教学设计是把教学原理转化为教学材料和教学活动的计划，老师要要善于捕捉教学的闪光点，写好教学设计，下面是365文档网小编为您分享的英语教学设计模板6篇，感谢您的参阅。
英语教学设计模板篇1
一、教材分析：
本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标:
1.知识目标:
引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2.能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3.德育目标：
用含过去分词的句子结构表达思想感情。
四、教学重点:
1.过去分词的用法. 2. 过去分词的运用
五、教学难点:
1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2. 过去分词在真实的生活语境中的使用。
六、教学策略:
通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略:
本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
八、教学用具：
多媒体辅助(将本课所需要的图片、文字等制成ppt课件)
九、 教学过程：
step 1 greeting step 2 leading-in
1. get students to enjoy a story read by a student. while listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember.
it was snowing and very cold outside. a little girl was walking in the street, selling matches. she didn’t wear any shoes because she . she but nobody bought a single one. she was so cold that she sat in a corner . she lit a match and saw a christmas tree the and she . she lit another one and saw her grandmother. , her grandmother went away with her .the next day, people 2. brainstorming
what is the past participle? in your opinion, what role does the past participle play in the sentences?
设计说明：
1. 教师首先展示安徒生的《卖火柴的小女孩》图片和文本，然后请一位学生有感情的朗读，教师通过多媒体呈现图片和学生的朗读，目的是对学生的视觉和听觉作一个冲撞，吸引学生的注意力，并激发起好奇心。
2.利用新颖和形象的图片导入，让学生边听边记，最后考查学生记住几个过去分词，符合中学生的挑战心理，激发它们的学习热情，从而引出本节课的话题--过去分词。再者通过头脑风暴有利于学生参与教学活动，进行讨论和对话活动，激活学生的知识背景。
step 3 discovering the useful structures
1.find out the past participle, and tell what role the past participle play in the sentences.
(1) 动词-ed形式作______
…there were lots of matches
…saw a christmas tree the candles were burning brightly…
(2) 动词-ed形式作______
she looked very
…and she seemed
(3) 动词-ed形式作
…she had her shoes
…she wished all her matches …
…she sat in a corner with her legs …
…people saw the girl …
(4) 过去分词在句中作
, her grandmother went away with her .
设计说明：
通过叙述式和游戏式，引导学生利用过去分词形式解释所设置的文本信息，借助小组竞赛，实现生生互动、师生互动，将过去分词形式用作定语、表语、宾语补足语、状语的各种结构进行归纳。
2. brainstorming
work in pairs to discuss the following questions.
(1) do you have any puzzles in using the past participle?
(2) do you know the differences between the past participle and the present participle?
3. work in pairs to tell what the differences between the past participle and the present participle.
read and compare
(1)the gentleman called chen kaichi is our intern teacher(实习老师).
(2)the people sitting behind the classroom are all english teachers.
过去分词与现在分词作定语的区别:过去分词强调动作___________, 现在分词强调动作___________。
(3) i saw her taken out of the classroom.
(4) i saw her coming into the classroom.
过去分词与现在分词作宾补的区别: 二者与宾语逻辑上都是主谓关系, 但过
去分词强调他们之间的___________, 现在分词强调他们之间的_____________
(6) seen from the top of the hill, the city looks more beautiful to us.
(7) seeing from the top of the hill, we find the city very beautiful.
过去分词与现在分词作状语的区别：过去分词主句的主语之间是。 而现在分词与主语的主语之间是。
设计说明：
1、通过文字所描绘的语境，引导学生在运用中掌握过去分词，并共同回顾、归纳过去分词的用法，引导学生自己发现问题、分析问题、解决问题。
2、通过下列文字所描绘的情境，使学生在形象化、真实化的语境中明白过去分词和动词-ing充当定语、宾补、状语的异同。这项操练活动大大训练了学生的发散思维，又锻炼了思维能力与快速反应能力，还加深了对所学语法现象的理解。
step 4 practising
how much do you know about “the past participle”? can you use it correctly? let’s have a try.
(divide students into four groups and have a competition: each group has two chances to choose the exercise to do .if the answers are correct ,the group will get the points. if the group fail , other groups will have the chance .)
一. 完成句子
2. of show about family is more popular.
二.单选题
1. as is known to us all, traveling is____, but we often feel_____ when we are back from travels.
a. interesting; tiredb. interested; tiring c. interesting; tiring d. interested; tired
2. he found a magazine _____ with the owner’s name_____ on the desk with the back cover _____ off.
a. marking, lying, torn b. marked, lying, torn
c. marked, laid, tearing d. marking, laying, tearing
3.______ the room, the man found the phone______ .
a. entering; stealingb. entering; stolen
c. to have entered; being stolend. having entered; to be stolen
三.单句改错
1. having not seen the film, i can’t tell you what i think of it.
2. the men worked for extra hours got an extra pay.
3. knowing little english, he had trouble making himself understanding.
4. do you notice the girl dressing a red coat?
5. giving more time, we could do it much better.
四.用分词结构美化句子
1.发现学生下午昏昏欲睡的样子，老师竭尽所能来激发(arouse)他们的兴趣。 arouse their interest.
用分词结构
the teacher did everything he could to arouse their interest.
2.这本用简易英语写成的书很容易读懂 用分词结构
the book
五.把下面的打乱的词或词组连串成句
a group of students , the teacher, the office, followed, by , entered
moyan , stood there, surrounding , many , reporters
六.短文填词
country. now he lives in the countryside. with his wife , he is taking a walk on the path(小路) happy.
七.完型填空
i am robinson crusoe. i have been alone on the island for two weeks. i don’t know by, but i couldn’t make . the other day, i was see a small house in the . there was nobody there. i am still alone!
1. a. cuted b. cutc. cutting d. to cut
2. a. pastb. passedc. passing d. to pass
3. a. hearing b. understood c. heard d. understanding
4. a. delighted b. disappointed c. interested d. confused
5. a. breakingb. to break c. broken d. break
设计说明：
1.新课程呼唤英语教学回归生活，强调课程从学生的学习兴趣和生活经验出发，因而设计时选择了学生熟悉事物作为话题，引导学生运用目标语言结构。
2.任务型活动：通过学生小组活动、小组竞赛的形式，激发参与学习过程的热情和竞争意识。合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组随机选题竞答游戏活动，激发学生的参与意识和学生的挑战意识。
英语教学设计模板篇2
首先是思想方面的，作为一名小学老师，总是把自己的工作看得非常渺小，而忽略了自己的专业精神，陈老师的报告让我重新认识了自己的职业，应该抱着科学的态度和钻研的精神来对待，不断丰富自己的专业知识，不要放弃理论知识学习和前沿思想的补充，与时俱进，尤其是我们农村学校，要想摆脱落后的局面，更应该接受新思想，进行大胆改革。我们作为普通的老师，首先要从思想上认识到这一点，积极改进，才能适应这种变革。
其次，是自己专业发展方面的问题，从学校毕业7年了，工作的这6年，在教学技能上有很大提高，但是说起专业知识，很令人惭愧，也许是觉得找到工作了就可以摆脱枯燥的书本理论了，或者说觉得技能才是更实用的，所以放弃了理论学习，原有的一点点理论知识早已模糊不清了，现在看来，理论的学习还是所有技能的根基，只有接受一些科学的教育思想，才能站在更高的高度来看待教学，看待学生的发展。一堂课要思考三个问题“我要把学生带到哪里去”，“我怎样把学生带到那里”，“我是否把学生带到那里了”来总结本次报告的主要内容，也就是“教、学、评价”的根本，对我的日常教学很有指导作用，把握好这几点，才是一个有效的课堂，不仅要关注知识的掌握，更应意识到方式方法，学生的身心发展。
为了准备一节别开生面的公开课，曾经想尽办法把它搞得花里胡哨，其实没有真正思考，这种做法是否有效，看似热闹实际是舍本求末了，我觉得基于标准的教学根本就是提高课堂效率，而不是效果，也许它朴实无华，但是它一定是精心设计，而且有很细的量化标准的一节课，怎样把一节课做得如此细致，是我应该思考和改进的。
本次学习，我觉得是对我的一次警醒，让我脱离落后的状态，从得过且过的懒惰中奋起，但是仅凭一时的热情肯定是做不到的，因此，我会在日常教学中勤于思考，争取一天天的进步。不做“教书匠”，不做“土八路”，应该思考自己怎样去成为一名真正的专业技术人员。
英语教学设计模板篇3
教学准备
教学目标
知识目标
1.get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2.help students to learn about disabilities and life of the disabled.
能力目标
1.let students read the passage marty's story to develop their reading ability.
2.enable students to know that people with disabilities can also live well.
情感目标
1.by talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2.help them understand more about how challenging life can be for the disabled.
3.develop students' sense of cooperative learning.
教学重难点
教学重点
get students inspired by positive stories of the people with disabilities.
教学难点
1.develop students' reading ability.
2.help students understand the difficulties the disabled have to overcome.
教学过程
?step 1 warming up
1.warming up by discussing
first ask students to talk about people with a mental or physical disability to see how much they know about disabilities. then show some photos of people with disabilities. students will be asked to discuss the following questions in small groups.
do you know any famous people who are disabled?
what difficulties do they have to overcome in daily life?
what have they achieved?
suggested answers：
steven hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
helen keller was deaf and blind，but she was a great writer.
2.warming up by talking
first，ask students to look at the pictures and read what these people have achieved even though they each have a disability. next，work with partners to talk about what disability they might have according to each description below the picture.
suggested answers：
rosalyn is in a wheelchair. she has walking difficulty.
richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.
sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).
gao qiang was born with down's syndrome，which is a mental disability. some doun's syndrome down's sufferers have made a good career as actors.
?step 2 pre-reading
ask students to read the short paragraph in pre-reading carefully and find out the purpose of the website “family village”.
suggested answers：
1.to give ordinary young people with a disability a chance to share their stories with others.
2.to inspire other disabled people.
3.to get non-disabled people to understand more about how challenging life can be for people with disabilities.
?step 3 reading
1.skimming
give students 2 minutes;ask them to read the passage fast to fill in the blanks：
sum up the main idea of each paragraph：
paragraph 1：a(n)______ to marty and his muscle disease.
paragraph 2：how the disease ______.
paragraph 3：marty met a lot of ______ at school.
paragraph 4：how his life has become ______.
paragraph 5：the ______ of his disease.
suggested answers：
paragraph 1：an introduction to marty and his muscle disease.
paragraph 2：how the disease developed/started.
paragraph 3：marty met a lot of difficulties at school.
paragraph 4：how his life has bec ome easier.
paragraph 5：the advantages of his disease.
2.scanning for detailed information
ask students to read the passage carefully to locate the detailed information.
(1)first ask students to read paragraph one and complete the chart below.
(2)next read paragraphs two and three and choose the best answer.
why did the doctors cut out a piece of muscle from marty's leg?
a.because they could cure the disease by cutting it out.
b.because they wanted to use it as a specimen(标本).
c.because they w ould transplant(移植) the new muscle.
d.because they wanted to find out the cause of the disease.
key：d
(3)read paragraph four and answer the following questions：
①what is marty's ambition?
②what is marty's achievement?
③what is marty's hobby?
suggested answers：
①marty's ambition is to work for a firm that develops computer software when he grows up.
②marty invented a co mputer football game and a big company decided to buy it from him.
③as well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.he has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)ask students to find marty's advice in paragraph five.
suggested answers：
don't feel sorry for the disabled.don't make fun of them.don't ignore them.accept them for who they are.encourage them to live as rich and full a life as healthy people do.
?step 4 consolidation
1.ask students to read the whole passage and choose the best answers.
(1)which of the following is false?
a.although there are a few students who look down upon him，marty never gets annoyed.
b.marty leads a meaningful life and does not feel sorry for being disabled.
c.marty only spends time with his pets and never with his friends.
d.marty's disability has made him more independent.
(2)from the passage we can infer that ______ .
a.marty asks others to feel sorry for him
b.marty never loses heart
c.marty is afraid of being made fun of
d.marty will not accept any encouragement because he has grown stronger psychologically
keys：(1)c (2)b
2.ask students to work together to write a mini biography for marty according to the text.
3.discuss in pairs to get the main idea of the passage by filling in the blanks.
though he is a ______ person，marty never feels ______ for himself and he ______ his life.
suggested answers：disabled;sorry;enjoys
?step 5 discussion
1.ask students to discuss the following questions in small groups.
(1)how did marty's feeling changed over time?
(2)what kind of person do you think marty is?can you use adjective words to describe him?
suggested answers：
(1)the change of marty's feeling over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)we can see marty is optimistic/brave/independent/strong-minded.
2.show a video of “qianshou guanyin” t o the students and encourage them to remember the famous saying：“where there is a will，there is a way.”
?step 6 appreciation
ask students to read two poems for appreciation when facing obstacles in the future.
facing obstacles (two poems by tom krause)
the heart of the strong
strong is the heart that knows not the way
of comfort and ease while living each day.
yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
yet still gives its all—everything that it can
in search of a dream—god's ultimate plan.
when there is a victor y—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
carry on
at times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
in your heart you will find special virtues
such as faith and hope and love.
these gifts have been sent down to you
from a power up above.
it is faith that keeps the soul searching
for the joy the heart hopes for.
it is lo ve that heals the spirit
making it stronger than before.
and if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
so remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
课后习题
homework
1.retell marty's story according to the minibiography.
2.surf the internet to learn more about the life ofdisabled people.
英语教学设计模板篇4
今年我担任了高一年级的两个班的英语教学，非常努力地在教学。在不断地摸索和尝试新的教学模式中，我体会到了快乐和成就感。我还不断地学习别人的成功的方法，为自己所用。在不懈地努力当中，我也体会到了辛苦，要把基础不好的学生和讨厌英语的学生抓上去，是一件多么不容易的事情，真的好累啊。可是我既然选择了老师这个辛苦的职业，就要把它干好。下面是我的点滴体会。
1.今年的学生早上特别不爱读书，早读声音很小，虽然反复强调大声读书的好处，仍然效果不好。原因有很多，除了原来就没养成大声诵读的习惯外，就是不会读。学生的音标很差，没有几个人是完全掌握音标的。不会音标就不会读单词和课文，他们就靠写和看来学英语，那自然是一种低效率的学习方法。因此我认为必须把音标抓上去。让每个学生都可以独立自信的把新单词拼读出来。这是一个艰巨而漫长的任务，不是几节课就能解决的。这学期我在这方面下的功夫还不够。我准备下学期利用早读，一个学生一个学生过，争取让每个学生都能正确拼读单词。
2.学生的句子基础也很不好，容易忽视谓语动词的时态，人称和数的变化，容易写出没有任何限制的名词原型。不会灵活运用所学句型，容易出现汉味儿很重的句子。还容易缺少谓语动词。出现这些错误是很正常的，因为中国学生的英文环境很不够，加上学科众多，学习任务繁重，阅读英文的时间几乎没有。地道流畅的英文语感就很难培养起来。初中英语主要是死记硬背，学生并不理解句子中的细节。
所以我加大了句子的教授。平时我让学生多读课文，多背范文。并加强了句子的翻译和造句。尤其是重点单词，短语和句型，不仅多次进行翻译练习，还要学生自己想一个句子。我对学生的造句练习做的还很不够，总觉得浪费时间，其实学习就是一步一个脚印，就是要学会，如果光图快，学生就学不扎实，就容易丧失学习的积极性。
这就是我在教学中领悟的，主要是对下一步的提醒。希望下学期的我能够做的更细，做的更好。
英语教学设计模板篇5
教学目标
1.认知目标：能听懂和会说is there…? yes,there is.no,
there isn’t .并能在情景中运用。
2.能力目标：能熟练运用is there…?句型，并掌握肯定和
否定回答方法。
3.情感态度：培养学生热爱大自然的美好情感，增强学生的环保意识，培养学生的合作意识，让学生体验合作的愉快，培养学生的创造力和想象力。
教学重难点
[教学重点]
本课时需要重点掌握的句型是：is there ... ? yes, there is./ no, there isn't.
[教学难点]
难点是city的理解与读音。
教学过程
1、热身、复习 (warm-up/revision)
(1)学生日常用语练习。
(2)练习单词和句型：利用游戏“速认速记”复习单词，在一个小方盒的6个面分别写有 river， forest，grass，path，lake，flower 6个单词，让学生用 is it…?的句型猜背向他们的单词，教师用“yes./ no.”评价。
2、预习(preview)
there’s a nature park in the city .
what’s in the nature park?
let’s have a look.
there is a river in the nature park.
there is a lake in the nature park.
there is a forest in the nature park.
there is a path in the nature park.
there are flowers
in the nature park.
there are grasses
in the nature park.
there are trees in the nature park.
there are mountains
in the nature park.
is there a lake in the nature park?
yes ,there is.
is there a path in the
nature park?
yes ,there is .
is there a forest in the nature park?
yes ,there is .
is there a farm in the nature park?
no ,there isn’t
is there a mirror in the
nature park?
no ,there isn’t 。
pair work(合作)
is there a…in the nature park?
yes, there is.
no ,there isn’t
(1)、教师将let's try 部分的挂图呈现给学生，look at this picture. is there a lake in the park? 引导学生回答：yes. 教师示范完整的答句：yes,there is. there is a lake in the park. 然后继续问：is there a river in the park? 引导学生回答：no,there isn't.
(2)、完成 let's try：listen and circle.
录音原文如下：
boy: it's a beautiful nature park. there is a lake and a forest.
girl: is there a mountain?
boy: yes,there is.
girl: is there a river?
boy: no,there isn't.
3.新课呈现(presentation)
(1)教师说：i live in a city. whao is a city? 教师拿出city的词卡展示给学生，领读单词，学生跟读。教师说：zhang peng and john are talking about a city. what's the city like? listen.
(2)教师放let's talk 部分的录音，学生听录音阅读。再放一遍录音，学生跟读。教师问：is there a nature park in the city?引导学生回答：yes，there is.教师继续问：is there a river in the park?is there a f arm?让学生回答。
(3)教师指导学生做替换练习。
(4)教师拿出一张风景照，问：is there a river / lake / mountain / path?请学生回答：yes，there is./ no，there isn't.教师换其他的风景照片继续操练。
(5)make a new talk指导学生两人一组用风景图练习对话。
4.巩固和延伸(consolidation and extension)
have a rest. please close you eyes! geese! what’s in a nature park?
做“猜猜盒子里有什么”游戏：教师出示一个盒子(盒子内可以装水果、玩具、家具等学生会说的物品卡片)，说：what's in the box?can you guess?学生猜：is there a…?
小小设计师
设计一个公园，然后用英语介绍。比一比谁设计的最好?下面的句子供参考：
look at the…
there is a river in the nature park.
the water is clean.
it’s so beautiful.
[板书设计]
unit 6 ：in a nature park
a ：lets talk
is there a in the nature park?
yes, there is.
no, there isn’t.
英语教学设计模板篇6
从学生的角度设计教学，备学生因素，做到因材施教。教师要在教学的各个环节考虑学生的因素，在具体的教学设计过程中，我从以下几个方面入手：
(一)、确定教学目的、重点，要考虑学生因素。
教材虽然相同，但不同地区、不同层次的学生，他们在生活环境、社会见闻、知识背景方面都有差异，在确定这三方面目标、确定重点时，既要根据教材、考虑课标的要求，又要针对学生的实际。
(二)、重视课堂教学导入，一开始就吸引学生的注意力。
新课程标准对教学提出了五条建议，其中第一条就是要关注学生的心理需求，激发学生的学习兴趣和热情。学生面对许多学科，要在学科之间“调频道”。因此，教师要针对学生的年龄特点，设计出合适的课堂导入，一开始就吸引学生的注意，为课堂教学铺平道路。我的体会是：针对初中学生重形象思维的认知特点，可以设计一些音乐、图片资料以引起学生的兴趣，激发学习的动机。
(三)、处理学习难点要考虑学生实际。
难点是学生在学习过程中，容易成为障碍的内容，它因学生而异，同一个内容，对有的学生来说是难点，而对另外的学生却不是。难点的确定，一是根据教学的经验，二是要具体分析学情。难点有两类，一是课本上出现过的、但不是重点的难点，此类可以淡化处理，交代清楚即可。另一类是既是难点又是重点，就要重点突破。这些问题解决得如何，直接关系到课堂效率，也直接体现教学水平。怎样处理呢?要从学生的实际情况出发。总之，对难点的处理，要从学生已有的知识出发，给学生“台阶和梯子”，帮助学生突破难点。
(四)、教材讲到何种深度，要考虑学生的层次。
如果学生的基础较好，教师应该有所拓展和深化，讲浅了，学生的潜力不能得到开发，不利于学生的发展;反之，如果学生的基础较差，教师为了“负责”，照样拓展深化，那会挫伤学生的积极性。教师常犯的错误是第二种。教师往往认为：讲不讲是老师的问题，掌不掌握是学生的问题，结果是教师讲了等于白讲。一检测，不仅难题做不了，基础的题也做不了。现在反思，不是讲了白讲的问题，而是讲了有害的问题，因为难度大了就容易影响最基础最重要内容的掌握。在教
学中，“对牛弹琴”一词，原来是用来责备学生不认真的，现在看来，应该成为教师对自己教学失败的责备。
(五)、设计问题要考虑学生实际。
教师确定问题，往往是从知识体系的角度提出问题，不一定符合学生的心理，学生不一定感兴趣。学生往往有自己的角度，他们有他们的兴趣点。学生提出的问题有的是随心所欲，而有的是有所考虑而提出的，教师要善于捕捉那些有闪光点的问题，及时给予口头鼓励，这样有利于学生探究意识的培养。有时，学生的问题也会让教师措手不及，没关系，诚实地告诉学生：老师现在也不明白答案，要查资料后才能回答。
(六)、从学生的角度确定表达方式。
即讲一个问题时，选词要让学生易懂，讲述要贴近学生的生活经验。
(七)、从学生角度处理练习。
配套练习也是课程资源，是课堂设计应该关注的内容。因此，对与教材配套的试题，教师要有所取舍。对练习中的难点、重点，要带入课堂教学，也就是说，设计课堂教学时，要考虑练习因素，这样，既减轻学生练习的难度，又有利于落实重点内容，还可以保护学生的学习积极性。
