1、.Lesson 12 Revision 第三課時語文課本中的文章都是精選的比較優秀的文章,還有不少名家名篇。假如有選擇循序漸進地讓學生背誦一些優秀篇目、精彩段落,對進步學生的程度會大有裨益。如今,不少語文老師在分析課文時,把文章解體的支離破碎,總在文章的技巧方面下功夫。結果老師費力,學生頭疼。分析完之后,學生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的為難場面的關鍵就是對文章讀的不熟。常言道“書讀百遍,其義自見,假如有目的、有方案地引導學生反復閱讀課文,或細讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學生便可以在讀中自然領悟文章的思想內容和寫作技巧,可以在讀中自然加強語感,增強語言

2、的感受力。久而久之,這種思想內容、寫作技巧和語感就會自然浸透到學生的語言意識之中,就會在寫作中自覺不自覺地加以運用、創造和開展。 Teaching material analysis: 教材分析這個工作可讓學生分組負責搜集整理,登在小黑板上,每周一換。要求學生抽空抄錄并且閱讀成誦。其目的在于擴大學生的知識面,引導學生關注社會,熱愛生活,所以內容要盡量廣泛一些,可以分為人生、價值、理想、學習、成長、責任、友誼、愛心、探究、環保等多方面。如此下去,除假期外,一年便可以積累40多那么材料。假如學生的腦海里有了眾多的鮮活生動的材料,寫起文章來還用亂翻參考書嗎? In this lesson，we wi

3、ll learn:與當今“老師一稱最接近的“老師概念，最早也要追溯至宋元時期。金代元好問?示侄孫伯安?詩云：“伯安入小學，穎悟非凡貌，屬句有夙性，說字驚老師。于是看，宋元時期小學老師被稱為“老師有案可稽。清代稱主考官也為“老師，而一般學堂里的先生那么稱為“老師或“教習。可見，“老師一說是比較晚的事了。如今體會，“老師的含義比之“老師一說，具有資歷和學識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“老師為“教員。 1 Some new words:idea computer lunch fast catch outside2 Know the pattern: 1. L

4、ets go shopping, OK? 2. Do you have a pen?3. Do you like spring? 4. Are you washing your face?5. What are you doing?Goal request: 目的要求 Master the words: idea computer lunch fast catch outsideKey difficulty: 重點難點 In this part, let the students mast how to use to express the ability. the useful expres

5、sion: 1. Lets go shopping, OK?2. Do you have a pen?3. Do you like spring? 4. Are you washing your face?5. What are you doing?Teaching times教學課時:5 Teaching method教學方法: three doubts three searchesTeaching preparation and method: cards, radio Teaching process: 教學過程Step 1:Warmer2 minutesT: Good morning

6、class.S: Good morning Miss Wang.T: Please listen to me carefully.S1: Do you have a pen? S2: Yes, I do. S1: Are you washing your face? S2: No, I dont.S1: What are you doing? S2: Reading . OK! Very good! This lesson we will learn Lesson12 Revision Step 2 設疑自探一3minutesNext show these cards to the stude

7、nts:idea computer lunch fast catch outsidePlease tell me the questions about the new words.S1: How to read the new words?S2: Whats meaning of the words?Try to read them with the pronunciations by yourselves and guess the meaning. Step 3 解疑合探一5minutesGive the students some time then let some of them

8、try to read the words . 1. First, the teacher can ask them to discuss with their classmates.2. Next, find some Ss try to read the new words ,if there is sth wrong, the teacher should help her/him.3. Then the Ss read the words after the teacher some times, read after some times , read freely .Step 4設

9、疑自探二5minutesT: Turn to page 68 and look at the text. Please tell me the questions about the text.S1: How to read the text?S2: Whats meaning of the text?Now, look at my questions:1 Does Eve like swimming?2 Does Tom like summer?3 What is Eve drawing?Step 4解疑合探二15minutesAsk some students try to answer.

10、 If they have some difficulties they can discuss in group. Now read the passage in groups, try to find out the meaning of each sentence and also find out the answers to the questions.After 8minutes, lets stop.Let some Ss to stand up and explain the meaning of each picture. In this part pay attention

11、 to these sentences:1. I like swimming.2. I like summer .3.Im drawing a computer.After that let the Ss answer these questions. 1 Does Eve like swimming? I like swimming.2 Does Tom like summer? I like summer3 What is Eve drawing? Im drawing a computerStep3質疑再探8分鐘T: Now we have learned all the passage, do you have any other questions? Let Ss try to solve by themselves, if they cant ,the teacher should help them.Step4運用拓展9分鐘選擇1. Are you from Henan?_No, I am. B. Yes, we are. C. Yes , you are2What are these?_A. Theyre bears. B. They are bear. C. Its bear.Bb writing design: 板書設計Lesson12Re