八年级英语下册 Unit 6 Topic 3 Bicycle riding is good exercise Section D教案 新版仁爱版Word格式文档下载.docx

八年级英语下册 Unit 6 Topic 3 Bicycle riding is good exercise Section D教案 新版仁爱版Word格式文档下载.docx

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Step

Interactionpattern

Studentactivity

Teacheractivity

Introduction

（8minutes）

1.Thewhole

classwork.

2.Thewhole

3.Thewhole

4.Thewhole

5.Thewhole

6.Thewhole

1.Studentsfocustheir

attentionontheteacher.

2.Studentsreadthe

passageaboutthe

bicyclesafety.

3.Studentsknowabout

moreinformationof

thebicycle.

4.Studentsreportsome

informationthey

collectedabout

cyclingraces.

5.Studentswatchthe

videoandknowabout

thecyclingrace.

6.Studentslookatthe

picturesof1and

introducetheeventsasmuchaspossible.

1.Greetthestudentsand

makethemreadyforlearning.

2.Theteacherasksthe

studentstoreporttheirhomework.Letthemreadthepassageaboutthebicyclesafety.Letthembuildthesenseofsafety.

3.Theteacherintroduces

moreinformationaboutthebicycle:

Thebicyclecanbeusedasanenvironmentalvehicleoftransportfortravel.Moreandmorepeopleusebicyclesasfitnessequipmentforexercise,bikeridingandtraveling.Thecyclingraceisacompetitivesportwhichincludesroadcycling,mountaincyclingandsoon.We’llknowaboutsomethingofthebicycleracetoday.

4.Theteacherletsthestudentsreportsomeinformationtheycollectedaboutcyclingraces.

5.Theteachershowsthe

videoofacyclingracetoleadtothenewlesson.

6.Theteacherasksthestudentstolookatthepicturesof1.Encouragethestudentswhoknowsomethingaboutthetwoeventsandintroducetheeventsasmuchaspossible.

Presentation

（10minutes）

2.Thewhole

classwork.

3.Thewhole

4.Thewhole

1.Studentsskimthe

passageof1and

markQorF.

2.Studentschecktheir

answerswiththe

teacher.

3.Studentsreadthe

passageagainand

underlinethenew

words.

4.Studentslearnand

graspthenewwords.

1.Theteacherasksthestudents

toskimthepassageof1

andmarkQforthe

sentencesthatdescribe

theTourofQinghaiLake

andFfortheTourde

France.

（1）Theracestartedin2002.（）

（2）Todaytheracecovers

2,000miles.（）

（3）TheracebeganinParis.（）

（4）ItisthelargestbicycleroadraceinAsia.（）

（5）Thereare21timed

stagesoverthreeweeks,withoneortwodaystorest.（）

2.Theteacheraskstwostudents

totelltheiranswers.

3.Theteacherasksthestudents

toreadthepassageagain

andunderlinethenew

words.

4.Theteacherasksonestudent

totellthenewwords.

Teachthenewwords:

AsiaandFrancebyshowingtheirmaps.Teachthenewwordstagebyshowingapictureofastage.Teachthenewwordwinnerbyshowingapictureofachampion.TeachtherestwordsbyexplainingtheminChinese.

Consolidation

（10minutes）

1.Thewhole

2.Thewhole

3.Groupwork.

6.Groupwork.

7.Thewhole

8.Thewhole

1.Studentsreadthepassage

aftertherecording

sentencebysentence.

2.Studentstrytofollow

thespeed,paying

attentiontothe

pronunciationand

intonation.

3.Studentsworkin

groupsandfindout

thedifficultpoints.

4.Studentshelpeach

othertounderstandthepassage.

5.Studentsunderlinethe

words,phrasesand

sentencesandmakea

note.

6.Studentsreadandfind

outthekeywordsin

groups.

7.Studentsretellthe

passagebasedonthe

keywords.

8.Studentsevaluatethe

retelling.

1.Theteacherplaysthe

recordingsentenceby

sentence.

2.Theteacherplaysthe

recordingwithout

stopping.

3.Theteacherasksthe

studentstoworkin

groupsandfindoutthe

difficultpoints.

4.Theteacherasksthestudentstotellthedifficultpoints.Askotherstudentstohelpthemsolvetheproblems.

5.Theteachermakesa

summarytoexplainthekeypointsanddifficultpointstothestudents:

（1）amongallraces

among/between

（2）21timedstages

（3）Theroadsareverydifficulttorideon.

（4）withoutdoingsth.

6.Theteacherasksthestudentstoreadthepassagecarefullyandfindoutthekeywordsingroups.

7.Theteacherasksonestudenttowritedownthekeywordsontheblackboard,andthenletsthestudentsretellthepassagebasedonthekeywords.

8.Theteacherpraisesthe

studentswhoretellthe

passagewell.

Practice

（10inutes）

4.Individual

work.

7.Individual

9.Thewhole

1.Studentsreadthrough

SectionsA-Candunderstand

theunderlinedpartsin

eachsentenceofthe

grammartable.

2.Studentssumupthe

usageofadverbialclausesofcondition.

3.Studentsgrasptheusageoftheunderlinedphrases.

4.Studentsfindoutmorephrasesinthistopic.

5.Studentsreadand

understandtheaccidentreportform.

6.Studentsdiscussin

7.Studentswriteapassage

aloneabouttheaccident.

8.Studentsreporttheir

passages.

9.Studentsevaluateothers’,

passage.

1.TheteacherasksthestudentstoreadthroughSectionsA-Candunderstandtheunderlinedpartsineachsentenceofthegrammartable.

2.Theteacheraskstwostudentstosumuptheusageofadverbialclausesofcondition.

3.TheteacherasksthestudentstoreadthroughSectionsA-Candpayattentiontotheunderlinedphrasesinthefunctionstable.

4.Theteacherasksthestudentstofindoutmorephrasesinthistopic.

5.Theteacherasksthestudentstoreadandunderstandtheaccidentreportform.

6.Theteacherasksthestudentstodiscussingroups:

Howtowriteapassagebasedonthecontentoftheaccident

reportform.

7.Theteacherasksthestudentstowriteapassagealoneabouttheaccident.Encouragethemtousemoreusefulexpressionsofthistopic.

8.Theteacherletstwostudentsreporttheirpassagesin

class.

9.Theteacherasksthestudentstoevaluateothers’,passages,andthenmakesthe

summaryforthewritten

Production

（7minutes）

1.Groupwork.

2.Groupwork.

3.Individual

4.Groupwork.

8.Individual

1.Studentsdiscussin

groups.

2.Studentswritethekeywordsfortheirreports.

3.Studentsfinishthe

reportsalone.

4.Studentschangetheir

reportswithinthe

group.Learnsomethingusefulfromtheirgroupmatesandhelpotherscorrectsomethingwrong.

5.Studentsreadtheir

productions.

6.Studentsevaluatethe

passageswrittenby

othersandlearn

somethinguseful.

7.Studentssummarize

SectionDwiththe

8.Studentsfinishthe

homeworkafterclass.

1.Theteacherorganizesthe

studentstodiscussin

groups:

Howtoavoid

trafficaccidents.Letthemmakesureofthecontenttheywillmention.

studentstowritethekey

wordsfortheirreports.

studentstofinishthe

reportsalonebasedon

theirkeywords.

4.Theteacherasksthe

studentstochangetheir

reportswithinthegroup.

Askthemtolearn

somethingusefulfrom

theirgroupmatesand

helpotherscorrect

somethingwrong.

5.Theteacherasksthe

studentsfromdifferent

groupstoreadtheir

productions.

6.Theteacherasksthestudentstoevaluatethepassages,andthenmakesthesummaryforthewrittenwork.

7.Theteachershowsthe

summarytothestudents.

8.Theteacherassigns

homework:

（1）Reviewthesummary

afterclass.

（2）Writeapassagetomake

thetrafficrules.

（3）Collectsomeinformation

ofCraigKielburgerto

prepareforthenexttopic.

TeachingReflection

Thestudentsgrasptheknowledgeofthistopicwellafterthereviewofthissection.Boysareveryinterestedinthebicyclerace.Andtheycanevaluateothers’productionsbetterandlearnsomethingusefulfromthem.

Ⅶ.Blackboarddesign

Unit6EnjoyingCycling

Topic3Bicycleridingisgoodexercise.

SectionD

中国书法艺术说课教案

今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。

一、教材分析：

本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。

书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。

早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。

1、教学目标：

使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。

2、教学重点与难点：

（一）教学重点

了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。

（二）教学难点：

如何感受、认识书法作品中的线条美、结构美、气韵美。

3、教具准备：

粉笔，钢笔，书写纸等。

4、课时：

一课时 

二、教学方法：

要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。

（1） 

欣赏法：

通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。

（2） 

讲授法：

讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！

（3） 

练习法：

为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。

三、教学过程：

（一）组织教学

让学生准备好上课用的工具，如钢笔，书与纸等;

做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。

（二）引入新课，

通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！

（三）讲授新课

1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。

2、讲解书法文字的发展简史和形式特征，让学生对书法作品进一步的了解和认识通过对书法理论的了解，更深刻的认识书