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教学资料人教新目标七下Unit 6 It’s raining复习教案
第三节
Unit 6 It’s raining. 复习教案
ⅠTeaching Aims and Demands
1. Knowledge Objects
In this unit students should master, describe the weather and what people are doing.
2. Ability Object
Train students’ listening, speaking, reading and writing skills.
Train students’ communicative competence.
Moral Object
In the west, people like talking about the weather instead of asking Have you eaten? or Where are you going? As we Chinese do. Please learn some culture of the English-speaking countries.
Ⅱ. Teaching Key Points
Review all the key words and the target language presented in this unit.
Ⅲ. Teaching Difficulties
Teach students how to use the key words and the target language to talk about the weather and what people are doing.
Ⅳ. Teaching Methods
Pairwork
Practicing methods
Ⅴ. Teaching Aids
Cards
Ⅵ. Teaching Procedures
StepⅠ talk about the weather
1 Students draw pictures of Beijing, shanghai, Moscow, Toronto, and Boston simply. Next to each picture, write a word describing the weather as they like. As a result, all the students have the same pictures but the different weather.
2 Students work in pairs, looking at their own pictures, not their partners’ pictures.
3 Two students take turns asking the question: How’s the weather like in Beijing /shanghai /Moscow /Toronto /Boston? to find the differences.
StepⅡ talk about what people are doing
1 Write the question What are you doing? On the blackboard. Read the question and have students repeat it.
2 Then demonstrate an activity, e.g. reading a book. Get students to ask the question.
Ss: what are you doing?
T: I’m reading a book.
3 Demonstrate some more activities. Practice the target language several times.
4 Get different students to demonstrate activities in the front of the class. Half of the rest students ask questions and half answer.
StepⅢ Review the target language
Make a conversation use the target language.
How’s the weather?
It’s raining.
How’s it going?
It’s great.
Is Aunt Sarah there?
Yes, she is.
What’s she doing?
She’s cooking.
Get several pairs of students to act out their conversations.
StepⅣ Review the key vocabulary
1. Give students several minutes to memorize the key vocabulary.
Raining, sunny, cloudy, snowing, windy, cold, hot, cool, warm, humid, cooking, playing, watching, studying
2. Have a dictation.
StepⅤ Summary
In this class we’ve reviewed all the key words in this unit .
We also reviewed to talk about the weather and what people are doing..
StepⅥ Homework
Review all the key words and language points learned in this unit.
Blackboard Design
Unit 6 It’s raining.
How’s the weather?
It’s raining.
How’s it going?
It’s great.
Is Aunt Sarah there?
Yes, she is.
What’s she doing?
She’s cooking.
（教案和教学设计）课件人教新目标七下Unit 6 It’s raining复习教案教育资源
教学资料人教必修2《荆轲刺秦王》课堂实录
课型：讲读课
教学目标：1、过程与方法：Œ了解课文背景，借助工具书，对照注释，初读课文分角色朗读，体会人物性格
2、知识与能力：Œ整体感知课文，掌握文言文中重要的字、词、句解释
从人物的对话、动作、神态描写，分析主要人物
3、情感与态度：如何看待荆轲刺秦王这一事件
重点难点：1、重点：分析人物形象，从对话、动作、神态的角度入手
2、难点：如何看待荆轲刺秦王这一事件
教学方法：朗读法、提问法、讨论法
课时安排：二课时
第一课时
课型：讲读课
教学目标：1、了解课文背景，复习《战国策》相关内容
2、借助注释、工具书理解课文
重点难点：理解课文，掌握文章的叙事线索
教学方法：分组讨论法、提问法、启发法
教学过程：
一、 导入新课
师：今天，我们来上新课《荆轲刺秦王》，关于荆轲，历来仁者见仁，智者见智。北宋苏询称其“始速祸焉”，朱熹认为他“匹夫之勇，其事无足言。”但司马迁却为他立传，并在《史记》结尾评价其“名垂后世”。还有其他人，如陶潜，称其“其人虽已没，千载有余情”。为什么前人对他会做出这种评价。相信我们学了这篇课文，也会对荆轲有更深入的了解。
师：同学们已经做过预习工作了，那该文选自哪里？
生：《战国策》
师：好，关于《战国策》，同学们收集到哪些资料呢？下面我们来交流一下？
生：《战国策》是战国末年和秦汉间编辑的一部重要历史著作，也是一部重要的散文集。经刘向整理，定名为《战国策》，全书共33篇，其内容主要记载战国时期各国谋臣策士游说诸侯或进行谋议论辩时的政治主张和纵横捭阖，尔虞我诈的故事，也记述了一些义士豪侠不畏强暴、勇于斗争的行为。
师：这里，我补充一下，从文学的角度上看，《战国策》长于议论和叙事，文笔流畅，生动活泼，在我国散文史上具有重要的地位。
师：对于本文的背景，同学们结合学过的历史知识，来谈一谈？
生：战国末期，秦统一中国之前的六年，秦灭韩，又破赵，统一的大势已定。地处赵国东北方的燕国是一个弱小的国家。当初，燕王为了结好于秦国，曾将太子丹交给秦国做人质，而“秦遇之不善”，太子丹逃回燕国，为抵抗强秦的大举进攻，同时也报见陵之仇， [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] ... 下一页 >>
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