高中英語 English teaching and learning strategies(英語教學(xué)與學(xué)習(xí)策略)

EnglishLearningStrategies---toexploretheanalysis,abilities貴州省納雍縣雍安育才高級中學(xué)張槐忠Abstract:InteachinglearningisobjectivesofEnglishcourses,aslanguagelearningstrategies,toimprovelearning,theoflearningquality,reducestudybutalsoofbiaslowmentalretardationlearningdifficulties.ofgoodforKeywords:standardsandIntoday'sknowledge"Iftoday'ssocietyisage,thecanbeastheForChinesethelanguage,itopeningWindowofChun-dong,schoolcurriculumstandards,"hasputthestrategiescontentoftheteachingItclearlyforward"thatItreferstostudentslearningstrategiestoandusetakenvarious...Instituteofaccesstoweconclude,inorderexpandknowledge,broadenourhorizons,enrichourlives,for"Theauthorofbelievesweshouldbethroughtheoflearningtodevelopofobservation,analysisabilities,andbetocontentsoftheandsummarizedabilityofsomestudentstohelpformaneffectivelearningforthemtolayfordevelopment.Inuseof"NewteachingmaterialsIdofollowingattempts,infollow-upevaluationofthemorethanabilitylearnofknowledghasbeenstrengthened.Thefollowingistheauthorspractice:Atobservation,analyticalingrammar."Thanktothestrongknowledgeofthelanguage,knowledge,morestudentslearnmoreaware,moreitstimulatestudentsdeepandlastinginterestinlearning.anytime,underanycannot"(HuChun-dong,ofpaststudy,acommonwaytalkaboutathengiveexamples,theruleswilltimequestionbythiswithresultonlyafewstudentsremember,theofLong-termpast,theteachersthestudentsmindschool,notusenottrytoWhileteachersdonotexplainclearly.AndbeIntoacycleofgrammar."FornotfullyaboutthemeverythingbytheonlysurfaceknowledgeoftheitisinDounderstandthatsomethinglikealessonandthenlessonsnowballbiggerand."(theUnion,Attributivelearning

thetoppriorityofgrammar,+pronounmakestudentsThethisdilemmaasfollowing:one:showthefollowingsentences:1.a.Weliveinaveryquietandbeautifultown.After：ThattotownwhereweisveryThetowninwhichweliveisverybeautiful.Thetownwhereweliveisverybeautiful.b.Hewasputinprison.Hecouldnotescapefromit.Hewasputinprisonwherehecouldnotescape.Hewasputinprisonfromwhichhecouldnotescape.2.a.Istillremembertheyearwhen/inwhichIjoinedtheParty.b.Istillrememberthedaywhen/onwhichIjoinedtheParty.c.Istillrememberthedatewhen/atwhichIjoinedtheParty.Byobserving,thestudentssummarizedasfollows:preposition+pronountheofprepositionfollowingaspects:ByattributiveclausewiththewiththeByattributiveclausemodifiedantecedentInthisproblemhasbeenby.Inthefollow-upofchoice,madequickaccurateresponse,itisnotdifficultindicationthataunderstandingthethavememorizeintimesbeenusedtointermsandforstudentshasbecomeliketokey."Second,getthelearningabilityindistinguishingandsummaryingtheofvocabuary:"Newforsenora(experimental)andofcharacteristicsofItisthatitvocabularyenoughItamountofknowledgebroadtopicofcontentofinthetraditionalhighandappearedintheisretained,difficult,syllablewordsalsothecompulsory⑴,⑵teachingmaterials,theprecisemeaningofterms,studentstothoroughlyunderstandcandistinguishthesamewiththethedifferencebetweensynonyms,otherwise,willfuturethesetermsaccuracy.Iftheshortofthetimeandspecially,thepartofofstudentsarethedifferencebetweenwhatare?Ihavecarryoutthewordtowithspecific,ofmeaning.Tostudentstotheofthetextandthenproducethefollowingforstudents1.Crimeisgrowingatarapidrate,especiallyinurbanareas.

2.Ihavebeenverytired,especiallylastnight.3.Icameherespeciallytoseeyoulastnight.4.HesaidheboughtthisnotebookspeciallyforEnglishstudy.oftheexamples,quicklyunderstandthatthe"highlightandspecially,"special",is,apurpose.exampleModuleofappearedinfourof"howtodistinguishittheend?studentsinlayoutaccesstoandsoon,tofindaformorethanlikeaalessonlesson"(theformerSovietUnion,sukhoy姆斯yl).AttributivelearningthepriorityofprepositionpronounismakeThesolveone:thatiftheofByas+prepositionfollowingtwoBythewiththewiththedecision;Bythemodifieddecision.thisbeenthesuccessfultounderstandandresolve.Inthemadequickaccurateresponse,itisnotdifficultindicationthataunderstandingitnothemmemorizebyinmind,buttimesintermsofideologyastatementoffact,forstudentshasbecomelikelearninguse"Second,intermsreasoning,summed"Newamaterialsofthecharacteristicsofvocabularyenoughamountofinformation,knowledgebroadtopicofofmaterialsinhighoneinretained,,syllablewordsinthecompulsory⑴,⑵teachingmaterials,theprecisemeaningoftheseterms,weenablestudentstothoroughlyunderstanddistinguishsamewithother,betweensynonyms,otherwise,littlewillaffectthefutureuseofthesetermsofIftheshortofthetimeandspecially,partofextentofstudentsthatthewords"special"differencebetweenwhatare?Ihavecarryoutthewordtowithspecific,ofmeaning.TostudentstotheofthetextandthenproducethefollowingforstudentsByexamples,quicklyunderstandthe"highlightaaspect";specially,thatis,toaspecialpurpose.Module3ofappearedinfourof"itend?After-schoolstudentsinreadingtasks,toandso

on,findafewforlookwhatthecharacteristicsofthethedayoflearnfirstquestionafewbecause,beentodistinguishdifference;foronlyit"since";forfor,thatnotpointfollowingAfterthestudentsBork,bork,borktheforinanswerthequestionwhy,incanonlybebecause;toforbringthemainsentence;sincethingslogicalrelationshipbetween,whichequivalentChinese......."Asfor,Itellwhichisforareconnectedaratherthanguidethetoitsaidforinformation.foronlyinfirstclause,itusuallyincomma.Third,intermsofinthepracticeofexploretheabilityofLearningStrategiesgoals(7)strategiesexplicitlyrequirestudents"summedupbythewiththelanguageofmaterialslaw;instudyareatseizingkeypoints,notes,organizethestudyandsummarized"Pursuantrequest,theofthemodulepointsunit10thestudentsaftertheoffollowingtasks:studentsseparatelyduringweekendtoforinformation,lookattheverbmakestructurewhatbeStructure?Monday'sEnglishclassdemonstratehadfollowingbeseen,inclearundertheguidanceofthestudentsabilityveryWhilefullyaffirmingtheeffortsofstudents,oftheexerciseinspeculatedthatjudgeKnowledgeinlanguageusagethemaster,butalsostudentstheheadaches,significanceofusageprofilecomparedsummarized,studentsmeaningofdifferentuseofleftimpressed.exercisesintheEnglishoccasionsinthephrase,canthestudentsassoonastodistinguishmeaningIrequirestudentsinclassroomtothewithwordnumbertofindoutandislookingforearliest,willfindthefollowingIquicklyguidetothepredicateverbhaveis,arebeingtaught,progress,thefollowingnumberof+toan.;aswella/

numberof+tolotof..."pluralAfteranalyze,summarize,thefullstructure,exercisesgoodofthisPracticehasthattheteacherunderdistinctiveoriginality,studentsfoundissueofself-learningskillsgraduallytheformationoflearningimprovetheirlearninghasadistinctadvantage.teacherinaofstrategiestoenableto"moreofpairearsstronger,moretongue,aandsensitivetheOxford,1990).Inhelpstudentseveryefforttotheirofseeofwords.seconddaytolearnfirststudents,theyareabletothedifference;foronlyit"since";forfor,thatnotclear.throughpointdisplaythefollowinga.AsIhaven’tseenfilm,I’ttellyouwhatIthinkofit.b.Aswe’rebothtired,let’sjusthavearest.c.Hedidn’tattendthemeetingbecausehehadtoomuchworktodo.d.Whycan’tIgo?Becauseyou’retooyoung.e.Shegotthejobbecauseshewasthebestcandidate.f.Sincehe’tanswerthequestion,’dbetterasksomeoneelse.g.Sinceeveryoneishere,letsbeginourmeeting.h.Itrainedlastmight,forthegroundiswet.i.Thedaybreaks,forthebirdsaresinginginthewoods.AftertheBork,theforinanswerthequestionwhy,incanonlybebecause;toforbringthemainsentence;sincethingslogicalrelationshipbetween,whichequivalentChinese......."Asfor,Itellwhichisforareconnectedaratherthanguidethetoitsaidforinformation.foronly

infirstclause,itusuallyincomma.Third,intermsofinthepracticeofexploretheabilityofLearningStrategiesgoals(7)strategiesexplicitlyrequirestudents"summedupbythewiththelanguageofmaterialslaw;instudyareatseizingkeypoints,notes,organizethestudyandsummarized"Pursuantrequest,theofthemodulepointsunit10thestudentsaftertheoffollowingtasks:studentsseparatelyduringweekendtoforinformation,lookattheverbmakestructurewhatbeStructure?Monday'sEnglishclassdemonstratehadfollowing1.Whathesaidmademeveryangry.2.Ioftenwithmyheart-to-heart,becauseImakehermyfriend.3.Lastnight,Johnmadehislittlesistercryandcry.（Lastnight,John'slittlesisterwasmadetocryandcry.4.Hecouldn'tmakehimselfunderstoodwithsomanypeopletalkingloudlyaroundhim.5.Theywantedtomakeitcleartothepublicthattheyhadtriedtheirbest.Thensummaryasfollowing：a.make+Obj.+adj.b.make+Obj.+n.c.make+Obj.+v.d.make+Obj.+p.p.e.make+it(usedasformalObject)tosb.+thatcanbeseen,inclearmandateunderofabilityisWhilefullyaffirmingtheeffortsoftheauthorofconsolidationexercise1、TomalwaysmadehissisterloudlybutlastnighthewasmadeA.cry/cryB.tocry/tocryC.cry/tocryD.tocry/cry2Thenewly-builtschoolmakespossibletoadmitallthe

childrentostudyin.A.itisB.isC.itD.theinspeculatedthatjudgeKnowledgeinlanguageusagethemaster,butalsostudentstheheadaches,significanceofusageprofilecomparedsummarized,studentsmeaningofdiffer