第一篇:九上U 6全单元教案
英语(九年级上册)Unit 6 TV programmes
Task
I.Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.learn to make an outline before writing;2.learn to create a simple TV drama script.II.Teaching contents 1.New words and phrases: gun, twin, burglar, receive a message, ask for help, call the police,three men in police uniforms, with guns in their hands, be pushed into a minibus, open the back door of …
2.New structures: The twins saw three men in police uniforms coming out of the building with guns in their hands.III.Focus of the lesson and predicted area of difficulty Teach the students how to create a TV drama script.IV.Teaching procedures Step 1 Lead-in T: Do you like watching drama series? Now let’s watch a short video first.(Show drama series to the students)
What do you think of the drama series? S: They are exciting/interesting/humorous …
T: Do you know this man? He is good at writing stories.He wrote the TV drama script for the Modern Family.Because of his good writing, we can enjoy such exciting drama series.【设计意图:通过电视剧引出编剧,让学生对于本课的写作任务有初步的认识。】
Step 2 Learn about the outline 1.Learn about the background.T: Look, Millie is writing a TV drama script for a competition.To write a good TV drama script, she made an outline before writing.Now let’s take a look at the first half of her outline.How many parts are there in the outline? What are they? S: There are two.They are the background and the story.T: Read the background first.What information can be introduced in this part? S: We can introduce characters, time, place, events and so on.T: Read the background carefully and answer these questions.(1)who: the twins Justin and Luke;their friend Sarah(2)when: one day(3)where: The twins were at home.Sarah lived in Hill building.(4)what: The twins received a message from Sarah, who was asking for help.There were some burglars in Hill Building.【设计意图:通过分析outline,帮助学生逐步形成认识,为下面的写作做好铺垫。】 2.Learn about the story.T: What happened then? Read the outline carefully and answer these questions.(1)What did the twins do after they received the message? They called the police at once and then ran there quickly.(2)What did they see when they got there? They saw three men in police uniforms coming out of the building with guns in their hands.(3)What happened to the twins then? They were pushed into a minibus.(4)What did they do on the bus? They tried to use a knife to open the back door of the minibus.【设计意图:让学生阅读story,回答问题,为下一步的阅读任务打好基础。】 3.Help Millie finish her writing.T: Can you help Millie finish the first half of the story? 4.Learn about ways to write a good beginning.T: After reading the first paragraph of the story, do you want to know what happened next? S: Yes.T: So remember that a good writer should catch readers’ attention in the first paragraph.【设计意图:关于电视剧本开头部分的写作给学生提出一点建议,为接下去的写作做铺垫。】 5.Learn about ways to write a good story.T: What did the twins do in the story? S: a.called the police b.ran to Hill Building at once c.saw three men in police uniforms coming out of the building with guns when they arrived there d.thought...e.ran towards the three men f.tried to stop them from leaving g.were pushed into a minibus T: After reading these sentences, what do you think of the twins? What kind of people are they? S: They are helpful and brave.T: So remember that a good writer can make readers know what the characters are like by their actions, thoughts, appearance and speeches.【设计意图:罗列故事主体部分,帮助学生更清楚地了解电视剧剧本的写作特点和方法。】 T: The twins were pushed into a minibus.It seemed that they were trapped and in danger.However, it was clever of them to take a knife with them.Isn’t it surprising? Can they open the back door with the knife and get away from the minibus? S: …
T: Remember that a good writer often describes what happens, what the characters do and where the turning points are to attract readers’ attention.What’s more, he or she often chooses two or more scenes for the story.【设计意图:通过创设开放性问题引发学生的思考和讨论,为接下去续写故事做准备。】
Step 3 Writing 1.Help Millie finish the rest of her story.T: Can the twins get away from the minibus? If they opened the back door, what would happen next? If the burglars found them opening the back door and stopped them, what would happen next? Let’s have a discussion and continue Millie’s story.T: Let’s share our stories together.【设计意图:写作任务分两步开展,其一是续写故事。经过之前的诸多铺垫,此时的续写已经水到渠成。教师在学生中抽取故事在全班分享,使学生能够互相取长补短。】 2.Tips for creating an interesting story.T: Here are some tips for creating an interesting story.If you are interested in creating your own TV drama script, you can follow these tips.3.Show some pictures to the students and ask them to write a story about them.T: Look, here are some pictures.Can you create a TV drama script according to these pictures? As a good writer, you’d better make an outline before writing.Today we learn to create a TV drama script and continue Millie’s story.After class, can you finish your TV drama script? If you are interested in it, you can also create your own TV drama script.By writing you learn to write.【设计意图:写作任务二是看图编写故事。受课堂时间的限制,教师可安排学生在课堂上列出写作提纲,在课后完成写作任务。】
V.Homework 1.Review the different ways to create a TV drama script;2.Finish the TV drama script according to your outline.
第二篇:六上u6教案
外研版Book 7 Unit6 Our Neighborhood Lesson 2 教学设计
一、教材简析
本单元教学主题是“Our Neighborhood”,本节课学生将通过学习掌握词语的音、意和语用,并能运用本课的主要句式,和老师及同学进行交流,谈一谈我们的街坊、四邻都有哪些。并给设计一个简单的,但是属于自己的neighborhood.这样交流起来更加真实。也能满足学生对自我的肯定!
二、学生简析
六年级学生已经学了3年的英语,有一定的基础。但是这时期的孩子,无论生理还是心理都处在一个变化的过程中。性别意识日益突出,注意力的集中会因为成绩和兴趣差距越来越大。由于知识的难度加大,学生的学习兴趣开始下降,同时出现了明显的两极分化现象。
三、教学方法
我根据听说领先、循序渐进、以学生为本、整体教学、交际性、兴趣性的教学原则,采用了整体语言教学法,游戏激趣,运用交际法、直观教学法等教学手段。此外,用课件为学生创设真实的语言情境,做充分的示范。运用任务型教学法,把学生喜欢的音乐、绘画搬进英语课堂,通过动手、动脑、听听、唱唱、做做来学习句型和动作指令。
四、设计思路:
整节课的思路是对话教学,作为对话我想就一定要给学生说话的机会,一定要给学生说话的能力,一定要给学生说话的信心。那么如何实现这个目标,在教学时我采取整体感知,以句子带词来教,在师生的问答间引出本节课的新内容,边学边活动,以“学以致用,在学中用,在玩中学”的新课标理念指导教学活动。
五、教学目标
(一)知识目标:
1、理解并能够运用What’s in your neighborhood? There’s a „ Is there a „ ? 就某人的四邻进行问答。
2、在对话时能够熟练地运用a post office、a bank、a bookstore、a department store这四个词语或词组,并复习以前学过的表示地点的词语或词组。
(二)能力目标
1、能够在对话中准确的运用a post office、a bank、a bookstore、a department store这四个词语或词组。
2、能够正确运用What’s in your neighborhood? There’s a „ Is there a „ ? 就某人的四邻进行交流和对话。
(三)情感态度目标:
1、增强语言的实用性,保持学生学习英语的兴趣。
2、鼓励学生开口说,鼓励学生用英语对话。
3、培养学生团结合作的团队意识。
七、教学重点与难点 教学重点:
能够运用What’s in your neighborhood? There’s a „ Is there a „ ? 就某人的四邻进行问答 教学难点:
能够熟练的和老师、同学进行对话,讨论某人的街坊四邻。
1、What’s in your neighborhood?There’s a „来回答。
2、一般疑问句Is there „? Yes …/No… 来回答。
八、教学准备:自制多媒体课件、单词卡片、指读机等
九、教学过程
(一)Warm-upReview Free talk: I’m from Shangcheng Primary School.Look, here’s my neighborhood.There’s a „.Is there a „? 设计意图:简单的交流,不仅可以拉近师生间的距离,而且以一个真实的语境来以教师自己的实际情况来输入There’s a „和Is there a „?这两个句型,还能够复习本课Do you remember?部分四个词组。为学生在后面的交流做铺垫!
(二)Presentation: A What’s in your neighborhood? 1.Listen and answer.2.Listen and point.3.Listen and say.设计意图:及时的听音、仿读,让学生能对本课主要内容整体感知。而且,作为六年级的学生,应该具备一定的听音获取有效信息的能力。
(三)Play the game.1、Guess :Where can I buy books?
2、Guess:Where can I send the postcards?
3、Where is he?
4、以实物引出:bank 设计意图:通过不同方式对四个新词进行突破,并渗透Is there a „?及其肯定与否定回答。
(四)Talk about teacher’s neighborhood.设计意图:以老师的真实情况进行对话、交流,一来使语言更加真实,并且可以示范给同学,为下一步学生的对话做一个铺垫。
(五)Practice:B 设计意图:用书本设定的情境进行对话、交流,巩固今天的重点内容
(六)Make your dream neighborhood.设计意图:老师先做一个示范,然后学生就根据自己的需求和想象来设计一个简单的社区图片。而后,学生就自己的社区图和同学、老师一起交流、分享。体现语言的交际性和真实性!
(七)Homework:
1、Listen and say.(Part A)
2、Listen and write.(Part B)
3、Talk about your dream(理想的)neighborhood!
十、板书设计
Unit6 Lesson2
What’s in your neighborhood?
There’s a post office.Is there a department store? No, there isn’t.
第三篇:U6教案
Unit6 Meet my family A Let’s talk
实验小学 叶世美
一、教学内容 P58 let’s talk let’s count
二、教学目标Teaching aims: 1 Can read the words: people, and little puppy.2 Understand the sentence: But that’s only….How many people are there in your family? My family has …members.3 Can use the structures in their daily life: How many people are there in your family? My family has … people.4 Can read the dialogue in the book
三、教学重难点 Main point: Enable the Ss master the structures:
How many people are there in your family? Difficult point: Enable the Ss read the structures: My family has…people.That’s only….四、教具Teaching aids: 教学磁带, 纸苹果和puppy, 句子卡片, 调查表,全家福
五、教学过程设计Teaching design: Step1.Warm up Enjoy the flash “finger family” 1.单词抢答。2.Let’s do:
Show me your fingers.How many fingers? Show me 1 and 2.Show me 2 and 3.„How many fingers? 3. Guess
Show the fingers quickly.Guess how many fingers?(一闪而过, 教师快速闪过手,让学生猜伸出了几只手指?)二Presentation 1.教学But that’s only„
T: How many fingers? S: 4/5/3…
T: But that’s only one/two.(呈现句子卡片,操练此句子)
That’s only one.But that’s only one.(clap hands and say it)
Practice in Class---Group---Pairs---S 注意but和only 的发音 2.教学How many people are there in your family?
a.How many people are there? 课件显示句子。教学people.一闪而过.快速出现几个人物图片再消失,问学生How many people?让学生用„people
回答
T: Look, this is the photo of my family.Meet my family please.How many people are there in my family?
(出示卡片How many people are there?跟读)Ss: Three.T: Who are they? T and Ss: My parents and me.b.How many people are there in your family?
T: This is my family.What about your family?
How many people are there in your family?(句子卡片呈现)
S: 3/4..people。
T: Who are they?
S: Dad, mom„and me.(抽2-3个学生回答)
操练句子How many people are there in your family?
How many people are there in your family?(clap hands and say)
(pairwork)c.Let’s count: 运用所学句型How many people are there …?询问并回答图中苹果、花朵、小鸟、人物以及蚂蚁的数量
Unit 6 Meet my family A Let’s learn & Let’s play
实验小学
叶世美
一、教学内容 P59 let’s learn & let’s play
二、教学目标Teaching aims: 1.能够听、说、认读5个有关家庭成员的单词或词组:parents, cousin, uncle, aunt, baby brother。
2.能够在语境中正确运用这5个有关家庭成员的单词或词组。
3.能够在“手指家庭”活动中运用所学句型This is my … He’s/She’s… 介绍自己的家庭成员并简单描述其外貌特征。
三、教学过程Teaching design: Step 1 warm up 1.Let’s play “Oh,yeah!Oh,no!”(复习描述人物的形容词)2.Guess: Who’s Dong dong? Step 2 presentation & Practice 1.Teach: family
⑴ Dongdong says: Hi!Meet my family!⑵ Teach: family.Ppt 呈现各种family ⑶ 分字母解释family 的含义 2.Teach : parents ⑴ father + mother = parents ⑵ a /εə /, 强调a 的发音不是/æ / ⑶ 扩展:grandparents 3.baby brother ⑴呈现一个被遮挡的人物,只露出人物头。Who is he ? ⑵学生根据已学知识可能会猜:brother,sister, mother, father,等。⑶点婴儿哭声,再猜。
⑷展示整图:baby brother.⑸ 提问:baby 中字母a 和y 分别发什么音?教学baby ,baby brother.4.呈现Dongdong 叔叔一家的照片
⑴ Look, he’s Dongdong’s father’s brother.Who’s he? ⑵ Teach: uncle ⑶ 再现全家福。教学aunt.⑷ father, mother 变变变
⑸再现全家福。指着小女孩问:Who’s this girl? 教学cousin.注意指导ou 的发音 5.Good to know.6.Let’s learn 7.Game: What’s missing? Step 3 Extension 1.Let’s play:
⑴1.Draw your father
⑵2.Introduce your family
⑶3.eg.Look,this is my father.He’s short and thin.(也可用照片。看ppt “ family show”)2.Feel the love 3.Thanks for love 4.Home work.Unit6 Let’s spell教学简案 教学内容:
Let's spell分为Read, listen and circle, Listen and chant;Chant again.Group and write三部分。第一部分通过认读和听力活动对比复习了元音字母a,e,i,o,u的短音和前面五个单元学过的a-e, i-e, o-e, u-e,一e在单词中发长音的发音规则,强化音形对应关系;第二部分通过吟唱歌谣的活动进一步巩固上述发音规则;第三部分的书写活动帮助学生按照发音规则归类辨认词形,并拼写单词,通过读和写进一步巩固单词的音形对应关系,引导学生掌握单词拼写的技巧。教学目标:
能够根据a,e,i,o,u,a-e, i-e, o-e, u-e,一e的发音规则读出单词,并能够通过对比a,e,i,o,u的长、短音,听录音选词,强化已学的发音规则;能够跟读歌谣,在有节奏地吟唱中强化学习上述发音规则;能够按照示范例词的提示,从歌谣中找出符合上述发音规则的单词。学情分析:
本部分是对第1~3册教材中语音学习内容的一个总结复习。四年级学生经过三个学期的学习,已有较强的拼读能力。教师在教学中可以通过拆音、拼音和分类等语音意识训练活动,不仅要帮助学生掌握根据发音写出符合规则的已学单词,也要教会他们利用已积累的拼读经验和规律尝试自主拼读其他符合规则的单词,有意识地去总结规律,并利用规律记忆单
词。教学过程:
一、Warm-up 1.Let’s sing: Phonics ABC 2.Review the family member.二、Presentation 1.在自编情景中分组复习a,e,i,o,u的短音和长音的发音规则(1)利用自编短文巩固a,e,i,o,u短音的发音规则
·教师请几个学生介绍自己的家庭后,说:Today, let's see afunny family. ·教师呈现由绕口令组成的小短文,请学生尝试朗读,激活学生三年级学过的五个元音字母a,e,i,o,u的短音发音。
Dad has afat cat. Mum has a funny duck.Peg has a red pet.Bob has a hot dog.But Mit has a big pill..I ride a bike.·教师引导学生归纳总结这五组发音规则,并说一说还有哪些学过的单词符合这些规则。(2)教师利用自编短文巩固a-e,i-e,o-e,u-e,-e的发音规则
·教师说:Now,let’s meet another family.并呈现由绕口令组成的另一篇短文,请学生尝试朗读。I ride a bike.Jane bakes a cake.Tones smokes a rose.Luke uses a tube.Oh, he, she and me!·教师引导学生归纳总结这五组发音规则,并说一说还有哪些学过的单词符合这些规则。(3)学生完成Read, listen and circle活动,听录音选词,校对答案,并对比读一读每组单词。
(4)教学Listen and chant ·教师呈现歌谣,请学生尝试自由朗读。教师关注give发音的特殊性。
·教师播放歌谣录音,学生跟着录音有节奏地朗诵,然后再次自由朗读,最后请几个学生
在全班朗读歌谣,看谁读得又准又好。
三、Practice(1)语音的归纳与分类 活动一:读一读,找一找
·教师请学生找出歌谣中分别含有字母a,e,i,o,u的单词并板书。
·教师引导学生朗读体会这些单词的不同发音,帮助学生归纳长音和短音的不同发音规则。
活动二:听一听,读一读
教师播放Listen and chant部分的录音,学生跟读并准确模仿发音。活动三:完成Chant again.Group and write活动。
·学生通过尝试拼读练习中的示例me/we,理解题意:在教材歌谣中找出符合例词发音规律的单词。
·学生观察例词,找出归类的依据:长音a-e, i-e, o-e, u-e,.e,短音a,e,i,u,o.
·教师再次播放歌谣录音,学生跟读后,自己吟唱并找出符合这些规律的单词,分别填人相应的栏中。
·男女生竞赛。校对答案之后,学生比赛,看哪组知道更多其他符合这些发音规律的单词。
四、Extension 1.拓展练习
五、Homework
Unit6 Let’s talk教学简案
内容分析:
本部分学习的核心句型是:Is this your„?№,it is.He's a„What's your aunt'sjob? She's a„教材通过张鹏看Sarah家庭相册的情景,请学生感知上述句型的语义及语用情景。对话在复现A部分核心词汇的基础上,扩展学习三个话轮的情景对话。教学目标:
学生能够在图片和教师的帮助下理解对话大意;能够用正确的语音、语调朗读对话,并
能够进行角色表演;能够在情景中运用句型Is this your„?Yes, it is.What's your„’s job? He's/She's a„询问并回答某人与说话方的亲属关系及其职业情况;能够在语境中理解生词football player, nurse的意思,并能够正确发音。教学步骤:
一、热身与复习
1.师生问候 2.复习家庭成员
二、呈现与操练
1.教学Is this your„?
·教师带学生复习A部分的单词后,利用课件呈现六个体型有较大差异的家庭成员的轮廓图,并说:Look, these are my parents, my uncle, my aunt, my cousin and me.Can you guess who they are? ·教师引导学生指着某个轮廓,用Is this your cousin/aunt/„?来提问。如果猜对了,则利用课件呈现这部分照片。如果猜不对,教师可以适当提示,如说:No, it isn't.He is tall./No, it's me.
2.教学What's„’s job?及答语
·教师指着照片中的婶婶,说:This is my aunt.She's a nurse.She is very helpful.并用图片帮助学生理解nurse,helpful的含义,然后引导学生通过听音和拆音的方法,学习nurse的发音。
·学生跟读nurse及She is very helpful.
·教师问:What's your aunt's job?请学生根据语境猜测句义和job的词义,之后引导学生根据发音规则推断出单词job的读音,然后请学生跟读句子。
·请学生用句型She's a„回答,激活他们已知的职业词汇。
football player,通过图片帮助学生理解词义,或者通过构词法帮助学生猜出词义,学生学过foot,也学过ball,可以猜出football的词义;教师还可以在这里补充basketball,baseball等,帮助学生学会记忆类似的复合词;在教学player的发音时把它分为两个音节教学。
·学生运用这一句型,相互问答。3.教学完整对话
·教师先请学生观察教材中对话板块的三幅图片,了解对话语境。再请学生观看对话动画,回答问题,进一步理解对话的意义。
·学生再听或者观看第二遍,跟读对话,注意语音、语调和感情,并注意意群停顿。
三.操练
1.教师播放对话录音,学生跟读录音。
2.学生分角色表演对话,可以先两人结对练习,然后教师选几组上台表演。
3.教师根据对话内容提供语言框架,请学生依据框架,利用自己的家庭照片,和同伴创编新对话。对话示例如下:
A: Is this your mother? B: Yes, it is.A: What's your mother's job? B: She is a nurse.A: Is this your baby B: No, it's me.四、巩固与拓展 1.谈论自己的家庭 2.练习拓展
Unit6 Meet my family
PartB Let’s learn(Teaching Plan)庆元县实验小学 吴杨香
Teaching contents: PEP Primary English四年级上册 Unit6Meet my family(PartB read and write)
Teaching aims:
1、能够听、说、读、写本课单词:farmer, driver, doctor, nurse, cook。
2、能够听、说、认读句子:“What’s your father’s job? He’s a doctor.”。
Teaching key and difficult points:
1、Key point:能够听、说、读、写本课单词:farmer, driver, doctor, nurse, cook。
2、Difficulty: What’s your father’s job? He’s a doctor.Teaching aids: 课件、教学卡片、录音磁带、录音机等。
Teaching course: Step1、Warm-up
1、Free talk: Hello, everyone.My family name is Wu.You can call me Miss Wu.2、Enjoy a song.My family.3、Family’s tree.Step
2、Presentation:
一、To teach: What’s your father’s job ? He is a farmer.由Family tree中John is a student.How about his grandfather? 导入新句What’s your grandfather’s job ?
二、To teach: doctor.Ask John together.John, What’s your father’s job ? He is a doctor.三、To teach: nurse.T: Look at the picture.Who is she? Is she a doctor? S: She is a nurse.四、To teach: cook ⑴ 出示John’s uncle:Who is he? Is he a doctor? No, he is a cook.五、To teach: driver.T: Who’s he ? What’s his job? He is a driver.六.Let’s chant
Step
3、Practice ⑴ Game: Challenge your memory.(2)Let’s learn.(listen and repeat):(3)Pair work.To teach: They are helpful.Step
4、Homework.1.Listen to the tape and repeat it.Then copy these new words 5 times.听录音模仿读,并抄写今天新教的职业单词5遍。2.Share your dreams with your friends.与你的朋友分享你梦想中的职业。3.Write “my family”.模仿写小作文“my family”.Boardwriting:
Unit 6 Meet my family
What’s your___ job?
doctor He/she is __________
a
farmer
nurse
teacher
driver
PartB read and write(Teaching Plan)
Unit6 Meet my family
庆元县实验小学 吴杨香
Teaching contents: PEP Primary English四年级上册 Unit6Meet my family(PartB read and write)
Teaching aims: 1.能够在图片的帮助下读懂短文,并对照文后小图所提示的职业,用√或×回答四个问题。
2.能够在图片的帮助下,仿照示范例句,在四线格中填充所给句子;能够根据实际情况画简图呈现家庭成员或朋友的外貌特征及职业,并仿照示范例句填充句子。
3.检测部分要求学生能够熟练地听、说本单元对话部分的主要句型;能够听、说、认读词汇部分的所有单词。
4.能够学会唱歌曲My family。
Teaching key and difficult points:
1、Key point:能够听、说、读、写本课单词:farmer, driver, doctor, nurse, cook。
2、Difficulty: What’s his/her job? He’s/She’s a doctor.Teaching aids: 课件、教学卡片、录音磁带、录音机等。
Teaching course: Step1、Warm-up
2、Free talk: Hello, everyone.My family name is Wu.You can call me Miss Wu.2、Enjoy a song.My family.3、Let’s say together.4、family photo引出student Step
2、Presentation:
一、Task1: Read and answer.1、What’s John’s mother’s job?
2、What’s John’s father’s job?
3、What’s John’s uncle’s job?
4、What’s John’s anut’s job? 在做阅读的过程中处理生词: a basketball player Who is a basketball player?
二、Task2:Read and tick or cross
三、Task3: Let’s check
四、Task4: Let’s say
五、Task5: Look and write
Step
3、Practice ⑴ Group work(2)Describle your family: Step
4、Homework.1.听录音、跟读并背诵P63,注意语音语调。2.抄写本课四会单词并听写。3.写小作文:My family。
Boardwriting:
Unit 6 Meet my family
What’s his/her job?
doctor He/she is __________
a
farmer
nurse
basketball player
drive
第四篇:第一单元复习教案(苏教版九上)
第一单元知识复习梳理
单元梳理
本单元一共选了《鼎湖山听泉》《林中小溪》《飞红滴翠记黄山》《画山绣水》四篇文章。这些课文的中心内容是“自然山川”,写山,则山厚重;记水,则水灵动。描绘精致,使人流连忘返。学习这一单元应该从以下几方面入手:
1.理解人与自然的关系,认识到自然是人类之友。人类装点自然,并从自然中得到感悟,发现自我,从而提高审美能力。
2.了解一般写景散文的写作思路和构思方式,学习和运用从不同的角度描写景物的方法。
3.通过反复吟诵,能说出作品所写的自然风景的个性特点及给予人们的种种启示。4.掌握“吟哦讽诵”的要领,学会在朗读中加深对文章的理解,体会其深蕴的人文内涵。5.能用流畅的口语介绍本地的风景、特产、风俗和民情。基础快乐园 ●聚沙成塔
仿照下面示例,请从《鼎湖山听泉》《林中小溪》中搜集佳词妙句。[佳词积累] 示例:拾级而上 安详厚重 绿阴如盖 万籁俱寂 新陈代谢 你的摘抄: [妙句积累](1)那半含半露、欲近故远的娇态,使我想起在家散步时,常常绕我膝下的爱女。每见我伸手欲揽其近前,她必远远地跑开,仰起笑脸逗我;待我佯作冷淡而不顾,她却又悄悄跑进,偎我腰间。好一个调皮的孩子![赏析] 你不得不佩服作家的生花妙笔。你看,还未见泉,先听泉声,听着那优美“泠泠淙淙”的泉声,人们不觉心旷神怡,“顿生雀跃之心”。不是人寻泉,而是泉引人,在活泼而灵动的泉声中,人已入山。在作者笔下,泉充满着灵性,它可爱而调皮,天真而任性。作者巧借拟人手法,将泉水比拟成自家爱女,一方面写出泉水若隐若现,或远或近,有曲有直的姿态;一方面又将作者对泉水的喜爱,寄托在语言之间。倘若没有心与心的交流,作者是无论如何都不会有这样的感受的。这也启发我们,观察世界必须用心体味,将想象和联想寄予其间,经过这样的观察,才能写出好的文章来。
(2)你的摘抄:
你的赏析: ●熟能生巧
1.下列加点字的注音完全正确的一项是()
A.楹联(yíng)肃穆(mò)涟漪(yī)拾级而上(shí)B.娇娆(róo)峭拔(qiòo)翩然(biān)分道扬镳(biāo)C.流逝(shì)嬉戏(xī)恍惚(hū)五彩缤纷(bīn)D.干涸(gù)惬意(qiè)瑰)丽(guī 毫不吝啬(sè)2.下面句子中没有错别字的一句是()A.山泉作娇儿之态,泉声则是孩子如玲的笑语。B.它以高和险,使游人望而生危,仰天长叹。
C.小溪流经树林的全程,是一条充满持续博斗的道路,时间就由此而被创造出来。D.遇到晴朗的日子,虽然没有云海茫茫,却是别有一番景观。
3.从下面的词语中,选择三个词语,围绕一定中心写一段话。(50字左右)孕育 雀跃 竭尽 惬意 生意盎然 飞红滴翠 能工巧匠 心往神驰 绿阴如盖 4.选词填空。清晰 清澈 清朗
(1)泉声极(),闻声如见山泉活脱脱迸跳的姿影。
(2)受泉声的感染,鼎湖山年轻了许多,山径之幽曲,竹木之青翠,都透着一股童稚的生气,使进山之人如入()透明的境界。
(3)深夜听泉,别有一番滋味。泉声浸着月光,听来格外()。5.揣摩下面句子使用的修辞方法,自选话题仿写一段话。
那半含半露、欲近故远的娇态,使我想起在家散步时,常常绕我膝下的爱女。每见我伸手欲揽其近前,她必远远地跑开,仰起笑脸逗我;待我佯作冷淡而不顾,她却又悄悄跑进,偎我腰间。好一个调皮的孩子!
答案:1.C 2.D 3.任意选择三个词,所写内容言之有物,语句通顺即可4.(1)清朗(2)清澈(3)清晰 5.这段话主要采用了拟人的修辞方法,所写内容言之有物,运用了拟人即可
考点好望角
这一单元文章关注自然,语言优美。近年来,中考试卷中写景散文的阅读频繁出现。因此本单元的主要考点有:
1.本单元文章语言精美,名句佳段颇多,像“拾级而上、万籁俱寂、小心翼翼”等词语的字音、字形在中考考查中出现的概率极高。除了字音、字形等方面的考查外,还会以课文为蓝本进行仿写的考查。比如《鼎湖山听泉》第八段中“白日里浑然一片的泉鸣,此时却能分出许多层次:那柔曼如提琴者,是草丛中淌过的小溪;……那雄浑如铜管齐鸣者,定是激流直下陡壁,飞瀑落下深潭。”这句对月夜泉声多层次的描写,可以要求考生进行仿写,此外还可以要求考生按照这句的结构另选主题进行仿写。
2.本单元文章中的某些段落极有可能成为中考阅读考查的语段。就《鼎湖山听泉》而言,文章的第二、三、四、八段极有可能成为中考考查语段。这几段重在描写,文字优美,设置题目的难度小,考查也比较方便。我们应重点对这几段进行强化训练。
3.写景散文在中考阅读考查中是比较常见的。以近几年各地中考为例,像广东肇庆的《茼蒿》、江苏盐城的《爬上窗台的绿色》、四川资阳的《如梦家园》、福建福州的《榕树,生命进行曲》、江西的《心中的芦苇》等,这些文章写景优美,寓意深刻,耐人寻味,似乎已成为中考阅读考查的首选材料。我们可以大胆地说,在2007年中考中写景散文仍是热点。在考查方面,往往会要求考生对材料的某一个方面进行赏析,可以是语言方面的,可以是内容方面的,可以结构方面的,可以是就某一个句子发表看法,也可以是对段落进行品析,等等。
中考链接岛
1.根据你的理解,仿照加点的部分,将下面这段话补充完整。
见了大海的汹涌,没见过大山的巍峨,真是遗憾;见了大山的巍峨,没见过大海的浩瀚,仍然遗憾,见了大海的浩瀚,依旧遗憾;,还是遗憾。出发吧,永远出发。世上有不绝的风景,人有不老的心情。
[解析]这是一道仿写题。仿写题最基本的要求是句式基本相同,字数基本相同,此外我们还要注意原句中的修辞方法。在仿写题中常见的修辞方法有比喻、拟人、排比、设问、反问等。该题中从内容上看,主要涉及对自然景物的感悟和体味上,这与《鼎湖山听泉》《林中小溪》等课文是紧密联系的。解答该题应该抓住“世上有不绝的风景,人有不老的心情。”一句深刻体会,也就是说世上风景何其多,人因此而产生不尽的追求。学过《鼎湖山听泉》后,我们就可以活学活用,将文中内容合理地加以概括,成为自己的答案。比如“见了大海的浩瀚,没见过鼎湖山的清泉,依旧遗憾;见过鼎湖山的清泉,没见过沙漠的广漠,还是遗憾。”
2.阅读下面文段后按要求作答。
入夜,山中万籁俱寂。……说什么“山不在高,有仙则名”,我却道“山不在名,有泉则灵”。孕育生机,滋润万木,泉水就是鼎湖山的灵魂。(详见《鼎湖山听泉》第八段)
(1)请用横线在语段中画出能表现“我”心灵之旅和心灵净化过程的句子。(2)请联系生活实际,写出你听雨后的一点感受。(讲究一定的艺术性和语言美)(不少于60字)[解析]这个语段节选自《鼎湖山听泉》,设题规范,难易适中。第(1)题主要考查对课文内容的理解,这一题相对而言还是比较简单的,不再赘述。参考答案:我俯身听着……引我遐想。第(2)题要求写听雨后的一点感受。这样的题目是不能直接回答的,须经过联想、想象,创造性地解答。同时要善于抓住题目要求中的“联系生活实际”一词,也就是说解答该题,不能是不着边际的胡思乱想,必须是有一定的生活基础。从难度上说,本题也不是很难,只要我们平时有过简单的观察,解答该题还是比较轻松的。此外题目还要求“要多用描写性的语句”。何谓“描写性的语句”?就是要细致描摹雨声,细致刻画自己内心的感受,说得直接一点就是要多用比喻、拟人、排比等修辞方法。此题没有统一答案,只要符合实际,想象合理均可。
新题演练屋
`1.九年级(1)班准备以“家乡风光”为主题出一期黑板报,如果你是该期黑板报的主要设计者,你打算设计怎样的栏目呢?并简单谈谈你的设计创意。
(1)栏目名称:,主要内容(或创意):(2)栏目名称:,主要内容(或创意):(3)栏目名称:,主要内容(或创意):
2.现有一旅游团要去鼎湖山游玩,请你到互联网或图书馆搜集材料(以及课文所学),写一则400字左右的导游词。
3.走进第一单元,就是走进了大自然,作家们用生花妙笔给我们摹写了一幅幅美妙的自然画面。其实我国古代诗词中描写自然景色的诗句不胜枚举,你能写出一句吗?并用描述性的语言将之描绘。(字数50字左右)
诗 句: 你的描绘:
4.以“自然”为话题,自选一个景点,写一篇500字左右的写景散文。
参考答案:1.示例:(1)农家小院,主要介绍本地农家风光;(2)文化览胜,主要介绍
家乡悠久的历史文化;(3)家乡名人,主要介绍家乡的名人故事等 2.略 3.言之有理即可,示例:接天莲叶无穷碧,映日荷花别样红。停车坐爱枫林晚,霜叶红于二月花。等。描绘略 4.略
第五篇:六年级英语上学期u6词组教案
6AU6词组
1.在元旦 on New Year’s Day 2.在万圣节前夕 at Halloween 3.在复活节 at Easter 4.在五一国际劳动节 on May Day 5.在儿童节 on Children’s Day 6.在国庆节 on National Day 7.在中秋节 at Mid-Autumn Festival 8.在端午节 at Dragon Boat Festival 9.在春节 at Spring Festival 10.十二月十八日 the 18th of December 11.老师们和学生们
the teachers and the students 12.变的非常激动 get very excited 13.和…谈论… talk to … with … 14.在十二月二十五日
on the 25th of December 15.在…之后到来 come after 16.去聚会 go to parties 17.去年 last year 18.吃一顿丰盛的午餐 have a big lunch 19.和我的家人 with my family 20.拜访他们的亲戚和朋友
visit their relatives and friends 21.吃许多美味的食物
eat lots of delicious food 22.上个春节 last Spring Festival 23.当然 of course 24.我最喜欢的节日 my favourite holiday 25.在十月 in October 26.用戏服装扮 dress up in costumes 27.上个万圣节前夕 last Halloween 28.在九月或十月 in September or October 29.吃月饼 eat moon cakes 30.玩灯笼 play with lanterns 31.赏月 watch the moon 32.上个中秋节 last Mid-Autumn Festival 33.告诉他的姐姐 tell his sister 34.在不同的节日 on different holidays 35.一本关于节日的书 a book about holidays
36.学习节日的名字
learn the names of the holidays 37.唱歌跳舞 sing and dance 38.一封来自他的笔友的信
a letter from his penfriend
39.读…给他的妈妈听 read … to his mum 40.吃他们的午餐 have their lunch 41.在一棵大树下 under a big tree 42.坐公共汽车去那里 go there by bus 43.在草地里抓蚱蜢
catch grasshopper in the grass 44.度过了一个精彩的节日
have a wonderful holiday 45.中国的节日 holiday in China
46.一个多数人喜爱的节日 a popular holiday 47.在一月或二月 in January or February 48.和他们的家人和朋友共度时光
spend time with their family and friends 49.有一个长假 have a long holiday 50.和朋友们亲戚们见面
meet friends and relatives
51.去公园和海滩 go to parks and beaches 52.在五月或六月 in May or June
53.观看龙舟赛 watch dragon boat races 54.许多人 many people
55.吃粽子 eat rice dumplings
56.拜访你的祖父母 visit your grandparents 57.吃巧克力蛋 eat chocolate eggs
58.和你的朋友们玩 play with your friends 59.去游泳 go swimming
60.做南瓜灯 make pumpkin lanterns 61.送给你的朋友礼物
give presents to your friends 62.去北京 go to Beijing 63.在元旦举行一个聚会
have a party on New Year’s Day 64.来我的房间 come to my room 65.今天下午 this afternoon 66.玩气球 play with balloons