Unit 1 My father goes to work at 8 o’clock every morning.课件配套优秀

平山区振丰小学教师电子教案

课题：

My father goes to work 年级及学科：

英语

at eight o’clock

every

刘莹

morning

备课教师

教学目标：

1.语言知识目标：

A:能听、说、读、写单词：evening

late

worker

factory

early

taxi B:能听、说、读、写句子：My…

/He/She goes to work at…

every …

She / He is a / an …

2.语言技能目标：掌握并能在现实生活中使用句子：My…

/He/She goes to work at…

every …

She / He is a / an …来谈论活动、行为或事件发生的时间。

3.情感态度目标：

A.培养学生的阅读技巧、阅读能力、竞争意识和合作意识。

B.通过对自己父母工作以及作息时间的描述让孩子们体会父母工作的辛苦，让孩子们学会感恩父母。

教学重点难点:全体学生能运用句型My…

/He/She goes to work at…every …She / He is a / an …来谈论活动、行为或事件发生的时间。

教学准备图片、录音机、单词卡片、录影带

学情分析：本课是以We’ll see lots of stones.为题的对话。具体内容是Amy和Lingling将要去参观巨石阵，Lingling询问Amy关于巨石阵的情况以及去那所采用的交通方式和花费的时间等。

本课的语言功能是Talking about an event.(谈论某事)。语用目标是描述历史古迹和旅游景点，制定和谈论计划。

本课的语言结构为运用“What will we …?“We’ll... .”“How will we get there?”

“By car.”“It will take three hours.”

来询问他人或谈论自己将在旅行中的所做的事情和采用的交通方式、花费的时间等。学生已经在三年级学习过Will…？和… will … .结构，但如果加上特殊疑问词“What will…?””How will …?”等，有的学生掌握起来比较有难度。

本课的语用目标为学生能够在听说读写中准确运用“will”结构。原来不会用的学生通过本课的学习能够正确运用“will”结构来谈论

将要做的事情

，原来会口头运用“will”结构的学生通过本课学习能够运用will加特殊疑问词询问他人的旅游计划，原来会口头运用“will”结构和“will ”加特殊疑问词结构的学生通过本课的学习能够书写自己的旅游计划。

、教学过程：

Step1：

Greeting and chant. 1.Say hello to everyone. 2.Getthe students to chant “Tick tock time”together.(play CD-Rom , then chant)

【设计思路】通过chant 复习旧知,并引出下面电子白板使用情况及效果评价：

出示动画引出新授

新知中钟表设计的时间问答,同时调节课前紧张的课堂气氛,为整堂课的学习创造一种轻松愉悦的环境。

Step2 Lead－in First show the title, and read it after me three times. Then show a clock on the white board, the teacher draws the hour hand and the minute hand,

ask students “What time is it?”,the students answer“It’s…o’clock/half past….(draw:8:00 /6:00/11:00) Go on drawing: 7:30 , then the teacher asks “What time is it?”.The students answer “It’s half past seven ”

.Then the teacher says “I’m a teacher, I go to work at half past seven every morning.”Use the same way to learn “evening, night”.

【设计思路】通过时钟展示来复习时间，同时引出go to work ,watch TV,go to bed, every morning/evening/night. Step3 : Presentation 1.Show some pictures of different professions and some time .The teacher asks “I’m a teacher. What does he do ?”

The students answer “He’s a ….”The teacher uses the phrase :goes to work and time to make a sentence. After saying it , all the students say it together and show the sentences on the whiteboard. Introduce their professions .Use the same way to ask the other pictures. Learn new words: evening , worker , late , taxi driver , early . 【设计思路】通过图片展示不同的职业,练习句型：What does he/she do?He/She is a/an….引导学生借助钟表的具体时间用动词词组：goes to work来造句。在让学生充分练习句型的同时，学习新单词，达到词不离句的目的。

2.Look at the pictures and repeat the sentences. T：He/She’s a ....He/She goes to work at...every ....（对四位不同职业的人挨个进行复述，在黑板上强调出goes ,not go.）

【设计思路】通过复述，强调He/She goes to work.并板书goes to work,凸显难点。

Step4

Practice At first, show some pictures of different professions on the whiteboard, ask the students to ask and answer like this:One student: What does he/she do? The others : He/She is a/an …

【设计思路】用白板展示不同职业进行拓展练习，让学生到讲台上来做小老师来练习问答。目的是调动学生的积

白板出示时钟

图章遮盖单词

极性参与教学，发挥学生的主体作用。

2.Then show some sentences about workinghour, the teacher asks“The policeman goes to work at eleven o’clock every night ,yes or no?”The students answer “No”.The teacher asks again “Who can tell me

the right order?”and ask the students to put the sentences into right order on the whiteboard. 【设计思路】在学生了解了图片人物的职业后，通过出示相应的工作时间，让学生为各种职业的人物搭配合理的工作时间，并请学生上讲台自己动手调整顺序，在了解了不同职业的工作时间的同时，有效的激发了学生学习积极性、主动性，培养了学生动手、动脑的能力。

Ask and answer.(Point to one of pictures) T:What does he/she do ? Ss:He /She’s a /an …. Then make sentences with “goes to work”, and write “goes to work”on the whiteboard. 【设计思路】通过再次问答进一步巩固不同职业的说法，同时强化goes to work 这个词组。

Step5

Presentation Listen and learn the text 1. The first time ,answer this question “Who are they on the picture?”.

【设计思路】初步感知课文，要求学生合上书，带着问题来听。

2.The second time , read the dialogue after the tape one by one. Then finish some exercises in a group,and ask the students to write the answers on the whiteboard. 【设计思路】通过跟读课文，在掌握读音的同时，以合作学习的形式完成有关课文的选择题和判断题，让学生体验合作的快乐，并分享成功。达到全面理解课文的目的。同时为了激发学生兴趣，要求学生上台把答案写在白板上，充分调动学生参与学习的积极性。

Step6

Consolidation I can say:My... goes to work at ... every....

He/She is a/an.... First, the teacher gives a model. Then the students make some sentences. 【设计思路】此环节是拓展巩固练习，学生可以说自己的父母、叔叔、阿姨等人的职业及工作时间。在巩固了本节课所学重点知识的基础上，也使语言学习回归生活，激发学生学习语言的兴趣。

2.Show three pictures about parents,and play the

music. The teacher says “Our parents are very tired. We should love our parents.We should study hard.”Ask the students to write their parents’work and working time. 【设计思路】此环节是学生在说的基础上动笔写的练习，是对语言学习的进一步发展，对听、说、读的巩固和提高。同时伴

随着音乐让孩子们体会父母工作的辛苦，学会感恩父母，达到情感教育的目的。

Step7

Homework 1. Talking about your family's jobs,and talking about when they go to work . 2.Read thedialogue of part2 at page38 . 【设计思路】复习巩固课文对话，同时继续写作训练，把语言学习运用到实际生活。

教学板书：

Module 7 Unit 1 My father goes to work at eight o’clock every morning.

What does he/she do?

He/She is a/an ....

My... / He/She goes to work

go to work

7:30

every morning

Watch TV

8:00

evening

go to bed

11:00

night