《war house》---A story of love and peace
The film is based on the adaptation the British writer Michael. Moerpuge, namesake children's literature, as background to the First World War, briefly about courage, loyalty, peace and brotherhood between a horse named Joey and boy Albertthe touching story. There are two clues movie, a boy looking for love was conscripted to the war horse turning back onto the battlefield, and the other a small Maqiao Yi experiences in the war all the cruelty and moved. The overall tone of the movie is heartwarming, full of youth inspirational elements.
The movie, I was very shocked that two Anglo-German soldiers join forces to cut iron gill nets to rescue Joey that episode. This fragment is not long, but deeply appreciate the war to bring the two warring sides suffering of the people and helplessness,At the same time showed the desire of the yearning for peace. British "Times" also comments: "horses" is an absolute can not miss the touching works ... it allows us to re-experience the happiness of living.
After valiantly battle Maqiao Yi met with the boy, this scene touched by the presence of all the officers and men. In this case, the roar of gunfire, we seem to have heard the hymn of love, their friendship through the war, across the English Channel, the life and death of distress without fear remains steadfast as ever.
Reflects the love in the movie moved us, let us ponder reflects the yearning for peace. It tells us that war is cruel, heartless, we should cherish the life, cherish the hard-won peace.
第二篇：英语优质课观后感
英语优质课观后感
郝庄初中 任青莉
一、趋向真实交际的教学活动设计
教师能在一节课中采用多种活动类型对学生进行语言训练，如游戏、采访、
歌曲、录像及编对话等。这些活动贴近学生生活，交际性强，学生参与性高。由
此自然而巧妙地展开本课的话题，使课堂教学从一开始就进入真实的交际场景，
形成活跃的课堂气氛。学生为能够运用自己熟悉的内容与教师交流而获得成功
感，并为能通过交流帮助了教师而感到兴奋，从而使学习的自信心倍增。同时也
使课文对话变成实际交流中的表达和交流需求。在接下来的教学中，教师抓住师
生之间的信息差，进行新授课教学。
二、突出以学生为主体的活动安排
教师在教学设计中安排了多样的学生活动，其中有个人、两人、小组和全班
性的，有教师指导性的，也有需学生独立或合作完成的。活动均有明确的目标与
要求，并能够安排在一定的语境和情景中进行，突出了培养学生用英语做事情和
用英语进行交流的能力，体现了交际语言教学的思想。
老师在教授人教版Why don’t you get her a scarf?时，在展示两张照片后，对
学生说：I know them very well. You can ask me any questions about them.这样，话
语权让给了学生，学生的学习热情一下被激发了，纷纷提问：Is the old man your
father? Is the baby your daughter? ……另外，这些课的活动安排张弛有度，活而不
乱；同时，教师能根据学生的接受能力和表现状况适时调整活动安排与教学要求，
表现了教师较强的教学能力和教学组织能力，体现了以学生为主体、教师为指导
的教学原则。
三.良好的自身素质与教学素质
教师在教学中表现出较高的教学素养。首先是良好的教学语言表达能力，语
音、语调自然，清晰，强调适度 (包括有时降低音量等手段的运用);其次是形体
语言在教学中运用相当出色，能够吸引学生的注意力，教师的每一节课都是自己
整体水平的综合展现，所有这些成绩的取得都离不开这些平时的努力与积累，见
贤思齐，我们要好好向他们学习
2011—03—21