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1、Unit 5 Lets run a race 第三课时死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。 Teaching topic: Listen and do; Talk and tick; Listen and number. 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?
2、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”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。 Teaching material analysis:(教材分析)“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义
3、。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。1)Review the words: Play a game.做游戏. Run a race.赛跑. Line up.站好队.2
4、)Make the sentences using the form: Lets .3)Learn the new words: walk, jump , run, swim. stand up ,sit down, ruler.4)Sing“The duck can run”song.5)Review the Phonetic Symbols:bsgndkmrht.Goal request:(教学目的) 1)Make the sentences using the form: Lets .2) Learn the new words: walk, jump, run, swim, stand
5、 up ,sit down, ruler.Key difficulty:(重点难点)Master the Phonetic Symbols:bsgndkm rht.Teaching times:(教学时间)1Teaching methods :(教学方法)three doubts three searchesTeaching aid study:(教学工具)cards, tapeTeaching process:(教学过程)Step 1设疑自探一(8 minutes)1、谈话导入：T: Good afternoon, class. Ss: Good afternoon, teacher.T:
6、Hi, Zhang Lei! How are you? Ss: Im OK. Thank you. And you? T: Not bad. Very good . Now class begins, today we go on learning Unit Five. Write the new words on the blackboard： walk, jump , run, swim. stand up ,sit down, ruler.T: Please look at the blackboard. Can you read these words?Ss: No.T: Now pl
7、ease talk about them the in four, OK?Ss: OKStep 2 解疑合探一(12 minutes)1、Then encourage the Ss to stand up and read the words, if all the Ss do not know how to read, the teacher should tell them.2、Talk and tick.师利用简笔画让学生说英文单词。然后在两人一组根据此部分图片和表格讨论书本、连衣裙和尺子到底应该放在什么地方？3、小组汇报结果。Step 3设疑自探二(5 minutes)Look at
8、the pictures in “Listen and number”, W hats the meaning of them? Please talk about in Four.Step 4解疑合探二(6 minutes)1、Choose someone to say about them. If there is something wrong, the teacher should correct it. Then let the Ss read after the teacher, make sure all of the students can read them fluentl
9、y.2、Listen to the tape and number it .Step 5质疑再探 (5 minutes)Can you tell me something about the text?Step 6运用拓展 (5 minutes)一.选出与其它项不一类的单词.1. A. dog B. pig C. rabbit D. my2. A. pen B. pencil C. ruler D. elephant3. A. blue B. green C. orange D. pear4. A. walk B. play C. run D. gameBb writing design:（板书设计） Unit 5 Lets run a raceWalk, run ,jump, swim, stand up ,sit down ,ruler.教后反思教师的教：学生的学： 第 3 页