高中英语教学反思日志.docVIP

高中英语教学反思日志 篇一：高中英语教学反思日志 nbsp; 高中英语新课程的总目标就是培养学生综合运用英语的能力，提倡学以致用。所以，在中学英语语法教学中，应关注学生的学习和认知过程，注重学生思维能力的培养，并力求把语言形式、意义和用法有机地结合起来。基于此因，笔者设计和实际操作了一个语法教学案例，特呈托与下，以求能与同仁商榷。 语法项目：宾语补足语 教学目标：宾语补足语的认知与掌握 教学过程：呈现(认知) 辨识(发现与探究) 归纳(分类梳理) 巩固(学以致用) . 从教材例句入手，从认知到理解过渡 1.认知 辩识 简短地对宾语补足语的概念交代之后，让学生自己从课文中找出学过的带有宾语补足语的句子，使学生初步认知宾语补足语的形式和结构。这一步的关键是鼓励同学们感知和发现，而不是直接告之答案。 Now when people refer to England you find Wales included as well. So to their surprise the three countries found themselves united. They were going to get Ireland connected to the other three. I raised my voice to make myself heard. 2.辩识 拓展 引导学生归纳总结过去分词作宾语补足语的用法，引导式地列出其他常接宾语补足语的动词：have, get, make, leave等带有 致使 含义的动词。 see, hear, watch, feel, think, find, notice, observe等表示感觉和心理状态的动词。 like, want, wish, order等表示 希望 、 要求 等含义的动词。 3.拓展 理解 再以口头或笔头翻译的形式，给出学生一些具体实例，让学生练习的同时，推动其学习认知、理解到运用的过程。 He painted the wall white. They named their daughter Mary. Please make yourself at home. Don t leave me behind. She smelt something burning and saw some smoke rising Yesterday she had her wallet stolen when she was doing shopping. If I get further information, I ll get you informed. When I came into the classroom, I found it cleaned. 4. 梳理 总结 引导学生思考以往学过的一些有关其它宾语补足语的用法，引出 with+宾语+补语 的结构，运用知识迁移，拓宽思路，总结规律。 这时，我认为用Power point显示给学生含有with 符合宾语的句子效果更好。因为其步骤能够分层次体现出来。在放映的过程中，如果有学生不清楚，还能达到启发或引导的作用。 I went out with the window open.(形容词作宾补) He was working there with only a shirt on. (副词作宾补) She said good-bye with tears in her eyes. (介词短语作宾补) With nothing to do, I went out for a walk. (不定式作宾补) With all the work finished, they hurried back home for lunch. (过去分词作宾补) With so many people communicating in English every day, we can see that it will be more and more important to have a good knowledge of English. (现在分词作宾补) . 注重语法意义的练习，专项巩固 经过总结规律，学生已明白并基本会灵活运用这一语法知识，我便创设了四个情景，让学生进行有意义的、句子层面的操练： 1.What will you do when your hair is long? 2.Your bicycle is broken. What are you going to do? 3.National Day is coming. You have no time to arrange your trip to Shangh