英語專題總結精選(九篇)
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第1篇：英語專題總結范文
Passage One
Expecting a baby?
HEALTHY BABY: Manitoba’s Prenatal(懷孕) 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 (應征入伍) 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(錦標賽) 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 (麻醉劑) 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.
閱讀理解答案：
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：英語專題總結范文
論文關鍵詞：微電子學；專業英語；教學
專業英語是高校各專業均設置的一門專業選修課，專業英語教學目標是讓學生掌握專業閱讀和寫作所必須的英語專業術語和語法知識，鼓勵學生為參與國際學術交流和今后工作打下良好的專業英語基礎，并使學生能運用各類電子資源獲得最新的國內外專業前沿動態和最新學科研究動向。對于各種不同學科的專業英語的教學應該采用適合本專業的教學模式和教學方法。筆者結合具體的教學實踐，總結出一套適合微電子類專業英語教學的方法。
一、正確認識課程的定位
在大多數高校中，專業英語教師的人選一般是學院里一些英語較好的教師，教師本身英語水平的高低是一方面。另一方面，專業英語一般都是專業選修課，課時較少，因此學生的重視度不夠。在這樣的前提下，就更需要教師從根本上認識課程的定位，明確課程的教學目標，設定適合專業、適合學生需求的教學內容，才能夠讓學生認識到這門課的地位和重要性。有了目標才有動力，有了動力，教與學才能事半功倍。
在電子類專業的科技文獻里，會出現大量的專業詞匯和英文縮寫，這往往是造成閱讀困難的主要原因。另一方面，為了讓學生將來更好的通過電子資源了解國內外專業前沿動態和最新學科研究動向，需要在本科階段打好基礎，學會一些基本的技能和技巧，才能為將來更好的提升自我做好準備。這些客觀事實的存在確定了電子類專業英語課程的定位：專業英語是基礎英語與專業相結合的一門課程，更是大學生英語實際應用能力培養的不可忽視的重要環節。在有限的學時內培養學生閱讀相關專業的科技文獻、學習國外的先進技術、能與國際交流的目的。
二、教學內容的制定
教師在課程一開始讓學生明確的課程目標，從根本上激發起學生的學習興趣以后，就需要在今后的教學過程中以豐富的教學內容和多種教學方式來讓學生保持這個興趣。
確定教學內容的關鍵是首先要確定一本合適的教材。市面上現有的專業英語教材五花八門，有的是隨意選用原版專業文獻，有的是專業書籍的片段拼湊，大多與專業的結合度不夠、涉及面不夠廣。學生使用以后，普遍感到專業詞匯太多、句子較長、概念偏難，與基礎階段所學的公共英語差別很大，因而不免產生畏難情緒。選擇一本好教材的原則首先應該是專業對口，選用微電子類的專業英語教材，而不是統一用電子信息類的專業英語教材；其次教材內容應該從介紹基礎知識、原理開始到器件、工藝最后到集成、應用等都有所涉及；除此以外，盡量選擇近一兩年出版的教材。
但是教材的內容不應該是教學內容的全部，教材只能當作是一本教學參考書。教師應該根據自己所在學校的專業課程設置、學生的狀況制定更具體的教學內容和教學計劃。筆者根據幾輪的教學經驗，總結出一套具有專業特色的，多種教學方式相結合的教學內容。第一階段，以教師講解為主，內容基本參照教材前半部分，結合學生之前所學專業課中的部分環節，介紹相關的基本原理，如PN結原理、小信號等效電路等以及半導體器件（如MOS器件）等，學時大概在6-8個學時左右。在學生建立起學習的信心和興趣之后，接著進行的才是課程教學的重要環節——專題介紹階段，這一階段的學時大概在16個學時左右，可以分為四個大的專題，每個專題4個學時計兩次課。專題內容在進入第二階段之前一至二周公布給學生，內容是微電子專業領域具有代表性的一些研究方向，既能讓學生了解專業細分方向，還可以讓學生提前了解自己的專業興趣所在。比如說集成電路設計方向的模擬設計和數字設計、半導體材料的制備和應用等。每個學生按照自己的興趣選擇相應的專題，通過網絡、圖書館各種資源準備相關的資料，充分調動學生的學習積極性，培養學生的調研能力。第三階段的內容主要在于訓練學生寫作能力，英文科技文獻的寫作是科學研究的一個重要環節，這一環節大概占用6個學時。第四階段，也是最后一個階段，有條件的可以安排學生參加一場英文的學術報告會，也可以由教師本人作一個專業前沿介紹。
三、多種課堂教學方式結合
之前教學內容確定以后，教學方式相對而言也就確定下來。
1.第一階段的教學內容以教師主講為主
教師可以先帶領學生進行粗讀一遍，挑出每一部分的一些關鍵句，大概概括出段落大意。然后再進行精讀，首先把每一段里面出現的一些專業詞匯講解一下，將一些較難的長句式分割成幾塊，分塊理解。剩下簡單的內容可以讓學生直接翻譯，或者讓學生用簡短的語言概括出大意；有些內容可讓學生寫出這一單元的英文摘要，鍛煉學生撰寫摘要的能力。或者對于圖表比較多的文獻，教師可以通過引導學生理解圖表內容，再結合圖注和摘要以及引言部分，先對文章所介紹的內容大致了解以后，再去細讀文章，就容易理解了。
2.第二階段的教學，教師主要起的是引導作用
學生在各自選定自己感興趣的主題以后，教師按照專題不同，將學生進行分組。以一個教學班40-60人為例，專題數為4個，每10-15分為一組，各組人數盡量相近。以小組為單位，大家先各自搜集一些英文資料，然后將搜集到資料進行匯總，分成3-4塊，由3-4名同學在課堂上進行講解，可以輔助視頻、動畫、PPT等多媒體手段。以2個學時90分鐘為例，學生的講解時間大概控制在50-60分鐘左右，每位學生的講解時間為15分鐘左右，然后安排10-15分鐘的時間由其他同學進行提問，專題小組的任何一位同學都可以回答所提出的問題，最后預留15-20分鐘左右時間由教師進行評價總結，并提出更高要求，就學生之前搜集講解的內容里面去粗取精，讓該組同學進一步利用接下來一周的時間進行資料的深度搜集，在下一周的課上委派另外3-4名同學進行講解，之后仍然是學生提問和教師總結環節。之所以每個專題設置成4個學時，分2次課進行介紹，這樣的安排是符合科學研究的方法的，首先是廣泛調研階段，然后再進入有針對性的調研，這是一個漸進的由淺入深的過程。另外在這一過程中，將學生進行分組，要求每一位學生在團隊中都必須發揮自己的作用，最大限度的培養團隊協作的精神。
3.第三階段是培養學生的寫作能力
這一階段的教學方式采用教與練結合。主要內容主要可以分為翻譯和寫作兩部分。翻譯的中文內容可以從之前所學的專業課中進行摘選，因為該課程是專業英語課，不是專門的翻譯課程，所以教學的目的是教會學生一種方法。教師在教學過程要面對學生英語水平參差不齊和課時有限的矛盾，所以教學過程中要注意以點帶面，不必過于拘泥于翻譯細節，主要是啟發式教學，做到當堂舉例、當堂練習、當堂講解，課時2個學時。寫作部分針對本科需求分為兩個方面，一是英文摘要的寫作，二是應用文的寫作，如簡歷求職信。這兩部分都是學生在不久的將來都要用到的技能，所以分別安排2個學時。課時的安排基本上可以是教師講解寫作要點30分鐘左右，學生寫作30分鐘，范文講評30分鐘。由于時間有限，寫作的素材可以由教師提供專業相關的中文素材。
4.第四階段即專題前沿介紹
在條件允許的前提下安排一場英文專題學術報告，也可以由教師自己準備一個學術前沿介紹，盡可能多的利用多媒體資源，讓學生從多重角度了解學術前沿的知識，同時也利用多方面的信息補充在英語理解方面的不足。
四、課程考核方式
結合課程教學內容和教學形式的安排，決定了該課程的考核不適合用傳統的期末一張試卷或者一份報告定成績的方式。可以借鑒英國BTEC（商業與技術教育委員會）的考核模式，即以任務式“課業”為主的新的考核評估方法。在授課的每一個固定階段都給學生布置一些作業任務，通過作業的完成過程和最終結果真實全面地考察出學生在專業英語學習方面的實際水平，在學期末再輔以期終考試。比如第一階段可以讓學生在課后及時總結當堂課的專業詞匯、英文縮寫等；第二階段按照學生在資料整理、課堂介紹中的投入程度和專業英語理解程度進行成績評定；第三階段將學生的隨堂練習作為一次平時成績。平時的課業成績在最終考核中所占比例要大于期終考試。引入任務式的“課業”為主的新的考核評估方法，能夠突出以學生為核心的教育思想，并調動學生平時學習的積極性和能力的培養。
第3篇：英語專題總結范文
一、高職工學結合英語口譯實踐教學面臨的困境
為更好地了解高職工學結合英語口譯實踐教學的現狀，以便展開客觀全面的研究，筆者和高職院校部分英語口譯教師探討了工學結合英語口譯實踐教學的一些實際情況，并設計了調查問卷，還邀請了部分教師和學生對問卷涉及的相關問題進行了座談。筆者結合調查問卷顯示的匯總數據以及筆者與部分師生的座談記錄，具體分析了如下高職工學結合英語口譯實踐教學困境：
第一，教學設備短缺與場地不足?？谧g實踐教學需要帶有口譯訓練設備的交替傳譯室與同聲傳譯室等專業口譯訓練室，大部分高職院校沒有專用的口譯室與口譯訓練設施，而只是使用普通的多媒體語音室來進行口譯教學。
第二，校企結合不夠。大部分高職院校沒有充分利用企業的資源，沒有實現校企合作，這就使學生不能將校內口譯實踐學習運用到企業工作中的口譯實戰，這對于學生口譯能力的提高是一個巨大的阻礙。
第三，大班形式不符合口譯教學的要求。口譯教學不適合大班學習，大部分高職院校的口譯課程的班級都有40個學生，這非常不適合口譯任務的高精度要求。
第四，口譯教學內容不具有職業性。大部分高職院校以普通的口譯教材作為口譯教學內容，沒有以高職學生日后會涉及的工作領域為導向來選擇口譯教學內容，沒有重點突出與學生就業領域密切相關的常用口譯專題學習。
第五，口譯實踐教學形式趨于單一。大部分高職院校沒有實行工學結合的口譯實踐教學，即校內口譯實踐教學與企業口譯實戰的結合，小部分高職院校即使實行了此教學形式，企業口譯實戰的時間也只占據整個教學過程的極其微小的一部分，如學生在一個學期的口譯學習中只有一個星期的時間在企業進行口譯實戰。
第六，缺乏有效的譯后評估總結。大部分高職院校的口譯課程只是采取傳統的考試方法考核學生的口譯學習，缺少及時性與有效性，不能及時反映學生的口譯情況以促使其提高口譯水平。
二、高職工學結合英語口譯實踐教學具體實施的建議
1
教學目標突出職業適應性
高職口譯實踐教學應以就業為導向，培養適合市場需求的應用型口譯人才。相對于本科與研究生階段的學生，高職院校學生的英語水平與綜合素質較低，應降低口譯人才培養目標，主要培養服務于一般層次的商貿、旅游和文化交流領域的口譯人才。
2
校企合作突出工學結合理念的導向性
注重學習與工作相結合的教學，以職業為導向，充分利用學校內外不同的教育環境和資源，有機結合以課堂教學為主的學校教育和直接獲取實際經驗的校外工作。高職院校近年來非常注重校企合作，建設校外實踐基地，口譯的職業特點迫切需要校企合作。高職院校應積極開發與建立校外口譯實踐基地，安排學生參加商貿、文化、科技等口譯實戰工作。校方可以與企業制訂共同的教學計劃、教學內容、教學評估方式等，并且校企之間可以共享人才資源，學校的教師去企業兼職口譯工作，企業的口譯人員來學校兼職口譯教學。
3
教學內容突出工作導向性
工學結合實踐的教學內容要滿足以就業為導向的崗位需要，可根據行業、企業需要的或校企共同制訂的教學內容，通過多種渠道選取難度適中、緊扣時代的素材，如商貿口譯專題素材、旅游口譯專題素材與文化交流口譯專題素材等，但同時也對文理貫通的百科知識有所涉及，以拓展學生的知識面，有助于學生融會貫通地運用各方面知識展開口譯。
4
教學形式突出情境真實性
工學結合英語口譯實踐教學的形式多樣，提倡在課堂內實現口譯現場情境模擬與在企業進行口譯實戰，最終達到培養學生口譯職業核心技能和口譯職業素質的目標。在課堂內實現各個口譯專題的陪同口譯模擬、交替口譯模擬、會議口譯模擬與同聲傳譯模擬等，讓學生以譯員的身份進行口譯模擬項目訓練，使得學生具備承擔企業口譯實戰的基本能力與素質，從而使工學結合實踐教學的校內口譯實踐教學與企業口譯實戰成為一個有機銜接的整體。
5
教學設施突出專業性
口譯教學所需的硬件設施要到位，應配備專業口譯室與專用的口譯訓練設施，提供因特網的上網設施，配備百科全書、翻譯方面的專業書籍和報刊、科技及經貿專業參考書籍、各種專業字典和詞典，以供教師參考和備課用，也可供學生在進行口譯訓練前作譯前準備、語言進修、知識補充等。
6
小班學習符合口譯教學要求
口譯任務的高精度要求需要學生接受高規格、高水準的培訓模式，不宜采用大班教學。學生必須在口譯訓練中得到充分的口譯實踐機會，因此，小班教學才能確保口譯實踐教學的質量。
7
搭建校企口譯網絡平臺
學校與企業共同建立口譯主頁與論壇，在主頁上提供豐富的口譯資源，供學生下載學習，師生與企業可以在口譯論壇里討論口譯知識與交流信息。
8
建設工學結合口譯實踐教學團隊
建設一支具有特色、行業認可的高職工學結合英語口譯實踐教學團隊?？梢匝埧谧g自由職業者和專職譯員加入師資隊伍，作為兼職或客座教師;也可以邀請其他高校的優秀口譯教師作為兼職教師，并且本校的口譯教師也可以到企業兼職口譯工作，積累口譯工作經驗。
9
第4篇：英語專題總結范文
指導思想：以黨的十六大精神為指導，以實施素質教育為宗旨，以創特色、創省級示范民辦初中為目標，面向教育、服務教學、促進教改，全面提高教育、教學質量，全面提高學生素質，努力發展校園電視臺，使之成為我校學生思想教育的宣傳陣地和學生培養能力，提高素質和豐富校園文化的新陣地。
組織機構：校園電視臺受學校辦公室領導，學校電教員具體負責，由各處室、分校協辦，電視臺臺長、播音員、編輯、記者（文字、圖象）等工作人員主要由初一、初二的學生組成。
電視臺名稱：“金海校園電視臺”“JHTV”
主要欄目設置：
1、新聞（國內外重大新聞回顧，校園新聞）；
2、專題節目（含教育、教學、后勤、英語特色等專題節目）；
3、影視（愛國主義影片展播，經典影片片斷，有教育意義的動畫片或故事片）。
播出時間：
1、周日晚7:00——7:30
2、周日下午1:00——4:00（影視類，視情況定播放次數）
活動安排：
時間 活動或主要專題節目安排 責任人
九
月
份 1、制定工作計劃 辦公室
2、開學工作報道 辦公室
3、選聘電視臺工作人員 各班級
4、工作人員培訓 龍 鳳
5、入學教育 政教處
6、學生軍訓報道 政教處
7、開學典禮報道 教導處
8、“三優班級”創建活動 教導處
9、“閃光在金?！蔽乃囃頃?團委
十
月 1、德育常規落實情況抽查 政教處
2、學校衛生執法大檢查 政教處
3、初三學生演講比賽 教導處
4、初二、初三數學、物理競賽 教導處
5、學生發明設計方案征集 教導處
6、書法現場賽 教導處
7、縣中小學生文藝匯演 團委
8、“三優”班級典型事例報道（一） 教導處
9、校體育節 教導處
十
一
月 1、德育新舉措及效果跟蹤報道（一、二） 政教處
2、優秀作業展播 教導處
3、期中考試及總結 教導處
4、英語實驗班英語口語電視大賽 教導處
5、英語實驗班特色展示（一、二） 教導處
6、期中德育工作總結表彰大會 政教處
7、德育標兵事跡 政教處
8、后勤優質服務展示 后勤
9、期中考試典型學生報道 教導處
10、“三優”班級典型事例報道（二） 教導處
十
二
月 1、學生學習方法介紹團巡回演講 教導處
2、英語實驗班特色展示（三——五） 教導處
3、全校創新作文大賽 教導處
4、校園第三屆藝術節 教導處
5、德育典型班級事跡報道（一、二） 政教處
6、分校典型經驗介紹（一、二、三） 各分校
元
月 1、期末考試及總結 教導處
2、慶?！霸?團委
3、法制教育報告會 政教處
4、各項評優、總結表彰 教導處
政教處
工作措施：
1、電視臺所有工作人員要重視學習培訓，加強日常管理，認認真真、扎扎實實創造性開展各項工作。星期日集中活動時間不少于3小時。
2、各班收視情況要檢查計分，納入班級日常評比；
3、加強英語特色建設，盡量推行中英雙語播放；
第5篇：英語專題總結范文
【關鍵詞】高中英語 高效課堂 構建
【中圖分類號】G424 【文獻標識碼】A 【文章編號】1674-4810（2014）03-0057-01
英語作為世界通用語言之一，受到人們的高度重視。如何能夠讓學生更好地學習英語，發揮英語更大的作用，是每一位英語教學工作者義不容辭的責任和義務。傳統的英語課堂教學模式以“應試”為前提，刻板、守舊，缺乏適應中學生年齡特點的活力與激情，因此，學生在英語學習過程中，極少體會到樂趣，而更多的是壓力，這就導致了學生對于英語學科的學習興趣不濃，英語教學效果不好。
經過實地調查研究，筆者總結出幾點打造英語高效課堂的途徑和方法，希望與大家交流、探討，以期拋磚引玉，為英語高效課堂的構建貢獻力量。
一 高效課堂的含義
有關“高效課堂”的定義，眾說紛紜。筆者贊成李炳亭老師的定義，即“高效課堂，是知識的超市、生命的狂歡”。
打造高效課堂，不僅要求教師在課堂組織形式上有所突破，也要求教師靈活運用課堂管理模式，充分調動學生對學習的積極性和主動性，讓學生在課堂上“動”起來，從而真正打造“高效率、高效益、高效果”的課堂教學模式。
二 打造高效英語課堂的途徑
提出“打造高效英語課堂”的口號之后，各地各學校紛紛行動起來，制訂方案、探索具體教學模式，實踐總結，完善方案。通過調研，筆者發現，很多學校在打造高效英語課堂的過程中，總結出了一些適合學校自身特點、適應學生身心發展的打造高效英語課堂的方式方法。筆者綜合各家所長，總結以下幾點，以供英語教學實踐運用。
1.激趣法
興趣是學習最有效的動力，它能激發起學生對知識的渴求和向往，從而使學生主動克服困難，主動探索學習的新路徑。興趣可以說是學生學習的內在動力，也是讓學生主動學習的根本途徑。教師只有充分調動學生學習英語的興趣和熱情，學生才能真正成為學習的主人、主動學習、積極參與。
培養學生對英語學科的學習興趣，和諧的師生關系是首要的前提和保障。教師要有意培養師生融洽的情感關系，真誠相待，使學生能夠在和諧、輕松、愉快的氛圍中學習，對英語學科本身產生學習興趣和學習動機。
“施教之法，貴在啟導”，在課堂教學中，教師在教授知識以外，更要教會學生一些正確的、有效的學習方法，以維持、增加學生的學習興趣。同時，教師應做到充分尊重學生，鼓勵學生多思考，讓學生體驗付出之后的甘甜和成功，從而更有動力繼續學習。
2.合作學習法
《國家英語課程標準》明確指出：“在教學過程中，要始終體現學生的主體地位，教師應充分發揮學生在學習過程中的主動性和積極性，激發學生的學習興趣，營造寬松、和諧的學習氣氛?！?/p>
杜郎口中學“三三六”自主學習模式為教學提供了很好的范例。課堂教學，應真正屬于學生，學生是學習的主體，而教師只是課堂的組織者、學生學習的引導者和合作者。
合作學習，不僅是教師與學生之間的合作，更是學生之間的相互合作，在互幫互助、輕松和諧的學習氛圍下，學生對知識的理解必將更加透徹、清晰，對知識的掌握也更牢固。
3.課堂展示，培養學生自信
課堂展示環節的設計，能使學生從中獲得自我表現的滿足；教師在課堂展示過程中及時、積極的評價和鼓勵，更是培養學生自信的關鍵措施。在課堂展示過程中，讓學生充分享受學習英語所帶來的快樂和滿足感，是打造高效英語課堂的重要組成內容和步驟。課堂展示的形式不拘一格，可分為課前展示、隨堂展示、專題展示等。
第一，課前展示。課前展示有利于學生預習所學知識，對所要學習的知識提前進行了解和相關資料的搜集。課前展示可讓學生有效地找到疑惑點、興趣點，從而在課堂教學過程中，更有針對性地學習知識。
第二，隨堂展示。隨堂展示要在學生輕松、無壓的前提下進行，目的是讓學生能夠充分展示自我。隨堂展示是課堂教學的開始，也是課堂教學的引子，目的是讓學生通過展示自我，獲得自信，準備好學習新知識。
第6篇：英語專題總結范文
[關鍵詞]鄉村；英語教師；培訓
職業培訓是教師職后專業提升及職業發展的重要手段之一，也是師資隊伍建設的重要保障之一。為了完善教師培訓，提高鄉村教師的專題素質，2010年，國家教育部、財政部共同下發實施“中小學教師國家級培訓計劃”（簡稱“國培計劃”）的通知，啟動了“國培計劃”的實施工作。“國培計劃”的實施對于提高鄉村教師隊伍整體素質，推動鄉村教育教學改革，更好服務于鄉村教育教學活動，促進鄉村中小學教育教學質量提升有重要意義。自“國培計劃實施以來，鄉村教師的培訓現狀及需求如何？如何使培訓與鄉村教學實際相結合？本文結合桂林師專“國培計劃”英語學科項目實施的情況，通過問卷調查、訪談、聽課、查看學員總結等方式，分析鄉村英語教師培訓的現狀及培訓需求，并對鄉村英語教師職業培訓提出相應對策。
一、鄉村英語教師培訓現狀
2015年，桂林師專參與“國培計劃”實施的英語學科項目包括：鄉村教師訪名校項目和送教下鄉項目，共六項，以小學英語教師培訓為主；學員構成為：桂林市和百色市的鄉村小學英語教師，共計428人。筆者通過參與該項目的管理、問卷調查、聽課、訪談、查閱學員總結等形式，對鄉村英語教師現狀及培訓情況有了一定了解。
（一）鄉村教師師資力量較為薄弱。在以上六項“國培項目”實施前，我們對項目縣的鄉村英語教師現狀進行調查得知，鄉村小學英語教師師資力量較薄弱，相當部分是轉崗或兼職英語教師，有的是語文、數學老師轉崗教英語，有的是音樂老師轉崗教英語。他們參加的培訓以轉崗培訓為主。存在英語專業基礎亟待提高的問題。
（二）鄉村教師參加培訓機會參差不齊。項目縣邊遠鄉村的教師走上教師工作崗位后，很少有機會參加培訓。原因是學校邊遠，師資缺乏。教師如果去參加培訓，就會造成無人代課的情況。近縣城的鄉村小學的教師參加培訓的機會較多。原因是學校近縣城，資源共享的機會多。也有學員談到，由于縣教育局在培訓人員安排上統籌不夠，有的學員參加了好幾次培訓，有的一次機會也沒有。
（三）鄉村教師對培訓效果的認識莫衷一是。絕大多數鄉村英語教師對參與培訓活動，加強自身學習，不斷改進和完善自己具有一定的愿望。有的學員談到，他們很愿意參加培訓，出來接受新觀念，開闊視野。但也有學員認為參加培訓用處不大，因為鄉村教學條件的限制，在培訓中獲得的新觀念，新方法回到鄉村學校用不上，反而帶來很大的反差和失落感。
（四）培訓內容不符合鄉村英語教育教學實際。以往的培訓存在教學手段過于前沿或現代化的問題，鄉村英語老師通過培訓后，難以將這些內容用于教學實踐。此外，部分學員反映，以往參加過的一些培訓，培訓方式比較單一，通常采用講座形式，培訓理論課時多，拓展活動少。
二、鄉村英語教師培訓需求
在對桂林師專2015年“國培計劃”英語學科項目的學員進行訪談中，我們了解到鄉村教師的培訓需求主要包括以下內容。
（一）項目設置需求。隨著“國培計劃”的深入開展，參加培訓的鄉村英語教師數量在不斷增多。調查和訪談顯示，國培計劃項目中“送教下鄉”和“鄉村教師訪名?！表椖渴青l村教師普遍歡迎的。送教下鄉項目，集中在項目縣城某學校進行培訓，對大多數學員而言，學習生活都相對方便。鄉村教師訪名校項目，集中在桂林市幾所名校進行跟崗培訓，這個項目形式受剛畢業不久的年輕教師普遍歡迎，這類鄉村教師年輕，思想活躍，勇于改革，加上沒有家庭方面的負擔，他們迫切希望接受新的信息和新的觀念。
（二）培訓內容需求。鄉村英語教師對培訓內容的要求包括：1.根據鄉村與城市教學條件差異，適合鄉村教師教學的培訓內容2.結合鄉村英語教學實際，涉及鄉村小學英語教學方法的培訓內容。3.少理論，多實踐和互動環節的培內容。4.同課異構，促進教學的培訓內容。5.課件、微課制作的培訓內容。
（三）培訓方式需求。調查顯示，在國培計劃，訪名校、頂崗置換、送教下鄉和網絡研修項目中，超過60%的學員希望參加名校的跟崗或送教下鄉。在培訓形式上，85%的學員希望同課異構及課堂教學展示，70%的學員希望專題研討與交流互動，55%的教師希望專家授課。
（四）培訓團隊需求。構建完善的培訓團隊，提高培訓團隊的綜合素質，這是落實“國培計劃”，提高鄉村教師培訓效果的重要條件。調查發現，鄉村教師最需要的培訓者是優秀的一線教師和教學名師，90%的教師希望一線優秀教師擔任培訓教師，65%的教師希望教學名師擔任培訓教師，也有25%的教師希望高校教師擔任培訓教師，另外有不到10%教師希望學校領導、教育行政主管領導擔任培訓教師。
（五）保障條件需求。“國培計劃”的實施和鄉村教師培訓效果提升，促進教師隊伍職業發展，離不開相應的保障條件，主要包括培訓時間、管理方法、培訓經費等。調查表明，80%的學員希望在學期工作時間內參加培訓，以擺脫繁瑣的教學任務和家庭瑣事，進行7――10天的脫產培訓；30%學員表示短期培訓可在寒假或暑假進行。80%以上的學員傾向于每次培訓時間不超過10天。在培訓管理方式上，85%的學員認同學分制管理，同時還希望根據學院的具體情況實行人性化管理。
三、鄉村教師職業培訓的有效對策
為促進教師培訓發展，結合培訓工作需要和“國培計劃”的要求，我們根據鄉村教師培訓現狀及需求分析，從以下方面人手，采取對策。
（一）重視調查研究，科學實施培訓項目。鄉村英語教師培訓是一項有目的、有計劃的工作，為促進“國培計劃”有效實施，我們做了大量調查研究工作，了解學員的基本情況和培訓需求，明確培訓的目的和需要解決的問題。并在教師培訓隊伍、培訓場地、資金、設施等方面做好準備工作，為鄉村教師培訓提供條件，有利于鄉村教師職業培訓和培訓效果提升。
1.重視培訓前的調查研究，了解培訓需求。我們在培訓前對學員開展問卷調查，并與項目縣教育局進行座談對接，了解他們對培訓的愿望和建議，并對這些意見和建議整理歸類，制定有效的培訓方案，提高培訓的針對性，提升鄉村英語教師培訓效果。
2.明確培訓目標，制定培訓計劃。確定培訓目標非常關鍵的內容，首先要明確“為什么培訓”，并深入學習“國培計劃”文件的精神實質，準確把握培訓目標和要求，了解培訓需求和參與教師的基本情況。有針對的制定培訓計劃。重視培訓成果轉化，推動鄉村英語教師職業發展。探索出具有針對性、時效性的鄉村教師培訓方案，并創新培訓內容、形式和途徑，推動鄉村英語教師培訓工作順利進行。
3.注重教師培訓隊伍質量和課程資源的開發。為了讓學員在培訓期間能了解到國內前沿的教學理念，學有所得、學有所用，我們聘請區內外知名專家學者、桂林市教科所小學英語教研員、區教育局小學英語教研員、桂林市一線小學高級教師組成培訓團隊。她們將自身多年實際教學與教研員的經驗相結合，宏觀與微觀相結合，帶領學員對新課標進行了全面的解讀，并將許多實用的技巧現場演示給學員。她們豐富的知識面、扎實的基本功、風趣幽默的授課風格，帶動學員思考，引領學員前進。
（二）精選培訓內容，合理設置培訓方案。在明確培訓目標的前提下，精選設計培訓內容和形式，加強培訓過程的管理，有效組織鄉村教師培訓的各項活動。
1.緊跟目標制定培訓計劃，科學合理安排培訓內容。課程設置以學員需求為主線，以“兩部分，三維度”的形式展開，分別是專題講座、課堂教學觀摩和同課異構實踐兩部分，著眼于專業理論、專業知識、專業技能三維度。培訓內容模塊包括專業理念、課程發展、教師專業發展等模塊及相關專題。
2.圍繞計劃采取形式多樣的培訓形式和方法，注重學以致用。在培訓形式和方法上，根據學員的具體特點，精心設計培訓形式，采用“參與式專題v座+名師課堂觀摩+同課異構展示+學員實踐匯報+后續跟進”的“多樣交融”的培訓模式，增加互動和體驗活動，突出鄉村英語教師主體參與意識，充分調動其積極性，形成互動的培訓場景，并通過相互交流和反思，加深對培訓活動的感悟，總結經驗，讓鄉村英語教師相互學習和進步，提高培訓的實效性。
創建“學員討論QQ群”，為學員們提供一個相互交流學習的平臺，既可以交流學習期間的總結、心得、體會，也可以探討、交流學習過程中的疑問，還可以分享學習期間的各種音像、課件資料。邀請授課專家人群，解答和指導學員的困惑及問題，鞏固訓后的效果。
通過形式多樣的培訓形式和方法，幫助學員轉變思想觀念、改革教學方法、創新教學模式。同時強化他們的英語語言素養，提高他們對教材的駕馭能力和教學活動設計的創新能力，提升他們的教學科研能力。
（三）采取多元化考核評價方式。采取過程性評價與終結性評價相結合的方式進行考核。由授課專家、一線教師及管理團隊組共同組成考評小組根據學員的表現進行全面客觀地評價。考核成績由學員的出勤情況20%，課堂參與40%，展示及任務20%，總結性成果20%構成。
第7篇：英語專題總結范文
【關鍵詞】英語文化教學措施
作為語言類教學，英語教學離不開文化教育，因為文化意識使人們能夠運用語言的保證，只有學習西方的文化歷史，接觸并了解英語國家的風俗文化、語言行為習慣，才能更好地增強自身的駕馭英語的能力以及交際能力。因此作為英語教師，應該響應新課標的號召，注重培養學生的素質，采用有效的教學方法，把文化教學融入到日常的英語教學中。
1.初中英語文化教學的意義
1.1新課程改革及素質教育的要求
為了加強素質教育，重視對學生能力的培養，初中的新課程改革在不斷地推進。新課程改革后，初中的英語教材增加了很多英語國家的文化活動、文化現象、文化知識等內容，這就要求教師在教學過程中注重對英語文化的滲透。再加上英語作為語言教學，注重的是對語言運用能力的培養，而語言又離不開其文化背景，因此加強對英語文化的教學，是進行素質教育的需要，也是提高學生對英語的運用能力的需要。
1.2中考導向的體現
隨著教學改革的不斷深入，極大地改變了中考的導向。傳統的語法詞匯教學已經遠遠不能滿足要求了。文化意識已經成為新課標的重要的考核標準之一，因此文化內容在中考英語中也有所涉及。英語教學中，要注重對英語文化的滲透。
1.3良好的英語教學環境的需要
新鮮的事物更容易引起學生的興趣，激發學生學習的欲望，英語教學也不例外。在英語教學中滲入英語文化，讓學生發現并了解中西方文化的不同以及西方文化中的奇聞異事，有利于激發學生對于英語學習的興趣。在英語教學中通過展示西方文化、風俗、習慣等，并讓學生相互交流，這有利于創造出良好的英語教學環境。
2.初中英語文化教學的對策
2.1挖掘詞匯的文化內涵，將文化滲透到英語教學中
英語文化滲透在英文的方方面面，包括英文詞匯，從很多詞匯的不同含義及語境中都能體會到不同的文化內涵。在英語教學過程中，英語教師可以通過對英文詞匯的深刻講解，進而對學生滲透其背后的文化背景。例如cow boy 就是與美國的西部開發有關的詞匯，通過對它的講解以及擴展，可以很好地滲透那段時期美國的文化。
2.2充分利用教材的閱讀材料
英語閱讀材料是很多英語文化的載體，可以通過對英語閱讀材料的講解加深學生對英語文化的學習和了解。教師要把教材的閱讀材料充分利用起來，并且可以擴展課外閱讀，使學生在增強閱讀興趣的同時又提高了英語文化素養。教師可以在課堂上開展專項閱讀，為學生提供介紹英語國家的文化活動、現象及知識為主要內容的閱讀材料。教師還可以組織學生就英語國家的文化進行相互交流，這樣不僅活躍了課堂氣氛，也有利于擴展學生的野。
2.3注重口語交際能力
英語作為語言教學，交際與運用是最終的教學目的，因此口語交際能力在英語教學中至關重要。通過對學生口語交際能力的培養，可以使學生了解西方人的語言行為習慣，有利于培養學生的文化素質。以下將總結兩種對口語交際能力培養的方法：第一，通過對比英語和漢語之間的文化口語交際的差異，進而發現它們在思維特征、道德準則、價值觀念、社會知識、風俗習慣、社會準則等方面的具體不同點，來學習英語的口語交際；第二，進項情景交際對話來練習口語交際，教師可以在課堂上給學生設計一個交際情景，這樣可以使學生身臨其將，更好地了解到東西方文化的差異，使學生的文化意識在實際交際中得到提升。
2.4開設英語文化專題課程
除了在課堂上逐步深入英語文化，教師還可以開設英語文化專題課程。利用整塊的時間加強學生對英語文化的認識與了解，這樣的效果會更好。開設英語文化專題課程時，可以找一些把中國文化同西方文化進行對比的文章來讓學生閱讀，通過對比，更能加深學生對西方文化的印象，此外還可以運用多媒體教學，播放英語影視錄音等，在練習聽力的同時又增加了學生對英語的興趣。
3.總結
總之，英語作為語言教學，交際與日常應用是主要目的，而語言是以文化為基礎的，它不同的是語言是不同文化的表現形式，所以要想學好語言，就必須要注重對文化知識的培養。因此，作為初中英語教師，在進行教學時要把英語國家的文化融入到日常的授課過程中去，培養學生的文化意識，讓學生真正學會交際，領略到英語文化的魅力。
第8篇：英語專題總結范文
【關鍵詞】高考 英語作文 寫作方法 技巧
高考英語作文著重考察高中生的英語書面表達能力，其在高考中所占的分值比例正在逐年增加。英語教師要立足于高中生的實際情況，在日常英語作文訓練過程中，著重培養學生的語言表述能力和對復雜英語長句的應用能力，使學生的英語作文在高考過程中更加出彩。教師也要在日常教學過程中引導學生進行詞匯量的積累和相關語法知識的學習，以提升學生的整體寫作質量。
一、高考英語作文寫作特點
首先，高考英語作文更加貼近生活，著重考察學生對基礎詞匯量和語法知識的掌握和應用，難度相對較小。但其對詞匯和英語語句表達的準確性要求比較高。
其次，縱觀近年來高考英語作文題目，可以發現其題型基本同屬于一類。都是通過為學生提供相關的英語材料或圖形，讓學生對英語材料進行提煉總結，并結合英語材料對文章進行綜合構思。
第三，英語高考作文并沒有脫離教學大綱，其主要考察高中生在特定語言背景下對的英語組織能力、表達能力和語法應用能力等。或者對學生應用英語詞匯和語法解決實際問題的能力進行考察。
二、高考英語作文寫作流程
英語作文在高考英語中所占比值比較大，學生要根據其分值對寫作時間進行嚴格規定和劃分。
首先，學生要根據英語材料或者圖畫中提供的信息，進行英語作文的審題工作，對寫作題材和要點進行歸納和分析，進而對寫作過程中涉及到的人稱問題和時態問題進行確定。
其次，從英語材料或者圖畫中提煉出文章主題后，要對整篇英語文章的布局進行構思。
第三，文章整體布局構思結束之后，對文章中可能遇到的英語長句進行著重分析，并確保英語句子中詞匯和語法應用的準確性，避免其應用不合理，影響英語作文整體質量。
第四，將英語作文中涉及到的重要語句在草稿紙上進行布排，并再次核對其語法結構和連貫性等，核對無誤后，在試卷上作答。
學生要格外注重英語長句運用過程中的語法問題。確保英語作文寫作過程中語法知識應用的準確性，避免文章中出現漢語式英語。同時，學生要學會靈活應用不同詞匯或者句子表達相同的意思，力求英語語句表達方式的新穎性。也要注重英語作文寫作過程中應用關聯詞，以提高英語作文整體質量。
例如，It has more disadvantages than advantages.It does us much harm.It is harmful to us.學生可以將其升級為：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.
常用關聯詞：that is to say；above all；as a consequence；as has been noted等。
第五，對整篇英語作文進行檢查，并注重書面工整和整潔，以獲得閱卷教師的好感。
三、高考英語作文寫作方法和技巧
1.寫作方法。首先，教師要重視精讀教學，提升學生的閱讀量。教師要在課堂中進行精讀訓練，讓學生接觸到各種體裁的英語文章和不同類型的英語句式。進而引導學生對其進行模仿，將其應用到英語作文寫作過程中，以拓展高中生的英語思維。同時，教師要引導學生進行英語課外閱讀，不斷積累英語詞匯，并對句型和句法的應用技巧進行掌握等。
其次，注重日常寫作練習。教師要在日常教學過程中引導學生進行高考英語作文的寫作練習。讓學生在大批量的訓練過程中提煉有價值的詞匯、句子和語法知識等，以培養學生的英語應用能力和掌握英語知識過程中的靈活度。進而通過高考范文練習，不斷提升寫作技能。
第三，注重專題訓練。高考英語作文類型和體裁比較多樣化。教師要引導學生進行專題作文訓練，進而幫助學生對該類體裁英語作文進行全面把握，并對其涉及到的詞匯和句子進行收集整理，為學生提供充足的高考英語作文寫作素材。
2.寫作技巧。首先，議論文。英語教師要引導學生對議論文進行合理布局。對往年高考作文進行總結，議論文一般由開頭、中心和結尾三部分組成。開頭要突出文章的主題，中心部分要對文章主題進行具體論述。結尾要對整篇文章進行總結，并提出展望。
其次，看圖作文。學生要明確把握看圖作文中涉及到的相關要素。比如，時間、地點、人物、事件和背景等。然后對寫作題材進行確定，并應用正確的英語語句進行表述。進而對其進行議論或者綜述。
四、結語
高考英語作文是高中英語教學過程中的重點和難點。教師和學生要認識到英語作文在高考英語中的重要性，提高對其重視度，加強日常訓練，在日常學習過程中注重對相關英語知識的積累，以提升英語作文整體寫作質量。
參考文獻：
第9篇：英語專題總結范文
【關鍵詞】英語教學 學習效率
一、充分利用教材夯實基礎
高考是對知識和能力的檢查，而解答試題能力的先決條件是扎實的基礎知識。比如閱讀理解和書面表達都是考查語言運用能力方面的測試題，如果學生英語詞匯貧乏，語法知識淡薄，就理解不了結構復雜的句子，看不懂文章的內容。同樣，沒有一定量的詞匯和語法知識，就寫不出地道的英語短文。英語教材為我們提供了豐富的語言材料，其中很多單詞、短語、表達法、句型和語法現象是值得學生們學習、模仿和活用的，充分利用好課本是學生掌握知識、培養能力的一個重要途徑。為此，我們要求學生理解課文，弄懂課文，熟讀課文，不能脫離課本搞題海戰術，一味地做練習題，把時間花在大量而又不必要的重復練習中。
二、新課與復習課穿行
以前和現在都會有人這樣做，就是把新課學習與系統復習分割開來，先抓時間趕進度把課文提前教完，然后才一份接一份地做練習題或模擬題。這樣高密度的課文學習使得學生無法全面掌握知識，更談不上能力的培養。因此，高三年級同樣應該在聽、說、讀、寫能力方面讓學生得到充分訓練、全面發展。但同時又不能忘了高三的復習任務，可以在學習新課過程中適當插入復習內容。比如可以在一星期內抽出一到兩節課進行專題練習或語法復習，或者在課前抽出5分鐘到10分鐘進行高考題型練習。這樣，學生既有新的信息輸入，又把高考復習內容貫穿于平時，化整為零，使他們不會感到枯燥乏味。
三、階段側重，講求實效
按照循序漸進的原則由淺入深，由簡單到復雜，先掌握必要的英語知識，后提升到各種能力的運用，我們把備考分為三個階段(以每個學期20周計算)：第一階段為基礎知識積累階段(時間為第一學期和第二學期的前10周)；第二個階段為復習鞏固階段(時間為第二學期的11至18周)；第三階段為自己復習階段(時間為考試前兩周)。第一階段側重新課的學習，主要抓語言知識的輸入、分類和存儲，輔以適當的專題訓練，目的是掌握基礎知識，培養基本技能，為進一步提高語言運用能力打下基礎。第二階段側重總結歸納，查漏補缺，主要以專題訓練和測練講評結合的形式，通過處理新的語言材料，對儲存的語言知識進行輸出、梳理，然后再輸入、存儲。要求選好測練題(考慮知識點、覆蓋面、深難度)，上好講評課，加強針對性。以高考題型進行專題強化訓練，目的是巧學、巧練、巧解，形成較強的英語運用能力。第三階段為自己復習或消化階段，目的是讓學生有針對性地解決自己的不足和存在的問題，通過查找資料或者求助于老師和同學來解決，做到有的放矢。
四、專題訓練，找出規律
1.在聽力方面，可以每周開設一節聽力課或者適當利用課外時間加強訓練。這樣可以使學生適應不同的口音，幫助學生更多了解英美等國的風土人情、史地知識以及他們交際的習慣用語、口語特點，培養聽的能力。堅持精聽和泛聽相結合。同時要培養良好的心理素質。
2.單項填空方面，引導學生把握語言情景，理解句子結構，注意詞語搭配、表達習慣、詞語辨析等。注意近幾年命題的特點。
3.在完形填空方面，引導學生注意把握內容和語言結構兩條主線，利用原文已有文字的提示，從短文主題、上下文邏輯關系、詞義和語法等方面來判斷選項。要求學生養成兩遍解題：第一遍通讀全文，了解大意；第二遍根據上下文確定選項。
4.在閱讀理解方面，要引導學生抓關鍵詞、主題句和作者的觀點，用作者的觀點來理解短文。注意如下幾種常見的命題形式：1)確定短文的中心思想或歸納短文大意；2)找出文中有關事實和細節；3)根據短文內容對某一命題做出判斷推理；4)對某一短出邏輯結論；5)猜測文中某個詞的詞義等。
5.在短文改錯方面，也要指導學生養成兩遍解題習慣：第一遍通讀全文，了解大意；第二遍在上下文或語境中把握詞義、詞性、詞形、搭配、時態、語態、人稱、邏輯關系等，發現并糾正錯誤。
6.在書面表達方面，要求學生養成良好的書寫習慣，學會各種應用文的寫作。盡可能為學生提供各種貼近生活的話題進行練習。對學生進行分層教學、分層要求。
五、重視對《考試說明》的學習和研究
《考試說明》是高考命題的依據，是指導高考備考的綱領性文件。我們不可忽視它的指導作用，相反，應該更加重視對它的學習和研究。通過學習，把握高考命題原則、考試范圍，有利于我們選取復習資料，及時糾正教學方法，彌補不足。研究其變化，有利于我們做好備考方法的調整，靈活應變。
