1、Lesson I I Clap One教案Teaching aims:a. Students can speak these words correctly: one、two、three、four、fiveb. Students can clap game, the aims to cultivate their interests.Teaching Important Points: Students can count one to five in EnglishTeaching Difficult Points: To train the ability of Listening num
2、bers during doing clapping gameTeaching aids: multi-media, five biscuits, and a little blackboard Teaching methods: cooperation, and Individual work Teaching procedures: Step1: greetingsGood morning/afternoon/hi/hello/nice to meet you/whats your name Step2:warming-upLets sing“hello, hello”Step3: rev
3、iew lessonA-H1.read after me 2.do actions 3.point and say 4.boys and girls 5.read togetherStep4: lead inT:what are they?Ss:饼干T：yes, how many biscuits are there?Ss:5个T：OK，Lets count. Can you count in English?Step5: presentation and practiceOne , two, three, four, five1.follow me 2.on two step 3.front
4、 and back 4.rise and falling tone 4.take a breath 5.boys and girls 6.groups 7.one by one 8.I say You do9.I do You say 10.little teacher 11.read togetherStep6. Back to the booka. Listen and translateb. Read after mec. Read togetherT:what am I doing?Ss:拍手T：Yes, follow me “clap”Ss:T:three times and do
5、actionsd. Do a clapping gamee. ShowStep7: Listening and number the pictures in chart A.Step8: summaryStep9: homeworkWrite the Letter I and read these words.Blac: Lesson I I Clap One“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
6、“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。T1: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
7、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。 one two three T2:这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗? four five T3:课后反思：
