第一篇：中学英语作业方法指导
中学英语作业方法指导
中学英语教学的目的是培养为交际初步运用语言的能力。学生所学的知识不仅在于解答习题，而且在于运用。因此指导学生作业方法也是很重要的一环。
对听说练习的指导：每天听取20分钟的听力练习。听力可分为初听、复听、检查。课后作业不但布置书面作业，而且布置口头作业。
对部分对话内容、短文进行背诵、默写和复述。对写的练习的指导：通过对课文的学习，指导学生写留言、明信片、书信、日记。
对学生课外活动的指导：指导学生如何进行课外阅读，扩大知识面，以及指导学生表演课本剧，唱英语歌，出英语墙报等。
对学生提出问题的指导：利用课堂、课后等方式适时解答学生提出的问题。特别是疑难问题。对作业中出现的疑难问题及时答疑，要求学生及时订正。
对不同类型学生的辅导：利用自习课对好、中、差学生进行辅导，及时发现问题，解决问题。
对各种题型解题方法的指导：如如何做单词辨音题，完型填空题，动词填空题，阅读理解题等进行解题指导。特别注重训练学生的发散思维。
以上是本人学习“四轮学习法”，以“四轮学习法”为指南，指导学生学习中学英语方法的体会。
第二篇：中学英语作业评语之我见
中学英语作业评语之我见
浙江省瑞安市飞云镇云周中学彭光明
[摘要]《英语新课程标准》中提到，培养学生的英语交际能力是英语教学的首要任务，即
交际是英语学习的最终目的。教师的英语作业评语对学生的作业不但可以起着评价和指导的作用，而且还可以提高学生的英语书面交际能力。本文就英语作业评语在教学中所起的作用和书写作业评语时应注意的问题提出了几点看法，旨在通过英语作业评语的方式来实现师生之间思想和知识的双边交流，进而提高学生的英语交际能力和实施素质教育。
[关键词] 中学英语教学 学生作业 作业评语 评语的作用 评语的书写
新一轮课改理念，使得我们更重视学生学习的自主、探究、协作与感悟，更关注学生的情感、终身学习的能力和创造性思维能力，充分关注学生在英语学习、训练、习得过程中的自主、探究、协作与感悟。德国教育家第斯多惠说：“教学的艺术不在于传授的本领，而在于激励、唤醒和鼓舞。”现在的中学生大多为独生子女，过多的要求甚至批评难以奏效，“愉快教育”才能适应现代化教育发展的需要。对于那些缺乏良好学习习惯，或学习成绩有下降趋势的学生，只要经常在作业评语中委婉地指出他们的缺点和不足，并表达对他们的希望。只要这些希望是真诚的、适时的和有内容的，学生就会从中理解老师对他们的信任、关心和爱心，从而转化为学习的动力。因而，作业评语这种与学生心心交流的特殊形势，在今天，具有其它任何形势都不可替代的重要的作用。
首先我们从奥斯丁的两次实验来看一看作业评语的重要性。1974年奥斯丁(Austin)做了这样一个实验。他把高中教学班的学生随机分成两组，并对其中一个组的学生的作业全部予以评分，而对另一个组的学生的作业只随机地抽取一半给予评分。七周后，他发现两组学生的成绩并没有什么差别。1976年奥斯丁拓展了这项研究。他把高中教学班的学生同样随机分成两组，对其中一组学生的作业不加说明地判出分数，而对另一组学生的作业不仅给出分数，而且还加写评语，用以赞扬或鼓励学生。后来经过检测，加写评语的学生的平均成绩高于没加评语的学生。
这两次实验显而易见地说明了中小学教育中普遍存在的单纯的分数评价已不太适合评价的需要。它只是对知识内容进行评价，而对学生在学习知识、完成作业过程中相伴而生的目的、心态、方法等并没有直接评价。相反对学生作业的短语评价的做法则更加有效果。评语虽小，作用很大，它是师生情感交流的桥梁和纽带，能起到沟通师生感情、激发学习兴趣、激励学生学习主动性和渲染英语学习气氛的良好作用。本文拟对英语作业评语在实际教学中的运用和作用及书写时应注意的方面做些粗浅的探讨。
一、英语作业评语在教学中的作用
1．英语作业评语能弥补课堂上的不足
首先，教师使用课堂用语是为了提高学生的英语口语理解和表达能力，而对于知识点和书面表达的掌握程度则要通过作业来练习和检验，那么教师在批改作业时通过使用作业评语就可以提高学生的书面理解和表达能力。同时课堂用语转眼即逝，而作业评语却能长久保存。其次，在课堂上教师面对的是全班学生，在有限的课堂时间内不可能面面俱到地关注每个学生，也不可能逐一对学生的具体情况进行分析或评价。而教师在批改作业时所面对的是每一位学生的作业，便于因材施教，个别指导。可以说，作业评语恰好弥补了课堂教学的不足，是师生对话的一种方式，并能起到其他的教学方式不可替代的作用。最后，学生阅读作业评语其实是对语言的实际运用和巩固，因为教师在评语中所使用的语言是有实际内容且有一定的针对性的，即对某个学生及其作业的具体情况所进行的分析或评价，所以很容易被学生理解、接受或效仿。例如：
You have improved a lot.I am proud of you.That's great.Please never give up trying.Success comes through hard work and constant effort.No pains, no gains.I hope you will make more progress in the future.What good work!You are the pride of our class.Work harder, and you will make more progress.The harder you work, the sooner you will improve.Come on!I am sure you will catch up soon.在这样真实的英语交际环境中学生的书面理解和表达能力也就会在不知不觉中得到了提高。
2．英语作业评语能激发学生的学习热情
心理学研究告诉我们：处于青春发育期的中学生敏感、焦虑、易嫉妒、好胜心强，希望得到别人尤其是来自教师的肯定和表扬，即学生有被尊重、被表扬、被认可的需要。在写作业时，他们都有被赏识的欲望，希望得到教师的表扬和鼓励。如果精神上的需要长久得不到满足，他们就会产生消极的思想。因此，需要的满足直接影响着学生积极性的发挥。在作业批改中采用鼓励性评语，提出富有层次性、指导性、针对性的改进与提高的目标，能让学生树立起再前进一步的信心，是促进学生积极参与英语学习的“兴奋剂”。通过赏识、鼓励，一旦潜在的积极向上的心理动机被激发出来，那么学生具有的潜能将如火山喷发一样，淋漓尽致地发挥出他们的本色。适时地激励学生，可使学生受到不断的鼓励，能激发学生学习英语的兴趣，增加前进的信心，使他们体验到成功的喜悦，找到自信。例如：
Congratulations!I wish you success in the coming examination.Your handwriting is very beautiful!
You have made great progress recently!
What good composition you have written!
This paragraph has no grammatical mistakes!
You do your homework better than last time!
Your exercises are very tidy!
3．英语作业评语能体现师生感情的交流
作业不仅是师生间教学信息的相互反馈，而且是联系和沟通师生感情的桥梁。在作业中教师可以觉察到学生的思想和自主学习情况，从评语中学生也能领悟出教师对他是否关心、有信心和责任心。因此我们要充分利用作业评语来加深师生情感交流。评语应言辞恳切，切中要害：或热情鼓励、或委婉告诫„„始终使学生保持清醒的头脑、强烈的兴趣、昂扬的斗志，激励并坚定他们“青出于蓝而胜于蓝”的信念。通过评语，教师尽可把祝福、问候、关切、激励、真诚、信任之情化作甘泉，去滋润学生的心田，引起师生教与学的共鸣，达到教与学
两者的和谐与统一。
例如：在节假日或某学生生日前，教师可以给予学生一些祝愿语：
Happy Mid-autumn festival!／Merry Christmas!／Happy New Year!／Enjoy yourself in the coming holidays!／Happy birthday!／Many happy returns!
又如某个学生因为生病缺课，作业完成得很糟糕，教师就要说一些安慰的话：
Lily, you have made a few mistakes in your work.I know that is because you were absent…I think it is only natural.Don't lose heart.I am ready to help you.再如某个学生因为考试不及格失去信心，教师就要写上些话语激励他不要气馁，要继续努力，争取下一次考试取得好成绩：
I am sorry to hear that you didn't pass the exam.I hope you are not too disappointed.I want to cheer you up with the saying "Failure is the mother of success”.I hope to see much improvement in your future studies.快要进行某次考试时，教师就要给学生写评语，以鼓舞他们的斗志：
There are a few days left.I hope you can go over you lessons carefully.I wish you great success in the coming exam.You've done your work better.Now time is Limited.I hope you can go over your lessons again.Come to me if you find everything you can't understand.The final exam is coming , I hope you can make full use of these days to go over your lessons.评语是教师同学生促膝谈心，是说悄悄话，表达的是特别的关注和爱护，犹如一封短笺，或赞扬或劝诫，学生们都能心领神会。
二、写英语作业评语时应注意的问题
1．英语作业评语要符合学生的实际水平
适应性原则和循序渐进原则是写好作业评语的前提。众所周知，评语是写给学生看的，所以一方面评语必须使用学生能看得懂的英语来写，所使用的词汇和语法要尽量符合学生的实际水平，不能过高或过低于学生的现有水平，要切合学生的实际水平，符合学生的个性心理发展需要，教师可以利用学生己学过的单词、短语、句型、时态、语态、语气或篇章结构等，也可以用即将接触的语言，这样不仅可以评价作业，而且能够帮助学生巩固和运用语言；另一方面要做到循序渐进，由易到难，由简到繁，由一般化到个性化。当然评语句子中偶尔出现几个生词也未尝不可，有时候学生通过上下文的语境就能猜测出词义，有时借助于词典也能理解句意，或许还能起到“跳一跳，摘到桃子”的作用。例如：
Marvelous!
That’s great!
Please keep up the work.Success comes by hard work and constant effort.It’s careless of you to write this way.You used to make a lot of mistakes in grammar, but now you do more correctly.How I wish you did your homework all by yourself, and I think you can do it!I'm sorry to see you didn't use your own head this time.Will you do it all by yourself next time?
2.作业评语要及时
这里说的及时包括两个方面：（1）由于学生学习节奏和学习方式不同，在做作业时会遇到这样、那样的一些特殊的问题和想法，他们就会急切地盼望老师的评价和指导，所以，教师应急学生所急，只有尽早地批改学生作业，才能及时了解学生的学习状况和学习效果，以便掌握情况及时地给予恰当的评价并进行指导。（2）及时地应用学生新近学到的一些词汇和语法知识来写评语，这样做有助于学生对新知识加深理解和强化记忆，最起码也可以得到一次实际运用。例如：
The harder you work, the sooner you will improve.You have made great progress of late!
You’re great!I’m proud of you!
Wonderful!I appreciate what you have done in your exercise book and I believe you’ll be successful in your English study!
3.作业评语要有针对性
学生有不同的性格，不同的需要，那么作业评语就要针对不同层次的学生及其作业，在不同场合所作的评语可激发学生的学习热情，在学习方法上进行有针对性、实效性的指导，在情感上进行充分的沟通与激励，这样就能让优等生更上一层楼，使中等生改正缺点、发扬优点，使暂时落后的学生能克服畏惧心理，树立信心。
对优等生的作业表扬中要有指正，教师可通过评语向他们提出更高要求,如增强创造力等。例如：
It's good to be correct.It's also excellent you haven't made any mistakes, but try to make your handwriting nicer!
You're the best in our class, but there are other classmates in other classes who are better than you.I hope you can be ahead of them next time.I've got to hand it to you;you really did a good job!
What good work!You are the pride of our class.对中等生的作业要慎重评价，在评语中要多督促。例如：
You had better be more careful!Pay more attention to the tenses.Your work is quite good except for a few spelling mistakes.Keep it up.Remember that little by little one goes far.对后进生的作业要进行有效的积极的鼓励评价，及时发现他们的进步，并以关怀的态度指出存在的缺点和不足，根据学生的个别差异提出今后改进的具体建议，能激发他们潜在的上进心和求胜欲。例如：
Your work has improved.I am sure there is nothing too difficult for us to learn.The structure of the composition is good, but try to make sure the word order in your sentences is correct.Good!There are only a few mistakes this time!Try to spell the words correctly!
It’s good work!But pay attention to the tense!You’d better use the past tense here.Do you think so?
4.作业评语形式要丰富多彩
作业评语不仅仅是对作业本身进行评价，也可以包括学习和生活的各个方面，它的语言形式更是丰富多彩，千变万化，既可以是一个词或一个短语，也可以是一句话、一个段落或一则格言。例如：
Although you have not been successful, you have done better than ever.Success belongs to the diligent learners.I am sure you will make more and more progress if you keep on practicing your spoken English.That's great.Please never give up trying.Success comes through hard work and constant effort.No pains, no gains.I hope you will make more progress in the future.Practice makes perfect.Live and learn.Where there is a will, there is a way.The water wears away stones.Diligence is the mother of good fortune／good luck.三、结束语：
作业评语是课后教师与作为个体的学生进行信息、情感交流与反馈的有效方式和重要手段。作业评语是教师情感输出的载体，它体现教师对学生作业的意见和态度，体现教师对学生学习成果的认可或否定；作业评语是教师对学生作业和对学生的情感关注一种最合适和恰当的书面语言表达之一。它不仅可以加深师生情感交流，达到教与学两者的和谐与统一；而且还可以促进学生良好的英语学习习惯的养成，培养了学生的创新、可持续发展的终身学习能力的良好情绪。所以杜威的那句“情感的动力是最原始，但是最有效力的。”也许就是对英语作业的评语最好的一种人文性功能的诠释与概括了。
参考文献：
1． 中华人民共和国教育部：《全日制义务教育普通高级中学英语课程标准（实验稿）》，北
京师范大学出版社，2001年
2． 吝小龙 “批改评语在英语教学中的作用”，《中小学英语教学与研究》，2004年第19期
3． 乔建玲 “英语教学中被遗忘的角落----作业评语”，《中学外语教与学》，2005年第11
期
4.王海英 “英语作业评语对课堂教学的促进作用”，《中学外语教与学》，2006年第3期
5． 林群英 “英语作业评语的魅力——谈谈给学生英语作业写评语”，《教育研究》，2002
年第2期
第三篇：中学英语教学法在线作业
中学英语教学法在线作业 单选题
第1题(2.0)分
___ is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness, threats, etc.A、Stress B、√Intonation
C、Rhythm D、Speed 第2题(2.0)分
Ways of presenting new words suggested in Wang Qiang’s book(2005)include the following EXCEPT ___.A、√Teach all the new words in a text in an isolated way before reading the text.B、prepare for possible misunderstanding ｏr confusion that students may have.C、ｕｓｅ synonyms ｏr antonyms to explain meanings.D、Provide different contexts for introducing new words.√第3题(2.0)分
Apart ｆrom the learner factors, the ____ is another factor that determines if the students can acquire native-like english pronunciation.A、√amount of exposure to English
B、amount of production of English C、learner’s knowledge of English grammar
D、learner’s vocabulary size
第4题 √(2.0)分
There are two kinds of stress that are important to achieving good pronunciation, i.e.___.A、mechanical stress ａnd meaningful stress B、perception理解 stress ａnd production stress C、word-level stress ａnd phrase-level ｏr sentence-level stress
D、syllable-level stress ａnd word-level ｏr phrase-level stress 第5题(2.0)分
As far as learning pronunciation is concerned, the realistic goals for the students are consistency连贯, intelligibility, ａnd ___.A、√communicative efficiency
B、accuracy C、correctness
D、fastness 第6题(2.0)分
When teaching pronunciation, we should ___.A、drill an individual sound for more than a few minutes a time B、√ｃreate a pleasant, relaxed, ａnd dynamic classroom C、ask the students to imitate模仿 for a long time D、be authoritative in our teaching 第7题(2.0)分
When practising sounds, the activities “listen ａnd repeat”, “make up sentences”, “using meaningful context”, “using pictures” ａnd “using tongue twisters” belong to the category of ___.A、perception practice B、√production practice
C、perception ａnd production practices D、perception ｏr production practice 第8题(2.0)分
Ways of consolidating new words suggested in Wang Qiang’s book(2000)include the following EXCEP ___.A√、copying the words B、using word net-work C、using categories D、using the Internet resources for more ideas
第9题(2.0)分
Vocabulary building strategies outside classrooms include reviewing regularly, ___, organizing vocabulary effectively, ａnd using learned vocabulary.A、neglecting the meaning B、remembering the translation C、reciting the spelling D√、guessing meaning ｆrom the context
第10题(2.0)分
Ways of consolidating new words suggested in Wang Qiang’s book(2000)include the following EXCEP ___.A、labeling 标记objects in a picture B、spotting圆点，污点 the differences in two pictures C、playing a game of “What did you see just now?” D、√reading the words in chorus合唱队，歌舞团
√第11题(2.0)分
When teaching vocabulary we must take into consideration two kinds of meaning.for example, in the english culture the word “dog” with its ___ meaning referring to the animal itself has a ___ meaning often related to friendship ａnd loyalty, but in a different culture the word may have different relations.A、denotative„ denotative B、connotative „connotative C、√denotative „ connotative
D、connotative涵义 „ denotative延伸
第12题(2.0)分
When we are teaching pronunciation, stress ａnd intonation should ___.A√、be taught ｆrom the very beginning B、be taught at the end of the learning stage C、be taught in the middle of the learning stage D、never be taught 第13题(2.0)分
When teaching new words that are difficult for the students to understand, for example, some technical words ｏr wｏrds with abstract meanings, the teacher can ___.A、teach them in chunks短而厚的木头
B、ｕｓｅ synonyms ｏr antonyms C√、translate ａnd exemplify直接翻译或简化
D、ｕｓｅ a verbal口头语 context 第14题(2.0)分
According to Wang Qiang, to answer the question “Can the students achieve the goal of acquiring native-like pronunciation?” we must take into consideration three things: ___.A、ethic devotion, professional qualities, ａnd personal style B、√learner age, amount of exposure, ａnd differences of individual ability C、teacher factors, learner factors, ａnd school factors
D、letters, phonetic transcripts, ａnd sounds 第15题(2.0)分
According to Ur(1996), with regards to the three ways of teaching grammar, inductive ａnd discovery归纳发现法method should be used for those structures that ___.A、are difficult for the learners B、are complicated for the learners C√、can be easily perceived by the learners
D、cannot be perceived by the learners 第16题(2.0)分 As far as pronunciation is concerned, there are two types of practice, namely ___.A、student practice ａnd teacher practice B、perception感知洞察 practice ａnd production practice C、word practice ａnd sentence practice D、√stress practice ａnd rhythm practice
第17题(2.0)分
When practising intonation with students in the classroom, ___.A、we can explain the intonation to the students B、we never make the students know which part is a rise, ａnd which part is a fall C√、we can ｕｓｅ hand ｏr arm movement, ｕｓｅ arrows, ｏr draw lines
under/above the wｏrds
D、we just let the intonation take place without our attention 第18题(2.0)分
When trying to achieve consistency in pronunciation, students do not have to ａnd should not sacrifice牺牲，供祭 ___.A、consistency连贯性
B、√intelligibility可理解性 C、accuracy D、fluency
第19题(2.0)分
According to Wallace, the development of a teacher consists of three stages.a teacher begins his language training in Stage 1, ａnd acquires his ____ at Stage 3.A、linguistic competence B√、professional competence C、own experience
D、received knowledge 第20题(2.0)分
Richards(1994, 1998)believes that it is the teacher’s involvement ａnd his ｏr her ability to ___ teaching ａnd make activities engaging that often promotes successful learning.A、generalize B、√personalize C、simplify简化 D、complicate
第21题(2.0)分
Which of the following are not one of the principles of communicative language teaching proposed by Richards ａnd Rodgers(1986)? A、Communication principle B、Task principle C、Meaningfulness principle D、√Correctness principle
第22题(2.0)分
One ineffective way of learning vocabulary, which often occurs when students study vocabulary individually is ___ learning.A、√rote死记硬背 B、meaningful
C、conscious
D、unconscious
第23题(2.0)分
The guided discovery method is different ｆrom the inductive method because the process of the discovery ___ ａnd the rules are then elicited引诱 ａnd taught explicitly明确的.A、√is carefully guided ａnd assisted by the teacher
B、is made by the students themselves C、takes place automatically D、never takes place
第24题(2.0)分
The activity of “describing ａnd drawing” for vocabulary consolidation is often done ___.A、outside the classroom B、without doing anything C、individually D√、in pairs
第25题(2.0)分
When we are teaching pronunciation, ___ ａnd intonation should be taught ｆrom the very beginning.A、knowledge about sounds B、phonetic rules
C、phonetic transcripts D√、stress 第26题(2.0)分
According to Ur(1996), for ensuring understanding, plenty of contextualized examples of the target structure are necessary, ａnd ___ can aid comprehension.A、√visual materials B、complex terminology
C、teacher’s grammar analysis
D、students’ grammar analysis
第27题(2.0)分
According to Nation(2001)receptive knowledge of vocabulary involves the following EXCEPT ___.(1)√being able to construct it using the right word parts in their appropriate forms(2)knowing that there are some related words(3)being able to recognize that the word has been used correctly in the sentence in which it occurs(4)being able to recognize the typical collocations搭配
A、√(1)B、(2)C、(3)
D、(4)第28题(2.0)分
At beginner level, most new words learned by students usually have immediate practical ｕｓｅ ａnd quickly become one’s ___ vocabulary.A、productive ｏr active
B、receptive ｏr active
C、√productive ｏr passive D、receptive ｏr passive
第29题(2.0)分
In meaningful practice the focus is on the production, comprehension ｏr exchange of ___.A、structures B、sentences C、form D、√meaning
第30题(2.0)分
When teaching pronunciation, we should ___.A、√build-up students’ confidence B、destroy students’ confidence
C、make students feel anxious
D、make students distracted
第31题(2.0)分
When teaching grammar, “You are a stranger in this town …” ａnd “A policeman was asking some questions…” are two examples of using ___.A、mimes哑剧
B、gestures手势 C、chain of events D、√created situations
第32题(2.0)分
Pronunciation covers more than just phonetic symbols ａnd rules.it also includes ___, ａnd all these are not isolated ｆrom each other.A、letters, phonetic transcripts, ａnd sounds B、sounds, letters, ａnd words C、sounds, words, ａnd grammar D、√stress, intonation, ａnd rhythm
第33题(2.0)分
Communicative language teaching(clt)has expanded the areas covered by the previous approaches ｏr methodologies, that is, clt covers language content(to incｏrpｏrate functions), ___(cognitive style ａnd infｏrmation processing), ａnd product(language skills).A、√learning process
B、teaching methods C、conditions D、messages
第34题(2.0)分
According to some scholars Task-based Language Teaching is, in fact, ___ Communicative Language Teaching.A、exactly the same as B、√a further development of C、opposite to
D、nothing to do with 第35题(2.0)分
According to Wang Qiang, ___ are the basis for syllabus design教学纲要, teaching methods, teaching procedures, ａnd even teaching techniques.A、values of life B、styles of life C、√views on language
D、views on culture √第36题(2.0)分
When teaching vocabulary it is believed that teaching ___ is a more effective way than just teaching one single word at a time, as nation(2001:318)notes that “all fluent ａnd appropriate language ｕｓｅ requires ___ knowledge.”
A、word collocations „ collocational搭配 B√、meaning „ meaningful
C、denotative meaning „denotative
D、connotative meaning „connotative
第37题(2.0)分
When teaching vocabulary, the teacher can ___ to promote high motivation.A、apply rote死记硬背 learning B、separate the words ｆrom the context C、neglect the students’ learning process
D√、relate newly learned language to students’ real life
第38题(2.0)分
Views on language ａnd ____ both influence theories on how language should be taught.A√、views on language learning
B、views on culture learning C、values of life D、styles of life
第39题(2.0)分
Words that one is able to recognize ａnd comprehend in reading ａnd listening but unable to ｕｓｅ automatically in writing ｏr speaking are referred to as ___.A、receptive ｏr active B、productive ｏr passive C、√receptive ｏr passive
D、productive ｏr active √第40题(2.0)分
Which of the following is NOT among Ellis’(1990)six criteria for evaluating how communicative classroom activities are? A、Communicative purpose B、Communicative desire（real need）C√、No material control
D、Teacher intervention 第41题(2.0)分
In meaningful practice the focus is on the production, comprehension ｏr exchange of ___.A、language B√、information
C、structures D、sentences 第42题(2.0)分
One language form may express a number of communicative functions ａnd one ___ can also be expressed by a variety of ___.A、language „ dialects B、dialect „ languages
C、language form „ communicative functions D、√communicative function „ language forms
第43题(2.0)分
Actually pronunciation is an umbrella term covering many aspects besides sounds ａnd phonetic symbols, such as ___.A、consistency, intelligibility清晰, ａnd communicative efficiency B、accuracy, fluency ａnd complexity C√、stress, intonation, ａnd rhythm
D、spelling, pronunciation ａnd lexical meaning 第44题(2.0)分
Hedge discusses five main components of communicative competence.these components inlude linguistic competence, pragmatic 实用competence, discourse演讲，谈话 competence, strategic competence, ａnd ___.A、accuracy B√、fluency C、correctness
D、grammaticality 第45题(2.0)分
The three aspects of pronunciation are ___ each other.They are interrelated.A、not united with B、√not isolated ｆrom C、split with
D、irrelevant to 第46题(2.0)分
One of the reasons why the deductive method of teaching grammar is criticized is that ___ in the method.A、√grammar is taught in an isolated way
B、much attention is paid to meaning C、the practice is often meaningful
D、students do not benefit ｆrom the method at all 第47题(2.0)分
The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences ａnd what he ｏr she already knows.A、√constructivist
B、behaviorist C、structural D、cognitive
第48题(2.0)分
According to Ur, in grammar practice, factors which contribute to success practice include pre-learning, volume ａnd repetition重复, success-orientation, heterogeneity不同之值 ___.A、√teacher assistance ａnd interest
B、inductive归纳 method ａnd deductive 演绎method
C、mechanical practice ａnd meaningful practice D、speaking, ａnd writing 第49题(2.0)分
The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences ａnd what he/she already knows.A、Behanourist B、Cognitive C、√Constructivist
D、Structuralist 第50题(2.0)分
There is ___ between mechanical practice ａnd meaningful practice.an example given by Wang Qiang is the “chain of events” activity.A、no distinction B、clear-cut distinction C√a、no clear-cut distinction
D、(None of the above)
第四篇：课外阅读方法指导
课外阅读方法指导
——我读书 我快乐 【教学目的】
知识与技能
通过教学让学生学会运用科学的读书方法和技巧,激发学生的读书兴趣,提高阅读能力。
过程与方法
通过介绍读书方法、名人读书方法，使学生能够选择适合自己的读书方法。
情感、态度和价值观
通过本节课的教学，让学生感受到读书的重要性、益处，从而爱上阅读。【教学准备】
1、为每位学生准备一本书
2、准备摘录本
3、多媒体教学课件 【教学过程】
一、谈话导入
同学们请齐读课题。这节课我们一起来聊聊读书。（板书课题）
二、感受读书益处
1、分享读书名言，感受读书的益处
关于读书的名言很多，谁先给大家分享一个？（学生自由分享自己知道的读书名言）
2、读书故事，感受前人刻苦读书的精神
书真是个宝啊！怪不得从古到今很多人酷爱读书，谁来给大家分享一个读书的故事。
3、谈读书益处
同学们请结合我们刚才谈的和自己的实际情况，来说说读书的益处。
三、研读书方法
1、读书方法
读书有这么多的好处，我相信同学们今后一定会多读书的。但读书也得讲方法，方法对就会事半功倍。下面我们一起学习常用的三种读书方法：粗读法、精读法、笔记法。你是怎样理解这三种读书方法的？
粗读就是用较快的速度,（每分钟800字左右）抓住几个要点把书通读一遍,对阅读材料有一个大概了解，这是一种不求深入精研，只求浏览大意的阅读方法。粗读时应抓住几个要点：书名、作者、目录、内容、浏览全书。
所谓精读是指正常的或较慢的阅读速度（每分钟300字左右），按照文章的顺序，从头到尾、逐字、逐词、逐句、逐段地阅读，深入了解文章结构，钻研全书内容，以求对全书内容有全面透彻的理解。精读法要求做到：正常较慢的阅读速度、扫除字词障碍、钻研全书内容。笔记法就是：摘抄内容摘要、名言警句、资料、典故，把想到的体会、问题也记录到读书笔记上。
2、名人读书法 鲁迅的“随便翻翻”、毛泽东的不动笔墨不读书、诸葛亮的未晓不妨权放过，过后须要细思量。
3、读书笔记展示
我们一起看看一位同学的读书笔记，它或许对你能起到一个引领的作用。
四、运用实践
1、下面让我们用粗读法先了解你手中书的内容吧。
2、指名汇报收获。
五、谈收获
生活里没有书籍，就好象没有阳光，智慧里没有书籍，就好像鸟儿没翅膀。同学们，只要我们掌握科学读书的方法，就一定会象蜜蜂一样在书的海洋里采得百花酿成蜜。
【 板书】
粗读法
读书方法 精读法
笔记法
第五篇：课外阅读方法指导
课外阅读方法
一．为什么要多读课外书: “读书使人充实，讨论使人机敏，写作则能使人精确。”———英国培根
“读书破万卷，下笔如有神”———唐杜甫
“三更灯火五更鸡，正是男儿读书时。黑发不知勤学早，白首方悔读书迟。”——唐 颜真卿“好读书，不好读书，好读书，不好读书。”———明徐渭
二．怎么提高课外阅读的质量，真正达到提高阅读能力的目的 1.学会泛读和精读。
泛读，就是对所读的书报不是逐字逐句的读下去，而是快速地观其概貌，精读，就是对某些重点文章或精彩片段集中精力，精细地阅读。泛读是量的积累，同时是精读的基础，精读是培养阅读能力，学习典范语言，增强语言修养，提高思想能力和认识水平的最基本的手段。在阅读的过程中，学会精读与泛读，对短小精悍的文章，对文章精彩片段的描写，精读，熟练成诵，对篇幅较长的文章，对故事性较强的文章进行泛读。使读有重点，通过泛读扩大知识面，通过精读汲取精华。
2、学会使用工具书。
阅读文章、书籍，不可避免地会碰到不认识的字，不理解的词和内容上的障碍。充分利用《新华字典》、《成语词典》等各种工具书；根据需要到图书馆或阅览室去检索书目、筛选书籍、浏览目录、选择材料。通过查阅释疑，培养独立阅读能力。
3、读记结合。
古人云：“不动笔墨不读书”，“好记忆不如烂笔头”。课外阅读中接受信息是繁多的，是丰富多彩的，学生在阅读活动中有选择的进行摘抄记载，有重点地进行批注，日积月累，潜移默化，定会受到很好的效果。在实际阅读中，教师可以通过做读书卡或写读书笔记等形式，对读到的好词佳句，精彩片断，名言警句摘抄下来、剪贴下来，储存进自己“采蜜集”中，丰富阅读积累。
4、读用结合。
读与思共，思与读随，没有思考的阅读称不上真正的阅读。在平时的阅读加强阅读思考，读用结合，将阅读过程中的随感、阅读过程中心灵上的感触随时写下来，把从课外阅读中得到的知识迁移到练笔中来，从读中学写、以写促读、以写促悟，使读在写中不断迁移升华。
5.有些学生读的书不算少，整体语文素养却不见有多大进步。出现这种“怪圈”的原因，主要在于这些学生总是带着休闲的心态去读书，是浮光掠影“看热闹”式的“虚读”，而不是潜心其中“看门道”式的“研读”，全凭着兴致，很少需要情绪的调动、意志力的参与和心智的投入。长期以往，学生的思想就很难得到磨砺，语言也难以得到发展。
6.读某一本书，阅读或摘抄之后，就束之高阁，不再谋面。这种一次性阅读，在大脑中留下的往往是一些朦胧的印象、飘忽的意念和肤浅的感受，不符合语文学习规律。对某一作品的认识不是一次性阅读就告完结的，需要经历读者的思想与作者的思想反复磨合、碰撞的过程。读特别好的作品，一定要改变一次性阅读的习惯，在“熟”字上下功夫。熟了，才能钻得深，悟得透，将语言的精品、思想的精华纳入自己的知识宝库，经“发酵”产生新的思想，铸出新的语言，迁移运用起来也才能得心应手，左右逢源。
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