1、.Unit 4 Lesson 1 Its spring.教學(xué)設(shè)計(jì)與當(dāng)今“老師一稱(chēng)最接近的“老師概念，最早也要追溯至宋元時(shí)期。金代元好問(wèn)?示侄孫伯安?詩(shī)云：“伯安入小學(xué)，穎悟非凡貌，屬句有夙性，說(shuō)字驚老師。于是看，宋元時(shí)期小學(xué)老師被稱(chēng)為“老師有案可稽。清代稱(chēng)主考官也為“老師，而一般學(xué)堂里的先生那么稱(chēng)為“老師或“教習(xí)?？梢?jiàn)，“老師一說(shuō)是比較晚的事了。如今體會(huì)，“老師的含義比之“老師一說(shuō)，具有資歷和學(xué)識(shí)程度上較低一些的差異。辛亥革命后，老師與其他官員一樣依法令任命，故又稱(chēng)“老師為“教員。 孫海燕“師之概念，大體是從先秦時(shí)期的“師長(zhǎng)、師傅、先生而來(lái)。其中“師傅更早那么意指春秋時(shí)國(guó)君的老師。?說(shuō)文解字?

2、中有注曰：“師教人以道者之稱(chēng)也?！皫熤x，如今泛指從事教育工作或是傳授知識(shí)技術(shù)也或是某方面有特長(zhǎng)值得學(xué)習(xí)者。“老師的原意并非由“老而形容“師。“老在舊語(yǔ)義中也是一種尊稱(chēng)，隱喻年長(zhǎng)且學(xué)識(shí)淵博者?！袄稀皫熯B用最初見(jiàn)于?史記?，有“荀卿最為老師之說(shuō)法。漸漸“老師之說(shuō)也不再有年齡的限制，老少皆可適用。只是司馬遷筆下的“老師當(dāng)然不是今日意義上的“老師，其只是“老和“師的復(fù)合構(gòu)詞，所表達(dá)的含義多指對(duì)知識(shí)淵博者的一種尊稱(chēng)，雖能從其身上學(xué)以“道，但其不一定是知識(shí)的傳播者。今天看來(lái)，“老師的必要條件不光是擁有知識(shí)，更重于傳播知識(shí)。 一、教學(xué)目的設(shè)計(jì)死記硬背是一種傳統(tǒng)的教學(xué)方式,在我國(guó)有悠久的歷史。但隨著素質(zhì)教

3、育的開(kāi)展,死記硬背被作為一種僵化的、阻礙學(xué)生才能開(kāi)展的教學(xué)方式,漸漸為人們所摒棄;而另一方面,老師們又為進(jìn)步學(xué)生的語(yǔ)文素養(yǎng)煞費(fèi)苦心。其實(shí),只要應(yīng)用得當(dāng),“死記硬背與進(jìn)步學(xué)生素質(zhì)并不矛盾。相反,它恰是進(jìn)步學(xué)生語(yǔ)文程度的重要前提和根底。 一知識(shí)目的 1.掌握新單詞:season,year,spring, summer, autumn, winter. 2.能用“What season is it ?來(lái)詢(xún)問(wèn)季節(jié)，用“Its spring/summer.來(lái)答復(fù)季節(jié)情況； 能用“I like spring/summer. 描繪對(duì)季節(jié)的愛(ài)好。二才能目的 1.可以運(yùn)用所學(xué)單詞詢(xún)問(wèn)和答復(fù)四個(gè)季節(jié)。 2. 培養(yǎng)

4、學(xué)生通過(guò)觀(guān)察圖畫(huà)，感受大自然，表述自己的感受的才能；培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、及靈敏運(yùn)用語(yǔ)言的才能 三 情感態(tài)度目的 1、能在課堂活動(dòng)中獲得積極的情感體驗(yàn)，大膽主動(dòng)地與人交流，展示自我。使學(xué)生能在一定的語(yǔ)境中學(xué)會(huì)使用已學(xué)過(guò)的英語(yǔ)進(jìn)展交流。2、進(jìn)一步培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，在語(yǔ)言教學(xué)中激發(fā)學(xué)生熱愛(ài)生活、熱愛(ài)大自然的美妙情操，培養(yǎng)積極樂(lè)觀(guān)的生活情感態(tài)度。二、教具準(zhǔn)備 課件、錄音機(jī) 、錄音帶、單詞卡片.三、教學(xué)重點(diǎn)1、能聽(tīng)懂、會(huì)說(shuō)、認(rèn)讀和標(biāo)準(zhǔn)書(shū)寫(xiě)單詞season, year, spring, summer, autumn, winter。2、能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀日常交際用語(yǔ): “What season is

5、 it? “Its spring/summer/四、教學(xué)難點(diǎn):1、能掌握四個(gè)表示季節(jié)的單詞,能正確表達(dá)季節(jié)。2、能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀句子，并能正確、純熟地運(yùn)用。五、教學(xué)過(guò)程設(shè)計(jì)Step One: Warming-up 1、Greetings. Good morning, boys and girls. How are you ? What day is today? The first , lets sing a song -“Days of the week 2、Leading in:T：The song is about days of week ,right? And we have 7

6、days in a week,yes ?Do you know how many seasons in a year ? T:This class,well talk about Unit 4 seasons.Step two：Presentation and practice 1、出示單詞卡 “season“yearT: Now ,who can tell me, how many seasons do we have in a year? S: Four season. T:Year! 老師引導(dǎo)學(xué)生答復(fù)We have four seasons in a year. Now ,look at

7、 the picture .What season is it? What season is it? Its spring. 教授單詞spring 3、展示有關(guān)季節(jié)的畫(huà)面,引出新單詞:T: What season is it now?Yeah!Summer. Do you know summer? Its the second season in a year.In summer, the trees are green, and the flowers are colorful. In the third season, the trees turn yellow, the leaves

8、start to fall. What season is it? Its autumn.單詞卡Look at the picture, the trees are white, and it starts to snow. What season is it? Its winter.單詞卡2、利用圖片做游戲：猜猜看 What season is it? 練習(xí)句型:Its spring/summer/autumn/winter. 3、鼓勵(lì)學(xué)生模擬老師自編兒歌。What season is it ? Spring spring, Its spring. Step three Lets talk.

9、讓學(xué)生觀(guān)察四季中花朵以及景物的變化，詢(xún)問(wèn)這種花開(kāi)在哪個(gè)季節(jié)？這種景物出如今哪個(gè)季節(jié)？理解情境，進(jìn)展同位的問(wèn)答練習(xí)。Step four Lets do.1、T:Look at the pictures,What season is it ?Do you know?學(xué)生觀(guān)察圖片，說(shuō)出圖片代表的季節(jié)，Yes,its summer.I like summer.What season do you like ?老師引導(dǎo)學(xué)生表達(dá)自己喜歡的季節(jié)。2、T-S activities.出示圖片，老師問(wèn)，引導(dǎo)學(xué)生答復(fù)并做對(duì)話(huà)3、Students work in pairs學(xué)生展示對(duì)話(huà) What season is it ? It's summer/. Do you like summer/. Yes ,I like summer ./No ,I dont like summer .Step five Sum up 總結(jié)本課的學(xué)習(xí)內(nèi)容。1、 New words: season,year,spring, summer, autumn, winter.2、 Sentences: What season is it ? Its spring/summer.Step six Homework1. Talk about seasons with your partners.2. Listen to