单元设计教学培训心得体会简短 单元整体教学设计培训的体会(五篇)

心得体会是指一种读书、实践后所写的感受性文字。心得体会对于我们是非常有帮助的，可是应该怎么写心得体会呢？以下我给大家整理了一些优质的心得体会范文，希望对大家能够有所帮助。

关于单元设计教学培训心得体会简短一

通过本单元教学，学生能熟练地运用表示“请求允许”的常用语；复习表语，连习动词的用法；了解海伦 凯勒自强和她的老师的敬业精神。

importance and difficulty;

words : born, bring…into touch with, look back , get back, pity

important sentences:

1. a born teacher, she thought she could turn a deaf-blind person into a useful human being.

2. what a difficult case i must have been to this young teacher!

3. one of the first things annie did was to teach me how to play.

4. it took great imagination as well as patience for annie to teach me to speak.

grammar:

1. fish goes bad easily in summer.

2. the news sounds exciting.

3. the shop stays open until 10 p.m.

4. the tree grows taller day by day.

5. the theory proved true.

useful expressions:

1. may / can / could i …?

2. i wonder if i could ……?

3. do you mind if i…?

4. sure.

5. go ahead.

6. i’m sorry, but…

lesson 65 my teacher

develop the ss’ reading ability.

importance and difficulty:

have a good understanding of the text.

teaching method: reading

teaching aids: tape recorder and some slides.

teaching procedure:

step 1. warming up

questions:

t: if a person cannot see anything at all, that person is said to be blind.

if he can’t hear anything at all, he is said to be deaf.

do you know any people who cannot see well or can’t hear well? (beethoven)

(later) people who are blind can learn to read books that are printed in a special way.

what is the name of this writing system?

------ braille.

how do people read braille books?

------ by touching raised dots on the paper with their fingers.

talk about the picture in the text book.

step 2. fast reading

read it quickly and find the answers to the questions.

1. what was the writer’s problem?

------she was deaf and blind and couldn’t speak.

2. what did the writer learn during this period of her life?

----- she learned the meaning of words, she learnt to play and to laugh.

step 3. comprehension

read it carefully and do the comprehension exercises.

comprehension exercises for unit 17 (lesson 65) 3b cccbb abbc

1. helen keller seemed simple-minded ___.

a. after annie came to stay in her house

b. so she was often made fun of by others

c. because she struggled in a silent, dark world

d. just because she couldn’t hear anything

2. helen keller came to understand the meaning of the word “water” ____.

a. in the kitchen b. in a river

c. at the well d. in her own house

3. according to paragraph 3 , the following mistakes except “ ____” can be found in the picture at the top the page.

a. helen was holding a cup, not a jar

b. helen and her teacher seemed to be indoors, not at the well

c. helen was smiling, not being moved to tears

d. annie was holding helen’s hands, not pumping

4. annie put the writer’s hand on her face so that helen could ___.

a. know what she looked like

b. connect the movement of her laughing with its meaning

c. laugh in the same way as she did

d. feel how happy she was when teaching helen

5. what impressed helen keller most was annie’s __.

a. patience ation ter

6. annie sullivan came to helen’s house ___.

a. in march, 1887

b. in april, 1887

c. in may, 1887

d. when helen was 19 months old

7. which words in paragraph 4 show that the writer was eager to learn more?

a. reach out b. beg for c. joy d. touch

8. as the writer learned more and more, ___.

a. she could speak

b. she enjoyed learning

c. she could “heard” sounds

d. she became a teacher, too

9. which happened last?

a. the girl learned how to jump

b. the girl “heard” the sound that one hears on a farm

c. the girl learned words like soil, wood and silk

d. the girl met her teacher, annie sullivan

correct the mistakes in the article if necessary:

helen keller was born a healthy normal child in 1880.

however,an illness strikes her when was only 19 months, 1.___

thus leaving her deaf, blind and unable to speak. for little 2.___

helen, the world suddenly became a dark, frightened place. 3.___

several years late, annie sullivan,a >

以原教学大纲、教材和新《课程标准》为依据，充分利用现有的教材，面向全体学生，切实抓好基础知识和基本技能的复习，对班级的学生状况做简单的分析,采取切实有效的措施，使好、中、差不同的学生都能得到提高。

>

>

1、最新的小学语文期末复习计划：能利用拼音帮助识字、阅读和学习普通话;能根据拼音正确地写出已学过的汉字。

2、掌握本册学的174个生字，要求读准字音、认清字形、了解字义，并会规范地书写，能正确认读学过的多音字。

3、查字典，会运用部首、音序、数笔画查字法熟练地查字。

4、辨别同音字、形近字，进一步提高正确使用汉字的能力。

5、掌握405个词语，理解词义，一部分会口头或书面运用。

6、进一步掌握部分词语的近义词或反义词;掌握已学的成语;了解和认识一些常用的格言。

7、能够改写句子、修改病句和缩句;能正确使用一些常用的关联词。

8、进一步掌握学过的标点符号及一些常用的修辞方法。

>

会背诵指定的课文;能借助中心句，正确领会课文的中心思想;能分清文章中的事实和联想;了解科普文章的语言特点，学会阅读科普文章。学会积累词语，养成良好的读书习惯。

>

掌握有详有略地记事和先概括后举例写人的写作方法，能写感谢信和修改自己的作文。

>

主要包括9、10、11册的相关课文片段(要求背诵的)、练习上的成语及本学期学的24篇必学课文， 《语文课程标准》要求的70首古诗、7次习作训练和7个单元练习，《语文分册》上的配套练习以及配套的15套试卷。

>

>

汉语拼音是识字和学习普通话的重要工具。要求学生能正确地认读声母、韵母和整体认读的音节;能正确地书写大小写字母;能正确地拼读音节。主要题型如：(1)选择正确的读音 (2)给专用名词加上声母 (3)看拼音写字、词、句 (4)确定字的音序、音节等。

>

对于教学目标中规定的字要做到会读、会写、会组词。了解形声字的构造。能区分常见的同音字、形似字;书写时做到笔画清楚，字形规范，不写错别字。掌握常见字的音、形、义;特别要了解多音字、多义字在不同词语中的意义。主要题型如：(1)把字写得正确、端正、匀称(2)改错别字(3)确定字的部首，除部首外还有几画(4)辨字组词 (5)多音字组词(6)选择正确的字填空等。

>

理解、掌握课文中规定的词语，做到会读、会写、会运用。会辨析一些近义词的反义词。能够理解多义词在特定语言环境中的含义。主要题型如：(1)把词语补充完整，并解释所填字的意思(2)照样子写词语(3)根据意思写词语(4)用词造句(5) 找近义词或反义词(6)选择恰当的词语(7)辨别每组词语中不是同一类的词(8)把可以搭配的词语用线条连起来等。

>

(1)了解常见的句式(陈述句、反问句、感叹句、肯定句、双重否定句)及其作用。了解句式变换的几种形式(陈述句与反问句的变换;肯定句与双重否定句的变换);能根据语言环境和表达的需要选择和变换句式。

(2)认识句子中所运用的修辞手法——比喻、拟人、排比、夸张、设问、反问等修辞方法，能在具体语境中辨别所使用的修辞方法。

(3)能用关联词语造句，在句子中填上恰当的关联词语(并列、转折、因果、条件、递进、选择、假设等)。

(4)要能正确地修改病句，病句的类型主要是：用词不当、句子成分残缺、前后重复和矛盾等。复习时，要安排修改一段话的练习(标点、字、词、句、标点等)。

(5)扩句和缩句。扩句，是在句子中添加恰当的词语，使句子表达的意思更加清楚。缩句，是把句子中附加成分删去，使句子简洁明了。复习的时候，要讲清要求和方法。

>

正确使用常用的标点符号，要能结合语境，了解标点符号的用法，特别要了解分号、引号、省略号、破折号的作用。

>

主要是：能借助词典，理解词语在语言环境中的恰当意义;能联系上下文和自己的积累，推想有关词句的意思;体会作者的思想感情，初步领悟文章基本的表达方法;阅读说明性文章，能抓住要点，了解基本的说明方法。

>

把背诵和默写的段落交给学生，让他们自我检查、相互检查，选择易错字、重点词语或中心词句进行按原文填空的练习。背诵与默写要使学生基本做到人人过关。

>

(1)阅读能力的培养落实于平时的教学积累中，必须扩大课外阅读。

(2)配合单元的阅读重点，巩固并提升学生的阅读能力，有意识地选择较为典型的阅读材料。如“找出短文的中心句、体会中心”的片段，“分辨事实与联想”的片段，“理解含义深刻的句子”的片段等。

>

从习作的类型来看，有写记叙文，也有写应用文。

从习作的形式来看，有记实性的习作(写自己平时所见、所闻和所想)，有想像性的习作，包括看图作文、续写等。

从习作的内容来看，有写人、记事(记叙一次活动)，有写景。

从习作的命题形式来看，主要有三种：全命题、半命题、自由命题。

十二册语文课本里作文训练主要分为两大类：一是记叙文，包括写人、叙事、科学小实验;二是应用文，包括感谢信、毕业赠言等。

>

1、主要采用集中与个别相结合、集体与自主复习相结合