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1、8A Unit5 Wild animals Grammar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”。 班级_ 姓名_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
2、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”。 一、【学习目标】要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择
3、，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。 1.掌握并能正确使用may 来表示可能性。2. 掌握并正确使用动词不定式。3了解更多关于野生动物的信息。二、【学习重难点】1. How to use “may” to say that something is possible.2.How to use verbs and to-infinitives together.三、【自主学习】(一) 预习书上61、62页的内容，完成书上练习。（二）用 may 的正确形式填空1. Helen is not very busy these days, so she _ come toda
4、y.2. You _ take this rubber away because I need to use it.3. The lights in the classroom are still on. There _ be someone in it now.4. You _ do that kind of thing again. We do not like it .四、【合作 探究】 A .Using may for possibilityStep 1 呈现通过复习Reading 部分的内容，引出本课时内容。教师出示大熊猫的图片，对学生说：Its difficult for gian
5、t pandas to live in the wild. They face serious problems. For example, the bamboo forests are becoming smaller and smaller. What do you think may happen to pandas? 引导学生猜测可能性：They may not have a place to live or food to eat. 教师总结：Yes, youre right. 将may 的句子写在黑板上，并将划线部分用彩色粉笔标出。Step 2 活动教师在黑板上呈现以下5个句子，鼓
6、励学生四人一组，思考在每句话设定的情景下可能发生什么情况，用may 接龙，写出后半句。接受任何合理回答1. We need to protect pandas.2. It is raining.3. I will be very busy tomorrow.4. Watch this DVD.5. We will be happy to see you.B. Using verbs+to-infinitivesStep1 教师通过对课文提问，来引出动词不定式：1. When did Xi Wang start to go outside for the first time?(At 4 mon
7、ths old)2. When Xi Wang was six months old, what did she begin to eat? (Bamboo)3. What did Xi Wang learn to do when she was 20 months old?(She learnt to look after herself)教师板书 start to go outside、begin to eat bamboo和 learn to look after herself, 呈现动词不定式的结构。Step 2 操练教师引导学生讨论在准备外出旅行时可能会考虑的一些问题，如：(1)W
8、ho do you plan to go out with? (I plan to go out with my friend Peter.)(2)Where do you want to visit?(I want to visit the UK.)(3)What do you want to take?( I want to take a camera.)(4)How do you plan to get there?( I plan to go there by plan.)教师用彩色粉笔对划线部分进行强调，帮助学生进一步理解动词不定式。五、【达标巩固】单项选择。（ ）1. Tell t
9、hem not to go out _ the windows. A. cross B. past C. through D. across（ ）2. The number of wild animals _ getting smaller and smaller. A. are B. is C. will D. may（ ）3. You look nice _ that coat, but I dont think it looks nice _me. A. in; on B. in ; in C. on; on D. in; at（ ）4. I was very busy _ there was a lot of homework to do. A. why B. because C. so D. because of（ ）5. The teacher told him _ late for school again. A. not be B. dont be C. not to D. not to be第 2 页