新标准英语一起第十册Module1 Unit1教案

包 头 市 青 山 区 一 机 三 小 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.X k B  1 .  c o  m 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X k B  1 .  c o  m
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. )w   W w .x  K b 1.c o M 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.http://www .xkb1.c om 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.X k B  1 .  c o  m (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。)X| k  |B| 1 . c| O |m 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新| 课 |标 |第 | 一| 网 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

 
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