2021年高中英语学情分析范文
高一 基础班英语学情分析范文
高一基础班英语学情分析范文English:After analyzing the learning situation of the basic English class in first year of high school, it can be observed that the students have a weak foundation in grammar, vocabulary, and listening and speaking skills. In addition, their motivation to learn English is low, which affects their learning progress.Specifically, many students have difficulty understanding and using different tenses and verb forms, which hinders their ability to express themselves. They also lack sufficient vocabulary, which limits their ability to comprehend and communicate effectively. Moreover, students tend to struggle with listening and speaking skills, partly due to limited exposure to English in their daily lives.Furthermore, the low level of motivation among students is attributed to the fact that English is often viewed as a difficult subject that requires significant effort to master. Due to this negativeperception, students are often not engaged in class and show minimal interest in learning.To address these challenges, it is essential to provide students with targeted support to improve their language skills and build their confidence. This can be achieved by adopting teaching approaches that are interactive and engaging, such as incorporating games and other fun activities into the curriculum. Additionally, it is important to provide students with regular opportunities to practice their language skills in real-life situations, such as role-playing exercises.Overall, by addressing the weaknesses in grammar, vocabulary, and listening and speaking skills, and by increasing student motivation through engaging and enjoyable methods, it is possible to improve the performance of the basic English class in first year of high school.Translated content:经过分析高一基础英语班的学习情况，可以发现学生在语法、词汇、听说方面都存在薄弱的基础。
高中英语教案模板学情分析
一、学情分析1. 学生背景本单元针对的是高中一年级学生，他们刚刚步入高中生活，对英语学习充满好奇和热情。
然而，由于初中阶段英语学习的基础参差不齐，部分学生在语法、词汇、阅读和写作等方面存在一定困难。
2. 学生特点（1）学习兴趣较高，但缺乏系统学习方法。
学生普遍对英语学习感兴趣，但缺乏科学的学习方法和策略。
（2）英语基础薄弱。
部分学生在初中阶段英语学习过程中，由于种种原因导致英语基础薄弱，难以跟上高中英语教学进度。
（3）学习态度不端正。
部分学生对英语学习缺乏信心，遇到困难时容易放弃。
3. 教学难点（1）词汇积累。
本单元涉及较多与健康生活相关的词汇，学生需要掌握并运用。
（2）语法知识。
本单元涉及一般现在时和现在进行时，学生需要正确运用。
（3）阅读理解。
本单元阅读材料较长，学生需要抓住文章主旨，理解文章细节。
（4）写作能力。
本单元要求学生撰写一篇关于健康生活的短文，学生需要具备一定的写作技巧。
二、教学目标1. 知识目标（1）掌握本单元的词汇和语法知识。
（2）提高阅读理解能力。
（3）提高写作能力。
2. 能力目标（1）培养学生自主学习、合作学习的能力。
（2）提高学生运用英语进行交流的能力。
3. 情感目标（1）激发学生学习英语的兴趣。
（2）培养学生关爱健康、关注生活的意识。
三、教学重难点1. 教学重点（1）词汇和语法知识的掌握。
（2）阅读理解和写作能力的提高。
2. 教学难点（1）词汇的积累和应用。
（2）语法知识的灵活运用。
（3）阅读理解中的细节把握。
（4）写作技巧的掌握。
四、教学方法1. 任务型教学法：通过设计贴近学生生活的任务，让学生在完成任务的过程中学习英语。
2. 合作学习法：通过小组合作，培养学生的团队协作能力。
3. 情境教学法：创设真实情境，提高学生的英语实际应用能力。
4. 互动式教学法：通过师生互动、生生互动，激发学生的学习兴趣。
五、教学过程1. 导入（1）展示健康生活的图片，引导学生思考健康的重要性。
高中英语学情分析
高中英语学情分析1. 引言为了更好地指导高中英语教学，提高教学质量和学生的英语水平，我们对高中英语学情进行了全面的分析。
本分析报告旨在了解学生的英语学习现状，发现存在的问题，并提出针对性的改进措施。
2. 学生英语学习现状2.1 学生的英语基础知识通过对学生的英语基础知识进行测试和评估，我们发现大部分学生的英语基础知识相对扎实，掌握了一定的词汇、语法和阅读技巧。
但在听力和口语方面，部分学生存在一定的困难。
2.2 学生的英语学习兴趣调查显示，大部分学生对英语学习保持积极的态度，认为英语学习对个人发展和未来就业有重要意义。
但仍有部分学生对英语学习缺乏兴趣，认为学习英语较为枯燥。
2.3 学生的英语学习方法在学习方法上，部分学生存在一定的问题。
一些学生过于依赖死记硬背，缺乏有效的学习策略和技巧。
另外，部分学生在学习英语时，缺乏自主学习和合作学习的机会，导致学习效果不佳。
3. 存在的问题3.1 听力和口语能力较弱部分学生的听力和口语能力相对较弱，这在一定程度上影响了他们的英语综合运用能力。
3.2 学习兴趣不足部分学生对英语学习缺乏兴趣，这可能导致他们学习英语的积极性和主动性不高。
3.3 学习方法不当部分学生过于依赖死记硬背，缺乏有效的学习策略和技巧，这可能影响他们的学习效果。
4. 改进措施4.1 提高听力和口语教学水平学校应加强对听力和口语教学的重视，提高教师的专业水平，采用更多的实践性教学活动，提高学生的听力和口语能力。
4.2 激发学生学习兴趣教师应注重激发学生的学习兴趣，通过丰富的教学手段和活动，提高英语学习的趣味性。
4.3 引导学生采用有效的学习方法教师应引导学生采用有效的学习方法，如自主学习、合作学习等，帮助他们形成良好的学习习惯和策略。
5. 总结通过对高中英语学情的全面分析，我们发现学生的英语学习现状存在一定的问题，但也有改进的空间。
学校和教师应针对存在的问题，采取有效的改进措施，提高学生的英语水平。
高一英语学生学习情况分析
高一英语学生学习情况分析2023年，高一学生的英语学习情况得到了显著的提高。
这一成果的取得，离不开多方面的努力。
以下从课程设置、教学方法、学生自身等方面进行分析。
课程设置方面。
2023年，国家对高中英语课程进行了调整和优化。
在课程内容方面，将听说读写等四大技能融合起来，形成了具有实际应用价值的综合英语课程。
在教学方法方面，强调互动式教学，增强学生参与感和兴趣，鼓励学生主动思考和创造，有助于培养学生英语语言应用能力和创新精神。
教学方法方面。
除了课程设置的优化，教学方法的改进也取得了不小的成果。
教师采取了探究式教学法、任务型教学法等先进的教学方法，让学生通过多样化的教育资源，深度开展自主学习、合作学习、个性化学习等形式，实现了学生的有效学习。
在学习习惯方面，学生们已经逐渐明白，英语学习需要长期跟进，在日常学习中要注重多资源的查找，培养个人学习能力和自我调节能力，掌握学习方法的同时，更要注意学习策略。
学生自身方面。
2023年的高中学生，已经意识到自己的英语能力需要长期保持，英语学习是自己未来发展的一个重要支柱，积极认真的学生做到：早期阅读开始就要看英文原文，逐渐提高自己语言的听说读写能力；平时多参与英语角、英语比赛等活动，增强自己的学习热情和活力；认真对待课外学习任务，注重英语学习的自我动力和自我管理，从而不断提升自己的英语水平。
总之，2023年高一学生英语学习情况已经发生大幅改善。
这得益于英语课程改革的顺利推进、教学方法的不断创新、学生自身素养的提高。
但也要看到，英语的学习还需要长期跟进，期待更多的改进和创新，希望未来的学生能够更为出色地掌握英语，更好地发挥英语在日常和职场上的作用。
高三学生英语学科学情分析报告范文
高三学生英语学科学情分析报告范文全文共3篇示例，供读者参考篇1Title: Analysis Report on Academic Performance of Senior High School Students in English SubjectIntroductionEnglish language is considered as an essential subject for senior high school students worldwide. In China, the English subject is a compulsory requirement for college entrance examinations, which places significant pressure on students to achieve high scores. This report aims to analyze the academic performance of senior high school students in English and provide insights into potential factors influencing their learning outcomes.Data CollectionData for this analysis was collected from a sample of senior high school students in a local school in China. The sample size consisted of 200 students from different classes, with an equal distribution of male and female students. Data was gathered through student records, test scores, and teacher assessments.Analysis of Academic PerformanceThe analysis of academic performance in the English subject revealed a mixed picture. While some students demonstrated high proficiency in English, achieving top scores in tests and assignments, others struggled with the language and scored poorly. The average overall performance of the students in English was found to be satisfactory but room for improvement was evident.Factors Influencing Academic PerformanceSeveral factors were identified as influencing the academic performance of senior high school students in the English subject. These factors included:1. Background Knowledge: Students with a stronger foundation in English, such as those who attended international schools or received private tutoring, tended to perform better.2. Study Habits: Students who invested more time and effort in studying English, through practice exercises, reading, and vocabulary building, achieved higher scores.3. Teacher Influence: The quality of English teachers and their teaching methods played a significant role in shaping the academic performance of students.4. Motivation: Students with a genuine interest and motivation to excel in English were more likely to achieve better results.Recommendations for ImprovementBased on the analysis conducted, the following recommendations are proposed to improve the academic performance of senior high school students in the English subject:1. Enhanced Teaching Methods: Teachers should adopt interactive and innovative teaching approaches to engage students and make learning English more enjoyable.2. Encourage Self-Study: Students should be encouraged to take ownership of their learning by practicing English outside the classroom through reading books, watching movies, and listening to podcasts.3. Provide Additional Support: Schools should consider offering extra-curricular English programs, workshops, and tutoring sessions to help students who are struggling with the subject.4. Increase Motivation: Teachers and parents should work together to motivate students by highlighting the importance of English proficiency for future academic and career opportunities.ConclusionIn conclusion, the academic performance of senior high school students in the English subject is a critical aspect of their overall education. By identifying factors influencing their performance and implementing targeted interventions, schools can help students achieve better outcomes in English. Ultimately, a strong foundation in English language proficiency will not only benefit students academically but also prepare them for success in the globalized world.篇2Analysis Report on English Learning Situation of Senior Three StudentsIntroductionEnglish is one of the most important subjects for senior three students in China, as it plays a crucial role in their academic performance and future career prospects. Therefore, it is important to analyze the current learning situation of seniorthree students in English to identify the challenges they face and propose effective strategies to improve their performance.MethodologyTo conduct this analysis, a survey was conducted among senior three students in several schools across different regions in China. The survey included questions on students' English proficiency, study habits, attitudes towards English learning, and the challenges they face in learning English. The survey was conducted online to ensure the anonymity of the participants and encourage honest responses.ResultsThe results of the survey revealed several important findings:1. English proficiency: The majority of senior three students reported that their English proficiency is average to below average. Only a small percentage of students rated their English proficiency as above average.2. Study habits: Most students reported that they spend around 1-2 hours studying English every day. However, a significant number of students admitted that they only study English when there is an upcoming exam or assignment.3. Attitudes towards English learning: The majority of students expressed a positive attitude towards learning English, with many recognizing the importance of the language for their future career prospects. However, some students also reported feeling overwhelmed by the amount of content they need to learn in English.4. Challenges in learning English: The main challenges reported by students included difficulties in understanding and memorizing vocabulary, grammar rules, and speaking fluently.DiscussionBased on the findings of the survey, it is evident that senior three students face several challenges in learning English, including low proficiency levels, inconsistent study habits, and difficulties in mastering the language. To address these challenges, several strategies can be implemented:1. Encourage regular practice: Students should be encouraged to study English regularly and not just before exams. Daily practice can help improve their proficiency and retention of the language.2. Use interactive learning methods: Incorporating interactive learning methods such as group discussions, debates,and language games can make learning English more engaging and effective.3. Provide additional support: Schools should provide additional support to students who are struggling with English, such as tutoring sessions, study groups, and online resources.4. Focus on practical skills: Emphasizing the development of practical English skills such as speaking, writing, and listening can help students become more confident and proficient in using the language.ConclusionIn conclusion, the analysis of the English learning situation among senior three students in China reveals several challenges that need to be addressed. By implementing the strategies discussed above, schools can help improve students' English proficiency, study habits, and attitudes towards learning the language. This, in turn, will benefit students in their academic performance and future career prospects.篇3Analysis of English Learning Situation of Senior Three StudentsIntroductionEnglish is a crucial subject for senior three students as it is not only a compulsory subject for the college entrance examination but also an essential skill in today's globalized world. Therefore, it is important to analyze the learning situation of senior three students in order to identify strengths and weaknesses and provide suggestions for improvement.StrengthsSenior three students have several strengths in their English learning. Firstly, they have a solid foundation of basic grammar and vocabulary after years of studying English. This allows them to understand and use English in a variety of situations. Secondly, senior three students have good reading comprehension skills and can comprehend complex texts with ease. This is crucial for success in the college entrance examination as well as in future academic endeavors. Finally, senior three students have developed good writing skills and can express their ideas clearly and effectively in written form.WeaknessesDespite their strengths, senior three students also have some weaknesses in their English learning. One major weaknessis the lack of speaking practice. Senior three students often focus more on reading and writing, neglecting the development of speaking skills. As a result, they may struggle in communication with native English speakers or in oral examinations. Additionally, senior three students may have trouble with listening comprehension, especially when it comes to understandingfast-paced native speaker conversations or lectures. This can hinder their overall English proficiency and affect their performance in listening tests.Suggestions for ImprovementTo address the weaknesses in their English learning, senior three students can take several steps to improve their skills. Firstly, they should prioritize speaking practice by engaging in conversations with peers, participating in English clubs or activities, or even practicing with online language exchange partners. By speaking more regularly, senior three students can improve their fluency and confidence in using English. Secondly, senior three students should focus on improving their listening skills by listening to English podcasts, watching English movies or TV shows, and practicing listening comprehension exercises. This will help them become more accustomed to different English accents and improve their ability to understand spokenEnglish. Finally, senior three students should continue to work on their writing skills by practicing writing essays, reports, and other types of written assignments. This will help them refine their writing style and grammar, ultimately improving their overall English proficiency.ConclusionIn conclusion, the English learning situation of senior three students is characterized by strengths in grammar, reading, and writing skills, as well as weaknesses in speaking and listening comprehension. By addressing these weaknesses through regular practice and exposure to English, senior three students can improve their overall English proficiency and achieve success in the college entrance examination and beyond. It is important for senior three students to continue working on their English skills in order to excel in an increasingly globalized world.。
高一 基础班英语学情分析范文
高一基础班英语学情分析范文As an English teacher in a high school grade 1 basic class, I have had the opportunity to closely observe and analyze the learning situation of my students. This analysis aims to provide a comprehensive understanding of the current state of English learning within this specific classroom context.The grade 1 basic class is often composed of students who have faced various challenges in their previous academic endeavors. These students may have struggled with the foundational concepts of the English language or encountered difficulties in keeping up with the pace of instruction in regular classes. Consequently, they have been placed in the basic class to receive more personalized attention and targeted support.One of the most prominent observations in this class is the wide range of English proficiency levels among the students. While some students have a relatively strong grasp of the language, others exhibit significant gaps in their knowledge and skills. This disparity can be attributed to a variety of factors, including their prioreducational experiences, exposure to the language outside the classroom, and individual learning abilities.To address this heterogeneity, the teaching approach in the basic class must be tailored to cater to the diverse needs of the students. The curriculum and lesson plans are carefully designed to provide a solid foundation in the core areas of English language learning, such as grammar, vocabulary, reading comprehension, and written expression.In terms of grammar, many students in the basic class demonstrate a limited understanding of basic grammatical structures, such as subject-verb agreement, tense usage, and sentence construction. This deficiency often hinders their ability to communicate effectively in both spoken and written English. To address this, the teacher dedicates a significant portion of class time to reinforcing grammatical concepts through various interactive activities, exercises, and targeted feedback.Vocabulary development is another area of focus in the basic class. Many students struggle with building a robust and versatile vocabulary, which can impede their reading comprehension, writing skills, and overall language proficiency. The teacher employs a range of strategies to enhance vocabulary acquisition, including introducing thematic word groups, encouraging the use of contextclues, and providing opportunities for vocabulary practice and application.Reading comprehension is a crucial skill that poses challenges for some students in the basic class. While they may be able to decode the words on the page, they often struggle to grasp the deeper meaning and nuances of the text. To address this, the teacher incorporates a variety of reading materials, from simplified passages to more complex authentic texts, and guides the students through active reading strategies, such as predicting, questioning, and summarizing.In the domain of written expression, many students in the basic class exhibit difficulties in organizing their thoughts, constructing coherent sentences, and developing well-structured paragraphs and essays. The teacher works extensively on the writing process, providing explicit instruction on the elements of effective writing, such as topic sentences, supporting details, and logical flow. Additionally, the teacher offers regular feedback and opportunities for revision to help students improve their written communication skills.Alongside the academic challenges, the basic class also presents unique social and emotional dynamics that the teacher must navigate. Some students may feel a sense of frustration or lack of confidence due to their perceived "lower" academic standing, whichcan impact their engagement and motivation in the classroom. The teacher employs various strategies to foster a supportive and inclusive learning environment, such as encouraging peer collaboration, providing positive reinforcement, and addressing individual emotional needs.Furthermore, the basic class often requires a more personalized approach to instruction and assessment. The teacher must be attuned to the unique learning styles, paces, and needs of each student, and adapt the teaching methods accordingly. This may involve the use of differentiated instruction, targeted interventions, and alternative assessment techniques to ensure that all students have the opportunity to demonstrate their progress and growth.Despite the challenges faced in the basic class, there are also numerous opportunities for growth and success. Many students in this setting have the potential to make significant strides in their English language proficiency, given the dedicated support and tailored instruction they receive. The teacher's role becomes pivotal in identifying and nurturing the strengths of each student, while also addressing their areas of weakness.In conclusion, the analysis of the English learning situation in a high school grade 1 basic class reveals a complex and multifaceted landscape. The diversity of student profiles, the range of proficiencylevels, and the unique social and emotional dynamics within the classroom require a comprehensive and adaptable approach to instruction. By addressing the specific needs of these students and employing effective teaching strategies, educators can empower them to overcome their challenges and unlock their full potential in English language learning.。
高中英语学情分析
一、引言：英语作为一门重要的国际交流语言，对于学生的综合素质和未来发展具有重要意义。
高中阶段是英语学科的重要阶段，学生需要掌握一定的英语知识和语言运用能力。
通过对高中英语学情的分析，可以有针对性地进行教学和辅导，促进学生的英语学习兴趣和能力的提升。
二、学生英语学情分析：1.听说能力：英语学科中，听说能力是学生最基础的能力之一。
通过对学生的课堂表现和口语交流情况的分析，可以发现部分学生在听力理解和口语表达方面存在一定的困难。
他们可能会遇到听不懂英语听力材料、无法流利表达自己的意思等问题。
2.阅读理解能力：英语学科中，阅读理解能力是学生学习的关键能力之一。
通过对学生的阅读表现和阅读理解练习成绩的分析，可以发现一些学生在阅读理解方面的能力还不够强。
他们可能会遇到理解文本困难、找不到正确答案等问题。
3.写作能力：英语学科中，写作能力是学生综合能力的重要体现。
通过对学生的作文表现和写作练习成绩的分析，可以发现一些学生在写作方面的能力还不够熟练。
他们可能会遇到写作结构不合理、语言表达不准确等问题。
4.语法和词汇掌握情况：英语学科中，语法和词汇是学生语言运用的基础。
通过对学生的语法和词汇使用情况的分析，可以发现一些学生在语法和词汇方面的掌握不够牢固。
他们可能会遇到语法错误、词汇用词不准确等问题。
5.学习方法与时间管理：高中英语学习的特点是内容较多，学习任务较重。
对学生的学习方法和时间管理能力有一定的要求。
通过与学生的交流和观察，可以发现一些学生可能存在学习方法不当、效果不佳的问题，以及时间分配不合理的情况。
需要进行指导和帮助，提高学生的学习效率和时间管理能力。
三、教学和辅导策略：1.听说能力提升：针对听说能力较弱的学生，可以通过丰富的听力材料和口语练习，激发学生的兴趣，并提高他们的听力理解和口语表达能力。
可以组织角色扮演、英语演讲比赛等活动，增加学生的英语实践机会。
2.阅读理解能力提升：对于阅读理解能力较弱的学生，可以通过大量的阅读材料，鼓励学生多读多练，提高他们的阅读速度和理解能力。
高中英语学情分析报告
高中英语学情分析报告摘要本报告对高中阶段的英语学习情况进行了深入的分析和评估，旨在识别学生的学习需求、优势与不足，为制定更具针对性的教学策略和提升学生英语能力提供依据。
1. 学生背景本次分析报告针对的是高中一年级至高中三年级的学生群体，他们的英语学习背景、学习习惯和接受能力存在一定的差异。
2. 学习需求分析2.1 学科要求高中英语课程标准对学生的听、说、读、写四项基本技能提出了明确的要求，并强调语言知识的积累和语言运用能力的培养。
2.2 学生期望通过问卷调查和访谈，发现学生们希望在英语学习中提高语言实际运用能力，特别是在听力、口语和阅读方面。
3. 学情优势分析3.1 学习基础大部分学生在初中阶段已建立了扎实的英语基础，能够顺利地开展高中阶段的英语学习。
3.2 学习资源随着信息技术的发展，学生可利用的学习资源丰富，包括在线教育平台、英语学习APP等。
4. 学情不足分析4.1 学习习惯部分学生缺乏良好的学习习惯，如定期复习、积累词汇和语法知识。
4.2 实践机会由于应试教育的影响，学生缺乏足够的语言实践机会，特别是在口语和写作方面。
5. 改进建议5.1 教学策略教师应针对不同学生的学习基础，采用分层教学法，满足不同层次学生的学习需求。
5.2 学习活动增加各类英语实践活动，如英语角、角色扮演等，提高学生的语言运用能力。
5.3 学习资源引导学生合理利用网络学习资源，提高自主学习能力。
6. 总结通过本次学情分析，我们对学生的英语学习现状有了更深入的了解，为今后的教学工作提供了有益的参考。
我们将继续关注学生的英语学习进展，不断调整和完善教学策略，努力提高学生的英语水平。
附录- 问卷调查表- 访谈记录- 教学策略实施方案。
高一英语学情分析文档
高一年级组英语学情分析报告高中阶段是学生英语学习的重要时期,学生的英语水平将决定其未来的发展前景和机会。
根据多年来的英语教学经验和对高中生英语学习的观察,归纳高中英语学习存在以下主要特征:第一,英语学习热情高但基础知识不足。
许多学生在进入高中后对英语产生较高的学习兴趣,渴望迅速提高英语水平和实际运用能力。
他们积极主动参与各种英语学习活动,乐意阅读英文原著书籍和网络资料,并热衷于与英语母语者交流互动。
然而,由于中小学英语教学侧重于应试和考级,一定比例的学生的英语基础知识如词汇、语法以及听说技能较为薄弱。
例如,许多学生虽然记忆了大量单词的中文意思,但对词汇的正确认知和熟练运用却不足;学生可以基本理解并运用基本的英语语法规则完成单项选择题,但在自由写作与交流中仍然出现许多语法错误;学生的听力理解能力虽然可以完成考试,但在自然语速的英语交流中难以完全理解和跟上。
这些基础知识与技能的不足,使得学生在表达自己或理解他人的思想时障碍重重,效果不佳,从而在一定程度上影响和制约了他们的英语学习效果与学习动力。
所以,要想真正激发高中生的英语学习热情,重要的一步是要加强对他们英语基础知识的培训与弥补,帮助他们构建更加牢固的英语知识架构,提高实际运用英语的信心和能力。
第二,学习方法单一,主要依靠背诵和老师讲解。
传统的英语教学过于注重知识的传授和记忆,许多学生习惯通过机械的背诵和老师的讲授来学习英语,没有形成自己有效的学习方法和思维模式,这使得学习效果并不理想。
第三,实践机会较少,运用能力有限。
相比大量的知识输入,高中英语学习的实践和输出机会较少,学生难以在实践中运用所学知识,有效提高听说读写能力。
这也是高中英语教学需要加强的一个方面。
综上,高中英语教学应注重学生学习兴趣的激发,加强基础知识的巩固,引入更多实践机会提高学生运用能力,并帮助学生建立高效的学习方法,这些都需要学校、教师和家长的共同努力与支持。
只有通过改革和优化,高中英语教学才能达到更好的学习效果。
高三英语学生学情分析报告范文
高三英语学生学情分析报告范文English Learning Analysis Report for Senior High School StudentsIn the educational landscape, the final year of highschool is a critical period for students preparing for university entrance exams. This report aims to provide an in-depth analysis of the English learning situation among senior high school students, focusing on their strengths, weaknesses, and areas for improvement.Strengths:1. Proficiency in Core Skills: Most students have a solid foundation in the basic skills of English, including reading, writing, and listening. They are able to comprehend and respond to a variety of texts and can construct sentenceswith relative ease.2. Motivation for Learning: A significant number of students exhibit a high level of motivation to learn English. This is often driven by the recognition of its importance in both academic and professional settings.3. Use of Technology: Students are adept at using technology to enhance their learning experience. They utilize online resources, language learning apps, and social media platforms to practice and improve their English skills.Weaknesses:1. Limited Speaking Skills: Despite their proficiency in other areas, many students struggle with spoken English. This is often due to a lack of opportunities to practice speaking in real-life situations or with native speakers.2. Vocabulary Range: While students have a good grasp of basic vocabulary, they often lack the advanced vocabulary necessary for higher-level academic and professional discourse.3. Test Anxiety: The pressure of exams and the fear of underperforming can lead to test anxiety, which affects students' ability to demonstrate their true English proficiency during assessments.Areas for Improvement:1. Oral Proficiency: Encouraging more speaking activities in class and providing opportunities for students to engagein conversations with native speakers can help improve their oral skills.2. Vocabulary Expansion: Implementing vocabulary-building exercises and encouraging students to read a wider range of materials can help expand their vocabulary.3. Coping with Test Anxiety: Providing strategies for managing test anxiety and creating a less stressful testingenvironment can help students perform better.4. Cultural Understanding: Integrating cultural elements into English lessons can enhance students' understanding of the language and make learning more engaging.5. Feedback Mechanisms: Establishing effective feedback mechanisms can help students understand their mistakes and learn from them, thus improving their overall performance.In conclusion, while senior high school students possess a strong foundation in English, there is room for improvement in areas such as speaking skills, vocabulary, and test-taking strategies. By addressing these areas, educators can help students achieve a higher level of English proficiency and prepare them for the challenges of university and beyond.。
高二英语教案学情分析
高二英语教案学情分析高二英语教案学情分析通用〔五〕一、教材分析：本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法学问的传授和语言基本技能的学习结合到一起，注意复习语法与语言的运用。
采纳任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及同学的语言输出量。
二、学情分析：在高一英语学习基础上，同学已经把握基本的语言结构和肯定程度的听说读写力量。
在复习的过程中，结合同学原有的学问把握水平，稳固基础强化正确使用语法学问，提高同学运用语言的深度和难度.但大部分同学的基础学问仍旧较为薄弱，运用英语进行交际活动的力量较差，主动学习的动力不够，然而他们学习比较仔细，渴求知欲旺盛，思维比较活跃。
部分同学的基础较好，能主动协作老师。
只有设置使他们感爱好的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标：1.学问目标：引导同学把握过去分词在真实的生活语境中的使用。
培育同学通读，分析，理解，综合的力量，教会同学体察语境，结合上下文，符和规律推理和合理的想象，结合语法和题干中的语境解决问题。
在运用语言过程中培育同学的观看力、分析力、想象力和自学力量，提高思维力量和运用英语的综合力量。
2.力量目标：利用多媒体手段营造主动和谐教学气氛，使同学进入情景之中，充分调动同学的思维活动和情感体验，规范同学运用英语学问精确表达的力量，同时，进展同学综合语言运用的力量，分析问题和解决问题的力量，培育同学自主学习。
3.德育目标：用含过去分词的句子结构表达思想感情。
四、教学重点：1.过去分词的用法.2. 过去分词的运用五、教学难点：1.结合语法学问，以课堂教学为依托，全面训练同学的听、说、读、写力量，加强和提高运用英语的综合力量。
2. 过去分词在真实的生活语境中的使用。
六、教学策略：通过小组商量、小组竞赛等详细形式，创设有利于高中生自己自我熟悉、自我反省、自我调整的情境，利用他们自身较高的自我意识水平对自己的学习进行调整、监控。
学情分析高中教案范文模板
一、课程名称：高中英语二、学情分析1. 学生基本情况本班共有学生50人，其中男生25人，女生25人。
学生年龄在15-17岁之间，整体学习态度认真，但学习基础参差不齐。
大部分学生对英语学习有一定的兴趣，但部分学生对英语学习存在恐惧心理。
2. 学生英语学习现状（1）基础知识掌握情况：部分学生对英语基础知识掌握较好，能够熟练运用语法、词汇等基本知识。
但部分学生基础知识薄弱，对语法、词汇掌握不牢固。
（2）听说读写能力：学生在听说读写能力方面存在明显差异。
部分学生听说能力较好，能够流利地进行口语交流；但部分学生听说能力较弱，表达不流畅，语法错误较多。
在读写方面，部分学生阅读理解能力较强，能够准确把握文章大意；但部分学生阅读理解能力较弱，对文章细节把握不准确。
写作能力方面，部分学生写作水平较高，能够写出结构清晰、语言流畅的短文；但部分学生写作水平较低，文章结构混乱，语言表达不准确。
（3）学习习惯：部分学生具有良好的学习习惯，能够按时完成作业，主动预习、复习；但部分学生学习习惯较差，依赖性强，缺乏自主学习能力。
3. 影响学生英语学习的因素（1）家庭环境：部分学生家庭英语氛围较好，家长重视英语学习，为学生提供良好的学习条件；但部分学生家庭英语氛围较差，家长对英语学习重视程度不高。
（2）教师教学：部分教师教学方法得当，能够激发学生的学习兴趣；但部分教师教学方法单一，缺乏针对性，导致学生学习效果不佳。
（3）学生自身因素：部分学生缺乏学习动力，对英语学习失去信心；部分学生心理素质较差，遇到困难容易产生焦虑情绪。
三、教学目标1. 知识目标：掌握本单元的词汇、语法知识，提高学生的英语阅读理解能力。
2. 能力目标：提高学生的听说读写能力，培养学生运用英语进行交流的能力。
3. 情感目标：激发学生学习英语的兴趣，增强学生的自信心，培养学生积极向上的学习态度。
四、教学重难点1. 重点：词汇、语法知识的掌握，阅读理解能力的提高。
2. 难点：听说读写能力的综合运用，培养学生运用英语进行交流的能力。
高中英语教学学情分析
高中英语教学学情分析一、教学任务及对象1、教学任务本教学任务围绕“高中英语教学学情分析”展开，旨在深入了解学生的学习背景、英语水平、学习习惯、兴趣点和挑战点，为制定有效的教学策略和提升教学质量提供依据。
具体包括分析学生的英语基础知识掌握情况、听说读写四项技能的发展状况、学习动机与目标、学习过程中的困难与问题等。
2、教学对象教学对象为高中学生，他们正处于青春期，具有一定的独立思考能力和自主学习能力。
在英语学习方面，他们已经掌握了基本的语法、词汇和句型，但水平参差不齐。
此外，学生在学习过程中可能存在以下问题：学习兴趣不足、学习动力不足、学习方法不当、对英语实际应用能力的重视程度不够等。
因此，针对这些教学对象，教师需要从多方面进行学情分析，以便制定出切实可行的教学方案。
二、教学目标1、知识与技能（1）知识目标：通过学情分析，使学生能够系统地掌握英语基础知识，如语法、词汇、句型等，并在此基础上拓展相关文化背景知识，提高学生的英语素养。
（2）技能目标：培养学生的听说读写四项基本技能，特别是提高学生的听说能力，使其在日常交流中能够准确、流畅地表达自己的观点和需求。
2、过程与方法（1）过程目标：引导学生通过自主学习、合作学习、探究学习等多种学习方式，培养良好的学习习惯，提高学习效率。
（2）方法目标：教授学生有效的学习方法和策略，如归纳总结、联想记忆、时间管理等，帮助学生找到适合自己的学习方式，提高学习效果。
3、情感，态度与价值观（1）情感目标：激发学生对英语学习的兴趣和热情，使其在学习过程中保持积极、主动的态度，增强自信心。
（2）态度目标：培养学生对待英语学习的正确态度，认识到英语学习的重要性，树立长期学习的目标，克服学习过程中的困难与挫折。
（3）价值观目标：通过英语学习，拓展学生的国际视野，使其了解并尊重不同文化，培养跨文化沟通能力，树立正确的价值观。
在教学过程中，教师应关注以下几个方面：1）关注学生的情感需求，营造轻松、愉快的学习氛围，使学生在愉悦的情感状态下进行学习。
2021年高一英语期中成绩分析总结范文
2021年高一英语期中成绩分析总结范文会同三中向亚萍一、考试成绩分析（一）教情分析本届高一共8个英语班。
4位英语任课教师，都是送过几届高三的有经验的老师，大家都积极肯干、上进心强、乐于奉献，完全胜任高一的教学组织工作。
（二）学情分析文本这次考试的内容是必修一的一二单元的内容。
因本校生源差，英语基础更差，给授课催生一定难度。
因此，整个学习进度较慢，学生对初高中的衔接接纳较慢，考前没有专门针对时间复习，导致整体成绩不理想。
（三）成绩分析从上表可以看出，英语为薄弱学科。
二、问题查摆1、学生层面由于学生重视程度不够，致使学生在学习的诸多环节中，知识掌握及其理解不得力，突出表现在（1）学生懒于动手、动脑。
上课时相当一部分中学生只是听老师讲，没有动手、动脑，导致所学知识一看就懂、一学就会、一做就错。
因此，要大力推行课改，让学生主动地参与到教学过程中去，使他们真正成为作为学习的主人。
（2）相对基础较差由于我校学生大部分选自乡镇绝大部分中学，英语学科相对基础较差，没有身心健康良好的英语学习习惯，听力、阅读能力差，很难在短期内提高。
（3）落实不到位老师课上、课下布置的作业，特别是英语的口头作业，学生不能及早完成或不能根本不做，从而影响学生听力及阅读技能的提高。
（4）学生计划性和学习运行效率太低由于初中和高中学习高中的方式的差异，许多学生的学习主动性较差，缺乏计划性，从而导致学习效率太低。
在有限的时间时间内不了完成相应内容。
从而造成学习拖欠现象。
（5）学生应试能力还不够，规范落实的不好。
还没有形成科学的计分习惯；审题不仔细，答题不严谨，规范性不够。
书面表达语言不条理、书写潦草、马萨省现象严重。
从书写，到答题的进行规范程度来看，我们和县一中存在较大的差距。
2、教师层面（1）各别备课要求落实不够精细，特别紫菊学生方面，没有做到分层教学，目的性较差，高达不到应有的效果。
并且在学期初，在授课方面授课起点，和难点把握上不够准确（2）作业布置与检查和单元测试缺乏组织工作不够严谨。
高一英语学情分析范文（精选3篇）
高一英语学情分析范文（精选3篇）【范文大全】学习情境分析是指对学生的学习特点、学习方法、习惯、兴趣、成绩等进行分析。
设计理念包括教学方法和学习指导，以及教学理念的分析。
以下是为大家整理的关于高一英语学情分析的文章3篇 ,欢迎品鉴！高一英语学情分析篇1这次考试试题难度适中，符合我校学生现有知识和认知水平，考试成绩基本体现学生真实学习情况。
试卷满分120分，年组最高分105分，最低分不足30分，平均分为51分，学生两极分化较明显。
分析原因，给出整改措施：1.知识基础薄弱：零星知识多反复，及时巩固练习;系统知识面向全体，零起点讲授；知识分层次，要求有梯度。
2.学习不主动：课上小组合作，扩大参与；课下留预习、巩固作业，课前检查；假期作业及时上交、批改，严格要求。
3.学习状态不稳定，阶段性波动：课上多关注，多提问，课后针对性单独谈话，了解情况，力所能及给予正确引导和帮助。
4.学习不够刻苦，惰性强；信心不足，困难和压力面前易退缩:①知识归纳详细，结构清晰，层次分明，精益求精。
力求做到最易懂、最典型、最精炼，并印成规范单页纸下发，以备随时复习、查阅。
用自身努力助学生事半功倍。
②重理解、轻记忆；重思维与技能养成、轻大量信息涌入式记忆；力争最大程度提高技能，促一劳永逸，减轻学习压力。
③给学生成长和进步的时间与空间，不急于求成，让学生在轻松、愉悦的氛围里学习，不知不觉中获得知识与技能的积累。
我始终坚信，好教育是润物无声+春风化雨。
好教师是不动声色+潜移默化。
高一英语学情分析篇2一、问题分析1．学生的目标高远，但动力不足。
大部分学生有考上重点高校的愿望，但是学习动力和自信却严重不足。
这一反差很大的现象值得我们认真思考和研究：学习动力和自信是由哪些因素决定的？怎样帮助学生树立自信，增强学习的动力？2．高中学习适应性比较差。
高二学生认为新课程进度快，不能适应，对所学内容不能及时做到消化理解。
高二年级学生认为高二课程难度又上了一个台阶，也感到不适应。
英语学情分析范文
英语学情分析范文英语作为一门国际通用语言，对于现代人来说已经不再是一门陌生的语言。
在全球范围内，英语已经成为了一种必备的语言技能。
在中国，英语也是一门非常重要的语言，因为它不仅是国际交流的重要工具，也是高考和出国留学的必备科目。
因此，英语学习已经成为了每个学生必须面对的问题。
本文将对英语学情进行分析，探讨英语学习的现状以及存在的问题。
英语学习现状英语学习已经成为了每个学生必须面对的问题。
在中国，英语学习已经成为了一门必修科目，从小学到高中，每个学生都需要学习英语。
在大学阶段，英语也是必修科目之一。
因此，英语学习已经成为了每个学生必须面对的问题。
在英语学习的过程中，学生需要掌握英语的基本语法、词汇、听说读写等技能。
在学习过程中，学生需要通过课堂教学、自学、辅导等多种方式来提高自己的英语水平。
同时，学生还需要参加各种英语考试，如四级、六级、雅思、托福等，以证明自己的英语水平。
英语学习存在的问题虽然英语学习已经成为了每个学生必须面对的问题，但是在英语学习的过程中，也存在着一些问题。
学习压力大英语学习需要掌握大量的知识，需要花费大量的时间和精力来学习。
在学习过程中，学生需要面对各种考试和测试，需要不断地提高自己的英语水平。
因此，学习压力非常大，容易导致学生产生焦虑和压力。
学习方法不当在英语学习的过程中，学生需要掌握各种学习方法，如听力、口语、阅读、写作等。
但是，很多学生在学习过程中没有找到适合自己的学习方法，导致学习效果不佳。
缺乏实践机会英语学习需要不断地练习和实践，但是在学校教育中，学生往往缺乏实践机会。
学生只能在课堂上学习，很难有机会进行实践和交流。
缺乏兴趣英语学习需要学生对英语产生兴趣，但是很多学生对英语缺乏兴趣。
这可能是因为学生没有找到适合自己的学习方法，也可能是因为学生没有找到适合自己的学习内容。
如何提高英语学习效果为了提高英语学习效果，学生需要采取一些措施。
找到适合自己的学习方法在英语学习的过程中，学生需要找到适合自己的学习方法。
教案高中英语学情分析万能模板
一、班级概况1. 班级人数：______人2. 性别比例：男生______人，女生______人3. 年龄范围：______岁-______岁4. 家庭背景：城市家庭______户，农村家庭______户二、学生英语学习现状1. 学习成绩：（1）优秀生：______人，占比____%（2）中等生：______人，占比____%（3）后进生：______人，占比____%2. 学习态度：（1）积极主动：______人，占比____%（2）一般：______人，占比____%（3）被动：______人，占比____%3. 学习方法：（1）自主学习：______人，占比____%（2）合作学习：______人，占比____%（3）传统学习：______人，占比____%4. 学习兴趣：（1）浓厚：______人，占比____%（2）一般：______人，占比____%（3）缺乏：______人，占比____%三、学生英语学习存在的问题1. 学习基础薄弱：（1）词汇量不足：______人，占比____%（2）语法知识掌握不牢固：______人，占比____%（3）阅读理解能力差：______人，占比____%2. 学习习惯不良：（1）上课注意力不集中：______人，占比____%（2）作业完成不及时：______人，占比____%（3）缺乏复习巩固意识：______人，占比____% 3. 学习动力不足：（1）对英语学习失去兴趣：______人，占比____%（2）缺乏学习目标：______人，占比____%（3）自信心不足：______人，占比____%四、改进措施1. 针对学习基础薄弱的学生：（1）加强词汇教学，提高学生词汇量；（2）加强语法知识讲解，帮助学生掌握语法规则；（3）开展阅读训练，提高学生阅读理解能力。
2. 针对学习习惯不良的学生：（1）培养学生良好的学习态度，提高课堂注意力；（2）加强作业管理，确保学生按时完成作业；（3）引导学生树立学习目标，增强自信心。
高三学生英语学习方面的学情分析
知己知彼，百战不殆知己知彼，百战不殆。
由此可知教师在教育教学过程中，进行合理的学情分析非常重要，学情分析适当且客观，能帮助教师逐步提高教学能力和水平。
同样，也会给学生们的有效学习指明方向。
步入高三，如何进行高三学生英语学习方面的学情分析呢？从如下几点进行说明！工作重点：一是要做好学生的思想工作，要让他们认识到现在面临的严峻形势以及提升英语素养、英语能力、运用英语的重要性；二是要做好个别学生的管控，对于学生不同的学习能力，逐层提出要求。
再者，抓实课堂，增加课堂的随堂反馈练习，强调当堂的消化吸收。
同时对于课后的时间，我们要提高利用效率，练习要精要，要有效，课后复习内容要能在随后的课堂和练习中得到检验。
1. 夯实基础知识，抓实可控分。
对于基础知识的检测一定要夯实好。
常见常考重要句型、基础语法知识要反复磨，反复练，特别对于易错词汇、固定短语搭配一定要强调落实到位。
2.语法填空、短文改错强化训练积累；阅读、完形、七选五强化方法指导。
在一轮复习中，我们将回归课本，对必修课本中的重要词汇、短语、语法进行归纳整理，以期在考试中形成良好的知识迁移。
同时强化各种题型的小题训练，比如通过单句语法填空、单句改错等形式，检测巩固学生知识点的落实情况；然后进行适当的篇章训练，保证学生的练习，由零化整，有学有练，做题不手生。
而阅读要坚持好以下三性：方向性、规范性、准确性。
具体地说，就是要找准答题的方向，明确考什么；找准答题区间，培养筛选和概括信息的能力；严格答题的规范，做到有条理答题。
至少要保证不管难度如何变化，该拿到的分要尽可能拿到。
3.作文训练要更有针对性近几年作文题审题难度不会太大，但不能忽视对审题能力的训练，材料作文一定要保证要点全面，进行深度挖掘，要适当进行情感升华。
平时作文可加强作文提纲训练。
在作文指导中要警惕学生动不动就乱套句型的现象，提倡作文进行合理的高级词汇句型的替换，但一定要贴切。
同时，要让学生明确高考作文的各项评卷要求，如时态、人称、分段、要点、文体等，做到有的放矢。
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高中英语学情分析范文对于高中学生的学习情况进行分析，是教学改善的一个步骤。
下面是 ___给大家的高中英语学情分析，供大家参阅!xx年5月23日，我校进行了全校范围的xx-xx学年度下学期期中考试。
基于本次考试的检验结果和这学期以来学生学习的具体情况，总结如下：这次考试试题难度适中，符合我校学生现有知识和认知水平，考试成绩基本体现学生真实学习情况。
___满分120分，年组最高分105分，最低分不足30分，平均分为51分，学生两极分化较明显。
分析原因，给出整改：1. 知识基础薄弱：零星知识多反复，及时巩固练习; 系统知识面向全体，零起点讲授;知识分层次，要求有梯度。
2. 学习不主动：课上小组合作，扩大参与;课下留预习、巩固作业，课前检查;假期作业及时上交、批改，严格要求。
3. 学习状态不稳定，阶段性波动：课上多 ___，多提问，课后针对性单独谈话，了解情况，力所能及给予正确引导和帮助。
4. 学习不够刻苦，惰性强;信心不足，困难和压力面前易退缩:①知识归纳详细，结构清晰，层次分明，精益求精。
力求做到最易懂、最典型、最精炼，并印成规范单页纸下发，以备随时、查阅。
用自身努力助学生事半功倍。
②重理解、轻记忆;重思维与技能养成、轻大量信息涌入式记忆;力争最大程度提高技能，促一劳永逸，减轻学习压力。
③给学生成长和进步的时间与空间，不急于求成，让学生在轻松、愉悦的氛围里学习，不知不觉中获得知识与技能的积累。
我始终坚信，好是润物无声+春风化雨。
好教师是不动声色+潜移默化。
第一部分：听力(共两节，满分20分)第一节(共5小题，每小题1分，满分5分)请听下面5段对话，每段对话后有一个小题，从题中所给的A，B，C三个选项中选出最佳选项，并标在 ___的相应位置。
听完每段对话后，你都有10秒钟时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. What’s the wo ___n?A. A restaurant cook.B. An experien ___d baker.C. A hotel waitress.2. What’s the ___n getting his English teacher for her birthday?A. A scarfB. FlowersC. A dictionary3. How ___ny people visited Mr. Lee’s offi ___ this morning?A. OneB. FourC. None4. Which book has the ___n’s brother bought?A. A history book.B. An English textbook.C. A Chinese textbook.5. What should the ___n do aording to the wo ___n?A. Look in the study group area.B. Join the study group.C. Look in the lounge for the study group.第二节 (共15小题;每小题1分，满分15分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A，B，C三个选项中选出最佳选项，并标在 ___相应位置。
听每段对话或独白前，你将有时间阅读每个小题，每小题5秒钟;听完后，个个小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
请听第6段材料，回答第6至8题。
6. Where does the conversation take pla ___?A. At the nurse’s station.B. At a hospital ward.C. At the doctor’s offi ___.7. Which of the following is mentioned in the conversation?A. The bill.B. Visiting hours.C. Meal hours.8. What can we learn from the conversation?A. The wo ___n is a new doctor.B. The ___n doesn’t think very highly of the wo ___n.C. The ___n is new here.请听第7段材料，回答第9至11题。
9. When did the ___n plan to meet Cathy?A. At 7:00.B. At 7:30.C. At 9:00.10. What did the ___n finally buy?A. A shirt and a coat.B. A shirt.C. Nothing.11. What do we learn about Cathy?A. She first went to the east entran ___ to meet the ___n.B. She hoped to meet the ___n at 7:30.C. She met the ___n at 9:30 at the ___in entran ___.请听第8段材料，回答第12至14题。
12. How does the ___n know Bill has a baby girl?A. From his colleague.B. From his school ___te.C. From his neighbour.13. What happened to Mark this morning?A. He ___oked too much and coughed a lot.B. He had an aident on the way to work.C. He felt terrible when he woke up.14. What will the two speakers do tomorrow?A. Hold a farewell ___ for David.B. Have a ___lebration for Bill.C. Visit Bill’s wife in the hospital.请听第9段材料，回答第15 至17题。
15. Where will the ___n have Thanksgiving?A. At his own home.B. At the wo ___n’s.C. At his parents’.16. What do people eat at the wo ___n’s home on Thanksgiving?A. Turkey, sweet potatoes and apple pie.B. Turkey, salty potatoes and pumpkin pie.C. Turkey, sweet potatoes and pumpkin pie.17. What are the men doing while the women are cooking?A. Helping the women with the cooking.B. Doing some exercise.C. Watching football games.请听第10段材料，回答第18至20题。
18. In how ___ny countries has Avatar been shown besides North America aording to the talk?A. 4.B. 5.C. 6.19. When is the movie Avatar set?A. 2145.B. 2154.C. 2159.20. What can we learn from the talk?B. It took 6 years to ___ke Avatar.C. Avatar has won Oscar awards.第二部分英语知识运用(共两节，满分35分)第一节单项填空(共15小题;每小题1分，满分15分)请认真阅读下面各题，从题中所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
21. It’s ______ good feeling for people to admire the Shanghai World Expo that gives them ______ pleasure.A. /; aB. a; /C. the; aD. a; the22. Unless ______ , we’ll have to shut down some branch panies for lack of money.A. discussedB. finan ___dC. encouragedD. renamed23. With your help, there is no doubt ______ our plan is meant for will work out suessfully.A. that whatB. whether thatC. what thatD. that whether24.When electric cars bee ______ , we’ll need to build more charging stations.A. availableB. aessibleC. attractiveD.alternative25. A scientist who can speak English is in closer touch with those of other countries than ______ who doesn’t.A. thatB. thoseC. /D. one26. He doesn’t spend any more money on clothing than I do, but ______ he ___nages to look so stylish.A.thereforeB. somehowC. furthermoreD. otherwise27. Buses have routes. They ________ and ________ people at different pla ___s on the routes.A. take on, get offB. pick up, drop offC. take up; take offD. pick out; drop out28. Green economy offers a new model ______ people could both protect the cli ___te and develop the economy, aording to what Li said at the International Cooperative Conferen ___ on Green Economy and Cli ___te Change.A. howB. whyC. whereD. which29. — How do you find the town you visited yesterday?— The town has changed out of all ______ in the past 20 years, a pletely new one in front of me.A. realizationB. descriptionC. expressionD.recognition30. ______, but the idea of having to work more than ten hours a day without weekends discouraged me.A. Wanting to be a teacherB. Although I wanted to be a teacherC. I had wanted to be a teacherD. To want to be a teacher模板,内容仅供参考。