1、Unit 5 Have a Great TripLesson 3 教材分析第五单元主要谈论过去旅游情况的单词: went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, bought some gifts, saw flowers, took pictures等单词和短语，尝试借助拼读规律记忆它们。能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句I went to I climbed 等操练本单元的重点词汇。能够运用所学语言叙述自己的旅行，提高语言运用能力。
2、教学目标【知识目标】1. Be able to listen and read the words and dialogues;2. Be able to ask and answer questions.【能力目标】1. Be able to talk.2. Enhance students ability of practical applications.【情感目标】Motivate students interest in learning English. Make friends with all students. 21cn 教学重难点【教学重点】1. Key vocabular
3、y and phrases;2. Master language of key sentences:How was your vocation?Where did you go?What did you do there?【教学难点】来源:学_科_网Z_X_X_KBe able to talk. 课前准备Flashcards, audiotape, pictures 教学过程1Step 1.Warm-upBegin by greeting the class with a smile and good morning!Let students read the last words and t
4、ext.Have students to practise the previous dialogue with their partner.Step 2. Presentation Review the words :sunny, cloudy, windy, rainy, snowy.Review the dialogue: How was your trip?It was Where did you go?I went toWhen did you go?I went thereWhat did you do there?IStep 3. PracticeS1: How was your
5、 trip?S2: It was great.S1: Where did you go?S2: I went to the West Lake.S1: When did you go? S2:I went there on April 4.来源:ZXXKS1:What did you do there?S2:I rowed a boat there.Have students to practise the dialogue with their partner.S1: How was your trip?S2: It was interesting.S1: Where did you go?
6、来源:S2: I went to Sanya, Hainan .S1: When did you go? S2:I went thereon July 9.S1:What did you do there?S2:I ate some seafood there.Step 4. Listen and read.A Lets read. Open your book and turn to page 60. Lets listen and read. Do the exercise 2 and 3 .Wednesday, May 20th It was sunny and hot. 周三，5月20
7、日。天气晴朗温暖。We went to the park. 我们去了公园。We rowed a boat there, and we made some new friends. 我们在那里划船，我们交了很多新朋友。来源:ZXXKWe climbed a hill together. It was wonderful. 我们一起爬山，很棒。Sunday, June 21st It rained. 周日，6月21日，雨。We visited an old friend. 我们拜访了老朋友。We bought some gifts for him. 我们给他买了一些礼物。We talked and
8、 watched TV. 我们聊天和看电视。I was sad when we left. 分别的时候很伤心。Saturday, August 25th 周六，8月25日。It was cool. 很凉爽。We went to Anderson Mall. 我们去了安德森商场。In the morning, we swam and saw a film. 早上，我们游泳和看电影。来源:学+科+网Z+X+X+KThen we had some French fries and hamburgers for lunch. 然后我们中午吃了一些薯条和汉堡。We were very happy. 我们
9、很开心。B. Lets talkLet students discuss in pairs. Then talk each other. Show it on the screen.C. Lets writePractise the writing on the page 61. Show it on the screen.Step 5. Homework 语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生
10、头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。Copy the words and text in Unit 5.课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难
11、做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。 教学反思“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。“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。略。
