1、Module 3 Unit 1 Collecting stamps is my hobby.Teaching aims:1. 全体学生听、说、读、写、认生词：collect, stamp, hobby；2. 全体学生理解“have got”的意思“有”；理解目标句型：Collecting stamps is my hobby; They have got famous people on them; Have you got any stamps from China? Yes, I have.3. 中等生以上的学生能运用目标句型进行仿写或仿说句子。Teaching processes:Ste
2、p 1: GreetingsStep 2: A1T: Today we are going to learn Module 3 Unit 1. Collecting stamps is my hobby.(T teaches Ss to read “Collecting stamps is my hobby.” 2-3 times.)T: Do you like toys? What toys have you got?(T asks 2- 3 Ss.)T: Listen and tell me: What toys has Simon got? (T plays the tape 1-2 t
3、imes, then asks the questions. ) T: Good. I am going to play the tape again, please listen and repeat the dialogues.(T plays the flash 1 -2 times. Ss listen and repeat. )T: Im Daming, youre Simon. ( T and Ss read the dialogues in roles.)Step 3: PreparationT: I have got some kites. I like flying kite
4、s. Flying kites is my hobby. (T introduces hobby, and does the actions “ flying kites”.)T: Whats your hobby? 刚才我介绍了自己的业余爱好。学习完这篇课文后，也请大家介绍自己的业余爱好。现在，我们先来了解Simon的业余爱好吧。Step 4: A2 1. 理解课文大意。T: Look at the pictures, listen and answer the questions: What has Simon got? Whats Simons hobby?(T plays the fl
5、ash 1-2 times, then asks the questions.) T: Listen and repeat the dialogues, then underline the sentences about the answers. (T plays the tape, Ss repeat the dialogues. Then T choose S1 to read the sentences about the answers. T underlines the sentences and teaches the new word: collect, stamp, hobb
6、y. )T: Please read the sentences together. (Ss read.)2. 讲解教学重点：目标句型通过ppt呈现图片及目标句型：Ive got lots of stamps. 接着呈现书、篮球、信等，引导学生层层递进运用have got说出完整句子。通过演示呈现目标句型：Have you got any stamps? Yes, I have. /No, I havent. 3. 理解全文。T: Open your exercise books to p13, listen and tick the correct answer. (Ss read the
7、questions and answers. Then T plays the tape 1-2 times. T chooses S1 to say the answers.) T: 由这些问题我们可以讲述出课文中的小故事: 收集邮票是西蒙的业余爱好。他有许多的邮票，并且有来自中国的邮票。这些邮票来自大明的信。今天有一封信是给大明的。T: Read the dialogues together, then fill the blanks. Collecting stamps is Simons hobby. He has got lots of stamps. He has got some
8、 stamps from China. These stamps are from Damings letters. There is a letter for Daming. Now Simon has got another Chinese stamp. T: Im Daming, youre Simon. (T and Ss read the dialogues in roles.)Step 5: A3T: Listen and repeat.(T plays the tape 1-2 times.)T: Translate the sentences on your books. T:
9、 Write down the sentences on you exercise book.(T sets an example.)Step 6: A4请学生看图，了解活动要求：仿照示范描述途中展示的邮票。请学生朗读例句。向学生说明have got 随主语发生的变化。将学生分成4个小组，每个小组讨论介绍出一组邮票，教师对各小组提供一定的单词帮助。请小组学生展示，教师评价学生运用have got的正确性和对邮票介绍的正确性。Homework:1. Copy each word 5 times;2. Read the dialogues;3. Read all the words of modu
10、le 3.要练说，得练听。听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，
11、轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。
