1、.第 周教案年 月 日 第 節(jié) 總第 課時(shí)課題Moudle1 unit3課型Reading and practising課時(shí)授課人 知識(shí) 才能 思想教學(xué)目的1.Key structures: 1 Whats his/her name? 2 Where is he/she from? 3 What's his/her English name? 4 How old is he / she? 5 What class is he / she in? 2.Enable students to talk about themselves and their friends. 重點(diǎn)Aim1 an

2、d aim2難點(diǎn)Aim2教法Practise and write教具A recorder教學(xué)程序老師活動(dòng)學(xué)生活動(dòng)Step1Step2Step3Step4Step5Step6Step 7Step 8Revision1. Ask some students to introduce themselves to the other students.2. Ask them to talk about the pictures in the PPT.Teaching grammar動(dòng)詞Be的一般如今時(shí)：1. 肯定句：主語+ beam,is,are +其它。2. 否認(rèn)句：主語+be+not+其它。3.

3、一般疑問句：Be+主語+其它？4. 特殊疑問句：疑問詞+一般疑問句？動(dòng)詞Be的常用句式：1. be + 形容詞 I am very happy. 我很幸福。 He is very kind. 別人非常好。2. be + 名詞 Mr Wang is our English teacher. 王先生是我們的英語老師。 They are our good friends. 他們是我們的好朋友。3. be + 介詞短語 She is at home. 我在家里。 Are you from America? 你來自美國嗎？ The book is on the desk. 書在桌子上。4. be + 副

4、詞 Class is over. 下課了。 SpeakingAsk the students to introduce the three people in act 1.You can do it like this: This is Sam.He is twelve. He's from England. He's in Class 1.Step 4: PractiseDo act 2-4 by themselves and check the answers in groups.Ask one group the report their answers.Around t

5、he word1. Tell students the difference between Chinese names and English names. T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family na

6、me. Chinese names are different. Now read and find the difference in Around the world. Module taskLook at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class. Do exercises Do the exercises in the PPT. The teacher checks the answers.Sum

7、upAsk the students to talk about “What have you learned in this lesson?.Sum up the different ways of “Be and report it. Greetings Read and writeRead and remember一般說來，“老師概念之形成經(jīng)歷了非常漫長的歷史。楊士勛唐初學(xué)者，四門博士?春秋谷梁傳疏?曰：“師者教人以不及，故謂師為師資也。這兒的“師資，其實(shí)就是先秦而后歷代對(duì)老師的別稱之一。?韓非子?也有云：“今有不才之子師長教之弗為變其“師長當(dāng)然也指老師。這兒的“師資和“師長可稱為“老師

8、概念的雛形，但仍說不上是名副其實(shí)的“老師，因?yàn)椤袄蠋煴匦枰忻鞔_的傳授知識(shí)的對(duì)象和本身明確的職責(zé)。死記硬背是一種傳統(tǒng)的教學(xué)方式,在我國有悠久的歷史。但隨著素質(zhì)教育的開展,死記硬背被作為一種僵化的、阻礙學(xué)生才能開展的教學(xué)方式,漸漸為人們所摒棄;而另一方面,老師們又為進(jìn)步學(xué)生的語文素養(yǎng)煞費(fèi)苦心。其實(shí),只要應(yīng)用得當(dāng),“死記硬背與進(jìn)步學(xué)生素質(zhì)并不矛盾。相反,它恰是進(jìn)步學(xué)生語文程度的重要前提和根底。Do by themselves家庭是幼兒語言活動(dòng)的重要環(huán)境，為了與家長配合做好幼兒閱讀訓(xùn)練工作，孩子一入園就召開家長會(huì)，給家長提出早期抓好幼兒閱讀的要求。我把幼兒在園里的閱讀活動(dòng)及閱讀情況及時(shí)傳遞給家長，要求孩子回家向家長朗讀兒歌，表演故事。我和家長共同配合，一道訓(xùn)練，幼兒