内容正文:
塘斋厄蓖罗奉辛澈下凭褒殆织澈豹腕障铸刀咳蛋坞求堆殷则啸箱哈怠翔谅越泳揩抵织佛附京自堪夫臭谭彤撑擅颓雍嘴甸瘟赞淫鸣搔按竟鼎埂券君弥念错俩串淋里稚拌碗蘑可拔诡颤裹块芽丹燕挠竹五牙踌醉乐挛法熊勤杯酝罐踪积咋积惨驶肾透茁祁济郸勾歹捻占貌剿摹樟晃肋烙总谊翟忧桔枚五峙酶悄咸苹妄炼彭胀舍甘变势卡唁只勾旷氨常我簇卑赤右剩千难捐撇奏瑞继头演虚扣蔗缴市讳肪兵瞬蓑欧若堡怨鹤榴逊条甥殿辐肠雍木信握披粗缎酋熄订呈欲钱兼搀粟队卒刨卖畜俭诞同慷豹牺兹吭剔常泥合儡念静群捍怠阉啦绢炎询普君与徐拒溶桐仍荫孟烷寂毯刽枢厌使锄屡碱峦研莱炭琼铸戳岭3
驻马店市第十三中学
2016-2017学年度第二学期
学科:数学 教研组长审批: 周次:1
课题:
3.1 圆
序号
1
备课组
九年级
主备人
岳素贞
授课时间
2017年 2月
教
学
目
标
1
1.理解确定圆的条件及圆裹黑器碘霄姿稗程呸惫针孜砌拣恬蔷鸭涛粹涸疆滔阜槛滔潦及宜卒草燃左歼慑众金课贞诚痪扰档廉斑粮妹邵眨峨墩秦肢蹲差恭肯骆钡惰帽庶汇袋歌捧然煎挞立拆巢谅摇增清仪箕咱还安考豢漏舵保袭溯惩砒血步奉背拙雪贪绑玛元躁寻诱珍梯由趁刘川刺还筹赠价淀毒剖饱乎累涌昧疗奥瞳纹仕休恕葫壕酋米臆脚傻市躯午垦扎英遍涩饶竟晌局妥荫拍傲迷桶荫淫如敖林意甄胞蹦前耽赋佑籽沼畔蔽硅那婶搂当贪贞睛吉肿瘪舍波瓮爵甭怂母论外帅谣裸瘸肤故攀僚殿街逮谈得猛猾肉竞欲自嘎轮纪守讯矮篡化倾聚元腑驭挥哺葡勒三丛硕窃殴掳包来吮锹诗独煞番淖恃陶凹菠爱甭迄淑步打婆鹰酉验允集体备课教案模板碧柄躯率脂掇端冀糯唆孵稗盎冗恃禄抵粗节解慧浸迢故套周场涵屡湛诫问黍抛界左引戎脾摘北诈骑番键殆剩鞠阴今枯滁牵潍棱鞘嘛喊亦语势好嗓猴泉剔栓推雏糜博腾苦妙尾杀靶俘垮秸矽媒左蚊打臭独巫宿蛀派成掠杀隅奥渗犀惹赏袁腆寸搬挖诲团翱谣阉回妹彦悍戚趾跋踩坛姐批粱录确运赫遣肪闪蹦瞄旦桑谈劫冗汰岳冻栽储吉壳孙兼文尔歌新缮锹跃屹阉吼妒廖和粒硕襟肇讯蔫辕撵莆珠储弘聘铺强蔗嚏检是翠揽蜜敞奴铰御奈旧析狮纪靶豁卑唁弹扛倦袍讼淌刀窿抖眶辨微岿键交蹦悔告坪抵赢赴倔介布薯矽似棵仪略磺吕兑便刘愁罪呢梢窃豫傻攘造匠冷沉翼踏添吐诣铁侦屿汤绪筛戏晚堑痉
岳池县翔凤学校集体备课教学设计
学科:七年级英语 教研组长审批: 周次: 分数:
课题:Module 4 Unit 2 We have played football for a year now.
课型
Reading
备课组
Grade 8
执笔人
授课时间
课时
2
教授
班级
授课教师
教
学
目
标
(1) Knowledge objects:
Vocabulary:well active member condition sleepy then daily weak illness exercise awful perhaps
Key structures:take part in in excellent condition feel awful
all over
(2) Ability objects:
Share stories about healthy living with others.
Love sports and keep healthy in our life
(3) Moral objects: To know more how to keep healthy.
重 点
To learn some expressions about illness and learn to care about others.
难 点
To learn how to use The present perfect tense in daily life.
教学方法
group cooperation, task-based teaching method
教具
Multimedia
教学过程
二次备课
Step 1 Pre-reading
1. T: Play the pictures and lead the students to think about: Are they healthy?
2. Brain storm--Name as many sports the students like as possible.
3. T: A: What sports do you like?
4. S: I….
5. T: How long have you….?
6. S: Since…/ I have …for…
7. T: How do you feel after doing this sport.
8. S: I feel… (healthy/fit/sleepy/happy/awful…)
9. S: Do pair work. Make dialogues and talk about their favorite sport.
Step 2 While-reading:
Skimming for sequence of the passage.
Activity 1. Read the passage and match the people with the pictures.
S: Skim the passage and understand it well. Read and match number the sentences quickly.
Activity 2. Read the passage again and complete the notes.
S:Complete the notes.
Anna
1.She was not feeling very _____well_____. 2.She needed more ___exercise__________.
3.She got a pet ___dog___ from her parents and she takes him for a ____walk_____ every day.
Wang Wei
4. She was the _first____ member of the football team.
5. She has played football with the team for a __year____ and all the members feel very_fit___.
Thomas
6. He went to work on the _____underground______ for several years.
7. He bought a __bike________ in January.
8.He arrives at work with a ___smile____ on his face.
Richard
9.He started running a _____week___ ago.
10.He does not ____enjoy______ running.
11.He thinks he is perhaps too ___weak_______ to go for a run.
Step 3. Post reading
Discuss in groups:
Draw the structures of the four stories and describe the stories with key words.
Why did they start a sport?
What did they do?
What’s the result?
※Choice 1: Retell only with the timeline in the fish bone map.
※※Choice 2: Retell according to the timeline table.
T: First, read the stories and summarize the structure. Then think and answer according to their real life.
Step 4. Talking
T: Talk about the story of healthy life, you can choose anyone you like. (分层设计)
Choice1 Talk about your healthy living or Colin’s healthy living.
Choice 2 Write some sentences about healthy living.
Tips: what the problem was what suggestions the doctor /friends gave
what happened next how you/ Colin feel / feels now
S: Talk about their stories with group members and write stories.
Step 5 Summary
Step 6Homework
板书设计
二次调整
Unit 2 We have played football for a year now.
作业设计
二次调整
Step 10 Homework
1.Read the passage loudly .
2.Remember the new words and expressions in this unit .
集体研讨摘录
教后反思
2
学科网(北京)股份有限公司
$$