1、 Module4 Unit1 Will you take your kite ？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，
2、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。 教学目标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和基础。 听 能听懂will及一周七天的英语单词谈论的出行计划。 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”。
3、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。 说 能够询问别人的打算,简单制定自己的计划并能够进行交谈。 读 能够看图熟练朗读课文中含有will表示将来计划的句子。写 能够看图抄写出简单的计划: On Sunday Ill read my books . 教学重难点重点:学习单词:picnic 句型:“Will you take your tomorrow?”“Yes , I w
4、ill ./No ,Iwont .” 难点:新单词相关语句在实际生活中的应用。教学准备cards / Tape-recorder 教学过程教学过程 Review the words (教师拿出单词卡带学生朗读一遍) 设计意图:让学生回忆以前所学的单词,为下面的教学做铺垫。 Step2:presentation T: Look at the picture . what are they doing ?(把图片贴在墙上) Ss: 不同的回答。(拿出符合或贴近的答案) T: Yes ,theyre going to have a picnic (野餐).(呈现单词卡picnic). Read af
5、ter me, picnic. Ss: picnic .(教读三遍) T: picnic . Show me your finger . (跟我一起拼写) p-i-c-n-i-c . Ss:p-i-c-n-i-c . T: Im very happy . Because were going to have a picnic tomorrow . (在黑板上呈现句型“Were going to have a picnic .”) Follow me , please .Were going to have a picnic . (用动作和指着黑板的句型、图片教单词。) Ss: Were goi
6、ng to have a picnic .(可教读三遍) T:Because . (呈现单词卡because) Read after me , because . Ss: because . T: Show me your finger . B-e-c-a-u-s-e . Because. Ss: b-e-c-a-u-s-e . Because . T: Would you like to have a picnic ? Ss: Yes . T: Why ?(为什么) Ss: T: Learn the new word . Why . Ss: Why. T: Why .Show me your
7、 finger . W-h-y , why . Ss: W-h-y , why . T: Were going to have a picnic . I will take my bag and my kite tomorrow .(拿出准备好的包) Can you guess it ?(包里有球、饼干、蛋糕、水果) What would you take ? S1: cake. S2:fruit . S3:. T:那你们知道带走、拿走用英语怎么说吗? Ss:不知道。 T: Ok . Follow me , please . Take . Ss: Take . T: Take . Show m
8、e your finger . T-a-k-e , take . Ss: T-a-k-e , take . T: Can you guess it ?(包里有球、饼干、蛋糕、水果) S1:球(ball) T:Oh! Yes , here you are . S1: Thank you . S2:蛋糕(cake) T: Its great . Here you are . S2: Thank you . S3: T: Read after me , great . Ss: Great . T: Great . Show me your finger . G-r-e-a-t , great . S
9、s: G-r-e-a-t ,great . T: Were going to have a picnic . Will you take your kite ?(拿图片问学生,然后板书) S1: 是的。(Yes , I will .) T: follow me , please . (Yes , I will .)(板书) S1: Yes , I will . T: Will you take your kite ? S2: 不想带。(No , I wont .) T: Read after me . (No , I wont .)(板书) T: All together . Read aft
10、er me , please . Will you take your kite ? Ss: Will you take your kite ?(看着图片跟老师读) T: Yes , I will . Ss: Yes , I will .(看着黑板读) T: No , I wont . Ss: No , I wont .(看着黑板读) T: All together . You can ask me . Will you take your kite or ?Do you understand ? Ss: Yes . T:One, two , begin . Ss: Will you take
11、 your ball ?(全班看老师手里的图片问) T: No , I wont . Ss: Will you take your bread ?(全班看老师手里的图片问) T:Yes , I will . Look at blackboard .(看老师的手指哪个句型,学生问) Ss: Were going to have a picnic . T: Yes . So I will take my fruit and my cake on Saturday .(可问两遍) T: Ok . Listen to the tape . (听里面说了什么事?出现了我们刚才学的哪几个单词和句型并写下来
12、) T:(听完课文录音后)Who can tell me ? S1:picnic S2:Will you take your kite ? S3:ball T: Its great! 设计意图:巧设生活情景,在生活情景中呈现教学内容的做法学生更易接受。教师让学生在对话中学习生词和新句型,避免了单纯的词汇训练可能造成的枯燥和局限性;听录音回答问题可以检查学生掌握的情况。 Step3:Practice T: Lets play a game . This is a box . There are many word cards in it . Pass it one by one and when
13、 I say“stop ” . The one who catch the box .Then she/he take out a word cards and show it . The whole class ask you : Will you take your ? You answer : Yes , I will ./ No , I won t . (盒子里有几张小纸条,当哪个学生拿到盒子时,要从里面抽出一张纸条打开看写的是什么,上讲台,老师在其背后拿出图片,让全班同学看着图片问讲台上的同学“Will you take your ?”如果是就回答“Yes , I will .”如果
14、不是就回答“No , I wont . I will take a/an .”(回答自己抽到纸条上的东西) 设计意图:通过游戏的形式,可以让学生更好的运用所学的新单词、新句型。 Step4:Consoliation T: Please open your books ,page 10. Listen to the tape and read .(听完录音后进行男生和女生分角色朗读。) 设计意图:先听录音后跟读,可以帮助学生纠正语音和语调。 Step5:Sum up 复习单词和句型板书设计 Module 3 Picnic Words: Unit 1 Will you take your kite ? Take We are going to have a picnic . Picnic Will you take your kite ? Great Yes , I will ./No , I wont . Ball Why Because
