九年级英语 Unit 7 Where would you like to visit第3课时Section B 1a2c教案 人教新目标版.docx

1、九年级英语 Unit 7 Where would you like to visit第3课时Section B 1a2c教案 人教新目标版Unit 7 Where would you like to visit? Section B(1-2c)(P55) Learning goals:1）To learn to understand and use of would and hope to for expressing desires2）To listen and speak about vocation packages Step I Review1)Check the homework ,

2、Get the students to exchange their exercise books with their partners and correct each others2) T: Where would you like to go for a sightseeing trip?S: Id like to visit .T: Isnt it supposed to be very crowded?S: Yes, it is. But is also, and it has.Ask the students to make a survey of the students ar

3、ound them and do some notes设计意图：复习上节课的主要内容，温故而知新。Step Warming up and leading in Hello, class. Do you like traveling? Then you must get to know about vacation packages. What are vacation packages? In fact they are a collection of information about a certain place of interest youd like to visit. Then

4、ask students to complete the chart on their own. 1 Brainstorming things for vacationAlmost everyone likes traveling, but what things are important to you when you go on vacation. Lets have a brainstorming to list things important to you going on vacation.Not too hotStay at hotel at nightNear the sea

5、Eat clean foodPlan aheadDrink much waterGo with friendsBring a map设计意图：吸引学生注意力，激发兴趣。Step Listening and numberingJeff is working at a travel agency for the summer vacation. Listen to the conversations and number the pictures on page 55. A woman is travelling in a warm place.A girl is watching a great

6、 whale in the sea.Many kids are playing happily.TapescriptWoman1: Jeff, I have to go out for half an hour. Could you please answer the phone? Just take messages and Ill call people back.Jeff: Sure. Hello, Ace Travel. Jeff Marino speaking. How may I help you?Woman2: Id like some information on vacati

7、on packages, please.Jeff: My boss is out of the office for half an hour. Could she call you back?Woman2: Actually, Id like to get some information now, if you wouldnt mindJeff: Oh, well, I guess it would be OK. So, where would you like to go?Woman2: Oh, I dont know. Somewhere warm.Jeff: Somewhere wa

8、rm How about Hawaii? Woman2: Oh no I I dont like flying.Jeff: OK. Well, theres alwaysJeff: Hi, Ace Travel. Jeff Marino speaking.Man: Hello. Id like to find out about your vacation packages.Jeff: Well, we have a great whale watch tour. You might like that.Man: Hmmmm It depends on where it is. I dont

9、want to go anywhere cold.Jeff: Hmmm lets see. Yes, we have a summer whale watch tourJeff: Hi. Ace Travel. May I help you?Woman3: I hope so. I saw your advertisement for vacations in California. Wed like to go somewhere thats fun for kids.Jeff: Fun for kids hmmm How about Los Angeles? Kids love visit

10、ing Hollywood.Woman3: Oh, but we dont really like big cities.Jeff: See. Then maybe say youd enjoyThen show the right order.设计意图：先让学生听文章，然后让学生排序。Step Listen to the conventions again and complete the chart.(2b)Now I will play the tape once again and you are to complete the chart on page 55. Check the

11、answers. WantsDoesnt wantCustomer 1To go somewhere warmTo flyCustomer 2To have a summer whale watch tourTo go anywhere coldCustomer 3To go somewhere thats fun for kidsTo go to big cities.设计意图：先让学生再细听文章，然后让学生填表，加深理解。Step 2c Doing pairworkLook at the chart on page 55 and role play Jeffs conversations.

12、A: Where would you like to go?B: Id like to go somewhere warm.A: What else can you tell me?B: I dont want to fly.A: Where would you like to go?B: I like to go somewhere thats fun for kids.A: What else can you tell me?B: I dont really like big cities.A: Where would you like to go?B: I like to go some

13、where thats close to the sea.A: What else can you tell me?B: I dont really like big cities.Step VII The end-of class testA. 选择适当的句子,补全对话。(其中有一个多余选项)A: Hello! This is the Sky Travel Agent. (1)_B: I would like to take a trip for my vacation. Can you give me some advice for vacation spots?A: (2)_ What

14、kind of places do you like?B: I like places that are peaceful and relaxing. A: (3)_B: Id like to stay at a place with beautiful sights. I dont want to do many outdoor activities. A: I think that Kunming is a wonderful place for you.B: (4)_A: Let me think . How about Guilin? Its much near. B: Thats g

15、reat. I would like to go there. (5)_A: Youre welcome. A. What else can you tell me?B. Thank you very much.C. I think so. D. What can I do for you?E. Yes, of course.F. Its a wonderful place, but its too far.B.连词成句。1. go, want, where, tomorrow, do, you, else, to _? 2. milk, with, we, the, provided, ch

16、ildren _. 3. how far, it, from, dont, I, mind, is, here _. 4. me, suggestions, could, you, give, some _? Step HomeworkSuppose I am the travel agent, I give vacation suggestions, then you give the reasons that you dont want to go there.I dont want to go somewhere .I dont like places where.I dont want

17、 to .Key: A.1-5DEAFBB. 1.Where else do you want to go tomorrow ?2. We provided the children with milk ?3. I dont mind how far it is from here .4. Could you give me some suggestions ?亮点：活动设计以学生的学为中心，通过学生的自学自究，合作探究的方式学习，教师以点播为主，充分体现了学生课堂中的主体性，教师的主导性。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

18、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。（

19、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：

20、 （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，更深刻的认识书法，从而为以后的书法练习作重要铺垫！ A书法文字发展简史：古文字系统 甲古文钟鼎文篆书 早在5000年以前我们中华民族的祖先就在龟甲、兽骨上刻出了许多用于记载占卜、天文历法、医术

21、的原始文字“甲骨文”；到了夏商周时期，由于生产力的发展，人们掌握了金属的治炼技术，便在金属器皿上铸上当时的一些天文，历法等情况，这就是“钟鼎文”（又名金文）；秦统一全国以后为了方便政治、经济、文化的交流，便将各国纷杂的文字统一为“秦篆”，为了有别于以前的大篆又称小篆。（请学生讨论这几种字体的特点？）古文字是一种以象形为主的字体。今文字系统 隶书草书行书楷书 到了秦末、汉初这一时期，各地交流日见繁多而小篆书写较慢，不能满足需要，隶书便在这种情况下产生了，隶书另一层意思是平民使用，同时还出现了一种草写的章草（独草），这时笔墨纸都已出现，对书法的独立创作起到了积极的推动作用。狂草在魏晋出现，唐朝的张

22、旭、怀素将它推向顶峰；行书出现于晋，是一种介于楷、行之间的字体；楷书也是魏晋出现，唐朝达到顶峰，著名的书法家有欧阳询、颜真卿、柳公权。（请学生谈一下对今文字是怎样理解的？），教师进行归纳：它们的共同特点是已经摆脱了象形走向抽象化。B主要书体的形式特征古文字：甲骨文，由于它处于文明的萌芽时期，故字形错落有致辞，纯古可爱，目前发现的总共有3000多字，可认识的约1800字。金文，处在文明的发展初期，线条朴实质感饱满而丰腴，因它多附在金属器皿上，所以保存完整。石鼓文是战国时期秦的文字，记载的是君王外出狩猎和祈祷丰年，秦篆是一种严谨刻板的纯实用性的字体，艺术价值很小。今文字：隶书是在秦篆严谨的压抑下出

23、现的一种潇洒开放型的新字体，课本图例张迁碑结构方正，四周平稳，刚劲沉着，是汉碑方笔的典范，章草是在隶书基础上更艺术化，实用化的字体，索靖急就章便是这种字体的代表作，字字独立，高古凝重，楷书有两大部分构成：魏碑、唐楷魏碑是北魏时期优秀书法作品的统称。郑文公碑和始平公造像是这一时期的代表，前者气势纵横，雄浑深厚，劲健绝逸是圆笔的典型；唐楷中的醴泉铭法度森严、遒劲雄强，浑穆古拙、浑厚刚健，神策军碑精练苍劲、风神整峻、法度谨严，以上三种书体分别代表了唐楷三个时期的不同特点。兰亭序和洛神赋作者分别是晋代王羲之、王献之父子是中国书法史上的两座高峰，前者气骨雄骏、风神跌宕、秀逸萧散的境界，后者在技法上达到了

24、由拙到巧、笔墨洗练、丝丝入扣的微妙的境界。他们都是不拘泥于传统的章法和技能，对后世学书者产生了深远的影响；明代文征明的书法文雅自如，现代书家沈尹默在继承传统书法方面起到了不可魔灭的作用。3、欣赏要点：先找几位同学说一下自己评价书法作品的标准或原则是什么？或如何来欣赏一幅书法作品？学生谈完后，对他们的观点进行归纳总结。然后自己要谈一下自己的观点：书法艺术的欣赏活动，有着不同于其它艺术门类的特征，欣赏书法伤口不可能获得相对直接的印象、辨识与教益，也不可能单纯为了使学生辨识书写的内容，去探讨言词语汇上的优劣。进而得出：书法主要是通过对抽象的点画线条、结构形态和章法布局等有“情趣意味“的形式，从客观物

25、象各种美的体态，安致这些独有的特性中，使人们在欣赏时得到精神上健康闲静的愉悦和人们意念境界里的美妙享受（结合讲授出示古代书法名作的图片，并与一般的书法作品进行比较，让学生在比较中得出什么是格调节器高雅，什么是粗庸平常）。书法可以说是无声的音乐，抽象的绘画，线条流动的诗歌。四、课堂评价： 根据本节课所学的内容结合板书。让学生体会到祖国书法艺术的博大精深，着重分析学生在书体形式特点和审美欣赏方面表现出的得失。让学生懂得在欣赏书法时主要是通过对抽像的点画线条、结构形态和章法布局等有“情趣意味“的形式，从客观物象各种美的体态，安致这些独有的特性中，使人们在欣赏时得到精神上健康闲静的愉悦和人们意念境界里的美妙享受。