第一篇：新目標八年級英語下冊Unit 10教學設計

新目標八年級英語下冊Unit 10教學設

計

課

件www.tmdps.cnanizetheSstohavearevision..Showthegrammerfoucsofthetagquestion.2.T

：

we

have

known thatwestartasmallconversationsusing

thetagquestion.NowLet’s

dosomeexercisesabout

thetagquestiononthescreen.1.Understandthemeaningofgrammarandthinkaboutcarefully.2.Reporttheiranswers..復習反意疑問句的目的在于要求學生熟練掌握閑聊中開場白的句式，為下面的十個句子做好迅速高效的判斷,放音樂做搶答題，旨在提高學生的注意力和興趣。Task2.challengeyourself.（5）judgeifthesmalltalksaresuccessfulorunsuccessfulReadtheeachsentencequicklyandsaysuccessfulorunsuccessful在經過了正確的判斷后，學生的興趣點已經被激發，再回到1a部分，對學生來說就很簡單Task3

1a.（4）1.Lookatthefourpicturesin1aandcheckthequestionsyouthinkaregoodorbadforpolitesmalltalk2.Focusattentiononthefourpictures.Pointtothepicturesonebyone.Askastudenttoreadthequestionundereachpicturetotheclass.3.Thenhavestudentscheckthequestionsthattheythinkaregoodsmalltalkquestions.Askstudentstodiscusstheiranswers.1.Listentotheteachercarefullyandtrytounderstandwhattheteachersaid..2．Listentotheteacherandastudenttoreadthequestionundereachpicturetotheclass3.checktheanswers.先講解重點難點，然后讓學生在理解的基礎上進行判斷合乎學生認知規綠。Task4.1b

Pairwork

（5）1.Activity1bprovidesguidedoralpracticeusingthetargetlanguage.Lookatthesampleconversationinthisactivityandasktwostudentstoreadittotheclass.1.SsmaketheirownconversationsaboutthepeopleinActivity1a.學生自由結對活動，根據情況，可再添加幻燈圖片,展開更多練習。Task52aand2b1.Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.T:Nowyou'llhearthreeconversations.Thepeopleineachconversationareinadifferentplace.writeyouranswersinthesespaces.Forexample,Thepeopleinconversation1areataparty.2.Thenplaytherecordingforstudents.3.checktheanswers.4.2b.Thisactivityprovideslisteningpracticeusingthetargetlanguage.Tellstudentsthistimetheyaregoingtomatcheachquestionwiththecorrectanswer.5.Playtherecording.6.Stoptherecordingaftereachlineortwotogivestudentsachancetofinishwritingintheirbooks.1.Listentotheteachercarefullyandtrytounderstandwhattheteachersaid..2Listenandwrite.3.checktheanswers.4.Studentsreadthesamplequestionandanswerthemselves.5.Studentswritetheletterincorrectblank.6.checktheanswerswiththewholeclass.聽前的引導至關重要，引導學生會借助有效信息完成相應任務。讓學生先口頭會說，為更好完成聽力任務做好儲備。Task62c

Pairwork

（5）1.Thisactivityprovidesoralpracticeusingthetargetlanguage.T:Lookattheopenersinthebox.Readthemtogether.2.makeyourownsmalltalkconversationsinpairsusingtheopeners.Thesampleconversationisgiven.Pleasereaditfirst.1.studentsread.2.Askseveralpairstosaytheircompletedconversationsfortheclass在反復的練習中，學生習得目標語言。

Task7.Selfcheck

（7）1.Fillintheblanksontheirown.2.Talkaboutthepicturelikethis:wherearethey?whataretheydoing?whataretheytalkingabout3.makeconversationsinpairs1.Ssdoitastheteacherasked.2.askandanswerinpairs.3.Sharetheirconversations.通過問題化解難度，引導學生先說再練最后書寫，符合學生的認知規律

Task8writing（5）1.talkaboutthepictures:wherearethepeopleineachconversation?whataretheytalkingabout?2.writesmalltalkconversationsandpracticethemwithyourpartner.1.Talkandanswer.2.writing.在學生談論過程中進行討論，讓學生寫作時能做到有的放矢，學生很容易有針對性的通過問題化解難度，引導學生先說再練最后有啥寫，符合學生的認知規律。Task9Summary

（1）

Thisclasswe

’vehadsomelisteningandspeakingpracticeusingthetargetlanguage.Ihopeallofyoutakeanactivepartintheactivitiesinclass.InthiswayyoucanimproveyourspokenEnglishListenandremember.小結本節課的內容和要求。Homework:（1）1.Finishoffyourconversationsonyournotebook.2.Imagineyouareintheplacesbelow.chooseoneplaceandwritesmalltalk.（Selfcheck3）chooseoneortwotofinish.作業分分層要求，以適應不同層次的學生學習。

七、板書設計Unit10

It

’

saniceday,isn

’tit?1.knowledgeobjectsNewvocabulary:cost;yeah，fan,thriller，comedy,crowded,cousin,ticket,enjoy.Targetlanguage：Listeningpractice

;Beabletowriteasmallconversationaccording to

thesituationprovided.教學內容Unit10

It’saniceday,isn’tit?課時Period4教學對象八年級學生提供者

一、教材內容分析本課時是第十單元的第四節課，要求學生會用恰當的方式來表達自己的感謝并能夠口筆頭熟練運用新學詞匯來寫感謝信，在本單元的學習中，要儲備如何寫Thank-younote這一內容的書信。通過本節課要學會：本單元的語言功能目標是“makesmalltalk”（閑聊）。因此，要儲備足夠的語言材料，學寫感謝信。要儲備反意疑問句的有關知識，注意該語法結構的構成形式。

二、教學目標（知識，技能，情感態度與價值觀）1.knowledgegoals

Newvocabulary:note,Thank-younote,comealong,getalong,baby。Targetlanguage；

Improvestudents

’：’’abilitiesinreadingandwriting:2.AbilitygoalsTotrainstudentsabilityofreadingandwriting.Totrainstudentscommunicativecompetence.3.moralgoals:Learntothankotherswhohelpsyou.三、重點難點1.重點：讀懂短文，理解文中相關詞語、短語，能完成文后相關任務，LearntowriteThank-younote.2.難點：培養閱讀理解能力，形成閱讀策略。writeyourownThank-younote.四、教法選擇與學法指導經過前三節課的學習，學生已經學會了如何更禮貌使用反問句進行禮貌的閑聊，這時進行必要的閱讀寫作順理成章。所以我準備采用閱讀教學法，通過發現問題、分析問題、解決問題來獲得知識，強調自學與合作學習,在完成任務的同時學習語言。在閱讀，理解，分析之后做適當擴展和延伸。讓學生在各個任務鏈中完成閱讀任務，并盡可能降低難度，引導學生逐步延伸話題，為進一層拓展做好準備，以此來培養學生的寫作策略，進而培養學生寫作能力。

五、資源準備多媒體、報紙雜志等及相關教學資源。

六、教學過程教學過程教師活動學生活動設計意圖Task1organizationLead-in

（3）1.Greetingtheclassasusualandcheckthehomework.Askstudentstoshowtheirwrittenwork.2.organizetheSstohavearevisionaboutthetagquestion.1.Reporttheirhomework.2.Ssdoit.通過提供重點句型結構，讓學生練習，既是復習上節課知識，又為新課的學習做準備。Task2Presentationfor3a.（4）1..Let’s

talk

aboutthe

picture.Thisismaria,a

new

kid.whereisshenow?2.whoiswithher

?3.whatdidshethinkoftheparty?4.Now,lookatthepictureandmakesmallconversation.1.Atkimsparty..2.mariaandhernewfriendshedoesn

’’tknowwell.3.Thepartyisverygreat.4.Begintopracticeconversations指導學生快速熟悉課文，了解大意，學生通過復習已學知識進行會話練習，熟悉Ｍａｒｉａ的情況，為下面將要讀到的感謝信做更好的理解，也為體裁的轉變做好鋪墊）

Task3while-reading

（4）1.Explainthethenextday,mariawroteathank-younotetokim.Now

readthethreenotesandmatcheachnotewiththecorrectsituation.d2.Readagainandanswerthequestions.ReadNote1andanswerthequestions.ｂ

ａ))

：：ReadNote2andanswerthequestions.c):ReadNote3andanswerthequestions.1.Listentotheteachercarefullyandtrytounderstandthetask..2．Readcarefullyandtrytofindtheanswers.通過回答問題的方式反饋學生對的理解，避免了單純的講解，提高閱讀能力.Task4.After-reading（4）Fillintheform,usingtheinformationfromtheads.Accordingtothekeywords,asksomeSstoretelltheletter.1.Fillintheform.2.SomeSsretelltheletter.3.Tellustheirownideas.通過回憶所學內容填寫信息卡，再通過重點詞匯提示復述短文，這個環節既是對所真正的理解，又能培養學生積極參與討論以及發表個人意見的習慣。Task53b（5）1.Readandexplaintheinstructions.2.Say,Now

readthelettertoyourselfandfillintheblanks.youcanusewordsfromthisunitoranyotherwordsyouknow.3.AskSstoreadtheirletterstotheirpartner.Askthepartnertocheckthattheanswersarecorrect.4.Asksomestudentstoreadtheirletterstotheclass.1.ReadtheThank-younote.2Lookatthenoteandfillintheblanks.3.Readthenotealoud.4.checktheanswers.引導學生會借助有效信息完成相應任務。讓學生先口頭會說，也為下一步的寫作做好鋪

墊。

Task6writing

（10）Pleasereadthethreesituantionsgivenbelowandthinkaboutwhatkindofthank-younoteyoucouldwrite.chooseonetowriteathank-younote.chooseonetowriteathank-younote.在學生閱讀之后讓學生進行寫作能做到有的放矢，給出三個情景，學生選擇自己喜歡的方式寫出不同種類的感謝信，學以致用）學生很容易有正對性的寫好感謝信。Task6Groupwork（10）1.Askthesstowriteaconversationusingthesamplecard.2.Expliainthecontent.where:inlineattheschooldiningroomwhyouandaboyyou

’

veneverseenbeforewhat:you

’vebeenwaitingfortenminutes.1.Understandtherequest.2.writing.3.Act

thesmalltalkwhattheymade.Asksomepairsofstudentstoperformfreely.學

以

致

用Homework:1).copyandrememberthenewwords.2).Finishofftheworkbook.3).writeyourownthank-younote.chooseoneortwotofinish.作業分A、B、c三組布置，分層要求，以適應不同層次的學生學習。

七、板書設計Unit10

It

’

saniceday,isn

’tit?1.knowledgeobjectsNewvocabulary:note,Thank-younote,comealong,getalong,baby。

Targetlanguage

；Improvestudents’abilitiesinreadingandwriting

課

件www.tmdps.cn

第二篇：新目標八年級英語下冊unit10教學設計

新目標八年級英語下冊

Unit 10 I’ve had this bike for three years.教學設計

Period 1(Section A 1a---,2d)教學對象：八年級學生

設計者：楊改玲

一、教學目標（知識與能力，情感態度與價值觀）1.知識與能力：

1）知識目標：本課單詞和短語yard sale, sweet, soft toy, bear maker, scarf, board game, check out

2)能聽懂談論人們擁有某物多長時間的話題，能熟練運用since, for 談論自己的個人物品。

二．.情感目標：正確處理并充分利用自己的廢舊物品。

三、重點、難點 教學重點：

目標句型： I’ve had it for seven years.I’ve read it three times.教學難點：能夠正確使用含有for和since引導的現在完成時態。

五、資源準備

多媒體課件、錄音機、教室及相關教學資源。

六、教學過程 Task1 Organization AndLead-in（3’）

1.Watch the pictures about yard sale, toy bear, bread maker, scarf, soft toys, board games and ask them to read.2.Read and answer:

Do you have any of these things at home?

How long have you had them? What are you going to do with them? Watch pictures and read the new words.(設計思路：通過觀看圖片和認讀詞語和問答問題，既能激發學習興趣，又能自然的引入新課的學習。)Task2Presentation（4’）

.Let the students talk about them in pairs by using the important sentences.--How long have you had that bike over there?--I’ve had it for three years!I learned how to ride a bike on it.Work in pairs(設計思路：通過學習新句型，使他們感受現在完成時態的另一種含有for和since的時間狀語的情況，為后面的內容的順利學習做鋪墊。)Task 3 Guessing game 1.Say what about Jeff and Amy do with their old things please listen and check the facts you hear in 1b.2.Play the tape for them to listen.3.Check their answers in class.Listen and finish the task.(設計思路：通過聽力練習鞏固學生剛剛學習的詞匯和接觸的現在完成時態的語法。)Task 4 Presentation（5）1.Practice the conversation of 1c.2.Then make conversations about other things in the picture above.3.Invite several pairs to act their conversations in class.1.Look at the conversations of 1c and work in pair.2.Then practice conversations about them own old things like 1c.3.Share their conversations in class.(設計思路：此環節是本課z導入新課學習后的很關鍵的一環，先通過學生的感知體會、聽力訓練到實際運用。是一個由感知導習得的必要過程，是很重要的一步。)Task 5 Practice（5）

1，Say please listen and check the things Amy’s family are giving away and circle the things they are keeping in 2a.2.Play the tape for them and check the answers in class.3.Listen again and fill in then blanks in 2b.4.Play the tape for them and check the answers in class.5.More practice.Listen again and choose the correct answers.1）.Amy wants to give away the _____.A.book B.magazine C.bear D.hat 2）.Why does the bear has special meaning to Amy?

A.Because her father bought it for her.B.Because her Grandpa bought for her.C.Because her Grandma bought for her.3）.Where can Amy take these things?

A.the children’s home

B.the old people’s home

C.the teachers’ home

1.Try to understand how to do it.2.Listen and finish the task.(設計思路：在學生理解了含有for和since的現在完成時態后進一步進行聽力訓練，既加深了對所學目標語言的掌握和運用，又提高學生的聽力和理解能力。)Task 6 Survey and report（5）

1.Say work on 2c.Student A is Amy’s mom, Student B is Amy.2.Make new conversations according to 2c.3.Invite several pairs to share their conversations in class.1.Read the sentences carefully and know how to make a conversation 2.Work in pairs.3.Share the conversations in class.(設計思路：此環節是教學中的拓展和延伸，把前幾個部分所學的零散的句型進行一個綜合的練習，旨在加深學生對所學知識的掌握，通過匯報，進一步提高學生說的能力及綜合運用知識的能力。)Task 7 Activities and listening（5）1.Say please read 2d aloud till to fluently.2.Read silently and try to understand the meaning 3.Ask them to Role-play the conversation 4.Show the following questions to answer 1).Who is Linda? 2).Who is Amy? 3).What does Amy want to do? 4).What things has Amy bought? 5).How long has Amy or her mom had them? 5.Check the answers.6.Help them with any difficulties 1.Read the conversation and try to understand the meaning.2.Role-play the conversation.3.Read and answer the questions 4.Ask for help about any difficulties they met.(設計思路：這部分完成的是課本上的2d。由于前面有鋪墊，因此完成的很輕松。通過Role-play的練習，讓學生在口語對話中加強了對目標語言的理解，同時回答問題也提高了學生的理解能力。)Task 8 Summary and Homework（2）

1.Lead Ss to sum up what we have learnt in this class.2.Homework Write a conversation according to 2c Finish the task.七、板書設計

Unit 10 I’ve had this bike for three years.(Section A 1a---2d)

yard sale, sweet, soft toy, bear maker, scarf, board game, check out

--How long have you had that bike over there?--I’ve had it for three years!I learned how to ride a bike on it.

第三篇：新目標八年級英語上冊Unit10教案

2011·國培英語三班 《教學技能》教案

Unit 10 I’m going to be a basketball player

Teaching Goals: 1.Talk about future intentions.2.Learn to give reasons on the intentions.3.Give others some advice on “how to make it”.Ⅱ.Teaching key and difficult points: A.Vocabulary 1.computer programmer, professional, engineer, pilot 2.computer science, dream job, grow up, move to, fashion show, retire, save 3.resolution, get good grades, get a part-time job, make more friends B.Target language 1.What are you going to be when you grow up? I’m going to be a computer programmer.2.How are you going to do that? I’m going to study computer science.C.Structures Future with going to Want to be

學 員：

2011·國培英語三班 《教學技能》教案

What, Where, When, How questions D.Grammar The simple future tense.Ⅲ.Teaching aids : A tape recorder Ⅳ.Teaching methods: Audio-lingual method;Communicative Approach;PPP

Section A（3A —4）

Period Three Read and speak Ⅰ.Teaching aims and demands: 1.Revise the target language, and complete the reading practice;2.Go on learning the simple future tense: be going to Ⅱ.Key and difficult points: A.Vocabulary Somewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yet B.Target language 1.What are you going to be when you grow up? I’m going to be an actor.2.How are you going to do that? I’m going to take acting lessons.3.Where are you going to work? C.Structures

學 員：

2011·國培英語三班 《教學技能》教案

Future with going to Want to be What, Where, When, How questions D.Grammar The simple future tense: be going to Ⅲ.Teaching aids : A tape recorder Ⅳ.Teaching methods: Audio-lingual method;Communicative Approach;Control reading Ⅴ.Teaching procedures: Step 1 Revision Review the simple future tense: be going to.Step 2 Reading Task 1 Read the instructions.Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.Task 4 Ask students to underline the things that Tian Tian is going to do.Task 5 Correct the answers.Step 3 Writing and speaking Task 1 Read the instructions.Task 2 Have students write down answers about themselves, and tell their plans to their partner.學 員：

2011·國培英語三班 《教學技能》教案

Task 3 Ask students to answer these questions.Have them work in pairs to ask and answer, then change the roles.What ?? Where?? How??

Task 4 Ask some students to say their dialogues to the class.Step 4 Group work Task 1 Read the instructions and point to the picture.Write the year 2008 on the blackboard.Ask the class why that is an mportant date for Beijing and China.Task 2 Write going to on the board.Ask :What are you going to do to help make the Olympics a success? Task 3 Divide the class into groups of four or five students.Ask them to make their own conversations.Task 4Ask each group to present its conversation to the class.Ⅵ Homework 1.Revise the target language.2.Revise the simple future tense: be going to.3.Finish off the exercises on work book.學 員：

2011·國培英語三班 《教學技能》教案

Procedure: PRE-TASK ACTIVITIES: 1.Daily English: What do you want to do when you grow up? 2.Role-play: act out the conversation in 3b, P61.Brainstor 3.m: what other occupations could you think of?

Step 1: Listen to a song: dreaming my dreams.Talk about my dream job: Once I wanted to be a lawyer.Step 2: Look at the slide shows and speak out their jobs.Step 3: Listen to Section A, 3a.Answer two questions.What is Josefa’s dream job?

Where is she going to move?

Step 4: Read it again and try to find out How she is going to do that.Step 5: Listen to Section A 2a, fill in the chart.Step 6: Task1: Help your classmates to realize their dreams: How are they going to do that?

Hand out the students’ dreams jobs paper and each group have one.Step 7: Discus in groups: what’s his / her dream? How is he / she going to do that?

Step 8: Write down your group’s opinion and report.Step 9: Task2: We have a dream.Beijing is hosting the 2008 Olympic Games.What can you and your classmates do to help make the Olympics a success? Make a list with “going to”.教案點評及反思：

一．環節設計思路：

學 員：

2011·國培英語三班 《教學技能》教案

本課綜合聽說讀寫四個方面，以三個環環相扣，循序漸進的任務展開知識學習.首先以一首優美的歌曲“Dreaming my dream”引入，將學生自然帶入語言環境，并初步感受到本課的主要話題是談論自己的理想，由此引出本課第一個任務，學生聽一段課本中的短文，了解她是如何構想將來的，并為第二個任務做了鋪墊。有了理想之后，更重要的是要為實現理想付出努力。因此，第二個任務接踵而來，學生閱讀短文，了解她將如何實現理想，這個任務承上啟下，它引出本課的中心任務：即幫助自己的同學實現理想。最后，從個人夢想過渡到民族夢想，我們已經爭取到2008奧運會的申辦，那么，我們將要怎么做，為奧運會貢獻自己的一份力量呢，該任務既是拓展，又是鞏固。二．課后反思：

本課在設計上聽說結合，相得益彰。首先給學生創造了一個語言環境，讓學生自然融入，然后，緩緩導入階梯狀任務鏈，循序漸進，難度不斷加大，但坡度平緩，鋪墊充分且扎實，因此學生在完成最后的中心任務時亦不覺吃力，整堂課學生活動充分，教師的引導點到為止，給學生較大的空間發揮和創造。另外，教師在幾個任務之間的點評也很及時到位，給學生非常清晰的范例和指示，利于學生明確任務的方向。

學 員：

第四篇：新版八年級英語下冊 短語unit10

1.多長時間2.我買這輛車已經有三年了3.學著如何騎自行車

4.我家有一個庭院拍賣會5.十年多6.帶來甜蜜的回憶

7.把舊東西贈送給需要的人8.不再9 你可以用75元買下它

10.適合某人11.歡迎12.幾個月

13.有點舊14.觀看，觀察15.有一件毛衣和裙子

16.長大17.我們的房子似乎變小了 18.清理，丟掉

19.起初，首先20.和。。玩21.例如

22.他也丟了他的玩具23.在。。的旁邊24.放棄，交出

25.就。。而言26.放棄27.老實說

28.籌集資金29.盡管30.特別的地方

31.數以百萬計32.多久一次33.一年一次或兩次

34.搜尋，尋找35.過去常常回家36.我沒有回家已經有3年了。

37.有極大的興趣38.保持一樣39.根據

40.在學校對面有一顆大樹41.一個地方的標志42.如此快樂的童年

43.在我們心中留下喝多美好的回憶44.尋找45.考慮做某事

46.在。。的對面47.在某人看來48.近三年他沒有回來

49.為了50.到目前為止

第五篇：新目標英語九年級unit10教學反思

新目標英語九年級unit10教學反思

本單元我主要是圍繞著“narrate past events”這個話題，通過了解不及時做某事而造成的危害，培養學生養成良好的行為習慣。

這個單元的語言目標主要是讓學生掌握過去完成時的用法；學會談論過去發生的事情，會使用以下基本句子：

By the time I got outside,the bus had already left.Have you ever been to…? Yes,I have.What happened to David on April Fool’s Day

本單元我充分利用情景教學法，首先，我創設與本單元話題相關的情景，如展示“我的尷尬”的一組圖片，通過自己講述自己尷尬的經歷，激起學生對話題的興趣。然后通過SectionA 1a的圖片，講述圖片上發生的事情，強調過去完成時的結構和用法：(had+pp)。把優化課堂教學當成教育的主渠道，盡最大可能為學生創設運用英語的情景，指導學生積極地運用語言，在學中用，在用中學。通過老師不斷的強化句型，讓學生有個模式，為后面的討論做鋪墊。通過反復操練，鞏固句型，體會句型的結構，同時加強運用相關的目標句型，如：get outside,get to school,start doing,be late for?等，并為聽懂聽力內容打下基礎。其二，我圍繞著本單元的教學目標，讓學生完成任務：想想自己是否曾經有過很倒霉的經歷，向全班同學講述事情的經過。通過完成一個任務，讓學生運用所學內容，既鞏固了本課所學的目標語言，又開拓了學生的思維，使學生的語言運用源于書本又高于書本，培養學生在實際活動中運用本單元所學的內容，來解決現實生活中的實際問題的能力，真正達到了新課標提出的培養學生綜合運用語言的能力。其三，有了以上的鋪墊，學生運用語言和語法知識進行閱讀并理解文章。在這一環節中，我詢問了學生對愚人節的了解。使學生在學習本單元語言知識的同時，也了解一些西方文化及西方兒童的生活習慣。最后，讓學生根據所學知識進行寫作，使他們的寫作技能得到發展和提高。

通過本單元的學習之后，學生充分地意識到不及時做某事而造成的危害，學生學會了合理安排自己的學習和生活，守時守信的重要性。其二，我以教材為基本，但又不拘泥于課本，利用多媒體創設情景，促使學生感悟和體驗教學內容與生活的內在聯系，培養學生語言技能和語言運用能力。教學語言重點、難點突出，學生在活動中運用知識學會做事，教學內容注意開放性。其三，我注意語感教學。加強聽說訓練，努力做到視、聽、說同步，培養學生語言學習興趣。學生根據所學的知識，能夠流利地講述自己曾經有的特別的一天，使他們能夠在運用中感受自己的成就感，體會到學習的快樂，很好地激發了他們學習的熱情。

不足之處在于Section B 2c Groupwork中，讓學生根據聽力內容，運用2a、2b中的信息，首先理解對話、模仿對話，進行表演對話。這一環節能夠很好地體現出學生合作學習、互相交流的精神，培養語言能力和創新精神?？上г谡n時安排和設計上沒能在課堂進行。其二，布置學生的寫作，沒能及時在課堂上進行反饋、點評。其三，由于時間的限制和我本人安排上的疏忽，造成課堂前松后緊，以至有拖堂的現象。

我想：教是為了學生的“學”，是要讓學生會“學”，我們老師應該給予學生進行獨立思考、獨立解決問題的空間。而如何培養學生的自學能力，我們教師在其中起著極為重要的引導和啟發的作用。