以下是小编整理的高中英语词汇教学中存在的误区和教学建议(人教版高考复习11)，本文共9篇，希望能够帮助到大家。本文原稿由网友“盛金鹏”提供。
篇1：高中英语词汇教学中存在的误区和教学建议(人教版高考复习11)
走出词汇教学的低效
[摘要] 本文简要分析了当前高中英语词汇教学中存在的误区，剖析了高中英语词汇教学的实际问题，同时对中学英语词汇教学提出了建议。
[关键词] 词汇教学 误区 教学建议
引言：常常听到高三的老师说；“真是没办法！学生高一，高二像没学过似的。现在高三了，做文章理解，很多词，学生都说不知道，没学过了。这学生还怎么教啊？！”也常常听到学生说“单词最麻烦了。老记不住。老忘记！最怕听写单词了！”的确，作为英语最基础的词汇，它不知道使多少老师和学生头疼。很多时候老师不辞辛苦的一次又一次的喊学生去听写单词，这样，老师和学生的精力都被单词给耗掉了很多。
一、当前高中词汇教学中存在的误区
词汇是构成语言最基本的材料，人类的思想交流也是通过由词构成的句子来实现的。扩大词汇量是提高学生听、说、读、写能力的前提。听 说 读 写 四个方面的技能在语言学习中相辅相成,相得益彰。然而。词汇教学长期以来一直是英语教学中的一个薄弱环节。在词汇教学中还存在诸多误区，主要表现在以下两个方面：
1． 以死记硬背单词意思代替词汇教学
许多教师认为，词汇教学费时多而收效不明显，因此把教学的重点放在让死记硬背单词意思上，老师布置一下学生要记的单词，并且告知第二天要反馈，所以早自修老师进入教室学生总是把英语课本翻开在单词表，并且像小和尚念经一样死记硬背单词，殊不知，过了今天，这个单词的影子早就没了，更何况使用单词了，这种以死记硬背单词来代替真正的词汇教学在高三年级尤为普遍，其结果是学生长期缺乏使用的体验，使学生失去对英语学习的兴趣和热情，每次考试单词拼写平均得分率不高。
2. 以高考单词拼写模拟训练来代替词汇教学
高考单词拼写测试采用的题型是比较单一的填空题，这主要是出于标准化测试的需要。平时教师经常训练单词拼写，其目的主要是为了能在高考单词拼写上多得几分，可是学生长期训练这种呈现题目-做题目-核对答案的单一，机械的模式，不仅不利于提高学生的英语水平，而且使很多学生对英语课失去了兴趣。
二、目前在中学的英语教学中词汇教学过于薄弱
目前，越来越多的学生似乎认为，既然英语考试越来越重视阅读理解，客观试题在考试试题中占的比例越来越大，那么也许没有必要在词汇的学习上花费太多的时间.尤其令人遗憾的是,不少教师也持这一观点。在教学实践中，他们把时间越来越多地花在培养阅读能力和应试技巧上，而花在词汇教学上的时间越来越少,即使在教授词汇过程中，也显得缺乏足够的理论和令人信服的经验来指导词汇教学和学生的词汇学习。这种现象令人担忧。实际上，随着理解题和应用题在试题中越来越重要，应该说词汇在外语教学中的地位只能变得更重要，而不是不重要。端正对这个问题的认识，无疑是我们搞好外语教学的一个重要课题。
三．正确认识词汇在语言中的地位
词汇教学重要吗？众所周知，词汇是语言的建筑材料，如果词汇贫乏，词义含混，就会造成理解和表达的障碍。语言学家曾指出：“No matter how well he learns grammar no matter how beautifully he sounds, without rich words to express a wide range of meaning or to understand other’s ideas and thoughts, communication in a foreign language just can’t happen in any meaningful way.”从语言学家的话里可以看出词汇是语言的基础，不掌握词汇是无法表达意思，从而进行交际的。一个人掌握词汇的多寡和牢固与否，直接影响他的语言表达能力，影响他思想表达的丰富与准确程度,著名语言学家里弗（River）也认为，掌握足够的词汇是成功运用外语的关键，没有词汇就没有能运用所学的结构和功能的意念。我们多年的教学实践也表明：同学们在掌握了英语的基本语音和语法知识后，英语能力的提高在很大程度上取决于词汇的发展。
因此，作为教师要知道（还要给我们的学生宣传，让我们的学生明白）：要学好英语，词汇非常关键，必不可少。因而英语教学中的词汇教学是其他英语教学的基础，其重要性是不言而喻的。
四、学习词汇的有效方法
认识到词汇在语言中的重要地位，认识到词汇学习是贯穿整个外语教学与学习过程的重要环节，就应提高对词汇教学和学习的重视，确立词汇教学在外语的教与学中的重要地位。
教育部颁布的《普通高中英语课程标准》（实验）对词汇教学提出了较高的要求，体现在词汇教学“质”（即掌握词汇的深度）和“量”（词汇量的多少）两个方面。一方面，要求学生掌握的词汇量显著增加。另一方面，新课标提倡从用的角度出发学习词汇。这说明，对词汇学习的要求不仅仅限于辨认、识记和理解，还在于运用和表达；词汇教学不仅要扩大学生的词汇量，还要提高学生运用已知词汇的熟练程度。
那么，我们在教学过程中，在保证学生心理优势的前提下，怎样才能有效地扩大学生的词汇量和提高学生运用已知词汇的熟练程度呢？这就需要我们在教学过程中运用形式多样的教学方法。下面是笔者通过自己的教学实践，总结出词汇教学的几条有效方法，同时对词汇教学提出的几点建议作为同行教师和学生在英语教与学时的参考。
1、挖掘学生学习词汇的兴奋点，提高词汇学习的效率
中学生由于记不住英语单词，使得学习兴趣锐减，厌学情绪大增，课堂上学生消极被动，毫无参与兴趣，教学毫无生气。因此在教学过程中我们要把激发学生学习英语的兴趣作为首要目标。
（1）形象教学语言来激发学习兴趣。教学语言的运用是一门艺术。这种语言艺术使用得当与否，对教学效果有着非常直接的影响。讲解词汇时如果教学语言单一枯燥，学生也必然会觉得索然无味。如果把讲解词语与适当补充相关知识、幽默，笑话、习语谚语及相关词语典故相结合的话，不仅可以活跃气氛和激发学生的兴趣，还可以扩大其知识面，开阔其视野，例如，在讲 like 单词时，这样一个有趣的故事帮助我很轻松地教会了学生其用法。一个在宾馆实习的学生在招待外籍客人时很礼貌的问道：“Are you like tomatoes ?”外籍客人听后很生气。后来那个学生才知道“Are you like tomatoes?”是“你像西红柿吗？”“Do you like tomatoes ?”才是“你喜欢西红柿吗？”学生们听后哈哈大笑，并对 like 这个词的用法有了较深刻的印象。
(2) 教学形式的多样化。教无定法。英国著名语言学家埃克斯莉说：“教英语的最好方法就是能引起学生学习兴趣的那种方法。”现举几个例子，供大家参考。
①在课堂上开展小组与小组，个人与个人间的学习比赛，竞赛，游戏等活动，如猜词，表演 word square，寓学习于娱乐之中，激起学生强烈的进趣心。
②用模拟、示范动作或面部表情介绍词汇。如：Look! I am opening the door. I am writing some words on the paper. 然后利用手势、动作指导学生模仿做。
③. 利用诱导的方法介绍新词汇。如：老师指着眼睑问What about this? Look! I can open and close them. They are ... eye ...?学生答“眼睑”。老师接着板书出 eyelids。这样诱导的优点是在于学生的注意力会集中到这个新词上来，对了解这个词产生兴趣。
④．用简笔画为教学内容提供情景，然后围绕情景开展教学活动。单词、词组、句型可用单幅简笔画，语法、对话和课文则可用连环画式的多幅简笔画。利用多幅简笔画教对话和课文的方法，可总结为四句话十六个字，即“一情一景，三五句话，给关键词，看图复述”。
2、强化语音教学，为词汇教学打好基础
在英语学习中，有些学生虽然学了几年，但还不能照着英标正确拼读单词，特别是多音节词，这无疑给记忆单词带来了困难。针对这一难点，我采取了由音到形再到义的顺序。音是学生接受一个词的最初印象，如果读不出音就记不住形，无音无形就更谈不上义。因此，要牢记一个单词首先应把音念准，要念准单词就必须认真听，然后反复模仿，同时还要教会学生读音规则，音节划分，以及各字母在其音节中的读音。因为有了正确的发音。才有正确的拼写。如：horse，house，sheep，ship，shirt，skirt等。有时用顺口溜巧记 oo 发短音的单词，如“好脚站在木头上，遇到老 K 发短音”(good，foot，stood，wood，book，cook...)。英语单词大部分是符合读音规则的，对于很长的单词要求学生按音节划分来记忆。一个单词，不管有几个音节，只要读得准，一般都能拼得准，无需一个一个字母地死记硬背。如：dic-ta-tion，mag-ni-fi-cent，e-xa-mi-na-tion 等。久而久之学生尝到使用读音规则记忆单词的甜头，便自觉地学习读音规则，并运用到实践中，使单词记忆由难变易。但有些英语单词用一般方法很难记忆，必须找出其特点，如：cinema 一词，常有学生写成 cinina，我指出这个单词有三个元音字母，其顺序倒过来是 a-e-i，刚好是五个元音字母的前三个。再如，friend 一词，一些学生初学时，根据读音常写成 frend，我对学生说，“我和别人交朋友，其中没有我(即 I)行不行?”这样一提，学生就再也不会拼错了。特殊记忆的方法因词而异，多种多样，它形象生动有趣，尽管不一定科学，但不失为帮助学生记忆单词的有效手段。
3.、利用英语构词法进行词汇教学
英语词汇量庞大，浩如烟海，但有其内在规律可寻。如果能掌握基本的构词方法，就能很容易地突破记忆单词的难关。词根、前缀和后缀是构成单词的三个元素，这三者是扩大词汇量的三把钥匙。单词的核心是词根，单词的附件是词缀。词根在词中起着重要的作用。一个词根领导统辖一群单词，在这一群单词中，每一个单词的基本含义都以这个词根的基本意义为基础，一个词根的意义决定了一群单词的意义。如运用己学的 use，帮助学生进行词缀分析推测出 useful，useless，user 等。当然，不是所有的单词都是由词根加词缀意义，还有其它的构词法，如合成法，即将两个或两个以上的词结合而成新词。学生在学新词之前，先学会了两个词。在这样的基础上再来把两个词组合在一起。运用学生己学过的词合成的新词易于记忆和理解。如在学生学过 wait 与 room 的基础上就很自然地推测出 waiting-room 的含义来了。利用这种方法可以扩大学生的词汇量。
4.词句结合，语篇综合，注重语境教学
语言作为人类交流思想的工具，是在实际运用中不断发展和完善起来的。词汇的意义存在于特定的语境中，只有在上下文中词义才能明确和具体。如果脱离语境进行词汇教学，即使学生记住了词汇的形式和意义，也很难将其运用于实际交际活动中。因此，词汇教学应融入到句子和语篇的教学中，做到词不离句，句不离篇。教师应为学生创设运用所学语言的语境，帮助学生在语境中熟悉词义，掌握其用法，深化对词汇的理解，所以我在教学时从词汇入手，积极创造生动，有趣的语言环境，给学生提供更多动口，动手的机会，让其在特定的语言环境中学习英语，以求学生听，说，读，写能力的全面提高。为此我在以下几个方面进行了尝试：
（1）在进行词汇教学时，坚持精讲多练的原则，力求用较短的时间讲授，以较多的时间操练。采用英汉对译，师生对话，学生问答，小组讨论等多种形式，对所讲授知识进行练习，练习中尽可能在新句型中练习；日单词，在日句型中练习新单词，使学生在练习中学习，既掌握了新知识又复习巩固了旧知识。
（2）英语课堂教学，坚持用英语授课。尽可能用学生所学单词，短语，句型进行提问，对话，同时还注意培养学生听、说、读、写的兴趣。
（3）阅读是增加词汇量的重要途径。通过阅读可以开阔学生眼界，拓宽知识面。我总要制定阅读计划，提出目的要求，编写日头和书面练习。阅读材料的选择可采取教师推荐，也可以让学生自选。选择的材料要力求知识性强，趣味性浓，词汇量适合学生的实际阅读水平。我还进行定期检查，要求学生留有读书笔记，检查形式有提问，扩写或缩写文章，小测验等，以了解学生的阅读情况。这样精讲多练相结合，精读泛读相结合，长此以往，坚持不懈，收到了良好的教学效
5.学以致用，学用结合，在运用中掌握
不管用什么方法来学习词汇，都要学以致用。只有在语言使用（包括听、说、读、写）中才能深化和巩固词汇知识“（桂诗春，）。教师在词汇教学中不应仅呈现例句，讲解用法，还应为学生提供运用词汇的机会。教师应组织形式多样的任务型或体验式的课堂教学活动，设计口头和笔头的词汇运用练习，使学生在学中用，在用中学。
6.课内课外并举，隐性显性结合，拓展词汇学用渠道
传统的词汇教学多局限于课堂和教材，而现代英语词汇教学则主张通过三种途径：直接词汇教学、附带词汇学习和独立策略发展（崔义平，；肖礼全，2006）。直接词汇教学即传统意义上的课堂上由教师指导的，刻意的、专门的、显性的词汇教学。附带词汇教学（也称词汇的隐性教学）是指引导学生在阅读、视听等语言学习活动中习得词汇。教师要鼓励和引导学生把词汇学习从课内延伸到课外，充分利用各种学习工具和学习资源，特别要通过广泛的课外阅读，开展词汇自主学习活动，从而有效地扩大词汇量，拓宽知识面。
7.科学记忆，循序渐进，提高词汇学习效率
记忆是语言学习中最重要的认知能力，英语学习离不开记忆。科学记忆词汇要求首次过度学习，多感官参与，及时复习，以“词块“为单位输入，提高对词汇的加工速度和记忆效率。词汇学习还应做到循序渐进，因为对单词的理解、记忆和运用都需要一个过程，要经过“初次音形义的了解-多种语境意义理解-多种感官并用记忆-与听说读写语言技能相结合的运用-多次的回忆-不断的校正-经常提取（运用）”等若干“工序”，才能成为长久的记忆（陈琳等，）
8.用多种方式进行系统的复习
“学得快，忘得快”是当前中学生在英语词汇学习过程中存在的通病。这主要是因为没有及时复习巩固所致。复习是学习之母，系统的进行复习，不仅有巩固记忆的作用，还能加深对所记忆单词的理解。通过多种方式对单词进行系统的复习帮助学生记忆和理解词汇是有必要的。复习的目的是防止遗忘和恢复遗忘了的单词。词汇记忆是个循序渐进的漫长过程。因而复习工作也要有长期安排。复习要在原有基础上扩大加深和提高。复习单词要和提高实际运用英语能力相结合。复习方式也要多样化，利用各种直观手段、情景和电化设备。复习过程中要注重归纳性复习。复习的目的是防止遗忘和恢复遗忘了的单词。只有灵活多样的复习方式才有利于避免学生的厌烦心理，提高复习效果。
五、结束语
总之，词汇教学是英语教学的重要内容，我们要继承和发扬传统的、行之有效的词汇教学方法和经验，积极探索提高词汇教学效率的策略，并结合教学内容和学生实际，创造性地选择和使用词汇教学的方法，使学生在掌握英语知识的同时，提高运用英语的能力。我们一定要教育学生扩大词汇量绝非一朝一夕之功，要坚持常年不懈，教育学生在平时的学习中，养成良好的学习英语单词的习惯，为将来更深层次的英语学习打下坚实的基础。
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8. 马丁 韦德尔、刘润清著《外语教学与学习──理论与实践》高等教育出版社3月第一版第354-355页
9.王文斌，2001，《英语词汇语义学》[M]，浙江教育出版社。
312300 浙江省上虞中学 罗素娥 82880208
篇2：浅谈中学英语词汇教学(人教版高考复习)
摘 要：词汇教学是中学英语教学的一个基础环节。教师要在教学中运用多种的词汇教学方法,这样能使学生学起来觉得新鲜有趣,而不会觉得枯燥无味，从而高效地记忆和学习单词。本文提出词汇教学要从词汇的音、形、义、语境、文化差异等多方面着手，培养学生的学习和记忆策略，使他们掌握正确的学习方法、记忆方法和词汇学习技巧，从而促进学生听说读写能力的全面发展。
关键词：英语词汇教学 直观 语境 文化差异
英国语言学家威尔金斯曾经说过：“ Without grammar very little can be conveyed; without vocabulary nothing can be conveyed.”词汇作为语言的基石，确实是举足轻重的。中学阶段如何有效地进行词汇教学，将直接影响到学生是否真正理解和掌握英语，能否切实有效地用英语进行交际。因此，词汇教学在英语教学中是不容忽视的。如何教学生掌握一定数量的词汇，是中学英语教学的重要任务之一。下面我将介绍自己在词汇教学过程中的一些做法和体会。
一、直观的教学方式
学生掌握知识的过程是一种特殊的认知过程，这一过程主要包括对教材的感知、理解、巩固和应用等环节。在这一复杂的认识过程中，出发点是感知教材。因此从心理学中的感知规律与教学的关系来分析，为了提高学生感知材料的效果，就需要运用直观教学手段。
在教学中教师采取直观教学，能起到“催化剂”的作用。对于一些表示具体事物的名词、表示具体动作的动词、表示情感的动词及形容词，我通常采用如图片、实物、玩具、幻灯片等一系列辅助教具及手势、动作、表情等手段，进行直观教学。对于初学者，如能采用直观教学的言语直观和教具直观法，不但能吸引学生的注意力，还能使他们参与。如学习dictionary这个单词时，我将事先准备好的字典拿出来呈现在学生面前，口中问到：“What’s this? It’s a dictionary.”再拿起两本字典问：“What are these? They are dictionaries.”自问自答后再展开教师问学生答，学生问学生答，这样反复操练，学生不但掌握dictionary这个单词的词性，单复数，而且在运用时也琅琅上口。再如讲到单词“map”时，我拿出一张地图，利用图片进行讲解。在讲解词组“turn right”时，我在黑板上画出方向来表示。这些直观教学形式对刚接触英语的学习者来说可将词的音、形、义全过程一次性完成,既生动形象,又情趣浓厚。这种形象思维和情景思维的交替使用,不仅能营造和谐的气氛,激发学生的学习兴趣,而且使词汇教学与情景相结合,有利于学生正确运用所学词汇。
二、音形义结合的多媒体教学
音、形、义是构成一个单词的三要素。三者合一是词汇教学中不可缺少的内容，三者是一个有机的统一体，它们是相互关联的。在现今的中学英语课堂中，教师应多运用多媒体课件来教单词，因为将多媒体制作的课件幻灯片用在课堂上演示能达到很好的教学效果，如我在教授单词“highway”路时，在幻灯片中可设三个控制按钮，第一个按钮点进去可呈现一条高速道路的清晰图像，点击第二个按钮则弹出“highway”的具体中文解释，而第三个按钮则设成声控按钮，点击就会发出“highway”的清晰读音，学生可以跟着念。这种多媒体词汇教学方式将音形义结合在一起教学，既能达到高效教学的目的，又能使学生在一个很轻松的氛围中学习词汇，同时也增加了师生之间的互动性，学生会更多的参与，更好地配合教师的教学。
三、语境教学法
《英语新课程标准》五级要求中对词汇的要求是要学生理解和领悟词语的基本含义以及在特定语境中的意义，由此可见将词汇放在特定的语境中进行教学是十分重要的。著名的语言学家吕叔湘先生也说过：“词语要嵌在上下文里头才有生命，才容易记住，才知道用法。”因此，在词汇教学中运用语境教学法可使学生通过语境更加深刻地理解单词的用法和多种意义，从而对于单词的记忆更加牢固。利用语境教学法可以从以下两方面入手：
1、通过句型或上下文来教单词
当遇到讲授新单词时，如：water这个词，我借助一些教具或动作，如浇水的动作和喝水的动作等，呈现以下的句子。如：（1）I’m very thirsty, I want to drink some water. (2) The flowers are dry, I must water them every day. (3) There is some water in the bottle, we can drink it. 从语境中学生可猜测出（1）、（3）句中的water 是水，（2）句的是浇水的意思，从中学生也可以知道water 不同的词性和用法。 利用上下文教单词的道理也是一样，比如说教umbrella时，可以用下面这段文字： It’s raining and I want to go out. I haven’t a raincoat but I have an umbrella. I’ll put up my umbrella. My umbrella is protecting me from catching rain. Now the rain has stopped. I’ll take my umbrella down. An umbrella is very useful when it is raining. 这样把umbrella放在段落中学习，不但教会了学生这个单词，而且培养了学生的思维能力。
2、利用情景教单词
利用情景教单词，是初中学生较喜爱的一种方法，因为情景虽然是模拟的，但至少也像置身于真正的交际情景中，这些可以使学生真正参与的活动，也是他们日常熟悉的场景。比如说，学习打电话用语时便可拿两部会响的电话，让他们好像真的在打电话一样，在交际中，学得了知识。学习交际用语还可以有购物、借物、问路、邀请和看病等情景可以用。这样学生不但兴致勃勃地学知识，让他们多参与，既能说，又能听，还能激发他们的英语学习的积极性。
四、加强对学生学习词汇方法的指导
词汇学习一直是初中生在英语学习中最大的障碍，如何能增加词汇量和正确使用所学的词，成为词汇学习中必须解决的两个问题。因此我教会学生在词汇学习中掌握科学的学习词汇的方法。
1、帮助学生端正学习词汇的态度，克服心理障碍
在词汇学习中，部分学生因为急于大幅度地增加词汇量，往往产生了很多的心理障碍，主要表现为厌烦心理、焦虑心理和轻视心理。我帮助他们排除这些心理障碍。端正学习词汇的态度是学好词汇的首要问题，教师应帮助学生认识到端正学习词汇态度的重要性。
2、熟练掌握积极词汇，妥善处理消极词汇
词汇学习可分为积极词汇和消极词汇的学习。积极词汇就是指要求会读，会拼、听得懂，知道其基本词义，而且能够在口头或书面表达时灵活运用的词汇。而消极词汇则指仅要求能听懂，会读，知道基本的词义就可以的词汇。我在平时的教学中要求学生对那些复现率很高而又常用的词汇要有意识地进行学习和记忆，掌握其读音、词性、意义和搭配情况等。这样，慢慢地引导学生把原来的消极词汇变成积极词汇，增加了词汇量，而且这样学生学到的词就掌握得更扎实，不易遗忘，能使学生更加高效地记忆词汇。
3、掌握记忆的方法，提高记忆词汇的效率
记不住单词是词汇学习中学生感到最头疼的一件事。有些单词记了又忘，忘了再记，记了又再忘。其实，记忆是有规律可循的，掌握记忆规律是提高记忆效率的关键。
“德国的心理学家艾宾浩斯通过系统的研究和实验,制成了著名的艾宾浩斯遗忘曲线,这条曲线表明了遗忘发展的一条规律,即遗忘的进程是不均衡的,遗忘的发展是“先快后慢”的，随后便趋于平稳。” 我要求学生在学习完词汇时及时地进行复习。在大量遗忘之前就开始复习才能达到良好的效果。在学习词汇时要做到持之以恒，形式多样。合理地分配时间学习，做到集中学习与分散学习相结合。这样更有利于学生加深理解，巩固记忆。
4、在阅读中学习词汇
在教学中我们常听到同学们反映阅读时最头痛的问题就是生词太多，看不懂。要使学生能得心应手，轻松地阅读完一篇中等难度的文章，必须让学生适当地多学一些课外词汇。因此，在教学中，我经常指导学生查阅词典、语法等工具书，鼓励学生根据上下文猜测词义，教会他们阅读方法。同时我根据各年级不同的情况，每星期选择1至2篇不同类型的文章，要求同学翻译，完成对话。这样通过大量的阅读训练，不仅有效地巩固和扩大了学生的词汇量，而且提高了学生对文章的理解和阅读速度，取得了较好的效果。
五、通过对比词汇的文化差异提高教学效率
语言和文化是相互依存，相互影响的，语言不能脱离文化而存在，没有了解一定的文化背景，那么是学不好英语这门语言的。《英语课程标准》对文化意识的要求,学生应“了解英语国家中传统的文娱和体育活动，了解英语国家中重要的节假日及主要庆祝方式,加深对中国文化的理解”。由此可见中西文化词汇的学习是初中英语词汇教学的一个重要内容，词汇教学不能为教词汇而教词汇,文化差异是词汇教学的一个重要组成部分。学生在学习词汇的过程中要想真正掌握词汇就必须在理解词的内涵上下功夫。我在教授词汇时,根据文化背景知识教授词汇知识,对学生进行有意识的文化导入,帮助学生准确理解和正确使用具有不同文化背景含义的词汇,促使学生进一步掌握和驾驭词汇。我还注意适当增加一些中国传统文化的词汇,以帮助学生全面认识中国和世界。
语言学家傅林格曾说过：“任何一个掌握了一门外语的人都清楚地知道，他的大部分时间都是花在掌握这门语言的词汇上面的。”可见，词汇教学在语言教学中占有重要地位，它贯穿整个英语教学的始终。因此，教师应重视学生词汇的学习，引导学生推究各种词汇记忆方法和学习规律，主动探索，并通过实际交际活动，在一定的语言情境和文化渗透中学习和掌握词汇，完成自己认知结构的量变和质变的过程。注重培养学生的学习和记忆策略，使他们掌握正确的学习方法、记忆方法和词汇学习技巧，从而促进学生听说读写能力的全面发展。
参考书目：
[1]《.英语课程标准》北京师范大学出版社，
[2] 范安平、彭春妹. 《教育应用心理学》武汉大学出版社，20.
[3] 倪方《.如何提高英语词汇教学的效果》.河北职业技术学院学报，
[4]盛一英《.运用多种手段优化英语词汇教学》广西教育学院学报，20
篇3：高中英语语法总结 教学总结(人教版英语高考复习)
第一章 名词性从句
在句子中起名词作用的句子叫名词性从句(Noun Clauses）。 名词性从句的功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。
一． 主语从句
主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。
1. It 作形式主语和it引导强调句的比较
It 作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子某一部分进行强调，无论强调的是什么成分，都可用连词that。被强调部分指人时也可用who/whom。例如：
a) It is a pity that you didn’t go to see the film. 你不去看那场电影真可惜。
b) It doesn’t interest me whether you succeed or not. 我对你成功与否不感兴趣。
c) It is in the morning that the murder took place. 谋杀案是在早上发生的。（强调句型）
d) It is John that broke the window. 是John打碎的窗户。（强调句型）
2. 用it 作形式主语的结构
(1) It is ＋ 名词 ＋ 从句
It is a fact that … 事实是…
It is an honor that …非常荣幸
It is common knowledge that …是常识
(2) It is ＋ 形容词 ＋ 从句
It is natural that…很自然…
It is strange that…奇怪的是…
(3) It is ＋ 不及物动词 ＋ 从句
It seems that… 似乎…
It happened that… 碰巧…
It appears that… 似乎…
(4) It ＋ 过去分词 ＋ 从句
It is reported that… 据报道…
It has been proved that… 已证实…
It is said that… 据说…
3. 主语从句不可位于句首的五种情况：
（1）if 引导的主语从句不可居于复合句句首。
（2）It is said /reported…结构中的主语从句不可提前。例如：
正确表达：It is said that President Jiang will visit our school next week.
错误表达：That President Jiang will visit our school next week is said.
（3）It happens/occurs…结构中的主语从句不可提前。例如：
正确表达：It occurred to him that he failed in the examination.
错误表达：That he failed in the examination occurred to him.
（4）It doesn’t matter how/whether …结构中的主语从句不可提前。例如：
正确表达：It doesn’t matter whether he is wrong or not.
错误表达：Whether he is wrong or not doesn’t matter.
（5）含主语从句的复合句是疑问句时，主语从句不可提前。例如：
正确表达：Is it likely that it will rain in the evening?
错误表达：Is that will rain in the evening likely?
4. what 与that 在引导主语从句时的区别
what 引导主语从句时在句时在从句中充当句子成分，如主语．宾语．表语，而that 则不然。例如：
a) What you said yesterday is right.
b) That she is still alive is a consolation
二．宾语从句
宾语从句就是在复合句中作宾语的名词性从句，通常放在主句谓语动词 (及物动词) 或介词之后。
1. 作动词的宾语
(1) 由that引导的宾语从句(that 通常可以省略), 例如：
I heard that be joined the army. 我听说他参军了。
(2) 由what, whether (if) 引导的宾语从句，例如：
a) She did not know what had happened. 她不知道发生了什么。
b) I wonder whether you can change this note for me. 我想知道你是否能帮我改一下笔记。
(3) 动词＋间接宾语＋宾语从句。例如：
She told me that she would accept my invitation. 她对我说她会接受我的邀请。
2. 作介词的宾语，例如：
Our success depends upon how well we can cooperate with one another. 我们的成功取决于我们之间的合作。
3. 作形容词的宾语，例如：
I am afraid (that) I’ve made a mistake. 我恐怕我已经犯了一个错误。
注意：that 引导的从句常跟在下列形容词后作宾语：anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以将此类词后的that 从句的看作原因状语从句。
4. it 可以作为形式宾语
it 不仅可以作为形式主语，还可以作为形式宾语而真正的宾语that 从句则放在句尾，特别是在带复合宾语的句子中。 例如：
We heard it that she would get married next month. 我听说她下个朋就会结婚了。
5. 后边不能直接跟that 从句的动词
这类动词有allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。这类词后可以用不定式或动名词作宾语，但不可以用that引导的宾语从句。如：
正确表达：I admire their winning the match.
错误表达：I admire that they won the match.
6. 不可用that从句作直接宾语的动词
有些动词不可用于“动词＋间接宾语＋that从句“结构中，常见的有envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如：
正确表达：He impressed the manager as an honest man.
错误表达：He impressed the manager that he was an honest man.
7. 否定的转移
若主句谓语动词为think, consider, suppose, believe, expect, fancy, guess, imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：
I don’t think this dress fits you well. 我认为这件衣服不适合你穿。
三. 表语从句
表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的连系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外，常用的还有the reason is that… 和It is because 等结构。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can’t get the support of the people.
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
四. 同位语从句
同位语从句就是在复合句中作名词的同位语的名词性从句。
1. 同位语从句的功能
同位语从句对于名词进一步解释，说明名词的具体内容，一般由that引导，例如：
1) The king’s decision that the prisoner would be set free surprised all the people.
2) The order that all the soldiers should stay still is given by the general.
2. 同位语在句子中的位置
同位语从句有时可以不紧跟在它所说明的名词后面，而是被别的词隔开。例如：
He got the news from Mary that the sports meeting was put off.
3. 同位语从句与定语从句的区别
(1) 定语从句中的that既代替先行词，同时以在从句中作某个成分（主语或宾语），而同位语从句中的that是连词，只起连接主句与从句的作用，不充当句中任何成分。
(2) 定语从句是形容词性的，其功能是修饰先行词，对先行词加以限定，描述定的性质或特征；同位语从句是名词性的，其功能是对名词进行补充说明。例如：
1) The news that he told me is that Tom would go abroad next year.（他告诉我的消息是汤姆明年将出国。）（第一个that引导的从句是定语从句，that在从句中作宾语）
2)The news that Tom would go abroad is told by him.（汤姆将出国的消息是他讲的。）（同位语从句，that在句中不作任何成分）
高一英语名词性从句专项练习
1．____he does has nothing to do with me.
A. whatever B. No matter what C. That D. If
2. The manager came over and asked the customer how____
A. did the quarrel came about B .the quarrel had come about
C. had the quarrel come about D. had the quarrel come about
3. Energy is ____makes thing work..
A. what B. something C. anything D. that
4. Information has been put forward ____ more middle school graduates will be admitted into universities.
A. while B. that C. when D. as
5. This is ___the Shenzhou V Spaceship landed.
A. there B. in which C. where D. when
6. They have no idea at all____.
A. where he has gone B. where did he go
C. which place has he gone D. where has he gone
7. The doctor did a lot to reduce the patient’s fear ____he would die of the disease.
A. that B. which C. of which D. of that
8. The order came ___the soldiers ____the small village the next morning.
A. that ;had to leave B. that; should leave
C. /; must leave D. when; should leave
9. ___is no possibility ____Bob can win the first prize in the match.
A. There; that B. It; that C. there; whether D. It; whether
10. The question came up at the meeting_____ we had enough money for our research.
A. that B. which C. whether D. if
11. Is _____he said really true?
A. that B. what C. why D. whether
12.____the meeting should last two days or three days doesn’t matter.
A. That B. Whether C. If D. Where
13. It worried her a bit _____her hair was turning gray.
A. while B. if C. that D. for
14. ???_____more countries can use natural energy in the future remains to be seen.
A. Whether B. This C. who D. If
15.____he will go to work in a mountain village surprises all of us.
A. What B. That C. Whether D. If
16. ____you don’t like him is none of my business.
A. What B. That C. Who D. How
17.____all the inventions have in common is ____they have succeeded.
A. What; what B. That; that C. what; that D. That ; what
18. ____appeared to me that he enjoyed the food very much.
A. WhatB. It C. All that D. That
19. It is widely ______that smoking can cause cancer.
A. believed B. think C. say D. hoped
20. ____caused the accident is still a complete mystery.
A. What B. That C. How D. Where
Keys:
1-5 ABABC 6-10 AABAC 11-15 BBCAB 16-20 BCBAA
篇4：寓德育教育于语言教学之中(人教版高考复习11)
《英语课程标准》对于外语教学提出了新的目标要求。
英语学科的德育教学过程，是根据教材的总体内容将外来文化，现代文明与健康人格融为一体的教学过程，我们应当努力挖掘英语教材中极为丰富的德育资源，在课堂教学过程中当好一个设计者，组织者和鼓励者，高中英语教材有许多课文遵循着学科教育中渗透德育的原则，如：SEFC 3A A person of determination 讲叙了船长坚韧不拔，不达目的决不罢休的顽强精神，
一 挖掘教材内容，确定本课德育教育的内容要点
教师要想通过课文对学生进行教育，首先应确定思想教育的内容，这是第一步。第三册（上）第八单元的题目是：“A person of determination”，我通过细读课文，认真感知后，确定了本课的德育教育内容要点：学习William Hartly船长坚韧不拔，不达目的决不罢休的顽强精神。我觉得这一材料是对学生进行品德教育的很好素材，目前中学生大多数是独生子女，平时娇生惯养，他们缺乏毅力和恒心，缺乏这种不达目的决不罢休的顽强拼搏精神。作为人民教师，我在给学生传授专业知识的同时，如果能让学生认识到这种精神的可贵并付之于行动的话，那就是我最大的满足了。
二 德育教育渗透于课文导入，内容简介之中
待确定德育教育内容后，我设想如果我能围绕寓德于教这一中心来精心设计课文的导入，那么，教学一定能起到一箭双雕的作用，我是这样导入课文的。
I'm going to tell you three different people. Which of these people, A, B or C was a person of determination?
A: A person went to visit a friend but she did not know exactly where the friend lived. She walked down the street once, but did not see her friend, so she went home.
B: A person grew up in a poor family. She wanted to be a doctor. She worked during the day and every evening she studied. She spent all the money she saved on books. After six years she went to a medical school and finally she became a doctor.
C: A person wrote a book. The book was bought by many people and the person became rich. Finally the book was made into a film and the person became even richer.
接着要学生解释determination这个词的含义，The meaning is to try hard to do something successfully, even if the situation is difficult. 然后自然过渡到课文的内容介绍。William Hartly was a captain. He was a man with strong will. Once his ship came across a terrible storm,the ship with all the passengers was in great danger and all the sailors gave up pumping in despair. At this time, Hartly encouraged all to fight against water. And in the end he did land all of them safe. About 30 years ago, when Hartly was still a boy, he had shown his perserance in doing things he wanted to. Being poor, he could not afford to buy a geography book. He went from bookstore to bookstore. He never gave up hope. At the sixth bookstore, he succeeded. The perseverance that had made him get the book saved all the crew and the passengers on board 30 years later.
短文中划线的句子都体现了William Hartly 锲而不舍的顽强拼搏精神,是对学生进行思想品德教育的重点。
三 寓德育教育于课文内容提问和讨论之中
给学生一定时间细读课文之后，我就课文内容设计了几个问题，希望通过学生的回答达到正确教育的目的。设计的问题如下：
1. What kind of person do you think William Hartly was?
(A man with strong will.)
2. What would William Hartly do if he had not got the book in the sixth bookstore?
(He would try on until he had got it.)
3. What made him get the book at last?
(His perseverance.)
4. What do you think it was that had saved the ship and all the passengers?
(It was the same perseverance of William Hartly that had saved them.)
学生讨论的问题是：
1. What should we learn from William Hartly?
(His perseverance and his confidence in himself.)
2. How do you deal with the difficulties you meet in your studies?
(I will try my best to get rid of them like Captain Hartly.)
学生讨论热烈，人人都有话可说，都激切地表达自己的见解，达到了对学生进行顽强拼搏精神教育这一目标。
四 词语的讲解贯穿德育教育
在讲解课文语言知识时，除了用课文中的原句外，还适量地补充了一些例子，通常我就利用这一机会结合学生的思想实际和当前的形势举例，以期达到思想教育目的。
1. ahead of (better than..., in advance of)
Eg. United as one, the students finished cutting down the bushes ahead of time.
Eg. Although he is ahead of other students, he never gives up learning.
2. to one's delight (to one's joy)
Eg. To his delight, he has been allowed to work in Tibet after graduation.
3. so/as long as (on condition that…).
Eg. I'm sure that China will become a powerful socialist country so long as we stick to the opening-up policy.
Eg. You can make great achievements in your life as long as you have a strong will.
五 引用警句、格言对学生进行德育教育
英语和中文一样，格言十分丰富，它们言简意赅，给人以启示和警醒的作用。我在讲完课文之后，利用课余时间将部分与课文中心思想有关的警句、名言抄录在黑板上或张贴在教室周围，学生对此特别感兴趣，他们觉得这些句子能启发他们奋发向上，努力拼搏，坚定意志与毅力，于是，他们纷纷熟记名句，抄录在自己的本子上，在以后的写作和课堂上，大部分学生还能准确地运用，这些名句的确成了他们思想修养的座右铭。引用的名言有：
1. Failure is the mother of success.
失败乃成功之母。
2. The secret of success is constancy of purpose.
成功的秘诀是目标坚定。
3. Success belongs to the perservering.
胜利属于坚韧不拔的人。
4. Constant dropping wears the stone.
滴水穿石。
5. Nothing is difficult to man who will try.
世上无难事，只怕有心人。
6. Where there is a will, there is a way.
有志者事竟成。
通过多年的教学实践，我深刻体会到：教书育人是人民教师的神圣职责，作为英语教师，只有遵循语言教学的规律，寓德于教，才能真正做到既教书又育人。
篇5：高中阅读解题指导(人教版高考复习英语教案教学设计)
68．Which can be the best title for this story?
A. Mother’s True love B. Early love between Students
C. To Ask or Not to Ask D. Dangerous Age
75. The best title for this passage is ________.
A. Life Begins at Sixty B. A Round Coast Sail
C. An Old Woman Sailor D. An Unusual Hobby
T: 关于68题，有的同学犯了一叶障目不见泰山的错误。文章最后一句已经点明主旨：It read: Mum, it was love that make you ask, but it would show your understanding of me if you hadn’t. .Mother’ true love 只是文章内容的一部分，作者其实更强调的是understanding ,及 true love 与 understanding 之间的矛盾。
关于75题，如果你选了C或D说明你并未理解文章的主旨。文章中说的是她60岁退休后想重圆儿时梦想，开始第二次人生追求。所以选A 它既概括了内容有升华了其中的精神内涵。C项，一位年老的女水手，难道她干了一辈子吗？D项，很多人都喜欢sailing，它也不是作者讨论的焦点。文章主要写人而非记事。
此外，在解这种题时大家还要注意两点：（1）英美人的思维方式一般是先亮明观点，而后再加以论述，所以文章和段落的首句尤为重要，请大家尤为注意。（2）选标题要注意两点：准确性和醒目性。醒目性就是能给人留下深刻的印象。
2．推理判断题。通常题干中出现 infer, What is the author going to write in the fourth paragraph?的词句。大家找一找咱们的卷子上有没有这样的题。
篇6：高中阅读解题指导(人教版高考复习英语教案教学设计)
61. From the passage, we can infer that the leaning Tower of Pisa does not fall is because______.
A. the top of the tower is heavier than its bottom
B. the bottom of the tower is not heavier than its top
C. its center of gravity is still above the line of its bottom
D. its center of gravity is not above the line of its bottom
T: 文中说This empty box must fall over, because its center of gravity (c) is not over the line of its bottom(AB)
-----It will not fall, because its center of gravity is above its bottom.从中我们可以得知答案。做这种题时要注意，我们应该站在作者的立场上分析问题，去揣摩作者的意图，切忌根与自己的观点或者社会经验去推测。
3．猜测词义题。
卷子上有一道猜测词义的题，你作对了吗？
S: 没有。
T: 没关系，下面我给大家介绍几种猜词技巧，大家一边听我讲，一边听一边看一下观灯片上的句子。
(1)构词法。A.The room is uncomfortable to live in. 我们都能理解由comfort→comfortable→uncomfortable
的变化过程。平时大家就应该增强对各种词缀的敏感程度，在阅读中灵活运用构词法猜测词义。
（2）根据定义猜测词义。
b. A calendar is a list of days, weeks, months of a particular year.
c. Mary is indecisive, that is, she can’t make up her mind.
d. He needs a conditioner, a system that keep air in a place cool and warm.
咱们试着猜一下划线词的意思吧！
S7: calendar 日历
S8: indecisive 优柔寡断的
S9: conditioner 空调
T: Very good.
(3) 根据下句对上句的理解。
e. I am a resolute man. Once I set up a goal, I won’t give it up easily.
S10: resolute 坚定的，果敢的
（4）根据常识猜
f. The door was so low that I hit my head on the lintel.
S11: 我知道，划线词是门楣，横木的意思。
T: 还有一种是：
（5）借助词与词关联猜测词义。
g. She is studying glaucoma and other diseases of the eye.
根据other diseases 我们不难知道 glaucoma 肯定是眼病的一种
T: 最后一种
（6）对比关系和因果关系
h. Most of us agreed; however, Bill dissented.
S12: 我知道，dissented 不同意
i. He was not frugal since he spent money so freely.
S: 我猜到了，frugal 节俭的
T；卷子上72题就用这种猜测方法。
72．The underlined word “cosy”(in the first paragraph) means”_____”
A. bright B. dirty C. comfortable D. dark
原文中“Although the inside of the boat is very cosy , it has no running water or electricity.”很明显although是一个转折连词，前后两个分句的意思是相反的，it has no running water or electricity 说的是缺点，although 所引导的分句中cosy 必定是一个褒义词。 几个选项中只有C选项符合。
T: 4 细节理解。从文章中找到相应词句作为依据，弄清细节，获得准确信息。
细节题中有排序、图表型，正误型等。
排序题的技巧在于对比所给几个选项的特点，而后对比关键项，利用排除法得出答案。例如：C篇64 题
64．Which is the correct order according to the story?
a. The girl took a lift back in her monitor’s car .
b. The girl went to see a film with her schoolmates
c. The girl wrote a diary to her mother.
d. The mother pretended to be watching TV.
e. The mother worried about her daughter’s returning late
A. b, e, a, d, c B. e, b, a, d, d C. b, a, e, d, c D. b, e, a, c, d
大家试着用这种方法找一下答案。
S：选A
T: 对。图表型的题关键在于把文章内容与图表内容挂钩。B篇的60题是一个很好的例子。至于正误题，我们一定要看清人家问的是true or not true 以免犯不必要的错误。
Step 4 Summary and homework(3minutes)
T: Today we discuss the basic strategies and some specific skills about reading, which are very useful. Do you think so ? Yes. Today’s homework is another piece of paper for you to train your reading skills we learnt together today.
附录：阅读原文。
（A）
This is the story about the well-known millionaire. D.Rockefeller, and was told by a friend of his. This friend said that though Rockefeller gave away millions, he was very mean.(吝啬) about small sums of money.
One day he went to stay at a hotel in New York and asked for the cheapest room they had. Rockefeller said, “What is the price of the room?” The manager told him the price of the room.
“Is that the lowest priced room you have? I am staying at this hotel by myself and only need a small room.”
The manager said, “That room is the smallest and cheapest we have,” and added, “but why do you choose a poor room like that? When your son stays here, he always has our most expensive room: yours is our cheapest.”
“Yes”, said D.Rockefeller, “but his father is a wealthy man while mine isn’t.”
56. D.Rockefeller decided to have the cheapest room because__________.
A. He wanted to set an example to his son. B. He tried to save some money
C. His father was not a millionaire D. He hadn’t enough money to spend on himself
57. Which of the following puzzled the manager?
A. D. Rockefeller asked for the smallest and cheapest room
B. D. Rockefeller was so mean about money
C. D. Rockefeller was used to living the simplest life.
D. D. Rockefeller asked for the cheapest room while his son asked for the most expensive one.
58. What do you know about D. Rockefeller?
A. He was unwilling to spend much money on himself
B. He spoil（姑息）his son on purpose.
C. He was very strict with his son.
D. He didn’t care about what his son had done.
59.What do you know about D,Rockefeller?
A. He had nothing to do but enjoy himself.
B. His ideas about life were different from his father’s
C. He was the most wealthy man.
D. He felt satisfied with life.
(B)
Every object has weight. But the center of its weight is not always in the middle of the object. If the top of an object is heavier than its bottom, it will fall over easily. We say that its center of gravity(引力) is high. But if the bottom is heavier, it won’t fall easily. Then we say that its center of gravity is low.
Look at the first picture. This empty box must fall over, because its center of gravity(C) is not over the line of its bottom(AB).
Now look at the second picture. There is some heavy iron at the bottom of this box. It will not fall, because its center of gravity is above its bottom.
60. Please point out which box will not fall.
61. From the passage, we can infer that the leaning Tower of Pisa does not fall is because________.
A. the top of the tower is heavier than its bottom
B. the bottom of the tower is not heavier than its top
C. its center of gravity is still above the line of its bottom
D. its center of gravity is not above the line of it bottom
62. If an object has a low center of gravity,_______.
A. it won’t fall B. it won’t fall easily C. it is certain to fall over D. its top must be heavier
63. The passage is mainly about__________.
A. why things fall over B, a low center of gravity C. a high center of gravity D. that everything has weight
( C )
She is a cute (聪明的), quiet girl. As a daughter, she has no secrets from her mother, who is very pleased with her. But recently she has become somewhat mysterious (神秘的)，not so open as her: what if she falls in love, which is too early for a girl of her age. After all, she is reaching the “dangerous stage”. These thoughts have causes trouble in the mother’ mind.
One weekend the girl came to tell her mother that she was going to the cinema with her schoolmates and would return late. This was the first time her mother had agreed , and she couldn’t help worrying because her daughter had never away at night before. The mother waited till nine and her uneasiness(不安) got the upper hand over her. She decided to go out to meet her daughter. Just at that moment the noise of a car pulling up drew her to the window and ------there was her daughter, waving goodbye to a boy. Her heart missed a beat. When the girl came in, the mother was watching TV, pretending nothing had happened. “Mum, I’m back.” “Yeah.” “Sorry to be late. Still sitting up?” “Yes, Oh, that… Who’s that boy? “The daughter was stunned (发愣) for a moment. “Ah. It’s my monitor. He gave a lift on his way home. Mum, I’m going to bed”. All right. Go to sleep early.”
Next morning, when the mother went to the daughter’s room to do some tidying, she found her diary left at her pillow. After a few minutes’ hesitation(犹豫) she finally opened it to the entry of the night before. It read: Mum, it was love that make you ask, but it would show your understanding of me if you hadn’t.
Holding the diary, the mother fell in thought.
64. Which is the correct order according to the story?
a. The girl took a lift back in her monitor’ car.
b. The girl went to see a film with her schoolmates
c. The girl wrote a diary to her mother.
d. The mother pretended to be watching TV
e. The mother worried about her daughter’s returning late
A. b, e, a, d, c B, e, b, a, d, c C. b, a, e, d, c D. b, e, a, c, d
65. Which of the following is TRUE according to the story?
A. The girl knew her mother would ask her the questions about the boy.
B. What the girl did recently worried her mother.
C. The mother was eager to read her daughter’ diary the next day.
D. The girl’ diary was always unlocked.
66. From the diary, we can see the girl _____________.
A. thanked her mother for asking her B. thought her mother cared about her very much
C. thought it was her mother’s duty to asked her. D. thought understanding is better than simple love.
67. The main purpose of this article is to show that parents should_______.
A. care about what their children really think and how they feel
B. not give much freedom to their children.
C. Talk with their children about their early love.
D. Keep silent about their children’s privacy
68. Which can be the best title for this story?
A . Mother’ True Love B. Early love between Students
C. To Ask or Not to Ask D. Dangerous Age
( D )
Want to watch some performances during the holiday? Here are some from “What’s on”, China Daily”
Russian folk （民间） dance
The Moiseyey Dance Company will put on three performances in Beijing.
The company was set up in 1937 and has visited more than 60 countries on all continents, including 10 visits to the United States. The folk dances of the show will include 13 programmes of different styles. They include dances from Russia, Greece, Argentina, Egypt, China and many other countries.
Time :7:30pm, January 31～February2
Place: Century Theatre, 40 Liangmaqiaolu,
Chaoyang District (区域)
Tel: 6466-0032
Children’s song and dance
China Children’s Hand-in-Hand Art Troupe(剧团) will present two performances
The troupe has branches in 17 major Chinese cities. This time, 280 children from 14 cities and provinces will perform.
Programmes include songs and dances of different regions( 地区) and nationalities.
Time:2pm, 7pm, January 22
Place: China Children’s Theatre, 64 Donghuamen Dajie, Dongcheng District.
Tel:6524-1831
Classic dialogues
Some top Chinese performers will gather to recite (朗诵) famous dialogues from Chinese and foreign dramas and films.
The scenes are taken from classics like “Qu Yuan”, “ Thunder-storm”. Other dialogues are from films such as “Jane Eyre”
Time:7:30pm, January22～23
Place: Zhongshan Music Hall, Zhongshan Park, west of Tian An Men
Tel:6842-2653
69. From” What’s on “, we know that the Moiseyev Dance Company will performances________.
A. famous Russian folk dances only
B. dances of different styles from different countries
C. European and Chinese dances
D. American and Chinese dances
70. If you are a teacher and want to organize your pupils (under 10) to enjoy performance, _____may be useful.
A. 6466-0032 B. 6524-1831 C.6842-2653 D.6510-1309
71. If you’ re interested in recitation, don’t miss the chance to go to _________.
A. Zhongshan Music Hall B. China Chidren’s Theatre
C. Century Theatre D. Chang’an Grand Theatre
( E)
Sixty-year-old grandmother, Fiona Mcfee, is going to stop working next year and she decided to realize a childhood dream and sail around the coast of Scotland in a small boat. Although the inside of the boat is very cosy, it has no running water or electricity. Fiona says she can live without these things but she plans to take her small CD player, her hot water bottle and a bag of books to make sure life isn’t too uncomfortable.
We asked her if she was afraid of being at sea for so long. She said, “ Well, I’m going to take a good compass(指南针)。 Anyway I ‘m not afraid of death because I love the sea---- I just hope it loves me.” Friona certainly has plenty of energy; in her spare time , she enjoys playing the piano, rock-climbing , canoeing and dancing. Although she is sixty, she doesn’t want to have a quiet and peaceful life. “ I’m looking forward to having fun in the rest of my life and that’s exactly why I’d like to be a sailor for a while.
72. The underlined word “cosy” ( in the first paragraph) means”________”
A. bright B. dirty C. comfortable D. dark
73. When Fiona Mcfee said “I just hope it loves me”, she meant “_________”
A. Of course, it loves me , since I love it.
B. If I love it , it should love me.
C. I hope it will bring me a safe sailing as a return for my love of it.
D. I hope it will save my life when I am in time of danger.
74. What kind of person do you think the old woman is ?
A. Someone who doesn’t know how she is feeling.
B. Someone who is very proud and sure of her success
C. Someone who does’t ues her head much.
D. Someone who is open, honest and brave
75. The best title for this passage is __________.
A. Life Begins at Sixty B. A Round Coast Sail
C. An Old Woman Sailor D. An Unusual Hobby
Suggested Answer:56-59 BDAB 60-63 CCBA 64-68 ABDAC 69-71 BBA 72-75 CCDA
篇7：高中三年重要短语(人教版高考复习英语教案教学设计)
Useful expressions
From Junior Books
1. be afraid of
2. agree to do sth.
3. not…at all
4. one after another
5. at last
6. at once
7. at the same time
8. at work
9. be away from
10. go away
11. make the bed
12. do one’s best
13. be busy with
14. be busy doing sth
15. by bus /car / plane
16. catch up with
17. catch cold
18. day after day
19. do some cleaning
20. eat up / use up
21. in the end
22. fall ill
23. on foot
24. make friends with sb.
25. in front of
26. get back /in /off /on
27. get on with
28. give up
29. go on doing sth.
30. go shopping
31. be good at
32. hand in / out
33. have a good time
34. have breakfast / supper
35. have sports
36. hear from
37. here and there
38. hold a meeting
39. hold on
40. hurry up
41. keep on doing sth.
42. all kinds of
43. a kind of
44. laugh at
45. listen to sb.
46. no longer
47. look after / at / for/ up
48. make a mistake
49. make a noise
50. in the middle of
51. neither…nor
52. from now on
53. a number of
54. at once
55. once upon a time
56. put on / sth down / up
57. get / be ready
58. take / have a rest
59. ring up
60. send for
61. by the side of
62. go to sleep
63. stop sb. from doing sth.
64. take a walk
65. take away
66. take out
67. take down / off
68. take a train / bus
69. think about
70. all the time
71. on / in time
72. too…to
73. try on
74. turn off
75. wake up
76. by the way
77. one the / one’s way to…
78. write down
79. take a message for sb.
80. What a pity!
81. of course
82. turn left
83. feel well
84. neck and neck
85. fall behind
86. take turns
87. hands up
88. as usual
89. prefer a. to b.
90. You’d better not do sth.
91. Help oneself to sth.
92. change one’s mind
93. make a mistake
94. take one’s time
95. knock into sb.
96. be covered with
97. with one’s help
98. wear out
99. sell out
100. be in surprise
101. be afraid of
102.at the foot of
From Senior Book One
103. meet for the first time
104. at the beginning of
105. nice meeting you
106. go away
107. in one’s opinion
108. summer vacation
109. a general idea
110. find out
111. right now
112. from dawn until dark
113. go on doing sth
114. by the lights of
115. as a result
116. pump water
117. on an open fire
118. give one’s regards to sb.
119. that’s nice of sb.
120. send sb. best wishes
121. follow one’s instructions
122. by the side of
123. at the end of
124. a little man with glasses
125. have a way of doing sth.
126. dip sth.into sth.
127. hold up
128. instead of
129. make a face
130. have difficulty in doing sth
131. have difficulty with sth.
132. know about
133. more or less
134. stay the same
135. way of life
136. bring in
137. I guess
138. go off to Guangzhou
139. see sb.off
140. take a taxi
145. a friend of mine
146. by air /sea
147. say Hi to A. from B.
148. have a good trip
149. tie the boat to a tree
150. by the river bank
151. all night long
152. be about to do sth.
153. nothing except / but
154. at a high price
155. stay long
156. cover a.with b.
157. so that
158. in rows
159. from now on
160. in order to
161. make sure
162. knock sb. down
163. obey the rules
164. break the rules
165. in the past
166. wash away
167. take a look at
168. take a picnic
169. a great many
170. agree on
171. supply sb. sth
172. all over the country
173. at the crossing
174. plenty of
175. as soon as possible
176. set up
177. spend ...in doing / on sth.
178. as follows
179. fall off / down
180. for quite a while
181. a great part of
182. on the morning of
183. the number of
184. cut off
185. at 5.3 centimetres a year
186. as a result of
187. It is said that
188. do one’s best to do sth.
189. change a. for b.
190. a waste of money
191. make a decision
192. go up
193. bring down
194. get sb.to do sth.
195. be used to doing sth.
196. keep a record of
197. thanks to
198. at one time
199. make plans for
200. at home and abroad
201. take up
202. every four years
203. take part in /join in / compete in
204. used to do sth.
205. hear of
206. on / over / through the radio
207. be well thought of
208. make fun of sb.
209. not just…but…
210. The more,the better.
211. That’s easy said than done.
213. go with
214. give advice to sb.
215. from month to month
216. write to sb.
217. tens of thousands of
218. be well received
219. be of great help
220. write to/ about/write for
221. fight against, fight for
222. She did all (that )she could (do) to help him
223. She did what she could do to help him.
224. no more than
225. in one’s spare time
226. break out, break into ,
227. break down
228. early the next morning
229. be sad at sth.
230. consider sb to be.
231. be beaten to death
232. measure a. with b.
233. get along well with
234. ask sb. for sth.
235. tell lies
From Senior Book Two
236. advise sb. To do sth.
237. have a good rest
238. take the medicine
239. get a cough / headache
240. I suggest sb. do sth.
241. and so on
242. be measured in calories
243. burn up
244. be rich / low /high in
245. in the form of
246. scores of
247. put on /lose weight
248. look out
249. be on fire / catch fire
250. in that case
251. turn the gas off
252. sound the fire alarm
253. be trapped in
254. belong to
255. in the ceiling of
256. get close to
257. at present
258. long ago
259. the number of sth.
260. It is hoped that
261. be invited to
262. call on sb.
263. Sth. look nice on sb.
264. pay back
265. be worth
266. at the most
267. pick up
268. to one’s surprise
269. offer sth. to sb.
270. think of / think about
271. be cross
272. look down upon sb.
273. in the beginning
274. come out
275. again and again
276. a paper-making factory
277. catch /have a cold
278. come across sb.
279. cut up
280. praise sb. for sth.
281. in one’s fifties
282. give advice on sth.
283. receive a doctor’s degree
284. be supported by sb.
285. close friends
286. translate a. into b.
287. make progress
288. before long /long before
289. stand for
290. be made up of
300. be famous for
301. be devided into
302. be full of / be filled with
303. live on potatoes
304. keep in touch with sb.
305. go to church
306. play an important part in
307. feel like doing sth.
308. on the edge of sth.
309. all through the year
310. rise by 63 metres
311. be in danger
312. stone by stone
313. work on sth.
314. be marked with
315. at breakfast
316. in danger
317. make a good effort
318. date from
319. be busy with
320. knock out of
321. point out
322. turn over
323. go against
324. year after/by year
325. agree to do sth.
326. now and then
327. give a talk
328. send out
329. get through
330. ring sb.back / up
331. May I have your attention?
332. receive an invitation
333. accept the invitation
334. be out of breath
335. turn down
336. ring off
337. for free
338. become interested in
339. form a pop group
340. manage to do sth.
341. persuade sb. to do sth.
From Senior Book Three
342. go straight ahead
343. at the entrance to …
343. on the other side
344. in the hope of
345. take along
346. lose heart
347. in this way
348. be pleased with
349. in the 1920s
350. as far as the coast
351. bring on sth.
352. Do you mind if I do sth?
353. Would you mind if I did it
354. I wonder if I could do sth.
355. Non-smoking office
356. smoke a cigarette
357. fall asleep
358. one third of
359. die of / die from
360. remain in business
361. compared to sb.
362. kick one’s smoking habit
363. give sth. up
364. get one into the habit of
365. be used to sth /doing sth.
366. call for
367. share sth. with sb.
368. compare a. with b.
369. help sb.do/to do /with sth.
370. make oneself understood by words
371. be accepted as
372. nod / shake the head
373. shake hands with sb.
374. wave one’s arms
375. an English-speaking country
376. do some research on sth.
377. be proud of sb.
378. stand close to each other
379. keep a distance away
380. talk with sb’s mouth full
381. a copy of China Daily
382. What’s on this weekend?
383. give a performance
384. They are said to do sth=
385. It is said that
386. cover the events
387. get down to sth/doing sth.
388. fix a time
389. have a face-to-face interview
390. do telephone interviews
391. look up sth in dictionary
392. type sth.into the computer
393. There is no time left
394. in the coming week
395. cut the costs of sth
396. be popular with sb.
397. as well. as well as
398. practise doing sth.
399. intend to do sth
400. set off for the USA
401. after a short while
402. be uncertain about
403. add a. to b.
404. be honoured for sth.
405. make a contribution to sth.
406. be set in California
407. pick up
408. be caught in a snow storm
409. in a great hurry
410. bring up sb.
411. Excuse me for doing sth.
412. What a shame
413. be pressed with
414. in the late 1870s
415. keep a bank
416. here and there
417. can’t help doing sth.
418. trade with
419. first day covers
420. sooner or later
421. add to sth.
422. used stamps
423. tell the difference between a. and b.
424. fill a.with b.
425. generally speaking
426. struggle against
427. from area to area
426. below freezing
427. all the year round
428. natural gas
429. a great deal of
430. on average
431. make use of
432. keep alive
433. offer sb. a lift room
434. clear sth. up
435. the other day
436. tidy sth.up
437. knock sb. off
438. What happened to me?
439. take it easy
440. stay still
441. medical care
442. at the back of
443. deal with
444. pour a. into b.
445. keep out of the reach of
446. do sth. by mistake
447. nearby hospital
448. large quantities of
449. be fit for sb.
450. hear about
451. standing room
452. pay special attention to
453. deep in the heart of
454. fail to do sth.
455. time and time again
456. lose one’s sight
457. be present
458. off the coast
459. living things
460. die out
461. in all
462. point to / at
463. to one’s great joy
464. be that foolish
465. judge sb. by the clothes
466. put sb. to the trouble of doing sth.
467. apologize to sb.for sth
468. be after
469. do sb. a favor
470. make sth to sb’s own measure
471. depend on sb.
472. drop in at / in sb./ a place
473. once upon a time
474. do up one’s button
475. take sb. seriously
476. What is worse
477. be suitable for doing sth
478. keep back
479. be equal to
480. pretend to do sth.
481. play a part of
482. be caught in
483. be anxious about
484. be likely to do sth.
485. call in
486. take the place of
487. 30cm by 30cm by 50cm
488. for one thing
489. make a lot of noise
490. stare straight at sb.
491. bend over
492. worse still
493. attack one’s attention
494. carry off
495. look into
496. run out of food
From Senior Book Four
497. do a word puzzle
498. all through one’s life
499. lead to sth
500. the Noble Prize for sth.
501. refuse to do sth.
502. a cheque for $100
503. live the rest of one’s life
504. take American nationality
505. be fond of
506. lead a simple way of life
507. leave a. for b.
508. go on with sth.
509. stick to sth.
510. take sides in
511. be respected as
512. further education
513. So far as I know
514. get sth. ready
515. in space
516. travel in a high circle
517. at the speed of
518. keep sth out of
519. set up an organization
520. with the help of
521. outer space
522. carry out
523. attempt to do sth.
524. be connected with
525. have a seat
526. personal affairs
527. see to sth.
528. mean to do sth.
529. make a note of
530. It’s time sb. did sth
531. Remember me to sb
532. delay sth./doing sth
533. be well known for sth.
534. I dare say
535. pay sb. a visit
536. do repairs
537. There is no doubt about it
538. Sb.be supposed to do sth
539. a length of
540. I wish I did sth
541. dive off the rock
542. take a deep breath
543. go cycling
544. by weight
545. stay clean
546. a variety of
547. at a time
548. at the bottom of
549. feed on sth.
550. hold one’s breath
551. for ages
552. in the opposite direction
553. the majority of
554. be out of work
555. in future
556. in the future
557. work out
558. be convenient to do
559. in the fields of education
560. pay bills
561. search a. for b.
562. vote for sb
563. on the screen
564. be against / for
565. take sth. for example
556. keep fit
557. electric hair drier
558. put sth into practice
559. by fax / telegraph
560. lay the table
561. quite by accident
562. light a cigar
563. buy a coffee
564. move from side to side
565. have a lot in common
566. happen to do sth
567. leave sb/sth. doing sth.
568. take over
569. on one’s own
570. booking office
571. in rush hour
572. drive off
573. be in great surprise
574. be in total silence
575. be angry with sb. for sth.
576. be introduced to
577. a couple of
578. over and over again
579. put sb.in / into prison
580. the Nobel Peace Prize
581. set an example to sb.
582. make a speech
583. side by side
584. make friends / enimies
585. achieve one’s goal
586. in one’s lifetime
587. separate a.from b.
588. What is the time by one’s watch
589. as a matter of fact
590. dream of
591. come true
592. even though / if
593. prevent …from doing
594. as though
595. in need of
596. end up
597. at the latest
598. look forward to
599. be familiar with
600. earn one’s living
601. learn sth.by heart
602. in praise of
603. get married to
604. Let sb in
605. have a test
606. in peace
607. fall in love with
608. make sure of
609. suffer from
610. in public
611. set fire to
612. burn … to the ground
613. do wrong
614. sentence sb. to death
615. do a good deed
616. get together
617. all the best
618. have a word with sb.
619. connect with
620. in other words
621. free of charge
622. a bathing suit
623. pay heavy taxes
From Senior Book Five
624.have something to do with
625.be willing to do sth
626.devote one’s time/life/effort to sth/doing sth
627.be determined to do sth
628.succeed in doing sth
629. in honour of
630.give off
631.belng to
632.set off a nuclear bomb
633.have an effect on
634.from then on
635.above all
636.believe in
637.heart and soul
638.pay off
639.provide sb with sth
640.go bad
641.insist on doing sth
642.take (an) interest in
643.take sth by surprise
644.with the purpose of
645.set out for some place
646.set sail
647.in searxh of
648.fall ill
649.in charge of
650.be worth doing
651.put out
652.look out
653.start a fire
654.become experienced at
655.separate…from…
656.feed on
657.round up
658.all the year round
659.hand down
660.rather than
661.give birth to
662.look forward to
663.now and again
664.fix a date
665starve to death
666.in a word
667.in debt
668.make good sense
669.help oneself to
670.express one’s satisfaction with sth
671.bring in
672.go hand in hand
673.try out
674.a waste of money
675.admire sb for sth
676.remind sb of sth
677.get rid of
678.in this way
679.get rid of
680.break up
681.seek to do sth
682.be active in
683.shut down
684.sentence sb to death
685.masses of
686.protect sb from sth
687.watch over
688.fall to pieces
689.at war
690.take on
691.carry on with
692.fall into ruins
693 cover an area of 200 square kilometers
694.in a poor state
695.keep off
696.in battle
697.be of great importance
698.keep one’s word
699.have a misunderstanding about sth
700.be ashamed of
701.ahead of time
702.burst into tears
703.but for
704.do everything sb can to do sth
705.express one’s thanks
706.on the point of
707.so long as
708.give out
709.to one’s delight
710.to be honest
711.take charge
712.on board
713.keep one’s balance
714.be content with
715.be content to do sth
716.in all
717.be proud of
718.take pride in
719.lose one’s voice
720.turn up
721.in actual fact
722.in a flash
723.in uniform
724.look round
725.on one’s arrival
726.play a trick on
727.as busy as a bee
728.break into
729.be ready to do sth
730.scold sb for
731.take place
732.on condition that
733.make a promise
734.fall in love with
735.have mercy on
736.be seated
737.do the deed
738.go down on one’s knees
739.at the mercy of
740.take…in one’s arms
741.use one’s head
742.paly the role of
743.according to
744.not all
745.lead an active life
746.Hve no choice but to do sth
747.all through the winter
748.make use of
749.be connected with
750.lie in
751.move about
752.a good many
753.keep up
754.tear down
755.turn away
756.take possession of
757.now that
758.give in
759die out
760.have a hard time
761.become of
762.in chains
763.once in a while
764.pass down from generation to generation
765.roll over
篇8：“小组讨论法”在高中英语阅读课中的教学尝试(人教版高考复习)
一、教学课型： 阅读课
二、教材分析
本节课是JEFC BOOK5 UNIT4 Making the News的第一课时，本单元的中心话题是“新闻”，内容涉及新闻工作者应该具备的素质和新闻采访的基本程序等。“热身”（Warming Up）部分通过讨论“What do you want to be in the future? What is your ideal occupation(理想职业)?”来引出报社各工作人员的工作类别和所负的责任。
“读前”（Pre-reading）部分首先通过一个调查问卷来引导学生去考虑一个优秀的记者应该具备的素质；然后引导学生谈他们难忘的经历和感受；最后通过一个“假设”为下一部分的学习做好准备。这就要求学生通过小组讨论，在互动交流中，获得足够的思维启迪而萌发求新、求异的动力，从而促成知识与能力，智慧与品质的同步协调发展。
三、学情分析
笔者所任教的是一个理科强化班，大部分学生有一定的英语基础，且上课的气氛一直比较活跃，尤其对这种“小组讨论”非常感兴趣，经常能达到不错的效果。
四、教学目标
1、知识目标
（1）、重点词汇和短语：occupation, journalist, editor, photographer, curious, recorder, acquire, cover a story, have a “nose”for a story, concentrate on
(2)、重点句子：What kinds of jobs does a journalist have?
What are the qualities a good journalist needs to have?
2、能力目标(Ability goals)：Enable the students to talk about the qualities needed to be a good report.
3、学能目标(Learning ability goals)：Help the students to talk about the qualities needed to be a good report.
五、教学叙事
“讨论法”是由教师创设问题情景开始，引发学生论知经验同新信息之间的矛盾冲突，激起质疑探究的兴趣。并在师生、生生互动式对话交流中，通过质疑、析疑、辨疑，最后达到解决学习问题的过程。为了有效地调动学生学习的积极性，更好地达成教学目标，笔者在本课时教学中运用了：辩论式小组讨论；采访式小组讨论；合作式小组讨论来进行教学尝试。
1. 辩论式小组讨论
通过辩论的方式逐步引导学生自己最后得出正确的答案，有助于激发和推动学生思考问题的积极性和主动性。笔者让学生在讨论：To be a good journalist, what quality do you think is the most important ?这个问题时，学生的答案主要集中在higher level of education和hard-working 这两个方面，针对这种情况，笔者先把学生分成两组，组内讨论，然后每组各选出5名同学，代表本组阐述选择的理由，看哪组更有说服力，找到的理由更充分。由群众评委投票产生结果，并对获胜组予以一定的奖励。通过这种形式的讨论，大大地提高了学生主动参与学习的热情
2. 采访式小组讨论
在学习一个新的知识点时，教师要创设认知需要情境，把学生的思维带入新的学习背景中，让他们感觉学习是解决新的问题的需要，从而产生一种积极发现问题，积极探究的心理趋向。紧接着前面的环节，笔者趁热打铁，又来了个“头脑风暴”。Ask:Suppose you were journalists from China Daily, and you are interviewing Kobe, a great basketball player. What would you like to ask? 笔者事先布置班里一位口语较好的男生扮演Kobe,并和他一起准备了一些有关Kobe的资料，上课之前把一些问题以小纸条的形式发给班里的学生。举行一个记者招待会，让班里的其他学生扮演记者，对Kobe 进行提问，通过这种形式的讨论，学生们不仅轻松安闲地参与其中的学习过程，同时通过亲自参与，体会到成功的喜悦。
3. 合作式小组讨论
课堂讨论时，小组的划分可以随机性，这样做既有利于各组之间的公平竞争，又给学生创造了与更多同学合作的机会。这不仅使学生有新鲜感，提高合作学习的兴趣，而且还可以改变在小组中有的学生始终处于从属地位的状况，给每个学生提供发展的机会。在讨论到Who are needed in producing a newspaper?Do you know what kinds of jobs they usually have?的时候，让学生5人一组，分别扮演Journalist，editor，photographer，designer和printer，根据某一主题，讨论各自的任务，并尝试完成一份英语报纸。由于学生的好胜心和荣誉感，在分配到任务后，他们都自发的积极去完成。期间学生始终处于一种主动学习的状态。不仅使他们的语言的习得和应用得到了提升，还使他们由原来的听众变为主动的学习者和参与者，激发了学生的内在动力，使学生主动地、积极地进行学习，最终愉快的收获。
六、教学反思
1. 在本节课的教学中，教师的角色发生了根本的变化，从原来主宰课堂的绝对权威变成组织和参与学生讨论的一员；同时又是学生学习的指导者，随时对学生提供帮助。总体来说，在本课时中，教师扮演了设计者、指挥者、解释者、监督者、评价者的角色。
2. 在小组讨论过程中，学生始终处于一种主动学习的状态。这样，不仅使他们的语言的习得和应用得到了提升，还使他们由原来被动的听众变为主动的学习者和参与者，激发了学生的内在动力，使学生主动的积极的进行学习，最终愉快的收获。
3. 小组讨论体现了新课标“以人为本”的学习理念，由于学生主体性的充分体现，更符合高中年龄阶段的心理特点，所以学生学习英语的热情和兴趣大大提高了，课堂气氛也活跃起来。
4. 课堂气氛活跃固然能调动学生的学习积极性，但是在小组活动的同时，难免会有一些学生乘机乱动，甚至做一些与课堂无关的事情，从而影响课堂效果。怎样有效地控制课堂纪律，让每个学生都能真正地参与到学习中来，需要我们在平时的教学中不懈地尝试和努力。
参考资料：
普通高中课程标准实验教科书（教师教学用书）--- Book5
篇9：中职第一册unit 11 What’s your line of business?(人教版高考复习英语教案教学设计)
1. to review the way of asking for the information about people’s jobs
2. to write something about their future work(e.g. to be a teacher)
Teaching Preparation
S : They have thought about their future work
T : Multi-media computer
Procedures
Step 1 Lead-in
T : Are you afraid of writing？
S : Yes ,of course.
T : But today, you don’t worry about it. Because we don’t write anything .
Let’s speak together , speak more and more .
Step 2 Preparation for writing
(1) T: Look at the pictures carefully.
What are their duties？ Please complete the sentences.
Examples:
1 A dentist ___________________________.( repair, hospital, teeth )
A dentist should be __________________ .
2 A nurse ____________________________( attend to, sick, people)
A nurse should be ____________________.
3 An engineer_________________________.(plan, making, factory) An engineer should be __________________.
4 A cleaner ___________________________( clean, office, house, a company)
A Cleaner should be __________________.
5 A teacher ___________________________(help, to lean, people ,a school)
A teacher should be ___________________.
6 A waiter/waitress____________________________(serve, take, a restaurant, food and drink, orders)
A waiter/waitress should be ____________________.
(2) Play games.
T : One student will stand up and turn round. The other students look at the
pictures which I give to .you can describe in your own words , like “A person who _________________.”But you can’t mention the same word.
(butcher cook farmer shop-assistant)
Examples:
1 A person who kills animals and sells animals.
2 A person who plants vegetables , rice and so on.
Step3 Writing
(1) Discussion
T: Suppose you are going to be a/an _____. And think about these questions:
Why do you want to be ________?
How to be ________?
What are their duties?
Suppose you are going to be a teacher. Let’s analyze the passage together. I am going to be a teacher
With the development of science and technology, we have a lot more careers
to choose from. Personally I’d like to make teaching my life career . It is not that
teachers have two vacations every year, but that teaching is an honorable job .
First, a teacher must read a lot of things. He must equip himself with a wide
range of knowledge to meet the requirements of different students. In addition ,
to be a good teacher, he must have good manners. For example, he must love
and respect his students as well as understand them. He not only spreads the
knowledge, but also tells them how to be a useful person . Lastly , teaching is
a demanding and challenging job .To survive and succeed ,he must keep on
learning and improving himself .
So , after considering all of these, I think you may agree with me that to be
a teacher as my life career is a wise choice.
Notes :
career :职业
honorable:可敬的，高尚的
Structure:
lead to the topic; (引出论题)
state the reasons; (陈述理由)
ending; (结尾)
Phrases:
1 a wide range of knowledge 广博的知识
2 to meet the requirements of 满足－－－的需要
3 to spread the knowledge 传播知识
I am going to be a teacher
Teaching is believed to be the most meaningful occupation on earth and teachers are often regarded as the soul of human beings . Though I am not a teacher by profession . I have a dream of becoming a teacher one day .
If I were a teacher , either at a primary school or high school , I would encourage my students to develop their own original ideas instead of always filling their heads with other people’s ideas. I would never laugh at their opinions , no matter how ignorant they may seem , for developing creative mind is the number one task in education.
If I were a teacher , I would help my student grow up to be mentally healthy, and I would teach my student to be good citizens as well as qualified scholars. I would make them aware of the importance of being fully developed and that of being responsible for society .I would frequently get them out of the ivory tower and get in touch with the world outside the campus.
Notes:
meaningful :有意义的
soul：灵魂
creative：想象
ivory：象白色
Structure :
lead to the topic;
how to be ;
ending ;
Phrase:
1.be regarded as the soul engineers of human beings 被看作灵魂工程师
2.make them aware of 使他们知道
3.get them out the ivory tower 走出象牙塔
4.get in touch with the world outside the campus 与社会接触
1 Make a plan to how to be ________.Your plan should have more than 10 sentences.
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