英语选修课感想

这学期我选择的是《大学英语人文素质阅读教程》。当初选择它的理由是因为自己对一些英语国家的历史背景和一些古希腊神话充满了一些好奇，所以在选择的时候就选择了这一门课程。

时间很快，不知不觉，这门英语课程就画上了句号。在学习完这门课程，我心中产生了一些想法，首先，老师教的很到位，满足了我的求知欲。其次，这本书设计的也很棒，由SectionA,SectionB,SectionC,SectionD四个部分组成。每个Section由Preface、Text、Exercises、Knowledge Extension和Great Quote五个环节组成。

Preface部分为200字左右的中文导读，言简意赅地引出文章的主题。

Text部分每篇长度在1000个单词左右。课文词汇以我们平时的水平为基础，夹杂少量生词。题材广泛深入，揭示了人文精神和人文知识的内涵与实质。

Exercises部分首先循序渐进的介绍各种阅读技能，提高了我的阅读能力。

次的英语选修课除了让我们学习到了语言知识，还能启发学生进行独立思考，培养我们自主学习的能力。通过广泛探讨的形式，鼓励我们发表个人观点，将知识的输入和输出相结合。

让我们再了解不同文化的同时，能够潜移默化地受到情感的熏陶，从而提升人文素质，淡化目前英语教育浓厚的功用性，使其不再是单纯的应付考试，回归人文学科的本质。

这

The feeling of English Elective Course

This semester I choose is "Humanity Quality College English：A Reading

Course". I choose it because of their own for some English speaking countries of the historical background and some ancient Greek mythology is full of curiosity, so in the choice of when you choose this course.

Time soon, imperceptibly, the English curriculum draws to a close. After studying this course, I had some idea, first of all, the teacher is in place, to

satisfy my curiosity. Secondly, the book design is also very good, by SectionA, SectionB, SectionC, four parts SectionD. Each Se. Each Section consists of Preface, Text, Exercises, Knowledge Extension and Great Quote of five parts. The Preface part is about 200 words Chinese introduction, concise and comprehensive to draw the theme.

Text part of each length of 1000 words or so. The vocabulary is based on level of our normal, mixed with a small amount of words. A wide range of subjects in depth, reveals the humanistic spirit and humanistic knowledge connotation and essence.

Exercises first part of the gradual introduction of various reading skills, improve my reading ability.

This English Elective Courses in addition to let us learn the language

knowledge, independent thinking can inspire students, cultivate the ability of autonomous learning. Through extensive study forms, encourage us to express their personal point of view, the knowledge of the input and output combination.

Let us understand the different culture at the same time, can influence

character by environment by the influence of emotion, so as to enhance the humanistic quality, desalination at present English education strong function, so that it is no longer a simple exam, return to the essence of the humanities.

 

第二篇：英语选修课计划

2011-2012学年第二学期高二英语选修课程教学计划

《英语词汇与语法》

孟小勇 李美丽

一、 教学目标

针对目前现在英语语法课堂教学活动种类单一，语言学习较为乏味，学生常

常处于被动的学习状态，语法基础薄弱，课堂学习效率低，为了提高学生的学习

兴趣，夯实基础，特制订一下计划。

一、做句型演示练习，帮助学生掌握相应语法

请看如下一组例句：

① Because he was brought up in the countryside, he knew a lot about plants.

② He was brought up in the countryside, so he knew a lot about plants.

③ Brought up in the countryside, he knew a lot about plants.

④ Being brought up in the countryside made him knowledgeable about plants.

通过对比以上①②两句，让学生了解because与so的用法。然后启发学生：

此句含义若用非谓语来表达该如何处理呢？因为该句子主语“he”与动词短语

“bring up”构成动宾关系，那么bring up应用过去分词形式；若句子主语与动词

短语构成主谓关系则用现在分词。④句则是动名词短语做主语。

二、语法教学中应进行必要的比较

在英语语法教学中，有时要对一些语法项目进行必要的比较，以便学生更好

地理解与掌握。比如，动词不定式与动名词的用法比较；现在完成时与现在完成

进行时的用法比较；现在分词与过去分词的用法比较。又比如分词的用法，通常

现在分词表示主动，过去分词表示被动，但何时用-ing形式，何时用-ed形式，

许多同学很糊涂，教师可给学生展示类似如下的例句：

⒈ 分词做状语

Seeing from the top of the mountain, we can see a beautiful garden.

Seen from the top of the mountain, the garden looks very beautiful.

⒉ 分词做宾语补足语

He had his car repaired yesterday.

I saw the boy beaten by his father last week.

The boy was sitting in the classroom, with his eyes fixed upon the flowers outside the classroom.

⒊ 分词做定语

Do you know the girl called Lucy?

Do you know the girl calling herself Lucy?

由此，引导学生归纳总结。分词充当不同的句子成分，所参照的对象是不同的。分词做状语，需参照句子的主语（分词动作与主语构成主谓关系用-ing形式，分词动作与主语构成动宾关系用-ed形式）；分词做宾补；需参照宾语。分词做定语，需参照这个分词或短语所修饰的名词。找准了参照物，学生就知道如何进行思考、解决问题了。再看如下一组句子：

①If you are travelling where the customs are really foreign to your own, please do as the Romans do.

②If you are travelling in the place where the customs are really foreign to your own, please do as the Romans do.

两句都使用了where 做引导语，句①中的where做地点状语，句②中的where做定语。

三、利用图片、音像资料创设情境

多媒体技术的推广和使用为英语课堂教学开辟了新天地，其音像效果更是将枯燥的语法知识讲解转化为生动的生活情景，使课堂活动栩栩如生，学生在逼真的生活空间中领悟英语语言的魅力和语法知识的内涵。比如，在学生了解了分词的基本用法和特点之后，教师可以制作动画。情景：公园的一角，一位老者独自一人坐在长凳上，一阵秋风拂过，树上的黄叶纷纷落下；看着徐徐下落的秋叶，老者不由叹息一声。不一会儿，地上一片金黄。就在此时，一位身穿环卫服的中年妇女拿着扫帚奋力地扫着地上厚厚的落叶。当学生被画面情节深深吸引时，教师可以提问：

T: How do you think the old gentleman feels? Why?

S1: He looks a bit upset because of the falling leaves

T: What is the woman cleaner doing?

S2: She is sweeping the fallen leaves.

由于动画效果形象地展示了树叶在不同阶段的形态特征，学生很自然地从中领悟到falling与fallen的语用差异，从而推导出：从时间的维度上看，V-ing通常表示正在发生的事，具有动态特征，相反，V-ed一般用来陈述业已发生的事，具有静态特征。再如：画面中一对父子正在做游戏并进行对话。Father asked：“Have you worked out the puzzle which is puzzling?” “I don’t understand what you are saying,” answered the little boy, looking puzzled. 父亲幽默的问话和儿子困惑的表情将puzzled（与逻辑主语之间存在动宾关系）与puzzling（与逻辑主语之间存在主谓关系）的差异表现得淋漓尽致。

四、注意练习正确断句

正确断句能帮助学生正确理解句子的含义。不能正确断句是阅读理解的最大障碍。因此，在平常的教学过程中一定让学生认识到断句的重要性。比如： The teacher says / Tom is a foolish boy.

The teacher / says Tom / is a foolish boy.

两种不同的断句方式竟给句子带来截然相反的两种含义。

五、长句难句教学

近年来，高考英语阅读理解题加大了对长句、难句的考查力度，阅读材料中出现了不少省略句、复合句和特长句，给正确理解全文增加了难度，对考生的阅读速度提出了更高的要求。在日常教学中，教师应当帮助学生对长、难句进行语法分析，理清句子结构，扫除理解障碍，弄懂句子含义。对长句、难句进行语法分析，总的原则是化繁为简、变难为易，抓主干、去枝叶、疏结构、理层次。这样经过多次长句、难句句子结构分析训练，以后见到长句、难句就驾轻就熟了。