On improving the efficiency of high school English classroom Exploration.docVIP

On improving the efficiency of high school English classroom Exploration Jiangsu Province high schools began in September 2005 using lt;lt;Oxford High School Englishgt;gt; This PEP materials and arrangement of materials is almost completely different, has improved the overall degree of difficulty, vocabulary and knowledge more and more difficult points. For example, in 2006 college entrance essay, Jiangsu English volumes, the volumes provide a reference word “image” has a high half-semester module 4 about the first unit designated as the standard course to enable students to master words. the amount of hours is fixed, If it is blindly extend the time to improve the teaching capacity, it may not be a good solution, students are not prepared to accept. Then how to solve it? This is a high school English education placed in front of the thorny issues. I also teach high school, the same issue in depth thinking, that the efficiency is only 45 minutes clutching it may alleviate the problem, improve efficiency in the classroom have a lot of ways, I think a year of practice on the selection of sentences in the classroom can often receive unexpected results. Images of the design and how to optimize it? Summed up in general to follow the following principles: A typical principle The so-called typical sentence refers to the classic, to the point, for example, in teaching receive / accept (Module 3 Unit 1), ashamed / shameful (module 1 Unit3), insist the two meanings (Module 1 Unit 2), except / except for (Module 3 Unit 1), can be used the following sentences: 1) I received his gift fromhim, but I didn’t accept it. I received his gift, but I did not accept it. 2) You should be ashamed of your shameful behaviors. You should for your disgraceful shame. 3) The boss insisted that the man had stolen the money and insisted that he (should) leave the company at once. Boss insists that the man stole the money and insisted that he immediately left th