年级英语第四册 Revision教学设计
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篇1：年级英语第四册 Revision教学设计
年级英语第四册 Revision教学设计
一、主要新授内容(New contents) Revision
二、学习目标(Objectives)
1、通过本单元的学习，让同学充沛感知生活中处处离不开水，体会到水的重要性，在学习过程中提高同学节约用水的环保意识。
2、掌握字母Vv， Ww在单词中的基本发音。
3. 复习巩固单词towel， soap， wash， dirty...，和介词with在句中的用法。
4、能根据听到的口令做出正确的反应，并能用祈使句表达一些简单的请求与命令： Turn on the tap. Wash your towel....
5、能用句型I do ...with... 描述日常进行的动作。
6、在各项活动中拓宽同学语言信息量，培养同学的创新思维能力，发展同学的个性特长，提高学习的积极性。
三、教学建议
1、任务前期准备阶段（Pre-task preparation section）
Pre-task Preparation是指我们要求同学运用目的语（即所学的语言）之前，出现给同学的新语言资料。也就是我们常说的：Input。本节课是一节复习课，在这个环节中应该营造良好的语言氛围，激发同学的学习兴趣。
Activity 1（Song）
1、教学辅助(Aids)
1）录音机，磁带
2．活动过程（Process）
Steps
Contents
Methods
Purpose
1
Daily talk
Do you like rainy days？
What‘s the weather like today？
唱唱演演，活跃气氛，创设良好的`语言学习氛围。
2
Sing and act
Song： Rain rain go away
Activity 2（Rhyme）
1、教学辅助(Aids)
2．活动过程（Process）
Steps
Contents
Methods
Purpose
1
Read a rhyme
Tap， tap， tap， 1， 2， 3
Turn off the tap， A，B，C
Tap， tap， tap， 1， 2， 3
Save the water， please.
通过儿歌的学习，增强同学的节水意识，同时增加语言资料的输入量。
2
Make a rhyme
How do we save water？
Reuse the water.
Don’t play with water.
请同学将上述两句句子替换划线局部的句子，改编儿歌。
Activity 3（Rhyme）
1、教学辅助(Aids)
2．活动过程（Process）
Steps
Contents
Methods
Purpose
1
Listen and act
Up and down and all around
Get your bottom on the ground
Put your finger on your nose
Close your eyes and smell the air.
Wash your hands and brush your teeth.
Smile at me and blow a kiss.
教师边说儿歌边做动作，同学模仿动作。
通过儿歌的学习，在复习旧知的基础上，增加语言资料的输入量。
2
Follow the teacher.
同学跟着老师边说边做动作。
在语言学习中培养自信心，学会合作。
3
Say and act
可以和同学合作，也可以自身扮演儿歌。
Activity 4（Rhyme）
1、教学辅助(Aids)
1）电脑 (2B-U5-25)
2）屏幕
2．活动过程（Process）
Steps
Contents
Methods
Purpose
1
Questions and answers
T： What can you hear？
P： Water.
T： Where‘s water？
On the ceiling/ on the wall/ in the bedroom...
选择与主题有关的儿歌拓展同学语言资料。
2
Rhyme
Read after the teacher.
Look at the screen and read the rhyme.
教师可根据本班同学的实际，有选择地进行教学。
2、任务中期实施阶段（While-task procedure section）
While-task Procedure，这是指语言技能的习得过程。其中分为机械性操练和意义性操练两局部。机械性操练可以让同学准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到贮存。由于本节课没有新授内容，在这个教学阶段可以根据语言训练的需要创设一定语言使用环境，设计一些机械性和意义性操练。建议每项Activity形式尽可能不同，时间不要长，一个活动紧接着一个活动，注意张弛结合，维持学习兴趣。
篇2： 五年级英语PEP unit1 revision教学设计
五年级英语PEP unit1 revision教学设计
【教材简析】
本单元学习的主题是介绍人物外貌或性格特征。本节课是一节提高复习课，学生能够理解对话大意，能够用正确的.语音、语调朗读对话；能够在情景中运用句型Is he/she young/…? What’s he/she like? He/She is kind/… 询问并回答某人的性格或外貌特征；能够在情景中恰当运用句型Do you know …?描述“你认识某人吗”，能够在情景中理解和运用old, young, funny, kind等单词。
【教学目标】
1.知识技能目标
句型方面
（1）能够在情境中运用句型：Is he/she young/…? What’s he/she like? He/She is kind/… 询问并回答某人的性格或外貌特征。
（2）能够在情景中恰当运用句型Do you know …?描述“你认识某人吗”。
词汇方面：
（1）能够听说读写单词old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy.
2． 过程与方法目标：
（1）学生能够理解文本并能在文本中找出问题的答案。
（2）学生能够学会质疑。
3.情感态度目标：
（1）培养学生树立正确的审美观，避免以貌取人。
【教学重难点】
重点：能够在情境中运用句型：Is he/she young/…? What’s he/she like? He/She is kind/… 询问并回答某人的性格或外貌特征。
难点：单词strict的认读。
【教具准备】课件，电子白板，答题纸，黑板贴
【教学过程】
Step 1: Warm up
课前三分钟
【设计意图】为导入课堂做准备。
2. Leading-in.
This unit, we will meet Wu yifan’s teachers and friends. Look! He is Mr.Young. He is old.
【设计意图】老师做示范，引导学生用简单句型来复习单词。
Step2: Presentation.
1. Revision（Pair Work）
Now, can you talk about them in pairs? 出示吴一凡老师和同学们的图片，引导学生用He/she is … . He/she is … .来描述他/她是谁,他/她什么样。
先在小组中进行讨论，后齐说。
【预设】He is Mr young.He is old.
【设计意图】复习A和B部分的重点单词，为接下来的复习做准备。
2.出示有关Mr Young的思维导图。
T：Do you know him?
Ss: Mr Young.
T: Do you know Mr Young?...
引导学生讨论Mr Young从而引出知识点和重点句型Is he/she young/…? What’s he/she like? He/She is kind/…。然后给学生支架，让学生以同样的方式同桌讨论Ms Wang进一步用重点句型练习。让生展示对话。
3. Just now, we talked about Mr Young and Ms Wang. Now, let’s sum up. How to discuss a person? 多媒体去掉支架中的问句，引导学生问：Do you know…? Is he/she young/…? What’s he/she like? 并询问学生说出答语：He/she’s… .Yes, he/she is . No, he/she isn’t.同时教师用黑板贴出示板书。
When we talk about a person,we also use some words.多媒体一个个出示学过的用来描述一个人的单词，让学生读，然后将单词分为描述人“性格”和“外貌”两大类。
【设计意图】让孩子们在语篇中学习单词、句子，让生整体感知学习语言的真实性，同时对用来描述人的重点单词和句型进行总结。
4.Guessing game
Now, let’s have a guessing game. Can you tell me who’s your Chinese teacher? Who’s your maths teacher? Any teachers more? Can you tell me some about your teachers?.... OK, children. Now, you can work in groups and talk about any teacher you like. And the others, let’s guess who are they talking about.给学生支架进行小组讨论。
Ask 2-3groups to show their conversations.
【设计意图】让学生用所学句型和单词进行实际运用。
5.Wu yifan has a special friend. Do you know him? 遮挡住Robin图片，让生猜，然后出示。先带领学生复习日记的格式，然后回归日记内容，总结日记中吴一凡从哪些方面来描写的Robin。
【设计意图】复习日记的格式，通过吴一凡的日记总结从哪些方面来描写Robin，渗透到后面写作中描写一个人从哪些方面来展开。
6.Writing
Wu yifan has a good friend. Wu yifan wrote a diary about him. And I have a good friend, too. I like her. And also, I wrote a diary about my good friend. Do you want to have a look? OK，this is my diary. Can you read together with me?
【设计意图】给学生出示写作范例, 渗透书写规则，强调书写规范。
7.Now, would you like to introduce your friend/teacher/brother/sister to me?出示三颗星难度和五颗星难度的模板，让学生二选一。
This time ,please talk in your groups. Then, please wrote down on the paper.写完实物投影学生写的日记，让学生评价能得几颗星。
Step 3 : Summary
T:What have you got today?生答。
Step4: Homework
.
篇3：初中英语《Mainly Revision》教学设计
初中英语《Mainly Revision》教学设计
教学目标:
1．词汇:
A．单词
四会: right away， whether， for long， make friends， get on…with…， mistake， make a mistake， dance，
either， light， dark，take one’s time， cost， try … on
三会: lonely， fight， decide， wool(l)en， hang， cotton， expensive， soft
B．词组/句型
many other parts of the worldFather Christmas
On Christmas Evego to sleep
during/in the nighton top of
climb downeach of …
be asleepdress up
no longereach other
can’t wait to do
2．日常交际用语
It is better to give than to receive。
Best wishes for Christmas and the New Year!
3．语法
复习8-13单元的内容
教学重点与难点
1．Father Christmas (GB) =Santa Claus (US) 圣诞老人
2．all over… “在…各部分”; “遍及…的各部分”
People all over the world / country like to come to Beijing for a visit。
全世界(全国)的人喜欢来北京看看。
The news got round all over the city。
消息传遍了全市。
The dog went in the water and now it’s wet all over。
狗刚才跳到水里， 所以现在浑身是水。
3．on top of … 在…之上
Put the red book on top of the others。
把红皮书放在其他书的上面。
People usually put a star on top of Christmas tree。
人们通常在圣诞树的顶端摆放一颗星星。
4．real --- 强调人或事物 “真实的.” 存在， 而不是想象的或虚构的
true --- 强调符合事实， 是 “真的”， 而不是假的， 是 “相符的”， 而不是编造的。
Father Christmas isn’t real。
圣诞老人不是真有其人。
I’m learning to skate on real ice。
我在真正的冰上学溜冰呢。
Read the passage first and then tell me which answer is true。
先通读一下这篇短文， 然后告诉我哪一个答案是正确的。
5．dress up : put on special clothes， as for a play， a fancy dress ball， etc。
(为演戏， 参加化装舞会等)着特殊服装
The children dressed (themselves) up as pirates。
孩子们打扮成海盗。
6．no longer =not … any longer在某一时刻以后， 不再
I can’t wait any longer。
我不能再等了。
He’s no longer living here。
他已不住在此处。
7．each other相互
We should help each other in our study。
在学习上我们应该相互帮助。
They couldn’t understand each other because they spoke different language。
他们由于语言不通， 所以相互听不懂对方的话。
They are afraid of each other。
他们互相害怕。
They put small presents in each other’s stockings。
他们在对方的袜子里放进小礼物。
同步练习
Ⅰ．找出划线部分发音不同的单词。
1。 A。 sameB。 catchC。 planeD。 cake
2。 A。 spendB。 leftC。 bedD。 metre
3。 A。 bikeB。 sideC。 fishD。 drive
4。 A。 myB。 whyC。 cryD。 young
5。 A。 putB。 suchC。 cupD。 number
6。 A。 teamB。 breakC。 mealD。 cheap
7。 A。 handB。 windC。 drinkD。 stand
8。 A。 turnB。 hurtC。 nurseD。 surprise
9。 A。 machineB。 teachC。 catchD。 chair
10。 A。 knowB。 yellowC。 snowD。 brown
Ⅱ．用所给动词的适当形式填空。
1．It’s third time I ______ (see) him this month。
2．I don’t know if it ______ (snow) or not tomorrow。
3．While my mother ______ (do) the cooking， my father helped her with it。
4．Where ______ you ______ (get) the dictionary?
5．I’ll return the book to the library as soon as I ______ (finish) it。
6．Don’t go and trouble him。 He ______ (read) in his room。
7．It’s three years since he ______ (leave) for America。
8．I ______ (walk) along the street when I heard someone call me from behind。
9．Tom said he ______ (go) home the next day。
10．Mrs Smith ______ (be) in the city ever since Mr Smith came two years ago。
Ⅲ．选择填空。
1．Is Russian as ________ as Japanese?
A．popular B。 more popular C。 the most popular
2．Miss Zhao teaches us very ________ 。 She is a ________ teacher。
A．good … good B。 good … well C。 well … good
3．TV is short ________ television。
A．to B。 for C。 of
4．He ________ America with his family。 He won’t be back until next week。
A．went to B。 goes to C。 has gone to
5．I ________ Guangzhou only once。
A．have gone to B。 have been to C。 went to
6．The teacher asked Lucy ________ quickly。
A．come B。 comes C。 to come
7．Christmas is an important festival in Britain and ________ parts of the
world。
A．many other B。 many others C。 others
8．________ Christmas Eve children all over Britain put stockings at the end of their beds before they go to sleep。
A．In B。 On C。 At
9．Their parents tell them that Father Christmas will come ________ 。
A．at the night B。 in night C。 during the night
10．Father Christmas is very ________ 。
A．kind-heart B。 kind-hearted C。 kind hearted
11．He ________ each of the stockings ________ Christmas presents。
A．puts … with B。 fulls … with C。 fills … with
12．Of course， Father Christmas isn’t ________ 。
A．real B。 realy C。 really
13．The children are no longer young， and they know ________ 。
A．who is he B。 who he is C。 that who he is
14．They put small presents in ________ stockings。
A．each other B。 each other’s C。 each others’
15．What makes you ________ I’m a doctor?
A．to think B。 think C。 thinking
Ⅳ．阅读理解。
Every year just after Christmas the January Sales (销售)start。 All the shops reduce (降低) their prices (价格) and for two weeks， they are full of people looking for bargains。 My husband and I do notly go to the sales as we don’t like crowds and in any case are short of money as we have to buy lots of Christmas presents。
Last year， however， I took my husband with me to the sales at the large shop in the centre of London。 We both needed some new clothes and were hoping to find a television set。 When we arrived in Oxford Street， it was so crowded that we decided to split up and meet again at the underground (地铁) station。 So I left my husband and started looking around the shops。 Unfortunately (不幸) all the clothes were in very large sizes and so were not suitable for me。 But I did buy a television at a very cheap price so I felt quite pleased with myself。
When I arrived at the station my husband was not there so I sat down in a nearby café to have a cup of tea。 I quickly finished my tea when I saw him and went out to meet him。 He looked very happy。 Then I saw he was carrying a large and heavy cardboard box。 “Oh， dear!” I thought。 Yes， we had no new clothes buy we did have two televisions。 We shall not be going to the sales again。
1．In January ________ 。
A．people have a lot of money to spend after Christmas。
B．all the shops close for a two-week Christmas holiday。
C．lots of people go shopping for discounts (折扣)
D．people don’t have enough money to go looking for bargains。
2．In this passage the word “bargain” could best be replaced (代替) by something ________ 。
A．offered (提供)， sold or bought which is expensive
B．sold for the purpose (目的) of reaching and agreement
C．offered at a reduced price
D．given to people
3．The husband and wife in the story ________ 。
A．often went to the sales to buy clothes。
B．wish to buy a TV。
C．were usually not short of money after Christamas。
D．went to the sales the year before。
4．The phrase “split up” means ________ 。
A．become pieces
B．go in different directions (方向) from each other。
C．break apart
D．cause (引起) to break
5．After their day’s shopping， they ________ 。
A．were happy with their bargain
B．had got everything they wanted
C．had to go back to the sales the next day。
D．got more than they had hoped for
Ⅴ．完形填空
Mark Twain’s Absent-mindedness
The famous American writer Mark Twain (马克。吐温) was well-known ___1___ his absent-mindedness (心不在焉)。 One day， ___2___ he was riding in a train， the conductor ___3___ him for his ticket。 Mark Twain looked ___4___ the ticket in all his pockets， but without success (成功)。 At last， ___5___， who knew the writer by sight (眼力)， said， “___6___ doesn’t really matter。 ___7___ me your ticket on your way ___8___。 And if you don’t ___9___ it， there’s no harm (害处) done。”
“Oh， but there ___10___ 。 I must find the ___11___， otherwise (否则) ___12___ will I know where I’m going?”
1。 A。 asB。 toC。 withD。 for
2。 A。 whereB。 whoC。 whenD。 since
3。 A。 wantedB。 askedC。 beggedD。 promised
4。 A。 afterB。 atC。 likeD。 for
5。 A。 the conductorB。 the driverC。 other peopleD。 the writer
6。 A。 ThatB。 ItC。 WhatD。 This
7。 A。 ShowingB。 ShowedC。 ShownD。 Show
8。 A。 upB。 onC。 backD。 down
9。 A。 findB。 putC。 takeD。 carry
10。 A。 areB。 isC。 wereD。 was
11。 A。 pocketB。 trainC。 ticketD。 conductor
12。 A。 howB。 whatC。 whenD。 why
篇4：第四册《古诗》教学设计2课
人教版第四册《古诗两首》教学设计【2课】
教材简说
本课是唐代和宋代诗人写的两首描写春天的诗，内容和观察角度不同，但都能看出作者用心发现的特点，《草》是一首咏物诗，情景交融，形象生动地表现了野草顽强的生命力。《宿新市徐公店》描绘的是诗人住在新市徐公店所见的生机勃勃的暮春景色。教学本课，要让学生在读中感悟，在诵中生情，在吟中入境。
学习目标
1.会认7个生字，会写9个字。
2.正确、流利、在感情地朗读课文，背诵课文。感受小草顽强的生命力；想象儿童在花丛中捕蝶的快乐。体会诗人热爱春天、热爱生活的情感。
3.有背诵古诗的兴趣。
教学流程
第一课时
一、导入：
小朋友们，大家从小到现在一定会背不少诗吧，今天我们就来比比谁会背的多，指名背古诗，不能重复。
二、在语境中整体认读，自主识字。
(1)自由朗读课文，圈画不认识或容易读错的字。
(2)结合语言环境自主认读。
(3)教师检查认读情况，随机纠正读音。注意“荣”不要读成yóng；“宿”是多音字，在本课读sù；“疏”要读翘舌音。(4)小组内相互检查认读情况。
2.联系生活实际识字。
(1)出示小草在春、夏、秋、冬四季中的不同画面，想想“枯”和“荣”应该分别是哪一幅图描绘的景象。
(2)如果班上有姓徐的同学，或者有的同学认识姓徐的人，就请他教大家识记“徐”这个了。
3.组词识字。如，宿，住宿、宿舍。
4.以熟字带生字识字，如，离—篱、味—未。
5.写字指导。
(1)巩固音、形。本课9个字要写的字中平翘舌音的.字较多，翘舌音；追(zhuī)烧(shāo)荣(róng)；平舌音：菜(cài)宿(sù)。建议写字前引导学生再次认读这些字，巩固读音。
(2)观察发现。本课的9个字包含了五种结构，要引导学生仔细观察、发现，引导学生正确书写。
独体字：未
左右结构：枯、徐、烧
上下结构：宿、菜
上中下结构：荣
半包围结构：追、店
(3)重点讲解。
未：可以先复习一下“味”字，再指导书写。上横要短、下横要长；撇捺要舒展。
荣：草字头的横不能太长，秃宝盖要宽，“木”字横要短，撇捺伸展开。
宿：宝盖不宜太宽。
烧：火字旁捺要变点；右上部不要写成“戈”，第二笔斜钩要有弯度；下面的“兀”字横要短，竖弯钩的拐弯处要圆润。
第二课时一、导入
1、汇报学生查找的资料，了解唐朝大诗人白居易的情况；让学生回忆学过的宋代著名诗人杨万里的诗《小池》。
二、朗读感悟
2.学生自读古诗，借助插图感知诗的内容，体会诗的情感和朗读的节奏感。教师随机解决学生学习中的问题，如，结合“岁月、岁岁平安、辞旧岁”等词语理解诗中的“岁”(“年”的意思)，结合“奔走相告”、“走马看花”等词语理解诗中的“走”(“跑”的意思)。
3.教师诵读，感受古诗的韵律美和节奏美。
(1)读《草》的第一行，语气舒缓，表现野草的茂盛和草原的辽阔；第二行突出“枯”、“荣”，感觉野草一年一度的枯槁和茂盛；第三行语调稍扬，显示野火的无情和野草的顽强；第四行语调平稳有力，表现野草旺盛的生命力。
(2)《宿新市徐公店》的前两行是几笔淡淡的素描，朗读时语调可平稳柔和，快慢有致，渲染农村宁静、柔美的环境气氛；第三行用欢快、跳跃的节奏表现儿童奔跑追逐黄蝴蝶时的喜悦心情；第四行“无处寻”读得慢而稳，表现出失望的心情和深远的意境。
4.引导学会感情朗读，体会诗人情感，培养想象力。
(1)朗读《草》时，脑子里要浮现出野火焚烧枯草和春天野草复生的画面。
(2)朗读《宿新市徐公店》时，想象：金黄的菜花，淡雅的花香，扑蝶的儿童在菜花丛中东找西寻，分不清哪是黄花，哪是黄蝶。
5.朗读两首古诗，一边读，一边想象画面，体会感情。
6.利用学习伙伴的话，引导学生给第二首诗编个故事。
三、积累运用
1.练习背诵两首诗。
2.读读记记《草》原诗后四行的内容。
3.抄写名句“野火烧不尽，春风吹又生”。
四、实践活动
“我知道”展示交流活动。
1.展示交流自己知道的与本课内容相关的资料。
2.背诵白居易和杨万里的其他诗作或其他诗人写的关于春天的诗。
3.以小组为单位，自编、自排、自演《宿新市徐公店》的情景剧。
教学目标：
1、认读7个生字，会写9个生字
2、朗读课文，背诵课文
教学课时：两课时
第一课时教学目标；
1、认读2个生字，会写2个生字
2、正确、流利地朗读课文，背诵课文
教学过程：
一、导入新课谈话
1、请大家把你课前准备好的小草拿出来
2、请同学们谈谈对小草的认识
3、在什么地方发现的小草？
4、小草长得如何？
5、你是如何拔出小草？
教师小结：小草很顽强，春天一到，它又快乐地来到我们生活中，人们看到小草就会被它所震撼，唐代诗人白居易也看到了小草，还写了一首非常有名的小诗，题目是《草》。（教师板书课题）
二、教师范读小诗，学生认真听，听后汇报记住哪一句三、学生自由读诗，画出生字，同桌或小组互相交流四、生字教学：
1、出示字卡认读：“枯“”荣“
2、出示带有生字的句子
五、学习古诗
1、自由读诗，教师画出节奏范读。
草
离离|原上草，
一岁|一枯荣。
野火|烧不尽，
春风|吹又生。
2、学生自由模仿读诗
3、教师指名读诗
4、小组合作，了解诗歌大意
5、以组汇报：
教师出示春草图，冬草图引导学生观察图，讲图意，理解前两句“离离|原上草，一岁|一枯荣。”
问：小草冬天都经历了冰冻、火烧，但到了春天，它们却又长出来了，这又说明了什么？（学生大胆发言说明小草顽强、勇敢、生命力强等）
请大家齐读后两句
六、朗读全诗七、试背全诗八、指导书写
1、教师范写2、学生范写
九、拓展延伸
1、读书后古诗
2、积累白居易的古诗
第二课时
教学目标：
1、认读5个生字，会写7个生字
2、朗读课文，背诵课文
教学过程：
一、以图引文
1、幻灯出示图片，同学们：请大家仔细观察图片，然后，把你看到的告诉大家。（小男孩、黄蝶、花、小路）
2、大家来到这里，你认为这里的景色怎样？（美丽）人呢？（可爱）
想知道这是哪里呢？这里是新市一个姓徐的人开店的地方，唐代诗人杨万里就住在这里。（教师随手板书课题和作者）
3、让生齐读课题，理解题意。
二、自由读诗，扫除生字障碍
师语：杨万里看到美丽的景色，他写了一首诗
1、圈出生字，小组交流识字方法
2、请小老师上讲台进行生字教学，班内交流识字方法，筛出难字进行教学
3、出示带有生字的句子认读。
三、学习古诗
1、出示全诗画出节奏
宿新市徐公店
唐杨万里
篱落|疏疏|一径|深，
树头|花落|未|成阴。
儿童|急走|追|黄蝶，
飞入|菜花|无处|寻。
2、教师范读古诗
3、学生自由以组学习古诗，找出不理解的诗句
4、班内交流学习情况，（重点理解前两句古诗）
四、指导朗读
1、师语：这么美的春天，我们读诗时应该怎样读？
2、录音范读，学生模仿朗读
五、背诵古诗
六、指导书写
七、布置作业：
1、背会古诗，2、积累古诗
八、板书设计：
枯野火烧不尽景美丽
草宿新市徐公店
荣春风吹又生人可爱
篇5：第四册《练习1》教学设计
教学目标
1．学习部首查字法，掌握根据不同情况提取部首的方法。 2．培养学生遇到不认识、不理解的字词能通过来解决的能力。 3．培养学生逐步养成勤、主动识字的好习惯。教学重难点重点：学会部首查字法，掌握提取部首的方法。难点：会从一个字的多个义项中选择正确的义项。教学准备 ⒈多媒体课件。⑴动画卡通猴。⑵填表。（见教材）⑶结合句子给小猴讲讲生字的意思。（见教材。）⒉每组一张作业纸，作业内容如下所示：
要查的字 部首 除部首外几画 读音 意思 喉咙 盛满 背着 囤里
⒊每人一本字典。
设计思路 儿童是用图画、色彩、声音来思维的。多媒体课件的运用能把学生带到“伊佃园”中，让学生在良好的情境氛围中积极思考、乐于动手、善于合作、勇于创新。本课教学中卡通猴与小朋友交朋友、请小朋友解决难题等一系列情境创设无疑为学生积极主动地学习提供了良好的动力支持。 《语文新课程标准》指出：语文是实践性很强的课程，应着重培养学生的语文实践能力，而培养这种能力的主要途径也应是语文实践。“部首查字法”是学生首次接触的知识实践能力，在教师示范引导的基础上上，指导学生在积极主动的实践探究过程中，逐步掌握基本知识，勇于触摸知识盲点，在心与心的碰撞中不断体验成功的欢乐。知识和技能、过程和方法、情感态度和价值观三维教学目标得到有效落实。
教学过程
设计理念
一、激趣揭题
⒈教师激情介绍。（多媒体出示卡通猴画面。） 小朋友，你们认识他吗？ 他聪明又好学，可喜欢读书了，因此大家又叫他博士猴。 ⒉动画导入。 小朋友，很高兴认识你们。昨天，我借了一本童话书，里面遇到好几个字不认识，（出示“腔、粮、酣、敲”。）这些字的上面又没注音，真是急死我了。你们能帮帮我的忙吗？ ⒊揭示课题。 要想帮小猴解决这个难题，我们只有学会一种新的的方法——部首查字法。
二、学习新知
1．掌握提取部首的方法。 ⑴学习对话。 ①学生自读对话内容。 ②师生分角色朗读。 ⑵领悟方法。 学生交流师生对话的主要内容——提取部首的两个知识点。 ①一个字中哪部分是部首就到哪个部首里去查。 ②如果一个字的两个部分都是部首，就按照取左不取右，取上不取下，取外不取内的方法来提取部首。 ⑶反馈练习。 出示“苇、取、困”，让学生找出它们的部首并说明理由。 2．学习用部首查字法查找汉字。 卡通猴：我的难题就要解决了，我们快来找一找吧！ ⑴教师示范。重点指出用部首查字法查字时，在检字表中找到要找的部首项，然后在相应的笔画数中就可找到我们要查的字的页码了。 ⑵学生练习，完成书上的表格。 ⑶集体交流。 3．学习选择正确义项。 卡通猴：字是认识了，可我还不懂得它们的意思，你们能给我讲讲吗？ (1)教师讲解示范：（通过教师讲解让学生明白一个字往往有几个义项，必须根据这个字所在的词语或句子的意思从字典上找出正确的义项。） (2)学生实践练习。（人人动手，同桌共同讨论生字的意思。） (3)全班交流。
三、巩固拓展
1．小组合作填写作业纸。 2．全班交流。 3．评出优胜小组。
四、课外延伸
卡通猴：小朋友真了不起！通过今天的学习我们又学会了一种新的本领——部首查字法。大家以后遇到不认识或不理解的字可要勤哦！这样，我们可以看更多的书、读更多的报、学更多的知识了。 洛克说：“儿童学习任何事情的最合适时机是他们兴致高，心里想做的时候。”兴趣是最好的老师，良好的'兴趣是学生学习的内驱力，这样的学习才会最有效，最主动。一上课，教师就采用学生最喜爱的卡通画与大家见面的方式明确了本堂课的学习任务，使学生无负担地、很乐意地投入到新知识学习中，且表现得兴致盎然。 《语文新课程标准》指出：学生是语文学习的主人。语文教学应注重培养学生自主学习的意识和习惯。课堂上，教师摒弃繁琐的说教，还学生学习的主体地位，让学生通过多种形式对话朗读，畅谈学习收获，感知提取部首的基本方法。 传授正确的学习方法可以使学生在最短的时间内取得最大的收效。部首查字法是学生以前未涉及的知识领域，教师有必要向学生示范讲解。另外，学生练习、同桌合作练习的方式都给了学生实践锻炼的机会，体现了语文教学的实践性本质。 这一环节的设计，补充了教材中没涉及到的训练内容，如：“盛”上下结构、多音字，“囤”全包围结构，它不仅让学生巩固了从各种结构的字中提取部首的方法，更让学生探究了一个了有多个读音时该选哪个读音的方法，拓展了学生学习的知识面，增强了学生实践应用的能力。同时，小组竞争的练习方式培养了学生团结协作的集体主义精神。
篇6：第四册“香港和澳门”教学设计
第四册“香港和澳门”教学设计
一、教学目的
1.知识要求(1)使学生掌握香港和澳门的自然地理特征和经济特征。(2)记住中国政府对香港和澳门恢复行使主权的时间。(3)理解香港在国际上的重要地位及其经济的发展;澳门产业的变化;祖国大陆在港澳经济发展中的作用。
2.能力要求 通过全面比较香港和澳门的地理特征,培养学生分析和概括地理问题的能力。
3.思想教育 讲述港澳两地被英国和葡萄牙侵占的历史,阐述回归祖国后设立特别行政区、实行“一国两制”政策的重大意义,对学生进行爱国主义教育和国情国策教育。
二、教学重点 香港和澳门都是中国领土;香港和澳门经济的发展。
三、教学思路运用电教手段,采用歌声引入,讲述、综合提问,引导自学,归纳补充,分析比较等方法,使学生轻松愉快地接受知识。
四、教具准备 投影仪、投影片、录音机、磁带
五、教学课时 一课时。
六、教学过程 学生随录音机播放齐声合唱歌曲《香港别来无恙》。
【引入新课】香港是一个美丽的地方,正如同学们在歌中唱的那样,它经历了1的荣辱、沧桑、风雨和成长;澳门曾被葡萄牙侵占了400多年,也和香港一样,是祖**亲又一个在外漂泊400多年的儿子。如今她们已先后回到祖国的怀抱。本节课我们就来学习香港和澳门地区,来了解它们的自然地理特征和经济特征。
【板书课题】第六节 香港和澳门
【引子】首先我们学习香港和澳门的自然地理特征。
【板书】一、香港和澳门的自然地理特征
【展示投影片】香港和澳门地区略图投影片,教师引导学生通过读图,回答几个问题。
【提问】(1)香港和澳门靠近哪个省?各位于珠江口的哪一方?各与哪个经济特区邻近?(2)气候有何特点?
【对比总结】香港位于珠江口东侧,毗邻广东省深圳经济特区;澳门位于珠江口西侧,毗邻广东省珠海经济特区。两地均为亚热带季风气候,全年气温偏高,降水丰沛。
【自学填表】教师把事先印好的“香港和澳门”地理特征比较表发给学生,要求学生看书读图,自学归纳。
香港和澳门地理特征比较表
香 港
位置 位于广东省珠江口东侧,毗邻深圳市
范围 由香港岛、九龙和新界及周围200多个岛屿组成
面积 1092平方千米(1995年)
居民 人口630多万(1995年),中国血统占98%,其中祖籍广东省最多,英国人和其它外国人占2%
经济 1.加工工业发达,以出口外销为主 2.对外贸易是重要经济支柱 3.旅游业发达
澳 门
位置 位于广东省珠江口西侧,毗邻珠海市
范围 由澳门半岛、凼仔岛、路环岛三部分组成
面积 16平方千米(1995年)
居民 人口42 4万(1995年),中国血统占95%以上(祖籍主要为广东省),葡萄牙人占3%
经济 1.博彩业兴旺 2.旅游业是重要经济来源之一 3.加工业兴起,产品出口美国、香港、西欧
【展示投影片】香港和澳门地理特征比较表投影片,教师根据学生填表情况,串讲提问,查漏补缺,以达到理解和掌握的目的。
【提问】为何香港和澳门的居民中中国血统占绝大多数?
【分析总结】因为香港和澳门自古以来就是中国的领土,所以才有那么多中国血统的居民世世代代生活在港澳地区。
【板书】二、香港和澳门都是中国的领土
【学生讲述】学生讲香港、澳门被侵占的经过,教师进行爱国主义教育。
【总结教育】大家听了×××同学讲的港澳被侵占经过,就可以清楚地认识到,香港和澳门是中国的固有领土,香港和澳门的问题是帝国主义强加于中国的一系列不平等条约的结果。两地分别被英国和葡萄牙非法侵占了100多年和400多年。今天的中国政府不再受过去任何不平等条约的约束。根据我国政府分别与英国政府、葡萄牙政府签订的“中英联合声明”(1984年)、“中葡联合声明”(1987年)。我国政府已先后于7月1日、12月20日分别对香港和澳门恢复行使主权,并在两地设立特别行政区,实行“一国两制”政策,对两地现行社会、经济制度50年不变,以保持港澳的社会稳定和经济繁荣。香港和澳门的回归,不是简单意义上领土的失而复得,它意味着中国任人宰割的时代已经一去不复返了。
【提问】今天,作为新时代的中学生,你们该怎么办?
【总结】热爱祖国,努力学习,用学到的科学文化知识去建设祖国,使祖国更加富强,同时要树立民族的自尊心、自信心,增强民族自豪感,肩负起为祖国统一大业而奉献自己一切的历史使命。
【引子】香港被称为“东方明珠”、“亚洲四小龙”之一,说明它经济发达。那么香港经济的发展有何有利条件?
【板书】三、香港经济发展的有利条件
【展示投影片】香港地理位置图投影片,教师讲述,学生归纳结论。
【讲述】香港背靠广袤的祖国大陆,南近东南亚,是沟通远东各地,联系澳大利亚、欧洲、美国等国的.水上要冲,与许多国家和地区有便利的海运和航空运输,居国际贸易的有利位置。
【提问】香港经济发展的第一个有利条件是什么?(位置优越)
【板书】1.位置优越
【展示投影片】香港海运图投影片,教师讲述,学生归纳结论。
【讲述】香港有着天然港口优势,港阔水深,风平浪静,宽阔的水域,可同时停泊百艘以上的万吨巨轮。目前,香港是世界上进出口船舶最多的商港之一,1992年平均每13分钟就有一艘远洋货轮驶入和离开香港码头,年进出香港的远洋货轮达4万多艘次。它与美国的旧金山、巴西的里约热内卢同为世界三大良港之一。
【提问】香港经济发展第二个有利条件是什么?(天然良港)
【板书】2.天然良港
【讲述】香港是一个自由贸易港。目前与世界上160多个国家和地区的500多个港口有货运往来,形成一个以香港为枢纽,联系五大洲、三大洋的海上运输网络。香港一贯实行自由贸易政策。对许多进出口商品免征关税,进出口手续也极为简便,从而吸引国际船只和货物过境,发展过境贸易,加上香港生产旅游者比较喜爱的轻工业产品(看图),香港被誉为“购物者的天堂”和“东方明珠”。
【提问】香港经济发展第三个有利条件是什么?(自由贸易港)
【板书】3.自由贸易港
【总结过渡】以上3点是香港经济发展的有利条件,但香港经济发展也有其不利因素。
【展示投影片】中国内地供应香港的主要物资图投影片。
【提问】香港经济发展的不利因素是什么?
【总结】香港人多地狭,资源缺乏,工业原料、燃料绝大部分靠进口,并且主要靠祖国内地供应。由此可以看出,香港和祖国息息相关,血脉相连,强大的社会主义祖国是香港经济发展的坚强后盾。
【板书】四、香港和澳门的经济特征
【自学填表】学生看课本P.89和P.90,归纳出香港和澳门的经济特征,填入表中第五项。
【展示投影片】港澳地区特征比较表投影片,教师提问、查漏补缺。
【提问】香港和澳门的经济发展形成什么特点?
【对比总结】香港虽人多地狭,但地理位置优越,海运便利,因而形成了以对外贸易、加工工业和旅游为主的经济结构特点。澳门则形成了以博彩业、旅游业和加工工业为主的经济结构特点。
【引导学生分析】澳门成为对外贸易港早于香港,为何经济发展落后于香港?
【总结】现代海洋轮船运输兴起后,澳门附近因海域水浅,缺少深水海港,不利于大型海轮的进出和停泊,国际贸易地位衰落,形成以赌场收入维持经济的旅游城市。在很长的一段时间里,人们对澳门的认识始终与其颇负盛名的博彩业联系在一起,但在1995年里,一连串令人瞩目的新闻事件使澳门成为媒介争抢报道的热点,成了1995年的明星城市,如澳门国际机场的启用,与台湾的正式通航,中国银行参与发行澳门钞票等等。近年来,各种迹象表明,澳门潜在作用和地位正在显示出来,并越来越受到各方面的重视。澳门这个昔日的滨海渔村已成为在国际上颇有影响的旅游、工业城市。目前,澳门已回归祖国,它的经济发展将会随着祖国内地的进一步对外开放和中央政府强有力的支持,以及本身基础设施的进一步完善,定会走向良性循环、日益腾飞的轨道,在祖国怀抱中,光耀中华,走向辉煌!
点评:本教案设计合理,重点突出了对学生的思想教育,是一堂生动的爱国主义教学案例。教师在设计教案中,根据所要讲的本节内容,注意了教学过程的严谨性、条理性、思想性;同时又充分运用了各种教学手段来组织教学(幻灯机展示地图、景观图片,录音机播放歌曲),这更能使教学充满活力。(四川省教育科学研究所 冯忠跃)(撖子年(甘肃省金昌市第一中学 737100) 中学地理教学参考 No.6)
篇7：第四册《克和千克》教学设计
有关人教版第四册《克和千克》教学设计
教学目标：
1、在具体的生活情景中，使学生感受并认识质量单位克和千克，初步建立1克和1千克的概念，知道1千克=1000克。
2、关注学生的生活经验，培养学生调查，收集处理应用信息的能力，架设数学与生活的桥梁。
3、拓展学生的思维，在建立质量观念的基础上，培养学生估量物体质量的意识。
教学重点:认识克和千克.
教学难点:知道一千克=1000克
教学准备：
1、学生准备两包食盐,一枚2分硬币,一包100克的味精,
2、教师使用托盘秤1台，两包大小不一样,但都是分别重一千克的物品用报纸包好.生活日用品若干样(洗衣粉一袋,火腿肠,饼干一袋等).
3、课前让学生到生活中了解有关物体轻、重的知识。
4、多媒体课件一个。
教学过程：（课件1）
一、导入课题
同学们，你们都喜欢玩跷跷板吗？如果我们班何家欢和李梦涵两位同学一起玩跷跷板游戏，会出现什么情况？请学生上台演示玩跷跷板游戏（学生答：李梦涵这边会跷起来，何家欢那边会落下去，因为李梦涵比何家欢轻。）
在我们的生活中有许多物品也喜欢玩跷跷板。我们一起来看一下（课件2 ）同学们说说哪个轻？哪个重?通过刚才的游戏，我们知道了我们生活中的物品有的轻，有的重。这就要用到重量单位，你们见过哪些重量单位呢？（学生说：克和千克）你在哪里见过呢?
这节课我们就一起来认识质量单位克和千克（板书：克和千克 ）
二、新授课
1、认识千克
出示用报纸包好的两包物品，请同学们猜一猜老师手里拿的这两包物品哪一个轻？哪一个重？
教师：有的同学说体积大的这包重，有的同学说两包一样重，那我们最好的办法就是称一称。要知道物品质量,我们可以用秤来称,(课件3)这些秤你见过吗?在哪里见过的?
拿出盘秤,这是什么秤？（盘秤）我们用这个盘秤称一下这两包物品的质量到底是多少？这包物品的质量在秤上是几？（刻度1）那么这包物品的质量就表示一千克。（板书：1千克）再看一看这包物品的质量是多少？称一称，（还是一千克）这两包物品的质量是怎么样？（一样重）那刚才谁猜对了？通过刚才猜一猜这个小游戏你有什么发现？（物品体积大的不一定比体积小的重，有些物品看起来体积很大，其实它并不比看起来体积小的物品重，比如一袋爆米花的质量大约是50克。这块铁的质量跟它是一样重，你们说是多少？你们想知道一千克有多重吗？拿出你们带的食盐，看一看一包食盐的质量是多少？（500克）两包呢？（1千克）拿起两包食盐托在手上掂量一下，感受一下一千克有多重。
您现在正在阅读的人教版第四册《克和千克》教学设计文章内容由收集!本站将为您提供更多的精品教学资源!人教版第四册《克和千克》教学设计2、认识克
拿出一枚两份的`硬币，这枚硬币跟这两包食盐比较哪个轻哪个重?如果要知道这一枚硬币的质量用什么秤来称最合适呢?（天平)为什么要用天平称呢？（因为一枚硬币的质量很小）称不同物品的质量我们用的秤也不一样.那表示这枚硬币的质量,我们还用千克做单位合适吗?（不适合）那我们就要用到一个较小的质量单位 (克)一枚两分的硬币大约重一克,（板书：1克）出示(课件4)一克有多重?一千克有多重?拿起两袋食盐和一枚硬币分别掂量一下感觉怎么样?现在我们来认识一下在生活中哪些物品的质量用千克做单位？哪些物品的质量用克做单位？（课件5）指名读出图片上物品的质量。
做一做:练习(课件6 7 )通过刚才的练习,讨论一下在生活中,我们表示什么样的物品的质量用千克做单位,表示什么样的物品的质量用克做单位呢?谁能够总结一下?指名回答.(表示比较轻的物品的质量我们用克做单位,表示比较重的物品的质量用千克做单位.)
3、学习一千克=1000克
这一袋味精的质量是多少?请一个同学读一读。（100克)那么两袋呢?三袋呢?四袋呢?五袋呢?......十袋味精重多少克?(1000克).(板书:1000克)两包食盐的质量是多少?(板书:一千克)这两包食盐和这十袋味精的质量相等吗?(相等)那我们就可以说一千克等于1000克(板书:一千克=1000克)出示(课件8)那么2千克苹果等于多少克呢？3千克等于多少克呢？.
做一做:练习(课件9 10)
4、知道用㎏表示千克,用ɡ表示克
(板书:千克㎏ 克ɡ)同学们认识这两个字母吗？这两个字母就是国际通用表示千克和克的符号。
（课件11）请三名学生上黑板练习2000克=（ ）千克 3千克=（ ）克 7㎏=（ ）ɡ
三、知识巩固练习
今天这节课我们认识了质量单位克和千克,你学到了那些关于克和千克的知识?请学生说.这里有一个小朋友给他的姥姥写了一封信,请同学们读读这封信看看这位小朋友对克和千克的知识掌握好了没有?(课件11)
四、总结
同学们,今天这节课你们学得高兴吗?(高兴)你学到了什么?(学生回答)质量单位在我们的生活应用中是非常重要的,我们在生活中买菜,买米,买水果等等时时刻刻都要用到质量单位克和千克.数学知识与我们的生活是紧密相连的.我们要学好数学让我们的生活更加美好!
五、板书设计
克 和 千克
ɡ ㎏
1千克=1000克
2000克=（ ）千克 3千克=（ ）克 7㎏=（ ）.
篇8：Mainly revision Lesson 92教学设计
Lesson 92教学设计示例
一、教学目标
1．知识目标
（1）复习课文第一部分中列出的元音字母和字母组合的.读音。
（2）小结现在进行时的陈述句和疑问句形式。
2．能力目标
（1）能够正确读出课本第一和第二部分的单词。
（2）熟练运用现在进行时。
二、教学过程
Step 1 Revision
1 Revise How many students / teachers … are there in our class / school?
2 Revise the numbers and the difference between 18 and 80, etc .
Step 2 Presentation
Tell the students that, as in Chinese, some words sound the same but are spelt differently and have different meanings. Give an example ( e. g. two, to and too). Help them to think of more examples.
SB Page 34, Part 1, Speech Cassette Lesson 92. Play the tape. Students listen and repeat.
Step 3 Writing
1 Get the students to copy the words in their notebooks. Ask the meaning of each word in Chinese and get the students to note it down.
2 In pairs, have the students write a short story, about 4-5 sentences, using 5 of the words. Choose several pairs to share their stories.
Step 4 Read
1 Books closed! Explain that it is possible to work out the pronunciation of new words using spelling rules. Write cap on the Bb. Then write old words: coat, hat, help. Draw a circle around the c of coat, the a of hat and the p of help. Ask the students to say the sounds of the letters in the circles. Isolate each sound: /k/, /$/, and /p/. Then put them together as /k$p/. Practise the pronunciation. Give the meaning of cap. Repeat with driver. Tell the students this is a good way of learning English spelling.
2 Books open! SB Page 34, Part 2, Speech Cassette Lesson 92. Get students to work out the pronunciation of gun and farmer. Ask some students to come to the Bb and circle the parts of the old words that show the pronunciation of the letters of the new word. Play the tape. Have the students listen and repeat.
3 Do Ex. 1 of Wb Lesson 92. You may get the students to associate these unknown words with known words, e. g. tank-thank, chalk-talk, grass-glass, etc .
Step 5 Presentation
1 Revise open, close, shop, etc .
2 Revise days of the week.
3 Say I want to open a toy shop. What time should my shop open and close? Have students help you make a sign with the opening times and closing times for each day of the week. Write the sign on the Bb.
Step 6 Read and say
1 SB Page 34, Part 3, Speech Cassette Lesson 92. Play the tape while students listen. Tell them to pay attention to the intonation. Now you read one sentence at a time and have the students repeat.
2 In pairs, have the students practise the dialogue and ask and answer questions about the sign. (What time does the shop open / close on … ? etc .)
3 Do Ex. 4 of Wb Lesson 92.
Step 7 Read and learn
1 SB Pages 34-35, Part 4, Speech Cassette Lesson 92. Books closed! Ask What does Li Fen borrow from Mr Green? (two books). Have the students listen. Check the answer. With books open, have students listen and repeat. In pairs, have the students read and practise the dialogue. As they are practising, walk around the room and choose a pair whose pronunciation and intonation is good to read the dialogue for the class. Also, give help when needed as you are wandering around the room.
2 Have the students, still in pairs, write their own dialogue about trying to find a time to meet with each other to do something. For example, maybe they want to play football or ping - pong together, or maybe they want to study together. Let the students decide what they want to do. The students can use this dialogue as a model.
3 Do Ex. 9 of Wb Lesson 92.
Step 8 Complete and read
SB Page 35, Part 5*. Make this into a contest. See which student can finish the quickest. Then give the rest of the students a couple more minutes to finish. As they are finishing, the student who finished first, can write the answers on the board.
Step 9 Checkpoint 23
Go through Checkpoint 23 and encourage the students to ask questions about the Present Continuous Tense. Give examples of the Negative and Interrogative forms as well. See the grammar notes of the SB on the Present Continuous Tense. If the students are still having trouble with this tense, perhaps you can draw the following diagram on the board:
Explain in Chinese, that the Present Continuous Tense describes an action that started in the past, is happening as the speaker is talking, and will probably continue, at least for a time, into the future.
Step 10 Workbook
SB Pages 110-112, Wb Lesson 92, Exx. 2, 3, and 5-7 should be done in class with your help.
Exx. 10 and 11 are optional.
Listening Text
David: For breakfast I have two pieces of bread, a glass of orange juice and a cup of coffee. I don't have a big lunch. I often take a sandwich, a banana or an apple with me to school. For drink, I like coke or water. For supper, I eat a lot at home. I have meat, vegetables, potatoes, ice-cream or chocolate. Sometimes I have a piece of cake.
Ling Feng : I have milk, bread and an egg for breakfast. For lunch I eat rice, vegetables and some meat at school. For supper I have rice or noodles, vegetables and meat. Sometimes I have soup, too.
Homework
Finish off the Workbook exercises.
Do Exx . 3 and 8 in the exercise book.
Some ideas for extra practice or enrichment
1 Choose the name of a famous person such as Michael Jordan or Chen Lu , the famous Chinese ice-skater, or Wang Zhizhi and write one of their names on the Bb. Tell the students that they are going to write as many English words as they can see in the name. (See example below.) Give the students 5 minutes. Then check the answers. Make sure the words are spelled correctly.
Michael Jordan
1 me
2 and
3 jail
4 or
5 hair, etc .
2 Play Hangman. In this game, you think of a word and put a dash for each of the letters of the word. Then the students try to guess the letters. As the letters are guessed, fill in the space with the correct letter. If the students guess incorrectly, then draw a part of the body on the scaffold such as a head, arms, etc . (See below.)
word: colour (don't show this to the class)
Note, in the above drawing, a head, body and leg are drawn because the letters a, v, and p were guessed, but these letters are not in the word colour. If the whole body is drawn before the students guess the word, then they lose. Usually only the head, arms, body, legs, eyes, nose and mouth are drawn, but you can add other parts such as hands and feet if you wish. Once the students know how to play the game, they can play this game in small groups or pairs.
篇9：Mainly revision Lesson 90教学设计
Lesson 90教学设计示例
一、教学目标
1．知识目标
（1）复习有关请求帮助、提供帮助的用语。
（2）复习现在进行时。
（3）复习人称代词的用法。
2．能力目标
（1）能够熟练地运用现在进行时。
（2）能够简单的介绍你的一个朋友、同学、亲人。
二、教学过程
Step 1 Revision
1 Check the dialogues made by the students.
2 Revise all the adjectives learnt, e. g. big / small, long / short, etc .
3 Revise the Present Continuous Tense and all the verbs learnt, e. g. jump, run, swim, etc .
Step 2 Presentation
Divide the class into small groups. In this activity, the students will be drawing a face. Each person should have a blank piece of paper and one color marker that is a different color from the others in the group. For example, one student has a green marker, one has a red one, etc . You are going to give instructions for each student to draw something. For example, when you say Draw a big circle, everyone will draw a circle on their own paper. Then each person will pass their paper to the right to the next student in their group and draw something else until the picture is completed. Give the following instructions:
1 Draw a big circle.
2 Pass your paper to the right.
3 Draw two eyebrows. (Point to your own eyebrows as an example.)
4 Pass your paper to the right.
5 Draw two eyes.
6 Pass your paper to the right.
7 Draw a nose.
8 Pass your paper to the right.
9 Draw a mouth.
10 Pass your paper to the right.
11 Draw two ears.
12 Pass your paper to the right.
13 Draw the hair.
14 Pass your paper to the right.
15 Add something that is missing. For example, earrings, or a moustache , etc . (You may need to say this in Chinese.)
16 Now give your person a name, a job, an age, etc .
17 Describe your person to your group.
As the students are drawing and talking about their person, walk around the class and give help as needed. Make sure they are using English.
Step 3 Describe the people
SB Page 32, Part 1. Using the model, have the students work in pairs to describe the pictures. If time allows, have the students make up stories about the pictures. For example, in Picture 1, The girl is 22 years old. She lives in Harbin . She is very good at singing and dancing. She is now dancing, etc .
Step 4 Presentation
Play “Polly says”, but as the students are doing an action ask what they are doing. For example: Say Polly says “jump ”. As the students are jumping, ask What are we doing? The students answer, We are jumping!
Step 5 Look and say
In pairs have the students tell what is happening in each picture. You may do Picture 1 together to help them get started. Ask What is happening in Picture 1 ? Help the students to answer, Mrs Smith, David and Joy are going to the park. Now let the students discuss the rest of the pictures. Choose several pairs to tell the class their story about the pictures. (Each story may be a little different, but if the story fits the pictures, then it is OK.) Suggested answers:
1 Mrs Smith and her children David and Joy are going to the park. They are happy.
2 They are boating in the middle of the lake.
3 David is eating an apple. Joy is eating bread. They are hungry.
4 They are watching the fish in the water.
5 Oops ! The girl is in the water. Oh dear! She can't swim.
6 Mrs Smith is jumping into the water.
7 Mrs Smith is now swimming to her daughter.
8 David is looking at them. He is worried.
9 Mrs Smith is saving her daughter.
Step 6 Workbook
SB Page 108, Wb Lesson 90, Exx 1-3. Exx . 1 and 2 require the students to complete the passages or dialogue with the given language. Ex. 3 leaves the students more freedom. After they describe the picture, they should write down their description. The best compositions may be displayed on the wall of the classroom.
Homework
Write Exx . 1 and 3 in the exercise book.
篇10：Mainly revision Lesson 91教学设计
Lesson 91教学设计示例
一、教学目标
1．知识目标
进一步复习现在进行时的用法。
2．能力目标
能够根据课本里的对话再自编一段对话，练习课文里用到的句型。
二、教学过程
Step 1 Revision
1 Use pictures and revise Who's this? Where is he / she? What's he / she doing?
2 Get some students to ask the questions. Then practise in pairs.
3 Revise He / She's wearing …
Step 2 Game
Perform an action. Ask What am I doing? Get students to guess Are you making a cake? etc . The student who guesses correctly then comes to the front of the classroom and performs an action for the class to guess.
Step 3 Listen and answer
SB Page 33, Part 1, Listening Cassette Lesson 91. Let the students look at the table in Wb Lesson 91, Ex. 2 before playing the tape. Play the tape three times.
Listening Text
(Playground noises)
A: Excuse me, Mrs King. Where are the twins?
B: I don't know.
A: We must find them. It's time to play basketball.
B: They are here somewhere. But look at all these children! It's not easy to find them.
A: What are they wearing? What colour are their clothes?
B: Well, Lucy is wearing green trousers and a blue blouse. Oh, what colour shoes is she wearing? I think they're brown. Yes, she's wearing brown shoes.
A: What about Lily?
B: Lily ― oh, she's wearing blue trousers and a sweater.
A: What colour is her sweater?
B: It's yellow, I think. Yes, it's yellow.
A: What about her shoes?
B: Her shoes? Oh, sorry! I don't know.
A: Right! Let's go and find them.
After answering some questions orally, the students fill in the blanks in the table in the Wb Lesson 91, Ex. 2.
The answers are:
Lucy: green trousers, blue blouse, brown shoes
Lily: blue trousers, yellow sweater
Step 4 Read and act
1 SB Page 33, Part 2, Speech Cassette Lesson 91. Working in pairs, have the students first cover the dialogue and describe the pictures to each other. Ask What are they wearing? What is happening? What are they looking for? etc . Help the students to answer. They may have different answers, but if the answer is reasonable according to the picture, then the answer is correct.
2 Books closed! Play the tape. On a scrap piece of paper, have the students write down all the words that they hear. (This is a good exercise to improve the students' listening without looking at a chart, or only listening for certain information. In this exercise, the student is required to listen to everything.) Then ask What did you hear? Have the students tell you all that they heard, even if it's just it, the, etc . However, at this point, the students should be able to give you “chunks” of language like, Excuse me. and I don't know. Write the words on the Bb. It is encouraging for the students to actually see all they are able to hear.
3 Play the tape again and have the students repeat.
4 Students read and act out the dialogue in groups of three.
Step 5 Practice
Divide the class into groups of three and do a roleplay. Tell the students they are in an international airport and that one of them has lost something. They may use the dialogue as a model, but they should try to act out the situation using the book as little as possible. They may change the dialogue as much as they want to. Remember, in a role-play the students do not write anything, but rather try to speak in that particular situation.
Step 6 Workbook
SB Page 109, Wb Lesson 91. Do Ex. 3 in class. Read aloud the instructions making sure the students know what to do. Encourage them to create different stories. The best ones may be put on display.
Homework
Write down the complete dialogue in the exercise book as required in Ex. 3.
篇11：Mainly revision Lesson 78教学设计
一、教学目标
1、知识目标
（1）掌握句型：1）How did Ling Feng make the baby stop crying? 2）She didnt cry any more. 3）I cant leave her by herself. 4）She…cried harder and harder.
（2）复习一般过去时用法。
2、能力目标
运用一般过去时描写过去的经历。
3、情感目标
培养学生学习雷锋做好事的优秀品质。
二、教具
录音机。
三、课堂教学设计
1、值日生报告。
教师可通过提问，为下面学习这篇日记做准备：
T： What day is it today? Whats the date today? Whats the weather like today?
从学生的答案中找出重点词写在黑板上，正好形成一个某篇日记的起始部分。例如：
Wednesday June 16, Fine
扼要介绍如何写好日记的抬头部分（即日期、星期几，天气情况及diary这个生词）。
2、打开书，学生看图。通过回答教师几个简单的问题，学生先获得一点信息：
T： Who can you see in the picture? Can you see the babys mother? What is the baby doing in Picture I? Is the baby crying in Picture Ⅱ? Now please read this diary and answer the question .How did Ling Feng make the baby stop crying?
教师将课文提示部分的录音放一遍。确信学生明白提问内容后（应扼要解释make一词在句中的含义）给学生七分半钟时间自己阅读课文。规定时限过后，请同学两人一组，讨论这个问题的答案，然后请某位同学回答。教师予以补充、修正。
3、教师解释学生划出的生词，并领读数遍。学生听课文录音并跟读两遍。
4、组织学生两人一组做练习册习题1。数分钟后，请学生做问答练习。然后要求学生再做在本子上（可布置为家庭作业）。提醒学生可参考习题1各小题答案，组织一篇短文，用以复述课文。
5、布置作业
1）练习朗读本课课文；2）抄写生词、短语；书面完成练习册习题1；3）准备复述课文。
篇12：Mainly revision Lesson 78教学设计
一、教学目标
同上课。
二、教具
录音机。
三、课堂教学设计
1、值日生报告。
教师可继续对星期、日期、天气情况等提问。并参考练习册习题1，对日记内容进行提问，借以复习课文。
2、放课文录音，学生跟读一遍。
3、教师讲解课文难句（见难点讲解1～4）。
4、检查几个学生的复述。
5、指导学生两人一组，设计一个凌峰与刘明的小对话，谈论关于凌峰照看婴儿的话题。数分钟后，请同学到前面表演。要求学生运用所学过的语言，能把意思表达清楚即可。
6、指导学生做练习册其他习题。
7、布置作业
1）继续练习朗读本课课文；2）书面完成练习册其他习题；模仿该日记，写一篇有关自己过去经历的日记（要求文字简单，用所学的英语，长度约为原文三分之一左右）；3）继续准备复述课文。
四、难点讲解
1、How did Ling Feng make the baby stop crying? 凌峰怎样使婴儿停止哭泣的？
make the baby stop crying 意为：使婴儿停止哭泣。make使；迫使的意思。再如：
If you dont want to do it, nobody will make you do it. 如果你不想做那件事，没有人强迫你做它。
stop + doing sth. 表示：停止做某事。例如：
Please stop talking! 请不要讲话！
2、She looked worried. 她看上去很着急。
worried在句中是形容词，在连系动词 look的后面做表语（请参阅本书第七十一课Ⅱ难点讲解1和第八十三课难点讲解1）。
3、But she looked at me and cried harder and harder. 但她看着我哭得越来越厉害了。
形容词比较级+and +形容词比较级，表示“越来越……”再如：
The days are getting longer and longer. 白天变得越来越长了。
4、She didnt cry any more. 她不再哭了。
not…any more意为：不再……例如：
Lily can ride her bike now. She doesnt fall off her bike any more. 现在莉莉能骑车了。她不再从车上摔下来了。
篇13：unit1-5 revision(人教版高二英语上册教案教学设计)
(revision)
Step 1: Go over the words and expressions once again by a dictation or sentences making:
work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,
media, reliable, fire, face, difficulty, elect, injure, headline, editor, informed, relate, talented, switch, present, reflect, unique, spiritual, seldom, AIDS, addict, social, suffer, ignore, tolerate, affair, retire, awful, telegram, housewife, crowded, shopper, complete, bore, attitude, disappoint, responsible, citizen, polluter, arm, update, go up, for once, relate to, be addicted to, even if, draw attention to , on all sides, change one’s mind, current affairs, look up to, fall in love,
Prefer, share, furniture, stand, impress, despite, create, invite, seem, design, sale, block, preference, apartment, style, glance, ugly, modernism, construction, concrete, roof, dragon, fantastic, sail, stadium, net, nest, branch, structure, bold, stick, rent, reasonable, aid, aside, workshop, development, in a hurry, glance at, take examples, act as, fill up with, join… to…, set aside, prefer to do, prefer doing, prefer sb to do, share with, compare with, look as if, refer to.
Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;
Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.
Step 2: Come to the following topic and ask the Ss to say something about each topic:
Science and scientist; News and the media; Art and architecture; Literature and poetry; Geography
Step 3: Review the new Grammar Items:
The Past Participle and Noun Clauses
The Past Participle
1. My friends sent me some used stamps.
2. Books written by Cai Zhizhong are well received.
3. We are all interested in English.
4. He seemed confused at what I said.
5. Everybody thought the battle lost.
6. With my watch lost, I didn’t know what time it was.
7. He found two of the windows broken.
He found a number of people working there.
Greatly surprised, he couldn’t say a word.
8. When completed, the canal will connect the river with the lake.
9. Coated with sugar, bananas will taste better.
10. Even if invited, I wouldn’t go.
11. He stared at me, astonished.
Noun Clauses
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years?
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
Step 4: Some exercises on the Grammar.
Step 5: Review Functional Items in the Units1-5
Describing people/debating; Expressing opinions/ preferences/ intention/ agreement and disagreement.
A. use the following sentence structures:
That’s correct /true.
There is no doubt that ……
It’s clear that…..
It’s hard to say.
I doubt that … …
Well, maybe, but … …
What’s your idea ?
Have you thought about … …
B. Practise expressing opinions, using the following sentence structures:
I would rather choose … ….
I don’t think we could choose … …
Maybe it would be better to choose… …
What do you think of … ….
What’s your opinion ?
Why do you choose… …?
C. Express preferences:
I’d prefer….
I prefer something that….
I’d rather…..
What I like is ….
I’m interested in….
I would feel happy if…
I can’t stand….
I don’t get very excited about…
D. Practise expressing intention and decision:
I’m interested to…
I’m interested but…
I think I might want…
I want to….
I’d like to,,,,
I think it will be too difficult to…
I think it will be boring…
I hope to find….
I don’t know much about… but….
I never heard of… so….
I’m not interested in…. so….
E. Practise expressing agreement and disagreement
a. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
b. disagreement:
Don’t you think that…..?
Aren’t you confusing …..?
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 …..
Step 6: Some additional exercises.
篇14：英语revision语句的教学指导
英语revision语句的教学指导
教学目标
教学目标与要点
1．掌握本单元的词汇和部分短语的用法。如：so far，send up，make up，put off，etc.
2．能正确表达两地距离，根据列车里程表进行分析。
3．能熟练谈论购物、选择电视节目、物品的产地和用途等话题，掌握相关的日常用语。
4．学习构词法：n + n → n；n + ing／-en → adj；v + er/ or →n；如：fire + place = fireplace，interest - interesting, print - printer
5．认真学习课文The Universe and Man - made Satellites，扩大知识面，了解航天等前沿科技。
6．复习、归纳动词不定式、被动语态的构成和用法及相关注意事项，省去to的动词不定式，必须加上to的被动语态等。如：help sb．do sth，be made to do sth．
本单元词组和日常交际用语
(一) 本单元词组和短语
send sb an email 给……发电子邮件
different parts of the computer 电脑的不同部件
put … together 把……连在一起；组装……指向……
put information into the computer 把信息输入电脑
provide information on a screen 在屏幕上提供信息
point at… 指向……
talk about… 谈论……
travel around… 围绕……运行
send up … into… 往……发射…..
spaceships without people 无人的宇宙飞船
use … to do … 用……做……
send and receive messages 发射和接受信息
with the help (of) 在（……的）帮助下
all the time 始终
thanks to… 归功于；幸亏……
people from different countries 来自不同国家的人们
no smoking 禁止吸烟
computer room 微机室；电脑房
spend time alone 独自打发时间
（二）日常交际用语和句型
It is about … kilometres from … to…. 从…… 到…… 大约…… 公里。
How many kilometers by train / plane / boat / car …is it from … to…? 从……到……坐火车/坐飞机/坐船/坐轿车大约……公里。
I want to let you choose what to do. 我想让你选择该干什么。
教学建议一
教材内容分析
本单元是复习单元，我们要复习巩固前面所学5个单元的内容，主要是复习一般现在时、一般过去时和含有情态动词的被动语态和动词不定式的用法，还有表达计量和距离等的数字表示法。本单元还学习了一些常用词组和简单的构词方法。通过对课文“The Universe and Man - made Satellites”的学习，我们要了解一些有关太空的常识，来激发学习的积极性，提高学习英语的兴趣。课文中出现有现在完成时态的被动语态。同时，我们要能够读懂列车里程表，能熟练地谈论“购物、选择电视节目”等话题，掌握相关日常用语。
本单元重点例句及词语辨析
1. I hope I can make my own computer that way someday. 我希望有朝一日我能在家里用那种方式制造我自己的电脑。
Someday (some day)和one day 都可以表示“总有一天；有朝一日”的意思。
【例】 Someday we’ll go there to visit you though you are too far away from us. We are all going to stay together one day. 虽然你离我们很远，但有朝一日我们一定去看你。总有一天我们会在一起的。
2．I’m sure you can. 我确信你行。
be sure 意为“确信；确定；肯定”，其有三种用法：be sure of sth, be sure to do sth和be sure that从句。
【例】
(1) Are you sure that he is honest?
你能肯定他老实吗？
(2)— Are you sure of it?
— Yes, I am sure.
— 你对这事有把握吗？
— 是的，我确信。
(3)— Be sure to write to me as soon as you get there.
— Of course.
— 你一到那里一定给我写信。
— 当然。
3. When we talk about the universe, we mean the earth, the sun, the moon and the stars, and the space between them. 当我们谈论宇宙时，我们指的是地球，太阳，月亮，星星以及它们之间的宇宙空间。
(1) 当我们谈论独一无二的事物说，要在前面加上“the”。如the earth, the sun, the moon。sky的前面必须加the。
(2) 关于space, universe, sky三个词汇的区别
space含“宇宙空间”之意，指大气层以外的太空领域，其前不用冠词，space有时指“间隙；空间”，为不可数名词。；universe含“宇宙万物”之意，指物质，如星星、太阳、月球等，其前常用定冠词the；sky指从地球上看，头顶之上的“天空”，通常与定冠词连用，多用单数形式，如果前在面有形容词修饰，则用“a(an)+形容词+sky”句式。
【例】
Nobody can tell exactly information about when the universe first came into being. But the spaceship travelled through space to the moon brings us hope to study it. Now satellites are used for studying the universe. And we are sure it is not God who makes the universe. We can see a clear, blue sky, and someday we will know more about it. There is no space for doubt. Is it right?
没人能准确说出宇宙是什么时候产生的。但是宇宙飞船登陆月球给我带来研究它的希望。现在卫星用于研究宇宙。我们确信了不是上帝创造了宇宙。我们能看到一个湛蓝、明朗的天空，总有一天，我们会了解到更多。我们没有怀疑的余地。不是吗？
4. The moon travels round the earth. 月球围绕地球转。
（1）travel 在句中意为move, go等，travel还可作“旅行；传播”讲，
【例】He has never travelled to the big cities in the north of China.他从没有旅行过中国北方的大城市。
Light travels faster than sound. 光比声音传播得快。
（2）round, around两词都可与动词连用，但与前者连用的动词具有活动性；与后者连用的动词带有静止性，
【例】The students are running round a chair to play a game. 学生们正围着椅子跑，做游戏。
We often sit around the old man and listen to his interesting stories. 我们经常围坐在那个老人周围听他讲有趣的故事。
5. Many of the stars cannot be seen because they are too far away.
satellite，plane与star这三个单词有相近的含义，但它们的用法各不相同。satellite表示“卫星”，planet表示“行星”，star表示“星星”。
(1)satellite具体来说，有两种含义：一种是指卫星，也就是说围绕行星运行的天体，它本是不发光。
【例】The moon is a satellite of the earth．
月亮是地球的卫星。
另一种意义是人造卫星，即：围绕着某个天体转的由人类发射的卫星。
【例】A new artificial satellite has been launched again by China．
中国又发射了一颗新人造卫星。
其他与satellite连用的名词。
【例】a satellite station 卫星电台
a manned satellite 载入卫星
(2) planet是“行星”，也就是说围绕太阳运转的天体，本身不发光，只能反射太阳光。例如：
Do you know the nine major planets?
你知道九大行星吗？
（九个行星是：Mercury 水星；Venus金星；the Earth地球；Mars火星；Jupiter 木星； Saturn土星；Uranus天王星；Neptune海王星；Pluto冥王星）
(3) star是“恒星；星星”，它有两层含义：一是泛指夜晚我们天空中见到的所有的天体；二是其本身能发光和热的天体。
【例】the evening star 昏星
the morning star 晨星
the North star 北极星
另外：star还有其他的意义：
the Red Flag with Five Stars 五星红旗
film stars 影星（电影明星）
famous stars明星
6. So far, no man has traveled farther than the moon, but spaceships without people have reached other parts of the universe. 到目前为止，还没有人到达比月球更远的地方，但是无人驾驶宇宙飞船已经到达宇宙的其他地方。
(1) so far 的意思是到目前为止，可解释成“until now, up to now”。
【例】They have been to many cities in the south so far. 到目前为止，他们已经去过许多城市了。= They have been to many cities in the south up to now.
(2) without的意思是“无；没有”。它可以用来完成同义句的改写。
【例】Fish can’t live if there is no water. 鱼儿离不开水。= Fish can’t live without water.
(3) These satellites go round the earth and … 这些卫星围绕地球运行……
注意：客观存在的事实在表示一般过去时的句子中做宾语从句，依旧用一般现在时，表示客观真理。如：Our teacher told us that the sun is round.
7. Our knowledge of the universe is growing all the time. 我们对宇宙的认识一直在增长。
(1) knowledge是know的名词形式，作“知识；学问”讲，是不可数名词。one’s knowledge of…的意思是“对……的认识/了解。”knowledge 的前面若有定语修饰，可与a连用，表示“对……某种程度的了解”。
【例】Your knowledge of English is weak. He has a good knowledge of study.
你的英语知识较差。他对学习很在行。
(2) grow作及物动词时，表示“种植”；作不及物动词时，表示“生长；成长；增长；发展；渐渐变成”等意思。
【例】Chinese people are growing more trees to protect their environment．Those trees are growing well．中国人民正在种更多的树以保护环境。那些树长得很好。
She has grown into a pretty girl．But she grows older and older as well．
她长成了一个漂亮的姑娘。但她同时（年纪）也变得越来越大了。
(3) all the time的意思是“一直”，在句中作状语。
【例】We have been here all the time．我们一直都在这儿。
8. The world itself is becoming a much smaller place and people from different countries
now understand each other better. 世界的本身正变得更小，来自不同国家的人们彼此间能更好地相互了解。
反身代词itself在句中做主语the world 的同位语。
【例】Tom himself learns English day and night. I myself will go to the farm to help the farmers.
汤姆自己日日夜夜地学习英语。我自己也将去农场帮助农民。
9．Man-made satellites are about 8,000 kilometres away from the earth．
人造卫星离地球大约有八千公里远。
(1) 这是距离的一种表示方法，距离的表示方法还有：
It’s about 200 metres from my home to our school. = Our school is about 200 metres from my home.
从我家到学校大约有二百米。
The city is about two thousand kilometres by train (from here)．
（从这儿）乘火车去那座城市约有二千公里。
It’s two hours by plane from here to that city.
从这儿乘飞机到那座城市需要二小时。
The post office is about ten minutes’ walk from here．
从这儿步行去邮局大约要十分钟。
(2) earth, world与globe
1) earth作“地球”解，需加the。：
【例】We live on the earth. 我们生活在地球上。
The moon goes round the earth. 月亮围着地球转。
In the Middle Ages it was generally believed that the earth was the center of the universe.
中世纪时，一般人都相信地球是宇宙的中心。
Do you know what the earth satellite is?
你知道什么是地球卫星吗？
2) on earth 有两种意思：第一种含义等于in the world，用在不定词或疑问词what, who when, where, why, how的后面，作强调语。
【例】No force in the world / on earth can hold back the wheel of history.
没有任何力量可以阻止历史车轮的前进。
What on earth/in the world is the matter there?
那里究竟发生了什么事情？
Where in the world/on earth can he be?
他到底在哪儿呢？
He didn’t know how in the world/on earth to answer．
他不知道究竟如何回答。
第二种含义：on earth表示“在世界上，在人间”，不用冠词，在这个意义上，on earth等于in the world。
【例】China is one of the greatest nations on earth/in the world．
中国是世界上最伟大的国家之一。
She must be the happiest woman on earth/in the world．
她一定是天底下最幸福的女性。
3）world是“世界”，兼指“全世界的人”。
【例】The whole world is hoping that there will be a lasting peace．
全世界都希望有一个持久的和平。
Egyptian civilization is among the oldest in the world．
埃及文化是世界上最古老的文化之一。
This is an event that shook the world．
这是震撼世界的事件。
4）包含world，earth的短语。
【例】the world to come 来世
bring…into the world 生孩子
before the world 公然地
give to the world 出版，发表
take earth （狐等）逃入洞内
break earth 破土动工
bring sb back to earth 使某人回到现实
5）globe是“地球”，它与earth不一样。 earth谈的是人类所居住的行星，而globe强调形状圆球等。
【例】Now it will take us only a few days to circle the globe by air．
现在我们乘飞机只需几天的工夫就可以绕地球一周。
（这里强调的是：globe圆形，球状体的地球）
a terrestrial globe 地球仪
a celestial globe 天体仪
10．How many kilometres by train is it from Nanjin
g to Wuhan?
从南京到武汉乘火车有多远？
这是一个问两地距离的句型。it 代表距离，from … to 表示“从某处到某处”。
How many kilometres by air is it from Shanghai to Beijing ?
it在句中指代“路程”，同时，它也可以指代“时间，天气，人物”等。
It is colder in Hefei than in Wuhu. 合肥比芜湖冷。（it指气候）
What time is it by your watch? 你的表上是几点钟了？（it指时间）
It is Mike speaking. 我就是Mike. （it指人物）
还有一种询问距离的句型，它不是具体地问有多少公里，而是问“有多远”。句中直接用地名作主语，不用 it 作形式主语。
【例】— How far away is Sydney from Beijing ? 悉尼离北京有多远?
— Sydney is 10, 400 kilometres away from Beijing . 悉尼离北京是10，400公里远。
教学建议二
英语构词法浅析
英语最常见的构词有三种方法：转化，合成，派生。这里我们着重向同学们介绍合成法：
即把两个或更多的词合在一起组成新词（合成名词，合成形容词）。
1）合成名词
名词 + 名词。例如：
hand +bag = handbag 手提包
school + boy = schoolboy 男学生
moon +cake = mooncake 月饼
rail + way = railway 铁路
形容词 + 名词。例如：
black + bar= blackboard黑板 dead + line= deadline最后期限
high + way= highway公路 blue + prints= blueprints蓝图
动名词 + 名词。例如：
post +card = postcard 明信片 play +ground = playground 操场
reading + room =reading-room阅览室 work +place = workplace 操作间
副词 + 名词。例如：
out + break = outbreak 爆发 over + coat = overcoat 大衣
down + fall = downfall下台 up + shot = upshot 结果
介词 + 名词。例如：
after +noon = afternoon 下午
to +day = today 今天
名词 + 介词短语。例如：
editor + in + chief = editor -in -chief 总编辑
comrade + in + arms = comrade -in -arms 战友
father + in + law= father-in-law岳父
sister + in + law =sister -in - law嫂子
2）合成形容词
形容词 + 名词。例如：
new + type = new –type 新式的 bare + foot = bard-foot 光脚的'
形容词 + 形容词。例如：
bitter + sweet = bitter-sweet 又苦又甜的
blue + black = blue-black 蓝黑色的
形容词 + 分词。例如：
fresh + looking = fresh-looking 新鲜的
ready + made = ready-made 现成的
名词 + 分词。例如：
peace + loving = peace -loving 爱好和平的
man + made = man-made 人造的
数词 + 名词 + ed。例如：
three + legged = three-legged 三条腿的，三只脚的
two + faced = two-faced 两面派的。
形容词 + 名词 + ed。例如：
open + minded = open- minded 胸襟开阔的
white + haired = white- haired 白发苍苍的
7-11单元语法项目复习列表
动词不定式（The Infinitive）
做宾语，如：He wanted to be an inventor. 他想成为一名发明家。
做宾语补足语，如：Tell her to turn it down. 告诉她将音量关小点儿。
做状语, 如：Later he left home to work in different cities. 后来他离开家在别的地方工作了。
和疑问词连用，如：I don’t know where to go. 我不知道去哪里。
定语，如：I must buy a pen to write with. 我必须得买只钢笔用。
主动语态与被动语态(The Active Voice And The Passive Voice)
一般现在时的被动语态，如：It is used for cooking. 它是做饭用的。
一般过去时的被动语态，如；Was it made in China? 它是中国制造的吗？
情态动词的被动语态，如：More trees must be planted. 我们还要栽更多的树。
数词（Measurement）
It is ten kilometers long / wide / deep / high.
Beijing is about five hundred kilometers from here.
教学建议三
关于阅读课文的教学建议
本单元第46课是一篇题为“The universe and man-made satellites”的课文，是一篇科技小品。为了引起学生的阅读兴趣，建议让学生带着问题有目的地进行阅读，或在阅读前让学生猜测课文内容，然后再阅读课文，证实他们的猜测。具体做法是：
l．学生们讨论以下问题，并试着回答这些问题。
What do we mean when we talk about the universe?
Why can’t many stars be seen?
How far is the moon away from the earth?
Has the moon been visited by man already?
Have any man-made machines travelled farther than the moon? What are they?
What do you know about the universe?
Why do we say the world itself is becoming smaller and smaller?
2．或者教师根据每个自然段内容，设置如下概括性问题：
1) What do we mean when we talk about the universe?
2) Do you know anything about the moon? Try to say something about it.
3) What is a man-made satellite? Whats it used for?
4) Please say something about peoples knowledge of the universe.
教师可将学生们的回答简单地板书在黑板的一侧。然后让他们打开书阅读课文。
学生们阅读后，教师带着他们验证猜测。在这个过程中，实际上教师是在让学生熟悉本课的大意，并接触课文中的句型和词语。教师在黑板的另一侧板书课文中的关键词，与学生们的猜测答案相对照。下一步让学生逐段复述课文。反复数次后，让学生做根据课文某段所改编的完形填空题。如：
The universe means the earth, the sun, the moon and the stars, and the space ______ them. Many of the stars are so ______ away that we ______ see them.
The moon, our ______, travelled ______ the earth. It has been visited _____ man in spaceships.
Man-made ______ have been sent up ______ space by many countries. They go ______ the earth. They are used for helping us to learn more ______ the earth, the weather and other things. They are also used for sending and ______ messages. It makes people ______ different countries understand each other better. So people say the world
itself is becoming a much ______ place. People call the small place “the global village”.
Answers:
between, far, can not, satellite, round, by, satellites, into, round, about, receiving, from, smaller
学生在做这个练习答案的过程中，即复习了本课的词语，又掌握了与课文内容相关的新表达方式。这样他们完成其他练习也就不难了。教师可继续让他们将这个练习中的语句与课文作比较，找出异同，例如：
1) 课文—Many of the stars cannot be seen because they are too far away.
练习—Many of the stars are so far away that we cannot see them.
2) 课文—The moon travels round the earth. It is our satellite.
练习—The moon, our satellite, travels round the earth.
在这种比较过程中，学生又一次熟悉了课文内容及词语，特别是被动语态的用法。与此同时也锻炼了他们的思维能力，认识到英语语言表达灵活的特点，为下一步第48课的词汇教学做好辅垫。
关于数字表达方法的教学建议
在教授第47课时，为了给学生创造更多的机会，教师可提供火车列车时刻表中全国各主要城市间的距离表或世界各地航空路程表，将其放大制成挂图，贴在黑板上。可先根据 Practise的内容，让学生做快速的连锁问答，使他们熟悉句型和数字，并达到脱口而出的熟练程度。然后练习Ask and answer可的材料。其中的重要句型是：
1 ) How many kilometres by train is it from… to…?
2) How far away is…from…?
3) What about …?
教师要求学生用自己的词填入空缺的部分，这样可以造出许多句子，而且还可以复习或预习课文中出现的词语。例如：
1 ) How many li by air is it from … to…?
2) How far away is the earth from the moon?
3) What about other planet?
练习表示数量的方式有许多种，例如教师将一摞书带到课堂上，让学生猜每本书的页数。
做这样的对话：
T: How many pages do you think this book has?
SI: I think about 120.
T: No. The number is too small.
S2: What about 500?
T: Oh, thats too big.
S3: How about 250?
T: Thats quite right. 265.
在初中英语第一册和第二册中，我们已经陆续学习了数字的用法，教师可帮助学生回忆它们的念法，并做快速连锁问答。还可就长度、高度、重量等做问答，例如：How long is the Yellow River? How heavy is your bag? How tall/high is that tree?等等。
关于词语及对话练习的教学建议
本单元的生词大部分出现在阅读课文之中。而针对词汇的练习主要由48课的2和3两部分组成。即构词法的部分知识和有关选择电视节目的对话及词语练习。
首先，在教学构词法知识时，教师可采取提供部分例词，要求学生通过观察自己总结出构词规则的方式，让学生对构词法知识的认识从感性认识上升到理性认识，从而印象深刻， 记忆牢固。
现根据构词法将第一册到第三册中出现的有关单词归类如下：
复合名词：afternoon basketball bedroom birthday blackboard bookseller bookshop breakfast classmate classroom day-time doorbell Englishman fireplace football gate-keeper gateman grandparents granddaughter grandson handbag headache headmaster headteacher hometown homework housework kilometre know-all loudspeaker mooncake motorbike northeast northwest
pencil-box penfriend photograph playground policeman postcard railway reading-room shopkeeper southeast southwest spaceship sunrise sunshine teapot teamwork volleyball weekday
名词变形容词：interesting surprising northern southern woolen
动词变名词（结尾-er/or）：
cleaner driver inventor keeper teacher speaker traveller visitor worker
其次，提供讨论选择电视或电台节目的对话的教学过程（）。
建议教师先向学生展示电视和电台节目表，如下表：
TV: 1. Programme for Children Radio: 1. Music World
2. 9—part Series: Family (2) 2. News Report
3. China Reports 3. Foreign Languages Magazine
4. Series: Women 4. Window on Chinese History
5. Chinese Programmes for Foreigners
6. Music Bridge
7. Basketball Match (Beijing Vs Henan)
将主要句型提供给学，如下：
1) Which TV/radio programme shall we watch/listen to?
2) Which TV/radio programme do you think is more interesting/enjoyable?
3) Well, I dont think any of them is interesting/enjoyable.
4) I think I shall …instead.
5) Why dont you go and … instead?
6) Good idea. That is much better than … /…is better than…
学生看表进行对话练习。按全班、半班、两人小组操练句型，直至熟练为止。建议教师依靠表格和角色扮演等手段，让学生先口头熟悉对话内容，并采取各种形式进行口头操练，然后再据此完成不同的笔头练习。教师应鼓励学生积极思维，创造性地编出不同的对话。例如：
1) A: Which TV programme shall we watch? I cant decide.
B: Which do you think is more interesting?
A: Well, I think the children’s programme is more enjoyable.
B: Which channel is it on?
A: It is usually found on Channel 3. Try that.
B: Ive tried that. But I cant get it.
2) A: What are you doing?
B: Im trying to find our favourite TV programme—sports.
A: Have you got it yet?
B: No. I dont know which channel it is on.
A: It must be on Channel 14. Try that.
B: OK . But this is not sports.
A: Well, I dont think any of the programmes is interesting. I think I shall listen to the radio instead. Why dont you join me? It must be more enjoyable.
Lesson 45 教学设计示例
Period:The First Period
Content:Lesson 45
Properties:Recorder; Overhead Projector; Objects.
Teaching Objectives:the Passive Voice, be used for doing
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework.
III. Leading in
Revise the Passive Voice again. Take out some objects to ask and answer.
What’s this in English?
What’s it made of?
Where was it made?
Do you want to buy a …?
IV. Presentation
Ask the individual: Do you have a computer? Does Laura have a computer? Where was it made? Listen to the tape or watch the flash and answer the questions, then read and act it out.
V. Practice
Part 2. Discuss the model with the students. Point out that “by people” is usually omitted.
Do the first one with the whole class as an example, then let the students work on their own, write down the answers in their exercise books. Check the answers with the whole class. Explain the new words and expressions.
1. put… into
Nothing is difficult if you put your heart into it.
2. point at
He is pointing at the map.
3. information: news
VI. Writing
Let the students practise this structure: be used for doing.
Show pictures: satellite, universe
Then let the students make sentences in their exercise books, Finally, check the answers with the whole class.
VII. Exercise in class
Fill in the blanks:
1. The moon travels round the earth. It’s our ___________.
2. There must be ___________ wrong with the radio.
3. She ___________ me a letter last week.
4. Sheep are ___________ by farmers for producing wool and meat.
5. Most of us are ___________in English. ( interested)
VIII. Homework
1. Finish off the workbook.
2. Make five sentences using “be used for doing”.
Lesson 46 教学设计示例
Period:The Second Period
Content:Lesson 46
Properties:Recorder; Overhead Projector; Pictures.
Teaching Objectives:
1. Understand the text.
2. Revise different verb tenses.
Language Focus:
1. The useful expressions: so far, with one’s help, thanks to.
2. The Present Perfect Tense.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Revise the dialogue in Lesson 45.
III. Leading in
Show some pictures that introduce the sun, the moon, the earth, space, spaceship, satellite, universe, etc.
Ask the students to look at the pictures and say: Look, this is a satellite. Today we are going to read about it. The title of the passage is “The Universe and Man - made satellite”. Watch the video about satellite and speak out what a satellite is.
After watching, let the students discuss the questions for a while. Get them to give the explanations in English.
For instance: A satellite goes round the earth. The moon is a satellite of the earth. There are many man-made satellites in the space too. Then explain that man-made is an adjective meaning made by people. “Man” in this text means “the human race”.
IV. Reading
Get the students to look at the questions below:
What do we mean when we talk about the universe?
Why can’t many stars be seen?
How far is the moon away from the earth?
Has the moon been visited by man already?
Have any man-made machines travelled farther than the moon? What are they?
What do you know about the universe?
Why do we say the world itself is becoming smaller and smaller?
Read the passage carefully and discuss the answers in pairs. Finally check the answers with the whole class.
Give the students some more background information about spaceships without people: Some spaceships have been sent to visit different planets, such as Mars, Venus and Jupiter.
Ask the students to write down the answers in the exercise books. The suggested answer to the last question is: With the help of the man-made satellites, it is easy for different countries to send and receive messages. We can also use satellites to help us make telephone calls to foreign countries.
V. Practice
Play Speech Cassette or video for the students to listen or watch. For the second time, let the students repeat after it, at last, the students can read the pass
age at the same time while playing the sounds.
Give the students some free time to practice reading aloud. Then ask some of them to read in class. Check their reading. Explain:
so far: We have learned 2000 words so far.
With one’s help: With the teachers help, he caught up with the other students.
Knowledge: Our knowledge of the USA is not so good.
Thanks to: Thanks to Tom’s help, we finished the work on time.
VI. Do Exercise below:
The universe means the earth, the sun, the moon and the stars, and the space ______ them. Many of the stars are so ______ away that we ______ see them.
The moon, our ______, travelled ______ the earth. It has been visited _____ man in spaceships.
Man-made ______ have been sent up ______ space by many countries. They go ______ the earth. They are used for helping us to learn more ______ the earth, the weather and other things. They are also used for sending and ______ messages. It makes people ______ different countries understand each other better. So people say the world itself is becoming a much ______ place. People call the small place “the global village”.
The answers: between, far, can not, satellite, round, by, satellites, into, round, about, receiving, from, smaller
VII. Consolidation
Read the passage again, ask the students to find sentences what replace those in text.
1) Text —Many of the stars cannot be seen because they are too far away.
Exercise —Many of the stars are so far away that we cannot see them.
2) Text —The moon travels round the earth. It is our satellite.Exercise —The moon, our satellite, travels round the earth.
VIII. Homework
1.Fill in the blanks。
Man-made s ________ have been s ________ up into space by many countries. They can be used for sending and r ________ messages. For example, w ________ their help, China can send its TV and radio p ________ to the other side of the w ________. We can also use them to help us m ________ telephone, calls to f ________ countries. T ________ to them, the world itself is becoming a much s ________ place and people from different countries. Now u ________ each other better.
2. Let the students retell the text.
3. Make six sentences using the Present Perfect Tense.
Lesson 47 教学设计示例
Period: The Third Period
Content: Lesson 47
Properties: Recorder; Overhead Projector.
Teaching Objectives: Revise the distance and dialogues.
Language Focus: the modal verbs, numbers.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Revise the text and ask some students to read their retellings in class. Then practise the Present -Perfect Tense.
III. Leading in
Get the students to look at the Exercise
1 ) How many kilometres by train is it from… to…?
2) How far away is…from…?
3) What about …?
Tell the students to read the model question. Let them understand this exercise, then get the students to ask and answer in pairs. Finally check the answers with the whole class.
IV. Practice
Part 2. Let the students look at the diagram, It tells us the distance between cities. Let’s look at the model first.
A: How many kilometres by train is it from Nanjing to Wuhan?
B: 1229. ( One thousand two hundred and twenty nine)
A: How many kilometres is it from Kunming to Shanghai?
B: 2677. How many....?
Ask the whole class some questions about the distance. Make sure the students can say numbers correctly. Then divide them into small groups to make up questions. At last, report their work in class.
V. Acting
Let the students read Part 3 silently. Ask them to practise in pairs. Pay attention to the modal verbs.
VI. Workbook
For Exercise 1, ask and answer in pairs.
For Exercise 3. Get the students to read over the sentences and fill in the blanks.
The answers are: was ...repaired, began, make, was told, got, decided, received, found, would be repaired
Exercises in class
Change the following sentences into Passive Voice
1. Bruce writes a letter to his parents every week.
2.Lilei mended the broken kite this morning.
3.1 must buy a Christmas present for Mr Green.
4. Li Ming cant finish the homework on time.
5. We should water the flowers twice a day.
VI. Homework
Finish off the exercises in the workbook.
Lesson 48 教学设计示例
Period: The Fourth Period
Content: Lesson 48
Properties: Recorder; Overhead Projector.
Teaching Objectives:
1. Learn how to build words.
2. Practise listening.
Language Focus:
1. Word formation
2. the Passive Voice
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Go through some pairs to act out their dialogues written in the exercise books.
III. Listen
Ask the students to read through the questions of Exercise I in the workbook, ask them to guess the answers before listening. Then listen carefully, check the answers with each other. Listen again and repeat. Answers: 1.B 2.A 3.B 4.C 5.B 6.C 7.C
IV. Word building
Explain that in English, we can make new words by combining two words together for example:
Class + room = classroom, home + work = homework, police + man = policeman
Let the students think of other examples they have learnt. Then look at Exercise 2 in the wordbook, read through the list. Make sure the students can understand the meaning of the words. Pay attention, in American English “woolen” and “traveler” are spelt as “woolen” and “traveled”
V. Practice
Part 2. Divide the students into two groups to practise. Point out that “Which do you think is more interesting? = Which programme (of the two) is more interesting?” And the use of shall to express a decision in I think I shall read a book instead. Get the students to practise all the dialogues. Make up as many as they can. Then act it out in class.
VI. Acting
Let the students read proverbs Exercise 4. Make the students understand the Chinese meaning. Ask them to practise them after class.
VII. Practice
Get the students to look at the Exercise 5 in the workbook and have a discussion.
Ask: What activities do you do every day? What activities do you like most? What activities do you like least? Then ask the students to practise in pairs.
VIII. Writing
Ask the students to look at the pictures, let them really understand the meaning of each picture. Collect some ideas and information. Share with the students. Then try to make up a short story and write it down.
After finishing writing, ask the students to check their partners work, then ask them to hand in their writings for marking.
IX. Workbook
Do Exercise 3, ask the students to find compound words.
For Exercise 6, do it with the whole class. The answers are:
1. put up 2. put. . . away 3. put on 4. put. . . down
5. Put up 6. Put. . . on 7. put down
Exercises in class
Rewrite the following sentences in another way.
1.I dont like watching TV, she doesn’t like it, either.
________ I ________ she _________ watching TV.
2. We should deal with the problem more carefully.
The problem ________ ________ ________ with more carefully _______ ________.
3. The buses were made in the factory.
They ________ the buses in the factory.
4. Talking in class is wrong.
It _________ right _________ _________in class.
Answers: 1. Neither…nor, likes 2. should be dealed, by us 3. made 4. isn’t, to talk
X. Homework
1. Prepare for the exam.
2. Finish off the exercises in the workbook.
探究活动
读文谈感受
读下面关于时间的小资料，然后谈一谈自己的感受。
A punctual(守时的) person is in the habit of doing a thing at the proper time and is never late in keeping an appointment.
The unpunctual man, on the other hand, never does what he has to do at the proper time. He is always in a hurry and in the end loses both time and his good name. There is a proverb(
谚语) which says, Time flies never to be recalled(召回). This is very true. A lost thing may be found again, but lost time can never be regained. Time is more valuable than material things. In fact time is life itself, and the unpunctual man is for ever wasting and mismanaging his most valuable asset(财产) as well as others. The unpunctual man is always complaining that he finds no time to answer letters, or return calls or keep appointments promptly. But the man who really has a great deal to do is very careful of his time and seldom complains of want of it. He knows that he can not get through his immense amount of work unless he faithfully keeps every appointment promptly and deals with every piece of work when it has to be attended to.
用英语复述
读下面的小文章，试着用英语复述。
你旅行时在时间上会发生很多奇怪的事，因为地球分为24个时区，一区相差一小时。有些天可能多于或少于24小时，有些星期可能多于或少于7天。
如果你用五天时间横渡大西洋，你乘的船每天都进入一个不同的时区。你进入每一时区，时间就改变一小时。向西行，你把钟往后拨；向东行，则往前拨。你旅行的每一天都有25或23小时。
如果你乘船横渡太平洋，你就会越过国际日期变更线。根据协议，这是新一天开始的地方。你越过该线，就得把你的日历向后或向前改动一整天。向东行，今天变成了昨天；向西行，今天变成了明天！
参考答案：
Strange things happen to time when you travel, because the earth is divided into twenty-four time zones(时区), one hour apart. You can have days with more or fewer than twenty-four hours, and weeks with more or fewer than seven days.
If you make a five-day drip across the Atlantic Ocean(大西洋)，your ship enters a different time zone every day. As you enter each zone, the time changes one hour. Traveling west, you set your clock back; traveling east, you set it ahead. Each day of your trip has either twenty-five or twenty-three hours.
If you travel by ship across the Pacific(太平洋)， you cross the international date line(国际日期变更线). By agreement, this is the point where a new day begins. When you cross the line, you change your calendar one full day, backward or forward. Traveling east, today becomes yesterday; traveling west, it is tomorrow!
总结如何来做笔记
先在课堂上讨论如何做笔记和如何使用笔记。把主要的结论写在黑板上，让学生选出一条结论在课后进行扩写，一句话或两句话即可，可使用字典等工具书，内容要有生词、主从句、动词不定式、被动语态等语法项目。第二天或第在下节课上出示范句。
范句：
字迹清楚
Accurate, legible(字迹清楚的) notes are invaluable(非常宝贵的) aids to the student who is enrolled in a lecture course.
不但在听讲时,还在课前预习课文时
Notes should be taken during lectures, and when the student is reading the texts prior to each session of the course.
能听进很多内容，只记下教师所讲内容的要点
The key to good note-taking is to be able to listen a lot and to write only as much as is needed to record the essence(精华) of a point or idea presented by the lecturer.
辨别出主要论点和意见，并记下其概要
Students should endeavor(努力去) to identify only the main points and ideas being presented and to write them down in outline(概要) form.
力争把笔记第一次记好
Students should also strive(力争) to take good notes the first time and not plan to recopy notes - or to do so only when clarity and conciseness demand it
再把笔记复习
Students should review their notes for about five minutes on the same day that they take them, and go over them again for about half an hour at least once a week, according to a regular schedule or plan.
小结
There is no course syllabus(大纲) to be memorized; instead, the examination will be based on the material presented in the lectures and textbooks.
总结复习的重要性
组织学生们用英语来讲一讲复习的重要性。教师根据学生们提出的想法及时进行总结。
参考资料
Most forgetting takes place immediately after learning. An hour after studying or learning something new, more than 50% has been forgotten. After one month 80% has been forgotten and so on.
This shows that review is very important. If you review new material you have learnt, you remember much more. Its important to review newly learnt material a little and often. Its also necessary to have frequent breaks(间歇). We best remember what we learn at the beginning of a learning period and at the point where we stop. After the break, its necessary to review what was learnt before the break - and then to continue learning the new material.
Other experiments have shown that the brain needs time to digest what has been learnt. The time necessary for this is 5 to 10 minutes. After a break of this time the memory will have absorbed what it has just learnt, and more will be remembered.
【年级英语第四册 Revision教学设计】相关文章：
1.Revision (Units 17-18)(人教版高一英语下册教案教学设计)
2.教学设计英语
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