1、Unit 1 Lesson 4全课时教案教学内容：冀教版小学英语4A Unit 1 Lesson 4教材分析：在本课中出现的词汇有shoes, socks, dress, shorts还有一些简单的会话，紧密联系生活实际，教学中要注意让学生体验生活品位快乐。同时本课，应注意比较句型Whose shorts are these? Whose dress is this? 等。教学目标：1. 知识目标：掌握单词shoes, socks, dress, shorts；对句型Whose shorts are these? Whose dress is this? Are they her shorts
2、? Is it his dress? 有一个初步的比较。2. 能力目标：能用英语向别人介绍自己的穿着。3. 情感态度：审美教育。教学方法：情景教学法 游戏教学法教学准备：电脑、课件 衣服 卡片教学过程：Step1: Warming up1. Sing a song.2. Play a guessing game to review the old words. 3. Have a free talk with students.Step2: Presentation1. New wordsDemonstrate the new words with real clothes. Say the
3、words a few times with the class.Play the tape. Let the student listen and follow.2. DrillLead the class through a question-and-answer drill about shoes, socks, dress and shorts. Such as: What is it? What are these?3. Game: Which word face to you?4. New patternUse puppets to show the new pattern. Us
4、e gestures to make my meaning clear and give prompts when the students falter. Work through the dialogue more than once with objects familiar to the class.Listen to the tape and follow.Step3: PracticeDo activity book.Step4: Class closingPlay “Simon says”.Homework: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,
5、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和基础。Draw the clothes you wear at home.“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。
