1、Unit 1 I go to school at 8：00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
2、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。 Lesson 1 教案 与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教
3、员”。 1教学目标 “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
4、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。 知识 与技能 Master the four skill words and the new drills. 过程 与方法 Listening , speaking , talking and cooperation. 情感、态度、价值观 培养学生在日常生活中养成良好的学习、生活和劳动习惯。习惯养成目标 培养学生养成良好的学习和生活习惯。2学情分析 学生已有一般现在时态学习的基础,重点在于能交流自如。3重点难点 教学 重点 I go to school at 8:00. 教学 难点 运用一般现在时态介绍自己的日常生活。
5、来源:学#科#网Z#X#X#K4教学过程 活动1【讲授】温故知新，明确任务 1. Greetings 来源:ZXXK2. Show the knowledge tree of Unit1 3. Play a guessing game 4. The teacher says “ Its a clock.” Its very important to us. And ask some questions: What do you usually do at seven in the morning? When do you go to school? How many classes do yo
6、u have today? What are they? What subject do you like? What do you do after school/ in the evening?来源:学*科*网Z*X*X*K活动2【活动】导学操练，合作探究 1)T: Show Lucys photo to the students. This is Li Yans new friend. They get to know each other by email. Give some questions: T: Where is it from? Ss: Its from Lucy. T:
7、Yes, you can see the email address. Do you have an email address? Do you often write emails to your friends? 2) Guess where Lucy comes from? Show some national flags of the countries. 3) Show the email to the students. T:What is the email about? Ss: Read it and try to find out the answer. 4) After r
8、eading, the teacher can guide the students to understand questions; Q1: When does Lucy get up? Q2:Does she have breakfast at eight? Q3: When does school begin? Q4; How many subjects does Lucy have? What are they? Q5:Is school over at four oclock in the afternoon?来源:Q6: What does she do after dinner?
9、 Q7: Does she go to bed late? 5) Encourage the students read more and more and answer the questions. 6) Watch the video活动3【练习】变式练习，拓展提高 1) Listen and read after the tape. 2) Let the students understand the main points on the Bb. 3) Retell Lucys daily life in pairs.活动4【测试】归纳总结，达标测试 1).Assess the abil
10、ities of students during learning English. 2) Ask each one to make a timetable of a day, then talk about it. 3) Do exercises 1.What do you_ (do) on Saturdays? 2. I _(get) up at 6:30 am. 3. School _ (begin) at 8:00 am in our school. 4. Can you tell _ (I) by email? 5. I _ (have) lunch at 12:00 every day. 4) Show the knowledge tree of Lesson 1来源:ZXXK活动5【作业】作业分层设计 必做: 1. Listen and read the text of L1. 选做:1. Talk about the timetable of a day.
