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高一第六单元教学设计

时间：2024年01月12日

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以下是小编帮大家整理的高一第六单元教学设计，本文共10篇，仅供参考，希望能够帮助到大家。本文原稿由网友“支援边疆”提供。

篇1：高一第六单元教学设计

高一第六单元教学设计

新教材听说课的教学设计

(SEFC)Book1A Unit6 Good Manners

江苏省天一中学丁丹

目标设计：1）按新课程标准，课堂以学生为主体。在课堂上，采取启发式、创新式的教学方式，运用多样化的教学媒体，开展生动活泼的教学活动，鼓励学生主动思考、大胆想象、积极参与，以培养学生的听说能力。

2）运用“语言的输入语言的辅助输出语言的输出”这一语言规律，提高学生的听说能力，尤其是说的能力。

重点和难点设计： 1）帮助学生复习使用表示道歉的用语。

2）教育学生如何做到行为规范，争做一个有良好行为举止的中学生。

过程设计：

一、导入(Presentation):

一首英文歌曲：(Thank you /You’re welcome.-----摘自《新概念英语》)

设计问题：1)What can we learn from the song?

2) Why do we always use these expressions?

（歌曲抓住学生的注意力；问题的回答，巧妙地引出话题：Good Manners）

二、热身(Warming up):

1．展现图片，利用所给短语完整对话。

设计学生活动：1）Pair Work

2）集体校对：一问一答式

（学生在完整对话时，既有了开口说的机会，又复习了表示道歉的用语。）

2．对话内容提升：

设计问题：What can we learn from the dialogues?

设计填空：

When we want to enter a room, we should say: Excuse me. May/can I come in?

When we want to interrupt other’s conversation, we should say: Excuse me. May I interrupt you for a moment?

When we have troubled others, we should say: I’m sorry. Or: I’m terribly/really sorry.

（根据问题设计的填空，不仅提升了对话内容，而且使学生对使用道歉用语的场合有了一定的了解。）

三、听力(Listening):

1．听前导入：

步骤一：问题设计：What are the three words that we often use if we want to be polite to others in our daily life?（Answer: Please, Thanks, and Sorry.）

（从问题答案引出“表示道歉”的重点。）

步骤二：看图片，听故事。（图片及故事的听力材料附后）

问题设计：What’s it talking about?

What do you think of the young man?

What can we learn from the story?

（这一步骤，不仅使学生了解了在公众场合打扰了别人要道歉，从而引导学生思考“如何运用道歉用语”来引出课本听力部分，而且为后面讨论部分“如何做一个具有良好行为举止的中学生”作了铺垫。）

附听力材料：

On the afternoon of July 2nd， I was traveling from Shanghai back to Shenyang by train. In front of me were sitting two men and a woman. A young man was sitting between the man and the woman. The man was reading a newspaper and the woman looking out of the window. Later the young man brought out his tape – player and played some very loud music. What was worse, he was singing along and drinking. The people around looked at him angrily. When the train stopped at a station, he got off in a hurry. Suddenly, a man in the train called him as he hurried away. “Young man, you have lost something.” The young man stopped and returned, wondering what it might be. The man in the train said:” You have lost good manners, you should mind your manners next time.”

2 ．听力训练：

第一遍：整体理解，完成问题：

第二遍：了解细节，完成填空：

1. What does Bill say to apologise for taking the bike without telling Cliff?

Oh, _I’m sorry. I only used it to get to school because I was late.

2.What does Cliff say?

_That’s Ok. Just ask me next time, will you?

3.What does Bill say to apologise for losing the bike?

I really have to apologise . It’s about your bike.

4. What does cliff say?

Oh, that’s all right . I guess it wasn’t really your fault, wasn’t it?

That’s OK _. Forget it_ . It was an old bike anyway.

5.Bill took Cliff’s bike without asking him. He also lost Cliff’s bike.

He apologises for losing it by saying :

I’m really sorry about the bike.

第三遍：（视班级及学生实际能力情况而定。）

（分别设计听的任务，有利于学生听的任务的完成。）

3．听后活动：

a) 根据听力内容，编对话。（抓住机会，趁热打铁，这是一个语言辅助输出的过程。）

b) 总结道歉用语及回答。（总结所听的内容，为下面的口语训练作准备。）

Ways of Making Apologies

(Please )Forgive me. I’m very sorry.

I apologise for…

I’m sorry. I didn’t mean to …

Oops. Sorry about …

Possible Answers

Oh, that’s all right.

Oh, well, that’s life.

It’s OK.

No problem.

四、口语训练(Speaking):

第一部分：任务一：Pair Work用所总结的道歉用语编对话，一两句即可。

任务二：Pair Work用所给场景（附后）编对话，并注意运用道歉用语。

（语言的输出，遵循“循序渐进”的原则。）

Situation 1

You are at a school party. Your friend tells you that the man you are going to work with tomorrow has also come to the party. You have never met the man before, but your friend does not know. You ask him to introduce you to the man.

Situation 2 :

Many students and teachers come to the party. You are looking for two seats to sit down with your friend, but there are none. You see two seats, but there are bags on them. You go over to ask the girl sitting beside the bags.

Situation 3

Many people are drinking at the party and there are many glasses on the table. You take the wrong one. What will you say and what will you do?

Or: you can use your own situation.

第二部分：Discussion: What should we do if we want to be a student with good manners?

1) At school…（图片附后）

2) At home…（图片附后）

3) In public places…（图片附后）

（这一话题的讨论，完全是一个语言自由输出的过程。这一贴近生活的话题，不仅发散了学生的思维，而且让学生有话可说，让学生感受到了成功的喜悦。通过这一讨论，还促使学生注意自己的行为举止，做一个文明的学生。把德育教育融入了英语课堂教育中。）

1.At school….

2. At home…

3. In public places…

五、课堂内容总结(Summary):

问题设计：What have we learned today?(a:…how to make apologies;

b:…how to be a person with good manners.)

(这一总结使学生对一堂课的内容一清二楚、一目了然，也达到了让学生自我检查的目的。)

六、写的训练(Writing):

1．观察图片，口头描述。（图片附后）

2．写短文。（课上时间有限，可作为 Homework.）

(这一过程既锻炼了学生语言的口头输出能力，又锻炼了学生语言笔头输出能力；而且，图片内容与课堂话题紧密联系，起到了复习的作用。)

篇2：高一第六单元全单元 (新课标版高一英语上册教案教学设计)

教学目标

1．知识目标

1)重要词汇：

interrupt apologize introduce culture manner manners impression behave cloth custom course raise advice drink to start with leave our stare at make jokes about sb

2)句型：

1. He apologizes for losing it by saying …

2. Having good table manners means knowing, for example, how to use…

3. When drinking to someone’s health, you raise your glasses, but…

4. They make me think of the happy days we spent together.

3)语法

定语从句( the Attributive Clause )

1. 能够用英语描述人物、事件、时间、地点、原因等-- 使用限制性定语从句：

I spent the whole afternoon with the teacher who was very helpful.

2. 能够用英语对特定的人物、事件、时间、地点、原因等作补充说明--使用非限制性定语从句：

I spent the whole afternoon with the teacher, who was helpful.

道歉与致谢( Apologizing & Expressing thanks)

Excuse me. Forgive me.

I’m (very/so/terribly) sorry.

That’s all right. /That’s OK. /No problem.

I apologize for …Oh, well, that’s life.

I’m sorry. I didn’t mean to …

Oops. Sorry about that.

Thank you. It’s beautiful.

能力目标

1. To teach the students how to behave well and write thank-you letter correctly.

2. To develop the students’ ability of expressing themselves and thinking in English.

情感目标

1. To get the students to understand the differences between Chinese and western table manners and learn how to self-discipline in social activities.

2. To make the students know the importance of being polite and how to make themselves behave properly in communication with others.

Period 1 Listening

Teaching aims:

1. To improve the students’ listening ability by listening to the information on the usage of informal and formal ways of apologizing.

2. To improve the students’ listening ability by listening to the given listening passage.

Suggestions for teaching:

1. Important and difficult points:

1. Getting the most important information of the dialogue on the topic of apologizing.

2. Getting the general idea of the given listening passage.

2. Suggested teaching methods:

Activity 1 Lead-in

The topic is to talk about good manners in our daily life. The teacher may begin this activity with these words: In our daily life, it is very important to be polite in communicating with others. Whether in China or in foreign countries, we should pay attention to our manners. But what are good manners in your opinion?

Encourage the students to express themselves freely in class.

Activity 2 Free talk

Collect the students’ opinions about good manners in different situations. The teacher may design some situations previously for the students to practise what they should do or say to show their politeness. First make some pairs act our their dialogues in class and then discuss in class whether they have good manners or not.

Suggested situations:

1. How to ask the way when you come to a new place?

2. What can you say if you want to interrupt others when they are talking?

3. You want to join a party that has begun.

Activity 3 Warming up

The teacher may begin this activity with picture description. Ask the students to look at the pictures carefully and complete the dialogues given. Give the students chances to discuss and act out the dialogues in class.

Activity 4 Listening

This activity may be performed this way:

1. Play the tape for the students to listen and let the students make sure what has happened in the dialogue.

2. Play the tape once again. This time ask the students to pay attention to how Bill made apologies to Cliff and how Cliff answered.

Activity 5 Role-play

This activity is a productive one. Suppose one student is Bill and the other is Cliff. Give the students chances to express themselves in the same situation. Encourage the students to act out their dialogues in class after a few minutes’ preparation.

Activity 6 Discussion

Topic for discussion: What are good manners in this situation?

This is productive work. The students should be encouraged to express themselves freely in class. At the same time discuss what are good manners at school?

HOMEWORK:

1. 预习课文。

2. 背诵生词

3.《课课练》配套练习

教后小记

Period 2 Speaking

Teaching aims:

1. To improve the students’ speaking ability by talking about how to practise making apologies in different situations.

2. To make the students learn to express themselves correctly and freely, using the polite expressions, such as , “I’m sorry”, “Thank you”, “Excuse me, but…” and so on.

Suggestions for teaching:

1. Important and difficult points:

1. Understanding the ways of making apologies by performing speaking activities.

2. Learning to use proper expressions for making apologies freely.

2. Suggested teaching methods:

Activity 1 Discussion

Topic for discussion: What are good manners or bad manners in our daily life?

The teacher may begin this way: We often say or hear “He is a good boy because he has good manners. / She is a girl with good manners so everyone likes her.” What do you think good manners are? Please give some examples of good manners in your life.

Hints: behavior at school; greeting; talking with parents; eating at table; etc.

Activity 2 Discussion

Ask the students to practice useful expressions of making apologies.

Hints for teachers: This activity should be a free activity. The purpose is to revise what we have learned in Period 1. Encourage the students to express themselves freely in class. No given situations this time

Activity 3 Language study

It is a summary to Activity 2. Make sure the students grasp the basic usage of the following expressions.

Ways of making apologies Forgive me. I’m very sorry.

I apologize for…

I’m sorry. I didn’t mean to…

Oops. Sorry about that.

Possible answers Oh, that’s all right.

Oh, well, that’s life.

It’s OK.

No problem.

Collect other ways of making apologies and possible answers from the students.

Activity 4 Role play

This activity is a controlled one. The students are encouraged to make up their own dialogues based on the given situations. Before practicing, make sure the students are quite clear about each situation. In situation 1, three persons are required to get involved.

Activity 5 Extension

This is productive work. The students can create and practice their own dialogues. They may design any other situations in which they may use the words of making apologies in their daily life or studies, especially the situations that may take place at other parties. Encourage some pairs to act out their dialogues in class.

HOMEWORK:

1.《课课练》配套练习。

2.整理笔记

教后小记

Period 3 Part one Reading comprehension

Table manners at a dinner party

Teaching aims:

1. To get the students to understand and compare the differences of table manners between China and Western countries after reading the passage Table manners at a dinner party.

2. To improve the students’ ability of reading comprehension through reading activities and grasp the spirit of the reading passage.

Background knowledge:

China dining custom &Table manners

The main difference between Chinese and Western eating habits is that unlike the West, where everyone has their own plate of food, in China the dishes are placed on the table and everyone shares. If you are being treated by a Chinese host, be prepared for a ton of food. Chinese are very proud of their culture of cuisine and will do their best to show their hospitality.

And sometimes the Chinese host use their chopsticks to put food in your bowl or plate. This is a sign on politeness. The appropriate thing to do would be to eat whatever it is and say how yummy it is. If you feel uncomfortable with this, you can just say a polite thank you and leave the food there.

Eating No-no’s

Don’t stick your chopsticks upright in the rice bowl. Instead, lay them on your dish. The reason for this is that when someone dies, the shrine to them contains a bowl of sand or rice with two sticks of incense stuck upright in it. So if you stick your chopsticks in the rice bowl, it looks like the shrine and is equivalent to wishing death upon a person at the table!

Make sure the spout of the teapot is not facing anyone. It is impolite to set the teapot down where the spout is facing towards somebody. The spout should always be directed to where nobody is sitting, usually just outward from the table.

Don’t tap on your bowl with your chopsticks. Beggars tap their bowls, so this is not polite. Also, when the food is coming too slow in a restaurant, people will tap theirs bowls. If your are in someone’s home, it is like insulting the cook.

Drinking

Gan Bei !(Cheers!)

Alcohol is a big part of eating in Beijing. Especially when dining with Chinese hosts, you can expect the beer to flow freely and many beis to be ganed. (Gan Bei literally means “dry the glass”.) Besides beer, the official Chinese alcoholic beverage is bai jiu, high-proof Chinese liquor made from assorted grains. There are varying degrees of bai jiu, and some are quite good. The Beijing favorites is called Er Guo Tou, which is a whopping 56% alcohol. More expensive and less formidable are Maotai and Wuliangye, which go far about 300-400 yuan per bottle. In comparison, Er Guo Tou costs a modest 4 or 5 yuan per bottle. If you are not a drinker, or don’t feel up to the challenge, just say “wo bu hui he jiu”(I don’t drink.) It is generally acceptable to use coke or tea as an alcohol substitute.

Suggestions for teaching:

1. Important and difficult points:

To enlarge the students’ knowledge about politeness and impoliteness at table.

2. Suggested teaching methods:

A. Pre-reading

Activity 1: Lead in

Revise how to make apologies in different situations. Make the students know how to use

polite expressions properly.

Activity 2: Discussion

Discuss how to be polite in the following situations in Chinese culture:

Greeting your teacher /Receiving a birthday present /Paying a visit to a friend’s house

Discuss how to be polite at a dinner party.

During the discussion, encourage the students to express themselves freely in class. In the second part of this activity, the teacher may lead the students to say out how to talk to others, how to eat, how to get the food he or she wants to eat , and so on.

B .Reading

Activity 1 Skimming

Ask the students to skim the text to find the main idea of each paragraph.

Para. 1: What are included in table manners in Western countries.

Para. 2: How people start their dinner party.

Para. 3: Information about the main course.

Para. 4: How to communicate with others at the party.

Para. 5: The way of drinking.

Para. 6: The importance of table manners.

Activity 2: Scanning

Ask the students to read the text carefully and do questions and answers. This time they should pay more attention to details.

Questions:

1. What are the devices for eating at a Western dinner party mentioned in the passage?

Knives, forks, napkins, glasses, bread roll and spoons.

2. Where do we put the napkin?

On the lap.

3. What does the dinner start with?

Starter.

4. Is it good manners to eat before others start eating?

No, it isn’t.

5. How much soup can we drink after the starter?

One bowl, no more.

6. What is considered to be the best part of the main course in Western countries?

Chicken breast with its tender white flesh.

7. How much shall we eat at a dinner party?

Not more than we need.

8. What’s the difference of toasting in China and in Western countries?

In Western countries people sip each time, while in some parts of China people finish the whole drink each time.

9. Do we have to follow these rules whiles dining with family members of friends?

No, we don’t have to. We can be more causal.

Activity 3: Quiz

Decide which of the following behaviors are polite or impolite at a Western dinner party. Put “P” or “I” in the brackets.

( )1.Use the knife with your right hand.

( )2.Put your napkin on your lap.

( )3.Start eating as soon as your food is served in front of you.

( )4.Ask for a second bowl of soup.

( )5.Use your fingers when eating chicken.

( )6.Finish eating everything on your plate.

( )7.Talk loudly while eating.

( )8.Make other people drink more than they can take.

C. Post-reading

The teacher may design the following activity for consolidation:

Activity 1: Retelling (Individual work)

Ask the students to retell the basic table manners in the Western countries, especially how to place and use knives and forks.

Activity 2: Discussion

Questions: In what order will the following dishes be served at a Western dinner party? Put the proper number in the box.

dessert drink main course starter soup

Make the students to number them according to what they have learned in the text: 4-5-3-1-2

Activity 3 Consolidation

Ask the students to give examples of how Chinese table manners change over time. Mainly let them talk about the local table manners at the present time. If possible, compare table manners in different parts of China.

Part two Structure analysis

体裁: 说明文

结构分析

Western dinner party Chinese dinner party

Things napkin, glasses, two pairs of knives and forks,

plates a hot damp cloth, chopsticks, bowl, cup, plate

Serving order starter-soup-main course cold dishes-soup-main course

Drink white or red; take a sip alcohol; finish at once

Rules (not) 1. Ask for a second soup

2. Touch meat on bones

3. Take more food than need

4. Laugh all the time

5. Touch each other’s glasses

6. Drink too much

寓德于教

这是一篇介绍西方餐桌礼仪的说明文。该文分别从对餐具的摆放、餐前礼仪、餐中礼仪、餐桌上的谈话礼仪、饮酒礼仪、餐桌礼仪变迁等几个方面来介绍，比较全面地介绍了西方的餐饮文化。该文不但有利于培养和训练学生的阅读能力，也有利于培养学生跨文化交际的意识和学习英语的兴趣。

写作技巧

该篇文章在写作上具有如下特点：

1. 环环相扣，中心明确

文章第一段先给出餐桌礼仪的定义，然后就中西文化中餐桌礼仪的不同进行了较为详细的对比，并于文章最后说明我们为什么要了解餐桌礼仪作为结论，层次分明，环环相扣。每段的最后一句都给出明确的餐桌礼仪注意事项，但在结尾时对作者提出忠告：不要墨守陈规。

2. 由浅入深，通俗易懂

课文以教人们认识最基本的西餐 “table manners” 为目的，以简洁的文字、直接的表述向人们展示了东西方餐桌文化的区别。文章从最基本的餐具摆放开始，接着介绍了进餐的顺序，中间穿插着相关的餐桌礼仪，还说明了进餐中对言行举止的要求，如：举杯、饮酒等。最后宽慰人们 “table manners”在与时俱进，不断变化。如不懂，没关系，直接模仿主人好了。

HOMEWORK:

1. 复述课文。

2. 准备默写

教后小记

Period 4 Language learning

Teaching aims:

Encourage the students to use these language points both orally and in written form.

Important and difficult points:

1.Word study

1).impression 名词，在句中作“印象”解，也可表示按压所留下的“印痕、痕迹”

如：What is your impression of our city?

First impressions are half the battle. (最初的印象最深)

常见词组：make a good impression 留下好印象

give sb. a good impression 给某人以好印象

give one’s impressions of 陈述自己对……的印象

make an impression on sb. 给某人留下印象

make no impression on sb. 对……无影响

2). unfold 由表示否定的前缀un+fold 组成。表示否定意义的前缀还有：

dis- (disappear, discourage, disappoint)

in-, il-, im-, ir- (independent, informal, illegal, impolite, impatient, irregular)

un- (unknown, unlock, unhappy, unfair)

mis-(mistake, misunderstand, misspell)

non-(nonsmoker, nonstop)

3).finish及物动词，其宾语可以是名词、代词或动名词，不能跟不定式作宾语。

如：She’s finished practicing the piano for today.

类似的有: mind, miss, enjoy, practice, excuse, dislike, suggest, consider, keep, avoid, allow, risk, resist, finish, imaging 等。

如：We suggested having a picnic in Xuanwu Lake this Sunday.

4).follow常用作及物动词，主要表示“跟、跟随”等意思。

如：The students followed the professor into the classroom.

Spring follows winter.

He came into the office, following the boss.

He came into the office, followed by the teacher.

另外，有“遵循，听从，仿效”等意思。

如：You’d better follow the teacher’s advice.

Follow the instruction on the bottle.

The football team will be as follows: Smith…

5).not all/both/every 表示部分否定。其意思为“并不都是”“并不是所有的”

如：Not all birds can fly. 并不是所有的鸟都能飞。

Not both of the answers are right. 并不是两个答案都对。

Not everyone likes the film. 并不是所有的人都喜欢这部电硬。

在部分电影否定句中，not 的位置并不影响句意。如上句也可说成：

Everyone doesn’t like the film.

若表示全部否定要用 none, neither, no 等表示。

如：None of the birds can fly. 这些鸟都不能飞。

Neither of the answers is right. 两个答案都不对。

6).beside/besides

beside 为介词，意思为“在……的旁边”，等于at/by the side of.而besides作介词时意思为“除了……之外”或作副词用，意思是“此外还有。”

如：Put the case beside mine when they are ready.

I have quite a few friends besides you.

It’s too late to go out now, besides, it’s starting to rain.

7).manners/polite

manners 是名词，当作为“礼貌、规矩、礼节”解时，应该用复数形式。

如：Remember your manners; thank your friend when you leave the party.

It is good manners to say hello to each other when we meet.

但作为“方式、方法”解时，只用单数。如果是复数，只是用ways.

It is no use talking about it in this manner.

Nobody likes to talk to him; because he has a very rude manner.

polite则是形容词，意思为“有礼貌的、客气的、有教养的”等

如：Americans are busy; they have no time to be polite.

8).mean to do /mean doing

mean to do 为“打算干某事”

mean doing 的意思则是“意味着、意思是（做某事）”

mean sb to do sth

如：I mean to have a good talk with you about it.

Smoking means buying death with money.

I don’t mean you to punish him this way.

Means 意思是“方法、手段”单复数同形。

常用短语有：

by this means = in this way = with this method

by means of 用……的方法

by no means 决不, 一点也不

by all means = of course = certainly

9).drink to /drink a toast “为……干杯、为……祝酒”,其中to为介词。

如：Let’s drink to your success.

Let’s drink to the happiness of the new couple.

drink a toast 的意思为“祝酒、敬酒”等于动词toast

如：Let’s drink a toast to your health! = Let’s toast to your health.

10).start/start with

start & begin 用法相同，start doing sth = start to do sth

如：He started learning / to learn English when he was only three.

但在下列三种情况下只能用start to do sth.

（1）当主语是物而不是人时；

（2）当start后面的非谓语动词表示心理状态时；

（3）当start 用于进行时态时

如：The water started to boil.

She started to wonder who it would be.

She is starting to prepare for the party.

start with表示“从……开始”

如：A Western dinner usually starts with a small dish called a starter.

We can’t go. To start with, it is too cold. Besides, we don’t have enough time.

2.Analysis of difficult sentences

1. There are two pairs of knives and forks on the table, forks on the left and knives on the right of the plate.

该句是由 “there be + n.”构成的句型，表示“某地有某物”。其用法具有以下两个特点：

1．谓语动词的单复数形式是根据离其最近的主语的单复数而定。

2．常用句型有：

There is no need /reason /time to do sth

2. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in Western countries.

该句中的however 是副词，表示转折，需要用逗号将其和句子隔开。

如：I feel a bit tired. However, it’s probably just the weather.

如作连词使用，后面需用形容词和副词的原形形式，引导一个让步状语从句。

如：However late it is, his mother will wait for him.

However rich people are, they always want more.

Feedback

1.Complete the following sentences:

1).The speech _______ _______ _______ _______ on the House.

2.)My home _______ _______ _______ our school.

3).I feel _______ _______ _______tired.

4).His illness _______ _______ a slight cough.

5).He ________ ________ at the meeting yesterday.

6).He _______ me _________help.

7).They were ________ ________when we called.

8).I looked all over the house for that letter, and it was in my pocket _______ _______ _______, while I was searching.

9).Let’s _______ _______ your success.

10).Don’t eat _______ _______, or you’ll get fat.

2.Translate the following sentences into English:

1).他留给我的印象就是他没说实话。

2)人们一般认为抽烟是一种坏习惯。

3)那节课是以一首著名的流行歌曲开始的。

4)他们正在桌子那儿打牌。

5)让我们为彼此的健康干杯。

6)这部车属于史密斯先生，另外他还有两辆车。

Suggested answers:

1. The impression he made on me was that he was not telling the truth.

2. People generally think that smoking is a bad habit.

3. That class started with a well-known pop song.

4. They are at the table playing cards.

5. Let’s drink to each other’s health.’

6. This car belongs to Smith, and he has two others besides.

HOMEWORK:

1．整理笔记，消化巩固。]

2．《学英语》报的配套练习

教后小记

Period 5 Language study

Teaching aims:

1. To review the words and expressions learned in the reading to make sure the students master them.

2. To get the students to master the word formation rules of changing the meaning of a word to its opposite by learning some negative prefixes.

3. To understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.]

Suggestions for teaching:

1. Important and difficult points:

1. Mastering the word formation rules to improve the students’ ability to enlarge their vocabulary.

2. Mastering the Restrictive Attributive Clause and the Non-restrictive Clause.

2.Suggested teaching methods:

1)Word study

Activity 1 Questions and answers

This activity is used as a revision to the reading passage. Tell the students that one of their classmates wants to go abroad to study. Before he leaves, he has some questions to ask us in order to make his stay in a foreign country comfortable.

Questions:

1. When drinking, is it proper to look over or into the cup or glass?

When drinking, look into, not over, your cup or glass.

2. Is it acceptable to smoke at the dining table?

It is unacceptable to smoke before or during a meal.

3. Should I blow on my soup when it is too hot?

Don’t blow on food that is hot. Wait until it cools.

4. Is there a proper way to cut meat?

Stroke the knife toward yourself while cutting meat.

5. Should I use my fingers when I’m eating beef or other meat on bones?

Never use your fingers unless you are eating chicken or other birds.

6. What is appropriate when the meal is finished?

Place your fork and knife parallel diagonally across your plate and don’t push your plate away from you.

When performing this activity, the students are asked to close their books. Collect the answers from the students. If necessary, the teacher may give some hints.

Activity 2 Lead-in

Learn rules of word formation by adding a prefix to the beginning of a word to change its meaning.

A prefix is a group of letters added to the beginning of a word that changes the meaning of the word. The prefixes in-, im-, non-,and un- mean “not” or “the opposite of.’

e.g. Informal means “not formal” and unfair means “not fair”.

Activity 3 Practice

1. Learn the word formation rules first and then finish the exercise below.

Suggested answers:

nonstop; unfold; incorrect; unlucky; impossible

2. Read the passage in the second part about table manners in China and fill in the blanks.

Suggested answers:

damp; custom; dishes; middle; noodles; breast; tender; chopsticks; bones; spoon; spirits; toast

2).Grammar: the Restrictive Attributive Clause and Non-restrictive Attributive Clause

Activity 1 Game-playing

This activity is used as a revision to the attributive clause learned before. When performing this activity, students are asked to close their books. Ask the students to practice attributive clauses in oral.

e.g. A: Please give me the book.

B: Which book?

Make sure that every student gets involved in this activity. Encourage some pairs to act it in class.

Activity 2 Sentence analyzing

Write the two sentences on the blackboard:

1. The man who greeted me is my teacher.

2. John, who greeted me, is my teacher.,

Let the students find out the differences between the two sentences. The teacher may tell the students what restrictive clauses they are in the two sentences.

Activity 3.Grammar teaching

Brainstorm question:

What is the restrictive attributive clause and what is a non-restrictive attributive clause?

Answer:

Restrictive Attributive Clause: The information is necessary to identify which person or something is being described or talked about.

Non-restrictive Attributive Clause: The information isn’t necessary to identify which person or something is being described or talked about. It is extra information that is added to the sentence. Commas are used before and after a non-restrictive attributive clause.

1. Analyze the sentences and information in the part of grammar.

2. Practice the sentence below the form. Remind the students to add commas to sentences with non-restrictive attributive clause.

Suggested answers:

1. I read five pages in the book which is about how to study English every evening.

2. The car which my uncle bought two weeks ago was stolen.

3. Paula, whose parents have gone abroad, lives alone on the fourth floor?

4. My sister Ellen, who is warm-hearted, is a nurse.

5. This morning, Andrew, whose old teacher retired, told me about his new teacher.

6. The meeting will be held in the dining hall, where we often have parties at weekends.

7. My father works for a company which produces computers in a big city.

8. Lisa will always remember her childhood, when she stayed with her grandparents.

Activity 4 Consolidation

1. Practice

Underline all the attributive clauses in the reading passage

2. Summary

Repeat the differences between the restrictive attributive clause and the non-restrictive clause in oral.

Extension:

限制性定语从句和非限制性定语从句的区别

1.限制性定语从句在形式上不用逗号与句子隔开，是先行词不可缺少的定语。如去掉，主句则失去意义或意思表达不完整。翻译时译成先行词的定语“……的”

如：Her brother who is now a soldier always encourages her to go to college.

All the books that have pictures in them are well written.

2.非限制性定语从句在形式上用逗号与主句隔开，是对先行词意义的补充说明。如去掉，主句仍能表达完整的意思，通常译成主句的并列句。

如：Her bother, who is now a soldier, always encourages her to go to college.

All the books, which have pictures in them, are well written.

3.在关系词的使用上，有以下三个区别：

1. 在限制性定语从句中做宾语时可以省略,而在非限制性定语从句中则不可省略;

2. 在限制性定语从句中可用that, 而在非限制性定语从句中不可用that;

3. 在限制性定语从句中可用who代替whom,而在非限制性定语从句中不可用who代替whom;

Feedback

1. 将下列各组句子改写成一个含定义从句的复合句.

1. The car belonged to Paul. It crashed into me.

2. We are moving to Manchester. Manchester is in the northwest.

3. The woman is very friendly. She lives next door.

4. She was engaged to a soldier. She had met him at Dartmouth.

5. We have only told the people. Their work is relevant to this project.

6. This happened in 1977. I was still a baby at that time.

2. Translate the following sentences into English:

1. 他是个对什么都不在乎的人。

2. 她就是卖花的那位姑娘吗？

3. 这是我第一次上学迟到。

4. 你随便什么时候来都行。

5. 我们后来搬到巴黎，在那儿住了六年。

6. 他们邀请我到他们家，这使我非常感谢。

Suggested answers:

1. The car that/which crashed into me belonged to Paul.

2. We are moving to Manchester, which is in the northwest.

3. The woman who/that lives next door is very friendly.

4. She was engaged to a soldier, whom she had met at Dartmouth.

5. We have only told the people whose work is relevant to this project.

6. This happened in 1977, when I was still a baby.

1. He is a man who doesn’t care about anything.

2. Is she the girl who/that sells flowers?

3. This was the first time I had been late for school.

4. Come any time you like.

5. We then moved to Paris, where we lived for six years.

6. They have invited me to visit their home, which is very kind of them.

Homework

1.背诵生词、词组，准备默写。

2.《课课练》的配套练习。

教学小记

Period 6 Integrating skills (Reading and writing)

Teaching aims:

1. To get the students to master what they have learned in this unit.

2. To enable the students to learn how to write thank-you letters.

Suggestions for teaching:

1. Important and difficult points:

1. To know about how to express gratitude by writing thank-you letters.

2. To enable the students to improve their reading and writing abilities.

2. Suggested teaching methods:

A. Reading

Activity 1 Brainstorm

Talk about good manners in Chinese culture. Collect the students’ opinions about good manners in China.

Some basic ones:

1. Get up and give your seat to older people on the bus.

2. Don’t laugh at, stare at or make jokes about disabled people.

3. Don’t start smoking before a dinner is finished.

4. Speak politely, say “please” when you ask for something and “thank you” when you are given something.

5. Say hello to your teachers when you meet your teachers.

Collect more from the students.

Activity 2 Lead-in

Talk about what good manners are if one has enjoyed oneself at a dinner party.

Question: You were invited to a dinner party by David and his wife. You enjoyed yourself very much at the party. What shall you do the next day or some time later?

Collect answers from the students.

篇3：第六单元测试题教学设计

第六单元测试题教学设计

单元测试一

一、填空题。

1.直线上两点间的一段叫（），把线段的一端无限延长得到一条（）

2.90°的角是（）角，180°的角是（）角

3.任何一个三角形，至少有（）个锐角。

二、选择正确答案的序号填在括号里。

1.角的两边是（）。

①射线②线段③直线

2.画一条射线把一个平角分成两个角，其中一个角是锐角，另一个角是（）。

①锐角②直角③钝角

3.如果在一张纸上画两条直线，都和第三条直线相交成直角。那么这两条直线就（）。

①互相垂直②互相平行③不平行也不垂直

4.平行四边形的（）相等。

①4个角②4条边③对边

5.长方形是特殊的（）。

①正方形 ②平行四边形③梯形

6.从梯形上底的一点到下底引一条（），这点和垂足之间的（）叫做梯形的高。

①直线②射线③线段 ④垂线

三、判断题。（对的画“√”，错的画“×”）

1.不相交的两条直线一定互相平行。（）

2.角的边画得越长，角就越大。（）

3.三条线段组成的图形一定是三角形。（）

4.长方形、正方形、平行四边形和梯形都是四边形。（）

5.平行四边形两组对边分别平行而且相等。（）

6.有一个角是锐角的三角形是锐角三角形。（）

7.等腰三角形一定有两个角相等。（）

8.三角形、平行四边形都只有一条高。（）

四、作图题。

1.用量角器和直尺作一个75°的角。

2.过A点画已知直线的垂线。 3.过B点画已知直线的平行线。

4.写出图形名称，并从A点向对边作高。

五、量出每个三角形中三个角的'度数，指出它们各是什么三角形。

六、下图中，不能用两个完全相同的三角形拼成的是（）。

参考答案

一、填空题。

1.线段，射线 2.直，平 3.2

二、选择题。

1.① 2.③ 3.② 4.③ 5.② 6.④③

三、判断题。

1.× 2.× 3.× 4.√ 5.√ 6.× 7.√ 8.×

四、作图题。

三角形平行四边行梯形

五、锐角三角形，直角三角形，钝角三角形

六、⑤

单元测试二

一、填空题。

1.一个平角等于（）个直角。一个周角的一半的一半是（）角。

2.任何一个三角形三个内角的和是（）度。

3.通过一点可以画（）条直线，通过两点可以画（）条直线。

4.把半圆平均分成180份，每一份所对的角叫做（）。

5.两条直线相交成（）时，这两条直线叫做互相（），它们的交点叫做（）。

6.∠1＋115°组成一个平角，∠1＝（）。

7.正三角形的三个内角都是（）度。

8.钝角三角形和直角三角形都有（）个锐角。

9.三角形具有（）的特性。平行四边形具有（）的特性。这些特性在实践中都有广泛的应用。

10.梯形的上底和下底相等时，这个图形就变成了（）形。

二、判断题。（对的打“√”，错的打“×”，共10分）

1.平角就是一条直线。（）

2.一条直线长10米。（）

3.角的两边越长，这个角越大。（）

4.用一个10倍的放大镜来看一个30°的角，所看到的角是300°。（）

5.不相交的两条直线叫做平行线。（）

6.两条直线平行，它们一定相等。（）

7.有两个内角度数和是90°的三角形是直角三角形。（）

8.平行四边形的两组对边分别相等。（）

9.梯形的内角和是360°。（）

10.等腰梯形的两个底角相等。（）

三、选择题。（将正确答案的序号填在括号里，共20分）

1.一个三角形最多可以画（）条高

①l ②2 ③3

2.两条直线相交可以成4个（）

①锐角 ②直角 ③钝角

3.从平行四边形一条边上的一点到对边可以引（）垂线。

①一条 ②二条 ③无数条

4.三角形三个内角中，至少有（）

①一个钝角和一个直角 ②两个锐角 ③一个锐角和一个直角

5.有两条直线都和一条直线平行，这两条直线（）

①互相垂直 ②互相平行 ③相交

6.等腰三角形中有一个角是50°，另外两个内角（）。

①都是 65° ②是 50°和 80° ③是 50°和 80°或者都是 65°

7.直角三角形中，一个锐角是60°，另一个锐角是（）。

①30° ②45° ③60°

8.A、B、C三点在同一平面内，不在同一条直线上，经过三点可以画（）条线段。

①1 ②2 ③3 ④无数条

9.在同一平面内，过直线外一点画已知直线的平行线，可以画（）条。

①1 ②2 ③3 ④无数条

10.下图中，∠1是（）

①l40° ②145° ③105

四、画一画。（每小题6分，共24分）

1.过点P分别画已知直线的平行线和垂线。

2.如右上图，过点M分别画AB的垂线和AC的平行线。

3.画一个长6厘米，宽2厘米的长方形。

4.一个三角形的两边分别是4厘米和5厘米，夹角是30°，画出这个三角形。它是一个什么三角形？

五、计算题。（1～4题各6分，第5题7分）

1.如图，已知∠AOC和∠BOD都是直角，∠1＝30°，求∠2的度数。

2.一个等腰三角形的顶角是66°，它的一个底角是多少度？

3.甲角是乙角的3倍，甲、乙两角的和是136°，求乙角有多少度？

4.∠1、∠2、∠3分别是一个三角形的三个内角，已知∠3比一个周角少300°，∠3的度数又是∠2的3倍，求∠1是多少度？

5.如图，已知在1＝75°，∠2＝20°，∠3＝46°，求∠5＝？

参考答案

一、填空题

1.2，直 2.180 3.无数，一 4.1°的角 5.直角，垂直，垂足

6.65° 7.60 8.两 9.稳定，易变形 10.平行四边形

二、判断题。

1.× 2.× 3.× 4.× 5.× 6.× 7.√ 8.√ 9.√ 10.√

三、选择题。

1.③ 2.② 3.③ 4.② 5.② 6.③ 7.① 8.③ 9.① 10.③

五、计算题。

1.30° 2.57° 3.34° 4.100° 5.39°

篇4：二年级下册第六单元教学设计

二年级下册第六单元教学设计

教学目标：

1、认识15个字，会写8个字，自主积累词语。

2、正确、流利、有感情地朗读课文。背诵课文。

3、感悟诗歌内容，体会孩子们在大自然里那愉快幸福的心情。

教学重点、难点：

1、认识7个字，会写8个字。

2、正确、流利、有感情地朗读课文，背诵课文，感受夏天的

快乐。

教学准备：

夏天的图片。生字卡片。

教学时数：

2课时

教学过程：

第一课时

一、谈话导入

1、同学们，一年四季你最喜欢哪一个季节？同学自由发言。

2、有一局部同学喜欢夏天，夏天已经悄悄地来到我们身边，

夏天不只是火热的，而且是喧闹的、快乐的，是属于我们的。今天，我们就一

起学习《我们的夏天》这一课，板书课题，让我们走进夏天，

感受夏天的美好、有趣。

3、出示夏天的图片。

你认为夏天是怎样的呢？

你能说说夏天的变化吗？

同学口头练习：

夏天到了，（）。

有人和我们一样喜欢夏天，他写下了一首儿歌，我们一起来读

读吧。

二、初读课文，随文识字。

1、教师范读课文，同学考虑：你觉得作者写的夏天是怎样的呢？

2、想不想读读课文？以你们最喜欢的方式自身读课文，找出要

求认识的字，反复拼读。

3、分组交流识字情况，把自身学会的字教给组内的同学。

4、教师抽读生字卡片，同学说说识字方法。

5、找出带有生字的句子同桌互相读读。

6、同学再自由读课文。

三、指导写字。

1、出示会写字，读一读。

2、同桌说词，看谁说的多。

3、教师范写，同学观察，你发现了什么？

4、请把你的发现告诉大家，怎样才干把这些字写的好看呢？

5、同学练写，教师个别指导。

7、评价同学的书写。

作业：

1、读课文。

2、写字。

第二课时 066

一、复习。

1、听写生字。

2、开火车：抽读生字卡片。

二、学习课文，整体感知。

1、以自身喜欢的方式读课文，边读边想，课文写了夏天的几个

特点？

2、勾出自身喜欢的句子或段落，你最喜欢哪一段，就把它有声

有色的多读几遍。

3、指名朗读喜欢的段落。教师引导同学从自身的生活实际说说

喜欢的原因。

四、感悟朗读课文。

1、学习第一小节。

教师读课文，考虑：第一小节告诉了我们夏天是怎样的？

出示图片：火辣辣的太阳高高的挂在天空中。体会夏天是火热的。

指导朗读，同学试读，该用怎样的语气来读这一段呢？

指名读，分组竞赛。

2、学习2----4小节。

自由读，考虑：我们在夏天有哪些活动呢？

出示课文中的插图：指导同学说图意。

用上“有的（）有的（）还有的（）”这个句式。

你有什么疑问吗？同学自主质疑解疑。

根据同学的回答，教师适时指导朗读。

齐读2----4小节。

3、学习第五小节。

指名读。

你在夏天最想唱什么歌呢？为什么说夏天同友谊在一起，同探索

在一起呢？假如是你，你会探索什么呢？

分男女读这一小节。

4、该用什么样的语气来读整篇课文呢？说说自身的感悟。

5、齐读全文。

6、同学试背课文。

五、拓展。

这样快乐的夏天，你喜欢哪些活动呢？请你在小组呢内说说，在

写下来，或画出来。

作业：

背诵课文。

板书设计：

22 月亮毯

教学目标：

1、认识10个生字，会写8个字，自主积累词语。

2、朗读课文，背诵二或四自然段。

3、感悟课文内容，体会中埃两国人民的友谊。

教学重、难点：

1、正确、流利有感情的朗读课文。

2、了解埃及的美丽与神秘，扩大孩子们的视野，激发同学对埃及的向往。

教学时数：

3课时

教学准备：

搜优秀有关埃及的图片和资料。

教学过程：

第一课时

一、导入新课

1、同学们，你们知道四的文明古国吗？

2、同学展示课前搜优秀的埃及资料，介绍埃及。

3、教师根据同学的'回答系统介绍埃及。揭示课题，板书课题：

22 月亮毯，齐读课题。

二、初读课文

1、自读课文，画出不认识的字，运用自身喜欢的识字方法，记住字形，

读准字音。

2、小组交流识字方法，要求

每位同学向小组同学介绍一下自身运用什么识字方法，记住了哪些字，

其他的同学对他的发言可以进行补充。

有难记的生字，可以请小组的同学帮助。

3、全班汇报。

（1）开火车，抽读生字卡片，说识字方法。

（2）出示词语卡片，同学抢读。

（3）出示带生字的句子测读。

4、指名朗读课文，优秀体评价。

三、流利的朗读课文

1、同学自由读课文。

2、同桌互相读课文，互相协助。

作业：

读课文。

第二课时

一、复习。

开火车：抽读生字卡片。

二、感悟朗读

1、同学自由读课文，想想你读懂了什么？还有什么疑问？

2、同学自主质疑解疑。

3、学习第二自然段。

（1）自由读第二自然段。考虑：

这是一块怎样的棉线毯呢？请你画出描写棉线毯图案的句子，

把它读读。

（2）丁丁为什么把它叫做月亮毯呢？

（3）指导朗读

指名读-----评读----教师引读----齐读。

（4）试背。

4、学习第三自然段

（1）小组同学分角色读第三自然段。

（2）分组反馈。

（3）师生分角色朗读。

（4）这段话有趣吗？有意思在哪里？请你说说看。

5、学习第四自然段

（1）指名读，想想：这一段告诉了我们什么？

（2）从哪些地方可以看出丁丁很喜欢这块毯子，找出来读读。

（3）他做了哪些奇异的美梦呢？他梦见了什么？

结合课文中的插图，用自身的话说一说。

（4）指导朗读。

（5）试背。

三、总结，拓展。

1、齐读课文。

2、学完课文，你有什么收获和感受呢？

3、假如丁丁有一天真的到了埃及，他应该为埃及小朋友准备什

么礼物呢？你们帮他想想？

作业：

读课文，背诵第二或四自然段。

第三课时

一、复习。

抽查背诵。

二、积累我的词语库

篇5：第六单元第四课时教学设计

【教材分析】

本节课内容是在学生学习了20以内的加减混合运算及两位数加、减一位数等内容的基础上进行学习的，由于学生对连加已经有了初步的接触，掌握了连加的运算顺序，学生对本节知识的学习并不存在困难。100以内的连加计算是以后学生学习四则混合运算的基础。

【学情分析】

在学习本节课内容以前，学生已经能够熟练计算两位数加减一位数并掌握了两步计算的混合运算顺序，学生理解起来难度不大，在学习过程中关键是让学生根据所给的信息正确列出算式，提高学生解决生活中简单的实际问题的'能力。

【教学目标】

1．能结合加法的含义，分析实际问题中的数量关系，选择合适的方法来解决问题。

2．在观察、比较、交流等学习活动中，经历解决问题的探索过程，感受解决问题方法的多样性。

【教学重难点】

重点：用连加的方法解决问题，理解连加的运算顺序，并会计算。

难点：算法的多样性及优化意识的培养。

【教学准备】

口算卡、多媒体课件、小星星。

篇6：第六单元第四课时教学设计

【复习导入】

1．口算(出示口算卡)：

4＋3＋1＝ 5＋7＋6＝ 9＋1＋4＝ 6＋6＋2＝

9－6－2＝ 10＋2－3＝? 5－2＋1＝? 8－0－3＝

师：先说说每一题的运算顺序，再计算。

学生汇报计算过程。

师：刚才我们做的加减两步式题的运算顺序是怎样的？

生：从左往右算。

2．揭示课题：这节课我们一起来运用已经学过的知识解决实际问题。

【探究新知】

1．教学例4。

(1)课件出示例4情境图。

师：仔细观察情境图，从中你知道了什么？(有3个同学在折小星星，每个人折了6个，要求“他们一共折了多少个小星星”)

师：观察得很细致！

(2)探究解决问题的方法。

师：要求“他们一共折了多少个小星星”，你能解决这个问题吗？先独立思考，再在小组内交流。

学生独立思考，小组交流，教师巡视指导。

师：谁来介绍一下你是怎样解决这个问题的。

生：我是用加法列式解答的，算式是6＋6＋6＝18(个)。

板书：6＋6＋6＝18(个)

师：你能说说为什么要这样列式吗？算式中的3个“6”分别表示什么呢？

生1：题目说“每人折了6个”，也就是说佳佳折了6个，浩浩折了6个，小芳也折了6个，求“他们一共折了多少个小星星”，就是把3个“6”合起来，用加法计算，所以列式是6＋6＋6＝18(个)。

师：真聪明！说得真清楚！还有别的方法吗？

生2：我是用数数的方法解答的。因为有3个同学，每人折6个小星星，那就是6个6个地数3次。1人折了6个，2个人就折了12个，3个人就折了18个。

板书：6个→12个→18个

生3：还可以列表解答。列表方法：

人数

☆数

生4：还可以先画图，再数出结果。

2．总结、比较解答的方法。

师：同学们想了很多解题的方法？你喜欢哪种方法？说说喜欢的理由。

生1：我喜欢第一种方法，因为它简便些。

生2：我喜欢画图、数数的方法，因为它不容易错。

师：解题的方法有很多，只要是有道理的都可以，可以根据自己的喜好选择解答方法。

【巩固练习】

1．完成教材第77页“做一做”。

2．完成教材第79页“练习十八”第1、2题。(第2题重点练习两位数加、减一位数的计算，练习时让学生先独立计算，再交流算法)

【课堂小结】

同学们，通过今天的学习，你又有哪些收获？快和你的同桌说一说吧！

【板书设计】

解决问题

6＋6＋6＝18(个)

6个→12个→18个

人数

☆数

篇7：第六单元《爱护》的教学设计

第六单元《爱护》的教学设计

教材分析：

本单元《爱护》有两篇课文和语文天地，第六单元爱护。课文《特别的作业》和《珍贵的纪念》描写的都是爱护大自然、爱护周围事物的，语言文字简单优美，要在读懂课文内容和进行语文天地训练的同时，使学生感受到自然美和语言美的陶冶，激发学生热爱自然爱护自然的意识。

教学目标：

1、认识30个生字，学会写15个生字。

2、通过学习课文使学生懂得怎样做才是有意义的、文明的.，培养学生爱护公物。

3、正确、流利有感情地朗读课文。引导学生理解课文内容，培养学生的想象能力，激发学生热爱大自然的美好情趣。

4、通过学习课文，学生可以进一步了解人与自然怎样和睦相处，增强环保意识。

教学重点：

本单元的重点是注意句与句联系与理解词语读懂每句话，朗读、默读等各种训练有机结合起来，从而加深对课文思想内容的理解，并使学生受到各项语文基本功的综合训练。

教学用具：

投影仪、录音机、生字卡片

教学时间：

3课时

第一课时

教学内容：

学习课文《特别的作业》

学生学习过程：

一、导课：

同学们，春天来了，你能说说春天都有哪些美丽的景色吗？（学生说）

小丽的老师看到这美丽的景色，给同学们布置了一个特殊的作业，你们想知道是什么作业吗？今天我们就来学习这篇课文，小学一年级语文教案《第六单元爱护》。

二、学习课文

1、放录音让学生整体感受课文，说说老师布置的作业是什么？

2、请同学初读课文，把不认识的字用铅笔画出来小组讨论，并请同学在小组读课文。

3、检查朗读。正音：布置、桑叶、代表、爱护、奇怪。

4、出示投影仪：

读一读、找一找老师布置的特殊作业是什么？读第一自然段，同学们都完成了吗？他们是怎样完成的？读二、三、四自然段。（请同学读）

5、请同学读课文，小组讨论说一说为什么大家认为小丽的作业最好？

6、请同学读全文，进一步理解课文。

小结：学习课文以后，你觉得春天的景色美吗？你应该怎样爱护这些美丽的景色？

作业设计：

把美丽的春天带回教室。

第二课时

教学内容：

学习本课生字8个

学生学习过程：

一、复习：

做游戏读生字：

作业课桌爱护奇怪代表

昨天一幅院子指指带来

（全班读）

二、学习生字表里的8个生字

1、出示生字：昨、作业、桌、画、玉、兰、让

2、请同学们自己读读这些字，看看哪些字你会写，把会写的字在桌上练写，并说说你是怎样写的，小组讨论。

3、请同学上黑板上来写，并说说你是怎样写的，怎样记住的，同学点评，教师小结。

4、教师教学剩下的字。说说这些字是什么结构的，你是怎样记住的，并用书上的词语组词。（书空）

5、比较词语：昨------作请同学说说它们的相同点与不同点，并组词。

6、请同学反复读字词。（全班读、男、女生读、小组读）

作业设计：

在作业本上每个生字写2个，组一个词。

第三课时

教学内容：

学习课文《珍贵的纪念》

学生学习过程：

一、导课：

同学们，老师要给同学们讲一个小动物的故事，你们喜欢听吗？（喜欢）教师讲故事。

你们想知道小动物们给小亭子留下了什么样的纪念吗？下面我们一起来学习课文《珍贵的纪念》。

二、放课文录音，整体感知课文。

1、让同学说说课文里有哪些小动物？

2、学生自读课文，把不认识的字用铅笔画出来，小组讨论并读课文。

2、检查朗读。

正音：珍贵、纪念、亭子、应该、刻下、留下、

刺猬、蜜蜂、周围、甜甜、台阶、名字、鲜花。

3、请同学读课文，其他同学说说谁为小亭子留下的纪念最珍贵。

4、出示投影片，请同学分角色朗读课文。

5、请同学带头饰分角色表演课文，学生点评。

6、小组讨论说说为什么“这才是最珍贵的纪念”？

板书设计：

珍贵的纪念

刻――写――留

种花――最珍贵

篇8：第六单元学会看病教学设计

第六单元学会看病教学设计

[目标预设]

1．认识11个生字。通过略读，浏览，联系上下文等方法理解“打蔫儿、按图索骥、忐忑不安”等词语。

2．有感情地朗读课文，通过文中描写母亲心理活动的句子，体会母亲对儿子的爱。

[学习重点]

通过文中描写母亲心理活动的句子，体会母亲对儿子的爱。

[学习难点]

通过文中描写母亲心理活动的句子，体会母亲对儿子的爱。

[媒体运用]

1．硬件媒体：计算机?? 电视机

2．软件媒体：文字?

[教学时间]40分钟

[教学过程预设]

一、导入课文

有这样一位母亲，当儿子生病发烧的时候，做过多年医生的妈妈不但不在家里给儿子找药治病，反而逼儿子独自去医院看病。这位母亲到底爱不爱自己的儿子？她当时又是怎么想的呢？今天我们就一起来读读《学会看病》这篇课文。

二、初读课文

1．自由读文。

2．检查认读生字词。

3．理解“打蔫儿”“喋喋不休”“按图索骥”的意思。

三、再读课文? 体会母爱

1．那么这位母亲给你留下了怎样的.印象呢？

2．这是一位非常关爱孩子的母亲。具体从哪里可以看出这是一位非常爱孩子的母亲呢？

默读课文，边读边划出描写母亲语言和心理的句子，多读几遍，体会母亲情感的变化。

3．交流

（1）交流描写母亲语言的句子。谈一谈，你从中的感受。

齐读母亲喋喋不休的话，体会一下其间浓浓的母爱吧！

（2）交流描写母亲心理活动的句子。说说你的理解。

?A．她后悔什么？

?? 为什么后悔呢？

B．作者是怎么把母亲的心理活动写细腻的呢？

C．齐读这段话，体会母亲的悔意，深深的母爱！

D．时间过得越慢，母亲就越忐忑不安，母亲越忐忑不安，时间就过得越慢。想象一下此时母亲可能做什么呢？

4．体会母爱的深沉

母亲这样做，仅仅只是为了让儿子学会如何看病吗？

她不仅给儿子看病的路线图，更重要的是让儿子学会独立面对生活。因为路是要靠自己走出来的。这真是一位用心良苦的母亲，真是一位深爱孩子的母亲，真是一位伟大的母亲！

四、简介作者

知道这位母亲是谁吗？（出示作者照片）

简介作者

[课后练习]

拓展阅读《孩子，我为什么打你》，感受伟大的母爱

[板书设计]

学会看病

锻炼儿子

母亲独自看病儿子

尽责的“爱”

篇9：《第六单元称一称》教学设计

教学内容：

课本第87～89页。

教学目标：

1、使学生通过“称一称”的实践活动，亲自感受1课和1千克的实际质量。

2、通过实践活动使学生加深质量单位的理解，让学生深刻体会到质量单位与实际生活是紧密联系的，在实际生活中是非常有用的。

3、培养学生的动手能力及创新意识。

4、培养学生与他人的合作意识和分工合作的精神。

教学重点：

1、进一步了解克和千克的质量单位概念。

2、能够用老师提供的称，来称量物体质量。

教学难点：

巩固对质量单位实际概念是认识。

教学准备：

天平，盘称，适量的生活用品，如水果，蔬菜等。

教学过程：

一、创设情境，引人新知。

请同学们想一想上节课我们学习了哪些知识？

【设计意图】：通过对上节课内容的复习，自然引入新课。

二、实践、操作领悟新知

1、称一称。

（1）我们通过调查，知道了一些物品的质量。如果想知道同学们带来的水果蔬菜的质量，可以用什么方法？

要称我们就要用到什么？下面就让我们一起来认识几种常见的称。这些称各有什么用途？

（2）下面我们来重点实践一下生活中最常见的盘称和电子称。

出示挂图称水果、蔬菜。

1千克苹果有多少个？能把书中的苹果数一数吗？你们想自己称一称吗？

（3）分组活动。

明确活动要求：各小组把自己带来的水果、蔬菜各称出1千克。再数一数各有多少个。

（4）刚才我们使用了盘称称物品的质量，是用什么作单位？请小组长上来汇报一下本组称的结果。

（5）通过刚才的小组活动，大家发现1千克的'水果、鸡蛋有几个。鱼有几条？

2、估一估。

（1）大家能估一估你们带来的其他日用品的质量有多少吗？你估计的理由是什么？把估计的结果写到书上。

（2）称一称，验证学生估计的结果。

（3）请大家看书上的图，李奶奶从市场里买了苹果、鸡蛋、鱼，大家可以提出哪些数学问题？

三、教学效果测评

1、引导学生完成教材第88页第1题。

2、引导学生完成教材第88页第2题。

3、引导学生完成教材第89页第7题。

【设计意图】：训练学生对本节课的知识的领会应用能力。

四、全课总结。

今天我们学到了什么？请大家想一想，说一说。

教学反思：

篇10：高一英语第六单元教学计划

高一英语第六单元教学计划

一、单元分析(Unit Analysis)

（一）单元地位(Unit Position)

1．由于本话题是在高中阶段第一次出现，而且又是学生十分感兴趣的一个话题，可以在导入课上适当补充一些背景知识。

2．本单元出现的语言功能主要是征询他人的意见以及赞同和不赞同他人的意见。如：What are these pictures about?/ Do you think so?/ Maybe you’re right. 这些句式出现在课本P92-93上。在口语训练部分，教师可以提供一些话题，让学生利用这些句式进行操练。

3．It做形式宾语的用法在课文首次里出现。可以把一些常见的，会出现it做形式宾语的动词补充给学生，并让学生做适当的操练。

4．复习时态：过去完成时。

（二）单元目标(Unit Target)

1．了解一些关于卡通和漫画的课外知识。

2．复习过去完成时。

3．学习如何给出建议以及如果表达赞成和反对。

（三）单元重点(Unit Points)

1. 关键词、词组和句型：

语言知识类：means, express, fasten, punishment, pastime, tickle, lively, replace,

hunt for, other than, put ... into words, deal with, out of the question, with the improvement of ... , range from … to …, bring … to justice, give way (to), can’t help doing sth, a set of, at one end, for the moment, people of all ages

People often find it hard to ...

交际功能类：

therefore, technique, cartoonist, amusing, humorous, sympathy, digital comic strips

2. 功能：

(1) Asking for or giving opinions:

?What do you know about…?

?Could you say something about…?

?How do you like…?

?Do you like/ enjoy…?

?You’d better (not) do sth.

?You should/ ought to….

?I suggest that you should…

?Let’s do something

(2) Expressing agreement and disagreement:

?Maybe you’re right.

?I believe that you have got it right.

?Surely it must be….

?Yes, I agree with you.

?Don’t you think that…..?

?I don’t think that’s right ….

?I don’t think so.

?You must be mistaken……

?No, you are wrong thinking that …….

?I’m afraid you’re wrong …..

?Yes, you are right, but ….

3. 语法点：

过去完成时。

二、设计(Teaching Designs)

内容教学实施建议教学资源参考

1.Reading在导入课上可以让学生试着用英语来描述P84上的图片。如果学生不能描述,可以参考课文Paragraph C,同时可以让学生熟悉课文中出现的几个生词(fasten, pole, one end of, out of the question, for the moment)，然后完成图片下面的两个问题。

在导入课上还可以让学生快速通读课文，然后完成Ex A2, A3。(建议提前一天让学生预习课文中的单词和词组)

如果时间宽余，这里补充十题关于卡通与漫画的课外问题。可以以quiz或quick response的.形式在课堂上使用。[链结1]课本第84页到87页。

词汇表第97，98页。

2. Structure复习过去完成时。

结构：sb. had done sth

含义：表示过去某个时间前已完成的动作或情况。

常见句型：

By the end of + 过去时间点，sb. had done sth..

Hardly/ No sooner had sb done, when/ than sb. did sth

与since或for等连用。

以及在一些时间状语从句（when, before或after等）出现的过去完成时。课本第90页到92页。

3. Listening 根据学生的实际情况听录音一遍或两遍，然后完成P92上的表格。课本第92页。

4. Speaking以卡通和漫画为主题设计口语活动。

活动一：分角色朗读课本上的例子(P92-93)。

活动二：看黑白图片(P93)，让学生根据图片模仿例句两人一组做对话练习。

活动三：教师提供图片，让学生根据情境自己设计对白。建议除了书上提供的漫画，还可以提供一些简单易懂的漫画（例如：父与子，猫与老鼠等等）。

活动四：课本P93 B/ Ex 2, 根据情境设计两人一组的对话。

这里再提供几组漫画。[链接2]课本第92-93页。

5. Study Skills让学生阅读P94上的参考资料，使他们认识到上下文的重要性。然后根据学生的实际情况，选择性地完成Ex B (P95)。课本第94-95页。

6. Additional Reading作为课文内容的补充，建议放在最后一个课时。

本文出现的重要词汇和词组：

完成课后T or F练习。

针对“卡通和漫画”这一话题，可以在学生中展开讨论：“你认为卡通和漫画对我们学生来说是有好的影响还是坏的影响？”[链接3]课本第95-97页。

[链结1]

1. Who created Mickey Mouse? B

A. Charles Disney

B. Walt Disney

C. Brand Disney

D. Steven Disney

2. How many stories are there in the Father and Son? B

A. 204

B. 194

C. 304

D. 94

3. When was Mickey Mouse Born? A

A. 1928

B. 1929

C. 1930

D. 1931

4. Which Chinese cartoon character was created by Zhang Leping? B

A. Chen Xiang

B. Sanmao

C. Hua Mulan

D. Monkey King

5. What is the dog’s name in “Peanuts” drawn by Charles Schulz? D

A. Sneezy

B. Charles

C. Donald

D. Snoopy

6. What was the first full-length cartoon film( animated feature film)? D

A. Cinderalla

B. Peanuts

C. Toy Story

D. Snow White and the Seven Dwarfs

7. Reading cartoon had been a pastime for adults until the _____ century. B

A. 19th B. 20th

C. 18th D. 21st

8. With the improvement of __ & __ techniques, modern cartoons become children’s favorite. C

A. writing and printing

B. receiving and printing

C. printing and drawing

D. drawing and writing

9. Cartoons and comic strips become popular among : C

A. young students

B. the old people

C. people of all ages

D. adults

10. Today, in cartoons and comic strips, we can find: D

A. entertainment

B. food for thought

C. violence

D. all of above

[链接2]

这个话题与绝大部分学生的生活密切相关，在讨论这个话题前可以先问问学生他们有什么喜欢的卡通形象，调动课堂气氛，然后再引入正题。

为了降低难度，这里有一些useful expressions，可以提供给学生方便他们谈论自己的观点。

in addition to entertainment …

pastime

with the improvement of printing and drawing techniques …

become popular with

have some effects on

sympathy & lively & attractive

do good/ bad to

range from children to adults

digital techniques

violence/ violent

tickle the imagination of children

bring bad people to justice

household words

We think…; In our opinion …

First…, Second…, Last but not least…

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