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课前预习主要是指学生在教师授新课之前自主学习的过程。在此过程中，学生会独立解决一些力所能及的问题，同时也有助于发现学习中的重点、难点，使学习效果事半功倍。课前预习是提高学习效率的一个重要措施，是一种很好的培养学生自主学习能力的手段之一。它可促使学生主动地去学习知识，增强对知识的探究；它为课堂学习提供了良好的心理氛围；积极的、活跃的探究心理能最大限度地发展人的潜能，提高人的智能并在很大程度上提高了课堂效益。因此，笔者在实际教学中不断尝试着设计有效的课前预习练习以培养学生的自主学习能力和提高学生的英语学习效率。那么怎样的预习才是有效的呢？笔者在教学实践中，不断地研究学生特点、学生的英语水平和能力发展情况，并通过问卷调查与访谈了解学生的学习所需，从而把高一一学年的预习分成四个阶段。
一、阶段—(SEFC Book 1A Unit1-6)的预习设计
1.预习单词和词组。在教新课前让学生认真朗读、识记新单词和词组，可以根据新旧知识的联系加以分析，借助字典和《优化设计》上的知识网络部分的词语讲解。2.辨析单词或词组并用它们进行造句。3.课前预习课文内容，并针对课文提出五个问题，自问自答。4.找出在预习过程中看不懂的句子或有其他语法问题的，反馈给老师，以便老师在教学中更好地突出重点突破难点。
设计说明：新生入学不久后，我在课堂与学生的接触中，发现学生词汇贫乏，运用不得体，还有许多同学在初中没有很好地掌握一些基本句型，如特殊疑问句、否定句等。因此，我们将前六个单元设置成以下形式，它能巩固学生在初中所学的基础知识，加强高、初中阶段的衔接。
预习练习实例一：
Unit 1 Good Friends
Ⅰ.Preview new words and phrases of this unit.
Ⅰ）.Find out some new words to describe friends.
Ⅱ）.Translate the following words and expressions:
1.争论，辩论(vi.)＿＿,(n.)＿＿
2.match(v.)＿＿,(n.)＿＿
3.喜欢；爱好（词组）＿＿
4.荒芜的，荒废的＿＿
5.lie(v.)＿＿,(n.)＿＿
6.share(v.)＿＿,(n.)＿＿
7.给某人写信＿＿
8.开玩笑＿＿
9.悲哀，悲痛(n.)＿＿,(adj.)＿＿
10.恐惧的(adj.)＿＿,(n.)＿＿
Ⅱ.Distinguish the following words or phrases and make sentences using them.
1.survive/live＿＿.
2.hunt/hunt for＿＿.
3.care about/care for＿＿.
4.in order to/so as to＿＿.
5.such as/for example＿＿.
Ⅲ.According to the reading passage "Chuck's Friend",ask five questions and write down the answers.
Eg.What does Chuck do before he lands on a deserted island?
He is a businessman who is always so busy before he lands on this island.
Ⅳ.Write down what you don't understand after reading this unit.
Eg.He also learns that he should have cared more about his friends.
二、阶段二(SEFC Book 1A unit7-12)的预习设计
1.预习单词和词组，并借助字典和其他参考书如《优化设计》等来帮助自己辨析一些重点词汇，力求正确运用词汇；2.选课文中5-8个新单词或词组写短文；3.找出五个重点句型或优美的句子结构；4.针对课文中的难句进行提问，学生先写下自己对难句的理解；5.写下在预习过程中碰到的自己无法解决的问题。
设计说明：几个单元预习下来后，我对学生关于对预习练习的看法进行了调查，90%以上的同学认为自己已适应了高中英语的学习，这样的预习对他们已显得简单；85%以上的同学自己的表达能力与写作能力急需提高。同时根据交上来的预习作业，学生选五个单词或词组造出来的句子，针对课文提出的五个问题，并自问自答上已经基本不出错。因此，这部分预习练习已经没有多大的意义了。于是对预习练习做了相应的调整：(1)把五个单词或词组的造句改为选5-8个新单词或词组写短文，以培养学生的想象力及连句成文的表达能力和写作能力；(2)为了培养学生对语言的鉴赏力，把提出五个问题改为找出五个重点句型或优美的句子结构；(3)针对课文中的难句进行提问，学生先写下自己对难句的理解，课堂上将会带着好奇去学这些难句，从而更有效地提高了学习效率。(4)写下在预习过程中碰到的自己无法解决的问题，反馈给老师以便老师在教学中得以有目的的教学。这样的预习练习无疑对学生的自主预习能力提出了更高的要求。
预习练习实例二：Unit 7 A City of Heroes
I.Preview new words and phrases of this unit.
1.文化遗产＿＿
2.使……苏醒；使……生动＿＿
3.拆毁；推翻＿＿
4.设立；创立＿＿
5.把……限制在……＿＿
6.represent＿＿
7.damage＿＿
8.burn（过去式，过去分词）＿＿
9，受到攻击＿＿
10.处于废墟中＿＿
13.污染(v.)＿＿，(n.)＿＿
14.呼吸(v.)＿＿，(n.)＿＿
15.recreate,rebuild,restore (make up three more words with prefix"re-")
＿＿
Ⅱ.Choose 5-8 new words or phrases from this unit to make a story(about 80 words).
Ⅲ.Find out 5 most important sentence patterns or beautiful expressions in this unit.
Eg.Where there is a river,there is a city.
Ⅳ.Write down your understanding about the underlined part of the following difficult sentences.
1.Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.＿＿
2.It was difficult to save the palaces and buildings without destroying their old beauty.
＿＿
3.Today Peter the Great on his bronze horse can once again look out over the city he built.
＿＿
Ⅴ.Write down what you don't understand in this unit.
三、阶段三(SEFC Book 1B unit 13-16)的预习设计
1.单词和词组辨析、翻译；2.根据句子或首字母填写单词；3.老师给出本单元中8个重点单词或词组，要求学生用所给的词语编写出短文；4.找出五个重点句型或优美的句子结构；5.针对课文的难句进行分析；6.预习后进行预习总结与反思。
设计说明：在跟学生半年接触下来，发现他们语言表达比以前明显流畅，但用词还不够规范，所以这个阶段加强了对学生词汇的要求。(1)单词和词组辨析和翻译，要求学生能预先记住单词和词组；(2)根据中文提示或首字母填写单词，这部分结合了当前高考的要求，对学生在词汇上的预习提出更高的要求。(3)老师给出本单元8个重点单词或词组，要求学生用所给的词语编写出短文；这部分要求学生预先准确掌握本单元重点词汇的用法，能用词造句并连句成文。(4)找出五个重点句型或优美的句子结构，以培养学生欣赏语言的能力，并且引导他们在实践中模仿并加以运用。(5)针对课文的难句进行分析，如对难句进行中译英或英译中，或对难句进行提问，这样的设计旨在让学生能带着问题去听课。(6)写下在预习过程中碰到的自己无法解决的问题，这部分实际上是引导学生在预习后，进行预习总结与反思。
预习练习实例三：Unit13 Healthy eating
Ⅰ.Preview new words and phrases of this unit.
1.每天三次＿＿
2.均衡的饮食＿＿
3.时而；不时＿＿
4.跟上，不落后＿＿
5.以……为基础＿＿
6.垃圾食品＿＿
7.许多；大量＿＿
8.examine＿＿
11.function(v.)＿＿,(n.)＿＿
12.做出选择
13.ought to＿＿
14.go for＿＿
15.保持健康＿＿
Ⅱ.Word spelling.
1.The doctor advised him not to eat fruit that isn't r＿＿in the future.
2.We can give our body and brain more e＿＿ by eating snacks.
3.Fish,meat and beans contain a lot of P＿＿,which is good for our muscles.
4.The people who won't eat any animal products at all are called v＿＿.
5.O＿＿vegetables fire those that fire grown without chemicals that can be harmful to human beings or the environment.
6.Every day he does e＿＿to lose weight.
7.The dumplings are so t＿＿that I'd like to have more.
8.He just eats what he likes; he doesn't have a good eating h＿＿.
9.We should work hard and keep up with the high＿＿（节奏 ）of modem life.
10.We should eat carbohydrates,the main f＿＿for our body,which we can get from bread,rice and noodles.
Ⅲ.Write a story using the following words or phrases.
examine,energy,fuel,function,balance,now and then,keep,fit,make a choice
Ⅳ.Find out 5 most important sentence patterns or useful expressions in this unit.
Eg.Only in that way will we be ready for the challenges and opportunities in life.
Ⅴ.Write down your understanding about the underlined part of the following difficult sentences.
1.Our eating habits have changed,as has our way of life.
2.Eating habits become part of who we are.＿＿
3.The same goes for"crash diets" that some companies say will make us lose weight fast.
Ⅵ.Write down what you don't understand in this unit.
＿＿
四、阶段四(SEFC Book 1B unit17-22)的预习设计
1.单词和词组辨析和翻译；2.根据句子或首字母填写单词；3.针对课文内容判断句子对错；4.针对课文难句进行分析。这部分要求学生仔细阅读文章，培养学生查找文章细节的能力；5.针对本单元的语法部分设置练习；6.收集关于本单元主题的材料，在课前作3-5分中的report；7.写下在预习过程中碰到的无法解决的问题。
设计说明：在学好SEFC Book 1B unit16单元之后，本人又对全段学生作了预习练习情况的调查，发现大部分同学认为有必要提高阅读能力，因为在高一下学期的阅读篇幅较长，难度也增大了，而且有些句子结构比较复杂，需要学生利用扎实的语法基础才能分析清楚，所以学生急需一些阅读技巧方面的指导和语法知识的加强，所以预习练习也随之变化了：(1)单词和词组翻译；(2)根据句子或首字母填写单词；因为词汇一直是学生学习英语的“拦路虎”，所以前两部分还是要求学生认真预习词汇，预先掌握这些词汇的用法。(3)针对课文内容判断句子对错；(4)针对课文难句进行分析。这两部分要求学生仔细阅读文章，培养学生阅读、查找文章细节的能力。(5)针对本单元的语法部分设置练习；事实表明，无论要在高考中取得高分或提高学生实际的语言运用能力上，语法知识的教学是不可缺少的，而对新的语法现象学生先自主探索，有利于在课堂进行语法教学时能当堂消化。(6)收集关于本单元主题的材料，在课前作3-5分中的report。这部分内容是扩充学生的知识面，有利于扩大词汇量及提高他们对语言的运用能力。(7)写下在预习过程中碰到的自己无法解决的问题；最后这部分还是引导学生在预习后，进行预习总结与反思。
预习练习实例四：Unit 17 Great women Class＿＿Number＿＿Name＿＿Mark＿＿
Ⅰ.Preview new words and phrases of this unit.
1.即将来临；在拐角处＿＿
2.变弱；平息＿＿
3.高声地＿＿
4.祝某人成功＿＿
5.甘心忍受＿＿
6.做决定＿＿
7.rise to fame＿＿
8.without warning＿＿
Ⅱ.Word spelling
1.A journey to tile North Pole is really a＿＿.（挑战）
2.In winter in Northern Canada,people had to s＿＿through the bad weather.
3.Tom is m＿＿with money.He never helps the poor though he is rich.
4.We had a very busy and t＿＿day.We need to relax ourselves.
5.Jack works hard and well so that he has won a s＿＿for his university study.
6.China's role in helping the world's peace is highly v＿＿.
7.The man t ＿＿the girl with a gun and ordered her to give all her money to him.
8.He is a famous writer whose rise to f＿＿is an inspiring story.
9.It is going to rain;please try to find a s＿＿.
10.In the fire,the woman saved a boy but not her son.But she said she didn't r＿＿not saving her son.
Ⅲ.True or false.
( ) 1.She spent her 50th and 60th birthday in Antarctica.
( ) 2.During her first days in the expedition,the weather was very good though the wind was icy.
(
)3.Every November there was bright sunshine 24 hours a day.
(
)4.Her birthday fall on the 22th day when she began her journey to the South Pole.
(
)5.She had got self-rescue training before the expedition.
(
)6.She will never forget her solo travel in the South pole.
Ⅳ.Write down your understanding about the underlined part of the following difficult sentences.
1.What else,but a journey at the opposite end of the world,Antarctica.
＿＿
2.A few days later.I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.
＿＿
3.I was thankful for all the training I had had.
＿＿
Ⅴ.Multiple choices:
(
) 1.Each of the hotel's 300 rooms＿＿ equipped with television.
A.are
B.is
C.does
D.do
(
) 2.The boys'team＿＿some good players,but the girls'＿＿a better team.
A.have,is B.has ,is
C.has,are
D.have,are
(
) 3.All of them＿＿gone to Beijing,and all＿＿going well with them.
A.have,is B.has,is
C.has,are D.have,are
(
) 4.What＿＿the group want for their lunch?
A.does B.do C.areD.is
(
) 5.Choosing what to eat＿＿matters a lot to me.
A.does B.do C.are D.is
Ⅵ.Collect information about the topic of this unit and prepare for a report.
Ⅶ.Write down what you don't understand while previewing this unit.
从上述可知，预习练习的设计是随着学生学习情况、学生的学习需要而不断改变的。但我们也不难发现，有两部分在每个阶段都有：即第一部分重点词汇辨析和翻译和最后部分要求学生写下在预习过程中碰到的自己无法解决的问题。在每个阶段都设有这样的预习安排，是因为生词永远是英语课堂教学的主要障碍，也是学好英语的最基本的保障，所以每个阶段都是从预习词汇着手。还因为学生个体间预习能力不同，所以完成预习的情况也会有差异，所以最后这部分是为了引导每个学生在预习后，进行预习总结与反思，从而能更有效地发挥学生预习时的主体性，为提高课堂学习效率做了充分的准备。
同时，随着学生英语水平的提高，各阶段的预习无论是从预习量上还是预习的难度上都是不断加强的。总的来说，新生刚入学是处于高中英语学习的初级阶段，要求学生先练好语音、语调，记忆和操练单词、句型和课文，因此预习侧重在学习语言形式上的提高。但随着语言水平的提高，侧重点就逐渐转移到语言意义上，因为进行大量的以意义为中心的活动是获得真正交际能力的必要前提，因此预习的设计围绕听、说、读、写活动展开，同时在预习练习的设计中也结合了当前高考的要求，为未来的学习奠定了扎实的基础。