冀教版八年级美术教案

2024-10-24

冀教版八年级美术教案（精选7篇）

冀教版八年级美术教案篇1

Lesson 17: People Love Pets

Teaching Content:

Mastery words and expressions: pet, keep

Oral words and expressions: amazing, imagination

Teaching Aims:

1. Animals play an important part in our life.

2. Practice the students’ spoken English.

Teaching Important Points:

1. Reminding and Warning.

2. Grasp the key words in the listening.

Teaching Difficult Points:

The imaginary pets

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Teaching Type: new lesson

Teaching Procedure:

Step1. Come to “THINK ABOUT IT”.

1. What’s your favourite animal? Why?

2. Do you have a pet? Would you like to have one?

Discuss the questions in groups with three or four people. Then report to the class.

Lets’ have an interview. How many students in your class like cats? How many students in your class like dogs? Does anyone in your class have strange pet? Why do you think it is strange?

Step2. Listen to the tape and answer the following questions:

1. Does Jenny have a pet? What is it?

2. What animal would Danny like to have for a pet?

3. What animal would Brain like to have for a pet?

Step3. Read the text and check the answers. Then read the text again. Play the tape again and let the students read after it. Play the tape for several times until they can read it correctly and fluently.

Step4. Let some students lead the class to read the text sentence by sentence.

Step5.Practice

Work in pairs. Practice the similar dialogue according to the text.

Step6. Come to “PROJECT”.

Do you have a pet? Do any animals live with your family?

Describe your pet, or describe a pet you would like to have. Write a passage about your pet or your imaginary pet. Draw a picture to match it. Then put them on the wall.

Divide the class into several groups. Let them give a report to the class.

If you can’t finish the project in one lesson, go on it the next lesson.

Step7. Homework

1. Finish off the activity book.

2. Go on the next reading in the next lesson.

Summary:

Dogs are people’s friends in the life. They are very important in many ways. We hear many stories that the animals save the owners out of danger. We must give love to the animals and we must love each other.

Lesson 18: Brandy Hates Cats

Teaching Content:

Oral words and expressions: Brandy, chase, squirrel, branch, fierce, Amy

Teaching Aims:

1. Understand the main parts of a story.

2. Describe one’s experience with the help of the pictures.

Teaching Important Points;

1. The Past Continue Tense.

2. Express one’s ideas in English.

Teaching Difficult Points:

The Past Continue Tense

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Show the picture of Mike and the dog to the class. What does the passage describe according to the picture? Let the students to express theirs ideas in English.

Step2. Come to ‘THINK ABOUT IT.”

Step3. Read the test silently and ask the students to answer the following questions:

1. What’s the name of the dog?

2. Does the animals need love? What do we do?

3. What does Brandy like to do when we are walking?

4. What are sticks?

5. Is Brandy fierce? What is she scared of?

Step4. Play the tape and let the students read after it. Pause after every line, and ask the students to repeat.

Step5. Let some students read the text in class and the others listen to see if they have any mistakes. Can they find and correct the mistakes?

Step6. Let the students rewrite the story and read it to the class.

Step7. Discuss the reading with the students. Use as much English as possible. Ask questions to make it easier for students to participate.

Ask questions like this:

What does Mike do to look after his dog?

Lots of people in North America have pets. In this way, are people in North America the same as, or different from, people in China?

Step8. Homework

1. Finish off the activity book.

2. Review the next lesson.

Summary

It’s easy and interesting for the students to talk about the familiar dialogues in English. Give them chance to practice in class. They can prepare before the class, too. Some students need more time. If they don’t have a real one, what animals do they really want to have?

Lesson 19: Brandy Hates Cats!

Teaching Content:

Mastery words and expressions: open, somewhere, lake, all kinds of, protect, scientist

Oral words and expressions: extinct, gorilla, protect…from…, go extinct, stop…from doing

Teaching Aims:

1. Ask the people to protect animals.

2. What are the zoos for?

Teaching Important Points:

1. What will we take if we go to a zoo?

2. Write a story about a trip to the zoo.

Teaching Difficult Points:

Some words and expressions

Teaching Preparation: pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Show some pictures of animals to the class. Ask the students:

What animals do you like best?

What animals can you see in the zoo?

Step2. Read the text and let the students repeat the main ideas of the text.

Step3. Listen to the tape, pause after every line, and ask the students to repeat (a) in chorus, (b) in small groups, (c) individually.

Step4. Practice

Deal with the vocabulary. Select one or two words for discussion. For example, the word kind can be used as an adjective (Mr. Smith is a kind person) or a noun (I like this kind of pet). The word open can be used as a verb (Open the door) and an adjective (The door is open). Can students think of other examples? You may want to compare zoo with school. Remind the students that while we say, “ go to school” (here the word the is not used), we usually say “go to the zoo”(here the word the must be used).

Step5. Read the text in roles. The teacher walks in the classroom while they are reading. Help them if necessary.

Step6. Let some students come to the front and act the dialogue out.

Step7. Come to “PROJECT 2”

Divide the class into several groups and finish the task.

Instruct the students to write a story about a trip to the zoo they have taken or would like to take. The story can be real or imaginary. They should illustrate their stories with pictures or photographs. Students may continue working on their stories during the next two lessons.

Step8. Homework

1. The third reading in the reader.

2. Finish off the activity book.

Summary:

It is important for us to protect animals from extinction. Let the students look up after class about the information about the animals. How many animals are there in the world? Now how many kinds of animals have been extincted? What do we need to do immediately? What have our government done for this? What’s your opinion about this? Can you give some good advice?

Lesson 20: Stand So Still

Teaching Content:

Mastery words and expressions: still, make friends with, while, camel, fear, shy, bear

Oral words and expressions: waddle, toss, seal

Teaching Aims:

1. Continue animals as our friends.

2. Learn about the foreign culture.

Teaching Important Points:

1. How do you make friends with animals?

2. What are the animals’ habits?

Teaching Difficult Points:

Make friends with animals

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure;

Step1. Free Talk

Talk about your trip to a zoo. Work in groups. Write a passage and report it to the class. You can answer the following questions:

1. Where did you go?

2. How did you go”

3. What’s the weather like that day?

4. What did you do in the zoo?

5. Where did you have lunch?

6. Where did you have a rest?

Step2. Listen to the tape and repeat after it. Let us lose ourselves in the beautiful music now.

Help the students to guess the meaning of the new words that appear in the text. This will in turn help the class understand the meaning of the song.

Step3. Listen to the tape and answer the following questions:

1. How do you make friends with the animals? Why?

2. What does Danny like to do?

3. What animal would he like to make friends with?

4. Do you think what animals are fierce?

Step4. Read the text and check the answers. Then let the students read it loudly in class. After a while, ask the students to act it out in front of the class.

Step5. Make sure everybody can sing confidently. Let volunteers come to the front and sing loudly.

Step6. Come to “LET’S DO IT”.

Work in groups and give their opinions in class. Encourage them to speak freely. Maybe they will have good advice. You can write a letter and show your opinions to the local government.

Step7. Homework

1. Finish off the activity book.

2. Review the next lesson.

Summary:

Let the students draw a picture of you and your favourite animal. Put them up on the wall. According to the content of today, we can practice spoken English about a trip to a zoo. Make up a dialogue in two or three and act it out in front of the class.

Lesson 21:Fun at the Zoo

Teaching Content:

Mastery words and expressions: danger, surprised, mad, lazy, nearly

Oral words and expressions: entrance, cage, No Photos!

Teaching Aims:

1. Learn about the instructions in the zoo.

2. What are the animals’ habits?

Teaching Important Points:

1. Express one’s idea with the help of the teacher and the picture.

2. Cultivate the students’ active attitude to the future.

Teaching Difficult Points:

What we can’t do in the zoo? Why?

Teaching Preparations: pictures

Teaching Aids: audiotape, flashcards, pictures

Teaching Procedure:

Step1. Show a picture of the zoo to the class and say: “Today we are going to have a trip in the zoo. Who is the tour guide?

Step2. Remember any other signs you have seen or read before? (Wet Paint! No Noise! No Smoking! Men’s Room/ Ladies’ Room)

Step3. Check the homework. Let’s see if the students have previewed the lesson. Let them ask questions. They can ask like this:

1. When is the zoo open?

2. What do we can’t do in the zoo?

3. Why can’t we take photos?

4. What animal would Danny like to make friends with?

Step4. Listen to the tape and repeat after it. Play the tape for several until they can read it correctly and fluently.

Step5. Read the text in roles. Then change the roles each other. Help them during their reading.

Step6. Let some students act the dialogue out in front of the class.

Step7. Come to “LET’S DO IT”.

In a group of three, act out a trip to the zoo. Each group member takes one of the three roles (Brain, Jenny or Danny). Try changing the story. Be creative.

Give the students time. Then let them act it out. Choose which group is the most creative.

Step8. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

When we practice spoken English like step7 “LET’S DO IT”. Remember to give chance to the poor students. Encourage them to speak loudly in class. Praise them when they have some progress. Encourage others to help them in many ways to cultivate their confidence

Lesson 22: April Fools’

Teaching Content:

Mastery words and expressions: joke, yourselves

Oral words and expressions: fool, trick, April Fools’, play joke on…

Teaching Aims:

1. Learn about the foreign culture in western countries.

2. What are the main festivals in western countries?

Teaching Important Points:

1. Learn about the things that we can do in April Fools’.

2. What we usually in China on April Fools’?

Teaching Difficult Points:

the main festivals in western countries

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Come to “THINK ABOUT IT”.

Explain April Fools’ Day in English. Let’s see how many students can understand you. Tell them what they usually do on that day.

Step2. If happens today is April Fools’, play a joke on the students. When the teacher comes into the classroom, says we will have a quiz today. The students may feel surprised and puzzled, why didn’t the teacher tell them earlier? When they all in a hurry, tell them we only play a joke on them. Now they can understand the festival clearly.

Step3. Listen to the tape and let some students retell the main idea about the text. If they can’t do well, don’t publish them. Encourage them and say: “I know it is very difficult for you. It’s also difficult for me. Let’s face the problem together.”

Step4. Read the text silently and answer the following questions:

1. What is the date today?

2. What’s the meaning of April Fools’ Day?

3. What do they decide to do?

4. Did Danny believe what Brain and Jenny said?

Step5. Listen to the tape for several times until they can read it correctly and fluently.

Step6. Let some students read the text in roles. Then change the roles. Now let’s briefly discuss the reading. To dertermine students’ level of understanding, ask them to ask questions about the text. They may begin like this:

1. What did Brain and Jenny want to do?

2. Did the bear get out of the zoo?

3. Was the cage open?

4. Who said the bear looked hungry?

5. What did Danny say on Saturday?

Step7. Let some students act the dialogue out in front of the class.

Step8. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

Listening is a difficult part in English teaching. So teaching the students how to improve one’s listening ability is very important. We can use many types in class. The main types are: listen and answer the following questions; listen and fill in the blanks; listen and choose the best answer; listen and repeat the main idea about the story. Of course, the last one is the most difficult. The teacher should practice the students listening ability step by step.

Lesson 23: Famous Zoos

Teaching Content:

Mastery words and expressions: giraffe, Asian

Oral words and expressions: Egypt, Africa, pyramid, Italy, wedding, Siberian, be famous for

Teaching Aims:

1. Know about the history of the zoo.

2. Call on people all over the world to create a more life for the animals.

Teaching Important Points:

1. Learn about the growth of the zoo.

2. Improve the students’ reading ability.

Teaching Difficult Points:

Some words and expressions: Egypt, Africa, Italy, Siberian, be famous for

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Deal with the words first because the words in this lesson are a little difficult. Let some students read the words. Then read after the teacher. After several times, let some students read the words and the others read after it. Now close the cooks, let some students read the words in class, at the same time, the others read after it.

Step2. Listen to the tape and fill in the blanks:

1. One of the world’s first zoos was in ______, about ________ years ago.

2. Egypt is a country in _______.

3. China built its zoo about _______ years ago.

4. ________ years ago, a king kept many wild animals in his zoo.

5. When he got married, he took _______, _______, ________ and ________ to his wedding.

6. One hundred years ago, a new kind of zoo opened in _______.

Step3. Read the text and briefly discuss the reading. To determine students’ level of understanding, ask questions like this:

1. When the first zoos built in Egypt?

2. What people can go to the zoo?

3. Where is Egypt? What is it famous for?

4. When did China build its first zoo?

5. Were there animals in wedding clothes eight hundred years ago? What did they do?

6. Where did a new kind of zoo open one hundred years ago?

Step4.Listen to the tape again and repeat after it until they can repeat it correctly and fluently. Let some students read the text in class. Choose the best one to encourage from the students’ pronunciation and intonation.

Step5. Ask the students what they know about the history of the zoo. Encourage them to search on the Internet and report to the class in next class.

Step6. Come to “LET’S DO IT”.

Divide the class into several groups and discuss the task. What are the good ways for animals living in the zoos? What are the bad ways? Let the students give them advice freely.

Animals should have a better life. But what can we do? Can the students give more good advice? Report to the class and discuss together.

Step7. Homework

1. Finish off the activity book.

2. Go on the next reading in the students’ book.

Summary

Everyone does not know the history of zoos. In order to get more information, we can use the Internet and the time after class to enlarge the knowledge. Then the teacher give them chance to show their performance to the class.

Lesson 24: Unit Review

Teaching Content:

Mastery words and expressions from Lesson 17 to Lesson 23.

Oral words and expressions from Lesson 17 to Lesson 23.

Teaching Aims:

1.Teach people to love life, animals and environment.

2.How can we make a better life for the animals?

Teaching Important Points:

1. Learn about the festivals in western countries.

2.Teach the students the ways of learning by themselves.

Teaching Difficult Points:

The Past Continue Tense

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: review lesson

Teaching Procedure:

Step1. Let some students come to the front and sum the main content that we learn in this unit.

The teacher helps him when he has difficulties. If one can’t say clearly, the others can add it.

Step2. Ask the students to review the grammars that we learn in this unit. Provide help if it necessary. If one student can’t finish it, the others can go on.

Step3. Make up sentences with the important words and expressions that we learn in this unit. Such as: protect…from… be famous for. The teacher can arrange an order, according to the time or the length.

Step4. Talk about the favourite animals. Divide the class into several groups and share the pleasure that the animals bring you.

Step5. Do the exercises on Page 29. The teacher walks around the classroom and provides help when they are in trouble.

Step6. Explain some problems on the blackboard. Let’s discuss together. Practice “Speaking the Language” in class.

Step7. Let’s sing the song, if we have time.

Step8. Homework

1. Finish off the activity book.

2.Sum what we learn in this unit.

Summary:

The content in this unit is very familiar to the students. Give them more chance to practice in class. Let them search on the Internet for the further information. Teach them the ideas of learning by themselves, which is very important to the students’ learning in the future.

冀教版八年级美术教案篇2

1. 能够认读地点名词:park, zoo, movie theatre, restaurant, store, gym和动词词组:watch a movie, have supper, fly kites, watch the animals, buyclothes, play badminton.

2. 能够运用句型I/We go to the ___to ___. Doyou go to the ___to ___? 进行口语交际。

3. 会说chant并进行创编。

4. 提高学生学习英语的兴趣, 培养学生与他人主动合作交流的能力。

二、教学重难点

熟练运用句型I/We go to the ___to ___. Doyou go to the ___to ___? 进行口语交际。

三、教学准备

多媒体课件, 单词卡片。

四、教学过程

Step 1: Warming-up and Revision

1. Greeting. (通过简短的free-talk拉近师生间的距离。)

2. Sing an English song: Walking, Walking.

T: Today I am a tourist guide. We will havea travel today! Let’s have fun together. At first, Let’s sing a song and do actions. (教师创设“一日游”的教学情境带领学生开启本课的学习之旅, 用富有节奏感的动作歌曲活跃课堂气氛, 让学生迅速进入英语学习的状态。)

3. Review the words:

park, zoo, gym, movie theatre, restaurant, store.

T: Please take out your learning notes. Lookat task 1. Write the words on your paper.

① Write the words correctly on the LearningNotes.

② Little teachers write the words on thecards.

③ Read after the little teachers: We go to the______.

(利用学习单, 让学生在课前预习的基础上默写本课复习到的六个地点名词, 并且通过小老师的领学让学生初步感受并练习句型We go to the ______. 将词汇和句型融为一体, 让学生自己体验学习的快乐, 也为进一步的学习奠定基础。)

Step 2: Presentation and Practice

New concepts:

I / We go to the____ to____.

Do you go to the _______ to ________ ?

T: There are so many places we want to go.Let’s begin our travel. Here’s our travel line. Atfirst, We go to the____.

Ss: We go to the gym / park / zoo / store / restaurant / movie theatre.

(课件中清晰明了的旅行线路图将学生迅速带入一日游的情境中, 让学生更容易接受本节课的学习任务。)

1. We go to the gym.

T: At first, we go to the gym to play. Therea r e m a n y s p o r t s . L e t ’ s p l a y c a r d s t o g e t h e r .Please take out your little cards. Group-leaders:Choose the cards. Members: Say and do it quickly.

Group-work: play cards. ( Review the verbphrases )

(通过小组的卡片活动, 让学生在愉快的气氛中复习学过的动词词组, 也为接下来的句型教学做铺垫。)

2. We go to the park.

T: Let’s go on our trip to the park. We go tothe park to fly kites. Let’s play together in thepark.

Ss: We go to the park to skip/run/swim.

T: What else can you do in the park ?

Students try to make new sentences with “We go to the park to ____ .”

(教师在公园游玩的情境设置中自然的引入句型I / We go to the ___to ___. 让学生发挥想象并通过充分的操练巩固句型, 为进一步学习一般疑问句打好基础。)

3. We go to the zoo.

① T: We go to the zoo to watch the animals.What a big zoo ! What animal do you like ?

Ss: I like ____.

T: I like animals, too. Do you go to the zoo towatch a panda ?

Ss: Yes.

T: We can answer it with “Yes, I do./ No, Idon’t.”

② Play a game :

Listen carefully and guess the animals withthe sentences:

Do you go to the zoo to watch a ______ ?

Yes, I do./ No, I don’t.

(Practice with the new sentences: Do you goto the ___ to ____ ?)

(让学生在动物园的情境设置中, 自然习得一般疑问句Do you go to the ___to ___? 及其回答, 并利用动物的叫声, 通过句型抢答游戏充分进行问答操练, 巩固所学。)

4.We go to the store.

T: Let’s go on our trip to the store. We go tothe store to buy clothes. I like shopping. I wantto buy a new dress. What do you want to buy ?

Ss: I want to buy a ____.

T: Let’s go shopping in the store. Pleasemake a dialogue in pairs.

Students try to make a dialogue with ownwords in the store.

(给学生一个开放的学习平台, 让学生在商场购物的情境中, 利用所学的词汇和句型, 拓展延伸, 大胆创编对话, 真正将所学的语言知识运用到现实生活中。)

5. We go to the movie theatre.

T: I’m tired and hungry now. It’s time forsupper. We go to the restaurant to have supper.I’m full now. After lunch, Let’s watch a movie.

S s : We go the movie theatre to watch amovie.

T: Let’s watch a movie about Li Ming’s family.

Students listen to the tape and read the text.

(借助电影院的情境设置, 将学生自然而然的带入课文的学习中。)

Step 3: Production

Chant: What do you like to do ?

T: I think we have a wonderful time. Now let’schant together!

① Listen and try to chant together.

② Make a new chant with own words in groups.

What do you like to do ?

Go to the _____, ________.

(通过小组合作创编chant, 不仅将本课所学的重点知识进行整理和运用, 而且将知识进一步拓展升华, 学生的学习积极性和创造性被充分激发出来, 学习效果也大大增强。)

Step 4: Summary

Homework:

Make a travel plan.

Write some sentences about your travel plan.

(巧妙的作业设计, 让学生将本课所学知识做一个系统的回顾和整理, 真正做到学以致用。)

板书设计:

冀教版八年级美术教案篇3

本单元重点谈论关于环境保护的话题，尤其关注了世界上年轻人对环保的态度和做法。它以“拯救我们的世界”为主题，重点剖析了垃圾种类及来源，并探讨了一些切实可行的减少污染的方法。本节是单元第二课，综合技能部分的阅读重点介绍了北美学生如何爱护环境，减少污染。除了要掌握基本的语言知识点，更要求学生增强环保意识，懂得在日常生活中保护环境，改善环境的重要意义，并学会勤俭节约，使我们的生存环境更加美丽。由于本篇课文阅读难度较低，故在教学中应将教学重点放在培养学生对课文内容的理解、提炼和整理以及号召学生们行动起来减少身边的污染。

二、学情分析

通过上一课的学习（Brian， Jenny and Danny决定发动全班同学清扫校园里的垃圾）学生已初步了解“污染”这一概念。课前，先要求学生去关注环境问题，搜集拍摄生活地相关污染图片，和家长或同伴讨论环境的变化。这些相关文化背景知识可以引导学生预测课文内容，激活相关知识网络。将要授课的初二3班，学生英语综合运用能力水平不错。对于需要掌握的词汇和接触词汇，以及文中出现的宾语从句和定语从句，前期学习中均有所接触涉及，不会对阅读形成障碍。

冀教版八年级美术教案篇4

Teaching Content:

Mastery words and expressions: anywhere, type, ship, rapid, on foot, of course

Oral words and expressions: transportation

Teaching Aims:

1. Learn the information about the transportation.

2. Know the transportation history and what the future transportation will be like.

Teaching Important Points:

1. How many types of transportation are there in the world?

2. Talk about all kinds of transportation.

Teaching Difficult Points:

Discuss the advantages and the disadvantages of all kinds of transportation.

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Lead in the class. Let the students discuss the following questions:

How do you come to school every day? Why?

S1: I come to school on foot because my home is near the school.

S2: I come to school by bike because I ride my bike well.

S3: I come to school by bus because my home is far away from school.

Step2. Let the students ask questions about the transportation. Such as: what do you take if you go on a trip to Beijing? Why? Can you describe your favourite trip to the class?

Step3. Listen to the tape and do with Exercise 2 in the activity book with the books closed.

Step4. Read the text and check the answers. Then read the text again and repeat after it. After a while, ask some students to read the text loudly in roles.

Step5. Make sentences with the phrases: what about, on foot, take a car, would like, more rapid

Step6. Practice

Discuss the following question:

What is the advantages and disadvantages of the transportations? Such as: cars, trains, and buses. If you go on a trip, where would you like to go? How will you go there?

Let the students work in groups of three of four. After a while, present their answers to the class.

Step7. Come to “ LET’S DO IT.”

Ask the students to talk in the class. Then they can give their presentation in dialogues or in composition. Encourage them to report one by one.

Step8. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

When the students make their presentation to the class. Remember to remind them to speak in turn. We should let all the students have the chances to speak. If someone can’t go on, the others may help him.

Lesson 34: Trains Go on Rails!

Teaching Content:

Mastery words and expressions: invent, wheel, engineer, railway, passenger, speed, even, get on/off

Oral words and expressions: rail, invention, steam, engine, locomotive, explode, distance, iron, per, magnetic, jet, jet engine, get on/off, (at) a top speed of

Teaching Aims:

1. Know about the train history.

2. What will the future train be like?

Teaching Important Points:

The invention of the steam engine, the first steam locomotive, railways and the first passenger.

Teaching Difficult Points:

Who invented the inventions and when did they invent them.

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Come to “THINK ABOUT IT.”

Let the students talk in groups about the question: How do you usually travel to some other places?

After discussing for a while, the students make a report to the class.

Step2. Let the students read the text then answer how is the text arranged.

Step3. Listen to the tape. After repeating the text for several times, ask them to retell the story in their own words.

Step4.Let the students talk more about the trains. They may talk about their experience on trains. They also may talk about the structure of the trains, the use of the trains and the future of them.

Step5. Make a table. Make a survey about the advantages and the disadvantages of the trains, the cars, the bus, the bicycles and the planes.

transporation advantage disadvantages

train

car

bus

bicycle

plane

Step6. Come to “LET’S DO IT”.

Step7. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

The students know little about the train history. The teacher should arrange much information about it. Show them more pictures and let them know more. Encourage them to imagine the future transportation. Stimulate them to work hard and make their mind to make contribution to the world

Lesson 35: Future Transportation

Teaching Content:

Mastery words and expressions: certainly, invention, present, round, wing, dangerous, factory, humorous, as long as

Oral words and expressions: presentation, Henry, Ford, North America,

Teaching Aims:

1. Learn the history of the cars.

2. Describe one type of transportation in the future.

Teaching Important Points:

1. Learn about the Danny wheels.

2. Imagine what types of transportation will be like from one hundred years now.

Teaching Difficult Points:

Let the students think and be creative.

Teaching preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Let the students talk about something about the planes and the cars. What do they know about the planes and the cars? If they know, let them say their details.

Step2. Ask the students to talk about the picture in the text. What do they think about this?

Step3. Let’s listen to the tape and answer the following questions:

1. How did people get to another city before people invented plane?

2. When did Henry Ford open a car factory?

3. What’s Danny’s invention?

4. Would someone like to ride in the Danny’s wheel? Why?

Step4. Read the text and check the answers. Then let the students read it loudly in class. After a while, ask the students read the text in roles.

Step5. Let the students act he dialogue out. They can take a circle for Danny’s wheel.

Step6. Ask some students to make sentences with the following phrases:

At that time, need to, present, you’d better not.

At that time, I was a little girl.

You need to wear warm clothes in cold winter.

Present your invention to the class.

You’d better say it again.

Step7. Come to “PROJECT”.

1. Ask the students to make a survey: ask your grandparents about the old transportation. When they are in a hurry, what did they do? Did they think of the modern transportation today? What do they think of the life today?

Remember to make a report to the class.

2. Talk in groups of three or four. What do you hope the future transportation will be like? Can you invent some useful invention? Report to the class.

3. Make a detail about your future transporation.

Step8. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

Encourage students to make a survey about the old transportation. How did our grandparents go to a big city in the old days? How long did it take? While, we think hard to invent new transportation. What’s its advantages and disadvantages? We can make a detail about it.

Lesson 36: Let’s Take a Drive

Teaching Content:

Mastery words and expressions: drive, countryside, ride

Oral words and expressions: drove, driven, highway, rode, ridden, park, afar

Teaching Aims:

1. Feel the charming of the music.

2. Know what the people in the foreign countries do in their spare time.

Teaching Important Points:

1. Sing the foreign songs together.

2. Use the modal verbs.

Teaching Difficult Points:

Grasp some words and patterns: be late for, get out of, you’d better not

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Listen to the tape first. Feel the charming of the music.

Step2. Ask the students to read the lyric line by line. Divide them into several groups to practice the song.

Step3. Explain the Chinese meaning of the song. Your translation must be like poem in order to take them to a beautiful situation.

Step4. Listen to the tape for several times and repeat with it.

Step5. Work in groups. Talk about the questions:

1. What do you usually do in your spare time? How do you usually go there? Why?

2. Talk about your recent journey to the class. What gave your most expression?

Step6. Practice

1. the use of modal verb “can”.

Can you drive me to school today?

Can he go to my home?

2. the use of modal verb “may”.

May I speak in Chinese?

May I leave school now?

3. You’d better not.

--May we eat take a photo here? –You’d better not. Look at “NO PHOTOS” sign.

--May I smoke? –You’d better not. Look at “NO SMOKING” sign.

Step7. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

Today we learn a song. After a piece of music, we feel a mother’s love. Mrs. Dinosaur’s voice is very interesting, which becomes the modal of some students. We deal with the two modal verbs “can and may” again. Now we know it’s used to ask for permission.

Lesson 37: Flying Donuts

Teaching Content:

Oral words and expressions: fuel, imagination

Teaching Aims:

1. Stimulate students’ learning interests.

2. Cultivate students’ listening by catching the useful information in the listening process.

Teaching Important Points:

1. Encourage students’ to increase creative ability.

2. Why is the invention called “flying donuts”.

Teaching Difficult Points:

What’s the theory of an invention?

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Play a Game

Let some students explain it in English, while the others guess what it is. You must say the transportation. For example,

A transporter is very long. It can hold many people in it. It can also take goods. What is it?

Step2. Listen to the tape and answer the following questions:

1. What is Danny’s invention made of?

2. Why is it called “Flying Donuts”?

3. Will Danny’s invention really work?

Step3. Read the text and check the answers. Then listen to the tape again and read after it for several times.

Step4. Ask the students to read the text in roles. Then act the dialogue in front of the class.

Step5. Make sentences with the following language points: on the way to school, turn on, at the front of

Step6. Let’s come to “PROJECT”.

Divide the class into small groups of three of four students. Each group chooses a type of transportation for the students. Instruct students to begin collecting information about that type of transportation. They will prepare a comic strip or timetable of important dates in its development.

Groups present their work to the class. Depending on class size and the length of presentations, you may wish to divide up the class. Groups would then present their projects to one portion of the class.

If the project cannot be finished in one class, it can be continued in the next lesson.

Step7.Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

Let the students create more useful inventions. When one group thinks of a good idea, the others can add their useful information to it. Instruct them to speak in timeline.

Lesson 38: Let’s Invent Hoverboard!

Teaching Content:

Mastery words and expressions: smooth, second, space, sound

Oral words and expressions: Sam, hoverboard, skateboard, float, transportation, show, spaceship, all the time, go through

Teaching Aims:

1. Review words and phrases for transportation that the students learned before.

2. Encourage the students to find and restate information in personal and imaginative ways.

Teaching Important Points:

1. How do you demonstrate your invention?

2. Learn about the use of Modal Verbs.

Teaching Difficult Points:

the use of Modal Verbs

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Come to “THINK ABOUT IT”.

Let the students answer the questions and discuss them in pairs.

Step2. Listen to the tape and answer the following questions:

1. What type of transportation would Sam like to see in the future/

2. What would a hoverboard be like?

3. What types of transportation are in this text?

Step3. Read the text and check the answers. Then play the tape for several times. Let the students repeat after it for several times.

Step4. Ask the students to have a reading content. Divide the class into several groups. Each group chooses one person every time. The one reads best can get a star. Let’s have a compete to see which group will have the most stars.

Step5. Divide the class into several groups. Ask them to talk the future transportation that they would like to see. Use the words and the expressions that we learn in this unit.

Step6. Come to “LET’S DO IT”.

Step7. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

Let’s have a discussion about Sam’s invention. Will it come true one day? What do you think of it? What’s the students’ invention? This is a good chance to develop students’ brain. Don’t miss it.

Lesson 39: Clean Cars?

Teaching Content:

Mastery words and expressions: sound, dirty, electric

Oral words and expressions: pedal, electricity, present…to…

Teaching Aims:

1. Learn about the words and expressions about the transportation.

2. Know about the development of the transportation.

Teaching Important Points:

1. Grasp the modal verbs

2. Talk about the possibility and impossibility.

Teaching Difficult Points:

Modal Verbs

Teaching Preparation: drawings

Teaching Aids: audiotape, flashcards, drawings

Type of lesson: new lesson

Teaching Procedure:

Step1. Lead in the class.

The teacher sums the main idea of this unit: “ In this unit, we learn about the trains, bicycles, cars and the other transportation. What we want to see in the future? Yesterday we leave this as our project. Can you show it to the class now.”

Then let the students show their drawings to the class. Ask the students to explain their invention in English to the class.

Step2. Listen to the tape and answer the following questions:

1. What did the teacher ask us to think about?

2. What is Jenny’s invention?

Step3. Read the text silently and check the answers. Let the students discuss the main idea of the passage in details.

Step4. Listen to the tape again. Then let the students tell the main idea in their own words.

Step5. Talk about Jenny’s invention. What do you think of her idea? Can you give her any good ideas?

Step6. Come to the second e-mail.

Ask the students the questions: Is Li Ming’s advice the same as the ideas that you give Jenny? Which one is better? Why?

Step7. Come to “LET’S DO IT”.

Step8. Homework

1. If you don’t finish “LET’S DO IT” in class, please go on after class.

2. Finish off the activity book.

Summary:

You will be interested in the students drawing of future invention of the transportation. Many students have excellent imagination. Let them explain their invention in details. You will find out there are very clever. Maybe their invention will come true one day

Lesson 40: Unit Review

Teaching Content:

Mastery words and expressions from Lesson 33 to Lesson 39.

Oral words and expressions from Lesson 33 to Lesson 39.

Teaching Aims:

1. Know about the history of some transporters.

2. Learn about the development of the future transportation.

Teaching Important Points:

1. Giving Advice/Order.

2. Possibility and Impossibility.

Teaching Difficult Points:

Modal Verbs

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: Review lesson

Teaching Procedure:

Step1. Talk about the way of coming to school. Ask the students the questions:

1. How do you come to school? Why?

2. How many students in the class come to school by bike, by bus or on foot?

Make a chart to show the information.

By bike By bus On foot

Number

Reason

Step2. Talk about the main idea of this unit. What advantages and disadvantages do the following transporters have? What do you do with the disadvantages? What’s your good opinion?

By plane By train By bus By car

Advantages

Disadvantages

Advice

Step3. Think about the main ideas of this unit. Let the students say it in details. Talk about what would they like to see in the future about the transportation?

Step4. Come to the exercises. Encourage the students to ask questions and discuss them on the blackboard.

Step5. Lead the students to talk about the Modal Verbs. Make sentences with can, could, would, may and might.

Step6. Come to the “Speaking the Language”.

Step7. Come to the activity book.

Step8. Do some review activities.

Summary:

冀教版八年级美术教案篇5

编写人

王志敏

《苏州赋》学教案

学习目标：

1、适当介绍 “文化大革命”的背景，使学生对十年浩劫的情况有所了解。

2、反复朗读课文，体会作者的思想感情。

3、感受文章语言特色、修辞手法的使用。学习重难点：体会作者的思想感情课时安排：1课时学习过程：

一、预习导航

1、给下列加点字注音雷霆万钧老趼强颜拙政园时髦佳肴美点惊涛骇浪．．．．．．．把你认为还需要提醒同学们注意的字词整理下来：

2、知识储备

“赋”是什么意思呢？它有两种解释，一是我国古代的一种文体，盛行于汉魏六朝。是韵文和散文的综合体，通常用来写景叙事，也有以较短的篇幅抒情说理的；二是从《诗经》中概括出的赋、比、兴三种写法之一，是陈述铺陈的意思。同学在读课文时注意理解它在这里的意思。

苏州在江苏的南部，是一座历史名城，以园林著称，据说圆明园就是从这里的园林设计中精选建成的。、文化大革命：由毛泽东错误发动和领导，被林彪、江青两个反革命集团利用，给党、国家和各族人民带来严重灾难的内乱。时间是1966-1976整整十年。苏州在此期间遭到毁坏。

4、请你找几幅苏州的风景图

5、请你熟读课文理清线索

本文是按照（引出）苏州------（介绍）苏州------对苏州的（礼赞）这样的顺序来写的，试着划分好文章的结构。本文不同于一般的游记写景散文，重点不在描写上，而在（议论和抒发感情）上。

二、交流研讨

（一）导入：（1分钟）

民间早就有“上有天堂，下有苏杭”的说法。能和天堂对举的人间城市苏州有着怎样的魅力呢？作家王蒙把我们带到了经历十年浩劫之后重又焕发青春光彩的苏州。现在我们来学习这篇课文。

（二）检查交流预习导学（4分钟）

字词由小组间互相检查或教师挑重点检查；

2、3部分可先找同学读一读，然后由课下搜集资料的小组进行补充；

4、5由各小组展示交流。）

（三）朗读（10分钟）八年级语文学教案上册第二单元

编写人

王志敏

可以每小组选派一名朗读不错的同学进行接力朗读，朗读前教师从语速、语调、重读、感情、抑扬顿挫等方面加以指导，朗读后师生进行点评。）

（四）研讨重点，理解课文（20分钟）

1、默读课文1---3段看文章是通过写什么引出苏州的？突出苏州什么特点？写法上有什么独特之处？

（苏州以园林著称，园林是苏州的特色，通过写园林引出苏州。突出苏州园林的多和景观丰富。写法上连用九个是字，通过排比修辞，以及精确凝练的语言，将园林中的景物推至读者眼前，这里有实景也有虚景。）

2、读课文6——11段，思考课文赞颂了苏州的那些特点？

（歌颂了苏州悠久的历史，改革开放后苏州的飞速发展，修复古城的成就，苏州今天的太平盛景，深厚的文化积淀，苏州的园林艺术，苏州的佳肴美点，苏州的刺绣等。）

3、最后一段说“苏州是一种诱惑，是一种挑战，是一种补充”，你怎样理解？

（诱惑是指苏州不同寻常的美丽，挑战是指苏州令人吃惊的变化，补充是指苏州传统风情对现代生活的影响。）

4、反复读课文，找出抒情议论句，说说本文表达了作者什么样的思想感情？

（议论抒情句略，感情：表现作者对过去毁灭美亵渎美的行为的愤懑与不平，对苏州恢复美丽，进一步发展的由衷的喜悦与礼赞。）

5、本文采用了多种修辞，请多找几处带着感情朗读，说说其精妙之处？（反问语势强烈，感情充沛；排比对偶语句整齐，具有对称美节奏美；互文语言灵活，意义更充实。）

6、这篇散文重点不在描写，而在议论与抒发感情，那么文章结构、语言上有什么特点？试着总结一下。

（结构方面：文章按照引出苏州、从多方面介绍苏州、对苏州进行礼赞这样的顺序来写，结构严谨，层次清楚。语言方面：首先，用语大胆，富有创意；其次，极尽铺陈，大肆渲染；第三，大量使用各种修辞方法，富有表现力。）

三、拓展延伸（10分钟）

生命赋 ①我常常在大自然中看到种种生命的奇观。

②挺拔的巨树，葱茂的森林，绿色的草原，成熟的庄稼，盛开的鲜花，望着它们，或徜徉其中，那种洋溢着的博大的生命力，常常催发我爆发我的生命激情，在体内蔓延，奔涌，激荡。

③但是，有一些更细微更不显眼的现象，往往特别作用于我的心尖和神经末梢，引起我异常深刻的震颤。

④早春，当冰尚未完全消融、万物尚未苏醒的时候，柳树的枝条还是铁灰色，可如小米粒般的新芽已经顶着严寒冒出来。它就是报春的最早的使者，万木峥嵘的自然之春就是从它开始的。

⑤当柳芽发出不久，在棉花地里，可以看见棉芽冲破柔韧的壳子，一个个钻八年级语文学教案上册第二单元

编写人

王志敏

出地面，遍地都写着两个字：突破。

⑥麦收过后，麦地里新播种的大豆，不几天工夫，从薄薄的透明的外衣中露出茁壮的一点胚芽，探头顶破地表，满地像是用五线谱写成的生命第一乐章。它预示着，也开始演奏着一部生命交响乐：活泼泼的胖乎乎的豆苗，无边无际的宜人眼目的豆绿色波浪，成熟的金黄色的小山。

⑦我害怕见花蕾。特别是那种已露出一点亮色，将要绽开的花蕾。我一看见它，就如痴如醉，就完全被它吸引，不顾一切地去做生命瑰丽峰巅的想像：经过长久的默默经营、吮吸、积累，所蓄积的全部精华、神采、光辉，就要在一刹那间展现，这是怎样激动人心的时刻！恰如刚刚构思好一篇十分得意的文章，将要展纸挥笔的当口，也恰如自己崇拜的球员，在终场前得到一个绝佳的射门机会，即将起脚攻入致胜一球的那一刻，我有时有一种喘不过气来的感觉。

⑧我还有一个执拗的习惯：好在贫瘠的荒凉的山间沙漠流连。岩间石缝中生长的斑痕累累千扭百弯的怪柏奇松，荒漠中的一株或一丛“沙打旺”或骆驼草，石板上的一片黄绿浅灰的苔藓，我都向它们注目。这些景象剥落了我热烈的情感，凸现出严峻的理性，它们并不可怜，我是敬仰它们！

⑨这是怎样坚忍不拔的生命追求！在极端恶劣的条件下，它们全都生长得很顽强，很自信，很精神！外在的温度、湿度、肥沃度等条件，对它们都不重要；它们几乎全靠自己内在的生命力。如果条件再恶劣一点，别的茂盛的生命可能化为死亡的尘埃，而它们却能依然故我，生机盎然；如果条件好一点，那它们该是一副怎样的葱茂！

⑩还有比生命现象更瑰丽更丰富的吗？

⑾有幸获得一次生命，就让生命庄严地展示吧。

1、文章④至⑦段所写的“细微不显眼的事物”有柳芽、棉芽、豆芽、花蕾（每空1分，共4分）

2、文章第⑦段“我害怕见花蕾”这句话中，“害怕”一词表现了作者怎样的心情？（3分）

我即将看见花蕾时既激动惊喜又紧张不安的复杂心情。（意思对即可）

3、第⑧段中，对奇松怪柏、苔藓、骆驼草等，作者为什么说“它们并不可怜，我应该敬仰它们”？（3分）

因为它们生存条件极端恶劣，（1分）却仍保持着顽强、自信和坚忍不拔的生命追求，（1分）显示出强劲的生命力。（1分）（意思对即可）

4、将画线的句子换成“世上再也没有比生命现象更瑰丽更丰富的了”，你认为好不好？为什么？（4分）

不好。因为画线句是反问句，更能强化对瑰丽丰富的生命现象的赞美之情；并能引起读者思考、回味。5．文末“有幸获得一次生命，就让生命庄严地展示吧”对你有什么启示？（4分）

冀教版八年级美术教案篇6

编写人

王志敏

《明湖居听书》学教案

学习目标：

正面描写和侧面描写及其作用。

学习通感、比喻、夸张等修辞方法。学习重难点：侧面烘托表现主要人物的写法。课时安排：2课时学习过程：

第一课时

教学目标及重点：讨论学习侧面描写及其作用。

一、预习导航、给下列加点字注音

抓髻千仞周匝花坞偌大遽发屏气凝神 · · · · · · ·

2、理解下列词语的意思

余音绕梁，三日不绝三月不知肉味于我心有戚戚焉透辟 3、简介作者

刘鹗（1857-1909），原名孟鹏，字云抟，后字铁云，发表《老残游记》时署名“洪都百炼生”，江苏丹徒人，主张儒释道三教合一，学识博杂，精于考古，在算术、治河、医道上家学渊源。八国联军攻入北京时因为设平粜局赈济饥民被逮捕，流放新疆，后病死迪化，时年五十三岁。4、简介《老残游记》

本文节选自刘鹗的《老残游记》第二回，小说中的主人公老残是一个不愿做官的名士，他手摇铃铛，奔走江湖，替人治病，作者借老残之游历，记述其言论闻见，揭露晚清吏治的黑暗，反映在这种黑暗吏治的统治下百姓被陷害、生灵涂炭的社会现实，它揭露了当时丑恶的社会现实，特别揭露了所谓清官实为酷吏的狰狞可鄙。

5、同学们，请你查资料把晚清四大谴责小说及作者写在下面

6、知识储备：什么是通感？通感也叫移觉，就是人们在描述客观事物时，用形象的语言使感觉转移，把人们某个感官上的感觉移植到另一个感官上，凭借感受相通，互相映照，以收到启发读者联想，体味余韵，渲染并深化诗文意境的积极的修辞效果。

通感分“形容的通感”和“比喻的通感两类”。

7、熟读课文，读出感情，体会作者如何把梨花大鼓艺人精湛的演唱技艺形象的描写出来。

8、整体感知（课前热身）

（1）本文写了哪些人物？你认为谁是主人公？写其他人物有什么作用？八年级语文学教案上册第二单元

编写人

王志敏

（2）白妞出场前都写了哪些内容？

二、交流研讨

（一）、导入：（2分钟）

通常情况下，文学作品人物形象的刻画多采用正面描写的手法，即直接通过对人物的肖像、语言、动作、神态、心理等方面的描写，去表现人物的性格、品行和技能。但有时恰当地借助一些侧面描写，常常可以起到正面描写无法替代或者很难达到的艺术效果。侧面描写，又叫间接描写，是指在文学创作中，作者通过对周围人物或环境的描绘来表现所要描写的对象，以使其鲜明突出，即间接地对描写对象进行刻画描绘。这节课我们就来探讨一下本文中如何充分运用侧面描写来表现人物的。

（二）、检查交流预习导学（6分钟）

1、检查预习导航1、2及学生自己认为需要掌握的字词。（可采用小组互动形式）

2、检查预习导航3、4、5中有关作者及文学常识的掌握情况。（可由课代表检查）

3、交流预习导学8。（可由小组派代表发言进行交流）

（三）合作探究，研讨重点（30分钟）

读第一段思考：

1、戏园的人多从哪些地方可以看出来？

（①十二点半才预备说书，可是十点钟戏园已坐满；②老残无处落脚，送了看坐儿的二百个钱才弄了一张短板凳在人缝里坐下；③很多人不吃饭就赶来，而卖烧饼油条的还得顶着篮子）

2、写戏园的盛况是为什么？

（人们为了听书不惜提前几小时赶到戏园，说明济南掀起了白妞热；听众有官员、读书人、生意人及普通百姓，说明白妞说书适合各类人群，雅俗共赏；写戏园的嘈杂场面也是为了反衬白妞出场后的肃静。总之，写戏园盛况就是通过场景描写来烘托白妞说书艺术的高超。）读第二段思考：

3、琴师弹得怎么样？从哪里可以看出来？

（琴师弹得很好，从“恍若有几十根弦，几百个指头在那里弹似的”，以及台下的叫好声可以看出。）

4、写琴师的弹奏是为什么？

（只是一个伴奏的琴师尚且如此技艺高超，白妞的说书艺术更是显而易见，从而烘托出白妞说书技艺的精湛。）读第三段思考：八年级语文学教案上册第二单元

编写人

王志敏

5、写黑妞的装束打扮对下文白妞出场有什么作用？

（为下文白妞出场时的装束描写埋下伏笔，后面用“装束与前一个毫无分别”，就可以省去不少笔墨，从而可以更集中的描写演技的高超。）

6、文章描写黑妞的表演给人的感受时运用了什么修辞，有何作用？

（比喻。生动形象的写出了黑妞歌喉的清脆婉转，魅力无限）

7、写黑妞的演唱已到了令人叹为观止的地步，这样写是为了什么？

（黑妞的演唱虽然已经如此美妙，但她的技艺还远不如白妞，由此来衬托白妞精湛的说书艺术。）读第四段思考：

8、听众中两人的对话将黑妞和白妞进行了怎样的比较？

（“黑妞的调门都是白妞教的，若比白妞，还不晓得差多远呢！他的好处人说得出，白妞的好处人说不出。他的好处人学得到，白妞的好处人学不到”。）

9、写听众的这番议论有何作用？

（借听众之口，表现白妞说书技艺的高超。）

（四）教师总结：(1分钟)在白妞出场之前，作者从多方面进行了浓墨重彩的点染：通过听众来得早、人多、或官或民、嘈杂哄闹的场景描写，烘托出白妞演唱雅俗共赏，技艺高超；又写了琴师绝妙的轮指弹奏，黑妞魅力无限的精彩演唱，通过两个人物，烘托出白妞的技艺该更加精湛；还通过听众的评价，烘托出白妞说书技艺之高超。这种写法叫做侧面描写。

三、巩固练习（6分钟）

运用侧面描写，反映某个同学在运动会上的精彩表现。

第二课时

教学目标：

1、学习通感、比喻、夸张等修辞方法及其作用。

2、复习巩固正面描写侧面描写相结合的作用。教学过程：

一、导入：（2分钟）（可以播放《高山流水》）

一首好的乐曲能唤起人们对美好事物的追求，能陶冶人们的情操，所以说音乐没有民族国界之分。70年代中期，欧洲某乐团深入中非一部落为那里的土著居民演奏舒伯特小夜曲，令人惊奇的是，这些几乎没有接触过现代文明的原始部落的居民，居然被小夜曲感动得如痴如醉！俄国大文豪托尔斯泰听了柴科夫斯基的《如歌的行板》后，禁不住老泪纵横，说自已触摸到了俄罗斯民族的灵魂。日本著名指挥家小泽征二听了《梁祝》之后，情不自禁地说道：“这种音乐必须要跪着听”。由此可见，音乐的魅力是无穷巨大的。今天我们也来体会一下白妞精湛的说书艺术带给我们的美妙感受。

二、交流研讨：

（一）复习预习导学6关于通感的知识。（1分钟）八年级语文学教案上册第二单元

编写人

王志敏

（二）重点研讨本文中通感、比喻、夸张等修辞的运用。（20分钟）读第五段思考：

1、写白妞的眼睛运用了什么修辞？

（用博喻浓墨重彩的描写白妞的眼睛，营造气氛，为下文的演唱蓄势。）

2、白妞出场后戏园中的效应如何？运用了什么修辞，有何作用？

（“就这一眼，满园子里便鸦雀无声，比皇帝出来还要静悄得多呢，连一根针吊在地下都听得见响”。

运用夸张，淋漓尽致地写出白妞在戏迷心中的地位，既尊敬又敬仰。）读六、七段思考：

1、白妞的演唱分为哪五个阶段，各有什么特点？

（“初不甚大”——演唱的起始；“越唱越高”——演唱的发展；“陡然一落”——旋律的跌宕；“忽又扬起”——演唱的高潮；“人弦俱寂”——演唱的结束）

2、哪些地方运用了通感，有何作用？（“声音初不甚大，只觉入耳有说不出来的妙境：五脏六腑里，像熨斗熨过，无一处不伏贴；三万六千个毛孔，像吃了人参果，无一个毛孔不畅快”，运用感觉设喻，生动形象地写出了白妞声音的温柔，给人以舒畅、甜润的妙境。“越唱越高，忽然拔了一个尖儿，像一线钢丝抛入天际”用视觉设喻，表现白妞嗓音的清脆和尖细。“恍如由傲来峰西面攀登泰山的景象„„”以登泰山作比，具体形象地从视觉角度写出声音的高而奇特。“又极力骋其千回百折的精神，如一条飞蛇在黄山三十六峰半山腰里盘旋穿插，顷刻之间，周匝数遍”，从视觉角度，写出声音的轻快、曲折婉转、活灵活现。“忽又扬起，像放那东洋烟火，一个弹子上天，随化作千百道五色火光，纵横散乱”，用东洋烟火上天这一视觉形象，描写声音渐寂初起的情态，真是声光具备，让人浮想联翩，表现声腔纷繁奇妙，多彩纷呈。“同他那声音相和相合，有如花坞春晓，好鸟乱鸣”从视觉听觉角度，突出弹奏与说书的声音交相配合产生的美妙效果。）读第八段思考：

3、最后写听众的反应、梦湘先生的评论属于什么描写？有何作用？

（侧面描写，烘托白妞演唱技艺的精湛。）

三、巩固练习：（5分钟）

试着用通感这种手法写一个句子，表现某首歌曲给你的感觉。

四、小结：（2分钟）

同学们，请你总结本文的写作手法

总结你学到的新知识

五、拓展延伸（15分钟）

歌声

昨晚中西音乐歌舞大会里“中西丝竹合唱”的三曲清歌，真令我神迷心八年级语文学教案上册第二单元

编写人

王志敏

醉了。仿佛一个暮春的早晨，霏霏的毛雨默然洒在我脸上，引起润泽、轻松地感觉，新鲜的微风吹动我的衣袂，像爱人的鼻息吹着我的手一样，我立的一条白矾石的甬道上，经了那细雨正如涂了一层薄博的乳油，踏着越发油腻可爱了，这是在花园里。群花都还做着她们的清梦。那微雨偷偷洗去她们的尘垢，她们的甜软的光泽便自焕发了，在那被洗去的浮艳下，我能看到她们在有日光时所深藏着的恬静的红，冷落的紫，和苦笑的白与绿。以前锦绣般的在我眼前的，现在都带了暗淡的颜色----是愁着芳醇的消歇么？是感着芳春的困倦吗？大约也是因那蒙蒙的雨，园里没了浓郁的香气。涓涓的东风只吹来了一缕缕饿了似的的花香；夹带着些潮湿的草丛的气息和泥土的滋味，园外田亩和沼泽里，又时时送过些新插的秧，少壮的麦，和成荫的柳树的清新的蒸气，这些虽非甜美，却能强烈的刺激我的鼻观，使我有愉快的倦怠之感，看啊，那都是歌中所有的：我用耳，鼻，舌，身，听着；也用心唱着。我终于被一种健康的麻痹袭取了，于是为歌所有。此后只由歌独自唱着，听着，世界上只有歌声了。

1、给加点字注音

尘垢（gòu）麻痹（bì）．．

2、请你用简洁的语句概括这篇文章的主要内容

（写作者聆听丝竹乐器演奏的三曲轻音乐后的感受。）

3、“真令我神迷心醉了”这句话在文中起到了什么作用？

（既是写作者的感受，又是在引出下文。）

4、第二段划线句子中“饿了似的的花香”你是如何理解的？展开你的想象来谈谈。

冀教版八年级美术教案篇7

The Snowman

二、课型

故事课

三、教学背景分析

( 一 ) 学生分析

教学对象是六年级第一学期的学生, 他们已经有了一定的语言积累, 也有了一定的自主学习能力。因此教师要擅于在学生已有能力的基础上培养学生自己提出问题、分析问题、解决问题的能力。

六年级学生出现了两级分化的趋势。在教学中应引导和鼓励不同层次的学生都参与课堂活动, 增强他们的课堂活动参与意识, 让每一个孩子都能体验学习的成功和快乐。

高年级学生学习策略的培养很重要。教师需引导学生发展阅读策略, 培养略读、寻读、预测等阅读策略; 增强小组合作意识, 共同完成任务, 发展学生的基本学习策略;在教学中引入评价机制, 发展学生的自我调控策略。

(二) 教材分析

本单元的题目是“Winter in Canada”, 讲授了冬天的“季节”话题。单元围绕着Jenny, Li Ming, Danny这三个小主人公冬天的衣着, 堆雪人、滑冰等活动, 最喜欢的季节等一系列有趣的生活情景展开。

本节故事课“The Snowman”是单元内容的拓展和延伸。学生在阅读故事的过程中巩固了本单元所学的语言知识, 提高了阅读技能, 更重要的是学生在运用英语语言读懂故事、感受冬天乐趣的过程中体会到语言学习的乐趣, 增强自信心和成就感。

四、教学目标分析

(一) 知识与技能目标

1. 学生能理解故事。

2. 学生能朗读故事, 做到语音准确, 语气达意。

3. 学生能借助实物教具、板书等, 表演故事。

4. 学生能尝试改写故事结尾。

(二) 学习策略目标

1. 引导学生发展阅读策略, 培养略读、寻读、预测等阅读策略。

2. 增强小组合作意识, 共同完成任务, 发展学生的基本学习策略。

3. 在教学中引入评价机制, 发展学生的自我调控策略。

(三) 情感态度目标

在讨论理解故事的过程中增强孩子们对大自然——冬天季节的热爱。

五、教学重难点分析

(一) 教学重点

学生能运用多种阅读策略理解故事内容, 并能用正确的语音、语调朗读故事。

(二) 教学难点

学生能借助实物教具、板书等帮助表演故事。

六、教学准备

(一) 教师课前准备

1. PPT课件。

2. “Frosty the Snowman”故事的动画片。

3. “I’m a little snowman.”歌曲flash。

4. 为每两位学生准备一双纸质滑冰鞋 (打印出来) 。

(二) 学生课前准备 (预习作业)

1. 每两位学生根据右图提示自制一个活动帽子的纸质雪人。

2. 能向同学用英语介绍自己制作的雪人。

七、教学过程设计

(一) Warm-up (6 minutes)

1. 师生问候, 开始上课。

2. 唱一首关于雪人的歌曲“little snowman”。教师播放歌曲flash动画, 学生边做动作边唱歌曲。

歌词如下:

I’m a little snowman round and fat.

Here are my mittens. Here is my hat.

And a little scarf and a carrot nose.

You stand so tall and when the cold windblows.

歌曲fl ash链接http://www.520wawa.com/class/201005/ info_18631.htm

【设计意图】

歌曲导入, 激发兴趣, 使学生在愉快的歌曲欣赏和演唱中迅速把注意力转移到课堂上。歌曲内容还为故事的讲授搭建了桥梁。

3. 课前预习作业展示, 复习词汇及句型winterclothes, I have a carrot for its nose . I think it’swonderful. 等。

学生两人一组拿着课前做好的纸质雪人在讲台前介绍。其他同学评价。

例:S1&S2: This is our snowman. We have acarrot for its nose. We have buttons for its eyesand mouth. We have sticks for its arms. I thinkit’s wonderful. I think it’s beautiful and cold.

老师问学生:What can your snowman do? Canit talk (jump, skate) ? 学生生成答案, 教师评价。

【设计意图】

学生课前预习活动的展示, 体现了以学生为中心的教学理念。从一开课就引导学生建立了学习的主体地位, 帮助学生建构他们个性化的故事背景图式。读后活动中学生要用自制雪人手偶表演故事, 因此这个活动还为故事表演做好了准备。

(二) Presentation

1. Pre-reading (2 minutes)

教师出示故事中的第一幅图picture 1 ( 如图所示 ) , 引导学生自己提出问题, 教师板书学生的问题。

T: What do you want to know about the picture?

学生答案可能为S1: What’s the boy’s name?What’s for the snowman’s nose (eyes/arm) ? Whatcan the snowman do? 如果学生的问题不全, 教师补充。学生对所提问题进行预测回答。学生互评。

【设计意图】

引导学生根据故事图片展开想象, 提出问题, 培养了学生提出问题、分析问题的能力。发展学生的预测的阅读策略, 为阅读故事做好铺垫。

2. While-reading (21 minutes)

(1) 学习故事中图1和图2内容 (7 minutes)

①观看故事视频, 检验预测。

教师播放图1和图2部分flash视频。学生带着对图片提出的问题观看故事视频, 观看后回答问题, 检验预测并修正预测。

S1: The boy’s name is John.

S2: The snowman’s nose is a carrot. It’s armsare sticks.

S3:The snowman can talk.

②深入阅读, 发展阅读策略。

教师进一步提问, 引导学生仔细阅读pic1&pic2内容, 找出John做了什么使snowman开口说话, 发展学生的寻读策略。

学生默读pic1&pic2内容, 回答问题。

S1: John put his hat on the snowman. Thenthe snowman could talk.

③利用snowman手偶, 角色表演图1和图2部分。

a. 教师用多媒体中的小仙女为学生制作的雪人帽子赋予魔力 (如图加音效) 。

b. 学生使用手中的雪人手偶和神奇的帽子两人一组练习表演pic1&pic2中的故事内容。然后在讲台前进行小组展示, 其它学生对小组展示进行评价。

【设计意图】

神奇的雪人帽子给学生插上了想象的翅膀, 小仙女的魔法力量增加了趣味性, 使学生享受阅读和表演的乐趣, 从而能够全身心投入到活动中。这种兴趣的力量降低了角色表演的难度, 成为学生挑战自我的内驱力。

(2) 学习故事中图3和图4内容 (7 minutes)

①自然过渡, 预测, 为继续阅读铺垫。

小组表演完后, 表演内容的最后一句话是雪人说“What a cold, snowy day! Wonderful! What doyou want to do?”教师接着这句话追问, 过渡到图3图4故事的学习。T: What did the snowman wantto do? Could the snowman do it? 学生就这个问题进行预测。

②快速阅读, 发展略读策略。

学生阅读pic3&pic4故事内容, 迅速找出 (1) 中老师提出问题的答案。

S1: The snowman wants to skate. S2: Yes, he could.

③观看故事视频, 模仿跟读。

教师播放图3和图4部分flash视频。学生跟读故事视频。观看后回答问题。

T: What did John do for the snowman?

S1: John put his skates under the snowman.

④直观教具, 助推表演。

教师发给学生纸质溜冰鞋。学生两人一组利用snowman手偶和溜冰鞋练习表演, 图3和图4部分。小组展示表演。

【设计意图】

培养学生的略读策略, 引导学生主动阅读。根据小学生以形象思维为主的特点, 应设计学生体验, 实践、参与、探究与合作的活动, 使学生理解和学习语言。因此snowman手偶和溜冰鞋卡片等直观教具, 给学生的思维搭建了脚手架, 有助于学生复述和表演故事。

(3) 学习故事中图5和图6内容 (7 minutes)