1、Unit 1 Review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,
2、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。 1、学生能听懂、会说、认读、和书写本单元的四会单词。“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
3、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。2、能认读、理解并运用下列基本的句
4、型A: Whoseis this? B: Its my/his/her/sbsA: Where is he/she/sth.? B: He/She/It is3、能发现并总结十几和几十数字的规律4、能用方位介词描述物体的位置。2学情分析本节课的学习者是小学四年级的学生,有了一定的知识储备,但处于中高年级的他们,教学活动的设计不能过于幼稚。3重点难点重点:四会单词及重点句型的掌握难点:对重点句型的灵活运用。4教学过程4.1 第一学时4.1.1教学活动活动1【讲授】reviewStep I Greeting and Revision1.Greeting (1min)T: Hello everyon
5、e.Ss: Hello Mrs. Zhao.T: How are you going today?Ss: Im fine. Thanks. How about you?T: Im fine, too. Thanks.Are you ready for class?Ss: Yes.2.Revision(4min)T: OK. Lets begin. Read the words of unit 1 first.Ss:Step II New Concepts(33mins)1.T: Whats this?Ss: This is a pencil.T:How many pencils do I ha
6、ve?Ss: Fourteen.T: Yes. I have fourteen pencils.fourteenSs: fourteenT: Who can read these words?S1: thirteen fourteen fifteen sixteen seventeen eighteen nineteenT: Read together.Ss:T: Now, look. What are these?Ss: They are crayons.T: How many crayons?S1: Forty.T: Yes. Lets read together.Ss: fortyT:
7、Who can read these words?S2:T: Read together.Ss:T: Look at these words. What have you found?Ss:T: Good.Now, listen! Which number did you heard?Ss:T: Ok. Open your books, turn to page15. Part2.Listen and circle.Ss listen and circle.2.T: Where is Danny?Ss: Danny is beside Jenny.Danny is in front of th
8、e library.T: Look at this picture. What else can you see?Ss:T: Where is Jenny? Write the answer on your book. Part3T: Who can read the first/second/ sentence?Ss:T: Now check your answers.Lets read together.T: Ask and answer one by one.3.T: Oh, wheres Danny now? Guess.Ss:T: Maybe.T: Look here. Is thi
9、s Dannys toy bus?Ss:T: Whats that?Ss: A crayon.T: Whose crayon is that?Ss:T: Are you right? Look and listen.T: Now, look at your book. Listen and repeat. Underline the answer.Ss: He is in the classroom.T: Right. Which picture can we get the answer?Ss: picture1T: Who can read it? (The others follow h
10、im/her.)Ss read picture1T: Is this Dannys toy bus?Ss: No. Its his new pencil box.T: Is he right?Ss: Yes.T: Which picture?Ss:Read picture3 together.T: The third question. Whose crayon is that?S:T: Which piture?S:Read picture4 together.T: Read the whole text with your partner.T: Who wants to show? The
11、 other Ss should listen carefully. Listen! Who is Danny/Jenny/Steven/Kim?T: Take out your activity book. Lets finish the listening part.StepIII Class Closing. (2mins)You did a good job. Heres a gift for every Tom, Dick and Harry.T: “for every Tom, Dick and Harry” Do you know the meaning?Ss:T: Everyone gets a score this lesson.“everyone”, we can also say “every Tom, Dick and Harry”.
