推荐第1篇：《不对》读书笔记
读《弘扬地方文化的方言平台不应萎缩》有感
读了《弘扬地方文化的方言平台不应萎缩》，令我开始对方言的重要性有了重新的认识和深刻的思索。
本文中提到：方言是中国地域文化的载体，保护方言即捍卫文明。与现在通用且推广的普通话相比，方言的通用范围越来越窄，很多人刻意教孩子普通话，有意让下一代回避方言。为什么呢？难道是因为方言太“土”了吗？说方言到底算不算一种“土”的标志，这个问题是不能简单回答的。想想上世纪80年代到90年代初广东话的那种飞黄腾达的地位，就不好以“土”不“土”来评价方言了。
谁也不会忘记，改革开放后，粤语歌一度成为中国亿万青年的“心声”，最早大约是从80年代的电视连续剧《霍元甲》的主题歌开始，随后是大量香港歌星的感召，广东话居然成为一种特有的“音乐语言”。
如果反思一下，古代广东曾经是中国的边陲，甚至是犯错的官员的贬谪之地，那里的语言，被诬称为“蛮语”，当时谁会想到，这种语言，居然在20世纪80年代突然风靡大江南北长城内外？
时过境迁，今天广东话的辉煌似乎有点过去——人们在方言上，常常是“势利眼”，随便看看中国喜剧、小品语言的走向，就不难看透人们对语言的态度了。早年，说相声多用天津、唐山话逗乐，但90年代后，东北话小品崛起，变成今天小品和闹剧的专用语。
没有一种宏大文明，是悬在半空的。听一听大不列颠的苏格兰的风笛，看一看俄罗斯的哥萨克军刀舞，美利坚合众国的乡村音乐„„这些气势恢宏的帝国文化，都是构筑在扎扎实实的民间习俗的“基石”上。
方言，不仅是语言，它是中国地域文化的载体，是总体文明的土壤。文化的多样性以及它们之间的互动、激励和竞争，就是我们文明长盛不衰的内在机制。方言背后，蕴含着这种文化多样性的精髓，所以，保护方言，是保护文化，也就是捍卫文明。
推荐第2篇：《无法不对你残酷》教案
《无法不对你残酷》教案
[内容解读]
《无法不对你残酷》是一篇叙事散文。文章叙述的是作为姐姐的作者利用“残酷”的方法,使初到北京读书的弟弟快速走向成熟。
姐姐的残酷表现在对弟弟所做的四件事情上:拒绝回家接他上学;只给他留两个月的生活费;不愿直接帮他找份兼职;弟弟诉苦时教他坚强。姐姐的残酷让弟弟无法理解,但姐姐残酷的爱给弟弟带来了一系列变化:弟弟变得自信、坚韧、成熟。
在让弟弟走向成熟的同时,姐姐也倍受折磨:给予她生命的母亲一而再再而三地要求她能向弟弟伸出援助之手;一次又一次地鼓励弟弟,给他自我锻炼的机会,换来的却是弟弟的不理解。尽管如此,姐姐却无法不对弟弟残酷,因为她明白:生活不会一帆风顺,在这个现实与残忍的社会中,弟弟也不能总依靠她帮助,只有经过磨炼,弟弟才会迅速地脱落自卑的外壳,才能变得坚韧、成熟,才能获得生活的荣光,才能赢得属于自己的世界。
[教学设计]
教学目标:
1.知识与能力:学习通过分析文章题目,概括文意,把握主旨的阅读方法。
2.过程与方法:学习和运用圈点批注的方法,品味文章生动、富有哲理的语言。
3.情感态度与价值观:结合自己的生活体验,理解磨炼是一种财富。
教学重点:品读生动、富有哲理的语言。
教学难点:理解文章所蕴含的生活哲理。
教学过程:
一.创设情境,导入新课
同学们好!喜欢看动画片吗?(喜欢)那现在想不想看?(想)欲望好像不强烈,到底想不想看?(想)那请看大屏幕。播放《小鹰学飞》动画片。同学们好像还意犹未尽呀!看了刚才的动画片,哪位同学能用一个词概括母鹰对小鹰的态度。(残酷)其实,不仅动物界生存需要残酷的磨练,我们人类也应如此。今天,我们要学习的安宁的《无法不对你残酷》一文就给出了答案。
(播放《小鹰学飞》的动画片,创设教学情境既符合课文内容,又营造了一种轻松愉快的气氛,迅速激发学生的学习兴趣,让学生进入了特定的学习氛围中,一下子把学生带入了课堂。同时,师生之间、生生之间的情绪相互影响和激发,达到了师生情感共振的理想境界,也为后面舒展教学的拳脚搭建了有机合作的平台。)
二.速读课文,整体感知
1.学生齐读文题两遍,猜测文章会写什么。
学生猜测:①谁对谁残酷?②为什么无法不对你残酷?
过渡:请同学们以小组为单位带着问题初读课文,拿起笔在文中画出关键的信息句、信息词,再整合信息,试着用简洁的语言概括出来。
2.全班交流,要求用简洁的语言概括文章内容要点。
提示:姐姐无法不对弟弟残酷
3.比一比,看谁会疑?学生合作阅读,对课文提出自己的见解和疑问。
过渡:老师知道,每读一篇课文,同学们心中总难免有些疑问。下面请同学们再读课文,读完后,同桌间说说自己的疑惑,两人能解决的就迅速解决,不能解决的则提交全班讨论。记住:大胆地提出自己的疑惑,你将会获得同学们和老师最真诚的帮助。(生读书,生交流)现在,我们就比一比,看谁提的问题最多,最有价值。(生交流)
教师帮助学生梳理问题,主要有以下三个:
①姐姐对弟弟做了哪几件残酷的事?
②面对姐姐的残酷,弟弟的反应如何?
③姐姐的残酷使弟弟前后有哪些变化?
(教师千万不要小看了学生,以为他们提不出什么有价值的问题。事实上,只要能激发他们质疑的欲望,每个学生都能提出问题,也能充当帮助者的角色,充分展现个性化阅读的成果。)
4.看一看,谁最棒。
过渡:同学们,我们来看一看,谁最棒,看谁能准确地帮助同学释疑?
(有效地激励,促使学生的积极性瞬间高涨)
提示:①姐姐对弟弟做了四件残酷的事。分别是拒绝回家接他上学,只给他留两个月的生活费,不愿直接帮他找份兼职,弟弟诉苦时教他坚强。
②面对姐姐的残酷,弟弟由委屈到难过再到愤怒直到愤于启齿。
③姐姐残酷的爱使弟弟从自卑走向自信直至自豪。
三.研读赏析,合作交流
1.议一议,看谁有理。
①过渡:在残酷地对待弟弟的同时,姐姐又何尝不承受着煎熬呢?她不能满足给予她生命的母亲的小小的要求,她不能获得挚爱的弟弟的理解。但是,为什么姐姐无法不对弟弟残酷?
②请学生再读两遍文题,看看哪几个字告诉了我们答案。
(学生读题两遍后回答是“无法不”三个字,并理解“无法不”指不得不,没有办法,只能这样做)
提示:姐姐的成长经历,生活经验;生活本身所具有的特质;弟弟的出身、性格及经历等都使姐姐无法不对弟弟残酷。
师生小结:通过讨论分析,我们知道姐姐的残酷是在深入思考后对弟弟的一种真爱,而这也是爱的代价。
2.读一读,看谁情真。
过渡:是啊,在让弟弟走向成熟的同时,姐姐也倍受折磨:给予她生命的母亲一而再再而三地要求她能向弟弟伸出援助之手;一次又一次地鼓励弟弟,给他自我锻炼的机会,换来的却是弟弟的不理解。尽管如此,姐姐却无法不对弟弟残酷,因为她明白:在这个现实与残忍的社会中,弟弟也不能总依靠她帮助,只有经过磨炼,弟弟才会迅速地脱落自卑的外壳,才能变得坚韧、成熟,才能获得生活的荣光,才能赢得属于自己的世界。我们不能不感慨姐姐的伟大、坚强,这是姐姐的品质美,不知同学们有没有意识到作品语言也很美,下面我们一起感受本文的语言魅力。
请同学们拿起笔,画出你喜欢或理解最透彻的一句或一段反复品读。你可以先凭直觉找出自己喜欢的句子或段落,再作理性地分析。你喜欢它也许是因为其中某一个词用得好,也许是因为修辞手法用得好,也许是因为这个句子有深刻的含义,……准备在全班交流你的体会。注意:交流时先表情朗读,再用“我喜欢,是因为”说说你对文段的理解
学生交流,学生之间可以互相点评朗读也可作补充说明也可质疑。
关键句子可引导学生反复品读
例:(1)“母亲要我回去接他上学,我想起这么多年一个人走过的路,便坚决地拒绝了。”
――“坚决”从程度上形象地写出了姐姐对弟弟无比残酷的态度。
(2)我笑笑说:“北京是残酷的,也是宽容的。”
――“残酷”指不求上进、自卑的人在北京将会被淘汰。“宽容”指理解生活,勇敢面对竞争压力的人就能在社会上立足。
(3)“面前这个衣着素朴但充满自信的男生,嘴角,很持久的上扬着。”
――“持久”表明上扬嘴角已成为弟弟惯有的表情,而他也淡看了人生的种种磨难;“上扬”表明弟弟已拥有了历练后的自信、自豪与骄傲。
(4)“外面飘起了雪花,我们细细品味着苦中带甜的咖啡,慢慢的欣赏着这个美丽的城市。”
――姐姐的残酷是“苦”,弟弟获得的荣光是“甜”,正是因为无法不对弟弟残酷,弟弟才品味出没有残酷便没有勇气,这是生活交给姐姐的,而姐姐,只是顺手交给了刚刚成人的弟弟。
(这个教学环节旨在培养学生从不同角度去品析、感受语言的表达效果。语文教学离不开对学生语言能力的培养,任何思维的表达都是通过语言来完成的,语言是思维的外壳,要正确理解作者的写作意图,就必须注重语言的品味。)
四.拓展延伸,体验反思
1.你从姐姐的残酷中,弟弟的变化中悟出了什么道理?
提示:(1)生活不会一帆风顺,我们也不能总依靠别人的帮助。苦难会让我们笨拙的外壳迅速地脱落,长出坚硬的羽翼。
(2)只有经历风雪严寒的磨炼,才能成为大自然的强者。
2.当家人无法不对你残酷时,你会怎么面对?
(《新课程标准》指出:“应该重视语文的熏陶感染,注意教学内容的价值取向。”尊重学生在学习过程中的体验,注重情感、态度、价值观的导向。语文教学应是开放的,本设计旨在拓宽语文学习的内容,打通由课内向课外的延伸渠道,让学生带着生活经验与感受走进语文课堂,又带着语文课堂的收获与感悟走向社会生活,提升阅读的价值,培养学生积极的人生观、价值观。)
五.结束语:同学们,通过这节课的学习,我们学会了通过文题理解文意的学习方法,也明白了生活需要磨炼,需要吃苦。通过这节课的学习,我相信同学们也会把吃苦当作一种财富,把苦难看成上帝的礼物,在不利与苦难的遭遇里百折不挠。
梁姣,语文教师,现居湖北武汉。本文编校:左晓光
推荐第3篇：教学法教案
教学法教案
The Leon Planning of a Text
班级:09级英本一班
学号:014001091024
姓名:许景飞
Singapore may be small, but packs in quite a punch.Only about 655 square kilometers in area, it is one of the most densely populated cities in the world, with about 6430 people per square kilometer.Although it is one of the 20 smallest countries in the world, its economy is a world leader, and has the world\'s busiest port in terms of tonnage handled.
Today the financial and technological hub of South East Asia, Singapore was once a sleepy Malay fishing village, which came into its own as a British trading colony in the 1800\'s.The population is a mix of Malays, Chinese and Indians with a smattering of other ethnic nationalities.There are four official languages in Singapore - Mandarin, Tamil, Malay and English.The Chinese ethnic population is originally from South-east China from the provinces of Fukian and Guangdong.Immigrants from the Malaysian peninsula, Sumatra, Java and other islands of the Malay Archipelago have thronged the state.About two-thirds of the Indians are Tamil, with a smattering of Malayalis, Punjabis and Gujratis.
Singapore consists of one main island, and 58 smaller ones.The terrain is flat lowland, the highest point being Bukit Tima Hills, standing at 164 meters.Its climate is hot (ranging between 22 and 30 degrees centigrade) and muggy (humidity remains at 75%).The rainy season is from November to January, although being near the equator, intermittent rains occur throughout the year.
Although about 50% of the land is occupied by vertical urban settlements in modern skyscrapers, Singapore has a thriving agricultural economy specializing in rubber, copra, fruit, orchids, vegetables, poultry, eggs and fish.It is the world\'s largest exporter of ornamental fish.It has thriving industries of electronics, chemicals, financial services, oil drilling equipment, rubber proceing, food proceing, ship repair and other industries, with the economy heavily dependant on its electronics and manufacturing exports.
With typical Singapore control and determination, the government has made up for its lack of natural flora and fauna by building gardens and zoos, waterfalls and underwater parks.Singapore has one of the best zoos in the world, and has the world\'s highest man made waterfall in Jurong Park, standing at 30 meters.The Bird sanctuary in Jurong even has simulated tropical thunderstorms。
Background information Students: 3 Junior High School students, Grade 3
Leon duration: 45 minutes
Teaching objectives: By the end of the leon, students should be able to: 1 the reason for the development of.Singapore.2 know about the basical condition of Singapore.3 memorize the words and sentence pattern of describing a country. 4 try to write an article of China.
Teaching content: the basical condition of Singapore
Teaching aids: blackboard, chalk, PPT, pictures Type of the leon: vocabulary, sentence pattern, culture.
Teaching procedures: Step1 Review (5 minutes) a) Warm up: a short TV clips of Singapore(with flash) b) Look at some pictures of the changes of Singapore.c) Students use their own words to describe the change in different aspects.d) Teacher summarizes the main aspects of Singapore, and writes some words on board.
Step2 Learn the new words (10 minutes) a) Use the pictures and actions to introduce the new words.b) Students learn to speak the words with the record.c) Teacher teaches them to say and the use of words.d) Teacher let the students to make sentences with the main words and find the mistakes to correct them.Step3 Learn the text.(25 minutes) a) Students listen to the tape and read following it.b) Students read the geographic name after the teacher.b) Teacher lets some students read the text.c) Students find the difficult sentences and words to ask the teacher to answer.d) Teacher sums up the important points, and then analyzes the structure of the text.e) Teacher finds the differences of the condition with the former one, which students answered.Step4 More understanding (5minutes) a) Teacher ask for the students to memorize the writing structure of describing Singapore b) Students think about how to write the condition of China.
Optional activity and homework: Optional activity: students retell the part of the text they are interested in.with their own words Homework: write a short paragraph to introduce one aspect of China.
Introspection after cla Through the leon, I know about much knowledge of Singapore.Students should memorize many words and sentence patterns.And they should know the method of describing a country.So in the cla I learn a lot.And I get much experience.I believe I will do better in the future study.
推荐第4篇：教学法教案
Holiday fun Mike: Hello, Liu Tao! Where did you go for the holiday? I called you, but you weren‟t at home.Liu Tao: I went to Shanghai and visited my aunt.Mike: What did you do there? Liu Tao: We went to the Bund and visited the Shanghai Museum.I saw many interesting things.How was your holiday, Mike? Mike: It was great fun.Our family went to a farm near Star Lake.We picked some oranges and went fishing.Liu Tao: Did you catch any fish? Mike: Yes, I did .I caught a big fish.Liu Tao: That„s great.Why did you call me? Mike: Because I wanted to give you the fish.Liu Tao: Where‟s the fish now? Mike: I ate it!
Background Information: Students: 40 Primary school students, Grade 6 Leon duration: 45 minutes Teaching Objectives: By the end of the leon, students should be able to: 1.Say in English the names of different places; 2.Ask and answer questions with “did” and “was”; 3.Talk and write about the things they did for the holidays; 4.Present the interview results confidently to other students; 5.Learn to be a good listener and brave to ask questions in English.Teaching Contents: Vocabulary of different places Where did you go for the holiday? I went to...How was your holiday? It was great fun.Teaching aids: tapes, blackboard, chalk, PPT, pictures, Type of the leon: vocabulary, speaking Teaching procedures: Step1.Review (10minutes) a) Free talk: where did you go for the National day holiday? Say sth about it.b) Students write down the names of places they already know on paper.c) Students draw pictures of places and share them in groups.d) Students volunteer to present their pictures and words.e) Teacher summarizes and writes the words on board.Step2.Learn the new words (15minutes)
a) Use pictures and actions to introduce the words.Use the structure: where did he/she go.He/she went to...b) Students learn to say the words with the help of pictures.c) Pair-work.One point at one picture, the other guees the name of the place.Step3.A task: Use what is learned to talk about one‟s travel experiences(10 mins) a) Group-work.Talk with their partners about their travel experiences.b) Volunteer to present the result.Step4.More practice (10minutes) a) Ask and answer.Work in groups of four.One student ask questions with the structure: when/where/what/why...do, the other answer questions with the structures learned from the story time.b) Use PPT to show different places of pictures and ask students do they know the names of these beautiful places.Optional activities and homework: Optional activity: Work in pairs and your partners‟ ideal place to go.And ask your partner to explain why.Homework: Write a short paragraph about your National Day holiday.Reflection: There is a little time left.The motivation of students is a bit low.More activities are needed.
推荐第5篇：教学法教案
Unit3 Is this your skirt?
Teaching Plan: PEP4 Unit3 Is this your skirt? Topic: Is this your skirt? Aim: By the end of the whole unit, the students should be able to
(1) Understand the paage (to get the main idea of the whole unit and use them in our daily life.(2) To master the target language New
Words:jacket,shirt,skirt,dre,sweater,jeans,pants,socks,shoes,shorts. New Phrase: Put on…, Hang up…, Take off…, Put away…, etc. New sentences: I like the…and…/Is this your …? Yes, it is./No, it is not./Whose is this? It is…/What color is it? It is… Pronunciation:i (3) Language
skills:listening,speaking,reading, writing,understanding.Difficult Point: Let the students know and understand the
target language well.
Methodology: Communicative Approach
Aural-oral Method
Situational Approach Task-based Method
Audio-Visual Method
Student-Centred Method
Aids: recorder picture tape
There are four period in this Unit
Period one: Learn some new words, play games, use the sentence.And phrase. Period two: Review the target.Languages and consolidate the sentences and words, at the same time, Prepare the new leon and proactive.
Period three: Learn some new words and sentence, teach how to chant. Period four: Pronoun citation, listening /task and spend a lot of time on storytelling to make students.Understand the target languages and learning skills.
Content The first leon
（叶斯斯） Part A Let’s learn, let’s do.
Teaching plan
Topic: Is this your skirt?
Aims: By the end of this period, students are able to
A: Learn the key vocabularies of this Unit.
B: Use the sentence “What color is it? What is it?”
“I like… with…”, and make dialogue
C: Improve the ability of reading, speaking and writing. Emphasis and Difficulty: New words and how to use the sentence.Teaching Preparation: Pictures, different colors, words card,
radio.
Teaching Procedure Warm-up (approx 5 min) Sing a song “Color Song”, students say the color they have heard
Show color cards to students and they read them.Presentation Let’s learn, let’s do
Step 1(approx 5 min) A: Teacher is wearing a T-shirt, and tells the students that she is wearing a T-shirt today.B: Teacher show pictures to the students, leading in –What is this? -It is a…
Use the same sentence to teach others new words.C: Write the new words on the blackboard: yellow T-shirt, red shirt, white sweater, brown jacket, green skirt, blue dre.D: Teach the new words and sentences.
Step 2 :( approx 10 min) A: Teacher shows a picture, a clothes shop on the blackboard and say that she want to go shopping, then she go shopping with a student and leading in “I like…with…”
B: Let the students practice the dialogue with their partners.
Step 3(approx 15 min) A: Listen to the radio, teacher do the action put on… take off…hand up…wash…, etc, and students follow.
B: Teacher says, students do the action, a student say, other students and the teacher do the action.C: Groups Competition: every member in the group do the action one by one according to the in struction, which group is correct and quick, they will be the winner.
Step 4: Homework
A: Write the new words in the notebook, 5 times a word B: Remember the phrases and do the correct action.
Blackboard layout Unit 3 Is this your skirt? Yellow T-shirt
what’s this? Red shirt
It is a … White sweater
I like …with… Brown jacket Green skirt Blue dre Content
The second Leon
（叶榕榕） Part A let’s talk /Let’s play/ Read and write
Teaching plan Topic: Is this your shirt? Aims: a.To teach students the target languages.
b.To let students know how to use the target language well.
c.To develop students’ abilities of listening, speaking and understanding. Emphasis and Difficulty: Let students learn the target language well.Sentence: 1 –Is this your skirt? -No, it is not/Yes, it is.
2 –Whose is this?
- It is ….’S
Teaching procedure
Stage1 Revision (approx 5 min) a.Revision the words we have learned last leon, present the pictures of the cloths, students say the words.b.Teacher say the actions, students do them.(set up a funny atmosphere) Stage2 Presentation (approx 30 min)
A：a.Teacher comes to a student and pick up her picture, which she had drawled before cla.Teacher ask her” Is this your…?” student answer: “Yes, it is”
b.Teacher repeats the sentences, students follow.c.Teacher writes the sentences on the blackboard and teaches students.
B：a.Teacher point to the picture, which is sticker on the wall before cla and ask one student “Is that your…?” but that isn’t hers.So she answers: “No, it is not.”
b.Teacher asks another two students, they answer: “No, it is not.”
c.Teacher repeats the sentence, students follow.d.Teacher writes the sentences on the blackboard and teaches students
C: a.Teacher collects pictures from students, and leading in “Whose is this?” and students can gue like: “Is that…’s?” who is being gueed, should answer: “Yes, it is/No, it is not.” Student who guees the right person will get the reward.(a red star)
b.asks a student to be the little teacher, Practice the above sentences, and write the sentence on the blackboard.
c.have a challenge: ask a student come to the platform and face the blackboard.All the students ask her “Whose is this?” she can gue like: “Is that…s?” However, we will give her three chances, if she can’t get the right person.Then teacher tell her, she can ask her clamate “whose is this?” They will answer: “It is …’s.”
d.Teacher teaches “Whose is this? It is …’s.”
D: a.Teacher comes to a student and pick up her picture, ask her: “Is this your…?” student answer: “Yes, It is.”
Teacher asks: “Whose is this?” answer: It is …’s.
b.Make a dialogue with the above sentences.
E: Listen to the tape and answer the question.1.What color is Alice’s skirt? 2.Whose is the T-shirt? (Approx 3 min) 3.Sing a song: Is this your shirt? Is this your shirt? Is this your shirt? No, it is not.No, it is not.Whose is this? Whose is this? It is Tom’s.It is Tom’s.
Stage4 Aignment a.Practice the dialogue with others.
Blackboard layout Unit 3 Is this your skirt? — Is this your…？
— Yes，it is.— Is that your…？
— No，it is not.— Whose is this？
— It is _____′s
Content The third leon
（叶泉）
Part B Let′s learn.Let′s chant.Let′s talk.Let′s find out.Topic: Is this your skirt? Aims : By the end of this period, children are able to a.learn and master the key words and sentence in development.b.Use the sentence “Where are my…?” skillfully.c.Improve the ability of listening,speaking,reading and writing.Emphasis and Difficutty:How to use复数and the use of be动词.
Teaching Procedure.A.Warming up (approx 3 min) Revision: Teaching→students — What is this ？
— It is a______.— What colour is it ？
— It is________.— Is this your…?
— Yes, it is／No, it is not.B.Presentation 1.New words a.①Teaching point to her own shoes and say: “Look at my
shoes，my shoes is black.”
②Teach them read new word：shoes↑shoes↓.and write it on the blackboard.③Teacher ask“Look at your shoes，what color are your shoes?” Student answer“My shoes are___.”At the same time, teacher ask“Where is my shoes?” and she answer“Look, there are my shoes.”
b.Socks.Teacher present a pair of old socks and say:“My socks are white.My socks are old.Then present a pair of new socks and say:“My socks are new.”
c.Short／pants.Teacher present the pictures of shorts and pants and say:“They are shorts／pants.”
d.Jeans.Teacher present the picture and ask:“What are they?” students answer:“They are jeans.” 2.Practice a.According to teachers′口形and gue what is the word.b.Look at the picture and put the correct words there.c.What is miing? P111.Let′s find out.拍起来.3.Listen to the tape and read together.4.Let′s chant.a.show the new chant on the small blackboard to the students.
My socks are white,
My shoes are too, My pants are old, My short are new.b.Teach the chant step by step.c.All students chant together.5.Homework:Let′s find out.
P32 拍起来 a.Choose what do you want to wear and colour.b.Make a diologue with your partner.
Blackboard layout Unit 3 Is this your skirt? Words:
Sentences: shoes
— Where are my socks? socks
— There are_____________.pants
— What color are they? shorts
— They are_____________.Jeans
Content
（黄雅欣） The fourth leon.Part C.Pronunciation／Let′s check／Let′s sing／Story time Topic: Is this your skirt? Aims: A.To teach students how to pronun the words with
I.b.To develop students abilities of listening, speaking and understanding.Emphasis and Difficulty: How to pronun I in a correct way.Pronunciation Teaching Procedure.
(approx 10 min)
Step1.a.Read the words on the book groups by groups, and ask student listen to them carefully and find the common points.b.Tell the student how to pronun I .c.Practice it by yourself.
Step2.Let′s check.
(approx 8 min)
a.Tell the student what they should do in this part and ask them listen to the tape carefully.
Listening two times.b.Let students choose the best answer.c.Tell them the correct answer by listening the third time and analyze the sentences.
Step3. Let′s sing : My clothes
(approx 10 min) a.Listen to the tapes first.b.Follow the tape sentence by sentence.c.Sing the song together.
Step4. Story time
(approx 12 min) a.Tell the story with the action.b.Learn some new words and sentences in the story.c.Listen to the tapes and follow.d.Role play.
推荐第6篇：教学法教案
Contents
Background information Teaching objectives Teaching contents Teaching important points Teaching different points Teaching aids
Teaching procedures:
Step One: Leading-in
Step Two: Aociation method Step Three: Homophonic method Step Four: Etymology
Step Five: Practice
Step Six : Home work
Step Seven: Reflection
(3mins) (3mins) (3mins) (3mins) (2mins) (1mins)
Background information: 1.Students: junior 2.Leon duration:15mins Teaching objectives: By the end of the leon,students should be able to 1.Using aociation method to remember new words .2.Using homophonic method to remember new words.3.Using etymology to remember new words.Teaching contents:vocabulary Teaching aids: PPT, blackboard,chalk.Teaching important points: Remember new words with special skills.Teaching difficult points: Using etymology to remember new words.
Teaching procedures: Step One: Leading-in
a) Showing a picture and let students using one word to describe it.
b) Ask students to gue something that is related to this word .C)Introduce one method to remember this new word. Step Two: Aociation method
Courage （勇气） 联想C 长得像一轮弯弯的明月，our 是我们的意思，age 是年龄的意思，在一轮弯弯的明月下，我们这个年龄的人，你牵着我的小手，我牵着你的小手，你一个眼神的肯定我的爱就有了意义，原来爱真的需要勇气。 Chill
（寒冷） 联想 C 长得像是一轮弯弯的明月，一轮弯弯的明月下，有一座孤零零的小山，你孤身一人站在山上，明月孤悬，感觉很冷。
Step Three:Homophonic method
pest害虫(拍死它) ;
ambition雄心(俺必胜) ;
agony痛苦(爱过你) ;
ambulance救护车(俺不能死); bale灾祸(背噢) ;
hermit隐士(何处觅他) ; strong强壮(死壮) ;
sting蛰(死盯) ;
aby深渊(额必死) ;
admire羡慕(额的妈呀) ;
flee逃跑(飞离)
ponderous(胖的要死) 肥胖的 ; sentimental(三个馒头) 多愁善感的putrid (飘臭) 腐烂; squander (死光的) 浪费 ;
shun (闪) 闪躲 ;
temper脾气(太泼);
addict上瘾(爱得嗑它); economy经济(依靠农民);
ail 疼痛(哎哟); coffin 棺材(靠坟);
appall惊骇(我跑); Step Four: Etymology
1、a- 加在单词或词根前面，表示\"不，无，非\" acentric 无中心的（a+centric 中心的）
amoral 非道德性的（a+moral 道德的；注意：immoral 不道德的）
apolitical.不关政治的（a+political 政治的）
2、be- 表示\"使…成为\" befriend 友好对待（be+friend 朋友）
befool 欺骗（be+fool 笨蛋→使人成笨蛋→欺骗别人）
belittle 小看(be+little 小→小看人)
3、co-表示\"共同\"，通常放在元音词根前
Cooperation 合作(co+operation 操作→共同操作→合作) Coexist 共存(co+exist 存在)
Cohere 附着；粘着(co+here 粘→粘在一起)
4、contra-表示\"反对，相反\"
contrary 相反的（contra+ary→相反的）
contradict 反驳；矛盾（contra+dict 说→反着说→反驳）
contravene 违反，违背（contra+vene 走→反着走→违反）
5、di- 表示\"两个，双\"
dichromatic 两色的（di+chrom 颜色+atic→两色的）
dioxide 二氧化物（di+ox 氧＋ide→二氧化物）
dilemma 进退两难（di+lemma 争论→二种争论→进退两难）
6、em-,en- 表示\"进入…之中，包围\" embrace 拥抱（em+brace 胳膊→进入怀抱）
empathy 感情相融的（em+pathy 感情→进入感情）
embarra 使难堪（em+barra 套子→进入套子→难堪）
Step Five：Practice Gue the meaning : Chill , pest , ambition ,agony ,
ambulance ,bale
,hermit , aby
contradict , dichromatic, empathy
Cohere,
belittle, befool , Step Six：Homework
Review the words that we have learned today.Step Seven:Reflection(to be written immediately after the leon).
推荐第7篇：教学法教案
仁爱英语七年级（下）Unit5 Topic2 Section A
授课人：081040609谭秋云
一、教学目标 （1） 知识目标：
①通过学习，掌握有关学校各种建筑物的生词和其他一些生词：playground, gym, dormitory, lab, computer room, dining hall, claroom building, swimming pool, make, card, soon, dance, sleep, clean, run ②学习现在进行时态的含义和基本用法 （2） 能力目标：
①提高学生听说读写的能力 ②培养学生主动参与学习活动、善于和他人合作的能力。 ③培养学生学以致用的能力 （3） 情感目标：
培养学生热爱自己的学校，爱护学校的设施和公共财物，培养学生热爱运动的意识。
二、教学重点、难点
（1）教学重点：理解现在进行时态的含义、用法，学习本课生词。
（2）教学难点：现在进行时态的结构及其灵活运用，15个单词的掌握。
三、教学策略及教具
（1）.通过教师设计的各种语言交际活动（问答游戏，合作对话，小组活动等），让全班都能大声开口说英语； （2）.录音机，PPT。
四、教学过程
Step 1 Review:提问两三个同学，复习巩固上次课的内容，即一般现在时态的含义及用法。
T (teacher): How do you usually go to school?
S (student): I often go to school by bus. T: What do you often do on Sunday? S: I often play basketball.Step 2 Presentation：播放能引起学生注意力的动态图片，先让学生齐声回答所表示的短语怎么说，并把相应的短语写在黑板上，带动整个课堂氛围。然后Repeat the questions in step 1，and ask: Where do you often play basketball? And where do you usually swim? Help the Ss answer and write down: on the playground, in the swimming pool.Present the other new words in 3 of Page 10 in the same way.
Step 3 Presentation 再次播放Step 2 的动态图片。导出What do you do? I am playing basketball.给学生直观讲解现在进行时态的基本结构是be+v-ing。
Step 4 Drill (操练)：锻炼学生的合作与语言表达能力。
Work in pairs.A: What are you doing? B: I’m riding a bike/playing basketball/swimming.A: Are you swimming? B: Yes, I am./No, I’m not.
Step 5 Listening and practice（听与练）：提高学生的听说综合能力。
Page 9 1a Show a picture and play the tape for the Ss to find the answer Qs: What is the girl doing? What is the boy doing? Then practice the conversation in pairs.Ask several pairs to act it out.
Step 6 Review and Consolidation（巩固）
Page 10 Ask the students to close books and show them pictures one by one, point to the girl and ask: Where is she? Is she singing? What is she doing? All the Ss answer.
Step 7 Summary（小结） Ask: What do we learn in this cla? 现在进行时态: be+v-ing 含义：表示说话时正在进行的动作或发生的事情。
帮助学生梳理当堂课所学知识内容,复习巩固所学单词和短语。
Step 8 Homework（作业） （1）、Ask the Ss to remember the new words.（2）、做练习册上相应的现在进行时态的练习题。
五、教学反思与总结。
推荐第8篇：环保教案《砍树是不对的》
优秀环保教学活动案例
《砍树是不对的》
执 教：何颖悟 班 级：中 班
设计意图：
保护环境是我们每个人义不容辞的责任和义务。然而由于孩子们的年龄特点和实际的发展水平决定了她们没有很多的环保意识，还经常做出破坏环境的行为，这些看似没有多大问题的事情，却给我们敲响了警钟。《纲要》中明确指出：教育幼儿爱护动植物、关心周围环境、亲近大自然、珍惜自然资源，有初步的的环保意识。所以对幼儿进行认识和保护生态环境的教育是一件刻不容缓的事情。树，在幼儿生活中随处可触，但幼儿对树的认识也只是停留在表面，很少有幼儿进一步去理解树和人们的生活是息息相关的，爱护树木、爱护环境对提高人们生活质量的益处。因此，对“树”的深层次的探究已是一个迫不及待的工作了。故而，我设计这个中班环保活动——《砍树是不对的》。
活动目标：
1、通过活动让幼儿知道：树木和人类生活密不可分，砍树是不对的。培养幼儿初步的环保意识。
2、迁移生活经验，激发幼儿热爱和亲近大自然的情感。
3、在活动中能与同伴相互合作。活动准备：
1、相关树木幻灯片、幼儿园内一些不爱护小树的照片幻灯。
2、视频《我想回家》、《砍树是不对的》公益广告、由于乱砍乱伐造成的自然灾害录像一段。
3、“爱护树木”字卡及卡纸帖板人手一份；盛满水的大桶若干、浇水工具人手一件。
活动过程：
一、引导幼儿充分调动已有经验，思考并回答：
——小朋友，你们认识的树都有哪些？ ——你最喜欢什么树？为什么？
二、出示树木幻灯片
今天，老师也带来了一些自己喜欢的树，让我们一起来看一看并介绍（顺序播放树木的幻灯片：柳树、铁树、苹果树、梅树、枫树、松树、榕树、银杏树）。
三、通过视频、案例让幼儿真正认识到：砍树是不对的
●播放动画：《我想回家》
——让幼儿知道植物与人类、动物的密切关系。
——引导幼儿了解树木对人类的生存所起的作用及重要性。 ●播放由于乱砍乱伐造成的自然灾害视频。
——了解砍树的危害。
●播放公益广告：《砍树是不对的》 ——让幼儿了解广告表达的内涵，再次巩固环境保护的重要意义。
四、制作“爱护树木”宣传卡
●播放幼儿园内幼儿不爱护树木的幻灯图片，引导幼儿提出解决问题的方法。
●幼儿动手制作宣传卡，教师巡回指导。
●展示宣传卡，外出挂宣传卡。
四、体验活动：我帮小树浇浇水
幼儿认养小树，并鼓励幼儿记得每天都给小树浇浇水，让小树和我们一起成长。
推荐第9篇：小班社会教案：谁对谁不对
小班社会活动：《谁对谁不对》
田家寨幼儿园 张美兰
一、活动目标：
1、使幼儿了解日常生活中哪些行为是错误的哪些是对的。
2、鼓励幼儿平时要培养良好的行为习惯。
3、积极参与图画的讨论，能倾听别人的意见，愿意大胆地表达自己的想法。
教学重点：了解生活中错误行为会对我们造成什么影响。 教学难点：培养幼儿良好的日常行为习惯。
二、活动准备：PPT 音乐
三、活动过程： 1.情景导入：
小朋友们，今天天气真好啊，我们一起去公园玩吧! （1）播放音乐《去郊游》，教师带领幼儿逛公园。（情景表演） 在途中看到一位小朋友吃完香蕉皮扔到了地上，又看到了另一位小朋友看到了地上的塑料袋捡起来扔到了垃圾桶里。
（2）提出问题：小朋友们，他们在干什么？谁做的对谁做得不对呢？如果是你你会怎么做呢？
（3）幼儿回答
教师小结：乱扔垃圾破坏环境，对我们的健康会造成伤害，这样做是不对的，我们应该向另一位小朋友学习。将垃圾扔到垃圾桶里去。
2.看图判断
（1）看第一张图的小朋友在干什么？
幼儿：看到小朋友跌倒了，帮助他把他扶起来了。 师：那他这样做对吗？ 幼儿：做得对 师：小朋友之间要互相帮助，今天你帮助她，下次你有困难了他也会帮你的。
（2）继续看下面这些小朋友又在干什么呢？ 幼儿：他们在争抢着将玩具放回柜子里。
教师：是呀，你看他们，谁都不让谁，都抢着放，最后玩具撒了一地，他们这样做对吗？因该怎么做? 幼儿回答
师:如果每个小朋友都抢着放玩具，最后弄得很不愉快是不是，我们可以一起放过去，团结起来力量大。
（3）这两个小朋友在水管上玩水呢？弄得满地都是水，能不能这样做？
幼儿回答
教师：水是人类赖以生存的资源，我们应该珍惜水资源，做到不浪费。
（4）瞧，这位小朋友，爸爸妈妈不在，桌子太高了他就站在椅子上玩电脑呢，他做的对还是错呢？
幼儿回答
教师小结：小朋友们，玩电脑时间要控制。不然会伤害眼睛哦，而且站在椅子上会很危险。
（5）看这些小朋友，一起将玩具收到了框里。他们做得对还是错呢？
（幼儿回答）
（6）一个小朋友看到地上有垃圾，就捡起来扔到垃圾桶里。他做的对不对呢？
小结：在生活中，小朋友要学会自己的事情自己做，要爱护我们的环境。 3.教师总结并结束活动。
四、活动延伸：让幼儿回家后在父母的帮助提示其他人做的对还是错。
五、活动反思：在农村一些幼儿平时父母比较忙，没有及时养成一些日常生活中的良好行为习惯，不知道哪些是对那些是错，影响幼儿品质和道德发展，所以我想通让幼儿大胆判断和了解哪些行为是错哪些是对，改变幼儿一些不好的习惯。
推荐第10篇：小班社会教案：谁对谁不对
小班社会活动：《谁对谁不对》
田家寨幼儿园 张美兰
一、活动目标：
1、使幼儿了解日常生活中哪些行为是错误的哪些是对的。
2、鼓励幼儿平时要培养良好的行为习惯。
3、积极参与图画的讨论，能倾听别人的意见，愿意大胆地表达自己的想法。
教学重点：了解生活中错误行为会对我们造成什么影响。 教学难点：培养幼儿良好的日常行为习惯。
二、活动准备：PPT 音乐
三、活动过程： 1.情景导入：
小朋友们，今天天气真好啊，我们一起去公园玩吧! （1）播放音乐《去郊游》，教师带领幼儿逛公园。（情景表演） 在途中看到一位小朋友吃完香蕉皮扔到了地上，又看到了另一位小朋友看到了地上的塑料袋捡起来扔到了垃圾桶里。
（2）提出问题：小朋友们，他们在干什么？谁做的对谁做得不对呢？如果是你你会怎么做呢？
（3）幼儿回答
教师小结：乱扔垃圾破坏环境，对我们的健康会造成伤害，这样做是不对的，我们应该向另一位小朋友学习。将垃圾扔到垃圾桶里去。
2.看图判断
（1）看第一张图的小朋友在干什么？
幼儿：看到小朋友跌倒了，帮助他把他扶起来了。 师：那他这样做对吗？ 幼儿：做得对 师：小朋友之间要互相帮助，今天你帮助她，下次你有困难了他也会帮你的。
（2）继续看下面这些小朋友又在干什么呢？ 幼儿：他们在争抢着将玩具放回柜子里。
教师：是呀，你看他们，谁都不让谁，都抢着放，最后玩具撒了一地，他们这样做对吗？因该怎么做? 幼儿回答
师:如果每个小朋友都抢着放玩具，最后弄得很不愉快是不是，我们可以一起放过去，团结起来力量大。
（3）这两个小朋友在水管上玩水呢？弄得满地都是水，能不能这样做？
幼儿回答
教师：水是人类赖以生存的资源，我们应该珍惜水资源，做到不浪费。
（4）瞧，这位小朋友，爸爸妈妈不在，桌子太高了他就站在椅子上玩电脑呢，他做的对还是错呢？
幼儿回答
教师小结：小朋友们，玩电脑时间要控制。不然会伤害眼睛哦，而且站在椅子上会很危险。
（5）看这些小朋友，一起将玩具收到了框里。他们做得对还是错呢？
（幼儿回答）
（6）一个小朋友看到地上有垃圾，就捡起来扔到垃圾桶里。他做的对不对呢？
小结：在生活中，小朋友要学会自己的事情自己做，要爱护我们的环境。 3.教师总结并结束活动。
四、活动延伸：让幼儿回家后在父母的帮助提示其他人做的对还是错。
五、活动反思：在农村一些幼儿平时父母比较忙，没有及时养成一些日常生活中的良好行为习惯，不知道哪些是对那些是错，影响幼儿品质和道德发展，所以我想通让幼儿大胆判断和了解哪些行为是错哪些是对，改变幼儿一些不好的习惯。
第11篇：幼儿园健康谁对谁不对活动教案
活动目标：
1、让幼儿了解并懂得任性、自私是一种不好的行为。
2、引导幼儿在日常生活中克服任性、做个关心、讲道理、有自控能力的好孩子。
活动准备：
1、故事《我要吃冰淇淋》。
2、幼儿行为挂图四幅。
3、彩笔若干。
4、《幼儿心理健康》用书
活动建议：
一、教师讲述故事《我要吃冰淇淋》
1、教师有感情地讲述故事
提问：冬冬为什么会肚子疼呢？
冬冬这样做对吗？他应该怎样做才对呢？
2、教师小结：小朋友们应该听爸爸、妈妈的话，做一个懂事、听话的好孩子。
二、出示挂图
1、引导幼儿自由讨论挂图内容。
2、引导幼儿判断图中小朋友们行为的对错。
三、出示幼儿用书
1、教师引导幼儿讨论“谁对谁不对”
2、幼儿在图下角圆圈内打上对号或错号，进行行为判断。
四、教师小结
在日常生活中，我们应该学会谦让、不任性、不自私、有爱心，养成良好的行为习惯。
第12篇：中学语文教学法教案
《中学语文教学法》教案
教学目的: 了解《语文教学法》的研究内容、学科性质、特点和学习目的、方法。
教学重点、难点: 《语文教学法》学科研究内容、学科性质、特点和学习目的要求、方法。 教学方法: 讲述 教学内容与过程:
第一章 语文教师专业化
专业与职业有何区别？
1、从事专门职业要以掌握系统的专业知识和技能为前提，按照科学的理论和技术行事；而从事普通职业无需专门的知识和技能，只需按例规行事。
2、专门职业的从业人员需接受长期的专门训练，而这种训练是在大学里进行的，是以是否接受过高等教育为标志的；而普通职业的从业人员无需接受长期的专业训练，主要通过个人体验和个人工作经历而积累工作经验。
3、专业与职业相比，更多地提供一种特有的、范围明确的、社会不可或缺的服务，在自主的范围内对于自己的专业行为与专业判断负有责任，以高质量的服务获得报酬，并把服务置于个人利益之上。
4、专门职业把研究和服务融为一体，即专业人员不仅要提供优质的专业服务，同时为了保证服务品种和服务水平的不断提高，还要在服务中不断进行研究，通过研究提供专业水平，并且对专业人员而言，这种是一种自觉行为；而普通职业仅提供一种服务，没有研究的意识。
5、在专业问题范围内，有明显的内行和外行的差异，非专业人员对专业内的事物的了解极为浅薄，所谓“隔行如隔山”；而普通职业无内行与外行之别。
6、专门职业的从业人员把工作看作是一种事业，是一种生活方式，不同专业的人员有不同的生活方式；而普通职业从业人员仅仅把工作当作是谋生手段。
7、专业人员一般具有较高的职业声望，在社会职业声望的排名中处于高层。
我国目前教师职业是“形成中的专业” 。
专业化的语文教师形象包括哪些方面？（14页） 一个合格的语文教师应该具备哪些基本素养？
（一）、专业知识素养
1、语文知识素养：（1）语言学 （2）文字学 （3）文章学
2、普通文化知识素养：（1）自然科学 （2）社会科学
3、教育学科知识素养：（1）教育学 （2）心理学
（二）、专业技能素养
1、教学技巧：（1）导入 （2）提问 （3）组织学生讨论 （4）教学媒体的运用
2、教学能力：（1）观察学生的能力（2）组织教学的能力
（3）分析教材的能力（4）语言表达的能力
第二章 语文课程百年沿革及其经验教训
一、语文教育的涵义
语文教育通常指的是关于祖国语言的教育活动，它包括社会语文教育、家庭语文教育、学校语文教育。我们所说语文教育，就是指中华民族通用语的学校汉语文教育。
二、我国语文教育的历史
（一）我国古代的语文教育
由于语言活动在人类社会发展中的起着重要的作用，因而，可以说，语文教育几乎是与人类的教育活动同时产生的。我国古代的语文教育没有独立设科，尤其在我国漫长的封建社会中，语文教育是和经学、史学、哲学、伦理学、社会学乃至自然科学等结合在一起的。 古代语文教育的经验
识字与写字教学:依据汉语汉字特点，符合儿童学习规律
1、认、讲、写、用分进合击，集中识字，为读写打基础
2、使用韵语和对偶，便于朗读、记诵
3、正确处理“文”与“道”的关系
4、联系日常生活
5、激发儿童的兴趣 阅读教学：“文”“道”兼顾 1.、熟读，精思，博览
2、评点法 作文教学： “词”（辞章）“意”（义理）并重
1、注重基本功训练
2、多读多写多改，强调学生自己改
3、从模仿入手 ，先“放”（放胆文）后“收”（小心文）
古代语文教育的四大特点：
1、语文不是一门独立的学科
2、语文与选士制度密切相关
3、语文教学基本上与口头语言脱节
4、教学方法以讲学与个别传授为主
古代语文教育的三大经验：
1、识字教学“韵文化”
2、系统的文章之学
3、大量的读、写实践 古代语文教育的三大问题：
性质：科举考试的附庸 内容：识字加读古文加作古文 方法：记诵和摹仿
2 古代语文教育的四大弊端：脱离语言实际 ；脱离应用实际；忽视文学教育； 忽视知识教育 。
（二）、二十世纪语文教育的发展
光绪二十九年 (1904年)，清政府颁布《奏定学堂章程》，产生了新的学制——“癸卯学制”，这是我国现代教育的起点，也是语文这门学科独立的起点。《奏定学堂章程》规定：初等小学堂设 “中国文字”科，高等小学堂、中学堂设“中国文学”科。
辛亥革命后，中华民国临时政府颁布《国民》，废止小学读经科，将各类学校的“中国文字”、“中国文学”课程更名为“国文”，促进了语文教育的发展。尤其是在“五四”新文化运动的影响下，语言共同化、文体口语化、文字简易化、注音字母化等语文现代化建设有了长足的进步，更是大大地推进了语文教育的发展。
随着白话文运动和国语运动的深入，1920年，北洋政府教育部通令全国，将小学、初中的“国文”改为“国语”，废止旧的国文教科书，采用语体文教科书，自此，文言文一统天下的局面被打破，现代白话文取得了合法的地位，开始占领语文教科书的阵地。
1920年修正《国民学校令》，改“国文”为“国语”，宣告“国语科”诞生；
1923年9月，公布了包括小学、初中、高中的国语、国文课程纲要，从此，语文学科教育开始被置于一个要求比较明确而相对形成一个系统的基础之上。
1949年叶圣陶主持华北人民政府教科书编审工作，将新中国实施听说读写教育的学科正式定名为“语文”。这不仅仅是名称的改变，而且标志着教育思想的转变。“语文”学科名称的提出，揭开了中国当代语文教育史新的一页。以“语文”取代以往“国语”、“国文”的学科名称，也开始了新民主主义和社会主义语文教学的新时代。
总之，以“语文”命名该学科，体现了听说读写综合训练与发展的语文教学思想，更能准确地体现这个学科的性质，也更有利于在教学实践中做到“言文一致”，是对传统语文教学重文轻语的纠正，也是对国语国文教学的完善与发展。
关于语文教学目的任务的讨论——“文”、“道”的关系——“文”指课文的语言形式，“道”指课文的思想内容。
“《红领巾》教学法”
背景：建国初期，我国面临帝国主义的包围，而且缺乏建设社会主义教育事业的经验。为了肃清半封建半殖民地教育的影响，改革不合理 3 的教育制度，更好地建设社会主义新中国的教育事业，中共中央提出要学习苏联的先进经验。1953年以后，对中小学教育的整顿与改进，在很大程度上，就是借鉴苏联经验的结果。苏联教育经验的借鉴，使我国的中小学教育调整了教学内容，改进了教学方法，提高了教育教学质量，但同时也出现了结合中国实际不够、生搬硬套的偏向。扭转了当时把语文课教成政治课或思想教育课的不正之风；而后发展成的“谈话法”又走向了极端。
中国当代语文教育的曲折探索时期——被“革命”的语文教育（1958——1976）
1958年开始，我国试图突破苏联教育经验的局限性，创立适合中国国情的社会主义教育制度。但在“左” 思潮的影响下，停止语文分科教学，开展了以教育与生产劳动相结合为中心的“教育大革命”，以生产劳动代替文化学习，发动群众办学，在学校工作中开展群众运动。语文教学改革受“教育大革命”的影响，教材质量和教学质量都有所下降，经过1961年和1962年的调整，才逐步走上正轨。1963年，颁布了小学语文教学大纲和建国后第一部中学语文教学大纲，对认识语文教学，提高语文教学质量，生产了深远的影响。但随着1966年“文化大革命”的开始，强调以阶级斗争为纲，把语文当作阶级斗争的工具，我国的语文教学也逐步处于被“革命”的地步。大学招生进行文化考试被污蔑是“复辟”。有的地方甚至把语文课改为政文课。语文教学质量和学生语文水平能力的全面下降。
1973年6月30日，辽宁省兴城县白塔公社下乡知青、生产队长张铁生在参加高等学校入学文化考试时，交了‘白卷’。“四人帮”一伙把张铁生捧为“反潮流英雄”，在全国树立了一个交白卷的样板，刮起了否定文化学习的歪风。1973年11月，《北京日报》社先后收到一个小学生的两封来信。报社到学校了解情况，并收集整理了这个小学生的日记，以《一个小学生的来信和日记摘抄》为题，在报社内部刊物登了出来。这个小学生的信和日记，主要反映了她同班主任老师之间的一些矛盾和不同看法，纯属师生之间正常的思想认识上的分歧。“四人帮”声称“这是两个阶级、两条路线斗争的大事”，责令《教育革命通讯》加“编者按”发表。《北京日报》、《人民日报》也先后加“编者按”发表了这个材料。顿时，在全国教育界掀起了一股反对所谓“师道尊严”的浪潮，一时无政府主义进—步泛滥，一些学生以不读书为荣，以为破坏纪律、反对老师就是反潮流，给教育战线特别是中小学教学造成了灾难性的破坏。学生流传的口头语是：“反正下乡种庄稼，何必刻苦学文化”；“学 4 会数理化，还得拿钉耙”；“日光大学地球系，读不读书没关系”；“城里都下来啦，还念书干啥”。在教学秩序混乱的氛围中，“有的教师实行无语教课法，上课不讲话，只在黑板上写，写完就走，因为太乱，没法讲课。”
1958年到1965年，我国的语文建设主要围绕着简化汉字、推广普通话和推行《汉语拼音方案》三大任务的落实进行。其间，我国的语言文字工作者，不但做了大量的实际调查研究工作，而且在理论探讨方面也取得了不少成绩，从而有效地促进了语文的进步。使语文教学尤其是汉语拼音和识字教学的研究有了前所未有的发展。（1966年到1976年，中国进入“文化大革命”十年*时期，全国的学术研究陷于瘫痪，语言文字的研究也随之全面停顿。）
（三）、面向21世纪的中国语文教育——语文课程标准（实验稿）的颁布（2001~）
江泽民：强调创新教育与个性教育：借鉴国外教育理论，编写《语文课程标准》确定了教育的两种基本价值：内在价值、根本价值是促进人的发展，促进学生自主发展、和谐发展、有特色的发展、可持续的发展；外在价值、工具价值是承担社会所赋予的人才选拔功能。这是教育最根本、最核心的问题。因为，培养什么样的人决定着我们用什么去培养和怎么去培养。我们要培养的人应该：有灵魂、有头脑、有专长、有胆、有识、有情、有义、有趣、珍爱生命、自然；崇尚智慧、真理；守护道义、良知；追求独特、卓越。 新课程背景下的语文教育：
1、必须使全体学生获得基本的语文素养
2、淡化“ 语文知识”，反对机械训练，突出言语实践活动
3、关注传统，弘扬民族文化，强调人文精神的培养 4、面向未来，增强课程的现代意识，加强信息技术的运用
5、加强学生的学习主体地位，倡导自主、探究、合作学习6.教学方式：由“讲授型”向“师生互动型”转变
7、课程评价： 促进学生发展
第三章 语文课程的性质、目标
第一节 语文的含义
一、什么是语文？
语文作为学科名称该如何理解？ 也就是说语文这门学科究竟教什么、学什么？请看教材上有哪些说法，归纳之。并说说你的看法。
1、对“语文”含义的不同理解
（1）王力 ：语文—语言文字和语言文学
（2）吕淑湘：语文——语言文字
5 （3）《编辑大意》：语文——语言文章
（4）语文——语言文化
2、“语文”的原本含义
叶圣陶的语文观：一是口头语言和书面语言；二是语言文字本身（听说读写）。
语文”融合着科学意义上的“语言”与科学意义上的“言语”，融合着静态与动态的语言，指“语言及其运用”。
小结：语文：取材于社会生活、切近日常生活、选编于于语文课程中的“语文”，包括语言及其应用，包括语言以及对语言的理解和运用。
二、什么是课程？什么是语文课程？
课程是为了实现各级学校的教育目标而规定的教学科目及其内容、范围、分量和进程的总和。
语文课程是为了实现语文的教育目标，而规定的语文学科的内容、范围、分量和进程的总和（狭义）。
语文课程就是以获得基本的语文素养为目标，让学生通过学习祖国的语文，掌握语文学习方法、获取语文知识、提高语文能力、培植热爱祖国语文的情感、形成积极人生态度和正确价值观的过程（广义）。——教材P103
三、如何理解语文课程的性质和特点？
语文课程具有哪些性质？
1、交际性：交际性是语言的功能属性，也是语文课程的本质属性。语文课程的核心任务是“正确地理解和运用祖国语言进行交际”。任何课程都是通过交际来实现。例如：对话教学
2、基础性：语文课程是学习其他课程的基础和工具。语文素养是学生学习和工作的基础
3、综合性：
4、实践性：语文课程是一门实践性很强的课程，包括——听说读写 语文课程目标阐释 课程目标的概念
狭义的课程目标是指依据国家的教育方针，依据学生的身心发展规律，通过学科内容的学习，完成规定的教育教学任务而达到的目标。
语文课程目标从语文课程的角度出发，规定的语文课程人才培养的个体规格和质量要求。是指人们在语文学科领域内展开的全部教学活动中预期要达到的具体要求。
语文课程目标可以进行层次划分，划分为：总目标、阶段目标、学年或学期目标等。
6 根据语文课程目标涉及的不同的具体范围，还可以对目标进行某个层次的水平划分。
设计语文教学目标要注意哪“三个维度”和“五个方面”？
1、情感态度与价值观维度：语文课程里面蕴涵了许多情感和态度方面的内容。这些内容可以分为两方面：一是道德，二是审美。
2、过程与方法维度：过程是指学习过程，方法是指学习方法。这个维度体现了两种教育理念（1）突出了学生学习语文的主体性（2）突出了学生学习语文的实践性
3、知识与能力维度
语文课程目标要从这三个方面来设计。 五个方面（义务教育阶段）：识字与写字；阅读；写作；口语交际；综合性学习；（义务教育阶段） 五个方面（普通高中）：积累•整合； 感受•鉴赏；思考•领悟； 应用•拓展 ；发现•创新（高中阶段）
在设计语文教学时，还应考虑到这五个方面的教学内容。 例子：《桃花源记》教学目标
一、教学目标
（一）知识目标 1．读准下列字音：豁然 俨然 衣着 阡陌 鬓 要 邑 诣 骥 语 2．积累文言词汇，掌握文言词汇的特点。（1）通假字：具、要；（2）古今异义：交通、妻子、绝境、无论；（3）一词多义：舍、寻；（4）辨析同义词：悉、并、具、咸、皆；（5）句式：省略句。 3．了解文学家陶渊明。
（二）能力目标
1．借助《古代汉语常用字字典》查找有关词的意思。
2．培养朗读和背诵的能力，这样可以品味语言的神韵、气势和感情色彩，体会语言形式、修辞方法、写作手法的表现力，理解文章深刻的思想内容。
（三）情感目标
1．理解作者这一理想的进步意义和消极意义。
2．理解作者追求平等、自由、幸福，没有剥削、没有压迫的社会理想及对黑暗现实不满的精神。
第四章 语文学习方式的转变和语文学习习惯的培养
第一节：自主、合作、探究的学习方式
一、自主学习的含义及其特征：
1、含义：是同“被动学习”、“机械学习”、“他主学习”相对而言的。
2、自主学习具有以下特征：
（1）学习者参与确定对自己有意义的学习目标的提出，自己制定学 7习进度，参与设计评价指标；（2）学习者积极发展各种思考策略和学习策略，在解决问题中学习；（3）学习者在学习过程中有情感的投入，有内在动力的支持，能从学习获得积极的情感体验；（4）学习者在学习过程中对认知活动能够进行自我监控，并做出相应的调适。
二、合作学习的含义及其特征：
1、含义：是同“个体学习”相对而言的，是为了完成共同的任务，学生在小组或团队中有明确责任分工的互助性学习。
2、合作学习具有以下特征：（1）积极的相互支持、配合，特别是面对面的促进性的互动；（2）积极承担在完成共同任务中个人的责任；（3）期望所有学生能进行有效的沟通，建立并维护小组成员之间的相互信任，有效地解决组内冲突；对于各人完成的任务进行小组加工；（4）对共同活动的成效进行评估，寻求提高其有效性的途径。
三、探究学习的含义及其特征：
1、含义：所谓探究学习，就是从学科领域或现实生活中选择和确定主题，在教学中创设类似于学术（或学科）研究的情境。
2、探究学习具有以下特征：（1）通过学生自主独立地发现问题、实验、操作、调查、搜集与处理信息、表达与交流等探索活动，获得知识、技能、情感与态度的发展，特别是探索精神和创新能力的发展；（2）和接受学习相比，探究学习具有更强的问题性、实践性、参与性和开放性。经历探究过程以获得理智发展和情感体验，建构知识，掌握解决问题的方法，是探究学习要达到的三个目标。
四、为什么提倡自主、合作、探究的学习
传统的教学模式，是以知识的传承、信息的获得和保存为中心，以间接知识为主，学生被动的学习
（一）
1、缺乏实践性作业
2、课堂教学忽视学生的创新精神和实践能力的培养
3、学生的学习偏重于机械级记忆
（二）
1、语文学习是学生的个性化行为
学习过程不是对新信息的直接吸收和积累，而是新旧知识之间的相互作用。在这种相互作用中，包括了主体对知识客体的选择、分析、批判和创造。
2、语文学习是学生合作学习的过程：（1）学生之间的交流与合作（2）教师与学生的交流与合作
3、语文学习的过程更应该是探究的过程：“学生学习的一个突出特点，就是他们对学习的对象采取研究的态度。”
五、如何在语文教学中落实自主学习、合作学习、探究学习
（一）树立正确的观念
1、确立新的知识观
2、确立新的学生观，学生不应是被人塑造和控制，供人驱使和利用的工具，而是有其内在价值的独特存在，是一个完整性的存在。
3、确立新的教学观。教学是教师的教与学生的学的统一，这种统一的实质是交往。
（二）激发积极的语文学习动力
1、动机调动
2、兴趣调动
3、感情调动
4、意志调动
（三）充分开发和利用语文课程资源
1、语文课程资源包括：教学资源和课外学习资源
2、自然风光、文物古迹、重大事件和家庭生活等
3、语文教师要高度重视课程资源的开发和利用
（四）运用恰当的语文学习方法：
1、识字写字的学习方法
2、阅读学习的方法
3、写作学习方法
4、口语交际的方法
5、综合性学习方法
四、在提倡自主、合作、探究的学习方式时应当注意的问题：
1、在自主学习中，要不要教师的指导
2、在合作学习中，怎样避免合作的无效性（1）合作应该是自主基础之上的合作（2）小组讨论是合作的重要形式（3）注意合作中的分工
3、在探究学习中，怎样以培养学生的语文能力
第五章 阅读教学
阅读教学的过程
一、研究教材
（一）基本要求
1、默读或朗读课文
2、研究句意、段意
3、提炼问题
4、把握文章的线索、中心论点、说明顺序
5、注意学习提示
6、正确处理好研究教材与教参的关系
（二）各类课文的钻研 （各类文体的课文有不同特点：记叙文、说明文、议论文等）
（三）设计教学重点、难点
二、研究学生
所谓研究学生，是说教师在考虑如何“教”的时候，还要考虑学生在学习这篇课文中会出现什么问题，思路的走向会是怎样的，如何“学”是最有效的。
树立正确的学生观：
1、了解学生的思维
2、尊重学生的智慧
3、倾听学生的声音
4、爱护学生的好奇心和求知欲
三、设计教学
（一）选好教学的突破口：
1、从题目入手
2、从概括入手
3、从复述入手
（二）精心设计提问：
1、从课文标题设问
2、在关键语句处设问
3、在重点难点处设问
4、在矛盾点或对比处设问
5、在细节处设问
（三）细致考察教学如何推进、展开
1、讲解
2、变化
3、强化
4、演示
（四）设计好教学的收束：
1、总结归纳式（思想内容、艺术特色）
2、启发激励式（深刻内涵、启发意义）
3、比较异同式（正反比较、同向比较）
4、创设悬念式（结合下一节课）
5、承前启后式
6、练习评估式
7、引用名言式
8、画龙点睛式（突出要点）
9、朗读回味式
10、拓展延伸式
（五）善于利用角色转换和想象
引导学生把课文中的含蓄或具有指代性的内容，与他们自己的生活经历、体会结合起来，再用他们的语言表述出来。
（六）设计好板书
1、教学板书，指教师在黑板或屏幕上书写或呈现文字、图表等以传达教学信息的操作行为。体现教学思路，揭示教学重点。
2、.板书设计的要求：（1）简洁扼要 ，目的明确（2）结构完整，重点突出（3）条理清楚，布局美观（4）字迹清楚，书写适时
3、板书的形式（1）提纲式 （2）线条变化式 （3）图画式
四、实施教学：第一，教师要为学生的发展服务；第二，教材要为教学服务；第三，教法要为教学目的服务。
第六章 写作教学
叶圣陶说：“知识是教不尽的。语文教材无非是例子，凭这个例子要使学生能举一反三，练成阅读和作文的熟练技巧。”
常见的笔记方式：批注、摘抄、札记、做卡片。
课外写作活动指导：观察日记、课外练笔、编写刊物、写作竞赛。
写作教学的过程主要是针对一次具体的写作训练来说的，它可以分为指导、批改、评价三个相互联系的基本环节。
一、写作指导
写作指导指教师出题后，帮助学生明确写作目的，开拓思路，激发写作灵感，解决写作的材料和方法等问题，以便他们在下笔之前，弄清楚为什么写、写什么和怎么写。
10 比较分析 ：“美国语文教材节选”所展示的作文指导与我国初中作文训练有何异同？
二、作文批改
1、批改的范围和内容
2、批改的方式方法
3、作文批改中应注意的几个问题（原则）
4、作文批改的符号
三、作文评讲
1、作文讲评的方式
综合评讲、专题评讲、佳作评讲、对比评讲、经验交流，等。
2、作文评讲时应注意那几点？（作文评讲的原则）
第七章 口语交际——听说能力的培养
培养学生口语交际能力的主要途径和方法
一、朗读——听说教学的基础：
1、准确
2、停顿
3、吐字归音
4、营造交流气氛
二、口语交际——听说教学的主要方式
1、课文复述
2、课堂讨论、讨论
3、看图说话、口头作文
三、关心学生在社会生活中口语交际的状况
四、教师的示范与指导
五、因材施教，区别对待，重视班级中学生见的互相影响 补充：
一、我国目前7—9年级和普通高中对口语交际教学的要求
（一）义务教育阶段口语交际训练总目标（新《课标》）
具有日常口语交际的基本能力，在各种交际活动中，学会倾听、表达与交流，初步学会文明地进行人际沟通和社会交往，发展合作精神。
（二）7—9年级口语交际训练目标（新《课标》） 1．能注意对象和场合，学习文明得体地进行交流。
2．耐心专注地倾听，能根据对方的话语、表情、手势等，理解对方的说话观点和意图。
3．自信、负责地表达自己的观点，做到清楚、连贯、不偏离话题。 4．注意表情和语气，使说话有感染力和说服力。
5．在交流过程中，能根据需要调整自己的表达内容和方式，不断提高应对能力。
6．讲述见闻，内容具体，语言生动。复述转述，完整准确、突出要点。 7．能就适当的话题作即席讲话和有准备的主题演讲，有自己的观点，有一定说服力。
8．课堂内外讨论问题，能积极发表自己的看法，有中心、有条理、有根据。能听出讨论的焦点，并有针对性地发表意见。
（三）普通高中口语交际训练目标
1、在口语交际中具有良好的心理素质，树立自信，尊重他人，说
11 话文明，仪态大方。增强人际交往能力，适应现代社会交际的需要。
2、善于倾听，敏捷应对，恰当地进行表达。能根据不同的交际场合、语境和人际关系，借助语调、语气和表情、手势，提高口语交际的效果。
3、学会演讲，做到观点鲜明而有个性，材料充分、生动，有风度，有说服力和感染力。在讨论或辩论中积极主动发言，直率而清晰地陈述个人的看法，敏捷而恰当地作出应对和辩驳。
4、朗诵文学作品，能准确把握作品内容，传达出作品的思想内涵和感情倾向，具有一定的吸引力和感染力。评述：
从两个新《课标》所规定的我国初高中的口语交际教学目标来看，突出变化是强调了“交际”因素。上列目标几乎每一条都强调了初高中的听说训练是一种“交际”中的行为，如7——9年级的目标：“注重场合、对象”，“耐心倾听”，“自信、负责地表达自己的观点”，“讲述见闻”，“即席讲话、演讲”，“在讨论中积极发表看法，能听出讨论的焦点”等等。高中的目标：“在口语交际中树立自信，尊重他人，仪态大方”；“善于倾听，敏捷应对，借助语调、语气和表情、手势提高口语交际的效果”等。这和之前的《大纲》相比，是一个显著的变化。
二、口语交际训练的内容和形式
（一）训练内容
1、听话、说话的态度
听话的态度——耐心、专注。
说话的态度——首先，是诚实、有礼貌。其次，是说话的积极性、主动性与自信心。最后，要善于学习别人的长处，勇于改正自己口语交际中的毛病。
2、听话、说话的能力 语音辨识能力
记忆、整理对方话语，抓住关键的能力 听话中的语感
快速的言语编码能力
（二）训练形式
1、基础性训练（以静态为主的训练）
这种训练多与阅读教学结合，重在训练学生的语言编码能力和口语表达能力，交际的成分不重。
（1）朗读 （2）复述、讲述、看图说话 （3）课堂谈话、讨论 （4）演讲
2、交际性训练（以动态为主的训练）
（1）采访（2）辩论（3）模拟面试（4）协商（5）问路、指路、打电话、接待客人、介绍等
三、口语交际的指导
1、使学生充分认识口语交际能力的重要性，激发他们参加口语交际活动的兴趣。
2、教师示范
教师课堂上的教学语言以及听话说话教学中的示范，对学生口语交际会产生十分重要的影响。教学实践证明，教师语言生动，学生也追求生动；教师语言雄辩，学生也追求雄辩。教师讲话中的许多习惯，潜移默化之中，会被学生学去。所以，教师必须努力提高自己的口语交际水平。
3、进行具体的指导和评价 （1）说话时对声音的控制
要让全班同学都能听到；要清晰；快慢适当；重音停顿恰当； （2）语言的选择和组织
一是要求学生在交际中要专注、耐心地听别人说话，根据对方说的话，考虑自己说什么，怎么说，组织好内部语言，使之清楚、有条理，能够说得简练、通顺、流畅。二是指导学生根据交际对象和目的选择语词，比如，在交际中往往会涉及到的称呼、致意、开头语、结束语等；与交际内容有关的术语、知识等； （3）克服语病
如果学生出现语病，教师可先降低要求：发言可以短一点，说慢点，但要经常当众发言。多加鼓励，消除学生的紧张情绪，帮他建立自信心。 （4）善于发现学生说话的个性，长善救失
有的学生可能说起来滔滔不绝，但会偏题或重复罗唆；有的不善或害怕说话，因此发言时会吞吞吐吐，说两句就没有了；有的可能比较幽默，但却有些失之油滑。教师都要恰当引导。 （5）注意训练听说的态度
主要是大方、自信、诚恳、有礼貌。教师要在班上树立良好的听说风气：尊重同学的发言，努力去理解别人的想法。
第八章 语文综合性学习——语文生活、语文活动
一、语文生活
（一）语文生活的内涵与特点
内涵：（1）、引导和培养学生“用语文来生活”的自觉意识；（2）、引导学生在生活中学习语文。
特点：（1）、语文运用与现实生活紧密联系，形成语文生活的经常性和即时性；
(2)、构建语文生活，要靠自己的自觉意识；(3)、一个人的语文生活与他的个性、气质、思维特点、兴趣爱好、审美趣味有密切关系；（4）、良好语文生活的建构，是点滴积累，逐步发展的进程；（5）、重视文本 13 学习。
（二）在构建学生良好的语文生活中，教师该怎样做：
首先，努力树立教育教学新的理念；其次，教师要重视自身的语文修养；再次，合理运用方法。
二、语文活动
（一）语文活动的价值、意义：
1、语文活动是体验性课程，学生在活动中亲历、即时地在经验中习得，与文本课程的学习呼应联系，容易建构较为完整的知识。
2、语文活动是以学生为主体的集体活动，这就产生两方面的价值：一是学生的自主精神；二是在协同合作中学会与人共事。
（二） 语文活动的类型：
1、综合实践活动课中的语文因素：社会调查、采访记录、搜集资料
2、以语文为中心内容的活动：朗诵会、讨论会、辩论会„„
注意：
1、以学生的体验—表现为主
2、以学生的探索—研究为主。
二、语文学习活动若干问题探讨（了解一下）：
1、活动题目如何产生：教学民主；
2、学生负责组织活动进程：分小组
3、重视展示、交流与评价；
4、正确理解和处理语文活动的综合性（外延的综合性听说读写、其他课程；内涵的综合性：学生的语文素养）
5、如何处理语文活动与文本学习的关系：灵活、自然、综合运用
6、如何处理“语文生活”和“语文活动”的关系：相互呼应、相互联系
7、语文综合性学习与语文课程评价两者相一致。
第九章 语文课程知识的更新与教学
一、广义的知识观念
1、建立广义的知识观念
知识是个体通过与其环境的相互作用后获得的信息及其组织。
知识是后天经验的产物；知识获得过程是主客体相互作用的过程；知识的范围广泛
2、从知识反映的客观对象看，知识可分为自然知识、社会知识、人文知识 自然知识：自然事件和事件的规律（反映人们对自然世界的认识）
社会知识：社会事件、社会活动或组织、语言工具（反映人们对社 14 会世界的认识与态度）人文知识：对社会价值的反思和体验（反映人们在历史生活中信封的价值观、生活理念）
3、现代认知心理学，把知识分为陈述性知识、程序性知识、策略性知识
（1）陈述性知识（描述性知识）：反映事物的状态、内容、性质、发展变化的原因，用以回答事物是什么、为什么、怎么样的问题。表征形式包括概念、命题和命题网络。2）程序性知识（操作性知识）：反映活动的过程和步骤，用来解决做什么、怎么做的问题。表征形式包括产生式、产生式系统。
（3）策略性知识：在学习情境中，学习者对学习任务的认识，对学习方法的调用和对学习过程的调控。
包括学习策略的方法论、学习者对自己学习过程的调控（元认知）。
4、广义的知识观念还应当包括学习者个人的精神重构。包括个人的情感、态度、意志、个性、气质等。
二、课程知识的教学原则
1、从言语现象中激活言语规律
语文教师应该具有从言语现象中敏锐地发现语言或语言规律，并且能够引导学生从现象中归纳规律的能力，这就是从言语现象中激活言语规律。
2、语理静态描述与语用动态阐释相结合
在语文教学中，要把作为工具的语言规律和言语作品的思想情感的表达规律融为一体来处理，从生命表达的方式入手去追寻生命本身，这就使语理的静态描述与语用的动态阐释结合起来。
3、在言语实践中综合应用和体验
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。
知识的指引；技能的训练；综合的形态；真是的情境性
4、分散累积与集中整合相结合
在教学中重视平时的积累；针对无序出现的语言材料进行有序的处理
第十章 复习考试 评价
一、复习的价值
二、考试的价值
三、考试的类型
四、试题的难度、区分度、信度、效度
五、教学评价的价值
第13篇：对外汉语教学法教案
《网络世界太神奇了》
教
案 课
型: 汉语综合课
教学对象：初级B班，韩日学生。 教
材：《汉语听说读写速成》，吉林教育出版社，
2003年版。
教学内容：第26课《网络世界太神奇了》课文
教学目标：通过本课课文的学习，让学生学会常用的与
网络相关的词语，并掌握该课的词语重点和
语法重点，并可运用这些知识谈论与网络相
关的话题。
教学重点：词语重点为“同时”和“就算”的用法；语法重点
为“只要…就…”和表示开始并持续意义的“起来”。
教学时数：4学时。
教具准备：根据第二部分课文中两张电子贺卡 的内容所画的图。
教学环节及时间安排：
一、课前组织教学
二、复习旧课（约为10分钟）
听写21课练习部分的重要语句，然后让学 生依次念出所写的句子。
三、导入新课（约为5分钟）
由“你们一定常常上网吧，你们上网都做什 么呢”引出本课的内容。
四、处理课文第一部分的生词（约25分钟）
1.老师边领读边讲解，其中“过瘾”“原 因（由于……的原因）”“尤其”“来劲儿”要 做举一反三的练习。
2．学生集体认读与个别认读。
3．教师就重点词语考察学生的掌握情 况，或说出某个词语的意思让学生说出相 应的词，或说出某个词让学生用汉语解释。
五、处理第一部分出现的语法点“只要…… 就……”和 “起来” （约为20分钟）
只要A，就B——有了A，一定有B
只要有钱，就去欧洲旅行。
只要有时间，……
只要过了八级，……
这个周末只要天气好，……
……，我就回国。
……，你（爸爸）就得给我买电脑。
……，我们就结婚。
表示开始并继续意义的“起来”的操练主要采取让学生用“起来”改写句子的方式。
动/形+起来
⊕
天开始凉了。—天凉起来了。
孩子看见生人哭了。—孩子看见生人哭起来了。
他来到中国后胖了。—他来到中国后胖起来了。
她们一见面就开始聊天了。—她们一见面就聊起天来
在改写最后一个句子时，学生可能会改错。由此教师引出动词有宾语时加“起来”和离合词加“起来”的用法。 聊天起来×
聊起天来√ 用下列词语和“起来”造句
打太极拳—
吃雪糕—
睡觉—
唱歌—
六、处理第一部分课文。（约为30分钟）
1．学生边读教师边讲解课文。结合课文对 本课重点词语及语法点进行复习强化，对
不是本课重点而又比较重要的词语“便（„就‟的 意思）”“好像……似的”等进行适量的练习。
2．学生两人一组分角色熟读课文。
3．就课文内容学生进行互问互答，要求回 答一方尽量不看书回答，老师边听边将网络的 功能用一至两个提示性的字词写到黑板上，然 后再让学生完全脱离课本个别作答。
七、小结
八、布置作业（2分钟）
1.准备第一部分课文的听写。
2．用“只要……就……”和表示开始并继续意义的“起来”各造两个句子。 3．两人一组调查10位你们认识的人，调查内容是他们常常利用网络做什么？然后按每项的人数多少排序，下次课向全班汇报一下。
九、板书设计
第14篇：奥尔夫教学法教案
>教案
教学目的:
1、学习用接唱和对唱得方式接龙.
教学准备: 教学过程：
2、尝试按节奏创编答案，玩接龙游戏。
3、体验有节奏地念名词的快乐，
在一次次的更高要求中感受
到挑战性，并勇于挑战困难。
4、训练节奏感和反应能力.
准备不同节奏型的卡片
1、请同学们横排坐在地上。
2、在老师的带领下，利用身体的不同部位拍打出的不同声音代表 不同强弱关系的拍子，
然后和同学们一起， 学习4/4拍子和3/4拍子的打法,
并熟练掌握.
3、同学们一起打着节奏,由老师提出问
题,大家分别打着4/4拍或3/4拍的
节奏有顺序的回答老师的问题。
4、由此联想到更多的节奏和问题,每位
同学都可以加入其中,享受不同节奏带来的乐趣。
教案分析:节奏型:4/4 ×
×
×
×|
×
-
-
强弱规律: 4/4 ×
×
×
×||
强
弱 次强 弱
3/4 ×
×
×
||
强
弱
弱
让同学们着重用明显的声音区分出强弱
关系，切记不可强弱反向。
教案人员：葛玉芳
刘雪莹
韩柳莎
张晗琪
方新丽
万红
编创人员：葛玉芳
刘雪莹
韩柳莎
张晗琪
方新丽
万红
8085803741@qq.com
09级音乐表演一班
2011年9月28日
第15篇：四环教学法教案
四环教学法教案
课题：科学小品——南州六月荔枝丹 教学时间：2015年5月10日 教学内容：南州六月荔枝丹 教学地址：多媒体教室 教学目的：
1、学习本文先主后次，由表及里，从实到虚的说明顺序，并了解其作用。
2、领会本文准确地运用语言和引用古代诗文加强说明效果。
3、了解荔枝的生态及其生产情况，丰富科学知识。
[教学重点、难点]：
1、重点: 本文的结构方式。
2、难点: 本文语言的准确性和科学性。
[教学时数]：
一课时
[教学过程]：
一、导入：观片（多媒体展示荔枝特写镜头）
二、讲解：有关文体知识。
“南州六月荔枝丹”是明朝陈辉《荔枝》诗中的句子。用古诗命题蕴藉含蓄，引人入胜。此题内涵丰富: 产地南州，泛指我国南部地区；成熟的季节六月(公历七月)；鲜果的色彩丹，绚丽如丹。突出了荔枝生态的主要特点产地、成熟期、颜色。充满诗情画意，而且引古诗为题，也与全篇广泛引证的风格统一起来。
本文属于科学小品，属于说明文。所谓小品就是随笔之类的小文章，科学小品则是介绍科学常识的文艺性说明文，既有很强的科学性，又有一定的文学情趣。
作者简介: 贾祖璋是我国著名的生物学家、科普作家。他创作、编写、翻译了二十九部生物学著作。现任中国科普创作协会副理事长。贾祖章先生虽已八旬有余，但他人老心不老，现在终日伏案著述，陆续写出了许多优秀科普作品。《南州六月荔枝丹》《花儿为什么这样红》，都选自他的《生物学碎锦》。
三、讨论：让学生整体感知课文（分小组讨论后并概括每段段意）
1、课文分析:
本文开头写幼时的印象，未显出荔枝的特色，因而未引起多大兴趣。这就与上小学后读到的《荔枝图序》里的精彩描写(比喻说明)产生了矛盾，形成了对比，自然就构成了全文的悬念，使读者急于知道荔枝是怎样一种水果，有无价值。引用白居易一文，有着借以为纲，依次展开说明的作用。
2、课文结构顺序图如下:
第一部分: 介绍荔枝引用白居易《荔枝图序》“壳、膜、肉、浆”(总挈全文)
(1).外壳龟裂片、片峰(粗糙)
(2).颜色深红色或紫色 (3).形状心脏形、卵圆形、圆形
(4).大小直径三四厘米(重十多克至二十多克) (5).壳膜白色
(6).果肉颜色、味道、肉质、制作
7.贮藏不耐贮藏(与果实关系密切，附带介绍) 8.果核长圆形、表面光滑、棕褐色或绿色 9.果花花期、花形、花型、花序、花蜜
10.产地
中国南部
11.果谱
种类、内容、荔枝品种 12.移植
习性、古荔枝移植情况
13.产销
因地制宜，大力发展，满足需要
第三部分，虽非本文主体，但却是全文的重要组成部分。因为它提出了我国发展社会主义现代化的荔枝生产的有关问题，体现作者写作本文的意图。
四、巩固实践
1、学生品读赏析，这篇小品的思想性、文学性和科学性。
(1).运用确凿的事实(包括有关历史事实)和具体数字来说明问题。
例: 为了说明“南州六月荔枝丹”的科学性，在第三自然段里，除例举荔枝成熟后都是红色的一些事实和古人有关的诗句外，还举出了它的成熟期不论在广东还是福建都以七月为盛期的事实(“南州六月”系指农历而言，指阳历七月)。这些都足以说明陈辉这句诗有其充分的科学依据。
介绍荔枝的重量(第五自然段)，列举了好几种不同的数据，有的来自实地调查，有的则引用有关文献资料，足见其轻重因地而异，介绍真实、全面、不容置疑。
(2).既重视引用古代有关荔枝的知识作为依据，又注意纠正其不确切的地方。
例: 在引述白居易《荔枝图序》中的“壳如红缯，膜如紫绡，瓤肉莹白如冰雪，浆液甘酸如醴酪”的话之后，在第二自然段里指出第一句“壳如红缯”的确也还有不足之处；在第六自然段里指出“膜如紫绡”的形容则“是把壳肉壁的花纹误作膜的花纹了”。
2、学生按要求完全小黑板上的填空题。教师小结：
科技说明文通常采用的说明顺序有：时间顺序、空间顺序、逻辑顺序。文章的观察顺序，由表及里、由外到内的说明顺序属于空间顺序，从主要到次要的说明顺序属于逻辑顺序。合理的说明顺序可以使科技说明文条理分明，容易给人留下深刻的印象。 布置作业：
完成课后的习题
1、
2、3题。教学后记：
学生必须要掌握说明文的对象、说明顺序、说明方法，在写作实践中灵活运用。
第16篇：教学法教案资料
LIFE IN THE FUTURE
What life will be like in the future is difficult to predict.It
is, however, poible to use models to make forecasts about future
developments.One way to catch a glimpse of the future is to
examine some of the major trends in contemporary society.
TRANSPORTATION
Current trends indicate that transportation is becoming
cleaner,faster and safer.Public transportation is already well
developed in most urban areas of China.New technology is being
used to make sure that the cars taxis,buses and trains we use do
not pollute the air.A good example of how transportation is
changing is the new maglev train,which is environmentally
friendly,energy-saving and travels at an amazing 430 km/h.To
ensure safety,the train is controlled by an advanced computer
system.Scientists are also developing new fuels and engines that
will let us travel without worrying about whether we are
polluting the environment.
BUSINESS
It will not be busine as usual in the future.Many companies
and consumers have already begun reforming the way they do
busine.E-commerce,or busine done on the Internet is becoming
more and more popular aspeople discover the advantages of online
shopping.The Internet also makes it easier for companies to keep
in touch with customers and companies in other countries.For
people who do go out to shops,shopping is no longer just a
neceity.It has become a form of entertainment.Instead of
searching a crowded store for basic goods ,such as food and
clothes,people want to go to a pleasant mall and combine shopping
with fun.The malls of the future will be like small cities
where you can shop,eat,see a film and even dance.To pay for their
purchases,people will use smart cards ,which contain a tiny
chip,instead of cash.
HEALTH AND MEDICINE
People in the future will be able to enjoy a longer and
healthier life and remain active even in old age.People now are
paying more attention to the importance of a healthy diet and an
active life.They are careful about what they eat and exercise
regularly.Advances in medical science also allow us to deal with
new diseases,such as SARS.Some diseases,for example
smallpox,have already been succefully defeated.With a better
understanding of the human body,scientists and physicians will be
able to cure more diseases.Perhaps more importantly,nes
discoveries in genetics and biochemistry may lead to changes in
the way diseases are cured and medicines are made.
EDUCATION AND KNOWLEDGE
Homework will always be homework,but the schools of the future
will probably be quite different from what they are today.We can
study at home by watching educators on TV or on a computer
screen.In the future,there may be more \"schools on the air\"and \"e-
schools\".Real clarooms will always be popular,but distance
education will help people studfy whenever the have time and
wherever they may be.The way we view learning and knowledge is
also changing.Instead of being students only when we are young,we
will become lifelong learners.
It is certain that things will change.We cannot be sure whether
our dreams will come true,but we can at least be hopeful that our
eforts to improve the world will be succeful.If we learn to
accept change and appreciate what is new and different,we will be
well-prepared for whatever the future may have in store.
Teaching Plan for Book 5 Unit3 Life in the Future Teaching Goals:
1.Predicting the good and bad changes in the future. 2.imagine the alien creatures. Teaching procedures Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit.For example: What leons do you have this afternoon / tomorrow? Are you going to do anything
special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday? Step 2 Presentation
S.Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening.Teach the new words majority, goods, industry.Read the introduction aloud. Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task.Check the answer.(A new factory may be built.) See if the Ss can gue the meaning of out of work. Step 4 Dialogue
Play the tape of the dialogue for the Ss to listen and follow.Go through the dialogue briefly and make sure the Ss understand it.Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans exprees uncertainty about the future.Play the tape again.This time the Ss listen and repeat.Then let the Ss practice the dialogue in pairs.You may wish to ask one pair to act the scene in front of the cla. Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to expre an activity which started in the past and is still continuing.
b I simply don‘t know.= I honestly don’t know. c Right now = At this moment
d The problem is … it.= Finding land for building the new factory is a problem ( i.e.difficult). e The majority of people = Most people f a number of people = quite a lot of people g out of work = do not have jobs
h But some people … built on.= Some people do not want them to build a factory on good farm land.Note the structure not want something to be done. i I can see the problem.= I understand the problem. j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the poibility. Step 5 Practice
Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences.Then let the Ss do this exercise in pairs.At the end get Ss to write down 5 sentences from this table in their exercise books. Step 6 Workbook
After Ex.1 is done orally, get the Ss to write the answers in their exercise books.
Both Exx.2 and 3 should be done in pairs first.Then check the answers with the cla.Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English.Pay attention to the sentence structures.
When doing Ex.4, warn the Ss not to do word for word translation.Special attention should be paid to the sentence patterns and word order. Step 7 Consolidation
With a good cla you can give the Ss the following phrases and get them to make up a dialogue.Write these phrases on the Bb. I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is poible to make up a dialogue. A: I think the company will buy more land. B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon. B: What are the problems then?
With an ordinary cla, just practice the dialogue in Part 1 again. Homework
Finish off the Workbook exercises.
Teaching Plan for Book 5 Unit 4 Making the news Teaching Goals:
1.Enable the Ss to get some knowledge about basic procedures of making the news. 2.how to make newspapers of TV programmes. 3.Talk about news and the media. 4..Practise expreing opinions.
Teaching methods
1).Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discuion methods to make the Ss understand what they’ve learned in cla.
2.Pair work of group to get every student to take part in the teaching-and-learning activities.
Teaching procedures The First Period Teaching Aims:
1.Learn and master the following words and phrases: media, reliable, fire, face, difficulty, elect, go up, burn down, injure.
2.Practice expreing opinion using the following: What do you think of…? What\'s your opinion? Why do you choose…?
Perhaps…is more important. I would rather choose.…
I don\'t think we should choose… Maybe it would be better to choose… Our readers want to know about… 3.Talk about news and the media.
4.Train the students\' listening and speaking abilities.
Teaching Important Points:
1.Master the useful words and expreions appearing in this period.
2.Train the students\' listening and speaking abilities by talking about news and the media. Teaching Difficult Points:
1.How to help the students understand the listening material exactly. 2.How to help the students finish the task of speaking. Teaching Methods:
1.Listening-and-answering activity to help the students go through the listening material. 2.Individual, pair or group work to make the students finish each task. Step I Greetings and Lead-in
T: Good morning/afternoon, cla.
Ss: Good morning/afternoon, Mi/ Mr.X.
T: Sit down, please.Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad.How can you do so? Ss: By reading newspapers and magazines, watching TV programmes, listening to the radio.
T: Are there any other ways? Think it over. Ss: By a website.
T: Yes.It’s also a way to learn about the world.What do you call these things which help us know about to the world? Ss:新闻媒体
T: In English, we call it news media.First, let\'s learn the new words in this period.Look at the screen.
(Teacher first asks some students to read the words on the screen.Correct the Ss\' mistakes in pronunciation.Then teacher gives brief explanations.At last, let the Ss read and remember them for a while.)
Step Ⅱ Warming up
T: Well, now please open your books at Page 9.Warming up first.Look at each of the pictures and tell me which kind of news media it shows?
Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.
T: Quite right! Now, please work in groups of four and discu the five questions below the pictures.A few minutes later, I’ll check your answers.OK? Ss: OK.
T: You can begin now. (A few minutes later.) T: Are you ready now? Ss: Yes.
T: Which group would like to talk about the first question? Choose one member of your group to answer the question.
S1: I think TV is the most reliable among the news media.TV consists of a series of lively
consecutive pictures.For the people
who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page.It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media. T: The second question?
S2.I think TV programmes are easy for most people to understand.Radio, can only be heard and sometimes can’t be picked up clearly.Newspapers and magazines are only useful for people who can read.Websites have many different pages, but you should be careful
to read some of the pages.who can read.Website have many different pages, but you should be careful to read some of the pages. T: The third question?
S3 : I will check other sources. T: The fourth question?
S4: Every morning, the newspaper chief editor and the journalists discu the main events of the day.Reporters are then sent to cover the events.They usually do some interviews and then check the information.They must work very fast.Later in the day, everything is put together at the news desk.Then the editors read the stories and make any neceary changes and choose a good title for eachstory.At last, they print them quickly and deliver them.Making a magazine is more or le the same as making a newspaper.But the articles in a magazine are more like stories, which are writtenby all kinds of writers.Magazines are not published as quickly as newspapers. T: The last question?
Ss: News broadcast, newspaper, magazine, radio programme, website, report, reporter, editor, interview, write articles…
Step Ⅲ Listening
T: Next, let\'s come to the Listening.We are going to listen to two parts of conversations.The first part is an interview; the second part is a dialogue.Now, look at Exercise 1:
Listen carefully towhat is said and tick the information you hear in each part.If neceary, I\'ll play it twice.(Teacher begins to play the tape, and checks the answers after listening.Then ask the students to finish the rest of the tasks.)
T: OK.Now, please listen to each part once again and then work inpairs to talk about the questions in Exercises 2,3,4 and 5.Are youclear? Ss: Yes.
(Teacher allows them enough time to talk about the questions.Thenask some students to say their answers.)
Step IV Speaking
T: Well, now it\'s time for us to be the editors of a newspaper.Here is a list of ten things that happened today.Look at the screen.(Teacher shows the screen and read through the list to the whole cla.)
200 people died in an earthquake in Turkey. China beat Brazil 5-1 in football. France elected a new President.
Three children from your city were killed. Someone robbed a bank in Shanghai.
Food prices are going up.
A house in your town burned down.Nobody was injured.2 000 people in your city were happy today and moved into new buildings.A Chinese scientist has invented a new car engine that does not pollute the air.There is a rumor that a large company wants to build a factory in your town: (Bb :go up, burn down)
T: Now, you\'ve known the ten things, but you only need to report
five of them.So, first decide which events you are going to put in your newspaper.Then give reasons for your choices and compare with your clamates.Work in groups of four or five.And the following expreions on the screen can help you with your dialogue.After a while, I\'ll ask some of you to act out your dialogue. (Teacher shows the screen.) What do you think of\'…? I would rather choose.… What\'s your opinion?
I don\'t think we should choose… Why do you choose…
Maybe it would be better to choose… Perhaps… is more important.
Our readers want to know about….
(Teacher goes around the Ss and checks their work.If neceary, teacher may join in them.)
THE BRITISH ISLES
The idea that England stands for Fish & Chips, Speakers\' Corner, Big Ben and the Tower of London is past.Though many people around the world study its language, their view of British culture is sometimes narrow.The fact that Great Britain is made up of three countries is still unknown to many.Within Great Britain for many years now, there has been a growing movement to make the most of its cultural diversity -- to see it as it really is: a nation of different countries held together by a common language and culture.
The British Isles are a group of islands that lies off the west coast of Europe.The largest island is called Britain, which is separated from France by the English Channel, which at one point is only 20 miles wide.It forms the mainland of Great Britain and consists of three countries: Scotland in the north, Wales in the west and England in the south and east.The island just west of Britain is called Ireland.Between Britain and Ireland, in the Irish Sea, lies the small Isle of Man.The British Isles are surrounded by the Atlantic Ocean to the west, and the North Sea to the east.
The climate of the British Isles is mild with a lot of rain.In general, Scotland is colder throughout the year, and receives more rain.It rains a lot in
England and Wales too, but the temperatures are more pleasant.In the summer months the difference in temperature between London and the north can be as much as nine degrees! The coldest months are January and February, while the warmest months are July and August.
The culture of the people of the British Isles was influenced by the culture of the people on the European mainland.In the fifth century, people from different parts of northern Europe settled in England, bringing their own culture and language with them.Their languages formed the basis for English.Some of the native population moved to the inland, mountainous parts of the islands, to Ireland.Scotland and Wales, where they continued speaking their own languages.
In 1066 England was conquered by the French.For the next few hundred years the upper claes spoke French while the common people spoke English.The result of this French influence was that the English language ended up with many French words such as table, animal and age.
The United Kingdom has a long history.England and Scotland are kingdoms.The first two countries forming the Union were England and Wales in 1536.Wales had already been conquered by England in 1283, but it was not until 250 years later that they formed a single state.Scotland joined later in 1707, while the southern part of Ireland was only part of the UK for some time, and is now an independent republic.Only the northern counties, making up Northern Ireland, are still part of the United Kingdom.The smaller islands, such as the Isle of Man, are neither part of the United Kingdom nor independent.They are ruled by the King of England.
In modern times, people throughout the British Isles speak English.However, there are still people who also speak the older European languages, Welsh and Irish.There are six spoken languages that are considered to be native to the British Isles as well as two local accents.That most of these are now threatened and may disappear is a serious matter to the people in Britain.They realize that it is of great value to record and teach them to the younger generation.Unit2 The United Kingdom. Teaching Goals:
1.Get the students to know the information about the United Kingdom.
2.Encourage the students to talk out what they know about the UK and Ireland. 3.Help the students learn to get information by listening.
Teaching methods
1).Skimming & scanning methods to make the Ss get a good understanding of the text. 5.Discuion methods to make the Ss understand what they’ve learned in cla.
6.Pair work of group to get every student to take part in the teaching-and-learning activities. 7.Competition and role-play method to arouse the Ss’ interest
Teaching procedures Step 1 Warming up 1.Lead-in
(1) What do you think of Dongguan? Which place imprees you most?
(2) A.There are not many visiting places in Dongguan as it is a newly-developed city.But what about our country? Think what words you¡¯ll need to describe a country and then give a brief description of China.
B.There are many famous places in China.Think out one and describe it, letting others gue which place it is.
2.Show pictures of some famous places of China.Ask: Where are they taken?
3.Show pictures of some places of the British Isles and ask the students where they are taken.Then tell the students to say something they know about these places.
4.(1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)
(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers. (3) Then ask the students to look at some cities in the UK and to name them.
5.Group work:
(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life.(Show some famous examples.)
(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland. Step 2 Listening
1.The teacher talks more about the languages in the UK and Ireland.Then ask the students to talk more about the education in the UK.
2.Ask: How are claes arranged in schools in the UK?
3.(1) Listen to the tape and tick the sentences which are true. (2) Listen to the tape and fill in the timetable below.
(3) Listen to the tape and answer the following questions. Step 3 Extension
1.Talk about our own timetable.
2.Have a discuion about the similarities of the timetables in our country and the UK and also tell the differences between them. Step 4 Homework
Find more information in relation to the UK and Ireland on the Internet.
The second period Speaking Teaching Goals Train the students¡¯ spoken English
Improve the students¡¯ ability of imagination and debate Practice expreing agreement and disagreement Increase participation and learn from each other. Teaching Procedures
Step 1 Talking about hot topics
1.The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens
2.Talk about the 28th Olympic Games 3.Talk about their favorite athletes Step2 Group theme debates
Of the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on..The following three topics will be talked about .The students are divided into three groups and each will choose one of the topic boxes
1.Box 1 Xiangsheng performance by the Chinese and the westerners.Is Chinese easy to learn for the westerners?
2.Box 2 Learning different positions of England by moving different parts.Is it easier to learn geography by going there ?
3.Box 3 Enjoying pictures of island or small countries like Iceland and Japan.Do island nations have advantages over other countries?
Step3 Tips on how to expre agreement and disagreement Step5 Homework
Preview the reading paage The third period Reading Teaching goals
Get the students to know more about the British Isles and learn more new words and their usages. Teaching procedures Step 1 Presentation
Show the students four pictures and ask them to gue a country name which is related to all of them.( The answer is the United Kingdom.)
Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a paage about the British Isles. Step 2 Fast reading
Get the students to skim the paage and match the paragraphs and the topics.
Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map. Step 3 Careful reading
Ask the students to read the paage carefully and decide whether the following sentences are true or false.
( ) 1.Many people around the world study English, and they know a lot about British culture. ( ) 2.Great Britain is made up of four countries.
( ) 3.The island of Britain is separated from France by the English Channel. ( ) 4.Scotland is colder throughout the year, but receives le rain.
( ) 5.People from different parts of northern Europe settled in England, so the culture of the
people of the British Isles was influenced by them.
( ) 6.The southern part of Ireland is now an independent republic.
( ) 7.In modern time, people throughout the British Isles only speak English. Step 4 Discuion
Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?
Imagine that you are going on a four-week trip through the UK.Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.
Step 5 Homework
Write a short paage about the Dachen Isles.
The fourth period Grammar and Language study Teaching goals
1.Learn about the appositive clause. 2.Identify noun clauses.
3.Enable students to use new words. Teaching procedures
Step 1 Review the vocabulary and complete the sentences. a.Students work in pairs first. b.The teacher check the answers. Step 2 Brainstorming
a.Review the text and present the appositive clause by asking questions: 1.What imprees you most in the paage ? The fact that ¡ imprees me most.
2.What have you already known before reading the paage ? I have known the fact that ¡
3.Did you hear any news about Britain recently ? I heard the news that ¡
b.Collect answers as many as poible ,reminding students of sentence structure if find errors.
Step 3 Grammar Explanation
a.Get students to identify the clauses .
c.Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.
1.The news that the plane would take off on time made everybody happy.
2.The news that is spreading around the airport is that a heavy storm is coming.
3.The suggestion that students should learn something practical is worth considering.
4.The suggestion that they are considering is that students should learn something practical. c.The teacher offers explanation if neceary.
Step 4 Tell the function of the following sentences.
1.The idea that Great Britain is made up of three countries¡¯ Corner ,Big Ben and the Tower of
London is past.
2.The fact that Great Britain is made up of three countries is still unknown to many.
3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.
4.Some people feel that Wales is an ancient fairy land.
5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.
6.They realize that it is of great value to record and teach them to the younger generation. Step 5 Consolidation
Consolidate what have been learned by doing further exercises.
The Fifth Period Integrative Skills Teaching Goals:
1.Learn to describe the countryside, the cities, the people and their life by reading the paage. 2.Learn things about the city Salisbury. 3.Know more about Britain.
4.Cultivate the students’ abilities of concluding and reasoning.
Teaching procedures: Step 1: Lead in
Teacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?
Who wrote the story?
Do you know something about Daniel Defoe?
Step 3 Extension
1.More to know about life in Britain: When talking about life in England, we just can’t mi one thing---pub.Pubs play an important part in people’s lives.It is a good place to meet friends and talk and drink beers.English villages are small and cozy.Lots of pubs can be found
with names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon.Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!! (A video clip is presented about a pub.)
About football: Football is Britain’s national game.It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters.Football is one of the few things that obseed the British.And David Beckham is one of the most famous football stars.In the video we can see many college students playing football very early in the morning. 2.Let the students say something about the British Isles as far as they know.
Step 4 Homework:
Now you know how to describe a city’s landscape, the people and their lives after reading this paage.And today’s homework:
1.Choose any place you know or you like and write a short paage about it.
2.With the help of the Internet, try to collect as much information as poible and make a PowerPoint presentation in the next period.
第17篇：英语教学法教案
Teaching Plan
Name：Pinyin(中文)
Cla：
Student No.：
Unit One What is your favourite food?
（First Period）
I.Teaching aims /objectives:
1)learn to use key words and sentences 2)improve listening ability through practice …
II.Language points and difficulties: 1) the use of \"There be…＂sentence pattern 2) how to ask other people to do sth politely 3) The use of key words...fewer, le, etc.…
III.Teaching methods and aids: 1)pairwork to practise speaking and then make a role play within the pairs 2)play games to consolidate new words and expreions 3)multimedia claroom, slides, recorder, tape, etc.…
IV.Teaching procedures: Step 1 Lead-in
Step 2:pre-
Step 3 While-
Step 4 Post-
Step 5 Summary …
Step X Homework …
(Reflections, if there are):
This leon aims at drilling students\' ability to use the key words…, and sentence pattern….Students at this stage may have difficulties in learning them, so they have to do more practice to consolidate.To avoid dullne, students are required to take part in well-designed games, which may stimulate their interests to learn…
Design of the backboard writing
第18篇：钢琴教学法教案
车尔尼练习曲849第27首-练习指导
教学对象：大一学生一对一小课
教学目的：这是一首训练双手交叉弹奏技术的练习曲，通过本节课学习，完成练习的基本要点。
教学要求：全曲可分三段练习，分手练，再合，达到教学目的的准确性。
教学准备：备课教案，对本练习曲的熟悉，对没分段的技巧掌握达到一定程度。
教学过程：
一、技术分析
这是一首训练双手交叉弹奏技术的练习曲，左手越过右手手位弹奏较高音区的音，或右手越过左手手位弹奏较低音区的音，三个声部中，高声部和低声部为旋律声部，中声部的十六分音符分解和弦为伴奏声部，A大调。
m.d.表示用右手弹奏，m.g.表示用左手弹奏。
全曲共二十八小节，可分三段练习，第一到八小节为第一段，第九到十六小节为第二段，最后十二小节为第三段。
二、重点难点
1.做交叉弹奏动作时，动作幅度较大，身体各部位要协调配合，只有在放松与自然的姿势下才能保证声音的质量和音符的准确。
2.伴奏音为十六分音符，快速中很难控制力度，其声音不可盖过旋律声部。
三、练习提示
做交叉弹奏动作时，肩和背部一定要放松，身体随音符的方向做左右倾斜动作。臂部动作要非常放松，肘关节、腕关节要协同运动，切忌臂部生硬，肩膀夹紧，这样，不但弹奏中声音受到影响，速度也会快不起来。 第一段：
左手弹奏低音区断音后，利用跳起反弹动作迅速越过右手，找到高音区旋律位置，将高音区旋律弹得更亮一些。左手5指弹低音区黑键时要注意准确，弹高音区旋律时要注意奏法区别，跳、连要严格区分。
右手伴奏音位置基本保持不动，其中大拇指始终不离开黑健降E（降mi），每个手指都尽量贴近键面，声音既干净又柔和连贯。可每拍转动一次手腕，动作尽量小，这样更有利于控制声音力度。 第二段：
右手弹奏旋律部分，力度明显比第一段要强，十六分音符要与左手伴奏音对齐、最初练习时速度不可起得过快。
左手伴奏除控制好力度之外，还要注意声音的均匀。大拇指弹黑键容易过强，时值也容易不匀，可适当将5指声音加重，放松手腕。手在键盘上的位置放得靠前一些。 第三段：
前八小节奏法与第一段相同。
第九小节开始，右手上行音阶要看清书上指法：并做出明显的渐强变化。左手四个和弦均标有强音记号，要弹得十分有力，利用手臂抬起的重量帮助弹出重音来。第十一与十二小节的左手连接位置跳动大，且5指在黑键上，较容易滑落，应单独加以练习。 本课小结 车尔尼849练习曲总共有30首，是培养钢琴演奏高技术的预备练习。通过练习要求达到手指动作迅速、正确、发音均衡。在训练中同时要培养学生音乐的基本感觉。既然它是技术训练的第一步，因此每条练习曲都要认真地练，在练习中，要注意下列几点：
1．基本技巧的掌握和达到训练目标肯定会有许多困难，为减少困难，少走弯路，必须按照指定的指法来弹奏，对个别难点要多练习几次。
2．对于初学者来说，每首练习曲的速度是相当快的。在初练时速度要放慢，运指要正确，熟练后再按指定的速度弹奏。
3．要按照表请记号弹奏，弹奏出音乐的流动起伏。这也是弹奏的重要基本功，千万不可忽视。
4.要保持正确的弹奏姿势，身体各部分的力量不可滥用，要严格按用教师的指导认真练，以取得事半功倍的效果。
第19篇：教学法自制教案
《教学法》课程实习教案
班级： 09级机制教育班
授课人：
孙秀春
教学主题 液压传动
一、调速回路
（1）节流调速（2）容积调速（3）容积节流调速
（一）节流调速 教学内容
1.进油路节流调速回路 2.回油路节流调速回路 3.旁油路节流调速回路
1.知识方面： 最基本的节流调速 教学目的2.能力方面：分析油路和流量与速度的关系 与要求 3.思想方面： 工作稳定可靠 1.进油路节流调速回路 教学重点 2.回油路节流调速回路
1.油路分析 教学难点 2.性质的比较
教学方法 教具准备 多媒体教学与板书相配合、师生互动 多媒体资料、教室、教案
教学内容与进程
导入
一、调速回路
（1）节流调速（2）容积调速（3）容积节流调速
（一）节流调速
1.进油路节流调速回路 2.回油路节流调速回路 3.旁油路节流调速回路 结课
节流调速的三种方式适用各自不同的场合。 教学小结
作业布置
节流调速的优缺点 与思考题
左边内容，中间回路，右边公式换算 板书设计
师生时间活动 分配
2 3 5 5 2 2
教学后记
第20篇：中学英语教学法教案
Background Information Student:48 senior high school students,grade 1 Age:about 16 Genders:23 boys and 25 girls Time and date:10:00a.m.to 10:25 a.m.(45 mins), Monday ,May 28,2014 Textbook:NSEFCM M5U2
Title of the leon:A NIGHT THE EARTH DIDN’T SLEEP Teaching Aims I.Language knowledge: (1) can understand the meaning of an attributive clause
(2) can master the expreion of “Workers built shelters for survivors whose
homes
had been destroyed.”of an attributive clause
(3)can master the new words:well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue,
disaster...
II.Language skills: (1) listening: can understand the meaning of the above new expreions & words
(2) speaking: can use the above new expreions & words in daily life.III.Emotion & Attitude: (1) Ss can develop cooperative spirit.
(2) Can increase Ss interest in English learning. Important Points: (1).the meaning of an attributive clause (2).the expreion of “Workers built shelters for survivors whose homes had been
destroyed.” of an attributive clause
(3).new words: well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue, disaster...
Difficult Point: the usage of the an attributive clause Teaching Procedures:
I.
Warm-up:show:Look at two pictures of Tangshan, imagine there has an earthquake.Describe
II.
to your partner what might happen to the objects in the pictures.Then have a
cla discuion.
Pre-reading:(1).Imagine your home begins to shake and you must leave right now.You have
time to take only one thing.What will you take? Why
(2).What do you think will happen before an earthquake? III.
While-reading
Skimming: (1).Ask Ss to sum up the main idea of the whole paage.
(2).Ask Ss to find out the an attributive clause’s sentence of the paage
Scanning: Ask Ss to find out the answers of following questions:
(1).What strange things happen in the in the countryside in northeast Hebei?
(2).How many people died or were injured during the earthquake?
(3).Who trapped under the ruins in anther big quake?
IV.
Post-reading(1).Discuion:what the writer means by the title“A night the earth didn’t sleep”
(2).Give another title for the text.
(3).Choose a paragraph and act out an interview between a reporter and a survivor
from the Tangshan earthquake.
Example:
Paragraph 1
Reporter: Did you notice anything strange before the earthquake?
Survivor: There are some strange things...Teaching Aids: computer, projector, tape recorder, pictures, blackboard Aignment: write a composition, imagine your a survivor from the Tangshan earthquake,try to use some the structure of an attributive clause That, Which,Who or Whose to talk about your life and your hometown after the earthquake.
