Unit 2 The Olympic Games I. 单元教学目标
II. 目标语言
III. 教材分析和教材重组
1. 教材分析
本单元以Olympic Games 为话题，旨在通过本单元教学，使学生了解奥运会的起源、宗旨、古代奥运会与现代奥运会的区别和相似之处以及比赛项目。同时培养学生对体育运动的爱好。在口语表达中，要求学生学会询问别人的兴趣爱好，以及如何向别人推荐自己的某一种爱好。
1.1 Warming Up通过对关于Olympic Games 的8个问题的提问，让学生根据对奥运知识的了解回答问题，目的在于激活同学们所了解的奥运知识，激发学生学习本单元的兴趣。
1.2 Pre-Reading通过学生对三个问题的讨论与交流，使他们了解奥运会有关知识。
1.3 Reading通过古希腊的一位作家到现代社会采访一位中国女孩的方式，介绍奥运会的有关知识，也让学生们了解了古代奥运会和现代奥运会的异同。
1.4 Comprehending是利用表格和问题的形式对文章进行分析，要求同学们找出古代与现代奥运会的异同点以及对文章内容细节的理解。
1.5 Learning about Language分词汇和语法两部分。第一部分Discovering useful words and expressions 中的第一个练习，根据课文的上下语境的理解词意，写出英文解释所对应的单词。第二个练习是要求同学们通过熟悉的近义词或短语来掌握课文中出现的新的词和短语。第三个练习则是一篇小短文，要求同学们用所给的单词的正确形式填空。第二部分Discovering useful structures则通过3 个练习来巩固同学们对将来时态的被动语态使用。
1.6 Using Language分为Reading and Listening，Speaking and Writing两部分。Reading “The story of Atlanta”是一篇古希腊的故事。通过True or False 来检测对文章的理解。Listening是Reading中故事的继续。通过听这段材料，让学生了解故事的结局。Speaking是通过hobby这个话题, 根据所给的提示，四人一组, 进行关于学生兴趣的讨论。Writing是通过向别人介绍自己的一种兴趣爱好来训练学生的写作能力。
2. 教材重组
2.1把Warming Up与Pre-Reading，Reading和Comprehending整合在一起, 上一节”精读课”。
2.2把Learning about Language中的USING WORKDS AND EXPRESSIONS和USING STRUCTURES和WORKBOOK中的练习结合起来，上一节系统“词汇语法课”。
2.3把Using Language中的Reading and Listening，Speaking and Writing 两部分结合在一起，上一堂“综合技能课”。
2.4 将Workbook中48页的LISTENING，TALKING 以及51页的LISTENING TASK结合在一起，上一堂“听力口语课”。
2.5将Workbook中READING TASK和SPEAKING TASK结合在一起上一堂“阅读口语课”。
2.6将Workbook中的WRITING TASK和PROJECT整合成在一堂“写作课”。
3. 课型设计与课时分配（经分析，本单元可用6课时授完。）
1st period Reading
2nd period Vocabulary and Grammar
3rd period Integrating skills
4th period Listening and speaking
5th period Reading and speaking
6th period Writing
IV 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
honest, medal, gymnasium, stadium, admit, take part in, replace, prize, a set of, interview, take part in, a set of, as well as, compete with, compete for, be admitted as, relate to, be related to
b. 重点句式
1.Only athletes who have reached the agreed standard for their event will be
admitted as competitors。
2. It is in the Summer Olympic that you have the running races，together with
swimming，sailing and all the team sports.
3. No other countries could join in, nor could slaves or women!
4. Where are all the athletes housed?
5. As a matter of fact, every country wants the opportunity.
6. It?s a great honour responsibility and also a great honour to be chosen.
7. There?s as much competition among countries to host the Olympics as to win
Olympic medals.
2. Ability goals 能力目标
Enable the students to compare the ancient Olympics with the modern ones and try to answer the questions correctly.
3. Learning ability goals 学能目标
Learn how to generalize and compare the similarities and differences.
Teaching important points 教学重难点
To solve the questions in Comprehension, and let students find the similarities and differences quickly and correctly and answer the questions.
Teaching methods 教学方法
Listening method
Skimming method
Task-based method
Teaching aids教具准备
A recorder and a computer
Teaching procedures and ways教学过程与方式
Step I Lead-in
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr. / Ms …
Show the students the video of the opening ceremony of the 28th Olympic Games held in Athens on April 14th, 2004.
T: Who can tell me what it is about?
S: It?s the Olympic Games.
T: You are quite right. Can you describe what you have seen?
S: There are thousands of people on the grand- stands in the stadium. Some are waving small flags, some are cheering, some are whistling.
Ss: Yes, many fans... much more noise...
T: What is it over the stadium?
Ss: A large Olympic flag with five colorful rings joined together in it.
S: I see a large gymnasium.
S: I can see a lot of audience and athletes.
T: Very good. I am sure you are very interested in the Olympic Games and knows a lot about it.
Step II Warming up
T: Now turn to page 9. Please work in pairs and ask each other the following questions. You are given 6 minutes to do it.
6 minutes later,
T: Where did the ancient Olympic Games start?
S: The ancient Olympic Games started in 776 BC in Greece
T: Yes! How many countries competed in the ancient Olympic Games?
S: Only Greek cities used to compete against each other just for the honor of winning, and no other countries could join in.
T: Good! Who could not take part in the ancient Olympic Games?
S: Slaves and women could not take part in the ancient Olympic Games.
T: Right! When and where did the modern Olympic Games start?
S: 776BC; in Greece.
T: Yes! Who was China?s first gold medal winner and for what event?
S: Xu Haifeng was China?s first gold medal winner for shooting.
T: Good! What are the three words that show the spirit of the Olympic Games?
S: Swifter, Higher and Stronger.
T: Exactly! What do the five rings on the Olympic flag stand for?
S: They stand for five continents, that is Asia, Africa, America, Europe and Oceania. T: You got it! What are the official mascots for the Beijing Olympic?
S: The Mascots consists of five figures, officially named the Five Friendliness. They include Beibei the Fish, Jingjing the Panda, Huanhuan the Olympic Flame, Yingying the Tibetan Antelope, and Nini the Swallow. The first characters of their rhythmic two-syllable names form a sentence："Beijing Huan ying Ni," or "Welcome to Beijing in English”. The color of each mascot was chosen in line with the colors of the Olympic Rings.
T: I am very glad you have known so much about the Olympic Games.
Step III Pre-reading
T: Today we will read an article: “AN INTERVIEW” from which you can learn more about the Olympic Games. Before reading, please answer the 3 questions on page 9.
First let the Ss discuss the three questions, and then collect answers from the students.
A few minutes later,
T: The first one: Do you know any differences between the ancient and modern Olympic Games? List two of them? Volunteer?
S: Now competitors are from all over the world. But in the ancient time, only the
people in Greece could take part.
S: In the past, winners got the olive wreath as the prize. Now competitors compete for medals.
T: Good! For the second question, when and where will the next Olympic Games be held? Volunteer?
S: The next Olympic Games will be held in Beijing in 2008.
T: Yes! We all feel proud of it! Look at the title and the pictures and predict the content.
S: Maybe an ancient writer is interviewing someone in modern times to know more about the information about the modern Olympic Games.
T: Then read it quickly and see if you were right.
S: Yes, I got it!
T: Congratulations! That?s all for this part. Let?s come to Reading on Page 11.
Step IV Reading
Listen to the tape to get the general idea.
T: First listen to the tape, paying attention to pronunciation and intonation, and try to get the general idea of the passage.
While playing the tape, the teacher goes around the classroom.
T: Have you got the main idea?
S: Yes, it tells us the differences and the similarities of the ancient and modern Olympics.
T: Very good. Now can you find the differences and the similarities of the ancient and modern Olympics? Read the passage carefully and find the answers. I will give you six minutes to finish it.
Six minutes later.
T: First let?s talk about the similarities between the ancient and modern Olympic s. Any volunteers?
S1: Both are held every four years.
S2: Both are held not for money but for honor.
S3: The beliefs are the same. They are: Swifter, Higher, and Stronger.
S4: Men are allowed to take part both in ancient and modern Olympics.
S5: Some events are the same, such as running, jumping, shooting and throwing.
T: The five students have given us the similarities. Who can describe the differences? S6: There were not Winter Olympics in the past.
S7: Now competitors are from all over the world. But in the ancient times, only the people in Greece could take part the Olympics Games.
S8: Only men were allowed to take part in the past, now women are also allowed.
S9: In the past, winners got the olive wreath as the prize. Now competitors compete for medals.
S10: The events and athletes in modern time are more than those in the past.
S11: There is a special village for the competitors to live in, a stadium for competitions, a gymnasium for those who watch the games now. But there were not such places in the ancient times.
T: Just now we have discussed the differences and the similarities of the ancient and modern Olympics. I think you have learned much about the Olympic Games. Can you describe the ancient and modern Olympic Games in your own words? You can refer to the questions in Warming up on page 9.Think about them and try to describe them.
A few minutes later.
T: Who would like to have a try to describe the ancient Olympics?
S1: The ancient Olympic Games began in Greece and were held from 776 B.C. to
A.D. 393. It was held every four years. At that time, there were not so many sports
as today. And women were not allowed to take part in the games. There were not Winter Olympics at that time. Winners got the olive wreath as the prize. The
motto was Swifter, Higher and Stronger.
T: Good! Who would like to have a try to describe the modern Olympics?
S2: The modern Olympic Games began in 1896. They?re held every four years. There are many new sports in the Olympics. In the Summer Olympics there are over 250 different sports. Women are not only allowed to join in but also play a very
important role. Now the competitors compete for medals. The motto is Swifter,
Higher and Stronger.
T: Very good. Now let?s come to Part 1 of Comprehending on Page 11. You c an fill in the form by yourselves. Then look at the 3 questions in Part 2. Please read the passage again to answer to the questions.
Ask some students to answer the questions and at the same time check the answers. T: What amazed Pausanias about the Olympic Games?
S: All countries can take part in the Olympic Games.
S: There are over 250 sports and women are allowed to join in now.
S: There is much modern equipment.
T: Yes! All these things amazed Pausanias about the Olympic Games. Why does he think Athens and Beijing should feel proud?
S: It?s just as much a competition to host the Olympics as to win an Olympic medal. T: Good! Why does he think people may be competing for money in modern Olympic Games?
S: Because the olive wreath has been replaced by medals, and the medals perhaps have something to do with money.
T: Good! I am glad you have understood this article very well.
Step V The analysis of the passage
Language points:
1. I lived in what you call “Ancient Greece”.
This sentence is an Objective Clause led by what. …what you call “Ancient Greece” ? is served as the object of in. “What”is served as the object of call. It can?t be replaced with other words.
e.g. I will do what I can to help you.
2. every four years = every fourth year
3. Women are not only allowed to join in but play a very important role, especially in...
allow sb. to do sth.
e.g. His mother doesn?t allow him to go out.
allow doing sth.
e.g. We won?t allow smoking here.
join in It means taking part in a kind of activity.
join: to be a member of sth.
play a role in = play a part in
4. as well as=and
e.g. On Sundays, his landlady provided dinner as well as breakfast.
Note: If the phrase joins two parts as the subject, the verb form should agree with the first subject.
e.g. Your brother as well as you is very kind to me.
5. It?s a great honor.
honor
[U] sing. reputation for greatness, good behavior, truthfulness, etc
e.g. He is fighting for the honor of his country.
[C] sing. a person or thing that brings credit to sth. / sb.
There are some other words like it: success, failure, shock, surprise
e.g. He?s an honor of his family.
Main idea
T: We have finished the passage. I will ask a student to sum up what we have learned. S: Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can also know that the Olympic Games are developing and improving. It?s our duty to make the Olympic Games better and healthier. We know that the principal in 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.
Writing skills
This passage introduces the Olympic Games in a very interesting way. It adopts the dialogue between Pausanias who lived in 2000 years ago and a Chinese girl in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made well known to the readers. The questions in
Warming up and Pre-reading are also served as the references to the passage. In all, this part is written with a clear clue to realize the aim of introducing the Olympic Games.
Step VI Discussion
T: Discuss this question in groups: Why do many countries want to host the Olympic Games while others do not? Use the mind map below to help you. Then prepare for a class discussion. Put forward your ideas and give reasons for your choices.
T: Why do many countries want to host the Olympic Games?
S: Hosting the games has a major effect on the economy and brings international prestige to the country. Thousands and thousands of visitors come to the games and the host cities are permanently improved. By planting trees and creating parks, the city becomes more attractive for tourists.
S: It helps to strengthen the spirit of patriotism and also can create more job opportunities and improve the quality of employment.
S: The Olympic Games is the world's largest and highest level, and most widely influential sports event. The people of all countries enhance mutual understanding and friendship and safeguarding peace in the world event. Besides, the hosting of the Olympic Games is not only a country's comprehensive strength of the comprehensive test, but also to expand a country? influence around the world, and at the same time promote their own development as a good opportunity.
T: Well done! Why do many countries don?t want to host the Olympic Games?
S: Preparing for the Olympics Games is a huge undertaking. Just like the athletes, the host city spends years getting ready for the event. Before deciding which city will host the Olympic Games, the International Olympic Committee (IOC) has to examine bids from all over the world. Bidding for the games begins about ten years in advance. Without preparing a very strong bid1, a city will not win the competition to host the games.
S: Hosting the Olympic Games take so long time and so much money to prepare.
Building the infrastructure costs huge amounts of money. Holding the World Cup in 2002 in Japan and South Korea, for example, meant that ten new stadiums had
to be built, as well as many hotels and an improved transport system. In Beijing, after winning the bid, the government began major construction projects — the extension of the underground, the improvement of the airport and the building of new motorways. Each host city must also build an Olympic village for the
athletes.
S: Too many visitors may do harm to the environment of the city, in addition, the venues and buildings may be wasted after the Olympic Games.
T: Well done! As every coin has two sides, hosting the Olympic Games has its advantages and disadvantages. For our powerful China, it is a good opportunity to host the Olympic Games which can benefit us a lot.
Step VII Homework
Remember the key sentences.
Retell the passage according to the following passage.
Preview Learning about Language.
The Second Period Vocabulary and Grammar
Teaching goals 教学目标
1. Target language目标语言
Learn the Grammar—the Future Passive Voice
2. Ability goals 能力目标
Learn the Future Passive Voice
3. Learning ability goals 学能目标
Enable the Ss to use The Future Passive Voice to express the idea...
Teaching important points 教学重难点
Enable the Ss how to use The Future Passive Voice.
Teaching methods 教学方法
Study independently, practice.
Teaching procedures and ways 教学过程与方式
Step I Revision
Dictation:
1) When and where will the next Olympic Games be held?
2) I live in what you call “Ancient Greece” and I used to write about the Olympic Games more than 2,000 years ago.
3) All countries can take part if they reach the standard to be admitted to the games.
4) The next Olympic Games will be held in my hometown.
5) It is just as much a competition among countries to host the Olympics as to win an Olympic medal.
Check the retelling of the passage.
S: The modern Olympic Games are the biggest sports meeting in the world. There are two kinds of Olympic Games. One is the Summer Olympic Games, and the other is the Winter Olympic Games. Both of them are held every four years. All countries can take part if their athletes reach the standard to be admitted to the games. Nowadays, women are not only allowed to join in but play a very important role. A special village is built for the competitors to live in, a stadium for competitions, a gymnasium as well as seats for those who watch the games. It?s a great honor to host the Olympic Games. It?s just as much a competition to host the Olympics as to win an Olympic medal. The olive wreath has been replaced by medals. But it?s still about being able to run faster, jump higher and throw further..
T: You did a good job!
Step II Words and expressions
T: Now please open your books and turn to Page 12. Let?s learn Learning about language. First let?s come to Exercises 1 and 2.——Words and expressions. Check the answers with the whole class.
And give the Ss three minutes to finish Exercise 3.
T: Please complete the passage with the words below in their proper forms.
After a few minutes, check the answers with the whole class.
Step III Useful structures
Show the Ss the following sentences, and then change them into passive voice.
T: Let?s look at several sentences first. Then finish Part 1 on P50.
Show the slide.
(1) I do my homework.
My homework is done.
(2) I have finished my homework.
My homework has been finished.
(3) I am doing my homework.
My homework is being done.
(4) I will do my homework.
My homework will be done.
T: The sentences on the slide show the structure of the passive voice.
Please pay attention to its basic form: be + P.P. Now let?s come to Part 1 on Page 13. Read the sample first and then find two more examples from Pre-reading and Reading. You are given 3 minutes to do it.
3 minutes later,
S: When and where will the next Olympic Games be held?
S: The 2008 Olympics will be held in Beijing.
S: And after that the 2012 Olympics will be held in London.
S: A new village for the athletes and all the stadiums will be built to the east of London.
S: New medals will be designed of course.
T: I am glad you have found so many examples of the future passive voice. Now let?s come to Part 2 on page 13, complete the rules below, using the words in brackets in the proper form.
First let the Ss do them, and then check the answer.
T: Let?s c ome to Part 3 on Page 13. In Exercise 3, you are asked to make a poster to advertise a sporting event. Every sentence should include some information about the sporting event or instructions people must follow. First analyze the poster.
S: This poster includes the heading, the list of events and when they will happen and the list of instruction on what to do and not to do at the sports event.
T: Good! Now according to the sample we have read, design your own poster about one of the important events in your school sports meeting. Don?t forget to use the passive voice in your poster.
The sample poster can be:
Football Matches
Football matches will be held in Beijing Stadium
From July 17 to August 6 at 7:30 each evening
Tickets are sold a week before each match
Food and drinks won?t be allowed to take in
T: Let?s come to Ex ercise 1, 2, 3 on Page 50. (Give them 7 minutes to finish Exercise 1 and 2.)
If time is limited, Part 3 can be homework.
Step IV Homework
1. Finish Part 3 on Page 50.
2. Remember the usage of the Future Passive Voice.
3. Preview Using Language.
The Third Period Integrating Skills
Teaching goals教学目标
1. Target language 目标语言
a. 重点词和词组
glory, princess, prince, bargain, hopeless, amazed, foolish, promise, golden，change one?s mind
b. 重点句子
1. But she was not allowed to run and win glory for herself in the Olympic Games.
2. She was so angry that she said to her father that she would not marry any man who could run faster than her.
3. There was a man called Hippomenes who was amazed when he heard of Atlanta?s rules.
2. Ability goals 能力目标
Enable the Ss to talk about the story of Atlanta.
3. Learning ability goals 学能目标
Enable the Ss to decide whether each of the statements is true to false.
Teaching important points 教学重点
Read quickly and get the general idea of the story of Atlanta.
Teaching difficult point 教学难点
Enable students to understand the content and finish the questions correctly. Teaching methods 教学方法
Listening method
Skimming method
Reading method
Task-based method
Teaching procedures and ways 教学过程与方式
Step I Revision
Check the homework Part 3 on Page 50.
T: I have asked you to preview the passage on P14. Now I will check to see if you have done it.
Ask several Ss to answer some questions about the passage.
T: Who was Atlanta?
S: Atlanta was a Greek princess.
T: Yes! What was she good at?
S: She was good at running.
T: Good! Who did she want to marry?
S: She wanted to marry a man who could run faster than her.
T: You got it! Who was Hippomenes?
S: He was a man who wanted to marry Atlanta.
T: Yes! How could he win Atlanta?
S: He asked for help from the Greek Goddess of Love. The Greek Goddess of Love gave him three golden apples to attract Atlanta?s attention and make her slow down.
T: Well done!
Step II Reading
Listen to the tape to get the general idea.
T: Please listen to the tape carefully to get the general idea.
T: Who have got the main idea?
S: The story is about a princess who races to marry the man that can run faster than her. In order to win the race, a man asks for help from the Goddess of Love.
T: Very good. Let?s come to Exercise 1: True or False questions. Read the s tory quickly and finish True or False questions. Now, read the sentences first and read the passage to judge True or False.
Check the answers in class.
T: Read the story again carefully and then discuss in pairs: What will happen during the race between Hippomenes and Atlanta? Who do you think will win the race? T: Can you guess the end of the race between Atlanta and Hippomenes?
Who will win the race? Why do you think so?
S1: In my opinion, Atlanta will win the race, because she could run faster than any man in Greek.
T: Your guess is so reasonable and logical.
S2: I think Hippomenes will win the race, because he asked the Greek Godness of Love for help.
T: It sounds logical. Whose guess is the same with the writer? Let?s listen to the story, after that we will get the correct answer.
Step III Listening
Listen to the story for the first time, finish Exercise 1. on page 15.
T: Please open your book, turn to page 15, and look at Exercise 1. Read these sentences before listening to the tape. After listening, number these sentences so they tell the story correctly. The first one is done for you. I?ll give you 2 minutes.
(2 minutes later)
Now, let?s start listening.
Answer key for Exercise 1: The correct Order: 4-11-7-5-1-3-9-6-10-8-2
(4) One man wanted to win and many Atlanta very much.
(11) Atlanta married him and they lived happily.
(7) When the race began Atlanta ran past him.
(5) He asked the Goddess of Love for help.
(1) Atlanta was a very beautiful princess.
(3) Many men tried to compete with her, but failed and so were killed.
(9) She stopped to pick them up.
(6) She gave him three golden apples.
(10) She ran too slowly and he won.
(8) He threw the golden apples one after another.
(2) She could run faster than any man.
T: Listen to the tape again and write down the main idea in one sentence.
T: Listen to the story for the third time; fill in the blanks on page 15.
After that, let the girls act out Atlanta?s wor ds，let the boys act out Hippomenes? words.
Step IV Speaking
T: From the listening text, we can know that Atlanta?s hobby was running. What are your hobbies? How do you become good at them?
Get the Ss carry out a survey of the interests in the class and write down the names of the Ss who have the same interests. Ask some groups to act their dialogue out. T: Now, let?s carry out a survey of the interests in the class and write down the
names of the classmates who have the same interests. Work in groups, and
interview at least 4 students about their hobbies and ask why they like it. You can carry out the task like this：
Questions:
1. What?s your favorite hobby?
2. Why do you like it (love / enjoy / prefer /be interested in / be crazy about…)?
3. What benefit does it do to you?
4. What do you need for this hobby?
5. What have you learned from the hobby?
6. What difficulty might you have about it?
After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.
You can do your talk like this：
Why do you like this sport / music / collection?
When do you begin to like it?
What?s enjoyable about the hobby?
What have you learned from the hobby?
Work in groups, and interview at least 4students about their hobbies and why they like it.
Ask some groups to act their dialogue out.
Step V Writing
T: Make notes of your ideas and write a short passage entitled “My favorite sport.”Begin by explaining which sport you have chosen and why.
Suggested writing
Swimming is my favorite sport. I like it because it can bring me much fun.The process of learning swimming is very interesting. You can try different ways of swimming, such as breaststroke and backstroke. You can swim at any time of the year if you like. In hot summer, if you jump into the river or the sea to have a swim, you?ll feel cool and comfortable. Even in cold winter, you can swim if you are brave enough .It?s a healthy sport and it can build up your body and character. If you are a beginner, you must be careful. You?d better not swim alone and bring life b uoy (救生圈) with you in case of danger. If you want to be a good swimmer, you must have a lot of practice and have great determination.
T: Now it?s time for you to write your own passage. You can refer to the notes you have taken and the sample and the five references. I will give you 15 minutes.
15 minutes later,
T: Have you finished it? Now I will give you some time to exchange your passage to correct the mistakes.
Two minutes later.
Ask some Ss to read their passages and make a comment about their work.
Step VI Homework
Find the sentences which use the future passive voice from the passage.
Unit2 my school bag 第2课时教学设计 课题：Unit2 My school bag 教学重点： 1.句型Wha t’s in your schoolbag? 2.词汇：Chinese book ,English book ,math book ,note book, storybook, schoolbag 教学难点： 1.发音：have，math book, storybook, school bag 2.区别书写形式：notebook, storybook,与Chinese book ,English book, math book 教具准备： 1.教材相配套的教学课件（Unit 2 Le t’s learn） 2. 教材相配套的教学录音带。 教学过程： （一）热身/复习（Warm-up/Revision） 1.复习第一单元My classroom所学内容 做游戏：Simon says 教师说 Simon says:Clean the board ...学生根据游戏规则做出动作。 看图回答：教室出示一幅画有教室的图片，学生之间根据图片内容做回答练习。 2. 复习与课本内容有关的单词
做游戏：教师先出示图片 pencil ,pen ,pencil-case ,ruler ,eraser ,crayon ,book ,sharpener...,请学生说出单词。然后教师出示写有上述单词的卡片让学生读出来，让学生把单词和图片配成一对。 （二）呈现新课（Presentation） 1.让学生熟悉句型 Wha t’s in your schoolbag?.. 教师提问：Wha t’s in your schoolbag? 教师手拿一个书包，提问：Wha t’s in your schoolbag? 学生回答。 教师出示单词卡，教读schoolbag 并让学生指一指自己的schoolbag。（把单词卡贴到黑板上） (教师可让多名学生来回答上述问题，并板书Wha t’s in your schoolbag? 2.让学生观看教学课件（Unit 2 Let’s learn/A） 3. 教师分别出示这些语文书、英语书、数学书、故事书和笔记本，并让学生用英文识别。学生在教师的帮助下学习这些单词。 4. 学习math时，教师要注意提醒学生th咬舌头。指导学生区别带有book 这几个单词的不同书写形式。 5. 学生听录音、模仿。（使用教材相配套的录音带，Unit2 Let’s learn/A） 6. 看教学课件，让学生分别给小松鼠和小松配音。 7. 让学生两人一组，运用所学知识进行扩充和自编对话的练习。如：A：I have a new schoolbag. B：Oh, it’s nice. What’s your schoolbag? A：A pencil-case and many books.
英语教案－Unit2Myschoolbag第二课时教学重点：1．句型：What colour is it? It’s…2．词汇：colour ， fat 教学难点：1．发音：What’s colour is it? 2．在回答句子时颜色前面不用冠词，学生经常会出现It’s a red。这样的错误。教具准备：1．教师使用的一只玩具熊猫2．教材相配套的教学课件［Unit 2 Let’s learn］3．教材相配套的教学录音带教学过程：（一）热身／复习（Warm-up/Revision）1．做本单元A部分Let’s do内容，听指令做动作。2．复习上一课内容：看单词卡，读单词：English book，Chinese book， math book ， notebook， story-book。做对话：How many books do you have? I have…3．教师播放录音，学生模仿录音进行对话。（使用第一册相配套的教学录音带Unit4 Let’s talk/B）A: I have a …B: Oh， really? May I have a look? A: Sure。 Here you are。B: Thank you。 Oh， it’s nice! I like it。A: Thanks。（二）呈现新课（Presentation）1．如果在前面做的对话中，有学生说出：I have a new schoolbag。这时教师要利用这一契机追问：Really? What colour is it? 如果没有学生说出与课文相关的句子，教师可进行以下操作：教师手中拿一个书包，说：I have a new schoolbag。 It’s black and white。让学生听两遍后，问学生：What colour
Book1 Unit 1 Nice to meet you! （第二课时教学设计） 一、教材分析 1．教学内容 本课时系教材《英语1》（基础模块高教版）第一单元的第二课时，包括reading and writing部分，具体内容为：了解并读懂名片上的个人信息，制作个人名片。 2．教学重点、难点 ⑴教学重点 名片栏目名称，名片设计。 ⑵教学难点 名片设计 二、教学目标 1.知识目标 ⑴掌握名片栏目词汇和职业词汇，如telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss) ⑵understand personal information in a name card; (3)design a personal name card 2.能力目标 (1)学生能掌握有关个人信息、制作个人名片相关的主题词汇； (2)学生能读懂不同名片上的相关信息，设计个性化的个人名片，在班级中设立英语展示角； 3.情感目标 学生尽情展示自己的名片创意设计能力。 三、教学步骤 Step One Lead-in (10m) 1.The teacher greets each student: Good morning. Nice to meet you. Would you please tell us something about yourself? May I have your name, please? Which school are you from? What do your parents do? （设计意图:复习第一课时教学内容，让学生学会用英语表达个人信息，让师生进一步彼此熟悉） 2.Demonstrate some posters. Introduce some students’ favorites. And read some students’ favorites and ask the students to guess who they are. （设计意图:展示优秀作业，请学生根据信息猜测同学名字，可以牢牢把握学生的听课关注度。）
识字2.姓氏歌 第二课时 教学目标： 知识与技能：认识儿歌第二小节中的6个生字，正确美观地书写“国、王、方”3个生字。 过程与方法：正确、流利、有节奏地朗读第二小节，背诵课文。 情感、态度与价值观：了解有关百家姓的小知识，培养学生对姓氏文化的兴趣。 教学重点：识字写字，正确、流利、有节奏地朗读并背诵课文。 教学难点：激发学生对中国姓氏文化的兴趣。 教学准备：多媒体。 教学方法：反复地朗读课文，读正确、读流利，读出节奏，达到熟读成诵。 教学过程： 一、复习旧知，谈话导入 1．出示生字词卡片：姓氏、什么、张、胡、吴、徐、许，指名认读。 2．说说自己班上还有哪些不同的姓氏，师相机板书。 3．师过渡：我们中国的姓氏有很多，古人曾经编过一本书，叫《百家姓》， 二、学习课文第二小节 1．学生借助拼音自由朗读第二小节，注意读准字音。 2．检查学生的自读情况。
(1)指名学生朗读第二小节。 (2)根据学生的朗读情况相机正音，并出示词语卡片：中国、赵、钱、孙、周、郑、王、东方、上官，指名学生认读，强调：“赵、周”是翘舌音，“王、方”是后鼻音。 (3)全班齐读第二小节。 3．巩固识字。 (1)学生再次朗读第二小节，画出其中的姓氏，再读一读。 (2)指名学生交流第二小节中出现了哪些姓氏，教师根据学生的交流情况适时张贴相关卡片：赵、钱、孙、李、周，吴、郑、王、诸葛、东方、上官、欧阳。 (3)再次打乱顺序，指名学生认一认这些姓氏，并说说自己的家人或同学有哪些人是这个姓。 (4)鼓励学生说说自己是如何记住这些字形的，在此过程中，教师要给予学生充分的鼓励，并渗透一定的识字方法。如：“赵、钱、孙”都可以用第一小节的汉字组合法来识记；“周”是半包围结构，里面是“土”加“口”；“王”是“三”字中间加一竖。 4．了解单姓和复姓。 (1)教师引导学生发现黑板上这些姓氏有什么不同。 (2)指名学生交流，教师小结：中国的姓氏中，大部分是一个字，也有两个字的，如：东方、欧阳、上官等，这样的姓叫复姓。 5．游戏进一步巩固：师出示一张姓氏卡片，班上是这个姓氏的小朋友站起来，大声说：示例：我姓钱，金钱的钱。 6．朗读并背诵第二小节：生自由朗读第二小节，通过拍手读感受其中的节奏，练习背诵。 三、适当拓展，激发兴趣
Unit2 第二课时 1、 Teaching Aims A: Let them master the sentences: "What color is it?" "It is …… " B: Using the sentences freely. 2、Teaching Aids A tape-recorder a schoolbag with some books in it 3 、Teaching Steps (1) greetings Greetings and then pract ice the chant “ work and play” with the students clapping hands together. (2) Revision Review the question “How many … can you see?” The teacher say the phrase and the students do the actions. Put the book in the desk. Put the pen under the book. And so on. (3) new contents Use a question "Do you have a new schoolbag?" to show the dialogue to students. Then let students read after you one by one. Listen to the tape and ask some students to read it. 4 Homework Listen to the tape and read the dialogue. Make a new dialogue. 5 Notes Unit2 第三课时 1.Teaching aims
Unit1 My classroom 第二课时 教学重点：学习句子 Wehaveanewclassroom.Wehave6newlights；学习用near 表示方位。教学难点：学生对our和my的表达要比理解稍难些。 our一词的发音对学生来说读准不太容易。 教具准备： 1．学生自带一件物品，最好是有关已学过的英文单词。 2．Amy,Mike和ZhangPeng的面具。 3．一张画有教室的大幅图片。 4．教材相配套的教学课件。[Unit1Let’stalk/A] 5．教材相配套的教学录音带。 教学过程： （一）热身、复习（Warm-up/Revision） 1．复习已学句型：Thisis…Ihave…教师手拿一个毛绒玩具，说：Ihaveadog,thisismynew 2．让学生用事先准备好的实物模仿句子 3．当学生能够说出句子时，教师可提问：Whereisit?启发学生用学过的知识回答： It’son/in/under/the…
4．在学生回答Whereisit?时，教师可以适当的加 入near一词，It’snearthe…让学生在实际的情景中理 解near的含义并运用。 （二）呈现新课（Presentation） 1．教师出示Amy和Mike的面具，问： Who’she?Who’sshe?学生回答出Amy和Mike后，教师补充：AmyandMikeareclassmates.让学生猜classmate的 含义。教读classmate 2．教师介绍新人物并展示情景对话：出示面具ThisisZhangPeng,heisAmyandMike’snewclassmate.The yhaveanewclassroom.Doyouwanttohavealook?Ok,Let’s goandhavealook.(间接引出新句子)教师出示一张教室图 并把它贴到黑板上：Thisisanewclassroom.提问： What’sintheclassroom?(让学生先熟悉一下对话情景。) 3．让学生带着问题观看本部分的教学课件。 ［U nit1Let’stalk/A］ Howmanylightsintheclassroom? Isthenewclassroombig? WhereisZhangPeng’sseat? 4．让学生通过视听来回答教师所提出的问题，有困 难的地方教师要做必要的帮助。 5．学生跟读并模仿Let’stalk部分的内容。（使用
《合欢树》第二课时教案 教学目标： 一体会深沉的母爱及作者对母亲浓浓的思念和内疚交织的感情。 二理解“合欢树”在文中的寓意。 三引导学生感悟现实生活中的母爱激发感恩之情。 教学重点难点： 一体会问中母爱的特殊性 二理解合欢树的象征意义 教学设想： 采用作家王安忆曾说过的阅读史铁生散文的三步法，教师引导学生注意从题目入手细细品读文本语言，然后交流欣赏本文的精华。 教学过程： 一导入新课：同学们上节课我们整体感知了《合欢树》的大致内容，这节课我们要一起通过品析文章语言来感悟文章的精华，体会一下是怎样的母爱使作者重新树立了信心走向成功的。 二幻灯片展示王安忆的关于史铁生的散文的阅读方法：首先要抓住文章中的原初面目的情感，然后体会文中理性的提炼然后思考文中的哲学意味。 三题目切入，牵一发动全身。提问：文章题目史合欢树，那么你从合欢二字会想到哪些内容？教师引导学生回答：“合家欢乐、团员、昌盛等”呢么文中有这种情感的流露吗？没有，相反更多的是生命的苦难，愁闷，甚至还有些绝望。提问：同学们下面就透过字里行间去品味母亲的深深的母爱吧！ 四语言品析：提示：可以通过分析母亲的神态、动作、语言的描写或某个词语的妙处，来理解那种竭尽全力给儿子治病，激励鼓舞儿子生活勇气的深沉的母爱。 示例：“。。。。。。。白发”肖像描写写出了母亲因操劳而衰老。“母亲惊惶了几个月，。。。。一换药就说。。。。。”心理动作语言描写，表现母亲对儿子的心痛，内疚。“。。。。。虔诚。。。。的希望”心理描写，恭敬而有诚意，表现母亲为我治病的急切心理“。。。。到处顶风冒雪”动作描写，“。。。。搞写作”语言描写表现母亲对我写作的支持。 小结：文中母爱的特点无私无怨、坚强执着、宽厚仁慈、牺牲自我的爱。 那么作者对母亲的感情是怎样的变化呢？同学们抓住有关年龄标志的词语，继续品味相关语句。 语言描写：“。。。。。。没用”心理描写“。。。。。死痛快”明确一开始是不理解，后来作者成功了，母亲去世了。 “苦”苦字写出了母亲的艰难与伟大，以及我对母亲深深的怀念以及失去母亲的痛苦，所以极为悲伤。 五过渡：母亲去世了了，作者孤独时无处倾诉，成功是无人分享，树欲静而风不止，子欲养而亲不待，睹物思人情何何以堪。作者最魂牵梦绕的就是母亲亲手种植种植的那棵合欢树。 教师小结：一、不理解母亲的苦心二、深深的思念与愧疚 六听读感悟深入探究 （一）同学们关注表明光阴流转的词语，思考：合欢树的成长和我的成长历程有什么相似之处？母亲对合欢树的侍弄又与照管我有着怎样的联系呢？ 同学们自由结组讨论。师归纳小结，合欢树的象征意义 合欢树是作者个人命运的写照，也是母爱的具体的体现物。母亲把对儿女的疼爱融入在对合
U nit 5 D inner’s ready A let’s learn & let’s play 教学设计 教学目标 1.能听、说、认、读本课时主要生词：beef、chicken、noodles、soup、 vegetables 2.学习点餐的问答句：what would you like ？I’d like some….. 教学重难点 重点：学习生词beef、chicken、noodles、soup、vegetables， 难点：学习句子：what would you like ？I’d like some….. 教学用具：食物图片、PPT等 教学过程 一、warm-up 1. Greeting T: Hello boys and girls .Nice to meet you. S :Hello teacher. T : How are you ? S :I’m fine,thank you. T: Are you happy ?so let’s sing a song ,OK?Now listen to me, Stand up , let’s sing together . Follow me. 全班齐唱歌曲并做动作。 二、Review & Lead in T : Look at me,now I’m not your teacher.I’m a tourist guide.Let’
s begin our food trip.引出课题。 You will have a big dinner. 介绍奖励 I have 2 tables for you .If you did good job ,you can get some food. You are group 1, you are group 2 . Let’s PK.OK? T: First , let’s play a game .Ask some students to read the word quickly. 三、Presentation 1.新授单词 vegetables T; Now I need some vegetables . 分音节教 ve ge ta ble 跟读（慢速读快速读） 齐读、竖排读、个人读 T : You really did good job . I’ll take you to eat some vegetables. 师先示范读一遍，再分组让学生读。 soup T: I’m thirty . I want some soup. soup ou /u：/ 跟读、齐读、男女生读、个人读 beef 由复习环节的最后一个单词beef . 操练方式：跟读、齐读、小组读、个人读 T : What would you like ? 教读 would ou /u：/ I’d like some beef.
第二课时 教学目标： 1．能听懂会说本课的会话。 2．能够熟练运用句型What’s in your schoolbag?来回答书包中各书本的名称。 3．能听说认读本课主要词汇：Chinese book, English book, maths book, storybook, schoolbag 教学重点： 1．句型：What’s in your schoolbag? 2．词汇：Chinese book, English book, maths book, storybook, schoolbag 教学难点： 1．发音：math book, Chinese book 2．区别书写形式：notebook, storybook与Chinese book, English book, maths book 教学过程： （一）热身／复习（Warm-up/Revision） 1．复习第一单元My classroom所学内容 做游戏：Simon says 教师说simon says: Clean the board….学生根据游戏规则做出动作。 看图问答：教师出示一幅画有教室的图片，学生之间根据图片内容做问答练习。 2．复习与本课内容有关的单词 做游戏：教师先出示图片pencil, pen, pencil-case, ruler, ersaser, crayon, book, sharpener…，请学生说出单词。然后教师出示写有上述单词的卡片让学生读出来，让学生把单词和图片配成一对 （二）呈现新课（Presentation） 1．让学生熟悉句型What’s in your schoolbag? 教师手拿出书包，提问：What is this? 教师出示单词卡，引导学生回答：Schoolbag并让学生指一指自己的schoolbag。 教师继续提问：What’s in your schoolbag? 教师分别出示语文书、英语书、数学书、故事书和笔记本，让学生用英文进行识别。学生在教师的帮助下学习这些单词。 6．教师出示单词卡，让学生认读单词。 学习maths时，教师要注意提醒学生th咬舌尖。指导学生区别带有book这几个单词
Unit1 My classroom A. Let’s learn 教学目标: 1.知识目标：能够听、说、认读有关教室物品设施的词汇. classroom, window, light, picture, blackboard, door. 2.能力目标：能够正确运用所学词汇描述教室里的物品设施。 能听懂指示语，并按照指令做出相应的动作。 3.情感目标：培养学生热爱劳动，互相帮助的习惯。 教学重点: 1.掌握有关教室物品设施的词汇：classroom, window, light, picture, blackboard, door. 2.能够正确运用所学词汇描述教室里的物品设施。 教学难点: 1. 运用所学词汇描述教室里的物品设施。 2. 听指令，做动作。 教学准备: 自制课件、教学光盘 教学过程: Step1. Preparation 1．教师出示实物复习pencil, ruler, bag, book, pencil-case, eraser, crayon, pen等单词。 2．教师引导学生用以上单词做问答练习： 如：What’s in the bag? What’s in the pencil-case ? 3．在学生回答出问题后，教师再问：How many pencils/pens…?使学生能用复数进行回答。 如：What’s in the pencil-case? A ruler, two pencils… Step 2 Presentation
1．课件出示一幅教室的图片，教师介绍说：This is a classroom. . Ask: What’s the meaning of the classroom？ Guess. Ss:教室。Then teach it.教师板书并领读，然后让学生由集体到个别轮流读单词 教师接着问：What’s in the classroom? 学生听懂后，教师可先试着让学生回答，能说出英文的学生给予表扬（desk, chair, picture都已学过），也可让学生用中文回答。 教师指着教室里的黑板教学blackboard，教师板书并领读，然后让学生由集体到个别轮流读单词。 How many blackboards can you see? Ss: Two. Yes, two boards.然后在board加S。然后教师做擦黑板的动作，边做动作边说clean the blackboard.教师边领读边做动作，并让学生跟着边说边做。 用同样的方法教学单词window, light, picture和door，同时融入动作。 Close the window. Turn on the light. Put up the picture. Open the door.同样教师先示范动作，然后让学生边说边做。 2．让学生观看本部分的教学课件2遍。 第一遍听，第二遍学生跟读并模仿Let’s learn部分的内容。 让学生看着画面回答： What’s in the classroom? One blackboard, one TV, many desks and chairs. 3.教师领读单词和句型。 4.让学生在小组内读单词，采用兵教兵的形式。 然后找部分学生读单词，检查掌握情况。
手指 第二课时 【教学目标】 1．了解五根手指的不同特点，学习作者描写手指的方法。 2．领悟课文蕴含的道理，感悟人生哲理。 【教学重难点】 1．了解各手指的特点，学习描写方法，体会文章蕴含的道理。 2．学会观察，学会思考，善于从万物中受到启示。 【教学过程】 一、温故知新，导入新课 1．课件出示，引导学生回顾课文内容。 （教师出示课件） 这篇文章首先开门见山指出；接着以风趣的语言具体描写；最后阐明了一个道理——。 2．学生默读课文，教师巡视。 3．全班交流，将之前所出示的内容补充完整。 这篇文章首先开门见山指出每个人都有十根手指，一只手上的五根手指各有所长，各有所短；接着以风趣的语言具体描写五根手指不同的特点；最后阐明了一个道理——五根手指如果能一致团结，成为一个拳头，那就根根有用，根根有力量。 4．指名说说课文描写五根手指的顺序。 预设：迅速看一遍课文，看看作者是按什么顺序描写五根手指的。 明确：大拇指——食指——中指——无名指和小指。 二、研读课文，重点探究 1．学生朗读第1自然段，教师提出要探讨的问题。 （1）在中心句下画上记号，并朗读。 （2）第1自然段在文中的作用是什么？ 交流后明确：（1）中心句：一只手上的五根手指，各有不同的姿态，各具不同的性格，各有所长，各有所短。 （2）第1自然段的作用：总领全文，为下文分别描写五根手指的特点作铺垫，为全文奠定感情基调。
2．教师总结第1自然段的内容，引出第2自然段的内容。 过渡：第1自然段中指出五根手指姿态不同，性格不同，各有长短。那么，五根普通的手指，在作者眼中究竟有什么样的长处和短处呢？现在首先让我们一起来看看作者对大拇指的描写吧！ 3．研读第2自然段，了解大拇指。 （1）指名朗读第2自然段，找出最能概括大拇指短处与长处的词语，并说说大拇指的短处和长处各是什么。 明确：短处是形状不美；长处是最肯吃苦。 （2）作者是如何描写大拇指的外形的？ 明确：“身体矮而胖，头大而肥，构造简单，比人家少一个关节。”这句话从身体、头、构造三方面进行描写，寥寥几语便使大拇指的姿态跃然纸上。 （3）作者在描写大拇指时，运用了“他”这个字，体会这样用词的效果。 明确：这个“他”字让大拇指摇身一变，成为一个身体矮胖、头大而肥的人，并贯穿全文，突出了丰子恺先生幽默风趣的语言风格。 （4）作者又是如何描写大拇指的长处的？ （教师课件出示） 例如拉胡琴，总由其他四指按弦，却叫他相帮扶住琴身；水要喷出来，叫他死力抵住；血要流出来，叫他拼命按住；重东西要翻倒去，叫他用劲顶住；要读书了，叫他翻书页；要进门了，叫他揿电铃。 明确：这组句子运用排比句式，具体描写了拉胡琴、水要喷出来、血要流出来、重东西要翻倒、读书、进门时他“相帮扶住琴身”“死力抵住”“拼命按住”“用劲顶住”“翻书页”“揿电铃”的表现，突出了大拇指吃苦耐劳、默默奉献的特点。 （教师课件出示） 例如招呼人，都由其他四指上前点头，他只能呆呆站在一旁。给人搔痒，人舒服后，感谢的是其他四指。 明确：这两句再次列举具体事例：招呼人和给人搔痒，突出表现了大拇指的另一个长处——不图名利。 （5）引导学生再次朗读描写大拇指长处的句子。 朗读指导：要用恳切的语气，读出对大拇指的赞美之情，表现大拇指的性格特点。 4．研读第3~5自然段，了解其他手指的特点。 过渡：大拇指的长处和短处我们已经从作者生动的描述中体会到了，那其他手指又有什么
Unit 2 My schoolbag第1课时 教学目标 1．能听懂会说本课的会话。 2．能够熟练运用句型What’s in your schoolbag?来回答书包中各书本的名称。3．能听说认读本课主要词汇：Chinese book, English book, maths book, storybook, schoolbag 重点难点 1．句型：What’s in your schoolbag? 2．词汇：Chinese book, English book, maths book, storybook, schoolbag 3．发音：math book, Chinese book 4．区别书写形式：notebook, storybook与Chinese book, English book, maths book 教学准备 多媒体课件，书包，各学科教科书，教学图片，单词卡片，学生活动手册。 教学过程（内容、方法、手段） Step 1 Warming up & Revision 1．复习第一单元My classroom所学内容 做游戏：Simon says 教师说simon says: Clean the board….学生根据游戏规则做出动作。 看图问答：教师出示一幅画有教室的图片，学生之间根据图片内容做问答练习。 2．复习与本课内容有关的单词 做游戏：教师先出示图片pencil, pen, pencil-case, ruler, ersaser, crayon, book, sharpener…，请学生说出单词。然后教师出示写有上述单词的卡片让学生读出来，让学生把单词和图片配成一对 Step 2 Presentation 1．让学生熟悉句型What’s in your schoolbag? 教师手拿出书包，提问：What is this? 教师出示单词卡，引导学生回答：Schoolbag并让学生指一指自己的schoolbag。 教师继续提问：What’s in your schoolbag?教师分别出示语文书、英语书、数学书、故事书和笔记本，让学生用英文进行识别。学生在教师的帮助下学习这些单词。
数学教案－菱形教学示例第二课时 各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢 一、教学目标 1．掌握菱形的判定． 2．通过运用菱形知识解决具体问题，提高分析能力和观察能力． 3．通过教具的演示培养学生的学习兴趣． 4．根据平行四边形与矩形、菱形的从属关系，通过画图向学生渗透集合思想． 二、教法设计 观察分析讨论相结合的方法 三、重点·难点·疑点及解决办法 1．教学重点：菱形的判定方法． 2．教学难点：菱形判定方法的综合应用． 四、课时安排 1课时
五、教具学具准备 教具（做一个短边可以运动的平行四边形）、投影仪和胶片，常用画图工具 六、师生互动活动设计 教师演示教具、创设情境，引入新课，学生观察讨论；学生分析论证方法，教师适时点拨 七、教学步骤 1．叙述菱形的定义与性质． 2．菱形两邻角的比为1：2，较长对角线为，则对角线交点到一边距离为________． 师问：要判定一个四边形是不是菱形最基本的判定方法是什么方法？ 生答：定义法． 此外还有别的两种判定方法，下面就来学习这两种方法． 菱形判定定理1：四边都相等的四边形是菱形． 菱形判定定理2：对角钱互相垂直的平行四边形是菱形．图1 分析判定1：首先证它是平行四边
形，再证一组邻边相等，依定义即知为菱形． 分析判定2： 师问：本定理有几个条件？ 生答：两个． 师问：哪两个？ 生答：（1）是平行四边形（2）两条对角线互相垂直． 师问：再需要什么条件可证该平行四边形是菱形？ 生答：再证两邻边相等． （由学生口述证明） 证明时让学生注意线段垂直平分线在这里的应用， 师问：对角线互相垂直的四边形是菱形吗？为什么？ 可画出图，显然对角线，但都不是菱形． 菱形常用的判定方法归纳为（学生讨论归纳后，由教师板书）： 注意：（2）与（4）的题设也是从四边形出发，和矩形一样它们的题没条件
小学英语PEP人教版教材三年级上册 Unit 2 Colours教案 Unit 2 Colours 第一课时 教学目标： 1 能用英语进行简单的打招呼及用This is……向别人介绍身边的人。 2 通过创设实际情景，让学生能在相应的情景中准确运用以上句型。 3 培养学生正确、自然的模仿语音、语调的能力。教学重点：This is ……句型的学习。 教学难点： 1、This is ……的得体运用。 2、This is …… 句型字母i 及th的发音不容易到位。 教具准备： 1、本课Let's talk/ 部分的教学课件。 2、本课时教学配套的录音带，以及歌曲"Hello"“Good morning”的录音带。 3、Mr. Jones, Miss White, Miss Green 的头饰。 4、小星星的贴贴。 教学过程： Step1 热身、复习(Warm-up/Revision) （1）播放歌曲Good morning，让学生跟唱，集中学生注意力，调动学生学习兴趣。 （2）游戏Do a game. "SIMON SAYS" 指令是第一单元B.Let's do的内容。（3）师生同唱歌曲"Hello"。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。 （4）教师用头饰介绍人物。例如：教师举起Miss White的头饰说：This is Miss white 然后戴上Miss white的头饰说：Good morning, boys and girls. I'm Miss white （5）请三个学生扮演Mr. Jones, Miss White, Miss Green ，用唱歌的形式互相问候。"Hello" Step2 呈现新课(Presentation) （1）师生观看教学课件。课件内容为Let's talk/A 的内容。教师利用与教材内容相同的教学课件，使学生一目了然，既了解了句型的含义，又了解句型运用的情景。 （2）再次观看课件，教师提问：T: What are they doing? （3）教师演示Let's talk/A 的内容，使学生进一步理解对话。方法为：教师戴上Miss White 的头饰，左手举起Mr. Jones的头饰，右手举起Miss Green 的头时，用不同声调引出对话内容。在此次演示活动中，教师强调This is……。 （4）教师提问：Miss White 是如何介绍Miss Green 给Mr. Jones的？Miss Green 和Mr. Jones是怎样用英语打招呼的。 （5）听本课时Let's talk/A 教学配套的录音带，学生跟读并模仿发音。教师注意带读不易掌握的读音，如：This is……一句中的元音字"i" 的读音是[i] ，提示学生要读得短促些。而this一词中的th 在发音时，要让舍尖顶住上齿，教师可以夸大口型，让学生了解发音方法。教师要适当纠正，切不可一味的纠正发音，打击孩子学习的积极性。 （6）分组练习。每三个学生一组进行练习Good morning ,this is ……,给表现好的小组奖励小星星贴贴。
英语教案－Unit1 My classroom 第二课时教案 -------------------------------------------------------------------- ----------- 教学重点：学习句子We have a new classroom. We have 6 new lights；学习用near表示方位。 教学难点：学生对our 和my 的表达要比理解稍难些。our 一词的发音对学生来说读准不太容易。教具准备：1．学生自带一件物品，最好是有关已学过的英文单词。2．Amy, Mike 和Zhang Peng的面具。3．一张画有教室的大幅图片。4．教材相配套的教学课件。 [Unit 1 Let’s talk/A] 5．教材相配套的教学录音带。教学过程：（一）热身、复习（Warmup/Revision）1．复习已学句型：This is…I have…教师手拿一个毛绒玩具，说： I have a dog , this is my new dog. 2．让学生用事先准备好的实物模仿句子3．当学生能够说出句子时，教师可提问：Where is it? 启发学生用学过的知识回答： It’s on/in/under/the …4．在学生回答Where is it?时，教师可以适当的加入near 一词，It’s near the…让学生在实际的情景中理解near 的含义并运用。（二）呈现新课（Presentation）1．教师出示Amy和Mike的面具，问：Who’s he? Who’s she?学生回答出Amy 和Mike后，教师补充：Amy and Mike are classmates. 让学生猜classmate 的含义。教读classmate 2．教师介绍新人物并展示情景对话：出示面具 This is Zhang Peng, he is Amy and Mike’s new classmate. They have a new clas sroom. Do you want to have a look? Ok, Let’s go and have a look.(间接引出新句子) 教师出示一张教室图并把它贴到黑板上：This is a new classroom.提问： What’s in the classroom? (让学生先熟悉一下对话情景。) 3．让学生带着问题观看本部分的教学课件。 ［Unit 1 Let’s talk/A］How many lights in the classroom? Is the new classroom big? Where is ZhangPeng’s seat? 4．让学生通过视听来回答教师所提出的问题，有困难的地方教师要做必要的帮助。5．学生跟读并模仿Let’s talk部分的内容。（使用教材相配套的教学录音带）6．请学生解释We have a new classroom. We have 6 new light. 让学生结合实际情况用We have…说句子。请学生解释Let’s go and have a look. 本句可用动作来表示。教师告诉学生Let’s go and have a look.是建议去看远处的东西。7．教师可让学生互相问一问在教室中所坐的位置。Where’s your seat? It’s…8．再次观看本部分的教学课件，让学生根据画面内容分角色配音。9．让学生三人一组，分角色表演对话。评选最佳表演奖。教师要注意学生使用my, our两词的准确性。最好让学生在说话时把这两个词的动作表演出来，以免混淆。10．听 Let’s chant部分的录音。（使用教材相配套的教学录音带）教师随着录音的播放出示表示work和play 的图片，使学生对句子加以理解。学生听录音进行模仿。（三）趣味操练（Practice）游戏1 做“找朋友”的游戏。教师给学生1分钟的时间，让学生下位子去找与自己拥有相同物品的同学。教师说停后，看谁找到了“朋友”，并让拥有相同物品的“朋友”一起说：We have…找到朋友的学生都说完后，教师再给时间让学生去找“朋友”，继续游戏。游戏2 做“拍手”的游戏。教师播放Let’s chant 的录音。学生两人一组，一边跟录音说歌谣一边做拍手游戏。拍手方法：两人面对面，Work and play, 两人各自的左手相互击掌一次；Word and play.两人的右手相互击掌一次； In the classroom every day. 两人各自的左右手打开同时与对方击掌一次。 Work and play, Work and play. We have fun every day.的拍手方法与前三句相同。游戏
Unit 6 Is she a student?第二课时 Lesson32教案示例 课题：LESSONTHIRTY-TWO 重点：句子Isheateacher?No,heisn’t. 词汇tallfifteen 难点：发音、理解Who’sthatyoungman? 过程： 一、复习/热身 1.Sayarhyme[配套第19课录音] Howoldishe? Howoldisshe? Heisthirteen. Sheisthree. Comehere,please. Havesometea. Sitdown,please. Talkwithme. 2.复习第31课课文对话 看图问答：根据主题图内容随意进行问答练习 课文对话表演：找几组学生在班上表演 3.游戏：猜一猜 操作：手拿一张班内男学生的照片，画面向教师，学生用英文对
照片进行提问，通过教师的答案，学生猜出照片上的人物到底是谁。 二、介绍新语言项目与教学方法 1.情景展示[出示主题图] 学生根据画面中呈现的内容进行提问，可能会涉及到以下问题：Howmanyboys?Whoarethey?Who’stheboy?Howoldishe?Isheastudent? 教师这时在Who’stheboy?的基础上稍加引导Who’stheyoungman?，并让学生回答 B.能力稍强一些的学生对画面内容做归纳描述 2.接触新词汇 A.教师出示ZhouMin的图片，提问学生：Who’sthegirl?Issheateacher?得到答案后，对全班学生说：She’sastudent.Butsheistall.用手势表示tall，接着说：Lookatthisyoungman.Ishetall?Heisastudent,too.He’stall.示范两遍tall，并带读，小组读与个人读相结合。 B.教师做神秘状问学生：Heistall.Guess!Howoldishe?学生猜男孩的年龄。猜过几轮后，教师告诉学生：He’smiddleschoolstudent.Ithinkhe’sfifteen.带读词汇fifteen，并将所学的数字简单复习一遍。请学生寻找记忆数字13以后的窍门，帮助学生掌握更多词汇。 3.听课文对话录音一遍，回答问题[配套录音]