七年级英语上册 Unit 4 Having Fun Topic 3 What time is it now Section B教案 新版仁爱版.docx

1、七年级英语上册 Unit 4 Having Fun Topic 3 What time is it now Section B教案 新版仁爱版Topic 3 What time is it nowSection BI. Material analysis本课是第三话题的第二个课时，主要活动是1a和3a。通过Kangkang和他的同学们相约去动物园的情景呈现生词与句型，为后面的听力练习做准备。另外通过听音搭配的活动，培养学生在语境中辨认表示动物的单词的能力，并复习问答时间和最喜爱的动物的表达法。还通过听短文完成填空练习，训练学生从听力材料中获取有关时刻的具体信息，巩固时间的表达法。最后通过创设康

2、康一天的作息时间的情境进一步训练学生对时间的询问和表达以及重点词组的交际应用，同时将对话转化为小短文，培养学生信息转换的能力，同时通过写的方式进一步巩固时间的表达法。英语的写作一直是很多学生最头疼的问题，因此教师应在写作前引导学生做一些词汇、句型、逻辑等方面的准备，减少写作的难度，树立学生英语写作的信心。II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：clever, animal, hour, later, today, get up 能继续正确使用wh-questions来询问时间，并能流利表达

3、时间，能用“like, favorite”等来表达对某事物的喜爱，能用“Its time to.”句型来表达是该做某事的时候了，如：What time is it now?Whats the time now?Its time to go to the zoo.I like them very much.Whats your favorite animals, Jane?2. Skill aims 能听懂描述及询问时间的表达，能听懂简单的课堂用语并做出适当的反应；能使用问答时间的句型进行简单的交流；能在教师的指导下进行简单的角色表演、仿编对话等；能用英语谈论自己喜爱的动物；并注意语音语调；能够

4、在图画的帮助下进行阅读，理解大意，并按要求进行语言活动；能正确书写单词，并能正确使用单词造句。3. Emotional aims能够积极与同学合作，参与课堂活动，大胆实践；能够认真学习、规范单词、句子等；能够养成保护动物、和大自然和谐相处的意识，并能在现实生活中积极实践。III. The key points and difficult points 1.在情景对话中，能继续学会用wh-questions来询问时间，能流利表达时间，能用“like, favorite”等来表达对某事物的喜爱，能用“Its time to.”句型来表达是该做某事的时候了。2.能够将对话信息转化为篇章输出。IV.

5、Learning strategies1.能够清楚、大声地进行朗读，培养语感和自信心。2.能在词语和相应事物之间建立联系。3.能够逐渐养成进行预习和复习的好习惯。V. Teaching aids录音机、多媒体、教学挂图和黑板。VI. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction (5 minutes)1. The whole classwork.2. Group work.3. Group work.1.Focus their attention on the tea

6、cher.2.Group competition. Discuss and revise the expressions of time in group first. Then look at the pictures of different time on the screen. Try to say the times quickly and correctly. The group which can say words the most correctly will be the winner in this group competition.3.Do duty report.

7、Some groups act out the conversations about your groups plan, using the words and expressions in Section A.e.g.A: Do you have any time this Sunday?B: Yes. Whats up?A:We plan to go to the zoo. Would you like to go with us?B:Good idea. What can we see there?A:We can see pandas, tigers, elephants, lion

8、s monkeys and so on.B:Sounds great. When and where shall we meet?A: Lets meet at half past eight at the school gate.B: OK. See you then!A: See you!.T:Good job. Can you tell me what time it is now?Ss: Its twenty to nine.T: So its time to have a class. (Point to the picture of 12:00) What time is it?S

9、s: Its twelve oclock.T: So its time to .Ss: Have lunch.T: Good! (Point to the picture of 6:30 a.m.) What time is it ?Ss: Its half past six.T:Yes. And “a.m.” means in the morning. So.Ss: Its time to havebreakfast./ Its time to get up.1.Greet students ready for learning.2.Show some pictures of time on

10、 the screen. Make a group competition to revise the expressions of time.3.Help the students to revise the words and expressions in Section A. Lead to the sentence structure, “Its time to .”.Presentation (10 minutes)1.The whole class work and individual work.2.Individual work, the whole class work an

11、d pair work.1.Do 1a. Look at the pictures of animals on the screen. Say the names of them. Then answer the teachers questions.T: Which animal do you like best, A?S1: I like. best.T: Whats your favorite animal, B?S2: My favorite animal is .T: The four students in Beijing International School also lik

12、e different animals. What kind of animal do they like? 2.Do 1b. Listen to the tape and match the children with their favorite animals in 1b. Then listen again and write down their reasons. Check the answers with your partner then the whole class check the answers together.1.Show somepictures of anim

13、als to not only revise the words of animals but also lead to the expressions of likes.2.Play the tape recorder and check the answers.Consolidation (5 minutes)1.Individual work.1.Make sentences with the words in 1b. e.g.Kangkang likes monkeys best because he thinks they are clever.Michaels favorite a

14、nimal is pandas. He thinks they are cute.1.Make the students consolidate the expressions of likes.Practice(10 minutes)1.The whole class work and group work.2. Pair work.3.Individual work and pair work.4. Individual work and pair work.1.Read 1a after the tape. Then work in groups. Read 1a and practic

15、e the conversation in different roles. Then make up new ones. Some groups act out the conversations to the class.2.Look at the pictures of different daily activities with time on it. Ask and answer questions with each other.e.g.Picture 1-get up, 6:30A: What time is it now?B:Its half past six. Its ti

16、me to get up.Picture 2- havebreakfast, 7:10A: Whats the time now?B: Its ten past seven. Its time to have breakfast. .3.Do 2. Listen to the passage and fill in the blanks in 2 individually. Then check the answers with your partner. After that, try to retell the passage with the help of the key words

17、on the screen. Sunday, get up, 7:30, have breakfast, 8:00, read English, 9:00, help.cook, 10:45, lunch, 12:10,.4. Do 3a, Look at the pictures in 3a. Then match the phrases with the pictures. Then make up conversations in pairs. Learn to use the phrases in conversations, such as, have breakfast, go h

18、ome.A: Excuse me, what time is it, please?B: Its a quarter past six.A: Its time to get up.1.Help the students to practice the expressions in 1a orally.2.Show some pictures of different daily activities with time on it to the students to learn some phrases and practice the expressions of time. Get re

19、ady for 2.3.Play the tape recorder. Check the answers. Show some key words of the passage on the screen to help the students retell the passage. Get ready for the written work later.4.Let students make up and practice the conversations about asking and expressions of time.Production (10 minutes)1.In

20、dividual work and group work. 1.After practicing the conversations in 3a, write down Kangkangs day with the information in 3a, using the expressions of time.e.g.Kangkang gets up at a quarter past six in the morning. He has breakfast at a quarter to seven with his mother. He meets his friends at home

21、 at half past eight. At nine oclock, the four children go to the zoo on foot. They see the animals at ten oclock. And the go home at half past eleven. They have a happy day.Then change your passage with your group members to correct it.1.Help the students revise and consolidate the words, phrases an

22、d expressions about animals and time in Section B. Improve the students written ability.2.Assign homework: Read 1a fluently and practice it with your partner;Review the words, expressions in this section;Preview Section Cnew words.Teaching reflection： 这节课是本话题的第二个课时。在活动中，学生口头操练时间表达法之后，学习将信息转化为书面的小短文写

23、作。教师在学生写完之后，可以引导学生两两互改，找出彼此的错误，从而共同进步。有的学生害怕发音错误，而不敢开口说英语，教师应鼓励其勇敢站起来，从简单的对话操练开始，不断练习和提高口语水平。 VII. Blackboard designWhat time is it now?Section A1. What time is it now? clever2. Whats the time now? animal3. Its time to go to the zoo. hour4. I like them very much. later5. What are your favorite anima

24、ls? today6. Its time to get up. get up 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

25、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

26、，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

27、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

28、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

29、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

30、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

31、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。