導(dao)語：如何才能寫好(hao)一篇(pian)初二下冊英(ying)語，這就需要搜集整(zheng)理(li)更多(duo)的資料(liao)和文獻(xian)，歡迎閱(yue)讀由公務員之家整(zheng)理(li)的十(shi)篇(pian)范文，供你借鑒(jian)。

篇1

一(yi)、選擇填空(40)

( )1.________ travels around the earth.

A. The sun B. Moon C. Sun D. The moon

( ) 2.--Will there be more trees and less pollution in 100 years? --_______________.

A. Yes, there will. B. I hope not. C. Yes ,they will. D. No, I hope so.

( )3. _________ you climb, ________ views you’ll enjoy..

A. Taller, better B. The higher, the better

C. The less, the more beautiful D. The highest, the most beautiful

( )4. Both Yang Liwei and Nie Haisheng are famous Chinese ______and national _____.

A. astronauts; heros B. Young Pioneers; heroes C. astronauts; heroes

D. engineers; heros

( ).5 Some scientists think______to make robots look like people, and do the same things as us.

A. it hard B. that’s difficult C. that hard D. them difficult

( ).6. If you don’t go bike-riding with her , I ______.

A. don’t, too B. also don’t C. won’t, either D. don’t, neither

( ).7. . Don’t run or shout ________ the party，or we’ll ask you_______

A. at: leaving B. in ; to leave C. during ; to leave D. during; leave

( ).8.If I play sports ______a living, maybe I will sometimes get ______.

A. for ; injured B. at ; hurt C. by; injured D. of ; bored

( ) 9. ----I can’t find my dictionary _________ .

------Oh, I forgot to tell you. Jenny ______ yesterday.

A. somewhere; gave it back B. anywhere; returned it

 C. anywhere; took it away D. everywhere; borrow it

( ) 10. She doesn’t talk to me. I’m_______ and don’t know what _____.

A. disappointing , to do B. upset; to do

C. disappointed ; to do it D. amazed; should I do

( ) 11. We should practice speaking English ___ possible.

A. as many as B. as most as C. as more as D. as often as

( ) 12. This time yesterday the police _________ for the lost kid outside the city.

A. were thinking about looking B. was thinking about looking

C. thought to look D . found out

( ) 13. He ________ theatre tickets ______ he was 11 years old.

A. have collected; for B. has been collected; since

C. has been collecting; when D. has been collecting; since

( ) 14. She doesn’t care_____ her clothes are out of style.

A. if B. what C. why D. how( ) 15.. I’m really sorry I can’t join you in visiting the factory. I’m free every day ______ today.

A. except B. besides C. for D. without

( )16.Tim was so tired this morning. It was difficult for him _________ of bed.

A. gets over B. to get up C. to get out D. got away

( )17.---- What did your son say in the letter?

----- He told me that he _____ the Great Wall the next day.

A. will visit B. had visited C. is going to visit D. would visit

( ) 18.What ___ our life ___ in ten years?

A. does, like B. is, like C. will, like D. will, be like

( ) 19. Your answer _________ right. But in fact it’s wrong.

A. becomes B. seems C. hears D. listens

( ) 20. We used a ____ to send Shenzhou Ⅵ into space.

A. spaceship B. rocket C. plane D. train

( ) 21.While she __________, the earthquake took place in Japan.

A. cooked food for me B. is having a bake sale

C. was talking on the phone D. were arguing with her mom

( )22.The teacher said I could do better _____ English .

A. in B. at C. on D. for

( )23.There _____ two free movies at the Cinema Palace this afternoon. Half the class will go.

A. are going to be B. will have C. is going to be D. is going to have

( )24.. -----How will you go to the Museum of Flight tomorrow?

------If it ______ tomorrow ,I’ll go there by bike.

A. won’t rain B. rain C. rains D. doesn’t rain

( )25 Our parents and teachers should always _________ the teenagers. They need us.

A. there for B. plan for C. wait for D. be there for

( ) 26. I don’t like shop assistants to _______. If this happens, I’ll leave as _____ as possible.

A. watch me at the same time; happily B. follow me all the time; soon

C. welcome me everywhere; late D. pay for me; quickly

( )27. ------Whom could I _______ help if I am in trouble or danger?

-----The police, of course.

A. ask for B. leave for C. get from D. keep out

( )28 In fact I had a really hard time _______with my new classmates last semester.

A.to get on well B. getting on well C. to hang out D. got on well

( )29 Teachers are always trying their best to make _______ for us to understand what they teach.

A. it easy B. themselves easy C. that possible D. it easily

( )30.. He asked _______.

A .how did that happen B. where his jacket was

C. why they won’t join us D. whether is the weather fine here.

( )31. What did the teacher say?

He said that light______faster than sound

A. traveled B. travels C. travel D. traveling

( ) 32. _____France sure to win the next World Cup?------It’s hard to say..

A. Will B. Does C. Is D. Was

( ) 33. The twins could have a bake sale to pay for education at the age of 7 .”Could” means_______

A. should B. be able C. was able to D. were able to

( ) 34. It took me a long time to _______ my headache., which lasted around a month.

A. .care for B. keep out C. look for D. get over

( ) 35. ----Did you see the girl in red pass by just now?

---- No, I________ my math problem.

A. read B. was experiencing C .was working on D. was thinking

( ) 36. Traveling can ______ our eyes _____ the outside world. -----That’s true.

A. call up; for B. use up; in C. clean up ;into D. open up; to

( ) 37. You must bring your ID cards to the library, or you will ______.

A. keep out B. be kept out C. get bored D. let out

( ) 38. Students _______ smoke anywhere, even outside the school.

A. aren’t supposed to B. suppose to C. are supposed to D. shouldn’t to

( ) 39. ______ the way, did you _____ Chinese food and your family when you were in Greece?

A. By; miss B. In; think C. On ; find D. to; eat

( )40. _______ a scientist called Einstein who had more than 1000 inventions?

A. Are you heard B. Have you heard of

C. Do you hear about D. Will you hear二. 完型填空 (10分)

Once there was a father and a son. They were ill-tempered(壞脾氣(qi)的(de)) and never gave way (讓步) to 41.

One day the father 42. to ask some friends to dinner in his house. He 43. his son to buy some meat in town. When the son walked to the town gate, a man was coming from the outside. The gate wasn’t 44. enough to let two men in and out at the same time. But neither of them 45. ___ give way to the other. They stood face to face inside the gate hour after hour. But the father was worried. “What 46. I do? My son hasn’t come yet. I can’t wait any more.” He wanted to know what was the matter with his son. So he 47______his friends at home , and went to town 48 his son.

“You may first take the 49. home for my friends .Let me 50 here against him instead (代替)of you.” He said to his son when he knew what had happened.

( )41. A. others B. another C. other D. one

( )42. A. decided B. decides C. decide D. decision

( )43. A. made B. told C. let D. tells

( )44. A .small B. big C high D .tall

( )45. A.. would B. should C. must D. could

( )46. A .do B. will C. to D. should

( )47. A. forgot B. made C. left D. lost

( )48. A .to look for B. looked for C. to find D. found

( )49 .A. meat B. dinner C. bread D. money

( )50 .A. keep B. to stand C. stand D. being三：閱讀理解(15分) (A )

A school report

Name：Edward Scott School: Kelvin High School

Grade: 8 Term ending: 6 May

Science:

He can work out many difficult problems. Well done! (做得好)

English:

He is the best in the class. Keep it up(保持(chi)).

French:

His reading is very good, he can remember many words.

History:

He is not so good at this, but has done better than before.

Geography:

He is familiar(熟悉的) with the names of many places in the world.

Music:

He doesn’t like pop songs, though sings very well.

No. in class: 9 absences: 8

Remarks(評語): Edward is able to do a lot better.

He needs to do more work next semester.

Class teacher: Ivy

Principal: M. L. Martin

School reopens: 1 September

( )51. After reading this, we know it is ________________.

A. a studying plan of Edward Scott B. a teaching plan of Ivy

C. a report card of Edward Scott D. a working plan of M. L. Martin

( ) 52. Which subject is not mentioned(提到) in the report?

A. PE B. Music C. Math D. History

( ) 53. Edward’s best subject is _________________.

A. science B. English C. geography D. French

( )54. Edward is not so good at ________________.

A. science and geography B. math and history

C. history and French D. music and English

( )55. Which sentence is not true?

A. Edward can’t sing songs very well.

B. B. Edward doesn’t do well in science.

C. Edward can do better if he works harder next term.

D. Edward learns two languages at school.

(B)

I’ll tell you a story about a Chinese student. It happened when he studied in England. His family name was Sun. It is S-U-N, just the same as the “sun”, the sun in the sky.

England is a country with bad weather. It is often cloudy or misty(多霧的) and it rains now and again. So people don’t get much sunshine in the year.

When the Chinese student arrived at London Airport, a tall English policeman with a long face checked his passport(護照). The policeman was interested in the Chinese name “Sun”. So he said to the Chinese student, “ I see your name is Sun. You are wanted here.”

What a surprise to hear that! Everybody knows if you are wanted by the police, you must have broken the law. So he asked the policeman, “ Is there anything wrong with my passport? Do I have to go back to China right now?”

“Go back?” shouted the policeman. “ Now that(既然) you are here, we’ll never let you go away.”

“What happened? What I have done?” asked the Chinese student in surprise. He thought he was going to be arrested(被捕(bu)). Then the policeman began to smile. He said, “ You don’t know what you have done, Mr Sun? You’ve brought sunshine to England. So we don’t want you to go away.”

( ) 56. This story took place ______________.

A. at London Airport B. at a university C. in the street D. at a station

( )57. Why does England want the sun? Because ________________________.

A. England is often cloudy. B. England is often misty.

C. England never rains. D. Both A and B.

 ( )58. Mr Sun was very ____________ when he heard that he was wanted.

A. angry B. happy C. surprised D. tired

( ) 59. Why did the policeman said that he wouldn’t let Mr Sun go away?

A. Because Mr Sun had broken the law.

B. Because the policeman knew Mr. Sun and was friendly to him.

C. Because there is no Mr Sun in England.

D. Because the policeman liked Mr Sun’s family name and thought Mr Sun would bring sunshine to England.

( ) 60. Which one is right?

A. At last the policeman arrested Mr Sun.

B. At last Mr Sun stayed in England and studied there.

C. At last Mr Sun left England.(C)

In 1896, the first modern Olympic Games was held in Athens, Greece. Since then many countries have successfully held the Olympics, such as England, France, Germany, Canada, the USA, Spain and Australia. After more than a century the Games returned to its hometown in 2004.

When people hold the Olympic Games, they always make an emblem(會徽). The emblem of the Athens Olympic Games that year was a white circle of olive branches(橄(gan)欖枝) in the sky.

Athens developed a spirit(精神) of peace. An officer said, “ While in Athens, the world should be at peace. We hope the peace is not just for a short time. We would like the message from Athens Games to help countries come together and solve(解決(jue)) their problems.”

4 years later, the Olympic Games was held in China. And China made a seal as the emblem of the Beijing 2008 Olympic Games. The emblem has a Chinese character on a red seal and means “Chinese seal—dancing Beijing”. Below it, there are the words “Beijing 2008”. The character in the emblem is “Jing”. It means “capital” of China, and it is also like a runner or a dancer. The running figure(人形) of the emblem shows the spirit if the Olympics—faster, higher and stronger.

( )61. Which country held the first modern Olympic Games?

A. Greece B. China C. Australia D. France

( ) 62. What do people always make when they hold the Olympic games?

A. A picture. B. An emblem. C. A flag. D. A map.

( ) 63. What message did the Athens Olympic Games want to give?

A. War(戰爭(zheng)). B. Luck. C. Danger. D. Peace.

( ) 64. What does the character in the emblem of Beijing 2008 Olympic Games look like?

A. A singer and a dancer. B. A runner and a dancer.

C. An actor and a singer. D. A runner and an actor.

( ) 65. The spirit of the Olympic Games is __________________.

A. history and friendship B. faster, higher and stronger

C. running and dancing D. peace, friendship and development

 四. 補(bu)全對(dui)話 從每題A、B、C、D四個選項中，選出一個答案完成對(dui)話。(5分)

A: Hi, Xiao Ming! How is it going?

B: 66. _______________

 A: The summer vacation is coming. 67.____________

B: Well, mum is going to take me to Dalian.

A: 68._______________

B: She says Dalian is a modern city with beautiful beaches and squares and it is cooler in summer.

A: How are you going there?

B: 69._________________

A: How wonderful! I have never taken a plane. That must be fun.

B: And exciting as well.

A: So you are doing the shopping for the trip?

B: Yes, I want to buy a pair of sports shoes and glasses.

A: They are necessary in a seaside city. 70. _____________________

B: Thank you. See you.

( ) 66. A. Fine, and you? B. How do you do?

C. Not too bad. D. Nice to meet you.

( ) 67. A. What did you do? B. what have you done?

C. What are you going to do? D. What do you do?

( ) 68. A. When are you going there? B. How are you going there?

C. Why are you going there? D. What’s the weather like there?

( ) 69. A. We are going there by air. B. We want to go there by train.

C. We plan to get there on the sea. D. What about going there by car?

( ) 70. A. Have a good trip. B. Nice day!

C. Take care of yourself. D. Be careful during the trip第(di)二卷(50分(fen))

五. 拼寫單詞 根據句意和所給(gei)音標寫出單詞。(5分)

71. He has to _______ / stɔp /his collection because of running out of money.

72. -Look! The kids are selling newspapers to raise money for _________/’tʃæriti /

73. You will find many old buildings in German _______/ stail/ in the east of the city.

74. . Science is one of my favorite ___________ / `sʌbdʒiktz/. How about yours?

75. Many rich people ________ / kəm’plein/.that they are not as happy as they were.

六(liu). 選詞填空 (10分)

A. 閱讀(du)短文，從方框(kuang)中選擇適當的單詞(ci)填空，不變(bian)形。

A few tears ago, Medvedev (梅德(de)韋杰夫) took over from Vladimir Putin (普京). At the age of 42, he became the youngest president of modern 76_______. Medvedev was_77______ to a family of_78_______. He read a lot from a young age. After university, the soft-spoken young man went on to teach 79____ at university and became very popular with his students. In 2005, Medvedev became the first deputy prime minister (第一(yi)副總(zong)理). But he was as friendly as before. “He has not __80______. He invited me to his home,” said Vera Smirnova, Medvedev’s first teacher. “In Russia, only two politicians (政治家) have invited their first teachers to their homes, Medvedev and Putin.”

B閱(yue)讀短(duan)文，從(cong)方(fang)框(kuang)中(zhong)選擇適當的單詞填空，變形!!!

Pass Argue get have stay

A generous gap(代溝(gou)) has become a serious problem. I read a report about it in the newspaper. Some children have killed themselves after 81_______ with parents. I think this is because they don’t often have a talk with each other. Parents now spend more time in the office, It seems that they don’t have much time 82______ with their children. As time 83_____, they both feel that they don’t have the same topic(話題) to talk about. I want to tell parents to be more careful with your children, try to know them and 84 ____ on well them. And for children, show your love to your parents. They are the people who love you. So tell them your thoughts(思想(xiang)). In this way, you 85 ______ a better understanding of each other.

七：填空(每空一詞(ci))(5分(fen))

A：Who’s your best friend?

B：My best friend is Xiao Li, but last week we had a big __86____and now he isn’t talking to me.

A：How did it 87 　?

B：It all started when he asked me 88 he could copy my homework.

A：Why did he want to do that?

B：He said he had forgotten to do _89_____.

A：What did you do then?

B：I told him that it was not a good idea for him to copy my homework..

A：Did he think so?

B：No, he 90_______ really mad at me and said that he didn’t want to be my friend anymore..

八 句(ju)型轉換(每(mei)句(ju)一分(fen)：7分(fen))

91They were planning a surprise party for their mother.(一(yi)般(ban)問句).

_______ ________ planning a surprise party for their mother?

92 He has been listening to English songs since three years ago. (劃線提(ti)問).

____ ___ ______ ______ he been listening to English songs?

93 I didn’t have enough time to finish the test papers.(同義句)

I ______ ______ _______ time to finish the test papers.

94 Why are you against getting the same haircut as she does? (同義句)

Why don’t you _______ ______ _____ the same haircut as she does?

95 “ Does it seem to be a dream job?” Tom asked mother. (同義句)

Tom asked mother ______ it _______ ______ a dream job.

.96. The flight took off after the clouds lifted (同義(yi)句)

The flight ______ ______ off ______ the clouds lifted.

篇2

一丶重點短語

1.argue v.爭論;爭吵(chao) argue with sb.與某人吵(chao)架(jia)

I argued with my best friend.我(wo)和我(wo)的好(hao)朋(peng)友(you)吵(chao)架了。

2.① either adv.(用于(yu)否定句)也

He doesn’t have any money, and I don’t, either.他沒有錢，我也沒有。

I can’t play chess. She can’t, either.我不會(hui)下(xia)國際象(xiang)棋，她(ta)也(ye)不會(hui)。

② too 也(用(yong)于肯定或疑問句)

I’m a teacher.He is a teacher, too.我是老師，他也是老師。

3.ask (sb.)for sth.向(xiang)某(mou)人(ren)尋(xun)求某(mou)物(wu);要……

Don't ask for food every day.Go and find some work. 別(bie)天天要飯(fan)，找點(dian)兒工(gong)作(zuo)做(zuo)。

I don’t think you should ask your parents for some money.我想你不應向(xiang)父母要錢。

4.the same as... 與……相同 (注意前后兩個比較對象的屬性保(bao)持(chi)一致)

The clothes are the same as my friends'.這些衣服(fu)與我朋友的一樣(yang)。

Tom is the same age as Anna.= Tom is as old as Anna. 湯姆和安(an)娜一(yi)樣(yang)大。

 Her backpack is the same as mine. 她的背包與我(wo)的一(yi)樣。

5.except 除……以(yi)外;(不(bu)包括……在內)

My class has been invited except me.除我以外，我的同學都被邀請(qing)了。

All the students went to the park except him.除了他(ta)之外，全體同學都(dou)去過公園了。

They all traveled America except her. 除了她以外，所有的學生都去美國旅行過(guo)。

注(zhu)意區別：besides 除……以外，還有...(包括在內)

We all went there besides him.除(chu)他去(qu)以外，我(wo)們(men)也都(dou)去(qu)了(le)。

(= He went there.We went there, too.) 他也去(qu)了，我們也去(qu)了!/大家都去(qu)了!

There are five more visitors besides me.除了我之(zhi)外還有5名訪客 (加上我是6個)

6.wrong adj.錯誤的;有毛病的;不(bu)合適(shi)的

─ What's wrong with you? 你(ni)怎么了(le)?(你(ni)哪里不舒服?)

─ I've got a headache.我頭痛。

What’s wrong with your watch? It doesn't work.你的手(shou)表怎么了?它不走了。

注意：What’s the matter with you?= What’s wrong with you ?=What’s the trouble with you? 你(ni)(ni)怎么(me)了?/你(ni)(ni)出什(shen)么(me)事了?

7.get on(well) with sb.與某人相(xiang)處(融洽)

get on ( well ) with sth 某事進展地好

The students will get on well with the teacher.學(xue)生會和(he)老(lao)師(shi)相(xiang)處得非常好。

How are you going on with your new friends? 你和你的新朋友(you)相(xiang)片如何(he) ?

These days ,Mr Green gets on well with his new job.

這些天(tian)，格林先生的工作(zuo)進展很順利

8.have a fight with sb.= fight with sb.與某人打架(jia)

I don‘t want to have a fight with my cousin. 我(wo)不想(xiang)和我(wo)的(de)堂兄打架。

They never fight with each other.They are really good friends.

他(ta)們從不(bu)打架，他(ta)們的確是好朋友(you)。二、主(zhu)要句型(Key Sentences Structures)

What should I do? You could write him a letter.

What should he do? Maybe he should say sorry to him

What should they do? They shouldn't argue.

三、詞語辨析

1. borrow sth. from sb. 從某(mou)人處借(jie)進某(mou)物 (借(jie)回來)

lend sth. to sb. = lend sb. sth 把某物借(jie)給某人 (借(jie)出去)

注： borrow sth. from sb. 是指該(gai)句的主(zhu)語從別(bie)人處(往里)借進某物(wu)

例:He borrowed the dictionary from Lucy yesterday. 他昨天從(cong)露西處借了那本字典.

lend sth. to sb. = lend sb. sth.

是(shi)指該(gai)句的主語把某物(wu)(往外)借給別人用

例如：Could you lend me your car?

=Could you lend your car to me?

請(qing)你借給我你的車用一下好嗎?

2. ①get sb. to do… 使……做(以人為對象時，有(you)“說服……使做……”的(de)含義)

He could get a tutor to come to his home. 他(ta)可(ke)以請(qing)一位家(jia)庭教師來他(ta)家(jia)。

You’ll never get her to agree. 你決不可(ke)能使她同意。

②ask sb. to do… 邀(yao)請(人(ren))做……

We asked her to come to our party.我們請她來參加(jia)聚會

③ tell sb. to do…讓(rang)某人(ren)做某事 例如：

The teacher told him to finish the work that day. 老師那天(tian)讓他完成那項工作。

3、be in style 時髦的(de)，流行的(de)

be out of style 過時的(de)，不時髦(mao)的(de)

例(li)： Look! Her new dress is in style.她(ta)的新(xin)裙(qun)子很時髦。

Those clothes are out of style. 那些衣服(fu)過時了(le)。　四、課(ke)文(wen)解(jie)釋

1、I don’t want to surprise him. 我(wo)不想讓他感到意外。

此處surprise是及物(wu)動詞 surprise sb. 使(shi)某人感到吃驚

eg. My friend always surprises me.

2、talk about it on the phone 用電話就此事進行交流

On the phone 在電話里 。不能使用 in the phone、

eg. They talk about a lot on the phone yesterday.

他們昨天在電話(hua)里(li)談了很多

3、call sb. (up) =give sb. a call 給某人打電話

4、write sb. a letter = write a letter to sb. 給某人寫信

5、give him a ticket to a ball game.給他一張觀看球賽的(de)入場券 (注意to 譯為(wei)：...的(de))

eg. They got two tickets to tonight’s show. 他們搞了兩張(zhang)今(jin)晚(wan)表演的(de)入場(chang)券。

6、She has the same haircut as I do. 她和(he)我有相同的發型。

eg. Tim has the same clothes as his brother does.提姆和他的弟弟有相同的衣(yi)服。

7、find out (經(jing)過某人的研究、努力)發現，查出(chu)，找(zhao)出(chu)

You should find out the answer for yourself.你應該自己(ji)去找答(da)案。

8、Everyone else in my class was invited except me.

除了我(wo)以外，我(wo)們班(ban)其他(ta)別的(de)人都接(jie)到了邀(yao)請(信)

此句中else一詞不能單獨使用，它必(bi)須跟在不定代詞像“someone, anyone nobody”等詞的(de)后(hou)面，或跟在特殊疑問詞像“what, where”等詞的(de)后(hou)面使用意思(si)是“別的(de)”

eg. What else 別的什么， Who else 其他(ta)誰 someone else 其他(ta)人

9、I can’t think what I did wrong. 我(wo)真想不出(chu)我(wo)做錯了什(shen)么。

此句(ju)中 what I did wrong是賓(bin)語從句(ju)，應用陳述語序 (即 ：主(zhu)語+動(dong)詞(ci))

10、I’m very upset and don’t know what to do.我很沮喪，不知該(gai)干(gan)什么。

此(ci)句(ju)(ju)中 what to do是不定式作know的賓(bin)語，可(ke)用賓(bin)語從句(ju)(ju)來代(dai)替。可(ke)以說成“I don’t know what I should do.”

請背熟以下兩個常見結構： I don’t know what to do .我不知道該做什么。

I don’t know how to do it. 我不知道該怎么(me)去做它。

11、There are a lot of things you could do. 有(you)許(xu)多你能做的事(shi)。

此(ci)句中 you could do是定(ding)語從句，修飾前面的名(ming)詞(ci)“things”

12、You left your homework at home.你(ni)把你(ni)的作業落(luo)在家里了。

leave sth. +介詞短(duan)語(yu)，是(shi)“把……忘在(zai)，落在(zai)(某處)的意思。

eg. He left his umbrella on the bus.他把傘忘在公交車上(shang)。

注(zhu)：千(qian)萬(wan)不能(neng)根據漢(han)語(yu)的說法寫為：forget sth ,只能(neng)用(yong)leave sth.’表示“落下(xia)”

13、You should try to be funny. 你(ni)應該試著幽(you)默一些。

Try to do…努力(li)做(zuo)，試著做(zuo)，盡量(liang)做(zuo)

而(er)try not to do 是盡量(liang)不做……

eg. Please try not to be late again. 請盡量不要(yao)再遲到。

14、Their school days are busy enough. 他們的(de)學校(xiao)生活(huo)是夠忙(mang)的(de)。

enough必須放在形容詞/副詞的后面,表示“足夠(gou)……的” (后置)

eg. He is tall enough to reach that apple. 他足夠(gou)(gou)高(gao)的(de)可以夠(gou)(gou)著那個蘋(pin)果。

15、be under too much pressure. 在太多的壓力下(xia)

16、see other children doing a lot of things 看別(bie)的孩(hai)子(zi)在做許多(duo)事

see sb. doing 看見某(mou)人正(zheng)在干(gan)某(mou)事(shi) (強(qiang)調動(dong)作正(zheng)在進行)

See sb do sth 看見某(mou)人做(zuo)過某(mou)事(shi) (強調動作已結束)

eg. We saw them playing basketball at that time.那(nei)時(shi)我們看(kan)見他(ta)們在打籃球

17、find it hard to do sth. 發現做(zuo)……(事)很(hen)難

He found it hard to learn math well. 他發現(xian)學好數學很難

注：it 初中階段(duan)常作：形式主語(yu) /形式賓(bin)語(yu) ，而句子真正的(de)主語(yu)/賓(bin)語(yu)則由(you)to do 來擔當.　練習(xi)題

一丶單項選擇

1. I’m not good at math. I really don’t know________.

A. what should I do B.how should do C.what to do

2. My best friend is the same________. We are both 12 years old.

A. as my age B.age as me C.as me age

3. Can you________ what time the meeting starts?

A.find out B.look after C.find

4. My mother knows little about fashion. Her clothes are always________

A.in style B. Out of style C.new and smart

5. Dad, I don’t have enough money to buy a CD. Could you________me some?

A.borrow B.lend C.keep

6. Don’t argue________ your parents. It’s not polite.

A.to B.for C.with

7. “What should I do ?” “________ you could get________part-time job.”

A.Maybe ,a B.May be ,/ C.Really, a

8.-You’d better not go out now. It’s raining.

- It doesn’t matter. My new coat can keep________ the rain.

A.in B.of C.out

9. It’s a beautiful coat. But he ________ only 30 dollars for it.

A. paid B.bought C.spent

10.The weather is________ for us to go swiming.

A.enough warm B.warm enough C.too warm

11.He________ his homework at home yesterday.

A. left B.leaves C.forgot

12. Could you give me________ to eat? I’’m hungry.

A.anything B.something C.some thing

13. If you are wrong, you should ________sorry ________others.

A. talk, to B.say, to C.speak, about

14. –I was told to be here before seven.

- Oh, you________ .I’m sorry for not telling you that we have changed the plan.

A. must B.can’t C.needn’t

15. – What’s wrong ________ your radio?

- It doesn’t work.

A. to B.with C.for

二(er)丶根(gen)據首字母及句(ju)意完成單詞。

1. We a________ with the taxi driver about the money yesterday.

2. Under the p________ of modern life, many people feel very tired.

3. Everyone went to play soccer e________ Tom ,because he doesn’t like it.

4. She didn’t go to bed u________her mother came back last night.

 5. Julia f________ her test,so she was very upset.

三丶甩所給詞的適(shi)當形式填空。

1. Don’t be stressed out. You should try ________ (be) relaxed.

2. Give me________ (free) or let me die

3. I plan to ________ (surprised) her at her birthday party.

4. Could you please ________ (pass) me those dumplings?

 5. I’m very upset and don’t know what ________ (do).

四丶根據漢語完成句子。

1. 她生(sheng)你的氣了，所以你她打電話。

She _____ _____ _____ you, so you should _____ _____ _____.

2. 你能給(gei)我一(yi)些建議嗎(ma)?

Could you give me _____ _____ ?

3. Henry很(hen)失落，不知道該(gai)怎么(me)做。

Henry is very _____ and doesn’t know _____ _____ _____ .

4. 星(xing)期三詹姆(mu)斯(si)把他的歷(li)史書落在(zai)家里(li)了

 James_____ his history book _____ _____ on _____.

篇3

1. turn… down/turn… up 關小聲(sheng)/調大聲(sheng)音(yin)（電器）

2. turn… on/ turn …off 打開/關閉（電器）

3. move the bike 移動自行車

4. in a minute/right away/in no time 立刻,馬上

5. be late for school/class=arrive late for school 上學/上課遲(chi)到

6. wait in line=stand in line 排(pai)隊等候(hou)

7. cut in line=jump a queue 插隊

8. get mad/annoyed 變得生氣(qi)

9. happen to sb 發生在…身上

10. half an hour 半小時

11. at first 首(shou)先

12. at last=in the end=finally 最后

13. allow sb. to do /not to do sth. 允許某(mou)(mou)人做(zuo)/不做(zuo)某(mou)(mou)事

14. be allowed to do /not to do sth. 某人(ren)不(bu)被允(yun)許某人(ren)做/不(bu)做某事

15. in public 當眾地(di)(di)；公開(kai)地(di)(di)；公然地(di)(di)

16. in public places 在公共(gong)場所

17. break the rule 不遵守(shou)規則

18. pick… up 撿起

19. put …out 熄(xi)滅

20. drop litter 扔垃圾

21. keep the voice down 控制聲(sheng)音(yin)

22. do the dishes

23. put on another pair of jeans

24. be at a meeting

25. help me in the kitchen

26. make some posters

27. clothing store

28. follow…around

29. want to be polite

30. stand in the subway door

31. cut in line

32. stand close to ..

33. have different ideas about

34. feel uncomfortable

35. in all situations

36. in public places

本單元目標句型：

1. Would you mind cleaning the yard? 你介意打掃院(yuan)子嗎?

2. Not at all. I'll do it right away. 一點也(ye)不. 我(wo)馬上就掃.

3. Would you mind not playing baseball here. 你介意不要在這打棒球嗎?

4. Would you mind giving me a smaller one?

5. Sorry, we'll go and play in the park. 對(dui)不起，我們到公園去打.

6. Could you (please) make dinner? 請做晚飯好嗎?

7. That's no problem . 沒問題.

8. Could you (please) not feed the dog?=Would you mind not feeding the dog?= Would you (please) not feed the dog?=Please don't feed the dog, will you?請不要(yao)喂狗好(hao)嗎?

9. If you finish these tasks, we can go to a movie tonight.

10. Your barber gave you a terrible haircut.

11. The store clerk gave you the wrong size.

12. The waitress brought you the wrong food.

13. The pen you bought didn't work.

14. You ordered a hamburger with French fries but only got a hamburger.

15. We asked some people what annoyed them. Here's what they said.

16. I don't like waiting in line when a shop assistant has a long telephone conversation.

17. This happens to me all the time in the school library.

18. Perhaps in the future I should try not to be so polite.

19. The way people behave is different in different cultures and situations.

20. Sometimes, rules of etiquette are the same almost everywhere.

21. We might want to ask someone to behave more politely if we see them breaking a rule of etiquette.

22. Etiquette means normal and polite social behavior.

23. This may seem like a difficult word at first, but it can be very useful to understand.

24. In fact, we should also take care not to cough or sneeze loudly in public if possible.

25. People don't usually like to be criticized, so we have to be careful how we do this.

26. 看到有人(ren)抽煙你可以(yi)說：Could you please put out that cigarette?

27. 看(kan)到有人亂丟垃圾(ji)你可以說：Would you mind picking it up?

28. 看到有(you)人插對你可以說：Sorry, would you mind joining the line?

常見動(dong)名詞、分詞的習(xi)慣用法總結

使用(yong)-ing分詞(ci)的幾(ji)種情況

1.在進行(xing)時態中。如： 1.He is watching TV in the room.

2.They were dancing at nine o'clock last night.

2.在there be結(jie)構中。如：There is a boy swimming in the river.

3.在have fun/problems結構中。如：We have fun learning English this term.

They had problems getting to the top of the mountain.

4.在介詞后(hou)面。如：Thanks for helping me. Are you good at playing basketball？

What /How about doing sth? 做某事怎(zen)么樣? I am interested in playing football.

5.在以下結構中

1). enjoy doing sth 喜(xi)歡(huan)做某(mou)事；

2). finish doing sth； 完成做某(mou)事(shi)；

3). feel like doing sth 想要做某事；

4). stop doing sth 停止(zhi)做某事（原來的事）

5). forget doing sth 忘記做過某(mou)事；

6). go on doing sth 繼續做(zuo)某事(shi)（原來(lai)的事(shi)）；

7). remember doing sth 記得(de)做過某事；

8). like doing sth 喜歡做某事；

9). find /see/hear/watch sb doing發現/看到(dao)/聽到(dao)/觀看某人做

10). try doing sth 試(shi)圖做某事；

11). need doing sth 需要(yao)做某事(shi)；

12). prefer doing sth 寧愿(yuan)做某事；

13). mind doing sth 介意(yi)做某事；

14). miss doing sth 錯過做某(mou)事；

15). practice doing sth 練習做某事；

16). be busy doing sth 忙于(yu)做某(mou)事；

17). can't help doing sth 禁不住做某(mou)事；

18). waste time/money doing 浪費時間/金錢做(zuo)…;

19). keep sb.doing 讓…始終/一直做…

20). stop sb.(from)doing 阻止(zhi)某人(ren)做(zuo)某事

21). prefer doing B to doing B=like A better than A喜歡(huan)(huan)做A更喜歡(huan)(huan)做B

22). "do some +doing"短語(yu)

如：do some shopping/do some washing/do some reading/do some practicing/do some cleaning/do some speaking

23)．"go doing"短語(yu)去做某事（主要(yao)指文娛活動等）

如：go shopping/go fishing/go swimming/go hiking/go skating/go camping/go skiing（滑雪(xue)/go boating /go hunting (打獵)

注意(yi)動(dong)詞的(de)過去分詞的(de)常見(jian)搭(da)配:

篇4

戰勝(sheng)挫折(zhe)，需要堅韌不(bu)拔的(de)(de)奮斗精神。當人(ren)生(sheng)陷入低谷，弱者會一蹶(jue)不(bu)振，強(qiang)者則會浴火重生(sheng)年，列(lie)寧(ning)被俄國司法(fa)機關逮捕。獄(yu)中的(de)(de)環境(jing)艱苦惡(e)劣，但他不(bu)被這(zhe)些挫折(zhe)打倒，設法(fa)弄來面包和(he)牛奶，用(yong)面包做“墨水瓶”，這(zhe)里給(gei)大(da)家分享一些關于初(chu)二下冊語文挫折(zhe)類作(zuo)文600字(zi),供大(da)家學習。

初二下冊語文挫(cuo)折(zhe)類作文600字(zi)1生活中，每(mei)才能讓(rang)我們便得更(geng)懂(dong)事(shi)，比別人更(geng)成熟一(yi)些，所以，在(zai)挫(cuo)折(zhe)面(mian)前，大(da)家要用最燦爛的陽光去打個人難免(mian)會經歷一(yi)些挫(cuo)折(zhe)、困(kun)難和失敗。因為經歷過(guo)這(zhe)些風風雨(yu)雨(yu)后，會上我們便得更(geng)有經驗，敗他，讓(rang)他在(zai)你陽光般中消的微(wei)笑失——

海倫·凱勒的堅強改變了(le)她自已(yi)命(ming)運，司馬光用(yong)自已(yi)的智慧救出(chu)了(le)水缸中自已(yi)的伙(huo)伴……他們靠著(zhu)自己的智慧與勇敢突破了(le)無(wu)數次(ci)挫折(zhe)、困難和(he)失敗(bai)——而在(zai)這方面，我也是深有體會啊!

這(zhe)(zhe)次的暑(shu)(shu)假(jia)可(ke)真是炎暑(shu)(shu)逼(bi)人，我(wo)終于(yu)忍不(bu)住了(le)，我(wo)發揮(hui)了(le)本(ben)領，大(da)聲(sheng)地對爸(ba)爸(ba)、媽(ma)(ma)(ma)媽(ma)(ma)(ma)說：“你們(men)究竟(jing)什么時候(hou)帶(dai)我(wo)去(qu)避暑(shu)(shu)，這(zhe)(zhe)樣熱的晚上(shang)，讓我(wo)怎么睡呀!”媽(ma)(ma)(ma)媽(ma)(ma)(ma)回了(le)我(wo)一(yi)句(ju)：“好啊，今天晚上(shang)我(wo)就帶(dai)你去(qu)‘避暑(shu)(shu)’。”這(zhe)(zhe)句(ju)話讓我(wo)大(da)吃(chi)一(yi)驚。

爸爸開著(zhu)車(che)來到了(le)(le)(le)每個人(ren)都不陌生的(de)(de)超市(shi)。這是，媽(ma)(ma)(ma)媽(ma)(ma)(ma)在超市(shi)給我(wo)(wo)挑(tiao)了(le)(le)(le)兩(liang)(liang)樣東西——件衣服(fu)和一(yi)個“圓圈”——對于(yu)一(yi)個還沒有上(shang)(shang)小學的(de)(de)我(wo)(wo)來說，一(yi)件衣服(fu)并不陌生，可這樣一(yi)個“圓圈”我(wo)(wo)可一(yi)點也不熟悉。帶著(zhu)這樣一(yi)個疑惑我(wo)(wo)們又(you)來到了(le)(le)(le)兩(liang)(liang)個池塘邊。媽(ma)(ma)(ma)媽(ma)(ma)(ma)把我(wo)(wo)帶到換(huan)衣間，當我(wo)(wo)換(huan)上(shang)(shang)媽(ma)(ma)(ma)媽(ma)(ma)(ma)剛(gang)給我(wo)(wo)買的(de)(de)衣服(fu)，帶上(shang)(shang)“圓圈”時，媽(ma)(ma)(ma)媽(ma)(ma)(ma)終于(yu)告訴了(le)(le)(le)我(wo)(wo)，這個是游泳圈，我(wo)(wo)們是來游泳的(de)(de)。

看(kan)著爸爸媽(ma)媽(ma)到游(you)泳(yong)池里面享受的(de)樣子，我(wo)也迫不及待的(de)想進去，當(dang)我(wo)剛要下去是，一位保安(an)把我(wo)叫(jiao)住了，他說，這(zhe)是大人們(men)(men)游(you)泳(yong)的(de)地(di)方(fang)，小(xiao)孩子到那面去游(you)泳(yong)。看(kan)著相(xiang)隔爸爸媽(ma)媽(ma)他們(men)(men)這(zhe)么遠(yuan)，我(wo)就怕下去了，突然，水中有一位小(xiao)孩子在抽筋，于是我(wo)就在心中暗暗的(de)發誓，我(wo)再也不會去游(you)泳(yong)了

這時，媽(ma)(ma)媽(ma)(ma)便告訴了(le)我(wo)(wo)，那位(wei)小朋友在水中抽(chou)筋(jin)是他(ta)自身的(de)(de)原因，并不(bu)是說(shuo)你(ni)就會……經過媽(ma)(ma)媽(ma)(ma)的(de)(de)一番(fan)解(jie)說(shuo)，我(wo)(wo)終于(yu)消除了(le)抽(chou)筋(jin)的(de)(de)恐懼。這是，我(wo)(wo)又想到，這些小孩子都(dou)有(you)大人(ren)的(de)(de)陪(pei)(pei)伴，為(wei)什么我(wo)(wo)就沒有(you)呢(ni)?媽(ma)(ma)媽(ma)(ma)又在我(wo)(wo)的(de)(de)請求(qiu)下答應了(le)要陪(pei)(pei)我(wo)(wo)——于(yu)是，在爸爸媽(ma)(ma)媽(ma)(ma)的(de)(de)陪(pei)(pei)伴和指導(dao)下，我(wo)(wo)學會了(le)游泳。

現在(zai)，每次暑假(jia)晚上，我(wo)(wo)們都會(hui)游(you)(you)泳，如今的我(wo)(wo)面對水是(shi)一點也不怕了(le)，而且(qie)在(zai)父母的指引下，我(wo)(wo)還馬(ma)馬(ma)虎(hu)虎(hu)的學會(hui)了(le)幾種游(you)(you)泳方式。

這(zhe)就是我，在面對困難和(he)挫折時喲(yo)呵(he)聆(ling)聽別人的教誨，你們有什么(me)困難呢?讓我們一起(qi)在挫折面前——絕不低(di)頭!用自己(ji)的努力(li)去戰勝黑暗!

初(chu)二下冊語文挫(cuo)折類(lei)作文600字(zi)2山有了(le)(le)懸崖峭壁才(cai)(cai)(cai)更(geng)(geng)險峻(jun);海(hai)有了(le)(le)驚濤駭(hai)浪才(cai)(cai)(cai)更(geng)(geng)深邃;天空有了(le)(le)風(feng)雨雷電才(cai)(cai)(cai)更(geng)(geng)壯闊(kuo);人(ren)生(sheng)有了(le)(le)挫(cuo)折才(cai)(cai)(cai)更(geng)(geng)完(wan)美(mei)。因為一(yi)帆(fan)順風(feng)的人(ren)生(sheng)是了(le)(le)無生(sheng)趣的，有了(le)(le)挫(cuo)折這一(yi)“調味劑”，我們的人(ren)生(sheng)才(cai)(cai)(cai)會(hui)有跌宕起伏(fu)的壯美(mei)。

戰勝挫折(zhe)，需(xu)要堅韌不(bu)拔的(de)奮(fen)斗精神。當人生(sheng)陷入低谷，弱者會(hui)一(yi)蹶不(bu)振(zhen)，強者則會(hui)浴火重生(sheng)。1895年，列(lie)寧(ning)被俄(e)國(guo)司法(fa)機關逮捕。獄中的(de)環(huan)境艱苦(ku)惡劣，但他(ta)不(bu)被這些(xie)挫折(zhe)，設法(fa)弄來面包和(he)牛(niu)奶(nai)，用面包做“墨水瓶”，用牛(niu)奶(nai)在書(shu)籍上寫字(zi)(zi)，寫就了“無字(zi)(zi)書(shu)”。假如(ru)列(lie)寧(ning)是膽小(xiao)如(ru)鼠的(de)無用之輩，在他(ta)面臨人生(sheng)這一(yi)低潮時，勢必會(hui)自(zi)甘墮(duo)落，一(yi)敗如(ru)水，無法(fa)再次崛起。所(suo)以，我們需(xu)要堅韌不(bu)拔的(de)奮(fen)斗精神，因(yin)為(wei)這樣的(de)精神會(hui)使人披荊斬棘(ji)、所(suo)向披靡，攀(pan)登人生(sheng)頂峰(feng)。

戰勝挫(cuo)折(zhe)，需要永不(bu)(bu)(bu)言棄(qi)的(de)(de)(de)頑(wan)強品(pin)格。所(suo)謂(wei)“苦心(xin)人，天不(bu)(bu)(bu)負”，曹(cao)(cao)雪芹就(jiu)是最(zui)真實的(de)(de)(de)寫照。他在(zai)創作《紅(hong)樓(lou)(lou)夢》時遭到了身(shen)體和精神上的(de)(de)(de)巨大挫(cuo)折(zhe)：缺少吃穿，族人反對(dui)該書，統治者(zhe)猜忌該書，甚至不(bu)(bu)(bu)惜一切(qie)代價阻止(zhi)他的(de)(de)(de)創作。但是他沒有(you)放棄(qi)，他戰勝了這些挫(cuo)折(zhe)，使《紅(hong)樓(lou)(lou)夢》這一曠(kuang)世奇著(zhu)橫空出世。如果曹(cao)(cao)雪芹在(zai)遭受這些挫(cuo)折(zhe)與磨難，輕言放棄(qi)，就(jiu)不(bu)(bu)(bu)會鑄就(jiu)《紅(hong)樓(lou)(lou)夢》這一經典名著(zhu)。在(zai)挫(cuo)折(zhe)面前，我們(men)要敢于(yu)迎難而上，堅持不(bu)(bu)(bu)懈，用頑(wan)強的(de)(de)(de)品(pin)格點燃成功的(de)(de)(de)火把。

戰勝挫折(zhe)(zhe)(zhe)，需(xu)(xu)要積極(ji)樂(le)(le)(le)觀的(de)人(ren)生(sheng)態(tai)(tai)度(du)(du)。正(zheng)如(ru)詩句“雄關(guan)漫道真如(ru)鐵，而(er)今(jin)邁步從(cong)頭越”，才會有云(yun)卷云(yun)舒(shu)的(de)釋(shi)然。蘇軾被貶官后(hou)仍(reng)然樂(le)(le)(le)觀曠達，修建蘇提，造福百姓(xing);柳宗元被貶到柳州(zhou)，仍(reng)然在乎山水，題詞(ci)寫詩，最終被后(hou)人(ren)喻為“唐宋家之(zhi)一”;范仲淹(yan)被貶到巴陵(ling)郡，仍(reng)保持積極(ji)樂(le)(le)(le)觀的(de)人(ren)生(sheng)態(tai)(tai)度(du)(du)，揮筆寫下：“先天下之(zhi)憂而(er)憂，后(hou)天下之(zhi)樂(le)(le)(le)而(er)樂(le)(le)(le)”;海倫凱勒從(cong)小雙目(mu)失(shi)明(ming)，雙耳失(shi)聰，也無(wu)法開聲(sheng)，但她仍(reng)以(yi)積極(ji)樂(le)(le)(le)觀向上(shang)(shang)的(de)人(ren)生(sheng)態(tai)(tai)度(du)(du)面對挫折(zhe)(zhe)(zhe)，戰勝挫折(zhe)(zhe)(zhe)。古今(jin)中外，名人(ren)自古多磨(mo)難，但他(ta)們(men)總是(shi)以(yi)積極(ji)樂(le)(le)(le)觀的(de)心(xin)態(tai)(tai)去面對、戰勝、甚至是(shi)超越。反觀我們(men)，對待生(sheng)活和學習上(shang)(shang)的(de)種(zhong)種(zhong)挫折(zhe)(zhe)(zhe)，不正(zheng)需(xu)(xu)要我們(men)以(yi)積極(ji)樂(le)(le)(le)觀的(de)人(ren)生(sheng)態(tai)(tai)度(du)(du)去劈波斬浪之(zhi)勢(shi)區對待嗎?

戰勝(sheng)挫(cuo)折是歷(li)經波濤洶涌后的靜(jing)觀云卷云舒(shu)：是鶴排舞空、屹立(li)于天(tian)地間的巍峨(e)雄峰;是作蠶(can)自縛的蛹(yong)經歷(li)著錐心泣血的蛻變。所以，我(wo)們(men)要(yao)戰勝(sheng)挫(cuo)折。

初(chu)二下(xia)冊語文挫(cuo)(cuo)折(zhe)(zhe)類作文600字3在人(ren)生(sheng)的(de)(de)(de)道(dao)路(lu)上難免會(hui)遇到一些(xie)挫(cuo)(cuo)折(zhe)(zhe)，所有(you)人(ren)都會(hui)遇到過挫(cuo)(cuo)折(zhe)(zhe)，但是面對挫(cuo)(cuo)折(zhe)(zhe)所用的(de)(de)(de)方法卻大有(you)不(bu)同(tong)，有(you)些(xie)人(ren)不(bu)知(zhi)該如何(he)面對挫(cuo)(cuo)折(zhe)(zhe)，使(shi)用自(zi)殘行為;有(you)些(xie)人(ren)面對挫(cuo)(cuo)折(zhe)(zhe)會(hui)開朗(lang)地面對，這(zhe)次(ci)不(bu)行下(xia)次(ci)再努力，所謂挫(cuo)(cuo)折(zhe)(zhe)，就(jiu)是不(bu)敢直視的(de)(de)(de)困(kun)難罷了，如果挫(cuo)(cuo)折(zhe)(zhe)的(de)(de)(de)可怕(pa)籠罩了人(ren)的(de)(de)(de)心靈，那么這(zhe)個人(ren)就(jiu)會(hui)屈服，屈服于所謂的(de)(de)(de)挫(cuo)(cuo)折(zhe)(zhe)讓(rang)人(ren)心痛不(bu)已!如果人(ren)生(sheng)道(dao)路(lu)上沒有(you)挫(cuo)(cuo)折(zhe)(zhe)是長不(bu)大的(de)(de)(de)，也是不(bu)成熟的(de)(de)(de)，啃老族就(jiu)是缺乏后天教(jiao)育，所以(yi)成長需要挫(cuo)(cuo)折(zhe)(zhe)去鍛煉!

我(wo)在成(cheng)長的(de)(de)(de)途中也遇(yu)到了(le)一些(xie)挫折(zhe)(zhe)!這挫折(zhe)(zhe)每(mei)時每(mei)刻讓我(wo)心亂不以啊(a)甚至讓我(wo)驚慌失(shi)措(cuo)，手忙腳亂。每(mei)次(ci)搞的(de)(de)(de)自己頭冒冷汗(han)，成(cheng)為一個(ge)四肢發達，頭腦簡單(dan)的(de)(de)(de)機(ji)械(xie)人罷了(le)!

有一(yi)次，在(zai)年段期末考(kao)(kao)試中發(fa)揮失(shi)常，考(kao)(kao)得不(bu)好(hao)!在(zai)成績(ji)排名單發(fa)下來后(hou)，我(wo)(wo)驚訝地看著那張排名單，不(bu)知如何是好(hao)，不(bu)知該(gai)怎(zen)樣面對(dui)家長!我(wo)(wo)怕的并不(bu)是家長的打(da)罵，而(er)是不(bu)知該(gai)如何面對(dui)父母(mu)對(dui)我(wo)(wo)養育之(zhi)恩(en)，父母(mu)做了這么(me)多事(shi)，一(yi)切都是為(wei)了我(wo)(wo)們，等的就是我(wo)(wo)們的成績(ji)和未來，而(er)我(wo)(wo)卻考(kao)(kao)砸了!想(xiang)到這一(yi)點，我(wo)(wo)便愧(kui)疚(jiu)不(bu)已，就連同學(xue)問我(wo)(wo)考(kao)(kao)得怎(zen)樣的時候，我(wo)(wo)都不(bu)好(hao)意思開口(kou)了!真的是如此羞(xiu)愧(kui)，讓(rang)我(wo)(wo)無言以對(dui)啊……

后來(lai)，我(wo)(wo)(wo)慚愧(kui)地低著頭回(hui)到家。媽(ma)媽(ma)看我(wo)(wo)(wo)這(zhe)副樣(yang)子(zi)就知(zhi)道(dao)我(wo)(wo)(wo)考(kao)得(de)不好(hao)(hao)，知(zhi)道(dao)我(wo)(wo)(wo)在反省自己，了(le)解了(le)我(wo)(wo)(wo)的考(kao)試(shi)(shi)情況(kuang)況(kuang)后，她只(zhi)是(shi)嘆了(le)一(yi)口氣(qi)，她并沒(mei)問我(wo)(wo)(wo)考(kao)得(de)怎樣(yang)，也(ye)沒(mei)有打罵我(wo)(wo)(wo)，怕我(wo)(wo)(wo)會沒(mei)面子(zi)，會自悲，無法(fa)原(yuan)諒自己的過錯。所以她裝(zhuang)得(de)和(he)平時(shi)一(yi)樣(yang)，好(hao)(hao)像什么(me)(me)事也(ye)沒(mei)有發生(sheng)過，但我(wo)(wo)(wo)知(zhi)道(dao)她心(xin)中非常生(sheng)氣(qi)，畢竟我(wo)(wo)(wo)了(le)解自己的父(fu)母(mu)，我(wo)(wo)(wo)的學習這(zhe)么(me)(me)下等。我(wo)(wo)(wo)心(xin)里想(xiang)：自己太爛了(le)，都(dou)怪自己復習得(de)不夠周(zhou)到，平時(shi)懶惰，好(hao)(hao)像自己什么(me)(me)都(dou)會一(yi)樣(yang)，這(zhe)下好(hao)(hao)了(le)吧，考(kao)試(shi)(shi)時(shi)想(xiang)不起(qi)來(lai)!

一次的(de)(de)考(kao)試讓我(wo)馬上有(you)了(le)動力多復(fu)習(xi)多認(ren)真聽講，功夫不負苦心人呀，在我(wo)努(nu)力下，取得(de)了(le)優異的(de)(de)成績。回(hui)(hui)了(le)家后(hou)我(wo)告(gao)訴(su)了(le)父(fu)母，父(fu)母很開心，似乎忘記了(le)上次考(kao)砸的(de)(de)成績，真是可憐天下父(fu)母心啊!經歷了(le)挫折后(hou)的(de)(de)我(wo)，終于得(de)到了(le)回(hui)(hui)報。

在成(cheng)(cheng)長的道路上需要挫折(zhe)，有(you)了挫折(zhe)，才(cai)能取得成(cheng)(cheng)功!

初二下冊語文挫(cuo)折類(lei)作文600字(zi)4在人生(sheng)這所學校中，挫(cuo)折是一門必修(xiu)課。

 這(zhe)門課增(zeng)加了(le)我們(men)的(de)(de)勇(yong)氣(qi);增(zeng)強了(le)我們(men)的(de)(de)意志;堅(jian)定了(le)我們(men)的(de)(de)信念，使我們(men)更堅(jian)強、更勇(yong)敢、更樂觀……我有這(zhe)樣的(de)(de)親(qin)身體(ti)驗。

我愛好(hao)民樂，喜歡琵(pi)琶。剛學它時(shi)，我遇到(dao)了許多大大小小的挫(cuo)折(zhe)。這些挫(cuo)折(zhe)幾乎將(jiang)我，一度我準備放棄(qi)琵(pi)琶。當我心灰意冷時(shi)，一次(ci)成(cheng)功的登臺演(yan)出，使我得到(dao)了許多人的好(hao)評。

我(wo)笑了(le)，這次成功使我(wo)懂(dong)得(de)了(le)挫(cuo)折(zhe)的(de)美麗，明白了(le)如果生(sheng)活中沒(mei)有挫(cuo)折(zhe)，生(sheng)活就平淡得(de)好似一(yi)杯白開(kai)水;如果生(sheng)活中沒(mei)有挫(cuo)折(zhe)，像一(yi)望(wang)無垠(yin)的(de)沙(sha)漠，沒(mei)有一(yi)點起伏，那么(me)生(sheng)活又有什么(me)意義呢?

也許，你還在搖(yao)頭，說(shuo)這些并(bing)不(bu)能說(shuo)服你，那么(me)請看貝多芬。貝多芬雙耳失聰，要知道，音樂(le)家失去了(le)(le)聽覺就像駕駛員失去了(le)(le)眼(yan)睛。但(dan)他(ta)卻忍受著病痛(tong)的(de)(de)折磨，以一(yi)句“我要扼住命運的(de)(de)咽喉，決不(bu)讓命運使(shi)我屈服”激勵(li)著自己，繼續在音樂(le)領域里奮斗，他(ta)創作出了(le)(le)不(bu)朽(xiu)名曲《第(di)九交(jiao)響樂(le)》。這不(bu)僅(jin)使(shi)他(ta)的(de)(de)生(sheng)活(huo)有了(le)(le)美妙的(de)(de)旋律，也為全世界喜歡音樂(le)的(de)(de)人們帶去了(le)(le)精彩(cai)的(de)(de)生(sheng)活(huo)與美的(de)(de)感受。

司馬遷獄中寫《史(shi)記》;吳承恩在(zai)科舉中屢(lv)遭挫折，但(dan)他并沒有放棄，寫出(chu)了《西游記》;一生不(bu)得志，生活(huo)貧困(kun)的蒲松齡創作出(chu)了中國(guo)著名(ming)的文言短篇小說集《聊齋(zhai)志異》;魯迅(xun)在(zai)黑暗勢力的迫害(hai)下，仍(reng)能(neng)寫出(chu)眾所周知(zhi)的《彷徨(huang)》、《吶喊》……還(huan)有全身癱瘓的奧斯(si)特(te)洛(luo)夫斯(si)基和他的《鋼鐵是怎樣(yang)煉成(cheng)的》;因患(huan)小兒麻痹癥而終(zhong)身殘疾(ji)的小提(ti)琴王子帕爾曼……

當這一個個活生(sheng)生(sheng)的實例展現在你面前時(shi)，你還(huan)搖頭嗎?你還(huan)認(ren)為挫折(zhe)僅僅是(shi)阻擋(dang)你前進(jin)的障(zhang)礙嗎?

其(qi)實(shi)，生(sheng)活(huo)似(si)大海，挫(cuo)折(zhe)(zhe)就似(si)大海中(zhong)的(de)(de)波瀾，賦予大海以壯麗(li)與神秘(mi);生(sheng)活(huo)如藍(lan)天，挫(cuo)折(zhe)(zhe)如藍(lan)天中(zhong)的(de)(de)白(bai)云，星星點點，卻布滿天空;生(sheng)活(huo)像一張(zhang)白(bai)紙，挫(cuo)折(zhe)(zhe)則像一支支畫(hua)筆，為生(sheng)活(huo)這(zhe)張(zhang)白(bai)紙描(miao)繪出(chu)美麗(li)的(de)(de)圖畫(hua);生(sheng)活(huo)是一個樂章(zhang)，挫(cuo)折(zhe)(zhe)則是這(zhe)樂章(zhang)中(zhong)一個個跳動的(de)(de)音符，奏響的(de)(de)優美樂章(zhang)……

假如你選(xuan)擇(ze)了(le)藍(lan)天，就(jiu)(jiu)不(bu)要渴(ke)望(wang)(wang)風和日麗(li);假如你選(xuan)擇(ze)了(le)陸(lu)(lu)地，就(jiu)(jiu)不(bu)要渴(ke)望(wang)(wang)大陸(lu)(lu)平坦;假如你選(xuan)擇(ze)了(le)海洋，就(jiu)(jiu)不(bu)要渴(ke)望(wang)(wang)一帆風順。讓(rang)我們勇敢地面對挫折，生活因為有了(le)挫折而更加精彩!

初二下冊語文(wen)挫(cuo)(cuo)折類作文(wen)600字5不(bu)(bu)要(yao)因為(wei)摔(shuai)過跤而(er)不(bu)(bu)敢(gan)奔(ben)跑，不(bu)(bu)要(yao)因為(wei)風(feng)雨而(er)詛咒生(sheng)活，不(bu)(bu)要(yao)因為(wei)迷了(le)路而(er)忽視了(le)自(zi)然風(feng)光。只有一步(bu)步(bu)克服挫(cuo)(cuo)折、挑戰(zhan)挫(cuo)(cuo)折、享受挫(cuo)(cuo)折，才能找(zhao)到生(sheng)活的閃光點，享受成長(chang)中的每(mei)一面的精彩。

人生(sheng)變化莫測(ce)，它如同無邊無際大海，時而風平(ping)浪靜，時而巨浪拍岸，然(ran)而在我(wo)的(de)生(sheng)活遇到過種種的(de)荊棘坎坷(ke)。

那(nei)是(shi)一個晨光熹微的(de)(de)早晨，我(wo)們(men)進行了(le)一次英語測試(shi)。也正(zheng)是(shi)那(nei)次，我(wo)懷著揣(chuai)揣(chuai)不安的(de)(de)心(xin)(xin)理迎來(lai)了(le)挫折的(de)(de)考(kao)驗——考(kao)試(shi)失利(li)。聞(wen)之，我(wo)心(xin)(xin)如刀絞，一枝枝利(li)箭好像從四(si)面八方刺穿了(le)我(wo)那(nei)幼小(xiao)的(de)(de)心(xin)(xin)靈。為什(shen)么每(mei)次考(kao)試(shi)的(de)(de)結果都是(shi)“遍體鱗(lin)傷”，那(nei)真的(de)(de)是(shi)太可怕，太恐怖了(le)，它的(de)(de)滋味我(wo)銘記(ji)在心(xin)(xin)。隨后(hou)，我(wo)好好地反省了(le)自己，努力尋(xun)找(zhao)自己自身的(de)(de)不足(zu)與缺陷。

但是(shi)，我(wo)應該怎么面對挫折，是(shi)回避?是(shi)沉淪?都(dou)不(bu)是(shi)，關鍵就(jiu)是(shi)看自(zi)己的抉(jue)擇，我(wo)想(xiang);人生就(jiu)是(shi)由無數的挫折累積起來(lai)的，若禁(jin)不(bu)起大風大浪，重重艱險，也就(jiu)不(bu)能戰(zhan)勝自(zi)己，而被壓倒(dao)所屈(qu)服。

其實挫折(zhe)未必(bi)是(shi)壞的，而(er)是(shi)財富。以后，因為學習(xi)上(shang)有了(le)挫折(zhe)與失敗(bai)，我這才懂(dong)(dong)(dong)得(de)如何奮力地撐著那(nei)只在逆水(shui)中(zhong)行駛的獨木舟，才懂(dong)(dong)(dong)得(de)戒(jie)驕戒(jie)躁、精(jing)益求精(jing)，才懂(dong)(dong)(dong)得(de)在谷底(di)中(zhong)再(zai)次(ci)站(zhan)起來去迎接更多的挑戰。

失敗了沒(mei)有關系，重新振作起來。陽光(guang)總在(zai)風雨(yu)后，沒(mei)有一個人會隨(sui)(sui)隨(sui)(sui)便便成功(gong)。我堅信，風雨(yu)之后的彩虹(hong)永遠(yuan)都是最美的。

挫(cuo)(cuo)(cuo)折伴我(wo)成長(chang)，我(wo)會以(yi)樂觀當(dang)航標，這樣才不會迷失方向。沒(mei)有(you)了(le)樂觀的(de)態度，就會迷失奮斗的(de)方向、丟失一(yi)切信念(nian)，任理想的(de)帆船在洶涌的(de)挫(cuo)(cuo)(cuo)折波(bo)濤里(li)隨(sui)(sui)波(bo)逐流、上下顛簸乃至全(quan)體覆(fu)沒(mei)。而(er)挫(cuo)(cuo)(cuo)折并不是(shi)(shi)到了(le)一(yi)敗涂地的(de)境地，而(er)是(shi)(shi)儼然警(jing)示你不要(yao)懶散，要(yao)堅持(chi)信念(nian)，隨(sui)(sui)時以(yi)樂觀、沉著去乘風破浪。如此我(wo)的(de)成長(chang)之路哪能離開挫(cuo)(cuo)(cuo)折這個善良(liang)嚴(yan)師?

挫折(zhe)伴我成長(chang)，我會以堅(jian)強(qiang)當(dang)后盾，這(zhe)樣才(cai)不(bu)(bu)(bu)會被輕易。任何(he)生命不(bu)(bu)(bu)堅(jian)強(qiang)，必不(bu)(bu)(bu)能(neng)(neng)(neng)安然存在。若(ruo)樹不(bu)(bu)(bu)堅(jian)強(qiang)，干不(bu)(bu)(bu)挺拔，如何(he)能(neng)(neng)(neng)收獲一(yi)片陽(yang)光雨露;若(ruo)竹(zhu)不(bu)(bu)(bu)堅(jian)強(qiang)，如何(he)能(neng)(neng)(neng)咬定青山不(bu)(bu)(bu)放松(song)受(shou)人(ren)敬(jing)仰;若(ruo)梅(mei)不(bu)(bu)(bu)堅(jian)強(qiang)，如何(he)能(neng)(neng)(neng)有凌寒(han)獨自開的(de)錚錚傲(ao)骨;若(ruo)人(ren)不(bu)(bu)(bu)堅(jian)強(qiang)，如何(he)能(neng)(neng)(neng)有拼搏、追(zhui)尋打敗挫折(zhe)，戰勝(sheng)自己的(de)力量?如此我的(de)成長(chang)之路(lu)哪能(neng)(neng)(neng)離(li)開挫折(zhe)這(zhe)個(ge)勉勵好友。

篇5

“每堂(tang)課都要讓(rang)學生(sheng)有笑聲。”這(zhe)是魏書生(sheng)先生(sheng)說過(guo)的(de)。讓(rang)課堂(tang)充滿歡(huan)笑，能使教學妙趣橫生(sheng)，增強教師(shi)的(de)魅力，建立平等(deng)、友好的(de)師(shi)生(sheng)關系。教師(shi)把笑聲引入課堂(tang)，還可以引發注意，激發興趣，活躍思維，增強記憶等(deng)。當然把笑聲引入課堂(tang)只是手段，不是目(mu)的(de)，真正的(de)目(mu)的(de)在于笑過(guo)之后使學生(sheng)獲得知(zhi)識、受到啟迪和(he)教育。在教學中(zhong)，如何(he)做到讓(rang)學生(sheng)歡(huan)樂地學習呢？下面是我的(de)幾點做法。

一、趣味拼讀法――詞匯(hui)教學(xue)

英語教(jiao)師(shi)都(dou)知道，大量(liang)的(de)(de)單(dan)(dan)詞(ci)(ci)記憶會(hui)使(shi)教(jiao)師(shi)頭疼，讓學(xue)生(sheng)望而生(sheng)畏，怎樣使(shi)學(xue)生(sheng)能快速記憶單(dan)(dan)詞(ci)(ci)而又樂學(xue)呢(ni)？我是(shi)這樣做的(de)(de)：在教(jiao)學(xue)新(xin)課(ke)以(yi)前(qian)，讓學(xue)生(sheng)以(yi)小組(zu)為單(dan)(dan)位，針對這節(jie)課(ke)所(suo)需的(de)(de)單(dan)(dan)詞(ci)(ci)自(zi)己想辦法(fa)快速記住(zhu)。特(te)別是(shi)很難記的(de)(de)單(dan)(dan)詞(ci)(ci)，學(xue)生(sheng)會(hui)通(tong)過有趣的(de)(de)解釋來記住(zhu)它們。例如(ru)，kangaroo――袋鼠扛著一塊(kuai)肉；history（歷(li)史），將該單(dan)(dan)詞(ci)(ci)拆分為“his”和(he)“story”，“他的(de)(de)”“故事”成(cheng)了(le)“歷(li)史”，只是(shi)要注意寫(xie)在一起(qi)的(de)(de)時候只需要寫(xie)一個(ge)“s”就行了(le)。habitat（動植物的(de)(de)生(sheng)長(chang)環(huan)境、棲息(xi)地(di)(di)），“habit”表示(shi)“習(xi)(xi)慣(guan)”，“at”表示(shi)“在（某個(ge)地(di)(di)方）”，那(nei)么“habitat”就表示(shi)“習(xi)(xi)慣(guan)在（某個(ge)地(di)(di)方）”，也(ye)就是(shi)“生(sheng)長(chang)環(huan)境，棲息(xi)地(di)(di)”的(de)(de)意思。

這個(ge)時(shi)候我不得不佩服學(xue)生(sheng)活躍的思維。在(zai)笑過之后(hou)，他(ta)們都很(hen)容(rong)易地記(ji)住了(le)單詞(ci)(ci)的拼寫(xie)的含義。學(xue)生(sheng)集思廣(guang)益，一課的單詞(ci)(ci)他(ta)們不費多(duo)少力氣就在(zai)歡(huan)樂中記(ji)住了(le)。在(zai)復習詞(ci)(ci)匯時(shi)，我經(jing)常用到的就是“猜猜看”環(huan)節。每(mei)組派一名學(xue)生(sheng)背對(dui)黑板(ban)，其他(ta)組選單詞(ci)(ci)寫(xie)到黑板(ban)上，然后(hou)本組的學(xue)生(sheng)用英語(yu)解釋(shi)那個(ge)單詞(ci)(ci)，猜出贏一分。

二、“新(xin)”“奇”的新(xin)授課

（一）活潑(po)導入，激發學生學習興趣

俗話(hua)說得(de)好：“良好的(de)(de)(de)開(kai)(kai)端(duan)是(shi)成功的(de)(de)(de)一半。”每個(ge)單(dan)元(yuan)結束(shu)后，學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)都很期(qi)待下一個(ge)單(dan)元(yuan)的(de)(de)(de)到(dao)來(lai)。這(zhe)(zhe)(zhe)(zhe)是(shi)因為在(zai)(zai)每一個(ge)新授(shou)課(ke)上(shang)，我(wo)(wo)都會(hui)(hui)(hui)根據不(bu)同的(de)(de)(de)授(shou)課(ke)內容來(lai)確(que)定本(ben)節課(ke)的(de)(de)(de)導(dao)入方(fang)(fang)法。在(zai)(zai)選(xuan)擇導(dao)入的(de)(de)(de)方(fang)(fang)法上(shang)，我(wo)(wo)頗下工夫。有時(shi)會(hui)(hui)(hui)通過做(zuo)游戲，比如，初(chu)二上(shang)冊(ce)課(ke)本(ben)Unit 2，這(zhe)(zhe)(zhe)(zhe)一單(dan)元(yuan)是(shi)描(miao)述(shu)人物的(de)(de)(de)外貌(mao)，所以(yi)我(wo)(wo)就設(she)計了(le)在(zai)(zai)各(ge)個(ge)小(xiao)組(zu)的(de)(de)(de)黑板上(shang)畫(hua)(hua)(hua)上(shang)一個(ge)大圓圈表示人頭，然后由小(xiao)組(zu)推舉一名(ming)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)，用布罩住這(zhe)(zhe)(zhe)(zhe)位(wei)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)眼(yan)睛，讓他原(yuan)地轉(zhuan)三(san)圈，最后上(shang)前畫(hua)(hua)(hua)上(shang)黑板上(shang)人頭的(de)(de)(de)外貌(mao)。小(xiao)組(zu)內的(de)(de)(de)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)可(ke)(ke)以(yi)對其進行指點怎(zen)樣(yang)畫(hua)(hua)(hua)，但必須“in English”。這(zhe)(zhe)(zhe)(zhe)不(bu)僅熱(re)鬧(nao)有趣(qu)，而(er)且鍛煉了(le)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)對單(dan)詞和(he)句型(xing)的(de)(de)(de)掌握。有時(shi)我(wo)(wo)也會(hui)(hui)(hui)教(jiao)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)唱歌(ge)跳(tiao)舞(wu)(wu)。在(zai)(zai)講初(chu)三(san)上(shang)冊(ce)Unit 5 “If you go to the party， you’ll have a great time”時(shi)，我(wo)(wo)教(jiao)會(hui)(hui)(hui)了(le)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)歌(ge)曲If You Are Happy。還(huan)有在(zai)(zai)教(jiao)學(xue)(xue)初(chu)三(san)下冊(ce)Unit 5 I like music that I can dance to，我(wo)(wo)和(he)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)載(zai)歌(ge)載(zai)舞(wu)(wu)，讓我(wo)(wo)看到(dao)了(le)他們(men)的(de)(de)(de)才華。當(dang)然，在(zai)(zai)低(di)年(nian)級(ji)多開(kai)(kai)展(zhan)一些這(zhe)(zhe)(zhe)(zhe)樣(yang)的(de)(de)(de)活動不(bu)僅有趣(qu)，使(shi)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)開(kai)(kai)懷，而(er)且會(hui)(hui)(hui)使(shi)得(de)他們(men)愛上(shang)學(xue)(xue)英(ying)語。六年(nian)級(ji)的(de)(de)(de)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)可(ke)(ke)以(yi)開(kai)(kai)展(zhan)辯論賽、PK等活動。如在(zai)(zai)初(chu)三(san)下冊(ce)Unit 4 Teenagers should be allowed to choose their own clothes，對于“青少(shao)年(nian)是(shi)否應(ying)該被允許(xu)選(xuan)擇他們(men)自己的(de)(de)(de)衣服(fu)”這(zhe)(zhe)(zhe)(zhe)一題(ti)目，我(wo)(wo)將學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)分成兩(liang)組(zu)展(zhan)開(kai)(kai)辯論。當(dang)時(shi)場(chang)面(mian)非(fei)常(chang)精(jing)彩(cai)。我(wo)(wo)非(fei)常(chang)相信(xin)“給學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)一次機(ji)會(hui)(hui)(hui)，他們(men)會(hui)(hui)(hui)還(huan)你一份驚(jing)喜” 。

（二）小組合(he)作，精彩展示

每個單(dan)元針(zhen)對(dui)某一(yi)(yi)個主(zhu)題都有(you)大量的(de)(de)(de)對(dui)話，各(ge)個小(xiao)組(zu)成(cheng)(cheng)員(yuan)會根據對(dui)話的(de)(de)(de)內容，針(zhen)對(dui)主(zhu)題，在(zai)(zai)小(xiao)組(zu)長的(de)(de)(de)帶領(ling)下(xia)各(ge)抒己見，去(qu)設(she)計具有(you)本組(zu)特色的(de)(de)(de)情景劇表演(yan)。比如在(zai)(zai)初二下(xia)冊Unit 7 I’m going to be a basketball player，有(you)的(de)(de)(de)小(xiao)組(zu)是這(zhe)樣設(she)計的(de)(de)(de)：其(qi)(qi)中(zhong)一(yi)(yi)位學(xue)生是節目主(zhu)持，采訪其(qi)(qi)他五位同學(xue)將(jiang)來(lai)打算成(cheng)(cheng)為(wei)什(shen)么。有(you)一(yi)(yi)位學(xue)生想成(cheng)(cheng)為(wei)卓別林，還模(mo)仿(fang)其(qi)(qi)表演(yan)，學(xue)得(de)惟妙惟肖，引得(de)掌聲(sheng)(sheng)一(yi)(yi)片；有(you)的(de)(de)(de)想成(cheng)(cheng)為(wei)演(yan)員(yuan)，模(mo)仿(fang)小(xiao)沈陽說話，逗得(de)大家笑聲(sheng)(sheng)一(yi)(yi)片。學(xue)生在(zai)(zai)歡聲(sheng)(sheng)笑語中(zhong)熟練運用著英語進(jin)行對(dui)話。在(zai)(zai)小(xiao)組(zu)合作中(zhong)展示自我的(de)(de)(de)同時(shi)，也培(pei)養了(le)自信。

（三）合作探究，共進(jin)共贏

在新授課上，如遇(yu)到疑難問(wen)題(ti)(ti)，遇(yu)到自(zi)己(ji)不能解決的問(wen)題(ti)(ti)，主動請教他人(ren)。

小組長會(hui)帶領組員在本組內討論、探究，每個組員都會(hui)根(gen)據問(wen)(wen)(wen)題積極(ji)發(fa)表自己獨(du)特的(de)見解，并能(neng)做到認真聽取別人意見且及時詢問(wen)(wen)(wen)。有(you)的(de)會(hui)將自己的(de)資料與大家分享(xiang)，共同解決問(wen)(wen)(wen)題，互(hu)幫互(hu)助(zhu)，共同進步。

三、激(ji)烈(lie)競爭(zheng)的復習課(ke)

在英語復習課上，更是學生(sheng)(sheng)自己(ji)的天地。各個(ge)小(xiao)組(zu)展(zhan)開激烈而精彩的競賽，看(kan)哪(na)個(ge)小(xiao)組(zu)是衛冕之(zhi)王，看(kan)哪(na)位學生(sheng)(sheng)是表現(xian)之(zhi)星。競賽包括(kuo)這(zhe)樣一些(xie)環節：

1.單詞王：前面詞匯(hui)教學中(zhong)，我提到過的(de)，看在最短的(de)時間內，哪(na)個組號的(de)學生能猜(cai)出(chu)最多的(de)單詞，猜(cai)對(dui)得一分(fen)(fen)，猜(cai)錯(cuo)不扣分(fen)(fen)。這主要(yao)是看小組內成(cheng)員的(de)配合是否默(mo)契。

2.對話(hua)表演：針對本單元的主(zhu)題，小組表演對話(hua)根據(ju)形式是(shi)否(fou)多樣，對話(hua)是(shi)否(fou)流暢，表情是(shi)否(fou)豐富的標準來(lai)評(ping)分。

3.限(xian)時作文：針(zhen)對(dui)本單元的(de)閱讀課文出題(ti)目進(jin)行限(xian)時作文。同(tong)一(yi)組號學生進(jin)行比(bi)賽，滿分(fen)(fen)十分(fen)(fen)，出錯一(yi)處扣一(yi)分(fen)(fen)。

得分累(lei)計就能得出(chu)哪個(ge)小組(zu)(zu)最棒，哪個(ge)小組(zu)(zu)需繼續加(jia)油。最后兩個(ge)小組(zu)(zu)需要為(wei)獲勝(sheng)組(zu)(zu)表(biao)演(yan)節目(mu)以(yi)示祝賀，這也(ye)是大家都期(qi)待(dai)的事情。我在(zai)教初三時，有一位學(xue)生扮(ban)演(yan)小丑，通過(guo)面部表(biao)情的不(bu)斷變化，使大家在(zai)緊(jin)張的學(xue)習之后能開(kai)懷(huai)大笑。

四、我為(wei)你驕傲――有效(xiao)的學生(sheng)評價

每一節(jie)(jie)課(ke)我(wo)都會對(dui)各(ge)個(ge)小(xiao)組(zu)(zu)(zu)在本(ben)節(jie)(jie)課(ke)上(shang)的(de)(de)(de)表(biao)現(xian)進(jin)(jin)行及時的(de)(de)(de)評(ping)價(jia)。每一個(ge)小(xiao)的(de)(de)(de)環節(jie)(jie)，只要(yao)(yao)有人(ren)站起來(lai)回答(da)(da)問(wen)題(ti)或發(fa)表(biao)自己不(bu)同的(de)(de)(de)見解，我(wo)都會給予(yu)肯定和(he)鼓勵。學生能(neng)主動回答(da)(da)問(wen)題(ti)，就為小(xiao)組(zu)(zu)(zu)爭得一分，最后評(ping)三個(ge)優(you)勝小(xiao)組(zu)(zu)(zu)和(he)本(ben)節(jie)(jie)課(ke)表(biao)現(xian)好(hao)(hao)的(de)(de)(de)兩(liang)個(ge)小(xiao)組(zu)(zu)(zu)，并(bing)讓表(biao)現(xian)不(bu)夠好(hao)(hao)的(de)(de)(de)小(xiao)組(zu)(zu)(zu)表(biao)演節(jie)(jie)目，以(yi)對(dui)優(you)勝小(xiao)組(zu)(zu)(zu)表(biao)示祝賀(he)。我(wo)覺得不(bu)管(guan)是(shi)哪一位(wei)學生，只要(yao)(yao)取得了進(jin)(jin)步，我(wo)們都不(bu)要(yao)(yao)忘記及時給予(yu)激(ji)勵，多(duo)為他們的(de)(de)(de)進(jin)(jin)步喝(he)彩，不(bu)要(yao)(yao)吝(lin)嗇使用(yong)暖心窩的(de)(de)(de)話(hua)語。當學生能(neng)夠對(dui)話(hua)，能(neng)夠回答(da)(da)問(wen)題(ti)時，教師都可(ke)以(yi)給學生鼓勵性(xing)評(ping)價(jia)，這樣(yang)學生的(de)(de)(de)積極性(xing)便會高漲起來(lai)。針對(dui)考試后學生的(de)(de)(de)單元成績的(de)(de)(de)進(jin)(jin)步，教師也可(ke)以(yi)不(bu)斷地改(gai)變形式，進(jin)(jin)行獎勵。

教(jiao)師的幸福就是(shi)(shi)學生(sheng)(sheng)快樂(le)地學習(xi)并生(sheng)(sheng)活著，因此“你是(shi)(shi)快樂(le)的，我才是(shi)(shi)幸福的”是(shi)(shi)我的一種(zhong)追求(qiu)，一個信條(tiao)。

篇6

一、情境導入法

即根(gen)據(ju)教學(xue)(xue)內容(rong)的(de)(de)(de)(de)需要，創設(she)一定(ding)的(de)(de)(de)(de)情境，讓學(xue)(xue)生(sheng)在教師的(de)(de)(de)(de)引導下進入(ru)主題。如(ru)(ru)外研版初三(san)英(ying)語(yu)上冊Module 7 Australia ，內容(rong)是(shi)介(jie)紹澳大(da)(da)利亞的(de)(de)(de)(de)風光及文化，我的(de)(de)(de)(de)導課是(shi)這樣設(she)計(ji)的(de)(de)(de)(de)：先準備好相關的(de)(de)(de)(de)圖(tu)(tu)片(pian)(pian)，比(bi)如(ru)(ru)Uluru, the Opera House,the Great Barrier Reef, the Aborigines， Sheep, Kangaroo等，利用幻燈機播放圖(tu)(tu)片(pian)(pian)。美麗的(de)(de)(de)(de)大(da)(da)堡(bao)礁、綿長(chang)的(de)(de)(de)(de)海岸線、活蹦亂跳(tiao)的(de)(de)(de)(de)袋鼠、滿山的(de)(de)(de)(de)綿羊，這些精美的(de)(de)(de)(de)圖(tu)(tu)片(pian)(pian)牢牢吸引了(le)學(xue)(xue)生(sheng)的(de)(de)(de)(de)目光，再配(pei)(pei)上音樂(le)和英(ying)語(yu)解說(shuo)配(pei)(pei)音，學(xue)(xue)生(sheng)如(ru)(ru)同置(zhi)身于充滿異國情調的(de)(de)(de)(de)場景中。一節澳洲風情英(ying)語(yu)教學(xue)(xue)課就這樣開(kai)始了(le)。

二、設問導入法

這種方(fang)(fang)法是(shi)通(tong)過(guo)教(jiao)師和學(xue)(xue)生間的(de)(de)問答來(lai)實現(xian)的(de)(de)，特別是(shi)快速問答法，直接、明確(que)，通(tong)過(guo)師生間的(de)(de)互動活躍課(ke)堂的(de)(de)氣(qi)氛(fen)，鍛煉了(le)學(xue)(xue)生的(de)(de)反應能(neng)力及(ji)口頭表達(da)能(neng)力，同時(shi)學(xue)(xue)生的(de)(de)創新(xin)能(neng)力也得到(dao)了(le)發揮。比如(ru)在教(jiao)外研版初二下冊Module 5 Problems 的(de)(de)第三單元復(fu)習課(ke)（本模(mo)塊的(de)(de)主要句型(xing)是(shi)：If she goes to a different school, I won’t see my best friend.）時(shi)，我首先讓(rang)學(xue)(xue)生猜(cai)：If I have much money, what will I do? 學(xue)(xue)生都想(xiang)知道老師如(ru)果有錢會做什么(me)，于是(shi)他們(men)開始憑(ping)借平時(shi)自己對老師的(de)(de)一些了(le)解踴(yong)躍舉(ju)手(shou)回(hui)答。我接著(zhu)問學(xue)(xue)生：If you have much money, what will you do? 有學(xue)(xue)生回(hui)答：If I have much money, I will buy a computer for myself. 教(jiao)師緊接著(zhu)問：If you have a computer, what will you do on the computer? 學(xue)(xue)生可能(neng)馬上回(hui)答：If I have a computer, I will play games on my computer.或者If I have a computer, I will send emails to my friends on my computer.以這樣(yang)窮追不舍的(de)(de)方(fang)(fang)式進(jin)行提(ti)問，學(xue)(xue)生接受(shou)了(le)頭腦風暴式的(de)(de)訓練，語言技能(neng)得到(dao)實踐，本節(jie)課(ke)的(de)(de)重(zhong)點知識（復(fu)習條件狀(zhuang)語從句中“主將(jiang)從現(xian)”的(de)(de)時(shi)態結構）也得到(dao)了(le)很好的(de)(de)切入。

三、表演導入法

表(biao)演是一種藝術(shu)，它(ta)能以生(sheng)(sheng)動的(de)(de)形式使信息直接輸入學(xue)生(sheng)(sheng)的(de)(de)大腦。用此法導入課(ke)(ke)文，能收到(dao)良好(hao)的(de)(de)教學(xue)效果，但要求教師巧妙安排教材，創(chuang)造情景，在(zai)課(ke)(ke)前就(jiu)找學(xue)生(sheng)(sheng)排練好(hao)，把(ba)課(ke)(ke)文內容改編為(wei)(wei)對(dui)話，還要準備(bei)相應的(de)(de)道具，然后在(zai)開(kai)始上課(ke)(ke)時表(biao)演。這種導課(ke)(ke)方式確(que)實能為(wei)(wei)整節課(ke)(ke)的(de)(de)教學(xue)營造很好(hao)的(de)(de)氣氛，但由于準備(bei)的(de)(de)過(guo)程比較復雜，所以一般(ban)采(cai)用的(de)(de)不多。

四(si)、介紹名人軼事導入法

外研(yan)版初中(zhong)英語教材(cai)中(zhong)有不少介紹名(ming)人的(de)文(wen)章(zhang)(zhang)，比(bi)如介紹楊利偉(wei)、比(bi)爾(er)蓋茨、姚明、老舍(she)等，教學此類內容(rong)的(de)文(wen)章(zhang)(zhang)時教師可以(yi)借助圖片及這些名(ming)人的(de)故事進(jin)行(xing)導入。這種導入不但(dan)緊密聯系教材(cai)，而且讓(rang)學生(sheng)更多地了解名(ming)人，同時還可以(yi)進(jin)行(xing)勵志教育和愛國教育。

我(wo)曾經上(shang)過(guo)一節接(jie)(jie)(jie)待課(ke)(ke)，內容是(shi)復習一般現(xian)在時(shi)、一般過(guo)去時(shi)、現(xian)在完(wan)成(cheng)時(shi)。語法(fa)(fa)課(ke)(ke)一般比較枯燥，為了(le)(le)打(da)破語法(fa)(fa)課(ke)(ke)沉悶的(de)(de)特征，我(wo)首先提問(wen)：Who knows what I like most? 學(xue)生回(hui)答踴躍(yue)，他(ta)(ta)們原本就對(dui)老師課(ke)(ke)后(hou)的(de)(de)生活充滿(man)好奇(qi)，什么樣的(de)(de)回(hui)答都有。我(wo)接(jie)(jie)(jie)著說(shuo)： What I like most is travelling. I have been to many places. For example， last year I went to Yunnan.I took many photos when I travelled. Would you like to have a look at my photos? 學(xue)生激動地大聲回(hui)答：Yeah! 接(jie)(jie)(jie)著幻燈展示我(wo)的(de)(de)旅(lv)游(you)照片，最早的(de)(de)照片是(shi)27年前拍(pai)的(de)(de)。每張照片出現(xian),都直(zhi)接(jie)(jie)(jie)沖擊(ji)了(le)(le)學(xue)生們的(de)(de)眼球，他(ta)(ta)們忍(ren)不住喊：“哇！哇！”

本以(yi)為這樣的(de)導入很成(cheng)功了(le)，但還是(shi)出現了(le)問題，就(jiu)(jiu)是(shi)時間沒有安排好(hao)，由于學(xue)(xue)生(sheng)太興(xing)奮，發言的(de)欲望太強，所以(yi)就(jiu)(jiu)沒能(neng)把時間控制好(hao)，結(jie)果導課環(huan)節就(jiu)(jiu)用了(le)11分鐘，直接影響后(hou)面的(de)教學(xue)(xue)環(huan)節順利完成(cheng)。

實踐證明，成功的(de)(de)導(dao)課應該(gai)包含這些因(yin)素：創設良好的(de)(de)課堂(tang)環(huan)境；激發學(xue)生的(de)(de)學(xue)習興趣；關注每類學(xue)生的(de)(de)發展；富有啟發性(xing)；教師語言清(qing)晰簡練、準確；時間安排恰(qia)當(dang)、合理。

導(dao)入(ru)形式多(duo)種(zhong)多(duo)樣，不拘一(yi)(yi)格。課堂(tang)導(dao)入(ru)雖(sui)然(ran)“無一(yi)(yi)定(ding)之規”，但“有一(yi)(yi)定(ding)之妙(miao)”，這(zhe)就需要保(bao)證(zheng)一(yi)(yi)定(ding)的新(xin)意(yi)——讓學生(sheng)感到新(xin)穎、新(xin)奇，同時，切(qie)中主題最為重要。如果新(xin)課的導(dao)入(ru)能激發學生(sheng)的學習興(xing)趣，撥動其(qi)思維之弦，讓他們(men)以最佳的學習狀態投入(ru)課堂(tang)學習，便成了課堂(tang)教學的“鳳頭(tou)”，也就是成功的導(dao)入(ru)。



參考文獻

篇7

關(guan)鍵詞：初中英(ying)語(yu) 有效教學 學習興(xing)趣 交際能力 良好習慣(guan)

《國家中(zhong)長期教(jiao)育(yu)改革(ge)與發展綱要》把提(ti)高(gao)質(zhi)量(liang)(liang)作(zuo)(zuo)為(wei)教(jiao)育(yu)改革(ge)與發展的(de)(de)兩大工(gong)作(zuo)(zuo)重點(dian)之(zhi)一，而有效(xiao)教(jiao)學(xue)(xue)是提(ti)高(gao)質(zhi)量(liang)(liang)的(de)(de)關鍵(jian)。然(ran)而，在(zai)目前(qian)的(de)(de)初中(zhong)英語教(jiao)學(xue)(xue)工(gong)作(zuo)(zuo)中(zhong)，很多老師(shi)感嘆(tan)，初英教(jiao)學(xue)(xue)費時費力，許多學(xue)(xue)生(sheng)在(zai)初中(zhong)階段就失去了學(xue)(xue)習(xi)英語的(de)(de)興趣，上完(wan)三(san)年不能(neng)用英語做(zuo)簡(jian)單的(de)(de)對話，更是形成了被動的(de)(de)學(xue)(xue)習(xi)習(xi)慣，這非(fei)常可怕！尤其(qi)是隨(sui)著素(su)質(zhi)教(jiao)育(yu)的(de)(de)全(quan)面推行，開齊開足(zu)課時成為(wei)現實，英語的(de)(de)教(jiao)學(xue)(xue)課時越(yue)來(lai)越(yue)少，這就迫切(qie)要求我(wo)們(men)初中(zhong)英語教(jiao)師(shi)對學(xue)(xue)生(sheng)抓好三(san)個培養、提(ti)高(gao)課堂效(xiao)益(yi)，使我(wo)們(men)的(de)(de)教(jiao)學(xue)(xue)立于不敗之(zhi)地。

一、學習(xi)興趣的(de)培(pei)養

學(xue)(xue)(xue)習(xi)(xi)興(xing)趣(qu)是學(xue)(xue)(xue)生渴望獲得(de)知(zhi)識(shi)(shi)，探究某(mou)種事物或參與某(mou)種活動的(de)(de)(de)(de)積極傾向，許多(duo)學(xue)(xue)(xue)生在開(kai)始(shi)接觸(chu)英語時，學(xue)(xue)(xue)習(xi)(xi)興(xing)趣(qu)很高，但往(wang)往(wang)隨(sui)著學(xue)(xue)(xue)習(xi)(xi)內容增多(duo)，學(xue)(xue)(xue)習(xi)(xi)要(yao)求的(de)(de)(de)(de)提高、知(zhi)識(shi)(shi)難度的(de)(de)(de)(de)增大，加(jia)上(shang)教(jiao)師的(de)(de)(de)(de)呆板，缺少適當(dang)的(de)(de)(de)(de)語言環(huan)境，這種興(xing)趣(qu)會(hui)逐(zhu)漸降低(di)，甚至產生厭煩情緒，喪失學(xue)(xue)(xue)習(xi)(xi)信心(xin)。教(jiao)育學(xue)(xue)(xue)家科(ke)羅廖(liao)夫說：“有趣(qu)味、有吸引力(li)的(de)(de)(de)(de)東西使識(shi)(shi)記(ji)的(de)(de)(de)(de)可(ke)能性(xing)幾(ji)乎增加(jia)一倍半。”可(ke)見(jian)，學(xue)(xue)(xue)習(xi)(xi)興(xing)趣(qu)的(de)(de)(de)(de)培養(yang)是十分重要(yao)的(de)(de)(de)(de)。多(duo)年的(de)(de)(de)(de)英語教(jiao)學(xue)(xue)(xue)實踐使我(wo)認識(shi)(shi)到要(yao)培養(yang)學(xue)(xue)(xue)生濃(nong)厚的(de)(de)(de)(de)學(xue)(xue)(xue)習(xi)(xi)英語的(de)(de)(de)(de)興(xing)趣(qu)，需做到以下幾(ji)點：

1.教(jiao)師進入課堂時一(yi)(yi)(yi)定要(yao)有一(yi)(yi)(yi)個(ge)良好(hao)的精(jing)神面(mian)貌，要(yao)環(huan)視每一(yi)(yi)(yi)個(ge)學(xue)生(sheng)，不要(yao)只(zhi)看(kan)好(hao)學(xue)生(sheng)，或(huo)者只(zhi)看(kan)差生(sheng)，讓他(ta)們感(gan)(gan)到(dao)(dao)不自(zi)在(zai)而(er)情(qing)緒緊張。教(jiao)師要(yao)了解每個(ge)學(xue)生(sheng)的心理特征和(he)志向要(yao)求，記住每個(ge)學(xue)生(sheng)的姓(xing)名，讓每個(ge)學(xue)生(sheng)覺得自(zi)己在(zai)教(jiao)師的心中有一(yi)(yi)(yi)席之地，在(zai)提(ti)問題時一(yi)(yi)(yi)定要(yao)照(zhao)顧(gu)到(dao)(dao)所有的學(xue)生(sheng)，不要(yao)怕浪(lang)費時間，而(er)且對學(xue)生(sheng)的回(hui)答要(yao)多說”Very good！”或(huo)者”Excellent！”。如果(guo)每個(ge)學(xue)生(sheng)經常感(gan)(gan)到(dao)(dao)教(jiao)師對自(zi)己的愛、關(guan)心和(he)尊(zun)重，便會被(bei)激發出健(jian)康的情(qing)感(gan)(gan)，變(bian)得生(sheng)機勃(bo)勃(bo)，特別希望上好(hao)每節(jie)英語課。

2.利(li)用(yong)實物(wu)、圖(tu)片等教具或多媒體(ti)手段(duan)創設情境(jing)，激發興(xing)趣(qu)。學習語言(yan)最(zui)怕缺乏語言(yan)環境(jing)，學習英(ying)語如果沒有英(ying)語氣氛，會(hui)使本(ben)來難度較大的外語變得更抽象，更枯(ku)燥乏味，學生學習興(xing)趣(qu)會(hui)蕩然無存。因(yin)此，英(ying)語教師應該經常利(li)用(yong)實物(wu)、圖(tu)片輔助教學，為學生創設一定(ding)的外語環境(jing)，使學生較快的獲取知識。

3.要想長期保持(chi)學(xue)生的(de)學(xue)習(xi)興趣，教(jiao)師(shi)在(zai)設(she)計教(jiao)學(xue)目標時一(yi)定要照顧到每個層次的(de)學(xue)生，使(shi)每個學(xue)生都能(neng)在(zai)自己(ji)的(de)基礎上(shang)有所提(ti)高(gao)，有收(shou)獲才有快樂(le)。在(zai)給學(xue)生留 “Homework ”時，更(geng)要少(shao)而(er)精，不要使(shi)學(xue)生產生厭煩心(xin)理，始終讓他們(men)有一(yi)種(zhong)躍(yue)躍(yue)欲試(shi)的(de)心(xin)態。

4.改變(bian)傳統的(de)教(jiao)學單詞的(de)方(fang)法，即教(jiao)師領讀(du)(du)，學生(sheng)跟讀(du)(du)的(de)方(fang)法。我在教(jiao)學每個(ge)單詞的(de)讀(du)(du)音前，利用(yong)漢語拼音的(de)知識使(shi)學生(sheng)發現單詞的(de)讀(du)(du)音規(gui)律，在大(da)腦中(zhong)建(jian)立字母和讀(du)(du)音的(de)聯(lian)系(xi)，使(shi)學生(sheng)逐漸達到見(jian)詞能(neng)讀(du)(du)，聽音能(neng)寫的(de)水平。

二、交際(ji)能力(li)的培養

新《英語(yu)(yu)課程標準》要(yao)求：初(chu)中英語(yu)(yu)教(jiao)師必(bi)須防(fang)止(zhi)和糾正(zheng)以教(jiao)授(shou)語(yu)(yu)音(yin)和語(yu)(yu)法等(deng)語(yu)(yu)言(yan)(yan)知識為主的(de)(de)做(zuo)法，把教(jiao)學(xue)(xue)(xue)重(zhong)點放在培養學(xue)(xue)(xue)生(sheng)進(jin)行交(jiao)流(liu)的(de)(de)能(neng)力(li)，即交(jiao)際(ji)能(neng)力(li)上。這其實(shi)真(zhen)正(zheng)體(ti)現(xian)了(le)語(yu)(yu)言(yan)(yan)教(jiao)學(xue)(xue)(xue)的(de)(de)真(zhen)正(zheng)作用(yong)：學(xue)(xue)(xue)語(yu)(yu)言(yan)(yan)不(bu)是為了(le)考試，而是為了(le)會(hui)與(yu)人溝通(tong)思想，交(jiao)流(liu)情(qing)感。初(chu)中英語(yu)(yu)教(jiao)師要(yao)針(zhen)對初(chu)中生(sheng)的(de)(de)生(sheng)理和心理特點，針(zhen)對西方(fang)文(wen)化特點，設計學(xue)(xue)(xue)生(sheng)樂于接受的(de)(de)學(xue)(xue)(xue)習方(fang)式，訓練聽(ting)、說、讀、寫基本技能(neng)，真(zhen)正(zheng)把提高學(xue)(xue)(xue)生(sheng)的(de)(de)語(yu)(yu)言(yan)(yan)交(jiao)際(ji)能(neng)力(li)納(na)入課堂教(jiao)學(xue)(xue)(xue)計劃中。

1.輸入(ru)大(da)量語言(yan)信息，形成交(jiao)際能力。人們都知道，一(yi)個(ge)剛出生的(de)嬰兒經過(guo)幾個(ge)月(yue)后就會啞啞說(shuo)語，這是(shi)為(wei)什么呢？因(yin)為(wei)幾個(ge)月(yue)中周圍(wei)人不斷地與他交(jiao)流，為(wei)他后來(lai)的(de)開(kai)口說(shuo)話儲(chu)存了語言(yan)材料。所(suo)以， 大(da)量語言(yan)信息輸入(ru)，也(ye)就是(shi)習得，是(shi)語言(yan)交(jiao)際的(de)基礎。

（1）先從聽力抓起

聽(ting)是學(xue)(xue)習語言的(de)(de)(de)先決(jue)條件，一個聾子(zi)是永(yong)遠講不(bu)出話來的(de)(de)(de)。亞歷山大（L.G.Alexander）說：“掌握(wo)(wo)一種(zhong)語言，首先是聽(ting)懂，聽(ting)懂的(de)(de)(de)比重(zhong)占90%，能(neng)聽(ting)懂你才覺得(de)舒服(fu)，聽(ting)不(bu)懂就(jiu)覺得(de)不(bu)自在。”教(jiao)師在課堂(tang)上(shang)要盡可(ke)能(neng)創(chuang)設英語情景，盡量(liang)用(yong)英語教(jiao)學(xue)(xue)，使學(xue)(xue)生在45分鐘的(de)(de)(de)時間里完全置身于一種(zhong)良(liang)好的(de)(de)(de)英語環境中，發揮學(xue)(xue)生聽(ting)力的(de)(de)(de)潛能(neng)。讓他們積極主動地利用(yong)自己(ji)掌握(wo)(wo)的(de)(de)(de)語言知識去聽(ting)。

（2）多(duo)媒體的運用

利(li)用(yong)投(tou)影、電腦及自(zi)制(zhi)的(de)課件等視聽(ting)手(shou)段(duan)進行(xing)教學法(fa)，使(shi)學生(sheng)(sheng)身臨其境，吸引學生(sheng)(sheng)的(de)注(zhu)意力(li)，激發學生(sheng)(sheng)強烈(lie)的(de)求(qiu)知欲(yu)，有助于學生(sheng)(sheng)直接理解(jie)英(ying)語和(he)培養他們直接用(yong)英(ying)語表(biao)達思維(wei)的(de)能力(li)，提高(gao)交際(ji)能力(li)。

2.創(chuang)設多種機會，提(ti)高交際能力

（1）采用多(duo)種說法

口(kou)頭表達是把自己內在(zai)的(de)語言材料(liao)變為外部有聲(sheng)語言。教師(shi)要創設濃厚的(de)英語氣氛，鼓勵全體(ti)學生利(li)用一切機(ji)會開口(kou)實踐。說(shuo)的(de)方(fang)式可以不同(tong)，有仿說(shuo)、背(bei)誦、問答，自由對話等。

（2）組織不同游(you)戲(xi)

游戲教(jiao)學(xue)(xue)是(shi)英(ying)語教(jiao)學(xue)(xue)中常用的方法。著(zhu)名(ming)教(jiao)育家(jia)陳鶴琴(qin)先生(sheng)(sheng)說過：“ 小(xiao)孩(hai)子生(sheng)(sheng)來(lai)就是(shi)好玩，是(shi)以(yi)游戲為生(sheng)(sheng)命的。我們要組(zu)織(zhi)多種游戲， 創設機會讓學(xue)(xue)生(sheng)(sheng)動(dong)起來(lai)。”如(ru)說句接力賽等。在英(ying)語課堂教(jiao)學(xue)(xue)中適(shi)時適(shi)量的運(yun)用小(xiao)組(zu)活動(dong)，能(neng)使學(xue)(xue)生(sheng)(sheng)人(ren)人(ren)都(dou)有(you)機會參與學(xue)(xue)習，參與活動(dong)，既創造(zao)寬松(song)、民主、平(ping)等的學(xue)(xue)習氣氛，又培養了學(xue)(xue)生(sheng)(sheng)合(he)作(zuo)意識，提高了交際的水平(ping)。

（3）創設(she)仿真情(qing)景(jing)

由(you)于教材貼近生(sheng)(sheng)(sheng)活實際，可(ke)以在(zai)課堂上設置(zhi)仿真情景(jing)進行(xing)(xing)表演，如(ru)把教室布(bu)置(zhi)成打電話、購物、生(sheng)(sheng)(sheng)日聚(ju)會、野餐、旅(lv)游、問路、看病(bing)情景(jing)等(deng)，為學(xue)生(sheng)(sheng)(sheng)提(ti)(ti)供使用英語進行(xing)(xing)交(jiao)流的(de)機會。比(bi)如(ru)我在(zai)教初二下冊Unit8 Why don’t you get her a scarf？時(shi)，告訴學(xue)生(sheng)(sheng)(sheng)假如(ru)你媽媽的(de)生(sheng)(sheng)(sheng)日要到(dao)了，你到(dao)商(shang)(shang)店(dian)去買一些禮物，你該說什么呢？我提(ti)(ti)前(qian)把教室的(de)一角(jiao)布(bu)置(zhi)成商(shang)(shang)店(dian)的(de)樣(yang)子(zi)，接著孩子(zi)們進入角(jiao)色，開始表演。當他們成功的(de)做完這件事，便(bian)情不自禁，喜(xi)形于色，動機和情感(gan)受到(dao)了很大的(de)激(ji)勵，提(ti)(ti)高了交(jiao)際的(de)能(neng)力。

總(zong)之，英語(yu)教學(xue)要(yao)注重學(xue)生(sheng)英語(yu)實(shi)際(ji)，不斷輸入語(yu)言信息，通過體(ti)驗(yan)、實(shi)踐、參與(yu)(yu)、合(he)作(zuo)與(yu)(yu)交(jiao)(jiao)流，才能切實(shi)提高學(xue)生(sheng)的(de)英語(yu)綜合(he)交(jiao)(jiao)際(ji)能力(li)。在提高學(xue)生(sheng)交(jiao)(jiao)際(ji)能力(li)的(de)過程中，一(yi)定(ding)要(yao)注意：不要(yao)總(zong)是糾正學(xue)生(sheng)的(de)錯(cuo)誤。對(dui)學(xue)生(sheng)的(de)語(yu)言錯(cuo)誤，特(te)別(bie)是語(yu)法錯(cuo)誤，采取比較寬(kuan)容的(de)態(tai)度(du)。這(zhe)樣會使學(xue)生(sheng)對(dui)英語(yu)產生(sheng)更大的(de)、長久的(de)興趣，從而使我(wo)們的(de)教學(xue)更有效。

參考文獻：

[1]徐強.交際法英語(yu)(yu)教學和考試評估[M].上海(hai)：上海(hai)外語(yu)(yu)教育出版(ban)社，2000.9.

[2]羅先達，尹世寅(yin).英語教學(xue)實施指南[M].武漢：華中師范大學(xue)出版社，2003.4.

篇8

關鍵詞：閱讀教學(xue) 語言知識 語言能(neng)力(li)

一、開(kai)展有效英語(yu)閱讀教學的原則

課堂標準（教育部(bu)，2001）強調(diao)英語教學(xue)(xue)要(yao)從學(xue)(xue)生(sheng)(sheng)的發(fa)展需要(yao)出發(fa)，培養學(xue)(xue)生(sheng)(sheng)綜(zong)合運用語言的能力。閱(yue)讀教學(xue)(xue)應遵循“以生(sheng)(sheng)為(wei)本”的原則，從學(xue)(xue)生(sheng)(sheng)的實(shi)際情況出發(fa)，確定(ding)教學(xue)(xue)目標，選擇(ze)教學(xue)(xue)方(fang)法，設計閱(yue)讀活動。

1、教學目標設計以生為(wei)本。

一節課的教學目標(biao)，應(ying)該包(bao)括(kuo)知識目標(biao)、能力(li)目標(biao)和德育(yu)目標(biao)等，而不能把注意力(li)僅僅放在知識目標(biao)上。同時，目標(biao)的制定也(ye)要(yao)依據學生(sheng)的已有(you)知識和經驗，符合“最近發展區”的原則，要(yao)“具(ju)有(you)可操作性(xing)和可檢(jian)測性(xing)”（王薔，2008）。在此(ci)基礎(chu)上，教師要(yao)設計難度(du)適宜、形式多(duo)樣的閱讀(du)任務，以便學生(sheng)進行有(you)效互(hu)動，實(shi)現既定目標(biao)。

2、教學方法(fa)設計以(yi)生(sheng)為本。

傳統的(de)(de)(de)閱讀(du)(du)教(jiao)(jiao)學(xue)(xue)模式(shi)常(chang)常(chang)是單一的(de)(de)(de)自(zi)下(xia)而(er)(er)上的(de)(de)(de)模式(shi)，教(jiao)(jiao)學(xue)(xue)方式(shi)只是把(ba)課(ke)文(wen)作為單純向學(xue)(xue)生(sheng)傳授(shou)語法(fa)及語言知(zhi)識的(de)(de)(de)載(zai)體，忽視了(le)培養學(xue)(xue)生(sheng)的(de)(de)(de)閱讀(du)(du)速(su)度(du)和理解能(neng)力，更無法(fa)激(ji)發(fa)學(xue)(xue)生(sheng)的(de)(de)(de)學(xue)(xue)習興趣。目前(qian)，除(chu)了(le)傳統的(de)(de)(de)自(zi)下(xia)而(er)(er)上模式(shi)和自(zi)上而(er)(er)下(xia)模式(shi)，還有(you)人(ren)們所廣(guang)泛接(jie)受的(de)(de)(de)交(jiao)互(hu)模式(shi)。因此，教(jiao)(jiao)師(shi)應根(gen)據不同的(de)(de)(de)閱讀(du)(du)活動階段，選擇教(jiao)(jiao)學(xue)(xue)方法(fa)，即教(jiao)(jiao)師(shi)應分析教(jiao)(jiao)材(cai)和學(xue)(xue)情，整合方法(fa)，實現教(jiao)(jiao)學(xue)(xue)效率(lv)的(de)(de)(de)最大(da)化。

3、激(ji)發課堂活(huo)力以生為(wei)本。

課堂活力(li)是學生(sheng)在交(jiao)替(ti)的(de)思維、談論(lun)、寫作中形成的(de)思想力(li)，是學生(sheng)在互(hu)動(dong)中煥(huan)發(fa)的(de)創造(zao)力(li)，它能促使學生(sheng)取(qu)得更高的(de)成就。作為教師，要(yao)精(jing)心(xin)設計(ji)閱讀活動(dong)，以調動(dong)學生(sheng)參與的(de)積(ji)極性。

只(zhi)有堅持以生為本(ben)，整合(he)教(jiao)學(xue)(xue)方(fang)法，優化課堂設計(ji)，才能促(cu)使學(xue)(xue)生樂(le)讀、樂(le)思、樂(le)用所學(xue)(xue)語言。

二(er)、開展(zhan)有(you)效英語閱讀教學(xue)的策略

在(zai)《新目標(biao)英語(yu)》初(chu)中(zhong)八年級（下）的英語(yu)閱(yue)(yue)讀(du)(du)中(zhong)，將(jiang)閱(yue)(yue)讀(du)(du)教(jiao)學分為三個(ge)主(zhu)要(yao)環節(jie)：讀(du)(du)前(qian)活動(dong)(Pre-reading)、讀(du)(du)中(zhong)活動(dong)(While-reading)、讀(du)(du)后活動(dong)(Post-reading)。教(jiao)師在(zai)遵循這(zhe)三個(ge)環節(jie)的同時，要(yao)進(jin)行(xing)靈活應用與設計。

1、讀前活動設(she)計。

讀前活動是閱(yue)讀教學中不(bu)可缺少的(de)環節。這一環節的(de)目的(de)是為閱(yue)讀活動的(de)順利開展做(zuo)好準備。

（1）背景(jing)知識(shi)(shi)的準(zhun)備(bei)。背景(jing)知識(shi)(shi)的缺乏會影響學(xue)生(sheng)對(dui)閱讀課文(wen)(wen)的理(li)解。教師應根(gen)據不同的課文(wen)(wen)內容(rong)，選擇是(shi)否準(zhun)備(bei)背景(jing)知識(shi)(shi)。通過補充一(yi)些相關(guan)知識(shi)(shi)，使學(xue)生(sheng)較順(shun)暢地(di)閱讀課文(wen)(wen)，不至于因為不理(li)解課文(wen)(wen)內容(rong)而(er)失去學(xue)習的興趣。

例如，在教學《新(xin)目(mu)標(biao)英語》初(chu)二下冊 Unit 3 Reading Do you remember what you were doing?這篇(pian)(pian)文(wen)(wen)章時(shi)，學生(sheng)對(dui)于課文(wen)(wen)提(ti)到的(de)其中一件(jian)(jian)重要事(shi)件(jian)(jian) “Dr Martin Luther King was killed in the city of Memphis in America.”并(bing)不(bu)熟悉。如果(guo)對(dui)于“Who was Martin Luther King? Why was he killed? Why was he so famous?”不(bu)加以簡單說明，就無法加深學生(sheng)對(dui)于這篇(pian)(pian)文(wen)(wen)章的(de)理解，也無法真正體會到文(wen)(wen)章中所滲透出來的(de)情(qing)感。

（2）導讀活動(dong)的(de)(de)優化。興(xing)趣是人們(men)力求認識(shi)某(mou)(mou)種事物(wu)或(huo)愛好(hao)某(mou)(mou)種活動(dong)的(de)(de)傾向(xiang)。人們(men)一旦對所從事的(de)(de)工作或(huo)學習(xi)產生(sheng)(sheng)了(le)興(xing)趣就獲得(de)了(le)工作和學習(xi)的(de)(de)動(dong)力。因此課前的(de)(de)導入如(ru)果(guo)設計得(de)好(hao)，教學情景渲染(ran)自(zi)然，就等于成(cheng)功了(le)一半。教師可以通(tong)過(guo)與學生(sheng)(sheng)談(tan)論(lun)文(wen)本的(de)(de)某(mou)(mou)一部分（如(ru)標題、插圖等）內(nei)容，引導學生(sheng)(sheng)預測文(wen)章的(de)(de)內(nei)容，為閱讀做(zuo)好(hao)準備。

2、讀中(zhong)活動設計(ji)。

讀中活動的(de)設計不僅是要(yao)提高學生的(de)閱讀理解能(neng)力(li)，以及獲取和(he)提煉信息的(de)能(neng)力(li)，還要(yao)引導(dao)學生在語境中感(gan)知和(he)學習新語言知識(shi)，包括(kuo)語言結構、詞匯和(he)語篇知識(shi)。

（1）閱讀策(ce)略的(de)滲透。英語課程的(de)五維目標之一就是教(jiao)(jiao)學策(ce)略的(de)指(zhi)(zhi)導(dao)。在閱讀課的(de)教(jiao)(jiao)學過程中，老師應(ying)加(jia)強對(dui)學生(sheng)(sheng)閱讀策(ce)略的(de)指(zhi)(zhi)導(dao)。如，如何(he)猜測詞義，如何(he)尋找文章的(de)中心句(ju)等(deng)等(deng)。策(ce)略的(de)指(zhi)(zhi)導(dao)到運用(yong)并(bing)非在一節課當(dang)中就能(neng)完成，這就需要教(jiao)(jiao)師時(shi)時(shi)指(zhi)(zhi)導(dao)，刻刻提醒(xing)，最終使學生(sheng)(sheng)習(xi)慣性地去應(ying)用(yong)。

（2）閱(yue)(yue)讀問題的(de)設計。問題是(shi)深(shen)層閱(yue)(yue)讀的(de)有效驅動，但是(shi)老師的(de)提問并(bing)非有的(de)放矢(shi)，隨意發(fa)問，必須有明確(que)的(de)目標，且層層深(shen)入，一步步激發(fa)學生思考，促進語(yu)言的(de)生成。

（3）語言知識點的處(chu)理。在閱讀文章中(zhong)，一般詞匯量較大(da)，但(dan)并不需(xu)要集中(zhong)處(chu)理。有(you)些(xie)詞匯可以由學(xue)生自己(ji)通過(guo)尋找(zhao)上下(xia)文或非文字提示來猜測意思(si)，而對(dui)有(you)一些(xie)對(dui)學(xue)生形成(cheng)障礙的詞匯，在教學(xue)時要遵循“詞不離句，句不離篇”的原則。

3、讀后活動設計

閱讀(du)后的(de)拓展為(wei)學生提供了運用所(suo)學語言的(de)機會。有了閱讀(du)中(zhong)的(de)文本理解和語言積累，語言輸出就水到渠(qu)成(cheng)。拓展活動的(de)設計要注意梯(ti)度，分兩個層次展開。

（1）基于文(wen)本的(de)拓展。通過(guo)縮寫、改寫以及復述(shu)等形式，對(dui)文(wen)本進行延伸(shen)拓展。以復述(shu)為(wei)例(li)，可以給學生一(yi)些(xie)關鍵詞，也可以給學生一(yi)些(xie)圖片，對(dui)整篇(pian)文(wen)章或(huo)其(qi)中(zhong)某個故事進行復述(shu)，加深對(dui)所(suo)學內容的(de)印象。

例(li)如，在教學(xue) She said helping others changed her life時，可(ke)以(yi)給(gei)予學(xue)生(sheng)一(yi)些關鍵詞，讓學(xue)生(sheng)復述 Yang Lei的故(gu)事。

（2）聯系生活(huo)(huo)實際的(de)拓(tuo)展。與(yu)生活(huo)(huo)聯系緊密的(de)拓(tuo)展活(huo)(huo)動旨在培養和提升學(xue)生的(de)思想(xiang)、情感和價值(zhi)觀等(deng)，具有較強(qiang)的(de)開放性(xing)，通常采用(yong)討論等(deng)形式。

例如，教學完(wan)She said helping others changed her life一文后，授課教師設計了如下(xia)討(tao)論題：What is life like for you and Yang Lei，s students?Discuss the similarities and differences with your partner.學生經過對比和討(tao)論，紛(fen)(fen)紛(fen)(fen)表示應該(gai)珍惜自(zi)己(ji)現在的生活。

總之，初中英語閱(yue)(yue)讀(du)(du)(du)(du)教(jiao)學(xue)(xue)要兼顧(gu)語言知識學(xue)(xue)習(xi)(xi)與語言能力培養，做到精、泛讀(du)(du)(du)(du)結(jie)合。教(jiao)師要真(zhen)正(zheng)地做到以學(xue)(xue)生為主體(ti)，合理整合教(jiao)學(xue)(xue)方法，設計多樣的閱(yue)(yue)讀(du)(du)(du)(du)活動，努力創設符合初中生實際(ji)情(qing)況的閱(yue)(yue)讀(du)(du)(du)(du)課堂，真(zhen)正(zheng)實現在閱(yue)(yue)讀(du)(du)(du)(du)課中學(xue)(xue)習(xi)(xi)閱(yue)(yue)讀(du)(du)(du)(du)，學(xue)(xue)習(xi)(xi)語言。

參考文獻

1、教育(yu)部 全日制義務教育(yu)高級中學英語課(ke)程(cheng)標準（實(shi)驗(yan)稿(gao)）M.北京師范大學出版社，2001。

2、王薔 從課堂教學(xue)看新(xin)課程理念的(de)落(luo)實(shi)J.中(zhong)小學(xue)外語教學(xue)（中(zhong)學(xue)篇），（3）：1-6，2008。

篇9

關鍵(jian)詞(ci)：差生； 教學經驗； 教學效果(guo)

Learning how to poor students in English language teaching

Zhou Hong-yu

Abstract: As we all know, "poor health" in what it means: On the one hand, is not interested in learning and keen on the game啦(la), Wanla, the study as a burden, leading to poor performance of students on the other hand may be due to congenital The result of poor intelligence on the learning difficulties of Health. In either causes of poor health, has been a headache for many teachers matter. How this part of teaching students English ? We must first fully understand that further analysis of poor hygiene; second, correct their attitude, a correct view of poor hygiene by the achievements made-to-the-have, academics interesting, deep interest, a lot of fun; Third, further training Students interested in continuously improve teaching methods, improving teaching effectiveness; fourth, to help poor students to preview the work, so that they can participate in classroom activities and performance opportunities for performance; fifth, in a wide range of activities so that they can all of its significant, Fully mobilize the enthusiasm of learning. In short, should be based on the actual situation and take flexible teaching methods, teaching to achieve the best results.

Key words: poor health; teaching experience; teaching results

眾(zhong)所周知(zhi)，“差(cha)(cha)生(sheng)”二(er)字意味著(zhu)什么：一(yi)方面(mian)是(shi)(shi)(shi)指興趣不(bu)在(zai)學(xue)(xue)習(xi)(xi)上(shang)，而熱衷于游戲(xi)啦(la)(la)、玩啦(la)(la)，把學(xue)(xue)習(xi)(xi)當成(cheng)負擔(dan)，從而導(dao)致成(cheng)績差(cha)(cha)的(de)(de)學(xue)(xue)生(sheng)；另一(yi)方面(mian)可能是(shi)(shi)(shi)由于先天(tian)(tian)的(de)(de)智力較(jiao)差(cha)(cha)而造成(cheng)的(de)(de)學(xue)(xue)習(xi)(xi)上(shang)的(de)(de)困難(nan)生(sheng)。不(bu)管是(shi)(shi)(shi)哪種原因導(dao)致的(de)(de)差(cha)(cha)生(sheng)，都一(yi)直是(shi)(shi)(shi)令(ling)很多(duo)老師頭痛的(de)(de)事。尤(you)其是(shi)(shi)(shi)在(zai)英(ying)(ying)語教學(xue)(xue)中更(geng)顯(xian)得對(dui)差(cha)(cha)生(sheng)的(de)(de)“無(wu)奈和束手無(wu)策”，中文天(tian)(tian)天(tian)(tian)講：時間用(yong)，個個學(xue)(xue)生(sheng)都會(hui)不(bu)假思索地，自然而然地使(shi)用(yong)，但有的(de)(de)學(xue)(xue)生(sheng)連中文中的(de)(de)許多(duo)常用(yong)字都不(bu)會(hui)讀和寫，有許多(duo)學(xue)(xue)生(sheng)甚至(zhi)連拼音的(de)(de)聲母韻母都弄不(bu)清楚，你又怎樣才能把那相比(bi)之下遠離我們的(de)(de)生(sheng)活(huo)，使(shi)用(yong)甚少的(de)(de)英(ying)(ying)語教會(hui)呢？這無(wu)疑是(shi)(shi)(shi)對(dui)我們廣大從事英(ying)(ying)語教學(xue)(xue)的(de)(de)工(gong)作(zuo)人(ren)員的(de)(de)一(yi)大挑戰！在(zai)多(duo)年的(de)(de)英(ying)(ying)語教育(yu)教學(xue)(xue)工(gong)作(zuo)中，筆(bi)者總結了(le)幾點不(bu)成(cheng)熟的(de)(de)經驗(yan)，與同行(xing)們共同探導(dao)。

一(yi)、全面了(le)解，進一(yi)步分析

全(quan)面了(le)解(jie)(jie)差生，了(le)解(jie)(jie)他們的(de)全(quan)部！包(bao)括：現(xian)有(you)的(de)知識差到哪種程度，智(zhi)力(li)怎樣，記憶力(li)如(ru)何(he)；以前的(de)學習習慣如(ru)何(he)？是什么(me)原(yuan)因造成(cheng)現(xian)有(you)的(de)知識水平的(de)；業(ye)余(yu)愛好是什么(me)，家庭成(cheng)員以及相(xiang)處(chu)的(de)關(guan)系如(ru)何(he)，家庭經濟狀況如(ru)何(he)等，只有(you)全(quan)面了(le)解(jie)(jie)學生，才(cai)能進一(yi)步分析學生，找準病因，準確地對癥下藥。

二、端正(zheng)自己的(de)(de)心態正(zheng)確對待差生所取(qu)得(de)的(de)(de)成績。

我(wo)(wo)(wo)們(men)(men)(men)(men)(men)(men)(men)(men)在(zai)教學過程(cheng)中，往(wang)(wang)往(wang)(wang)傾注心(xin)血最(zui)多(duo)花(hua)費心(xin)思(si)最(zui)多(duo)的(de)(de)是(shi)在(zai)差(cha)生(sheng)(sheng)身上，（“優生(sheng)(sheng)”往(wang)(wang)往(wang)(wang)是(shi)一點即通，不(bu)(bu)費吹(chui)灰之(zhi)力）。而(er)得(de)到的(de)(de)回報卻成反比(bi)。這(zhe)一現(xian)象(xiang)致使(shi)我(wo)(wo)(wo)們(men)(men)(men)(men)(men)(men)(men)(men)心(xin)態不(bu)(bu)平，失落失望甚(shen)至生(sheng)(sheng)氣，自然(ran)(ran)而(er)然(ran)(ran)地(di)產生(sheng)(sheng)放棄(qi)他(ta)們(men)(men)(men)(men)(men)(men)(men)(men)的(de)(de)念頭(tou)！怎樣(yang)才能(neng)(neng)不(bu)(bu)這(zhe)樣(yang)呢？我(wo)(wo)(wo)在(zai)聽了(le)我(wo)(wo)(wo)們(men)(men)(men)(men)(men)(men)(men)(men)市教育局李局長的(de)(de)一番話后才有(you)了(le)進(jin)一步(bu)的(de)(de)認(ren)(ren)識(shi)：有(you)一天(tian)，她(ta)(ta)來(lai)(lai)(lai)到我(wo)(wo)(wo)們(men)(men)(men)(men)(men)(men)(men)(men)學校，不(bu)(bu)聲不(bu)(bu)響地(di)走(zou)進(jin)英語(yu)辦公室(shi)，一聲“你們(men)(men)(men)(men)(men)(men)(men)(men)辛苦了(le)”才使(shi)我(wo)(wo)(wo)們(men)(men)(men)(men)(men)(men)(men)(men)注意到她(ta)(ta)的(de)(de)到來(lai)(lai)(lai)！（她(ta)(ta)也曾(ceng)是(shi)英語(yu)教師）當我(wo)(wo)(wo)們(men)(men)(men)(men)(men)(men)(men)(men)很沮喪地(di)告訴她(ta)(ta)學字(zi)母(mu)已學一個多(duo)月了(le)，可(ke)有(you)的(de)(de)學生(sheng)(sheng)還是(shi)掌握不(bu)(bu)了(le)！她(ta)(ta)卻不(bu)(bu)慌不(bu)(bu)忙地(di)說：“以前他(ta)認(ren)(ren)識(shi)這(zhe)些字(zi)母(mu)嗎？可(ke)現(xian)在(zai)他(ta)認(ren)(ren)識(shi)了(le)那么多(duo)了(le)，難道這(zhe)不(bu)(bu)是(shi)他(ta)的(de)(de)進(jin)步(bu)嗎？”是(shi)啊(a)，他(ta)們(men)(men)(men)(men)(men)(men)(men)(men)的(de)(de)進(jin)步(bu)是(shi)在(zai)他(ta)們(men)(men)(men)(men)(men)(men)(men)(men)原(yuan)有(you)的(de)(de)知識(shi)水平上的(de)(de)進(jin)步(bu)，不(bu)(bu)能(neng)(neng)與優生(sheng)(sheng)相比(bi)，應與他(ta)們(men)(men)(men)(men)(men)(men)(men)(men)的(de)(de)過去相比(bi)！從(cong)此我(wo)(wo)(wo)學會了(le)用(yong)“放大鏡”來(lai)(lai)(lai)找他(ta)們(men)(men)(men)(men)(men)(men)(men)(men)的(de)(de)每一點進(jin)步(bu)，抓住他(ta)們(men)(men)(men)(men)(men)(men)(men)(men)，哪怕是(shi)芝麻大點的(de)(de)成功，培養他(ta)們(men)(men)(men)(men)(men)(men)(men)(men)的(de)(de)成就感，增強榮譽感，使(shi)他(ta)們(men)(men)(men)(men)(men)(men)(men)(men)和(he)優生(sheng)(sheng)一樣(yang)受到鼓勵(li)和(he)表揚(yang)。這(zhe)樣(yang)一來(lai)(lai)(lai)，教者有(you)興(xing)，學者有(you)趣(qu)，興(xing)趣(qu)濃濃，樂趣(qu)多(duo)多(duo)啊(a)！

三、進(jin)一步培(pei)養學(xue)生興趣(qu)，不斷改進(jin)教(jiao)法，提高教(jiao)學(xue)效果。

培養學(xue)生(sheng)的(de)興(xing)趣方(fang)法多(duo)(duo)種多(duo)(duo)樣，有句話(hua)即“一(yi)語驚醒夢(meng)中(zhong)人”，的(de)確(que)有的(de)學(xue)生(sheng)被某(mou)一(yi)句話(hua)或某(mou)件(jian)事的(de)刺激(ji)，興(xing)趣突然來了(le)(le)，信(xin)心、決心都有了(le)(le)，英語不再是難(nan)事了(le)(le)。但還有大部分(fen)學(xue)生(sheng)需要我們耐心培養，來轉移他們的(de)興(xing)趣。

1．針對沉(chen)迷(mi)于游玩型的學生(sheng)，激發求(qiu)知(zhi)欲望。

他們缺乏“持之以恒”的毅力和“鍥(qie)而不(bu)舍(she)”的精(jing)神(shen)，如果單從正(zheng)面向他們大(da)談學英語的種種好處，恐怕收效甚微，如果把這些(xie)學過在其它(ta)方面的興(xing)趣，轉移到英語學習中(zhong)來則可事半功倍。

例(li)如(ru)：我班(ban)的(de)一(yi)個學(xue)(xue)生，酷愛打籃球硬是不會(hui)錯過電視上的(de)每一(yi)場(chang)比賽，然后在觀看比賽時出現(xian)“play off”“play on”的(de)字樣卻傻眼了，我適當地刺激(ji)并給予指點，學(xue)(xue)生頓悟，即便是看電視，打籃球也需要英語，可(ke)見，了解學(xue)(xue)生的(de)興(xing)趣愛好，就會(hui)找準時機，巧(qiao)妙地轉移了學(xue)(xue)生的(de)興(xing)趣，激(ji)發了學(xue)(xue)生對學(xue)(xue)英語的(de)求知欲。

2．化“難(nan)”為(wei)“易”，進一步鞏固學習(xi)興趣。

學習(xi)興趣(qu)好不(bu)容易培(pei)養(yang)了一點點，卻被大(da)量的(de)語法法則，詞(ci)的(de)用法區別，發言規劃等弄(nong)得(de)暈轉向，為(wei)了避免(mian)這(zhe)一現象，老(lao)師(shi)應在(zai)日常教(jiao)學中多(duo)總結，尋(xun)找規律幫(bang)助學生記憶(yi)，降低學習(xi)難度，使學習(xi)英(ying)語的(de)興趣(qu)升溫，變成熱情。

例如(ru)：對“初一(yi)學(xue)生(sheng)”講“be”的(de)用(yong)(yong)(yong)法，我采用(yong)(yong)(yong)順口溜(liu)的(de)形式：I用(yong)(yong)(yong)am, you用(yong)(yong)(yong)are，is跟著他、她(ta)、它(ta)，要問復數用(yong)(yong)(yong)什么，其余全部(bu)都(dou)用(yong)(yong)(yong)are。既簡(jian)單又(you)易記，學(xue)生(sheng)更覺(jue)好玩(wan)。

3．遵循“做中學(xue)(xue)”的原則，引導學(xue)(xue)生完成一定的任務。解(jie)決(jue)困難，增強(qiang)信(xin)心(xin)。

讓學(xue)(xue)生自(zi)己(ji)動(dong)(dong)手，把(ba)自(zi)己(ji)學(xue)(xue)習中的難點寫成(cheng)卡片，或制成(cheng)圖片布置在(zai)教室里(li)，但必(bi)須要求美觀大(da)方，這樣，使他們(men)的難點在(zai)一周(zhou)之內(nei)，不斷(duan)地在(zai)大(da)腦里(li)再(zai)現，從(cong)而形(xing)成(cheng)永久記憶，最(zui)終解決困難。同時，培(pei)養了(le)(le)學(xue)(xue)生的動(dong)(dong)手能力，還營造了(le)(le)班(ban)集良好的學(xue)(xue)習英語的氣氛。增強了(le)(le)學(xue)(xue)習興趣。

4．及(ji)時反饋(kui)教與(yu)學之間的信息(xi)，促進(jin)學習進(jin)一步提高

在(zai)教(jiao)學(xue)中，要求學(xue)生勤(qin)奮，而更要求教(jiao)師“勤(qin)快”，老(lao)師要及(ji)(ji)時(shi)(shi)反饋(kui)學(xue)生對(dui)知識的掌握情況，及(ji)(ji)時(shi)(shi)地給予肯定或指出不足(zu)。這樣才(cai) 督促學(xue)生持(chi)之以(yi)恒。如進行(xing)一次測驗，及(ji)(ji)時(shi)(shi)批(pi)改下發，學(xue)生馬上就會(hui)找(zhao)到(dao)不足(zu)之處進行(xing)彌補，使學(xue)習進一步提高。

四、幫助(zhu)差生(sheng)做好預習工(gong)(gong)作以及課(ke)(ke)后(hou)的復習工(gong)(gong)作，讓他們在課(ke)(ke)堂上能夠參與活動，有機會表現表現。課(ke)(ke)后(hou)很快地完成作業，感到學習的輕松，而不是負擔。

大(da)多數差生之(zhi)所(suo)以成(cheng)績差，并不是(shi)頭(tou)腦笨，而是(shi)由(you)于各種(zhong)原因變懶(lan)了，變怕了！于是(shi)只有帶動(dong)他(ta)們(men)(men)(men)做好(hao)預習，才(cai)能參與到課(ke)(ke)堂(tang)的(de)(de)(de)活動(dong)之(zhi)中去(qu)。如在教學(xue)初二下(xia)冊(ce)UNIT 4時(shi)即怎樣把(ba)直接引語(yu)轉(zhuan)化(hua)為間接引語(yu)。我課(ke)(ke)前對較差的(de)(de)(de)學(xue)生進(jin)行指導，耐心的(de)(de)(de)進(jin)行情景示范，讓(rang)他(ta)們(men)(men)(men)初步(bu)了解怎樣去(qu)轉(zhuan)訴別人(ren)的(de)(de)(de)話。然后讓(rang)他(ta)們(men)(men)(men)分別準備(bei)句子，作好(hao)課(ke)(ke)堂(tang)情景對話的(de)(de)(de)準備(bei)。結(jie)果(guo)，他(ta)們(men)(men)(men)在課(ke)(ke)堂(tang)上(shang)就敢(gan)于舉手(shou)回答，并且(qie)轉(zhuan)述(shu)別人(ren)的(de)(de)(de)話時(shi)正確(que)流(liu)利(li)！與優生蓖美。這增(zeng)加了他(ta)們(men)(men)(men)學(xue)習英(ying)語(yu)的(de)(de)(de)自信，消(xiao)除(chu)了他(ta)們(men)(men)(men)的(de)(de)(de)畏(wei)懼心理，增(zeng)強了他(ta)們(men)(men)(men)的(de)(de)(de)參與意識，開口(kou)的(de)(de)(de)習慣也隨之(zhi)養成(cheng)。由(you)于課(ke)(ke)堂(tang)上(shang)把(ba)知識掌握(wo)得很好(hao)，課(ke)(ke)后的(de)(de)(de)作業完成(cheng)速度挺快(kuai)。學(xue)英(ying)語(yu)不再(zai)是(shi)他(ta)們(men)(men)(men)的(de)(de)(de)負擔了，教學(xue)效果(guo)也會隨之(zhi)好(hao)轉(zhuan)。

五、開展多種活動，讓他們各顯其能，全面調動學習(xi)積極(ji)性(xing)。

如單詞大王比賽(sai)，作文比賽(sai)，自編“情景劇”等。既豐富(fu)了學(xue)生的業余(yu)生活(huo)，又在英語能力方面得(de)到了提高。

六、“為用而學(xue)、用中學(xue)、學(xue)了用”

盡可能(neng)地(di)把所學的知(zhi)識帶進(jin)學生(sheng)的生(sheng)活(huo)，因為語(yu)言來自生(sheng)活(huo)，只(zhi)有(you)回(hui)到生(sheng)活(huo)中去(qu)才能(neng)顯(xian)示(shi)它的魅力，實現(xian)它的價值。而初中英語(yu)中的goal language基本是(shi)與我們生(sheng)活(huo)戚(qi)戚(qi)相關的。只(zhi)有(you)大量地(di)加以應用(yong)，才能(neng)使(shi)學生(sheng)達到不假思索地(di)、習慣(guan)成自然地(di)運用(yong)新語(yu)言。并在使(shi)用(yong)過(guo)程中，完(wan)善(shan)提高(gao)自已的英語(yu)水平(ping)，實現(xian)為用(yong)而學、用(yong)中學、學了用(yong)。

總之(zhi)，在當今的教(jiao)學工作中，還(huan)應不斷地尋求(qiu)更有(you)效的方法，根據實(shi)際(ji)情況，靈活(huo)多變，方能進一(yi)步提高教(jiao)學質量。