下面是小编收集整理的高一英语第四单元第二教时教学设计，本文共14篇，仅供参考，希望能够帮助到大家。
篇1：高一英语第四单元第二教时教学设计
武进高级中学
Period Two (Speaking)
Aims:1.Learn how to offer other people help, comfort and his particular opinions.
2.Describe people, things, events and people’s feelings.
3. Talk about past experiences.
Retell the story in their own words.
Teaching Design
A. Pre-dialogue
Task 1. Free talk
Task 2.Revision
Questions:
1. Do you remember the person who was caught in an earthquake?
2.What happened to him in the earthquake?
3. What difficulties does he have now in his life?
4. If you are his friend, how will you encourage him and what advice would you offer him?
e.g Don’t worry/ Don’t be afraid/ It will be OK/ You can do it/ Come on/ Keep trying….
Task 3 Make up a dialogue according to the situation
A is having some difficulty in learning English,
B is helping him.
B. While-dialogue
Task 1: Learn the dialogue
1. Listen to the dialogue.
2.Find out all the expressions about offering help, encouraging others and giving advice (Well done/ Just try/ That was a very good ball.)
Task 2: Mechanical Practice( pair work)
1.Act the dialogue out.
Task 3 Practice
The teacher presents three situations, and let some students act as Mother to encourage her child, using the above useful expressions.
Situation 1: A little child is learning to walk, his mother is ahead of him.
Situation 2: A schoolgirl is disappointed because she failed to pass the exam.
Situation 3: A young boy is very sad at his dead pet.
C. Post-dialogue
Task 1: Make dialogues according to the following situations (pair work):
Situation 1: You have just been saved from a terrible earthquake and you are worrying about your family.
Situation 2: Your neighbour will take care of your pet while your are on holiday.
Situation 3: Your house is on fire, but there is a little girl sleeping in bed on the second floor.
Task 2.Performance
Four students act as psychologists. They are good at dealing with the problems on life and study, such as having sports, making friends, getting along with parents and keeping healthy. Let students speak out freely and ask one of them to give them some advice.
Task 3. Homework:
Collect the information about natural disasters and describe them. (work in group of four)
篇2：高一英语第四单元第四教时教学设计
武进高级中学
Period Four (Language and Grammar)
A.Free talk
B.Language study
Task 1. Understand words in different situations
Word study about “advance”and “strike” (individual work)
Judge the different meanings of “advance”or “strike” in the following sentences:
1. The hunter advanced toward the bear carefully.
2. A month has passed but the project has not advanced.
3. He worked so well that his boss advanced him to a higher position.
4. The date of the meeting was advanced form June 10 to June
5. The boy struck the pig with a stick.
6. The workers were striking for higher pay.
7. Typhoon Swan struck Hainan, killing 20 people.
8. On New Year’s Eve, we waited for the clock to strike.
Task 2. Finish the exercises in the text.
Task 3. Talk about people and things using Attributive Clause
First, let students find out some words about things quickly like clock, homework, coat, chocolate, bat, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)
A clock is a machine that/ which tells time.
Second, let students find out some words about persons quickly such as teacher,
parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)
A teacher is a person who/ that teachers you how to learn.
Third, finish Exercise 2 of Grammar orally. (individual work)
Task 1. Expanded reading
Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work)
The Great Fire of London that lasted four days started in the very early hours of 2nd September 1666, which destroyed over three-quarters of the old city. 100,000 people whose houses were wooden became homeless.
The fire began in the house of the King’s baker in Pudding Lane. The baker, who could not put out the fire, got out through a window in the roof. A strong wind blew the fire from the baker y into a small hotel next door, which ten spread quickly into Thames Street.
The next day nearly a kilometer of the city was burning along the River Thames. Many people threw their things into the river. Many poor people whom nobody cared stayed in their houses until the last moment. The fire also destroyed many buildings which had a long history and were famous at home and abroad. The fire stopped only when the King finally ordered people to destroyed hundreds of buildings in the path of the fire.
1. Which of the following can be inferred to the main cause that made the fire spread so quickly?
A. The baker set the fire.
B. The baker’s house was made of wood.
C. Wooden houses were too close to each other.
D. The wind was so strong.
2. What would the King do after the fire?
A. Kill the baker.
B. Give the homeless some money.
C. Leave London.
D. Rebuild London.
Task 2. Finish Exercise 1 of Grammar. (individual work)
Task 3. Homework
Preview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and compound sentences with and, but.
篇3：高一英语第二单元第一教时
省前中英语级提供
Unit 2 English around the world
Teaching Aims And Demands:
1. Learn and master the words and expressions in the Unit.
2. Review direct speech and indirect speech
3. Train the students’ ability of speaking.
4. Train the students’ ability of reading comprehension.
Teaching Important Points:
1. Everyday English:
1) Talk about the differences between American English and British English.
2) Practice talking about requests and demands.
3) Learn some useful phrases.
2. The correct understanding of the passage
3. Grammar: direct speech and indirect speech
Teaching Difficult Points:
Train the students’ ability of reading comprehension
Teaching Methods:
1. Explanation to make the Ss understand the difficult languages in the passage.
2. Fast reading to find out the general information in the text.
3. Questions and answers to help the students go through with the whole passage.
Teaching Aids:
1. tape recorder
2. multimedia
Teaching Procedures:
Section 1
Teaching aims:
1) Listen to a dialogue about American English and British English.
2) Do some exercise about sentence transformation
3) Enable the students to express their own ideas freely
Step1. Lead-in
Step2. Warming up
Although English is spoken on both sides of the Atlantic, slight misunderstanding sometimes may happen between natives speakers from Britain and America. Here is an example. Listen to the tape carefully to find out what their misunderstanding is about.
1. Listen to the tape.
2. Questions:
1) What is it that Joe can’t find in the bathroom?
A toilet.
2) Why can’t he find it?
In American English, the word “bathroom” means a place where there is a toilet and sometimes a bath or a shower; In British English, the word means a place where there is a bath and sometimes a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to takes a shower.
Step 3. Notes to the dialogue
1) Joe is an American who has come to Britain for the first time.
(1) for the first time
(2) the first time
(3) It’s the first time…
e.g. The two students met for the first time at the beginning of term.
He loved the girl the first time he met her.
It is the first time I have been to Paris.
2) What is it that Joe can’t find in the bathroom?
It is / was … that …
Xiaoming broke the window yesterday.
It was Xiaoming that / who broke the window yesterday.
It was the window that Xiaoming broke yesterday.
It was yesterday that Xiaoming broke the window.
→ Who was it that…
What was it that…
When was it that…
Where was it that…
Why was it that…
e.g. Where was it that you met the girl with long hair?
Why was it that he told a lie to us all?
3) You must be very tired.
Present: must be / be doing / do
Past: must have done
e.g. He must be watching TV now. → isn’t he?
He must have seen the movie yesterday.. → didn’t he?
He must have told lies before. → hasn’t he?
Negative: can’t/couldn’t be / be doing / do
e.g. He can’t be at home today, because he went to London yesterday.
She can’t have taken the monkey, for she was with me the whole night.
4) I mean, I found the bathroom.
mean
(1) 意思是；指……而言（后接名词，代词或从句）
I mean this one, not that one.
I mean that he is being unfair.
(2) 打算做（后接不定式）
I meant to give you this book today, but I forgot.
(3) 意味着（后接动名词）
Missing the train means waiting for another hour.
The dark clouds mean rain.
5) There you are.
e.g. There goes the bell.
Here comes the bus.
Here you are. Here it is.
Step4. Listening
1. Listen to the tape
2. Finish the exercises
Step5. Speaking
1. Listen to the tape
2. Finish the exercises
Step4. Homework
1) Make up new dialogues.
2) Translation
1. 我第一次见到她时，他正在帮助学生呢．
2. 这是他有生以来第一次英语考试没及格．
3. ――迈克一定在读什么有趣的东西．
――不，不可能，他明天要考试
4．你是在哪儿遇到那个自称小王的人的？（用强调句式）
5．昨晚，他直到她妈妈下班回来才上床睡觉的（用强调句式）
篇4：高一英语第四单元第三教时教学设计
武进高级中学
Goals
1. Read all the new words and the passages frequently and get the general ideas，try to retell them in their own words.
2.Improve the reading abilities by scanning, skimming, careful reading, generalization,inference etc.
3.Pay attention to some verbs such as roar、mass、fright、crack、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike，etc. and some attributive clauses.
Teaching Design
A. Warming up
Task 1：Free talk(an interview about an unysual experience then questions and answers)
Task 2. Describe unusual experiences.
What natural disasters do you know about?
Have you or your parents experienced a natural disaster?
Can you describe what it was like and how you felt?
B. Pre-reading
Task 1: Look and guess
1. What can you see in the picture?(rapid water , things floating on the water , a womwn trapped in the guarden, a man who tries to help her)
2. What happened to them ?(There’s a flood and both of them are in danger.)
3. What words will you use to describe this disaster?
( scare, mass of water, sweep, struggle, swallow, frightened, flow, etc.)
C. While-reading
a. Fast reading
Question 1. What natural disaster did Flora and Jeff suffer? (Flood)
Question 2. What rescued them? (Chimney)
b. Careful reading
Task 1: Divide the whole passage according to the change of the places. Pay attention to some verbs.
Para 1：In the garden(from”Flora heard…”to”Run!…”)
Para2：On the way to the house (From “The next moment”to”but Jeff had opened the door.”)
Para3：Inside the house(From “Flora quickly began climbing…”to the end.)
Task 2:After catching the general idea of the story,imagine:
Question 1：What was the house like? ( B )
A、a flat B、a two-storey house
Question 2：What words support your idea?(began climbing the stairs)
Task 3 :Read the passage for the second time and finish the following form,then try to retell the story.
Place
in the guarden
on the way to the house
Inside the house
Flood
a loud noise;
a terrible roar;
a wall of water that was quickly advancing towards…;
the water was upon her;
the first wave swept herdown,swallowing…;
a new great wave came,sweeping down …;
the water … was above her knees;
another great roar;
flow around their legs
another wave struck the house;
a strange cracking noise;
the water moved up like…
the water swept past…like…;
a terrible noise …through…;
Reaction
Hear…shouting;
Lookaround…;
see…;
shout…seize...,
Drag…towards…;
both of them went down under water
Pull…up;
hold…;
struggle but can’t…
his … hold her…;
fight for …and finally…;
run when…;
open…;
Begin climbing;
Run up…;
Stop,listen to…;
Start crying…;
Shout;
Look out of the window;
…be destroyed,swept by…;
the house…;
the floor…;
feelings
Surprised;
Want to watch;
Look into each other’s face with a look of fright;
silent
D. Post reading
Task 1 Imagine the end of the story
Task 2 Practice for understanding and word study
1.Why was Jeff looking for the chemney?
2.What does the word“there”in para.1 refer to ?
3.“However, before she could think twice, the water was upon her”
Which is Not the correct explanation to this sentence?
A、She has no idea that the water came upon her so soon.
B、She had no time to think more before the water was upon her.
C、The water came upon her so soon that she had no time to think more.
D、The water came upon her so soon that she didn’t think it for the second time.
4、What’s the Chinese for the phrase “get on her feet”?( )
A、双脚站立 B、爬到脚上 C、淹没脚部 D、踩到脚上
5、Which of the following statements is Not true?( )
A、Flora was so surprised by the coming water that she couldn’t do anything .
B、The garden was completely destroyed by the water.
C、Jeff and Flora were saved by holding the chimney.
D、It was Flora who first found the flood.
6、How many times did Flora fall over on her way to the house? (twice)
7. The word “ after” in “ Tree after tree went down, cut down by the water.” has the same meaning as _________.( )
A. We will come back after 10 o’clock.
B. He would look after my baby when I went shopping.
C. Many tourists will come to visit this temple year after year.
D. The place was named after a famous explorer Columbus.
Task 3. Fill in the blanks according to the text.
Task 4.Give some advice on these topics:
If we were caught in the following situations in our daily life, what can we do to rescue ourselves /to protect ourselves from danger?
Situation 1: We were caught in the flood.
Situation 2: We were caught in the earthquake while sleeping.
Situation 3:We were caught in the fire while working in a tall building.
Situation 4:One of your friends fell into the river while playing on the riverside and were going to be drowned.
E.Homework:
1.Write an composition about an unforgettable experience. 2.Preview the next part.
篇5：高一英语第一单元第3教时教学设计
Section 3
Step1. Revision
Step2. Notes to the passage
1. 皮尔斯布鲁斯南在电影007中总是扮演Jams Bond。
Pierce Brosnan is always playing (the man named) James Bond in the films 007. 1) play = play the part of = act
She is always playing a kind old woman in films.
2) named Chuck Noland = who is named Chuck Noland 过去分词作定语
The girl called Mary is from England.
2. 他的演技如此出色以致很多人爱看他的电影。
His acting is so fine that many people like his film.
Cf. so … that ---- so that
1) so…that
(1) so + a. / v. + that
(2) so + a. + a(an) + 单数可数名词+ that
(3) so + many / few + 复数可数名词+ that
(4) so + much / little + 不可数名词+ that
e.g. 1. He ran so fast that I couldn’t catch up with him.
2. Jack is so smart a boy that he can work out the difficult math problem quickly.
3. I’ve had so many falls that I’m black and blue all over.
4. There is so much room in the hall that it can hold many people.
2) so that
(1) 引导目的状语从句，从句中的谓语动词常和can, many, should等情态动词连用。
（2）引导结果状语从句，意为“因此，结果”，前面通常有逗号。
e.g. 1. They set out early so that they can arrive on time.
2. He didn’t plan his time well, so that he didn’t finish the work in time
3. 上一部电影对他来说是一次挑战，因为他得学习如何驾驶直升机。
The last film was a challenge for him, because he had to learn how to drive the helicopter.
1) challenge challenge sb. to do sth.
e.g. He challenged me to play another tennis game.
I challenge him to a game of chess.
疑问词+不定式作主语、表语
4. 为了学习飞行，他和教官交上了朋友。
In order to learn flight, he developed a friendship with the drillmaster.
1) cf. in order to ---- so as to
in order to 引导的不定式短语既可放于句首又可放于句后。
so as to 引导的不定式短语只可放于句后，不能放于句首。
e.g. 1) China is paying more and more attention to education in order to / so as to catch up with advanced countries.
2) In order to find the book, he searched the whole house.
2) flight on a flight
on表示“正在……中，正从事于”
e.g. They are on holiday.
on the trip / journey on strike on duty
3) friendship通常不可数，表“友谊，”但表示“一段友谊”时为可数名词。
e.g. 1) Real friendship is more valuable than money.
2) There is a friendship of twenty years between him and me.
5. 在拍摄过程中他和同事们同甘共苦。
During the course of screening, he shared his happiness and sorrow with his fellows.
1) 公用；分摊（与in连用，可省略）
We shared the cake.
2) 分配（与out连用，可省略）
share sth. (out) between / among平均分配
The two children shared the watermalon between them.
3) share sth. with sb. 公用；合用
She shares her bed with her little cat.
4) share sth. with .sb. 告诉别人
He shared the story with us.
6. 这部电影很精彩，我要是看了就好了。
This film is very wonderful, I should have seen it.
should have done 表责备，后悔，该做某事而没有做。
------ I’m late for school today.
------ You should have gone to bed early last night.
Homework
1. Review the language points.
2. Finish some exercises in KKL.
篇6：高一英语第五单元第四至第五教时教学设计
武进高级中学
Period 4 Language points
The Script: n. text of a play, film, broadcast, talk, etc eg. a script editor
v. write a script for (a film, play etc) eg. a film scripted by a famous novelist
Win a prize eg. She won first prize in the 100 meters race.
The reason why… is that… eg. The reason why many people want to buy it is that the price is low.
Studio: place where cinema films are acted and photographed
pl studios
Take off: 1)suddenly become successful or popular eg. The new dictionary has really taken off.
2)(of a plane) leave the ground and begin to fly
3)leave hurriedly or suddenly eg. When he saw the police coming he took off in the opposite direction
blockbuster: book or film strongly promoted by its producers to increase sales
Afraid be afraid of sb/sth
be afraid to do sth / be afraid of doing sth
be afraid of ding sth / be afraid+ that clause
I’m afraid…
Go wrong: experience trouble eg. The experience went disastrously wrong
make a mistakes eg. If you read the instructions, you’ll see where you went wrong.
(of a machine) stop working properly
When asked about the secret of his success, Steven Spielberg said that he owes much of his success and happiness to his wife and children.
When asked about…=when he was asked about…
Owe…to…:1)recognize sb/sth as the cause or source of sth; be indebted to sb/sth for sth eg. He owes his success more to luck than to ability.
2）be in debt to sb eg. I owe ten dollars to my father.
3 ) feel gratitude to sb eg. We owe our parents a lot.
Period 5 Grammar
Attributive clause
a..1). Explain the attributive clauses with adverbs where, when, why using sentences in the textbook.
Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.
1958 was the year when Spielberg made his first real film.
The reason why Spielberg could not go to the Film Academy was that his grades were too low.
Tell Ss : You can join sentences with where when you mean “at that place”, and use when if you mean “at that time”. Sometimes why is used after the word “reason”.
2)Then ask them to make sentences using attributive clauses with where, when and why respectively.
3)Ask students to do Exercise1 on P33
Complete the following sentences using which, why, where or when.
1. Hangzhou is the place where I went last summer.
2. He read the book which his sister had told him about.
3. The reason why Peter is so happy is that he passed the exam.
4. I remember the day when my father died. I was only ten years old at that time.
5. Please give me the reason why you were late this time.
6. I will go back to the place where I grew up and live there forever.
b. 1) Explain the attributive clause with prepositions
The woman who/whom Spielberg is married to is an actress.
The woman to whom Spielberg is married is an actress.
Tell Ss: When you use a relative pronoun with a preposition, you have two choices, and placing the preposition before the relative pronoun is more formal.
篇7：《夏天》第二教时教学设计
《夏天》第二教时教学设计
.教学目标：1.认知目标：品词析句，理解课文3-6自然段。
2.技能目标：(1)学会有感情地朗读课文，并能背诵写雷雨后的几段课文。
(2)能仿照课文的句式把句子写具体。
3.情感目标：(1)感受课文描绘的自然美、语言美、受到美的熏陶。
(2)培养学生欣赏大自然美景的情趣。
4.养成目标：学会运用多种阅读方法，养成鉴赏、积累好词佳句的习惯。
二.教学重难点：
通过感情朗读，欣赏雨后的美丽景色，理解雷雨给柳叶、小花、小鱼及人们带来的快乐，感受文章的语言美。
三.教法学法：
多媒体辅助教学 读读悟悟 自主学习
四.课前准备：
1.布置学生注意观察夏天雷雨前后及雷雨时的景象。搜集有关雷雨后景色优美的好词佳句、诗歌文章。
2.课件（雷雨时，雷雨前后美景及课文句子）
五.教学过程：
(一)感受夏天雷雨前的闷热
1.背古诗、儿歌、绕口令.
(二)谈话揭题
小朋友们，背了上面几首诗和儿歌之后，你有什么感受？（热,热锅上的蚂蚁,像在火炉旁）现在你最想干什么？这节课，让我们一起走进夏天，去欣赏雷雨时，雷雨后的特有景象吧！
(三).品读第3自然段，体会雨大
1.小朋友，你们看，一场大雨快来了。
（课件演示：乌云、雨声、雷声等雷雨的实况）
2.说说你看到了什么？听到了什么？
3.看来就要下一场大雨啦!书上是怎样写下雨的？请自由读读课文第3自然段，
用“―”划出写下雨的.句子，并大声读一读。
4.出示：
“哗！哗！哗！大雨快活地下。”
＜1＞ 读一读写下雨的句子，告诉大家你读懂了什么？
（板书：哗！哗！哗！）
＜2＞ 谁能读出雨大的感觉？自己试一试
（谁能读得更大一点！）
＜3＞ 除了大雨，还有谁会快活？你能看着雷雨前的的景象用这个句式说一说吗？（同桌讨论）
多媒体演示雷雨前景象及句示
“_____热得_____。下大雨了，它真快活。”
（当学生说出地上、水中、天上的事物时，教师逐个板书：热！热！热！）
＜4＞ 让我们在一起快活地读一读吧！
(四) 品读第4、5、6自然段，体会雨后美。
1.雷雨过后，景色可美了让我们去欣赏一下吧。
(1) 自由读读课文第4、5、6自然段。用“～～”找到你最喜欢的一处景色。
用你最喜欢的方式读一读，待会儿咱们来交流这个问题：你为什么喜欢？
(2) 反馈：
① 太阳又出来了，天边挂起一道彩虹。
（联系《虹》体会彩虹的色彩美，形状美）
喜欢这一句的小朋友一起把句子读好。
② 柳叶，小花滴着水珠，像刚洗完澡，多干净多精神。（课件展示）
<1> 刚洗完澡的柳叶，小花真有精神，笑咪咪的，他们在说些什么呢？
（想象说话）
<2> 你认为读好这个句子要读好哪几个词？
（让学生自己体会后说一说）
<3> 同桌比赛读（说说你应该向他学什么？）
<4> 读到这儿,老师相信大家一定能把句子背下来，谁开个头？
（个别试背――愿意背的齐背）
③“湖里,小鱼摆着尾巴游得多高兴。”
<1>你能用“谁干什么”说说这个句子的意思吗？
出示：湖里，小鱼在游。
比较读读,这两句句子有什么不同。
（书上这一句“摆着尾巴”把“怎样游”写具体了。“多高兴”把“游得怎么样？”写具体了。写出了小鱼很活泼，很高兴。）
---------------------------
<2>你能用这个句式看着书上的图把这两个句子说具体吗？选一句说一说。
出示： 天空中，小鸟在飞。
湖面上，人们在说。
<3>你能找个朋友边做动作边读读这一句?
试读──个别读(配上动作)──齐读（配上动作）
④ 水像面镜子，照着天，照着桥，照着那队过桥的小学生。
<1> 男生读──女生读── 喜欢这一句的站起来读一读。
<2> 湖水很清很清,它还照着什么？用书上的“照着......照着.......” 说一说！
(柳树姐姐婷婷玉立的身影，刚洗完澡的大山,天空
篇8：《水》第二教时教学设计
《水》第二教时教学设计
一、教材分析。
《水》是苏教版国标本第十册的一篇课文，原文题目为《饿水》。这是作家马朝虎写的一篇回忆童年生活的散文，形散神聚。文章写了“我”出生的村子严重缺水，人们爱水、盼水、节水。两处细节描写：下雨时，在雨水中洗澡；炎热时，母亲用“一勺水”为“四兄弟”消暑纳凉，给我们留下深刻的印象。课文采用反衬的写法，通过村民洗澡时的“痛痛快快”、四兄弟冲凉时的“舒服”，衬托出缺水的苦涩，同时传达了作者朴素的生活哲理：虽苦犹乐，只要热爱生活，那么希望永存。
二、设计思路。
“阅读是学生的个性化行为，不应以教师的分析来代替学生的阅读实践。应让学生在主动积极的思维和情感活动中，加深理解和体验，有所感悟和思考，受到情感熏陶，获得思想启迪，享受审美乐趣。要珍视学生独特的感受、体验和理解。”这是《语文课程标准》倡导的基本理念之一。本课紧扣两幕情景，通过朗读引导，联想描述，精批细读，探究形式等教学策略，达成教学目标。在品读课文时，以读为主线，在读中整体感知，在读中有所感悟。
三、教学目标。
1、能正确、流利、有感情地朗读课文。
2、精读课文2——6自然段，通过想象、联想、对比等方法，体验缺水给村里人带来的苦与乐，并体会文中生动描述的方法和全文所采用的“反衬”的写作方法。
3、通过具体的语言材料，感受水的珍贵，激发学生珍惜水的情感。
4、继续养成边读边想、细细品味、圈画批注等阅读习惯。
教学目标融课文内容探究、语言形式学习、良好习惯养成于一体。既有终点目标的达成要求，又有达成目标的过程、方法渗透。
四、教学重、难点。
1、重点：精读课文2——6自然段，通过想象、联想、对比等方法，体验缺水给村里人带来的苦与乐。
2、难点：体会文中生动描述的方法和全文所采用的“反衬”的写作方法。
五、教学预设。
（一）复习导入。
捧起书本一起品读课文的第一自然段，再次感受水的珍贵。（学生读）假如你生活在这样一个缺水的村子里，你会有怎样的感受？
总结：缺水的滋味用一个字来形容：苦！（板书：苦）
（整个教学过程都是“苦乐交织”，层层推进的。教学伊始，回味取水艰难，以求教学的完整，让学生未入文境先有情，继而深入文本体会情感。）
（二）品“天浴”之乐。
自由朗读文字，边品读边想象当时的情景：你仿佛看到了什么？听到了什么？假如你就是雨中洗澡的孩子，你会怎样高兴得大呼小叫？
你能把这股高兴劲读出来吗？试一试。学生点评。（点评：读好关键词语，把快乐的心情带入了文字）谁来挑战，能比他读得更好。（掌声，点评：感觉你就是雨中一个欣喜若狂的孩子）
叶圣陶：“学语文要靠自己读书，自己领悟”为此我创设情境。想引导学生换位思考去体会课文内容。为了在有限的时间里让教学更为扎实、更为有效，在学习这段时，我没有做过多的分析与指导，我尽量创设给学生充分读书的机会，我们都知道，朗读是语文教学最基本的有效方法。有助于理解课文内容，促进语言的发展，陶冶学生的情操。
（三）品“风干”之苦。
1、（1）谁来说说风干的意思。
（2）你见过被风干的东西吗？什么样儿的？
（3）那么“人好像被风干了”是怎样的呢？
2、作者用了一个形象的比喻，把四兄弟比作了（出示）请同学来读读这个有意思的句子（出示图）这是一株已经失去水分、没有生命活力的狗尾巴草，请你展开想象：干燥、炎热煎熬中的四兄弟会是什么模样？谁能用几句话完整地描述一下四兄弟此时的模样。
本环节抓住了“风干”这个词，引入了对比喻句的品味，同时通过看狗尾巴草图片联想四兄弟的模样，训练说话能力，为更好地体会下文勺水消暑的`快乐作好铺垫。当然，教学的时间有限，我们不可能在课上把所有的解读都呈现给学生，这就要求我们在钻研教材，确定学习内容时要有所取舍。
（四）品“勺浴”之乐。
1、请同学们快速默读第4、第5自然段，用“~~~~”画出触动你心弦的感人语句，在旁边写写感受。
2、组织交流画到的语句及批注。
（高年级学生要形成一个良好的读书习惯，要做到“不动笔墨不读书”，既要让学生学会快速浏览课文，又要学会静下心来细细地品读每一句话，和文本进行深入对话，充分发挥学生的自主性，利用学生的阅读体验，来带动整个教学环节的有序进行，做到“教学无痕”。这样，每一个学生都积极投入到阅读活动中，交流个性化解读正是放飞学生独特体验和灵动思想的最佳契机。）
3、请同学们闭上眼睛，细细体会冲凉的幸福。（出示，教师配乐朗读）感觉怎么样？请自由品读文字，把体会到的情感读进语句中。
4、作者为什么能把这种感受写得如此真切呢？（出示）请读读这个句子，对比一下，你发现了什么？（小组内先交流）
这么生动的语言更像是一首优美的诗。（转换成诗的形式）
（配乐齐读）让我们一起美美地读一读，尽情享受这幸福的一刻。
5、母亲为什么不说“渴”而说“饿”呢？（一方面，联系上文，用词更加准确，意指需要。另一方面，更能体现出对水的渴望程度。）
教师引导学生品词析句，体会文章修辞、想象、遣词的精妙，然后在读中整体感知，切实进行审美、方法的指导。如果把阅读感悟文本比作语文文字训练“一翼”的话，那么领悟作者是如何具体写清“有水乐”，揣摩“细腻生动地表达”这一写作方法就是另一不可缺失的“另一翼”。《语文课程标准》中明确指出：第三学段学生“在阅读中揣摩文章的表达顺序，体会作者的思想感情，初步领悟文章基本的表达方法。”
作家马朝虎最初原文的题目就是《饿水》，文章选入语文课本的时候做了适当的修改，感兴趣的同学可以找原文来读一读，体会作家质朴的文字和真挚的情感。
（虽然《水》这一篇课文的教学已结束，但学生的阅读兴趣又被激发出来了，这也是课外阅读的开始。）
（五）升华主题。
1、《水》这篇课文，作者为我们描绘了三幕动人的情景（指板书）缺水给村里人带来了苦，而作者却生动地描述了水给村里人带来的乐。作者为什么要这样写呢？
这是一种强烈的对比，越是渲染雨中洗澡、勺水消暑的快乐，越能衬托出漫长日子里缺水的苦涩。这种写法叫“反衬”。（板书）
2、关于水，作家有太多复杂的情感，苦、乐交织，构成了童年生活的底色。课文学到这儿，你又有了哪些深刻的体会？
（此时，学生的情感被激发出来了，他们肯定有话要说，教师趁热打铁，提升学生思维的深度，进行情感价值观的引领。无论是反省自己以前用水的毫无节制，还是悟得人生的道理，不管是什么。只要同文本进行了交流，就都是学生一种可喜的学习后的收获。）
篇9：第四单元教学设计
第一节质量守恒定律 教学目标 知识技能：通过实验的测定，使学生理解质量守恒定律的含义及守恒的原因；能解释一些简单的实验事实；能推测物质的组成。 能力培养：初步培养学生应用实验的方法来定量研究问题和分析问题的能力 科学思想：通过本课的学习，使学生树立相信科学、尊重科学和依靠科学的思想。 科学品质：通过实验的操作，培养学生认真仔细、严谨求实的科学品质。 科学方法：通过对实验现象的观察、记录、分析，使学生学会由感性到理性，由个别到一般的研究问题的科学方法。 重点和难点 1.重点：质量守恒定律的涵义及应用。 2.难点：质量守恒定律的涵义的理解及应用。 探究过程 【复习提问】 1.分别写出实验室制备氢气和氧气的文字表达式。 2.化学变化的实质是什么？（利用原子、分子的观点） 【探究新知】 ［引入］由实验室制备氢气和氧气的两个文字表达式可以看出，用文字表达式写起来很麻烦，而且不能表示反应物和生成物的组成，也无法反映各物质间量的关系，是否可用一个式子来表示物质之间的化学反应呢？新的一章我们将重点研究这个问题。 ［板书］第四章 化学方程式 我们知道，由分子构成的物质在化学变化中：
分子
原子
新分子
新物质
破裂成
重新组合
聚集成
化学反应前后元素种类、原子种类没有改变，物质种类、分子种类一定改变，那么，化学反应前后物质的总质量是否发生变化呢？同学们可以猜测一下。 下面我们通过实验来研究这一问题。 ［演示1］白磷燃烧前后质量的测定 ［结论1］反应前后物质的总质量相等 ［演示2］硫酸铜溶液与氢氧化钠溶液反应前后质量的测定 ［结论2］反应前后物质的总质量相等 ［问题讨论］两个实验所得到的结果是巧合、还是具有普遍意义？ 无数实验证明，参加化学反应的各物质的质量总和等于反应后生成的各物质的质量总和。我们把这个规律叫做质量守恒定律。 一、质量守恒定律 1.定律内容：参加化学反应的各物质的质量总和等于反应后生成的各物质的质量总和。这个规律叫做质量守恒定律。 ［问题讨论］①铁生锈后的质量大于铁的质量，能否用质量守恒定律解释？②蜡烛燃烧后化为乌有，是否符合质量守恒定律？③100g 水加热蒸发得到100g 水蒸气，能否用质量守恒定律来解释？ 2.注意：①参加化学反应的各物质质量总和中的“参加”二字是指真正参加化学反应的各物质。②生成物的质量应包括沉淀、气体等全部的生成物的质量。③质量守恒定律适用于化学反应。 ［问题讨论］为什么参加化学反应前，各物质的质量总和等于化学反应后生成各物质的质量总和呢？ 二、化学反应前后质量守恒的原因
原子的种类
原子的数目
原子的质量
三不变
［练习］1.化学反应前后，下列各项中肯定无变化的是__________。 ①原子的数目 ②分子的数目 ③元素种类 ④物质的总质量 ⑤物质的种类 ⑥原子的种类 2.蜡烛燃烧后的产物有二氧化碳和水，根据质量守恒定律可知，该物质的组成中一定含有_________元素，可能含有_______元素。 3.现有a、b、c三种物质的混合物，a占25g，b有10g，c有5g，将混合物置于密闭容器中共热至反应停止后，发现容器内含有a为10g，b为21g，并有新物质d。求：该反应中反应物与生成物各物质之间的质量比。 4.将4.6g某化合物放入纯氧中完全燃烧，生成8.8g二氧化碳和5.4g水。问这种化合物中含有哪几种元素？试写出该化合物的化学式。 ［小结］①质量守恒定律的内容 ②质量守恒定律的微观解释 ③质量守恒定律的应用。 ［作业］课本p70 1、2
篇10：英语九年级第四单元教学设计
This period is about the part—“Grammar Focus” of unit 5. It focuses on passive voice with relevant exercises designed to practice the language point. It is a linking part of the whole unit, and makes students realize the significance of passive voice.
Ⅱ. Teaching Aims:
1. To enable the students to analyze the structure of those passive sentences;
2. To get to know how to change the voice of the sentences.
Ⅲ. Important Teaching Points:
1. To encourage students understand the passive voice in English.
2. To help students apply the passive voice in sentences.
3. To make the students realize difference between active voice and passive voice.Ⅳ. Difficult Teaching Points:
1. How to change the sentence from active voice to passive voice.
2. How to make students utilize the passive voice.
Ⅴ. Teaching Methods:
1. Talking to improve the students’ speaking ability;
2. Situational dialogue to arouse the interest of students;
3. Discussion to make every student work in class.
Ⅵ. Teaching Aids:
1. The multimedia
2. The blackboard
Ⅶ. Teaching Procedures:
Step1 Lead-in
1. Greet the whole class as usual.
T: Class begins! Good morning everyone! Sit down, please! Today, we will come
to learn Unit5, grammar focus, passive voice. Take it easy! Firstly, we will watch a short film from the “Freaky Friday”.
2. Review a short video from the film (Freaky Friday) we have watched.
(1) Ask Students to act the film.
(2) The others talk about what they are doing.
T: can you remember the last four sentences of the video? (Play the slides) And try to imitate these sentences with me, OK? (Practice for 3 times) Now, try to role play in pair. OK, go!
3. Review the passive sentences we have learned in this unit.
(1) Read the passive sentences on the screen.
(2) Try to find out the model of the passive sentences.
Step 2 Grammar learning
1. Structure of passive sentences
T: As we all know, sentences can be divided into passive voice sentences and active voice sentences. What is the similarity of these sentences?
Active voice
(On the blackboard) Voice
Passive voice
T: As we can see, the structure is like “be + v-pp” (write on the blackboard). T: We have just mentioned, “我乘坐机车是不被允许的” how to say?
T: Then,”抽烟是不被允许的”how to say?(play the slide)
T: Let’s see some past participant of some usual v
erbs. There are three types changes of v-pp. (play the slides)
T: The jacket _____ (make) wool. (Play the slides).
A bank _____ (rob) yesterday. (Play the slides).
The rice _____ (grow) in China. (Play the slides).
T: OK, turn to page 36, group4 and group5 read the questions, and group 1/2/3
read the answers. Clear? Are you…ready go!
2. Voice exchange
(1) Simple sentence “刘谦变魔术” how to say?(Play the slide) Then, how to
change it into passive voice?
(2) 4 steps of change the voice of a sentence. (Play the slides)
(3) Many people speak English all over the world. (Demonstrate the 4 steps on
the blackboard)
Step 3 practice
T: Until now, we have learned the way of change the voice of a sentence. Do you know how to do it?
T: According to the four steps, we can rewrite following sentences. And try to finish 4b in groups, OK?
T: OK, let’s check the answer.
T: Let’s do some exercises to apply the passive voice in sentences. (Show them some photos of their everyday activities and give them some help in necessary.) Try to describe the picture by two voices; you can do it in pairs. OK, go!
T: Who would like to share your answer with us? (Point 4-5 pairs)
Step 4 Homework
1. Finish the Section A of the Exercise book;
2. Prepare for the dictation.
篇11：高一英语必修一第二单元教学设计
Unit3 Is this your pencil?(period 2)
Step 1. Warm up
Greeting
Step2. Revision
a. T: Look at the blackboard.Can you guess“What’s that?”
(PPT出示Is that a...)
S:Is that a pencil?
T:Yes,it is.It’s a pencil.whose pencil is it?
S:it’s Mike’s.
T:Who helps Mike find his pencil?
S:Yangling and LiuTao.
T:Where’s the pencil?
S:在桌子底下
T:Yes,it’s under the desk,on the floor.
b. Read the story.
c. Act the story.
d. Help WangBing find his pencil case.(拓展表演)
Step3. Presentation
1.Learn the new words
a. T: We help Wang Bing find his pencil ,do you know what’s in the pencil?Let’s have a look?What’s this ?
S: It’s a ruler.(教读)
The same way teach: crayon ,school bag
b.Play a game (review words)
c.Spell the words
d.Show the stationaries to classmates:
This is my...
That’s my...
2.Play a game: Fun time
a. Answer the question
b. Play a game (出示游戏方法，让学生知道该怎么玩游戏)
c. Consolidation
失物招领
T: This morning.I got sth.in the classroom,whose are they ?Can you help me find their owner?(事先收集一下同学的学习用品)
S:(学生帮老师寻找失主)
T：Good job! I hope everyone can be helpful to your classmates.
d.Learn: Rhyme time
Oh,here’s a ruler too,is this your ruler?
S;No,it isn’t.
T：Where’s the ruler?
S: 在地上
T：Yes,it’s on the floor.(教读) 板书floor
T: Where’s the ruler?
S:It’s on the floor
T: It’s on the floor,beside the door (教读) 板书door
T(出示图片)Who’s he ?He’s Mr.Fuller.(教读)
Let’s say “Hello” to Mr. Fuller.
S: Hello,Mr. Fuller.
T:Let’s learn this rhyme ,its name is “A ruler”
出示歌谣句子，逐句跟读，跟节奏伴读。
Step3 Homework
Read the words Read the rhyme Find the owner
反思：1.整节课复习了story time ,新授fun time 和rhyme time ,每个环节都是由游戏过渡而来，看似松散，实则都在老师的掌握之中。
2.思路清晰，趣味性强，句型在游戏中掌握的比较好，但是在寻找失物的时候，学生活动的时间还可以再长一点，在检查学生活动时也要关注其他同学的活动情况。
3.整节课主线比较清晰，在rhyme 的时候让学生感受到了韵脚，这样易于学生的掌握。
姜主任：关注语音语调、关注语言、关注习惯、关注评价。
篇12：高一英语第四单元Travel
科目 英语
年级 高一
文件 high1 unit4.doc
标题 Travel
章节 第四单元
关键词
内容
教学目标
运用所学语言，围绕旅游这一题材，完成教材书和练习册中规定的听、说、写的任务。阅读课文“A travel diary”，确切理解，并完成有关课文内容的练习，进一步熟悉日记的书写格式。
二、语法
现在进行时表将来的用法。
三、日常交际用语
Give my regards to … / Have a nice time / say “Hello” to sb. From me
The same to you. / How about you? / Good luck
四、重点与难点分析
⒈Jane and Betty are going on separate holidays in a few day's time.
现在进行时用来表示一个在最近按计划或安排要进行的动作。仅限于少数词：go, come, leave, start, have, take, stay, give等。
①We're having an English evening tonight. 我们今晚有英语晚会。
②I'm meeting Peter tonight . He's taking me to the theatre. 今晚我要和Peter会面，他要带我去看戏。
③They're playing some folk music next. 他们下面将演奏一些民乐。
④How are you going-by boat or by train ? 你们怎么去，坐船还是坐火车？
⒉ Do give her my regards.
如果句子里没有助动词，可以用do来加强语气，使用do的场合有以下几种：
①You do look nice today! 你今天气色真好！
You look nice today! 你今天气色不错！
②If you do find the book, send it to me. 如果你真的找到了这本书，给我送来。
③He doesn't often visit me, but when he does visit me, he stays for hours. 他很少来看我，可是他一旦来了，就是好几个小时。
④─Why you didn't go there ? 你为什么不去？
─I did go there. 我去啦！
⒊Say “Hi” to Bob from me. 表示向某人问候的语句还有：
send/give my best wishes / love / regards to sb.
⒋The same to you. 你也一样
①─Happy new Year.
─The same to you.
⒌Our guide is cooking supper-I can smell it.
情态动词can / could与see, feel, hear, smell连用，表示此时此刻正有的感觉。
①All night long I can hear the strange sounds of wild birds and animals .
我整夜都听见野生鸟兽发出的奇怪的声音。
②I can feel something crawling up my leg.
我感到什么东西正顺着我的腿往上爬。
③We can see then flying along the river.
我看见这些鸟顺着河飞。
⒍We can't travel through the forest by road.
Through表示动作是在某一物体的空间进行的。自这端（边）进入至那端（边）出去，“穿过”。
①He pushed his way through the crowd. 他从人群中挤过去。
②We went though a wood to the village. 我们穿过一个树林到了那个村庄。
注意与across的区分 across表示动作是在物体的表面进行的如；
③The river was frozen, so we walked across the ice to the other bank.
河面上结了冰，所以我们从冰上走过去。
⒎I think it is wrong to eat monkeys.
think, find, feel引导的宾语从句可以省略that这一句型可省略为I think it wrong to …
同样的句式：I feel / find it +形容词 / 名词+to do
①I find it difficult to work with him. 我发现和他一块工作很困难。
②She thinks it her honour to be invited to speak here. 她觉得应邀到这儿演讲是她的荣幸。
③They felt it easy to finish the work. 他们认为完成这项工作很简单。
⒏I was just about to go swimming.
①Hurry up! We are about to start. 快点，我们马上要动身了。
②He was just abut to leave when we arrived. 我们到的时候，他正要离开。
⒐The population of the country is growing every minute.
population作“人口”讲时，一般不作复数，人口众多时用has a large population或has a population of…
─What is the population of this city?
─The city has a population of two hundred million.
⒑I could see nothing except a great fire and lots of smoke.
Nothing except / but = only
①I've eaten nothing but bread since Sunday. 从星期天以来我只吃了面包。
②Everybody has arrived but Jack and Tom. 除了Jack和Tom大家都到了。
③He couldn't do anything but sit there and hope. 他别无他去，只能坐在那儿往好里想。
⒒They can sell their beef at a high price以高价出售
①at表示价钱、速度
run at 60 miles an hour. 以每小时60英里的速度行驶。
at full speed 全速
sell at 2 Yuan 卖2块钱
⒓They move on to a new place every two or three years.
every与基数词、序数词，other和few连用，表示重现或时间空间的间隔。
①Write on every other line. 隔行写
②There are buses to the station every ten minutes. 每隔十分钟有公共汽车进站。
⒔be made of, be made from和be made into, be made in, be made up of的区别
①The deske are made of wood. 看得出原材料的。
The bridge is made of stone.
②The wine is made from rice. 看不出原材料的。
③Glass can be made into many kinds of things. 玻璃可割成许多种东西。
④This watch is made in China. 这块表是中国制造的。
⑤The team is made up of three girls and five boys. 这个队由3个女孩和5个男孩组成。
⒕ 日记的格式
左边顶格写日期，右起写天气，写日记一定要注意人称和时态，通常情况下使用第一人称和一段过去时。
sunny阳光明媚 windy有风的 cloudy多云的 rainny下雨 snowy有雪
典型题题：
⒈We ______ each other the best of luck in the examination.
A. hoped B. wanted C. expected D. wished
⒉How ______ can you finish the drawing.
A. often B. soon C. long D. rapid
⒊How beautifully she sings! I have never heard ______ .
A. the better voice B. a good voice
C. the best voice D. a better voice
⒋If I had ______ , I'd visit English.
A. a long enough holiday
⒌His father is in hospital. He goes to see his father _______.
A. every other day B. each two days
C. every the second day D. every second day
⒍Are you coming to ______ at the station?
A. see as over B. send us C. see us off D. see us out
⒎I found a very good dictionary in the bookshop, but I _______ any money with me.
A. happened to have B. happed not to have
C. didn't happed to have D. happened having
⒏ _______ weather it is !
A. what a fine B. few fine C. what lovely D. what a lovely
⒐The museum is not opened to the public ______ on Sundays.
A. except B. without C. beside D. except for
⒑Most of the population there _______ women.
A. has been B. was C. is D. are
⒒I don't think she had a good time there, _______ ?
A. did she B. do I C. didn't she D. doesn't she
⒓I go there every three days. Last time I went there on Sunday. Next time. I'll go there on ______.
A. Wednesday B. Thursday C. Tnesday D. Friday
答案及分析
⒈D 动词wish可用wish+n. / pron.+n的结构 此句意思是：“我们彼此祝愿考试时好运。”
⒉A How often对表示“频率”性的状语提问；how soon对表示“过多久”的状语提问；how long对表示“多长时间”的状语提问；how rapid表示“速度”的状语提问。
⒊D 题干提供了一个两者之间比较的语境，意思为：“她唱得多好啊！我从来没听过比这还好的嗓音。”
⒋A long和enough同时修辞holiday，enough+n.，adj+enough 例如：I have no enough money. You are old enough to go to school.
⒌A 每隔一天去一次
⒍C see sb. off 送别
⒎B happen to表示“碰巧”… 在书店我发现了一本好字典，但碰巧我没带钱。
I happened to be out when he called. 他来电话是我正巧不在家。
⒏C weather是不可数名词。
⒐A 除了每个星期日，博物馆不对外开放。on Sundays表示“每个星期日”
⒑D population表示“人口”时用单数，这句话中表示people，用复数。
⒒C 我觉得她玩得不好，是不是？
⒓A 我每三天去一次，上次是期日去的，下星期三再去。
篇13：中学生《鲸》第二教时教学设计
【教学要求】
1、了解鲸的形体、种类、进化过程和生活习性，培养热爱科学的兴趣。
2、理解课文是怎样把鲸的特点写清楚的。学习抓住事物特点来介绍动物的一般方法。
3、学会本课生字新词。
【教学重点】
学习抓住事物特点按照一定顺序来写的方法。
【教具准备】
1、自制CAI课件。
2、鲸形纸片5张。
3、CAI教学系统。
【教学过程】
一、复习旧知
按顺序说说课文介绍了鲸的哪些方面的知识。(板书。)
二、导入新课
三、读课文，理解课文是“怎样写”的
1、听读第一段，思考：
作者抓住什么特点来写鲸的形体大小的?
2、交流：
追问：哪几句是写“大”的'?(五句全是。)
3、小结：
围绕一个意思写清楚。
4、讨论：
作者用了哪些方法来写鲸的“大”的特点的?
讨论后小结：(板书)比较、数字、举例、打比方……
5、总结第一段的学习方法。
6、学生运用上面方法自学第四段，分组讨论。
7、学后交流;检查指导：
重点指导：
⑴ 写水柱的样子时用“喷泉”比喻，好在哪里?
⑵ 鲸是怎样睡觉的?指名在展示台上用鲸形纸片摆一摆鲸睡觉的样子。
四、品析课文，了解课文“写得怎样”
1、比较，讨论：
如果将课文最后两句中的数字换成“很长”、“很重”等词，和原句比一比，哪个好?
2、小结：
运用数字说明，具体、清楚，便于理解。
3、讨论：
课文第二段为什么不用数字法讲鲸的进化，而是用了“很远”、“很长很长”等词呢?
4、小结：
运用数字法(或其它方法)要注意准确、恰当。
5、谈一谈：
课文还有哪些地方写得好?为什么好?
五、总结
1、结合板书，说说课文是怎样写鲸的。
2、师：我们可以学习课文的说明方法写其他的动物。
六、练习
1、教师说句子，学生听后说出句子中用了什么说明方法。
⑴ 这个苹果跟我的拳头差不多大。
⑵ 太阳离我们有一亿五千万公里远。到太阳上去，如果步行，日夜不停地走，差不多要走三千五百年;就是坐飞机也要飞二十几年。
2、口头练说：
用课文中学到的某一种说明方法说说某种动物的某一个特点。
七、布置作业
观察一个小动物，写一篇短文。
篇14：《三打白骨精》第二教时教学设计
《三打白骨精》第二教时教学设计
教学目标：
1、理解由生字组成的词语。有感情地读，领悟孙悟空、唐僧和白骨精的特点，能够正确、流利、有感情地朗读课文。
2、在学懂课文的同时，感受孙悟空善于揭穿白骨精的妖术，勇于斗争到底的顽强精神，体会孙悟空的坚定、机智和勇敢。
教学重点：
重点：有感情地读，通过语言文字的品读，领悟孙悟空、唐僧和白骨精的性格特点，
教学过程：
一、导入教学
1、上节课我们初步学习了《三打白骨精》这篇课文，能用自己的话说说课文的主要内容吗？
2、正因为白骨精的三变，所以就有了孙悟空三次棒打，那么，三次斗争的情形又有什么不同呢？请大家快速浏览课文，看看第一打第二打第三打。
二、精读课文
第一次斗争
1、请大家轻声读读24小节，第一次斗争的情形，分别画出描写孙悟空、唐僧和白骨精的句子，注意抓住关键词语，体会人物的性格。
2、学生读课文，画语句子：
3、引导学生阅读以上的内容，看看从哪些词语可以体会到人物的性格。
4、交流汇报。（教师适时予以指导）
白骨精
白骨精不胜欢喜摇身变作美貌的村姑，拎了一罐斋饭，径直走到唐僧面前妖精扔下一具假尸首，化作一缕轻烟逃走了。
指名读（出示段落）
自言自语是怎么说？ （自己跟自己说）
那你再试一遍。
师：自言自语是跟自己说，你这样说都让别的妖精听见了。
师：都控制不住自己的情绪了，心里头那高兴啊，那叫不胜欢喜。
（出示视频）
指导朗读
变成了一个什么样的村姑？（美貌）
说说美貌的词（出示视频）
看到美貌，你想到了哪些词？
（闭月羞花、眉清目秀、花枝招展 ）
这美下面藏的是恶。
把感受送进去再读
径直（目标明确，很不得马上把唐僧抓走）
扔下一具假尸首（嫁祸于孙悟空）
所以说这里的白骨精给你留下什么印象？
生：奸诈、诡计多端 板书：诡计多端
教师小结：同学们都有一双慧眼，看到了白骨精的真面目！
孙悟空
孙悟空从南山摘桃回来，睁开火眼金睛一看，认出村姑是个妖精，举起金箍棒当头就打朝妖精劈脸一棒。
指名读
（出示段落）
师：这里孙悟空怎么样？
（着急）从哪里看出来的？
真的是着急吗？一般的人知道是妖精的话，早已逃之夭夭，看出什么来了？（勇敢）
（聪明、厉害、火眼金睛）
一眼看出
师：所以说这里的孙悟空给你留下什么印象？
生：善于识破，勇敢 板书：勇敢
唐僧
唐僧连忙扯住悟空责怪悟空无故伤人性命。这才有些相信那村姑是妖怪。
说说唐僧吧
（唐僧十分善良，慈悲为怀）从哪些词语看出来的？
连忙扯住（善良）
责怪（善良过度）
什么叫责怪？怪罪孙悟空什么？可是这妖精是来干什么的呀？所以说唐僧真是（善良过度）
师：所以说这里的唐僧给你留下什么印象？
生：慈悲、糊涂 板书：善良糊涂
5、总结学法：
刚才我们学习了第一打的内容，体会到了孙悟空、唐僧和白骨精的性格特点。想想，我们是如何来学习的？
（概括学习方法：读课文画句子品词语悟性格）
学习第二次和第三次斗争
1、请同学们学习第二打，第三打的内容
对照老师提供的表格注意抓住关键词语来体会人物的性格
表格：
人物
情节
白骨精
孙悟空
唐僧
一打
奸诈
举起
当头就打 勇敢
连忙扯住
责怪 善良
二打
也不说话，
当头
就是一棒
惊
不由分说
非常生气
三打
藏、迎、笑
暗中、吩咐
抡起
教师根据学生交流汇报、点拨。
我们来交流交流，你是从哪些词语体会了人物的形象、人物的性格。
2、第二打
白骨精
山坡上闪出一个年满八旬的老妇人，手拄着弯头竹杖，一步一声地哭着走来。
见到过八旬的老妇人吗？ （拄着拐杖，颤颤巍巍）
试着读一读，让我们看到一个八旬老人一步一声地哭着走来。 （一步、一声分开读）指导朗读
这样的伤心可以说是(肝肠寸断、悲痛欲绝、痛不欲生)
值得同情吗？
这哭里藏着的便是恶，藏的'是刀
想到了一个成语
生：笑里藏刀
师：现在是哭
生：哭里藏刀
这句话中还有哪个词语引起了你的注意？
闪
真会读书，说说看（与正常人不一样，不想是歌老妇人，肯定是妖精）
继续交流
又丢（说明逃得快，还会再来）
唐僧
唐僧一见，惊得从马上摔下来，坐在地上，不由分说，一口气念了二十遍紧箍咒。唐僧喝道：你为何不听劝说，把人打死一个，又打死一个？唐僧无奈：我再饶你这一次，但不可再行凶了。
惊摔坐（善良，更加生气）
不由分说 一口气为什么这么做？
他怎么说的？（把人打死一个，又打死一个）（你无心向善，有意作恶）
真的吗？你们能分辨出这善与恶吗？
（善的是孙悟空，保护师傅，恶的是白骨精，要吃唐僧）
你看，唐僧真是（善恶不分，人妖不分）
板书：糊涂
孙悟空
悟空见又是那妖精变的，也不说话，当头就是一棒。
读出什么来了？
（对师父忠心耿耿，除恶务尽，明察秋毫，果断，敢作敢为）
3、第三打
从第三打你又体会到了任务怎样的性格
孙悟空
悟空把金箍棒藏在身边，走上前迎着妖精，笑道：你瞒得了别人，瞒不过我！我认得你这个妖精。悟空抽出金箍棒，怕师父念咒语，没有立刻动手，暗中叫来众神，吩咐道：这妖精三番两次来蒙骗我师父，这一次定要打死它。你们在半空中作证。众神都在云端看着。悟空抡起金箍棒，一棒打死了妖精。
从这里你有看到了一个怎样的孙悟空呢？
（聪明，机智，有恶必除，除恶必尽）
从哪些词语看出来的？
暗中藏迎
这个笑你体会到了什么？
（嘲笑、自信、调皮）
抡
打得怎么样？（打得准，打得好）
让我们一起跟着孙悟空来打一打，读！
出示妖精化作白骨夫人
小结：真是金猴抡起千钧棒，玉宇澄清万里埃
三、总结
师：白骨精一共变了三次，一变村姑，这是什么计？（是美人计），二变变成了找女儿的老婆婆，是苦肉计。三变老公公，这叫
生：连环计
它是有意作恶。所以，变一次，就得打一次，变两次，打两次，变三次，就打三次。孙悟空要把这里的恶打死。
比较三次打
悟空说：它是个妖精，是来骗人的。说着，就朝妖精劈脸一棒。
悟空见又是那妖精变的，也不说话，当头就是一棒。
悟空抡起金箍棒，一棒打死了妖精。
师：这三次打有什么相同点？又有什么不同呢？
（孙悟空都能一眼看出，聪明，勇敢）
（唐僧慈悲，都被蒙蔽上当）
（白骨精演的天衣无缝）
师：为什么这三次打得不一样？
生：第一次妖精是迎面走来，没想那么多，所以就劈脸一棒。 第二次老妇人矮，所以就当头一棒 第三次要置妖精于死地，所以抡起一棒。
师：那么孙悟空在这三打的态度上你发现什么变化没有？
生：一打急打、二打怒打、三打智打
师：让我们跟着孙悟空打一打
生分三组读三次打。
小结：正因为这三变不一样，这三打不一样，人物的形象愈加丰满，作者的描写引人入胜，所以，虽然课文情节类似，但是我们却不觉得重复，反而感觉十分精彩，真是神来之笔！
小练笔。
在第三次斗争中，唐僧什么表现？请你展开合理的想象，想一想当唐僧看到白骨精原形毕露时，他会怎样想、怎样说、怎样做？请用一段话生动具体地表达出来。
三、总结课文
孙悟空除掉了白骨精，唐僧师徒四人又踏上了前往西天取经的道路。前进的道路上还会有更多的凶险，但是孙悟空有善于识别妖魔诡计的火眼金睛，有降妖伏魔的高强本领，我们相信他们一定能化险为夷、一路平安。
让我们再来一起赞以赞孙悟空吧！读词语
四、作业
板书：三打白骨精 孙悟空 机智勇敢
唐僧 善良糊涂
白骨精 诡计多端
★高一第二学期13单元教案(人教版高一英语下册教案教学设计)
文档为doc格式
