第一册教案4

【导语】“含章可贞”通过精心收集，向本站投稿了18篇第一册教案4，以下是小编整理后的第一册教案4，欢迎阅读与收藏。

篇1：第一册教案4

苏教版第一册教案4

课题 12 ie üe er  教时 3课时 教学目的要求 1.  学会复韵母ie üe和特殊韵母 er、整体认读音节ye yue 和它们的四声，能够读准音，认清形，正确书写。 2.  能正确认读由声母与ie üe 组成的音节，会准确拼读本课的复韵母音节，会读拼音词。 教学重点难点 1、  ie üe er的正确发音。 2、  ie üe与声母的拼读。 教 学 过 程 一、复习检查。 抽读字母卡片：a o e i u ü，让学生用开火车的方法依次朗读。 二、看情境图，听语境歌，引出新课内容。 1、  引导看情境图，学生回答问题，老师总结图意。 2、  听语境歌。学生学会语境歌。 中秋夜，月儿明，妈妈讲故事，孩儿静静听。 ie  ye 3、  读音：与“夜”的发音相似，先教师讲述发音方法，范读，告诉学生读的方法。领读，学生体会练读，指名读。告诉学生，ie也是由两个单韵母组成的，它也是复韵母。 4、  四声。复习标调儿歌。标好声调，学生自由练读。指名读，集体读。用四声组词。 5、  字形及书写：看它的字形，看ie 有几部分组成，编顺口溜帮助记忆：ie 在前，e在后，ie ie ie 。教师范写，学生书空。然后在书上描红。 6、  ye  告诉学生它是整体认读音节，不要拼。 领读、指名读、集体读。 用ye的四声组词 üe yue 的教学步骤与方法同上. üe的顺口溜：ü在前，e在后， üe üe üe。 7、  较：ie――ye 、üe――yue，要求学生知道，ie和ye、üe和yue语音完全一样，但ie、üe是韵母，ye、yue是音节，不能搞错。 三、巩固练习。 1、  指读书上的内容 2、  “开火车读ie 、ye、üe、yue。 四、作业 1、  练读复韵母。 2、  抄写ie üe各两行。 第二课时 一、复习检查 1、  认读卡片ie ye üe yue。 2、  认读ju  qu  xu，说说这3个音节的韵母是什么。 二、教学特殊韵母er。 1、  看图说说图上的小男孩是妈妈的什么人。 2、  告诉学生，“儿子”的“儿”去掉第二声，就和我们今天要学的特殊韵母的语音有点像。 3、  出示er，教师讲述读的方法。 4、  板书er的四声，自由练读。 5、  说明：er是一个特殊的韵母，只能自己独立成为音节，不能跟声母相拼。 三、教学üe与声母相拼，巩固ü上两点省略的规则。 1、n  l与üe相拼。 （1） 抽读卡片，读准边音和鼻音。、（2） 出示，学生自由练读，点名拼读，注意辅导读音有困难的学生。 （3） 出示另一个，方法同上。 （4） 比较n l与üe相拼的异同。 2、j q x与üe相拼。 （1）抽读卡片j q x。、（2）出示（3）学生在本子上自由练习填空。 （5） 指名到黑板上来填。填好说出理由。并纠正。 （6） 自由拼读音节。（7）  指名拼读音节。 四、巩固练习1、  做游戏，看谁拿得准，看谁拿得快。2、  合成音节。 五、作业 1、  读书上内容。2、  抄写韵母er。 第三课时 一、复习检查。 1、  指读音节。（略）2、  抽读声韵母卡片。 二、看图读拼音词。 1、出示图，说说图意。 2、出示音节，点名分析声韵母，练习拼读。 3、出示另一个拼音，分析声韵母，自由练读，指名拼读。 三、看图读拼音儿歌。 1、  出示拼音儿歌。（略）2、  学生自由练习拼读。 3、  按要求找音节，找出三拼音节、翘舌音。 4、  找出后多读几遍。、5、指名说说小立立怎样爱学习。 四、作业。 1、  练读课文。2、抄写音节。 作业 描红、练读课文。 教学 后记 课题 13  an in en 教时 二课时 教学目的要求 1.  学会前鼻韵母an in en和整体认读音节yin及其四声，读准音，认清形，正确书写。 2.  能正确认读声母和an in en组成的音节。会读拼音词和拼音句。 教学重点难点 1、an in en的正确发音。 教 学 过 程 第一课时 一、复习检查 1、  抽读声母、韵母卡片：a e i n。 2、  说说声母n的发音方法。 二、揭示新课内容 1、  引导看情境图。学生说说图意。 2、  小结图意，听语境歌。 3、  引导学语境歌。 遥控器，摁一摁，荧屏映出天安门，色彩鲜艳音乐美，小朋友越看越开心。 三、新授。 1、  告诉学生我们今天要学的韵母跟以前的`韵母不一样，它们是鼻韵母。鼻韵母就是在单韵母后面加一个n作尾巴。 2、  指导学生发n这个音。 3、  教学鼻韵母an。 （1） 发音与“天安门”的“安”相似。教师范读，学生跟读，点名读，开火车读，比赛读。注意纠正错误的发音。 （2） an的四声：先出示，自由练读，然后引导学生用四声练习组词。 4、  教学鼻韵母en in和整体认读音节yin。 方法与过程与an类似 四、巩固练习。 1、  指读卡片an en in yin。 2、  比较in 和yin。 3、  将一些字母卡片发给学生，教师说出字母名称，学生即拿出给大家齐读。 五、作业。 1、  仿影、描红。 2、  练读前鼻韵母。   第二课时 一、复习检查 1、  做找朋友的游戏。 2、  点名说说in yin的异同。 二、教学an en in 与声母的拼音 1、  学习拼读。 （1） 出示（略） （2） 点名说说哪些是三拼音节。先说声母、介母和韵母各是什么，再自由拼读。 （3） 自由拼读。 2、  看图练读拼音词语。 （1） 练读shān shuǐ、zhěn tou、jīn yú。 出示图片，说说图意。说说声母、韵母各是什么，自由练习拼读，再指名读。 （2） 看图读拼音词、拼音句。 说出图上画的是什么。出示拼音词、拼音句。引导自由拼读。找出三拼音练习拼读。读拼音句。 三、巩固练习1、  指导读课文。 2、  做“看谁听得清找得快”的游戏。 3、  读一读，说一说，写一写。 四、作业 抄写音节：shan  yin  wen 板 书 an in en的四声及其与声母相拼的音节。 作 业  1、  在书上描红两遍。 2、  完成作业本。 教 学 后 记                          课题 14 un  ün  教时 二课时 教学目的要求 1.  学会前鼻韵母un  ün和整体认读音节yun  yuan及其四声，读准音，认清形，正确书写。 2.  能正确认读声母和un  ün组成的音节。会读拼音词。 教学重点难点 1、un  ün的正确发音。 教 学 过 程 第一课时 一、复习检查 1、  抽读韵母卡片u ü，说说发音时要注意什么。 2、  抽读鼻韵母an en in ，说说发音方法。 二、看情境图。学生说说图意。 1、  听语境歌。 2、  引导学语境歌。 抬头看看云，再看温度表，我是小小气象员，每天按时报天气。 三、新授，教学鼻韵母un ün和整体认读音节yun  yuan。 1、  教学鼻韵母un。 （1） 发音与“温度”的“温”相似。教师范读，学生跟读，点名读，开火车读，比赛读。注意纠正错误的发音。 （2） un 的四声：先出示，自由练读，然后引导学生用四声练习组词。同桌对读，小组比赛读。 2、  教学鼻韵母 ün和整体认读音节yun yuan。 方法与过程与un类似 四、巩固练习。 1、  指读卡片un ün yun yuan。 2、  想一想，an en in un ün叫什么韵母？它们分别是由哪两个音组成的？ 3、  比一比，读一读。 五、作业。 1、  仿影、描红。 2、  练读前鼻韵母。   第二课时 一、复习检查 1、  猜字谜。 α加n，读什么？   …… 2、  看谁听得快，找得快。 听老师读音，学生拿卡片。 二、授新课 1、  学习un ün与声母的拼读。 （1） 出示。指名说说声母、韵母各是什么。自由练习拼读。 （2） 出示另外一组。引导学生在自己练习本上写出音节，指名到黑板前板演，师生共同评议，并说说理由。 2、  看图读拼音词。 （1） 引导自学。 看看图上画的是什么？ 拼读相应的音节。注意读准整体认读音节和拼读的音节。 难读的注上记号。 （2） 检查自学效果。 指名拼读，师生共同纠正读错的音。 三、巩固练习1、  读一读。（略） 2、  读一读，说一说，写一写。 xún――（  ）-（  ）  jiǎo――（  ）-（  ） 括n――（  ）-（  ）  quán――（  ）-（  ） 四、作业 抄写音节词chē lún、jūn mào 、fú wù yuán。 板 书 un  ün的四声及与声母相拼的各音节。 作 业  1、  在书上描红两遍。 2、  完成作业本。 教 学 后 记                      课题 15 ang eng ing ong 教时 二课时 教学目的要求 1.  学会鼻韵母ang eng ing ong，整体认读音节ying 及它们的四声，能够读准字音，认清形，正确书写。 2.  能正确认读由声母和ang eng ing ong组成的音节，会读拼音词和拼音句。 教学重点难点 1、ang eng ing ong的正确发音。 2、ying的正确发音。 教 学 过 程 第一课时 一、谈话导入 上节课我们学习了5个前鼻韵母，还记得是哪5个吗？（an en in un ün）今天我们学习汉语拼音的最后一课，在这课中我们要学习4个后鼻韵母，在发音上有一定的难度，比比谁学得最好。 板书： 14  ang eng ing ong 二、学习ang、eng、ing、ong的音形及整体认读音节ying （一）学习韵母ang的音形 1．出示书中第一幅图，问：这是什么 2．出示图下音节yáng。 3．教师示范读yáng，学生随读。 4．教师范读ang，学生随读ang。 5．师讲发音方法：发ang音时，先

篇2：第一册Unit 4教案

第一册Unit 4教案

英语》七年级・上 Unit 4教案

Unit 4 Having Fun outside the school

In this unit students learn to express their activities outside the school, for example, going shopping, having a picnic , and going to the zoo. Let's discuss the three activities separately.

Let's go shopping

In this part students learn to ask for and state prices, talk about clothing, making suggestions.

Target language

Can I help you? Yes, please. What can I do for you? How much is it ?It's 70 yuan.

Grammar focus

Can/How much questions /uncountable nouns/ coutable nouns/Demonstratives: this, that, these, those

The teacher asks the students if they like going shopping. Says “Today I'll take you to go shopping.”

Section A

Teaching objectives: Students know how to ask and state prices.

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

Step 2. Listen, read and say

This activity provides guided oral practice using the target language.

1.Call attention to the picture. Ask who are the people and where they are.. “A mother takes her daughter to go shopping. They are talking with a salesman in a store.”

2.Point out the conversation and read it with a student. Explain the meaning of “look for” if necessary.

3.The teacher takes out a piece of paper with a tall building in it. Says “This is the first floor, this is the second floor, and this is the fourth floor.” Read “fourth” for several times. And there are different sections on the fourth floor. Say “This is the clothes section, this is the trousers section, and that is books section.” Then, the teacher ask the students to read “fourth” and “section” for several times.

4.Ask the whole class to read the dialogue together, paying attention to “What can I do for you?”

Step3. Pair work

Ask pairs of students to practice together. Later ask several pairs to present their conversations to the class.

Step4. look, listen and say

This activity provides several numbers for the students to learn.

1.The teacher helps the students to review the numbers 1-10, Ask “Do you want to know more numbers in English?” Then the teacher makes use of the video to present the numbers 20, 30, 40,… and so forth. Say “There are twenty books. Twenty, twenty. ” “There are thirty trees. Thirty, thirty.” So that the students can learn these words in a context.

2.Focus attention on the numbers and ask them to read together.

3.Play a game

Ask the students to read these numbers one by one according to their seats. All the groups can have a match and see which group can get full marks. The best group can get a prize.

Step5.Listen and say

This activity asks the students to distinguish the difference between “-teen” and “-ty”.

1. First listen to the tape, asking the students to pay attention to the differences of each two words.

2. Listen to the tape again and read after it word by word.

3. Write some numbers on the Bb, and see if the students can master them well.

Step6. Listen and circle

This activity provides listening practice using the target language.

(1) listen and circle the numbers they hear in the sentences.

(2)From this part, the students can get more attention to the difference between “-teen” and “-ty”.

Step7. Read and say

This activity gives the students practice in recognizing the target language in spoken conversation.

1. Say, “Please look at the picture. The mother is buying a dress for her daughter. She is talking with the salesgirl now. Listen carefully to the recording of the conversation. Then tell me how much the yellow dress is.”

2. Play the recording the first time. Students only listen. Then ask them to find out the answer to the question“ How much is the yellow dress.”

3. Play the tape a second time. This time students read after the tape sentence by sentence. While they're reading, they should circle some difficulties they don't know.

4. Make a brief explanation of the difficulties, such as “try on”, “off”, “on sale” and so on.

5. Ask the whole class to read this dialogue together.

Step8. Pair work

Ask the students to practice the conversation with their partners. Later ask several pairs to present their conversations to the class.

Section B

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

.     This activity provides students practice in recognizing the target language in this section.

1.Say, “When wo go into a shop, we can see many kinds of things. Now, please tell me what you can see in a shop or a supermarket?” Students may give different answers.

2.“Please look at the screen, what are these?” Students can give their answers in Chinese. Say “You're right. Let's recognize them in English.”

3. While students are looking at the picture , the teacher plays the broadcasting of each word so that the students can follow the pronunciations of the words.

Step2.Listen and say

This activity provides listening practice using the target language.

1. Play the recording. Students listen and number the words they hear.

2. While they're listening , move around the classroom checking on their progress.

3. Check out their listening answers. Point out some difficulties some students have.

Step3. Read and practice

1. Call attention to the picture A. Ask a student to read it to the class. Ask the whole class to read it together. Explain “What can I do for you?” “Can I help you ?” We often used by salesclerks. Guide the students to provide different answers to the questions.

2. Call attention to the picture B. Ask two students to read it aloud. After reading, ask them to focus on what the saleslady says.

3. Have students work in pairs. Ask they work together, move around the room checking progress and answering questions as needed.

4. The teacher takes out a pair of pants. Ask several pairs to come to the Bb to act their conversations out to the class.

Step4. Read

This activity provides a comprehensive reading of an ad for sale.

1. Say “Usually when we go to a supermarket, we can find some things are on sale. That's to say, you can buy these things with less money than before. Now we are going to read an ad for sale for a food shop. Please read the ad yourselves and fill in the price tags.”

2. While they're reading, the teacher moves around the classroom, providing help when necessary.

3. Ask students to find out the meanings of any words they don't know. They can do this by reviewing the lesson, and found out their own weak points.

4. Ask students to finish the true or false exercise for one minute. Then check out their answers.

5. The whole class read the ad together to get more attention to write an ad for sale.

Step5. Write

This activity provides a writing practice using the target language.

1 .Suppose you a shopkeeper of a clothing shop. Write an ad by yourself.

2. Ask students to think about it for a thile. Ask what they can acquire from the ad above, such as “Come and have a look.” “There's more.” “Come and have a lood for yourself.”

3. Ask students to do this job at home. The teacher will check it the next day.

Section C

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

.Step2. Look, read and say

This activity provides guided oral practice using the target lamguage.

1. Say “Dad is buying something in a store. Now please look at the picture,Dad is talking with the salesman Ben. What are they talking about?”

2 Call attention to the conversation on the right. Ask two students to read it to the class.

3. Have the students fill in the shopping lists according to the conversation.

4. Ask the whole class to read the conversation after the teacher, paying attention to the pronunciation and intonation.

5. Ask students to work in pairs. Have each student take a turn asking and answering the question.

6. Ask several pairs of students to act out the conversation. The teacher can provide the real things for the students to perform, like salt, eggs and milk.

Step3.Match

.  1. Ask students to match word halves.

2. While students are matching, the teacher moves around the classroom and provides help when necessary.

3. Ask some students to speak out the answers.

4.The teacher says Chinese words , and asks the students to speak English and spell each word. This activity can be done one by one.

Step4. Look, listen and say

This activity provides guided oral practice using the target language of “How much”?

1. Say “Boys and girls, when you are buying something, will you cut the price down?” “I like bargaining very much. Sometimes when I cut the price down, I feel very proud.”

“Next we are going to learn how to bargain.”

2. Ask the students to listen to the recording of the conversation. Have them find out the answer to the question, “How much is the watch at last?”

3. Play the recording again and ask students to listen carefully and repeat it sentence by sentence.

4. Ask the students to practice with their partners. Then choose several pairs to act out the conversation.

5. Say “Sometimes when we are choosing something, maybe we don't buy it if the pric is not fit for us. Then what shall I say?”

6. Play the tape and guide students to answer “Thanks anyway we're just looking.”

7. Ask students to practice with their partners. As they talk to each other, move around the room checking on their progress.

Step5.Listen and say

This activity provides listening and speaking practice by using the alphabets “h” and “w”

1. Play the recording. Students listen carefully and repeat it one by one.

2. Divide the class into four groups. Each group read two words, and see which group can do the best job.

3. Play a game. Choose several students to come to the Bb. When the other students read those English words, they have to act out each word by using their body language.

Section D

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

Step2. Listen read and say

.     This activity provides listening and oral practice by using the target language.

1. Say “Do you know Mickey Mouse? Do you like it? Today, I'm going to tell you something about Mickey Mouse. Mickey Mouse opens a new shop, which sells a lot of food. He sells vegetables to the earthworm, and he sells com and wheat to the ant. He is so kind that he helps the ant carry the food home. Then, a cat comes. He is not friendly. Do you want to know that happens next? Please listen to the recording, fill in the blanks and find out the answer.”

2. Play the recording. Students listen carefully and fill in the blanks.

4. Check their answers and ask several students to read the conversation out.

5. Ask students to look through the conversation an find out the questions they don't know. Teacher moves around the classroom and provides help when necessary.

Step3.Pair work

1. Ask students to act out the short play with their partners.

2. Ask several groups to come to the Bb to perform.

Step4.Grammar focus

1. Review the grammar focus. Ask students to say the questions and answers.

2. Point out that the sentence pattern “How much is /are.. ”is to ask the price. And the words “is” and “are” are used according to the singular or plural forms of the things.

3. Pay attention to the pronunciation of “$20” and so on.

4. Take out some pictures, with shoes, computers, eggs, coats, water and something else in them.

5.Ask students to guess what are  countable nouns and what are uncountable nouns.

Call attention to those nouns in the textbook. Ask students to repeat each word.

Step5.Useful expressions

1. Point out that these expressions are very useful when going shopping.

2. Ask students to repeat them one by one

3. Divide the students into two groups. Have them read these expressions separately. See which group can be better.

Step6. Write

This activity provides writing practice by using target language.

1. After a short guidance, let students complete the conversations with the correct words.

2. Check students' answer. Ask two pairs of students to read the conversations.

3. Have the .whole class practice the two conversations. And each pair much take turns to do this job.

Let's have a picnic

Section A

Teaching objectives: Ask students to master how to make telephone calls about invitaions and suggestions.

Language focus: what's up?

Would you like to? / Let's……

Teaching Procedures:

Step 1 : Organizing the class. Organizing the class.

1.Greetings between the teacher and students.

2.Duty report.

.

Step 2 : Revision

Get students to talk about “How much……?” questions by showing them some pictures with the objects and prices in them.

Step 3 : Presentation

Say  “Please look at the picture. There are two children in it. They are Jane and Kangkang. What are they doing? What are they talking about? Please listen to the recording. After a while, I'll ask you to tell me the answers.”

Step 4 : Listen, read and say

1.Ask students to listen to the recording for the first time. Then answer the questions.

2.Listen to the recording again. While listening, ask students to follow it sentence bu sentence.

3.Ask the whole class to read the conversation together.

Step 5 : Work alone

1.  Say  “After reading, let's see when Jane is going to discuss the picnic and visit a friend, and what Jane is going to do on Sunday. Now, please look at the table. Fill in the blanks according to the conversation.”

2.While students are writing, the teacher moves around the classroom, providing help when necessary.

3.After finishing the exercise, the teacher checks their answers.

Step 6 : Pair work

1. Divide the whole class into two groups to read the conversation.

2. Ask them to practice this conversation with their partners. They should change their roles.

Step 7 : Work alone

Ask students to read Kangkang's plan and give him suggestions on the picnic. The teacher can five some advice. For example, don't forget the food and so on.

Step 8 : Pair work

1.Ask students to number the sentences to make a telephone conversation. Before doing, the teacher points out how to make a telephone call and how to make suggestions.

2.Whole the students are doing exercise, the teacher moves around the classroom to provide help when necessary.

3.Ask students to practice the conversation with their partners.

Step 9 : Practice

Say “Tom wants to go swimming on Saturday, and Mary has no plan on that day. Suppose  you are Tom, and your partner is Mary. You want to invite Mary to go swimming with you. Please make a telephone call according to these information.” The teacher moves around the classroom and provide help when necessary.

Step 10 : Homework

1. Practice the conversations in this lesson with your partners.

2. You ask your friends to have a picnic next Saturday. Please write down a short conversation about it.

Section B

Teaching Objectives : Go on to learn about making telephone calls and making suggestions.

Language Focus : May I speak to ……, please?

Can I give her a message?

All right.

Teaching Procedures:

Step 1 : Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

Step 2 : Presentation

Say “Sometimes when you call your friends, but he or she is not in, and someone else receives the call. Then what will you say to her / him? Now, I'd like you to listen to the conversation between Jane and Maria's mother. After that, you can find out the answer.”

Step 3 : Listen, read and say

1. Play the recording for the first time, and ask the students to find out the answer.

2. Play the recording again, and ask the students to follow it.

3. Ask the whole class to read the dialogue.

4. Let the students practice with their partners.

Step 4 : Listen and write

This activity provides listening and writing practice by using the target language.

1. Say “ Please look at the table. There are six sentences for you to choose. You have to fill in the blanks by listening to the recording.”

2. Have two students to read the conversation and check if they are right or wrong.

3. Ask the whole class to read it together.

Step 5 : Pair work

This activity asks students to practice with their partners. As they talk to each other, the teacher moves around the room checking their progress.

Step 6 : Listen and follow

This activity is to train students' pronunciation.

1. Ask the students to listen to the recording first, and find out some characteristics of these sentences.

2. Play the recording again, and ask students to repeat.

3. Ask some students to read, and check if they can make some progress.

Step 7 : Listen, read and say

1. Say “If you dial the wrong number, what will you do? Now, please listen to the recording. You can get the answer.”

2. Play the recording for the first time, ask students to find out something they don't know. Then help them to solve.

3. Play the recording again and ask students to repeat.

Step 8 : Work alone

This activity provides oral practice by using target language.

1. Say “There is a message for you, and you have to make a dialogue according to this information. Please practice with your partners.”

2. While students are practicing, the teacher moves around the classroom, providing help when necessary.

3. Ask some pairs to act it out.

Step 9 : Homework

1. Practice the conversations in this lesson with your partners.

2. If you call your friend Tom, but he isn't in, and his brother receives your call. Please write down a conversation between you and Tom's brother.

Section C

Teaching Objective: Lead students to master present continuous tense.

Language focus : What are they doing?

They're having a picnic.

What's she doing?

She is ……

Teaching procedures:

Step 1: Organizing the class.

Greetings between the teacher and students.

Step 2: Presentation

Say “When we have a picnic, what shall we do? Please look at the picture. The children are having a picnic. They are doing a lot of things here, for example, carrying water, collecting firewood and so on. Now, please listen to the recording and tick the words you hear.

Step 3 : listening

Play the recording and ask students to tick the words they hear.

Step 4 : Pair work

1. Ask two students to read the two samples.

2. Then tell the students who is Maria, Jane and Michael.

3. Ask students to do this exercise with their partners. One asks, and the other answers. For example, one student points to a girl, asks ”What's Maria doing?“ The other students answer ”She is washing the dishes.“

Step 5 : look, ask and answer

1. Say ”There are eight pictures here, and what are they doing? Please look at the first picture, what is she doing?“

2. Ask one student to answer the question. Say ”Now, you can ask and answer like us according to these pictures.“

3. Ask the students to practice with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.

4. Ask several pairs to act it out.

Step 6 : listen, read and understand

1. First ask students to look at the picture and listen to the recording.

2. Ask the whole class to repeat it after the recording.

3. Do some understanding problems about this passage,

4. Ask several students to repeat it.

Section D

Teaching objectives: Students can master how to practice present continuous tense.

Language focus:    What are they doing?

What is she doing?

What is he doing?

May I speak to…?

Can I give her a message?

Teaching procedures:

Step 1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2: Presentation

Say ”There is an old Mcdonald living in the forest. He is very lonely. He'd like to have a picnic with his friends .Will his friends come to have a picnic with him? Please read these pictures and then tell me your answer . “

Step 3: Look, read , and say

1. Ask students to look at these pictures and read the sentences . Then let them speak out the answer.

2. Ask several students to read the story to the whole class .

3. Have students do the role-play .

4. Ask students to look at the last picture. Asks ”What are they doing now ?“

Step 4: Group work

1. Ask students to discuss these questions. While they are discussing, the teacher moves around the classroom and provides help when necessary .

2. Ask some pairs to act it out .

Step 5: Grammar focus

1. Ask students to read these sentences.

2. Present some pictures on the blackboard . Ask ”What are they doing ? What is she doing ?“ Let students practice themselves .

Step 6: Useful expressions

1. Say ”These are very useful expressions about making telephone calls. First, I'd like you to read them together .“

2. Ask students to make a telephone call to their friends according to these useful expressions .

Step 7: Pair work

1. Ask students to look at these pictures. Ask ”What are they doing ?“

2. Ask students to discuss with their partners and fill in the blanks.

3. Let students do pair work with their partners. While they are practicing , the teacher moves around the classroom and provides help when necessary .

Step 8: Pair work

1. Ask students to number the sentences to make a conversation individually.

2. The teacher checks their answers. Ask the whole class to read the conversation out.

3. Ask students to practice with their partners about the conversation.

Step 9: Homework

1. Ask students to listen and read the conversation at home.

2. Preview next lesson.

Let's go to the zoo.

Section A

Teaching Objects: Learn some new words about animal names. Students can talk about their favorite animals.

Language Focus : What animals do you like best?

What's your favorite animal ?

Teaching Procedures:

Step 1. Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2. Presentation

Say ”Please look at the picture . There are four children here. They are going to the zoo on Saturday . They are talking about their favorite animals. Please listen to the recording, then answer my questions .

Step 3. Listen, read and say

1. Play the recording for the first time. Ask students to find out the answer to the question “What are the children's favorite animals?”

2. Play the recording for the second time .Ask students to repeat it sentence by sentence.

3. Ask students to practice this dialogue with their partners.

4. Ask some pairs to act it out .

Step 4. Work alone

1. Ask students to complete the chart themselves, according to the conversation.

2. Ask some of the students to read their answers out.

Step 5. Pair work

1. Says “What animals do you like in the zoo ? Please talk with your about your favorite animals.”

2. While students are practicing, the teacher moves around the classroom and provides help when necessary.

3. Ask some pairs to act out their conversations.

Step 6. Look, listen and read

1. Says “Look at the four children. Where are they ? What are they talking about ? Do you want to know where they are going ? Please listen to the recording, and then answer the questions .”

2. Play the recording for the first time, ask students to answer the questions above.

3. Pointing to the picture, says “Now they are in the zoo. They are asking something from a guide .Listen to the recording, then tell me what they are talking about .”

4. Play the recording for the second time. Ask students to repeat it.

Step 7. Look, listen and circle

1. Ask some students to read these animal names.

2. Play the recording, ask students to circle the animals' names they hear.

3. Check their answers.

Step 8. Homework

1. Ask students to write down a dialogue about their and their friends' favorite animals.

2. Finish the exercise in the exercise books.

3. Ask students to recite the dialogues in the lesson.

Section B

Teaching objectives: Train the students' comprehensive ability of four skills.

Language focus: Let me help you.

Teaching procedures:

Step 1:  Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2: Work alone:

1. Say “Please look at these pictures. These pictures are about a story. Look at the first picture. There is a baby monkey crying. Why is he crying? Who helps him at last? Please read the story alone. Then I'll ask you to answer these questions.”

2. Ask students to read the story and finish the true or false exercise.

3. Check their answers.

Step 3: Pair work

1. Say “It's a very interesting story. I'd like you to act it out with your partners.”

2. Ask students to practice the story with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.

Step 4: Listening

1. Ask some students to read the animals' names.

2. Play the recording. Ask students to number the words they hear.

3. Check their answers.

Step 5: Listening

1. Ask students to listen the conversation. Then fill in the blanks.

2. Check their answers.

Step 6: Class activities.

1. Say “Look at the picture. There are four children here. What are they doing? They are chanting. Would you like to chant like them? Let's do it.”

2. Ask students to read the chant after the teacher.

3. Ask the whole class to read it together.

4. Divide the class into several groups. Have a competition among them.

Step 7: Homework

1. Finish the exercise in their exercise books.

2. preview the next lesson.

Section C

Teaching Objectives: Let students master how to ask the time.

Language Focus:  What time is it?

What is the time?

It's one o'clock.

Teaching Procedures:

Step 1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2: Presentation

Draw some clocks on the blackboard. The time is different. Says “What time is it?

It's twelve o'clock. What's the time? It's six o'clock. Please look at the picture in your text books. It's time for the children to go home.

Step 3: Look, listen and say

1. Play the recording for the first time. The students just listen.

2. Play the recording again. Students repeat it.

3. Ask students to read the dialogues with their partners.

4. Ask several pairs to act it out.

Step 4: Look, listen and learn

1.  Say  ”Do you know how to recognize the time in English?“ There are six pictures in your books. Each picture stands for one time. Now, Let's go to learn them.”

2.  Ask students to look through the six pictures to be familiar with them.

3.  Play the recording for the second time. The students just listen.

4.  Play the recording for the second time. The students repeat it.

5.  Point to “past ” and “to”, explaining the difference between them.

6.  Ask the whole class to read the time again.

Step 5: Pair work

1. Ask students to look at each picture and read the time out.

2. Ask one student read the activities out. Let every one knows what each picture stands for.

3. Ask two students to read the model. Point out the sentence pattern “It's time to do something”

4. Have the students to make conversations about each picture with their partners.

5. Ask some groups to act the conversations out.

Step 6: Listen, read and say

1. First ask students to recognize their animals.

2. Play the recording and ask students to find out the ways of asking time.

3. Play the recording again. Have students repeat it.

4. Ask students to practice the two dialogues with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.

5. Ask some pairs to act out the conversations.

Step 7: Homework

1. Write down two conversations about the time according to part3.

2. Practice these conversations after class.

3. Preview next lesson.

Section D:

Teaching objectives:

1. Review the present continuous to consolidate what students have learned.

2. Master the pronunciations of “m, n, igh”.

3. Master the ways of expressing time.

Language Focus: What time is it?

What's the time?

Teaching procedures:

Step1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report.

Step2 : Listen.

1. Asks “What are they doing? What are they doing like?”

2. Play the recording for the first time, and students just listen.

3. Play the recording again and ask students to match the pictures with actions.

4. Check their answers.

Step3: Pair work

1. The teacher acts drinking water without any words, and asks students what she is doing.

2. Ask students to make actions, and let their partners guess what they are doing.

3. Ask some pairs to perform to the whole class

Step 4.listen and follow

1. Play the recording and ask students to repeat.

2. Ask the whole class to read these words.

3. Point out some errors they may make.

4. Point out how “igh” is pronounced .

Step 5.Grammar focus

1. Ask two students to read these sentences.

2. Write down some time on the blackboard ,and ask students to make conversation .

3. Ask some pairs to act the conversations out.

Step 6.Useful expressions.

1. Says“These are the useful expressions of this Unit .You must know how to use the them First ,please read them”.

2. Provide some expression about some sentences .For example ,point out “could you tell me the time ?” is a polite way of asking the time .

Step7.Look and answer .

1. Say “There are six picture here ,Each picture stands for one time ,Now please make some conversations according to these pictures,”

2. Ask students to practice with their partners .

3. Ask some pairs to act out ..

Step 8.sing the song

1. Play the recording ,and ask students to listen.

2. Play the recording again and ask the students to follow.

Step 9. Homework

1. Practice  these dialogues with Partners after class .

2. Write down a conversation about asking the time ,with “past” and “to” being used .

3. Review the whole unit .

Unit 4 Having fun outside the School   Let's have a picnic

The First Period

Ⅰ.Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Target language.

Oral practice.

2. Ability Objects

Listening skill.

Communicative competence.

Making telephone calls.

Making suggestions.

Ⅱ. Teaching Key Points

Key vocabulary: have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday

Ⅲ. Teaching Difficulties

Target language

What's up?

Are you free this Saturday?

Would you like to go out for a picnic?

How about…?

Let's….

Don't forget…

Ⅳ. Teaching Procedures

Step 1. Section A 1a Listen, read and say

1. Show a telephone (or draw a picture of one) to the students and say: “My telephone number is 4366783. What is your telephone number?”

2. Imitate the sound of the telephone ringing and show two pictures, saying: “This is Kangkang and this Jane. They are making a telephone call. Please listen to the tape.”

Play the tape for the students. Play it again and ask the students to repeat.

Step 2. Section A 1b Work alone.

Show the table and tell the students: This is Jane's plan. Please finish it according to the conversation.

Ask two students to write down their answer on the blackboard and check the answer.

Answers:

Time Activity

Tomorrow afternoon discuss the picnic

Saturday visit a friend

Sunday go out for a picnic

Step 3 Section A 1c Pair work

Give the students a few minutes to practice the conversation and ask two pairs to act it out.

Step 4 Section A 1d Work alone

Ask the students to find out the following sentences from the conversation in 1a:

1. Would you like to go out for a picnic?

2. Then how about this Sunday?

3. Let's discuss it in our classroom…

Tell the students when we make suggestions we can use the sentences and we can also use “Don't forget…”

Get the students to read Kangkang's plan and give him suggestions on the picnic.

Possible answers:

Don't forget your lighter.

Don't forget two pails.

Don't forget to have a discussion at 4: 30.

Don't forget to do shopping at 5:00.

Ask a group of students to read their answers one by one.

Step 5 Section A 2 ,A 3 Pair work

1. A 2 Pair work

Ask the students to number the sentences to make a telephone conversation.

Answers: 2,5,6,8,3,4,1,7,9

Check the answers with the students and let the students practice the conversation with their partner.

2. A 3 Pair work

Show Tom's schedule and Mary's schedule to the students and say: Suppose you are Tom and your partner is Mary. You want to invite Mary to go swimming with you. Make a telephone call.

Step 6 Summary and Homework

1. Review some key words and target language

have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday

What's up?

Are you free this Saturday?

Would you like to go out for a picnic?

How about…?

Let's….

Don't forget…

2. Homework: Write down the conversation in Step 6 on your exercise book.

Unit 4 Having outside the School   Let's have a picnic

The Second Period

Ⅰ.Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Target language.

Oral practice.

2. Ability Objects

Listening skill.

Communicative competence.

Making telephone calls.

Ⅱ. Teaching Key Points

Key vocabulary: wrong, be not in, give her a message, call me back, tell …about,

I'm sorry to bother you. This is Kangkang.

Ⅲ. Teaching Difficulties

Making telephone calls.          Take a message.

Ⅳ. Teaching Procedures

Step 1 Revision

1. Greet the students as usual and check the homework.

2. Suppose your partner is Jim. You want to invite Jim to go shopping with you. Make a telephone call. Ask two pair of the students to make a telephone call to revise Section A.

Step 2 Section B 1 Listen, read and say

1. Ask the students: “If Jim is not in and his father answers the telephone, what will you say to his father?”

Collect the following phrases:

call me back, give …a message, tell him the number, speak to etc.

Ask the students to read the new phrases.

2. Say: Jane makes a telephone call, please listen to tape and answer the questions:

Who does she want to speak to?

Who answers the telephone call?

3. Play the tape and get the students to find out the answers to the questions. Play the tape and and let the students to repeat the conversation.

3. Ask the students to read the conversation in pairs.

Step 3 Section B 2a and 2b Work alone and Pair work

1. Tell the students: You are going to listen to a telephone call but there are some sentences are missing, please listen to the tape and choose the correct sentences to fill in the blanks. Then check the answers.

2. Pair work.

Listen again and check your answers. Then practice with your partner.

Answers:

A: 2. Hello?

B: 3. May I speak to Li Ming, please?

A: Sorry, Li Ming is not here now. 4. Can I give him a message?

B: Thanks. This is A. 1. Could you ask him to give me a call?

A: Sure. 5. Does he have your number?

B: No, he doesn't. My phone number is 5563677.

A: 5563677. OK. 6. I'll give him the message.

B: Thank you.

Step 4 Section B 4 Listen read and say

1. Ask a student to make a dialogue with the teacher.

Sample:

S1: Hello. May I speak to Kate?

T: I beg your pardon?

S1: May I speak to Kate?

T: Kate? There's no Kate here.

Ask: “What's the matter?” Get the students to answer: S1 dials the wrong number.

2. Play the tape for the students to listen and repeat the conversation.

3. Ask the students to read the conversation in pairs and then act it out.

Step 5 Section B 5 Work alone

Show the following message on the screen and then ask the students to finish the telephone call.

First tell the students: Mary makes a telephone call to Lisa, but Lisa isn't in. Lucy answers the telephone call and she writes the message. Please finish the telephone call.

To: LisaTime: This morningMessage: Please call Mary at 58773677                          Lucy

Sample:

Lucy: Hello.

Mary: Good morning! This is Mary. Is that Lisa?

Lucy: Sorry, she isn't in. Can I give a message to her.

Mary: Thanks. This is Mary. Could you ask her to give me a call?

Lucy: Sure. What's your phone call?

Mary: My phone number is 58773677.

Lucy: 58773677. OK. I'll give her the message.

Mary: Thank you.

Step 4 Section B 3 Listen and follow

Play the tape for the students to listen and imitate and ask them to pay attention to their pronunciation and intonation.

1. What's up?                         2. Can I give him a message?

3. Thank you.                         4. This is Kangkang.

4. I have to visit a friend.

Step 4 Consolidation

Revise the following sentences:

Sorry, she is not here now.

Can I give her a message?

I'll give her the message.

Could you ask him to give me a call?

Homework: Write down a telephone call and act it out with your partner.

Unit 4 Having fun outside the School Let's have a picnic

The Third Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

Key vocabulary.

Present continuous

Oral practice.

2. Ability Objects

Listening skill.

Communicative competence.

Ⅱ. Teaching Key Points

Key vocabulary: carry water, collect firewood, look at, wash the dishes, sing songs,

Target language: What are they doing? They are having a picnic.

Ⅲ. Teaching Difficulties

Present continuous

Target language: What are they doing? They are having a picnic.

Ⅳ. Teaching Procedures

Step 1 Revision

Check the homework. Ask two pairs to act out their telephone call.

Step 2 Section C 1a

1. Show the picture to the students and get the students to talk about the picture.

2. Play the recording for the students and tick the words they hear.

3. Check the answers.

Step 3 Section C 1b

1. Imitate the sound of the telephone ringing and show two pictures of Kangkang and Jane and present the following conversation:

A: What are they doing?

B: They are making a telephone call.

Ask the students to repeat the conversation and understand the meaning.

2. Ask the students to ask and answer according to the picture.

What is Maria doing?       She is preparing food.

What is Jane doing?        She is washing the dishes.

What is Michael doing?     He is carrying water.

What is Maria's dog doing?  It is looking at the food.

Step 4 Section C 2 Look, ask and answer

1. Show the pictures and ask one student to present the dialogue as an example with the teacher.

What is she doing?

She is eating an apple.

2. Ask the students to ask and answer according to the pictures in pairs first.

3. Ask the students to ask and answer about the pictures one by one.

Step 5 Section C 3

1. Let the students look at the picture and talk about it and encourage them to use some words and phrases they've learnt.

2. Play the recording for the students to repeat the sentences.

3. Give the students a few minutes to read the sentences and ask them to pay attention to the following words: playing, singing, flying, running, collecting.

Step 6 Section C 4

Tell the students that they are going to listen to some actions about Tom. Ask the students to listen and number the actions from 1-6.

Step 7 Summary

Revise some key words and target language:

1. carry water, collect firewood, look at, wash the dishes, sing songs,

2. What is Maria doing?       She is preparing food.

What is Jane doing?        She is washing the dishes.

What is Michael doing?     He is carrying water.

What is Maria's dog doing?  It is looking at the food.

4. playing, singing, flying, running, collecting.

Step 8 Section C 5

Let the students to chant.

Step 9 Homework

Read the sentences in Section C 3.

Unit 4 Having fun outside the School  Let's have a picnic

The Fourth Period

Ⅰ.Teaching Aims and Demands

1. Knowledge Objects

Review some target language in Section A-D.

Oral practice.

Present continuous.

2. Ability Objects

Communicative competence.

Ⅱ. Teaching Key Points

Key vocabulary: lonely, next, basket, listen, have a meeting, at home

Review some target language in Section A-D

Hello? This is Maria. May I speak to Jane?

Can I give her a message?

All right. I'll give her the message.

Sorry, she is not here\\ in\\ at home.

Could you ask her to call me back this afternoon?

What are they doing?              What is he\\she doing?

They are having a picnic.           He\\she is washing dishes.

Ⅲ. Teaching Difficulties

Present continuous

Oral practice.

Ⅳ. Teaching procedures

Step 1 Revision

1. Show some pictures to the students and get them to ask and answer according to the pictures.

What is he\\she doing?

He\\She is running.

2. Ask a few students to act and the others ask and answer according to his or her action.

Step 2 Section D 1a

1. Draw a picture and say: Look at the man. He is at home, but he is lonely and he would like to have a picnic with his friends and then have a meeting. Repeat the sentences and teach the new words and phrases:

at home, lonely, have a meeting

2. Section D 1a. Ask the students to look at the pictures and say: old Mcdonald is lonely too. He would like to have a picnic with his friends. What food can you find in the picture?

Answers: hamburgers and cakes, fish and chicken, French fries and bread

3. Play the tape and get the students to repeat. Ask the students to read the sentences.

4. Ask two group of students to act out the short story.

Step 3 Section D 1b

1. Collect some words of food and drinks that the students have learnt and ask the students to spell the words out.

fish, meat, chicken, hamburger, bread, French fries, rice, dumpling, noodle, porridge,

tea, coffee, Coke, milk, juice,

2. Divide the students into several groups and let the students discuss the questions:

What's your favorite food?

Do you want to have a picnic with your friends?

If you do, what food do you want to bring?

Step 4 Section D 2a, 3

1. Show the sentences to the students and explain something about Present continuous.

2. Have a competition. Ask the students to make a sentence with Present continuous.

3. Section D 2a, 3 Ask the students to fill in the blanks and get four students to write down their answer on the blackboard. Check the answers.

Answers:

He is reading.

She is listening.

She is running.

They are eating.

Ask the students to pay attention to the words with -ing.

Step 5 Section D 2b, 4

1. Review the sentences. Ask the students to read the sentences and then let the students practice the sentences with their partner.

2. Section D 4 Get the students to number the sentences to make a conversation.

Answers:  4  Yes, this is Lucy. Please ask him to go to school and have a meeting tomorrow morning.

2  Hello! May I speak to Mr Li?

3  I'm sorry. He is not at home. Can I give him a message?

6  Thank you!

1  Hello?

7  You are welcome.

5  Ok. I'll give him the message.

Step 6 Homework

Review some words and some target language in Section A-D.

Unit 7  Let's go to the zoo

Section A

Teaching aims:

1 read and understand the dialogue as a whole

2 In this section, students learn to talk about preferences and show the reasons .

Important points in teaching

1 names of animals,

2 language points

3 improve students' ability of listening and speaking

Difficult points in teaching: what questions and answer.

Teaching aids:  some animal cards , a tape recorder

Teaching methods: communicative method

Teaching procedures:

Step 1 Greet and review what they learned last period.

Step 2 Lead-in

Activity 1 Say to the students, “ Today we will go to the zoo to pay a visit ”and ask “what animals do you know , you should tell me in English.?” Then write the names of the animals on the right of the blackboard.

Step 3  Presentation

Activity 1  Hold up the lion card and ask:

T:  What's this?

S :  It's a lion.

T:  Yes, it's a lion, I like lions. They are strong. And the lion is the king of the beasts.

Then show them some other animal cards to consolidate the names of the animals.

Activity 2  After that, ask students to read the words after you

Activity 3  Ask three students the question “What animal do you like best?” respectively : and then write the following on the left of the blackboard

T : “ What animal do you like best?”

S1  I like       .

T  What animal do you like best?“

S2  I like       .

T  What is your favorite animal?

S3  My favorite animal is       .

Step 4 Practice

Activity 1 Say to the students:

”These are very useful structures. Now every one please find a partner and use them to make a simple dialogue “ .At the same time , you can also make a dialogue with another student to check how well he masters.

Activity 2  ask several pairs to act their dialogue out. And you should remember to try your best to praise and encourage their performance

Purpose :improve students' courage and ability of speaking.

Step 5  Ask students to read the dialogue on page 93 themselves. then read together. And do the exercise of page 93.

Step 6  Explanation of the Language points.(write the following in the center of the blackboard)

1 be free :闲的，空闲的， 自由的。如：I'm free today.

2 What animal do you like best?=What's your favorite animal? 这是用来询问别人喜好的句型，还可将animal 换成food, sport 等类型的词。如：

---What's your favorite sport?

---My favorite sport is basketball.

Step 7  Ask students to look at the two pictures of page 94.and ask students to guess ”where are the students now?“ ”Who is the lady?“ then let them listen to the passage ,following the questions

1 ”When do they go to the zoo?“

2 ”How long do elephants live, fifty or sixty years?“

After the listening comprehension, ask students to read the passage by themselves and then make following sentences to lead to the language points of this passage.

1 我们谈论了许多关于大象的`事。

2 一会儿之后，我们就到达了学校。

3 你每天睡多少小时？

Language points.(write the following after above language points)

1 talk about  :谈论关于……如：we talk about the people we see .

2 after a while  片刻之后，一会儿之后。如：After a while, we see the panda.

3 arrive at  到达，抵达。相当于get to   如：I arrive at my home at six o'clock.

4 how many +可数名词复数：多少…如：…How many apples does he eat?

Then ask students to read the passage loudly by themselves .and try their best to recite it.

Step 8   Consolidation

1 Ask some students to do some actions imitating a monkey , a horse ,a lion a tiger and a panda respectively and let others to guess what this animal is. If the student can't act out, he can also say some characteristics of this animal ,then let others to guess. In this way we review the names of the animals.

2 practice the structures in the dialogue by themselves.

Step 9 Sum up and blackboard design

---What animal do you like best?    Be free: 闲的，自由的，空       king    zoo---I like ...                       …如： I'm free today..         elephant  animal--- What's your favorite animal?   What animal do you like best ?     beast    lion---My favorite animal is …         ==what's your favorite animal      favorite  tiger

Section B

Teaching aims:

1 read and understand the dialogue as a whole.

2.improve students' ability of reading comprehension

3 improve students' ability of communication

Important points in teaching :

1 To get the students to have a good understanding of the dialogue.

2 To get the students to learn to use some useful patterns.

Difficult points in teaching:

To get the students learn hoe to use the useful patterns in real situation.

Teaching aids: a tape-recorder, some pictures.

Teaching procedures:

Step 1  Greeting and Revision

Use the projector to go over the names of animals. In this activity, students compete to see who can remember the most and who can speak out the names most quickly.

Step 2  Lead-in

T: If one day, a baby monkey is lost, what will you do ? will you help him?

S : ……

T: How do you help him.?

S …

T: Very good, all of us are good students. And we are all very clever. Yes, we should help each other. Today, we will read s story t. we will see  , how does Kangkang , a little boy, do ?

Purpose: lead in the topic ” Let me help you“.

Step 3  Presentation

Activity 1 :Ask students to open the book on page95. and read the story in the zoo. by themselves

Activity 2 : Discuss the exercise on page96 in pairs.

Purpose: improve students' ability of reading

Activity 3 : Check the answer together

Step 4  Analyze the dialogue

Give explanation to the following structures and expressions

.1. What's wrong with…? …… 怎么啦？……  出了什么毛病？

如：What's wrong with your head?

What's wrong with her pen?

2. over there:   在那儿。

如：---Where is my bag?

.---It's over there.

3 . Here we are :  我们到了。

4. It's very kind of sb. to do sth: 某人做 ……事真是太好了。

It's very kind of him to buy me a dog.

Step 5  Practice

Activity 1  Ask students to make sentences using above patterns by themselves.

Activity 2  Ask students to read the story as fluently as possible.

Purpose: to improve students' ability of speaking.

Activity 3  Ask students to act out the story with his partner. Then choose one or two to act out in the front of the class. Try your best to encourage and praise your students.

Purpose : improve students' ability of acting and courage

Step 6 Listening comprehension

Activity 1  Let students listen to part2 and part3 on page96.  then finish the exercise . if necessary, play the cassettes one or two more times until they can get a good marks.

Activity 2  Don't forget to check the answer.

If they didn't do well, try to encourage them not to lose heart.

T: how many do you

Step 7  Consolidation

Use the expressions and patterns in real situation.

Situation : One day , Mary sees her friend, LiMing is crying in the class. so she asks him why, and he tells her the reason, according to this situation, ask your students to make a simple dialogue between Mary and her friend, LiMing .

Sample

Mary:  Hello, LiMing.

LiMing: Hello, Mary.

M :    What's wrong with you, LiMing?

L:     My pen is lost.

M:    Don't cry . Let me help you.

(after a while)

M:    Is this your pen, LiMing?

L:    No, it isn't. My pen is yellow.

M:   Here it is. This is your pen.

L:   Oh, yes, thank you . It is very kind of you to help me.

You can use other situations.  for example, one's bag, one's book, or other things is lost. Then ask them to make dialogue

Step 8  Class activity

Chant with the students together first. then let the students chant themselves.

Section c

Teaching aims:

1) students learn to ask about and say times.

2)some useful structures and expressions :thank you all the same ; excuse me , could you tell me ... go to bed  have sports have lunch

Important points in teaching:

Ability of speaking and listening

Ways of saying times

Difficult points in teaching: To get the students to learn hoe to say times

Teaching aids: a tape recorder , a projector, some cards which are drawn clocks ,a teaching clock with movable hands

Teaching procedures:

Step 1  Greeting and revision

(1)Using projector to review what they learned by asking questions.

i )What's your favorite color?

ii)I like blue, how about you?

(2)Translate following English into Chinese, and Chinese into English .

i. How many books do you have ?

ii. How long do you watch TV every day ?

iii. 一个星期六的上午，我们去了动物园。

iv. 这个主意听起来很好。

Step2  lead-in

Use a projector to show the pictures one by one . These pictures are copied from  the students' book on page97and ask ”What is the time ?“ after that , teach them the new words and the ways of saying times.(write the following on the right of the blackboard)

1.采用顺读法，如：

1:45 : one forty -five

3:18 : three eighteen

2 采用逆读法， 如：

1)  当分钟<30时，先读分钟+past+时钟

1:25   twenty five past one

8:19   nineteen past eight

2),当分钟=30时，

2:30   half past two

3).当分钟>30 时，先读分钟距整点差得分钟数+to+（时钟+1）如：

1:49  eleven to two

1:58  two to two

Optional activity

If students need extra practice with clock time, make a teaching clock with large, movable hands. Display the clock, placing the hands at various times from 1:00 to 12:00 and calling for students to say the clock time shown .

Purpose : consolidate the ways of saying times and make sure students can say the time as quickly as possible

Step 3  Dialogue presentation:

Activity 1  Listen with the question: What's the time?(six o'clock)

Activity 2  Ask students to read the dialogue in pairs.

Activity 3  Ask students to find out the sentence: 是该回家的时候了。（It's time to go home.）

It's time to do sth

It's time for sth .

如：It's time to go to bed.

Step 4 Dialogue practice

1 ask students to practice the dialogue

2 do part 3 pair work (imitating the model)

Step 5, Come to part 4

Activity1   Ask students to read the dialogue by themselves first .and guess the meaning of followings.

a.  Excuse me, what's the time ,please?

Excuse me, could you tell me the time, please?(有礼貌的询问别人的时间的用语)

b.  Thank you all the same (当别人无法帮上你忙时,你的回答用语)

Activity 2  Ask them to read the dialogue in pairs

Activity 3  Ask them to read the dialogue in groups or between boys and girls.

Activity 4  Competition in reciting the dialogue

Activity 5  Recite the dialogue together.

Step 6  Consolidation

Use the useful expressions and structures to make dialogues. Teachers had better give some situations.

Step 7  Sum up and blackboard design

1．采用顺读法，如：1：45 one forty five                         next time

2．采用逆读法，如：1）当分钟<30时，                       o'clock

2）当分钟=30时，                                     past

Section D

Teaching aims:

1). improve students' ability of listening.

2). improve students' ability of other skills such as acting.

3). go over what they learned in this unit

Important points in teaching:

1). To get students to have a better listening comprehension

2). Go over the ways of saying times.

Teaching aids: some pictures, a tape-recorder,  a projector

Teaching procedures:

Step 1 Greet with each other

Step 2 Revision

Activity 1.Review the ways of saying times

Activity 2 Do the exercise of page100  part 4

Activity.3 Some exercises are shown on the projector for students to check how well they have grasped in this unit .

A)   1). Are you free        Saturday?

A at       B in       C  on       D of

2).--- My favorite animal is tiger,         about you?

---I like monkey best.

A where    B how many   C  how long     D how

3) How can we say ”2:52“in English ?

A eight to two             B eight to three

C. eight past two           D eight past three

4). Elephants sleep only four hours        night.

A at       B in       C on       D with

5) What's wrong        your pen ?

A with       B on      C  at      D in

6)        is very kind        you to help me?

A It, for      B It, of     C This,  of    D  That,  of

B) Translate following sentence into English

1)  --- 现在什么时候了?

--- 现在八点半了.

2) 是该上床睡觉的时候了.

3) ---对不起, 请告诉我时间好吗?

---对不起, 我没表, 我不知道.

---同样谢谢你.

Step 3  Lead- in

Activity 1 Ask students :

T: Do you want to be a teacher or an actor?

S:

(If students say they want to be an actor, you can continue your topic )

T:” OK, I'll see how you can act. First, listen to me, then please act out what I say. “(Use a projector to show following , and then ask students to act out )

1   He is acting like a monkey

2   He is running like a horse

3   He is climbing a tree like a cat

4   He is walking like a duck

You can ask several students to do that. After this you can review the present continuous tense(write the rules on the blackboard you can also write on the projector in advance)

Activity 2   Ask students to do the exercise on page99 1a.

Activity 3   You make some other actions ,and let students to guess what you are doing .

Step 4

Ask students to read part 2 after you

Step 5  Grammar focus

Activity 1   Review the grammar box. Ask students to say the questions and answers.

Activity 2 Ask students to make sentences using the grammar focus by themselves.

Step 6   Useful expressions

Activity 1    Review the useful expressions box . Pay attention to the structures ”How long do you …?“and ”How many +名词复数+do (does) + 主语…?“

Activity 2    Use the expressions to make dialogue

Step 7.   Sing the song

Activity 1  First ask students to sing the song after you several times.

Activity 2  Try to ask one to sing this song.

According to different situations, you can use different ways to practise this song .

Step 8  Consolidation and blackboard design

Ask students to review what they learned in this unit again

Purpose : Consolidate what they learned in this unit

1 现在进行时的构成：be (is ,am ,are)+v-ing                    next time2  v-ing  的构成形式                                      of course1）一般在动词原形末尾加-ing                            go home2) 以不发音字母e结尾的，先去掉e，再加-ing              have sports3) 以重读闭音节结尾的动词，如果末尾只有一               go to bed个辅音字母，应先双写这一字母，再加-ing               be free   3 What time is it ?= What's the time?  这是就时间             talk about 提问的句型，回答用：It's +时刻                       hat's wrong with…?   4 It's time to do sth. …(It's time for sth ) 是该干。。。的时候了.   Here we are.   5 Excuse me, could you tell me the time?          It's very kind of you to do sth

篇3：第一册Unit 4教案

第一册Unit 4教案

英语》七年级・上 Unit 4教案

Unit 4 Having Fun outside the school

In this unit students learn to express their activities outside the school, for example, going shopping, having a picnic , and going to the zoo. Let's discuss the three activities separately.

Let's go shopping

In this part students learn to ask for and state prices, talk about clothing, making suggestions.

Target language

Can I help you? Yes, please. What can I do for you? How much is it ?It's 70 yuan.

Grammar focus

Can/How much questions /uncountable nouns/ coutable nouns/Demonstratives: this, that, these, those

The teacher asks the students if they like going shopping. Says ”Today I'll take you to go shopping.“

Section A

Teaching objectives: Students know how to ask and state prices.

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

Step 2. Listen, read and say

This activity provides guided oral practice using the target language.

1.Call attention to the picture. Ask who are the people and where they are.. ”A mother takes her daughter to go shopping. They are talking with a salesman in a store.“

2.Point out the conversation and read it with a student. Explain the meaning of ”look for“ if necessary.

3.The teacher takes out a piece of paper with a tall building in it. Says ”This is the first floor, this is the second floor, and this is the fourth floor.“ Read ”fourth“ for several times. And there are different sections on the fourth floor. Say ”This is the clothes section, this is the trousers section, and that is books section.“ Then, the teacher ask the students to read ”fourth“ and ”section“ for several times.

4.Ask the whole class to read the dialogue together, paying attention to ”What can I do for you?“

Step3. Pair work

Ask pairs of students to practice together. Later ask several pairs to present their conversations to the class.

Step4. look, listen and say

This activity provides several numbers for the students to learn.

1.The teacher helps the students to review the numbers 1-10, Ask ”Do you want to know more numbers in English?“ Then the teacher makes use of the video to present the numbers 20, 30, 40,… and so forth. Say ”There are twenty books. Twenty, twenty. “ ”There are thirty trees. Thirty, thirty.“ So that the students can learn these words in a context.

2.Focus attention on the numbers and ask them to read together.

3.Play a game

Ask the students to read these numbers one by one according to their seats. All the groups can have a match and see which group can get full marks. The best group can get a prize.

Step5.Listen and say

This activity asks the students to distinguish the difference between ”-teen“ and ”-ty“.

1. First listen to the tape, asking the students to pay attention to the differences of each two words.

2. Listen to the tape again and read after it word by word.

3. Write some numbers on the Bb, and see if the students can master them well.

Step6. Listen and circle

This activity provides listening practice using the target language.

(1) listen and circle the numbers they hear in the sentences.

(2)From this part, the students can get more attention to the difference between ”-teen“ and ”-ty“.

Step7. Read and say

This activity gives the students practice in recognizing the target language in spoken conversation.

1. Say, ”Please look at the picture. The mother is buying a dress for her daughter. She is talking with the salesgirl now. Listen carefully to the recording of the conversation. Then tell me how much the yellow dress is.“

2. Play the recording the first time. Students only listen. Then ask them to find out the answer to the question” How much is the yellow dress.“

3. Play the tape a second time. This time students read after the tape sentence by sentence. While they're reading, they should circle some difficulties they don't know.

4. Make a brief explanation of the difficulties, such as ”try on“, ”off“, ”on sale“ and so on.

5. Ask the whole class to read this dialogue together.

Step8. Pair work

Ask the students to practice the conversation with their partners. Later ask several pairs to present their conversations to the class.

Section B

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

.     This activity provides students practice in recognizing the target language in this section.

1.Say, ”When wo go into a shop, we can see many kinds of things. Now, please tell me what you can see in a shop or a supermarket?“ Students may give different answers.

2.”Please look at the screen, what are these?“ Students can give their answers in Chinese. Say ”You're right. Let's recognize them in English.“

3. While students are looking at the picture , the teacher plays the broadcasting of each word so that the students can follow the pronunciations of the words.

Step2.Listen and say

This activity provides listening practice using the target language.

1. Play the recording. Students listen and number the words they hear.

2. While they're listening , move around the classroom checking on their progress.

3. Check out their listening answers. Point out some difficulties some students have.

Step3. Read and practice

1. Call attention to the picture A. Ask a student to read it to the class. Ask the whole class to read it together. Explain ”What can I do for you?“ ”Can I help you ?“ We often used by salesclerks. Guide the students to provide different answers to the questions.

2. Call attention to the picture B. Ask two students to read it aloud. After reading, ask them to focus on what the saleslady says.

3. Have students work in pairs. Ask they work together, move around the room checking progress and answering questions as needed.

4. The teacher takes out a pair of pants. Ask several pairs to come to the Bb to act their conversations out to the class.

Step4. Read

This activity provides a comprehensive reading of an ad for sale.

1. Say ”Usually when we go to a supermarket, we can find some things are on sale. That's to say, you can buy these things with less money than before. Now we are going to read an ad for sale for a food shop. Please read the ad yourselves and fill in the price tags.“

2. While they're reading, the teacher moves around the classroom, providing help when necessary.

3. Ask students to find out the meanings of any words they don't know. They can do this by reviewing the lesson, and found out their own weak points.

4. Ask students to finish the true or false exercise for one minute. Then check out their answers.

5. The whole class read the ad together to get more attention to write an ad for sale.

Step5. Write

This activity provides a writing practice using the target language.

1 .Suppose you a shopkeeper of a clothing shop. Write an ad by yourself.

2. Ask students to think about it for a thile. Ask what they can acquire from the ad above, such as ”Come and have a look.“ ”There's more.“ ”Come and have a lood for yourself.“

3. Ask students to do this job at home. The teacher will check it the next day.

Section C

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

.Step2. Look, read and say

This activity provides guided oral practice using the target lamguage.

1. Say ”Dad is buying something in a store. Now please look at the picture,Dad is talking with the salesman Ben. What are they talking about?“

2 Call attention to the conversation on the right. Ask two students to read it to the class.

3. Have the students fill in the shopping lists according to the conversation.

4. Ask the whole class to read the conversation after the teacher, paying attention to the pronunciation and intonation.

5. Ask students to work in pairs. Have each student take a turn asking and answering the question.

6. Ask several pairs of students to act out the conversation. The teacher can provide the real things for the students to perform, like salt, eggs and milk.

Step3.Match

.  1. Ask students to match word halves.

2. While students are matching, the teacher moves around the classroom and provides help when necessary.

3. Ask some students to speak out the answers.

4.The teacher says Chinese words , and asks the students to speak English and spell each word. This activity can be done one by one.

Step4. Look, listen and say

This activity provides guided oral practice using the target language of ”How much“?

1. Say ”Boys and girls, when you are buying something, will you cut the price down?“ ”I like bargaining very much. Sometimes when I cut the price down, I feel very proud.“

”Next we are going to learn how to bargain.“

2. Ask the students to listen to the recording of the conversation. Have them find out the answer to the question, ”How much is the watch at last?“

3. Play the recording again and ask students to listen carefully and repeat it sentence by sentence.

4. Ask the students to practice with their partners. Then choose several pairs to act out the conversation.

5. Say ”Sometimes when we are choosing something, maybe we don't buy it if the pric is not fit for us. Then what shall I say?“

6. Play the tape and guide students to answer ”Thanks anyway we're just looking.“

7. Ask students to practice with their partners. As they talk to each other, move around the room checking on their progress.

Step5.Listen and say

This activity provides listening and speaking practice by using the alphabets ”h“ and ”w“

1. Play the recording. Students listen carefully and repeat it one by one.

2. Divide the class into four groups. Each group read two words, and see which group can do the best job.

3. Play a game. Choose several students to come to the Bb. When the other students read those English words, they have to act out each word by using their body language.

Section D

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

Step2. Listen read and say

.     This activity provides listening and oral practice by using the target language.

1. Say ”Do you know Mickey Mouse? Do you like it? Today, I'm going to tell you something about Mickey Mouse. Mickey Mouse opens a new shop, which sells a lot of food. He sells vegetables to the earthworm, and he sells com and wheat to the ant. He is so kind that he helps the ant carry the food home. Then, a cat comes. He is not friendly. Do you want to know that happens next? Please listen to the recording, fill in the blanks and find out the answer.“

2. Play the recording. Students listen carefully and fill in the blanks.

4. Check their answers and ask several students to read the conversation out.

5. Ask students to look through the conversation an find out the questions they don't know. Teacher moves around the classroom and provides help when necessary.

Step3.Pair work

1. Ask students to act out the short play with their partners.

2. Ask several groups to come to the Bb to perform.

Step4.Grammar focus

1. Review the grammar focus. Ask students to say the questions and answers.

2. Point out that the sentence pattern ”How much is /are.. “is to ask the price. And the words ”is“ and ”are“ are used according to the singular or plural forms of the things.

3. Pay attention to the pronunciation of ”$20“ and so on.

4. Take out some pictures, with shoes, computers, eggs, coats, water and something else in them.

5.Ask students to guess what are  countable nouns and what are uncountable nouns.

Call attention to those nouns in the textbook. Ask students to repeat each word.

Step5.Useful expressions

1. Point out that these expressions are very useful when going shopping.

2. Ask students to repeat them one by one

3. Divide the students into two groups. Have them read these expressions separately. See which group can be better.

Step6. Write

This activity provides writing practice by using target language.

1. After a short guidance, let students complete the conversations with the correct words.

2. Check students' answer. Ask two pairs of students to read the conversations.

3. Have the .whole class practice the two conversations. And each pair much take turns to do this job.

Let's have a picnic

Section A

Teaching objectives: Ask students to master how to make telephone calls about invitaions and suggestions.

Language focus: what's up?

Would you like to? / Let's……

Teaching Procedures:

Step 1 : Organizing the class. Organizing the class.

1.Greetings between the teacher and students.

2.Duty report.

.

Step 2 : Revision

Get students to talk about ”How much……?“ questions by showing them some pictures with the objects and prices in them.

Step 3 : Presentation

Say  ”Please look at the picture. There are two children in it. They are Jane and Kangkang. What are they doing? What are they talking about? Please listen to the recording. After a while, I'll ask you to tell me the answers.“

Step 4 : Listen, read and say

1.Ask students to listen to the recording for the first time. Then answer the questions.

2.Listen to the recording again. While listening, ask students to follow it sentence bu sentence.

3.Ask the whole class to read the conversation together.

Step 5 : Work alone

1.  Say  ”After reading, let's see when Jane is going to discuss the picnic and visit a friend, and what Jane is going to do on Sunday. Now, please look at the table. Fill in the blanks according to the conversation.“

2.While students are writing, the teacher moves around the classroom, providing help when necessary.

3.After finishing the exercise, the teacher checks their answers.

Step 6 : Pair work

1. Divide the whole class into two groups to read the conversation.

2. Ask them to practice this conversation with their partners. They should change their roles.

Step 7 : Work alone

Ask students to read Kangkang's plan and give him suggestions on the picnic. The teacher can five some advice. For example, don't forget the food and so on.

Step 8 : Pair work

1.Ask students to number the sentences to make a telephone conversation. Before doing, the teacher points out how to make a telephone call and how to make suggestions.

2.Whole the students are doing exercise, the teacher moves around the classroom to provide help when necessary.

3.Ask students to practice the conversation with their partners.

Step 9 : Practice

Say ”Tom wants to go swimming on Saturday, and Mary has no plan on that day. Suppose  you are Tom, and your partner is Mary. You want to invite Mary to go swimming with you. Please make a telephone call according to these information.“ The teacher moves around the classroom and provide help when necessary.

Step 10 : Homework

1. Practice the conversations in this lesson with your partners.

2. You ask your friends to have a picnic next Saturday. Please write down a short conversation about it.

Section B

Teaching Objectives : Go on to learn about making telephone calls and making suggestions.

Language Focus : May I speak to ……, please?

Can I give her a message?

All right.

Teaching Procedures:

Step 1 : Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

Step 2 : Presentation

Say ”Sometimes when you call your friends, but he or she is not in, and someone else receives the call. Then what will you say to her / him? Now, I'd like you to listen to the conversation between Jane and Maria's mother. After that, you can find out the answer.“

Step 3 : Listen, read and say

1. Play the recording for the first time, and ask the students to find out the answer.

2. Play the recording again, and ask the students to follow it.

3. Ask the whole class to read the dialogue.

4. Let the students practice with their partners.

Step 4 : Listen and write

This activity provides listening and writing practice by using the target language.

1. Say ” Please look at the table. There are six sentences for you to choose. You have to fill in the blanks by listening to the recording.“

2. Have two students to read the conversation and check if they are right or wrong.

3. Ask the whole class to read it together.

Step 5 : Pair work

This activity asks students to practice with their partners. As they talk to each other, the teacher moves around the room checking their progress.

Step 6 : Listen and follow

This activity is to train students' pronunciation.

1. Ask the students to listen to the recording first, and find out some characteristics of these sentences.

2. Play the recording again, and ask students to repeat.

3. Ask some students to read, and check if they can make some progress.

Step 7 : Listen, read and say

1. Say ”If you dial the wrong number, what will you do? Now, please listen to the recording. You can get the answer.“

2. Play the recording for the first time, ask students to find out something they don't know. Then help them to solve.

3. Play the recording again and ask students to repeat.

Step 8 : Work alone

This activity provides oral practice by using target language.

1. Say ”There is a message for you, and you have to make a dialogue according to this information. Please practice with your partners.“

2. While students are practicing, the teacher moves around the classroom, providing help when necessary.

3. Ask some pairs to act it out.

Step 9 : Homework

1. Practice the conversations in this lesson with your partners.

2. If you call your friend Tom, but he isn't in, and his brother receives your call. Please write down a conversation between you and Tom's brother.

Section C

Teaching Objective: Lead students to master present continuous tense.

Language focus : What are they doing?

They're having a picnic.

What's she doing?

She is ……

Teaching procedures:

Step 1: Organizing the class.

Greetings between the teacher and students.

Step 2: Presentation

Say ”When we have a picnic, what shall we do? Please look at the picture. The children are having a picnic. They are doing a lot of things here, for example, carrying water, collecting firewood and so on. Now, please listen to the recording and tick the words you hear.

Step 3 : listening

Play the recording and ask students to tick the words they hear.

Step 4 : Pair work

1. Ask two students to read the two samples.

2. Then tell the students who is Maria, Jane and Michael.

3. Ask students to do this exercise with their partners. One asks, and the other answers. For example, one student points to a girl, asks “What's Maria doing?” The other students answer “She is washing the dishes.”

Step 5 : look, ask and answer

1. Say “There are eight pictures here, and what are they doing? Please look at the first picture, what is she doing?”

2. Ask one student to answer the question. Say “Now, you can ask and answer like us according to these pictures.”

3. Ask the students to practice with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.

4. Ask several pairs to act it out.

Step 6 : listen, read and understand

1. First ask students to look at the picture and listen to the recording.

2. Ask the whole class to repeat it after the recording.

3. Do some understanding problems about this passage,

4. Ask several students to repeat it.

Section D

Teaching objectives: Students can master how to practice present continuous tense.

Language focus:    What are they doing?

What is she doing?

What is he doing?

May I speak to…?

Can I give her a message?

Teaching procedures:

Step 1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2: Presentation

Say “There is an old Mcdonald living in the forest. He is very lonely. He'd like to have a picnic with his friends .Will his friends come to have a picnic with him? Please read these pictures and then tell me your answer . ”

Step 3: Look, read , and say

1. Ask students to look at these pictures and read the sentences . Then let them speak out the answer.

2. Ask several students to read the story to the whole class .

3. Have students do the role-play .

4. Ask students to look at the last picture. Asks “What are they doing now ?”

Step 4: Group work

1. Ask students to discuss these questions. While they are discussing, the teacher moves around the classroom and provides help when necessary .

2. Ask some pairs to act it out .

Step 5: Grammar focus

1. Ask students to read these sentences.

2. Present some pictures on the blackboard . Ask “What are they doing ? What is she doing ?” Let students practice themselves .

Step 6: Useful expressions

1. Say “These are very useful expressions about making telephone calls. First, I'd like you to read them together .”

2. Ask students to make a telephone call to their friends according to these useful expressions .

Step 7: Pair work

1. Ask students to look at these pictures. Ask “What are they doing ?”

2. Ask students to discuss with their partners and fill in the blanks.

3. Let students do pair work with their partners. While they are practicing , the teacher moves around the classroom and provides help when necessary .

Step 8: Pair work

1. Ask students to number the sentences to make a conversation individually.

2. The teacher checks their answers. Ask the whole class to read the conversation out.

3. Ask students to practice with their partners about the conversation.

Step 9: Homework

1. Ask students to listen and read the conversation at home.

2. Preview next lesson.

Let's go to the zoo.

Section A

Teaching Objects: Learn some new words about animal names. Students can talk about their favorite animals.

Language Focus : What animals do you like best?

What's your favorite animal ?

Teaching Procedures:

Step 1. Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2. Presentation

Say “Please look at the picture . There are four children here. They are going to the zoo on Saturday . They are talking about their favorite animals. Please listen to the recording, then answer my questions .

Step 3. Listen, read and say

1. Play the recording for the first time. Ask students to find out the answer to the question ”What are the children's favorite animals?“

2. Play the recording for the second time .Ask students to repeat it sentence by sentence.

3. Ask students to practice this dialogue with their partners.

4. Ask some pairs to act it out .

Step 4. Work alone

1. Ask students to complete the chart themselves, according to the conversation.

2. Ask some of the students to read their answers out.

Step 5. Pair work

1. Says ”What animals do you like in the zoo ? Please talk with your about your favorite animals.“

2. While students are practicing, the teacher moves around the classroom and provides help when necessary.

3. Ask some pairs to act out their conversations.

Step 6. Look, listen and read

1. Says ”Look at the four children. Where are they ? What are they talking about ? Do you want to know where they are going ? Please listen to the recording, and then answer the questions .“

2. Play the recording for the first time, ask students to answer the questions above.

3. Pointing to the picture, says ”Now they are in the zoo. They are asking something from a guide .Listen to the recording, then tell me what they are talking about .“

4. Play the recording for the second time. Ask students to repeat it.

Step 7. Look, listen and circle

1. Ask some students to read these animal names.

2. Play the recording, ask students to circle the animals' names they hear.

3. Check their answers.

Step 8. Homework

1. Ask students to write down a dialogue about their and their friends' favorite animals.

2. Finish the exercise in the exercise books.

3. Ask students to recite the dialogues in the lesson.

Section B

Teaching objectives: Train the students' comprehensive ability of four skills.

Language focus: Let me help you.

Teaching procedures:

Step 1:  Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2: Work alone:

1. Say ”Please look at these pictures. These pictures are about a story. Look at the first picture. There is a baby monkey crying. Why is he crying? Who helps him at last? Please read the story alone. Then I'll ask you to answer these questions.“

2. Ask students to read the story and finish the true or false exercise.

3. Check their answers.

Step 3: Pair work

1. Say ”It's a very interesting story. I'd like you to act it out with your partners.“

2. Ask students to practice the story with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.

Step 4: Listening

1. Ask some students to read the animals' names.

2. Play the recording. Ask students to number the words they hear.

3. Check their answers.

Step 5: Listening

1. Ask students to listen the conversation. Then fill in the blanks.

2. Check their answers.

Step 6: Class activities.

1. Say ”Look at the picture. There are four children here. What are they doing? They are chanting. Would you like to chant like them? Let's do it.“

2. Ask students to read the chant after the teacher.

3. Ask the whole class to read it together.

4. Divide the class into several groups. Have a competition among them.

Step 7: Homework

1. Finish the exercise in their exercise books.

2. preview the next lesson.

Section C

Teaching Objectives: Let students master how to ask the time.

Language Focus:  What time is it?

What is the time?

It's one o'clock.

Teaching Procedures:

Step 1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2: Presentation

Draw some clocks on the blackboard. The time is different. Says ”What time is it?

It's twelve o'clock. What's the time? It's six o'clock. Please look at the picture in your text books. It's time for the children to go home.

Step 3: Look, listen and say

1. Play the recording for the first time. The students just listen.

2. Play the recording again. Students repeat it.

3. Ask students to read the dialogues with their partners.

4. Ask several pairs to act it out.

Step 4: Look, listen and learn

1.  Say  “Do you know how to recognize the time in English?” There are six pictures in your books. Each picture stands for one time. Now, Let's go to learn them.“

2.  Ask students to look through the six pictures to be familiar with them.

3.  Play the recording for the second time. The students just listen.

4.  Play the recording for the second time. The students repeat it.

5.  Point to ”past “ and ”to“, explaining the difference between them.

6.  Ask the whole class to read the time again.

Step 5: Pair work

1. Ask students to look at each picture and read the time out.

2. Ask one student read the activities out. Let every one knows what each picture stands for.

3. Ask two students to read the model. Point out the sentence pattern ”It's time to do something“

4. Have the students to make conversations about each picture with their partners.

5. Ask some groups to act the conversations out.

Step 6: Listen, read and say

1. First ask students to recognize their animals.

2. Play the recording and ask students to find out the ways of asking time.

3. Play the recording again. Have students repeat it.

4. Ask students to practice the two dialogues with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.

5. Ask some pairs to act out the conversations.

Step 7: Homework

1. Write down two conversations about the time according to part3.

2. Practice these conversations after class.

3. Preview next lesson.

Section D:

Teaching objectives:

1. Review the present continuous to consolidate what students have learned.

2. Master the pronunciations of ”m, n, igh“.

3. Master the ways of expressing time.

Language Focus: What time is it?

What's the time?

Teaching procedures:

Step1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report.

Step2 : Listen.

1. Asks ”What are they doing? What are they doing like?“

2. Play the recording for the first time, and students just listen.

3. Play the recording again and ask students to match the pictures with actions.

4. Check their answers.

Step3: Pair work

1. The teacher acts drinking water without any words, and asks students what she is doing.

2. Ask students to make actions, and let their partners guess what they are doing.

3. Ask some pairs to perform to the whole class

Step 4.listen and follow

1. Play the recording and ask students to repeat.

2. Ask the whole class to read these words.

3. Point out some errors they may make.

4. Point out how ”igh“ is pronounced .

Step 5.Grammar focus

1. Ask two students to read these sentences.

2. Write down some time on the blackboard ,and ask students to make conversation .

3. Ask some pairs to act the conversations out.

Step 6.Useful expressions.

1. Says”These are the useful expressions of this Unit .You must know how to use the them First ,please read them“.

2. Provide some expression about some sentences .For example ,point out ”could you tell me the time ?“ is a polite way of asking the time .

Step7.Look and answer .

1. Say ”There are six picture here ,Each picture stands for one time ,Now please make some conversations according to these pictures,“

2. Ask students to practice with their partners .

3. Ask some pairs to act out ..

Step 8.sing the song

1. Play the recording ,and ask students to listen.

2. Play the recording again and ask the students to follow.

Step 9. Homework

1. Practice  these dialogues with Partners after class .

2. Write down a conversation about asking the time ,with ”past“ and ”to“ being used .

3. Review the whole unit .

Unit 4 Having fun outside the School   Let's have a picnic

The First Period

Ⅰ.Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Target language.

Oral practice.

2. Ability Objects

Listening skill.

Communicative competence.

Making telephone calls.

Making suggestions.

Ⅱ. Teaching Key Points

Key vocabulary: have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday

Ⅲ. Teaching Difficulties

Target language

What's up?

Are you free this Saturday?

Would you like to go out for a picnic?

How about…?

Let's….

Don't forget…

Ⅳ. Teaching Procedures

Step 1. Section A 1a Listen, read and say

1. Show a telephone (or draw a picture of one) to the students and say: ”My telephone number is 4366783. What is your telephone number?“

2. Imitate the sound of the telephone ringing and show two pictures, saying: ”This is Kangkang and this Jane. They are making a telephone call. Please listen to the tape.“

Play the tape for the students. Play it again and ask the students to repeat.

Step 2. Section A 1b Work alone.

Show the table and tell the students: This is Jane's plan. Please finish it according to the conversation.

Ask two students to write down their answer on the blackboard and check the answer.

Answers:

Time Activity

Tomorrow afternoon discuss the picnic

Saturday visit a friend

Sunday go out for a picnic

Step 3 Section A 1c Pair work

Give the students a few minutes to practice the conversation and ask two pairs to act it out.

Step 4 Section A 1d Work alone

Ask the students to find out the following sentences from the conversation in 1a:

1. Would you like to go out for a picnic?

2. Then how about this Sunday?

3. Let's discuss it in our classroom…

Tell the students when we make suggestions we can use the sentences and we can also use ”Don't forget…“

Get the students to read Kangkang's plan and give him suggestions on the picnic.

Possible answers:

Don't forget your lighter.

Don't forget two pails.

Don't forget to have a discussion at 4: 30.

Don't forget to do shopping at 5:00.

Ask a group of students to read their answers one by one.

Step 5 Section A 2 ,A 3 Pair work

1. A 2 Pair work

Ask the students to number the sentences to make a telephone conversation.

Answers: 2,5,6,8,3,4,1,7,9

Check the answers with the students and let the students practice the conversation with their partner.

2. A 3 Pair work

Show Tom's schedule and Mary's schedule to the students and say: Suppose you are Tom and your partner is Mary. You want to invite Mary to go swimming with you. Make a telephone call.

Step 6 Summary and Homework

1. Review some key words and target language

have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday

What's up?

Are you free this Saturday?

Would you like to go out for a picnic?

How about…?

Let's….

Don't forget…

2. Homework: Write down the conversation in Step 6 on your exercise book.

Unit 4 Having outside the School   Let's have a picnic

The Second Period

Ⅰ.Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Target language.

Oral practice.

2. Ability Objects

Listening skill.

Communicative competence.

Making telephone calls.

Ⅱ. Teaching Key Points

Key vocabulary: wrong, be not in, give her a message, call me back, tell …about,

I'm sorry to bother you. This is Kangkang.

Ⅲ. Teaching Difficulties

Making telephone calls.          Take a message.

Ⅳ. Teaching Procedures

Step 1 Revision

1. Greet the students as usual and check the homework.

2. Suppose your partner is Jim. You want to invite Jim to go shopping with you. Make a telephone call. Ask two pair of the students to make a telephone call to revise Section A.

Step 2 Section B 1 Listen, read and say

1. Ask the students: ”If Jim is not in and his father answers the telephone, what will you say to his father?“

Collect the following phrases:

call me back, give …a message, tell him the number, speak to etc.

Ask the students to read the new phrases.

2. Say: Jane makes a telephone call, please listen to tape and answer the questions:

Who does she want to speak to?

Who answers the telephone call?

3. Play the tape and get the students to find out the answers to the questions. Play the tape and and let the students to repeat the conversation.

3. Ask the students to read the conversation in pairs.

Step 3 Section B 2a and 2b Work alone and Pair work

1. Tell the students: You are going to listen to a telephone call but there are some sentences are missing, please listen to the tape and choose the correct sentences to fill in the blanks. Then check the answers.

2. Pair work.

Listen again and check your answers. Then practice with your partner.

Answers:

A: 2. Hello?

B: 3. May I speak to Li Ming, please?

A: Sorry, Li Ming is not here now. 4. Can I give him a message?

B: Thanks. This is A. 1. Could you ask him to give me a call?

A: Sure. 5. Does he have your number?

B: No, he doesn't. My phone number is 5563677.

A: 5563677. OK. 6. I'll give him the message.

B: Thank you.

Step 4 Section B 4 Listen read and say

1. Ask a student to make a dialogue with the teacher.

Sample:

S1: Hello. May I speak to Kate?

T: I beg your pardon?

S1: May I speak to Kate?

T: Kate? There's no Kate here.

Ask: ”What's the matter?“ Get the students to answer: S1 dials the wrong number.

2. Play the tape for the students to listen and repeat the conversation.

3. Ask the students to read the conversation in pairs and then act it out.

Step 5 Section B 5 Work alone

Show the following message on the screen and then ask the students to finish the telephone call.

First tell the students: Mary makes a telephone call to Lisa, but Lisa isn't in. Lucy answers the telephone call and she writes the message. Please finish the telephone call.

To: LisaTime: This morningMessage: Please call Mary at 58773677                          Lucy

Sample:

Lucy: Hello.

Mary: Good morning! This is Mary. Is that Lisa?

Lucy: Sorry, she isn't in. Can I give a message to her.

Mary: Thanks. This is Mary. Could you ask her to give me a call?

Lucy: Sure. What's your phone call?

Mary: My phone number is 58773677.

Lucy: 58773677. OK. I'll give her the message.

Mary: Thank you.

Step 4 Section B 3 Listen and follow

Play the tape for the students to listen and imitate and ask them to pay attention to their pronunciation and intonation.

1. What's up?                         2. Can I give him a message?

3. Thank you.                         4. This is Kangkang.

4. I have to visit a friend.

Step 4 Consolidation

Revise the following sentences:

Sorry, she is not here now.

Can I give her a message?

I'll give her the message.

Could you ask him to give me a call?

Homework: Write down a telephone call and act it out with your partner.

Unit 4 Having fun outside the School Let's have a picnic

The Third Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

Key vocabulary.

Present continuous

Oral practice.

2. Ability Objects

Listening skill.

Communicative competence.

Ⅱ. Teaching Key Points

Key vocabulary: carry water, collect firewood, look at, wash the dishes, sing songs,

Target language: What are they doing? They are having a picnic.

Ⅲ. Teaching Difficulties

Present continuous

Target language: What are they doing? They are having a picnic.

Ⅳ. Teaching Procedures

Step 1 Revision

Check the homework. Ask two pairs to act out their telephone call.

Step 2 Section C 1a

1. Show the picture to the students and get the students to talk about the picture.

2. Play the recording for the students and tick the words they hear.

3. Check the answers.

Step 3 Section C 1b

1. Imitate the sound of the telephone ringing and show two pictures of Kangkang and Jane and present the following conversation:

A: What are they doing?

B: They are making a telephone call.

Ask the students to repeat the conversation and understand the meaning.

2. Ask the students to ask and answer according to the picture.

What is Maria doing?       She is preparing food.

What is Jane doing?        She is washing the dishes.

What is Michael doing?     He is carrying water.

What is Maria's dog doing?  It is looking at the food.

Step 4 Section C 2 Look, ask and answer

1. Show the pictures and ask one student to present the dialogue as an example with the teacher.

What is she doing?

She is eating an apple.

2. Ask the students to ask and answer according to the pictures in pairs first.

3. Ask the students to ask and answer about the pictures one by one.

Step 5 Section C 3

1. Let the students look at the picture and talk about it and encourage them to use some words and phrases they've learnt.

2. Play the recording for the students to repeat the sentences.

3. Give the students a few minutes to read the sentences and ask them to pay attention to the following words: playing, singing, flying, running, collecting.

Step 6 Section C 4

Tell the students that they are going to listen to some actions about Tom. Ask the students to listen and number the actions from 1-6.

Step 7 Summary

Revise some key words and target language:

1. carry water, collect firewood, look at, wash the dishes, sing songs,

2. What is Maria doing?       She is preparing food.

What is Jane doing?        She is washing the dishes.

What is Michael doing?     He is carrying water.

What is Maria's dog doing?  It is looking at the food.

4. playing, singing, flying, running, collecting.

Step 8 Section C 5

Let the students to chant.

Step 9 Homework

Read the sentences in Section C 3.

Unit 4 Having fun outside the School  Let's have a picnic

The Fourth Period

Ⅰ.Teaching Aims and Demands

1. Knowledge Objects

Review some target language in Section A-D.

Oral practice.

Present continuous.

2. Ability Objects

Communicative competence.

Ⅱ. Teaching Key Points

Key vocabulary: lonely, next, basket, listen, have a meeting, at home

Review some target language in Section A-D

Hello? This is Maria. May I speak to Jane?

Can I give her a message?

All right. I'll give her the message.

Sorry, she is not here\\ in\\ at home.

Could you ask her to call me back this afternoon?

What are they doing?              What is he\\she doing?

They are having a picnic.           He\\she is washing dishes.

Ⅲ. Teaching Difficulties

Present continuous

Oral practice.

Ⅳ. Teaching procedures

Step 1 Revision

1. Show some pictures to the students and get them to ask and answer according to the pictures.

What is he\\she doing?

He\\She is running.

2. Ask a few students to act and the others ask and answer according to his or her action.

Step 2 Section D 1a

1. Draw a picture and say: Look at the man. He is at home, but he is lonely and he would like to have a picnic with his friends and then have a meeting. Repeat the sentences and teach the new words and phrases:

at home, lonely, have a meeting

2. Section D 1a. Ask the students to look at the pictures and say: old Mcdonald is lonely too. He would like to have a picnic with his friends. What food can you find in the picture?

Answers: hamburgers and cakes, fish and chicken, French fries and bread

3. Play the tape and get the students to repeat. Ask the students to read the sentences.

4. Ask two group of students to act out the short story.

Step 3 Section D 1b

1. Collect some words of food and drinks that the students have learnt and ask the students to spell the words out.

fish, meat, chicken, hamburger, bread, French fries, rice, dumpling, noodle, porridge,

tea, coffee, Coke, milk, juice,

2. Divide the students into several groups and let the students discuss the questions:

What's your favorite food?

Do you want to have a picnic with your friends?

If you do, what food do you want to bring?

Step 4 Section D 2a, 3

1. Show the sentences to the students and explain something about Present continuous.

2. Have a competition. Ask the students to make a sentence with Present continuous.

3. Section D 2a, 3 Ask the students to fill in the blanks and get four students to write down their answer on the blackboard. Check the answers.

Answers:

He is reading.

She is listening.

She is running.

They are eating.

Ask the students to pay attention to the words with -ing.

Step 5 Section D 2b, 4

1. Review the sentences. Ask the students to read the sentences and then let the students practice the sentences with their partner.

2. Section D 4 Get the students to number the sentences to make a conversation.

Answers:  4  Yes, this is Lucy. Please ask him to go to school and have a meeting tomorrow morning.

2  Hello! May I speak to Mr Li?

3  I'm sorry. He is not at home. Can I give him a message?

6  Thank you!

1  Hello?

7  You are welcome.

5  Ok. I'll give him the message.

Step 6 Homework

Review some words and some target language in Section A-D.

Unit 7  Let's go to the zoo

Section A

Teaching aims:

1 read and understand the dialogue as a whole

2 In this section, students learn to talk about preferences and show the reasons .

Important points in teaching

1 names of animals,

2 language points

3 improve students' ability of listening and speaking

Difficult points in teaching: what questions and answer.

Teaching aids:  some animal cards , a tape recorder

Teaching methods: communicative method

Teaching procedures:

Step 1 Greet and review what they learned last period.

Step 2 Lead-in

Activity 1 Say to the students, ” Today we will go to the zoo to pay a visit “and ask ”what animals do you know , you should tell me in English.?“ Then write the names of the animals on the right of the blackboard.

Step 3  Presentation

Activity 1  Hold up the lion card and ask:

T:  What's this?

S :  It's a lion.

T:  Yes, it's a lion, I like lions. They are strong. And the lion is the king of the beasts.

Then show them some other animal cards to consolidate the names of the animals.

Activity 2  After that, ask students to read the words after you

Activity 3  Ask three students the question ”What animal do you like best?“ respectively : and then write the following on the left of the blackboard

T : ” What animal do you like best?“

S1  I like       .

T  What animal do you like best?”

S2  I like       .

T  What is your favorite animal?

S3  My favorite animal is       .

Step 4 Practice

Activity 1 Say to the students:

“These are very useful structures. Now every one please find a partner and use them to make a simple dialogue ” .At the same time , you can also make a dialogue with another student to check how well he masters.

Activity 2  ask several pairs to act their dialogue out. And you should remember to try your best to praise and encourage their performance

Purpose :improve students' courage and ability of speaking.

Step 5  Ask students to read the dialogue on page 93 themselves. then read together. And do the exercise of page 93.

Step 6  Explanation of the Language points.(write the following in the center of the blackboard)

1 be free :闲的，空闲的， 自由的。如：I'm free today.

2 What animal do you like best?=What's your favorite animal? 这是用来询问别人喜好的句型，还可将animal 换成food, sport 等类型的词。如：

---What's your favorite sport?

---My favorite sport is basketball.

Step 7  Ask students to look at the two pictures of page 94.and ask students to guess “where are the students now?” “Who is the lady?” then let them listen to the passage ,following the questions

1 “When do they go to the zoo?”

2 “How long do elephants live, fifty or sixty years?”

After the listening comprehension, ask students to read the passage by themselves and then make following sentences to lead to the language points of this passage.

1 我们谈论了许多关于大象的事。

2 一会儿之后，我们就到达了学校。

3 你每天睡多少小时？

Language points.(write the following after above language points)

1 talk about  :谈论关于……如：we talk about the people we see .

2 after a while  片刻之后，一会儿之后。如：After a while, we see the panda.

3 arrive at  到达，抵达。相当于get to   如：I arrive at my home at six o'clock.

4 how many +可数名词复数：多少…如：…How many apples does he eat?

Then ask students to read the passage loudly by themselves .and try their best to recite it.

Step 8   Consolidation

1 Ask some students to do some actions imitating a monkey , a horse ,a lion a tiger and a panda respectively and let others to guess what this animal is. If the student can't act out, he can also say some characteristics of this animal ,then let others to guess. In this way we review the names of the animals.

2 practice the structures in the dialogue by themselves.

Step 9 Sum up and blackboard design

---What animal do you like best?    Be free: 闲的'，自由的，空       king    zoo---I like ...                       …如： I'm free today..         elephant  animal--- What's your favorite animal?   What animal do you like best ?     beast    lion---My favorite animal is …         ==what's your favorite animal      favorite  tiger

Section B

Teaching aims:

1 read and understand the dialogue as a whole.

2.improve students' ability of reading comprehension

3 improve students' ability of communication

Important points in teaching :

1 To get the students to have a good understanding of the dialogue.

2 To get the students to learn to use some useful patterns.

Difficult points in teaching:

To get the students learn hoe to use the useful patterns in real situation.

Teaching aids: a tape-recorder, some pictures.

Teaching procedures:

Step 1  Greeting and Revision

Use the projector to go over the names of animals. In this activity, students compete to see who can remember the most and who can speak out the names most quickly.

Step 2  Lead-in

T: If one day, a baby monkey is lost, what will you do ? will you help him?

S : ……

T: How do you help him.?

S …

T: Very good, all of us are good students. And we are all very clever. Yes, we should help each other. Today, we will read s story t. we will see  , how does Kangkang , a little boy, do ?

Purpose: lead in the topic “ Let me help you”.

Step 3  Presentation

Activity 1 :Ask students to open the book on page95. and read the story in the zoo. by themselves

Activity 2 : Discuss the exercise on page96 in pairs.

Purpose: improve students' ability of reading

Activity 3 : Check the answer together

Step 4  Analyze the dialogue

Give explanation to the following structures and expressions

.1. What's wrong with…? …… 怎么啦？……  出了什么毛病？

如：What's wrong with your head?

What's wrong with her pen?

2. over there:   在那儿。

如：---Where is my bag?

.---It's over there.

3 . Here we are :  我们到了。

4. It's very kind of sb. to do sth: 某人做 ……事真是太好了。

It's very kind of him to buy me a dog.

Step 5  Practice

Activity 1  Ask students to make sentences using above patterns by themselves.

Activity 2  Ask students to read the story as fluently as possible.

Purpose: to improve students' ability of speaking.

Activity 3  Ask students to act out the story with his partner. Then choose one or two to act out in the front of the class. Try your best to encourage and praise your students.

Purpose : improve students' ability of acting and courage

Step 6 Listening comprehension

Activity 1  Let students listen to part2 and part3 on page96.  then finish the exercise . if necessary, play the cassettes one or two more times until they can get a good marks.

Activity 2  Don't forget to check the answer.

If they didn't do well, try to encourage them not to lose heart.

T: how many do you

Step 7  Consolidation

Use the expressions and patterns in real situation.

Situation : One day , Mary sees her friend, LiMing is crying in the class. so she asks him why, and he tells her the reason, according to this situation, ask your students to make a simple dialogue between Mary and her friend, LiMing .

Sample

Mary:  Hello, LiMing.

LiMing: Hello, Mary.

M :    What's wrong with you, LiMing?

L:     My pen is lost.

M:    Don't cry . Let me help you.

(after a while)

M:    Is this your pen, LiMing?

L:    No, it isn't. My pen is yellow.

M:   Here it is. This is your pen.

L:   Oh, yes, thank you . It is very kind of you to help me.

You can use other situations.  for example, one's bag, one's book, or other things is lost. Then ask them to make dialogue

Step 8  Class activity

Chant with the students together first. then let the students chant themselves.

Section c

Teaching aims:

1) students learn to ask about and say times.

2)some useful structures and expressions :thank you all the same ; excuse me , could you tell me ... go to bed  have sports have lunch

Important points in teaching:

Ability of speaking and listening

Ways of saying times

Difficult points in teaching: To get the students to learn hoe to say times

Teaching aids: a tape recorder , a projector, some cards which are drawn clocks ,a teaching clock with movable hands

Teaching procedures:

Step 1  Greeting and revision

(1)Using projector to review what they learned by asking questions.

i )What's your favorite color?

ii)I like blue, how about you?

(2)Translate following English into Chinese, and Chinese into English .

i. How many books do you have ?

ii. How long do you watch TV every day ?

iii. 一个星期六的上午，我们去了动物园。

iv. 这个主意听起来很好。

Step2  lead-in

Use a projector to show the pictures one by one . These pictures are copied from  the students' book on page97and ask “What is the time ?” after that , teach them the new words and the ways of saying times.(write the following on the right of the blackboard)

1.采用顺读法，如：

1:45 : one forty -five

3:18 : three eighteen

2 采用逆读法， 如：

1)  当分钟<30时，先读分钟+past+时钟

1:25   twenty five past one

8:19   nineteen past eight

2),当分钟=30时，

2:30   half past two

3).当分钟>30 时，先读分钟距整点差得分钟数+to+（时钟+1）如：

1:49  eleven to two

1:58  two to two

Optional activity

If students need extra practice with clock time, make a teaching clock with large, movable hands. Display the clock, placing the hands at various times from 1:00 to 12:00 and calling for students to say the clock time shown .

Purpose : consolidate the ways of saying times and make sure students can say the time as quickly as possible

Step 3  Dialogue presentation:

Activity 1  Listen with the question: What's the time?(six o'clock)

Activity 2  Ask students to read the dialogue in pairs.

Activity 3  Ask students to find out the sentence: 是该回家的时候了。（It's time to go home.）

It's time to do sth

It's time for sth .

如：It's time to go to bed.

Step 4 Dialogue practice

1 ask students to practice the dialogue

2 do part 3 pair work (imitating the model)

Step 5, Come to part 4

Activity1   Ask students to read the dialogue by themselves first .and guess the meaning of followings.

a.  Excuse me, what's the time ,please?

Excuse me, could you tell me the time, please?(有礼貌的询问别人的时间的用语)

b.  Thank you all the same (当别人无法帮上你忙时,你的回答用语)

Activity 2  Ask them to read the dialogue in pairs

Activity 3  Ask them to read the dialogue in groups or between boys and girls.

Activity 4  Competition in reciting the dialogue

Activity 5  Recite the dialogue together.

Step 6  Consolidation

Use the useful expressions and structures to make dialogues. Teachers had better give some situations.

Step 7  Sum up and blackboard design

1．采用顺读法，如：1：45 one forty five                         next time

2．采用逆读法，如：1）当分钟<30时，                       o'clock

2）当分钟=30时，                                     past

Section D

Teaching aims:

1). improve students' ability of listening.

2). improve students' ability of other skills such as acting.

3). go over what they learned in this unit

Important points in teaching:

1). To get students to have a better listening comprehension

2). Go over the ways of saying times.

Teaching aids: some pictures, a tape-recorder,  a projector

Teaching procedures:

Step 1 Greet with each other

Step 2 Revision

Activity 1.Review the ways of saying times

Activity 2 Do the exercise of page100  part 4

Activity.3 Some exercises are shown on the projector for students to check how well they have grasped in this unit .

A)   1). Are you free        Saturday?

A at       B in       C  on       D of

2).--- My favorite animal is tiger,         about you?

---I like monkey best.

A where    B how many   C  how long     D how

3) How can we say “2:52”in English ?

A eight to two             B eight to three

C. eight past two           D eight past three

4). Elephants sleep only four hours        night.

A at       B in       C on       D with

5) What's wrong        your pen ?

A with       B on      C  at      D in

6)        is very kind        you to help me?

A It, for      B It, of     C This,  of    D  That,  of

B) Translate following sentence into English

1)  --- 现在什么时候了?

--- 现在八点半了.

2) 是该上床睡觉的时候了.

3) ---对不起, 请告诉我时间好吗?

---对不起, 我没表, 我不知道.

---同样谢谢你.

Step 3  Lead- in

Activity 1 Ask students :

T: Do you want to be a teacher or an actor?

S:

(If students say they want to be an actor, you can continue your topic )

T:“ OK, I'll see how you can act. First, listen to me, then please act out what I say. ”(Use a projector to show following , and then ask students to

篇4：第一册 4、4常见绿色植物

第一册 4、4常见绿色植物

第四节 常见绿色植物

教材分析

本节从生活环境、形态结构、繁殖方式等几个方面介绍了种子植物以外的其他植物类群。体现了植物世界的丰富多彩和多样性；对拓展学生的视野，为学生今后学习植物的进化、了解植物与环境的关系作了铺垫。

教法指导

一、授课思路与方法

本节教学涉及的植物种类比较常见，材料易得，可见性较好。特别是三类植物在生活环境、形态特征、繁殖方式方面有较强的可比性。所以本课可通过学生实验观察来完成主要的教学任务。部分内容如蕨的生活周期、原叶体的作用、三类植物的进化地位等可通过学生自学，教师讲解补充的方式进行。

二、课时安排

本节共安排1课时。

教案实例

一、教学目标

（一）认知目标

1．了解蕨类植物的主要特点。

2．了解苔藓植物和藻类植物。

3．了解三类植物在进化上的关系。

（二）技能目标

1．通过标本采集，培养学生的观察能力。

2．通过标本的观察，提高学生的综合比较和分析能力。

（三）情感目标

1．通过实验观察，培养学生实事求是的科学态度。

2．通过显微镜的使用，培养学生良好的实验习惯和严谨的学习作风。

二、教学重点与难点：

1．教学重点：蕨类植物的主要特点及三类植物的进化地位。

2．教学难点：引导学生观察各类植物的结构；蕨的生活周期。

三、教学准备

蕨生活史图片或投影片，采集来的蕨类植物标本，苔藓植物标本（附有详细的生活环境记录），经事先准备有藻类生活的池水，水绵，海带，紫菜。显微镜、玻片、剪刀、滴管、清水、载玻片、盖玻片、镊子等。

四、教学过程（）

引言：自然界中植物种类是丰富多彩的，除了学过的种子植物外，还有许多别的`种类的植物，它们与种子植物在形态、结构、繁殖方式、生活环境等方面有着很大的区别。下面就让我们来认识几种这样的植物。

我们将通过观察和阅读课本对这几种植物在生活环境、形态结构、繁殖方式三方面进行比较，然后进行小组交流，互相补充后列成表格。

示蕨标本、葫芦藓标本。

（一）请几位同学说说蕨、葫芦藓（或墙藓）、藻类植物的采集地点及采集地光照、阴湿情况。

（二）观察标本

1．让学生用显微镜观察池水中的藻类植物，根据教材图4-23找到衣藻或小球藻。并向学生出示海带和紫菜（教师须事先准备好示教显微镜让学生观察衣藻、小球藻和水绵）。

2．用剪刀取一小片葫芦藓的叶，放在滴有一滴清水的载玻片上，盖好盖玻片，放在显微镜下观察。并提示：主要观察叶细胞的层数。

3．取完整的葫芦藓，小心地洗去根部的泥土。取一段根放在滴有一滴清水的载玻片上，盖好盖玻片，放在显微镜下观察。提示：重点观察根的细胞构成。

4．观察蕨的营养体构成。用放大镜观察蕨大型羽状复叶背面的孢子囊，用镊子压破一个孢子囊，取少量粉状物放在载玻片上，放在显微镜下观察蕨的孢子（提示：观察孢子的颜色）。

5．取葫芦藓孢蒴，从中取出少量粉状物，放在载玻片上，在显微镜下观察。判断粉状物为何物。

教师补充并引导学生完成表格（见板书）：

蕨：生活在阴湿的环境中；有根、茎、叶的分化；用孢子

繁殖，孢子呈淡棕色。

葫芦藓：生活在很阴湿的环境中；有茎和叶的分化，叶由

单层细胞构成，根是由单细胞组成的丝状假根；用孢子繁殖。

藻类：种类很多，大多生活在水中；无根、茎、叶的分化；

用孢子繁殖或细胞分裂的方式繁殖。衣藻和小球藻属单细胞藻

类，水绵属多细胞藻类，海带和紫菜属大型藻类。

问：从表中可以看出植物从藻类到苔藓植物，再到蕨类植物，体现了植物在进化历程中的哪些规律？

引导学生讨论后回答：

低等→高等  简单→复杂  水生→陆生

并告诉学生：自苔藓植物开始为高等植物（发育过程中出现了“胚”。）

要求学生阅读课文：了解蕨的生活周期。完后请一学生上讲台向大家介绍蕨的生活周期（可利用投影）。如有必要教师再作适当补充并小结，重点强调：幼蕨的营养来自原叶体，当幼蕨能独立生活时，原叶体死亡。

五、板书设计

第四节  其他常见植物

（一）三类植物比较

生活环境

植物体构成

繁殖方式

蕨类植物

潮湿

根、茎、叶

孢子

苔藓植物

阴湿

茎、叶、假根

孢子

藻类植物

大多在水中

无根茎叶

孢子或细胞分裂

六、习题与解析

1．随堂练习

（1）下面关于蕨类植物的叙述，正确的是（   ）

（A）植物体中无输导组织   （B）受精过程脱离了水

（C）叶片只是一层细胞     （D）有根茎叶分化

（2）下列各植物类群中有单细胞个体的是（   ）

（A）藻类植物         （B）苔藓植物

（C）蕨类植物         （D）种子植物

（3）苔藓植物固定植物体的结构是（   ）

（A）根  （B）假根   （C）根状茎   （D）原叶体

（4）下列我国一类保护植物中不属于裸子植物的是（   ）

（A）银杉  （B）珙桐   （C）金钱松   （D）水杉

2．课后作业

（5）下列哪项不是藻类植物的特征（  ）

（A）细胞内含叶绿素

（B）结构简单，无根、茎、叶分化

（C）一般生活在水中，均为自养生物

（D）全部由单细胞构成，无多细胞种类

（6）海带属藻类植物，是因为它（   ）

（A）生活在水中

（B）没有根、茎、叶分化

（C）具有带状叶绿体

（D）细胞内含叶绿素，能进行光合作用

（7）苔藓植物比藻类植物高等些，主要体现在（   ）

（A）生殖过程中出现了胚

（B）一般具有茎和叶的分化

（C）受精过程没有摆脱水的控制

（D）有假根固定植物体

（8）渔民养鱼，往往要往鱼塘里施肥，请分析施肥对鱼的生长有什么好处？

（9）含有机质丰富的小池中，到春天常泛绿色，且水面冒出一些气泡来。试分析这与藻类植物有什么关系？

3．参考答案

（1）D（2）A（3）B（4）B（5）D（6）ABC（7）AB（8）藻类植物可作为鱼的饵料，往池塘中施肥可促进藻类植物的生长，从而为鱼类提供更多的饵料。（9）泛绿是因为藻类植物大量繁殖的缘故，由于光合作用强，所以会冒出一些“气泡”来，气泡是氧气。

4．简要分析

（1）略（2）略（3）略（4）略（5）藻类也有多细胞藻如水绵等。（6）本题主要考查藻类植物的特征：生活在水中，没有根、茎、叶分化，具有带状叶绿体。而细胞内含叶绿素，能进行光合作用几乎是所有植物都具有的特点。 （7）略。

【小资料】

叫“藻”不是“藻”的植物

有些水生被子植物的名称中有“藻”字，但却不属于藻类植物。如：

黑藻是水鳖科中的一种沉水草本植物，茎长达2米，叶4~8枚，叶呈带状披针形，花单性，雌雄异株，果实长，圆柱形。

金鱼藻是金鱼藻科的一种多年生沉水草本植物，花小，单性，雌雄同株或异株，坚果。

狐尾藻属于小二仙草科，根状茎生于泥中，长达2米，叶4轮生，长2.5厘米，丝状全裂，穗状花序。花两性或单性，雌雄同株，果实球形。

狸藻属于狸藻科，是一种水生捕虫植物。

茨藻属于茨藻科，是一种一年生沉水被子植物。

（詹迪威）

篇5：第一册教案

人教版第一册教案(2)

第二单元  第一课时  比多少   教学内容：比多少（第6――8页） 教学目标： 1、让学生在数一数、比一比、摆一摆的活动中，体验一些比较的方法。 2、使学生感受数学与生活的密切联系培养学生数学学习兴趣和学习热情。 3、培养学生初步的观察能力和主动参与学习和精神。 教学重、难点： 掌握自己认为适用的好的比较方法。 教学准备： 1、教师准备数字卡片一套（1―10），小猪、小免卡片各一张，录音机 2、学生准备学具盒一个，数字卡片一套（1－10） 教学过程： 一、导入： 请小朋友看一看，在我们班中，是男同学多，还是女同学多。还是一样多？你是怎么知道的？今天，我们就来一起学习比较多少。   二、主动探讨，获得新知 1、创设情境 ，激发兴趣 出示小免、小猪的卡片各一张并板书在黑板上， 问：瞧，这是谁？他们俩准备去干什么？谁来猜一猜？ 师：那么我们一起来听一听小猪怎么说？（放录音：小朋友，我和小免正准备去参加义务劳动呢！）小朋友，你们想一起去看看吗？ 2、引导观察，初步感知 A：出示书中第6面的图画： 问：小朋友们，你们看到了什么？有多少呢？ （学生数一数） B：问：小免去搬砖，有几只小免，有几块砖，小免和砖谁多？你是怎么知道的？有什么不同的想法吗？ 师：这样一个对着一个，都没有多余的，我们就说小免和砖的块数怎么样？（一样多）用一个算式表示是： 板书： 4＝4 学生书空并齐读 老师介绍等号 3、动手操作，理解新知 A：问：小免和小猪比，谁多，谁少呢？ B：学生操作：用圆片代表小免，用正方形代表小猪在桌子上摆一摆。 C：学生汇报结果老师演示 师：小免比小猪多。也就是几比几多？用一个算式表示是： 4>3 老师介绍大于号，学生书空 问：你能读这个算式吗？ 师：小免比小猪多还可以怎么说？ 板书：3＜5 介绍小于号 学生书空，再齐读， 4、小于号与大于号有什么不同？ （学生回答，老师小结） 5、现在，你能用大于号、小于号、等号说一个算式吗？   三、巩固 1、说一说 问：请你再仔细看一看图，你还能用多或少说一句话吗？（4人小组讨论后汇报，可以不举手，谁先站起来谁就先说） 2、猜一猜 A：老师从1―10的卡片中任选一张，请学生猜卡片上的数是几，根据学生的回答，老师作出“大了”或“小了”的提示，直到猜对为止。 B：指名一学生拿卡片，老师猜，方法同上。 C：同桌互猜，看谁猜得对 3、填一填： A：7○3 4○9 3○3 5○8 10○1 B：2＞□ 6＞□ 6＝□ □＝8 □＜9 （学生抢答） 4、试一试 模拟活动：把4块同样的糖放入相应的4杯水中，让糖溶化。请你猜一猜，哪杯水最甜。你是怎么知道的，请你说给大家听。 5、学生完成第11页的1―4题。   第二课时  比长短、高矮 教学内容：第9－10页，完成第12页的第5题―第9题。教学目标： 1、养学生认真观察事物的良好习惯，体会生活中处处有数学。 2、使学生体会到长和短也是相对的，进一步建立比较的意识。在比较的过程中，差别比较明显的，可以直接感知得到结论，差别不明显的，就要利用数量进行刻画，再比较。 3、学生在不同的解题策略过程中，选择自己认这最为适合的方法，培养学生的'优化意识。 教学重、难点：在比较过程中，差别比较明显的，可以直接感知得到结论；差别不明显的，就要利用数量进行刻画再比较。 教学准备： 师生共同准备：长短不同的绳子、铅笔、纸条、玩具等 师准备：三个大小不同的小人卡片；二瓶大小相同的汽水和豆奶 教学过程： 一、情境导入（1）问：你喜欢《神探柯南》中柯南吗？柯南抓坏人可能干呢，为什么呢？因为他观察事物非常仔细，细小的差别也能看出来。今天我们就学习他这种细致入微的观察精神，看谁观察最仔细！ 二、主动探究 1、活动之一老师拿出二根长短不同的绳子，请学生认真观察：  看看你发现了什么？你能用一句话完整的话来描述它们呢？ 2、活动之二 A： 教师拿出二根长短不同的尺子，请小朋友比一比，看一看谁比谁长，谁比谁短？ B：请每个小朋友拿出一支铅笔，然后比一比，看一看，谁比谁长，谁比谁短？（同桌互相说） 3、活动之三师：请每个小朋友拿出自己的两只小手比一比，看一看你又发现了什么？   板书：一样长 4、活动之四 1、教师任意指二名高矮不同的学生上台比高矮，并请小朋友说一说：谁高，谁矮？ 2、老师再往旁边一站：这时问同学：这时又是谁高，谁矮呢？我们三个人，谁最高，谁最矮？（学生随意回答） 教师小结：高矮是相对的，而不是绝对的。 5、活动之五 1、比较谁喝的多。今天，老师带来了二瓶饮料，我要请二个小朋友来喝。先请大家比较它们的多少，然后让两个小朋友背对着大家喝，然后问其中一个小朋友：（1）你认为自己与他相比，谁喝的多？其他朋友有什么看法？（2）小组讨论：想一想，到底是谁喝得多？为什么？教师小结：能从剩下的水比较出谁喝得多，真了不起！三、独立思考：（学生评价） A：让两个学生上台比较高矮（故意让其中一个学生踮着脚）学生马上会叫：“不公平”。师：为什么不公平？让学生明白：事物比较，要在同一起点上。 B：第12页的第5题―第9题，学生独立完成，然后集体订正，看一看有谁能得到一张小笑脸。师：今天，老师带来了二瓶饮料，我要请二个小朋友来喝，谁想来？先请大家比较它们的多少，然后让两个小朋友背对着大家喝，然后问其中一个小朋友：  （1）你认为自己与他相比，谁喝的多？其他朋友有什么看法？（2）小组讨论：想一想，到底是谁喝得多？为什么？教师小结：能从剩下的水比较出谁喝得多，真了不起！三、独立思考：（学生评价） A：让两个学生上台比较高矮（故意让其中一个学生踮着脚）学生马上会叫：“不公平”。师：为什么不公平？让学生明白：事物比较，要在同一起点上。 B：第12页的第5题DDD第9题，学生独立完成，然后集体订正，看一看有谁能得到一张小笑脸。 1、自我评价。 2、学生互评 3、全班进行评价。

篇6：第一册新教材高一教案UNIT11第4课时

第一册新教材高一教案UNIT11（第4课时）

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.

篇7：第一册新教材高一教案UNIT11第4课时

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.

篇8：第一册教案5

苏教版第一册教案5

课题 培养良好的学习习惯  教时 3课时 教学目的要求 1.  仔细观察课本上的图或教学挂图，反复训练正确的读写姿势，培养良好的读书、写字习惯。 2.  通过反复训练，使学生了解读书写字时必须要达到的基本要求，并能在实际操作过程中不仅自己自觉做到，还能督促旁人做到，逐渐养成形成习惯。 教学重点难点 训练学生正确的读写姿势，养成良好的习惯。 教 学 过 程 第一课时 一、导入新课 小朋友，我们现在是小学生了，在今后的学习中我们将要学习很多新的知识，这些知识需要通过读书写字来获得。因此，我们从小养成正确的读写姿势十分重要。 二、看图说话 了解正确的读书和写字姿势。 1、  看第一页最上面的两幅图，说说这两位同学在干什么。引导学生按“左边的同学在……”“右边的同学在……”的句式说。 2、  老师讲解正确的坐、读、写的姿势。 3、  出示人直立的脊柱图。 （1） 引导学生看人的脊柱，让小朋友在自己的背上摸一摸，感觉一下健康的脊柱应该像柱子一样直。 （2） 出示弯曲的铁丝，告戒小朋友，如果读书写字姿势不正确，脊柱就容易弯曲，就可能长成驼背，像铁丝一样，多难看啊！ 4、  看下面的一幅图，先说说图中有几位小朋友，穿白大褂的是谁，正在干什么。 （1） 启发小朋友主动说，有条理说。 （2） 小结：保护视力，要定期检查视力。 三、巩固练习有条理地说说几幅图上的小朋友在干什么，为什么要这么做。 四、总结 我们要注意正确的读写姿势，认真做眼保健操，还有定期检查视力。做到这些，才能更好地学习和生活，长大后才能为国家作贡献。   第二课时 一、复习导入 1、请小朋友说说为什么要注意正确的读写姿势，再说说不注意正确的读写姿势的后果。 2、说说保护视力要做到哪些。 3、小结。 二、看图说话，明确正确的读书姿势的要求。 1、  看图 说说图上的小朋友在干什么。 2、  说说他们的读书姿势是怎样的。 3、  请全班学生照着练习。做到胸离桌沿一拳，眼离书本一尺，还有做到肩平、背直，手臂放平，脚也要平放，稍稍分开。书要稍微往外倾斜。、4、  老师巡查，点拨，纠正。 5、  巩固练习。 说说读书姿势的要点。 同座位或练习小组练习，互相提示，互相帮助，教师不断地予以表扬鼓励。 读《读书姿势歌》。   6、过渡：同学们学习了正确的读书姿势还不够，我们还要学习正确的写字姿势。 三、看图说话，明确正确的写字姿势的要求。 1、  看图，讨论要点。教师引导学生讨论的过程中讲解要点： 写字姿势要端正，两臂平放桌子上，眼睛与练习本的距离为30-35厘米。握笔姿势也要正确，手离笔尖一寸。比杆往斜后方倾斜。 2、  练习要点： 请一个小朋友到前面来示范，教师引导学生观察，发现问题及时纠正。然后全班同学学习，摆放好正确的写字姿势，教师巡查，逐一点拨纠正。 3、  巩固练习。 说说写字姿势的要点。同座位互相帮助，互相纠正。给姿势正确的同学奖励小红花。 四、总结。 1、  强调读写姿势要点，总结本节课的学习情况，表演学得好的学生。 2、  强调不仅在学校要做到这些，回家也要做到这些。 3、  要求学生回去后请家长检查读写姿势。   第三课时 一、复习导入 1、  指名分别说说正确的读写姿势应该是怎样的。 2、  点名上台示范，其他同学评价。 3、  学生齐声背《读书姿势歌》和《写字姿势歌》。 4、  过渡：我们今天继续学习新的学习习惯。 二、看图说话（第4页） 1、  按从上到下的顺序，说说图上的小朋友在做什么，是怎样做的。 2、  明确爱惜学习用品的要求： （1） 课本、练习本和文具盒分类放好。 （2） 写字前要检查小手是否干净，如果脏了要擦洗干净，以免弄脏本子。 （3） 书本、练习本角卷了要轻轻地抚平。 3、  说说他们为什么这样做。   4、  学习要点。 （1） 教师讲解。 （2） 请小朋友看看自己的书包是单层的还是双层的。 （3） 讲解、示范。 （4） 小组互帮互学，整理自己的书包。 说说写字时小手脏了怎么办，书角、练习本角卷了怎么办？ 三、巩固练习将本节课文学习的爱惜学习用品的习惯先按顺序说一遍，再做一遍。教师将课前准备的小星星给说得正确、做得好的同学。 四、课后练习提醒学生把这节课上学习的内容、要求告诉给家长听，并做给家长看；没有包书的要尽快把书包包起来，明天检查评比，看谁的书包得最好。 板 书 作 业  训练正确的读写姿势。 教 学 后 记  课题 认一认  1 教时 1课时 教学目的要求 1.  图形对照，认识16个常用汉字。 2.  培养学生的识字兴趣。 教学重点难点 记住16个汉字的读音。 教 学 过 程 一、审题 1、  教师读题。 2、  说明本课要求：看图认识汉字。对16个汉字都要求能读准字音，理解字义，认清字形。 二、指导 1、  看上排左起第一幅图，问：图上画的是什么？ 2、  范读，指名读：人。 3、  齐读，指名读：人。 4、  按上面步骤学习其余15个汉字，均要求读准字音，理解字义，初步认清字形。 三、练习1、  出示卡片，个别、集体练读。 2、  集体、指名认读这16个汉字。 四、反馈 评价学生的认读情况，正确的予以肯定和表扬，不正确的及时校正。 板 书 作 业  熟读16个汉字。 教 学 后 记                  课题 认一认  2 教时 1课时 教学目的要求 1.  图形对照，认识16个常用汉字。 2.  培养学生的识字兴趣。 教学重点难点 记住16个汉字的读音。 教 学 过 程 一、审题 1、  教师读题。 2、  说明本课要求：看图认识汉字。对16个汉字都要求能读准字音，理解字义，认清字形。 二、指导 1、  看上排左起第一幅图，问：图上画的是什么？ 2、  范读，指名读：虫。 3、  齐读，指名读：虫。 4、  按上面步骤学习其余15个汉字，均要求读准字音，理解字义，初步认清字形。 三、练习1、  出示卡片，个别、集体练读。 2、  集体、指名认读这16个汉字。 四、反馈 评价学生的认读情况，正确的予以肯定和表扬，不正确的及时校正。 板 书 作 业  熟读16个汉字。 教 学 后 记                  课题 认一认  3 教时 1课时 教学目的.要求 1.  图形对照，认识16个常用汉字。 2.  培养学生的识字兴趣。 教学重点难点 记住16个汉字的读音。 教 学 过 程 一、审题 1、  教师读题。 2、  说明本课要求：看图认识汉字。对16个汉字都要求能读准字音，理解字义，认清字形。 二、指导 1、  看上排左起第一幅图，问：图上画的是什么？ 2、  范读，指名读：日。 3、  齐读，指名读：日。 4、  按上面步骤学习其余15个汉字，均要求读准字音，理解字义，初步认清字形。 三、练习1、  出示卡片，个别、集体练读。 2、  集体、指名认读这16个汉字。 四、反馈 评价学生的认读情况，正确的予以肯定和表扬，不正确的及时校正。 板 书 作 业  熟读16个汉字。 教 学 后 记                  课题 认一认  4 教时 1课时 教学目的要求 1.  图形对照，认识16个常用汉字。 2.  培养学生的识字兴趣。 教学重点难点 记住16个汉字的读音。 教 学 过 程 一、审题 1、  教师读题。 2、  说明本课要求：看图认识汉字。对16个汉字都要求能读准字音，理解字义，认清字形。 二、指导 1、  看上排左起第一幅图，问：图上画的是什么？ 2、  范读，指名读：出。 3、  齐读，指名读：出。 4、  按上面步骤学习其余15个汉字，均要求读准字音，理解字义，初步认清字形。 三、练习1、  出示卡片，个别、集体练读。 2、  集体、指名认读这16个汉字。 四、反馈 评价学生的认读情况，正确的予以肯定和表扬，不正确的及时校正。 板 书 作 业  熟读16个汉字。 教 学 后 记  课题 认一认  5 教时 二课时 教学目的要求 1.  图形对照，认识16个常用汉字。 2.  培养学生的识字兴趣。 教学重点难点 记住16个汉字的读音。 教 学 过 程 一、审题 1、  教师读题。 2、  说明本课要求：看图认识汉字。对16个汉字都要求能读准字音，理解字义，认清字形。 二、指导 1、  看上排左起第一幅图，问：图上画的是什么？ 2、  范读，指名读：刀。 3、  齐读，指名读：刀。 4、  按上面步骤学习其余15个汉字，均要求读准字音，理解字义，初步认清字形。 三、练习1、  出示卡片，个别、集体练读。 2、  集体、指名认读这16个汉字。 四、反馈 评价学生的认读情况，正确的予以肯定和表扬，不正确的及时校正。 板 书 作 业  熟读16个汉字。 教 学 后 记                课题 识字  1  教时 二课时 教学目的要求 1.  学会10个生字，两根绿线内的4个字只识不写。认识9种笔画。 2.  通过诵读，大体了解诗歌的意思，体会山村的幽美和生活的快乐。 教学重点难点 识字、写字、朗读。 教 学 过 程 第一课时 一、兴趣导入。 二、指导看图说图意。 1、  图上画的是什么？你是怎么知道的？ 2、  这是个离我们不远的小山村，只要走上二三里就可以到达，再看看有几户人家。 3、  这里住的人家不多，只要四五家。再数数看，图上有几座亭台楼阁？ 4、  花多吗？数得清吗？ 三、初读课文。 1、  学生照拼音自读古诗。 2、  指名分句朗读，齐读课文。 四、学习生字。 1、  出示投影：（书后生字） 2、  齐读生字。 3、&nb

篇9：第一册 化学式教案

第一册 化学式教案

课 题：化学式（第一课时）

课 型：新授

教学目标：

知识教学点：1、理解化学式的含义及其表示的意义，第一册 化学式。

2、记住常见元素的化合价。

3、了解化合价的一般规律及化合价规则。

能力训练点：培养和发展学生的思维能力及探究问题和归纳总结的能力。

德育渗透点：对学生进行实事求是、按规律办事的世界观教育。

教学重点：1、理解化学式的含义。

2、记住常见元素的化合价。

教学方法：启发式、讨论归纳、讲练结合等。

教学工具：多媒体。

教学主线：导入新课 化学式的含义 化学式表示的意义

常见元素的化合价 化合价的一般规律及化合价规则

教学过程：

一、组织教学

二、复习提问

1、什么是元素符号？

2、构成物质的微粒有哪几种？

3、什么叫单质？什么叫化合物？

三、导入新课

同学们，我们已经知道在化学上用元素符号来表示元素，那么由元素组成的单质和化合物怎样表示呢？这节课我们就来学习单质和化合物的表示方法——化学式（板书课题）。

四、讲授新课

（板书）（一）化学式的`定义

（首先请同学们思考下面的问题）

1、思考（多媒体展示）

下列物质中哪些是单质？哪些是化合物？并将其化学符号写在相应横线上，化学教案《第一册 化学式》。

(1) 铜 (2)硫 (3)二氧化碳 (4)氧气 (5)水 (6)氯化氢 (7)氦气

(8)氨气

单 质

纯净物

化合物

2、讨论

（1）物质的名称能表示出物质的组成情况吗？

（2）表示这些物质的化学符号能表示出物质的组成情况吗？

3、请以水的化学符号—H2O为例说明这种符号是通过什么来表示物质的组成的？

（1）元素符号。

（2）元素符号右下角的角码（说明：没有角码是将“1”省略）。

4、通过以上的分析，你能总结出什么是化学式吗？

（板书） 定义：用元素符号来表示物质组成的式子叫化学式。

过渡：1、我们已经学习了元素符号，你能以Cu以为例说出元素符号表示哪些意义吗？

2、现在，我们学习了化学式；那么化学式能表示哪些意义呢？

（板书）（二）化学式表示的意义

1、你看到“H2O2”最想知道什么呢？（它表示什么物质） 我来告诉同学们，H2O2——表示双氧水这种物质（化学式表示的第一个意义——（1）表示一种物质）。

2、“H2O2 ”这个化学式还能表示出什么意义呢？

篇10：初中化学第一册教案

绪言

【教学目的】

1．认识化学学科所研究的对象，明确化学学习的目的和方法，绪言 —— 初中化学第一册教案。

2．初步理解物理变化的概念及本质的区别，并能运用概念会判断一些易分辨的典型的物理变化和化学变化。

3．初步了解物理性质和化学性质。

4．通过演示实验培养学生观察、描述实验、启发学生学习化学的兴趣，激发学生学习化学的自觉性和积极性。

5．通过物质是客观存在的，是不可消灭的，只能在一定条件下相互转化的道理对学生进行辩证唯物主义教育，应用科学改造自然造福于人类的教育。

【教学重点】

物理变化、化学变化的概念及其应用。

【课时计划】 二 课 时

第一课时

【内容提要】 为什么要学习化学？怎样学好初中化学？化学是研究什么的？

【教学过程】

【引 言】

很早很早以前，人们就幻想有一根奇异的魔杖，只要用它点一下石头，顽石普变成亮闪闪的黄金；用它碰一下香灰，就能变出救死扶伤的仙丹良药；用它指一下主山峻岭，马上山崩地裂，河流畅通……

但是，在古代，这种幻想终究不能实现。那么，这根魔杖到底有没有？有！这根魔杖在哪里？就在我们今天开始学的化学里。

【板书】绪言

【板书】 一、什么是化学？

【讲述与讨论】

1．放映《化学在我们的身边》的录象；

2．由学生自己例举身边的物质，认识化学与生活的`关系；

3．通过上面的事实，把学生的思维带入到周围的世界中：有形形色色、丰富多彩的物质，有清新的空气，潺潺的流水，光彩夺目的金刚石、乌黑的煤炭、洁白的食盐、坚韧的钢铁……

4．演示补充实验：

（1）预先在一张白纸上用无色的酚酞试液写上的“化学”字样，用盛有氢氧化钠溶液的小喷雾器向其喷射而出现红色字样，再用盛有盐酸溶液的小喷雾器向其喷射，红色又消失，化学教案《绪言 —— 初中化学第一册教案》。

（2）用一沾有高锰酸钾的玻璃棒去接触酒精灯的灯芯而引燃灯芯。

【讨论】

为什么要学化学？

引导学生阅读课本P 1的第一～第三段的内容；阅读课本P 3的第五段P4的第三段的内容。

【讨论】

化学是研究什么的？

引导学生阅读课本P 1的第四段的内容。

【板书】

以实验为基础的自然科学

物质

组成

结构

性质

变化规律

【讨论】

怎样学好化学？

指导学生阅读P4的第四段的内容。重点讲学习化学的学习方法：抓好预习、听课、复习、作业四个环节。

预习指导：做到初步了解重点、难点，划出不懂的地方带着问题学，能提高听讲效率，节省作业时间，学习主动、有兴趣。

听讲：是学好化学的关键，初三化学是从启蒙教育开始，只看书不做实验、不听讲，有些知识很难理解。听讲时要做到边听、边观察（实验）、边思维、边记忆（强化记忆）。争取在课堂上学会。

复习：是进一步落实课本知识为自己知识的过程。特别要注意开始学习化学要过好化学用语关。

观察实验：在实验中要注意看什么、怎样去看。

[小结] （略）

[作业]

1．课本P4的家庭小实验。

2．预习物质的变化及物质的性质的内容。

板书设计：

绪言

一．什么要学习化学？

二．学是研究什么的？

以实验为基础的自然科学

物质

组成

结构

性质

变化规律

观察实验现象的程序：

变化前：物质的颜色、状态、气味。

变化时：物质以生的主要现象，如：有什么颜色、什么气味的气体生成，什么颜色的沉淀 生成，发光，放热等。

变化后：生成物的颜色、状态、气味。

三．怎样学好初中化学？

篇11：第一册《方位》教案

北师大版第一册《方位》教案

教学目标：

1、在具体的活动中，让学生体验上下的位置关系，初步发展学生的空间观念。

2、培养学生简单的`空间推理能力。

教学重点：体验上下的位置关系。

教学准备：主题图、有关学具、剪刀

教学方法：参与性学习

教学过程：

一、导入

前面我们学习了有关前后的方位顺序。老师想考一考小朋友们学得怎样。教室的前面是什么？后面是什么？

二、新课教学：出示主题图。

1、仔细看图，说说图上有什么。

2、考考你：

小鸟在小兔的＿面，小兔在鸟的＿面，

松鼠在小兔的＿面，松鼠在小鸟的＿面。

3、指名说，评议。

三、巩固练习，练一练

1、填一填，说一说。

（1）仔细观察图。

（2）报名说。

2、把6写在上一行，把9写在下一行。

让学生说了哪个数在上，哪个数在下。

3、说一说。

仔细看图，同桌讨论，报名汇报。

4、请你分房子。

（1）自己动手剪贴动物。

（2）说说它们的位置关系。

5、独立完成思考推理题。评析、校对。

四、小结。

本节课你又学会了什么？

篇12：六年制第一册教案

教学目标：

1.了解学生数数认数的情况;初步了解计数物体个数的基本方法。

2.通过数一数的活动，使学生初步会唱数、一一对应点数;在交流过程中，让学生学会初步用数表达物体个数的多少;在连线的练习中，让学生能快速将数与物体的数量建立起联系。

3.培养学生的观察能力、语言表达能力和倾听能力，初步建立课堂常规。

目标分析：

学生刚刚从幼儿园迈进学校大门，对课堂学习还不适应，有意注意的时间比较短，容易疲劳。并且学生的知识经验不尽相同，知识水平参差不齐。教师可以利用准备课第1课时了解学生数数认数情况，是否能利用点数的方法数数。同时通过数数活动调动学生学习数学的热情和积极性，培养学生有序观察和用数学语言表达所思所想的`能力，渗透点数方法和集合思想。

教学重点：

通过数一数的活动，初步了解学生的数数认数的情况。初步了解计数物体个数的基本方法。

教学难点：

培养学生的观察能力、语言表达能力和倾听能力，建立课堂常规。

教学准备：

课件、图示卡片、数字卡片等。

教学过程

一、导入

可爱的孩子们：从今天起，你就是一名小学生了，你会学到很多的数学知识。你会数数吗?你知道你的画用了几种不同的颜色吗?你知道一些卡通人物是由哪些形状拼成的吗?你会看钟表吗?这些都是你将要学习的数学知识，你们想学吗?数学可以帮助你解决许多问题。从今天起，就让我们共同来数学的海洋里遨游吧。

【设计意图：激发学生学习数学的兴趣。】

二、数一数

(一)唱数：

谁会从1数到10?先自己数一数。

(二)看图数数。

1.出示插图，边出示边说：这是一所美丽的乡村小学，今天是开学的第一天，小朋友们高高兴兴地上学来了。大家看看这里都有什么?

2.按数量观察：

(1)数数量是1的事物。

图中有几面国旗?有几位老师?

一面国旗、一位老师都可以用数字“1”表示。

看一看图中还有哪些东西的数量是1?

(2)数其他数量是1～5的事物。

刚才我们数了数量是1的事物，你还能按照顺序接着往下找吗?

在学生数数汇报中。教师要鼓励学生：说得很好，你能告诉同学们你是怎么知道它的数量的?

3.从主题图中抽取出的各个事物的相对应的数。

(1)出示数过的1～5各数的物品，出示数字。

(2)还有用其他数字表示的物品吗?谁来给大家数一数。

(3)出示刚才数过的6～10各数的物品，出示数字。

4.教室里都有什么东西，各有几个，你能数一数吗?

【设计意图：在整体观察主题图之后，教师突出新的问题，学生围绕老师的数学问题进行有序观察和思考，经历有条理、有步骤的学习数学的过程。】

三、课堂练习

(一)看图连线。

(二)看数画图。

画出数量是4的( )。

画出数量是7的( )。

(三)请同学们进行判断，数和图中的数量一致吗，可以说以说理由。

3 4 4 10

(4)数字儿歌

今天我们数了许多物品，其实在我们的生活中，处处都有数学，处处都要用到数学，希望同学们都能有一双善于发现的眼睛，不断地去发现，去寻找我们身边的数学。

【设计意图：激发学生对数学的兴趣，能够利用课堂上学习的经验进行简单的数学思考，进入数学学习的世界中。】

四、总结

哪些同学能一个一个地数物体?在数数的过程中大家要注意三点：眼睛看着，手指点着，口中数着。这样数数才能正确，大家要记住啊!

篇13：第一册教案3

苏教版第一册教案3

课题 8zh ch sh r 教时 二课时 教学目的要求 1.  学会4个声母zh ch sh r，整体认读音节zhi chi shi ri及它们的四声，能够读准字音，认清形，正确书写。 2.  能读准音节，会读拼音词。 3.  学习三拼音方法，能正确认读三拼音音节。 教学重点难点 1、zh ch sh r zhi chi shi ri的正确发音。 2、zh ch sh r与单韵母的拼读。 3、学会三拼音方法。 教 学 过 程 一、谈话揭题。 二、看情境图，听语境歌，引出新课内容。 1、  引导看情境图，学生回答问题，老师总结图意。 2、  听语境歌。学生学会语境歌。 一轮红日上山头，狮子想来吃小猴，树上同伴有办法，伸下树枝来搭救。 三、教学声母zh ch sh r。 zh  zhi 1、  读音：与“树枝”的“枝“相似，教师范读，告诉学生读的方法。领读，学生体会练读，指名读。 2、  字形及书写：看它的字形，编顺口溜帮助记忆：z加椅子zh ch sh r。看zh 有几部分组成，教师范写，学生书空。然后在书上描红。 3、  教学zhi及其四声。 出示zhi，告诉学生：和zi一样，i在zhi中不说话，它和zh组成的音节zhi，是整体认读音节，不要拼读，只要将zh的音读得长一点就行了。 教师范读音节zhi。 领读、齐读、指名读。 出示zhi的四声，学生自由练读，引导用它的四声练习组词。 ch sh r的教学步骤与方法同上. ch 的顺口溜：c加椅子ch ch ch。 sh的顺口溜：s加椅子sh sh sh。 r  的顺口溜：小苗发芽r r r。 四、巩固练习。 1、  抽读字母卡片，告诉学生zh ch sh r是平舌音。 2、  抽读音节卡片zhi chi shi ri。 第二课时 一、复习检查 1、  出示小黑板：zh ch sh r。 2、  指名说说小黑板上哪些是声母，哪些是韵母，哪些是音节 c  b  z  t  ch  sh  d  s  r  n  zh 二、新授。 1、  幻灯片出示5幅图，指名说说图意。 2、  出示5个拼音词（略） 逐词出现，逐词教学，然后连词读。 3、  指名分析后反复练读。 三、4、  做找朋友的游戏。巩固练习。 1、  练读书上的内容。读绕口令。区分平舌音和翘舌音。 四是四，十是十，十四是十四，四十是四十。谁能说好四和十，就能说好十和四。 四、作业。 1、  读课文内容。抄写本课声母。 第三课时 一、复习检查 1、  读拼音卡片。2\\复习音节拼读方法。前音轻短后音重，两音相连猛一碰。 二、学习三拼音 1、  出示：（略）仔细看看：shuō这个音节有几部分组成？ 2、  指导拼读方法。教师范读。 3、  教学顺口溜：声轻介快韵母响，三音连读很顺当。 4、  学生练读，指名学生拼读书上其他的三拼音节，注意提醒学生不要把介音读丢了。 三、看图拼读三拼音节 1、  出示：（略） （1） 指名说说声母、介母、韵母各是什么？ （2） 自由练习拼读。 （3） 指名拼读。看图，说说图意。 2、  出示：（略） （1） 指名分析音节结构。练习自由拼读。 （2） 同桌练习拼读。说说图上画的是什么，再连读拼音词。 四、巩固练习1、  读一读，比一比，每一组音节有什么不同。（略） 2、  填空。 duō――（ ）-（ ）-（ ）kuā――（ ）-（ ）-（ ） tuō――（ ）-（ ）-（ ）huā――（ ）-（ ）-（ ） 五、作业 读书上的内容。 板 书 zh ch sh r在四线格中的书写。 zh ch sh r与韵母相拼的音节。 zhi chi shi ri的四声。 作业 描红、仿影。 教学 后记 课题 9 y w  教时 二课时 教学目的要求 1.  学会2个声母y w，整体认读音节yi wu yu 及它们的四声，能够读准字音，认清形，正确书写。 2.  能正确认读y w和单韵母组成的音节，能够准确拼读音节，会读拼音词。了解整体认读音节yu书写时ü上两点省略的规则。 教学重点难点 1、y w的正确发音。 2、yi wu yu的正确发音。 教 学 过 程 一、复习检查。 1、  抽读声母卡片。 2、  抽读 韵母卡片。 二、看情境图，听语境歌，引出新课内容。 1、  引导看情境图，学生回答问题，老师总结图意。 2、  听语境歌。学生学会语境歌。 老乌鸦，叫嘎嘎，捉条虫子喂娃娃。秋风起，天气凉，妈妈为我做衣裳。 三、新授。 y yi 1、  读音：与“衣服”的“衣”相似，教师范读，告诉学生读的方法。领读，学生体会练读，指名读。 2、  字形及书写：看它的字形，编顺口溜帮助记忆：古人衣领y y y。看y 有几部分组成，教师范写，学生书空。然后在书上描红。 3、  教学yi、yu及其四声。 出示yi，告诉学生：y是声母，i是韵母，我们分别叫它们大y和小I。 教师范读音节yi。 领读、齐读、指名读。 出示yi的四声，学生自由练读，引导用它的四声练习组词。 yu：和j q x一样，y和ü相拼的时候上面两点也要省略。 练习读yu的四声，结合词语。 w的教学步骤与方法同上. w的顺口溜：屋顶相连y w 。 四、巩固练习。 1、  抽读字母卡片，告诉学生y w是平舌音。 2、  抽读音节卡片yi wu yu。     第二课时 五、复习检查 1、  出示小黑板：y w。 2、  指名说说图上画的是谁，他穿什么衣服。 3、  将yi wu yu制成带声调的12张卡片，发给学生，教师读一个音节，四个学生读带声调的音节并组成。 六、教学y w和韵母的拼读。 出示图： 1、  这幅图画的是什么地方？图上有什么东西？ 2、  出示音节，学生练习拼读。 3、  指名将上面的音节贴到图上相应的地方。 4、  看图读音节。 七、写声母 1、  出示小黑板： b (  ) m  (  )  (  )t (  ) l  (  ) k (  )  (  ) q (  ) zh (  )(  ) r  z ( ) s y (  ) 2、  分两组接龙填空，进行比赛。其他学生在书上填空，填后评讲。 八、在教材上按23个声母的顺序加线连成一个大象的轮廓。（略） 九、巩固练习1、  读一读，找出声母、韵母、音节。 2、  用音节组词。 十、作业 抄写声母。 板 书 作 业  描红、仿影。 教 学 后 记                  课题 10 ai ei ui 教时 二课时 教学目的要求 1.  学会3个复韵母ai ei ui和它们的四声，了解复韵母的.组合特点，能够读准音，认清形，正确书写。 2.  能正确认读由声母与ai ei ui组成的音节，会准确拼读本课的复韵母音节，会读拼音词。 教学重点难点 1、  ai ei ui的正确发音。 2、  ai ei ui与声母的拼读。 教 学 过 程 一、复习检查。 1、  抽读字母卡片：a o e i u ü。 2、  复习单韵母的四声。 3、  比较6个单韵母的口形大小。 二、看情境图，听语境歌，引出新课内容。 1、  引导看情境图，学生回答问题，老师总结图意。 2、  听语境歌。学生学会语境歌。 扎篱笆，围树苗，一棵矮来一棵高。！！！小羊羔，快快过来吃青草。 ai ei ui 3、  读音：与“矮”的发音相似，先教师讲述发音方法，范读，告诉学生读的方法。领读，学生体会练读，指名读。告诉学生，ai 是由两个单韵母组成的，我们叫它复韵母。 4、  四声。告诉学生顺口溜：有a在，把帽戴。标好声调，学生自由练读。指名读，集体读。用四声组词。 5、  字形及书写：看它的字形，看ai  有几部分组成，编顺口溜帮助记忆：a在前，i在后，ai ai ai 。教师范写，学生书空。然后在书上描红。 ei ui的教学步骤与方法同上. ei 的顺口溜：e在前，i在后。 ui的顺口溜：u在前，i在后。 标调儿歌：有a在，把帽戴，a要不在o e戴。要是i u一起来，谁在后边给谁戴。 三、巩固练习。 1、  抽读韵母卡片。 2、  比较3个复韵母的异同。 3、  练读顺口溜。 四、作业 1、  练读复韵母。 2、  抄写ai ei ui各两遍。     第二课时 一、复习检查 1、  什么叫复韵母？读好复韵母要注意什么？ 2、  复习复韵母ai ei ui和它们的四声。 二、新授，练习复韵母ai ei ui的拼读。 1、  复习声母。 2、  复习拼音节的方法。 3、  出示：（略） （1）声母是什么？韵母是什么？ （2）练习自由拼读。 （3）指名读音节。 （4）齐拼音节。 （5）学生自由练习拼读，教师巡回检查，纠正读错的音。 指名按顺序读，打乱顺序读，认读卡片。 4、  带调拼读双音节词。 （1） 教学bái cài ：出示，说说声母是什么，韵母是什么，逐字练习拼读，再连读。最后看图说说图意。 （2） 教学méi huā、shūguì，方法同上。 三、看图听故事，练拼音节。 1、  看图回答问题。 2、  学生看图，老师讲《龟兔赛跑》的故事。 3、  练习拼音。分别找出整体认读音节、单韵母音节、复韵母音节，分析音节结构，用色笔标出声母韵母。再个别拼读、连读。 4、  小组练习讲故事，在讲的过程中，涉及到图中的音节，重点拼读三遍。 四、巩固练习。、1、  做“看谁听得清，找得快”的游戏。 2、  做“找朋友”的游戏。 3、  分解音节。（用小黑板出示） 五、作业 1、  抄写ai ei ui。 2、  读书上内容。 板 书 作业 描红、练读课文。 教学 后记 课题 11 ao ou iu  教时 3课时 教学目的要求 1.  学会3个复韵母ao ou iu和它们的四声，了解复韵母的组合特点，能够读准音，认清形，正确书写。 2.  能正确认读由声母与ao ou iu组成的音节，会准确拼读三拼音节，会读拼音词和拼音句。 教学重点难点 1、  ao ou iu的正确发音。 2、  ao ou iu与声母的拼读，尤其是三拼音节的拼读。 教 学 过 程 一、复习检查。 1、  抽读字母卡片：a o e i u ü，让学生用开火车的方法依次朗读。 2、  抽读复韵母卡片ai e

篇14：第一册教案1

苏教版第一册教案1

课题 课题 1  a  o  e  教时 二课时 教学目的要求 1.  学习a o e三个单韵母，能够读准音，认清形，正确书写。 2.  认识四个声调符号，能正确地读出a o e的四声。 3.  认识和学习使用汉语拼音四线格。 教学重点难点 1、a o e正确发音，o和e读音的比较。 2、a o e 的四声的读法。 教学过程 第一课时 一、谈话导入 1、  说说汉语拼音的作用和重要性。 2、  教说儿歌：汉语拼音用处大，识字读书需要它，帮助说好普通话，我们一起学好它。 二、学习单韵母a o e 1、  出示挂图，指导观察、说话。 （1） 看图，说图意。 （2） 总结图意，教儿歌：公鸡喔喔啼，白鹅呃呃叫。小学生，上学校，见了阿姨问声早。 2、  学习a o e 的音和形。 （1） 学习a 读音。 教师范读，指导学生观察口型，听准读音，体会发音方法，自行试读。 教顺口溜：嘴巴张大a a a。 点名读、开火车读、齐读、分组读。 （2） 依次分别学习o和e。方法同上。 （3） 指名读a o e ，顺着读一遍，再倒着读一遍。分组读，齐读。 3、  小结谈话：a o e 都是单韵母，单韵母一共有六个，我们今天先学三个。 4、  巩固练习。 （1） 出示字母卡片，学生顺着读，再打乱顺序读。 （2） 指名读，开火车读。 5、  指导书写。挂出四线格小黑板。 （1） 认识四线格。 （2） 教师依次范写a o e。 （3） 学生在书上描红。 三、作业 1、  自己认读拼音卡片。 2、  练习在四线格描红本上写a o e 各一行。   第二课时 一、复习检查 1、  上一节课我们学习了哪几个单韵母？ 2、  抽读a o e 卡片。 二、学习a o e 的四声 1、  认识声调符号和各个声调名称。 2、  板书声调符号，指着领读“第一声、第二声、第三声、第四声“。 3、  学习a 的四声。 （1） 出示a 的四声。 （2） 讲述：第一声读得高又平，二声好象上山坡，三声下坡又上坡，四声好象下山坡。 （3） 个人练读a 的四声。 （4） 指名读a 的四声，正音。 （5） 分组读、齐读。 （6） 出示o e 的四声，仿照以上方法进行教学。 （7） 出示a o e的四声，教师范读，学生练读，分组读、个人读，体会四声的升降。 4、  看挂图，体会四声意义。 说说阿姨的“阿”是第几声，小鹅的“鹅”是第几声。 三、巩固练习1、  抽读a o e的四声卡片。 2、  听老师读不同声调的三个单韵母，说出是第几声。 3、  看书上的情境图和表音表形图，练背语境儿歌，帮助记忆。 4、  抄写a o e，再依次加声调符号。 板 书 花〃 ǎà o ōó ǒò e ēé ěè 作 业  1、  抄写a o e. 2、  读汉语拼音第一课。 教学 后记               课题 2 īu ü 教时 二课时 教学目的要求 1.  学会īu ü 3个单韵母，读准音，认清形，正确书写。 2.  掌握īu ü 的4个声调，能直接读出带调韵母的音。 教学重点难点 1、īu ü 的正确发音。 2、īu ü 的四声读法。 教学过程 第一课时 一、复习1、  抽读字母卡片。 2、  听写a o e 。 3、  说说这三个字母叫什么。 二、引出新授内容 1、  指导看情境图，说说图上画的是什么地方？画了哪些小动物？它们在干什么？ 2、  教学语境歌，出示īūǖ： 小蚂蚁，要过河，乌龟伯伯他驮，鱼儿见了乐呵呵。 三、教学īūǖ读音和写法 1、  教学ī。 （1） 读音。出示蚂蚁图，告诉学生，蚂蚁的“蚁”变成第一声就是ī的读音。教师范读三遍。然后讲述发音方法。教学顺口溜 ：牙齿对齐īīī。学生个别读、开火车读。 （2） ī的书写。看笔顺图，说说先写什么，再写什么。教师范写一遍，学生跟着书空。 （3） 在书上描红两遍。 2、  教学ū。 教学方法同上。读音与“乌龟”的“乌”相似。 顺口溜：嘴巴突出ūūū。 3、  教学ǖ。 教学方法同上。读音与“小鱼”的“鱼”相似，把第二声变成第一声。 顺口溜：嘴巴翘起ǖǖǖ。 四、巩固练习1、  告诉学生īūǖ也是单韵母。 2、  看口型，拿卡片。 拿对了，齐读三遍。 五、作业 抄写īūǖ各一行。 第二课时、一、复习指读卡片：a o e īūǖ. 二、教学īūǖ的四声。 1、  教学ī的四声。 （1） 讲述书写规则：ī加声调时要省写一点。（2）  出示ī的四声。 （3） 教师领读： 第一声：衣服的衣。第二声：阿姨的姨。第三声：椅子的椅。第四声：注意的意。 （4） 指名读ī的四声 2、  教学ū的四声。 （1） 教师在四线格上写ū的.四声，指出ū的中格，声调符号写在上格。 （2） 指名读ū的四声。 （3） 引导用ū的四声组词。 3、  教学ǖ的四声。 （1） 范写ǖ的四声。（2） 学生自由练读。 （3） 指名试读，教师相机纠正读错的音。 （4） 引导用ǖ的四声组词。（5）  开火车读ǖ的四声。 三、比较单韵母的不同形体。 1、  出示：a―o，然后指名读。 2、  指名说说a 和o形体有什么不同。 3、  齐读，体会形体的不同。 4、  其余几组方法相同。 四、比较带调韵母的读音。 1、  出示：ā-ǎ、í-ǐ、ú-ǔ。 （1） 指名读。 （2） 说说横线两边的单韵母读音有什么不同。 （3） 齐读。ā-ǎ、í-ǐ、ú-ǔ 2、  出示：ó-ò  é-è  ǘ-ǜ。 （1） 指名读。 （2） 说说横线两边的单韵母分别怎么读。 （3） 齐读ó-ò  é-è  ǘ-ǜ。 五、作业、练读课文。 板 书 I īí ǐì U ūú ǔù  ü ǖǘǚǜ 作 业  抄写īu ü 汉语拼音第二课。 教学 后记 课题 3 b p m f 教时 二课时 教学目的要求 1.  学会b p m f 4个声母，读准音，认清形，正确书写。 2.  学习b p m f 与单韵母组成的音节及四声。 3.  学习带调拼读音节。 教学重点难点 1、b p m f 的正确发音。 2、认清字形，区别b 和p 的半圆位置。 教学过程 第一课时 一、导入新课 指导学生看情境图，通过谈话引出有关的声母。 师  指情境图，爸爸带着一个小朋友去看什么呀？ 生  看大佛。 师  对，这就是大佛的f。出示卡片。指图上的山坡，他们看山上的大佛，先要爬一段什么？ 生  山坡。 师  对，这就是山坡的p。出示拼音卡片。这个小朋友对大佛感到很好奇，就想用手去摸。这就是用手摸的m。出示卡片。这个时候大喇叭里正在广播：大佛是文物，我们要爱护文物，不要用手去摸。这就是广播的b。 二、教学发音 指导学生联系自己熟悉的口语语音，来体会声母的发音方法。 教学声母b，先让学生知道读音是“广播”的“播”；然后老师示范，学生仔细地观察老师发音时的口形变化以及表示口形变化的手势；接着老师带领大家练习发音；最后要求他们尽量缩短“播”后面的拖音，读得既轻有短，如此发出的音就是b。也可运用教材中的表音表形图教学，读音为“波浪”的“波”。 其余p m f ，也可运用此法进行教学。 三、读语境歌 指导学生练读语境歌，从而使所学的声母回归到具体的语言环境当中去。如学习了b p m f后，就教学生练读：爸爸带我爬山坡，爬上山坡看大佛。大喇叭里正广播，爱护大佛不要摸。 四、教学书写 先教笔顺，再描红，最后临写。 第二课时 一、复习检查 复习韵母：a o e i u ü ；声母：b p m f。要求把声母和韵母的音读准。 二、教学拼读 1、  出示音节。教师除数：ba。告诉学生这就是“八个”的“八”，把学习拼读音节与学生的口语经验紧密地结合起来。教师让学生知道“八”的读音是ba，是由声母b和韵母a组成的。 1、  2、  教师范拼。教师先范读，然后指导学生看懂拼音方法示意图：小猴把两张卡片往一起推，表示把b和a碰到一起就可以拼出ba，接着教师教给学生拼读音节的要领：前音轻短后音重，两音相连猛一碰。最后，教师范读，学生跟读，反复实践，体会要领。依次类推，再适当选几个不同类型的音节进行拼读示范，学生跟读，使他们初步领悟和掌握拼音的方法。 2、  学生试拼。可以根据拼音方法示意图的特点，练习拼读。比如练习b p m f和a相拼，先反复练习声母与a相拼，如b―a―ba、p―a --pa……开头几个教师可以领读，后面的就可以让学生按顺口溜的规律周而复始地读下去。待练熟了，就改为与i u ü相拼。如此举一反三，触类旁通。 二、反馈矫正 1、  按照顺序自由拼读、开火车读。 2、  打乱顺序自由拼读、开火车读。 第三课时 一、复习音节和带调的单韵母音节。（略） 二、带调拼读 1、  出示音节。 借助学生的口语经验教学生拼读音节，从语言实践中来， 2、  教学读法。 3、  用以上方法，教师辅导学生练习拼读mǐ。 4、  用以上的方法，学生自己练习拼读pō、fǔ。 5、  学习练读本课四个带调音节。反馈矫正。 拼音词练习。先练读拼音词，再根据图意说话。 板 书 b p m f在四线格中的书写； b p m f与单韵母相拼的音节。 作 业  1、  在书上描红两遍。 2、  完成作业本。 教学后记    

篇15：第一册教案2

苏教版第一册教案2

课题 4 d t n l 教时 三课时 教学目的要求 1.  学会d t n l 4个声母，读准音，认清形，正确书写。 2.  学习d t n l 与单韵母组成的音节及四声。 3.  学习带调拼读音节。 教学重点难点 1、d t n l 的正确发音。 2、认清字形，区别b 和d 的字形。 教 学 过 程 第一课时 一、复习检查 1、  抽读字母卡片。 2、  看卡片，说说哪些是单韵母，哪些是声母。 二、揭示新课内容 1、  引导看情境图。学生说说图意。 2、  小结图意，听语境歌。 3、  引导学语境歌。 三、教学声母d 和t 1、  教学d （1） 看座钟笔筒，引出d 。 （2） 教师范读三遍，讲述发音方法。 （3） 领读、齐读、指名读。 （4） 教学d 的写法。把b和d进行比较。编顺口溜记字形。指导笔顺。 （5） 学生在书上描红。 2、  教学 t （1） 看模特儿图，引出t 。 （2） 教师范读三遍，讲述发音方法。 （3） 领读、齐读、指名读。 （4） 教学 t的写法。编顺口溜记字形。指导笔顺。 （5）教师范写，学生在书上描红 四、教学d t 和a e i u 相拼的音节 1、  出示：   a a   e e   d i t  i   u u 指名拼读，教师注意纠正读错的音。 2、  出示：   da  de  di  du   ta te  ti tu 学生自由试读，标出感到困难的音节。 按顺序读，点名读。五、  巩固练习1、  指读d t 。 2、  做找字游戏。 3、  指名读音节。 第二课时 一、复习检查 1、  抽读字母卡。 2、  接读顺口溜。 二、教学声母n l 教学声母n 1、  读音。 （1） 出示哪吒出关图，说说图上画的是谁在干什么？ （2） 出示n ，告诉学生，这个字母和哪吒的“哪”读音有些相似。 （3） 教师范读。 （4） 讲述发音方法。 （5） 教师再次范读，学生体会。 （6） 领读、齐读、指名读。 2、  字形及书写 （1） 谁来说说，你用什么办法来记住n 。顺口溜：一个门洞n n n。 （2） 自学书写方法。 （3） 点名书写，学生评价。 （4） 学生在书上描红。  教学声母l 1、  读音。方法与教学步骤与n 相似。顺口溜：一跟小棒l l l。 2、  字形及书写。方法同上。 三、教学n l和a e i相拼的音节 1、  出示：（略） 2、  学生自由拼读。指名逐个拼读。 3、  要求学生用支架法练习拼读。 4、  出示：na  ne  ni la  le  li 自由练习拼读，指名按顺序拼读，打乱顺序拼读。 四、巩固练习1、  练读课文中的声母。 2、  点读方框内的音节。 3、  比较声母的异同 b d f t m n 五、作业 抄写n l。 第三课时 一、复习检查1、抽读字母卡片。 d  t  n  l  i  a  u  e 2、  复习声调符号。 3、  指名说说拼音方法。 二、新授 1、  看图拼读带调音节。 （1） 出示吹笛子图。说说图上画了谁？他在干什么？   指名拼读。   出示四声，学生轻声练读，指名读。 引导用di的四声组词。 （2）依次出示其他图，教法同前。 2、  将图和带调音节对应起来。 （1） 提问：闹钟走动时，会发出什么样的声音？    小朋友赶猪时，口里会发出什么声音？ 小汽车喇叭是怎样鸣叫的？ 拖拉机行进时，会发出什么声音？ （2）引导连线。 三、巩固练习1、  练读课文。 2、  读拼音句。 板 书 d t n l在四线格中的书写； d t n l与单韵母相拼的音节。 作 业  1、  在书上描红两遍。 2、  完成作业本。 教 学 后 记              课题 5 g k h  教时 二课时 教学目的要求 1.  学会3个声母g k h，能够读准字音，认清形，正确书写。 2.  能正确拼读方框内g k h与单韵母组成的6个音节，能看图读带调音节和拼音词。 教学重点难点 1、g k h的正确发音。 2、g k h与单韵母的拼读。 教 学 过 程 一、谈话揭题。 二、看情境图，听语境歌，引出新课内容。 1、  引导看情境图，学生回答问题，老师总结图意。 2、  听语境歌。学生学会语境歌。 三、教学声母g k h.。 G1、读音：与“哥哥”的“哥“相似，教师范读，告诉学生读的方法。领读，学生体会练读，指名读。 2、  字形及书写：看它的字形，编顺口溜帮助记忆：9字加弯。看g有几笔组成，先写什么，再写什么。教师范写，学生书空。然后在书上描红。 k、h的教学步骤与方法同上. k的顺口溜：机枪朝天kkk.  h的顺口溜：像把椅子hhh。 h与n比较：通过在四线格内书写来进行比较，比一比一竖的长短。 四、巩固练习。 1、  抽读字母卡片。2、做找朋友游戏。 第二课时 一、复习检查 1、  抽读字母卡片：d t n l g k h a u e 。 2、  猜字谜：像破蛋壳的是什么字？像荷花出水的是什么字？像鸽子头形的是什么字？ 二、新课1、教学音节拼读： （1） 出示：（略）（2）  学生自由练习拼读。（3）  指名读音节。、（4） 齐读、点名读、开火车读。（5） 按顺序读，打乱顺序读。 2、  看图读拼音词。 （1） 双拼音词：先看图，说说图意，然后出示拼音词，学生练习拼读，指名拼读，开火车拼读，有错误及时纠正。 （2） 单拼音词：出示小图，说说图意，请学生将拼音词卡片贴到相应的图上方。学生看图练读音节。最后点名读、开火车读。一、巩固练习1、  抽读字母卡片：g k h n p。2、拼摆音节。 作业 描红、仿影。 教学后记 课题 6 j q x 教时 二课时 教学目的要求 1.  学会3个声母j q x，能够读准字音，认清形，正确书写。 2.  能正确拼读方框内j q x与单韵母ü相拼时，ü上两点省略的`规则。 教学重点难点 1、j q x的正确发音。 2、j q x与单韵母的拼读。 教 学 过 程 一、谈话揭题。 二、看情境图，听语境歌，引出新课内容。 1、  引导看情境图，学生回答问题，老师总结图意。2听语境歌。学生学会语境歌。 三、教学声母j q x.。 J  1、  读音：与“洗衣机”的“机“相似，教师范读，告诉学生读的方法。领读，学生体会练读，指名读。 2、  字形及书写：看它的字形，编顺口溜帮助记忆：竖弯加点jjj。看j有几笔组成，先写什么，再写什么。教师范写，学生书空。然后在书上描红。 q x的教学步骤与方法同上. q 的顺口溜：像个9字qqq。 x的顺口溜：一个大叉xxx，注意x的笔顺，先右斜，再左斜。 q和d p相比较：q―d,都是左边的半圆，但一个在上，一个在下。q―p, q像个9字，p像个反9。 四、巩固练习。1、抽读字母卡片。2、做找朋友游戏。 第二课时  一、复习检查 1、  抽读字母卡片：j q x ü 。2、  在四线格内正确书写j q x。 二、教学j q x与ü相拼的书写规则。 1、  出示幻灯片。演示过程：出示小熊；出示j q x；小熊摘下墨镜；小熊与j q x拉手。 2、教师边抽拉幻灯片，边讲故事。 有一天，小熊愚遇见到了好朋友j q x，高兴极了，赶忙伸出手，可是转念一想，不行，我戴着眼镜和别人拉手是不礼貌的，于是小熊赶忙摘下眼镜，先和j拉手，再和q拉手，最后和x拉拉手。（相机板书j-ü―ju、q-ü―qu、x-ü―xu） 3、  指名说说ju qu xu后面是什么字母。4、学生自由拼读。5、指名拼读。 三、教学带调音节词。 1、  出示：j-i―ji指名拼读，指名连起来读。看图理解词义。 2、出示：x-ü―xu  指名说说xu中的第二个字母该读什么音。 （1） 引导学生看图练读音节词hú xū。看图理解词义。 巩固练习抽读卡片。读书上的音节词。 作业 描红、仿影。。 教学 后记 课题 7 z c s 教时 二课时 教学目的要求 1.  学会3个声母z c s，整体认读音节zi ci si及它们的四声，能够读准字音，认清形，正确书写。 2.  能读准音节，会读拼音词。 教学重点难点 1、z c s zi ci si的正确发音。 2、z c s与单韵母的拼读。 教 学 过 程 一、谈话揭题。 二、看情境图，听语境歌，引出新课内容。 1、  引导看情境图，学生回答问题，老师总结图意。 2、  听语境歌。学生学会语境歌。 四只小刺猬，一起学字母。老师领着念，学生跟着读。 三、教学声母z c s。 z  zi 1、  读音：与“字母”的“字“相似，教师范读，告诉学生读的方法。领读，学生体会练读，指名读。 2、  字形及书写：看它的字形，编顺口溜帮助记忆：像个2字z z z。看z 有几部分组成，教师范写，学生书空。然后在书上描红。 3、  教学zi及其四声。 出示zi，告诉学生： i在zi中不说话，它和z组成的音节zi，是整体认读音节，不要拼读，只要将z的音读得长一点就行了。 教师范读音节zi。 领读、齐读、指名读。 出示zi的四声，学生自由练读，引导用它的四声练习组词。 c s 的教学步骤与方法同上. c 的顺口溜：半个圆圈c c c。 s的顺口溜：半个8字s s s。 四、巩固练习。 1、  抽读字母卡片，告诉学生z c s是平舌音。 2、  抽读音节卡片zi ci si 。     第二课时 一、复习检查 1、  出示小黑板：z c s。 2、  指名说说小黑板上哪些是声母，哪些是韵母，哪些是音节 c  b  z  t  c  s  d  s  r  n  z 二、新授。 1、  教学z c s与a的拼音。 （1） 幻灯片出示：（略） （2） 练习自由拼读。 （3） 指名读音节。 （4） 齐拼音节。 （2） 2、  带调拼读单音节词。出示擦窗、扎辫子、洒水的一幅图。 （3） 指名说说图上的意思。 （3）  将3个音节分别发给三个同学，请拿到音节的同学将音节贴到响应的图上方。贴对了，学生练习拼读。 2、  带调拼读双音节词。 （1） 教学cūxì：出示，逐字练习拼读，再连读。最后看图说说

篇16：初中化学第一册教案

关于初中化学第一册教案

【教学目的】

1．认识化学学科所研究的对象，明确化学学习的目的和方法，。

2．初步理解物理变化的概念及本质的区别，并能运用概念会判断一些易分辨的典型的物理变化和化学变化。

3．初步了解物理性质和化学性质。

4．通过演示实验培养学生观察、描述实验、启发学生学习化学的兴趣，激发学生学习化学的.自觉性和积极性。

5．通过物质是客观存在的，是不可消灭的，只能在一定条件下相互转化的道理对学生进行辩证唯物主义教育，应用科学改造自然造福于人类的教育。

【教学重点】

物理变化、化学变化的概念及其应用。

【课时计划】

二 课 时

第一课时

【内容提要】

为什么要学习化学？怎样学好初中化学？化学是研究什么的？

【教学过程】

【引 言】

很早很早以前，人们就幻想有一根奇异的魔杖，只要用它点一下石头，顽石普变成亮闪闪的黄金；用它碰一下香灰，就能变出救死扶伤的仙丹良药；用它指一下主山峻岭，马上山崩地裂，河流畅通……

但是，在古代，这种幻想终究不能实现。那么，这根魔杖到底有没有？有！这根魔杖在哪里？就在我们今天开始学的化学里。

【板书】绪言

【板书】 一、什么是化学？

【讲述与讨论】

1．放映《化学在我们的身边》的录象；

2．由学生自己例举身边的物质，认识化学与生活的关系；

3．通过上面的事实，把学生的思维带入到周围的世界中：有形形色色、丰富多彩的物质，有清新的空气，潺潺的流水，光彩夺目的金刚石、乌黑的煤炭、洁白的食盐、坚韧的钢铁……

4．演示补充实验：

（1）预先在一张白纸上用无色的酚酞试液写上的“化学”字样，用盛有氢氧化钠溶液的小喷雾器向其喷射而出现红色字样，再用盛有盐酸溶液的小喷雾器向其喷射，红色又消失。

（2）用一沾有高锰酸钾的玻璃棒去接触酒精灯的灯芯而引燃灯芯。

【讨论】

为什么要学化学？

引导学生阅读课本P 1的第一～第三段的内容；阅读课本P 3的第五段P4的第三段的内容。

【讨论】

化学是研究什么的？

引导学生阅读课本P 1的第四段的内容。

【板书】

以实验为基础的自然科学

物质

组成

结构

性质

变化规律

【讨论】

怎样学好化学？

指导学生阅读P4的第四段的内容。重点讲学习化学的学习方法：抓好预习、听课、复习、作业四个环节。

预习指导：做到初步了解重点、难点，划出不懂的地方带着问题学，能提高听讲效率，节省作业时间，学习主动、有兴趣。

听讲：是学好化学的关键，初三化学是从启蒙教育开始，只看书不做实验、不听讲，有些知识很难理解。听讲时要做到边听、边观察（实验）、边思维、边记忆（强化记忆）。争取在课堂上学会。

复习：是进一步落实课本知识为自己知识的过程。特别要注意开始学习化学要过好化学用语关。

观察实验：在实验中要注意看什么、怎样去看。

[小结] （略）

[作业]

1．课本P4的家庭小实验。

2．预习物质的变化及物质的性质的内容。

板书设计：

绪言

一．什么要学习化学？

二．学是研究什么的？

以实验为基础的自然科学

物质

组成

结构

性质

变化规律

观察实验现象的程序：

变化前：物质的颜色、状态、气味。

变化时：物质以生的主要现象，如：有什么颜色、什么气味的气体生成，什么颜色的沉淀 生成，发光，放热等。

变化后：生成物的颜色、状态、气味。

三．怎样学好初中化学？

篇17：初中化学第一册教案

单位

中学

教者

杨1

学科

化学

课型

新授课

课题

§7—1溶液

教 学

目 标

知识与能力：1、了解溶液的概念，认识溶液的基本特征，培养学生的观察能力，利用比较的方法去认识事物的能力

2、了解溶质、溶剂的基本概念，了解溶液在生产和生活中的一般应用，形成自学能力，溶液 —— 初中化学第一册教案。

方法与过程：实验探究，主动发现，自主学习，培养兴趣。

情感态度与价值观：培养认识物质学习化学的兴趣，培养严谨科学、主动积极的学习态度。

重点

建立溶液的基本概念，理解溶液、溶质、溶剂三者的关系。

难点

从微观上认识溶液、溶质和溶剂的辩证关系

教法

实验探究，自学归纳

教具

实验用品，课件

教 学 过 程

教学环节

教学内容

教学调控

设计意图

激趣导学

引入溶液

引言

激发兴趣，

培养动手能力

探索新知

溶液定义

溶液的形成

生：实验（一）

师：启发观察，

引导总结，化学教案《溶液 —— 初中化学第一册教案》。

微观演示。

生：实验（二）

激发兴趣，培养

动手能力。

引导启发，培养

观察分析能力。

对比总结，培养

表述能力

教学环节

教学内容

教学调控

设计意图

探索新知

定义

组成

特征

应用

学生：自学

学生：汇报讲解

师：必要的指导

师生讨论问题

培养学生自学能力。

强化学生为主体生生互动

形成创新能力

总结提高

生自主完成

师做补充

形成归纳能力

板书设计

§7—1 溶液

定义：一种或几种物质溶解在另一种物质里

形成的均一的稳定的混合物

溶质

组成：

溶剂

特征：

应用：

课后回忆

溶液 —— 初中化学第一册教案

篇18： 第一册《识字4》教师教后反思

这课时，主要教会学生6个昆虫的词语，我先让学生复习一下上课教学的6个词语，学生学得挺扎实的。接着让学生认真观察图画，看看找到了哪些昆虫？它们在干什么？这个环节不仅培养了学生的观察能力，而且还培养了学生的口语表达能力。在学生找到的同时，相机出示昆虫的大图和词语，采用多种形式的朗读帮助学生记忆，比如小组读，男女生读，个别读，齐读，等等。学生不仅将词与图对应起来了，而且也将词语记住了。似乎，原有的重点已经完成了，但是我还进行了拓展，让学生回忆一下，你还知道哪些昆虫？喜欢哪些昆虫，用“有……有……还有……”训练说话，学生很感兴趣，也说的很好。我想：每一堂课，如果都能这样挤点时间进行一下拓展，那我们学生的综合能力一定会大有提高。

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