教書育人是教師的天職，既有苦，也有樂，教師每逢重要的課程都要精心準(zhǔn)備好教案。教案應(yīng)結(jié)合實踐與案例增加教學(xué)的實效性和鮮活性，我們應(yīng)不應(yīng)該對教案更加的重視呢？推薦一篇關(guān)于“初中英語說課稿”的網(wǎng)絡(luò)文章很有趣值得一讀，如果你覺得這個網(wǎng)站不錯希望你能夠分享給你的朋友和家人！
初中英語說課稿 篇1
一、說教材
教學(xué)目標(biāo)：
1、知識和能力目標(biāo)：（1）、掌握重點單詞、短語以及對話
（2）、熟讀課文并運用之
2、過程和方法：（1）、培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣和積極性
（2）、培養(yǎng)學(xué)生的創(chuàng)新能力，展示學(xué)生個性特征
（3）、鍛煉學(xué)生口語表達能力、聽和說的能力
3、情感價值觀目標(biāo)：（1）、培養(yǎng)學(xué)生自主、探究、合作學(xué)習(xí)能力，增強競爭意識。
（2）、鼓勵學(xué)生大膽實踐，體驗成功
上述目標(biāo)的確定是為了學(xué)生在掌握課本知識的基礎(chǔ)上，能靈活綜合運用所學(xué)知識，充分貫徹新課標(biāo)精神“基于課本，高于課本，發(fā)展課本，創(chuàng)新課本”。
教學(xué)重點：對話
教學(xué)難點：如何讓學(xué)生輕松地掌握本課內(nèi)容
教學(xué)用具：多媒體課件、錄音機、磁帶
二、說教法
根據(jù)教材和學(xué)生因素等特點，本課采用如下教法
1、以學(xué)生為中心的任務(wù)型教學(xué)法
通過設(shè)置任務(wù)型活動，讓學(xué)生在獨立完成任務(wù)的過程中，使每個學(xué)生獲得成功體驗，充分體現(xiàn)教師為主導(dǎo)，學(xué)生為主體，訓(xùn)練為主線的教法。
2、多媒體輔助教學(xué)法
使教學(xué)內(nèi)容跟家生動、形象、具體，學(xué)生更容易掌握。
3、、啟發(fā)式教學(xué)法
全面調(diào)動學(xué)生學(xué)習(xí)英語的興趣和積極性，使每個學(xué)生都樂于學(xué)英語。
三、說學(xué)法
1、自主學(xué)習(xí)
教師不僅要教給學(xué)生知識，更重要的'是教會學(xué)生如何學(xué)習(xí)。讓學(xué)生課前準(zhǔn)備、預(yù)習(xí)，帶著問題走進課堂。
2、探究合作學(xué)習(xí)
課堂活動中，通過小組討論完成老師布置的任務(wù)，學(xué)會本課內(nèi)容，這樣設(shè)置的目的，一是避免在小組學(xué)習(xí)中，個別學(xué)生掉隊；二是為了在小組探究合作學(xué)習(xí)中，更能提高自己，培養(yǎng)探究、合作能力，增強競爭意識。
四、說教學(xué)過程
Step 1.Begin this class . Greeting.
Step 2.Lead in the new lesson .
Step 3.Answer the questions .
鍛煉學(xué)生的語言表達能力、思維能力，提高聽、說的能力。
Step 4.listen and read.
鍛煉學(xué)生的語言表達能力，提高聽、說的能力。
Step 5.listen and answer.
Step 6.Learn something important.
利用多媒體展示本課重點、難點，學(xué)生易于接受，便于理解，加強記憶。
Step 7.Group work. In a small group , talk about your hobby and why you enjoy it . Then share it with our classmates.
共同參與培養(yǎng)學(xué)生的合作、探究精神，并通過互相評價激發(fā)學(xué)習(xí)興趣，促進學(xué)生個性發(fā)展。
Step 8. Class activity .
Take out a piece of paper ,write a short passage about your hobby .
學(xué)生通過課堂寫，加深對本課知識的理解和掌握，并對所學(xué)知識有一定的發(fā)揮和提高，達到了學(xué)以致用的目的。
Step 9.Homework.
Write your hobby in your exercise books.
Step 10、listen to music,End this Lesson .
五、說板書設(shè)計
優(yōu)美的板書會給學(xué)生留下美好的記憶，也讓學(xué)生處處以老師為榜樣，養(yǎng)成良好的書寫習(xí)慣。
六、說教學(xué)評價
課堂上對學(xué)生的評價，更激發(fā)學(xué)生學(xué)習(xí)英語的興趣，調(diào)動其學(xué)習(xí)積極性，使全體學(xué)生都能充分發(fā)揮自己的長處，促進其個性發(fā)展。
七、說教學(xué)反思
在課堂教學(xué)中把掌握知識、形成技能、發(fā)展能力和培養(yǎng)學(xué)生個性健康有機的結(jié)合起來，讓學(xué)生在合作，參與的輕松愉快氣氛中，主動完成本課的學(xué)習(xí)任務(wù)，掌握本課的重點，突破難點。在活動中充分發(fā)揮個人長處，增強學(xué)生的成功欲和自信心，激發(fā)學(xué)生學(xué)習(xí)興趣。
初中英語說課稿 篇2
Hello, everyone,
Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Section A (1a-1c , Grammar Focus) in Unit13 . It is made up of seven parts.
1. Analysis textbook(教材分析)
2. The teaching methods(教學(xué)方法)
3. The learning methods(說學(xué)法)
4. Analysis the students(說學(xué)情)
5. The procedures of the teaching(教學(xué)步驟)
6. Blackboard design（板書設(shè)計）
7. Self evaluation.(自評)
This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.
1. Teaching objects
The teaching aims are established according to Junior School English curriculum standard provision.
A.Language goals
1). Words & expressions :tense, some adjectives of feeling
2). Key sentences Loud music makes me tense. (P103)
Loud music makes me want to dance.
That movie made me sad.
B.Ability goals
Enable the students to talk about how things affect them.
Emotion & attitude goals
Enable the students to understand the effect of things upon them.
The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.
2. Teaching Key Points
the usage of make.
3.Teaching Difficulties
Train the Ss to use make correctly.
To improve students’ listening ability.
To train students' communicative competence.
Task-based teaching; Cooperative learning;
1). Set up six steps. It is presentation– words – pairwork – listening practice–Grammar - practice
2). Ask the students to take part in class actively and develop their cooperation in the activities .
The students have learned some words about feeling and they have know the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.
I have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking. Set up six steps. It is greeting –lead-in -presentation– words – pairwork – listening practice–Grammar – practice – homework.
Step Ⅰ Lead- in.
Show the Ss a picture and then show the teaching material.
Purpose: Arouse the students’ interest of study. Bring in new subject: Rainy days make me sad.
Step II Presentation.
Review some words about feeling , then present the sentence structure.
A: What makes him/her sad?
B: Rainy days makes him sad.
Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.
Step III Listening (1a, 1b: P102)
Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.
Purpose :Train the Ss’ listening ability and prepare for later exercises.
Step IV Speaking (1c: P102)
Ask the students to talk about how music affects them. Let the Ss work in pairs and talk about how the two restaurants would affect them.
Purpose :Train the Ss’ speaking ability and prepare for later exercises.
Step V Do a survey.
After learning 1b , 1c , let the Ss do a survey about other things that affect them.
Purpose : This step can open the Ss eyesight and thought . It’s a step from textbook to real life .
Step VI Grammar
1). Sum the usage of make then help them to say out the sentence structure.
2). Do some exercises to consolidate the grammar.
Purpose: Train the Ss’ ability of understanding and using language.
Step VII Writing practice
1.List 4-5 things around you and then describe how the things affect you.
2.Composition Exams make me _______。
Purpose :I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
1. make +sb/sth+adj
eg: The news made him sad.
He tries his best to make his lessons interesting.
make +sb/sth+ do
eg: He made me wait for a long hours.
He made me do this exercise again.
Purpose：In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class. I want to use them correctly and flexibly.
In order to make the students the real masters in class while the teacher himself acts as director. I designed some activities to arouse the students’ interest of studying .The students can learn the target language easily .Also ,by these activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information . Help the students to form a positive attitude towards life .Thanks for listening .
初中英語說課稿 篇3
一、 教學(xué)理念：
理論聯(lián)系實際，即知識要于應(yīng)用，用英語進行交流，培養(yǎng)學(xué)生口語能力，打破學(xué)生害羞說英語的狀況，讓學(xué)生能學(xué)以致用。
二、 教材分析：
(一) 教材的地位與作用
本課是新目標(biāo)英語七年級下冊第二單元，其教材是以“i am more outgoing than my sister”為中心話題，學(xué)習(xí)和運用形容詞的比較級讓學(xué)生能描述個人的特征，能夠運用比較級來進行對比描述。這些都是與我們的實際密切相關(guān)，能夠輕松地激起學(xué)生學(xué)習(xí)英語的興趣，師生、生生之間的交流也培養(yǎng)了學(xué)生的合作精神，促進了學(xué)生，教師的情誼，從而對學(xué)生英語學(xué)習(xí)水平的提高會有很大的促進。
(二) 教學(xué)目標(biāo)
知識目標(biāo)：掌握本課的詞匯，描述人外貌的，性格的及其他的
外貌：tall、short、heavy、thin、long hair……
性格：quiet、outgoing、serious、funny、calm……
其他：weak、smart、foolish、hard-working……
能力目標(biāo)：通過掌握這些描述人特性的詞，進行簡單的對話及進行對比之間的描述。
情感目標(biāo)：對人的描述及他人對你的描述，從而增強你對他人及他人對你更多的了解，促進
學(xué)生間的'情誼，也激發(fā)其學(xué)英語的興趣，促進學(xué)生的英語水平。
德育目標(biāo)：通過師生間，生生間增強其溝通、交流的能力。
(三) 教學(xué)重點及難點
重點：掌握詞匯tall、short、heavy、thin、long hair、short hair、calm、smart、foolish、lazy、work-working等等，并學(xué)以致用。
難點：1、形容詞比較級的構(gòu)成及形容詞比較級的用法;
2、掌握形容詞比較級的句子，如which is bigger，the apple or the orange?
三、 教學(xué)方法
初中生的好奇心，求知欲是比較強的，但是其抽象思維能力比較低，注意力容易分散，所以我采取情景交際法，任務(wù)型教學(xué)法，從而激發(fā)學(xué)生學(xué)習(xí)英語的興趣，讓孩子能輕松接受。本節(jié)課通過給學(xué)生設(shè)定具體的任務(wù)，讓學(xué)生集中注意力，為了其任務(wù)及學(xué)習(xí)目的去實施特定的語言行動，從而獲得更多的知識，讓學(xué)生not learn english，dut use it!
四、 教學(xué)程序
(一)展示圖片或掛圖
在師生問候后，通過展示一些表示人特征的一些圖片，讓學(xué)生們分析其圖片之間的不同，從而導(dǎo)入新的知識，新的單詞，新的句型。
(二)詞匯鞏固
讓學(xué)生用這些詞匯來描述老師及同學(xué)，并看圖說出其描述詞;最后讓學(xué)生總結(jié)描述人的詞匯。
(三)句型的深入
先讓學(xué)生比較自己與他人之間的不同，然后師生之間對話進行合作交流其不同之處，再就是學(xué)生之間的不同之處，促進師生之間的情誼，并加強師生之間的了解。
(四)合作與交流
小組合作，互相描述對方的特征;并拓展一些知識，學(xué)會用比較級對現(xiàn)在和過去進行比較，并為下面的聽力做鋪墊，然后談?wù)摤F(xiàn)在你的同學(xué)有什么變化。
(五)聽力
有了之前詞匯與詞匯的比較級的鋪墊，我采取“聽錄音，復(fù)述”的形式來處理，訓(xùn)練學(xué)生的聽力、口語能力。
(六)鞏固練習(xí)
通過一些練習(xí)鞏固所學(xué)的詞，并且讓學(xué)生寫出這些形容詞的比較級，從而讓學(xué)生對所學(xué)的詞及它們的比較級有更深入的了解。
五、 教學(xué)效果預(yù)測
在課上，100%的學(xué)生可以參考到我們的互動中，基本上的學(xué)生能夠順利的描述人的基本特征，掌握我們的詞匯。
初中英語說課稿 篇4
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 說教學(xué)難點 teaching difficult pints (語法；發(fā)展交際能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 說教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、說教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、說學(xué)法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、說教學(xué)過程Teaching prcedures
I. 復(fù)習(xí) (Revisin) 5in (Dail reprt; 詞匯diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈現(xiàn) (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 對話 / 閱讀 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識別關(guān)鍵詞e wrds；確定主題句；創(chuàng)設(shè)信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達到對課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操練 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 鞏固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作業(yè) (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、說板書Blacbard design
初中英語說課稿 篇5
My lesson is from New Senior English for China Book_2 Unit5 Grammar part. The main topic is friends and Friend ship, while the grammar is attributive clause(prep+which/whom).By studying this class, Students will understand the grammar points clearly and use them to in daily life.
Secondly, I’d like to state the analysis of students.
Students of this period have learned English for a long time,hence they acquire basic grammar knowledge. However,they think grammar learning is abstract and difficult.then I will take special activities to help them.
According to the new curriculum standard,I set aims as follows .
1.Knowledge objects (語言目標(biāo)：語音，詞匯，語法，功能，話題)
The Ss can master attributive clause(prep+which/whom)in prep which or prep whom form.
2.Ability objects (技能目標(biāo)：聽，說，讀，寫)
SS can apply the grammars into their daily life.
3.Emotional objects (情感目標(biāo)：興趣，自信，合作，愛國，國際視野)
SS will be more interesting in grammar learning
Next,I put forward the key points and difficult points.The key points is to master the usage of attributive clause(prep+which/whom). The difficult points is how to use grammars correctly.
In this class, I will use inductive method and cooperative method.
Now Let’s come into the most important part -Teaching procedure.it consists of six parts.
The first step is warming up.Boys and girls.In last class,we learned about Monkees band,- Do you know what was their first music? Any volunteers? Tony,please.wonderful. He said They played music,most of which was based on the Beatles.In grammar ,It’s a attributive clause.we have learned it before.Let’s change it:They played music which was based on the Beatles. Is there and differences? Today we will learn about attributive clause in preposition which and preposition whom form.
Through this free talk,I can attract SS’ attentions and interest in grammar learning .(3)it can lay a foundation for the next step.
After warming up ,SS will find out the different places among these.I will ask a SS to underline the difference.Then I will explain the literal meaning ofattributive clause(prep+which/whom).SS will have a clear understanding of the grammar points.Next,I will give them more examples to deepen their comprehension.For example,
The singer in whom we have great interest was in America.
The show by which we were to become famous is in a music museun.
This step can help SS have a basic understanding of the grammar structure and improve their learning skills.
Next, Let’s come to the practice step.I will ask SS to find out all the attributive clause in prep.which or prep. Whom form. as many as possible.After 2 minutes individual work ,they can exchange ideas with partners and analyze the meaning of which or whom in the sentence.1 minute later,I will ask some students to have a presentation .Other ss can evaluate their performance.
The activity designed here is to consolidate grammar learning .
Task 1.Introduce friends.
After this step , I will ask students to introduce their favorite singer.They will finish it in group works.For example: Deng Ziqi has special voice,with which Chinese people are very familiar.She took part in I’m singer competition ,in which she made a miracle. 5 minutes later,some groups will share their ideas.During the that time, other students will be judges to find out some mistakes and give them points.
My purpose here is to help SS apply the grammar points in daily life .
After the task,I will ask students to conclude what we have learned today.then I will set homework.
SS will finish the grammar exercises .and write a composition to introduce your favorite singer using attributive clauses. They will share their ideas in the next English class.
Homework is necessary to consolidate their knowledge and improve their oral speaking.
At last ,I will talk about blackboard design. Restrictive and non restrictive attibutive clauses.
They played music ,most of which was based on the Beatles.
They played music which was based on the Beatles.
初中英語說課稿 篇6
一、 教學(xué)理念：
理論聯(lián)系實際，即知識要于應(yīng)用，用英語進行交流，培養(yǎng)學(xué)生口語能力，打破學(xué)生害羞說英語的狀況，讓學(xué)生能學(xué)以致用。
二、 教材分析：
(一) 教材的地位與作用
本課是新目標(biāo)英語七年級下冊第二單元，其教材是以“i am more outgoing than my sister”為中心話題，學(xué)習(xí)和運用形容詞的比較級讓學(xué)生能描述個人的特征，能夠運用比較級來進行對比描述。這些都是與我們的實際密切相關(guān)，能夠輕松地激起學(xué)生學(xué)習(xí)英語的興趣，師生、生生之間的交流也培養(yǎng)了學(xué)生的合作精神，促進了學(xué)生，教師的情誼，從而對學(xué)生英語學(xué)習(xí)水平的提高會有很大的促進。
(二) 教學(xué)目標(biāo)
知識目標(biāo)：掌握本課的詞匯，描述人外貌的，性格的及其他的
外貌：tall、short、heavy、thin、long hair……
性格：quiet、outgoing、serious、funny、calm……
其他：weak、smart、foolish、hard-working……
能力目標(biāo)：通過掌握這些描述人特性的詞，進行簡單的對話及進行對比之間的描述。
情感目標(biāo)：對人的描述及他人對你的描述，從而增強你對他人及他人對你更多的了解，促進
學(xué)生間的情誼，也激發(fā)其學(xué)英語的興趣，促進學(xué)生的英語水平。
德育目標(biāo)：通過師生間，生生間增強其溝通、交流的能力。
(三) 教學(xué)重點及難點
重點：掌握詞匯tall、short、heavy、thin、long hair、short hair、calm、smart、foolish、lazy、work-working等等，并學(xué)以致用。
難點：1、形容詞比較級的構(gòu)成及形容詞比較級的用法;
2、掌握形容詞比較級的`句子，如which is bigger，the apple or the orange?
三、 教學(xué)方法
初中生的好奇心，求知欲是比較強的，但是其抽象思維能力比較低，注意力容易分散，所以我采取情景交際法，任務(wù)型教學(xué)法，從而激發(fā)學(xué)生學(xué)習(xí)英語的興趣，讓孩子能輕松接受。本節(jié)課通過給學(xué)生設(shè)定具體的任務(wù)，讓學(xué)生集中注意力，為了其任務(wù)及學(xué)習(xí)目的去實施特定的語言行動，從而獲得更多的知識，讓學(xué)生not learn english，dut use it!
四、 教學(xué)程序
(一)展示圖片或掛圖
在師生問候后，通過展示一些表示人特征的一些圖片，讓學(xué)生們分析其圖片之間的不同，從而導(dǎo)入新的知識，新的單詞，新的句型。
(二)詞匯鞏固
讓學(xué)生用這些詞匯來描述老師及同學(xué)，并看圖說出其描述詞;最后讓學(xué)生總結(jié)描述人的詞匯。
(三)句型的深入
先讓學(xué)生比較自己與他人之間的不同，然后師生之間對話進行合作交流其不同之處，再就是學(xué)生之間的不同之處，促進師生之間的情誼，并加強師生之間的了解。
(四)合作與交流
小組合作，互相描述對方的特征;并拓展一些知識，學(xué)會用比較級對現(xiàn)在和過去進行比較，并為下面的聽力做鋪墊，然后談?wù)摤F(xiàn)在你的同學(xué)有什么變化。
(五)聽力
有了之前詞匯與詞匯的比較級的鋪墊，我采取“聽錄音，復(fù)述”的形式來處理，訓(xùn)練學(xué)生的聽力、口語能力。
(六)鞏固練習(xí)
通過一些練習(xí)鞏固所學(xué)的詞，并且讓學(xué)生寫出這些形容詞的比較級，從而讓學(xué)生對所學(xué)的詞及它們的比較級有更深入的了解。
五、 教學(xué)效果預(yù)測
在課上，100%的學(xué)生可以參考到我們的互動中，基本上的學(xué)生能夠順利的描述人的基本特征，掌握我們的詞匯。