仁愛9年級上冊英語教學設計

作爲一位無私奉獻的人民教師，時常需要準備好教學設計，教學設計以計劃和佈局安排的形式，對怎樣才能達到教學目標進行創造性的決策，以解決怎樣教的問題。那麼大家知道規範的教學設計是怎麼寫的嗎？以下是小編收集整理的仁愛9年級上冊英語教學設計，歡迎閱讀，希望大家能夠喜歡。

仁愛9年級上冊英語教學設計1

一、學情分析：

從整體情況來看，九年級一、二班學生英語基礎較差，優生有幾個，後進生也較多，導致兩極分化嚴重。我對學生學習情況和學生性格都比較理解，這樣更容易調整教學方法，更容易走進學生的內心。有一部分男生比較懶散，學習不太主動，書寫很差，希望在這最後一年初中生活中，有所改變。

二、教材分析：

九年級英語採用人教版新目標英語，是改版後的第一次使用。九年級共安排有十四個單元，上學期完成十二個單元。各單元話題靈活有趣，貼近學生生活實際。本冊書將學習的一些語法知識點有：賓語從句，被動語態，情態動詞，定語從句，等。同時每個單元都增加了文化背景知識和學習策略，並增加了任務型學習成分與語篇輸入，提供了一篇具有跨文化內容的閱讀文章及相關的練習，用以訓練學生的閱讀能力，擴大學生的閱讀量。

九年級英語是人民教育出版社出版的新目標英語，本冊書依然是分爲SectionA、SectionB、Self-check，其中A部分爲新課呈現，B部分爲拓展延伸，教材編排有以下目的：

1、要使學生受到聽、說、讀、寫、英語的訓練，掌握最基礎的語言知識和語言技能以及培養初步援用英語交際的能力;養成良好的外語學習習慣，掌握學習外語的基本方法;爲進一步學習和運用英語打下紮實的基礎。

2、使學生明確學習英語的目的性

3、培養初步運用英語交際的能力和自學能力。

三、本學期的指導思想：

要面向全體學生，關注每個學生的情感，激發他們學習英語的興趣，幫助他們建立學習的成就感和自信心,培養創新精神;整體設計目標，體現靈活開放，目標設計以學生技能，語言知識，情感態度，學習策略和文化意識的發展爲基礎;突出學生主體，尊重個體差異;採用活動途徑，倡導體驗參與，即採用任務型的教學模式，讓學生在老師的指導下透過感知、體驗、實踐、參與和合作等方式，實現任務的目標，感受成功;注重過程評價，促進學生髮展，建立能激勵學生學習興趣和自主學習能力發展的評價體系。總之，讓學生在使用英語中學習英語，讓學生成爲GoodUser而不僅僅是Learner。讓英語成爲學生學習生活中最實用的工具而非累贅，讓他們在使用和學習英語的過程中，體味到輕鬆和成功的快樂，而不是無盡的擔憂和恐懼。

四、教學任務與教學目標：

根據國家教委頒發的《九年制義務教育全日制初級中學英語教學大綱》。透過訓練學生的聽、說、讀、寫，使學生掌握最基本的語言知識和語言技能，從而培養學生初步運用英語進行交際的能力;寓教於樂，使學生養成良好的外語學習習慣，爲將來的學習打下堅實的基礎。

以教材爲載體，密切結合教材，在課堂上努力創設各種情景夯實語言知識及語言技能，從而激發學生主動學習英語的興趣，提高學生的記憶、觀察、思維及想象能力，爲學生的終身學習奠定基礎。

五、教學措施：

1、依據學生基本情況，逐步激勵學生對英語產生學習興趣。

2、重視課堂教學質量，逐步提高學生英語交際能力。

3、有意識培養學生聽力、表述、朗讀、書寫和作業的基本能力。

4、重視思維過程系統編排，由淺入深，由易到難，由已知到未知，循序漸進，點面結合，逐步擴展，循環往現，以加深影響。

六、教學方式與學習方式的設想：

1、教學應面向全體學生，注重對學生進行運用英語能力的培養，力爭人人都有進步;

2、對學生因材實教，尊重學生個體差異，力爭讓不同學生全面發展;

3、採用“任務型”活動教學，鼓勵學生參與體驗與交流，力爭讓學生增強對英語的學習興趣;

4、充分利用課堂作業與課外作業，嚴格要求學生抓好落實，強化所學，力爭讓每位學生皆有所獲。

七、滲透德育的總體構想：

1、認真鑽研教材和課標，利用備課組的集體智慧精心備課，明確每堂課的基礎內容和拓展內容，滿足不同層次學生的不同需求，做到上好每一堂課。

2、充分利用多媒體教學設備，加強直觀教學，提高課堂教學效率。

3、課後多與學生溝通，瞭解學生學情，及時得到反饋資訊，以利於改進教學中存在的問題和不足。

4、在課堂上積極開展豐富多彩的英語活動，提高學生興趣。如英語演講比賽、單詞聽寫比賽、朗讀比賽、英語句子接龍比賽、唱英文歌曲等。

5、課後加強個別輔導與答疑，做好培優補差。

6、不斷學習，加強自身素質和業務能力的提高。

仁愛9年級上冊英語教學設計2

一、指導思想：

1、在教學過程(本文來自)中要面向全體學生，激發他們學習英語的興趣，幫助他們建立學習的成就感和自信心，使他們在學習過程中發展綜合語言運用能力，提高人文素養，增強實踐能力，並培養他們的創新精神;

2、突出學生主體，尊重個體差異，讓學生在老師的指導下構建知識，提高技能，活躍思維，展現個性，發展心智，拓展視野。

3.、不僅注重知識目標的實現，更要在教學過程中注重實現能力目標，注重學生的情感、態度和價值觀的培養。

4、在教學過程中採用自主學習方式，充分發揮學生的主觀能動性。

二、教材分析：

本套教材採用任務型語言教學模式，融匯話題、交際功能和語言結構，形成了一套循序漸進的生活化的學習程序。本冊書對原書的結構與內容作了適當的調整，增加了複習單元、文化背景知識和學習策略等部分，並增加了任務型學習成份和語篇輸入。本書每個單元都列出明確的語言目標、主要的'功能項目與語法結構、需要掌握的基本詞彙，並分爲A和B部分。A部分是基本的語言內容，B部分是知識的擴展和綜合的語言運用。每個單元還附有SelfCheck部分，學生可用來自我檢測本單元所學的語言知識。

教學目的：

1.要使學生受到聽、說、讀、寫的訓練，掌握最基礎的語言知識和語言技能以及培養初步運用英語交際的能力;養成良好的外語學習習慣，掌握學習外語的基本方法;爲進一步學習和運用英語打下紮實的基礎。

2.使學生明確學習英語的目的性，

3.培養初步運用英語交際的能力和自學能力。

具體目標：

針對實際情況，我制定了以下二方面的教學目標：

1.語言技能：

聽：

(1)能聽懂課文大致內容;

(2)能抓住簡單語段中的觀點;

說：

(1)能使用恰當的語調和節奏表達課文大意;

(2)能經過準備就一般話題作短暫表達

讀：

(1)能理解閱讀材料中不同的觀點和態度;

(2)能識別不同文體的特徵;

(3)能透過分析句子結構理解難句和長句;

寫：

(1)能簡單寫出連貫且結構較完整的句子，

(2)能默寫課文;

(3)能在寫作文中基本做到文體較規範、語句較通順;

2.語言知識：

語音：

(1)逐步做到語音、語調自然、得體;

(2)根據語音辨別和書寫不太熟悉的單詞或簡單語句。

詞彙：

(1)運用詞彙描述比較複雜的事物、行爲和特徵，說明概念等;

(2)儘可能學會使用規定的習慣用語或固定搭配。

語法：

(1)進一步掌握描述時間、地點、方位的表達方式;

(2)進一步理解、掌握比較人、物體及事物的表達方式;

(3)使用適當的語言形式進行描述和表達觀點、態度、情感等;

(4)學習、掌握基本語篇知識並根據特定目的有效地組織資訊。

三、學情分析：

今年的學生的基本情況較差，部分學生已經對英語失去了信心，還有一部分學生覺得英語越來越難，漸漸力不從心了，不感興趣了，上課的注意力也不集中了，發言也不是很活躍。另外，學生在情感態度,學習策略方面還存在諸多需要進一步解決的問題。針對這種情況，教學的時候需要注意在備課中增加趣味性，以此來提高學生對英語學習的興趣。同時，注意學生好的學習習慣的養成。

四、教學具體措施：

1、摸清學生基本情況，逐步激勵學生對英語產生學習興趣。

2、重視課堂教學質量逐步提高學生英語交際能力。

3、有意識培養學生聽力、表述、朗讀、書寫和作業的基本能力。

4、重視思維過程系統編排，由淺入深，由易到難，由已知到未知，循序漸進，點面結合，逐步擴展，循環往現，以加深影響。

5、認真貫徹晨讀制度：規定晨讀內容，加強監督，保證晨讀效果。

6、加強對學生學習策略的指導，爲他們終身學習奠定基礎。

仁愛9年級上冊英語教學設計3

Section A(1a-2c)

學習目標

1.透過交流和表達，進一步掌握學習英語的技巧與方法。

2.掌握下列知識點：

■重點詞彙：f1ashcard，vocabulary，pronunciation，a1oud

■重點短語：①study for②make flashcard③make vocabulary lists④ask the teacher forhelp

⑤read aloud ⑥study with a group

■重點句型：①How do you study for a test? ②What abou tlistening to tapes?

■語法：by+μing的用法

預習導學

預習單詞，完成下列各詞。

1.抽認卡

2.詞彙

d(近義詞)

4.發音(名詞)

(反義詞)

6.1isten(現在分詞)

y(過去分詞)

8. (如何)do you study for a test?

合作研討

一、重點單詞與短語

unciation n.發音;發音法，其動詞形式pronounce

【跟蹤訓練】

(1)她認識很多法語單詞，但發音不正確。

She knows a lot of French;words，but them incorrectl.

d adv.出聲地;大聲地

例如：read aloud大聲朗讀

【辨析】aloud/loud/loudly

aloud出聲地;大聲地。常與read，cail等動詞連用，loud高聲地;大聲地;喧鬧地。常用於talk，speak等動詞之後;

loudly高聲地;喧鬧地。一般可以和10ud互換，但含有“吵鬧”的意思。

【跟蹤訓練】

(2)老師要求我大聲朗讀課文。

The teacher asked me to the text .

(3)請大聲點說，以便我能聽清楚。

Please so that I can hear you clearly.

(4)不要這麼大聲說，嬰兒在睡覺。

Don't so baby is sleeping.

…向某人請求

例如：ask the teacher for help向老師請求幫助

(拓展)ask do sth.請求某人幹某事

ask to do sth.請求某人不要幹某事

【跟蹤訓練】

(5)他們向我求助，

They me help.

... to...太……而不能……

【拓展】...可以與(如此……以至於……)或

Enough to do...(足夠……以至於……)轉換。

【跟蹤訓練】

(6)The problem is so difficult that I can’t work it out。

(同義句轉換)

The problem is difficult work out.

5.a lot表示程度，作狀語，意爲“很;非常”

【拓展】a lot of=lots of許多;很多。修飾可數名詞複數與不可數名詞。

【跟蹤訓練】

(7)我有許多有趣的書。

I have interesting books.

二、重點句型與語法

■句型

What about reading a1oud to practice pronunciation?

透過大聲朗讀來練習發音怎麼樣?

【精解】What/How about...?

用來徵求意見或詢問有關情況，意爲“……怎麼樣”，about後跟名詞、代詞或動名詞。

【拓展】提建議的其他表達方式有：

(1)Let’s do... (2)Shall we do...?(3)Why don't you.../Why not do...?

(4)Would you mind doing...?(5)You should...(6)You’d better(not)do... ?

【跟蹤訓練】

(8)出去散散步好嗎?

going out for a walk?

(9)那個電視劇怎麼樣?

the TV play?

(10)我是北京人，你呢?

I am Beijinger. you?

■語法

“by+υing"短語

“by+υing"短語的含義是“透過……;憑藉……”，其中by爲介詞，後面常接動名詞短語，表示透過做某事而得到某種結果;在句中常用作方式狀語，表示的方法、手段等比較抽象。

例如：The old woman makes a living by collecting and sellingwastes.那個老婦人以收廢品和賣廢品謀生o

【跟蹤訓練】

(11)—How do you study English So well?

— reading 1ots of books。

當堂檢測

Ⅰ.用所給單詞的適當形式填空

study by (work)with a group.

is agreat way (1earn)a 1anguage.

about (read)a1oud (practice)pronunciation and intonation?

Ⅱ.根據漢語提示完成句子

you ever (和朋友一起練習對話)friends?

5.I study English (透過製作)f1ashcards.

6. (怎麼樣)1istening to tapes?

7.這個問題太難了，我理解不了。

It's hard me this question.

8.朗讀能提高你的口語。

can your spoken English.

課後練習

1.根據句意及首字母提示完成單詞

1.I can’t get the p of the word right.

ing a in the morning is a good way to 1earn English well.

1earns English bymaking v 1ists。

you 1earn English by w English-1anguage videos?

5.I often listen to tapes to i my listening skills。

Ⅱ.閱讀理解

ManyChinese students don’t paymach attention to(注意)spoken English think it necessary to practicespeaking English in class，but not outof is a story to show you how important it is to speak the Eng1ishlanguage freely in daily life.A foreigner once got hungry and went into arestaurant in sat down at a the waiter came，he opened hismouth，put his nngers into it and took them out again in Order to express that hewanted something to eat forhe could not speak waiter soon brought acup of man shook(搖動)his head。The waiter then took away the tea andbrought a cup of man shook his head tried again andagain，but he wasn’t able to make the waiter understand lly，nother mancame spoke English clearly and a few minutes，there was a largeplate of meat and vegetables on the table before him.

Sl you see a man often goes hungry if hedoesn’t master(掌握)a foreignlanguage.

根據短文內容，判斷下列句子正(T)誤(F)

( )ese students pay little attention to spoken English.

( ) students only practice speaking English in class.

( ) story happened in a restaurant in New York.

( ) man wanted to eat something because he was hungry.

( )her man spoke English very well.

仁愛9年級上冊英語教學設計4

Unit 11 Could you please tell me where the restrooms are?

The First Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects(1) Key Vocabulary: restroom, shampoo, stamp

(2) Target Language: Excuse me. Can you please tell me where I can get adictionary?

Sure. There’s a bookstore on River Road.

2. Ability Objects: 1)Train students’ listening ability.

(2)Train students’ communicative competence.

Teaching Step 1: Revision

T: You’re new to this school. You need to know where the main office an you ask where the main office is?

S1: Where’s the main office?

T: That’s one way to ask. But there is a more polite way you can ask. Youcan say, "Can you tell me where the main office is?" Class repeat. Can you tellme where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct. Now let’s say you want to know where Classroom 1 is. Howcan you ask?

S2: Can you tell me where Classroom 1 is?

T: Good! There’s another polite way you can ask: Could you tell me how toget to Classroom 1? Class repeat. Could you tell me how to get to Classroom1?

Ss: Could you tell me how to get to Classroom 1?

T: That’s right. Very good.

Step Ⅱ 1a

Go through the instructions with the class.

Read the list of things to the class. To review the meaning of each item onthe list, invite different students to say each phrase in their own words.

Point to the lettered parts of the picture one by one.

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the nameof the one in our community?

Point out the sample answer. Say, The letter c is in front of the words buyshampoo because you could buy shampoo in a department store. There may be morethan one correct answer for some blanks.

While students are working, move around the room offering help asnecessary.

Step Ⅲ 1b

Read the instructions to students. Point out the two conversations that areshown in the picture.

As you listen, fill in the blanks with words you hear in the recording.

Play the recording the first ents only listen.

Play the recording a second time ask them to fill in the blankswith the words you hear.

Check the answers with the whole class.

Step Ⅳ 1c

Read the instructions to the class.

Point out the list of things people need and the pictures of the places inactivity 1a. Say. Look at activity la. Have a conversation with a partner. Askyour parter politely where you can do these thing and then answer your partner’squestions.

As students work, listen to some pairs in order to check the progress andhelp with pronunciation as needed.

After students have had a chance to practise several exchanges, ask somepairs to come to the front of the classroom and act out their conversations.

The Second Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects: 1) Key Vocabulary: escalator, furniture, exchangemoney, elevator

(2) Target Language: Excuse me. Do you know where I can exchange money?

Sure. There’s a bank on the second floor. Take the escalator to the secondfloor and turn right. The bank is next to the bookstore.

2. Ability Objects

(1)Train students’ listening ability.

(2)Train students’ communicative competence.

3. Moral Objects

If someone asks you how to get to the place he wants to go to, you shouldtell him the way correctly.

Ⅱ. Teaching Key Points

1. Key Vocabulary

exchange money

2. Target Language

Excuse me. Do you know where I can exchange money?

Sure. There’s a bank on the second floor.

3. Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office?

Can you please tell me where I can get a dictionary?

Ⅲ. Teaching Difficult Points

1. Indirect questions.

2. How to improve students’ listening ability.

Ⅳhing Procedures

Step Ⅰ Revision

Check homework.

Step Ⅱ 2a

Read the instructions and point to the list of directions.

Get students to name the items in the picture such as escalator, elevator,shoe store, and so on.

Play the recording. Students only listen.

Tell them that the picture may help them understand what they arehearing.

Play the recording again. This time ask students to write a number next tofour of the directions.

Check the answers with the whole class.

Step Ⅲ 2b

Point to the picture. Say, now you will hear the recording again. This timeshow where the boy went as he followed the directions to the drug store. Draw aline on the picture in your book.

Play the recording again and ask students to draw the line on their k the answer with the class.

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to theclass.

Read the instructions aloud. Say. Make conversations using informationabout the places in the picture with your partners.

As students work, move around the classroom checking the progress of thepairs and offering help as needed.

Ask one or two pairs to say their conversations to the class. Ask the restof the class to look at the picture as they listen.

Step Ⅴ Homework

Ask the students to write three sentences with the starters of thestructures.

The Third Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects: (1) Key Vocabulary

hang out, fresh, advantage, disadvantage, block

(2)Target Language: Go out the front door and take a right. Walk aboutthree blocks. Go past the park, and turn left onto Oak Street.

3. Moral Objects

Anything has both advantages and disadvantages. We should treat everythingcorrectly.

Ⅱ. Teaching Key Point

Train students’ listening, speaking, reading and writing ability.

Ⅲ. Teaching Difficult Points

How to improve students’ integrating skills.

Ⅳ. Teaching Procedures

Step Ⅰ Revision: T: Yesterday we learned the structures.

Do you know where…? Could you tell me how to get to…? Can you please tellme where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions. Point out the blank lines under the words Advantagesand Disadvantages below the interview.

You will write your answers in these blanks.

Read the first two sentences at the top of the article.

Explain that the interviewer will talk to several teenagers.

Get students to read the interview on their own quickly.

When they have finished, ask if there are any words or sentences they don’tunderstand. If there are, explain them.

Ask students to read the interview again and write the advantages anddisadvantages. Check the answers with the whole class.

Step Ⅲ 3b

Read the instructions. Point out the conversation in the box and invite twostudents to read it to the class.

Point out the list of advantages and disadvantages in Activity 3a. Say, Youcan use these items and any other items you can think of as you talk aboutplaces you usually hang out.

Ask students to work in groups of four or five. As they work, move aroundthe classroom helping the groups as necessary. Make sure they talk about bothadvantages and disadvantages.

Ask several groups to act out part of their conversation to the class.

Step Ⅳ 4

Read the instructions to the class. Get students to look back at thepicture and activities on the first page of this unit.

Point out the sample language in the box. Invite a student to read it tothe class.

Ask students to say the names of some stores and other places in thecommunity and write them on the board. Say,

Each group can choose three of these places to write about, or you canchoose another place you know of

Write careful directions from the school to each place, but do not say thename of the place. You can use the words this place instead. In order to helpstudents work, draw a simple map showing the school and several nearbystreets.

When the groups are ready, they read their directions to the class and theother students guess the name of the place they are talking about.

Step Ⅴ Homework

1. Ask students to choose two places in the community and write carefuldirections from the school to each place.

2. Finish off the exercises on pages 46～47 of the workbook.

The Fourth Period

Ⅰ. Teaching Aims and Demands: 1. Knowledge Objects(1)Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive(2)Target Language

Can you tell me where there’s a good place to eat? Of course. What kind offood do you like?

2. Ability Objects

(1) Train students’ writing and speaking ability.

(2) Train students’ ability to understand the target language in spokenconversation.

(3) Train students’ ability to use the target language.

Ⅱ. Teaching Key Points 1. Key Vocabulary convenient, safe, restroominexpensive

2. Target Language Can you tell me where there’s a good place to eat?

Of course. What kind of food do you like?

Ⅲ. Teaching Difficult Points

1. How to improve students’ writing and speaking ability.

2. How to use the target language.

Ⅳ. Teaching Procedures

Step Ⅰ Revision Check homework.

Step Ⅱ 1a Go through the instructions with the class.

Read the words in the box to the class and ask if there are any of thesewords that students don’t understand. If so, help students to explain themeaning of the word.

Then read the instructions again and point out the sample answer. Get astudent to read the sample answer to the class. Point out that students can alsowrite other words after the word clean.

Ask students to write words from the box in the blanks on their own. Helpstudents if needed.

Correct the answers by having students read what qualities he or shelisted.

Step Ⅲ 1b Read the instructions to the class.

Point out the example in the box. Invite two students to read it to theclass.

Now work with a partner. Look at the words in the box and use them to talkabout places in your own city. As students talk, move around the classroomchecking their work. Offer language support as needed.

Invite several pairs of students to say their conversations to theclass.

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening. Ifnecessary, explain that the scene shows a family on vacation. They are askingthe man for information about various things to do in Sunville.

Go through the instructions and point to the chart.

Play the recording. Students only listen the first time.

Play the recording again. Ask students to write the places people askabout.

Check the answers with the whole class.

Step Ⅴ 2b

Read the instructions and point to the chart.

You will hear the same recording again.

This time listen carefully to the answers the cleck gives. Write theanswers in the blanks alone.

Point out the sample answer.

Play the recording again. Ask students to write their answers in theblanks.

Check the answers.

Step Ⅵ 2c

Point to the sample conversation. Invite two students to read it to theclass.

Read the instructions. Role play the conversations you hear on thetape.

Get students to work in pairs. Move around the room checking the progressof the pairs and offering help as needed.

Ask one or two pairs to say their conversations to the class.

Step ⅦHomework

Talk about some places using the words in la, then write down theconversations.

仁愛9年級上冊英語教學設計5

一、指導思想

以“英語課程標準”爲宗旨，適應新課程改革的需要，面向全體學生，提高學生的人文素養，增強實踐能力和創新精神。正確把握英語學科特點，積極倡導合作探究的學習方式。培養學生積極地情感態度和正確的人生價值觀，提高學生綜合素質爲學生全面發展和終身發展奠定基礎。

二、英語教學總目標

努力提高特優率、高分率、及格率和得分率。提高學生記憶單詞和詞彙短語的能力，改變學生對閱讀的恐懼感，從最簡單的短文練起。讓學生能聽懂教師對有關熟悉話題的陳述並能參與討論。能讀懂七至八年級學生閱讀的簡單讀物和報紙雜誌，克服生詞障礙，理解大意。能根據閱讀目的運用適當的閱讀策略。能與他人合作，解決問題並報告結果，共同完成學習任務。能在學習中互相幫助，克服困難。能合理計劃和安排學習任務，積極探索適合自己的學習方法。在學習和日常交際中能注意到中外文化的差異。

三.教材簡要分析

《新目標英語》九年級(全一冊)，全書共有十五個單元，本教材各單元話題靈活，貼近生活實際。本冊書將學習到的一些語法知識點有:被動語態、過去完成時態、情態動詞、賓語從句、定語從句和構詞法等。同時每個單元A和B部分都提供了一篇閱讀文章，用以訓練學生的閱讀能力，擴大學生的閱讀量。

四、學情簡要分析

本人擔任初三年級一個教學班，共有學生人數XX人。透過初中兩年的英語學習，大多數學生已能聽懂有關熟悉話題的語段和簡短的故事。能與教師或同學就熟悉的話題交換資訊。能讀懂短篇故事，能寫便條和簡單的書信。但由於各種因素的影響，學生髮展參差不齊。有兩極分化現象，有少數學生因爲基礎不夠好，學習很吃力而自暴自棄，有的因此擾亂課堂紀律，這給教學帶來不少困難。

五、提高教學質量(此文來自)的可行措施及教改措施

一)、面向全體學生，注重素質教育。

二)、以學生爲主體，尊重學生個體差異。