新标准英语一起第十册Module1 Unit1教案.doc

新标准英语一起五年级下册Module1 Unit1 She was a driver before教案 ‎_五1-4__班 第一_单元 共 2_课时 本课为第 __1课时 主备人 白永丽 教学内容 Module1 Unit1 She was a driver before.‎ 授课时间 学 习 目 标 ‎1. Get students to grasp a new dialogue and some new words.‎ ‎2. Consoliating simple past tense and talk about jobs， pay attention to the usage of before and now.‎ ‎3.Help students grasp the key sentences：‎ She was a driver before. What music did he play？ He played Chinese music.‎ 重 点 难 点 ‎1.let students grasp the 4-skill words： drove flute player ......‎ ‎2.Enable students to use the drills fluently and correctly.‎ 教学方法 任务型教学法、小组合作 教学具准备 some cards tape recorder stickers ect.‎ 教 学 过 程 Step 1 Warming up T: Good morning, class. I hope you enjoyed your holiday.‎ Ss: Good morning,Miss [teacher’s name].‎ ‎(The teacher should quickly practise different greetings with the class so that the students feel ‎ relaxed. )‎ ‎(设计意图：见面问候可以营造出一种轻松愉快的英语氛围，孩子们自然而然的进入到了英语的世界，为下面所学知识作了铺垫。)‎ Step 2 Presentation ‎1.Look at the pictures and revise the words of the jobs.‎ ‎2.T：Now you’re going to listen to a dialogue about jobs. I want you to listen carefully and write down any jobs that you hear on the tape .‎ ‎(The teacher plays the tape twice, pausing it after each job is mentioned. ) ‎ T: Can you tell me the jobs you heard on the tape?‎ S1: Driver\ Flute player.‎ T: That’s right.‎ ‎(The teacher writes the words ‘flute player ’on the board.)‎ T: What does a flute player do?‎ S3: Plays the flute.‎ T: Well down. Can you mime playing the flute, please?‎ ‎(The student mimes playing the flute.)‎ ‎(设计意图：在这里引出职业，既复习了以前所学的知识，也考验了学生的灵活性，锻炼了学生听力。让学生快速进入英语课堂氛围。)‎ Step 3 Learning the text T： Now open your Student’ book, please. Look at Module1, Unit1, Activity 1.‎ ‎(The students open their books.)‎ T: Look at pictures, please. What can you see?‎ Ss: Ling ling \Sam and Amy.\They’re looking at the photos.‎ T: Yes.‎ T: Who are the people in the photos?‎ S1: Ling ling’s mother and father.‎ T: That’s a good try but they aren’t her mother and father.‎ S2: They’re her grandparents.‎ T: Yes.‎ T: Now I want you to look at the dialogue and find all the examples of ‘was’. I’d like you to underline each example.‎ ‎(The students lightly underline all examples of the word ‘was’.)‎ T: Now let’s listen to the tape and follow.Repeat.‎ ‎(设计意图：问题设计的目的是实施愉快教学，调节课堂气氛。它是培养学生语言交际能力的有效手段，它有效的增加了英语语言学习的趣味性。)‎ T：Now look at Activity2,please.What can you see in the pictures?‎ S1: Lingling’s grandma when she was young.‎ S2: Lingling ’s grandpa when he was young.‎ T: Very good. I’m going to play the tape and I want you to repeat thesentences.‎ ‎(The students listen and repeat the sentences.)‎ ‎(设计意图：问题设计的目的是实施愉快教学，调节课堂气氛。它是培养学生语言交际能力的有效手段，它有效的增加了英语语言学习的趣味性。培养、锻炼学生的听力和大声朗读的能力。)‎ Practise the dialogue in groups.‎ Step 4、Further Development T： I’m going to show you some pictures. I want you to look at the person in the picture .The teacher shows the students a picture of a doctor.‎ T: This is a picture of a doctor. Can you use the word ‘doctor’in a sentence with the word ‘before’? ‎ S: He was a doctor before.‎ T: Well down .Can you use the word ‘teacher’ in a ‎ sentence with the word‘now’ ? ‎ S : He teaches English now.‎ ‎(The teacher continues to show pictures and the students say sentencesusing the word ‘before’ and now. )‎ ‎(设计意图：问题设计的目的是培养学生应用语言的能力。它有效的增加了英语语言学习的趣味性。培养、锻炼学生的对话能力。)‎ ‎1 请同学们看图片(多媒体课件),先听声音猜猜图片中人物的职业 ,然后描述他、她以前和现在的不同。这样会激起学生学习语言、运用语言的欲望。‎ ‎2.小组活动（仿照课文，连成小语篇）‎ 拿出全家聚会的照片，在小组内互相讨论一下自己的家庭成员原先是做什么的，现在是做什么的。小组内完成后，反馈环节（每组推荐一名发言人，拿着照片说给全班听，不直接说职业，而是描述这个职业是干什么的，由全班来猜）‎ Eg：This is my grandma, she was young before, she helped sick people, what was she before?‎ ‎（设计意图：此处是知识拓展应用，鼓励学生创新意识，培养学生组织与表达能力。）‎ Step 5 Summary ‎1、让学生自己归纳学过的和职业有关的名称、地点、动词词组及句型。通过对人物过去与现在职业的讨论，复习过去时，并与现在时进行对比，主要是She/He was和She/He is的对比, 动词一般现在时第三人称单数和过去时的对比。‎ ‎2、归纳动词过去式的用法。‎ Step 6 Homework ‎ ‎1. listen and recite the text.‎ ‎2. Copy the new words and the text.‎ 板 书 设 计 UNIT 1 She was a driver before.‎ My grandma was a driver before.‎ What did she drive?‎ She drove a bus.‎ 教学回顾/反思、教后记