第一篇:7B Unit6 第2课时 Reading
第2课时
Reading 预习目标
1.根据单词表,预习课本第70~72页的单词,能根据音标正确拼读这些单词。2.预习课本第70页,尽量理解课文大意。
3.听课本Reading部分的录音,能正确地模仿课文中的语音和语调。4.找出课本第70~72页新出现的短语和重点句型,查一查它们的意思。
预学热身
◆通过预习,了解本课时的单词、短语、句型(英汉互译)。1._______n.兔,家兔
2._______ n.洞 3._______ vi.& vt.经过;通过
4._______ adv.经过
5._______excl.哎呀,天哪,啊
6._______ vi.落下,掉落;倒 7._______ vt.到达;击中,撞
8._______ pron.她自己 9._______ adj.独自,单独
10._______ adj.低的,矮的 11.locked adj._______
12.notice vt._______ 13.go through_______
14.stand up_______ 15.get away_______
16.one sunny day_______ 17.look up_______
18.pass by_______ 19.run after_______
20.on the other side_______ 21.One sunny day, Alice sat by a river with her sister._____________________ 22.She looked up and saw a white rabbit in a coat passing by.______________ 23.It took a watch out of its pocket and looked at the time._____________________ 24.Alice stood up and ran across the field after the rabbit.______________ 25.Alice did not want to let the rabbit get away, so she jumped down the hole too._____________________________________________________________________________ 26.She found herself alone in a long, low hall.____________________________ 27.There were doors all around, but they were all locked.____________________________ 28.Alice saw a small key on a table, but it did not fit any of the doors._____________________ 29.Then Alice noticed a small door and put the key into it.____________________________ 30.She could see a lovely garden on the other side.___________________________________ ◆自主探究,请带着下面这些问题阅读教材。1.look up是什么意思?
2.alone与lonely有何区别? 3.pass by是什么意思?
教材导读
1.One sunny day, Alice sat by a river with her sister.一个晴朗的日子里,爱丽丝和她的姐姐坐在河边。
探究点一:a/an与one有何区别?
(1)a/an冠词,用于可数名词单数前表示类别。
I have a bike.我有一辆自行车。(不是一辆汽车或其他东西)
(2)one数词,用于可数名词单数前表示数量,表示名词的数量只有一个。
I have one bike.我有一辆自行车。(不是两辆或更多辆)
由此可以看出a/an侧重类别,one侧重数量。
()①You have two good friends.I have only_______.A.a
B.an
C.one
D.the one
探究点二:by在此意为”_______”。
[指点迷津] by在此意为“靠近,在„„附近,在„„旁边”,表示空间关系。
The old man is sitting by the door.那个老人正坐在门旁边。
②窗户旁边放着一些花。
There are some flowers_______ _______ _______.2.She looked up and saw a white rabbit in a coat passing by.她抬头看到一只穿着外套的白兔子经过。
探究点一:look up在此意为”_______”
[指点迷津] look up在此意为“向上看,抬头看”。
I looked up and saw a bird in the tree.我抬头看到树上有一只鸟。
[知识拓展] look up还有如下用法:
(1)查阅(词典或参考书),(在词典、参考书等中)查找。
I looked it up in the dictionary yesterday.昨天我在字典中查找它了。
[注意] 宾语是人称代词时要放在look与up之间。
(2)[口语]拜访;访问;看望;探望。
He looked up his old friends.他看望了他的老朋友们。
(3)好转(尤指价格上升或市场活跃);(物价)上涨;有起色。
Prices are looking up.物价正在上涨。
①我们抬头看到他正向我们走来。
We_______ _______ and saw him_______ to us.探究点二:pass by在此意为”_______”
[指点迷津] pass by在此意为“路过;经过”。
I passed by your house last night at about ten o'clock.我昨天晚上大约10点钟的时候经过你家的。
[知识拓展] pass by还有如下用法:
(1)(时间)逝去;过去。
Three years passed by and he didn't find a good job.3年过去了,他并没有找到一份好的工作。
(2)不理;躲开;回避。
I didn't know why he passed me by.我不知道他为什么不理我。
②今天上午我在办公室时看到他走过。
I saw him_______ _______ when l was in the office this morning.3.It took a watch out of its pocket and looked at the time.它从口袋里拿出一块手表看时间。
探究点:take...out of...在此意为”_______”
[指点迷津] take„out of„在此意为“把„„从„„拿出来”。
Please take the books out of your bag.请把书从你的包里拿出来。
他把钢笔从盒子里拿了出来。
He_______ the pen_______ _______ the box.4.Alice stood up and ran across the field after the rabbit.爱丽丝站起来,在田里追赶兔子。
探究点:run after在此意为“_______”。
[指点迷津] 叠run after在此意为“追赶,追逐”。
Look!The boy is running after a dog.瞧!那男孩在追一条狗。
[知识拓展] run after还有如下用法:
(1)追求(异性、时尚等)。
I heard he was running after Rose.我听说他正在追求罗斯。
(2)[口语]照料,伺候。
I’ll run after you all your life.我会伺候你一辈子。
课后别互相追逐。
Don't_______ _______ each other after class.5.Alice did not want to let the rabbit get away, so she jumped down the hole too.爱丽丝并不想让兔子逃脱,因此她也跳进了洞里。
探究点:let sb.do sth.在此意为”_______”。
[指点迷津] 1et sb.do sth.在此意为“让某人做某事”,也可用have/make sb.do sth.。
Mother let/had/made him stay at home.妈妈让他呆在家里。
()The man let his son _______to school.A.to go
B.going
C.to going
D.go 6.She found herself alone in a long, low hall.她发现自己一人在一个长长的、低矮的大厅里。
探究点一:find herself alone中的alone作宾语herself的_______语。
[指点迷津]
find herself alone中的alone作宾语herself的补足语。“find/think+宾语+补足语”可以和“find/think+(that)从句”转换。
I found the book interesting.=I found that the book was interesting, 我发现这本书很有趣。
[知识拓展] find也可构成“find it+形容词+to do sth.”结构。
I found it easy to play this game.我发现玩这个游戏很容易。
()①I found_______ hard to work it out.A.that
B.this
C.it
D.those
探究点二:alone与lonely有何区别?
[指点迷津](1)alone可以作形容词,但是只作表语,不作定语。
He was alone in his house.他独自一人在家。
也可以作副词,意为“独自地”,不合感情色彩。
He came here alone.他独自来这儿的。
(2)lonely形容词,既可以作定语,也可以作表语。作表语是“寂寞;孤立”的意思,一般指人孤独寂寞;作定语指地方荒无人烟,有浓厚的感情色彩。
She lives alone,but she doesn't feel lonely.她独自一人生活,但并不感到寂寞。
I am afraid to live in a lonely place.我害怕住在一个荒无人烟的地方。
()②He isn't _______ here, but he still feels_______.A.alone;lonely
B.alone;alone
C.lonely;lonely
D.lonely;alone 7.Alice saw a small key on a table, but it did not fit any of the doors.爱丽丝看到一把小钥匙在桌上,但它打不开任何一扇门。
探究点:fit在此意为”_______”
[指点迷津] fit在此意为“适合;适宜;符合”。
This door fits badly.这扇门不太合适。
[知识拓展] fit还有如下用法:
(1)用作动词,意为“使(服装等)舍身,(服装等)合„„的身;(大小或式样)适合于”。
The coat fits him well.这件外套很适合他穿。
(2)用作动词,意为“被容纳;大小或形状适合于”。
This won't fit into the box.这东西塞不进这个盒子。
(3)用作形容词,表示“适合,合适”,其后通常接不定式或介词for。
He's not fit for(to do)the work.他不适合做这份工作。
(4)用作形容词,还可以表示“健康的”。
He's always very fit.他身体一向很好。
这种颜色不适合这个房间。This colour _______ _______the room.8.She could see a lovely garden on the other side.她能看到在另一边有一个可爱的花园。
探究点:on the other side的意思是“_______”。
[指点迷津] on the other side意为“在另一边”,常和介词of连用。
There is a shop on the other side of the street.在街道的另一边有一家商店。
[小试身手] 根据中文提示完成句子。
在河对面有许多香蕉树。
There are many banana trees_______ _______ _______ _______ of the river.热身练习
A.根据首字母或中文提示写出单词。
1.Do you like keeping _______(兔)?
2.Why is there a_______(洞)in the desk?
3.The teacher_______(注意)that the student was reading a picture book.4.The book_______(掉落)onto the ground, but nobody picked it up.5.The car h_______ the tree and stopped.6.Nobody was with him.He lived a_______.7.The door is l_______.Nobody is at home.8.What did he say when p_______ by?
9.She h_______ is weak at maths.How can she help others?
10.The price(价格)of the coat is very l_______.I think I can buy it.B,单项选择。
()1.There are some trees_______ the other side of the road.A.at
B.in
C.on
D.for
()2.This schoolbag is not expensive.And the price of it is
A.low
B.big
C.high
D.small
()3.The old woman is
but she never feels
A.alone;alone
B.lonely;alone
C.alone;lonely D.lonely;lonely
()4.The doctor _______him stop smoking.A.told
B.asked
C.let
D.wanted
()5.The woman took the money_______ her purse and gave it to the salesman.A.from
B.of
C.out
D.out of C.根据中文提示完成句子。(每小题10分,共30分)
1.我抬头看见了一辆轿车。
I _______ _______ and saw a car.2.这顶帽子很适合你。
The cap _______you_______.
3.咱们把衣服从袋子里拿出来吧。
Let's _______the clothes_______ _______ the bag.参考答案
◆1.rabbit
2.hole
3.pass
4.by
5.dear 6.fall 7.hit 8.herself 9.alone 10.low 11.锁上的12.注意,察觉
13.通过;浏览
14.站起身,起立
15.逃脱;离开
16.一个晴朗的日子
17.抬头看
18.路过
19.追赶
20.在另一边
21.一个晴朗的日子里,爱丽丝和她姐姐坐在河边。
22.她抬头看到一只穿着外套的白兔子经过。
23.它从口袋里拿出一块手表看时间。
24.爱丽丝站起来,在田里追赶兔子。
25.爱丽丝并不想让兔子逃脱,因此她也跳进了洞里。
26.她发现自己一人在一个长长的、低矮的大厅里。
27.四处有门,但都锁着。
28.爱丽丝看到一把小钥匙在桌上,但它打不开任何一扇门。
29.然后爱丽丝看到了一扇小门并把钥匙插了进去。
30.她可以看到在另一边有一个可爱的花 园。
◆1.look up的意思是“抬头看”。
2.alone可以作形容词,但是只作表语,不作定语;也可以作副词,意为“独自地”,不含感情色彩。lonely是形容词,既可以作定语,也可以作表语。作表语是“寂寞;孤立”的意思,一般指人孤独寂寞;作定语指地方荒无人烟,有浓厚的感情色彩。
3.pass by的意思是“路过;经过”。
1.①C ②by the window 2.①looked up;walking ②passing by, 3.took;out of 4.run after 5.D
6.①C ②A 7.doesn't fit 8.on the other side 热身练习
A 1.rabbits 2.hole 3.noticed 4.fell 5.hit 6.alone
7.locked
8.passing
9.herself
10.low B.1~5.CACCD C.1.looked up 2.fits;well 3.take;out of
第二篇:夹竹桃第2课时
夹竹桃 第二课时
教学目标
1、自读自悟,感受夹竹桃的韧性和作者所产生的幻想。
2、感受意境,能有感情的朗读课文.3、引导学生正确的价值取向,能喜欢夹竹桃。教学重点、难点
感受夹竹桃的韧性和作者所产生的幻想。教学流程
一、预习反馈,确定目标。
1同学们,这节课我们继续学习第19课<夹竹桃>。通过前面的学习,我们知道,夹竹桃在季羡林先生的心里有很高的地位:(出示、齐读)夹竹桃不是名贵的花,也不是最美丽的花,但是对我说来,它却是最值得留恋最值得回忆的花。作者为什么觉得夹竹桃最值得留恋最值得回忆呢?除了因为夹竹桃开花时红白相 映,景象奇妙有趣外,还有什么原因呢? 老师相信,通过昨晚的预习,大家都从课文中找到了原因。
2出示、齐读:这样的韧性,又能引起我许多的幻想,我爱上了夹竹桃。
二、抓住要点质疑问难。
1同学们,读了这句话,你们有哪些疑问呢?
2预设:夹竹桃的韧性指什么?夹竹桃为什么能引起作者的幻想?引起了作者的那些幻想
三、活动导学,精讲点拨,感受“韧性”,体会“幻想”。活动一:
自主学习,感受夹竹桃的“韧性”,1、同学们刚才问得好!夹竹桃的韧性表现在哪里呢?请同学们自读课文,画出表现夹竹桃韧性的句子,讨论作者是怎样表现夹竹桃的韧性的,用自己的朗读把这种韧性表现出来。2学生练习,教师指导。3全班交流。
然而,在一墙之隔的大门内,夹竹桃却在那里悄悄的一声不响,一朵花败了,又开出一朵,一嘟噜花黄了,又长出一嘟噜。
①你们听出夹竹桃的韧性了吗?
②能不能向大家说说你是怎样听出来的?(抓住:悄悄的,一声不响,又,又)
③你真会听,悄悄地、一声不响表现了夹竹桃韧默默无闻的奉献,又开出、又长出表现了夹竹桃的生命力顽强、韧性十足。你也用朗读来表现吧。
在和煦的春风里,在盛夏的暴雨里,在深秋的清冷里,看不出有什么特别茂盛的时候,也看不出有什么特别衰败的时候,无日不迎风吐艳。
①你找的非常正确,可是夹竹桃的韧性表现还不够,大家来帮帮他,怎样读就能表现夹竹桃的韧性了?(抓住:看不出,也看不出,无日不)②你们都体会到了吗?老师出个填空题考考大家。
夹竹桃不怕
,不怕
,也不怕
,它无日不迎风吐艳,它的韧性就表现在。
③一起来体会体会夹竹桃的韧性吧 C生读:从春天一直到秋天,从迎春花一直到玉簪花和菊花,无不奉陪。
①你读的真好,能否向大家介绍一下经验。
②“无不奉陪”的意思是什么?
③它到底奉陪什么呢,请大家读读第三小节,如果用文中的成语来形容作者院子里的花,用哪些比较合适。
④出示填空:春天,夹竹桃奉陪着
,夏天,夹竹桃奉陪着
,秋天,夹竹桃奉陪着。
⑤课文第三小节一百多字,十四种花,却没有一个字写到夹竹桃,那么,能否把它省略呢?
3、同学们,夹竹桃的韧性是多么的难能可贵啊,你能用下面的句式夸夸夹竹桃吗?
啊,夹竹桃我要赞美你,不论是
,还是,你都始终如一,你的 让人敬佩!
4、同学们,夹竹桃悄悄的,一声不响,从春天一指到秋天,目睹了百花争艳的繁华美景,又亲见了百花无奈凋零,但它始终如一,它的坚强,它的默默无闻,它的持之以恒。它的顽强生命力让我们想到许多许多,你们想到什么呢? 活动二:
合作探究,想象画面,体会“幻想” 夹竹桃的韧性我们了解了,那么夹竹桃又令作者产生哪些幻想呢?为什么会产生如此美妙的幻想呢?
1、小组学习。
2、交流汇报,说说你脑中产生了哪几幅画面?是什么使你产生如此美妙的幻想呢?
3、如果你是作者,看到这样的美景,又会 产生怎样多奇妙的幻想,拿起你手中的笔把你的幻想写下来。
4、这么美的文字,把它背下来,说说怎样背的效率高?(教学机动,如时间允许安排此教学内容。)
四、练习运用,迁移创新
活动三:
练习运用,迁移创新。
1、我们了解了夹竹桃的韧性,又知道了它令作者产生许多美妙的幻想,怪不得作者会爱上夹竹桃,相信你也会和作者一样爱上夹竹桃的,一起读最后小节。
2、大自然中其实还有许多的植物也有夹竹桃这样的韧性。如(菊花、梅花、雪松、小草、竹子)拿出你手中的笔,把你所喜欢的那种植物的韧性写出来。(可以是一个小片段)
板书设计:
19、夹竹桃
韧性
留恋
回忆
地图荇藻墨竹 7
幻想
第三篇:山雀第2课时
《山雀》教学设计
建昌实验小学 王敏
教学目标
1、、正确、流利、有感情地分角色朗读课文。
2、巩固第一课时所学字词,会写本课6个生字。
3.理解课文内容,学习作者的观察方法,激发学生观察动物的兴趣。4.培养学生爱护小动物,保护小动物的意识。
重点难点
1.抓住山雀说的话,联系上下文,读懂“我”猜想的依据。2.体会作者是怎样仔细观察山雀并产生丰富的想象的
教学过程
一、复习字词,指导书写
师:同学们,在上节课的学习中,我们认识了许多生字和词语朋友。还记得他们吗?瞧,他们来了。
1.示词语花篮(指名读,男女生读,开火车读)
师:看来,同学们对上节课的知识掌握的非常好!这节课还有几个要求我们会写的字宝宝在等着我们!2.出示我会写
指名读生字 观察字形
师:好,孩子们现在仔细观察这些字,看看哪个字比较难写,提醒咱们的小伙伴怎样写才能把这些字写的既正确又美观呢? 教师范写 学生写字 评价
二、导入课文 激发兴趣
孩子们,上学课我们还认识了两只可爱的小山雀,相信大家都很喜欢他们,这节课我们将继续学习这篇课文,对山雀做进一步的了解。齐读课题 再次看到这个课题你还想知道些什么呢?
三、品读课文,理解感悟
(一)指导学习课文(1—3自然段)
师:文中的我和山雀之间有着怎样的故事呢?下面让我们一起走进课文,在读文之前先让我们看一下自学提示
(1)出示自学提示一:
1.自由读课文1一3自然段,找出作者观察到的山雀是什么样的?
2.通过上下文找出作者是按什么的顺序观察山雀的?
3.找出被 “我”拘禁的山雀面对危险有哪些表现?
学生自学,教师巡视
(2)汇报交流
师:大家自学的怎么样呢,下面我们我们来交流交流!师:作者观察到的山雀长什么样呢? 指名汇报(这两只山雀都是瓦灰色的,白色的两颊鼓鼓的,面有几个黑斑。)师:从这句话中我们能看出作者抓住了山雀的什么特点来写的? 学生汇报(颜色特点)
师:是啊,作者观察的多仔细啊,他是按照什么样的顺序来写的? 自由汇报 师:这样的顺序叫由远到近
(3)出示插图,创设情境。
1.师:在远处用望远镜观察到这两只山雀在树干上找虫子吃,走到近处“我”用手掌把其中一只堵在了树洞里,被我堵住的这只山雀对突如其来的危险有什么样的表现呢? 学生汇报
师:是啊,面对突如其来的危险,小山雀怕极了,带着这样的心情来读一读,体会小山雀的恐惧。
师:一动不动,纹丝不动,像死了似的,这些词语说明了什么? 学生汇报
质疑:小山雀真的死了吗? 他是在(装死),师:想一想当我们遇到危险时,总是会很害怕很慌张?而山雀不是一味的害怕而是选择了用装死来迷惑文中的“我”。质疑:为什装死呢?
引导:小山雀的举动让我们感受到他的(机灵可爱)读一读。指导朗读
过度:被拘禁的小山雀,他自己除了用装死来面对,别无选择,那么此时那只自由的山雀又是怎么做的呢?
(二)指导学习课文(4—13自然段)(1)出示自学提示二:
1.默读课文第4——13自然段,要求用“——”画出自由的山雀说的话,用曲线画出拘禁中的山雀说的话。
2.小组合作探究面对危险的时候,自由的山雀是如何帮助它的伙伴的?
学生自学,教师巡视
(2)汇报交流
师:当危险降临的时候,自由的山雀,完全可以独自逃离,可是他是怎样做到的呢? 指名汇报
师:是啊,他选择了想办法救自己的伙伴。谁来说说他是怎样帮助自己的伙伴的? 自由汇报
师:是的,此时的他应该是在劝告他的朋友吧!
指导朗读
师:文中的我没有被自由的山雀引走,还是站在原地,此时自由的山雀又是怎样应对的?
指导朗读
(3)引导学生在读中质疑,并以小组形式合作探究。
师:为什么前面写另一只山雀“劝告”它的朋友,后面又“警告”呢? 小组汇报(4)分角色朗读山雀的对话。
师:多么精明的小山雀啊,可是文中的我早已看出了他们的想法,一直不肯离去,过了很长时间,他们终于忍不住了,又说了些什么呢?我们一起来读读山雀的话。
指导学生通过朗读体会山雀紧张、着急而又无奈的心情,从而体会山雀关心同伴的感情,感受山雀的可爱。
(5)师:山雀真的会说话吗?课文中出现的这些山雀的对话是哪来的?
汇报:是作者的想象 板书:想象
引导:作者这样丰富的想象师源于作者的(认真观察)板书:观察
(6)组织讨论:看看文中的“我”是根据什么猜想到这两只山雀的对话内容的?联系上下文说一说。自由汇报
四、拓展练习
师:不止小山雀,其实许多动物都是通过叫声以及动作来代表语言,向同伴或人类表达它们的想法。今天老师也给大家带来几个新朋友,根据它们的叫声动作,猜一猜它们在想什么,会说什么?,五、总结课堂。
1、如果你在小山雀面前,你想对小山雀说些什么?
2.我们能看出作者对动物的板书:喜爱。作者喜欢小山雀,老师也喜欢,你们喜欢吗?那喜欢它我们应该怎么对待它呢?不光要保护山雀,大自然的其它动物我们也应该爱护。2.通过学习课文,你知道了什么?
老师也想送给大家一句话:在困难时能相互帮助的朋友才是真正的朋友。
六.课后作业
请同学们想想自己喜欢的小动物,根据它们的叫声动作,猜一猜它们在想什么,会说什么?把自己的猜想写下来。
七.板书设计
5山雀
样子
远
装死
近
课时分配说明 观察
想象
大纲要求本课完整为3课时,根据大纲要求,我认为第一课时让学生初步了解课文讲了一件什么事,重点把握字词教学,并让学生做到正确流利地朗读课文。第三课时主要学习这篇课文的写作方法。第二课时结束我会留一个小练笔,为第三课时打下基础。3课时当中,我认为第二课时教学是否成功尤为重要,在这一课时中我将在让学生在理解课文内容的同时,通过创设情境,分角色读课文等活动吸引孩子们体会作者的写作意图和写作方法,激发他们观察动物的兴趣。更进一步培养他们保护动物的意识。下面是我设计的第二课时完整教学设计!
第四篇:开国大典(第2课时))
主备人:陈庆玲
审核人:
单位: 罗庞塬小学
班级:五年级
姓名:
时间:2014年12月
③层次清楚,有条不紊。场面描写既要全面顾及特定场合下的各个方面,又要重
开国大典(第2课时)
视场面气氛的渲染,常常出现人多、事多、物多、景多的情况。因此,先写什么,怎样写才能使人感到层次清楚,就成为值得注意的问题。常见的写法有总分顺序、空间顺序、时间顺序等。某一场面的描写究竟采取怎样的顺序,要根据具体情况而定。教师寄语:我的课堂,我做主、我交流、我提高。
【学习目标】
1、我能理解课文内容,感受毛泽东的伟人风采。
2、我能正确领会课文中心思想,感受开国大典中,人民群众热爱党、热爱领袖、热爱新中国的思想感情,了解新中国成立的伟大意义。
3、我能学习场面描写的方法。学习重难点:学习场面描写的方法。知识连接:
关于场面描写 特定的地点、一定的景物、人物的活动,这三者的综合就构成了场面。而场面描写是这三者有机结合的动态描写。那么,怎样进行场面描写呢? ①有点有面,点面结合。场面描写必须首先写出某一个特定场合的整个面上的情况。这如同电影中的“大全景”拍摄。场面描写不是写出面上的情况就行了,也就是说场面描写既要写出总的轮廓,又要写出具体的人物形象和人物活动。②突出重点,写出气氛。既然是场面,必然会有很多人物,因此,就要分清主次。详写主要人物的神情动作,略写次要人物,这样才能突出重点。此外,还应注意把握场景,写出气氛。众多人物活动的场面,无疑会营造出种种不同的气氛。有热闹的,有冷清的,有欢乐的,有悲哀的。真实地再现某一特定场合下的特定气氛,有助于表现所描绘的场面的特点。
【预习案】
一、预习导学(课外)
1、正确、流利、有感情地朗读课文,抓重点词来感受毛泽东的伟人风采,人民群众爱党爱国的热情。
2、勾画细读场面描写的句子,看看这样写有什么好处。
3、学习场面描写的方法。
【预习自测】-----我努力,我充实(5分钟)
[1]、词语点将(根据意思写词)。
1、来势凶猛,声势浩大。()
2、各个方面或各个地方。()
3、精神振奋,欢腾雀跃。()
4、怀着崇敬的心情观看。()
5、恭敬、庄重地立着。()[2]、课文内容回放:
(1)年 月 日,中华人民共和国中央人民政府成立,在首都 举行典礼。毛泽东向全世界庄严宣告:“!
(2)理清典礼过程:典礼开始,领导就位------宣布新中国成立---
主备人:陈庆玲
审核人:
单位: 罗庞塬小学
班级:五年级
姓名:
时间:2014年12月,----。
【训练案】
一、当堂检测——我成功,我自豪(10分钟)
1、阅读下面的句子,写出你的理解和体会。
(1)“人们清早到了北京车站,一下火车就直奔会场。”从“直奔”这个词语,我能体会到
(2)“群众差不多把嗓子都喊哑了,把手都拍麻了,还觉得不能够表达自己心里的欢喜和激动。”这个句子写的是群众在 时的表现,用到了(3)课文按照 顺序叙述,着重写了开国大典的四个场面:
1、2、典礼盛况3、4、。
【探究案】
自主、合作、探究(课内)
【合作交流】——我参与,我快乐
1、勾画并细读场面描写的句子,看看这样写有什么好处。
修辞手法,我从中体会到:。
(3)“两股“红流”分头向东城、西城的街道流去,光明充满了整个北京城。”这里的“两股红流”指,“光明”不仅指,更象征着。
2、交流场面描写的写作方法。
2、“这庄严的宣告,这雄伟的声音”指的是。说它“庄严”
3、摘抄你喜欢的好词佳句。是因为 ;说它“雄伟”是因为。
(设计意图:(以检测的形式总结全文,让学生对所学的重点知识加以梳理)拓展延伸
1、完成本课练习册。(必做题)
2、小练笔:用自己学到的场面描写的方法,选择一个熟悉的、较为盛大的场面,4、利用所学的场面描写的方法描写一个片段。
进行描写(如六一活动、运动会、开学典礼等)(选做题)
1949年10月1日,我站在天安门广场上…… 【教(学)后反思】
第五篇:Unit 2 Reading 教案2
Unit 2 What is happiness to you?教案2
Reading
Teaching goals 教学目标 1.Target language 目标语言 a.重点词汇和短语
injure, struggle, in hospital, apart from, devote oneself to, rush, cheer up, overcome, accomplish, in good spirits, adapt, inspire, across the world.b.重点句子
Now, she finds happiness, through reaching much smaller goals, and through the love of the people around her.In 1998, a small accident during one of her practice vaults at the Goodwill Games could have cost her future happiness.She was rushed to a top hospital in New York and specialists from many parts of the world said that because of her severe injuries, she would never walk again.Everyone who saw her, from nurses to famous visitors like Leonardo DiCaprio from the film Titanic, who went to see her in the hospital to cheer her up, all said she was in good spirits.2.Ability goals 能力目标
Enable the students to talk about the story about Sang Lan and learn how to read an interview.3.Learning ability goals 学能目标
Help the students learn how to talk about disabled people who have got great achievement and also how to read an interview.Teaching important and difficult points 教学重难点 Talk about Sang Lan’s story and how to read an interview.Teaching methods 教学方法 Fast reading, careful reading, and discussion.Teaching aids 教具准备 A tape recorder and a multimedia.Teaching procedures and ways 教学过程与方式
Step Ⅰ Greetings and Lead-in Greet the students as usual and get them to review what they have talked about in the last period.T: Do you remember what we talked about last time? Ss: Yes.We talked about happiness and how to become happy by discussing six pictures.T: Yes, that’s it.Usually, we become unhappy because of this or that, and can cheer up again with the help of our friends or parents.But have you ever thought about the disabled? S: They suffer a lot both physically and mentally.S: I think it is very difficult for them to do things.S: We should help them.…
T: Quite right!However, there are many disabled people, who defeated unexpected difficulties and succeeded finally and set good examples to us.Can you give me some examples? S: Sima Qian in western Han Dynasty composed Shih Chi.S: Sun Zi, whose feet were cut, wrote the Art of War.S: Hellen Keller, who lost eyesight and hearing, entered Harvard and Cambridge to study and became a great writer and educator.…
T: Well done!All these people encourage us so much.And if you suffered from what they had experienced, what would you do? S: I would push for success.S: I would do something I can to make my life colourful.S: I wanted to learn something.S: I would do something to help others.I always believe helping others can make us happy.T: Great!All of you hold positive attitudes towards this.And today we will read an interview.The main character in the interview is Sang Lan.Do you know anything about her? S: I know she was once a gymnast.T: Yes, what’s more?
S: She had an accident during one of her practice vaults and got injured severely.T: That is a shock to everyone.How did she overcome the difficulties, and how is she now? Let’s move to the text.Step Ⅱ Fast-reading Get the students to read the text quickly and find out the answers to the questions in Part A.T: Now go through the text quickly, and answer the questions in Part A.A few minutes later.T: Now who would like to answer the questions? S: The topic of the TV interview is about the search for happiness.T: That’s right.Next question: What’s the name of the psychologist? S: The psychologist’s name is Dr.Brain.T: Good.The last question: When and where was Sang Lan born? S: She was born in Ningbo, China in 1981.Step Ⅲ Careful-reading Get the students to read the text carefully and learn more detailed information and then do Exercise C.T: You have done a very good job in answering the three questions.And now I will give you some more minutes to read the text carefully.Then try to do True or False questions in C1 on Page 20.If the statement is wrong, please try to correct it.Several minutes later, check the answers together.T: Excellent!You have done a very good job.Step Ⅳ Post-reading Get the students to do Exercises C2, D, E and F.T: Now you have got a better understanding of the text.Next, let’s do some exercises.First, ask the students to glance at Exercise C2 and D, the read Reading part again to finish them.Several minutes later.Check the answers together.T: Well done!Now let’s look at Exercise E.This is a newspaper article about Sang Lan.I will give you several minutes to complete the article.Several minutes later.T: Shall we check the answers now? I will ask some of you to read the article first.Ask some students to read the article and check the answers together.T: Well done!Next let’s talk about Exercise F in pairs, and later I’ll ask some of you to show us your dialogue.Are you clear? Ss: Yes!Give the students enough time to do that.Then check the answers.Sample dialogue: A: Have you ever heard about the story of Sang Lan? B: Yes, of course!She is very famous in gymnastics, which is a dangerous sport, only top athletes should be allowed to try the most difficult moves.A: Why do you think so? B: Because these athletes, who could be chosen to take part in the international games, must be talents in this field.They are trained professionally and practice almost day and night, bearing tiredness, hardship, and other things that we have never thought about.A: I do think so.But I also think that even though we can not be the top athletes in the world, training hard at a sport can make us more hard-working in other areas of our life.B: I can’t agree more.Training hard at a sport not only helps us build up our determination, challenge various difficulties bravely, and also helps us learn to collaborate with other team members.A: Yes.From the story of Sang Lan, we can find that the sport spirit can help her hold a positive attitude towards her life and the world.B: So, she keeps busy and thinks about positive things to enrich her life.A: By doing so, she will think little about herself and more about others.When she recalls all these meaningful things she has done, she’ll be very happy.B: Quite right!
Step V Discussion Enable the students to talk about their experiences to overcome the difficulties and become happy.T: Up to now, we have learned the story about Sang Lan and her struggle for happiness.And what can we learn from her? Next, combine your own experience and discuss the questions with your partners.I will give you some minutes to finish the task.Show the students the following questions.1.Have you ever had some painful experiences? 2.If you have, how did you search for your happiness? Give the students some time to discuss the questions in groups of four.During this period, the teacher may go into the students to give them help if necessary.After several minutes, check the answers.T: Well, time is up.Have you finished the discussion? Ss: Yes.T: OK.I’ll ask some of you to tell your stories.S: When I was twelve years old, I had a bad accident.I was knocked over by a car.After two months of treatment, I was nearly recovered.But I couldn’t stand up easily.So I had to sit in the wheelchair.It was a shock to me.I was so afraid to become disabled.During that period of time, I felt very frustrated.Fortunately, my parents and my friends gave me much encouragement.They spared every free minute to stay with me and help me do exercise.Because of their encouragement and help, I cheered up again.I was determined to stand up again.Now I am as healthy as the others.After that experience, I realised that be optimistic, and everything will become better.T: Very good.You are brave.I believe in the future nothing will stop you.You will have a bright future.S2: To me, the most painful experience was the first month in the school.My home is far from here, so I had to be in residence(住校).I could meet my parents once a week.I felt so lonely.Everything was new to me.In that month, my study fell behind sharply.However, I thought, I couldn’t be like that any more.My aim was to get further education, not to miss my parents.So I concentrated on study.In my spare time, I tried to talk with my classmates and made friends with them.Everything became better and better afterwards.S: The painful experience I had was my failure in one exam.I had never failed in any exams before.That time I felt frustrated and even lost heart in my study.After a talk with my teacher, I realized: No pains, no gains.I looked back upon my attitude towards study before.Even the easiest things will become hard for you if you don’t try.So now I try my best to do everything.The results turn out that my effort is not in vain.I feel satisfied and happy.T: Good!You have expressed yourselves very clearly.Step Ⅵ Text analysis Help the students learn something about interview.T: The text we learned today is an interview.Can you tell me how to read an interview? S: First I will get the topic of the interview.And then I will read the questions and answers carefully.T: Good!Let’s read a reading strategy to know how to read an interview.Please open your books to Page 19.After several minutes.T: Can you tell me what an interview is? S: An interview takes place when one person asks another person a series of questions on a topic.T: When reading an interview, what is important for us to do? S: It is important to carefully scan the first paragraph to find out the topic of the interview.T: What should we do after that? S: Then we should carefully read each question and try to fully understand the question before reading the interviewee’s response.T: If we want to get a better understanding of the topic, what should we do? S: We should pay special attention to the answer to the question.T: Thank you, very good.In this class, we learned Sang Lan’s search for happiness and we also learned how to read an interview.Everyone did a very good job.Class is over.Step Ⅶ Homework
1.Remember the new words and expressions.2.Retell the text.