示范教案 Unit 1 Friendship Period 1 Warming up and Speaking

示范教案(Unit 1 Friendship)

单元规则

本单元的话题是“朋友和友谊”(friends and friendship)和“人际关系”(interpersonal relationships)，中心话题是“友谊”(friendship)，具体涉及“朋友是不是仅限于人类”“朋友的真实含义”以及“如何与人相处的问题”，语言技能和语言知识等，几乎所有的内容都是围绕“友谊”(friendship)这一中心话题展开的。

为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。

“热身(Warming Up)”部分设计了一份调查问卷，共五个问题，都是日常生活中经常发生的真实问题，每个问题后的三个选项都是解决这些问题的常用的方法，要求学生做过之后计算出自己的得分。该部分的目的是引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，从而激发他们的学习兴趣，激活其已有的背景知识，使其能运用自己已有的知识和经验思考该单元的中心话题，以探索者的姿态投入该单元的学习，去获取新的信息，掌握新的知识，并丰富自己的经验，提高分析问题和解决问题的能力。

“读前(Pre-reading)”部分提出了三个问题：人为什么需要朋友？朋友必须是人吗？其他东西会成为朋友吗？这些问题不仅与单元主题有关，而且与下一部分的阅读材料内容紧密联系。因此，它们不仅可以启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友，而且也可以启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测。讨论时，要鼓励学生独立思考，阐述不同的看法。

“阅读(Reading)”部分摘自《安妮日记》，标题是ANNE’S BEST FRIEND，讲述了犹太女孩安妮把日记作为朋友，倾诉自己内心感受的一段故事：二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的方法。教材的设计目的，不仅仅是对学生进行阅读理解的训练，更重要的是通过阅读帮助学生对“朋友”和“友谊”有进一步的理解。因此，教师应该让学生了解纳粹迫害犹太人的那段历史，使学生在感受外国文化的同时自然而然地习得语言。只有了解当时的历史背景，才能深刻理解安妮当时的心境和为什么将日记视为自己的朋友。在此基础上，教师可引导学生对该文章进行全面整体理解，也可以给学生设置情景，引发他们的思考。例如：“如果你是安妮，你会怎么做？”、“如果你三天不许出门，呆在一个几平方米的小阁楼上，你会做什么？”，这样可以使学生通过体验学习，感悟语境，实践语言，以达到强化学生语言意识，积累语言经验的目的。

“理解(Comprehending)”部分提供了四个练习。通过连句、问答题、填表格等的形式帮助学生对课文内容、细节进行更深入地理解。问题的设计由浅到深，由课内到结合自己的实际，使学生逐步加深对“朋友”和“友谊”的理解。这阶段要尽量挖掘学生的学习潜能，注意给他们提供充分的思维时间和空间。让学生做学习的主人，学会自己解决问题。

“语言学习(Learning about Language)”部分教学本课重点词汇和重点语法项目。词汇部分设计了三个练习：练习1是从课文中找出有相同意思的词汇；练习2是用练习1中的一些单词和短语完成段落；练习3是用课文中的单词和短语完成句子。设计这些练习的目的是帮助学生复习掌握重要词义和词语，并能在具体的语境中正确使用。在这一环节中，教师要引导学生自学、自做、自助、自悟，即指导学生形成自主学习意识，掌握合适的学习策略。语法项目是陈述句、一般疑问句和特殊疑问句的直接引语和间接引语，设计了三个练习：练习1是通过观察句子来了解直接引语和间接引语的不同；练习2要求把直接引语变成间接引语、

间接引语变成直接引语；练习了要求利用间接引语编一段对话。设计这些练习的目的就是让学生了解直接引语和间接引语的不同，理解并运用直接引语变间接引语的一些简单规则。教师在教学中要注意提醒学生不要死记硬背语法规则，而是要启发学生从实际出发，灵活掌握、运用规律。

“语言运用(Using Language)”部分分读和听(Reading and Listening)、说(Speaking)、读和写(Reading and Writing)三个步骤，提供了如下活动：读两封信、听一段话、讨论和写信，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及现实生活中被朋友误解、曲解，没有朋友的孤单寂寞等问题。在这一环节中，教师应想方设法激发学生的学习热情，让学生学会自己动手收集信息、处理信息，用所学语言去实践，通过自学、自做解决问题，同时帮助同学解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。这样做既锻炼了学生听、说、读、写的语言运用能力，又培养了学生发现问题，解决问题的能力。

“小结(Summing Up)”部分设计了一个表格，引导学生从本单元的话题、词汇和语法等方面对所学内容进行归纳总结。这样做的目的是便于学生复习掌握本单元的要点内容，更重要的是使学生养成良好的学习习惯，从而提高学习效率，同时也锻炼了学生的归纳总结的能力。

“学习建议(Learning Tip)”部分鼓励学生养成写日记的好习惯。这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。

知识目标：

本单元需要学习的重点单词为：add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenageradvice questionnaire quiz situation editor communicate habit

本单元需要学习的重点词组为：add up calm down have got to be concerned aboutwalk the dog go through hide away set down a series of on purpose in order to in one’s power face to face according to get along with fall in love join in make an effort show one’s interest in spread far and wide pay (no)attention to in the past 本单元需要学习的重点句型为：

1. You want to see a very interesting film with your friend, but your friend can’t go until he or she finishes cleaning the bicycle. (not. . . until. . . )

2. When he or she borrowed it last time, he or she broke it and you had to pay to get it repaired. (get sth. done)

3. While walking the dog, you were careless and it got loose and was hit by a car. (while doing; get+adj. )

4. Your friend, who doesn’t work hard, asks you to help him or her to cheat in the exam by looking at your paper, what will you do? (the Attributive Clause)

5. I don’t wa nt to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend. (as. . . )

6. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grown so crazy about everything to do with nat ure. (I wonder if/whether; it’s . . . that. . . )

7. . . . I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself. (stay+adj. ; in order to do. . . )

8. But as the moon gave far too much lig ht, I didn’t dare open a window. （don’t dare (to)do. . . )

9. . . . it was the first time in a year and a half that I’d seen the night face to face. . . (It is/was

the first/second. . . time that+现在/过去完成时)

10. Although I really try to talk to my classmates, I still find it hard to make good friends with them. (find it+adj. /n. +to do. . . )

本单元需要掌握的交际功能用语为：

1. 态度(attitudes)

Are you afraid that. . . ? I’ve grown so crazy about. . . I didn’t dare. . .

2. 同意和不同意（agreement and disagreement）

I agree. I think so. Exactly.

I don’t agree. I don’t think so. I’m afraid not.

3. 肯定程度（certainty）

That’s correct. Of course not.

本单元需要掌握的语法为：直接引语和间接引语(Ⅰ)：陈述句和疑问句

1. 陈述句

“I don’t want to set down a series of facts in a diary, ” said Anne.

→ Anne said that she didn’t want to set down a series of facts in a diary.

2. 一般疑问句

He asked, “Are you leaving tonight? ”

→ He asked us whether we were leaving that night.

3. 特殊疑问句

“When did you go to bed last night? ” father said to Anne.

→ Father asked Anne when she went to bed the night before.

能力目标：

1. 能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。

2. 能根据已知信息推测所听材料的内容以及拼写所听有关单词。

3. 掌握理解本单元关于友谊、友情的内容和基本的阅读技巧。

4. 学会用英语交流谈论友谊、友情和朋友方面的话题，并学会对个人观点、态度等的表达方法。

5. 学会写英文书信，就交友处友的问题提出忠告。

情感目标：

通过学习讨论本单元的内容，使学生加深对友谊、友情、朋友的理解，学会如何正确交友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。

课时安排

This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i. e. , the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstandings, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities and dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerners’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows: Period 1:Warming up and speaking

Period 2:Reading

Period 3:Important language points

Period 4:Grammar(Direct Speech and Indirect Speech (Ⅰ))

Period 5:Friendship in Hawaii (Reading task in the workbook)

Period 6:Using language (Listening and Writing)

Period 7:Revision (Summing up and Learning tip)

Period 1Warming up and Speaking

整体设计

从容说课

This is the first teaching period of this unit, perhaps also the first in this new term. So the teacher can first ask the students to talk about their summer holiday life. They can talk freely as they like.

The main topic of this unit is about friendship, and nearly all the teaching materials center on it. The teacher can introduce the topic to the students in interesting ways, such as playing videos and songs on friendship, getting the students make a list of qualities a good friend should have, letting the students make a group discussion on questions about the topic, and so on. Then have the students make the survey in the textbook. This survey examines whether the students are good friends and leads them to think and talk about friendship, get to know the problems between friends and seek solutions. In doing so, it should make them consider what qualities and behavior make a good friend. This is the first of many activities designed for self-reflection in this textbook. It makes preparations for the further teaching in topics, background and vocabulary.

Another teaching aim in this period is to get the students to learn how to express their attitudes, agreement and disagreement, and certainty. The teacher can get the students to work in pairs to talk about “If your best friend does something wrong, what will you do? ” and share their ideas with each other. Then ask them to work in groups on other questions (a question each group). In above two steps, tell them to use such structures as I (don’t)think. . . , I (don’t)believe. . . , In my opinion, . . . , I (don’t) think so, I (don’t)agree, Exactly, I’m afraid not, That’s correct, Of course not, and so on.

To consolidate the contents of this period, the students are required to make a dialogue on qualities a good friend or an ideal friend should have.

教学重点

1. Use the given adjectives and sentence structures to describe one of their friends.

2. Learn to evaluate friends and friendship.

教学难点

1. Work together with partners and describe one of their good friends.

2. Discuss with partners and find out ways to solve the problems.

教学方法

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

教具准备

The multimedia and other normal teaching tools

三维目标

Knowledge aims:

1. Let the students learn the following new words and expressions:survey add pointupset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog

2. Get the students to learn to express attitudes, agreement and disagreement and certainty using the following structures:Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.

Ability aims:

1. Enable the students to describe their friends in English.

2. Figure out the problems between friends and then find different ways to solve the problems.

3. Encourage the students to think and talk about friends and friendship by using some phrases and structures.

Emotional aims:

1. Get the students to learn to solve problems that may occur between friends.

2. Cultivate the students to form the good habit of learning English in Senior Middle School.

教学过程

设计方案（一）

→Step 1 Lead-in

Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne. This is the first class in the new term. So at the beginning, ask the students to talk about their summer holidays. They can talk freely as they like.

1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?

2. What do you think of our new school? Do you like it? Could you say something about it?

3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?

(Other suggestions for introducing the topic of this unit:1. Play two songs on friendship, then ask the students what they are about. 2. Have a discussion about friendship with the students. Get the students to make a list of three qualities a good friend should have. )

→Step 2 Warming-up

1. Ask some students to tell the class how his or her friend is in one or two sentences. The following adjectives may be helpful.

brave loyal wise handsome pretty smart friendly

Suggested sample sentences:

1)My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.

2)My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.

3)My friend David is wise. He always gives me the best advice.

4)My friend George is a handsome boy, but he doesn’t like to study and always dream s of becoming a model.

5)My friend Harry is a smart student. He always asks good questions in class.

2. Ask the students to give a brief description of one of their friends. The following phrases and structures may be helpful.

His/Her name is. . .

He/She is. . . years old.

He/She likes. . . and dislikes. . .

He/She enjoys. . . and hates. . .

He/She is very kind/friendly. . .

When/Where we got to know each other.

Suggested sample description:

Zhang Xiangming is my best friend. She is seventeen years old. She likes English and Chinese, and dislikes mathematics and physics. She enjoys music and hates sports. She is very pretty and also friendly. Last month when we entered the senior middle school we got to know each other and we are best friends now.

3. What types of friendship do you have? Please tick them out. Then fill in the blanks.

girl friends boy friends pen friends long-distance friends friends of the same age friends across generations e-friends (friends over the Internet)unusual friends like animals, books. . .

1)______________ is/are most important to me.

2)I spend most of my free time with______________.

3)I will share my secrets with______________.

4)When in trouble, I will first turn to______________.

5)I think it easier to communicate with______________.

6)______________ would make us feel safe.

Suggested answers(Students’ answers may vary):1)A girl/boy friend (Girl friends/Boy friends) 2)e-friends3)unusual friends like animals4)friends across generations5)friends of the same age6)Long-distance friends

→Step 3 Make the survey

1. Ask the students to list some qualities of a good friend or their ideal friend. Have the students get into groups of four to find out what qualities each has listed. Get the students to tell their parterners their standards of good friends by using the following structures.

I think a good friend should (not)be. . .

In my opinion, a good friend is someone who. . .

2. Have a member of each group report on what their lists have in common and list them on the board.

3. Ask the class whether or not they agree with all the qualities listed on the board.

4. Now have the students make the survey in the textbook.

While doing a survey, the students may need some explanations.

Question 1:This question deals with how thoughtful you are towards others and how much you value your friends.

Question 2:This question is concerned with fairness.

Question 3:This question also deals with your concern for others.

Question 4:This question is concerned with responsibilities to a friend.

Question 5:This question is concerned with honesty.

5. Have the students score their survey according to the scoring sheet on Page 8.

6. Ask some students how many points they got for the survey and assess their values of friendship.

4~7 points:You are not a good friend. You either neglect your friend’s needs or just do what

he or she wants you to do. You should think more about what a good friend needs to do.

8~12 points:You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.

13+points:You are an excellent friend who recognizes that to be a good friend you need balance your needs and y our friend’s. Well done.

(The teacher may also show the Ss the results above and let themselves self-reflect upon their own values of friendship. )

→Step 4 Talking and sharing

1. Get the students to work in pairs.

If your best friend does something wrong, what will you do?

Try to use the following expressions.

I think. . . I think so. I agree.

I don’t think. . . I don’t think so. I don’t agree.

I believe. . . That’s correct. In my opinion, . . .

What to do Reasons

2. Get the students to work in groups.

Divide the students into four groups and each group chooses a topic to discuss. There are four topics.

Topic 1:Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2:There is a saying “To have a good friend, you need to be a good friend. ” What do you think of the saying and how can you be a good friend?

Topic 3:Does a friend always have to be a person? What else can be your friend? Why?

Topic 4:List some qualities of a person who does not make friend easily.

→Step 5 Summary

1. Ask the students to summarize what friendship is and what is the most important in making friends themselves.

2. The teacher shows more information about friendship and a poem about friendship. Enjoy it together.

What is friendship?

I want to find the answer to the question:

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

→Step 6 Workbook

1. Talking (on Page 41)

While the students listen to the material, ask them to take notes about the speaker’s views of making friends.

Suggested steps:

1)Listen to what Leslie Clark, the Canadian, has to say about her experiences with friendship in China.

2)Ask the students in small groups to discuss whether they agree or disagree with her.

3)Then have the students take sides:at least one of them will support Leslie’s viewpoint, and the rest will not support it．Tell the students to think about why they agree or disagree with Leslie.

2. Speaking task (on Page 45)

Suggested steps:

1)In pairs, have the students read the following dialogue and discuss what they would do.

2)After each pair comes to an agreement, have them record their solution to the problem on a piece of paper and give it to you.

3)Put pairs that have different solutions to the same situation in groups of four.

4)Let them present their reasons to each other about what to do and try to come to an agreement about the best course of action.

5)Have a student from each group report their new solution to the class.

6)If time permits, ask the students to work in pairs and make a dialogue.

→Step 7 Evaluation

Students finish the following evaluation form. Standard:A, B, C

Contents 自评他评

1. I’m active in talking with others.

2. I’m active in cooperating with others.

3. I can express myself fluently, accurately and appropriately.

4. I know more about friendship after this lesson.

5. Do you think you need to improve yourself in some aspects?

Which aspects?

→Step 8 Homework

1. Finish off the relative exercises in the Workbook.

2. Write down a short passage about your friend.

3. Prepare for the next part Reading.

Ending Tell the students: Make new friends and keep the old; one is silver and the other is gold.

设计方案（二）

→Step 1 Lead-in

Show the students a video of Auld Lang Syne to introduce the topic of this lesson.

(Other suggestions for introducing the topic of this unit:1. Play or sing the song That’s What

Friends Are For, then ask the students what they are about. 2. Have a discussion about friendship with the students. Get the students to make a list of three qualities a good friend should have. ) →Step 2 Warming-up

1. Get the students to give a brief description of one of their friends.

2. Ask the students What types of friendship they have.

→Step 3 Make the survey

1. Ask the students to list some qualities of a good friend or their ideal friend. Have the students get into groups of four to find out what qualities each has listed. Get the students to tell their partners their standards of good friends.

2. Have a member of each group report what their lists have in common and list them on the board.

3. Ask the class whether or not they agree with all the qualities listed on the board.

4. Now have the students do the survey in the textbook.

5. Have the students score their survey according to the scoring sheet on Page 8.

6. Ask some students how many points they got for the survey and assess their values of friendship.

→Step 4 Talking and sharing

1. Get the students to work in pairs.

If your best friend does something wrong, what will you do?

2. Get the students into groups and give each group a topic to talk about. Then let the class share their ideas. It’s better to stimulate the Ss to express their own opinions.

→Step 5 Summary

What is friendship? What is the most important in making friends?

→Step 6 Workbook

1. Talking on Page 41

2. Speaking task on Page 45

→Step 7 Homework

1. Finish off the relative exercises in the Workbook.

2. Write down a short passage about your friend.

3. Prepare for the next part Reading.

板书设计

Unit 1Friendship

useful structures Types of friendship Topics

I (don’t)think. . .

I (don’t)think so. In my opinion, . . . . . . long-distance friends

friends of the same age

friends across generations

1. Why do you need. . .

2. There is a saying “To. . .

3. Does a friend always. . .

4. List some qualities of. . .

活动与探究

A British newspaper once offered a prize for the best definition of a friend. If you were the editor, choose the best one from the following entries, and explain why.

One who understands my silence.

A friend in need is a friend indeed.

To have a friend, you need to be a good friend.

Friends are just the people who share your happiness and sorrow.

When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you. That’s friendship.

Suggested sample answer:

I think “Friends are just the people who share your happiness and sorrow. ” is the best definition of a friend. In my opinion, a friend is a treasure to his or her friend(s). He or she is always devoted and helpful to his or her friend(s). Friends should help each other and share their joys and sorrows—true friendship isn’t one-sided.

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三年级英语上册Unit1第四课时教案人教版PEP

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和12公有的因数。 小结：两个集合相交部分中的1、2、4是8和12公有的因数，叫做它们的公因数。4是这几个数中最大的公因数，是它们的最大公因数。 2.找最大公因数的方法。 （1）怎样求两个数的最大公因数呢？ 课件出示例2，同桌合作完成。 方法一：列举法：先列举出18和27的因数分别有哪些，找出公因数，并找出最大的公因数。 1，3，9是18、27的公因数，最大的公因数是9。 方法二：筛选法：先写出一个数的因数，从中找出哪些数也是另一个数的因数，并找出最大的一个。 18的因数有1，2，3，6，9，18。 1，3，9是18、27的公因数，最大的公因数是9。 方法三：短除法：用短除法求出18和27的最大公因数。 18和27的最大公因数3×3＝9。 （2）两个数的公因数和它们的最大公因数之间有什么关系呢？ 小组探索、交流，得出：最大公因数是所有公因数的倍数。 四、巩固练习 1.完成教材第61页做一做第1题。（独立完成，集体订正） 2.完成教材第61页做一做第2、3题。（师生共同合作） 五、拓展提升 如果A=2×3×3×5，B=2×3×5×7,那么A和B的最大公因数是（ 30 ）。 六、课堂总结

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2019届北师大版一年级下册数学第四单元教案全集

第四单元有趣的图形 第1课时认识图形 【教学内容】 教科书第36～37页内容。 【教学目标】 1．通过观察、操作与讨论，感知长方形、正方形、三角形和圆的特征。初步认识什么样的图形是长方形、正方形、三角形和圆，能根据它们的特征 从具体的情境中辨别这四种图形。 2．通过摸、画、找、说等活动，初步体会到解决问题的方法和策略的多 样性，并在小组活动中培养探索意识和协作精神。 3．通过创设情境，在实际操作活动中体验学习数学的乐趣，激发学生积极探索新知和学好数学的欲望。 【教学重难点】 重点：会辨认长方形、正方形、三角形和圆。 难点：体会“面”在“体”上。 【教学过程】 一、创设情境，导入新课 （课件出示：漂亮的城堡） 淘气带我们来到了一座漂亮的城堡。在这座城堡里住着各种形状的图形，请小朋友们认一认，说一说这些图形的名称。 长方体、正方体、圆柱和球都是立体图形。在图形的城堡里，除了立体图形家族，还住着一个庞大的家族，那就是平面图形。（课件出示：平面图形）学生尝试说说认识的图形名称。 今天，我们就要一起来认识这些平面图形。 （板书课题：认识图形） 二、操作交流，探究新知 1.感知“面”在“体”上。 （1）观察操作。

提出要求：这些平面图形都藏在大家桌面上的物体中，请大家找一找、摸一摸、说一说，赶快行动吧！ （2）汇报交流。 说一说：你在什么物体上找到了什么图形？再摸一摸自己找到的图形的面，有什么感觉？（引导学生说出“面”的主要特点是平） （3）引导发现。 （课件演示“面”在“体”上的分离过程） 通过刚才的观察，我们发现这些平面图形的家都住在立体图形上。 2.动手操作，合作学习。 谁能想出一个好办法，把这些平面图形从立体图形上请出来，留在桌上的白纸上呢？ 小组合作完成。汇报交流操作方法。 引导学生想出多种办法（可用描、画、印等方法）教师归纳方法。 3.小结。 从长方体上找到了长方形，从正方体上找到了正方形，从三棱柱上找到了三角形，从圆柱上找到了圆。我们还发现，这些图形的面都是平的，并且只有一个面，所以，我们就把这样的图形叫做平面图形。 三、游戏：我说你画 试试你掌握的本领。老实说一个图形的名字，请你闭上眼睛，想一想它的样子，一边想一边用手指画一画。 同桌之间可进行互动练习。 【巩固练习】 1.完成教材第37页“练一练”第1题。 组织学生进行交流，讨论的出图形与特征的正确连线方法，教师适时给予评价。 2.完成教材第37页“练一练”第4题。 要求学生观察各排图形排列的顺序，找出规律，接着画下去。 学生思考，独立完成，全班订正。 【课堂小结】

Unit 6 Is she a student-第二课时

Unit 6 Is she a student?第二课时 Lesson32教案示例 课题：LESSONTHIRTY-TWO 重点：句子Isheateacher?No,heisn’t. 词汇tallfifteen 难点：发音、理解Who’sthatyoungman? 过程： 一、复习/热身 1.Sayarhyme[配套第19课录音] Howoldishe? Howoldisshe? Heisthirteen. Sheisthree. Comehere,please. Havesometea. Sitdown,please. Talkwithme. 2.复习第31课课文对话 看图问答：根据主题图内容随意进行问答练习 课文对话表演：找几组学生在班上表演 3.游戏：猜一猜 操作：手拿一张班内男学生的照片，画面向教师，学生用英文对

照片进行提问，通过教师的答案，学生猜出照片上的人物到底是谁。 二、介绍新语言项目与教学方法 1.情景展示[出示主题图] 学生根据画面中呈现的内容进行提问，可能会涉及到以下问题：Howmanyboys?Whoarethey?Who’stheboy?Howoldishe?Isheastudent? 教师这时在Who’stheboy?的基础上稍加引导Who’stheyoungman?，并让学生回答 B.能力稍强一些的学生对画面内容做归纳描述 2.接触新词汇 A.教师出示ZhouMin的图片，提问学生：Who’sthegirl?Issheateacher?得到答案后，对全班学生说：She’sastudent.Butsheistall.用手势表示tall，接着说：Lookatthisyoungman.Ishetall?Heisastudent,too.He’stall.示范两遍tall，并带读，小组读与个人读相结合。 B.教师做神秘状问学生：Heistall.Guess!Howoldishe?学生猜男孩的年龄。猜过几轮后，教师告诉学生：He’smiddleschoolstudent.Ithinkhe’sfifteen.带读词汇fifteen，并将所学的数字简单复习一遍。请学生寻找记忆数字13以后的窍门，帮助学生掌握更多词汇。 3.听课文对话录音一遍，回答问题[配套录音]