五年级上册英语教案Unit 1 In China Lesson 1人教新起点

Unit 1 In China
L esson 1
其中我们伟大的祖国中国他屹立在世界的东方，她是一位美丽善良的母亲。

在这辽阔的国土上有着神奇的景观，
山川与河流，还有一群勤劳美丽而善良的民族。

那么，就让我们一起更加真切地了解认识我们的祖国吧。

1. Be able to listen and read the words and dialogues: morning tea, 早茶 soup 汤; the Potala Palace, 布达拉宫；the Summer Palace, 颐和园； the Terracotta Army 兵马俑。

能够运用已学功能句操练本课新学词汇。

2. Be able to ask and answer questions.
【能力目标】
对听说读写能力都要有意识地发展锻炼，学生能够掌握重点单词的读写及其对应含义，这也有助于自然地学习英语句型。

What did you go on your summer vacation? I went to... with my parents.
能够用英语流利表达自己过去做的事情，学会用一般过去时回答完别人的问题。

【情感目标】
学习英语最大的乐趣就是能够理解运用。

多了解英语与汉语不同的地
方，也要善于要拓展学习其他方面，多参加课外活动。

老师要学着寓教于乐地教学，让英语学习成为孩子们生活中的一种乐趣，沟通和学习的工具。

1. The relevant words and dialogues.
2. Be able to do some free talk with the words.
【教学难点】
The relevant words and dialogues.
Step 1. Greetings and warm-up activities
Teacher can ask them some places about China.
T: Do you like playing games?
S: Yes!
T: OK! Let’s see how to play a game and introduce the rules of the game. Are you clear?
Students: Yes!
T: Now let’s work in tw o people.
学生两人一组进行游戏，班内展示，及时评价。

Step 2. Presentation and write in the blackboard
T: Look here. Who can ask me?
S: Where did you go on your summer vacation?
T: I went to Guangzhou on my summer vacation.
S: What did you do there?
T: I ate seafood, had morning tea and tasted soup there.
T: Thank you. (教师板书)
T: Can you finish the sentence like me?
S: Yes!
T: Let’s do!
学生动笔写，教师巡视指导，及时评价。

Step 3. Read the text
1. Read the text and tell the main idea of the text in the students' own words. Let the students speak in front of the class.
2. Encourage them not to be shy when they stand there.
3. Give the students chances to speak loudly in front of the class.
Step 4. Listen to the tape and do the exercises
Exercise the new words in many ways, such as read these words one by one, competition between different groups.
Step 5. Do some listening task
The teacher let them listen the tape again and use many ways to check the result. Let students read the dialogues after the teacher and in their groups.
Step 6. Homework
1. Finish off the exercises in the textbook.
2. Go on the next reading in the student book.
“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。

这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。

要求学生抽空抄录并且阅读成诵。

其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。

如此下去,除假期外,一年便可以积累40多则材料。

如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?
略。