Learning about LanguagePPT配套教学设计内容

Teaching plan 河北平山中学

田志保

Subject (课题)：New Senior English for China Student’s Book2Unit 3

Travel journal Lesson type (课型)：Learning about Language ---Words and expressions

The analysis of the Textbook and students and the design instruction (教材与学情分析及设计说明)：

The topic of this unit is about “Travelling，describing a journey”. It mainly describes a bike journey down the Mekong River. Each language activity is connected with the travelling. This class—

Words and expressions belongs to the first period in this unit. We will ask the Ss to master some key words and sentence patterns, based on the English Curriculum Standards for Senior High School，the Vocabulary Target for Grade 8&9. The Vocabulary Target for Grade 8：Ask Ss to use words to understand and express different functions, intentions and attitudes, etc. The Vocabulary Target for Grade 9：Ask Ss to choose more proper words to communicate with each other according to the different communication topics, occasions, interpersonal relationship and other relevant factors. Meanwhile, I design the teaching plan according to The Bloom's Taxonomy of Educational Objectives , that is Remembering, Understanding, Applying, Analyzing, Evaluating and Creating.

The teaching object are Senior One students. They have a rich imagination, active thinking, certain analysis and problem solving ability. They all dream of travelling the world. They have learned some geographical and travelling knowledge. Some of them may have visited some of the interesting places eg. some places of intrest in their county. They are familiar with the topic but they may be not familiar with the planning of the trip. And they have difficulty in learning and remembering some related words and patterns. So we’ll divide the key words and phrases into five groups according to their characteristics. And let students learn and remember them in five ways. So that they can learn them easily. As for planning a trip, we can use Part I as a sample to show students how to make it in the following periods.

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本单元话题为“旅游”，主要描写了一段沿湄公河而下的自行车旅行，各项语言活动也都是围绕旅游展开。

本节课属于本单元的第一课时，主要根据《高中英语课程标准》的八级词汇目标和九级词汇目标要求掌握一些重点词语、句型。《高中英语课程标准》八级词汇目标：运用词汇理解表达不同的功能、意图和态度等。九级：能根据交际话题、场合和人际关系等相关因素选择较为适当的词语进行交流和表达。同时依据布卢姆教育目标分类理论---从低到高六个维度：理解、记忆、引用、分析、评价和创新，来设计本教案。

本单元的教学对象是高中一年级学生，他们对旅游话题不陌生，游览过一些旅游景点，如本市县的景点。但他们对识记相关的单词句型并运用这些单词写旅游日志感到困难，同时大部分学生对传统的词汇课，容易感到枯燥单调。这也正是本课要解决的问题，是本课的重、难点。为此，采取以下教学策略完成教学目标：

一、根据本单元重点单词的特点，将它们分成五组，用五种方法进行识记和掌握，以便于学生记忆和运用。

二、依据布卢姆认知目标过程从低到高的六个维度，从浅层学***---记忆、理解，逐步过渡到深层学***---应用、分析、评价和创造，使学生懂得如何在句子层面和语篇层面去使用它们，围绕单词的音、形、义、用四个方面，设计本节词汇课。

1. 记忆。先学后教，先让学生自读生词，初步记忆，然后再听单词录音，识别、确认并纠正读音错误，从而达到准确记忆。

2. 理解。卢姆认知目标认为理解包括分类理解记忆、解释、比较、推断、总结。据此，我深入挖掘教材，根据本单元所学生词的特点，从单词的形、义、用三个方面，将黑体词（determine虽不是黑体词，但高考考查到该词，属高频词，故列为重点词）按构词法等分为五类（组），用五种方法分类记忆，避免枯燥单调。英英释义单词，培养学生用英语思维。然后让学生自己通过比较、推断，进行总结。

3. 应用和分析。将所学生词应用于新情境，在运用过程中，进行分析、辨别、选择。为完成此教学目标，采取以下教学设计：活动任务设置梯度，进行分层教学；充分利用非语言材料---精选26幅图片（大部分选自我县旅游景点），激发

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兴趣，降低难度，培养学生热爱和保护大自然的情操；练习形式多样，由词到句，由句到篇；“整合内容”，整合精选课文Reading中的句子作为练习题和例句，为学习课文打下基础。

4. 创造、“生成”。

通过语篇填空和单句翻译并连句成文，让学生学会在句子层面和语篇层面创造性地使用所学生词。找准学生的最近发展区，设置有难度的问题，利用小组活动解决，培养学生自主、合作、探究的学习精神。

5. 评价。多元评价，自评、互评、师评相结合。

Teaching Objectives (三维教学目标):

Determine the teaching goals based on the Vocabulary Target for Grade 8&9 in the English Curriculum Standards for Senior High School, The Bloom's Taxonomy of Educational Objectives, the students’ standard of cognition and teaching contents. (根据《高中英语课程标准》的八级词汇目标和九级词汇目标要求、布卢姆教育目标分类理论结合高一学生实际和教材内容---单词的音、形、义，确定本课的三维教学目标。) Knowledge and Ability(知识与能力)：

1.Knowledge objectives（知识目标）

1) Let the students know some knowledge of the Word Formation. 2) Learn the words and expressions in bold and another important word :determine. 2. Ability objectives（能力目标）

1) To enable students to pronounce all the new words correctly. 2) To enable students to know exactly what key words mean and know how to use them in sentences. 3) Write a plan for a trip. Try to use the words learned. 3.Affective objectives （情感价值目标）

1) To cultivate the students’ spirit of cooperation through group work. 2) To let students appreciate and protect natural scenery around us. Process and Method（过程与方法）: Achieve the teaching goals by learning the key words in five groups, practice, activities as well as the interaction between the students.

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Emotional Attitude and Value（情感态度与价值观）: 1) To cultivate the students’ spirit of cooperation through group work and learn how to design a travel plan and call on others to protect nature. 2) To let students appreciate, protect natural scenery around us and call on others to protect nature.

Teaching Important Points (教学重点)：

Lead the students to understand the fourth group of new words and find out their logical relationship. Teaching Difficult Points (教学难点)：

How to use the key words in sentences. Especially the test questions in College Entrance Examination, translation and discourse filling. Teaching Methods (教学方法):

1. The method of observation

2. Task-based Language Teaching

3. Cooperative Learning Approach Teaching procedures (教学流程): 五环节教学模式：

1、单元导入，明确目标（导）

2、自主学习，合作探究

（学、议）

3、结果汇报，教师点拨（展、评）

4、巩固练习，拓展提高（练）

5、当堂检测，课堂小结（结）

Guessing words Lead in 4 Learning Goals

Lead in Learning Goals

Reading, listening & correcting By the word formation

By observing

sentences

Learning in

five ways

Summary Summary

By pictures

By comprehending a passage Practice Synonym filling

Revision & Summary

Time Management (时间安排)：

Required one Homework Optional one

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Lead in Reading, listening & correcting Learn by the word formation Learn by observing sentences Learn by pictures Learn by comprehending a passage Learn by explanation Test Revision and Summary Homework 1 min 6mins 2 mins 5 mins 5 mins 6 mins 1 min 12 mins 1.5 mins 0.5 min Teaching Aids (教学手段):

1. Multimedia technology

2. Recorded room 3.Blackboard

Teaching Evaluation（教学评价）（Finish it after class.课下完成）:

Non-testing Assessment（非测试性评价）

1. Self-assessment（学生自评）

Think about this class and then complete the following form. Now rate yourself on a scale of three, one being low and three being high, and put it into your portfolio. Self-assessment Name：_______________Group：_______ Self-assessment Name

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2

1 Pronunciation and intonation Learn by

the word formation Learn by observinging sentences Learn by pictures Learn by comprehending a passage Learn by explanation

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链接高考Complete sentences Change the sentence pattern Translation Discourse filling Cooperating

Purpose: To know about the Ss’ mastery of knowledge. 2. Group assessment（小组互评）

各小组长负责，利用课余时间，让组员一起总结回顾课堂讨论等活动中每个小组成员的表现共同填写评价表格，存入小组学习档案。对于需要改进的成员，应该提出具体的改进目标和建议。

Group assessment（小组互评）

Evaluated student's name（被评价学生的姓名）：______________ Peer’s name（同伴姓名）：_______________ Group：_______ 评价内容

小组活动时参与活动的积极性

提供观点和建议的数量

提供观点和建议的质量

实用英语的水平

与他人合作情况

总体改进建议

优秀

良好

需努力

目的：了解学生的学习情感和策略

☆excellent

◇good

△ordinary Teaching procedures (教学步骤）: Step 1: Lead-in and present the Learning Goals. ( 1 min) 1.Lead in the words we will learn by asking the students to look at the following three pictures and guess what they are doing in the pictures ?

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graduate persuade transport 设计意图(The Purpose of Design)：The purpose of this design is to lead in the words using visual pictures and to arouse the Ss’ interest in learning words, thus making it easy to grasp.

2. Present the Learning Goals and let Ss read them aloud. As we all know, words are important in learning English. But they’re difficult to remember sometimes. So we divide the key words into five groups according to their characters and learn them in five ways. So that we can learn and remember them easily.

Learning Goals: Learn the following new words in five ways. 1. disadvantage, forecast, midnight, determine, determined 2. prefer, persuade, determine, determined 3. ever since, graduate

4. make up/ change one’s mind, schedule, organize, finally, give in, be fond of, at midnight, journey, etc. 5. transport, care about, attitude, as usual, reliable We can: 1.pronounce the new words correctly. 2.know exactly what the key words mean. 3.grasp them and know how to use them in sentences.

The Purpose of Design (设计意图)：To make Ss clear and definite the Learning Goals. 学生活动设计：学生一起大声读出学习目标，并将学习要求记在心里，明确学习目的。

Step 2 Reading, listening and correcting (6 mins ) Task 1：

Read the new words by yourself and underline the difficult ones.

(2 mins) Task 2：Listen to the recorder and correct your pronunciation .（4 mins）

The Purpose of Design (设计意图)：Teaching after learning.

Listen to the recorder with questions.

Thus it can help Ss learn the pronunciations of the new words

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effectively and read the new words correctly. 学生活动设计：学生先自己读单词，在有问题的地方下划线，然后听并跟读录音，纠正读音。

以上这两步教学设计初步完成了布卢姆认知目标过程浅层学***---记忆、识别和确认。

Step 3 Learn the key new words and expressions in five ways. Task 1: Group One : Learn by the word formation. (2 mins ) 1.disadvantage =dis+advantage

Eg：dislike, dishonest, disappear,

disagree dis-:__________________ Key: negative prefix(否定前缀) 2.forecast = fore+cast（计算）

Eg：foretell, foresee fore-：_______________

Key:before (在前，预先)

3.midnight =mid+night Eg：Mid-autumn Festival,midsummer(仲夏)

mid-：_________________ Key:middle 4.graduate –graduation

– graduating

determine –

determination

– determined

organize –

organization

v.+tion ___________________ v.+ing ______________ ______________ v.+ed ________ ____________ _______________

Key:

v.+tion n. v.+ing gerund (动名词

), present participle(现在分词) v.+ed adj. past tense, past participle (过去分词) The Purpose of Design (设计意图)：To make Ss remember new words quickly by the

word formation. 学生活动设计：学生在老师的引导下大声读出例词，并总结出前、后缀的含义及

英语单词词性间变化的规律。

这一步教学设计完成了布卢姆认知目标过程浅层学***---分类理解。

Task 2 Group Two : Learn by observing sentences. (5 mins) 1.prefer: to like sb or sth better

①I prefer Tuoliang (to Tiangui Mountain.)

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I prefer climbing Tuoliang (to climbing

Tiangui Mountain. ) I prefer to climb Tuoliang (rather than (to) climb /instead of climbingTiangui Mountain. )

I prefer my friend to climb Tuoliang. ②I prefer the Yellow River (to the Mekong River.)

I prefer traveling along the Yellow River (to traveling along the Mekong River.)

I prefer to take a bike trip along the Yellow River (rather than (to) take/ instead of taking a train trip. )

I prefer my friend to take a bike trip. Summary 【归纳】:

prefer A ( to B) prefer doing A (to doing B) prefer to do A( rather than (to) do B/instead of doing B) prefer sb to do sth 2.persuade: cause sb to do sth by arguing or reasoning with him Wang Wei persuaded her sister to buy a mountain bike. Wang Wei persuaded her sister into buying a mountain bike. I persuaded LiPing not to play games. I persuaded LiPing out of playing games. Persuade:cause sb to believe sth or feel sure about sth Wang Wei persuaded her sister (of the fact that riding was great fun.) Her sister was persuaded (of the fact that riding was great fun.) Wang Wei persuaded her sister that riding a bicycle was great fun. Summary :

persuade sb to do/ into doing sth persuade sb not to do/ out of doing sth persuade sb (of sth) sb be persuaded (of sth) persuade sb that clause 3.determine:decide, make sb decide to do sth,decide firmly that sth will be done I determined to buy a mountain bike at once. Her advice determined me to buy a mountain bike at once. I determined on/upon buying an expensive mountain bike.

determined:with one’s mind firmly made up

I am determined to buy an expensive mountain bike. Summary :

determine to do sth determine sb to do sth determine on/upon doing sth be determined to do sth

The Purpose of Design (设计意图)：

To ask Ss to read the sentences and observe the meaning and use of the words.To cultivate the Ss’ ability to explore and generalize. Meanwhile to improve the Ss’ ability to explain English in English and to enable Ss to

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know exactly what key words mean and know how to use them in sentences. 学生活动设计：学生大声读出句子，在导学案的引导下归纳出单词的用法结构。

这一步教学设计完成了布卢姆认知目标过程浅层学***---理解、解释、比较、推断和总结。

Task 3 Group Three : Learn by the pictures. (5 mins )

1.ever since Ever since I joined a Group multi-worlds（驴友团）, I have dreamed about my first trip. (I joined a Group multi-worlds（驴友团）

and have dreamed about my first trip ever since.) Summary :

Ever since sb did sth, sb have/has done sth Sb did sth and have/has done sth ever since. 学生活动设计：组织学生结合图片观察句式结构，发现新词组的用法。注意ever since引导的两种句式可以灵活变换。

Practice【活学活用】:

The Chinese___________________

______________ (live) a happy life ever since the founding of New China.

Keys:have lived / have been living

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Great changes_______________ in my hometown ___________Reform and Opening(改革开放). Key: have taken place, ever since

学生活动设计：学生结合图片完成练习，注意句子时态。

Ever since I______ (join) a Group multi-worlds（驴友团）, I ___________(visit) Huhu Water, Tiangui Mountain, etc. (I ______ (join) a Group multi-worlds（驴友团）

and___________(visit) Huhu Water, Tiangui Mountain, etc.__________.) Key: joined, have visied; joined, have visied, ever since.

学生活动设计：学生根据图片完成练习。练习难度逐渐加大，老师提醒学生注意总结出的用法。

2.graduate

The graduates graduated from a famous university and after graduation/ graduating, they went to build their hometown .

Summary：

graduate n. 毕业生

vi. 毕业

graduate from毕业于

学生活动设计：组织学生结合图片观察句子结构，发现新单词及其衍生词的用法。

Practice:

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Yang Lan, a famous hostess,

_____________ (毕业于) Beijing Foreign Studies University. After___________________ (毕业),she went to further study at Columbia University. As a________ (毕业生) of Columbia University,she held the post of the Visualization Ambassador of Olympic Games Applicant of Beijing(北京申奥形象大使)in 2001. Key：graduated from，graduation/ graduating，graduate The Purpose of Design (设计意图)：Some pictures are taken from tourist attractions in our county and Ss are familiar with them.So it can arouse the Ss’

interest and curiosity in learning new words, thus making them easy to grasp. Meanwhile to let students appreciate, protect natural scenery around us and love our hometown. 学生活动设计：组织学生结合图片根据所给单词的汉意完成句子，注意分析所填词的词性和形式。

Task 4: Group Four:

Learn by comprehending a passage with beautiful pictures. (6 mins )

A trip to Tuoliang Mountain

This summer vacation I made up my mind to stay home and review the subjects I was weak in. But one day when my friend came to see me and suggested that we join a Group multi-worlds and go to Tuoliang Mountain located in our county,I changed my mind and went together with him. We made a schedule and organized the trip. I wanted to pay the bus fare, but my friend insisted. Finally, I gave in and let him pay it.

The journey to Tuoliang was so exciting. The flowing stream in the valley, all kinds of waterfalls, rapids, the summer glaciers, thick forests, thick forests, genting grassland, flowers, sea of clouds and the top of the mountain whose altitude is 2281metres are beautiful and fantastic. We put up our tents on the

mountain top and made camp for the night. And we were fond of what we saw at midnight when everything looked like from a dream.

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The Purpose of Design (设计意图)：The beautiful pictures are taken from Tuoliang in our county and Ss are familiar with them. So it can arouse the Ss’ interest and help them learn new words, thus making them easy to grasp. Meanwhile to let students appreciate, protect natural scenery around us, love our hometown and call on others to protect nature. Learning the new words in discourse understanding helps to improve the Ss’ ability of reading comprehension and using English

practically. 学生活动设计：组织学生大声读出文章，力求根据文章给出的语境并结合图片猜出划线单词的意思。

Practice: (Group work) Use the words and expressions just learned to take the place of the underlined words. 1.Li Ping likes traveling by bike.

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2. He arrived home rather late at night. 3. The exhibition was successful because Li Ping planned and carried it out so well. 4. In order to improve my maths, I made a timetable to remind myself of what to do at certain time. 5. He wanted to go on a bike trip himself but his parents didn’t agree. He said that he wouldn’t give up his decision. Key:

1. is fond of /prefers 2.at midnight 3. organized it

4.schedule 5. give in/ change his mind

The Purpose of

Design (设计意图)：By using synonyms，to help Ss understand and use some key words of this unit. It can also provide the students with various ways to express themselves in English and enlarge Ss’ vocabulary. 学生活动设计：练习难度逐渐加大。学生4人1组，以组为单位完成此练习。老师到组内了解学生完成情况，在学生有问题的地方给以指导。然后每组出代表，展示答案。

Task 5：Group Five: Learn by explanation. (1min ) Match the new words and expressions with their meanings. 1 transport

A

way of thinking or behaving 2 care about

B

in the usual manner, as is common 3 attitude

C

being thought to be trusted or depended on 4 as usual

D

to take sth /sb from one place to another in a vehicle （交通工具）

5 reliable

E be worried,interested or concerned

Key：1.D 2.E 3.A 4.B 5.C The Purpose of

Design

(设计意图)：To improve the students' ability to explain English in English and to enable Ss to know exactly what key words mean.

学生活动设计：组织学生根据给出的英语解释完成该题。注意理解句子的逻辑关系。

Step 4

A quiz (Group work) (12 mins ) Ⅰ. 链接高考

Choose the correct forms of the below words or phrases to complete the sentences. prefer, make up one’s mind, finally, determine 1.Do you think shopping online will ______ take the place of shopping in stores? (2010 浙江卷改编)

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2. Mr. Reed ________________ to devote all he had to setting up some schools for poor children. （2001上海春改编）

3.When asked about their opinion about the schoolmaster, many teachers would _______ to see him step aside in favor of (支持)younger men．(2011湖北卷改编) 4.___________to do this on my own, I spent several weeks going door-to-door for a job, but found little response(反应；回答).(2011安徽卷改编) The Purpose of Design (设计意图)：

Let the Ss be familiar with the English Test Paper of College Entrance Examination. They have difficulty in finishing the difficult exercises, so let them finish them through group work. It also can cultivate the Ss’

spirit of cooperation. Ⅱ. Change the sentence pattern.

1.We have decided to make camp on the

mountain top.

We have __________ to make camp on the

mountain top.

We have ______ ___ ___ _____to make camp on the

mountain top.

2.He went abroad after he graduated. He went abroad ____ __________ __________. 3.Most people prefer spending money to earning it. Rather than____ ______, most people prefer __ ______ __.

Most people prefer to spend money _______ __ earning it. The Purpose of Design (设计意图)：By using different expressions and sentence patterns，to help the students understand and use some key words of this unit and provide the students with various ways to express themselves in English. Meanwhile to enlarge Ss’ vocabulary through the sentence transformation. 以上这几步教学设计完成了布卢姆认知目标过程深层学***---应用和分析。将所学生词应用于新情境，在运用过程中，进行分析、辨别、选择。

Ⅲ. Translating and then making a passage 1.王薇如此固执，以至于没有人能说服她改变主意。（

stubborn, persuade, change one’s mind ）

2.现在她正在为我们这次旅途制定计划。（schedule, journey ）

3.我对我姐感兴趣，但她不关心细节。（

be fond of, care about details）

Key：

My older sister Wang Wei is so stubborn that no one can persuade her to

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change her mind besides she doesn’t care details. Now she is planning our schedule for the journey，which I am fond of. So I want to care more about the details. The Purpose of Design (设计意图)：To grasp the English words through the contrast between Chinese and English. Meanwhile to cultivate the Ss’ ability of translating and making a passage. This exercise is adapted according to the reading content, so it also can prepare for the reading.

Ⅳ. Discourse filling __________ middle school, my sister Wang Wei and I have dreamed about taking

a great bike trip. After __________ from college, she p________ me to buy a mountain bike and we f_____got the chance to do it. She insisted she ________(organize) the trip. I know once she has _____ up her mind, nothing can change it. So I had to ____in. Several days later, our great bike trip began. The Purpose of Design (设计意图)：To ask the Ss to master the new words in communication and the practical usage. This exercise is adapted according to the reading content, so it also can prepare for the reading.

学生活动设计：练习难度进一步加大。学生以组为单位完成所有的测试题。用时最短，正确率最高的小组获胜，可获得加分奖励。老师提醒学生做题时要注意词形和时态的变化，并到组内了解学生完成情况，在学生有问题的地方给以指导。完成的小组出代表在黑板上展示答案，或站起来分享自己组的答案。

这两步教学设计完成了布卢姆认知目标过程深层学***---创造、“生成”。

通过语篇填空和单句翻译并连句成文，让学生学会在句子层面和语篇层面创造性地使用所学生词。

Step 5. Revision and Summary(本节回顾总结) (1.5mins) In this class we have learned：

1.word formation：

dis-:________________Eg._________________________ fore-：____________

Eg._________________________ mid-：______________ Eg._________________________ 2. Idiomatic expressions ①prefer A (____ B) prefer _______ A (to ______ B) prefer _______ A( rather than ________ B/instead of _______ B) prefer sb ________ sth ②persuade sb _____/ into ______ sth

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persuade sb not ______/ out of _____ sth persuade sb (____ sth) sb be persuaded (_____ sth) persuade sb ____________ ③determine _____ sth determine sb ______sth determine on/upon ______sth be determined _______ sth ④Ever since sb _____sth, sb ________________ sth Sb ______ sth and ________________ sth ever since. The Purpose of Design (设计意图)：To consolidate and summarize the key words and idiomatic expressions learned in this class. 学生活动设计：学生根据导学案的提示，大声说出本节课所学的重点词组、句型等。

这一步教学设计完成了布卢姆认知目标过程浅层学***---记忆和深层学***---创造，注意这里的创造，强调的是综合成一个整体，而不完全是指原创性和独特性。

Step 6. Homework（0.5min）

Required homework 1.Write a travel journal modeled after A trip to Tuoliang Mountain

using words learned in this class. 2.Finish Learning about Language---the exercises for words on Page 20 in the textbook. Optional homework 1.Preview the Reading to get its general idea. Make a mark where you have any questions. 2.Enjoy the song Tuoliang in My Dream. The Purpose of Design (设计意图)：To consolidate the words that have been learned by writing a travel journal and make Ss learn to make a plan for a trip.

According to the Ss’

actual situation I design layered homework to let every student get the best development. 这步教学设计完成了布卢姆认知目标过程深层学***---应用、创造、“生成”。

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The layout of the blackboard（板书设计）

Unit 3

New words

1.Word formation

3.ever since; graduate dis-:

4. make up/ change one’s mind; fore-：

schedule; organize; finally; give in; mid-：

be fond of; at midnight 2. prefer:

5. transport; attitude; reliable; persuade:

care about; as usual determine:

Reflection after teaching（教学反思）

本节课依据《新课标》和布卢姆认知目标过程从低到高的六个维度进行设计，深入挖掘教材，结合所学生词的音、形、义、用，将黑体词（determine虽不是黑体词，但高考考查到该词，且出现概率高，故列为重点词）按构词法及其特点分为五组，用五种方法记忆。从实际授课效果来看，本节课教学设计合理，以学生为主体，突出自主性、合作性和探究性学习。充分利用我县丰富的旅游资源选取图片，调动学生的学习兴趣，使学生有一种亲切感，课堂气氛活跃，培养了学生热爱大自然，保护大自然，热爱家乡的情操，完成了教学目标。注重小组活动，强调“即学即练”和学习效果，可操作性强，学生的参与程度较高。本节课内容详实，知识点覆盖全，链接高考，练习形式多样。由于时间紧、任务重，尽管活动任务设置了梯度，进行分层教学，但基础差的同学跟起来有点儿困难，时间久了，基础差的学生会丧失信心，不利于英语学习。解决办法：1.多鼓励帮助基础薄弱生并加强小组之间的合作。2.在教学设计上多下功夫研究。如：可以将课堂小测分层设计，将难度较大的题设计为选做题，让基础薄弱生课下在师生的帮助下完成。

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