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英语业务学习笔记汇编

英语业务学习笔记汇编
英语业务学习笔记汇编

让英语教学洋溢创新活力

随着中国加入WTO,全球经济一体化及教育活动的国际化形势,人们越来越认识到创新

精神和能力不但对科技进步,而且对整个社会都有重大影响。正如江总书记所说“创新是一

个民族的灵魂,是一个国家兴旺发达的不竭动力,也是一个政党永葆生机的源泉。”创新教

育的提出不仅符合时代、社会的要求,而且也符合教育自身发展的客观规律,符合世界教育

改革的大形势。

在学校教育中,如何培养学生的创新能力已日益引起广大教师的重视。英语作为小学近

几年新开课程,已引起社会各界的关注。在素质教育推行的今天,英语教学同样要重视学生

创新能力的培养,使英语教学时时洋溢着创新活力。

在英语教学中,我们应该不断改进教学方法,建立新的教学策略,为学生精心设计具有

启发性的活动情境,诱发学生的好奇心,鼓励学生大胆尝试,丰富想象力,以培养学生的创

新精神和能力。

一、培养学习兴趣,激发创新动力

兴趣是最好的老师,它是对学生进行创新意识的前提。它不仅能推动学生学习,更能激

发学生的创造力。比如我在教学《Hi,English》1A中Lesson 27:Fruit一课时,运用多媒体

技术设计了一系列的卡通动画:Fruit Kingdom(水果王国)举行了一次盛大的。瘦长的banana

进入了会场;圆圆的watermelon(西瓜)(香蕉)蹦蹦跳跳地唱着:“I’m the happy banana.”

小妹扎着小辫儿欢快地打着滚儿“I’m the fat watermelon.”

这时,apple(苹果)小弟急急忙忙

接着,orange, peach, pear, kiwi fruit,

地赶了过来,大声喊着:“Banana, watermelon, wait me!”

国王shaddock等许多水果都来了,可大家发现国王还没到,于是大家齐呼“F-R-U-I-T, Fruit!”

国王四处看看,发现许多成员没到,便问:“Who’s not here?”出现了,大声说:“I’m Fruit!”

此时,学生兴趣更浓了,说出了许多没出现的水果,还绘声绘色地说出了他们没来的原因。

这样,激发了学生的兴趣,教学效果自然就好了。又如我在教学单词boy和girl时,用简笔

画在黑板上画了一个小男孩和一个小女孩,一下子就吸引了学生。这样不但使学生对单词产

生了深刻的印象,而且启发了学生用英语积极思维。

当然,培养学生学习兴趣的方法还有很多。例如通过实物、图片、幻灯片、体态语等教

学单词,运用儿歌、漫画、动作及创设情景对话巩固句型,开展各类游戏、竞赛等。

二、激发求异思维,鼓励大胆创新

求异思维是主体面临问题时,能从多角度、多方位思考问题,使思路由一条扩展到多条,

由一个方向转移到多方向的思维方式。美国心理学家吉尔福特认为求异思维与创新能力有直

接关系,它可以使学生思维活跃,思路开阔,是创新思维的核心。

在英语教学中,教师如果注意对学生的发散性思维进行培养,给学生提供求异思维的机

会,则学生对语言知识的灵活运用能力便会加强。在英语教学中激发学生求异思维可从单词

和对话教学入手。如前面提到的Fruit教学中,让学生找出没到的水果及说出他们没来的原

因就是求异思维的体现。又如教学单词ball时,我在黑板上画了一个圆,让学生猜是什么。

学生大胆猜测着各种圆形的东西:apple,

答案层出不穷,甚至出乎意料。我把他orange, kiwi fruit, duck, football, basketball, egg, cake…

们的答案进行了归类,再把球的图画完成,教学单词ball。这样,学生理解了的含义,而且

思维经历了由集中而发散,由发散再集中的过程,有效地促进了创新思维的发展。再如,教

我让学生运用这个句型分组编排情景小短

学对话“—Thank you very much!--It’s my pleasure.”

剧。学生兴趣盎然,大胆创新,设置了水果、动物、卡通人物、自然景物等一系列有趣的角

色,编排出借东西、旅游参观、购物、问路、看病等多种场景的幽默、活泼的情景剧。最有

趣的是下面这组同学的表演:他们以Kitty猫和Snoopy狗这两个学生非常喜欢的卡通形象

为主角设计了帮赶走小老鼠的故事。

K: Hello, Snoopy!

S: Hi, Kitty! How are you?

K: I’m not well. A mouse is in my room.

(She’s very afraid.)

S: Yes? (He’s coming into the room)

Woof-woof-woof… (The mouse is running out of the room.)

K: Oh, thank you very much, Snoopy!

S: It’s my please.

情节幽默风趣,学生表演得也是惟妙惟肖,引来其他同学的哄堂大笑和阵阵掌声,他们不但练习了新学的句型,也巩固了以前的知识,还锻炼了创新能力。这种形式不但激发了学生创新热情,也巧妙地提高了学生的语言运用能力。

三、提供开放空间,培养创新思维

给学生提供一个开放空间(open space)是培养学生创新思维的舞台,是给学生展示自

我、完善自我的机会。让学生灵活运用英语知识去解决生活中的实际问题及交流等实践活动,

是培养学生创新能力的最有效途径。

在英语教学中,教师应给学生一个开放空间。比如上面提到我在教学对话的过程中,就

给学生提供了开放的空间,让学生在课堂上能自主大胆创新。给学生一个开放的空间,更要让学生走出教室,熟悉多种英语学科活动的形式,并在实践中丰富创新知识、创新能力。我

在教学中,针对这些采取了以下策略:

1、拓宽和发展英语学科活动

在学校开办英语台,由学生担任各种职务,在课余时间搜集素材,在教师指导下训练口

语,做出学生自己的英语节目,学生在自己的编排下,制作出了校园英语一百句的教学节目《Campus English Teaching》,并每周教唱一两首英文歌曲。另外,成立英语兴趣小组,学

生轮流主持,以“给一个话题,让学生争议”、“创一个机会,让学生表达”、“设一个专栏,让学生交流”为主题,组织其他学生开展各种英语活动,并了解英语国家文化及中外文化的

异同。如开辟英语角交流,进行英语小报的编辑,创设英语报廊,举行英语故事会、英语晚

会、英语艺术节,编排英语童话剧等等。并借助学校完备的图书网络、语音实验室和多媒体教学设备,把英语活动开展得有声有色。

这些学科活动,使学生在合作学习中互相启发,矫正错误思维,拓宽了解决问题的思路,

既会当老师,又会当学生,增强了责任感,培养了创新思路。

2、组织开展社会实践活动,提供真实展示的舞台

组织学生走向社会,走向生活,在实践的舞台中培养创新能力。建立“学校-家庭-社会”一体化的英语口语网络,拓展练习的途径,让学生的口语交际能力在动态的语言环境中得到发展

和启发。在条件成熟的班级,可举办家庭英语知识能力竞赛等活动。在对学生的口语训练上,

不受时间和空间的限制,创设真实的交流环境,实现英语教学的“生活与练习的同一化”。如在教完《Shopping》一课后,把学生带到商场的真实情境中练习所学句子,不但激发了学生

学习英语的热情,也锻炼了学生大胆开口说英语的勇气,同时促进了社会对英语交际的重视。

在给学生提供开放空间的同时,也要给学生足够的自由支配时间和思考余地。给学生充

足的自由思维空间,是体现学生主体地位,促进学生自行探究和培养创新精神的保证。正如苏霍姆林斯基所说“自由支配的时间对全面发展和形成他们的智力、审美的兴趣和需要有时

是必不可少的。”

四、创设民主氛围,挖掘创新潜能

民主氛围即民主和谐的师生关系,就是尊重学生的主体地位,真正把学生看作是学习的主人。没有尊重自由平等合作的环境,是不可能造就创造型人才的。在教学中学生只有对自己、对英语及其文化、对英语学习有积极的情感,才能保持英语学习的动力并取得成绩,才能最大限度地发挥学生的积极性,他们才敢于发表自己的意见,大胆地设想。教师应对学生在学习中的尝试及提出的新想法给予鼓励,使学生敢于别出心裁,勇于标新立异。这样才能更好地激发学生的创新动机,给学生提供挖掘创新潜能的机会。

总之,在英语教学中,可以通过多种途径培养学生的创新精神和创新能力。我国最早提

出创造教育的陶行知先生在他的《创造宣言》中提出,要使学生生活的环境“处处是创造之地,天天是创造之时,人人是创造之人”。新世纪需要更多的创造型人才,培养更多优秀的

创造型人才是我们教师义不容辞的责任。让我们一起行动起来,使英语教学处处都洋溢着创

新活力吧!

云南省中考英语单项选择真题汇编(带答案)

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中考英语易错题汇编(1) 1.________ it is today! A. What fine weather B. What a fine weather C. How a fine weather D. How fine a weather 2. We will have a _________ holiday after the exam. A. two month B. two-month C. two month’s D. two-months 3.________ trees are cut down in the forests every year. A. Thousand B. Thousands C. Thousand of D. Thousands of 4. Our sports meeting will be held ________. A. on 24, Tuesday, April B. in April 24, Tuesday C. on Tuesday, April 24 D. in April Tuesday 24 5. There is no enough ________ in the corner to put the table. A. place B. room C. floor D. ground 6. Some people like to stay at home, but ________ like to go to the cinema. A. another B. other C. others D. other one 7. -- Is this your shoe? -- Yes, but where is _________? A. the other one B. other one C. another one D. the others 8. .Robert has gone to _________ city and he’ll be back in a week. A. other B. the other C. another D. any other 9 .– When shall we meet again next week? -- _______ day is possible. It’s no problem with me. A. Either B. Neither C. Every D. Any 10.Have you ever seen ________ big panda before? A. a such B. such a C. so a D. a so 11.-- _______ do you write to your parents? -- Once a month. A. How long B. How soon C. How often D. How far 12.– Which book would you like to borrow? -- ________ of the two books is OK with me. A. Either B. Both C. Any D. None 13.He knows _________ English ________ French. But he’s very good at Japanese. A. either; or B. both; and C. neither; nor D. either; nor 14. There are many trees on ________ side of the street. A. either B. any C. all D. Both 15. Mrs. Lee teaches ________ math. We all like her.

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