1、Unit 1 Lesson 3 Have Fun教案一、教学目标1. 技能目标1) 基本能够用用人称代词的主格I, we, you, she, he, they, and, it描述人物做过什么事。2) 基本能用本单元主要句描述过去发生的事情。2. 知识目标1) 掌握字母r和l在单词中的发音；能准确朗读本单元涉及单词及句子。2) 掌握核心词：planet, air, beanstalk, the earth, fun, suit, spaceship, astronaut, afraid, yesterday及短语last night.3. 句型Where were you? Where wa
2、s Ken?We were in the spaceship. I was at home. She was at school. There was no water. There were no trees.4. 情感、文化、策略目标通过人称代词的主格和一般过学习去时态的，让学生了解和体会汉、英两种语言在表达方式上的异同。二、教学重难点1. 教学重点1) 人称代词主格的学习。2) 描述过去发生的事情。2. 教学难点描述过去发生的事情。三、教学过程Step1Greetings and warm-up 学生与教师问候。S: Good morning! How are you? 学生间的相互问好
3、。倾听和模仿。Ss try to talk: He was in ChengduThen show-off教师热情地和学生打招呼，与学生问候。T: Good morning, boys and girls. How are you? T: Ask Ss about their summer vacation. eg. I was in Beijing. Then ask: Where were you?Simple assessment通过师生、生生相互问候创设英语学习气氛，活跃课堂，拉近师生间距离。在真实情景中运用一般过去时态，学生能积极参与活动，引出一般过去时态和人称代词的主格。Step2
4、The story（学生聚焦老师积极参与活动。 ）T: I had a dream last night.Ss talk about their classmates.Ss: Listen and point the sentences.Ss: Listen and try to read the story.Set the sceneI had a dream last night. Do you have a dream last night?T: Tom/ He/ She had T: Tell the story for the class.Tell the story again w
5、ith the poster.Play the record（创设情景，引入新知,培养学生的英语思维能力。）Ss: Read it by themselves.Ss: Read and circle the new words.Group work: Discuss the main idea. Then do T or FSs: information gap firstly. Then listen to teacher.Ss: Show-off Ask Ss to read the following story (more difficult).And then write down
6、the new words.Give some questions: eg:Who had a dream?Who were in her dream?Where were they?Assessment（体验成功的乐趣）Step31. Listen to the story with their parents.2. Try to retell the story to their parents.3. Preview P4-P5.四、板书设计 单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长
7、可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。Lesson 3 Have FunI had a dream last night.I was in a spaceship.There were no trees. 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。There was no water.
