Unit 2 He worked in an office.教学设计实例

Module 1 Unit2 He worked in an office. 教学内容：

本课是新标准英语教材，一年级起点第十册第一模块第二单元，He worked in an office. 需要学生学会用现在、过去时态描述人物的工作状况。

模块分析

：

本模块是本学期第一模块，其中句型Where did your grandpa work? He worked in an office. Where does your mother work? My mother works in a shop.是重点句型。学习本模块的目的是让学生使用、运用句型Where did your grandpa work? He worked in an office. Where does your mother work? My mother works in a shop，并能够用所学知识描述某人以前和现在干过的各项工作。

学生分析：

五年级的学生已经具有了一定的自学能力和语言组织能力，而本课生词较少有50％的学生已经熟练掌握了本课词语，但是在灵活应用上还有欠缺。

设计理念：根据模块内容和学生的状况，本课在设计上采用任务型教学从听说入手，，创设情景，设计游戏、歌谣，激发学生学习兴趣；所设计的内容面向全体学生，由易到难，让学生在愉快的氛围中从不同程度得到提升。

教学目标：

知识目标：灵活使用句型

Where did your grandpa work? He worked in an office. Where does your mother work? My mother works in a shop. 能力目标：学生学会用英语一般过去时态和现在时态描述各种活动。

情感目标：增强学生学习英语的兴趣。

教学重点：

学生学会用英语一般过去时态和现在时态描述各种活动。

教学难点：

会用英语询问并回答：Where did your grandma work?

She worked in a factory. 课前准备：

多媒体课件、录音机、磁带、图片、卡片

CD-ROM 教学流程：

Step 1任务启动

（ The teacher should have this information on the board before the lesson starts.）

doctor \ teacher \ farmer\ taxi driver\ taxi\ bus driver \school\ bus \farm \hospital. T: Good afternoon, everyone. Ss: Good afternoon, [teacher’s name]. T: Look at the board, please. I have written some jobs on the board .I have also written the names of the places where people with those jobs work. I’m going to see a job and I want you to say the place where that person works. For example, if I say ‘teacher’, what do you say? Ss: School. T: Yes, Let’s begin. Farmer. Ss: Farm. T: Taxi driver. Ss: Taxi. T: Bus driver. Ss: Bus. T: Doctor. Ss: Hospital. T: Very good. Now work with a partner and do the activity again. Take turns to say the jobs. (The students continue the activity in pairs.) 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 任务呈现与任务实施

T：I’m going to play the tape but I don’t want you open your books. Please keep them closed. You are going to hear the places where people work. I want you to listen carefully and make a list of those places. (The teacher plays the tape as many times as necessary. ) T: Can you tell me the places you heard? S1: An office.

T: Good. S2: I heard the words ‘factory’

and ‘shop’. T: Yes. S3: A hospital. T: Well done. (The teacher writes the words on the board.) office\factory\shop\hospital T: Now open your books. I want you to find the four words that are on the board. (The students read the dialogues and find the words. ) T: Now I’m going to play the tape again. This time I want you to listen and repeat the sentences. (The students listen to the tape and repeat the sentences.) 设计意图：在这里引出工作地点，既复习了以前所学的知识，也考验了学生的时态掌握情况，锻炼了学生听力。让学生快速进入英语课堂氛围。

T: Now look at Activity2, please. Look at the pictures and name the places, please. S1: A shop and an office. S2: A hospital. S3: A factory and a school. S4: A farm. T: Now you’re going to work in pairs. Student A points to a picture and Student B looks at the picture to see if it’s a man or a woman. Then Student B says a sentence about where he or she works. Let’s do an example together, Wang Yong. Wang Yong: Yes. T (holds up the book and points to the man in the office) Wang Yong: He works in an office. T: Good. Now do the activity with your partner. (The teacher monitors the pairs by walking round the classroom and offering help when necessary.) 设计意图：培养和锻炼学生英语会话的能力和学生之间合作学习的精神。

Step 3、任务完成与拓展

a 小组合作练习读课文,理解文意。

b 让学生向同学介绍自己家人以前的职业和具体的工作内容。

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 4总结

请学生用最简短的话说出你今天学到了什么，你有哪些收获。

Step5 家庭作业

做一个调查统计，询问自己家人或邻居以前的职业和现在的职业，填写到一个表格中。把他们的职业描述给同学听。

设计意图：从听、说两方面对学生进行训练，让学生得到全面发展。

板书设计：

UNIT 2 He worked in an office.

He worked in an office. She worked in a factory. He works in a hospital.

She works in a shop.