中学英语教师资格证试讲面试模版

1、本资料为云南教师资格面试试讲科目考试复习资料，仅供大家复习下载，切莫错过说课试讲考试公告和考试时间以及网上报名。This is my sister说课试讲考试复习资料各位评委上午好!今天我说课的内容是人教版七年级上Unit 3 This is my sister. 本单元学习的是与学生生活息息相关的家庭成员。我要谈的是本单元第一课时的教学。下面我将从以下几个方面阐述我的说课内容。一、对教材的分析和理解从教材编排上说本单元是就第二单元认知物体之后学习用英语认知人，而与学生最为熟悉的人就是家庭成员。Is this your eraser? 很自然过度Is this your sister? 以前学

2、的Whats this?转变Who is this?但本单元生词较多。出现在第一课时的就有十五、六个同时还要认识语法现象复数。本课时任务比较艰巨。二、教学目标依据初中英语新课标的要求，并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：即知识目标、能力目标和德育目标。1.知识目标 帮助学生四会掌握以下单词：grandfather, grandmother, grandparents, father, mother, parents, son, daughter, sister, brother, aunt, uncle, cousin, friend, these, those

3、。并对复数形式有初步了解。2.能力目标 通过本节课学习，学生就家庭成员相互之间应该能用英语介绍、询问、交流。并能用英语在脑子里对个家庭成员的关系进行思考。例如，见到fathers mother,他们能反应出是指grandmother。同时基本上能区分什么时候用单数什么时候用复数。3.情感目标 通过对家庭成员的学习，学生对自己的家庭成员会有更清晰的印象，从而激发起他们对家人的热爱。三、教学重点及难点本课重点：熟练掌握各家庭成员的名称，会读会说会用这些词汇交流。这个单元最主要的就是学习家庭成员英语的表达，而几乎所有的单词都集中在第一课时。所以这课时掌握这些单词应该是重中之中。难点：复数的认识和正确

4、运用。汉语表达中完全没有复数概念，这是一本书，这是三本书;除了多了个数字其他没有任何变化。而英语必须这样说This is a book. These are books.所有的单词都相应的发生了变化。因此中国学生在学习复数的时候特别难。我们的语言没有这个习惯!突破：通过真实的情景激发起学生的兴趣，兴趣是最好的老师。通过反复操练，加深印象。再循环记忆到达最终目标。教学手段：多媒体辅助教学，有助于把学生引入到身临其境当中，激发学生兴趣，活跃课堂气氛。同时要求学生提前把自己的家庭照片带来，真实的人物缩小英语与他们生活的距离，从而优化英语教学过程。学法指导：为学生创设真实的学习情景，让学生以小组形式交

5、流学习，并在课堂上循环训练。四、教学设计过程课堂的整体设计遵循循环记忆反复操练思路，运用情景法和交际法，分五个主要步骤进行，即：导入呈现, 稳固操练, 拓展，5分钟检测包括小组比赛和布置作业。第一,引入呈现。(10)I want to be your friend. Do you want to know more about me? Do you to know about my family?课件展示1.家人。认知son, father, mother, parents, wife, husband这几个单词，并马上回忆重新呈现我的家人学生说出他们和我的关系。2.父母。认知grandfat

6、her，grandmother，grandparents，并认识复数。3.我姐姐及其家人的照片，认知sister，aunt，daughter，cousin。4.我哥哥的照片，认知brother，uncle，并再次认识复数。5.回忆我的家人，并帮助学生罗列出family tree。第二,稳固操练(20)1.小组学习，拿出自己的照片相互询问认识别人的家人(8)老师在这过程中及时帮助学生学会他们不会的单词。2.读书上的单词，听录音圈出听到的单词。小组学习认识David的家人。(7)3.表演对话，在讲台上指着屏幕认识David的家人。(5 )第三,拓展(8)小组表演。假设你的朋友来到你家，你来为他介绍

7、认识全家，有爷爷奶奶叔叔姑姑父母及兄弟姐妹堂兄妹等。第四,5分钟检测：(5)主要是be动词单复数用法及各家庭成员单词的掌握。小组之间进行比赛，看哪个小组反应最快。第五,最后作业布置(2 )Introduce myself说课试讲考试复习资料Good afternoon, everyone. Im Zhou Yan. Im an English teacher from Experimental School of Suqian. Now Ill say Sample A of Lesson Six in Book One. Ill prepare to say the lesson from

8、four parts.Part One Analysis of the Teaching Material(一) STATUS AND FUNCTION1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank”

9、 and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the res

10、t of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTSThe Ss has learned English for about one month so far. They can understand some words and some simpl

11、e sentences. The Ss have taken a great interest in English now.(三)TEACHING AIMS AND DEMANDSThe teaching aims basis is established according to Junior School English syllabus provision.1.Knowledge objects(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sen

12、tence “This is not.”Everyday expressions for “Apologies”“Im sorry”“Thats all right”.(2) To study the new words “six, hey, sorry, its, thats”, etc. by learning the dialogue of this lesson.(3) To finish some exercises.2.Ability objects(1) To develop the Ss abilities of listening, speaking, reading and

13、 writing.(2) To train the Ss ability of working in pairs.(3) To develop the Ss abilities of communication by learning the useful structures.3.Moral objects(1) To enable the Ss to be polite and love life.(2) To enable the Ss to look after their things well.(四)TEACHING KEY AND DIFFICULT POINTSThe teac

14、hing key and difficult points basis is established according to Sample A of Lesson Six in the teaching materials position and function.1.Key points:(1).To help the Ss to communicate with each other.(2).To enable the Ss to study in groups and co-operate skillfully.(3).To develop the Ss interest in En

15、glish.2.Difficult points:(1) How to make dialogues and act them out.(2) How to write the right whole sentences.(五) TEACHING AIDSMulti-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.Part Two The Teaching Methods1. Communi

16、cative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students abilities of listening, speaking, reading, writing and their good sense of the English language. So in this

17、 lesson Ill mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, Ill let the Ss to get a better understanding of the key structure of the dialogue. Ill give the Ss some tasks and arrange five kinds of activities: talking, guessi

18、ng games, watching CAI, acting out Sample A and having a competition.Teaching special featuresTo use these methods are helpful to develop the Ss thought.Part Three STUDYING WAYS1.Teach the Ss how to be successful language learners.2.Let the Ss pass ObservationImitationPractice to study language.3.Te

19、ach the Ss how to master dialogues and how to communicate with others.Teaching special features:Let the Ss communicate with each other and adopt competition methods to develop the Ss keen interest in English.Part Four Teaching ProcedureIll finish this lesson in four steps. First Ill divide the Ss in

20、to four groups and bring a competition into the class. At last lets see which group is the winner.Step1 Warm-up1. Free talk between T and Ss .Such as: Hi, Im . . . . Whats your name?This is . How do you do?Who is he/she? How are you?Who can count from 1to 5?Whats this in English? etc.2.A game: Ask t

21、he Ss to give T some school things. For example:T: Give me your book.(ruler, box, pen, table, knife, etc.)T: This is your book. This is not my book. Its your book. etc.In this course Ill ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

22、Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.Step2. PresentationThis course is very important. Ill mainly talk about this step.Ill use CAI

23、to present the whole dialogue. Arrange some situations to help Ss understand Sample A.First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.A: Hi, B. How are you today?B: Im fine, thank you. And you?A: Im fine, too. Oh, this is my bag.B: No, thi

24、s is not your bag. Its my bag.A: (Look closely) Oh, Im sorry.B: Thats all right.(At the same time, C is running up and hitting A.)C: Oh, Im sorry.A: Thats OK.Ill write the key points on the Bb while they are watching. After watching, Ill teach them to read the words and sentences on the Bb. Make sur

25、e they can read them well.Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step3.PracticeFirst play the tape recorder. Let th

26、e Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last Ill ask the Ss to think hard and act it out with a

27、 partner according to Sample A. Then find out which group will act it out well. Ill give them red stars.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken

28、ability.Step4.ProductionIn this step Ill give the Ss a free space to show their abilities.Second scene: The Ss are having a picnic. Its hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats.

29、D and E are talking. F and G are talking. etc.After watching, Ill give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.Purpose of my designing: “Task-based” teaching method is used here to develop the Ss ability of communication and al

30、so their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken En

31、glish.2.Skill 1 Model 1.Ill ask four Ss of the groups to write these sentences on the Bb in the four lines.Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.3.Finish the Ss workbook.Purpose of my designing: To check the knowledge Ss have

32、 learned in this lesson.Step5.Homework:(1)Recite the words as many as possible after class.(2)Make a dialogue according to Sample A and write it in the exercise book.Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class

33、. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard DesignLesson Six Sample ASix This is my.hey This is not your. . . .sorry Its my. . . . Picture its=it is Oh, Im sorry.thats=that is Thats all right/OK.My names Gina说课教案说课试讲考试复

34、习资料背景我是第一次接触新目标英语，碰到的困难比我想象的要难。在英语课上学生听的也很认真，大部分学生也能张开口说话。但是他们这样的对话是教师问，学生答。如果让学生编对话或一问一答，这样的情况就不妙。通常是学生会答而不会问。课堂上没有自己想象中的那般热烈，好象是你在唱“独角戏”。思考的问题1. 如何创设情景让学生将已学的知识转化为能力，改变教师引出问句，学生答，然后由学生问与答。让学生自己“找到”问句。2. 让学生学会观察，会做总结。案例描述这节课主要是讲first name and last name以及中西文化在名字上的差异。习惯的做法是先让学生知道，在西方是名在前，姓在后，然后告诉学生，我

35、们是姓在前，名在后。在老教材中，这一节课是在初二课本。但是我现在面对的初一的学生，按部就班的做，学生会理解吗?这节课我是这样设计的，由学生们自己的名字引出first name 和last name,然后通过观察发现中西文化在名字上的差异。ProceduresStep1. revisionT: Good morning!How are you?Spell it, please.Whats this in English?What color is it?Step2. look and learnT: Hello! Im Grace. Whats your name?S1: ImT: Nice t

36、o meet you!S1: Nice to meet you ,too!T: Whats his name?S1: His name is Jiang Xian.(蒋贤)要求该生写下名字蒋贤，接下来鼓励学生编对话，叫几组(3人一组)学生表演，也要求写下名字。把这些名字贴在黑板上。T: 温新西, his last name is Wen. (这时一边说一边将温与新西剪开，更好的区分first name and last name) 孙猛特His first name is Sun. 李双 Her first name is Li.多给几个例子，学生就明白last name 的意思。学生自我介绍

37、My last name is -.此时在黑板上写A: _B: My last name is Sun.鼓励学生说出问句，whats your last name?必要时，给予提示。(Whats your name? My name is Sun Mente.让学生发现他们之间的联系)然后操练句型。在学生操练的过程中引出whats his/her last name?用同样的方法引出first name 和问句whats your/his/her first name? My/His/Her first name is -.随逸叫几组(3人以上)学生起来，练习whats your/his/he

38、r last/first name? My/his/her last/first name is -.初三英语Unit 17 Lesson 68说课稿说课试讲考试复习资料一、教材分析：Lesson68是第十七单元的第四课时，是一节复习课。Unit17主要围绕着寻找“丧失的项链”这一话题展开，通过学习定语从句，培养学生运用所学语言描述人和物的特征。Lesson68所安排的听说读写活动都围绕着侦破案件展开，旨在通过一系列的活动和练习，加深稳固学生对定语从句的理解和运用，并实现准确地描述人物外貌特征，撰写案件报告的教学目的。二、教学目标及重、难点：一知识目标：1.复习稳固定语从句的用法。2.学习掌握

39、单词conversation，robbery，description.二能力目标：培养学生运用所学语言描述人物外貌特征的能力。三技能目标：能根据线索写出案情报告及通缉令。四教学重点：用于描述人物特征的定语从句。五教学难点：学会分析并对现有的信息进行处理，产生正确的判断，并写出案情报告。三、教学活动设计：Maintask：Thestudentsareabletodescribethecharacteristicofaperson.Stepone：Warming-up“Guessinggame”展示一幅图画。让学生通过猜测“Isthemanwho?”判断图中的人物分别是谁。这一活动既是热身，又是一

40、个练习使用定语从句的活动。主要目的是复习定语从句的用法，同时也让学生熟悉如何描述人物特征。3-4分钟Steptwo：Pre-task“Tobeadetective”进行一个考眼力的游戏，首先放一张图片，让学生仔细观察，之后放另一张图片，请学生判断两张图的区别，谁是受害者教victim，谁是小偷。请他们分析理由。这一活动除了复习定语从句以外，也是引出本课的话题：识别嫌疑犯5分钟Stepthree：While-task“Whostherobber?”进行一个听力练习SBLesson68Part2.听录音，判断四个人物中谁是强盗。3分钟“Writeareport”假设你是警察，根据上面听到的这段描述

41、，完成一份案情报告3.在课内校对答案。5-8分钟Stepfour：Post-task先让学生完成一个警察与受害人之间的对话Workbook，Ex2在此基础上进行“Dialoguemaking”。向学生介绍一个案件，请他们根据所给的信息编写一个警察与受害者之间的对话可参照课后练习2并选择几组进行对话表演。假设你是警察，根据案件信息写一个通缉令也可自己想象一个案件。并选择几份在课内点评。8-13分钟Stepfive：Homework完成练习册中的练习。在课外阅读有关的著名的侦探小说，并挑选一则在班上交流。四、评估与反馈：学生能否熟练运用定语从句进行描述或判断人物的外貌特征是判断本节课是否到达教学目

42、的的一个重要标准。TeachingProcess：StepOneWarming-up1.PlayaguessinggametoreviewtheAttributiveClause.Lookingatthepicture，Teacherasks“CanyouguesswhoisMr.Smith?”Studentsmayanswerlikethis：“Ishethemanwhoisfishing?”2.Showanotherpictureofabus.Tellthem“Onenight，therearesomepassengersonthebus，somearesitti376550: 美丽心灵美

43、丽人生美丽中国 376550ngandsleeping，somearestandingandlookingoutofthewindow.Pleaselookcarefully，trytorememberwhattheyrewearing.”Suddenlythelightonthebusisout.Itsdark.Andsomethinghashappened.Nowlookatthepicturecarefully，canyoufindoutwhosethingshavebeenstolen?Whoisthevictim?(Explaintheword)Andwhoisthethief?”G

44、ivethemseveralminutestodiscusswiththepartners.Checktheanswer.StepTwoPresentationTeachersays：“LastThursdaytherewasarobbery.MissBrownisthevictim.Shewasrobbedbyaman.Nowthepolicehavefoundfoursuspects.Wouldyoupleaselistentothetapecarefullyandfindoutwhoistherobber？”Playthetape，checktheanswer.Sincethepolic

45、ehavecaughttherobber，theyshouldwriteapolicereportabouttherobbery.Pleasehelpthepolicefinishthereport.(StudentsbookPart5)Checktheanswersandreadit.StepThreePractice1.Askthestudentstofinishadialoguebetweenapolicemanandavictimandreaditout.2.Givethestudentssomeinformationaboutanotherrobbery，askthemtomakea

46、newdialoguejustliketheaboveone.Andactitout.3.Supposeyouarethepolice，andyouwanttocatchtherobberwiththehelpofthepublic.YouneedtowriteaWANTED.LetthemworkinpairsandwriteaWANTED，theycaneitherusetheinformationoftheaboveone，orjustusetheirownopinions.Shoesomeoftheworktoclass.StepFourHomeworkFinishtheexercis

47、esintheworkbook.Trytofindaninterestingdetectivestoryandshareitwiththeclassmates.How do you get to school说课试讲考试复习资料作为一节英语教学竞赛用课，我主要从对这节课的定位、任务目标、教学环节设计、独特的创意和对突发事件的应对等几个方面来说一下这一节课。一、对本节课的定位作为一名从事初中英语教育有近八年的教学实践的青年教师，我认为在“新课程标准”和“新基础教育”的理念的指导下，这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过

48、程的全部欢乐和智慧的体验”。同时，本单元是以话“交通”题材为教学主要内容的新目标Go for it教材典型设计，借助本单元可以给学生在学习方法上以很好的指导，并可以在小空间内进行大规模的扎实、有效的训练。二、任务目标确实定本单元的教学任务是在“交通(transportation)”这一话题下，让学生学会谈论“交通”包括不同的交通方式，到某地的距离以及以某种交通方式到某地所花费的时间等，学习一些文化常识，掌握一定的学习方法，并在大量的、有效的训练中提高学生的听说读写等基本能力。三、教学环节的设计思路本着整体划一，循序渐进，高效有序，并在教学中能不断地深化教学的设计思路来安排本节的每一个环节。一整

49、体划一在本节课中，对于“整齐划一”可以从两点来说明: 首先，本人一直认为作为语言教学，听说读写等能力的训练应该是一个整体，不可分割开来的，因此在教学设计中可以说一个话题，一个训练都蕴含着各种能力的培养；其次，在教学中每一节课都是独立的，但在我的教学设计中每一节课不仅可以独立，更重视它在单元教学整体中的地位与作用。与每一节课内衔接一样，单元教学的整体衔接也很重要。二循序渐进，高效有序本节课从简单的对“How do you get to school in the morning?”的询问入手，引入对重要课文Section A 3a 的复习。通过学生复述这段文字，重点稳固由“How, How lo

50、ng, How far”引导的谈论交通话题的重要句型，并提炼相关的信息形成新的对话，为下一环节作铺垫。即课文Section A 3b 的训练，通过第一、二人称来谈论交通话题的训练，拓展到以第三人称来谈论他人的交通话题，进而让课文Section B 2a, 2b, 2c 的学习水到渠成。然后完成对本节课学习的测试，进行归纳总结本节课的要点。最后，作业一中让学生来完成交通方式的图片收集，是对本节内容的进一步深化；作业二中要求学生做一个调查，并形成调查报告，实际上和测试二一起构成了对Section B 3a 的有效预习。总之，本课从课本入手，用课本内容引出一系列的活动，最终又导向课本，环节紧扣，层次

51、清晰。四、独特的创意本节课的设计中，具有独特创意的地方，可以从以下几个方面来说：第一、独特的环节设计首先面向全体学生进行简单的复习，目的在于稳固几个基本句型。然后把课本中阅读的短文用复述和听力的方式引入，别出心裁。其主要目的在于营造较轻松的语言环境，缓解部分学生对于说写等输出环节的畏惧心理。接下来，从大量的听说引入读写，给学生铺垫知识的过程。既练习口头表达，又稳固了读的成效。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。整个课堂设计由浅入深，循序渐进，难度过渡非常自然。第二、独特的课程深化全面展开训练，重点集中突破，中考真

52、题帮辅，课结影响未尽。首先，在常规的训练之后，又用中考真题来重点训练和稳固所学，不但给学生对本节课的理解有更深一步的认识时机，更为学生的长远学习打下了坚实的伏笔。其次，在对交通的表达方式上的深化，采用了系统归纳，并用同意表达的形式进行训练，有层次，有实效。第三、独特的思维能力训练着重思维能力的训练，围绕话题进行多方面的扩展性的练习，并充分地利用 Listening 和Speaking，引发学生积极思维，以Groupwork和Pairwork等多种形式讨论和操练。最终到达让学生熟练谈论“交通”这一说话能力的目标。并在作业中以预习形式对这一目标进行了延伸。五、掌控好借来的学生由于是借班上课，学生又

53、是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何导入课程，并一步步地由易至难地引入任务，如何帮助学生学习都是关键所在。同时要非常注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利地开展，学生才能在活动中有所得。六、对突发性事件的预案在准备中，充分预料到课堂中可能出现的各种问题，做出相对的预案设计，以便作出灵活的应对，这很重要。对本节课我做了如下的准备：第一，关于课程的衔接问题。英语授课于其他科目不同，尤其是新授课，如果所授内容严重超进度，上课效果一定会大打折扣的！所以，根据竞赛所给的教学进度，我准备了两套教学方案。第二，教学任务量也很关键，

54、少则课程易空，多则不易完成。本节的训练任务在课件的设计中充分地给予了关注。在设计训练题的时候，题增加了很多，并在几个主要的课件页上的背景中都设计了动作，一旦训练任务过多就可以通过动作越过，不会影响教学效果。第三，关于学生的问题。学生不是我的，但由于这是讲课，不是作课，我除了和他们的老师了解了一下这个班学生的英语水平，其他就不再多说了，但也作了一定的预计。其他方面的内容我也准备了一些，但可能不会用到。总而言之，作为一堂教学竞赛课，我的准备应该说较为充分，对课的认识也可以说很深入，但讲好一堂课，所需要的不仅仅是这些，这是我知道的Unit5 L18 说课说课试讲考试复习资料一、教材分析： .教材的地

55、位及作用：第二册第五单元第二节课，本单元围绕做“比较”( Makingcomparison) 这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some，few的比较。通过学习的比较等级，进一步加深比照较等级的语法现象的理解和运用。同时通过some，few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。.教学目标：知识目标、能力目标、德育目标 知识目标： ()学习、掌握some，few的比较等级； ()学习单词strong。 能力目标：提高学生听、说、读、写及知识自学的综合能力。 德育目标：教育学生热爱劳动。不劳无获(No

56、pains，no gains)。 确立教学目标的依据： 根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。 .重点与难点： 重点：学习表示数量some， a few的比较等级。 难点：some， a few的比较等级在实际生活中的应用。 确立重点与难点的依据： 根据教学大纲的要求，及本课在教材中所处的地位和作用。 二、教材处理： 根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到农场里。同时激发学生学习兴趣，使学生在参与农场的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而到达稳固知识的目的。 三、教学方法： 通过五步教