高中高二英语下册全册教案下载（精选五篇）

第一篇：高中高二英语下册全册教案下载

高中高二英语下册全册教案下载

Unit 11 Scientific Achievements

Designed by Xu yun xiang

1、单元教学目标 技能目标Skill goals

Talk about science and scientific achievements.Practise expressing intentions and wishes.Learn about Word Formation(I).Write a persuasion essay.2、教材分析与教材重组（1）、教材分析：

通过学习了解人类的科学成就，帮助学生认识到这些成就深刻地改变了人类生产和生活的方式和质量，同时也深刻地改变了人类的思维观念和对世界的认识，并继续改变着世界的面貌，极大地推动了社会的发展。激发学生学科学、爱科学，把科学知识转化成科技成果，报效祖国，为祖国的繁荣富强贡献自己的力量。

（2）、教材重组

将warming up 和speaking 整合在一起，通过谈论科学成就，讨论最重要的科学成就，练习表达自己的观点和愿望，上一节“口语课” 将Listening 和 workbook 中的Listening 整合在一起，上一节“听力课”。

把Pre-reading, Reading 和post-reading整合在一起，上一节“阅读课”。

将Grammar和 workbook中的语法练习题整合在一起上一节“语法课”。

将Integrating Skills 和 Workbook 中Integrating skills 整合在一起上一节“综合实践课”。（3）、课型设计与课时分配 The first period

Speaking The second period

Listening The third period

Reading The fourth period

Grammar The fifth period

Integrating Skills(I)The sixth period

Revision

高

二

英

语

下

册

教

案

Designed by Xu yun xiang

累计节次________ 课题

Unit 11 Scientific Achievements节次

The First Period

课型

Listening and Speaking教学目标

1.Target goals: Words and expressions : Solar energy breakthrough

Patterns:(expressing intentions and wishes)If I got the money, I would…/My plan is to …/I hope that…/I

want/wish/hope/intend/plan to… /I’d like to…/ I’m thinking of ….2.Ability goals: Be able to talk about scientific achievements Learn to express intentions and wishes 3.Learning ability goals:

Talk about great scientific achievements that have changed the world.Practice expressing intentions and wishes by talking about which scientific project is the most important.教学重点

Talk about great scientific achievements.Learn the patterns used to express intentions and wishes.教学难点

How to express intentions and wishes.教学方法

Group work / Discussion(cooperating learning)教

学

程

序

教学调控Step 1 Greetings and Lead-in

Have a free talk about the science, scientist and scientific achievements.T: Who can tell what scientific achievements you think changed the world?

Possible answers:

Electricity, cars, aeroplanes, telephones, radio and television, The Theory of Gravity, the Internet, solar energy, genetic engineering and cloning, etc.Step 2.Discussion(Warming up)

1.Among the great scientific achievements that have changed the world, which one do you think is the most important? Why?

2.What are some other scientific achievements that you think are important?

3.Do these achievements have anything in common? If so ,what ? Possible answers:(to be omitted)

Some language points:

1.solar= sol +ar, adj.太阳的，日光的，来自太阳的，关于太阳的，利用太阳光和热的。例：

a solar system 太阳系 ；the solar year 阳历年（lunar year 阴历年）

2.energy un.能量，精力，活力

All moving objects have energy.所有运动着的物体都具有能量。

Young people should have energy.年轻人应当有活力。

区别force ,power ＆ strength

He is always full of ___________ as though he never knew tiredness.A.strenghth B.energy

C.force

D.power

3.achievement cn.（常用复数形式）功绩，成就，功业。un.完成，达到，其反义词为 failure 失败 做不到。例如：

His achievements are worthy of record.他的功业是值得记载的。

Because of the heavy rain, the achievement of the task might be delayed.因为大雨，任务的完成可能被耽搁。

4.have … in common with 与……有共同处，和……一样，共享，共用。例如：

My opinion have much in common with theirs.我的意见和他们的有许多共同之处。

Real friends should have everything in common.真正的朋友应该不分彼此。

Free medical treatment in this country covers not only mental disease but also __________ sickness

A.normal

B.average

C.regular

D.ordinary

5.Which one do you think is the most important?

句型：疑问词＋do you think/guess/expect/believe/….+ 其它（陈述语序）？该句型常 用来征询对方对某一疑问点的判断、认识、看法、猜测等，或请求对方重复一遍。

Where do you think we shall meet?

How many people do you guess attended the lecture? How do you suppose they will deal with the waste? What did you say was the matter with her? 你说她怎么了？

What do you expect they had better do? 你希望他们最好做什么？

Mon is coming.What present _____for your birthday? A.you expect she has got

B.you expect has she got

C.do you expect she has got

D.do you expect has she got

Step3.Speaking

T: Suppose we are in the year of 2015.You are scientists.You are working on different projects.All of you need money and want to get money to complete your project.You will introduce your project and explain why it is the most important.One member will listen to all the scientists and ask questions.At the end of the discussion, he or she must decide who will get the money and why.1.Present some useful expressions:（shown on the screen）

If I got the money, I would….My plan is to…

I hope that…

I want/wish/ hope/ intend/ plan to … I’d like to … I’m thinking of … 2.Some language points: 1.Work on 从事于（某工作）；致力于；工作

My father is working on a new book.我爸爸正在写一本新书。

He is still working on inventing a new type of machines for English study.他仍在致力于发明一种学习英语用的新式机器。2.句型：make it +adj.+inf

This makes it necessary for the farmers to grow corn in dry areas.这使农民有必要在干燥地区种植玉米。

The highly advancing science and technology will make it possible for human beings to land on Mars.日益高速发展的科学技术将会使人类登上火星成为可能。

3.If I got the money, I would …..本句为虚拟结构，表示与现在事实相反的假设。

If there were no advertising, people could not know about the goods in their local shop.如果没有广告，人们就不能了解当地商店里的商品。

If I had enough money, I should/would travel around the world.如果我充足的钱，我就会周游世界。3.Group work.(five minutes)4.Act-out

Five minutes later, some students should be asked to act out their work.Step5.Summary and Homework

Summary:

In this class, we’ve mainly talked about scientific achievements.From this class we’ve learnt more about science and scientific achievement.Moreover, we’ve learnt some useful expressions to express intentions and wishes.Homework:

1.Practise using the useful expressions.2.Preview the reading part.教学反思：

第二篇：高二数学全册教案

【小编寄语】查字典数学网小编给大家整理了高二数学全册教案，希望能给大家带来帮助!

《1.1.2程序框图与算法的基本逻辑结构》教学设计

(第一课时)

改进:在应用于课堂教学过程中,经过反复斟酌推敲，以更简洁的方法，结合实际，以自主探究、协作互助的方式，将原精品课程进行了相关变更，添加具体实例，并在授课过程中参阅经典算法，将之穿插于教学中，激趣导学，效果感觉更好。

一、教学内容分析

本节内容为人教版高一数学必修3模块第一章算法初步第1.1.2节第一课时，主要包括程序框图的图形符号、算法的程序框图表示、算法的的逻辑结构等三部分内容。

算法就是解决问题的步骤，算法也是数学及其应用的重要组成部分，是计算机科学的基础，利用计算机解决问需要算法，在日常生活中做任何事情也都有算法，当然我们更关心的是计算机的算法，计算机可以解决多类信息处理问题，直接写出解决该问题的程序是困难的，因此，我们要首先研究解决问题的算法，再把算法转化为程序，所以算法设计是使用计算机解决具体问题的一个极为重要的环节。

通过对解决具体问题的过程与步骤的分析，体会算法的思想，了解算法的含义。理解程序框图的三种基本逻辑结构：顺序结构、条件结构、循环结构。进一步体会算法的另一种表达方式。

本章节的重点是体会算法的思想，通过模仿、操作、探索，通过设计程序框图解决实际生活问题的过程。通过解决具体问题，理解三种基本逻辑结构中顺序和条件结构，经历将具体问题用程序框图来表示，在实际问题中能设计相关程序框图解决实际问题。

二、学情分析

关于本节内容，相对学生来说，全是新知识，因它涉及到计算机科学相关内容，也是数学及其应用的重要组成部分。大部分学生并没有学习过程序框图的设计，在编写程序方面基本上都是零起点，而且认为程序框图设计是一件困难的事情，因此本课的举例和任务都适当降低难度，让学生能在实践中体会成功的喜悦，领略程序设计之算法程序框图表示的乐趣。另一方面要充分利用课外资料和实例，设置问题情景，激发学生的学习兴趣，通过建构模型，化抽象为具体，教师在整个学习过程中进行指导、启发、补充与完善。

三、教学目标

(一)知识与技能

1、通过学习程序框图的图形符号，区分不同符号所表示的不同含义，能模仿正确书写简单程序框图;

2、理解并掌握算法的三种基本逻辑结构，培养学生分析问题、解决问题的能力;

3、培养学生在实际现实生活中，能正确运用相关逻辑结构分析、解决实际问题;

(二)过程与方法

1、通过实例分析，学生经历、模仿、探索程序框图表达解决问题的算法的过程，学习程序框图的画法;

2、在具体问题的解决过程中理解程序流程图的三种基本逻辑结构之顺序结构、条件结构，寻找解决实际问题的规律与方法。

(三)情感态度与价值观

1：通过本节的学习，使学生对计算机的算法语言有一个基本的了解，明确算法的要求，认识计算机是人类征服自然的一种有力工具，进一步提高探索、认识世界的能力。

2：培养学生迎难而上，战胜困难的大无畏精神，克服畏难情绪，培养严谨的思维习惯、塑造认真、细致的做事态度。

四、教学重点和难点

教学重点：程序框图的图形符号、算法的基本逻辑结构及应用

教学难点：算法的条件结构在实际生活中的运用

五、教学策略

1、任务驱动策略：据不同层次的学生，设置不同等级的任务，引导启发学生自己看书学习新知，从而建立新的知识结构;如程序框图图形符号如何绘制、各表示什么意思，对一些简单问题，程序框图的画法，学生模仿、探索、学习

2、创设问题情景策略：以学生活动为中心，教师精心设计问题，引导学生讨论与交流，充分发挥学生的主体作用。例：算法的基本逻辑结构有哪些，有什么区别，具体问题时如何正确选取相应算法的逻辑结构

3、竞争机制策略：据本章节中部分内容，合理设置分组竞争，小组赛形式激发学生高涨的学习热情，不仅引导学生将所学知识应用于解决实际问题，且培养学生团队合作探究精神。

六、教学方法

任务驱动法、启发引导式、小组合作探究学习法、模仿建构学习法

七、教具准备

多媒体课件、生活中具体实例、同步学案

八、教学过程 课时1

教学程序 教师组织与引导 学生活动 设计意图

发放任务纸质

1、把任务学案发给学生

2、查阅、收集有关实际生活中实例，用于本节教学

1、预习

2、查阅相关资料 学生是学习主体，自主合作、探究式学习

回顾旧知，引入新课

改进：生活中的问题，描述解决步骤(1)算法的描述：要交换两杯不同液体的方法、步骤;(自然语言描述法，复习)

穿插经典算法在教学中，激趣导学

1：鸡兔同笼、2：谁在说谎

(2)你还知道有什么渠道能使算法描述得更直观、高效、准确吗?引导学生看书自学

学生思考、回答，学生看书自学本节程序框图相关知识：程序框图图形符号

激发学生对本节课内容的关注

探究不同程序框图符号表示的不同含义，初步探讨程序框图的画法

重点部分强记 据教材设疑，并逐一提出下列问题：

(1)程序框图共有哪些图形符号?

改进：同学们，你们所常见的图形有哪些??学生回答

现在，从这些常用图形中，我们选出几中种来用于表示算法中的含义(2)不同符号所表示的什么含义?(3)具体应用，实例列举，老师在黑板上补画长方形面积流程图(4)要求学生结合上述老师所讲实例，模仿补充画出，改进： A: 圆的面积、周长的流程图(老师完成)B: 正方形面积、周长的流程图(师生共同完成)C: 三角形面积、周长的流程图(学生自己完成)D：求学生语、数、英三科成绩平均分的程序框图(学生自己完成)(5)例3.已知三角形三边长，求三角形面积的程序框图(老师提示公式，学生自己理解)(6)判别整数n是否为质数后面学

老师引导学生说出程序框图特征并作简要归纳 学生看书掌握 学生联系实际，回答 看书自学，回答 看书自学，回答 听讲，学习

学生根据图形特点，找记忆方法 讨论、交流、模仿、经历 学生思考、讨论并画图 反复练习，巩固、加强记忆 学生自己设计 对照课本，检查正误 学生总结归纳程序框图特点

学生仿做 学生仿做 学生理解 或

S=P*R^2 培养自学能力

明确每种图形符号的不同含义及不同应用 培养学生模仿学习与制作流程图的能力 培养学生善于总结归纳的习惯 重点突破 框图符号

重、难点攻克条件结构 总结过渡并提出问题：

改进：联系实际生活，结合课本，自主探究：算法的逻辑结构应有几种(1)如何用框图符号来表示算法?(2)算法有几种基本逻辑结构?(3)你会用框图符号表示算法的顺序结构了吗?(前面刚讲,总结归纳)(4)你会用框图符号表示条件结构吗? 老师列举并画实例流程图：

引导学生带着问题边看书边在练习本将几种结构画出来，加强看书效果 例4：老师启发学生，师生共同完成三数为边是否组成三角形程序框图 补充：1:求绝对值的程序框图： 2:Y= 引导学生思考设计分段函数的流程图，运用条件结构

教师引导学生列举生活中实例

学生看书

同桌间自主探究、理解掌握

讨论回答问题

学生思考、模仿、探究着画流程图，和课本对照判正误

学生模仿、思考、讨论与交流

设计相应流程图

同学上台展示自己的流程图，其它学同指正其正误

学生对比条件与顺序结构的框图，总结归纳条件结构的框图的绘制 任务驱动，创设学习情景

层层深入

引领学生纵向学习

模仿，思考，对照，学生有所思有所悟，体验学习成功的快乐

突出学生学习的主体

培养学生的逻辑思维能力

教师对学生的讲解进行补充和完善，小结本节内容。学生交流生活中实例及框图解决办法。

课堂小结 引导学生总结本节课的知识要点

并谈谈本节课的收获与提高及改进 学生回顾总结本节所学 梳理本节课的知识主干

自我检测 组织学生完成学案中的相关习题并做总结 讨论、交流、做练习检测学生的学习效果 布置课后作业 作业：P20习题1.1

A组 1, 3 课后完成 巩固、反馈学习效果

课后活动 要求学生课下学习例5求解一元二次方程的算法及框图 深化学习内容，培养分析、解决实际问题能力及逻辑思维能力 用以评估情感目标的达成情况

参阅经典算法：穿插在教学中，激趣导学

1：一群小兔，一群鸡，两群合到一群里，要数腿共48，要数脑袋整17，多少只兔多少只鸡?试设计算法，画出流程图

2：谁在说谎

张三说李四在说谎，李四说王五在说谎，王五说张三和李四都在说谎。现在问：这三人中到底谁说的是真话，谁说的是假话?

*运行结果

Zhangsan told a lie(张三说假话)

Lisi told a truch.(李四说真话)

Wangwu told a lie.(王五说假话)

九、板书设计

1.1.2 程序框图及算法的基本逻辑结构

一、程序框图

1:程序框图又名_______

2:程序框图的图形符号有_________________________;分别表示什么含:_______________

二:算法的基本逻辑结构

1:算法的基本逻辑结构有_________、__________、__________

2:请你表示出条件结构和循环结构的框图形式:

3:请仿照写出求长方形的面积的框图,类似正方形面积框图、圆面积、三角形面积等程序框图(顺序结构)

4：设计给定三角形任意三边长a，b，c，试表示出三角形面积相应程序框图

(对照P9例3，检查正误)

三：算法的条件框图

1：试画条件结构框图的2种形式

2:例4会了吗?试试看

3:试设计求绝对值的程序框图

小结 作业: P20,习题:1.1 A组 1, 3两题

改进效果：经过斟酌改进实践后的算法，方式更适宜中学生个性特点，更易被中学生接受，效果更好。

第三篇：七年级英语下册全册教案(仁爱英语)

七年级英语下册全册教案(仁爱英语)本资料为woRD文档，请点击下载地址下载全文下载地址

Step3

consolidation第三步

巩固

巩固1,掌握有关表述。

.T:

Now,pleaseanswermyquestions.whendidjackgettoNewyork?

Ss:

HegottoNewyorkthedaybeforeyesterday.T:

whatdidherent?

Ss:

Herentedacar.T:

Didhetravelaroundthecity?

Ss:

yes,hedid.T:

wheredidhevisit?

Ss:

HevisitedchinatowninNewyork.T:

whatdidhebuyforcaoyan’ssister?

Ss:

Heboughtabeautifulskirtforher.2.got—rented—traveled—visited—bought

T:

whocanusethekeywordstoretellthestory?

S1:

jackgottoNewyorkthedaybeforeyesterday.Herentedacar…

Step4

Practice第四步

练习

练习并完成2。

.T:

NowjackisinNewyork.Heknowsdifferentcountrieshavedifferentcustoms.Forexample,inchina,whenwemeetourfriends,weoftengreetwith“你吃了没有？”,“你多大了？”,“你要去哪里？”.canwegreetanEnglishmanlikethis?

Ss:

Ha!Ha!No.2.T:weknowinEnglish-speakingcountries,wecan’

’tasksuchquestionsaswedoinchina.Becauseitsimpolite.Pleaselistento2andmarkthemwithPforpoliteorIforImpolite.3.T:

Ifweask“Doyouhaveanybrothersorsisters”,isitpoliteorimpolite?

Ss:

Polite.T:

Isitpoliteorimpolitetoaskthequestion“Howmuchmoneydoyoumakepermonth”?

Ss:

…

4.T:Nowlistento2againandtrytoretellsomeofit.Step5

Project第五步

综合探究活动

.T:

workingroupsofsix.GroupAdescribessomethingabouttheplaceheorshehasvisited.Theothergroupsguesswhereitis.Thegroupwhichcanguesstherightplacewiththefewestwordswillbethewinner.2.Ⅳ.疑点探究

Pleasegivemylovetoyourparents.意为“请代我向你父母问好。”也可说Pleaseremembermetoyourparents.Topic3

Let’scelebrate!

SectionA

SectionAneeds1~2periods.SectionA需用1~2课时。

Themainactivitiesare1aand2.本课重点活动是1a和2。

Ⅰ.Aimsanddemands目标要求

1.Learnthenamesoffestivals:

SpringFestival,christmas,LanternFestival,Thanksgiving,Easter,mid-autumnFestival

Learnsomeothernewwords: dumpling,sweet,luck,riddle,pie,not

…until,believe,full,moon

2.Talkaboutholidaysandfestivals.chinesepeopleeatdumplingsandperformlionanddragondances.Peopleinmanycountriescelebratechristmasandgiveeachotherpresents.ontheLanternFestival,peopleeatsweetdumplingsforgoodluck.onThanksgiving,manypeopleeatturkeyandpumpkinpie.Ⅱ.Teachingaids教具

录音机/日历图片/小黑板/万年历

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1

Review第一步

复习

复习日期表达,引入节日。

.T:

Boysandgirls,what’sthedatetoday?Doyouknow?

Ss:

It’sjune6th.T:

whosebirthdayisittoday?

S1:

It’smine.T: Boysandgirls,let’ssay“HappyBirthdaytoS1together.Ss:

HappyBirthday!

T:

Afterclass,we’llgiveyousomepresents.S1:

”

Thankyouverymuch.T:

Doyouknowwhenmybirthdayis?Guess.S2:

october1st.S3:

December20th.S4:

…

…

T:

No.mybirthdayisonlunaroctober12th.IhopeIcancelebratemybirthdaywithyou.Ss:

It’smypleasure.lunar

2.XX

9月10日

XX

2月25日

XX

1月24日

星期四

XX

2月31日

十二月初七

XX

月23日

正月初一

XX

2月6日

正月十五

T:

what’sthedate?Doyouknow?

S5:

It’sSept.10th,XX.S6:

It’sDec.25th,XX.S7:It’sNovember24th,Thursday,XX.S8:

It’sDecember31st,lunarDecember7th,XX.S9:

It’sjanuary23rd,lunarjanuary1st,XX.S10:It’sFebruary6th,lunarjanuary15th,XX.T:

Boysandgirls,doyouknowwhatdaysthesedatesare?

Ss:

Somefestivals.T:

yes.Theyaredatesofsomefestivals.Pleasesaythesefestivals.S11:It’sTeachers’Day.S12:圣诞节。

T:

yes.It’schristmas.S13:新年前夜。

T:

yes.It’sNewyear’sEve.S14:春节。

T:

yes.It’sSpringFestival.S15:元宵节。

T:

yes.It

’sLanternFestival.well,doyouknowwhatdayitisonNov.24th,XX?

Ss:

It’sThursday.T: yes,it’sthefourthThursdayinNovember.It’sThanksgiving,感恩节.SpringFestival

Teachers’Day

christmas

Newyear’sEve

Thanksgiving

LanternFestival

Step2

Presentation第二步

呈现

呈现1a,了解1a内容。

dumpling,sweet,luck,riddle,pie,turkey,dragon,pumpkin T:Therearefourfestivals.Tocelebratethem,weeatsomespecialfoodsandtakepartinsomespecialactivities.Pleaselistento1acarefullyandcompletethetable.Festival

Date

Food

Activity

SpringFestival

lunarjanuary1st

dumplings

christmas

turkeyandchristmascakes

giveeachotherpresents

LanternFestival

lunarjanuary15th

Thanksgiving

turkeyandpumpkinpie

familiesgettogetherforabig

dinnertoeatturkeyandpumpkinpie

Step3

consolidation第三步

巩固

巩固1a,完成1b。

.T:Pleaselistenagainandfollowthetape.Payattentiontothepronunciationofthenewwords.2.T:

Iwilldivideyouintofourgroupsandaskyousomequestionsaboutthefestivals.Trytoanswerthequestions.Thegroupwhichanswersthemostquestionswillbethewinner.T:

whenistheSpringFestival?

G1:

It’sinjanuaryorFebruary/onlunarjanuary1st.T:

whatfooddochinesepeopleeatontheSpringFestival?

G2:

Dumplings.T:

Howdopeoplecelebrateit?

G3:

Performlionanddragondances.T:

…

G4:

…

…

Group

Point

3.T:

Now,pleasetellmehowpeoplecelebratethosefestivalsaccordingtotheformontheblackboard.S1:

TheSpringFestivalisinjanuaryorFebruary.Peopleeatdumplingsandperformlionanddragondances.S2:

christmasisonDecember25th.Peoplegiveeachotherpresents.S3:

ThanksgivingisonthefourthThursdayinNovember.Familiesgettogetherforabigdinner.Peopleeatturkeyandpumpkinpie.S4:

TheLanternFestivalisonlunarjanuary15th.Peopleeatsweetdumplings.Peoplewatchlanternshowsandguessriddlesonlanterns.4.T:Now,let

’sdiscussthequestionsof1bingroupsof4.3minuteslater,we

’llasktherepresentativetoreporthisidea.Begin,please.5.T: weeatdumplingsandperformlionanddragondancestocelebratetheSpringFestival.wecaneatotherthingsonthisday.Andwecanalsocelebrateinotherways.Forexample,weeatredeggs,riceandnoodles.Andwewearnewclothes.PleasetellmesomeotherwaystocelebratetheSpringFestival.S5:

weeatoranges.S6:

weeatricecakes.S7:

wevisitfriends.…

T:

Howaboutsomeotherfestivals?

S8:

Singchristmassongsatchristmas.S9:

Sendcards.…

Step4

Practice第四步

练习

练习并完成2。掌握not…until,believe,full,moon；理解midnight,Easter,fool,mid-autumn,mooncake。

1.T:Pleaseopenyourbookstopage94,listenandfillintheblanksin2.2.T:Pleasechecktheanswers,thenlistentothetapeagainandfollowit.3.T:Pleasecontinuetocompletethetablewithnewcontents.4.T:

Pleasesaythenamesoffestivals.workinfourgroups.Thefirststudentsaysaname.Thefollowingstudentmustrepeatthenamesthathavebeensaid,andaddanewone.Thegroupusingtheshortesttimetosaytennameswillbethewinner.Group1:

S1:

SpringFestival.S2:

SpringFestival,christmas.S3:

SpringFestival,christmas,…

…

5.T:

whenisTeachers’Day?

Ss:

onSeptember10th.T:

whatfestivalisitonApril1st?

Ss:

AprilFool’sDay.…

Step5

Project第五步

综合探究活动

通过活动，让学生加深对本节课所学习的各种节日的记忆和理解。

.活动步骤：1.教师将准备好的小纸条分别放在四个小纸盒里，并在盒外标上名称、日期、食物、活动，将小纸盒放在讲台上。

2.教师把学生分为四个小组，根据所准备的节日数目，让第一小组以最快的速度抽取纸条，每人读出节日名称，然后按节日时间顺序排好队。（一共有几个节日，就选几名同学参加，以下同。）

3.第二小组的同学为该节日搭配日期。

4.第三小组的同学为该节日搭配食物。

5.第四小组的同学为该节日搭配活动。

注：此活动可循环进行。

2.T:Pleasemakeasurveyaboutyourfavoritefestivalandcompletethetable.Name

Favoritefestival

why

S1:what’syourfavoritefestival?

S2:christmas.S1:why?

S2:Ilikepresents.AndIcansendcardstomyfriends.…

3.T:

collectinformationaboutinterestingfestivalsinourlocalarea.SectionB

SectionBneeds1~2periods.SectionB需用1~2课时。

Themainactivitiesare1aand2a.本课重点活动是1a和2a。

Ⅰ.Aimsanddemands目标要求

1.Learnsomenewwordsandphrases:

important,prepare,church,putup,open,gift,grape

2.Talkaboutfestivals.ItisonDecember25th.onchristmasEve,thenightofDecember24th,familiesoftengotochurchandsing

christmassongs.Talkaboutcustomsandculture.childrenputupstockingsbythefireplacesorattheendoftheirbedsbeforetheygotobed.Somejewishpeopleeatappleswithhoneyforasweetnewyear.3.Expresswishesandcongratulations.merrychristmas!

HappyNewyear!

Ⅱ.Teachingaids教具

录音机/日历/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1

Review第一步

复习

复习节日名称。巩固有关节日内容的知识。

.T:

Therearealotoffestivalsintheworld.canyounamethem?

Ss:

SpringFestival,mid-autumnFestival,...2.Group

Time

T:

Iwilldivideyouintofourgroups.Pleaselistthenamesanddatesofthefestivals.Everystudentcansayonlyonefestivalanditsdate.Thefollowingstudentscannotrepeatthenamesthathavebeensaid.Thegroupwhichsaysthemostfestivalsintheshortesttimewillbethewinner.S1:

SpringFestival,injanuaryorFebruary.S2:

AprilFool’sDay,April1st.…

Step2

Presentation第二步

呈现

呈现1a,初步了解课文。

.××年

12月25日

T:

what’sthedate?

Ss:

It’sDecember25th.T:

whatfestivalisit?

Ss:

It’schristmas.T:

yes.It

’sthemostimportantfestivalinmanycountries.whatdoyouknowaboutchristmas?

Ss:

…

T:

Doyoulikechristmas?

Ss:

…

T:

why?

Ss:

…

T:

Ihavesomebeautifulpicturesaboutchristmas.Doyouwanttohavealook?

Ss:

yes,wedo.T: ok.Let

’

slookatPicture1first.It

’sachristmastree,whatcanyouseeinthetree?

Ss:

Lights,balls,stars…

T:

yes.BeforechristmasDay,peoplearebusypreparingforit.Theydecoratechristmastreeswithlights,colorfulballs,starsandsoon.LookatPicture2.whatcanyouseeattheendofthebed?

Ss:

Stockings,presents.T:

yes.onchristmasEve,childrenputupstockingsbythefireplacesorattheendoftheir

bedsbeforetheygotobed.TheythinkSantaclauswillfillthestockingswithpresents,soonthemorningofchristmasDay,childrenalwaysgetupveryearlyandopenthestockings.LookatPicture3.Familiesarehavingabigget-togetherwithaspecialdinner.themostimportant,prepare,decorate,colorful,putup,stocking,fireplace,open,get-together

2.T:Pleaselistento1atwice,andcompletethetable.Time

Activity

BeforechristmasDay

onchristmasEve

onchristmasDay

T:

whatdopeopledobeforechristmasDay?

Ss:

Goshopping,cleanhouses,givechristmascardstotheirfriendsanddecoratechristmastrees.T:

whatdopeopledoonchristmasEve?

Ss:

Familiesoftengotochurchandsingchristmassongs.childrenputupstockingsbythefireplacesorattheendoftheirbeds.T:

onchristmasDay?

Ss:

childrenopenthepresentsinthestockings;everyonegivesgiftstoeachother;familieshaveabigget-togetherwithaspecialdinner.Theygreeteachotherandsay,“merrychristmas!”

gift,greet,merrychristmas

Step3

consolidation第三步

巩固

巩固1a,进一步理解并掌握课文内容。

.T:Pleaselistentothetapeagainandfollowit.circlethekeywords.important—Dec.25th—preparing—decorate—church—

stockings—open—give—get-together—dinner—greet

2.T:

Pleasetrytoretellthestorywiththekeywords.S1:

christmasisthemostimportantfestivalinmanycountries.ItisonDecember25th…

S2:

onchristmasEve,familiesoftengotochurch…

…

Step4

Practice第四步

练习

练习并完成1b,2a和2b。

.T:workaloneplease.Readthepassagein1aagainandcompletethetablein1bwith“√”or“×”.T:

Now,let’schecktheanswers.christmasactivity

decoratechristmastrees

√

playgameswithapples

×

giveneighborssweets

×

giveeachotherpresents

√

singchristmassongs

√

putupstockingsattheendoftheirbeds

√

2.T:Tocelebratethenewyear,peopleindifferentareasusedifferentways.westernpeoplehaveparties.chinesepeopleperformlionanddragondances.Andpeoplealsoeatdifferentfoods.T:

Lookat2a,thesearemanyfoodspeopleeatforthenewyear.whataretheyinPicturea?

S1:

Grapes.T:

what’sitinPictureb?

S2:

It’saturkey.T:

whataretheyinPicturec?

S3:

oranges.T:

what’sitinPictured?

S4:

Pudding.T:

whataretheyinPicturee?

S5:

Applesandhoney.T:

what’sitinPicturef?

S6:

It’sachristmascake.Spain,grape,honey

T:Listento2a,choosetherightpicturesoffoodsthatpeopleeatonNewyear’sDayorNewyear’sEve.T:

whatdopeopleeatonNewyear’sDay?

Ss:

oranges,Picturec.T:

whatdopeopleeatonNewyear’sEve?

Ss:

Grapes,appleswithhoney,PictureaandPicturee.3.T:Pleaselistentothetapeagainandcompletethesentencesin2b.T:

Let

’schecktheanswers.Pleasereadthesentencesaloud.S7:

Somechinesepeopleeatoranges.Theyareround,endandbeginagainlikeyears.S8:

InSpain,peopleeattwelvegrapesforgoodluckinthenewyear.S9:

Somejewishpeopleeatappleswithhoneyforasweetnewyear.Step5

Project第五步

综合探究活动

通过活动,拓展思维。

.T:

Boysandgirls,weallknow,ondifferentfestivals,weeatdifferentfoods.Pleasetellmewhenweeattherestfoodin2a,andsaysomethingaboutthefestival.whendoweeatsweetdumplings?

Ss:

ontheLanternFestival.Peoplewatchlanternshowsandguessriddlesonlanterns.T:

whendopeopleeatturkey?

Ss:

onThanksgiving.Familiesgettogetherforabigdinner.It’sonthe4thThursdayinNovember.T:

mooncakes?

Ss:

onthemid-autumnFestival…

…

2.T:

weusuallyeatmooncakesonthemid-autumnFestival.whatelsedoweeat?

Ss:

youzi,nuts…

T:

whatdopeopleeatfortheSpringFestival?

Ss:

Dumplings,oranges…

…

3.T:Therearealotoffestivals.Now,pleasechooseaspecialfestival.Andcompletethetable.Festivalname

Date

Howtocelebrate

4.T:Let’sgettoknowmoreaboutdifferentfoodstowelcomethenewyearindifferentcountriesorareas.youcansearchontheInternetorinthelibrary.Ⅳ.疑点探究

春节吃橘子，象征一年圆圆满满，也象征吉祥。

Sectionc

Sectioncneeds1~2periods.Sectionc需用1~2课时。

Themainactivitiesare1aand2a.本课重点活动是1a和2a。

Ⅰ.Aimsanddemands目标要求

1.Learnsomenewwordsandphrases:

start,whole,stayup,knockon/at,shout,trickortreat

2.Talkaboutcustomsandculture.Peoplestayupandenjoydumplingsatmidnightforgoodluck.onthefirstdayofthelunarnewyear,childrengreettheirparentsandgetluckymoneyfromthem.Ⅱ.Teachingaids教具

录音机/歌曲磁带/图片/卡片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1

Review第一步

复习

复习节日名称。引入春节主题。

.T:

Boysandgirls,weknowtherearealotoffestivalsintheworld.Somefestivalsarecelebratedinchina,whilesomefestivalsarecelebratedinwesterncountries.canyoutellmewhatfestivalsarecelebratedinwesterncountries?

Ss:

AprilFool’sDay,Easter,Halloween,christmas…

T:

whatfestivalsarecelebratedinchina?

Ss:

LanternFestival,mid-autumnFestival…

2.T:

christmasisthemostimportantfestivalinwesterncountries.whatdopeopledobeforechristmas?Howdopeoplecelebrateit?

S1:

Theygivechristmascardstotheirfriendsanddecoratechristmastrees.T:

whatdopeopledoonchristmasEve?

S2:

Gotochurch,andputupstockings.T:

whatdopeopledoonchristmas?

S3:

childrenopenthepresentsinthestockingsandgivegiftstoeachother.3.T:weknow,SpringFestivalisourimportantfestival.Pleaseworkingroups,haveadiscussionandcompletethetable.BeforetheSpringFestival

ontheEve

onthefirstday

goshopping

…

haveabigdinner,watchTV

…

visitfriends

…

T:

whatdopeopledobeforetheSpringFestival?

S4:

Peoplegoshopping.S5:

…

…

start,whole,stayup

Step2

Presentation第二步

呈现

呈现1a,了解课文主要内容。

.T:justnow,wediscussedhowpeoplecelebratetheSpringFestival.Nowpleasereadthe

passagein1a,andunderlinethesentencesaboutthemainactivitiesoftheSpringFestival.2.Preparedeliciousfood.cleananddecoratetheirhouses.Gettogetherforabigdinner.Stayupandenjoydumplings.Greettheirparentsandgetluckymoney.Step3

consolidation第三步

巩固

巩固1a,完成1b。

.T:

Pleaselistento1aandrepeatit.2.T:

Now,pleasetrytoretellthepassagewiththemainactivitiesandsomethingelseyouknow.S1:

BeforetheSpringFestival…

S2:

…

3.T:

weknowtherearealotofdifferencesbetweentheSpringFestivalandchristmas.Nowpleasefindthedifferencesandcompletethetablein1b.T:

whenaretheSpringFestivalandchristmas?

S3:

TheSpringFestivalisinjanuaryorFebruary.christmasDayisonDecember25th.T:

whatdoweusuallydoontheSpringFestival?

S4:

Eatdumplingsandperformlionanddragondances.T:

whatarethemainactivitiesaboutchristmas?

S5:

Decorateachristmastree,putupstockingsandgiveeachothergifts.T:

whataretheSpringFestival’sgifts?

S6:

Greetingcardsandluckymoney.T:

AndchristmasDay’sgifts?

S7:

Greetingcardsandchristmaspresents.T:

whataretheSpringFestival’sfoods?

S8:

Dumplings.T:

christmasDay’s?

S9:Turkeyandchristmascakes.Step4

Practice第四步

练习

完成2a,2b。

.T:

yesterdaywasHalloween.juliahadawonderfultimewithherfriends.Thenshewrotealettertokangkang.Hereareseveralnewwordsandphrases.Let’slearnthem.knockon/at,shout,trickortreat

T:Nowreadtheletterandfillintheblanksin2a.T:who’dliketowriteyouranswersontheblackboard?

was,had,wore,gave,didn’tplay,tell

T:

Thesewordsareverbs.whatformoftheseverbsdoweuse?

Ss:

Simplepastform.T:

yes,weusethepastformoftheverbsexceptthelastone.T:

Pleasefindoutmoreverbsinthesimplepastformintheletter,andcirclethem.T:

Pleasetelluswhatyouhavefound.T:

canyousaysomemoreverbsandtheirpastformsthatwehavelearned?

S1:

Sing—sang.S2:

Buy—bought.…

2.T:workinpairs.PleaseintroduceHalloweentoyourpartner.T:S3andS4,telltheclasswhatyouknowaboutHalloween.S3:whenisHalloween?

S4:It’sonoctober31st.T:Verygood.S5andS6,tryyours.S5:

Howdotheycelebrateit?

S6:

childrenplay“Trickortreat!”ontheirneighbors.…

3.T:Supposethatyouwerekangkang.wouldyouliketowritealetterbacktojuliaaboutoneofyourunforgettablefestivals?

Ss:

yes,we’dloveto.T:

who’dliketoreadyourletter?

S7:

Dearjulia,thankyouforyourletter.TheLanternfestivalofthisyearisoneofmyunforgettablefestivals…

S8:…

…

Step5

Project第五步

综合探究活动

通过活动,巩固加深对节日的理解和记忆。

.T:Todaywe

’llsingasongnamedjingleBells.Listenandsingafterthetape.2.T:

PleaselistentothesongjingleBellsagain.canyoutellmewhatfestivalthissongisfor?

Ss:

christmas.T:

Therearealotofsongsfordifferentfestivals.Now,I’llsingsomesongs.Pleasetellmewhatfestivalsthesesongsarefor.T:

今天是你的生日,我的中国。清晨我放飞一群白鸽,……。whatfestivalisthissongfor?

Ss:

NationalDay.T:

恭喜恭喜恭喜你,每条大街小巷,每个人的脸上……。

Ss:

SpringFestival.T:

十五的月亮,照在家乡照在边关……。whatfestivalisitfor?

Ss:

mid-autumnFestival.…

3.准备。教师事先准备四张卡片，每张卡片上写上10个句子。其中有的句子的内容是真实的，有的则不符合事实。

将学生分为四个组。

先从第一组中选出一名学生上台抽出一张卡片，并让该生读出卡片上的每个句子，每句读两遍。本组其他同学必须大声打断那位同学读句，并根据真实情况分别说出yes或No。若回答正确，则加一分；若回答错误，则不给分；若该句第二遍读完之后该组还没人回答，这时教师用双手击掌，其他三组学生开始抢答。第一个抢答正确者为所在的组赢得一分。第一句回答完毕，接着读第二句、第三句、第四句……

待每组都读完10句后，统计各组得分，分数最高的组为优胜组。

注：①卡片上的句子内容可涉及本话题所涉及到的所有节日。

②如果学生具有较高的英语水平，可采用分组对抗形式。一组学生现场说一个句子，另一组学生判断正误。内容可涉及到课本上没有提到的中国其他传统节日或有地方特色的节日。这样可以激发学生的求知欲。

.TheSpringFestivalusuallycomesinjanuaryorFebruary.2.chinesepeopleusuallyeatnoodlesontheSpringFestival.3.ontheLanternFestival,peopleeatsweetdumplingsforlonglife.4.Peopleofteneatturkeyandchristmascakesonchristmas.5.manypeopleeatturkeyandpumpkinpieonThanksgiving.6.onthemid-autumnFestival,peopleeatdumplingsandenjoythebrightfullmoon.7.christmasisonDecember24th.8.SomechinesepeopleeatapplesontheSpringFestival.Theyareround,likeyears.9.InSpain,peopleeattwelvegrapesforgoodluckinthenewyear.0.Somejewishpeopleeatappleswithhoneyforasweetnewyear.4.T:PleasecollectsomewaystocelebratetheSpringFestivalindifferentareasofchina.SectionD

SectionDneeds1period.SectionD需用1课时。

Themainactivitiesare1and5.本课重点活动是1和5。

Ⅰ.Aimsanddemands目标要求

1.Learnsomenewwordsandphrases:

InternationalLaborDay,DragonBoatFestival,hold,race,NationalDay,thePRc,capital,flag,burn,god

2.Talkaboutholidaysandfestivals.oneofthemisInternationalLaborDay,thatismayDay.It’sonmay1st.Peopleenjoyaone-dayholiday.TheDragonBoatFestivalisonlunarmay5th.october1stistheNationalDayofthePRc.Talkaboutcustomsandculture.onthisday,peopleholddragonboatracesinmanyplacesandeatricedumplingstorememberQuyuan.Thewholecountrycelebratesthebirthdayofchinaonthisday.BeforechineseNewyear,manychinesefamiliesburntheoldpictureofZaoShen,thekitchengod,togetgoodluck.Ⅱ.Teachingaids教具

录音机/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1

Review第一步

复习

通过唱歌,复习节日名称。引入1。

.T:

canyousingjingleBells?

Ss:

yes.T:

whatfestivalisjingleBellsfor?

Ss:

christmas.T:

ok.Pleasesingthesongingroups.Iwanttoseewhichgroupsingsbest.G1:

Dashingthroughthesnow,…

…

T:

GroupXsingsbest.congratulations.2.T:

Therearealotoftraditionalfestivalsinchina.Forexample,SpringFestival,LanternFestival…Now,listentome,I’lldescribeanotherfestival.Pleasetellmewhatfestivalitis.onthatday,peopleholddragonboatraces,eatricedumplings.whatfestivalisit?

Ss:

DragonBoatFestival.T:

whenisit?

Ss:

It’sonlunarmay5th.T:

TheDragonBoatFestivalisachinesetraditionalfestival.Nowwehavesomenewholidays,andwhentheycome,wecanhaveaone-dayorathree-dayholiday.whatarethey?

Ss:

mayDayandNationalDay.T:

whenismayDay?

Ss:

onmay1st.T:

yes,wecanalsocallitInternationalLaborDay.Ss:

onNationalDay,wehopetogotoBeijing,thecapital,towatchthenationalflaggoup.T:

whenisNationalDay?

Ss:

onoctober1st.hold,race,DragonBoatFestival,NationalDay,InternationalLaborDay,capital,flag

Step2

Presentation第二步

呈现

通过总结本话题所学的节日和对应的庆祝活动，呈现4和1。

.T:

wehavelearnedalotoffestivalsandactivities,andweknoweachfestivalhasaspecialcelebratingactivity.Forexample,onThanksgiving,peopleeatturkeyandpumpkinpie.onchristmas,peoplesendchristmascards.Boysandgirls,pleaselookat4andtelluswhatpeopledoonotherfestivals?

S1:

Peopleenjoyabrightfullmoononthemid-autumnFestival.

第四篇：人教版七年级英语下册全册教案

人教版七年级英语下册全册教案

Unit1 Where is your pen pal from? Topic:

Countries, nationalities, and languages Functions:

Talk about countries, nationalities and languages Ask and tell about where people live Structure:

Where's/Where're...from? Where does/do...from? What questions----What language does/do...speak? Target language:

Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:

words about countries, languages Teaching design:

The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1(1a----Grammar Focus)Key points:

Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss.T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(The Ss can look them up in the dictionary if they are new for them)The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points:

Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss.T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(The Ss can look them up in the dictionary if they are new for them)The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English

Teaching Steps:

Step 1 Leading-inThe information of the teacher's own pen pal's information.“I have a pen pal.His name is Curry Muray.He is from the United States.Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?” Different students say the information about their own pen pals.T should choose the different countries.T writes the different countries on the Bb(both Chinese and English)

Step 2 Learning

Section A 1a

Learn the new words on the Bb.The new words are: pen pal;Canada;France;Japan;the United States(the US/the USA/America);Australia;Singapore;the United Kingdom(the U.K./Great Britain/England)

Pay attention to the pronuciation of the new words.Step 3 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition Two groups of students to write the new words to see which group does better.First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game.It can help the Ss consolidate the new words they learned)

Step 5 Pairwork 1c Practise the following conversation:---Do you have a pen pal?

---Yes, I do.---Where's your pen pal's from?

----He/She is from....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs.At last let several pairs do it again in class.Step 6 Leading-in Revise the countries names with looking at the Bb.Then T writes down the city names on the Bb.Let the Ss try to find out which countries the cities are in.The city names are following: Toronto;Paris;Tokyo;New York;Sydney;Singapore;London;

Step 7 Learning 2a

Learn the city names together with the whole class just like Step 2 2b

Listen and circle the cities and countries

2c

Listen and complete the chart Have a similar competition to consolidate the new words in this part.Step 8 Pairwork T has a conversation with one student like the following:---Do you have a pen pal?

---Yes, I do.---What's your pen pal's name?

---His/Her name is....---Where is your pen pal from?

---He/She is from...---Where does he/she live?

---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9 Exercise

My pen pal is from Australia.(划线提问)John's pen pal is from Japan.(划线提问)He lives in Paris.(划线提问)

Homework:

Read and copy the new words.Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Unit 2 Where's the post office?

Language goal This unit students leam to ask for and give directions(方向)on the street.New language Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between

Recycled language

What are you doing?

Do you want to...?

Section A

Ask two rows of three students each to stand facing each other in the front of the classroom.Point to students standing in front and ask the class to repeat the questions and answers.Example 1

Teacher: Where'sYang Li?(Point to two students standing beside each other.)Yang Li is next to Li Peng.Example 2

Teacher: Where's Zheng Wen?(Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3

Teacher: Where's Lin Jiahui?(Point to one student standing between two other students.)Lin Jiahui is between Sheng Lin and Li Dai.la

This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the class.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)

Convernation 1

A: Is there a video arcade on Fifth Avenue?

B: Yes, there is.Conversation 2

A: Is there a post office near here? B: Yes, there is.There's one on Bridge Street.Conversation 3

A: Is there a supermarket on Center Street?

B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(进展情况).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：

教学方法有问题？

教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。

与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？

吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。

让学生死记硬背是不对的，但不让学生背也是不对的。

2a This activity introduces the terms across from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the class saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(录音稿)

Conwaraation 1 A: Excuse me.Is there a library around here?

B: Yes.It's between the video arcade and the supermarket.Conversation 2

A: Where's the park?

B: The park? Oh, it's across from the bank.Conversation 3

A: Excuse me.Is there a supermarket around here?

B;Yes, it'son Fifth Avenue.Conversation 4

A: Where's the pay phone?

B: It's next to the post office.2c

This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles(泡沫)in 2c and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范）the activity.Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.As students work, move around the room and check progress.（进度）

Ask several students to say some of their questions and answers for the class.Grammar focus

Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between.Ask, Which words talk about two different buildings?(across/row, next to, and between)Ask, Which one talks about one building all alone!'(on)

Culture note

Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向)to tourists（旅行者）and other visitors.This is not necessarily true.The pace of life is fast in the United States, especially（特别）in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren't used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point to the book and say,Here's the hotel.Here's Bridge Street.Point to the two arrows.(箭头)Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer

Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(个别的)

Correct the answers.1.Yes, there is.Go straight down New Street and turn right.There's a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge Street.The bank is across the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It's across from the video arcade, next to the super-market.This activity provides guided oral practice using the target language，Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn't tell anyone which building it is.The others ask questions like those in the activity 4 picture until they guess which building it is.Several students can take turns choosing the building for the others to guess.Section B

la

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say;This is a park.Is it a clean park or a dirty park? Clarify(澄清)the meaning of the words clean and dirty by pointing out details in the pictures.Point out the pairs of words or phrases.Say each one and ask students to repeat，Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.b

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progress.Ask several students to present some questions and answers to the class.2a

This activity gives students practice listening to and understanding the target language.Point out the list of places in la.Say die name of each one to the class.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.2b

This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael's neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape?(a hotel, a supermarket, Michael's house).Answer any questions students may have.Play the recording again.Students draw maps of Michael's neighborhood.Move around the room, offering assistance(提供协助)if needed.Have some students show their completed drawings to the class.2c

This activity provides guided oral practice using the target language.Say, Now let's work in pairs.The first person makes some statements about the picture in 2b.The seconds person says “true” if the statement is true and “false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范)the activity with a student.Have the student close the book.Then say one true thing and one false thing about the picture.Guide the student to answer ”true“ for the true statement and to say ”false“ for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答)to the class.Ask students to correct any mistakes they hear.3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the class or read it yourself.Answer any questions students may have.Read the Instructions（指示）aloud.Point out the sample of the circled description word(busy), and make sure students understand what they have to do.Correct the answers.3b

This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.Correct the answers.3c

This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the class.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood

Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket across from a post office.As students work, move around the room offering assistance and answering questions.Ask some students to share(参与)the completed drawings and to make some statements to accompany(陪伴)them.Self check

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don't know.Ask students to find out the meanings of any words they don't know.They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole class or informally, in pairs or small groups.This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教学后记：

培养学生的自信心和兴趣是最重要的

培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。其次并这不是一个什么新的理论，而是是一个老掉牙的论调。但有两件事使我对这句话有了更深刻的理解。

第一件事是在教育科学频道

Unit 3: Why do you like koalas ?

Language goals

In this unit students learn to describe animals and express preferences and give reasons，New language

Why do you like koala bears?.Because they're cute,They're pretty interesting, They're kind of shy, They're very big.names of animals such as tiger, elephant, koala bear, dolphin

description words such as smart, cute, intelligent

names of countries: Australia, South Africa，Recycled language

between, across from

He's/She's from...He's / She's five years old.name of countries;China, Japan, Brazil

Section A

Additional materials to bring to class:

coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.la

This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal's name.Point out the sample answer.Check the answers.b

This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a-Ask students to point to and name the animals.Say, I'm going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.c

This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the class.Answer any questions they may have.Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example:

Teacher: let's see the elephant.Student: Why do you want to see the elephant?

Teacher: Because it's very smart.Ask some students to present their conversations to the class.2a

This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two animals you hear on these lines.Play the recording the first time.Students only listen.Play the recording a second time.This time students write in the names of the animals.Check the answers.Point out the adjectives listed on the right.Ask a student to say the words.Say, Now I will play the recording again.This time draw a line between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.2c

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the class.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:

Student: Do you like penguins?

Teacher: Yes, I do.Student: Why?

Teacher: Because they're very cute.3a

This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat

Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.3b

This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the class.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a-

Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class.Section B

Additional materials to bring to class:

Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.This activity introduces more key vocabulary，Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-

2a

This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria's Words and Tony's Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about?(the elephant)What words does Maria use to describe the elephant?(interesting, intelligent)

Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the class.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They're intelligent.Ask students to work in pairs.As they work, move around the room checking on progress.Ask some pairs to present their conversations to the class.3a

This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.3b

This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing.Read it to the class saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.3c

This activity provides reading and writing practice using the target language，Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.You may wish to do a sample description with the class.Choose an animal's name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat grass?

Ask students to write their own descriptions.You may wish to have less fluent students work with a more fluent partner，Ask students to share their writing with others in the class.After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.Unit 4: I want to be an actor.Language goal

In this unit, students learn to talk about jobs.New language

What do you do? I'm a reporter

What does he do.' He's a student.What do you want to be? I want to be an actor.What does she want to be? She wants to be a police officer

names of jobs and professions

Section A

Brainstorm with students a list of jobs that friends or relatives do.(”Brainstorming“ is an activity in which you set a topic and students say whatever words they can think of relating to that topic.)Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs.Accept single word answers or simple sentences such as, It's fun.It's a good job.la

This activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what they see in each scene.Ask students to name as many of the jobs shown as they can.Then point to a scene, name the job, and ask students to repeat.Point to the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes.Say, Write the letter of each scene next to one of the ivords.Point to the sample answer.b

This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one，Say, Now you will hear three conversations.The conversations are about three of the people in this picture.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to write a number 1 next to the person being talked about in conversation 1.Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.c

This activity provides guided oral practice using the target language-

Ask a student to read the example conversation with you.Hold up the book and point to the doctor in the picture.Say, Now work with your partner.Make your own conversations about the picture.You can use sentences like the ones in activity 1b.Say a dialogue with a student.Point to a picture of one of the people.Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work.Oner language or pronunciation support as needed.2a

This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures.Ask different students to tell you what they sec in each picture.What are the people doing? What jobs do they have?

Play the recording the first time.Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time.Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b

This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the class.Ask students, What does ”wants to be“ mean?(It is not the Job the person lias now.It is the job the person wants in the future.)

Play the recording the first time.Students only listen.Say, You wiU hear about the people in these pictures.You will hear the job they haw now and the job they want in the future.Play the recording a second time.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future.Point out the sample

2c

This activity provides guided oral practice using the target language.Point out the pictures in activity 2a.Ask who each person is.(They are Susan's brother.Anna's mother, and Tony's father.)

Say, Now work with your partner.Ask and answer questions about the pictures.Ask, ”What does he or she do?“ Then ask, ”What does he or she want to be?“

Say a dialogue with a student.Point to Anna's mother and then to the example in the speech balloons.Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work.Offer language support as needed.3a

This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures.Ask students to read the name for each place.As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each.Then call attention to the people in the pictures and the speech bubbles.Point out the sample answer and have a student read out the speech bubble.Ask students to work alone.Say, Write the number of each job in the square next to each workplace.Check the answers.3b

This activity provides guided oral practice using the target language.Point out the pictures in activity 3a.Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles.Ask two students to read It to the class.Say, Wow work with a partner.First practice the conversation in the picture.Then make new conversations.Use jobs and places from activity 3a.Say a dialogue with a student.Point to the word waiter in activity 3a and then to the picture of the restaurant.Ask a student.Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask.What does he do? and guide the student to answer, He's a waiter.As students work in pairs, move around the room monitoring their work.Offer language support as needed.This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game.Say, You will draw a picture of someone working.Other students will ask questions about the kind of job you are drawing.After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter.Add details(microphone, notebook,etc.)until students guess what job it is.Ask a student to go to the board.Say, Draw a picture of a person working.If necessary, help the student add details that show the job the person is doing.He or she can add a bank interior to show that the person is a bank clerk.A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four.They will need pieces of paper on which to draw their pictures.They will also need pencils.Section B

New language

Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to class:

help wanted ads from an English-language newspaper a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask, What job does the person have? Where does the person ivnrk?

Point out the numbered list of words.Say each one and ask students to repeat.Then use simple explanations and short sample sentences to help students understand what each word means.For example, Exciting means very interesting and very fast-moving.A police officer has an exciting job.The job is always changing.Something is always happening.For dangerous you might say, Dangerous means not safe.You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, Write the letter of each picture next to one of the words.Point out the sample answer.Check the answers.b

This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class.Then point to the picture of the police officer and say.It's an exciting job.Ask the class to repeat.Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job.Ask the class to repeat each correct answer.Then ask students to work in pairs.Suggest that they each point to the pictures of the workers and make statements about them.As students practice, move around the classroom monitoring their work.c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit.Write this list of jobs on the board.Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la.You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a

This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job(under the words wants to be).Play Ihe recording the first time.Students only listen.Say, Now I will play the tape again.This time write the name of a job under the words ”wants to be.“

2b

This activity provides listening and writing practice with the target language，Call attention to the second heading and ask a student to read it to the class.Say, This time you will unite why each person wants the job.Play the recording again.Students only listen.Then say, Now I will play the tape again.This time write the reason the person wants the job under the word ”Why?“

Play the recording.Students write their answers.Check the answers.2C

This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do.As students suggest possible jobs, ask the class to suggest words to describe them.Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups.They tell each other what they want to do and why.Encourage students to use dictionaries if necessary.Move from group to group offering assistance as needed.Ask individual students to tell the class about what they want to be and why.3a

This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class.Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand.For example, in the first ad, students may not know that working late means ”working at night." To work hard means to use a lot of energy to do the job.Ask students to fill In(he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b

This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section.Say,Look at the pictures next to each blank line.The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers，3c

This activity provides writing practice using the target language.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you.For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner.Ask the pairs to correct each other's work.This activity provides guided oral practice using the

target language.Ask two students to read the conversation in the speech bubbles.Answer any questions students may have about it.Then say, New please work in groups.Ask efuestions to find out what jobs each person wrote about.You can use sentences like the ones we just read.As students ask questions, move from group to group.Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.Unit5 I'm watching TV.Language Goal:

Talk about what people are doing.Teaching Aims:

The present Progressive(结构式: Be + V-ing)

Key Points:

---What’s he doing ?

---He’s reading.Difficult points:

现在进行时的用法和动词V-ing 形式的构成。

Teaching Methods:

由浅入深,设置场景、对话以及表演来教授新句型。

Teaching Aids:

教学图片、教学光盘、VCD机、录音机

Teaching Procedures:

Step1.Warming – up

A.Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)

B.Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school?

S1: ……

T: When does your father watch TV in the evening?

S2: ……

T: Do you do your homework in the evening?

S3: ……

T: When do you play soccer?

S4: ……

T: what time do you usually eat dinner?

S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.Step 2.Presentation

A.Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.Then,the teacher ask questions:

----What’s he doing?(Picture 1)

----He’s making a telephone call.

第五篇：八年级下册全册教案

第一单元艺术表现的深层意蕴和审美价值（欣赏 评述）单元总目标：

1通过本单元各种欣赏、评述活动，能够在感受、理解和体验的过程中，发现与描述美术作品某些层次的深层意蕴。

2通过欣赏、评述活动能初步了解不同美术作品的审美文化价值和社会价值，并能进行判断、交流与评价。活动一 课

题

欣赏与评述

课

时 1--2 教学目标

1、通过本课欣赏，使学生初步学习运用直观感受和形象思维来发现和认识在各种美术形象或艺术形象、艺术语言的深层意蕴的内在含义。

2、充分利用课前所收集的有关历史文化资料和美术史料，与美术作品互相印证和对照，进行研究和讨论。

教学过程 课前准备

教师准备教具

欣赏挂图或其他影像资料。尽可能选择题材内容类型相近而意蕴各异，或形成风格不同但意蕴相近的作品。

学生准备学具

教材、自己收集的中外美术作品图片和文献资料。课堂学习

引导阶段

展示不同类型的美术作品。可先选择题材类型相近而意蕴不同，或形式风格不同但意蕴相近的中外美术作品，以便于学生进行比较和鉴别。可以用谈话的形式，和学生共同讨论“怎样才算看懂了美术作品”或“应该怎样欣赏美署名做”这样的问题，以启发学生探究美术作品深层意蕴和审美价值的动机。3根据需要，介绍所欣赏作品的创作背景和相关的资料，为学生的感性认识提供必要的知识基础。

4引导学生浏览和初步阅读美术作品，根据自己的感受和兴趣，选择一些准备重点欣

赏和评述的作品。欣赏深入阶段

先选择感性形象特征比较鲜明的雕塑或绘画作品，如《跃马》、《柳牛图》、《杜甫》等，进行欣赏。引导学生感受与描述作品借助特定的物质材料和艺术语言所创造的生动形象的具体特征，从而体会出艺术形象所蕴含的内在生气和生命活力。然后，再联系其历史背景来分析认识作品所表现的时代精神和思想感情。

2根据学生或小组准备的材料，分别对其他一些优秀作品进行欣赏和评述。3建筑、园林艺术的观念性、抽象性较强，应结合有关历史文化知识加深理解，但也不必介绍过多过深。

4美术欣赏活动的形式可以多种多样。个别学习、分组学习、课堂讨论等可以互相结合；如有条件，也可以到博物馆、美术馆、雕塑园进行现场教学。

总结巩固阶段

可根据本课目标和具体情况设计总结方式和程序。

课后拓展

1鼓励学生可与自己选择其他美术作品，特别是和课本所选不同类型的外国美术作品或现代抽象表现性作品，尝试对其进行欣赏和评述。

2根据课内外欣赏的心得体会做进一步的思考，列出一些如“什么是审美意境”、“什么是文化内涵”、和“不同民族和国家的美术作品有什么不同的意蕴和审美价值”等问题，或者自己发现的其他问题。以准备在课堂上进行研讨。

活动二、三、四 课

题

研究、讨论与体验 欣赏 评述 课

时 2--3 教学目标

通过本课欣赏活动，使学生进一步以审美感受为基础并结合理性分析与综合的研究方法进行欣赏，以加深对美术作品深层意蕴和审美价值的认识理解与体验领悟 1本课学习的重点在使学生认识了解美术作品的审美价值、文化价值和社会价值，而这些都与欣赏者个体的价值观念密切相关。因此可以在适当的活动阶段，和学生探讨一些基本的价值观念，如人生价值、道德伦理价值、社会价值和审美价值等的含义，引导学生在欣赏中能较好地理解作品并能使自己能够初步树立和形成必要的正确价值观念。

2本课的欣赏活动，包括分析与研究、讨论与解释、体验与评价等步骤，注意把握好教学要求的层次与重点、难点，以引导学生欣赏活动的逐步深入。教学过程 课前准备

教师准备教具

欣赏挂图或其他影像资料。参考书或专业辞书。如有可能，也可准备少量原作或复制原作。学生准备学具

教材、自己收集的中外美术作品图片、准备的问题和查找的文献资料摘录。课堂学习

引导阶段

展示一些可能引起学生不同审美反映，即有人认为美，有的认为不美的作品，让他们进行欣赏和评述。

2通过谈话说明，理性知识基础或理性认知与感性知觉的紧密联系，从而指出美术欣赏中也要进行分析与研究，讨论与解释，才能有比较深刻的体验和比较准确的评价。

欣赏深入阶段

先选择《米洛斯的阿芙罗蒂德》、《最后的晚餐》等类作品，结合希腊神话和基督教《圣经》的有关知识，来分析和讨论作品通过什么样的人物形象，表现了什么样理念和意蕴。

2选择《粉色的音调》和《苹果与橙子》等类作品，联系音乐的节奏、旋律、曲调和音色等要素，来分析和讨论作品以什么样的结构与艺术语言，表现了什么样的情感和意蕴。

3选择题材或艺术特色相近的中外美术作品，结合其民族文化传统进行讨论和比较分析，尝试解释其不同的审美意蕴和文化价值。

4鼓励学生根据自己对所选美署名做的欣赏体验和感悟，分别进行扼要的评价与论述。

总结巩固阶段

可根据本课目标和具体情况设计总结方式和程序。

课后拓展

1鼓励学生扩大自己的美术欣赏领域和视野，布局陷于课本和课堂，要关心日常生活中所见的各种美术表现形式和视觉传达形象，运用所学习掌握的欣赏方法进行判断与

评价。

2选择自己最有欣赏心得的美术作品，进行欣赏评述短文的练习。

装点我的居室 —（变废为宝

因材施教）

教材分析: 随着生活水平的提高，农村城镇化的进一步推进，工业的发展。我们原本的生活环境已受到由以上变化而带来的巨大变化。由此同时也带来了很多的垃圾和废旧材料。那么，我们应当采取什么措施来改变这种现状呢？以同时达到培养学生从小就懂得注重保护环境的环保意识。

装饰画是以强调装饰表现形式为特征的。培养学生对材料作为形式美感因素的认识，让学生学会对材料的艺术处理和合理利用。从而提高学生的创造、动手能力。学生分析：

初二年的学生具有丰富的想象力、创造力，能有意识地运用形和色对自已所感所想进行有个性地表现，并且有较强的动手制作能力，同时体验和感受生活环境的意识能力很强。教学目标：

1、知识目标：了解造型语言的要素和原理。

2、能力目标：体验学习过程，掌握学习方法。

3、情感态度目标：在学习中体验乐趣产生兴趣，并行成一定的价值态度。设计理念：

通过本节课的学习，在提高学生环保意识的基础上，利用废旧材料创作自已喜欢的装饰作品，培养学生学会发现和利用废旧材料的美感因素去创造新的、美的造型。以提高学生的想象力、创造力、以及从生活中发现美、创造美的情趣。并且使学生了解装饰画的特点，学会发现和利用材料的美感完成一幅装饰画。提高学生的形式感受能力和学习性趣。

教学用具：多种形式的装饰作品及相关的制作材料。

学习用具：（剪刀、胶水、颜料、旧挂历、碎布料、毛线、鸡蛋壳、小石块、泡沫塑料、木片、吸管、纸盒、铅笔屑、）等具有装饰性的废旧材料和绘画材料。教学预测：

一、感受身边的环境污染

通过身边的变化来的让学生充分认识环境受污染的危害性（石材厂、制衣厂、化工厂、鞋业制造、建筑垃圾、生活垃圾等）。污染大气、污染地下水、影响环境卫生。

二、废旧物的再利用价值与利用方式。

1、可以集中焚烧发电。（火电厂）

2、利用建筑垃圾填海造地（泉州拟建新的行政中心个别地段需要填海，单此一项就可节约资金1个亿）

3、可以利用其产生沼气。

4、压制新型建筑材料。

5、利用废旧材料设计创作装饰作品。

三、展示用废旧材料设计创作的装饰作品，让学生产生性趣。从而引入到装饰画和装饰工艺品的话题上来。

1、常在什么地方见过些什么样的装饰画？(家居、酒店、餐厅、车站、咖啡、等一些娱乐公共场所)

2、装饰画它有什么作用？（起着美化、点缀的作用）

四、材料的发现、选择、利用

1、丰富的想象力附予废旧材料以新的生命。如何善于留意周围有利用价值的废旧材料？

（西班牙艺术家毕加索巧妙地运用旧自行车的车座和车把组成《公牛头》的造型。《公牛头》贵在艺术家发现了废旧材料的造型因素，利用这些因素创造了新的形态，既生动又活泼。）

2、根据题材的构思来选择材料。（动物、静物、人物、风景）

3、以“点、线、面”特征选择利用不同形状的材料来进行构思。

4、根据材料产生联想，构思画面（这种方法较便于学生学习创作）

五、装饰画、装饰品的创作：

1、构思。分析材料的美感因素，形状，色彩，肌理等，产生联想。

2、构图。可以简单定位，用材料试试看怎样选用合理。

3、材料组合。用最简便的手法巧妙用料，合理地组合。如：注意运 材料的肌理，色彩和前后层次，粘贴要干净平整。

六、作业要求：

利用材料的美感因素完成一幅装饰作品。要求构思新颖、美观，形象简练、明确，做工精细、灵巧，装饰效果好，具有一定的创新性。

增一分活泼、添一分情趣――室内装饰小饰品的设计与制作

一、教学目标：

1、让学生感受设计与生活的关系，建立初步的设计观念，并通过设计与制作的实践活动，了解设计从创意到制作的全过程，增强动手能力，初步建立技术意识。

2、通过案头小工艺品的设计制作练习，发现和感知生活中的美，在动手实践中强化技术意识。

3、提高审美能力和生活情趣，培养热爱生活的情感。

二、教师课前准备：

家庭居室效果图，室内装饰品的欣赏投影片数张，范画一幅，录音机，学生作品数件。

学生课前准备：

课本，相关装饰画资料，废旧材料

三、新课介绍：

（一）课程导入

1、教师引导性语言。

2、欣赏《家庭居室效果图》

同学谈欣赏感受

教师启发性提问：假如没有这些东西，房间会显得怎样？

学生交流：小装饰品对室内的装饰起到一个什么样的作用呢？

请学生讨论并说出理由。

室内装饰品的作用非常重要，想不想知道是怎样制作的呢？

（二）导入课题：室内装饰小品的设计与制作

1、欣赏室内装饰品投影片、学生作品

学生评述，充分发表自己的欣赏感受

教师指导要点：造型、色彩、种类、材料

2、教师总结并板书： 表现形式：平面、立体等

装饰方法：绘画、雕塑、立体构成、刺绣、各种粘帖（绒线，米、果壳、蛋壳，火柴棒，布贴，纸贴）等。

装饰特点：自由生动，效果独特，造型色彩主观性强，具有广阔的思维空间。

3、出示教师作品

强调装饰品的制作方法很多，并非昂贵的材料才能做出美丽的画，我们身边有很多废旧的材料，只要我们去发现，去实践，充分利用，你会有意想不到的收获。

4、实施活动一：

学生分小组讨论：为你家里的小房间设计什么样的装饰品？选用什么材料制作。（课前布置学生收集材料）

5、实施活动二：

学生把想法告诉教师，并实现梦想，着手设计制作，教师巡视指导。

（三）展示讲评

交流展示作业，师生共同评述作业的优缺点，总结出存在的共性问题。提出改进的建议和方法。

（四）、课后拓展

1、留心观察各种人物、动物、植物等造型的装饰表现形式以及陈设环境，注意积累，记忆这些造型，作为今后创作的素材。

2、课外尝试用其它各种不同的材料设计制作室内装饰品，并注意考虑其实用价值。

3、三、教学目标设计：

1、认知目标：让学生初步了解中国京剧脸谱艺术的特点、谱式、色彩等方面的基础知识，了解中国脸谱艺术富有图案美具有鲜明的思想性和艺术性，培养学生对京剧脸谱艺术的欣赏能力。

2、实践目标：学习按步骤临摹京剧脸谱。根据谱式、颜色所代表的含义分组合作设计一套京剧脸谱。

3、情感目标：通过对京剧脸谱知识的学习，激发学生关心、热爱中国脸谱艺术的情感，培养民族自豪感。

二、课业类别：工艺制作课

三、教学内容及重难点：

1、教学内容：学习京剧脸谱知识、设计制作京剧脸谱。

2、重点：培养学生对祖国传统艺术的认识和热爱。（通过多媒体、范画、解决）。

3、难点：学习京剧脸谱图案的设计制作，线条要流畅、和谐；色彩要均匀、清爽。

四、教学具： 留心观察我们的校园，看能否为校园某空地设计一个雕塑。

1、学生：第一课时：脸谱资料、铅笔。制作好的脸谱底板。第二课时：脸谱资料、水粉色、调色盘、毛笔。

2、教师：课本、京剧脸谱资料、图片、录像、CAI课件。

五、教学建议：

教学对象分析：本课教学对象是中学七年级学生，学生的感知力、理解力较强，对“时、空”观念也比较明确，理解记忆、抽象思维和创造性想象有一定的水平，有意注意占优势，并且能长久保持，兴趣稳定。模仿能力创造能力都有很大的提高，对新鲜事物感兴趣。京剧脸谱艺术对于他们来说是一种新的、不十分了解的知识，学生有浓厚的学习兴趣和强烈的表现欲望。教材分析及教法设计：

1、教材分析：脸谱是中国戏剧中特有的化妆艺术，以写实与象征相合的艺术夸张手法，鲜明地表现某些男性人物的面貌，揭示出人物的类型、性格、品质、年龄等综合特征。脸谱又是一种富有装饰性的图案艺术，具有很高的欣赏价值。脸谱艺术历史悠久，它的起源与面具有密切的关系。京剧兴起后，脸谱造型日臻完善，在构图上奠定了基本谱式，各类角色的脸谱进一步精致化、多样化，但仍然保持着传统脸谱的基本特点。

京剧脸谱通常分净角与丑角脸谱两大类。约有十余种谱式，净角主要有：“整脸”、“三块瓦（窝）脸”、“十字门脸”、“六分脸”、“碎花脸”、“歪脸”等。丑角谱式较少有：“豆腐块脸”、“腰子脸”、“枣核脸”几种谱式。

京剧脸谱的颜色一般以某一种颜色象征某人物的品质、性格、气度，这种颜色成为“主色”，它是一个脸谱最主要的直觉表现手段。每个脸谱至少用三种以上的颜色，各种色彩显示不同的作用与象征，可以表现人物的忠、奸、善、恶，寓意褒贬，爱憎分明。

本课选用了学生较为熟悉且具有典型意义的传统京剧人物形象，使学生能够很快的掌握本课学习内容，能在理解教师意图的基础上完成学习任务。

2、教法设计：

本课教学属于 中学七年级工艺制作课，是学生在学习色彩知识的基础上，对色彩知识掌握的延伸、巩固，并学习运用色彩知识进行创作。针对学生特点在教法设计上采用：

观察理解法：七年级学生观察想象能力的比小学年级学生丰富，他们的感受能力很强，有耐心。在观察事物时能自己思考分析事物，在认识客观世界时具有

积极性、主动性。教师通过讲解使学生对教学内容的认识由感性认识发展到理性认识，由模糊到清楚，帮助学生完成由抽象的主观认识发展到具象的理解认识。

分析比较法：、七年级学生有很强的观察理解能力，他们能够分析比较出不同物象之间的相同点和不同点。教师要结合教学内容，引导学生通过细致的观察、比较来认识教学内容，理解教师教学意图。

指导制作法：教师要在学生理解教学内容的基础上指导学生绘制京剧脸谱，但不能越俎代庖替学生选择谱式、色彩。让学生分组讨论后选择自己喜爱的谱式来绘制。

多媒体演示法：本课件采用网页制作，以小结件形式融于网页之中。美术课教学重要大量使用图片、范画，教师也要示范画给学生看，这需要大量的时间，而课堂教学时间有限。利用多媒体的优势，可以让学生接受到大量的信息，帮助学生理解教学内容，教师也可以很快地进行范画演示，师生互动。可以使学生能在学习中得到享受和乐趣，对教学内容更感兴趣，激发他们的创作热情。

六、教学多媒体设计：

在本课教学中使用了CAI多媒体课件，课件中包含有电影、声音、动画、演示过程等内容。CAI课件的使用使学生能够更直观、更清楚、更快捷地掌握知识点，提高学习效率。也使教师能够根据实际教学情况随时调整教学环节，有效地利用时间，提高教学效率。

七、教学过程： 第一课时 主要内容：谱式 步骤一：导入新课

[播放]—京剧唱腔片断《铡美案》、《古城会》。

1、提问：哪位同学回答下面的问题？ 你知道这是什么艺术? 为什么包拯、关羽、曹操脸上都有许多的图案和颜色？ 学生回答：京剧，角色图案和颜色是用来舞台化妆用的。

2、教师总结：京剧是我国传统艺术，在京剧中有些人物的脸上有一些图案和颜色，是京剧特有的舞台化妆艺术。这种用来化妆用的图案和颜色在京剧中叫脸谱。

（板书：京剧脸谱）

[课件演示]：（出示脸谱资料）京剧——舞台化妆——脸谱

3、教师提问：如此美丽的脸谱，你们想不想把它表现出来？ 学生回答。(略)步骤二：介绍京剧脸谱知识。点击：[课件播放]——古代面具——京剧脸谱资料。

1、起源：

教师讲解：京剧脸谱的起源与面具关系密切，人类早期的战争面具、傩舞面具、汉代百戏假面具都是戏剧脸谱的远祖。京剧兴起后，脸谱造型日臻完善，在构图上奠定了基本谱式，各类角色的脸谱进一步精致化、多样化，但仍然保持着传统脸谱的基本特点。

2、意义：

问：京剧中为什么要用脸谱化妆？ 学生回答。

教师总结：脸谱是京剧中特有的化妆艺术。是用写实和象征相结合的艺术手法，把人物的形象进行夸张，以突出、强化人物的生理特征——面貌及个性，而采用的一种手段，用来造成舞台的效果。

2、京剧脸谱的艺术价值：（请学生谈一谈京剧脸谱的美感）

教师总结：脸谱既是一种舞台化妆，同时又是一种装饰性很强的图案艺术，具有很高的欣赏价值，是中国老百姓喜闻乐见的一种艺术形式。

3、脸谱在京剧中的运用：

问：京剧中那些角色运用脸谱化妆？ 学生回答（略）

教师总结：京剧中的脸谱通常用于“净角”和“丑角”两大类人物形象的化妆上。生、旦角很少用。

步骤三：京剧脸谱的谱式：

[课件出示各种谱式]学生谈各种谱式的特点。

教师总结：京剧脸谱在应用和发展中，形成了一定的谱式，约十余种，这是其中的五种。

介绍特点：

整脸：在整个面部涂一种主色，不勾花纹，而是在主色上画出眉、眼、口、鼻的纹理，这种谱式称之为“整脸”。

在整脸的基础上，用黑色把眉、眼、鼻等在颜色上突出出来，而是使前额、左右面颊呈现出三块明显主色，平整的如同三块瓦，称之为“三块瓦脸”或“三块瓦窝”。

从脑门顶至鼻子尖，用黑色或颜色的立柱纹与眼窝大体呈“十字”形，额头涂白，有灰色小圈眉子，此种谱式称之为“十字门脸”。

与整脸相反，脸谱色彩、构图最复杂的称之为“碎花脸”。

色彩、构图不对称，表现人物形象反常、丑陋的脸谱谱式，称之为“歪脸”。步骤四：

1、演示作业过程：[播放---演示课件] 在画好的脸谱外形上定出左右的中轴线。定出眉、眼、口、鼻的位置。

用铅笔勾画脸谱纹样，勾画谱式时注意左右对称（歪脸除外）。

2、完成一副京剧脸谱的设计制作。

3、[课件]出示作业要求：

a、可以独立设计制作完成，也可以与邻近几个同学合作设计完成一套京剧脸谱作业，具体分工自己商议解决。如：水浒传、三国等。b、本课时完成谱式的铅笔稿勾画。c、注意事项：

1、自选谱式；

2、左右对称（歪脸除外）步骤五：学生课堂练习，教师巡回 进行辅导：

定中轴线、五官位置； 勾画谱式；

[课件同时播放勾画谱式过程] 步骤六：课堂总结

选优秀作业让作者自己点品；其余同学提出优、缺点；教师表扬优点，不用自己的观点影响学生。

步骤七：宣布下节课学生用具：

脸谱资料、水粉色、调色盘、毛笔。第二课时： 主要内容：色彩

步骤一：组织教学、导入新课 [课件播放]——京剧脸谱资料。步骤二：学习新知识——脸谱色彩知识

1、教师提问：那位同学知道京剧脸谱上的颜色是起什么作用的？ 学生回答（略）。

2、教师讲解：在京剧脸谱上有许多的颜色，这些颜色都有一定的含义，不可以随便乱用。

京剧脸谱的颜色是以一种颜色象征某人物的品质、性格、气度，这种颜色称为“主色”，它是一个脸谱最主要的直觉表现手段。艺术家用红、蓝、白、黑、金、紫、银等颜色，以丰富的想象和夸张的手法，突出剧中复杂的人物形象。重在形、神、意三个方面，表现人物的忠、奸、善、恶，寓意褒贬，爱憎分明。

3、你能说出各种颜色各代表什么意思吗？ 学生回答（略）

4、教师总结：京剧脸谱的色彩非常丰富，主色一般象征某个人物的品质、性格、气度。

红色——表现忠贞、英勇的人物性格，如：关羽。

蓝色——表现刚强、骁勇、有心计的人物性格，如：窦尔敦。黑色——表现正直、无私、刚直不阿的人物形象，如：包公。白色——代表阴险、疑诈、飞扬、肃煞的人物形象。如：曹操。绿色——代表顽强、暴躁的人物形象。如：武天虬。黄色——代表枭勇、凶猛的人物，如：宇文成都。紫色——表现刚正、稳练、沉着的人物。

金、银色——表现各种神怪形象。[教师讲解同时课件演示-脸谱资料] 步骤三：着色方法 [课件演示---涂色过程]

1、先从白色入手，将所有白色涂满，2、再涂颜色，要从浅入深地顺序涂，3、最后着墨色。

步骤四：作业要求：[出示课件]

1、完成铅笔稿着色。

2、注意事项：

每个脸谱至少有三种颜色。着色时先勾边线再涂染。步骤五：课堂练习

学生分组完成作业——涂色。教师巡回辅导帮助学生完成。步骤六：点评学生作业

方式：学生将制作完成的作业戴在脸上，学生互相展示、观看、评价，教师鼓励学生认真完成制作，表扬有创意的作业。步骤七：宣布下课。

美术教案－泥塑鸡

一、创设情境，导入 新课

师：你们喜欢看迪伲斯动画《猫和老鼠》吗？ 生：喜欢 师：为什么啊？

生：因为动画片拍的很好玩，笨猫TOM总是被聪明的老鼠打败 师：还有呢？

生：动画片的想象力很丰富，TOM有很多鬼主意（生十分高兴，气氛顿时轻松活泼）师：你们说的对，猫的形象是非常有趣，可是有一次啊当TOM在家睡觉时却发生了一件事…（演示多媒体课件：视频展示TOM在床上怎么也睡不着，它被一阵声音惊醒，头脑出现“？”—— 这是什么声音）师：你们听出是什么声音了吗？

生：是天亮了，鸡笼里的鸡叫声生：有许多鸡，公鸡、母鸡、小鸡… 师：对!可是老师要考考你们，你们能把这些鸡画给老师看看吗？ 生：能（充满自信的）（生开始在纸上画，师请两生上黑板表现）师：恩，画的很不错。

师：还有哪些同学愿意把自己的画展示给同学们看一下（将学生作品在实物投影仪上展示）

师：同学们，你们认为这幅画的怎么样？ 生：他画的鸡形象很逼真

师：对，这位同学抓住了鸡的基本形和动态特征，所以很生动。那么你们知道鸡的基本形体特征吗？今天老师也请来了一只鸡，让同学们看一看（出示公鸡标本）（生很吃惊，接着非常兴奋，有几个还学着鸡叫）

师：你们仔细看一看鸡有哪些部分组成，每一部分长的什么样。不清楚的同学还可以上来摸一摸，把你观察的结果告诉同学们（生纷纷举手上讲台，气氛异常活跃）生：我知道，鸡由鸡头、鸡身、鸡尾组成生：不，还有鸡冠、鸡嘴、鸡翅、鸡腿…(生大笑，“有点象在说卤菜了！”)

生：鸡的身体很大，头尾两头尖尖向上翘，羽毛很光滑，翅膀象扫把、腿上还有尖锐的爪子生：鸡嘴也很尖，它头上有冠和肉垂，上面有许多小点

师：同学们观察的很仔细，既然你们都认识、了解了鸡，那么你们想用做陶的方法来表现它吗？ 生：想！

师：这就是我们今天将要学习的内容（板书课题——捏塑：鸡）评析：老师通过创设丰富的教学情境，建立了一个轻松活泼、主动探索的教学氛围，这样不仅激发了学生学习动机和学习兴趣，充分调动学生的学习积极性，而且为使学生在自由中找到自我、发挥天性、真正提高各方面素质埋下伏笔。教师通过听一听、画一画、看一看、摸一摸、说一说来调动学生各种感觉，使学生真正了解鸡的特征，为进行下一步制作打下坚实的基础。此外，让学生先画再看的确是一大亮点。

二、新授

师：在做陶之前我们先来欣赏一下我们陶艺家和和我们同龄的学生自己制作的陶艺作品，看看他们是怎样去用陶来表现鸡这只动物的… …（多媒体演示鸡的陶艺作品，其中有陶胚、也有施釉烧制成功的作品）

师：我们每制作一件陶艺作品，都要先进行构思，之后再考虑用什么方法制作合适、怎样去制作！现在也请同学们想一想：你想做成什么样的鸡，怎样做的与众不同，又如何去表现每一部分。想好后同学之间可以进行讨论、交流一下看法。还有、我们在制作时可以单独完成，也可以采取同学、小组合作的方式完成（生思考、讨论）

师：你们想好了没有？哪位同学愿意把你想的或讨论的结果告诉老师和其他同学

生：我想做一只正在吃食的鸡，我首先用泥去捏鸡身体，然后再做鸡的嘴、冠、眼，这些我准备先做好最后后贴上去，鸡尾、翅膀我准备用泥条贴

师：想的真好，只不过老师要告诉你，贴时一定要用泥浆粘牢，还有我们在做时为了保证以后烧制的成功，一定要把里面——

生：挖空师：还有没有要说的生：我准备和他们两个人合作，做一只大母鸡带着几只小鸡玩耍，鸡翅我准备用修刀刻画

师：可以，只不过你们几个要商量好各做什么哟 生：我准备和同桌做两只正在抢吃蚯蚓的小鸡

生：我做一只骄傲的大公鸡，鸡腿我做成基座，这样才稳定，能站牢 师：你的构思真妙，了不起，希望你能成功

师：既然同学们都已想好，那就开始制作，注意开始要练泥（生开始制作，教师巡视指导，适时推荐优秀做法和讲解注意事项）

评析：教学中让学生观察各种鸡的陶器，使学生了解鸡的不同做法，提高制作欲望；让学生构思再说不仅培养了学生动脑能力、开拓了学生思维、提高了学生创新意识，而且使学生明白艺术创作的过程，而学生为达到成功而克服种种困难作铺垫，也为能体会到成功的喜悦打基础。教师让学生在课堂中充分进行自由交流，使他们在自由的空间里自主的选择创作主题、内容和形式。改变了以前那种课堂结构，打破了传统观念，教师与他们多方面交流和发展，使学生自主学习、合作学习、探究性学习中学习知识，使他们在学习上有更多的自主性和更广阔的创作空间。

三、小结师：同学们完成了没有？

后记：教师让学生在学习中学会评价：评价自己、评价别人好在那里、还可以怎么做，这样有效地培养了学生动手动脑能力参加陶艺活动每个学生都会根据自己的不同思路、独特的审美观来做自己的作品。虽然每个学生做的作品或多或少存在这样或那样的缺点，但每个学生的作品都会有自己的特别之处，所以陶艺活动中的每个学生都是成功的，他们会因此而高兴，因此而自豪。从而产生成就感，就会对这一活动更加感兴趣、更加投入，因此会提高的更快。会使每个学生都有成就感是陶艺课的一大特点，这节课教师充分利用了这一特点，看到学生作品哪怕是一点点闪光点都进行及时表扬和鼓励，肯定他们的成绩，与他们一起分享情感体验和成功喜悦，使他们能产生更大的成就感！

美术教案－绳子粘贴画

绳子粘贴画

1、教学目标

2、（一）利用不同色彩、材料、粗细的线或绳子粘贴线画作品，制成具有装饰美的工艺品。（了解）

（二）通过“绳子粘贴画”的制作，培养学生创作新意识和动手制作能力，培养审美情趣。（练习）

3、课时安排 一课时

4、课前准备

5、硬纸板、各种各样线绳。示范作品

四、教学步骤

（一）展示示范作品，激发学生制作兴趣、揭题。

（二）介绍强子粘贴画制作方法。1.在硬纸板上先画出草图； 2.按设计在底版上涂底色；

3.按设计要求选择出相应色彩的线和绳； 4.按所描的线涂上胶水； 5.粘贴线或绳；

6.调整，7.使粘上去的线与所描的线吻合；

8.压上一本书或几本书在画面上，9.使粘上的线粘得牢固、平正。

10.待胶水干后，11.将盖上的书揭去，12.一幅“绳子粘贴画”便完成了。

（三）一幅作品的成功有诸多因素，但最主要的是两条：

一、作品的题材；

二、工艺质量。

如何指导学生选创作的主题，是辅导的重点；开启学生丰富的想象力，使学生实现从再造思想向创造思维的跃进，大胆地表现童心、童趣，创造出反映现实，充满精神美和形式美的好作品。

粘贴是工艺中的难点。不走样、粘得牢并保持绳与底版的洁净，这是件不容易做到和事。要在制作的过程中既培养学生认真、仔细的学习作风，又培养体味创造甘苦，锻炼灵活敏捷的思维能力，出色的表现能力，提高鉴别和审美能力。

（四）对制成的工艺品处理，也是教学过程 中不可放松的一环。要珍惜来之不易的劳动与智慧的结晶。

1、组织一次展览，2、互相学习；

3、将自己制作的作敬赠亲友，4、增进友谊；

5、用亲自制作的确良作品布置居室美化环境。

美术教案－折纸装饰画

课 题：折纸装饰画

教学目的 : ：

１． 认知：学会用折纸形式创作

２． 内容新颖有趣色彩明快的折纸装饰画 ２．情感：提高学生的折纸技巧和对装饰美的认识 ３．能力：培养学生想象、创造的能力。重 点：折纸装饰画的制作方法。难 点：装饰画背景设计及制作技巧。教具：范画、多媒体、彩纸、胶水、剪子

教学过程 ：

一、情境导入 ：

１． 听音乐想象音乐表现的优美画面。２． 学生说说你在音乐中看到了什么？ 意图：激发学生的想象力和创造灵感。３． 教师出示范画，导入 课题。

二、讲授新课

１． 你会折动物吗？举行折动物比赛。请你告诉大家，你折的是什么动物。

２． 分组讨论，给同组同学折的设计场景和故事。意图：培养学生的合作意识、想象力和创造力。

３． 说说你设计的场景是什么色的？表达怎样的情感？ ４． 你能总结一下折纸装饰画的过程吗？ 根据学生回答教 师进行板书。

意图:培养学生的自学能力和分析能力。

三、学生制作，教师辅导。（播放音乐）

四、作业 展评

１． 学生介绍自己作品。２． 同学互评。选出“小艺术家”。

五、总结

在这节课里，同学们发挥了想象力和创造力，制作出了精彩的作品。同时，也使我们对动物有了更深的了解，我们要保护动物，做他们的朋友。<吹塑纸版画>教案

吹塑纸版画

教学目标：

1、学习吹塑纸版画的表现方法，了解吹塑版画的艺术特色。

2、学会印制吹塑纸版画。

3、通过学习，提高学生的抽象思维能力、形象概括能力、色彩配置能力，养成耐心细致、有计划的学习方法。教学重点：

吹塑纸版画的制作方法。教学难点：

吹塑纸版画的艺术处理。教法：

讲授法、演示法、练习法。学法：

指导学生亲自动手制作吹塑版画，让学生掌握吹塑纸版画的制作方法。教具：

吹塑纸、绘画纸、黑色印纸、复写纸、圆珠笔、铅笔、水粉笔、水粉颜料、拓印工具、夹子。

教学过程：

一、组织教学：

检查学生工具准备情况。

二、复习旧知识：

1、吹塑纸版画的特点：

吹塑纸版画是以吹塑纸作为底版材料，在吹塑纸面上以刻、划、剪、撕、镂等方法制作版面，然后拓印而成的版画。其特点是，制作方便，印出的线条流畅，画面肌理丰富。

2、说明本节课的任务是制版和拓印。板书课题：吹塑纸版画

三、新授课

板书：制作步骤（教师演示）

1、过稿：

用圆珠笔或铅笔把事先画好的底稿拓印在吹塑纸上。

2、刻版：

刻线法：用铅笔削尖后磨成圆头或圆珠笔在纸面上较重地刻划，刻划时注意线条要流畅要疏密结合，用力适当，不能太浅，也不宜划穿底板。其印制的效果酷似阴刻版画。

撕刻法：用双层吹塑做底版，把画稿复印上去，然后用平口刀或美工刀刻去不要的部分（仅挑去上面的一层）。结合刻线法会使形象内部更丰富。用油墨印制后的作品会带来如同木版画般的意韵。

3、拓印：

粉印法：底版用肥皂去油或在颜色里加点洗衣粉或洁净液，以增加水粉色的附着力。把制好的底版和准备好的黑色印纸用夹子固定一侧，然后用画笔沾水粉色在版式上局部着色，把印纸轻轻地盖在版上，用小瓶在纸背上轻轻滚动，版面上的颜色就会均匀地吸附在印纸上。但一次着色不要过多，分几次印完效果较好。全部印完后，要调整大的色彩关系，最后揭下印纸。

油印法：在制好的版面上用胶磙滚上油墨，蒙上白纸，用棕托压印（或用磨托磨印），揭开白纸，白纸上即印出了一张版画。

4、装裱签名

用前面讲的托裱或衬裱进行装裱，待作品干后签上姓名、时间。

四、作业练习

内容：选择一种方法创作一幅吹塑纸版画。辅导要点：

1、由吹塑纸面的质料决定，运用圆珠笔在纸面上以较重的划线塑造形象较为便利，效果也好，划线时要保持线条的流畅和力度，刻线不能太浅，防止印时模糊，也不宜划穿底版。

2、印刷用的水粉色不宜太稀薄，印纸不宜太湿，以防止颜色印糊。

3、注意保持画面的整洁。吹塑纸版画 制作方法与步骤

1、过稿

2、刻版

刻线法

撕刻法

3、拓印

粉印法

油印法

4、装裱签名

和谐温馨的生活空间教学设计

（色彩、设计、实践、体验）课题背景：

课程的学习方式不只是传统方式的学习和理解，还必须能反映现实社会中的问题，使学生在解决课题的过程中参与知识的创新，教学活动也不是课堂上的理论讲解和实验室的操作，还必须让学生到真实的世界中，去获得各种切身体验的解决现实问题的能力。充分利用艺术教育资源，拓展艺术教育空间，丰富课程资源，使学生在真实的世界中感知生活空间，是当代教育对美术教育工作者提出的新课。活动目标和内容：

1、活动目标：

结果性目标

感受并理解色彩在生活空间的装饰效果方面所起的作用

从空间面积、空间装饰和空间设计等方面分析现代社会对空间设计的要求 掌握用线条、色彩等多种表现形式来描绘室内空间 体验性目标

感受美术创造力在创造生活空间的作用

感知不同国家地区和不同时期不同风格的生活空间的异同 理解运用色彩的自然联想和情感联想的相互关系 信息资料的收集、检索、归纳、整理

利用绘画、设计、手工模型等形式进行具体操作体验 方法反馈、评价和选择

2、活动内容：

教材分析： 《和谐温馨的生活空间》是新教材改革初中二年级的课题内容。色彩作为一种普遍的审美形式，存在于我们日常生活的方方面面。而人们对色彩的选择完全按照自己的喜爱且不受室内外气温的影响来进行设计。色彩在居家环境中日益成为现代人重要的设计因素。

本课重点是要把色彩知识和家居色彩设计联系起来。

知识点：1。色彩的自然联想和

情感联想。2。色彩在家居设计的运用。3。色彩与家居设计的和谐统一。

学生分析：

赤橙黄绿青蓝紫，色彩无处不在，她们宛如一道绚丽的虹，点缀着自然和生活。丰富人们的视觉感受，又赋予居室鲜明的节奏和个性色彩。而我们的学生就和这些七彩的颜色一样各具特色，作为教师要把学生对色彩不断尝试和运用与学生自身联系起来，让学生把独特的色彩运用到生活中，让色彩和学生的生活一体化、具体化。学生才会有较佳的表现。

教学方法： 运用家居影片欣赏、自拍录像的形式、纹样的动画演示和墙面的直观装饰等形式。把设计、体验和实践融为一体。设计思路：

（1）

调动参与兴趣，激发学生的设计欲望

教学开始，首先播放学生拍摄的自己家庭居室的录像片段；并欣赏居室设计影片。引发学生体会生活中居室设计的色彩运用，与居室装饰材料的和谐点。促使学生从使用者和设计者的角度转化，激发学生们的设计思路。（2）

感受色彩在居室设计中的独特个性

色彩不同感受亦不同。不同设计风格中的色彩带来更多个性的体现。展开“我爱我家”的活动，学生讨论居室色彩的不同感受，总结色彩的不同联想。分析整体色彩设计，过渡到各居室的色彩设计。

a）不同色彩的联想（图）以红色和绿色为主来分析理解。

展示红色块，联想到太阳、红旗和红花等，到红色的情感联想---热情、喜悦、革命等等的象征。感觉比较温暖。

b)展示绿色调，看到绿色会想到春天和树叶，草地，给人青春，希望，和平的感觉。（3）开展“ 我爱我家”家庭居室设计活动

心动不如行动，学生用色彩展现独特个性的居室。

根据学生们的原有的色彩基础知识和设计能力，来设定由简单到复杂的设计任务。从墙面和地面入手，关注其他的色彩关系，注意点缀色的运用。。对学生设定合理又富有挑战性的设计内容，促使学生敢于想象，大胆想象。展现优秀设计师的思维方式。

教学准备：

色彩特点比较明显的生活图片和影像资料，色彩的自然联想和情感联想资料。和多种色调的居室设计作品。

预期效果：

通过本课的学习，学生对于色彩的运用，会更加注重与生活的联系。采用的“我爱我家”设计活动，会让学生更大胆的表达自我。中间小组合作的练习，会提高学生的反馈、评价和选择能力。达到生活中有设计，设计中也有生活的设计思路。教学过程： 一．

呈现录像（学生自带的家庭装饰片段）

教师：请这位同学来介绍一个自己的家吧。并请学生讲解自己家庭居室设计的特点。

学生：同学观察其家庭居室的色彩变化。

教师总结：我们欣赏了生活中居室的色彩变化。也看到了美的居室需要用心去创造。才能有和谐温馨舒适的家。

（出示课题----和谐温馨的生活空间）

教师：

和谐温馨的生活空间，展现着人们对美好生活的向往，体现着人与建筑的和谐，人与生活空间的和谐统一。

（放映---家居设计录像）

同学欣赏艺术设计师在居室中对色彩的大胆采用。

教师：家庭居室的色彩是否合理是直接影响到使用者的生活的，也是最能体现家居设计的设计思路的。这里有设计师用色独特，设计大胆的作品。

（出示资料图片）

“我爱我家----名人说家”---英达的家-----刘欢的家

教师：请学生假设自己是《我爱我家》的英达导演，来分析英达家的装饰用色。

学生：假如我是英达导演，选用的是中国传统的家具设计和装饰用色。

追求古香古色的风格。

刘欢的家装饰的色调比较重，用了别人很少用的黑色，时尚，大胆。

教师总结：家居色彩的独特魅力，是继承传统，是表达个性，是展现自己的一种方式。用色是和家居的整体设计相吻合的。

二． 色调与人的视觉心理

（出示图片资料---居室相同，色调不同）

师： 这是一组居室相同，但是色调不同的家庭居室设计。请同学找到色调搭配不合理的色彩组合。

生： 学生自由讨论。

最佳的居室色彩设计，色调不能乱。整个设计要有统一的色调。颜色杂乱会破坏人的视觉。色彩运用好，就可以有好的效果。

（出示图片资料---色调和人的视觉关系）

生： 主色调的居室。有红色调，黄色调，蓝色调，多种色调的组合，一种色调的组合。

教师总结： 居室的色调可概括为暖色调，冷色调，中性色调，对比色调，调和色调等等。

（出示图片资料----红色、绿色的自然联想和情感联想）

师： 色彩运用的好，就需要了解颜色的各种变化。

红色：

生：（讨论析出）看到红色会联想到日出，太阳，国旗。给人以热烈，温暖的感觉。（出示图片---以红色调为主的居室设计）

师：以红色调的为主的居室设计，温馨浪漫，卧室和客厅的方面比较多，如果能把色调的明度和纯度提高或者降低，色调的选择会更多，更丰富。

绿色：

（出示图片--讨论析出）绿色自然联想和情感联想。

生： 看到绿色会想到春天和树叶，草地，给人青春，希望，和平的感觉。

（出示图片-以绿色调为主的居室设计）

生： 以绿色调为主的居室设计，清新，明净。心态平和。可以用在厨房，客厅等房间。

（出示图片----对比色为主的居室设计）

生： 色彩鲜明的色调，给人的感觉强烈，醒目，给人以明快，鲜明的特点。

师总结：

1.家庭居室是一个整体，在色彩设计上要有一个统一的构思；也要根据不同居室的功能和特点也有所区别。

2.家庭居室的设计色彩主要体现在：墙面、地面、家具设置、装饰物品等方面

3.：“我爱我家”设计宝典：

主题要“明” ：一旦定下来某一种风格就不要轻易改变，有时候我们在选择居室色彩的过程当中会不由自主地被一些其他的色彩、造型所诱惑，最终将所有的喜好都集于一室，布置成了大杂烩。

墙面要“色” 白色是传统的色调，而要独特的个性特性就是用色大胆，其中一点就是要有大面积的彩色墙面。因此，要打破墙面由浅色一统天下的局面，让我们墙面也“秀”一把。

用色要“准” 不是所有的色彩作为装饰都好看。也要注意用色，而这些色往往是从多色中提取，比如黄色、蓝色、橙色等色，这样做会比较保险。

三．实践应用

（出示动画制作----展示多种地面，墙面的色调装饰）师： 展示空间模型中多种装饰图形，在居室设计的变化。

生： 有直接描绘的方式，色彩喷涂的方式，还有壁纸、壁布的类似效果。师： 心动不如行动----展开“我爱我家”的居室色彩设计活动。

同学采用小组合作的形式，在自己设计的居室稿中，设计家庭居室色调。（播放音乐---我爱我家）

表现方式：彩纸拼贴；色彩描绘；喷绘拓印；电脑制作等表现方法。

生： 学生小组互评作品，并赋予自己的作品一定的内涵“我爱我家”

“孩子也精彩” “精彩瞬间”“温馨的家”“蓝色梦幻”等等。

（分组展示小组的优秀设计作品---师生交流赏析）师：

运用电脑空间设计模型，展现学生具有鲜明个性特点的设计作品，生： 演示作品设计思路。介绍色彩装饰的用意。师总结：

家庭居室是每个人都可以用心去创造的空间，是个展现美好生活的途径。更是体现个性的一个方式。在相同的空间可以展现多种的装饰风格。

教学小结：赤橙黄绿青蓝紫，色彩无处不在。她们宛如一道绚丽的虹，点缀着自然和生活。丰富人们的视觉感受，又赋予居室个性的节奏和个性色彩。我们的居室在同学们大胆的设计下，一定会象这些多彩的颜色一样各具特色，各具魅力的。我们的家也会真正成为我们施展个性，表达自我的一个途径，也会真正成为我们心灵的港湾。

教学反思：

学生心灵深处迫切要求创造的基本潜能，给予他们宽松愉悦的环境，孩子才敢于自由想象，标新立异和创新使个性获得发展。本课学生运用多种手段，抓住生活中的独特视角，分组讨论，自主联想规律，在交流中找到不同色彩的联想效果，最终达到不同层次的学生有不同的学习收获。并且注重生活实践，丰富创新内因，给学生最大的创新空间。本节课也体现了多元综合。既超越教材内容，拓展教材内容，为学生提供大量的相关资料，扩展了学生思维的性，升华了教材的内容主题；以超越了形式，把美术同摄像相结合，把美术同音乐相结合，确立了多元综合教学模式，这既适应时代发展的需求，更适应学生发展的需求。

第五单元:环境艺术设计(欣赏与评述)-----室内设计/陈设艺术设计 计划课时:(1课时)教学目标: 1.联系生活了解室内设计与陈设艺术设计的作用及含义

2.通过对各种作品的欣赏和分析,提高学生对室内设计的欣赏能力

从而提高学生视觉感受,体会视觉转达设计的实用性和美感

3.通过本课学习,使学生认识室内设计的重要性.并运用已有的知识尝试设计 教具与学具: 教具:多媒体课件(不同风格特点的室内设计和陈设艺术设计的图片)或影像资料 学具:学生自收集室内设计和陈设艺术的图片或影象资料 重点难点:明确目标，了解基本内容．

教学过程:

一.创设情境,引入课题 1.多媒体演示:运用平面室内设计没有任何公共设施稿图进行引入.(提问:一个空的,刚粉刷好的房间,没有任何公共设施.假如你们是设计师,你会怎样把这个房间设计的既漂亮又合理?)2.适时穿插陈设艺术设计

多媒体展示欣赏:陈设艺术设计的各种物品摆式

3.学生通过欣赏了解陈设艺术设计与室内设计的关系并尝试设计(师引导,并引出本课的课题<<室内设计>>)二.活动一:欣赏与评述

欣赏:多媒体展示各种风格的室内设计图.师进行室内设计的论述 ＊你心中的室内设计是做什么的呢？主要设计的是什么？（提问）

1.室内设计是一门集空间＼色彩＼形态＼照明＼材料＼工艺＼风格＼与风水文化＼环境艺术研究为一体的学问（指设计内容）

2.是现代文化与科学技术的体现，也是提高人们生活水平的一个实质内容．（提问:设计与生活有什么样的联系）

3.室内设计是建筑内部空间的思维创造活动，是建筑设计的有机组成部分，是建筑设计的继续和深化,（学术上）

＊空间＿＿室内的划分

色彩＿＿色调的确定（老人房与儿童房的不同等）形态＿＿不同的方式（直＼圆＼弧等）

材料＿＿木＼石＼织物等

工艺＿＿制作手法不同

风格＿＿室内装修的特点

风水＿＿室内布置与传统习俗的关系

环境艺术＿＿绿化装饰等 ＊.根据以上内容并欣赏室内设计图进行总结（提问:师引导,生回答）

三.师引导通过展示欣赏,生回答室内设计的内容 1.室内的空间

2.室内的家具与设施(适时插入陈设艺术设计)3.室内的装饰（指造型与色彩）4.室内的照明 5.装饰材料 6.室内环境艺术

四.小组合作交流,进行小结

(提问:室内设计给我们生活带来什么样的重要性)

1.改善和提高室内设计的实质条件和物质生活条件，提高室内环境的精 神品格，增加人们的生活价值并开发引导人们新的生活方式． 2.满足功能＿＿满足生活和工作的需要，适宜人体工学的需要． 五.室内设计作品欣赏

欣赏各种不同风格特点的室内设计 六.动手操作.实践新知

(运用已学知识,再次尝试设计自己喜欢的室内设计.并与第一次自己设计的室内设计稿图进行对比)七.展作品.小组交流,并点评(评出最佳设计师)八.师课后总结