牛津版新教材8A unit

牛津版新教材8A unit（精选7篇）

牛津版新教材8A unit 篇1

Warm-up activities

1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:

* A group of students are stranded on an island. There is not enough food available for everyone to survive.

* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.

2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.

3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.

Presentation

1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.

2 Divide Ss into pairs and ask them to do the survey in Part B1

3 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.

Language points

Look delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandas

Homework

1 Learn the language points by heart.

2 一课三练 P.43

3 Preview the Reading Part.

Revision

1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)

1 On the Bb, write the following list of sentences on the Bb:

* Xi Wang is the name of a baby giant panda.

* Baby giant panda s are very small when they were born.

* They grow very quickly.

* Xi Wang has to find her own food when she is 20 months old.

* Hunters kill giant pandas and sell their fur.

2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.

Presentation (Reading B& C)

1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.

Adult old person teenager baby middle-aged person

Young adult child toddler

Draw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to draw a more creative growth chart.

2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.

Presentation (Reading D)

1 Revise the words listed in the box in Part D.

2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.

3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.

Presentation (Reading E)

1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.

2 Ask six Ss to read the conversation while the rest of the class check their answers.

Language points (Part A)

The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will be

Language points (Part B& C)

Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay alive

Homework

1 Learn the language points by heart.

2 一课三练 P.44-45

3 Preview the Vocabulary Part.

Presentation (Vocabulary)

1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.

2Use the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.

3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.

Language points

Polar bear---North Pole, wolf----wolves

Homework

1 Learn the language points by heart.

2 一课三练 P.46

3 Preview the Grammar Part.

Presentation (Grammar Part A)

1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss’ own experience. Write the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.

2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.

3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.

4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.

5 Ask Ss to complete “Work out the rule” at the bottom of page 61.

Presentation (Grammar Part B)

1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.

2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.

3 Explain the context of Part B1. Revise the words in the box.

4 Ask students to complete the sentences individually.

5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.

Presentation (Grammar Part B2)

1 Try to creat interest in learning interesting things about wild animals. Tell them that Amy’s report introduces new information about tigers and wolves.

2 Explain the context of writing a report. Revise the structure of conditional sentences.

3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.

Language points

Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolves

Homework

1 Learn the language points by heart.

2 一课三练 P.47-48

3 Preview the Integrated skills Part.

Presentation (Integrated skills A)

1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.

2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.

3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:

* What is the name of the largest living cat?

* What is Millie’s favourite animal?

Play the recording. Students listen carefully for keywords to answer the questions.

4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.

5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.

6 Ask more able Ss to read aloud the letter.

Presentation (Integrated skills B)

1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.

2 Ask students to create their own conversation using information from the fact sheets.

Language points

Live as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,

Homework

1 Learn the language points by heart.

2 一课三练 P.49

3 Preview the Pronunciation, Main task & Check out Part.

Presentation (Pronunciation)

1 Remind Ss of communicative purpose of conditional sentences.

2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.

3 Ask students to read Simon’s presentation with correct the rising and falling voices.

4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows.

5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.

Language points (Pronunciation)

Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants’ tusks, train them,

Presentation(Main task)

1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal comments.

2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.

3 Ask students to skim through the report quickly and give each paragraph.

4 Ss complete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to check the answers.

Language points (Main task)

Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk upright

Presentation (Checkout)

1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.

2 Ask students to Proceed to Part B after completing Part A.

3 Ss complete Part B on their own and then compare answers in pairs.

Language points (Checkout)

Climbing, what about playing football?, a friend like Alan, answer questions correctly

Homework

1 Learn the language points by heart.

2 一课三练 P.50-52

牛津版新教材8A unit 篇2

江苏省从2012年9月份开始使用新教材, 新教材由原来的6个变为8个单元, 每个单元的课时数由10课时变为6个课时, 怎样用好新教材以及如何适应新的课程标准呢?每个单元开篇的Reading是我们的重点学习板块, Reading中的话题贴近我们的生活。下面我将结合我的平时教学, 谈谈新教材Reading版块的一些教学方法。

二、教学方法及技巧

我通常在教这一课时前, 先布置一些预习作业给学生, 这样即能让学生提前预习, 又能找出一些难点, 这一部分的课前预习可设置以下内容:生词的音标及中文和词性、重点单词的用法、重点词组及难句理解。现以新教材7AUnit 2 Reading为例, 可将预习作业设计如下:

1.写出下列单词的词义、词性和划线部分的音标。

(2) player___2.member_____3.club______4.free______5.enjoy______6.hope_____

2.翻译下列短语。

(1) my favourite football player (2) a new member of (3) look strong (4) play football very well (5) in his free time (6) enjoy listening to music

3.理解下列句子。

(1) Li Hua wants to play in the next World Cup.句意:___

(2) I hope his dream comes true.句意:__

课上利用3至5分钟和学生一起检查一下预习情况, 教师重在点拨提升。我通常从师生间自由对话 (free talk) 开始, 引入本节课的话题, 然后采用“总-分-总”的方法教学Reading, 先整体理解课文内容, 抓住主要思想, 再通过提出问题理解每一段内容, 最后让学生根据关键词复述课文或进行讨论、采访等活动巩固所学内容。

Step 1 pre-reading

1.Read the text quickly and silently, answer the following T or F questions.Tips:Try to catch the main idea especially the key sentences eg:The first sentence or the last sentence () (1) Li Hua is Simon’s favourite football player. () (2) Li Hua is 12 years old. () (3) Li Hua now lives in Beijing. () (4) Li Hua also enjoys listening to music.

2.Read the text quickly and finish Part B1 on page 21.

Step 2 While-reading

1.Read from line 1 to line 7 and finish Part B3 on page22.Tips:Try to catch the key information eg:what who where

2.Read the last two paragraphs and answer the following questions. (1) How often does Li Hua play football? (2) What does he do in his free time?

Step 3 Post-reading

1.Read the text again, then finish Part B2 on page 21 and Part B4 on page 22.

2.Oral Practice:To be a reporter, ask something about others’favourite player.A:Hello!I’m a reporter from English Times.B:Hello!Nice to meet you!A:Do you like sports?B:…A:Who is your favourite…player?

三、教学中的注意点及思考

1.注重阅读方法和技巧的指导。本节课是阅读课, 就一定要指导好学生正确的阅读方法和技巧, 不能走进阅读教学的误区, 在课文的整体理解中, 可问学生本文的主要思想是什么, 或让学生做T/F questions, 这时我们不要让学生大声地读书也不要让学生跟读录音, 也不能以录音代替学生的阅读, 我认为可让学生默读, 运用跳读或扫读的方法找出答案, 指导学生避免“出声读”-读出声音;“指读”—用手指着单词一个个的读;“心读”-学生虽不出声, 但在心里默默地读, 告诉学生这三种都是低效的阅读方法, 不可采用。

2.避免以讲语法代替学生的阅读。这一节应培养学生的阅读理解能力, 部分老师认为, 只要把语法讲透了, 学生就会考了, 而忽视学生阅读的训练, 我们在这一节课中不应讲语法, 新教材中有专门的语法课, 我们应让学生阅读为主, 可依照中考题, 设计出一些选择题或任务型阅读的题目, 让学生从中体验做阅读理解的方法, 提高阅读能力。

3.重视复述课文, 提高学生的口语能力。我认为在理解每一段课文内容时, 学生在回答问题时, 教师应及时板书一些关键词或短语, 这样可让学生根据这些内容复述课文, 既能巩固所学内容, 又能训练学生口语水平, 也可用一些中文句子让学生说, 为中考的“人机对话”作准备。

4.运用新课程理念提高教学效率。

(1) 遵循新的英语课程标准, 突出学生主体, 尊重个体差异。学生的发展是英语课程的出发点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。突出学生为主体, 并不是“放羊式”的教学, 有的教师认为自己的课堂很热闹, 每个小组的学生都站着在讨论, 在对话, 在表演, 认为这样的课, 是学生为主体, 但我认为我们还要尊重个体差异, 我平时在教学中一直关注后进生, 课上尽可能的让机会让组里学号后两名的学生开口讲英语, 让他们多表演, 多鼓励, 要让他们积极地参与到小级的活动中来, 他们如果能回答正确, 加双倍的分, 调动他们的积极性, 课后教师要及时了解他们的学习情况, 可当面辅导, 让他们觉得教师在关心他, “亲其师, 信其道”, 就是这个道理。

牛津版新教材8A unit 篇3

可久镇高岭小学陈义使用西师版新教材以来，参加了多次教材培训，历经了几年教学实践，对新教材的认识比以前更加成熟了。我认为，学习数学，不能仅仅停留在掌握知识的层面上，而必须学会应用。只有如此，才能使所学数学富有生命力，才能真正实现数学的价值。这就要求我们教育工作者必须注意从小培养学生的应用意识。那么，如何在小学数学教学中培养学生的数学应用意识呢?结合本人的教学实践，谈谈几点做法和体会：

一、联系生活实际，导入新知教学。

数学知识的形成源于实际需要和数学内部需要。义务教育阶段学生学习的大量知识均来源于生活实际，这就为我们努力从学生的生活实际入手引入新知识提供了大量的背景材料。例如，在教学“认识分数”时，结合日常生活中分物品的经历，让学生根据自身的生活经验可以把4个苹果平均分成2份，每份是2个；2瓶矿泉水平均分成2份，每份是1瓶；而 1个蛋糕平均分成2份，每分是多少呢?按照习惯的说法是叫做半个。生活中常会遇到分东西或物品不是整数的情况，在学生学过的数小哪个数可以刚来表示半个，学生找不到这样的数，那么半个该用什么数来表示呢?此时就要学习新的数——分数，这个数又该怎样写，怎样读呢?学生对学习分数有了一种需求和愿望，感受到数学就在自己的身边，就存在于自己熟悉的现实生活中。

二、设计问题情境，增强应用情趣。人的思维起始于问题。问题情境具有情感上的吸引力，容易激发学生的好奇心，促使学生寻求问题的答案。教育家赞可夫说过：“凡是没有发自内心求知欲和兴趣而学来的东西，是很容易从记忆中挥发掉的。”在教学中，教师要巧妙的设计问题情境，注重设疑，把问号装进学生的头脑，让学生从数学角度去描述客观的事物与现象，寻找与数学有关的因素，主动的运用数学知识和方法解决遇到的实际问题。

三、搜集应用事例，体会应用价值。

在实际的教学过程中，一方面，教师可以自己搜集有关资料并介绍给学生，例如，电子计算机的发明与使用、地图用四种不同颜色区分地区、飞机设计等都和数学有着密切的关系，现代社会已进入“数字化”的世界。另一方面，可以鼓励学生自己通过多种渠道搜集数学应用的具体案例，并相互交流。例如，教学“百分数的意义和写法”时，可以让学生课前搜集关于百分数的资料，像商品标签各种成分的含量、存款利率等。再如，教学“认识千米”时，到图书馆或网上查找世界最长的三大河流是多少千米。通过查阅资料，搜集数学应用的事例，可以让学生了解数学的广泛应用，进一步了解数学的发展，感受数学的文化魅力，体会数学应用价值。

四、创造应用机会，开展实践活动。

牛津版新教材8A unit 篇4

在一年级我们已经学习了认读整时，你能读出这个钟面上的时间吗？你是怎么看出它是8时的？

那现在是什么时间？（学生说想法）师：怎么样才能正确地读出这样的时间呢？这节课我们就来进一步认识几时几分这样的时间。（板书课题）

二、新授

1、时针与分针

①仔细观察，说一说钟面上有些什么？

（A、12个数。B、每相邻两个数之间有一个大格，有12个大格。C、每一个大格有5个小格）

操作：小朋友们，现在是几时？（将钟面拨到12时）时针和分针都指向了12。仔细观察，（将分针转１圈），分针指向几，时针走了多少？（一大格）指向了几？现在是几时？

师小结：看来啊，时针走一大格，是１时。（板书）那你知道分针走一小格是什么意思？（学生说猜想）

②师直接传授：对，分针走一小格的时间是１分。走２小格的时间是几分？３小格呢？４小格呢？

师：好，现在分针从１２走到了刻度１，经过了几分？为什么？

也就是说分针走了一大格，是5分。

操作：师：分针从12走到刻度２，经过了几分，为什么？

想象一下，分针从12走到了刻度3，是什么样的？是这样吗？经过了几分？你是怎么想的？

师：好，现在算一算，看看分针从刻度１２走过钟面上的每一个刻度数，各经过了几分？完成老师发下去的练习纸，做完之后和你的同桌说一说。

课件演示，边播边校对

师：我们看到分针从12又走回到了12，走了整整。。（1圈）课件出示分针走一圈是多少分钟？（60分钟课件出示）

你能很快记住每个刻度数字表示几分吗？ ③区别

刚才我们了解了分针指向不同刻度表示的时间，现在请同学们认真观察（操作），时针对准刻度１，表示什么？分针指向刻度１呢？

师：对，时针是用来记时的，它指向刻度１，表示１时；分针是用来记分的，它指向刻度１，表示５分。

２、初步尝试读时间，解决疑惑

师：现在你知道上课的时间是几时几分了吗？

说说你是怎么看出是8时5分的？（时针走过数字8，分针指着1是5分）

师：虽然大家有的先看分针，有的先看时针，但都是根据时针和分针的位置来共同确定这个时间的。

3、认识1时=60分

师：小朋友们想和老师一起拿钟面来拨一拨吗？我们首先拨到12：00（板书12：00），观察一下这时时针、分针分别在什么位置。然后继续拨动分针走一小格，现在是几时几分？（12时1分），再走一小格，几时几分？（12时2分），好接着拨。。（12时3分，12时4分）现在分针指向刻度1，走了多少？（一大格，是12时5分（板书12：05））

我们要加快速度了，把分针拨到数字3，是几时几分？（12时15分板书12：15）看来没有难到小朋友啊。继续加速，（课件演示）拨到数字6，（12时30分板书12：30），这个时侯，仔细观察（课件演示）

对，30分，也可以说成半小时，所以12时30分还可以说成12时半。我们继续拨，把分针拨到12，（课件演示），仔细观察，现在的时针和分针的位置，它们是什么样的？与12时的时候时针、分针的位置有了什么变化？我们再来看一遍（课件演示）。。（时针从12走到了1，分针走了一圈）分针走一圈是多少分？时针走一大格是几时？这说明1时和60分是什么关系？

师总结：分针走一圈，时针走了一个大格。（板书1时=60分）

4、几时几分的读写（例2教学）

刚刚我们是一边拨一边读写出时间的，那现在不让你们拨了，你们还能读出这些钟面上的时间，并写出来吗？好，来试一试，写在练习纸上。反馈交流：

①4：05与4：5 我们一般写几时几分的时候，如果几分是比10小的话，在几分的前面补上一个0 ②4：30 ③ 4：45，时针看起来是指向5的呀，你怎么认为是4时45分呢？不到5时，那你知道是差了多少分吗？

没错，时针在4和5之间，看起来指向5，但还不到5时，是5时差15分，也就是4时45分。

总结方法：刚刚我们是怎么读出这些时间的，谁能用上先看。。再看。。来说一说。

小精灵也为小朋友们总结了方法，我们一起来读一读。

三、练习

小朋友们，你们认识时间了吗？完成做一做，用这样的写法来填写。交流反馈

牛津版新教材8A unit 篇5

电子课本

Unit 1 How can we become good learners?

Unit 2 I think that mooncakes are delicious!

Unit 3 Could you please tell me where the restrooms are? Unit 4 I used to be afraid of the dark.Unit 5 What are the shirts made of?

Unit 6 When was it invented?

牛津版新教材8A unit 篇6

教学内容：浙美版新教材一年级第一册第九课《花式点心》

学习领域：造型·美化生活花式点心

二、教学目标:

知识目标：了解花式点心彩泥的材料特点，通过观察学习尝试制作花式点心。

能力目标：能通过感知、体验等方法花式点心，大胆、富有个性地加以表现，并在学习过程中发展艺术感知能力、动手能力及大胆创新的能力，花式点心感受美术学习的乐趣。

情感目标：认识祖国传统文化，发现生活美，表达自己的情感。

三、教学重点：运用彩泥制作花式点心。

四、教学难点：表现花式点心的外形美、色彩美。

五、课前准备：

1、学生课前的物品准备：彩泥、工具、垫板、点心等。

2、教师课前的物品准备：课件、彩泥、彩泥工具、奖牌；教室桌椅的排放。花式点心

六、教学模式：

拓展→观察→感受→探究→体验→表现→评价→拓展

教学思路：

《花式点心》是新教材一年级第一册的一节造型·表现课。本课设计旨在改变教师的“主角”地位，体现“教师是学生学习的组织者和管理者”。通过让学生自己确定课题、自己探究制作方法、自由表现、自主设立奖项、自主颁奖等活动使学生成为学习活动的主人。依据教材内容，结合一年级学生的认知特征与生活习惯，本课的总体思路是：把充分运用各种教学媒体，了解各种点心的款式，学习彩泥的基本制作方法，并通过创设点心公司征集点心新款式样的生活情境，体验当一名小小点心师来展开彩泥制作为课堂显性内容；以激发学生学习美术的兴趣和审美感受，培养学生的艺术感知能力为课堂隐性内容。引导学生在学习活动中感悟艺术、增长知识、发展能力、培养情操。花式点心

七、教学过程设计：

一、了解有关的点心知识：

1、听童谣《爷爷为我打月饼》（课件播放）

仔细听歌词里提到了哪样点心？（月饼）师：月饼是我国传统的点心，它不但香甜可口，而且还代表团圆、美好的涵义，每年的中秋节我们都有吃月饼的习俗。

2、今天小朋友们也带来了各种各样的点心，你们可以向大家介绍一下点心的颜色、形状，请大家轻轻地把它们拿出来，注意卫生，开始吧！„„这几位小朋友介绍得很好，其他的小朋友也可以向同一组里的小朋友介绍一下，开始！

3、（课件出示宁波汤团图片）大家看这是什么？对了，这是宁波汤团，是特色点心，它圆溜溜的，味道可好了，如果有外地的亲戚来作客，大家就可以请他们尝一尝汤团。

4、除了这些以外，点心还有许多的品种，小朋友看了图片后，可以说一说点心的颜色、形状，看一看它们是怎样的。（课件出示花色点心的图片）

分中式、西式各选几幅有代表的点心图片请学生从颜色、形状等方面来分析一龙下，其余的只作欣赏。

5、这些漂亮、美味的点心都是点心师做出来的。大家想不想也试一试？今天，我们就来体验一下做小小点心师，用自己的小手做出各种各样的点心。

6、那我们给今天这堂课取一个什么样的题目呢？（在学生的几个题议中由学生们自己确定一个题目，写上黑板。）

二、学习制作：

1、分析制作材料：点心师做点心用的是面粉等，而我们今天的材料是大家面前的彩泥。

（1）大家看一看彩泥有什么特点啊？

（2）我们可以用什么方法把一团团的彩泥变成点心呢？（团、搓、压、拉、贴、接）请发言的学生演示一下

（3）小朋友说的这些方法都很好，老师这里也有几种方法介绍给大家，我们一边看一边来试一试。（课件出示6种制作方法的图片）除此以外，我们还可以利用牙签、小棒、小刀、铅笔等工具来帮助我们制作，不过使用时要注意安全。欣赏学生作品：前几天，老师得到了一个消息，有家点心公司要征集一些新款的点心式样，打算在200６年上市，一（１）班的小朋友已经设计了一些点心作品准备参加征集活动，我们来看一看他们的点心做得怎么样。（在欣赏的过程中对学生颜色的搭配、造型的设计进行适当引导）可是这几件作品还远远不够呀，怎么办呢？（最好由学生自己提出参加设计的要求）（课件出示彩泥制作的点心图片）好，接下来我们就一起来了解一下点心公司有些什么具体的要求。

3、介绍点心公司的征集要求：（1）中式点心、西式点心都可以；（2）点心可以是一份的，也可以是一个系列的，每款最好有一个好听的名字；（3）在今天的制作中我们还将设立一些奖项，然后选择最好的一些作品拍照后送到这家点心公司参加征集。（课件出示这些制作要求）

要求看完了，小朋友们做的时候要抓紧时间，注意互相合作，到了规定的时间我们就要进行评比了。有信心做好吗？好，开始吧！

三、造型表现：

1、学生分组制作（课件自动播放点心图片、彩泥点心范作、音乐）

2、教师巡回指导。共享部分学生的创意，扩展其他学生的思路。对学生的造型、色彩、怎样合作、彩泥共用等方面作个别辅导。

四、评价与欣赏

1、每组代表介绍本组作品。

时间到，比一比哪一组最先停下来，你们的动作真快！哪一组的代表想向大家介绍你们的作品？欢迎××小朋友。„„还有谁愿意？欢迎××小朋友。„„其他几组的代表也都上来吧。

2、学生评价并颁奖。现在每一组的作品都展示出来了，我们请大家一起来做小小评审员，从点心的创意、设计、造型、色彩、小组合作等方面来为他们评评奖，并且要说出他们可以得这个奖的理由，如果大家都同意你的意见，那么我们就把这个奖颁给这个小组，并且由你亲自到他们这一组去颁奖。

4、看来呀，我们小朋友不光做得好，而且还很会欣赏。这么漂亮的点心老师真舍不得把它们拆掉，大家想一想除了参加点心公司的征集以外，我们还可以用它们来做什么呢？

五、小结：今天小点心师们设计的点心作品各有特色，都很棒，下课后，老师都要把它们拍照送到点心公司。回家以后啊，大家还可以向爸爸妈妈讨教一下真点心的做法，还可以在爸爸妈妈的指导下体验当一次真正的点心师，那样的收获一定会更大的。