M1U1She was a driver before.教案.docVIP

授田英才学园英语教师教学预案 课题 She was a driver before.. 课型 阅读课 课时 第一课时 授课时间 9月 教学目标 语言知识目标 1单词：听说读写 drove, flute, player, office, parent 2句型：灵活使用 My grandma was a … before ; She worked in an\a office\shop. 2.语言技能目标 学生学会用英语一般过去时态描述各种活动。 3.情感态度 增强学生学习英语的兴趣。 教学重 难点 教学重点： 学生学会用英语一般过去时态描述各种活动。 教学难点： 会用英语询问并回答：Where did your grandma work? She worked in a factory. 教学环节 教学内容 时间 教师行为 期待学生行为 个性修改 前置学习 （复习渗透） T: Good morning, class. I hope you enjoyed your holiday. Ss: Good morning, Miss Wu. 3 主动与学生打招呼。 能够用英语与老师相互问候并进行交流。 目标导读 问题导入 a.Show a photo of my grandparents . T: My grandma was a teacher. Guess! What did she teach? S: Did she teach Maths/Chinese/…? T: She taught Music.My grandpa was a player.Guess! What sport did he play? S: Did he play football/ping-pong/…? T: He played basketball. b.T: Can you tell me what your grandpa/grandma was before? 3 教师出示爷爷的照片以及其职业与学生交流。 能够用所学过的关于职业的英语回答老师所提出的问题。 文本解读 交流互学 T：How about Lingling’s grandpa? Listen and answer: 1.What was Lingling’s grandpa? 2.What did he play? 3.Can Lingling play the flute? 18 教师提出问题并播放录音。 教师组织小组讨论。 听课文录音，找出新单词和短语, 然后小组讨论。 点拨助学 达标检测 练习册P2 8 自己读句子，完成规定的题目。 能够听音并做出正确的选择。 巩固运用 归纳总结 总结如何表达某人先后职业的不同。 4 教师让小组讨论本课的句型结构。 小组讨论后能够总结出此句型的结构。 教后反思 最大优点 最大问题 板书设计 UNIT 1 She was a driver before. ? My grandma was a driver before. What did she drive? She drove a bus.