英語專題總結(jié)精選(九篇)
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第1篇：英語專題總結(jié)范文
Passage One
Expecting a baby?
HEALTHY BABY: Manitoba’s Prenatal(懷孕) Benefit and Community Support Programs
It’s what’s inside that counts
When you’re pregnant, it’s important that you eat well to help you and your growing baby. That’s why if you live in Manitoba and your net family income is less that $ 32,000 a year, the Manitoba government offers you a monthly cheque during your pregnancy to help you buy healthy foods and prepare for your baby’s arrival.
How to apply
Pick up an application form from medical offices, Healthy Baby community programs or by calling the number below. The application form must include a medical note indicating your baby’s due date, so see your health care provider early.
More support for you and your baby
Through Healthy Child Manitoba, Healthy Baby also offers community programs which help you to learn more about nutrition, health and parenting a baby.
For more information, please call:
945-1301( in Winnipeg )
1-888-848-0140( at no cost )
945-1305 TDD( Telephone Device for the Deaf)
1. What program is this passage about?
A. Baby food. B. Low-income families.
C. Women’s health. D. Birth and growth of healthy babies.
2. Who can enjoy the benefits of the program?
A. Pregnant women of high risk. B. pregnant women of first child.
C. pregnant women in good health. D. Pregnant women with low income.
3. The most important information to be filled in the application forms is ______.
A. the pregnant woman’s name B. when the baby is due to arrive
C. the pregnant woman’s medical history D. in which hospital the baby is to be delivered
4. Healthy Baby will also provide more help in all aspects but ______.
A. baby education B. baby nutrition C. baby parenting D. baby health
5. For further information, the deaf can ______.
A. call 945-1305TDD B. dial 1-888-848-0140
C. visit their health care provider D. send email to a medical office
Passage Two
In the past, people who graduated from college felt proud of their academic achievements and confident that their degree would help them to find a good job.
However, in the past four years the job market has changed dramatically. This year’s college graduates are facing one of the worst job markets. For example, Ryan Stewart, a graduate of san Jose State University, got a degree in religious studies, but he has not gotten any job offers. He points out that many people already working are getting laid off and don’t have jobs, so it’s even harder for new college graduates to find jobs.
Four years ago, the future looked bright for his class of 2006. There were many high-tech (“dotcom”) job opportunities, graduates received many job offers, and they were able to get jobs with high salaries and benefits such as health insurance and paid vacations. However, “Times have changed. It’s a new market.” according to an officer of the university.
The officer says students who do find jobs started preparing two years ago. They worked during summer vacations, they have had several short-time jobs, and they majored in fields that are still paying well, such as accounting or nursing.
Even teaching is not a secure profession now. Ryan Stewart wanted to be a teacher, but instead he will probably go back to school in order to become a college teacher. He thinks college teaching could be a good career even in a bad economy.
In conclusion, these days a college degree does not automatically lead to a good job with a high salary. Some students can only hope that the value of their degree will increase in the future.
1. What did a college degree mean to people in the past?
A. It was a proof of their professional skills.
B. It would guarantee their quick promotion.
C. It built up their confidence in the job market.
D. It would help them to start an academic career.
2. Ryan Stewart has not got any job offer because_______.
A. there are too many graduates of his major
B. he wants to find a job with very high salary
C. he has not received a degree in the university
D. the job market has changed greatly since 2002
3. According to the passage, _______ had the best job prospects in 2002.
A. computer science B. accounting C. teaching D. nursing
4. Why does Ryan Stewart want to be a college teacher?
A. Teaching jobs are well-paid.
B. He majored in teaching in the university.
C. College teaching is less challenging than high-tech jobs.
D. College teaching career won’t be influenced by economy.
5. It can be concluded from the passage that _______.
A. the value of a college degree has decreased now.
B. new college graduates today can’t find jobs.
C. a college degree can still lead to a good job.
D. graduates must prepare early to find jobs.
Passage Three
Shoron Keating was worried about her kids when she got a divorce. Her daughter says, “ I was feeling … like down and sad even though I didn’t really show it.
Judith Wallerstein says problems from divorce can last many years. They can show up when the kids are adults. And the kids have their own trouble. Wallerstein studied 93 children over a generation. The results can be found in her book.
She says that children of divorce are more likely to have problems with drugs. They are far more likely to seek therapy. About 40 percent of them avoid marriage themselves. When they do marry, fail at nearly twice the usual rate. It is hard for them to trust. They are afraid of failing.
Critics say Wallerstein had too few children in her study. They think that Wallerstein stresses too much from a small study. Other things may be the cause of the kid’s problem. The study does not compare kids from divorced families with kids from “healthy” families.
Wallerstein’s families divorced a generation ago. Times have changed. People feel different about divorce. Today programs like Kid’s Turn try to reduce some of the effects of divorce with family advice. Talking about their feelings helps the kids get though it. Since they know more about the problem, maybe the kids will be able to handle it.
1. Which word can best describe the kids from divorced families according to Paragraph 1?
A. Offensive B. Relieved C. Depressed D. Prejudiced
2. Children from divorced families who marry later will ______.
A. have no trust in other people
B. be more likely to get divorced
C. firmly protect their marriage
D. have stable marriage
3. Wallerstein’s study showed that ______.
A. divorce left the children with many problems
B. all the problems showed up right after the divorce
C. divorce could be avoided
D. divorce is the only cause of children mature earlier
4. Which of the following is critics’ opinion?
A. Healthy families do not have problems.
B. All the related factors were considered in the study.
C. Divorce is the only cause of child problems.
D. The number of families studied was not sufficient.
5. Today children from divorced families______.
A. have no more problems
B. are getting more care and help
C. are less able to handle their problems
D. are told not to talk about their problems
Passage Four
It is still sometimes difficult to understand why those between ages 10 and 18 would endanger their lives by joining armed forces or rebel groups and become fighting soldiers. The recently published book, Young Soldier, Why They Choose to Fight By Rachel Brett and Irma Specht, tries to find an answer.
There is no doubt that children fight in most armed conflicts today. While international attention focuses largely on those who are forced into battles, thousands more enlist (應(yīng)征入伍) voluntarily.
In an attempt to to understand the young who take up arms, Brett and Specht interviewed 53 boy and girl soldiers and ex-soldiers from around the world, Afghanistan , Colombia, the Republic of the Congo for example. All interviewees were involved with armed forces or armed groups before the age of 18 and all classified themselves as volunteers.
What these two field officers heard is “I joined involuntarily- if you have nothing, you volunteer for the army”. Other reasons young people gave are self- defense, revenge, poverty, and unemployment.
But while it is common knowledge that most child soldiers come from poor and disadvantaged backgrounds, Young Soldiers shows that the issue is far more complex. Many poor children do not join the army. The environmental, educational, social, cultural, and highly personal factors determine whether someone decide to join up or not.
The battlefield is not a place for children. One young soldier described being there as “too sad an experience”. The authors hope that by understanding why teenagers join up, those child soldiers should know how to discourage others from the same tragedy.
1. Young Soldiers, Why They Choose to Fight is ______.
A. a book B. a magazine C. a news report D. a TV program
2. According to paragraph 3, Brett and Specht’s interviewees _______.
A. joined armed forces under 18
B. considered going into the army their duty
C. were only from African countries
D. were mainly the ex-soldiers
3. The reasons shown in young soldiers for children to join the army are______.
A. very simple B. very complex C. unknown D. unbelievable
4.The writers of Young Soldiers probably expect that ______.
A. child soldier would leave armed forces
B. they could find more than 53 interviewees
C. no more children would join armed forces
D. there would be no wars in the world
5. The tone of the passage is ______.
A. pleasant B. indifferent C. humorous D. objective
Passage Five
It’s interesting that technology often works as a servant for us, yet frequently we become a servant to it. E-mail is a useful tool but many feel controlled by this new vehicle. The average businessperson is getting about 80-e-mails per day and many feel that about 80% of the messages in their “In Box” are of little or no value.
So, I have four suggestions to help you to become better at “Easing E-mail”.
1.Get off the lists. The best way to deal with a problem is to never have it. If you are receiving a lot of unwanted e-mails, ask to be removed from the various lists. This would include your inclusion in unwanted “cc” lists.
2.“Unlisted address”. Just like getting an “unlisted” telephone number that you share only with those whom you want to give direct access, you might want to get a separate e-mail address only for the important communications you wish to receive.
3.Check it once or twice per day. Many I speak with are becoming chained to their email server, monitoring incoming email on a continuous basis. Maybe this is because e-mail creates its own sense of urgency, but most of the communications are not all that urgent. I respond to them a couple of times per day.
4.Deal with it. As you open each e-mail do one of the following:
a.If it requires a quick response, respond to it and delete it.
b.If it requires a response but is not the best use of your time, try to find someone else to do it.
c.If it is going to take any serious amount of time to respond, schedule it for action in your Day Planner and then download the message, save it, or print it out for future action.
I personally receive approximately 250 e-mails per day and by practicing the suggestions above, I can handle that volume in about an hour, taking advantage of this fantastic tool but not being controlled by it to the distraction of more important tasks in my day.
1. The passage is about ______.
A. how to check e-mails
B. how to collect e-mails
C. how to deal with your daily e-mails
D. how to deal with 80% valueless e-mails
2. If you get unwanted e-mails, the best you can do is to______.
A. make a list of them
B. put them into “cc” lists
C. send them to a special address
D. delete them from different lists
3. For the important communications, the writer suggests that you______.
A. have a direct access for them
B. have several e-mail servers for them
C. get an unlisted phone number for them
D. get a special e-mail address for them
4. To avoid being chained by the coming e-mails, what you can do is to ______.
A. respond urgent ones only
B. reply all of them at the same time
C. handle them a couple of times daily
D. keep replying e-mails all day long
5. To deal with an e-mail you get, you can do the following EXCEPT______.
A. downloading every e-mail before you reply
B. responding right away if it’s urgent
C. scheduling it for later reply if it takes much time
D. asking someone else to reply it if it’s not at your convenience
Passage Six
During the Christmas shopping rush in London, the interesting story was reported of a tramp who, apparently though no fault of his own, found himself locked in a well-known chain store late on Christmas Eve. No doubt the store was crowded with last-minute Christmas shoppers and the staff were dead beat and longing to get home. Probably all the proper security checks were made before the store was locked and they left to enjoy the three-day holiday untroubled by customers desperate to get last-minute Christmas presents.
However ridiculous that may be, our tramp found himself alone in the store and decided to make the best of it. There was food, drink, bedding and camping equipment, of which he made good use. There must also have been television sets and radios. Though it was not reported if he took advantages of these facilities, when the shop reopened he was discovered in bed with a large number of empty bottles beside him. He seem to have been a man of good humor as indeed tramps very commonly are.
Everyone else was enjoying Christmas, so he saw no good reason why he should not do the same. He yielded himself cheerfully, and was taken by the police. Perhaps he had had a better Christmas than usual. He was sent to prison for seven days. The judge awarded no compensation to the chain store for the food and drink our tramp had consumed. They had, in his opinion, already received valuable free publicity from the story revealed in the newspaper and on television. Perhaps the judge had had a good Christmas, too.
1.The tramp was locked in the store ______.
A. for 7 days B. on purpose C. by accident D. for security reasons
2. It can be inferred from the passage that the underlined phrase “dead beat” in paragraph 1 means ______. A. angry B. exhausted C. forgetful D. careless
3. Which of the following was uncertain about the tramp after he was locked in the store?
A. He watched TV. B. He was well fed. C. he had a sound sleep D. He had a good drink.
4. When the tramp was arrested, he ______.
A. was drunk B. felt he deserved it C. made no resistance D. felt himself wronged
5. The judge didn’t award compensation to the chain store because ______.
A. the store was responsible for what happened
B. the report of the event benefited the store a lot
C. the tramp had stolen nothing of value
D. the tramp was penniless
Passage Seven
If you want to stay young, sit down and have a good think. This is the research result of professor Faulkner, who says that most of our brains are not getting enough exercise and as a result, we are ageing unnecessarily soon.
Professor Faulkner wanted to find out why healthy farmers in northern Japan appeared to be losing their ability to think and to reason at a relatively early age, and how the process of ageing could be slow down.
He set about measuring brain volumes of a thousand people of different ages and occupations.
Computer technology enabled him to obtain precise measurements of the volume of the front and side sections of the brain, which relate to intelligence and emotion, and determine the human character.
Contraction of front and side parts - as cells die off - was observed in some subjects in their thirties, but it was still not evident in some sixty-and seventy-year-olds.
Faulkner concluded from his tests that there is a simple way to slow the contraction - using the head.
The findings show that contraction of the brain begins sooner in people in the country than in the towns. Those least at risk, says Faulkner, are lawyers, followed by university professors and doctors. White-collar workers doing routine work are, however, as likely to have shrinking brains are as the farm worker, bus driver and shop assistant.
Faulkner’s findings show that thinking can prevent the brain from shrinking. Blood must circulate properly in the head to supply the fresh oxygen the brain cells need. “The best way to maintain good blood circulation is through using the brain,” he says. “Think hard and engage in conversation. Don’t rely on pocket calculator.”
1.Professor Faulkner wanted to find out ______.
A.how people’s brains shrink
B.the way of making people live longer
C.the size of certain people’s brains
D.why certain people aged sooner than others
2.Faulkner’s research findings are based on ______.
A.a survey of farmers in northern Japan
B.tests performed on a thousand old people
C.the study of the brain volumes of different people
D.the latest development of computer technology
3.The professor’s tests show that ______.
A.our brains shrink as we grow old
B.the front section of the brain does not shrink
C.seventy-year-olds have better brains than sixty-year-olds
D.brain contraction may vary among people of the same age
4.The underlined word “ subjects” in Paragraph 5 means ______.
A.branches of knowledge studied in a school
B.something to be considered
C.persons experimented on
D.citizens in a country
5.According to the passage, which group of people seem to age slower than the others?
A. farmers B. Lawyers C. Clerks D. Shop assistants
Passage Eight
News has just been received of an air crash in the north of England. The plane, which was on a charter flight from London to Carlisle, was carrying a party of businessmen on their way to a trade fair. It seems likely that the plane ran into a heavy fog as it was approaching Carlisle and was obliged to circle for some twenty minutes. Everything seemed to be going well. The pilot was in constant radio communication with Ground Control when the engines suddenly cut out and all contact was lost. The plane crashed on the site of the ancient Roman camp at Hadrian’s Hill, a place well known to archaeologists and tourists.
So far few details have been reported, but it is feared that at least twenty people lost their lives, among them the pilot, who was killed instantly. The local ambulances and firemen were on the scene within minutes of the crash, but additional help had to be rushed from other areas.
Mr. Lesilie Collins, one of the survivors, told our reporter, “We passengers noticed the engines were making a funny noise. Of course we couldn’t see anything because of the fog, but the pilot said there was nothing to worry about. The next thing we know, the engines went dead. There was a rushing noise - and after that I don’t remember any more.”
Mr. Collins is now in hospital, being treated for minor injuries. We will be bringing you further news of the crash as we receive it. In the meantime relatives are asked to ring 02-3457211 for information.
1.The plane was ______.
A. flying some businessmen to London B. on a regular flight to London
C. returning from a trade fair D. bound for Carlisle
2. What happened when the plane was nearing Carlisle?
A. The pilot misread the signals from Ground Control.
B. Ground Control failed to send out right instructions.
C. The pilot got a report of terrible weather.
D. The engines broke down.
3. According to the passage, the plane crashed at ______.
A. a place in southern England B. a place of historical interest
C. a military training camp D. a camp near London
4. The news report tells us that when the crash occurred ______.
A. the ambulance and firemen arrived quickly B. none of the passengers was killed
C. no additional help was necessary D. help was long delayed
5. From what Mr. Collins said, we can know that he ______.
A. had only an incomplete picture of what happened B. heard and saw nothing at all
C. talked to the pilot D. was once a pilot
Passage Nine
Long after the 1998 World Cup was won, disappointed fans were still cursing the disputed refereeing(裁判) decisions that denied victory to their team. A researcher was appointed to study the performance of some top referees.
The researcher organized an experimental tournament(錦標(biāo)賽) involving four youth teams. Each match lasted an hour divided into three periods of 20 minutes during which different referees were in charge.
Observers noted down the referees’ errors, of which there were 61 over the tournament. Converted to a standard match of 90 minutes, each referee made almost 23 mistakes, a remarkable high number.
The researcher then studied the videotapes to analyse the matches in detail. Surprisingly, he found that errors were more likely when the referees were close to the incident. When the officials got it right, they were, on average, 17 meters away from the action. The average distance in the case of errors was 12 meters. The research shows the optimum(的) distance is about 20 meters.
There also seemed to be an optimum speed. Correct decisions came when the referees were moving at a speed of about 2 meters per second. The average speed for errors was 4 meters per second.
If FIFA, football’s international ruling body, wants to improve the standard of refereeing at the next World Cup, it should encourage referees to keep their eyes on the action from a distance, rather than rushing to keep up with the ball, the researcher argues.
He also says that FIFA’ s insistence that referees should retire at age 45 may be misguided. If keeping up with the action is not so important, their physical condition is less critical.
1. The experiment conducted by the researcher was meant to ______.
A.set a standard for football refereeing
B.reexamine the rules for football refereeing
C.analyse the causes of errors made by football referees
D.review the decisions of referees at the 1998 World Cup
2.The number of refereeing errors in the experimental matches was ______.
A. quite unexpected B. slightly above average
C. as high as in a standard match D. higher than in the 1998 World Cup
3. The finding of the experiment show that ______.
A. errors are less likely when a referee stays in one spot
B. the more slowly the referee runs the more likely will errors occur
C. the farther the referees is from the incident the fewer the errors
D. errors are more likely when a referee keeps close to the ball
4. The word “official” (Line2,Para.4) most probably refers to ______.
A. the researchers involved in the experiment
B. the referees of the football tournament
C. the observers at the site of the experiment
D. the inspectors of the football tournament
5. What is one of the possible conclusions of the experiment?
A. Age should not be the chief consideration in choosing a football referee.
B. A football referee should be as young and energetic as possible.
C. The ideal retirement age for an experienced football referee is 45.
D. An experienced football referee can do well even when in poor physical condition.
Passage Ten
Toronto: A 300-pound adult Siberian tiger escaped from its four-meter high chain-link-pen at the Toronto Zoo yesterday, on one of the busiest days of the year.
Though no one was hurt, the dangerous animal was separated from the public for a time by nothing more than a four-foot fence. The escape occurred after one of the animal’s handlers left the pen gate open. It prompted a swift response from officials. Staff were sent immediately to arrest the runaway tiger.
General Manager Calvin White told reporters that staff were preparing for the worst. “I ordered a tranquilizer (麻醉劑) gun so we would have tranquilized her, but thankfully we didn’t have to,” Mr. White said. The tiger was successfully led back into its cage after the brief escape.
The incident occurred during the Toronto Zoo’s 28th annual Christmas Treats Walk, where admission is free in return for donations of food that does not easily go bad.
Thousands of people attend each Boxing Day to see the animals fed by their handlers.
1.The tiger escape happened ______.
A. owing to the lack of food B. due to its separation from the public
C. because of the handler’s neglect of duty D. as a result of the damage chain and fence
2. Who is Calvin White?
A. A managerial staff of the Zoo. B. A journalist from National post.
C. A witness of the incident. D. A zoo animal handler.
3. We know from the passage that ______.
A. the tiger escape lasted a whole day
B. the zoo workers planned to shoot the tiger dead
C. the tiger wasn’t kept securely enough from the public
D. the incident took place on the zoo’s anniversary day
4. The Best title for the news report is ______.
A. Pen-Animal B. Zoo Tiger-Wandering Free
C. Siberian Tiger-Dangerous Animal D. Zoo-Dangerous site
Passage Eleven
“I love you, Bob.” “I love you, too, Nancy.” It was 2 a.m. and I was hearing my parents’ voices through the thin wall separating my bedroom from theirs. Their loving words were sweet, touching - and surprising.
My parents married on September 14, 1940, after a brief dating. She was nearing 30 and knew it was time to start a family. The handsome, well-educated man who came by the office where she worked looked like a good bet. He was attracted by her figure, her blue eyes. The romance didn’t last long.
Seeds of difference grew almost immediately. She liked to travel; he hated the thought. He loved golf; she did not. He was a Republican, she a loyal Democrat. They fought at the bridge table, at the dinner table, over money, over the perceived shortcomings of their respective in-laws.
There was a hope that they would change once they retired, and the angry winds did calm somewhat, but what remained changed itself into bright, hard bitterness. “I always thought we’d …” my mother would begin, before launching into a precise listing of my father’s faults. The complaints were recited so often, I can repeat them by heart today. As he listened, my father would say angry threats and curses in a low voice.
It wasn’t the happiest marriage, but as their 60th anniversary approached, my sister and I decided to throw a party. Sixty years was a long time, after all; why not try to make the best of things? We’d provide the cake, the balloons, the toasts, and they’d follow one rule: no fighting.
The agreement was honored. We had a wonderful day. When we thought back, we found it was an important celebration, because soon after, things began to change for my parents.
1.Bob married Nancy because of ______.
A. her nice appearance B. her good education
C. her romantic nature D. her position as an office girl
2. When the writer told the story, the mother was probably ______ years old.
A. 60 B. 70 C. 80 D. 90
3. What do we know about the writer’s parents?
A. Their marriage is a total failure.
B. They had different hobbies.
C. They had serious money problem.
D. They stopped quarrelling after they had children.
4. The purpose for the writer to hold the party is ______.
A. to recall the 60 years’ marriage life of her parents
B. to stop the long fighting between her parents
C. just to celebrate her parents’ 60th anniversary
D. to have a good time for family’s reunion
Passage Twelve
What can you do to recall your dreams more often and interpret them more clearly? The experts offer these suggestions:
Develop an idea. Before you go to sleep, consciously think about a topic or a person you’d like to dream about. Raise a question that’s troubling you and see how your dream responds to it.
Keep track. Next to your bed, place a pen and some paper, or a tape recorder or laptop, to record your dreams as soon as you wake up.
Try to wake up naturally, without the help of an alarm clock or barking dog that can interrupt
your dream cycle. If your schedule doesn’t allow you to sleep in during the week, begin your dream journey on a weekend or during a vacation.
Wake up slowly. For the first moment after you wake up, lie still and keep your eyes closed, because your dream may be connected to your body position while you slept. Try to recall the dream and then store it in your memory by giving it a name like “Late for an exam” or “My Date with Ashley Judd”. When you rise, immediately write down as many images, feelings and impressions as you can.
Connect the dots. To better interpret your dreams, try to make connections between you recalled dreams and recent events. Do you recognize people from the present or past? Can you detect any themes from the dream? Look for patterns over several dreams that might help explain an individual dream.
Change the outcome. If you have nightmares happening again and again that make it difficult to sleep, try to change the endings. Once you wake up from a bad dream, imagine a change in the action to create a more positive outcome. If you are trapped, try to fly. In your dream, you can do what you want!
1.The passage advices you to “wake up slowly” ______.
A.because dreaming usually happens not long before you wake up
B.because sleeping posture may be related to your dream
C.so as not to connect your dreams
D.so as not to have a nightmare
2.The underlined word “rise” (Paragraph5) means “______”.
A. come up B. stand up C. wake up D. get up
3. According to the passage, how can you overcome a nightmare?
A. Try to imagine you are a superman. B. Try to create a new ending of the nightmare.
C. Try to think about some happy things. D. Try to forget the nightmare.
4. In which column of a magazine or newspaper may the article appear?
A. Finance. B. Sports. C. Health. D. Politics.
閱讀理解答案：
Passage one 1. D 2. D 3. B 4. A 5. A
Passage two 1. C 2. D 3. A 4. D 5.A
Passage three 1. C 2. B 3. A 4. D 5. B
Passage four 1. A 2. A 3. B 4. C 5. D
Passage five 1. C 2. D 3. D 4. C 5. A
Passage six 1. C 2. B 3. A 4. C 5. B
Passage seven 1. D 2. C 3. D 4. C 5. B
Passage eight 1. D 2. D 3. B 4. A 5. A
Passage nine 1. C 2. A 3. D 4. B 5. A
Passage ten 1. C 2. A 3. C 4. B
第2篇：英語專題總結(jié)范文
論文關(guān)鍵詞：微電子學(xué)；專業(yè)英語；教學(xué)
專業(yè)英語是高校各專業(yè)均設(shè)置的一門專業(yè)選修課，專業(yè)英語教學(xué)目標(biāo)是讓學(xué)生掌握專業(yè)閱讀和寫作所必須的英語專業(yè)術(shù)語和語法知識(shí)，鼓勵(lì)學(xué)生為參與國(guó)際學(xué)術(shù)交流和今后工作打下良好的專業(yè)英語基礎(chǔ)，并使學(xué)生能運(yùn)用各類電子資源獲得最新的國(guó)內(nèi)外專業(yè)前沿動(dòng)態(tài)和最新學(xué)科研究動(dòng)向。對(duì)于各種不同學(xué)科的專業(yè)英語的教學(xué)應(yīng)該采用適合本專業(yè)的教學(xué)模式和教學(xué)方法。筆者結(jié)合具體的教學(xué)實(shí)踐，總結(jié)出一套適合微電子類專業(yè)英語教學(xué)的方法。
一、正確認(rèn)識(shí)課程的定位
在大多數(shù)高校中，專業(yè)英語教師的人選一般是學(xué)院里一些英語較好的教師，教師本身英語水平的高低是一方面。另一方面，專業(yè)英語一般都是專業(yè)選修課，課時(shí)較少，因此學(xué)生的重視度不夠。在這樣的前提下，就更需要教師從根本上認(rèn)識(shí)課程的定位，明確課程的教學(xué)目標(biāo)，設(shè)定適合專業(yè)、適合學(xué)生需求的教學(xué)內(nèi)容，才能夠讓學(xué)生認(rèn)識(shí)到這門課的地位和重要性。有了目標(biāo)才有動(dòng)力，有了動(dòng)力，教與學(xué)才能事半功倍。
在電子類專業(yè)的科技文獻(xiàn)里，會(huì)出現(xiàn)大量的專業(yè)詞匯和英文縮寫，這往往是造成閱讀困難的主要原因。另一方面，為了讓學(xué)生將來更好的通過電子資源了解國(guó)內(nèi)外專業(yè)前沿動(dòng)態(tài)和最新學(xué)科研究動(dòng)向，需要在本科階段打好基礎(chǔ)，學(xué)會(huì)一些基本的技能和技巧，才能為將來更好的提升自我做好準(zhǔn)備。這些客觀事實(shí)的存在確定了電子類專業(yè)英語課程的定位：專業(yè)英語是基礎(chǔ)英語與專業(yè)相結(jié)合的一門課程，更是大學(xué)生英語實(shí)際應(yīng)用能力培養(yǎng)的不可忽視的重要環(huán)節(jié)。在有限的學(xué)時(shí)內(nèi)培養(yǎng)學(xué)生閱讀相關(guān)專業(yè)的科技文獻(xiàn)、學(xué)習(xí)國(guó)外的先進(jìn)技術(shù)、能與國(guó)際交流的目的。
二、教學(xué)內(nèi)容的制定
教師在課程一開始讓學(xué)生明確的課程目標(biāo)，從根本上激發(fā)起學(xué)生的學(xué)習(xí)興趣以后，就需要在今后的教學(xué)過程中以豐富的教學(xué)內(nèi)容和多種教學(xué)方式來讓學(xué)生保持這個(gè)興趣。
確定教學(xué)內(nèi)容的關(guān)鍵是首先要確定一本合適的教材。市面上現(xiàn)有的專業(yè)英語教材五花八門，有的是隨意選用原版專業(yè)文獻(xiàn)，有的是專業(yè)書籍的片段拼湊，大多與專業(yè)的結(jié)合度不夠、涉及面不夠廣。學(xué)生使用以后，普遍感到專業(yè)詞匯太多、句子較長(zhǎng)、概念偏難，與基礎(chǔ)階段所學(xué)的公共英語差別很大，因而不免產(chǎn)生畏難情緒。選擇一本好教材的原則首先應(yīng)該是專業(yè)對(duì)口，選用微電子類的專業(yè)英語教材，而不是統(tǒng)一用電子信息類的專業(yè)英語教材；其次教材內(nèi)容應(yīng)該從介紹基礎(chǔ)知識(shí)、原理開始到器件、工藝最后到集成、應(yīng)用等都有所涉及；除此以外，盡量選擇近一兩年出版的教材。
但是教材的內(nèi)容不應(yīng)該是教學(xué)內(nèi)容的全部，教材只能當(dāng)作是一本教學(xué)參考書。教師應(yīng)該根據(jù)自己所在學(xué)校的專業(yè)課程設(shè)置、學(xué)生的狀況制定更具體的教學(xué)內(nèi)容和教學(xué)計(jì)劃。筆者根據(jù)幾輪的教學(xué)經(jīng)驗(yàn)，總結(jié)出一套具有專業(yè)特色的，多種教學(xué)方式相結(jié)合的教學(xué)內(nèi)容。第一階段，以教師講解為主，內(nèi)容基本參照教材前半部分，結(jié)合學(xué)生之前所學(xué)專業(yè)課中的部分環(huán)節(jié)，介紹相關(guān)的基本原理，如PN結(jié)原理、小信號(hào)等效電路等以及半導(dǎo)體器件（如MOS器件）等，學(xué)時(shí)大概在6-8個(gè)學(xué)時(shí)左右。在學(xué)生建立起學(xué)習(xí)的信心和興趣之后，接著進(jìn)行的才是課程教學(xué)的重要環(huán)節(jié)——專題介紹階段，這一階段的學(xué)時(shí)大概在16個(gè)學(xué)時(shí)左右，可以分為四個(gè)大的專題，每個(gè)專題4個(gè)學(xué)時(shí)計(jì)兩次課。專題內(nèi)容在進(jìn)入第二階段之前一至二周公布給學(xué)生，內(nèi)容是微電子專業(yè)領(lǐng)域具有代表性的一些研究方向，既能讓學(xué)生了解專業(yè)細(xì)分方向，還可以讓學(xué)生提前了解自己的專業(yè)興趣所在。比如說集成電路設(shè)計(jì)方向的模擬設(shè)計(jì)和數(shù)字設(shè)計(jì)、半導(dǎo)體材料的制備和應(yīng)用等。每個(gè)學(xué)生按照自己的興趣選擇相應(yīng)的專題，通過網(wǎng)絡(luò)、圖書館各種資源準(zhǔn)備相關(guān)的資料，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)學(xué)生的調(diào)研能力。第三階段的內(nèi)容主要在于訓(xùn)練學(xué)生寫作能力，英文科技文獻(xiàn)的寫作是科學(xué)研究的一個(gè)重要環(huán)節(jié)，這一環(huán)節(jié)大概占用6個(gè)學(xué)時(shí)。第四階段，也是最后一個(gè)階段，有條件的可以安排學(xué)生參加一場(chǎng)英文的學(xué)術(shù)報(bào)告會(huì)，也可以由教師本人作一個(gè)專業(yè)前沿介紹。
三、多種課堂教學(xué)方式結(jié)合
之前教學(xué)內(nèi)容確定以后，教學(xué)方式相對(duì)而言也就確定下來。
1.第一階段的教學(xué)內(nèi)容以教師主講為主
教師可以先帶領(lǐng)學(xué)生進(jìn)行粗讀一遍，挑出每一部分的一些關(guān)鍵句，大概概括出段落大意。然后再進(jìn)行精讀，首先把每一段里面出現(xiàn)的一些專業(yè)詞匯講解一下，將一些較難的長(zhǎng)句式分割成幾塊，分塊理解。剩下簡(jiǎn)單的內(nèi)容可以讓學(xué)生直接翻譯，或者讓學(xué)生用簡(jiǎn)短的語言概括出大意；有些內(nèi)容可讓學(xué)生寫出這一單元的英文摘要，鍛煉學(xué)生撰寫摘要的能力?；蛘邔?duì)于圖表比較多的文獻(xiàn)，教師可以通過引導(dǎo)學(xué)生理解圖表內(nèi)容，再結(jié)合圖注和摘要以及引言部分，先對(duì)文章所介紹的內(nèi)容大致了解以后，再去細(xì)讀文章，就容易理解了。
2.第二階段的教學(xué)，教師主要起的是引導(dǎo)作用
學(xué)生在各自選定自己感興趣的主題以后，教師按照專題不同，將學(xué)生進(jìn)行分組。以一個(gè)教學(xué)班40-60人為例，專題數(shù)為4個(gè)，每10-15分為一組，各組人數(shù)盡量相近。以小組為單位，大家先各自搜集一些英文資料，然后將搜集到資料進(jìn)行匯總，分成3-4塊，由3-4名同學(xué)在課堂上進(jìn)行講解，可以輔助視頻、動(dòng)畫、PPT等多媒體手段。以2個(gè)學(xué)時(shí)90分鐘為例，學(xué)生的講解時(shí)間大概控制在50-60分鐘左右，每位學(xué)生的講解時(shí)間為15分鐘左右，然后安排10-15分鐘的時(shí)間由其他同學(xué)進(jìn)行提問，專題小組的任何一位同學(xué)都可以回答所提出的問題，最后預(yù)留15-20分鐘左右時(shí)間由教師進(jìn)行評(píng)價(jià)總結(jié)，并提出更高要求，就學(xué)生之前搜集講解的內(nèi)容里面去粗取精，讓該組同學(xué)進(jìn)一步利用接下來一周的時(shí)間進(jìn)行資料的深度搜集，在下一周的課上委派另外3-4名同學(xué)進(jìn)行講解，之后仍然是學(xué)生提問和教師總結(jié)環(huán)節(jié)。之所以每個(gè)專題設(shè)置成4個(gè)學(xué)時(shí)，分2次課進(jìn)行介紹，這樣的安排是符合科學(xué)研究的方法的，首先是廣泛調(diào)研階段，然后再進(jìn)入有針對(duì)性的調(diào)研，這是一個(gè)漸進(jìn)的由淺入深的過程。另外在這一過程中，將學(xué)生進(jìn)行分組，要求每一位學(xué)生在團(tuán)隊(duì)中都必須發(fā)揮自己的作用，最大限度的培養(yǎng)團(tuán)隊(duì)協(xié)作的精神。
3.第三階段是培養(yǎng)學(xué)生的寫作能力
這一階段的教學(xué)方式采用教與練結(jié)合。主要內(nèi)容主要可以分為翻譯和寫作兩部分。翻譯的中文內(nèi)容可以從之前所學(xué)的專業(yè)課中進(jìn)行摘選，因?yàn)樵撜n程是專業(yè)英語課，不是專門的翻譯課程，所以教學(xué)的目的是教會(huì)學(xué)生一種方法。教師在教學(xué)過程要面對(duì)學(xué)生英語水平參差不齊和課時(shí)有限的矛盾，所以教學(xué)過程中要注意以點(diǎn)帶面，不必過于拘泥于翻譯細(xì)節(jié)，主要是啟發(fā)式教學(xué)，做到當(dāng)堂舉例、當(dāng)堂練習(xí)、當(dāng)堂講解，課時(shí)2個(gè)學(xué)時(shí)。寫作部分針對(duì)本科需求分為兩個(gè)方面，一是英文摘要的寫作，二是應(yīng)用文的寫作，如簡(jiǎn)歷求職信。這兩部分都是學(xué)生在不久的將來都要用到的技能，所以分別安排2個(gè)學(xué)時(shí)。課時(shí)的安排基本上可以是教師講解寫作要點(diǎn)30分鐘左右，學(xué)生寫作30分鐘，范文講評(píng)30分鐘。由于時(shí)間有限，寫作的素材可以由教師提供專業(yè)相關(guān)的中文素材。
4.第四階段即專題前沿介紹
在條件允許的前提下安排一場(chǎng)英文專題學(xué)術(shù)報(bào)告，也可以由教師自己準(zhǔn)備一個(gè)學(xué)術(shù)前沿介紹，盡可能多的利用多媒體資源，讓學(xué)生從多重角度了解學(xué)術(shù)前沿的知識(shí)，同時(shí)也利用多方面的信息補(bǔ)充在英語理解方面的不足。
四、課程考核方式
結(jié)合課程教學(xué)內(nèi)容和教學(xué)形式的安排，決定了該課程的考核不適合用傳統(tǒng)的期末一張?jiān)嚲砘蛘咭环輬?bào)告定成績(jī)的方式?？梢越梃b英國(guó)BTEC（商業(yè)與技術(shù)教育委員會(huì)）的考核模式，即以任務(wù)式“課業(yè)”為主的新的考核評(píng)估方法。在授課的每一個(gè)固定階段都給學(xué)生布置一些作業(yè)任務(wù)，通過作業(yè)的完成過程和最終結(jié)果真實(shí)全面地考察出學(xué)生在專業(yè)英語學(xué)習(xí)方面的實(shí)際水平，在學(xué)期末再輔以期終考試。比如第一階段可以讓學(xué)生在課后及時(shí)總結(jié)當(dāng)堂課的專業(yè)詞匯、英文縮寫等；第二階段按照學(xué)生在資料整理、課堂介紹中的投入程度和專業(yè)英語理解程度進(jìn)行成績(jī)?cè)u(píng)定；第三階段將學(xué)生的隨堂練習(xí)作為一次平時(shí)成績(jī)。平時(shí)的課業(yè)成績(jī)?cè)谧罱K考核中所占比例要大于期終考試。引入任務(wù)式的“課業(yè)”為主的新的考核評(píng)估方法，能夠突出以學(xué)生為核心的教育思想，并調(diào)動(dòng)學(xué)生平時(shí)學(xué)習(xí)的積極性和能力的培養(yǎng)。
第3篇：英語專題總結(jié)范文
一、高職工學(xué)結(jié)合英語口譯實(shí)踐教學(xué)面臨的困境
為更好地了解高職工學(xué)結(jié)合英語口譯實(shí)踐教學(xué)的現(xiàn)狀，以便展開客觀全面的研究，筆者和高職院校部分英語口譯教師探討了工學(xué)結(jié)合英語口譯實(shí)踐教學(xué)的一些實(shí)際情況，并設(shè)計(jì)了調(diào)查問卷，還邀請(qǐng)了部分教師和學(xué)生對(duì)問卷涉及的相關(guān)問題進(jìn)行了座談。筆者結(jié)合調(diào)查問卷顯示的匯總數(shù)據(jù)以及筆者與部分師生的座談?dòng)涗?，具體分析了如下高職工學(xué)結(jié)合英語口譯實(shí)踐教學(xué)困境：
第一，教學(xué)設(shè)備短缺與場(chǎng)地不足。口譯實(shí)踐教學(xué)需要帶有口譯訓(xùn)練設(shè)備的交替?zhèn)髯g室與同聲傳譯室等專業(yè)口譯訓(xùn)練室，大部分高職院校沒有專用的口譯室與口譯訓(xùn)練設(shè)施，而只是使用普通的多媒體語音室來進(jìn)行口譯教學(xué)。
第二，校企結(jié)合不夠。大部分高職院校沒有充分利用企業(yè)的資源，沒有實(shí)現(xiàn)校企合作，這就使學(xué)生不能將校內(nèi)口譯實(shí)踐學(xué)習(xí)運(yùn)用到企業(yè)工作中的口譯實(shí)戰(zhàn)，這對(duì)于學(xué)生口譯能力的提高是一個(gè)巨大的阻礙。
第三，大班形式不符合口譯教學(xué)的要求?？谧g教學(xué)不適合大班學(xué)習(xí)，大部分高職院校的口譯課程的班級(jí)都有40個(gè)學(xué)生，這非常不適合口譯任務(wù)的高精度要求。
第四，口譯教學(xué)內(nèi)容不具有職業(yè)性。大部分高職院校以普通的口譯教材作為口譯教學(xué)內(nèi)容，沒有以高職學(xué)生日后會(huì)涉及的工作領(lǐng)域?yàn)閷?dǎo)向來選擇口譯教學(xué)內(nèi)容，沒有重點(diǎn)突出與學(xué)生就業(yè)領(lǐng)域密切相關(guān)的常用口譯專題學(xué)習(xí)。
第五，口譯實(shí)踐教學(xué)形式趨于單一。大部分高職院校沒有實(shí)行工學(xué)結(jié)合的口譯實(shí)踐教學(xué)，即校內(nèi)口譯實(shí)踐教學(xué)與企業(yè)口譯實(shí)戰(zhàn)的結(jié)合，小部分高職院校即使實(shí)行了此教學(xué)形式，企業(yè)口譯實(shí)戰(zhàn)的時(shí)間也只占據(jù)整個(gè)教學(xué)過程的極其微小的一部分，如學(xué)生在一個(gè)學(xué)期的口譯學(xué)習(xí)中只有一個(gè)星期的時(shí)間在企業(yè)進(jìn)行口譯實(shí)戰(zhàn)。
第六，缺乏有效的譯后評(píng)估總結(jié)。大部分高職院校的口譯課程只是采取傳統(tǒng)的考試方法考核學(xué)生的口譯學(xué)習(xí)，缺少及時(shí)性與有效性，不能及時(shí)反映學(xué)生的口譯情況以促使其提高口譯水平。
二、高職工學(xué)結(jié)合英語口譯實(shí)踐教學(xué)具體實(shí)施的建議
1
教學(xué)目標(biāo)突出職業(yè)適應(yīng)性
高職口譯實(shí)踐教學(xué)應(yīng)以就業(yè)為導(dǎo)向，培養(yǎng)適合市場(chǎng)需求的應(yīng)用型口譯人才。相對(duì)于本科與研究生階段的學(xué)生，高職院校學(xué)生的英語水平與綜合素質(zhì)較低，應(yīng)降低口譯人才培養(yǎng)目標(biāo)，主要培養(yǎng)服務(wù)于一般層次的商貿(mào)、旅游和文化交流領(lǐng)域的口譯人才。
2
校企合作突出工學(xué)結(jié)合理念的導(dǎo)向性
注重學(xué)習(xí)與工作相結(jié)合的教學(xué)，以職業(yè)為導(dǎo)向，充分利用學(xué)校內(nèi)外不同的教育環(huán)境和資源，有機(jī)結(jié)合以課堂教學(xué)為主的學(xué)校教育和直接獲取實(shí)際經(jīng)驗(yàn)的校外工作。高職院校近年來非常注重校企合作，建設(shè)校外實(shí)踐基地，口譯的職業(yè)特點(diǎn)迫切需要校企合作。高職院校應(yīng)積極開發(fā)與建立校外口譯實(shí)踐基地，安排學(xué)生參加商貿(mào)、文化、科技等口譯實(shí)戰(zhàn)工作。校方可以與企業(yè)制訂共同的教學(xué)計(jì)劃、教學(xué)內(nèi)容、教學(xué)評(píng)估方式等，并且校企之間可以共享人才資源，學(xué)校的教師去企業(yè)兼職口譯工作，企業(yè)的口譯人員來學(xué)校兼職口譯教學(xué)。
3
教學(xué)內(nèi)容突出工作導(dǎo)向性
工學(xué)結(jié)合實(shí)踐的教學(xué)內(nèi)容要滿足以就業(yè)為導(dǎo)向的崗位需要，可根據(jù)行業(yè)、企業(yè)需要的或校企共同制訂的教學(xué)內(nèi)容，通過多種渠道選取難度適中、緊扣時(shí)代的素材，如商貿(mào)口譯專題素材、旅游口譯專題素材與文化交流口譯專題素材等，但同時(shí)也對(duì)文理貫通的百科知識(shí)有所涉及，以拓展學(xué)生的知識(shí)面，有助于學(xué)生融會(huì)貫通地運(yùn)用各方面知識(shí)展開口譯。
4
教學(xué)形式突出情境真實(shí)性
工學(xué)結(jié)合英語口譯實(shí)踐教學(xué)的形式多樣，提倡在課堂內(nèi)實(shí)現(xiàn)口譯現(xiàn)場(chǎng)情境模擬與在企業(yè)進(jìn)行口譯實(shí)戰(zhàn)，最終達(dá)到培養(yǎng)學(xué)生口譯職業(yè)核心技能和口譯職業(yè)素質(zhì)的目標(biāo)。在課堂內(nèi)實(shí)現(xiàn)各個(gè)口譯專題的陪同口譯模擬、交替口譯模擬、會(huì)議口譯模擬與同聲傳譯模擬等，讓學(xué)生以譯員的身份進(jìn)行口譯模擬項(xiàng)目訓(xùn)練，使得學(xué)生具備承擔(dān)企業(yè)口譯實(shí)戰(zhàn)的基本能力與素質(zhì)，從而使工學(xué)結(jié)合實(shí)踐教學(xué)的校內(nèi)口譯實(shí)踐教學(xué)與企業(yè)口譯實(shí)戰(zhàn)成為一個(gè)有機(jī)銜接的整體。
5
教學(xué)設(shè)施突出專業(yè)性
口譯教學(xué)所需的硬件設(shè)施要到位，應(yīng)配備專業(yè)口譯室與專用的口譯訓(xùn)練設(shè)施，提供因特網(wǎng)的上網(wǎng)設(shè)施，配備百科全書、翻譯方面的專業(yè)書籍和報(bào)刊、科技及經(jīng)貿(mào)專業(yè)參考書籍、各種專業(yè)字典和詞典，以供教師參考和備課用，也可供學(xué)生在進(jìn)行口譯訓(xùn)練前作譯前準(zhǔn)備、語言進(jìn)修、知識(shí)補(bǔ)充等。
6
小班學(xué)習(xí)符合口譯教學(xué)要求
口譯任務(wù)的高精度要求需要學(xué)生接受高規(guī)格、高水準(zhǔn)的培訓(xùn)模式，不宜采用大班教學(xué)。學(xué)生必須在口譯訓(xùn)練中得到充分的口譯實(shí)踐機(jī)會(huì)，因此，小班教學(xué)才能確?？谧g實(shí)踐教學(xué)的質(zhì)量。
7
搭建校企口譯網(wǎng)絡(luò)平臺(tái)
學(xué)校與企業(yè)共同建立口譯主頁(yè)與論壇，在主頁(yè)上提供豐富的口譯資源，供學(xué)生下載學(xué)習(xí)，師生與企業(yè)可以在口譯論壇里討論口譯知識(shí)與交流信息。
8
建設(shè)工學(xué)結(jié)合口譯實(shí)踐教學(xué)團(tuán)隊(duì)
建設(shè)一支具有特色、行業(yè)認(rèn)可的高職工學(xué)結(jié)合英語口譯實(shí)踐教學(xué)團(tuán)隊(duì)?？梢匝?qǐng)口譯自由職業(yè)者和專職譯員加入師資隊(duì)伍，作為兼職或客座教師;也可以邀請(qǐng)其他高校的優(yōu)秀口譯教師作為兼職教師，并且本校的口譯教師也可以到企業(yè)兼職口譯工作，積累口譯工作經(jīng)驗(yàn)。
9
第4篇：英語專題總結(jié)范文
指導(dǎo)思想：以黨的十六大精神為指導(dǎo)，以實(shí)施素質(zhì)教育為宗旨，以創(chuàng)特色、創(chuàng)省級(jí)示范民辦初中為目標(biāo)，面向教育、服務(wù)教學(xué)、促進(jìn)教改，全面提高教育、教學(xué)質(zhì)量，全面提高學(xué)生素質(zhì)，努力發(fā)展校園電視臺(tái)，使之成為我校學(xué)生思想教育的宣傳陣地和學(xué)生培養(yǎng)能力，提高素質(zhì)和豐富校園文化的新陣地。
組織機(jī)構(gòu)：校園電視臺(tái)受學(xué)校辦公室領(lǐng)導(dǎo)，學(xué)校電教員具體負(fù)責(zé)，由各處室、分校協(xié)辦，電視臺(tái)臺(tái)長(zhǎng)、播音員、編輯、記者（文字、圖象）等工作人員主要由初一、初二的學(xué)生組成。
電視臺(tái)名稱：“金海校園電視臺(tái)”“JHTV”
主要欄目設(shè)置：
1、新聞（國(guó)內(nèi)外重大新聞回顧，校園新聞）；
2、專題節(jié)目（含教育、教學(xué)、后勤、英語特色等專題節(jié)目）；
3、影視（愛國(guó)主義影片展播，經(jīng)典影片片斷，有教育意義的動(dòng)畫片或故事片）。
播出時(shí)間：
1、周日晚7:00——7:30
2、周日下午1:00——4:00（影視類，視情況定播放次數(shù)）
活動(dòng)安排：
時(shí)間 活動(dòng)或主要專題節(jié)目安排 責(zé)任人
九
月
份 1、制定工作計(jì)劃 辦公室
2、開學(xué)工作報(bào)道 辦公室
3、選聘電視臺(tái)工作人員 各班級(jí)
4、工作人員培訓(xùn) 龍 鳳
5、入學(xué)教育 政教處
6、學(xué)生軍訓(xùn)報(bào)道 政教處
7、開學(xué)典禮報(bào)道 教導(dǎo)處
8、“三優(yōu)班級(jí)”創(chuàng)建活動(dòng) 教導(dǎo)處
9、“閃光在金海”文藝晚會(huì) 團(tuán)委
十
月 1、德育常規(guī)落實(shí)情況抽查 政教處
2、學(xué)校衛(wèi)生執(zhí)法大檢查 政教處
3、初三學(xué)生演講比賽 教導(dǎo)處
4、初二、初三數(shù)學(xué)、物理競(jìng)賽 教導(dǎo)處
5、學(xué)生發(fā)明設(shè)計(jì)方案征集 教導(dǎo)處
6、書法現(xiàn)場(chǎng)賽 教導(dǎo)處
7、縣中小學(xué)生文藝匯演 團(tuán)委
8、“三優(yōu)”班級(jí)典型事例報(bào)道（一） 教導(dǎo)處
9、校體育節(jié) 教導(dǎo)處
十
一
月 1、德育新舉措及效果跟蹤報(bào)道（一、二） 政教處
2、優(yōu)秀作業(yè)展播 教導(dǎo)處
3、期中考試及總結(jié) 教導(dǎo)處
4、英語實(shí)驗(yàn)班英語口語電視大賽 教導(dǎo)處
5、英語實(shí)驗(yàn)班特色展示（一、二） 教導(dǎo)處
6、期中德育工作總結(jié)表彰大會(huì) 政教處
7、德育標(biāo)兵事跡 政教處
8、后勤優(yōu)質(zhì)服務(wù)展示 后勤
9、期中考試典型學(xué)生報(bào)道 教導(dǎo)處
10、“三優(yōu)”班級(jí)典型事例報(bào)道（二） 教導(dǎo)處
十
二
月 1、學(xué)生學(xué)習(xí)方法介紹團(tuán)巡回演講 教導(dǎo)處
2、英語實(shí)驗(yàn)班特色展示（三——五） 教導(dǎo)處
3、全校創(chuàng)新作文大賽 教導(dǎo)處
4、校園第三屆藝術(shù)節(jié) 教導(dǎo)處
5、德育典型班級(jí)事跡報(bào)道（一、二） 政教處
6、分校典型經(jīng)驗(yàn)介紹（一、二、三） 各分校
元
月 1、期末考試及總結(jié) 教導(dǎo)處
2、慶祝“元旦” 團(tuán)委
3、法制教育報(bào)告會(huì) 政教處
4、各項(xiàng)評(píng)優(yōu)、總結(jié)表彰 教導(dǎo)處
政教處
工作措施：
1、電視臺(tái)所有工作人員要重視學(xué)習(xí)培訓(xùn)，加強(qiáng)日常管理，認(rèn)認(rèn)真真、扎扎實(shí)實(shí)創(chuàng)造性開展各項(xiàng)工作。星期日集中活動(dòng)時(shí)間不少于3小時(shí)。
2、各班收視情況要檢查計(jì)分，納入班級(jí)日常評(píng)比；
3、加強(qiáng)英語特色建設(shè)，盡量推行中英雙語播放；
第5篇：英語專題總結(jié)范文
【關(guān)鍵詞】高中英語 高效課堂 構(gòu)建
【中圖分類號(hào)】G424 【文獻(xiàn)標(biāo)識(shí)碼】A 【文章編號(hào)】1674-4810（2014）03-0057-01
英語作為世界通用語言之一，受到人們的高度重視。如何能夠讓學(xué)生更好地學(xué)習(xí)英語，發(fā)揮英語更大的作用，是每一位英語教學(xué)工作者義不容辭的責(zé)任和義務(wù)。傳統(tǒng)的英語課堂教學(xué)模式以“應(yīng)試”為前提，刻板、守舊，缺乏適應(yīng)中學(xué)生年齡特點(diǎn)的活力與激情，因此，學(xué)生在英語學(xué)習(xí)過程中，極少體會(huì)到樂趣，而更多的是壓力，這就導(dǎo)致了學(xué)生對(duì)于英語學(xué)科的學(xué)習(xí)興趣不濃，英語教學(xué)效果不好。
經(jīng)過實(shí)地調(diào)查研究，筆者總結(jié)出幾點(diǎn)打造英語高效課堂的途徑和方法，希望與大家交流、探討，以期拋磚引玉，為英語高效課堂的構(gòu)建貢獻(xiàn)力量。
一 高效課堂的含義
有關(guān)“高效課堂”的定義，眾說紛紜。筆者贊成李炳亭老師的定義，即“高效課堂，是知識(shí)的超市、生命的狂歡”。
打造高效課堂，不僅要求教師在課堂組織形式上有所突破，也要求教師靈活運(yùn)用課堂管理模式，充分調(diào)動(dòng)學(xué)生對(duì)學(xué)習(xí)的積極性和主動(dòng)性，讓學(xué)生在課堂上“動(dòng)”起來，從而真正打造“高效率、高效益、高效果”的課堂教學(xué)模式。
二 打造高效英語課堂的途徑
提出“打造高效英語課堂”的口號(hào)之后，各地各學(xué)校紛紛行動(dòng)起來，制訂方案、探索具體教學(xué)模式，實(shí)踐總結(jié)，完善方案。通過調(diào)研，筆者發(fā)現(xiàn)，很多學(xué)校在打造高效英語課堂的過程中，總結(jié)出了一些適合學(xué)校自身特點(diǎn)、適應(yīng)學(xué)生身心發(fā)展的打造高效英語課堂的方式方法。筆者綜合各家所長(zhǎng)，總結(jié)以下幾點(diǎn)，以供英語教學(xué)實(shí)踐運(yùn)用。
1.激趣法
興趣是學(xué)習(xí)最有效的動(dòng)力，它能激發(fā)起學(xué)生對(duì)知識(shí)的渴求和向往，從而使學(xué)生主動(dòng)克服困難，主動(dòng)探索學(xué)習(xí)的新路徑。興趣可以說是學(xué)生學(xué)習(xí)的內(nèi)在動(dòng)力，也是讓學(xué)生主動(dòng)學(xué)習(xí)的根本途徑。教師只有充分調(diào)動(dòng)學(xué)生學(xué)習(xí)英語的興趣和熱情，學(xué)生才能真正成為學(xué)習(xí)的主人、主動(dòng)學(xué)習(xí)、積極參與。
培養(yǎng)學(xué)生對(duì)英語學(xué)科的學(xué)習(xí)興趣，和諧的師生關(guān)系是首要的前提和保障。教師要有意培養(yǎng)師生融洽的情感關(guān)系，真誠(chéng)相待，使學(xué)生能夠在和諧、輕松、愉快的氛圍中學(xué)習(xí)，對(duì)英語學(xué)科本身產(chǎn)生學(xué)習(xí)興趣和學(xué)習(xí)動(dòng)機(jī)。
“施教之法，貴在啟導(dǎo)”，在課堂教學(xué)中，教師在教授知識(shí)以外，更要教會(huì)學(xué)生一些正確的、有效的學(xué)習(xí)方法，以維持、增加學(xué)生的學(xué)習(xí)興趣。同時(shí)，教師應(yīng)做到充分尊重學(xué)生，鼓勵(lì)學(xué)生多思考，讓學(xué)生體驗(yàn)付出之后的甘甜和成功，從而更有動(dòng)力繼續(xù)學(xué)習(xí)。
2.合作學(xué)習(xí)法
《國(guó)家英語課程標(biāo)準(zhǔn)》明確指出：“在教學(xué)過程中，要始終體現(xiàn)學(xué)生的主體地位，教師應(yīng)充分發(fā)揮學(xué)生在學(xué)習(xí)過程中的主動(dòng)性和積極性，激發(fā)學(xué)生的學(xué)習(xí)興趣，營(yíng)造寬松、和諧的學(xué)習(xí)氣氛?！?/p>
杜郎口中學(xué)“三三六”自主學(xué)習(xí)模式為教學(xué)提供了很好的范例。課堂教學(xué)，應(yīng)真正屬于學(xué)生，學(xué)生是學(xué)習(xí)的主體，而教師只是課堂的組織者、學(xué)生學(xué)習(xí)的引導(dǎo)者和合作者。
合作學(xué)習(xí)，不僅是教師與學(xué)生之間的合作，更是學(xué)生之間的相互合作，在互幫互助、輕松和諧的學(xué)習(xí)氛圍下，學(xué)生對(duì)知識(shí)的理解必將更加透徹、清晰，對(duì)知識(shí)的掌握也更牢固。
3.課堂展示，培養(yǎng)學(xué)生自信
課堂展示環(huán)節(jié)的設(shè)計(jì)，能使學(xué)生從中獲得自我表現(xiàn)的滿足；教師在課堂展示過程中及時(shí)、積極的評(píng)價(jià)和鼓勵(lì)，更是培養(yǎng)學(xué)生自信的關(guān)鍵措施。在課堂展示過程中，讓學(xué)生充分享受學(xué)習(xí)英語所帶來的快樂和滿足感，是打造高效英語課堂的重要組成內(nèi)容和步驟。課堂展示的形式不拘一格，可分為課前展示、隨堂展示、專題展示等。
第一，課前展示。課前展示有利于學(xué)生預(yù)習(xí)所學(xué)知識(shí)，對(duì)所要學(xué)習(xí)的知識(shí)提前進(jìn)行了解和相關(guān)資料的搜集。課前展示可讓學(xué)生有效地找到疑惑點(diǎn)、興趣點(diǎn)，從而在課堂教學(xué)過程中，更有針對(duì)性地學(xué)習(xí)知識(shí)。
第二，隨堂展示。隨堂展示要在學(xué)生輕松、無壓的前提下進(jìn)行，目的是讓學(xué)生能夠充分展示自我。隨堂展示是課堂教學(xué)的開始，也是課堂教學(xué)的引子，目的是讓學(xué)生通過展示自我，獲得自信，準(zhǔn)備好學(xué)習(xí)新知識(shí)。
第6篇：英語專題總結(jié)范文
[關(guān)鍵詞]鄉(xiāng)村；英語教師；培訓(xùn)
職業(yè)培訓(xùn)是教師職后專業(yè)提升及職業(yè)發(fā)展的重要手段之一，也是師資隊(duì)伍建設(shè)的重要保障之一。為了完善教師培訓(xùn)，提高鄉(xiāng)村教師的專題素質(zhì)，2010年，國(guó)家教育部、財(cái)政部共同下發(fā)實(shí)施“中小學(xué)教師國(guó)家級(jí)培訓(xùn)計(jì)劃”（簡(jiǎn)稱“國(guó)培計(jì)劃”）的通知，啟動(dòng)了“國(guó)培計(jì)劃”的實(shí)施工作。“國(guó)培計(jì)劃”的實(shí)施對(duì)于提高鄉(xiāng)村教師隊(duì)伍整體素質(zhì)，推動(dòng)鄉(xiāng)村教育教學(xué)改革，更好服務(wù)于鄉(xiāng)村教育教學(xué)活動(dòng)，促進(jìn)鄉(xiāng)村中小學(xué)教育教學(xué)質(zhì)量提升有重要意義。自“國(guó)培計(jì)劃實(shí)施以來，鄉(xiāng)村教師的培訓(xùn)現(xiàn)狀及需求如何？如何使培訓(xùn)與鄉(xiāng)村教學(xué)實(shí)際相結(jié)合？本文結(jié)合桂林師專“國(guó)培計(jì)劃”英語學(xué)科項(xiàng)目實(shí)施的情況，通過問卷調(diào)查、訪談、聽課、查看學(xué)員總結(jié)等方式，分析鄉(xiāng)村英語教師培訓(xùn)的現(xiàn)狀及培訓(xùn)需求，并對(duì)鄉(xiāng)村英語教師職業(yè)培訓(xùn)提出相應(yīng)對(duì)策。
一、鄉(xiāng)村英語教師培訓(xùn)現(xiàn)狀
2015年，桂林師專參與“國(guó)培計(jì)劃”實(shí)施的英語學(xué)科項(xiàng)目包括：鄉(xiāng)村教師訪名校項(xiàng)目和送教下鄉(xiāng)項(xiàng)目，共六項(xiàng)，以小學(xué)英語教師培訓(xùn)為主；學(xué)員構(gòu)成為：桂林市和百色市的鄉(xiāng)村小學(xué)英語教師，共計(jì)428人。筆者通過參與該項(xiàng)目的管理、問卷調(diào)查、聽課、訪談、查閱學(xué)員總結(jié)等形式，對(duì)鄉(xiāng)村英語教師現(xiàn)狀及培訓(xùn)情況有了一定了解。
（一）鄉(xiāng)村教師師資力量較為薄弱。在以上六項(xiàng)“國(guó)培項(xiàng)目”實(shí)施前，我們對(duì)項(xiàng)目縣的鄉(xiāng)村英語教師現(xiàn)狀進(jìn)行調(diào)查得知，鄉(xiāng)村小學(xué)英語教師師資力量較薄弱，相當(dāng)部分是轉(zhuǎn)崗或兼職英語教師，有的是語文、數(shù)學(xué)老師轉(zhuǎn)崗教英語，有的是音樂老師轉(zhuǎn)崗教英語。他們參加的培訓(xùn)以轉(zhuǎn)崗培訓(xùn)為主。存在英語專業(yè)基礎(chǔ)亟待提高的問題。
（二）鄉(xiāng)村教師參加培訓(xùn)機(jī)會(huì)參差不齊。項(xiàng)目縣邊遠(yuǎn)鄉(xiāng)村的教師走上教師工作崗位后，很少有機(jī)會(huì)參加培訓(xùn)。原因是學(xué)校邊遠(yuǎn)，師資缺乏。教師如果去參加培訓(xùn)，就會(huì)造成無人代課的情況。近縣城的鄉(xiāng)村小學(xué)的教師參加培訓(xùn)的機(jī)會(huì)較多。原因是學(xué)校近縣城，資源共享的機(jī)會(huì)多。也有學(xué)員談到，由于縣教育局在培訓(xùn)人員安排上統(tǒng)籌不夠，有的學(xué)員參加了好幾次培訓(xùn)，有的一次機(jī)會(huì)也沒有。
（三）鄉(xiāng)村教師對(duì)培訓(xùn)效果的認(rèn)識(shí)莫衷一是。絕大多數(shù)鄉(xiāng)村英語教師對(duì)參與培訓(xùn)活動(dòng)，加強(qiáng)自身學(xué)習(xí)，不斷改進(jìn)和完善自己具有一定的愿望。有的學(xué)員談到，他們很愿意參加培訓(xùn)，出來接受新觀念，開闊視野。但也有學(xué)員認(rèn)為參加培訓(xùn)用處不大，因?yàn)猷l(xiāng)村教學(xué)條件的限制，在培訓(xùn)中獲得的新觀念，新方法回到鄉(xiāng)村學(xué)校用不上，反而帶來很大的反差和失落感。
（四）培訓(xùn)內(nèi)容不符合鄉(xiāng)村英語教育教學(xué)實(shí)際。以往的培訓(xùn)存在教學(xué)手段過于前沿或現(xiàn)代化的問題，鄉(xiāng)村英語老師通過培訓(xùn)后，難以將這些內(nèi)容用于教學(xué)實(shí)踐。此外，部分學(xué)員反映，以往參加過的一些培訓(xùn)，培訓(xùn)方式比較單一，通常采用講座形式，培訓(xùn)理論課時(shí)多，拓展活動(dòng)少。
二、鄉(xiāng)村英語教師培訓(xùn)需求
在對(duì)桂林師專2015年“國(guó)培計(jì)劃”英語學(xué)科項(xiàng)目的學(xué)員進(jìn)行訪談中，我們了解到鄉(xiāng)村教師的培訓(xùn)需求主要包括以下內(nèi)容。
（一）項(xiàng)目設(shè)置需求。隨著“國(guó)培計(jì)劃”的深入開展，參加培訓(xùn)的鄉(xiāng)村英語教師數(shù)量在不斷增多。調(diào)查和訪談顯示，國(guó)培計(jì)劃項(xiàng)目中“送教下鄉(xiāng)”和“鄉(xiāng)村教師訪名?！表?xiàng)目是鄉(xiāng)村教師普遍歡迎的。送教下鄉(xiāng)項(xiàng)目，集中在項(xiàng)目縣城某學(xué)校進(jìn)行培訓(xùn)，對(duì)大多數(shù)學(xué)員而言，學(xué)習(xí)生活都相對(duì)方便。鄉(xiāng)村教師訪名校項(xiàng)目，集中在桂林市幾所名校進(jìn)行跟崗培訓(xùn)，這個(gè)項(xiàng)目形式受剛畢業(yè)不久的年輕教師普遍歡迎，這類鄉(xiāng)村教師年輕，思想活躍，勇于改革，加上沒有家庭方面的負(fù)擔(dān)，他們迫切希望接受新的信息和新的觀念。
（二）培訓(xùn)內(nèi)容需求。鄉(xiāng)村英語教師對(duì)培訓(xùn)內(nèi)容的要求包括：1.根據(jù)鄉(xiāng)村與城市教學(xué)條件差異，適合鄉(xiāng)村教師教學(xué)的培訓(xùn)內(nèi)容2.結(jié)合鄉(xiāng)村英語教學(xué)實(shí)際，涉及鄉(xiāng)村小學(xué)英語教學(xué)方法的培訓(xùn)內(nèi)容。3.少理論，多實(shí)踐和互動(dòng)環(huán)節(jié)的培內(nèi)容。4.同課異構(gòu)，促進(jìn)教學(xué)的培訓(xùn)內(nèi)容。5.課件、微課制作的培訓(xùn)內(nèi)容。
（三）培訓(xùn)方式需求。調(diào)查顯示，在國(guó)培計(jì)劃，訪名校、頂崗置換、送教下鄉(xiāng)和網(wǎng)絡(luò)研修項(xiàng)目中，超過60%的學(xué)員希望參加名校的跟崗或送教下鄉(xiāng)。在培訓(xùn)形式上，85%的學(xué)員希望同課異構(gòu)及課堂教學(xué)展示，70%的學(xué)員希望專題研討與交流互動(dòng)，55%的教師希望專家授課。
（四）培訓(xùn)團(tuán)隊(duì)需求。構(gòu)建完善的培訓(xùn)團(tuán)隊(duì)，提高培訓(xùn)團(tuán)隊(duì)的綜合素質(zhì)，這是落實(shí)“國(guó)培計(jì)劃”，提高鄉(xiāng)村教師培訓(xùn)效果的重要條件。調(diào)查發(fā)現(xiàn)，鄉(xiāng)村教師最需要的培訓(xùn)者是優(yōu)秀的一線教師和教學(xué)名師，90%的教師希望一線優(yōu)秀教師擔(dān)任培訓(xùn)教師，65%的教師希望教學(xué)名師擔(dān)任培訓(xùn)教師，也有25%的教師希望高校教師擔(dān)任培訓(xùn)教師，另外有不到10%教師希望學(xué)校領(lǐng)導(dǎo)、教育行政主管領(lǐng)導(dǎo)擔(dān)任培訓(xùn)教師。
（五）保障條件需求?！皣?guó)培計(jì)劃”的實(shí)施和鄉(xiāng)村教師培訓(xùn)效果提升，促進(jìn)教師隊(duì)伍職業(yè)發(fā)展，離不開相應(yīng)的保障條件，主要包括培訓(xùn)時(shí)間、管理方法、培訓(xùn)經(jīng)費(fèi)等。調(diào)查表明，80%的學(xué)員希望在學(xué)期工作時(shí)間內(nèi)參加培訓(xùn)，以擺脫繁瑣的教學(xué)任務(wù)和家庭瑣事，進(jìn)行7――10天的脫產(chǎn)培訓(xùn)；30%學(xué)員表示短期培訓(xùn)可在寒假或暑假進(jìn)行。80%以上的學(xué)員傾向于每次培訓(xùn)時(shí)間不超過10天。在培訓(xùn)管理方式上，85%的學(xué)員認(rèn)同學(xué)分制管理，同時(shí)還希望根據(jù)學(xué)院的具體情況實(shí)行人性化管理。
三、鄉(xiāng)村教師職業(yè)培訓(xùn)的有效對(duì)策
為促進(jìn)教師培訓(xùn)發(fā)展，結(jié)合培訓(xùn)工作需要和“國(guó)培計(jì)劃”的要求，我們根據(jù)鄉(xiāng)村教師培訓(xùn)現(xiàn)狀及需求分析，從以下方面人手，采取對(duì)策。
（一）重視調(diào)查研究，科學(xué)實(shí)施培訓(xùn)項(xiàng)目。鄉(xiāng)村英語教師培訓(xùn)是一項(xiàng)有目的、有計(jì)劃的工作，為促進(jìn)“國(guó)培計(jì)劃”有效實(shí)施，我們做了大量調(diào)查研究工作，了解學(xué)員的基本情況和培訓(xùn)需求，明確培訓(xùn)的目的和需要解決的問題。并在教師培訓(xùn)隊(duì)伍、培訓(xùn)場(chǎng)地、資金、設(shè)施等方面做好準(zhǔn)備工作，為鄉(xiāng)村教師培訓(xùn)提供條件，有利于鄉(xiāng)村教師職業(yè)培訓(xùn)和培訓(xùn)效果提升。
1.重視培訓(xùn)前的調(diào)查研究，了解培訓(xùn)需求。我們?cè)谂嘤?xùn)前對(duì)學(xué)員開展問卷調(diào)查，并與項(xiàng)目縣教育局進(jìn)行座談對(duì)接，了解他們對(duì)培訓(xùn)的愿望和建議，并對(duì)這些意見和建議整理歸類，制定有效的培訓(xùn)方案，提高培訓(xùn)的針對(duì)性，提升鄉(xiāng)村英語教師培訓(xùn)效果。
2.明確培訓(xùn)目標(biāo)，制定培訓(xùn)計(jì)劃。確定培訓(xùn)目標(biāo)非常關(guān)鍵的內(nèi)容，首先要明確“為什么培訓(xùn)”，并深入學(xué)習(xí)“國(guó)培計(jì)劃”文件的精神實(shí)質(zhì)，準(zhǔn)確把握培訓(xùn)目標(biāo)和要求，了解培訓(xùn)需求和參與教師的基本情況。有針對(duì)的制定培訓(xùn)計(jì)劃。重視培訓(xùn)成果轉(zhuǎn)化，推動(dòng)鄉(xiāng)村英語教師職業(yè)發(fā)展。探索出具有針對(duì)性、時(shí)效性的鄉(xiāng)村教師培訓(xùn)方案，并創(chuàng)新培訓(xùn)內(nèi)容、形式和途徑，推動(dòng)鄉(xiāng)村英語教師培訓(xùn)工作順利進(jìn)行。
3.注重教師培訓(xùn)隊(duì)伍質(zhì)量和課程資源的開發(fā)。為了讓學(xué)員在培訓(xùn)期間能了解到國(guó)內(nèi)前沿的教學(xué)理念，學(xué)有所得、學(xué)有所用，我們聘請(qǐng)區(qū)內(nèi)外知名專家學(xué)者、桂林市教科所小學(xué)英語教研員、區(qū)教育局小學(xué)英語教研員、桂林市一線小學(xué)高級(jí)教師組成培訓(xùn)團(tuán)隊(duì)。她們將自身多年實(shí)際教學(xué)與教研員的經(jīng)驗(yàn)相結(jié)合，宏觀與微觀相結(jié)合，帶領(lǐng)學(xué)員對(duì)新課標(biāo)進(jìn)行了全面的解讀，并將許多實(shí)用的技巧現(xiàn)場(chǎng)演示給學(xué)員。她們豐富的知識(shí)面、扎實(shí)的基本功、風(fēng)趣幽默的授課風(fēng)格，帶動(dòng)學(xué)員思考，引領(lǐng)學(xué)員前進(jìn)。
（二）精選培訓(xùn)內(nèi)容，合理設(shè)置培訓(xùn)方案。在明確培訓(xùn)目標(biāo)的前提下，精選設(shè)計(jì)培訓(xùn)內(nèi)容和形式，加強(qiáng)培訓(xùn)過程的管理，有效組織鄉(xiāng)村教師培訓(xùn)的各項(xiàng)活動(dòng)。
1.緊跟目標(biāo)制定培訓(xùn)計(jì)劃，科學(xué)合理安排培訓(xùn)內(nèi)容。課程設(shè)置以學(xué)員需求為主線，以“兩部分，三維度”的形式展開，分別是專題講座、課堂教學(xué)觀摩和同課異構(gòu)實(shí)踐兩部分，著眼于專業(yè)理論、專業(yè)知識(shí)、專業(yè)技能三維度。培訓(xùn)內(nèi)容模塊包括專業(yè)理念、課程發(fā)展、教師專業(yè)發(fā)展等模塊及相關(guān)專題。
2.圍繞計(jì)劃采取形式多樣的培訓(xùn)形式和方法，注重學(xué)以致用。在培訓(xùn)形式和方法上，根據(jù)學(xué)員的具體特點(diǎn)，精心設(shè)計(jì)培訓(xùn)形式，采用“參與式專題v座+名師課堂觀摩+同課異構(gòu)展示+學(xué)員實(shí)踐匯報(bào)+后續(xù)跟進(jìn)”的“多樣交融”的培訓(xùn)模式，增加互動(dòng)和體驗(yàn)活動(dòng)，突出鄉(xiāng)村英語教師主體參與意識(shí)，充分調(diào)動(dòng)其積極性，形成互動(dòng)的培訓(xùn)場(chǎng)景，并通過相互交流和反思，加深對(duì)培訓(xùn)活動(dòng)的感悟，總結(jié)經(jīng)驗(yàn)，讓鄉(xiāng)村英語教師相互學(xué)習(xí)和進(jìn)步，提高培訓(xùn)的實(shí)效性。
創(chuàng)建“學(xué)員討論QQ群”，為學(xué)員們提供一個(gè)相互交流學(xué)習(xí)的平臺(tái)，既可以交流學(xué)習(xí)期間的總結(jié)、心得、體會(huì)，也可以探討、交流學(xué)習(xí)過程中的疑問，還可以分享學(xué)習(xí)期間的各種音像、課件資料。邀請(qǐng)授課專家人群，解答和指導(dǎo)學(xué)員的困惑及問題，鞏固訓(xùn)后的效果。
通過形式多樣的培訓(xùn)形式和方法，幫助學(xué)員轉(zhuǎn)變思想觀念、改革教學(xué)方法、創(chuàng)新教學(xué)模式。同時(shí)強(qiáng)化他們的英語語言素養(yǎng)，提高他們對(duì)教材的駕馭能力和教學(xué)活動(dòng)設(shè)計(jì)的創(chuàng)新能力，提升他們的教學(xué)科研能力。
（三）采取多元化考核評(píng)價(jià)方式。采取過程性評(píng)價(jià)與終結(jié)性評(píng)價(jià)相結(jié)合的方式進(jìn)行考核。由授課專家、一線教師及管理團(tuán)隊(duì)組共同組成考評(píng)小組根據(jù)學(xué)員的表現(xiàn)進(jìn)行全面客觀地評(píng)價(jià)?？己顺煽?jī)由學(xué)員的出勤情況20%，課堂參與40%，展示及任務(wù)20%，總結(jié)性成果20%構(gòu)成。
第7篇：英語專題總結(jié)范文
【關(guān)鍵詞】英語文化教學(xué)措施
作為語言類教學(xué)，英語教學(xué)離不開文化教育，因?yàn)槲幕庾R(shí)使人們能夠運(yùn)用語言的保證，只有學(xué)習(xí)西方的文化歷史，接觸并了解英語國(guó)家的風(fēng)俗文化、語言行為習(xí)慣，才能更好地增強(qiáng)自身的駕馭英語的能力以及交際能力。因此作為英語教師，應(yīng)該響應(yīng)新課標(biāo)的號(hào)召，注重培養(yǎng)學(xué)生的素質(zhì)，采用有效的教學(xué)方法，把文化教學(xué)融入到日常的英語教學(xué)中。
1.初中英語文化教學(xué)的意義
1.1新課程改革及素質(zhì)教育的要求
為了加強(qiáng)素質(zhì)教育，重視對(duì)學(xué)生能力的培養(yǎng)，初中的新課程改革在不斷地推進(jìn)。新課程改革后，初中的英語教材增加了很多英語國(guó)家的文化活動(dòng)、文化現(xiàn)象、文化知識(shí)等內(nèi)容，這就要求教師在教學(xué)過程中注重對(duì)英語文化的滲透。再加上英語作為語言教學(xué)，注重的是對(duì)語言運(yùn)用能力的培養(yǎng)，而語言又離不開其文化背景，因此加強(qiáng)對(duì)英語文化的教學(xué)，是進(jìn)行素質(zhì)教育的需要，也是提高學(xué)生對(duì)英語的運(yùn)用能力的需要。
1.2中考導(dǎo)向的體現(xiàn)
隨著教學(xué)改革的不斷深入，極大地改變了中考的導(dǎo)向。傳統(tǒng)的語法詞匯教學(xué)已經(jīng)遠(yuǎn)遠(yuǎn)不能滿足要求了。文化意識(shí)已經(jīng)成為新課標(biāo)的重要的考核標(biāo)準(zhǔn)之一，因此文化內(nèi)容在中考英語中也有所涉及。英語教學(xué)中，要注重對(duì)英語文化的滲透。
1.3良好的英語教學(xué)環(huán)境的需要
新鮮的事物更容易引起學(xué)生的興趣，激發(fā)學(xué)生學(xué)習(xí)的欲望，英語教學(xué)也不例外。在英語教學(xué)中滲入英語文化，讓學(xué)生發(fā)現(xiàn)并了解中西方文化的不同以及西方文化中的奇聞異事，有利于激發(fā)學(xué)生對(duì)于英語學(xué)習(xí)的興趣。在英語教學(xué)中通過展示西方文化、風(fēng)俗、習(xí)慣等，并讓學(xué)生相互交流，這有利于創(chuàng)造出良好的英語教學(xué)環(huán)境。
2.初中英語文化教學(xué)的對(duì)策
2.1挖掘詞匯的文化內(nèi)涵，將文化滲透到英語教學(xué)中
英語文化滲透在英文的方方面面，包括英文詞匯，從很多詞匯的不同含義及語境中都能體會(huì)到不同的文化內(nèi)涵。在英語教學(xué)過程中，英語教師可以通過對(duì)英文詞匯的深刻講解，進(jìn)而對(duì)學(xué)生滲透其背后的文化背景。例如cow boy 就是與美國(guó)的西部開發(fā)有關(guān)的詞匯，通過對(duì)它的講解以及擴(kuò)展，可以很好地滲透那段時(shí)期美國(guó)的文化。
2.2充分利用教材的閱讀材料
英語閱讀材料是很多英語文化的載體，可以通過對(duì)英語閱讀材料的講解加深學(xué)生對(duì)英語文化的學(xué)習(xí)和了解。教師要把教材的閱讀材料充分利用起來，并且可以擴(kuò)展課外閱讀，使學(xué)生在增強(qiáng)閱讀興趣的同時(shí)又提高了英語文化素養(yǎng)。教師可以在課堂上開展專項(xiàng)閱讀，為學(xué)生提供介紹英語國(guó)家的文化活動(dòng)、現(xiàn)象及知識(shí)為主要內(nèi)容的閱讀材料。教師還可以組織學(xué)生就英語國(guó)家的文化進(jìn)行相互交流，這樣不僅活躍了課堂氣氛，也有利于擴(kuò)展學(xué)生的野。
2.3注重口語交際能力
英語作為語言教學(xué)，交際與運(yùn)用是最終的教學(xué)目的，因此口語交際能力在英語教學(xué)中至關(guān)重要。通過對(duì)學(xué)生口語交際能力的培養(yǎng)，可以使學(xué)生了解西方人的語言行為習(xí)慣，有利于培養(yǎng)學(xué)生的文化素質(zhì)。以下將總結(jié)兩種對(duì)口語交際能力培養(yǎng)的方法：第一，通過對(duì)比英語和漢語之間的文化口語交際的差異，進(jìn)而發(fā)現(xiàn)它們?cè)谒季S特征、道德準(zhǔn)則、價(jià)值觀念、社會(huì)知識(shí)、風(fēng)俗習(xí)慣、社會(huì)準(zhǔn)則等方面的具體不同點(diǎn)，來學(xué)習(xí)英語的口語交際；第二，進(jìn)項(xiàng)情景交際對(duì)話來練習(xí)口語交際，教師可以在課堂上給學(xué)生設(shè)計(jì)一個(gè)交際情景，這樣可以使學(xué)生身臨其將，更好地了解到東西方文化的差異，使學(xué)生的文化意識(shí)在實(shí)際交際中得到提升。
2.4開設(shè)英語文化專題課程
除了在課堂上逐步深入英語文化，教師還可以開設(shè)英語文化專題課程。利用整塊的時(shí)間加強(qiáng)學(xué)生對(duì)英語文化的認(rèn)識(shí)與了解，這樣的效果會(huì)更好。開設(shè)英語文化專題課程時(shí)，可以找一些把中國(guó)文化同西方文化進(jìn)行對(duì)比的文章來讓學(xué)生閱讀，通過對(duì)比，更能加深學(xué)生對(duì)西方文化的印象，此外還可以運(yùn)用多媒體教學(xué)，播放英語影視錄音等，在練習(xí)聽力的同時(shí)又增加了學(xué)生對(duì)英語的興趣。
3.總結(jié)
總之，英語作為語言教學(xué)，交際與日常應(yīng)用是主要目的，而語言是以文化為基礎(chǔ)的，它不同的是語言是不同文化的表現(xiàn)形式，所以要想學(xué)好語言，就必須要注重對(duì)文化知識(shí)的培養(yǎng)。因此，作為初中英語教師，在進(jìn)行教學(xué)時(shí)要把英語國(guó)家的文化融入到日常的授課過程中去，培養(yǎng)學(xué)生的文化意識(shí)，讓學(xué)生真正學(xué)會(huì)交際，領(lǐng)略到英語文化的魅力。
第8篇：英語專題總結(jié)范文
【關(guān)鍵詞】高考 英語作文 寫作方法 技巧
高考英語作文著重考察高中生的英語書面表達(dá)能力，其在高考中所占的分值比例正在逐年增加。英語教師要立足于高中生的實(shí)際情況，在日常英語作文訓(xùn)練過程中，著重培養(yǎng)學(xué)生的語言表述能力和對(duì)復(fù)雜英語長(zhǎng)句的應(yīng)用能力，使學(xué)生的英語作文在高考過程中更加出彩。教師也要在日常教學(xué)過程中引導(dǎo)學(xué)生進(jìn)行詞匯量的積累和相關(guān)語法知識(shí)的學(xué)習(xí)，以提升學(xué)生的整體寫作質(zhì)量。
一、高考英語作文寫作特點(diǎn)
首先，高考英語作文更加貼近生活，著重考察學(xué)生對(duì)基礎(chǔ)詞匯量和語法知識(shí)的掌握和應(yīng)用，難度相對(duì)較小。但其對(duì)詞匯和英語語句表達(dá)的準(zhǔn)確性要求比較高。
其次，縱觀近年來高考英語作文題目，可以發(fā)現(xiàn)其題型基本同屬于一類。都是通過為學(xué)生提供相關(guān)的英語材料或圖形，讓學(xué)生對(duì)英語材料進(jìn)行提煉總結(jié)，并結(jié)合英語材料對(duì)文章進(jìn)行綜合構(gòu)思。
第三，英語高考作文并沒有脫離教學(xué)大綱，其主要考察高中生在特定語言背景下對(duì)的英語組織能力、表達(dá)能力和語法應(yīng)用能力等。或者對(duì)學(xué)生應(yīng)用英語詞匯和語法解決實(shí)際問題的能力進(jìn)行考察。
二、高考英語作文寫作流程
英語作文在高考英語中所占比值比較大，學(xué)生要根據(jù)其分值對(duì)寫作時(shí)間進(jìn)行嚴(yán)格規(guī)定和劃分。
首先，學(xué)生要根據(jù)英語材料或者圖畫中提供的信息，進(jìn)行英語作文的審題工作，對(duì)寫作題材和要點(diǎn)進(jìn)行歸納和分析，進(jìn)而對(duì)寫作過程中涉及到的人稱問題和時(shí)態(tài)問題進(jìn)行確定。
其次，從英語材料或者圖畫中提煉出文章主題后，要對(duì)整篇英語文章的布局進(jìn)行構(gòu)思。
第三，文章整體布局構(gòu)思結(jié)束之后，對(duì)文章中可能遇到的英語長(zhǎng)句進(jìn)行著重分析，并確保英語句子中詞匯和語法應(yīng)用的準(zhǔn)確性，避免其應(yīng)用不合理，影響英語作文整體質(zhì)量。
第四，將英語作文中涉及到的重要語句在草稿紙上進(jìn)行布排，并再次核對(duì)其語法結(jié)構(gòu)和連貫性等，核對(duì)無誤后，在試卷上作答。
學(xué)生要格外注重英語長(zhǎng)句運(yùn)用過程中的語法問題。確保英語作文寫作過程中語法知識(shí)應(yīng)用的準(zhǔn)確性，避免文章中出現(xiàn)漢語式英語。同時(shí)，學(xué)生要學(xué)會(huì)靈活應(yīng)用不同詞匯或者句子表達(dá)相同的意思，力求英語語句表達(dá)方式的新穎性。也要注重英語作文寫作過程中應(yīng)用關(guān)聯(lián)詞，以提高英語作文整體質(zhì)量。
例如，It has more disadvantages than advantages.It does us much harm.It is harmful to us.學(xué)生可以將其升級(jí)為：However，everything divides into two. Television can also be harmful to us.It can do harm to our health and make us lazy if we spend too much time watching television.
常用關(guān)聯(lián)詞：that is to say；above all；as a consequence；as has been noted等。
第五，對(duì)整篇英語作文進(jìn)行檢查，并注重書面工整和整潔，以獲得閱卷教師的好感。
三、高考英語作文寫作方法和技巧
1.寫作方法。首先，教師要重視精讀教學(xué)，提升學(xué)生的閱讀量。教師要在課堂中進(jìn)行精讀訓(xùn)練，讓學(xué)生接觸到各種體裁的英語文章和不同類型的英語句式。進(jìn)而引導(dǎo)學(xué)生對(duì)其進(jìn)行模仿，將其應(yīng)用到英語作文寫作過程中，以拓展高中生的英語思維。同時(shí)，教師要引導(dǎo)學(xué)生進(jìn)行英語課外閱讀，不斷積累英語詞匯，并對(duì)句型和句法的應(yīng)用技巧進(jìn)行掌握等。
其次，注重日常寫作練習(xí)。教師要在日常教學(xué)過程中引導(dǎo)學(xué)生進(jìn)行高考英語作文的寫作練習(xí)。讓學(xué)生在大批量的訓(xùn)練過程中提煉有價(jià)值的詞匯、句子和語法知識(shí)等，以培養(yǎng)學(xué)生的英語應(yīng)用能力和掌握英語知識(shí)過程中的靈活度。進(jìn)而通過高考范文練習(xí)，不斷提升寫作技能。
第三，注重專題訓(xùn)練。高考英語作文類型和體裁比較多樣化。教師要引導(dǎo)學(xué)生進(jìn)行專題作文訓(xùn)練，進(jìn)而幫助學(xué)生對(duì)該類體裁英語作文進(jìn)行全面把握，并對(duì)其涉及到的詞匯和句子進(jìn)行收集整理，為學(xué)生提供充足的高考英語作文寫作素材。
2.寫作技巧。首先，議論文。英語教師要引導(dǎo)學(xué)生對(duì)議論文進(jìn)行合理布局。對(duì)往年高考作文進(jìn)行總結(jié)，議論文一般由開頭、中心和結(jié)尾三部分組成。開頭要突出文章的主題，中心部分要對(duì)文章主題進(jìn)行具體論述。結(jié)尾要對(duì)整篇文章進(jìn)行總結(jié)，并提出展望。
其次，看圖作文。學(xué)生要明確把握看圖作文中涉及到的相關(guān)要素。比如，時(shí)間、地點(diǎn)、人物、事件和背景等。然后對(duì)寫作題材進(jìn)行確定，并應(yīng)用正確的英語語句進(jìn)行表述。進(jìn)而對(duì)其進(jìn)行議論或者綜述。
四、結(jié)語
高考英語作文是高中英語教學(xué)過程中的重點(diǎn)和難點(diǎn)。教師和學(xué)生要認(rèn)識(shí)到英語作文在高考英語中的重要性，提高對(duì)其重視度，加強(qiáng)日常訓(xùn)練，在日常學(xué)習(xí)過程中注重對(duì)相關(guān)英語知識(shí)的積累，以提升英語作文整體寫作質(zhì)量。
參考文獻(xiàn)：
第9篇：英語專題總結(jié)范文
【關(guān)鍵詞】英語教學(xué) 學(xué)習(xí)效率
一、充分利用教材夯實(shí)基礎(chǔ)
高考是對(duì)知識(shí)和能力的檢查，而解答試題能力的先決條件是扎實(shí)的基礎(chǔ)知識(shí)。比如閱讀理解和書面表達(dá)都是考查語言運(yùn)用能力方面的測(cè)試題，如果學(xué)生英語詞匯貧乏，語法知識(shí)淡薄，就理解不了結(jié)構(gòu)復(fù)雜的句子，看不懂文章的內(nèi)容。同樣，沒有一定量的詞匯和語法知識(shí)，就寫不出地道的英語短文。英語教材為我們提供了豐富的語言材料，其中很多單詞、短語、表達(dá)法、句型和語法現(xiàn)象是值得學(xué)生們學(xué)習(xí)、模仿和活用的，充分利用好課本是學(xué)生掌握知識(shí)、培養(yǎng)能力的一個(gè)重要途徑。為此，我們要求學(xué)生理解課文，弄懂課文，熟讀課文，不能脫離課本搞題海戰(zhàn)術(shù)，一味地做練習(xí)題，把時(shí)間花在大量而又不必要的重復(fù)練習(xí)中。
二、新課與復(fù)習(xí)課穿行
以前和現(xiàn)在都會(huì)有人這樣做，就是把新課學(xué)習(xí)與系統(tǒng)復(fù)習(xí)分割開來，先抓時(shí)間趕進(jìn)度把課文提前教完，然后才一份接一份地做練習(xí)題或模擬題。這樣高密度的課文學(xué)習(xí)使得學(xué)生無法全面掌握知識(shí)，更談不上能力的培養(yǎng)。因此，高三年級(jí)同樣應(yīng)該在聽、說、讀、寫能力方面讓學(xué)生得到充分訓(xùn)練、全面發(fā)展。但同時(shí)又不能忘了高三的復(fù)習(xí)任務(wù)，可以在學(xué)習(xí)新課過程中適當(dāng)插入復(fù)習(xí)內(nèi)容。比如可以在一星期內(nèi)抽出一到兩節(jié)課進(jìn)行專題練習(xí)或語法復(fù)習(xí)，或者在課前抽出5分鐘到10分鐘進(jìn)行高考題型練習(xí)。這樣，學(xué)生既有新的信息輸入，又把高考復(fù)習(xí)內(nèi)容貫穿于平時(shí)，化整為零，使他們不會(huì)感到枯燥乏味。
三、階段側(cè)重，講求實(shí)效
按照循序漸進(jìn)的原則由淺入深，由簡(jiǎn)單到復(fù)雜，先掌握必要的英語知識(shí)，后提升到各種能力的運(yùn)用，我們把備考分為三個(gè)階段(以每個(gè)學(xué)期20周計(jì)算)：第一階段為基礎(chǔ)知識(shí)積累階段(時(shí)間為第一學(xué)期和第二學(xué)期的前10周)；第二個(gè)階段為復(fù)習(xí)鞏固階段(時(shí)間為第二學(xué)期的11至18周)；第三階段為自己復(fù)習(xí)階段(時(shí)間為考試前兩周)。第一階段側(cè)重新課的學(xué)習(xí)，主要抓語言知識(shí)的輸入、分類和存儲(chǔ)，輔以適當(dāng)?shù)膶ｎ}訓(xùn)練，目的是掌握基礎(chǔ)知識(shí)，培養(yǎng)基本技能，為進(jìn)一步提高語言運(yùn)用能力打下基礎(chǔ)。第二階段側(cè)重總結(jié)歸納，查漏補(bǔ)缺，主要以專題訓(xùn)練和測(cè)練講評(píng)結(jié)合的形式，通過處理新的語言材料，對(duì)儲(chǔ)存的語言知識(shí)進(jìn)行輸出、梳理，然后再輸入、存儲(chǔ)。要求選好測(cè)練題(考慮知識(shí)點(diǎn)、覆蓋面、深難度)，上好講評(píng)課，加強(qiáng)針對(duì)性。以高考題型進(jìn)行專題強(qiáng)化訓(xùn)練，目的是巧學(xué)、巧練、巧解，形成較強(qiáng)的英語運(yùn)用能力。第三階段為自己復(fù)習(xí)或消化階段，目的是讓學(xué)生有針對(duì)性地解決自己的不足和存在的問題，通過查找資料或者求助于老師和同學(xué)來解決，做到有的放矢。
四、專題訓(xùn)練，找出規(guī)律
1.在聽力方面，可以每周開設(shè)一節(jié)聽力課或者適當(dāng)利用課外時(shí)間加強(qiáng)訓(xùn)練。這樣可以使學(xué)生適應(yīng)不同的口音，幫助學(xué)生更多了解英美等國(guó)的風(fēng)土人情、史地知識(shí)以及他們交際的習(xí)慣用語、口語特點(diǎn)，培養(yǎng)聽的能力。堅(jiān)持精聽和泛聽相結(jié)合。同時(shí)要培養(yǎng)良好的心理素質(zhì)。
2.單項(xiàng)填空方面，引導(dǎo)學(xué)生把握語言情景，理解句子結(jié)構(gòu)，注意詞語搭配、表達(dá)習(xí)慣、詞語辨析等。注意近幾年命題的特點(diǎn)。
3.在完形填空方面，引導(dǎo)學(xué)生注意把握內(nèi)容和語言結(jié)構(gòu)兩條主線，利用原文已有文字的提示，從短文主題、上下文邏輯關(guān)系、詞義和語法等方面來判斷選項(xiàng)。要求學(xué)生養(yǎng)成兩遍解題：第一遍通讀全文，了解大意；第二遍根據(jù)上下文確定選項(xiàng)。
4.在閱讀理解方面，要引導(dǎo)學(xué)生抓關(guān)鍵詞、主題句和作者的觀點(diǎn)，用作者的觀點(diǎn)來理解短文。注意如下幾種常見的命題形式：1)確定短文的中心思想或歸納短文大意；2)找出文中有關(guān)事實(shí)和細(xì)節(jié)；3)根據(jù)短文內(nèi)容對(duì)某一命題做出判斷推理；4)對(duì)某一短出邏輯結(jié)論；5)猜測(cè)文中某個(gè)詞的詞義等。
5.在短文改錯(cuò)方面，也要指導(dǎo)學(xué)生養(yǎng)成兩遍解題習(xí)慣：第一遍通讀全文，了解大意；第二遍在上下文或語境中把握詞義、詞性、詞形、搭配、時(shí)態(tài)、語態(tài)、人稱、邏輯關(guān)系等，發(fā)現(xiàn)并糾正錯(cuò)誤。
6.在書面表達(dá)方面，要求學(xué)生養(yǎng)成良好的書寫習(xí)慣，學(xué)會(huì)各種應(yīng)用文的寫作。盡可能為學(xué)生提供各種貼近生活的話題進(jìn)行練習(xí)。對(duì)學(xué)生進(jìn)行分層教學(xué)、分層要求。
五、重視對(duì)《考試說明》的學(xué)習(xí)和研究
《考試說明》是高考命題的依據(jù)，是指導(dǎo)高考備考的綱領(lǐng)性文件。我們不可忽視它的指導(dǎo)作用，相反，應(yīng)該更加重視對(duì)它的學(xué)習(xí)和研究。通過學(xué)習(xí)，把握高考命題原則、考試范圍，有利于我們選取復(fù)習(xí)資料，及時(shí)糾正教學(xué)方法，彌補(bǔ)不足。研究其變化，有利于我們做好備考方法的調(diào)整，靈活應(yīng)變。
