Unit 1 She was a driver before.优秀课堂实录

外研社小学英语

Book 10 Module1 U1 She was a driver before. 教学设计

大连市旅顺口区前夹山小学

吴璇

一、教材分析

本课选自新标准英语一年级起点第十册第一模块第一单元，讲述Lingling的爷爷奶奶过去的职业。其中语言功能是描述家人的职业变化。语言结构是She was a driver before.What did she drive? She drove a bus.

二、学情分析

学生已经学习过一般过去时的用法,包括它的陈述句、一般疑问句和特殊疑问句，也学习过有关职业的单词。在此基础上学习本课的目标语句，需要教师创设真实的语言环境,让学生们能够正确地运用。本课的难点就是让学生能够理解与区分目标语句在过去时和现在时的不同，能够较为准确地将目标语句的过去时和现在时用法进行综合的运用，同时情感态度价值观方面进行对学生德育引导，让学生多了解并理解家人工作辛苦，爱家人，帮助家人做力所能及的事情。

三、设计理念

五年级下册的教学内容主要是复习巩固以前学过的内容和继续扩展学习新的内容。这一学段学生对语言的综合运用能力需要进一步提高，为此，我们在课堂上应尽可能多地运用我们以前学习过的语言，坚持听说训练，同时进行相应的读写训练。语言离不开情境。因此本节课在利用教材中的情景之外，运用任务型教学，为学生创设与学习，生活贴近的语言情境，让学生在情境中展开思维和想象，充分的运用语言知识，培养学生运用语言进行交际的能力，真正达到在学中用，在用中学的教学目的。

教学目标

语言知识目标：

1.功能：描述家人的职业过去和现在的变化。

2.语法：全体学生能运用She was a driver before. 3.词汇：全体学生能够理解：drive, drove, player. 部分学生能运用：drive,drove,player. 4.语音：进一步强化语音语调，初步达到语调达意。注意目标语句She was a driver before.中的was a 的连读。

语言技能目标：

1.听：全体学生能听懂课文内容，能听懂She was a driver before.What did she drive?She drove a bus. 2.说：全体学生能说：She was a driver before.What did she drive? She drove a bus. 3.读：全体学生能读懂课文，准确，流利地朗读课文。

4.写：全体学生能写出2-3个语句，介绍家人过去和现在的职业和活动。

运用：全体学生能运用已学语言描述人的职业和活动的变化。

学习策略：

1.

习惯：有效预学，能主动复习和归纳总结所学动词的过去式以及职业名称。能自我评价学习效果，总结适合自己的学习方法。

2.

交际：积极参与两人合作，小组合作，主动与他人交流。

文化意识：在学习和日常交际中，能初步注意到中西方音乐文化异同。

情感态度价值观：多了解家人工作情况，理解和爱家人，体谅家人工作的辛劳，帮助家人做力所能及的事情。

任务：小组合作表演介绍家人职业和活动过去与现在的变化。

教学重点

掌握目标词汇：drive,drove,player 掌握目标语句：She was a driver before. What did she drive? She drove a bus.. 教学难点

初步区分目标语句在过去时和现在时的不同，并能在真实的语境中运用。

教学方法

教法：任务教学法，全身反应法，小组合作法，情境法

学法：小组自主合作法，模仿练习法，同伴互助法

教具

教学配套光盘，课件，卡片

教学过程

Step1 Warming-up and lead-in(热身导入) 1.Greetings. 2.Sing the chant of U1A1. 【设计意图】让学生在轻松活跃的氛围下进入本课学习，调动学生学习兴趣，提高学生学习英语积极性。

3.Free talk 例子T: Does the boy’s father/mother like him ? S：Yes,he does. T:Does your father/mother like you? S：Of course. I like him very much,too. 【设计意图】通过师生对话，增进学生与父母之间的情感，引导学生多爱父母。

4.Do and guess PPT(聚光灯方式)出示与职业有关的图片，每组找两名同学，其中一名统计猜词正确数并贴粘贴，另一名同学猜词，组内其他同学表演动作，并问 What am I now? 师结T: Very good.This group is better. Your group ,come on!At the end of the class, let’s count which group will get more flowers. That group will be the winner. 5.

Lead-in Show the first picture of P2A2(PPT). T: Who are they? Where are they? S: They are Lingling, Amy and Sam. They are in the UK. T:What’s in Lingling’s hand? What are they talking about? Do you want to know? Today let’s learn a new lesson.Module 1 Unit 1 She was a driver before.(PPT) 【设计意图】通过唱歌，日常对话，做动作猜职业活跃课堂气氛，激发学生学习本课的兴趣和积极性。展示书中P2A2图片，通过提问导入本课任务及教学内容。

Step2 Task-Presentation(任务呈现)

Present the task:In this lesson, we’ll learn how to talk about your family’s jobs before and now. After leanning this lesson, I hope the

students will love and understand more about their family.

Step3 Text learning(课文教学)

1.Watch and find: T:What was Lingling’s grandma before? (粘贴before) S:She was a driver before.（粘贴driver）

重点单词讲解：PPT shows “driver”,Guess driver的意思(Tip:司机，名词)，What about its verb?Imagine导出drive（粘贴在driver后边）.重点讲解:字母i 发音/ai/ . T:What was Lingling’s grandpa before? S:He was a flute player before.(粘贴flute player) 【设计意图】通过观看课文flash，回答问题、师生问答、生生问答的形式，感知课文大意。

T:Boys and girls, pay attention to the word:driver and player. Can you find out the rules of changing verb words into nouns? Now let’s listen . 播放微课(PPT)：讲解

“动词+er(r)=名词”

drive+r= driver play+er=player teach+er=teacher. 小结：We can use“He/She was … before.”to introduce other’s job before.

2.Watch again and say: Questions:1.What did Lingling’s grandma drive? 2.What music did Lingling’s grandpa play? Say: She drove a bus.(drove a bus粘贴词组在driver 下) She played Chinese music.

(played Chinese music.粘贴在 flute player下) 【设计意图】通过两遍带着不同的问题听课文，让学生理解课文大意，并提炼出目标语句。

Learn the word “drove” ,compare with the words “drive, driver”.The letter”o”pronounce /eu/.Can you give any other examples? Think and say. S: old, home, go, 【设计意图】在新授句型的学习过程中，学习四会单词 drove，让学生自然理解，同时帮助学生通过与其他单词的联系和辨别进行记忆。

3.Let’s enjoy. Play a video about Chinese flute music and Western flute music. 【设计意图】课件展示乐器的图片，让学生们联系生活实际，用目标语句进行问答，调动学生积极性，也培养了学生的思维能力.播放音乐视频，让学生感受中国民乐和西方音乐的不同，同时培养学生欣赏音乐美的能力。

Step 4 Practice and consolidation 1.Listen, imitate,role-read and show.

(1)Listen and immitate.T plays the CD-ROM of M1U1 Activity 2 sentence by sentence,then the students repeat. 【设计意图】音频播放帮助学生听音正音，练习朗读课文能力，模仿语音语调。

(2)Students use ipad “Learning together”.Listen and imitate the text by themselves,then I’ll check out the whole class.(练习过程中播放背景音乐Summer V -The Tumbled Sea Melody/summer) 【设计意图】充分练习后检测学生自学自读情况，规范学生语音语调，增强朗读课文流利度。

（3）Show. Read in role. 【设计意图】通过小组合作朗读课文，更好地理解课文，同时培养学生自主合作学习的能力，培养学生团结协作的意识。

2.Look and say (1)

PPT shows the picture of A4 Practice Look and say.T asks students to look at the example dialogue. Then, T asks students to work in pair to make dialogues of the other pictures.(练习过程中播放背景音乐Summer V -The Tumbled Sea Melody/summer) (2)

Work in pair to show dialogues. 【设计意图】同伴互助合作看图做对话可以增强同学之间的友谊，同时培养学生自主合作意识。

Step 4 Task-fulling(任务完成) 1.Creat and act. (1)教师布置任务：Work in groups to creat a new dialogue about the students’family’s jobs before and now.Then act out. Example dialogue(PPT) A:Look! This is a photo of my family.This is my grandmother.She was young in this picture . B:What did she do? . A:She was... B:Where did she work? A:She worked...: C:Who's this? A: It's my grandfather. C:What.... (2)Work in groups to creat.(练习过程中播放背景音乐Mother) (3)学生在自主合作和练习后，对课文进行创编及演绎，找2组表演。

【设计意图】通过练习，加强学生对目标语句的熟练程度。小组合作制作对话，学生可以与自己的好朋友组合练习表演，更好的与他人合作，并且对课文进行有效的创编。培养学生发散思维能力，自主合作探究能力，同时增强学生同伴互助意识，更加了解和理解，体谅并爱父母。

2.Let’s enjoy.

T:You just introduced your family with photos.But you haven’t got a photo of your whole family. Do you want to take a photo of your whole

family? Now our friend Philip also wants to take a photo of his family.Let’s enjoy a video of “A photo of an elephant family”.(PPT播放) 3.Enjoy an English poem When you are old. 引导学生（PPT）Thanks for your parents. Love your parents. Never let them down.(不要让他们失望)

Step 5 Summary and Homework(总结和布置作业)

1.Summary What have we learnt today?Ask students to summarize according to the blackboard design. 2.Homework

必做部分：Read and retell the text. Write P4A3 sentences 2 times. 选做部分：Describe your family’s jobs before and now. Blackboard design

M1U1

She was a driver before.

Family Job(before) Lingling’s grandma图片

drver Lingling’s grandmpa图片

plute player

What drove a bus played Chinese music