Unit 2 He worked in an office.名师教学设计2

外研社一起M1 U2《He worked in an office.》教学设计

教学内容：

本课是新标准英语教材，一年级起点五年级下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:

1.单词：听说读写

drove, flute, player, office, parent

2.句型: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、图片、卡片

、CD-ROM。

课时安排：第一单元第二课时

教学流程：

Unit2 He worked in an office.

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 a dialogue about 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.