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2、教学难点：如何正确使用一般将来时。
教法与学法
新制定的英语课程标准把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依新课改的精神，我从以下几个方面对学生进行学法指导。
1 、学习方法的指导
培养学生观察力，想象力，记忆力以及思维能力。用生动的课件和教学设计调动学生的感观进行听说读写训练。
2 、学习积极性的调动
我在教学设计上贴近学生生活，给学生创造真实的语境，各个环节衔接自然有趣，通过老师和学生交换梦想这条主线，使学生有兴趣，积极主动的投入到学习中去。
3 、学习能力的培养
我在教学设计中把自己定位为指引人。学生在我的指引下，由浅入深，由词到句，再到篇，培养学生的听，说，读，写及观察和思考能力。
4 、学习策略的指导
初中阶段是学生形成学习策略的重要阶段。我在教学设计中通过引导和潜移默化的的方式培养学生的认知策略（预习，在学习中集中注意力，积极思考等），交际策略，情感策略等。教学辅助工具:Multimedia, Guided Learning Plan总体设计思路：见 循序渐进，由浅入深，鼓励学生寓词于句，寓句于境，让人既木又见森林，避免孤立地学单词和语法，根据自己的理想，能用英语写出条理清楚，意思连惯，语句通顺，无严重语法错误的短文。
Step 1: Greeting and playing an English song“my dream”
设计说明：在轻松愉悦的音乐中师生互相问候，增强师生感情，减少学习压力，并引出今天课题任务。
引入与衔接：Morning, boys and girls! I’m glad to hear that you call me ‘Miss li’every class. Because to be a teacher was my biggest dream when I was a child.
Do you have a dream?
Step2: Brainstorm（game1）Ask students to guess the teacher’s dream ,Ask students to discuss in the groups . Ask the delegates of each group to write what they guess on the blackboard.
Others do the part1 in the guided learning plan. Others can help the delegates.
设计说明：头脑风暴游戏。让学生猜猜老师年少时的很多不确定梦想，以小组为单位，每组派代表把猜到的梦想写在黑板上,并公布答案。一方面激发学生兴趣，调动积极性，另一方面引出并复习今天写作所需的单词。（词）
引入与衔接：I believe everyone has a dream. Some of you even have many dreams. for me, I had a lot of dreams when I was a student .Are you interested in guessing my dreams? Let’s try!
Step3：Speaking and Writing（game2）Let the students make the words in game1 longer
(Continue the teacher’s dreams what the teacher has given up.) and correct.
设计说明： 告诉学生随着岁月的变迁，老师很多儿时的梦想已经放弃。邀请学生帮老师再一次延伸这些梦想（make the words longer）.以此进一步调动学生学习积极性，并帮助学生练习为写作所需的句子。（句）
引入与衔接:You see, I am a teacher now. Most of my dreams have been given up. But I missed them very much. Can you help me to continue my dreams? Please make my dreams longer and longer.
Step4：Reading and answering. Ask students to read the article that the teacher wrote when she was a student, and then ask the students to answer the questions.
设计说明：让学生阅读老师学生时代写的一篇关于梦想与未来的短文，并回答问题。一方面激发学生阅读和写作兴趣，另一方面给学生一个写作示范。同时教育学生必须脚踏实地，努力学习，为实现梦想打好基础。否则，梦想就只能是一个梦。（篇）
引入与衔接:You have down well. Thanks for helping me to review my dreams. Do you know why I didn’t achieve these dreams? Yes, because I didn’t do anything for them. Dream is only a dream. We must do our best to make it come true .there is a passage that I wrote when I was a middle student .It’s about my dream. Please read it, maybe it can help you.
Step5：Free Talk（group work）Let students thinks about their future and ask some questions about their dreams. Then let the students talk each other.
设计说明：这是一个和老师交换梦想的过程。先给五个问题 1.what are you going to be in the future? 2.Why do you want to be a/an…？ 3. Where are you going to work? 4. When are you going to work? 5. How are you going to do that? 让学生围绕这五个问题思考自己的梦想与未来，在小组内或朋友间讨论并跟全班分享。以此激活学生思维，挖掘写作信息，为后面的写作打下基础。（提纲模式提问，收集写作素材）
引入与衔接:We just now talked about my dreams .and we know how to make our dreams come true. Now I want to know your dreams .Please talk about the dreams of yours with us.
Step6：Writing Give some suggested outlines and ask the students to write an article. Divide the students into three groups of ABC. Give each group different writing requirement. Ask three delegates of groups to write it on the blackboard.