《登高》 教案教学设计(人教版高一上册)（共14篇）由网友“lhf8371”投稿提供，以下是小编收集整理的《登高》 教案教学设计(人教版高一上册)，仅供参考，希望对大家有所帮助。
篇1：《登高》 教案教学设计(人教版高一上册)
一、教学目标：
学生能准确掌握文中的生字词，并能顺利朗读背诵。
学生能理清诗歌的情感线索，领会诗歌的内容。
学生能通过对诗句的鉴赏来把握诗人的思想感情。
教学重难点：
教学重点：诗的诵读与积累。
教学难点：对杜甫诗歌中沉郁风格的理解和领悟。
教学方法及辅助工具：
教学方法：讲授法，诵读法，讨论法
辅助工具：多媒体
课时安排：1课时
教学步骤：
、导入：春天，是万物复苏、鸟语花香的季节，在春天的时候我们喜欢做什么呀？踏春，去感受春天的勃勃生机。而在秋高气爽的时候，人们则喜欢登高望远、饮酒作诗。唐代诗人王维在《九月九日忆山东兄弟》里说道：“独在异乡为异客，每逢佳节倍思亲。遥知兄弟登高处，遍插茱萸少一人。”抒发的是思乡思亲的情感。今天，我们要学习的这首诗也是诗人杜甫在登高时创作的，诗名就叫《登高》。
、背景材料：
杜甫，被后人称为“诗圣”，其诗被称为“诗史”。
这首诗大约作于公元767年，唐代宗大历二年秋（普及一个知识），当时安史之乱已经结束4年，但各地的军阀又在不断混战，抢占地盘。杜甫因战乱而流离到夔（kui）州，此时的他已经56岁，身染重病，为了排解忧愁，又值重阳节之际，因而登高望远，在登高后看到的是深秋的萧条景色，由此想到国家正值战乱，感时伤怀而作。
、解析字词，理顺文章：
渚清沙白：渚，水中小洲；清，洲边的江水清澈；沙白，小洲上的白沙。
翻译：天高风急，猿啸声声似乎蕴含着无限的悲哀，孤洲沙白，只有沙鸥不时地回旋。无边无际的落叶纷纷飘坠，奔腾不息的长江滚滚而来。离家万里，悲叹自己经常漂泊他乡，衰老多病，寒秋中独自登临高台。世事艰难，可恨秋霜凝染了我的双鬓，穷困潦倒，不得不放下这浇愁的酒杯。
、品读课文：
俗话说“读书百遍其义自见”，学习一首古诗，肯定就是要读的，下面就请同学们自由朗读一遍，一定要注意有感情的朗读，把握好节奏。
接着播放一份朗读音频，让学生听。再请同学起来读一遍，最后全班齐读一遍。
、内容品读：
1、同学们刚才都读了这首诗，感觉到诗中一直贯穿着的一种情感是什么？
明确：忧愁、悲伤、孤独等。
诗人在诗中是怎么体现这个“悲”字的？（让学生讨论）
明确：首先体现在所见的深秋景色的悲上。首联和颔联“风急天高猿啸哀，……不尽长江滚滚来”。
首联和颔联中有些什么景物，也就是意象？分别有什么特点？
明确：八种。风，天，猿，渚，沙，鸟，落木，长江。特点是急风，高天，哀猿，清渚，白沙，回鸟，落木萧萧下和长江滚滚来。
这些各具特点的意象是怎么来表现诗人描写的秋景之悲的？
明确：（1）、急风，说明风很大，又是秋天的风，而且还是登高之后感受到的风，我们知道越往高处走，温度就越低，所以这时的风肯定是又冷又大的，这风不仅吹在诗人的身上，更在诗人的心上。
（2）、高天，天高阔远，在茫茫天地之间，诗人更觉得自己渺小，无限悲凉之情涌上心头。
（3）、哀猿，猿的叫声是哀伤的，这更为诗人悲凉的心境更添一层。
（4）、清渚和白沙，清和白都是冷色调，更显环境的冷清和凄凉。这又使得诗人更为悲伤。
（5）、回鸟，因为急风而不断盘旋不能往前飞的一只鸟儿，而且只有一只，它是孤独的，这让作者自己感到了自身的孤独。
（6）、落木萧萧，落木就是落叶，到了秋天，树叶纷纷落下，这意味着生命的终结，从落木中诗人也看到了自己的生命正在走向尽头，由此更显凄凉。
（7）、《论语》中有一句话，逝者如斯夫，不舍昼夜。苏轼在《赤壁赋》中也写到“哀吾生之须臾，羡长江之无穷”，都是在感叹生命的短暂，光阴的易逝。因此在这里也是诗人感叹人生苦短。
这些都是从写景来体现“悲”的。
除了秋景之外，作者还从什么方面来体现“悲”的？
明确：还体现在诗人的遭遇上。集中表现在颈联和尾联。“万里……浊酒杯”。
万里悲秋常作客：离家万里，悲叹自己经常漂泊作客他乡，壮志难酬，处境艰难。
百年多病独登台：诗人孤身一人抱病登台，倍感凄凉。
艰难苦恨繁霜鬓：如何理解“艰难”一词？双重意思，一是指国家要平息**的艰难和自身命运之艰，常年漂泊，生活艰难。
也许有人会说，他难道是神经病吗？连自身的生活都保证不了，还要去关心国家大事，这不就是吃饱了撑的吗？但是这就只是我们普通人的想法，而真正伟大的人就是他这样的，有着忧国忧民的崇高品质，若世间少了这些人，那么我们现在享受到的美好生活就会变得遥不可及。
潦倒新停浊酒杯：自古以来，中国人只要一有烦恼就会借酒浇愁，今天也不例外，而诗人内心苦闷，想要一醉解千愁，可是又以为自己年老多病，不得不戒酒，心中万千思绪无法排解，也就愁上加愁了。
、把握作者情感：
这首诗是由前四句的写景转到后四句的抒情，使之情景交融，作者的情感由“风急……鸟飞回”的孤独到“无边……滚滚来”的沉郁，再到“万里……独登台”的愁苦，最后到“艰难……浊酒杯”的无奈，由此看出全诗的感情基调就是一个字：悲。
（七）、总结：
全诗通过所见的秋江景色，倾诉了诗人长年漂泊、老病孤愁的复杂情感。可以说，这首诗是杜甫对生命的感悟、对时世的艰难、对漂泊的一生、对凄凉的晚景和对未酬的壮志的一个总结。它因其雄浑悲凉的意境、工整齐协的格律而被称为“古今七言律第一”。
、板书：
杨翼菁
[《登高》 教案教学设计(人教版高一上册)]
篇2：《客至》 教案教学设计(人教版高一上册)
一、教学目标：
学生能准确掌握文中的生字词，并能顺利朗读背诵。
学生能理清诗歌的情感线索，领会诗歌的内容。
学生能通过对诗句的鉴赏来把握诗人的思想感情。
二、教学重难点：
教学重点：诗的诵读与积累。
教学难点：理解诗人在《客至》中表现出来的闲居生活之美。
三、教学方法及辅助工具：
教学方法：讲授法，诵读法
辅助工具：多媒体
四、课时安排：1课时
五、教学步骤：
（一）、导入：古人总结了“人生三大快事”：金榜题名时，同房花烛夜和他乡遇故知。由此可见人们对友情的珍视。我们一起来回顾一下写友情的诗句：
王勃的“海内存知己，天涯若比邻。”
王维的“劝君更尽一杯酒，西出阳关无故人。”
高适的“莫愁前路无知己，天下谁人不识君。”
李白的“桃花潭水深千尺，不及汪伦送我情。”
下面，我们将学习的这一首古诗也是和友情有关的，那就是杜甫的《客至》。
（二）、背景材料：唐肃宗上元元年（760）春天，杜甫历尽了颠沛流离之后，终于在严武等友人的帮助下，于成都西郊建了一所草堂，暂时定居下来。在友人的帮助和接济下，一家人的生活过得还算平稳，闲暇时也不时有友人到访，这样也有了生活的情趣，这一时期他也写了不少闲适诗。这首诗就是作于到成都之后的第二年春。
（三）、解析字词，理顺文章：
词语注释：
盘飧：泛指菜肴。 2、旧醅(peī)：隔年的陈酒。 3、取：助词。 4、客至：客指崔明府，杜甫在题后自注：“喜崔明府相过”，明府，县令的美称。5、舍：指家。但见：只见。此句意为平时交游很少，只有鸥鸟不嫌弃能与之相亲。 6、蓬门：茅屋的门。 7、市远：离市集远。兼味：几种菜，无兼味，谦言菜少。樽：酒器。樽酒：指代酒食。旧醅：隔年的陈酒。樽酒句：古人好饮新酒，杜甫以家贫无新酒感到歉意。 8、肯：能否允许，这是向客人征询。余杯：余下来的酒。
《客至》 - 诗词译文
草堂的南北涨满了春水，只见鸥群日日结队飞来。老夫不曾为客扫过花径，这柴门今天才为您打开。离市太远盘中没好肴菜，家底大薄只有陈酒招待。若肯邀请邻翁一同对饮，隔着篱笆唤来喝尽余杯！
（四）、品读课文：
俗话说“读书百遍其义自见”，学习一首古诗，肯定就是要读的，下面就请同学们自由朗读一遍，一定要注意有感情的朗读，把握好节奏。
接着播放一份朗读音频，让学生听。再请同学起来读一遍，最后全班齐读一遍。
（五）、内容品读：
舍南舍北皆春水，但见群鸥日日来。
、这里写的是什么时候的景色？
明确：写的是草堂春天的美景。作者从草堂外的景色着笔，点名客人来访的时间、地点以及客人来访前诗人的心情。前一句写简陋的房屋前后春水环绕，绿意浓浓，这一个“皆”字写出了春江水满，给人以一种茫茫一片之感。下一句写“群鸥”“日日”到来，有的飞翔于水面之上，有的停驻在水边，更显得生机勃勃。
、但是大家注意了，这里有一个“但”字，意思是只，只有。为什么要用一个“但”字呢？
明确：这个字透露出诗人生活虽然悠然，却几乎是与世隔绝，十分寂寞。这两句就为下文客人的到来做了一个铺垫，同时也是为贯穿全诗的喜客之情，巧妙地作了铺垫。
花径不曾缘客扫，蓬门今始为君开。
诗人把笔触由户外的春景移向庭内，由于经常没有客人来，平日也就不免偷懒，庭内的花径不扫，蓬门不开，表现了诗人甘守寂寞的情绪。
、这里的“君”字指代什么？
明确：指代的是到访的客人。因此这一句就是写的“客至”了，大家想象一下，当很久没有响起的敲门声突然响起，诗人肯定是一跃而起，开门后惊喜地发现，原来是自己的老朋友来了，不由得喜出望外。“始”，第一次。从这一个“始”字可以看出，由于很久没有了客人的来访，在这位老朋友刚来的时候，不由得手忙脚乱，欣喜不已，这样的感情自然而然的流露出来，足可见诗人与友人的友情之深。
这两句用了一种什么手法？
明确：互文见义。指在有意思相对或相关的文句里，前后两句词语互相呼应，互相交错，意义也互相渗透、互相补充，使文句更加整齐和谐、更加精炼的一种修辞手法。
盘飧市远无兼味，樽酒家贫只旧醅。
描写的是什么情景？诗人与客人的关系如何？
明确：是款待客人的情景。我们知道，有客到访，肯定是需要款待的，但是家因离市区太远而“无兼味”，家中贫困只有没过滤的陈酒。这写出了酒菜不丰盛的原因，但也流露出诗人竭诚款待的情意和歉疚之心，语言朴素真率，暗示了诗人与客人有着深厚的友情，并不会因为一顿简单的款待而变质。
肯与邻翁相对饮，隔篱呼取尽余杯。
我在前面讲了，这个“肯”字是向客人征询的意思，那么这里就是一种细节描写。“尽余杯”什么意思？就是说已经喝了很多了，还剩下一些，这三个字可以看出，此时的酒宴已经到了高潮，两位挚友越喝兴致越高，就像现在我们喝酒一样，诗人高声呼喊邻翁来与客人对饮，表现出了农家的率真，更增加了兴奋和欢快的气氛。而在尾联，诗人是只问不答，就结束了整首诗，就更显得余音袅袅，情意不尽。
从整首诗来说，诗人的情感是一个怎样的变化？全诗的感情基调是什么？
寂寞孤单 惊喜 欢快中带点歉疚 兴奋（高潮）
全诗感情基调：喜
、总结：
这是一首至情至性的纪事诗。前两联写客至，后两联写待客，全诗语淡情真，朴实感人，表现出诗人淳朴的性格和好客的心情。
（七）、板书
杨翼菁
[《客至》 教案教学设计(人教版高一上册)]
篇3：Unit5 知识(人教版高一英语上册教案教学设计)
(一)如何使用marry一词
(1)marry在大多数情况下是及物动词，需要宾语或用被动语态。
e.g.When did she get married?
她是什么时候结婚的？
(2)在有副词修饰时，marry可作不及物动词用。
e.g.She married very early.
她结婚很早。
(3)“和某人结婚”不能说“marry with sb.”，应该说“marry to sb.”也可以不与介词搭配，将marry用作及物动词。
e.g.She married a doctor.
or:She was married to a doctor.
她和一个医生结了婚。
(4)marry和get married都是非延续性动词，因此不能与表示一段时间的状语连用，表示结婚已有一段时间应该用be married。
e.g.They have been married for ten years.
他们结婚已经了。
(5)问现在的婚姻状态时，可以说“Is she married (or single)?”但不能说“Has she married?”
(二)keep一词用法小结
keep是高考常考词汇之一，其含义丰富，与其搭配的短语也很多，其主要用法如下：
用作及物动词
(1)保留，保存，保持，留下
e.g.We’d better keep a seat for him.
我们最好给他留个座位。
He kept all the money in the bank.
他把所有的钱都存入了银行。
(2)履行(诺言)，遵守
e.g.One should keep one’s promise.
一个人应当遵守自己的诺言。
Everyone must keep the law.
人人都必须守法。
(3)赡养，养活，饲养
e.g.He has a large family to keep.
他有一大家人要养活。
The old man kept many animals like dogs，pigs and cats.
这位老人养了许多动物，像狗、猪、还有猫等。
(4)经营，管理
e.g.He kept a hotel in this city.
在这座城市里，他开了一家旅店。
She is good at keeping house.
她擅长管理家务。
(5)保守(秘密)，记(日记、账)
e.g.Can you keep a secret?
你能保守秘密吗？
The boy keeps a diary every day.
这个男孩每天记日记。
(6)使……处于某种状态(情况)
在这种情况下，keep常跟复合结构(keep+宾语+补语)。用作宾语补足语的词有现在分词、过去分词、形容词、副词以及介词短语。
e.g.He kept me waiting for half an hour.
他让我等了半个小时。
Keep your mouth shut and your eyes open.
少说话，多观察。
The doctor kept me in for a week.
医生一周没让我出去。
He always keeps his books in good order.
他总是把书放得整整齐齐。
用作不及物动词
(1)保持，继续(处于某种状态)(keep为系动词)
e.g.Please keep quiet.
请保持安静。
We’re keeping in very good health.
我们身体非常好。
(2)(食物)保持良好状态。
e.g.Will this fish keep till tomorrow?
这鱼能放到明天吗？
keep构成的一些短语
keep(sb.)away(from sth.)(使)离开(某物)
keep sb.from doing sth.阻止某人做某事
keep sth.in mind记住某事
keep sb./sth. out(of sth.)不让……入内
keep back忍住(眼泪)，扣下，隐瞒
keep in touch with 与……保持联系
keep(on)doing sth.继续做某事
keep off远离，避开
keep up 保持(不低落)，继续
keep up with 跟上，不落在后面
(三)afford的用法
及物动词，其主要用法如下：
(1)“担负得起(……的费用、时间)”，常与can，could，be able to连用，表示“有足够的(时间、金钱等)条件(做某事)”。
afford +n./pron.
e.g.Now many people can’t afford the medical treatment in the country.
现在在农村许多人看不起病。
I can’t afford the time for it.
这时间我花不起。
afford to do sth.
e.g.Before liberation many people couldn’t afford to go to school.
解放前，许多人上不起学。
We can’t afford to buy this new house.
我们买不起这新房子。
(2)提供，供给，给予(正式用语)
afford sth.
e.g.The trees afford a pleasant shake.
这些树提供阴凉。
afford sb.sth./afford sth.to sb.
e.g.Reading affords us pleasure.
阅读使我们快乐。
History affords lessons to us.
历史给我们提供经验教训。
(四)关系副词when/where不能替代“介词+which”的场合归纳。
在定语从句中，when/where往往可以代替某些“介词+which”。
e.g.Tell me the time when/at which the train leaves.
告诉我火车发车的时间。
You’ll have some spare time when/during which you can learn English at home.
你会有些在家你可以学习英语的业余时间。
This is the school where/at which I used to study.
这就是我过去上学的那所学校。
Think of a place where/to which we can go for dinner.
想出一个我们可以去吃晚饭的地方。
但在下列情况下，when/where不能代替“介词+which”。
(1)当since，until，after，before+which时，不能被when代替。
e.g.I met Jack in 1980，since which I have never seen him.
我是在1980年见过杰克的，自从那时以来再也没见他。
He came back at ten，until which we worked.
他十点钟回来的，直到那时我们还在劳动。
He went to school at 8，before which he read English.
他八点钟上学，这之前他读了英语。
(2)当on，behind，in front of，through，from，beside，around+which时，不能被where代替。
e.g.I saw a desk on which was a book.
我看见一张桌子上有本书。
The house，in front of which there is a tree，is my home.
那所房子是我的家，其前有棵树。
This is the window through which the thief came in.
这就是贼从那进来的那个窗户。
篇4：《神奇的极光》 教案教学设计(人教版高一上册)
知识与技能：
了解有关的极光只是培养学生的自主学习的能力理清课文层次结构。
过程与方法：
自读--研究--讨论，学生通过自主研究分析讨论的过程完成对知识的理解与掌握
情感态度与价值观：
培养学生热爱科学探索自然奥秘的兴趣
创新素质与创新人格：
培养学生对大自然的热爱之情以及了解探索自然奥秘的兴趣。
教材分析：
本文是说明文且思路清晰，内容富于科学性与趣味性。
学生分析：
学生对自然界的奥秘有好奇心有学习文化的兴趣。
重点：
整体把握课文内容，学习本文说明方法；
难点：
如何整体把握筛选信息。
创新点：
跳读法找出文中的说明方法。
德育点：
培养学生勤于探索，勇于钻研的科学精神。
空白点：
假设自己是不同的身份阅读此文时会关注什么？
教学方法：自读预习--研究--讨论
教学手段：多媒体课件
附板书： 神奇的极光
曹冲
古老的神话传说
极光一瞥
极光的来龙去脉
一、导入：
大自然中的许多自然现象都以它特有的魅力吸引了我们的注意力，如：日食、月食、彗星、流星雨等等，然而今天我们要关注的则是另一独具魅力的自然现象--极光。
二、播放多媒体课件。
三、问看图片的感受，引出课题《神奇的极光》
四、学生在预习的基础上复述文章大意。
五、六章由三个小题目组成，依次分析每一部分。
《古老的神话传说》
提问：这一部分是如何体现极光的“神奇”的？
《极光一瞥》
提问：从这一部分中你看到了极光的哪些“神秘”之处？
《极光的来龙去脉》
提问：这样神奇的极光是如何“神奇”般的产生的？
六、总结
七、提升自身（以不同身份来阅读此文）
1、假如你是一位旅行家，阅读此文是你会有哪些感受？你又会写下怎样的旅行日记呢？
2、假如你是一位浪漫的诗人阅读此文是你会产生怎样的联想和想象，写下怎样的诗句呢？
3、假如你是一位科研工作者，此文会激发你怎样的联想和想象，你又会有哪些想法呢？
4、假如你想学习写说明文，你会关注什么？又有哪些收获呢？
八、布置作业：
缩写本文，字数300字左右。
史丽宏
[《神奇的极光》 教案教学设计(人教版高一上册)]
篇5：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)
I Teaching Aims and Demands
1.Words and expressions
1)words
honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;
deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion
2）useful expressions
be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with
2.Oral demand
Talk about friend and friendship in English
3. Grammar
1）the indirect speech led by if/what /who/where/how…
2）review the usage of nouns and articles
4. Written demand
write an E-mail about friendship
5.Moral demand
Teach the Ss how to get on well with friends and treasure friendship.
II Teaching method
Co-orperating teachong
III Study method
Self-study guided by the teacher
IV Teaching aids
Computer,tape recorder,slide shoe,etc.
V Teaching steps
Period 1
Step 1 1. Ask the Ss the following questions to review some
Warming up words they know to describe their friends:
1) Do you have good friends?
2) What do you think of them? / Why do you think he / she is your good friend?
3) What kind of people do you want them to be your friends ?
4) Are there any other words we can use to describe a friend?
2. Review and learn some useful words:
Appearance:
tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)
Qualities:
kind kind-hearted / warm-hearted polite
helpful gentle noble
honest trustworthy frank openhearted
brave great full of courage / courageous
loyal true faithful to a friend dependable
wise clever bright learned
3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.
1) I think I am ______, ______ and _______.
I think I am ________ because I ________. So when you ______, you can _______.
2) I think he / she is _______, _______ and ________.
I think he / she is _______ because __________.
4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.
Step 2 1. Listen to the tape and finish the three situations one
Listening by one. Then ask the Ss to check the answers with
their partners.
2. Go over Part 1 in Listening on Page 85.
3. Go over Part 2 in Listening on Page 85.
Step 3 Written work: Part 2 on Page 87 in the exercise book.
Homework Reading: Go over Speaking Part on Page 2 and finish
the table on Page 3.
Summary
Period 2
Step1 1. Ask the Ss to tell what they learned in the last period
Revision and their opinions about what a good friend should be.
2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.
Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.
2. Let the Ss say what patterns we can use to make
apologies.
You said that you would … Why did / didn’t you …?
You promised to … Why didn’t you …?
Please forgive me.
I’m very sorry. …It won’t happen again.
I’m sorry I forgot.
3. Go over Part 2 on Page 86, first in pairs and then
with the whole class.
4. Go over Part 3. First ask the Ss to complete the role
cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.
Step 3 1. Go over Speaking part on Page 2 by checking the
Speaking list. First ask some Ss to read this part. Then check
The answers to the list.
2. Ask the Ss which of the six students they want to
make friends with and why.
3. Ask the Ss to discuss in groups of four: Are friends
very important in our life? Why?
Ask some groups to report the result of their discussion.
Step 4 Written work: Part 3 on Page 87.
Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.
Summary
Period 3
Step 1 1. Suppose you are alone on a deserted (empty, no one
Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.
2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.
3. Talk about the movie post of CAST AWAY.
Step 2 Ask the Ss to read the passage and find the answers
Reading to the questions:
1) What is the movie about?
2) Who is Chuck?
3) What happens to Chuck one day when he is flying across the Pacific Ocean?
4) How many years has he spent on the deserted island?
5) What becomes his best friend there? Why?
Step 3 1. Ask the Ss to find the answers to the first three
Post-reading questions in Post-reading part.
2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.
Step 4 Check the answers to the reading material on pages Workbook 88~89.
Step 5 1. Listen to and read the text again and again.
Homework 2. Find out the difficult sentences and go over the
notes to this text.
3. Look up the word learn in the dictionary and try to
find out different meanings of it.
Summary
Period 4
Step 1 1. Ask the Ss to tell what they have learned from the
Review text.
2. Ask some of the Ss to read the text paragraph by
paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.
Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:
on a deserted island, hunt for food, make a fire,
be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …
2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …
3. Ask the Ss to put the follow sentences into Chinese.
1) Chuck is a businessman who is always so busy that he has little time for his friends.
2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
3) Perhaps the most difficult challenge is how to survive without friends.
4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.
5) … it is important to have someone to care about.
6) He also learns that he should have cared more about his friends.
7)… we must give as much as we take.
8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
Step 3 Ask the Ss to think over and answer the question:
Discussing 1) How can a volleyball become Chuck’s friend?
2) The text talks about giving and taking. How do you and your friends give and take?
3) Does a successful man or woman need friends? Why or why not?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Step 4 The usage of learn:
Word study 1. To gain knowledge or skill by study, experience or
being taught
learn a foreign language
We’re learning English now.
Have you learned how to drive a car?
One can learn from his mistakes.
2. fix in the mind or memory; memorize
Let’s try to learn the poem by heart.
3. realize; become aware
They learned that it was no use arguing with him.
4. know, get to know
They offered help as soon as they learned that we were in great trouble.
I learned of the accident only yesterday.
learn one’s lesson; learn a lesson from sb
learned a learned teacher
Step 5 Go over Part 1 in Vocabulary on Page 87.
Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.
Step 6 1. Finish Word Study on Pages 4~5.
Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.
Summary
Period 5
Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.
Step 2 1. Ask the Ss to discuss the difference between Direct
Grammar Speech and Indirect Speech in pairs.
2. Summary:
In Statements
“I like reading adventure stories,” said John.
John said (that) he liked reading adventure stories.
“I don’t like computers,” Sarah said to her friends.
Sarah told her friends (that) she didn’t like computers.
In General Questions:
“Ann, have you see my blue notebook?” Peter asked.
Peter asked Ann if she had seen his blue notebook.
In Special Questions:
“How can you do that?” Mary asked Ann.
Mary asked Ann how she could do that.
“What difference does it make?” Peter asked Jim.
Peter asked Jim what difference it made.
3. Go over Part 1 on Page 5.
4. Go over Part 2 on Page 6.
Step 3 1. Go over Part 2 on Page 88.
Workbook 2. Go over Part 3 on Page 88 first in pairs, and then
check with the whole class.
3. Go over Part 1 by asking some Ss to write down
their sentences on the Bb.
Step 4 1. Review the reading material.
Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.
3. Ask the Ss to think about in what ways we can make friends with others.
Summary
Period 6
Step 1 Ask the Ss some questions and let some Ss report Revision these questions:
1) Do you want to study English? Why?
2) Why do you think English is very important?
3) What do you think a good friend should be?
4) Do you have any good friends?
5) How can we make friends with others?
6) Would you like to say something about one of your friends?
7) What do you often do together with your friends?
8) What do you think are good ways to make friends with a stranger?
9) Do you know how to make a pen friend or a pen pal?
10) Can we use the Internet to make friends? How to use it to make friends?
Step 2 1. Read the short passage on Page 6 and tell the main
Reading and idea of it.
Writing Questions:
1) What is a pen friend or pen pal?
2) What is an e-pal or key pal?
3) What is the advantage of e-mail?
2. Read the two e-pal ads and tell what kinds of
people do you think they are.
Jane: funny, humour, frank, openhearted, friendly
Jack: friendly, funny, humour, openhearted, honest
3. Go over the tips and then write an e-mail message.
And then check each other’s message with the
partner.
Step 3 1. Read the e-mail on Page 90 and tell what it is about.
Workbook 2. Talk about how to write a response.
Step 4 1. Go over Checkpoint 1.
Checkpoint 2. Ask the Ss to think about what they have learned in
this unit.
Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the
table correctly.
2. Go over Reflection and ask the Ss to finish the
sentences.
Step 6 1. Review the whole unit.
Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.
Summary
Period 7
Step 1 1. Dictate the following passage and then choose a
Dictation title for it.
Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.
1. ….
But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….
4. …. 5. …. 6. ….
But Lin Tao says they are doing OK.
Title: Students Running Bar
Study First or BUSINESS First?
2. Some words and phrases in the listening text:
solve a problem / problems, common problem,
get mad, communicate, in a different way,
deal with, apologize, apology, keep a secret,
in a difficult situation,
rumour 谣[流]言, 传闻
The rumo(u)r has turned out to be true.
这谣传结果是真的。
Step 2 Review the whole unit.
Summary
篇6：高一(上)全套教案(人教版高一英语上册教案教学设计)
Unit 1
Teaching Aims：
1.Learn and master the following words and phrases
Survive, item, hunt for, make a fire on board,hammer,mirror, saw,care about,parachute
2.Important Ss’reading ability
3.Enable Ss to value the friendship between friends by learning the reading text
Teaching Important Points:
1.Important Ss’reading ability
2. Master the following phrases
Hunt for,make a fire,care about, on board
Teaching Difficult points:
How to make Ss understand the reading text better
Teaching Methods:
1.Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of the text
4. Careful reading to get the detailed information in the text
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Greetings and Revision
Yesterday we learned some self-introduction . We know how to describe yourself and your friends in English . Now who can give us self-introduction in English?
Step 2 Pre-reading
Ok. Thank you for your self-introduction . We all know that we have lived with our parents, since we were born. We have never been left on a plane without your parents , brother or sister, friends and all the things we use in our daily life . Yes or No ?
Step 3 Fast reading
First I’ll give five minutes to read the text and then summrize the main idea of each para.
Par. 1 : Chuck’s plane lands on a deserted island
Par.2: Chuck has to learn to how to survive on the island
Par.3: Chuck learns a lot about himself when he is alone on the island
Par.4 Chuck has made an unusual friend on the island
Step 4 Careful reading
Read the text again in three minutes and then answer the following questions and choose the best answer
Questions:
1.Does Chuck Noland always have time to get together with his friends?why?
2. Where does he land after the crash?
3. What things must he learn to survive?
4. What is the most difficult for him.
5.Who is Wilson?
6. What does Chuck learn about himself when he is alone on the island?
7. What does Chuck learn from his experience on the deserted island?
8. What can we learn from Chuck’s experience?
9.If you were alone on a deserted island,what would you do in order to survive?
10. Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist . There is only one parachute. Decide who should get the parachute and explain why.
Choose the best answer
1.Tom Hanks _____________ . C
A.is a successful businessman B. doesn’t have much free time
C. is the main actor in the movie Cast Away D. had a plane accident over the Pacific
2．A deserted island __________ . C
A. has no post office on it B. lies in the middle of the Pacific Ocean
C. is an empty place where nobody lives D. is a plane crashes are most likely to happen
3.. To be short of _______ is what makes it most difficultfor chuck to live on the island. C
A. volleyball B. fresh water C. friendship D. enough food
4. After 5 years alone on the island , chuck would probably disagree that _______ . A
A. a good friend should never think about himself
B. people can make friends with some unusual things like animals
C. friends are the people who can share your happiness and sorrow
D. as a good friend ,you must give as much as you take
5. which can be learned from the last paragraph of the passage ? B
A. Everyone need an unusual friends
B. Friends can learn from each other
C. A friend in need is a friend indeed
D. Animals and things can make better friends than human beings
Step 5 Repeat the story according to the following.：
plane crashed deserted island make friends with（Key words: learn to realise the lesson from Chuck friendship an unusual friend）
Step 6 Language points
1. ① manager n. 经理,管理者,经营者
这家公司的经理 the manager of the company
manage v. 控制, 管理, 经营 (口语:应付得来,做得来
Manage a business 管理商务 I can’t manage it alone.我一个人办不来.
2 crash n. 坠毁,碰撞,碰坏,哗啦啦地倒塌
他于飞机失事中丧生 He was killed in an air crash
v. 撞击, 坠毁, 冲入 公共汽车撞在树上了 The bus crashed into a tree
那架飞机坠毁了 The aircraft crashed
3. deserted adj. 无人居住的 , 荒废了的, 被抛弃了的
a deserted village/island 荒废的村庄/荒岛
4. develop v. 发展, 开发,(使)成长;(使)发育
植物由种子发育而成. eg.Plants develop from seeds
工农业飞速发展. Agriculture and industry develop very quickly
A developing country 发展中国家
A developed country 发达国家
With the development of 随着…….的发展
5.On the island,Chuck has to learn to survive all alone.
Alone与lonely的区别:
Alone adj,adv.作为adj时,只能用作表语,不能做定语. 意为”独自一人” 作为adv时,表示”独自,单独” 用在名词,代词之后,意为”只有”
lonely adj. 表示人 “孤独的, 寂寞的”.也可表示地方”荒凉的:, “人烟稀少的”,既可以做定语,也可以做表语.
虽然我独自一人,但是我并不寂寞 I am alone, but I don’t feel lonely.
他独自一人在荒岛上呆了四年 He lived alone on the lonely island for four years
6.In order to survive, Chuck developed
In order to 引导表示目的的状语,意为”为了”
他早起为了赶第一班车 He got up early in order to catch the first bus.
Unit 2
Teaching Aims：
1.Learn the text “English around the world”
2. Get Ss to master the useful expressions in the text
3. Train ss to read the text with correct pronunciation and intonation
Teaching Important Points:
1. How to improve Ss’ ability to read an article
2. How to get Ss to masterr the useful expressions
Teaching Difficult points:
The use of some useful expressions
Teaching Methods:
1. Fast-reading to train Ss’ reading speed
2.Reading comprehension to help Ss grasp the main idea of the text
3. Preactise getting Ss to master what they’ve learned
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
From the text we learned yesterday, we know that English is used widely around the world. People in many countries speak English as their first language, and among those countries are America and Britain. Then let’s look at two pictures. Can you tell me which one belongs to America and which one belongs to Britain?
The sceneries were so beautiful
But do you know that American English and British English are not the same. Then let’s have a revision of some differences between British English and American English.
e.g. a. Meaning: bathroom b. Spelling: color & colour
c. Pronunciation: hot d. Words: fall & autumn
I think most of our students are interested in the differences between American English and British English. Do you want to know more about it? Today we will learn the text named
Step 2 Reading Comprehension
ⅠFast Reading
Read the text quickly and answer the following question, then summarize the main idea of each para.
Question: Are the differences greater in the written language or the spoken language?
Answer: The differences are greater in the spoken language.
the main idea of each para.
Para.1 English is spoken as mother tongue and as a second language
Para.2 Many people learn English as a foreign language
Para.3 Many people communicate in English every day
ⅡCareful Reading
Questions:
1. When did American become independent?
2. When did the language begin to change?
3. Which country did the British take “Typhoon” from?
Which country did the Americans take “Tornado” from?
4. Who wrote the first American dictionary?
5. What was his purpose?
6. What are the main three reasons for the differences?
Step 3 Practice
ⅠRead aloud the text
ⅡGo through the text and deal with some language points
1.come about: happen e.g. How did the accident come about?
2. at first e.g. At first she was afraid of water,but she soon learned to swim.
3. while e.g. Some people are rich while others are poor.
4. just as e.g. Just as you say, he is a honest boy.
5. end up with e.g. At the dinner w usually begin with soup and end up with fruit.
6. except for e.g. You composition is good except for some spelling mistakes.
Ⅲ Answer the following questions by choosing the best answer.
1. America stopped being a part of England in _______. C
A 1707 B 1828 C 1776 D 1911
2. Which of the following statements is true? D
A After 1828 American English and British English stayed the same.
B After 1828 British English changed but British English stayed the same.
C After 1828 British English changed but American English stayed the same.
D After 1828 both British English and American English changed.
3. British English is different from American English because________. C
A British decided to change the spelling of many American words
B American English changed but British English stayed the same
C the Americans and British took different words from other languages
D America is a bigger country
4. Noah Webster was_______. D
A an American president B a Spanish farmmer C a British teacher D an American writer
5. Which of the following statements is true?D
A In the future both American English and British English will stay the same.
B In the future American English will change but British English will not.
C In the future British English will change but American English will not.
D In the future both British English and American English will change.
Step 4 Consolidation
Retell the text according to key words:
differences, come about, change, borrow, Noah Webster, spelling, pronunciation
Step 5 Homework
Write a short passage about the differences between British and American English, mainly the reason and some examples of the differences.
The Design of the Blackboard
American English & British English
ⅠDifferences Ⅱ Keywords
a.Meaning: bathroom differences
b. Spelling: color & colour come about
c. Pronunciation: hot change
d. Words: fall & autumn borrow
Noah Webster
spelling
pronunciation
Unit 3
Teaching Aims：
1. Learn and master the following words and expressions:
Adventure simply rafting equipment paddle get away from get close to
2. Train Ss’ reading ability
Teaching Important Points:
1.Improve Ss’ reading ability
2.Enable ss to understand the text better
3.Master the following phrases:
get away from get close to instead of be careful (not )to do sth
Teaching Difficult points:
Master sentence structures
1. Yet there are other reasons why people trave
2.It is done rives and streams where the waster moves quickly
Teaching Methods:
1.Discussion before reading to make Ss interested in travel and adventure travel
2. Fast reading to get a general idea of the text
3. Careful reading toanswerthe detailed questions in the text
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Discussion:
1.Do you like traveling? Why or why not?
2.Where would you most like to travel? Why?
3.What is adventure(冒险) travel?
Step 2 Reading
Today we’ll read a text “adventure travel”and know something about it Read the passage quickly to get the general idea
Para.1 adventure travel
Para2 Hiking
Para3 Rafting
Answer the following questions
1.Why do many people travel?
see other countries visit places that are famous, interesting or beautiful. meet new friends try new kinds of food experience life in other parts of the world get away from cold weather
2.Why do people enjoy hiking?
…get close to nature and take exercise at the same time.
…is easy to do and doesn’t have to be very expensive.
The basic equipment you need for hiking is simple.
…anywhere you like.
3.Why do people enjoy rafting?
…exciting adventure?
…a good way to experience nature?
4.If you want a normal rafting, what should you do?
If you are looking for more excitement, …try whitewater rafting.
5.What should you think about if you want to go for a rafting?
…safety; …good clothes; …learn the basic skills of rafting; such as how to handle the raft, how to paddle and how to…
You should also know how to swim.
…wear a life jacket.
HIKING
1).What is hiking?
2).Why is hiking a kind of adventure travel?
3).Where can you go hiking?
RAFTING
1).What is rafting?
2).Where is rafting done?
3).Why is rafting a kind of adventure travel?
Step 3 Careful reading
Read the text again and fill in the below form
Safety tips for hiking:
1.tell someone your destination 2.Bring some necessities
3.Watch out for possible dangers 4.Take some protectors
Benefits of hiking
1.Fun and exciting 2.Get close to nature 3.Take exercise
Safety tips for rafting
1.Learn some basic rafting skills 2.Know how to swim
3.Wear good and strong clothes 4.Wear a life jacket
Benefits of rafting
1.Give excitement 2.Experience nature 3.Take adventure
Compare hiking and rafting.
Similarities: Both are examples of adventure travel.
*Both take place outdoors.
*Both are fun and exciting.
*Both make people get close to nature.
*Both have safety tips.
Difference:
Places: Hiking : In the mountains,in a forest,along a river,in a city
Rafting : On rivers and streams
Equipment: Hiking : good shoes, clothes,backpack map, water, sunscreen, cell phone, hat, etc.
Rafting: Boat,paddle,good clothes,lifejacket
Cost: Hiking : Inexpensive
Rafting: Somewhat expensive
Skills needed: Hiking: Good walking skills
Rafting :Good rafting and swimming skills
Possible dangers: Hiking: Getting lost,sunburn,poisonous animals or plants,hunger and thirst
Rafting: Hitting rocks, trees,falling into water
Step 4 POST-READING
Choose the correct answers.
1 Adventure travellers want to ______ A
A experience fun and excitement B meet new friends
C try new kinds of food D visit famous sites or beautiful places
2 Hiking is a kind of adventure travel because ______ B
A it is not expensive B it is exciting
C you need a lot of equipment for it D you will often put yourself in danger
3 While hiking or rafting, it is important to think about ______D
A cost B excitement C fun D safety
4 Before you go to rafting, you do not have to _____ D
A learn rafting skills B know how to swim C put on a life jacket D wear leather shoes
5 Which of the following is the most difficult? _____ C
A Normal rafting B Stream rafting C Whitewater rafting D Rock rafting
Unit 4
Teaching Aims：
1.Improve Ss’ reading ability
2.Learn how to organize ideas in a text using “First” “ Next ” “Then ” “Finally ”
3. Master some important words and expressions
Teaching Important Points:
Help ss to understand the passage better
Teaching Difficult points:
How to improve ss’reading ability
Teaching Methods:
1.Discussion to let Ss know something about natural disasters
2.Fast reading to get the general idea
3. Careful reading to help ss understand some detailed information
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Pre-reading
1.What natural disasters do you know? Flood drought typhoon earthquake volcano fire
2.Have you ever experienced a natural disaster?
Can you describe what it was like and how you feel?
Step 2 Fast reading:
1.What were Flora’s first two feelings when she turned around and saw the water coming?
She felt surprised and wondered/frightened
2.Why was Jeff looking for the chimney? Because chimney is the strongest part of the house and he thought it would stand in the flood
Step 3 Careful reading
1.Jeff was waving his arms___________. D
A.to ask flora to look around B.to make Flora think twice
C.to make Flora t hear a loud noise D.to warn Flora of the advancing water
2.Put the following things in right order. B
a.Flora turned around and saw Jeff waving his arms. b.Jeff dragged Flora toward the house.
c.Flora climbed the stairs. d.Flora started crying. e.Jeff opened the hall door.
f.Jeff seized Flora’s arm and told her to run.
g.Flora struggle in the water and managed to get on her feet
A.a,b,g,d,e,f,c B.a,f,b,g,e,c,d C.a,g,e,b,f,c,d D.a,e,c,f,b,g,d
In the garden
Flood: roar/a wall of water/swept down/swallow / wave/cold as ice/ flow
Reaction: Jeff: wave arms/seize/dragged ..towards /pull her up/hold onto a tree /
Flora: struggle / get on her feet / hold hands / fought for life / pull…up
Feelings: surprised / wondering/frightened
On the way to the house
Flood: go down / great roar / flowed around their legs
Reaction: Jeff: shouted / ran to the steps / opened the hall door
Flora: couldn’t move/ran / got to the steps
Feelings: anxious / frightened
Inside the house
Flood: water: wave/like a sea/swept past/wild/ cut down trees /deep / swept away
House: cracking noise /strange sounds/ moved / falling down
Tree: went down / cut down by water
Garden: completely destroyed/swept away
Reaction: Jeff: looked for the chimney
Flora: climbed the stairs / ran upstairs/ listened / started crying.
Feelings: scared / panic / anxious
Next to the chimney
Flood: house: noise/gone down/moved up and down
Chimney: stand like a tower
Reaction: Jeff: found the chimney / saved themselves
Flora:
Feelings: relieved
Step 4 Pairs work:
1.Find out the words and expressions that the writer used to describe the terrible flood.
She heard a loud noise,which……..
There she saw a wall of water……..
The next moment the first wave swept her…….
The water moved up like a sea.
Below,the water swept past the house……
A terrible noise went through the house.
2.Find out the words and expressions that the writer used to describe their struggle.
Step 5 Pro-reading
Work out what the underlined words refer to(指代）
1.Before she could move, she heard a loud noise, which grow to a terrible roar. A loud noise.
2.There she saw a wall of water that was quickly advancing towards her. Behind her
3.She wanted to watch it. A wall of water that was advancing towards her.
4.Flora, whose beautiful hair and dress were all cold and wet, started crying. Flora’s.
5.For some moments both were silent. Jeff and Flora.
Step 6 Discussion
1.Who do you think is braver, Jeff or Flora? Why?
2. How can we rescue ourselves in a flood?
3. How will the disaster change
Jeff and Flora’s future life?
Step 7 Retell the story in your own words with your partner,
using the following words: First…… Next……. Then……. Finally……..
Unit 5
Teaching Aims：
1.Train Ss’reading ability
2.Learn the following words and phrases:
Creat, acript,academy, work on ,take off, cut…in pieces go wrong follow-up win over in the end
Teaching Important Points:
1.How to make Ss understand the reading text better
2.Learn and master the following phrases:
work on ,take off, cut…in pieces ,go wrong ,follow-up, win over, in the end ,owe to
Teaching Difficult points:
1. The differences between the following pairs of words or phrases:
2.be afraid of doing sth / be afraid to do sth ,high/highly
Teaching Methods:
1.Fast reading to get a general idea of the text
2.Question-and-answer activity to get the detailed information in the text
3. Explanation
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Meryl Streep
1.When and where was Meryl Streep born?
2.How did he begin to act in plays?
3.When did she began to act in her first film?
4. What about his family?
Keanu Reeves
1.When and where was Keanu Reeves born?
2.Where did Keanu Reeves grow up?
3.What about the time when he was young?
4. What did make him famous?
INTERVIEWING
Useful expressions
You studied/worked/acted at different…
First…and then… What did you do next?
Finally you found a job as … Later on…
What roles did you act? How long have you been working as…?
Four parts of the text
1.The first part (the first paragraph)
Steven Spielberg is a passionate about film from a very early age.
2.The second part (the second paragraph) –
He could not go to the Film Academy but later his career began to take off.
3.The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films.
4.The forth part (the last paragraph) What Steven Spielberg has said and written.
Reading
Step 1 Lead-in
Do you know who is the director of the two film? Steven Spielberg
Talk about Spielberg.
Do you know the director ?
Do you know something about Spielberg?
Step 2 Read and fill in the chart.
Name Steven Spielberg
Age 57
Gender(性别) male
Year of birth 1946
Place of birth A small town in America
Name of his first film Firelight
Why are these years important for Spielberg?
1946--------- He was born in this year
1958--------- He made his first real film
1959--------- He won a prize for a short film
1962--------- He made a film called Firelight.
1975--------- He made a real blockbuster , Jaws
1982--------- He made another blockbuster, ET.
1993--------- He made the movie , Jurassic Park.
What are the movies about?
1. Jaws(1975) is about a big shark that attacks and eats swimmers.
2. ET(1982) is about a little creature that comes from outer space and wants to go home.
3. Jurassic Park(1993) is about an island where a very rich man keeps all kinds of dinosaurs.
4. Schindler’s List(1993) is about the cruelty of war/a German who saved thousands of Jewish people from being killed in the war.
5. Saving Private Ryan is also about the cruelty of war/an American captain who led his team to search for a soldier named Ryan.
Step 3 Read the text again and then summarize the main idea of each part
Three parts:
Part 1. (1-2) Talking about Spielberg’s earlier works and his live.
Part 2. (3-6) Talking about some of his films. Such as Jaws (1975), Jurassic Park (1993), Saving Private Ryan (1998) and so on.
Part 3. (7) Talking about Spielberg’s career and happy family.
Details for part 1
Childhood:
1946 born in a small town in American
1958 made his first real film
1959 won a prize for a short film
1962 Made his first film named FIRELIGHT
Youth Got a small job at a film and began his career
Details for part 2 & 3
Works: Jaws (1975) E. T. (1982) Jurassic Park(1993) Schindler’s List (1993)
Saving Private Ryan(1198)
Career: now is one of the top directors in the film industry
Family; met his wife when he was working and got married with her after seven years. Now they have seven children and live a very happy life.
Step 4 Ask and answer
1.Why did Spielberg study English instead of film?
Because his grades were not enough to go to the Film Academy.
2.why were people who saw the film Jaws afraid to swim in the sea?
Because they are afraid of the big shark in the sea
3.How important is his family to Spielberg’s career.
Spielberg says that he owes much of his career to his family.
4.What was Spielberg’s dream?
When he was young , his dream was to go to the Film Academy.
5.What is his wife’s name? Cate Capshaw ,a famous actress
6.What have you learnt from reading about Spielberg?
Working hard and believing in your dream will make your dreams come true.
Step 5 Multiple-choice:
1. How old is Steven Spielberg? ( A )
A 57 B 12 C 16 D 49
2. Why couldn’t Steven Spielberg go to the Film Academy as he wished? ( C )
A Because his family was too poor B Because he was too young to be accepted
C Because his grades were too poor D Because he hadn’t got enough experience
3. Which of the following are Steven’s war films? ( B )
A Fire&Jaws B Schindler’s List&Saving Private Ryan
C Jurassic Park&Schindler’s List D Jaws&Jurassic Park
4. This passage mainly tells about______ . ( A )
A Steven Spielberg’s life as a film director B Steven Spielberg’s life as an actor
C Steven Spielberg’s successful films D Steven Spielberg’s family life
Not One Less
Characters: Mr. Gao, Mr. Tian, Minzhi, Huike Some other pupils
Story: This film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station.
Comments: Many people like this film not only because the story itself is moving, but also because most of the people in the film use their real names and play themselves
Unit 6
Teaching Aims：
1.Learn some useful words and expressions
2.Train Ss’ reading ability
3. Get Ss to learn about table manners in western countries
Teaching Important Points:
1.Learn and master the folowing useful expressions:
Make a good impression, be close to a little bit ,start with ,keep silent ,ask for ,at table ,all the time ,drink to , too much
2.Help Ss understand the passage better
Teaching Difficult points:
How to help Ss understand the passage exactly ,especially the following sentences;
Teaching Methods:
1.Discussion to compare table manners in China with that in western countries
2.Fast reading and careful reading to understand the passage exactly
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Please tranlate this sentence “ Do in Rome as Romans do”into Chinese Today we are going to read a passage about table manners at a dinner party.
Read the text fast and silently, find the answer to the question,
“Which of the following can be found in the text?”
how to place those things./ how to lay the table
Chinese table manners
how some Chinese start eating
the order of dishes
how to cook western food
how to use a napkin
things to pay attention to at dinner table
Step 2 Fast reading
Read the text quickly and summarize the main idea of each part
Part1 (Para1) laying the table and good table manners
Part2 (Para2-5) the order of dishes and good table manners
Part3 (Para6) table manners changing over time and places
Step 3 Careful reading
Read Para.carefully and answer the questions.
1.what can be found on a Western dinner table? What about on a Chinese one?
Is laying the table for a dinner party in Western countries and in China the same?
2. How is the table laid in Western dinner party?
Things found on a Western dinner table
a small plate; a large plate; a napkin; a small basket with a roll of bread; a glass for red wine;
a glass for white wine; a glass for water; two pairs of knives and forks of different sizes; a soup spoon; a dessert spoon
Things found on a Chinese dinner table
a bowl; a Chinese spoon; a pair of chopsticks; a small ornament to rest the chopsticks on; a small tray with a damp cloth; a napkin; a small glass fot spirits, a glass for beer of soft drinks.
How is the table laid ? a small,bread roll,glasses,knivesForks, plate, two spoons, napkin )
How to use the napkin at a western dinner party?
You can take your napkin , unfold it and put it on your lap when you sit down at the table .
Step 4 Read Para2-5 carefully and answer the questions.
1.Please number the follow dishes be served at a dinner party with the right order.
dessert 4 drinks 5 main course 3 starter 1 soup 2
What are good table manners ?
Pray and keep silent for a moment .Then say
“enjoy your meal”to each other and start eating .
Keep the knife in your right hand and the fork
in your left .
Never ask for a second bowl of soup.
Use your fingers when eating chicken or other birds.
Finish eating everything on your plate .
Speak quietly and smile a lot .
Raise your glasses and take only a sip.
Step 5 Read Para6 carefully and answer the questions.
1. What will you do if you are not sure what to do? You can always follow your hosts.
2. Why is it difficult for people to follow good table manners?
Table manners change over Time and places.
Competition
1)You eat with little noise and movement. ( )
2)Use the napkin to wipe the silver or china. ( F )
3)Wait until all dishes are served. ( F )
4)Try every kind of new dish and appear to enjoy it. (F )
5)Bread is taken by a fork. ( F )
6)A soup spoon should be left on the table. ( F )
7)Do not put much food in your mouth at a time. ( )
8)Try not to get your lips greasy when drinking. ( )
9)Do not drop any food on the table cloth. ( )
10)Do not make any noise when you eat. ( )
11)Talk when there is food in your mouth. ( F )
Step 6 Discussion
A friend from Britain named Jack invites you to have a dinner at his home at 7:00 pm.
What will you do if you want to leave a good impression?
Arrive on time . Say thanks and goodbye Follow table manners Knowing the manners will help you make a good impression
Step 7 Summary
1.How do you use forks and knives at the table in Western countries ?
We keep the knife in our right hands and the fork in our left.
2. What table manners does the text tell about ?
How to lay the table How to use forks and knives etc. How to behave to the table.
How to eat. How to toast and drink
Step 8 Useful Expressions:
pay a visit to sb./sth.=Pay sb./sth. a visit 拜访某人/某地
2. make /leave a …impression on sb. 给某人留下……印象
3. be/sit at the table 坐在桌边 at table 在吃饭
be at table 正在吃饭 sit at table 入席,坐下吃饭
4. start with = begin with
5. drink to…=drink a toast to… 为……祝酒,为……干杯
drink (to) one’s health 为某人的健康干杯
e.g. Let’s drink to our friendship. We drank (to) each other’s health.
6. too much much too
e.g. I’m afraid I’ve put you too much trouble. I’m afraid the gift may be much too expensive.
Unit 7
Teaching Aims：
1. Master the following words and expressions:
Restore,replace,recreate, in ruins, under attack, give ,in pieces,bring…back to life ,come true
2.Learn the following sentence patterns:
It is true that…
3. Improve Ss’reading ability
4. Enable ss to be aware of the significance of protecting cultural relics
Teaching Important Points:
How to improve ss’reading ability
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to help the Ss masterthe use of some useful words and expressions
3. How to enable the Ss to use the sentence patterns correctly.
Teaching Methods:
1. Discussion method to make the Ss understand what they’ve learned in class
2. Pair work or group work to get every student to take part in the teaching-and-learning activities
Teaching Aids:
1.a recoeder 2. the blackboard
Teaching Procedures:
Step 1 Study the title and guess
What is the difference between “A City of Heroes” and “Heroes of a City”?
“A City of Heroes” focuses on (着重；强调)a city, and there are many heroes; while “Heroes of a city” focuses on heroes, who live in a city.
Step 2 Read the text fast and answer:
What makes the city very great?
A. the people of the city. B. the location(位置）of the city. C. the cultural relics of the city.
Step 3 Read the passage again, and find the topic of each paragraph.
Para1: the building of the city.
Para2: the destroying of the city.
Para3: the rebuilding of the city
Para4: the present situation of the city.
Step 4 True or false(P46 Ex.2)
1.The city of St Petersburg was rebuilt by Peter the Great. F
2. The Germans attack St Petersburg a hundred years ago. F
3.A portrait of Peter the Great was destroyed by Germans.
4.It was difficult for the people to rebuild the palaces.
5.Workers and painters used old photographs to help them rebuild the city.
6. St Petersburg will never be as beautiful as it was before. F
Step 5 Answer the following questions:
1.Who built the city? When and where ? Peter the Great Three hundred years ago
2. Who wanted to destroy the city? When? The Germans. In 1941.
3. What damage did they do to the city?
They burned many of the palaces and St Petersburg was almost in ruins: building were destroyed, and paintings and statues lay in pieces on the ground.
4. How long did the attack last? What did the people of the city do?
900 days They never gave up; they tried their best to protect the city
5. After the attack, what did the people of the city do? They rebuilt the city.
6. Was it very hard to finish the work? How did they do it?
Yes. They did it with the help of old paintings and photographs.
Step 6 Read the text carefully and answer the questions of each Paragraph
Paragraph 1
1.By whom was St Petersburg built? The Russian Czar, Peter the Great.
Where and when was St Petersburg built?
In 1703,St Petersburg was built on the banks of the Neva River.
Paragraph 2
Why has the city become an important part of Russian culture and history?
St Petersburg has been the centre of many important events in history. The events is the reason.
Paragraph 3
What is the paragraph about?
Rebuilding the great city was difficult, but the people of St Petersburg succeeded
Paragraph 4
The people of St Petersburg are heroes of the city, why?
Why is the city a city of heroes? (多选题）
A: the events. B: the people of the city C: Czar peter D: the building
Step 7 Summary
St Petersburg:: was builded over 300 years ago on the bank of Nave River
Builder: Peter the Great
Destroyer: the Germans
Protectors: the people of the city
The people of St Petersburg are the modern heroes of Russia.
Peter the Great: 1. the Russian Czar 2. strong, proud, built a new capital city
3. Many new beautiful palaces like something out of a fairytale were built during his lifetime.
the Germans: 1. Tried to destroy the city in 1941 2. Burned many of the palaces as they left
3. St Petersburg was almost in ruins when they left.
the people of the city: 1. never gave in facing the attack by Germans for 900 days.
2. not gave up restoring the city and its cultural relics though it seemed impossible.
3. A lot of work was done on rebuilding the city and its culture though it was very difficul.
Unit 8
Teaching Aims：
1. Imporove the Ss’reading ability fast-reading and reading
2.Enable the Ss to master the new words and expressions , as well as the language points
3. Train the Ss to love and take an active part in the sports
Teaching Important Points:
1. How to improve the Ss’ reading ability
2.How to write a summary
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to use some useful words and expressions
Teaching Methods:
1.Discussion method to make the Ss understand what they’ve learned better
2.Pair work or group work to get every Ss to take an active part in the teaching-and-learning activities
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
What do the five rings stand for?” Europe Africa America Asia Oceania
1.What is the themes (主题）of the Olympic Games?
The themes of the Olympic Games is the international friendship and world peace.
2.Which team enters the main stadium first, and which team enters last?
The Greek team enters first and the team of the host country enters last.
3. Where is the torch lit? It is lit in Olympia, Greece
Step 2 Fast Reading
When and where were the first Olympic Games in modern times?
Step 4 True or False
1.Both the summer and winter Olympics are held every four years. T
2. The modern Olympic Games began around the year 776 BC.
3. In the old times both men and women were allowed to take part in the Olympics Games.
4. The 27th Olympics were held in Los Angeles.
5. In Barcelona the Chinese team won 16 medals.
6.The 28th Olympic Games will be held in Beijing.
7、The first modern Olympic Games happened in the year 383 AD.( )
8、The Olympic Games were born in Greece.( T )
9、The 24th Summer Olympics were held in Barcelona in Spain.( )
10、Horse-riding is one of the unusual sports in the Olympic Games.( T )
Step 5 Careful Reading
Both the Summer and Winter Olympics are held every four years.
Time City
Atlanta
Sydney, Australia
(Winter Olympics) Salt Lake
Athens
Beijing
Step 6 Reading carefully and fill in the below form
Para2---4 Time Place Competitors Sports
the 1st old Olympics 776 BC Greece Olympia young men
women x (why?) (one item, one day)
the old Olympics running jumping wrestling….
393 AD stopped when Greece came under the rule of the Roman Empire (罗马帝国)
the 1st modern Olympics 1896 Greece Athens 311 (13 countries) many items
the 25th Summer Olympics 1992 Barcelona 8000 (150 countries) 250 (sailing,horse-
riding,shooting)
Step 7 Read Para5 and Listen to the tape
The Olympic motto : “Swifter, Higher, Stronger” “A nation(国家,民族）with a strong body
is the base(基础) upon which a society (社会) can be built into prosperity (繁荣) ”
Para 6: To hold the Olympic Games is a rich prize for a country.
Every country wants to be the sponsor(主办)of the Olympic Games. Why?
much richer ,stronger show national power(国力) famous
carry forward( 弘扬）the spirit of the Olympic Games
Step 8 Read the text again and Summary the main idea of each paragraph
What’s important Olympic events happened/will happen in the following years?
In 776BC: The ancient Olympic Games began
After about the year 393AD: the Olympic Games stopped.
In 1896: The first Olympic Games in modern times happened.
In 2000: The 27th Olympic Games was held in Sydney
In 2008: The 29th Olympic Games will will be held in Beijing
Summary the main idea of each paragraph
The 1st: The Olympic Games are held every four years.
The 2nd: Something about the old Olympic Games.
The 3rd: Something about the Olympics in modern times and the 27th Olympic Games.
The 4th: The Olympic motto and something about the track star: Carl Lewis and the Chinese team in Sydney Olympics.
The 5th: Beijing will host and is making preparations for the 29th Olympic Games.
Step 9 Discussion:
The 29th Olympic Games will be held in Beijing in 2008. What shall we Chinese do for the city? What will Beijing look like at that time?
Integrating skills
Fast reading:
Q1. What does Yao Ming do?
Q2. Why is he so famous?
Detail Reading:
Name : Yao Ming Sex : male Nationality: Chinese
Birthplace: Shanghai, China Date of birth: Sept.12.1980 Weight: 134Kg Height: 2.26m
Job: basketball player Position: centre Club: the Houston Rockets
His parents’ job: famous basketball players
His interest as a young boy: learn to play the world’s most popular games
Unit 9
Teaching Aims：
1. Train the Ss’reading ability
2.Learn and master the following words and phrases
Teenager, press, function ,image ,feature, throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
Teaching Important Points:
1.Learn and master the following phrases
throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
2.How to make the Ss understand the text better
Teaching Difficult points:
1.Master the difference between the following phrases: no matter wh-/wh-ever ,in case of/ in case
2.Understand the following sentences
(1) Having a cell phone also makes us feel safer , since we can for help in case of an emergency
(2) Wang Mei is one of many Chinese teenagers who live life on the go and use cell phones
Teaching Methods:
1.Discussion to arouse the Ss’interest in the text
2. Fast reading to let the Ss get the general idea of the text
3. Question-and-answer activity to let the Ss get the detailed information in the text
4. Making sentences to have the Ss master some language points
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
(Show a mobile phone to the students) Answer the following questions
1.Have you ever used a cell phone? Do any of your classmates have cell phones?
Step 2 Read the passage again ,and try to find the main idea of each paragraph
1.Wang Mei is an example of Chinese teenagers who have cell phones.
2.Cell phones can be used for many things.
3.Cell phones also cause problems
4.There are several reasons why teenager like cell phones
5.Wang Mei explains why she likes her cell phone and what she used if for.
Paragraph 1 Enjoy the life on the go
Paragraph 2 New functions are being added
Paragraph 3 Cellphones can not be used in school.
Paragraph 4 Several reasons why teenagers like cellphones.
Paragraph 5 We enjoy the life with cellphones.
The main idea
It discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.
Step 3 Look at the outline of paragraph 2,3 and 4 and try to fill in the blanks
2.Cell phones can be used for many things.
For example: Cell phones are used as cameras, Radios and electronic calendars, and to send E-mail,surf the Internet,play games and enjoy music.
Step 4 Answer the following questions:
1.What does the title “Life on the go” mean?
It means the high pace of modern life and to the fact that portable devices, like cellphones and laptops, are becoming popular.
2. Why do some schools not let students use cellphones?
Cellphones can distract students in class; cellphones may make students spend more time talking on the phone than doing homework
3. Why do teenagers like cellphones so much?
Safety and the cool factor; the desire to be liked by others.etc.
4.Wang Mei says that cellphones are the most useful? Why?
Step 5 Read the text once again, fill in the blanks below:
1. Tell us some functions of cellphones:
Talking to people
Sending messages and images(pictures)
Playing games
Taking photos
Listening to radios and music
Sending e-mail or surfing the Internet
Reminding you about appointments
(3G cellphone)talking to people face to face
2.Cellphones may cause problems,such as:
In school,cellphones may disturb lessons.
Students may spend too much time and money on phone calls.
3. Teenagers like cellphones because …
1. Cellphones help us stay in touch with friends and family.
2. They can call for help in case of an emergency.
3. They think the cellphone is a way to have fun and be cool.
Step 6 Read through the text and tell if the following statements are true or false:
Wang Mei will be back home 10 minutes later. T
We may talk to anyone who also has a cell phone in his pocket. T
Now cell phones can be used as cameras, but not to send email or surf the internet.
Some important days can be reminded about by the earliest cell phones.
Some students disobey the rules and using their phones in the classroom.
John’s parents gave him a cell phone as a Christmas gift, but don’t let him use it in school
Wand Mei calls her best friend at least once a day. T
Unit 10
Teaching Aims：
1. Do some reading to improve the Ss’ reading ability
2.Help the Ss to know that we mustdo what we can to protect the animals and plants around us
3.Learn some useful words and expressions
Teaching Important Points:
1. Improve the Ss’ reading ability
2.Master the use of some important words and expressions
Teaching Difficult points:
How to help the Ss improve their reading ability and help them to know the importance of environmental protection
Teaching Methods:
1. Fast reading and careful reading to get the general idea and detailed information of the passage
2. Discussion and explanation to help the students understand the passage better
3. Listening and reading to improve the Ss’ pronunciation
4．Pairwork and individual work to make every student work in class
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Listening
What kind of pollution is it? air pollution
What are the causes? Causes: cars, factories, burning coal and oil
What are the effects? Effect: Human beings and animals can not breathe fresh air any more and may be poisoned.
water pollution
Causes: factories and drainage
Effect: Dead fish everywhere. We can not use and drink the water.
waste pollution
Causes: tourists
Effect: The world around us will be ugly, dirty. We will have a really bad environment.
Step 2 Scanning ( T or F )
1.Human beings always do as they say.
2.It’s late for us to take measures to keep animals and plants from dying out.
3.A species may die out if humans or other animals use too much of a plant or kill too many animals.T
4.Planting a tree is a way to create more space for animals.T
5. We often take good care of ourselves and planet .
6.Since many living things have already died out,we must do something to protect other living things.T
7.Plants and animals will be endangered when they can’t adapt to the change of their habitat.T
8.Plants or animals don’t have to change when a new species comes.
Step 3 Intensive reading
1.Why do animals & plants become endangered?
2.What can we do to protect animals & plants that are being endangered?
Main reasons:
Destruction of human beings.
Introduction of a new species.
Overuse of a plant and over-hunt for animals.
Lack of food.
Pollution.
Main idea of the text.
It’s about why a species becomes endangered and what we can do to protect plants & animals from becoming endangered.
Para 1. Many animals and plants have died out and some others are in danger
Para 2. Why do animals and plants become endangered?
Para.3. What can we do to keep animals and plants from being endangered?
Step 4 Listen to Para 1, answer questions:
1. Who is Steve Jones?
2. What does an environmental expert do?
3. Why should we take care of the planet and ourselves?
Listen to Para2, answer questions:
1. Can you explain what the habitat is like?
2. What will happen if the habitat is changed?
3. Why do some original species become endangered if a new species arrives?
Listen to Para 3, answer questions
1. What can we do to protect the animals and the environment?
2. Is it possible that people would be endangered?
Why do animals and plants become endangered?
Habitats are changed
New species arrive
Resources are overused
Animals are are over killed
Environment is polluted
1. Why is it important to make sure that animals do not die out?
If animals die out, our ecosystems will be destroyed and we human beings will die out, too
2.What can we do to help endangered animals?
We can stop people cutting too many trees, killing animals and polluting rivers. We can tell people to protect from now on.
Step 5 Choose the best answers
1.Steve Jones talks to the group ______. B
A. in a lecture hall of a university B. when he ‘s showing them around a park
C. In a zoo in Birmingham D. In a green park in London
2. The environment in which certain animals or plants are used to living is known as their ______. D
A. land B.species C. Park D. habitat
3. How many reasons does Steve Jones list to show how a species become endangered? A
A.3 B.2 C. 4 D.1
4. In what way nature seems to be cleverer than human beings? A
A. it does not drink. B. it always stays calm. C. it is a better recycler D. it never makes mistakes
5. What does “reduce” means? C
A. we must reduce the amount of food we eat. B. we must smoke less.
C. we must throw away less rubbish. D. we must control the world’s population
6. Which of the following is a way of “respond”?B
A Reply when asked a question B Show others how to protect the environment.
C try not to use harmful things. D Repair things and use them longer.
7. Which can be used as another title for passage 1? C
A. a lecture on the Tour B. Steve Jones
C. The Green park on Birmingham D. Action speak louder than words
8. Which is the best title for passage 2? C
A. Ecosystems B.Air , water and Energy
C.Four ways to care about nature D.Reduce the amount rubbish
Step 6 Discussion:
Think of things you could do to protect the environment. Write a list like Jennifer
Unit 11
Teaching Aims：
1.Train the Ss’ reading ability
2.Improve the Ss’communicating ability
3. Let the Ss know about the different styles of music in the world
Teaching Important Points:
1.Learn and master the following words and phrases
On the radio,in common, combine,variety
2. Improve the Ss’ reading ability and help the Ss understand the passage exactly
Teaching Difficult points:
How to help the Ss further understand the passage and finish the relevant tasks correctly
Teaching Methods:
1.Fast reading and careful reading to train the Ss’reading ability and understand the passage better
2.Discussion to improve the Ss’ability to communicate with each other
Teaching Aids:
1. a recorder 2.the blackboard
Teaching Procedures:
Step 1 Skimming
What is the passage about ? It’s a brief look at some of the exciting musical styles from around the world.
Step 2 Read the passage quickly and answer the following questions
1.How many styles of music does the author write about ? What are they?
Six They are blues, jazz, rock, hip-hop, rap, Latin music
2.Why does the author write this passage?
Because he wants to introduce some of the exciting music styles from around the world.
Step 3 Fast reading
3.Who are the two stars of Latin music mentioned in the passage?
Santana and Ricky Martin.
Step 4 Scanning
Read the passage slowly to get some details and then do the following :
I True or False questions and correcting the error
1.( ) There are only a few styles of music in the world.
2.( ) Blues is a new style of music.
3. ( ) Hip-hop and rap are completely different from blues and rock.
4. ( T ) Santana is a well-known Latin music artist.
5. ( ) Rappers sing the words to their music.
6. ( T ) There are many Spanish-speaking people in both North and South America.
Step 5 Intensive reading
kind Where is it from? Where is it popular?What are their characteristics?Famous singers/stars
Blues African songs US A way for…
Jazz Blues music US
Rock Blues music US
Hip- hop US fast/slow, combine
Rap US speak/“rap”
Latin music South/Latin America US/Spanish-speaking countries SantanaRicky Martin
Step 6 Choose the best answer
1. From Paragraph1 we can infer that___. A
A.There are many more kinds of music all over the world than we can hear on the radio or on TV.
B.There are not many kinds of music all over the world.
c.It is probable that few people like pop music.
D.Most of us probably have our favorite performers,stars or bands
2 .What is the most important characteristic of rap music?____ B
A.It combines other styles of music. B.The way it is sung is very special.
C.It can be fast or slow. D.It has something in common with blues and rock.
3.What do we know about Ricky Martin from the text?_______ D
A.He is popular in Spanish-speaking countries.
B.He is an American but speaks Spanish.
C.He is a rap singer.
D.He is not only well-known in Spanish-speaking countries but all over the world.
4.Where do you think Latin Music will be very much liked according to the text?______ B
A.Where there are many young people.
B.Where there are many Spanish-speaking people live.
C.Where there are many English-speaking people.
D.Where many Africans live.
5. Blues music comes from ________ . C
A. Latin America B. North America C. Africa D. Spain
6. The blues was brought to the US by _______ . B
A. African singers B. African artists C. African Musicians D. African slaves
7. The word “rap” in Paragraph 3 means “_______” . C
A. to sing and dance along with the beat. B. to peak the song words and dance along with the beat.
C. to sing and rap along with the beat. D. to speak the song words and rap along with the beat.
8. According to the passage, which of the following statements is true? D
A.Jazz, rock ,hip - hop , rap and Latin music are new musical styles.
B.Now blues is not popular in the US any more.
C.Hip - hop , rap and Latin music are very popular in the US.
D.Hip - hop and rap are completely the same as blues and rock.
9. In the US, where there are many Spanish – speaking , Latin music is a big part of the culture. The culture here refers to ______. B
A.African culture B. Spanish-speaking people’s culture C. Latin culture D. Spanish culture
Step 7 Post-reading
Listen to the tape and then have a discussion of the following questions:
1.Where does blues music come from?
Blues music came from Africa music that was brought to the United States by slaves.
2. What does the word “rap” mean?
To rap is to speak the words of a song along with the beat.
3. Why is Latin music so popular in the Us? Is it popular in China?
Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking population, but also because of the success of such artists as Santana and Ricky Martin. No, it is not very popular in China.
4. What have you learned from the passage?
Different styles of music make the world more colorful.
Step 8 Find out the topic sentence of each paragraph.
Paragraph1: There is a world of music out there.
Paragraph2 Blues music has a long history
Paragraph3: Today’s American music culture contains many different styles.
Paragraph4: Latin music has spread all over the world
Paragraph5 There is a wide variety of new music to be discovered in every corner of the world.
Unit 12
Teaching Aims：
1.Train the Ss’reading ability
2. Learn and master the following phrases
In trouble, come across, fight against, succeed , share ,believe in
Teaching Important Points:
1. Let the Ss understand the text better
2. Tell the differences among the following phrases
Used to do/be used to do/ be used to doing
Teaching Difficult points:
1. Master the following sentence patterns
(1) make sb./sth +adj.
(2) It is +adj.+to do sth
2.Master sentence pattern
Teaching Methods:
1. Question-and-answer activity to help the students to go through with the whole passage
2. Careful reading to find out the detailed information about the passage
3.Pair work or group work to make every student work in class
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Have you seen the film”Harry Potter”? Can you tell us something about the film?
Step 2 Fast reading
Write the letter “T” if the sentence is true. Write “F” if the sentence is false, and then give the right information
1 ( ) Harry Potter is a world-famous writer.
2 ( T ) Harry is a boy with a scar on his forehead.
3 ( ) Harry is very happy before he goes to Hogwarts.
4 ( ) Harry goes to an ordianry school.
5 ( T ) Harry learns a lot about the real world at Hogwarts.
6 ( ) Rowling’s books are about magic and strange creatures, they don’t tell us something about the real world.
Step 3 Read the text again and summary the main idea of each paragraph
Para.1 It is a world of magic and wonders, a world where anything can happen
Para.2 Harry seems like a normal boy , but his life is miserable
Para.3 Hogwarts is an unusual school
Para.4 Harry has to fight against bad wizards and do the right thing
Step 4 Find out the key word of each paragraph as fast as you can. (team match)
JK Rowling , the author of the book and her books
Harry Potter, the hero in the books
Hogwarts , the place where the story happens
Harry’s feeling , which readers share
Step 5 Answer the following questions
1.Why is Harry Potter’s life miserable before he goes to Hogwarts?
Because his parents are dead and the family which he is living with treats him badly.
2.What does Harry learn about himself at Hogwarts?
At Hogwarts, Harry learns the truth about his past, a dark secret that will make his life and his choices more difficult.
3.Why does Rowling use strange creatures in her books?
Rowling uses strange creatures in her books to add to the magic effect of the story.
篇7：unit 1 phrases(人教版高一英语上册教案教学设计)
Phrases:
1. the then director of the Guiness Brewery
2. settle an argument
3. conclude that-clause
make/draw a conclusion
4. be popular with
5. hire sb to do sth
=employ sb to do sth
6. ever since
7. send in
8. set down the records
9. keep track of
10. in other ways
11. sth be put into different categories
12. amazing feats
13. live to be 100 years
14. reach a length of 10 meters
15. 10 meters long
16. blance a thing weighing 100 kilogrammes on his head
17. with an area of about 10 hectares
18. the most remote city
19. celebrate Hong Kong’s return to China
20. stand out
stand for
21.a moving life story
22.the fastest average speed
23.Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.
24.the then No.1 cyclist in the world
25.be diagnosed with cancer
26.mean the end of one’s career
27.go on to do sth
28.six years in a row
three times in a row
29.the same … that…
the same … as…
eg. This is the same pen as I lost.这只笔跟我丢的那只一样。
This is the same pen that I lost.这是我丢的那只笔。
30.lead sb to do sth导致/带领/使某人做某事
31.in the first place
32.be entertained by…
33.deeds and facts
34.be out to do sth 决心/企图做
35.make for interesting reading算的上是有趣的读物
make for good health对健康有好处
36.set a record创下一个记录
37.be dangerous to sb
38.contact sb
39.if all goes well,…
40.apply for the record
apply to sb for the job
41.inspect your attempt
42.a world record holder
43.try new tricks 尝试新的花样滑板
44.on the park’s skating ramp 在公园溜冰场
45.head down to sp 朝某地方走去
head for sp 前往某地方
46.hang ten玩滑板
47.a skilful skateboarder
48.give sb one’s permission
49.hold a grand opening 举行一个盛大的开幕式
50.see what it was all about 看个究竟
51.be around
52.sb be familiar with sth
sth be familiar to sb
53.be willing to do sth
54.overcome one’s fears
55.certer on
56.have fun
It is fun for sb to do sth 对于某人来说做某事是有趣的
57.fly through the air 在空中穿梭
58.wear helmet
59.enjor every minute 每分钟都很开心
60.a strong feeling of friendship
61.start a club 创办一个俱乐部
62.a new generation of sports 新一代的运动项目
Unit 1
1. 胡须；络腮胡子(n) 44.首先；第一；原先(p)
2. 钢丝(n) 45.突然猛烈地发出(p)
3. 八字胡(n) 46.将某人当中心(p)
4. 结束时说；达成；结束(v) 47.专心致志于(p)
5. 运动员的；体格健壮的(a)
6. 叙述；帐目；帐户(n)
7. 合适的；恰当的(a)
8. 长度；长(n)
9. 检查；视察(v)
10. 证实，确认(v)
11. 证明书(n)
12. 逐渐的；渐变的(a)
13. 空白；空隙(n)
14. 吸引；俘获；占领(v)
15. 熟悉的(a)
16. 因素；要素(n)
17. 头盔；安全帽(n)
18. 精力充沛的；充满活力的(a)
19. 外向的；爽直的(a)
20. 小心的；谨慎的(a)
21. 登记；注册；记录(v)
22. 航行者(n)
23. 峡谷(n)
24. 版本；版次(n)
25. 啤酒厂(n)
26. 租用；雇佣(v)
27. 技艺；功绩；伟业(n)
28. 公顷(n)
29. 凋谢；褪色；变弱(v)
30. 尝试；努力；试图(v)
31. 热情的；热心的(a)
32. 十年(n)
33. 委员会(n)
34. 迷住；使神魂颠倒(v)
35. 地球仪；球体(n)
36. 斜坡弯道(n)
37. 熟练的(a)
38. 滑板(n)
39. 管理；行政（机关）；经营(n)
40. 许可；同意(n)
41. 寄送某处进行处理(p)
42. 记下，写下；让某人下车(p)
43. 一个接一个地；连续不断地(p)
篇8：unit11 The sounds of the world(人教版高一英语上册教案教学设计)
Period 1 Listening and speaking
仁化二中 王雪琼
Teaching Aims
1. To train the students’ ability of listening and improve their spoken English .
2. Talk about different kinds of music .
3. Practice giving advice and making suggestion .
Teaching important points :
1. How to improve the students’ ability of listening and their spoken English .
Teaching difficult points :
1. How to grasp the words of the song .
2. How to talk about different kinds of music .
3. How to give advice and make suggestions .
Teaching Aids
A media computer
Teaching methods
1. Individual work , pair work and team work .
2. Feeling and setting happily blended method .
Teaching Time 45 minutes
Teaching procedures
Step 1. Lead in
1. Greet the students .
T : Good morning boys and girls .I am happy to be your English teacher today. I’m Miss Wang . I hope we can get on well with each other in this class.
T :What is the weather like today ?
S :It’s raining .
T :It’s really cold .You should put on more coats.
T :When is Christmas? Do you like Christmas?
S :December the 25th is Christmas .We all like it .
T :Me too .Because we can receive a lot of presents.
2.Play the song YESTERDAY ONCE MORE and COUNTYR ROADS TAKE ME HOME to the students. Introduce some information about the songs to the students.
3.Tell the students that we are going to talk something about music. Ask them some questions.
T : Do you like music?
S : Yes .I like it.
T : Which song do you like best?
S : I like YESTERDAY ONCE MORE best.
T : There are many kinds of music. Different places have different music.
Step 2 . Warming up
1. Look at the map in the textbook and talk about different continents and different countries in the world.
Show the Ss. more maps and pictures and let them know the diversity of the world.
2. Listen to the music on the tape. Where do you think the music comes from？Ask the student one by one.
music: 1 Russia music: 2 South America music:3 Asia
music: 4 Africa
3. Discussion
⑴ Which piece of music do you like best why ？
⑵What makes you think this music comes from ？
characteristics
（3）What are the differences between the songs you have heard？
Styles , rhythm ,instruments.
⑷Can you guess what the songs are about？
Step 3. Listening
1. Introduce the songs to the students. They are different kinds of music.
2. After listening let the Ss. do the team work and ask one of each group to report after their discussion.
1).what would be a good title for the song？
Music 1:Happy Christmas Music 2:Father and son
Music 3: Dedicated follower of fashion
2).What is the song about ？
Music 1 is about Christmas . Music2 is about a father and a son . Music3 is about fashion .
3).How does the song make you feel？Happy /soft /exciting
4).Do you like the song？I like it very much .
（1=not at all 10=very much）
5).How would you describe the song？
Step 4. Speaking :
1. Create a dialogue to go over the sentences we have learned about asking for and giving advice in unit 7.
T : I have some problems these days. I really need your advice. Would you like to help me？
S1 : Sure
T : Thanks. Christmas is coming .I want to send a gift to my friend. Can you help me decide what to buy for her？
S1 : Maybe you could buy….. ？
T : That’s a good idea. But what advice can you give me, S2？
S2 : How about ……？
T : My friend likes music very much .Especially folk songs .
S3 : Why not buy her a John Denver’s CD？
T : A good suggestions. Thank you .
2. Revision
Making suggestions and giving advice
Maybe we could.....？
Can I ask for some advice ？
How about …. ？
Why not .....？
3. Play the tape to the students. Answer the questions after listening.
1).How many people are there in the dialogue ?Who are they ?
Three . They are Joe ,Susan and Peter.
2).what kind of music does Peter love?
He loves Rock music
3).what is Joe going to buy for Peter ?
He loves Rock music
3. Pay attention to some sentences.
Can you help me decide what to buy for Peter’s birthday？
That’s a great idea.
I’m not sure.
4. Let the students practice the dialogue for three minutes and act it out .
Step 5 Exercise
1.Finish the following dialogue.
John： Hi Lily! Tomorrow is the Teacher's Day. We'd better buy some gifts for our teacher.
Lily ：That's a good idea . What do you want to buy?
John：I'm not sure .Oh, yes, Mr. Wu loves music. Maybe we could buy him a new CD.
Lily： What kind of music does he love ? Popular or classical?
John ： He loves folk songs.
Lily ： How about buying him a CD ?
John ： Yes, That's a good suggestion ! .He will love it .
1.I'm not sure. 2.That's a good suggestion ! 3.How about buying him CD?
4 .That's a good idea . 5.Maybe we could buy him a new CD.
2.If time is enough , let the students act the dialogue out .
Step 6 Summary
1. Talk about different kinds of music
2 .How to give advice and make suggestions
Making suggestions and giving advice
Maybe we could.....？
Can I ask for some advice ？
How about …..？
Why not .....？
Step 7 Homework
1. Use the following situation to create a dialogue
Student A
Your classmate needs your advice. Please help him or her to decide what to do.
Student B
You have been asked to select songs for a radio program on Children's Day in your school. You need help to decide which three songs you should choose.
2.Review and preview the lesson.
附 幻灯片说明
1． Unit 11 The sounds of the world 课 题
2． Goals 学习目标
3． Singers’ pictures and songs 歌星图片和两首歌 《昨日重现》和《乡村路带我回家》
4． Maps and answers 五大洲地图及答案
5． Discussion 讨论三首歌的四个问题
6． Listen and answer 听和说
7． Making suggestions and giving advice征求意见
8． Answer after listening .听后回答
9． Speaking 说
10． Practice the dialogue 练习对话
11． Exercise练习
12． Summary小结
13． Homework作业
14． 谢谢观看
二零零三年十二月
篇9：《登高》 教案教学设计(高一必修)
《登高》 教案教学设计(人教版高一必修)
余旺波
（一）作者介绍：
在唐代开元天宝年间，社会各个方面都发展到鼎盛时期，这个时期叫“盛唐”。在这个欣欣向荣的历史时期，唐代文学特别是唐代诗歌发展到历史上的最高峰，诗坛上出现了一大批优秀的诗人和优秀的作品。公元7，诗坛上冉冉升起了一轮鲜红鲜红的太阳，这轮太阳姓杜，名甫，字子美，自称少陵野老，曾担任过检校工部员外郎，世称杜工部，有《杜工部集》。杜甫是唐代伟大的现实主义诗人，他的诗作不仅将现实主义诗歌创作推上了一个新的高峰，而且也代表了中国古代文学史上现实主义诗歌的最高水平。他的作品广泛而深刻地反映了当时的社会现实，因而被称为“诗史”，正因为杜甫写出了诗史，所以人们称他为“诗圣”。他的代表作有一百多首，最有代表性的是古体诗“三吏”（《石壕吏》《潼关吏》《新安吏》）、“三别”（《新婚别》《垂老别》《无家别》）等，他也特别擅长律诗和绝句的写作，许多作品都是千古名篇。
（二）诵读作品，细读注释，理解词句。
（三）作品赏析：
作为能够写出“诗史”的“诗圣”，杜甫的作品是博大精深的。他所生活的时代，正值安史之乱时期。稍有历史常识的同学都知道，发端于公元755年的安史之乱，给唐代社会造成了严重的破坏，给广大人民群众带来了巨大的灾难，诗人杜甫也深受其害，被迫流落他乡，过着有家难回的痛苦生活。所以，他的许多作品中，不仅寄寓了深沉的个人情感，而且也饱含着深刻的社会内容。《登高》就是这些作品中很有代表性的一首。
《登高》写于唐代宗大历二年（公元767年），当时诗人正因为“安史之乱”而客居四川，那年他已经五十五岁，动荡的社会，飘泊的生活，已使他疾病缠身，痛苦不堪。这一年秋天的重阳节前后，他来到了夔州的一座山上，登高远眺，面对苍茫秋景和滚滚长江，他不禁心潮澎湃，感慨万端，为了抒发心中这种深切的情感，就写下了这首千古名作。后人给予这首诗以极高的评价，胡应麟就曾经说这首《登高》为“古今七言律第一”，这是毫不夸张的评价。
《登高》是一首七言律诗，共有八句，这八个诗句，可分两个层次，前四句是写景，后四句是抒情。
1、首先我们来赏析前四句。
（1）朗读。
（2）这四个诗句描写了哪些事物？
--风、天、猿啸、渚、沙、鸟、落木、长江八种事物。
（3）这八种事物分别有什么特点？诗人分别用哪些词语来描绘它们？
--风“急”、天“高”、猿啸“哀”、渚“清”、沙“白”、鸟“飞回”、落木“萧萧下”、长江“滚滚来”。
（4）在这四个诗句中，在短短28个字里，诗人就描写了八种事物，而每种事物都各有各的特征，而这些各有特征的事物很好地传达出了诗人当时的感情，寓情于景，情景交融。
首先我们来看第一句“风急天高猿啸哀”，在诗作之首，诗人就以传神之笔渲染出一种寒凉凄苦的氛围。秋天本来是容易刮风的季节，杜甫在《茅屋为秋风所破歌》中曾经写到“八月秋高风怒号，卷我屋上三重茅”，曹丕在《燕歌行》中也曾写到“秋风萧瑟天气凉，草木摇落露为霜”，可见刮风是秋天的季节特征之一，而江边的风要比其它地区大得多，江边高处的风就更大，再加上诗人年老多病，当然会感到秋风特别猛烈，所以一个“急”字，很传神地写出了当时的季节特点。不仅如此，这个“急”字，还寄寓了诗人当时的深切感受。秋风本来就是凉的，而江边的秋风要比其它地方更凉，江边高处的猛烈的.秋风就会特别的凉，所以年老多病的诗人站在江边高岸上当然会感到凉意彻骨。这种寒凉，不仅是身体皮肤的感觉，更是诗人内心的感受，这里所写的不仅仅是天凉风凉，更主要的是写诗人的心凉。
诗人站在江边高岸，抬头远望，见到的是高远的天空。本来秋日的天空往往会令人有神清气爽的感觉，但景物给人的感觉是因人的心情而异的，对于心情愉快的人来说，秋日的天空是令人神清气爽的，而对于一位被国难家愁所困扰，同时又疾病缠身的诗人杜甫来说，秋日的天空却显得那么高不可及、空空荡荡。所以一个“高”字，就写出了诗人心中那种叫天天不应，叫地地不灵的孤苦无助的凄凉心境。
夔州一带多猿，鸣声凄切，曾经有过这样一首渔歌：“巴东三峡巫峡长，猿鸣三声泪沾裳。”所以诗人在此写到了猿啸，并且用“哀”字来描写，一个“哀”字，不仅写出了猿鸣的特点，而且同时也传达出了诗人心中的浓浓哀愁。
再来看第二句“渚清沙白鸟飞回”，这一句紧承上句，继续描写诗人站在高处所见到的景象。“渚”是江中的沙洲，站在高处朝下看，水中的沙洲显得既小又空，在萧瑟的秋风中给人一种凄清之感，所以说“渚清”。
接下来诗人由沙洲自然写到了沙子，在描写沙子的色彩时，作者用了一个“白”字。从色彩学角度来看，蓝白黑之类的色彩属于冷色调，这种冷色调的“白”沙，与前面的“清”字一起构成了一幅苍凉的画面，形象地传达出诗人内心深处那种沉郁的情感。
然后，诗人又抬起目光，看到了在江上飞动的鸟。由于风大，鸟在风中飞得非常吃力，所以用“回”，回旋地飞。如果我们联系到诗人当时的艰难处境，就不难理解他为什么要写到“鸟飞回”了。为什么呢？因为在风中吃力地盘旋的鸟，让诗人不由得想到了自己，想到了自己的艰难处境。在这里，鸟已经不是鸟了，而成了诗人的化身。鸟飞倦了可以归林，而到处飘泊的诗人却因为战乱而远离家乡，有家难回，这怎能不让人感慨万端呢！
下面我们看第三四句“无边落木萧萧下，不尽长江滚滚来”，这是两个千古名句，这两个千古名句，使作品的意境在前两句所描绘的凄清氛围的基础上变得悲壮、变得苍茫、变得壮阔起来。在这两个诗句中，“无边落木萧萧下”，写山景，“无边”写落叶之多，“萧萧”写落叶之声。在秋风中纷纷飘落的黄叶，不能不让人联想到人生的短暂，而身心交瘁的诗人更不能不联想到自己的处境。当诗人想到，在这动荡不安的社会中，自己也将要象这随风飘零的黄叶一样，结束这短暂的一生，这样的联想是多么的悲凉啊。在下一句中，诗人由写山景，又转为写江景，“不尽长江滚滚来”，“不尽”呼应前面的“无边”，写出了江水的源远流长，“滚滚”呼应前面的“萧萧”，写出了江水的滔滔气势。而这日夜流淌，永不停息的江水，不能不让人既联想到时光的易逝，又联想到时间的永恒。子在川上曰：“逝者如斯夫，不舍昼夜。”时光就像长江中的水滴浪花，很快就会消失，而永远流淌不止的整个长江，又多么像永恒的时间，“滚滚长江东逝水，浪花淘尽英雄。是非成败转头空，青山依旧在，几度夕阳红。”短暂的人生，在永恒的时间面前越发显得短暂，两相比较，就更让人感慨万端了。
这两个诗句，之所以成为千古名句，是因为这两个诗句悲凉而不哀怨，感伤而不消沉，很好地表现了杜甫的诗歌风格，那就是苍凉、雄浑、沉郁、悲壮。
以上四句，是诗歌的第一个层次，这个层次重在描写景物，写得情景交融。
2、第二层次：
接下来我们赏析第二层次。
（1）朗读。
（2）在这一层中，诗中由描写眼前的景，转为抒发心中的情。
“万里悲秋常作客，百年多病独登台”，这两句虽然只有短短的十四个字，但意思却十分丰富，宋代的罗大经曾说这两句话十四个字中含有八层意思：“万里，地之远也；秋，时之凄惨也；作客，羁旅也；常作客，久旅也；百年，齿暮也；多病，衰疾也；台，高迥处也；独登台，无亲朋也。十四字之间含八意，而对偶又极精确。”。
“万里”，这两个字写出了距离自己故乡之远，身在万里之外，远隔千山万水，那种浓浓的思乡之情，溢于言表。这是第一层意思。
“悲秋”，这两个字写出了诗人在秋天的悲凉感受。秋天，是草枯叶落，百花凋零的季节，人在秋中往往会有一种悲凉的感觉，所以屈原的弟子宋玉在《九辨》中说“悲哉，秋之为气也”，宋代的柳永在《雨霖铃》中也说“多情自古伤离别，更哪堪冷落清秋节”，而清代的曹雪芹在《秋窗风雨夕》中则说：“秋花惨淡秋草黄，耿耿秋灯秋夜长。已觉秋窗秋不尽，那堪风雨助凄凉。”假如我们再联系诗人杜甫所处的时代和四处飘泊的经历，就能够体会出“悲秋”中这个“悲”字的沉甸甸的份量。这是第二层意思。
“作客”，诗中的作客，不是到别人家里当客人，到别人家里当客人，应写成“做客”，诗中的“作客”是寄居他乡，而寄居他乡的人，当然难免会有思乡之情，这种思乡之情，在秋天就会更加浓烈。这是第三层意思。
“常”，在“作客”前，加上这一个“常”字，说明什么？它说明在诗人的一生中，经常要到处飘泊，四处流浪。如果说“作客”他乡，已经让人心怀愁绪的话，那么“常作客”就更令人倍感凄凉。这是第四层意思。
“百年”，不是说一百年，也不是像书上注释那样是一生，而是指“暮年”也就是老年。当时作者已经五十五岁了，这么大年纪还在外飘泊，这就不能不让人非常感伤。这是第五层意思。
“多病”，在多年的飘泊生活中，诗人身患多种疾病，一个身体多病的人，往往多愁善感，更何况是在凄清冷落的秋天呢。这是第六层意思。
“登台”，诗人登上高台所见到的是“风急天高猿啸哀，渚清沙白鸟飞回，无边落木萧萧下，不尽长江滚滚来”，这种凄苦悲凉的景象，让诗人心中产生了无限感慨，再联想到时局的动荡不安，联想到自己的一生遭遇，心情就会更加沉重。这是第七层意思。
“独”，在“登台”前面加一个“独”字，就使“登台”更加悲凉。在传统的重阳节到来之际，诗人既不能会亲访友，又不是举家齐登，而是独自登高，那种孤苦无助之感，可谓是表达得淋漓尽致。这是第八层意思。
大家看只有十四个字，却能够写出八层意思，除了杜甫还能有谁写得出？需要我们注意的是，在这两个诗句中，这八层意思不是并行排列在一起的，而是融合在一起，叠加在一起的。它描绘出这样一幅景象：一位年过半百，远离家乡，多年飘泊在外，疾病缠身的老人，在一个冷风萧瑟，落叶飘零的秋天，孤单单一个人，登上江边的高台，面对着滚滚江水，慨然长叹。此情此景，多么悲凉。只有一层意思已经十分沉重了，两层意思加起来就更加沉重，更何况是八层意思呢？所以这两个诗句，就使诗人那种十分复杂而沉重的心情，得到了淋漓尽致的表达。
为了使这种复杂而沉重的心情得到更充分的表达，诗人在接下来的两个诗句中，对自己当前的处境又进一步做了具体揭示：
“艰难苦恨繁霜鬓，潦倒新停浊酒杯”，这两个诗句的含义也是十分丰富的。其中“艰难苦恨繁霜鬓”是承接“万里悲秋常作客”，正是因为社会动荡，诗人才远离家乡，常年在外飘泊，正是因为常年在外漂泊，所以才感到生活的艰难，这是一层意思；正是因为生活的艰难，才有了心中的“苦恨”，这是第二层意思；正是因为生活艰难，心中苦恨，所以头发才变得花白，才有了“霜鬓”二字，而一个“繁”字，则写出了白发之多，这是第三层意思；正是因为生活艰难，心中愁苦，再加上身体衰老多病，所以诗人才越发觉得潦倒不堪，这是第四层意思；在这种情况下，正需要借酒浇愁，好来个“一醉解千愁”，可是又偏偏因为生病而刚刚戒了酒，心有万千愁绪，而又无法排解，这就更令人愁苦不堪，这是第四层意思。而诗歌至此就戛然而止了，诗人似乎还有千言万语，万语千言要向世人诉说，但却又不说了。人在忧愁苦闷的时候，如果能够向人尽情诉说，或许可以排解一些苦闷，而诗人却不说了。不是不想说，也不是不能说，而是心中的愁苦太多太重，说也说不完，诉也诉不尽，所以索性不再说下去了。这就为读者的进一步体会，进一步感受留下了无限广阔的空间。
三、小结：
《登高》是杜甫七言律诗的代表作品，这首诗之所以被人看作是古今律诗的压卷之作，除了因为内容的丰富深沉外，在艺术上也具有极高的成就：
一是对仗工稳，音调铿锵。胡应麟曾说这首诗“一篇之中，句句皆律，一句之中，字字皆律，而实一意贯穿，一气呵成”诗一开头就以对仗领起，八个诗句，两两相对，非常自然、工整，这种结构上井然有序的排列，给人一种神清目爽的对称美，使全诗曲折顿挫，在抑扬有致的韵调中，表达出诗人需要抒发的感情。同时诗中所用词语，声调和谐，韵律流畅，读起来有一种抑扬顿挫的音乐美，如三四两句。
二是写景抒情笔法错综变化，而又相互照应。作品前四句写景，后四句抒情，落笔的角度虽然不同，但都围绕着诗的中心--悲秋。一、三两句相承接，都是写山景；二、四两句相承接，都写江景。而在写景之中，又有声（风声猿声）有色（沙白渚清），有动（鸟飞叶落）有静（洲诸）。五、七两句相承接，都是写悲苦；六、八两句相承接，都是写多病。因“悲秋”而勾引起“苦恨”，因“多病”而造成“停杯”，在诗的内容上是互相紧密联系的。全诗情景交融，浑然一体，中间虽有如此丰富的内容，如此复杂的感情，但却一气呵成，形成了一个既有变化又和谐统一的艺术整体。
余旺波
篇10：登高(高一必修) 教案教学设计
登高(人教版高一必修) 教案教学设计
学习目标
1．了解诗人杜甫的有关常识。
2．掌握由诗歌意象品味诗歌意境的技巧。
3．赏析情景交融的艺术特点，感受诗人深沉的苦痛和忧思。
教学过程：
一、导入
1200多年前，一个秋天，九月初九重阳节前后。夔州，长江边。大风凛冽地吹，吹得江边万木凋零。树叶在天空中飘飘洒洒，漫山遍地满是衰败、枯黄的树叶。江水滚滚翻腾，急剧地向前冲击。凄冷的风中，有几只孤鸟在盘旋。远处还不时传来几声猿的哀鸣。这时，一位老人踽踽独行，朝山上走来。他衣衫褴褛，老眼浑浊，蓬头垢面，步履蹒跚。面对万里江天，面对孤独的飞鸟，面对衰败的枯树，老人百感千愁涌上心头……
二、作者介绍
杜甫（公元712--770年），字子美，自号少陵野老，杜少陵，杜工部等。我国古代伟大的现实主义诗人，人称“诗圣”。一生写诗一千四百多首。原籍湖北襄阳，生于河南巩县。唐肃宗时，官左拾遗。后入蜀，友人严武推荐他做剑南节度府参谋，加检校工部员外郎。故后世又称他杜拾遗、杜工部。
杜甫三十五岁以前读书与游历。天宝年间到长安，仕进无门，困顿了十年，才获得右卫率府胄曹参军的小职。安史之乱开始，他流亡颠沛，竟为叛军所俘；脱险后，授官左拾遗。乾元二年（七五九），他弃官西行，最后到四川，定居成都一度在剑南节度使严武幕中任检校工部员外郎，故又有杜工部之称。晚年举家东迁，途中留滞夔州二年，出峡。漂泊鄂、湘一带，贫病而卒。
子美生活在唐朝由盛转衰的历史时期，其诗多涉笔社会动荡、政治黑暗、人民疾苦，被誉为“诗史”。其人忧国忧民，人格高尚，诗艺精湛，被奉为“诗圣”。
杜甫和李白齐名，世称“大李杜”。他的思想核心是儒家的仁政思想。他有“致君尧舜上，再使风俗淳”的宏伟抱负。他热爱生活，热爱人民，热爱祖国的大好河山。他嫉恶如仇，对朝廷的腐败、社会生活中的黑暗现象都给予批评和揭露。他同情人民，甚至幻想着为解救人民的苦难甘愿做自我牺牲。所以他的诗歌创作，始终贯穿着忧国忧民这条主线。
他的诗具有丰富的社会内容、强烈的时代色彩和鲜明的政治倾向，真实深刻地反映了安史之乱前后一个历史时代政治时事和广阔的社会生活画面，因而被称为一代“诗史”。杜诗风格，基本上是“沉郁顿挫”，语言和篇章结构又富于变化，讲求炼字炼句。杜诗的影响，从古到今，早已超出文艺的范围。作品有《杜工部集》。
“三吏”、“三别”是杜甫现实主义诗歌的杰作。它真实地描写了特定环境下的县吏、关吏、老妇、老翁、新娘、征夫等人的思想、感情、行动、语言，生动地反映了那个时期的社会现实和广大劳动人民深重的灾难和痛苦，展示给人们一幕幕凄惨的人生悲剧。在这些人生苦难的描述中，一方面，诗人对饱受苦难的人民寄予深深的同情，对官吏给人民的奴役和迫害深恶痛绝；另一方面，他又拥护王朝的'平乱战争，希望人民忍受苦难，与王朝合作平定叛乱。这种复杂、矛盾的思想是符合诗人忧国忧民的思想面貌的。
三、解题：此诗是作者在代宗大历二年（767）九月重阳节登高时所作。当时杜甫身居夔州，已经五十六岁，长期颠沛流离的生活，加之心情抑郁忧愤，致使诗人身患重病。重阳登高无心游赏，触景伤怀，抒发了自己的内心的感慨。
四、文本分析
让我们来分析分析这首诗歌吧！
1、首联和颔联写了几种景物，分别有什么特点？
答：风、天、猿、渚、沙、鸟、落木和长江。
特点是急风、高天、哀猿、清渚、白沙、回鸟、落木萧萧和长江滚滚。
2、我们把这些寄寓了作者情感的景物叫做“意象”。
接下来我们看看诗人是如何把自己的“悲愁”情感通过秋景体现出来的。
答： 急风，是说风很大，而且又是秋天的风，这样的风更冷。急风凛冽，不仅吹在诗人身上，更是吹在诗人的心里。
天高阔远，在茫茫天地之间，诗人更觉自己的渺小，无限悲凉之情涌上诗人的心头。
猿的啼叫是哀伤的。哀猿声声，使诗人悲凉的心境更添一层。
清渚和白沙，从色调上看，清和白是冷色调，更显环境的冷清和凄凉。诗人触景生情，自然内心也倍感凄凉。
回鸟，这是一只找不到食物的鸟，也可能是一只找不到家的鸟，它到处盘旋，形单影只。
落木即落叶，到了秋天，树叶纷纷落下，意味着生命的终结。看到落叶诗人也感到自己到了生命的尽头，内心无限凄凉。
滚滚长江东逝水，东逝的流水会让人想到韶光易逝、人生苦短。
3．诗人的“悲”除了体现在首联、颔联描写的秋景上之外，还体现在哪里？
答：还集中体现在颈联和尾联：万里悲秋常作客，百年多病独登台。艰难苦恨繁霜鬓，潦倒新停浊酒杯。
万里悲秋常作客：诗人长年漂泊他乡，壮志难酬，处境艰难。“万里”写出流浪之远，“常”写出流浪时间之长。
补充：安史之乱时，李白从48岁开始流浪，一直到58岁去世，来安无定所。
百年多病独登台：诗人年老了又身缠重病。诗人孤身一人去登台，倍感凄凉。
补充：诗人这个时候已患肺结核、疟疾和风湿病，一只手不能动弹，处境堪忧。
4．如何理解尾联中的“艰难”一词？
答：“艰难”兼指国家命运和自身命运。国家**（安史之乱），诗人漂泊在外，生活艰难，壮志难酬。
补充：诗人自身处境艰难，还处处为国为民忧心，让我们看到了诗人忧国忧民的崇高品质。
5．“潦倒新停浊酒杯”一句是怎么体现诗人内心愁苦的？
答：想借酒消愁，可是又患重病，不得不戒酒，本想一醉解千愁，终没有遂愿，心中万千愁绪无法排解，真是愁上加愁。
6．总结：
这首诗以“悲”字为核心，贯穿全诗。诗人由内心伤悲到登高遣悲，由登高遣悲到触景生悲，由触景生悲到借酒消悲，由借酒消悲到倍增新悲。全诗起于“悲”而终于“悲”，悲景起笔，悲情落笔。真是怎一个“悲”字了得啊！
篇11：高一上册人教版历史教学设计
教学目标
1.总理衙门的设立(设立的原因、时间、主要职权范围、性质及评价);辛酉政变;“借师助剿”;中外反动势力公开勾结;汉族官僚势力的扩大。
2.通过分析总理衙门设立的原因、主要职权范围、性质，使学生认识到总理衙门的设立，加强了清朝与外国的联系，但也便利了外国侵略者控制清政府，干涉中国内政。总理衙门的设立，加速了中国政治上的半殖民地化。通过学习辛酉政变和“借师助剿”，使学生认识到辛酉政变是中外反动势力正式勾结的开始，清朝统治日益腐败。
3.通过对清廷政策调整的讲述，让学生认识到：清政府的政策调整带有屈于列强侵略，力图剿杀农民革命的时代特点，清政府正逐渐沦为外国人侵华的统治工具。
教学建议
教材地位分析
在太平天国运动和第二次鸦片战争的双重打击下，清政府摇摇欲坠，已无力在镇压太平天国运动的同时，抵御列强的军事侵略。在这种情况下，清朝政局发生了巨大的变化。清政府被迫调整了对内对外政策，以巩固统治。清政府的阶级本质决定了其向列强妥协求和，以得到列强帮助，镇压人民革命。对内对外政策的调整导致了此后清政府处理对外事物时的软弱无力、卑躬屈膝以及一系列丧权辱国的条约的签订。政策的调整也使得主张对外妥协和好的洋务派当政，为以后的洋务运动的兴起和民族资本主义的产生准备了条件。此外，在镇压人民革命和抵御列强入侵时，满族的腐朽被彻底的暴露出来，清廷不得不开始倚重汉族地主，这样汉族官僚在清政府中所起的作用越来越主要，曾国藩、李鸿章、张之洞等人成为洋务运动的代表人物。汉族官僚势力扩大是19世纪60年代以后清朝政治的一大特征。
重点分析
总理衙门、辛酉政变及其影响是本课的重点。清朝设立的总理衙门与前朝设立的对外机构在地位、设置背景等方面存在着很大的不同。它是中国在遭受外国侵略、主权丧失、沦为半殖民地社会的背景下成立的中央机构，这就注定了它将成为列强控制中国中央政府的工具。他的建立标志着清朝中央机构开始半殖民地化，对晚清政治产生了巨大的影响，也加速了中国半殖民地化的进程。
辛酉政变及其影响之所以是本课重点，是因为辛酉政变后清政府对外政策发生了根本性转变，由抵抗外来侵略变为妥协和好，并开始走上公开勾结的道路。清政府对外政策的改变，导致此后清政府在处理对外事物时，不惜以割地赔款、出卖主权来求得与列强和解，这使中国不可逆转的陷入了半殖民地的深渊，使人民陷入水深火热之中。慈禧的掌权与恋权也使中国失去了通过自上而下的改革走上资本主义道路的机会。
重点突破
通过学生阅读课文，回答“总理衙门何时设立?”“总理衙门的管辖范围是什么?”“为什么要设立总理衙门?”等问题，使学生掌握有关“总理衙门”的基本问题。通过引导学生对比宋朝市舶司与总理衙门设立的背景、管辖范围等，使学生理解总理衙门有利于列强控制清朝的内政和外交，是清朝中央机构开始半殖民地化的标志。
通过学生阅读课文，回答“在辛酉政变之前，在清朝统治集团内部出现了怎样的变化?”“何时发生的辛酉政变?”“何人发动的辛酉政变?他们为什么要发动辛酉政变?”“为什么列强对辛酉政变采取“无异议”的态度?”等问题，使学生掌握有关“辛酉政变和‘借师助剿’的基本问题。通过引导学生思考“辛酉政变后清政府发生了怎样的变化?”，使学生理解辛酉政变产生的影响。
难点分析
中外反动势力“合作”新格局为什么会出现。中外反动势力“合作”新格局的形成有着较为复杂的原因：一方面，太平天国运动使列强认识到只能通过扶植清政府，才能保护其业已取得的侵略权益，并获得更多的权益;另一方面，清政府在列强入侵和太平天国运动的双重打击下，以摇摇欲坠，由于阶级本性所决定，它必然选择依靠侵略者，镇压革命，维护自己的反动统治。由于学生运用历史唯物主义观点进行综合分析能力有限，因此在理解这一问题时会有些困难。
难点突破
通过学生回答“辛酉政变后，在清政府中掌握实权的是哪些人物?他们的政治主张是什么?”“列强对待太平天国运动的态度为什么会由‘中立’转为协助清政府剿杀?”等问题，和讨论“清朝对内对外政策为什么会在19世纪60年代发生如此生变化?”“中外反动势力相勾结会给中国带来什么样的影响?”，使学生理解中外反对势力相勾结的局面出现的原因。
课内探究活动设计
将学生分成若干组，以组为单位进行自学并进行小组讨论。之后，各组提出本组在自学中遇到的问题，由其他同学回答或大家讨论得出答案。教师就学生未涉及到的问题提问，使学生能较深入的理解本课内容。
教学设计方案
第二章第一节清朝政局的变化
重点：总理衙门辛酉政变及其影响
难点：中外反动势力“合作”新格局为什么出现
教学过程：
利用ppt文件向学生介绍本章学习内容。
通过提问学生：太平天国运动和第二次鸦片战争给清政府带来最直接的影响是什么?导入新课。
向学生提出其在自学中所要回答的问题：
清朝政局何时开始变动，怎样变动，为何要变，变化带来了哪些直接影响?
由学生分组进行自学，之后进行小组讨论，并整理出本学习小组在自学中遇到的本组学生无法理解的问题。
先由学生回答教师在前面提出的问题，之后，各组派出一名代表提出本组的问题，由学生讨论回答或教师引导学生分析得出答案。
学生有可能会提出一下问题：
“清朝政局的变化为什么是在19世纪60年代，而不是在第一次鸦片战争后?”、“19世纪60年代前的中国为什么不设立外交机构?”、“列强和慈禧为什么都要重用奕訢?”等问题。
在回答学生的问题时，教师应将这些问题根据本课内容以及问题的难易程度分类，按照课文内容的编排顺序逐一解决。并穿插教师提出的问题。
教师可以根据学生提出的问题的多少提出问题：
“总理衙门何时设立?”、“总理衙门的管辖范围是什么?”、“为什么要设立总理衙门?”、“宋朝市舶司与总理衙门有何不同，说明什么问题?”
“在辛酉政变之前，在清朝统治集团内部出现了怎样的变化?”、“何时发生的辛酉政变?”、“何人发动的辛酉政变?他们为什么要发动辛酉政变?”、“为什么列强对辛酉政变采取“无异议”的态度?”、“辛酉政变后清政府在哪些方面发生了怎样的变化?”、“辛酉政变后，在清政府中掌握实权的是哪些人物?他们的政治主张是什么?”、“列强对待太平天国运动的态度为什么会由‘中立’转为协助清政府剿杀?”、“清朝对内对外政策为什么会在19世纪60年代发生如此生变化?”、“中外反动势力相勾结会给中国带来什么样的影响?”
“清朝为什么改变倚重满族官员的既定方针开始重用汉族官僚?”、“被清政府倚重的汉族官员主要有哪些，他们有什么共同特点?”
篇12：《登高》教案(苏教版高一必修) 教案教学设计
一、学习目标
1、分析鉴赏是个情景交融的艺术手法。
2、体会杜甫沉郁顿挫的诗歌风格。
3、学习杜甫的爱国主义情感。
二、教学过程。
（一）预习检查
1、听写：
江渚 潦倒 露从今夜白，------------------- -----------------，不尽长江滚滚来。 ---------------，百年多病独登台。
2、请同学口答“基础早早练”3-5题。
（二）展示目标
1、分析鉴赏是个情景交融的艺术手法。
2、体会杜甫沉郁顿挫的诗歌风格。
3、学习杜甫的爱国主义情感。
（三）诵读
教师范读诗歌，学生诵读。
指导诵读方法：
（三）讨论
1、分小组讨论，疏通文意。请同学展示。
2、小组分领任务，讨论下面3个问题。
（1）思考文中写了那些意象，各有什么特点？
（2）讨论诗歌主要运用了什么手法？请结合诗句分析。
（3）诗人在诗歌中表达了什么情感？请分条列出。
3、展示目标，各小组推举人选展示。
4、教师点拨：
参考材料：开首两句用工笔从细处着笔，写了六件具有代表性的景物：风、天、猿啸、渚、沙、飞鸟。每一种景物都杂这特定的环境下富有特别的意义。既有耳闻又有有目见，使人感到“悲哀”。
三、四句从大处着眼。落木纷纷，可知是深秋，叶本无声，而‘萧萧’有声，其境界阔大可知了。“无边”，写出景象的壮阔，又可见秋意正深，其肃杀之气已经遍临天下了。其‘滚滚’而来的江水，是多么地一泻千里而不可阻挡啊！这两句写得境界阔大而意境深远，而气象寥廓肃杀，于苍茫之中又增添了多少的悲壮啊！
对于颈联，直接抒发了诗人自己的“悲秋”及其种种原因，无一字虚设，无一字没有丰富的内涵。有人认为这两句八重悲哀，或九重悲哀。一重秋天本是悲哀的；二重他乡作客是可悲的；三重秋天在他乡作客尤可悲；四重经常作客更可悲；五重离家万里，又添悲一层；六重无亲无友，独自一人，焉得不悲；七重重阳佳节，不能饮酒，实是可悲；八重多病之身，如何不悲；九重年过半百，一事无事无成，悲不胜悲啊！凡此种种，把“登高”之悲情抒发得淋漓尽致。这就是杜诗的“深沉蕴藉”。
结尾二联中的“艰难苦恨”，包含了多少时代与人生的悲辛的内容，被认为是诗歌有意露出的“马脚”，也就是所谓的“眼”。
5、讨论：杜甫的沉郁顿挫风格。
这是一首“拔山扛鼎”式的悲歌，曾被人誉为“古今七言律第一”（胡应麟《诗薮内编》）。全诗写登高所览之景，雄浑苍莽；在阔大雄健的气象之中，渗透着一股勃郁之气。通篇语言凝炼，声调铿锵，气韵流转，对仗工整。抒写诗人内心郁结不舒的爱国情感和羁旅愁思，悲愤而不过分，凄苦而不消沉，在艺术上是很见功力的。
6、小结
请学生总结对“情景交融”的理解。
教师点拨：情景交融，是将情感融入到景物当中，让景物具有鲜明的情感特征，情感和景物融为一体，是最常见的表现手法。
答题格式：本诗描写了……的景物，塑造了……的意境（氛围），表达了诗人……的感情。
三、随堂训练
学生用5分钟的时间完成“素质日日升”，找同学回答问题。
四、作业
1、完成《雨霖铃》学案。
2、《导学练》49页1-6题。
[《登高》教案(苏教版高一必修) 教案教学设计]
篇13：假如 教案教学设计(人教版二年级上册)
一、教学设想
《假如》是人教版二年级上册第23课。本课人文性比较强，借“马良的神笔”，表达了对小树、小鸟、残疾人发自内心的关爱。这些关爱，显示了儿童一颗博大而纯真的心。低年级孩子对大自然、小动物等充满着无言的爱，在他们内心里世界万物都是美好的象征，真善美是他们的全部。
教学时，首先，通过看动画故事导入，既激发了学生兴趣，又让学生明白学习的内容。再由小作者的美好愿望入手，引导和调动学生的情感体验。在积极倡导新课改的大潮中，我们不能忽视对学生进行扎实的语文基本功训练。课始，我就安排学生自主、个性化识记生字，读通读顺课文。接着“以读为主线”的思想，让学生初步理解课文内容，然后进行读读说说，发挥孩子的想象。最后指导学生正确书写本节课所学到四个我会写的生字。
二、教学设计
（一）教学目标
1．认识9个生字，会写8个字。
2．正确、流利，有感情地朗读课文，背诵课文。
3．有关爱他人，关爱环境的愿望。
（二）教学重点、难点
教学重点：认识9个生字，会写8个字。正确、流利，有感情地朗读课文，背诵课文
教学难点：理解课文内容，教育学生关爱他人，关爱环境。通过强烈对比，感受情感。
第一课时
（三）教学过程
一、故事导入，揭示课题
师：亲爱的同学们，你们知道《神笔马良》的故事吗？看这个故事老师今天带来了。（出示课件）
师：多么神奇的笔啊！你想拥有这枝神奇的笔妈？
师：有一位小朋友也非常渴望拥有这枝神笔，因为他想用这枝神笔做许多许多的事。他把自己的心愿写成了一首小诗，题目叫《假如》。
（板书课题：假如并读读课题。）现在，我们共同来倾听这位小朋友的心愿。（出示：课文范读课件）
二、读文、识字、整体感知
师：同学们听得多么专注啊！而这首小诗就藏在我们的语文书里108面，请打开课本108面。
1、看读书要求，（出示读书要求，指名读）请同们按读书要求，自由朗读课文。
读书要求：
（1）、自己读课文，圈生字，标出节号。
（2）、读准字音，不添字、不漏字，难读的字借助拼音多读几遍。
（3）、划出不懂的词。
2、检查生字新词，并学习生字。
师：同学们读得真投入，我都不忍心打断，（出示生字）看这是什么？老师很想了解一下你对本课的生字认识了几个。
（1）出示带拼音的生字新词，指名读、齐读。
师：我把拼音帽子摘下来你还认吗？
（2）出示没有拼音的生字新词，学生以男、女生比赛的形式读
师：今天老师还带来几朵漂亮的云朵想送给你们，但是你要读准它的名字才能得到。
（3）出示九个生字，开火读。
（4）同桌交流，你是用什么方法记住。
3、检查课文朗读情况。
师：同学们对本课的生字掌握的这么好，那读课文一定会更棒！课文共有几节？
生：课文共有四节。
师：你真会读书，你们都答对了。那哪四位同学愿意起来读，一人读一节。
师：（其他同学认真听，听他们读得好不好？好,好在哪里？不好，不好在哪里？先用铅笔做个记号，等下我们一起来评一评。）
三、学习课文，初步了解课文内容。
师：对，我们初读课文时要做到不添字，不漏字，读准字音。或（这几位同学评得真好，那你就用这种方法再读读课文，）
1、思考“假如我有一枝马良的神笔”这句话在文中出现了几次？开始读。
（1）指名说，
师：好，那我们一起来读这句话。假如我有一枝马良的神笔。
2、小作者要用马良的神笔给谁画什么？自己再一次读课文并从文中画出有关的句子。
（1）指名说，师板书
（2）三个句子用课件出示，分组读。
（3）再出示读读说说这两句话，齐读，后说说我要
小结：小女孩用神笔给小树画太阳，给小鸟画谷粒，给不幸的朋友画一双好腿，她为什么要这样做呢？等下节课我们再学习。接着看这节课要求我们会写的字。
四、学习生字，指导书写。出示生字，（会写的字）
1、谁愿意起来读？（1）指名读。 （2）齐读。
2、交流你用什么方法记住这四个字，并口头组词。
3、指导书写。
（1）认真观察每个生字在田字格中得位置。
（2）看老师范写、生书空。
（3）生在书上仿写。
4、巩固生字、新词。
五、布置作业：
1、回家后把这篇课文仍真地读给爸爸妈妈听。
2、试着背诵课文。
板书：
23．假如
小树------太阳
小鸟------谷粒
不幸的朋友----一双好腿
教后反思
1、重视学生个性培养，激发学习兴趣。
通过故事的形式点燃孩子学习的热情，并充分体现学生的主体作用，注意挖掘孩子的内心，朗读这首诗时，孩子产生许多共鸣，小鸟挨饿的痛苦，鸟妈妈寻食的艰辛，很容易让孩子体会到父母为孩子无私奉献的感情；孩子对大自然、对小动物、对自己的朋友有种无言的感情，由此自己也可能会产生许多新的“假如”。
2、疑惑和不足：
教学设计时想引导学生运用学习方法，自主学习、探究课文，但语文教学总是一种缺憾的艺术，总有所欠缺。教学时，我“不放心”地“抱”着学生走，另一方面由于自己的心理素质问题没有做到很好的引导，造成自己说的多，学生说的少，似乎就是我一个人的课堂，这实在是一个败笔。。
怎样从文本出发，最后又回归文本本身，并有阶梯性的，层层渐进，这在以后的教学中需要我不断地推敲，不断地钻研。
[假如 教案教学设计(人教版二年级上册)]
篇14：假如 教案教学设计(人教版二年级上册)
教学目标：
1、初步认识本课9个生字，会写课文的8个字，字书写美观。
2、能正确、流利、有感情地朗读课文，背诵课文。
3、能展开想象仿写句子，培养有关爱他人、关爱环境的愿望。
教学重难点：
通过朗读启发学生爱他人、关爱环境。“假如我有一枝马良的神笔”的朗读要随感情读出变化来感悟课文。
教学准备：
生字卡片、多媒体课件。
设计理念：
以读代讲、读中领悟是语文教学的重要手段。本课利用多种形式朗读，在朗读中充分调动学生对本文的感悟，在读通、读懂课文的基础上培养学生的表达能力，体现合作意识，从而达到陶冶学生情感、人格的目的。
课时安排：两课时
教学过程：
第一课时
一、欣赏动画，导入课题。
1、谈话导入课题：马良到神笔后他用神笔为老百姓做了许许多多的好事，假如你有一枝马良的神笔，你会做些什么呢？
2、同学们，今天我们就来学习一首诗歌，是有关马良神笔的。你们想知道课文中的小女孩用他的神笔干什么吗？
3、板书课题：《23、假如》
二、初读课文、自主识字。
1、学生自由读课文，圈出课文中的生字。
2、同桌相互学习生字的读音、字形、结构。
3、检查学生学习生字情况。（利用不同形式认读）
4、巩固学生识字。（课件出示水果树，每种水果里藏有生字。）
三、自主学习，整体感知。
1、自由读课文，注意读准字音。
2、齐读课文。
3、指名学生读课文。（接龙式读）
4、教师范读，让学生体会课文的感情基调。
四、复习要写的字，指导书写
1、复习步骤：记住字音，认识字型，扩词，用词说话
2、小组交流。
A、你是怎样记住这个字的？B、哪个字容易写错？哪个字不容易写好？
3、指导书写，教师范写，注意重点的提示
4、评议学生的写字。
第二课时
一、复习旧知，引入新课
1、认读生字。（出示生字卡片）
二、再读课文，感悟语言。
1、指名学生读课文。（接龙读）
2、假如有一支马良的神笔，诗中的小朋友要实现哪些愿望？
3、分组学习
A、课文用三节写了作者的三个愿望，你最喜欢哪个小节？在组内读一读。B、在这一小节中，你读懂了什么？小组交流。C、你认为这一小节中哪个句子，哪个词用得好，为什么？
4、按自己喜欢的方式自学。
5、交流自学情况
6 、感悟句子
A、你最喜欢哪个句子？为什么？B、扩展说话：我要给--（完成课后练习“读读说说”。）（课件出示句子）
7、感情朗读课文。
想一想：“假如我有一枝马良的神笔。”这句话在课文中出现几次？朗读时应该怎样读？（课件出示：假如我有一枝马良的神笔。）
A、读懂了你喜欢的小节，你觉得该用怎样的语气把他读好？B、多种形式朗读。C、说说你在读的过程中有什么体会。
三、指导背诵，积累语言
1、选出你最喜欢的一节背下来
2、同桌相互读读背背。
四、扩展活动
小组讨论：课文中最后一段没有说为谁画什么，你能仿照课文发挥想象。“假如你有一支马良的神笔。”写出你的愿望，像课文里的小诗歌一样。回家在把你写的愿望画出来。
板书设计：
太阳
23、假如 画 谷粒
一双好腿
……
[假如 教案教学设计(人教版二年级上册)]
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