1、Unit 5 Those Are PandasLesson 1 教案 2Teaching aims:来源:1. Master language of daily greetings Key vocabulary and phrases: zoo, tiger. giraffe, lion, elephant 2. Be skilled in oral expression of animals.Language points：1.词汇:zoo, tiger. giraffe, lion, elephant2.句型: What are these/those? What do . Look li
2、ke?Analysis of key items and difficulties of teaching: Function: Greetings in students daily life.1. Listening: Students can understand others greetings by listening.2. Speaking: Students can introduce themselves and greet with others.Character building: Motivate students interest in learning Englis
3、h. Make friends with all students. Teaching steps（教学步骤）1.vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1.来源:Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the phrases and pictures in PPT.Step
4、4: Have the students match the phrases and pictures in Activity 5 and check their answer with their partner.2. Dialogue study:Step 1: Practice the dialogue with the whole class and have them make corresponding reacts.Step 2: Have students to practise the previous dialogue with their partner.3.play a
5、 game. Invite Ss to practise the dialogues: 1) S1: What are these?来源:ZXXK来源: S2:They are pandas. 2) S3: What are those? S4: They are elephants. 3) T: What do pandas look like? S1: They have big eyes and small ears. S2: They are black and white. 4) S7:What do the tigers look like? S8: They are yellow
6、 and black.来源:ZXXK 4. Presentation. Guess animals: Each two students in a group to practice the dialogues, one hold a picture, the other guess it.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
7、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。 S1: What s this ?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。 S2:
8、It s a picture. S1: What are those? S2: They are tigers. S1: What do they look like?我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,
9、用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。 S2:They are black and white.Homework: 根据这节课所学句型编写一段对话。
