1、Unit 5 Have a Great TripLesson 1教案Teaching aims:1.识别和掌握单词went to the beach, drank cold drinks, swam, ate ice-cream, went to the Stone Forest, bought some gifts, took photos, saw flowers.2.能够在生活中应用课文中的对话。Language points：词汇：went to the beach, drank cold drinks, swam, ate ice-cream, went to the Stone F
2、orest, bought some gifts, took photos, saw flowers.句型：Where did you go?语法： 部分动词过去式的使用。Analysis of key items and difficulties of teaching:1. Important Points: slept2.Difficult Points: 灵活用用对话。Teaching steps（教学步骤）Warming-up and revision（1）Greeting to students.（2）Divide the Ss into four groups to presen
3、t the dialogue.Step 1: Greeting and Introduction Begin by greeting the class with a smile and good morning!T: Good afternoon, students.S: Good afternoon, teacher.Step 2: Practice 1) S1: Where did you go last summer vacation?S2: I went to Sanya to swim.2) S3: Where did you go? S4: I went to Beijing t
4、o visit the Great Wall.3) T: Where did you go?S: I went to Zhongshan Park.Step 3: Play a game. Each two students in a group to practice the dialogues:1) S1: Where did you go last weekend? S2: I went to the park.2) S3: I played basketball with my friends on Saturday afternoon. What about you? S4: I d
5、rew pictures.Homework: 听录音背单词。Unit 5 Have a Great TripLesson 2教案Teaching aims:1.识别和掌握单词delicious, felt happy.2.能够在生活中应用课文中的对话。Language points：词汇：delicious, felt happy.句型：How was your vocation?Where did you go?What did you do there?语法： 部分动词过去式的使用。Analysis of key items and difficulties of teaching:2.
6、Important Points: delicious, felt happy2.Difficult Points: 灵活使用对话。Teaching steps（教学步骤）1. Warming-up and revision（1）Greeting to students.（2）Divide the Ss into four groups to present the dialogue.Step 1: Greeting and Introduction Begin by greeting the class with a smile and good morning!T: Good aftern
7、oon, students.S: Good afternoon, teacher.Step 2: Practice 4) S1: How was your summer vacation?S2: Its so bad.S1: What did you do?S2: It was very cold and I stayed at home.S1: What a pity!5) S3: Where did you go last summer vacation? S4: I went to Hainan.3) T: How was your vocation?S: Great!Step 3: P
8、lay a game. Each two students in a group to practice the dialogues:2) S1: Where did you go last winter vocation? S2: I went to Harbin to ski.2) S3: I played basketball with my friends on Saturday afternoon. What about you? S4: I drew pictures.Homework: 听录音背单词。Unit 5 Have a Great TripLesson 3教案Teachi
9、ng aims:1.复习巩固前两课单词。2.能够在生活中应用课文中的对话。Language points：句型：How was your vocation?Where did you go?What did you do there?语法： 部分动词过去式的使用。Analysis of key items and difficulties of teaching:1. Important Points: 一般过去式的用法。2. Difficult Points: 灵活使用对话。Teaching steps（教学步骤）Warming-up and revision（1）Greeting to s
10、tudents.（2）Divide the Ss into four groups to present the dialogue.Step 1: Greeting and Introduction Begin by greeting the class with a smile and good morning!T: Good afternoon, students.S: Good afternoon, teacher.Step 2: Practice 1) S1: How was your summer vacation?S2: Its so bad.S1: What did you do
11、?S2: I stayed at home and did my homework.S1: What a pity!2) S3: Where did you go last summer vacation? S4: I went to Hainan. S3: What did you do? S4: I ate seafood and swam.3) T: How was your vocation?S: Great!Step3：Play a game. Each two students in a group to practice the dialogues:1) S1: Where di
12、d you go last winter vocation? S2: I went to Harbin to skate.2) S3: I played basketball with my friends on Saturday afternoon. What about you? “师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“
13、老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。 S4: I drew pictures.宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的
14、教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。 .宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。Homework: 听录音背单词。
