Unit 1 My father goes to work at eight o’clock every morning 教案

本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
Module
7
Unit
1
My
father
goes
to
work
at
eight
o'clock
every
morning
教案
1教学目标
1.语言知识目标
全体学生能认读、听、说、写单词evening、late、early、worker、factory、taxi;全体学生能正确掌握以下职业的表达:policeman、doctor、driver、nurse、worker;
学生能正确表达时间:at…o’clock,
at
half
past…;
学生能听、说、读写句子:My…/
He/
She
goes
to
work
at…every….She/He
is
a/
an…;21·世纪
教育网
2.语言技能目标
学生掌握并能在现实生活中使用目标语句: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
培养学生的阅读技巧、阅读能力、竞争意识和合作意识;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,同时学会珍惜时间,合理利用时间;【出处：21教育名师】
2学情分析
本次授课对象是我所任教的五年级(1)班的学生。这个班的学生:
1.英语学习的兴趣比较浓厚,喜欢英语,爱说英语;
2.
通过近三年的英语学习,85%的学生都具备比较扎实的英语基础,课堂上能够根据老师的指令完成听、说、读、写的相关活动;
3.
课堂上表现欲强,对自我充满自信,敢于回答问题,不怕出错;
4.
能够积极地开展小组合作,具有互帮互助的精神;
5.
部分学生基础较薄弱,胆子小,缺乏自信,课堂上不敢回答问题;
6.
大部分学生还未形成有效的学习策略;
3重点难点
1.
学生能用英语准确地描述时间;
2.
全体学生能运用句型My
father
goes
to
work
at
eight
o’clock
every
morning.
He
is
a
policeman.
来谈论某人的职业及工作时间;
3.全体学生能够流利的朗读课文;
4教学过程
Step1:
Warming
up(热身导入)
1.
Greeting
T:
Hello,
boys
and
girls.
Ss:
Hello,
Ms
Ma.
T:
Nice
to
meet
you.
Ss:
Nice
to
meet
you,
too.
T:
Sit
down,
please.
Ss:
Thank
you.
设计意图:亲切的问候拉近师生间的距离,营造和谐的课堂氛围。
2.
In
this
class,
if
you
do
well,
I’ll
give
you
a
stick.
Are
you
ready
Ss:
Yes.
T:
Good.
Let’s
begin
our
English
class.
设计意图:教师向学生说明课堂评价奖励方式,以此激励学生。
3.
Show
the
topic.
T:
Look.
What
time
is
it
Ss:
It’s
eight
o’clock.
T:
Today
we’ll
learn“Module7
Unit
1
My
father
goes
to
work
at
eight
o’clock
every
morning.”2·1·c·n·j·y
Ss:
Read
the
topic
together.
设计意图:教师由eight
o’clock直接引出课题,为学生明确本节课学习内容;学生朗读课题,初次接触本节课的目标语句。2-1-c-n-j-y
4.
Revision
T:
Show
three
clocks
and
ask:
What
time
is
it
S1:
six
o’clock;S2:
half
past
eleven;S3:
four
o’clock.21教育名师原创作品
设计意图:通过本环节,带领学生简单的复习时间的表达,为后面的学习内容做铺垫。
媒体及资源使用说明:在此环节,教师使用了电子白板软件中“文件”项里“工具”栏内的“幕布”功能,学生先说时间,教师后下拉幕布呈现答案。21
cnjy
com
Step
2:
Presentation(新知呈现)
1.Learn
new
words
and
sentences.
1)T:
(point
to
picture1)
Look,
what
does
he
do
S1:
He’s
a
policeman.
Others:
Read
the
sentence
together.
T:
Good.
Look
at
the
clock,
can
you
say
what
time
does
he
go
to
work
S2:
He
goes
to
work
at
eight
o’clock
every
morning.
Ss:
Read
the
sentence
together.
2)T
:
(point
to
picture2)What
does
he
do
S:
他是一名工人。
T:
Yes.
He’s
a
worker
in
a
factory.
Teach
new
word
“worker、factory”.
Ss:
Listen
to
original
sound
(听原音)and
read
together.【版权所有：21教育】
T:
What
time
does
he
go
to
work
S:
He
goes
to
work
at
six
o’clock
every
morning.
Ss:
Read
the
sentence
together.
3)
T:
(point
to
picture
3)What
does
she
do
S:
She’s
a
nurse.
T:
What
time
does
she
go
to
work
S:
She
goes
to
work
at
eleven
o’clock
every
night.21cnjy.com
Ss:
Read
the
sentence
together.
T:
Wow,
it’s
too
late.
Right
Teach
new
word
“late”.【来源：21·世纪·教育·网】
Ss:
Listen
to
original
sound
(听原音)and
read
together.
4)T:(point
to
picture4)
What
does
she
do
S:
She’s
a
driver.
T:
Good.
She’s
a
taxi
driver.
Teach
new
word
“taxi”.
Ss:
Listen
to
original
sound
(听原音)and
read
together.
T:
What
time
does
she
go
to
work
S:
She
goes
to
work
at
five
o'clock
every
morning.
T:
Excellent.
Wow,
it’s
too
early.
(上班时间太早了)
Teach
new
word
“early”.
Ss:
Listen
to
original
sound
(听原音)and
read
together.
设计意图:本环节教师主要教授新单词和目标语句,直观呈现图片,采用一问一答的形式教授新词,做到“词不离句,句不离词”;同时播放单词的原音,帮助学生纠正发音。
2.
Practice:
Use
the
sentence
“He/She
is
a...
He/She
goes
to
work
at...”to
describe
the
four
pictures.www-2-1-cnjy-com
设计意图:本环节教师给出四个不同职业及他们的工作时间,要求学生利用上一环节所学句型正确描述图片,起到巩固操练句型的目的。
3.
Say
a
chant:
T:
Give
an
example:
say
the
first
sentence
with
actions;
Ss:
Say
and
do
together:
What
does
he
do
What
does
he
do He
is
a
policeman.
He
is
a
worker.
What
does
she
do
What
does
she
do
She
is
a
nurse.
She
is
a
taxi
driver.
T:
Well
done.
Encourage
ourselves
together.
Ss:
Well
done
you,
well
done
me.
Well
done
you,
well
done
me.(with
actions)21世纪教育网版权所有
设计意图:教师利用自编歌谣,既营造出良好的学习氛围,调动孩子们学习的积极性,同时巩固上一环节的所学知识。
Step
3:
Text
learning(课文学习)
1.T
:
(show
the
text
picture)
Who
are
they
Ss:
They
are
Daming
and
Fangfang.
T:
Yes.
Do
you
know
what
are
they
talking
about
Let’s
watch
together.
(Play
the
video)
Ss:
Listen
and
watch
the
flash
in
the
first
time.
设计意图:教师利用简单的问题引导学生,学生第一次观看课文动画,整体感知对话大意。
2.T:
What
are
they
talking
about
S:
They
are
talking
about
their
parents.
T:
Good.
The
parents
are
Daming’s
father
and
mother,
Fangfang’s
father
and
mother.
(
教师将写有人物名称的词条粘贴在黑板上)
3.
Practice:
Read
and
match.
1)
S1:
Finish
the
practice
on
the
white
board;
others
do
the
practice
on
the
papers;21教育网
2)
S2:
Put
the
word
cards
and
pictures
in
the
right
order;
3)
Check
together;
4)
T:
Teach
new
word
“evening”,
Ss
read
in
groups;
5)
According
to
the
blackboard
design,
read
the
sentences
together.
设计意图:为了帮助学生更加深入的理解课文,教师在此环节设计“Read
and
match”,要求学生自读课文并根据理解,将对话中提到的人物、职业、工作时间进行正确的连线,并选取一名学生上台完成;同时另一位学生在黑板上将词条、人物职业图片进行正确的搭配并呈现。最后,教师及全班同学一起检测练习情况,并就错误进行指正。
4.
Read
and
imitate.
设计意图:教师第二次播放课文动画,学生跟读,纠正语音语调。
5.
Group
work:
Read
and
show.
T:
Choose
your
favourite
part
to
read
in
your
groups.【来源：21cnj
y.co
m】
(要求学生在小组内选择喜欢的段落进行齐读或分角色朗读并展示)
Ss:
Read
in
groups,
and
then
show
for
class.
设计意图:学生带人物头饰进行角色扮演,既提高了学习兴趣,又巩固了对课文的理解,同时一定程度上满足了学生的表现欲。
Step
4:
Consolidation
and
Extension(巩固拓展)
T:
The
more
we
do,
the
more
we
can
do.事越做越能。So
here
are
three
challenges
for
you.
Can
you
do
it
Let’s
have
a
try.
1.
Challenge1:
Look
and
write
1)
T
asks
one
student
to
write
the
words
on
the
white
board,
and
other
Ss
have
to
finish
the
challenge
1
on
the
practice
paper.
2)
Check
together:
Ss:
Spell
the
words
one
by
one;
T
:
Correct
the
wrong
writing
on
the
white
board.
设计意图:Challenge1将图片和单词相结合,旨在帮助学生加深对单词的正确理解及认知程度,同时考查学生规范书写单词的能力。
媒体及资源使用说明:本环节学生在白板上书写时使用了“硬笔”;
2.
Challenge2:
Introduce
your
family
members.
1)
T
shows
some
cue
words
(father/
mother/uncle/.....doctor/
policeman/
driver/...)
on
the
white
board.21·cn·jy·com
2)
T
shows
her
family
photo
and
give
examples:
(Point
and
say)
This
is
my
brother.
He
goes
to
work
at
eight
o’clock
every
morning.
This
is
my
father.
He
goes
to
work
at
half
past
eight
every
morning.
3)
Pair
work:
Ss
take
out
their
photos
and
use
the
sentences
that
they
have
learned
in
this
class
to
describe
the
job
and
working
time
of
their
family
member.
4)
Show
time.
(四位学生上台展示照片并介绍其家庭成员的职业及工作时间)
S1:
This
is
my
sister.
She’s
a
student.
She
goes
to
school
at
six
o’clock
every
morning.
S2:
This
is
my
father.
He
goes
to
work
at
six
o’clock
every
morning.
He
is
a
taxi
driver.
S3:
My
mother
goes
to
work
at
seven
o’clock
every
morning.
She’s
a
farmer.
S4:
This
is
my
father.
He
goes
to
work
at
six
o’clock
every
morning.
He
is
a
worker
in
a
factory.
设计意图:Challenge2要求学生两人一组,展示某一家庭成员的照片并利用本课所学句型描述其职业及工作时间。练习前教师先在白板上给出提示词,之后展示自己的全家福并介绍弟弟和父亲,目的在于给学生明确的示例。展示时间,教师随机邀请四位学生分享练习成果,通过学生的描述,教师可以明确的判断出学生对已学知识的掌握情况,并对下一步教学作出适当的调整提供建议。
媒体及资源使用说明:本环节教师主要使用的软件是“课拍仪”。
3.
Challenge3:Do
a
survey
and
make
a
report.
1)T:
Explain
the
activity
:
四人一组,根据表格提示的信息,调查组内成员的作息时间,并仿照例句写一写(注意:动词在第三人称后要用单数形式),进行班级汇报。
2)
T:
Show
the
table
on
the
white
board,
and
then
play
the
background
music.(白板上出示练习内容,同时教师播放活动的背景音乐)
Ss:
Take
out
the
practice
papers,
make
a
survey
and
do
a
report
in
the
groups.www.21-cn-jy.com
3)
Show
time:
Three
students
share
their
reports
before
the
class.
设计意图:根据本节课所设定的教学目标,及课堂中学生对学习内容所掌握的情况,本环节的设计在于实现学生对知识的灵活运用。学生根据老师的要求,在组内调查某一成员的日常作息时间,并根据提示词写出完整的句子。学生可以根据自己的掌握程度说出2-3个句子,掌握好的同学可以根据提示词写出所有句子,这样一来,就由句子上升为一篇小的语段。
Step
5:
Emotion(情感教育)
T:
Use
PPT
to
show
some
pictures
and
play
the
music“时间都去哪儿了”
Ss:
Enjoy
the
music
and
pictures.
And
then,
T
says
“Our
parents
are
very
busy
and
tired.
We
should
love
our
parents.
We
should
study
hard.
Also,
we
need
to
cherish
the
time
and
use
the
time
correctly.”
设计意图:本环节教师播放音乐“时间都去哪儿了”,同时白板切换到幻灯片播放一些温馨感人的亲子照片,实现对学生的情感教育的目的。通过本节课的学习,学生们要体会父母的辛苦不易,并更加的爱自己的父母亲,更要努力学习,同时要学会珍惜时间、合理地利用时间。
媒体及资源使用说明:播放图片时教师使用了PPT。
Step
6:
Summary(总结)
What
did
you
learn
in
this
class
According
to
the
blackboard
design,
Ss
make
a
summary
for
this
class.
设计意图:“这节课你学到了什么 ”教师利用问题引导学生,结合板书学生进行总结,再次明确本节课的内容,加深理解。
Step
7:
Homework(家庭作业)
1.Read
the
dialog
three
times,
then
check
in
pairs.21
cnjy
com
2.
Do
a
survey
and
make
a
report.
调查家庭成员的职业及工作时间,并用“He/She
is
a...He/She
goes
to
work
at...”的句型写下来。
Blackboard
design(板书):
Module
7
Unit
1
My
father
goes
to
work
at
eight
o’clock
every
morning.
Daming’s
father
at
eight
o’clock
every
morning
Fangfang’s
father
at
six
o’clock
every
evening
Daming’s
mother
at
eleven
o’clock
every
night
Fangfang’s
motherat
half
past
five
every
morning
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