高一第13单元第四课时教案

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篇1：高一第13单元第四课时教案

A Lesson Plan

Instructor: Wang ZhenlongDate and Time: 5th period, March 8, 2004Audience: Class 5, Senior 1Lesson Topic: Unit 13 Healthy eating-----Integrating SkillsObjectives:1. Learn some useful cooking terms

2. Read and write recipes Teaching facilities: Bb, Multiple Media Teaching Steps:1.Greetings and Duty report2.Lead-in PresentationShow the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.

3.Pair work----Reading to learn the format of a recipeSs read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.

4.Pair work----Reading to understand the details T helps understand the two recipes and lists cooking termsIngredientsInstructionsPork, green onion, beans, skins/ wrapper ; bacon, lettuce, …chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …

5.Individual work----Reading the Tips on How to write a recipeSs read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.Next, Ss try to gather more cooking terms in this passage and add to the list..IngredientsInstructionsFood stuffAmountchopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…pork, green onion, beans, skins; bacon, lettuce, …a spoonful, a cup, a pound, …

6.Group work---TPR practiceDivide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

7.Group work----Writing recipes in English a)Ss are divided into groups of four. They are asked to COOK an easy dish.b)Tell students some rules before starting a writing competition. T states the rules for Contest1.Be fast---only the first 3 groups will enter the final contest! 2.One group will be the final winner. 3.Judges are from each row in this room.And the rules for Best Recipe: (1)Beautiful name (2) Easy to understand(3) Clean and tidy handwriting

8. Presentation and Accessment1) Invite the first three group presenters to the front and show the class their recipes.2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.3) The grading decides which group is today’s winner.

9. SummaryHomework:1.Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.2.Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…

篇2：高一13单元第四课时教案

A Lesson Plan

Instructor: Wang Zhenlong

Date and Time: 5th period, March 8, 2004

Audience: Class 5, Senior 1

Lesson Topic: Unit 13 Healthy eating-----Integrating Skills

Objectives: 1. Learn some useful cooking terms

2. Read and write recipes

Teaching facilities: Bb, Multiple Media

Teaching Steps:

1. Greetings and Duty report

2. Lead-in Presentation

Show the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.

3. Pair work----Reading to learn the format of a recipe

Ss read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.

4. Pair work----Reading to understand the details

T helps understand the two recipes and lists cooking terms

Ingredients Instructions

Pork, green onion, beans, skins/ wrapper ; bacon, lettuce, … chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …

5. Individual work----Reading the Tips on How to write a recipe

Ss read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.

Next, Ss try to gather more cooking terms in this passage and add to the list..

Ingredients Instructions

Food stuff Amount chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

pork, green onion, beans, skins; bacon, lettuce, … a spoonful, a cup, a pound, …

6. Group work---TPR practice

Divide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.

chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

7. Group work----Writing recipes in English

a) Ss are divided into groups of four. They are asked to COOK an easy dish.

b) Tell students some rules before starting a writing competition.

T states the rules for Contest

1.Be fast---only the first 3 groups will enter the final contest!

2.One group will be the final winner.

3.Judges are from each row in this room.

And the rules for Best Recipe:

(1)Beautiful name

(2) Easy to understand

(3) Clean and tidy handwriting

8. Presentation and Accessment

1) Invite the first three group presenters to the front and show the class their recipes.

2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.

3) The grading decides which group is today’s winner.

9. Summary

Homework:

1. Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.

2. Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…

篇3：高一13单元第四课时教案

高一13单元第四课时教案

A Lesson Plan

Instructor:Wang ZhenlongDate and Time: 5th period, March 8, 2004Audience:Class 5, Senior 1Lesson Topic: Unit 13 Healthy eating-----Integrating SkillsObjectives: 1. Learn some useful cooking terms 2. Read and write recipes Teaching facilities: Bb, Multiple Media Teaching Steps:1. Greetings and Duty report2. Lead-in PresentationShow the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.3. Pair work----Reading to learn the format of a recipeSs read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.4. Pair work----Reading to understand the details T helps understand the two recipes and lists cooking termsIngredients InstructionsPork, green onion, beans, skins/ wrapper ; bacon, lettuce, … chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …5. Individual work----Reading the Tips on How to write a recipeSs read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.Next, Ss try to gather more cooking terms in this passage and add to the list..Ingredients InstructionsFood stuff Amount chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…pork, green onion, beans, skins; bacon, lettuce, … a spoonful, a cup, a pound, … 6. Group work---TPR practiceDivide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

7. Group work----Writing recipes in English a) Ss are divided into groups of four. They are asked to COOK an easy dish.b) Tell students some rules before starting a writing competition. T states the rules for Contest1.Be fast---only the first 3 groups will enter the final contest! 2.One group will be the final winner. 3.Judges are from each row in this room.And the rules for Best Recipe: (1)Beautiful name (2) Easy to understand(3) Clean and tidy handwriting 8. Presentation and Accessment1) Invite the first three group presenters to the front and show the class their recipes.2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.3) The grading decides which group is today’s winner.

9. SummaryHomework:1. Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.2. Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…

篇4：高一13单元的第四课时教案

高一13单元的第四课时教案

Instructor:

Wang Zhenlong

Date and Time:

5th period, March 8, 20××

Audience:

Class 5, Senior 1

Lesson Topic:

Unit 13 Healthy eating-----Integrating Skills

Objectives:

1. Learn some useful cooking terms

2. Read and write recipes

Teaching facilities:

Bb, Multiple Media

Teaching Steps:

1.Greetings and Duty report

2.Lead-in Presentation

Show the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.

3.Pair work----Reading to learn the format of a recipe

Ss read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.

4.Pair work----Reading to understand the details

T helps understand the two recipes and lists cooking terms

IngredientsInstructions

Pork, green onion, beans, skins/ wrapper ; bacon, lettuce, …chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …

5.Individual work----Reading the Tips on How to write a recipe

Ss read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.

Next, Ss try to gather more cooking terms in this passage and add to the list..

IngredientsInstructions

Food stuffAmountchopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

pork, green onion, beans, skins; bacon, lettuce, …a spoonful, a cup, a pound, …

6.Group work---TPR practice

Divide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.

chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

7.Group work----Writing recipes in English

a)Ss are divided into groups of four. They are asked to COOK an easy dish.

b)Tell students some rules before starting a writing competition.

T states the rules for Contest

1.Be fast---only the first 3 groups will enter the final contest!

2.One group will be the final winner.

3.Judges are from each row in this room.

And the rules for Best Recipe:

(1)Beautiful name

(2) Easy to understand

(3) Clean and tidy handwriting

8. Presentation and Accessment

1) Invite the first three group presenters to the front and show the class their recipes.

2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.

3) The grading decides which group is today’s winner.

9. Summary

Homework:

1.Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.

2.Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…

篇5：教案第13―15课时

教案第13―15课时

第3课时 教学内容：巩固练习，完成练习四的第5―10题。 教学目的：使学生更加理解和掌握“凑十法”能熟练计算9加几的式题。 教学过程： 一、基础练习。 二、巩固练习（完成练习四的第5―10题） 1、第5题。   教师让学生独立完成。 2、第6题。   教师用教具指数，让学生说得数，反复练习。 3、第7题。   学生独立完成。 4、第8题。   指名学生板演，告诉学生先要口算出左边的得数，再同右边的数比较大小，。做完后，集体纠正小结。 5、第9题、第10题。   让学生独立完成。做完集体订正。 三、小结。 四、作业。 练习四第8、10题。 课后记：    第4课时 教学内容：巩固练习，完成练习四的第11―16题。 教学目的'：通过练习，使学生能够熟练掌握9加几的计算方法“凑十法”。 教学过程： 一、课前准备。 二、课堂练习。 1、第11题。   教师引导学生想：9加几得12。 2、第12题。   让学生看书，让学生独立完成，教师行间指导，对个别差生给予适当指导。 3、第13题。   让学生准备好，同进计算比一比看谁能又对又快完成，对在短时间内正确计算的学生给予表扬。 4、第14题。   看图列式计算，教师出示图。 让学生回答问题后独立计算，最后共同订正，订正时，可以让学生说说为什么用加法或减法计算。 5、第15题、第16题。   让学生独立完成。做完集体订正。 三、小结。 四、作业。 练习四第13、15、16题。  课后记：   第5课时 教学内容：教科书第21页上的例6，完成“做一做”和练习五的第1~3题。 教学目的：能够根据加、减法的含义，理解用图画表示的应用题的图意，并能正确地列式计算。 教学准备：放大的天鹅图。 教学重点、难点：图意的理解。 教学过程： 一、复习。 二、新授。 1、教学例6。 教师出示放大图片,引导学生看图后提问： 图中告诉了我们什么？（河里有9只天鹅） 还告诉了什么？（又飞来了5只） 要求什么？ 要求现在有多少只天鹅用什么方法？ 学生回答后教师指名学生在教师的引导下用手势表示图意。 教师把图意叙述一遍后，让学生在算式中填空。 三、巩固练习。   完成相应“做一做”中的题目。 四、小结。 五、作业。   练习五第1、2、3题。  课后记：  

篇6：三年级第一二单元课时教案

三年级第一二单元课时教案

第（ 一）单元备课 备课教师：   教学内容 《燕子》、《古诗两首》、《荷花》、《珍珠泉》四篇课文和一个语文园地 学情分析 学习本组课文，要反复诵读，联系上下文理解词句，体会课文中的词句在表情达意方面的作用。 教学目标 1.认识16个字，会写33个字。 2．会使用字典、词典，有初步的独立识字能力。继续练习用钢笔书写正楷字，用毛笔仿影。 3．用普通话正确、流利、有感情地朗读课文。 4．继续学习默读，能对课文中不理解的地方提出疑问。 5．学习联系上下文或其他方式，理解词句的意思，继续体会课文中关键词句在表情达意方面的作用。 6．初步把握文章的主要内容，体会文章表达的思想感情。 7.在语文学习中，感受大自然的美好和家乡的可爱。 教学重点 识字、写字、朗读感悟 教学难点 把握文章的主要内容，体会文章表达的思想感情。 教具准备 收集有关春天的诗、文，图片 课时安排 12                       小学语文（三）年级下册教案   课题 1、燕子 课型 精读课 总课时 2 学情分析 小学三年级的学生思维活跃，好奇心强，乐于交流，乐于与人合作，对燕子也充满了兴趣。 教学目标 知识目标：会认9个生字，会写14个生字。能正确读写“燕子、赶集”等22个词语。 能力目标：1、有感情地朗读课文，背诵课文。2、学习作者细致地观察和一些表达方法，积累好词佳句。 情感目标：理解课文内容，抓住描写燕子和春天的语句，感悟燕子的活泼可爱和春天生气勃勃的景象，培养热爱大自然春天的思想感情。 教学重点 引导学生体会燕子的可爱以及作者细致观察和描写生动的方法。 教学方法 自主学习法、合作探究法 教具准备 课前让学生注意观察身边春天的景物，想想你了解的春天是什么样的；搜集有关春天的图片(特别是有关燕子的资料)，诵读歌颂春天的诗歌和文章。 第 1 课时 教学目标 1、会认6个生字，会写7个生字。能正确读写词语。 2、初读课文，读准字音，了解文章脉络;学习课文第一自然段；有感情地朗读课文。 3、理解课文内容，抓住描写燕子和春天的语句，感悟燕子的活泼可爱。 教学重点 识字、写字、朗读课文。 教学环节 教 学 内 容 复备栏 导入新课             初读课文，了解文章脉络               学习课文第一自然段                       巩固字、词，指导书写 1、展示自己收集的有关春天的图片并用优美词句描述给大家听。 2、师小结导入:从同学们介绍的鸟语花香、潺潺流水中，我们感受到春天已经来临了，特别是小燕子，更是给早春的山光水色增添了生气，把春光点缀得更加美丽。今天，就让我们一起来学习第一篇课文《燕子》。(出示课题齐读)    1、学生自由读课文，要求读准字音    2、小组合作学习生字词   (1)  读准字音:开火车读个个过关。   (2)  讨论识记难记的.生字、不懂的词语。   (3)  出示生字词集体点拨:“俏”读“qiào”，要和“悄”区别读音和字形。“拂”的读音是“fú”，不要错读成“fó”。“掠”是撮口音。     3、再读课文，边读边思考:课文是按什么顺序写燕子的? 4、集体交流。（按由近及远的观察顺序来描写）  1、轻声读第一自然段，思考:这段话写什么?(燕子的外形特点)  2、你想怎么读这段话?为什么？试着读读。    一身/乌黑光亮的/羽毛，--对/俊俏轻快的/翅膀，加上剪刀似的/尾巴，凑成了/活， 机灵的小燕子。“一身羽毛”“一对翅膀”“凑成小燕子”是小燕子外形的勾勒，“乌黑光亮”“俊俏轻快”“剪刀似的”突出活泼机灵的燕子的特点。让学生在读中体会小燕子的活泼可爱。 3、词语训练:“凑成”换成“组成”好吗?为什么?(反复读体会文章表达的活泼的基调) 4、采用指名读、小组读等多种方式有感情朗读第一自然段。  1、出示本课生词:燕子、赶集、聚拢、增添、掠过、稻田、尾尖、偶尔、一圈、荡漾、音符、演奏、赞歌、生机勃勃、沾了一下水面、飞倦了  2、出示生字“燕、聚、增、掠、稻、尖、偶”认读、组词  3、自己观察识记，集体点拨:     “燕”的上部分是“廿”，不要错写成“艹”；“聚”的下面是“   ”，不要写成“水”；“尖”，上小下大，稻右下部第一笔是撇，中间横没有连着。 4、师根据需要范写，学生书写练习。           初步体会了语言的准确性。 第 2 课时 教学环节 教 学 内 容 复备栏 一、复习导入   二、探究新知                                                                     三、朗读课文 指导背诵课文。               四、学习生字           五 、完成课堂练习3       六、积累语言练习七、布置作业 1.听写生词:燕子、聚拢、增加、稻田、偶尔 2、齐读课文第一自然段。 学习2―4自然段。 1、轻声读第2自然段，思考:这段话讲什么?(讲春天来了，小燕子从南方飞来，为春天增添了许多生机)  2、这段话描写了春天的哪些景色，仔细地读一读相关的句子，边读边想象。    第二自然段描写的花、草、叶“都像赶集似的聚拢来”，这是一幅什么样的景象呢?把你脑中的画面描述一下。(花儿争相开放)  3、指导朗读第2自然段。    定准轻松欢快的基调，语速根据内容的变化时缓时急。“才下过几阵/蒙蒙的/细雨。微风吹拂着/千万条/才展开带黄色的嫩叶的/柳丝。”语调要舒缓、轻柔，体现柳丝的柔美多姿。“青的草，绿的叶，各色鲜艳的花，都像赶集似的聚拢来”语速加快，要有赶集、聚拢之意。  “形成了/光彩夺目的/春天”要读出欣喜之情，读“光彩夺目”时，语速要放慢，语调加重，感情要饱满。让学生感受到春天的美丽和勃勃生机。 4、自由朗读第3自然段，想想这一段写了什么?(燕子飞行的各种姿势) 5、再读，说说这段话写了小燕子的哪些特点?从哪些句子感受到?(活泼、可爱、机灵)    从“斜着身子”感受到燕子的飞行姿势，飞行时的轻快灵活、自由自在。通过“掠过”，体会燕子飞行之快速；通过“唧唧叫着感受燕子飞行时的欢快心情：通过“有的……有的……“了解众多燕子在早春的春光中、迎着拂面的微风飞行的情景。 6、集体有感情地朗读。    帅:这些自由飞翔的燕子，使这早春美景更加生机勃勃、令人神往。作者还写了什么呢？ 7、读第四自然段 8、指名说说第四自然段写什么。(写燕子停歇花电线上形成的美丽图景。) 9、这段话里有几个比喻，分别把什么比作什么?为什么要用“五线谱“打比方呢？ (结合插图理解，想象)     lO、“演奏的春天赞歌”你说，这首歌在赞美春天怎么样呢?(畅所欲言 练习有感情地朗读课文。 1、默读课文，再回顾课文的脉络，点拨作者的观察写作方法。(由近到远，按照燕子的外形――美好春光里的小照子――燕子的飞行利停歇的顺序) 2、指点背诵方法。背诵本课，可以按照的课文脉络来背诵，记住每段话中描写的先后 顺序，如，第一自然段由羽毛到翅膀到尾巴及活泼可爱的燕子的顺序。第二自然段由春天的细雨、微风、柳丝、草、花到燕子的顺序背诵。 3、自由背诵。 学习“沾、圈、漾、倦、符、演、赞”  1、出示生字认读、组词。  2、观察识记字形。  3、“集体点拨范写:   “演“字里面有一横，写时不要丢掉；“倦”字的右下部分是“  ”，不要写成“巳；“漾”的下部分是“永”，而不是“水”。 4、书写练习。 1、出示例句“有的横掠过湖面，……“掠”字好在什么地方?（明确什么样的词称作好词） 2、自己再寻找一些用得好的词语。想一想为什么用得好? 3、四人小组交流，全班交流。  把自己喜欢的句子抄写下来。 1、鼓励学生在课外再摘抄一些描写春光的句予。 2、背熟课文。                                                                               朗读训练既是理解语言的有效手段，也是增强语感的重要途径。 板书设计 1.燕子 外形俊俏 春天赶来   飞行灵巧  美好可爱 停歇优美   教学反思   通过学习，理解课文内容，抓住描写燕子和春天的语句，感悟燕子的活泼可爱和春天生气勃勃的景象，培养热爱大自然春天的思想感情。                                                                             小学语文（三）年级下册教案   课题 2.古诗两首 课型 精读课 总课时 2 学情分析 学习这两首古诗，主要是让学生通过读来体验作者的感情，通过对诗中美的理解而有感情地朗读诗歌。 教学目标 知识目标：会认4个生字，会写7个生字，能正确读写“碧玉、妆成，裁出、剪刀、万紫千红”等词语。 能力目标：背诵两首诗。 情感目标：能用自己的话说出诗句的意思，体会诗人热爱春天大自然的感情，感悟大自然的美好。 教学重点 让

篇7：二年级第一二单元课时教案

二年级第一二单元课时教案

第（ 一 ）单元备课 备课教师：陈辉 教学内容 1、找春天  2、古诗两首  3、笋芽儿  4、小鹿的玫瑰花  语文园地一 学情分析   春天已经来临，学生的观察能力还不够细致，教学时要引导学生用心观察。同时教学生学会收集优美词句，学会欣赏。 教学目标 1、  学会本单元的字词，会认47个生字，会写39个生字。 2、  引导学生去感受春天，激励学生走进春天，去发现春天的特点，去探索春天的奥秘。 3、引导学生多读，让学生在充满感情的朗读中领悟内容、体会感情、品味美感，做到朗读与感悟交融。 教学重点 1、  引导学生在春天的大课堂里去主动学习、探索。 2、背诵指定课文，掌握字词。 教学难点   寻找发现春天的脚印，想象春风春雨春花春草象什么。 教具准备   生字生词卡片、挂图以及春天的图片等   课时安排 1、找春天 2课时 2、古诗两首 2课时 3、笋芽儿 2课时 4、小鹿的玫瑰花  2课时 语文园地一  4课时                 小学语文（二）年级下册教案 课题 1、找春天 课型 新授 总课时 2课时 学情分析 学生十分喜爱春天，但对春天的了解不多，学习本课，培养学生的观察能力和对美的欣赏能力。 教学目标 ⒈会认本课9个生字，会写9个字。 ⒉有感情地朗读课文，背诵课文。 ⒊愿意积累和运用描写春天的句子。 ⒋有兴趣走进春天，去发现春天的特点 教学重点 引导学生在读中去感悟初春的勃勃生机 教学方法 采取“自主、合作、探究的学习方法 教具准备 生字词课件；课文插图动画；春天景物道具；画布。 第  1  课时 教学目标 ⒈会认本课9个生字，会写9个字。 ⒉有感情地朗读课文。 教学重点 积累和运用描写春天的句子 教学环节 教 学 内 容 复备栏 一、激趣导入                       二、朗读感悟                                 三、指导写字         四、小结 1、同学们，一年级的时候我们一起学过描写春天的课文，我们一起唱过《春天在哪里》的歌曲。现在，我们又迎来了一个新的春天，让我们走进春天，用眼睛去看，用耳朵去听，用手去触摸，用心去发现吧。同学们，请大家打开书，借助课文下面带拼音的生字，来试着读读课文，读完后先说说自己画出了哪些不会认的字，再交流交流我们的新发现 2、请大家说说自己画出了哪些不会认的字。 3、同学们，我们先来看一段动画片（出示动画《找生字》），同学们画出的生字都藏在这些花草树木之中，课本上的学习伙伴把这些生字找到了，我们会认吗？ 4、同学们，请大家摆好自己的生字卡片，老师读一个生字，你就把这个生字卡片举起来。   1、试读课文，读错的字师生共同纠正，并可交流怎么记。 2、学生举手说自己画出了哪些不会认的字。 3、动画里的小伙伴找一个，学生认读一个，读错学生、教师、动画合力纠正，强调翘舌。 4、听教师读，举起相应的卡片。 同学们的卡片举得又快又正确，说明大家认识这些字了。我们再来读课文，读完后交流交流我们的新发现和想问的问题。 （1）谁能把课文读给大家听听？ （2）同学们，你从他的朗读中听出了什么？ （3）还有谁也想把对春天的喜爱之情读出来？想读的同学都站起来读一读，比一比，好吗？ （4）这一课写得真美，同学们读得真好，让我们自由地细细地品读，再把你最喜欢的句子美美地读给大家听听吧。 （5）要是能把这么美的课文背下来，那该多好啊！ （6）很多同学都能背诵了，要是春游回来，很多同学还会说说自己眼中的春天呢！ 同学们，请准备好纸和笔，我们一起来写字。 1、谁能先说说写这一课的九个字要注意什么。 2、范写 3、我们每个字写两遍 1、同学们，除了春天里的发现，在学习这一课时还有什么发现吗？ 2、给学生准备一些写春天的小诗文，嵌入本课生字，让学生自主阅读，然后交流展示。 借助课文下面带拼音的生字，来试着读读课文。                       激发学生的学习兴趣。                                                 学生谈体会       书空 第 2 课时 教学环节 教 学 内 容 复备栏 一、朗读感悟课文。                         二、指导写字，完成课后练习“找找说说” 三、选读课文，自主积累，练习背诵     四、迁移运用，拓展想象 1、交流自已课后找春天的情况。 2、你感受到“我们几个孩子”是怀着怎样的心情找春天的呢？再带着这个问题读“我们几个孩子，脱掉棉袄，冲出家门，奔向田野，去寻找春天”，体会作者急切、向往、激动的心情，感悟“冲出、奔向”等词语。 3、.你从“春天像个害羞的小姑娘，遮遮掩掩，躲躲藏藏”这个句子中能体会到什么？结合自己的生活经验，自由说说初春的特点，从而体会课题中的“找”字，体会课文表达的发现的乐趣。 4、作者找到的春天是怎样的？带着这个问题反复读课文，从找春天的过程中感悟春天，体会找春天的乐趣，体验发现的快乐。体会课文语言的美感和蕴含其中的感情。 5、.带着欣喜的心情读课文最后一段，体会找到春天的欣喜与激动。 1、.重点指导“溪、摇、躲、解”四个字。注意提示和范写容易写错的笔画和部件。 2、采取同桌合作学习的形式，完成“找找说说”的练习。   1、.展示读自己认为最美的句子或段落，说说自己读后的体会。 2、.选择自己喜欢的词语、兔子、段落，用自己喜欢的方式积累。可以读读背背，可以读读抄抄，也可以试着默写。然后让部分学生展示交流自己积累的词句或段落。 3、.练习背诵课文。 1、.画出自己在春天里的发现，然后写一句话。 2、齐唱《春天在哪里》的歌曲，在想象中结束教学。                                           强调学生的.正确书写规格和姿势。 板书设计 去田野找春天 1、找春天去 找到了小草、野花、嫩芽、小溪   我们爱春天   教学反思   春天是学生最为喜欢的季节，学习本课，不仅培养学生了学生的观察能力和对美的欣赏能力，而且还陶冶了学生的情操。课堂上学会反应狼嚎，积极踊跃，效果好。             小学语文（二）年级下册教案 课题 2、古诗两首 课型 新授 总课时 2课时 学情分析 学生十分喜欢古诗，尤其本课的第一首孩子们以前就学过，相信他们会很容易接受。 教学目标 1、.会认7个生字，会写9个字。 2、.正确、流利、在感情地朗读课文，背诵课文。感受小草顽强的生命力；想象儿童在花丛中捕蝶的快乐。体会诗人热爱春天、热爱生活的情感。 3、.有背诵古诗的兴趣。 教学重点 1、会认7个生字，会写9个字。 2、感受小草顽强的生命力；想象儿童在花丛中捕蝶的快乐。体会诗人热爱春天、热爱生活的情感 教学方法 朗读感悟  合作交流 教具准备 生字词课件；课文插图 第  1  课时 教学目标 1、会认7个生字，会写9个字。 2、正确、流利、在感情地朗读课文。 教学重点 1、会认7个生字，会写9个字。 2、正确、流利、在感情地朗读课文。 教学环节 教 学 内 容 复备栏 一、导入：   二、在语境中整体认读，自主识字。   小朋友们，大家从小到现在一定会背不少诗吧，今天我们 就来比比谁会背的多，指名背古诗，不能重复。 （1）自由朗读课文，圈画不认识或容易读错的字。 （2）结合语言环境自主认读。 （3）教师检查认读情况，随机纠正读音。注意“荣”不要读成yóng；“宿”是多音字，在本课读sù；“疏”要读翘舌音。 （4）小组内相互检查认读情况。 2.联系生活实际识字。 (1)出示小草在春、夏、秋、冬四季中的不同画面，想想“枯”和“荣”应该分别是哪一幅图描绘的景象。 (2)如果班上有姓徐的同学，或者有的同学认识姓徐的人，就请他教大家识记“徐”这个了。 3.组词识字。如，宿，住宿、宿舍。 4.以熟字带生字识字，如，离―篱、味―未。 5.写字指导。 (1)巩固音、形。本课9个字要写的字中平翘舌音的字较多，翘舌音；追(zhuī)烧(shāo)荣(róng)；平舌音：菜(cài)宿(sù)。建议写字前引导学生再次认读这些字，巩固读音。 (2)观察发现。本课的9个字包含了五种结构，要引导学生仔细观察、发现，引导学生正确书写。独体字：未左右结构：枯、徐、烧上下结构：宿、菜上中下结构：荣半包围结构：追、店 (3)重点讲解。 未：可以先复习一下“味”字，再指导书写。上横要短、下横要长；撇捺要舒展。 荣：草字头的横不能太长，秃宝盖要宽，“木”字横要短，撇捺伸展开。 宿：宝盖不宜太宽。 烧：火字旁捺要变点；右上部不要写成“戈”，第二笔斜钩要有弯度；下面的“兀”字横要短，竖弯钩的拐弯处要圆润。         检查自学，由学生自己先自检，老师再检查。               重点指导书写。   第 2 课时 教学环节 教 学 内 容 复备栏 一、导入   二、朗读感悟                       &n

篇8：第四单元第1课时教学反思

第四单元第1课时教学反思

教学反思:

今天的.数学课堂教学很顺利，学生反应比较灵活，这节课我的反思是:1、应当巩固训练学生进位加法；2、课堂上老师清楚的演示过程，看似重复学生的板演，但这样的重复还是很有必要的。三，培养孩子细心的习惯，要有相应的激励手段，个别困难学生，还是应该个别辅导。

篇9：英语教案第四单元第

英语教案第四单元第二十二篇

小学英语第二册第4单元第22课教案

一、教学目的及要求：

1。 能听懂会说本课会话：Whats that in English ?

2。 能较好地掌握本课句型Whats that ? Its a desk 。并能用Lets practise 。的词做替换练习。

3。 能听说读写单词desk ，chair和句子Whats that in English ?

4。 学唱英文歌曲Whats that ? Whats this?

二、教具准备：卡片，投影，录音机，磁带，头饰。

三、教学重点：熟练运用句型Whats this （in English）? Whats that（in English）?及答语Its a /an ----。

四、教学难点：this，that和Its的发音，及this 和 that的不同的指代用法。

五、教学过程：

I。 问候

1。 师生问候 T: Glad to meet you ， again 。 / How are you ?

2。 介绍客人老师，并问候。 T: Please say “Glad to meet you” to the teachers 。

3。 师生自由对话：How are you ? /Whats your name ?

(出示头饰机器猫让学生这样回答 ：My name is Mr / Miss Cat 。)

II。 复习

1。 复习句型 ：Is that a ---? Whats that ? 及有关交通工具的单词 boat ， ship ， bike ， bus ，car， jeep ， plane (以上是四会单词) ， taxi ， yacht (只要求听说) 。

T: Look ， Mr / Miss Cat 。Whats that ? S1 :Its a ship。

T: Can you spell the word “ship” ? S1: Yes 。S-H-I-P， ship。

T: Is that a ship ， too ? S1: No ， it isnt 。 Its a boat。

T: Oh! Its a boat 。 Can you spell it please? S1 :Yes。 B-O-A-T， boat。

(让部分学生扮演机器猫，操练plane ，bike ， bus ， car， jeep )

T: Is that a jeep ， too ? Ss: No， it isnt 。 Its a taxi。

T: Now ， lets chant 。 “Whats that ? Whats that ?” one ， two start。

绕口令：Whats that ? Whats that ?What is that ? Its a taxi 。 Its a taxi 。 Its a red taxi 。

(此时将Whats that？卡片粘贴在黑板上)

T: Whats that ? Ss: Its a yacht 。

T: Now ， lets chant 。 “Whats that ? Whats that ?” one ， two start。

绕口令：Whats that ? Whats that ?What is that ? Its a yacht。 Its a yacht 。 Its a white yacht。

III。 新授

1。 呈现句型Whats that in English ?

T: And whats this in English ? Ss: Its a desk 。

跟读单词desk： T: Desk ， desk ， desk。 D-E-S-K， desk。。 （二遍并将卡片粘在黑板上）

T: And whats this in English ? Ss: Its a chair。

跟读单词chair: T: Chair ，chair ， chair。 C-H-A-I-R， chair。（二遍并将卡片粘在黑板上）

(此时将Whats this in English ？卡片粘贴在黑板上)

T: Look， whats that in English ? Ss: Its a door / clock 。（实物）

T: And whats that in English ? Ss: Its a picture 。 （投影片）

2。 巩固操练句型Whats that in English ?

1) T: Lets look at the picture 。 (放幻灯) Whats that in English ? Ss: Its a ---。 T: Now ， please talk like this 。 (让学生根据幻灯上的内容直接进行操练。)

2) T: Lets play a game 。 You please come here 。(指示他面朝黑板) Whats that in English ? (让另一位学生举起手中的`卡片，其他的学生真真假假地回答。如S: Its a ship / bus。 等，最后让第一位学生猜猜到底是什么。)

3。 听音， 跟读 (将有书， 钟 的两张卡片反贴在黑板上)

T: Whats that ? Ss: Is that a ---?

T: And whats this ? Ss: Is this a ---?

T: Sorry ， I dont know。 Please listen to the tape 。 (放录音)

(第一遍回答上面问题，第二遍跟读)

4。 学说英语

T: Please read in roles 。(男女对读; A，B分角色朗读。)

IV。 巩固操练

1。 编说类似课文内容的对话

T：Now you talk together like this 。(让最后一组学生用zoo编说对话。)

2。 情景对话

T: Great ! Lets go to the zoo 。 Ss: All right 。

T: Whats this in English ? Ss: Its a panda。(头饰，让部分学生扮演各种动物)

T: Whats that in English ? Ss: Its a deer 。

T: Now please make similar dialogues。 (让学生准备二分钟后，进行表演，最后一组以Its a door 。 结尾。)

3。 拼写游戏 (用来巩固第4单元的四会单词：orange ， bus ， ship ， desk ， chair 及第二册所有的四会要求单词。)

T: Look ! Whats that on the door ? Ss: Its a banana。

T: Can you spell it please ? Ss: Yes 。B-A-N-A-N-A， banana。

T: You please find the right key ，and then open the door to get a star 。（教师自己示范一遍，然后学生操练，最后以chair ，desk结尾。）

4。 学唱歌曲

T: Now lets sing a song 。 First lets read the words 。

Listen and follow 。 Sing in roles ，with other objects。

篇10：美术第3册教案第四单元

美术第3册教案（第四单元）

9.泥 娃 娃 一、教学目标  1.观察、感受、欣赏泥娃娃的造型、色彩及人物表情的特点。   2.提高学生的审美能力，培养学生的泥塑能力。 3.培养学生热爱民间艺术的情感以及对泥塑学习的兴趣。  二、教学重点、难点。   重点：通过欣赏及探究学习，培养学生学习民间泥塑的兴趣和喜爱优秀民间艺术的情感，学会制作一个泥娃娃。 难点：掌握泥塑的各种具体制作方法。 三、课前准备 (学生) 收集各种泥娃娃的图片，准备常用的泥塑工具，收集小豆子、小珠子、纽扣、花边、丝带、花粘纸等多种辅助材料 （教师）收集各种泥娃娃实物或图片、民间泥娃娃制作方法等动画、课件资料，准备泥塑工具一套、各种辅助材料及陶土 四、教学过程 1.探究式导课。 （1）教师出示一块陶土，让学生直观感受陶土。 教：老师手上有一块陶土，现在老师就请几个小朋友摸摸看，说一下感受？ 生：软软的 （2）教师出示一个泥娃娃，提出问题：一块陶土怎样才能变成一个可爱的泥娃娃？ 教：那这样一块软软的陶土怎样才能变成一个可爱的泥娃娃？以4人一组为单位讨论一下。  2.小组合作，探究问题，形成初步结论。 （1）分组讨论：陶土如何变成一个泥娃娃？ （2）学生得出结论：用团、揉、搓、捏、压、挖、堆塑等方法可以做成一个泥娃娃。 （3）欣赏民间泥塑制作过程（图片或课件），肯定学生的讨论结果，引导学生学习民间艺人制作泥娃娃的方法，开拓思维。 教：对，可以用团、揉、搓、捏、压、挖、堆塑等方法可以做成一个泥娃娃。那现在跟着老师来欣赏一下民间泥塑制作过程的图片，仔细观察制作方法和步骤。 （4）再分组讨论：怎么样的泥娃娃才是最可爱的？ 教：看了这么多图片，我们知道了制作一个泥娃娃的方法和步骤了，那请小朋友们开动脑筋想一下，怎么样的泥娃娃是最可爱的，我们怎么做可以把他变的更美更可爱呢？可以回忆一下刚才我们欣赏的那些图片。 生：外形圆圆胖胖的，表情调皮、笑眯眯的，色彩醒目的等等 （5）形成初步结论：如外形圆圆胖胖的，表情调皮、笑眯眯的，色彩醒目的等等。 （6）教师归纳。 教：同学们都很聪明，都观察出来外形圆圆胖胖的，表情调皮、笑眯眯的，色彩醒目的泥娃娃更加的.可爱生动。 3.欣赏感受，深入探究。 （1）交流欣赏师生收集的泥娃娃实物、图片或课件，开拓学生的思维。 （2）让学生说说各自的感受及方法。 （3）出示各种综合材料，如各色小豆子、小珠子、纽扣、花边、丝带、花粘纸等，以及各种如铅笔小棒等辅助工具，进一步启发学生的思维。 教：可是这样的泥娃娃似乎还不够美丽和可爱，同学们看一下老师手中的这些材料，又可以运用到哪呢？ 生：泥娃娃上 教：对，你们看，小豆子、小珠子、纽扣可以做泥娃娃的眼睛，花边、丝带、花粘纸可以做泥娃娃的衣服、头发等等。只要我们合理利用这些材料，相信同学们能做出更加美丽、可爱的泥娃娃。 现在老师宣布，要举办一个“泥娃娃的世界”展卖会。学生分小组，自由创作自己心中可爱的泥娃娃。等会制作完成后，可以上台陈列自己的泥娃娃作品，并可“展卖”。  4.创设情境，激发学生创作。 （1）创设情境：如出示展示台，举办“泥娃娃的世界”展卖会。 （2）学生分小组，自由创作自己心中可爱的泥娃娃。教师个别辅导。 （3）学生上台陈列自己的泥娃娃作品，并可“展卖”。 5.游戏、评价、交流，传递友谊。 （1）展示交流，互相评价。 （2）鼓励学生进行自由的交换。 （3）鼓励学生互相赠送作品给好朋友。  6.拓展学习，激发持久学习的兴趣。 观看用泥塑方法制作的动画片片段：如《小鸡快跑》等，进一步拓展学生的视野，思考陶土还可以用来做什么，培养学生对泥塑的兴趣。     10.壶的聚会 一、教学目标：   1、通过欣赏古今中外各式各样的壶，提高学生对壶文化的感性认识。   2、学习运用夸张、变形的方法来表现壶，尝试用各种工具、材料来制作，丰富视觉、触觉和审美经验。   3、通过引导学生对壶的观察、回忆与想象，使他们充分感受壶的造型之美，促进他们对壶文化的热爱之情。 二、教学重点、难点： 重点：尝试用立体形式来表现壶的各种形态。 难点：对壶的主要外形特征的把握及装饰表现 三、课前准备 （学生）陶泥、彩泥、牙签、小刀等 （教师）课件、有关各种壶造型的图片资料、陶泥、彩泥、牙签、小刀等 四、教学过程   1、组织纪律。   安定情绪，检查学生课前准备情况。   2、欣赏激趣。 （1）欣赏壶的图片资料：动画播放古今中外的壶，充分感受壶文化。 （2）让学生谈谈对壶的感受：精致、灵秀、神奇、富有想象力…… （3）揭示课题：《壶的聚会》。 3、感知引趣。 （1）进一步了解壶文化，让学生展示课前收集的壶的相关图片资料等。   （2）引导观察壶的构造特征，课件由远及近展示壶的特写镜头，充分感知壶的囗、颈、肩、腹、足、底、盖、纽、嘴、把等的主要特征。 4、尝试探趣。 （1）学生试制一把壶。 （2）学生相互评说与小结：设计一把壶，哪几个构件是必不可少的。 （3）学生欣赏书上壶的作品，把它们与自己试制的作品进行对照。分析如何表现壶的主要特征，如何运用夸张造型、想象装饰等来美化壶。 5、完善固趣。 （1）作业要求：设计一把造型别致的壶。 （2）依据心中所构思的壶的形象进行大胆自由的造型表现。教师巡视时给予鼓励与及时提示。对发现的普遍问题，给以及时的点拨、启发，帮助解决。 6、评价延趣。 （1）用数码相机或摄像机把学生的作品摄录，并展示于大屏幕上，让学生即刻获得成就感。让学生自评、互评，相互取长补短，进一步活跃学生的思维。 （2）教师评价时宜采用整体评价优点、点出存在的问题的方法。不直接点评存在不足的作品，而是提些建设性的建议。评价点主要放在造型是否别致、想象是否奇特、色彩表现是否生动等方面。 （3）课后请学生搜寻并选择有关各种壶的图片资料以及各种可以表现壶的材料等。

篇11：高一第11单元教案

高一第11单元教案

Teaching Plan for Unit 11

The sounds of the world

丽水中学 任文东

This unit mainly talks about different kinds of music with the title The sounds of the world.

1. Teaching aims and demands

类 别 课程标准要求掌握的项目

话 题 1) Talk about different kinds of music2) Discuss characteristics of different kinds of music and differences between them3) Write a comparison essay

功 能 Giving advice and making suggestionsYou’d better (not)…You should/ought to…You need (to) …Shall we…?Let’s…What/How about…?Why not…?Why don’t you…?I think …I am sure (that)…Maybe you could…

词汇 suggestion musical instrument perform performer blues characteristic slave jazz contain traditional spread variety universal folk guitar record satisfy inner desire emotion process musician totally express intelligence chant

in common turn into

语法 The passive voice in different tenses1) 一般现在时（am\\is\\are done）Our monitor keeps the key to the classroom.→The key to the classroom is kept by our monitor.2) 一般过去时（was\\were done）Ricky Martin performed the song of the 1998 World Cup. →The song of the 1998 World Cup was performed by Ricky Martin.3) 现在进行时（am\\is\\are being done）Everyone in the country is singing the beautiful song. →The beautiful song is being sung by everyone in the country.4) 过去进行时（was\\were being done）Smith was weighing the baby elephant. →The baby elephant was being weighed by Smith.5) 一般将来时（will be done）The famous band will give a performance in the Capital Concert Hall. →A performance will be given by the famous band in the Capital Concert Hall.6) 过去将来时（would be done）He knew that they would invite him to perform in the New Year’s Concert.→He knew that he would be invited to perform in the New Year’s Concert.7) 现在完成时（have\\has been done）They have picked out the top ten pop songs →The top ten pop songs have been picked out.8) 过去完成时（had been done）The headmaster had given the boy a golden pen. →The boy had been given a golden pen by the headmaster.

2. 教学内容分析

本单元的中心话题是“音乐”。语言技能和语言知识几乎都围绕“音乐”这一中心话题设计的。由热身、听力、口语、读前、阅读、读后、语言学习、综合技能、学习建议、复习要点等十个部分组成。

“热身”(Warming up)部分提供了地图，然后听音乐，要求学生明白所听音乐来自哪里，并展开讨论。这部分的目的是呈现本单元的中心话题--音乐，帮助学生在大脑中形成一个有关“音乐”的信息包，并复习或学习有关音乐的词和句型。

“听力”(Listening)部分提供了三首歌曲，要求学生通过听弄清歌名，歌词大意并对这些歌曲谈感受。

“口语”(Speaking)部分提供了Joe和Susan之间的对话。Peter的生日就要到了，Joe想送Peter生日礼物，于是征求Susan的意见，从而引出了asking and giving advice.整个活动以说为主，同时涉及了听、读、写的技能。这一设计训练学生在比较真实情景中口头表达的能力和丰富他们asking and giving advice的句型。

“读前”(Pre-reading)提供了有关“音乐”话题的四个问题。引导学生为下一不“阅读”作好思想准备。

“阅读”(Reading)部分介绍了一些有趣的音乐风格，如blues\\hip-hop\\rap\\Latin music等。

“读后”(Post-reading)部分分两块。第一块要求学生在小组里讨论四个问题，其中前两个问题是针对文章的理解，评价学生对文章理解的程度；第三个问题要求学生结合文章谈论自己的看法；第四个问题是开发性的，目的在于培养学生的思辩能力。第二块要求学生根据课文对所设计的六个句子先判断正误，然后加以改正。

“语言学习”(Language study)分词汇和语法两部分。判断一个人词汇量的大小，应该看两个方面，一个是外在数量，即单词的个数；另一个是内在数量，即单词词义的个数。本教材与旧教材相比，大大重视单词词义的个数，本单元讲解了四个词汇：beat\\pick\\rock\\style,每个词都讲解了三个用法。语法部分是各种时态的主动语态和被动语态的转换。

“综合技能”(Integrating skills)提供了一篇北京师范大学2001级学生曹向前同学写的文章（经过改写）Pop Versus Rock。文中着重阐述了Pop songs 和Rock songs之间的区别。通过对这篇文章的学习，要求学生写一篇题为Traditional Chinese music vs Modern Chinese music的文章。

“学习建议”（Tips）部分提供了有关话题“音乐”的总结性语言。

“复习要点”(Checkpoint)部分简要地总结了本单元的语法要点--The Passive Voice in Different Tenses,并且设计了练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。

3. Teaching procedures:

This unit consists of 10 parts: warming up\\listening\\speaking\\pre-reading\\reading\\post-reading \\ language study \\ integrating skills \\ tips\\ and checkpoints. I plan to cover this unit in 6 periods. Period One: Warming up and Listening \\ Period Two: Speaking \\ Period Three: Pre-reading Reading and Post-reading \\ Period Four:Post-reading and Word-study \\Period Five: Grammar\\ Period Six: Integrating skills

4. 教学评估(Assessment)

1) 自我评估(Self-assessment)（了解学生对本单元的学习情况）

要求学生自我评估可以提高学生学习的主动性和积极性，促进学生对自己的学习进行反思，并能帮助学生掌握评估技术，增加教师的评估信息。通过自我评估，学生可设定目标，并更清楚地认识到自己的优势与不足。

设计本单元的自我评价：根据自己的实际情况回答下列问题，并存入个人学习档案：

(1) What is the most important thing you learned in this unit?

(2) What do you think you did best in this unit?

(3) What do you find the most difficult in this unit?

(4) Where do you see the most improvement?

(5) Where do you need to work harder?

2) 同伴评估(Peer-assessment)（了解学生的学习情感、策略）

沟通技能和合作技能在同伴评估中十分重要。同学间彼此信任和真诚的互相评估需要长时间来培养。但是同伴评估可以通过简单的活动来实施。例如：如果一个小组要完成一项任务，组中每个成员都要做出贡献，共同完成任务。每个成员都要评估自己和他人的贡献。也可以由一组或几组同学在班上演示他们完成的任务，有其他同学根据制定好的表格对他们做出评价。

设计本单元的同伴评估：由组长或指定学生负责，组织小组反思，填写下表，并存入小组学习档案：

Peer-assessment on group work

Listening seldom sometimes often always

He\\She listens to their partners carefully.

He\\She understands their partners well.

He\\She understand the reporters well.

He\\She follows the teacher’s oral instructions.

Speaking

He\\She pronounces words correctly.

He\\She speaks clearly and fluently.

He\\She uses body language properly while speaking.

He\\She uses linking words while speaking.

He\\She states the topic\\their opinion briefly but clearly and completely.

Participation

He\\She involves himself in group work willingly.

He\\She works with their partners happily.

He\\She makes good preparations for group work in advance.

He\\She gives their reasonable suggestions.

He\\She follows their reasonable suggestions.

Comments and suggestions for improvement:

3) 自我检验(Self-testing)

Finish Workbook vocabulary and grammar exercises. After finishing these exercises, students carry out self-assessment: I think these exercises easy\\moderate\\difficult

Teaching Procedures

丽水中学 任文东

Period One

(Warming up and Listening)

Step 1 Warming-up

Before class, T plays a song Ss are familiar with till the bell for class rings. Then T asks Ss some questions: (1) Do you know the name of the song? (You’ll be in my heart from the film named Tarzan,《人猿泰山》)(2) Where do you think the song comes from? (3) Do you like the song? Why or why not? etc. Ss answer all these questions.

Step 2 Brainstorming

Do you know any other songs? In this way, Ss think about as many songs as possible.

Step 3 Discussion

Ss work in groups of 4. They talk about the songs they are interested in.

Step 4 Demonstration

After discussion, choose one of the students in their group to report the result of their discussion.

Step 5 Finding a place

T shows the map of the world. While the student is reporting the result, others should listen carefully. Ask a student to find the place in the map where the song comes from.

Step 6 Listening

Ask Ss to listen to the music on the tape to find where the music comes from.

Song 1 二泉映月 (folk music)

Song 2 Beat it by Michael Jackson from America (rock music)

Song 2 Take me home, Country roads by John Denver from Europe (American country music)

Step 7 Listening and discussion

Listen to the music several times and then discuss the following questions with group members. (1) Which piece of music do you like best? Why? (2) What makes you think this music comes from… (3) What are the differences between the songs you have heard? (4) Can you guess what the songs are about?

Step 8 Demonstration

After discussion, Ss choose one of the students in their group to report the result of their discussion.

Step 9 Listening

Listen to the three songs on the tape and then fill out the form below.

1 2 3

What would be a good title for the song?

What is the song about?

How does the song make you feel?

Do you like the song?(1=not at all, 10=very much

How would you describe the song?

Play the tape several times so that Ss can fully understand them.

Song 1: Edelweiss

Song 2: I’m right here waiting

Song 3: Love me tender

Step 10 Group-work

When Ss fill out the form above, they discuss each question and then report the result each other.

Step 11 Demonstration

Choose one of the students in their group to report the result of their discussion.

Step 12 Listening

If time permits, finish the Workbook listening exercises in class. If there is no time left in class, leave them as homework.

Homework:

1. Finish off the workbook exercises.

2. Find as many kinds of musical instrument as possible. (Consult the website:www.villa123.com)

Period Two

(Speaking)

Step 1 Listening

Have Ss listen to a piece of music and tell what kind of musical instrument the music is played with.

Step 2 Brainstorming

Have Ss tell as many kinds of musical instrument as possible by asking the question: What other kinds of musical instrument do you know? T collects kinds of musical instrument: organ, harp, piano, maracas, violin, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone, etc.

Step 3 Creating a situation (textual authenticity)

Have Ss work together with his\\her partner. Take turns asking for and giving advice.

Student A Student B

You want to buy a CD for your friend’s birthday, but you are not sure what to buy. Ask your partner to give some suggestions. Your partner needs your advice. Please help him or her to make a decision.

Step 4 Listening

Listen to the sample dialogue and make sure what the dialogue is about.

Step 5 Practice

Practice reading the dialogue, using one of the names of musical instrument mentioned above to replace CD and paying attention to sentences of asking for and giving advice.

Step 6 Dialogue

Have Ss choose one from the following situations to create their own dialogue.

Student A Student B

Your partner needs your advice. Please help him or her to decide what to do. You want to find a good song to dance to. You like dancing, but you are not sure what song you should play.

Student A Student B

Your partner needs your advice. Please help him or her to decide what to do. Your classmates have asked you to pick a special song that will represent your class. It should be a song that everybody likes and that shows the spirit of your class. Ask your partner to help you.

Step 7 Demonstration

Have several pairs to demonstrate their dialogues.

Step 8 Sum-up

Have Ss think hard and summarize how to make suggestions and give advice and possible responses.(See Slide)

Step 9 Consolidation

Work in pairs or groups. Use one or more of the situations below to practise giving and asking for advice.

1. You want to learn to play the piano, but you don’t know how.

2. You would like to write a song about your mother, but you are not sure what you should write.

3. You want to learn an English song, but you don’t know which one.

Homework:

1. Finish off the workbook exercises.

2. Try to memorize names of different kinds of musical instrument.

3. Find as much information about music as possible.(Consult the website: www.infozone.imcpl.org)

Period Three

(Pre-reading \\Reading\\Post-reading)

Step 1 Pre-reading

1. Checking homework

1) T asks the question: Do you play any musical instrument? What is your favourite instrument? In this way, Ss review names of kinds of musical instrument.

2) T asks another question: Has anybody got any information about musical styles? Ss tell different kinds of music, such as blues\\hip-hop\\rap\\Latin music etc.

Here is some information about music:

Music is a language that is spoken to everyone-from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is impossible to describe them all. Here are just a few well-known types.

Classical music is serious Western European music from the Middle Ages(1500) to the present and it was often written for a large orchestra, or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music.

Jazz developed in the Southern States of North America at the beginning of last century. The black people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together.

Blues was originally Black Country music, which also came from the Southern States of last century. It is slow, usually sad music, which is often sung by one person with a guitar.

Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more complex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often about city life and white musicians started playing it as well.

Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular with young people. It spread to Europe in the 1960s and is now known in most countries. A lot of pop music comes from Rock and Roll.

Pop music developed from Rock and Roll in America, Britain and Europe in the 1960s and is now in every country. The name is used for most commercial music, i.e. music we can buy on records and hear on “pop radio”. It is usually played by groups who often use electric instruments and make videos to go with their records.

2. Pair-work

Have Ss discuss these questions in pairs.

1) What kind of music do you like?

2) When you listen to a song, do you listen to words or the music?

3) Do you like to listen to music form other countries?

3. A game

Play some music played by different musical instruments, ask the Ss to guess what makes the song. (piano/guitar/trumpet/drum)

Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc.

Step 2 Reading

1. Fasting reading

Have Ss read the passage as quickly as possible to find the answer to the question: How many kinds of music are mentioned in the passage and what are they?

2. Careful reading

Have Ss read the passage carefully and fill in the form below according to the passage.

musical style

characteristics

Step 3. Post-reading

1. Answer the following questions:

1) Where does blues music come from?

2) What does the word “rap” mean?

2. The sentences below summarise the article. Read them and decide if they are true or false. Write the letter “T” if the sentence is true. Write “F” if it is false, and then correct the error and give the right information.

1)There are only a few styles of music in the world.

2) Blues is a new style of music.

3)Hip-hop and rap are completely different from blues and rock.

4)Santana is a well-known Latin music artist.

5)Rappers sing the words to their music.

6)There are many Spanish-speaking people in both North and South America.

3. Discussion

Discuss the following in groups of 4.

1) Why is Latin music so popular in the US? Is it popular in China?(Give some background of Latin music-The cup of life by Ricky Martin)

2) Is music a universal language? Can you enjoy music from other parts of the world even if you don’t understand the words? Are there any other universal languages? What about dancing, paintings and photographs?

4. Demonstration

Have some students report the result to the rest of the students.

Homework:

1. Read the article again and make a list of unknown words and expressions.

2. Write down the result of Discussion 2.

Period Four

(Post-reading and Word study)

Step 1 Revision

Have Ss talk about different musical styles and their characteristics.

Step 2 Student-centered vocabulary learning

1. Give Ss a few minutes to make a list of words and expressions from the text that they want to learn.

2. Ask Ss to show their list to a partner and explain why they chose these words or expressions.

3. Guessing meaning from context.

4. Work together in pairs or in groups, making clear the words and expressions.

5. Use a dictionary.

Step 3 Consolidation

1. Have Ss guess the meaning of the following words in each sentence.

beat 1.My heart is beating faster.(跳动)

2.The music is so fast that I can’t follow the beat. (拍子)

3.The German team beat the Japanese team 3-1 in the volleyball match. (击败)

pick 1.Autumn is the season to pick apples. (摘)

2.I’ll pick you up after work. (接)

3.The top ten pop songs for this year have been picked out. (选出)

rock 1.The death of John Lennon, the lead singer of the Beatles, rocked the nation. (使震惊)

2.Cui Jian is one of the most famous rock stars in China. (摇滚)

3.The ship hit some rocks and sank. Luckily all the passengers were rescued. (岩石)

style 1.The dress she bought yesterday is in the latest style. (式样)

2.I like different styles of music, such as rock music, folk music, pop music and classical music. (类型)

3.The style is the man. (文如其人)

2. Making sentences

Have Ss make as many sentences as they can, using the words in his\\her word list.

3. Making up stories

Have Ss make up stories, using the words in his\\her word list.

Step 4 Discussion

As is known to all, music is a universal language. Suppose there is no music in this world, what will the world be like?

Step 5 Demonstration

Have some students report the result of their discussion to the rest of the class.

Homework:

1.Finish the workbook vocabulary exercises.

2.Make up another story, using at least 5 new words and expressions.

3. Consult the website: www.rockhall.com to get detailed information about Elvis Presley.

Period Five

(Grammar)

Step 1 Warming-up

First show a episode by Elvis Presley and let the Students guess who sang the song.

T: Who is the man?

S: (Ss probably answer) Elvis Presley.

Then ask the Ss to report some information about Elvis Presley.

Detailed information about Elvis Presley:

Elvis Presley is the undisputed King of Rock and Roll. He rose from humble circumstances to launch the rock and roll revolution with his commanding voice and charismatic stage presence. In the words of the historical marker that stands outside the house where he was born: “Presley's career as a singer and entertainer redefined popular music.”

Presley was born in Tupelo, Mississippi, on January 8, 1935, and grew up surrounded by gospel music of the Pentecostal church. In 1948 the family moved to Memphis, where he was exposed to blues and jazz on Beale Street. After graduating from high school in 1953, an 18-year-old Presley visited the Memphis Recording Service - also the home of Sun Records - to record his voice. Owner/producer Sam Phillips was struck by the plaintive emotion in Presley's vocals and subsequently teamed him with guitarist Scotty Moore and bassist Bill Black. In July 1954 the trio worked up “That's All Right” and “Blue Moon of Kentucky” - blues and country songs, respectively - in a crackling, uptempo style that stands as the blueprint for rock and roll.

After five groundbreaking singles, Presley's contract was sold to RCA Records and his career quickly took off. “I Forgot to Remember to Forget” - his last single for Sun and first for RCA - went to #1 on the country charts. “Heartbreak Hotel,” a haunting ballad, became his first across-the-board hit, holding down the top spot for eight weeks. Presley's hip-shaking performances on a series of TV variety shows, including Ed Sullivan's, generated hysteria and controversy. From blistering rockers to aching balladry, Presley captivated and liberated the teenage audience. His historic string of hits in 1956 and ?7 included “Don't Be Cruel,” “Hound Dog,” “Love Me Tender,” “All Shook Up” and “Jailhouse Rock.”

Presley's career momentum was interrupted by a two-year Army stint in Germany, where he met his future wife, Priscilla. For much of the Sixties, he occupied himself with movie-making and soundtrack-recording. His albums of sacred songs, such as How Great Thou Art, stand out from this otherwise fallow period. Presley's standing as a rock and roller was rekindled with an electrifying TV special, simply titled Elvis and broadcast on December 3, 1968. He followed this mid-career renaissance with some of the most mature and satisfying work of his career. Recording in Memphis, he cut such classic tracks as “In the Ghetto, ”Suspicious Minds“ and ”Kentucky Rain“ with the soulful, down-home musicians at American Studio.

If the Fifties were devoted to rock and roll and the Sixties to movies, the Seventies represent the performing chapter in Presley's career. He toured constantly, performing to capacity crowds around the country until his death. Presley died of a heart attack at Graceland, his Memphis mansion, on August 16, 1977. He was 42 years old. How big was Elvis?

Statistically, he holds records for the most Top Forty hits (107), the most Top Ten hits (38), the most consecutive #1 hits (10) and the most weeks at #1 (80). As far as his stature as a cultural icon, which continues to grow even in death, writer Lester Bangs said it best: ”I can guarantee you one thing - we will never again agree on anything as we agreed on Elvis.“

Inductee timeline

January 8, 1935

Elvis Aron Presley is born to Gladys and Vernon Presley in a two-room cabin on North Saltillo Road in East Tupelo, Mississippi.

SUMMER 1953

Elvis Presley stops at Memphis Recording Service to record two songs, ”My Happiness“ and ”That's When Your Heartaches Begin,“ as a birthday present for his mother. Phillips notes that Presley has a good feel for ballads and should be invited back.

July 18, 1953

Elvis Presley, then earning his keep as a truck driver, drops by the Memphis Recording Service, home of Sun Records. He privately records two songs (”My Happiness“/”That's When Your Heartaches Begin“) for the sum of $4, leaving with a ten-inch acetate. Office manager Marion Keisker jots a note for owner Sam Phillips: ”Good ballad singer.“

January 4, 1954

A young Elvis Presley visits the Memphis Recording Service to record ”Casual Love Affair“ and ”I'll Never Stand in Your Way“ and meets Sun Records owner Sam Phillips.

June 27, 1954

After several fruitless recording sessions, Sam Phillips pairs Elvis Presley with guitarist Scotty Moore and bass player Bill Black. He hopes the singer might find his voice by rehearsing with other musicians cut from the same country, pop, gospel and R&B cloth.

July 5, 1954

Rock and roll history is made when Elvis Presley, Scotty Moore and Bill Black spontaneously perform bluesman Arthur ”Big Boy“ Cruddup's ”That's All Right“ in romping, uptempo style. The next day, bluegrass pioneer Bill Monroe's ”Blue Moon of Kentucky“ is given a similarly playful treatment. On July 19th, the two songs are released as Elvis Presley's first single, which bears the legend ”Sun 209.“

July 19, 1954

Sun releases ”That's All Right“ and ”Blue Moon of Kentucky“ by Elvis Presley, backed by guitarist Scotty Moore and bassist Bill Black.

July 20, 1954

Elvis Presley makes his first public appearance, performing on a flatbed truck in Memphis. This inaugurates a period of wildly performed and riotously received concerts that will be interrupted only by Presley's induction into the U.S. Army.

August 15, 1955

Elvis Presley signs a management contract with ”Colonel“ Tom Parker, whose other clients included country-music stars Eddy Arnold and Hank Snow. The relationship with Parker will continue till Presley's death.

November 1, 1955

Despite Presley's growing popularity, his five Sun singles fail to make a dent on the national charts. Phillips sells his contract to RCA Records for $35,000.

November 20, 1955

Elvis Presley's contract with Sun Records, including all previously released and recorded material, is sold to the New York-based RCA label for $35,000.

January 27, 1956

Elvis Presley's debut single for RCA, ”Heartbreak Hotel,“ is released. The first of Presley's 17 Number One hits, it holds down the top spot for eight weeks. ”Heartbreak Hotel“ establishes Elvis Presley and rock and roll itself as national phenomena.

January 28, 1956

Elvis Presley makes his first appearance on network TV as a guest on Stage Show, hosted by jazz bandleaders Tommy and Jimmy Dorsey. Throughout 1956, Presley's biggest year, he will also appear on The Milton Berle Show, The Steve Allen Show and The Ed Sullivan Show.

April 15, 1956

Heartbreak Hotel (Elvis Presley) was a hit.

July 22, 1956

I Want You, I Need You, I Love You (Elvis Presley) was a hit.

August 4, 1956

What many consider to be one of rock's greatest double-sided singles, ”Don't Be Cruel“ and ”Hound Dog,“ is released. Both sides will share the top spot for 11 weeks.

August 12, 1956

Hound Dog/Don't Be Cruel (Elvis Presley) was a hit.

October 28, 1956

Love Me Tender (Elvis Presley) was a hit.

November 15, 1956

The film Love Me Tender, which features Elvis Presley in the first of 31 Hollywood movie roles, premieres at the New York Paramount. Two months earlier, on September 9th, he performed the title song on the Ed Sullivan Show to a record viewing audience estimated at 54 million.

December 4, 1956

Four legendary past and present Sun Records recording artists Elvis Presley, Jerry Lee Lewis, Carl Perkins and Johnny Cash rather at Sun for an informal jam session. Later dubbed the Million Dollar Quartet, the stars (sans Cash, who stays only briefly) perform gospel standards and recent hits in relaxed, impromptu fashion.

December 4, 1956

The ”Million Dollar Quartet“ Presley, Perkins, Cash and Jerry Lee Lewis records old gospel, country and pop songs at an impromptu session. The recordings aren't officially released until the mid-Eighties.

1957

Leiber & Stoller are summoned to New York by Elvis's Brill Building music publisher to write songs for the movie 'Jailhouse Rock.' The title song soon reaches #1.

January 6, 1957

Elvis Presley sings five songs in his final performance on the Ed Sullivan Show.

January 8, 1957

Elvis Presley passes the pre-induction exam for the Army.

February 3, 1957

Too Much (Elvis Presley) was a hit.

April 7, 1957

All Shook Up (Elvis Presley) was a hit.

July 2, 1957

(Let Me Be Your) Teddy Bear (Elvis Presley) was a hit.

September 1, 1957

Jimi Hendrix goes to see Elvis Presley perform at Sicks Stadium.

October 15, 1957

Jailhouse Rock (Elvis Presley) was a hit.

December 19, 1957

Elvis Presley is served with his draft notice while home at Graceland for the Christmas holidays. He is sworn in as a private in the U.S. Army on March 24, 1958, and later sent to basic training in Fort Hood, Texas. Shipped to Germany, he will serve in Company D, 32nd Tank Battalion, 3rd Armor Corps, from October 1, 1958, to March 1, 1960.

February 4, 1958

Don't (Elvis Presley) was a hit.

July 15, 1958

Hard Headed Woman (Elvis Presley) was a hit.

August 4, 1959

A Big Hunk O' Love (Elvis Presley) was a hit.

April 19, 1960

Stuck On You (Elvis Presley) was a hit.

May 12, 1960

Elvis guest-stars on a Frank Sinatra-hosted TV special, Welcome Home Elvis, and cuts his first post-Army recordings in Nashville. They yield the hit album Elvis Is Back and such million-selling singles as ”It's Now or Never“ and ”Are You Lonesome Tonight.“

August 9, 1960

It's Now Or Never (Elvis Presley) was a hit.

November 22, 1960

Are You Lonesome Tonight? (Elvis Presley) was a hit.

March 14, 1961

Surrender (Elvis Presley) was a hit.

December 16, 1961

The soundtrack to Blue Hawaii reaches #1 on the album charts, where it will remain for 20 weeks. With sales of 2 million, it is Elvis Presley's best-selling album to date.

April 15, 1962

Good Luck Charm (Elvis Presley) was a hit.

July 26, 1965

Elvis Presley's version of the Orioles' ”Crying in the Chapel“ peaks at #3 on the pop chart.

August 27, 1965

The Beatles spend the evening talking and playing music with Elvis Presley at his Bel air home.

May 1, 1967

Elvis Presley marries Priscilla Beaulieu, who he met eight and a half years earlier during his tour of duty in Germany, at the Aladdin Hotel in Las Vegas. Their daughter, Lisa Marie Presley, is born exactly nine months later, on February 1, 1968.

December 3, 1968

NBC airs ”Elvis,“ a television special that revitalizes Elvis' career as a rock and roll performer.

December 8, 1968

The hour-long special Elvis, sponsored by Singer Sewing Machines, airs on NBC-TV. Clad in black leather, Elvis successfully pulls off the greatest comeback in rock and roll history. After his decade-long stint as a movie star, he re-establishes himself as a musical performer and cultural totem on this electrifying, widely viewed special.

January 13, 1969

Presley enters American Sound Studio in Memphis, where he will cut some of the finest recordings of his career, including the hits ”In the Ghetto“ and ”Suspicious Minds.“ It is the first time he's recorded in his hometown since 1956.

July 31, 1969

Elvis Presley performs his first live concert since March 25, 1961, opening a four-week engagement that christens the 1,500-capacity Showroom at the International Hotel in Las Vegas. The remaining eight years of Presley's life will largely be devoted to live performances, either on the road or at the International Hotel.

October 26, 1969

Suspicious Minds (Elvis Presley) was a hit.

1969

Elvis Presley returns to the road. His guitarist and bandleader is James Burton, who will remain with Presley until his death in 1977.

January 9, 1971

Elvis Presley is named one of 10 Outstanding Young Men of the Year by the U.S. Jaycees.

October 9, 1973

Elvis and Priscilla Presley divorce in Santa Monica, California.

T: How did he sing the song?

S: (Ss probably answer) Elvis Presley sang the song wonderfully.

T: Yes, can you say the sentence in another way beginning with the song as the subject.

S: (Ss probably answer) The song was sung by Elvis Presley.

Show the slide: Elvis Presley sang the song wonderfully.

The song was sung by Elvis Presley wonderfully.

Then the teacher gives more examples and let Ss themselves discover how the Active Voice and Passive Voice is formed. If necessary, T briefly explains the grammar item in this unit.

Step 2 Reading

Have the Ss read the passage at Page 75 and then rewrite the phrases in bold, using the Active Voice.

Step 3 Practice

1. Do grammar exercises at Page 75.

2. Do Checkpoint 11 grammar exercises at Page 77.

The key to the classroom door _______________ (keep) by our monitor.

The theme song of the 1998 World Cup ___________________ (perform) by Ricky Martin.

The performance ____________ (give) in the Capital Concert Hall.

He knew that he _____________ (invite) to perform in the New Year’s Concert.

This song ____________ (play) all over the country now.

He wrote this song while his watch ____________ (repair ).

Although it ___________ (play) many times, he still love this tune.

It was the first time he ____________ (award ) with a Grammy.

3. Do workbook exercises at Page 147 and 148.

4. Cover the workbook integrating skills reading: American Country Music.

1) First time: reading for information

2) Second time: read to find sentences with the grammar patterns: the Active Voice and the Passive Voice, then do the changes

Homework:

1. Write an article about music trying to use as many sentences containing the grammar points as possible;

2. Preview the integrating skills reading: Pop vs Rock

3. Consult the website www. rockstreet.com to get more information about pop music and rock music

Period Six

(Integrating skills)

Step 1 Homework checking

Have the Ss talk about pop music and rock music.

Step 2 Reading

Read the text pop and rock music and complete the outline below:

Comparison Pop music Rock music

Why is music importantto the musicians? Music is their career. They useMusic to become rich and famous.

How are some written? One person has a strong feeling andexpresses it with music,and others help build the song.

What are the songsabout? Most pop songs are simple storiesAbout love that make people feeleasy and forget about the real world.

Step 3 Discussion

Compare traditional Chinese music and modern Chinese music. Start by completing the chart below, and then write a short essay in which you compare the two styles of music.

Traditional Chinese music vs Modern Chinese music

Comparison Traditional Chinese music Modern Chinese music

What instruments are used?

When is the music played?

Who writes the songs?

What are the songs about?

Step 4 Writing

In English, listening, speaking, reading and writing are the four basic skills. Ask the Ss to write an essay entitled Traditional Chinese music vs Modern Chinese music with Pop vs Rock as a guide.

Step 5 Practice

Allow the Ss enough time to write the essay then show one of the Students’ on the screen. Do some adjustments.

Step 6 Consolidation

Read the passage at Page 148 and finish the form at Page 149.

Homework:

1. Write a comparison essay according to the finished form at Page 149 with the title American music in the past vs today’s American music.

2. Review the whole unit.

篇12：第四单元 教案

第四单元 教案

科目：二年级数学   上课时间： 年 月 日 班级   主备人 扈桂燕 二备人   教学内容 第 二  单元  课题：用乘除法两步计算解决实际问题（课本第31页） 项目 主  备 二  备   学  习  目   标 1、知识点: 使学生初步学会根据乘除法之间的关系，解决两步计算的实际问题。 2、能力培养：运用数学知识来解决实际问题，培养学生灵活应用的能力。 3、情感培养（习惯培养）激发学习动力和兴趣，善于与同伴表达自己的看法, 使学生养成爱动脑筋分析、解决问题的习惯。   重难点 1、学会用乘除法两步计算来解决实际问题。 2、掌握解决问题的方法和步骤。   问题预设（任务要求等） 教师点拨、总结等   二、问题导学 1、出示儿童商店，展示各种商品和单价。 2、以四人小组的形式开始购物。 （1）先说说你有多少钱，准备买什么？在组里谈谈自己的购物打算。 （2）小组分工合作，有的扮演营业员，有的扮演顾客。 （3）学生开始购物。 3、在全班交流你们购物的过程。以表演的形式展示。 例：  A、12元可以买3辆小汽车。   B、我想买5辆小汽车。   C、应付多少钱？ D、应付20元。 4、请表演的D同学说说他们是怎样算出来的。  12÷3＝4（元）  4×5=20（元） 5、再请一小组上黑板前展示他们的购物过程。 6、小组相互交流。 三、巩固练习1、基本练习学生独立完成第31页的“做一做”。然后根据“做一做”的图提出能用乘除两步运算的'问题并相互解答。 2、变式练习□□  □□  □□  □□  □□  □□  □□  □□  把这些正方形平均放在4个盘子里，每盘放几个？ 算式-------- 3.思维训练 幼儿园的小朋友每天每人吃2个苹果，4个小朋友3天吃多少个苹果？ 板书设计   用乘除法两步计算解决实际问题 □□  □□  □□  □□  □□  □□  □□  □□  把这些正方形平均放在4个盘子里，每盘放几个？   2×8=16(个)  16÷4=4（个） 一、问题提出 问小朋友们喜欢逛商店吗？他们喜欢，再让他们猜猜练习本、文具盒、球、球拍等的价钱。     小结:在解决实际问题时，一定要看清楚问题，确定用乘法还是用除法。正确分析乘除法之间的关系。               设计意图:巩固练习本节课学习的内容     设计意图：理解乘除法之间的关系，用两部计算解决实际问题。   设计意图：培养学生分析问题的能力。           课堂小结 本节课我们学习了利用乘除法的意义来解决实际问题，学会了用乘除法两步计算解决实际问题。                                                                           教后反思                 提提示   1、每节课教学环节：问题提出---问题导学---问题链接。 2、问题导学步骤：自主学习---合作探究---展示交流---完善巩固。    

篇13：高一英语13单元

英语教学案例-------程永华

案例，这一新名词出现在教学中，给我们的教学工作带来一把解决问题的金钥匙。通过案例，我们不断反思，进而在教学过程中调整教与学，最终提高教学质量。

下面以高一英语S B I A Lesson 50 Abraham Lincoln为例，具体介绍该课在教学中的实际情况。

一、读

1、引入Preparation for reading

本课文Abraham Lincoln是一篇人物传记，我启发学生在课前收集有关林肯的资料。请学生来简述其生平：

祁超（高一3学生）：I know something abent Lincoln. He was the President of the USA.

师：Can you odd some information（指向另一学生--王宏元）

王宏元：he was the president of the USA fwm 1860 to 1864.

师：you did a good job, Thank you, and try your best to raise some quest'ons

（启发学生提出问题）

林山枫、王玲琳举手，依次让她们提问。

林山树：What was Lincoln's greatest work?

王玲琳：Why was he killed?

（学生积极讨论，并准备回答问题）

Q1一颜曼：To build a free state for all the people.

Q2-张鑫：Because the slave owners hated him for sefting the slaves free.

（让学生结合祁超、王宏元等诸位同学的信息，进一步补充、完善）

顺理成章地转入下一个步骤：

2、跳读Scanning

围绕刚才的问题，让学生进行搜寻式阅读，培养学生捕捉关键句的技能。

（此时，关玲同学举手。问Slave和Slavery有什么区别？）

师（轻声解释）：Slave 奴隶（具体的人）

Slavery 奴隶制度（抽象名词）

3、掠读Skimming

Read the text as quickly as possible to get a general idea of ea uh Paragraph:

（提出这个问题后，不少同学是紧锁眉头。显然，这种综合概括型题对学生偏难）

于是，我有意识地提示每一段：

Para1关键词：born school

Para2关键词：Yourg man

Para3关键词：War slowes

Para4关键词：enemies died

Para5关键词：（我笑着对学生说：这段用得着提示吗？）学生齐答：No,It is vang simple.我趁热打铁，让学生逐一归纳。

殷云蛟 Para1：Lincoln death

易 通 Para2：Lincoln was a young man

（归纳完整，简明么？师问，并继续请学生归纳）余 鎏Para2 :Lincoln's youth.

王平：Para3 :the American civil war.

谭 兵：Para4 :Lincoln's death

全班齐：Para5 :one of the greatest of all American Presidents.

4、细读intensive reading

按时间顺序，了解课文主要情节，获取有关信息：

Read the text carefully. First. Extract the time. and then wmplete it.

周 孟：（举手、在黑板书写：）

⑴In 1809_______ ⑵As a child _____

⑶In 1818_______ ⑷As a young man _____

⑸In 1860_______ ⑹In 1864 _____

⑺In 1865_______

陈 姝（填写）；其余同学在书上作符号

1809：Limoln was bom.

1818： His mother died

1860：Lincoln became President of the USA.

1864：Lincoln became President again

1865：Lin loln was shot.

疏通课文中阅读疑难和语言障碍让学生提出：

张 帆：When she saw that Abrahom liked reading, she did all she could to help him.

（老师，为什么could后面有to呢？）

师：问得好，我正想分析此句：”she could“is an Attributive clause to modify the pronoun ”all“Arcer the modal verb”could“,the verb”do“ is omitted. So the complete sentence should be……,she did all (that) she could (do) to h elp him.fire fou clew?

多数同学点头，有几位不懂、摇头。

师：不懂的同学下课后我们一起来研讨。OK？（学生点头）

莫 勇（举手提问）：As a child he used to work hard and help his father on the small farm where they lived.（”这句话怎样理解？难道Where是状语从句？“）

师：”Where“introducer orn Auribufive claw to modify the noun”farm“,Here it means ”on the farm“ Do you understand?

（当场多数学生点头，为照顾差生，师再用汉语重复解释，直至学生理解）

二、听说

为及时检查理解程度，细读之后组织学生两人一组（work in pairs）,根据课文内容，互相用wh- 特殊疑问形式提问及回答，每人不少于五个问题。

（摘抄一小组问题）

How did Limoln spend his Childhood?

Why did the American Civil War break out?

What happened after the war ended in 1864?

How did he become a lawfer?

Was he good at studying?

针对第五个问题的创造性，当场予以表扬，并让学生讨论。

通过各小组围绕贯穿主线的时间展开讨论，并造句、连成段落，让学生“纲举目张”的复述手法使学生表达起来“顺理成章”。

（此时，下课铃响）

师：课内时间有限，课外时间无限？

生：No。

（下课）

三、写

书面表达练习是检查课文整体教学的效果，它立足于说，又是说的提高，抓住学生对课文较熟悉，趁热打铁，布置改写或从第一人称（假如自己是林肯；林肯之父，奴隶；奴隶主）去练习写作。

篇14：八下第四单元教案《吆喝》1课时

八下第四单元教案《吆喝》（1课时）

18.吆喝 目标定向： 知识与能力 1.了解旧时吆喝的内容、种类、作用，把握文章的结构 2.合作调查能力、搜集整理能力、表演能力等 过程与方法 1.上集市搜集、调查、整理如今当地的种种“吆喝”，研究其规律、特点及价值，探讨其中包含的民风民俗等 2.自学讨论法、行动法 情感态度价值观 1.培养热爱本土俗文化的情感。 2.归类记录类似吆喝的口头文化遗产，为发扬古文化遗产做一点贡献。 【教材分析】 萧乾的《吆喝》以平易而又不乏生动幽默的语言介绍了旧北京街市上动人的一景，缓缓的追忆语调中流露出的是愉悦和怀想，让人不由自主地品味到生活中蕴涵的浓郁的情趣。内容贴近生活，文字也不难理解。学生基本上可以自读，在自读后由学生质疑提问，师生共同解决。重点：带有地方特色的吆喝的作用及其中蕴涵的浓郁的情趣。 【课时安排】 一课时 【课前准备】 1.以小组为单位，深入调查：向爷爷奶奶外公外婆们或旧时生意人调查过去人们吆喝的内容和声调，做好记录或录音 2.每人模仿一两句旧时的吆喝声如：卖豆腐的，收破烂的等 【教学目标】 1.交流学生调查或搜集到的`旧时各种吆喝，增强学生的感性认识 2.学习课文，把握文章内容及作者情感 【具体步骤】 一、导入新课 1.教师先放吆喝。 2.请同学们模仿昨天从爷爷奶奶外公外婆或旧时商人处学到的吆喝(教师可适时组织评点) 3.如果时光倒流几十年，我们这儿的大街小巷，人们经常可以听到这种商贩叫卖的吆喝声。如今，这些清脆悠扬的叫卖声大多已经淹没在都市的喧嚣中，要不是你们爷爷奶奶们还健在的话，它们就可能永远地消逝了。知道吗？你们昨天做了一件多有意义的事啊!你们昨天做的，是整理我们本土的文化遗产事啊!只不过我们昨天只做了第一步，如果将采集到的这些吆喝用文字整理下来，那才是大功一件呢。（讨论如何动笔？） 4.看看著名的作家、记者、翻译家箫乾是如何动笔写《吆喝》的。作者作品简介及处理课后生字词 二、粗读课文，整体感知 1．课文主要写了哪些吆喝声？这些吆喝声是按什么样的顺序组织起来的？课文的结构是怎样的？（学生默读，自我思索） a.．文章中的吆喝声林林总总，多而且杂，但作者却介绍得有条有理。总的来说，文章写了作者在北京听到的大多数吆喝声，从“我小时候，一年四季不论刮风下雨，胡同里从早到晚叫卖声没个停”中，可以得知是按时间顺序来安排材料的。首先从早到晚介绍了“大清早卖早点的……到了晚上的叫卖声也十分精彩”；其次按“一年四季”的顺序有条理地介绍了春、夏、秋、冬四个季节的吆喝声。 b．课文也是按照“引入”（1～3）、“介绍叙述”（4～10）、“评论”（11～14）来安排结构的，脉络清晰。 (教师在此过程中，要注意导的方法，导的艺术，把问题留给学生解决，及时总结，切勿包办，教师应引导学生找总起句、过渡句来理清文章的脉络，从而梳理出板书。 2. 你觉得作者对北京的吆喝声怀着怎样的感情？从文中那些语句中可以看出来？你能从同学的介绍中听出这种感情吗？ 作者在对老北京街头吆喝声的娓娓介绍中，包含着怀念之情，包含着对往事的美好回忆，同时也对这些口头文化遗产的逐渐消失而感到惋惜。（末段“倒还剩一种吆喝”即可体会出来） 3.本文是用地道的京白（北京口语）写的，特别是描写吆喝的语句，富有浓郁的地方特色，试找出几例，相互交流，体会其中的意味。 三、质疑解疑 1.为什么介绍“从早到晚，一年四季”中的吆喝时主要介绍卖什么而很少介绍怎样吆喝？（对材料的加工剪裁功夫） 要点：因为各种的吆喝声实在太多，没必要一一描述，只要写其中的几种有代表性的就可以了，做到有重点、有目的地介绍，主题更突出。 2.为什么“我”听到“卖荞麦皮”的吆喝会吓了马趴？（自然写实、幽默调侃）   3．为什么作者要大量运用“京白”口语？罗列这么多的吆喝声，是不是繁冗了些？（学生分成小组讨论后落实情感目标） 要点：作者运用“京白”的艺术语言，一是因为他对北京家乡的热爱，二是因为写的“吆喝”都是当地的口语，用当地语言来写更真实，更有表现力。 4．括号里的句子或词语有什么用？ 要点：里面的句子、词语是解释前面的方言或起补充说明的，如：“我对卖蛤蟆骨朵儿（蝌蚪）的最有好感”，这里是解释； “过好一会儿（好像饿得接不上气儿啦）”，这里是补充说明，方便了读者对课文的理解。 5………（学生自己提出） 四．全课小结： 1、由珍惜民族文化遗产与汪奎元事件的正确与错误之处 2、本文值得学习的地方。 五、作业布置： 1．识记字词，完成“研讨与练习”一、二。 2．学生自由选择文中提及的或课外的吆喝声，进行模仿。并由学生从语气、语速、语调、音量等方面加以点评。 3．自己为一种商品创造一则吆喝广告。先弄清怎么创造（如：方言、事物特色、夸张、语速语调） 4．交流与讨论：你如何看待当前街头的吆喝声？ 六、板书设计   教学反思： 如今的中学生对于旧式的“吆喝”是相当陌生的，这就为教学带来了难度。为此，教师可以借助录音、录像等媒体使增加学生对“吆喝”的了解，教师还可以根据当地条件，设计有关活动，如让学生走上社会，走上集市，倾听吆喝，搜集、调查、整理甚至可以学上一两句当地的种种“吆喝”，了解其作用，分析其与广告的关系。总之要增强学生的感性认识，并借此开展语文研究性学习。通过这课的设计，我觉得文学和生活是息息相关的，让我们这些远离旧北京的人，对旧北京的文化遗产有了一定的了解和认识，从而更加的珍惜现在的生活，发扬和继承古文化遗产。

篇15：崔仕友第四单元第四课时教案

崔仕友第四单元第四课时教案

陈庄镇中心小学“问题导学”教案专用 科目：数学  上课时间： 年 月 日 班级 三年级 班 主备人 崔仕友 二备人   教学内容 第四单元 课题：制作年历   第四 课时 项目 主  备 二  备     学  习  目   标 1、知识点 通过指导学生制作年历，进一步巩固本单元所学的平、闰年的有关知识，并且让学生了解我国的一些传统节日。 2、能力培养： 培养学生的观察能力和思维的有序性，增强学生的动手能力。 3、情感培养（习惯培养） 体验数学知识与实际生活的联系，培养应用意识和解决问题的能力。     重难点 重、难点： 应用所学的知识制作年历。     问题预设（任务要求等） 教师点拨、总结等   （一）问题激趣，引入课题： 同学们，平时我们要知道今天是几号，怎么办？你们见过什么样的年历？ 今天我们一起来制作一个年历好不好？引出课题。 （二）、动手操作： 问题提出：你们会制作一个年历吗？制作一个年历应有哪些步骤？ 1、引导学生以小组为单位进行讨论，放手让学生自己去探究，去发现如何制作年历。 2、交流汇报讨论结果，完善制作方案。 3、师生共同总结：       4、小组分工合作，教师指导。 5、成果展示与交流。 6、学生自我评价。            （三）、应用： 引导学生思考：你们制作的年历还能做什么？（了解时间，记录事件。） （四）、巩固： 让学生课后进一步装饰自己制作的年历，看谁的最漂亮。                           问题连接： 首先要确定1月1号是星期几；在就是休息日和一些节日要用其它颜色标出（7月1日党的'生日，8月1日建军节，10月1日国庆节…）；共12个月，每行4个月，排3行。        教师总结：你觉得哪个小组制作的比较好，好在什么地方？又有什么优点呢？注意要表明重要的节日及名称，每月的天数……          （五）、课堂小结：通过这节课动手制作年历，你都有哪些收获？ 板书设计： 制作年历 首先要确定1月1号是星期几；再就是休息日和一些节日要用其它颜色标出（如：7月1日党的生日，8月1日建军节，10月1日国庆节…）；共12个月，每行4个月，排3行。                                                                           教后反思                            

篇16：高一第四单元作文

摘录：古人云：人心齐，泰山移。团结就力量。我们新一代的中学生要努力自己的团队精神和互助观，确立“一枝独秀不是春，百花齐放春满园”的思想。相信在我们实中人的努力下，团结互助之花定然会绽放于校园。

正文：团结互助，共创和谐校园

当午间的钟声敲响天空的湛蓝，一场突如其来的噩耗传遍了大江南北，震撼了全国，揪住了我们中华儿女的心。

5月12日，是我们中国人悲痛的时刻。在这一时刻，8级的大地震，震碎了多少房屋?!夺走了多少鲜活的生命?!摧毁了多少幸福美满的家园?!每一个生命的逝去都是我们共同的哀伤。

团结互助

我们不能挽回灾难所失去的一切，但面对突如其来的灾难，我们团结互助、举国救援的一个个画面又不能不令人感动。无论是领导。普通百性还是下岗职工，无一不投入抗灾救灾的队伍中，用自己的行动援助灾区。领导冒着危险亲自到灾区指导救灾工作，出租车司机不顾自己的安危前往灾区救援，各行各业掀起了捐款救灾活动，有钱出钱，无钱捐物，无数人民为拯救灾区人民而踊跃献血。他们用最真挚的感情、最纯朴的爱心，共同谱写了一曲动人的乐章。他们团结互助的精神，体现了中华民族的传统美德。这种团结互助的精神，促使我们中国人万众一心、众志成城，迎难而上，战胜了一次又一次的困难。譬如：的洪灾，的非典，的南方雪灾。也正由于这种精神，藏独不法分子不得不停止罪恶行径，让奥运圣火得以顺利传递。我们相信凭这团结互助，同舟共济的精神，同样能战胜这次的地震灾难。

同学们，我们要继承和发扬团结互助精神，携手共创和谐校园。

和谐校园能够丰富我们的智慧净化我们的心灵、塑造我们的性格。

作为一名中学生，我们有责任和任务为构造一个和谐校园而努力;为构建和谐社会而付出自己的力量。

在我们校园生活中，团结互助的现象层出不穷。同学们为学习上有困难的同学伸出热情之手，为生活上有困难的同学捐钱捐物;学校推行的阳光工程为贫困的同学撑起了一片蔚蓝的天空，帮他们渡过了一个个难过。在学校的阳光工程下，相信我们每个人都能享受阳光般的温暖。

但是，由于部分同学思想观念的偏差，兴趣爱好的不同，导致不利于团结互助的行为的发生，甚至有的同学为了满足个人利益而做出损人利己的事情。对于这些同学，我们要发扬团结互助的精神，热情的帮助他们，让校园的不良现象销声匿迹。让我们的校园充满和谐，让我们每个人在团结互助的环境里学习、工作、生活，茁壮成长。

古人云：人心齐，泰山移。团结就力量。我们新一代的中学生要努力自己的团队精神和互助观，确立“一枝独秀不是春，百花齐放春满园”的思想。相信在我们实中人的努力下，团结互助之花定然会绽放于校园。

相信在团结互助之下，今年的高考我们学校会再创辉煌!

篇17：语文第8册第四单元备课语文教案

语文第8册第四单元备课语文教案

一、本单元内容：

精读课文《果断的判断》《语言的魅力》《六个馒头》

略读课文《天游峰的扫路人》

语文综合实践活动4

二、单元教学目标：

1、学会42个生字

2、能说出课文的大意，并提出不懂得问题

3、用“和谐”“目的”造句

4、有感情地朗读课文

5、懂得遇到问题时，要善于思考，相信自己作出的正确判断；要有同情心，要善于体贴尊重人、乐于帮助人、乐于奉献，并感受语言的`魅力。

6、继续学习体会揣摩语言，体会文章表达的思想感情，理解作者的写作意图和基本意义。

三、重点分析：

1、继续学习体会揣摩语言，体会文章表达的思想感情，理解作者的写作意图和基本意义

2、了解法国著名诗人用语言帮助盲人的事，体会诗人同情、帮助残疾人的善良品质，感受语言的魅力。

3、练习用有魅力的语言写警示句

四、难点分析：

1、能说出课文的大意，并提出不懂得问题

2、懂得遇到问题时，要善于思考，相信自己作出的正确判断；要有同情心，要善于体贴尊重人、乐于帮助人、乐于奉献，并感受语言的魅力

3、体会《六个馒头》中同学间的纯真、丰厚的友谊。

五、知识点地位及系统性分析：

本单元延承上一学期默读课文的学习，继续有关于默读的训练。此外，依旧重视学生在学习课文中的情感体验。这就需要教师在教学中重视学生的独特情感体验，注意引导学生正确的价值观。写作内容与课文联系比较紧密，可以把读写结合起来，在学习《语言的魅力》后就让学生尝试写作

六、学生已具备的知识水平及能力分析：

学生已经具备了一定的朗读课文和默读课文的能力，查字典及积累词语等方面也有了一定的能力，通过介绍自己成长经历中印象深刻的一件事这一语文综合实践活动，提高了学生的语文综合素养，特别是口语交际能力和习作水平。

七、课时分配：

精读课文《果断的判断》《语言的魅力》《六个馒头》 分别两课时

略读课文《天游峰的扫路人》 为一课时

语文综合实践活动4 为三课时

篇18：真棒教案第四课时

真棒教案第四课时

一、我的发现

1．师：请同学们轻轻读读本题中的三个句子，相互比较，这些句子有何异同。

2．课件出示三个句子，学生交流发现。

a.指名读句子。

b.学生交流发现（要求学生发现有哪些不同的形式。一是引号里面的话可放在说的后面；二是可放在说的前面；三是可以省去说字，放在陈述性成分的前后。/article/）

c、师总结。

这三句句子都是写人物说的话的，句子中加引号的部分都是引用人物说的原话。在引用人物原话时，通常要交代说话者是谁，说话时的动作、神态、语气等，这部分内容的位置可以有所不同，可以放在引用的人物话语的前边，可以放在后

边，也可以放在中间。

3．齐读句子、体会。

4．拓展练习。

（1）到学过的课文中再找找相应的例子，并说明属于哪一类形式。

（2）把下面人物说的话进行不同形式的变换，并体会表达的效果。

例：来吧，我让他们放你进来。高尔基说。（a、高尔基说：来吧，我让他们放你进来。b、来吧。www.jiaoanba.com高尔基说，我让他们放你进来。）

二、日积月累

（一）读读背背

1．我们读了不少的名人故事，了解了名人崇高的品格，生动的事迹，而名人们说过的一些话也闪耀着思想的光芒，多积累一些名人名言，时常回味一下，可以 使自己获得启迪，从中汲取力量，今天我们就来学一些。

2．请各自轻声读书上提供的名人名言，把其中的生字拼读正确，把句子读通顺。

3．指名朗读交流。教师相机正音指导。

4．想想这些名言的意思，并且试着放声读出感情。

5．指名再读，师生评价。

6．齐读巩固。

7．拓展练习。

（1）学生读课前搜集的名人名言，有感情地朗读给大家听。

（2）师课件出示以下的.名人名言，指名感情朗读，再齐读。

a、虚心使人进步，骄傲使人落后。

毛泽东

b、天才是百分之一的灵感，加百分之九十九的汗水。

爱迪生（美国）

c、勿以善小而不为，勿以恶小而为之。

刘备

d、书籍是全世界的营养品。

莎士比亚（英国）

e 、懒惰像生锈一样，比操劳更消耗身体；经常用的钥匙，总是亮闪闪的。

富兰克林（美国）

（二）我会填

师：同学们，我们的汉字中有很多形近字和同音字，但它们的字义却往往不同，在我们平时造句和写作时如果不注意使用，就不能表达清楚要说的意思。因此，我们在学习每个生字及组词时都要辨别仔细，写得正确。下面我们来看看第一组的词，你发现了什么

1、课件出示两组的形近、同音字。

耍（ ） 杂（ ） 推（ ） 究（ ）

要（ ） 朵（ ） 准（ ） 穷（ ）

峰（ ） 郊（ ） 诚（ ） 纪 （ ）

蜂（ ） 胶（ ） 城（ ） 记 （ ）

（1） 你发现了什么？（第一组是形近字，第二组既是形近字又是同音字）

（2） 指名说说每组的两个生字在字形、字音、字义上的不同，然后口头组词

（3） 学生动笔组词，最后交流、展示。

1、拓展练习（课件出示，看谁做得又快又准确）

喝（ ） 阵（ ） 已（ ） 该（ ）

渴（ ） 陈（ ） 己（ ） 孩（ ）

提（ ） 密（ ） 桃（ ） 珠（ ）

题（ ） 蜜（ ） 逃（ ） 蛛（ ）

三、成语故事

师：同学们，刚刚学过的名人名言使你们在思想上受到启迪，在情感上获得熏陶。那我们汉语中有很多成语都是从历史故事演变来的，一个成语背后包含着一个故事，了解这样的一些故事同样会使你获得知识，获得教益。今天就来学一个成语故事《闻鸡起舞》。

1．各自轻声读故事，注意生字的读音，借助注音认真拼读，把故事读通顺。

2．指名朗读，师生共同正音正句。

3．各自再读。

4、同桌间试讲。把故事讲给同桌听，相互学习、指正。

5、了解了这个故事，以后我们一看到闻鸡起舞这个成语就会想到听到鸡叫就起床练武习艺的祖逖、刘琨。以后说话写作，你想表示珍惜时间、发奋努力这个意思时，就可以用上闻鸡起舞这个成语。

6、课外阅读、搜集有关成语故事。（提示：要读一些易于理解和平时经常听说的成语故事。 如：一鸣惊人 一箭双雕 东山再起 亡羊补牢 世外桃源 三顾茅庐 刻舟求剑 杞人忧天 入木三分 水滴石穿 鹤立鸡群 望梅止渴 南辕北辙 叶公好龙 拔苗助长 负荆请罪 江郎才尽 惊弓之鸟等）

资料袋（讲名人故事）

亮亮：（拿出桑兰的照片，向大家介绍）你们知道她是谁吗？对，是桑兰。首先由我为大家讲讲桑兰的故事吧。桑兰曾经是世界上翻跟头翻得最好的女孩子，曾在全国性运动会上获得跳马冠军。1987年7月，17岁的中国体操队队员桑兰赴美国纽约参加世界第四界友好运动会，在训练中意外受伤，造成胸部以下完全瘫痪。到今天为止，坚强的桑兰告别了自己心爱的体操训练场，把奥运冠军的梦想尘封在心底，而且还将她推进连坐起来都要别人帮忙的境地桑兰坦然地接受了命运的挑战，努力使自己成为一位永远微笑着的阳光女孩。她相信，只要尽了努力，未来仍然是很美好的。如今，她在坚持康复训练的同时，不仅在大学修读新闻传播、在星空卫视主持《桑兰2008》体育节目，还经常参加一些社会活动。现在的桑兰依然在坚持着康复训练，因为她深信有一天，自己一定会站起来，所以她不断为此而努力。

美美：桑兰这种绝不放弃的精神值得我们向她学习。

明明：无论遇到什么困难，都要勇敢地面对哦！

玲玲：是啊，外人的帮助只是一种辅助，真正能够一直支持着自己的只有自己，所以遇到困难时，我们都要像桑兰一样乐观地面对！

佳佳：听到这里，我也想起一个人来。不过，他叫什么名字，得请你们来猜了。

美美：好，快讲吧，我们肯定能猜出来。

佳佳：听到这里，我也想起一个人来。不过，他叫什么名字，得请你们来猜了。

美美：好，快讲吧，我们肯定能猜出来。

佳佳：8月27日下午，他在雅典奥运会男子110米跨栏决赛中，跑出了12秒91的好成绩，夺得金牌，并打破奥运会纪录、平世界纪录。在奥运会田径赛场的短跑项目上，成为了第一个跑在最前面的中国人、亚洲人。

亮亮：是刘翔！

佳佳：对，是刘翔！刘翔从默默无闻到奥运会金牌得主，成功背后，还有一段小故事呢。下面我来讲讲这小故事

篇19：《Toys》第四课时教案

《Toys》第四课时教案

教学目标：

复习、巩固本单元的`玩具单词和句子

I’ ve got lots of toys. Can we play ball, please? Here we go. We can share too, just like you.

提倡并培养了学生关心他人、互助互爱的好品质

重点难点：

复习、巩固本单元的玩具单词和句子

I’ ve got lots of toys. Can we play ball, please? Here we go. We can share too, just like you.

教学准备：

教学挂图、教学磁带、动物图片

教学过程：

A. Greetings

B. 教师先整体介绍故事内容，然后出示教学挂图。要求学生观察思考后，用汉语简单介绍故事大意。教师也可引导学生说出故事大意。

C. 教师指图，用英语介绍故事

教师可让学生看图并听录音，然后让他们试着到黑板前面边听边指出相应的图。

教师还可以让学生看着图再听录音或教师自己讲故事。之后，让学生在理解的基础上跟录音一起说。可让学生一边说一边举起相应的玩具图片。

D. 教师指图，全班一起说故事

E. 提问。通过这个故事，你向熊猫学到了什么？

篇20：高一第九单元一课时教案

高一第九单元一课时教案

Sub Topic :      New uses of things

Teacher  :      Wang  Huafeng

Teaching aids :   CAI .  a tape-recorder, a small black．and an object．

Tasks  :        1. Describing and how they work.

2. A  Guessing Game.

Teaching aims :  Vocabulary : toothpick,  cellphone,  chopsticks

Ability aims : To improve listening and speaking ability.

Moral aims : To learn the way scientists do their research and encourage them to do something for our country and humankinds.

Important and difficult points :    listening and describing .

Step 1   Warming up

●Get students to look at the pictures and answer some questions.

●Brainstorming ,provoke the students’thinking by encouraging them to think of new uses of three objects .

Step2   Pre-listening

●Show pictures of two objects.

●Prepare the students for the listening.

Step3   Listening and identifying

●Listen to the tape and identify what’s being described.

●Talk about possible uses of the objects described.

●Ring a bell to the patterns : be used for, be made of  ……

Step4    Talking and guessing

●Give students an example of describing

●Think about objects in our daily life

●Describe two or three objects in groups and see if they can guess out .

●Have a competition  between boys and girls .

●Assessing .

Step5    Topic touch

●Describing and drawing

●Divide class into groups: a describing group and a guessing group, one group describe and the other group guesses and draw .

Step6    Summary

●Summarize the objects mentioned and described .

●Guide them to learn something from people who develop science and technology

●Discuss what effect science and technology have on daily life .

●Homework, Think about problems with objects mentioned and suggest solutions to the problems .

Step7     Assessing

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