高中英語說課稿模板

PAGE1高中英語說課稿模板高中英語說課稿模板這是考取教師資格證的第二環(huán)節(jié)：說課。這篇說課模板以高一課本為例,敘述說課中的五個(gè)基本點(diǎn)Goodafternoon,teachers,It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisSeniorEnglishBook4Unit1（Astudentofafricanwildlife/Whynotcarryonthegoodwork）I’llbereadytobeginthislessonfromfiveparts.Analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalkabouttheteachingmaterial.Part1TeachingMaterial:Thisunitisabout（GreatwomenandtheirachievementsImportantpeople,historyandmethodsofagricultureDifferenttypesofEnglishhumourCulturedifferencesandintercurituralcommuncationDifferenttypesofthemepark）Bystudyingofthisunit,we’llenablethestudentstoknowsomegreatwomenandtheirachievementandwhatmakesthegreatwomensuccessfulTheknowledgeoffarmingandDrYuanLongping’achivevmentAndchemicalfarmingandorganicfarming.CharlieChaplinandhisfunnyandencourageinghumourPeoplefromdifferentareahavedifferertbodylanguageandusetherightbodylanguagetoshowingourfeelings.Themeparknotonlyprovidfunbutalsoprovidvariousknowledegandexcitingexperience.thislessonnotonlyteachthestudentstolearntherelatedmatreialabout(1)thegoodcharactertobeasuccessfulperson(2)Yuanlongping’sscientificresearchspiritandattitudestowardlifeThedisadvantageofusingchemicalfrtilizersandhowtoincreaseproductioninorganicfarming.(3)CharlieChaplinandhishumourEnglishjokes(4)Differentbodylanguageandthesimilarutuesinbodylanguagewhichmaketheothersunderstandourfeelings.(5)ThemeparkbutalsolearningabilityinEnglish.A：IfSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunitwell.B：Itprovidesall-aroundpracticeaboutlistening,speaking,readingandwritingrevolvearoundthetopic,itistheexpansionofthisunitandgiveSsaspacetousethelanguage.SoitplaysanimportantpartintheEnglishteachinginthisunit.（Asweknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.）Accordingtothenewstandardcurriculumandthesyllabus(新課程標(biāo)準(zhǔn)和教學(xué)大綱),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:1.Knowledgeobjects:Knowledgeobjectsofthissectionare來源：(/s/blog_65f6cb1f0100idyw.html)-高中英語說課稿模板_清風(fēng)無塵_新(1)thesutdentscanhear,read,andusethemainsentencepatterns.(2)thestudentscanunderstandthecontentofthelesson:(3)thestudentscanusethepatternstoexpresstheirthoughesinpropersituationandlearnhowtodescribepeoplewithadjective.Abilityobjects:Abilityobjectsofthissectionare(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.Especiallyspeakingandwritingability.(2)TotraintheSs’abilityofworkinginpairs.(4)ToimprovetheSs’readingabilities,especiallytheirskimmingandscanningability.3.Emotionobjects:ByreadingAStudentofAfricanwlidlife/whynotcarryonthegoodwork,studentscanlearnfrom(1)janeGoodallinatleasttwoaspects:oneiswhatisthehumanwaytostudyanimal;theotheristhatitwashergreatpersonality-universalloveandmercythatmadehersuccessful.LinQiaozhiinatleasttwoaspects:oneiswhatisthehumanwaytohelppoorpatients;theotheristhatitwashergreatpersonality-universalloveandmercythatmadehersuccessful.(2)DrYuanLongpinghisscientificresearchspiritandattitudestowardlifeThispassagewhatischemicalandorganicfarmingandtheiradvantageanddisadvantage.(3)CharlieChaplintobeoptimistictofacethelife’shardshipsandfindoutthecovertfunnyofourlife.thispassagejokesanditsgreateffecttomakepeoplelaugh.(4)thispassagetheimportanceandnecessityofbodylanguageAanditsdifferencesbetweendifferentcultures.Bandhowtousebodylanguagetoshowpeople’sfeeling.(5)thispassagelearningknowledgehavemanyways,wecanlearnknowledgeandplayaswellinthethemeparkorotherspecialsituation.Whatisthemostdifficultinteachingprocess?Canyouguess?Isayoneoftheteachingdifficultishowtoenablethestudentstousenewwordsandphrasesinpropersituationallthroughtheirdailylife.Thestudentsalsofinditdifficulttodescribetheirexperiencewiththebuildlogicandwellorganizedlanguage(andlearnfromGreatwomentheirgoodqualities.)Well,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreakthroughthedifficultpoints?Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.Part2TeachingMethods:“Communicative”Approach(交際教學(xué)法),“Wholelanguageteaching”(整體語言教學(xué)法)and“Task-based”languageteaching(任務(wù)教學(xué)法).Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.Accordingtothemodernsocialcommunicationteachingtheories(現(xiàn)代社會(huì)交際教學(xué)理論),IadopttheSitutionalLanguageTeachingmethod(情景教學(xué))Task-BasedLanguageTeachingmethod(語言任務(wù)教學(xué))inmyteaching.Part3StudyingMethods:Studentsofthisstagearequickinthoughtandtheyareeagertoshowwhattheyknowandtheyhaveacertainabilitytoread.Buttheyarelackofgeographyknowledge,theculturalbackgroundofthoseforeigncountriesandthecouragetoexpresstheyideas.Therefore,Accessfulleadershouldcarefortheirlearningstrategy，inthislesson，Iwillteachmystudentstomasterthefollowingstrategy；1）Basiclearningstrategy；Thestudentscangetthemeaningofthewordsandphrase2）Practicestrategy；Practicecanhelpthestudentsgetthegeneralideaandhaveabetterunderstangingofthelanguage.AndCommunicationstrategyInaward,I’ll1.Teachthestudentshowtobesuccessfullanguagelearners2.Letthestudentspass“Observation—Imitation—Prasctice”strategytostudylanguage.Part4TeachingProcedureNewEnglishproverbsaidsthatthestudentsarerealmaster.InthislessontheyareEnglishlearnersandrealmaster.Soteachershouldactasaguider,anorganizerandadirectorwhoplayarolewhennecessaryinteachingprocedure.Step1Lead-in.Ithinkthemostusefulmethodtoleadthestudentstolearnisintereststimulatinganddiscussionbythemselves.1.AtbeginningIwillletSstodiscuss:afteraglanceofthetitleandthepicturesofthispassage,whatdoyouthinkthepassageisabout?(2.AtbeginningIwillaskSswhichplacetheylikemostandwhatisitfamousfor.Thenwewilldothelisteningparttogetsomeinformationandthendothefollowingexercise)(1)AndletthemtoknowsomethingaboutthestoryofJanegoodall/linqiaoyinandherfullloveactivity.(2)AndaskthefollowingquestionsAWhatwouldyoudoiftherewasnoricetoeattomorrow?Whodoyouthinkisthegreastestheroforhungrypeopleintheworld.?BWhatdoyouknowaboutfarming?Whatwillyoudotoincreasethecropproduction.?(3)aAndwritedownyouideainonesenrence,thenskimthepassagetoseeifyouareright.BAndtelltheSsafunnyjoke.(4)aIwillaskonestudenttomakeagestureandletanotherstudenttoguesswhatitsmeaning.BIwillaskonestudenttousebodylanguagetoexpresshisfeelingandletanotherstudenttoguesswhatitsmeaning.(5)awhatdoyouthinkathemeparkis?Withaclassmatediscusswhatyoumightdoinathemepark.BWhatexcitingexperiencedoyouwanttohave?Step2Reading1)canning:ThenstudSentsaregoingtoreadthepassageasquicklyastheycantofindoutthemainideaandanswerthefollowing(/tureorfalse)questions(1)aWhoisthestudent?Whatanimalswereobserved?BWhoisthemaincharacterinthistext?Whatwasherjob?Whowashersmallbookintendedfor?(2)awhenandwhobecomethefirstagriculturalpioneerintheworldtogrowricethathasahighoutput?WhatdidYuanLongpinginvent?BWhyarechemicalfertilizerssopopularinfarmingtoday?Whatisorganicfarming?(3)a1)humorisalwayskind.F2)charliechaplinwasborninarichfamilyF3)hesolvedasadsituationbyusingnonverbalhumorT4)heatetheshoesbacausehethoughtthatwasveryfunnyF5)charliechaplindevotedhiswholelifetomakingfilmsTBThenIwillletstudentsworkinpairstoreadthejokesinpartone.payingattentiontotherhythmandintonation(4)awhatdidIdototheairportdidthoseinternationalstudentshavethesamebodylanguage?Ifnot,giveanexample.BAndperformthefeelingsyoucanfindoutinthispassagetoourclassmates..(5)aWhatdoesdollywoodmainlyshowandcelebrates?Andinengland’sCamelotparkwhatcanyouexperience?BWhatthemeparkismentionedinthispassageandwhatisthethemepark’smaincontent2)ThenwewillcometotheClosereadingpart:Asweknow,audio-visualmethodmakethestudentshavebettterunderstandingofthepassage,soIplaywillthetapepartbyparttoletmystudentstofindoutthethegeneralideaofeachparagraphandpickuptheirhandtogivetheanswer.3)ThenIwillletstudentshaveadissussionaboutthetext,thenanswersomequestionsindetial.(1)a(Whatwasthewriterdoingintheforest?WhatdidshediscoveraboutchimpsHowdidjanetrytoprotectthelivesofchimpsintheirnaturehabitat?)anddoexercisethree.BAndwritedownthreeofLinQiaozhi’sachievementsthengivetheanswer.(2)a(whoisYuanLongping?Howmuchdoyouknowabouthim?Whatishisjob?Whatarehisachievement?Whatdoyouthinkwecanlearnfromhim?Why?)BWhataresomeoftheproblemscausedbuchemicalfertilizers.Howtokeepthesoilfertileinorganicfarming.(3)a1)whatisbehindfun?2)WhypeoplelikelittleTramp?3)Doyouthinkcharliechaplin’seatingboiledshoesfunny?why?BThendoexercise.changethestoryintoadialogueandactitingroupsofthree—liming,wangfeiandanarrator.payspecialattentiontotherhythmandintonationofwhatyousayandtrytobingoutthehumour.(4)aWhatpeoplefromcolombiausuallydowhentheymeetpeople?Whatisthefrancecustomwhenadultsmeetpeopletheyknow?BWhatdoessmilingmeanstomostpeople?HowtoshowthatIambored?(5)awhatactivetiesyoucandointhesethreediffenentthemepark?BWhatarethreetimesandthreeplacesyoucanvisitatFuturoscope?Andthis(willmakethestudentspaymoreattentiontothemselvesandpeoplearoundthemand)checktheS’sscanningwhichmaybeanimportantreadingfieldsThelastreadingistoemphasizeandconsolidatethenewlanguageofthesection.Iwillplaythetapeandstudentsaregoingtoreadthepassageastomakethestudentstoimitatethepronouncatinandintonation.Afterreadingthestudentswillhaveadiscussioninpairs/Askandanswerthefollowingquestions(1)aaboutwhatmakejanegoodallandtheotherfemalesgreatwomen.B1.ForwhomandforwhichpurposedidLinQiaozhiwritealittlebookabouthowtolookafterbabies?Whydoyouthinkitwasnessary?2.Whydoyouthinkthewritechosetostudyatmedicalcollege?(2)aWhatadvantageanddisadvantagedoyouseeinYuanLongping’slife?Wouldyouliketohavealifelikehis?Why?BIfyouareafarmerwhichmethodwouldyouchoose?Why?(3)aWhydoyouthinkcharliechaplinwassosuccessful?BWhatistheeffortofjokesinourdailylife?(4)aAndfindouteverycountrythewritermentionedwiththeaccordingculturewhenpeoplegreeteachother.BWhyshouldwebucarefulwithourbodylanguage?Whyisitimportanttowatchaswellaslistentoothers?(5)aIfyouhaveachancetooneofthesethreeparks,whichwouldyouvisit?Why?BAndtrytoretellthefirstparagraph.Thispartcanenablestudentstounderstandthegivenmaterialbetter,tomakethestudentsgrasptheusefulphrases,grammarandsentencespatternformakingsuggestionsandreplyingonthebaseofreadingthedialoguefluently.Step3LearningaboutlanguageAfterreading,Iwillteachthestudentsthepassageindetialsaboutvocabularyandgrammar.11)newwords:behaveshadeobserverespectarguesupportintenddeliver2)phrase:humanbeingleada…lifecrowdinbychancecarryonlookdownuponForexampledevoteoneself/sthtosb/sthItmeanstogiveone’stime,energytosb/sth;dedicateHedevotedhislifetothepromotionofworldpeace.3)grammar:Subject-verbagreementTherearetwosentencesinthislesson…ourgroupareallgoingtovisitthemintheforest….ourgroupisgoingtobeverytiredanddirtybytheafternoonWecanseefromthesentencesthattheprojcetesarethesamebutthepredicatesaredifferent.why?Becausetheformergroupmeansallofus,itpresentsmanypeople,thelatergroupmeansthegroupasawhole,itisjustonegroup.2.newwords:struggleexpandridthereforeexportregretfocusreducecommentphrase:thankstoridofbesatisfiedwithwouldratherleadtofouceonkeep…freefrom/ofstructures:mainlyaboutpersuasionI’drather…It’sbetterto…I’dprefer…because….Thisisgoodvaluebecause…AGrammar:the–ingformasthesubjectandobjectBeusedassubject,wecanfindsomesentencesinthispassage,forexanple:Sincethen,findingwaystogrowmorericehasbeenhislifegoalSpendingmoneyonhimselforleadingacomfortablelifealsomeansverylittletohimJustdreamingforthings,however,costsnothingBeusedasobject,forexanple:Asayoungman,hesawthegreatneedforincreasingthericeoutput.Dryuanawokefromhisdreamwiththehopeofproducingakindofricethatcouldfeedmorepeople.BGrammer:Overthepasthalfcentury,usingchemicalfertilizershasbecomeverycommoninfarming.TheydemagethelandbykillingthehelpfulbacteriaandpestsaswellastheharmfulonesOrganicfarmers,therefore,oftenpreferusingnaturewastefromanimalsasfertilizer.3.newwords:entertainovercomedirectslidwhisperreactphrase:uptonowbadlyoffpickoutstarinpickoffcutupcutdowncutoffstructures:thestructurestoexpressone’semotions,suchasHowwonderful!Itsurprisesmethat….Icouldn’tlaughingwhen…Idon’tthinkthat’tfunnyatall.Grammar:the–ingformasthepredicative,attribute,attributeandobjectcomplement.wecanfindsomesentencesinthispassage,forexanple:1.作表語asthepredicativeTheactingissoconvincingthatitmakesyoubelievethatitisoneofthebestmealshehasevertasted!2.作定語astheattribute,Hegrewmoreandmorepopularashischarmingcharacter,thelittletramp,becameknownthroughouttheworld.3.作賓語補(bǔ)足語astheattributeandobjectcomplementHowdidthelittletrampmakeasadsituationentertaining?4.newwords:representapproachdefendlikelyeasephrase:defendagainstbelikelytoingeneralaieaselosefaceturnone’sbacktostructures:aboutprohibition,warningsandobligation,suchasdonot…keepawayfrom…becarefulwhen…youmust…youwillneedto….Grammar:the–ingformastheattributeandadverbial.wecanfindsomesentencesinthispassage,forexanple:3.作定語astheattributeer…Isawseveralyoungpeopleenterthewaitingarea….4.作語astheadverbialIstoodforaminutewatchingthemandthenwenttogreetthem.newwords:themeswingpreserveadvancephrase:befamousfornowanderbemoddelledafterinadvancegetclosetocometolifestructures:aboutaskingthewayandgivingdirecionswhereisthe…?Canyoushowmewhere….?HowcanIgetto…?Onthenorth/south/east/westsideoftheparkFollowthepathto…..Grammar:wewilllearnthreekindsofdifferentvocabulartheyarewordformation,derivation,conversionforexanple:indooroutdoorsoutheastenhorsebacksupermarketdisagreeenlargeamusementcarefulwater(n&v)don’twatertheplantswithdirtywatermind(n&v)hemazinghasanamindIdon’tmindhavingdoginthehouse,ifitisclean.BInthepassagetherewillbesomevocabularyandstructuresthataredifferenttoguesstheirmeaningandmakecompenhencenofthispassagedifficulttoSs.SoIwillgivethewordsintheblackboardandlettheSstofillintheblacksofsentencestoexpresstheirprecisemeaningandusage.Thenthestudentswilldoapairworkrevolvearoundthevocabularyandgrammarwhichtheyhavejustlearnedandmakeshortdialogueswiththem.Iwillgivethemsomeminutesandasksomepairstoacttheirdialogueoutinfrontofthewholeclass.Thenwewilldealwithsomeexerisesintheworkbooktoemphasizethenewknowledge.Suchasfillingthemissingwordsintheblanks.Andretellthestoryintheirownwords.Ofcourse,studentswillmakesomemistakesinretelling,Iwillcorrcetthemintime.Step4Post-readingPracticeIsaytolearnistouse.Afterthereading,studentswillhavesomepractices.Itwillbethemostinterestingparttostudents.why?BecauseIwillleavestudentstimetotalktogether.1.aThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasanordinarypersonandsaywhatmakesitdifficulttosuccess.StudentBwillactasagreatwomenwhohasthegoodcharacter.StudentCwillactasainterviewerwhoaskStudentBwhatmakeshersuccess.StudentDwillhaveasummarze.BTheSswillhaveaworkingroupsoffourtodescrebeLinQiaozhi’scharacterandquality.Suchaskindhelpfuldevotedhard-working2.aThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasapersonwhocomefromAfricawho’scountryislackoffood.StudentBwillactasagreatscientistwhohasbeenworkingoncrop.StudentCwillactasainterviewerwhoaskStudentBhowtosolvetheproblem.StudentDwillhaveasummarze.BThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasachemicalfarmerwhotellushowtogrowcropinchemicalmethod.StudentBwillactasagreatscientisttellusthedisadvantageofthismethod.StudentCwillactasaorganicfarmerwhotelluethewaysolvetheproblem.StudentDwillhaveasummarze.3.aWorkingroupsoffour.Iwillgivethestudentsamaterialofhumourandletstudentsperformancetheminfrontoftheclassroom.4.bThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.IwillshowStudentAapictureandletthestudenttoperformanitsmeaningtostudentB.ThenStudentBwillguessitsmeaningandthenperformanwhatheguesstoStudentC.StudentCwilldoexpressthatheguessbyusingbodylanguagetoStudentD.atlast,StudentDwillguessandgivetheanswer.5.Workingroupsoffour.Discusswhatisthepurposeofthemepark?whatkindofpeopledoyouthinkwillvisitthisthemepark?Moststudentscantaketheirpartsinthisactivities,especiallyfortheSswhohavetroubleinEnglish,.Inthegroupactivities,theycanspeakalittleEnglish.Withoutdoubt,thiswillencouragethemtospeakEnglish.Infact,itisakindofdemandofhumanbeing.Afamouseducatorsays:”Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thisisthehopetofeeloneselfafinderandexplorer.Instudent’sspirits,suchdemandisspeciallystrong.”SoIwillgiveeverystudentachancetospeskEnglishinourclassroom.Thispartalsoleadstotheemotionobjectiveofthislesson,thatistohavemoraleducationinthisstep.YoucanseethatthewayIteachreadingistofollowthebottomupteachingmethod.Iwillintroducethevocabularyfirstandthensentences,structuresandlastthelanguagefocus.Step6HomeworkThenSswillSummarizethewholelesson,andarrangethehomework.1.Dotheremainingexerisesintheworkbook.Checkthemasteringofknowledgeofthislesson.2a(1)writeashortpassagetodescribeawomenyouadmiremost.bwriteashortpassagetodescribeawomenyouadmiremost.(2)aDesignaplacardfocusonworldfooddayin2010BDoexercise3towriteasummaryofthispassagefollowingtheprocedure;1.wirtethemainideainyouownword2.rewritetopicsentenceofeachparagraphwritethesummary.(3)Askeschstudenttogiveajokeandpresentitinclassnextperiod.(4)Writeashortpassageabouttheexperienceyoumisundestandone’sbodylanguageorabodylanguageyoulikemost,why?(5)Writeashortpassagetointroduceathemepark.Purposeofmydesign:IthinkhomeworkissoimportantthatthestudentsshoulduseEnglishasmuchastheycaninclassandafterclass.Itisnecessaryforthestudentstomastertheknowledgetheylearned.Thiscontentsisanextensionofthepreviouslesson,tomeettheneedofincressingcommunicatingandwritingdemandsofsomestudentsandbringtheirpersonalityintoplay.Part5blackboardDesignBlackboarddesignshouldbethinkforathingthatattractthestudent’sattentionandletthemtowritedowntheimportantteachingpoints.Iwilldividetheblackboardintotwoparts.Theleftpartwillbeusedtowritetheimportantvocabularyandgrammarandtheirusage.Itwillbereservedforthewholeclass.Therightpartwillbepreciousexplanation,Iwillwritesomesentenceofthewords,phrasesandstructurestoexplantheirmeaning.Nomatterwhichstepsistaken,thepurposeistoprovideteacherandstudendswithinformationandinternaldemandtoimproveteachingskillandlearningquality.strategyandapproachwillhelpstudentsbecomemoreindependentandthesuccessfullearner.That’sall.Thankyou.對(duì)新高中英語教材的新探索一、引言現(xiàn)如今，倡導(dǎo)“素質(zhì)教育、培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力”的新一輪的教學(xué)改革正在全國(guó)各地如火如荼地進(jìn)行著；2003年秋季教育部又開始在全國(guó)各地頒布執(zhí)行新的教學(xué)大綱和與之相配套的以話題為形式、功能與結(jié)構(gòu)相結(jié)合的“任務(wù)型”新教材。該教材要求課堂以結(jié)構(gòu)和功能為主線，組織學(xué)生進(jìn)行聽、說、讀、寫的活動(dòng)。教材要求教師教學(xué)應(yīng)該以啟發(fā)啟發(fā)學(xué)生思考為主，提倡創(chuàng)新，給學(xué)生思維和想象的空間。在培養(yǎng)聽、說、讀、寫等各項(xiàng)能力的基礎(chǔ)上，著力提高學(xué)生分析和解決問題的能力，以培養(yǎng)學(xué)生英語的綜合能力作為主要目標(biāo)。新的教材和課程不僅要求教師向?qū)W生傳授知識(shí)，更要面授記憶，提高學(xué)生的英語應(yīng)用的能力。因此，教師有必要對(duì)課堂上的教學(xué)內(nèi)容、教學(xué)效果、學(xué)生反應(yīng)等一系列的教學(xué)環(huán)節(jié)進(jìn)行系統(tǒng)的思維創(chuàng)新，才能及時(shí)發(fā)現(xiàn)學(xué)生學(xué)習(xí)中的困難和教學(xué)過程中的不足，才能提高課堂質(zhì)量，提高學(xué)生的英語能力，探索出一條適應(yīng)新教材的要求和學(xué)生特點(diǎn)的全新教學(xué)模式。二、教學(xué)理念的反思面對(duì)新教材，首先思想觀念要轉(zhuǎn)變，有了新的觀念才能接受新事物。才能避免“穿新鞋，走老路”；新課程的實(shí)施不能簡(jiǎn)單地被視為換一個(gè)大綱、換一套教材、調(diào)整一些課程內(nèi)容。在語言環(huán)境的欠缺中不僅要崇尚“苦讀”、“勤教”，更要以人為本；對(duì)學(xué)生“樂學(xué)”的潛能大力的開發(fā)，英語教學(xué)過程既重視語法和詞匯知識(shí)的講解與傳授，更要對(duì)學(xué)生實(shí)際語言運(yùn)用能力的培養(yǎng)。這樣才能使教學(xué)觀念與新課程標(biāo)準(zhǔn)要求相適應(yīng)。因此，要突出“以學(xué)生為主體”的思想，教師在教學(xué)活動(dòng)中要做到：1．培養(yǎng)學(xué)生自我激勵(lì)學(xué)習(xí)動(dòng)機(jī)。學(xué)生英語學(xué)習(xí)動(dòng)機(jī)對(duì)學(xué)習(xí)興趣的形成起著積極的促進(jìn)作用，它是促進(jìn)學(xué)生學(xué)習(xí)興趣形成的基本條件。學(xué)習(xí)英語的興趣越濃，學(xué)習(xí)的積極性就越高，學(xué)習(xí)的效果就越好。課堂教學(xué)是教師激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)生參與行為的重要場(chǎng)所之一，教師應(yīng)盡一切努力和方法培養(yǎng)學(xué)生對(duì)英語的興趣。英語學(xué)習(xí)的興趣產(chǎn)生之后，學(xué)生的學(xué)習(xí)態(tài)度和方法會(huì)逐步改善，繼而產(chǎn)生強(qiáng)烈的參與愿望。學(xué)生在課堂教學(xué)過程中發(fā)揮出的主體作用反過來又促進(jìn)了教師的課堂教學(xué)質(zhì)量的提高，教與學(xué)真正進(jìn)入良性循環(huán)。一個(gè)有強(qiáng)烈學(xué)習(xí)動(dòng)機(jī)的人，才可以有強(qiáng)大的學(xué)習(xí)動(dòng)力，也才能主動(dòng)地投入到英語學(xué)習(xí)中去。2．充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性。學(xué)生要自覺地確立學(xué)習(xí)目標(biāo)，制定學(xué)習(xí)計(jì)劃，總結(jié)學(xué)習(xí)方法，建立認(rèn)知結(jié)構(gòu)。從學(xué)習(xí)知識(shí)、解決問題的過程中獲得某種滿足感，并以興奮活躍的思維狀態(tài)去面對(duì)英語語言知識(shí)和技能，在加強(qiáng)基礎(chǔ)知識(shí)和基本訓(xùn)練的同時(shí)，使基礎(chǔ)知識(shí)轉(zhuǎn)移為語言技能，并發(fā)展成運(yùn)用英語進(jìn)行交際的能力。3．建立“以學(xué)生為中心”的主體觀。教學(xué)活動(dòng)以學(xué)生在課堂上做事為主，教師的作用是負(fù)責(zé)組織、引導(dǎo)、幫助和監(jiān)控，引導(dǎo)學(xué)生學(xué)會(huì)認(rèn)知、學(xué)會(huì)做事，讓學(xué)生經(jīng)歷獲取知識(shí)的過程，關(guān)注學(xué)生各種能力的發(fā)展，促進(jìn)其知識(shí)與技能、過程與方法、態(tài)度與價(jià)值觀的全面發(fā)展，建立學(xué)生自主探索、合作學(xué)習(xí)的課堂模式，創(chuàng)設(shè)和諧、寬松、民主的課堂環(huán)境。追求學(xué)習(xí)結(jié)果轉(zhuǎn)向追求學(xué)習(xí)過程，真正把學(xué)生當(dāng)成獲取知識(shí)發(fā)展自我的主人?！耙磺袨榱藢W(xué)生，為了學(xué)生的一切，為了一切學(xué)生”，切實(shí)構(gòu)建“以學(xué)生為中心”主體觀。使學(xué)生正確認(rèn)識(shí)自己在學(xué)習(xí)中的作用。學(xué)習(xí)是獲取知識(shí)的過程。建構(gòu)主義學(xué)習(xí)理論認(rèn)為，知識(shí)不是通過教師傳授得到的，而是學(xué)習(xí)者在一定的情境即社會(huì)文化背景下，借助其他人（包括教師和學(xué)習(xí)伙伴）的幫助，利用必要的學(xué)習(xí)資料，通過意義建構(gòu)的方式獲得的。第二語言習(xí)得理論認(rèn)為Englishcannotbetaught.Itmustbelearned.學(xué)生們必須認(rèn)識(shí)到只有通過自己的努力，方可獲得良好的學(xué)習(xí)效果。4．建立“以能力為中心”的教育質(zhì)量觀。傳統(tǒng)教學(xué)是由老師單向灌輸知識(shí)，以考試分?jǐn)?shù)作為衡量教育成果的唯一標(biāo)準(zhǔn)，教師注重學(xué)生在課堂教學(xué)中接受現(xiàn)成的知識(shí)和結(jié)論。這種“守成性”教育嚴(yán)重影響了對(duì)學(xué)生創(chuàng)新精神和創(chuàng)新能力的培養(yǎng)。為了適應(yīng)知識(shí)經(jīng)濟(jì)時(shí)代的要求，更好地培養(yǎng)具有創(chuàng)新精神和創(chuàng)新能力高素質(zhì)人才，要求課堂教學(xué)不僅僅是傳授基礎(chǔ)知識(shí)、基本技能的過程，同時(shí)也是一個(gè)不斷培養(yǎng)學(xué)生創(chuàng)新精神和實(shí)踐能力的過程，教師所講授的知識(shí)應(yīng)該成為培養(yǎng)學(xué)生英語能力的“火種”。也就是說，課堂教學(xué)是一個(gè)在老師引導(dǎo)下學(xué)生主動(dòng)參與、獨(dú)立思考、自主發(fā)現(xiàn)、不斷創(chuàng)新和培養(yǎng)實(shí)踐能力的過程，讓學(xué)生由“學(xué)會(huì)”轉(zhuǎn)變到“會(huì)學(xué)”。三、把英語作為一種交流工具進(jìn)行使用而教學(xué)語言是一種交流的工具，不是一套死的規(guī)則，在平時(shí)教學(xué)中，我們過分注重語法規(guī)則的講解而忽視它的交際功能，不注意培養(yǎng)學(xué)生正確、得體、靈活地運(yùn)用所學(xué)語言的能力，課堂教學(xué)大體上就是教師講，學(xué)生聽，記筆記，課下做永遠(yuǎn)也做不完的作業(yè)。為了改革傳統(tǒng)教法弊端，適應(yīng)這種全新的“任務(wù)型”教學(xué)，教者要做到：1．課堂要有互動(dòng)交往的教學(xué)設(shè)計(jì)教育活動(dòng)，教學(xué)活動(dòng)實(shí)際上是一種典型的交際(交往)活動(dòng)，課堂教學(xué)是一個(gè)有目的的教學(xué)過程，它是師生之間或是學(xué)生之間為了協(xié)調(diào)溝通，達(dá)成共識(shí)，聯(lián)合力量去達(dá)到教學(xué)目的而進(jìn)行的互動(dòng)。在教學(xué)中存在著師生之間的交往和學(xué)生之間的交往。在教學(xué)中要圍繞教學(xué)內(nèi)容，教師要千方百計(jì)地創(chuàng)造各種交往情境，設(shè)法使靜態(tài)的文字變成生動(dòng)活潑的交際活動(dòng)，使學(xué)生在語言運(yùn)用中學(xué)習(xí)語言。在真實(shí)與互動(dòng)的情境中，教材是腳本，教師是導(dǎo)演，學(xué)生是演員，師生雙方共同參與，頻繁交流，形成主動(dòng)參與，探究合作的課堂氣氛。學(xué)生在輕松愉快的氣氛中學(xué)到了知識(shí)。同時(shí)，活化了教學(xué)內(nèi)容也能激活學(xué)生的思維，促使他們主動(dòng)學(xué)習(xí)、樂意學(xué)習(xí)，讓他們充分發(fā)揮自己的想象力和創(chuàng)造力，從而越學(xué)越愛學(xué)。2．充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性。學(xué)生要自覺地確立學(xué)習(xí)目標(biāo)，制定學(xué)習(xí)計(jì)劃，總結(jié)學(xué)習(xí)方法，建立認(rèn)知結(jié)構(gòu)。從學(xué)習(xí)知識(shí)、解決問題的過程中獲得某種滿足感，并以興奮活躍的思維狀態(tài)去面對(duì)英語語言知識(shí)和技能，在加強(qiáng)基礎(chǔ)知識(shí)和基本訓(xùn)練的同時(shí)，使基礎(chǔ)知識(shí)轉(zhuǎn)移為語言技能，并發(fā)展成運(yùn)用英語進(jìn)行交際的能力。3．建立“以學(xué)生為中心”的主體觀。教學(xué)活動(dòng)以學(xué)生在課堂上做事為主，教師的作用是負(fù)責(zé)組織、引導(dǎo)、幫助和監(jiān)控，引導(dǎo)學(xué)生學(xué)會(huì)認(rèn)知、學(xué)會(huì)做事，讓學(xué)生經(jīng)歷獲取知識(shí)的過程，關(guān)注學(xué)生各種能力的發(fā)展，促進(jìn)其知識(shí)與技能、過程與方法、態(tài)度與價(jià)值觀的全面發(fā)展，建立學(xué)生自主探索、合作學(xué)習(xí)的課堂模式，創(chuàng)設(shè)和諧、寬松、民主的課堂環(huán)境。追求學(xué)習(xí)結(jié)果轉(zhuǎn)向追求學(xué)習(xí)過程，真正把學(xué)生當(dāng)成獲取知識(shí)發(fā)展自我的主人?！耙磺袨榱藢W(xué)生，為了學(xué)生的一切，為了一切學(xué)生”，切實(shí)構(gòu)建“以學(xué)生為中心”主體觀。使學(xué)生正確認(rèn)識(shí)自己在學(xué)習(xí)中的作用。學(xué)習(xí)是獲取知識(shí)的過程。建構(gòu)主義學(xué)習(xí)理論認(rèn)為，知識(shí)不是通過教師傳授得到的，而是學(xué)習(xí)者在一定的情境即社會(huì)文化背景下，借助其他人（包括教師和學(xué)習(xí)伙伴）的幫助，利用必要的學(xué)習(xí)資料，通過意義建構(gòu)的方式獲得的。第二語言習(xí)得理論認(rèn)為Englishcannotbetaught.Itmustbelearned.學(xué)生們必須認(rèn)識(shí)到只有通過自己的努力，方可獲得良好的學(xué)習(xí)效果。4．建立“以能力為中心”的教育質(zhì)量觀。傳統(tǒng)教學(xué)是由老師單向灌輸知識(shí)，以考試分?jǐn)?shù)作為衡量教育成果的唯一標(biāo)準(zhǔn)，教師注重學(xué)生在課堂教學(xué)中接受現(xiàn)成的知識(shí)和結(jié)論。這種“守成性”教育嚴(yán)重影響了對(duì)學(xué)生創(chuàng)新精神和創(chuàng)新能力的培養(yǎng)。為了適應(yīng)知識(shí)經(jīng)濟(jì)時(shí)代的要求，更好地培養(yǎng)具有創(chuàng)新精神和創(chuàng)新能力高素質(zhì)人才，要求課堂教學(xué)不僅僅是傳授基礎(chǔ)知識(shí)、基本技能的過程，同時(shí)也是一個(gè)不斷培養(yǎng)學(xué)生創(chuàng)新精神和實(shí)踐能力的過程，教師所講授的知識(shí)應(yīng)該成為培養(yǎng)學(xué)生英語能力的“火種”。也就是說，課堂教學(xué)是一個(gè)在老師引導(dǎo)下學(xué)生主動(dòng)參與、獨(dú)立思考、自主發(fā)現(xiàn)、不斷創(chuàng)新和培養(yǎng)實(shí)踐能力的過程，讓學(xué)生由“學(xué)會(huì)”轉(zhuǎn)變到“會(huì)學(xué)”。三、把英語作為一種交流工具進(jìn)行使用而教學(xué)語言是一種交流的工具，不是一套死的規(guī)則，在平時(shí)教學(xué)中，我們過分注重語法規(guī)則的講解而忽視它的交際功能，不注意培養(yǎng)學(xué)生正確、得體、靈活地運(yùn)用所學(xué)語言的能力，課堂教學(xué)大體上就是教師講，學(xué)生聽，記筆記，課下做永遠(yuǎn)也做不完的作業(yè)。為了改革傳統(tǒng)教法弊端，適應(yīng)這種全新的“任務(wù)型”教學(xué)，教者要做到：1．課堂要有互動(dòng)交往的教學(xué)設(shè)計(jì)教育活動(dòng)，教學(xué)活動(dòng)實(shí)際上是一種典型的交際(交往)活動(dòng)，課堂教學(xué)是一個(gè)有目的的教學(xué)過程，它是師生之間或是學(xué)生之間為了協(xié)調(diào)溝通，達(dá)成共識(shí)，聯(lián)合力量去達(dá)到教學(xué)目的而進(jìn)行的互動(dòng)。在教學(xué)中存在著師生之間的交往和學(xué)生之間的交往。在教學(xué)中要圍繞教學(xué)內(nèi)容，教師要千方百計(jì)地創(chuàng)造各種交往情境，設(shè)法使靜態(tài)的文字變成生動(dòng)活潑的交際活動(dòng)，使學(xué)生在語言運(yùn)用中學(xué)習(xí)語言。在真實(shí)與互動(dòng)的情境中，教材是腳本，教師是導(dǎo)演，學(xué)生是演員，師生雙方共同參與，頻繁交流，形成主動(dòng)參與，探究合作的課堂氣氛。學(xué)生在輕松愉快的氣氛中學(xué)到了知識(shí)。同時(shí)，活化了教學(xué)內(nèi)容也能激活學(xué)生的思維，促使他們主動(dòng)學(xué)習(xí)、樂意學(xué)習(xí)，讓他們充分發(fā)揮自己的想象力和創(chuàng)造力，從而越學(xué)越愛學(xué)。人教版高一英語單詞表以下包括必修一與必修二survey調(diào)查．測(cè)驗(yàn)addup合計(jì)upsetadj心煩意亂的；不安的，不適的ignore不理睬．忽視havegotto不得不；必須concern（使）擔(dān)比：涉及；關(guān)系到n擔(dān)心；關(guān)注．（利害）關(guān)系beconcernedabout關(guān)心．掛念walkthedog遇狗looseadj松的．松開的vet獸醫(yī)gothrough經(jīng)歷；經(jīng)受Amsterdam阿姆斯特丹（荷蘭首都）Netherlands荷蘭（西歐國(guó)家）Jew猶太人的；猶太族的German德國(guó)的．德國(guó)人的.德語的.Nazi納粹黨人adj納粹黨的setdown記下；放下.登記series連續(xù)，系列aseriesof一連串的．一系列；一套o(hù)utdoors在戶外．在野外spellbind迷?。灰苫髉urpose故意inorderto為了dusk黃昏傍晚atdusk在黃昏時(shí)刻thundervi打雷雷鳴n雷，雷聲entieradj整個(gè)的；完全的，全部的entilyady.完全地.全然地.整個(gè)地Power能力.力量．權(quán)力。Facetoface面對(duì)面地Curtain窗簾；門簾．幕布dustyadj積滿灰塵的nolonger/not…anylonger不再partner伙伴．合作者．合伙人settle安家.定居.停留vt使定居.安排.解決suffervt&遭受；忍受經(jīng)歷sufferfrom遭受．患病loneliness孤單寂寞highway高速公路recover痊愈；恢復(fù)．Get/betiredof對(duì)…厭煩Pack捆扎；包裝打行李n小包：包裹pack(sth)up將（東西）裝箱打包suitcase手提箱；衣箱overcoat大衣外套teenager十幾歲的青少年getalongwith與…相處.進(jìn)展gossip閑話閑談fallinlove相愛；愛上exactly確實(shí)如此．正是；確切地山disagree不同意grateful感激的．表示謝意的dislike不喜歡．厭惡joinin參加.加入tip提示.技巧.尖；尖端.小費(fèi)傾斜；翻倒secondly第二.其次swap交換item項(xiàng)目.條款subway＜美＞地鐵elevatorn電梯；升降機(jī)petrol＜英＞汽油（=＜美＞gasoline)gas汽油．氣體．煤氣；毒氣。officialadj官方的．正式的.公務(wù)的voyagen航行．航海conquer征服.占領(lǐng)becauseof因?yàn)閚ative本國(guó)的；本地的n本地人．本國(guó)人comeup走近，上來．提出apartment＜美＞公寓住宅．單元住宅actually實(shí)際上，事實(shí)上base根據(jù)n基部；基地，墓礎(chǔ)atpresent現(xiàn)在；目前gradual逐漸的.逐步的enrich使富裕；充實(shí)，改善vocabulary詞匯.詞匯量.詞表makeuseof利用使用spelling拼寫.拼法latter較后的后平的；（兩者中）后者的.identity