無論是身處學(xué)校還是步入社會(huì)，大家都嘗試過寫作吧，借助寫作也可以提高我們的語言組織能力。范文書寫有哪些要求呢？我們?cè)鯓硬拍軐懞靡黄段哪?？這里我整理了一些優(yōu)秀的范文，希望對(duì)大家有所幫助，下面我們就來了解一下吧。
足球說課稿十分鐘 足球說課稿腳內(nèi)側(cè)傳接球篇一
one: status and function
1. this unit tells us the improvement of traffic transportation and the related stories. besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. in lesson 37, danny will introduce a new type of transportation to us, it is imaginary.
2. to attain “four skills” request of listening, speaking, reading and writing, i will have the students do some exercise about the text.
3. such a topic is very important in this unit. i will lead the students to use their imagination and encourage them to be creative. for example, helping them use english to describe their imaginary transportation. so i think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. while teaching them, i will also encourage them to say something about what they think the future transportations will be like. in a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
two: teaching aims and demands
the teaching aims basis is established according to junior school english syllabus provision.
1. knowledge objects
(1) to study the new words “fuel”, “oil” and “coal”.
(2) to learn and master the phrases “think of, on the way to …, have fun”, etc.
2. ability objects
(1) to develop the students’ abilities of listening, speaking, reading and writing.
(2) to train the students’ ability of working in pairs.
(3) to develop the students’ abilities of communication by learning the useful structures.
3. moral objects
(1) through different teaching methods to make students be interested in study.
(2) love to know more knowledge about transportation and dare to express their opinions in english.
(3) encourage the students to be more creative and try to make contributions to making new inventions in the future.
three: teaching keys and difficult points
the teaching keys and difficult points’ basis is established according to lesson 37 in the teaching materials position and function.
1. key points:
(1).be able to express words, phrases and sentences in english.
(2). know about the improvement of transportation and danny’s invention.
2. difficult points:
be able to talk about their imaginary future transportation in oral english.
足球說課稿十分鐘 足球說課稿腳內(nèi)側(cè)傳接球篇二
以“健康第一”為指導(dǎo)思想，從以終身體育為目的的角度出發(fā)，引導(dǎo)學(xué)生參與體育，關(guān)注體育，是本節(jié)課的重要思想。足球運(yùn)動(dòng)具有廣泛的世界性和流行性；中學(xué)生是培養(yǎng)學(xué)生足球意識(shí)和發(fā)展足球技戰(zhàn)術(shù)的重要階段，因此，基本技術(shù)的教學(xué)將為學(xué)生以后參與足球運(yùn)動(dòng)打好堅(jiān)實(shí)的基礎(chǔ)，為我國未來的足球事業(yè)做出重要貢獻(xiàn)。
足球是普通高中體育與健康課程中球類教材的主要內(nèi)容之一，是整個(gè)高中階段學(xué)生學(xué)習(xí)的主教材之一，該教材鍛煉身體的綜合效果好，趣味性強(qiáng)，具有競(jìng)爭(zhēng)激烈、對(duì)抗性強(qiáng)、技戰(zhàn)術(shù)復(fù)雜，動(dòng)作難度大等特點(diǎn)，符合高中學(xué)生的生理和心理特征，而本節(jié)課所要學(xué)習(xí)的內(nèi)容是足球的基本技術(shù)中的單個(gè)技術(shù)，對(duì)于高中階段學(xué)生學(xué)習(xí)和掌握單個(gè)的基本技術(shù)是十分重要的。它是掌握足球技術(shù)的基本階段，也是完成戰(zhàn)術(shù)要求、進(jìn)行教學(xué)比賽的基礎(chǔ)。但是足球教材技術(shù)性較強(qiáng)，傳統(tǒng)的教法太單調(diào)，學(xué)生的注意力尚不集中，學(xué)習(xí)一會(huì)就會(huì)厭煩，而且忽視了它的應(yīng)用價(jià)值。而在高中教育階段，新課程強(qiáng)調(diào)注重學(xué)生基本的運(yùn)動(dòng)知識(shí)、運(yùn)動(dòng)技能的掌握與應(yīng)用，不過分追求運(yùn)動(dòng)技能傳授的系統(tǒng)和完整，不苛求技術(shù)動(dòng)作細(xì)節(jié)。教學(xué)中采用分層次教學(xué)，集中練習(xí)、反復(fù)練習(xí)、教師精講、學(xué)生多練、個(gè)別輔導(dǎo)的組織方法，進(jìn)行有針對(duì)性的組合活動(dòng)練習(xí)；啟發(fā)、引導(dǎo)學(xué)生合作探究，讓學(xué)生能夠?qū)W以致用，培養(yǎng)學(xué)生的創(chuàng)新思維與頑強(qiáng)拼搏精神，提高學(xué)生的社會(huì)適應(yīng)能力。
在足球運(yùn)動(dòng)中，接球是最基本的技術(shù)動(dòng)作之一，停球是球員進(jìn)行下一項(xiàng)技術(shù)動(dòng)作的前提條件，在比賽中，只有先停好球才能進(jìn)行下一步的技術(shù)動(dòng)作。在一場(chǎng)足球賽中，運(yùn)動(dòng)員會(huì)無數(shù)次的運(yùn)用此技術(shù)動(dòng)作，所以在平時(shí)練習(xí)的時(shí)候打下扎實(shí)的停球基本功，對(duì)將來提高自己的足球水平有著很重要的幫助。
1、踢球的重難點(diǎn)
教學(xué)重點(diǎn)：支撐腳的位置（距離球側(cè)方15公分左右）；擊球腳腳尖稍翹腳底與地面平行。
教學(xué)難點(diǎn)：支撐腳微屈、重心下降，擊球腳觸球部位。
2、停球的重難點(diǎn)
教學(xué)重點(diǎn)：主動(dòng)上前迎球，觸球時(shí)要及時(shí)緩沖，要有“切割”動(dòng)作。教學(xué)難點(diǎn)：主動(dòng)迎球后撤時(shí)間的掌握。
高中學(xué)生精力充沛，興趣廣泛，求知欲強(qiáng)。具有較強(qiáng)的競(jìng)爭(zhēng)意識(shí)；但注意力集中時(shí)間不長，對(duì)體育與健康課有著濃厚的興趣。學(xué)生善于表現(xiàn)自我，參與意識(shí)較強(qiáng)，能夠堅(jiān)持鍛煉，持之以恒地意力較差。因此，在教學(xué)中教師采用合理的教學(xué)方法與手段，正確引導(dǎo)學(xué)生學(xué)會(huì)學(xué)習(xí)、學(xué)會(huì)生活、學(xué)會(huì)認(rèn)識(shí)他人。從而能夠增強(qiáng)學(xué)生的自信力與自尊心的養(yǎng)成，從運(yùn)動(dòng)中獲得成功的體驗(yàn)，進(jìn)而激發(fā)學(xué)生的學(xué)習(xí)興趣，達(dá)到鍛煉身體的目的。
新課程標(biāo)準(zhǔn)要求分析：足球技術(shù)是新課程標(biāo)準(zhǔn)中的運(yùn)動(dòng)技術(shù)項(xiàng)目，符合身體健康領(lǐng)域中發(fā)展體能的目標(biāo)要求，是高中階段的重要學(xué)習(xí)內(nèi)容。
（一）教法設(shè)想：
1、情景教學(xué)：創(chuàng)設(shè)情境，激發(fā)學(xué)生學(xué)習(xí)小足球的興趣；
2、自主教學(xué)：給學(xué)生以自由，自主的活動(dòng)和想象空間，發(fā)展學(xué)生的創(chuàng)新能力；
3、啟發(fā)教學(xué)：通過啟發(fā)、引導(dǎo)學(xué)生實(shí)踐分析。來掌握技術(shù)動(dòng)作，提高學(xué)生自己解決問題的能力；
4、團(tuán)體教學(xué)：發(fā)揮學(xué)生的主導(dǎo)地位，通過小團(tuán)體比賽，互相促進(jìn)提高，加強(qiáng)了學(xué)生的合作精神，有助于學(xué)生形成互幫互助共同提高的集體意識(shí)。
（二）學(xué)法指導(dǎo)：
1、自主創(chuàng)新學(xué)習(xí)法：通過學(xué)生自主學(xué)習(xí)，了解不同的動(dòng)作，充分調(diào)動(dòng)他們的學(xué)習(xí)興趣，更好的體現(xiàn)學(xué)生的主體地位。
2、合作探究法：利用小組游戲的教學(xué)，使學(xué)生明白合作的重要性。
知識(shí)目標(biāo)：學(xué)生能掌握足球中腳內(nèi)側(cè)踢、停球的動(dòng)作和方法及要領(lǐng)。技能目標(biāo)：大部分學(xué)生能較熟練掌握、運(yùn)用腳內(nèi)側(cè)踢、停球的技術(shù)。情感目標(biāo)：利用游戲培養(yǎng)學(xué)生勇敢、機(jī)智、果斷、勝不驕、敗不餒的優(yōu)良品質(zhì)與團(tuán)結(jié)一致、培養(yǎng)學(xué)生群體合作的精神，學(xué)會(huì)尊重同學(xué)、熱愛集體，增進(jìn)友誼交往。
1、準(zhǔn)備部分：
按照體育運(yùn)動(dòng)的規(guī)律，預(yù)防學(xué)生運(yùn)動(dòng)受傷，同時(shí)，使學(xué)生更好的進(jìn)入到情景中來，采用了足球操和跨下傳球的游戲，使學(xué)生在身體和心理達(dá)到預(yù)期的目的。
2、基本部分：
（1）進(jìn)入情景：在教學(xué)中，老師通過場(chǎng)地的布置，給學(xué)生一個(gè)足球領(lǐng)域的空間。
（2）游戲作用：通過游戲來調(diào)動(dòng)學(xué)生的積極性，發(fā)揮學(xué)生的主觀能動(dòng)性，激發(fā)他們學(xué)習(xí)的熱情。
（3）激情釋放：通過快速運(yùn)球，把學(xué)生的激情充分的釋放出來，滿足他們的表現(xiàn)欲望。
（4）學(xué)習(xí)探究：快速和曲線運(yùn)球的轉(zhuǎn)變練習(xí)，體會(huì)他們技術(shù)的不同點(diǎn)和要求。同時(shí)，由學(xué)生小結(jié)本課學(xué)習(xí)的體會(huì)，教師補(bǔ)充。
3、放松身心部分。
學(xué)生經(jīng)過大運(yùn)動(dòng)量的練習(xí)，身心都處在較高的水平狀態(tài)，為了使學(xué)生的這種狀態(tài)降下來，恢復(fù)到常態(tài)。結(jié)合足球運(yùn)動(dòng)，編排了足球的放松練習(xí)，使學(xué)生身心得到恢復(fù)。
腳內(nèi)側(cè)踢球的動(dòng)作方法：直線助跑，腳尖正對(duì)出球方向，支撐腳踏在球的側(cè)方距球15cm左右，大腿外展，腳底與地面平行，腳尖微翹，踝關(guān)節(jié)緊張，用腳內(nèi)側(cè)擊球的后中部，同推送或敲擊的方法將球擊出。
腳內(nèi)側(cè)停球的動(dòng)作方法：支撐腳正對(duì)來球，膝關(guān)節(jié)微屈，停球腿屈膝外轉(zhuǎn)并前迎。腳尖稍翹起，當(dāng)腳與球接觸前的一剎那開始后撤，在后撤過程中用腳內(nèi)側(cè)接觸球，把球控制在銜接下一個(gè)動(dòng)作需要的位置上。
場(chǎng)地：足球場(chǎng)。器材：足球若干個(gè)。
1、運(yùn)動(dòng)技能：大部分學(xué)生能較熟練掌握、運(yùn)用腳內(nèi)側(cè)踢、停球的技術(shù)。
2、平均心率：130~150次/分。
3、運(yùn)動(dòng)強(qiáng)度預(yù)計(jì)：中等。
足球說課稿十分鐘 足球說課稿腳內(nèi)側(cè)傳接球篇三
good afternoon, every one. it is my great honor to stand here to present my lesson. to make my presentation clearer, i will explain my lesson plan in the following parts
reading teaching is a very important part in english teaching. new curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.
the lesson i am going to talk about is the reading part in chapter6 from oxford english 7a. it is a story about a crew’s adventure on another planet. the title is nobody wins. part one of the story appears in chapter 5 and students will know the result of the story in this chapter. students only know part of the story in chapter5, so they will be very interested and eager to know the result of the story. they may be very exciting when they know the result.
according to my understanding of the material and students, i establish the following teaching aims:
1. students can read and understand the story.
2. students can develop their guessing, skimming and scanning skills.
3. students can build up their self-confidence and learn how to cooperate with others well.
teaching key point and difficult point:
the key point of this lesson is to develop students’ scanning and skimming skills. the difficult point of this lesson is some difficult words in the story.
cai, tape recorder
1. communicative teaching method
2. task-based" teaching method
learning method
as we all know: the main instructional aims of learning english in the middle school is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the english language. to use these methods are helpful to develop the students’ abilities.
（1） pre-reading activity:
students act out part one of the story.
students have learned part one of this story in chapter 5. after learning chapter 5, students know what the story is about but they don’t know the result of the story. the ending of part one is that the main character of the story says all of them will be alive. （the main characters were caught by a monster and trapped in a cage）。 after students act out part one of the story, i will raise a question to lead in my lesson: what’s the main character’s plan to save the crew from danger? ask students to number the paragraphs in the story. there are totally twelve paragraphs in this story.
（2） while-reading activities:
activity one: guessing: students often meet with some new words in reading. when
they see the new words, they are either frightened by the new words or they spend too
much time in looking up the words in the dictionary. it will be helpful to improve
students’ reading ability if they know how to guess the meaning of the words
according to the context. when they are doing this part, ask them to finish it by
themselves first and then ask them to discuss in groups.
ask students to find the following words in the story and use them to replace the words in italics in the sentences.
immediately, secretly, attacked, escape
1. the captain’s men climbed into the kangaroos’ pockets and no one saw them.
2. after super, gork went to bed and fell asleep at once.
3. gork shouted because nobody hit him.
4. they could not kill gork. otherwise, they could not get away.
activity two: skimming （when students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. the skimming task only requires students to read parts of the story and get the main information of the story. this skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. it is helpful to increase students’ reading speed. ）
ask students to number the paragraphs in the story. there are totally twelve paragraphs in this story.
1. ask students to read the first and the last three paragraphs and answer the following questions:
a. what will they use to melt the bars of the cage?
b. were they free?
2. ask students to read the story quickly and give correct orders to the following sentences:
a. then you’ll use it to kill gork, captain.
b. gork, this is nobody.
c. you just had a bad dream.
d. we will use this laser torch to melt the bars of the cage.
e. we can’t kill him.
f. nobody attacked and damaged my eye.
activity three: scanning （scanning is a kind of skill used to find out the main information in reading. when scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. ）
ask students to fill in the blanks according to the story.
gork fell asleep. captain king told his ________. they _____ from the cage. king shouted "this is _________" and use a ________ _______ to aim at gork’s eye. the kangaroos did not help gork because he said nobody ________ him. king and his friends _________ into the kangaroos’ pockets and escaped the cave.
（3）post-reading activity:
students work in groups to tell captain king’s plan to save them from the danger with the help of the given questions.
how did king call himself?
what did they use to melt the bars?
what hit gork’s eye?
when the kangaroos came, what did gork say?
after this activity, i will tell them the moral education of this story: when you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.
（5）homework: the exercise on page 74 and 75.
2. write down the story in your own words.
the above is my presentation about my lesson plan. thank you for listening.
足球說課稿十分鐘 足球說課稿腳內(nèi)側(cè)傳接球篇四
堅(jiān)持健康第一的指導(dǎo)思想，以運(yùn)動(dòng)參與，運(yùn)動(dòng)技能為手段，促進(jìn)學(xué)生在身體健康，心理健康和社會(huì)適應(yīng)等三維健康觀的全面發(fā)展，在體育教學(xué)中激發(fā)學(xué)生的足球運(yùn)動(dòng)興趣，充分體驗(yàn)和嘗試成功體育的快樂。
通過教材分析我們可以看出，腳背正面運(yùn)球是球類教材教學(xué)內(nèi)容中比較簡(jiǎn)單的運(yùn)球方法，但是由于中大部分同學(xué)在小學(xué)沒有接觸過足球，因此在教學(xué)過程中，把教學(xué)的重點(diǎn)放在掌握腳背正面運(yùn)球的技術(shù)上，把蹬，擺，推，撥用力一致確定為本課的難點(diǎn)。但技術(shù)上的重點(diǎn)和難點(diǎn)對(duì)學(xué)生來說不是一成不變的，它根據(jù)學(xué)生能力的不同以及學(xué)習(xí)階段的不同，因人而異，因時(shí)而變。
根據(jù)以上分析，以及重難點(diǎn)的確定，把教學(xué)目標(biāo)分為知識(shí)目標(biāo)，技能目標(biāo)，思想感情目標(biāo)三個(gè)方面：
知識(shí)目標(biāo)：
1、通過教學(xué)使學(xué)生了解足球運(yùn)動(dòng)的基本知識(shí)。
2、通過教學(xué)使學(xué)生初步掌握腳背正面運(yùn)球的技術(shù)。
技能目標(biāo)：
使90%的男生掌握腳背正面運(yùn)球技術(shù)的動(dòng)作要領(lǐng)。80%的女生掌握背正面運(yùn)球技術(shù)的腳動(dòng)作要領(lǐng)。
情感目標(biāo)：
在提倡素質(zhì)教育的今天，體育教學(xué)中更應(yīng)該結(jié)合體育 項(xiàng)目的自身特點(diǎn)，對(duì)學(xué)生進(jìn)行思想品德教育和優(yōu)良品質(zhì)的培養(yǎng)。本次課可以結(jié)合足球醒目的特點(diǎn)，對(duì)學(xué)生進(jìn)行集體主義，團(tuán)結(jié)協(xié)作。優(yōu)良品質(zhì)的培養(yǎng)，大部分男生都喜愛足球運(yùn)動(dòng)，而女生則不然，她們喜靜厭動(dòng)，這時(shí)我們可以通過中國女足姑娘的艱苦訓(xùn)練為國爭(zhēng)光的事例來激勵(lì)同學(xué)們對(duì)足球的興趣，同時(shí)可以對(duì)她們進(jìn)行愛國主義和集體主義的優(yōu)良品質(zhì)的培養(yǎng)。
1、教學(xué)重點(diǎn)：身體重心前移，節(jié)奏清楚、帶球奔跑、帶球動(dòng)作連貫及上下肢協(xié)調(diào)性。
2、教學(xué)難點(diǎn)：射門時(shí)身體向前，大腿帶動(dòng)小腿充分踢球，踢球出腳前保持腿的協(xié)調(diào)性和穩(wěn)定性，腳腕踢球時(shí)動(dòng)作要穩(wěn)準(zhǔn)快。
高一七班共有學(xué)生50人，男生28人，女生22人。男生喜歡競(jìng)技性體育項(xiàng)目，女生喜歡集體性的體育項(xiàng)目，大家都喜歡足球這門課，積極配合老師。高中一年級(jí)的學(xué)生活潑好動(dòng)，可塑性大，模仿欲和求知欲較強(qiáng)，喜歡表現(xiàn)自己，展示自己，但是自制力較差，叛逆心較強(qiáng)，注意力不集中。同時(shí)，由于身體素質(zhì)發(fā)展不平衡等原因，個(gè)體在運(yùn)動(dòng)技能方面存在較大的差異。為此，在教學(xué)中應(yīng)該結(jié)合教材特點(diǎn)和學(xué)生的實(shí)際情況，在教學(xué)過程中，充分考慮學(xué)生的個(gè)性特點(diǎn)和個(gè)體差異。注意采用多種教學(xué)方法，激發(fā)學(xué)生的足球興趣，促進(jìn)學(xué)生的發(fā)展與進(jìn)步。
1、 教法
俗話說“教無定法，貴在得法”。在得法根據(jù)教學(xué)目標(biāo)以及重難點(diǎn)的確定，結(jié)合初中生生理，心理特點(diǎn)，在教學(xué)中多以直觀教學(xué)為主?？梢酝ㄟ^教師做完整的動(dòng)作示范蹬教學(xué)手段，使學(xué)生一開始建立腳背正面運(yùn)球的完整的動(dòng)作表象。在重難點(diǎn)的處理上，我采用分解教學(xué)法，把整個(gè)技術(shù)動(dòng)作分解兩個(gè)部分進(jìn)行講解示范。
2、 學(xué)法
在教學(xué)中能不能體現(xiàn)出學(xué)生的主體地位，充分調(diào)動(dòng)學(xué)生的積極性使衡量一節(jié)課的重要因素。俗話說“授之以魚，不如授之以漁”冶就是說教給學(xué)生學(xué)會(huì)自學(xué)，自練，自評(píng)的方法很重要，更讓學(xué)生在聯(lián)系的過程中邊看，邊聽，邊想，邊練不僅通過身體去體會(huì)動(dòng)作，更重要的通過大腦去領(lǐng)悟動(dòng)作，同時(shí)保證學(xué)生有充分的練習(xí)時(shí)間，使學(xué)生在反復(fù)的練習(xí)中掌握和鞏固動(dòng)作要領(lǐng)。
本次課教學(xué)程序分為 準(zhǔn)備部分，基本部分，結(jié)束部分三部分來進(jìn)行。
（一） 準(zhǔn)備部分：
1、 在集合整隊(duì)、師生問好等教學(xué)常規(guī)之后，教師用簡(jiǎn)明扼要的語言 宣布本次課目標(biāo)任務(wù)，師學(xué)生明確了學(xué)習(xí)目標(biāo)和任務(wù)接下來進(jìn)行隊(duì)列，對(duì)形練習(xí)，通過練習(xí)培養(yǎng)學(xué)生正確的身體姿態(tài)，同時(shí)使學(xué)生注意力得以集中。
2、 準(zhǔn)備活動(dòng)：為了使學(xué)生身體機(jī)能從安靜狀態(tài)逐漸過度到工作狀態(tài)，在準(zhǔn)備活動(dòng)的開始學(xué)生進(jìn)行報(bào)球接力比賽，然后進(jìn)行又針對(duì)性的徒手操，使的學(xué)生各主要肌群，韌帶等充分伸展。
（二） 基本部分
在新授課的開始時(shí)教師先做一遍完整的技術(shù)動(dòng)作示范，把完整的技術(shù)展現(xiàn)給學(xué)生，讓學(xué)生對(duì)動(dòng)作又一個(gè)整體的印象，接下來是學(xué)生推固定球，體會(huì)腳背肌肉的感覺和腳背接觸球的部位。之后，讓學(xué)生在慢走之中完成技術(shù)動(dòng)作，當(dāng)大部分學(xué)生掌握之后，開始在較快的速度之中完成，練習(xí)幾次之后，把學(xué)生出現(xiàn)較多的錯(cuò)誤進(jìn)行集中糾正，找出做的交好的同學(xué)做示范，讓其他同學(xué)觀察，然后再次進(jìn)行練習(xí)，在練習(xí)中教師來回巡視指導(dǎo)學(xué)生，并強(qiáng)調(diào)安全。在課的基本部分的后段給學(xué)生一個(gè)自由發(fā)展的時(shí)間，空間。此時(shí)學(xué)生可以進(jìn)行分組練習(xí)，充分合作，自主學(xué)習(xí)，分享別人的成功，改進(jìn)自己的技術(shù)，也可以根據(jù)自己的所見所學(xué)進(jìn)行各種各樣的運(yùn)球練習(xí)。
（三）為了使學(xué)生從激烈的運(yùn)動(dòng)狀態(tài)逐漸恢復(fù)到安靜狀態(tài)，在結(jié)束部分首先讓學(xué)生進(jìn)行全身心的放松，然后在教師上午帶領(lǐng)下做放松操，接下來進(jìn)行本課的小節(jié)，布置課外練習(xí)，回收器材，師生再見
本節(jié)課的教學(xué)中充分發(fā)揮教師的主導(dǎo)作用，尊重學(xué)生的主體地位，堅(jiān)持以學(xué)生發(fā)展為中心，激發(fā)學(xué)生的學(xué)習(xí)欲望，調(diào)動(dòng)學(xué)生參與運(yùn)動(dòng)的`積極性。并結(jié)合多種教法多種學(xué)法，使得師生能更好的配合。
足球說課稿十分鐘 足球說課稿腳內(nèi)側(cè)傳接球篇五
good afternoon, everyone. i’m zhou yan. i’m an english teacher from experimental school of suqian. now i’ll say sample a of lesson six in book one. i’ll prepare to say the lesson from four parts.
part one analysis of the teaching material
（一） status and function
is an important lesson in book one. from this lesson, it starts asking the ss to grasp contents of each sample. to attain "four skills" request of listening, speaking, reading and writing. to start listing "word bank" and tell the ss to remember the new words. to start asking the ss to write the english sentences well. therefore this lesson is in the important position of the teaching material.
lesson is the first one of unit if the ss can learn it well, it will be helpful to make the ss learn the rest of this unit.
a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken english.
（二）analysis of the students
the ss has learned english for about one month so far. they can understand some words and some simple sentences. the ss have taken a great interest in english now.
（三）teaching aims and demands
the teaching aims basis is established according to junior school english syllabus provision.
objects
（1） to make the ss know how to use the affirmative sentence "this is. . . ." and the negative sentence "this is not…"everyday expressions for "apologies""im sorry""thats all right".
（2） to study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.
（3） to finish some exercises.
objects
（1） to develop the ss’ abilities of listening, speaking, reading and writing.
（2） to train the ss’ ability of working in pairs.
（3） to develop the ss’ abilities of communication by learning the useful structures.
objects
（1） to enable the ss to be polite and love life.
（2） to enable the ss to look after their things well.
（四）teaching key and difficult points
the teaching key and difficult points’ basis is established according to sample a of lesson six in the teaching materials position and function.
points:
（1）。to help the ss to communicate with each other.
（2）。to enable the ss to study in groups and co-operate skillfully.
（3）。to develop the ss’ interest in english.
points:
（1） how to make dialogues and act them out.
（2） how to write the right whole sentences.
（五） teaching xxx
multi-media computer, tape recorder, software: powerpoint or authorware, school things and so on. they will be needed in this lesson.
part two the teaching methods
1. communicative teaching method
2. audio-visual teaching method
3. task-based" teaching method
as we all know: the main instructional aims of learning english in the middle school is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the english language. so in this lesson i’ll mainly use "communicative" teaching method, "audio-visual" teaching method and "task-based" teaching method. that is to say, i’ll let the ss to get a better understanding of the key structure of the dialogue. i’ll give the ss some tasks and arrange five kinds of activities: talking, guessing games, watching cai, acting out sample a and having a competition.
teaching special features
to use these methods are helpful to develop the ss’ thought.
part three studying ways
the ss how to be successful language learners.
the ss pass "observation—imitation—practice " to study language.
the ss how to master dialogues and how to communicate with others.
teaching special features:
let the ss communicate with each other and adopt competition methods to develop the ss’ keen interest in english.
part four teaching procedure
i’ll finish this lesson in four steps. first i’ll spanide the ss into four groups and bring a competition into the class. at last let’s see which group is the winner.
step1 warm-up
1. free talk between t and ss .
such as: hi, i’m . . . . what’s your name?
this is … how do you do?
who is he/she? how are you?
who can count from 1to 5?
what’s this in english? etc.
game: ask the ss to give t some school things. for example:
t: give me your book.（ruler, box, pen, table, knife, etc.）
t: this is your book. this is not my book. it’s your book. etc.
in this course i’ll ask them to make a dialogue group by group without repetition. find out which group will make the most dialogues.
purpose of my designing: i think it is important to form a better english learning surrounding for the ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
step2. presentation
this course is very important. i’ll mainly talk about this step.
i’ll use cai to present the whole dialogue. arrange some situations to help ss understand sample a.
first scene: there is a bag on the floor. b is picking it up and get ready to leave. now a is talking with b.
a: hi, b. how are you today?
b: i’m fine, thank you. and you?
a: i’m fine, too. oh, this is my bag.
b: no, this is not your bag. it’s my bag.
a: （look closely） oh, i’m sorry.
b: that’s all right.
（at the same time, c is running up and hitting a.）
c: oh, i’m sorry.
a: that’s ok.
i’ll write the key points on the bb while they are watching. after watching, i’ll teach them to read the words and sentences on the bb. make sure they can read them well.
purpose of my designing: to present sample a by cai is much easier for the ss to learn and grasp the meanings. cai can provide a real situation with its sound and picture and it makes the relationships between the ss better.
first play the tape recorder. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. in this step the ss are required to practise the sample in pairs by reading the dialogue aloud. this step is employed to make the ss grasp the sample .at last i’ll ask the ss to think hard and act it out with a partner according to sample a. then find out which group will act it out well. i’ll give them red stars.
purpose of my designing: this step is employed to make the ss get the general idea of the dialogue as a whole one. at the same time let the ss have a chance to practise their listening and spoken ability.
in this step i’ll give the ss a free space to show their abilities.
second scene: the ss are having a picnic. it’s hot and they take off their coats and put them together. they are singing and dancing, laughing and chatting. after the picnic, they begin to look for their coats. d and e are talking. f and g are talking. etc.
after watching, i’ll give the ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
purpose of my designing: "task-based" teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well trained. tell the ss we should be polite and take good care of our things. we should love our life. i think proper competition can arouse the ss’ interest in english learning. if the ss can finish this task well, they will benefit a lot in their spoken english.
1 model 1.
i’ll ask four ss of the groups to write these sentences on the bb in the four lines.
then check their handwriting, correct their mistakes. find out who will write well and whose handing is the best.
the ss’ workbook.
purpose of my designing: to check the knowledge ss have learned in this lesson.
:
（1）recite the words as many as possible after class.
（2）make a dialogue according to sample a and write it in the exercise book.
purpose of my designing: i think homework is so important that the ss should speak english as much as they can in class or after class. it is necessary for the ss to do some extensive exercises after class to consolidate the knowledge they learned.
blackboard design
lesson six sample asix this is my…h(huán)ey this is not your. . . .sorry it’s my. . . . picture it’s=it is oh, i’m ’s=that is that’s all right/ok.
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