英语站课件12篇。
老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。教案是评估学生学习效果的有效依据。我们听了一场关于“英语站课件”的演讲让我们思考了很多，经过阅读本页你的认识会更加全面！
英语站课件 篇1
教学目标：
1、通过有组织的课堂教学任务来帮助学生在掌握算术题的表达方法后，能进行快速的听说读写及其熟练的运用。
2、对所学的知识能进行实际的运用，而且能在游戏中贯穿学习的知识，能从书本知识到达重现现实生活的运用和表达。
3、通过小组活动的形式来进行互相合作，让学生们学得有兴趣，激发学生学习的兴趣，在这个过程中让学生体验和分享生成新的资源，教学中可以通过联系生活实际，增强学生的情感体验，改进学生教学活动，使教学过程充满情趣和活力。在课堂训练中对学好英语和学好数学友真切的感受，通过学以致用的方式，使学生能体会到学习的重要性和必要性。
教学重点和难点：
对所学得多种的算术题的不同的表达方法进行熟练的操练/探索通过数学题目来解决生活中的实际问题。
课堂组织形式：6人小组共同学习探究练习
教学过程：
本节课在整个教学过程中以学生为主体，以训练为主线，以学生思维为核心，以任务为驱动。重点设计课堂中的多种活动。希望能通过听说读写的多种形式的教学活动，利用学生的好胜心，来促进他们学习英语的希望和信心。
首先在每节课前的5分钟有一个daily talk，我们根据学号来轮流的，为了防止遗忘，前一天由课代表安排一下，其中因为有一部分学习困难的学生在自己设计一些问题时会遇到一些困难，因在班级中我特意组织了一个英语小组，我请他们对那些学生进行一些必要的帮助和指点。这样让每个学生都有布置一次的机会能开口讲英语。
在本节课的开始设计时我请每个学生说说一些感叹句，因为在第二课时的课文中出现了一个感叹句，而且该句型第一学期也已经初步学习了，学生已经能说感叹句了。所以我请他们已开始上课时就说说看，这不仅是对上节课的知识有机的复习，而且能激发学生的自信心和自豪感。说实话学习的压力使现在的学生听到表扬和赞美比小时候应该少了很多了，我想作为一个老师应该让创设一个健康考虑向上的学习环境里让学生慢慢体现自己的价值吧。
在整随后的课中我设计了“复习数学题表达，听力训练，阅读理解，一个数学竞赛重现生活中的数学的运用和表达”这样一个层层递进的地教学流程，通过鼓励，指导学生参加各种活动，以pair work，work in groups，face to face。等合作化学习来逐渐完成课堂教学任务，组织一个又一个的活动来让学在参与的过程中逐渐巩固和并且熟练运用本课的知识点。
在设计阅读理解这部分时，我首先设计了一个关于高斯的生平介绍，这样能让学生在理解短文时有一个铺垫，而且对于一部分优秀生来说能尽可能的多掌握一些知识不仅是英语知识包括一些课外知识。短文主要是泛读，因此通过3个task来理解的，Task1是看书听录音给图片排序，来大致了解内容。Task2是通过学生在自己阅读后提出问题，并在同学之间解决问题，这样来进一步加深对短文的掌握。Task3是表演对话，是学生在边看图片的基础来达到的，既锻炼可他们的口语能力，因为有图片可看又不至于太难，让学生吓得不敢说。
最后一个环节是设计一个英语竞赛，首先了我出示几组数字让学生算24，鼓励他们有多种算法，然后让他们在自己组内利用扑克牌来算24，不仅加大了练习量增加了参与人数，照顾了大部分的学生，不至于让一节课只是成为部分优秀生的表演的舞台，让更多的学生参与我们的活动。而且能激发学生学习的乐趣。这样利用学生对趣味数学得得心应手的爱好来促进他们学习英语表达能力的欲望。这里我插一个的故事，在教完了课文后昨天下午我让他们每个小组带一副扑克牌明天要利用课堂的一部分时间来算24。这时候有一个数学比较好而英语很差的学生他就很着急来找我，为什么呢？原来是因为他用中文算是这个小组里是最快的，可是他想不出用英语怎么来表达，总是落在了别人的后面，心里着急啊，就赶快来找我帮忙了，急着说老师教教我吧，我会算的啊，只是不会用英语来说啊。在这时我就想了，平时的英语向来是我要他学，不是他要学，今天第一次他要学，而且是主动地让我教他，多难得啊。接下来的猜答数的游戏，是寓教于乐的一个有机结合，让他们能利用自己的语言来运用。课堂的最后一段时间我都留给了他们，让他们自己设计数学竞赛的题目，现让他们把要说得数学题目写下来，这样他们能动手写下来比完全在心里思考来的容易记忆和组织，鼓励他们个性化的表达，促进他们的用力所能及的所知所能，综合了他们的语言运用能力，作为教师也能在此机会里检验他们学习的即时效果以及不足之处，能尽快的进行交流和沟通。
以上就是我上这节课的一些思路。
英语站课件 篇2
教学目标：
（一）知识与技能目标
1. 学生能够听、说、读出8个家庭成员的单词：（ me 、 my cat father 、 mother 、 grandfather 、 grandmother 、 big sister little brother）。
2. 学生能够运用句型：Who’s he？/Who’s she? 来询问朋友的家庭成员。
3. 学生能够运用句型He’s/She’s my father.简单地向朋友描述自己的家庭成员。
（二）过程与方法目标
1. 教师通过引入动画人物Tutu，再以卡通图片导入Tutu的家庭成员单词，完整地向学生介绍Tutu’s family。力争为学生创设一个相对真实、自然的学习情景，并以完整的句型（Who’s he/she? --He’s /She’s my father.）让学生整体感知8个表示家庭成员的单词和4个句子。
2. 教师通过运用多媒体课件以及单词卡片，以观看动画片、听歌、跟读、哼唱、绕口令、拼读单词及音标等多种形式，让学生能够听、说、读出8个家庭成员的单词：（me 、 my cat father 、 mother 、 grandfather 、 grandmother 、 big sister little brother）。
3. 教师通过跟读、师生、生生问答的方式学习、操练并巩固句型：Who’s he/she? --He’s /She’s my father.
4. 教师通过自编chant、rhyme、song、tongue twister为新单词和句型创造节奏感，让学生能够在轻松、愉快的学习环境中再次巩固新知。
（三）情感态度与价值观目标
1. 学生通过一系列的英语课堂学习与操练，能够养成良好的学习习惯。
2. 学生通过参与多样性的课堂活动和教学，能够不断体验进步与成功，认识自我、建立自信心，激发出学生学习英语的兴趣与积极性。
3. 学生通过教师创设的相对真实的学习情景，完整地感知与学习新的英语知识，进一步加强学生认知能力的训练。
4. 学生通过本单元简单的对话练习，学生互相交流，切磋，共同完成学习任务，在合作中感受学习英语的乐趣及运用英语进行交际的意义。
教学重点：
1. 学生能够听、说、读出8个家庭成员的单词：（ me 、 my cat father 、 mother 、 grandfather 、 grandmother 、 big sister little brother）。
2. 学生能够运用句型：Who’s he？/Who’s she? 来询问朋友的家庭成员。
3. 学生能够运用句型He’s/She’s my father.简单地向朋友描述自己的家庭成员。
教学难点：
1. 注意字母a 在闭音节里的发音。如：grandfather /?/
2. 注意字母组合th 在单词里的发音方法。如：father / e/
教学用具：
1. 教师自制一套多媒体课件、8张词卡。
2. 学生事先准备的全家福照片。
3. 教师事先准备20份阅读材料。
教学过程：
第一个步骤：Greetings
教师用自己的照片（Linda）和同学们互相问好，并引出新单词me。
第二个步骤： Revision
教师通过复习自编chant（How are you！），让学生再次巩固已学人称代词：（I、he、she）。
第三个步骤： Presentation
教师通过展示卡通人物大耳朵图图的图片引起学生兴趣。接着，通过播放动画片
《大耳朵图图》，引导学生整体感知大耳朵图图的Family。并且让学生联系动画回答问题（How many people in Tutu’s family?），借此依次引入8个新单词。
第四个步骤：Text
a. 教师通过运用多媒体课件和单词卡片的呈现，以跟读、唱歌、拼读单词及音标、游戏操练等多种练习形式，让学生能够听、说、读出8个家庭成员的单词：（me 、 my cat father 、 mother 、 grandfather 、 grandmother 、 big sister little brother）。
b. 教师通过跟读、师生、生生问答的方式学习、操练并巩固句型：Who’s he/she? --He’s /She’s my father.
第五个步骤：Consolidation
a. 教师通过自编song（Tutu’s family）为新单词创造节奏感，让学生能够在轻松、愉快的学习环境中再次巩固新知。
b. 教师通过使用事先准备好的部分学生全家福照片，让学生用句型He’s /She’s my father.向全班同学介绍自己的家庭成员。
第六个步骤：Exercise
教师通过自编小短文，让学生读短文、看图片，并勾出和图片相对应的单词。通
过笔头练习部分让学生再次巩固所学新单词和句型。
第七个步骤： Extension
a. 教师通过播放背景音乐（You and me），让学生在音乐的带领下欣赏各种类
（Families）照片，让学生再次感知单词Family更宽广的涵义。
b. 最后，教师以句子（You and me one world.We are family！）结束整节课。
七、家庭作业
1. 请你跟着磁带大声朗读英语书21页的单词和句子；
2. 同学们，你能用句子Who’she?/Who’s she?询问朋友的家庭成员吗？
3. 同学们，你能自己画一张全家福，并用句子He’s my/She’s my…向朋友介绍你的家庭成员吗？
英语站课件 篇3
Period4 ReadingIII and Word Study
I Teaching Objectives:
1. Enable the students to learn more language points.
2. Enable the students to learn more words and one sentence pattern.
II Teaching Methods: translation and task-based teaching
III Key Points and Difficult Points:
Key Points: Enable the ss to some language points and new words.
Difficult Points: Enable the students to master a sentence pattern.
IV Teaching Aids: slide, radio
V Teaching Procedures:
Step1. Learn the language points in the rest paragraphs.
Activity1. Greeting and lead-in.
T: good afternoon, girls. Tomorrow is National Day, and you’ll have a golden week for holiday, right?
S: yes.
T: I see some of you have packed your luggage and are ready to go home. So are you very excited?
S: yes.
T: I’m very excited too, seven-day holiday! But, before the holiday, we must finish today’s work,right?
S: yes.
T: so please listen to me carefully for another 45 minutes, I’ll really appreciate your cooperation.
S; ok, yes.
T: thank you very much. Now, let’s begin our study. This morning we didn’t have time to deal with the last two paragraphs, so, now, let’s see it together.
Activity2. Language points.
Task1. paragraph 7
T: first, I want one of you to read this paragraph out. Who can?
S:….
T: good. When she is reading the other students please find how many attributive clauses in this paragraph and what are they. Are you clear?
S: yes.
T: ok. You can start now. despite the fact that……
S: ………….
T: your pronounciation and intonation are both very good. And you read fluently. Just good. Sit down, please. Ok, how many attributive clauses can you find?
S: 2,3,………….
T: is there an attributive clause in the first sentence?
S: no.
T: what about the second sentence? **, do you know?
S: ….. who use designs from nature when they….
T: good. And what does thin attributive clause modify? 这个从句修饰哪个词呢？ 先行词是什么？
S: other modern architects..
T: right. Very good. Sit down, please. And in the third sentence, which is the attributive clause? **, please?
S:…who built an art museum in New York……
T: good. 先行词是？
S: Frank Lloyd Wright.
T: yes. Right. Sit down, please. What about the last sentence? The whole class please answer me.
S: …..that people think of seashells…
T: good. 先行词呢？
S: another famous building.
T: great. I think most of you are very familiar with the attributive clause. Now, let’s see the first sentence. What does “despite” mean here?
S: 虽然，尽管
T: yes. Despite means尽管. It is a preposition. It must be followed by a noun. So in this sentense “the fact” is followed. Right?
S: yes.
T: then after the fact, there is a that-clause. What clause is it? It is not an attributive clause, you’ve just said. It is the content of the word “th fact” , right?
S: yes.
T: ok. We call this kind of clause appositive clause. Are you clear?
S: yes.
T: good. Ok, the next sentence. What does “in fact” mean?
S: 事实上
T: yes. Do you know another phrase that hai the same meaning with it?
S:………
T: it is as a matter of fact. It means the same thing. And it’s longer, right? When you are writing a composition you can add more words.
S: yes.
T: there’s another verb in this sentence that I should say something. Create, 创造。Do you remember another two verbs which have similar meanings? What’s English for 发明？
S: invent.
T: and what’s for 发现？
S: discover.
T: yes. We have three verbs now. invent, discover and create. Invent means 发明，指通过学习、思考或实验而发明了新的有用的物品。比如说，爱迪生发明了电灯。
How to translate this sentence?
S: ………….
T: Edison invented the light bulb. Ok, what about discover?
S: 发现
T: yes. 发现原本已经存在的事物。This is easy. Then what about create?
S: 创造
T: yes. Create 可用于创造抽象事物，也有培养的意思。
For example, Shakespeare created many famous characters. 莎士比亚创造了许多有名的人物。这里当然是说文学上抽象的人物，而不是具体的人，否则莎士比亚不成上帝了。Create也有培养的意思，培养社会主义新人，怎么说？
S: ……
T:….create new socialist men. Are you clear?
S: yes.
T: ok, now let’s move on. Look at the last sentence. Here is a phrase. What’s English for “使。。。想起”？
S: make sb think of
T: yes. This is the phrase of make +n.+do, 一般含有强制的意义 translate this sentence: 她要孩子们在吃东西前洗手。
S: ……..
T: yes. She made her children wash their hands before eating. Good. Ok, this is the 7th paraphgraph.
Task2. paragraph 8
T: Now let’s move on to the last paragraph. Also I want one of you to read this paragraph. I have asked you to read the whole passage so in this way I can check your homework and see if you have read the passage after class. Any volunteers?
S:……
T: good. I believe you have read the text after class.
S:…
T: very good. Your pronounciation and intonation are both excellent. Sit down, please. There are not many language points in thin para. Let’s translate it into chinese together. 北京奥林匹克体育场又是一个另人联想到大自然的设计。 从顶上看，仿佛体育场覆盖着灰色的钢网。Here, many of tree branches is pastparticiple used as attributive and modify the word nest. 过去分词做定语修饰nest. As if means好象，仿佛 Let’s move on.鸟儿用松软的材料在树枝间搭建鸟巢. Here’s a phrase. Fill up … with…用。。。填满 how to say 用水填满这个杯子。
S: fill up the cup with water.
T: good. Fill up the cup with water. Right. Let’s move on. Just so,….与此相仿， 体育场够家中的空间也将布满充气的大塑料袋。Here is a phrase, be filled with…这是被动语态， 被。。。填满。Ok, the last sentence. Although….尽管体育场用钢筋水泥建造，但流畅的线条和圆形的结构使建筑物显锝温暖，另人感到亲切。
Task3. paragraph1
T: Well, so far, we have learned all the paragraphs except one, right? That’s the first para. I leave it to the last because it is the conclusion of the whole text . now let’s see the first para. there are 3 sentences in this paragraph and give us three points about archtecture. The first sentence, architecture looks at the man-made living environment. 建筑学所关注的是人造的生活环境. So what is man-made living environment? 什么是人造的生活环境呢？
S:….
T: opposite to man-made environment is the natural living environment, right?
S:….yes.
T: is there architecture in natural living environment?
S: no.
T: so architecture only exists in man-made living environment. Actually, the man-made living environment here just refers to cities. We can say that everthing in cities are more or less changed or made by man. Right?
S: yes.
T: so the first sentence tells us the point that architecture relates with cities. And the second sentence relates architecture with what?
S: culture.
T: yes. It says that architecture can express the culture of a country. We have said that the Temole of Heaven expresses the ancient belief of “heaven is round and earth is square” right?
S: yes.
T: ok, so what does the third sentence tell us?
S:….
T: it says that different architectures have different styles.
Task4. the whole passage.
T: Well, we have learned the content and the language points of the reading text. Now, listen to the tape , you can read the whole passage by yourself quietly and see if you have any questions.
(listen to the radio for 4 minutes and the teacher walks around the classroom)
t: do you have any questions?
S: no
T: ok. That’s all for our reading text. Please read it until you can read fluently after class by yourself. Now open your book to page 21. Let me see if you have finished your homework.
Step3. Word Study
Activity1. check the homwork.
(teacher walks around and check homework for about 1 minute)
T: well, I am glad to see most of you have done it and there’s only one or two ss haven’t. I hope these ss will deal with their homework carefully next time.
Activity2. Exercise1
T: now, I want one of you to give me the answers for exercise1.
S: ….
T: yes. Good. What’s the answers?
S: E,F, B, C, D, A
T: do you agree with her?
S: yes.
T: yes. I agree too. She’s right. Now, look at the blackboard, don’t look at your books. I give you the explanations and you give me the correct words. Ok?
S: yes.
T: well, not beautiful?
S: ugly.
T: easy to do and easy to reach
S: convenient
T: a person who designs buildings
S: architect
T: a shelter made by a bird to hold its eggs and young.
S: nest
T: the structure that covers or forms the top of a building
S: roof.
Activity3. Exercise2
T: very good. You have mastered the words indeed. Now let’s come to exercise2. there’s a sentence pattern. Let’s see the example first: a nest is to a bird what a house is to a man. 巢对于鸟而言就如房子对于人一样。鸟巢和房子的作用是一样的，都是躲避风雨、栖息的地方，对吗？
S: 是
T: 所以我们就把这样一种关系用what 连接起来 let’s see other groups of words
(write on the blackboard: ① honey-----bee milk--- cow) honey is to a bee what milk is to a cow. 蜂蜜对于蜜蜂而言就如牛奶对于奶牛一样。 蜜蜂能产出蜂蜜，奶牛能产出牛奶，两者的关系也是一样的。Let’s see other examples: (② ____----nose taste-----tongue) what can be filled in this blank?
S: smell
T: yes. 鼻子的嗅觉与舌头的味觉 so how to say the whole sentence?
S: smell is to the nose what taste is to the tongue.
T: another one: (③ net---fisherman ____-----hunter) what can be filled in this blank?
S: gun.
T: yes. How to say the whole sentence?
S: net is to a fishierman what gun is to a hunter.
T: good. Can you make other sentences?
S: water is to fish what air is to man.
T: good sentence. Any more? I know you all have rich imaginations.
S: hair is to girls what ball is to boys
T: really? Maybe some boys don’t like balls and some girls like to have their hair cut. I’m sorry. Anything else?
S: fur is to animals what clothes is to man.
T: great. Ok, now, there are some sentences on the book. Let’s see it together on page 21, exercise2.
(check the answers)
Step4. Homework
T: ok, it’s time for our homework. You’ll have a long holiday, so the homework will be a little more. Please preview the grammar and finish exrcises on page 96 and 97 and do the exercise ont the exercise book A and B from unit1 to 3. See you. Have a happy holiday!
Blackboard work:
1. despite prep. 尽管
2. in fact=as a matter of fact A nest is to a bird what a house is to a man.
3. invent 发明 Edison invented the ① honey-----bee milk----- cow
light bulb ② ____----nose taste-----tongue
discover 发现 ③ net---fisherman ____-----hunter
create 创造 create new socialist men
4. make+n.+ do 含有强制的意思
5. fill up…with 用。。。填满
英语站课件 篇4
一、教材分析：
本单元是初一下学期的第二单元，本话题主要介绍房屋内房间的类型、位置，家用物品的名称、摆放位置等。通过学习“Therebe结构”，方位介词in，on，infrontof，behind，near，nextto，inthecenterof，ontheleft/rightof，atthebackof等语言项目使学生学会准确描述某处有某物。SectionA和SectionB是以对话为主由浅入深，创设恰当的语言环境，让学生在实践中愉快地接受知识，而SectionC是以短文阅读和理解为主的，是本话题的综合和拓延，让学生在阅读的同时熟练掌握方位介词的用法，通过方位介词来搞清楚文章中“我家”的具体情况。
二、教学目标：
知识目标：词汇：inthecenterof，yard，beautiful，flower，left……
语法：Therebe结构和方位词的应用。
能力目标：谈论某处有某物，谈论房间、家具和生活用品；能读懂关于介绍房屋、屋内设施、方位等的短文。
德育目标：让学生学会介绍自己的居家布置及周围的环境，学会和他人和谐共处，共创美好的生活氛围。
三、重难点及突破方法：
重难点：方位词和Therebe结构的应用。
突破方法：通过对图片或实物的位置描述学习方位词；通过大量的句子描述，启发学生进行对比，找出句子的共同点，最终达到理解并熟练运用Therebe的目的。
四、教学策略：
本课主要采用情景教学，教学光盘以及多媒体辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望。培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。不仅要使学生学会，更要使学生学会学，因此，在课堂教学中巧妙运用教学艺术，适当安排自学、互学、小组讨论等活动，变“讲堂”为“学堂”，变“要我学”为“我要学”，使学生在更轻松更愉快的环境下实现更多的信息交流，真正做到快快乐乐学英语，扎扎实实打基础，向四十分钟要质量，向课堂教学要效益的最终目的。
五、教学过程：
第一步：复习听写。
第二步：观1a课本动画，判断正误；自读1a课文，完成1b问题；检查正误。
第三步：再读1a并划出介词短语；小组对比；讲解重点。
第四步：自学2，根据图片用介词填空；同桌讨论答案；给出答案。
第五步：两两练习3，谈论两张图片中的不同并填空。
第六步：小结。
第七步：作业：
英语站课件 篇5
一、教材分析
（一）教材的地位和作用：
我今天要说的是初中牛津英语7A第二单元(My day)中的Integrated Skills这一部分。本部分将听, 说, 读, 写糅合在一起进行综合操练, 以提高学生综合运用语言的能力。在内容上谈论“A school trip”是对本单元主题”My day”的深化与拓展，也联系了实际谈论学生感兴趣的话题。
（二）教学目标的确立和依据
为了不仅要完成正常的教学任务，还要有效地培养学生的创新精神和实践能力，确定如下教学目标：
1、知识目标： 正确拼读本课四会单词和句型，能流利地用所学句型进行情景会话。
2、能力目标： 锻炼做听力练习时记录有效信息的能力。
3、情感目标： 通过口语练习询问有关学校生活学会关注生活关注细节。
（三）重点和难点
重点和难点：根据新课程标准对听说能力的要求，我确定本课重点为培养学生听说习惯。长期以来，传统的外语教学注重书本知识的讲授，忽视交际能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论、学生互访等方式，以及不断鼓励的方法突破难点。
二、教学环节的设计
根据初一学生总体特征：
1）、学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。
2）、学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。因此我从实际生活出发，消除学生的紧张感，营造宽松又真实的课堂学习氛围。
三、.教学程序
1、导入和对话
师生问候之后，老师问学生进入初中学习多长时间了，觉得初中生活怎么样，每天的作息时间是怎样的。引发学生思考，然后提问一位学生。让其他学生模仿此对话与同桌练习对话。
叫两组学生进行对话展示。进而让学生采访教室里任何一位学生，可以参照书本P33PartB，在不知不觉中引导学生完成这部分的学习。
新课标指出口语是在人与人交流时即兴脱口而出的，会话双方都必须对听到的语言快速做出反应，才能使谈话继续。同时由于口语具有很强的交互性，合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件，提供良好的训练。
2、各抒己见
告诉学生初中生活中会有school trip，问学生想去哪里，为什么？以这种方式充分把学生们的积极性调动起来后将其分成6个小组，进行分组讨论。
（1）先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。并且让学生能够用英语去实际交流，达到学以致用。
（2）对学生合作精神的培养也很重要，学生通过这一环节既能够有自主学习的机会又锻炼了与他人的合作，并在探索中有其个性思维发散的空间。选小组代表进行阐述。老师进行总结，并告知学校出游通常是博物馆或动物园。
英语站课件 篇6
对于每一个教师来说，写说课稿是很有必要的`。以下是小编整理的小学英语全英文说课稿，欢迎阅读。
（英文万能版）
● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.
● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.
1. 教学内容 (Contents)
Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .
It includes , ____ and . In section 1, it mainly deals with these key words,
2. 教学对象(talk about the students)
Secondly, it is about the students. Our students are in Grade
They are active and curious, interested in new things.
After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.
They have learnt English for years, and have already known
It is not difficult for them to understand and use the language
3. 教学目标 (Teaching aims)
So, I set the following aims.
By the end of the lesson, students will be able to read, recognize, and use these words:
And, these sentences:
By the end of the lesson,
①Ss can understand the and get useful information from the through attentive listening / reading.
②Ss are able to talk about
③Ss can use to give suggestions on
④Ss’ abilities of listening and speaking will be developed.
(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is
①to help students cultivate and foster their abilities of working in groups.
②to foster Ss’ consciousness of good-cooperation and proper competition.
③to help Ss cultivate their abilities to analyze and solve problems independently.
④to foster Ss’ initiative and creativeness.
⑤to help Ss to recognize and identify the differences between Chinese and English cultures on
⑥to help Ss know some and comprehend the
①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:
The pronunciation of
4.教法学法(Teaching methods)
Fourthly, it talks about teaching methods.
In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.
5. 教学过程
① 具体steps 根据具体内容定；
一般分为：warming up lead inpresentationconsolidationhomework
②板书steps ＋ purpose 说明； ③如有可能，同时完成layout设计;
Next, let’s focus on the teaching procedures. I will finish the lesson in steps.
It will cost about mins.
After greeting with the Ss, I will begin the lesson by singing the song
together with the Ss. Purpose:
The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt
knowledge for the next step.
It will cost about mins.
With the help of the PPT, I set a situation of
by to stimulate the Ss’ interest of the lesson.
By playing the PPT, IAnd then, (板书layout)
The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.
After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.
It is called Phonics.
It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.
（机械上口； 有意义操练； let’s do; 课文对话表演;）
It will cost mins, including
Due to the Ss’ age, I make
The purpose of this is to draw the whole Ss’ attention to the spelling of the words.
It is to help Ss to learn through a true situation.
In this step, I will give Ss a free space to show their abilities.
I will Then,
Task-based teaching method and Communicative language teaching are used here.
The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.
Making a new dialogue is to check if Ss can use correctly and skillfully.
（总结上课内容； 德育渗透； 作业布置；）
In this step, I will guide the Ss to conclude the key words And sentences
And also, I will
The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.
6.板书再次介绍（Talking about the blackboard design again）
And, this is my layout design.
That’s all for my teaching design. Thank you a lot for listening.
英语站课件 篇7
Teaching Aims:
1.Learn and master the following words and phrases:
justice,murder,go down on knees,punishment,immediately,order,sword,conflict,complex
2.Train the students’ reading ability.
3.Train the students’ ability to write a play.
Teaching Important Points:
1.Help the students understand the text exactly and master the following words and phrases:
shall,at the mercy of,go down on knees
2.Help the students finish the task of writing a play.
Teaching Difficult Point:
How to help the students write a play.
Teaching Methods:
1.Listening before reading to get the general idea of the text.
2.Asking-and-answering after reading to make the students understand the detailed in formation.
3.Individual,pair or group work to make every student work in class.
4.Performing to make the class lively and interesting.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision and Lead-in
T:Yesterday,we read the first part of 玊he Merchant of Venice.獳ntonio’s trial was taking place at the court.Do you still remember what happened at the court?Wang Hai,could you please retell the story in the first part?
S1:Yes.At the court,the Duke tried hard to persuade Shylock to have mercy on Antonio,but Shylock insisted on having a pound of his flesh.Even if Bassanio would pay him double the money Antonio had borrowed,Shylock would not change his mind.While the Duke was wondering what to do,Portia arrived,pretending to be a famous lawyer.At first,Portia also tried to persuade Shylock to have mercy on Antonio and take more than three times his money.But Shylock still refused to give up his demand for a pound of flesh from Antonio,so Portia said he might take his knife to prepare to do the deed.
T:Well done.Sit down,please.Will Shylock get his pound of flesh?Let’s go back to the court.First,listen to the tape of the second part of the play.Try to find out what will happen to Antonio and Shylock at last.Begin to listen!
(Teacher plays the tape and checks the answer at the end.)
T:Have you found out the answer?
Ss:Yes.
T:Who’d like to have a try?
S2:Shylock will not get Antonio’s flesh.He has to give half of his money to the city of Venice and promise to leave the other half of his money upon his death to his daughter and her husband.
T:(To the other students)Is that right?
Ss:Yes.
T:OK.Now let’s learn the new words.Then read the play.Look at the screen,please.
(Teacher shows the new words on the screen and deals with them as usual.)
justice/dstIs/ n. 公正；正义
murder/′m：d/ vt. 谋杀
go down on knees 跪下
punishment/′pnImnt/ n. 惩罚
immediately/I′mi：dItlI/玜dv. 立刻；马上
order/′：d/ vt. 命令；下令
sword/s：d/ n. 剑；刀
conflict/′knflIkt/ n. 冲突；战斗
complex/′kmpleks/ adj. 错综复杂的；难解的
△tragedy/′trddI/ n. 悲剧
Step Ⅲ Reading
T:Now,please open your books at Page 71.Read the second part of the play carefully and find out the answers to the questions on the screen.
(Show the screen.)
1.How does Portia stop Shylock from cutting Antonio’s flesh?
2.What does Portia say when Shylock finally agrees to take three times more than Antonio borrowed from him?
3.What is the result of the trial?Does the story have a happy ending?
(Teacher allows the students some time to read the play and prepare for the questions.At the end,ask some students to answer the questions.)
Suggested answers:
1.Portia allows Shylock to take exactly one pound of flesh from Antonio,no more,no less.She also tells Shylock that he must not let one drop of his blood fall.So Shylock gives in.
2.She says that Shylock must give half of his money to Antonio and the other half to the city of Venice according to the law.
3.Antonio is saved.Shylock gets punished.The story has a happy ending.
(After checking the answers,teacher deals with some language points.)
T:Well done.You’ve understood it better.Now let’s learn some useful words and phrases in it.Look at the screen.(Show the screen.)
1.shall
e.g.We shall start for Beijing tomorrow.(future use)
You shall have a nice present for your birthday.(promise)
You shall be sorry for what you have done,I tell you.(warning)
When he comes in nobody shall say a word.(order)
Nothing shall stop us from carrying out his plan.(decision)
2.at the mercy of
e.g.They were lost at sea, at the mercy of the winds and the waves.
3.go down on one’s knees
e.g.They will never go down on their knees before the oppressors.
4.beg…for
e.g.The prisoner begged (the judge) for mercy.
(Bb:shall,at the mercy of,go down on one’s knees,beg…for)
Step Ⅳ Writing
T:Well,we’ve read The Merchant of Venice.It has a happy ending.Can you tell me whether it is a tragedy or a comedy?
Ss:Comedy.
T:Why do you think it is a comedy?
Ss:Because the Good wins,and the Bad loses.
T:You are right.Now,please turn to Page 72 and look at the tips of getting the main point of a play.
(Teacher and the students read through the tips and writes some key words on the blackboard.After that,teacher says the following.)
T:Today,another trial took place between two women.They are arguing about a baby.How did the story occur?And what would they do?Please read the passage in Writing at Page 71 and find out who wins the trial,the Good or the Bad?You can begin now.
(After the students finish reading the passage.Teacher checks the answer.)
T:OK.Everyone,have you found out the answer?Who wins?
Ss:Yes.The Good wins.
T:Quite right.Now,please work in groups of four or five to write a short play based on this story.Give names to the King,the two mothers and the children.There is also a character to play the role of the soldier.If you like,you can also have a few other characters who are friends of the two mothers.Can you follow me?
Ss:Yes.
T:Besides,find a good title for your play.Do you remember?
Ss:Yes.
T:OK.Begin to prepare now.Five minutes later,I’ll ask one group to act out your play before the class.
A sample play:
Clever King Charles
Characters:
Sarah(Sa):the woman whose baby is living
Deborah(D):the woman whose baby is dead
Charles(C):the King
Emma(E):a friend of the two women
Simon(S):a soldier of the King
(Inside King Charles’ palace)
C:What is your quarrel?
Sa:O King!I have a baby.And Deborah has a baby.One baby is dead.The dead baby looks like Deborah’s baby.I think Deborah took my baby when her baby died.
D:O King!Sarah is angry because her baby is dead.She came to see my baby.When she saw my baby she wanted it because her baby is dead.
E:O King!I saw the two babies.I think the dead baby is Deborah’s baby.I think Deborah took Sarah’s baby in the night,when Sarah was asleep.
C:Call the swordsman.Tell him to bring his sword.
(A man comes in.He has a big sword in his hand.)
S:O King!Here is the swordsman.
C:Bring the baby here.(A servant takes Deborah’s baby and brings it to the King.)I am a just King.I do not know whose baby this is.I do not know if this is Deborah’s baby or Sarah’s baby.But I must be just to each of you.I will take this baby and cut it into two halves.Then Sarah can have half of the baby,and Deborah can have half.
D:Yes,yes,the King is a good King.Cut the baby in halves.
Sa:But the baby will die!
C:Yes,the baby will die.But you shall each have one half of the baby.So you will not quarrel any more.
Sa:O King!Save my baby.Do not cut the baby.Give the baby to Deborah.Let the baby live.
C:Give the baby to Sarah.Sarah wants the baby to live.So I know that Sarah is the mother.Deborah is a bad woman.She took Sarah’s baby.
(Two men take Deborah away.)
E:The King is a just King.O good King Charles!Clever King Charles!
Step Ⅴ Summary and Homework
T:In this class,we read the second part of The Merchant of Venice and learned to write a play.By doing this,we’ve learned some useful words and phrases,and our skill in using language has be well developed.After class,practise more and revise what we’ve learnt in class.That’s all for today.See you next time.
Ss:See you next time.
Step Ⅵ The Design of the Writing on theBlackboard
Unit 19 The Merchant of Venice
The Third Period
Ⅰ.Words and phrases:
shall,at the mercy of,go down on one’s knees,beg…for
Ⅱ.Tips of getting the main point of a play
a conflict between the Good and the Bad
→complex problems and relationship
→struggle between them
→a higher,wise character to find the solution
→the Good wins,and the Bad loses
→a comedy
Step Ⅶ Record after Teaching
英语站课件 篇8
一、课程性质与目标
酒店英语是为应用英语专业二年级学生开设的专业拓展课。
基于听说领先原则，遵循专门化用途英语的教学规律，立足高职高专的教育定位，适应宾馆酒店业的实际需要。
以口头交际为主，兼及听、读、写、译的训练，培养一专多能的、复合型的、应用型的人才。
扩展学生酒店英语方面的知识，提高使用酒店英语的水平和能力。
宾馆、酒店企业员工的外语总体水平实质上反映了酒店本身的服务、管理和经营水平。
符合以就业为导向的人才培养模式。
知识目标
掌握酒店业服务流程、熟练完成实际工作的英语交际
提高专业阅读、翻译、写作和口头交际的英语水平
能力目标
掌握实际运用英语的能力
提高在从事涉外业务所需要的英语交际能力
培养实际动手操作的能力
情感目标
激发英语学习兴趣，积极主动参与课堂活动
培养集体主义精神，增进团结，促进学生个性发展
职业目标
加强服务意识，学会灵活服务
学会交流沟通和团队协作
20xx.10制定《酒店英语教学大纲》，选定教材
20xx.2开设酒店英语
20xx.3—5联系、建立实习基地
20xx.6编写《酒店英语项目教学教案》
20xx.11下旬起学生在实习基地（……大酒店等）进行实习
20xx.12—20xx.6修订、完善酒店英语教学大纲，优化、调整教学内容，加强业务培训。
计划三年内将酒店英语建成院级精品课程。
二、教材与教学内容
教材名称：《宾馆英语》
出版社：高等教育出版社
按照教学基本流程
按照酒店部门分工
按照语言技能训练
按照教学基本流程设计
WWW系统
教学重点
掌握酒店业各部门的服务流程
提高学生专业阅读、翻译、写作和口头交际的英语水平
教学难点
英语语言表达的能力，礼仪服务的得体应用能力，解决问题、灵活服务的能力
培养跨文化交际意识
三、学情与教学方法
学业基础：从总体来看，英语专业学生英语语言基础较好，但英语水平参差不齐；而且对酒店服务业了解不够，实践操作不够。
学习品质：
对英语学习充满激情，但缺乏恒心；
学习比较刻苦勤奋，但策略性知识不足；
具备较强的形象思维能力，但抽象思维能力不强；
上课主动积极，课堂参与度高，但课下自觉性不够，比较被动。
基本的讲授法、讨论法、练习法
演绎归纳法、自学辅导法
多维互动法、多媒体演示法
情景教学法、角色扮演法
以工作流程为导向的项目教学法
多种教学方法配合使用
四、课程教学资源建设
语音室
英语调频台
模拟工作场所
天鹅湖大酒店
山东蓝海集团
五、课程教学质量检验
理论与实践相结合，笔试和口试相结合。平时成绩包括出勤率、课堂表现、作业质量等占30%，笔试成绩占40%，口试成绩按30%的比例记入该课程。
六、课程特色与改革
英语语言技能与酒店专业知识的密切结合
模拟式、模块式教学特色
培养学生的跨文化意识
进一步加强与企业实践的联系，增加学生在企业实践的时间，通过企业、学生的信息反馈，不断完善教学体系。
进行本课程与相关课程之间的整合，探索以工作流程为导向的项目教学，在教学过程中进一步突出实用性，加强“工学结合”。
英语站课件 篇9
【说教材】
本课记叙了作者和卡达叔叔在一次寻山时，与一条大蟒蛇不期而遇的经历。重点写了卡达叔叔在大蟒蛇缠住身体的危急时刻，利用蛇在水中不咬人的特点，巧妙脱险，并且保护了大蟒蛇。
文中的第二节写道，当大蟒蛇吐出舌头向我们游来的时候，卡达叔叔眼疾手快，脱下上衣，罩住蛇头，按住蛇颈，滚进溪流。他阻止了我拔刀想砍蛇的举动，保护了大蟒蛇。我对叔叔的做法很担心，可结果却让人喜出望外，卡达叔叔从水里出来时安然无恙，在保护大蟒蛇的同时也保护了自己。第3、4小节写道，当我对叔叔的做法很好奇时，叔叔告诉了我他这样做的原因：蟒蛇在水中是不咬人的;蟒蛇是国家一级保护动物，是不能随便捕杀的。
【说学情】
二年级的学生通过一年的学习，有了一定的识字经历，掌握了一定的识字方法，初步具备了自学字词的能力，能运用三套识字工具自学字词，而且也基本养成了课前预习的良好学习习惯。他们一般喜欢常见的小动物，对野生动物是充满着好奇，同时又有种胆怯的心理。说到蛇，学生都很害怕，对大蟒蛇也是如此。学生对它了解不多，只是从电视上和动物园里看到。所以，在上课的一开始，我用“人与野生动物能和谐相处”来缓解学生的压力，吸引学生积极地投入到课文中来。学完课文，要让学生说说对卡达叔叔有什么印象，学生可能会有各种各样的答案：聪明、勇敢、沉着、冷静、知识渊博、经验丰富等等，只要言之有理，都给予肯定和鼓励。但最终要启发学生明白卡达叔叔是凭着丰富的知识、机敏的头脑，保护了自己，也保护了野生动物。
【说教学过程】
一、让学生充分地享受朗读
课文要让学生充分地读，在读中整体感知，在读中有所感悟，在读中培养语感。在本课教学中，我采用多种朗读形式，让学生充分地享受朗读的乐趣。
1.积极调动学生的感官，感情朗读。
指导朗读第1节中的句子“啊!是一条碗口粗的大蟒蛇!”时，我让学生看图，有种情感的体验，这样能更好地把紧张、害怕的语气读出来。
2.引领学生进入某种情境，读好人物的语言。
指导朗读第2节中的卡达叔叔喊“别动!”我拼命地喊“卡达叔叔!卡达叔叔!”两句时，我通过引读，带领学生进入某种情境，我说：我赶紧抽出腰刀想砍蛇，卡达叔叔马上阻止我，大声喊——(“别动!”)卡达叔叔连人带蛇滚进了溪流，我不知道他怎么样了，急得拼命叫喊——(“卡达叔叔!卡达叔叔!”)学生就能把握好人物的语气，读好句子。
3.通过反复朗读，理解词语的意思。
第2节中写卡达叔叔看见大蟒蛇游来时所做的一连串动作的词要让学生反复朗读，在多次朗读的基础上理解词语“眼疾手快”的意思。理解后，让学生再读，把“眼疾手快”的意思读出来，学生肯定会很带劲。
4.让学生扮演角色朗读课文的最后2节。
让学生当小演员，扮演角色朗读课文的最后两节，会读得有滋有味。
二、重视学生的语言积累
重视学生的语言积累是《语文课程标准》中一个重要的指导思想。《语文课程标准》多次提及“语言积累”这个问题。例如在第一学段的“阶段目标”中提到 “在阅读中积累词语。”在第二阶段的“阶段目标”中提到“积累课文中优美词语、精彩句段，以及在课外阅读和生活中获得的语言材料。”我在本课中既重视文中词语的积累，又适时地向课外拓展。
1.充分理解“眼疾手快”。
通过让学生找卡达叔叔动作的词，然后自读，同桌读，老师引读，齐读，来理解“眼疾手快”的意思可谓是水到渠成。理解后再读，学生读得更好。
2.拓展理解“平安无事、安然无恙”
第2节中写“卡达叔叔从水里钻了出来，竟一点儿也没伤着，大蟒蛇却不见了”，读到这里时提醒学生：这里的“一点儿也没伤着”，一点事也没有，可以换成什么成语?学生会说到“平安无事、安然无恙”。然后，让他们把成语放进句子中读读，加深对成语的理解。这样，既让学生在语言环境中理解了句子的意思，理解了成语的意思，又让学生明白了在某些情况下可用一些成语来表示，培养学生积累成语的兴趣和习惯，可谓一举多得。
英语站课件 篇10
1）玩比大小游戏：每组、每轮各派一名选手参赛，在讲台上抽出一张图片，根据图义说句子。This is my……说对的奖励小组小礼物一件，抽到爷爷、奶奶的加3分。抽到爸爸妈妈的加2分，抽到daugter, son ,sister, brother 加1分。几轮后统计得分，为获胜队颁奖。
2）玩猜谜游戏：教师说：This is my father′s father 学生抢答；答对的奖励小礼物一件。学生也可说出This is my mother′s father.这个游戏可以让学生懂得英语中的gand father即表示爷爷也表示外公，grand mother 既可以表示奶奶也可以表示外婆。
3）学生拿出自己准备的全家福玩听音指图游戏，教师发出指令，mother 学生即指出自己的妈妈并说：This is my mother.等等，每组都有必备答题和抢答题。
4）组内合理分配家庭角色，然后小组出一人表演动作让表演人自行定小组猜，猜对小组有奖。
英语站课件 篇11
一、说教材：
各位老师，大家好！今天我所执教的是小学英语四年级课，这是一节由五年级的一课经过一定的增减而设计的，我自设课题为We`re good friends。主要由人类的好朋友—动物而展开的。本课的教学内容是单词funny，clever，pretty，kind和句型This is… It`s… It has…。的综合运用。因此我设定本课的教学重点是三会单词funny，clever，pretty，kind，难点为单词和句型在生活情境中的综合运用。新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。根据内容我还要求同学们编歌谣。同时我采用了听、说、学和编的四步教学方法，利用先进的教学设备（电脑多媒体），增强教学的趣味性和新颖性。通过在“玩中学，学中玩”的愉快教学思路，将快乐贯穿于课堂教学中。
二、说教法和学法：
根据以上对教材的分析，我采用多媒体辅助法、直观法、小组合作法等教学方法。以课标为指导，坚持“词不离句”的教学原则，坚持以话题为核心的方法安排本课教学。用人类的好朋友—可爱的小动物作为贯穿整节课的一个线索，激发学生的学习兴趣，在此基础上进一步进行语言拓展练习，让学生有效地掌握知识。
三、说教学过程：
在导入阶段以师生互相问候开始本节课，教师与同学们一起复习一些学过的单词，并和同学们一起做游戏，如教师说大嘴巴（big mouth），学生说小嘴巴（small mouth）。创设了一个轻松的学习环境，激发了学生的学习兴趣。接着教师出示课件是一个由许多小动物组成的兔子来复习一些学过的动物，引出句型It has…。
在新授环节中从一个猜和找的游戏开始，这也是一个我要尝试的地方，用小短文的形式来学习新词汇，体现了词不离句的原则。而且让同学们去猜，这样能激发他们的学习兴趣。猜出了动物后学习要新授的单词。在巩固新词汇上我尽量让同学们自编歌谣来激发他们的学习主动性。接着出示课件，一头外形比较突出的大象来运用本课句型This is… It`s… It has…。在同学们基本掌握的基础上再次出示课件，发挥孩子们的主动性，选择自己喜爱的动物去描述。为了检验同学们的学习效果，我设计了一道听力题，由此让他们感知He/She has…。在拓展延伸部分为了提高学生的生活运用能力，采用了人物练习，特地让学生感受运用句型He/She has…并能把新学词汇pretty，funny，kind，clever。用到身边的人身上，能做到关心他人。整节课我以小组奖励为主，培养了学生的小组合作意识，同时还增强了学生们的竞争意识，提高了教学效果。最后由学生总结本课所学。家庭作业是一项有关本课新知的口语练习。
四、说板书设计
在板书上出示主要的单词和句型，以便学生练习。板书：
We`re good friends。This is…
It`s funny，clever，pretty，kind
英语站课件 篇12
一. 说教材
1. 教材简析
本课位于人教版八年级上10 单元的第一部分。主要是通过学习动词的一般将来时态，讨论人生理想和将来打算，计划。目的是通过对人生理想的讨论使青少年在这个如花的季节不仅对未来有美好的憧憬，而且要从现在做起，为健康的理想而奋斗。
2. 教材地位
本单元从时态上是一般将来时，是继一般过去时之后的又一重要时态;从话题上看是谈论未来的打算，是让学生从小就树立自己的人生理想，而下一单元的话题是家务劳动，这正应了中国的老话“前车之鉴，后车之师”“一屋不扫何以扫天下”。所以本单元无论从知识还是从情感方面都是承上启下的一个单元。
3. 教学目标
(1) 知识目标
关于职业的名词;关于一般将来时态的表达
(2) 能力目标
能听懂有关人生理想的词汇及表达;能听懂有关未来计划的表达;能进行有关人生的谈话;能进行有关将来计划的讨论。
(3) 情感目标
通过对人生理想的讨论，让学生从小就树立自己的人生理想，并且现在就下决心，为理想而努力奋斗。使他们成为有理想，有抱负，有动力，健康成长的新一代青少年。
4. 教学重点。难点。
(1)学会描述自己的人生理想和表示奋斗的想法。
(2)重点：动词的一般将来时态的学习
(3)难点：理想主义的教育与现实的矛盾
5 本课学情
情感基础调查—通过对学生人生理想的调查，了解到部分学生没理想;或有不切实际的理想;或有轻视努力的过程的思想;
知识基础—过去时，比较级的知识。
6本课特点
词汇量小，语法点少(需扩展话题)
情感教育的份量大(需挖掘学生生活，延伸内涵，触动心灵)
7教学设计的创新体现
三条主线，两个同步，一个中心。
三个调查— 整个课的展开围绕三个调查—(父辈梦想，成功故事，我的理想);
三条主线— 在对比中发展—(父辈经历，成功人生，我的道路，)
两个同步—(知识传授与情感体验)。达到同步和谐发展，不露痕迹，润物细无声。
一个中心— 学生中心：课前备学生，课堂任务型。
