1、Unit 1 Where did you go ?Teaching aims:1、All of the students can understand the words: weekend, place, British, museum, how, best, took, trip, along, river, hour, twenty, minute.All of the students can use the words: place, how, took, river, hour, twenty, minute.Some of the students can use the word
2、s: weekend, British, museum, best, trip, along, twenty.2、All of the students can understand, say and read the sentences: Where did you go? What did you do at the weekend? We went to How did you go to these places? We went by .3、All of the students can ask and answer the question about the happened t
3、hing using the learned language.Teaching key points and difficulties: place, how, took, river, hour, twenty, minute.Where did you go? What did you do at the weekend?Students analysis:Though there are 15 students, every students have different level. So we should give different demand. Besides, the p
4、ronunciation is the most important because of the poor level.Teaching procedures: Step 1 Warming upGreetingLook at activity 1.Then listen to the tape and chant.Step 2 Leading in The teacher shows a series of pictures :Did you go to these places?Lets go out, travel around and enjoy our vacations!Gues
5、s the buildings and learn the building words.Step 3. Text leaning Play the record for the first time.Then play the tape again and the students try to answer the questions in PPT.Listen to the tape a third time so that they can repeat it sentence by sentence. During the time, teaching the important w
6、ords and the vital sentences.Lets read the text together. Step 4. Practice Finish the practice in the PPT.Step 5. Activity Review the words of places and verb phrases in the blackboard. Then give a chance to two students to show their conversation using the learned sentences.SummaryDo a conclusion a
7、bout the words and the sentences. Homework 1.Read the text fluently.2. Ask and answer with your friends: Where did you go at the weekend ? What did you do ?死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提
8、和基础。Blackboard design: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。Unit 1. Where did you go?place, how, took, river, hour, twenty, minute教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。What did you do at the weekend?Where did you go?
