<SPAN style="FONT-SIZE: 10.5pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 宋体; mso-font-kerning: 1.0pt; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA"><SPAN style="mso-spacerun: yes">  
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">今天听了同事一节讲授必修<SPAN lang=EN-US>3, Unit 4 Using language </SPAN>知识点的课，很受启发。写下来分享。<SPAN lang=EN-US><?xml:namespace prefix = "o" ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN lang=EN-US style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">1. </SPAN><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">我们常规知识点讲授课中很多知识点的讲解只是简单的罗列，很多老师是直接在<SPAN lang=EN-US>PPT</SPAN>上罗列出来相关短语，比如说课文中出现了一个<SPAN lang=EN-US>in time</SPAN>词组，就再罗列出诸如<SPAN lang=EN-US>in no time</SPAN>，<SPAN lang=EN-US>at one time</SPAN>，<SPAN lang=EN-US> at a time</SPAN>，<SPAN lang=EN-US>at the same time</SPAN>等等的与<SPAN lang=EN-US>time</SPAN>相关的短语，给学生说出汉语意思，再语重心长地叮嘱几句“这些都是高考的重点啊，一定要熟记。”<SPAN lang=EN-US><o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">有的老师稍微先进一点，先不直接给出这个短语的意思，而是给出例句，让学生们通过语境猜测短语意思，最后做总结。但大多数这样尝试的老师都有这样一个苦恼，太浪费时间，一节课处理不了几个知识点。再加上有的同学自认为很聪明，老师讲一个知识点，他回一句，教参上都有。其实这样的学生确实很聪明，老师讲的知识点教参上确实有，而且还附了更多的例句便于学生理解。<SPAN lang=EN-US><o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">那么大多数时候课堂上老师的讲授是不是就成了简单的复述教参了呢？这样的课堂有没有必要呢？如果给学生<SPAN lang=EN-US>20</SPAN>分钟时间自行背诵，说不定效果会比老师讲授更好。<SPAN lang=EN-US><o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">所以大部分知识点可以布置成家庭作业，课上仅需花少量的时间提问，并采取相应的奖惩措施即可，但这是不是意味着课堂上没有必要讲知识点了呢？<SPAN lang=EN-US><o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">答案当然是否定的，教师在课堂上要做的就是讲授强调重难点，这样重点突出，更方便学生们理解，更为重要的是省出了很多时间，这些时间可以被有效利用，进行一些学生们感兴趣的活动。<SPAN lang=EN-US><o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN lang=EN-US style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">2. </SPAN><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">同事采用了讲一篇阅读里重点短语词组列出汉语意思，让学生们在文章中找英语表达的方式，极大的提高了学生的积极性和参与程度，并让学生对文章意思有了更深一步更具体的理解，在这个过程中适当的穿插些句型结构词性分析，浑然一体。<SPAN lang=EN-US><o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">这让我想到了这样一个整体阅读的模式：<SPAN lang=EN-US><o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN lang=EN-US style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial"><SPAN style="mso-spacerun: yes"> </SPAN>step one </SPAN><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">：<SPAN lang=EN-US> Read quicking and find out the main idea of the passage.( checking by filling in the blanks or choose one from several of the main idea.(read for the gist)<o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN lang=EN-US style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">Step two : present the Chinese version of some phrases or sentences and let students find out its Engish expression in the passage(read for details )<o:p></o:p></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN lang=EN-US style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">Step Three: Several multiple choices to check student's understanding of the content.<o:p></o:p></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN lang=EN-US style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">Step Four: Present sme key sentences in the passage sentence by sentence, and then erase it and let students recite the sentence.( to increase students' familiarity with this passage and practice speaking.)----which I think is very useful in my class practice because students feel the challenge and<SPAN style="mso-spacerun: yes">  </SPAN>spare no effort to have a try.<o:p></o:p></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">这是今天听课时候突发奇想的整体阅读模式。在日后的课程中我将不断尝试改进。<SPAN lang=EN-US><o:p></o:p></SPAN></SPAN></P>
<P style="WORD-BREAK: break-all; MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 15pt; TEXT-INDENT: 18pt; mso-char-indent-count: 2.0"><SPAN lang=EN-US style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">3. </SPAN><SPAN style="FONT-SIZE: 9pt; COLOR: #666666; mso-bidi-font-family: Arial">既然英语学习中大量阅读非常重要，加之课堂上没有时间给学生大量自行阅读，只能课下布置阅读的任务，但这就难免存在一个问题：有些学生自觉性差，会偷工减料。我觉得在课前有效监测十分重要，可以找出重点句子随机抽学生翻译，或像今天同事采取的让学生<SPAN lang=EN-US>retell the story or paraphrase</SPAN>，都十分有效。<SPAN lang=EN-US><o:p></o:p></SPAN></SPAN></P></SPAN></SPAN>