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1、Integrated skills“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。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
2、”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。教学目标课本、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
3、“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。 1. 能够从听力中获取信息并做好记录。教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。 2. 能够在听说读写的活动中综合运用本单元所学的语法和句型。3. 能够通过对战争的了解，热爱和平，珍惜目前的美好生活。教学重点1. 掌握新单词和短语：break out, record, symbol, victory,
4、spirit, die of, German, thought, admire, courage, in fear of ones life2. 学习新句型：It was a record of that time, and it has also become a symbol of the victory of the human spirit.Although we live in peace, some children in other parts of the world still live in fear of their lives.教学难点通过听说读写一系列活动，培养学生综
5、合运用英语的能力。教学准备 PPT，录音机教学过程Step 1 Revision and lead-in1. Revise the ways of learning about the world in a free talk.2. Learn the new words and make sure they can pronounce them correctly.Step 2 Listening1. Play the tape and let the students fill in the missing words in A1.2. Check their answers.3. Get
6、 them to listen to the second part of the programme to help complete A2.4. Check the answers.Step 3 Writing and speaking1. Complete the article in A3 with the information on P57.2. Check the answers together.Step 4 Speaking up1. T: Now Millie and Simon are talking about the war through two other boo
7、ks. Listen and tell me the names of the two books. 2. The teacher introduces the two books to the students.3. Play the tape and get them to repeat it.Step5 SummaryT: Today we have learned something about the war. What do you think of it? Of couse, war is cruel, so we must cherish peace and our happy
8、 lives now.Step 6 Homework1. Read the article in A3.2. Act the diologue in Part B.Study skills教学目标1. 能够掌握基本的构词法来猜单词的意思。2. 能够在阅读中使用通过构词法猜词义这一阅读技巧提高自己的阅读能力。教学重难点1.掌握阅读技巧培养和提高学生的阅读理解能力。教学准备 PPT教学过程Step 1 Revision and lead-inAsk a student to tell the others as much as possible about Anne Frank and her b
9、ook.Step 2 Presentation1. T: Now Millie has found more about Anne Frank and her bookA Diary of a Young Girl. But there are some new words in a paragraph. I believe you can work them out. Now lets read it and try to help her guess their meanings.2. Ask two students to tell their answers and give shor
10、t reasons one by one.3. Try to find out how they are formed, and sum up the rules with them.Step 3 Learning moreIn order that the students can grasp this skillGuessing the meaning of a word by its formation, the teacher sums up Word Formation for the students.Step 4 PracticeShow the following exerci
11、ses and let the students finish them.Match the right words from the right column with the words on the left.( )1. enrich A. trying to find jobs( )2. semicircle B. of, having, using imagination( )3. troublesome C. make or become sharp( )4. sharpen D. half a circle( )5. job-hunting E. causing trouble(
12、 )6. limitless F. make rich, improve in quality, flavor, etc.( )7. imaginative G. without limitStep 5 SummaryT: From the practice, we know when we deal with the problems in reading comprehension, we can use Word Formation to help us, but the ccontext is also very important.Step 6 Homework1. Go over what theyve learned in this unit.2. Prepare some notes about the person who has influenced them most by answering the questions in Part B on Page 61.第 3 页