；小组评价、总结反思等等。

六、教学资源与工具设计

一）教师教的资源：新课标教材，配套的教学用书，世纪金榜教辅，E-Class 教学平台，校园OA办公平台，网络资源，多媒体教学工具（multi-media, a projector, internet, PowerPoint, USB, blackboard, computer），其它的学科资源（如，心理学上的皮格马利翁效应：教师的期望与学生的智力发展）等。

二）学生学的资源和工具：导学案，练习案，世金榜教辅，PowerPoint教学课件，E-Class 教学平台，校园网教学资源（如，教师博客等），其它学科的相关材料（如西方文学作品及作者的简介材料，相关心理学知识阅读材料）等。

篇9：江苏省普通高中英语课程标准教学要求 (人教版高三英语下册教学论文)

江苏省普通高中英语课程标准教学要求

依据《普通高中英语课程标准（实验）》，高中英语课程的总目标是：使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，培养自主学习和合作学习的能力；形成有效的英语学习策略；发展综合语言运用能力。

综合语言运用能力的形成是建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础之上的。语言技能和语言知识是综合运用能力的基础，情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的先决条件，文化意识则是得体运用语言的保障。

根据高中学生认知能力发展的特点和学业发展的需求，高中英语课程强调在进一步发展综合语言运用能力的基础上，着重提高学生用英语获取和处理信息的能力，分析和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力；形成跨文化交际意识和基本的跨文化交际能力；进一步拓宽国际视野，增强爱国主义精神和民族使命感，形成健全的情感、态度、价值观，为学生未来发展和终身学习奠定良好的基础。

高中英语课程的目标以义务教育一至五级的目标为基础，共有四个级别（六至九级）的目标要求。其中七级是高中毕业必须达到的级别要求，八级和九级是为愿意进一步提高英语综合运用能力的高中学生设计的。学生在完成必修课程模块1-5的学习后，应达到七级目标要求；在完成顺序选修课程模块6-8的学习后，应达到八级目标要求；在完成顺序选修课程模块9-11的学习后，应达到九级目标要求。七、八、九级目标总体描述如下：

级别目标总体描述

七级有明确和持续的学习动机和自主学习意识。能就熟悉的话题交流信息，提出问题并陈述自己的意见和建议。能读懂供高中学生阅读的英文原著简写本及英语报刊。具有初步的实用写作能力，例如：事务通知和邀请信等。能在教师的指导下，主动参与计划、组织和实施语言实践活动。能主动扩展和利用学习资源，从多种渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。理解交际中的文化差异，初步形成跨文化交际意识。

八级有较强的自信心和自主学习能力。能就熟悉的话题与讲英语的人士进行比较自然的交流。能就口头或书面语言材料的内容发表评价性见解。能写出连贯且结构完整的短文。能自主策划、组织和实施各种语言实践活动，例如：商讨和制定计划、报告实验和调查结果。能有效利用网络等多种教育资源获取和处理信息，并根据需要对所获得的信息进行整理、归纳和分析。能自觉评价学习效果，形成有效的英语学习策略。了解交际中的文化内涵和背景，对异国文化能采取尊重和包容的态度。

九级能独立、自主地规划并实施学习任务。能听懂有关熟悉话题的演讲、讨论、辩论和报告的主要内容。能就国内外普遍关心的问题（例如：环保、人口、和平与发展等）用英语进行交谈，表明自己的态度和观点。能做日常生活方面的口头翻译。能利用各种机会用英语进行真实交际。能借助词典阅读题材较为广泛的科普文章和文学作品。能用常见的应用文完成一般的写作任务，并具有初步使用文献的能力。能自主开拓学习渠道，丰富学习资源。能关注时事，具有较强的世界意识。

针对我省高中英语教学的实际情况，《江苏省普通高中英语课程标准教学要求》（以下简称《教学要求》）主要是对《英语课程标准》中七级和八级目标中的语言技能和语言知识部分进行目标描述，并提出教学建议（见附录一表1.1、表1.2、表2.1和表2.2）。为便于教师教、学生学，《教学要求》将语言知识中高中语法部分的教学任务单独列表，分别按必修和顺序选修要求进行目标描述（见附录一表3.1和表3.2）。每个语法项目分别设有“学习内容”、“学习要求”和“教学建议”等栏目。各栏目的具体安排是：“学习内容”列出高中阶段学生应学习的内容；“学习要求”主要是针对学习内容提出具体要求；“教学建议”主要是对如何完成教学内容、教学中的应注意的方面或重点难点、学习内容范围、能力要求等方面提出教学建议。

为帮助教师在高一起始阶段做好初、高中教学的衔接工作，《教学要求》中还列出《英语课程标准》义务教育阶段英语学习五级目标中语言技能和语言知识中词汇和语法部分的要求（见附录二表1和表2）以及义务教育阶段语法学习内容（见附录三），供教学中参照。

评价是英语课程的重要组成部分。高中英语课程评价要以课程标准为依据，努力实现评价主体的多元化，鼓励学生、同伴、教师和家长共同参与；实现评价形式的多样化，包括听力、笔试、口试等。提倡形成性评价和终结性评价相结合，定量评价与定性评价相结合，主观题型和客观题型相结合。

形成性评价应采用多种形式，如课堂学习活动评比、家庭作业评定、课外活动参与评比、学习效果自评、学习档案、问卷调查、访谈、家长对学生学习情况的反馈与评价、平时测验等。可采取用描述性评价、等级评定或评分等评价记录方式，注意评价的正面鼓励和激励作用。所有学校均应逐步实施形成性评价。

终结性评价主要指模块结束考试、等级水平考试或结业考试等定量评价。终结性评价考试为非选拔性考试，应注意以下几点：

1、评价要以《英语课程标准》为依据，充分考虑学生认知水平的发展；

2、评价内容应以学生所学内容为主，注重考查学生综合运用语言能力，杜绝偏题怪题；

3、评价应包括考查学生听力、语言知识掌握、阅读理解和书面表达能力等方面；

4、评价内容中应增加有助于学生思维表达的主观题量，使主客观题比例适当。

附录一

表1.1 语言技能目标描述及教学建议（七级）

技能目标描述教学建议

听 1. 能识别语段中的重要信息并进行简单的推断；

2. 能听懂操作性指令，并能根据要求和指令完成任务；

3. 能听懂正常语速听力材料中对人和物的描写、情节发展及结果；

4. 能听懂有关熟悉话题的谈话并能抓住要点；

5. 能听懂熟悉话题的内容，识别不同语气所表达的不同态度；

6. 能听懂一般场合的信息广播，例如：天气预报。 1. 帮助学生掌握捕捉细节信息、语段大意的方法。

2. 帮助学生掌握如何听懂常见话题内容，如学校活动安排、天气预报、自然灾害、旅游计划、人物描述、故事情节、生活常识、体育赛事、数字及简单运算、生活经历、电话求助、专题采访等。

3. 帮助学生区别说话者所陈述的是观点还是事实，并能通过语调来体会不同的情感和态度。

4. 帮助学生用缩略、关键词、符号

等手段记录所听信息。

5. 通过鼓励、启发、引导等方法，帮助学生逐渐形成听的策略。

说 1. 日常交际中对一般的询问和要求做出恰当的反应；

2. 根据熟悉的话题，稍做准备后，有条理地做简短的发言；

3. 能就一般性话题进行讨论；

4. 能根据话题要求与人交流、合作，共同完成任务；

5. 能用恰当的语调和节奏表达意图。 1. 提供学生操练各类熟悉话题的机会。

2. 通过示范、鼓励、引导、监控、评价等方法，帮助学生逐渐提高说的能力。

3. 帮助学生掌握谈话技巧。

读 1. 能从一般性文章中获取和处理主要信息；

2. 能理解文章主旨和作者意图；

3. 能通过上下文克服生词困难，理解语篇意义；

4. 能通过文章中的线索进行推理；

5. 能根据需要从网络等资源中获取信息；

6. 能阅读适合高中生的英语报刊或杂志；

7. 除教材外，课外阅读量应累计达到23万词以上。 1. 帮助学生掌握阅读技巧（如,略读skimming，找读scanning），以获取信息。

2. 帮助学生掌握阅读戏剧、报刊文章、信件、日记、演讲等各类文体的阅读技巧。

3. 帮助学生掌握阅读各类体裁的文章（如，记叙文、议论文和说明文）的阅读技能。

4. 帮助学生掌握预测信息，揣摩作者情感、意图的方法，培养猜测词义、根据上下文推理、总结主旨大意等的技巧。

5. 运用启发、引导、参与、反馈、评价等方法，帮助学生逐渐形成阅读策略。

写 1. 能用文字及图表提供信息并进行简单描述；

2. 能写出常见体裁的应用文，例如：信函和一般通知等；

3. 能描述人物或事件，并进行简单的评论；

4. 能填写有关个人情况的表格，例如：申请表等；

5. 能以小组形式根据课文改编短剧。 1. 提供学生操练信函、通知的书写、人物与事件的描述和表格填写等应用文运用的机会。

2. 运用批改、讲评、示范等方法，帮助学生逐步提高英文写作水平。

表1.2 语言技能目标描述及教学建议（八级）

技能目标描述教学建议

听 1. 能识别不同语气所表达的不同情感；

2. 能听懂有关熟悉话题的讨论和谈话并记住要点；

3. 能抓住一般语段中的观点；

4. 能基本听懂广播或电视英语新闻的主题或大意；

5. 能听懂委婉的建议或劝告等。 1. 帮助学生掌握听的策略，在听的过程中培养获取和处理信息的能力。

2. 培养学生语感。

3. 培养学生能评价所听内容、判断语段深层含义的能力。

说 1. 能在交流中使用恰当的语调、语气和节奏表达个人的意图和情感等；

2. 能根据学习任务进行商讨和制定计划；

3. 能报告任务或项目完成的过程和结果；

4. 能经过准备就一般话题作3分钟演讲；

5. 能在日常人际交往中有效地使用语言进行表达，例如：发表意见、进行判断、责备或投诉等；

6. 能做一般的生活翻译，例如：带外宾购物或游览等。 1. 帮助学生提高说的准确性、得体性、流利性和连贯性，不断增强其语感。

2. 帮助学生掌握说的技巧，在说的过程中，能引出话题、维持交谈、转移话题、话轮转移、澄清意思等。

3. 培养学生善于倾听和理解的能力，并能利用正确的语音、语调表达意思和情感。

4. 帮助学生掌握话题演讲的技巧。

读 1. 能识别不同文体的特征；

2. 能通过分析句子结构理解难句和长句；

3. 能理解阅读材料中不同的观点和态度；

4. 能根据学习任务的需要从多种媒体中获取信息并进行加工处理；

5. 能在教师的帮助下欣赏浅显的英语文学作品；

6. 除教材外，课外阅读量应累计达到30万词以上。 1. 帮助学生掌握阅读策略，并运用阅读策略，在阅读过程中培养获取和处理信息的能力。

2. 培养学生运用所学语言知识理解长句、难句的能力，提高其阅读水平。

3. 帮助学生掌握在运用中阅读策略推理判断、猜测词义、理解文章结构、理解图表信息、理解逻辑关系、理解作者意图等方法。

4. 引导学生欣赏英语文学作品，正确评价所读文章。

写 1. 能根据所读文章进行转述或写摘要；

2. 能根据用文字及图表提供的信息写短文或报告；

3. 能写出语意连贯且结构完整的短文，叙述事情或表达观点和态度；

4. 能在写作中做到文体规范，语句通顺。 1. 要求学生能正确、清楚地表述事实、观点、情感，并能在写作中运用合理的想象力。

2. 帮助学生掌握写作技巧（整理思路、组织素材、规划文章结构、列出提纲、起草文章、组织语言、遣词造句、修改文章、正确运用标点符号和大小写）。

3. 要求学生写好文章后能自我修改和相互修改。

4. 帮助学生掌握各类体裁（如，记叙文、应用文、议论文和说明文）的写作技巧。

表2.1 语言知识目标描述及教学建议（七级）

知识目标描述教学建议

语

音 1.在口头表达中做到语音、语调自然和流畅；

2.根据语音、语调了解话语中隐含的意图和态度；

3.初步了解英语诗歌中的节奏和韵律；

4.根据语音辨别和书写不太熟悉的单词。 1. 帮助学生掌握元音字母、元音字母组合、辅音字母组合、辅音连缀和成节音的基本读音，并能根据语音写出不太熟悉的单词。

2. 帮助学生掌握单词重音、句子重音、读音的变化、语调与节奏的基本规则。

词

汇 1.理解话语中词汇表达的不同功能、意图和态度等；

2.运用词汇给事物命名、进行指称、描述行为和特征、说明概念等；

3.学会使用2400-2500个单词和300-400个习惯用语或固定搭配；

4.了解英语单词的词义变化以及日常生活中新出现的词汇。 1. 帮助学生通过学习和不断运用，掌握2400-2500个单词和300-400个习惯用语或固定搭配。

2. 帮助学生理解不同情景下词汇在语句中所表达出的不同意义。

3. 帮助学生掌握日常生活中新出现的

常用词汇。

语

法 1.掌握描述时间、地点和方位的常用表达方式；

2.理解并掌握比较人、物体及事物的常用表达方式；

3.使用适当的语言形式描述事物，简单地表达观点、态度或情感等；

4.掌握语篇中基本的衔接和连贯手段，并根据特定目的有效地组织信息。各语法项目详见附录一表3.1

功

能 1.了解日常交际功能的主要语言表达形式；<, /SPAN>

2.在语境中恰当地理解和表达问候、告别、感谢或介绍等交际功能；

3.在日常人际交往中有效地使用得体的语言进行表达，例如：发表意见或进行判断等；

4.运用已学过的功能项目有效地表达情感、意图和态度。 1 帮助学生掌握社会交往、态度、情感、

时间、空间、存在、特征、计量、比

较、逻辑关系、职业等功能意念所涉

及的简单表述的方法。

2. 帮助学生了解并熟悉如何运用已学过的功能项目有效地表达情感、意图和态度。

话

题 1.熟悉个人、家庭和社会交往等方面的话题；

2.进一步熟悉有关日常生活、兴趣爱好、风俗习惯和科学文化方面的话题；

3.熟悉我国一般社会生活的话题，例如：职业、节日、风俗和社交礼仪等；

4.了解英语国家有关日常生活习惯的话题。 1. 通过不断操练，帮助学生掌握个人、家庭和社会交往等方面的话题。

2. 通过大量阅读，帮助学生了解并熟悉有关日常生活、兴趣爱好、风俗习惯、文娱体育、旅游交通和科学文化等方面的话题。

表2.2 语言知识目标描述及教学建议（八级）

知识目标描述教学建议

语

音 1.在交际中逐步做到语音、语调自然、得体和流畅；

2.根据语音、语调了解和表达隐含的意图和态度；

3.了解诗歌中的节奏和韵律；

4.根据语音辨别和书写不太熟悉的单词或简单的语句。 1. 帮助学生掌握语音、语调、重音、节

奏等在口语交流中的运用。

2. 帮助学生掌握朗读和演讲中的语音、语调、重音、节奏等技巧。

3. 帮助学生了解英式英语和美式英语

语音之差异。

词

汇 1.运用词汇理解和表达不同的功能、意图和态度等；

2.在比较复杂的情况下，运用词汇给事物命名、进行指称、描述行为和特征、说明概念等；

3.学会使用3300个左右的单词和400-500个习惯用语或固定搭配。 1. 帮助学生通过学习和不断运用，掌握3300个左右的单词和400-500个习惯用语或固定搭配的用法。

2. 帮助学生理解不同情景下词汇在语句中所表达出的不同意义。

语

法 1. 进一步掌握描述时间、地点和方位的表达方式；

2. 进一步理解并掌握比较人、物体及事物的表达方式；

3. 使用适当的语言形式进行描述和表达观点、态度或情感等；

4. 学习并掌握常见语篇形式的基本篇章结构和逻辑关系。各语法项目详见附录一表3.2

功

能 1.在更广泛的语境中恰当地理解和表达问候、告别、感谢和介绍等交际功能；

2.在日常人际交往中有效地使用得体的语言进行表达，例如：发表意见、进行判断、责备和投诉等；

3.灵活运用已经学过的常用功能项目，进一步学习并掌握新的功能项目；

4.在实际生活中能够较熟练地进行信息沟通。 1. 帮助学生掌握社会交往、情感、态度、时间、空间、存在、特征、计量、比较、逻辑关系、职业等功能意念所涉及的表述。

2. 帮助学生在不同的交际场合时不断学习新的功能项目，并能在实际生活中有效地运用。

话

题 1. 熟悉有关个人、家庭和社会交往等方面的话题；

2. 熟悉有关风俗习惯、科学文化和文学艺术等方面的话题；

3. 熟悉我国一般社会生活的话题，例如：职业、节日、风俗和社交礼仪；

4.了解英语国家有关日常生活习惯的话题。 1. 帮助学生了解语言与文化、环境保护、自然灾害、社会差异、宗教文化、文学艺术等话题内容。

2. 帮助学生了解英语国家日常生活话题内容。

表3.1 语法学习内容、要求及教学建议（七级）

学习内容学习要求教学建议

Prepositions and prepositional phrases

(介词和介词短语) 掌握表示时间、地点和方向的常见介词，以及一些常见的介词短语。用对比分析的方法帮助学生总结归纳以前所学的表示时间、地点、方位等的介词或介词短语的用法以及常见介词短语的构成。

Linking verbs

(系动词) 掌握系动词的基本功能和特点，能够根据语境运用系动词。 1. 采用对比的方法帮助学生总结系动词与一般动词的区别。

2. 帮助学生掌握常用的系动词的用法。

Phrasal verbs

(短语动词) 掌握动词+副词和动词+介词的基本形式及其用法。 1. 帮助学生掌握动词+副词和动词+介词的基本结构和用法。

2. 帮助学生归纳一些常见动词短语的含义以及同一个动词短语在不同语境中意思不同的现象。

3. 短语动词的内容较多，建议在教学中逐步加以归纳和总结。

Modal verbs

(情态动词) 掌握can、may、must、could、might、should、ought to、have to、will等情态动词表示能力、职责、确定、许可、提出要求、给出建议或忠告和提供帮助的基本用法。 1. 帮助学生掌握情态动词的基本用法。

2. 帮助学生理解 “情态动词+动词的进行式”或“情态动词+动词的完成式”所表达的意义。

3. 帮助学生区分几组易混淆的情态动词，如：can 与be able to, shall 与 will, mustn't与needn't, need 与dare。

Future continuous tense

(将来进行时) 理解将来进行时的基本结构和意义。 1. 帮助学生理解将来进行时的意义，并总结它的构成规则。

2. 帮助学生理解将来进行时的语用功能。

Future in the past

(过去将来时) 理解过去将来时的基本结构和意义。 1. 帮助学生理解过去将来时的意义，并总结它的构成规则。

2. 帮助学生理解过去将来时的语用功能。

Present perfect tense

(现在完成时) 掌握现在完成时的构成及用法。 1. 帮助学生复习巩固现在完成时的用法。

2. 帮助学生总结现在完成时的句子中常用的时间状语（already, yet, lately, recently，several times，for + 一段时间，since + 某一时间点等）。

Present continuous tense

(现在完成进行时) 理解现在完成进行时的基本结构和意义。 1．帮助学生学习现在完成进行时的基本结构和用法。

2. 帮助学生区别现在完成时与现在完成进行时的不同用法。

Past perfect tense

(过去完成时) 理解过去完成时的基本结构和意义。 1. 帮助学生理解过去完成时的语用功能和构成规则。

2. 帮助学生总结归纳过去完成时中常用的时间状语（before, by, when, by the end, until, since等）。

3. 帮助学生区别现在完成时和过去完成时的不同用法。

4. 帮助学生了解过去完成时的一些特殊用法，如： hardly...when…, no sooner ... than...等。

The passive voice

(被动语态) 掌握主动语态与被动语态相互转换的方法，被动语态的进行时和完成时的构成以及常见的被动语态的特殊用法。 1. 帮助学生掌握主动语态与被动语态相互转换的方法。

2. 帮助学生掌握现在进行时、现在完成时、过去进行时和一般将来时的被动语态用法。

3. 帮助学生掌握情态动词后跟被动语态的用法。

4. 主动式表示被动意义的语法结构不作进一步拓展。

To-infinitive

(动词不定式) 掌握动词不定式在句中的语法功能，以及省略“to”的不定式的几种用法。 1. 帮助学生复习巩固初中所学不定式的相关内容。

2. 帮助学生掌握不定式的进行式和完成式的构成方法及语用功能。

3. 帮助学生总结省略to的不定式的几种用法。

Verb-ing

(动词的-ing形式--用作名词) 掌握动词的-ing形式作名词时的用法。 1. 帮助学生掌握动词的-ing形式在句中作名词时的用法。

2. 帮助学生掌握可带动词的-ing形式作宾语的常用动词（词组）。

3. 帮助学生掌握可带不定式或动词的-ing形式作宾语的常用动词。

4. 帮助学生掌握forget、remember、regret等动词后接动词不定式或动词的-ing形式的区别。

Verb-ing

(动词的-ing形式 --用作形容词和副词) 掌握动词的-ing形式作形容词和副词时的用法。 1. 帮助学生掌握动词的-ing形式在句中作形容词或副词的用法。

2. 帮助学生掌握动词的-ing形式及其完成式在句中做状语的用法。

Verb-ed

(动词的-ed形式) 掌握动词-ed形式的句法功能

理解动词-ed形式和动词的-ing形式作形容词时的区别。 1. 帮助学生掌握动词-ed形式在句中作定语、表语、宾语补足语和状语的基本句法功能。

2. 帮助学生理解动词-ed形式和动词的-ing形式作形容词时的区别。

3. 帮助学生以表格的形式总结非谓语动词的各种形式在句子中的功能。

Verb-ed and verb-ing

(动词的-ed形式和-ing形式) 掌握动词的-ed形式和-ing形式作定语、状语时的基本用法，及其否定式；

掌握动词的-ing形式的时态和语态的变化。 1. 用对比的方法帮助学生掌握动词的-ing形式和动词的-ed形式作定语和状语时的区别和用法。

2. 帮助学生掌握现在分词的完成式和被动式的用法。

3. 帮助学生掌握动词的-ing形式和-ed形式的否定式的用法。

Negative statements

（否定句）掌握否定句的构成及其用法。 1. 帮助学生掌握否定句的基本构成方法。

2. 帮助学生掌握含有否定前缀的词与not连用时所表达的含义。

3. 帮助学生掌握一些如seldom, far from等具有否定含义的词或短语的用法。

Question tags

(反意疑问句) 掌握几种常见反意疑问句的用法。 1. 通过典型例句帮助学生理解反意疑问句的基本功能。

2. 帮助学生掌握反意疑问句的基本构成方法，用助动词、情态动词或be动词与相应的人称代词共同构成反意疑问句。

3. 反意疑问句的一些特殊用法可以在以后的练习中逐步总结。

Use of it

（it 的用法）掌握it 的常见用法。 1. 掌握it作人称代词、非人称代词、先行主语、先行宾语的用法。

2. 掌握某些动词（seem、appear、happen、turn out等）作谓语时，it常用作形式主语的用法。

3. 掌握it 用于强调句型中的用法。

Object complement

(宾语补足语) 掌握宾语补足语的基本结构、意义和功能。帮助学生掌握宾语补足语的语用功能及名词(词组)、形容词、不定式（或省去to）、分词和介词短语作宾语补足语。

Subject-verb agreement

(主谓一致) 掌握主谓一致的结构和功能。 1. 掌握主谓一致的基本原则，如：语法一致原则、意义一致原则、就近一致原则。

2. 主谓一致的情况较复杂，在第一次出现时不必逐一解释，要帮助学生不断地总结。

Noun clauses

(名词性从句) 掌握宾语从句的结构和功能

理解主语从句、表语从句、同位语从句的基本结构和意义。 1. 帮助学生掌握宾语从句的基本用法；

2. 通过对比的方法帮助学生理解主语从句和表语从句、同位语从句的结构和功能。

3. 帮助学生理解whether引导的主语从句、表语从句、同位语从句的用法。

4. 帮助学生理解以what、where、why、how等引导的名词性从句的用法。

5. 帮助学生区别名词性从句中what和that的用法。

Attributive clause

(定语从句) 1. 了解关系词在定语从句中充当的成分；

2. 掌握定语从句中常用关系代词的用法；

3. 掌握介词+关系代词；

4. 关系副词的用法；

5. 掌握非限制性定语从句的用法。 1. 帮助学生初步了解定语从句，以及定语从句中常见的关系代词的基本用法。

2. 帮助学生总结在定语从句中正确使用介词的方法。如：大部分介词的选择是根据从句中的动词来决定的。

3. 让学生初步掌握关系副词的用法。关系代词和关系副词的区别可在不断的练习中帮助学生加深理解。

4. 了解关系副词在更加正式的场合中常用介词+which替代的情况。

5. 让学生观察含有限制性定语从句和非限制性定语从句的句子，帮助他们掌握两种定语从句的区别。

Direct speech and reported speech

(直接引语与间接引语) 掌握直接引语与间接引语的基本结构、意义和功能。 1. 创设语境，帮助学生领悟直接引语与间接引语的语用功能。

2. 帮助学生掌握间接引语的结构和功能。

3. 帮助学生总结直接引语与间接引语相互转换的方法。

表3.2 语法学习内容、要求及教学建议（八级）

学习内容学习要求教学建议

Future in the past

(过去将来时)

掌握过去将来时的基本结构、意义和功能。 1. 帮助学生理解过去将来时的意义，并掌握它的构成规则。

2. 帮助学生掌握过去将来时的语用功能。

Future continuous tense

(将来进行时) 掌握将来进行时的基本结构、意义和功能。 1. 帮助学生理解将来进行时的意义，并掌握它的构成规则。

2. 帮助学生掌握将来进行时的语用功能。

Past perfect tense

(过去完成时) 掌握过去完成时的基本结构、意义和功能。 1. 帮助学生掌握过去完成时的语用功能和构成规则。

2. 帮助学生掌握过去完成时中常用的时间状语（before, by, when, by the end, until, since等）。

3. 帮助学生掌握现在完成时和过去完成时的区别。

4. 掌握过去完成时的一些特殊用法，如：scarcely…when..., hardly...when…, no sooner ... than...等。

Present continuous tense

(现在完成进行时) 掌握现在完成进行时的结构、意义和功能。 1. 通过复习现在完成时的用法，帮助学生学习并掌握现在完成进行时的用法。

2. 帮助学生区别现在完成时与现在完成进行时的用法。

Subject

complement

(主语补足语) 掌握主语补足语的基本结构、意义和功能。帮助学生掌握主语补足语的语用功能及名词(词组)、形容词、不定式、分词和介词短语做主语补足语。

Noun clauses

(名词性从句) 掌握名词性从句(主语从句、表语从句、同位语从句)的基本结构、意义和功能。 1. 通过对比的方法帮助学生掌握主语从句、表语从句、同位语从句的基本用法。

2. 帮助学生掌握whether引导的主语从句、表语从句、同位语从句的用法。

3. 帮助学生掌握以what、where、why、how等引导的主语从句、表语从句、同位语从句的用法。

4. 帮助学生区别并掌握主语从句、表语从句、同位语从句中what和that的用法。

5. 帮助学生掌握同位语从句的基本用法，如在名词news, fact, order, idea, promise, message, hope, opinion, impression, evidence, belief, conclusion, possibility, story, doubt等后所接的同位语从句。

Ellipsis

（省略）掌握省略结构、省略句的基本用法。 1. 帮助学生掌握常见的省略结构、省略句的基本用法。

2. 帮助学生掌握在一些特殊文体中使用省略结构、省略句的情况。

Inversion

（倒装）掌握部分倒装和完全倒装的基本用法。 1. 帮助学生掌握使用部分倒装的几种常见句型的用法。

2. 帮助学生掌握使用完全倒装的几种常见句型的用法。

3. 帮助学生掌握虚拟语气中的倒装。

Emphasis

(强调) 掌握运用副词强调、运用助动词强调谓语和强调句的基本用法。 1. 帮助学生掌握so、such、really、just等表示强调的单词的用法。

2. 帮助学生掌握强调句的基本句型：It is/was+被强调部分+ that+其他成分。

3. 帮助学生掌握强调时间的句型：It was not until…that…。

4. 帮助学生掌握在陈述句中用助动词do/does或did来加强语气的用法。

Subjunctive mood

（虚拟语气） 1. 掌握与现在、过去、将来事实相反的虚拟语气的用法；

2. 掌握虚拟语气的一些常见的特殊用法。 1. 帮助学生掌握与现在、过去和将来事实相反的条件从句、主句中虚拟语气的用法；以及宾语从句中虚拟语气的用法。

2. 帮助学生掌握虚拟语气的倒装结构。

3. 帮助学生掌握混合虚拟语气的用法。

4. 帮助学生掌握常用介词短语（代替条件状语从句）表示虚拟语气的用法。

5. 帮助学生掌握含有连词“even if, as if, as though , if only”的虚拟语气的用法以及其它连词引导的虚拟语气的用法。

附录二

表1 语言技能目标（五级）

技能目标描述

听 1. 能根据语调和重音理解说话者的意图；

2. 能听懂熟悉话题的谈话，并能从中提取信息和观点；

3. 能借助语境克服生词障碍、理解大意；

4. 能听懂接近正常语速的故事和记叙文，理解故事的因果关系；

5. 能在听的过程中用适当的方式做出反应；

6. 能针对所听语段的内容记录简单信息。

说 1. 能就简单的话题提供信息，表达简单的观点和意见，参与讨论；

2. 能与他人沟通信息，合作完成任务；

3. 能在口头表达中进行适当的自我修正；

4. 能有效地询问信息和请求帮助；

5. 能根据话题进行情景对话；

6. 能用英语表演短剧；

7. 能在以上口语活动中语音、语调自然，语气恰当。

读 1. 能根据上下文和构词法推断、理解生词的含义；

2. 能理解段落中各句子之间的逻辑关系；

3. 能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局；

4. 能读懂常见体裁的阅读材料；

5. 能根据不同的阅读目的运用简单的阅读策略获取信息；

6. 能利用字典等工具书进行学习；

7. 除教材外，课外阅读量应累计达到15万词以上。

写 1. 能根据写作要求，收集、准备素材；

2. 能独立起草短文、短信等；

3. 能使用常见的连接词表示顺序和逻辑关系；

4. 能简单描述人物或事件；

5. 能根据所给图示或表格写出简单的段落或操作说明。

表2 词汇、语法目标（五级）

知识目标描述

词

汇 1. 了解英语词汇包括单词、短语、习惯用语和固定搭配等形式；

2. 理解和领悟词语的基本含义以及在特定语境中的意义；

3. 运用词汇描述事物、行为和特征，说明概念等；

4. 学会使用1500-1600个的单词和200-300个习惯用语和固定搭配。

语

法 1. 了解常用语言形式的基本结构和常用表意功能；

2. 在实际运用中体会和领悟语言形式的表意功能；

3. 理解和掌握描述人和物的表达方式；

4. 理解和掌握描述具体事件和具体行为的发生、发展过程的表达方式；

5. 初步掌握描述时间、地点、方位的表达方式；

6. 理解、掌握比较人、物体及事物的表达方式。

附录三

义务教育阶段语法学习内容

1. 名词

(1) 可数名词及其单复数 (2) 不可数名词

(3) 专有名词 (4) 名词所有格

2. 代词

(1) 人称代词 (2) 物主代词：形容词性物主代词；名词性物主代词

(3) 反身代词 (4) 指示代词

(5) 不定代词：many, much, a lot of, lots of, plenty of, some, any, all, both, each, either, none, someone, somebody, nobody, anybody, something, anything, nothing

(6) 疑问代词

3. 数词

(1) 基数词 (2) 序数词

4. 介词和介词短语：用在时间名词前的介词；用在地点、方位前的介词；描述事物运动方向的介词（across, along, through, round, from, up, down, over, to）；because of；in order to; as a result

5. 连词: and, but, when, while, before, after, until, as, as soon as, because, as, since, so

6. 形容词（包括比较级和最高级）

7. 副词（包括比较级和最高级）：频度副词；表顺序的副词（first, then, next, afterwards, finally）；表方式的副词（quietly, gently; easily …）；常用于完成时态中的副词

8. 冠词（定冠词和不定冠词）

9. 动词

(1) 动词的基本形式 (2) 及物动词和不及物动词

(3) 助动词： used to (be used to)

(4) 情态动词：can, could 表示能力；can, could 表示可能性；may, might 谈论可能性；should, ought to, must谈论应该怎样；need谈论需要; dare;用should, ought to, had better, have to, must谈论建议；用can, could, may, might 谈论许可

(5) 不定式：常与不定式连用的动词；用动词与不定式转述某人的命令、请求和建议；疑问词加不定式

10. 时态

(1) 一般现在时 (2)一般过去时

(3) 一般将来时：will, shall, be going to；用一般现在时表示将来；用现在进行时表示将来

(4) 现在进行时 (5) 过去进行时

(6) 现在完成时 (7) 过去完成时

11. 被动语态：被动语态的一般现在时和一般过去时

12. 句子种类

(1) 陈述句

(2) 疑问句（一般疑问句、特殊疑问句、选择疑问句、反意疑问句）

(3) 祈使句（4）感叹句

13. 句子成分

(1) 主语（2）谓语

（3）表语（4）宾语

（5）定语（6）状语

（7）宾语补足语

14. 并列复合句

15. 主从复合句

(1) 宾语从句：that, if, whether 及wh- 疑问词

(2) 状语从句：条件从句（主句用一般将来时；主句用一般现在时）；原因状语从句；结果状语从句（so… that …）；让步状语从句（although, unless）；目的状语从句（so that）

(3) 定语从句：that, who, which

16. there be 句型

17. 用why not, why don't you, perhaps谈论建议

18. 比较结构：形容词/副词比较级+than或最高级；数量比较；原级比较；like, alike；the same as, different from

19. 虚拟语气：wish

20. 直接引语与间接引语：无时态变化；有时态变化

21. 五种句子结构

（1）S + V （2）S + V +DO

（3）S + V + P （4）S + V + IO +DO

（5）S + V +DO + OC

责任编辑：李芳芳

篇10：高中英语中名词的用法 (人教版高三英语下册教学论文)

高中英语中名词的用法

一、名词的分类：名词分为专有名词和普通名词

专有名词-----个人，地方,机构等专有名称. China, Shanghai, Li lei,

普通名词----又分为个体名词: 某类人或东西中的个体.如 fighter, gun, country,

集体名词:若干个体组成的集合体.如 family, team, police, class,

物质名词：无法分为个体的实物。如 cotton，tea, air,

抽象名词: 动作, 状态, 品质, 感情等抽象概念. 如 health, happiness.

个体名词和集体名词又叫做可数名词.

物质名词和抽象名词又叫做不可数名词.

二、名词的数。可数名词都有单数和复数之分。

A: 规则的可数名词的复数变化规则：

1.一般情况加 s ， books mouths houses girls

2.以 s sh ch x结尾的加 es classes boxes matches （stomachs）

3.辅音字母 + y结尾的变 y为 ies cities countries parties factories.

4.以 o 结尾的词多数 +es heroes Negroes tomatoes potatoes zeroes/zeros

以 o 结尾并且词尾有两个元音字母 +s radios, zoos, bamboos ,(pianos ,kilos photos)

5.以f， fe 结尾的多数 +es leaves lives wives knives halves wolves

The thief’s wife killed three wolves with some leaves and knives in half of her life.

但是：也有一些 + s, roofs proofs, gulfs, beliefs, handkerchiefs//handkerchieves

B: 名词词尾的读音规则：

A．在[ p] [t] [k] [f]等清辅音后读[s] cups， hats， cakes， roofs

B. 在[s] [z] [∫] [t∫]等音后读[iz] glasses, faces, roses.

C.在其他情况下读作[z] beds days cities knives.

D.以th结尾的词原来读[ ] 加词尾后多数读[ ]

如： mouth-mouths path-paths ;

但是也有不变化的，如： month-months, ninth-ninths, youth-youths.

C: 不规则的可数名词的变化规则：

1.man-men, woman-women, tooth-teeth, foot-feet, child-children, mouse-mice,

2.单复数相同: sheep, fish, deer, means, Chinese, Japanese, works,

fish如表示不同种类的鱼时复数是fishes;

There are many kinds of fishes in that lake.

3.以man, woman 修饰名词构成合成词时,两个词都变化.

man servant-men servants. (boy/girl students)

woman doctor-women doctors.

4.复合名词的复数形式:

son-in-law---sons-in-law , looker-on-lookers-on, 主体名词变化

film-goer-film-goers, grown-up-grown-ups 没有主体名词,在词尾加复数

5.字母,阿拉伯数字的复数形式一般加 “ ’s ”或 “ s”.

There are two l’s in the word “ all ”.

Your 7’s and 9’s look alike.

It happened in the 1960’s /1960s.

I will not accept your if’s and but’s.

6: 物质名词一般没有复数，有时用复数形式表示不同种类，

wheats, fruits, vegetables,

有时表示比原文更广的词义，

wood-woods, water-waters, sand-sands, manner-manners,

7: 抽象名词一般不可数；但是如果表示某一具体的情况，或各种各样的也有可数名词的用法。

He jumped with joy.------ My children are a great joy to me.

8.定冠词加姓氏的复数表示一家人。 the Turners, the Smiths, the Wangs.

9: 集体名词people, police, cattle 总是作复数，

( people 作民族，种族时有单复数两种形式)

Many cattle are kept.

Several police were on duty.

The Chinese are a brave and hard-working people.

The English are a funny people.

10:集体名词class, public, family, population, team, crew, committee 等单复数都有，但意义不同。

The class is big.---- The class are taking notes in English.

The population in China is larger.---- 80% of the population in China are peasants.

11: hair， fruit 通常作单数，表示总体。

His hair is grey. a rich harvest of fruit

如果表示若干根头发，表示种类的水果时，可以加复数词尾。

He had a few white hairs. What fruits are on sale in this season ?

12:以s 结尾的学科名词只作单数。mathematics , physics, politics, 等。（news）

13：glasses， trousers， scissors， shoes， spectacles，等常用复数；但如果这些词前用 a pair of …// this pair of…//that pair of…等修饰时谓语动词有pair 来决定。

Where are my glasses ？

My new pair of trousers is too long.

Here are some new pairs of shoes.

14: 不可数名词没有复数形式，如果表示“一个”的概念，可用单位词。

a piece of news/information/advice/bread/cake/paper/meat/coal…

a bottle of ink, a grain of rice , a cake of soap…

说明：可数名词和不可数名词之间并没有截然的界限；可数名词可以转变为不可数名词，同样不可数名词也可以转变为可数名词，要看清整个上下文的具体内容。

三. 名词的所有格。

1．有生命的名词所有格的构成：

A. 一般家词尾’s. the teacher’s office, Xiao Li’s sister’s husband’s mother.

B. 以 s 结尾的复数名词只加 ’ workers’ rest homes.

the masses’ request

C.不以s结尾的复数名词加’s. children’s toys.

D:复合名词只在最后一个词的后面加 ’s. my sister-in-law’s brother.

E:表示共同所有的几个名词，只在最后一个词的后面加’s.

This is Tom, James and Dick’s room.

F:表示各个所有关系的几个名词，在每个名词后分别加’s.

Jenny’s, Jean’s and Mary’s rooms face to the south.

G:名词短语只在最后一个词后加 ’s. a quarter of an hour’s talk.

2. 名词所有格的用法：

1. 名词所有格主要用于表示有生命的名词，表示所属关系。

Lei Feng’s dairy. the Working People’s Palace of Culture.

2.也可用于表示时间的名词。

today’s paper. an hour’s drive. Friday’s work.

3. 也可用于表示地理、国家、城市等名词。

the country’s plan. the farm’s fruit. China’s population.

4.也可用于表示由人组成的集体名词。

our party’s stand

5. 也可用于表示度量、价值的名词。

two dollars’ worth of books. a pound’s weight.

(现代英语中，这种用法越来越多。)

3.凡不能用’s 属格的情况可用 of 属格表示所属关系。

the City of New York. a map of China.

特别是下列情况要用of 属格：

⑴当名词有较长的定语时，

the name of the girl standing at the gate.

Have you read the articles of the students who were with us yesterday.

⑵所修饰的名词前有数量词时，

a play of Comrade Li’s. some friends of my brother’s .

⑶所修饰的名词前有一个指示代词时，

that performance of the teachers’ .

4.双重所有格：

当of前面的名词有不定冠词、指示代词、疑问代词、不定代词或数词如 a, an, this, that, these, those, two, three, four, any, some, several, no, few ,another等修饰时，用双重所有格，双重所有格只用于表示人的名词并且都是特指的。

a poem of Lu Xun’s . a friend of his/hers .

Which novel of Dicken’s are you reading ?

some friends of my brothers’ .

5.几种特殊情况：

the key to the door. keys to the exercises.

notes to the text answers to the question

tickets for the film//movie

a check for $1500. anyone else’s book.

the monument to the people’s heroes.

the entrance to the station//cinema

在现代英语中of属格大都可用 ’s 所有格代替。

* * * * * * * *

Choose the best answers:

1.It was a great _____for him to be pleasant to people he didn't like.

A.trouble. B.effort. C.sorrow. D.plan.

2.Although bought several years ago,the car is still in good _________.

A.situation. B.condition. C.standard D.position.

3.When you play football,what _____do you play?

A. situation. B. part C.position. D.place.

4.She is in a poor _____of health.

A.position B.situation. C.state D.condition.

5.Enough of it! Nobody here thinks what you are saying should make any _____.

A.value B.sense C. fun D.use.

6.Hundreds of people leave their village to seek their ________.

A. luck. B. chance C. future. D. fortune.

7.He spoke in such a ____as to cause them displeasure.

A.direction B.language. C.noise. D. manner.

8.The news that his sick fellow students was getting well and strong brought great ____________ to him.

A. comfort. B.courage. C.message D. friendship.

9.------How much did the coat cost ?

------Just five dollars. It's a real _______.

A.bargain B.suit. C.dress. D.goods.

10.-----Have you any _____ what this word means ?

-----Sorry, I don't know.

A.knowledge. B.opinion. C. expression. D. idea.

11.----Lin lin is very bright and studies very well.

----It's no _____he always gets the first place in any examination.

A.question. B.doubt. C. problem. D. wonder.

12.We have worked out the plan and now we must put it into _______.

A.fact. B.really. C.practice. D.deed.

13.These football players had no strict ______until they joined our club.

A.practice. B.education. C. exercise D.training.

14.If by any chance someone comes to see me, ask them to leave a ______.

A. message. B. letter. C. sentence D.notice.

15.As a _____ of fact, his success is due to his father.

A.thing. B.matter. C.reason D. result.

16.The ____of pulling down the old houses is to make room for a new highway.

A.purpose. B. meaning C.fact. D. use.

17.His name was on the _____of my tongue,but I just couldn't remember it.

A.end B.edge. C.tip. D. side.

18.It's the ____in this country to go out and pick flowers on the first day of spring. A.use. B.custom. C.habit. D. saying.

19. My car is being repaired, so I had no ________.

A.problem. B.way. C.transport. D.use.

20.-----What's your ________? -----I'm from France.

A.nation. B.nationality. C.counrty D.state.

21.On hearing the sound, the bird flew away in every ________.

A.way. B. path. C. place D. direction.

22.She let herself get into a _____before the examination began.

A.condition. B.situation. C.state. D.form.

23.----Can you guess how the ______,cat's paw, came into use ?

---- No, I can't guess it right.

A.sense. B.message. C.term. D. passage.

24.At last, we got to the top of the mountain, out of ________.

A.order. B. reach C. sign. D.breath.

25.Pop music is popular with many people, but it is not to everyone's ______.

A.manners. B. taste. C.share. D. smell.

26.---Does he have much _____in teaching English ?

----No,I didn't think so.He has taught it for just two years.

A.difficulty. B.base. C.faith. D. experience.

27.----Who told you about Dad's illness?

----The doctor in ________.

A.connection. B.turn. C. public. D. charge.

28.In order to make his story interesting, he took Charlie's case as an ______.

A. advice B. lesson. C. example. D. information.

29.It took him a lot of _____to swim across the river.

A.strength. B.force. C. power. D.breath.

30.I'd like to try that coat on, but I don't know if it is my _______.

A.shape. B.size. C. model. D. pattern.

31.We have missed the last bus, I'm afraid we have no _____ but to take a taix.

A.way. B.choice. C. possibility. D. selection.

32.The lift is out of _____, so we'll have to walk.

A.order.B.work. C.control. D.touch.

33.Unfortunately,he got hurt in the boating ______.

A.match. B. contest C. running. D. race.

34.You'll find this map of great _____in helping you to get round London.

A.price B. cost C. value D. usefulness.

35.Jane has a very good _______of foreign coins.

A.habit B.interest C.connection D.collection.

36.Give my _______ to your parents.

A.best wish B.regards C.loves D. hello

37.Food and ______are very important to us all.

A.clothes B.cloth C.clothing D.dress.

38.His firm supplied ________.

A.a kitchen equipment B.kitchen's equipment

C.kitchen equipments D.kitchen equipment

39.He is ____as manager but he doesn't become proud of his _____.

A.successful;success. B. success;success.

C.a success;success. D.success; successes.

40.He gained his ____by printing _____of famous writers.

A.wealth;work, B.wealths;works C.wealths;work D.wealth;works.

41.The storms did a lot of ______and caused some _______.

A.damage;death. B.damages;deaths. C.damage;deaths.D.damages;death.

42.The woman has ______that she is unable to get a job.

A.such a little education. B.so little education.

C.so few education. D.such little education.

43.If there were no examination,we should have _____at school.

A. the happiest time. B.a more happier time.

C.much happier time. D.a much happier time.

44.A lot of special _____have been used in this film.

A.technique B.techniques.C.technical D.technology.

45.The _____were covered with fallen ______.

A.roofs;leafs. B.roofs;leaves. C.rooves;leaves.D.rooves;leafs.

46.Would you mind giving him _______?

A.an advice B.an information C.a news D. a message

47.He has twenty ______on his farm.

A.cow. B.cattle. C.sheeps D. deers.

48._____ it is to have a cold drink on a hot day.

A.What a fun B.How fun C.What fun D.How a fun.

49.There are four ____at ______, waiting for his coming back.

A.John's;doctor's B.Johns;the doctors.

C.John's;doctor's. D. Johns; the doctor's

50.He dropped the ______and broke it.

A.cup of coffee. B.coffee's cup C.cup for coffee D.coffee cup.

51.We saw a lot of ____ in the field.

A.cow and sheep B.cows and sheeps.

C.cow and sheeps. D.cows and sheep

52.My _____all _____hard for the people.

A.family;work. B.family;works C.families;work D.families;works

53.After walking for two hours,we stopped to take ____rest.

A.a few minute's B.a few minutes'

C.ten minute's D. ten minutes

54.Is Mr Douglas a friend of ________?

A.your B.Jack C.your father's D. you

55.She broke a ______while she was washing up.

A.glass wine B.wine glass C.glass of wine D.wine's glass

56.He grabbed me ____and pulled me onto the bus.

A.on my arm B.on the arm C. by the arm D. by an arm

57.Dr. Jones ordered _____for the laboratory.

A.two equipments B.two pieces of equipments

C.two pieces of equipment D.two equipment pieces

58.Miss Smith is a friend of _________.

A. Mary's mother's B.Mary's mother.

C.Mother's of Mary. D. Mary mother's.

59._____rooms are both large and comfortable.

A.Jack's and Jane's B.Jack and Jane's

C.Jack's and Jane D.Jack and Jane.

60.Grandpa Li has two _______.

A.sons-in-laws B.sons-in-law C.son-in-law D.son-in-laws

61.Julie went to the ______ to buy a pair of shoes.

A.shoes store B.shoe's store C.shoe store D.shoe's stores.

62.The _____park will be closed next week.

A.children's B.childrens' C.children D. child

63.There are many _______ in this hospital.

A.woman doctors B.women doctors

C.women doctor D.doctor woman

64.The boys are _____, but the girls are __________.

A.Japaneses;German B. Japanese; German

C.Japaneses; Germen D. Japanese; Germen

65.Did you have this dress made at the ______around the corner ?

A.tailor's B.tailors C.tailors' D. tailor

66.One must always put ________ of the people before his own.

A.interesting B.interests C.the interests D. interest

67.Let me give you ________.

A.some advice. B.advices C. an advice D.the advice.

68.“Have you traveled much ? ” No, I have done _____traveling.\"

A. few B. little C. small D. less

69.Before we moved into the new house, we bought _______.

A.furnitures B.furniture C.pieces of furniture D.furniture pieces

70.Which do you prefer, _______ or ________?

A.potatos,tomatos B.potatos,tomatoes

C.potatoes,tyomatos D.potatoes.tomatoes

71.The _______of the cottage were covered with ___________.

A.roofs,leafs B.roofs,leaves. C.rooves,leafs D.rooves,leaves

72.This post card is sent by ___________.

A. a friend of my father. B.a friend of my father's

C.my father friend D.my father friend's

73.Is this the only ______ to achieve success ?

A.mean B.meanings C.meaning D.means.

74. I saw ____running about at the foot of the mountain.

A.a cattle. B.two cattles C.much cattle D.a head of cattle

75._______is standing at the corner of the street.

A. A police B.The police C. Police D. A policeman

76.I told about some of the terrible ______I had had in the war.

A.experience B.experiences C.experiencing D.experienced things.

77.What lovely ____ you have!

A. a hair B.hair C. hairs D. of hair

78.Look at ______that dog left on the chair.

A.hair B.hairs C.a hair D. the hairs

79.________was too much for the child to carry.

A.The steel's weight B. The weight of a steel.

C.The weight of the steel. D. Steel's weight.

80.Mr William has a ________son.

A.fourteen-years-old B.fourteen years

C.fourteen-years D.fourteeen-year-old

81.Darwin didn't mean to attack people's religious __________.

A.belief B.beliefs C.believes D. believe

82.The doctor asked Charlie to take a deep _________.

A.breathe B. breath C. breathing D. breathless

83. The tree is as tall as a _________ building.

A. ten-storey's B.ten-storeys C.ten-storey D.ten-storyed

84.I'd like to see your ________.

A. ten speed bicycles B.ten speeds bicycles

C.ten-speed-bicycle D. ten-speed bicycles

85.I hope Mr Brown will come in __________time.

A.two weeks B.two weeks' C. two-week' D.two weeks

86._______uncle is an engineer.

A.Tom's and Joan's B.Tom's and Joan

C.Tom and Joan's D. Tom and Joan.

87.When he got back, he was surprised to find _______broken.

A.the room window B. the room's window

C.the room of the window D.the window of the room.

88. This is ________reading-room.

A. the teacher's B.teacher's C. the teachers' D.teachers'

89.His work is better than ________.

A.anyone B.anyone else C.anyone's else D.anyone else's

90.Do call them __________.

A.apple's trees B.apples' trees C.apples trees D.apple trees

Keys to the nouns.

1----10. bbccb ddaad 11----20. dcdab acbcb

21----30. dccdb ddcab 31----40.badcd bcdcd

41----50. cbdbb dbcdd 51----60. dabcb ccaab

61----70.cabba cabcd 71----80. bbddd bbdcd

81----90. bccdb cdcdd

责任编辑：李芳芳

篇11：浅析如何上好高中英语试卷评讲课 (人教版高三英语下册教学论文)

浅析如何上好高中英语试卷评讲课

江苏省兴化市文正实验学校袁维安225700 手机：13852643507

摘要：试卷讲评课是高中英语教学中的主要课型之一。上好试卷讲评课，对强化教学效果，进一步提高教学质量和推进教学改革具有重要意义。本文结合试卷评讲课的教学现状，根据新课标的要求阐释上好试卷评讲课的思路。

关键词：高中英语；试卷评讲课；效益；能力

On How to comment on English Test Papers in Senior High

Abstract: Commenting on test papers is of vital importance in senior high English teaching. A well-organized class contributes to high pedagogical quality assists promote teaching reform. The author aims to cast light on how to conduct a sound test-paper commenting class.

Key words: senior high; commenting on test papers; effectiveness; competence

引言

高中英语试卷评讲应该怎么讲？对这个问题回答一定会有若干种解释。我们教师在评讲时往往一味求速度、赶进度，而忽略了对其有效性的研究,使试卷评讲课几乎失去了它的意义。另外，试卷讲评起着帮助学生进一步理解知识，熟练技能，弥补缺漏，纠正错误，宽思路，提高能力等重要作用。一堂高质量的试卷讲评课往往比做几套试卷的功效还要高。

正文

笔者认为，试卷评讲需要做好以下几个环节的工作：

第一，上课前做好准备工作。在花了大量的时间、经历组织一次考试后，认真批改是重要的环节之一。接下来就要认真统计、关注下列数据：平均分、最高分、最低分、及格率、优秀率和正确率，这项工作艰苦而复杂却必不可少。因为这样能够为那些错误率高、具有典型性的题目的讲评节约大量的时间，会极大地提高课堂的有效性，做到课前胸中有丘壑，才能最大限度地提高教学效果。另外评讲前还要注意分析错误的类型，以便及时总结自己课堂教学中的得失，不断总结经验，不断提高自己的业务水平。

第二，认真研究试卷评讲课的课堂教学，把努力提高课堂效率作为我们首要的目标。作为教育工作者的我们都知道教育学生向四十五分钟要效益，效益从何而来？笔者以为这不但与学生的“学”有关,而且与教师的“教”密不可分。教师在上课时可以将错误率较高的题目通过板书或多媒体呈现给学生，让学生进行充分讨论。讨论可以是同桌进行，也可以分组进行，在评讲过程中，教师应首先把握好是“挖湖”还是“挖井”，也就是说在试题评讲时把握好注意知识点的深度和广度。对高一、高二基础年级的学生应侧重基础知识的巩固，不宜挖得太深的；对于高三的学生，除了帮助分析、纠正错误以外，还要结合高考真题，举一反三，拓宽学生的解题思路。其次，注重学生解题方法的指导。俗话说：授之以鱼，不如授之以渔。高中英语课程要求：应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力。所以教师应努力将对考点的强化转化为对学生的能力的提高，因为学习方法的培养会让学生受益终生。例如：在解决阅读理解的问题时候，应该让学生学会如何从那些复杂的文章中获取信息，去粗取精，去伪存真，最终筛选出最佳答案；解决完型填空问题要有较强的语篇意识，能够根据上下文的提示得到正确答案。此外，在课堂组织上，应注意方式的多样性，防止课堂气氛沉闷，学生失去兴趣。可让学生进行小组讨论，教师在一旁加以指点；对中档题可让学生唱主角，对于一些经常性犯的错误或者学生说错的地方千万不能加以讽刺挖苦，要多鼓励，否则会极大地挫伤学生的积极性。值得注意的是试卷评讲要注意因材施教，坚持学生为主体教师为主导的原则，采用多种教学手段，充分调动学生的积极性。

第三，注重评讲后的消化、巩固和个别辅导。“学而不思则罔”。评讲之后，还要要求学生分析试卷得失，最好写成书面小结,(要有实质内容,不能流于形式)；及时找学生谈话，帮助其分析错因，对部分“学困生”还要进行心理疏导，帮助学生树立信心。对学生订正后的试卷，要再次批改，扫除盲点，力求做到不让一个学生掉队。

结语

试题评讲课是一种很重要的课型，作为教师，我们要充分关注自己的教学和学生的学习，认真研究教材和教法，注重对学生学法的指导，帮助学生进行有效学习，最大限度提高教学效率和教学质量，让每一个学生感受成功的喜悦。

参考文献

1. 普通高中英语课程标准（实验）

责任编辑：李芳芳

篇12：高中英语必修1（词组总结）教案教学设计(人教版英语高一)

Unit 1 Friendship

be good to 对….友好

add up 合计

another time 改时间

get sth done 使…被做

calm down 镇定下来

have got to 不得不

be concerned about 关心；挂念

walk the dog 遛狗

make a list of 列出

share sth with sb 和某人分享某物

go through 经历；仔细检查

hide away 躲藏；隐藏

set down 放下；记下

a series of 一系列；一套

be crazy about 对…着迷

on purpose 故意

in order to/ so as to 为了

face to face 面对面地

according to 按照；根据…所说

get along with 与…相处

pack up 收拾，打理行装

have trouble with sb/sth 同某人闹意见；做…有困难

fall in love 相爱

throw away the friendship 放弃/终止友谊

try out 试验；试用

join in 参加（活动）

communicate with sb 和…交际

far and wide 到处

look to sth 注意，留心某事

cheat sb (out) of sth 骗取某人某物

have the/a habit of doing sth 有做…的习惯

be ignorant of 无知的

1. I wonder if… 我想知道是否….

2. It’s because… 这是因为…. 此从句中because不能用since或as 代替

3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？

4. While walking the dog, you were careless and it got loose and was hit by a car.

=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。

（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）

5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？

6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已经很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。

7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。

8. It was the first time in a year and a half that I’d seen the night face to face.

这是我一年半以来第一次目睹夜晚。

9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。（I would be grateful if… 委婉客气提出请求）

10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。

11. She found it difficult to settle and…

12. This series of readers is very interesting.

13. A friend in need is a friend indeed.

14. People are told that their actions should be as gentle as the wind that blows from the sea.

Unit2 English around the world

in…ways 在…方面

be different from 与…不同

play a role/ part (in) 在…中担任角色；在…中起作用;扮演一个角色；参与

play an important role/ part 在…中起重要作用 because of 因为；由于

such as 例如

believe it or not 信不信由你

come up (vi) 走进；上来；发生；被讨论

come up with 提出

come up to a place 参观某地

ever before 从前

at the end of 在…末期

even if/ though 即使

be based on 在...基础上

close to 距离…近

make (good/ full) use of （好好/充分）利用

change…into 把…变成

in the early days 在早期

from one place to another 从一处到另一处

take…with…随身携带

the same…as 与…相同的

at present 目前

as a rule 通常；照例

be present at 在席；出席

carry out a rule 执行规则

be absent from 缺席

be a native of 是…人

present sth to sb / present sb with sth

be native to 是…的土产动物/植物

at sb’s request 应某人的要求

have a command of掌握

make a request 请求

give commands 命令

request that …(should)+v原形

in one direction 朝一个方向

an international language 一门国际语言 an international organization 一个国际组织

in the 1600’s = in the 1600s

as we know 正如我们所知

1. However, they may not be able to understand everything.

（然而，他们可能不是什么都懂。）

2. This is because Britain ruled India from 1765 to 1947.

(这是因为英国于1765年到1947年统治过印度。)

3. All languages change when cultures communicate with one another.

(当不同文化互相沟通时，所有的语言都会发生变化。)

4. What the British call “petrol” the Americans call “gas”.

(美国人把被英国人称作“petrol”的东西称作“gas”。此处what引导宾语从句)

5. Actually, it was based more on German than present day English.

(实际上，当时的英语更多地是以德语为基础的，而现代英语不是。)

6. …those who reported the news were expected to speak excellent English.

7. The US is a large country in which many different dialects are spoken.

(in which= where, 其引导定语从句。美国是一个大国，国内说着许许多多的方言。)

8. …there is more than one kind of English in the world.

(more than one+单数可数名词，作主语时，谓语用单数)

9. It is not easy for a Chinese person to speak English as well as a native English speaker.

(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)

句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是…

扩充：It is + adj+ of /for sb to do sth

当句式中形容词修饰to do sth 时用for; 若形容词修饰sb，则用of.

eg: It’s kind of you to help me carry the box.

附：

1. either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。

2. be different in

强调在某方面的不同

be different from 强调在各方面的不同

3. in the end 最后，最终后无of 结构

三个表示最后最终的用法：

⑴finally: 按照顺序的最后，常与first, secondly 等连用

⑵at last: 经过长时间等待直到最后

⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等

4. 与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？

⑴Pardon?

⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.

对不起，我没听懂，请再说一遍好吗？

⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？

⑷Could you speak more slowly, please? 请你说得慢一点好吗？

5. include ─ including; included

identity ─ identify

actually ─ actual (adj); rapidly ─ rapid (v)

government (n) ─ govern(v)

wide (adj) ─ widen (v); broad (adj) ─ broaden (v)

foreign ─ foreigner;

solve (v) ─ solution (n)

6. petrol------gas ;

lift------elevator;

flat------apartment

film------movie; sweets----candy;

post------mail

Unit3 Travel Journal

one-way fare 单程票

round-trip fare 往返票

dream of/ about doing sth 梦想做某事

graduate from 从…毕业

go for long bike rides 做长途自行车旅行

persuade sb to do sth= persuade sb into doing sth 说服某人做某事

persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事

get sb interested in 使某人对… 感兴趣

insist on (one’s) sth/ doing sth 一定要；坚持要

the best way of doing sth/ the best way to do sth 干某事的最好办法

at an altitude of 在…海拔上

attitude to/ toward(s) 对…态度

care about 忧虑，关心 care for喜欢，照顾

care to do愿意/同意做某事

change one’s mind 改变主意

to my mind = in my opinion

make up one’s mind to do 决心干某事

determine to do sth ( 动作) / be determined to do sth （心理）决心干某事

give in (to) 投降；屈服；让步

give in (vt) 上交

give up 放弃

give up doing/sth

as usual 像往常一样

at midnight 午夜

make camp 野营，宿营

put up one’s tents 搭起帐篷

sth be familiar to sb某事为某人所熟悉

sb be familiar with sth某人熟悉某事

can’t wait/ can hardly wait to do sth 迫不及待想干某事

for one thing… for another （用来引出某事的理由）一则… 二则…

take one’s breath away 使某人大吃一惊

1. It was my sister who first had the idea to cycle along the Mekong River.

强调句基本句型：it is/ was…. that….其中指人时可用who(主)，whom(宾)。

2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.

insist that….(should)+ v原形坚持要；坚持要求

insist that….陈述语气坚持说；坚持认为

3. Have you ever seen snowmen ride bicycles? (metaphor)

4. To climb the mountain road was hard work but to go down the hills was great fun.

5. Good luck on your journey.

6. The lake shone like glass in the moonlight. (simile)

Unit4 Earthquakes

have time to do 有时间做某事

happen to do 碰巧做某事

shake hands with sb 握手

burst into tears/ laughter

burst out crying/laughing

突然哭/笑起来

in ruins 成为废墟

cut across 穿过、横穿

blow away 吹走、刮走

fall down 倒塌

rescue workers 救援人员

be pleased to do 乐意做某事

make/ give a speech 发表演说

judging….from 根据……来判断

tens of thousands of 成千上万

dig out 挖掘

a great/ large number of =a great many/good 大量的

be trapped in/ under 陷入……/ 陷在……下面

the high school speaking competition 高中演讲比赛

have sb do sth= make sb do sth= let sb do sth 让某人做某事

come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 结束某事

be proud of / take pride in 以……而自豪

invite sb to do sth 邀请某人做某事

think little of 对……评价低

invite sb for/ to sth

think highly of 对……评价高

one-third 1/3 two-thirds 2/3

seventy-five percent 75%

agree with sb

give out 发出（气味等）；分发；耗尽

agree to sth

give off 发出（气味等）

agree to do sth

give away 赠送；泄露

agree on sth 达成一致意见

give back 归还

right away= right now= at once= immediately 立刻

as you know 正如你所知道的

be known as 作为……而知名

as is known to all 众所周知

be known for 因……而出名

as could be expected 正如可以预料到的

it is useless doing sth 干某事是无用的

happen= take place= come about= break out

偶发有计划偶发战争等爆发

1. It is always calm before a storm.

2. Now, imagine there has been a big earthquake. 此句为There be 句型

3. Mice ran out of the fields looking for places to hide. 现在分词表伴随

4. It seemed that the world was at an end.

5. Water, food and electricity were hard to get.

句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义

6. All hope was not lost. all 与not 连用表示部分否定

7. It’s never too late to learn. 活到老，学到老。

附：分词用法之作定语

falling leaves 正在落的叶子 boiling water 正在沸腾的水

fallen leaves 已经落在地上的叶子 boiled water 开水

Unit5 Nelson Mandela----a modern hero

lose heart 丧失勇气

worry about 担心（动作）

lose one’s heart to sb/sth 爱上，喜欢上

be worried about 担心（状态）

in trouble 处于不幸中

be sentenced to 被判处

be out of work = lose one’s job 失业

be equal to 相等的，平等的

as a matter of fact = in fact = actually 事实上 beg for 乞讨

blow up 充气，爆炸

set up 建立，创立；设置，竖起

send up 发射，使上涨

set about 着手做某事 (set about doing sth)

go up 上升，增长；被兴建

set off 出发，动身

set up 设立，建立；设置，竖起

set out 陈列，摆出；开始（set out to do sth）

be active in = take an active part in 积极参与，在……活跃

keep sb from doing sth阻止某人做某事 die for 为……而死

stop sb (from) doing sth

die from 死于（外因）

prevent sb (from) doing sth

die of 死于（内因如：饥饿，寒冷，疾病等）

put sb in prison= throw sb into prison= send sb to prison 把……投入监狱

advise sb to do sth 建议某人做某事

advice 不可数 a piece of advice

advise doing sth

fight for 为争取……而斗争

advise sb on sth

fight against 为反对……而斗争

advise that (should)+ v原

fight with 同……并肩作战/ 同……斗争

have problems/ difficulty/ trouble with sth

work out 算出

have problems/ difficulty/ trouble (in) doing sth have a go= have a try

be willing to do sth 乐于做某事

realize one’s dream of 实现…… 的梦想

answer violence with violence 以暴制暴

break the law 违反法律

come to power 当权，上台

social activities 社会活动

equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)

cruelty (n)------cruel (adj)------cruelly (adv)

educated (adj)------education (n)

willing----unwilling 不愿意的

active----inactive 不活跃的

1. Only then did we decide to answer violence with violence.

only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。

Only yesterday did his father tell him the truth.

Only when his father came back did he go to bed. （从句无需倒装，主句要倒装）

2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.

他主张三民主义：民主、民权、民生。

3. I felt bad the first time I talked to the group.

the first time 用法相当于连词用法，用来引导从句

链接：It’s the first time that 现在完成时

It was the first time that 过去完成时

4. He taught us during the lunch breaks and the evenings when we should have been asleep.

should have done 本应做而未做

needn’t have done 本不应做而做了

can’t have done 过去不可能做过

篇13：高中英语必修2语法倒装句教案教学设计(人教版英语高一)

高考英语考前10天语法过一遍

十五、倒装句

类型情况例句

部分倒装

（部分倒装是把be动词、情态动词、助动词放到主语之前。如果句子中没有这些词,要在主语之前加助动词do/does /did等,而把原来的谓语动词变成原形放在主语之后。）句首状语为否定词或半否定词的句子。

这类词或短语主要有never, neither, nor, little,seldom,rarely,hardly,scarcely,no sooner, not only,in no way,at no time,few, not,no等 Not a word did I say to him.

Never have I foun d him so happy.

Little does he care about what I said.

I ca n’t swim. Neither can he.

No sooner had he gone to bed than he fell asleep.

Hardly/Scarcely had he gone to bed when he fell asleep.

only+状语放在句首,要部分倒装 Only by this means is it possible to explain it. (介词短语)

Only then did I realize the importance of math. (副词)

Only when the war was over in 1918 was he able to get happily back to work. (从句)

注意:如果only后面不是状语,则不用倒装。

OnlyWang Ling knows this.

so或so引导的短语放在句首,要部分倒装 I saw the film, so did she.

So loudly did he speak that even people in the next room could hear him.

“Not only+分句,but also+分句”句型中的前一分句要部分倒装“Not only + 分句,but also + 分句”句型中的前一分句要部分倒装 Not only does John love Chinese, he is also good at speaking it.

但not only...but also...连接主语时,不倒装。

Not only the mother but also the children are sick.

Not until放在句首,从句不倒装,主句倒装 Not until last week did they find the lost bike. (简单句)

Not until my son had entered the universit y did he realize the importance of time. (复合句)

as/though引导的让步状语从句 Proud as these nobles are, he’s afraid to see me.

Tired as he was, he kept on running.

Tired though he was, he kept on running.

=Though he was tired,he kept on running

Child as he is,he knows a lot.(注意：child前没有冠词a)

在以often, well, many a time, now and again

等方式或频度副词(短语)开头的句子中,要用部分倒装结构 Many a time has John given me good advice.

Often have we made that test.

在虚拟结构中，条件从句的谓语含有were,

had 和should这三个词是，可省去if，将

这些词移至主语之前。 Had I time (= If I had time), I would go and help you.

Were I you (= If I were you), I would go abroad.

Should he come (=If he should come), tell him to ring me up.

用于某些表示祝愿的句子里 May you succeed!

完全倒装 There be结构。另外,在此结构中可以用来代替be动词的动词有:exist, seem, happen, appear,live, rise, stand等 There stood a dog before him.

There exist different opinions on this question.

“Here,There, Now, Then + come (或be等) + 主语” 结构

说明:本句型中there是副词,应重读,强调地点。而前一句型中的there是引导词,本身没意义 Here comes the old lady!

Then came the hour we had been looking forward to.

There comes the bus.

Now comes y our turn.

除了then引导的句子用过去式以外,其余的均用一般现在时,表示一种生动的描述。其次,如果主语是人称代词,就不用倒装。

Here you are.

There she comes.

表示方向的副词out, in, up, down等置于句首,要用全部倒装。 In came Mr White.

Up went the arrow into the air.

Away went the boy.

表示地点的介词短语 (如on the wall, under the tree, in front of the house,in the middle of the room等)放在句首时,要全部倒装 On the top of the hill stands a pine tree.

In front of the classroom is a playground.

They arrived at a house, in front of which sat an old man.

其它形式的完全倒装 Present at the meeting was Mr. Green, a headmaster.（形容词短语）

Such was the story he told me.（代词）

East of the city lies a new railw ay. (副词短语)

First to be completed was the seven-storey teaching building. (不定式短语)

Gone are the days when my heart was young and gay. (过去分词)

Lying on the floor was a boy aged 15. (现在分词短语)

用于某些表示祝愿的句子里 Long live the People’s Republic of China!

篇14：整合教材内容，提高课堂教学效率。教案教学设计(人教版英语高一)

有效的教学应是好的教学内容加好的呈现方式加好的教学方法。所以在处理新教材时，选取好的内容、呈现方式和教学方法就显得格外重要。这就要求我们要创造性的使用教材--既要对教材进行内容整合，重新编排教学顺序，又要有效地进行合理的删除和增加。

下面结合必修5 Unit5 First Aid谈谈这个问题。

Unit5以“急救”为中心话题，旨在通过单元教学，使学生了解相关的急救知识，并能用所学的急救知识，根据不同情况提出并能写出急救措施。本堂课的教学目的是通过烫伤急救的学习，了解一些烫伤急救知识并能写出烫伤急救措施。

通常情况下老师们把Warming up, Pre-reading ,Reading, Comprehending整合在一起，上成一堂阅读课。WARMING UP 提供了六幅有关急救的图片，展示了六种事故:被蛇咬、出血、扭伤脚踝、食物噎塞喉咙、摔伤手臂、鼻子流血。 PRE-READING是READING的热身活动。它通过图片引起“烧伤”话题,使学生进入课文的学习。COMPREHENGING是各种练习和活动。这样，本堂课有四个教学环节。其结果有可能是尽管老师和学生在课前都做了充分的准备工作，但本节课由于环节多，内容多，教师只能在匆匆忙忙中完成本节课的教学任务。我想，大部分教师在这种情况形都有一定的困惑。为什么？

WARMING UP 提供了六幅有关急救的图片，其专业性太强，难度过高，与学生的背景知识相距太远。学生和教师都要花很大的气力做准备。这样的热身活动，费时费力。它即增加了老师的工作和学生的学习负担，又过多的占用了宝贵的课堂时间，需要删减，替代。

现在我们尝试运用另一种方法。

首先，把Warming up, Pre-reading ,Reading, Comprehending四个环节整合为Leading-in , Reading, Comprehending三个教学环节。删去教材中的warming-up环节。在导入环节中采用故事导入。在讲故事之前，可以提出一个问题What’s the story about?学生听完后所回答的答案就是课文题目。

故事内容大致如下：有一天，我在厨房做饭，不小心碰翻了暖瓶。开水喷到了我的胳膊上。我痛的跳了起来。我立即冲到了水龙头那儿。我先把袖子轻轻卷起来，把受伤处放在水龙头下冲了10分钟。然后拿湿毛巾敷了几分钟，直到疼痛减轻。接下来，我用干毛巾轻轻把水擦掉，用干而清洁又不粘皮肤的绷带把烧伤面包扎起来，用胶布把绷带固定。哎，幸亏及时救治，否则就糟糕了。在讲故事的同时，我会用毛巾、水、纱布这些道具做演示示范。

这样做的好处显而易见：（一）故事导入整合了Warming up, Pre-reading两个环节，节省了课堂时间。2. 故事导入加上演示示范，学生的兴趣会很好的调动起来。3.故事的出处来源于课文，预习过课文的同学会轻松听懂，一上课就有成就感。4.故事中已出现了本课中许多的急救词汇，为下一步的教学做好了铺垫。5.教学重难点突出，层次清楚。导入以烫伤故事开始，结尾以烫伤急救小组表演活动结束。6.这样的呈现方式省时省力，能达到课堂教学的实效性。

First Aid的整合方式多种。只要我们吃透了教材，进行有效的整合，课堂上内容多，上不完的问题就可以得到有效解决。