Report
1606061 韩阳
In these weeks, I have read some excellent speech drafts as follow in this report: The first draft mainly tells us who are you, it discusses about the puzzle of personality.
Why do you become a person like this or that? Psychologists like to explain this question through features or clear character, but the speaker, Brian Liltrell, is more interested in the moment when we do some things that don not conform to our character, He analyses a world of character differences between introverts and extroverts, and explores the amazing human’s personality.
The second speech draft: The great penguin rescue. Gives me much reflection. I can’t help to thinking about the problem, as an indication of marine species, is it necessary to give human emergency to them? Whether human beings can do their best to save the loss of marine resources? The speaker said:‘The ocean is our life support system’. Now days, the two major threats to penguin are excessive fishing and global warming, and each of us does have the power to do some things in order to change it.
The third speech draft, named how trees talk to each other.“The forest is much more than what you can see“, said the speaker Susan Samar, a n ecologist .her 30 years of research in the Canadian forest have finally come to an amazing discovery—the tree can talk to each other,. From this speech draft, I get a new vision of the world.
The fourth speech: Can you really tell if a kid is lying? This speech draft tells us maybe we don’t know kids. Do you think children are not good at lying? I thought so before, but the development researcher Kang Li, also the speaker, he studied a series of changes in the psychological aspects when a kid lie .The did much researches, and get a pretty good result .
Then I also read a speech draft, which named drawings that show the beauty and fragility, this is a grand work of Zaria Forman .The melting of glaciers, floating on the smooth surface of the glacier floating and using a bubble modified wave recorded the transition , unstable air flow and quiet moment. I get to know the process of her meditation on art creation and the motives behind her works. ‘My work Is to praise the beauty that we have lost’she said, I hope these works can record the continuous flow of the magnificent landscape.
摘要：学生通过阅读大量的英文材料可以提高自身的理解能力和思维能力，也可以丰富语言知识和扩大词汇量。因此，在高中英语教学中，阅读教学占了相当大的比例。高中英语课程标准在新一轮的改革后对英语阅读教学和学生英语能力的培养都提出了很高的要求。但是目前英语阅读教学却存在着很严重的问题。传统的英语阅读教学方法在科技发达的今天显露出一些值得关注的问题。本文作者在诸多学者对于英语阅读教学的研究基础之上，对目前高中英语阅读教学中存在的主要问题进行分析和归纳，并在此基础上提出相应的解决措施。 关键词：高中英语；阅读教学；现状分析；对策 阅读作为语言学习的主要输入方式之一，在听、说、读、写四项技能中占有很重要的位置。特别对已经具备一定自学能力的高中生来说，阅读成了他们翱翔知识海洋的重要途径，“从某种意义上说，自学能力的高低与阅读能力的高低密切相关，因为当今60%～70%的知识是靠阅读获得的。”①从近几年全国高考试题来看，考察学生阅读理解能力题的分值超过45%。阅读的分值高，正说明了阅读能力在英语学习中的重要性。新课改以来，不少一线中学英语教师按照新课程理念的要求，在高中英语教学，尤其是英语阅读教学方面取得了一些可喜的成就，如注重学生对课文的整体理解、划分段落、找出中心句、努力去明白作者的意图等，但还存在着一些比较常见却又不容忽视的问题。 一、高中英语阅读教学的现状及存在的问题 （一）教师在进行英语阅读课程的教学时，只注重自己的主导作用，而忽视了学生的主体作用 高中的英语教学中很多教师的对文章的讲解力求做到“无微不至”，对每一句每一个单词都进行详细的讲解，而忽略了文章作为一个紧密联系的有机整体而存在的，对文章的整体思想构建却没有进行足够的讲解，这样容易让学生对英语的阅读产生一个误区，可能会让学生片面认为阅读就是一个词汇的积累以及语言点的背诵过程。在这种教学方式下，教师没有发挥学生在学习中的主体地位，学生的学习过程是一个被动的吸收过程，这严重阻碍了学生的思维能力发展以及英语水平的提高。 （二）忽视学生阅读兴趣的培养 部分老师认为即便花大量时间进行课内外广泛阅读，考试的成绩也不一定就会马上提高；因此为了使学生“吃透”书本，老师总是抱着几本教科书“精耕细作”，把大量的时间花在书本知识的重复和枯燥地操练之上，把学生人为地圈定在与之密切相关的题海之中，无暇顾及阅读，从而忽视了学生英语语言知识的积累及语感语义的培养。有些教师注意到语言输入的意义，在平时的阅读教学中加大了阅读材料的输入，但在实际操作中，往往是教师找几篇现成的材料，让学生课后自己去阅读，然后核对答案，草草了事。②这种教学与练习，学生从阅读材料除获取一些细节外，其他收获甚小，更无从谈起对篇章结构的了解。长久如此，教学就会很机械、乏味，学生的阅读兴趣就会逐渐减小，以致受到抑制。 （三）英语阅读教学模式单一 许多教师仍把阅读文章分解成孤立的语言知识点进行教授，不管文章的体裁，把教学的注意力放在词句的细节理解上，忽略了对文章的语篇理解和把握，以及对相关信息和背景知识的讲解。对于阅读材料的脉络搞不清楚，也就不能从整体上把握，从而就会影响对整篇文章理解的准确性。高中英语阅读材料丰富，涉及经济、政治、文化、历史、地理等多个领域；体裁多样，有小说、散文、诗歌等等。针对不同的领域，不同的文体，也会有相应不同的阅读的目的，这种情况下相对一成不变的阅读教学模式就很难实现不同的教育目的。 （四）很多教师在英语阅读的教学过程中，只注重对课本知识内容的解，而缺乏英语文化方面的教学 英语的阅读不仅要求学生掌握一定的词汇量，同时对学生在句法和语法方面知识的积累
英语读书报告范文 there is no standard form for a book report. however, every book report should contain the following four parts: 1. identification. give the title and author’s name. if the book is one with which your readers may not be familiar, identify it further. give the name of the publisher, the place and year of publication, the price, and the number of pages. later to relocate quotations or other information. 4. evaluation. your opinion is the most important part of the report. it may be either your immediate reaction to the book or a judgment based on further study. in either case, your opinion impression of the material after you have finished the book. writing book reports can be a valuable exercise in clear thinking and precise writing. it also gives you the opportunity to improve your writing and to develop a style of your own. *** 题目统一为: a book report of thirty-nine steps 内容的四个部分可以成四个段落写，不能出现1，2，3，4字样；英文中没有书名号, 每 个词用大写就可以或再加上下划线表示， 不用引号; 省略号为三点； 常见的表达法：简写本 simplified version/abbreviated version 故事大意如下 the gist of the story is as follows 主人公 leading role/leading character/hero/heroine 以……为背景 it is set on the eve of…/it is set on the background that… sample 1 a book report of the black tulip by li minli, class 5, 2005 the black tulip is a novel written by alexandre dumas pere, simplified by micle wester, and was published by shanghai translation press in 1983. the story is set in the 17th century in holland when fierce political conflicts prevailed while the society rioted. in this story, cornelius van baerle being so crazy about tulips tries to grow a black tulip without any other color on it at all in order to gain quite a substantial sum of money offered to the winner. however, boxtel, a man living in the next door, also has a crush on the money. he then supervises every movement of cornelius secretly for fear that cornelius may grow better tulips than his own. besides this, he also carries out many surreptitious activities to destroy cornelius’ tulips by all means. once a while, he accuses cornelius of harbouring letters that might be harmful to the government so that cornelius is sent to the prison without giving provocation. this nearly causes him to death. even here, cornelius manages to grow tulips with the help of rosa, the daughter of the prison-keeper. but unfortunately, their first black tulip is stolen by boxtel. it’s rosa who proves the truth and saves coenelius by
英文文献阅读笔记 Title：Distributed Virtual Inertia Based Control of Multiple Photovoltaic Systems in Autonomous Microgrid Author：Won-Sang Im, Member, IEEE, Cheng Wang, Student Member, IEEE, Wenxin Liu, Senior Member, IEEE, Liming Liu, Senior Member, IEEE, and Jang-Mok Kim, Member, IEEE Source：IEEE/CAA JOURNAL OF AUTOMATICA SINICA, VOL. 4, NO. 3, JULY 2017 Research question： Since an autonomous renewable microgrid usually has much smaller inertia, the control system must be very fast and accurate to fight against the small inertia and uncertainties. To reduce the demanding requirements on control, this paper proposes to increase the inertia of photovoltaic (PV) system through inertia emulation. 在摘要中作者简要叙述了本文研究内容即：寻找一种方法来增加PV系统的惯性以降低系统的控制要求。同时，在Introduction部分，作者进一步对研究问题进行了详细的描述。 Methods： The inertia emulation is realized by controlling the
中学生英语学习现状调查问卷及分析 为了了解班里学生学习英语现状，即他们学英语中对听、说、读、写的掌握程度及在实际学习中是如何进行听说读写来提高英语水平。我设计了一份关于“中学生英语学习现状”的调查问卷，。现把调查情况报告如下： 1. 你平时是否“开口大声”地读英语？ A.通常(20%) B.有时(60%) C．（几乎）决不(4%) D.不知道(5%) 2. 你能听懂别人说英语吗？ A.通常(12%) B.有时(30%) C．（几乎）决不(0%) D.不知道(10%) 3. 你能“随心所欲”地说英语吗？ A.通常(0%) B.有时(56%) C．（几乎）决不(27%) D.不知道(17%) 4. 你的语法成绩一直很好？ A.通常(17%) B.有时(35%) C．（几乎）决不(31%) D.不知道(12%) 5. 你有好的记生词的记忆力吗？ A.通常(15%) B.有时(35%) C．（几乎）决不(19%) D.不知道(31%) 6. 你害怕在讲英语中犯错误吗？ A.通常(38%) B.有时(27%) C．（几乎）决不(23%) D.不知道(10%) 7. 在班上，如果你的错误没有被纠正，你会生气吗？ A.通常(8%) B.有时(31%) C．（几乎）决不(27%) D.不知道(33%) 8. 你大声朗读时的语音比对话时要好吗? A.通常(40%) B.有时(21%) C．（几乎）决不(3%) D.不知道(31%) 9. 你在说话时希望有更多的时间思考吗？ A.通常(35%) B.有时(38%) C．（几乎）决不(12%) D.不知道(15%) 10. 你喜欢背诵新的语法规则和生词吗？
books and novels books and novels 篇二：英语读书报告 a book report on a thousand splendid suns a thousand splendid suns is a 2007 novel by afghan-american author khaledhosseini. it is his second, following his bestselling 2003 debut, the kite runner. khaled……..nia (john,dolan ,a thousand splendid,riverhead books, new york,2007) the novel centers around the friendship between mariam and laila. it is split into four parts, with a focus on mariam in the first part, continuing with laila in the second and fourth, and the relationship between the two women in the third part. i just finished the book. while i couldnt put it down, if i had to include all my feelings in two words that is heartbreaking and inspiring.i found that many of the dramatic moments were so impressive that i haddreamt about them couple of times . i could practically hear the music swelling in the background. first of all, i really admireahtuthor’s writing techniques. with peaceful but impressive words, he described a beautiful and poetry afghanistan to us at the beginning of the book. however, as we went on reading in depth, we saw a country like hell. people died all over, children were begging on the street, every one were living in horror. that was afghanistan after the war.through using this contrast, hossinishowed the dreadful strength of war. and i also love the way kh depicts his characters. it is easy to be part of them, see what they went through and feel the emotions they go through.i connected with the characters, cried and laughed with them.i felt sad about the fate of mariam. it is unfair to her.i feel happy for mariam finally she got love and acceptance from someone. and her father also felt regretful and i think he loved her from his heart. mariam wants love in her short life, and she got it finally. it also reminds me that life is not easy for all of us. if we want to be loved, we should give love at first. that hide behind her walls.” though mariam died, it shows hope to us, just like what the poem express.篇三：英语读书报告 华南理工大学广州学院英语专业学号 班级 批阅老师（2012级）读书报告 201230097023 姓名英语（2）班完稿日期成 绩黄玉珍 2014年 5月 30日 love or money ? i. bibliographical information 1. type of materials you selected to read: a book written in english b. an article written in english) 2. topical area: b. linguistics c. translation d. education e. trade f. miscellaneous) 3. if you read a book, provide its bibliographical information below: title: author(s): love or money? edition: oxford univ pr year of publication: place: publisher:
龙源期刊网 https://www.doczj.com/doc/e414352874.html, 高中英语阅读能力的现状及策略 作者：朱兴玲 来源：《学习与科普》2019年第18期 摘要：英语阅读教学对于英语教学具有重要的意义，对于教师来说，要充分掌握读写模 式在高中英语阅读教学的作用。结合具体的教学要求，有针对性、有计划地提出相应的应对策略，充分发挥出教师的教学引导作用，鼓励学生在英語学习中养成良好的读写习惯。只有当学生自身的英语读写积极性以及读写能力提升了，学生的英语阅读能力才会得到有效提升。 关键词：高中阅读阅读兴趣阅读目标指导教学 一、高中英语阅读教学中存在的问题 1、高中英语阅读教学方式单一化，导致学生理解能力下降 现在很多高中学生普遍反应高中英语阅读教学方式单一化，不能够让学生快乐的阅读高中英语读物，老师只简单地对学生进行阅读课本知识的传授，这样的教学太过于死板，并且容易使学生产生厌学的心理。 2、学生阅读目标不明确，缺乏一定的学习方法 忽视课堂互动教学，高中英语阅读课堂老师有一个“以学生阅读，以学生欣赏记忆为主”的错误观念，忽视了高中英语阅读课堂上老师也应该与学生的互动。互动教学可以大大提高学生进行高中英语阅读的学习兴趣，但是，老师在进行高中英语阅读课堂教学时，只是让学生去阅读复杂的课本知识，将一些学生不了解的英语好句僵硬地传达给了学生，这样会给学生带来很大的惰性，对老师产生依赖性，对高中英语阅读产生厌烦心理。 3、教师缺少指导教学，不重视学生学习过程 在新时期，英语教学内容不断发生变化，与之相对应，教师的教学方法也需要做出相应的调整。而现实却是，多数教师还在沿用传统的教学模式，因为教学模式的一次改变需要教师对自身的能力和综合素质提出更高的要求，这些无疑会增加他们的工作量，无形中增加了教师的压力，而且他们也已经习惯了按部就班的教学步骤。 4、教师教学没有根据学生的实际情况出发 阅读过程中，学生在遇到文章难度较大或句式结构较为复杂等无法轻易解决的问题时，常常会产生自暴自弃的心理状态。在制定出切实可行的学习目标及阅读计划之后，学生需要具备持之以恒的学习动机和意志，这正是学生们所缺乏的学习品质。在学习过程中，由于学生通常会忽略阅读技巧和良好的阅读习惯，多数情况下，造成阅读效率低下。基于应试教的需要，多
篇一：英文读书报告撰写格式 英文读书报告撰写格式 1．字体均为times new roman 报告题目为3号黑体居中 学生姓名、专业班级、学号、正文及参考文献均为小4号 双倍行距 3．报告第一页第一行应为：报告题目 第二行靠右应为：学生姓名、专业班级、学号 附： 英文读书报告写作知识 the book report 1. three main parts of a book report generally speaking, a book report consists of the following three main parts: ? information about the author and his times ? a summary of the book a description of the author’s times should be given together with a brief account of his life. it should include the circumstances that led to the writing of the book under discussion and the historical and social background related to the content of the book. to make these things clear, the writer perhaps needs to read some reference material, such as biographies of the author and histories of the period described in the book. 2. writing of the book report 1) the summary of the book should be self-contained, clear, and easy to understand. above all, it should be objective. 3) the summary of a novel or a play is usually written in the present tense, while that of nonfiction, in the tense of the original work: for example, the past tense should be used for a history, and the present for a scientific work. 篇二：英语读书报告要求及范文(1) 英语读书报告格式要求范文 there is no standard form for a book report. however, every book report should contain the following four parts: 1. identification. give the title and author’s name. if the book is one with which your readers may not be familiar, identify it further. give the name of the publisher, the place and year of publication, the price, and the number of pages. writing book reports can be a valuable exercise in clear thinking and precise writing. it also gives you the opportunity to improve your writing and to develop a style of your own. 注意： 题目统一为: a book report on 英文书名（斜体），标题居中，正文两端对齐； 内容的几个部分可以成若干个段落写，但不能出现1，2，3，4序号字样； 英文中没有书名号, 书名斜体；注意其他英文标点符号使用及字母大小写的规范；字体
高中生英语阅读的现状、问题及对策(一) 【内容摘要】阅读在听、说、读、写四项技能中占有很重要的地位。通过问卷调查发现影响学生阅读水平的几个因素。并就此提出相应的对策。 【关键词】中学生英语阅读选材策略合作自主性 作为语言学习的主要输入方式，阅读在听、说、读、写四项技能中占有很重要的地位。它是人们获取信息，进行学习或娱乐的最基本途径。在国内外各种语言测试中，阅读所占的比例很大。阅读能力的高低是检验学习者语言水平的主要标准之一。如CET、TOEFL、PETS等。然而尽管当前国内外学者对阅读教学的研究成果日益增多，但无论是教师的努力还是学生的大量阅读练习都收效甚微。笔者在多年的实际教学中，发现阅读仍然是学生学习英语的一个薄弱环节。鉴于此现象，本人所在的高二年级英语教研组自2003年九月参加了教育部基础教育课程教材发展中心的基础教育英语教学评价实验项目，使用了《高中英语学习评价手册》(以下简称评价手册)编写组编写的阅读手册。希望多维、多元、多样的评价方式促进学生阅读能力的提高。至今已完成高一(上、下)，高二(上)共三册。经过一年半的实验，本人意在进行一个阶段性总结。并通过调查试图发现在阅读训练中存在的问题，以及使用此书的总体反馈，以此希望来探讨影响高中生有效地提高阅读水平的各种因素。同时，借助调查结果来更好地指导本人下一阶段的实验工作。 一、调查方法 1．调查对象： 本人执教的高二(6)班(理科)61人．(注：由于学校办学机制，原来班上成绩拔尖的学生已被滚动到实验班。又从别的班进了一些学生。因此本班的英语成绩突出的人较少，一般的人居多。) 2．调查手段： 采用问卷调查法。问卷由14个问题组成。其中第4、5、6、8小题可多选。这些问题大体可分为四个方面：阅读自主性、选材及题型设计、阅读策略、以及该调查所反映的问题。二．调查结果及分析 1．阅读自主性 英语教学自从在中学开展以来，由于语言学习环境的制约，主要教学形式为课堂教学。英语学习只是单一的知识与文化追求。这潜在地对学生的外语学习过程的促进作用作了极大的制约。整体而言，中国学生学习外语的整体性动机也不十分明确。或者说，学生对英语学习多元化的语用目的还没有一个充分的认识。英语学习只是为了应付考试。事实上，学习动机对于学习活动的开展十分重要。JeremyHarmer这样解释动机：“Motivationissomekindofinternaldrivethatencouragessomebodytopursueacourseofaction．”(Jere myHarmer，l983)学习动机可分为外在动机和内在动机。影响内在动机的因素包括身体条件、教师的教学方法及人格魅力和成功等。而影响外在动机的其中最重要的一条就是学生对目的语即英语的态度。而从本人进行的问卷调查可以明显看出：当被问及“你对阅读是否有兴趣”时，78.7％的学生的回答是“一般”，甚至有16.4％的学生对此不怎么感兴趣。在回答“除了老师布置的阅读任务外，还会找其他的材料进行阅读吗?”这个问题时，47.5％的学生选择了“不会”。这说明仍有近半的学生阅读主动性、自主性不够。因此，培养学生学习英语的综合性动机对于提高他们的阅读自主性至关重要。而如何在日常教学中体现这种认识也是笔者一直关心的一点。令笔者稍感欣慰的是，虽然学生没有较强的阅读兴趣，但每周仍有65.6％的人进行二至三次的自行阅读。尽管这只是学生的工具性动机(学好英语是进入理想大学的必备条件)的一种体现。 2．阅读的选材及题型设计 在英语教学中，需要考虑的其中最重要的一点就是材料的选择。提供给学生的阅读材料应该
英文读书报告(BOOK REPORT)的格式 1. Introductory Paragraph The first sentence should state for which instructor and class the book-report is being written. The second sentence should state the title of the book and the author's name. The third sentence should tell how many pages the book has and the name of the publisher. The fourth sentence can state basic bibliographic information about the book. Bibliographic information means not only the author and title but also what company published the book, what year it was published in and any other relevant information such as the edition and if the book has been translated, simplified or abridged. (see copyright page and the back of the title page.) The next sentence should state the reason(s) you decided to read this book. Why did you choose this particular book? Typical reasons might be: o You like the author. o You like this type of book (i.e. mystery, western, adventure or romance, etc.). o Someone recommended the book to you. o It was on a required reading list. o You liked the cover. These reasons do not have to be complex. Most people choose the books they read because they like the author or somebody recommended it to them. If you chose the book because you like the author, then state why you like that author. An optional sentence can be used if the cover (back cover) of the book gives you any additional information then add a sentence with that information. o Was the book a best seller? o Are there X million copies in print? o Did it win any major awards? 2. Main Character(s) Paragraph
The Reading Report of Vanity Fair Student number: 1.The author: Thackeray William Makepeace was an English journalist, novelist, famous for his novel VANITY FAIR (1847-48), a tale of middle-class families in London. Most of Thackeray's major novels were published as monthly serials. Thackeray studied in a satirical and moralistic light to describe middle-class English life .He was once seen as the equal of his contemporary Dickens. William Makepeace Thackeray was born in Calcutta in 1811. His parents returned to England in 1817 and Thackeray was educated at Charterhouse and Trinity College, Cambridge. His father was an officer of the East India Company. When he was 4 years old, his father died and a wealthy merchant became his stepfather who always moved in polite society. However, Thackeray became addicted to gambling and left Cambridge in 1830 without a degree and heavily in debt. And then he began writing. Thackeray moved to Paris where he became the French correspondent for the radical newspaper The Constitutional. When The Constitutional ceased publication, Thackeray moved back to England and began
基于语篇分析的高中英语阅读教学的行动研究 摘要：社会的信息化和经济的全球化使国际通用英语成为重要的信息载体之一，但是我国的英语教育现状还不满足经济和社会发展的需求。新一轮课程改革的重点就是改变英语课程过分重视词汇和语法知识的讲解，而忽视学生英语应用能力的倾向，强调激发学生的兴趣并使他们根据自己已有的知识积极体验学习的过程，因此获得综合语言运用能力、主动思维能力和自主学习能力等。 阅读理解能力是高中英语教学的主要任务。英语教学大纲明确指出：在高中英语教学中，要综合运用听、说、读、写能力，在进一步提高听说读写能力的同时，侧重培养阅读能力。传统的教学法的遗憾是过分注重句法、词汇的教学，不重视篇章的建构和解读，而语篇分析弥补了此遗憾。语篇分析是对表达完整意义的篇章，进行微观和宏观的研究。微观的研究是通过剖析词义、句法以及句子与句子之间的关系来识别语篇衔接的方法。宏观的研究是通过分析语篇的整体结构来理解它的深刻涵义。对语篇分析理论与高中英语阅读教学进行研究不仅对中学英语阅读课堂教学具有理论上的指导意义，而且具有很强的实用价值。英语阅读理解能力的高低更多地依赖学生对语篇而不是单个句子的理解能力。在高中英语阅读教学中通过对学生文体知识的培养、文章整体结构的分析、篇章文化内涵的挖掘，着力培养学生的语篇能力，从而能在根本上提高学生的阅读理解能力。 本文将着重探讨如下问题：在高中英语阅读教学中，该如何结合学生的学习实际，运用语篇分析理论和阅读理论，总结出适合中国学生学情的语篇教学模式；语篇教学在英语阅读实际教学中的应用及其意义；通过行动研究，对提高学生猜测生词能力，把握文章、段落主题能力，阅读速度和阅读准确率等进行分析，帮助高中英语教师探索出更符合学生实际的英语阅读教学模式，从而根本上提高学生的阅读理解能力。 关键字：语篇分析英语阅读教学行动研究 一、理论 1.1语篇分析的基本概念 1.1.1语篇的概念 语篇的概念源于语篇分析或称篇章语言学(text linguistics)、话语分析(discourse analysis)。英美学者喜欢用discourse analysis的居多，而欧洲大陆学者多用text linguistics。(黄国文，2001)无论是篇章语言学，还是话语分析，最终都要落实在记录下来的语言材料(书面语的或是口语的)上。从这个角度看，两者所讨论的内容实际上是一致的。我国学者北大教授胡壮麟先生把语篇定义为“任何不完全受句子语法约束的在一定语境下具有完整语义的自然语言”。韩礼德(M.A.K. Halliday)在他的著作《英语衔接》(Halliday and Hasan，1976)中，将语篇定义为”any passage, spoken or written, of whatever length, that does form a unified whole”。从这个定义来看，一句问候、一首小诗均为语篇。
大学生英语读书报告范文 英文读书撰写格式 1.字体均为times new roman 报告题目为3号黑体居中 学生姓名、专业班级、学号、正文及参考文献均为小4号双倍行距 2.打印纸张规格：用a4纸单面打印。 3.报告第一页第一行应为：报告题目第二行靠右应为：学生姓名、专业班级、学号接下来是正文;参考文献在正文之后。 4. 报告字数为1000---1500字。 附：英文读书报告写作知识 the book report 1. three main parts of a book report generally speaking, a book report consists of the following three main parts: ? information about the author and his times ? a summary of the book a description of the a uthor’s times should be given together with a brief account of his life. it should include the circumstances that led to the writing of the book under discussion and the historical and social background related to the content of the book. to make these things clear, the writer perhaps needs to read some reference material, such as biographies of the author and histories of the period described in the book. 2. writing of the book report 1) the summary of the book should be self-contained, clear, and easy to understand. above all, it should be objective. 3) the summary of a novel or a play is usually written in the present tense, while that of nonfiction, in the tense of the original work: for example, the past tense should be used for a history, and the present for a scientific work. reading report for extensive reading course (times new roman一
东青实验学校学生英语阅读现状的调查报告 我校英语教师在提高学生阅读能力方面做了大量的努力，但收效不是很大；中外学者在阅读的本质、心理机制、策略与方法、阅读教学的理论与模式等方面作了大量的研究和探索，但我校有关中学生英语阅读方面的研究很少，尤其缺少英语阅读的实证研究。存在的问题有：调查范围局限于某一层次或某一局部区域，在广泛性和代表性上缺乏说服力。因此，为全面了解我校学生的英语阅读现状，我们对全校学生英语阅读状况进行了调查，以便正确认识英语阅读在英语教学中的作用，为提倡读书型外语学习、使学生真正享受读书和学习英语的快乐提供证据。 一、研究方法 （一）调查对象 本课题组于15年1月对我校初一~初三年级的学生进行了问卷调查。本调查具有广泛的代表性。为了更好地展现时代特点，展现先进的教学理念、教学思想和教学水平，我们选取我校四百七十七名学生进行调查。共计发放问卷480份，回收有效问卷480份，有效率达100％。 （二）调查方法 本调查问卷涉及被调查者相关背景信息，采用单选形式。为了确保调查质量，本课题组完成问卷初稿后专题研讨，审稿后在课题组成员间进行试调查，而后对问卷每一小题进行认真地讨论和修订，修订稿出炉后选取20名学生进行小范围试测，分析研究试测结果，再次修订后才定稿问卷，然后在全校范围展开正式调查。为了消除被调查者的顾虑，提高调查信度，我们要求学生在作答问卷时不写姓名，让其自由、客观地表达自己真实的意愿和情况。为了使被调查者清楚了解调查意图并减少废卷，我们要求任课教师利用课前时间进行并在发放问卷之前对问卷作必要的讲解。 二、数据分析 基于篇幅的限制，本文省略了各项数据的具体处理过程，以及与本文现有问题类似的题项数据，只重点分析一些与《英语课标》和日常英语教学直接相关的调查数据，讨论数据背后的观点，调查题目及结果附后。需要说明的是有些数据反映出的问题需要进一步的调查研究以探明究竟。 （一）英语阅读的需求和动机 通过调查结果可以看出，① 在兴趣上， 70.3 %的中学生喜欢进行英语阅读，说明他们有进行英语阅读的愿望和习惯。值得注意的是，有29.7 ％的学生不喜欢进行英语阅读，这与多年的“应试”有关，强烈的功利观排斥英语阅读；② 在认识上， 85 %的学生认为英语阅读对学习英语有大的作用，对英语阅读持肯定态度的是我校学生的主流；③ 在动机上，希望通过英语阅读扩大词汇量、提高英语语言水平和扩大知识面的学生占 88 %；希望通过英语阅读提高阅读兴趣和培养独立思考的能力占 10 %以上；只有不到5 ％的学生不清楚英语阅读的目的。 当前社会和经济发展对英语知识和能力的要求是，通过英语阅读了解英语国家的文化、体会到获得知识的快乐进而激发和拓宽学习兴趣，以及读懂故事后体会到成就感等，所有这些都刺激学生产生英语阅读需求。需要、内驱力、诱因和情绪等激发动机，动机是激发个体朝着一定目标活动，并维持这种活动的一种内在的心理过程或内部的动力。阅读动机是阅读者为了某种阅读需求而努力的态度、欲望和意愿，是学习成败的关键。