英语论文网

l is on our left.OK. Thank you very much.
S[,3]:You are welcome.
S[,1],S[,2]:Oh, here we are.
(In the hospital)
S[,1],S[,2]:Hello, Li Yin.
S[,4]:Hello, Ling Ling and Zhang Hai.Why are you here?
S[,1]:We are told you are ill and now we're here to seeyou.
S[,4]:I'm very glad to see you, and thank you very much.
S[,2]:What's wrong with you? Are you better now?
S[,4]:I was down with a high fever a week ago. I came tosee the doctor. The doctor told me
there was something wrongwith my lung. And he asked me to stay in hospital for a fewdays. Now, I'm much better.
S[,1]:We are glad to hear that. You know how worried wewere when we knew you were in hosp ital.
S[,2]:You should take good care of yourself in the future.
S[,4]:Yes, I will. But could you give me some advice onmy health?
S[,1]:I think you should have more physical exercise.Taking part in some ballgames will do you good.
S[,4]:Thank you for your advice.
S[,2]:We'd better take leave now. Have a good rest. Wewish you'll soon be well again.
S[,4]:Thank you for coming to see me.
S[,1],S[,2]:Bye-bye.
S[,4]:Bye.
这样不仅学生说英语的能力得到了提高，而且语言知识得到了巩固。
3.注意课文创造性提问的设计 一般提问可分理解性、记忆性及创造性三类。随着学生思维能力的提高， 课文提问要适当增加创造性问题，以满足学生抽象思维发展的需求。提问时适当减少Yes／No问题， 逐步增加 用Why 等句型提问。 例如， 学习第六册第五课After TwentyYears，这课的内容、情节、语言都比较简单，
我向学生提了以下问题：Did Jimmy recognize Bob? But why didn't Jimmy take Bob tothe police st ation himself? Do you think Jimmy is right? Whatkind of person do you think Jimmy is? Would you
do the sameif you were Jimmy? Why or why not?…在使学生理解课文的同时激发学生的思维和发言兴趣 ，使其乐意思考，竞相发言。有时我们针对所学内容安排讨论会，对不同的观点、看法进行讨论。如学习第五 册第二课lmproving Your Study Habit ， 我让学生就以下题目进行辩论：Whatdo you think is more impor tant, intelligence or hard work, ifyou want to be a top student? Is study habit important or no t?Give your reasons to support your idea. …由于这些都和学生的实际生活有关，课文又给学生提供了语 言材料，他们积极发言，积极思考，热烈地参与辩论，常有欲罢不能的局面。

二、适当把握难度，让学生不断获得成功感， 促进说话能力
成功感固然能激发学生的学习兴趣，但是没有困难、没有障碍的学习也会抑制学生的学习兴趣，会削弱有 积极作用的情绪感受。在培养学生英语说话能力时教学内容必须有适当的难度，教师必须善于提出有一定深度 的问题，鼓励学生不满足现状，更上一层楼。同时让学生从克服困难、掌握新知识中得到乐趣。我们的具体做 法是，高中三年中对学生的说话要求由低向高，形成坡度，逐渐提高要求。高一教对话时，在学会词汇、句型 、课文的基础上让学生练习说英语，也就是说在提供语言材料的基础上练习说。如让学生用新的词汇、句型造 句，用自己的话复述课文，总结段落大意， 归纳文章中心等。 例如学完课本第三册AcidRain一课整篇课文后 ，在老师的帮助下，学生们作出归纳：
Paragraph 1:How acid rain is formed.
Paragraph 2:The damages acid rain has done to forests, lakes
and streams.
Paragraph 3: One example of the damages that acid rain has
caused to forests.
Paragraph 4:Because of the acid rain some kinds of animal
population is declining.
Paragraph 5:The bad effects acid rain has on buildings and
monuments.
Main idea:The great damages acid rain has done to us.
当学生积累了大量的语言材料，有了初步的说话能力，我们便进一步提高要求，让高二学生练习Topic Ta lking。 老师根据所教课文内容提出Topic让学生谈。还是以刚才Acid Rain一课为例，我给了学生这样的Topi c:Being a student,what should you do to deal with acidrain？有些学生谈得很好，“Although we ar e students, still wecan do our bit to help solve this problem. First, we can tryour best to tell people the harmfulness of acid rain so thatpeople will pay more attention.Secondly,we sho uld do our bestto learn as much knowledge as possible so that some day we'llbe able to find out
ways to solve this problem. ”再如学了第三册 Modern Examinations 一课后，我提出了“What do you think ofour examinations today?Do you like to take examinations? Why?How do you feel before ex aminations? What do you like ourexammations to be?”等主题让学生讨论，发表他们自己的看法。学生们 畅所欲言，纷纷谈自己的想法：“I don't like examinations本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。