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 m2. 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 upT: Good morning, class. I hope you enjoyed your holiday.Ss: Good morning,Miss teachers 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 Presentation1.Look at the pictures and revise the words of the jobs.2.T：Now youre 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 MT: Can you tell me the jobs you heard on the tape?S1: Driver Flute player.T: Thats 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 textT： 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.Theyre looking at the photos.T: Yes.http:/www .xkb1.c omT: Who are the people in the photos?S1: Ling lings mother and father.T: Thats a good try but they arent her mother and father.S2: Theyre her grandparents.T: Yes.T: Now I want you to look at the dialogue and find all the examples of was. Id like you to underline each example.(The students lightly underline all examples of the word was.)T: Now lets 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: Linglings grandma when she was young.S2: Lingling s grandpa when he was young.T: Very good. Im 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 DevelopmentT： Im 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 doctorin 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 wordnow ? 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 |m1 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 Summary1、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|