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1、.Unit 8 Who is he? 第三课时一般说来，“老师概念之形成经历了非常漫长的历史。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老师的别称之一。?韩非子?也有云：“今有不才之子师长教之弗为变其“师长当然也指老师。这儿的“师资和“师长可称为“老师概念的雏形，但仍说不上是名副其实的“老师，因为“老师必需要有明确的传授知识的对象和本身明确的职责。 Teaching topic: Make and say ;Listen and choose;这个工作可让学生分组负责搜集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅
2、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、探究、环保等多方面。如此下去,除假期外,一年便可以积累40多那么材料。假如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? Lets read.“师之概念，大体是从先秦时期的“师长、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊
3、博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播知识。 Teaching material analysis:教材分析1To study the new words about the familys name: sister brother father mother teacher2When sb says “Who
4、s he/she?.they know and can say “He/She isGoal request:教学目的1.Know the part of familys name.2.Using “Whos he/she? They can answer.Key difficulty:重点难点1Know the name about family.2 Can ask and answer .Teaching times:教学时间1Teaching method:教学方法 three doubts three searchesTeaching preparation and method:教学
5、工具cards, tapeTeaching process:教学过程Step 1Warmer2 minutes1、Revise the words :sister ,brother ,father, mother ,teacher2、谈话导入T: Good afternoon, boys and girls.Ss: Good afternoon, teacher.T: How are you? Ss: Im OK. Thank you. And you? T: Not bad. Very good. Today we go on to learn Unit Eight.Step2设疑自探1 3
6、minutes Then let Ss look at“Make and say.Ask: Can you make and say? Now you can take out them/and practice in a group. Step3解疑合探1 7 minutes1、Then let someone answer the questions, if there is something wrong, the teacher should correct it.Encourage the Ss stand up and read the words by themselves.If
7、 all the Ss dont know how to practice, the teacher should tell them.2、Then ask some one to act them, if there is something wrong, the teacher should correct them If there is something wrong, the teacher should correct it.The teacher show a photo ,then ask and answer.- Who is he/she ?- He/She is .-Wh
8、ats his /her name?- His /Her name is 3、Listen and choose.Listen to the tape and choose the right answer.Step4设疑自探1、Write these phonetic symbols and words on the Bb: h m w p t i: He we she Pete me Eve Ask: How to read them ?Please talk about in four , OK ?Step5解疑合探2 1、小组内派代表展示。 2、全班展示。 3、Read after t
9、he teacher.Step7运用拓展5 minutes按所给例子写句子Model: Who is he? He is my brother.1. he, father_2. she , sister_ 3. he, friend _ 4. she , mother _Then choose some one write the answer on the Bb. If there is something wrong, the teacher should correct it.Bb writing design:板书设计Unit 8 Who is he? h m w p t i ： He we she Pete me Eve Who is he? He is my Who is she? She is my教后反思老师的教：学生的学：*;第 3 页