第一篇:2014八下英语第四单元教案
Unit 4 Why don’t you talk to your parents? 【Knowledge aims】 1.Grammer 1)Can use could and should.Express advice and persuasion.2)Use “Why don’t you …?”correctly to give advice.3)Use conjunctions:until,so that,although correctly.2.Words and expressions 1)allow, guess, argue, offer, communicate, explain, copy,return, compete, continue, compare, push,cause, deal, relation, communication,cloud, member, pressure, opinion,skill, football, development, wrong, elder, nervous, proper, clear, typical, quick, crazy, usual, instead, secondly, anymore, perhaps,whatever 2)look through, big deal, work out, get on with, cut out,compare…with ,in one’s opinion 【Ability aims】
1)Can ask and state own and other problems 2)Can give advice 【Strategies】
1)Find the expressions that have the same meaning and understand the meaning in the context.2)Guess the meaning in the context.【Culture】
Opinions about taking after-school classes in eastern and weatern countries
The first period 1a~2d 1a
To introduce Ss to the first unit goal:talk about problems.To set the scene, increase Ss’vocabulary and introduce the target language.Let Ss talk about the problems in their life.Lead Ss to go through 1a.learn the word and expressions.After learning ,T gives advice.1b Listen and circle the problems you hear in 1a.Repeat it after the tape.It is helpful to finish 1c 1c Ss read the conversations together and make a new one in groups.Then act out the conversation.2a and 2b Tell Ss the main idea and introduce some key words.Listen to finish 2a and 2b Repeat it after the tape Note the words and phrases.2c Role-play a conversation between Peter and his friend.First in group.Then act out.2d Role-play the conversation.First repeat after the tape and underline the words and expressions they don’t know.T explain them to Ss.Then practice and act out the conversation.【Homework】
Remember the new words and expressions.prepare the performance for tomorrow.The second period 3a~3c Step1 Revision 1.Role play the conversation in 2d 2.Talk about the problems and give advice Step2 Presentation 1.Tell Ss what we learned in this unit.Ask them what problems they have in their family and how they solve them.When there are some problems at home, what do you do as a kid? 2.Ask Ss to look at the picture and talk about it.T can give some key words during this step.For example,fight a lot,get on with.3.Introduce the article is a letter.Pay attention to the style.And we can get what kind of information from the style.4.Give questions and ask Ss to read and find out the answer.Ss must have enough time to do it.So T is patient to wait for them to find the keys.5.Ask different students to ask and answer the problems and advice.It can be made into some small conversations.A:I can’t get on well with my family.What should I do ?
B: You should talk about these feelings with his family.6.T play the tape and ask Ss to repeat.When they read, they should underline the new words and expressions they don’t know.7.T explain the words and expressions to Ss.Practice them with Ss 8.Read and translate the two letters in group.T give help if they need.Step3.Discussion Ask Ss if they agree /disagree with his advice and why.Step4.Practice 3c Which words or phrases in the letters have the same or similar meanings as the following? Write a sentence using each word or phrase.Because my Ss have poor English, it’s better to lead Ss to do it together.Then T write Ss’ answer on the Bb.Step5.Homework Rewrite the two letter in a short passage.Try to recite the letters.Remember the words and phrases and T check them in class.The third period
Grammar Focus~SectionB1e Step1 Revision 1.check the words and the expressions on Page 27.2.Encourage Ss to recite or retell the article.Step2 Presentation and practice 1,Grammar focus Ss read it and translate it in group.T gives help when they work in group.Then T can have a check about it.2.4a Expain the use of although, so that and until.Prompt Ss to suggest what these words mean and what they are used for.T can help Ss to make sentences with these words. Although is used to join wro parts of a sentence and it shows a contrast between the ideas in the two parts. So that is used to introduce a reason for what is stated in the earlier part of a sentence. Until is used to show that an action continues up to a certain time and stops at that time, 4b.Tell Ss some problems and ask them what advice they can give.It’s better to write down Ss’answer on the Bb.4c T show these problems to students and discuss them together how to solve the problems.Sometimes Ss can give some perfect responses.Rmind Ss to use the target language to talk about problems and give advice.Section B 1a and 1b Ask Ss how to lower stress.Make a list of activities on the Bb.T also can make a survey about the activities in 1a.1c Lead Ss to look through the sentences.read and translate them to make sure they understand their meaning.At the same time Ss can get a main idea about the listening material.T can make it a small conversartion about each stress.Listen to check the problems.1d Before listening , T can ask Ss to make a guess to fill in the blanks by using the contextual clues.After listening, Ss repeat the conversation.1e Ss practice speaking the target language by talking about the problems and advice.Step 3 Homework Memorize the Grammar Focus Talk about the stress and the way to solve it.Write it down as a composition.The fourth period 2a~2b Step 1 Revision Check the words and the phrases.Talk about the problems and give advice.Step 2.Presentation 2a Go through the activities and check the ones the Ss do 2b 1)Ss scan the intructions and the two questions in 2b and predict the main idea to make sure the purpose of the first reading.2)Ss read the text and say the main idea.If Ss have difficuly, T can provide some pharses for Ss to choose, Then let Ss express the main idea by using the whole sentences 3)Ask Ss to read the text carefully.Find the points they can’t understand.Exam skills, so that, in order to , compete, typical, on most days after school, football training, cut out, the tired children don’t get home until after 7:00pm.,have a quick dinner, It’s time for homework,continue, compare…with…, crazy, push their kids hard, development, cause a lot of stress, even.T explain the keys to Ss and practice them with Ss.4)Ss repeat the text after the tape.Step3 Homework Retell the story
The fifth period 2c~self check
Step1.Revesion Retell the text Step 2.Presentation and practice 1)Read the passage again and find the words that have the same meaning as the explanation.Ss can do it with T.2)Read it again anf answer the questions in 2b and 2d.T can provide some other questions to check Ss understanding.3)Divide Ss into some groups and discuss the questions in 2e.They try to use the target language in the conversation.T can write the target language on the Bb so that Ss can use them freely.3a~3b 1)Read the instruction and parents’ opinion.Know about the purpose of the activity.2)Discuss in group and report to the class.3)Lead Ss to write the composition.Before writing, T lead them to revise the words and phrases about the topic.Ask some students to read their work.Self check 1)It is used to check if Ss can use the conjunctions well.First, do them individually, then check the answer.2)Ss exchange their ideas and report their ideas.Step 3 Homework Write a composition about 3b.
第二篇:八下英语第四单元1,2,3,课时教案
Unit 4 Why don’t you talk to your parents? 【Knowledge aims】 1.Grammer 1)Can use could and should.Express advice and persuasion.2)Use “Why don’t you …?”correctly to give advice.3)Use conjunctions:until,so that,although correctly.2.Words and expressions 1)allow, guess, argue, offer, communicate, explain, copy,return, compete, continue, compare, push,cause, deal, relation, communication,cloud, member, pressure, opinion,skill, football, development, wrong, elder, nervous, proper, clear, typical, quick, crazy, usual, instead, secondly, anymore, perhaps,whatever 2)look through, big deal, work out, get on with, cut out,compare…with ,in one’s opinion 【Ability aims】
1)Can ask and state own and other problems 2)Can give advice 【Strategies】
1)Find the expressions that have the same meaning and understand the meaning in the context.2)Guess the meaning in the context.【Culture】
Opinions about taking after-school classes in eastern and weatern countries
The first period 1a~2d 1a
To introduce Ss to the first unit goal:talk about problems.To set the scene, increase Ss’vocabulary and introduce the target language.Let Ss talk about the problems in their life.Lead Ss to go through 1a.learn the word and expressions.After learning ,T gives advice.1b Listen and circle the problems you hear in 1a.Repeat it after the tape.It is helpful to finish 1c 1c Ss read the conversations together and make a new one in groups.Then act out the conversation.2a and 2b Tell Ss the main idea and introduce some key words.Listen to finish 2a and 2b Repeat it after the tape Note the words and phrases.2c Role-play a conversation between Peter and his friend.First in group.Then act out.2d Role-play the conversation.First repeat after the tape and underline the words and expressions they don’t know.T explain them to Ss.Then practice and act out the conversation.【Homework】
Remember the new words and expressions.prepare the performance for tomorrow.The second period 3a~3c Step1 Revision 1.Role play the conversation in 2d 2.Talk about the problems and give advice Step2 Presentation 1.Tell Ss what we learned in this unit.Ask them what problems they have in their family and how they solve them.When there are some problems at home, what do you do as a kid? 2.Ask Ss to look at the picture and talk about it.T can give some key words during this step.For example,fight a lot,get on with.3.Introduce the article is a letter.Pay attention to the style.And we can get what kind of information from the style.4.Give questions and ask Ss to read and find out the answer.Ss must have enough time to do it.So T is patient to wait for them to find the keys.5.Ask different students to ask and answer the problems and advice.It can be made into some small conversations.A:I can’t get on well with my family.What should I do ?
B: You should talk about these feelings with his family.6.T play the tape and ask Ss to repeat.When they read, they should underline the new words and expressions they don’t know.7.T explain the words and expressions to Ss.Practice them with Ss 8.Read and translate the two letters in group.T give help if they need.Step3.Discussion Ask Ss if they agree /disagree with his advice and why.Step4.Practice 3c Which words or phrases in the letters have the same or similar meanings as the following? Write a sentence using each word or phrase.Because my Ss have poor English, it’s better to lead Ss to do it together.Then T write Ss’ answer on the Bb.Step5.Homework Rewrite the two letter in a short passage.Try to recite the letters.Remember the words and phrases and T check them in class.The third period
Grammar Focus~SectionB1e Step1 Revision 1.check the words and the expressions on Page 27.2.Encourage Ss to recite or retell the article.Step2 Presentation and practice 1,Grammar focus Ss read it and translate it in group.T gives help when they work in group.Then T can have a check about it.2.4a Expain the use of although, so that and until.Prompt Ss to suggest what these words mean and what they are used for.T can help Ss to make sentences with these words. Although is used to join wro parts of a sentence and it shows a contrast between the ideas in the two parts. So that is used to introduce a reason for what is stated in the earlier part of a sentence. Until is used to show that an action continues up to a certain time and stops at that time, 4b.Tell Ss some problems and ask them what advice they can give.It’s better to write down Ss’answer on the Bb.4c T show these problems to students and discuss them together how to solve the problems.Sometimes Ss can give some perfect responses.Rmind Ss to use the target language to talk about problems and give advice.Section B 1a and 1b Ask Ss how to lower stress.Make a list of activities on the Bb.T also can make a survey about the activities in 1a.1c Lead Ss to look through the sentences.read and translate them to make sure they understand their meaning.At the same time Ss can get a main idea about the listening material.T can make it a small conversartion about each stress.Listen to check the problems.1d Before listening , T can ask Ss to make a guess to fill in the blanks by using the contextual clues.After listening, Ss repeat the conversation.1e Ss practice speaking the target language by talking about the problems and advice.Step 3 Homework Memorize the Grammar Focus Talk about the stress and the way to solve it.Write it down as a composition.
第三篇:八下第四单元自测题
第四单元测试题
一、综合运用,展示你的语文功底。(30分)
1.做人应当堂堂正正,写字也应该端端正正,字如其人哦。请把下面语段中拼音所表示的汉字写在文后的方格内。(4分)
很显然,这个窗户俯kàn着一座公园,公园里面有一hïnɡ湖水,湖面上照例màn游着一群群野鸭、天鹅。公园里的孩子们有的扔面包喂这些水qín,有的摆弄游艇模型。
2.下列加点的字拼音错误的一项是()(2分)
A. 蘸水(zhàn)附和(hè)阔绰(chuî)腼腆(diǎn)
B. 间(jiàn)或 胚子(pēi)踹一脚(chuài)避讳(huì)
C. 啐骂(cuì)不省人事(xǐng)星宿(xiù)作揖(yī)
D.侥幸(jiăo)带挈(qiè)恐吓(hè)魁梧(kuí)
3.下面的词语中有四个错别字,把它们找出来填入表中,然后订正。(4分)
不屑置辩 趋炎负势 无精打采 无缘无故 娇贵
争相斗妍 意想天开 君子故穷 惟惟连声 斑斓
错别字
订正
4.下列说法中有错误的一项是()(2分)
A.《孔乙己》、《范进中举》、《变色龙》和《窗》四篇小说都运用了对比的写法。
B.《口技》是一篇笔记小说,主要采用正面描写与侧面描写相结合的写法,表现了口
技艺人技艺的高超。
C.《水浒传》的作者一般认为是元末明初的罗贯中。
D.《孔乙己》侧重写人物的外貌、语言、动作;《范进中举》和《变色龙》侧重写人
物的语言;《窗》主要通过心理和动作描写刻画人物。
5.文学常识填空。(8分)
(1)《孔乙己》选自《呐喊》,作者是鲁迅。写出我们学过的他的任意两篇课文的篇名:
(2)奥楚蔑洛夫是是俄国作家在小说《》中塑造的一个见风使舵的典型人物形象。
(3)《范进中举》节选自长篇讽刺小说________,作者是______代小说家_________。该书还塑造了一个有名的吝啬鬼的形象_________。
6.许广平曾将她的论文《罗素的话》交鲁迅先生批阅,鲁迅阅后写了这样一段评语:论文可给九十分,只给你五分:其中抄工三分,末尾的几句议论二分,其余的八十五分都给罗素。
上面一段话,鲁迅的真实意思是:(4分)
7.某剧院前贴出一张海报,上写“豹子头刊金印后,野猪林伏洒家前”。据此,可猜测这场戏与《水浒》中 和 两位英雄有关。(2分)
8.结合你所阅读的课外文学作品,就书名、内容、读后感等方面依照例句仿写,要求句子结构基本一致。(6分)
有人说,读一本好书就像和一位哲人交谈,它能刘我们明白许多做人的道理;有人说。读《假如给我三天光明》,我们能感悟到人生的真谛,了解生命的意义;读《》。
二、现代文阅读(26分)
(一)阅读[甲][乙]两个语段,回答问题.(17分)
(甲)中秋之后,秋风是一天凉比一天,看看将近初冬;我整天的靠着火,也须穿上棉袄了。一天的下半天,没有一个顾客,我正合了眼坐着。忽然间听得一个声音,“温一碗酒。”这声音虽然极低,却很耳熟。看时又全没有人。站起来向外一望,那孔乙己便在柜台下对了门槛坐着。他脸上黑而且瘦,已经不成样子;穿一件破夹袄,盘着两腿,下面垫一个蒲包,用草绳在肩上挂住;见了我,又说道,“温一碗酒。”掌柜也伸出头去,一面说,“孔乙己?你还欠十九个钱呢!”孔乙己很颓唐的仰面答道,“这„„下回还清罢。这一回是现钱,酒要好。”掌柜仍然同平常一样,笑着对他说,“孔乙己,你又偷了东西了!”但他这回却不十分分辩,单说了一句“不要取笑!”“取笑?要是不偷,怎么会打断腿?”孔乙己低声说道,“跌断,跌,跌„„”他的眼色,很像恳求掌柜,不要再提。此时已经聚集了几个人,便和掌柜都笑了。我温了酒,端出去,放在门槛上。他从破衣袋里摸出四文大钱,放在我手里,见他满手是泥,原来他便用这手走来的。不一会,他喝完酒,便又在旁人的说笑声中坐着用这手慢慢走去了。
(乙)范进不看便罢,看了一遍,又念一遍,自己把两手拍了一下,笑了一声,道:“噫!好了!我中了!”说着,往后一交跌倒,牙关咬紧,不省人事。老太太慌了,慌将几口开水灌了过来。他爬将起来,又拍着手大笑道:“噫!好!我中了!”笑着,不由分说,就往门外飞跑,把报录人和邻居都吓了一跳。走出大门不多路,一脚踹在塘里,挣起来,头发都跌散了,两手黄泥,淋淋漓漓一身的水。众人拉他不住,拍着笑着,一直走到集上去了。众人大眼望小眼,一齐道:“原来新贵人欢喜疯了。”老太太哭道:“怎生这样苦命的事!中了一个甚么举人,就得了这个拙病!这一疯了,几时才得好?”娘子胡氏道:“早上好好出去,怎的就得了这样的病!却是如何是好?”众邻居劝道:“老太太不要心慌。我们而今且派两个人跟定了范老爷。这里众人家里拿些鸡蛋酒米,且管待了报子上的老爹们,再为商酌。”
9.(甲)段所在课文选自,(乙)段所在课文选自(2分)
10.各用一句话分别概括(甲)(乙)两段文字的主要事件。(2分)
(甲):
(乙):
11.孔乙己和范进都是读书人,二人的境况不同,周围人对他们的态度也不同。酒客对孔乙己的态度是,众邻居对范进的态度。(2分)
12.孔乙己被摧残的直接原因是,范进发疯的直接原因是;造成二人如此境况的根本原因是。(3分)
13.(甲)段文字渲染了一种悲凉的气氛,表明作者对孔乙己的态度是。(乙)段文字创设了一个滑稽可笑的场景,表明作者对范进的态度是。(2分)
14.(甲)(乙)两段文字主要通过人物的语言、动作、外貌、神态等刻画人物性格。请从上边两段文字中各摘抄一例你最欣赏的语言或动作描写的句子进行赏析。(3分)
摘抄句:(甲)段
赏 析: 摘抄句:(乙)段
赏 析:
15.如果在孔乙己和范进在咸亨酒相遇,他们会说些什么呢?请发挥你的想像力,写上一段话,一百字以内。(3分)
(二)阅读《高等教育》一文,回答问题(9分)
⑴ 强高考落榜后就随本家哥去沿海的一个港口城市打工。
⑵ 那城市很美,强的眼睛就不够用了。本家哥说,不赖吧?强说,不赖。本家哥说,不赖是不赖,可总归不是自个儿的家,人家瞧不起咱。强说,自个儿瞧得起自个儿就行。
⑶ 强和本家哥在码头的一个仓库给人家缝补篷布。强很能干,做的活儿精细,看到丢弃的线头碎布也拾起来,留作备用。
⑷ 那夜暴风雨骤起,强从床上爬起来,冲到雨帘中。本家哥劝不住他,骂他是个傻蛋。
⑸ 在露天仓垛里,强查看了一垛又一垛,加固被掀起的篷布。待老板驾车过来,他已成了个水人儿。老板见所储物资丝毫未损,当场要给他加薪,他就说不啦,我只是看看我修补的篷布牢不牢。老板见他如此诚实,就想把另一个公司交给他,让他当经理。强说,我不行,让文化高的人干吧。老板说,我看你行——比文化高的是人身上的那种东西!
⑹ 强就当了经理。
⑺ 公司需要招聘几个大专以上文化程度的年轻人当业务员,就在报纸上做了广告。本家哥闻讯跑来,说给我弄个美差干干。强说,你不行。本家哥说,看大门也不行吗?强说,不行,你不会把这里当成自个儿的家。本家哥脸涨得紫红,骂道,你真没良心。强说,把自个儿的事干好才算有良心。
⑻ 公司进了几个有文凭的年轻人,业务红红火火地开展起来。过了些日子,那几个受过高等教育的年轻人知道了强的底细,心里就起毛说,凭我们的学历,怎能窝在他手下?强知道了并不恼,说,我们既然在一起共事,就把事办好吧,这个经理的帽儿谁都可以戴,可有价值的并不在这顶帽上„„
⑼ 那几个大学生面面相觑,就不吭声了。
⑽ 一外商听说这个公司很有发展前途,想洽谈一项合作项目。强的助手说,这可是条大鱼呀,咱得好好接待。强说,对头。
⑾ 外商来了,是位外籍华人,还带着翻译、秘书一行。
⑿ 强用英语问,先生会汉语吗?
⒀ 那外商一愣,说,会的。强就说我们用母语谈好吗?
⒁ 外商就道了一声“OK”。谈完了,强说,我们共进晚餐怎么样?外商迟疑地点了点头。
⒂ 晚餐很简单,但有特色。所有的盘子都尽了,只剩下两个小笼包子,强对服务小姐说,请把这两个包子装进食品袋里,我带走。
⒃ 虽说这话很自然,他的助手却紧张起来,不住地看那外商。那外商站起来,抓住强的手紧握着,说,OK,明天我们就签合同!
⒄ 事成之后,老板设宴款待外商,强和他的助手都去了。
⒅ 席间,外商轻声问强,你受过什么教育?为什么能做得这么好?
⒆ 强说,我家很穷,父母不识字,可他们对我的教育是从一粒米、一根线开始的。后来我父亲去世,母亲辛辛苦苦地供我上学。她说俺不指望你高人一等,你能做好你自个儿的事就中„„
(选自《微型小说选刊》,有改动)
16.第⑸节中,老板让强管理一个公司,他认为“比文化高的是人身上的那种东西”。请写出“那种东西”所指的具体内容。(2分)
17.第⑺节中,本家哥所说的“良心”与强所说的“良心”意思有所不同,请分别写出两人所说的“良心”各自的具体含义。(2分)
①本家哥所说的“良心”:
②强所说的“良心”:
18.请举例说明小说主人公强身上体现出了哪些性格特征。(至少答出2点)(2分)
①
②
19.根据小说内容,具体说说小说标题“高等教育”的内涵。(3分)
(三)文言文阅读(14分)
①忽一人大呼“火起”,夫起大呼,妇亦起大呼。②两儿齐哭。③俄而百千人大呼,百千儿哭,百千犬吠。④中间力拉崩倒之声,火爆声,呼呼风声,百千齐作;又夹百千求救声,曳屋许许声,抢夺声,泼水声。⑤凡所应有,无所不有。⑥虽人有百手,手有百指,不能指其一端;人有百口,口有百舌,不能名其一处也。⑦于是宾客无不变色离席,奋袖出臂,两股战战,几欲先走。
20.给加点字注音并解释加点字。(4分)
(1)中间()力拉崩倒之声:.
(2)曳()屋许许声:.
21.下列对文中加横线的句子理解正确的一项是()(3分)
A.客人们全都吓得变了脸色,离开座位,挥着衣袖,伸出手臂,两腿直抖,几乎打算提前走掉。
B.客人们没有一个不改变脸色,离开座位,张开衣袖,露出手臂,两条腿哆嗦的样子,几乎想要争先恐后的跑走。
C.客人们全都吓得变了脸色,离开座位,捋起衣袖,露出手臂,两腿直抖,几乎要抢先逃跑。
D.客人们没有一个不脸色煞白,离开座位,捋起衣袖,露出手臂,两条大腿抖得站不稳,好几次准备提前退场
22.用文章的原句回答问题。(4分)
(1)从“忽一人大呼‘火起’”,突然加快节奏,接着写四口之家突遭意外变故,气氛骤然变化的情形是。
(2)然后由内景转为外景,表现人们惊恐万分的情景的句子是。
(3)接着表现火势德猛烈和火场纷乱的语句是。
(4)极言声音之杂乱、逼真的句子是。
23.为了描写声响的复杂,赞美表演者高超的技艺,文中第③④句运用了的修辞手法,第⑤句运用了的方法,并且通过听众以假为真、惊慌欲逃得神态,从描写了口技表演者技巧的精妙绝伦。(3分)
四、作文。(30分)
生活中的美常常表现在那灵动的一瞬间。一个表情、一个举动、一个小小的生活场景,甚至一声鸟鸣、一片云彩、一丛风中的芦苇,都会具有动人心魄、令人回味的美。
请以“美的瞬间”为话题,写一篇不少于600字的文章,文体自选,题目自拟,立意自定,不得抄袭。
第四篇:2018年人教版语文八下第四单元教案
最后一次讲演 教案
1.了解演讲词的语言特点,理解感叹句、设问句、反问句、褒贬词的使用对表达讲演者思想感情的作用。
2.在演讲语言的学习中训练学生迅速、准确地组织语言的能力和运用句式的变化及修辞等技巧表情达意的思维能力和口头表达能力。
3.学习闻一多先生热爱祖国、献身革命的英雄气概和斗争精神。
第1课时
一、导入新课
“你可知‘MACAU’不是我真姓?我离开你太久了,母亲„„”相信许多同学都听过这首感人泪下的《七子之歌》吧?这是著名爱国学者闻一多先生为我们当时受尽苦难的祖国所作的悲愤之声。面对列强,他高声疾呼,只为唤醒国人。而面对反动派,他也同样无所畏惧、大义凛然,用满腔热忱、用鲜血和生命继续谱写着自己的爱国战歌。今天,就让我们一起走进闻一多先生的《最后一次讲演》,共同学习他的铮铮不屈的爱国精神吧。
二、教学新课
目标导学一:合作探究,分层理解内容
1.闻一多先生演讲的主要内容是什么?
明确:闻一多先生在李公朴的追悼会上,义正词严地当众揭露、痛斥反动派的罪恶和卑劣,表达了对民主和平的坚定信心。
2.整篇讲演可分几个部分?每个部分的内容请用一两句话加以概括。
明确:全文可分为三个部分。
第一部分(第1—3段)痛斥国民党反动派不仅暗杀而且诬陷的卑劣行径,歌颂李先生为争取民主而献身的无上光荣。
第二部分(第4—5段)揭露国民党反动派的虚弱本质,指明反人民的势力必然灭亡,人民的力量必然胜利的历史规律,鼓舞群众的斗志。
第三部分(第6—13段)鼓舞群众发扬光荣传统,为争取民主和平而斗争,表达自己勇往直前、不怕牺牲的坚强意志和决心。
3.每个部分运用了哪些褒贬分明的词语?运用哪些句式和修辞手法来表达强烈的爱憎感情?讲演者感情的浪涛又是怎样向前推进的?
明确:这篇讲演单刀直入,一开口就点出要说的中心事件——李公朴先生惨遭暗杀的事件。词的分量用得极重:“最卑劣最无耻”“李先生究竟犯了什么罪,竟遭此毒手?”一个反问,激起听众共鸣。接着大声呵斥,挥戈直指国民党反动派。“光明正大”与“偷偷摸摸”一褒一贬形成鲜明对照,揭露反动派是道道地地的黑暗动物。闻先生情绪激动,不可抑制,因此讲演的第2段突然改换人称,厉声怒喝:“这里有没有特务?你站出来!是好汉的站出来!你出来讲!”运用感叹句和反复的修辞手法,表达对特务的憎恨。“„„又„„还„„”的句子,揭露了贼喊捉贼,嫁祸于人的无耻行径。“无耻”“光荣”,贬得痛快,褒得正确,长人民志气,灭敌人威风。
两个“献出了最宝贵的生命”,讴歌反对内战、争取民主的两代爱国者,讴歌昆明的无限光荣。
第二部分讲演者从揭露敌人的卑劣行径进入到剖析他们色厉内荏的心理状态。“怎么想法”“什么状态”“怎样长的”,不仅揭露深刻,而且启发听众展开想象,认识这班丑类的蛇蝎心肠。“慌”“害怕”“恐怖”,一步一步揭穿敌人的阴暗心理,“完了,快完了”,把他们必然灭亡的本质暴露在光天化日之下。这部分阐述了李公朴殉难的意义,用斩钉截铁的语句说明人民必胜,真理永存。充满激越的感情,充满胜利的信念。
请学生齐声朗读:“人民的力量是要胜利的,真理是永远存在的。历史上没有一个反人民的势力不被人民毁灭的!”“我们有力量打破这个黑暗,争到光明!我们的光明,就是反动派的末日!”
第三部分着重阐述正义是杀不完的,因为“真理永远存在”,集中表现了闻一多先生视死如归、义无反顾的大无畏精神。
三个部分贯串了强烈的爱憎,讨伐敌人,似钢刀利剑直指敌人心窝;伸张正义,如催征的战鼓,进军的号角,激励革命者踏着烈士的血迹前进。感情的浪涛在褒贬扬抑中向前推进,由悲痛而愤怒而充满必胜信心。表达时运用了短促有力的句式,时而感叹,时而责问,时而反诘,形成了一泻千里的气势,极其畅达地表达了极其愤慨的感情,对比、排比、反复等修辞手法加强了表达的气势。
目标导学二:梳理文章,体会讲演情感
1.作者是怎样揭露反动派的虚弱本质,指出反动派的末日来临的?
明确:揭露虚弱本质:自己在慌、害怕、恐怖。
指出末日来临:完了,快完了。
2.闻一多先生预言敌人“快完了”,人民一定胜利,有什么根据?请从文章中找答案。
明确:第一,他们这样疯狂地来制造恐怖,正是他们自己在慌啊!在害怕啊!所以他们制造恐怖,其实是他们自己在恐怖啊;第二,杀死一个李公朴,会有千百万个李公朴站起来;第三,历史上没有一个反人民的势力不被人民毁灭的。
三、板书设计
第2课时
一、导入新课
鲁迅先生说过:“倘在诗人,则因为情不可遏而愤怒,而笑骂,自然也无不可。但必须止于嘲笑,止于热骂,而且要‘嘻笑怒骂,皆成文章’,使敌人因此受伤或致死,而自己并无卑劣的行为,观众也不以为污秽,这才是战斗的作者的本领。”闻一多先生这篇怒斥敌人的讲演,就是“嘻笑怒骂,皆成文章”的佳作。
备课笔记
【学法指导】
感情色彩指词义中所反映的主体对客观对象的情感倾向、态度、评价等内容。词语的感情色彩有褒义、贬义和中性。褒义词是指附加在某些词语上的表扬、喜爱、肯定、尊敬等感情的词语,贬义词是指带有贬斥、厌恶、否定、鄙视等感情的词语。汉语中大量的词是不带褒贬感情色彩的,它们可以用在好的方面,也可以用在不好的方面,这种词称为中性词,如“发动”“保护”“结果”“害怕”等。
二、教学新课
目标导学一:深层探究,感知语言特点
1.探讨本文的感情色彩。
明确:感情强烈,爱憎分明,富有战斗力和感染力。
2.说说本文的语言特色。
明确:(1)语言通俗,明白易懂。
(2)语言感情色彩浓烈,爱憎分明。
语气上:歌颂先烈,充满崇敬,语气热情;斥责反动,不留余地。
用语上:一系列褒义词和贬义词的运用更突出了情感。(3)语句简短,句式多样。
语句简短,更加有力度,明快利落。清晰明确地表达出要说的内容,一句话一口气讲完,讲起来省力,听起来也省力,而且深入人心。
本文除陈述句之外,还交替使用设问句、反问句与感叹句。
设问:引起听众的注意和思考,使听众产生共鸣。
反问:揭露敌人的卑劣无耻,语势凌厉,如匕首直刺敌人心脏。
感叹:充分表达了闻一多先生对英烈对人民的无限的爱,对反动势力的无比憎恨。
目标导学二:再读课文,分析文章主旨
1.闻一多先生的遗愿,上一代青年人完成了,他们用鲜血和生命换来了一个崭新的世界,换来了我们今天的幸福生活。同学们,我们新中国的青年一代的任务又是什么呢?怎样才能对得起革命先烈呢?
明确:我们新中国的青年一代肩负着刻苦学习,掌握本领开拓未来,实现中华民族伟大复兴的历史重任。我们要努力学习,立志成才,这样才能无愧于无数为共和国的诞生而英勇斗争、光荣献身的革命先烈。
2.请说说本文主旨。
明确:本文围绕李公朴被害事件,揭露反动派的无耻暴行和虚弱本质,赞颂烈士的斗争和牺牲精神,号召人民与敌人斗争到底。
教学反思
可取之处
本篇课文语言明白如话,学生在文字方面没有明显的难以理解的地方。主要在于通过朗读来体验讲演者的感情,并在朗读的基础上,进行全篇或者某部分的讲演练习。通过朗读、演讲来领会闻一多先生的情感,好处是可以让学生在朗读演讲词中,创造一种近似于现场的氛围,能使学生通过这种参与,来直接体验,并能从中感悟讲演者的情感,学习讲演者坚持真理的大无畏精神。这是本堂课的成功之处。
《应有格物致知精神》
一、把握议论文的论点 二.重点、难点分析 《应有格物致知精神》
1.理解真正的格物致知的精神。2.理解文章的论证方法。3.联系学习实际,培养科学实验精神。
把握议论文的论点:掌握中心论点的提炼与判定的方法
三.新课讲解
《应有格物致知精神》
1.词语积累:
格物:推究事物的道理。致知:求知,得到知识。
诚意:真心。使自己的思想诚恳。正心:端正心思。
修身:旧时指努力提高自己的品德修养。齐家:整齐家政。
抽象:不能通过具体经验到的,笼统的;空洞的。袖手旁观:比喻置身事外或不协助别人。一帆风顺:比喻非常顺利,毫无挫折。
2.介绍作者:
丁肇中(1936-)美籍华裔物理学家。1936年1月27日出生于美国密执安州的安阿伯,当时他的父亲在密执安大学念书,后来到台湾大学任教。青少年时期,丁肇中是在祖国大陆和台湾度过的,在国内念完小学和中学后,到美国密执安大学学习,1959年获得工程学士学位,1960年获得科学硕士学位,1962年获得(物理学)哲学博士学位。1963年以福特基金研究生的身分到瑞士日内瓦欧州核研究中心从事原子弹的研究工作,1964年回到美国,担任纽约哥伦比亚大学讲师,第二年提升为助理教授。1969年提升为物理学教授。1977年被委任为《核仪器与方法》编辑委员会委员,也是美国、意大利等地物理学会会员,美国艺术与科学学院院士。美国密执安等大学授予荣誉科学博士学位。1976年因在电磁力探索上发现J/4 粒子获诺贝尔物理学奖金。目前,丁肇中教授仍在美国麻省理工学院任职。他曾多次回国探亲,对祖国的科学事业极为关心。在他领导的实验小组里,中国派去的同志约占半数,这些科学工作者在他的精心指导下正从事基本粒子的研究工作。
3.整体把握:
第一部分(l~2段):提出问题。中国学生应该怎样了解自然科学?要格物致知。
第二部分(3~12段):分析问题。
第一层(3~5段):分析中国教育不重视格物致知的社会根源。举例王阳明的格物是格已,这种观点不能适用于现在的世界。
第二层(6~10段):分析实验精神在科学上的重要性。
第三层(11~12段):分析在这种文化背景下中国学生的现状。第三部分:解决问题。强调我们需要培养实验的精神的意义并对我们这一代提出希望。
4.深入剖析:
(1)“格物致知”出自哪里,它的意思是什么? “格物致知”出自《四书·大学》原文:“古之欲明明德于天下者,先治其国;欲治其国者,先齐其家;欲齐其家者,先修其身;欲修其身者,先正其心;欲正其心者,先诚其意;欲诚其意者,先致其知,致知在格物。”“物格而后知至,知至而后意诚,意诚而后心正,心正而后身修,身修而后齐家,齐家而后国治,国治而后天下平。”丁教授引用“格物致知”的意思是从探察物体而得到知识。也就是通过实验得到知识。
(2)传统的中国教育并不重视真正的格物和致知的原因是什么?
可能是因为传统教育的目的并不是寻求新知识,而是适应一个固定的社会制度。(3)《大学》里讲的格物致知的目的是什么? 目的是诚意、正心、修身、齐家、治国、平天下。
(4)这个目的与丁教授讲的格物致知的目的一样不一样?
不一样。丁教授讲的目的是通过实验得到新知识。这才是格物致知的真正意义。(5)第4段举王阳明“格物”失败的例子证明了什么?
王阳明的“格物”实是“格已”,而不是研究万物的道理,这是无用的,不能适用于现在的世界的。证明传统的中国教育的目的是不正确的。(6)实验的过程应该是怎样的?
实验的过程应该是积极的、有计划的探测。(7)第8段举研究竹子的例子证明了什么?
举研究竹子的例子证明实验的过程不是消极地观察而是积极地动手栽种、研究生长过程、科学地观察。
(8)第9段讲的是什么道理?
实验的过程不是毫无选择的测量,而是需要小心具体的计划,要有一个适当的目标。
(9)在这样的文化背景下,中国学生的现状是什么样的?
中国学生大都偏向于理论而轻视实验,偏向于抽象的思维而不愿动手,功课成绩很好而不会做研究。
(10)第12段举“我”个人的经验证明了什么?这是什么论证? 举“我”个人的经验证明光“用功”埋头读书,对于实际的需要毫无帮助。属于举例论证。
(11)为什么说当今社会需要真正的格物致知精神? 真正的格物致知精神不但在研究学术中不可缺少,而且在应付今天的世界环境中也是不可少的。
(12)丁教授认为《四书》中格物致知真正的意义是什么?
第一,寻求真理的唯一途径是对事物客观的探索;第二,探索的过程不是消极地袖手旁观,而是有想像力地有计划地探索。
把握议论文的论点: 1.关于论点:
论点是作者对所论述问题的见解和主张,是议论文的灵魂。只有准确地把握文章的论点,才能了解文章中提出的见解和所要解决的问题。议论文一般只有一个中心论点,有的议论文还结合中心论点提出几个分论点。区分中心论点和分论点并不难。中心论点是纲,分论点是目,是用来补充或证明中心论点的,它们之间有主从关系。论点要求正确、鲜明,必须正确、科学地揭示事物的本质;要抓要害;要有的放矢;要根据读者的不同情况,从不同角度确立论点。论点必须是一个明确的判断。论点在议论文中解决“证明什么”的问题。
2.如何找出中心论点:
(1)从定义入手:论点是作者对所论述问题的见解和主张。论点不同于论题。论题是所论述的话题,而论点是明确的判断,在形式上是一个完整的句子,论点不能是疑问句或是一个短语,不能使用比喻。例如《敬业与乐业》一文“敬业与乐业”只是论题,而论点是:“敬业乐业”四个字,是人类生活的不二法门。——这是一个明确的判断。
(2)从位置入手:议论文中论点的提出,比较常见的情形是在文章的开头,也有的在篇末或文章中间提出,也有的文章标题就是论点。(3)从论据入手:看看论据证明的是文中的哪一句话。
3.典型例题:
判断下面一段文字的中心论点:____________________________________。古今中外,有许许多多的人在事业上取得了伟大的成就。一个人,要想在事业上取得伟大的成就,必须有持之以恒的精神。鲁迅先生说过:“伟大的成绩和辛勤的劳动是成正比例的。有一分劳动就有一分收获,日积月累,以少到多,奇迹就可以制造出来。”现代书画家齐白石90多岁仍然每天挥笔作画,一天至少五幅,他说“不叫一日闲过”。有一天过生日,客人多,没有作画。第二天又追画了几张,以补“昨日的闲过”。
我一生中的重要抉择
学习目标
1.抓住关键句,理解主要内容,理解作者的思想境界。
2.体会这篇演讲稿风趣幽默的语言特色。
3.学习王选先生抉择的智慧,专注于科研、无私奉献的精神。
一、导入新课
同学们,你们知道北大方正么?北大方正集团由北京大学于1986年投资创办。三十多年来,方正集团坚持技术创新,在中国IT产业发展进程中占据着重要的地位。那么你们知道北大方正的创建者王选在人生的关键时期做出了怎样智慧的抉择吗?从今天的学习中你会找出答案的。
二、教学新课
目标导学一:介绍背景知识及作者
1.背景知识介绍。本文是1998年10月王选在北京大学作演讲的演讲稿的部分内容。每个人的一生中都可能面临很多抉择,每一次重大的抉择都预示着一个人未来要走的路,面对抉择时,要有智慧和勇气。本文作者王选的每次抉择,都把他的人生推向一个新的台阶。
2.作者介绍。
王选,中国科学院院士,中国工程院院士,第三世界科学院院士,是“汉字激光照排系统”的创始人。他所领导的科研集体研制出的“汉字激光照排系统”为我国新闻出版全过程的计算机化奠定了基础,他也被誉为“汉字印刷术的第二次发明”,又被誉为“当代的毕昇”“汉字激光照排之父”“中国现代汉字印刷革命的奠基人”“中国迎接知识经济挑战的先驱”。2002年,王选获国家最高科学技术奖。
目标导学二:理解内容,概括重要抉择
1.概括本文的写作思路。
明确:第一部分(第1段):引出演讲的话题:跟大家讲的,更多的是自己一生奋斗过来的体会,一生中的重要的抉择。
第二部分(第2-7段):分析论述第六个重要抉择,花大力扶植年轻人,让年轻一代出来逐步取代自己的作用,早出成果。
第三部分(第8段):总结全文,将著名心理学家荣格的公式送给青年学生,希望青年学生把自己溶在大集体里,体现自我价值。
2.细读第1段,思考作者为什么讲述《荧屏连着我和你》这一电视节目。
明确:由李素丽对自己的形容引出作者对自己的形容:“努力奋斗,曾经取得过成绩,现在高峰已过,跟不上新技术发展的一个过时的科学家。”表现了作者的谦虚。
3.作者用一天中不同时刻的太阳来比喻不同的人群,好在哪里?
明确:比喻贴切形象,语言幽默,引出演讲的中心话题——我一生中的重要抉择;作者即景设喻,拉近了作者与听众的距离,又给青年人以极大的鼓舞。
4.细读第2-7段,思考作者是从哪几个方面来谈论“第六个重要抉择”的。
明确:花大力气扶植年轻人;如何看待权威;倡导老师不要剥夺学生的劳动成果,为学生创造成长的平台;分析名人和凡人的特点。
5.第2段作者列举英国卡文迪许实验室的多个事例有什么作用?
明确:充分论证了花大力气扶植年轻人是历史规律,强调扶植年轻人的重要意义。
6.作者在结尾为什么称自己的演讲为“狗皮膏药”式的?
明确:作者认为自己已经脱离第一线,创造的高峰已过去,并非站在行业的最前沿。跟大家讲的,更多的是自己一生奋斗的体会,而不是科技含量最高的,对大家所起的作用不是很大。当然这是作者自谦而诙谐的说法,显得幽默风趣。
7.这篇演讲是围绕什么中心来展开的?为什么这样安排?
明确:大力扶植年轻人。因为本文是作者1998年10月在北京大学的演讲,作者面对的是北大的学生们。演讲的目的是鼓励最富创造力的年轻人努力奋斗,早出成果。
目标导学三:品味写作特点
1.这篇演讲稿思路清晰,逻辑严密,结合第2-6段分析逻辑严密性是如何体现的。
明确:第2段提出观点——花大的力量来扶植年轻人;第3、4段阐明自己对“权威”的认识,这是扶植年轻人的理由;第5、6段举例分析创业的都是年轻人,要为年轻人创业创造条件,即怎样扶植。这几段是按层层深入的顺序安排的,逻辑严密。
2.这篇演讲口语与科学术语相结合,语言通俗易懂,真挚感人,结合下列句子分析加点词语在句子中的作用,体会本文的语言特色。
(1)微软的董事长比尔•盖茨曾经讲过:“让一个60岁的老者来领导微软公司,这是一件不可设想的事情。”
(2)我38岁搞激光照排,提出一种崭新的技术途径,假如人家说我是权威,也许还马马虎虎,因为在这个领域我懂得最多,而且我也在第一线。
(3)当然我们要创造条件,就是把他们推到需求刺激的风口浪尖上。
明确:(1)“不可设想”意思是事情的结果不能想象,指向很坏、很危险的方向发展。这里指发展迅速的新技术,尤其是计算机技术需要不断创新,需要富有创造力的年轻人。
(2)“马马虎虎”意思是勉强,凑合。表现作者的谦虚,幽默。
(3)“风口浪尖”比喻重要的岗位或市场的前沿。运用比喻,使语言表达生动形象。
目标导学四:提升认识谈启示
作者做出了正确的抉择,取得了成功。读完本文后,谈谈自己从中受到的启发。
明确:年轻人最富有朝气,最富有创造力,所以要抓住现在,勤奋努力;科学发展日新月异,要培养自己的创造力,要跟上时代步伐。
课堂小结:这篇演讲稿的特点:①主题鲜明,逻辑严密;②层次清楚,详略得当;③诙谐幽默,真挚感人。
三、板书设计
我一生中的
重要抉择引出话题:谈奋斗体会,重要抉择
大力扶植年轻人
总结全文:把自己融入集体 鼓励年轻人
勤奋创造
体现自我价值
教学反思
可取之处
问题导学、问题设计符合学生的思维习惯,抓住了主要问题,由主要问题再延伸出相关问题。这样能提升学生的思维能力,做到以学定教。
不足之处
作者是IT界的专家,演讲面对的又是高等学府的学生,有些内容对于八年级的学生来说理解起来有些困难,再次授课时应加强对计算机发展的介绍,以方便学生把握文章内容和理解作者的观点。这篇演讲稿很生动,却没能留出时间让学生分段上台演讲。
庆祝奥林匹克运动复兴20周年
【导学目标】
1.掌握基础知识,学会演讲技巧。
2.理清课文的思路,用体育精 神来激发自己学习、生活的激情。3. 体会作者感情,激发学生对奥林匹克精神的理解与拥护。4.了解顾拜旦,理解奥林匹克精神的内涵与价值。
【课时计划】2课时 第一课时完成步骤一、二,第二课时完成步骤三、四、五。
情景导入 生成问题
孔令辉获得冠军时忘情地亲吻胸前的国徽时,王军霞夺得金牌后激动的身披国旗绕运动场奔跑时,我们的泪也会与领奖台上以手抚摸着胸前国徽高唱国歌的运 动员的热泪一起落下。为什么“总有一种力量让人泪流满面”。现在我有了答案:那是一种奥林匹克精神在激励着我们。在提升着我们、奥林匹克精神让我们振奋,今天我们就来认识一下现代奥林匹克的创始人顾拜旦先生。
步骤一 知识梳理 夯实基础
1.读准字音,认 准字形
骤雨(zhîu)襁褓(qiǎnɡ bǎo)
崩溃(kuì)
携手(xié)阐述(chǎn)诞生(dàn)枷锁(jiā)祈祷(qí dǎo)拙劣(zhuō)
湛蓝(zhàn)萦绕(yíng)
声誉(yù)沉甸甸(diàn)
2.词语解释
襁褓:包裹婴儿的被子和带子。
行将就木:快要进棺材了。指人临近死了。木:棺材。
分崩离析:崩塌解体,四分五裂。形容国家或集团分裂瓦解。暴风骤雨:又猛又急的大风雨,比喻声势浩大,发展急速而猛烈。相辅相成:指两件事互相配合,互相辅助,缺一不可。自圆其说:指说话的人能使自己的论点或谎话没有漏洞。
3.作者简介
顾拜旦(1863—1937)法国教育家、社会活动家、现代奥林匹克运动创始人,1896年至1925年,他曾担任国际奥林匹克委员会主席,并设计了奥运会会徽、奥运会会旗,由于他对奥林匹克不朽的功绩,被国际上誉为“奥林匹克之 父”。
4.写作背景
本文是顾拜旦在1919年4月瑞士洛桑国际奥委会全体委员大会上发表的演讲。是奥林匹克运动的重要文献,顾拜旦用诗歌般的语言阐述了奥林匹克精神的内 涵与价值。
步骤二 整体感知 走进文本
1.听录音范读课文(多媒体播放)。思考:文章中说的“五年前”具体是指哪一年?在奥林 匹克运动史上,这一年有什么重大事件? 【交流点拨】本文写于1919年4月,“在过去的五年内”“五年前”从这一年到作者演讲时为止的五年,这期间爆发了第一次世界大战。五年来,战火把奥林匹克精神粉碎了,作者在这里纪念恢复,因此具有重大意义。
2.为什么奥林匹克精神开始为渐趋平和而又充满自信的青少年所推崇?
【交流点拨】因为古文明的魅力,时有衰退,平和与自信正日益成为其有力的支撑。同时,它们也是那些即将在暴风骤雨中诞 生的新文明必不可少的支柱。
步骤三 细读课文 深入理解
1.“奥林匹克主义”和一般的体育运动有什么区别?
【交流点拨】奥林匹克主义包括但又远远超越了一般的体育运动。奥林匹克主义的运动员非常享受努力拼博的乐趣。他们喜欢施加于肌肉和神经上的那种压力感,因为压力往 往给人一种胜利在望的感觉,当这种愉悦向外喷涌,并与大自然的热爱之情和对艺术的奔放激情融为一体,奥运精神就诞生了。
2.“我们似乎是在为恢复奥林匹克的理想变成现实而庆祝”一句中的“似乎”一词能否去掉?为什么?
【交流点拨】不能去掉。因为这句话的前面还有一句话,“我刚才回忆起1914年6月的庆典”,这说明说的是五年前的事,实际上由于战争的原因,并没有将理想变成现实。所以用了“似乎”二字。
3.为什么要重建奥运?
【交流点拨】一些青少年开始为呆板而复 杂的教育枷锁所套牢,被在愚蠢的放纵和不明智的严厉交互作用下的道德 说教以及拙劣肤浅的世界观所束缚,渴求进步但又常常因夸大某种正确思想而误入歧途的人类精神,开始致力于将青少年从这种状态中挣脱出来。
步骤四 把握主题 探究主旨
1.文中说:“在那时,有这么多人可能确实是足够的,但今天则不然”。这句话说明顾拜旦提倡的是一种什么精神?
【交流点拨】从前后文看,作者认为奥林匹克精神提倡的不仅仅是少数几个人的运动,应该是一种大众性的运动。它必须要面向大众。有什么名义能将大众排除在奥林匹克精神之外呢?这也是今天能够让全世界人民都关注奥运的原因。
2.通读全文,升华主旨,什么是奥林匹克精神?
【交流点拨】奥林匹克精神致力于让社会底层的人们接触到现代工业所塑造的各种锻炼形式,享 受到强身健体的乐趣。这就是完美的、民主的奥林匹克精神。今天,我们要为它奠定基础。
3.顾拜旦倡导的是一种什么精神?
【交流点拨】顾拜旦倡导近代奥林匹克精神。
当堂演练 达成目标
步骤五 总结课文 拓展延伸
1.总结课文
顾拜旦的一生,是为国际奥林匹克运动奉献的一生,他不惜倾家荡产、奔走呼号。他光辉的一生可以说为奥林匹克运动做到了“鞠躬尽瘁,死而后 已”,为世界文化史和体育史留下了不朽的篇章。现代奥运走过 了百年历史,世界发生了巨大的变化,中国也成功举办了2008年夏季奥运会,让我们共同期待下一个奇迹的诞生吧!
2.拓展延伸
收集奥运会的口号,以此激励自己参加此项运动中去。
【交流点拨】①更快、更高、更强;②点燃你的激情;③激情冰火属于你;④ 永不燃烧的火焰;⑤同一个世界,同一个梦想;⑥ 让世界凝集成一朵花。
【板书设计】
庆祝奥林匹克,运动25周年)面向大众贵在参与强身健体奥林匹克精神课后反思 查漏补缺
第五篇:高职高专英语第四单元教案
The First Period Teaching aims: Get the Ss be able to read the new words in Dialogue A and Dialogue B.Important points: Get the Ss master the some important words and phrases in Dialogue A and Dialogue B.Difficult points:
Make sure that the Ss can use the useful expressions in Dialogue A and Dialogue B.Teaching aids: Tape recorder Teaching methods: Explaining;Practicing and acting Teaching procedures: Step 1 Greeting
Greet students as usual.Step 2 Lead in Ask the Ss some words about tourist.Step 3 Listening
Play the tape of the new words in dialogue A and Dialogue B for the Ss.Step 4 Reading aloud Play the tape again and ask the Ss to pay attention to the pronunciation and intonation.Then divide them into two parts and get them read the new words together.After reading, explain some important words and useful expressions to the Ss.Step 5 Explanation Explain the important words and expressions to the Ss.Step 6 Consolidation Recall the important words, phrases and useful expressions learned in this period with the Ss together to give them a deep impression.Homework Recite the the new words in Dialogue A and Dialogue B.The Second Period Teaching aims: Get the Ss be able to read the Dialogue A fluently and to recite the useful expressions, as well to make simple dialogues by using these expressions.Important points: Help the Ss grasp the some important useful expressions about tourist and make sure that they are able to use them in their communication.Difficult points:
Make sure that the Ss can use the useful expressions in their communication and can make their own dialogues..Teaching aids: Tape recorder Teaching methods: Explaining;Practicing and acting Teaching procedures: Step 1 Revision Revise some useful expressions of tourist with the Ss together by making a small talk.Step 2 Lead in Ask the Ss how they would say if they want to travel.Give them two minutes to talk about it and then ask some of them to give their opinions.After this activity, lead in the topic of this unit: Tourist information.Step 3 Listening
Play the tape of the dialogue A for the Ss and then ask them to try to check their understanding by doing the first four exercises in Exercise 1.After they finish doing it, ask one of them to give her answers and then check the answers with them together.Unit4 Tourist information
Step 4 Reading aloud Play the tape again and ask the Ss to pay attention to the pronunciation and intonation.Then divide them into two parts and get them read the dialogue together.After reading, explain some important words and useful expressions to the Ss.Step 5 Explanation Explain the important words and expressions to the Ss.Step 6 Practice Give the Ss several minutes to prepare for a dialogue imitating the dialogue learned in this period and try to use the useful expressions, then ask one or two pair to perform their own dialogues.Step 8 Consolidation Recall the important words, phrases and useful expressions learned in this period with the Ss together to give them a deep impression.Homework Recite the dialogue after class and preview the next one.The Third Period Teaching aims: Get the Ss be able to read the Dialogue B fluently and to recite the useful expressions, as well to make simple dialogues by using these expressions.Important points: Help the Ss grasp the some important useful expressions about tourist and make sure that they are able to use them in their communication.Difficult points:
Make sure that the Ss can use the useful expressions in their communication and can make their own dialogues..Teaching aids: Tape recorder Teaching methods: Explaining;Practicing and acting Teaching procedures: Step 1 Revision Revise some useful expressions of tourist with the Ss together by making a small talk.Step 2 Lead in Ask the Ss how they would say if they want to travel.Give them two minutes to talk about it and then ask some of them to give their opinions.After this activity, lead in the topic of this unit: Tourist information.Step 3 Listening
Play the tape of the dialogue B for the Ss and then ask them to try to check their understanding by doing the last four exercises in Exercise 1.After they finish doing it, ask one of them to give her answers and then check the answers with them together.Step 4 Reading aloud Play the tape again and ask the Ss to pay attention to the pronunciation and intonation.Then divide them into two parts and get them read the dialogue together.After reading, explain some important words and useful expressions to the Ss.Step 5 Explanation Explain the important words and expressions to the Ss.Step 6 Practice Give the Ss several minutes to prepare for a dialogue imitating the dialogue learned in this period and try to use the useful expressions, then ask one or two pair to perform their own dialogues.Step 8 Consolidation Recall the important words, phrases and useful expressions learned in this period with the Ss together to give them a deep impression.Homework Recite the dialogue after class and preview the next one..The Fourth Period Teaching aims: Get the Ss be able to read the new words in passage A and passage B.Important points: Get the Ss master the some important words and phrases in passage A and passage B.Difficult points:
Make sure that the Ss can use the useful expressions in passage A and passage B.Teaching aids: Tape recorder Teaching methods: Explaining;Practicing and acting Teaching procedures: Step 1 Greeting
Greet students as usual.Step 2 Lead in Ask the Ss some words about Tourist information.Step 3 Listening
Play the tape of the new words in passage A and passage B for the Ss.Step 4 Reading aloud Play the tape again and ask the Ss to pay attention to the pronunciation and intonation.Then divide them into two parts and get them read the new words together.After reading, explain some important words and useful expressions to the Ss.Step 5 Explanation Explain the important words and expressions to the Ss.Step 6 Consolidation Recall the important words, phrases and useful expressions learned in this period with the Ss together to give them a deep impression.Homework Recite the the new words in passage A and passage B.The fifth period Teaching aims: 1.Get the Ss be able to understand passageA thoroughly and master some useful phrases and words, as well sentences patterns.2.Help the Ss to master some information about holiday through learning passageA in this unit.Important points: 1.Get the Ss master some important words and phrases.2.Help the Ss to master some information about package holiday through learning passageA in this unit.Difficult points:
Help the Ss to master some information about package holiday through learning passageA in this unit.Teaching aids: Tape recorder Teaching methods: Explaining;Practicing Teaching procedures: Step 1 Revision Check the homework given last period.Step 2 Lead in
Ask the Ss how much they know about some information about package holiday.Talk about it if possible then lead in the passage: package holiday.Step 3 Listening Play the tape of the passage for the Ss and then ask them to try to check their understanding by doing the Exercise 2.After they finish doing it, ask one of them to give her answers and then check the answers with them together.Step 4 Reading aloud Play the tape again and ask the Ss to pay attention to the pronunciation and intonation.Then give them three minutes to read it, and ask some to read it aloud after preparation.Correct the pronunciation if necessary.After reading, explain some important words and useful expressions to the Ss.Step 5 Explanation Explain the important words and expressions to the Ss.Step 6 Consolidation Give the Ss several minutes to prepare for retelling the content of this passage in order to consolidate the understanding of this passage.Homework Revise the Passage after class and do the exercises in this part in the book, as well prepare for passage B.The Sixth Period Teaching aims: 1.Get the Ss be able to understand passageB thoroughly and master some useful phrases and words, as well sentences patterns.2.Help the Ss to master some information about holiday through learning passageB in this unit.Important points: 1.Get the Ss master some important words and phrases.2.Help the Ss to master some information about holiday through learning passageB in this unit.Difficult points:
Help the Ss to master some information about holiday through learning passageB in this unit.Teaching aids: Tape recorder Teaching methods: Explaining;Practicing Teaching procedures: Step 1 Revision Check the homework given last period.Step 2 Lead in
Ask the Ss how much they know about holiday.Talk about it if possible then lead in the passage: holiday Step 3 Listening Play the tape of the passage for the Ss and then ask them to try to check their understanding by doing the Exercise 4.After they finish doing it, ask one of them to give her answers and then check the answers with them together.Step 4 Reading aloud Play the tape again and ask the Ss to pay attention to the pronunciation and intonation.Then give them three minutes to read it, and ask some to read it aloud after preparation.Correct the pronunciation if necessary.After reading, explain some important words and useful expressions to the Ss.Step 5 Explanation Explain the important words and expressions to the Ss.Step 6 Consolidation Give the Ss several minutes to prepare for retelling the content of this passage in order to consolidate the understanding of this passage.Homework Revise the Passage after class and do the exercises in this part in the book, as well prepare for Grammar.The Seventh Period
Teaching aims: 1.Get the Ss master the Grammar: 一般现在时的被动语态 2.Do the exercises to revise what we have learned in this unit.Important points and Difficult points: Get the Ss master the Grammar: 一般现在时的被动语态 Teaching methods: Explaining;Practicing Teaching procedures: Step 1 Revision Check the homework given last period.Step 2 Lead in
Ask the Ss to translate the following Chinese sentences into English.他叫做李明。
Then lead in the Grammar: 一般现在时的被动语态 Step 3 Explanation 被动语态的构成:be动词加过去分词。一般现在时的被动语态:am/is/are+pp Step 4 Practice Ask the Ss to make different sentences using “do” sentence pattern in different tense and also ask them to change the forms.Step 5 Exercises Give the Ss several minutes to do Ex1 and 2 in the Grammar part and then check the answers at last.Homework Revise the unit after class and do the exercises in the Exercise Book
The Eighth Period Teaching aims: 1.Revise this unit with the Ss together.2.Finish the exercises in the Exercise Book.Important points and Difficult points: Explain the exercises in the Exercise Book.Teaching methods: Explaining;Practicing Teaching procedures: Step 1 Revision Check whether the Ss have recited the dialogues and passage.Step 2 Lead in
Have a dictation of the new words learned in this unit to form a basis for doing the exercises in the Exercise Book Step 3 Explanation Explain the new words appeared in the reading passage in the Exercise Book and then do the Ex3 ,4 and 5 in the Exercise Book.Step 4 Practice Ask some Ss to revise the Grammar explained in last period and then do the exercises in Unit2 on the Exercise Book.Step 5 Consolidation After finishing the exercises in this unit, revise the important points with the Ss together to help them master them better.Homework Recite the dialogues and the passage after class and preview the next unit.