无论是身处学校还是步入社会，大家都尝试过写作吧，借助写作也可以提高我们的语言组织能力。范文书写有哪些要求呢？我们怎样才能写好一篇范文呢？这里我整理了一些优秀的范文，希望对大家有所帮助，下面我们就来了解一下吧。
足球说课稿十分钟 足球说课稿脚内侧传接球篇一
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.
足球说课稿十分钟 足球说课稿脚内侧传接球篇二
以“健康第一”为指导思想，从以终身体育为目的的角度出发，引导学生参与体育，关注体育，是本节课的重要思想。足球运动具有广泛的世界性和流行性；中学生是培养学生足球意识和发展足球技战术的重要阶段，因此，基本技术的教学将为学生以后参与足球运动打好坚实的基础，为我国未来的足球事业做出重要贡献。
足球是普通高中体育与健康课程中球类教材的主要内容之一，是整个高中阶段学生学习的主教材之一，该教材锻炼身体的综合效果好，趣味性强，具有竞争激烈、对抗性强、技战术复杂，动作难度大等特点，符合高中学生的生理和心理特征，而本节课所要学习的内容是足球的基本技术中的单个技术，对于高中阶段学生学习和掌握单个的基本技术是十分重要的。它是掌握足球技术的基本阶段，也是完成战术要求、进行教学比赛的基础。但是足球教材技术性较强，传统的教法太单调，学生的注意力尚不集中，学习一会就会厌烦，而且忽视了它的应用价值。而在高中教育阶段，新课程强调注重学生基本的运动知识、运动技能的掌握与应用，不过分追求运动技能传授的系统和完整，不苛求技术动作细节。教学中采用分层次教学，集中练习、反复练习、教师精讲、学生多练、个别辅导的组织方法，进行有针对性的组合活动练习；启发、引导学生合作探究，让学生能够学以致用，培养学生的创新思维与顽强拼搏精神，提高学生的社会适应能力。
在足球运动中，接球是最基本的技术动作之一，停球是球员进行下一项技术动作的前提条件，在比赛中，只有先停好球才能进行下一步的技术动作。在一场足球赛中，运动员会无数次的运用此技术动作，所以在平时练习的时候打下扎实的停球基本功，对将来提高自己的足球水平有着很重要的帮助。
1、踢球的重难点
教学重点：支撑脚的位置（距离球侧方15公分左右）；击球脚脚尖稍翘脚底与地面平行。
教学难点：支撑脚微屈、重心下降，击球脚触球部位。
2、停球的重难点
教学重点：主动上前迎球，触球时要及时缓冲，要有“切割”动作。教学难点：主动迎球后撤时间的掌握。
高中学生精力充沛，兴趣广泛，求知欲强。具有较强的竞争意识；但注意力集中时间不长，对体育与健康课有着浓厚的兴趣。学生善于表现自我，参与意识较强，能够坚持锻炼，持之以恒地意力较差。因此，在教学中教师采用合理的教学方法与手段，正确引导学生学会学习、学会生活、学会认识他人。从而能够增强学生的自信力与自尊心的养成，从运动中获得成功的体验，进而激发学生的学习兴趣，达到锻炼身体的目的。
新课程标准要求分析：足球技术是新课程标准中的运动技术项目，符合身体健康领域中发展体能的目标要求，是高中阶段的重要学习内容。
（一）教法设想：
1、情景教学：创设情境，激发学生学习小足球的兴趣；
2、自主教学：给学生以自由，自主的活动和想象空间，发展学生的创新能力；
3、启发教学：通过启发、引导学生实践分析。来掌握技术动作，提高学生自己解决问题的能力；
4、团体教学：发挥学生的主导地位，通过小团体比赛，互相促进提高，加强了学生的合作精神，有助于学生形成互帮互助共同提高的集体意识。
（二）学法指导：
1、自主创新学习法：通过学生自主学习，了解不同的动作，充分调动他们的学习兴趣，更好的体现学生的主体地位。
2、合作探究法：利用小组游戏的教学，使学生明白合作的重要性。
知识目标：学生能掌握足球中脚内侧踢、停球的动作和方法及要领。技能目标：大部分学生能较熟练掌握、运用脚内侧踢、停球的技术。情感目标：利用游戏培养学生勇敢、机智、果断、胜不骄、败不馁的优良品质与团结一致、培养学生群体合作的精神，学会尊重同学、热爱集体，增进友谊交往。
1、准备部分：
按照体育运动的规律，预防学生运动受伤，同时，使学生更好的进入到情景中来，采用了足球操和跨下传球的游戏，使学生在身体和心理达到预期的目的。
2、基本部分：
（1）进入情景：在教学中，老师通过场地的布置，给学生一个足球领域的空间。
（2）游戏作用：通过游戏来调动学生的积极性，发挥学生的主观能动性，激发他们学习的热情。
（3）激情释放：通过快速运球，把学生的激情充分的释放出来，满足他们的表现欲望。
（4）学习探究：快速和曲线运球的转变练习，体会他们技术的不同点和要求。同时，由学生小结本课学习的体会，教师补充。
3、放松身心部分。
学生经过大运动量的练习，身心都处在较高的水平状态，为了使学生的这种状态降下来，恢复到常态。结合足球运动，编排了足球的放松练习，使学生身心得到恢复。
脚内侧踢球的动作方法：直线助跑，脚尖正对出球方向，支撑脚踏在球的侧方距球15cm左右，大腿外展，脚底与地面平行，脚尖微翘，踝关节紧张，用脚内侧击球的后中部，同推送或敲击的方法将球击出。
脚内侧停球的动作方法：支撑脚正对来球，膝关节微屈，停球腿屈膝外转并前迎。脚尖稍翘起，当脚与球接触前的一刹那开始后撤，在后撤过程中用脚内侧接触球，把球控制在衔接下一个动作需要的位置上。
场地：足球场。器材：足球若干个。
1、运动技能：大部分学生能较熟练掌握、运用脚内侧踢、停球的技术。
2、平均心率：130~150次/分。
3、运动强度预计：中等。
足球说课稿十分钟 足球说课稿脚内侧传接球篇三
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.
足球说课稿十分钟 足球说课稿脚内侧传接球篇四
坚持健康第一的指导思想，以运动参与，运动技能为手段，促进学生在身体健康，心理健康和社会适应等三维健康观的全面发展，在体育教学中激发学生的足球运动兴趣，充分体验和尝试成功体育的快乐。
通过教材分析我们可以看出，脚背正面运球是球类教材教学内容中比较简单的运球方法，但是由于中大部分同学在小学没有接触过足球，因此在教学过程中，把教学的重点放在掌握脚背正面运球的技术上，把蹬，摆，推，拨用力一致确定为本课的难点。但技术上的重点和难点对学生来说不是一成不变的，它根据学生能力的不同以及学习阶段的不同，因人而异，因时而变。
根据以上分析，以及重难点的确定，把教学目标分为知识目标，技能目标，思想感情目标三个方面：
知识目标：
1、通过教学使学生了解足球运动的基本知识。
2、通过教学使学生初步掌握脚背正面运球的技术。
技能目标：
使90%的男生掌握脚背正面运球技术的动作要领。80%的女生掌握背正面运球技术的脚动作要领。
情感目标：
在提倡素质教育的今天，体育教学中更应该结合体育 项目的自身特点，对学生进行思想品德教育和优良品质的培养。本次课可以结合足球醒目的特点，对学生进行集体主义，团结协作。优良品质的培养，大部分男生都喜爱足球运动，而女生则不然，她们喜静厌动，这时我们可以通过中国女足姑娘的艰苦训练为国争光的事例来激励同学们对足球的兴趣，同时可以对她们进行爱国主义和集体主义的优良品质的培养。
1、教学重点：身体重心前移，节奏清楚、带球奔跑、带球动作连贯及上下肢协调性。
2、教学难点：射门时身体向前，大腿带动小腿充分踢球，踢球出脚前保持腿的协调性和稳定性，脚腕踢球时动作要稳准快。
高一七班共有学生50人，男生28人，女生22人。男生喜欢竞技性体育项目，女生喜欢集体性的体育项目，大家都喜欢足球这门课，积极配合老师。高中一年级的学生活泼好动，可塑性大，模仿欲和求知欲较强，喜欢表现自己，展示自己，但是自制力较差，叛逆心较强，注意力不集中。同时，由于身体素质发展不平衡等原因，个体在运动技能方面存在较大的差异。为此，在教学中应该结合教材特点和学生的实际情况，在教学过程中，充分考虑学生的个性特点和个体差异。注意采用多种教学方法，激发学生的足球兴趣，促进学生的发展与进步。
1、 教法
俗话说“教无定法，贵在得法”。在得法根据教学目标以及重难点的确定，结合初中生生理，心理特点，在教学中多以直观教学为主。可以通过教师做完整的动作示范蹬教学手段，使学生一开始建立脚背正面运球的完整的动作表象。在重难点的处理上，我采用分解教学法，把整个技术动作分解两个部分进行讲解示范。
2、 学法
在教学中能不能体现出学生的主体地位，充分调动学生的积极性使衡量一节课的重要因素。俗话说“授之以鱼，不如授之以渔”冶就是说教给学生学会自学，自练，自评的方法很重要，更让学生在联系的过程中边看，边听，边想，边练不仅通过身体去体会动作，更重要的通过大脑去领悟动作，同时保证学生有充分的练习时间，使学生在反复的练习中掌握和巩固动作要领。
本次课教学程序分为 准备部分，基本部分，结束部分三部分来进行。
（一） 准备部分：
1、 在集合整队、师生问好等教学常规之后，教师用简明扼要的语言 宣布本次课目标任务，师学生明确了学习目标和任务接下来进行队列，对形练习，通过练习培养学生正确的身体姿态，同时使学生注意力得以集中。
2、 准备活动：为了使学生身体机能从安静状态逐渐过度到工作状态，在准备活动的开始学生进行报球接力比赛，然后进行又针对性的徒手操，使的学生各主要肌群，韧带等充分伸展。
（二） 基本部分
在新授课的开始时教师先做一遍完整的技术动作示范，把完整的技术展现给学生，让学生对动作又一个整体的印象，接下来是学生推固定球，体会脚背肌肉的感觉和脚背接触球的部位。之后，让学生在慢走之中完成技术动作，当大部分学生掌握之后，开始在较快的速度之中完成，练习几次之后，把学生出现较多的错误进行集中纠正，找出做的交好的同学做示范，让其他同学观察，然后再次进行练习，在练习中教师来回巡视指导学生，并强调安全。在课的基本部分的后段给学生一个自由发展的时间，空间。此时学生可以进行分组练习，充分合作，自主学习，分享别人的成功，改进自己的技术，也可以根据自己的所见所学进行各种各样的运球练习。
（三）为了使学生从激烈的运动状态逐渐恢复到安静状态，在结束部分首先让学生进行全身心的放松，然后在教师上午带领下做放松操，接下来进行本课的小节，布置课外练习，回收器材，师生再见
本节课的教学中充分发挥教师的主导作用，尊重学生的主体地位，坚持以学生发展为中心，激发学生的学习欲望，调动学生参与运动的`积极性。并结合多种教法多种学法，使得师生能更好的配合。
足球说课稿十分钟 足球说课稿脚内侧传接球篇五
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…hey 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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