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1、Unit 1 Countries课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。 【单元教材分析】要练
2、说,先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿当众说话时显得胆怯:有的结巴重复,面红耳赤;有的声音极低,自讲自听;有的低头不语,扯衣服,扭身子。总之,说话时外部表现不自然。我抓住练胆这个关键,面向全体,偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时,我总是笑脸相迎,声音亲切,动作亲昵,消除幼儿畏惧心理,让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中,改变过去老师讲学生听的传统的教学模式,取消了先举手后发言的约束,多采取自由讨论和谈话的形式,给每个幼儿较多的当众说话的机会,培养幼儿爱说话敢说话的兴趣,对一些说话有困难的幼儿,我总是认真地耐心
3、地听,热情地帮助和鼓励他把话说完、说好,增强其说话的勇气和把话说好的信心。三是要提明确的说话要求,在说话训练中不断提高,我要求每个幼儿在说话时要仪态大方,口齿清楚,声音响亮,学会用眼神。对说得好的幼儿,即使是某一方面,我都抓住教育,提出表扬,并要其他幼儿模仿。长期坚持,不断训练,幼儿说话胆量也在不断提高。 功能:询问和了解他人的国籍及居住地。其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记
4、”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。 教学重点:能听懂、会说、认读并运用句型:“Where are you from?”“Im from ”“Wheres he/she from?”“Hes /Shes from ”“Where do you live?”“I live in ”教学难点:在实际生活中能灵活运用所学知识并掌握Australia, America, Canada等单词的读音。【单元教学目标】1.能听懂、会说、认读并规范书写单词: China, from
5、, her, live, please;能听懂、会说、认读单词:famous, America, Australia, France, Britain, India, Ottawa, London, Washington D.C, 并能结合句型灵活运用。2.能听懂、会说、认读句型:“Where are you from? ”“Im from ”“Wheres he/she from?”“Hes/Shes from ”“Where do you live? ”“I live in ”3.学会运用所学句型询问对方的国籍及居住地,并能简单描述居住地情况。4.初步了解字母j, w, u 在单词中的发音
6、规律。5.通过各国的标志性建筑及代表性动物,对学生进行适当的文化渗透及情感教育。Lesson1 Im from Britain.课型:新授课一、教学目标:1.能听懂、会说、认读单词:China, from, Canada, America, Britain.2.能听懂、会说、认读并运用句型:“Where are you from?”“Im from”3.学会运用所学句型询问对方的国籍。二、教学重难点:重点:能听懂、会说、认读并灵活运用句型:“Where are you from?”“Im from”.难点:单词America,Canada,Britain的发音及运用。三、教学过程Step 1
7、Warm up1. Greetings. Hello, everyone!2. Free talk.How are you today?Did you have a good time for your holidays? Where did you go?(找几个学生起来说一说假期去了哪些地方,为下面做铺垫。)这时在大屏幕上显示“Where did you go?I went to ”引导学生用此句型回答。Step 2 Presentation1. T: Look, this is our old friend Li Ming.T: Now Im Li Ming.(老师带上头饰)Im fro
8、m China.(板书句子“Im from China.”)China is our country.Show the word card and read the word together.“China”the letter “i”is pronounced / ai /. “from” the letter“o”is pronounced/.Girls read together. Boys read together.2. T: OK, class. Im from China.Where are you from?(板书) Then let Ss use “Im from China
9、.”to answer.3. Read the new sentences together.4. T: In this class, Ill introduce some new friends to you.Watch the CD-Rom,lets see “Who comes to China?”Check the answers: Jim,Mike,Danny,Mary.5. Lets listen to the tape again,and find out the answers.(1)If you are Jim ,where are you from?(2)If you ar
10、e Mike,where are you from?(3)If you are Mary,where are you from?6. Then check the answers and teach the new words:Canada,America,Britain.7. Read the new words together.8. Listen and imitate.9. Read the text in groups.Step 3 Practice1.Play a game: Sharp eyes.Show four pictures of Activity 2.T: Where
11、are you from?S: Im from2.Sing a song:Where are you from两只老虎的曲调Where are you from? Where are you from?Im from China. Im from China.Where are you from? Where are you from?Im from Canada. Im from Canada.1)T sings. 2) Ss sing. 3)学生小组内根据歌曲自编。3.Lets do.提前给学生每人发一张代表国家的小卡片。Make a dialogue in groups.Hello!He
12、llo! Whats your name?Im Where are you from?Im from Step 4 SummaryT:What have you learnt in this class?Then read the new words and sentences together.Step5 HomeworkListen to the tape and repeat it 3 times.Lesson 2 Wheres she from?课型:新授课一、教学目标:1.能听懂、会说、认读单词:Australia, India, France.2.能听懂、会说、认读并运用句型:“W
13、heres he/she from?”“Hes/Shes from”“Is he/she from?”“Yes, he/she is.”3.学会运用所学句型询问别人的国籍。二、教学重难点:重点:能听懂、会说、认读并灵活运用句型:“Wheres he/she from?”“Hes/Shes from”“Is he/she from?”“Yes, he/she is.”难点:单词Australia, India, France.的发音及运用。三、教学过程Step 1 Warm up复习上节课所做的Lets do活动,提前给学生每人发一张代表国家的小卡片。Make a dialogue in gro
14、ups.Hello!Hello! Whats your name?Im Where are you from?Im from Step2 Presentation1.学习新句型:Shes/Hes from 做完上面的对话练习后,屏幕出示上节课已学Lets talk中的四幅图,同时出示四个国家对应的人物Jim, Li Ming, Mike, Mary. 教师介绍:Now we know Li Ming is from 引导学生回答China. 教师接着说:Look, this is Jim. And we know hes fom 学生顺势回答 Canada, 教师板书句型:Hes from 并
15、引导学生介绍剩余两张图片,在运用旧知的基础上运用了新句型。2.进入文本,学习新句型:Wheres he from? 新单词:Australia.教师接着出示P6页第一幅图,介绍:Look! Theyre our new friends. And thats Sam. Can you guess “Wheres he from?”屏幕出示句子“Wheres he from?”,引导学生运用句型“Hes from ”进行猜测。随后教师说:Now lets check whos right. 引导学生看课文动画并得到正确答案“Hes from Australia. ”学习新单词Australia. 操练: Wheres he from? Hes from Australia.3.再次学习文本,连线,巩固新句型同时,学习新单词:India, Britain.What about our other friends? 相继出示两位女生图片,并问:Wheres she from? 看动画连线,运