美术教案湘教版三上（精选6篇）
课型：绘画课 授课教师： 授课时间：1课时
教学目标：
1、知识目标：让学生明白实物的结构，能以绘画方式表现
2、能力目标：大胆地用线条记录下蔬果切开后的结构形态，能使用流畅的线条。
3、人文目标：能够按照学习要求收集所需的蔬果材料。培养动手能力。教学重点: 大胆地用线条记录下蔬果切开后的结构形态，能使用流畅的线条。教学难点:怎样让学生表现蔬果的内部。教具准备：教科书、课件、绘画工具、蔬果。
教学方法：讨论法、活动、总结、讲解、指导、启发与鼓励等。教学过程 ：
一、导入
把一个水果切开问同学们切开和没切开有什么区别。引出课题新发现
二、观察体验
1、看图片，猜猜这究竟是什么？
原来是切开后的白菜呀！我发现切开后的白菜的内部形态与外观真是有很大差别。
2、其他蔬果切开后也会有新的发现吗？大胆猜想。
3、猜猜橙子切开后会是什么样子的呢？
问：为什么切开的橙子的内部结构呈现出不一样的效果？
横向切开与纵向切开。
4、怎样切蔬果，既安全又能切得美观呢？动手实践。
三、学生创作
挑选一种蔬菜或水果，将其切开看看是什么样子，把你的发现用线条画下来。生创作，师指导。
四展评：
一、湘教版教材的特色
随着湖南教育部门越来越注重对学生审美能力的培养, 新版的湘教版教材主要凸显了以下特色。
1. 该教材通过情境烘托美作为教材的主旨。
湘教版教材通过引人入胜的情境, 激发学生表现的热情, 同时通过优美的情境激发学生的创新细胞。如蚂蚁搬家和小动物盖新房子。
2. 根据孩子的成长的心理, 制定不同的内容, 以此满足不同学生的心理发展需求。
新版的教材在知识的学习成效以外, 更注重人文关怀。要在小学阶段满足学生, 必须给不同的孩子准备不同的内容和知识, 如七彩飞虹等。
3. 新版的教材给教师、学生更多的发展空间, 更多的自我成长的空间。
如在新版中提出的听听画画等, 这些栏目的设置充分地给予了学生和老师想象的空间。
4. 整个教材, 通过塑造一种轻松、轻快的风格, 从而给所有的学生“开卷识新, 谋篇有华章”的感觉。
湘版的美术将健康内容与完美的形式相统一, 通过这种轻松、愉快的风格, 体现出湘版美术教育的开拓精神, 如瓜果飘香。
二、创新教育在美术教学中的应用
基于新版的湘教版的教材的特色, 本文以湘教版的《彩云衣》作为创新教育的实际距离, 同时针对创新教育的不同, 我们从三个不同的方面将创新教育融入到学生教学中去。
设计教学课时大纲, 以此更好地划分教学阶段的目标。《彩云衣》属于对美术事物的认识。该单元通过对五彩斑斓的彩云衣进行不同的介绍和欣赏的同时, 吸引孩子们对色彩搭配的欲望与追求, 并在培养学生上述能力的同时, 培养孩子自主创新思维。为设计教学大纲, 要更好地划分教学阶段, 如图1。
通过对《彩云衣》的2个课时的设计, 同时结合孩子们不同的性格和不同的心理特质, 通过循序渐进的方式, 一步步地提高和挖掘孩子们的想象力和审美的能力, 从而更好地提高其审美能力, 进一步激发孩子们认识和学习的热情, 使其主动地参与到学习中去。
三、教学方法的创新
最美的实践是创造, 正是无穷的创造, 给世界带来了另一个不同之美。通过美术的培养, 提升人类自身的审美的观念, 创造美的教育, 同时促进学生全面的发展。而好的创造离不开老师好的教学方法。
1. 运用现代科技, 吸引孩子们的兴趣。
科技之美, 美在结果和效果。正是由于科学技术的发展, 很多小学也开始引进大量的多媒体技术, 这为美术教学提供了可能。而通过三维立体的多媒体技术, 可创设情境教学, 很快地吸引孩子们的兴趣。运用多媒体的直观和形象的技术, 可以在最短的时间内吸引孩子们对事物的兴趣, 通过这种独特的动静结合, 再结合声音、形状等, 给学生营造一种活泼的氛围, 从而产生极大的兴趣。同时通过多媒体技术, 可有效地激发孩子们的想象力, 以此培养学生的科学技术的素养。多媒体教学不仅可以吸引他们, 同时还可以帮助学生进行理解、记忆信息技术的知识, 帮助学生建立形象的思维, 以此提高孩子们解决实际问题的能力。
2. 拓展式教学, 不断激发孩子们的创新思维。
伟大的画家德拉克罗瓦曾经说过, 教学生去创造一种美, 就像是存款一样, 需要我们代代相传。而在实际的课程教学中, 可采用启发式教学, 以此激发孩子们的想象力是非常有技巧的一个环节, 而如何通过这个环节达到行之有效的结果, 这就需要教师在教学的过程中, 加强和注意对学生思维和想象力的培养, 同时需要教师在教学的过程中, 善于利用沟通中的突发性灵感, 对其进行正确引导。如在上述的课时大纲中, 我们可以看到, 通过多媒体技术激发孩子们的兴趣之后, 在试一试环节中, 我们引导学生对未来服饰的设计, 充分发挥学生的想象力的思维, 同时让学生将自己的作品画在纸上。通过这样的方式, 很多的学生结合自己在实际生活中的情况, 描绘出了20年后我们可能流行的服饰样式, 虽然款式不是很全, 但是他们能运用所看到的, 去充分发挥自己的想象。这样的方法, 使课堂大兴创新之风。
3. 游戏教学方法在课堂的运用。
由于小学生的心理和生理年龄, 他们的注意力不会完全地集中, 而要让孩子们在学习的过程中始终保持欢快、轻松的场景和氛围, 还需要在教学的环节中设置小游戏的方式, 以此提高学生的注意力, 同时提高孩子们的热情。如在《彩云衣》的说一说环节中, 可以通过抢答的方式进行, 谁抢答谁可能有一定的奖励。通过这种轻松愉快的氛围, 更积极激活孩子们的头脑, 使得孩子们更能跟随老师的思维, 从而有利于学生能力的培养。
摘要：本文以湘教版的教材作为例子, 结合该教材自身的特点, 提出如何将创新教育有效地融入到美术教学中去, 以此更好地培养学生的创新意识。
关键词：美术,创新,深入革新
参考文献
[1]李镇西.做最好的老师[M].北京:文化艺术出版社, 2011:18-19.
教学目标：
1、会认8个生字，会写13个汉字。
2、能正确，流利有感情地朗读课文。
3、能理解课文内容，体会中使你感动的句子。
4、学会欣赏他人，培养关爱他人的精神。教学重难点：
重点：理解课文内容，理解生活中爱的力量。难点：英子在两次掌声中，思想和行动上有什么变化。教学准备： 课件等。课时安排： 两课时 教学过程： 第一课时
一、课前活动
1、送掌声——（师观察学生精神状态）同学们今天真精神！老师要为你们鼓鼓掌！（这是鼓励的掌声！）
（引导学生观察教室里来的听课教师）今天我们教室里还来了许多听课的教师，我们也为他们鼓鼓掌！（这是欢迎的掌声！））过渡：多么热烈，多么友爱的掌声啊！掌声是神奇的，常常可以改变一个人。人人都需要掌声，特别是当一个人身处困境的时候。让我们珍惜别人的掌声，同时，也不要忘记把自己的掌声献给别人（课件引出课文最后一段话）
二、掌声引入，揭示课题
今天我们要学习的就是一篇以《掌声》为题的课文。请同学们伸出手跟老师一起写课题。（板书课题：掌声）
1、师：提笔时就是练字时。“掌”，上下结构，从上至下依次是小字头、秃宝盖、口和鼓掌要用到的“手”；“声”是我们熟悉的字，提醒大家注意，上半部分是士兵的“士”，上横长下横短。
2、齐读课题。像刚才同学们送给老师的掌声一样热情一些、热烈一些，再读一读。
3、读了课题，你想知道什么？（指名）
三、初读课文，扫清障碍。
过渡：读书百遍，其义自现。让我们一起走进课文，去感受那神奇的掌声。
1、自由读课文，读准字音，把句子读通顺，难读的地方多读几遍。
2、课文里的词语都会读吗？老师来考考你！课件出示词语：
师：在这篇课文中，老师发现了多音字。其实，多音字是根据词的意思来确定读音的。你能根据下面词的意思来选择读音吗？（课件）第一组：丢三落四 树叶飘落 落下残疾（放进句子里在读读）出示句子： 因为小时候生病，一条腿落下了残疾，她不愿意让人看到她走路的样子。（学生再巩固读音）
师：对！这就是学习多音字的一个很重要的方法。你能用这个方法为下一组多音字选择正确的读音吗？
调动 调色 第二组：骤然间 热烈 持久 经久不息
指名读，开火车读，正音。在文中找哪个自然段中含有这些词？ 出示句子：就在小英刚刚站定的那一刻，不知是在谁的带动下，骤然间响起了一阵掌声。
师：“骤然间”是什么意思？你是怎么知道的？送到句子里读一读。能换一个词吗？（在具体句子中理解词语更准确。查字典、无字词典）第四组： 忧郁 犹豫
师：哪个字的读音需注意？“犹豫”和“忧郁”怎样区分？（学会看着偏旁来区别汉字，是我们避免写错别字最有效的方法）学生反复读 你能来帮他们注音吗？（生上前注音，师生评价）
4、把字词带进课文，和你的同桌一起配合再读课文，边读边想：课文主要讲了一件什么事？
师：课文主要讲了一件什么事？我们一起来完成学习卡：（理清文章脉络，可以用文中的词语，也可以用自己的话。）
本文主要写：腿脚落下残疾的小英原本是个（）的女孩。是同学们给了她（），最后她（）。（交流反馈）
四、初读感悟
（一）默读课文，发现变化
过渡：腿脚残疾的小英最开始给你留下了怎样的印象？
请同学们默读课文，用横线画下来。后来，小英变成了一个怎样的女孩？用波浪线画下来。（不动笔墨不读书，留下读书思考的痕迹）
（二）走近变化前的小英
反馈交流：
1、最开始，小英给你留下了怎样的印象？
出示句子：上小学的时候，我们班有位叫小英的同学，她总是默默地坐在教室的一角。
（1）体会“默默地”“一角”。①从“默默地”这个词体会到了什么？
②让我们闭上眼睛，听老师读。透过“默默地”和“一角”这两个词语想像一下，你的脑海中那个默默地坐在教室一角的小英，当时是怎样的？（动作、神态、表情、心情„„）
③课文中有个词用来形容此时的小英最合适。（悲伤，孤独„„）（板书：忧郁：忧伤愁闷）这就是对忧郁这个词最好的解释。④指名读。谁愿意读一读这一句，通过你的朗读让我们在脑海里浮现出那个总是默默地坐在教室一角的小英，那个忧郁的小英。（指导把“默默地”和“一角”读得轻一点。）
⑤让我们想像着画面一起来读这句话，齐读。
师小结：读书就要把书读透，读出情感，借助字词在脑海中出现画面，读进人物的内心世界。其实写作也是一样，如果我们能抓住人物的神 态、表情和动作来写，让文章有画面感，让人有身临其境的感觉，才能让读者体会到语言文字背后的东西。（2）体会“总是”。
过渡：有些词语看起来简单，但是仔细品味却可以引发我们很多思考。这就是语言文字的魅力。
师：a小英默默地坐在教室的一角，是一次两次吗？是一天两天吗？你认为有多久？从哪个词看出来的？（总是）
想像一下，都什么情况下，而小英却默默地坐在教室的一角？ 出示：同学们，而小英却默默地坐在教室的一角。（口头说话训练）师先引读，注意情感的调动。（对比）
b那么多快乐美好的事情，小英都不能与大家分享，这是为什么啊？ 用“因为„„所以„„”的句式解释一下。
c每天早上，小英总是早早地来到学校；每天放学，小英都要等同学们都走了，她才离开。这又是为什么啊？
（她为自己一条腿落下了残疾，为她自己走路难看的样子感到自卑。根据学生回答板书：自卑）（3）体会小英的忧郁、自卑。
师：多么忧郁、自卑的小英啊！你愿意做她的知心朋友，把她的苦衷通过你有感情地朗读告诉给文中的那个刚调来的，还不了解小英的老师吗？自己先试着读一读，引读，指名读第一自然段（指导强调“总是”，“默默地”“一角”读得轻一点）
（三）走近变化后的小英 过渡：忧郁的小英，自卑的小英！她对自己已失去了信心，她对生活已失去了勇气，你愿意看到小英这样吗？让我们高兴的是有一件事却彻底地改变了她，让我们先来看看改变后的小英。你勾画的是哪一句？
1、指名读句子
出示句子：她不再忧郁（yù），开始和同学们一起交谈、游戏，甚至还走进了学校的舞蹈房„„
2、现在你看到的小英是个怎样的女孩？开朗、快乐、自信、不再忧郁„„（板书：开朗、自信）
3、你们看到小英的变化高兴吗？请你高兴地读一读！指名读，齐读，都为小英的变化感到高兴。
4、这句话改一下顺序行不行？为什么？
出示句子：她不再忧郁，她走进了学校的舞蹈房，甚至（更进一层）还和同学们一起交谈、游戏„„
自己读一读，体会一下。如果体会不出来，就再读。（说说理由：走进舞蹈房对小英来说更难一些，所以放到后面比较合适，并用“甚至”加重语气，进行强调。“甚至”一词红色显示。）
5、这个句子中出现了省略号，从省略号中知道什么？
（读文章，不仅要读懂文字，还应该读懂标点，透过标点我们也能读到更多的内容。）
6、她不再忧郁——（引读）高兴的语气
7、多么活泼、开朗、自信的小女孩啊！让我们再来读一读吧！生齐读。(四)引导质疑，引出“掌声”
师：小英的变化大吗？改变前的小英女生来读（1），改变后的小英男生来读（5）。边读边在脑海中想想她的样子。
1、两段话，描写同一个人，却让我们有不同的感受，前后判若两人。这就是前后对比的写作方法，以后我们在写作文时也可以学着用用。读到这里，我的脑海中浮现出了一个大大的问号？
2、是什么让小英有如此大的变化？（掌声）
为什么掌声会有如此大的魅力？课文中几次写到了掌声？下节课继续讨论。
孩子们，这节课上得怎么样？给自己掌声。也请在座老师们给我的孩子们掌声。（这节课就上到这，下课）
第二课时
一、谈话导入,调动情绪.上节课我们通过读文，了解到和我们差不多大的英子同学，被残酷的病魔带走了健全的肢体，折断了她梦想的翅膀。这节课，我们将走进课文，走近英子，去了解英子和同学们的情感世界。（课件出示：课题），齐读课题。通过上节课的学习，你们还知道课文主要讲了一件什么事吗？（课文主要讲了英子得到同学们的两次掌声后，像变了一个人似的。）
二、交流感受，激发情感（课件出示：英子前后，像变了一个人似的，这是为什么呢？）（是同学们的掌声使英子变了）
（课件出示：两次掌声分别是在什么情况下响起的呢？）（课件出示：第三自然段）同学们，让我们一起来读一读第三自然段，画出有关的语句，跟同桌交流交流。
（课件出示：谁来说说第一次掌声是在什么情况下响起的？）（第一次掌声，在英子犹豫了一会儿，一摇一晃地走上了讲台时，响起的。）
（课件出示：“就在英子刚刚站定的那刻，教室里骤然间响起了掌声，那掌声热烈而持久。”）那谁来读一读写第一次掌声的句子？
同学们，就让我们一起来读一读这句话吧。
这掌声有人在指挥吗？（没有，是突然响起的，也就是在英子刚刚站定的那一刻响起的。）
（课件出示：为什么同学们送给英子热烈而持久的掌声呢？）（因为这是英子第一次上台来讲故事；因为英子很勇敢，她在犹豫了好一会儿之后，选择了上台讲故事，同学们从她红红的眼眶中看出，英子上台是很不容易的。所以同学们用热烈而持久的掌声来支持她；全班同学 用掌声鼓励英子。）
对，这掌声含着同学们对英子的支持，信任与鼓励，同学们，让我们一起来读一读这句话吧。（课件出示：“就在英子刚刚站定的那刻，教室里骤然间响起了掌声，那掌声热烈而持久。”）
（课件出示：那第二次掌声又是在什么情况下响起的呢？）（课件出示：第二次掌声是在英子故事讲完后响起的。）
那这一次掌声仿佛对英子说些什么呢？（掌声仿佛对英子说，你的故事讲得真好；掌声仿佛对英子说，英子，我真佩服你，请你以后多跟我们在一起吧。）
是啊，掌声中有佩服，有欣赏，同学们，让我们一起有感情地读一读第三自然段。（课件出示：第三自然段）
读得真有感情，同学们，假如你是英子，你觉得全班同学们掌声给了你什么呢？（课件出示：三四五自然段）让我们默读三四五自然段，画出有关的语句，体会体会。
（课件出示：假如你是英子，你觉得全班同学们掌声给了你什么？）（假如我是英子，我觉得两次掌声给了我同学们的关爱，他们没有轻 视我，嘲笑我，反而为我鼓掌，我感到这种友谊很宝贵；假如我是英子，我觉得两次掌声给了我自信，让我不再为腿脚残疾而自卑；假如我是英子，我觉得两次掌声给了我很大的鼓励，使我微笑着面对生活。）
三、潜心品读，升华情感
你真是个懂事的孩子！几年以后，英子对这两次掌声感受更深刻了，同学们，让我们一起来读一读英子写给同学们的信吧!（课件出示：英子的信）
（课件出示：从英子的信中，你读懂了什么呢？）（从永远这个词中读懂了，这两次掌声影响着英子的整个一生；这两次掌声，给英子带了同学之间的相互信任和友谊；两次掌声，就是同学们给英子的爱。）
原来爱还可以这样表达，同学们的掌声给了英子鼓励，信任，快乐与信心，同学们，让我们再一次地读一读英子的信吧！（课件出示：英子的信）
（课件出示歌：掌声响起来）
四、自由表达，提高认识
多感人的事啊，同学们，让我们抄一抄课文中让你感动的句子，我们来交流一下，你都抄了哪些句子？
现在能说说了吗？爱还可以怎样表达？（爱可以用掌声来表达；爱是对别人的鼓励„„）爱心不仅仅是掌声，在你们的生活中，爱还是什么？（课件出示：音乐视频《爱的奉献》）
（爱是一杯热茶；爱是给爷爷奶奶捶背；爱是帮助别人；爱是陪孤独的小伙伴聊聊天，给孤独的小伙伴带去快乐。）
师：爱可以有许多，请大家读这首小诗。（课件出示：爱的小诗）
爱是一阵热烈的掌声
爱是一句友善的讲话
爱是炎炎夏日一缕清凉的风
爱是寒冷严冬一杯温热的茶
爱是瓢泼大雨中一把小花伞
爱是„„
爱还是什么呢？
爱是黑暗中的一支蜡烛。
老师这儿有一青年志愿者的标志，想分享一下吗？（出示课件： 只要人人都献出一点爱，世界变成美好的人间。）
五、课后总结
是啊，人人都需要掌声，特别是当一个人身处困境的时候。让我们珍惜别人的掌声，同时，也不要忘记把自己的掌声献给别人。
请同学们在生活中将对爱的理解化为行动，多多表达你们的爱心吧！
六、作业。
附板书设计：
本节课主要阐述非洲的资源与经济状况。一提起非洲，我们就会想到贫困、饥饿、战乱、艾滋病这些负面字眼，我们知道，一个地区的经济要发展，必须有强大的资源做后盾，“非洲贫穷是不是资源匮乏所致?如果不是, 非洲的资源状况如何, 表现在哪些方面?”，这一问题设置引领学生自然进入非洲资源的学习。通过学习，学生已认识到“非洲是一个‘富饶大陆’, 但是非洲的居民大多数却抱着金饭碗过着靠救济的生活,原因何在?”，探究问题二引领学生进入非洲经济的学习。延伸拓展部分， “我们说非洲是世界上最贫困的大洲, 经济亟待发展, 要发展, 它应从哪些方面做起?”，问题设置引领学生进入更深层次的思考，给学生课后留下较大的思想空间。整节课三个问题环环相扣，节节深入，有助最大程度激发学生学习的兴趣。
[教学目标]
知识目标
1.从矿产资源、动植物资源等方面了解非洲富饶的物产。
2.通过非洲人口的增长状况、经济发展水平、各国的主要农产品、矿产品的分析，让学生了解到非洲是一个存在着严重的人口、环境、发展等问题的大洲。
能力目标
培养学生从地图上获取地理知识的能力，以及从课外搜集地理信息、获取地理知识的能力。
情感、态度与价值观
通过教学可对学生进行科学的人口观、资源环境观以及可持续发展观的教育。
[教学重点]
通过非洲人口的增长状况、经济发展水平、各国的主要农产品、矿产品的分析，让学生了解到非洲是一个存在着严重的人口、环境、发展等问题的大洲。
[教学难点]
1.通过非洲人口的增长状况、经济发展水平、各国的主要农产品、矿产品的分析，让学生了解到非洲是一个存在着严重的人口、环境、发展等问题的大洲。
2.通过教学可对学生进行科学的人口观、资源环境观以及可持续发展观的教育。
[教学策略]
教学方法是多样的，关键是根据教学内容的具体特点取舍之。而让学生参与、发挥学生的学习主动性与积极性是我们教学的标准与追求。本节课主要采取探究式为主的教学模式，重在突出对学生地理综合学习能力的培养。具体采用的教学方法有读图分析法、自主学习法、讨论法等。
[课前准备]
组织学生收集有关非洲资源与经济的资料;教师制作课件;准备教学用具，如多媒体设备。
[教学过程]
导入新课：世界银行最近公布了世界上最穷的十个国家，几乎全在非洲，亚洲仅有一席，那就是我们的近邻尼泊尔，排名第六。据现在的考古学研究，人类起源于非洲，而今，他却成了世界上最穷的地方，这究竟是为什么呢?俗话说：“巧妇难为无米之炊”，一个地区的经济要发展，必须有强大的资源做后盾，非洲贫穷是不是资源匮乏所致?
(现场采访，一方面活跃课堂气氛，另一方面使学生感觉到充满了探究的希望，从而激发求知欲，并培养学习兴趣，自然导入新课。)
[新课教学]
一、资源丰饶, 被称为“富饶大陆”
问题与探究(一)
非洲资源是否匮乏?如果不是,非洲的资源状况如何,表现在哪些方面?
1.学生活动：阅读图1—29“非洲主要矿产与农产品分布”，观察非洲主要的矿产品石油、金、铁、铜、铀、铝土、磷灰石、金刚石，对照图例在图中找出它们的分布地区。通过找的过程，让学生了解非洲的矿产资源种类多，储量大。
(加强学生读图用图能力的培养，并强调图例的作用。)
2.让一名学生大声朗读下列有关非洲矿产资源的材料，加深学生对非洲矿产资源种类多，储量大的认识。
非洲黄金的蕴藏量约占世界黄金资源的2/3以上，全球黄金需求的30%来自非洲，黄金和金刚石产量居世界首位。南非为世上第一大产金国。西非地区主要有铁矿和铝土矿，利比里亚的铁矿最著名，几内亚铝土矿储量居世界首位。北非摩洛哥磷酸盐的储量占世界总储量的3/4。 整个非洲铜矿的产量占世界总产量的18.4 %，其中赞比亚是世上五大产铜国之一。非洲的钻石蕴藏量占世界的90 %以上，世界上最大的一颗名为〝克利南〞的钻石献出产在非洲。
(放松学生心情，扩展学生知识面。)
3.阅读分析图1—29“非洲主要矿产与农产品分布”，图1—25“非洲气候类型”，图1—17“非洲地形”。①热带经济作物种类繁多:读图1—29了解非洲农产品的图例。非洲因热带面积广，适合种植多种热带经济作物，并且还是咖啡、枣椰、油棕等热带经济作物的原产地。展示非洲主要的农产品可可、咖啡、花生、香蕉、油棕、剑麻的图片，学生对照图例找出它们的分布地区，教师可作适当的补充说明。②森林资源丰富：刚果盆地是世界三大热带雨林之一，这里原始森林密布，有许多名贵树种，如桃花心木、檀木、花梨木等，教师可适当补充说明他们的价值和用途。③非洲有世界上分布面积最广的热带草原气候区，这里草场资源丰富。④阅读“非洲的主要动物”图、观赏视频“非洲的主要动物”、“非洲地形”图，让学生了解非洲动物资源和水力资源也很丰富。
(直观形象的图片展示，让学生认识到非洲的一些热带作物;通过对非洲气候类型图和地形图的分析，让学生认识到地图对地理学习的重要性。)
4.学生自主学习P21—22课文，概括总结非洲资源的特点。
小结：通过前面的学习可看出，非洲资源的特点是：①矿产资源种类多、储量大;(金刚石、黄金、铬铁矿、磷酸盐)②植物资源丰富;(热带雨林、热带草原、名贵树种、热带经济作物)③动物资源丰富;(大型野生动物的种类和数量均居世界各洲之冠首)④水利资源丰富(刚果河)。非洲是一个资源异常丰饶的大洲，也正因为如此，非洲被称为“富饶大陆”。
二、经济亟待发展
问题与探究(二)
我们说非洲是一个“富饶大陆”, 但是非洲的居民大多数却抱着金饭碗过着靠救济的生活, 原因何在?
1.学生自主学习P23课文，然后围绕图1—30 “1991---世界和各大洲人口出生率、死亡率和自然增长率(%)”，复习人口出生率、死亡率和自然增长率三者之间的关系。
2.比较讨论：①哪个大洲的人口自然增长率最低?(欧洲)哪个大洲的人口自然增长率最高?(非洲)②非洲的人口自然增长率最高，这意味着什么?(表明人口总数在迅速增长，且非洲的人口绝对数也很高。)③讨论：举例说明非洲庞大的人口数量都会引发哪些问题?
(前后左右4个学生一组，各自展示课前搜集的有关非洲资源与经济的资料信息，讨论交流，通过讨论使学生更全面的认识、理解非洲人口增长过快所引发的粮食问题、环境问题和社会问题。)
教师点析：在非洲，绝大多数国家的人口增长率都高于粮食和经济增长率，致使人民的实际生活水明平大幅度上升还是下降?(生答：下降。)有时还会导致饥荒，引发粮食问题。目前，非洲的粮食状况如何?
(启发学生思维，在小组内让学生充分表达自己的见解，注重个性发展。)
学生讨论后小组代表发表看法：
生A：在非洲，大多数国家的居民都是仰天靠地，丰歉皆由天定，使农业生产水平低而不稳，粮食单产不足世界平均数的一半。
生B：非洲畜牧业由于经营粗放，多游牧、半游牧，生产率和商品率都很低，出肉率、产奶量都是世界最低水平。
生C：非洲现有的经济政策对粮食的扶持不到位。目前，非洲有相当数量的人得不到足够的粮食，即使在风调雨顺的年景，非洲大多数国家每年都要拿出部分来之不易的外汇用于进口粮食，以补不足。
教师点析并提问：“民以食为天”，非洲人民的温饱问题没解决，粮食问题没解决，经济不能发展。除粮食问题外，过多的人口还会引发哪些问题?(生答：环境问题。)环境问题是怎样产生的?
学生讨论后小组代表发表看法：
生A：由于人口过多，为解决生存问题，大多数非洲国家只能靠单一原始的方法向自然掠夺，人类对土地和环境的压力进一步加大。
生B：许多地区土地利用不当，缺乏管理和规划。为了耕种，人们破坏森林和牧场;为了增加畜牧业收入，牧场载畜量不断增加，由于过度耕种与放牧，生态环境不断严重恶化。
生C：恶化的生态环境，导致气候反常，旱涝灾害不断出现，失去植被保护的地面不断扩展，沙漠化现象日益严重。
教师点析：通过前面几组同学代表的回答可看出，人口问题引发了粮食问题和环境问题，那么，这三者之间有什么关系呢?
(让学生明确人口问题、粮食问题和环境问题三者之间的相互制约关系。此问题有一定难度，可由教师补充说明。)
环境决定粮食的产量，而粮食的产量决定人口的存活量。高的人口出生率致使消耗的粮食超过原有土地的生产能力，只能去破坏环境来增加土地数量，被破坏的环境对气候的调节能力下降，造成旱涝灾害的不断发生，直接后果就是粮食作物的减产、绝产，饥饿面积的不断扩大.
教师提问：除此之外，过多的人口还会引发哪些问题?(生答：社会问题。)
教师点析：对。过快的人口增长，造成教育普及面小，劳动力素质低，基础设施跟不上，从而严重抑制经济的发展;另外，巨额外债、艾滋病蔓延、内战等也严重抑制经济的发展。
小结：非洲过多的人口，是导致非洲贫穷落后的一个重要因素。
教师点析：非洲经济发展水平最低，除人口问题外，还有一个重要的原因是什么?(生答：长期的殖民统治。)长期的殖民统治，使得欧洲殖民者对非洲丰饶的资源和财富进行了疯狂的掠夺，致使其获得解放之后，要发展经济，首先，起点低，其次建设资金不足，严重制约其经济的发展。此外，殖民统治遗留的单一的生产和经济贸易格局，易受国际价格波动的影响，再加上交通通讯设施落后，为此，资源优势很难充分发挥。提问：在非洲，最重要的经济部门是什么?(生答：农业。)非洲除南非、利比亚等11国外，其余都是以农业为主的国家，农业人口约占总人口的2/3。提问：非洲生产力水平高还是低?(生答：低。)落后的生产力，对非洲经济有何影响?
学生：展示资料、合作讨论，展示结论：在非洲，许多国家还盛行迁移农业，多数地区的耕作方式和技术都非常落后。由于战争和战乱不停，非洲大多数国家的工业基础仍很薄弱，采矿业和轻工业是工业的主要部门。由于生产力落后，许多国家都是单一种植，出口的产品多为农矿初级产品，产品单一、技术含量低、价格低廉，成为发达国家的原料供应地和工业品市场。
教师适当补充：非洲还是世界上缺水最严重的地区，全球无安全用水最高的25个国家中，非洲就占据了19个。非洲大陆有一半以上城市面临严重的缺水问题，许多城市居民被迫向街道小贩支付高昂的水价，每升水的价格常为发达国家城市用水价格的5～20倍。恶劣的自然环境又进一步加剧了非洲的贫困。提问：非洲水力资源丰富，但又严重缺水，对此该如何理解?
学生合作讨论，展示结论：严重的污染、浪费、不合理的使用，再加上人类对环境的破坏，造成气象灾害的增多，恶性循环造成水资源严重短缺。
(通过一系列的探究活动，在激发学生探究欲望的前提下，层层深入，使学生对教材的理解不断深化，突破重难点，进一步培养了学生自主解决问题的能力;加强对学生学习方法的指导，培养学生形成分析归纳总结学习方法的能力，养成勤于思考的习惯。)
教师点评总结非洲贫穷落后的原因：长期的殖民统治造成非洲生产力落后，落后的生产力严重制约了非洲经济的发展，为了生存，为了发展经济，人们便开始向自然环境掠夺，遭到破坏的自然环境，土地生产能力下降，又进一步制约了经济的发展，从而形成恶性循环，导致非洲更贫穷。所以，人口问题和长期的殖民统治是非洲贫穷落后的主要因素。也正因为这样，我们说非洲的经济亟待发展。看着非洲人民受苦受穷，伟大的中国人民于心何忍——无偿的提供人道主义援助：无偿的医疗技术援助，提供必要的医疗器械、设备和药品，派遣专家学者援非教育，无偿接纳非洲留学生，所有这一切，都饱含着中国人民对非洲人民的无限关爱之情。
小结：出示“知识结构” (略)
延伸拓展
我们说非洲是世界上最贫困的大洲, 经济亟待发展, 要发展, 它应从哪些方面做起?
学生：自由讨论，大胆质疑并发表自己的见解。
(让学生对地理的学习意犹未尽，延伸到课堂之外。)
教师：对学生的见解予以充分的肯定和鼓励，针对学生的疑问和求知欲，适当补充和总结：①控制人口数量，提高人口素质：实行计划生育、一夫一妻制、提高教育程度。②增加基础设施投入，提高教育和医疗水平;③实行土地改革，把土地分给黑人，发展生产满足所需;④采取减免税收的政策，刺激私人投资和消费，带动地区经济和产业的发展;⑤积极引进先进技术和设备，注重培养人才，大力发展生产力，促进经济发展;⑥防止战争和战乱，为经济发展提供稳定的社会政治环境，与此同时，完善法律制度，提高政府办事效率;⑦退耕还林还牧，保护生态环境，尽量避免自然灾害的发生，合理用水、节水等。
[作业设计]
非洲在资源富饶却异常贫困的状况下，经济该如何发展，怎样发展?请同学们课后继续搜集并整理资料，撰写成文。
[板书设计]
一、
动植物资源丰富
水力资源丰富
资源丰饶, 被称为“富饶大陆”
The main activities are 1a, 3a and 3b. 本课重点活动是1a, 3a和3b。
Ⅰ. Teaching aims and demands教学目标
1. Master some new words and phrases:
chalk, handwriting, dozen, dozens of, cheap, package, smooth, pound, dollar, penny
2. Learn what to do before leaving school and learn to write a speech at graduation ceremony:
(1)...there is going to be a graduation ceremony.
(2)...first of all, we must pass our final examination.
(3)be ready for graduation ceremony
Ⅱ. Teaching aids教具
教学磁带/录音机/画有英镑、美元和便士的卡片/含有Auld Lang Syne的歌曲磁带/布包
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
1. (播放Auld Long Syne歌曲营造一种离别的气氛，创造真实的语言学习环境，唤起学生的思维。)
T: Boys and girls, do you know the song? What’s the name?
Ss: Auld Lang Syne.
T: That’s right. We listened to it in Junior Eight. Could you tell me what it is about? Who will try? OK, S1.
S1: It is about the feeling when people say good-bye.Is it right?
T: You are completely right. We often hear the song at the end of some activities. How time flies! Soon, we’ll finish our school, that is to say, we’ll graduate from school soon.
(老师慢读graduate,并且重读几遍，让学生了解其意义和学会其读音。)
2. T: If we hold a graduation ceremony (graduation ceremony means a meeting or a party for graduation, in Chinese means “毕业典礼”), and write best wishes in English. What will you write? Write it on a piece of paper soon.
(此活动可激活学生已有的知识，也可引出下面的一些新单词。老师选出有深意的几份，其中有一份的字非常漂亮。)
T: Now, I collect some of yours.
T: S2, could you read the slogans for us?
S2: No problem. S3: says,“Let’s our friendship last forever.”
S4: says, “We are the owners of future.”
S5: says, “It’s lucky of us to have the days with you.”
S6: says, “I would rather lose the world than have no news of you.”
3. (导入新单词。)
T: Thank you , S2. How wonderful you all are, my friends! This job seems a piece of cake for you.
(教师抽出其中最漂亮的一份。)
T: Look at S5’s slogan. How beautiful his handwriting is! S5, could you design your slogan with some pictures on the blackboard with some colorful chalk before the graduation ceremony?
(教师在讲述时用相应的物体，通过直观法呈现新单词，并依次板书。)
S5: Of course, I am glad to.
T: Thank you, S5. I’ll give you a gift ahead, but you must guess what it is. Listen carefully. It’s round and long and smooth and its length is about six centimetres. We use it to write every day. What’s it?
S5: A pen.
T: Yes, it is. The pen is cheap. It only costs 6 yuan.
But as the saying goes, it’s the thought that counts. It means“礼轻情意重”.
T: The gift is in my package. Here it is! Here you are, S5.
I wish your handwriting become more and more beautiful.
S5: Thank you very much.
(教师从包里取出画有英镑、美元和便士的图片。依次呈现给学生。以轻松幽默的语气继续导入生词。)
T: Look. There are some pictures of foreign paper money, I’ll get dozens of gifts for you with the money if you study English well. This is English money, a pound, this is American or Australian money, a dollar and this is a penny.
a piece of cake: something easy to do
handwriting n. package n.
dozens of a dozen=twelve
chalk n. a piece of chalk pound n. a pound≈1.54 dollars≈12 yuan
smooth adj. dollar n. a dollar≈8 yuan
cheap adj. penny n. pound=100 pence
(依次板书划线部分生词，标出音标，领读几遍，用彩色粉笔标出需注意的问题，如单、复数形式。领读几遍后，让学生自己练习几遍。)
T: Can you remember all the new words and phrases? Is it a piece of cake?
Ss: Of course, it is.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (呈现毕业前的一般的活动，进入1a。)
T: Class, can you tell me how soon will you graduate?
Ss: About five months.
T: What have you thought you will do before leaving school, S1?
S1: We must study hard to pass the final examination.
T: What about you, S2?
S2: We should leave the telephone numbers and addresses.
T: Do you think if there is going to be a ceremony?
Ss: Yes, we think so.
T: Turn to 2 on Page 41. Discuss with your partner. Check what you will do before leaving school.
(学生分组讨论，抽查部分学生的答案。)
T: S3, what will you do?
S3: I’ll take photos of everyone, prepare for my examination and have a class get-together.
T: S4, how about you?
S4: I’ll give presents to everyone and prepare gifts for teachers.
T: Stop discussion. Now, look at the picture on Page 41. Kangkang and some others are talking with each other. Let’s listen to the tape to see what they are talking about. Then answer my questions.
(播放课文对话磁带。)
T: Can you follow the dialog?
Ss: Yes, we can.
T: Now, some tasks for you. S5, please.
When will they graduate?
S5: This weekend.
T: Question 2. What does Michael think of the final examination?
S6,please.
S6: He thinks it’s a piece of cake.
T: Question 3. What will Kangkang say at the graduation ceremony?
S7: He will say he has learned not only how to study, but also how to be an adult.
T: Well done!
2. (进入3a。)
T: We learn there are many activities we’ll do before leaving school.
If we hold a graduation ceremony, what will be done?
S8: Write a slogan on the blackboard and draw some pictures on it.
S9: We’ll talk about our friendship and our plan.
S10: We’ll give presents to each other.
S11: ...
...
T: Your ideas sound very good! We go on listening what Miss Wang and the students are talking about.
(播放课文3a的教材内容。教师把下列阅读任务写在黑板上。)
Answer the following questions according to 3a:
(1) Who will design and write on the blackboard?
(2) Who has prepared dozens of cards for classmates?
(3) What is Kangkang’s package full of?
(板书上述问题。由于本课生词较多，让学生听完磁带后再阅读，然后再做上述练习。)
T: Now, read the dialog, then I’ll ask some of you to answer the questions on the blackboard.
(学生自由朗读。)
T: Stop! S12, have you got the answer to No.1?
S12: Yes, I have. Maria and Michael will do the job.
T: Right or wrong?
Ss: Right.
T: Who has prepared dozens of cards for classmates?
S13,please.
S13: Jane.
T: Right. What’s Kangkang’s package full of ? S14, could you?
S14: Kangkang’s package is full of presents.
T: You’ve done well.
Step 3 Consolidation 第三步 巩固(时间:7分钟)
1. (进一步熟悉课文内容，分角色进行对话练习。朗读1a和3a。)
T: This time, we’ll act as different roles. Group 1 acts as Kangkang, group 2 acts as Michael, group 3 acts as Maria, group 4 acts as Jane, and I act as Miss Wang. One, two, three, go!
2. (进入1b部分，参照黑板上针对3a的提问，复述对话内容。在了解文章内容的基础上，通过体裁的变化改写文章，培养学生的语言表达能力。)
T: Boys and girls, refer to 1b and the questions on the blackboard, could you tell us what they talk about? You have one minute to prepare.
(让学生先准备，再进行复述。)
T: S15, please retell the first dialog referring to 1b.
S15: Let me try. They will graduate from Ren’ai International School and hold a graduation ceremony. There is going to be an examination which they have to pass. They are going to buy some gifts so that they will never forget their friendship.
T: Great! S16, please retell the second dialog referring to the questions on the blackboard.
S16: They are talking about their graduation ceremony. Maria and Michael will prepare for it. Maria will draw some colorful flowers and write some words on the blackboard.Michael will help her. Jane has got dozens of cards and Kangkang has prepared a large package full of presents for their classmates.
T: How about S15’s and S16’s jobs?
Ss: Wonderful!
T: Let’s clap for them.
Step 4 Practice 第四步 练习(时间:8分钟)
(进入3b部分和4。)
1. (为毕业典礼进行的购物活动。)
T: In the lesson, many of you say you will buy some gifts for your classmates. Now let’s go shopping. When you buy something, you should make sure what you’ll buy, why you buy it, and how much it is and so on. The sentences on Page 42 may help you.
Turn to Page 42. Let’s look through the sentences.
(引领学生浏览3b中的句子，为下面的对话活动作准备。)
T: OK. Please find a partner. One acts as a customer and the other acts as an assistant. Make up a dialog. Then, I’ll ask some pairs to act it out.
S1,2: All right.
S1: Good morning. What can I do for you?
S2: Good morning. I need a red package for the graduation ceremony.
S1: Sorry. I have no red package any longer.
S2: Do you have any other colors?
S1: I have some blue ones. It’s very cheap but beautiful.
S2: How much is it?
S1: It is 5 dollars.
S2: OK, I’ll take it. Here is the money.
S1: Thank you.
2. (进入4， 听力训练。)
T: Let’s listen to 4 and learn what Michael does at the shop.
(播放听力磁带。听完一遍后，做书上的练习。)
T: Can you catch the paragraph?
Ss: Yes, we can.
T: Please turn to 4 on Page 42. Mark the sentences True (T) or False (F) alone.
(学生独立作业。)
T: S3,could you give your answers?
S3: Of course. They are T, F, T, F, T from 1 to 5.
T: Do you agree with him?
Ss: Yes, we do.
T: Listen to the passage once more. Check your answers.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
(实践活动)
T: If you are asked to design a blackboard paper for the graduation ceremony.
How will you do it?
Please design it on a piece of paper alone. Each group chooses the best one from your group and hand it in.
Section B
The main activities are 1a, 2a and 2c. 本课重点活动是1a，2a和2c。
Ⅰ. Teaching aims and demands教学目标
1. Master the new phrase:
to one’s joy
2. Go over the present perfect tense:
(1) Maybe I have done some things that hurt your feelings in the past three years.
(2) I’ve certainly forgotten everything like that.
3. Learn to make an apology:
(1) I beg your pardon.
(2) You don’t need to say sorry.
4. Practice making a speech at the graduation ceremony.
Ⅱ. Teaching aids教具
磁带/录音机/写有阅读任务的小黑板
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
1. (复习上节课功能话题，现在完成时态和其他一些时态的综合运用。)
T: Boys and girls, glad to see you again.
Ss: Glad to see you, too.
T: Our graduation is coming. What will you do for it?
S1: I must study hard for the final examination.
S2: I will buy some gifts for my good friends.
S3: I will make some cards for my classmates and design some beautiful flowers and words on the blackboard for the ceremony.
T: Great! Now, please work in pairs and discuss what you have done for graduation.
(学生互相讨论，复习现在完成时态的用法。教师尽量引导学生复习含有完成时态的陈述句、疑问句及其回答。)
T: S4, could you tell us what you have done?
S4: I have taken some photos to send to my good friends. S5 and I have prepared a program for the graduation ceremony.
S5: Yes, we have practised the program for a long time.
T: That’s great. Most of you have prepared for the examination, haven’t you?
Ss: Yes, we have.
T: It’s so smart of you to do so.
2. (导入新单词和短语。)
T: To my great joy, most of you are studying so hard. Here “to one’s joy”means “what makes one happy”, that is to say，in Chinese, “使某人高兴的是……”, for another example, to his great joy, he has passed the examination. Who can make a sentence with the phrase?
S6: To my great joy, I have such a teacher as you.
S7: To our joy, we have learnt not only how to study, but also how to be a man.
T: Wonderful! I think once you work hard, you’ll achieve your dream. “Achieve” here means “realize”, “achieve your dream” means that your dream will come true. We also can say “achieve one’s goal, achieve success...”
(板书划线内容。标出新单词的音标，领读几遍。)
to one’s joy Example: To his great joy, he has passed the examination.
achieve v. Example: achieve one’s dream, achieve one’s goal, achieve success(取得胜利)
T: Please make a sentence with the word “achieve”.
S8: If we want to achieve our dream, we must work hard.
S9: He has finally achieved success.
T: Thank you. You are great! Now, let’s go over some phrases. There are some sentences. Please choose a proper phrase or word to complete them. Please come here and write your answers on the blackboard, S10.
(呈现写有下列内容的小黑板。此项活动复习已学单词，短语，激活旧知识，为课文理解作铺垫。)
Fill in the blanks with a word or phrase in a proper way to complete the following sentences:
to one’s joy, realize, enjoy oneself, get along well, go on, thanks to.
(1) my classmates’ advice (建议), I have made so great progress.
(2) , I met an old friend in Beijing.
(3) Work hard, and you will your dreams.
(4) These years, we with each other.
(5) At the class get-together, they had a good time and very much.
(6) Having a rest, we writing our composition.
(学生单独做作业，随后讨论并修改。教师给出学生在作业中的典型问题。)
T: Boys and girls, discuss the answers on the blackboard and then let’s check them together.
The answers are:1. Thanks to 2. To my joy 3. realize 4. get along well
5. enjoyed themselves 6. went on
Step 2 Presentation 第二步 呈现(时间:12分钟)
1. (进入1a部分。)
T: Turn to Page 43. Look at the picture. Kangkang and Michael are talking about something. Listen to the tape and learn what they are talking about. There are some questions for you after listening:
(播放本部分教材内容磁带。老师板书下列问题。)
(1) Who will go back to America, Kangkang or Michael?
(2) Has Kangkang done anything that hurt Michael’s feelings?
What does Kangkang say?
(3) What are they going to remember?
T: Now, have you caught the dialog?
Ss: Yes, we have.
T: Great! Turn to the task on the blackboard. Question 1. S1, please give your answer.
S1: Michael will go back to America.
T: S2, are you sure about question 2?
S2: Yes, he has. He says “I beg your pardon”.
T: You are right. “I beg your pardon” here means “I am sorry” or “I beg you to forgive me”. When you can’t catch somebody, you also can say“I beg your pardon”. It means “I don’t understand you and please repeat it”.
I beg your pardon.
(板书划线部分。)
T: Let’s turn to question 3. S3, could you give the answer to it?
S3: They will remember all the good time they have had together.
2. (进入1b部分。)
T: All right. Read the dialog and make sure of your answers.
Group 1 and group 2 act as Kangkang, group 3 and group 4 act as Michael. One, two, three, go!
(根据班上座位的编排情况把学生分成两组，分角色朗读。)
T: Now, you have to finish a task alone according to the dialog.
Turn to 1b on Page 43. Fill in the blanks and finish it as soon as possible.
(学生独立作业。)
T: S4, could you give your answers?
S4: All right. Michael is going back to America. Kangkang will miss him a lot. In the past three years, maybe he has done some things that hurt Michael’s feelings. He is really sorry for that. But Michael says he will remember all the good times they’ve had together.
The answers are:miss, has done, feelings, sorry, will remember
T: Class, what do you think of his answers?
Ss: We agree with him.
3. (进入2a部分。)
T: Boys and girls. Maybe some of us will make speeches at the graduation ceremony.
Today, we’ll learn how to make it. There are two speeches at the graduation ceremony. Please read it on Page 43. Let’s see what they say in the speech. Read the passage in 2 minutes. There will be some tasks for you.
T: Finished?
Ss: Yes, we have.
(教师呈现写有阅读任务的小黑板。)
How they feels
What they got
What they will do
T: Look at the forms. Please discuss with your partner the three points: (1) How they feels? (2) What they got during the three years? (3) What they will do?
(学生展开讨论,随后汇报结果。老师填写关键词及短语。)
T: S5, please find the words and phrases showing their feelings.
S5: I’ll try. (1) excited and happy (2) a fantastic three-year time
(3) a happy family (4) many unforgettable memories
(5) to my great joy (6) love
T: So wonderful of you! S6, could you finish the next: what they got?
S6: OK. (1) learnt a lot from others (2) got along well with friends
(3) won the prize of “Excellent Student” (4) received a lot of praise
T: Thank you, S6, you are the same great. The last task: who will try?
S7: Let me try. (1) say good-bye (2) remember...
(3) go on working hard (4) come back to school
(把划线部分填入表格。使学生清楚地了解文章的具体内容。)
T: Thank you, S7. So wonderful!
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (听磁带模仿语音、语调。)
T: We’ve learnt what the speech says. Now, listen to the tape.Pay attention to its pronunciation and intonation.
(播放课文磁带。)
T: Are you sure you have no problems about the test?
Ss: Yes, we are.
2. (开展任务型活动，帮助学生进行语音、语调练习，加深对句子的理解。)
(进入2b部分。)
T: I’ll check how you grasp the text. Turn to 2b on Page 44, choose the similar meanings. At first, finish the part alone.
(学生独立作业。)
T: Finished?
Ss: Yes, we have.
T: OK. S1, read the first sentence and choose the similar word.
S1: All right. We have had three fantastic years in Ren’ai International School. We can say we have had a great three-year time. So B is right.
T: You are right. S2, try No.2.
S2: I have many unforgettable memories. “unforgettable” means “hard to forget”. So A is right.
T: ...
(教师按此方法完成3-5题。让学生借此练习自己的发音。)
3. (活动二。整合文章内容。练习学生的语音、语调，进一步加深对文章的理解。)
T: There are some questions. Could you answer them according to the text?
(教师板书划线部分内容，同时给学生一些思考的时间。)
1. Why is she feeling so excited and happy?
2. What has she got during the three-year time?
Ss: Let us try.
T: Question 1: Why is she feeling so excited and happy? S3, please.
S3: Because she will graduate from the school soon. She thinks of what she has had and what she will do.
T: Wonderful job!
Question 2: What has she got during the three-year time?
Who will try this task?
(让学生自愿举手。)
T: OK. S4, please!
S4: She has learnt a lot from her teacher and her friend. She has learned that if she wants to succeed, she must study hard at first.
T: You are so wonderful!
Step 4 Practice 第四步 练习(时间:5分钟)
(进入课文2c部分。)
T: Just now, we have learnt a speech and we discussed how to make a speech. Now, we’ll discuss what you are going to speak at the graduation ceremony. At first, discuss with your partner, then make a list of what you will speak in a right order.
(学生开始讨论，要求他们列出讨论结果。)
T: Stop! Are you sure about your speech?
Ss: Yes.
T: S1, please give your list of what you will say.
S1: OK. I am glad to.
(1) My feeling.
(2) The reasons for my excitement and happiness.
(3) What I’ve learnt and done during the three years.
(4) The most moving event.
(5) My plan for the future.
(教师根据情况可另外让1-2名学生陈述。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (练习写毕业典礼演讲稿。)
T: I think most of you have prepared for writing a speech.
Now, write it on your exercise book. There are some requirements for you.
(1) 先列出纲要。再写正文。
(2) 文章中尽量能运用已学或你收集的谚语或俗语。如:
①Where there is a will, there is a way.
②It’s the thought that counts.
③No pains, no gains.
(3) 词数:80-100。
2. Homework
Think of the activities referred to in the text. Which ones do you think not good for us? Show your reasons.
Section C
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands教学目标
1. Master some new phrases:
come to an end, bring about
2. Talk about graduation.
Ⅱ. Teaching aids教具
录音机/图片/各种毕业证
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (向学生出示康康做演讲的图片，为毕业典礼展开话题。)
T: What’s Kangkang doing?
Ss: He is making a speech.
T: Where is he making the speech?
Ss: He is making the speech at the graduation ceremony.
T: When will they graduate from Ren’ai International School?
Ss: At this weekend.
T: What must they do before graduation?
Ss: They must pass the final examination.
T: What will Maria do to get ready for their graduation ceremony?
Ss: She will draw some colorful flowers and write some words on the blackboard with chalk.
T: What has Jane done for it?
Ss: She’s got many cards.
T: What has Kangkang done for it?
Ss: He’s prepared a large package full of presents.
T: You will graduate very soon. What will you do for it?
S1: I will …
S2: I …
S3: …
T: Why do you want to give your presents to your friends?
S4: …
S5: …
T: You have been together at school for about three years.
You will think back to your golden old days when you miss your friends.
(板书划线部分。)
golden
T: “Golden”means special, wonderful.
Example: golden memories (美好的记忆)
golden chance (良机)
(让同学们翻译词组以巩固对单词的理解。)
T: 美好童年。
Ss: Golden childhood.
T: 美好的未来。
Ss: Golden future.
T: “Golden” also means something made of gold or have the color of gold.
Example: golden hair, golden necklace, golden earrings. Please translate these phrases.
(让学生们翻译这几个词组。)
Ss: 金发、金项链、金耳环。
T: The days you have been together will be a beautiful memory in your life. So we say the golden old days. How are you feeling now?
(让学生们说出毕业前的心情，为后面的写作打下基础。)
S6: I feel excited because I will go to another school to learn more.
S7: I feel worried because I must pass the final examination.
S8: I feel proud because I won the prize of “Excellent Student” in my class.
S9: I feel sorry because we will leave our school. Maybe we can’t meet each other for a long time.
S10: …
.
.
.
T: What will you say to your old friends?
S11: I’m going to remember all the good time we’ve had together.
S12: If I hurt you sometime, I want to say I’m sorry.
S13: I’ll miss you.
S14: We can get together again some time in the future.
S15: …
.
.
.
T: Are you willing to leave school?
be willing to do
That means “Are you happy or glad to leave school?”
(让学生们给出不同的回答。)
S16: …
S17:…
T: Are you willing to give a speech?
S18: …
S19: …
2. (听前准备。设置几个与本短文有关的话题，提前解释文中的某些句子。)
T: You will have a graduation ceremony very soon. But what is a graduation ceremony?
(帮助同学们用课文中的句子做出回答。)
Ss: A graduation ceremony is a custom which takes place when students graduate from a school.
T: When you graduate from a school, you will receive a piece of paper. On the paper, you can find your name, your school’s name and your principle will sign the paper. What do we call it?
(从本句的描述中引出新单词。)
Ss: It’s a diploma.
T: But what do you call the paper when you graduate from a college? It’s a degree. That can show that you are a college graduate or a university graduate.
(板书划线单词。)
degree, a college graduate, a university graduate
(呈现各种毕业证书及学历证书，让学生更明确地理解其含义。)
T: What does a graduation ceremony mean?
T & Ss: It marks the end of one’s school life.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (设置一个问题，听第一段，找出文章主题。)
T: What is the passage about?
(听录音，回答问题。)
Ss: It’s about a graduation ceremony.
2. (继续听完，让同学们划出文中难以理解的内容，教师做出讲解。)
T: Let’s go on listening. While you are listening, underline the words, expressions and sentences that are difficult to understand.
Step 3 Consolidation 第三步 巩固(时间:3分钟)
1. (自读，完成1b。)
T: Read by yourselves and answer the questions in 1b.
(请同学们说出问题答案，并核对。)
(1)A graduation ceremony is a custom which takes place when students graduate from a school.
(2)The ceremony is usually held in a big hall.
(3)On the ceremony, the best students make speeches. Each graduate will receive his diploma.
(4)After the ceremony, students often chat with their teachers, friends and relatives who come to congratulate them. They also take photos of each other and talk to each other about their future.
2. (四人小组活动，写出每段的关键词，并派一个代表复述课文。)
T: Please work in groups of four and find the key words in each group. Then ask one student to retell the passage.
(如果学生们感到有难度，可让他们逐段复述。)
3. (重点读最后一段，完成1c。)
T: Read the last paragraph of 1a and fill in the chart below. You can also add your own opinion.
(完成表格之后，找几个同学把添加的内容向大家汇报。)
T: How do you feel when the graduation ceremony comes?
S1: …
T: Why?
(以相同的方法问其他的学生。)
Step 4 Practice 第四步 练习(时间:15分钟)
1. (教师总结学生们的回答，把内容引向2。)
T: Different students have different feelings. But most people are not willing to leave. What about Kangkang? A journalist is interviewing him after the graduation ceremony. Choose the best answer and complete the dialog.
(1)(自读短文，填入正确答案，答案B, E, D, A, C)
(2)(设置问题，引导学生深入理解对话。)
① What’s Kangkang’s feeling?
He’s very happy and excited.
② Is he willing to leave his school?
No, he isn’t.
③ Will he keep in touch with his teachers and friends?
Yes, he will.
④ Will he come back to see his school? When?
Sure. He’ll be back on his school’s 10th anniversary ceremony in .
(3)(两人一组表演对话。)
Work in pairs to practice the dialog.
2. (总结离别前夕大家所想的、所做的，复习前几节课内容。)
T: Work in groups of four. Then ask one student to report to others.
(1)What have they done or what did they do?
(2)What must they do for the graduation?
(3)What do they want to do?
Summarize the contents and fill in the chart.
Name things they have done things they must do things they want to do
(板书画线部分。)
(1)What have they done or what did they do?
(2)What must they do for the graduation?
(3)What do they want to do?
(供参考段落)
They have had a fantastic three-year time in Ren’ai International School. They have studied and lived together for three years. Here they have learnt a lot of things from each other. They learnt how to study, how to do things together, how to get along well with others and how to be a man.
They each got the diploma of Ren’ai International school, and Kangkang won the prize of “Excellent Student”. He received a lot of prizes and made a speech at the graduation ceremony.
Before the ceremony, they must pass the examination first. And they did their best to congratulate the ceremony. Maria and her friends drew some colorful flowers and wrote some words on the blackboard with chalk. They sent each other some cards and other presents, too. Kangkang said he would come back to join the 10th anniversary ceremony in 2010 and keep in touch with his teachers and friends.
3. (让学生总结自己毕业前夕的情况，填表格并汇报。)
Name things they have done things they must do things they want to do
T: Work in four-people group and get one student to report your ideas to others.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
1. (讨论。写出在毕业前夕自己的感受及想对老师、朋友说的话，以口头形式做出汇报。)
T: Please tell your partner what you will feel and what you will say to your old friends.
S1: …
S2: …
2. Homework
Write a passage about what you will feel and what you will say to your old friends.
Section D
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ. Teaching aims and demands教学目标
1. Master some new words and phrases:
hurry, hurry up, head, in the future, awake, (at) any minute now
2. Express farewells:
(1)We have only a little time left to say good-bye.
(2)I’m sad to be here watching you all head back home.
(3)Which flight will you take?
(4)I’m sorry we have to go now.
(5)I hope you will have a great future. I look forward to reading about it in your e-mails.
(6)We’ll miss you!
(7)Keep in touch!
(8)Have a safe flight!
Ⅱ. Teaching aids教具
录音机/图片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (以点将的形式复习本单元谚语。)
(老师说出汉语，让同学说出英语，考查同学们的记忆力。)
T: S1，礼轻情意重。
S1: It’s the thought that counts.
T: 有志者事竟成。
S2: Where there is a will, there is a way.
T: 凡人皆有得意日。
S3: Every dog has its day.
(老师说出英语，让同学们说出汉语，扩展同学们的知识。)
T: No pains, no gains.
Ss: 不劳无获。
T: A friend in need is a friend indeed.
Ss: 患难朋友才是真朋友。
T: An early bird catches worms.
Ss: 勤能补拙。
T: Waste not, want not.
Ss: 塞翁失马，焉知非福。
T: All roads lead to Rome.
Ss: 条条大路通罗马。
T: When in Rome, do as Romans do.
Ss: 入乡随俗。
2. (复习与毕业有关的内容，为引出新课作出铺垫。)
T: What does a graduation ceremony mark?
(帮助学生一起回忆教材中有关的句子。)
Ss: It marks the end of a period in one’s school life.
T: It means something else. What does it mean?
(让学生们自主发表意见。)
S4: It means we must leave this school.
S5: It means we can’t be together any longer.
S6: It means we have grown up.
S7: It means we can see each other only in our dreams.
S8: It means we may not see each other again.
(问及学生们自己毕业前的感受及原因。)
T: Everything has an end. You’ll leave our school very soon.
How do you feel about it?
(让学生们举手回答问题。)
S9: I’m happy.
T: Why?
S9: Because I can find new friends in another school.
(以相同的方式问其他学生。)
S10: …
S11: …
T: What do I feel? Do you know?
Ss: We don’t know. What do you feel?
(教师通过问这个问题来呈现本课新单词。)
T: I feel happy because you have grown up. But I feel disappointed too. Because I always dream of you these days. When I awake, I can’t see you, then I will feel anxious and hurry back to school. I want to get to school earlier and stay with you for a longer time.
(板书划线单词，进行释义，并领读)
awake, hurry
T: “Awake” means “wake up”.
Example:
I always awake at 6:00, then I get up at once.
(以词组和例句的形式解释生词。)
T: “Hurry” means do something more quickly than usual.
Example: Kangkang got up and hurried to school.
T: When we want somebody to do something quickly, we can say.
Hurry! or Hurry up!
And we can use it as a noun.
Example:
Kangkang got up late and he went to school in a hurry.
awake=wake up
I always wake at 6:00. Then I get up at once.
hurry=do something more quickly than usual
Kangkang got up late and he hurried to school/went to school in a hurry.
Hurry!=Hurry up!
There’s little time left. Hurry up!
(继续提出问题，为1a的呈现打下基础。)
T: Where is Maria from?
Ss: She is from Cuba.
T: Where is Michael from?
Ss: He is from the U.S.A.
T: Where is Jane from?
Ss: She is from Canada.
(教师总结，引出机场送行。)
T: Now they have graduated from Ren’ai International School. They have to go back home. How can they go back?
(这个问题很简单，同学们会自然回答乘飞机。)
Ss: They can go by air/by plane.
T: They are leaving for their homes, they are heading back to their homes. That means they are starting to go back home.
(板书划线部分。)
head back=start to leave for
T: Where should Kangkang see them off?
Ss: At airport.
T: Yes, Kangkang will see them off at Beijing Airport.
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置问题，让学生带着问题去听，锻炼其从听力材料中获取信息的能力。)
(1)Who is the last to get to the airport?
(2)Why was she so late?
(3)Which airline is Jane flying on?
2. (放录音，让学生找出答案。)
The answers are:
(1)Maria is the last to get to the airport.
(2)Because many people wanted to say goodbye to her family.
(3)Flight Ac 2968.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (打开课本，看着对话听录音，找出表达送别的用语并给出问题的答案。)
(1)Why is it a sad farewell?
(2)How do they plan to keep in touch?
(3)Does Michael like to write?
(4)What does Michael like?
The answers are:
(1)Because they may not see each other again.
(2)They plan to keep in touch by sending e-mails.
(3)No, he doesn’t.
(4)He likes skating.
(送别用语)
(1)We have only a little time left to say goodbye.
(2)I will miss you all.
(3)I’m sad to be here watching you all head back home.
(4)Which flight will you take?
(5)I’m sorry I have to go now.
(6)I hope you will have a great future. I look forward to reading about it in your e-mails.
(7)We’ll miss you!
(8)keep in touch!
(9)Have a safe flight.
2. (分角色表演对话。)
T: Let’s take roles to practice the dialog.
Step 4 Practice 第四步 练习(时间:10分钟)
1. (做出相似的对话。)
T: Your graduation will come very soon. Do you need to see your friends off? Let’s suppose you are seeing your friends off at the airport or at the station. Make a similar dialog in pairs or in groups. You can use the sentences on the blackboard to help you.
2. (阅读，完成2。)
(1)(用所给动词的适当形式填空。)
The answers are:arrived, love, were dancing, to paint, dreamed/dreamt, awoke, missed, sent, meet, don’t forget
(2)(解释文中的生词及难懂的句子。)
T: “Alive” means “continue to exist” or “keep existing”, 继续存在。 We can say “keep a dream alive”,使梦想不破灭，“keep a hope alive”，使希望永不破灭。
(3)(设置问题，帮助学生们深入理解短文。)
① Where did Maria arrive?
② Where does she often go for a walk?
③ Why did she feel sad?
The answers are:
① She safely arrived at her hometown in Havana, Cuba.
② She often goes for a walk on the seaside.
③ Because she missed her friends.
3. (小组活动，设计毕业后的去向。)
T: You are going to leave school, what are you going to do after graduation? What do you want to be in the future? How can you achieve your dream? Please work in groups of four. Then ask the students to report for you.
Name want to be how to do
Steve arist go to an art school
Example:
Steve likes painting very much. He wants to be an artist very much, so he will go to an art school to achieve his dream.
Step 5 Project 第五步 综合探究活动(时间: 10分钟)
1. Collect famous sayings, then choose one as your motto.
2. Make an address book.
Name
Address
Telephone number
Motto
Star sign
Hobby
T: When you leave each other and want to keep in touch with your friends, you can make an address book. Fill in the chart and report it to others.
3. Homework
一、前言的增设
与旧教材相比, 新教材别出心裁地在目录前增设了前言。前言的第一句话是:“在本册书中, 我们一起来认识中国的区域。”从这句话就可以看出, 新教材从一开始就体现出新课改“以学生为本”的理念, 采用的是“我们一起来认识”而不是“你们将要学习的是”, 教师不再是高高在上, 学生才是学习的真正主人。接下来的部分用了非常优美生动的语言对整册内容进行了简单概括, 学生可以通过阅读这些优美的语句身临其境地感受祖国的大好河山, 从而增强对学习本册内容的兴趣。
二、章节设置的变化
1.章节数量的变化。旧版教材共有6个章节, 而新版教材只有5个章节, 而且与旧教材相比, 新教材的章节号与上册章节是相连的, 体现湘教版八年级整册内容的统一性和连贯性。
2.章节内容的变化。从新旧两版 教材的内 容可以看出, 教材的编写思路发生了很大的转变, 旧版教材的编写思路应该是 总—分的传统 思维方式, 从一般到 具体, 先介绍中国的 产业, 包括上一 册的中国 的人口、气候、资源等等, 先让学生对整个中国的各个方面有个大概的了解, 然后在下册就详细从东部沿海、内陆沿疆、黄河和长江沿岸这四个部分对中国每个行政单位进行了介绍, 内容繁杂, 追求面面俱到, 但是要在有限的篇幅内完成又是不可能的。因此, 新版教材针对这些问题做了很大的改进, 主要从认识区域的方法着手, 教会学生从位置和分布、联系与差异、环境和发展这三个方面来学习和了解中国的区域, 不再是简单知识内容的呈现, 而更注重的是学习如何分析区域的方法, 这才是学生适应当今变幻莫测的时代最需要掌握的东西。新版教材把《中国的产业》这一章节放到了上册, 而下册的重心完全放到了区域的学习上, 不管是章节先后的安排, 还是章节内容的选取, 都体现了 “学习对生 活有用的 地理”和“学习对终身发展有用的地理”的课程理念。
三、地理图像的变化
地理图像是地理教材不可或缺的一部分, 它是传递地理知识的一个重要载体, 对于抽象思维能力还未发展成熟的初中生来说, 色彩鲜明、生动形象的地理图像能让他们迅速地产生学习地理的兴趣。根据初中生这一显著的特点, 无论是旧版教材还是新版教材, 教材编写者都采用了大量的地理图像来凸显教材内容。尽管如此, 与旧版教材相比, 新版教材采用的地理图像在数量和质量上都有较大的突破。
1.新旧教材地理图像数量和密 度的变化。旧 版教材共分为6个章节, 地理图像在每个章节的数量分别是33幅、57幅、16幅、15幅、16幅和1幅, 总共是138幅;而新版教材5个章节的地理图像数量分别是42幅、37幅、46幅、73幅和3幅, 总共是201幅。新教材的图像密度和数量都比以前有所增加, 说明地理图像在地理教材中的地位日趋重要。
2.新旧教材地理图像质量的变化。从整体看, 与旧版教材相比, 新版教材的地理图像色彩更加鲜明、丰富, 图注更加清晰, 图像的线条也比较饱满。旧版教材以彩图为主, 而新教材在彩图的基础上也适当地采用了黑白图像, 比如在教材第12页, 为了突出中国传统交通工具的地域特色是“南船北马”, 图5-21和图5-22就分别采用了“20世纪40年代江南水运”和“北方传统运输方式”两张黑白图像, 黑白图像的运用准确地反映了中国历史上真实的人文景 观, 具有历史 的厚重感 和更强的 说服力。除此之外, 新版教材的地理图像更具时代感。两版教材中都有对北京的区域介绍, 体现北京最近这些年来高速发展成果的图片更是大量出现在新教材当中, 比如北京的金融街、中关村科技园和鸟巢等。与此同 时, 新教材的图像也体现了地方民族特色, 比如展现京剧、秦腔、锅庄舞等图像的运用。
新版教材与旧版教材相比, 在很多方面存在优势是毋庸置疑的, 因为它毕竟蕴含十年来无数教师无数次课堂实践的经验总结。就如同不可能有十全十美的人一样, 新版教材也肯 定存在着 许多不足, 它是“十年 磨一剑”的成果, 现在又正 返回实践 中去接受 实践的检 验。人的认识是无限的, 总能不厌其烦地一次又一次地去改进和完善, “最好的总是在下一次”, 怀抱着这样的期望, 教育才能不断地向前发展。
摘要：湘教版初中地理新教材的修订以《义务教育地理课程标准》 (2011年) 为依据, 在原教材的基础上更新了大量的素材, 同时也对章节的设计进行了重新梳理。以八年级下册为例, 新教材除了增设了前言, 章节设置及地理图像也有了一定的变化。
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