四年级下英语第三单元 教案+说课稿

四年级下英语第三单元 教案+说课稿

英语（四年级下册)‎ Unit 3 My day Story time ‎ Teaching contents 教学内容 Story time Teaching aims and learning objectives 教学目标 ‎1. 能听懂、会读、会说：usually, go to school, in the morning, in the afternoon, go home, homework, watch TV, in the evening, have lunch, play football, have dinner, go to bed, at night。‎ ‎2. 能听懂、会读、会说日常用语：When do you ...? I ... at …‎ ‎3. 能正确地理解并朗读故事内容，在图片和语言提示下复述故事。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 短语和句型的教学。‎ ‎2. 用正确的语音语调朗读故事。‎ ‎3. 在图片和语言提示下复述故事。 ‎ 教学难点：对于短语和句型的掌握；复述故事。‎ Teaching procedures 教学过程 Step 1 Greeting & Warm up ‎ ‎1. Greeting T: Hello, boys and girls.‎ S: Hello, Vivian.‎ T: Hi, …, how are you today?‎ S1: I’m fine. / I’m good. / …‎ T: Do you like playing games?‎ S: Yes, we do. ‎ ‎2. Play a game T: Let’s play a game. OK?‎ S: OK! ‎ T: Good. Here we go. Ready? Go. ‎ ‎(如果你和我一样，请站起来大声说Me too. )‎ ‎【设计意图：通过游戏营造轻松愉悦的课堂气氛，同时渗透今天教学的重点句型，为后面的教学做铺垫。】‎ Step 2 Presentation ‎1. My Day T: Well, boys and girls. I have a clock. What time is it now?‎ S: Six thirty.‎ T: That’s right. I usually get up at 6:30.（教学usually）‎ ‎（同法问余下钟面，说自己的日常活动，遇生词和词组渗透教学）‎ ‎2. Let’s tell the time ‎ T: Look at the timetable. This is my day. Can you tell the time now?‎ S: Yes.‎ T: What time is it?‎ S1: Six.‎ T: What about this one?‎ S2: Seven ten.‎ ‎(总结本节课说钟面的规律，同桌讨论说一说。)‎ T: Let’s tell the time together.‎ S: (tell the time with the teacher)‎ ‎【设计意图：通过教师说钟面时间，学生说钟面时间，自然教授时间的说法规则，同桌再说一说，加以巩固，为后面的故事教学降低难度。】‎ Step 3 Story time ‎1. Look and say T: Look at the picture. Who’s the boy?‎ S1: Mike.‎ T: Yes, today we are going to learn a story about him. And here is a question for you. The story is about Mike’s . ‎ ‎(PPT出示人物图片，教师带领学生说说人物并引入故事)‎ ‎2. Watch and choose T: (PPT播放课文动画) The story is about Mike’s . ‎ S: The story is about Mike’s . (day)‎ ‎【设计意图：帮助学生整体感知课文, 整理课文要素。】‎ ‎3. Read and match T: Open your books, read the first paragraph and then try to match the time to the daily activities.‎ ‎(学生自读第一段，试着连线。)‎ T: You may say it like this, “I … at …”‎ ‎(check the answers)‎ ‎4. Read and fill in the blanks.‎ ‎ T: Next, read the second paragraph and fill in the blanks. You may discuss in pairs.‎ ‎(学生自读第二段，试着填表。)‎ T: You may say it like this, “At …, I …”‎ ‎(check the answers)‎ ‎5. Read and say.‎ T: Then, read the third paragraph and say the sentences.‎ ‎(学生自读第三段，填句子并说一说。)‎ ‎6. Fill in the table and retell Mike’s day.‎ ‎(梳理时间和日常活动，教学in the morning，in the afternoon和in the evening，区分evening和night。)‎ ‎7. Read and imitate（听录音，跟读课文，鼓励学生模仿录音中的语音语调）‎ ‎【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的心理与情感变化。】‎ Step 4 Consolidation ‎1. Let’s dub.‎ ‎(三人一小组，为Mike配音。)‎ ‎2. Act the story.‎ ‎ T: You really did a good job in this story time. It’s Show time for you. Can you act the story? Prepare it in groups of three. Then come to the blackboard to act it out. (选择你最喜欢的一个时间段表演，记住台词并加上动作)‎ ‎【设计意图：表演课文可以帮助学生复习、巩固课文，学生带着头饰，将故事内容进行脱稿表演是提高学生语言能力和学习兴趣的最佳方式。】‎ ‎3. Discussion.‎ T: You acted the story very well. What do you think of Mike’s day? Please discuss in groups of four and try to judge.（四人一组，根据提示判断）‎ ‎4. Talk about your day.‎ T: Mike’s day is reasonable. What about your day? Please talk about your day in groups of four.‎ ‎(学生小组谈论自己的作息安排)‎ T: Excellent, boys and girls. Wonderful jobs you did today. I can see you can play, read and act! ‎ S: Yeah!‎ ‎【设计意图：对合理作息做出自己的判断，这对学生提出了更高的要求，期待学生通过讨论、交流、合作，将这节课所学内容以自己的方式演绎出来。学生有话可说，有话想说，课堂气氛再次升至高点。】‎ Homework 家庭作业 ‎1. Introduce Mike’s day. 介绍Mike的一天。 ‎ ‎2. Write a diary about your day. 写一篇日记记录你的一天。‎ ‎3. Preview (预习) Fun time. ‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：人物卡片、多媒体课件。‎ 板书设计：‎ Unit 3 My day ‎ Activities Time get up 7:00 in the morning go to school 7:40 ‎ have lunch 12:00‎ play football 4:00‎ go home 4:40 in the afternoon do my homework 5:30‎ have dinner 6:15 in the evening watch TV 7:00 ‎ go to bed 9:00 at night 说课 Pre-reading 阅读前 在阅读前阶段，设计了两个层次递进的活动。首先，利用游戏调动课堂气氛，同时引入本节课的主要话题；其次，通过时间的问答，复习数词并新授课文中所涉及的时间表达法，为后面的教学做铺垫。‎ 这样的设计意图在于：1. 创设整体情境；2. 激发学习兴趣和积极性；3. 导入相关话题；4. 渗透句型教学，为后文的学习做好铺垫。‎ While-reading 阅读中 阅读前的热身后，学习进入重要的主体部分——阅读中阶段。本阶段中，我设计了以下6个前后相连的活动：‎ ‎1. Watch and answer学生带着问题观看卡通动画，了解故事整体信息。‎ ‎2. Read and match了解大意后，学生分段精读，第一段落，进行细节信息的匹配。‎ ‎3. Read and fill in the blanks针对第二段落，填表。‎ ‎4. Read and say针对第三段落，完成句子，说一说。‎ ‎5. Summarize在上面三个活动的基础上，总结归纳，梳理时间和日常活动。‎ ‎6. Read and ‎ imitate听录音跟读，强调模仿，归纳语调规则，旨在培养正确优美的语音语调。‎ 显而易见，从对文本进行整体感知，到通过设计不同形式的活动分步解读文本，重在对学生进行文本阅读策略和技能的指导，引导学生关注文本细节，学会把握关键信息。‎ Post-reading阅读后 阅读后阶段，通常认为是语言输出阶段。考虑到四年级学生爱说、爱表演的特点，我设计了以下三个活动：‎ ‎1. Let’s dub三人小组，分段配音。‎ ‎2. Act the story学生围绕课本表演。‎ ‎3. Discussion学生小组讨论，说说Mike一天的作息安排是否合理。‎ 这样的设计意图在于：‎ ‎1. 针对不同层面的学生，设计不同的输出方式，以巩固对文本的学习。‎ ‎2. 创设平台，学生自由交流讨论，表达自己的见解，学会合作与分享。‎ 英语(四年级下册)‎ Unit 3 My day Fun time & Song time ‎ Teaching contents 教学内容 Fun time & Song time Teaching aims and learning objectives 教学目标 ‎1. 能听懂、会读、会说、会写：have lunch, play football, have dinner, go to bed, at night。‎ ‎2. 能听懂、会读、会说日常用语：When do you ...? I ... at …‎ ‎3. 能正确灵活地运用日常活动的短语说句子。‎ ‎4. 会唱歌曲When do you get up。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 句型及短语的灵活运用。‎ ‎2. 歌曲的演唱。‎ 教学难点：句型及短语的灵活运用。‎ Teaching procedures 教学过程 Step 1 Free talk & Revision Game time T: Hello, boys and girls. Do you like playing games?‎ S: Yes.‎ T: Let’s play a game, magic eyes. Please say the numbers you saw quickly. OK?‎ S: OK.‎ T: Ready? Go!‎ S: (play the game) (学生快速说出气球上的数字)‎ ‎【设计意图：通过游戏营造轻松愉悦的课堂气氛，紧扣单元话题复习数词，为后面的教学做铺垫。】‎ T: Wow. Boys and girls, you did a very good job. Let’s go on playing. Tell the time you saw quickly. OK? ‎ S: OK.‎ T: Ready? Go!‎ ‎(学生用英语说钟面时间。)‎ ‎(The teacher asks the students to review Story time.)‎ T: Nice! You can tell the time by yourselves. And, look! Who is the boy?‎ S: Mike.‎ T: Last lesson we learned something about Mike’s day. Can you find the activities of Mike’s day in a time sequence?‎ S: Yes.‎ ‎(学生按时间顺序说出日常活动的短语。)‎ Step 2 Draw and write (Fun time)‎ T: Good. You knew Mike’s day very well. Today, let’s say something about your day. OK?‎ S: OK!‎ T: Hello, … When do you … in the morning?‎ S1: I … at …‎ T: Hello, … When do you … in the afternoon?‎ S2: I … at …‎ T: Hello, … When do you … in the evening?‎ S3: I … at …‎ ‎(教师做示范，请学生互动问答)‎ T: Boys and girls, can you ask and answer like this?‎ S: Yes.‎ T: Please draw and write the time at Page 20, then ask and answer in groups.‎ ‎(PPT列出具体活动要求：‎ ‎1. 试着画一画钟，将自己一天的活动时间画出来，比比谁的速度最快。‎ ‎2. 然后用When do you …?来提问。四人一组，轮流向其他同学提问。)‎ ‎(请几组同学问答展示)‎ ‎【设计意图：小组合作，完成Fun time的画一画、写一写、说一说，有利于学生之间互助学习，共同进步。】‎ Step 3 Song time T: Your days are great and reasonable. What about Peter’s day? Listen to the song and try to choose the right time.‎ ‎(学生听歌，选择正确的时间)‎ T: Let’s chant.‎ ‎(教师有节奏的带读歌词)‎ T: Let’s sing.‎ ‎(教师教唱歌曲)‎ ‎【设计意图：通过听歌选择正确时间，跟着节奏念歌词，跟着老师唱一唱，这几个循序渐进的环节教学歌曲，让学生自然而然地学会演唱歌曲。】‎ Step 4 Consolidation T: You sang the song well. Can you change the lyrics?‎ S: Yes.‎ ‎(引导学生用Peter的其它日常活动及时间替换歌词，唱一唱)‎ T: Please try to sing it in groups of four. (学生小组准备)‎ T: OK. Boys and girls, which group wants to have a try? (学生换词表演唱)‎ T: Excellent! Now, why don’t we sing our own days?‎ ‎(让学生唱一唱自己的一天，并请出几位同学演唱)‎ ‎【设计意图：帮助学生拓宽思路，替换歌词增加趣味性，同时可以锻炼学生对语言知识的灵活运用能力。】‎ Homework 家庭作业 ‎1. Introduce your day to your parents and friends.‎ 向你的父母朋友介绍你的一天。 ‎ ‎2. Sing the song When do you get up fluently.‎ 把歌曲唱熟。 ‎ ‎3. Make a new song about your friend.‎ 编唱一首关于你朋友的新歌。‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：多媒体课件 板书设计：‎ Unit 3 My day When do you …?‎ I … at ...‎ ‎ ‎ 说课 在本节课的导入环节，以数字—时间相关游戏活跃课堂气氛，唤起学生与本课学习内容相关的旧知，再自然过渡到课文的复习，梳理时间和日常活动相关的短语。‎ 由课本人物一天的作息引至学生自己的日常作息。教师示范活动所需要用的句型，同时带领学生再一次巩固句型的使用。小组合作，完成Fun time的画一画、写一写、说一说，有利于学生之间互助学习，共同进步。‎ 在歌曲板块的学习过程中，依然借助“谈论作息”这一情境，从学生引至Peter。通过听歌选择正确时间，跟着节奏念歌词，跟着老师唱一唱，这几个循序渐进的环节教学歌曲。让学生自然而然的学会歌曲的演唱。‎ 巩固环节，设计了“替换歌词，唱一唱”这一活动。先替换Peter，再替换自己，自由度和难度逐渐加大。这一设计综合运用了本课的语言知识，训练了学生综合运用语言的能力，并重点解决本课的教学难点。这一环节的教学过程中，教师要给予学生充分的时间和及时的指导。‎ 英语(四年级下册)‎ Unit 3 My day Cartoon time ‎ Teaching contents 教学内容 Cartoon time Teaching aims and learning objectives 教学目标 ‎1. 能正确地理解并朗读卡通内容。‎ ‎2. 在图片和语言提示下表演故事。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 ‎1. 教学重点：能正确地理解并朗读卡通内容。‎ ‎2. 教学难点：在图片和语言提示下表演故事。‎ Teaching procedures 教学过程 Step 1 Free talk & Revision Sing the song When do you get up T: Hello, boys and girls. You sing it very well. Let’s play a game, Feeding Frenzy. OK?‎ S: OK.‎ S: (play the game) (课件出示游戏，学生做动词短语搭配)‎ ‎【设计意图：通过歌曲、游戏营造轻松愉悦的课堂气氛，同时紧扣单元话题复习旧知，为后面的教学做铺垫。】‎ T: Wow. Boys and girls, you feed the big fish full. Let’s chant. Clap your hands and chant with me. ‎ S: (follow the teacher)‎ School, school, I go to school.‎ Bed, bed, I go to bed.‎ Home, home, I go home.‎ Lunch, lunch, I have lunch.‎ Dinner, dinner, I have dinner.‎ Basketball, basketball, I play basketball.‎ Table tennis, table tennis, I play table tennis.‎ Football, football, I play football.‎ Step 2 Cartoon time T: Last unit, we’ve already known Bobby gets up at six. When does he have dinner?‎ Look, who are they? (课件出示图1)‎ S: Bobby and Sam.‎ T: What are they talking about? Let’s try to read.‎ ‎(课件出示图1、2及对话内容，学生先自读，再齐读)‎ T: Bobby had dinner at six. And it’s seven o’clock now. What happened next? Let’s watch the cartoon, and try to answer these two questions.‎ What’s wrong with Bobby?‎ Can Bobby eat the cake? (PPT播放动画)‎ S: (watch the cartoon and answer the questions)‎ T: Bobby is hungry, but he can’t eat the cake. Why?‎ S1: …‎ S2: …‎ T: Yes. Because it was only a dream. Bobby had a dream.‎ ‎【设计意图：帮助学生整体感知课文, 整理课文要素。】‎ T: This story is really interesting. Can you read it vividly? Let’s have a try! ‎ ‎(分图解析、朗读故事里的关键句子，引导学生揣摩人物的心情和说话语气，并示范读一读。)‎ ‎【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的心理与情感变化。】‎ T: Very good. Bobby can’t eat the cake. What a pity! Let’s try to read the story. Pay attention to your pronunciation and intonation. Read after the cartoon first. And then, read by yourself. (提醒学生注意模仿语音语调，这是演绎好Cartoon Time的关键)‎ S: (read the story after the cartoon, then read by themselves)‎ T: Do you like this story? Please discuss in groups of four and make a title for it.‎ S: (学生四人一组，讨论标题)‎ T: What is your title for the story?‎ ‎(学生汇报讨论结果)‎ ‎【设计意图：通过讨论故事的题目，锻炼学生归纳总结与交流合作的能力。】‎ T: Your titles are fantastic. Let’s try to read and act the story. I want to be Bobby. Who wants to be Sam? Come here. Act with me. (师生示范卡通部分对话表演)‎ T: Boys and girls, do we act well? ‎ S: Yes.‎ T：Thank you. Now it’s your turn. You can act with your partners.‎ S: Act the story.‎ ‎【设计意图：表演卡通部分可以帮助学生复习、巩固，学生带着头饰，将卡通板块内容进行脱稿表演是提高学生语言能力和学习兴趣的最佳方式。】‎ Homework 家庭作业 ‎1. Read and act the cartoon with your partner. ‎ 和你的同伴读并表演卡通。‎ ‎2. Try to imagine, what will happen after Bobby wakes up?‎ 试着想象一下，Bobby醒来后，一天发生了什么，比比谁的故事最有趣。‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：人物卡片和头饰、多媒体课件。‎ 板书设计：‎ Unit 3 My day ‎ Sam is hungry.‎ ‎ He sees a big cake.‎ He can’t eat the cake.‎ Because it’s a dream.‎ 说课 在本节课的导入环节，以歌曲和游戏活跃课堂气氛，唤起学生与本课学习内容相关的旧知。通过对日常活动短语的搭配，检查学生对上两个课时教学内容的掌握情况。再由回顾上个单元的Cartoon time，引出本节课的Cartoon time这一情境。‎ 在卡通板块的学习过程中，让学生先自读两幅图，抛出问题，引起学生的兴趣，再请学生通过看动画了解Bobby怎么了，他能不能吃蛋糕呢。要求学生理解故事大意并回答问题。这一层次相对比较简单，在正确回答问题后，教师问一问“为什么”，要求学生“知其然，更知其所以然”‎ ‎。通过图片和文本，了解了这只是个梦。在理解的基础上训练朗读，教师要注意指导学生使用正确的语音和语调，并能够揣测说话人的语气与心情，为接下来的表演环节打好语言基础。这接连的两个层次对学生的要求明显提升了。教师进一步让学生小组讨论给故事拟一个恰当的题目，让学生交流讨论，相互学习、合作，说一说自己的想法。全班汇报标题，看看谁的更合适。‎ ‎ 最后，安排表演故事。在吃透了文本和人物的心情起伏变化后，学生的表演会更加到位和生动。‎ 英语(四年级下册)‎ Unit 3 My day Sound time, Checkout time & Ticking Time Teaching contents 教学内容 Sound time, Checkout time & Ticking Time Teaching aims and learning objectives 教学目标 ‎1. 能听懂、会读、会拼写本单元单词和词组。‎ ‎2. 能听懂、会说、会读、会运用本单元句型。‎ ‎3. 能了解并会正确发出字母e和字母组合ee在单词中的读音[i:]。‎ ‎4. 能正确、独立完成Checkout time并适当拓展。‎ ‎5. 能客观评价自己的学习情况。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 能听懂、会读、会拼写本单元单词和词组。‎ ‎2. 能听懂、会说、会读、会运用本单元句型。‎ 教学难点：能正确、独立完成Checkout time并适当拓展。‎ Teaching procedures 教学过程 Step 1 Free talk & Revision Greetings ‎ T: Hello, boys and girls. Welcome back to our English class. First, let’s look at today’s learning aims:‎ ‎(1) I can use “When” to ask about daily activities.‎ ‎ 我能用“When”提问并谈论日常活动。‎ ‎(2) I know the sound of the letter “e” “ee”.‎ ‎ 我知道字母e，ee的发音。‎ ‎(3) I can talk about my day.‎ ‎ 我能谈论自己一天的作息活动。‎ T: Are you ready for today’s lesson?‎ S: Yes.‎ T: Here we go!‎ Asking time ‎(你想了解Miss/Mr …吗？请试着用所给的提示词问些问题吧！看看谁的反应最快哦！)‎ ‎【设计意图：通过师生交互问答，巩固本单元重点句型，同时营造宽松和谐的课堂气氛。】‎ T: Good questions! Now let’s sing the song about Peter.‎ S: (sing the song When do you get up)‎ T: Wow. Boys and girls, you sang very well. Please tick by yourselves. How many stars can you get? ‎ S: (tick at Page 23)‎ Step 2 Sound time T: Do you know whom the song is about?‎ S: Peter.‎ T: Look, here he is! And who are they? When do they meet Miss Li? Watch the cartoon and try to answer.‎ S: (watch the cartoon, and answer these two questions)‎ ‎【设计意图：通过问题抓住学生的课堂注意力，在语境中教学Sound time。】‎ T: Who are they?‎ S1: Tom, Jack and Peter.‎ T: When do they meet Miss Li?‎ S2: At three.‎ T: Well done. Let’s read the rhyme together.‎ S: (read the rhyme after the teacher)‎ T: Pay attention to these words. ‎ T: Please read after me.‎ ‎(请学生跟读五个红色的单词，再跟读Sound time左侧的5个词)‎ T: How to pronounce letter “e” and “ee”?‎ ‎【设计意图：让学生通过听读，尝试发现字母和读音之间的联系，培养孩子观察、发现、分析、总结的自学能力。】‎ S1: [i:].‎ T: Right. Please read after me. [i:], [i:], [i:].‎ S: (read after the teacher)‎ T: Look, here are some words including “e” and “ee”? Try to distinguish them into these two boxes. You may discuss in pairs. (学生同桌讨论，按读音把词归类)‎ S: (put the words into these boxes)‎ T: Great. And can you make some sentences with these words? Here is an example for you. (PPT出示句子)‎ S: (make some sentences)‎ ‎(学生造句，说一说)‎ T: Your sentences are amazing! You may make more after class. OK?‎ S: OK. ‎ ‎【设计意图：教师给例子，让学生用归纳出来的单词造句，培养他们的英文创作意识和能力，提高他们对于语音学习的兴趣和主动性，自己造的句子也更利于他们记忆。】‎ T: You did a very good job. Boys and girls, now please try to read these new words. You may discuss in groups of four.‎ S: (discuss in groups and try to read the new words)‎ ‎(学生起立读一读)‎ ‎【设计意图：学生四人一组讨论，试读新词，在发现语音规律后，让学生有“学以致用”的余地，获得学习的成就感和自信心。】‎ T: You read the words correctly. That’s fantastic. You may tick at Page 23. How many stars can you get?‎ S: (tick at Page 23) ‎ Step 3 Checkout Time T: Miss Li meet the boys at three. What about her day? Please ask and answer like this.‎ S: (ask and answer) (学生看表格，用重点句问答)‎ T: Have you finished?‎ S: Yes.‎ T: Open your books and turn to Page 23 and try to fill in the blanks according to the timetable.‎ ‎(学生根据表格，完成短文。让学生完成后，同桌核对，再起立说一说)‎ ‎【设计意图：让学生前后左右核对，合作交流，互相帮助。】‎ Step 4 Consolidation T: Boys and girls, you are excellent! Can you write your day like this?‎ S: Yes. ‎ ‎(写一写自己的一天My day，小组内交流)‎ Step 5 Ticking time T: Your articles are wonderful! Please tick at Page 23. How many stars do you get after finishing this unit?‎ S: (tick at Page 23)‎ Homework 家庭作业 ‎1. Talk about “My Day” with your classmates. ‎ ‎2. Do a survey about your parents’ daily lives and write them down.‎ ‎ ‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：多媒体课件。‎ 板书设计：‎ Unit 3 My day ‎ e, ee [i:]‎ ‎ me ‎ she ‎ green ‎ sleep ‎ three ‎ …‎ ‎ ‎ 说课 在本节课的导入环节，以师生交互问答的方式，巩固本单元所学的重点句型。再通过演唱歌曲，引出本节课的语音板块。‎ 在语音板块的学习过程中，借助问题和动画，引出语音板块的单词，教师先领读单词，接着让学生试着归纳语音规律。学生说出正确发音后，再请他们把单词辨音分类，并用这些单词造句。充分调动学生的旧知识，自己编出的句子自己也记得更牢固。最后，试读新词，学以致用。‎ 特别要注意的是，在朗读小诗的训练中，要注意指导学生模仿正确的语音和语调，读出韵律和韵调，培养他们良好的语感。‎ Checkout time部分，让学生先观察图片独立完成任务，再左右、前后谈论核对答案。让孩子们学会合作互助。‎ 在Ticking time部分，应适当教会孩子如何客观地评价自己的学习情况，可以举几个具体的例子。‎ 在本课的尾声，安排了小练笔，为的是让学生逐渐了解和熟悉本节课的英语学习要求。‎ 要注意的是，在交流的过程中，虽然要纠错，但也要以鼓励为主，以保护学生的学习自信和兴趣。‎