人教版第五册第二单元教学案
初中语文第五册第二单元教案人教版
冬天的济南，宛如一幅淡雅的水墨画。天空湛蓝，阳光明媚，白雪覆盖着大地，一片宁静祥和。湖面结冰，如同一面明镜，倒映着蓝天和白云。远处的山峦，被白雪覆盖，如同一座座银装素裹的城堡。济南的冬天，充满了诗意和韵味。
4.请分析课文《济南的冬天》中的修辞手法，并用自己的话概括济南冬天的特点。
答案：
《济南的冬天》这篇课文运用了多种修辞手法，如比喻、拟人、排比等，生动地描绘了济南冬天的景色。济南的冬天，是宁静而美丽的。湖水结冰，如同一面明镜；白雪覆盖着大地，一片宁静祥和。远处的山峦，被白雪覆盖，如同一座座银装素裹的城堡。济南的冬天，充满了诗意和韵味。
-我们通过阅读和分析，培养了对文学作品的鉴赏能力，理解作品的艺术特色和文学价值。
-我们了解了一些与中国传统文化相关的内容，如春节、济南的冬天等，提高了自己的文化素养。
-我们通过阅读和分析，培养了自己的思维品质，如批判性思维、逻辑思维等。
-我们通过阅读和分析，培养了自己的情感态度，如对家乡的热爱、对亲人的思念等，提高了自己的情感素养。
回顾整个教学过程，我觉得自己在教学方法、策略和管理方面取得了一些成果，但也存在一些不足。
首先，我觉得我在教学方法上做得还不错。我通过讲解和课堂活动，引导学生主动参与，提高了他们的学习兴趣和积极性。同时，我也注意到了学生在课堂上的反馈，及时解答了他们的疑问，帮助他们更好地理解和掌握知识。
然而，我也发现了一些问题。比如，在课堂活动中，我发现有些学生参与度不高，可能是因为他们对课文内容不感兴趣或者缺乏自信。针对这个问题，我需要在今后的教学中，更多地关注学生的需求和兴趣，激发他们的学习动力。
初中语文第五册第二单元案人教版
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部编版语文(人教统编)五年级下册第二单元完整教学教案、习作指导
部编版语文(人教统编)五年级下册第二单元完整教学教案、习作指导一. 教材分析部编版语文五年级下册第二单元的教材内容主要包括了《将相和》、《草船借箭》、《景阳冈》、《猴王出世》等课文。
这些课文内容丰富，情节生动，富有童趣，能够激发学生的学习兴趣。
此外，本单元还安排了相应的习作指导，帮助学生提高写作能力。
二. 学情分析五年级的学生已经具备了一定的语文基础，对于课文的理解和分析能力有一定的提高。
但同时，学生在阅读和写作方面还存在一些问题，如阅读理解不够深入，写作技巧欠佳等。
因此，在教学过程中，需要针对这些问题进行针对性的引导和训练。
三. 教学目标1.能够正确、流利、有感情地朗读课文。
2.理解课文内容，把握主要故事情节。
3.提高阅读理解能力，能够概括文章大意。
4.掌握一定的写作技巧，提高写作能力。
四. 教学重难点1.课文情节的理解和分析。
2.阅读理解能力的提高。
3.写作技巧的掌握。
五. 教学方法1.情境教学法：通过设置情境，让学生更好地理解和感受课文内容。
2.问题驱动法：引导学生提出问题，激发学生的思考和探究欲望。
3.互动式教学法：教师与学生、学生与学生之间的互动，提高学生的参与度和积极性。
4.写作指导法：针对学生的写作问题，进行针对性的指导和训练。
六. 教学准备1.课文课件或黑板报。
2.相关阅读材料。
3.写作纸张和文具。
七. 教学过程1.导入（5分钟）利用课件或黑板报，引导学生回顾上节课的内容，为新课的学习做好铺垫。
2.呈现（10分钟）教师生动讲解课文内容，让学生初步感知课文情节。
引导学生关注课文中的关键词语和句子，帮助学生理解课文。
3.操练（10分钟）针对课文内容，设计一些阅读理解题目，让学生现场解答。
通过问答形式，检验学生对课文内容的理解程度。
4.巩固（10分钟）学生分角色朗读课文，加强语气和情感的把握。
教师适时给予点评和指导，提高学生的朗读水平。
5.拓展（10分钟）学生根据课文内容，进行小组讨论，探讨课文所传达的主题和价值观。
高中英语人教版必修5unit2theunitedkingdom教学设计
高中英语人教版必修5Unit 2 The United Kingdom教学设计The first period: Warming up and readingImportant points:Let students learn about the countries of the United Kingdom and the Union Jack.Get students to read the passage and know about how the UK was formed and the four groups of invaders.Have students learn different reading skills.Difficult points:Enable students to learn how the UK was formed geographically and historically in order to develop students` reading abilities.Knowledge aims:Get students to learn the useful new words and expressions by doing some exercises and talking about the UK.Step 1 Lead-in and Warming up1. Ask students to work in pairs and do the quiz on page 9. Find out how much they know about the UK.2. Let students discuss and answer the following questions:1). Can you name the capital cities of the countries of the UK? What do you know about any other cities or towns in the UK?2). England can be divided into three main areas. Do you know what are they?3. Show some pictures or play a piece of video news.Some reference:Geography: Scotland, England, Wales, Northern IrelandLiterature: William Shakespeare, Percy Bysshe Shelly, Charles Dickens….Sports: Manchester United, Beckham, Owen….Politics: Karl Marks, capitalism….Step 2 Reading1. Skimming: Ask students to read the text and try to get its general idea.2. Scanning: Get students to scan the passage, try to get detailed information and then do the following.1). Which of the following is the national flag of England?A. Cross of St GeorgeB. Cross of St AndrewC. Cross of St PatrickD. Union Jack2). When people refer to England, you find Wales included as well. This is because _____.A. England and Wales are actually the same country.B. King James of Scotland became King of England and Wales.C. England and Wales were joined to Scotland in the 13th century AD.D. Wales was linked to England in the 13th century AD.3). What might have been the right order for the invaders to influence London?a. The Viking influenced the vocabulary and place-names of the North.b. The Normans left castles and words for food.c. The Romans left their towns and roads.d. The Anglo-Saxons left their language and their government.A. a,b,c,dB. b,a,d,cC. c,d,a,bD. d,a,b,c4). Which of the following is not true according to the text?A. The oldest castle in London was constructed by later Norman rulers in 1066.B. London has the oldest port built by the Normans in the 1st century AD.C. The oldest building in London was begun by the Anglo-Saxons.D. The greatest historical treasures of all is London with its museums, art collections, theatres, parks and buildings.Let students look through the questions and then read the text silently.(The answers: ADCB)3. Intensive reading:Allow students to read the text carefully, and try to understand the whole text and then finish the following exercises.1). Answer the following questions:(1) The Union Jack flag unites the flags of three countries in the United Kingdom. Which country is left out? Why?(The country left out is Wales. It is usually assumed to be part of England.)(2). Look at the map of England and Wales. Divide it into three parts. Draw lines across to show the zones of the South, Midlands and North of England. Now put each town or city into its correct zone.North: England. Midlands: Scotland South: Northern Ireland(3). Which group of invaders did not influence London?(The Vikings did not influence London.)4. Divide the text into three parts and write down the main idea of each part.Part 1(paragraph 1-3): what England includes; about Great Britain; the UKPart 2(paragraph 4): the geographic division of England into zones; their similarities and differences.Part 3(paragraph 5-6): the cultural importance of London.5. Use the information above to make a summary:The writer examines how the UK developed as administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England.Step 5 Post-reading1. Encourage students to discuss the following questions about the writing style.(The passage is written to explain facts. It is composed in the third person and in a plain style of the prose. So it expresses no point of view or personal opinions.)2. How is the passage structured?Para. 1 states the topic to be examined in the reading.Para. 2 explains the joining of England and Wales.Para. 3 explains what the term “Great Britain” means and how it came about.Para. 4 explains differences in the four countries.Para. 5 explains how England is divided into three zones.Para. 6 explains the importance of London as the cultural and political centre in the UK3. Let students divide the passage into three parts and write down the main idea of each part.Part 1 (paragraph 1-3): Wales England includes; about Great Britain; the UKPart 2(paragraph 4): The geographical division of England into four zones; their similarities and differences.Part 3 (paragraph 5-6): the cultural importance of LondonStep 6 Consolidation1. Ask the students to complete the following two forms without looking at the textbook, using the information from the reading passage.The UK Consists of England, Wales, Scotland and Northern IrelandIn the 13th century Wales was linked to EnglandIn the 17th century England and Wales were joined to ScotlandIn the early 20th century Southern Ireland broke away and Northern Ireland joined with England,Wales and Scotland to become the UKEngland The largest of the four countries, consists of the South, Middles and Northof England.London The greatest historical treasure of all, has museums, art collections,theaters, parks and building.The four groups of invaders Are the Romans, Anglo-Saxons, Vikings and Normans.根据课文内容填空：The United Kingdom consists of four parts. In the 13thcenturyWales was linked to England.In the 17thcentury“Great Britain” was formed when England and Wales were joined toScotland without conflict.I the early 20thcenturyThe southern part of Ireland broke away to form its own governmentand Northern Ireland joined with England ,Wales and Scotland tobecome the UK.England is divided into three zones. The south ofEnglandMost people settled here.The Middle ofEnglandMost of the industrial cities lie in the two zones.But they do not have historical architecture.London ----the greatest historical treasures of all The oldestconstructionsThe oldest port was built in the first century AD.The oldest building was begun in the 1060s.The oldest castle was constructed in 1066.The influence ofsome invadersThe Romans left towns and roads.The Anglo-Saxons left their language and governmentThe Vikings influenced the vocabulary and place-names of theNorth.The Normans left castles and introduced new words for food.2. Let students retell the text in their own words with the help of the form above.Step 7 DiscussionAsk students to discuss the following question in small group.Why are the most of British large industrial cities in the Midlands and North of England? Step 8 HomeworkLearn the useful new words and expressions by heart.Read the reading passage again and try to retell it in your own words.The second period: Learning about language: Important language pointsThe emphasis of this period is to be placed on the important language points, new words, expressions and sentence patterns in the part Warming-up, re-reading and comprehending. In order to make students understand the important language points thoroughly, we will first get students to understand their meanings in the context, the give some explanations about them, and later offer some practice to make them master their usage.Important points:Enable students to grasp the usages of such important new words and expressions as consist, accomplish, attract, clarify, collection, consist of, break away, leave out, etc.Get students to master the following pattern:1). Now then people refer to England you find Wales included as well.2). To their credit the four countries do work together in some areas……Difficult points:Let students learn the usage of the word “accomplish” and the expression “consist of” and the pattern “Now when people refer to England you find Wales included as well.Get students to learn and understand some difficult sentences.Knowledge aims:Important new words and expressions: unite, kingdom, consist, province, clarify, accomplish, conflict, unwilling, union, credit, currency, institution, convenience, rough, roughly, nationwide, attract, architecture, collection, administration, port, countryside, enjoyable, consist of, divide…into, break away from, the Union Jack, to one`s credit, leave out.Some useful sentence patterns:1). Now when people refer to England you find Wales included as well. (find + O. +O.C.; the past participle as the object complement)2). To their credit the four countries do work together in some areas. (do / does / did + v.)3). …Northern Ireland, England and Scotland have different educational and legalsystems as well as different football teams for competitions. (….as well as….)4). It is pity that the industrial cities built in the nineteenth century do not attract visitors. (It is a pity that….)Step 1 RevisionCheck the homework exercises.Ask students to talk about the United Kingdom.Step 2 Reading and findingGet students to read through Warming-up. Pre-reading and comprehending to underline all the new wordsand useful expressions or collocations in these parts: consist of, the Prime Minister, the River Thames, be divided into, be used to do, Northern Ireland, British history, be linked to, refer to, as well as, be joined to, Great Britain, in the early twentieth century, the United Kingdom, break away, join with, the Union Jack, toone`s credit, international and legal system, the World Cup, for convenience, historical architecture, historical treasure, look around, keep one`s eyes open, make one`s trip to, leave out, write a short summary of the passage, compare…with, be prepared to do sth, geographical factors.Let them read and copy them down in the exercise book after class. Try to learn them by heart.Step 3 Discovering useful words and expressionsTurn to page 12 to go through the exercises with students and make sure they know what to do.Step 4 Studying important language points1. consist: not used in the continuous tensesConsist of: to be composed or made up ofThe UK consists of Great Britain and Northern Ireland.Coal consists mostly of carbon.Consist in: to have sth. as its chief or only element or featureThe beauty of the plan consists in its simplicity.Consist with: to agree withThe report consists with facts.2. divide….intoStudents in the class were divided into four groups before they started the game.How can you divide this line into 20 equal parts?The Taiwan Strait separates Taiwan from Fujian.Oxygen can be separated from water.3. clarify: become clear or easier to understandCould you clarify the question?His mind suddenly clarified.The government has time and again clarified its position on equal pay for women.4. be linked to: be connected to / be joined toHe found two other deaths that were linked to the Broad Street outbreak.The solitary old man was suspected to be linked to the crime.5. refer to: to mention or speak of; to be relevant to; for informationWhen I said someone was stupid, I was not referring to you.This incident in his childhood is never again referred to.What I have to say refers to all of you.If you don not understand a word, you can refer to your dictionaries.6. get sth. done: to have sth. doneI just get these dishes washed and then I will come.Do you think you will get the work finished on time?I could not get my car started this morning.Go and get your hair cut!7. unwilling: not willing; reluctantTony was unwilling to pay the rent.8. break away from: to escape from suddenly; to leave a political party, state, etc.The prisoner broke away from the jail.(break down, break in / into, break out, break off, break the ice, break the rules, break the records) 9. to one`s credit: be worth praisingIt is greatly to his credit that Arthur gave back the money he found.10. convenience: quality of being convenient or suitable; freedom from trouble or difficultyfor (the sake of) convenienceWe bought the house for its convenience.When and where will it suit your convenience for our next meeting?I keep my reference kooks near my desk for convenience.at one1s convenience:Please come at your convenience.Our house is convenient for the shops.11. It is a pity that …..It is pity that the weather is not better for our outing today.It is a pity that you can not go to the theater with us tonight.12. attract: pull by unseen force; arouse; promptA magnet attracts iron.She was attracted by the novel advertisement.13. attraction / attractive / attractivelyHe can not resist the attraction of the sea on hot days.A big city offers many and varied attractions.Several beautiful old vases were attractively arranged in the room.14. keep one`s open:It is a difficult job; we must keep our eyes open.15. worthwhile: important, interesting or rewarding enough to justify the time, money or effort that is spent Nursing is a very worthwhile career.It is worthwhile taking the trouble to do that.16. leave out: to exclude; to omit; to fail to acceptYou have left out the most important word in the sentence.No one speaks to him. He is always left out.17. take the place of: to replaceElectric trains have taken the place of steam trains in England.I will take the place of Jane today, as she can not come to the meeting herself.Step 5 ConsolidationDo exercises 1 and 2 in the Using words and expressions on page 49-50.Step 6 Closing down by a quiz1. As we joined the big crowd, I got ____ from my friends.A. separatedB. sparedC. lostD. missed2. It was foolish of him to ____ his notes during that important test, and as a result, he got punished.A. stick toB. refer toC. keep toD. point to3. Come and see me whenever _____.A. you are convenientB. you will be convenientC. it is convenient to youD. it will be convenient to you4. John was so sleepy that he could hardly keep his eyes _____.A. openB. to be openedC. to openD. opening5. The sentence is not correct because you ____ the verb out.A. lostB. leftC. reduceD. forgot6. The opening province which _____ thirteen counties and three coastal cities will quicken its paces o f economic development.A. consists ofB. makes upC. is includedD. is contained7. Over-heating development might have bad ____ on the national economy.A. causeB. influenceC. resultD. factor8. A cook will be immediately fired if he is found _____ in the kitchen.A. smokeB. smokingC. to smokeD. smoked9. The computer system ____ suddenly while he was searching for information on the Internet.A. broken downB. broke outC. broke awayD. broke in10. Who will ____ the manager of the largest company in our city?A. in place ofB. take placeC. take the place ofD. take place of11. The man was disappointed to find his suggestions ____ down.A. turnB. turningC. to be turnedD. turned12. I was very pleased to see the problem ____ so quickly.A. settlingB. be settledC. settledD. to be settled13. Professor King wants to have his eyes ____ tomorrow afternoon.A. to examineB. to examineC. examinedD. to be examined14. That woman will use what she has ___ a computer for her daughter.A. gotB. to getC. gettingD. to getting15. When I came into the classroom, I found a strange man ____ on my chair.A. seatedB. seatingC. seatD. being seated16. The football player had his leg ___ in the match and he missed the rest of the tournament.A. brokeB. brokenC. breakingD. to break17. Having studied French for only two weeks, Mary cannot make herself fully _____ when talking with people.A. understandingB. understoodC. understandD. being understood18. Almost all the people in this company wish the question ____ in the near future.A. solvingB. solvesC. to solveD. solved19. ____ the room, the young man immediately found his personal digital assistant _____.A. Entering; stealingB. To have entered; being stolenC. Entering; stolenD. Having entered; to be stolen20. With many beautiful flowers ____ around the house, it looks like a beautiful garden.A. plantedB. to plantC. being plantedD. having been planted(Suggested answers: ABCAB ABBAC DCCBA BBDCA)Step 7 HomeworkFinish off the workbook exercise.Learn all the useful words and expressions by heart.The third period: Learning about Language: GrammarThis teaching period mainly deals with the grammar: The Past Participle(2) as the object complement.Important points:Get students to learn and master the new grammar item: The Past Participle(2) as the object complement.Difficult points:Enable students to learn how to use the past participle as the object complement correctly.Step 1 RevisionCheck the homework exercises.Let students dictate some new words and expressions: unit, kingdom, consist, province, clarify, accomplish, conflict, unwilling, union, credit, convenience, rough, nationwide, attract, collection, administration, port, countryside, enjoyable, consist of, divide....into, break away from, leave out, to one`s creditStep 2 Discovering useful structures1. Look and think:Now when people refer to England you find Wales included as well.In this sentence, the past participle is used as the object complement and is formed with have / get / find/ + object + past participle2. Some more such examples in the reading passage:1). Finally the English government tired….by getting Ireland connected in the same peaceful way.2). You find most of the population settled in the south.3). When I got home, I found the flower pots broken.Step 3 PracticeComplete the sentences by using the words in brackets and the structure have / get / find something done1). We have got the house mended (the house / mend) now.2). You look different today. Have you had your hair cut (you / your /cut)?3). Do you want to have the dictionary delivered (the dictionary / deliver) to your house or would you preferto come to the shop for it?4). A: Could I have a look at the photographs you took when you were in Europe?B: Sorry, I have not had the film developed (not / the film / develop) yet.5). On my way to the station my car broke down. When I got to the repair shop I found it closed (it / close).6). The computer does not seem to work well, you had better get it repaired (it / repair).7). Jill and Eric got all their money stolen (all their money / steal) while they were on holiday.8). The listening text might be easier for the students if you have it divided (it / divide) into two parts.9). At yesterday`s meeting Tony had some of his points clarified (some of his points / clarify).10). Chris had some flowers sent (some flowers / send) to Sarah on her birthday. Then Chris asked Sarah to marry him and they had it announced (it / announce) in the newspaper. They had no time to arrange their own wedding, so they had it arranged (it / arrange) by a company.Step 4 Answer these questions using the past participle as the object complement.1.What did you find had happened to you flower pots when you got home?2.What did you do when the paths were covered with snow and you were away?3.How can you use your computer since it is broken?4.How did you get those trees to appear in your garden when you were away?5.When you came back, how did you find the street after the storm?6.When did he say he would finish the work?7.How did you find Shanghai after such a long time?8.What are you going to do at the hairdresser`s tomorrow?Step 5 Group workDiscuss the following sentences and find out the differences.1. I have had my bike repaired.2. The villagers had many trees planted just then.3. My elder sister had her wallet stolen on a bus last month.4. The old man had his wrist broken in the accident.Step 6 You are a policeman writing a report about a house that has been broken into. Use the past participlesof the verbs below as the object complement to describe what you found.Steal, disconnect, wash, repair, mend, check, open, lock, examine, clean, break, insureReport of a House Break-in at 26 Mount pleasant Road, CambridgeWhen I entered the house I found the telephone _____, the windows _____and the door _____. I was overcome by the smell. I had to get the kitchen _____ , the cooker _____ and the floor ____ before I could look into the problem. Mrs. Smith had had the house _____ and _____ a few months ago, so it should have been safe. Nobody should have been able to enter without permission. I had the locks ____ and the windows _____ before I left. Mrs. Smith was very grateful. She had only had three valuable jewels _____ and as she had had them_____ she was not too upset. She thinks the gardener may have stolen a key and be the person who broke into the house.Signed: Police Constable Stephen BridgeDate: 21/ 6 /2011(Suggested answers: disconnected, broken, opened, cleaned, repaired, washed, examined, locked, tested, mended, stolen, insured)Step 7 Group workClarify the following sentences into three groups and tell why.1.When we got to school, we saw the door locked.2.The boss would not like the problem discussed at the moment.3.The thief was brought in with his hands tied behind his back.4.He felt himself cheated. I wish the problem settled.5.with everything well arranged, he left the office.6.We can hear the windows beaten by the heavy rain drops.7.I want the suit made to his own measure.8.With many brightly-colored flowers planted around the building, his house looks like a beautiful garden.9.I would like my house painted white.10.He walked into the room, with his head held down.11.He did not notice his wallet stolen.12.The manager ordered the work finished at the end of this week.Step 8 Get into groups and play the game “What did they find?”. Write about what Mr and Mrs Smith found when they came home from work one day. Remember to use the ast participle as the object complement.Examples: They found the window broken.The first person in each group writes a sentence a nd folds the paper over his / her writing, so the next person cannot see it. Pass the paper to the next person in the group. When the last one in the group has finished writing, he / she comes to the front of the class to read all the ideas of his / her group. The one with the most interesting ideas wins.Step 9 Evaluation1. How do you like the class? ________________2. What have you leant in the class? _________________3. Did you feel interested in the class? ____________________4. Did you feel happy in the class？＿＿＿＿＿＿＿＿＿＿＿5. What progress have you made in the class?______________Step 10 Homework1. 佳句欣赏The city found itself flooded over a night. So many terrified people were walking on the water-covered road. They found a frightened girl before a pub, trembling. All the drivers found their car engines. ……2. Write a passage like the one above, using past participles as object complements.语法体验过去分词做宾语补足语一.作宾语补足语的过去粉刺与宾语之间的关系1. 作宾语补足语的过去分词多数来自及物动词，表示被动和完成的意义.作补足语时，和它前面的宾语构成“宾语+过去分词”复合结构，在这个结构中，宾语即是过去分词的逻辑宾语，宾语和过去分词之间存在逻辑上的被动关系.I want the letter posted.2. 也有少数用法中来自不及物动词如go, change, fall等的过去分词作宾语补足语时，仅表示动作完成. 因此, 宾语与过去分词之间不存在逻辑上的被动关系：She found her necklace gone on her way home.3. 动词seat, hide, dress等的过去分词作宾语补足语一般表示状语而不表示被动的意义，因此，虽然宾语与他们存在逻辑上的主动关系，但只能用它们的过去作宾语补足语：When I came in, I found a strange girl seated in the corner.二. 能够接过去分词作宾补的四类动词：1. 表示感觉或心理状态的动如see, watch, observe, look at, hear, listen to, feel, notice, think等I heard the song sung in English.He found his hometown greatly changed.She saw the wounded man carried into the capital.2. 表示“致使”意义的动词如have, make, get, keep, leave等I will have my hair cut tomorrow.He got his tooth pulled out yesterday.Don’t leave those things undone.He managed to get the task finished on time.注意：在“have+ 宾语+ 过去分词”中，过去分词作宾语补足语, have可以用get 代替的结构有以下几种含义：1). 意为“主语请别人做事情”He wants to have his eyes examined stolen.2). 意为“主语遭遇, 遭受某一种不愉快、不测的事情”.Be careful, or you’ll have your hand hurt.He had his leg broken.3). 意为“使完成某事”，事情既可以是别人，也可以由主语参与完成.He had the walls painted this morning.3. 过去分词作宾语补足语时，句子的谓语动词通常表示“希望”，“要求”意义的动词，like , order, want, expect, wish等后可用分词作宾语补足语(或过去分词前加to be)She didn’t wish it mentioned.4. “wish + 宾语+ 过去分词”结构中, 过去分词作为介词with的宾语补足语, 这一结构通常在句子中表示时间, 方式, 条件, 原因等状语.The murderer was brought in, with his hands tied behind his back. (方式)With water heated, we can see the steam. (条件)With the matter settled, we all went home. (原因)The day ended with nothing settled. (条件)语法延伸注意：在这一结构中, 当宾语为某一身体部位, 且作宾补的动词是及物动词时, 身体部位通常是过去分词的逻辑宾语, 因而过去分词不可换用现在分词：She stood in front of him, with her eyes fixed on his face.He stood for an instant with his hand still raised.当某些不及物动词的分词形式作身体部位的宾补时, 用现在分词的形式.She felt her heart beating fast.三.过去分词、现在分词、不定式作宾语补足语的区别它们的主要区别表现在语态和时间的关系上：语态(与宾语之间的关系) 时间过去分词被动关系动作已完成现在分词主动关系动作正在进行不定式主动关系强调动作发生的过程一般说来, 过去分词作宾语补足语时, 宾语是动作的承受者; 现在分词作宾语补足语时, 宾语是动作的执行者:I found him knocked down by a car.I found him lying on the grass just now.高考试题：1. Alexander tried to get his work ____ in the medical circles.A. to recognizeB. recognizeC. recognizeD. recognized2. Lucy has a great sense of humour and always keeps her colleagues ___ with her stories.A. amusedB. amusingC. to amuseD. to be amused3. Now that we have discussed our problem, are people happily with the decisions _____?A. takingB. takeC. takenD. to take4. To learn English well, we should find opportunities to hear English _____ as much as we can.A. speakB. speakingC. spokenD. to speak5. Jenny hopes that Mr. Smith will suggest a good way to have her written English _____ in a short period.A. improvedB. improvingC. to improveD. improve6. She wants her paintings _____ in the gallery, but we don’t think they would be very popular.A. displayB. to displayC. displayingD. displayed7. John received an invitation to dinner, and with his work ____, he gladly accepted it.A. finishedB. finishingC. having finishedD. was finished8. ----- Did Peter fix the computer himself?----- He ____, because he doesn’t know much about computers.A. has it fixedB. had fixed itC. had it fixedD. fixed it9. In the dream Peter saw himself ____ by a fierce wolf, and he woke suddenly with a start.A. chasedB. to be chasedC. be chasedD. having been chased10. You should understand the traffic rule by now. You have had it ____ often enough.A. explainingB. to explainC. explainD. explained(Suggested answers: DACCA DACAD)The forth period: Using language: Extensive readingImportant points:Develop students` reading skills by extensive reading.Let students read and understand the two passages.Difficult points:Enable students to learn to use reading strategies such as skimming, scanning, and so on.Get students to understand and learn some difficult words and sentences.Knowledge aims:Get students to learn some useful new words and expressions in this part: sightseeing, delight, royal, uniform, splendid, statue, communism, thrill, pot.Let students know about famous sites in London and more about the UK.Step 1 Revision1. Check the homework exercises.2. Ask students to translate the following sentences using the past participle as the object complement.1). 我们看见哪个小偷被警察抓住了.。
【教学设计新部编版】Unit 5 Lesson 2(人教版)docx
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 5 FamousLesson 2◆教材分析本本本本本本本本本本本本本本本本本本本本本本本本本本“what do you know about sb”本“本本本本本本本本本本本本本本本本本be good at doing sth”的基础上，进一步深入学习某人因为什么而出名，引导学生重点掌握“sb is famous for......”.◆教学目标【知识目标】1. 学会使用“why is sb. famous?”和”sb. is famous for doing sth.”。
2. 学习本单元单词compose national anthem Beijing opera Shrimp invent light bulb story。
3. 扩展学生对更多名人的了解和认识。
【能力目标】结合学生的生活经验和已经学到的知识，学生能够使用“why is sb. famous”和“sb. is famous for doing sth.”清晰有条理的描述自己认识的名人。
【情感目标】通过本节课的学习，学生可以使用重点句式与同学交流，培养学生关注生活，乐于学习新事物的积极心态。
【教学重点】本本本本本本本本本本本本本be famous for 本本本本本本本本本本本本本本ing 本本本【教学难点】在与别人交流的过程中，能够清晰准确的介绍the famous people.Multimedia.Step 1. Leading-inLast lesson, we learned many famous people, such as: Li Bai, Xu beihong, Thomas Edison and so on.Please describe them with “He is famous for.......”Li Bai is famous for writing poems.Xu beihong is famous for painting horse.Thomas Edison is famous for his inventions.Step 2. Watch the cartons and answer the questionsT: Joy and Sam are talking about famous people in the pictures now. Let’s go to see it.（课文导入）Questions: Why is Thomas Edison famous?How many people they are talking about?Where is Jean-Henri Fabre from?Why is Jean-Henri Fabre famous?Who is Hans Christian Andersen?Why is Hans Christian Andersen famous?Step 3. Listen, read and retell方式: 跟读. 自读. 分角色朗读等Sam and Joy are talking about some pictures. There are ____ people in the picture. Thomas Edison is famous for his ____. He _____ a lot of things. _____ was a French scientist. He is famous for____ ____. ______ was a Danish writer. He is famous for ____ _____. Joy likes to read his _____. Step 4. PronunciationPlay the recording and ask the students to listen and answer how many words do they hear.1. Then Explain that this activity focuses on some English phonemes and the new words in this lesson. Play the recording once without stopping.2. Play it again and ask the students to repeat.3. Practice the sounds in pairs, then choose one correct option on the PPT.The main words are compose national anthem Beijing opera Shrimp invent light bulb story.Step 5. PracticeTeacher: Give the students two minutes, and divided the students into three groups, then ask each group to introduce famous people on the blackboard and imitate the examples.Which group students write the most famous people, the group will win the prize.Examples: This is Xu Beihong. He was a Chinese artist. He is famous for painting beautiful horses.Step 6. Homework1. Recite the new words in this lesson.2. To use “be famous for doing sth. ” to more famous people.略。
人教版小学数学三年级第五册第二单元加减法的验算优秀教学设计与反思
人教版小学数学三年级第五册第二单元《加减法的验算》优秀教学设计与反思《加减法的验算》教学设计与反思（人教版九年义务教育六年制小学数学第五册第二单元）作者及工作单位钟玲柳州市融安县雅瑶乡黄金小学教材分析《加减法的验算》这一课教学内容，是三年级上册第二单元最后一部份内容，是在学习了三位数加减法，三位数持续进位加法和三位数持续退位减法的基础上进行系统整理的。
而验算的熟练程度和良好的验算适应和验算的灵活运用，在学生尔后学习中，还会阻碍到计算的准确率及应用题的解题思路。
因此，要让学生感受验算的意义，而且让学生体会到验算的作用，养成查验的良好适应。
学情分析一、本节课是学生已经学过两位数加减两位数的验算方式，通过作业检测发觉我班的学生大体已经把握。
而三位数加减三位数的验算是两位数加减两位数验算的拓展，它们的算理完全相同，都是依照加减法各部份之间的关系来学习的，本节课应当给予学生充分的时刻和空间，让学生自主探讨三位数加、减法算式的各部份关系，经历发觉验算方式的进程，并通过小组合作学习，引导学生充分利用迁移规律探讨和学习新知识。
二、本班多数学生思维活跃，上课时能够专心听讲，踊跃主动的发言，擅长提问，能较快地同意新事物。
但学生在计算大体功方面有所欠缺，学习这节内容，提示学生细心是很有必要的。
教学目标知识与技术一、便学生学会加减法的运算方式，培育学生认真计算和验算的适应，提高计算的正确率。
二、通过加减法的验算，增强加减法互逆关系的熟悉。
3、通过加减法的验算，渗透加法互换律和加减法各部份之间的关系。
进程与方式一、通过生活中常见的实际引用处景引入数学问题，使学生明白加减法验算的必要性。
二、让学生进行自由讨论，在讨论中发觉问题、解决问题。
情感、态度与价值观一、通过实际问题引入验算，使学生明白做事必需认真谨慎。
二、培育学生的自主探讨精神，增强合作意识。
教学重点和难点重点：学会加减法验算的方式。
难点：体会加减法的验算方式的多样化。
book 5 unit 2教案pep人教版小学五年级2
3.Story time
Watch VCD, listen to the tape, try to understand the story.
Step 4.Consolidation and extension
1.Do exercises.
(2)Look at the picture, listen to the tape and read the phrases.
(3)在替换句型中操练新词。
(4)Write the new words and phrases.
2.B. Let’s chant
(!) Listen to the tape, T explains the words: often, sometimes.
Unit2 My days of the week
诸暨市草塔镇小电子教案
编写者：袁天华
执教者：袁天华
执教时间：年月日（周）
课题
Unit2 My days of the week
第四课时
教学内容
Let’s chant B. Let’s learn Let’s chant C. Story time
教学目标
1.Understand and be able to speak two chant.
2.Be able to listen, say, read, write and use the words and phrases: Saturday,
Sunday, do homework,watch TV,read books.
2.Listen to story to others.
【教学设计新部编版】Unit 5 Lesson 2人教版)
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 5 SafetyLesson 2 本课主要学习如何回答别人的好心提醒，分析安全隐患，并熟练运用提醒别人的句型。
【知识目标】使学生能够听说读写本课句型：Be careful! Use the sidewalk. Please wait for the green l ight. It’s safe.等。
【能力目标】掌握目标单词和基本句型能够流利表达自己对安全这方面的想法与观点。
【情感目标】能够清晰分辨哪些是安全的，哪些是有安全隐患的。
【教学重点】能够运用Be careful! Use the sidewalk. Please wait for the green light. It’s safe.等句型进行口语◆ 教材分析◆ 教学目标◆ 教学重难点◆交流和听力训练。
【教学难点】现在进行时态的认识。
Recorder, Multimedia.Step1. Greetings and warm-up activitiesReview the phrases：climb on the window ledge, It’s dangerous. Be careful! play with fire, rundown the stairs等。
Step2. Presentation1.老师：今天我们来学习更多的英语安全知识，打开课本第51页。
2.听录音，学生跟读句子。
3.教师讲解重点句型：（1）Use the sidewalk. 走人行道。
（2）Please wait for the green light. It’s safe.请等绿灯。
它是安全的。
Step3. Practice1．课件展示图片，消声，学生配音。
2．同桌二人为一组进行角色表演。
人教版高中英语必修5 Unit2 听说课名师教学设计
Ss: They are the Queen and the prince of the United Kingdom.
T: Yes. You see that day is the Queen’s birthday. They are having a formal celebration for it.
S: Learn the story of the goddess peak and learn the words and sentence structure about describing a place and telling a story.
2.T: Choose one more famous place for students to practice and give them some hints such as pictures and words.
训练学生聚焦关键信息的听力能力。
训练学生关注细节问题，抓住关键词周边的细节信息，把握故事发展的大意，并综合分析问题。
训练学生快速记忆的能力和速记能力。
通过不同听力任务和练习训练听力能力。
DELC6
3
深度加工知识
Step 4
Post-
listening（听后）(17mins)
1.T: Introduce another Chinese tourist attraction and its story. For example, the goddess peak in ChongQing.
Unit2听说课名师教学设计
教材版本：人教版册数：必修5单元：Unit 2课型（课时）：听说课（第4课时）
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第二单元一、简析单元内容与特点本单元安排了《灰雀》《小摄影师》《奇怪的大石头》三篇精读课文，一篇略读课文《我不能失信》和一个语文园地。
四篇课文所展示的不是他们作为革命家、文学家和地质学家的丰功伟绩，而是他们日常生活中的平凡小事，正是在这些平凡的小事中，体现出了他们崇高的、美好的品质。
需要特别指出的是，在本组的导语中，即明确提出了学生在学习过程中要“收集一些名人的故事，更多地了解他们” 的要求，此外，在《灰雀》课后，学习伙伴的泡泡中也做了相应的提示。
二、教学目标1.认识19个生字，会写40个字，能正确读写44个词。
2.正确流利有感情的朗读课文，体会文中人物的思想感情、心理活动。
3.理解文章内容，分清层次，学习名人的优秀品质。
4.积累优美的词语、精彩的句段，背诵自己感兴趣的段落。
三、教学建议首先要考虑的是衔接问题，要通过本册教材的教学，帮助学生尽快地适应中年级的语文学习。
因此，教师有必要重温一下课程标准中对低年级的教学要求，深入了解中年级起始阶段的教学要求，逐步完成由低年级向中年级教学的过渡。
四、教学重点难点1.识字学词、理解词句仍然是教学重点。
2.加强读书方法和良好阅读习惯的引导。
五、课时分配5.灰雀 2课时6.小摄影师 2课时7. 奇怪的大石头 1课时8.我不能失信 1课时语文园地二 2课时第5课《灰雀》教学案一、学习目标1、学习本课的生字新词，读准和理解有关词语。
2、初步理解课文内容。
知识链接：弗拉基米尔•伊里奇•列宁，本名弗拉基米尔•伊里奇•乌里扬诺夫，（1870年4月22日－1924年1月21日），列宁是他参加革命后的化名。
列宁是著名的马克思主义者、革命家、政治家、理论家、布尔什维克党创立者、苏联建立者和第一位领导人。
他发展了马克思主义，形成了列宁主义理论。
马克思列宁主义者称他为“全世界无产阶级和劳动人民的伟大导师和领袖”。
二、预习学案（一）预习目标1.课文要读得正确、流利，通过相互交流了解课文大意2.注意读准“渣”是翘舌音，“胸”是后鼻音。
3.结合上下文或查字典理解下列词语：郊外、自言自语、可惜、欢蹦乱跳、诚实等词语。
（二）预习内容我会读1.读准生字词：郊外、散步、白桦树、胸脯、婉转、仰望、面包渣、或者、自言自语、可惜、肯定、欢蹦乱跳、诚实2.能正确、流利、有感情地朗读课文。
我会思本文主要讲了，通过预习课文，我懂得了。
我会问通过对课文的预习，我还有这些不明白的问题１.２.三、导学案1．学生自由读课文，要求：读准字音，读通句子，标好自然段序号。
2．赛读课文，以小组为单位进行读书竞赛，互相提提意见、帮助别人读得更好3、勾画描写灰雀的句子，抄一抄。
4、学习字词（1）、指名读生字，新词。
(2)、小组合作学习生字新词，分小组讲解。
对部分学生已掌握的知识以“小老师”的形式互教互学。
进行字词检验，领读、指名读、开火车读……在解决字音的基础上，让学生互相提醒需注意的字形、词意，从音、形、义三方面引领。
四、课堂检测A、观察本课生字特点，记住字形，书写。
B、辨字组词郊（）惜（）低（）渣（）校（）借（）底（）查（）五、课后作业1.抄写自己喜欢的词语和句子。
2.搜集有关列宁和其他名人的故事。
六、板书设计5 .灰雀列宁（喜爱）灰雀男孩诚实知错能改教后反思：本课的教学难点是要求学生从对话中把握人物心理。
我采用多读和形式灵活的练习等方式让学生切实体会人物的心理活动。
同时我还注重鼓励学生大胆思考，积极合作学习，提高学习能力。
第6课《小摄影师》教学案一、学习目标1、学习本课的生字新词，读准和理解有关词语。
2、初步理解课文内容。
知识链接：马克西姆•高尔基，前苏联伟大的无产阶级作家，社会活动家。
他出身贫苦，亲身经历资本主义残酷的剥削与压迫对他的思想和创作发展具有了重要影响。
登上文坛后，他塑造了一系列工人和无产阶级革命者的英雄形象，抨击了西方资本主义制度和反动思潮。
代表作有《海燕之歌》，自传体三部曲《童年》《在人间》《我的大学》等。
前苏联有以高尔基命名的州和城市。
二、预习学案1．我会学利用查字典和已有知识自学生字。
注意“摄、社”（翘舌音）、“躬”（后鼻音）的读音，尤其注意不要将“摄”读成niâ。
2．我知道仔细阅读课文，说一说课文主要写了什么内容，哪些地方给你留下的印象最为深刻。
3．我不解认真阅读课文，想一想是否还有不懂的问题，在课文中作出标记。
三、导学案1、赛读课文，以学习小组为单位进行读书竞赛，互相提提意见、帮助别人读得更好。
2、完整说说课文写了一件什么事。
这篇课文主要写了3、组合作交流，想办法记住生字字形，并说说在书写时应该注意什么。
四、课堂检测1、观察本课生字特点，记住字形，书写2、多音字选择卷juàn( ) juǎn( ) 当dàng( ) dāng（）3、组词校（）期（）安（）罢（）胶（）基（）按（）摆（）4、近义词突然-（）吩咐-（）准备-（）转告-（）五、课后作业1．小练笔：续写这个故事2、主题阅读：阅读主题丛书并做好词句积累。
六、板书设计小摄影师关怀、爱护高尔基－－－－－－－小摄影师有礼貌第7课《奇怪的大石头》教学案一、学习目标二、 1．正确、流利地朗读课文，初步感知课文大意。
三、 2．学习课文生字。
四、学习重点：学习课文生字。
朗读课文，初步感知课文大意。
五、知识链接：李四光，中国地质学家。
曾留学日本和英国。
早年加入同盟会，参加辛亥革命。
李四光毕生倡导以力学观点研究地质构造的发生、发展及组合的规律，认为各种构造形迹是地应力活动的结果，建立了构造体系的概念，创建了地质力学学派。
一、预习学案1.我会读奇怪著名捉迷藏悄悄躲闪严严实实转来转去兴趣历史平整推动旅行专门考察秦岭遗迹研究成果震惊2.我知道1）课文的主要内容是什么？（2）李四光是如何思考和解决自己的疑问的？3.我不解通过对课文的预习，我还有这些不明白的问题（１）（２）三、导学案（一）预习交流，质疑促学1.组长带头，组内交流。
2.全班交流，小组展示。
3.交流质疑，互帮互助。
（二）小组合作探究1.奇怪的大石头“怪”在哪里？2.一块大石头为什么会引起李四光的好奇？3.李四光是如何思考和解决自己的疑问的？4.你从李四光思考解决问题的过程中，你感受到了他怎的品质？（三）探究感悟读了这个故事后，你受到了哪些启发？用“李四光爷爷，我想对你说______________”的句式说一说。
四、课堂检测1、一块大石头，引发了一个重大的科学研究成果，这个成果震惊了全世界！读到这里的时候，你心里有什么要跟李四光爷爷说的吗？把你想说的话写下来。
李四光爷爷，我想对你说：_________________________________________________。
2、这么重的大石头从天上掉下来，力量。
它应该。
可它五、课后作业1.语言积累：抄写自己喜欢的句子和词语。
2. 我的奋斗计划拟订一份奋斗计划，看自己需要怎么做，才能向这些伟大的人靠近。
六、板书设计游戏发现：奇怪的大石头问：老师、爸爸善于动脑奇怪的大石头追根溯源学：地质学执着研究获得成果震惊世界第8课《我不能失信》教学案一、学习目标1．正确、流利地朗读课文，有感情地朗读人物对话。
2．把握文章的主要内容，感受宋庆龄诚实守信的可贵品质，使自己在做人做事上面获得启示。
3．培养独立阅读能力。
二、导学案（一）“读正确”：1、选择一个小组上台展示，按小组自己的方法分工合作朗读全文。
2、其他小组针对个人和小组读文章是否正确的情况给与评价。
（对读音、断句、声音洪亮等角度进行评价）全班分角色朗读课文。
（二）“读明白”1、各小组发言人代表小组交流读懂了什么？例：我们小组理解了几个词语的意思……（板书重点词语）我们组要向大家介绍宋庆龄的生平简介。
我们组知道课文写了宋庆龄小时候因为答应朋友而拒绝去伯父家坚守诺言的事，变现了她诚实守信的可贵品质。
2、思考：从那里可以看出宋庆龄的诚实守信呢？3、学生在文中上寻找、批画后交流。
4、师生共同发现总结：（三）“读进去”1、谁能读出宋庆龄语言的坚决、行动的果断？2、指名朗读、学生评价。
三、拓展阅读，积累语言1.你还知道哪些诚实守信的成语、俗语或故事？请介绍给大家。
2.课外延伸：课外收集有关诚实守信的成语、俗语记在采蜜本上，找有关诚实守信的故事读一读。
四、板书设计准备去伯伯家——盼望想起约定——决定不去宋庆龄诚实、我不能失信父母劝说——拒绝守信，值得我坚守约定——愉快们学习语文园地二口语交际一、学习目标1.培养良好习惯，选择一个课外读到的名人故事讲给同学听。
2.交流读后感想。
3.培养学生的口语表达力。
二、教学重难点：培养学生的口语表达力。
三、教学过程：（一）谈话导入最近在语文课上我们结识了列宁、高尔基、李四光、宋庆龄等许多名人，课外大家也在读名人故事、寻找名人资料，今天我们以小组为单位举行一个故事会。
（二）分组举行1．调整座位，各小组围坐在一起。
2．各人先在组内展示自己所画的名人像或图片，简要介绍自己要讲的故事的主人公。
3．交代讲故事、听故事的要求：（三）全班交流1．各组汇报本组评选出的“故事大王”名单，教师颁奖。
2．荣获“故事大王”称号的同学非常荣幸，“故事大王”们肯定愿意让更多的同学听到你的精彩故事。
哪位“故事大王”给全班同学讲？（四）畅谈感想1．听了组内同学讲的名人故事、“故事大王”讲的名人故事，大家有些什么想法？ 3．一位位名人是一座座丰碑，他们的崇高思想与品格就像一座座灯塔，让我们将他们的形象永远铭记在心中，从他们身上获得力量，学得智慧，向自己的理想迈进。
第二课时一、学习目标1.自主发现引用人物的对话的三种不同形式。
2.读读背背，收集积累名人名言。
培养学生的积累能力。
二、教学重难点：读成语故事，了解故事内容。
三、教学过程：（一）我的发现1．相互比较，这些句子有何异同。
2．学生交流。
3．齐读句子、体会。
4．到学过的课文中再找找相应的例子，并说明属于哪一类形式。
（二）读读背背1．读了不少的名人故事，名人们说过的一些话也闪耀着思想的光芒，多积累一些名人名言，时常回味一下，可以使自己获得启迪，从中汲取力量，今天我们就来学一些，了解了名人崇高的品格，生动的事迹。
2．请各人轻声读书上提供的名人名言，把其中的生字拼读正确，把句子读通顺。
3．指名朗读交流。
教师相机正音指导。
4．齐读巩固。
5．交流各自课前收集的名人名言，有感情地朗读给大家听。
（三）阅读成语故事1．我们汉语中有很多成语都是从历史故事演变来的，一个成语背后包含着一个故事，了解这样的一些故事会使你获得知识，获得教益。
今天就来学一个成语故事——《闻鸡起舞》。
2．各自轻声读故事，注意生字的读音，借助注音认真拼读，把故事读通顺。
3．指名朗读，师生共同正音正句。
4．各自再读。
5 同桌间试讲。