抓住属于自己的美丽(活动课) (高一上册教案教学设计)

【简介】感谢网友“亲亲蝴蝶”参与投稿，下面是小编为大家推荐的抓住属于自己的美丽(活动课) (高一上册教案教学设计)(共16篇），欢迎大家分享。

篇1：抓住属于自己的美丽(活动课) (高一上册教案教学设计)

抓住属于自己的美丽(活动课) (人教版高一上册教案教学设计)

教学设计思想：

根据《中等职业学校语文教学大纲》的指导思想，依据“拓展模块侧重于促进学生的终身发展”的要求，以“拓展模块”第三单元“语文综合实践活动课”为依托，与学生所学专业紧密结合，尝试从“知识和能力”、“过程和方法”、“情感态度和价值观”三个维度出发设计教学目标，旨在提高学生自主、合作、探究的学习能力，使其获得情感与能力的提高；也试图通过一系列学科特征明显的语文活动，充分体现活动课的语文性、活动性和综合性特征，使学生在轻松活泼的课堂氛围中达到了解社会和自身、正确规划职业的目的。

教学目标：

1、过程和方法：

通过讨论、朗读、简短演讲、写作等活动，运用启发讨论、引导自省、自我提升等教学方法，提高学生的思维能力及表达交流能力；

2、知识和能力：

掌握职业规划书的写作方法及相关的语言表达技巧；

3、情感态度和价值观：

让学生在活动中学会深入剖析自我、认识自我从而规划自我。

●  教学重难点：

重点：  1、帮助学生在活动中认识自我、规划自我

2、提高学生表达交流能力

难点：  如何有效地开展活动，引导学生在深入认识自我的同时提升语文能力

●  课时安排：1 课时

●   教学过程：

一、自省（共5分钟）

导入 --赏析漫画，引导学生正视自己的弱点。

① 你从漫画得到什么感悟？

② 你有类似的经历吗？原因在哪儿？

③ 教师小结：无论我们自身存在多少不足，我们每个人都是独一无二的，我们都应该重视我们自己。要真正做到重视自己，必须学会客观地分析自己，并进行缜密规划。

二、规划（共33分钟）

实践--引导学生脚踏实地，科学规划美好人生。

① 中职生就业形式分析（插入就业大军的图片及国家相关报道）（2分钟）

国家教育部发布《中等职业教育改革创新行动计划（-）》

1、明确要求大力发展职业教育，把职业教育作为整个教育事业改革发展的战略重点。

2、行动计划的总体目标是：到，中国特色技能型人才培养体系基本形成，着力培养高素质技能型人才、基础性技能型人才、具有现代服务理念和综合素养的人才。

② 新兴职业的介绍（幻灯片）（2分钟）

③讨论发言：梦想大声说出来。（说话训练）（17分钟）

活动程序：A、学生自由发言交流。结合计算机专业、部分同学展示自己在所学专业中的部分作品。

④职业规划：--我能抓住属于自己的美丽！（12分钟）

B、教师给出一份职业规划书的'样本，并提请学生注意相关要点。（2分钟）

C、小组讨论，选出两(一?)名代表上台演讲自己的初步规划（2W、4W及5W的1三部分）。（10分钟）

三、提升：（5分钟）（机动）

升华--引导学生正视自己，树立自信，勇创美好未来！

有感情地朗读两段选文。

（一）

在这个越来越理智和多元的时代，一个人的优点是要通过很长的一段时间、经过一系列事件才能展示出来，一亮相就想获得满堂喝彩的日子只会出现在戏剧中。你惟一要做的，就是让人们看到你确实为此做了充分的准备，你有一个很认真的态度。这样，无论前行的道路上有多少艰难险阻，你都一定能抓住属于自己的美丽！（《看轻你自己》 易水寒）

（二）

对于我们的 ，我们永远是不可重复的孤本。无论他们有多少儿女，我们都是独特的一个。

对于我们的工作我们的事业，我们是不可或缺的主宰。我们的独出心裁的创意，像鸽群一般在天空翱翔，只有我们才能捉得住它们的羽毛。我们的设想像珍珠一般散落在海滩上，等待着我们把它用金线串起。我们的意志向前延伸，直到地平线消失的远方……没有人能替代我，就像我不能替代别人。

是的，我很重要。我们每一个人都应该有勇气这样说。我们的地位可能很卑微，我们的身分可能很渺小，但这丝毫不意味着我们不重要。

重要并不是伟大的同义词，它是心灵对生命的允诺。

人们常常从成就事业的角度，断定我们是否重要。但我要说，只要我们在时刻努力着，为梦想在奋斗着，我们就是无比重要地生活着。

让我们昂起头，对着我们这颗美丽的星球上无数的生灵，响亮地宣布--

我很重要。（《我很重要》 毕淑敏）

四、作业布置：（2分钟）

以“我的地盘我做主”为题，制作一份图文并茂、有声有色的电子职业规划书 。

陈平

篇2：《登高》 教案教学设计(人教版高一上册)

一、教学目标：

学生能准确掌握文中的生字词，并能顺利朗读背诵。

学生能理清诗歌的情感线索，领会诗歌的内容。

学生能通过对诗句的鉴赏来把握诗人的思想感情。

教学重难点：

教学重点：诗的诵读与积累。

教学难点：对杜甫诗歌中沉郁风格的理解和领悟。

教学方法及辅助工具：

教学方法：讲授法，诵读法，讨论法

辅助工具：多媒体

课时安排：1课时

教学步骤：

、导入：春天，是万物复苏、鸟语花香的季节，在春天的时候我们喜欢做什么呀？踏春，去感受春天的勃勃生机。而在秋高气爽的时候，人们则喜欢登高望远、饮酒作诗。唐代诗人王维在《九月九日忆山东兄弟》里说道：“独在异乡为异客，每逢佳节倍思亲。遥知兄弟登高处，遍插茱萸少一人。”抒发的是思乡思亲的情感。今天，我们要学习的这首诗也是诗人杜甫在登高时创作的，诗名就叫《登高》。

、背景材料：

杜甫，被后人称为“诗圣”，其诗被称为“诗史”。

这首诗大约作于公元767年，唐代宗大历二年秋（普及一个知识），当时安史之乱已经结束4年，但各地的军阀又在不断混战，抢占地盘。杜甫因战乱而流离到夔（kui）州，此时的他已经56岁，身染重病，为了排解忧愁，又值重阳节之际，因而登高望远，在登高后看到的是深秋的萧条景色，由此想到国家正值战乱，感时伤怀而作。

、解析字词，理顺文章：

渚清沙白：渚，水中小洲；清，洲边的江水清澈；沙白，小洲上的白沙。

翻译：天高风急，猿啸声声似乎蕴含着无限的悲哀，孤洲沙白，只有沙鸥不时地回旋。无边无际的落叶纷纷飘坠，奔腾不息的长江滚滚而来。离家万里，悲叹自己经常漂泊他乡，衰老多病，寒秋中独自登临高台。世事艰难，可恨秋霜凝染了我的双鬓，穷困潦倒，不得不放下这浇愁的酒杯。

、品读课文：

俗话说“读书百遍其义自见”，学习一首古诗，肯定就是要读的，下面就请同学们自由朗读一遍，一定要注意有感情的朗读，把握好节奏。

接着播放一份朗读音频，让学生听。再请同学起来读一遍，最后全班齐读一遍。

、内容品读：

1、同学们刚才都读了这首诗，感觉到诗中一直贯穿着的一种情感是什么？

明确：忧愁、悲伤、孤独等。

诗人在诗中是怎么体现这个“悲”字的？（让学生讨论）

明确：首先体现在所见的深秋景色的悲上。首联和颔联“风急天高猿啸哀，……不尽长江滚滚来”。

首联和颔联中有些什么景物，也就是意象？分别有什么特点？

明确：八种。风，天，猿，渚，沙，鸟，落木，长江。特点是急风，高天，哀猿，清渚，白沙，回鸟，落木萧萧下和长江滚滚来。

这些各具特点的意象是怎么来表现诗人描写的秋景之悲的？

明确：（1）、急风，说明风很大，又是秋天的风，而且还是登高之后感受到的风，我们知道越往高处走，温度就越低，所以这时的风肯定是又冷又大的，这风不仅吹在诗人的身上，更在诗人的心上。

（2）、高天，天高阔远，在茫茫天地之间，诗人更觉得自己渺小，无限悲凉之情涌上心头。

（3）、哀猿，猿的叫声是哀伤的，这更为诗人悲凉的心境更添一层。

（4）、清渚和白沙，清和白都是冷色调，更显环境的冷清和凄凉。这又使得诗人更为悲伤。

（5）、回鸟，因为急风而不断盘旋不能往前飞的一只鸟儿，而且只有一只，它是孤独的，这让作者自己感到了自身的孤独。

（6）、落木萧萧，落木就是落叶，到了秋天，树叶纷纷落下，这意味着生命的终结，从落木中诗人也看到了自己的生命正在走向尽头，由此更显凄凉。

（7）、《论语》中有一句话，逝者如斯夫，不舍昼夜。苏轼在《赤壁赋》中也写到“哀吾生之须臾，羡长江之无穷”，都是在感叹生命的短暂，光阴的易逝。因此在这里也是诗人感叹人生苦短。

这些都是从写景来体现“悲”的。

除了秋景之外，作者还从什么方面来体现“悲”的？

明确：还体现在诗人的遭遇上。集中表现在颈联和尾联。“万里……浊酒杯”。

万里悲秋常作客：离家万里，悲叹自己经常漂泊作客他乡，壮志难酬，处境艰难。

百年多病独登台：诗人孤身一人抱病登台，倍感凄凉。

艰难苦恨繁霜鬓：如何理解“艰难”一词？双重意思，一是指国家要平息**的艰难和自身命运之艰，常年漂泊，生活艰难。

也许有人会说，他难道是神经病吗？连自身的生活都保证不了，还要去关心国家大事，这不就是吃饱了撑的吗？但是这就只是我们普通人的想法，而真正伟大的人就是他这样的，有着忧国忧民的崇高品质，若世间少了这些人，那么我们现在享受到的美好生活就会变得遥不可及。

潦倒新停浊酒杯：自古以来，中国人只要一有烦恼就会借酒浇愁，今天也不例外，而诗人内心苦闷，想要一醉解千愁，可是又以为自己年老多病，不得不戒酒，心中万千思绪无法排解，也就愁上加愁了。

、把握作者情感：

这首诗是由前四句的写景转到后四句的抒情，使之情景交融，作者的情感由“风急……鸟飞回”的孤独到“无边……滚滚来”的沉郁，再到“万里……独登台”的愁苦，最后到“艰难……浊酒杯”的无奈，由此看出全诗的感情基调就是一个字：悲。

（七）、总结：

全诗通过所见的秋江景色，倾诉了诗人长年漂泊、老病孤愁的复杂情感。可以说，这首诗是杜甫对生命的感悟、对时世的艰难、对漂泊的一生、对凄凉的晚景和对未酬的壮志的一个总结。它因其雄浑悲凉的意境、工整齐协的格律而被称为“古今七言律第一”。

、板书：

杨翼菁

[《登高》 教案教学设计(人教版高一上册)]

篇3：人教版上册《自己去吧》(网友来稿) 教案教学设计

人教版第一册《自己去吧》

14、自己去吧

一、教学要求：

1、认识12个生字。会写“自、己、东、西”四个字。认识新偏旁。

2、正确、流利的朗读和背诵课文。

3、理解课文内容，懂得从下就要树立自主的思想，不依赖父母，自己学会生活的本领。

二、教学重点：认字和练习朗读。

三、教学难点：从读中领悟小鸭子和小鹰的妈妈为什么要它们的孩子自己去学会生活的本领。

四、课前准备：小鸭子、小鹰贴图、头饰、课文插图、教学课件。

五、课时安排：2课时

第二课时

一、 放歌曲《母鸭带小鸭》，学生做动作。

1、 导语：同学们，我是谁啊？今天老师变成了鸭妈妈，你们就变成鸭宝宝了。（把准备好的贴图贴起来，每人一个。）

2、 向学生介绍有关鸭子的科普知识，让学生知道鸭子扁平的身体，蹼、都是适应水中生活的。

师：小鸭子们，你们现在知道自己有什么本事了吗？学生自由回答

师：我的鸭宝宝们真棒啊！你们还有只鸭弟弟要出生了！

3、 出示一个刚刚出壳的小鸭子课件，再出示课文插图，伴着着音乐老师讲述：在一个阳光明媚的春天，鸭妈妈的孩子出世了。他睁着一双好奇的眼睛看着这个美丽的世界，啊！有花、有草、还有小溪，太美了。小鸭子高兴的“嘎嘎”的叫。他看到清清的小溪会想什么呢？

学生自由回答。

4、 师：这只小鸭子到底说了些什么呢？请同学们打开语文书第十四课，小声地读课文，把小鸭子说的话画出来。

二、 学习第一自然段。

1、 师：谁找到小鸭子的话了？

指名读。

师：原来这只小鸭子想去游泳啊，你们想不想去游泳呢？让我们把小鸭子很想去游泳的心情读出来。（重点指导读出恳求的语气，“您”的发音。）

2、 师：鸭妈妈听了小鸭子的话说什么呢？

生回答。

师：这只鸭妈妈真狠心啊，一点都不爱自己的孩子。要是我啊，才舍不得自己的孩子去吃苦，去冒险呢！小鸭子们，你们喜欢哪只鸭妈妈呢？

学生自由回答

3、 师：说得真好，我真是受到教育了。我们来分角色朗读吧！

4、 师：大家读得真好，要是一边读一边表演就更好了，对吗？请大家先在小组里表演，我看哪一组表演的好，就请哪一组的同学带上老师这里漂亮的头饰上台表演。

5、 小组自由表演

6、 汇报表演。

7、 师：表演得真好，奖给你一条小鱼吃。

8、 师：小鸭子们，你们不仅就学会了本领，还懂得了很多知识，现在啊，又有一个小动物遇到难题了，你们想不想帮助他呀？（出示小鹰的图片）

三、 学习第二自然段

1、师：小鹰和鹰妈妈之间发生了什么事情呢？请各小组带着问题表演读或者合作读。（学生自己选择学习方式。）1、小鹰怎样对妈妈说什么？2、妈妈怎么回答？3、最后小鹰怎么样呢？4、小鹰会对妈妈说些什么呢？

2|、汇报。

3、总结：鸭妈妈对小鸭子说什么？请学生上来板书：自己去游。鹰妈妈说什么呢？学生上来板书：自己去看。

同学们，你们在日常生活中也要怎么样呢（自己的事情自己做）谁说一说你自己学会了什么呢？（学生手拿自己的照片，当小明星，说得好的贴在黑板上）

四、 指导背诵。

五、 作业：（自己选择喜欢的作业完成）

1、表演：回家把这个故事表演给家长看。

2、画画。可以画小鸭子、鸭妈妈、小鹰、鹰妈妈。

3、做做。回去自己学会一件自己应该做的事情，回来介绍经验。

板书设计：

14、自己去吧

[人教版上册《自己去吧》(网友来稿) 教案教学设计]

篇4：《鸿门宴》教学详案 教案教学设计(高一上册)

《鸿门宴》教学详案 教案教学设计(人教版高一上册)

一、教学目标

1、积累重要文言字词等文言知识，培养文言文理解能力；

2、结合背景分析人物形象，吸取历史教训。

3、学以致用的态度，感受司马迁隐忍发奋的著书精神，从容应对学习生活中的各种困难和挫折；

4、分析项羽悲剧的原因，站在历史的高度，个性化的人物分析。

二、教学重点：学习重要的词语及句子，学会一分为二的人物形象分析

三、教学难点：学习创造性阅读，进行创造性思维训练

四、教学方法：朗读、引导、讲授、讨论

第一课时

1、导入

师：提及刘邦、项羽，人们总有说不完的话题，在同学们的心目中刘邦、项羽的形象是怎样的呢？

生：项羽：少年英雄，力拔山兮气盖世，巨鹿之战，破釜沉舟，名扬天下。刘邦：登高一呼，天下云集而景从，发兵沛县。

师：但是，同学们有没有想过，同样的两个英雄人物，为什么一个被围垓下，枭雄末路，悲歌别姬，最后乌江自刎。而另一个却能成就千秋霸业，建立大汉王朝呢？让我们一起走进《鸿门宴》，解决我们心中的疑惑。

2、作者简介

司马迁（前145-前90？）：字子长，西汉夏阳人，中国古代伟大的史学家、思想家、文学家，被后人尊称为“史圣”。他最大的贡献是创造了中国第一部纪传体通史《史记》，包括：本纪、世家、列传、书、表五个部分，被鲁迅评价为“史家之绝唱，无韵之离骚”。

3、写作背景

“鸿门宴”这个故事发生在陈涉起义后的第三年(公元前2)。陈胜起义后，各地云起响应，其中有楚国贵族出自身的项梁、项羽叔侄，有农民出身的刘邦。陈胜失败后，项梁扶楚怀王的孙子名叫心的作了楚王，刘邦也投靠了项梁。公元前2，项梁战死，怀王派项羽等去救援被秦军围困的赵国，同时派刘邦领兵攻打函谷关。临行时，怀王与诸将约定，谁先入关，便封为关中王。项羽在巨鹿(今在河北)大败秦军，消灭了秦军的主力。同时，刘邦从黄河以南打进武关，攻下咸阳，秦王子婴投降刘邦与当地父老约法三章，废除秦苛法，准备在关中称王，后来在谋士劝说下，退出咸阳，还军霸上，派兵把守函谷关，以防诸侯军入境。项羽大破秦军后，听说刘邦已出咸阳，非常恼火，就攻破函谷关，直抵新丰鸿门。这时刘邦的左司马曹无伤暗中派人告诉项羽说刘邦想在关中称王，项羽听了，更加恼怒，决定第二天发兵攻打刘邦，刘邦面临危急的情况，在纷纭频仍的战斗中，产生了这一次酒宴上的斗争。

4、情节脉络

全文故事可分为三段：宴会前、宴会中、宴会后

宴会前（第一、二段）：这是故事的开端、发展部分。第一件事是沛公左司马曹无伤告密激怒项羽；第二件事是相遇的主要谋士范增进言，使矛盾激化，祈祷推波助澜的作用情节迅速发展；第三件事是项伯夜告张良被利用；第四件事是张良献计，使项羽中计，为后文埋下伏笔。

宴会中（第三、四段）：这是故事的高潮部分，也是全文的主体。写了刘项双方的明争暗斗，剑拔弩张的紧张局面。作者写了刘邦谢罪、范增举i，项庄舞剑、樊哙闯宴四件事。其中樊哙闯宴，气慑项王，是故事情节发展的高潮点。这部分显示了项羽内部的意见分歧和情势急转直下，项羽走向被动的形势。

宴会后（第五-七段）：这是故事的结局，写刘邦安然脱身的经过。刘邦回霸上“立诛杀曹无伤”，消除隐患，是故事的尾声。

5、归纳知识点

A、朗读课文，正音：

王关中（wang4）      说项羽（shui4）

好美姬（hao4）       为击破沛公军（wei4）

B、解释重点字词句

（1）词类活用

沛公军霸上，军：名词作动词，驻军

沛公欲王关中，王：名词作动词，称王

旦日飨士卒，飨：名词作动词，犒劳

素善留侯张良，善：形容词作动词，与、、、、、、交好

臣活之，活：使动用法，使、、、、、、活

吾得兄事之，兄：名词作状语，像对待兄长一样

籍吏民，封府库，籍：名词作动词，编造名册

不义也，义：名词作动词，合于义

（2）古今异义

“当时是”“是”：古，这；今，判断词

“沛公居山东”“山东”：古，崤山以东；今，山东省

“欲呼张良与俱去”“去”：古，离开；今，到、、、、、、去

“亡去不义”“亡”：古，逃跑；今，死亡

“备他盗之出入与非常也”“非常”：古，意外的变故；今，程度副词，作状语

（3）通假字

“距关，毋内诸侯”   “距”通“拒” ；“内”通“纳”

“要项伯”   “要”通“邀”

“愿伯具言臣之不敢倍德也”    “倍”通“背”

“旦日不可不蚤自来谢项王”    “蚤”通“早”

（4）特殊句式

“具告以事”即“以事具告”，状语后置；

“与俱去”、“毋毋从俱死也”，介词“与”、“从”后面的宾语省略；

“谁为大王此计者”疑问句，即“为大王此计者谁”，主语跟谓语倒置；

“孰与君少长”疑问句，宾语疑问代词前置；

“所以遣将守关者，备他盗之出入与非常也”，判断句，“者、、、、、、也”

6、课文讨论

A、项羽决定进攻刘邦的原因是什么？项羽的主要谋士范增对此持什么态度？

提示：“沛公欲王关中，使子婴为相，珍宝尽有之”；“此其志不在小”、“急击勿失”

B、刘邦是怎么样得知这件事的？又采取了什么对策？项伯给他提出了怎样的建议？

提示：“良乃入，具告沛公”、“请往谓项伯，言沛公不敢背项王也”、“旦日不可不蚤自来谢项王”

C、课文第2段写了那几件事？对故事的发展有什么作用？

提示：第一件事“项伯夜访”。项伯给张良通风报信，目的在于报答当年救命之恩，但被张良利用，使一触即发的矛盾出现了转机。第二件事“张良献策”。张良要刘邦“往见项伯，言沛公不敢倍项王也”，刘邦则一点就通，不但“兄事之”更“奉之卮酒为寿，约为婚姻”，竭力奉承，拼命拉拢，由联络感情进而自我辩解，终于使项伯受其蒙蔽，导致项羽上当。

“张良献计”是情节变化的关键，刘邦逐步由被动转为主动，项羽终于“放虎归山”，以致范增之谋难以实施等，都有此而生。

D、在万分危急的.形势下，项伯来通风报信，张良要刘邦见项伯，并说不敢背项王，此处可以看出张良有何过人之处？刘邦的为人如何？

提示：张良沉稳机警，处变不惊，与刘邦的大惊失色，素手无策形成鲜明对比；刘邦狡猾，善于权变

E、曹无伤告密，立即决定进攻；项伯游说，便放弃进攻。说明项羽是一个怎样的人？项伯是一个什么样的人？

提示：项羽优柔寡断，缺乏政治远见；项伯重义而不分敌我，迂腐

F、张良说：“沛公今有事急，亡去不义。”项伯说：“今人有大功而击之，不义也。”请联系课文说说古人心中的“义”可作怎样的解释，我们应当如何看待？

提示：古人认为“义”就是“宜”。《礼记*中庸》说：“义者宜也”。韩愈在《原道》中则进一步解释：“行而宜之谓之义也”。也就是说，认得言行符合一定的道德规范就可以称之为“义”，反之则“不义”。

课文中曹无伤背叛刘邦向项羽告密，项羽置怀王之约于不顾而欲“击破沛公军”，范增以下犯上可以说都是“不义”。项伯给张良通风报信，“常以身翼蔽沛公”，樊哙闯帐护主等，都可以称之为义。项伯救护刘邦可以称之为义，这一行为却违背了楚王的根本利益，则又可以称之为不义。可见义是相对的，如同“骨气”一样，不同的时代，不同哦阶级，道德标准不同，义的内涵也不一样，我们不能以抽象的义作为评判是非的尺度和立身处世的准则。

7、课堂总结

课文第一、二段记叙了“鸿门宴”发生前的几件事，由矛盾的挑起，形势一触即发到出现转机，游项羽“大怒”到项伯言之产生效果，故事情节逐步展开，并为后来事态的演变做了必要的铺垫，留下了必要的伏笔。那么刘邦到底是怎样去赴项羽的宴的，事态又是怎样发展的呢？我们下节课再接着讨论。

第二课时

1、导入

我们上节课讲了鸿门宴发生前的一系列事情，并且为接下来的宴会打下了基础，那宴会中究竟事态是怎样发展的呢？我们接着往下看。

2、课文解析

（1）朗读课文，正音

S（xi4）  数目项王（shuo4）  玉i（jue2）    不者（fou4）

目眦（zi4）   跽（ji4）       参乘（sheng4）   刀俎（zu3）

（2）解释重点字词

A、古今异义

河北/南：古，黄河以北/南；今，河北/南省

B、通假字

S：通隙，隔阂

C、词类活用

沛公旦日从百余骑来见项王：动词的使动用法，使、、、、、、跟从

数目：名词做动词，使眼色、瞪

翼：名词作状语，像翅膀一样

刑人如恐不胜：名词作动词，施加肉刑 道芷阳：名词作动词，取道

头发上指：名词作状语，向上

交戟之卫士欲止不内：使动用法，使之止 樊哙侧其盾以撞：使动用法，使、、、、、、侧斜着

D、特殊句式

判断句：亚父者，范增也

夺项王天下者必沛公也

被动句：不者，若属皆且为所虏

吾属今为之虏

E、固定搭配

奈何：奈，动词，何，疑问代词，译为“如何”，“怎样”如“为之奈何” 孰与：与……相比，谁…… 表示比较，如“孰与君少长” 所以：“……的原因”或“……的方法”，如“所以遣将守关者”“事知所以距子也” 为……所：被……，表被动，如“若属皆且为所虏” 无以(无……以……)没有会么东西拿来……如“军中无以为乐” 何……为：表反问，为：用在反问句尾的语气词，如“何辞为”。

（3）古代座次问题

宾主之间宴席的四面座位，以东向最尊，次为南向，再次为北向，西向为侍坐。鸿门宴上，项王、项伯东向座，亚父南向座，沛公北向座，张良西向座。项王、项伯是首席，范增是第二位，再次是刘邦，张良则为侍坐。

四面环坐：由尊到卑，依次排列：西--北--南--东                                         项羽(伯)--亚父--沛公--张良

官职：古代以右为尊，“位在廉颇之右” 车骑：由以左为尊，“信陵君虚左以待侯生”“坐定，公子从车骑，虚左” 室内：西为宾，长，贵；东为主，幼，贱。 堂上座位：北为帝(尊)，南为臣(卑)，左为贵，右为轻。

（4）艺术特色：运用对照手法烘托人物形象 人物结构：两峰并峙，双水分流。 项羽集团：项羽   范增   项伯    项庄 刘邦集团：刘邦   张良   曹无伤  樊哙 对比照应，互相辉映，相得益彰，孰是孰非，孰胜孰负，不问自明。

3、课堂总结

我们这节课将课文进行了整体的翻译和梳理，也体会了宴会中的杀机重重、惊心动魄的场面，请同学们下去好好的整理笔记，理解课文中重点字词句知识。

第三课时

1、导入

师： 通过上节课的文章梳理，我们已经了解了鸿门宴上的大致情况，但是项羽、真的就只是因为这一次宴会没有杀刘邦而失掉天下的吗？

生：不是

师：那好，我们就来分析一下项羽、刘邦还有他们身边人物的性格特征，看看究竟是什么造成了他们不同的命运、不同的结局。

2、结合文章分析人物形象

（1）项羽

有“力拔山兮气盖世“的英雄气概，骄矜自负,听到“沛公欲王关中”的密报，大怒曰“旦日飨士卒，为击破沛公军！” 项伯斡旋泄露军机，项羽麻痹不问，项伯说项羽“今人有大功而击之，不义也”，项羽又在“义”字上思虑不定。鸿门宴上刘邦一席花言巧语，竟使项羽不好意思，暴露了曹无伤，说明他无知而愚蠢。范增多次目示，举i，“项王默然不应”，“项庄拔剑起舞”，项伯“翼蔽沛公”，听之任之，说明项羽不听人言，犹豫不决，举棋不定，优柔寡断，坐失良机。樊哙闯宴，威慑项羽，慷慨陈词，指斥项羽，项羽沽名钓誉，不但不怒，反而大加赞赏，赐坐。刘邦逃跑，项羽受璧，无可奈何，缺乏深谋远虑。 听曹无伤言(大怒)决意伐刘--受项伯说(许诺)答应善遇--受刘谢罪(留饮)自愧设宴--见增举佩(默然)纵容刘邦--见项伯护刘(不应)继续纵容--樊哙闯斥(称赞)赐坐赐酒--张良留谢(不追)安然受璧 性格特点：    唯我独尊，光明磊落，宽宏大量，“仁义”皆施，直率鲁莽，沽名钓誉，轻敌自大，寡谋轻信，优柔寡断，眼见不远，不善用人。

（2）刘邦

出身农家，不务正业，贪财好色，一心称王。鲰生献计“距关，毋内诸侯，秦地可尽王也”。正中刘邦下怀，这样重大事件，刘邦都没有告诉过谋士张良，真有心计。紧急关头，摇尾乞怜，又向张良求救，张良不计前事，连发数问，从实际出发，提出“沛公不敢背项王”的方针。刘邦首先怀疑张良与项伯的关系，既而心领神会，立刻接见项伯，说得天花乱坠，做得天衣无缝，机敏过人，贯彻执行张良的方针真叫漂亮！拉拢收买了项伯，通过项伯软化了项羽，在鸿门宴上受到项伯的“翼蔽”。      刘邦鸿门谢罪是迫不得已，但有胆量有气魄，而又卑躬屈节，称项羽为“将军”，自称“臣”，奉承项羽，掩饰自己，拉旧关系，自己“北向坐”“张良西向侍”，低三下四。 刘邦进入咸阳，住在皇宫，尽享荣华富贵，不肯离开。见状，樊哙与张良质问刘邦：“欲有天下耶，将为富家翁耶 ”力劝刘邦封宫室府库，还军霸上。刘邦察纳雅言，“沛公军霸上”项羽扬言要“击破沛公军”的时候，他听取了张良的意见；刘邦要逃跑的时候，又听取了樊哙的意见。总之，刘邦还是善听人言的。赔罪时，项羽暴露了曹无伤，刘邦不露声色，置若罔闻，密记在心；回军后，“立诛曹无伤”。刘邦多有心计，处事多么果断！    为之奈何(惊)--求救张良(问)--拉拢项伯(谋)--谢罪项羽(奸)--脱身独去(识)--留良代谢(周) 性格特点：      生性懦弱，虚心请教，多谋奸诈，能言善变，头脑清醒，善于应变，虑事周到，善于用人。 （3）范增

根据刘邦入关前后的变化，透过现象看到了本质，提出了策略，“急击勿失”。鸿门宴上，数次目示，举i击杀刘邦，项王不应.出召项庄，说“君王为人不忍”，说明范增对项羽的思想还不甚了解。刘邦跑后，范增指桑骂槐说：“唉！竖子不足与谋!夺项王天下者必沛公也。吾属今为之虏矣！”尔后的历史证实了这一点。可见范增有远见卓识，老谋深算，但处事浮躁，不该把矛盾暴露给敌方，其后果被刘邦利用，他不能准确把握项羽的思想动态，一味将自己的意见强加于他，一方面由于他年龄地位，一方面由于他对时事观察和对项羽的忠心。 老谋深算：夺天下者必沛公也！ 洞察敏锐：力促击刘，举佩示意，出召项王。 骄横浮躁：拔剑击斗，斥骂项羽。

（4）张良

对刘邦忠诚：“今事有急，亡去不义”。鲰生之计，刘邦没有告诉张良，大事当前,张良不计，紧急关头，张良运筹帷幄、沉着冷静、深谋远虑，能够提出正确的策略。张良的话语行为并不多，但刘邦集团的一切活动实际上都是张良导演的.。多谋善断：言沛公不敢倍项王也，出招樊哙.。处事不惊：亡去不义，君臣商议，军门见哙.。沉稳机智：张良留谢 处事有方：大王来何操

（5）项伯       讲哥们义气，为救友不顾失节。禁不住刘邦的拉拢，竟然做了刘邦的内奸。“沛公不先破关中，公岂敢入乎”这有什么不敢的呢，简直是长刘邦的志气，灭项羽的威风，这完全是替刘邦说话。“今人有大功而击之，不义也。”更是对刘邦歌功颂德，对项羽进行指责。难怪在项庄舞剑的时候，项伯“常以身翼蔽沛公”，使“庄不得击”。 谋略周密：夜访张良，极力劝羽，翼蔽沛公，宴上东向坐。

（6）曹无伤     项强刘弱，密报项王，暗中投托，“欲以求封”，投机未成丢了小命。     鲁莽、草率：使人告密，激化矛盾，宴后被诛。 （7）项庄     没有头脑，剑术不佳，刺杀刘邦未成，笨拙无能。有勇无谋，被动。 （8）樊哙     忠诚：知道今日之事甚急，立即表示“此迫矣！臣请入，与之同命”。     勇武：“哙即带剑拥盾入军门，交戟之卫士欲止不内，樊哙侧其盾以撞，卫士仆地，哙遂入，披帷西向立，目真目视项王，头发上指，目眦尽裂。”一个威风凛凛的武士。难怪项王都得“按剑而跽”，惊呼：“壮士！”大斗饮酒，大块吃肉，粗犷，真乃英雄本色。

有勇有谋：能言善辩，慷慨陈词，痛责项王，说来头头是道。骂得项羽,，“未有以应”，只好赐坐；有勇有谋，粗中有细，主动请战。

3、课堂讨论

赏析不同人物对项羽的不同看法：

夏日绝句（李清照）

生当做人杰，死亦为鬼雄。至今思项羽，不肯过江东。

题乌江亭（杜牧）

胜败兵家事不期，包羞忍耻是男儿。江东子弟多才俊，卷土重来未可知。

乌江亭（王安石）

百战疲劳壮士哀，中原一败势难回。江东子弟今虽在，肯为君王卷土来！

赏析这几首诗，请同学们谈谈你们对项羽、刘邦的性格特点的看法，从中学到了什么？

4、课后作业

（1）、发挥想象，描写《鸿门宴》中范增的心里活动（300字）

（2）、以“我最喜欢-----”或“我最讨厌-----”为题，写一篇议论文

要求：

A、标题横线上填写《鸿门宴》中的人物名字

B、论点鲜明，论据充足，自圆其说

C、800字左右

5、板书设计

人物结构 两峰并峙、双水分流

项羽集团 项羽、范增、项伯、项庄

刘邦集团 刘邦、张良、曹无伤、樊哙

人物

项羽

刘邦

人物性格特点

唯我独尊、光明磊落、宽宏大量、“仁义”皆施、直率鲁莽、沽名钓誉、轻敌自大、寡谋轻信、优柔寡断、眼见不远、不善用人 生性懦弱、虚心请教、多谋奸诈、能言善变、头脑清醒、善于应变、虑事周到、善于用人

结局

悲歌别姬、乌江自刎

建立汉朝、成就霸业

朱静

篇5：《客至》 教案教学设计(人教版高一上册)

一、教学目标：

学生能准确掌握文中的生字词，并能顺利朗读背诵。

学生能理清诗歌的情感线索，领会诗歌的内容。

学生能通过对诗句的鉴赏来把握诗人的思想感情。

二、教学重难点：

教学重点：诗的诵读与积累。

教学难点：理解诗人在《客至》中表现出来的闲居生活之美。

三、教学方法及辅助工具：

教学方法：讲授法，诵读法

辅助工具：多媒体

四、课时安排：1课时

五、教学步骤：

（一）、导入：古人总结了“人生三大快事”：金榜题名时，同房花烛夜和他乡遇故知。由此可见人们对友情的珍视。我们一起来回顾一下写友情的诗句：

王勃的“海内存知己，天涯若比邻。”

王维的“劝君更尽一杯酒，西出阳关无故人。”

高适的“莫愁前路无知己，天下谁人不识君。”

李白的“桃花潭水深千尺，不及汪伦送我情。”

下面，我们将学习的这一首古诗也是和友情有关的，那就是杜甫的《客至》。

（二）、背景材料：唐肃宗上元元年（760）春天，杜甫历尽了颠沛流离之后，终于在严武等友人的帮助下，于成都西郊建了一所草堂，暂时定居下来。在友人的帮助和接济下，一家人的生活过得还算平稳，闲暇时也不时有友人到访，这样也有了生活的情趣，这一时期他也写了不少闲适诗。这首诗就是作于到成都之后的第二年春。

（三）、解析字词，理顺文章：

词语注释：

盘飧：泛指菜肴。   2、旧醅(peī)：隔年的陈酒。   3、取：助词。    4、客至：客指崔明府，杜甫在题后自注：“喜崔明府相过”，明府，县令的美称。5、舍：指家。但见：只见。此句意为平时交游很少，只有鸥鸟不嫌弃能与之相亲。 6、蓬门：茅屋的门。 7、市远：离市集远。兼味：几种菜，无兼味，谦言菜少。樽：酒器。樽酒：指代酒食。旧醅：隔年的陈酒。樽酒句：古人好饮新酒，杜甫以家贫无新酒感到歉意。 8、肯：能否允许，这是向客人征询。余杯：余下来的酒。

《客至》 - 诗词译文

草堂的南北涨满了春水，只见鸥群日日结队飞来。老夫不曾为客扫过花径，这柴门今天才为您打开。离市太远盘中没好肴菜，家底大薄只有陈酒招待。若肯邀请邻翁一同对饮，隔着篱笆唤来喝尽余杯！

（四）、品读课文：

俗话说“读书百遍其义自见”，学习一首古诗，肯定就是要读的，下面就请同学们自由朗读一遍，一定要注意有感情的朗读，把握好节奏。

接着播放一份朗读音频，让学生听。再请同学起来读一遍，最后全班齐读一遍。

（五）、内容品读：

舍南舍北皆春水，但见群鸥日日来。

、这里写的是什么时候的景色？

明确：写的是草堂春天的美景。作者从草堂外的景色着笔，点名客人来访的时间、地点以及客人来访前诗人的心情。前一句写简陋的房屋前后春水环绕，绿意浓浓，这一个“皆”字写出了春江水满，给人以一种茫茫一片之感。下一句写“群鸥”“日日”到来，有的飞翔于水面之上，有的停驻在水边，更显得生机勃勃。

、但是大家注意了，这里有一个“但”字，意思是只，只有。为什么要用一个“但”字呢？

明确：这个字透露出诗人生活虽然悠然，却几乎是与世隔绝，十分寂寞。这两句就为下文客人的到来做了一个铺垫，同时也是为贯穿全诗的喜客之情，巧妙地作了铺垫。

花径不曾缘客扫，蓬门今始为君开。

诗人把笔触由户外的春景移向庭内，由于经常没有客人来，平日也就不免偷懒，庭内的花径不扫，蓬门不开，表现了诗人甘守寂寞的情绪。

、这里的“君”字指代什么？

明确：指代的是到访的客人。因此这一句就是写的“客至”了，大家想象一下，当很久没有响起的敲门声突然响起，诗人肯定是一跃而起，开门后惊喜地发现，原来是自己的老朋友来了，不由得喜出望外。“始”，第一次。从这一个“始”字可以看出，由于很久没有了客人的来访，在这位老朋友刚来的时候，不由得手忙脚乱，欣喜不已，这样的感情自然而然的流露出来，足可见诗人与友人的友情之深。

这两句用了一种什么手法？

明确：互文见义。指在有意思相对或相关的文句里，前后两句词语互相呼应，互相交错，意义也互相渗透、互相补充，使文句更加整齐和谐、更加精炼的一种修辞手法。

盘飧市远无兼味，樽酒家贫只旧醅。

描写的是什么情景？诗人与客人的关系如何？

明确：是款待客人的情景。我们知道，有客到访，肯定是需要款待的，但是家因离市区太远而“无兼味”，家中贫困只有没过滤的陈酒。这写出了酒菜不丰盛的原因，但也流露出诗人竭诚款待的情意和歉疚之心，语言朴素真率，暗示了诗人与客人有着深厚的友情，并不会因为一顿简单的款待而变质。

肯与邻翁相对饮，隔篱呼取尽余杯。

我在前面讲了，这个“肯”字是向客人征询的意思，那么这里就是一种细节描写。“尽余杯”什么意思？就是说已经喝了很多了，还剩下一些，这三个字可以看出，此时的酒宴已经到了高潮，两位挚友越喝兴致越高，就像现在我们喝酒一样，诗人高声呼喊邻翁来与客人对饮，表现出了农家的率真，更增加了兴奋和欢快的气氛。而在尾联，诗人是只问不答，就结束了整首诗，就更显得余音袅袅，情意不尽。

从整首诗来说，诗人的情感是一个怎样的变化？全诗的感情基调是什么？

寂寞孤单    惊喜    欢快中带点歉疚    兴奋（高潮）

全诗感情基调：喜

、总结：

这是一首至情至性的纪事诗。前两联写客至，后两联写待客，全诗语淡情真，朴实感人，表现出诗人淳朴的性格和好客的心情。

（七）、板书

杨翼菁

[《客至》 教案教学设计(人教版高一上册)]

篇6：《自己去吧》 教案教学设计(人教版一年级上册)

教师姓名 杨哲辉 学生年级 一年级 课时 第一课时

教学内容分析

自己去吧是义务教育课程标准实验教科书小学语文第一册中的第14课，是一篇童话故事。讲的是小鸭在妈妈的鼓励下，自己学会了游泳。小鹰在妈妈的鼓励下学会了飞翔。故事内容鼓励学生自强自立，自己学会生活的本领。

学生分析

1、一年级学生是思维活跃，喜欢表现自己。学习中随意性较明显，渴望教师的赞许。

2、学生已有一定的拼读能力，能借助汉语拼音阅读课文。

3、学生对于识字兴趣很高，识字方法已有所掌握，能用自己喜欢的方式识记生字。

教学目标

知识与技能

1、认识12个生字，能准确读出课件出示的生字和含有生字 的文字片断。

2、认识学字头。

3、借助拼音正确流利有感情地朗读第一自然段。

过程与方法

1、能够提出不认识的生字朋友，进一步掌握得体验识字的方法。

2、能够仔细倾听其他同学的发言，有将生字识记方法或对课文的理解感悟用语文表达出的愿望。

情感态度与价值观

懂得并认同从小就要树立不依赖父母，自己学会生活的本领这一思想。

教学重点 识字，练习读课文。

教学难点 从读中领悟鸭妈妈为什么要自己的孩子自己去学生活的本领。

教学策略

以提出问题并解决问题为主的教学策略。问题：1、你会读生字吗？有几个不会读？（提出问题），生通过自学同桌互读认识生字。（解决问题）2、鸭妈妈为什么让小鸭自己去吧？（提出问题）生通过充分朗读相互交流得到答案（解决问题）。

教学资源准备 多媒体PPT课件

教学过程 教师活动 学生活动 设计意图

一、情境导入 1、出示图片（小鸭小鹰图片）

2、问题：这是什么？

3、引入语：有一天小鸭要学游泳，小鹰要学习飞翔，你们猜猜他们学会了吗？今天我们就来学习《自己去吧》就能找到答案。 1、学生答（小鸭和小鹰）

2、齐读课题。 利用儿童好奇心理激发学生兴趣。

二、初读课文，学习会认的字。

1、借助拼音读准，遇到难读的多读几遍，把课文读通顺。2、听课文录音：今天我们有个大朋友想要和我们比一比谁读的好呢？3、想要读好就要认识生字。

4、找到需要认训的生字读一读。同桌互读正音。

5、检查，交流识字情况。

（1）课件出示带音节的字，齐读，指名读。

（2）去掉音节，当小教师读，开火车读。

1、学生自读课文，借助拼音读准字音。

2、自学会认的字。

3、同桌互相交流记忆生字。

（1）齐读

（2）指名读

（3）开小火车读

1、充分读课文，在读中整体感知。

2、通过自学，同桌互相交流达到认识生字的目的。

3、采用多种形式的读生字，让学生自主学习生字，词把学习的主动权真正交给这生。

课间放松活动

三、学第一段

（一）读好小鸭和鸭妈妈的话

（二）分角色朗读

（三）内容理解

1、 生字都认训了，我想课文就能读好了。谁愿意将第一段读给大家听？其他学生注意误报，作评价。

2、 找到小鸭说的话，相机课件出示。指导朗读，小鸭(商量恳求) 指名读，齐读小鸭的话。

3、 鸭妈妈（和蔼鼓励）。指名读，齐读鸭妈妈的话。

1、 谁愿意读小鸭的话？谁愿意读鸭妈妈的话？

2、 教师来当鸭妈妈，谁愿意当我的孩子呀？师生分角色朗读。

1、 小鸭学会游泳了吗？

2、 你从哪句话看出来的？

3、 小鸭恳求妈妈，妈妈没有答应难道是妈妈不爱小鸭吗？

4、 出示自立图片 1、生主动读

2、其他学生认真听，听后评价。

3、画出小鸭说的话

4、练读小鸭说的话

5、 画出鸭妈妈说的话

6、 练读鸭妈妈说的话。其他学生注意认真倾听，读后作评价。

1、 生回答

2、 生找到：过了几天，小鸭学会了游泳。

生结合自己平时表现体会如何自立。

1、通过生生互评不能让读的孩子知道自己的优缺点，还能合其他学生的注意力集中，且能调动学习课文的积极性达到一个比一个声音宏亮，一个比一个读的好的目的。

启发学生读出恰如其分的语气，在分角色朗读中熟练课文对话，以读为主以读代讲，读中感悟。

图片帮助学生认识到自己平时的不足

四、巩固所学知识 课件出示生字 指名读，齐读 帮学生牢记生字

五、小结 通过这节课的学习我们懂得了要学会自立，什么事不能总依赖父母的道理。在课堂上也一样，老师希望下节课你不要依赖老师自己来学习小鹰学习飞翔的那段内容，你能做到吗？（下课）

板书设计

自己去吧

小鸭   学会了   游泳

反思 教案设计反思 教案设计将字字教学安排在第二课时，整节课缺少写字过程

课堂反思 根据学生在课堂上的表现对教案设计，及教师表现进行反思

课后反思

[《自己去吧》 教案教学设计(人教版一年级上册)]

篇7：高一英语上册《Unit 1 Friendship》教案教学设计

一、教材分析

1.本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇;本节内容旨在一方面扩展学生 的词汇量，一方面帮助学生学会审视自己，引导

学生形成正确的价值观和处事原则，培养其高尚的品格。

2.学本节内容，首先是帮助学生学习更多有关友谊的知识;其次是增加与本单

元主题相关的词汇。

二、学情分析

“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚

进入高中学习的高一新生来说难度是很大的。

三、教学目标

1. 帮助学生学习更多有关“友谊”的知识;

2. 增加与本单元主题相关的词汇。

四、教学重点和难点

1. Understand the meaning of Friendship.

2. Learn some new words about Friendship and friends.

五、教学过程

Step 1 Warming Up

Activity1: Doing a survey

1.Get the students to do a survey quickly and and add up the score

and then see how many points they can get.

2. Present some new vocabulary in warming up and the explanation on the screen.

(1)、survey n. 调查，概述;v. 测量，检查;

e.g. a. A recent survey showed most of those questioned were for the plan.

最近的民意测验显示大多数调查对象同意这项计划。

b. The governor surveyed the damage caused by the tsunami.

州长查看了海啸引起的破坏情况。

思维拓展： a.. make a survey of sth. 调查…

make a general survey of sth 纵观…

b. survey sth. 调查，评述，检查

survey the equipment 检查设备

(2)、add v. 增加，增添

e.g. a. Shall I add your name to the list? 我可以把你的名字写进名单吗?

b. A new wing was added to the building. 这座大楼新添了一座边房。

思维拓展： add up sth 把……加起来

add sth to sth 把……加到…… add to sth = increase 增加了…

add up to 合计;总共

指点迷津：a.. add sth to sth 是“把……加到……上去“，add to 不能分开用，意为“增加了……”, 相当于increase 或raise. 如：

e.g. a. He added some sugar to the coffee. 他给咖啡里加了些糖。

The bad weather added to our difficulty. 坏天气增加了我们的困难。

b. add还可表示“补充说“，后常接从句。

e.g. He added that he was satisfied with the talk. 它补充说他对会谈很满意。

词汇派生： addition n. 附加物 additional adj. 附加的

adding machine 加法机 in addition to 除……之外

(3)、upset v. 使不安，打乱adj. 心烦意乱的

e.g.a. His strange behavior upset his father. 他的奇怪行径困扰着他父亲。

b. I understand how upset you must be feeling. 我理解你心里有多难受。

思维拓展： a. upset sb. 使某人不安

upset the plan 搅乱了计划

upset the cup 打翻了杯子

It upsets sb that 让某人心烦的是……

It upsets sb to do sth 做……使某人不快。

b. be upset about 对……赶到心烦

指点迷津：(1). upset 指由于某事的发生而心烦意乱。

(2). nervous 在做某事的过程中紧张害怕的感觉。

(3). anxious 因担心某事的发生或不发生而焦虑不安。

词汇派生：upset-upset-upset-upsetting

(4.)、concern n. 担心，关心，关系;v. 涉及，有关

e.g. a. There is growing concern about violence on TV. 人们对电视上的暴力内容日见担忧。

b. Don’t be involved in what doesn’t concern you. 不要管那些与你无关的事。

思维拓展：a. show/express concern about/ for 对……表示关心/担心

b. concern oneself about/ for 担忧/关心……

concern oneself with 从事，参与……

concern sb./ sth 与……有关

词汇派生：concerned adj. 有关的;担心的

be concerned about/ over/for 关心;挂念

be concerned with/ in 牵扯进/参与……

as/so far as …be concerned 就……而言

e.g. As far as I’m concerned, the sooner, the better. 就我而言，越快越好。

(5)、 cheat v. 欺骗,作弊 n. 骗子, 作弊者

eg. He is accused of cheating the taxman. 他被控欺骗税务员.

eg. The two cheats set up tow looms. 这两个骗子支起两架织布机.

思维拓展： cheat sb. (out) of sth 骗取某人某物

cheat sb. into doing sth 骗某人做……

cheat sb. into the belief that 骗某人相信

catch sb. cheating in an exam 作弊被抓

[设计思路]本活动旨在引出话题，检测学生对友谊这个主题有哪些认识。问卷内容涉及日常生活中朋友之间可能发生的真实问题以及解决问题的办法帮助学生学会审视自己，引导其形成正确的价值观和处事原则。同时渗透与“友谊”有关

的一小部分词汇。

Step 2 Vocabulary learning

Activity2: Guessing game

Find the words or phrases for each of the following meanings from unit1.

1.______not insidde a building

2.______feeling disturbed

3.______to be worried about

4.______free, not tied up

5.______to experience something

6.______to take no notice of

7.______staying close to and looking at somebody

8.______to become quiet after nervous activity

9.______number of things that happen one after another

[设计思路]本活动属于利用英语解释本单元重点词汇，旨在训练学生用英语思维的能力。

Step3 Vocabulaary recitation

Sstudents will be asked to recite the following key words and try their best to set down them in the blanks.

________________ vt. 增加;添加;补充说 vi. 加;加起来;增添

________________ n. 点;尖端;分数

____________vt.& vi. (_______ ______ ______) 使不安;使心烦

adj. 心烦意乱的;不适的;不舒服的

____________ vt. 不理睬;忽视

____________adj.平静的;镇静的;vt.&vi.使)平静;(使)镇定

_____________ vt. 涉及;关系到 n. 关心;关注;(利害)关系

______________adj. 松的;松散的;松开的

_____________n. 欺骗;骗子 vt.&vi. 欺骗;骗取;欺诈;作弊

________________ n. 理由;原因

________________ vt. 列出

________________ vt. 分享;均分;分担 n. 一份;份额

________________ n. 感觉;感情

________________ n. 荷兰

________________ n. 德国人;德语 adj. 德国的;德国人的;德语的

________________ n. 连续;系列

________________ adv. 在户外;在野外

________________ adj. 疯狂的;狂热的

________________ n. 自然;自然界

________________ n. 目的;意图

________________ vt. &v. aux 敢;胆敢

________________ n. 雷;雷声; vi. 打雷;雷鸣

________________ adv. 完全地;全然地;整个地

________________ n. 能力;力量;权力

________________ adv. 依照

________________ adv. 按照;依据

________________ vt. & n. 信任;信赖

________________ adv. 在室内;入室内

________________ vt.& vi. 遭受;忍受;经历

________________ n. 十几岁的青少年

________________ n. 忠告;建议

________________ n. 调查表;问卷

These words are new to students, so make explanations if necessary.

[设计思路] 通过此任务，旨在提高学生的瞬时记忆能力。

Step 4 Practice:

Activity3： Group competition (group work)

1.Divide the class into 3 groups, and students should guess the words from the picture as soon as they can (The quickest student who tells right will get one score)

2. Hold a Competition in groups trying to write down words related to Friendship as many as possible and the group which can set down more words than any other groups will be the winner.

[设计思路] 通过小组间的活动能够进一步激发学生的学习词汇的热情，这是一个很好的方法。

Step5 Summary

Get a group to sum up this class and the teacher can add something if necessary.

[设计思路] 通过小节，强调本节课的重要内容。

Step6 Homework

Try to remember the vocabulary that the students have learned in class.

[设计思路]通过作业，巩固所学。

六、板书设计

Competition in groups

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

七、教学反思

本课设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。

1. 从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。本堂课总共设计了3次活动，每一次都有所侧重，要求由浅入深，在保证大部分学生能按时按质完成任务的同时，又能体现选拔的效果，鼓励一部分学生积极的展现自我。避免了活动流于形式，单纯地追求

“快乐”。

2. 课前做了大量的资料收集和整理，有选择的在教学中有效地使用图片和视频，大大提高了学生对学习的兴趣。

3. 不抛弃优秀的传统教法。在任务型教学中，也考虑融入传统的板书和语言形

式的操练，令到学生的操练更具目的性、指引性。

总体上，本设计以小组活动为桥梁，将英语学习与现实生活紧密结合，体现了以学生为中心、教师为指导的新课程理念，有效地完成了该堂课的任务，是一个不错的教学设计。

篇8：《读书人是幸福的人》 教案教学设计(高一上册)

《读书人是幸福的人》 教案教学设计(人教版高一上册)

麻城师范学校    肖刚建

教学目标

1．学会对文中内容做注释，养成翻阅工具书的习惯。

2．掌握并学会运用整体通读、专心精读、比照联读、扩展阅读等阅读方法。

3．能联系各自的阅读经历和读书体会，理解“读书人是幸福人”的内涵，从而热爱读书、积极阅读，做一个快乐的读书人。

教学重点

1．学习运用多种阅读方法，理解字词句，边读边归纳大意，感知文章深刻内容。

2．培养学生搜集并处理资料的能力。

教学难点

1．理解体验“读书人是幸福人”。

2．培养学生勤于阅读的良好习惯。

教学方法

1．教师点拨引导，学生自主学习，归纳要点，掌握方法。

2．通过课堂交流讨论，感悟读书对自我发展的重要意义。

教学课时

两课时

教具运用     图影仪

教学班级      1107           1108

教学时间         .96

教学过程

第一课时

一、导入新课

开展小调查

1．你读书的感受：

A．苦  B．苦中有乐  C．乐   D．乐中有苦

教师引导 选择A或B的：你是个诚实的孩子

选择C或D的：你是个幸福的孩子

2．你读书的目的：

A．考出好成绩  B．让家长高兴  C．获取知识   D．不知道

教师引导 选择A或B或D的：你是个诚实的孩子

选择C的：你是个幸福的孩子

谢冕说：“读书是幸福，读书人是幸福人。”让我们一起走进谢冕的幸福生活…….（课件展示）

本文是北京大学中 文系教授谢冕有关读书的一篇随笔，抒发了对北京大学的热爱之情。这种热爱源于北大所给予每一个“北大人”的文明滋养，也包括对北大图书馆的爱和对所有读书人的交流、交往的幸福回忆。可以说，作者对读书的幸福主要是在北京大学这样的文明圣地感觉到的，那么，读书人为什么是世间的幸福人？

二、讲授新课

板书：读书人为什么是幸福人

(一)（泛读）学生整体感知全文。

1．为什么说读书人是幸福人？（引导学生从找各段的中心句入手去感知）

第1自然段：我常想读书人是世间幸福人，因为他除了拥有现实的世界之外，还拥有另一个更为浩瀚也更为丰富的世界。

第2自然段：阅读能增广见识，进入不同时空的诸多他人的世界。

第3自然段：读书加惠于人们的不仅是知识的增广，而且还在于精神的感化与陶冶。

第4自然段：与好书结缘能使人“向善”、“避恶”。

最后一自然段是：读书人是幸福人。（也是全篇主旨）

2．理清文章的结构（引导学生注意文章的开头结尾）

教师引导：全文各自然段之间是总--分--总的结构关系。作者的思路是先总说“读书人是幸福人”的根本原因，再分述读书能增广知识、陶冶精神，与好书结缘能“向善”、“避恶”，最后再重申主旨，与开篇呼应，用“所以--”句完成因果论证。即课文最后一段：“所以，我说，读书人是幸福人。”这个结论句，是逐层深入论述的，是全文主旨，与开头呼应。（提醒学生体会作者思维的严密和逻辑的清晰）

（二）（精读）品读课文，结合学生阅读经历理解“读书人是幸福人”。

1．学习第1、2自然段。

①学生朗读课文第1、2自然段。

②教师提问：作者为什么说读书人是幸福人？请找出其中理由。

（引导学生用自然段1、2文中语句来说明）

现实世界（人人都有）

自然段1：读书人拥有两个世界

更丰富的世界（读书人独有）

不仅多识草木虫鱼

自然段2：阅读能进入不同时空的他人世界   而且可以上溯远古，下及未来

饱览存在与不存在的奇风异俗

③请结合自己的阅读经历谈谈对这些语句的理解。（如果学生谈不好，教师可先谈自己的体会，给学生做个示范）

④归纳总结：读书可以增长人的知识。

2．精读、美读课文第3自然段，讨论问题：

①上节课布置了课外作业--查阅几个国内外名人名作的故事及内容等资料，请同学们简要谈谈。教师通过练习的方式调动学生积极性能，检查其作业情况，也便于记忆。

（教师请几个同学来简要讲讲，并及时表扬学生，鼓励学生要养成翻检工具书、查阅学习的好习惯。）

②学生结合自己的阅读经历谈对这些语句的理解并仿照课文句式把它写出来。

从      学得          ；从      学得        ；从      学得         。（言之成理即可）

归纳：读书可以陶冶人的精神。

③本段与上段的关系。（提示学生注意本段开头的关联词）

首句中的“不仅--而且--”是什么关联词？（递进）

这句话在文中的作用？（起承上启下作用。理解：自然段1、2说明读书能使知识增广，自然段3说明读书能使人格高尚）

④让学生判断本段使用的典型的论证方法和修辞方法。

例证法；反复和排比的修辞手法。

3．学习第4自然段。

①请一组学生朗读第4自然段，找出中心句：“与书本结缘，做一个与崇高追求、高尚情趣相联系的人。”

②学生寻找并读出“读书使人向善”的句子。（“对暴力的厌恶一步一步向着人间的美好境界前行。”）

③教师以学生喜欢、熟悉的文学形象（如关羽、曹操、令狐冲、东方不败等）为例，从人们包括学生对这些人物的褒贬态度出发，引导学生理解以上语句。

④书籍有多种多样，有好书和坏书。那么，好书和坏书对人有何影响呢？

（学生自由发言，教师结合文中作者的感受去正面引导学生）

好书：使人向往高尚、厌恶暴力、同情弱者    （引用）笛卡儿：读书使人向善，使人情趣高雅、趋避凡俗

坏  书：宣扬暴力等                        （引用） 雨  果：读书使人避恶

⑤教师引导学生正确选择书籍，让学生举例说明对什么是好书、什么是坏书的理解。

⑥教师拓展提问：同学们，读书对自己、对他人、对社会有这么大的力量、有这么多的好处，你愿意做个怎样的人？你愿意生活在怎样的社会？

（教师引导：希望从今多读一些好书，做个对社会有用的人。）

⑦归纳：读书可以使人情趣高尚、趋善避恶。

三、归纳小结

1．体会为什么作者会从这些方面来谈读书人是幸福人？

教师引导：这些方面正是人类精神生活的几个层次,知识面的扩大（获得），精神的感化（影响）,行动受到精神的感化而更趋向真善美（实践）。

2．不知道学习了这一课后，还有谁认为读书是苦差事？我们都知道“希望工程”、“红凤工程”，很多贫困地区的孩子没有学上，没有书读。 大家有没有看过张艺谋导演的电影《一个都不能少》，其中扮演小老师的魏敏芝，就是实实在在的贫困山区的失学儿童。（图）摄影家解海龙于1991年4月在安徽大别山区拍摄了照片《我要读书》，这张照片成为了希望工程的标志。图中主人公“大眼睛”苏明娟，也是贫困山区的失学儿童。

我们今天能够坐在这里上学、读书，学习知识，陶冶情操，难道不应该是幸福的人么？

布置作业

第二课时

本课时主要是引导学生感受读书对人生发展的重要作用，明确读书与幸福之间的密切联

系。从而以此为契机，介绍多种读书方法，培养学生对书籍的兴趣，做一个快乐的读书人。

一、拓展延伸

进一步体会读书的幸福感，了解科学有效的读书方法。

（一）进一步体会读书的幸福感。

1．从课堂上看课外书的现象谈起，让学生说说自己的阅读兴趣，可结合自己曾经读过的一部作品，谈谈自己从文章中收获的点滴感受。说说自己在阅读喜欢的书籍时的愉悦体验。（为了让学生积极发言，也为了让个别无准备的学生有话可说，教师可以谈谈自己读熟悉的小说或者喜欢的文章时的感受）

2．教师精选一些简短的阅读材料让学生当堂阅读，体会阅读的`快乐。鉴于职高学生的阅读欣赏水平，教师在选材时可考虑那些幽默的、感人的甚至是煽情的，能让学生读后会心一笑或潸然泪下的作品。就在这笑与泪中体会阅读的愉悦。(附拓展资料：感人故事和幽默故事及刘墉的《做一个快乐的读书人》)

（二）向名人学习读书。

良好的学习方法，将会使我们收到事半功倍的效果。追踪成功者读书方法的轨迹，不仅是有趣的，而且是富有启迪的。同学们，当你读完以下几位名家的读书方法后，你将怎样把书读得更好呢？

“尝试想书”法

我国著名数学家华罗庚有一种奇特的读书法。他在灯下拿起一本书，不是从头到尾一字一句地读，而是对着书名闭目静思。他设想，这样一个题目如果到了自己手里，应该分做几章几节，哪些部分要重点阐述，哪些部分要简略交待。想后再打开书，如果作者写的和他的思路一样，他就不再读了。如果文章与猜想的不同，他便找出不同的地方，反复阅读，并与自己的思路作比较，想一想哪种写法更好些。

“日积月累”法

革命老前辈徐特立爷爷学《说文解字》的部首，共有540个字，一年才读完，每天只读两个字。他四十多岁开始学外文，也是采用这种“日积月累”法，每天学一个单词，一年学了365个。凭着这种积少成多的方法、持之以恒的精神，他先后学会了法文、德文和俄文。

“见缝插针”法

毛泽东主席自学外语十分刻苦，由于他的湖南口音重，发音不准，有时要练几十遍甚至几百遍。他日理万机，公务繁忙，但每天一起床总要花上一个小时学外语，晚上躺在床上还要学一阵子。他还把英文版的《矛盾论》放在身边，抽空就读。旅途中也专心学习外语。由于每天见缝插针地学习，到50年代，他就能阅读一般英文书刊了。

“摘记卡片”法

我国现代著名历史学家吴晗，擅长以渊博的历史知识和优美的文笔撰写文章，这笔力来自他独特的“摘记卡片”。几十年里，吴晗凡是遇到自己认为有价值的资料就摘记在卡片上，并按内容、性质分类保存。他做卡片的经验是：一张卡片只写一个内容，加上题目，注上类别，并写清楚资料来源，即作者、书名、页码等。

“标记符号”法

当代著名作家秦牧是一个酷爱读书的人。读书时总是喜欢在书上圈圈、点点、画画，画上各种标记符号，以便日后查考。需要随时翻阅的书，他总是放在一个专用的书架上，这样便于寻找。他说：“读过的书得择要在心里储藏起来，使它真正成为自己的精神财富。”

“随便翻翻”法

鲁迅先生在他的一篇题为《随便翻翻》的文章中写道：“书在手头，不管他是什么，总要拿来翻一下，或者看一遍序目，或者读几页内容。”鲁迅知识广博，应该说得益于他的“随便翻翻”。即读书须先浏览，选择重点，然后细读。因此，他在年轻时，除了规定的功课外，天文地理，花鸟虫鱼，无所不读。有一位日本科学家和鲁迅接触后，称赞鲁迅“什么都知道”。

（三）请班上学习较好的同学谈读书方法。

二、教师小结

读书（阅读）的方法很多，我们应该不断总结，找出最适合自己的方法。“书山有路勤为径”，此话不错。倘若再进一步，把“勤读”与“善读”结合起来，讲究方法会读书，“寻得蹊径巧登临”，就能真正进入阅读状态，体验读书的享受。从明天起让我们做一个幸福快乐的读书人。

三、课外延伸作业

1．摘录名人谈读书的格言。

2．读一本好书，写一篇600字左右的读书笔记或心得。

3．收集古今中外勤奋苦读的事例，并回忆一篇或一部曾经使自己有所感触或有所收获的作品。

肖刚建

篇9：高一英语Unit12教案(新课标版高一英语上册教案教学设计)

Teaching aims and demands:

a. Achieve language skills and related knowledge about art and literature;

b. Learn to make decisions and give opinions

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

the Restrictive and Non-Restrictive Attributive Clause

Lesson 1

Main points

1.Words

exhibition; give opinions; show; local

2.Functional items

Making decisions and give opinions

Diffcult points

give opinions

Teaching procedures

Step 1 Lead-in

T: Do you like painting? Do you know anything about painting?

Ss talk about painting.

Step 2 Warming up

1.Look at the following paintings and match them with the correct painters.

2.Check answers and talk about the pictures and painters.

3.Ask students to discuss the first two questions in pairs.

4.Several pairs report answers.

Step 3 Listening

1.Make sure the students know what to do.

2.Play the tape two or three times as necessary. Pause at important points and give the students help.

3.Check the answers.

Step 4 Speaking

1.Choose one situation and read the instructions.

2.Read the useful expressions for making decisions &giving opinions.

3.Ss work in pairs to make a dialogue.

4.Several pairs act out.

Step 5 Language points

1. opinion n.

in one's opinion

Ep: In my opinion, he has done a very good job.

give/express one's opinion on/upon

Ep: He has given his opinion on this problem.

2. local adj.

the local doctor

locl customs

locl government

Homework

Practise giving opinions and making decisions.

Lesson 2

Main points

1.Words

magic; power; wonder; a series of; treat; in trouble; come across; believe in; habit; welcome; enough; be afraid of; tell &say

2.Sentence patterns

as...as...

Difficult points

be afraid of doing &be afraid to do

speak, tell &say

Teaching procedures

Step 1. Revision

Check the homework.

Step 2. Pre-reading

1.Q: Have you read any of the Harry Potter books or watched the films?

A: Any possible answers.

2.Harry Potter has magical powers .Do you know any other heroes who have strange powers?

A: Any possible answers.

Step 3. Reading

T: I think you are all interested in stories about magic. Then we'll read a passage about a boy with magic--Harry Potter. Read the text and find answers to the questions.

1.Q:What's Harry's life like before he goes to Hogwarts?

A:Unhappy.They treated him badly.

2.Q:What is taught in Hogwarts?

A:Witchcraft and wizardy.

Step 4 Post-reading

Ask students to read the text again and answers the following questions.

1.Q:Why is Harry's life miserable before he goes to Hogwarts?

A:His parents are dead and the family he is living with treats him badly.

2.Q:What does Harry learn about himself at Hogwarts?

A:Harry learns that he needs to be strong/he needs friends/it is difficult to do the right thing/life is more complicated than he thought/...

Then finish Ex 2 on P81 and check answers.

Step 5 Language points

1.magic

adj.

The music is really magic.

n.

Some people still believe in magic.

the magic of great poetry

2.be afraid to do/be afraid of doing

I'm afraid to tell her.

He was afraid of falling into the river.

3.as...as...

It's as cold as ice.

He drove as fast as he could.

Step 6 Listening to the tape

Homework

Recite the text and language points.

Lesson 3

Main points

Words

one after another; go hiking

Difficult points

go+v.-ing

Teaching procedures

Step 1 Revision

1.Check the homework.

2.Ask several students to say something. about music.

Step 2 Grammar

The Non-Restrictive Attibutive Clause

1.Revise the rules.

2.Give the Ss several minutes to do the exercises in pairs orally.

3.Check the answers.

Step 3 Do Ex on P153

Homework

Review the grammar.

Lesson 4

Main points

1.Words

shoulder; whisper; turn around; stupid; compare; announcement; noise,sound&voice; work; open up; each other

2.Sentence patterns

It sounds like...

such...that...

It looked as if...

...not all of them are safe

If only they could find a way to...

He was just about to say something when...

She didn't have time to finish before the wall...

Difficult points

If only...

Teaching procedures

Step 1 Revision

1.Review the grammar.

2.Make sentence with the following words and expressions:

exhibition; wonder; a series of

Step 2 Presentation

In this period we'll read a passage about Harry Porter again.

1.T helps the Ss understand the passage and what to do.

2.Ss write the ending.

3.Several students read their endings and let the Ss choose which is the best.

Step 3 Language points

1.noise, voice &sound

noise: loud and unpleasant sound

Another kind of pollution is noise.

voice: the sound made through the mouth, esp. of human beings ,in speaking or singing.

He shouted at the top of his voice.

sound: the sound of music

2. if only...

If only I had more money, I could buy some new clothes.

If only she would listen to me!

3. turn around=turn round

He turned around to find a policeman following him.

Step 4 Listening

Homework

Revise all the words and expressions in this unit.

篇10：Unit5 知识(人教版高一英语上册教案教学设计)

(一)如何使用marry一词

(1)marry在大多数情况下是及物动词，需要宾语或用被动语态。

e.g.When did she get married?

她是什么时候结婚的？

(2)在有副词修饰时，marry可作不及物动词用。

e.g.She married very early.

她结婚很早。

(3)“和某人结婚”不能说“marry with sb.”，应该说“marry to sb.”也可以不与介词搭配，将marry用作及物动词。

e.g.She married a doctor.

or:She was married to a doctor.

她和一个医生结了婚。

(4)marry和get married都是非延续性动词，因此不能与表示一段时间的状语连用，表示结婚已有一段时间应该用be married。

e.g.They have been married for ten years.

他们结婚已经了。

(5)问现在的婚姻状态时，可以说“Is she married (or single)?”但不能说“Has she married?”

(二)keep一词用法小结

keep是高考常考词汇之一，其含义丰富，与其搭配的短语也很多，其主要用法如下：

用作及物动词

(1)保留，保存，保持，留下

e.g.We’d better keep a seat for him.

我们最好给他留个座位。

He kept all the money in the bank.

他把所有的钱都存入了银行。

(2)履行(诺言)，遵守

e.g.One should keep one’s promise.

一个人应当遵守自己的诺言。

Everyone must keep the law.

人人都必须守法。

(3)赡养，养活，饲养

e.g.He has a large family to keep.

他有一大家人要养活。

The old man kept many animals like dogs，pigs and cats.

这位老人养了许多动物，像狗、猪、还有猫等。

(4)经营，管理

e.g.He kept a hotel in this city.

在这座城市里，他开了一家旅店。

She is good at keeping house.

她擅长管理家务。

(5)保守(秘密)，记(日记、账)

e.g.Can you keep a secret?

你能保守秘密吗？

The boy keeps a diary every day.

这个男孩每天记日记。

(6)使……处于某种状态(情况)

在这种情况下，keep常跟复合结构(keep+宾语+补语)。用作宾语补足语的词有现在分词、过去分词、形容词、副词以及介词短语。

e.g.He kept me waiting for half an hour.

他让我等了半个小时。

Keep your mouth shut and your eyes open.

少说话，多观察。

The doctor kept me in for a week.

医生一周没让我出去。

He always keeps his books in good order.

他总是把书放得整整齐齐。

用作不及物动词

(1)保持，继续(处于某种状态)(keep为系动词)

e.g.Please keep quiet.

请保持安静。

We’re keeping in very good health.

我们身体非常好。

(2)(食物)保持良好状态。

e.g.Will this fish keep till tomorrow?

这鱼能放到明天吗？

keep构成的一些短语

keep(sb.)away(from sth.)(使)离开(某物)

keep sb.from doing sth.阻止某人做某事

keep sth.in mind记住某事

keep sb./sth. out(of sth.)不让……入内

keep back忍住(眼泪)，扣下，隐瞒

keep in touch with 与……保持联系

keep(on)doing sth.继续做某事

keep off远离，避开

keep up 保持(不低落)，继续

keep up with 跟上，不落在后面

(三)afford的用法

及物动词，其主要用法如下：

(1)“担负得起(……的费用、时间)”，常与can，could，be able to连用，表示“有足够的(时间、金钱等)条件(做某事)”。

afford +n./pron.

e.g.Now many people can’t afford the medical treatment in the country.

现在在农村许多人看不起病。

I can’t afford the time for it.

这时间我花不起。

afford to do sth.

e.g.Before liberation many people couldn’t afford to go to school.

解放前，许多人上不起学。

We can’t afford to buy this new house.

我们买不起这新房子。

(2)提供，供给，给予(正式用语)

afford sth.

e.g.The trees afford a pleasant shake.

这些树提供阴凉。

afford sb.sth./afford sth.to sb.

e.g.Reading affords us pleasure.

阅读使我们快乐。

History affords lessons to us.

历史给我们提供经验教训。

(四)关系副词when/where不能替代“介词+which”的场合归纳。

在定语从句中，when/where往往可以代替某些“介词+which”。

e.g.Tell me the time when/at which the train leaves.

告诉我火车发车的时间。

You’ll have some spare time when/during which you can learn English at home.

你会有些在家你可以学习英语的业余时间。

This is the school where/at which I used to study.

这就是我过去上学的那所学校。

Think of a place where/to which we can go for dinner.

想出一个我们可以去吃晚饭的地方。

但在下列情况下，when/where不能代替“介词+which”。

(1)当since，until，after，before+which时，不能被when代替。

e.g.I met Jack in 1980，since which I have never seen him.

我是在1980年见过杰克的，自从那时以来再也没见他。

He came back at ten，until which we worked.

他十点钟回来的，直到那时我们还在劳动。

He went to school at 8，before which he read English.

他八点钟上学，这之前他读了英语。

(2)当on，behind，in front of，through，from，beside，around+which时，不能被where代替。

e.g.I saw a desk on which was a book.

我看见一张桌子上有本书。

The house，in front of which there is a tree，is my home.

那所房子是我的家，其前有棵树。

This is the window through which the thief came in.

这就是贼从那进来的那个窗户。

篇11：《神奇的极光》 教案教学设计(人教版高一上册)

知识与技能：

了解有关的极光只是培养学生的自主学习的能力理清课文层次结构。

过程与方法：

自读--研究--讨论，学生通过自主研究分析讨论的过程完成对知识的理解与掌握

情感态度与价值观：

培养学生热爱科学探索自然奥秘的兴趣

创新素质与创新人格：

培养学生对大自然的热爱之情以及了解探索自然奥秘的兴趣。

教材分析：

本文是说明文且思路清晰，内容富于科学性与趣味性。

学生分析：

学生对自然界的奥秘有好奇心有学习文化的兴趣。

重点：

整体把握课文内容，学习本文说明方法；

难点：

如何整体把握筛选信息。

创新点：

跳读法找出文中的说明方法。

德育点：

培养学生勤于探索，勇于钻研的科学精神。

空白点：

假设自己是不同的身份阅读此文时会关注什么？

教学方法：自读预习--研究--讨论

教学手段：多媒体课件

附板书：      神奇的极光

曹冲

古老的神话传说

极光一瞥

极光的来龙去脉

一、导入：

大自然中的许多自然现象都以它特有的魅力吸引了我们的注意力，如：日食、月食、彗星、流星雨等等，然而今天我们要关注的则是另一独具魅力的自然现象--极光。

二、播放多媒体课件。

三、问看图片的感受，引出课题《神奇的极光》

四、学生在预习的基础上复述文章大意。

五、六章由三个小题目组成，依次分析每一部分。

《古老的神话传说》

提问：这一部分是如何体现极光的“神奇”的？

《极光一瞥》

提问：从这一部分中你看到了极光的哪些“神秘”之处？

《极光的来龙去脉》

提问：这样神奇的极光是如何“神奇”般的产生的？

六、总结

七、提升自身（以不同身份来阅读此文）

1、假如你是一位旅行家，阅读此文是你会有哪些感受？你又会写下怎样的旅行日记呢？

2、假如你是一位浪漫的诗人阅读此文是你会产生怎样的联想和想象，写下怎样的诗句呢？

3、假如你是一位科研工作者，此文会激发你怎样的联想和想象，你又会有哪些想法呢？

4、假如你想学习写说明文，你会关注什么？又有哪些收获呢？

八、布置作业：

缩写本文，字数300字左右。

史丽宏

[《神奇的极光》 教案教学设计(人教版高一上册)]

篇12：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)

I Teaching Aims and Demands

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2）useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1）the indirect speech led by if/what /who/where/how…

2）review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

2. Go over Part 1 in Listening on Page 85.

3. Go over Part 2 in Listening on Page 85.

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7)… we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 4 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

In Statements

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of

people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.

And then check each other’s message with the

partner.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the

table correctly.

2. Go over Reflection and ask the Ss to finish the

sentences.

Step 6 1. Review the whole unit.

Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻

The rumo(u)r has turned out to be true.

这谣传结果是真的。

Step 2 Review the whole unit.

Summary

篇13：高一(上)全套教案(人教版高一英语上册教案教学设计)

Unit 1

Teaching Aims：

1.Learn and master the following words and phrases

Survive, item, hunt for, make a fire on board,hammer,mirror, saw,care about,parachute

2.Important Ss’reading ability

3.Enable Ss to value the friendship between friends by learning the reading text

Teaching Important Points:

1.Important Ss’reading ability

2. Master the following phrases

Hunt for,make a fire,care about, on board

Teaching Difficult points:

How to make Ss understand the reading text better

Teaching Methods:

1.Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of the text

4. Careful reading to get the detailed information in the text

Teaching Aids:

1.a recorder 2. the blackboard

Teaching Procedures:

Step 1 Greetings and Revision

Yesterday we learned some self-introduction . We know how to describe yourself and your friends in English . Now who can give us self-introduction in English?

Step 2 Pre-reading

Ok. Thank you for your self-introduction . We all know that we have lived with our parents, since we were born. We have never been left on a plane without your parents , brother or sister, friends and all the things we use in our daily life . Yes or No ?

Step 3 Fast reading

First I’ll give five minutes to read the text and then summrize the main idea of each para.

Par. 1 : Chuck’s plane lands on a deserted island

Par.2: Chuck has to learn to how to survive on the island

Par.3: Chuck learns a lot about himself when he is alone on the island

Par.4 Chuck has made an unusual friend on the island

Step 4 Careful reading

Read the text again in three minutes and then answer the following questions and choose the best answer

Questions:

1.Does Chuck Noland always have time to get together with his friends?why?

2. Where does he land after the crash?

3. What things must he learn to survive?

4. What is the most difficult for him.

5.Who is Wilson?

6. What does Chuck learn about himself when he is alone on the island?

7. What does Chuck learn from his experience on the deserted island?

8. What can we learn from Chuck’s experience?

9.If you were alone on a deserted island,what would you do in order to survive?

10. Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist . There is only one parachute. Decide who should get the parachute and explain why.

Choose the best answer

1.Tom Hanks _____________ . C

A.is a successful businessman B. doesn’t have much free time

C. is the main actor in the movie Cast Away D. had a plane accident over the Pacific

2．A deserted island __________ . C

A. has no post office on it B. lies in the middle of the Pacific Ocean

C. is an empty place where nobody lives D. is a plane crashes are most likely to happen

3.. To be short of _______ is what makes it most difficultfor chuck to live on the island. C

A. volleyball B. fresh water C. friendship D. enough food

4. After 5 years alone on the island , chuck would probably disagree that _______ . A

A. a good friend should never think about himself

B. people can make friends with some unusual things like animals

C. friends are the people who can share your happiness and sorrow

D. as a good friend ,you must give as much as you take

5. which can be learned from the last paragraph of the passage ? B

A. Everyone need an unusual friends

B. Friends can learn from each other

C. A friend in need is a friend indeed

D. Animals and things can make better friends than human beings

Step 5 Repeat the story according to the following.：

plane crashed deserted island make friends with（Key words: learn to realise the lesson from Chuck friendship an unusual friend）

Step 6 Language points

1. ① manager n. 经理,管理者,经营者

这家公司的经理 the manager of the company

manage v. 控制, 管理, 经营 (口语:应付得来,做得来

Manage a business 管理商务 I can’t manage it alone.我一个人办不来.

2 crash n. 坠毁,碰撞,碰坏,哗啦啦地倒塌

他于飞机失事中丧生 He was killed in an air crash

v. 撞击, 坠毁, 冲入 公共汽车撞在树上了 The bus crashed into a tree

那架飞机坠毁了 The aircraft crashed

3. deserted adj. 无人居住的 , 荒废了的, 被抛弃了的

a deserted village/island 荒废的村庄/荒岛

4. develop v. 发展, 开发,(使)成长;(使)发育

植物由种子发育而成. eg.Plants develop from seeds

工农业飞速发展. Agriculture and industry develop very quickly

A developing country 发展中国家

A developed country 发达国家

With the development of 随着…….的发展

5.On the island,Chuck has to learn to survive all alone.

Alone与lonely的区别:

Alone adj,adv.作为adj时,只能用作表语,不能做定语. 意为”独自一人” 作为adv时,表示”独自,单独” 用在名词,代词之后,意为”只有”

lonely adj. 表示人 “孤独的, 寂寞的”.也可表示地方”荒凉的:, “人烟稀少的”,既可以做定语,也可以做表语.

虽然我独自一人,但是我并不寂寞 I am alone, but I don’t feel lonely.

他独自一人在荒岛上呆了四年 He lived alone on the lonely island for four years

6.In order to survive, Chuck developed

In order to 引导表示目的的状语,意为”为了”

他早起为了赶第一班车 He got up early in order to catch the first bus.

Unit 2

Teaching Aims：

1.Learn the text “English around the world”

2. Get Ss to master the useful expressions in the text

3. Train ss to read the text with correct pronunciation and intonation

Teaching Important Points:

1. How to improve Ss’ ability to read an article

2. How to get Ss to masterr the useful expressions

Teaching Difficult points:

The use of some useful expressions

Teaching Methods:

1. Fast-reading to train Ss’ reading speed

2.Reading comprehension to help Ss grasp the main idea of the text

3. Preactise getting Ss to master what they’ve learned

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

From the text we learned yesterday, we know that English is used widely around the world. People in many countries speak English as their first language, and among those countries are America and Britain. Then let’s look at two pictures. Can you tell me which one belongs to America and which one belongs to Britain?

The sceneries were so beautiful

But do you know that American English and British English are not the same. Then let’s have a revision of some differences between British English and American English.

e.g. a. Meaning: bathroom b. Spelling: color & colour

c. Pronunciation: hot d. Words: fall & autumn

I think most of our students are interested in the differences between American English and British English. Do you want to know more about it? Today we will learn the text named

Step 2 Reading Comprehension

ⅠFast Reading

Read the text quickly and answer the following question, then summarize the main idea of each para.

Question: Are the differences greater in the written language or the spoken language?

Answer: The differences are greater in the spoken language.

the main idea of each para.

Para.1 English is spoken as mother tongue and as a second language

Para.2 Many people learn English as a foreign language

Para.3 Many people communicate in English every day

ⅡCareful Reading

Questions:

1. When did American become independent?

2. When did the language begin to change?

3. Which country did the British take “Typhoon” from?

Which country did the Americans take “Tornado” from?

4. Who wrote the first American dictionary?

5. What was his purpose?

6. What are the main three reasons for the differences?

Step 3 Practice

ⅠRead aloud the text

ⅡGo through the text and deal with some language points

1.come about: happen e.g. How did the accident come about?

2. at first e.g. At first she was afraid of water,but she soon learned to swim.

3. while e.g. Some people are rich while others are poor.

4. just as e.g. Just as you say, he is a honest boy.

5. end up with e.g. At the dinner w usually begin with soup and end up with fruit.

6. except for e.g. You composition is good except for some spelling mistakes.

Ⅲ Answer the following questions by choosing the best answer.

1. America stopped being a part of England in _______. C

A 1707 B 1828 C 1776 D 1911

2. Which of the following statements is true? D

A After 1828 American English and British English stayed the same.

B After 1828 British English changed but British English stayed the same.

C After 1828 British English changed but American English stayed the same.

D After 1828 both British English and American English changed.

3. British English is different from American English because________. C

A British decided to change the spelling of many American words

B American English changed but British English stayed the same

C the Americans and British took different words from other languages

D America is a bigger country

4. Noah Webster was_______. D

A an American president B a Spanish farmmer C a British teacher D an American writer

5. Which of the following statements is true?D

A In the future both American English and British English will stay the same.

B In the future American English will change but British English will not.

C In the future British English will change but American English will not.

D In the future both British English and American English will change.

Step 4 Consolidation

Retell the text according to key words:

differences, come about, change, borrow, Noah Webster, spelling, pronunciation

Step 5 Homework

Write a short passage about the differences between British and American English, mainly the reason and some examples of the differences.

The Design of the Blackboard

American English & British English

ⅠDifferences Ⅱ Keywords

a.Meaning: bathroom differences

b. Spelling: color & colour come about

c. Pronunciation: hot change

d. Words: fall & autumn borrow

Noah Webster

spelling

pronunciation

Unit 3

Teaching Aims：

1. Learn and master the following words and expressions:

Adventure simply rafting equipment paddle get away from get close to

2. Train Ss’ reading ability

Teaching Important Points:

1.Improve Ss’ reading ability

2.Enable ss to understand the text better

3.Master the following phrases:

get away from get close to instead of be careful (not )to do sth

Teaching Difficult points:

Master sentence structures

1. Yet there are other reasons why people trave

2.It is done rives and streams where the waster moves quickly

Teaching Methods:

1.Discussion before reading to make Ss interested in travel and adventure travel

2. Fast reading to get a general idea of the text

3. Careful reading toanswerthe detailed questions in the text

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Discussion:

1.Do you like traveling? Why or why not?

2.Where would you most like to travel? Why?

3.What is adventure(冒险) travel?

Step 2 Reading

Today we’ll read a text “adventure travel”and know something about it Read the passage quickly to get the general idea

Para.1 adventure travel

Para2 Hiking

Para3 Rafting

Answer the following questions

1.Why do many people travel?

see other countries visit places that are famous, interesting or beautiful. meet new friends try new kinds of food experience life in other parts of the world get away from cold weather

2.Why do people enjoy hiking?

…get close to nature and take exercise at the same time.

…is easy to do and doesn’t have to be very expensive.

The basic equipment you need for hiking is simple.

…anywhere you like.

3.Why do people enjoy rafting?

…exciting adventure?

…a good way to experience nature?

4.If you want a normal rafting, what should you do?

If you are looking for more excitement, …try whitewater rafting.

5.What should you think about if you want to go for a rafting?

…safety; …good clothes; …learn the basic skills of rafting; such as how to handle the raft, how to paddle and how to…

You should also know how to swim.

…wear a life jacket.

HIKING

1).What is hiking?

2).Why is hiking a kind of adventure travel?

3).Where can you go hiking?

RAFTING

1).What is rafting?

2).Where is rafting done?

3).Why is rafting a kind of adventure travel?

Step 3 Careful reading

Read the text again and fill in the below form

Safety tips for hiking:

1.tell someone your destination 2.Bring some necessities

3.Watch out for possible dangers 4.Take some protectors

Benefits of hiking

1.Fun and exciting 2.Get close to nature 3.Take exercise

Safety tips for rafting

1.Learn some basic rafting skills 2.Know how to swim

3.Wear good and strong clothes 4.Wear a life jacket

Benefits of rafting

1.Give excitement 2.Experience nature 3.Take adventure

Compare hiking and rafting.

Similarities: Both are examples of adventure travel.

*Both take place outdoors.

*Both are fun and exciting.

*Both make people get close to nature.

*Both have safety tips.

Difference:

Places: Hiking : In the mountains,in a forest,along a river,in a city

Rafting : On rivers and streams

Equipment: Hiking : good shoes, clothes,backpack map, water, sunscreen, cell phone, hat, etc.

Rafting: Boat,paddle,good clothes,lifejacket

Cost: Hiking : Inexpensive

Rafting: Somewhat expensive

Skills needed: Hiking: Good walking skills

Rafting :Good rafting and swimming skills

Possible dangers: Hiking: Getting lost,sunburn,poisonous animals or plants,hunger and thirst

Rafting: Hitting rocks, trees,falling into water

Step 4 POST-READING

Choose the correct answers.

1 Adventure travellers want to ______ A

A experience fun and excitement B meet new friends

C try new kinds of food D visit famous sites or beautiful places

2 Hiking is a kind of adventure travel because ______ B

A it is not expensive B it is exciting

C you need a lot of equipment for it D you will often put yourself in danger

3 While hiking or rafting, it is important to think about ______D

A cost B excitement C fun D safety

4 Before you go to rafting, you do not have to _____ D

A learn rafting skills B know how to swim C put on a life jacket D wear leather shoes

5 Which of the following is the most difficult? _____ C

A Normal rafting B Stream rafting C Whitewater rafting D Rock rafting

Unit 4

Teaching Aims：

1.Improve Ss’ reading ability

2.Learn how to organize ideas in a text using “First” “ Next ” “Then ” “Finally ”

3. Master some important words and expressions

Teaching Important Points:

Help ss to understand the passage better

Teaching Difficult points:

How to improve ss’reading ability

Teaching Methods:

1.Discussion to let Ss know something about natural disasters

2.Fast reading to get the general idea

3. Careful reading to help ss understand some detailed information

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Pre-reading

1.What natural disasters do you know? Flood drought typhoon earthquake volcano fire

2.Have you ever experienced a natural disaster?

Can you describe what it was like and how you feel?

Step 2 Fast reading:

1.What were Flora’s first two feelings when she turned around and saw the water coming?

She felt surprised and wondered/frightened

2.Why was Jeff looking for the chimney? Because chimney is the strongest part of the house and he thought it would stand in the flood

Step 3 Careful reading

1.Jeff was waving his arms___________. D

A.to ask flora to look around B.to make Flora think twice

C.to make Flora t hear a loud noise D.to warn Flora of the advancing water

2.Put the following things in right order. B

a.Flora turned around and saw Jeff waving his arms. b.Jeff dragged Flora toward the house.

c.Flora climbed the stairs. d.Flora started crying. e.Jeff opened the hall door.

f.Jeff seized Flora’s arm and told her to run.

g.Flora struggle in the water and managed to get on her feet

A.a,b,g,d,e,f,c B.a,f,b,g,e,c,d C.a,g,e,b,f,c,d D.a,e,c,f,b,g,d

In the garden

Flood: roar/a wall of water/swept down/swallow / wave/cold as ice/ flow

Reaction: Jeff: wave arms/seize/dragged ..towards /pull her up/hold onto a tree /

Flora: struggle / get on her feet / hold hands / fought for life / pull…up

Feelings: surprised / wondering/frightened

On the way to the house

Flood: go down / great roar / flowed around their legs

Reaction: Jeff: shouted / ran to the steps / opened the hall door

Flora: couldn’t move/ran / got to the steps

Feelings: anxious / frightened

Inside the house

Flood: water: wave/like a sea/swept past/wild/ cut down trees /deep / swept away

House: cracking noise /strange sounds/ moved / falling down

Tree: went down / cut down by water

Garden: completely destroyed/swept away

Reaction: Jeff: looked for the chimney

Flora: climbed the stairs / ran upstairs/ listened / started crying.

Feelings: scared / panic / anxious

Next to the chimney

Flood: house: noise/gone down/moved up and down

Chimney: stand like a tower

Reaction: Jeff: found the chimney / saved themselves

Flora:

Feelings: relieved

Step 4 Pairs work:

1.Find out the words and expressions that the writer used to describe the terrible flood.

She heard a loud noise,which……..

There she saw a wall of water……..

The next moment the first wave swept her…….

The water moved up like a sea.

Below,the water swept past the house……

A terrible noise went through the house.

2.Find out the words and expressions that the writer used to describe their struggle.

Step 5 Pro-reading

Work out what the underlined words refer to(指代）

1.Before she could move, she heard a loud noise, which grow to a terrible roar. A loud noise.

2.There she saw a wall of water that was quickly advancing towards her. Behind her

3.She wanted to watch it. A wall of water that was advancing towards her.

4.Flora, whose beautiful hair and dress were all cold and wet, started crying. Flora’s.

5.For some moments both were silent. Jeff and Flora.

Step 6 Discussion

1.Who do you think is braver, Jeff or Flora? Why?

2. How can we rescue ourselves in a flood?

3. How will the disaster change

Jeff and Flora’s future life?

Step 7 Retell the story in your own words with your partner,

using the following words: First…… Next……. Then……. Finally……..

Unit 5

Teaching Aims：

1.Train Ss’reading ability

2.Learn the following words and phrases:

Creat, acript,academy, work on ,take off, cut…in pieces go wrong follow-up win over in the end

Teaching Important Points:

1.How to make Ss understand the reading text better

2.Learn and master the following phrases:

work on ,take off, cut…in pieces ,go wrong ,follow-up, win over, in the end ,owe to

Teaching Difficult points:

1. The differences between the following pairs of words or phrases:

2.be afraid of doing sth / be afraid to do sth ,high/highly

Teaching Methods:

1.Fast reading to get a general idea of the text

2.Question-and-answer activity to get the detailed information in the text

3. Explanation

Teaching Aids: 1. a recorder 2. the blackboard

Teaching Procedures:

Meryl Streep

1.When and where was Meryl Streep born?

2.How did he begin to act in plays?

3.When did she began to act in her first film?

4. What about his family?

Keanu Reeves

1.When and where was Keanu Reeves born?

2.Where did Keanu Reeves grow up?

3.What about the time when he was young?

4. What did make him famous?

INTERVIEWING

Useful expressions

You studied/worked/acted at different…

First…and then… What did you do next?

Finally you found a job as … Later on…

What roles did you act? How long have you been working as…?

Four parts of the text

1.The first part (the first paragraph)

Steven Spielberg is a passionate about film from a very early age.

2.The second part (the second paragraph) –

He could not go to the Film Academy but later his career began to take off.

3.The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films.

4.The forth part (the last paragraph) What Steven Spielberg has said and written.

Reading

Step 1 Lead-in

Do you know who is the director of the two film? Steven Spielberg

Talk about Spielberg.

Do you know the director ?

Do you know something about Spielberg?

Step 2 Read and fill in the chart.

Name Steven Spielberg

Age 57

Gender(性别) male

Year of birth 1946

Place of birth A small town in America

Name of his first film Firelight

Why are these years important for Spielberg?

1946--------- He was born in this year

1958--------- He made his first real film

1959--------- He won a prize for a short film

1962--------- He made a film called Firelight.

1975--------- He made a real blockbuster , Jaws

1982--------- He made another blockbuster, ET.

1993--------- He made the movie , Jurassic Park.

What are the movies about?

1. Jaws(1975) is about a big shark that attacks and eats swimmers.

2. ET(1982) is about a little creature that comes from outer space and wants to go home.

3. Jurassic Park(1993) is about an island where a very rich man keeps all kinds of dinosaurs.

4. Schindler’s List(1993) is about the cruelty of war/a German who saved thousands of Jewish people from being killed in the war.

5. Saving Private Ryan is also about the cruelty of war/an American captain who led his team to search for a soldier named Ryan.

Step 3 Read the text again and then summarize the main idea of each part

Three parts:

Part 1. (1-2) Talking about Spielberg’s earlier works and his live.

Part 2. (3-6) Talking about some of his films. Such as Jaws (1975), Jurassic Park (1993), Saving Private Ryan (1998) and so on.

Part 3. (7) Talking about Spielberg’s career and happy family.

Details for part 1

Childhood:

1946 born in a small town in American

1958 made his first real film

1959 won a prize for a short film

1962 Made his first film named FIRELIGHT

Youth Got a small job at a film and began his career

Details for part 2 & 3

Works: Jaws (1975) E. T. (1982) Jurassic Park(1993) Schindler’s List (1993)

Saving Private Ryan(1198)

Career: now is one of the top directors in the film industry

Family; met his wife when he was working and got married with her after seven years. Now they have seven children and live a very happy life.

Step 4 Ask and answer

1.Why did Spielberg study English instead of film?

Because his grades were not enough to go to the Film Academy.

2.why were people who saw the film Jaws afraid to swim in the sea?

Because they are afraid of the big shark in the sea

3.How important is his family to Spielberg’s career.

Spielberg says that he owes much of his career to his family.

4.What was Spielberg’s dream?

When he was young , his dream was to go to the Film Academy.

5.What is his wife’s name? Cate Capshaw ,a famous actress

6.What have you learnt from reading about Spielberg?

Working hard and believing in your dream will make your dreams come true.

Step 5 Multiple-choice:

1. How old is Steven Spielberg? ( A )

A 57 B 12 C 16 D 49

2. Why couldn’t Steven Spielberg go to the Film Academy as he wished? ( C )

A Because his family was too poor B Because he was too young to be accepted

C Because his grades were too poor D Because he hadn’t got enough experience

3. Which of the following are Steven’s war films? ( B )

A Fire&Jaws B Schindler’s List&Saving Private Ryan

C Jurassic Park&Schindler’s List D Jaws&Jurassic Park

4. This passage mainly tells about______ . ( A )

A Steven Spielberg’s life as a film director B Steven Spielberg’s life as an actor

C Steven Spielberg’s successful films D Steven Spielberg’s family life

Not One Less

Characters: Mr. Gao, Mr. Tian, Minzhi, Huike Some other pupils

Story: This film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station.

Comments: Many people like this film not only because the story itself is moving, but also because most of the people in the film use their real names and play themselves

Unit 6

Teaching Aims：

1.Learn some useful words and expressions

2.Train Ss’ reading ability

3. Get Ss to learn about table manners in western countries

Teaching Important Points:

1.Learn and master the folowing useful expressions:

Make a good impression, be close to a little bit ,start with ,keep silent ,ask for ,at table ,all the time ,drink to , too much

2.Help Ss understand the passage better

Teaching Difficult points:

How to help Ss understand the passage exactly ,especially the following sentences;

Teaching Methods:

1.Discussion to compare table manners in China with that in western countries

2.Fast reading and careful reading to understand the passage exactly

Teaching Aids: 1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

Please tranlate this sentence “ Do in Rome as Romans do”into Chinese Today we are going to read a passage about table manners at a dinner party.

Read the text fast and silently, find the answer to the question,

“Which of the following can be found in the text?”

how to place those things./ how to lay the table

Chinese table manners

how some Chinese start eating

the order of dishes

how to cook western food

how to use a napkin

things to pay attention to at dinner table

Step 2 Fast reading

Read the text quickly and summarize the main idea of each part

Part1 (Para1) laying the table and good table manners

Part2 (Para2-5) the order of dishes and good table manners

Part3 (Para6) table manners changing over time and places

Step 3 Careful reading

Read Para.carefully and answer the questions.

1.what can be found on a Western dinner table? What about on a Chinese one?

Is laying the table for a dinner party in Western countries and in China the same?

2. How is the table laid in Western dinner party?

Things found on a Western dinner table

a small plate; a large plate; a napkin; a small basket with a roll of bread; a glass for red wine;

a glass for white wine; a glass for water; two pairs of knives and forks of different sizes; a soup spoon; a dessert spoon

Things found on a Chinese dinner table

a bowl; a Chinese spoon; a pair of chopsticks; a small ornament to rest the chopsticks on; a small tray with a damp cloth; a napkin; a small glass fot spirits, a glass for beer of soft drinks.

How is the table laid ? a small,bread roll,glasses,knivesForks, plate, two spoons, napkin )

How to use the napkin at a western dinner party?

You can take your napkin , unfold it and put it on your lap when you sit down at the table .

Step 4 Read Para2-5 carefully and answer the questions.

1.Please number the follow dishes be served at a dinner party with the right order.

dessert 4 drinks 5 main course 3 starter 1 soup 2

What are good table manners ?

Pray and keep silent for a moment .Then say

“enjoy your meal”to each other and start eating .

Keep the knife in your right hand and the fork

in your left .

Never ask for a second bowl of soup.

Use your fingers when eating chicken or other birds.

Finish eating everything on your plate .

Speak quietly and smile a lot .

Raise your glasses and take only a sip.

Step 5 Read Para6 carefully and answer the questions.

1. What will you do if you are not sure what to do? You can always follow your hosts.

2. Why is it difficult for people to follow good table manners?

Table manners change over Time and places.

Competition

1)You eat with little noise and movement. ( )

2)Use the napkin to wipe the silver or china. ( F )

3)Wait until all dishes are served. ( F )

4)Try every kind of new dish and appear to enjoy it. (F )

5)Bread is taken by a fork. ( F )

6)A soup spoon should be left on the table. ( F )

7)Do not put much food in your mouth at a time. ( )

8)Try not to get your lips greasy when drinking. ( )

9)Do not drop any food on the table cloth. ( )

10)Do not make any noise when you eat. ( )

11)Talk when there is food in your mouth. ( F )

Step 6 Discussion

A friend from Britain named Jack invites you to have a dinner at his home at 7:00 pm.

What will you do if you want to leave a good impression?

Arrive on time . Say thanks and goodbye Follow table manners Knowing the manners will help you make a good impression

Step 7 Summary

1.How do you use forks and knives at the table in Western countries ?

We keep the knife in our right hands and the fork in our left.

2. What table manners does the text tell about ?

How to lay the table How to use forks and knives etc. How to behave to the table.

How to eat. How to toast and drink

Step 8 Useful Expressions:

pay a visit to sb./sth.=Pay sb./sth. a visit 拜访某人/某地

2. make /leave a …impression on sb. 给某人留下……印象

3. be/sit at the table 坐在桌边 at table 在吃饭

be at table 正在吃饭 sit at table 入席,坐下吃饭

4. start with = begin with

5. drink to…=drink a toast to… 为……祝酒,为……干杯

drink (to) one’s health 为某人的健康干杯

e.g. Let’s drink to our friendship. We drank (to) each other’s health.

6. too much much too

e.g. I’m afraid I’ve put you too much trouble. I’m afraid the gift may be much too expensive.

Unit 7

Teaching Aims：

1. Master the following words and expressions:

Restore,replace,recreate, in ruins, under attack, give ,in pieces,bring…back to life ,come true

2.Learn the following sentence patterns:

It is true that…

3. Improve Ss’reading ability

4. Enable ss to be aware of the significance of protecting cultural relics

Teaching Important Points:

How to improve ss’reading ability

Teaching Difficult points:

1.How to grasp the main idea of a paragraph

2.How to help the Ss masterthe use of some useful words and expressions

3. How to enable the Ss to use the sentence patterns correctly.

Teaching Methods:

1. Discussion method to make the Ss understand what they’ve learned in class

2. Pair work or group work to get every student to take part in the teaching-and-learning activities

Teaching Aids:

1.a recoeder 2. the blackboard

Teaching Procedures:

Step 1 Study the title and guess

What is the difference between “A City of Heroes” and “Heroes of a City”?

“A City of Heroes” focuses on (着重；强调)a city, and there are many heroes; while “Heroes of a city” focuses on heroes, who live in a city.

Step 2 Read the text fast and answer:

What makes the city very great?

A. the people of the city. B. the location(位置）of the city. C. the cultural relics of the city.

Step 3 Read the passage again, and find the topic of each paragraph.

Para1: the building of the city.

Para2: the destroying of the city.

Para3: the rebuilding of the city

Para4: the present situation of the city.

Step 4 True or false(P46 Ex.2)

1.The city of St Petersburg was rebuilt by Peter the Great. F

2. The Germans attack St Petersburg a hundred years ago. F

3.A portrait of Peter the Great was destroyed by Germans.

4.It was difficult for the people to rebuild the palaces.

5.Workers and painters used old photographs to help them rebuild the city.

6. St Petersburg will never be as beautiful as it was before. F

Step 5 Answer the following questions:

1.Who built the city? When and where ? Peter the Great Three hundred years ago

2. Who wanted to destroy the city? When? The Germans. In 1941.

3. What damage did they do to the city?

They burned many of the palaces and St Petersburg was almost in ruins: building were destroyed, and paintings and statues lay in pieces on the ground.

4. How long did the attack last? What did the people of the city do?

900 days They never gave up; they tried their best to protect the city

5. After the attack, what did the people of the city do? They rebuilt the city.

6. Was it very hard to finish the work? How did they do it?

Yes. They did it with the help of old paintings and photographs.

Step 6 Read the text carefully and answer the questions of each Paragraph

Paragraph 1

1.By whom was St Petersburg built? The Russian Czar, Peter the Great.

Where and when was St Petersburg built?

In 1703,St Petersburg was built on the banks of the Neva River.

Paragraph 2

Why has the city become an important part of Russian culture and history?

St Petersburg has been the centre of many important events in history. The events is the reason.

Paragraph 3

What is the paragraph about?

Rebuilding the great city was difficult, but the people of St Petersburg succeeded

Paragraph 4

The people of St Petersburg are heroes of the city, why?

Why is the city a city of heroes? (多选题）

A: the events. B: the people of the city C: Czar peter D: the building

Step 7 Summary

St Petersburg:: was builded over 300 years ago on the bank of Nave River

Builder: Peter the Great

Destroyer: the Germans

Protectors: the people of the city

The people of St Petersburg are the modern heroes of Russia.

Peter the Great: 1. the Russian Czar 2. strong, proud, built a new capital city

3. Many new beautiful palaces like something out of a fairytale were built during his lifetime.

the Germans: 1. Tried to destroy the city in 1941 2. Burned many of the palaces as they left

3. St Petersburg was almost in ruins when they left.

the people of the city: 1. never gave in facing the attack by Germans for 900 days.

2. not gave up restoring the city and its cultural relics though it seemed impossible.

3. A lot of work was done on rebuilding the city and its culture though it was very difficul.

Unit 8

Teaching Aims：

1. Imporove the Ss’reading ability fast-reading and reading

2.Enable the Ss to master the new words and expressions , as well as the language points

3. Train the Ss to love and take an active part in the sports

Teaching Important Points:

1. How to improve the Ss’ reading ability

2.How to write a summary

Teaching Difficult points:

1.How to grasp the main idea of a paragraph

2.How to use some useful words and expressions

Teaching Methods:

1.Discussion method to make the Ss understand what they’ve learned better

2.Pair work or group work to get every Ss to take an active part in the teaching-and-learning activities

Teaching Aids:

1.a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

What do the five rings stand for?” Europe Africa America Asia Oceania

1.What is the themes (主题）of the Olympic Games?

The themes of the Olympic Games is the international friendship and world peace.

2.Which team enters the main stadium first, and which team enters last?

The Greek team enters first and the team of the host country enters last.

3. Where is the torch lit? It is lit in Olympia, Greece

Step 2 Fast Reading

When and where were the first Olympic Games in modern times?

Step 4 True or False

1.Both the summer and winter Olympics are held every four years. T

2. The modern Olympic Games began around the year 776 BC.

3. In the old times both men and women were allowed to take part in the Olympics Games.

4. The 27th Olympics were held in Los Angeles.

5. In Barcelona the Chinese team won 16 medals.

6.The 28th Olympic Games will be held in Beijing.

7、The first modern Olympic Games happened in the year 383 AD.( )

8、The Olympic Games were born in Greece.( T )

9、The 24th Summer Olympics were held in Barcelona in Spain.( )

10、Horse-riding is one of the unusual sports in the Olympic Games.( T )

Step 5 Careful Reading

Both the Summer and Winter Olympics are held every four years.

Time City

Atlanta

Sydney, Australia

(Winter Olympics) Salt Lake

Athens

Beijing

Step 6 Reading carefully and fill in the below form

Para2---4 Time Place Competitors Sports

the 1st old Olympics 776 BC Greece Olympia young men

women x (why?) (one item, one day)

the old Olympics running jumping wrestling….

393 AD stopped when Greece came under the rule of the Roman Empire (罗马帝国)

the 1st modern Olympics 1896 Greece Athens 311 (13 countries) many items

the 25th Summer Olympics 1992 Barcelona 8000 (150 countries) 250 (sailing,horse-

riding,shooting)

Step 7 Read Para5 and Listen to the tape

The Olympic motto : “Swifter, Higher, Stronger” “A nation(国家,民族）with a strong body

is the base(基础) upon which a society (社会) can be built into prosperity (繁荣) ”

Para 6: To hold the Olympic Games is a rich prize for a country.

Every country wants to be the sponsor(主办)of the Olympic Games. Why?

much richer ,stronger show national power(国力) famous

carry forward( 弘扬）the spirit of the Olympic Games

Step 8 Read the text again and Summary the main idea of each paragraph

What’s important Olympic events happened/will happen in the following years?

In 776BC: The ancient Olympic Games began

After about the year 393AD: the Olympic Games stopped.

In 1896: The first Olympic Games in modern times happened.

In 2000: The 27th Olympic Games was held in Sydney

In 2008: The 29th Olympic Games will will be held in Beijing

Summary the main idea of each paragraph

The 1st: The Olympic Games are held every four years.

The 2nd: Something about the old Olympic Games.

The 3rd: Something about the Olympics in modern times and the 27th Olympic Games.

The 4th: The Olympic motto and something about the track star: Carl Lewis and the Chinese team in Sydney Olympics.

The 5th: Beijing will host and is making preparations for the 29th Olympic Games.

Step 9 Discussion:

The 29th Olympic Games will be held in Beijing in 2008. What shall we Chinese do for the city? What will Beijing look like at that time?

Integrating skills

Fast reading:

Q1. What does Yao Ming do?

Q2. Why is he so famous?

Detail Reading:

Name : Yao Ming Sex : male Nationality: Chinese

Birthplace: Shanghai, China Date of birth: Sept.12.1980 Weight: 134Kg Height: 2.26m

Job: basketball player Position: centre Club: the Houston Rockets

His parents’ job: famous basketball players

His interest as a young boy: learn to play the world’s most popular games

Unit 9

Teaching Aims：

1. Train the Ss’reading ability

2.Learn and master the following words and phrases

Teenager, press, function ,image ,feature, throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to

Teaching Important Points:

1.Learn and master the following phrases

throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to

2.How to make the Ss understand the text better

Teaching Difficult points:

1.Master the difference between the following phrases: no matter wh-/wh-ever ,in case of/ in case

2.Understand the following sentences

(1) Having a cell phone also makes us feel safer , since we can for help in case of an emergency

(2) Wang Mei is one of many Chinese teenagers who live life on the go and use cell phones

Teaching Methods:

1.Discussion to arouse the Ss’interest in the text

2. Fast reading to let the Ss get the general idea of the text

3. Question-and-answer activity to let the Ss get the detailed information in the text

4. Making sentences to have the Ss master some language points

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

(Show a mobile phone to the students) Answer the following questions

1.Have you ever used a cell phone? Do any of your classmates have cell phones?

Step 2 Read the passage again ,and try to find the main idea of each paragraph

1.Wang Mei is an example of Chinese teenagers who have cell phones.

2.Cell phones can be used for many things.

3.Cell phones also cause problems

4.There are several reasons why teenager like cell phones

5.Wang Mei explains why she likes her cell phone and what she used if for.

Paragraph 1 Enjoy the life on the go

Paragraph 2 New functions are being added

Paragraph 3 Cellphones can not be used in school.

Paragraph 4 Several reasons why teenagers like cellphones.

Paragraph 5 We enjoy the life with cellphones.

The main idea

It discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.

Step 3 Look at the outline of paragraph 2,3 and 4 and try to fill in the blanks

2.Cell phones can be used for many things.

For example: Cell phones are used as cameras, Radios and electronic calendars, and to send E-mail,surf the Internet,play games and enjoy music.

Step 4 Answer the following questions:

1.What does the title “Life on the go” mean?

It means the high pace of modern life and to the fact that portable devices, like cellphones and laptops, are becoming popular.

2. Why do some schools not let students use cellphones?

Cellphones can distract students in class; cellphones may make students spend more time talking on the phone than doing homework

3. Why do teenagers like cellphones so much?

Safety and the cool factor; the desire to be liked by others.etc.

4.Wang Mei says that cellphones are the most useful? Why?

Step 5 Read the text once again, fill in the blanks below:

1. Tell us some functions of cellphones:

Talking to people

Sending messages and images(pictures)

Playing games

Taking photos

Listening to radios and music

Sending e-mail or surfing the Internet

Reminding you about appointments

(3G cellphone)talking to people face to face

2.Cellphones may cause problems,such as:

In school,cellphones may disturb lessons.

Students may spend too much time and money on phone calls.

3. Teenagers like cellphones because …

1. Cellphones help us stay in touch with friends and family.

2. They can call for help in case of an emergency.

3. They think the cellphone is a way to have fun and be cool.

Step 6 Read through the text and tell if the following statements are true or false:

Wang Mei will be back home 10 minutes later. T

We may talk to anyone who also has a cell phone in his pocket. T

Now cell phones can be used as cameras, but not to send email or surf the internet.

Some important days can be reminded about by the earliest cell phones.

Some students disobey the rules and using their phones in the classroom.

John’s parents gave him a cell phone as a Christmas gift, but don’t let him use it in school

Wand Mei calls her best friend at least once a day. T

Unit 10

Teaching Aims：

1. Do some reading to improve the Ss’ reading ability

2.Help the Ss to know that we mustdo what we can to protect the animals and plants around us

3.Learn some useful words and expressions

Teaching Important Points:

1. Improve the Ss’ reading ability

2.Master the use of some important words and expressions

Teaching Difficult points:

How to help the Ss improve their reading ability and help them to know the importance of environmental protection

Teaching Methods:

1. Fast reading and careful reading to get the general idea and detailed information of the passage

2. Discussion and explanation to help the students understand the passage better

3. Listening and reading to improve the Ss’ pronunciation

4．Pairwork and individual work to make every student work in class

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Listening

What kind of pollution is it? air pollution

What are the causes? Causes: cars, factories, burning coal and oil

What are the effects? Effect: Human beings and animals can not breathe fresh air any more and may be poisoned.

water pollution

Causes: factories and drainage

Effect: Dead fish everywhere. We can not use and drink the water.

waste pollution

Causes: tourists

Effect: The world around us will be ugly, dirty. We will have a really bad environment.

Step 2 Scanning ( T or F )

1.Human beings always do as they say.

2.It’s late for us to take measures to keep animals and plants from dying out.

3.A species may die out if humans or other animals use too much of a plant or kill too many animals.T

4.Planting a tree is a way to create more space for animals.T

5. We often take good care of ourselves and planet .

6.Since many living things have already died out,we must do something to protect other living things.T

7.Plants and animals will be endangered when they can’t adapt to the change of their habitat.T

8.Plants or animals don’t have to change when a new species comes.

Step 3 Intensive reading

1.Why do animals & plants become endangered?

2.What can we do to protect animals & plants that are being endangered?

Main reasons:

Destruction of human beings.

Introduction of a new species.

Overuse of a plant and over-hunt for animals.

Lack of food.

Pollution.

Main idea of the text.

It’s about why a species becomes endangered and what we can do to protect plants & animals from becoming endangered.

Para 1. Many animals and plants have died out and some others are in danger

Para 2. Why do animals and plants become endangered?

Para.3. What can we do to keep animals and plants from being endangered?

Step 4 Listen to Para 1, answer questions:

1. Who is Steve Jones?

2. What does an environmental expert do?

3. Why should we take care of the planet and ourselves?

Listen to Para2, answer questions:

1. Can you explain what the habitat is like?

2. What will happen if the habitat is changed?

3. Why do some original species become endangered if a new species arrives?

Listen to Para 3, answer questions

1. What can we do to protect the animals and the environment?

2. Is it possible that people would be endangered?

Why do animals and plants become endangered?

Habitats are changed

New species arrive

Resources are overused

Animals are are over killed

Environment is polluted

1. Why is it important to make sure that animals do not die out?

If animals die out, our ecosystems will be destroyed and we human beings will die out, too

2.What can we do to help endangered animals?

We can stop people cutting too many trees, killing animals and polluting rivers. We can tell people to protect from now on.

Step 5 Choose the best answers

1.Steve Jones talks to the group ______. B

A. in a lecture hall of a university B. when he ‘s showing them around a park

C. In a zoo in Birmingham D. In a green park in London

2. The environment in which certain animals or plants are used to living is known as their ______. D

A. land B.species C. Park D. habitat

3. How many reasons does Steve Jones list to show how a species become endangered? A

A.3 B.2 C. 4 D.1

4. In what way nature seems to be cleverer than human beings? A

A. it does not drink. B. it always stays calm. C. it is a better recycler D. it never makes mistakes

5. What does “reduce” means? C

A. we must reduce the amount of food we eat. B. we must smoke less.

C. we must throw away less rubbish. D. we must control the world’s population

6. Which of the following is a way of “respond”?B

A Reply when asked a question B Show others how to protect the environment.

C try not to use harmful things. D Repair things and use them longer.

7. Which can be used as another title for passage 1? C

A. a lecture on the Tour B. Steve Jones

C. The Green park on Birmingham D. Action speak louder than words

8. Which is the best title for passage 2? C

A. Ecosystems B.Air , water and Energy

C.Four ways to care about nature D.Reduce the amount rubbish

Step 6 Discussion:

Think of things you could do to protect the environment. Write a list like Jennifer

Unit 11

Teaching Aims：

1.Train the Ss’ reading ability

2.Improve the Ss’communicating ability

3. Let the Ss know about the different styles of music in the world

Teaching Important Points:

1.Learn and master the following words and phrases

On the radio,in common, combine,variety

2. Improve the Ss’ reading ability and help the Ss understand the passage exactly

Teaching Difficult points:

How to help the Ss further understand the passage and finish the relevant tasks correctly

Teaching Methods:

1.Fast reading and careful reading to train the Ss’reading ability and understand the passage better

2.Discussion to improve the Ss’ability to communicate with each other

Teaching Aids:

1. a recorder 2.the blackboard

Teaching Procedures:

Step 1 Skimming

What is the passage about ? It’s a brief look at some of the exciting musical styles from around the world.

Step 2 Read the passage quickly and answer the following questions

1.How many styles of music does the author write about ? What are they?

Six They are blues, jazz, rock, hip-hop, rap, Latin music

2.Why does the author write this passage?

Because he wants to introduce some of the exciting music styles from around the world.

Step 3 Fast reading

3.Who are the two stars of Latin music mentioned in the passage?

Santana and Ricky Martin.

Step 4 Scanning

Read the passage slowly to get some details and then do the following :

I True or False questions and correcting the error

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

2.( ) Blues is a new style of music.

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

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

5. ( ) Rappers sing the words to their music.

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

Step 5 Intensive reading

kind Where is it from? Where is it popular?What are their characteristics?Famous singers/stars

Blues African songs US A way for…

Jazz Blues music US

Rock Blues music US

Hip- hop US fast/slow, combine

Rap US speak/“rap”

Latin music South/Latin America US/Spanish-speaking countries SantanaRicky Martin

Step 6 Choose the best answer

1. From Paragraph1 we can infer that___. A

A.There are many more kinds of music all over the world than we can hear on the radio or on TV.

B.There are not many kinds of music all over the world.

c.It is probable that few people like pop music.

D.Most of us probably have our favorite performers,stars or bands

2 .What is the most important characteristic of rap music?____ B

A.It combines other styles of music. B.The way it is sung is very special.

C.It can be fast or slow. D.It has something in common with blues and rock.

3.What do we know about Ricky Martin from the text?_______ D

A.He is popular in Spanish-speaking countries.

B.He is an American but speaks Spanish.

C.He is a rap singer.

D.He is not only well-known in Spanish-speaking countries but all over the world.

4.Where do you think Latin Music will be very much liked according to the text?______ B

A.Where there are many young people.

B.Where there are many Spanish-speaking people live.

C.Where there are many English-speaking people.

D.Where many Africans live.

5. Blues music comes from ________ . C

A. Latin America B. North America C. Africa D. Spain

6. The blues was brought to the US by _______ . B

A. African singers B. African artists C. African Musicians D. African slaves

7. The word “rap” in Paragraph 3 means “_______” . C

A. to sing and dance along with the beat. B. to peak the song words and dance along with the beat.

C. to sing and rap along with the beat. D. to speak the song words and rap along with the beat.

8. According to the passage, which of the following statements is true? D

A.Jazz, rock ,hip - hop , rap and Latin music are new musical styles.

B.Now blues is not popular in the US any more.

C.Hip - hop , rap and Latin music are very popular in the US.

D.Hip - hop and rap are completely the same as blues and rock.

9. In the US, where there are many Spanish – speaking , Latin music is a big part of the culture. The culture here refers to ______. B

A.African culture B. Spanish-speaking people’s culture C. Latin culture D. Spanish culture

Step 7 Post-reading

Listen to the tape and then have a discussion of the following questions:

1.Where does blues music come from?

Blues music came from Africa music that was brought to the United States by slaves.

2. What does the word “rap” mean?

To rap is to speak the words of a song along with the beat.

3. Why is Latin music so popular in the Us? Is it popular in China?

Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking population, but also because of the success of such artists as Santana and Ricky Martin. No, it is not very popular in China.

4. What have you learned from the passage?

Different styles of music make the world more colorful.

Step 8 Find out the topic sentence of each paragraph.

Paragraph1: There is a world of music out there.

Paragraph2 Blues music has a long history

Paragraph3: Today’s American music culture contains many different styles.

Paragraph4: Latin music has spread all over the world

Paragraph5 There is a wide variety of new music to be discovered in every corner of the world.

Unit 12

Teaching Aims：

1.Train the Ss’reading ability

2. Learn and master the following phrases

In trouble, come across, fight against, succeed , share ,believe in

Teaching Important Points:

1. Let the Ss understand the text better

2. Tell the differences among the following phrases

Used to do/be used to do/ be used to doing

Teaching Difficult points:

1. Master the following sentence patterns

(1) make sb./sth +adj.

(2) It is +adj.+to do sth

2.Master sentence pattern

Teaching Methods:

1. Question-and-answer activity to help the students to go through with the whole passage

2. Careful reading to find out the detailed information about the passage

3.Pair work or group work to make every student work in class

Teaching Aids:

1.a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

Have you seen the film”Harry Potter”? Can you tell us something about the film?

Step 2 Fast reading

Write the letter “T” if the sentence is true. Write “F” if the sentence is false, and then give the right information

1 ( ) Harry Potter is a world-famous writer.

2 ( T ) Harry is a boy with a scar on his forehead.

3 ( ) Harry is very happy before he goes to Hogwarts.

4 ( ) Harry goes to an ordianry school.

5 ( T ) Harry learns a lot about the real world at Hogwarts.

6 ( ) Rowling’s books are about magic and strange creatures, they don’t tell us something about the real world.

Step 3 Read the text again and summary the main idea of each paragraph

Para.1 It is a world of magic and wonders, a world where anything can happen

Para.2 Harry seems like a normal boy , but his life is miserable

Para.3 Hogwarts is an unusual school

Para.4 Harry has to fight against bad wizards and do the right thing

Step 4 Find out the key word of each paragraph as fast as you can. (team match)

JK Rowling , the author of the book and her books

Harry Potter, the hero in the books

Hogwarts , the place where the story happens

Harry’s feeling , which readers share

Step 5 Answer the following questions

1.Why is Harry Potter’s life miserable before he goes to Hogwarts?

Because his parents are dead and the family which he is living with treats him badly.

2.What does Harry learn about himself at Hogwarts?

At Hogwarts, Harry learns the truth about his past, a dark secret that will make his life and his choices more difficult.

3.Why does Rowling use strange creatures in her books?

Rowling uses strange creatures in her books to add to the magic effect of the story.

篇14：《假如给我三天光明》 教案教学设计(语文版高一上册)

教学目标

1. 领会作者在与残疾作斗争时所表现出来的坚强不屈和极乐观精神。

2. 学习文章优美、流畅的语言。

3. 领会字里行间流露出的对世人的强烈和殷切的希望。

教学重点

体会生动细腻的心理描写，领悟文章蕴涵的人生哲理。

教学难点

1. 品味文中精彩的句段，让学生的思想感情得到升华。

2. 作者独特的表达；细腻生动的心理描写，认识作者纯洁高尚的世界观、人生观。

课时安排

2课时

教学步骤

一、导入新课

眼睛是心灵的窗户。它既是人们摄取外界信息的最主要渠道，也是人们发送信息的重要工具。可是，具有正常视力的人你能想像得到一个永远处于黑夜中的盲人对光明是何等的渴望吗？读了海伦凯勒感人肺腑的《假如给我三天光明》以后，你肯定会有所体味。你将会为自己拥有视力而庆幸，将会懂得热爱生活，将会知道珍惜生命、关爱人生。

二、品读探究

（一）整体把握全文结构，理清作者想象中三天的活动内容，并体会思想感情。

第一天，白天：看望麦西夫人，约朋友来家，树林散步，看落日。

夜晚：回忆这一天。

第二天，白天：参观自然历史博物馆，参观艺术博物馆。

夜晚：看戏

第三天，白天：游览纽约城，看日常人的生活和世界。

夜晚：看喜剧。

（二）研习新课，品读探究：

1. 海伦凯勒为什么把看望亲友安排在第一天，“首先”要“长时间地凝视着我亲爱的教师安妮莎莉文麦西夫人的脸”？

明确：海伦凯勒把看望亲友安排在第一天，足见她对亲情的极端重视，因为是这些人给了她生命、智慧及关爱，尤其是麦西夫人人，靠着“温柔和耐心来完成教育我的困难和任务”，并给海伦打开了外部世界，海伦对她是充满感激而尊敬之情的。麦西夫人来到海伦凯勒家的第一天，作者就认为是她“一生中最重要的一天”。作者说：“她是来对我启示世间的事理，她是为了爱我才来的。”海伦凯勒的奇迹可以说是由她和自己的教师共同创造的。

2. 作者在文章中多次提到了“有视力的人”对诸多“奇观”的“忽略”，如何理解其中所要表达的感情？怎样认识海伦凯勒心中的“奇观”？

明确：在节选部分中，有多处提到了“有视力的人”。这中间有善意的批评，也有真诚的规劝。提醒有健全的五官和四肢的人，要意识到这种天赋的可贵。要充分利用眼睛和其他感官，感受生活的美好，做幸福的人，充实地活着。这种情感是真挚的，是关爱的。

3. “有些场面是令人愉快的，让你内心喜悦，可有些情景却使你感到悲哀和忧郁。对后者我也不会闭上眼睛，因为它们毕竟也是生活的一部分，对它们闭上眼睛就等于紧锁心灵，禁锢思想。”怎样理解这段话？这表现了海伦凯勒怎样的精神、情怀？

明确：作者在游览整个城市时，要到花园大街去，到贫民区去，到工厂去，到孩子们玩耍的公园去。“对于欢乐和悲哀，我总是睁大眼睛去关心。”一个盲、聋、哑残疾人，本应让世人来同情、关怀，但她却同情、关怀他人，表达了海伦凯勒对世人的博爱襟怀。从她的身上，我们可以看到人类最美好的心灵和最善良的天性。

4.“午夜，我从盲人痛苦中得到的暂时解脱就要终结了，永久的黑夜将重新笼罩我周围”在文中有什么含义？

明确：作者没有感到恐惧和失落。作者心里充满了美好的回忆，对拥有三天的光明很满足。

5. 如何理解作者在能见到光明的第三天，最后一眼要看的是喜剧，欣赏人类精神世界的喜剧的泛音？海伦凯勒最突出的精神品质是什么？

明确：海伦凯勒的奇迹是在逆境中甚至是绝境中创造的。“绝处逢生”取决于一个人对待生活和生命的态度，最后一眼要看戏剧正说明她充满了乐观的情怀。坚强不屈是海伦非凡生命的一个基点，而乐观向上的品质，更是她创造奇迹的源泉和亮点。

作者虽写了“假如”中的三天时间，但却展示了自己最突出的精神品质。联系到第一天她最想看到自己教师的愿望，可以认为，海伦凯勒的内心世界里充满着真挚友爱和乐观的情怀。

6. “假如”是一种假想，从海伦凯勒的实际情况来看是不可能实现的，如何理解作者在文章中所见、所闻和所感的真实性和感染力？

明确：尽管她的描述和现实生活不尽一致，比如，对阳光的描写等都有些想像的色彩，但并不影响读者的介入和共鸣。特别是作者丰富的想像，更让人感受到她丰富的内心世界，那种无法体验的渴望，不可遏止的追求，甚至“假想”的内容有了出入，更会让人产生特殊的感动。

三、小结升华

（一）总结全文

海伦是用一颗怎样的心去“看”外部世界，去安排这三天的光明旅程的？

明确：她用一颗火热的心，她一直都在用心地生活，一直都在用心地感知，是真情的流露。爱生活、自然、人，渴求光明、交流，追求崇高、美好，坚强、勇敢、向上。

人的一生中，必然面对各种生命的考验。人生的无常，各种的遭遇不断地历练着我们。而能成就自己不因挫折打击陷入困顿的，惟有那颗平静、坚强、乐观、进取的心，每一个人都应该像海伦凯勒一样珍惜所拥有的一切，用阳光般的心情，去面对每个充满希望的日子。

（二）写作特点

1. 真实的内容中蕴含着伟大的精神。这本书作为海伦.凯勒的自传性作品，它具有传记文学最宝贵的特点，那就是内容真实。整部作品从头至尾没有一处虚构、夸张的成分，描写地都是真实的事迹，朴素的感情。但是，在这些平常事中却体现出了一些伟大的精神：作者自己和莎莉文老师两个人都是残疾人，但她们俩一个不懈努力，一个默默奉献。她们虽然身有残疾，但品格、人格却是完美无缺的，是一般人难以企及的。

2. 丰富的想象

全文都是想象出来的。事实上作者生活在黑暗与寂静中，对声音、色彩无记忆，无感觉，她全凭触觉来感知世界，感知的范围窄小得很，对活生生的感性世界的了解少得很。作者先提出问题，然后安排三天的活动。所谓活动，纯属虚构，但作者偏爱虚构她不能看到或听到的那些场景和事情，例如作者并不知道太阳的光辉是怎么回事，却多次写了。从丰富的想象的背后，我们看到作者一颗火热的心：一生都急欲打开视听感觉的窗口；也想现身说法，对世人提出劝告。

3. 朴素、真挚的语言

本文不像其他散文那样设计许多机巧，运用许多修辞方法来表情达意。与热切、坦诚、真挚的内心活动相适应的是，作者采用白描手法，直白地写自己的内心世界。虽然全篇都是家常话语，既与坦诚、真挚的内心活动相适应，又有感染人、鼓舞人的神奇力量。无须用太多的写作技巧，她的故事、她发自内心的召唤，已经具有这种力量。因此，从审美角度来看，本文表现出别具一格的朴素美。

四、作业布置

1. 课外收集励志例子。

2. 海伦凯勒说：“一旦失去了的东西，人们才会留恋它。”请以此为话题，写一篇作文，题目自拟；

陈陈

[《假如给我三天光明》 教案教学设计(语文版高一上册)]

篇15：自己去吧 教案教学设计(S版一年级上册)

自己去吧

教学目标：

1、认识12个生字。

2、正确、流利地朗读和背诵课文。

3、理解课文内容，懂得从小就要树立自主的思想，不依赖父母，自己学会生活的本领。

教学重点：认字和练习朗读。

教学难点：从读中领悟小鸭和小鹰的妈妈为什么要它们的孩子自己去学会生活的本领。

教学过程：

一、复习导入

（一）初读课文，读准字音，读通句子。

1、开火车读生字。（卡片）

2、读词语。（幻灯片）重点理解：自己（做个动作）

（二）引入新课

1、由“学会”一词导入新课。

2、我学会（       ）。

3、听老师范读（配乐），思考：《自己去吧》是谁学会什么？

（过渡）我们先来看看小鸭是怎样学会游泳的。（幻灯片）

瞧，今天天气多好！小鸭第一次跟着妈妈到小溪边玩，这里可真美呀……尤其是这清清的溪水，如果能在里面游个泳该有多好啊！

二、理解课文

（一）学习第一自然段

1、理解小鸭的话。

自由读第一自然段。找一找小鸭对妈妈说了什么？

学生汇报：

小鸭说：“妈妈，您带我去游泳好吗?”

小鸭在说这句话的时候是什么心情？（高兴、撒娇、害怕、请求）

老师引导朗读：小鸭高兴（害怕、撒娇、请求）地说：

2、理解鸭妈妈的话

师：看到自己的宝宝这么想去游泳，鸭妈妈是怎么说的？谁能找到鸭妈妈的话，读一读。

妈妈说“小溪的水不深，自己去游吧。”

（1）追问：鸭妈妈让谁去游泳？（投影：“自己”变色）

（2）小鸭这么小，竟然放心让它自己去游泳，鸭妈妈是不是太狠心了？

（学生说看法）

（3）理解“不深”（投影：换词）

师：正是因为小溪里的水很浅，一点儿也不深，所以鸭妈妈才放心地让小鸭自己去游泳。鸭妈妈是怎样说这句话的？你来试着读一读。

3、分角色朗读

（1）师生对读（指出这是一组“对话”。）

（2）同桌分角色读

（3）汇报读一组

4、想像拓展：

师：学一样本领哪那么容易呀，小鸭看着哗哗的溪水，就不敢下去了，如果你是鸭妈妈会对自己的宝宝怎么说呢？

（大胆点儿，别害怕！）

小鸭子终于敢下水了，可是水真凉呀！鸭妈妈会怎么说？

（没关系，再游一会儿就暖和了。）

小鸭在水里游呀游，划不动了水了，不想游了。鸭妈妈会怎么说？

经过艰苦的练习，小鸭克服了很多困难，过了几天，小鸭学会了游泳。

过渡：（出示图片）在山的另一头，小鹰也在练习本领呢，你们愿意学小鹰学飞的故事吗？这个故事一点儿也不难，自己去学吧！

自学提示：找到小鹰和妈妈的对话，多读几遍，认真体会小鹰和鹰妈妈的心情，通过朗读把他们当时的心情表达出来。

（二）学习第二自然段

1、找出小鹰和妈妈说的话。（投影：小鹰和妈妈的话）

2、指名读对话，指导

（评价标准：你觉得他们读出鹰妈妈和小鹰当时的心情了吗？）

3、同桌分角色练习朗读。（自己练习）

4、戴头饰分角色读（或表演）

过渡：小鹰在妈妈的不断鼓励下，克服了种种困难，终于学会了飞翔，看到了山那边美丽的景色，他看到了什么风景？

三、总结板书，深化主题

说一说小鸭和小鹰是怎样学会本领的？（提示：板书）

四、指导背诵

1、师生合作，复习课文

这篇课文可真好，让大家知道了这么多道理，跟老师一起合作，我们来回忆一下课文吧！（（配乐）一幅一幅出图及文字）

2、看图试背课文

自己试背--集体齐背--指名配乐背

[自己去吧 教案教学设计(S版一年级上册)]

篇16：说说我自己 教案教学设计(人教版三年级上册)

口语交际：说说我自己

教学目标：

1、 培养学生学会介绍自己，并进行口语交际。

2、 抓住自己的特点来说，要说真话。

3、 听的同学要注意听别人介绍，并能进行评价。

教学重点：

培养学生抓住自己的特点向别人介绍。

课时安排：1课时

教学过程：

一、 激趣导入

师：同学们，你们喜欢看《喜洋洋与灰太狼》的动画片吗？

生：喜欢。

师：老师今天把喜洋洋与灰太狼带到了我们的教室。看，机灵的喜洋洋来了！他生怕我们不了解他，在这他将做一番自我介绍呢：我叫喜羊羊，生长在羊村里，我长着一身洁白的绒毛，平时我爱跑步，爱搞恶作剧和捉弄灰太狼。我的缺点是性急，常常在慢羊羊只说前面一句，后一句我已经抢在前面把事情干完了，可大多数时候话没听全，做出来的事常常弄出笑话。我是族群里跑得最快的羊，聪明伶俐，乐观、好动，永远带着微笑。由于我每次都识破灰太狼的阴谋诡计，拯救了羊羊族群的生命，所以成了羊氏部落的小英雄。

师：大家用掌声欢迎喜羊羊吧。你发现介绍了喜羊羊的哪些方面特点？

生：性格、缺点、特长……（教师相机板书）

师：同学们一下子说了那么多，真不错！看，灰太狼也按捺不住了，他抢着做自我介绍呢。

“因为我全身的毛都是灰色的，所以大家都叫我灰太狼，我最大的爱好就是跑步，我住在草原边上的树林，是一只聪明又能干的狼，平时在家爱钻研捉羊方法，而且次次得手，一只只羊总能成为我的美餐。我的老婆很爱我，我叫她做什么她都会做，只要我出手没有事情办不好的。我最爱说：“耶”。

生：……

师：啊？你们笑什么呢？

生：喜羊羊最大的爱好就是捉羊，他说错了。

生：他是一只聪明但又很倒霉的狼。

生：每次捉羊他都没有得手，羊总是会溜掉。

生：如果他没有办好事情，他老婆总是用平底锅砸他。他真可怜！

生：他最爱说的话是“我一定会回来的。”

师：也就是说，灰太狼说的话不够真实。喜羊羊和灰太狼是完全不一样的，无论是外貌还是性格等方面都不一样。其实世界上的每个人都是独一无二的，都有自己独特的风格和特点，世界因为有你、有我、有我们每一个人而精彩。今天，就让我们进行一次口语交际活动《说说我自己》。请同学们齐读课题。

二、 明确口语交际要求

1、 师：请大家翻开书本47页，自读《说说我自己》，理一理本次口语交际的基本要求。用笔在关键         处做记号。（视过程中，表扬有孩子用不同的符号做记号的好习惯。）

2、 师：请大家说说这次口语交际要求我们做什么？怎么做？

生：这次口语交际让我们介绍我们自己。

生：自我介绍时，要抓住自己的特点来说，还要说真话。

生：听别人介绍时，要注意听，看看有哪些补充。

课件出示：

1、抓住自己的特点：如，外貌、性格、爱好、优缺点、穿着等。

2、说真话。

3、当别人介绍自己时，要注意听，看有哪些补充。

3、师：什么叫特点呢？特点就是指一个人特别的与众不同的一方面。

三、介绍自我，抓特点。

1、师：刚才喜羊羊和灰太狼向我们大家介绍了一下自己，同学们想不想让别人认识你、了解你？想不想让今天在坐的各位陌生的老师从此熟悉你？

生：想。

2、 师：你能介绍一下自己吗？可以通过自己的外貌、爱好、性格、优点和缺点来展现自己，你可以抓住其中的一两个方面说说。

生：我觉得我很漂亮。

生：我非常勇敢。

生：我的兴趣是看书。

……

（根据学生说的，点评属于性格、外貌、爱好者）

师：你们都是从自己的外貌、性格和爱好等方面来介绍自己的。（指板书）那老师有一个担心了，大家说的会不会是一样的？

生：不会。

师：为什么呀？

生：因为每个人的外貌和性格都会是不一样的。

3、 现在老师想让同学们重新来介绍一下自己，只抓住其中的一个方面来说，但是要注意用一件事情来表现你所说的这个方面。好，四人为一个小组进行交流。这个同学在说的时候，其他的同学要注意用心听，可以适当进行补充。

4、 老师巡视，指导。

四、 秀出我自己。

1、 同学自愿上讲台做自我介绍。（你希望同学们怎么听，你建议他说的时候怎么说？）

师：谁来评评他说得怎么样。

生：……

师：听了同学和老师的建议后，有信心再说一遍吗？

生：……

师：现在他说得有进步了，在说自己特点时就要尽可能地从生活中多方面、形象生动地展现自己。还有同学想说一说吗？

2、 其它同学可以补充，也可以评一评。（及时表扬说得好的同学）

五、 游戏活动。

1、 师：上课上了好长一段时间了，有些同学分神了。现在老师邀请大家来做一个游戏，放松一下自己。游戏的名称是“猜猜他（她）是谁？”

A、 他的个子不算高，一双眼睛透亮灵活，平时热爱运动，羽毛球打得很不错，在校运会中仰卧起坐获得了男子组第一名。平时做作业不够自觉，总要伯父伯母督促他完成。

B、 大大的眼睛，乌黑发亮的头发，声音如翠鸟鸣声般清脆。她胆大心细，很有正义感谢。有一次，她在过道中拾到10元钱，正准备交给老师，一个九年级的学生看见了，连忙把钱要过去，并说：“我去看看这钱是不是我们班的同学丢的。”过后就没了踪影。她赶紧跑到老师办公室对老师说明了情况，还说：“老师，我怀疑那个同学是骗人的，他本来可以叫丢钱的同学到您这儿来认领呀，为什么拿着钱就不见了？”最后她还和老师一同支九年级教室指认那位同学并把钱要了回来。

C、 他长得又高又瘦，像只猴子。手指又细又长，鼻子总是流鼻涕。他会热心帮助同学，但是家庭作业总是不能按时完成，老师不知做了他多次工作。

六、 回顾梳理。

1、 师：孩子们，游戏到此结束，通过今天的口语交际，你们都知道以后该怎么介绍自己了吗？以后在说的时候要注意组织好自己的语言，把一个完美的你展示给别人。

2、 今天的课上到这里，下节课，我们将用笔来写一写“我”。

[说说我自己 教案教学设计(人教版三年级上册)]