Unit 1 She was a driver before.教案推荐

景润小学学生学习指导案* 学科

年级

英语

五年级

承教者

GuoYi Module 1 Unit 1 授课时间

2018年

3月

日

课时

教材分析

学情分析

1

Unit 1 Lingling 、Sam和Amy通过看Lingling的祖父母照片，讨论退休前的工作情况，年轻时的照片。让学生复习运用一般过去式来描述过去经常进行的活动。让学生用对比的方法描述工作及活动的变化；能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。

学生在四年级已经接触了一般过去时的用法.具备一定的英语知识,也具有了一定的自学能力和语言组织能力，但是在灵活应用上还有欠缺,因此在设计上应采用任务型教学从听说入手，创设情景，激发学生学习兴趣,由易到难，让学生在愉快的氛围中从不同程度得到提升。

课题

1、知识目标：掌握单词drove

flute player

及句型My grandma was a driver before. What did she drive?

She drove a bus. My grandpa was a flute player before. What music did he play?

He played Chinese music. 2、能力目标：能使用基本句型谈论他人以前、现在所从事的职业。

3、情感态度目标：让学生学会了解他人，增进与他人的友好沟通和交流。

培养学生学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践，在操练、游戏活动中培养学生团结向上、互帮互助的学习精神

掌握要求听说读写的单词、短语和句子，并加以运用。

通过比较过去和现在，发现动词在句中的变化。

录音机，课件

教学过程

时间分配

学习目标

学习重点

教学难点

教具准备

学习内容

学习形式

教师指导

Show the slide and elicit .

Guess and say. . Warming up

1.Review the names of jobs. Try to guess the words ( writer, footballer, policeman, film star,worker, fireman,

businessman

II. Presentation

II. Teach the text. a. Listen and answer the question. 1.What was Lingling’s

b. Read the questions. Then listen and grandma before?

find the answers. 2.What did she drive?

3.What did Lingling’s Ask and answer in pairs. grandpa before? Learn to say the sentences. 5’

II.

Show the questions: 15’

a. What are Lingling, Sam

and Amy talking about?

b. Have the children to ask

and answer.

c. 5.Can Lingling play the Listen and repeat. Then read in roles. flute, too?

c.

Can you read the text well?

III.

Play a game. III.Practice. e.g. What was he/ she before？

1.Guessing game. What did she/ he do?

2.Do a survey.

3.Listening and writing Do a survey. Then report. exercises.

4.What music did he play?

Module 1

Unit 1

III. Prepare some pictures. Divide the children into two groups. Have them to play the game.

Looking around and give them help.

15’

5’

板书设计

My grandma was a driver before.

What did she drive?

She drove a bus. My grandpa was a flute player before. What music did he play?

He played Chinese music.

1. Listen and read the text frequently. Have a dialogue in roles.

2. Copy and recite the new words and sentences

3. Talk about the jobs of your families. Try to write down.

家庭作业

课堂检测

一、根据短文，选择正确的词：

driver

flute player

drove

Chinese music

young

Look. This is my grandma. She was______ in this picture. She was a _______before. She _____a bus. And this is my grandpa. He was a _________before. He played _____________. 根据提示完成下面的句子

1. 我的奶奶以前是一名司机。My grandma ___________before. 2. –她开什么？她开公共汽车。What did she drive? She ________________.

备忘录

教师对对话部分的学习和操练要循序渐进，让学生能够逐渐脱离课本，自由发挥，培养学生的语言运用能力。教师要对学生的表现及时给予评价。

学习英语的构词法V＋er / or= n. , n.+man/person=n.

Mother Father Grandpa Grandma was

is

课堂检测：

二、连词成句

1. did ,what, play,

he, music ?

2. can, play, I , flute, the /./

下面的英语温馨提示与我们习惯的建议不大相同，但是如果在开学第一课选择一两则提供给你的学生，我想孩子们一定会非常开心。而且教师这种潜移默化的影响和教育，一定会引领学生热爱英语语言文化的学习。

供大家参考的几则贴士（tips）: 1. Try to make at least three people smile each day. 2. Smile and laugh more. It will keep the good energy with you. 3. Take a short walk every day and while you walk smile and say ‘hallo’ to everyone you meet.

4. Think kind things; say kind things, be kind to other people.

5. Take your time with your friends and family.

6.

Spend more time with people who are optimistic.

7.

Life is too short to waste time hating anyone.

8.

Peace, love and joy should dominate your life.

9.

Do not think too much of your future. Today is important.

10.

Tidy up your past, so it won't mess up the present.

11.

However good or bad a situation is, it will change.

12.

Remember, the best is still ahead.

13.

Be grateful for being able to see and hear the beauty of your life.

14.

Look around, life is really beautiful!

接下来教师引领学生对新教材进行初步的认识和了解。我觉得教师应当让学生了解教材是随着Lingling 或Daming 去英国或美国，建议学生在生活中留意相关文化信息。

教师引领学生通览教材的目的应当是激发学生学习兴趣，并且为今后的学习作一些准备。

我觉得通览教材不一定非得把十个模块全部浏览到，最好是进行一定的设计和整合，巧妙地将几个有关联的内容整合在一起，围绕一个话题进行交流，让学生在沟通交流的过程中体会到英语课堂的独特性。

以第九册教材为例：

T:

Hello, boys and girls! Welcome to our class!

Did you have a good summer holiday?

What did you do?

Where did you go?

What did you see?

…

通过教师的问以及学生的答，可以创造良好的交际氛围，帮助学生在假期之后尽快走进英语课堂，帮助他们运用英语来进行交流。

T: Boys and girls, this term we’re going to visit England with Lingling. How well do you know England or English culture? 教师可以展示英国的地图，简单介绍英国的相关信息。信息的介绍要考虑孩子的接受能力，因此可以设计简单的问题，如Where is England? Do you know the full name of England? What’s difference between England and the United Kingdom of Great Britain? 还可以展示一些图片，让学生对英国有相对直观的认识。

这样的设计可以让学生对教材有比较宏观的认识，至于模块中目标句或语法教师可以巧妙提示和点拨，而不是要求学生直接接触这些

知识。有些目标句并不能最有效地代表或概括出模块承载的全部教学任务，我们应当改变“惟目标句为至尊”的观念，让教材真正为我们的教学服务，而不能让教材以及目标句牵制我们的教学。

多考虑学生的认知和感受，多一些自己的个性化的东西。