Friendship 第六课时教学设计

2024-09-09

Friendship 第六课时教学设计（精选5篇）

1.Friendship 第六课时教学设计篇一

高一英语（必修一)第一单元第一课时 Unit 1 Friendship 教学设计

Unit 1 Friendship Teaching goals:

*语言知识

1.to talk about friends and friendship, and interpersonal relationship

2.to practise expressing attitudes, agreement and disagreement, and certainty 3.to master some sentences about giving advice

4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions

5.to learn about communication skills

*语言技能和学习策略

1.to develop listening skills by doing exercises in listening task

2.to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice

3.to develop reading skills through the reading materials in this unit 4.to learn to write a letter of advice

*文化意识

1.to know about friend and the real meaning of friend 2.to learn how to get along with others

*情感态度

1.to arouse the interest in learning English

2.to learn to express their feeling of friends and friendship

Teaching key points:

1.how to improve students’ speaking and cooperating abilities

2.learn to use the Direct Speech and Indirect Speech(1):statements and questions 3.master some words and expressions

Teaching difficult points:

1.train the students’ speaking, listening, reading and writing abilities 2.how to improve students’ cooperating abilities

Teaching methods:

Student-focus approach and task-based approach Learning methods: Cooperative study Teaching aids: Computer

The First Period(Warming up &Speaking)

Teaching aims:

1.to know about different kinds of friendship

2.to learn some words of describing friend and friendship 3.to master some useful words and expressions

Teaching methods:

1.discussing

2.cooperative learning

Teaching materials: Warming up Teaching procedures:

Step One: Leading-in 1.Free talk: Something about friend and friendship

Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs: What’s your friend like?

What does he/she like to do in his/her spare time?

What personality does he/she have? Step Two: Discussion 1.Writing the following statement on the blackboard

We all agree that to have a good friend , you need to be a good friend.1.Ask the Ss:

What do you think of this statement and how can you be a good friend?

Let the Ss express their views 3.Have the Ss get into groups of four to list some qualities of a person they would like as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…

4.Have a member of each group report on what their lists have and list them on the blackboard 5.Ask the class whether or not they agree with all the qualities listed Step Three: Doing the survey and explanation 1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each item

Question 1 deal with how thoughtful you are towards others.The scoring reflects your concern for others.So one point for A gets the lowest score because it is the most selfish response.B get the highest score because it show a concern for your friend as well as your wish to go to see a film.C gets a slightly lower score because although it shows you want to go with your friend(because you change the plan), you do not help your friend.Question 2 is concerned with fairness.A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again.This shows kindness and forgiveness or the trouble you had when it was returned broken.But you are not balancing his heeds against your own.That is why C gets the highest score.You are showing your friend that

you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others.A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend.This is not responsible.You have things that you need to do.Of course your friend is important but not more important than you responsibilities.B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too.But it does not show any real interest in his / her problem.C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend.A provides the correct amount of responsibility to your friend.You recognize that it was your fault and will put it right and pay for the damage.So it gets the highest score.B provides some understanding that you are responsible.You put the situation right but you do not pay for the damage yourself.So it does not get the highest score.C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5 is concerned with honesty.If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat.That is not honest, so answers A and C get no marks.But it takes courage to tell your friend that they should have studied and that they cannot look at your paper.That is also the honest answer.So you get 6 points for B, which is more than any other in the quiz.Step Four: Language points Teacher explain language points with some slides 1.add v.1)to put together with something else so as to increase the number, size, importance, etc.增加，添加

eg.Please add something to what I’ve said, John.2)to join numbers, amount, etc so as to find the total eg.Add up these figure for me, please.常用结构：

add up / together sth.把…加起来，合计 add sth.to sth.把…加到/进 add to(=increase)增加了… add up to 合计，共计 add in 包括…，算进

1.pay to get it repaired 花钱让人去修理

2.upset adj.worried;annoyed 不安的；使心烦意乱的

v.cause to worry, to be sad, to be angry, not to be calm, etc.烦意乱

eg.He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt.to pay no attention to sth.忽视；对…不予理睬 eg.Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的 ignorance n.无知；愚昧 5.calm vt.to make sth./ sb.become quiet 使镇静；使平静

adj.not excited, nervous or upset 镇静的；沉着的

calm down 镇静；平静

使不安；使心

calm down sb.=calm sb.Down 使某人镇静 sb.calm down(vi.)某人平静下来

eg.The excited girl quickly calmed down.He took a few deep breaths to calm himself down.1.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事

eg.Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。如： eg.Have you got to writ an assignment for your teacher?

1.7.be concerned about / for : be worried about

eg.We’re all concerned about her safety.1.cheat vt.1)to act in a dishonest way in order to win 欺骗；作弊 eg.Any student caught cheating will have to leave the classroom.2)to take from(someone)in a dishonest way 骗；骗取

eg.They cheated the old woman(out)of her money by making her sign a document she didn’t understand.1.1)an act of cheating 作弊行为

2)one who cheats 骗子

Step Five: Speaking 1.Get the Ss to work in groups of 4.2.Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions.3.Follow the steps in this part and start the discussion like this:

A: Now let us design a questionnaire to find out what kind of friend one is.B: OK.First we must think of four questions and three possible answers to each question.C: What about the first question? Have you got one in mind?

D: Suppose your friend has taken away your book by mistake.What will you do or say to him / her?

…

4.Teacher go around in the classroom and check their discussion.Step Six: Assignments 1.Ask Ss to consider the following question;What is / are the most important quality / qualities that a friend needs to have?

2.Prepare for Reading

The Second and Third Period(reading and language points)Teaching aims:

1.to know about the story of Anne’s Diary

2.to promote the Ss’ abilities of reading comprehension 3.to learn about the following words and expressions:

radon;list;go through;hide away;set down;a series of;outdoors;crazy;spellbound;on purpose;dare;happen to do sth.;It’s the first time that…

Teaching methods:

1.reading and discussion

2.cooperative learning and speaking

Teaching materials: Reading, Comprehending Teaching procedures:

Step One: Leading-in Ask their opinions on the question mentioned in the assignment of last period.Step Two: Pre-reading Let the Ss think about the questions in Pre-reading, and express their own views to the whole class.Step Three: Reading 1.Ask the Ss to look at the pictures and the heading, guess what the text might be about.2.Get the Ss to skim the passage and answer the following questions:

What’s Anne’s best friend?

What does her diary mainly talk about?

(1.Anne’s best friend is her diary.2.It’s about Anne’s feeling of hiding away.She especially missed going outside and enjoying nature.1.Let the Ss read the passage and discuss the following questions:

1)Imagine what it might be like if they had to stay in their bedroom for a whole year.You could not leave it even to go to the WC or get a cup of tea.How would they feel? 2)If you are only allowed to have five things with you in the hiding place because there is very little room, what would you choose? 3)Try to guess why the windows had to stay closed.4)Guess the meanings of the word “crazy” and “spellbound” according to the context.Step Four: Discussing the style Ask the Ss: 1.What do you think is the purpose of this passage? Why did Anne write it? 2.Do you think it is successful? Do you understand Anne’s feelings?

3.What is Anne’s tone? In other words, is the author angry, sad, happy or thrilled? 4.What is Anne’s point of view? Do you agree with it? If so, why? If not, why not?

Step Five: Listen to the text and comprehend it

Step Six: Language points 1.go through

1)to examine carefully 仔细阅读或研究 eg.I went through the students’ papers last night.2)to experience 经历；遭受或忍受

eg.You really don’t know what we went through while working on this project.2.hide away

3)vi.to go somewhere where you hope you will not be seen or found 躲避；隐匿

hide away +地点

eg.The thief hid away in a friends’ house for several weeks after the robbery.4)to put or keep sth./sb.in a place where they / it can’t be seen or found 藏；隐蔽

hide away sth./ hide sth.away

eg.Why do you hide your thoughts away from me? 3.set down

5)write down 写下；记下

eg.I’ll set down the story as it was told to me.6)put down 放下；搁下

set down sth./set sth.down

eg.He set down a basket on the ground.4.series n.（单复数同形）

a series of 一连串的；一系列的.crazy adj.7)mad, foolish 疯狂的；愚蠢的

It is crazy of sb.to do sth.= sb be crazy to do sth.eg.It’s crazy to go out in such hot weather.8)wildly excited;very interested 狂热的；着迷的

grow / be crazy about sb./ sth.eg.The boys are crazy about the girl singer.9)like crazy 发疯似的；拼命地

eg.He talked like crazy;I couldn’t understand what he said.6.I wonder if it’s because I haven’t been able to be outdoors for so long that ….*I wonder if / whether…

eg.I wonder if you can help me? *It’s because …

it is 后的表原因的从句中，只能用because来引导，不能用since或as.eg.Why did you go to school on foot? It is because my bike had broken.7.spellbind v.to hold the complete attention of 吸引人，迷人；使入迷

eg.The children watched spellbound as the magician took rabbits from his hat.1.stay v.to continue to be in a particular state or situation

系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。eg.He stayed single all his life.10.on purpose

1)故意地（反义：by chance / accident）

eg.I think she lost the key on purpose.2)on purpose to do sth.为了要…而特地

eg.He went to town on purpose to sell one of his paintings.1.far adv.“过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连用。

eg.She speaks English far better than I.This room is far too warm.cf.very, much, far 1.dare 1)modal.v.多用于否定句、疑问句、条件状语从句、whether(if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.eg.How dare he say such a word!If you dare do that again, you’ll be punished.2)vt.敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。

eg.I wonder how he dare to day such words.12．happen to do sth.It so(just)happened that…

不能用于进行时态。

eg.I happened to be out when he came.= It so happened that I was out when he came.13．It’s the first time that…

eg.It is the first time that I have seen the sea.Step Seven: Comprehending Get the Ss to do the exercises in this part.Step Eight: Consolidation Listen to the text again to appreciate it.Step Nine: Assignments

1.Read the key sentences in the text 2.do the exercises on WB(Page 41-42)

The Fourth Period(Listening)

Teaching aims:

to train and develop listening skills by listening to the listening exercises in this unit Teaching methods: Listening and speaking Teaching materials: listening parts on Page 6 and Page 41 and Page 43 Teaching procedures:

Step One: Revision Check the answers to the homework Step Two: Listening 1.Listen to the exercises on Page 6

2.Guess the words by listening to the tape and write them down

Step Three: Listening to the passage Fill in the blanks on Page 41 Step Four: Speaking Listen to the tape and discuss questions in groups of four, express your own views.Step Five: Listening task

1.Discuss with the Ss whether they always do what their parents tell them.2.Have the Ss listen to the passage.3.Fill in the table

4.Work in pairs to give some advice to Anne 5.Do the exercises on Page 42(Ex 1,2)6.Revise the Object Clause

Step Six: Assignments

The Fifth Period(Discovering Useful Structures)

Teaching aims:

Let the Ss use the Direct Speech and Indirect Speech Teaching methods:

1.discovery learning 2.cooperative learning

Teaching materials: Page 5 Teaching procedures:

Step One: Revision 1.Check the homework with the Ss 2.Revise the Object clause Exercise: Rewrite the following sentences.1.I go to school by bike.(He said…)

2.Will you forget to do your homework?(Mary asked him…)3.When did you come here?(They asked me…)4.What has he said?(Do you know…)

5.Anne is watching TV now.(Mother told me …)

Step Two: discovering useful structures 1.Present some sentences for Ss

1)My friend says, “ I will come here tomorrow?”

如果此时此地，你来转述，应该说：

My friend says she / he will come here tomorrow? 如果时间变了，地点不变，你来转述，应该说： My friend said she / he would come here the next day.如果地点变了，时间还是今天，你来转述，应该说： My friend sayd she / he will go there tomorrow.如果时间地点都变了，你来转述，应该说：

My friend said She / he would go there the next day.如果由别人转述，时间地点都变了，应该说： He/ She said he /she would go there the next day.*使用直接引语和间接引语要注意具体语境。

2）“Do you go to the park yesterday?” He asked me.He asked me if / whether I went to the park the day before.3)Kate said to John, “What’s your favourite food?” Kate asked John what his favourite food was.1.Get the Ss to have a look at Part1 in“Discovering useful structures” and sum up this grammar point.人称、时态、指示代词、时间状语、地点状语等的变化。

Step Three: Practice 1.Do the first tow sentences in Part 2 as examples.2.Check the answers together.3.Wb, Page 42, 43(Individual, Groups)4.2.Prepare for Reading on Page 44

Step Four: Assignments

The Sixth Period(Reading)

Teaching aims:

1.to learn about friendship in Hawaii

2.to promote the Ss’ abilities of reading comprehension 3.to learn about the following words and expressions:

way;the second important;It’s believed that…;in peace;those who …;etc.Teaching methods:

1.reading and discussion

2.cooperative learning and speaking

Teaching methods: Reading(Page 44)Teaching procedures:

Step One: Leading-in 1.Ask the Ss if they can think of any place in the world where Chinese and Western cultures live side by side.(Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)Step Two: Reading 1.Get the Ss to read the passage and try to finish the table in Ex1.2.Read the passage carefully again and discuss the questions in Ex2.3.Report their discussion

4.the way to do sth./ the way of doing sth.5.the second most important

Step Three: Listening to the text and comprehend it Step Four: Language points the second + adj.（最高级）the third + adj.（最高级）

eg.The Yellow River is the second longest river in China.China is the third largest country in the world.1.to enjoy the land = in order to enjoy the land

eg.To make the w8th Olympic Games the game ever, Beijing will make several changes.* to do和 in order to do可以置于句首、句末，而 so as to do只能置于句末。

1.Indeed, Hawaii is a place where ….small communities.2.It’s believed that the islands can be a paradise ….It’s believed that …= People believe that …

eg.It’s believed that they arrived more than 30,000 years ago.1.in peace

2.… they are really talking about all those who live on the islands.those who…=people who … “凡…的人”

eg.The teacher praised those who had done good deeds.We find it our duty to help those who are in trouble.1.Living in peace, Hawaiians has developed …

现在分词短语作原因状语，相当于 As they are living in peace.1.Perhaps this is how most visitors will remember their new friendship.Step Five: Listening to the text and enjoy it

The Seventh Period(Speaking Task and Writing)

Teaching aims:

1.to develop Ss’ speaking ability and learn to express their own views 2.enable Ss to write a letter of advice

Teaching methods:

1.tasked-based learning 2.speaking

Teaching procedures:

Step One: Speaking task Task One: Ex1(Page 45)1.Get the Ss to work in pairs, have them read the situations and choose one to discuss.2.Ask the Ss to present their dialogue.Task Two: Ex2(Page 45-46)

1.Ask the Ss to look at the pictures.2.Work in groups of four and talk about whether they are doing is cool or not.3.Try to express their own views to the whole class.4.Get the S to read the letter on Page 7 and understand it.5.Ask the Ss to work in pairs and talk about how to answer the letter.6.Write the letter in reply down.7.Read the proverbs carefully.8.Write a passage to express their own opinions.9.Fill in the form in Sum up(Page 8)

10.Fill in the form in Checking yourself(Page 47)

Step Two: Writing Task One: Ask the Ss to write a letter of advice

Task Two: Ask the Ss to write a passage about their opinions on friend and friendship Step Three: Assignments

2.Friendship 第六课时教学设计篇二

“引导—探究—感悟”教学模式,指的是教师在教学过程中的,根据教材内容对学生进行一定的引导,并在此基础上激发学生对教材内容的自主探究欲望,从而最终提高学生对教材知识的感悟能力。以下我便结合自己的教学经验,就如何在高中英语教学中开展“引导—探究—感悟”教学模式作一探讨。

一、“引导—探究—感悟”教学模式之引导教学

引导教学,是“引导—探究—感悟”教学模式的第一步,也是决定这一教学模式是否成功的关键一环。引导教学,扭转了传统灌输式教学模式中教师的主体地位,使其变成了课堂教学的引导者,引导学生进行高中英语知识的高效学习。引导教学,主要是根据教材的内容,抛出一些带有引导性的问题,为接下来的教材教学作出一定的铺垫。以Unit 1 Friendship为例,我们在讲解教材之前,可以先对学生提出以下几个问题:

A: Do you have any good friends?

B:Do you think friends are important to us?Why do you think so?

C:Why do we need friends?

通过这些问题的引导,学生首先会根据自己的个人经验来思考,与此同时,更加主动积极地参与课堂学习,为Friendship的学习打下了坚实的基础。

二、“引导—探究—感悟”教学模式之探究学习

探究学习,是“引导—探究—感悟”教学模式的第二步,也是提高学生自主学习能力的重要一环。在教师引导教学的基础上,学生会调动自身的主观能动性进行教材知识的探究。通常情况下,探究学习可以分为两大模块:自主探究以及合作探究。

(一)自主探究

在高中英语的学习中,学生自主探究的内容主要是一些简单词汇在文章中的含义、简单用法等等。如在Unit1 Friendship的学习中,对于部分词汇:add up(合计)、calm...down(使……平静)、have got to(不得不)等等需要学生进行自主探究。在学生自主探究的过程中,我们教师不妨给予一定的指导。如:calm...down这一词组,我们首先可以要求学生将其拆分,探究、猜测它的含义,calm的意思为“镇定、平静”,down的意思为“下来”,因此,calm...down的意思就可以推测为“平静下来”,而在calm与down之间加一个sb.后,就可以引申为“使……平静下来”。在此基础上,教师再要求学生使用这一词组进行句子的创设,就能加强学生对这一词组用法的了解。

(二)合作探究

合作探究,也是探究学习的重要组成部分,主要是针对一些探究性强、具有一定思考难度的内容。学生在合作探究的过程中,提高的不仅仅是自身的学习能力,更是合作意识、人际交往能力等。在Unit 1 Friendship的学习中,需要学生进行合作探究的问题有:Values of friendship。这一问题的答案,需要学生以小组的形式认真分析、总结教材中的每一段话,进而进行归纳、总结。

三、“引导—探究—感悟”教学模式之感悟的提升

感悟的提升,是“引导—探究—感悟”教学模式的第三步,在探究学习的基础上对教材内容有一个更加深刻的感悟,进而在深化对教材内容理解的同时发散学生的思维,促进学生的个性化成长。在Unit 1 Friendship这一章节中,我们最后就可以引导学生对“Friendship”有一个更加深刻的感悟。感悟友情在人一生中的重要性,感悟我们到底应该如何才能更好地把握友情等等。在这堂课即将结束之时,我们可以组织学生进行一场名为“Friendship”的主题演讲,鼓励每一个学生都上台来介绍他们的best friend,演讲的形式不限、内容不限,但要具有一定的真实情感。通过这一主题演讲的举行,能够激励学生更加珍惜现有的友情,提升学生对友情的感悟。

结语

3.第十单元第六课时教学反思篇三

学生的头脑中已形成了克与千克的概念,对于一些基础的知识已经掌握,能够很好的衡量一些物体的重量适合用什么质量单位,能进行克和千克的单位换算,并能运用正确的方法比较单位之间的大小。为了使孩子有更好的感性认识我让孩子在填写单位之前先将自己熟悉的物体重量作一个参照和比较,如在讲“一个桃子重”时,先问学生的体重,学生的回答差不多是20、30千克左右,以此做比较:如果填千克的话梨比人都重,肯定不可能,所以告诉学生在做题时要学会类比,把类比的数学思想渗透到教学活动之中。把数学知识与实际生活联系起来,能运用已学过的知识去解决生活问题,同样也让学生明白数学知识来源于生活。结合自己的生活经验会看称,极少数的同学看第二个称时弄不清单位,这里要重点引导。等量代换中要找准物体之间的联系实际小组讨论,让孩子充分享受了学习、交流、体验成功的.喜悦。在解决第二题时要求学生先讲步骤,第一步换算,第二步计算,第三步解答。有了这样明确的思维过程,很多学生找到了解决问题的方法,难题迎刃而解。

这节课由学生的生活经验引入教学,使学生感觉到数学就在自己身边,真实有效的诱发了学生的求知欲。学生在引入的生活情景中,主动的分析、推理、想象、整理,充分发挥了学生的潜能,使学生在合作互动的学习过程中掌握了知识,逐步让自己获取的克与千克的概念更加清晰。培养了学生善于观察、动手操作及小组合作等能力,并在活动尝试到了成功的快乐,增强了自信心。

4.Friendship 第六课时教学设计篇四

Part B Read and write

教学目标：

知识目标：能听、说、读、写本课句型：Grandpa is writing a letter.Brother is doing homework.Mom is cooking dinner in the kitchen.He’s writing an e-mail in the study.能力目标：能完成接电话的任务，能够用… is …in….句子介绍家人正在做什么。

情感策略文化等有关目标：培养学生热爱生活、爱亲人的美好情感，并养成互帮互助的良好习惯。

教学重难点：

重点：熟练掌握四会句子，能用本单元所学内容完成接电话的任务。难点：句型How’s everybody doing? Just fine.的理解与运用。教学准备：

1.电话机一部，手机两个

2.John，Mike，Uncle Larry及Mike’s Dad 的头饰。3.Mike家人动作图片

4.难点句型How’s everybody doing? Just fine.的卡片。教学过程：

Step 1 Preparation 1.Let’s chant(课本49页)2.Guess

出示陈洁及其家人图片，让学生猜猜他们在干什么。然后师领着边说边做一遍。接着师问How many people are there in Chen Jie’s family? Who are they? 复习father, dad, mother, mom, brother等人称单词。Step 2 Pre-reading 1.Our class is a family, too.We are all sisters and brothers.We should help each other.Now the phone is ringing.Who can answer the phone？找生接电话。S1: Hello.Sarah: Hello.This is Sarah.Can I speak to Miss Gao, please.S1: Sure.Hold on, please.Sarah: Thank you.S1: Miss Gao, there is a call for you.Miss：I’m coming.Who’s that? S1: Sarah.(师提示回答)Miss：Thank you.Hello.This is Miss Gao.Sarah: Hello.How are you doing? Miss: Just fine.I’m drawing pictures.Sarah: What about John? Can I speak to him, please? Miss: Sure.Hold on, please.John, there is a call for you.John: I’m coming.Who’s that?(师提示回答，并做强调。)Miss：Sarah.John: Hello.Sarah: Hello.How are you doing? John: Just fine.I’m….(师提示回答，并对How are you doing? 做讲解，然后提问几个学生，加以练习。)Sarah: How’s everybody doing?

John: Just fine.…(师讲解How’s everybody doing? 以小组为单位提问两组。How’s everybody doing in your group?)Sarah: OK!I am listening to music.Bye.John: Bye.2.师问What is Sarah doing? 生根据对话及屏幕内容进行回答。

师接着问Do you know what is Mike doing? Let’s visit him to see what is he doing? OK? 3.打开课件Look.This is his home.It’s very beautiful.介绍房间。4.根据上图中电话，导出The phone is ringing.Let’s see who dials the phone? And who answer the phone? OK?

师放视频，结束后回答问题，介绍并领读Uncle Larry.Step 3 In-reading 1.General reading 根据刚才的视频师接着问Do you know（1）How many people are there in Mike’s family?（2）Who are they? Maybe yes or maybe not.让学生快速阅读并回答。师根据学生回答板书人物。2.Detailed reading 根据板书问人物都在做什么，让生仔细阅读并回答。(1)What is Mike’s grandpa doing?(2)What is Mike’s brother doing?(3)What is Mike’s mom doing?(4)What is Mike’s dad doing?(5)What is Mike doing？师根据学生回答贴图片。3.Read and write 完成课本Finish the sentences.找两名学生到黑板上写。4.听录音跟读。

5.Read the passage loudly.Step 4 Post-reading 1.分角色表演对话。2.Group work a.师先示范 b.小组内练习c.找生表演

3.Make a family album.Do you want to know my family? 师出示家人照片，并介绍分别在做什么。让生拿出自己的family album, 并写下他们在做什么。找生展示自己的family album。Step 5 Progress 1.出示练习题 a.听录音写句子。

b.根据文章内容回答问题。2.Homework a.Make a call to your friend.b.Copy the four skilled sentences for 2 times.板书设计：

5.Friendship 第六课时教学设计篇五

【课标分析】

1.能熟练使用朗读、默读、略读、浏览等阅读方法。

2.培养学生达成阅读理解的五个层次：了解课文涉及的文学常识；理清思路；理解分析主要内容；随文学习基本的词汇、语法知识和修辞（说明）方法的表达效果，体味推敲重要词句在语言环境中的意义和作用；结合课文的内容和主旨，表达自己的情感体验，初步领悟作品内涵。

3.诵读文言诗文，能借助工具书疏通文义；通过语气、节奏等朗读方法的训练，达到熟读成诵；在积累、感悟、运用中提高自己的欣赏品位。【教学重点、难点】 1.教材分析

《关雎》是人教版九年级下册第六单元古诗文中第四课《〈诗经〉两首》中的第一首。这首诗是我国古老诗歌总集《诗经》中的首篇。诗中写一个男子思慕着一位美丽贤淑的少女，由于爱恋的深切，这位少女的形象反复在他脑中出现，使他不安，使他难以忘却。他幻想着终有一天，能与这位少女结为永好，成为夫妇，过上和谐美满的幸福生活。诗中所表达的感情直朴直率，清新动人。

《诗经•蒹葭》是一首情景相生的爱情诗，诗歌通过对实际情景的描写和对想象、幻想的描述，淋漓尽致地表达了主人公对恋人的强烈爱悦之情。它是《诗经》中表现朦胧美的名篇，深挚缠绵，意境飘逸，神韵悠长，在艺术手法上，“兴”的特点更突出，从而体现出《诗经》“含蓄美”的风格特点。

2.教学重点

创造性地运用朗读手段分析抒情主人公的形象。

学习两首诗赋比兴的艺术表现手法，体会它的表达效果。

运用恰当的语气、语调、节奏、重音有感情地朗读诗歌。熟读成诵，准确默写。反复涵咏，把握诗歌的写作脉络，品味诗歌，感知诗意，感悟诗情。3.教学难点

运用口语交际的方式，展开联想和想象再现诗境，发表即席讲话描绘画面，学习叙事与心理揭示相结合的写法，揣摩人物心理进行写作练笔。

【学情分析】

学生能够阅读简单的古诗，为学生走进文本奠定了基础；有的学生能诵读两首诗，能通过自己阅读体会出作者的情感；对于诗歌的画面描绘也有一定的写作经验。

1．学生基本能通过自主学习与小组合作，运用恰当的语气、语调、节奏、重音有感情地朗读诗歌，熟读成诵，把握诗歌的写作脉络，感知诗意，初步感悟诗情。2．在运用口语交际的方式，展开联想和想象再现诗境，发表即席讲话描绘画面，学习叙事与心理揭示相结合的写法上存在问题，教学中注意使用学生自学和教师指导相结合的策略。【教学目标】

1.自觉运用工具书，积累掌握重点字词（关雎、窈窕、寤寐、蒹葭、坻、涘、沚等）的音、形、义。

2.运用恰当的语气、语调、节奏、重音有感情地朗读诗歌。熟练背诵，准确默写。理清诗歌脉络，感知诗意。反复涵咏，感悟诗情。

3.运用口语交际的方式，展开联想和想象再现诗境，发表即席讲话描绘画面。【课时安排】二课时【教学过程】

《关雎》

一、构建动场

今天，让我们一起走进《诗经》，聆听三千年华夏先民吟唱，感受公元前东方文明辉煌。未读《诗经》，先闻其名，《诗经》究竟是怎样一部书，哪位同学为我们介绍介绍？

《诗经》是诗歌的源头，读着《诗经》，你会仿佛觉得步入浪漫的殿堂。那么，大家知道冠于《诗经》三百篇之首的是哪一首诗吗？

孔子说：《关雎》“乐而不淫，哀而不伤”，其声、情、文、义俱佳，足以为风之始，三百篇之冠。这节课我们一起来学习《关雎》。

二、自主学习

【活动一】诵读入境，感知文意

1、学生字正腔圆诵读全诗，要求: 运用恰当的语气、语调、节奏、重音；查字典识记生字词的音、形、义；教师检查强调以下字的音、形：

关雎、窈窕、寤寐

2、读准字音，读通读顺

回顾以往学习诗歌的经验，明确朗读诗歌先要读准字音和节奏。先学生自读，再指名读，师生共同辨析需要注意的生字读音及本诗节奏，最后齐读。【设计意图】活动一为达成教学目标1和2中的“运用恰当的语气、语调、节奏、重音有感情地朗读诗歌，把握诗歌的写作脉络”。主要运用的活动策略有：活动教学必须与教学目标相一致；教师指导与学生自主活动相统一；学生主体性策略等。活动评价注意:朗读要运用恰当的语气、语调、节奏、突出重音。字音要读准、字形要熟记，字义要熟悉。汉字、拼音书（拼）写正确、工整、规范。语言表述通顺流畅、中心突出。

三、交流探究

【活动二】一唱三叹吟诵《关雎》

1、走进文本，读懂诗意

(1)学生边读边思考,这首诗的内容中什么? 明确:这首诗写一个青年男子对一个女子的爱慕、追求而又求之不得的过程。（2）这首诗为我们描述了一个优美动人的爱情故事，请同学们选择你喜欢的读书方式，可以大声朗读，也可以小声吟诵，还可以闭目沉思，用你的语言描绘一幅幅故事画面。

（生自读，想像、描绘画面。）

2、反复吟诵，读出诗情

（1）选择其中一幅画面，同桌互读，读出情感和韵味。（2）全班有感情地齐读这首诗。

【设计意图】活动二为达成教学目标3中的“运用口语交际的方式，展开联想和想象再现诗境，发表即席讲话描绘画面”。主要运用的活动策略有：活动教学必须与教学目标相一致；学生主体性策略；相互活动性策略等。活动评价注意: 语言表述通顺流畅、条理清晰；要立足于诗句。

【活动三】沉潜品味，感悟诗情美不胜收品味《关雎》

古人说：奇文共欣赏，疑义相与析。《关雎》被冠于《诗经》三百篇之首，肯定有着独特的艺术魅力。请同学们深入研读这首诗，以“我从

这一句、这几句或这首诗中，品出了《关雎》的美”的句式，说一说你的发现和思考。（学生分组合作学习，教师巡视了解学习进展，引导分析，然后全班交流。）

师总结：《关雎》美，美在人物，美在语言，美在意境，美在情感（主题）„„这首诗既写对爱情求而不得的相思之苦，但又不限于难于自拔的低沉哀吟，难怪孔子说它“乐而不淫，哀而不伤”，看来，被冠于《诗经》之首的《关雎》的确名不虚传。

【设计意图】活动三为达成教学目标2中的“理清诗歌脉络，感知诗意。反复涵咏，感悟诗情。”和3中的“运用口语交际的方式，展开联想和想象再现诗境，发表即席讲话描绘画面。”主要运用的活动策略有：活动教学必须与教学目标相一致；学生主体性策略；相互活动性策略等。活动评价注意:要结合词句进行品读，动情诵读；写作练笔语言通顺流畅，符合人物身份，突出诗人的感情。

四、综合建模

背诵《关雎》

【设计意图】活动四为达成教学目标2中的“熟练背诵”。主要运用的活动策略有：活动教学必须与教学目标相一致；学生主体性策略等。活动评价注意: 背诵力求准确、熟练。

五、教师小结：

《诗经》是人类文明的春天，是初生天地的源头清水，开阔、丰盈、简单、洁净。课后，让我们进一步聆听华夏先民吟唱，吟诵优美文字，传唱古老歌谣，进一步感受我国古代文明之辉煌！【板书设计】

板书设计：

关雎

人物

语言

美

意境

情感

【当堂检测】（30分）

1、名句积累：（20分）

① 关关___________，_____________。。②参差荇菜，左右流之。③参差荇菜，左右采之。④参差荇菜，左右芼之。

2、描绘第1题中第①句的画面。（10分）

【作业设计】

A层：展开联想和想象，将本文改写为一片散文，不少于300字。B层:熟读：《蒹葭》

教学反思：比较成功的地方：

第二课时

教学内容：蒹葭

一、【构建动场】

爱情是人类永恒的主题，元好问有一问倒千古的名句：“问世间情为何物，直叫人生死相许？”在中国古典诗词中，也有许多与爱情有关的诗句，“衣带渐宽终不悔，为伊消得人憔悴”，“在天愿作比翼鸟，在地愿为连理枝”，“春蚕到死丝方尽，蜡炬成灰泪始干”，“过尽千帆皆不是。斜晖脉脉水悠悠，肠断白频洲”！

今天我们要一起欣赏的作品，是《诗经》中的另一篇佳作《蒹葭》。

二、自主学习

【活动一】诵读入境，感知文意

1、学生字正腔圆诵读全诗，要求: 运用恰当的语气、语调、节奏、重音；

查字典识记生字词的音、形、义；教师检查强调以下字的音、形：坻、涘、沚

2、读准字音，读通读顺

三、交流探究

【活动二】初读诗文：感受音韵美，感知诗歌内容。

（一）感受音韵美

1.全班齐读诗歌，要求学生结合上一课时介绍的关于《诗经》的艺术特点，体会《蒹葭》的音韵美。

2.听学生朗读后，教师正音，给学生思考讨论的时间，请学生自由发言，说说作品的音韵美是如何表现的？

3.教师明确：《蒹葭》的音韵美主要表现在以下三个方面——（1）都是四言句，朗读时采用“二二”拍，听起来很整齐；（2）作品押韵：第一章押“ang”韵，韵脚有苍、霜、方、长、央

第二章押“i”韵，韵脚有萋、晞、跻、坻

第三章押“i”韵，韵脚有已、涘、沚

（3）运用叠词，如：苍苍、萋萋、采采；运用叠章，统一内容的反复咏唱，这样有一唱三叹的美感

4.请男女生交错进行朗读，把自己体会到的音韵美通过自己的朗读表现出来。

（二）感知内容

1.联系旧知识：我们知道诗歌有写景诗、叙事诗、抒情诗、咏物诗等类型，那么《蒹葭》属于哪一类的作品呢？（——抒情诗。）抒什么情？（——爱情）是不是这样？我们来看看原文吧。

2.请学生结合注解，尽量用优美的语言翻译作品第一章的内容后，引导学生对比第二、三章的内容是否是第一章的重复？学生讨论发言后，教师明确：三章所写的内容是相同的，表现了一位痴情男子对心上人的爱恋、追求和求之不得的伤感。

【设计意图】活动二为达成教学目标3中的“运用口语交际的方式，展开联想和想象再现诗境，发表即席讲话描绘画面”。主要运用的活动策略有：活动教学必须与教学目标相一致；学生主体性策略；相互活动性策略等。活动评价注意: 语言表述通顺流畅、条理清晰。

【活动三】沉潜品味，感悟诗情听读诗文：想象诗歌的画意美。1.引导：

唐代的王维，不仅是有名的诗人，也是一位出色的画家。人们曾用这样的话语赞誉他的作品“诗中有画，画中有诗”。而“诗情画意”这四个字从来就是密不可分的，《蒹葭》正是这样一幅精美的图画。下面，请先听老师配乐诵读，大家边听边想象，看看脑海中会有怎样的画面？

2.教师配乐朗诵，学生闭目自由想象。3.小组自由讨论、沟通、交流

4.个学习小组选派一位同学描绘自己脑海中的画面，教师明确描绘时应达到的要求：有什么景物？有什么人物？他们的衣着打扮？各自的活动？而且发言时应该用一段话来描绘给大家欣赏。

5.审美提升：

刚才大家精彩的描绘，再一次证明了“一千个读者心目中就有一千个哈姆雷特”，咱们所想象的“伊人”，都有每个人的审美情趣，并不统一。之所以能让大家产生这么丰富的联想，应该归功于谁？——应归功于作品本身！因为它给我们读者留下了适当的艺术空白：“所谓伊人”，从头到尾都没有清晰过她的面容，从来都没有正对过读者；她似乎就在眼前，忽而又远在天边；她似乎无影无 7

踪，又忽然出现在水中的小洲。这简直像镜中花、水中月，她如梦似幻，若隐若现。

这就是整首诗所表现的朦胧美、神秘美、含蓄美，而诗又贵在含蓄，将最浓烈的爱恋用最不抢眼的色调、最不华丽的辞章表现出来，得确是诗中的精品呵！

四、综合建模

【活动四】赏读：体味诗歌的情感美。

1.请男女生各一人完成朗读，同学们一起体味作品流露的各种情感，说说这些情感是通过怎样的方式表达出来的？

2.学生讨论、交流后，发言。3.教师点评，明确：

深深爱恋——白露为霜、未晞、未已——痴痴守望

执著追寻——道阻、长、跻、右，溯洄从之、溯游从之——不畏险阻失意伤感——宛在水中央、水中坻、水中沚——求而不得，可望而不可及 4.审美提升：

男子用情很深，深秋时节，静物是萧瑟的，色彩是暗淡的；深秋时节，秋水是寒冷的，清晨是彻骨的。那滴滴打在芦苇从中的寒露，也是痴情男子对心爱的“伊人”求之不得而之后落下的伤心的眼泪吧？

那么，除了追求美好的爱情时会出现这样的情感体验，对哪一些事物的追求也有相同的感受呢？学生讨论后，教师明确：可贵的亲情、纯真的友情、美好的理想、心爱的事业等。

5.全班再读诗歌，表现情感美，配乐。

6、背诵全诗。