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全國英語大賽的教學(xué)體驗(yàn)設(shè)計(jì)五篇
作為一無名無私奉獻(xiàn)的教育工作者，常常要寫一份優(yōu)秀的教學(xué)設(shè)計(jì)，借助教學(xué)設(shè)計(jì)可使學(xué)生在單位時(shí)間內(nèi)能夠?qū)W到更多的知識(shí)。寫教學(xué)設(shè)計(jì)需要注意哪些格式呢？下面是小編精心整理的全國英語大賽的教學(xué)體驗(yàn)設(shè)計(jì)五篇，歡迎閱讀與收藏。
全國英語大賽的教學(xué)體驗(yàn)設(shè)計(jì)五篇1
一、教學(xué)內(nèi)容分析
本單元以A Trip to Beijing為話題，學(xué)生通過本單元學(xué)習(xí)，能夠表達(dá)請(qǐng)求許可，能夠詢問及表達(dá)兩地距離，掌握一百以上數(shù)字的讀法與寫法，初步學(xué)習(xí)比較等級(jí)的形式及用法; 學(xué)會(huì)制定計(jì)劃以及用英語購買票。
1 、 Lesson 1 要求學(xué)生通過學(xué)習(xí)李明與媽媽關(guān)于去北京旅行的對(duì)話，通過技能訓(xùn)練掌握表示意愿以及請(qǐng)求許可的表達(dá)方式。
2、 Lesson 2 以打電話的形式，要求學(xué)生學(xué)習(xí)如何邀請(qǐng)別人一起旅行以及一些旅行安排的表達(dá)方式。
3、 Lesson 3要求學(xué)生通過學(xué)習(xí)本課能夠詢問及表達(dá)兩地的距離，并掌握100以上數(shù)字的讀法與寫法。
4、 Lesson 4以唱歌和對(duì)話的形式要求學(xué)生復(fù)習(xí)各種交通方式，并通過對(duì)比初步學(xué)習(xí)比較等級(jí)的形式及用法。
5、 Lesson 5通過學(xué)習(xí)本課掌握一周七天的讀法與寫法，重點(diǎn)掌握如何作旅行計(jì)劃，學(xué)會(huì)征詢別人的意見。
6、 Lesson 6通過學(xué)習(xí)Jenny和Li Ming做旅行準(zhǔn)備的對(duì)話，重點(diǎn)復(fù)習(xí)this, that, these, those的用法，及談?wù)摂?shù)量，提供幫助的'表達(dá)方式。
7、 Lesson 7通過本課學(xué)習(xí)購票的表達(dá)方式及勸阻他人不做某事的表達(dá)法，同時(shí)要求學(xué)生學(xué)會(huì)書面講述令自己興奮的一次經(jīng)歷。
8、 Lesson 8幫助學(xué)生復(fù)習(xí)運(yùn)用本單元所學(xué)內(nèi)容。
二、教學(xué)目標(biāo)
句式：
1. Talk about distance
—How far is it from … to …?
—It’s … kilometers. / It’s about …
2. Asking for permission
May I …?
Yes, you may. /No, you may not.
3. Showing Intentions
Do you want …?
I want….
Let’s take a …, …is faster/slower than….
4. Others
How many … do you have?
Please (don’t) ...
三、教學(xué)過程：
(一)通過談話引出正題：大家暑假去沒去旅游，誰能說說旅游情況?注意：用英語會(huì)話。
(二)導(dǎo)入課文，學(xué)習(xí)相關(guān)句子。
重點(diǎn)句子
1. —May I go on a trip to Beijing? —Yes, you may. / No, you may not.
1. How far is it from China to Canada? It’s about eight thousand five hundred kilometer.
2. A train is slower than a plane, but faster than a bus.
3. What do you think of it?
4. I want to go to the Great Wall.
5. May I help you? Sure.
6. How much for a ticket on the T58 from Shijiazhuang to Beijing, please?
7. Please don’t run or jump.
(三)具體實(shí)施
1.Greet the students and get them to talk about their holidays.
T: I haven’t seen you for long ages, boys and girls! How is it going?
S: Quite well. How are you?
T: I’m fine, too. Thanks. Did you have a nice holiday?
S: Yes.
T: Would you like to share your experience with me? … What did you do?
S: I read a lot.
T: You must have learnt a lot.
2.Get some other students to talk about their holidays. And then show some places of interest and
continue talking with the students to make them understand the phrase go on a trip to.
T: I had a nice holiday too. I went on a trip to Beijing. Look! There are some pictures about this city.
Show the students the following pictures.
T: How about the first picture?
S: It’s Tian’anmen Square.
T: That’s right! The second one?
S: It’s Gugong. (In Chinese)
T: In English It is named the Palace Museum. S: The Palace Museum.
T: How about the last one?
S: It’s Changcheng.
T: It’s the Great Wall in English.
S: The Great Wall.
T: There are so many beautiful places in Beijing. And Beijing is the capital city of our country. Would you like to travel to Beijing? (To one student)
S: Yes.
T: Would you like to go on a trip to Beijing too?
3.Help the student to answer. Make sure the students know the meaning of go on a trip to.
S: Yes. I’d like to go on a trip to Beijing. T:…(略)
4.Get the students to learn to talk about permission by using the phrase: to go on a trip to. The teacher can show them some pictures of places of interest to help them to discuss.
T: What city would you like to go on a trip to, Beijing or Guilin?
S: I’d like to go on a trip to Guilin.
5.Ask more students the same question to let them learn the phrase go on a trip to well
T: Gulin is a very beautiful place. May I go on a trip with you?
6.Help the student to answer: Yes, you may. Or No, you may not.
Explain the meaning in Chinese if necessary. S: Yes, you may.
T: (To another student) I have no money to go on a trip to Guilin. May I borrow some money?
S: No, you may not.
T: Li Ming wants to go on a trip to Beijing. Listen to the tape carefully. Does Li Ming’s mother go on a trip to Beijing too?
S: (After listening) Yes.
四、課堂練習(xí)：
聽 Listen to dialogues about distance, intentions, and numerals
說 Talk about distance, show intentions, say numbers and make a phone call in English
讀 Read dialogues about trips 寫 Write a plan
五、布置作業(yè)：完成課本1-5題
全國英語大賽的教學(xué)體驗(yàn)設(shè)計(jì)五篇2
任務(wù)：My favourite sport
目的：通過編謎語復(fù)習(xí)和鞏固與有關(guān)運(yùn)動(dòng)項(xiàng)目的英語名稱，擴(kuò)大學(xué)生的詞匯量，培養(yǎng)其英語的興趣。
材料：調(diào)查表一份
語言技能：Reading and writing
語言知識(shí)：與運(yùn)動(dòng)相關(guān)的詞匯
提示詞語幾句型：
1. 必備詞匯與句型
(1) football, basketball, volleyball, ping
pong, tennis,…
(2) What is my favourite sport, do you kno
w?
(3) It’s from England. It is round. Many
people like it…
2. 擴(kuò)展詞匯與句型
Sports: badminton, bowling, boxing, horse riding, jogging, shot-put, golf, cycling, shooting, hiking,…
Seasons: in spring, in summer, in autumn, in winter
Place: inside the door (indoor sports), outside the door (outdoor sports), on the playground, in the sports field,…
Style: teamwork, in pairs, individual, …
Sports change with the season.
People play diferebt games in different seasons.
活動(dòng)形式：3-4人小組
操作過程：
(1) 學(xué)生自由組合成3-4人小組，討論確定小組成員中最喜歡的運(yùn)動(dòng)項(xiàng)目;
(2) 教師制作如下表格，復(fù)印若干份，分發(fā)給各小組：
(3) 各小組利用課余時(shí)間，上網(wǎng)或去圖書館查閱所喜歡的`運(yùn)動(dòng)項(xiàng)目的相關(guān)資料，并根據(jù)要求填寫表格;
(4) 小組成員合作根據(jù)表格填寫的內(nèi)容編寫一則謎語，然后叫給教師，由教師作一些必要的修改。例如：
The ground must be 26 metres long and 14 metres wide. There can be ten players in a team but not more than five players in team may play at one time. To score a point a player must throw the ball, but they must not carry it. There are four twelve-minute periods for the match. What is my favour fanwen.wenku1.comite sports, do you know?
(5) 把謎語張貼在教室櫥窗內(nèi)，供其他組成員猜測(cè)。
全國英語大賽的教學(xué)體驗(yàn)設(shè)計(jì)五篇3
教學(xué)目標(biāo)分析
1、語言目標(biāo)
a. 重點(diǎn)詞匯：
Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b. 重點(diǎn)句型： -Where…from? -She’s/He’s from…
-Where does…live? -She/He lives in …
-What language does she /he speak? -She/He speaks ….
2、能力目標(biāo)
a. 培養(yǎng)學(xué)生在文段中尋找信息的能力;
b. 學(xué)會(huì)用英文給筆友寫回信，簡(jiǎn)單介紹個(gè)人情況;
c. 通過有效地小組合作，培養(yǎng)學(xué)生合作能力及團(tuán)隊(duì)精神。
d. 在連慣的聽說讀寫活動(dòng)中，訓(xùn)練學(xué)生的邏輯思維，快速反應(yīng)能力和實(shí)踐能力 , 使學(xué)生能熟練運(yùn)用新句型來談?wù)撃挲g和日期。
3、交際目標(biāo)
通過學(xué)習(xí)本單元的內(nèi)容，使學(xué)生學(xué)會(huì)用各種方式與世界各國朋友交流。
4、德育目標(biāo)
了解世界，了解不同地區(qū)的人文風(fēng)俗;學(xué)會(huì)理解和尊重異國文化。
三、單元重難點(diǎn)分析
重點(diǎn)：
1. 談?wù)搰⒚褡寮捌湔Z言。
2. 詢問并回答人們的住處。
難點(diǎn)：
1. 含from的where引導(dǎo)的特殊疑問句及其回答
2. 含live的where引導(dǎo)的特殊疑問句及其回答
四、課時(shí)結(jié)構(gòu)
為了能較好地實(shí)現(xiàn)既定的教學(xué)目標(biāo)，結(jié)合本單元教學(xué)內(nèi)容和學(xué)生的學(xué)習(xí)規(guī)律，將本單元授課時(shí)定為四課時(shí)。
Period 1 Section A 1a—2d
Period 2 Section A 3a—Section B2c
Period 3 Section B 3a---3c
Period 4 Summing up Section A and B and the grammar.
五、教學(xué)過程設(shè)計(jì)
The First Period
Teaching aims:
1.Learn to express the main countries and cities.
2.Know something about the countries.
3.Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world
2.Sentences: -Where is your pen pal from? -He’s from Australia.
-Where does he live? - He lives in Paris
-Where is John’s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step 1.Lead—in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通過這個(gè)環(huán)節(jié)，教師完成本單元的新單詞的導(dǎo)入，通過提供給學(xué)生每個(gè)國家的地圖，讓學(xué)生猜出國家名稱及相應(yīng)的城市，學(xué)生能有意識(shí)的記憶國家及城市的名稱，并為整節(jié)課任務(wù)的完成奠定最基本的詞匯基礎(chǔ)。在看圖片時(shí)學(xué)生能夠做到精神集中，并能激發(fā)學(xué)生的學(xué)習(xí)興趣。
Step2.Practice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher.
�、赪ith these sentence structures, ask students to practice them in pairs.
③Make a Survey to understand your classmates better.
上面這些句型的操練都是為了最后一個(gè)任務(wù)作鋪墊。操練的過程中可以及時(shí)糾正學(xué)生的錯(cuò)誤。然后讓學(xué)生填寫調(diào)查表，了解全班同學(xué)的筆友分別來自哪個(gè)國家以及居住在哪個(gè)城市，同時(shí)讓學(xué)生認(rèn)識(shí)和了解一些國家和城市相關(guān)地理文化知識(shí)，拓展學(xué)生的視野, 激發(fā)他們的'興趣。在完成任務(wù)的過程中運(yùn)用where…from和where…live引導(dǎo)的特殊疑問句, 綜合運(yùn)用目標(biāo)語言, 詢問并回答人們的國籍和住處。
Step3.Listening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口頭練習(xí)的基礎(chǔ)上，在他們熟練掌握本課時(shí)句型以后再做這些聽力應(yīng)該是不難了，這樣可以增加他們學(xué)習(xí)英語的信心。并且這些聽力材料的設(shè)計(jì)也是層層遞進(jìn)，由易到難，充分考慮到了學(xué)生的層次，起到了很好的鞏固作用。
全國英語大賽的教學(xué)體驗(yàn)設(shè)計(jì)五篇4
Unit 1 How often do you exercise?
�、�.Analyis of teaching material
1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book.
2 .Teaching Aims and Demands
(1) Knowledge Obj ect
In this unit students learn to talk about how often they do things.
(2)Ability Objects
To improve students’ability of listening，speaking，reading and writing.
(3)Moral Objects
To help students form a good eating habit.
To do exercise every day and keep fit.
3 .Teaching Key Point
To master the key vocabularyand the target language presented in this unit.
4 .Teaching Difficult Point
To train students how to use the key vocabulary and the target language by reading and writing.
5 .Studying Ways
Teach students how to use context.
Teach students how to do a survey.
Ⅱ.Language Function
Talk about how often you do things.
�、�.Target Language
What do you usually do on weekends?
I sometimes go to the beach..
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
�、�.Structure
Wh-questions
What do…?
How often…?
Adverbs of frequency
All/most/some/none
V .Vocabulary
always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink
Ⅵ.Recycling
reading，watching TV，go to the movies, fruit，vegetables
�、�.Learning strategies
Using context.
Transforming information.
Ⅷ.Teaching times
Six periods
Period One
Teaching Aims:
1. Learn to talk about how often do you do things
2. To learn the words of the adverbs of frequency.
Teaching Difficulties:
1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.
2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .
3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ??? .
Teaching Aids: Tape recorder;Multi-Media.
Teaching Procedures:
Step 1 ：Greeting.
1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?
2. Encourage students to share their holidays with the whole class.
Step 2 ：Leading – in
Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over).
Teacher: I often sing on weekends, what do you usually do on weekends?
S1: I often take piano lessons.
Teacher: What does she usually do on weekends? (Ask another student)
S2: She often takes piano lessons.
Teacher: What about you? (Ask S2)
S2: I often play basketball
Teacher: What does he usually do on weekends? (Ask another student)
S3: He often plays basketball.
(Ask more students in the same way)
Step 3：1a Look at the screen. Make a list of the different weekend activities.
First let students list different activities, then
Teacher: Now work in pairs, ask and answer
---What does he/she do on weekends?
--- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding.
Step 4：1b Listen and write the letters from the picture above on the lines below.
Get students to focus on the six adverbs in activity 1b and help students to understand:
Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0%
Step 5：Lead-in:
Teacher: I always read English books on weekends.
I usually exercise on weekends.
I often go to visit my grandparents.
I sometimes go shopping on weekends.
I hardly ever play computer games on weekends.
I never play cards on weekends.
What does your English teacher do on weekends?
(Help students to say)
Students: Our English teacher always reads English books on weekends. She usually exercises on weekends…..
Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month…
How often does your English teacher exercise/ go shopping / watch TV / go dancing?
Students: Our English teacher exercises every day….
Step 6： Listening (2a and 2b)
Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear.
Teacher: Listen again. How often does Cheng do the activities above?
(Help students to finish 2a and 2b)
Step 7：.Do a survey:
Activities How often
Take a shower
Wash your hair
Exercise
Clean your room
Ask and answer: How often do you take a shower?
How often does he / she take a shower?
Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never.
全國英語大賽的教學(xué)體驗(yàn)設(shè)計(jì)五篇5
一、對(duì)本節(jié)課的定位
我認(rèn)為在“新課程標(biāo)準(zhǔn)”和“新基礎(chǔ)教育”的理念的指導(dǎo)下，這節(jié)課應(yīng)該既能夠讓學(xué)生的學(xué)習(xí)有意義，也能夠讓教師在扎實(shí)、充實(shí)、平實(shí)、真實(shí)的授課過程中真正享受到，“教學(xué)作為一個(gè)創(chuàng)造過程的全部歡樂和智慧的體驗(yàn)”。同時(shí)，本單元是以話“交通”題材為教學(xué)主要內(nèi)容的新目標(biāo)(Go for it)教材典型設(shè)計(jì)，借助本單元可以給學(xué)生在學(xué)習(xí)方法上以很好的指導(dǎo)，并可以在小空間內(nèi)進(jìn)行大規(guī)模的扎實(shí)、有效的訓(xùn)練。
二、任務(wù)目標(biāo)的確定
本單元的教學(xué)任務(wù)是在“交通(transportation)”這一話題下，讓學(xué)生學(xué)會(huì)談?wù)摗敖煌ā?包括不同的交通方式，到某地的距離以及以某種交通方式到某地所花費(fèi)的時(shí)間等)，學(xué)習(xí)一些文化常識(shí)，掌握一定的學(xué)習(xí)方法，并在大量的、有效的訓(xùn)練中提高學(xué)生的聽說讀寫等基本能力。
三、教學(xué)環(huán)節(jié)的設(shè)計(jì)思路
本著整體劃一，循序漸進(jìn)，高效有序，并在教學(xué)中能不斷地深化教學(xué)的設(shè)計(jì)思路來安排本節(jié)的每一個(gè)環(huán)節(jié)。
(一)整體劃一
在本節(jié)課中，對(duì)于“整齊劃一”可以從兩點(diǎn)來說明: 首先，本人一直認(rèn)為作為語言教學(xué)，聽說讀寫等能力的訓(xùn)練應(yīng)該是一個(gè)整體，不可分割開來的，因此在教學(xué)設(shè)計(jì)中可以說一個(gè)話題，一個(gè)訓(xùn)練都蘊(yùn)含著各種能力的培養(yǎng);其次，在教學(xué)中每一節(jié)課都是獨(dú)立的，但在我的教學(xué)設(shè)計(jì)中每一節(jié)課不僅可以獨(dú)立，更重視它在單元教學(xué)整體中的地位與作用。與每一節(jié)課內(nèi)銜接一樣，單元教學(xué)的整體銜接也很重要。
(二)循序漸進(jìn)，高效有序
本節(jié)課從簡(jiǎn)單的對(duì)“How do you get to school in the morning?”的詢問入手，引入對(duì)重要課文Section A 3a 的復(fù)習(xí)。通過學(xué)生復(fù)述這段文字，重點(diǎn)鞏固由“How, How long, How far”引導(dǎo)的談?wù)摻煌ㄔ掝}的重要句型，并提煉相關(guān)的信息形成新的對(duì)話，為下一環(huán)節(jié)作鋪墊。即課文Section A 3b 的訓(xùn)練，通過第一、二人稱來談?wù)摻煌ㄔ掝}的訓(xùn)練，拓展到以第三人稱來談?wù)撍说慕煌ㄔ掝}，進(jìn)而讓課文Section B 2a, 2b, 2c 的學(xué)習(xí)水到渠成。然后完成對(duì)本節(jié)課學(xué)習(xí)的測(cè)試，進(jìn)行歸納總結(jié)本節(jié)課的要點(diǎn)。最后，作業(yè)一中讓學(xué)生來完成交通方式的圖片收集，是對(duì)本節(jié)內(nèi)容的進(jìn)一步深化;作業(yè)二中要求學(xué)生做一個(gè)調(diào)查，并形成調(diào)查報(bào)告，實(shí)際上和測(cè)試二一起構(gòu)成了對(duì)Section B 3a 的有效預(yù)習(xí)。
總之，本課從課本入手，用課本內(nèi)容引出一系列的活動(dòng)，最終又導(dǎo)向課本，環(huán)節(jié)緊扣，層次清晰。
四、獨(dú)特的.創(chuàng)意
本節(jié)課的設(shè)計(jì)中，具有獨(dú)特創(chuàng)意的地方，可以從以下幾個(gè)方面來說：
第一、獨(dú)特的環(huán)節(jié)設(shè)計(jì)
首先面向全體學(xué)生進(jìn)行簡(jiǎn)單的復(fù)習(xí)，目的在于鞏固幾個(gè)基本句型。然后把課本中閱讀的短文用復(fù)述和聽力的方式引入，別出心裁。其主要目的在于營造較輕松的語言環(huán)境，緩解部分學(xué)生對(duì)于說寫等輸出環(huán)節(jié)的畏懼心理。接下來，從大量的聽說引入讀寫，給學(xué)生鋪墊知識(shí)的過程。既練習(xí)口頭表達(dá)，又鞏固了讀的成效。教學(xué)步驟中每一步都將成為下一教學(xué)步驟的鋪墊，在每一步驟中，教師設(shè)計(jì)具體任務(wù)，讓學(xué)生參與到課堂互動(dòng)中，并完成具體的任務(wù)。整個(gè)課堂設(shè)計(jì)由淺入深，循序漸進(jìn)，難度過渡非常自然。
第二、獨(dú)特的課程深化
全面展開訓(xùn)練，重點(diǎn)集中突破，中考真題幫輔，課結(jié)影響未盡。首先，在常規(guī)的訓(xùn)練之后，又用中考真題來重點(diǎn)訓(xùn)練和鞏固所學(xué)，不但給學(xué)生對(duì)本節(jié)課的理解有更深一步的認(rèn)識(shí)機(jī)會(huì)，更為學(xué)生的長遠(yuǎn)學(xué)習(xí)打下了堅(jiān)實(shí)的伏筆。其次，在對(duì)交通的表達(dá)方式上的深化，采用了系統(tǒng)歸納，并用同意表達(dá)的形式進(jìn)行訓(xùn)練，有層次，有實(shí)效。
第三、獨(dú)特的思維能力訓(xùn)練
著重思維能力的訓(xùn)練，圍繞話題進(jìn)行多方面的擴(kuò)展性的練習(xí)，并充分地利用 Listening 和Speaking，引發(fā)學(xué)生積極思維，以Groupwork和Pairwork等多種形式討論和操練。最終達(dá)到讓學(xué)生熟練談?wù)摗敖煌ā边@一說話能力的目標(biāo)。并在作業(yè)中以預(yù)習(xí)形式對(duì)這一目標(biāo)進(jìn)行了延伸。
五、掌控好借來的學(xué)生
由于是借班上課，學(xué)生又是活動(dòng)的主體，課堂上大部分的時(shí)間交給學(xué)生，教師的引導(dǎo)是關(guān)鍵。
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