第一篇：中學(xué)英語(yǔ)作業(yè)方法指導(dǎo)

中學(xué)英語(yǔ)作業(yè)方法指導(dǎo)

中學(xué)英語(yǔ)教學(xué)的目的是培養(yǎng)為交際初步運(yùn)用語(yǔ)言的能力。學(xué)生所學(xué)的知識(shí)不僅在于解答習(xí)題，而且在于運(yùn)用。因此指導(dǎo)學(xué)生作業(yè)方法也是很重要的一環(huán)。

對(duì)聽(tīng)說(shuō)練習(xí)的指導(dǎo)：每天聽(tīng)取20分鐘的聽(tīng)力練習(xí)。聽(tīng)力可分為初聽(tīng)、復(fù)聽(tīng)、檢查。課后作業(yè)不但布置書(shū)面作業(yè)，而且布置口頭作業(yè)。

對(duì)部分對(duì)話內(nèi)容、短文進(jìn)行背誦、默寫(xiě)和復(fù)述。對(duì)寫(xiě)的練習(xí)的指導(dǎo)：通過(guò)對(duì)課文的學(xué)習(xí)，指導(dǎo)學(xué)生寫(xiě)留言、明信片、書(shū)信、日記。

對(duì)學(xué)生課外活動(dòng)的指導(dǎo)：指導(dǎo)學(xué)生如何進(jìn)行課外閱讀，擴(kuò)大知識(shí)面，以及指導(dǎo)學(xué)生表演課本劇，唱英語(yǔ)歌，出英語(yǔ)墻報(bào)等。

對(duì)學(xué)生提出問(wèn)題的指導(dǎo)：利用課堂、課后等方式適時(shí)解答學(xué)生提出的問(wèn)題。特別是疑難問(wèn)題。對(duì)作業(yè)中出現(xiàn)的疑難問(wèn)題及時(shí)答疑，要求學(xué)生及時(shí)訂正。

對(duì)不同類(lèi)型學(xué)生的輔導(dǎo)：利用自習(xí)課對(duì)好、中、差學(xué)生進(jìn)行輔導(dǎo)，及時(shí)發(fā)現(xiàn)問(wèn)題，解決問(wèn)題。

對(duì)各種題型解題方法的指導(dǎo)：如如何做單詞辨音題，完型填空題，動(dòng)詞填空題，閱讀理解題等進(jìn)行解題指導(dǎo)。特別注重訓(xùn)練學(xué)生的發(fā)散思維。

以上是本人學(xué)習(xí)“四輪學(xué)習(xí)法”，以“四輪學(xué)習(xí)法”為指南，指導(dǎo)學(xué)生學(xué)習(xí)中學(xué)英語(yǔ)方法的體會(huì)。

第二篇：中學(xué)英語(yǔ)作業(yè)評(píng)語(yǔ)之我見(jiàn)

中學(xué)英語(yǔ)作業(yè)評(píng)語(yǔ)之我見(jiàn)

浙江省瑞安市飛云鎮(zhèn)云周中學(xué)彭光明

[摘要]《英語(yǔ)新課程標(biāo)準(zhǔn)》中提到，培養(yǎng)學(xué)生的英語(yǔ)交際能力是英語(yǔ)教學(xué)的首要任務(wù)，即

交際是英語(yǔ)學(xué)習(xí)的最終目的。教師的英語(yǔ)作業(yè)評(píng)語(yǔ)對(duì)學(xué)生的作業(yè)不但可以起著評(píng)價(jià)和指導(dǎo)的作用，而且還可以提高學(xué)生的英語(yǔ)書(shū)面交際能力。本文就英語(yǔ)作業(yè)評(píng)語(yǔ)在教學(xué)中所起的作用和書(shū)寫(xiě)作業(yè)評(píng)語(yǔ)時(shí)應(yīng)注意的問(wèn)題提出了幾點(diǎn)看法，旨在通過(guò)英語(yǔ)作業(yè)評(píng)語(yǔ)的方式來(lái)實(shí)現(xiàn)師生之間思想和知識(shí)的雙邊交流，進(jìn)而提高學(xué)生的英語(yǔ)交際能力和實(shí)施素質(zhì)教育。

[關(guān)鍵詞] 中學(xué)英語(yǔ)教學(xué) 學(xué)生作業(yè) 作業(yè)評(píng)語(yǔ) 評(píng)語(yǔ)的作用 評(píng)語(yǔ)的書(shū)寫(xiě)

新一輪課改理念，使得我們更重視學(xué)生學(xué)習(xí)的自主、探究、協(xié)作與感悟，更關(guān)注學(xué)生的情感、終身學(xué)習(xí)的能力和創(chuàng)造性思維能力，充分關(guān)注學(xué)生在英語(yǔ)學(xué)習(xí)、訓(xùn)練、習(xí)得過(guò)程中的自主、探究、協(xié)作與感悟。德國(guó)教育家第斯多惠說(shuō)：“教學(xué)的藝術(shù)不在于傳授的本領(lǐng)，而在于激勵(lì)、喚醒和鼓舞?！爆F(xiàn)在的中學(xué)生大多為獨(dú)生子女，過(guò)多的要求甚至批評(píng)難以奏效，“愉快教育”才能適應(yīng)現(xiàn)代化教育發(fā)展的需要。對(duì)于那些缺乏良好學(xué)習(xí)習(xí)慣，或?qū)W習(xí)成績(jī)有下降趨勢(shì)的學(xué)生，只要經(jīng)常在作業(yè)評(píng)語(yǔ)中委婉地指出他們的缺點(diǎn)和不足，并表達(dá)對(duì)他們的希望。只要這些希望是真誠(chéng)的、適時(shí)的和有內(nèi)容的，學(xué)生就會(huì)從中理解老師對(duì)他們的信任、關(guān)心和愛(ài)心，從而轉(zhuǎn)化為學(xué)習(xí)的動(dòng)力。因而，作業(yè)評(píng)語(yǔ)這種與學(xué)生心心交流的特殊形勢(shì)，在今天，具有其它任何形勢(shì)都不可替代的重要的作用。

首先我們從奧斯丁的兩次實(shí)驗(yàn)來(lái)看一看作業(yè)評(píng)語(yǔ)的重要性。1974年奧斯丁(Austin)做了這樣一個(gè)實(shí)驗(yàn)。他把高中教學(xué)班的學(xué)生隨機(jī)分成兩組，并對(duì)其中一個(gè)組的學(xué)生的作業(yè)全部予以評(píng)分，而對(duì)另一個(gè)組的學(xué)生的作業(yè)只隨機(jī)地抽取一半給予評(píng)分。七周后，他發(fā)現(xiàn)兩組學(xué)生的成績(jī)并沒(méi)有什么差別。1976年奧斯丁拓展了這項(xiàng)研究。他把高中教學(xué)班的學(xué)生同樣隨機(jī)分成兩組，對(duì)其中一組學(xué)生的作業(yè)不加說(shuō)明地判出分?jǐn)?shù)，而對(duì)另一組學(xué)生的作業(yè)不僅給出分?jǐn)?shù)，而且還加寫(xiě)評(píng)語(yǔ)，用以贊揚(yáng)或鼓勵(lì)學(xué)生。后來(lái)經(jīng)過(guò)檢測(cè)，加寫(xiě)評(píng)語(yǔ)的學(xué)生的平均成績(jī)高于沒(méi)加評(píng)語(yǔ)的學(xué)生。

這兩次實(shí)驗(yàn)顯而易見(jiàn)地說(shuō)明了中小學(xué)教育中普遍存在的單純的分?jǐn)?shù)評(píng)價(jià)已不太適合評(píng)價(jià)的需要。它只是對(duì)知識(shí)內(nèi)容進(jìn)行評(píng)價(jià)，而對(duì)學(xué)生在學(xué)習(xí)知識(shí)、完成作業(yè)過(guò)程中相伴而生的目的、心態(tài)、方法等并沒(méi)有直接評(píng)價(jià)。相反對(duì)學(xué)生作業(yè)的短語(yǔ)評(píng)價(jià)的做法則更加有效果。評(píng)語(yǔ)雖小，作用很大，它是師生情感交流的橋梁和紐帶，能起到溝通師生感情、激發(fā)學(xué)習(xí)興趣、激勵(lì)學(xué)生學(xué)習(xí)主動(dòng)性和渲染英語(yǔ)學(xué)習(xí)氣氛的良好作用。本文擬對(duì)英語(yǔ)作業(yè)評(píng)語(yǔ)在實(shí)際教學(xué)中的運(yùn)用和作用及書(shū)寫(xiě)時(shí)應(yīng)注意的方面做些粗淺的探討。

一、英語(yǔ)作業(yè)評(píng)語(yǔ)在教學(xué)中的作用

1．英語(yǔ)作業(yè)評(píng)語(yǔ)能彌補(bǔ)課堂上的不足

首先，教師使用課堂用語(yǔ)是為了提高學(xué)生的英語(yǔ)口語(yǔ)理解和表達(dá)能力，而對(duì)于知識(shí)點(diǎn)和書(shū)面表達(dá)的掌握程度則要通過(guò)作業(yè)來(lái)練習(xí)和檢驗(yàn)，那么教師在批改作業(yè)時(shí)通過(guò)使用作業(yè)評(píng)語(yǔ)就可以提高學(xué)生的書(shū)面理解和表達(dá)能力。同時(shí)課堂用語(yǔ)轉(zhuǎn)眼即逝，而作業(yè)評(píng)語(yǔ)卻能長(zhǎng)久保存。其次，在課堂上教師面對(duì)的是全班學(xué)生，在有限的課堂時(shí)間內(nèi)不可能面面俱到地關(guān)注每個(gè)學(xué)生，也不可能逐一對(duì)學(xué)生的具體情況進(jìn)行分析或評(píng)價(jià)。而教師在批改作業(yè)時(shí)所面對(duì)的是每一位學(xué)生的作業(yè)，便于因材施教，個(gè)別指導(dǎo)?？梢哉f(shuō)，作業(yè)評(píng)語(yǔ)恰好彌補(bǔ)了課堂教學(xué)的不足，是師生對(duì)話的一種方式，并能起到其他的教學(xué)方式不可替代的作用。最后，學(xué)生閱讀作業(yè)評(píng)語(yǔ)其實(shí)是對(duì)語(yǔ)言的實(shí)際運(yùn)用和鞏固，因?yàn)榻處熢谠u(píng)語(yǔ)中所使用的語(yǔ)言是有實(shí)際內(nèi)容且有一定的針對(duì)性的，即對(duì)某個(gè)學(xué)生及其作業(yè)的具體情況所進(jìn)行的分析或評(píng)價(jià)，所以很容易被學(xué)生理解、接受或效仿。例如：

You have improved a lot.I am proud of you.That's great.Please never give up trying.Success comes through hard work and constant effort.No pains, no gains.I hope you will make more progress in the future.What good work!You are the pride of our class.Work harder, and you will make more progress.The harder you work, the sooner you will improve.Come on!I am sure you will catch up soon.在這樣真實(shí)的英語(yǔ)交際環(huán)境中學(xué)生的書(shū)面理解和表達(dá)能力也就會(huì)在不知不覺(jué)中得到了提高。

2．英語(yǔ)作業(yè)評(píng)語(yǔ)能激發(fā)學(xué)生的學(xué)習(xí)熱情

心理學(xué)研究告訴我們：處于青春發(fā)育期的中學(xué)生敏感、焦慮、易嫉妒、好勝心強(qiáng)，希望得到別人尤其是來(lái)自教師的肯定和表?yè)P(yáng)，即學(xué)生有被尊重、被表?yè)P(yáng)、被認(rèn)可的需要。在寫(xiě)作業(yè)時(shí)，他們都有被賞識(shí)的欲望，希望得到教師的表?yè)P(yáng)和鼓勵(lì)。如果精神上的需要長(zhǎng)久得不到滿(mǎn)足，他們就會(huì)產(chǎn)生消極的思想。因此，需要的滿(mǎn)足直接影響著學(xué)生積極性的發(fā)揮。在作業(yè)批改中采用鼓勵(lì)性評(píng)語(yǔ)，提出富有層次性、指導(dǎo)性、針對(duì)性的改進(jìn)與提高的目標(biāo)，能讓學(xué)生樹(shù)立起再前進(jìn)一步的信心，是促進(jìn)學(xué)生積極參與英語(yǔ)學(xué)習(xí)的“興奮劑”。通過(guò)賞識(shí)、鼓勵(lì)，一旦潛在的積極向上的心理動(dòng)機(jī)被激發(fā)出來(lái)，那么學(xué)生具有的潛能將如火山噴發(fā)一樣，淋漓盡致地發(fā)揮出他們的本色。適時(shí)地激勵(lì)學(xué)生，可使學(xué)生受到不斷的鼓勵(lì)，能激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，增加前進(jìn)的信心，使他們體驗(yàn)到成功的喜悅，找到自信。例如：

Congratulations!I wish you success in the coming examination.Your handwriting is very beautiful!

You have made great progress recently!

What good composition you have written!

This paragraph has no grammatical mistakes!

You do your homework better than last time!

Your exercises are very tidy!

3．英語(yǔ)作業(yè)評(píng)語(yǔ)能體現(xiàn)師生感情的交流

作業(yè)不僅是師生間教學(xué)信息的相互反饋，而且是聯(lián)系和溝通師生感情的橋梁。在作業(yè)中教師可以覺(jué)察到學(xué)生的思想和自主學(xué)習(xí)情況，從評(píng)語(yǔ)中學(xué)生也能領(lǐng)悟出教師對(duì)他是否關(guān)心、有信心和責(zé)任心。因此我們要充分利用作業(yè)評(píng)語(yǔ)來(lái)加深師生情感交流。評(píng)語(yǔ)應(yīng)言辭懇切，切中要害：或熱情鼓勵(lì)、或委婉告誡??始終使學(xué)生保持清醒的頭腦、強(qiáng)烈的興趣、昂揚(yáng)的斗志，激勵(lì)并堅(jiān)定他們“青出于藍(lán)而勝于藍(lán)”的信念。通過(guò)評(píng)語(yǔ)，教師盡可把祝福、問(wèn)候、關(guān)切、激勵(lì)、真誠(chéng)、信任之情化作甘泉，去滋潤(rùn)學(xué)生的心田，引起師生教與學(xué)的共鳴，達(dá)到教與學(xué)

兩者的和諧與統(tǒng)一。

例如：在節(jié)假日或某學(xué)生生日前，教師可以給予學(xué)生一些祝愿語(yǔ)：

Happy Mid-autumn festival!／Merry Christmas!／Happy New Year!／Enjoy yourself in the coming holidays!／Happy birthday!／Many happy returns!

又如某個(gè)學(xué)生因?yàn)樯∪闭n，作業(yè)完成得很糟糕，教師就要說(shuō)一些安慰的話：

Lily, you have made a few mistakes in your work.I know that is because you were absent…I think it is only natural.Don't lose heart.I am ready to help you.再如某個(gè)學(xué)生因?yàn)榭荚嚥患案袷バ判?，教師就要?xiě)上些話語(yǔ)激勵(lì)他不要?dú)怵H，要繼續(xù)努力，爭(zhēng)取下一次考試取得好成績(jī)：

I am sorry to hear that you didn't pass the exam.I hope you are not too disappointed.I want to cheer you up with the saying "Failure is the mother of success”.I hope to see much improvement in your future studies.快要進(jìn)行某次考試時(shí)，教師就要給學(xué)生寫(xiě)評(píng)語(yǔ)，以鼓舞他們的斗志：

There are a few days left.I hope you can go over you lessons carefully.I wish you great success in the coming exam.You've done your work better.Now time is Limited.I hope you can go over your lessons again.Come to me if you find everything you can't understand.The final exam is coming , I hope you can make full use of these days to go over your lessons.評(píng)語(yǔ)是教師同學(xué)生促膝談心，是說(shuō)悄悄話，表達(dá)的是特別的關(guān)注和愛(ài)護(hù)，猶如一封短箋，或贊揚(yáng)或勸誡，學(xué)生們都能心領(lǐng)神會(huì)。

二、寫(xiě)英語(yǔ)作業(yè)評(píng)語(yǔ)時(shí)應(yīng)注意的問(wèn)題

1．英語(yǔ)作業(yè)評(píng)語(yǔ)要符合學(xué)生的實(shí)際水平

適應(yīng)性原則和循序漸進(jìn)原則是寫(xiě)好作業(yè)評(píng)語(yǔ)的前提。眾所周知，評(píng)語(yǔ)是寫(xiě)給學(xué)生看的，所以一方面評(píng)語(yǔ)必須使用學(xué)生能看得懂的英語(yǔ)來(lái)寫(xiě)，所使用的詞匯和語(yǔ)法要盡量符合學(xué)生的實(shí)際水平，不能過(guò)高或過(guò)低于學(xué)生的現(xiàn)有水平，要切合學(xué)生的實(shí)際水平，符合學(xué)生的個(gè)性心理發(fā)展需要，教師可以利用學(xué)生己學(xué)過(guò)的單詞、短語(yǔ)、句型、時(shí)態(tài)、語(yǔ)態(tài)、語(yǔ)氣或篇章結(jié)構(gòu)等，也可以用即將接觸的語(yǔ)言，這樣不僅可以評(píng)價(jià)作業(yè)，而且能夠幫助學(xué)生鞏固和運(yùn)用語(yǔ)言；另一方面要做到循序漸進(jìn)，由易到難，由簡(jiǎn)到繁，由一般化到個(gè)性化。當(dāng)然評(píng)語(yǔ)句子中偶爾出現(xiàn)幾個(gè)生詞也未嘗不可，有時(shí)候?qū)W生通過(guò)上下文的語(yǔ)境就能猜測(cè)出詞義，有時(shí)借助于詞典也能理解句意，或許還能起到“跳一跳，摘到桃子”的作用。例如：

Marvelous!

That’s great!

Please keep up the work.Success comes by hard work and constant effort.It’s careless of you to write this way.You used to make a lot of mistakes in grammar, but now you do more correctly.How I wish you did your homework all by yourself, and I think you can do it!I'm sorry to see you didn't use your own head this time.Will you do it all by yourself next time?

2.作業(yè)評(píng)語(yǔ)要及時(shí)

這里說(shuō)的及時(shí)包括兩個(gè)方面：（1）由于學(xué)生學(xué)習(xí)節(jié)奏和學(xué)習(xí)方式不同，在做作業(yè)時(shí)會(huì)遇到這樣、那樣的一些特殊的問(wèn)題和想法，他們就會(huì)急切地盼望老師的評(píng)價(jià)和指導(dǎo)，所以，教師應(yīng)急學(xué)生所急，只有盡早地批改學(xué)生作業(yè)，才能及時(shí)了解學(xué)生的學(xué)習(xí)狀況和學(xué)習(xí)效果，以便掌握情況及時(shí)地給予恰當(dāng)?shù)脑u(píng)價(jià)并進(jìn)行指導(dǎo)。（2）及時(shí)地應(yīng)用學(xué)生新近學(xué)到的一些詞匯和語(yǔ)法知識(shí)來(lái)寫(xiě)評(píng)語(yǔ)，這樣做有助于學(xué)生對(duì)新知識(shí)加深理解和強(qiáng)化記憶，最起碼也可以得到一次實(shí)際運(yùn)用。例如：

The harder you work, the sooner you will improve.You have made great progress of late!

You’re great!I’m proud of you!

Wonderful!I appreciate what you have done in your exercise book and I believe you’ll be successful in your English study!

3.作業(yè)評(píng)語(yǔ)要有針對(duì)性

學(xué)生有不同的性格，不同的需要，那么作業(yè)評(píng)語(yǔ)就要針對(duì)不同層次的學(xué)生及其作業(yè)，在不同場(chǎng)合所作的評(píng)語(yǔ)可激發(fā)學(xué)生的學(xué)習(xí)熱情，在學(xué)習(xí)方法上進(jìn)行有針對(duì)性、實(shí)效性的指導(dǎo)，在情感上進(jìn)行充分的溝通與激勵(lì)，這樣就能讓優(yōu)等生更上一層樓，使中等生改正缺點(diǎn)、發(fā)揚(yáng)優(yōu)點(diǎn)，使暫時(shí)落后的學(xué)生能克服畏懼心理，樹(shù)立信心。

對(duì)優(yōu)等生的作業(yè)表?yè)P(yáng)中要有指正，教師可通過(guò)評(píng)語(yǔ)向他們提出更高要求,如增強(qiáng)創(chuàng)造力等。例如：

It's good to be correct.It's also excellent you haven't made any mistakes, but try to make your handwriting nicer!

You're the best in our class, but there are other classmates in other classes who are better than you.I hope you can be ahead of them next time.I've got to hand it to you;you really did a good job!

What good work!You are the pride of our class.對(duì)中等生的作業(yè)要慎重評(píng)價(jià)，在評(píng)語(yǔ)中要多督促。例如：

You had better be more careful!Pay more attention to the tenses.Your work is quite good except for a few spelling mistakes.Keep it up.Remember that little by little one goes far.對(duì)后進(jìn)生的作業(yè)要進(jìn)行有效的積極的鼓勵(lì)評(píng)價(jià)，及時(shí)發(fā)現(xiàn)他們的進(jìn)步，并以關(guān)懷的態(tài)度指出存在的缺點(diǎn)和不足，根據(jù)學(xué)生的個(gè)別差異提出今后改進(jìn)的具體建議，能激發(fā)他們潛在的上進(jìn)心和求勝欲。例如：

Your work has improved.I am sure there is nothing too difficult for us to learn.The structure of the composition is good, but try to make sure the word order in your sentences is correct.Good!There are only a few mistakes this time!Try to spell the words correctly!

It’s good work!But pay attention to the tense!You’d better use the past tense here.Do you think so?

4.作業(yè)評(píng)語(yǔ)形式要豐富多彩

作業(yè)評(píng)語(yǔ)不僅僅是對(duì)作業(yè)本身進(jìn)行評(píng)價(jià)，也可以包括學(xué)習(xí)和生活的各個(gè)方面，它的語(yǔ)言形式更是豐富多彩，千變?nèi)f化，既可以是一個(gè)詞或一個(gè)短語(yǔ)，也可以是一句話、一個(gè)段落或一則格言。例如：

Although you have not been successful, you have done better than ever.Success belongs to the diligent learners.I am sure you will make more and more progress if you keep on practicing your spoken English.That's great.Please never give up trying.Success comes through hard work and constant effort.No pains, no gains.I hope you will make more progress in the future.Practice makes perfect.Live and learn.Where there is a will, there is a way.The water wears away stones.Diligence is the mother of good fortune／good luck.三、結(jié)束語(yǔ)：

作業(yè)評(píng)語(yǔ)是課后教師與作為個(gè)體的學(xué)生進(jìn)行信息、情感交流與反饋的有效方式和重要手段。作業(yè)評(píng)語(yǔ)是教師情感輸出的載體，它體現(xiàn)教師對(duì)學(xué)生作業(yè)的意見(jiàn)和態(tài)度，體現(xiàn)教師對(duì)學(xué)生學(xué)習(xí)成果的認(rèn)可或否定；作業(yè)評(píng)語(yǔ)是教師對(duì)學(xué)生作業(yè)和對(duì)學(xué)生的情感關(guān)注一種最合適和恰當(dāng)?shù)臅?shū)面語(yǔ)言表達(dá)之一。它不僅可以加深師生情感交流，達(dá)到教與學(xué)兩者的和諧與統(tǒng)一；而且還可以促進(jìn)學(xué)生良好的英語(yǔ)學(xué)習(xí)習(xí)慣的養(yǎng)成，培養(yǎng)了學(xué)生的創(chuàng)新、可持續(xù)發(fā)展的終身學(xué)習(xí)能力的良好情緒。所以杜威的那句“情感的動(dòng)力是最原始，但是最有效力的?！币苍S就是對(duì)英語(yǔ)作業(yè)的評(píng)語(yǔ)最好的一種人文性功能的詮釋與概括了。

參考文獻(xiàn)：

1． 中華人民共和國(guó)教育部：《全日制義務(wù)教育普通高級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）》，北

京師范大學(xué)出版社，2001年

2． 吝小龍 “批改評(píng)語(yǔ)在英語(yǔ)教學(xué)中的作用”，《中小學(xué)英語(yǔ)教學(xué)與研究》，2004年第19期

3． 喬建玲 “英語(yǔ)教學(xué)中被遺忘的角落----作業(yè)評(píng)語(yǔ)”，《中學(xué)外語(yǔ)教與學(xué)》，2005年第11

期

4.王海英 “英語(yǔ)作業(yè)評(píng)語(yǔ)對(duì)課堂教學(xué)的促進(jìn)作用”，《中學(xué)外語(yǔ)教與學(xué)》，2006年第3期

5． 林群英 “英語(yǔ)作業(yè)評(píng)語(yǔ)的魅力——談?wù)劷o學(xué)生英語(yǔ)作業(yè)寫(xiě)評(píng)語(yǔ)”，《教育研究》，2002

年第2期

第三篇：中學(xué)英語(yǔ)教學(xué)法在線作業(yè)

中學(xué)英語(yǔ)教學(xué)法在線作業(yè) 單選題

第1題(2.0)分

___ is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness, threats, etc.A、Stress B、√Intonation

C、Rhythm D、Speed 第2題(2.0)分

Ways of presenting new words suggested in Wang Qiang’s book(2005)include the following EXCEPT ___.A、√Teach all the new words in a text in an isolated way before reading the text.B、prepare for possible misunderstanding ｏr confusion that students may have.C、ｕｓｅ synonyms ｏr antonyms to explain meanings.D、Provide different contexts for introducing new words.√第3題(2.0)分

Apart ｆrom the learner factors, the ____ is another factor that determines if the students can acquire native-like english pronunciation.A、√amount of exposure to English

B、amount of production of English C、learner’s knowledge of English grammar

D、learner’s vocabulary size

第4題 √(2.0)分

There are two kinds of stress that are important to achieving good pronunciation, i.e.___.A、mechanical stress ａnd meaningful stress B、perception理解 stress ａnd production stress C、word-level stress ａnd phrase-level ｏr sentence-level stress

D、syllable-level stress ａnd word-level ｏr phrase-level stress 第5題(2.0)分

As far as learning pronunciation is concerned, the realistic goals for the students are consistency連貫, intelligibility, ａnd ___.A、√communicative efficiency

B、accuracy C、correctness

D、fastness 第6題(2.0)分

When teaching pronunciation, we should ___.A、drill an individual sound for more than a few minutes a time B、√ｃreate a pleasant, relaxed, ａnd dynamic classroom C、ask the students to imitate模仿 for a long time D、be authoritative in our teaching 第7題(2.0)分

When practising sounds, the activities “l(fā)isten ａnd repeat”, “make up sentences”, “using meaningful context”, “using pictures” ａnd “using tongue twisters” belong to the category of ___.A、perception practice B、√production practice

C、perception ａnd production practices D、perception ｏr production practice 第8題(2.0)分

Ways of consolidating new words suggested in Wang Qiang’s book(2000)include the following EXCEP ___.A√、copying the words B、using word net-work C、using categories D、using the Internet resources for more ideas

第9題(2.0)分

Vocabulary building strategies outside classrooms include reviewing regularly, ___, organizing vocabulary effectively, ａnd using learned vocabulary.A、neglecting the meaning B、remembering the translation C、reciting the spelling D√、guessing meaning ｆrom the context

第10題(2.0)分

Ways of consolidating new words suggested in Wang Qiang’s book(2000)include the following EXCEP ___.A、labeling 標(biāo)記objects in a picture B、spotting圓點(diǎn)，污點(diǎn) the differences in two pictures C、playing a game of “What did you see just now?” D、√reading the words in chorus合唱隊(duì)，歌舞團(tuán)

√第11題(2.0)分

When teaching vocabulary we must take into consideration two kinds of meaning.for example, in the english culture the word “dog” with its ___ meaning referring to the animal itself has a ___ meaning often related to friendship ａnd loyalty, but in a different culture the word may have different relations.A、denotative? denotative B、connotative ?connotative C、√denotative ? connotative

D、connotative涵義 ? denotative延伸

第12題(2.0)分

When we are teaching pronunciation, stress ａnd intonation should ___.A√、be taught ｆrom the very beginning B、be taught at the end of the learning stage C、be taught in the middle of the learning stage D、never be taught 第13題(2.0)分

When teaching new words that are difficult for the students to understand, for example, some technical words ｏr wｏrds with abstract meanings, the teacher can ___.A、teach them in chunks短而厚的木頭

B、ｕｓｅ synonyms ｏr antonyms C√、translate ａnd exemplify直接翻譯或簡(jiǎn)化

D、ｕｓｅ a verbal口頭語(yǔ) context 第14題(2.0)分

According to Wang Qiang, to answer the question “Can the students achieve the goal of acquiring native-like pronunciation?” we must take into consideration three things: ___.A、ethic devotion, professional qualities, ａnd personal style B、√learner age, amount of exposure, ａnd differences of individual ability C、teacher factors, learner factors, ａnd school factors

D、letters, phonetic transcripts, ａnd sounds 第15題(2.0)分

According to Ur(1996), with regards to the three ways of teaching grammar, inductive ａnd discovery歸納發(fā)現(xiàn)法method should be used for those structures that ___.A、are difficult for the learners B、are complicated for the learners C√、can be easily perceived by the learners

D、cannot be perceived by the learners 第16題(2.0)分 As far as pronunciation is concerned, there are two types of practice, namely ___.A、student practice ａnd teacher practice B、perception感知洞察 practice ａnd production practice C、word practice ａnd sentence practice D、√stress practice ａnd rhythm practice

第17題(2.0)分

When practising intonation with students in the classroom, ___.A、we can explain the intonation to the students B、we never make the students know which part is a rise, ａnd which part is a fall C√、we can ｕｓｅ hand ｏr arm movement, ｕｓｅ arrows, ｏr draw lines

under/above the wｏrds

D、we just let the intonation take place without our attention 第18題(2.0)分

When trying to achieve consistency in pronunciation, students do not have to ａnd should not sacrifice犧牲，供祭 ___.A、consistency連貫性

B、√intelligibility可理解性 C、accuracy D、fluency

第19題(2.0)分

According to Wallace, the development of a teacher consists of three stages.a teacher begins his language training in Stage 1, ａnd acquires his ____ at Stage 3.A、linguistic competence B√、professional competence C、own experience

D、received knowledge 第20題(2.0)分

Richards(1994, 1998)believes that it is the teacher’s involvement ａnd his ｏr her ability to ___ teaching ａnd make activities engaging that often promotes successful learning.A、generalize B、√personalize C、simplify簡(jiǎn)化 D、complicate

第21題(2.0)分

Which of the following are not one of the principles of communicative language teaching proposed by Richards ａnd Rodgers(1986)? A、Communication principle B、Task principle C、Meaningfulness principle D、√Correctness principle

第22題(2.0)分

One ineffective way of learning vocabulary, which often occurs when students study vocabulary individually is ___ learning.A、√rote死記硬背 B、meaningful

C、conscious

D、unconscious

第23題(2.0)分

The guided discovery method is different ｆrom the inductive method because the process of the discovery ___ ａnd the rules are then elicited引誘 ａnd taught explicitly明確的.A、√is carefully guided ａnd assisted by the teacher

B、is made by the students themselves C、takes place automatically D、never takes place

第24題(2.0)分

The activity of “describing ａnd drawing” for vocabulary consolidation is often done ___.A、outside the classroom B、without doing anything C、individually D√、in pairs

第25題(2.0)分

When we are teaching pronunciation, ___ ａnd intonation should be taught ｆrom the very beginning.A、knowledge about sounds B、phonetic rules

C、phonetic transcripts D√、stress 第26題(2.0)分

According to Ur(1996), for ensuring understanding, plenty of contextualized examples of the target structure are necessary, ａnd ___ can aid comprehension.A、√visual materials B、complex terminology

C、teacher’s grammar analysis

D、students’ grammar analysis

第27題(2.0)分

According to Nation(2001)receptive knowledge of vocabulary involves the following EXCEPT ___.(1)√being able to construct it using the right word parts in their appropriate forms(2)knowing that there are some related words(3)being able to recognize that the word has been used correctly in the sentence in which it occurs(4)being able to recognize the typical collocations搭配

A、√(1)B、(2)C、(3)

D、(4)第28題(2.0)分

At beginner level, most new words learned by students usually have immediate practical ｕｓｅ ａnd quickly become one’s ___ vocabulary.A、productive ｏr active

B、receptive ｏr active

C、√productive ｏr passive D、receptive ｏr passive

第29題(2.0)分

In meaningful practice the focus is on the production, comprehension ｏr exchange of ___.A、structures B、sentences C、form D、√meaning

第30題(2.0)分

When teaching pronunciation, we should ___.A、√build-up students’ confidence B、destroy students’ confidence

C、make students feel anxious

D、make students distracted

第31題(2.0)分

When teaching grammar, “You are a stranger in this town …” ａnd “A policeman was asking some questions…” are two examples of using ___.A、mimes啞劇

B、gestures手勢(shì) C、chain of events D、√created situations

第32題(2.0)分

Pronunciation covers more than just phonetic symbols ａnd rules.it also includes ___, ａnd all these are not isolated ｆrom each other.A、letters, phonetic transcripts, ａnd sounds B、sounds, letters, ａnd words C、sounds, words, ａnd grammar D、√stress, intonation, ａnd rhythm

第33題(2.0)分

Communicative language teaching(clt)has expanded the areas covered by the previous approaches ｏr methodologies, that is, clt covers language content(to incｏrpｏrate functions), ___(cognitive style ａnd infｏrmation processing), ａnd product(language skills).A、√learning process

B、teaching methods C、conditions D、messages

第34題(2.0)分

According to some scholars Task-based Language Teaching is, in fact, ___ Communicative Language Teaching.A、exactly the same as B、√a further development of C、opposite to

D、nothing to do with 第35題(2.0)分

According to Wang Qiang, ___ are the basis for syllabus design教學(xué)綱要, teaching methods, teaching procedures, ａnd even teaching techniques.A、values of life B、styles of life C、√views on language

D、views on culture √第36題(2.0)分

When teaching vocabulary it is believed that teaching ___ is a more effective way than just teaching one single word at a time, as nation(2001:318)notes that “all fluent ａnd appropriate language ｕｓｅ requires ___ knowledge.”

A、word collocations ? collocational搭配 B√、meaning ? meaningful

C、denotative meaning ?denotative

D、connotative meaning ?connotative

第37題(2.0)分

When teaching vocabulary, the teacher can ___ to promote high motivation.A、apply rote死記硬背 learning B、separate the words ｆrom the context C、neglect the students’ learning process

D√、relate newly learned language to students’ real life

第38題(2.0)分

Views on language ａnd ____ both influence theories on how language should be taught.A√、views on language learning

B、views on culture learning C、values of life D、styles of life

第39題(2.0)分

Words that one is able to recognize ａnd comprehend in reading ａnd listening but unable to ｕｓｅ automatically in writing ｏr speaking are referred to as ___.A、receptive ｏr active B、productive ｏr passive C、√receptive ｏr passive

D、productive ｏr active √第40題(2.0)分

Which of the following is NOT among Ellis’(1990)six criteria for evaluating how communicative classroom activities are? A、Communicative purpose B、Communicative desire（real need）C√、No material control

D、Teacher intervention 第41題(2.0)分

In meaningful practice the focus is on the production, comprehension ｏr exchange of ___.A、language B√、information

C、structures D、sentences 第42題(2.0)分

One language form may express a number of communicative functions ａnd one ___ can also be expressed by a variety of ___.A、language ? dialects B、dialect ? languages

C、language form ? communicative functions D、√communicative function ? language forms

第43題(2.0)分

Actually pronunciation is an umbrella term covering many aspects besides sounds ａnd phonetic symbols, such as ___.A、consistency, intelligibility清晰, ａnd communicative efficiency B、accuracy, fluency ａnd complexity C√、stress, intonation, ａnd rhythm

D、spelling, pronunciation ａnd lexical meaning 第44題(2.0)分

Hedge discusses five main components of communicative competence.these components inlude linguistic competence, pragmatic 實(shí)用competence, discourse演講，談話 competence, strategic competence, ａnd ___.A、accuracy B√、fluency C、correctness

D、grammaticality 第45題(2.0)分

The three aspects of pronunciation are ___ each other.They are interrelated.A、not united with B、√not isolated ｆrom C、split with

D、irrelevant to 第46題(2.0)分

One of the reasons why the deductive method of teaching grammar is criticized is that ___ in the method.A、√grammar is taught in an isolated way

B、much attention is paid to meaning C、the practice is often meaningful

D、students do not benefit ｆrom the method at all 第47題(2.0)分

The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences ａnd what he ｏr she already knows.A、√constructivist

B、behaviorist C、structural D、cognitive

第48題(2.0)分

According to Ur, in grammar practice, factors which contribute to success practice include pre-learning, volume ａnd repetition重復(fù), success-orientation, heterogeneity不同之值 ___.A、√teacher assistance ａnd interest

B、inductive歸納 method ａnd deductive 演繹method

C、mechanical practice ａnd meaningful practice D、speaking, ａnd writing 第49題(2.0)分

The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences ａnd what he/she already knows.A、Behanourist B、Cognitive C、√Constructivist

D、Structuralist 第50題(2.0)分

There is ___ between mechanical practice ａnd meaningful practice.an example given by Wang Qiang is the “chain of events” activity.A、no distinction B、clear-cut distinction C√a、no clear-cut distinction

D、(None of the above)

第四篇：課外閱讀方法指導(dǎo)

課外閱讀方法指導(dǎo)

——我讀書(shū) 我快樂(lè) 【教學(xué)目的】

知識(shí)與技能

通過(guò)教學(xué)讓學(xué)生學(xué)會(huì)運(yùn)用科學(xué)的讀書(shū)方法和技巧,激發(fā)學(xué)生的讀書(shū)興趣,提高閱讀能力。

過(guò)程與方法

通過(guò)介紹讀書(shū)方法、名人讀書(shū)方法，使學(xué)生能夠選擇適合自己的讀書(shū)方法。

情感、態(tài)度和價(jià)值觀

通過(guò)本節(jié)課的教學(xué)，讓學(xué)生感受到讀書(shū)的重要性、益處，從而愛(ài)上閱讀。【教學(xué)準(zhǔn)備】

1、為每位學(xué)生準(zhǔn)備一本書(shū)

2、準(zhǔn)備摘錄本

3、多媒體教學(xué)課件 【教學(xué)過(guò)程】

一、談話導(dǎo)入

同學(xué)們請(qǐng)齊讀課題。這節(jié)課我們一起來(lái)聊聊讀書(shū)。（板書(shū)課題）

二、感受讀書(shū)益處

1、分享讀書(shū)名言，感受讀書(shū)的益處

關(guān)于讀書(shū)的名言很多，誰(shuí)先給大家分享一個(gè)？（學(xué)生自由分享自己知道的讀書(shū)名言）

2、讀書(shū)故事，感受前人刻苦讀書(shū)的精神

書(shū)真是個(gè)寶啊！怪不得從古到今很多人酷愛(ài)讀書(shū)，誰(shuí)來(lái)給大家分享一個(gè)讀書(shū)的故事。

3、談讀書(shū)益處

同學(xué)們請(qǐng)結(jié)合我們剛才談的和自己的實(shí)際情況，來(lái)說(shuō)說(shuō)讀書(shū)的益處。

三、研讀書(shū)方法

1、讀書(shū)方法

讀書(shū)有這么多的好處，我相信同學(xué)們今后一定會(huì)多讀書(shū)的。但讀書(shū)也得講方法，方法對(duì)就會(huì)事半功倍。下面我們一起學(xué)習(xí)常用的三種讀書(shū)方法：粗讀法、精讀法、筆記法。你是怎樣理解這三種讀書(shū)方法的？

粗讀就是用較快的速度,（每分鐘800字左右）抓住幾個(gè)要點(diǎn)把書(shū)通讀一遍,對(duì)閱讀材料有一個(gè)大概了解，這是一種不求深入精研，只求瀏覽大意的閱讀方法。粗讀時(shí)應(yīng)抓住幾個(gè)要點(diǎn)：書(shū)名、作者、目錄、內(nèi)容、瀏覽全書(shū)。

所謂精讀是指正常的或較慢的閱讀速度（每分鐘300字左右），按照文章的順序，從頭到尾、逐字、逐詞、逐句、逐段地閱讀，深入了解文章結(jié)構(gòu)，鉆研全書(shū)內(nèi)容，以求對(duì)全書(shū)內(nèi)容有全面透徹的理解。精讀法要求做到：正常較慢的閱讀速度、掃除字詞障礙、鉆研全書(shū)內(nèi)容。筆記法就是：摘抄內(nèi)容摘要、名言警句、資料、典故，把想到的體會(huì)、問(wèn)題也記錄到讀書(shū)筆記上。

2、名人讀書(shū)法 魯迅的“隨便翻翻”、毛澤東的不動(dòng)筆墨不讀書(shū)、諸葛亮的未曉不妨權(quán)放過(guò)，過(guò)后須要細(xì)思量。

3、讀書(shū)筆記展示

我們一起看看一位同學(xué)的讀書(shū)筆記，它或許對(duì)你能起到一個(gè)引領(lǐng)的作用。

四、運(yùn)用實(shí)踐

1、下面讓我們用粗讀法先了解你手中書(shū)的內(nèi)容吧。

2、指名匯報(bào)收獲。

五、談收獲

生活里沒(méi)有書(shū)籍，就好象沒(méi)有陽(yáng)光，智慧里沒(méi)有書(shū)籍，就好像鳥(niǎo)兒沒(méi)翅膀。同學(xué)們，只要我們掌握科學(xué)讀書(shū)的方法，就一定會(huì)象蜜蜂一樣在書(shū)的海洋里采得百花釀成蜜。

【 板書(shū)】

粗讀法

讀書(shū)方法 精讀法

筆記法

第五篇：課外閱讀方法指導(dǎo)

課外閱讀方法

一．為什么要多讀課外書(shū): “讀書(shū)使人充實(shí)，討論使人機(jī)敏，寫(xiě)作則能使人精確?！薄?guó)培根

“讀書(shū)破萬(wàn)卷，下筆如有神”———唐杜甫

“三更燈火五更雞，正是男兒讀書(shū)時(shí)。黑發(fā)不知勤學(xué)早，白首方悔讀書(shū)遲?！薄?顏真卿“好讀書(shū)，不好讀書(shū)，好讀書(shū)，不好讀書(shū)。”———明徐渭

二．怎么提高課外閱讀的質(zhì)量，真正達(dá)到提高閱讀能力的目的 1.學(xué)會(huì)泛讀和精讀。

泛讀，就是對(duì)所讀的書(shū)報(bào)不是逐字逐句的讀下去，而是快速地觀其概貌，精讀，就是對(duì)某些重點(diǎn)文章或精彩片段集中精力，精細(xì)地閱讀。泛讀是量的積累，同時(shí)是精讀的基礎(chǔ)，精讀是培養(yǎng)閱讀能力，學(xué)習(xí)典范語(yǔ)言，增強(qiáng)語(yǔ)言修養(yǎng)，提高思想能力和認(rèn)識(shí)水平的最基本的手段。在閱讀的過(guò)程中，學(xué)會(huì)精讀與泛讀，對(duì)短小精悍的文章，對(duì)文章精彩片段的描寫(xiě)，精讀，熟練成誦，對(duì)篇幅較長(zhǎng)的文章，對(duì)故事性較強(qiáng)的文章進(jìn)行泛讀。使讀有重點(diǎn)，通過(guò)泛讀擴(kuò)大知識(shí)面，通過(guò)精讀汲取精華。

2、學(xué)會(huì)使用工具書(shū)。

閱讀文章、書(shū)籍，不可避免地會(huì)碰到不認(rèn)識(shí)的字，不理解的詞和內(nèi)容上的障礙。充分利用《新華字典》、《成語(yǔ)詞典》等各種工具書(shū)；根據(jù)需要到圖書(shū)館或閱覽室去檢索書(shū)目、篩選書(shū)籍、瀏覽目錄、選擇材料。通過(guò)查閱釋疑，培養(yǎng)獨(dú)立閱讀能力。

3、讀記結(jié)合。

古人云：“不動(dòng)筆墨不讀書(shū)”，“好記憶不如爛筆頭”。課外閱讀中接受信息是繁多的，是豐富多彩的，學(xué)生在閱讀活動(dòng)中有選擇的進(jìn)行摘抄記載，有重點(diǎn)地進(jìn)行批注，日積月累，潛移默化，定會(huì)受到很好的效果。在實(shí)際閱讀中，教師可以通過(guò)做讀書(shū)卡或?qū)懽x書(shū)筆記等形式，對(duì)讀到的好詞佳句，精彩片斷，名言警句摘抄下來(lái)、剪貼下來(lái)，儲(chǔ)存進(jìn)自己“采蜜集”中，豐富閱讀積累。

4、讀用結(jié)合。

讀與思共，思與讀隨，沒(méi)有思考的閱讀稱(chēng)不上真正的閱讀。在平時(shí)的閱讀加強(qiáng)閱讀思考，讀用結(jié)合，將閱讀過(guò)程中的隨感、閱讀過(guò)程中心靈上的感觸隨時(shí)寫(xiě)下來(lái)，把從課外閱讀中得到的知識(shí)遷移到練筆中來(lái)，從讀中學(xué)寫(xiě)、以寫(xiě)促讀、以寫(xiě)促悟，使讀在寫(xiě)中不斷遷移升華。

5.有些學(xué)生讀的書(shū)不算少，整體語(yǔ)文素養(yǎng)卻不見(jiàn)有多大進(jìn)步。出現(xiàn)這種“怪圈”的原因，主要在于這些學(xué)生總是帶著休閑的心態(tài)去讀書(shū)，是浮光掠影“看熱鬧”式的“虛讀”，而不是潛心其中“看門(mén)道”式的“研讀”，全憑著興致，很少需要情緒的調(diào)動(dòng)、意志力的參與和心智的投入。長(zhǎng)期以往，學(xué)生的思想就很難得到磨礪，語(yǔ)言也難以得到發(fā)展。

6.讀某一本書(shū)，閱讀或摘抄之后，就束之高閣，不再謀面。這種一次性閱讀，在大腦中留下的往往是一些朦朧的印象、飄忽的意念和膚淺的感受，不符合語(yǔ)文學(xué)習(xí)規(guī)律。對(duì)某一作品的認(rèn)識(shí)不是一次性閱讀就告完結(jié)的，需要經(jīng)歷讀者的思想與作者的思想反復(fù)磨合、碰撞的過(guò)程。讀特別好的作品，一定要改變一次性閱讀的習(xí)慣，在“熟”字上下功夫。熟了，才能鉆得深，悟得透，將語(yǔ)言的精品、思想的精華納入自己的知識(shí)寶庫(kù)，經(jīng)“發(fā)酵”產(chǎn)生新的思想，鑄出新的語(yǔ)言，遷移運(yùn)用起來(lái)也才能得心應(yīng)手，左右逢源。