英語讀書筆記。

“一個家庭中沒有書籍，等于一間房子沒有窗子?！痹谖覀兩蠈W時，語文老師也會要求我們多讀一讀書籍作品。每個人在閱讀的時候，都會與作品產生共鳴。為了避免忘記讀這本書時所感觸到的思想，我們通常會記錄下讀書筆記，有哪些好的讀書筆記范本而資借鑒呢？請閱讀由小學作文網小編為你編輯的英語讀書筆記，供有需要的朋友參考借鑒，希望可以幫助到你。

英語讀書筆記(篇1)

Reading "the weakness of human nature" is very beneficial. This book is dale Carnegie thoughts and essence of career, he was not very deep reason to interpret, but through the life of a common story, finally it is concluded that the principle of lines easy to understand, unearthed from the perspective of human nature hidden behind the many weaknesses in the human body. It is like a mirror, which brings out the most common and unobserved flaws of our own. It makes me feel how to improve myself in the future life and work, and let me know how to get along with others better.

First of all, in daily life, when there are some people or things make you feel uncomfortable, don't be desperate to condemn others, and should try to understand them, find out why they do it. It is more rewarding and effective than criticism, and it also inspires us to be compassionate, patient, and virtuous.

英語讀書筆記(篇2)

說課是20世紀80年代后期隨著教改深入而產生的帶有教育科研性質的教研活動，其理論和實踐越來越受到重視。說課是教師依據課程標準、教育教學理念、口頭表述自己對教學內容、教學目標、教學重難點、教學方法、教學程序等進行的創造性設計的一種教研形式。通俗地說，就是闡述“教什么內容，為什么教這些內容，怎么教和為什么這么教”。由于說課能夠展現教師在備課中的思維過程，凸顯教師對課程標準、教材、學生的理解和把握的水平以及運用有關教育理論和教學原則組織教學的能力，并且時間短、易操作、見效快，因此深受教育行政、科研部門和基層學校的青睞，常被應用于教師招聘、基本功競賽和教學研究等活動中。

思考一：說課，是背長篇累牘的教育理論，還是談獨具匠心的教學設計？

說道理、講方法是說課的一個顯著特征，但絕不是說課的主體。成功的說課應把教學設計和教學理論有機結合在一起，而且要略側重于說教學設計。教材特點和學生實際是說課的兩個重心。教師一定要緊緊圍繞這兩個重心說自己精心設計的教學活動或任務，以此來展示自己對教育教學理論理解的深度，展示自己對學生學情把握的準確度，展示自己在教學設計上的獨到之處?！罢f”是形式，“課”及“課理”是內容，只有做到形式與內容的辯證統一，才能達到預期的說課目的。換句話說，說課不是長篇大論地講教學理論，而是要談自己如何運用教學理論解決教學中的實際問題。

思考二：說課，是紙上談兵，還是上課前的預演？

說課本身的不足之處在于其過程沒有學生參與。為了避免教師在說課過程中不切實際的隨意發揮，說課活動組織者一定要事先告知說課教師學生的英語水平；說課教師要緊緊圍繞學生和教材這兩個重心設計教學。教學目標的確定、內容的分析、問題的設置、練習的安排以及教學方法的運用，都必須參照學生的實際情況而進行；否則，再好的說課也只是空中樓閣。

說課教師要在同行或評委面前說出自己對教材和課程標準的認識，如何處理知識點，打算采取什么樣的方法授課，學生可能會在什么地方碰到問題，當問題出現時采取什么樣的方法去解決，以及針對不同的問題和學生將會選擇什么樣的教學方法等。在這個過程中，同行或評委對說課教師的說課情況加以分析，發現其中存在的問題，探討用什么方法來幫助說課教師改進和提高。可見，說課的過程就是發現問題和解決問題的過程，是說課者和評課者共同提高的過程。說課教師要在上課之前多發現一些問題，并設計適合的解決方案，以提高課堂教學效率。

思考三：說課，該采用哪種語言和敘述方式？（教師范文大全 WWw.JK251.COm）

用英語還是漢語說課，說課活動的組織者要考慮實際情況，因時、因地、因人而定。

教師說課應盡量脫稿，必要時可瀏覽說課提綱；注意恰當地運用肢體語言、手勢和眼神表述自己的設計和意圖，聲情并茂地說課，并與評委進行眼神交流，把評委的注意力吸引到自己預設的情景中，使他們受到感染，產生共鳴。

說課教師面對的是同行或者教學研究者，因而宜采用陳述性語言，有條理地說明自己的設計意圖及具體的操作策略。說課教師偶爾還要模擬課堂中將會出現的教學場景，此時可以暫時把自己的身份切換成教師，通過繪聲繪色的課堂語言把預設的教學內容或情境展示給評委。

思考四：在英語說課中，還有哪些細節值得注意？

1.不知道如何說教材。說教材就是說明如何依據某一課在全冊或整個單元中的地位確定教學目標和教學的重難點，主要是介紹該課在教材中的地位和作用以及本課與前后課的聯系，還要進行簡單的教材分析；依據教材內容和學生實際，說明自己對教材如何處理以及處理的理論依據。值得注意的是，說教材要做到點到為止，不要過多展開。

2.教學設計缺乏創新。說課是上課的預演，強調從學生和教材實際出發來設計教學任務，但這并不意味著說課教師在設計教學時固步自封，不求創新。

3.主線不突出，語言描述混亂。說課教師要善于用“Step 1，Step 2，Step 3，…”，“Pre-reading，While-reading，Post-reading”等來加以區分。

4.忽視板書的輔助作用。或許由于受說課時間的限制，有些教師在說課時沒有板書。其實，適當的板書可以對說課起到畫龍點睛的作用。在說課前，教師可以用粉筆把黑板一分為二，一半用作書寫說課的主要步驟和關鍵詞，另外一半用來呈現虛擬課堂教學的板書設計，幫助評委或同行在聽時在大腦中重構教學設計，說明難以言盡的步驟和設計，或凸顯自己設計的獨特之處。

英語讀書筆記(篇3)

Tonight I watched the movie for the third time. I really enjoy this film so much.

So what＇s your choice between being a common person or a hero with people＇s reects? Most people will choose the latter. But what will be your choice if the cost is laying your lover among the risks? What will it be if the cost is you can never tell the girl, who you love so much, that you love her? The ider man had this contradiction. But finally he still chose the latter, not in order to be a hero, but to make this word peaceful.

I was so moved by the words the Aunt Mary said:

You will never guess what he wants to be, the ider man. He knows the hero when he sees one, too a few characters out there, flying all around out there, saving old girls like me. Lord knows kids like Henry need hero courageous, sacrificing for people, setting examples for all of us. Everybody loves a hero. People enthrone them, cheer them, scream their names and years later they will tell how they stood in the rain for hours just to get a glimpse the one who taught them to hold on to stand longer. I believe there is a hero in all of us. They keep us be honest, give us strength, make us noble, and finally allow us to die with proud. Ever though sometimes we have to initiatively give up the thing we want most, even our dreams. Spider man did that for Henry, so he wants to know where he is gone. He needs him.

The ider man got much from these words, so did I. And what about you? what＇s the hero lying in you?

今晚我看了第三遍這部電影。我真的很喜歡這部電影。

那么，在做一個普通人和一個受人尊敬的英雄之間，你有什么選擇呢？大多數人會選擇后者。但是，如果代價是讓你的愛人承擔風險，你會選擇什么？如果代價是你永遠不能告訴你深愛的女孩，你愛她，那會是什么？ider man有這樣的矛盾。但最后他還是選擇了后者，不是為了做一個英雄，而是為了讓這個詞和平。

我被瑪麗阿姨說的話感動了

你絕對猜不到他想成為什么樣的人。當他看到一個英雄的時候他就知道了，外面有幾個角色，在外面飛來飛去，拯救像我這樣的老女孩。上帝知道像亨利這樣的孩子需要勇敢的英雄，為別人犧牲，為我們樹立榜樣。每個人都喜歡英雄。人們捧起他們，為他們歡呼，叫他們的名字。多年以后，他們會講述自己是如何在雨中站了幾個小時，就為了看一眼那個教會他們堅持更久的人。我相信我們每個人心中都有一個英雄。他們讓我們誠實，給我們力量，讓我們高尚，最后讓我們驕傲地死去。盡管有時我們不得不主動放棄我們最想要的東西，甚至是我們的夢想。蜘蛛俠是為了亨利，所以他想知道他去了哪里。他需要他。

他從這些話中得到了很多，我也一樣。你呢？你心中的英雄是什么？

英語讀書筆記(篇4)

Several years ago, when I was a little girl I have already read the novel Jane Eyre. At that time, I was attracted by the touching story. But today, after watching the movie, I was moved by Jane, the adamant, independent, brave and honest girl. Why did we say Jane was an adamant and independent girl? Let’s look at her childhood. Her parents died when she was a little girl, so she was brought up by her aunt Mrs. Reed, an acute and ruthless woman. Jane led a very bad life in her house. They treated her as badly as a ragtag. But Jane didn’t surrender. Later, she was sent to Lowood school，an orphan school. In there she didn’t get what she had been expecting——simply being regarded as a common person, just the same as any other girl around. Mr. Brocklehurste even asked Jane to stand on the chair and vilipended her in front of all the students. But Jane didn’t yielded. And her only friend Helen died, Jane was very sad, but she was not depressive all the time. Instead, she studied and worked energetically. At last, she became a teacher of logwood, and later became the family teacher of Adele. From her experience, we could found that Jane was independent; she changed her fate by herself. She suffered more than other girls at her age. She was independent both in physically and mentally.

Jane was brave. She dared to say no to Mr. Brocklehurst, cut her beautiful hair with Helen, and pull the horse for Mr. Rochester. What’s more, she dared to accepted Mr. Rochester’s love and pursuit of her own happy life. Though she said:“ Do you think because I am poor, obscure, and little. I am soulless and heartless? You think wrong!—I have as much soul as you—-and full as much heart! And if God had gifted me with some beauty and much wealth, I should have made it was hard for you to leave me, as it is not for me to leave you. I am not talking to you now through the medium of custom, conventionalities, nor even of mortal flesh; it is my spirit that addresses your spirit; just as it both had passed through the grave, and we stood at God’s feet,。 In her opinion, everyone is the same at the God’s feet. God hadn’t given her beauty and wealth, but instead, God gave her a kind mind and a thinking brain. These words expressed complete1y Jane ’s rebellious spirit．She told him her own feeling, and emphasized that they were equal.

As we know, there was strict distinguish in social stratum at that time. Mr. Rochester was in the high society, but Jane was only a family teacher. They were in quite different social stratums. What’s worse, in that society，people’s sense of love was on the basis of money．For the sake of money they could marry anyone even though the husband or the wife was an idiot on their eyes，money was everything，money was marriage. But unfortunately Jane was very poor. That’s to say, Jane should receive much rumor from society. In fact, she didn’t afraid of it. On the contrary, she accepted with no hesitation. When she knew Rochester’s wife was dead and he was blind, she went to look after Rochester determinedly. She didn’t care about anything else. And I still remember at the party, all the people from the high society laughed at Jane, they looked down upon Jane. She kept silent though her heart was very exciting. And to their surprise, Miss Ingrain was proved to be a loser, Jane defeated her though Jane had no property and beauty．Jane’ s plainness， poverty, position and disposition were contrasted to Ingrain obviously．Jane drove away those aristocrats from competitive stage．High position and great wealth showed by noble class was put aside．Jane got glorious victory．

Jane was self-respected and self-love. When she knew Rochester had a mad wife and she was still alive. Jane left. She couldn’t bare an incomplete love. She left her lover Rochester with contradiction and pain. Though she still loved him very much. She chose another road, which was endless. She was kind and strict to the moral concept. She couldn’t accept herself do something against the morality. She was self-respect.

To sum up, Jane was a charming girl 。What she attracted us was not the beautiful face, lovely figure, and sweet voice 。But her brave heart, intelligent brain and adamant character. So we didn’t surprise that Mr. Rochester chose Jane as his bride instead of Miss Ingrain. Because Jane was much mature and richer in soul. As a girl, I should learn from Jane. Especially in the materialistic society we should be in charge of our own fate. Don’t depend on others all the time. We should be independent 。Don’t lead a luxurious life and in hope of marring a rich man, thinking that your husband would change your fate, your social position. That’s silly. We should realize that only depend on your own struggle then you could really charge your fate. What’s more, we need to be self-respect and self-love. As far as I am concerned, as a girl if you don’t respect and love yourself, so how do you require others to respect you? In short, we need to learn from Jane Eyre.

英語讀書筆記(篇5)

《英語閱讀教學》第八章（也是最后一章）“閱讀評價”從終結性評價和形成性評價兩個方面討論閱讀評價的內涵、評價方式、評價活動的編制等，讓讀者明白閱讀評價的重要性，并就如何實施閱讀評價有了大致的了解。我讀后的感受是：關注閱讀評價，過程與結果并重。

閱讀評價有終結性評價和形成性評價之分。終結性評價主要是考察一定時期內閱讀目標的達成情況。期中、期末考試是對學期閱讀培養目標的檢測，中考、高考是對整個初中、高中階段閱讀能力目標的評價，側重閱讀理解能力的考查，包括主題大意理解、細節理解、推理判斷、詞義猜測、策略應用、邏輯分析等。在材料的選擇方面，中高考必須照顧到不同地域學生的圖式差異；期中、期末考試必須關注文本的難度，保證材料話題與學期所學課文話題相關，語言涵蓋學期所學的詞語、語法、文本類型、結構等，測試技能應該包括學期所學的主要技能。評價必須尊重學生的主體地位，必須照顧到學生的認知差異，必須采用多元化手段，最大限度地貫徹真實性原則。

形成性評價的目標不是評定閱讀目標的達成情況，而是通過對學生的閱讀行為的監控、管理、觀察、分析，了解學生閱讀能力發展的狀況，完善教學設計，促進學生能力的發展。形成性評價包括閱讀過程、閱讀行為、閱讀資源的應用、閱讀策略的使用、課堂參與等內容，課堂評價應該評價每個環節、每個階段閱讀目標的達成情況。形成性評價不僅要關注課內，同時要關注課外；不僅要關注課前，還要關注課后；不僅要關注結果，更要關注過程。

本章的學習讓我們明白：閱讀評價是我們了解閱讀教學目標是否達成的手段，同時也是發現問題、改善教學、促進學生閱讀能力提高的手段。因此，閱讀教學必須關注如何評價閱讀課堂教學目標、單元教學目標以及學期教學目標的達成。我們不能只重結果，忽視過程，應該過程和結果并重。