学生是学习的主人,我们的“教”应该为学生的“学”服务。在备课时,教师还应该时时在心中与学生对话,在与学生充分对话的基础上进行的备课活动才能真正体现学生的学习主体地位。
“你对这个话题了解了多少?”——牛津小学英语每一个单元都有一个话题。在我们设计新单元的教学时,这个问题可以提示我们尊重学生的已有经验,关注学生的学习基础,在学生已知已会的基础之上设计教学内容,把属于学生的时间还给学生。
“通过这节课你将学到什么?你是怎么学的?还可以学得更好吗?”——新课程呼唤我们的教学从知识本位回归到三维目标。这一连串问题指向的就是一节课中知识与技能、方法与过程、情感态度与价值观的目标达成。长期以来,我们的英语教学一直比较关注学生对英语知识的掌握情况,忽略了学生学习过程中的感受及体验。其实,真正的有效教学就是要让学生从浅层次的“学会”上升到“会学”与“乐学”,这样的学习才会让学生的终身学习获益。
在备课过程中,我们还要结合教材内容。预设大量的与学生的对话。在这个过程中,我们要注意与学生的对话交流必须付出真心真情。教师真心真意对待学生,才能让孩子们之间真心真意,课堂才会真实。这些年的英语教学实践证明,我们已经从期待表演的、热闹的、师生对答如流的课堂转变为期待真实的课堂和真实的交流。真实的教学问题、自然的教学过程、和谐的教学氛围才能最大程度地促进学生综合语言运用能力的形成。
你喜欢吃桃子吗? 是的',我喜欢. 你喜欢吃橘子吗? 不,我不喜欢
.你爱吃梨吗? 我非常喜欢吃梨.让我们一起分享桃子和梨吧.好的
I valued my time in the No.1 middle school very much,because I know there is no endless banquet in the world.Before appling for xiao yu zhong,wondering whether it is the sixth sense, there was a prediction that I would leave my mother school,so I valued the left time which I have spent with my teachers and classmates.Perhaps some students and teachers didn’t understand why I was still so hardworking since I have been recruited by ShanDong university,Ididn’t have a very mature reply at that time.Now I can make a summary:After all,I have been in the science class for two and a half years.Not only was I interested in the subjects but also I have formed good privity with my teachers;Futher,many people take part in the National Entrance Examination in order to go to college,including me,but before the second term of senior three,I have known I have been admitted,to tell you the truth,I can’t accept it right now,so there was a time when I adjusted to it.
During my presence in the school,I was xiao san hao student in a row,and I obtained Li Zhen De bonus for two years.I got the second prize in the maths competition held by Shan Dong Province,After I was admitted ahead of time, I got a prize in the English speaking competition in jinan held by CCTV.
Besides my efforts,above all,I owe my scores to my teachers.It is teachers who passed knowdege to me,without them,I can’t have such scores,here,Ishall say sincerely,toilful are teachers!
In the study life in the future,I will develop my advantages and get over my shortcomings,making me more excellent,I can say full of confidence,I am pround of yizhong and yizhong is pround of me!
June sixth,2006
Under the umberlla there is my small face that won 't be wet ,
Mother 's love is the string of the kite ,
At the ends of the earth it always hovers in my heart ,
Mother ' s love is the rhyme in my childhood ,
It will never be old in the deep place of my memory .
母亲的爱是雨伞,下雨了,
雨伞下有我的小脸上,赢得t是湿的`,
母亲的爱是风筝的字符串,
在地极总是徘徊在我心中,
母亲的爱是我童年的押韵,
它永远不会老在我记忆的深处。
没有鬼
我真心觉得饰演恩秀的演员挺好看的,其次是短发多英MM~
恩秀太依靠药物了,我觉得药物的副作用使她产生了幻觉,成绩的退步又使她心智失常……
还有最后十多分钟暗的没法看啊!!!太暗了,我的眼睛看的都要脱窗了,最后的结局是连蒙带猜的猜出来的
结局很不好,很灰暗,活下来的多英MM没有摆脱过去,还是活在阴影里……
还有恩秀我觉得是家庭的悲剧,这种一定要孩子考名牌大学的家庭放中国也是一样悲剧啊!我当年高考身边就有一个男生是考了高分还重读的,不知道是他本人的意思还是家长的意志,当时就觉得那男生第二年的压力应该不是一般二般的大啊,他怎么受得了……
还有一个像恩秀那样的女孩,不过没有像恩秀那么优秀,属于闭门造车读书那型的,平常还能聊聊天什么的,高考前夕真的话都不说一句,最后一个月都没怎么来学校(因为最后一个月基本就是考试,如果父母要求就可以在家里复习),毕业照和毕业典礼也都没来,现在的话连名字也不记得了,不知道她过得好不好
这就很厉害了,讲了一个复读生高考备战的故事。恩,不谈什么中国韩国的教育,友情碰上利益的不平衡,家长与孩子间的不信任,老师和学生巨大的地位差异这种大标题,说说恐怖部分的处理吧,妆容实在是吓不了人,啊尸体啊也太假。就快结束时一个女同学躲在桌子下,结果女魔王身体爬在桌子上,头朝下看着她时,那里挺吓人。这里面的老师,也一点都不可怕 ,因为现实生活中也差不多,特别是私立高中,老师基本也就这样了,没人性味喜欢机械式生活,除了束缚和惩罚没什么花样,当着家长表现的负责又有耐心,一转脸……堪比恐怖片。女主最后活下来了,之后的生活没有当初憧憬的幸福,反而心累压抑麻木,心中的'那块疤痕不比脸上的疤痕小,是对于她来说是解脱,是另类的幸福。想想,你,八年后,再回头看看高考,看看自己选择的复读,看着自己那年的疯狂和执念是会自嘲还是欣慰呢?希望你们再回头回忆时都是欣慰。总之这是一部有社会意义的电影,用恐怖片来饰演了许多人的心魔。就这样吧。值得一看,特别是对高考有一定阴影的人更值得一看。
Today we visited a farm. Early in the morning, we met at the school gate and went there together The farm workers gave us a warm welcome. Then the head of the farm showed us around.
How glad we were to see the crops and vegetables growing well. At noon we had a picnic lunch in the sunshine. After a ten minutes break, we had great fun singing and dancing, telling jokes(笑话 or stories. Two of us even played a game of chess. The time passed quickly. Before we knew it,we had to say goodbye to the workers.
每一套教材都代表着某一种教学理念和实践方法,教师在使用一套新教材之时,应站在编者的角度钻研全套教材,努力理解和领会教材编写者的教学思想和设计精神,把握教材的特点,使之在我们的教学中得以充分体现。与教材对话,首先要尊重教材,读透教材;与教材对话,更要超越教材,走向生活。我们不妨尝试“一课三案”:钻研教材,独立思考,形成“初案”;博采众长,融会贯通,写出“教案”;课后反思,精益求精,补充“另案”。
江苏版的《牛津小学英语》教材按照话题——功能——结构的体例编写,在备课时,我们可着力于话题生活化,功能结构协调化。在“初案”中,我们应该重点研读教材,明确教学语言与语境语言,把握关键语句与困难语句;在“教案”形成阶段,我们应分析语用因素,结合师情学情,选择设计各环节活动:课后,结合教学实际再回头看自己的教材解读,及时补充“另案”必不可少。“另案”中,可以反思一节课对教材处理的成功之举、败笔之处、学生感受,当然,对教材的“再教设计”是最终目的。我们对教材的研读应该追求从“有它无我”到“有它有我”,最后达到“有我无它”的洒脱境界。
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