1、Unit 11 illnessLesson 1 My tummy hurts教案教学目标知识与技能:1.理解故事内容，初步学习朗读故事。2学习”Whats the matter?” “Can you walk?”句型， 并理解其在日常生活中的意义。情感态度与价值观： 知道在别人危险的时候，能够提供相应的帮助。教学重点1.理解故事内容，初步学习朗读故事。2了解土和用英语表达自己的身体器官。教学难点灵活运用所学习的语言交际用语进行口语交流。教学用具配套资源，课件，图片，教学过程1.Introduce /w/ and /i/Write the letter w on the board. Expla
2、in that you are going to say a word with the letter w in it (watch). Ask the children to listen and watch as you model /w/ and then have them repeat the sound after you.Turn to Uncle Bookys ABC at the back of the Student Book and point to the /w/ word. Say the word and model the sound.2.Sounds and l
3、etters Draw the childrens attention to the pictures at the top of the page. Play the tape and have the children say the words aloud.Check that the childrens pronunciation is correct by asking individual children to repeat the words after you or after the tape.Repeat the procedure for the second row
4、of pictures.3.Match the soundsHave the children open their books at page 56. Draw their attention to the pictures at the middle part of the page. Show your copy of the page. Point to the picture of waterfall. Ask, “Whats this?” Elicit the word from the children.Repeat the procedure for the other pic
5、tures.Now point to the words waterfall and watch. Read the words and have the children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /w/.Read all the words in the circle and have the children touch the words that be
6、gin with the sound /w/.Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with waterfall to its picture by lines.Repeat the procedure with the /i/ sound words.4.Read with Uncle BookyDirect childrens attention to the two r
7、ows of words at the bottom of the page. Show your copy of the page and point to the first row of words.Play the tape for the first 5 words. Have the children point to each word that they hear in the tape.Ask the children if they can find that the letter w in all the words has the same sound.Tell the
8、 children to find out how to read the last two words.Play the tape for the last two words and have children read with the tape.Repeat the procedure for the second row of words.5.Model the structuresPoint to your head and say, “My head hurts.” Have the children touch their own heads and repeat the se
9、ntence as they do so.Pin the corresponding drillcards on the board. Read the sentence aloud, pointing to each word as you do so.Now have a boy come to the front of the class. Ask him to stand on one leg. Say to the children, “His leg hurts.” Have the children repeat the sentence after you.Substitute
10、 the necessary drillcards (His and leg) in the sentence on the board. Read the new sentence aloud and have the children repeat it after you.Now have a girl come to the front of the class. Ask her to put her hand against her ear as if it hurt. Say to the children, “Her ear hurts.” Have the children r
11、epeat the sentence after you. Repeat the procedure used for leg, substituting the appropriate drillcards.Repeat the procedure, using different children in the class, for the following body parts: head, tongue, stomach, chest, and mouth.6.Uncle Bookys blackboardHave the children open their books at p
12、age 57. Model the structures on Uncle Bookys Blackboard by reading them aloud to the class.Have the children repeat the structures in a class drill. Use all possible combinations.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头
13、疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。“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
14、”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。7.Touch, ask, and answerDraw th
15、e childrens attention to the picture at the bottom of the page. Show your copy of the page. Tell the children that the woman with black hair is Kens mother, and the other woman is his doctor.Point to Ken. Ask, “How is Ken today?” Elicit, “Hes not well.”Now point to the doctors speech bubble. Read th
16、e words aloud to the children. Repeat for the mothers speech bubble. Have the children repeat the question and answer.Now point to the names of the body parts listed to the right of the picture. Point to each word in turn and read it aloud. Have the children repeat each word after you.“师”之概念，大体是从先秦时
17、期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。Now have the children repeat the dialog in a class drill, using all possible substitutions.Homework回家与父母分享今天所学内容。
