八年级英语下册 Unit 6 Topic 3 Bicycle riding is good exercise Section B教案 新版仁爱版.docx

八年级英语下册 Unit 6 Topic 3 Bicycle riding is good exercise Section B教案 新版仁爱版.docx

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八年级英语下册Unit6Topic3BicycleridingisgoodexerciseSectionB教案新版仁爱版

Unit6Topic3BicycleridingisSectionB

Ⅰ.Materialanalysis

本节课建议用1课时上完。

主要活动为SectionB的1a和2a。

本课通过Kangkang和Michael谈论一起后果严重的交通事故，进而继续讨论交通安全方面的话题，从而了解基本的交通规则，通过2a,2b和3b的学习活动，继续深入学习if引导的条件状语从句的用法。

培养学生遵守交通规则，树立安全意识。

Ⅱ.Teachingaims

Knowledgeaims：

1.学生能用英语简单地表述交通规则。

2.学生能掌握条件状语从句的用法。

3.学生能通过单词的重读判断句子表意的重点。

Skillaims：

1.能听懂有关交通规则和交通安全的材料，并从中获取信息来补全短文或对话。

2.能简单地用英语表达交通规则。

3.能理解有关交通规则和交通安全等方面的叙述，并从中获取需要的信息。

4.能用英语制定简单的交通规则。

Emotionalaims：

学会遵守交通规则，树立安全意识。

Ⅲ.Thekeypointsanddifficultpoints

Keypoints：

1.谈论交通规则。

2.进一步掌握条件状语从句的用法。

Difficultpoints：

写出关于遵守交通规则的短文。

Ⅵ.Teachingprocedures

Step

Interactionpattern

Studentactivity

Teacheractivity

Introduction

（8minutes）

1.Thewhole

classwork.

2.Thewhole

classwork.

3.Groupwork.

4.Thewhole

classwork.

5.Thewhole

classwork.

1.Focustheirattention

ontheteacher.

2.Studentsreporttheir

homeworktoreview

theknowledgeof

SectionA.

3.Studentsdiscussin

groupsonhowto

preventthetraffic

accidents.

4.Studentsreportthe

resultsofthediscussion.

5.Studentsobservethe

pictureandpreparefor

thenewlesson.

1.Greetthestudentsand

makethemreadyforlearning.

2.Theteacherasksthe

studentstoreportthe

homework.

（1）Letthestudentsretelltheadvantagesofridingbikes.

（2）Letthestudentsreport

thetrafficrulesthey

searchedafterclass.

3.Theteachershowsthe

picturesofthetraffic

accidentsandoffersthe

followingfacts:

peoplediefromthetraffic

accidentsalloverthe

peoplediefromthetrafficaccidentsinChina.Howamazing!

Thenhowto

preventthetraffic

accidents?

Discussin

groupsandreportyour

opinions.

4.Theteacherletsthe

studentstelltheirideas.

5.Theteacherasksthe

studentstolookatthe

pictureof1a,andleadstothenewlesson:

KangkangandMichaelaretalkingaboutthetrafficaccidentinCaishikouStreet.Let’swatchtheflashof1aandfindouttheiropinionsabouthowtopreventthetrafficaccidents.

Presentation

（10minutes）

1.Thewhole

classwork.

2.Thewhole

classwork.

3.Individual

work.

4.Thewhole

classwork.

5.Groupwork.

6.Thewhole

classwork.

1.Studentswatchthe

flashandfindoutthe

answertotheleading

question.

2.Studentscheckthe

answer.

3.Studentswatchthe

flashandunderlinethe

newwords.

4.Studentstellthenew

words,andthenlearn

andgraspthenew

wordswiththehelpof

theteacher.

5.Studentsdiscussin

groupstofindoutthe

difficultpointsand

sumupthemain

points.

6.Studentsunderlinein

theirbooksandmakesomenotes.

1.Theteacherplaystheflashof1a.Askthestudentstofindouttheanswertotheleadingquestion.

2.Theteacherletstwo

studentstelltheanswer.

3.Theteacherplaystheflash

againandasksthe

studentstounderlinethe

newwords.

4.Theteacheraskstwostudentstotellthenewwords.Teachthenewword

carelessbyshowinga

paperwithmanywrong

answers.

Teachthenewword

helmetbyshowingareal

helmettothestudents.

Teachtheword

light-coloredbypointing

atalight-coloredcoatof

thestudentsandcomparingit

withadark-coloredcoat.

5.Theteacherasksthestudents

tolearningroupstofindout

thedifficultpointsinthe

conversation.Atlastletthem

sumupthemainpointsofthe

conversation.

6.Theteachermakesa

summarytoexplainthekeypointsanddifficultpointstothestudents.

（1）whenriding=whenweareriding

（2）getafine

Consolidation

（10minutes）

1.Thewhole

classwork.

2.Thewhole

classwork.

3.Thewhole

classwork.

4.Thewhole

classwork.

5.Individual

work.

6.Thewhole

classwork.

7.Thewhole

classwork.

8.Thewhole

classwork.

9.Pairwork.

1.Studentsreadthe

conversationafterthe

recordingsentenceby

sentence.

2.Studentstrytofollow

thespeed,paying

attentiontothe

pronunciationand

intonation.

3.Studentsread1a,and

thencompletethe

sentences.

4.Thestudentscheckthe

answers.

5.Studentsretellthe

sentencesof1b.

6.Studentsfindoutmore

sentencesaboutexpressing

advicefrom1a.

7.Volunteerstelltheir

answers.

8.Studentsfindoutthe

sentencescontaining

adverbialclausesof

condition.

9.Studentsactoutthe

conversationof1a.

1.Theteacherplaysthe

recordingsentenceby

sentence.

2.Theteacherplaysthe

recordingwithout

stopping.

3.Theteacherletsthestudentsread1a,andthencompletethesentences.

4.Theteacheraskstwo

studentstotellthe

answers.

5.Theteacherasksthestudentstoretellthesentencesof1b.

6.Theteacherletsthestudentsfindoutmoresentences

expressingadvicefrom1a.

（1）Weshould…

（2）Whydon’twe/not…

7.Theteacherasksthestudentstotelltheanswers.

8.Theteacherasksthestudentstofindoutthesentences

containingadverbialclausesofcondition.Payattentiontothetenseofthem.

9.Theteacherasksthestudentstoactouttheconversationof1ainpairs.

Practice

（10minutes）

1.Thewhole

classwork.

2.Groupwork.

3.Individual

work.

4.Individual

work.

5.Thewhole

classwork.

6.Thewhole

classwork.

7.Individual

work.

8.Thewhole

classwork.

9.Groupwork.

1.Studentslookatthe

picturesof2a.Understandthembasedonthegivenwords.

2.Studentsuseiftodiscusstheresultsofbreakingthetrafficrules.

3.Studentsreporttheresultsofthediscussion.

4.Studentsmatchthepartsofthesentencesto

maketrafficrules.

5.Studentsreadthetrafficrulesandrememberthem.

6.Studentslistenand

readthesesentences.

Payattentiontothe

stressandunderstand

thefocusofeach

sentence.

7.Studentstryreading

thesentencesalone.

8.Studentsreadthe

sentencescorrectly.

9.Studentsworkin

groupsandplaytheIf

ChainGameof3b.

1.Theteacherasksthestudentstolookatthepicturesof2aandunderstandthembasedonthegivenwords.

2.Theteacherasksthestudentstouseiftodiscusstheresultsofbreakingthetrafficrules.

3.Theteacherasksthestudents

toreporttheresultsofthe

discussion.

4.Theteacherasksthestudentstomatchthepartsofthesentencestomaketrafficrules.

5.Theteacherletsthestudentsreadthetrafficrulesandrememberthem.

6.Theteacherplaysthe

recordingof3aforthestudentsandletsthestudentslistenandreadthesesentences.Askthemtopayattentiontothestressandunderstandthefocusofeachsentence.

7.Theteacherletsthestudents

tryreadingthesentences

alone.Notethattheycan

changetheemphasisofa

sentencewhentheychange

thewordthatisstressed.

8.Theteacherasksthestudentsfromdifferentgroupstoreadthesentencescorrectly.Organizethemtohaveacompetition.

9.Theteacherasksthe

studentstoworkin

groupsandplaytheIf

ChainGameof3b.

Production

（7minutes）

1.Groupwork.

2.Thewhole

classwork.

3.Thewhole

classwork.

4.Thewhole

classwork.

5.Thewhole

classwork.

6.Individual

work.

1.Studentsdiscussthe

slogansfortheactivity.

2.Studentswritedown

theslogans,using

adverbialclausesof

condition.

3.Studentsreporttheir

results.

4.Studentscheckthe

sloganswiththe

teacher.

5.Studentssummarize

SectionBwiththe

teacher.

6.Studentsfinishthehomeworkafterclass.

1.Theteacherasksthe

studentstodiscussin

groups.Yourschoolwill

haveapublicactivity

abouttrafficsafety.

Discusstheslogansfor

theactivity.

2.Theteacherasksthe

studentstowritedownthe

sloganswithadverbial

clausesofcondition.

3.Theteacherasksthe

representativesofeach

grouptoreporttheir

results.

4.Theteachersumsupthe

activities.Thegroupwith

themostandcorrect

sentencesofadverbial

clausesofconditionwins.

5.Theteachershowsthe

summarytothestudents.

6.Theteacherassigns

homework:

（1）Reviewthesummary

afterclass.

（2）Askthestudentsto

makeatleastfive

sentenceswith“if”.

Payattentiontothe

tense.

（3）SearchtheInternet

forsomeinformationaboutbicyclesto

prepareforSectionC.

TeachingReflection

Thestudentsareamazedatthenumberofthepeoplewhodiedfromthetrafficaccidentseveryyear.Theyrealizethatit’sveryimportanttofollowthetrafficrules.Andtheydoverywellinmakingtrafficrules.Theycanunderstandtheusageofadverbialclausesofconditionwell.

Ⅶ.Blackboarddesign

Unit6EnjoyingCycling

Topic3Bicycleridingisgoodexercise.

SectionB

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：

①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。

②今文字系统

隶书——草书——行书——楷