五年级下册英语教案 Unit 1 Keep Healthy Lesson 13 人教.doc

1、Unit 1 Keep Healthy Lesson 1 教案 Teaching aims:1.识别和掌握单词 too much, candy, go to bed, early, exercise, tired, drink, before, dirty, always.2.能够在生活中应用课文中的对话。Language points：词汇：too much, candy, go to bed, early, exercise, tired, drink, before, dirty, always.句型：You should/shouldnt.Analysis of key items a

2、nd difficulties of teaching:1. Important Points: too much, candy, go to bed, early, exercise, tired, drink, before, dirty, always.2.Difficult Points: 灵活运用对话。Teaching steps（教学步骤）Warming-up and revision1）Greeting to students.2）Divide the Ss into four groups to present the dialogue.Step 1: Greeting and

3、 Introduction Begin by greeting the class with a smile and good morning!T: Good afternoon, students.S: Good afternoon, teacher.Step 2: Practice 1) S1: Candy!S2: You shouldnt eat too much candy!2) S3: Fruit! S4: You should eat a lot of fruit.3) T: You should do more exercise!S: I know.Step 3: Play a

4、game. Each two students in a group to practice the dialogues:1) S1: You should go to bed early.S2: Oh!2) S3: You look very tired. You shouldnt play too much computer games. S4: I know.Homework: 听录音背单词。Unit 1 Keep Healthy Lesson 2 教案 Teaching aims:1.识别和掌握单词 stomachache, headache, toothache.2.能够在生活中应用

5、课文中的对话。Language points：词汇：stomachache, headache, toothache.句型：Whats wrong with you?What should I do?Analysis of key items and difficulties of teaching:1. Important Points: stomachache, headache, toothache.2.Difficult Points: 灵活用用对话。Teaching steps（教学步骤）Warming-up and revision（1）Greeting to students.（

6、2）Divide the Ss into four groups to present the dialogue.Step 1: Greeting and Introduction Begin by greeting the class with a smile and good morning!T: Good afternoon, students.S: Good afternoon, teacher.Step 2: Practice 1) S1: What wrong with you?S2: I have a stomachache.2) S3: Whats wrong with her

7、? S4: She has a headache.3) T: You should do more exercise!S: I know.Step 3: Play a game. Each two students in a group to practice the dialogues:1) S1: Whats wrong with you?S2: I have had a cold.2) S3: You look very tired. S4: Im sleepy.Homework: 听录音背单词。Unit 1 Keep Healthy Lesson 3 教案 Teaching aims:

8、1.识别和掌握单词 a lot of, sleepy, subject.2.能够在生活中应用课文中的对话。Language points：词汇：a lot of, sleepy, subject.句型：He always feels.He should/shouldnt.Analysis of key items and difficulties of teaching:2. Important Points: a lot of, sleepy, subject2.Difficult Points: 灵活用用对话。Teaching steps（教学步骤）Warming-up and revis

9、ion（1）Greeting to students.（2）Divide the Ss into four groups to present the dialogue.Step 1: Greeting and Introduction Begin by greeting the class with a smile and good morning!T: Good afternoon, students.S: Good afternoon, teacher.Step 2: Practice 3) S1: I always feel sleepy.S2: You should go to be

10、d early.4) S3: Whats wrong with her? S4: She has a stomachache. S3: She shouldnt eat a lot of meat.3) T: I always feel tired.S: You should do more exercise and go to bed early.Step 3: Play a game. Each two students in a group to practice the dialogues:3) S1: Whats wrong with you?S2: I have had a col

11、d.4) S3: I feel very tired. S4: You should go to bed early.“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

12、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。 .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。Homework: 要练说，先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿当众说话时

13、显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。长期坚持，不断训练，幼儿说话胆量也在不断提高。 听录音背单词。