鯨的課件
發布時間：2025-08-09鯨的課件（收藏12篇）。
鯨的課件 篇1
一、教學目標
1.知識與技能：學生能夠理解并概括文章主旨大意；識別并解釋關鍵細節和事實；掌握文中出現的重點詞匯和短語；運用所學知識解答閱讀理解題。
2.過程與方法：通過預讀活動激發閱讀興趣；采用略讀、尋讀等策略快速獲取信息；精讀分析文章結構、語言特點和作者態度；小組討論促進深度理解和交流。
3.情感態度與價值觀：培養學生對英語閱讀的興趣和習慣；增強跨文化意識，尊重不同文化觀點；提升解決問題的能力和批判性思維。
二、教學內容
1.文本選擇：根據學生年級水平和興趣，選擇內容豐富、語言地道、結構清晰的文章，可涵蓋新聞報道、科普知識、文學作品等多種體裁。
2.重點難點：明確文章中的關鍵詞匯、復雜句型、作者觀點及態度等作為教學重點；針對學生的閱讀難點，如長難句理解、文化背景知識缺乏等設計解決策略。
三、教學過程設計
1. 導入階段（5分鐘）
活動設計：利用圖片、視頻、問題討論等方式引出主題，激發學生對文章的興趣和好奇心。
目的：營造輕松的學習氛圍，為接下來的閱讀做好心理準備。
2. 預讀階段（5分鐘）
活動設計：展示文章標題、插圖、首尾段等，引導學生預測文章內容；介紹文章背景知識。
目的：激活學生已有的知識和經驗，為深入理解文章打下基礎。
3. 閱讀階段（20分鐘）
第一遍閱讀（略讀）：快速瀏覽全文，了解文章大意和結構。
第二遍閱讀（尋讀）：針對具體任務（如找答案、填空）進行針對性閱讀。
第三遍閱讀（精讀）：深入分析文章細節，理解作者觀點、態度及語言特點。
4. 理解與討論（10分鐘）
活動設計：小組討論文章中的關鍵問題，如主旨大意、細節理解、作者意圖等；教師巡回指導，鼓勵學生提出不同見解。
目的：促進學生間的交流與合作，深化對文章的理解。
5. 語言點講解與練習（10分鐘）
活動設計：講解文章中的重點詞匯、短語和句型，通過例句、翻譯等形式鞏固記憶；設計相關練習題進行鞏固。
目的：提高學生的語言運用能力。
6. 總結與拓展（5分鐘）
活動設計：引導學生總結文章要點，分享學習收獲；提供與文章主題相關的拓展閱讀材料或任務，鼓勵學生課后進一步探索。
目的.：鞏固學習成果，拓展學生視野。
四、作業布置
完成與文章相關的閱讀理解題或寫作任務，如撰寫讀后感、分析文章中的某一觀點等。
五、教學評價
1.通過課堂觀察、小組討論參與度、作業完成情況等多種方式綜合評價學生的學習效果。
2.關注學生的個體差異，給予針對性的反饋和指導。
鯨的課件 篇2
一、試題分析
這份試題題量一般，一共有四個大題26個小題。其中知識積累與運用共6小題占18分，文言文閱讀兩篇共8小題占18分，現代文閱讀三篇12小題占34分，作文占50分。
二、學生答題情況
（1）知識積累與運用（18分）：只有一人得到了滿分，其余大多在10—13分。語音、與成語判斷錯得較多，默寫題及兩題開放性試題回答得較好?？磥?，落實詞語意義與句子表達仍是基礎知識部分的難點，當然，其它也不可忽視。
（2）文言文閱讀考查（18分）：整體情況較好，大多數得分在10分以上。古詩文默寫與課內文言詞句解釋較好；
存在的問題是：分析題與拓展延伸題答得不嚴密；中等偏下的學生默寫題錯別字較多，古文背誦不過關。在今后的教學中，除了落實好字詞句解釋外，對文章的思想感情與寫法也不可忽視；特別要注重知識的歸納整理與內容的拓展延伸，為中考打下堅實的基礎。
（3）現代文閱讀考查（34分）：這部分設置了課內兩個課外各一個閱讀文段，題目基本上體現了中考的特點，重在對語言的理解、品味、分析、概括、表達，并進行初步的`欣賞與評析。但得分相對較低。
主要問題：一是整體感悟與概括能力較差，抓不住要點；二是對問題的理解有失偏頗，弄不清作者或命題者的意圖；三是答題不嚴謹周密，顧此失彼。語言賞析品味題相對較好。要解決以上問題，除了教給學生一些答題的技巧與規則外，更重要的是加大閱讀的量與訓練的力度。
（4）作文部分（40分）：作文要求是以“渴望”為話題寫一篇文章，這類題目比較能調動學生平時的積累，又可以讓每一位學生有話可說。存在的問題是：對題中關鍵詞“渴望”缺乏深入理解，語言表達平淡；
還有少數結構不完整、寫不完作文、書寫潦草、錯別字多等等。作文教學是語文教學的半壁江山，不容忽視；多讀、多寫、多積累始終是提高作文水平的關鍵。
三、今后須改進的：
1、加強文字書寫能力，要切實引導學生在書寫時做到“正確、端正、整潔而不涂改”。
2、加強常用字的識別與運用的教學，平時的語文教學就應當要培養學生使用工具書的習慣，發現不會讀、不理解意思的字詞要及時通過工具書解決，這樣才能解決好識字問題。
3、口語交際教學不能忽視，要實實在在地進行，不能紙上談兵，要通過開展具體的活動來落實。
4、名著閱讀要落實，不能在出現如本學期教材要求讀的《鋼鐵是怎樣煉成的》書是怎樣的一部書也弄不清楚的笑話。
5、古詩文的背誦與默寫要抓實，不要去猜題押題，盡量讓學生多誦記，并且要在理解的基礎上誦記，要努力克服默寫中錯別字多的問題。
6、文言文教學要實，不能因為中考可能考課外而忽視扎實文言文閱讀的基礎，重要的實虛詞、常見的句式要讓學生理解掌握。
7、現代文閱讀教學要注意讓學生切實掌握“詞句理解、文章把握、要點概括、內容探究、作品感受”這20個字的學習策略。
8、作文教學一定要抓好審題關、構思關、選材剪裁關、語言表達關等，作文單元教學要實實在在，一點一點突破，要使學生不怕寫作文，能寫好作文。
鯨的課件 篇3
leave him alone" i yelled as i walked out of the orphanage gate and saw several of the spring park school bullies pushing the deaf kid around. i did not know the boy at all but i knew that we were about the same age, because of his size. he lived in the old white house across the streetfromthe orphanage where i lived. i had seen him on his front porch several times doing absolutely nothing, ecept just sitting there making funny like hand movements.
in the summer time we didnt get much to eat for sunday supper, ecept watermelon and then we had to eat it outside behind the dining room so we would not make a mess on the tables inside. about the only time that i would see him was through the high chain-link fence that surrounded the orphanage when we ate our watermelon outside.
the deaf kid started making all kind of hand signals, real fast like. "you are a stupid idiot" said the bigger of the two bullies as he pushed the boy down on the ground. the other bully ran around behind the boy and kicked him as hard as he could in the back. the deaf boys body started shaking all over and he curled up in a ball trying to shield and hide his face. he looked like he was trying to cry, or something but he just couldnt make any sounds, i dont think.i ran as fast as i could back through the orphanage gate and into the thick azalea bushes. i uncovered my home-made bow which i had constructed out of bamboo and string. i grabbed four arrows that were also made of bamboo and they had coca cola tops bent around theends to make real sharp tips. then i ran back out the gate with an arrow cocked in the bow and i just stood there quiet like, breathing real hard just daring either one of them to kick or touch the boy again.
"youre a dumb freak just like him you big eared creep" said one of the boys as he grabbed his friendand backed off far enough so that the arrow would not hit them. "if youre so brave kick him again now" i said, shaking like a leaf. the bigger of the two bullies ran up and kicked the deaf boy in the middle of his back as hard as he could and then he ran out of arrow range again.the boy jerked about and then made a sound that i will never forget for as long as i live. it was the sound like a whale makes when it has been harpooned and knows that it is about to die. i fired all four of my arrows at the two bullies as they ran away laughing about what they had done.
i pulled the boy up off the ground and helped him back to his house which was about two blocks down the streetfromthe school building. when we reached his home his sister told me that her brother was deaf but that he was not dumb like the two bullies said. that he was very smart but could not say or hear anything. i told her that he did make a sound when the bully kicked him in the back. she told me that i must be mistaken because all her brothers vocal cords had been removed during an eperimental surgery, which had failed.the boy made one of those hand signs at me as i was about to leave. i asked his sister "if your brother is so smart then why is he doing things like that with his hands?" she told me that he was saying that he loved me with his hands. i didnt say anything back to her at all because i didnt believe her. people cant talk with their hands and everybody knows that. people can only talk with their mouth.
almost every sunday for the net year or two i could see the boy through the chain-link fence as we ate watermelon outside behind the dining room, during the summer time. he always made that same funny hand sign at me and i would just wave back at him, not knowing what else to do.
on my very last day in the orphanage i was being chased by the police. they told me that i was being sent off to the florida school for boys reform school, at marianna so i ran to get awayfromthem. they chased me around the dining room building several times and finally i made a dash for the chain-link fence and tried to climb over in order to escape. i saw the deaf boy sitting there on his porch just looking at me as they pulled me downfromthe fence and handcuffed me. the boy, now about twelve jumped up and ran across san diego road, placed his fingers through the chain-link fence and just stood there looking at us.
鯨的課件 篇4
哈嘍，大家好，我是海洋這個大家庭中的一員—鯨。我長得是不是很像魚呢？也許你會說，你就是魚類的一種啊！不不不，我不是魚，我是哺乳動物哦！
很久很久的古代，我的祖先們都是在陸地上生活的，可是，由于地殼碰撞引起的災難，只好搬到了淺海中。開始，他們生活得很艱難，不過也慢慢適應了。又過了很長很長時間，祖先們又遷移到了大海中，四肢逐漸退化，就成了現在魚的樣子。
我的胃口可大啦！一頓可以吃兩千多公斤呢！你一定會猜道：兩千多公斤??！吃的東西一定是個龐然大物吧！你又猜錯啦！我吃的全是小魚，雖然一只還不夠塞牙縫的.，不過，積少成多呀！
我們總喜歡幾只鯨頭朝里睡覺，這樣舒服點，又安全！
我們鯨這個種群，本來是個非常龐大的大家庭，可是，由于環境污染和人類的過度捕殺，我們藍鯨—體型最大的鯨，世界上已經只剩下50頭了……而且，我們的許多親戚也已經瀕臨滅絕……
在這里，我代表我的朋友與家人、親戚對你們呼吁：“請救救我們，保護生態環境，就是保護大家美麗的世界！”
鯨的課件 篇5
Whale are huge animals. They live in the sea and eat small fish and other sea life. One intere sting fact is whales can jump high out of water. Some kinds of whales are in danger because humans catch them formeat,fat,and oil,and use whale parts to make candles and soap. Whales are also in danger from water pollution. We should protect whales by making rules on whale protection and by not putting rubbish into the sea. I think people should learn more about whales.
鯨魚是巨大的動物。他們住在大海和吃小的魚類和其他海洋生物。一個興趣刺痛的事實是鯨魚能跳很高的水。某些種類的鯨魚是危險的,因為人類抓注,脂肪,油,用鯨魚部分做蠟燭和肥皂。從水污染鯨魚也處于危險之中。我們應該保護鯨魚,鯨魚保護規則,不把垃圾放入大海。我認為人們應該更多的了解鯨魚。
鯨的課件 篇6
The whale is the biggest animal in the sea.Some whales can be 30 meters long,but some whales are only 1 meters long. The whales live in the water,and they can swim,they look like fish ,so we call them fish.But they are very different from the fish .The little whales drink their mothers’milk, they are mammals(哺乳動物).Now the people kill(殺)many whales every year.The number of the whales is less and less(越來越少). So we should protect the whales.
鯨的課件 篇7
嘿，大家好，我叫鯨，是世界上最大的動物。我們的種類很多，全世界有80余種，中國海域有30多種。一般分為兩類：一類口中有須無齒，叫須鯨，共11種；另一類口中有齒無須，叫齒鯨，共70多種。
因為我們的體形非常像魚，所以許多人管我們叫鯨魚。其實我們是哺乳動物，我們的'祖先和牛、羊的祖先一樣都是生活在陸地上的，因為我們的生活條件隨著環境的變化（由陸地到海洋）而發生了變化。
我們為了適應海洋生活，前肢和尾巴逐漸變成了鰭，后肢完全退化了，整個身子成了魚的樣子。之所以是哺乳動物，是因為我們鯨用肺呼吸，是胎生的。我們剛出生時，是靠喝母親的乳汁而長大的，一生出來就有6、7公斤重，一天就可長五十公斤重，二三年就可長成肥肥胖胖的大鯨了。我們的壽命非常長，一般可活幾十年到一百年，有時還能活一百歲以上，和一般的烏龜差不多年齡。
我們鯨和牛、羊一樣，靠鼻子呼吸，可我們的鼻子不長在臉上，而長在腦袋上，這讓很多人羨慕不已又模仿不了。我們每天都要睡覺，常常同一個年齡階段的圍成一圈，頭朝里，尾巴朝外，靜靜地浮在海面上。如果有一點點風吹草動，我們就迅捷地向四散游開。
我們原本生活得很快樂，可是近年來，隨著人類對環境的破壞以及對我們大量捕殺，我的伙伴變得越來越少，我多么希望人類可以保護我們，保護生態平衡。要知道，只有當人與動物和諧相處時，世界才會更美好！人類才會更強大！
鯨的課件 篇8
一、試卷評價
本次語文期末試卷強調語文課程與社會生活的聯系，關注語文的工具性與人文性的統一，既全面、客觀、準確地考查學生的語文素養，同時也體現了命題者對語文教材的準確審視,凸顯了新課程改革的方向。同時，試卷力求將知識與能力、過程與方法、情感態度與價值觀的三維目標有機融為一體，較好地體現語文課程評價的整體性和綜合性，落實全日制義務教育《語文課程標準》，試題注重于引導學生積累、感受與思考，富有時代氣息，強調語文與生活的聯系，突出試題內容的人文特性，給學生以人文薰陶，較好的體現了新課標對本期語文學習的總體要求。
二、答題情況分析
這次我校參加考試總人數613人，最高分117分，優秀人數272，平均分95。試題的題量適中，難易適中，有較強的區分度，準確的考查學生的語文實際水平。
（一）基礎知識及實踐活動整體得分情況不太好。主要存在的問題是部分學生語文雙基知識不牢固，前五個選擇題中標點符號、病句、成語等失分嚴重。
（二）閱讀題包括淺層次閱讀和深層次閱讀。
著重考查學生的閱讀能力、解題能力、語言感悟能力、理解鑒賞能力，以及學生世界觀、人生觀、價值觀。
淺層次閱讀中，古詩詞《望岳》中詩歌體現的人生哲理學生普遍掌握的不夠好，答案不全失分較嚴重，我想這與平時學生只知死記硬背，不知理解歸納，老師只知引導而忽視讓學生歸納總結，并及時鞏固練習有關。文言文閱讀出自課內，除極個別學生外整體得分率較高。深層次閱讀文質兼美，文學性、思想性都很強，這部分題目量分稍寬泛一些，關鍵是讀懂讀透原文，擅于結合上下文答題，恰當的組織語言，準確圓滿的組織答案。例如題目中有讓學生賞析文章的優美語言，這無疑能在較寬闊的視野下培養學生的語文能力。遺憾的是大部分同學語文基礎薄弱、答題技巧欠缺，在考場上顧此失彼、漏洞百出。
（三）作文
整體情況是：學生之間的差距很大，好的文章語言生動，言辭流暢，富有情感，字跡也漂亮、工整；但還是有相當一部分學生選材陳舊，無新意，也缺乏迷人的文采，缺少對細節的精妙刻畫，語言枯燥，敘事平直；而且發現許多學生的“文體觀念”很淡薄，基本技能缺失。
三、今后措施
1、關注語文積累與運用，進一步培養良好的學習習慣。加強語文的積累，要繼續加強漢字書寫的規范化教育，促使學生養成良好的寫字習慣，真正做到書寫規范、端正、整潔；古詩文默寫要加強對詞句的理解，避免錯別字。積累的目的在于運用，生活處處有語文，語文就在生活中，要在教學中創設生動的運用語言的生活情景，以引導學生在生活中學習語言。良好的學習習慣包括考試時仔細審題的習慣，作文要寫題目的習慣，正確使用標點符號的習慣，保持文面整潔、書寫端正和清楚的習慣等等。
2、加強課外閱讀，促進學生閱讀能力和解題能力的提高。文章是一個相對完整的系統，閱讀時我們不能孤立地看待文中的詞語、句子和段落，而要把它放在整篇文章中去審視、觀照。現代文閱讀教學時，帶領學生關注課文整體，在整體把握的基礎上作綜合的分析。從整體出發，讓學生對自己喜歡的語段讀讀議議，由學生自己深入文本，仔細體味，從而得出屬于他自己的探究成果，而不是教師對課文做靜態的分析。教學要沉入語言，就是要深入理解語言的用語環境，理解具體語境中的語言意義，理解語言運用的效果。要不斷的拓寬語文學習和運用的領域，加強對課外閱讀的指導，培養學生廣泛的閱讀興趣，擴大閱讀面，保證八年級學生課外閱讀總量不少于100萬字，每學年閱讀兩三部名著。提倡少做題，多讀書，好讀書，讀好書，讀整本的'書，鼓勵學生自主選擇閱讀材料。
3、總結規律，培養語感，落實文言文課堂教學。新課標規定的古詩文背誦篇目可以早早地計劃讀背，嚴格按照新課程標準落實積累；可以增加一定的閱讀量，尤其重視課文內新掌握的字詞現象在課外的語段中的靈活運用。為體現新課程理念，有時課堂上對文言文實詞、虛詞的理解，句子翻譯，句式特點，文意把握等粗枝大葉，建議我們的文言文學習課堂落到實處，落實文言文詞句的理解，只有課堂內充分理解才能慢慢沉淀積累，形成閱讀文言文的能力。
4、強化寫作訓練，培養寫作技巧，引導學生體驗感悟生活。【Www.Jt56W.COm 檢討書大全】
①加強審題指導。“磨刀不誤砍柴功”，只有認真審清題目，才能做到有的放矢，最終水到渠成。
②選材方面，平中見奇。要善于從多角度挖掘材料的內涵，一般事例要學會深化、點睛，使之平凡之中顯新奇；當然最好是選擇人無我有、人有我優的題材。
③“文似看山不喜平”，構思組材方面要多推敲，探究如何更好地安排寫作順序、組織好材料、處理好詳略、突出文章的重點等。尤其是學會多角度構思，如從橫向、縱向方面拓寬學生的寫作思維。注重平時的引導。讓學生去體驗、感悟豐富多彩的生活，從生活中感悟人生、感悟大自然的美，并貫穿到平時的語文課，尤其是作文課中。
鯨的課件 篇9
教學目標
(1)學習建議信的結構、語言。
(2)討論學校建筑物設計中行走不便的學生的需求。
(3)給校長寫一封建議信。
(4)繼續培養對殘疾人的尊重和關愛意識。
教學過程
Step 1Warming-up and lead-in (5 mins)
(1)導入
用本單元的閱讀文Marty’s story來導入，引出殘疾人的話題。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?
(He has a raremuscle disease.)
Yes, he’sdisabled.
But is Martyleading a miserable life due to his disability?
(No.)
He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.
(2)揭題
教師通過展示我們學校的圖片以及通過采訪班上一位曾經有行走困難的學生，點出學校有些地方可能對行走困難學生帶來不便。然后說明教學目標：閱讀一封建議信，討論學校設施中可以改進的地方，以及寫一封給校長的建議信。
T: We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen, I find such students in our school. What are their problems?
(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?
Do you find itdifficult to walk around in our school with a walking stick?
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?
(Yes.)
T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?
So in today’slesson, we are going to
1. read asuggestion letter
2. discussproblems with the school facilities
3. write a suggestionletter to the headmaster
2 Reading (15 min)
本課是讀寫結合的綜合語言實踐課，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表達)的模式。沒有優質的輸入就沒有優質的輸出，因此通過閱讀建議信來理解建議信的結構、目的和寫作手法，是本節課的重要環節，是USE種的第一步U(Understanding)。
(1)學習建議信結構。
建議信是正式信件，學生以前在課堂上沒有接觸過，因此要點出建議信的結構。
T: This is aletter to an architect. What information can we get in this part?
(receiver’s nameand address.)
What’s this partabout?
(sender’s name /signature)
From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter, which is called the body.
(2)通過閱讀了解主旨大意。
T：The main body can be divided into three parts. Whatare they?
(1, 2-6, 7)
T: Whats thepurpose of the 1st paragraph?
(To give thearchitect the purpose of writing the letter.)
Whats the purposeof the last paragraph?
(To persuade thearchitect to adopt her suggestions.)
(3)通過閱讀學習寫建議信策略
建議信的目的是讓人接受所給的建議，一要讓讀者對你的建議一目了然，二要讓讀者覺得你的建議有道理，樂于接受你給出的建議。因此，通過閱讀學習寫作策略是非常重要的。
a)數字和斜體的.運用
T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?
Why do you thinkthe writer numbered her suggestions and used italics?
(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)
So when you writea suggestion letter, you should number the suggestions and use italics.
b)具體寫建議時要結合問題和解決辦法
T: We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?
(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)
And what is thesuggested solution?
(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )
From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.
Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves, don’t forget to write both problems and solutions.
c)運用禮貌用語
T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?
(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why? (It soundsmore polite and more acceptable.)
Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
(Screen)
It would be handyto have lifts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d like tosuggest that the seats at the back be placed higher than those at the front …
For disabledcustomers it would be more convenient to place the toilets near…
And if the doorscould be opened outwards, disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion(8 min)
小組討論是USE中的第二部S(Sharing)，分享。各學習小組合作學習，討論學校中哪些地方可能對行走困難學生帶來不便，積累寫作素材，為下一步的寫作做準備。
T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:
1. What parts ofour school may cause problems for those with walking difficulty?
2. What are yoursolutions?
Step 4 Writing(15 min)
寫作是USE中的第三部E(Expressing)，表達。經過前面的閱讀輸入，學生們已經基本掌握了建議信的寫作手法;通過分享，學生們積累了寫作素材;因此，寫作部分由學生完成一封給校長的建議信，指出學校設計中的不足。這也是本堂課的最終目標，實現學生從輸入到輸出的轉化。老師在寫作后進行必要的指導，指出學生寫作中的優點和不足。
Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.
Step 4 Emotionalattitude and values(2 min)
通過本單元Reading和UsingLanguage部分的學習，學生們有了理解、尊重、關心、幫助殘疾人的意識，因此在本節課的最后，做一個總結，也是培養學生情感態度價值觀的一個環節。
In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?
( Care aboutdetails in their life.
Don’t look down upon them or laugh at them. )
Accept them as one of us,and invite them to join us in avariety of activities.)
鯨的課件 篇10
教學目標
知識目標
1.Get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2.Help students to learn about disabilities and life of the disabled.
能力目標
1.Let students read the passage Martys Story to develop their reading ability.
2.Enable students to know that people with disabilities can also live well.
情感目標
1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging life can be for the disabled.
3.Develop students sense of cooperative learning.
教學重難點
教學重點
Get students inspired by positive stories of the people with disabilities.
教學難點
1.Develop students reading ability.
2.Help students understand the difficulties the disabled have to overcome.
教學過程
Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled?
What difficulties do they have to overcome in daily life?
What have they achieved?
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and blind，but she was a great writer.
2.Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.
Suggested answers：
Rosalyn is in a wheelchair. She has walking difficulty.
Richard has difficulty with eyesight，so he cant read the questions or write the answers for his college entrance exams.
Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Downs Syndrome，which is a mental disability. Some Douns Syndrome Downs Sufferers have made a good career as actors.
Step 2 Pre-reading
Ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.
Suggested answers：
1.To give ordinary young people with a disability a chance to share their stories with others.
2.To inspire other disabled people.
3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step 3 Reading
1.Skimming
Give students 2 minutes;ask them to read the passage fast to fill in the blanks：
Sum up the main idea of each paragraph：
Paragraph 1：A(n)______ to Marty and his muscle disease.
Paragraph 2：How the disease ______.
Paragraph 3：Marty met a lot of ______ at school.
Paragraph 4：How his life has become ______.
Paragraph 5：The ______ of his disease.
Suggested answers：
Paragraph 1：An introduction to Marty and his muscle disease.
Paragraph 2：How the disease developed/started.
Paragraph 3：Marty met a lot of difficulties at school.
Paragraph 4：How his life has bec ome easier.
Paragraph 5：The advantages of his disease.
2.Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Martys leg?
A.Because they could cure the disease by cutting it out.
B.Because they wanted to use it as a specimen(標本).
C.Because they w ould transplant(移植) the new muscle.
D.Because they wanted to find out the cause of the disease.
Key：D
(3)Read paragraph four and answer the following questions：
①What is Martys ambition?
②What is Martys achievement?
③What is Martys hobby?
Suggested answers：
①Martys ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a co mputer football game and a big company decided to buy it from him.
③As well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)Ask students to find Martys advice in paragraph five.
Suggested answers：
Dont feel sorry for the disabled.Dont make fun of them.Dont ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.
?Step 4 Consolidation
1.Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false?
A.Although there are a few students who look down upon him，Marty never gets annoyed.
B.Marty leads a meaningful life and does not feel sorry for being disabled.
C.Marty only spends time with his pets and never with his friends.
D.Martys disability has made him more independent.
(2)From the passage we can infer that ______ .
A.Marty asks others to feel sorry for him
B.Marty never loses heart
C.Marty is afraid of being made fun of
D.Marty will not accept any encouragement because he has grown stronger psychologically
Keys：(1)C (2)B
2.Ask students to work together to write a mini biography for Marty according to the text.
3.Discuss in pairs to get the main idea of the passage by filling in the blanks.
Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.
Suggested answers：disabled;sorry;enjoys
?Step 5 Discussion
1.Ask students to discuss the following questions in small groups.
(1)How did Martys feeling changed over time?
(2)What kind of person do you think Marty is?Can you use adjective words to describe him?
Suggested answers：
(1)The change of Martys feeling over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong-minded.
2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”
?Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles (Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—Gods ultimate plan.
When there is a victor y—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is lo ve that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
課后習題
Homework
1.Retell Martys Story according to the minibiography.
2.Surf the Internet to learn more about the life ofdisabled people.
鯨的課件 篇11
一、指導預習
（一）啟發談話：同學們見過翠鳥嗎？（出示掛圖）這種漂亮的水鳥就是翠鳥，又叫“叼魚郎”，在我國東部和南部許多地方都能見到。讀了這篇課文，你一定會愛上翠鳥的。
（二）讀讀課文，讀準字音，查查字典，理解下面的詞語：鮮艷、疾飛、銳利、飼養、玲瓏。
（三）學生自學課文。
（四）檢查預習。
1.教師出示生字卡片，指名學生讀詞語。
翠鳥鮮艷腹部赤褐色襯衫
靈活疾飛等待小泡銳利
飼養逮住希望
注意正音：“腹”讀fù，不讀fú。
“疾”讀jí，不讀jī。
“逮”讀dǎi，不讀děi。
(2)指名學生朗讀課文。
二、初讀課文，整體感知課文內容
（一）默讀課文，看看課文有幾個自然段，想想每個自然段講的`什么內容。
全文共四個自然段。
第1自然段描述了翠鳥的外形。
第2自然段描述了翠鳥活動的特點。
第3自然段講述了翠鳥捕捉小魚的過程。
第4自然段告訴我們翠鳥的家在陡峭的石壁上。
三、熟讀課文
聽課評議
該老師圖文結合，引導學生很好地認識了翠鳥及翠鳥的特征，注重生字詞的教學和課文的朗讀訓練。
鯨的課件 篇12
一、揭題導入
人類從蜻蜓身上受到什么樣的啟發？學了今天的課文，我們就知道答案了。今天我們繼續學習第7課——（生讀：7、人類的老師）。現在老師要考考大家，這篇課文中所說的人類的“老師”指的是誰呢？
二、精讀指導
為什么魚類是人類的`“老師”呢？哪一自然段告訴了我們？（第一自然段）請大家讀一讀第一自然段，用筆在書上劃出原因。
（1）學生自由讀、劃。
（2）指名交流。
（3）齊讀第一自然段。
出示：人類自古就想像鳥兒一樣飛上藍天。科學家認真研究了鳥類飛行的原理，終于在1903年發明了飛機。指讀句子。
三、拓展延伸
人類以生物為師的例子就只是這些嗎？你們還知道哪些？（引導學生用前面出示的句式，說說自己收集到的資料）
四、總結全文
經過對許多動物的研究，人類獲得了不少啟發，但這還遠遠不夠，還需要我們怎么做？（學生自由說）更多的奧妙還有待我們細心發現、積極探索?。ò鍟杭毿陌l現）
陳老師抓住學生的學情，7課的生字比較簡單,于是陳老師采取教師范讀、學生讀，去拼音讀，讀三遍后轉入認字環節，在認字環節有側重點，對于特別難寫、容易寫錯的字特別強調指出，鼓勵學生分享識字妙訣，認字的同時對字的形、義知識同時教導。學習完生字后并檢驗學生的學習程度。
陳老師充分利用7課的教材特點，7課《人類的老師》是一篇說明文，文章段落結構基本相同，于是采用了集中學習，示范段落教學的教學方法，選取一個段落為示范段落，教會學生自主學習的方法，然后充分相信。鼓勵學生小組自主學習余下的自然段，不懂就提問。陳老師把學生學習的主體地位擺在第一位，授學生“漁”。
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