高一英语第五单元第四至第五教时教学设计

【简介】感谢网友“源分思”参与投稿，下面是小编为大家整理的高一英语第五单元第四至第五教时教学设计（共14篇），以供大家参考借鉴!

篇1：高一英语第五单元第四至第五教时教学设计

武进高级中学

Period 4 Language points

The Script: n. text of a play, film, broadcast, talk, etc eg. a script editor

v. write a script for (a film, play etc) eg. a film scripted by a famous novelist

Win a prize eg. She won first prize in the 100 meters race.

The reason why… is that… eg. The reason why many people want to buy it is that the price is low.

Studio: place where cinema films are acted and photographed

pl studios

Take off: 1)suddenly become successful or popular eg. The new dictionary has really taken off.

2)(of a plane) leave the ground and begin to fly

3)leave hurriedly or suddenly eg. When he saw the police coming he took off in the opposite direction

blockbuster: book or film strongly promoted by its producers to increase sales

Afraid be afraid of sb/sth

be afraid to do sth / be afraid of doing sth

be afraid of ding sth / be afraid+ that clause

I’m afraid…

Go wrong: experience trouble eg. The experience went disastrously wrong

make a mistakes eg. If you read the instructions, you’ll see where you went wrong.

(of a machine) stop working properly

When asked about the secret of his success, Steven Spielberg said that he owes much of his success and happiness to his wife and children.

When asked about…=when he was asked about…

Owe…to…:1)recognize sb/sth as the cause or source of sth; be indebted to sb/sth for sth eg. He owes his success more to luck than to ability.

2）be in debt to sb eg. I owe ten dollars to my father.

3 ) feel gratitude to sb eg. We owe our parents a lot.

Period 5 Grammar

Attributive clause

a..1). Explain the attributive clauses with adverbs where, when, why using sentences in the textbook.

Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.

1958 was the year when Spielberg made his first real film.

The reason why Spielberg could not go to the Film Academy was that his grades were too low.

Tell Ss : You can join sentences with where when you mean “at that place”, and use when if you mean “at that time”. Sometimes why is used after the word “reason”.

2)Then ask them to make sentences using attributive clauses with where, when and why respectively.

3)Ask students to do Exercise1 on P33

Complete the following sentences using which, why, where or when.

1. Hangzhou is the place where I went last summer.

2. He read the book which his sister had told him about.

3. The reason why Peter is so happy is that he passed the exam.

4. I remember the day when my father died. I was only ten years old at that time.

5. Please give me the reason why you were late this time.

6. I will go back to the place where I grew up and live there forever.

b. 1) Explain the attributive clause with prepositions

The woman who/whom Spielberg is married to is an actress.

The woman to whom Spielberg is married is an actress.

Tell Ss: When you use a relative pronoun with a preposition, you have two choices, and placing the preposition before the relative pronoun is more formal.

篇2：高一英语第五单元第一到第三教时教学设计

武进高级中学

Unit 5 The sliver screen

Period 1 Warming-up& listening

Tasks: 1. To talk about some scenes from different films

2. To discuss what questions the reporters would ask when interviewing famous directors.

Step 1 warming-up

Present the topic of this unit to the Ss by asking questions as follows

1. Do you like seeing films? How often?

2. How many actors or actress do you know?

(Here students may list a lot of actors of mainland or HK. Finding some pictures of Hollywood stars may be helpful.)

Step 2 group work

Look at the pictures on P29 and divide Ss into four groups. Ask questions as follows:

1. What is happening in this scene?

2. What do you think happens after this scene?

3. What kind of films do you like to see? Why?

Step 3 speaking

1. Most of you have seen a lot of films and you also know quite a lot of actors or actresses. But do you know the detailed information of them? If so, share the information with classmates.

2. Fast-reading of Merly Streep and Keanu Reeves with the class

3. Tell the Ss that they will interview a famous person and ask them what questions are usually asked during a interview. List the questions together!

Eg. birth place/time,

schooling,

beginning of the acting career,

films

family

4. work in groups of 2 and act out the interview (any actor or actress will do)

Period 2 Reading Getting to know Steven Spielberg

Introduction: Steven Spielberg is one the most important film makers in US. Many of his films are known to people all over the world, like Jaws, ET and Jurassic park.

Pre-reading

1. How much do you know about Steven Spielberg?

2. What does a director have to invite if he/she wants to make a film?

While-reading

1. fast reading and find out basic information such as his family, childhood and so on.

films

Childhood

Music teacher, a small town in America

Start to make films, 12, use real actors, 1959, firelight

dream

Go to the Film Academy

young

Study English , director, career took off

Family

Cate Capshaw, 7 children

2. further reading and then talk about the films

Jaws:

ET:

Jurassic Park:

Schindler’s List:

Saving Private Ryan:

Post-reading

1. Why did Spielberg study English instead film?

2. How important is his family to his career?

3. What have you learnt from reading about Spielberg?

Debate about copyright : WBp109

Period 3 Integrating skills

Pre-reading

1. talk about the famous directors in China and some of the popular films

(teachers may provide a table of the four famous directors with their photos and their films in the CAI. Ask Ss to discuss and put them in right orders.)

Directors

Films

Zhang Yimou

I’ll be here for you.

Pekinger in New York

Chen Kaige

Purple Sunset

Red River Valley

Feng xiaoning

Not one less

Hero

Feng xiaogang

Together

Fare, My concubine

2. show Ss some information about Zhang Yimou

Name: zhang yimou

Sex: male

Birth Date: Nov,11,1951

Birthplace:Xi’an

Occupation:photographer/actor/director

Some of the films he directed/filmed/acted

Year Name of the films

1984

Yellow Earth

1987

Laojing

1987

Honggaoliang

1990

Judou

1991

And I hate you so

Not one less

My father and Mother

Happy Time

Hero

While-reading

1. reading the text and find out the information about following questions:

The story is about:__________________

The plot is :_________________

The ending is:___________________

In a word, I think it is a ____ film, because______

Post-reading

Play the part of the film(the part in TV)and ask one question

Does the film have a happy ending? Why?

Discussion

What kind of film do you like? Give one example.

篇3：高一英语第一单元第3教时教学设计

Section 3

Step1. Revision

Step2. Notes to the passage

1. 皮尔斯布鲁斯南在电影007中总是扮演Jams Bond。

Pierce Brosnan is always playing (the man named) James Bond in the films 007. 1) play = play the part of = act

She is always playing a kind old woman in films.

2) named Chuck Noland = who is named Chuck Noland 过去分词作定语

The girl called Mary is from England.

2. 他的演技如此出色以致很多人爱看他的电影。

His acting is so fine that many people like his film.

Cf. so … that ---- so that

1) so…that

(1) so + a. / v. + that

(2) so + a. + a(an) + 单数可数名词+ that

(3) so + many / few + 复数可数名词+ that

(4) so + much / little + 不可数名词+ that

e.g. 1. He ran so fast that I couldn’t catch up with him.

2. Jack is so smart a boy that he can work out the difficult math problem quickly.

3. I’ve had so many falls that I’m black and blue all over.

4. There is so much room in the hall that it can hold many people.

2) so that

(1) 引导目的状语从句，从句中的谓语动词常和can, many, should等情态动词连用。

（2）引导结果状语从句，意为“因此，结果”，前面通常有逗号。

e.g. 1. They set out early so that they can arrive on time.

2. He didn’t plan his time well, so that he didn’t finish the work in time

3. 上一部电影对他来说是一次挑战，因为他得学习如何驾驶直升机。

The last film was a challenge for him, because he had to learn how to drive the helicopter.

1) challenge challenge sb. to do sth.

e.g. He challenged me to play another tennis game.

I challenge him to a game of chess.

疑问词+不定式作主语、表语

4. 为了学习飞行，他和教官交上了朋友。

In order to learn flight, he developed a friendship with the drillmaster.

1) cf. in order to ---- so as to

in order to 引导的不定式短语既可放于句首又可放于句后。

so as to 引导的不定式短语只可放于句后，不能放于句首。

e.g. 1) China is paying more and more attention to education in order to / so as to catch up with advanced countries.

2) In order to find the book, he searched the whole house.

2) flight on a flight

on表示“正在……中，正从事于”

e.g. They are on holiday.

on the trip / journey on strike on duty

3) friendship通常不可数，表“友谊，”但表示“一段友谊”时为可数名词。

e.g. 1) Real friendship is more valuable than money.

2) There is a friendship of twenty years between him and me.

5. 在拍摄过程中他和同事们同甘共苦。

During the course of screening, he shared his happiness and sorrow with his fellows.

1) 公用；分摊（与in连用，可省略）

We shared the cake.

2) 分配（与out连用，可省略）

share sth. (out) between / among平均分配

The two children shared the watermalon between them.

3) share sth. with sb. 公用；合用

She shares her bed with her little cat.

4) share sth. with .sb. 告诉别人

He shared the story with us.

6. 这部电影很精彩，我要是看了就好了。

This film is very wonderful, I should have seen it.

should have done 表责备，后悔，该做某事而没有做。

------ I’m late for school today.

------ You should have gone to bed early last night.

Homework

1. Review the language points.

2. Finish some exercises in KKL.

篇4：三年级英语上册第五单元教学设计

三年级英语上册第五单元教学设计

第三课时

一. 教学内容与分析：

1.Letters and sunds

本部分只要学习O，Pp，Qq,Rr,Ss,Tt要求学生能听，说，读，写所学字母，并在学习字母音，形的基础上，初步掌握5个辅音字母作为单词首字母的发音。

2. Start t read(Find and sa)

Find and sa是一个字母认读活动，要求学生找出图片上出现的字母，并且能够准确地数出字母的个数。

二．课前准备：

1.教师准备字母的图卡和词卡

2.教师准备以这些字母开头的单词图片和卡片。

3.教师准备Let’s learn 的单词卡片。

三 . 教学步骤

1．创设教学情境

（1）Dail ral practice (3-5 inutes)

（2）教师将A. Let's learn中的图卡的背面给学生看，让学生猜是哪种食物或者饮料的单词

（3）教师利用字母卡复习之前所学的字母，让学生认读，并在练习本上默写。

（4）唱字母歌

2． 出示教学目标

学习O，Pp，Qq,Rr,Ss,Tt要求学生能听，说，读，写所学字母，并在学习字母音，形的基础上，初步掌握5个辅音字母作为单词首字母的发音。

3.指导学生自学

让学生观察本课所学字母的`书写，提示注意的问题，读一读。

4.学生自主学习

让学生学习本课字母的书写

5.检测自学效果

请学生到黑板上书写字母，让同学帮忙改正。

6.教师精讲点拨

(1) 教师出示字母Nn,引出O字母。教读大写O把大写O和小写让学生认读。再把大小写组合，让学生认读。

(2)引导学生联想（寻找）生活中像O的物品，加深学生对字母的印象

（3）教师在黑板上板书大小写O，学生书空，让学生观察大写和小写的区别。

（4）学生在练习本中进行模仿书写，教师巡视，及时改正学生在书写上的错误。

（5）教师呈现n和range的图片，并读出单词，让学生感知O在单词中的发音，然后引导学生推断O作为首字母的发音。

（6）以同样的方法教字母Pp，Qq,Rr,Ss,Tt的发音和在单词中的发音。

(7)播放Listen，repeat，and chant的录音并跟读。

7．课堂巩固训练

(1) 让学生听Let's listen and circle 的活动。

(2) 完成Find and sa的活动，引导学生找出图片上出现的字母，并数出字母的个数。如:I see big R,t…H5

篇5：高一英语第四单元第四教时教学设计

武进高级中学

Period Four (Language and Grammar)

A.Free talk

B.Language study

Task 1. Understand words in different situations

Word study about “advance”and “strike” (individual work)

Judge the different meanings of “advance”or “strike” in the following sentences:

1. The hunter advanced toward the bear carefully.

2. A month has passed but the project has not advanced.

3. He worked so well that his boss advanced him to a higher position.

4. The date of the meeting was advanced form June 10 to June

5. The boy struck the pig with a stick.

6. The workers were striking for higher pay.

7. Typhoon Swan struck Hainan, killing 20 people.

8. On New Year’s Eve, we waited for the clock to strike.

Task 2. Finish the exercises in the text.

Task 3. Talk about people and things using Attributive Clause

First, let students find out some words about things quickly like clock, homework, coat, chocolate, bat, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)

A clock is a machine that/ which tells time.

Second, let students find out some words about persons quickly such as teacher,

parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)

A teacher is a person who/ that teachers you how to learn.

Third, finish Exercise 2 of Grammar orally. (individual work)

Task 1. Expanded reading

Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work)

The Great Fire of London that lasted four days started in the very early hours of 2nd September 1666, which destroyed over three-quarters of the old city. 100,000 people whose houses were wooden became homeless.

The fire began in the house of the King’s baker in Pudding Lane. The baker, who could not put out the fire, got out through a window in the roof. A strong wind blew the fire from the baker y into a small hotel next door, which ten spread quickly into Thames Street.

The next day nearly a kilometer of the city was burning along the River Thames. Many people threw their things into the river. Many poor people whom nobody cared stayed in their houses until the last moment. The fire also destroyed many buildings which had a long history and were famous at home and abroad. The fire stopped only when the King finally ordered people to destroyed hundreds of buildings in the path of the fire.

1. Which of the following can be inferred to the main cause that made the fire spread so quickly?

A. The baker set the fire.

B. The baker’s house was made of wood.

C. Wooden houses were too close to each other.

D. The wind was so strong.

2. What would the King do after the fire?

A. Kill the baker.

B. Give the homeless some money.

C. Leave London.

D. Rebuild London.

Task 2. Finish Exercise 1 of Grammar. (individual work)

Task 3. Homework

Preview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and compound sentences with and, but.

篇6：高一英语第四单元第三教时教学设计

武进高级中学

Goals

1. Read all the new words and the passages frequently and get the general ideas，try to retell them in their own words.

2.Improve the reading abilities by scanning, skimming, careful reading, generalization,inference etc.

3.Pay attention to some verbs such as roar、mass、fright、crack、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike，etc. and some attributive clauses.

Teaching Design

A. Warming up

Task 1：Free talk(an interview about an unysual experience then questions and answers)

Task 2. Describe unusual experiences.

What natural disasters do you know about?

Have you or your parents experienced a natural disaster?

Can you describe what it was like and how you felt?

B. Pre-reading

Task 1: Look and guess

1. What can you see in the picture?(rapid water , things floating on the water , a womwn trapped in the guarden, a man who tries to help her)

2. What happened to them ?(There’s a flood and both of them are in danger.)

3. What words will you use to describe this disaster?

( scare, mass of water, sweep, struggle, swallow, frightened, flow, etc.)

C. While-reading

a. Fast reading

Question 1. What natural disaster did Flora and Jeff suffer? (Flood)

Question 2. What rescued them? (Chimney)

b. Careful reading

Task 1: Divide the whole passage according to the change of the places. Pay attention to some verbs.

Para 1：In the garden(from”Flora heard…”to”Run!…”)

Para2：On the way to the house (From “The next moment”to”but Jeff had opened the door.”)

Para3：Inside the house(From “Flora quickly began climbing…”to the end.)

Task 2:After catching the general idea of the story,imagine:

Question 1：What was the house like? ( B )

A、a flat B、a two-storey house

Question 2：What words support your idea?(began climbing the stairs)

Task 3 :Read the passage for the second time and finish the following form,then try to retell the story.

Place

in the guarden

on the way to the house

Inside the house

Flood

a loud noise;

a terrible roar;

a wall of water that was quickly advancing towards…;

the water was upon her;

the first wave swept herdown,swallowing…;

a new great wave came,sweeping down …;

the water … was above her knees;

another great roar;

flow around their legs

another wave struck the house;

a strange cracking noise;

the water moved up like…

the water swept past…like…;

a terrible noise …through…;

Reaction

Hear…shouting;

Lookaround…;

see…;

shout…seize...,

Drag…towards…;

both of them went down under water

Pull…up;

hold…;

struggle but can’t…

his … hold her…;

fight for …and finally…;

run when…;

open…;

Begin climbing;

Run up…;

Stop,listen to…;

Start crying…;

Shout;

Look out of the window;

…be destroyed,swept by…;

the house…;

the floor…;

feelings

Surprised;

Want to watch;

Look into each other’s face with a look of fright;

silent

D. Post reading

Task 1 Imagine the end of the story

Task 2 Practice for understanding and word study

1.Why was Jeff looking for the chemney?

2.What does the word“there”in para.1 refer to ?

3.“However, before she could think twice, the water was upon her”

Which is Not the correct explanation to this sentence?

A、She has no idea that the water came upon her so soon.

B、She had no time to think more before the water was upon her.

C、The water came upon her so soon that she had no time to think more.

D、The water came upon her so soon that she didn’t think it for the second time.

4、What’s the Chinese for the phrase “get on her feet”?( )

A、双脚站立 B、爬到脚上 C、淹没脚部 D、踩到脚上

5、Which of the following statements is Not true?( )

A、Flora was so surprised by the coming water that she couldn’t do anything .

B、The garden was completely destroyed by the water.

C、Jeff and Flora were saved by holding the chimney.

D、It was Flora who first found the flood.

6、How many times did Flora fall over on her way to the house? (twice)

7. The word “ after” in “ Tree after tree went down, cut down by the water.” has the same meaning as _________.( )

A. We will come back after 10 o’clock.

B. He would look after my baby when I went shopping.

C. Many tourists will come to visit this temple year after year.

D. The place was named after a famous explorer Columbus.

Task 3. Fill in the blanks according to the text.

Task 4.Give some advice on these topics:

If we were caught in the following situations in our daily life, what can we do to rescue ourselves /to protect ourselves from danger?

Situation 1: We were caught in the flood.

Situation 2: We were caught in the earthquake while sleeping.

Situation 3:We were caught in the fire while working in a tall building.

Situation 4:One of your friends fell into the river while playing on the riverside and were going to be drowned.

E.Homework:

1.Write an composition about an unforgettable experience. 2.Preview the next part.

篇7：高一英语第四单元第二教时教学设计

武进高级中学

Period Two (Speaking)

Aims:1.Learn how to offer other people help, comfort and his particular opinions.

2.Describe people, things, events and people’s feelings.

3. Talk about past experiences.

Retell the story in their own words.

Teaching Design

A. Pre-dialogue

Task 1. Free talk

Task 2.Revision

Questions:

1. Do you remember the person who was caught in an earthquake?

2.What happened to him in the earthquake?

3. What difficulties does he have now in his life?

4. If you are his friend, how will you encourage him and what advice would you offer him?

e.g Don’t worry/ Don’t be afraid/ It will be OK/ You can do it/ Come on/ Keep trying….

Task 3 Make up a dialogue according to the situation

A is having some difficulty in learning English,

B is helping him.

B. While-dialogue

Task 1: Learn the dialogue

1. Listen to the dialogue.

2.Find out all the expressions about offering help, encouraging others and giving advice (Well done/ Just try/ That was a very good ball.)

Task 2: Mechanical Practice( pair work)

1.Act the dialogue out.

Task 3 Practice

The teacher presents three situations, and let some students act as Mother to encourage her child, using the above useful expressions.

Situation 1: A little child is learning to walk, his mother is ahead of him.

Situation 2: A schoolgirl is disappointed because she failed to pass the exam.

Situation 3: A young boy is very sad at his dead pet.

C. Post-dialogue

Task 1: Make dialogues according to the following situations (pair work):

Situation 1: You have just been saved from a terrible earthquake and you are worrying about your family.

Situation 2: Your neighbour will take care of your pet while your are on holiday.

Situation 3: Your house is on fire, but there is a little girl sleeping in bed on the second floor.

Task 2.Performance

Four students act as psychologists. They are good at dealing with the problems on life and study, such as having sports, making friends, getting along with parents and keeping healthy. Let students speak out freely and ask one of them to give them some advice.

Task 3. Homework:

Collect the information about natural disasters and describe them. (work in group of four)

篇8：高一英语第一单元第4至第5教时教学设计

Section 4 Direct speech and indirect speech

一、Explain.

1. 人称的变化

e.g. She said,“I am busy.”

She said that she was busy.

2. 时态的变化

1）现在时变为过去时

2）一般过去时变为过去完成时，过去完成时不变

“Where have you been?” he said to me.

He asked me where I had been.

但是如果直接引语说的是真理或客观事实，或者有明确的过去时间状语，改成间

接引语时，时态不变。

(1) He said to me “I was born in 1978.”

He told me he was born in 1978.

(2) “The sun rises in the east,” said the teacher.

The teacher said the sun rises in the east.

3. 指示代词、时间状语、地点状语和某些动词的变化

He said to her, “Where did you meet Tom three days ago?”

He asked her where she had met Tom three days before.

here-----there; yesterday-----the day before;

said-----told; tomorrow-----the next day;

4. 不同句型的转变方法

1）直接引语是陈述句时，一般间接引语用that引导，that 可省略。

Tom said, “I was in the library this morning. ”

Tom said (that) he was in the library that morning.

2）直接引语是一般疑问句时，间接引语用whether或if 引导，谓语动词用asked，从句用陈述句语序。

Peter said to me, “Have you seen the film?”

Peter asked me if / whether I had seen the film.

3) 直接引语是特殊疑问句时，间接引语用原来的疑问词作连接词，并改成陈述句的语序。

“Where is the station?” said Tom.

Tom asked where the station was.

4）直接引语是祈使句时，用ask / tell / order sb. ( not ) to do sth. 句式。

“Please come with me, Tom,” said the teacher.

The teacher asked Tom to go with him.

“Don’t run so quickly,” Mr. Black said to him.

Mr. Black told him not to run so quickly.

二、Practise.

Page 5,6,87,88.

三、Homework.

1. Review the grammar.

2. do some exercises in KKL.

Section 5 Revision

一、Some useful phrases in Unit One

1. Practise talking about friends

2.apologize to sb.=make an apology to sb.

3.argue with sb. about sth.

4.make differences

5.what’s up=what’s wrong

6.nor do I like…,so is his teacher

7.be into sth.=be interested in sth.

8.be fond of classical music

9.surf the Internet all the time/all night long

10.play an important part/role in daily life

11.survive the plane crash

12.land on a deserted island

13. be successful in doing=succeed in doing

14.share happiness and sorrow with each other

15.do sth. all alone=do sth. all by oneself

16.a challenge to us students, challenge sb. to sth.

17.develop a friendship with sb.

18.have a brother to care about,

have some topics to choose from

19.should have cared more about him

20.learn a lesson from the accident

21.go outing, go fishing, go shopping

22.be quick in mind and action

23.be afraid of doing sth.

be afraid to do sth.

24.drop me a line

25.keep sth. in mind

26.stay/be loyal to your country; turn against…

27.make much progress in sth.

28.be 100 percent honest to sb.

29.in one’s opinion

30.be worth doing, be worth the price

31.realize one’s dream, one’s dream came true

32.start off on a trip for Japan, leave for Japan

33.regret doing/having done, regret to do

34.have my pocket picked, have sb. do sth.

have sb/sth doing, have sth to do

35.imagine doing sth, imagine oneself to be…

36. see sb off at the airport

37.admit breaking the window

38.be busy with sth, be busy (in) doing sth

39.give my regards/wishes to sb, remember me to sb

40.break into a house, break in

41.fail in the exam=not pass the exam

42.have a great interest in sth, have much interest in

43.don’t agree with everything/both/all

44.break up with his girlfriend

45.have problems/trouble/difficulty with sth

46.remind sb of sth

47.talking and laughing

48.in spite of=despite

49.burst into laughter=burst out laughing

50. call on/drop in on sb, call at/drop in at sb’s

51.be off work, be out of work

52.a sick man, an ill man

53.a variety of=various =many kinds of

54.miss the chance to do sth

55.be popular with sb

56.book a room in advance/ahead of time

57.go to some place for a visit

pay a visit to some place

58.look forward to doing sth

59.get into trouble, get sb into trouble

60.tears come to one’s eyes

二、Translation.

1. 我昨天看的那部电影很有趣，值得再看一遍。

2. Tom很用功，对工作一丝不苟，他的朋友Mike也一样。

3. 你本应该早5分钟到这里的。

4. 我们的英语老师总是想方设法使他的课生动有趣。

5. 尽管我们常为一些小事而争吵，但我们还是好朋友。

6. 你认为我们班谁说英语说得最好？

7. 你认为该怎么做才能学好英语？

8. 林教授告诉我们不要让孩子看太多的电视

9. 那个老人一个人在山脚下的一个偏僻的房子里生活了15年。

10. 你可以想像Marry和那种人结婚吗？

11. 这次飞机坠毁，只有10人幸免于难

12. 你不应该什么话也不说就离开的，我们很担心你。

13. 即使我们在工作中取得很大成绩，我们也不应该骄傲。

14. 我们的书不够每人一本，我们的两人合用一本。

15. 他不喜欢说英语，因为他怕犯错误。

16. 他不敢过那座独木桥，因为他害怕掉进河里

17. 我有很多同学可以交朋友。

18. 直到我们给他指出来，他才意识到自己的错。

19. 他总是关心别人，很少想到自己。

20.天气是如此好我们大家都想外出郊游。

三、课课练做完对完。

篇9：高一英语第五单元教案

一. 教材内容分析

本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家—史蒂芬 斯皮尔伯格的创作生涯和一些作品。同一般传记一样，本文也是按照人物的生平时间展开：前两段记述了史蒂芬 斯皮尔伯格的早期创作尝试和生平，之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解导演，也能体验一些影评的模式。

二.教学重点难点

(1).关系副词引导的定语从句和介词+关系代词引导的定语从句

(2)掌握相关的词汇和短语

(3)文章段落结构的分析并概括各段的段落大意.

(4)如何提高学生的阅读能力。

(5)对影视界名人及电影的评价(comments)如何写影评(review)。

三.教学目标

(一)知识技能

1. 掌握一些课文中涉及的词汇和短语：

如：academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等

2. 学习掌握一些重点句子：

如：This was a film in which … real actors… P31

Instead of …

This was the moment when …took off. P31

When asked about the secret about …he owes…to…P32

After that it still took …before… P32

3. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

4. 通过本课训练使学生能够提高他们的阅读理解能力，通过一些重点词汇及短语掌握文章大意。

(二)情感态度

1. 通过学习课文，培养学生了解、尊重异国文化，体现国际合作精神。

2. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

(三)文化意识

1. 通过学习，了解国际导演史蒂芬 斯皮尔伯格。

2. 通过学习，了解世界影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

四.教具准备：

录音机，电脑，屏幕及图片。

五. 教学方法：

1.任务型教学法

学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。如：要求学生阅读文章，回答问题，填写表格等。2.多媒体教学法

这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.

六、教学步骤

Step one:Revision

1. check the words and expressions.

2. ask the students to explain the following words in English.

graduate work as play a role in

Step two: Pre-reading

此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活动形式

1.师生互动：教师提问If you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等

2.小组活动：

1)教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2)根据所选的各种角色交叉分组，发挥各自的作用。

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

Step three: while--reading

篇10：高一英语第五单元教案

本篇阅读材料是人物传记，介绍了导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1.小组活动(lead-in)

分别给出和斯皮尔伯格所执导的电影的几幅图片，引起学生的兴趣，让学生分组讨论，预测文章的主题.

T: now, please discuss the pictures in groups then guess what is the text about?

A few minutes later, the teacher ask several students to report their answers.

2.个人活动(Listening)

让学生听录音一遍，然后找出课文中所提及的五部影片的名字。

T: Who knows the names of the five films?

S:The five films are: Jaws, ET , Jurassic Park ,Schindler’s list, and Saving PrivateRyan.

T: You are correct.

3.个人活动(Skimming)

A.快速阅读课文，按时间主线制作一个Steven Spielberg 的要事记

The teacher shows the years on the screen.

1946, 1968, 1959, 1975, 1982, 1993

T : let’s check the answer. I would like this group to answer these questions.

Sa: in 1946 Steven Spielberg was born in America.

Sb: in 1968 Steven Spielberg made his first real film.

Sc: in 1959 Steven Spielberg won a prize for a short film.

Sd: in 1975 Steven Spielberg he made one of his first films Jaws

Se: in 1982 Steven Spielberg made the film ET which was about creatures that come to the earth.

Sf: in 1993 he made the film Jurassic Park

B.快速阅读课文的Para3—5 , 查找出有关这5部电影内容和主题的信息，并核对与自己猜想是否相符。

films Information of the film

Jaws(1975) About a big shark that attacks and eat swimmers

Et (1982) About a little creature comes from outer space

Jurassic (1993) About an island where a very rich man keeps dinosaurs.

Schindler’s list(1993) About The cruelty of war/a German who saves Jewish people from being killed in the war.

Saving private ryan About the cruelty of war/an American leads his team to search for a soldier named Ryan.

3.个人活动( Scanning)

阅读并查找有关Spielberg的信息：

When and where was he born?

When did he start making films?

What did he use to make films at first? and later?

What was his dream?

What did he study?

When and with what did his career take off?

What does Spielberg owe his success to?

Step four: Post-reading

该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么(写尝试应用定语从句，体验定语从句的结构)。第一块(Questions)中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1)、英语作为工具的重要性 2)、不懈努力、持之以恒 3)、成功需要家人的支持，合作、互助精神。

T: let’s turn to page 32, part 1.work in pairs and answer the five questions:

1. Why did Spielberg study English instead of the film?

2. Why were the people who saw the film Jaws were afraid to swim in the sea?

3. How important is his family to Spielberg’s career?

4. What was Spielberg’s dream?

5. What have you learn from reading about?

Step four: Homework

1.Preview the reading Not One Less on page34

2. Make sentences with the following words:

(1)career (2)role (3) owe (4) award (5)accept

篇11：高一英语第五单元教案

NSEFC Book1 Unit3 Travel Journal

Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.

Ⅰ. The theoretical basis

First, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.

II. Understanding of the teaching material

My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.

At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.

That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:

a) Knowledge objectives

By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.

b) Ability objectives

Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.

c) Moral objectives

Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.

Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.

III. Teaching methods and studying ways

That’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.

Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.

I will use computer and blackboard as my teaching aids.

Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.

Step I: Lead-in and pre-reading (7mins)

Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.

In activity one, I will ask Ss two questions “Do you know some great rivers in China?” and “Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.

In activity two, I will ask the Ss to discuss in pairs and answer the question ”How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.

In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.

Step II: While-reading (21mins)

While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.

1) Fast reading

During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.

2) Careful reading

After getting the general idea of each Para., I will deal with the details Para. by Para..

In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.

In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.

And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.

Step III: Consolidation (6mins)

After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.

Step IV: Post-reading (10mins)

That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.

The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.

The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation

Step V: Homework (1min)

Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..

Ⅴ. Blackboard design

On the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.

That’s all for my interpretation. Thank you for your att

高一英语第五单元教案

篇12：第五单元教学设计及教学反思

第五单元教学设计及教学反思

15. 青海高原一株柳

首案编写：邢雯

教学目标：

1.会本课8个生字，两条绿线内的5个字只识不写。理解由生字组成的词语。

2.能正确、流利、有感情地朗读课文。听写课文的最后一个自然段。

3.想象课文描绘的情景，感悟青海高原上的这株柳树身处逆境时所表现出的强大的生命力。

教学重点难点：

想象课文描绘的情景，感悟青海高原上的这株柳树身处逆境时所表现出的强大的生命力。

教学方法：品读感悟法 想象描述法

教具准备：多媒体课件

课时安排：2课时

第一课时

教学要求：

1.会本课8个生字，两条绿线内的5个字只识不写。理解由生字组成的词语。

2.能正确、流利、有感情地朗读课文。听写课文的最后一个自然段。

教学过程：

一、揭题解题，明确重点

1.板书：柳 问：日常生活中你看到的柳树是怎样的？在柳前加。

生自由答。

2.把课题板书完整：提出问题并讨论。

（1）本文能不能用一个柳字做题目，用“一株柳”做题目可不可以？

（2）用“青海高原一株柳”做题目有什么好处？

3.教师示范读

学生一边听一边思考：这篇课文可以分为几个部分？各写的什么内容？

二、自读课文，整体感受

1.课件出示自读要求：将自己认为写的比较好的词语和句子圈点勾画出来；借助工具书或讨论理解字词，依然不能理解的作上记号。学生自读课文，画出文中生字词语。

补充：检查自学情况

1）生字词

望而生畏 广袤无垠 青石嶙峋 不可思议 虐杀

铺天盖地 雷轰电击 起死回生 摧毁 吟诵

锻铸 卓越 韧劲 深邃 凝滞

A.指读，注意正音。

B.引词入文，理解词语。

2.学生分节读课文，随时纠正，指名说说不理解的词语。

3.整体把握，建立印象。

三、学习写字

1.师重点指导，学生写字。

2.展示评议。

四、布置作业

1.读熟课文。

2.抄写课文生字2遍。

第二课时

教学要求：

1.想象课文描绘的情景，感悟青海高原上的这株柳树身处逆境时所表现出的强大的生命力。

2.听写课文最后一个自然段。

教学过程：

一、复习回顾

1.这节课我们继续学习――（齐读课题）《青海高原一株柳》。我们知道这株柳在作者的心中是――神奇的，是神奇到令他望而生畏的。作者为什么说它是一株神奇的柳树呢？（先学习课文的2、3自然段，体会它生长环境的恶劣。）

二、学习3、4段，感受生长环境“神奇”

1.指名读3、4小节，看看是在怎样的一片土地上长出了这样一株神奇的柳树？

2.用文中词语来说说你读到看到的青藏高原。

（根据学生回答整理，课件出示图片、诗歌，朗读）

广袤无垠

青草覆盖的原野；

寸草不生

青石嶙峋的山峰；

深邃的蓝天

凝滞的云团

连绵的

铁铸一样的青山；

赭红色

起伏的原地；

根本看不到

任何

一棵树……

3.看着这片土地，你的心里是怎样的感觉？想到什么样的词语和诗句。

（生交流）课件出示边塞诗词。（朗读）

4.看着这片土地，作者一瞅见这株大柳树，不由得“哦”了一声。（“哦”怎么读？“哦”里包含着的是什么？） （惊讶，诧异，出乎意料）

师：是呀，在这样一片荒凉的原野上，居然生长着这样的一株柳树，怎能让人不诧异，怎能让人不惊奇？不过也正因为这片土地的荒凉，才更能衬托出这株柳树的――神奇。（板书：衬托）这时再读这段描写柳树的句子，相信你的感觉肯定不一样了。

（出示第5小节，齐读。）

4.在这样的环境下，这株柳是怎样的呢？

自读第5自然段，说说你读出了这株柳的什么特点？作者是怎样写这株柳树的？自学后交流。

三、学习第6、7段，生长过程显“神奇”

1.看着这片土地，看着这片土地上生长出的这株神奇的柳树，我们不禁和作者一样产生疑惑：这株柳树怎么会生长起来，壮大起来，造成高原如此壮观的一方独立的风景呢？就让我们跟着作者的猜测和想象，一起走进它生长的岁月。请同学们默读课文6、7两小节，看看这株柳树是怎样生长、壮大起来的，请画出重点词句细细体会。 （生默读课文）

2.学生交流：

通过读作者的猜测和想象，你最大的感受是什么？从那些句子感受到的？

出示句一：

“自古以来，人们也许年复一年看到过，一茬一茬的柳树苗子在春天冒出又在夏天旱死，也许熬过了持久的干旱，却躲不过更为严酷的寒冷。干旱和寒冷绝不宽容任何一条绿色的生命活到一岁。”

师补充青海高原资料：青海高原夏秋两季几乎滴雨不下，冬天温度最低可达零下二十多度，土都成为了冻土。“绝不宽容”、“任何”：不仅仅是柳树，所有绿色的生命青海高原都不会给它活到第二年春天的机会。（有感情朗读这一句话。）

出示句二：

“长到这样粗的一株柳树，经历过多少虐杀生灵的高原风雪，冻死过多少次又复苏过来；经历过多少场铺天盖地的雷轰电击，被劈断了枝干又重新抽出了新条。它无疑经受过一次又一次摧毁,却能够一回又一回起死回生。”

老师来读这段话，同学们和作者一起去想象，想象这株柳树曾经遭受过的摧残。在你想象的世界里，这株柳树正在遭受着怎样的命运？

出示句式练说：

烈日炙烤着大地，厚实的土层渐渐裂开了缝，这株柳树（）。

刺骨的寒风割过人们的脸颊，漫天的飞雪呼啸而来，这株柳树（）。

一声惊雷在天空炸响，闪电从天幕劈下来，这株柳树（）。

三个“多少”、“一次又一次”、“一回又一回”，对我们而言也许只是简简单单的几个词，但对青海高原的这株柳树而言，这却是生命的摧残，面对这样的摧残，这株柳树害怕了吗？（师生朗读这段话）

师：这四个“又”字让我们感受到它的坚持是多么执着。正因为有了这样的信念，（师生再读这段话）这是一种多么顽强的精神，它正是靠着这种精神，在这“绝不宽容”中造就了一个不可思议的奇迹。

现在让我们再来读这株柳，你的心灵一定会为之震颤。（齐读第5小节）

这时候我们来看这个“撑立”，它仅仅写出了这株柳树高大粗壮的样子吗？

（生交流）

师：这一撑撑出了一个生命的奇迹，这一撑撑出了一方壮丽的风景，这一撑撑出了一株神奇的柳树。（齐读第五小节最后一句）

四、学习第8自然段，对比灞河柳突出命运“神奇”

1.让我们想象，当青海高原这株柳在为生存顽强抗争的时候，在平原在水边的这些柳树们是什么样呢？（生回答）

2.作者在第8小节就写了自己家乡灞河的柳，课文写的是青海高原一株柳，为什么还要写灞河的柳？（板书：对比）

3.当灞河的柳享受着美好生活的时候，青海高原的这株柳却要为保存生命进行艰苦卓绝的努力。正如作者所感慨的那样：同是一种柳树，生活的道路和命运相差何远？你知道这株柳又想对大家说些什么呢？

4.出示：

这株柳树没有抱怨命运，也没有畏怯生存之危险与艰难，而是聚合全部身心之力与生存环境抗争，以超乎想象的毅力和韧劲生存下来，终于造成了高原上的一方壮丽的风景。命运给予它的几乎是九十九条死亡之路，它却在一线希望之中成就了一片绿阴。（齐读）

理解最后一句话：你看到的仅仅是这株神奇的柳树吗？（交流有着顽强毅力的人：夏洛蒂、霍金、谈迁、司马迁等）

同学们，人生的道路不可能一帆风顺，也许我们也会像这株柳树那样遇到困难，遭受挫折，学完这篇课文，希望在你的心中能深深的种下这棵柳树，当你遇到困难，遭受挫折时想想这株柳，我想你一定会充满力量！（有感情朗读）

五、拓展延伸

课件出示：凝望青海高原这株柳，你想说些什么？

板书设计：

青海高原一株柳

生长环境 衬托

神奇 生长过程 想象

不同命运 对比

望而生畏 顽强抗争

教学反思：

上课伊始，我便让学生联系生活补充说明柳树的特点“（）的柳”，因为这正是课文后面对比的内容。于是学生就用上了“婀娜多姿”“风情万种”等词汇，理解词语的意思便轻松解决了。后面的对比课上也不许详细讲解了。课上，我重点培养学生的朗读，从一遍一遍的朗读中去感受柳树的强大生命力，学生兴致盎然。

16、草原

首案编写：邢雯

教学目标：

1．学会14个生字，会认4个字，能正确读写勾勒、骏马、无限、鞭子、疾驰、马蹄、礼貌、拘束、摔跤、襟飘带舞等词语。背诵课文一、二自然段。

2．通过有感情地朗读课文，感受草原的自然美和人文美。理解“蒙汉情深何忍别，天涯碧草话斜阳”的意思。受到热爱祖国和民族团结、和谐的教育。

3．在草原自然美和人情美的熏陶下培养美感。初步感悟作者的表达方法。

教学重难点：

1.让学生通过语言文字展开丰富的想象，在脑海中再现课文中描述的精彩情景，体会句中所含的意思。

2.理解“蒙汉情深何忍别，天涯碧草话斜阳。”的意思及表达上的作用。

教学方法：

教学课时：二课时

第一课时

一、音乐铺垫、孕育情感

1、播放歌曲《美丽的草原我的家》，让学生说说歌曲中描绘的是哪里的景色。听着歌曲，在你头脑中呈现了怎样的景象？出示课题。

2、同学们到过草原吗？谁来说说草原的美丽景象。生活的距离，今天我们将在老舍先生优美文字的引导下走进那美丽的草原。

二、自读感悟、整体感知

1．自读课文，要求正确流利。

找出生字、词语，注意读准字音。

补充：拨转马头中“转”读三声

迂回中“迂”读一声

玻璃中“璃”读轻声

学生自由结成旅行伙伴，去“游览”草原的美景，在美景中细细观赏。

2．汇报交流，共同感悟。

课文中哪些地方给你留下了深刻的印象？把印象深刻的句子勾画出来，有感情地读一读，说说你有怎样的感受？请把你的收获和大家一起分享。

3．内容归纳，整体感知

说说作者老舍从哪些方面向我们介绍了草原？

板书 景美 人美

三、分层朗读，感悟美景

1．找出描写草原美丽的自然风光的段落，自己有感情地朗读，把你喜欢的词句勾画下来，细细品读。

2．说说草原的自然风光给作者留下了怎样的感慨？

“既使人惊叹，又叫人舒服，既愿久立四望，又想坐下低吟一首奇丽的小诗。”

3．是怎样的一种景象让作者有了如此的感慨呢？（引导学生说说草原的天、地的景色各有什么样的特点？找出相应的句子读一读。）

4．找出第一自然段中描写天的句子有感情的朗读，说说天的特点。在这样的天空下你会有怎样的感受？

5．有感情地朗读描写羊群和小丘的句子，说说给自己在头脑中留下的印象。读中评价，体味美感。

6．在这样的境界里你会有怎样的感受，有感情地朗读课文一自然段。

7．齐读感悟、练习背诵。

四、品味练笔

通过老舍先生优美的语言描写，让草原美丽的自然风光深深地打动了我们。请同学们用自己的话写出一两句描绘草原美景的句子或小诗。也可以用你手中神奇的画笔画出草原的美景。交流展示。

五、巩固练习

有感情地朗读、背诵课文第一自然段。

第二课时

一、回顾美景、导入新课

回忆草原自然风光，今天让我们接着走进草原，继续我们的草原之旅。

二、朗读理解

1．请同学们自读课文第2自然段，草原除了美丽，还有什么特点呢？

2．行车在草原上所见到的景象、蒙古人民骑马几十里欢迎远到而来的我们的情景。

3．请同学找出来有感情地读一读，读中评议。

看到这样的场面你有何感想呢？说出自己的感受。

4．交流感受，齐读第二自然段。

三、读中体会

1．请同学们自读课文3、4、5自然段，在你感受最深的地方做上记号。

2．结合课文内容说出自己的感受，抓住课文片段进行理解体会。

（1）主客见面时那真挚的感情。从课文哪些地方可以看出来，用横线标出，交流。（如:“握手再握手，笑了再笑”中的两个“再”字，“总是热乎乎地握着”中的“总是”，“人很多，都是从几十里外乘马或坐车来看我们的”中的“很多……都是……”体会到主客双方的感情热烈、深厚。）

（2）自由读思考，好客的主人是怎样款待客人的?把你体会最深的一点讲给同学们听。找学生朗读，同学们边听边想象画面。看到这样的情景，你有什么样的感受，你有什么话要说，你又会做些什么呢？

（3）学习第五段:齐读最后一段，说说你对“蒙汉情深何忍别，天涯碧草话斜阳”的理解。

四、总结感悟

1．总结全文谈谈你的感受。

2．齐唱《爱我中华》

五、练笔拓展

同学们，草原真的是美极了。请同学们想象一下，本文描写的是老舍先生几十年前去访问内蒙大草原所看到的景象，今天的草原又是什么样的`呢？请你展开丰富的想象，用精彩的文字描述草原新景象。

板书设计：

草原

风光美 人民热情好客

教学反思：

这篇课文是一篇优美的散文，我把重点放在了指导学生的朗读上。写景的内容要读出美，写蒙古人民的热情好客的内容要读出草原人民的粗犷，热情，能歌善舞等特点，要通过读书感受蒙古族人民和汉族人民情谊深厚。读完后，利用课堂时间让学生写了写“蒙汉情深何忍别，天涯碧草话斜阳”所描绘的情境，并交流了交流。通过学生自己的想象及描写再次加深了对课文中心的理解。

17 麋鹿

首案编写：邢雯

一、教学要求：

1.正确、流利有感情地朗读课文。

2.学习本课12个生词，其中6个只识不写，学习多音字“悄”，理解“回归自然”、“绝迹”、“漂泊”等词语的意思。

3.抓住课文内容的要点，弄清作者是从哪几方面具体介绍麋鹿的。让学生在了解麋鹿的传奇经历的过程中，体会保护野生动物的重要性，激发他们热爱大自然，保护野生动物的思想感情。

4.体会保护野生动物的重要性，增强保护野生动物的意识。

二、教学重点难点：

抓住课文内容的要点，弄清作者是从哪几方面具体介绍麋鹿的。让学生在了解麋鹿的传奇经历的过程中，体会保护野生动物的重要性，激发他们热爱大自然，保护野生动物的思想感情。

三、教学方法:小组合作交流法

四、教具准备：多媒体课件

五、课时安排：3课时

教学过程：

第一课时

一、直入课题

同学们，今天我们要去认识一种很特别也很珍贵的动物，它叫麋鹿。谁对这种动物有了解，给大家介绍一下。

板书课题。

3．认真读课文，看课文介绍了麋鹿的那些知识。

二、初读指导

1．自由读课文，要求：

（1）画出生词，边读课文边认，注意读准字音。

（2）查字典或联系上下文理解生字词。

2．检查自学效果。

（1）指名读生字词。

出示词语：悄无声息 林茂草丰 销声匿迹 颠沛流离

沼泽 跋涉 繁殖 别墅 觅食

多音字：柏林，柏树

（2）理解词语的意思。

（3）指名分自然段读课文，教师相机点拨。

3．指导分段。

（1）默读课文，把每个自然段的意思弄清楚，在想想哪几个自然段是围绕课题直接写麋鹿的，写了哪些方面，哪几个自然段是写关于麋鹿的经历的，写了哪些事。

（2）讨论分段。

第一段（1）：写大丰自然保护区有着世界上最大的麋鹿群。

第二段（2―4）：具体描述麋鹿的外形和生活习性。

第三段（5―7）：记叙了麋鹿的传奇经历。

4．小结。

三、书写指导

1．分析字形。

强调：沛，右边不是城市的市。

四、作业

2．描红、临写。

1．抄写生词。

2．有感情地朗读课文。

第二课时

一、复习导入

课文可以分几段，各写什么？

二、精读训练

1．学习第二段。

1）假如你是自然保护区的讲解员，你会如何向人们介绍麋鹿的外形特点？自己试一试。

指生讲解。

2）这样介绍太过简单，仔细读读第三自然段，联系第二自然段的内容练习讲解。

学生练习后指名讲解。

2.学习第三段

过渡：麋鹿不仅有奇特的外形，而且还有传奇的经历。

（1）指名读课文

（2）出示“传奇”，齐读。说说“传奇”的意思。

（3）为什么说“麋鹿的经历充满传奇色彩”呢？再读课文。

（4）讨论交流，指导朗读。

第一、麋鹿在我国出现最早，但后来竟销声匿迹了。

第二，1865年后。特别是19，麋鹿惨遭侵略者的偷盗、杀戮。

第三，1986年，麋鹿重回故乡，并在祖国的土地上茁壮成长。

我们仅仅知道文章内容是远远不够的，还要读出隐藏在文字背后的情感。用心读读麋鹿的传奇经历，说说你的内心情感发生了哪些变化？

生交流。

（5）从麋鹿多舛的命运，你领悟到了什么？

（一是要保护野生动物。二是野生动物的命运也和国家的命运联系在一起，我们长大了要建设祖国，是祖国更加强大、繁荣。）

三、总结

1.配乐朗读第二、三段。

四、作业

1.有感情的朗读课文。

2.说说麋鹿的外形特点、生活习惯和传奇经历。

第三课时

一．复习导入 简单说说麋鹿的外形和传奇的经历。

二．精读训练第一段

1．轻声读第一段。

2．画出描写麋鹿在黄河滩涂自由活动的句子，结合第一幅插图说说对在晨雾中活动的麋鹿有什么印象。

3．为什么说大风自然保护区“是麋鹿野生放养的理想场所”？

（土地广阔、气候温暖、林茂草丰）

“放养”是怎样的？“饲养”呢？

4．通过课文的第二、三两段的描写，我们对麋鹿已经有了比较全面充分的了解，作者为什么还要写第一段，可以去掉吗？

5．有感情的朗读的一段。

三、课堂练习

1．出示课文后第5题：默读课文要点，再学着讲解员的样子说说麋鹿的外形特点、生活习性和传奇经历。

2．交流复述方法。

3．练习复述。

（1）同桌互相复述。

（2）举行“大风麋鹿自然保护区讲解员”选拔赛。

（3）师生评选。

四．作业

1．有感情的朗读课文。

2．完成课后练习4题。

板书设计：

17．麋鹿

外形特点

生活习性

传奇经历

教学反思：

这是一篇说明文，内容浅显，而麋鹿这一动物也很神秘，所以学生学习兴趣十分高。课上为了让学生了解麋鹿的外形特点、生活习性，我以讲解员的方式让学生根据课文内容，适当进行组合然后介绍，课堂气氛空前高涨，学生积极性很高。对于高年级学生来讲，说明类型的文章，采用讲解员或小记者的形式来了解所介绍的内容效果会很好。

习作5

首案编写：邢雯

一、教学目标：

通过阅读《银杏》，懂得要全面了解某一事物，光靠看不行，还得请教别人，查阅资料。能在习作中介绍家乡的一种产品，先写出它的外部特征，再写出它的价值或用途等，题目自定。

二、教学重难点：

能在习作中介绍家乡的一种产品，先写出它的外部特征，再写出它的价值或用途等。

三、教学方法：

整理、运用资料法

四、课时安排：2课时

教学过程：

第一课时

一．指导阅读例文，小结写法

1.轻声自读例文，思考：这篇习作是围绕一个什么主题写的？记叙了哪些材料？

2.再读例文，思考：作者详细写了哪些材料？略写了哪些？为什么略写？这些材料是怎么来的？

3.提问：从中，你得到了什么“秘诀”？

4.小结：要围绕一个主题选材，要根据主题的需要搜集材料，安排详略。

5.再读例文，思考：在例文的材料写作上，作者所写的侧重也是不一样的。你看出来了吗？为什么？

6.小结：在写作时，要搜集多方面的材料，从不同的角度写这一事物。用不同的写法，这样会使文章内容更丰富多彩。

二．指导选材

1．提示：课前，我们搜集了有关家乡特产的各方面材料，选择一个主题，围绕主题选材，确定详略，列一个提纲。

2．组织交流。

3．提示：听了同学的发言，你有什么启示？修改你的提纲。

三．进行习作

1．教师巡视。

2．指导修改。

第二课时

一．小结

1.小结此次习作的大致情况。

2.表扬此次习作写得好的同学，并请他们朗读自己的优秀片断。

3.表扬此次习作有进步的同学，并请他们朗读自己的优秀片断。

总结此次习作的主要问题。

二．指导修改

1．出示一篇有共性问题的习作，并且出示讨论题：

（1）这一篇习作与刚才的习作比，存在什么问题？

（2）这个问题主要是什么原因造成的？

（3）可以怎样解决？

（4）如果是你，你会怎样修改？

2.组织交流。

3.提问：（1）从刚才的讨论中，你有什么启示？

（2）你觉得自己的习作有什么问题，可以怎样修改？

4.要求同桌交流互提修改意见。

三．尝试修改

教师巡视修改情况。

教学反思：

本次习作重在训练学生搜集资料并整理资料的能力，有好大一部分学生就是直接将所查到的资料照搬照抄了过来，整篇文章太过精炼，不含任何感情。看来学生们乐意查资料，但把资料变为自己的语言便有了难度，这也是今后习作中的一大难点，仍需不断训练。

篇13：语文第五单元教学设计

【课标要求】

1、识字与写字?能正确认读本单元生字，能使用硬笔熟练地书写本单元生字、词语，做到规范、端正、整洁。

2、阅读 用普通话正确、流利、有感情地朗读课文。学习略读，粗知文章大意。能联系上下文，理解词句的意思，体会课文中关键词句表达情意的作用。

3、习作读懂习作要求，解决两个问题：写什么，怎样写？

4、口语交际?能用普通话交谈。

【教学目标】

一、基础性目标

1、读本单元的生字词语，并能正确地书写。

2、有感情地朗读课文，能联系上下文理解课文中的重点词句的意思，通过对语言的理解，领会作者表达的情感。

二、发展性目标

1、充分和调动学生的情感体验，关注学生的内心感受。

2、学习作者的表达方法，并运用于自己的作文中。

【教学内容分析】：

第五组课文以“我国的世界遗产”为专题，包括两篇精读课文和一篇略读课文，编者精心地挑选文章，三篇课文都配有精美的实景或实物图片，展现了中华文化的魅力，是引领学生了解中国的“世界遗产”的一扇扇窗户。

【教学重点】

1、认读生字词并能正确书写。

2、有感情地朗读课文，并能背诵自己喜欢的段落。

3、在理解课文内容的同时要品味语言，领悟作者的写法，激发学生的民族自豪感和热爱祖国的情感。

【本单元教学难点】

在理解课文内容的同时要品味语言，领悟作者的写法，激发学生的民族自豪感和热爱祖国的情感。

【解决措施与教法建议】

1、引导学生认真阅读课文，想象课文描写的情景，留心文章表达的方法。

2、在理解课文内容的同时， 引导学生品味语言，领悟作者的写作方法。

3、调动学生已有的阅读积累和旅游经历，收集本单元的资料贯穿于教学的全过程。

【课时划分】：

《长城》 2课时

《颐和园》 2课时

《秦兵马俑》 1课时

《语文园地五》 4课时

共9课时

【问题研讨】

1、如何将理解课文内容与品味语言领悟写法相结合，让学生在认识事物的同时，学会作者的表达方法。

2、如何引导学生将作者的表达方法运用于自己的习作中。

篇14：语文第五单元教学设计

教学目标：

1、以“保护文物”为题，提高口语交际能力，培养文物保护意识。

2、学写介绍“世界遗产”的导游词，提高书面与口头表达能力。

3、领悟并在习作中运用“比照”的写法。

4、背诵“日积月累”中的诗句。

教学重难点：

学写介绍“世界遗产”的导游词，提高书面与口头表达能力。

教学准备

课件：与中国的“世界遗产”有关的音像图文资料。

学生搜集有关文物保护的资料，搜集泰山风景图片资料。

教学时间：4课时

教学过程：

学生展示课前两分钟

第一课时 （口语交际）

一、激情引入，揭示话题

1、长城，是华夏儿女的骄傲！然而，她却正在遭受毁灭性的破坏。课件出示相关报道。

2、你有什么感受？

板书：口语交际――保护文物

二、展开讨论，提出建议

1、4－6人为一组，围绕保护长城的问题展开讨论，提出建议。一人主持，一人记录，人人发言，充分讨论。教师巡回倾听，引导学生打开思路。

2、各组推荐代表在全班发言，并组织评议。教师适当板书要点，引导把建议相同或相似的归为一类。

3、自由发言：由保护长城开始，交流各人了解的其他文物古迹被破坏的情况，说说怎样加以保护。

三、创设情景，模拟交际

交际过程中，教师要通过点拨、组织评议等方式引导学生把话说清楚、说具体。

四、课堂小结，表扬激励

第二、三课时 （习作）

学生展示课前两分钟

一、创设情景，

1、有一批外国游客专门到中国游览“中国的世界遗产”，我们要成立“导游团”评选十佳导游，大家愿意吗？

2、要求：

（1） 熟悉景点风光，了解有关故事，明确注意事项；

（2） 写出并熟悉导游词。

二、交流资料

1、你想介绍哪一处“中国的世界遗产”重点介绍什么？

2、说说你最有特色的内容；

三、阅读范文，借鉴写法

教师出示一篇导游词，让学生自主发现如何写，再默读教材中的揭示语，进一步明确写法与要求。

四、自主完成习作

五、修改习作，誊抄。

第四课时

学生展示课前两分钟

一、学习“我的发现”

1、学生自由朗读“我的发现”中的句子。

分角色朗读小林和小东的话。

2、说说小林和小东发现了什么。

3、你发现了什么？

引导学生将自己的发现运用于自己的作文中。

二、学习“日积月累”

1、学生多种形式朗读四句诗。

2、学生展示读，教师相机补充关于四句诗的资料，指导学生朗读。

3、学生练习读，并拭着背诵。

4、指名展示——点评——再背。

三、展示台：

1、明确任务

指名读，说一说本次资料搜集的范围。

2、交流方法

你是采用什么方法搜集资料的？遇到困难是怎么克服的？

教师随机板书：

随时摘抄、剪贴、或复印；

查阅或购买书籍、杂志、碟片；

查找相关古诗；

登录网站查找；

调查访问亲朋好友；

观看有关的电视节目。

3、资料展示会

展示搜集的图片、文字资料，简要谈谈搜集的过程。

4、老师的建议：

（1） 建立资料袋，分类收藏；

（2） 组成合作小组进行收集与整理；

（3） 要纠正一些不当作法。

四、课后延伸：

抄写“日积月累”中的诗句。