如何增加高三英语复习课的趣味性

如何增加高三英语复习课的趣味性高三对老师和学生来说都是非常重要的一年。对老师而言，要想发挥这一年的重要性、帮助学生提高高考成绩，重中之重就是要增加课堂的趣味性，让学生愿意听，从而提高效率。因为进入高三之后，复习课的容量大、强度高、知识缺乏新颖性，所以学生对英语学习普遍缺乏兴趣、自信心和学习动力，学生在课堂上的参与意识不强。怎样增加复习课的趣味性？怎样让学生每堂课都有收获？笔者常常在思考这些问题，回首自己高三近一年的工作，得出如下经验：

一、幽默风趣富有激情的教师才能使课堂富有趣味

契诃夫说过：“不懂得开玩笑的人，是没有希望的人”。可见，生活中的每个人都应当学会幽默。但是幽默风趣应该是源于自然，源于天成。幽默不应该是挤出来的、憋出来的，而是流出来的、冒出来的，是水到渠成、瓜熟蒂落的。这就要求老师要抓住课堂的每一个细节来创造幽默。例如，有一次我忘了感染(infection)一词的拼写，我就问学生如何拼写，等学生拼写完后，我开玩笑的说：“你们以为我真的不会吗？逗（豆）你玩儿！”没想到学生们竟齐声高喊：“算（蒜）你狠！”全体学生哄堂大笑。课堂不再沉闷，师生在和谐轻松的氛围中继续复习。同时教师的体态语也是一种幽默表现形式。例如:高中英语课本里有一篇叫做“Body Language(体态语)”的课文。复习这篇课文的时候,可进行这样的教学设计:教师走进教室,用手势叫学生起立,然后挥挥手,向学生问好,接着用手势示意学生坐下。然后在黑板上写出“Body Language”的课题。这样,教师未开口说话,学生也

就心领神会,真可谓“未成曲调先有情”! 这样的授课，学生肯定印象深刻,肯定感到有趣,带着兴趣和好奇心,他们会开始对这篇课文的探究和学习,这样学习对他们来说真的就变成了一种快乐甚至享受。

二、在情感、知识等各个方面放下架子，走近学生，拉近师生的距离。

例如，如果某次考试太难，学生没考好，我就会告诉学生说老师自己也做得一塌糊涂，学生就会释然：老师都做不好，俺们做不好情理之中。这样学生就不会有受挫感，仍然能以积极的心态继续复习。同时，我也经常将发生在本人生活中的一些滑稽的事告诉学生，这样做既能在情感上走近学生，又能增加课堂趣味。如有一次在讲解一篇关于粗心的阅读文章时我告诉学生一个发生在本人身上的真事：一个同学从外地回来看我，临走时我送他一斤茶叶，几天后我猛然发现送去的只是盒子，茶叶还在冰箱里。我话音刚落，学生们已经笑得前俯后仰。

在我的课堂上经常有这样的开怀大笑。

三、积极探索各种英语知识各种课型的课堂趣味教学方法

很多老师在讲解课文和句型的时候,能够注意趣味性教学,但是在讲解语法,上复习课尤其是评讲试卷时,就变成了满堂灌,课堂又变得枯燥无味了。

1、词汇趣味教学

在词汇讲解时，老师可以通过多种方法使其趣味横生。如通过中英文的对照：汉语中有梳头、看病、教书、查字典----等短语，但在英语中梳的对象不是头、看的对象不是病、教的不是书、查的不是字典。

在讲解动词时完全可以通过举例句来增加趣味性。例句应该来源于生

活，多用学生的名字或学生熟知的名人的名词作主语，可以夸张一些，可以荒诞一点，如：

I, your English teacher, experienced the two world wars.

I was followed by ten beauties last night.

I quarreled with Obama about/over the war in Iraq.

2、记忆趣味教学

介绍一些易混淆的词或短语的记忆方法，这些只能靠老师们平时多思考多联系想。如

Fall—fell—fallen 其过去式、过去分词和原形中都有二个“ll”;

feel—felt—felt其过去式、过去分词和原形中都只有一个“l”。

a little 和a bit 是近义词，但 not a little 和not a bit 却

是反义词，如何记忆呢？Not a little =very much ; not a bit = not….. at all 。从构成这两对短语的字母数看，多对多，少对少。

3、语法趣味教学

提到语法教学，学生首先想到的是枯燥的讲解,烦琐的规则,但是只要肯动动脑筋,死的语法规则也可以活起来,沉闷的课堂也可以生动起来。比如在教如何理解复杂的时态时可以借鉴数学加法算式：例如现在完成进行时是由现在完成时+现在进行时，可列如下算式 h ave/has done

+ be doing

= have/has been doing

完成时的被动态可列如下算式

Have/has/had done

+ be done

= have/has/had been done

这样由简及繁，无论多么复杂的时态形式都无需死记硬背，只要通过这个算式一加就可以了。再如在教现在进行时的用法,可以利用搜集到的平时学生学习或从事其它活动的一些照片,展示在屏幕上,一个同学问:What is he / she doing? 另外一个同学回答:She / He is reading. / writing. / dancing. 等等。也可以播放学生平时生活的一段录像,然后让学生用英语描述。这样学生对自己的东西很感兴趣,而这样在一表演一问一答的过程中,教师没有枯燥地讲解现在进行时的用法,但用这种趣味的表演式的教学,现在进行时的一个用法学生就轻而易举地感知了。

4、趣味评卷法

评卷也是被很多老师认为极其枯燥和乏味的事情,尤其是到了高三阶段,评卷讲题就更是家常便饭,因此学生也更是感到无可奈何,但是只要认真思考,肯定会找到办法。评卷的时候,我们应该着重对解题方法的指导,对知识的总结,对能力的提升。如单选题中的情景题就可以让学生用角色代入法：即让自己扮演对话中设置有空的角色，在那种情景中你的反应是什么，答案就是什么。阅读理解题中，凡是问文章的中心、作者的写作意图、文章的标题、文章的大意等这样的试题，告诉学生只需看文章的开头和结尾就能准确的找到答案。学生屡试不爽，大有成就感，极大的增加了他们的兴趣和信心。同时教师也可结

合试卷中的文章有针对性的对学生进行情感教育。任何一份试卷的阅读、完型填空、任务型读写的取材都很广泛，内容都具有丰富性。因此，这些文章中蕴含着大量的情感教育、人文教育的素材，只要稍加利用，就能让课堂趣味盎然。在讲解试卷的时候,成绩好的同学由于已经懂了可能没有兴致来听,因此,我们在课堂里应该实现合作学习

的理念,适当让成绩好的同学讲解一些题目,这样就能够让所有的同

学参与其中,又注重了分层教学,那么所有的同学都会感兴趣。

四、要不失时机地表扬学生。

古语说：数子十过，不如奖子一功。在学生对学习取得成功的时候，教师对学生的学习成绩给予正确的评价，及时给以表扬、鼓励，就更能提高学生的兴趣，产生积极的学习动机,并随之养成积极向上的生活态度，从而能得到学习和生活的快乐。正如德国教育家第斯多德所说：“教学的艺术不在于传授的本领，而在于善于激励、唤醒、鼓舞.”

五、要注重教学的实际效果，满足学生的求知需要

让教学变得有趣，激发学生动机，不是让教学变成一种游戏。毕竟学习不是娱乐，需要课程和教学目标，需要长期性的专注与努力。如果学生只是学得快乐，而考试考不好，那么他们是不会有任何成就感的，因此也不会真正快乐起来。

总之，让高三的复习课变得有趣味不是不可能的事，只要投入，肯定能想起相应的策略。

高考英语阅读理解三篇

(A ) A coal-fire stove(炉灶)provided heating for Zhao Yaoqin's courtyard bungalow in a Beijing hutong all her life. This winter, however, the stove has disappeared from the 66-year-old's life, and an electric radiator takes its place beside her bed, a product of a government to use clean energy in the national capital. With the Olympics to be staged in Beijing next August, the city is determined to eliminate the use of coal within the Third Ring Road that circles the city before the Games. The project to replace the stoves with electric radiators has been part of the effort. When the city's four-month long heating season started on Thursday, coal-fired stoves, known as a big source of pollution in the big city, have disappeared from some 20,000 local households like Zhao's bungalow in the inner city "hutong" -- traditional alleyways(小巷) that date back centuries. "We used to boil water or bake bread on the stove," said Zhao, sounding sentimental(伤感) to the disappearance of the coal furnace from her life. Late in the 1990s, Beijing's air quality monitoring office found that the emissions(排放) of sulphur dioxide and carbon monoxide from the hutong areas have been higher than the city's average in winter, mainly because of the coal stoves. With the project to switch to clean energy for heating launched in 1999, the emission level of the two poisonous substances decreased by 42 percent and 44 percent, respectively, this year from 2001 levels. Zhao said the fee for electrical heat for the entire winter was usually around 2,400 yuan (US$323) per household. With the government's subsidy（补贴）, however, she only needed to pay about 500 yuan, nearly the same price as that for coal. 1．Zhao Yaoqin’ example in the passage is to tell us that_______. A.people in Beijing using electric radiators to welcome the Olympics. B.people in Beijing are doing something to protect the environment. C.hutongs in Beijing have a long history. D.People pay more money to use electric radiators than before. 2. The underlined word eliminate probably means________ A. cut down. B. increase. C. get rid of. D. replace 3. We can infer from the passage that ______ A. Zhao Yaoqin has a strong and deep emotion with the use of coal-fire stove. B. The government will pay most of the fee. C. The air of Beijing has been badly polluted since 1990s. D. The people do not use coal eight months in one year. 4. Which of the following is NOT true according to the passage? A. The clean air is important when the Olympics Games is held in Beijing. B. The success of the Olympics Games depends on the clean air. C. The government spare no effort to make the environment better. D. The emission level of poisonous substances will be low in 2008.

高三英语公开课教案复习过程

精品文档 精品文档Module4 Unit11 Media Teaching Aims: 1.To review some key words and phrases in this unit. 2.To improve students’ reading skills. Teaching Difficulties: How to lead students to talk about something about media. Teaching Importances: How to let students master these key words. Teaching Aids: A computer. Teaching Process: Step1: Greetings Greet the whole class as usual. Step2: Lead in Everyone is connected to some form of media, so how do people contact with each other nowadays? How about you? (suggested answers: QQ ; MSN ; Blog ; Twitter ; Facebook ; or even Pinterest) Step3: Warm up Ask students to fill in the blanks with some key words listed in Exercise 1. Then lead them to read several times. Step4: Presentation To review the important usages of words on the book and do the exercises. Notes: demand to do / on demand/ in demand/ demand that- arise & raise & rise blame sb. for sth./ blame sth. on employ sb. in doing sth./ to do sth./ as… pretend to do/ that- Step5: Practice Ask students to finish these exercises and check answers one by one. Step6: Conclusion: 1.To read the passage on the blackboard together and write down the useful phrases on the notebooks. 2.To give the homework to students.

高三英语复习教学反思26篇(新)

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浅谈高三英语复习教学

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I watched from a distance as the homeless man quarreled with those who did not leave money for him – the majority. I walked up to him and right on queue he asked me for a quarter. “I’ll give you a quarter if you tell me your story.” He laughed, “You’ll give me a quarter for my story?” I lay the qu front of him and corrected myself –“Nah, here’s the quarter but it would be nice to hear your story.” I followed his eyes to the quarter and for a brief moment I saw a glimmer of reflection. I sat down next to him and waited. I was a sniper(狙击手)and was supposed to shoot down the “I was in the army,” he said. “ carefully to his grizzly voice as he went deeper into the story. enemy from the distance.” I listened He wore dirty old torn clothes and smelled like a dead rat left in a mouse trap. He told me how he used to hunt with his family and was really good at it. He had his own way of respecting animals by not wasting what he killed for food and not killing more than he needed. When the army came knocking on his door, he felt pride and joined up. All those years of polishing his hunting skills could now serve a larger purpose—to defend us from the bad guys. He set out to fight in Iraq. It wasn’t long before he realized his ideals and expectations were just a shadow of the truth. He became disillusioned with the killings, which he felt were of innocent people. “I was a sniper but I never really killed anyone,” he said. “One day I had to do it. They asked me to shoot this lady from the distance. I saw kids near that lady and my hands were on the trigger (扳机). Man, I was tearing up ... I couldn’t do it. She wasn’t doing anything to anyone and she was with the kids—I couldn’t see through my tears. It just didn’t make any sense to me.” The story goes on as he describes eventually being put into prison for 180 days for refusing to follow orders. He told me how he was black listed so that he couldn’t get a job. All the rights we take for granted were taken away from him. Why? Here was a man who was being punished—and for what? For refusing to kill the lady? For being a hero? “I have no regrets,”　 anyone the homeless man said. “I may be homeless now, but I never killed that lady. I never killed He in the army. It didn’t feel right. I didn’t go there to do that. I went there to save people.”　 okay. But I wouldn’t be able to live with continued, “I can live with being homeless—that’s killing innocent people.” On that lonely Friday night, I met a hero. It just never occurred to me that a hero could be a smelly old man left on streets. 1. It can be learned from the passage that the homeless man_______. （） A. never killed animals B. had a strong respect for life C. deserved the punishment he received D. felt guilty about disobeying the order