《c》教案（精選13篇）
《c》教案 篇1
unit 2vienna is the centre of european classical music教案
teaching plan for module 5 western music
unit 2 vienna is the centre of european classical music.
by huang qiaomei
longgang middle school
oct.18,
教材分析
本模塊以western music為話題，設計了三個部分的內容。旨在通過模塊教學使學生了解西方音樂的有關知識；了解奧地利著名作曲家——約翰•施特勞斯；學會表述反意疑問句及其回答；能談論對不同類型的音樂及對于音樂的愛好和理解；談論最喜歡的音樂；練習通過閱讀找出信息的能力；能根據所給的信息寫音樂家的傳記。
通過unit 1的學習同學們已經對談論不同類型的音樂有所了解，能運用描述音樂的一些形容詞；已認識反意疑問句及其回答。
unit 2 學習關于著名音樂家約翰• 施特勞斯和莫扎特的文章，并從文章中找出細節信息；利用所給的信息寫音樂家的小傳。
學情分析
本本節課為借班上課，老師與學生之間了解不多。另外本節課的話題是談論西方音樂，學生們對此了解并不多。但已進入初二階段，學生從表達和知識儲備方面已有一定的基礎。
teaching aims
1)to master new words:centre,drum,violin, elder ,die
2)to understand the description of vienna and composers
3)to write about xian xinghai
4)to train the national feeelings of the students through the introdution of xian xinghai.
teaching important/difficult points
talk about composers and musicians
teaching aids:a recorder and a computer.
class types: reading and writing
teaching procedures
step i lead-in （pre-reading）（6~7min）
1.greetings
2.ask the ss some questions:1) do you like music？
2)what kind of music do you like?why?
3）you have heard of it , haven’t you?
4)it is called the blue danube, isn’it?
5)the strauss (younger) wrote it, didn’t he?
3.play some music and ask ss to guess the instruments
“it’s played by……..
（aims:using the vedio of the blue danube to activate the reading background. and it can make the ss very to read it. ）
step ii while-reading（13~15min）
1.ask ss to skim the text and decide which para the pboto is talking about.(1min)
（aims:fast-reading to get the main idea)]
2.listen and read the text and check the true sentences.(3min)
(aims:train the ss how to find the specific information)
3.read the para.1 carefully and answer the two questions:（1min）
1)where is vienna?
2)which family was the most famous family of musicians in vienna?
4. read the para2-3 and answer these two questions：(3min)
1)what sort of music did johann strauss the elder write
2)what was johann strauss the younger ‘s most famous piece of music?
5. read para.4 and fill in the form about mozart. teach them how to write a
bi ography.（5min）
(aims:try to find more details,learn how to write a biography and prepare for writing)
step iii post-reading（writing）(15min)
there are a lot of famous western composers. but we still have lots of chinese composers.can you say some of them?
1. play a song written by xian xinghai.
2. ask them to choose 5~6 sentences to form a passage according to para4.
3. ask some of them to show their passages.
(aims: train the ss’wrinting ability)
homework；
read the text and translate it into chinese.
underline the difficulties you can’t understand
write a passage about your favourite person.
design of bb
《c》教案 篇2
課題
unit 3 topic 1 section c
課型
reading practice
時間
教學目標
三維目標
1. learn some new words and phrases:tongue, mother tongue, state, speaker, communicate, conference, tourist2. go on learning the simple present passive voice: of all these languages, english is the most widely used. 3. let the students know the wide uses of english in the world.
教學重難點
1. go on learning the simple present passive voice: 2. let the students know the wide uses of english in the world.
教學
策略
學法
指導
reading comprehension, revision, discussion, pair work, group work
教 學 過 程教學內容（用好教材、開發資源），教師引領（創設情景、問題設計、點撥誘導、分層導學）學生求學（自主、合作、探究），活動過程（教學環節、師生互動、反饋練習、布置作業）
設計意圖step 1. duty report ask one or two students on duty to give a report, the others listen carefully and answer the teacher’s questions. step 2. review1. learn the new words and phrases by discussion and making sentences. e.g. mother tongue, communicate, tourist… 2. retell 2a, section b with the help of the key words.on business in general have no trouble doing sth.once in a while translate and explain 3. check the homework, ask some students to talk about english. t: when and where do people use english?s1: i will have long conversations with americans in english.s2: i will use english if i take part in an international meeting …s3: most of the world’s scientists read in english.s4: english is useful when you go abroad. … step 3 presentation1. show a picture of an international conference with english and talk about it . eg.
教 學 過 程教學內容（用好教材、開發資源），教師引領（創設情景、問題設計、點撥誘導、分層導學）學生求學（自主、合作、探究），活動過程（教學環節、師生互動、反饋練習、布置作業）
復習上節課的語言項目，為導入新課作準備。
為學習新課作準備。
展示圖片，創設情景對話，
設計意圖
t: do you know which language is spoken as their mother tongue in france?s1: french.t: which language is spoken as their mother tongue in china?s2: chinese.t: look at this picture. can you tell me what they are doing?ss: they are having a meeting. t: yes. they are having an international conference.t: which language is the speaker speaking? can you guess?ss: yes. i think he is speaking english. t: english is spoken in many countries. it becomes an international language today. more and more people use english to communicate on the internet, phones and in the letters. it’s a useful tool for the people from all over the world to communicate with each other. it is spoken not only in the united kingdom, the united states, but also in china and many other places. more and more chinese people are practicing speaking english.t: is english spoken by the largest number of people in the world?ss: yes. t:i don’t agree with you. chinese is spoken as the first language in china which has the largest population in the world. so chinese is spoken by the largest number of people in the world, and english is the most widely used in the world. english is useful in many different fields of life, such as business, airlines, technology and tourism. tourists also speak english when they go abroad. in a word, english is the most widely used. it plays an important part in our life.write on the bb:tourism touristchinese is spoken by the largest number of people in the world.english is the most widely used in the world.2. listen to the tape and write down the correct numbers in the brackets.
english around the world (1)( )people speak english as their mother tongue in the world.english (2)over 226 million people speak english in is (3)english is also learned as a foreign language in . used. (4)about ( )of the world’s scientists read in english. (5)about ( )users of the internet communicate in english.
教 學 過 程教學內容（用好教材、開發資源），教師引領（創設情景、問題設計、點撥誘導、分層導學）學生求學（自主、合作、探究），活動過程（教學環節、師生互動、反饋練習、布置作業）
在互動中讓學生了解英語的重要性，同時學習生詞。
借助表格訓練學生的聽力理解能力及閱讀能力。
設計意圖
(1）listen to the tape and fill in the blanks with numbers. (2) read the passage, fill in the names of countries and answer the pre-reading questions. (3) ask and answer according to the table above. eg. now look at the form and answer my questions with passive voice. how many people speak english as their mother tongue?s3: english is spoken as their mother tongue by over 400 million people. t: in which countries english is spoken?s4: in the u.s.a. …t: so english is the most widely used, isn’t it?ss: yes, it is. 3. read 1a again. then finish 1b. step 4 consolidation 1. encourage the students to read the passage again and pick up the key points, then discuss: eg. the number of the number of the students in our class is 60.a number of =many/lots of a number of students are doing some cleaning.two thirds of another+數詞 more and more important 2. encourage the students to retell the passage according to 1b: work in groups of 4-6 persons, then ask some of them to retell it in solitaire style. summarize: english is really very important. you must study english hard from now on. step 5 practice1. listen to 2, finish it, then check the answers. 2. discuss in groups where english is used. (1) look at the pictures in 3 and discuss. (2) discuss in groups according to the table below.
where
what
meaning
building
exit
安全出口
square
parking
停車場
教 學 過 程教學內容（用好教材、開發資源），教師引領（創設情景、問題設計、點撥誘導、分層導學）學生求學（自主、合作、探究），活動過程（教學環節、師生互動、反饋練習、布置作業）
學生精讀1a，并根據1b提供的數字復述1a，培養學生的概括能力和表達能力。復述課文。分組活動，每組5~6人，以接力賽的形式復述課文。最后選本組較好的2~3人把課文復述完整，表揚優秀，鼓勵后進。 聽2錄音，完成2和3。讓學生進一步認識到英語在我們日常生活中的重要性。
設計意圖
step 6 project1. discuss in groups where english is used around you . (1) collect all the signs.be quiet. don’t litter. no photos. no smoking. …(2) make cards with the signs. (3) show the cards, ask and answer about them: example: no photoss1: what does this sign mean?s2: it means you can’t take photos there. s1: where can this sign be put?s2: it is usually put in the museums. 2. homework:list five reasons to explain why we study english. 討論生活中英語被廣泛應用的例子以及學習英語的重要性。教學反思（教學隨筆）1、 對于英語學習來說，本節課內容是寓德于教的范本，我們可以大力宣傳英語的重要性，要引起學生的重視并能激發那些對英語不感興趣的學生改變態度，去努力學好英語。2、 本節課是閱讀課，培養學生的閱讀能力是重點之一。主要通過聽磁帶、閱讀后填寫表格、讀后問答等活動加強理解，培養學生的概括能力和表達能力。3、 為了突出本課教學內容，導入部分用了大量的英語創設情景，對中下學生來說必定會難以理解，所以要注意語速并適當地加以漢語解釋。板書設計：english is widely spoken throughout the world.section cmother tongue chinese is spoken by the largest number of people in the world. the number of of all these languages, english is the most widely used. a number oftwo thirds of
《c》教案 篇3
八年級（下）英語學案 第41課時
【課題】unit 7 reading would you mind keeping your voice down?
【勵志小木屋】virtue is a jewel of great price.美德乃是無價寶。
【學習目標】（一）知識目標：master words、phases and sentences.
（二）能力目標：學會運用scanning for details的方法來提高閱讀效率，提高學生聽、說、讀、寫及知識自學的綜合能力。
（三）情感目標：通過形象、生動的教學培養學生樂于助人、勇于承認錯誤的思想意識和社會公德意識。
一.自主預習：（一）、預習任務：
task 1: 漢譯英：
1.壓低聲音；使緩和 ___ 2.聲音 ____ 3.術語 _______ 4.首先 ______ 5.亞洲（人）的 ____ 6.無理的 ___ 7.歐洲 ______ 8.允許某人干某事 ________ 9.當眾 ______ 10當心 ___ 11.違反規則 ______ 12.熄滅 ________ 13.撿起垃圾
task 2英譯漢
1.keep ----down ____ 2.voice __ 3.term __ 4.at first 5.asian______ 6.impolite _ 7.europe __ 8.allow sb to do sth _______ 9.in public___________10.take care _____ 11.break the rule ______ 2. put out _______ 13.pick the litter up/pick up the litter _____
task3: 據意填詞
1.china is an ___________ country. (asia)
2.he __________ litter on the ground and got criticized. ( drop )
3.have you finished _____________ the letter? ( write )
4.some ______________ are visiting our farm next monday. ( foreign )
5. most people would agree that talking loudly in a library is ____________. ( polite )
(二)、預習診斷：完形填空
i don’t like w_______ in line when a shop assistant has a long telephone c_______ .when that h________ , i usually say , “would you mind h_______me ?” and i don’t like it when shop a_________ follow me a__________. then i say , “could you please n_______ follow me around ?i’ll ask you i_________ i need some help.” usually the shop assistants say they are s_________, but sometimes they get m__________ . if that happens, i w_________ go back to that s___________ again.
（三）預習置疑： do you have any questions?__________________
二、課中實施:
step1: warming-up step2: lead-in step3: finish some tasks by reading.
step4 精講點撥 take care not to do something. 意為“注意（當心）不要做某事” 試譯：當心自己不要過馬路。________ _________ _______ _________ go across the road alone.
step5: 拓展延伸：選擇相應詞填空。
understand decide rent improve show
1. my english wring is good , but i need to ______my listening skills .
2. i don’t ___________ .could you explain that again ,please ?
3. that’s a special cinema . it only _______foreign films .
4. have you _______what you want to do after school ?
5.you can _______bikes at the amusement park . step6: summary:
三、限時作業：（滿分10分）. 得分_______
1. i didn’t finish _________(write) my paper because i ran out of time .
2. we should also take care not to cough or sneeze__________(loud) in public if possible .
3. _________(drop ) litter is almost never allowed around the world .
4. people don’t usually like to be criticized, so we have to be _________(care) how we do this .
5. i’m ________(interest) in this job.
6. it’s better ___ (keep) your voice down in public places.
7.would you mind putting out that cigarette ? _________ you ________ put out that cigarette?
8.why did you go to that city ? ________ did you go to that city _______?
9.i think math is an interesting subject . i am very _________ ________math .
10.i can speak several foreign languages. i ________ _______ _______ speak several foreign languages.
homework
一、根據漢語完成句子
1.____________ (降低) your voice, please. they are sleeping.
2. you should often ________ your mother__________ (幫助…做)
3. there is a test tomorrow. so i __________ ( 不得不 ) go to bed early today.
4. you should ________ ( 排隊等候) when there are too many people.
5. we will become angry when people _________ (插隊).
6. will you __________ (繼續學習) how to use the computer.
7. where are your teachers? i think they are __________ (在開會).
8. eating much fruits __________ ( 對…有益處) your health.
9. we __________ ( 感覺不舒服) for your smoking here.
10.smoking and eating __________ (不允許)during the exam.
二、情景交際選擇
a. would you mind my smoking here? b. would you mind waiting in line?
c. would you mind standing straight? d. would you mind not talking so long on the
telephone? e. would you mind not talking so loudly?
1. in the library, if someone is talking so loudly, you will say, ______?
2. if he is a gentleman, before smoking, he usually asks, _____?
3. if someone cuts in line, you should say, _______?
4. if you don’t stand well, your teachers or parents will say, _____?
5. if you often chat with your friends on a phone,
your mother will say, ______?
【學后反思】____________________________________________________
《c》教案 篇4
would you mind turning down the music教案2
unit 7 would you mind turning down the music ?
analysis of unit 7
teaching goals:
1. 學習would you mind doing sth ?這一句型，學會懇請對方對于某事如何表達歉意。
2. 本單元圍繞“歉意、懇請”這一話題展開教學，以此培養學生的交際能力。
important points :
a: would you mind doing sth ?
b: i’m sorry .i’ll do it right away .
a: would you mind not doing sth ?
b: sorry. we’ll go and play in the park .
difficult points :
比較: would you mind (not) doing sth ?
could you please do sth ?
please do sth .
you have to do sth .
structures:
would you mind cleaning your room ?
i’m sorry .i’ll do it right away .
would you mind moving your bike ?
no, not at all .i’ll do it right away .
period 1
teaching procedures:
step 1 assign the task
write the following requests on the bb :
can you give me the book ?
please give me the book .
would you mind giving me your book .
explain that the last example is a very polite way of making a request .
step 2 warm up section a(1a-1c)
sb page 52 ,1a .
1. point to the four requests in the box .say each phrase to the class and ask the ss to repeat it .
2. point to the picture .ask ss to write the letter of each request in the correct place in the picture .
3. correct the answers .
sb page 52 ,1b .
1. point to the list of requests in activity 1a.play the recording the first time .ss only listen .
2. play the recording a second time .correct the answers .
sb page 52 ,1c.
1. ask two students to read the words in the sample dialogue in activity 1c. say, you’ll work with your partner .make requests .
2. ask two pairs to say their conversations to the class .
step 3 pre-task section a (2a-2c)
sb page 53 ,2a .
1. read the instructions with the students .play the recording the first time .ss only listen .
2. play the recording a second time .ask ss to write the number of each conversation .
3. correct the answers.
sb page 53 , 2b .
1. point out the five responses in activity 2b .ask different ss to read each one to the class .
2. play the recording .this time ask ss to fill in the letters of the pictures in front of the responses .
3. correct the answers .
sb page 53 , 2c .
ask two ss to read the words in the sample dialogue .say, make conversations like this about the information above .
step 4 grammar focus
1. review the grammar box .ask students to say the statements and responses .
2. ask students to talk about the differences among the different sentences .
exercise: 漢譯英:
a) 你介意把門關上嗎？好的，我馬上就辦。
b) 你介意把收音機關小點兒聲嗎？不，一點也不。
c) 請不要在教室里大聲說話好嗎？對不起。
教學后記:
period 2
teaching procedures :
step 1 pre-task
sb page 54 , 3a .
1. read the instructions .point to the pictures .ask ss to explain what is happening in each picture .
2. point to the note .ask ss to read the note and fill in answers .
3. check the answers .
sb page 54 , 3b .
1. read the instructions .point out the list of requests and commands in the box .
2. ask ss to make conversation like the sample dialogue .
3. ask several pairs to say one of their conversations to the class .
sb page 54 , part 4.
1. ask ss to complete the work in groups .
2. ask a few students to share the sample conversation .
homework : 完成對話
a: mind up ? you to help me in the kitchen .
b: ok .i’ll get up right . do i have to the dishes .
a: yes , and you have to help me dinner .
b: ok . when i finish , you help me my homework ?
a: sure .
教學后記:
period 3
teaching procedures :
step 1 assign task
teach the new words .
sb page 55 , 1a .
1. read the instruction and ask ss to read each situation and think about the two questions .
2. ask some students to share their answers with the class .ask other students whether they agree with the opinions or not .
sb page 55 , 1b .
1. help the students understand that something that is unpleasant or something that bothers you is annoying .
2. then ask the students to number the ideas from most annoying to least annoying .
3. ask the class to vote on the most annoying item on the list .
sb page 55 , 2a .
1. read the instructions .play the r4ecording .this time ss only listen .answer any questions they have about the recording .
2. play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures .
3. correct the answers .
sb page 55 , 2b .
1. say , listen to the three conversations again .this time write the situations ,problems and solutions in the chart .
2. point out the sample answers .play the recording again .ask ss to fill in the answers on their own .you may need to pause the tape from time to time to allow students to write answers in their books.
3. check the answers .
sb page 55 , 2c .
1. read the instructions .point out the problems in activity 2b .
2. ask one or two students to say the conversations to the class .
step 2 while-task
sb page 56 , 3a.
1. read the article to the class .ask ss which words they don’t understand. write these words on the board .
2. ask students to underline the things that are annoying .then have the students circle what people do when something annoying happen.
3. correct the answers with the class .
sb page 56 , 3b .
1. look at each picture with the class .ask different students to tell what is happening in each picture .
2. read the instructions and ask students to complete the activity on their own .
3. check the answers .
sb page 56 , part 4 .
1. this activity provides speaking ,listening and writing practice using the target language .
2. ask students to complete the work in groups .
教學后記:
period 4
teaching procedures:
step 1 self check
sb page 57, part 1 .
1. ask ss to fill in the blanks on their own .check the answers.
2. ask ss to make their own sentences with the words ,preferably sentences that are meaningful .
sb page 57, part 2 .
1. ask the students what might be annoying in the picture .
2. ask the students to write the letter on their own .
3. ask a few students to share their letters .
step 2 while-reading
sb page 58 , section 1 .
1. read the title .ask the students to predict what they think the article is about based on the article .
2. look at the picture .ask students to describe what is happening in the picture .
sb page 58 , section 2 .
1. encourage ss to use the reading strategy of scanning for specific information .
2. ask ss to read the article carefully once time .then ask ss to raise their hands and say which words and sentences they don’t understand .encourage ss to read in contest ,guessing the meaning of words and phrases from the other words around them.
3. ask the ss to read the article again for comprehension .
sb page 58 , section 3 .
1. complete the task .ss can work individually or in pairs .
2. check the answers .
3. practice students’ speaking and listening skills .
homework: 詞組翻譯
1. 控制你的聲音 2. 熄滅 3. 例如
4. 在公共場所 5. 撿起垃圾 6. 實際上
7. 排隊 8. 變得氣惱
《c》教案 篇5
unit 5 music
period 4（speaking & writing）
teaching aims:
students will be able to:
write a letter for advice
talk about music: forming a band
make suggestions and talk about preference properly
procedure:
step 1 speaking (group work)
1. brainstorm
do you know what a band is? what is your favorite band? how many people is a band usually formed? …
2. speaking
you and your friends want to start your own band. however,, you have never played in a band before. talk with your friends about the band you are going to start. what things do you have to consider? what problems do you have?
3. activity and performance
imagine that you have a chance to form a band. how to form a band? according to the following information discuss in your group.
1) what is name of your band?
2) who will play what instruments and who will sing?
3) what kind of band you will be?
4) choose an english song for your “band” to perform.
step 2 writing
you and your friends want to start your own band. however, you have never played in a band before. you write an e-mail to freddy for his advice. the e-mail is started for you, but you have to finish it.
you’d better do some brainstorming in small groups before writing your letters. you should follow the procedure for brainstorming and outlining introduced in module 1 unit 2.
writing tips:
1. in groups discuss some questions you would like to ask freddy.
1) make a list of them and choose the best questions.
2) share your ideas with another pair; discuss all questions and then decide which ones you want to ask freddy.
3) use each question to start a new paragraph.
4) write your question first; then add extra information to show freddy why you need help.
5) finish the letter politely and thank freddy for his help.
2. reading freddy’s reply
let’s read freddy’s reply and answer the questions:
--- how was freddy’s band formed?
--- what advice does freddy give?
3. writing a note and a paragraph
please turn to page 74. now in pairs you are going to decide on the best way to tell a foreign friend about one kind of chinese folk music. what do you think they need to know before they can enjoy it? why do you like it? who are your favorite singers? discuss it with your partner and write notes to remind you of your most important ideas.
step 3 homework
1. write a paragraph telling your foreign friend about the type of chinese folk music you have chosen. use a dictionary and other reference books to help you.
finish off the summing up in student’s book.
《c》教案 篇6
仁愛版八年級上冊unit 3 topic 1 section c教案 教學設計 （1）學情分析
八年級學生的心理特征:自主、獨立，具有較強的求知欲和探索精神，大部分學生熱愛思考、敢于表達。然而，也有部分學生存在不自信，羞于表現等思想顧慮。知識基礎：通過前兩課的學習，學生已有一定的基礎和理解力，掌握了一些關于討論興趣愛好的表達。認知心理：大部分學生勤奮好學，但語言表達能力不強，有待培養的是擴展能力（2）教材分析
section c是section a、b的延續。section c又是section d的前奏。是本單元四個部分中最重要的一環。本部分教學內容主要是圍繞談論個人的興趣和愛好，what hobbies did you use to have?讓學生學習如何表達自己的興趣和愛好，通過現在和過去的愛好的對比，引出本話題的主要語法used to. 本課時旨在創造一個輕松、愉快的學習、交流環境，通過聽、說、讀、寫來培養學生綜合運用這些知識的能力。以“授之以魚，莫如授之以漁”的思想，讓學生去親身體驗，互動交流，創造性地去學習。并讓學生通過有限的課堂實踐活動能準確地用英語來表達所學知識。為了更好地在40分鐘內最有效地實現教學目標，本人從學生實際出發，對教材進行了一些調整。 （3）教學安排 一個課時（40分鐘）。（4）教學目標1自主學習 能夠結合個人的情況預習教材和拓展。2合作學習 能夠與同學交流學習心得體會，共享學習策略。3.通過合作討論、游戲、競賽等多種活動形式，實現在用中學，學而能的原則。 （5）教學要求：要求掌握的詞共八個，vacation、 pond 、nobody、 secret、 paint、 such、 friendship 、knowledge 、daily 。句型有：used to…what hobbies did you use to have?did you use to go swimming during the summer vacation?yes, i did. / no, i didn’t. （6）教學過程step 11. greeting.2. class activities: let’s sing a song together..（在輕松活潑的氣氛中展開課堂教學活動。）（復習談論自己的愛好。教師再抽一列的學生進行鏈式對話。）1、 i like singing english songs. what’s your hobby? (one by one)2、do you like listen to music? (show and read some pictures together.)ask and answer: what’s your hobby?3、i like singing english song, but i used to go swimming.板書：i used to go swimming.用圖片練習句子：i used to…4. look at the pictures, please say it in english.5. play games.step 2 1、 read 1b together.2、 板書： what hobbies did you use to have? what hobbies do you have now?3、 new words: paint /keep pets.4、 let’s practice 1b in groups. (turn back )5、 check the conversation. step 31、show my photo to the students. say something briefly about your my members’hobbies.ask : what hobbies did your mother use to have? what about your father?2、let’s practice in pairs. step 41、there are two boys talking about their hobbies . let’s listen to their conversation and answer the question.what did bob use to do during the summer vacation?2、learn the new words.3、 read 1a again. step 51、why do people have hobbies ? do you want to know? let’s do the read and understand. what can hobbies bring people? please try to find them out.bring them happiness, friendship and knowledgehelp people relax after their daily workkeep them healthyhelp them get well soon 2、finish 3b according to 3a. fill in the blanks with the correct words. spare, chat, paint, collect, happiness, friendship, knowledge, relax, become, keep,healthy, well step6 let’s look at the pictures and make up sentences with “used to... ”. 仁愛版八年級上冊unit 3 topic 1 section c教學過程 步驟目 的教師活動/方法學生活動/學法條件/手段step 1 引出本話題的主要語法used to.以英文歌曲、游戲等形式引入教學，激發了學生興趣和注意力，展示圖片，復習關于興趣愛好的單詞。唱歌曲，做動作。回答老師提問。猜單詞比賽。唱歌、對話、游戲（錄音機、圖片）step 2pair work引出本話題的主要語法used to.根據資料，完成對話。訓練學生口語能力。根據1b和資料內容，練習used to句型用表格的形式向同學們簡述家人和朋友的興趣愛好，依據1b內容及例句，練習對話。對話練習（共享資料、照片）step 3學習section c 1a部分，掌握新單詞、短語。 聽力練習，聽錄音對話，布置任務回答問題。學習section c 1a部分，朗讀1a。聽力練習，朗讀。（錄音機、簡筆畫） step 4閱讀練習、培養學生閱讀的能力。設置閱讀任務。完成閱讀練習。讓學生閱讀3a，找出hobbies給人們帶來哪些好處。完成閱讀任務，完成練習找出hobbies給人們帶來哪些好處。。任務型教學，問答形式。step 5總結本課內容，通過合作討論、的活動形式，實現在用中學，學而能用的原則。總結本課內容，用圖片單詞造句。回顧課堂知識，做對話練習。練習造句。（圖片）unit 3 topic 1 section c practice1用表格的形式向同學們簡述自己家人的興趣愛好,同桌進行對話。 whoin the pastnowwhymy mother my father my friend for example:a: what hobbies did your mother use to have?b: she used to ….a: what hobbies does she have now?b: she like….a: why?b: because she ….……english song. if you're happyif you're happy and you know it clap [klæp] your hands. / stomp[stɔmp] your feetif you're happy and you know it clap your hands. /stomp[stɔmp] your feet if you're happy and you know it , never be afraid to show it.
if you're happy and you know it clap your hands. / stomp[stɔmp] your feet
(show hooray [hu’rei])
《c》教案 篇7
unit 5 music
period 3（listening, reading and talking）
teaching aims:
students will be able to:
make suggestions
talk about preference
procedures:
step 1 listening & writing
1. preparation for listening to “freddy, the frog”
read the directions and the statements. make sure the students know what they mean and what they are asked to do.
2. turn to page 38 and read these sentences before listening to the tape. then listen to the tape and decide true or false.
step 2 reading
1. read more about freddy’s life and summarize the main idea of the story in one sentence. (a possible version: this is a story about a band that became famous and did not like it.)
2. underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.
collocations from freddy’s life:
become famous, visit britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a tv program called “top of the pops, wear an expensive suit, give a performance to a tv camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb., pack one’s bags
step 3 discussion
1. in small groups imagine you are freddy and his group and you are back at the lake. discuss the advantages and disadvantages of being famous. ask them make a list of their ideas
2. ask some groups to act their conversations.
step 4 homework
develop your ideas into a short passage.
《c》教案 篇8
period 2 learning about languagethe general idea of this period：this period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part：the attributive clauses with the preposition ahead of the relative clause.you will have systematic explanations of it and assign some exercises for the students to complete to consolidate what they learn.teaching aims：1.help the students recognize the useful words and expressions learnt in reading part.2.master the usage of the attributive clauses with the preposition ahead of the relative clause.teaching important points：1.get the students to use the attributive clauses with the preposition ahead of the relative clause.2.get the students to master the useful words and expressions learnt in reading.teaching difficult point：how to help the students to use the attributive clauses with the preposition ahead of the relative clause.teaching methods：1.question-and-answer activity to help the students to go through the words of this unit.2.pair work or group work to make every student work in class.3.practicing independently and explaining.teaching aid：a multi-media computer.teaching procedures：step 1 greetings and revisiont：good morning，boys and girls!last class i assigned you to collect some information about your favourite music or musicians.who would like to have a try?s1：i like country music，so i’d like to say something about country music.country music comes from two kinds of music.one is traditional music of the people in the eastern united states.the other is traditional cowboy music from the west.the singers usually played the guitar，and in the 1920s the singers started using electric guitars.at first city people said country music was low class.it was popular mostly in the south.but during world war ⅱ，thousands of southerners went to the northeast and midwest to work in factories.they took their music with them，so it slowly became popular all over the united states.today country music is popular everywhere，because it is about simple but strong human feelings and events-love，sadness，good times and bad times.it tells real life stories.as life becomes more complicated，it is good to hear music about ordinary people.s2：my favourite singer is zhou huajian，a well-known pop singer who was born in hong kong.as a high school student，he took interest in music and once took part in a singing competition held by local radio station and won the first prize.as the age of 19，he went to Chinese Taiwan province and studied there.the next year，he went to sing in a restaurant，where he sang for four years.one day，when he was singing in a restaurant，the manager of a record company was greatly impressed by his performance.so he was invited to join the company.he has been famous since then.t：good job!everyone has done a very good job!step 2 useful words and expressionst：you are expected to complete the exercises in learning about language independently.now let’s check the answers.（ask some students to the blackboard to write down their answers，then ask the other students to correct them.）the suggested answers：ex.1 on page 35 1.musical instrument 2.musician 3.fan 4.hit 5.karaoke 6.advertisement 7.dream of 8.passer-by 9.be honest with 10.break upex.2 on page 36musician，fan，dreamt of，passer-by，honest with，instrument，advertisement，karaoke，hitex.1 on page 701.instrument 2.popular 3.music 4.classical 5.clap 6.magical 7.jazz 8.concertex.2 on page 70
un-
dis-
-less
-ful
-ment
unkind
disadvantage
careless
grateful
apartment
unknown
disagree
homeless
painful
instrument
un-usual
dis-appear
powerless
peaceful
government
dislik
useless
epowerful
successful
-ern
-al
-ity
-en
-tion
eastern
international
ability
golden
addition
midwestern
national
activity
wooden
attention
northern
personal
electricity
consideration
northwesternd
analytical
direction
southern
classical
education
southeastern
magical
information
physical
organization
technological
position
protection
reception
situation
suggestionstep 3 a game with useful phrases learnt in the passaget：ok，so much for the homework.yesterday，we have talked about the monkees’ dream and they got a big hit after their hard work.every one has dream.so what is your dream?and what do you expect to happen?i would like all of you to discuss it with your partners.（after the discussion）t：ok，who would like to share us with your dream?s1：i dream of being an actor.but to be honest with you，i know i cannot act well.s2：i dream of being a singer.but to be honest with you，my voice is not so pleasant.s3：i dream of being a scientist.but to be honest with you，i am not good at science.s4：i dream of being a teacher.but to be honest with you，i have to be patient.s5：i dream of being a rich man.but to be honest with you，i have to work hard first.s6：i dream of being a doctor.but to be honest with you，i have to study more on biology.step 4 useful structurest：in this text，we have learnt two useful sentences with the structure：preposition+relative pronoun.who can find out the two examples?s1：the musicians of whom the band was formed played jokes on each other as well as played music.s2：however，after a year or so in which they became more serious about their works，“the monkees”started to play their own instruments.t：very good.so pay attention to the two sentences.in the attributive clause，when the preposition is put before the relative clause，usually only two relative pronouns are used “which” and “whom”.we never use “that”.look at the following sentences，then tell me their structures.1.the retiring teacher made a speech，in which she thanked the class for the gift.2.china has hundreds of islands，of which the largest is Chinese Taiwan.3.the book，the cover of which is broken，is not mine.4.in the strange city，he could not find anyone to whom he could turn for help.t：in the first sentence，the preposition “in” is put before the relative pronoun “which”.“in which” means “in the speech”.who can tell me the structures of the other three sentences?s1：in the second sentence，the preposition “of” is put before the relative pronoun “which”，“of which ” means “of the islands”.s2：in the third sentence，the preposition “of” is put before the relative pronoun “which”，“the cover of which ” means “the cover of the book”.s3：in the fourth sentence，the preposition “to” is put before the relative pronoun “whom”，“to whom” means “he could turn to anyone for help”.step 5 exercises for consolidationt：so far you have got a clear idea about attributive clause with preposition ahead of the relative clause.now let’s do some exercises to consolidate your understanding.have a look at ex.2 on page 36.there are many messages in the form，but they are all mixed up.you have to sort them out to get a correct message.let’s see who can get all the messages right.suggested answers：1.i remember the day when “the beatles” played their first hit and we were so happy.2.the guitar with which george gave many performances was lost while they were touring.3.the name by which the group was known was “the monkees”.4.the show in which “the flowers” became famous was held by a fan.5.the singer with whom coco li sang was very grateful.6.the musicians for whom they worked were very popular.t：ok.so much for the book.now have a look at the following sentences.the band was formed of the musician.the musician played jokes on each other as well as play music.how can we make the two sentences into one sentence?who can?s1：the musician of whom the band was formed played jokes on each other as well as play music.t：good job!we can use an attributive clause with a preposition ahead of the relative clause.have a look at more exercises.and make the following sentences into one.let’s see who can be the fastest!1.the guitar was lost.they gave many performances with the guitar.2.the singer was very happy.coco li sang with the singer.3.the musicians were very famous.they work for the musicians.（after several minutes.）t：ok.who would like to have a try?s2：the guitar with which they gave performance was lost.s3：the singer with whom coco li sang was very happy.s4：the musicians for whom they work were very famous.step 6 rewrite the sentencest：please have a look at the example of ex.1 on page 71.the sentence can be rewritten in two ways.one rewritten sentence is in the future passive voice and the other one uses intransitive verb.here there are three more sentences.let’s rewrite them.（after several minutes，the teacher checks the answers.）suggested answers：1.please tell mr li that we will hold his solo piano concert at the capital concert hall.please tell mr li that his solo piano concert will be held at the capital concert hall.please tell mr li that his solo piano concert will take place at the capital concert hall.2.i’m glad to tell you that we will publish your new abc music book next month.i’m glad to tell you that your new abc music book will be published next month.i’m glad to tell you that your new abc music book will come out next month.3.this is how we formed the no.1 chinese music website.this is how the no.1 chinese music website was formed.this is how the no.1 chinese music website came into being.step 7 summary and homeworkt：today we have gone over the important words and expressions in this unit.we’ve learnt the attributive clause with the preposition ahead of the relative clause.i hope you’ll review what you have learnt tonight.t：homework for today is to finish ex.2 on page 71.step 8 the design of the writing on the blackboard
unit 5 music
period 2·the musician of whom the band was formed played jokes on each other as well as play music.＝the band was formed of the musician.the musician played jokes on each other as well as play music.·介詞＋關系代詞引導定語從句·先行詞是物的用介詞＋which·先行詞是人的用介詞＋whomexample for attributive clause with the preposition ahead of the relative clause.1.the retiring teacher made a speech，in which she thanked the class for the gift.2.china has hundreds of islands，of which the largest is Chinese Taiwan.3.the book，the cover of which is broken，is not mine.4.in the strange city，he could not find anyone to whom he could turn for help.exercise for making the two sentences into one with the prepositin ahead of the relative clause.1.the guitar was lost.they gave many performances with the guitar.2.the singer was very happy.coco li sang with the singer.3.the musicians were very famous.they work for the musicians.step 9 record after teaching
《c》教案 篇9
課題：unit 7 would you mind turning down the music?
學習目標：詞匯短語：yard, right away, dish
句型：would you mind doing the dishes?
i’ll do it right away.
ok, i’ll put on another pair.
重難點：句型及聽力
教學過程：
一. 復習詞匯：朗讀，記憶。
二. 問題導航：請同學們查閱課本，完成下列句子
1. 請刷一下盤子好嗎？
2. 我馬上就做。
3. 請不要穿那條舊牛仔褲好嗎？
我穿另一條。
三.1.2a listen and number the pictures in the order you hear them.
2. 2b listen again. match the requests in activity 2a with the requests below. write the letter in the blanks.
3. 2c look at the requests and reponses above and make conversations.
4. grammar focus
練習：
完成句子
1. would you mind______ ______ ______(刷一刷)？
2.-would you mind ______ ______ ______ _______ ______(請不要穿那件舊外套好嗎？)
-ok._____ _____ _____ _____ ______(那我穿另一件吧)。
2. i’ll leave for shanghai_____ ______ _____(立刻)。
3. that pair of old jeans______ ______(把車挪一下好嗎？)
no,______ _______ _______(一點也不)。
4. that pair of old jeans_____ ______(那條舊牛仔褲很難看)。
中考回放
1.-would you mind telling me_____?
-_______.
a. which train should i take, i’ll be glad to b. when the train leaves, of course not c. where does the train leave for, sure
d. how i can get on the train; yes, i would
2.-it’s a bit cold. would you mind my____all the windows?
-do as you like,please.
a.close b. will close c. closing d. to close
3.-would you like to come to my birthday party next sunday?
-oh,thanks a lot._____.
a. yes,please b. yes, i would c. i’dlove to d. i’ve no idea
4.-do you mind opening the window?
-______.go ahead please.
a. certainly b. yes, i do c. no, not at all
《c》教案 篇10
powerful music教案
format of lesson planning
background information
school: _high school _________
teacher: _陳星秀___________
students: 50 senior high school students, class 2, grade 1
material _ a violin and the law _____________
type of lesson: reading_________
lesson duration: __40minutes______
date: ________________
aids: _a radio and the blackboard__________
contents: 1. vocabulary
words for production: power, violin, beard, broken, sign, actually, actual, aim, sweet, calmly, clam, tune, hatred, wonder, dirt, note, excellently, excellent, sunshine, pause, strike, fellow, appearance
words for recognition: cabin, armed, forehead, decent, guy
phrase and expressions: point sth. at, look around, a sign of, aim at, as if, a welcome visitor, one tune after another, give way to, a look of, beat time, die away, be in thought of, have a talk with sb., give oneself up to, tell of
2. reading: a violin and the law
objectives: 1. instructional objectives
language knowledge:
1) students should be able to understand the meaning of the “words for recognition” and can use the “words for production” actively.
2) student can know the formation of the attributive clause
language skills
1) help students use predicting, guessing skills in pre-reading part
2) students should use skimming, scanning, distinguishing main ideas from supporting details in while-reading stage
3) let students retell the whole story and imagine an ending for the story.
2. educational objectives (affect, learning strategy and cultural awareness)
1) let students know the power of the music and help them to realize the importance of communication. (here means david use a violin as the tool to make cal’s father to send his son to the police station)
2) stimulate students’ interest in learning english culture in music part
3) improve the efficiency of reading story by accelerate the speed of reading
3. personal objectives
1) use interactive model to help the students understand the main idea of the text.
2) use task-based learning (role-play, retelling etc.) for the further study.
focal points:
1. the general understanding of the text
2. the development of the story(beginning→conflict→climax→ending)
difficult points:
1. the logical of the text and the predicting methods used in the text.
2. the power of the music and the characteristic of each character in the text.
procedures and time allotment
stage 1 getting students ready for learning (1mins)
step 1. greetings
stage 2 pre-stage（pre-reading, pre-listening）(9mins)
step 1(4mins) lead-in (inspire students’ desire to learn about music and stories about music)
play some pieces of music, and ask the students how they feel when they hear it.
piece 1: the music played in the advertisement of pepsi. –cool
piece 2: a light music with birds and insects singing. –relaxed
piece 3: the music played in a big shopping mall. –eager to buy.
piece 4: a song sung between lovers. –romantic
t: what do you think of music? –magic/ powerful
step2: (5mins) prediction (prepares the students for the text and inspires their desire to check if they have guessed right)
1. look at the picture; guess what may happen in the story: who? where? why? when?
2. read the title of the text and predict whether the following statements are true or false. and then make up a story in groups.
before this, teacher may use some pictures to present the new words with pictures such as power, violin, sign, sweat, tune, fellow, cabin, forehead etc. it may give some help for them to make up their story.
stage 3 while-stage (while-listening, while-reading…) (20mins)
1. skimming the text and answer the question below. (8mins)
a. put the following sentences in the correct order. (on page 35)
b. answer the questions to check if the students have got a brief idea about the text:
what did david want to do when he came to the cabin?
why didn’t the old man answer david’s question
who plays the violin?
what did the man asked david to do when david finished playing the violin?
did david get the man he wanted? when and why?
2. read the text carefully and do the exercise. (7mins)
a. guess the meaning of the words in the text (decent/ forehead/ armed/ killer/ catch sight of/ die away/ beat time/ give away etc)
b. answer questions to check if the students have got a deep understanding of the text (students are divided into several groups to discuss, questions is on page 36):
why did david feel sweat on his forehead when he crossed the room?
was david a welcome visitor? etc.
3. analyze the text. fill the, blanks. (5mins)
beginning:
conflict:
climax:
ending:
ask how the old man’s attitude towards david changed from the beginning to the end.
step 4 post-stage (10mins)
after teacher finishes the analysis of text, the students now should understand the clue and the relationship between law and violin. so in order to make students further understand the text and improve student’s language skills. here are three assignments:
assignment1: role-play (6mins)
objectives: to make students understand the contents of the test deeply.
methods:
（1）divided students into several groups according to the number of characters (3 students form a group)
（2）ask them to make a dialogue complying with the content of test
（3）next time, teacher will ask each group standing in point of other students to present their dialogue
assignment2: ask some questions after reading the text (3mins)
what changed the old man? --music
how do you think of music? --magic/ powerful/ makes get away from evil/ reach a better understanding between people etc.
step 5: homework (2mins)
（1）ask student to finish the practice on page35 about the comprehending
（2）ask student to write a simple summary of the text.
（3）guessing what would happen at the police station next? work in groups to go on telling the story.
《c》教案 篇11
pep book5
unit5 how much is it ?
part(c) story time
教
學
目
標
與
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1.能靈活運用掌握句型：can i help you ?i’ll take it .i want to see that skirt . 2. 掌握詢問價格的句型并運用到日常生活交際中去。 3. 能以得體的方式與人交際。
重點靈活掌握該單元主句型進行交流。
難點幫助學生準確的理解圖和對話，及句型i made a mistake .you’re fired.認讀。
教具單詞卡片，錄音機，ppt，etc.
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動1.revison : 單詞：歸類認讀表揚類：good preety nice colouful great . 服裝類：skirt dress sweater pants shorts 鞋類： sandals sneakers slippers 句子：can i help you? how much is it ?\are they ? i’ll take it . we’ll take them . it’s pretty \colourful. 采用方式：教師提示生回憶的方法，集體總結，小組一起消化吸收，變為自己的知識。 2. free talk : ppt: t:can i help you ? ss:yes,please.i want …..how much is it \are they ? t:it’s \they ‘re … ss:thank you . t:you are welcome. 要求：生兩人自編對話，運用本單元所學句子，教師給予指導，三分鐘后進行情景表演。
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動1.ppt let’s chant hi ,hi ,good good ,good job . no promblem ,no promblem. wow ,wow ,i made a mistake . sorry ,sorry .you’re fired. first :listen . second:知識點學習： 領讀單詞：problem mistake fired.并讓生理解其漢語意思。 third:lisen and repeat .(打著節拍) 2. i can say : 操練句子：do a good job . i made a mistake . you’re fired. 學習形式：教師創設情景做好師范，讓生根據示范進行小組內表演運用。 情景一： t:can you help me clean the blackbord?(做出讓生幫助擦黑板的動作) ss:sure . t:thank you , do a good job . 要求：生四人一小組，自創幫助情景運用所學英語進行交流，do a good job,要做到有感情的朗讀運用。 情景二： a:can i help you ? lady :yes,please ,i want to see that dress.how much is it ? a:it’s 100 yuan . lady :wow it’s too expensive . a:soory i made a mistake .it’s 88yuan . boss: heng ,you’re fierd. 要求： 生三人一小組，教師重點指導該新句子中聲單詞的讀音。在合作學習中，給學生充分的自由，讓他們能用生活中的語言來情感來表達自己想要表達的思想。鞏固：a. 教師再次領讀該句子。生跟讀。 b.生小組內讀該句子，一幫一解決難點。
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1.回歸課本： a.t:you are did a good job .what about zoom ?let’s watch and choose .(視頻看兩遍) q1: is zoom do a good job ?______ a yes,he is . b no,he isn’t. b. let’s read again and choose the right question . q2:is the skirt colouful?_______ a:yes, it is . b:no, it is not . c. please read your partner and jedge the answer. t or f . the skirt is ninety-one yuan .( ) d.this time please read by yourself and underline your difficulty . ss: you’re tied. i made a mistake . t:教師解疑.聲記筆記. e.listen and repeat. f:分角色朗讀課文。 d.熟讀課文表演圖片3，4，5內容。 2.生活英語： 要求：生根據課本圖片一，二，三，兩人一組進行文本基礎上的延伸拓展表演。 ppt;modle tangseng :bajie ,do a good job . bajie :no promblem . chang er: how much that dress? bajie :five yuan . chang er :wow ,very cheap ,i like it . ba jie :oh is it clouful?it fits for you . chang er:yes ,it is .i’ll take it .thank you . ba jie :you’re welcome . 3.經典考例： it’s pretty .is it?_____ a yes, it is . b no,it is. 選項為a，一般疑問句肯定回答后無not,否定回答必須跟not .
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將全班分成若干小組，要求生利用課外活動時間脫離課本表演該故事，所用道具小組自備，并評出最佳表演小組，給予一定的獎勵。評價標準：口語地道，運用自如。 表情自然，能表演出每句話要表達的意思。 道具利用到位，準備充分。評委：教師，組長，組員。
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unit 5 how much is it ? 單詞：promblem mede mistake fired 句子：do a good job . i made a mistake . you’re fired.
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unit five c story time
2分鐘課前預習
一、回憶動詞短語。 cat rabbit pig duck dog 二、觀察a部分的圖意與相應的短語，并嘗試著讀短語和句子。what do you see in the picture ? what are these? 8分鐘當堂達標
一.listen and 根據錄音內容，在句子的空格中填上單詞，將句子補充完整。（每格一詞）（10分） 1. _________ is your sweater ? 2. this skirt is _________ , but that one is _________ . 3.i want five _________ and ten _________ . 4.do you have a _________ ball? no, my ball is _________ . 5.these _________ , _________ are yuan. 二. finish them.根據所給的圖片書面回答所提的問題（答案需要完整）。 1.how much is the bag? ￥22 2.are rabbit’s pants short? 3.what are they? ￥154.how much are the sandals?
5.is it hot today? 5分鐘課下作業
一.read and judge (閱讀理解，判斷對錯，對的打“t”，錯的打“f”。） assistant: can i help you, miss white? miss white: yes. i want a pair of sneakers, please. assistant: what size? miss white: size ten . assistant: how about this pair? they are black. they are good. miss white: how much are they? assistant: they are 160 yuan. miss white: oh. they are too expensive. assistant: these brown sneakers are cheaper. they’re 30 yuan. miss white: ok. i will take them. （ ）1、miss white wants a pair of sneakers. （ ）2、the sandals are size nine. （ ）3、the black sandals are 60 yuan. （ ）4、the brown sandals are 60 yuan. （ ）5、miss white takes the black sandals..
《c》教案 篇12
高二英語journey to the antarctic教案
高二英語unit 8lesson32 journey to the antarctic
教案(北師大必修3)
teaching aims:
1. to practise understanding difficult words in a reading text using syntactic and semantic clues.
2. to predict the content of a text using information form the title and accompanying pictures.
3. to develop word building skills by making nouns from adjectives.
teaching important points:
word building
teaching aids : cai
teaching procedures:
step1. warm up
let’s enjoy the wonderful antarctic
step2. pre-reading
talk about the questions:
1. can all of us go to the antarctic?
2. who is the first person to go to the south pole?
then pre-view the vocabulary
step3. reading
task1. read the reading strategies and explain it to the students
task2. read the text quickly and decide whether the statements are true or false
task3. read and find the following expressions
step4. vocabulary: word building
task1. find these words in the text and decide what kind of words they are
task2. complete the sentences. make nouns or adjectives from the words in brackets.
step5. exercise
《c》教案 篇13
辨析詞語，積淀語感
片段一：藍藍的天與藍藍的海融成一體，低翔的白鷗掠過藍藍的海面，真讓人擔心潔白的翅尖會被海水蘸藍了。
師：這句話中的“蘸”字能換成“浸”嗎？
生：不能。因為“蘸”是指翅尖只要輕輕碰到海水就能變成藍色，而“浸”是指要全部浸在里面才能變成藍色，時間要很長。
生：用了“蘸”可以讓人體會到海水非常藍。
片段二：夕陽也漸漸地收斂了光芒，變得溫和起來，像一只光焰柔和的大紅燈籠，懸（浮）在海與天的邊緣。興許是懸得太久的緣故，只見它慢慢地下沉（下落），剛一挨（碰）到海面，又平穩地停住了。
師：（指名讀）請注意文中帶點的字，如果換成括號里的字，有什么不一樣？
生 1 ：“懸”是說明太陽沒有*近海面，離海面還有一段距離，而“浮”說明太陽下面的邊緣已接觸到海平面。 “懸”還表明這輪太陽置于天與海之間，無所依托，靜靜地悠閑地停泊在半空中。
生 2 ：“下沉”顯得很有力量，慢慢地壓下來，具有不可阻擋的氣勢與力量。“下落”顯得速度很快，“刷”地一下就下來了。夕陽落下去是有個過程的。“下沉”比“下落”更準確，更有力量。
生 3 ：“挨”是*的意思；“碰”表示太陽與海面完全接觸。“挨”讓人感到親密，“碰”讓人覺得生硬。如果換用“碰”字，我似乎還聽到了“轟”的聲音，而太陽落下去的過程是靜靜的，毫無聲息的。
師：同學們的分析得真深刻，體驗得很到位。這就是作者用詞巧妙之處，每用一詞都是十分講究。給讀者以無限的品味與咀嚼的空間。結合剛才的理解，讓我們再來讀讀這段話。
【教學反思】 《語文課程標準》指出：“閱讀教學應讓學生在主動積極的思維和情感活動中，加深理解和體驗，有所感悟和思考。”語言與思維是同構共生的關系。語文教學的核心是什么，就是培養學生對語言的直覺、理解和感悟能力。通過語言的訓練來發展學生的思維，促進言語的積累與感悟。通過上述的教學過程，在特定的語境里，學生在言語經驗與心理機制的積極作用下，“潛心會文”，通過換詞辨析，細細推敲，體會課文用詞的準確與精妙，同時，他們還感覺到了詞語的“份量”、“溫度”、 “音質”與“可親近性”。這些都是“如水在口，冷暖自知” 鮮明而生動的語感積淀。