三年级下册英语教案-Unit 9 I have a kite 第一课时_科普版（三起）.doc

Unit 9 I have a kite 第一课时一般说来，“教师”概念之形成经历了十分漫长的历史。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教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。 Teaching topic: Lets talk “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”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。Teaching material analysis:(教材分析)单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。 1)To study the wordskite, fly, new, bike, great, why, toy, ride2)Use “I have a kite. Can you fly it?”Goal request:(教学目的)1)Know some words about toys name. doll toy plane kite2)Know this ,that and they can say “I have a kite.” “Can you fly it?” Key difficulty:(重点难点) I have a kite. Can you fly it? I have a new bike.Teaching times:(教学时间)1Teaching method:(教学方法)three doubts three searchesTeaching aid study:(教学工具)tape, pictureTeaching process:(教学过程)Step 1 Warmer (2 minutes)1.谈话导入 T: Hello, boys and girls.Ss: Hello, Miss Ge .T: Glad to meet you. Ss: Glad to meet you, too.T: How are you?Ss: Im fine, thank you. And you?T:Im fine, too.Step2设疑自探1(5 minutes)Now lets learn new Unit. First look at the Bb.Then the teacher writes some news words underline on the Bb.kite, fly, new, bike, great, why, toy, ride I have a kite. Can you fly it?Can you guess how to read them? Whats the meaning of them? Now you can talk about them in a group.Step3解疑合探1 (5 minutes)1、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 all the Ss don't know how to read ,the teacher should tell them.2、Then let the Ss read after the teacher, next ask some one to read them, if there is something wrong, the teacher should correct them.Step4:设疑自探2 (5minutes)1、 导入Lets talk:The teacher choose one student stand up .T: Hello. What can you see in my hand? S:I can see a kite.T: Yes, I have a kite.S: How nice!T: Can you fly a kite?S: Yes, I can.2、 设疑T:OK. Look at the text, can you tell me what is the meaning of it?Ss: Sorry, we dont know. T: OK. Now listen to the tape and talk about what is the meaning of the text. Are you clear?Ss: Yes.Step5:解疑合探2 (8 minutes)1、Then let the Ss listen to the tape and then talk about it in pairs.2、Next ask someone to explain it to all the Ss.If there is something wrong, the teacher should correct it.3、 OK, Lets listen to the tape and read after it.Then let the Ss listen the tape and read the text.4、Practice “Lets talk”.Step6:质疑再探(10minutes)T:OK, very good . About this Unit, what else do you want to ask?Step 7:运用拓展(5minutes)The teacher writes the questions on the Bb and ask the Ss write in on the notebook.一、Link.kite fly bike cool ride why toy 放;飞 自行车 凉的;酷 骑 为什么 玩具 风筝Bb writing design:(板书设计) Unit 9 I have a kitekite, fly, new, bike, great, why, toy, ride “I have a kite. Can you fly it?”教后反思教师的教：学生的学：第 3 页