一年级下册《反义词歌》第一课时教案

1、一年级下册反义词歌第一课时教案一年级下册反义词歌第一课时教案教学目的1.认识本课15个生字，会写8个生字。2.运用学过的识字方法，记住要求会写的字，感知汉字的形体美。3.初步认识反义词，体会反义词意义上的相反或相对，主动积累词语。教学重点通过读课文认识15个生字，会写8个字。教学难点初步认识什么是反义词、积累反义词。教学准备教师：1.生字卡片2.大小差别较大的纸（课间发给学生，同方的一大一小）3.美丽的苹果树（每个苹果上都写上要认识的字，共15个）学生：课外收集本课以外的反义词，制成卡片。教学过程：（本课用两课时进行教学，本课时为第一课时）一.观察比较，激趣导入1.教师拿出黑白相对的纸，提问：

2、孩子们，你发现老师手中的纸有什么不同吗？引导学生说出“黑白”，教师板书在黑板一角。然后请孩子们拿出老师课前发给的纸，同桌比较，看看两张纸有什么不同，引导学生发现“大小”并板书。2.教师小结：像“大小、黑白”这样的一对对词，反映了事物的两个对立面，意思相对或相反，我们把这样的一组词叫做反义词。今天，我们就来学习反义词歌。二.初读课文，认字识词1.学生自读课文，边读边勾画出一对对反义词，并把自己勾出的这些反义词多读几遍。2.小组合作：交流自己刚才找到的反义词，小组成员共同努力，把字音读准，并找出值得注意读音的.生字并作上记号。3.教师检查小组学习情况（1）汇报找到的反义词组（教师根据学生的汇报情况

3、将带拼音的反义词组帖在黑板上）（2）指名读在学生读的过程中引导说出“仔”是平舌音，“深”是翘舌音、前鼻韵，并多读几遍，记住它们。（3）开火车读、齐读4.互动合作，强化认识（1）指名和老师对着读（2）同桌对读，加深记忆5.小组比赛读，读后师生共议，评出最佳小组，送予流动红旗。让生感受成功的喜悦。6.师生合作做反义词“对对子”的游戏，边说边拍手。三.摘苹果游戏，进一步检查落实对生字的认识教师出示美丽的苹果树，请学生来摘。来摘苹果的同学必须告诉大家你摘到的是什么字，对于不会的或没有读正确的，师生共同纠正。尽可能让多数学生感受都“丰收”的喜悦。四.感悟字义，说用结合学生再读反义词歌，选择自己喜欢的一对

4、反义词练习说话，先在小组内说，再全班交流，说评结合，加深理解。五.拓展延伸，实践迁移1.看图说反义词2.交流课前找到的反义词，并选择几个写在课后的田字格里。初中一年级英语下册第十一单元教案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.教科版一年级下册语文美丽的丹顶鹤教案教学目标：1、认识14个生字，会写9个生字，认识页字旁(页)。2、能正确、流利、有感情地朗读课文，

22、背诵课文二、三自然段。3、了解丹顶鹤的样子和为什么要保护丹顶鹤;结合课外对“扎龙自然保护区”的了解，懂得保护珍稀动物，人与自然的和谐相处的重要性。教学重点：识字、写字;正确、流利、有感情地朗读课文，理解课文二、三自然段。教学难点：理解、想象重点词句，背诵二、三自然段。教学准备：多媒体课件、丹顶鹤图片。教学课时：两课时教学流程：第一课时一、创设情境、揭题导入小朋友，今天动物王国来了一群可爱的动物，他们是谁呢?瞧!他们来了。(学生观看多媒体课件)师叙述：春天来了，一群群美丽的丹顶鹤唱着嘹亮的歌从南方飞来。师：你能用几句话说说你看到的画面吗?生：我看到了一群群洁白的丹顶鹤。生：我看到了丹顶鹤排着整齐

23、的队伍在空中飞。生：师：大家的眼睛真亮，一眼就发现体形较大的像鸟的动物是丹顶鹤。那么你们想了解丹顶鹤吗?今天这群丹顶鹤给我们带来了一篇很美的课文，题目是：16美丽的丹顶鹤。(板书课题)生：齐读课题。过渡：晴空一鹤排云上，便引诗情到碧宵。让我们赶快走进课文去看看吧!二、初读课文1.生自由读课文师：根据同学们的经验，怎样才能把课文读正确，读通顺呢?教师给你们1分钟时间在小组内互相交流自己的方法。师：现在就请同学们用自己喜欢的方式把课文读正确，读通顺吧。2.开展“我读对了吗”小组合作学习活动互读课文3.再读课文师：同学们试一试，不看拼音你能把课文读正确，读通顺。4.分段指名读师：好!我们合作把课文读

24、正确，读通顺好吗?一个小朋友在读的时候，其他小朋友也别闲着，我们要学会倾听。别人比你读得好，你向他学。别人不如你，呆会你和他比一比，开始吧!(第一自然段)：哪位同学大胆地告诉大家“我想读”评：万事开头难，第一段读正确，读通顺了，老师相信小朋友一定能把下面的自然段读正确，读通顺的。(第二自然段)：请你的好朋友来接着读好吗?(第三自然段)：老师也想读，不过这几天老师感冒了，谁能帮老师 读一读呢?(第四自然段)：大家都急着读了，这样吧，喜欢最后一自然段的同学就请你主动站起来读一读吧。三、互动识字，巩固字形1.课文中还藏着许多字宝宝呢，快把它们请出来吧。(出示生字、生词卡片)师：请同学们当小教官，点点

25、字宝宝的名字。2.自主合作，记忆字形。师：你有什么好办法记住这些生字，说给你的同桌听一听。师：同桌教你学会了哪几个字?还有哪些字学起来遇到了困难?3.指导书写，感受汉字之美(1)观察书上田字格里的字，你认为哪些字最难写?(2)多媒体演示难字的笔顺，学生跟着书空。(3)余下的字，指名说笔顺，多媒体演示。第二课时一、游戏导入，激发兴趣。1.出示本课生字师：同学们，这些字宝宝你们还认识吗?师：听了你们的回答，字宝宝非常高兴，想与大家一起玩个游戏，你们高兴吗?生：(做识字游戏)2.看来这些字宝宝真的成为了我们的朋友，昨天的语文课上我们还认识了一群新朋友，它们是(出示图片)师：板书，丹顶鹤师：你们觉得这

26、群新朋友怎么样?师：在丹顶鹤前板书，美丽的二、感悟想象，品读课文(一)学习第二自然段过渡：是啊!多美丽的丹顶鹤呀!那么课文中是怎样写的呢?我们来看看课文的第二自然段。1.自由读一读，想一想这一段写了丹顶鹤的什么美?想一想，哪个词或哪句话写出了丹顶鹤的美，你能美美的读一读吗?2.这段写了丹顶鹤的什么美?(板书：颜色美)师：哪位小朋友能告诉老师丹顶鹤有哪些颜色?师：丹顶鹤的外衣多美丽啊!你能把手中的丹顶鹤变得更漂亮吗?让我们用手中的彩笔给丹顶鹤空上美丽的外衣吧。生：给丹顶鹤涂颜色。3.哪位同学愿意将你的作品向大家展示一下!师：哦，你为什么要涂这些颜色?能用书中的句子说一说吗?4.小朋友怎么读才能让

27、那些没见过丹顶鹤的人也能感受到丹顶鹤的美丽呢?自由读，我们比一比谁读的美!5.欣赏：让我们一起欣赏同学们富有感情的朗读吧!(抽读，小组读，挑战读)6.感受：欣赏了丹顶鹤的美，分享了小朋友们声情并茂的 朗读，教师的心情和同学们的一样是美滋滋的，这就是阅读给我们带来的快乐。(二)学习第三自然段过渡：丹顶鹤不光颜色漂亮，引人注目，还有许多逗人喜爱的地方呢!1.小组合作学习师：书上第三自然段为我们做了介绍，自己读一读，找一找，再在你的学习小组里说一说，丹顶鹤还有哪些地方美丽。2.学生分四人小组边读边想边体会。3.交流体会(1)脖子长，腿长，嘴长师：从这可以看出丹顶鹤的什么美?(板书：体形美)(出示图片观赏)师：你们知道丹顶鹤这三长与它的生活方式有什么关系吗?师：因为它生活在水边，要涉水，要吃水中的食物所以形成了这样的特点，并且这种特点也使得丹顶鹤自有一种独特的美感，让人喜爱。师：凡顶鹤的身材多像芭蕾舞演员，你能把它的美读出来吗?(2)汇报第二句师：指图(引吭高歌)你们看这只丹顶鹤在