1、一年級(jí)下冊(cè)反義詞歌第一課時(shí)教案一年級(jí)下冊(cè)反義詞歌第一課時(shí)教案教學(xué)目的1.認(rèn)識(shí)本課15個(gè)生字，會(huì)寫8個(gè)生字。2.運(yùn)用學(xué)過的識(shí)字方法，記住要求會(huì)寫的字，感知漢字的形體美。3.初步認(rèn)識(shí)反義詞，體會(huì)反義詞意義上的相反或相對(duì)，主動(dòng)積累詞語。教學(xué)重點(diǎn)通過讀課文認(rèn)識(shí)15個(gè)生字，會(huì)寫8個(gè)字。教學(xué)難點(diǎn)初步認(rèn)識(shí)什么是反義詞、積累反義詞。教學(xué)準(zhǔn)備教師：1.生字卡片2.大小差別較大的紙（課間發(fā)給學(xué)生，同方的一大一小）3.美麗的蘋果樹（每個(gè)蘋果上都寫上要認(rèn)識(shí)的字，共15個(gè)）學(xué)生：課外收集本課以外的反義詞，制成卡片。教學(xué)過程：（本課用兩課時(shí)進(jìn)行教學(xué)，本課時(shí)為第一課時(shí)）一.觀察比較，激趣導(dǎo)入1.教師拿出黑白相對(duì)的紙，提問：

2、孩子們，你發(fā)現(xiàn)老師手中的紙有什么不同嗎？引導(dǎo)學(xué)生說出“黑白”，教師板書在黑板一角。然后請(qǐng)孩子們拿出老師課前發(fā)給的紙，同桌比較，看看兩張紙有什么不同，引導(dǎo)學(xué)生發(fā)現(xiàn)“大小”并板書。2.教師小結(jié)：像“大小、黑白”這樣的一對(duì)對(duì)詞，反映了事物的兩個(gè)對(duì)立面，意思相對(duì)或相反，我們把這樣的一組詞叫做反義詞。今天，我們就來學(xué)習(xí)反義詞歌。二.初讀課文，認(rèn)字識(shí)詞1.學(xué)生自讀課文，邊讀邊勾畫出一對(duì)對(duì)反義詞，并把自己勾出的這些反義詞多讀幾遍。2.小組合作：交流自己剛才找到的反義詞，小組成員共同努力，把字音讀準(zhǔn)，并找出值得注意讀音的.生字并作上記號(hào)。3.教師檢查小組學(xué)習(xí)情況（1）匯報(bào)找到的反義詞組（教師根據(jù)學(xué)生的匯報(bào)情況

3、將帶拼音的反義詞組帖在黑板上）（2）指名讀在學(xué)生讀的過程中引導(dǎo)說出“仔”是平舌音，“深”是翹舌音、前鼻韻，并多讀幾遍，記住它們。（3）開火車讀、齊讀4.互動(dòng)合作，強(qiáng)化認(rèn)識(shí)（1）指名和老師對(duì)著讀（2）同桌對(duì)讀，加深記憶5.小組比賽讀，讀后師生共議，評(píng)出最佳小組，送予流動(dòng)紅旗。讓生感受成功的喜悅。6.師生合作做反義詞“對(duì)對(duì)子”的游戲，邊說邊拍手。三.摘蘋果游戲，進(jìn)一步檢查落實(shí)對(duì)生字的認(rèn)識(shí)教師出示美麗的蘋果樹，請(qǐng)學(xué)生來摘。來摘蘋果的同學(xué)必須告訴大家你摘到的是什么字，對(duì)于不會(huì)的或沒有讀正確的，師生共同糾正。盡可能讓多數(shù)學(xué)生感受都“豐收”的喜悅。四.感悟字義，說用結(jié)合學(xué)生再讀反義詞歌，選擇自己喜歡的一對(duì)

4、反義詞練習(xí)說話，先在小組內(nèi)說，再全班交流，說評(píng)結(jié)合，加深理解。五.拓展延伸，實(shí)踐遷移1.看圖說反義詞2.交流課前找到的反義詞，并選擇幾個(gè)寫在課后的田字格里。初中一年級(jí)英語下冊(cè)第十一單元教案Unit 11 What do you think of game shows教案Language goalsto this unit students learn to state their opinions and talk about likes and dislikes.New languageWhat do you think of soap operas? I dont like soap op

5、eras.What does he think of sports shows? He loves sports shows.What does she think of Maria? She likes Maria.What do they think of Tommy? They cant stand Tommy.Section AAdditional materials to bring to class:a local television listinglist the names of several foods on the board.For example: pizza, b

6、roccoli, ice cream, mushrooms.Next to that list, write the sentence, What do you think of _ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I dont like pizza,Point to the other foods one by on

7、e. Ask a student the question and help him or her answer J like.or I dont likeThen point to the sentence. What do you think of _ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to answer.Repeat the activity sever

8、al times, giving several students chances to ask and answer the question.1 a This activity introduces the key vocabulary.Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows.Po

9、int out the numbered list of shows. Say each one again and ask students to repeat it.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a

10、student do this. Say, These faces show you what the words mean. If you dont mind something, you dont either like it or dislike it. If you cant stand something, you dislike it very strongly. Your least favorite food is something you cant stand. If you love something, you like it very, very much. Your

11、 favorite food is something you love.Play the recording the first time. Students only listen.Correct the answers.1 c This activity provides guided oral practice using the target language.Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropr

12、iate picture as you answer.Say, Now work with a partner. Ask and answer the qstions.Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed.2a This activity provides listening practice using the target language.Call atten

13、tion to the list of five words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class.Play the recording the first time. Students only listen.Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the se

14、ntence I love it. So the answer in front o/love is number 1.Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases.Check the answers.2b This activity provides more listening practice using the target language.Say, Listen to the recording again.

15、 This time/ill in each blank with a word or phrase from the list in 2a.Play the recording. Students write words in the blanks.Check the answers.2c This activity provides guided oral practice using the target language.Help students find partners. Have the students practicethe dialogue several times.A

16、sk some pairs of students to present their dialogue!to the class.3a This activity provides pral and writing practice using the target language.Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not

17、 to look at their partners pages.Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of Sports News? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves Sports News. Show s

18、tudents that you are writing in the word loves after Stuarts name on the chart on page 67.Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of Sports News? You answer, Stuart likes Sports News. Have the student write the word likes after Stuarts name on the chart o

19、n page 86.Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.Go over the answers.3b This activity provides guided reading practice using the target language.Read the dialogue with a student. Every time one of you conies to a blank, say blank.4 This acti

20、vity provides listening, speaking, and writing practice using the target language.Point out the dialogue in the speech bubbles. Have two students read it to the class.After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask stude

21、nts to make statements such as I dont like The Crime Files. Carlos doesnt like The Crime Files, too.Alternative: If you do not want students to get up and move around the class, you can ask them to do this activity in groups of four.教科版一年級(jí)下冊(cè)語文美麗的丹頂鶴教案教學(xué)目標(biāo)：1、認(rèn)識(shí)14個(gè)生字，會(huì)寫9個(gè)生字，認(rèn)識(shí)頁字旁(頁)。2、能正確、流利、有感情地朗讀課文，

22、背誦課文二、三自然段。3、了解丹頂鶴的樣子和為什么要保護(hù)丹頂鶴;結(jié)合課外對(duì)“扎龍自然保護(hù)區(qū)”的了解，懂得保護(hù)珍稀動(dòng)物，人與自然的和諧相處的重要性。教學(xué)重點(diǎn)：識(shí)字、寫字;正確、流利、有感情地朗讀課文，理解課文二、三自然段。教學(xué)難點(diǎn)：理解、想象重點(diǎn)詞句，背誦二、三自然段。教學(xué)準(zhǔn)備：多媒體課件、丹頂鶴圖片。教學(xué)課時(shí)：兩課時(shí)教學(xué)流程：第一課時(shí)一、創(chuàng)設(shè)情境、揭題導(dǎo)入小朋友，今天動(dòng)物王國來了一群可愛的動(dòng)物，他們是誰呢?瞧!他們來了。(學(xué)生觀看多媒體課件)師敘述：春天來了，一群群美麗的丹頂鶴唱著嘹亮的歌從南方飛來。師：你能用幾句話說說你看到的畫面嗎?生：我看到了一群群潔白的丹頂鶴。生：我看到了丹頂鶴排著整齊

23、的隊(duì)伍在空中飛。生：師：大家的眼睛真亮，一眼就發(fā)現(xiàn)體形較大的像鳥的動(dòng)物是丹頂鶴。那么你們想了解丹頂鶴嗎?今天這群丹頂鶴給我們帶來了一篇很美的課文，題目是：16美麗的丹頂鶴。(板書課題)生：齊讀課題。過渡：晴空一鶴排云上，便引詩情到碧宵。讓我們趕快走進(jìn)課文去看看吧!二、初讀課文1.生自由讀課文師：根據(jù)同學(xué)們的經(jīng)驗(yàn)，怎樣才能把課文讀正確，讀通順呢?教師給你們1分鐘時(shí)間在小組內(nèi)互相交流自己的方法。師：現(xiàn)在就請(qǐng)同學(xué)們用自己喜歡的方式把課文讀正確，讀通順吧。2.開展“我讀對(duì)了嗎”小組合作學(xué)習(xí)活動(dòng)互讀課文3.再讀課文師：同學(xué)們?cè)囈辉嚕豢雌匆裟隳馨颜n文讀正確，讀通順。4.分段指名讀師：好!我們合作把課文讀

24、正確，讀通順好嗎?一個(gè)小朋友在讀的時(shí)候，其他小朋友也別閑著，我們要學(xué)會(huì)傾聽。別人比你讀得好，你向他學(xué)。別人不如你，呆會(huì)你和他比一比，開始吧!(第一自然段)：哪位同學(xué)大膽地告訴大家“我想讀”評(píng)：萬事開頭難，第一段讀正確，讀通順了，老師相信小朋友一定能把下面的自然段讀正確，讀通順的。(第二自然段)：請(qǐng)你的好朋友來接著讀好嗎?(第三自然段)：老師也想讀，不過這幾天老師感冒了，誰能幫老師 讀一讀呢?(第四自然段)：大家都急著讀了，這樣吧，喜歡最后一自然段的同學(xué)就請(qǐng)你主動(dòng)站起來讀一讀吧。三、互動(dòng)識(shí)字，鞏固字形1.課文中還藏著許多字寶寶呢，快把它們請(qǐng)出來吧。(出示生字、生詞卡片)師：請(qǐng)同學(xué)們當(dāng)小教官，點(diǎn)點(diǎn)

25、字寶寶的名字。2.自主合作，記憶字形。師：你有什么好辦法記住這些生字，說給你的同桌聽一聽。師：同桌教你學(xué)會(huì)了哪幾個(gè)字?還有哪些字學(xué)起來遇到了困難?3.指導(dǎo)書寫，感受漢字之美(1)觀察書上田字格里的字，你認(rèn)為哪些字最難寫?(2)多媒體演示難字的筆順，學(xué)生跟著書空。(3)余下的字，指名說筆順，多媒體演示。第二課時(shí)一、游戲?qū)耄ぐl(fā)興趣。1.出示本課生字師：同學(xué)們，這些字寶寶你們還認(rèn)識(shí)嗎?師：聽了你們的回答，字寶寶非常高興，想與大家一起玩?zhèn)€游戲，你們高興嗎?生：(做識(shí)字游戲)2.看來這些字寶寶真的成為了我們的朋友，昨天的語文課上我們還認(rèn)識(shí)了一群新朋友，它們是(出示圖片)師：板書，丹頂鶴師：你們覺得這

26、群新朋友怎么樣?師：在丹頂鶴前板書，美麗的二、感悟想象，品讀課文(一)學(xué)習(xí)第二自然段過渡：是啊!多美麗的丹頂鶴呀!那么課文中是怎樣寫的呢?我們來看看課文的第二自然段。1.自由讀一讀，想一想這一段寫了丹頂鶴的什么美?想一想，哪個(gè)詞或哪句話寫出了丹頂鶴的美，你能美美的讀一讀嗎?2.這段寫了丹頂鶴的什么美?(板書：顏色美)師：哪位小朋友能告訴老師丹頂鶴有哪些顏色?師：丹頂鶴的外衣多美麗啊!你能把手中的丹頂鶴變得更漂亮嗎?讓我們用手中的彩筆給丹頂鶴空上美麗的外衣吧。生：給丹頂鶴涂顏色。3.哪位同學(xué)愿意將你的作品向大家展示一下!師：哦，你為什么要涂這些顏色?能用書中的句子說一說嗎?4.小朋友怎么讀才能讓

27、那些沒見過丹頂鶴的人也能感受到丹頂鶴的美麗呢?自由讀，我們比一比誰讀的美!5.欣賞：讓我們一起欣賞同學(xué)們富有感情的朗讀吧!(抽讀，小組讀，挑戰(zhàn)讀)6.感受：欣賞了丹頂鶴的美，分享了小朋友們聲情并茂的 朗讀，教師的心情和同學(xué)們的一樣是美滋滋的，這就是閱讀給我們帶來的快樂。(二)學(xué)習(xí)第三自然段過渡：丹頂鶴不光顏色漂亮，引人注目，還有許多逗人喜愛的地方呢!1.小組合作學(xué)習(xí)師：書上第三自然段為我們做了介紹，自己讀一讀，找一找，再在你的學(xué)習(xí)小組里說一說，丹頂鶴還有哪些地方美麗。2.學(xué)生分四人小組邊讀邊想邊體會(huì)。3.交流體會(huì)(1)脖子長(zhǎng)，腿長(zhǎng)，嘴長(zhǎng)師：從這可以看出丹頂鶴的什么美?(板書：體形美)(出示圖片觀賞)師：你們知道丹頂鶴這三長(zhǎng)與它的生活方式有什么關(guān)系嗎?師：因?yàn)樗钤谒叄嫠运械氖澄锼孕纬闪诉@樣的特點(diǎn)，并且這種特點(diǎn)也使得丹頂鶴自有一種獨(dú)特的美感，讓人喜愛。師：凡頂鶴的身材多像芭蕾舞演員，你能把它的美讀出來嗎?(2)匯報(bào)第二句師：指圖(引吭高歌)你們看這只丹頂鶴在