第一篇：聽說課教案

Teaching

plan

一、Background information

Teacher： Miss Qin

Students： 40

Grade：seven

Age： 13-14 years old

Lesson duration：40mins Teaching contents： unit1, what are you going to do at the weekend? Module 3

student’s book 2

二、教材分析

1、教材內(nèi)容：本模塊圍繞 計劃 這個話題展開的，從同學們的周邊環(huán)境入手，從而達到可以計劃自己要做什么事情

2、本節(jié)課為本模塊的第一單元，教學內(nèi)容包括教材14—15頁的 speaking and listening.學生在老師的引導(dǎo)學習下知道一些重要的單詞，短語。和能夠自然地運用這些短語進行對話。能夠計劃短期的行程

三、學生分析

本節(jié)課授課的對象是初一下冊的學生，全班共40人，男生20個，女生20個，剛進入初中的青少年，對于新的知識有著很大的好奇心和求知欲，并有一定的獨立性，但也有貪玩的心理，所以這節(jié)課的主體是學生，通過以前已有的知識和新知識的輸入，能夠簡單地進行談?wù)撟约旱闹苣┯媱?/p>

四、teaching aims;

1、knowledge aims ⑴ New words：

plan

revise picnic

test ⑵New phrases：

check email

revise for

have a picnic ⑶Structures：

be going to+動詞原形表達一般將來時 2 Ability aims： be able to use the structures to make a dialogue

五、Teaching strategies： communication approach, audio-lingual approach

六、teaching aids： PPT

blackboard

tape

七、teaching procedures Step 1：Lead in T：Class begin

S: Stand up.Good morning, Miss Qin T： Good morning, class.Thank you, sit down, please, look, these are my friends, we usually have a picnic at the weekend.Do you know “have a picnic”? S：No T：OK, please look at the picture, have a picnic means we can eat and drink in outside, anywhere, and you can smell flowers…now, do you know? S: Yes T: Ok, what are you usually to do at the weekend? You, please S: I usually play computer games at the weekend T: Ok, it is relaxing, what about you? S：I usually do my homework T：Yean;you are a good student, what about you? S: I usually visit my grandparents T: Good, I think you like you grandparents very much, ok, weekend is coming.This weekend, < look at PPT.>what is my plan at the weekend, do you know plan? S: Yes T: Yean, plan plan, read it, you can guess what is my plan at the weekend, can you guess? You can guess in this way.You are going to…maybe you are going to…

S: Maybe you are going to have a picnic T: Ok, what about you? S: Maybe you are going to have o party T: En it is a good idea S: Maybe you are going to go shopping T: Yean yean, I like go shopping …

T: Look ,this is my plan , read it ,louder Ok ,what is your plan at the weekend, you can answer in this way, I am going to…what are you going to do at the weekend S;I am going to get up early T: Ok.This is a good habit.You? S: I am going to… …

T: please ask and answer the question in pair, what are you going to do at the weekend? I am going to…what about you? I am going to…yean, now please do it T: Louder please, so that everyone can hear you….thank you, look at me who like do it, please two boys S: T;Thank you so much, S: T: Ok, that girl, what is your name? S: Nancy T: Nancy, you like read books right, I like read books very much, so we are friends T;So you see , my friend Nancy is going to read some books, and that is his plan, what is the plan of your friend, you can ask your friends about their plans, you should answer it use “my friend/friends is/are… he/they is/are going to…we /they are going to…OK? Ok, go do it T: You, please S: My friend is Lucy;she is going to have a piano lesson on Saturday morning.We are going to have a piano on Saturday afternoon T: Ok.Who is Lucy? Ok your weekend is very interesting, what about you? S: my friends are lily and joy;they are going to have a party.T: en, first, we are going to listen the tape, and you can finish this blanks, ok? S: ok T: are you finished it? Ok, check your answer T: look at the screen again, who can read this question? who can..just try, ok S: …

T: Good, you can read it confidently, now we can listen it and then answer question

（listen）

： Check you answer, second listen it again and choose the correct answer….check your answer.Look at the page 15, listen again and finished, then I want to choose some students to answer it T: are you finished it? Ok, check it, you? S;…

T: good, right answer, next …

T: we are finished it, ok, do you think Betty and Daming’s weekend are very great? S： Yes T：Now, please, play a role with your partner

…

T：this group, can you? Ss：…

抽取兩三組的學生進行角色扮演

T：

we have learn much about the structure and some important phrases, please work with your partner to make your own dialogue like page 14, if you have any questions, please hands up, begin ,go go go T：Who want to show your dialogue? Ok please …

T ：Any one else, this group, can you? T ：You are very good today.now we will review together, look at the picture, do you know what’s this? S：Clock T：Good, first, he is going to get up early, and then he is going to revise for his test.then he is going to buy some clothes, then he（ask students to answer it）

Homework Write down your own dialogue about how to spend your weekend

第二篇：聽說課教案

What is the matter? 1.The analysis of teaching material: For eight grade students, we should based on the knowledge students already studied.I use all kinds of targets to teach and let them master the words of diseases.I forced students do a roll play who imitating the procedure of seeing a doctor.With this , can raise students interest and make students lead the class.2.The Analysis of the Students: In this period students are lively, active and have strong curiosity, so they are eager to express in English.Their ability to imitate and remember is particularly strong.3.Teaching objectives 3.1 Knowledge Objectives:

1)Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2)Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

3)Be able to talk about health problems by using “What’s the matter? I have a…” and give advice by using “You should…You shouldn’t…”

3.2 Ability Objectives:

1)Be able to talk about one’s health problems and give advice fluently;

2)Be able to role play doctor and patient;3.3 Moral Objectives:

1)Improve the cooperative spirit through pair work and role playing

2)Care more about yourself and your family members’ health.4.Teaching focus and difficult points: students should master the words about diseases and can give considerable advises.The teaching Focus

1.Master the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2.Can give some considerable advises: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

2.Talk about health problems by using “What’s the matter? I have a…”and give advice by using “You should… You shouldn’t…”

The Teaching Difficulties

1.Students may find it difficult to remember all the target new words in the class;2.Students may find it difficult to give considerable advice to the certain disease because of their limited life experience.5.Teaching methods: Communicative language teaching.6.Teaching aids: blackboard, multimedia, chalk, eraser and so on.7.Teaching procedures.Step1: Warming up:

1.First greet students and start the class.2.Presentation of pictures about medical instruments(ward, sickbed, operating room).3.Let students recognize these pictures and ask them:” Where they can see these medical instruments?” and students will say:”in hospital”.Step2: Presentation of pictures about diseases 1.Then get students to guess the diseases..When I do an action, ask students: “What’s the matter?” For example, when I put my finger on the stomach, ask students: “What’s the matter with me?” Help students say: “I’m not feeling well.I have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way: Put my finger on the other part of body and get students to ask: What’s the matter? Then get other students to guess the problem.2.Use body language to guide students to guess another two names of diseases: cold, cough.3.Show students pictures of diseases half hidden, and get students to guess the names of diseases: fever, sore throat, toothache, sore back, cold, cough.Design Description: use pictures, can arouse the curiosity of students to actively participate in teaching activities, the teaching of word mode is simple and intuitive, easy to be accepted by students.Grade eight students love speculation activities, so using the half cover images allows students to consolidate the learned words.Step3: Pair workLet students talk to their desk-mate and use question and answer.Put finger on the part of a student’s body and ask: “What’s matter?” and guide him to use the pattern: I’m not feeling well.I have a… Then ask students to work in pairs and talk about health problems by using the target language: What’s the matter? I’m not feeling well.I have a …

Design notes: pairs practice can stimulate student participation, expand participation, and enable more students to speak English.Step4 Presentation of expressions of giving advice.Tell students that I have a cold/cough, ask them: What should I do? Students may give different answers, collect their answers and help them to use: You should/shouldn’t do… Then show some pictures of other diseases mentioned before and ask them to give advice to each

problem by using target language: You should/shouldn’t do… During this activity, some phrases will be learned: lie down and rest, drink hot tea with honey, see a dentist, drink lots of water, take some medicine.Design Description: to show students pictures about the disease, it can not only help students to review the new knowledge, but also can naturally introduce a new topic for disease advice.Then, through between male and female disease to carry out said matching game recommendations, stimulate the enthusiasm of students, and consolidate the sentence.At the same time.The student growth related knowledge, strengthen the awareness of health.Step5 Group work

Ask students to make a five-people group, one of them is a doctor, one is doctor assistant, the rest of them are patients.Ask the students to role play the dialogue above.Then ask several groups to perform before the class by using some tools: bandage, a uniform, a stethoscope.Ask other students.8.Homework: Let students recite these words and the text.

第三篇：聽說課教案初稿

教學過程： 一 課程導(dǎo)入：

同學們大家好，我有個問題，你需要什么？需要錢 需要男朋友 需要食物 需要睡覺 需要上廁所~（3分鐘）二 課文部分：

A

大家翻到課本67頁，這節(jié)課將由我來和大家一起來學習第十一課

你需要什么？

首先聽第一遍錄音一。著重聽一下這一家人都需要什么。（4分鐘）B（聽完錄音后）是不是有些生詞？看一下錄音的生詞部分：（15分鐘）1.臨（介）挨著，靠近。在??之前，在即將??的時候，臨走前、臨睡前、臨別

圖示

2.出差

去外地出差

3.收拾（動）收拾行李/桌子/屋子/東西

4.啰嗦（形）說話很啰嗦

反義詞：干脆、爽快

5.嫌（動）爸爸嫌媽媽啰嗦。啰嗦勁兒

我嫌這個書包太大了。嫌這個教室太小了。嫌這只筆不好用。

6.丟三落四

他總是丟三落四。

7.新潮

時髦。小紅想要一件新潮連衣裙。這雙鞋子很新潮。8.坡跟兒 圖示法或?qū)嵨锓?/p>

9.鑲（動）圖示

鑲金邊兒

鑲紅邊兒 10.尊敬（動）尊敬的老師

11.袖珍（形）很小的袖珍手機/詞典/相機 12.匯報（動）向女兒匯報 13.香腸（名）

14.洋娃娃（名）芭比娃娃

C 好，我們聽第二遍錄音（4分鐘）D 回答問題（“對了”用法）：（8分鐘）

女兒需要什么？新潮連衣裙（鑲金邊兒或鑲粉邊兒）、袖珍相機、洋娃娃 媽媽需要什么？皮涼鞋（坡跟兒的、比25小半號）、廣東香腸 爸爸需要什么？一分鐘安靜

“對了，爸爸，我還想要個洋娃娃??”口語中，說話人突然想起別的話題，或?qū)η懊嬲f的事情有所補充。講解課本例句。E 課本68頁練習一（2分鐘）

F 讀一下練習二題目，聽第三遍錄音，回答練習二問題。（10分鐘）G 完成句子：先做練習（15分鐘）第二課時：

A

讓同學起來回答練習三。（15分鐘）錄音二

B

看一下題目，分房的事，同學先讀練習1題目，聽錄音。（6分鐘）

做題。（2分鐘）講解為什么（2分鐘）C 練習2（10分鐘）

第四篇：初中英語聽說課教案

初中英語聽說課教案《Unit 5 Could you please tell me where the》

上傳: 張愛萍 更新時間：2012-5-21 10:55:23

初中英語聽說課教案

unit 5 could you please tell me where the

鵝湖中學：張愛萍

知識目標：

1、知識目標： 學習使 用 uncrowded, safe, fascinating, inexpensive, delicious, convenient 等形容詞描述介紹各種場所。能力目標：

2、能力目標： 1）能夠聽懂詢問信息的句型并會用英語提供幫助。2）學會準確描述地理位置，并給他人指路，提供幫助。教法 情感目標：

3、情感目標：通過學習讓學生學會有禮貌地向他人詢問信息，幫助別人。學會如何有禮貌地與人交流相處。

1)視聽法：主要通過多媒體課 件展示、圖片展示、老師提問、學生回答等方式提供讓學生看、聽、說的練習機會 2）問答法：展示各種圖片，讓 學生利用這些圖片進行交流，互 學法 相問答，讓學生在做中學，在實 踐中獲得信息，習得英語。3）實施情境教學法 4）采用 任務(wù)型語言教學 多媒體 錄音機 學具 師生活動設(shè)計

1）學生課前預(yù)習法 2）小組合作探究法 3）情感激勵法

教具 教學程序設(shè)計 教材處理設(shè)計

課件

一、談圖片，談圖片，復(fù)習熱身

step1 warming up ：復(fù)習熱身 greet the class.look at the pictures.【出示 section a 中 2a 的圖片, 讓學生思考, 準備介紹分別可以在哪買到 book，shoes, shampoo 等物品，如何找到該地方。復(fù)習前 面學過的句型，為本課的順利進行，尤其是 聽力的順利展開打好基礎(chǔ)?！?】

老師出示一些商業(yè)店鋪的圖片，學生兩人一組練習： 該在哪里買到相應(yīng)物品？如何到達目的地？即練習問路的表達 法和如何指路的表達法。復(fù)習where, how 引導(dǎo)的賓語從句。為 本節(jié)課的聽力做好鋪墊。

二、看圖片，看圖片，導(dǎo)入新課

step2 free talk:各抒己見 1）老師提出問題

1）老師提出問題： t: do you like the restaurant

1）提問題，導(dǎo)入新課

2）同桌練習

t: what do you think the restaurant should be like（多媒體出示餐館圖片）let ss talk about this question.啟發(fā)學生使用 clean, beautiful, delicious…… 等形容詞來修飾表達。教 師 出 示 更 多 圖 片，(museum, restaurant, park, subway, mall)開始本節(jié)課話題，帶出任 務(wù)，組織學生進行交流,學生通過思考和談?wù)?引入新課題，讓學生根據(jù)所提出的問題，總 結(jié)自己的答案。2）let ss read 1b.然后同桌談?wù)撐覀冩?zhèn)的一 些地點，參考用 1a 中所給詞匯練習。step 3 ：listening 1）聽力內(nèi)容聽兩遍。在 聽 之 前 告 訴 學 生 : you’ll hear three different conversations.in all three, the family members are talking to the man in the information booth.listen to the recorder and write what place they ask about in each conversation.第一遍，聽對話，捕捉所聽信息，完成 2a。第二遍，再聽對話，檢查所寫內(nèi)容是否正確。answers: conversation 1: restaurants conversation 2: restrooms conversation 3: museums 2）listen again.fill in the missing words.聽兩 遍，完成 2b.2b 的聽力難度比 2a 要大，因此在處理時，采用漏詞填空形式，將聽力材料打印出來，s: yes, we do.t: but what do you think the restaurant should be like s1: clean s2: beautiful …… 學生同桌談?wù)?，提示使用課本 1a 左邊所給的形容詞，先寫出最 重要的形容詞，可用多個形容詞修飾。讓學生說出自己的答案。

2）老師可先給出一個范例。如：a: the mall is really crowded.b: yes, and it’s convenient,too.學生兩人一組以 mall, park, restaurant 為話題自由交談。

三、打開耳朵，打開耳朵，聽錄音 1）聽力訓(xùn)練 1 完成 2a

（1）在聽之前老師向?qū)W生介紹，一個家庭在 sunville 渡假時，家庭中各個成員正在向人咨詢的場景。提醒學生注意聽好他們 詢問的是有關(guān)什么地方？

（2）check the answers with the class.聽完后讓學生說出他們所寫 的答案，與全班一起校對。這時應(yīng)該邊聽邊校對，便于學生發(fā)現(xiàn)自己存在的問題，找出錯 誤的原因。

（1）老師將聽力材料打印好分發(fā)到同學手中，給學生一分鐘的 時間快速瀏覽一遍。（2）老師放錄音兩遍，學生聽并完成漏詞填空。

2）聽力訓(xùn)練 2 完成 2b

漏掉關(guān)鍵詞語，讓學生邊聽邊填。設(shè)置的填（3）師生對照大屏幕一起校對答案?？占纫紤]難易適中，又要照顧本課重點。不能讓學生聽不懂，失去信心。我們應(yīng)該讓 學生覺得“我行”，而不是“我不行”。然后 師再放錄音，生對照手中聽力材料跟錄音讀，規(guī)范學生的語音 將含有答案的聽力材料展示在大屏幕上。語調(diào)，練習朗讀，為后面的語言交流做準備。3）第三遍讓學生根據(jù)手中的聽力原文，跟錄 音讀，進行朗讀訓(xùn)練，主要是讓學生能學習到純正的語音、語調(diào)，彌補了教材朗讀材料 的不足。step 4 ：practice 2c role play the conversations between the man and the tourists.引導(dǎo)學生自己說出 2c 中的句型,寫在黑板上，然后根據(jù)這個簡單的對話,利用聽力 2a, 2b 中的信息完成一個新的對話。這個環(huán)節(jié)主要是 培養(yǎng)學生自主學習的能力。step 5：exercise 大屏幕顯示練習： 1.can you tell me _______________________(哪兒有好吃的地方)2.do you know _________________________(這周圍有公廁嗎？)3.could you please tell me _____________(在 sunville 是否有好的博物館嗎？)4.the fine arts museum is really ________.(又 漂亮又有趣)5.the mall is ___________________.(又方便

四、動動嘴巴，動動嘴巴，練對話

t: now work in pairs, role play conversations using the information from 2a,2b ss 兩人一組進行練習，用 can you tell me where there is …….句型。這樣設(shè)計對話，一是復(fù)習了聽力中的目標語言，二是為下節(jié)課內(nèi)容的展開做了良好的鋪墊。

五、筆頭鞏固，筆頭鞏固，做練習知識點練習

學生獨立完成練習。教師可以讓不同層次的學生到黑板做，然后針對學生所作的情 況，加以講解，這樣教師只是對部分易錯的題進行講解，節(jié)省 了大量講的時間，給學生更多練習的時間.1.教師出示練習在大屏幕上讓學生練習,鞏固知識點。2.教師讓不同層次的學生到黑板上做題 3.老師講解錯題，學生鞏固知識點。

六、課后延伸

又不擁擠)老師先給出一個例子：i like the bookstore best.because there are step 6: homework 以 my favorite place 為題，讓學生介紹寫下一 many books that i like in it.i can learn a lot from the book.but the air isn’t fresh……學生相互討論喜歡的地點，及優(yōu)缺點，為下一 個自己最喜歡的地方（如：綜合大超市、商 步的寫做好準備。場、公園、書店、圖書館等等）。并說明它的方位以及它的優(yōu)點和缺點。

板 書 設(shè) 計 unit 5 could you please tell me where the restrooms are

1、inexpensive(= cheap)

2、both delicious and inexpensive

3、a good place to eat

4、a good place to hang out

5、there are a lot of fun things for children there.6、learn about……

教 學 反 思

本節(jié)課以聽說為主，首先為學生創(chuàng)設(shè)一個與生活密切 相關(guān)的問路、指路的生活情景，學習禮貌地向他人詢問 信息，從而練習where, how, if 引導(dǎo)的賓語從句。再一個就是處理聽力部分的時候我注意到： 先讓學生 熟悉背景材料，然后開始放錄音；且在放第二遍錄音后 讓學生自己檢查或驗證答案； 最后，教師與學生一起校 正答案，并將聽力中的難點句子板書在黑板上，便于學 生很好的理解。當然本節(jié)課的不足之處也是聽力，聽力練習一向是學生 的薄弱環(huán)節(jié)，以后應(yīng)加強學生聽力訓(xùn)練。小組討論環(huán)節(jié)，部分差生不能積極參與。

第五篇：聽說課

聽說課

一、概述

聽說課是英語學科的課型之一，也是?？颊n型。本課型重在培養(yǎng)學生聽和說的技能，因此面試時抽到這一課型的學員應(yīng)合理設(shè)計教學活動，確保學生能夠積極參與，鼓勵學生大膽用英語表達自己的看法。同時設(shè)計讀和寫的教學活動，使學生在聽說讀寫的活動中完成新知識的吸收，消化以及鞏固。

二、教材分析

學員可根據(jù)抽到的試題內(nèi)容分析，從聽說課，閱讀課(小學為讀寫課)，語法課，寫作課和詞匯課(只有高中學段有詞匯課型)中利用排除法做出判斷。針對可設(shè)計成聽說課型的內(nèi)容，教材中會有明顯的標志，如耳機或磁帶。以人民教育出版社教材為例，一般而言，以下部分可設(shè)計成聽說課：

小學:每單元分為Section A,B,C 三部分，每部分中l(wèi)et’s talk 和let’s learn 都可設(shè)計成聽說課。其中l(wèi)et’s talk以教授語法為主，let’s learn以教授單詞為主。

初中：每單元分為Section A,B兩部分。Section A部分的1(a,b,c,d..)和2(a,b,c,d..)可設(shè)計成聽說課;Section B 部分的1(a,b,c,d..)可設(shè)計成聽說課。高中：Using Language 部分可設(shè)計成聽說課。

三、教學目標分析 英語是一門語言，語言交際分為口頭語言和書面語言，通過聽說讀寫四種形式將語音、詞匯、語法、功能和語篇表達出來。根據(jù)新課標規(guī)定，教學目標為三維目標，分別是知識目標，技能目標和情感態(tài)度價值觀目標。知識目標：語音、詞匯、語法、功能和語篇 技能目標：聽說讀寫

情感態(tài)度價值觀目標：提高興趣，培養(yǎng)合作意識，了解國外文化與風俗，開闊眼界，培養(yǎng)國際視野，更好理解并熱愛中國文化等。

目標書寫原則：1.遵循ABCD模式，即對象(audience)、行為(behavior)、條件(condition)和標準(degree)。

2.學生為行為動詞的主體而不是主語，原因是英語中被動語態(tài)。例如：Students’ listening skill can be improved.四、教學重難點分析

重點：教材中最基本最重要的知識和技能，是教學活動圍繞教學重點展開。相對穩(wěn)定，不同的教師講授同一個內(nèi)容，教學重點應(yīng)該是相同的。

教學難點：學生不易理解的知識，不易掌握的技能技巧。暫時性，相對性，教師不同，學生不同，時期不同，難點都可能不同。

小學建議使用四部曲：warming up, presentation, consolidation , summery and homework.初高中：采用pwp 模式，即將presentation 分為pre-listening 和while-listening, 將consolidation 變?yōu)閜ost-listening.教學活動可以按教材中的題目設(shè)計。

1.熱身和導(dǎo)入(Warming up and lead in)：移情，起興，入題。常用方法：溫故知新法：課程復(fù)習法、作業(yè)復(fù)習法

情景設(shè)置法：教師語言、多媒體播放視頻，圖片音樂等、現(xiàn)場模擬法。

教師語言示例：Good morning, I will introduce a man to you, listen to me carefully and guess who he is.He is a great man and enjoys a high popularity in the world.Can you guess who he is ? Now let me continue.He has made a great contribution to the freedom of the slaves.He has made a very famous speech called “I have a dream”.Now who is he? Great!You know him.Today we are going to learn ?.2.pre-listening：新課講授的開始，進行新課內(nèi)容的呈現(xiàn)。

方法：通過問答，小組討論，預(yù)測或者頭腦風暴等形式完成對要聽的材料進行話題或者語言點的掃盲工作，為學生掃除障礙。

3.while-listening: 對聽力材料的初攝入?？煞譃?extensive listening 和intensive listening.extensive listening 部分：聽前布置任務(wù)，讓學生明白要聽什么，比如聽力材料的大意，主題，標題，其中一個或者兩個信息的提取等。

intensive listening 部分：通過正誤判斷，填空，回答問題，連線，填表格等出題形式，引導(dǎo)學生完成對聽力材料的細化，加深對材料的理解。

4.post-listening:對所聽材料話題或者語言點的提升。可以根據(jù)材料話題引導(dǎo)口頭問答，復(fù)述或轉(zhuǎn)述所聽內(nèi)容，模擬情景，小組討論或者辯論，表達個人感受;也可以利用材料中的語言點如過去式進行練習，讓學生造句，對話，寫經(jīng)歷觀點等強化鞏固語言點的運用。

5.summary and homework: 對本節(jié)課話題抑或語言點的小結(jié)并留作業(yè)繼續(xù)加深鞏固或者為下節(jié)課做鋪墊。

Summary：可以通過排序法，框架法，激情結(jié)課法，懸念法，延伸法等總結(jié)本材料的話題;也可以通過比較法，朗讀法等對所學語言點進行總結(jié)。

homework: 作業(yè)布置要具有可測性，有目的性，可操作性。1.常規(guī)性作業(yè)：做課后習題，抄句子短語，背詞組等。2.實踐性作業(yè)：根據(jù)本節(jié)課話題或者所學語言點布置表演，搜集材料，調(diào)查，討論等。如初中英語有一節(jié)課是關(guān)于天氣的，作業(yè)布置就可以是：After class, you need to make a survey about the weather in the past week, and next class I will ask some of you to give presentation in this way: A:How was the weather on __? B: It was __.