spelling——do a few spelling exercises every day

new idioms——try to guess the meaning from the rest ofthe sentence

writing——read as much as possible before you practise it

pronunciation——listen to some English tapes

speaking——do a lot of practise

再用以下功能链作提示，让学生使用本课重点句型分组进行练习，进一步巩固所学内容：

ask difficulty→answer

↓ (功能链)

give advice →thank

学生具体练习：

S[,1]: What do you find more difficult?

S[,2]: I find spelling more difficult.

S[,1]: If you have a problem with spelling, you should doa few spelling exercises every day .

S[,2]: Thank you very much.

最后，让学生利用本节课所学内容结合自己的实际情况，进行自由对话。由于已有前面两个操练作基础， 绝大部分学生都能熟练地使用所学句型，流利地表达自己的思想。

例如：

S[,1]: Hi, what are you doing?

S[,2]: I'm reading an English book.

S[,1]: What do you find most difficult in learning English?

S[,2]: I Find grammar most difficult.

S[,1]: Oh, if you have a problem with grammar, you shoulddo a lot of grammar exercises.

S[,2]: That's a good idea. Thank you!

S[,1]: It's a pleasure.

通过这样由浅入深、由易到难的逐步训练，学生自然而然掌握了所学知识，进而发展到能用新学知识进行 真实交际，实现了学习语言的最终目的。

总之，我在教学中通过活化教材、活化教学手段、活化训练方法加深了学生对课文的理解，巩固了新学内 容，激活了学生的思维，激发了学生学习英语的浓厚兴趣，增强了学生学好英语的信念，提高了学生学习的积 极性，从而发展了学生听、说、读、写的技能，培养学生具备了初步运用英语进行交际的能力，实现了大纲要求。

威廉希尔app  教育学论文栏目