高中英语说课稿模板

PAGE1高中英语说课稿模板高中英语说课稿模板这是考取教师资格证的第二环节：说课。这篇说课模板以高一课本为例,叙述说课中的五个基本点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(新课程标准和教学大纲),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:1.Knowledgeobjects:Knowledgeobjectsofthissectionare来源：(/s/blog_65f6cb1f0100idyw.html)-高中英语说课稿模板_清风无尘_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(交际教学法),“Wholelanguageteaching”(整体语言教学法)and“Task-based”languageteaching(任务教学法).Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.Accordingtothemodernsocialcommunicationteachingtheories(现代社会交际教学理论),IadopttheSitutionalLanguageTeachingmethod(情景教学)Task-BasedLanguageTeachingmethod(语言任务教学)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.作表语asthepredicativeTheactingissoconvincingthatitmakesyoubelievethatitisoneofthebestmealshehasevertasted!2.作定语astheattribute,Hegrewmoreandmorepopularashischarmingcharacter,thelittletramp,becameknownthroughouttheworld.3.作宾语补足语astheattributeandobjectcomplementHowdidthelittletrampmakeasadsituationentertaining?4.newwords:representapproachdefendlikelyeasephrase:defendagainstbelikelytoingeneralaieaselosefaceturnone’sbacktostructures:aboutprohibition,warningsandobligation,suchasdonot…keepawayfrom…becarefulwhen…youmust…youwillneedto….Grammar:the–ingformastheattributeandadverbial.wecanfindsomesentencesinthispassage,forexanple:3.作定语astheattributeer…Isawseveralyoungpeopleenterthewaitingarea….4.作语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.对新高中英语教材的新探索一、引言现如今，倡导“素质教育、培养学生的创新精神和实践能力”的新一轮的教学改革正在全国各地如火如荼地进行着；2003年秋季教育部又开始在全国各地颁布执行新的教学大纲和与之相配套的以话题为形式、功能与结构相结合的“任务型”新教材。该教材要求课堂以结构和功能为主线，组织学生进行听、说、读、写的活动。教材要求教师教学应该以启发启发学生思考为主，提倡创新，给学生思维和想象的空间。在培养听、说、读、写等各项能力的基础上，着力提高学生分析和解决问题的能力，以培养学生英语的综合能力作为主要目标。新的教材和课程不仅要求教师向学生传授知识，更要面授记忆，提高学生的英语应用的能力。因此，教师有必要对课堂上的教学内容、教学效果、学生反应等一系列的教学环节进行系统的思维创新，才能及时发现学生学习中的困难和教学过程中的不足，才能提高课堂质量，提高学生的英语能力，探索出一条适应新教材的要求和学生特点的全新教学模式。二、教学理念的反思面对新教材，首先思想观念要转变，有了新的观念才能接受新事物。才能避免“穿新鞋，走老路”；新课程的实施不能简单地被视为换一个大纲、换一套教材、调整一些课程内容。在语言环境的欠缺中不仅要崇尚“苦读”、“勤教”，更要以人为本；对学生“乐学”的潜能大力的开发，英语教学过程既重视语法和词汇知识的讲解与传授，更要对学生实际语言运用能力的培养。这样才能使教学观念与新课程标准要求相适应。因此，要突出“以学生为主体”的思想，教师在教学活动中要做到：1．培养学生自我激励学习动机。学生英语学习动机对学习兴趣的形成起着积极的促进作用，它是促进学生学习兴趣形成的基本条件。学习英语的兴趣越浓，学习的积极性就越高，学习的效果就越好。课堂教学是教师激发学生学习兴趣，提高学生参与行为的重要场所之一，教师应尽一切努力和方法培养学生对英语的兴趣。英语学习的兴趣产生之后，学生的学习态度和方法会逐步改善，继而产生强烈的参与愿望。学生在课堂教学过程中发挥出的主体作用反过来又促进了教师的课堂教学质量的提高，教与学真正进入良性循环。一个有强烈学习动机的人，才可以有强大的学习动力，也才能主动地投入到英语学习中去。2．充分调动学生学习的主动性。学生要自觉地确立学习目标，制定学习计划，总结学习方法，建立认知结构。从学习知识、解决问题的过程中获得某种满足感，并以兴奋活跃的思维状态去面对英语语言知识和技能，在加强基础知识和基本训练的同时，使基础知识转移为语言技能，并发展成运用英语进行交际的能力。3．建立“以学生为中心”的主体观。教学活动以学生在课堂上做事为主，教师的作用是负责组织、引导、帮助和监控，引导学生学会认知、学会做事，让学生经历获取知识的过程，关注学生各种能力的发展，促进其知识与技能、过程与方法、态度与价值观的全面发展，建立学生自主探索、合作学习的课堂模式，创设和谐、宽松、民主的课堂环境。追求学习结果转向追求学习过程，真正把学生当成获取知识发展自我的主人。“一切为了学生，为了学生的一切，为了一切学生”，切实构建“以学生为中心”主体观。使学生正确认识自己在学习中的作用。学习是获取知识的过程。建构主义学习理论认为，知识不是通过教师传授得到的，而是学习者在一定的情境即社会文化背景下，借助其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式获得的。第二语言习得理论认为Englishcannotbetaught.Itmustbelearned.学生们必须认识到只有通过自己的努力，方可获得良好的学习效果。4．建立“以能力为中心”的教育质量观。传统教学是由老师单向灌输知识，以考试分数作为衡量教育成果的唯一标准，教师注重学生在课堂教学中接受现成的知识和结论。这种“守成性”教育严重影响了对学生创新精神和创新能力的培养。为了适应知识经济时代的要求，更好地培养具有创新精神和创新能力高素质人才，要求课堂教学不仅仅是传授基础知识、基本技能的过程，同时也是一个不断培养学生创新精神和实践能力的过程，教师所讲授的知识应该成为培养学生英语能力的“火种”。也就是说，课堂教学是一个在老师引导下学生主动参与、独立思考、自主发现、不断创新和培养实践能力的过程，让学生由“学会”转变到“会学”。三、把英语作为一种交流工具进行使用而教学语言是一种交流的工具，不是一套死的规则，在平时教学中，我们过分注重语法规则的讲解而忽视它的交际功能，不注意培养学生正确、得体、灵活地运用所学语言的能力，课堂教学大体上就是教师讲，学生听，记笔记，课下做永远也做不完的作业。为了改革传统教法弊端，适应这种全新的“任务型”教学，教者要做到：1．课堂要有互动交往的教学设计教育活动，教学活动实际上是一种典型的交际(交往)活动，课堂教学是一个有目的的教学过程，它是师生之间或是学生之间为了协调沟通，达成共识，联合力量去达到教学目的而进行的互动。在教学中存在着师生之间的交往和学生之间的交往。在教学中要围绕教学内容，教师要千方百计地创造各种交往情境，设法使静态的文字变成生动活泼的交际活动，使学生在语言运用中学习语言。在真实与互动的情境中，教材是脚本，教师是导演，学生是演员，师生双方共同参与，频繁交流，形成主动参与，探究合作的课堂气氛。学生在轻松愉快的气氛中学到了知识。同时，活化了教学内容也能激活学生的思维，促使他们主动学习、乐意学习，让他们充分发挥自己的想象力和创造力，从而越学越爱学。2．充分调动学生学习的主动性。学生要自觉地确立学习目标，制定学习计划，总结学习方法，建立认知结构。从学习知识、解决问题的过程中获得某种满足感，并以兴奋活跃的思维状态去面对英语语言知识和技能，在加强基础知识和基本训练的同时，使基础知识转移为语言技能，并发展成运用英语进行交际的能力。3．建立“以学生为中心”的主体观。教学活动以学生在课堂上做事为主，教师的作用是负责组织、引导、帮助和监控，引导学生学会认知、学会做事，让学生经历获取知识的过程，关注学生各种能力的发展，促进其知识与技能、过程与方法、态度与价值观的全面发展，建立学生自主探索、合作学习的课堂模式，创设和谐、宽松、民主的课堂环境。追求学习结果转向追求学习过程，真正把学生当成获取知识发展自我的主人。“一切为了学生，为了学生的一切，为了一切学生”，切实构建“以学生为中心”主体观。使学生正确认识自己在学习中的作用。学习是获取知识的过程。建构主义学习理论认为，知识不是通过教师传授得到的，而是学习者在一定的情境即社会文化背景下，借助其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式获得的。第二语言习得理论认为Englishcannotbetaught.Itmustbelearned.学生们必须认识到只有通过自己的努力，方可获得良好的学习效果。4．建立“以能力为中心”的教育质量观。传统教学是由老师单向灌输知识，以考试分数作为衡量教育成果的唯一标准，教师注重学生在课堂教学中接受现成的知识和结论。这种“守成性”教育严重影响了对学生创新精神和创新能力的培养。为了适应知识经济时代的要求，更好地培养具有创新精神和创新能力高素质人才，要求课堂教学不仅仅是传授基础知识、基本技能的过程，同时也是一个不断培养学生创新精神和实践能力的过程，教师所讲授的知识应该成为培养学生英语能力的“火种”。也就是说，课堂教学是一个在老师引导下学生主动参与、独立思考、自主发现、不断创新和培养实践能力的过程，让学生由“学会”转变到“会学”。三、把英语作为一种交流工具进行使用而教学语言是一种交流的工具，不是一套死的规则，在平时教学中，我们过分注重语法规则的讲解而忽视它的交际功能，不注意培养学生正确、得体、灵活地运用所学语言的能力，课堂教学大体上就是教师讲，学生听，记笔记，课下做永远也做不完的作业。为了改革传统教法弊端，适应这种全新的“任务型”教学，教者要做到：1．课堂要有互动交往的教学设计教育活动，教学活动实际上是一种典型的交际(交往)活动，课堂教学是一个有目的的教学过程，它是师生之间或是学生之间为了协调沟通，达成共识，联合力量去达到教学目的而进行的互动。在教学中存在着师生之间的交往和学生之间的交往。在教学中要围绕教学内容，教师要千方百计地创造各种交往情境，设法使静态的文字变成生动活泼的交际活动，使学生在语言运用中学习语言。在真实与互动的情境中，教材是脚本，教师是导演，学生是演员，师生双方共同参与，频繁交流，形成主动参与，探究合作的课堂气氛。学生在轻松愉快的气氛中学到了知识。同时，活化了教学内容也能激活学生的思维，促使他们主动学习、乐意学习，让他们充分发挥自己的想象力和创造力，从而越学越爱学。人教版高一英语单词表以下包括必修一与必修二survey调查．测验addup合计upsetadj心烦意乱的；不安的，不适的ignore不理睬．忽视havegotto不得不；必须concern（使）担比：涉及；关系到n担心；关注．（利害）关系beconcernedabout关心．挂念walkthedog遇狗looseadj松的．松开的vet兽医gothrough经历；经受Amsterdam阿姆斯特丹（荷兰首都）Netherlands荷兰（西欧国家）Jew犹太人的；犹太族的German德国的．德国人的.德语的.Nazi纳粹党人adj纳粹党的setdown记下；放下.登记series连续，系列aseriesof一连串的．一系列；一套outdoors在户外．在野外spellbind迷住；疑惑purpose故意inorderto为了dusk黄昏傍晚atdusk在黄昏时刻thundervi打雷雷鸣n雷，雷声entieradj整个的；完全的，全部的entilyady.完全地.全然地.整个地Power能力.力量．权力。Facetoface面对面地Curtain窗帘；门帘．幕布dustyadj积满灰尘的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.解决suffervt&遭受；忍受经历sufferfrom遭受．患病loneliness孤单寂寞highway高速公路recover痊愈；恢复．Get/betiredof对…厌烦Pack捆扎；包装打行李n小包：包裹pack(sth)up将（东西）装箱打包suitcase手提箱；衣箱overcoat大衣外套teenager十几岁的青少年getalongwith与…相处.进展gossip闲话闲谈fallinlove相爱；爱上exactly确实如此．正是；确切地山disagree不同意grateful感激的．表示谢意的dislike不喜欢．厌恶joinin参加.加入tip提示.技巧.尖；尖端.小费倾斜；翻倒secondly第二.其次swap交换item项目.条款subway＜美＞地铁elevatorn电梯；升降机petrol＜英＞汽油（=＜美＞gasoline)gas汽油．气体．煤气；毒气。officialadj官方的．正式的.公务的voyagen航行．航海conquer征服.占领becauseof因为native本国的；本地的n本地人．本国人comeup走近，上来．提出apartment＜美＞公寓住宅．单元住宅actually实际上，事实上base根据n基部；基地，墓础atpresent现在；目前gradual逐渐的.逐步的enrich使富裕；充实，改善vocabulary词汇.词汇量.词表makeuseof利用使用spelling拼写.拼法latter较后的后平的；（两者中）后者的.identity