1、Module 5Unit 1 We went to the Great Wall. 教材分析本课是在前几模块基础上继续学习一般过去时，和前几模块有所不同的是本课涉及到了动词过去式的不规则变化。本课的Activity one 部分通过描述学校旅行的方式来学习新知，课文内容贴近学生现实生活，使学生更容易理解和接受。 教学目标【知识目标】重点学习不规则动词的一般过去时：1. 能够听说读写的单词和短语：go (went) see(saw) eat(ate) have(had) the Great Wall2. 能够听说读写的语句：We went to the Great Wall.We ate app
2、les.We had a good time.【能力目标】能运用一般过去时对参观旅游的经历进行表达，掌握不规则动词的一般过去时。【情感目标】热爱祖国大好河山的感情，能与他人分享乐趣成高兴的事情，对他人赠送的东西做出简单的感谢。 教学重难点【教学重点】1. 能正确熟练的认读新单词went, the Great Wall, saw, ate, had, bought, climb, mountain2. 能初步运用（关于句子）We went to the Great Wall. We saw lots of mountains. We ate apples. We had a good time.
3、【教学难点】能听够听说读写语句 I/ He/ She/ We/ They saw/ate/had/bough 课前准备Word cards, CD-Rom activity book 教学过程Step 1. Warm-up1. Review word (show word cards)inventedwatchedlearntsawfinishedphonedcookedwenthelped2. T takes the action, Ss say the word.老师做“看”的动作。学生说出相应的单词过去式。Step 2. Presentation and practice1. Show
4、pictures of the Great Wall.T: Where is it?T: I went to the Great Wall.出示词条 went认读 went出示词条 went-goT: Did you go to the Great Wall?T help Ss say: I went to 教师指着回答的学生说: She/ He went to 然后引导所有回答的学生说We went to Did you go to the People square?I went to 引导学生将 I went to 转换成We went to 2. I went to the Great
5、 Wall. And I climbed to the Great Wall.出示词条 climbed, ed用不同颜色加深。climbed-climbT: Did you climb to the Great Wall?T help Ss say: I climbed3. Good Boys and girls. Look at the mountain. Its high.出示词条 mountainI like mountain. I climbed the mountain.4. Yesterday it was a school trip.认读trip5. 课文教学：Do you wa
6、nt to know where did Sam and Daming go?Lets watch TV.(1)Where did they go? Were Sam and Daming happy?(2) Ss answer the questions.T: Yes. They had a good time.认读had-have(3) Listen again find: went saw ate had bought(4) This is a picture of the Great Wall. What did they buy?Daming and Sam bought it fo
7、r dad.What present did you buy?I bought转述他人 He/ She bought(5) What did they see? What did they eat? (practice in pairs)认读see-saw, eat-ate 在ate的教学中引出eat candies，引导学生发现异同，进行语音渗透。教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味
8、。(6) Listen and repeat the dialogue.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。6. 将go, see, eat, buy, have, went, saw, ate, bought, had分发到学生手中。与当今“
9、教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。老师说动词原形，手持go词条的学生站起，手持went词条的学生后站起，如果答对，全班跟读。Step 3. SummaryWe visited the Great Wall with Sam and Daming. What did you know?I/ He/ She/ We/ They saw/ate/had/boughtStep 4. Homework1. Copy the sentences on the blackboard and do AB Unit1 Activity2, 3.2. Listen and repeat the text.3. 自己设计一张旅游海报，配以文字说明，还可以加图片。 教学反思略。
