1、Module 5Unit 2 I wore warm clothes. 教材分析本单元继续讲一般过去式，在前面几个模块已经接触到了一般过去式，学生也了解了一般过去式的主要结构，规则动词要加上“ed”，描述发生在过去的事情。但是本单元主要讲不规则动词的变化，有一定的难度。本文的主要内容是学习参观、游览的经历，根据所所学内容与大家一起分享。 教学目标【知识目标】1. 重点学习不规则动词的一般过去时：I/ He/ She/ We/ They fell over/ wore/ learnt2. 能够听说读写的单词和短语：lovely, out, way, really.3. 能够听说读写的语句：wea
2、r (wore), hurt, ice-skating, skate, fall over (fell over).【能力目标】能运用一般过去时描述过去发生的行为，掌握不规则动词的一般过去时。【情感目标】热爱运动，热爱生活，不怕困难挫折的乐观情绪。 教学重难点【教学重点】1.单词：学习不规则动词的变化：seesaw, gowent, eatate, havehad, buybought, 及climbclimbed.2. 熟练掌握词组：a school trip, the Great Wall, lots of mountains, eat biscuits, eat apples, have
3、 a good time, a picture of the Great Wall.【教学难点】能听够听说读写语句I/ He/ She/ We/ They fell over/wore/learnt 课前准备word cards、录音机、activity book 教学过程Step 1. Warm up1. greeting 师生相互问候。2. 全班一起说Module 2 Unit 2的chant部分：She painted a picture.She watched TV.She played the flute.She played with me.He listened to music
4、.He played football.He helped his mother.There were sweets for all.Step 2. Presentation1. 出示词条skate，进行认读由skate自然过渡到ice skating. In winter, the weather is very cold, we can do one kind of sport on the ice. What kind of sport? 让学生们猜可以进行哪项运动，然后出示单词卡片ice skating,教授并操练单词ice skating。Yesterday, Sam and Dam
5、ing visited the Great Wall. Yesterday, Lucy wrote a letter to me. She told me something about her school trip. Do you want to know about it? 教师装出很神秘的样子，拿出一封信。（信件展示）Do you want to know about it ?2. She told me that she went ice skating, the ice was very cold. She wore warm clothes.（在黑板上写下这个句子）然后出示单词卡
6、片wore, “Whats the meaning of wore?” 如果学生不知道wore的意思，教师可以走到一个学生旁边，“Oh, you wear new clothes; you look so beautiful /handsome today. ”3. First, she didnt know how to go ice skating, she fell over.教师做出摔倒的动作，在黑板上写上she fell over这个句子，然后出示单词卡片fell over，解释并操练fell over。4. Lucy fell over, but she didnt hurt. (
7、在黑板上写上这个句子) 然后出示hurt单词卡片，Whats the meaning of hurt? I hurt, oh, where is the hospital? 操练单词hurt。5. Then, she learnt to skate, it was easy. She didnt fall over again.在黑板上写上句子，She didnt fall over again. 出示单词卡片learnt，解释操练learnt，I learnt to play football last term. What kind of sport did you learn last
8、term? 你上个学期学习了什么运动？Step 3. Text1. 课文教学：出示信件，出现完整的文章：Dear Amy,Yesterday, we went on a school trip.We went (skating). I (wore) warm clothes. The ice was very cold. At first, I (fell over).But it didnt (hurt) a lot. Then I (was able to) skate. It was easy! And I didnt (fall over) again. It was really f
9、un!Love,Lucy2. Fill in the blanks（在原文上填空，教师可作适当的提醒）在上面的短文填空。3. 在课文的Now look and say 部分： 1) 小组看图合作练习，然后派一个代表上来演示。2) 猜谜，教师说关于运动的谜语，教学生猜。A: I did something yesterday. I wore special boots. It was cold. I fell over a lot. What did I do?Answer: You went ice-skating.B: I did something yesterday. I did it
10、in the countryside. I walked a lot. It was difficult. My legs hurt. What did I do?Answer: You climbed a mountain.Step 4. Homework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
11、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。1. 教师将ear, hear, bear, pear, where, there等单词的顺序打乱写在黑板上，请学生找出字母发音相同的单词，写在作业本上。2. 完成学生课堂活动用书练习2 word search，完成练习后让学生完成另一个word search
12、，不过这个word search找出来的词是动词的原形。如eat, buy, fall. finish等。观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导
13、幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导
14、幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。 教学反思与当今“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”。略。
