新教材英语高三Unit 4 green world

新教材英语高三Unit 4 green world

新教材英语高三Unit 4 green world 篇1

Read the text then answer some questions.

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

2 How long did the journey last? About a year

3 What is our first destination? India Greek in Kansas

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

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

Listening

Listen to the tape carefully then do these exercises.

Post-reading

Exercise1. True or False

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

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

( )7 When the animals smelt the water, they all ran.

Exercise 2

Choose the best answers

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

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

C. California was a wonderful land described in a book

D. California was the largest state in the USA

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

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

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

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

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

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

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

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

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

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

A. Because that meant he/she would die.

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

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

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

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

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

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

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

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

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

9.From the text, we can infer . 答案：D

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

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

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

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

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

A.A Journey To California B. Long Drive

C. The Salt Lake Desert D. Enjoy Your Life

Questions:

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

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

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

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

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

2)The courage of the people impresses me most.

1.believe in 信任;信耐

2.stand for 代表;代替

3.adapt to 适宜

4.lose heart 灰心;泄气

5.be cast away (被)抛弃

6.give up 放弃

7.less than 少于;不足

8.set off for 开始(旅程;赛跑);出发

9.move on 继续前进

10.take the way 出发;首途

11.lose one’s way 迷路

12.hang out 伸出

13.in desperate need of 在极度需要的(时候)

14.on our feet=on foot 步行

15.be accustomed to doing sth. (通常用于被动语态)习惯于

16.suffer from 患病;遭受……之苦

17.hurry on to (with) 赶紧办理;急急忙忙地去做某事

18.stop to do sth. 停下来去做某事

19.start doing sth. 开始做某事

20.go on all fours 用四肢

21.(at)the edge of of (在)……边缘

22.stare at 瞪视; 凝视

23.come to an end 结束;终止

24.a race against time 与时间赛跑

25.save…from 挽救……免于

26.take up to 占用(时间;空间)

27.at stake 在危险中;关系重大

28.risk one’s life to 冒险去做某事

29.apply…to… 运用;应用

30.add up (两个或两个以上的数量或量)加起来

31.take it easy 别紧张;放松点

32.keep up 维持;保持;使某事处于高水平

33.common sense 常识;情理

34.leave behind 忘带;留下

35. live through sth. 经历某事物而幸存

36.tie up 系;拴;捆

37.go for 为……去;努力获取

Unit 7

Step one . Answer the following questions.

1.When does the story happen ?

2.Who is Ebenezer Scrooge ? Which word is he always to comment everything ?

3.Who is Bob Cratchit ? What does he want to do ?

4.What does the gentleman want to do ? Has he Promised ? What happened to Scrooge ?

Step2.Judge the following sentences True or false

1.It was cold in scrooge’s office and Bob had to warm himself over the candles. T

2. Scrooge was willing to let Bob have a day off because it would be Christmas the next day. F

3. Scrooge was invited by his niece and he accepted happily. F

4. A gentleman arrived at Scrooge’s office because he wanted to collected money for the poor. T

5. Scrooge didn’t want to give the poor any money because he was poor himself. F

6. According to the dialogue, in Scrooge’s dream he met his old friend ------Jacob Marley. F

Step three : Fill in the blanks according the passage

It was the day before Christmas and the weather was terrible . Bob wanted to have a day off in order to have a good Christmas dinner but his boss , Scrooge, who was cold , mean and only interested in making money didn’t allow him to do so at first. Scrooge’s nephew--- Fred wanted to invite Scrooge to attend their Christmas dinner but he was refused . A gentleman who wanted bo connect some money for the poor was also turned down by Scrooge. At last when all the others left Scrooge had a dream , in which he Santa Claus

Integrating Skills

Divide the play into 3 parts. Try to find out what caused Scrooge to turn over a new leaf.

Find out something about the firs scene

Place:_ The place where Scrooge live once lived

The time when Scrooge was young.

Time: Young scrooge and his girlfriend

The girl wanted to be separated from Scrooge

Characters: Scrooge cared nothing except money

Event: He felt very uneasy.

In the second scene, Scrooge saw the Christmas party held in Bob Cratchit’s houses. Judge the following sentences True of False .

1.In the dream it was Christmas Eve and the Cratchits were having a Christmas dinner. 2. In the dream Tiny was ill but his father couldn’t afford the medicine for him.

3. These things really happened to the Cratchits. F

4. On seeing the scene Scrooge wanted to change his life.

5. Scrooge ordered a big Christmas tree for the cratchits’. F

Scene 3

From here we say the Scrooge turned over a new leaf. How did Bob Cratchit feel when he saw Scrooge and his turkey ? D

A. Satisfied B. Interested C. Angry D. Surprised

He hadn’t expected that Scrooge would be so generous

Choose the best answers

1.Christmas is traditionally celebrated on . 答案：B

A. December 24 B. December 25 C. December 30 D. December 31

2.Which of the following is not true according to the dialogue? 答案：A

A. The business is now owned by Scrooge and his partner, Marley.

B. Marley died on December 24th.

C. The gentleman tried to persuade Mr Scrooge to do something good for the poor.

D .Many thousands of people don’t have enough money to keep themselves warm.

3.Ebenezer Scrooge is . 答案：D

A. a warm-hearted boss B. a lazy kind boss

C. a hospitable boss D. a greedy ungenerous boss

4.According to the dialogue,which of the following sentences is right? 答案：C

A. Nothing happened when the clock struck one.

B. Scrooge’s eyes were wet because he had a cold.

C. The girl who used to love Scrooge has married another man.

D. Scrooge,a kind old man is always commenting on everything by saying “Humbug”.

5.In the sentence,“He is cold, mean and selfish old man ”,“mean” is . 答案：D

A.有技巧的 B.心情不好的 C.普通的 D.吝啬的

6.From the dialogue, we can infer . 答案：C

A. Fred helps Scrooge become a helpful man

B. everyone does wish Ebenzer Scrooge a merry Christmas

C. Ebenzer scrooge corrects his mistakes and makes a fresh start

D. Scrooge’s partner, Marley died at Christmas

7.The main factor that makes Mr Scrooge change his mind is that . 答案：A

A. he feels afraid the bad thing will happen to him in the future

B. he regrets what he did in the past

C. he is moved by what Santa Claus says

D. he loses his fortune and becomes a poor man himself

8.What can’t be concluded from the passage? 答案：D

A. People usually have turkey for Christmas.

B. The place they live in is cold in winter.

C. Bob is quite astonished Scrooge’s generousness.

D. All the poor people can enjoy a merry Christmas now.

9.According to Fred,Christmas is the day of the year when people . 答案：D

A. think of the past and look forward to the future

B. put valuable things in their pockets

C. have dinner together

D. show kindness to people and help others

10.Mr Scrooge is reluctant to open his heart to the poor because . 答案：D

A. there are plenty of prisons in the world B. he is poor himself

C. the union work houses can help the poor

D. he only cares about his own business and never shows kindness to others

Phrases

1.care for 喜爱；照顾

2.in the race to do sth. 在做某事的竞赛中

3.put on 穿上

4.so far 至此

5.in want of 需要

6.at this festive season of the year 在一年中喜庆的季节

7.close up （尤指暂时）关闭；使靠近

8.leave alone 不管；随…去

9.toast to 干杯

10.date back to 追溯到（过去的某个时间）

11.on the contrary 相反

12.have an eye for 关注；能判断；能欣赏

Unit 8

Fast reading

1 What is the most puzzling question in learning our mother tongue?

2 If we develop our study skills and way of learning, is learning foreign language twice as hard or as easy?

Careful reading

Tell the sentences true or false

1 Although experts don’t agree each other, they all share a common opinion :Life is a very successful language school. T

2 We study our mother tongue all day long for about 5 years before we master it. But we only spend a few hours a week and in a few years’ time we can speak a foreign language. T

3.Successful language learners usually step away from the academic challenges. F

4The less anxious and more relaxed the learner, the worse their language acquisition.F

Choose the best answers

1.Most children have mastered their mother tongue . 答案：C

A. at the age of five B. by the age of eight C. before they are five D. since they were five

2.Successful language learners do share the following characteristics except . 答案：A

A. the ability to memorize the words B. an interest in understanding their own thinking

C. willingness to take chances D. confidence in their ability

3.The best option for the exchange students is . 答案：A

A. living with local people B. living in the dormitory

C. choosing exchange programmes at various academic levels at a reasonable cost

D. making friends with the other students

4.The disadvantage of studying abroad is . 答案：B

A. language and culture B. cost and safety C. custom and culture D. exchange programme

5.Visiting students do the following things except . 答案：C

A. staying in the host family’s house B. eating in the host family’s house

C. becoming a member of the family D. keeping in touch with the host family afterwards

6.Before going out to study in a foreign country,you should not . 答案：C

A. care much about the money that may cost you B. collect as much information as possible

C. plan a long course to study D. discuss every detail with your family

7.The sentence “Life is a very successful language school” means . 答案：B

A. we are equipped with a special ability to learn language

B. the key to learn the language well is to communicate with the people around us

C. parents can give children language lessons

D. people can learn the language by themselves

8.What makes it easier to study abroad nowadays? 答案：D

A. The cost has become reasonable. B. There are programmes for all levels.

C. Students can find “home-stay” service and live with the host family.

D. All the above.

9.The greatest value of an exchange student studying abroad is . 答案：C

A. to learn the language B. to widen one’s views and understand the culture of other country

C. to get better idea of yourself and your own culture D. to learn to be independent of oneself

10.What’s the purpose of writing this article? 答案：C

A. Learning a foreign language is twice as hard as learning our mother tongue.

B. Learning a foreign language is more important than learning our mother tongue.

C. Learning a foreign language is twice as easy if we develop our study skills.

D. In fact,the number of people learning a foreign language has increased with years.

Decide which language ( mother tongue or foreign language) each of the sentences below

A We learn quite fast.

B We are not taught but learn anyway. M

C Some people think that we are born with an ability to learn this. M

D We can learn faster if we develop study skills.

E Most people have mastered this by the age of five. M

F We learn this in a special place where we can get help.

G It takes longer to learn this. M

H We Learn this by communicating with others. M

Main idea of each paragragh .

1. The environmental factor of learning mother tongue.

2. Different opinions of language experts.

3. The difference between learning mother and learning a foreign language.

4. The characteristics of successful language learners.

5.Different learning ways of successful language learners

6. The importance of the purpose of learning.

The purpose of writing the passage to tell us that learning a foreign language does not have to be twice as hard as learning our mother tongue.

Integrating Skills

What is the best way to learn a language ? Why ?

I think the best way to do this is to go to a country where the language is spoken.

We can use the language at any places at any time . It’s good for language learning.

2. Is it possible for you to study abroad ? Yes, it is.

3. What should you do before you go abroad?

We should find out as much as possible about different programmes, including the cost and length of our stay.

4. Can you list the advantages and the disadvantages of studying abroad ?

Advantages of studying abroad

1). become fluent in the new language

2). make friends with people from different background.

3). Understand another culture

4). broaden your horizons and improve your understanding of the world

5). learn about yourself and what your culture is really like

6). learn to depend on yourself

Disadvantages of studying abroad

1). Some of them may fall behind in their studies when studying abroad.

2).They may not be able to take classes at the same level as at home.

3). Parents worry about the safety of their children and may also be concerned about the cost.

Choose the main idea of each paragraph

Para. 1 It is possible for a student of any level to study a foreign language in a country where the language is spoken.

Para. 2 Advantages of studying abroad.

Para. 3 disadvantages of studying abroad.

Para.4 What should you do in order studying abroad ?

Phrases

1.make progress 前进；进步

2.make sense of 弄懂…的意思

3.in other words 换句话说；换言之

4.take risks/a risk 冒险

5.experiment with 进行试验；进行实验

6.piles of 一大堆；一大批；一大团

7.knock down 击倒；撞倒

8.that is to say 也就是说

新教材英语高三Unit 4 green world 篇2

高三英语复习教学的主要任务就是进一步帮助学生识记和理解知识、概括和综合知识、掌握和运用知识, 提升语言的交际运用能力。新课标中要求高中阶段必须达到的英语级别———七级。虽然我们很多的普通高中目前由于教育环境、师资、生源等原因而无法达到新课标的这一要求, 但这和贯彻课标中的基本理念是并不矛盾的。近年来高考英语的内容和形式都在改革, 力求体现“突出语篇, 强调应用, 注重交际”的原则, 高考英语试卷的命题指导思想也有“以知识立意”转向了“以能力立意”。所以两者的最终目标是一致的。2011年高考新课标英语试题从总体上看, 难度基本稳定, 但部分题型的难度较2010年略有提升, 例如部分单选题和个别完形填空题。

基于这一看法, 在高三毕业班教学阶段, 选择了高三英语选修教材 (模块9和10) 为主干内容, 以教师编写学案和练习为辅助内容, 进行高三复习。下面谈谈我的想法, 以求教于同仁。

一、高考词汇复习与选修教材

高中英语新课程标准词汇表共收约3500个单词和360个短语或词组。高三学生在英语复习的过程中都知道词汇量的重要性。高考前, 许多学校都会有好几轮的单元词汇和高考词汇的强化检测。但面对新教材的词汇量猛增, 学生机械枯燥地记忆单词既增添学习负担, 又会受到挫败的打击。孤立地记忆单词注定要失败, 很多英语学习者都在重复着记了忘、忘了记的无聊游戏。其实只有把单词放入句子和文章中记忆, 单词才有生命力!而要真正掌握词义和词的用法, 必须通过有情境的课文教学, 并结合听、说、读、写等语言实践才能达到。

人教版高中英语选修课本共3本, 我们可以选用模块九和十, 有10个单元, 学生学习时间是6-7个月左右, 他们有充分的时间通过阅读 (难度等于或略高于高考阅读题材) 对高考词汇进行复习, 运用已学过的构词法知识判断和记忆派生词及合成词的词义和词类, 快速增加词汇量, 还可以用比较和归类的方法学习和记忆单词, 还可以在阅读中, 发现英语单词多义, 多词性的特点, 以引导学生逐步具有在综合语言实践活动中灵活运用词汇的能力。

二、高考语法复习与选修教材

教学是科学也是艺术, 有位名家说过:“一个具有高超教学艺术的教师就在于他善于运用各种有效办法来唤醒学生的注意力, 引起他们对学习内容的兴趣, 调动他们积极参与教学活动。”高三教师用什么样的内容和方法来吸引高三学生的注意力呢?我们认为复习课的精心设计是重要一环, 复习课绝不能“老调重弹、旧戏再演”, 而应根据新课程理念, 采取合作学习、小组活动、自主学习等多种形式。复习内容必须经改造而以新的形式、新的面貌出现在学生面前, 而且除具有针对性、系统性、综合性、灵活性、逻辑性外, 还要考虑其适应性。太易, 无复习教学的必要;太难, 达成度很低, 同样失去意义。

今年英语高考单选题对动词的考查力度比较大, 试题涉及到的考点有:交际用语;倒装句;动词的时态;连词;动词及动词短语辨析;非谓语动词;固定词组的词义辨析;定语从句;情态动词;冠词。其中第24题和第35题考生做起来可能会有点儿纠结。

现行教材里的知识内容均呈螺旋式上升, 一个单元基本只介绍一个语法点。到模块六第四单元, 高中语法完成了第一轮教学, 即系统介绍了高中课标所规定的语法项目。从模块六第五单元开始进入第二轮以复习高中语法项目为主的阶段。在这一阶段中, 语法结构循环反复, 不断巩固, 略有加深。模块九和十是高中系统教学的教材。它自身的内容能够提供知识和规律;它的内容含有联系的诱发物和中介物, 能在巩固的基础上恰如其分地加以深化和扩大, 渗透有限而有用的新内容, 这些都有利于教师培养和提高学生的智力和能力, 促进学习组织系统的发展。

三、高考阅读复习与选修教材

高考“完形填空、阅读理解、任务型阅读、短文改错”共有七篇文章, 考察阅读理解能力的试题则占全卷的60%。阅读理解试题的难度也逐年增大, 文章长度增加, 生词、多义词、间义词增加, 长句、难句增加等等。

2011年英语高考完形填空是一篇夹叙夹议的文章, 在考查语言技能和语言知识运用的同时, 注重学生情感态度和价值观的渗透。文章取材关注了青少年的成长历程, 非常接近学生的情感体验, 心理历程, 在紧张的考试中更能引起学生的共鸣。文章的最后一段相对比较难理解, 第44和45题的答对率估计会偏低一些, 另外第48题估计考生也会比较纠结。今年高考的阅读理解前四段语篇包括了叙事文, 议论文和应用文。题目以细节理解题为主, 同时重视语篇的整体把握, 考查推理判断题, 猜测词义题和主旨标题等方面的能力。语篇内容贴近学生生活, 选材体现了对学生情感价值观方面的引导。任务型阅读语篇题目是M oney m atters, 讲述了学生熟悉的话题, 行文不难理解, 文章上下文行文逻辑清晰, 信息量较大, 考生做起来应该不会有太多的障碍。

根据美国语言学家克拉申的理解输入假设:英语学习者通过接触略高于他们现有水平的语言材料, 即i+1 (i为现有水平, i+1为略高于i的水平) 而习得语言。这一理论同样适用于英语学习中的阅读方面, 在教学中选择了一些有一定难度, 略高于学生实际水平的阅读材料, 有助于提高英语阅读水平。模块九和十里面的阅读材料, 词汇和语法都是建立在模块一至八的基础之上, 难度略有加大, 文中的句子结构也越来越复杂, 篇幅词汇在600字至850字左右, 话题范围广泛。这些课文载有该单元有关的主题的重要信息, 呈现了其中大部分的词汇和主要语法结构, 还把阅读和理解结合起来。理解部分一般设有两、三道题目检查学生对阅读课文的理解程度。练习形式多种多样, 从正误判断题、问题讨论一直到写要点、分析文章的主旨、作者的态度等。这些练习有的属于表层理解, 侧重检查学生对课文中的事实、情节、主要信息、要点等是否清楚;有的属于深层理解, 要求学生从字里行间分析出作者的观点、态度、主旨、意图, 判断其文体特征等。鉴于此, 高三选修教材是高三阅读复习中不可替代的材料。

四、高考写作复习与选修教材

今年的书面表达同往年一样, 是书信类应用文。试题材料情景真实, 贴近生活, 贴近实际, 而且已经给出书信的开头和结尾, 不需要再考虑格式问题。另外, 材料也给出了内容要点。试题难度不大, 比较好写。我们在备考的过程中对这方面题材的写作训练相对较多, 对考生来讲, 在完成内容要点的情况下, 可以适当发挥。如果考生能注意语言的地道性和流畅性, 能恰当地使用少量的高级词汇和复杂结构, 同时注重卷面字体的干净整洁一定可以得到比较理想的成绩。

“冰冻三尺, 非一日之寒”英语写作能力并非是一蹴而就, 它必须由浅入深, 由简到繁, 由易到难, 循序渐进, 一环紧扣一环地进行训练。教师应注重基本功训练, 严格要求学生正确, 工整, 熟练地书写字母, 单词和句子, 同时注意大小写和标点符号。进行组词造句, 组句成段练习时, 要学生写出最简单的短句, 为以后英语作文打好扎实的基础。

高三选修教材中系统的写作训练是其它辅导材料无法比拟的。高三课文体裁广泛, 内容涉及面广, 适合学生改写、缩写以及模仿作文等练习。这既训练了学生写作, 又巩固了已学的课文, 加深了对课文理解, 并有助于培养学生用英语思考问题的习惯。另外教材中每个单元系统、多样的写作训练无论在题材还是体裁上都非常贴近高考。

总之, 在高三英语复习过程中, 只有进一步大胆探索一纲多本的教学模式, 各学校可因地因时制宜, 根据本校英语学习环境与高中生英语学习的实际开发一定的校本教材, 通过切实有效的课堂实践教学活动, 坚信教师和学生在英语高考新题改革的契机下, 一定能取得教与学的双赢。

摘要：高三英语复习要以高考大纲为准绳, 以高三英语教材为依托, 教师二次创编教材内容, 以学生为主体, 帮助学生识记和理解知识、概括和综合知识、掌握和运用知识, 提升语言的交际运用能力, 从而达到教与学的双赢。

新教材英语高三Unit 4 green world 篇3

一、引言

新版高中英语教材的使用已进入高三阶段。 这套教材在编写的形式上、内容上无不体现出新时期的教学理念和科学的教学观。教材在听力内容选取上赋有较强的时代感。其信息量大，语速逐渐加快，句式逐渐复杂加长，词汇量覆盖面广，尤其高三更甚。在高三教材里，听力材料文段越来越长，语速逐渐加快，听力练习的难度明显加大，尤其在Students’ Book里少有选择题或判断题，题型多以回答问题为主，还有少量的表格练习，需要填充的信息多。这对高三英语听力教学提出了高要求。很多学生对高三册的听力课怀有恐惧感，信心不足，有些学生甚至放弃。为此，笔者认为教师在备课时有必要对高三英语Students’ Book里听力部分的练习进行整合再设计，以重树学生英语听力的信心，从而提高高三英语听力的教学效果。

二． 练习的再设计原则

1、目标性原则

高三英语听力教学目标一方面是要继续强化听力的基功训练。 比如：说话的轻重音现象、连读现象、捕捉信息的能力、短期内大脑储存信息的能力、认定句中各词语间语法与逻辑关系的能力、确认背景并预测信息范围的能力、认定各句之间逻辑关系的能力等。另一方面还应考虑到学生即将参加高考的现实。要面对高考在听力训练与测试应有的要求。比如：理解主旨、要义；获取事实性的具体信息；对说话的背景、说话者之间的关系等作出简单的推断；理解说话者的意图，观点或态度等。在设计练习时这些因素就充分予以考虑。要适时适地地将这些因素容入到听力练习中去。作到既重视基础，又能应对高考。

2．阶梯性原则

阶梯性主要从两方面考虑。一是一篇听力材料，学生从开头到结尾听力理解力具有梯度性。二是同一班级不同学生在听力理解过程中具有阶梯性。因此，课堂听力设疑时，要从学生实际出发，在设计练习的难度上、深度上要有层次性，要为不同层次的学生设计不同难度和深度的练习。同时还要鼓励学生向学习的更高层次冲击。练习的深度和难度应由浅入深、由易到难。

3．相关性原则

美国南佛罗里达州大学心理学教授JMKeller近年提出了ARCS动机设计模式。指出影响学生学习动机的因素有四类：注意力、相关性、自信心和满足感。因此，设计的听力练习应具有相关性。即能将材料与学生所处的实际生活结合起来，把教材内容活化为实际生活，同时又能把实际生活引入教学过程之中，让学生与听力材料产生共鸣，使他们听的兴趣得以长久持续，实现最大限度的满足感。比如：Unit 16 Finding jobs workbook Part 1 学生在听完这部分之后，可以设计一个话题，What do you think of a person’s appearance in finding a job, why? 使之与他们日后生活相关.以此引起学生的兴趣，从而调动其听力训练的积极性，并能形成良性循环。

4、一致性原则

在设计听力练习时，应当结合教学实际，针对本单元教学的话题，围绕一个中心或重点，精心设计关键性的问题，使之与本单元的下一个环节相一致，连贯呼应。事实上，每个单元的听力部分与下一个环节的阅读紧密相关，它是为阅读课文作铺垫的。比如说：Unit 1 That must be a record中的听力部分内容涉及到世界上体重最大的人，陆地上行走速度最快的动物，海洋里速度最快的动物以及我们这个星球上飞行速度最快的动物。这些信息最有可能在什么书里找到？等等。因此，设计问题In what book can you read this information ? What else can be included in the book? 这样自然地把听力与阅读联系起来。

练习再设计的形式

（一）、听句子，选词语

高三册的听力材料文段长，朗读者的速度加快，经常出现连读与省音现象。由于朗读速度快，有些词语不易听清楚。为进一步训练学生听能基本功，可以设置如下练习：Listen to the tape and choose the words you hear on the tape. 提供与朗读者所读的读音相似的单词或词组，让学生来分辨。 比如Unit 2中听力材料有如下句子：Discovering new places and going where on one has gone before has always been the greatest adventure in human history. 句中划线部分单词不易听出，那么练习形式可以如下：

Discovering new places and going where on one has gone before has always been the greatest______ in human history.

A. event B. adventure C. invent

The key: B

在本册听力练习当中，有好些单词或词语的读音不易分辨，可以设计适量类似的听力测试练习，以训练学生听能基本功。

（二）、听录音、选出正确的选项

这个题型可操作性强，应用性广，易于学生完成。教师可针对材料细节，主旨大意，推理判断等设计练习。比如：

Unit 3 The Land Down Under 根据文段做如下设计：

1、Listen to part 1 and complete the following:

Australia is a______ place for biking.

A. bad B. good C. no better

（2）.From this passage , we know that Australia is an ideal place ________.

A. to travel B. to learn English. C. to do research

（3）. From this passage , we know that the speaker is

introducing _____________.

their cities. B. their history. C. their tourist items.

The keys: (1) B. (2) A (3) C.

2、 （三）、听录音、判断正误。

这个题型可以帮助学生激活其大脑瞬间信息储存能力，再现短时间内所捕捉到的信息，从而训练学生听的基本技能。如： 根据unit 4 的听力材料，设计如下一题。

Please judge the following statements as true or false.

( )1. There were enough fruits in ancient Europe.

( )2. Farmers in old England often got ill during the

winter because they did not get enough exercises.

( )3 Fruit and vegetables could not be kept fresh for a

very long time because they they had not found ways to keep them.

( )4. The diet aboard ships consisted of salt meat, and

hard biscuits.The sailors hardly had any fresh vegetables or fruit to eat.

( )5. The discovery of Vitamin C made people realise

that eating fresh vegetables and fruit could treat this disease.

The keys: (1) False (2)False (3)True (4) True (5) False

这样练习的设置不仅简化了听力的难度，给学生树立信心，也有利于学生对所听文段细节的把握。

（三）、听录音、填入所缺单词或词组。

这个题型的设置，可以把难度大的问答题改编为填空题，设空时可一空一词或一空多词，这要视学生的情况而定。它是降低听力练习难度的好办法。如第三单元听力部分的第三题，要求学生听完后填表，这是有一定难度的。它信息量大，要写的语句多，因此将它作如下设计更有利于学生完成。

Fill in the blanks with the information from the tape.

Safety:

1.Australia is beautiful but it can be dangerous, so you mustn’t____________________

2.Before setting out on hiking , you should let someone know____________________________and ____________________________.

3. You should ____________________and make sure ____________________________

4. If you want to dive or surf, you must _________________________and you must make sure______________________________.

Equipment:

1. ________________________________should also be part of your basic equipment.

Environmental protection:

1.that is, __________________________________or the ocean. Nor should you ______________unless it’s absolutely necessary.

2. You should also ____________________________that help to protect the environment.

The keys:

safety 1.

The keys to Safety :

1. forget about safety 2.where you are going When you plan to come back.

3. never go alone to bring enough water 4.first be a good swimmer he beach is safe.

The keys to Equipment:

1 Good shoes, clothes, and a first-aid kit

The keys to Environmental protection:

don’t throw rubbish in the wilderness make a fire

find out about other rules.

当然，并不是要把练习中所有的问答题给予简化。要依据问题的难易度，学生的反应情况而定。

(四)、.听录音，排序

对于时间、空间、逻辑顺序关系较强的文段，理清事物发展的脉络，把握时空的顺序以及认定彼此间的逻辑关系十分重要。因此要针对相关的文段，设计出得当的排序练习。比如第八单元Part 2说的是有效的学习策略如何获得，因而可以设计如下的排序练习。

Please rearrange the following statements in the right order:

In order to make your study more efficient you can do the following to get help:

Make a study plan. Plan your studying so that you don’t do the same thing for too long.

You need a good place to work and a plan that is varied.

(3) Instead of reading a passage many times use pre-reading and post-reading strategies.

(4) You can also save time and learn more by keeping a learner log.

(5) Turn off the TV and sit at a desk. This will help you to concentrate

The keys (5) (1) (2) (4) (3)

（五） 听录音，开展讨论

听录音进行讨论的活动可在post-reading中进行。要求学生把听到的信息，结合大脑中已有的知识经验，短时间内予以加工、内化，条理清楚，符合逻辑地输出。设计问题前，教师必须认真吃透教材，充分估计学生的实际情况和实际能力，科学合理地安排讨论方式，以期达到预期的教学效果。例如，在听完第八单元的听力材料后，设计如下的讨论话题： I find at present in our class some of our students prefer to listen to mp3 while they are having classes or doing their homework. They think this can promote their learning effect. Do you think so or not, why?这样设计的问题符合学生的实际， 这是难度比较大的练习题，它的设计在于培养和提高学生综合表达的能力，把所听到信息，结合大脑中已有的知识体系，瞬间进行加工、内化，条理清楚，符合逻辑地输出。设计问题前，教师必须认真吃透教材，充分估计学生的实际情况和实际能力，科学安排讨论的方式，以期达到预期的效果。例如在听完第八单元的听力材料后，可进行如下的讨论： I find at present in our class most of our classmates prefer to listen to mp3 while they are having class or doing their exercises. Do you think it is a good way for us to learn? Why? Then what do you think we can do properly to promote our learning effect? 这样设计的问题， 符合学生的实际，把教材内容活化为实际生活，同时又把实际生活引入教学过程之中，让学生与听力材料产生共鸣，使他们听的兴趣得以长久持续。这也符合前文提到的相关性原则。

（六）、听录音，复述所听内容

对于英语程度较高学生来说，这个练习形式无疑是提高他们英语听、说水平的一个有效途径。笔者建议在英语程度较高班级进行。当听力材料录音播放若干遍后，教师给出线索词或关键词，搭起一个框架以帮助学生复述所听内容。先选出优秀的学生作示范，然后把面铺开，带动学习程度一般的学生。

（七）、听录音，作书面表达

这个练习可设置成课堂听力的课后延伸。在学生完成课堂所听的材料一及练习之后，结合自己已有的知识经验，就所听内容有感而发，以进一步拓展刚获得的知识信息的层面。同时教师应辅之以相关的问题，帮助学生整理和归纳。比如上完地十二单元的听力部分后，教师设置如下问题，以帮助学生完成书面表达。 Questions:

(1). What is the American class style like?

(2). What is the Chinese class style like?

(3). What is the American teaching method like?

(4). What is the Chinese teaching method like?

(5). What’s the difference between the exams and homework in Chinese class teaching and American class teaching ?

学生完成上述问题之后，教师可布置这样的书面表达题：My ideas on the Chinese class teaching and the American class teaching . 这样把听、说、写有效地结合起来。

四、结束语

（七）、听录音，复述所听内容。

对于英语程度比较高的学生来说，这个题型不失为提高学生听力水平的好办法。笔者建议在英语程度高的班级里采用这个练习形式。其做法是在播放听力材料若干遍后，教师给出关键词或一个框架以帮助学生重复所听内容。可以先让英语水平好的学生说，然后再让英语水平一般的学生说。

（八）、听录音，作书面表达。

这个练习可让学生课后完成。它是在学生完成了课堂所听材料及练习之后，以此为前提，结合自己已有的知识经验，对所听的材料内容有感而发，进一步拓展刚获得的知识层面。同时教师应辅之以一些相关的问题，以便学生有参考依椐。比如在上完第12单元的听力部分之后，教师设置如下问题，以帮助学生完成本次书面表达。

Questions:

What is the American class style like?

What is the Chinese class style like?

What is the American teaching method like?

What is the Chinese teaching method like?

What’s the difference about the exams and homework between China and America?

学生在完成以上问题之后，教师可布置下面的书面表达题：

What I know about the Chinese class teaching and the American class teaching 这样把听、说、写有效地结合起来。

四、结束语

教学实践表明，英语听力练习形式对英语听力教学效果有着十分重要的影响。教师应了解学生能够听懂哪些内容、哪些内容必须师生共同努力才能听懂、应该多长时间调整听力材料的练习形式等。教师应对本阶段听力教学材料进行规划，根据学生的听力水平和听力材料的难易程度，有目的、有计划、有步骤地选择和设计相应的练习。实际上，本册教材的听力形式还不止上述七种。在教学中，我们应该从学生的实际出发，科学地分析学生的听力能力结构，针对各人听力方面的不同的薄弱之处，合理地提出不同的训练要求，设计出有针对性的听力练习形式，力求做到因人施听，从而提高所有学生的听力水平，为他们英语听力打下坚实的基础，全面提高英语听力教学效果。

参考文献：

1.. 谢春坤：“浅谈英语听力训练教学技能” 《中小学外语教学》第 9:期

2. 周 萍 ：“高中英语教材中听力材料的合理调整” 《中小学外语教学》第3期

3. 范从燕： “对新版SEFC教材听力理解部分的处理” 《中小学外语教学》20第1期

4. 姚生军、连忠威：“听力理解能力的构成要素及提高听力教学质量的对策”

《中小学外语教学》第10 期

初中英语新教材培训心得 篇4

首先是教学方法与技能的认识。

这一点在课堂形式上充分表现，老师们应用导学、导教的教学模式，引导学生思考、创新，这样更能激发学生的学习兴趣，学生有了学习兴趣自然能达到事半功倍的学习效果。摒弃先前的满堂灌、搪塞式教学，重视学生的个性发展，培养学生的自学能力，所谓授之以鱼不如授之以渔。

对于教学不到半年的我，在教学方法与技能上以后应该多研究，多向老师们学习、请教，以提高自己的教学能力，做一名称职的好老师。

然后就是对教材有了更全新的认识。

新目标英语教材分析doc 篇5

--人教版初中英语教材分析

新目标英语教材采用任务型语言教学为主要模式，融会话题、交际功能和语言结构来安排教材，是一套循序渐进的贴近学生生活实际的教材。这种教学模式把人们在社会生活中所做的事情细分为若干非常具体的“任务”，并把培养学生具备完成这些任务的能力作为教学目标。把语言教学与学习者今后的日常生活中的语言应用有机的结合了起来。同时该教材增加了复习单元、文化背景知识、学习策略、阅读策略等成分，让学生掌握知识过程同时成为其发展能力、丰富情感及形成正确人生观的过程。

该教材按单元的方式由浅到深的安排教学内容。每个单元由SectionA、Section B、和shelf-check三个部分组成。每个单元都目标明确，其中SectionA为本单元教学的基本词汇和语言结构；Section B是在Section A基础上的知识的扩展和综合运用；Self Check部分则是检测学习效果。在八年级下开始增加阅读篇、阅读策略部分。这充分考虑了学生的实际认知水平。

每个单元都是按图片呈现任务，再加以精妙的文字点明任务的主旨，然后是一些列的听、练，最后过渡到语言的产出这样的方式安排教材。这样的方式充分考虑了初中学生喜欢色彩鲜明的图片的心理规律，和他们从简明的表格中易于获取知识的认识能力的特点。

教材以活动为载体，融知识点、技能、情感、教学法为一体。每个小任务都可以成为一个活动，或个人或小组或团体。以明显的小标题形式显示了教学方法，暗示了学生应该获得的使用英语语言的具体技能。多种多样的结对活动和小组活动增强了学生在课堂上的行为互动，提供了合作学习的语言示范，充实了合作学习的真实内容和实施合作学习的行动指导。同时根据具体的活动任务和学习目标，听、说、读、写各个技能或一个或两个进行不同的组合。体现了 “听说领先、读写跟随”的功能意念教学法的外语教学主流理论。另外“活动”无处不在，有意无意地引导学生走向语言学习的人际交往之路、合作之路，进一步培育学生“有声”运用语言的胆识和能力。以此逐渐避免“哑巴”语言教学的不利因素。

教材在系统编排语言知识的同时，注重激活学生已有的文化背景知识，并由浅入深地介绍英语国家的文化，培养学生对中西方文化差异的敏感性，寓思想教育于语言教学之中，提高学生对文化差异的鉴别能力，使学生逐步学会在实际情景中恰当而灵活地运用语言。

新教材强调课堂上学生是学习的主体，教师是课堂的组织者，师生在课堂上要加强互动，教师要有效地处理好师生的双边活动。教师要改变过去课堂上老师主讲，学生被动学习的方式，教师课堂上主要是组织引导学生通过听、说、读、写、唱、游、演、画、做等形式让学生讲英语、用英语、用英语思考，用英语交流，用英语来获取信息和传递信息。学生学习中碰到问题，老师应引导学生自己讨论、分析、辨别、而不是老师直接给答案，以达到真正把学生能力培养出来的目的。

对教材编排的建议：

一、能否将Grammar Focus部分安排在Section B中。我觉得学生在经过一个单元学习后，再总结主要内容更合适。

二、单词编排过于集中。有的页上没生词，有的页上出现二十几个生词。这给老师教学和学生学习带来很大的麻烦。

新教材英语高三Unit 4 green world 篇6

一、新颖的课堂导入, 产生浓厚的学习兴趣

临近上课, 学生陆续进入报告厅, 而讲台的一则CCTV NEWS关于保护知识产权的新闻视频足以吸引学生的注意力.这一做法妙在:不仅提示学生这节课的主题, 更重要的是不需要教师的工作就能让嘈杂混乱的环境立刻变得安静有序.无论现在是第几节课, 教师体会到了学生此时的疲惫状态对教学会有影响.学生的疲惫情绪没有释放就不会有学习兴趣, 播放新闻的形式让学生有回到家中和家人一起看电视的感觉, 学生紧张、疲惫的情绪因而得以释放, 暂时忘记了自己现在是在教室里, 同时, 教师与学生的距离贴近了, 学生在轻松的环境下自然能产生对学习的兴趣.

二、判断学生的能力, 设计合适的教学内容

这节课是单元中的project部分, 主题是“intellectual property rights protection”教师在导入教学内容时, 考虑到学生对“知识产权”这个术语接触不多, 没有直接问intellectual和property的含义, 而是以intel公司的商标和房子的图片为提示, 因为形象、生动, 学生很容易理解“intellectual property”这个术语的含义, 接着再导入project的主题“intellectual property rights protection”.这时教师没有重复解释, 而是让学生自己去领会.与之鲜明对比的是:在教学实践中, 大部分教师都会不厌其烦地重复一些概念、知识, 这其实反映了教师平时不仅不注重对学生的能力的分析与判断, 而且不相信学生的能力.宋老师不经意的做法其实正是他的魄力所在, 只有理解与信任学生才能敢于放手让学生独立思考, 也只有这样才能走出低效率的课堂.

“How much do you know about intellectual property?”教师在幻灯片上展示了一张简报.关于知识产权的内容都杂陈在纷乱的文字中.这样的形式足以调动兴趣, 学生在轻松的气氛中学到了知识.有时直接呈现概念反而能起到明确的效果.接下来, 教师在幻灯片上直接给出the purpose of a proposal和the style of a proposal的概念:

The most important goal of a proposal is to get your project or suggestions approved.

The Style of a Proposal

1. State the purpose clearly at the beginning of the proposal.

2. State the background information the reader will need to understand your proposal.

在我们看来这是低能力水平的教学设计, 但是它产生的教学效果远比教师不得不陷入自问自答的境地好的多.所以教师经常把什么概念都以设计以问题的形式提出, 其实这并不是一个很明智的策略, 因为有些概念学生基本上是回答不上来的.教学的形式不在乎于多么花哨, 而是要能根据学生的能力进行选择.

三、因材施教, 合理增减教学内容

接下来教师并没有局限在文章的内容上设计问题, 而是对教材内容进行适当调整, 让它更适合自己的教学实际.教师提出了关于知识产权的一些知识, 这是对教学内容进行延伸.如:专利patent, 商标trade mark, 产品外观the overall look, 版权copyright等等一系列知识让学生判断.例如:1.A___________is a sign which can________your goods and services from those of your competitors.It can be for example words, lo gos or a combination of both.2.The duration of China Patent for invention is_______years.熟悉这些知识对人们的日常生活是非常有益的, 而大多数人对此并不了解.学生喜欢这样的挑战, 因为学生都有求知欲和好奇心理, 他们都想验证和展示自己的知识量足够大, 这样的问题让学生与真实世界发生联系, 保持和提高学生的学习兴趣.

这样的教学安排体现了该教师驾驭课堂的能力, 也反映了教师的远见.既以课本为中心, 又把课堂内的学习延伸至对课外生活的一种演练.真正实现了教学以学生为主体, 教学为实际生活服务的理念.

有了这么多铺垫, 学生已经完全融入到本节课的主题中.可是我很困惑:留给上课文内容的时间应该很紧张了吧.没有想到关于课文的内容scanning的环节就再也没有一张课件, 而是在黑板上写出了以下几个问题:

1. What is IP right?

2. Why should we protect IP?

3. What are the problems about IP rights?

4. What should we students do to protect IP?

其中3、4问题的答案是开放性的.这打破了我们固有的思维, 因为我们平时在上reading新授课时, 往往会做很多张课件, 其中以scanning居多, 即找内容细节.只要设计奇妙, 学生就能随着教师的思路走, 虽然教师的授课是很轻松了, 但是这样会束缚了学生的思维, 师生之间的互动容易出现低水平的重复.笔者推想这些内容虽然可以训练学生找信息的速度, 但对于训练理解能力的意义不大, 因此舍弃.

四、设计恰当的问题, 积极挑战学生的思维

通常情况下, 问题的提出与回答能够帮助学生有重点地阅读文章, 也能帮助学生迅速地理解文章, 如果问题之间能相互关联, 就能发挥出更大的作用.宋老师在黑板上写的那四个问题不是随意选择的, 而是project任务的要点.在之前进行的阅读、回答、复述的环节也是为project做铺垫, 因此学生很快能明白写作的思路, 在很短的时间内轻松完成了presentation的任务.以往的课堂, 最让教师惧怕的是project的呈现这一环节.原因是担心学生不会写, 不知如何写;担心会冷场, 延误时间.作为教师, 我们应该反省、自责.每当教学出现问题的时候, 我们采取的态度往往是搁置、逃避, 没有勇气甚至不愿意去探究问题.这让我想起一句话:只有不会教的老师, 没有不会学的学生.因此, 教师只有不断地实践和反思, 才能提高教学水平.

五、选择恰当的方式, 凸显高三学生的特点

这节课教师没有要求学生在课前预习, 因此, 问题一被提出, 学生都是在很紧张地找答案, 在这一环节中, 学生没有时间分神, 这样的设计是教师认真思考的结果.以往的教学, 尤其是文章的教学, 教师总会让学生上课之前做好充分的准备工作.如, 查生词, 做一些关于课文理解的练习.教师总认为只有充分的预习, 对课文的理解就会容易、深刻.这本没有问题, 但是这种精读的课堂应该适合的是低年级的学生.应该从低年级开始慢慢培养学生阅读的方法, 如, 如何去理解作者的意图, 文章的结构, 语言的表达等等.教师都知道在英语考试中得阅读者得天下, 所以教师会设计每一节阅读课, 那为什么并没有太多成效?关键是阅读的方式:考试是要求学生在规定时间内没有工具书的情况下完成阅读任务.所以学生进入高三学习阶段, 教师应该适时改变教学方法, 培养学生解题的能力.例如, 根据上下文猜词义;对文章信息进行推理判断;提高阅读速度等等.因此, 同是一篇文章, 针对不同的学习对象, 教师不能一成不变, 而是要适合学生在不同阶段的学习特点.

六、注重板书, 强调朗读和复述

以上提及的每一个环节, 宋老师都注重板书和朗读.他在学生阅读的时候, 同步板书出key words.然后要求学生合上书本回答问题, 即复述课文内容.这些呈现的key words就发挥作用了, 每一个问题结束后都让全体学生集体朗读答案.这样的教学最大限度地发挥学生自主学习的效果, 好处不言而喻, 其一, 教师牢牢地抓住学生的注意力, 让他们没有时间开小差.其二, 学生锻炼了自己的语言能力.复述是一种创造性的综合思维训练, 有利于提高学生对语言材料的分析、理解, 整理和概括能力.复述的过程不同于背诵, 它需要学生有很好的理解能力和英语表达的基础.如果教师在平时能够坚持这样的训练, 学生的表达能力何以不提高呢?

七、结论