安慰教學(xué)設(shè)計(jì)

Unit4EducationalexchangesListeningA教學(xué)設(shè)計(jì)。

Unit4EducationalexchangesListeningA教學(xué)設(shè)計(jì)

課題：牛津英語廣州版，八年級下冊，Unit4Educationalexchanges

教學(xué)內(nèi)容：BookA:ListeningAListeningfordetails,

BookA:SpeakingBAtriptoLondon

課型:聽說課

教學(xué)時間：40分鐘

教材分析:

本課是第四單元的第四課時，課型為聽說課。在ReadingA/B的閱讀課中，學(xué)生初步了解educationalexchanges的情況。ListeningA內(nèi)容為TriptotheUK,ListeningB內(nèi)容是AGuangzhoustudentinanAustralianschool,兩篇聽力材料在內(nèi)容方面聯(lián)系不夠緊密。本單元SpeakingB描述的是Carol作為Exchangestudent剛剛從London回來，對同學(xué)講述自己在London的經(jīng)歷，通過對課文進(jìn)行整合，把ListeningA與SpeakingB合二為一。ListeningA通過聽錄音填informationcard，能夠聽取關(guān)鍵信息點(diǎn)（如Flightnumber,Phonenumber,Address）；SpeakingB為Carol與WangYan的對話，通過聽錄音填空形式獲得聽取必要細(xì)節(jié)信息的能力。本課時側(cè)重聽取信息的技能培養(yǎng)同時兼顧說的訓(xùn)練。

教學(xué)目標(biāo)：

1.知識與技能:

學(xué)習(xí)以下詞匯和短語：

詞匯flight,departure,arrival,aged,

2.過程與方法:

1）通過聽力技巧的點(diǎn)撥，培養(yǎng)學(xué)生形成正確有效的聽力策略。如：看圖或者看文章聽前預(yù)測，搜集有用信息(數(shù)字，時間以及名稱等)，以及記筆記等策略，從而提高他們的聽力理解能力。

2）培養(yǎng)學(xué)生探究學(xué)習(xí)、合作學(xué)習(xí)、自主學(xué)習(xí)的能力。

3.情感與態(tài)度：了解國外的文化習(xí)俗，能夠正確看待國內(nèi)外的文化差異，培養(yǎng)跨文化的交際意識和能力。

教學(xué)重點(diǎn)：如何獲取聽力材料中的精確內(nèi)容，捕捉并快速記錄所缺詞匯。

教學(xué)難點(diǎn)：在聽力理解的基礎(chǔ)上，如何對所聽內(nèi)容進(jìn)行輸出以及拓展。

教學(xué)流程設(shè)計(jì)：

步驟目的教師活動/方法學(xué)生活動/學(xué)法條件/

手段

1．

Warm-upJaB88.COM

CatchSs’attention.--Brainstormthenumbers

--ShowSsaplaneticket.--Thinkabouthowtosaythesenumbers.

--Learnsomenewwords.PPT

2.TaskA

1)Pre-

listening

Tofosterthelisteningskillsofpredicting.--AskSstoreadthetipsoflistening;readtheinformationcardcarefullyandtrytopredict

--Makeamodel.

--AskSstosharetheiropinions--Readthetipsoflistening;

--Readtheinformationcardcarefully

--Predictwhattheyaregoingtohear.

--Sharetheiropinions

PPT

students’sheet

2)While-listening

Gettheinformationneeded--Playthetape

--AskSstopaymoreattentiontotheinformationtheyneed.--Listenandwritedownthenumbers.

tape

3)Post-

listening

Checktheanswersandmakeasummary--ListentoSs’report,helpSstochecktheanswers.

---Helptosummarize

thelisteningskillslearnedinthisperiod.--Sschecktheanswers

--Summarize

thelisteningskillslearnedinthisperiod.PPTtextbook

3.TaskB

(1)LeadinCatchSs’

attention.--GiveapictureofLondon.Leadinthetopic.--Prepareforthetaskoffillingtheblank.PPT

(2)Pre-listening

Tofosterthelisteningskillsofgettingusefulinformation--GuideSsthetipsofgettingusefulinformation.

--AskSstoreadtheblanks,guessingwhichkindofwordsneeded.---Learnthetipsofgettingusefulinformation.

---Readtheblanksandguesswhichkindofwordsneeded.PPTstudents’sheet

(3)While-

ListeningGettheinformationneeded.--Playthetape.

--AskSstotakenotes.

---CheckSs’answers.--Listenandfillintheblanks.

---ChecktheiranswersPPTtape

（4）

Post-listening

TofosterthemaininformationofSpeakingB--Readthedialogue.

--HelpSstoretellthemaininformation.

--Summarizetheusefulexpressionsandthesentencepatterns.--Retellthemaininformation

--Learntheusefulexpressionsandsentencepatterns.

（5）

Post-listening

ToimproveSs’oralEnglish

TofostertheSs’thinkingability--Explainthetask.

--HelpSstomakeadialogue.

--AskSstodiscussingroups.---Makeadialogueingroups.

---Presenttheirdialogues.

Groupwork.Orally

4.

Homework

GiveassignmentPPT

相關(guān)知識

Unit4HesaidIwashardworking教學(xué)設(shè)計(jì)

作為老師的任務(wù)寫教案課件是少不了的，大家在用心的考慮自己的教案課件。只有規(guī)劃好了教案課件新的工作計(jì)劃，才能促進(jìn)我們的工作進(jìn)一步發(fā)展！你們會寫多少教案課件范文呢？為了讓您在使用時更加簡單方便，下面是小編整理的“Unit4HesaidIwashardworking教學(xué)設(shè)計(jì)”，歡迎您參考，希望對您有所助益！

Unit4HesaidIwashardworking教案1

I.Teachingaimsandteachingdemands:

Inthisunitstudentslearntoreportwhatsomeonesaidandtellastory.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

ever,mad,anymore,message,hard-working,surpriseparty,reportcard,firstofall,lazy,soapopera,house,snacks,beach,history,science,Spanish,

B.Targetlanguage

Whatdidyourmathteachersay?

HesaidIwashard-working.

Icanspeakthreelanguages.

Whatdidshesay?

Shesaidshecouldspeakthreelanguages.

C.Structures

Reportedspeech

Simplepasttense

Canforability

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Thisunitisdividedintoeightperiods.

Lesson1Speakandlisten

SectionA1a---1c

I.Teachingaimsanddemands:

Studentslearntoreportwhatsomeonesaid.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

soapopera,surpriseparty,bemadat,onFridaynight,

B.Targetlanguage

Whatdidshesay?ShesaidshewashavingasurprisepartyforLanaonFridaynight.

Didyoueverwatchsoapopera?

Whataresomethingshappenedonsoapopera?

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Dictation

Task2.Askandanswer.

Questionsaboutthepastprogressive.

Activity2.Presentation

Thisactivityintroducessomenewvocabularyandprovideoralpracticeusingthetargetlanguage.

Task1.Askfourstudentstostandinfrontoftheclass,andtheteacherasksthemthefollowingquestionsasareporter.

1.Whatareyougoingtodowhenyougrowup?

2.Whatareyougoingtodonextweek?

3.Whataregoingtodoafterschool?

Thestudentswillgivedifferentanswers,thenaskagoodstudenttoreportwhattheysaid.

Iamgoingtoeadoctor.

Whatdidshesay?----------Shesaidshewasgoingtobeadoctor.

IamgoingtohaveapartyonFridaynight.

Whatdidhesay?-------HesaidhewasgoingtohaveapartyonFridaynight.

Iamgoingtodomyhomework.

Whatdidshesay?------Shesaidshewasgoingtodoherhomework.

Iamgoinghomeafterschool.

Whatdidshesay?-----Shesaidshewasgoinghomeafterschool.

SayInthisunitwearegoingtolearntousewordsliketoreportwhatsomeonesaid.

Task2.Readtheinstructions.Thenaskastudenttoreadthefourquestions.AndwritethewordsontheBb.Explainwhatsoapoperais.

Task3.AskthestudentstoLookatthepictures,pointouttheTVscreensinthepicture.AskonegirltoreadwhatMarciasaid.

WhatdidMarciasay?ShesaidShesaidshewashavingasurprisepartyforLanaonFridaynight.Repeattheotherpicturesinthesameway.

Activity3.Listenandnumberthepicturesinactivity1a.

Task1.Playtherecordingthefirsttime.Studentsonlylisten.

Task2.Playtherecordingasecondtime.Studentsnumberthepictures.Thenchecktheanswers.

Activity4.Pairwork

Askthestudentstoaskandansweraboutwhatthepeopleinthesoapoperasaid.

Homework

1.Makeupyourownconversations.

2.Writedownthesentencesin1a.

Lesson2Listenandspeak

SectionA2a---GrammarFocus

I.Teachingaimsanddemands:

Studentslearntoreportwhatsomeonesaid.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

asurpriseparty,bemadat,not…anymore,bring…to,happen(on),DirectSpeech,IndirectSpeech.

B.Targetlanguage

BentoldLanathatMarciawasgoingtohaveasurprisepartyforher.

ShesaidshewasmadatMarcia.

Hetoldmehewouldcallmetomorrow/thenextday.

Shesaidshecouldspeakthreelanguages.

III.Teachingmethods:Audio-lingualmethodsandPPP

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Checkthehomework.Askandanswer.

Iamastudent.

Whatdidhesay?-----Hesaidhewasastudent.

Icanswim.

Whatdidshesay?------Shesaidshecouldswim.

Iwillringyouuptomorrow.

Whatdidshesay?

Shetoldmeshewouldringmeup.

Activity2.Listeningandcircling.

Task1.Readtheinstructions.Learnthekeyvocabulary.

Task2.Pointtothefivesentencesandaskdifferentstudentstoreadthemtotheclass.Thensay:YouwillhearaconversationbetweentwopeoplewhoaretalkingaboutasoapoperaonTV.CircleTrueorfalseaftereachstatement.

Playtherecordingtwiceandstudentscircletheiranswers.Thenchecktheanswers.

Activity3.Listening

Task1.Readtheinstructions.

Task2.Playtherecordingagainandchecktheanswers.

Activity4.Groupwork

Task1.Readtheinstructionsfortheactivity.

Task2.Pointtothepicturesinactivity2b.Askthestudentstousethewordsandpicturesastheyhavetheirconversations.

Task3.Havethestudentsworkinpairs.

Task4.Checktheanswersbycallingondifferentpairstosayaconversationtotheclass.

Activity5.GrammarFocus

Reviewthegrammarbox.askthestudentstosaythestatements.

Payattentiontothefollowing:

DirectspeechIndirectspeech

am,is,amhaving,go,will,canwas,washaving,would,could,went

apresentsituationapastsituation

Whenyoureportwhatsomeonesaid,youusewordsthattalkaboutthepast.

Homework

1.Reviewtheconversationandthevocabulary.

2.Writethesentencesingrammarfocus.

Unit4Review教學(xué)設(shè)計(jì)

老師在新授課程時，一般會準(zhǔn)備教案課件，大家應(yīng)該開始寫教案課件了。對教案課件的工作進(jìn)行一個詳細(xì)的計(jì)劃，可以更好完成工作任務(wù)！你們會寫適合教案課件的范文嗎？下面是小編為大家整理的“Unit4Review教學(xué)設(shè)計(jì)”，僅供您在工作和學(xué)習(xí)中參考。

課題

Unit4ReviewLesson2

授課類型

Revision

能力方法目標(biāo)

Todevelopthestudents’fourskills:listening,speaking,readingandwriting.

知識技能目標(biāo)

Toimprovethestudents’readingability.

情感態(tài)度價值目標(biāo)

Tohelpthestudentswithcreativethinking.

教學(xué)重點(diǎn)

Enjoy;help;many/much/alotof;late;etc.

教學(xué)難點(diǎn)

Thegrammaronpage28.

教學(xué)方法

presentation-practice-production

媒體使用

Tape,computer

教學(xué)流程設(shè)計(jì)

教學(xué)活動設(shè)計(jì)

設(shè)計(jì)意圖

Groupwork

Thestudentsshoulddiscussanyhabitsthattheywouldliketochangeandtalkabouthowtheyplantoimprovethemselvesnextyear.

T:Doyouhaveanyhabityouwanttostop?Youaregoingtotalkaboutthathabitandhowyouwanttoimproveyourselfnextyear.

Ingroupsoffour,taketurnsaskingandansweringquestionsabouthabitsyouwouldliketochangeandhowyouplantoimproveyourselfnextyear.Usethedialogueonpage28asaguide.Anyplansyoudiscussshouldbepracticalandreal.

ModelDialogue

1:Ispendtoomuchtimeoncomputergames.Nextyear,IamgoingtoplaycomputergamesonlyfortwohoursonSaturdays.

2:Ilistentomusicwithheadphonesandthemusicistooloud.Idon’tthinkitisgoodformyears.Nextyear,Iamnotgoingtolistentomusicthatistooloud.

3:Iwakeuptoolateeverymorning.That’swhyIhavetoruntoschooleveryday.Nextyear,Iamgoingtowakeupearly.

4:Ichatonthephonetoolong.Nextyear,IamgoingtotalkonthephoneonlytosaythatIneedtosay.

Grammar

RemindthestudentsaboutthegrammarpointsfoundinUnits1to3.

T:WhatwerethegrammarpointsinUnits1,2and3?

S:InUnit1,welearnedaboutrelativepronouns;inUnit2,theverbstakinggerundsorto-infinitives;andinUnit3,auxiliaryverbstoshowthefuture.

ActivityA

Inthisactivity,studentsshouldreviewallthegrammarfactstheyhavelearned.

T:WehaveadialoguebetweenLiJunandSusan.Theyaretalkingaboute-pals.Trytounderstandwhattheyaresayingandchoosethecorrectwords.

Whydon’tyourole-playthedialoguewithyourpartner?ThepersonontherightcantakeLiJun’sroleandthepersonontheleftcantakeSusan’srole.

ActivityB

Askthestudentstocompletethepassagebyfillinginthecorrectwords.Havethestudentschecktheiranswersbyhavingavolunteerreadthepassageheorshehascompleted.

T:Thistime,thereisapassage.Choosethecorrectwordforeachblank.Youhavealistofwordsontheleft.

Let’shaveavolunteer.Whowantstosaythecompletedpassage?

Puzzle

Letthestudentswritethelettersintherightboxes.

T:Wearegoingtosolveapuzzle.

Lookatthepicturesandwritethewords.Onlyoneortwolettersineachwordarepresented.Afterfillingineachbox,youneedtocollectthelettersfromthenumberedboxes.Thesecollectedletters,ifyouputtheminorder,willmakeupanewexpressionatthebottomofthepage.

Beforeyouwritethewordsforthepictures,cananybodyguesswhatthehiddenexpressionwouldbe?Theexpressionmeansthewayinwhichyoushowyourfeelingsorthoughtstootherpeoplebymeansofthepositionormovementsofyourbody,ratherthanwithwords.Takeaguess!

S:Bodylanguage?

T:Wewillseelaterifyourguessiscorrect.

Ifpossible,haveachocolatebarorothersmallprizeonhand.Theprizecanbegiventothefirststudentwhocorrectlyfinishesthepuzzle.

T:Whenyouaredone,pleaseraiseyourhand.Ihaveaprizeforthefirstpersontofinishthepuzzlecorrectly.

RemindstudentsofthebodylanguagetheylearnedinUnit2.

T:Isthereanybodylanguageyouremembernow?

Iftimeallows,askthestudentstomakeuponeortwosentenceswiththewords.

T:Whenyouaredonewiththepuzzle,startmakingsentenceswiththewordsyouhavefiguredout.

SampleSentences

E-mail–Iamsendingane-mailtomyclassmates.

pal–Letmeintroducemyoldpalfromkindergarten.

playground–Somechildrenarehavingfunontheplayground.

Textbook–Pleaseopenyourtextbooktopage24.

mistake–Youdidn’tdoitonpurpose,soIknowitwasamistake.

shakehands–Weusuallyshakehandswhenwemeetforthefirsttime.

Canada–IwasborninCanada.

classroom–Nobodyisintheclassroomnow.

Practiceaskingandansweringthis:I____.Nextyear,I’mgoingto____.Whatareyougoingtodonextyear?

Talkabouthowtousethem:who/that;doing/do;etc.

Finishoffthepuzzle,andusethesewordstomakeupsomesentences.

問題預(yù)測

應(yīng)對措施

本課除了語法-定語從句，還應(yīng)注意重點(diǎn)句型的學(xué)習(xí)。如：

1.Shegoeshikingalmosteveryday.學(xué)習(xí)gohiking/almost

2.Ican’thelpthinkingaboutthee-palIwillget.學(xué)習(xí)think的用法。

3.Butwewerelateforthemovie.注意late的使用。

作業(yè)

Recitethedialogueonpage28andrevisethegrammarofthislesson.

板書設(shè)計(jì)

Unit4ReviewLesson2

who/that

todo/doing

will/begoingto

教學(xué)反思

Unit 4 When was it invented 教學(xué)設(shè)計(jì)

Unit4Whenwasitinvented(Reading)---

Doyouknowwhenbasketballwasinvented

教學(xué)設(shè)計(jì)

一教材分析

教材分析：本節(jié)課是九年級Unit4的Reading部分。本節(jié)課的主題是：Doyouknowwhenbasketballwasinvented?緊扣住了本單元的話題invention。課文內(nèi)容主要圍繞風(fēng)靡全球的籃球運(yùn)動這一主題，包括籃球運(yùn)動的歷史、籃球比賽的規(guī)則、打籃球所需的設(shè)備、籃球的流行趨勢等）。本單元的語法點(diǎn)是被動語態(tài)。文中出現(xiàn)了大量的被動語態(tài)的句子，通過閱讀文章，學(xué)生能有效的感悟被動語態(tài)的用法。本節(jié)課滲透得的學(xué)習(xí)策略是mind-map,希望通過本節(jié)課的學(xué)習(xí)，學(xué)生能對該策略形成感性認(rèn)識，并在今后的學(xué)習(xí)中能有意識的使用該學(xué)習(xí)策略。

二、學(xué)生分析

通過本單元前面內(nèi)容的學(xué)習(xí)，學(xué)生已經(jīng)基本掌握了被動語態(tài)的用法，因此本篇閱讀中出現(xiàn)的多處被動語態(tài)的句子對學(xué)生來說已不是障礙，關(guān)鍵的障礙是本文中出現(xiàn)的一些生詞，需要學(xué)生認(rèn)讀，否則在回答問題是就是障礙。運(yùn)用Mind-mapping是復(fù)述課文的信息對學(xué)生來說是一大難點(diǎn)。

三、教學(xué)目標(biāo)、

1知識目標(biāo)

①能認(rèn)讀以下詞匯

active,indoors,create,wooden,knock,divide,basket,metal,towards,develop,rise,risen,worldwide

②找出并理解文章中出現(xiàn)的被動語態(tài)的句子。

2能力目標(biāo)

能運(yùn)用Mind-mapping復(fù)述籃球的歷史、籃球的器械、籃球的規(guī)則、籃球的流行趨勢等。

3情感目標(biāo)

激發(fā)學(xué)生對運(yùn)動的熱愛，并讓學(xué)生樹立teamwork的意識。

四、教學(xué)重、難點(diǎn)

1、教學(xué)重點(diǎn)

能認(rèn)讀以下詞匯：active,indoors,create,wooden,knock,divide,basket,metal,towards,develop,rise,risen,worldwide

②找出并理解文章中出現(xiàn)的被動語態(tài)的句子。

2教學(xué)難點(diǎn)

能運(yùn)用Mind-mapping復(fù)述籃球的歷史、籃球的器械、籃球的規(guī)則、籃球的流行趨勢等。

五、教具:多媒體

六、學(xué)習(xí)策略:小組合作學(xué)習(xí)、大腦構(gòu)圖法

七、教學(xué)活動過程

Step1Warm-up

Aninterestinggame-------That’sme.

Step2Pre-reading

1、Asksomequestionsaboutbasketballgame.

2、ShowapictureofbasketballequipmentandthenleadSstoreadthewordsaboutbasketequipment.

Step3While-reading

1、Fast-reading

AskSstoreadfastandmatcheachparagraphwiththemainmeaning

2、Careful-reading

①AskSstoreadPara1andPara2andthenfinishthechartwithinformationaboutbasketballisplayedintheworld.

②AskSstoreadpara3andanswersomequestions.

③AskSstocirclethepassivevoiceinPara3.

④AskSstoreadPara4andthenfillinthechartwiththeinformationabouttheinventionofbasketball,theequipmentofbasketballandthecourseofbasketballgame.

⑤AskSstoreadPara5andthenfillinthechartwiththeinformationaboutthehistoryofbasketballgame.

Step4After-reading

1、Reading-strategy-------Mind-Mapping

TomakeSsknowaboutMind-Mapping,showthefollowing:Usingmind-mappingtorememberinformation.Tomakeamind-map,changetheinformationyoureadintoacolorful“pictureofwords”.Thebrainrecalls“pictures”moreeasilythanwritteninformation.

2、AskSstofinishtheMind-Mapwithinformationfromthereading.

3、Memory-challenge:AskSstoanswersomequestion3justaccordingtotheMind-Mapfinishedwithoutreadingthepassage.

4、AskSstorewritePara1andPara2accordingtothemind-map.

5、Discussion:“What’sthemostimportantforateamtowinthegame?“-------------Teamwork.

Step5Homework

1、Copythesentencesofpassivevoiceinthispassage.(ForAll)

2、Makeamind-mapabouthehistoryofasportyoulike

八、教學(xué)反思

本人設(shè)計(jì)本課時的教學(xué)任務(wù)時始終圍繞“basketball”這一話題和預(yù)設(shè)的教學(xué)目標(biāo)。在Warm-up環(huán)節(jié)，通過“That’sme”游戲中的陳述輕松引入“basketball”這一話題。Pre-reading環(huán)節(jié)中，通過和學(xué)生談?wù)揵asketball的一些常識，激發(fā)學(xué)生對籃球的深入了解，然后讓學(xué)生通過圖片了解關(guān)于籃球器材的詞匯，達(dá)到認(rèn)讀的目的，為接下來的閱讀任務(wù)掃除大部分單詞的障礙，剩下的少數(shù)詞匯在接下來的任務(wù)中分散完成認(rèn)讀任務(wù)。While-reading環(huán)節(jié)中,首先讓學(xué)生通過完成Fast-reading的任務(wù)，整理理解語篇，了解文章的大意和層次。然后讓學(xué)生完成Careful-reading的多個閱讀任務(wù)，細(xì)讀各個段落，詳細(xì)了解有關(guān)籃球和籃球運(yùn)動的歷史并體會學(xué)習(xí)被動語態(tài)的用法。在After-reading環(huán)節(jié)，讓學(xué)生學(xué)習(xí)本節(jié)課的重要學(xué)習(xí)策略-腦中構(gòu)圖法，然后用這一策略完成一系列由易到難的幾個任務(wù)，達(dá)到“學(xué)以致用”，在使用這一策略的過程中學(xué)生能夠體會到“腦中構(gòu)圖法”的絕妙之處----能幫助學(xué)習(xí)者輕松梳理較長篇幅文章中的信息并幫助快速記住這些信息。這種方法比起用表格梳理信息更直觀。最后讓學(xué)生在談?wù)摶@球比賽中獲勝的關(guān)鍵是什么這一話題時總結(jié)出teamwork是最重要的，完成情感目標(biāo)。家庭作業(yè)分層設(shè)計(jì)，第一個作業(yè)是必做，鞏固被動語態(tài)，第二個作業(yè)是選做，繼續(xù)用“腦中構(gòu)圖法”這一學(xué)習(xí)策略完成任務(wù)。在本節(jié)課教學(xué)任務(wù)的設(shè)計(jì)應(yīng)該是到位的，通過完成Pre-reading,While-reading,After-reading各環(huán)節(jié)中的閱讀任務(wù)，能夠達(dá)到完成預(yù)設(shè)的教學(xué)目標(biāo)的目的。不足之處是本篇閱讀材料篇幅較長，設(shè)計(jì)的任務(wù)過多，一節(jié)課完成這些任務(wù)容量過大，所以最后需用“腦中構(gòu)圖法”完成的任務(wù)當(dāng)堂沒有完成，只得推到課后。今后應(yīng)該更好地了解學(xué)情，對課堂容量做到心中有數(shù)，設(shè)計(jì)適當(dāng)，課堂任務(wù)的設(shè)計(jì)不能面面俱到，應(yīng)有所側(cè)重，取舍得當(dāng)，留給學(xué)生足夠的閱讀時間和完成任務(wù)的時間，讓課堂任務(wù)真正到達(dá)有實(shí)效。