高中英语_Unit1 Art教学设计学情分析教材分析课后反思
高中英语_Unit 1 Art教学设计学情分析教材分析课后反思
人教版高中英语选修六Unit1 Art教学设计步骤一，热身环节，通过联系本地景点坊茨小镇美术馆，假设情景，引导学生欣赏美术展绘画作品视频欣赏引入话题。
步骤二，快速阅读，了解文章主旨大意，通过跳读文章小标题，了解文章段落大意，并根据时间线索，了解文章发展的时间顺序。
步骤三，细读文章。
通过图片引导，关键词引导，个别回答，共同回答，朗读问题定位教材原句，进一步抓住文章细节内容，理解文章发展思路，体会阅读的快乐感和交际感。
步骤四，再读文章，完成测验检测学生理解层度，结合图片，说出绘画作品的风格，学以致用。
步骤五，对话表演。
对文章的理解转化为创作，由输入到输出语言过渡。
步骤六，阅读内容总结，学生要点填空，师生大声朗读阅读内容摘要，让学生整体把握本节课内容。
人教版高中英语选修6Unit1 Art学情分析1.学生已经进入高二选修模块的学习。
选修六的话题更具有社会性。
对于艺术这个话题，特别是西方艺术学生比较陌生，如何让学生在学习时有身临其境的感觉是备课时需要考虑的。
2.通过必修课程的学习，学生的词汇量有一定的量的积累，但是本单元的艺术话题词汇较多比较抽象，在学习课本词汇时关注学生发音。
本篇文章篇幅较长，以高二学生阅读速度和语法分析能力可以抓住关键信息和细节。
课文内容的深入理解和写作思路的把握需要老师的引导。
主动阅读和探究式阅读的习惯在逐步养成。
3.学生的语言输出能力相对输入能力较弱，在说和写方面有待刺激和加强。
尤其是在享受阅读的环节上，需要教师进行大量的鼓励和刺激。
人教版高中英语选修6 Unit1Art效果分析1. 语言知识与技能恰当使用有关绘画方面的词汇，gallery、abstract 等，能理解课文内容，运用听说读写等各项技能，完成课标要求的各项任务，重难点完成很好。
参与热情高，师生互动，生生互动效果理想。
兼顾了不同学习水平的学生的学习方法和能力。
既有传统的速读和细读环节，也有学生话题知识能力生成环节如小组合作和课堂对话展示。
unit 1 art教案
Show some famous paintings and painters for the students to matchand ask them to say something they know about them in English.
Appreciate the famous paintings andmatch the famous paintings and painters.
教学背景分析
本单元围绕“绘画艺术”这个主题，向学生介绍了西方绘画艺术的简史及曼哈顿的艺术画廊荟萃，以帮助学生了解西方绘画艺术在各个历史时期的不同风格和特点，让学生初步形成对艺术作品的鉴赏力和培养他们的跨文化意识。
学情分析
授课对象是平谷区二类校高二普通理科班学生，40人，英语基础较薄弱。知识储备上，通过单元单词学习，已初步理解本课的新单词，大多数学生对绘画艺术了解不多，兴趣不大。课文中出现的生词量较大，句子结构较复杂。在缺乏背景知识的前提下，学生较难理解课文。应通过网络资源，帮助学生激活背景知识，引起学生的兴趣。
本教学设计是本课书的第一课时。
第一课时已经通过整体处理和分段处理相结合的方式，化难为易、化繁为简地逐步实现了阅读教学目标；侧重于通过任务型教学与合作学习相结合，完成学习目标。力争从输入到输出自然过渡，提供支架、做好铺垫，培养学生的综合语言运用能力。
考虑到学生相关话题词汇有限，课前挑出文中会造成阅读障碍的词汇，布置预习任务，扫除障碍。热身，给学生展示4幅画及4个艺术家，要求学生进行匹配并用英语简单说对他们的了解。读前，提醒学生关注题目及文体特点进行预测。读中，设计了两个练习。练习1为快速阅读，弄清题目含义及文章主要内容，把握文章结构及主旨。练习2为填表活动，考查学生通过阅读对四种西方绘画艺术流派所处历史时期及基本特征的了解，学案中给了部分提示词，降低难度。在此基础上，针对每部分设一个问题，帮助更深入了解该时期的特点。读后，创设情境，给出语言支持，鼓励学生就自己喜欢得艺术风格进行口头交流。
人教版英语选修六Unit 1 Art(Reading)课程教学设计
unit 1 Art Reading 教学设计一、教材分析：本单元是必修六第一单元，以Art为主题, 主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。
文中介绍了西方绘画历史中的四个重要阶段：中世纪，文艺复兴时期，印象主义时期和现代艺术时期。
对于每个阶段文中主要介绍的是不同的绘画手法，绘画特点，以及引起绘画特点转变的社会风俗等原因。
另外，应帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比较。
二、学生分析:本班为普通高二理科班，刚刚从高一完成跨越。
学生成绩普遍低，学习态度不太端正，学习积极性较高，大部分学生在学习上还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，但是他们却非常活跃，很有激情，教师在学习中进行渗透鼓励与指导。
学生对西方文化艺术非常感兴趣，这也有利于提高他们个人修养与素质。
三、Teaching aims教学目标1. Knowledge and SkillsTo understand the meanings of the following new words and phrases. （abstract, sculpture, gallery, consequently, belief, aim, symbol, value, religion, possession, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive, scholar, flesh, bunch, avenue, exhibition, civilization, contemporary, permanent, district）To learn about some major movements in Western art and how styles have changed.To develop the students’ reading ability by skimming and scanning the passage. 2.Process and methodsWhile doing Warming Up the teacher can let students talk about different art forms. And show a group of Western paintings to recall their knowledge about Western paintings.During Pre-reading the teacher can let students predict the content of the passage by reading the title of the passage.Reading and comprehending: the teacher asks students to read the passage quickly to get its structure. After that, the teacher lets students read carefully to get more detailed information.Post-reading: let student retell the passage in their own words at the end of the class.3.Emotion, attitude and valueTo stimulate students’ sense of beauty and the ability of understanding, enjoying and creating beauty.To develop students’ sense cooperation learning.四、Teaching important points教学重点1. Enable the students to grasp the new words and impressions.2. Try to get the main idea of the text and improve the students’ reading abilities.五、Teaching difficult points教学难点1. Help the students learn how to talk about the short history of Western painting.2. Enable the students to talk about their opinions about different styles of Western art.六、Teaching aids 教具The multimedia , blackboard七、Teaching method教学方法Task-Based Language Teaching, Skimming and scanning, Discussion八、Teaching procedures教学过程Step 1. GreetingsGood morning, everyone! So happy to see you here.Step 2. RevisionLast class, we have learned the new words, now let us have a short review. Please open your book and turn to page 89, and read follow me.设计意图：本班学生基础较差，基础的单词必须每节课都巩固，上课读一遍，加强记忆，有助于更好理解课文，并且为以后学习打好基础。
细致解读《Unit1Art》教学内容的英语教案二
Unit 1 Art is an important part of the English curriculum, aimed at developing students' ability to discuss and analyze different forms of art. In this article, we will delve into the second Englishlesson plan for Unit 1 Art and provide a detailed breakdown of the teaching content.Lesson 2: Art StylesObjectives:By the end of the lesson, students will be able to:1.Understand and distinguish between the six main art styles:realistic, abstract, impressionistic, expressionistic,surrealistic, and Pop art.2.Describe the characteristics of each art style using appropriatevocabulary.3.Analyze and interpret works of art using the knowledge of artstyles.Teaching resources:-PowerPoint presentation with visuals of different art styles and examples of famous works of art.-Handouts with definitions of different art styles and examples of works of art for analysis.-Whiteboard and markers for class discussion and brainstorming. Teaching procedures:1.Introduction (5 minutes)The teacher begins the lesson by introducing the topic of art styles and why it is important to understand them. The teacher can ask students questions such as: "What is your favorite style of art?" or "Can you name any famous artists and their styles?" This will help activate prior knowledge and engage students in the topic.2.Vocabulary (10 minutes)The teacher presents the six main art styles (realistic, abstract, impressionistic, expressionistic, surrealistic, and Pop art) using a PowerPoint presentation with visuals. The teacher explains what each style means and provides examples of famous works of art that represent each style. The teacher asks students to repeat andpractice the new vocabulary to ensure understanding.3.Analysis activity (30 minutes)The teacher hands out a worksheet with examples of famous works of art from different art styles. The students work in pairs or small groups to analyze the works of art using the vocabulary they just learned. They discuss the characteristics of each art style and how they are represented in the works of art.4.Class discussion (15 minutes)The teacher leads a class discussion on the students' analysis ofthe works of art. The teacher asks students to share their findings and observations and encourages them to use the new vocabulary. This allows the students to practice their speaking and listening skills, as well as develop their critical thinking skills.5.Assignment (5 minutes)The teacher assigns homework, which can be in the form of a writing assignment, art project, or research project related to art styles. Conclusion:Through this lesson, students can develop a deeper understanding of different art styles, analyze and interpret works of art, andpractice their speaking and listening skills. By the end of the lesson, students are expected to have gained a better appreciation for different art styles and be able to apply this knowledge totheir own creation of art.。
高中英语优秀教案1：《Unit 1 Art》
高中英语优秀教案1：《Unit 1 Art》（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如学习资料、英语资料、学生作文、教学资源、求职资料、创业资料、工作范文、条据文书、合同协议、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of practical sample essays, such as learning materials, English materials, student essays, teaching resources, job search materials, entrepreneurial materials, work examples, documents, contracts, agreements, other essays, etc. Please pay attention to the different formats and writing methods of the model essay!高中英语优秀教案1：《Unit 1 Art》英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。
高中英语_Unit 1 Art教学设计学情分析教材分析课后反思
人教版高中英语选修六Unit1 Art教学设计步骤一，热身环节，通过联系本地景点坊茨小镇美术馆，假设情景，引导学生欣赏美术展绘画作品视频欣赏引入话题。
步骤二，快速阅读，了解文章主旨大意，通过跳读文章小标题，了解文章段落大意，并根据时间线索，了解文章发展的时间顺序。
步骤三，细读文章。
通过图片引导，关键词引导，个别回答，共同回答，朗读问题定位教材原句，进一步抓住文章细节内容，理解文章发展思路，体会阅读的快乐感和交际感。
步骤四，再读文章，完成测验检测学生理解层度，结合图片，说出绘画作品的风格，学以致用。
步骤五，对话表演。
对文章的理解转化为创作，由输入到输出语言过渡。
步骤六，阅读内容总结，学生要点填空，师生大声朗读阅读内容摘要，让学生整体把握本节课内容。
人教版高中英语选修6Unit1 Art学情分析1.学生已经进入高二选修模块的学习。
选修六的话题更具有社会性。
对于艺术这个话题，特别是西方艺术学生比较陌生，如何让学生在学习时有身临其境的感觉是备课时需要考虑的。
2.通过必修课程的学习，学生的词汇量有一定的量的积累，但是本单元的艺术话题词汇较多比较抽象，在学习课本词汇时关注学生发音。
本篇文章篇幅较长，以高二学生阅读速度和语法分析能力可以抓住关键信息和细节。
课文内容的深入理解和写作思路的把握需要老师的引导。
主动阅读和探究式阅读的习惯在逐步养成。
3.学生的语言输出能力相对输入能力较弱，在说和写方面有待刺激和加强。
尤其是在享受阅读的环节上，需要教师进行大量的鼓励和刺激。
人教版高中英语选修6 Unit1Art效果分析1. 语言知识与技能恰当使用有关绘画方面的词汇，gallery、abstract 等，能理解课文内容，运用听说读写等各项技能，完成课标要求的各项任务，重难点完成很好。
参与热情高，师生互动，生生互动效果理想。
兼顾了不同学习水平的学生的学习方法和能力。
既有传统的速读和细读环节，也有学生话题知识能力生成环节如小组合作和课堂对话展示。
高中英语教学之《Unit1Art》教案二
本文将围绕高中英语教学之《Unit 1 Art》教案二展开详细的分析和探讨，结合自己的教学经验和感受，探究如何在教学过程中更好地落实教案的内容，实现教学的有效性和提高学生的学习兴趣。
1.教案设计背景教案二是《Unit 1 Art》课程中的第二个教案，主要围绕艺术与文化这一主题展开，帮助学生了解不同的艺术形式和文化背景，并通过各种学习活动提高学生的英语听说读写能力。
这一教案的主要目标是让学生更好地理解艺术和文化的联系，以及通过学习艺术和文化来提高他们的英语水平。
2.教案分析与应用教案设计中，我们要充分考虑到学生的实际情况，采用多种教学方法和策略来满足不同学生的需求。
例如，在听力部分中，我们应该多听多说，按照不同学生的实际情况设置难易程度，以确保所有学生都能完成听力任务。
在阅读部分中，我们可以设置自主阅读任务，让学生通过阅读文章自主获取信息，进一步进行思考和讨论，以提高他们的阅读和思维能力。
在写作部分中，我们应该采用小组合作形式，让学生互相之间进行交流和分享，促进彼此的学习和进步。
另外，在教学过程中，我们还要注重学生的情感体验，通过各种视听材料、游戏和互动形式来增强学生的学习兴趣和参与度。
例如，在教学中可以结合实际例子来讲解，通过展示不同的艺术作品或文化风俗，让学生进一步了解艺术与文化的魅力和意义，同时也能满足学生的好奇心和求知欲。
3.教学效果评估与总结教学效果评估是教学中非常重要的一环，通过对学生的学习成果和反馈进行分析和总结，及时发现教学中存在的问题和不足之处，进一步完善教学方法和策略，实现教学的有效性和提高学生的学习兴趣。
总体来说，教案二的设计对于学生的英语能力提升和文化认知的培养都有着积极意义和促进作用。
通过增强教师与学生之间的互动和配合关系，促进学生的积极参与和思维深度，提高学生的自主学习能力和对艺术和文化的理解和认识。
相信在教学中不断探索和深化，我们一定能够在《Unit 1 Art》课程中取得更为优秀的教学效果和推动学生对艺术与文化的热爱。
高中英语_Art教学设计学情分析教材分析课后反思
Teaching DesignA Short History of Western PaintingShengli No. 1 Middle School, DongyingXu JinfangTeaching aims:Aims of knowledge:1.Let students fully comprehend the reading material.2.Help students understand the new words and expressions related tothis topic.3.Help students to know the whole organization of the passage and thewriting style of the passage.Aims of ability:1.Foster students’ ability of getting and dealing with the information.2.Encourage students to express themselves about this topic.3.Encourage students to have creative ideas on the basis of the originalpassage.4.Teach students some strategies of reading to improve their ability ofcomprehension.5.Foster students’ abilities of probing and learning knowledge bythemselves.6.Encourage students awareness of sharing knowledge in groups thuspromoting their team-spirit.Aims of affection:1. Foster students’ sense of beauty and improve their ability of appreciating arts.2.Help students learn more about the background history of western art.3.Enhance students’ self-esteem and their sense of responsibility.Key vocabulary:abstract faith aim conventional typical evident adopt possess superb technique coincidence shadow ridiculous controversial Key phrases:by coincidence a great deal on the one hand on the other hand Teaching procedures:I. Lead-in:Show pictures to arouse students’ interest in art and let students to choose one favorite picture to put it on the wall, thus leading students to the topic of a short history of western art.“which one would you like to choose from these paintings? If we learn more about its history, maybe you can have more reasons for your choice. Let’s learn a passage about a short history of western painting.”II. Fast reading: (Skim to find)1.Make sure of the main idea of the passage only by looking at the title ,the first paragraph and the headlines of each part.“In order to get the main idea quickly, we should pay more attention to the title and the first paragraph. It’s an important learning skill. Do remember it!”(Learning strategy: skim the passage with the help o the title, the firstparagraph and headlines.)2.Show the names of different periods of western painting and the timeit lasted. At the same time help them to make sure of the difficult pronunciation. Later, ask students to point out how the passage is organized. The answer is in time order.(learning strategy: Foster students’ ability of reading graphs, such as the vertical axis and the parallel axis, and their ability of mastering the whole organization of a passage.)III. Detailed reading: (Compare to conclude)Move to this part naturally by saying “Class, just imagine, we are having a time travel. Wow! Amazing! Fist let’s travel to The Middle Ages!”Part 1 The Middle Ages:Task 1: “Look at some paintings in this period and try to guess the theme they want to show us. After reading try to finish this chart about the characteristics of the painting in this period. Now, read part 1!”After reading, let students fill in the chart together.Task 2: “As for this part, I just find some words of the topic, especially some nouns. Now, class, it’s your turn to find more words of the topic mainly adjectives.” After collecting some words found by students, have a game, that is, make up sentences using these words. I will give an example: later, the artist began to paint religious scenes in a more realisticway.(learning strategy: Foster students’ ability of picking out the key vocabulary related to the topic and the ability of using language to communicate.)Move to next part naturally by saying “After the Middle Ages, the painting style gradually changed. Many paintings about people appeared, such as the famous painting, Mona Lisa. We call this period The Renaissance.”Part 2 The Renaissance:Task 1: “Now, read this part carefully and try to find the two important discoveries of this period.” Then, check the answers together: A new technique is called perspective and the new paints refer to oil paints.“Try to compare the right paintings with the left one. What can you find? The colors look richer and deeper and they look more realistic.”Task 2: Who can tell us what is perspective? The given words can help you. (It’s a new technique, like looking at a real scene through a hole in a wall. The first artist to use it was Masaccio.)Can you say something about oil paints？(Oil paints make colors look more richer and deeper.)(The purpose of design: In this way, students can practice the skills of defining an abstract and difficult special term using simple language.) Task 3: Sentence ReplacementTry to find a sentence with the same meaning as the given one.(The purpose of design: Foster the students’ ability of expressing an idea using different sentence patterns and let them experience the difficult structure-the subjunctive mood a little.)Move to the next part by saying “The painting style was very popular at that time, but in the late 19th century, Europe changed a lot, so did the painting style. This period is called Impressionism.”Part 3 Impressionism:Please read this part and find out the features.Move naturally to the last part by saying “At the beginning, people didn’t like this painting style. They thought they were careless and ridiculous, but today they are accepted as the beginning of what we call Modern Art.”Part 4 Modern Art:“Now, look at these two paintings. Do you think they have the same style? No! Absolutely! However, believe it or not, they belong to the same period. Yeah, that’s modern art!” On the one hand, some are abstract. Why so abstract? On the other hand, some are realistic. Why we say they are realistic?”(The purpose of design: In this way, students can develop the habit of finding and accepting the two different sides in one thing.)IV. Summary:Task 1:Let’s have a summary of the whole passage. Fill in the blanks together. The words filled in are all the key words of the topic.(The purpose of design: It’s a good way of consolidation. In this way, students can go over the knowledge learned in class and practice the ability of using the key words to describe features.)Task 2: Match the paintings with the right periods.V. Discussion: (Discuss to use)Now, we have learned more about the western painting, so let’s have a discussion: Which one do you prefer? This time, I’m sure you can give us more reasons. During your discussion, try to use the sentences patterns of showing preference. I will give you an example. Four people in one group and let’s begin!”(The purpose of design: Encourage students to have creative ideas based on the passage and express their ideas freely using the words and expressions we have summarized.)VI. Homework:Try to write a passage with the title: My favorite painting. Do remember to use the words and expressions of the topic.(The purpose of design: To let students to put the words and expressions learnt into use and to enhance their good sense of appreciating paintings and other kinds of arts.)本单元的中心话题是西方绘画艺术的历史，中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
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选修六Unit 1 ArtReadin g—A short history of western painting制作人：Learning aims·To remember new words and phrases in the passage·To understand the main idea of the passage on the whole·To know about the styles of Western art and be able to recognize different kinds of paintingsTeaching important and difficult points1 Understand the main idea of the text2 Improve students' reading abilities3 Grasp the long and difficult sentences4 Learn to appreciate different styles of paintings and try to paint pictures Teaching devicesBoard, multi-mediaTeaching proceduresStep1 Lead—in1 Brain stormWhat forms of art do you know? Can you list some kinds of art?music dance painting sculpture architecture literature photography opera paper cutting ……2 Free talk① Do you know some famous painters both home and abroad?② What are their paintings?Step2 Fast reading1 What’s the main idea of the text?______ in Western art ____________many times. This text describes the____________ styles of Western art over the centuries.2 How many styles of western paintings are mentioned in the text? What are they?_____ They are ___________________________________________ 3 Fill in the chart belowStep3 Careful readingThe Middle Ages1 The painters during the Middle Ages mainly_______A showed people as they really wereB looked at their environment in new waysC expressed their respect and love for natureD represented religious themes2 What were the artists interested in during the Middle Ages ?The Renaissance1 Painters in Renaissance began to focus on______A religionB humansC natureD science2 Which of the following is not the things the rich people paid famous artists to paint? _______A the rich people themselvesB houses and possessionsC the GodD activities and achievements3 What are the two important discoveries in the Renaissance?4 Who first used perspective in his paintings?Impressionism1 What changes led to new painting styles?In the late 19th century, Europe changed a great deal from a mostly___________ society to a mostly___________ one. Many people moved from the___________ to the______________2 Why did the impressionists have to paint quickly?3 Did people like this style of painting? Why?Modern Art•On the one hand----___________Concentrate on _____________ of the object. Use color, line and ______•On the other hand----__________ Look like ____________ Step4SummarizeArt is influenced by the customs and faith of 1_____ people. Styles in Western art have changed a lot. During the Middle Ages, the main aim of painters was 2____________ (represent) religious themes. But it was evident 3______ ideas changed when painters began to paint in a more realistic way. People in Renaissance 4_________(adopt) a more humanistic attitude to life. During this period, rich people paid to draw pictures of themselves, their houses and 5__________(possess) as well as their achievements. 6______ coincidence, oil paints were also developed.From the late 19th century, the impressionists7_______ paintings were thought ridiculous drew quickly to show how light and shadow fell on objects. Then they8_________(accept) as the beginning of modern art. On the one hand, some modern art is abstract; but on the 9_______hand, some is realistic. It is not easy 10_________(predict) the painting styles in the future.Step5 DialogueIf you could have one of these paintings on the walls of your bedroom, which one would you like to choose? Give your reasons.A: If you could have one of these paintings on the walls of your bedroom, which one would you like most ? B: … …A: Why do you like it most? B: It’s……What about you? realistic/abstract/religious traditional / moderncolourful/natural/wonderful /nice /sense of beautyStep6 Homework1. predict what styles of painting there will be in the future.2. Choose one of the above paintings and write a short description of it.我教高二16、17班的英语，这两个班在单县二中是普通的班级。
班里的大多数学生英语基础较差，英语成绩很不理想。
因而，很多学生对英语学习失去了兴趣，有的甚至放弃了英语。
他们的学习状况主要表现在以下几个方面：1 学生英语基础差在我们这两个班里，大多数学生英语考试不及格。
一部分学生不认识音标、不能正确地读单词。
一半以上的学生不能正确地把汉语句子翻译成英语，主要是谓语部分写不完整，因为他们不理解句子结构。
所以让学生背诵、默写就有了难度。
2 学生学习不主动在我上课之前，我通常提前2分钟到达教室。
学生拿出课本很慢，我给学生重复好几遍翻到哪一页，他们才能打开课本。
我讲解知识点时，只有我说让他们写下来，他们才写。
我不说，他们就不写。
在课下，我给学生布置作业，他们很少有完成的。
3 学生容易失去信心我知道学生基础差，所以每次英语早自习，我就让学生背作文。
平时上课，我经常让学生默写句子。
学生感觉着他们背诵默写的也不少，但是英语成绩没怎么提高。
结果，很多学生认为花费时间学英语没什么用，干脆就不学。
4 学生没有恒心在我的鼓励下，一部分学生开始认真学习英语。
课堂上认真听课，课下按时完成作业。
但是，他们在做练习的过程中，仍有很多题，他们做不对。
同时，他们的成绩提高的也不明显。
另外，学习本身就很枯燥又令人疲惫。