【正文】 這些都是我要思考的問題。到底作為一名教師應(yīng)該用何種姿態(tài)面對學(xué)生。而討論課是在考驗老師對整個課堂的駕權(quán)能力，在平時教學(xué)活動中，經(jīng)常有學(xué)生在討論課時不用英語，或者是說與本堂課毫無聯(lián)系的話題，這需要老師時常督促。英語學(xué)習(xí)的特點決定了討論法在英語課堂教學(xué)中的特殊意義。課堂應(yīng)當(dāng)是學(xué)堂，是學(xué)生學(xué)習(xí)的天堂。計算機輔助教學(xué)使教學(xué)方法的運用有了廣闊的天地。例如當(dāng)今流行的（電子郵件）,surf on the internet（網(wǎng)上沖浪）,clone（克隆）,netizen（網(wǎng)民）等。英語教材只是學(xué)生學(xué)習(xí)英語的基礎(chǔ)、媒介，學(xué)生要學(xué)好英語就必須融入英語的海洋，跟上英語發(fā)展的步伐。 教師觀念轉(zhuǎn)變的第二個方面是：由以本為本向以用為本轉(zhuǎn)變。作為一名英語老師，是應(yīng)該懂得如何在這兩點找到一個平衡點。這次中學(xué)英語教材的改革為教師觀念的轉(zhuǎn)變奠定了基礎(chǔ)。英語教師要轉(zhuǎn)變的第一個觀念是：英語教學(xué)不是語言知識的教學(xué)而是言語技能的教學(xué)。 英語的課堂教學(xué)應(yīng)當(dāng)反映這種特點，以用為主，樹立一種“大英語教學(xué)觀”，讓英語教學(xué)走出課堂，走向社會。t like, love, like Ask students to take out a piece of paper and write their opinions on the paper. Ask some individual students to read their opinions to the class. 課學(xué)反思初中英語教學(xué)反思英語教學(xué)作為一門語言的教學(xué)，其主要是培養(yǎng)學(xué)生的言語技能，即運用語言的能力，因此其課堂教學(xué)具有不同于其他課程課堂教學(xué)的特點。t stand, don’t39。t stand Ask students to write 5 or more new words in their vocabbuilder Step 2: Reading and writing Point to the picture in Part 3. Ask students to talk about what they see in the picture. Ask a student to read what Rose Smith says to the class. Then ask students: Do you agree with her? Let students talk about their own opinions in pairs about the idea that old people can39。t mind, don39。t like, can39。s article again. Fill in names of the students in the chart on Page 87. Check the answers. (watch)Gina Taylor loves. Ann Rice doesn’t mind. (key ring) Jack Smith likes (sunglasses) Ann Rice likes, Jerry Green likes (scarf) Jordan can’t stand (wallet)William Jones loves (belt) everyone loves Step 6: Writing Teacher reads the letter to class and call their attention to the blanks. Students look at the pictures in activity 1a on Page 68. Complete the letter with their own opinions. Use the words like, love, don39。t stand. 5. Check the answers: Carol: loves, likes, can’t stand, loves, Paul: doesn’t mind, likes, doesn’t like, likes Step 5: Reading Ask students to read the article in 3a individually. At the same time, students get ready to answer the following questions: What did Maria Lee do this week? Who likes the key ring / the sunglasses? Who loves the wallet / the watch? Who can39。t mind, doesn39。 mind it. Do you like the sunglasses? A: Yes, I like them. B: What does your father think of the watch? A: He can39。t stand .... Step 2: Presenting Call students attention to the six pictures in 1a. Teach them the new words and let them repeat. Show students some real objects used in daily life and let students shout out their names as quickly as possible. Ask students: What do you think of ...? students use the verbs they learned to answer. Step 3: Practicing Activity 1 Call students attention to the six words in 1a. Let students read them loud together. Students look at the pictures。s magazine? Here are their likes and dislikes. Teaching procedures Step 1: Making a revision Show some real object used in daily life and ask them What do you think of ...? Do you like ...? What about ...? Show students some school things and let students talk about their likes and dislikes. for example: I like color pencils. I don39。發(fā)現(xiàn)問題，提出問題，自己著手解決問題。小組收集有關(guān)in on 的其他用法。 以上所學(xué)內(nèi)容著重于對方位介詞的理解與應(yīng)用。3. 結(jié)尾出人意料。教師作為評分者。要求學(xué)生展開想象，盡可能使用介詞及there be 句型。4. 編寫短劇。（提出there be 句型的小組加雙倍的分值）補充說明：教師做示范。題目自擬。根據(jù)記憶重述圖片。一人根據(jù)錄音聽力畫圖，一人根據(jù)圖片作文字描述。3. 反復(fù)操練。提供一張圖片，讓學(xué)生盡可能地用到介詞。教學(xué)大綱的教學(xué)目的要求學(xué)生了解文化差異，了解英漢之間的文化差異是為了提高學(xué)生的學(xué)習(xí)自覺性。這種復(fù)習(xí)方法在于培養(yǎng)學(xué)生在無法預(yù)先準(zhǔn)備的真實情況下運用英語的能力。在復(fù)習(xí)時，教師是位”強化記憶者“。