第一篇：人教版九年級英語Unit8教學(xué)案例

人教版九年級英語Unit8教學(xué)案例

一、背景

1.上課地點：臨澤城關(guān)中學(xué)九年級7班 2.教學(xué)內(nèi)容：Unit 8 第一課時

3.學(xué)生情況：九年級學(xué)生正處于感性向理性的轉(zhuǎn)型期，求知欲和表現(xiàn)參與意識很強(qiáng)，有一定的邏輯分析能力，同時也需要教師的積極引導(dǎo)。本科的主題是開展有關(guān)志愿者活動，是學(xué)生很感興趣的話題。學(xué)生可以采用teamwork和 Role playing的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點句型和主要內(nèi)容，技能運用所學(xué)知識，聯(lián)系實際生活，又能提高解決問題以及綜合運用語言的能力。

4.知識背景：學(xué)生掌握了一般將來時的用法，表示想要做的句型也掌握了一些，但是很多學(xué)生不能靈活運用，需要在課堂上利用多種方法加以練習(xí)。重點是學(xué)習(xí)和應(yīng)用動詞短語。

5.教學(xué)目標(biāo)：通過本課學(xué)習(xí)，掌握clean up, give out, cheer up, help with, put off, write down, put up, hand out, call up等動詞短語，和表示意愿的句型I’d like to?, You could?。提高學(xué)生聽，說，讀，寫的綜合能力。引導(dǎo)學(xué)生關(guān)注社會，關(guān)注未來，從現(xiàn)在做起，從小事做起，成為一個有愛心的公民。

6.預(yù)期目的：每個教學(xué)環(huán)節(jié)都是圍繞如何完成一個教學(xué)任務(wù)來設(shè)計的。創(chuàng)設(shè)一定的語境，讓學(xué)生在一定的語言環(huán)境中感悟語言內(nèi)涵，從而實現(xiàn)任務(wù)型教學(xué)和情景教學(xué)的有機(jī)結(jié)合。通過教師創(chuàng)設(shè)的學(xué)習(xí)氛圍，設(shè)置問題和反思質(zhì)疑，推動師生，生生之間的合作探究，小組合作學(xué)習(xí)，在結(jié)局問題中完成教學(xué)目標(biāo)。以培養(yǎng)他們合作探究的意識與精神。

二、設(shè)計意圖，教學(xué)片段及診斷分析。

根據(jù)教材的內(nèi)容和學(xué)生的實際情況，“Unit 8 I’ll help clean up the city parks.” 既然是city parks剛好可以跟我們居住的環(huán)境聯(lián)系起來。所以就圍繞“I love my hometown，我要成為志愿者的一員，我要幫助打掃城市公園，幫助需要幫助的人” How to offer help.這一中心思想來開展一系列教學(xué)活動。在培養(yǎng)學(xué)生聽，說，讀，寫能力的基礎(chǔ)上，培養(yǎng)學(xué)生愛家鄉(xiāng)，形成健康的人生觀，為他們的終身學(xué)習(xí)和發(fā)展打下良好的基礎(chǔ)。

案例（片段）

Step I Lead-in導(dǎo)入新課：(Free talk)Would you like to be a person who can help others? What would you do if you had enough time at weekends? 以周末休息為題，詢問學(xué)生周末都做哪些有意義的事，準(zhǔn)備去家鄉(xiāng)城市哪里觀光，逐漸引申到愛家鄉(xiāng)，志愿為家鄉(xiāng)小城做點事這個話題。這樣既復(fù)習(xí)了九年級Unit7 Where would you like to visit？ 又逐漸過渡到“成為志愿者“這一話題。

2.T: All right.how to be a volunteer? what would you do ?這里準(zhǔn)備了一個大約兩分鐘的志愿者視屏，主要展示志愿者圖標(biāo)，著裝和所從事的事。教師用更形象的圖片引導(dǎo)學(xué)生用英語表述志愿者工作，反復(fù)操練，以此來達(dá)到學(xué)習(xí)和掌握動詞短語的效果。

圖片展示幫助生病的孩子： T:ask”what could you do ? Ss:answer”I could help cheer up the sick kids.3.T： we know that being a volunteer is great,Do you want to help more people who are in need of help ? OK!Let’s be volunteers in groups and plan a City Parks Clean-Up Day? and see what we can do to tell people about the project.First let Ss come up with some ideas and then play the tapes, Ask Ss to listen what other Ss do about the project.這樣既保持了學(xué)生對志愿者工作的持續(xù)熱情和積極性，又訓(xùn)練了學(xué)生的聽說能力，一舉兩得。

總結(jié)：Step I 的優(yōu)點：通過學(xué)生熟悉的句型Where would you like to go on vacation？導(dǎo)入，同時附上一段與“我愛家鄉(xiāng)，成為家鄉(xiāng)志愿者”有關(guān)的視屏。再進(jìn)行追問的形式。既復(fù)習(xí)了Unit7的內(nèi)容，增加了學(xué)生學(xué)習(xí)的積極性，又可以直觀地培養(yǎng)學(xué)生熱愛家鄉(xiāng)的情操，從而自然地從“我愛家鄉(xiāng)”過渡到“volunteer”。

Step I的缺點：活動僅僅停留在師生的對話中，沒有涉及到學(xué)生與學(xué)生的互動，導(dǎo)致整個Lead-in 基本上屬于老套路，缺少新穎。

Step I的反思：應(yīng)該找出一條與眾不同的又極具效果的Lead-in路線。

好的開始是成功的一半。

Step II Presentation and revision 1.Presentation 1.T：Let’s look at the first picture.If the city parks in our hometown are not clean.What would we do? Ss: We should help clean the city parks.通過語言描述，圖片引導(dǎo)的方法，使學(xué)生在情境中學(xué)習(xí)新詞匯和動詞詞組，首先采取集體回答的形式，然后開始一對一的比賽，看哪組成員的記憶力最好，成功回答出的成員為其添加閃星??。其次也是為下面的內(nèi)容作鋪墊。

總結(jié)：

Step II的優(yōu)點：語言描述，圖片引導(dǎo)的詞匯學(xué)習(xí)方法，是學(xué)生已經(jīng)接受的方法，加上一些情景語言，更容易使學(xué)生掌握新詞匯，對于review這一環(huán)節(jié)為聽力做了鋪墊的同時，以競賽的方式出現(xiàn)可以給課堂帶來熱鬧的氣氛。

Step II的缺點：活動沒有亮點，只有普通的詞匯認(rèn)識過程，教師在學(xué)生詞匯學(xué)習(xí)的過程中還是充當(dāng)主角。

Step II的反思：一直思考在詞匯的學(xué)習(xí)過程中怎樣讓學(xué)生充當(dāng)主角，是否有可能性，也可以讓部分優(yōu)秀學(xué)生來帶領(lǐng)。

Step III listening

三、課后反思

新課程基本理念是面對全體學(xué)生，實施素質(zhì)教育；整體設(shè)計目標(biāo)，體現(xiàn)靈活開放；突出學(xué)生主體，尊重個體差異；采用活動途徑，倡導(dǎo)體驗與參與；注重過程評價，促進(jìn)學(xué)生發(fā)展；作為新時代的英語教師，要在有效的40分鐘時間內(nèi)，設(shè)計靈活新穎的活動來激發(fā)學(xué)生的學(xué)習(xí)熱情，讓學(xué)生自然的學(xué)會和運用所學(xué)知識，并成為課堂教學(xué)的主角。上完整節(jié)課后，感覺活動設(shè)計基本合理，由簡到難，重難點突出，課堂氣氛還算不錯，能夠突破教學(xué)難點，鞏固教學(xué)重點，完成教學(xué)任務(wù)。不過部分活動可以再新穎一些，過渡語言可以再豐富一些，與學(xué)生的交流可以再加強(qiáng)一些，還有一個很重要的問題就是沒有很好的利用自己設(shè)計的評價體系，只把他作為一個擺設(shè)，在課堂中應(yīng)該時刻鼓勵落后的小組，最后表揚(yáng)獲勝的小組等。

第二篇：九年級英語Unit8 SectionA教學(xué)設(shè)計

九年級英語

Unit8 It must belong to Carla.第一課時 Section A(1a-2d)

設(shè)計人：佛山中學(xué) 崔娟（***）

審核人：韓海燕

一、教學(xué)目標(biāo)： 1、知識目標(biāo)

a.識記詞匯：whose, truck ,rabbit, attend, valuable, pink, picnic, anybody 短語：must be, at the picnic, belong to, attend a concert, the rest of my friends，pick up b.掌握目標(biāo)語言:(1)Whose book is this？---It must be Mary’s.J.K.Rowling is her favorite writer.(2)I attend a concert yesterday so it might still be in the music hall.(3)It can’t be stolen.(4)Could it still be in the park?(5)The hair band must belong to Linda.2、能力目標(biāo):

a.學(xué)生能用情態(tài)動詞并根據(jù)相關(guān)信息對物品所屬進(jìn)行推測。b.學(xué)生能聽懂錄音并做簡單的記錄。

3、情感目標(biāo)：

通過開展對物品的推論，培養(yǎng)學(xué)生的邏輯思維能力,推斷能力和自信心。

二、教學(xué)重難點

重點：學(xué)生能用情態(tài)動詞并根據(jù)相關(guān)信息對物品所屬進(jìn)行推測。能聽懂錄音并做簡單的記錄。

難點：正確區(qū)別運用belong to 和名詞所有格表示所屬關(guān)系。

三、課前準(zhǔn)備: 錄音機(jī)和一些物品背包，發(fā)帶和手表

四、教學(xué)過程設(shè)計

Step 1 Check the students’ preparation Take out the leading paper and check the answers.(1)Work in groups to check the answers and deal with the difficulties.(2)Check in class.(3)Possible mistakes: pick up, the rest of, whose, belong to...(4)Read and try to remember them.Step 2 Presentation(1a)T: Hello, class.Now, look at 1a.There is a picture with many things in it.What can you see in the picture? S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.T:It is’t hard for us to judge who the things belong to.Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.Then ask the students to read their answers.T: When we talk about things we are not sure of, we use the words could, might, can’t and must.For example:

(1)It could be Bill’s.(2)It might be Bill’s.(3)It can’t be Maria’s.(4)It must be Lee’s.Make sentences using the information in the chart like this:

A hat must belong to clothing.S: Sure.The hat, the jacket and the T-shirt must belong to clothing.The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things.The plate, the cups must belong to kitchen things.Step 3 Listening(1b)Just now you saw so many things in the picture.Whose thing are they? Why do you think so? Let’s come to 1b.1)Read the instruction together.2)Read each column one by one to make sure if students have any difficulties.3)Listen and match.4)Check their answer.Step 4 Pairwork Do in pairs:----Whose volleyball is this?----It must be Carla’s.It must belong to Carla.1）Read the examples.2）Make their own conversations using the information in 1b or their things.3）Share their conversations in class.Step 5 Listening(2a,2b)and exercises.In 1b, you saw so many things and after listening, you know the volleyball belongs to Carla.Now, I found a backpack in front of your school.What’s in the backpack and whose backpack is that? Let’s come to 2a.1)Read the information together.2)Listen and write down the things in the backpack.3)Check their answers.2b 1)Listen to it again and fill in the blanks.2)Check their answers.3)Listen again , follow and answer “Whose backpack is that?”

4)Read the sentences together and pay more attention to “must”, “might”，“could” and “can’t”.Work in groups: Read the tapescripts in group and discuss when to use “must”, “might”, “could” and “can’t”.Sum up: Just read and try to learn to use “must”, “might”, “could” and

“can’t”.Note: must(100%)might,could(20-80%)can’t(0%)Let’s try: 1)Please do exercises on the screen.2)Check their answers.3)Read these sentences by themselves.Step 6 Reading(2d)Do you want to know whose schoolbag it is? Let’s read 2d and find the answers.1)Read and find out: Whose schoolbag is it? 2)Read again and underline the difficulties.3)Discuss the difficulties in groups,try to understand them.4)Possible difficulties:(1)attend “出席，參加”為正式用語

take part in 參加活動

join 加入組織團(tuán)體

(2)pick up 拿起，撿起/ 開車接人

5)Role play the conversation, then ask some pairs to act it out in front of the class.Step 7 Do the exercises on the leading paper,explain some points to the students.Homework:

讓學(xué)生放學(xué)回家后，猜猜你的同桌和他家人晚上在家可能做什么，寫一篇短文。

板書設(shè)計

Unit 5 It must belong to Carla.Section A(1a-2d)

Words: belong, belong to, whose, truck, picnic， rabbit, attend, valuable, pink...Sentence structures:

(1)Whose English book is this? It must be Carla’s.It has her name on it..(2)Whose volleyball is this ?

It could /might be Alice’s.She loves volleyball.(3)Whose pen is this ?

It might belong to Helen.It’s under her chair.(4)Whose T-shirt is this ? It can’t be John’s.It’s too much small for him.Note:must(100%)might,could(20-80%)can’t(0%)(5)It must/could /might be HanLei’s = It must/could/might belong to HanLei.九年級英語

Unit8 It must belong to Carla.第二課時 Section A(3a-4c)

設(shè)計人：佛山中學(xué) 崔娟（***）

審核人：韓海燕

一、教學(xué)目標(biāo)： 1、知識目標(biāo)

a.識記詞匯：noise policeman wolf

短語：something unusual, next-door neighbor, feel uneasy, go away, make

fear, make noise b.掌握目標(biāo)語言:(1)My wife thinks that it could be an animal, but my friends and I think it must be

teenagers having fun.(2)There must be something visiting the homes in our neighborhood.2、能力目標(biāo):

根據(jù)提供的相關(guān)信息進(jìn)行合理地推論，根據(jù)一定的背景進(jìn)行預(yù)測。

3、情感目標(biāo)：

通過學(xué)習(xí)使學(xué)生學(xué)會用自己的生活常識來判斷事物，培養(yǎng)學(xué)生的邏輯思維和推斷能力。

二、教學(xué)重難點

重點：情態(tài)動詞must, might, could and can’t 表推測的應(yīng)用

難點：非謂語動詞：現(xiàn)在分詞作伴隨狀語

三、課前準(zhǔn)備: 一些圖片

四、教學(xué)過程設(shè)計

Step 1 Check the students’ preparation Task1Take out the leading paper and check the answers.(1)Work in groups to check the answers and deal with the difficulties.(2)Check in class.(3)Possible mistakes: pick up, the rest of, whose, belong to...(4)Read and try to remember them.Task2 讀生詞，糾正發(fā)音 Step 2 Leading in Not all of us can meet the strange events in our daily life.And we may think some of them are unbelievable.Let’s read the article quickly And see what happened to he people in the small town.Try to find he answers to the questions.1.What happened to the people in small town ? 2.What might it be ？

3.How does everyone feel? Step 3 Reading(3a)Read for the first time and finish task1 and task2.Task1: Read the article and decide which might be the best title.Task2:你能從3a中找出含有情態(tài)動詞表推測的句子嗎? Task3:Read carefully and find words to match the meanings.(3b)Task4:Read again and write what people think about the strange noises.(3c)Step 3 Listening 跟讀和朗讀，矯正學(xué)生讀音，培養(yǎng)學(xué)生的語感。Step 4

Explanation(1)Read by oneself,try to understand the article,underline the difficulties.(2)Work in groups, discuss and try to deal with the difficulties.(3)Explain in class.noise 可數(shù)/不可數(shù)（voice/ sound）

else: What else? Anything else? / other: What other things? have no idea= don’t know There be...doing 有···正在做···

There are some kids watching TV in the living room.(4)Make some sentences with the above points.Write them down in their Own exercise books.Step 5 Practice(4a,4b)Do the exercises by oneself and then check the answers together.Step 6 Exercises Give the students 5 minutes to do the exercises on the leading paper.Then check the answers.Collect the points.Step 7 Homework Look at the picture in 3a.How much can you tell the person who lives here? Is it a boy or a girl? What are his/ her hobbies? Discuss your idea with a parter.Then write you conversation down in your exercise book.板書設(shè)計

Unit 5 It must belong to Carla.Section A(3a-4c)

Words and expressions: Noise, policeman, wolf, something unusual, next-door neighbor, feel uneasy，go away, make fear, make noise Sentence structures:

(1)My wife thinks that it could be an animal, but my friends and I think it must be

teenagers having fun.(2)There must be something visiting the homes in our neighborhood.

第三篇：人教版九年級英語unit8教案

Unit 8 I’ll help clean up the city parks．

The 1st period

何梅林

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1）Key Vocabulary

clean up, hunger, homeless, cheer up, give out, volunteer, food, bank

（2）Target Language

I’d like to work outside．

You could give out food at a food bank．

2． Ability Objects

（1）Train the students to express offering to help with the target language．

（2）Train the students’ listening skill．

3． Moral Object

Offer help to the others as much as possible．

Ⅱ． Teaching Key Points

1． Key Vocabulary

clean up, hunger, homeless, cheer up, give up

2． Target Language

How to express offering to help with target language．

Ⅲ． Teaching Difficult Points

1． Teach the students how to use the new phrasal verbs．

2． Teach the students to express offering help with target language． Ⅳ． Teaching Methods

1． Teaching by giving sample sentences and making up sentences．

2． Teaching by showing pictures．

Ⅴ． Teaching Aids

1． A tape recorder

2． Some pictures on volunteer’s offering help

Ⅵ． Teaching Procedures

Step Ⅰ Revision

1． Revise the language points in Unit 7．

Ask some questions like this: Where would you like to go on vacation? Why?（Because…）

2． Revise the contents in Unit 7．

3． Check homework by asking some students to read their sentences they’ve made with the verbs． Let them hand in their homework．

4． Dictate ten words in Unit 7．

Step Ⅱ la

In this unit we learn to offer to help．We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out． Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please．

Ask the students to read the title twice．Then go on saying, “clean up means make a place clean and tidy, put things there in order”． Let’s see another example, We should always clean up after a picnic．Who can explain this sentence in your own, words?Ask one student to explain the sentence．

He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．Then ask the class． Who can make more sentences

with clean up?Ask several students to share their sentences to the class．Do the same with the other phrasal verbs．

Read the instructions to the students．

Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about? Help students to answer: Volunteer Today!Then continue saying, “Who can tell me the meaning of volunteer?”

Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson．

Draw the students’ attention to the three posters on the board．We can see one sentence in each poster．And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．

Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．Then read the sentences in the posters to the class． Ask the pairs of students to explain what the sentence means in their own words． Or tell what the volunteers are doing in the posters．For example, for the first poster, a pair might say:

It means there is trash in the park． There are papers on the ground． We can help clean up the park by picking up papers and trash． We can make the park clean．

After the students have finished all the items, ask the students to add some other ways they can help people． Get them to write the ways down in the box below the picture．

At last, ask some students to share their ideas with the class． Write any new words or phrases on the board and explain these words to the class, if necessary． Step Ⅲ 1b

Call the students’ attention to the two lists in the box in Activity lb． Ask some students to read the eight sentences on the lists to the class． Explain any new words and phrases in it．

Make sure that all the students can understand the meanings of the eight items．Then get the children to read the instructions together．

Say, we will hear four conversations．

Your task is to match the items in the two lists． We can see the blanks in fro

nt of the first line of each conversation． Listen to the conversations and write the letter in front of the first line of each conversation． Put the letters of the second line of conversations in right places． Point out the sample answer to the class．

Play the recording the first time． Tell the students to only listen． Then play the recording a second time．

Tell them to write a letter in front of each numbered sentence this time．Check the answers．

Step Ⅳ 1c

Read the instructions with the class．Call their attention to the example in the speech bubbles in Activity la． Ask a pair of students to read this conversation to a class． Then let them practice in pairs．

Note their pronunciation of “l(fā)ike to” in phrases such as, I’d like to help hungry people． Tell them English speakers usually pronounce the words “l(fā)ike to” as if they were spelled like-tuh．

Play the I’d like to statements on the recording to demonstrate this

pronunciation．After they’ve finished practicing the sample conversation, ask them

to make up similar conversations based on the other two posters． Get two pairs to demonstrate two conversations first．

Then let the whole class practice in pairs．After that, play the recording of activity 1b and let the children read after it twice．Then ask them to practice similar conversations using the information in Activity 1b．

Step Ⅴ Summary

Step Ⅵ Homework

1． Make up one sentence with each of the following phrasal verbs:

clean up, cheer up, give out

2． Write out three conversations of activity 1c．

Step Ⅶ Blackboard Design

第四篇：五年級英語上冊 unit8 lesson44教案 人教新起點

Unit 8Revision

Lesson 44

教學(xué)目標(biāo)：

能夠用烹飪的話題和朋友或同學(xué)進(jìn)行交談。

課前準(zhǔn)備：

活動掛圖，錄音磁帶，相關(guān)教具。

教學(xué)重點：

復(fù)習(xí)關(guān)于烹飪的生詞以及電視節(jié)目的生詞。

復(fù)習(xí)描述烹飪過程和談?wù)撾娨暪?jié)目的句型。

教學(xué)過程：

1．單詞卡片復(fù)習(xí)與這一課有關(guān)的單詞以及相關(guān)句型。

2．引導(dǎo)學(xué)生說說自己喜歡的節(jié)目，如，教師可以問“Which show do you like?Which

show do you want to watch?”

3．引導(dǎo)學(xué)生觀察A部分練習(xí)，說出節(jié)目的名稱，然后完成A部分練習(xí)。

4．完成B部分練習(xí)。

首先，讓學(xué)生觀察B部分圖畫，教師先進(jìn)行提問引導(dǎo)學(xué)生進(jìn)行簡單的討論。如：“What do

you need to make it?How do you make it?” 然后讓學(xué)生在小組間進(jìn)行討論，也可

以小組中派出一個人對其他的小組進(jìn)行采訪。討論完畢后，教師分配任務(wù)，小組間完成表演和解說的活動。最后請各組的同學(xué)對全班同學(xué)進(jìn)行表演。

5．進(jìn)行C部分的練習(xí)。讓學(xué)生通過已學(xué)的內(nèi)容獨自完成，訂正后，分角色朗讀。

作業(yè)：寫出一個自己喜歡菜的制作過程。

小結(jié)：

第五篇：五年級英語上冊 unit8 lesson45教案 人教新起點

Unit 8Revision

Lesson 45

教學(xué)目標(biāo)：能夠說出各種電視節(jié)目的名稱并就節(jié)目特點，播放時間等進(jìn)行討論。課前準(zhǔn)備：活動掛圖，錄音磁帶，相關(guān)教具。

教學(xué)重點：重點復(fù)習(xí)談?wù)撾娨暪?jié)目的詞匯和句型。

全面復(fù)習(xí)本冊書的語言點。

教學(xué)難點：A項語篇的閱讀理解。

C項語言交流活動的有效展開。

教學(xué)過程：

1．復(fù)習(xí)有關(guān)電視節(jié)目的詞匯和句子。

2．讓學(xué)生觀察A部分的圖畫，猜測畫中的小朋友在討論什么。

3．讓學(xué)生默讀A部分的對話，并畫出有過電視節(jié)目的詞匯。

4．讓學(xué)生根據(jù)自己所畫的詞匯，完成A部分的表格。并訂正

5．完成B部分的BINGO游戲。教師示范后，讓學(xué)生在小組內(nèi)游戲。

6．帶領(lǐng)學(xué)生復(fù)習(xí)本冊書所有的話題。

7．針對本冊書的所有話題進(jìn)行提問，Who is your good friend ?

What does he like ?

Who is biggest in your class?

Which show do you want to watch? 等

8．在復(fù)習(xí)了所有話題的基礎(chǔ)上完成C部分。

首先，讓學(xué)生分小組根據(jù)本學(xué)期所學(xué)話題討論出一些問題。

然后，籌集學(xué)生的問題，（題量適當(dāng)）模仿大獎賽的形式搞一次搶答比賽，答對的加10分，分最高的勝出。

9．根據(jù)所仿內(nèi)容，先讓學(xué)生進(jìn)行口頭的練習(xí)，然后書寫在課本上。

最后，小組練習(xí)，讀給自己的小組成員聽，小組之間互相找錯誤。

小結(jié)：