【正文】 635 and S2 reads lines if any students have cats that like to sleep in unusual the class prepare this poem for choral different lines to individual students or pairs to create a dramatic one or two students to read one line only, ., S1: Cats All: Cats sleep anywhere, S2: Any table, S3: Any chair, S4: Top of piano, This activity helps students to work as a team as they have to listen to their cues, which encourages them to work students which poem they like more able students to say why they like it, ., I like the poem about cats because they are my favorite activity For stronger classes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and students to interpret the use of prepositions to prepare a correct visual presentation of the B Teaching procedures 1 Read the words listed in the box in part B1 to the students to repeat each one and to pay particular attention to the sounds of the final students to plete the sentences with the correct them to read the sentences out loud so that they can hear the sounds of the weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start pleting the less able students to work with a partner and take turns saying the rhyming pairs less able students to do the extra questions on page more able students, do not provide them with the extra gapped sentences and them to look for other rhyming pairs in the poems students whether they think the rhyming words make the poems more pleasant to listen all ask individual students what are the other roles of the rhyme in as many opinions as possible, ., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, the context and the instructions to part the words in the ask students to plete the sentences with the correct two volunteers to read out the pleted activity Ask more able students to find any other rhyming pairs from the words learned in other them a reward for finding one, two or is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their C Teaching procedures Ask students to do Part C1 in them to use a dictionary if the answer and clarify any areas of students to do Part C2 on their them that all the words can be found in the poem ‘My Goldfish’ on page more able students to do the task without referring the less able students to find the words in the poem to plete what Peter out the first ask four students to read out one line do part C3, students will have to refer to the poem ‘Cats’ on page more able students to do the task on their able students may need them with the names of places, and perhaps how many times each preposition is more able students where cats sleep based on the poem ‘Cats’ on page them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.第三篇：七年級(jí)語(yǔ)文組集體備課計(jì)劃七年級(jí)語(yǔ)文組集體備課計(jì)劃在新一輪的課程改革實(shí)施中，為把集體備課制度化、規(guī)范化，使之成為支持教師轉(zhuǎn)變觀念、自覺運(yùn)用新的教學(xué)理念、轉(zhuǎn)變教師教學(xué)行為的支撐點(diǎn)，我們?cè)谡n程改革的同時(shí)也在各組實(shí)施集體備課。對(duì)話描 寫、神情描寫（?大驚?）、動(dòng)作描寫（?拜蒙母?）均能生動(dòng)傳神，使人物形象富于情味。第三層寫呂蒙學(xué)習(xí)后的變化，僅用一 個(gè)?及?字，引出呂蒙學(xué)習(xí)的效果。第一層重點(diǎn)突出孫權(quán)善?勸?，命令未奏效時(shí)，孫權(quán)又用自身學(xué)習(xí)的體會(huì)再勸，并駁回呂蒙的借口。孫權(quán)勸得認(rèn)真，魯肅與呂蒙調(diào)侃得多趣，二者情調(diào)不同，三人性格 有異。魯肅親見呂蒙的變化之大竟然判若兩人，情不自禁，說話用了?贊嘆?口吻。從孫權(quán)的言語(yǔ)中可見其如何善于勸說，可感其怎樣的對(duì)呂蒙親近、關(guān)心、期望。?肅遂拜蒙母?譯作?魯肅于是拜見了呂蒙的母親?，?拜?后省略介詞?于?，是個(gè)省略句。⑦三個(gè)古漢語(yǔ)句式：非復(fù)、何見事、遂拜蒙母?非復(fù)吳下阿蒙? 譯作?不再是原來(lái)那個(gè)呂蒙了?，是個(gè)判斷句。也可以 單獨(dú)使用，褒講久違的友人有能耐或者本事等等。后泛指缺少學(xué)識(shí)和文才的人。?大兄?即長(zhǎng)兄，文中呂蒙對(duì)同輩年長(zhǎng)者魯肅的尊稱。⑤三個(gè)稱謂：孤、卿、大兄古時(shí)王侯自稱?孤?，孫權(quán)即是。七年級(jí)語(yǔ)文集體備課教案第三單元杰出人物學(xué)習(xí)榜樣備課人：王進(jìn)軍、邵月嬌共 22 頁(yè)第 頁(yè) 21③三個(gè)古今異義詞：治、博士、但?治?，研究，今為?治理?義； ?博士?，當(dāng)時(shí)專掌經(jīng)學(xué)傳授的學(xué)官，今為學(xué)位最高 一級(jí)； ?但?，只，今為轉(zhuǎn)折連詞。?以?，在?以軍中多務(wù)?中作介詞?用?，在?自以為大有所益?中與?為? 組成?認(rèn)為?。?即更……?句中的?更?釋為?重新?，具動(dòng)詞意味，讀 g ē ng。?為博士??自以為?中的?為?都作動(dòng)詞，讀 w 233。自讀這篇課文時(shí)，我們可以適當(dāng)做到下列的圈點(diǎn)品味——①三個(gè)字音：當(dāng)、為、更這幾個(gè)都是多音字。第二課時(shí)特別推薦閱讀：《孫權(quán)勸學(xué)》圈點(diǎn)三辨《孫權(quán)勸學(xué)》選自司馬光主編的編年體通史《資治通鑒》，是根據(jù)《三國(guó)志?吳志?呂蒙傳》及裴松之注引《江表傳》的有關(guān)文字改寫的。大多數(shù)哥為什么這么遲才改變看法呢！?魯肅于是拜見呂蒙。?呂蒙于是開始學(xué)習(xí)。孫權(quán)說：?我難道要您研究經(jīng)典作品成為博士嗎！只要您廣泛閱讀，見識(shí)從前的事情罷了。今義：轉(zhuǎn)折連詞。今義：學(xué)位最高一級(jí)。今義：?孤單?孤苦?。重要文言實(shí)詞、虛詞、詞類活用、特殊句式等整理歸類。士別三日：即讀書人分別后三天，或說是有道德和才能的人相隔了一段時(shí)間，特指有了明顯的長(zhǎng)進(jìn)，一般與?刮目相看?連用。四、文言知識(shí)積累1成語(yǔ)：刮目相待（看）：指別人已有顯著進(jìn)步，不能再用老眼光來(lái)看待。第二部分：運(yùn)用語(yǔ)言描寫從側(cè)面以魯肅大驚體現(xiàn)呂蒙的巨大變化，寫出吳下阿蒙 接受勸說就學(xué)后令人刮目相待。（學(xué)生齊讀，教師范讀，學(xué)生自由讀熟）三、疏通文意，了解文章內(nèi)容。⑾鍥：刻。駕，馬拉車一天所走的路程叫?駕?。⑨十駕：劣馬拉車走十天，（也能走得很遠(yuǎn)）。⑦跬：半步。⑤礪：磨刀石。③中：符合，合乎。……注：①已：停止。鍥 11而舍之，朽木不折；鍥而不舍，金石可鏤。……故不積跬⑦步，無(wú)以至千里；不積小流，無(wú)以成江海。木直 中③繩，輮以為輪，其曲中規(guī)，雖有槁暴，不復(fù)挺④者，輮使之然也。（2）勸學(xué)君子曰：學(xué)不可以已①。②盲臣：師曠為盲人，故自稱為盲臣。?師曠曰：?何不炳燭乎？?平公曰：安有為人臣而戲其君乎？?師曠曰：盲臣②安敢戲君乎？臣聞之：少而好學(xué)，如日出之陽(yáng)；壯而好學(xué)，如日中之光；老而好學(xué)，如炳燭之明。、《資治通鑒》是司馬光主持編纂的一部編年體通史，記載了從戰(zhàn)國(guó)到五代共一千三 百六十二年的史事，宋神宗以其?鑒于往事，有資于治道?，命名為《資治通鑒》，司馬光編纂此書的目的是為統(tǒng)治者治國(guó)提供歷史經(jīng)驗(yàn)和教訓(xùn)。教學(xué)難點(diǎn)揣摩文中的對(duì)話，感受三人說話時(shí)的口吻、神態(tài)、心理。第一篇：七年級(jí)語(yǔ)文集體備課教案七年級(jí)語(yǔ)文集體備課教案 第三單元 杰出人物學(xué)習(xí)榜樣備課人：王進(jìn)軍、邵月嬌學(xué)生能夠懂得學(xué)無(wú)止境，學(xué)有益于人的完善和發(fā)展教學(xué)重點(diǎn)、反復(fù)誦讀課文，把握文意，積累文中一些常用文言詞語(yǔ)，掌握并運(yùn)用文中的成語(yǔ)。、從人物身上吸取到個(gè)人成長(zhǎng)的養(yǎng)料，獲得啟示。課時(shí)安排兩課時(shí)教學(xué)過程第一課時(shí)一、分享材料 司馬光（1019 － 1086），字君實(shí)，北宋政治家、史學(xué)家。拓展延伸輔助材料比較閱讀（1）炳燭①夜讀晉平公問于師曠曰：吾年七十，欲學(xué)，恐已暮矣。炳燭之明，孰與昧行③乎？?平公曰：善哉！【注釋】①炳燭：點(diǎn)燭。③昧行：在黑暗中行走。青，取之于藍(lán)②，而青于藍(lán)；冰，水為之，而寒于水。故木受繩則直金就 礪⑤則利君子博學(xué)而日參⑥省乎己則知明而行無(wú)過矣。騏驥⑧一躍，不能