英语专题总结精选(九篇)
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第1篇：英语专题总结范文
Passage One
Expecting a baby?
HEALTHY BABY: Manitoba’s Prenatal(怀孕) Benefit and Community Support Programs
It’s what’s inside that counts
When you’re pregnant, it’s important that you eat well to help you and your growing baby. That’s why if you live in Manitoba and your net family income is less that $ 32,000 a year, the Manitoba government offers you a monthly cheque during your pregnancy to help you buy healthy foods and prepare for your baby’s arrival.
How to apply
Pick up an application form from medical offices, Healthy Baby community programs or by calling the number below. The application form must include a medical note indicating your baby’s due date, so see your health care provider early.
More support for you and your baby
Through Healthy Child Manitoba, Healthy Baby also offers community programs which help you to learn more about nutrition, health and parenting a baby.
For more information, please call:
945-1301( in Winnipeg )
1-888-848-0140( at no cost )
945-1305 TDD( Telephone Device for the Deaf)
1. What program is this passage about?
A. Baby food. B. Low-income families.
C. Women’s health. D. Birth and growth of healthy babies.
2. Who can enjoy the benefits of the program?
A. Pregnant women of high risk. B. pregnant women of first child.
C. pregnant women in good health. D. Pregnant women with low income.
3. The most important information to be filled in the application forms is ______.
A. the pregnant woman’s name B. when the baby is due to arrive
C. the pregnant woman’s medical history D. in which hospital the baby is to be delivered
4. Healthy Baby will also provide more help in all aspects but ______.
A. baby education B. baby nutrition C. baby parenting D. baby health
5. For further information, the deaf can ______.
A. call 945-1305TDD B. dial 1-888-848-0140
C. visit their health care provider D. send email to a medical office
Passage Two
In the past, people who graduated from college felt proud of their academic achievements and confident that their degree would help them to find a good job.
However, in the past four years the job market has changed dramatically. This year’s college graduates are facing one of the worst job markets. For example, Ryan Stewart, a graduate of san Jose State University, got a degree in religious studies, but he has not gotten any job offers. He points out that many people already working are getting laid off and don’t have jobs, so it’s even harder for new college graduates to find jobs.
Four years ago, the future looked bright for his class of 2006. There were many high-tech (“dotcom”) job opportunities, graduates received many job offers, and they were able to get jobs with high salaries and benefits such as health insurance and paid vacations. However, “Times have changed. It’s a new market.” according to an officer of the university.
The officer says students who do find jobs started preparing two years ago. They worked during summer vacations, they have had several short-time jobs, and they majored in fields that are still paying well, such as accounting or nursing.
Even teaching is not a secure profession now. Ryan Stewart wanted to be a teacher, but instead he will probably go back to school in order to become a college teacher. He thinks college teaching could be a good career even in a bad economy.
In conclusion, these days a college degree does not automatically lead to a good job with a high salary. Some students can only hope that the value of their degree will increase in the future.
1. What did a college degree mean to people in the past?
A. It was a proof of their professional skills.
B. It would guarantee their quick promotion.
C. It built up their confidence in the job market.
D. It would help them to start an academic career.
2. Ryan Stewart has not got any job offer because_______.
A. there are too many graduates of his major
B. he wants to find a job with very high salary
C. he has not received a degree in the university
D. the job market has changed greatly since 2002
3. According to the passage, _______ had the best job prospects in 2002.
A. computer science B. accounting C. teaching D. nursing
4. Why does Ryan Stewart want to be a college teacher?
A. Teaching jobs are well-paid.
B. He majored in teaching in the university.
C. College teaching is less challenging than high-tech jobs.
D. College teaching career won’t be influenced by economy.
5. It can be concluded from the passage that _______.
A. the value of a college degree has decreased now.
B. new college graduates today can’t find jobs.
C. a college degree can still lead to a good job.
D. graduates must prepare early to find jobs.
Passage Three
Shoron Keating was worried about her kids when she got a divorce. Her daughter says, “ I was feeling … like down and sad even though I didn’t really show it.
Judith Wallerstein says problems from divorce can last many years. They can show up when the kids are adults. And the kids have their own trouble. Wallerstein studied 93 children over a generation. The results can be found in her book.
She says that children of divorce are more likely to have problems with drugs. They are far more likely to seek therapy. About 40 percent of them avoid marriage themselves. When they do marry, fail at nearly twice the usual rate. It is hard for them to trust. They are afraid of failing.
Critics say Wallerstein had too few children in her study. They think that Wallerstein stresses too much from a small study. Other things may be the cause of the kid’s problem. The study does not compare kids from divorced families with kids from “healthy” families.
Wallerstein’s families divorced a generation ago. Times have changed. People feel different about divorce. Today programs like Kid’s Turn try to reduce some of the effects of divorce with family advice. Talking about their feelings helps the kids get though it. Since they know more about the problem, maybe the kids will be able to handle it.
1. Which word can best describe the kids from divorced families according to Paragraph 1?
A. Offensive B. Relieved C. Depressed D. Prejudiced
2. Children from divorced families who marry later will ______.
A. have no trust in other people
B. be more likely to get divorced
C. firmly protect their marriage
D. have stable marriage
3. Wallerstein’s study showed that ______.
A. divorce left the children with many problems
B. all the problems showed up right after the divorce
C. divorce could be avoided
D. divorce is the only cause of children mature earlier
4. Which of the following is critics’ opinion?
A. Healthy families do not have problems.
B. All the related factors were considered in the study.
C. Divorce is the only cause of child problems.
D. The number of families studied was not sufficient.
5. Today children from divorced families______.
A. have no more problems
B. are getting more care and help
C. are less able to handle their problems
D. are told not to talk about their problems
Passage Four
It is still sometimes difficult to understand why those between ages 10 and 18 would endanger their lives by joining armed forces or rebel groups and become fighting soldiers. The recently published book, Young Soldier, Why They Choose to Fight By Rachel Brett and Irma Specht, tries to find an answer.
There is no doubt that children fight in most armed conflicts today. While international attention focuses largely on those who are forced into battles, thousands more enlist (应征入伍) voluntarily.
In an attempt to to understand the young who take up arms, Brett and Specht interviewed 53 boy and girl soldiers and ex-soldiers from around the world, Afghanistan , Colombia, the Republic of the Congo for example. All interviewees were involved with armed forces or armed groups before the age of 18 and all classified themselves as volunteers.
What these two field officers heard is “I joined involuntarily- if you have nothing, you volunteer for the army”. Other reasons young people gave are self- defense, revenge, poverty, and unemployment.
But while it is common knowledge that most child soldiers come from poor and disadvantaged backgrounds, Young Soldiers shows that the issue is far more complex. Many poor children do not join the army. The environmental, educational, social, cultural, and highly personal factors determine whether someone decide to join up or not.
The battlefield is not a place for children. One young soldier described being there as “too sad an experience”. The authors hope that by understanding why teenagers join up, those child soldiers should know how to discourage others from the same tragedy.
1. Young Soldiers, Why They Choose to Fight is ______.
A. a book B. a magazine C. a news report D. a TV program
2. According to paragraph 3, Brett and Specht’s interviewees _______.
A. joined armed forces under 18
B. considered going into the army their duty
C. were only from African countries
D. were mainly the ex-soldiers
3. The reasons shown in young soldiers for children to join the army are______.
A. very simple B. very complex C. unknown D. unbelievable
4.The writers of Young Soldiers probably expect that ______.
A. child soldier would leave armed forces
B. they could find more than 53 interviewees
C. no more children would join armed forces
D. there would be no wars in the world
5. The tone of the passage is ______.
A. pleasant B. indifferent C. humorous D. objective
Passage Five
It’s interesting that technology often works as a servant for us, yet frequently we become a servant to it. E-mail is a useful tool but many feel controlled by this new vehicle. The average businessperson is getting about 80-e-mails per day and many feel that about 80% of the messages in their “In Box” are of little or no value.
So, I have four suggestions to help you to become better at “Easing E-mail”.
1.Get off the lists. The best way to deal with a problem is to never have it. If you are receiving a lot of unwanted e-mails, ask to be removed from the various lists. This would include your inclusion in unwanted “cc” lists.
2.“Unlisted address”. Just like getting an “unlisted” telephone number that you share only with those whom you want to give direct access, you might want to get a separate e-mail address only for the important communications you wish to receive.
3.Check it once or twice per day. Many I speak with are becoming chained to their email server, monitoring incoming email on a continuous basis. Maybe this is because e-mail creates its own sense of urgency, but most of the communications are not all that urgent. I respond to them a couple of times per day.
4.Deal with it. As you open each e-mail do one of the following:
a.If it requires a quick response, respond to it and delete it.
b.If it requires a response but is not the best use of your time, try to find someone else to do it.
c.If it is going to take any serious amount of time to respond, schedule it for action in your Day Planner and then download the message, save it, or print it out for future action.
I personally receive approximately 250 e-mails per day and by practicing the suggestions above, I can handle that volume in about an hour, taking advantage of this fantastic tool but not being controlled by it to the distraction of more important tasks in my day.
1. The passage is about ______.
A. how to check e-mails
B. how to collect e-mails
C. how to deal with your daily e-mails
D. how to deal with 80% valueless e-mails
2. If you get unwanted e-mails, the best you can do is to______.
A. make a list of them
B. put them into “cc” lists
C. send them to a special address
D. delete them from different lists
3. For the important communications, the writer suggests that you______.
A. have a direct access for them
B. have several e-mail servers for them
C. get an unlisted phone number for them
D. get a special e-mail address for them
4. To avoid being chained by the coming e-mails, what you can do is to ______.
A. respond urgent ones only
B. reply all of them at the same time
C. handle them a couple of times daily
D. keep replying e-mails all day long
5. To deal with an e-mail you get, you can do the following EXCEPT______.
A. downloading every e-mail before you reply
B. responding right away if it’s urgent
C. scheduling it for later reply if it takes much time
D. asking someone else to reply it if it’s not at your convenience
Passage Six
During the Christmas shopping rush in London, the interesting story was reported of a tramp who, apparently though no fault of his own, found himself locked in a well-known chain store late on Christmas Eve. No doubt the store was crowded with last-minute Christmas shoppers and the staff were dead beat and longing to get home. Probably all the proper security checks were made before the store was locked and they left to enjoy the three-day holiday untroubled by customers desperate to get last-minute Christmas presents.
However ridiculous that may be, our tramp found himself alone in the store and decided to make the best of it. There was food, drink, bedding and camping equipment, of which he made good use. There must also have been television sets and radios. Though it was not reported if he took advantages of these facilities, when the shop reopened he was discovered in bed with a large number of empty bottles beside him. He seem to have been a man of good humor as indeed tramps very commonly are.
Everyone else was enjoying Christmas, so he saw no good reason why he should not do the same. He yielded himself cheerfully, and was taken by the police. Perhaps he had had a better Christmas than usual. He was sent to prison for seven days. The judge awarded no compensation to the chain store for the food and drink our tramp had consumed. They had, in his opinion, already received valuable free publicity from the story revealed in the newspaper and on television. Perhaps the judge had had a good Christmas, too.
1.The tramp was locked in the store ______.
A. for 7 days B. on purpose C. by accident D. for security reasons
2. It can be inferred from the passage that the underlined phrase “dead beat” in paragraph 1 means ______. A. angry B. exhausted C. forgetful D. careless
3. Which of the following was uncertain about the tramp after he was locked in the store?
A. He watched TV. B. He was well fed. C. he had a sound sleep D. He had a good drink.
4. When the tramp was arrested, he ______.
A. was drunk B. felt he deserved it C. made no resistance D. felt himself wronged
5. The judge didn’t award compensation to the chain store because ______.
A. the store was responsible for what happened
B. the report of the event benefited the store a lot
C. the tramp had stolen nothing of value
D. the tramp was penniless
Passage Seven
If you want to stay young, sit down and have a good think. This is the research result of professor Faulkner, who says that most of our brains are not getting enough exercise and as a result, we are ageing unnecessarily soon.
Professor Faulkner wanted to find out why healthy farmers in northern Japan appeared to be losing their ability to think and to reason at a relatively early age, and how the process of ageing could be slow down.
He set about measuring brain volumes of a thousand people of different ages and occupations.
Computer technology enabled him to obtain precise measurements of the volume of the front and side sections of the brain, which relate to intelligence and emotion, and determine the human character.
Contraction of front and side parts - as cells die off - was observed in some subjects in their thirties, but it was still not evident in some sixty-and seventy-year-olds.
Faulkner concluded from his tests that there is a simple way to slow the contraction - using the head.
The findings show that contraction of the brain begins sooner in people in the country than in the towns. Those least at risk, says Faulkner, are lawyers, followed by university professors and doctors. White-collar workers doing routine work are, however, as likely to have shrinking brains are as the farm worker, bus driver and shop assistant.
Faulkner’s findings show that thinking can prevent the brain from shrinking. Blood must circulate properly in the head to supply the fresh oxygen the brain cells need. “The best way to maintain good blood circulation is through using the brain,” he says. “Think hard and engage in conversation. Don’t rely on pocket calculator.”
1.Professor Faulkner wanted to find out ______.
A.how people’s brains shrink
B.the way of making people live longer
C.the size of certain people’s brains
D.why certain people aged sooner than others
2.Faulkner’s research findings are based on ______.
A.a survey of farmers in northern Japan
B.tests performed on a thousand old people
C.the study of the brain volumes of different people
D.the latest development of computer technology
3.The professor’s tests show that ______.
A.our brains shrink as we grow old
B.the front section of the brain does not shrink
C.seventy-year-olds have better brains than sixty-year-olds
D.brain contraction may vary among people of the same age
4.The underlined word “ subjects” in Paragraph 5 means ______.
A.branches of knowledge studied in a school
B.something to be considered
C.persons experimented on
D.citizens in a country
5.According to the passage, which group of people seem to age slower than the others?
A. farmers B. Lawyers C. Clerks D. Shop assistants
Passage Eight
News has just been received of an air crash in the north of England. The plane, which was on a charter flight from London to Carlisle, was carrying a party of businessmen on their way to a trade fair. It seems likely that the plane ran into a heavy fog as it was approaching Carlisle and was obliged to circle for some twenty minutes. Everything seemed to be going well. The pilot was in constant radio communication with Ground Control when the engines suddenly cut out and all contact was lost. The plane crashed on the site of the ancient Roman camp at Hadrian’s Hill, a place well known to archaeologists and tourists.
So far few details have been reported, but it is feared that at least twenty people lost their lives, among them the pilot, who was killed instantly. The local ambulances and firemen were on the scene within minutes of the crash, but additional help had to be rushed from other areas.
Mr. Lesilie Collins, one of the survivors, told our reporter, “We passengers noticed the engines were making a funny noise. Of course we couldn’t see anything because of the fog, but the pilot said there was nothing to worry about. The next thing we know, the engines went dead. There was a rushing noise - and after that I don’t remember any more.”
Mr. Collins is now in hospital, being treated for minor injuries. We will be bringing you further news of the crash as we receive it. In the meantime relatives are asked to ring 02-3457211 for information.
1.The plane was ______.
A. flying some businessmen to London B. on a regular flight to London
C. returning from a trade fair D. bound for Carlisle
2. What happened when the plane was nearing Carlisle?
A. The pilot misread the signals from Ground Control.
B. Ground Control failed to send out right instructions.
C. The pilot got a report of terrible weather.
D. The engines broke down.
3. According to the passage, the plane crashed at ______.
A. a place in southern England B. a place of historical interest
C. a military training camp D. a camp near London
4. The news report tells us that when the crash occurred ______.
A. the ambulance and firemen arrived quickly B. none of the passengers was killed
C. no additional help was necessary D. help was long delayed
5. From what Mr. Collins said, we can know that he ______.
A. had only an incomplete picture of what happened B. heard and saw nothing at all
C. talked to the pilot D. was once a pilot
Passage Nine
Long after the 1998 World Cup was won, disappointed fans were still cursing the disputed refereeing(裁判) decisions that denied victory to their team. A researcher was appointed to study the performance of some top referees.
The researcher organized an experimental tournament(锦标赛) involving four youth teams. Each match lasted an hour divided into three periods of 20 minutes during which different referees were in charge.
Observers noted down the referees’ errors, of which there were 61 over the tournament. Converted to a standard match of 90 minutes, each referee made almost 23 mistakes, a remarkable high number.
The researcher then studied the videotapes to analyse the matches in detail. Surprisingly, he found that errors were more likely when the referees were close to the incident. When the officials got it right, they were, on average, 17 meters away from the action. The average distance in the case of errors was 12 meters. The research shows the optimum(的) distance is about 20 meters.
There also seemed to be an optimum speed. Correct decisions came when the referees were moving at a speed of about 2 meters per second. The average speed for errors was 4 meters per second.
If FIFA, football’s international ruling body, wants to improve the standard of refereeing at the next World Cup, it should encourage referees to keep their eyes on the action from a distance, rather than rushing to keep up with the ball, the researcher argues.
He also says that FIFA’ s insistence that referees should retire at age 45 may be misguided. If keeping up with the action is not so important, their physical condition is less critical.
1. The experiment conducted by the researcher was meant to ______.
A.set a standard for football refereeing
B.reexamine the rules for football refereeing
C.analyse the causes of errors made by football referees
D.review the decisions of referees at the 1998 World Cup
2.The number of refereeing errors in the experimental matches was ______.
A. quite unexpected B. slightly above average
C. as high as in a standard match D. higher than in the 1998 World Cup
3. The finding of the experiment show that ______.
A. errors are less likely when a referee stays in one spot
B. the more slowly the referee runs the more likely will errors occur
C. the farther the referees is from the incident the fewer the errors
D. errors are more likely when a referee keeps close to the ball
4. The word “official” (Line2,Para.4) most probably refers to ______.
A. the researchers involved in the experiment
B. the referees of the football tournament
C. the observers at the site of the experiment
D. the inspectors of the football tournament
5. What is one of the possible conclusions of the experiment?
A. Age should not be the chief consideration in choosing a football referee.
B. A football referee should be as young and energetic as possible.
C. The ideal retirement age for an experienced football referee is 45.
D. An experienced football referee can do well even when in poor physical condition.
Passage Ten
Toronto: A 300-pound adult Siberian tiger escaped from its four-meter high chain-link-pen at the Toronto Zoo yesterday, on one of the busiest days of the year.
Though no one was hurt, the dangerous animal was separated from the public for a time by nothing more than a four-foot fence. The escape occurred after one of the animal’s handlers left the pen gate open. It prompted a swift response from officials. Staff were sent immediately to arrest the runaway tiger.
General Manager Calvin White told reporters that staff were preparing for the worst. “I ordered a tranquilizer (麻醉剂) gun so we would have tranquilized her, but thankfully we didn’t have to,” Mr. White said. The tiger was successfully led back into its cage after the brief escape.
The incident occurred during the Toronto Zoo’s 28th annual Christmas Treats Walk, where admission is free in return for donations of food that does not easily go bad.
Thousands of people attend each Boxing Day to see the animals fed by their handlers.
1.The tiger escape happened ______.
A. owing to the lack of food B. due to its separation from the public
C. because of the handler’s neglect of duty D. as a result of the damage chain and fence
2. Who is Calvin White?
A. A managerial staff of the Zoo. B. A journalist from National post.
C. A witness of the incident. D. A zoo animal handler.
3. We know from the passage that ______.
A. the tiger escape lasted a whole day
B. the zoo workers planned to shoot the tiger dead
C. the tiger wasn’t kept securely enough from the public
D. the incident took place on the zoo’s anniversary day
4. The Best title for the news report is ______.
A. Pen-Animal B. Zoo Tiger-Wandering Free
C. Siberian Tiger-Dangerous Animal D. Zoo-Dangerous site
Passage Eleven
“I love you, Bob.” “I love you, too, Nancy.” It was 2 a.m. and I was hearing my parents’ voices through the thin wall separating my bedroom from theirs. Their loving words were sweet, touching - and surprising.
My parents married on September 14, 1940, after a brief dating. She was nearing 30 and knew it was time to start a family. The handsome, well-educated man who came by the office where she worked looked like a good bet. He was attracted by her figure, her blue eyes. The romance didn’t last long.
Seeds of difference grew almost immediately. She liked to travel; he hated the thought. He loved golf; she did not. He was a Republican, she a loyal Democrat. They fought at the bridge table, at the dinner table, over money, over the perceived shortcomings of their respective in-laws.
There was a hope that they would change once they retired, and the angry winds did calm somewhat, but what remained changed itself into bright, hard bitterness. “I always thought we’d …” my mother would begin, before launching into a precise listing of my father’s faults. The complaints were recited so often, I can repeat them by heart today. As he listened, my father would say angry threats and curses in a low voice.
It wasn’t the happiest marriage, but as their 60th anniversary approached, my sister and I decided to throw a party. Sixty years was a long time, after all; why not try to make the best of things? We’d provide the cake, the balloons, the toasts, and they’d follow one rule: no fighting.
The agreement was honored. We had a wonderful day. When we thought back, we found it was an important celebration, because soon after, things began to change for my parents.
1.Bob married Nancy because of ______.
A. her nice appearance B. her good education
C. her romantic nature D. her position as an office girl
2. When the writer told the story, the mother was probably ______ years old.
A. 60 B. 70 C. 80 D. 90
3. What do we know about the writer’s parents?
A. Their marriage is a total failure.
B. They had different hobbies.
C. They had serious money problem.
D. They stopped quarrelling after they had children.
4. The purpose for the writer to hold the party is ______.
A. to recall the 60 years’ marriage life of her parents
B. to stop the long fighting between her parents
C. just to celebrate her parents’ 60th anniversary
D. to have a good time for family’s reunion
Passage Twelve
What can you do to recall your dreams more often and interpret them more clearly? The experts offer these suggestions:
Develop an idea. Before you go to sleep, consciously think about a topic or a person you’d like to dream about. Raise a question that’s troubling you and see how your dream responds to it.
Keep track. Next to your bed, place a pen and some paper, or a tape recorder or laptop, to record your dreams as soon as you wake up.
Try to wake up naturally, without the help of an alarm clock or barking dog that can interrupt
your dream cycle. If your schedule doesn’t allow you to sleep in during the week, begin your dream journey on a weekend or during a vacation.
Wake up slowly. For the first moment after you wake up, lie still and keep your eyes closed, because your dream may be connected to your body position while you slept. Try to recall the dream and then store it in your memory by giving it a name like “Late for an exam” or “My Date with Ashley Judd”. When you rise, immediately write down as many images, feelings and impressions as you can.
Connect the dots. To better interpret your dreams, try to make connections between you recalled dreams and recent events. Do you recognize people from the present or past? Can you detect any themes from the dream? Look for patterns over several dreams that might help explain an individual dream.
Change the outcome. If you have nightmares happening again and again that make it difficult to sleep, try to change the endings. Once you wake up from a bad dream, imagine a change in the action to create a more positive outcome. If you are trapped, try to fly. In your dream, you can do what you want!
1.The passage advices you to “wake up slowly” ______.
A.because dreaming usually happens not long before you wake up
B.because sleeping posture may be related to your dream
C.so as not to connect your dreams
D.so as not to have a nightmare
2.The underlined word “rise” (Paragraph5) means “______”.
A. come up B. stand up C. wake up D. get up
3. According to the passage, how can you overcome a nightmare?
A. Try to imagine you are a superman. B. Try to create a new ending of the nightmare.
C. Try to think about some happy things. D. Try to forget the nightmare.
4. In which column of a magazine or newspaper may the article appear?
A. Finance. B. Sports. C. Health. D. Politics.
阅读理解答案：
Passage one 1. D 2. D 3. B 4. A 5. A
Passage two 1. C 2. D 3. A 4. D 5.A
Passage three 1. C 2. B 3. A 4. D 5. B
Passage four 1. A 2. A 3. B 4. C 5. D
Passage five 1. C 2. D 3. D 4. C 5. A
Passage six 1. C 2. B 3. A 4. C 5. B
Passage seven 1. D 2. C 3. D 4. C 5. B
Passage eight 1. D 2. D 3. B 4. A 5. A
Passage nine 1. C 2. A 3. D 4. B 5. A
Passage ten 1. C 2. A 3. C 4. B
第2篇：英语专题总结范文
论文关键词：微电子学；专业英语；教学
专业英语是高校各专业均设置的一门专业选修课，专业英语教学目标是让学生掌握专业阅读和写作所必须的英语专业术语和语法知识，鼓励学生为参与国际学术交流和今后工作打下良好的专业英语基础，并使学生能运用各类电子资源获得最新的国内外专业前沿动态和最新学科研究动向。对于各种不同学科的专业英语的教学应该采用适合本专业的教学模式和教学方法。笔者结合具体的教学实践，总结出一套适合微电子类专业英语教学的方法。
一、正确认识课程的定位
在大多数高校中，专业英语教师的人选一般是学院里一些英语较好的教师，教师本身英语水平的高低是一方面。另一方面，专业英语一般都是专业选修课，课时较少，因此学生的重视度不够。在这样的前提下，就更需要教师从根本上认识课程的定位，明确课程的教学目标，设定适合专业、适合学生需求的教学内容，才能够让学生认识到这门课的地位和重要性。有了目标才有动力，有了动力，教与学才能事半功倍。
在电子类专业的科技文献里，会出现大量的专业词汇和英文缩写，这往往是造成阅读困难的主要原因。另一方面，为了让学生将来更好的通过电子资源了解国内外专业前沿动态和最新学科研究动向，需要在本科阶段打好基础，学会一些基本的技能和技巧，才能为将来更好的提升自我做好准备。这些客观事实的存在确定了电子类专业英语课程的定位：专业英语是基础英语与专业相结合的一门课程，更是大学生英语实际应用能力培养的不可忽视的重要环节。在有限的学时内培养学生阅读相关专业的科技文献、学习国外的先进技术、能与国际交流的目的。
二、教学内容的制定
教师在课程一开始让学生明确的课程目标，从根本上激发起学生的学习兴趣以后，就需要在今后的教学过程中以丰富的教学内容和多种教学方式来让学生保持这个兴趣。
确定教学内容的关键是首先要确定一本合适的教材。市面上现有的专业英语教材五花八门，有的是随意选用原版专业文献，有的是专业书籍的片段拼凑，大多与专业的结合度不够、涉及面不够广。学生使用以后，普遍感到专业词汇太多、句子较长、概念偏难，与基础阶段所学的公共英语差别很大，因而不免产生畏难情绪。选择一本好教材的原则首先应该是专业对口，选用微电子类的专业英语教材，而不是统一用电子信息类的专业英语教材；其次教材内容应该从介绍基础知识、原理开始到器件、工艺最后到集成、应用等都有所涉及；除此以外，尽量选择近一两年出版的教材。
但是教材的内容不应该是教学内容的全部，教材只能当作是一本教学参考书。教师应该根据自己所在学校的专业课程设置、学生的状况制定更具体的教学内容和教学计划。笔者根据几轮的教学经验，总结出一套具有专业特色的，多种教学方式相结合的教学内容。第一阶段，以教师讲解为主，内容基本参照教材前半部分，结合学生之前所学专业课中的部分环节，介绍相关的基本原理，如PN结原理、小信号等效电路等以及半导体器件（如MOS器件）等，学时大概在6-8个学时左右。在学生建立起学习的信心和兴趣之后，接着进行的才是课程教学的重要环节——专题介绍阶段，这一阶段的学时大概在16个学时左右，可以分为四个大的专题，每个专题4个学时计两次课。专题内容在进入第二阶段之前一至二周公布给学生，内容是微电子专业领域具有代表性的一些研究方向，既能让学生了解专业细分方向，还可以让学生提前了解自己的专业兴趣所在。比如说集成电路设计方向的模拟设计和数字设计、半导体材料的制备和应用等。每个学生按照自己的兴趣选择相应的专题，通过网络、图书馆各种资源准备相关的资料，充分调动学生的学习积极性，培养学生的调研能力。第三阶段的内容主要在于训练学生写作能力，英文科技文献的写作是科学研究的一个重要环节，这一环节大概占用6个学时。第四阶段，也是最后一个阶段，有条件的可以安排学生参加一场英文的学术报告会，也可以由教师本人作一个专业前沿介绍。
三、多种课堂教学方式结合
之前教学内容确定以后，教学方式相对而言也就确定下来。
1.第一阶段的教学内容以教师主讲为主
教师可以先带领学生进行粗读一遍，挑出每一部分的一些关键句，大概概括出段落大意。然后再进行精读，首先把每一段里面出现的一些专业词汇讲解一下，将一些较难的长句式分割成几块，分块理解。剩下简单的内容可以让学生直接翻译，或者让学生用简短的语言概括出大意；有些内容可让学生写出这一单元的英文摘要，锻炼学生撰写摘要的能力。或者对于图表比较多的文献，教师可以通过引导学生理解图表内容，再结合图注和摘要以及引言部分，先对文章所介绍的内容大致了解以后，再去细读文章，就容易理解了。
2.第二阶段的教学，教师主要起的是引导作用
学生在各自选定自己感兴趣的主题以后，教师按照专题不同，将学生进行分组。以一个教学班40-60人为例，专题数为4个，每10-15分为一组，各组人数尽量相近。以小组为单位，大家先各自搜集一些英文资料，然后将搜集到资料进行汇总，分成3-4块，由3-4名同学在课堂上进行讲解，可以辅助视频、动画、PPT等多媒体手段。以2个学时90分钟为例，学生的讲解时间大概控制在50-60分钟左右，每位学生的讲解时间为15分钟左右，然后安排10-15分钟的时间由其他同学进行提问，专题小组的任何一位同学都可以回答所提出的问题，最后预留15-20分钟左右时间由教师进行评价总结，并提出更高要求，就学生之前搜集讲解的内容里面去粗取精，让该组同学进一步利用接下来一周的时间进行资料的深度搜集，在下一周的课上委派另外3-4名同学进行讲解，之后仍然是学生提问和教师总结环节。之所以每个专题设置成4个学时，分2次课进行介绍，这样的安排是符合科学研究的方法的，首先是广泛调研阶段，然后再进入有针对性的调研，这是一个渐进的由浅入深的过程。另外在这一过程中，将学生进行分组，要求每一位学生在团队中都必须发挥自己的作用，最大限度的培养团队协作的精神。
3.第三阶段是培养学生的写作能力
这一阶段的教学方式采用教与练结合。主要内容主要可以分为翻译和写作两部分。翻译的中文内容可以从之前所学的专业课中进行摘选，因为该课程是专业英语课，不是专门的翻译课程，所以教学的目的是教会学生一种方法。教师在教学过程要面对学生英语水平参差不齐和课时有限的矛盾，所以教学过程中要注意以点带面，不必过于拘泥于翻译细节，主要是启发式教学，做到当堂举例、当堂练习、当堂讲解，课时2个学时。写作部分针对本科需求分为两个方面，一是英文摘要的写作，二是应用文的写作，如简历求职信。这两部分都是学生在不久的将来都要用到的技能，所以分别安排2个学时。课时的安排基本上可以是教师讲解写作要点30分钟左右，学生写作30分钟，范文讲评30分钟。由于时间有限，写作的素材可以由教师提供专业相关的中文素材。
4.第四阶段即专题前沿介绍
在条件允许的前提下安排一场英文专题学术报告，也可以由教师自己准备一个学术前沿介绍，尽可能多的利用多媒体资源，让学生从多重角度了解学术前沿的知识，同时也利用多方面的信息补充在英语理解方面的不足。
四、课程考核方式
结合课程教学内容和教学形式的安排，决定了该课程的考核不适合用传统的期末一张试卷或者一份报告定成绩的方式。可以借鉴英国BTEC（商业与技术教育委员会）的考核模式，即以任务式“课业”为主的新的考核评估方法。在授课的每一个固定阶段都给学生布置一些作业任务，通过作业的完成过程和最终结果真实全面地考察出学生在专业英语学习方面的实际水平，在学期末再辅以期终考试。比如第一阶段可以让学生在课后及时总结当堂课的专业词汇、英文缩写等；第二阶段按照学生在资料整理、课堂介绍中的投入程度和专业英语理解程度进行成绩评定；第三阶段将学生的随堂练习作为一次平时成绩。平时的课业成绩在最终考核中所占比例要大于期终考试。引入任务式的“课业”为主的新的考核评估方法，能够突出以学生为核心的教育思想，并调动学生平时学习的积极性和能力的培养。
第3篇：英语专题总结范文
一、高职工学结合英语口译实践教学面临的困境
为更好地了解高职工学结合英语口译实践教学的现状，以便展开客观全面的研究，笔者和高职院校部分英语口译教师探讨了工学结合英语口译实践教学的一些实际情况，并设计了调查问卷，还邀请了部分教师和学生对问卷涉及的相关问题进行了座谈。笔者结合调查问卷显示的汇总数据以及笔者与部分师生的座谈记录，具体分析了如下高职工学结合英语口译实践教学困境：
第一，教学设备短缺与场地不足。口译实践教学需要带有口译训练设备的交替传译室与同声传译室等专业口译训练室，大部分高职院校没有专用的口译室与口译训练设施，而只是使用普通的多媒体语音室来进行口译教学。
第二，校企结合不够。大部分高职院校没有充分利用企业的资源，没有实现校企合作，这就使学生不能将校内口译实践学习运用到企业工作中的口译实战，这对于学生口译能力的提高是一个巨大的阻碍。
第三，大班形式不符合口译教学的要求。口译教学不适合大班学习，大部分高职院校的口译课程的班级都有40个学生，这非常不适合口译任务的高精度要求。
第四，口译教学内容不具有职业性。大部分高职院校以普通的口译教材作为口译教学内容，没有以高职学生日后会涉及的工作领域为导向来选择口译教学内容，没有重点突出与学生就业领域密切相关的常用口译专题学习。
第五，口译实践教学形式趋于单一。大部分高职院校没有实行工学结合的口译实践教学，即校内口译实践教学与企业口译实战的结合，小部分高职院校即使实行了此教学形式，企业口译实战的时间也只占据整个教学过程的极其微小的一部分，如学生在一个学期的口译学习中只有一个星期的时间在企业进行口译实战。
第六，缺乏有效的译后评估总结。大部分高职院校的口译课程只是采取传统的考试方法考核学生的口译学习，缺少及时性与有效性，不能及时反映学生的口译情况以促使其提高口译水平。
二、高职工学结合英语口译实践教学具体实施的建议
1
教学目标突出职业适应性
高职口译实践教学应以就业为导向，培养适合市场需求的应用型口译人才。相对于本科与研究生阶段的学生，高职院校学生的英语水平与综合素质较低，应降低口译人才培养目标，主要培养服务于一般层次的商贸、旅游和文化交流领域的口译人才。
2
校企合作突出工学结合理念的导向性
注重学习与工作相结合的教学，以职业为导向，充分利用学校内外不同的教育环境和资源，有机结合以课堂教学为主的学校教育和直接获取实际经验的校外工作。高职院校近年来非常注重校企合作，建设校外实践基地，口译的职业特点迫切需要校企合作。高职院校应积极开发与建立校外口译实践基地，安排学生参加商贸、文化、科技等口译实战工作。校方可以与企业制订共同的教学计划、教学内容、教学评估方式等，并且校企之间可以共享人才资源，学校的教师去企业兼职口译工作，企业的口译人员来学校兼职口译教学。
3
教学内容突出工作导向性
工学结合实践的教学内容要满足以就业为导向的岗位需要，可根据行业、企业需要的或校企共同制订的教学内容，通过多种渠道选取难度适中、紧扣时代的素材，如商贸口译专题素材、旅游口译专题素材与文化交流口译专题素材等，但同时也对文理贯通的百科知识有所涉及，以拓展学生的知识面，有助于学生融会贯通地运用各方面知识展开口译。
4
教学形式突出情境真实性
工学结合英语口译实践教学的形式多样，提倡在课堂内实现口译现场情境模拟与在企业进行口译实战，最终达到培养学生口译职业核心技能和口译职业素质的目标。在课堂内实现各个口译专题的陪同口译模拟、交替口译模拟、会议口译模拟与同声传译模拟等，让学生以译员的身份进行口译模拟项目训练，使得学生具备承担企业口译实战的基本能力与素质，从而使工学结合实践教学的校内口译实践教学与企业口译实战成为一个有机衔接的整体。
5
教学设施突出专业性
口译教学所需的硬件设施要到位，应配备专业口译室与专用的口译训练设施，提供因特网的上网设施，配备百科全书、翻译方面的专业书籍和报刊、科技及经贸专业参考书籍、各种专业字典和词典，以供教师参考和备课用，也可供学生在进行口译训练前作译前准备、语言进修、知识补充等。
6
小班学习符合口译教学要求
口译任务的高精度要求需要学生接受高规格、高水准的培训模式，不宜采用大班教学。学生必须在口译训练中得到充分的口译实践机会，因此，小班教学才能确保口译实践教学的质量。
7
搭建校企口译网络平台
学校与企业共同建立口译主页与论坛，在主页上提供丰富的口译资源，供学生下载学习，师生与企业可以在口译论坛里讨论口译知识与交流信息。
8
建设工学结合口译实践教学团队
建设一支具有特色、行业认可的高职工学结合英语口译实践教学团队。可以邀请口译自由职业者和专职译员加入师资队伍，作为兼职或客座教师;也可以邀请其他高校的优秀口译教师作为兼职教师，并且本校的口译教师也可以到企业兼职口译工作，积累口译工作经验。
9
第4篇：英语专题总结范文
指导思想：以党的十六大精神为指导，以实施素质教育为宗旨，以创特色、创省级示范民办初中为目标，面向教育、服务教学、促进教改，全面提高教育、教学质量，全面提高学生素质，努力发展校园电视台，使之成为我校学生思想教育的宣传阵地和学生培养能力，提高素质和丰富校园文化的新阵地。
组织机构：校园电视台受学校办公室领导，学校电教员具体负责，由各处室、分校协办，电视台台长、播音员、编辑、记者（文字、图象）等工作人员主要由初一、初二的学生组成。
电视台名称：“金海校园电视台”“JHTV”
主要栏目设置：
1、新闻（国内外重大新闻回顾，校园新闻）；
2、专题节目（含教育、教学、后勤、英语特色等专题节目）；
3、影视（爱国主义影片展播，经典影片片断，有教育意义的动画片或故事片）。
播出时间：
1、周日晚7:00——7:30
2、周日下午1:00——4:00（影视类，视情况定播放次数）
活动安排：
时间 活动或主要专题节目安排 责任人
九
月
份 1、制定工作计划 办公室
2、开学工作报道 办公室
3、选聘电视台工作人员 各班级
4、工作人员培训 龙 凤
5、入学教育 政教处
6、学生军训报道 政教处
7、开学典礼报道 教导处
8、“三优班级”创建活动 教导处
9、“闪光在金海”文艺晚会 团委
十
月 1、德育常规落实情况抽查 政教处
2、学校卫生执法大检查 政教处
3、初三学生演讲比赛 教导处
4、初二、初三数学、物理竞赛 教导处
5、学生发明设计方案征集 教导处
6、书法现场赛 教导处
7、县中小学生文艺汇演 团委
8、“三优”班级典型事例报道（一） 教导处
9、校体育节 教导处
十
一
月 1、德育新举措及效果跟踪报道（一、二） 政教处
2、优秀作业展播 教导处
3、期中考试及总结 教导处
4、英语实验班英语口语电视大赛 教导处
5、英语实验班特色展示（一、二） 教导处
6、期中德育工作总结表彰大会 政教处
7、德育标兵事迹 政教处
8、后勤优质服务展示 后勤
9、期中考试典型学生报道 教导处
10、“三优”班级典型事例报道（二） 教导处
十
二
月 1、学生学习方法介绍团巡回演讲 教导处
2、英语实验班特色展示（三——五） 教导处
3、全校创新作文大赛 教导处
4、校园第三届艺术节 教导处
5、德育典型班级事迹报道（一、二） 政教处
6、分校典型经验介绍（一、二、三） 各分校
元
月 1、期末考试及总结 教导处
2、庆祝“元旦” 团委
3、法制教育报告会 政教处
4、各项评优、总结表彰 教导处
政教处
工作措施：
1、电视台所有工作人员要重视学习培训，加强日常管理，认认真真、扎扎实实创造性开展各项工作。星期日集中活动时间不少于3小时。
2、各班收视情况要检查计分，纳入班级日常评比；
3、加强英语特色建设，尽量推行中英双语播放；
第5篇：英语专题总结范文
【关键词】高中英语 高效课堂 构建
【中图分类号】G424 【文献标识码】A 【文章编号】1674-4810（2014）03-0057-01
英语作为世界通用语言之一，受到人们的高度重视。如何能够让学生更好地学习英语，发挥英语更大的作用，是每一位英语教学工作者义不容辞的责任和义务。传统的英语课堂教学模式以“应试”为前提，刻板、守旧，缺乏适应中学生年龄特点的活力与激情，因此，学生在英语学习过程中，极少体会到乐趣，而更多的是压力，这就导致了学生对于英语学科的学习兴趣不浓，英语教学效果不好。
经过实地调查研究，笔者总结出几点打造英语高效课堂的途径和方法，希望与大家交流、探讨，以期抛砖引玉，为英语高效课堂的构建贡献力量。
一 高效课堂的含义
有关“高效课堂”的定义，众说纷纭。笔者赞成李炳亭老师的定义，即“高效课堂，是知识的超市、生命的狂欢”。
打造高效课堂，不仅要求教师在课堂组织形式上有所突破，也要求教师灵活运用课堂管理模式，充分调动学生对学习的积极性和主动性，让学生在课堂上“动”起来，从而真正打造“高效率、高效益、高效果”的课堂教学模式。
二 打造高效英语课堂的途径
提出“打造高效英语课堂”的口号之后，各地各学校纷纷行动起来，制订方案、探索具体教学模式，实践总结，完善方案。通过调研，笔者发现，很多学校在打造高效英语课堂的过程中，总结出了一些适合学校自身特点、适应学生身心发展的打造高效英语课堂的方式方法。笔者综合各家所长，总结以下几点，以供英语教学实践运用。
1.激趣法
兴趣是学习最有效的动力，它能激发起学生对知识的渴求和向往，从而使学生主动克服困难，主动探索学习的新路径。兴趣可以说是学生学习的内在动力，也是让学生主动学习的根本途径。教师只有充分调动学生学习英语的兴趣和热情，学生才能真正成为学习的主人、主动学习、积极参与。
培养学生对英语学科的学习兴趣，和谐的师生关系是首要的前提和保障。教师要有意培养师生融洽的情感关系，真诚相待，使学生能够在和谐、轻松、愉快的氛围中学习，对英语学科本身产生学习兴趣和学习动机。
“施教之法，贵在启导”，在课堂教学中，教师在教授知识以外，更要教会学生一些正确的、有效的学习方法，以维持、增加学生的学习兴趣。同时，教师应做到充分尊重学生，鼓励学生多思考，让学生体验付出之后的甘甜和成功，从而更有动力继续学习。
2.合作学习法
《国家英语课程标准》明确指出：“在教学过程中，要始终体现学生的主体地位，教师应充分发挥学生在学习过程中的主动性和积极性，激发学生的学习兴趣，营造宽松、和谐的学习气氛。”
杜郎口中学“三三六”自主学习模式为教学提供了很好的范例。课堂教学，应真正属于学生，学生是学习的主体，而教师只是课堂的组织者、学生学习的引导者和合作者。
合作学习，不仅是教师与学生之间的合作，更是学生之间的相互合作，在互帮互助、轻松和谐的学习氛围下，学生对知识的理解必将更加透彻、清晰，对知识的掌握也更牢固。
3.课堂展示，培养学生自信
课堂展示环节的设计，能使学生从中获得自我表现的满足；教师在课堂展示过程中及时、积极的评价和鼓励，更是培养学生自信的关键措施。在课堂展示过程中，让学生充分享受学习英语所带来的快乐和满足感，是打造高效英语课堂的重要组成内容和步骤。课堂展示的形式不拘一格，可分为课前展示、随堂展示、专题展示等。
第一，课前展示。课前展示有利于学生预习所学知识，对所要学习的知识提前进行了解和相关资料的搜集。课前展示可让学生有效地找到疑惑点、兴趣点，从而在课堂教学过程中，更有针对性地学习知识。
第二，随堂展示。随堂展示要在学生轻松、无压的前提下进行，目的是让学生能够充分展示自我。随堂展示是课堂教学的开始，也是课堂教学的引子，目的是让学生通过展示自我，获得自信，准备好学习新知识。
第6篇：英语专题总结范文
[关键词]乡村；英语教师；培训
职业培训是教师职后专业提升及职业发展的重要手段之一，也是师资队伍建设的重要保障之一。为了完善教师培训，提高乡村教师的专题素质，2010年，国家教育部、财政部共同下发实施“中小学教师国家级培训计划”（简称“国培计划”）的通知，启动了“国培计划”的实施工作。“国培计划”的实施对于提高乡村教师队伍整体素质，推动乡村教育教学改革，更好服务于乡村教育教学活动，促进乡村中小学教育教学质量提升有重要意义。自“国培计划实施以来，乡村教师的培训现状及需求如何？如何使培训与乡村教学实际相结合？本文结合桂林师专“国培计划”英语学科项目实施的情况，通过问卷调查、访谈、听课、查看学员总结等方式，分析乡村英语教师培训的现状及培训需求，并对乡村英语教师职业培训提出相应对策。
一、乡村英语教师培训现状
2015年，桂林师专参与“国培计划”实施的英语学科项目包括：乡村教师访名校项目和送教下乡项目，共六项，以小学英语教师培训为主；学员构成为：桂林市和百色市的乡村小学英语教师，共计428人。笔者通过参与该项目的管理、问卷调查、听课、访谈、查阅学员总结等形式，对乡村英语教师现状及培训情况有了一定了解。
（一）乡村教师师资力量较为薄弱。在以上六项“国培项目”实施前，我们对项目县的乡村英语教师现状进行调查得知，乡村小学英语教师师资力量较薄弱，相当部分是转岗或兼职英语教师，有的是语文、数学老师转岗教英语，有的是音乐老师转岗教英语。他们参加的培训以转岗培训为主。存在英语专业基础亟待提高的问题。
（二）乡村教师参加培训机会参差不齐。项目县边远乡村的教师走上教师工作岗位后，很少有机会参加培训。原因是学校边远，师资缺乏。教师如果去参加培训，就会造成无人代课的情况。近县城的乡村小学的教师参加培训的机会较多。原因是学校近县城，资源共享的机会多。也有学员谈到，由于县教育局在培训人员安排上统筹不够，有的学员参加了好几次培训，有的一次机会也没有。
（三）乡村教师对培训效果的认识莫衷一是。绝大多数乡村英语教师对参与培训活动，加强自身学习，不断改进和完善自己具有一定的愿望。有的学员谈到，他们很愿意参加培训，出来接受新观念，开阔视野。但也有学员认为参加培训用处不大，因为乡村教学条件的限制，在培训中获得的新观念，新方法回到乡村学校用不上，反而带来很大的反差和失落感。
（四）培训内容不符合乡村英语教育教学实际。以往的培训存在教学手段过于前沿或现代化的问题，乡村英语老师通过培训后，难以将这些内容用于教学实践。此外，部分学员反映，以往参加过的一些培训，培训方式比较单一，通常采用讲座形式，培训理论课时多，拓展活动少。
二、乡村英语教师培训需求
在对桂林师专2015年“国培计划”英语学科项目的学员进行访谈中，我们了解到乡村教师的培训需求主要包括以下内容。
（一）项目设置需求。随着“国培计划”的深入开展，参加培训的乡村英语教师数量在不断增多。调查和访谈显示，国培计划项目中“送教下乡”和“乡村教师访名校”项目是乡村教师普遍欢迎的。送教下乡项目，集中在项目县城某学校进行培训，对大多数学员而言，学习生活都相对方便。乡村教师访名校项目，集中在桂林市几所名校进行跟岗培训，这个项目形式受刚毕业不久的年轻教师普遍欢迎，这类乡村教师年轻，思想活跃，勇于改革，加上没有家庭方面的负担，他们迫切希望接受新的信息和新的观念。
（二）培训内容需求。乡村英语教师对培训内容的要求包括：1.根据乡村与城市教学条件差异，适合乡村教师教学的培训内容2.结合乡村英语教学实际，涉及乡村小学英语教学方法的培训内容。3.少理论，多实践和互动环节的培内容。4.同课异构，促进教学的培训内容。5.课件、微课制作的培训内容。
（三）培训方式需求。调查显示，在国培计划，访名校、顶岗置换、送教下乡和网络研修项目中，超过60%的学员希望参加名校的跟岗或送教下乡。在培训形式上，85%的学员希望同课异构及课堂教学展示，70%的学员希望专题研讨与交流互动，55%的教师希望专家授课。
（四）培训团队需求。构建完善的培训团队，提高培训团队的综合素质，这是落实“国培计划”，提高乡村教师培训效果的重要条件。调查发现，乡村教师最需要的培训者是优秀的一线教师和教学名师，90%的教师希望一线优秀教师担任培训教师，65%的教师希望教学名师担任培训教师，也有25%的教师希望高校教师担任培训教师，另外有不到10%教师希望学校领导、教育行政主管领导担任培训教师。
（五）保障条件需求。“国培计划”的实施和乡村教师培训效果提升，促进教师队伍职业发展，离不开相应的保障条件，主要包括培训时间、管理方法、培训经费等。调查表明，80%的学员希望在学期工作时间内参加培训，以摆脱繁琐的教学任务和家庭琐事，进行7――10天的脱产培训；30%学员表示短期培训可在寒假或暑假进行。80%以上的学员倾向于每次培训时间不超过10天。在培训管理方式上，85%的学员认同学分制管理，同时还希望根据学院的具体情况实行人性化管理。
三、乡村教师职业培训的有效对策
为促进教师培训发展，结合培训工作需要和“国培计划”的要求，我们根据乡村教师培训现状及需求分析，从以下方面人手，采取对策。
（一）重视调查研究，科学实施培训项目。乡村英语教师培训是一项有目的、有计划的工作，为促进“国培计划”有效实施，我们做了大量调查研究工作，了解学员的基本情况和培训需求，明确培训的目的和需要解决的问题。并在教师培训队伍、培训场地、资金、设施等方面做好准备工作，为乡村教师培训提供条件，有利于乡村教师职业培训和培训效果提升。
1.重视培训前的调查研究，了解培训需求。我们在培训前对学员开展问卷调查，并与项目县教育局进行座谈对接，了解他们对培训的愿望和建议，并对这些意见和建议整理归类，制定有效的培训方案，提高培训的针对性，提升乡村英语教师培训效果。
2.明确培训目标，制定培训计划。确定培训目标非常关键的内容，首先要明确“为什么培训”，并深入学习“国培计划”文件的精神实质，准确把握培训目标和要求，了解培训需求和参与教师的基本情况。有针对的制定培训计划。重视培训成果转化，推动乡村英语教师职业发展。探索出具有针对性、时效性的乡村教师培训方案，并创新培训内容、形式和途径，推动乡村英语教师培训工作顺利进行。
3.注重教师培训队伍质量和课程资源的开发。为了让学员在培训期间能了解到国内前沿的教学理念，学有所得、学有所用，我们聘请区内外知名专家学者、桂林市教科所小学英语教研员、区教育局小学英语教研员、桂林市一线小学高级教师组成培训团队。她们将自身多年实际教学与教研员的经验相结合，宏观与微观相结合，带领学员对新课标进行了全面的解读，并将许多实用的技巧现场演示给学员。她们丰富的知识面、扎实的基本功、风趣幽默的授课风格，带动学员思考，引领学员前进。
（二）精选培训内容，合理设置培训方案。在明确培训目标的前提下，精选设计培训内容和形式，加强培训过程的管理，有效组织乡村教师培训的各项活动。
1.紧跟目标制定培训计划，科学合理安排培训内容。课程设置以学员需求为主线，以“两部分，三维度”的形式展开，分别是专题讲座、课堂教学观摩和同课异构实践两部分，着眼于专业理论、专业知识、专业技能三维度。培训内容模块包括专业理念、课程发展、教师专业发展等模块及相关专题。
2.围绕计划采取形式多样的培训形式和方法，注重学以致用。在培训形式和方法上，根据学员的具体特点，精心设计培训形式，采用“参与式专题v座+名师课堂观摩+同课异构展示+学员实践汇报+后续跟进”的“多样交融”的培训模式，增加互动和体验活动，突出乡村英语教师主体参与意识，充分调动其积极性，形成互动的培训场景，并通过相互交流和反思，加深对培训活动的感悟，总结经验，让乡村英语教师相互学习和进步，提高培训的实效性。
创建“学员讨论QQ群”，为学员们提供一个相互交流学习的平台，既可以交流学习期间的总结、心得、体会，也可以探讨、交流学习过程中的疑问，还可以分享学习期间的各种音像、课件资料。邀请授课专家人群，解答和指导学员的困惑及问题，巩固训后的效果。
通过形式多样的培训形式和方法，帮助学员转变思想观念、改革教学方法、创新教学模式。同时强化他们的英语语言素养，提高他们对教材的驾驭能力和教学活动设计的创新能力，提升他们的教学科研能力。
（三）采取多元化考核评价方式。采取过程性评价与终结性评价相结合的方式进行考核。由授课专家、一线教师及管理团队组共同组成考评小组根据学员的表现进行全面客观地评价。考核成绩由学员的出勤情况20%，课堂参与40%，展示及任务20%，总结性成果20%构成。
第7篇：英语专题总结范文
【关键词】英语文化教学措施
作为语言类教学，英语教学离不开文化教育，因为文化意识使人们能够运用语言的保证，只有学习西方的文化历史，接触并了解英语国家的风俗文化、语言行为习惯，才能更好地增强自身的驾驭英语的能力以及交际能力。因此作为英语教师，应该响应新课标的号召，注重培养学生的素质，采用有效的教学方法，把文化教学融入到日常的英语教学中。
1.初中英语文化教学的意义
1.1新课程改革及素质教育的要求
为了加强素质教育，重视对学生能力的培养，初中的新课程改革在不断地推进。新课程改革后，初中的英语教材增加了很多英语国家的文化活动、文化现象、文化知识等内容，这就要求教师在教学过程中注重对英语文化的渗透。再加上英语作为语言教学，注重的是对语言运用能力的培养，而语言又离不开其文化背景，因此加强对英语文化的教学，是进行素质教育的需要，也是提高学生对英语的运用能力的需要。
1.2中考导向的体现
随着教学改革的不断深入，极大地改变了中考的导向。传统的语法词汇教学已经远远不能满足要求了。文化意识已经成为新课标的重要的考核标准之一，因此文化内容在中考英语中也有所涉及。英语教学中，要注重对英语文化的渗透。
1.3良好的英语教学环境的需要
新鲜的事物更容易引起学生的兴趣，激发学生学习的欲望，英语教学也不例外。在英语教学中渗入英语文化，让学生发现并了解中西方文化的不同以及西方文化中的奇闻异事，有利于激发学生对于英语学习的兴趣。在英语教学中通过展示西方文化、风俗、习惯等，并让学生相互交流，这有利于创造出良好的英语教学环境。
2.初中英语文化教学的对策
2.1挖掘词汇的文化内涵，将文化渗透到英语教学中
英语文化渗透在英文的方方面面，包括英文词汇，从很多词汇的不同含义及语境中都能体会到不同的文化内涵。在英语教学过程中，英语教师可以通过对英文词汇的深刻讲解，进而对学生渗透其背后的文化背景。例如cow boy 就是与美国的西部开发有关的词汇，通过对它的讲解以及扩展，可以很好地渗透那段时期美国的文化。
2.2充分利用教材的阅读材料
英语阅读材料是很多英语文化的载体，可以通过对英语阅读材料的讲解加深学生对英语文化的学习和了解。教师要把教材的阅读材料充分利用起来，并且可以扩展课外阅读，使学生在增强阅读兴趣的同时又提高了英语文化素养。教师可以在课堂上开展专项阅读，为学生提供介绍英语国家的文化活动、现象及知识为主要内容的阅读材料。教师还可以组织学生就英语国家的文化进行相互交流，这样不仅活跃了课堂气氛，也有利于扩展学生的野。
2.3注重口语交际能力
英语作为语言教学，交际与运用是最终的教学目的，因此口语交际能力在英语教学中至关重要。通过对学生口语交际能力的培养，可以使学生了解西方人的语言行为习惯，有利于培养学生的文化素质。以下将总结两种对口语交际能力培养的方法：第一，通过对比英语和汉语之间的文化口语交际的差异，进而发现它们在思维特征、道德准则、价值观念、社会知识、风俗习惯、社会准则等方面的具体不同点，来学习英语的口语交际；第二，进项情景交际对话来练习口语交际，教师可以在课堂上给学生设计一个交际情景，这样可以使学生身临其将，更好地了解到东西方文化的差异，使学生的文化意识在实际交际中得到提升。
2.4开设英语文化专题课程
除了在课堂上逐步深入英语文化，教师还可以开设英语文化专题课程。利用整块的时间加强学生对英语文化的认识与了解，这样的效果会更好。开设英语文化专题课程时，可以找一些把中国文化同西方文化进行对比的文章来让学生阅读，通过对比，更能加深学生对西方文化的印象，此外还可以运用多媒体教学，播放英语影视录音等，在练习听力的同时又增加了学生对英语的兴趣。
3.总结
总之，英语作为语言教学，交际与日常应用是主要目的，而语言是以文化为基础的，它不同的是语言是不同文化的表现形式，所以要想学好语言，就必须要注重对文化知识的培养。因此，作为初中英语教师，在进行教学时要把英语国家的文化融入到日常的授课过程中去，培养学生的文化意识，让学生真正学会交际，领略到英语文化的魅力。
第8篇：英语专题总结范文
【关键词】高考 英语作文 写作方法 技巧
高考英语作文着重考察高中生的英语书面表达能力，其在高考中所占的分值比例正在逐年增加。英语教师要立足于高中生的实际情况，在日常英语作文训练过程中，着重培养学生的语言表述能力和对复杂英语长句的应用能力，使学生的英语作文在高考过程中更加出彩。教师也要在日常教学过程中引导学生进行词汇量的积累和相关语法知识的学习，以提升学生的整体写作质量。
一、高考英语作文写作特点
首先，高考英语作文更加贴近生活，着重考察学生对基础词汇量和语法知识的掌握和应用，难度相对较小。但其对词汇和英语语句表达的准确性要求比较高。
其次，纵观近年来高考英语作文题目，可以发现其题型基本同属于一类。都是通过为学生提供相关的英语材料或图形，让学生对英语材料进行提炼总结，并结合英语材料对文章进行综合构思。
第三，英语高考作文并没有脱离教学大纲，其主要考察高中生在特定语言背景下对的英语组织能力、表达能力和语法应用能力等。或者对学生应用英语词汇和语法解决实际问题的能力进行考察。
二、高考英语作文写作流程
英语作文在高考英语中所占比值比较大，学生要根据其分值对写作时间进行严格规定和划分。
首先，学生要根据英语材料或者图画中提供的信息，进行英语作文的审题工作，对写作题材和要点进行归纳和分析，进而对写作过程中涉及到的人称问题和时态问题进行确定。
其次，从英语材料或者图画中提炼出文章主题后，要对整篇英语文章的布局进行构思。
第三，文章整体布局构思结束之后，对文章中可能遇到的英语长句进行着重分析，并确保英语句子中词汇和语法应用的准确性，避免其应用不合理，影响英语作文整体质量。
第四，将英语作文中涉及到的重要语句在草稿纸上进行布排，并再次核对其语法结构和连贯性等，核对无误后，在试卷上作答。
学生要格外注重英语长句运用过程中的语法问题。确保英语作文写作过程中语法知识应用的准确性，避免文章中出现汉语式英语。同时，学生要学会灵活应用不同词汇或者句子表达相同的意思，力求英语语句表达方式的新颖性。也要注重英语作文写作过程中应用关联词，以提高英语作文整体质量。
例如，It has more disadvantages than advantages.It does us much harm.It is harmful to us.学生可以将其升级为：However，everything divides into two. Television can also be harmful to us.It can do harm to our health and make us lazy if we spend too much time watching television.
常用关联词：that is to say；above all；as a consequence；as has been noted等。
第五，对整篇英语作文进行检查，并注重书面工整和整洁，以获得阅卷教师的好感。
三、高考英语作文写作方法和技巧
1.写作方法。首先，教师要重视精读教学，提升学生的阅读量。教师要在课堂中进行精读训练，让学生接触到各种体裁的英语文章和不同类型的英语句式。进而引导学生对其进行模仿，将其应用到英语作文写作过程中，以拓展高中生的英语思维。同时，教师要引导学生进行英语课外阅读，不断积累英语词汇，并对句型和句法的应用技巧进行掌握等。
其次，注重日常写作练习。教师要在日常教学过程中引导学生进行高考英语作文的写作练习。让学生在大批量的训练过程中提炼有价值的词汇、句子和语法知识等，以培养学生的英语应用能力和掌握英语知识过程中的灵活度。进而通过高考范文练习，不断提升写作技能。
第三，注重专题训练。高考英语作文类型和体裁比较多样化。教师要引导学生进行专题作文训练，进而帮助学生对该类体裁英语作文进行全面把握，并对其涉及到的词汇和句子进行收集整理，为学生提供充足的高考英语作文写作素材。
2.写作技巧。首先，议论文。英语教师要引导学生对议论文进行合理布局。对往年高考作文进行总结，议论文一般由开头、中心和结尾三部分组成。开头要突出文章的主题，中心部分要对文章主题进行具体论述。结尾要对整篇文章进行总结，并提出展望。
其次，看图作文。学生要明确把握看图作文中涉及到的相关要素。比如，时间、地点、人物、事件和背景等。然后对写作题材进行确定，并应用正确的英语语句进行表述。进而对其进行议论或者综述。
四、结语
高考英语作文是高中英语教学过程中的重点和难点。教师和学生要认识到英语作文在高考英语中的重要性，提高对其重视度，加强日常训练，在日常学习过程中注重对相关英语知识的积累，以提升英语作文整体写作质量。
参考文献：
第9篇：英语专题总结范文
【关键词】英语教学 学习效率
一、充分利用教材夯实基础
高考是对知识和能力的检查，而解答试题能力的先决条件是扎实的基础知识。比如阅读理解和书面表达都是考查语言运用能力方面的测试题，如果学生英语词汇贫乏，语法知识淡薄，就理解不了结构复杂的句子，看不懂文章的内容。同样，没有一定量的词汇和语法知识，就写不出地道的英语短文。英语教材为我们提供了丰富的语言材料，其中很多单词、短语、表达法、句型和语法现象是值得学生们学习、模仿和活用的，充分利用好课本是学生掌握知识、培养能力的一个重要途径。为此，我们要求学生理解课文，弄懂课文，熟读课文，不能脱离课本搞题海战术，一味地做练习题，把时间花在大量而又不必要的重复练习中。
二、新课与复习课穿行
以前和现在都会有人这样做，就是把新课学习与系统复习分割开来，先抓时间赶进度把课文提前教完，然后才一份接一份地做练习题或模拟题。这样高密度的课文学习使得学生无法全面掌握知识，更谈不上能力的培养。因此，高三年级同样应该在听、说、读、写能力方面让学生得到充分训练、全面发展。但同时又不能忘了高三的复习任务，可以在学习新课过程中适当插入复习内容。比如可以在一星期内抽出一到两节课进行专题练习或语法复习，或者在课前抽出5分钟到10分钟进行高考题型练习。这样，学生既有新的信息输入，又把高考复习内容贯穿于平时，化整为零，使他们不会感到枯燥乏味。
三、阶段侧重，讲求实效
按照循序渐进的原则由浅入深，由简单到复杂，先掌握必要的英语知识，后提升到各种能力的运用，我们把备考分为三个阶段(以每个学期20周计算)：第一阶段为基础知识积累阶段(时间为第一学期和第二学期的前10周)；第二个阶段为复习巩固阶段(时间为第二学期的11至18周)；第三阶段为自己复习阶段(时间为考试前两周)。第一阶段侧重新课的学习，主要抓语言知识的输入、分类和存储，辅以适当的专题训练，目的是掌握基础知识，培养基本技能，为进一步提高语言运用能力打下基础。第二阶段侧重总结归纳，查漏补缺，主要以专题训练和测练讲评结合的形式，通过处理新的语言材料，对储存的语言知识进行输出、梳理，然后再输入、存储。要求选好测练题(考虑知识点、覆盖面、深难度)，上好讲评课，加强针对性。以高考题型进行专题强化训练，目的是巧学、巧练、巧解，形成较强的英语运用能力。第三阶段为自己复习或消化阶段，目的是让学生有针对性地解决自己的不足和存在的问题，通过查找资料或者求助于老师和同学来解决，做到有的放矢。
四、专题训练，找出规律
1.在听力方面，可以每周开设一节听力课或者适当利用课外时间加强训练。这样可以使学生适应不同的口音，帮助学生更多了解英美等国的风土人情、史地知识以及他们交际的习惯用语、口语特点，培养听的能力。坚持精听和泛听相结合。同时要培养良好的心理素质。
2.单项填空方面，引导学生把握语言情景，理解句子结构，注意词语搭配、表达习惯、词语辨析等。注意近几年命题的特点。
3.在完形填空方面，引导学生注意把握内容和语言结构两条主线，利用原文已有文字的提示，从短文主题、上下文逻辑关系、词义和语法等方面来判断选项。要求学生养成两遍解题：第一遍通读全文，了解大意；第二遍根据上下文确定选项。
4.在阅读理解方面，要引导学生抓关键词、主题句和作者的观点，用作者的观点来理解短文。注意如下几种常见的命题形式：1)确定短文的中心思想或归纳短文大意；2)找出文中有关事实和细节；3)根据短文内容对某一命题做出判断推理；4)对某一短出逻辑结论；5)猜测文中某个词的词义等。
5.在短文改错方面，也要指导学生养成两遍解题习惯：第一遍通读全文，了解大意；第二遍在上下文或语境中把握词义、词性、词形、搭配、时态、语态、人称、逻辑关系等，发现并纠正错误。
6.在书面表达方面，要求学生养成良好的书写习惯，学会各种应用文的写作。尽可能为学生提供各种贴近生活的话题进行练习。对学生进行分层教学、分层要求。
五、重视对《考试说明》的学习和研究
《考试说明》是高考命题的依据，是指导高考备考的纲领性文件。我们不可忽视它的指导作用，相反，应该更加重视对它的学习和研究。通过学习，把握高考命题原则、考试范围，有利于我们选取复习资料，及时纠正教学方法，弥补不足。研究其变化，有利于我们做好备考方法的调整，灵活应变。
