小学英语Unit 1 My father goes to work at eight o’clock every morning.教案设计
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Unit 1 My father goes to work at eight o’clock every morning.
学情分析
1.语言知识目标:
A:能听、说、读、写单词:evening late worker factory early taxi
B:能听、说、读、写句子:My… /He/She goes to work at… every … She / He is a / an …
2.语言技能目标:掌握并能在现实生活中使用句子: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:
A.培养学生的阅读技巧、阅读能力、竞争意识和合作意识。
B.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。
教学目标：
本课通过多种生活情境对比,使学生能够运用一般现在时对父母职业及工作时间进行描述,掌握相关语法结构,深化语言的综合运用能力。因此在教学中,本课教学设计将以情境教学、直观教学法及任务教学法等多种教学法灵活的融入教学中,使学生能够在相对真实的情境中,通过直观的感受体验知识的生成与运用,引导学生积极参与活动,大胆实践、大胆交际吧,充分调动学生的积极性和学习兴趣,以达到快乐学习,学以致用的教学目的。从而实现较好地理解知识并通过任务的完成运用知识,达到知识的内化。
重点难：
全体学生能运用句型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。
教学过程
Step1: Greeting and chant.
1.Say hello to everyone.
2.Get the students to chant “Tick tock time”together.”
【设计思路】通过chant 复习旧知,并引出下面新知中钟表设计的时间问答,同时调节课前紧张的课堂气氛,为整堂课的学习创造一种轻松愉悦的环境。
Step2 Lead-in
First show the title, and read it after me three times. Then show a clock on the white board, and ask students “What time is it?”,the students answer “It’s…o’clock/half past….(draw:8:00 /6:00/11:00)
Go on drawing: 7:30 , then the teacher asks “What time is it?”.The students answer “It’s half past seven ” .Then the teacher says “ I’m a teacher, I go to work at half past seven every morning.”Use the same way to learn “evening, night”.
【设计思路】通过课件时钟展示来复习时间,同时引出go to work ,watch TV,go to bed, every morning/evening/night.
Step3 : Presentation
1.Show some pictures of different professions and some time .The teacher asks “I’m a teacher. What does he do ?” The students answer “He’s a ….”The teacher uses the phrase :goes to work and time to make a sentence. After saying it , all the students say it together and show the sentences on the whiteboard. Introduce their professions .Use the same way to ask the other pictures. Learn new words: evening , worker , late , taxi driver , early .
【设计思路】通过课件呈现图片，展示不同的职业,练习句型:What does he/she do?He/She is a/an….引导学生借助钟表的具体时间用动词词组:goes to work 来造句。在让学生充分练习句型的同时,学习新单词,达到词不离句的目的。
2.Look at the pictures and repeat the sentences.
T:He/She’s a ....He/She goes to work at...every ....(对四位不同职业的人挨个进行复述,在黑板上强调出goes ,not go.)
【设计思路】通过复述,强调He/She goes to work.并板书goes to work,凸显难点。
Step4 Practice
At first, show some pictures of different professions on the whiteboard, ask the students to ask and answer like this:
S1: What does he/she do?
Ss : He/She is a/an …
【设计思路】用课件展示不同职业进行拓展练习,让学生到讲台上来做小老师来练习问答。目的是调动学生的积极性参与教学,发挥学生的主体作用。
2.Then show some sentences about workinghour, the teacher asks“The policeman goes to work at eleven o’clock every night ,yes or no?”The students answer “No”.The teacher asks again “Who can tell me the right order?”and ask the students to put the sentences into right order on the whiteboard.
【设计思路】在学生了解了图片人物的职业后,通过课件出示相应的工作时间,让学生为各种职业的人物搭配合理的工作时间,并请学生上讲台自己动手调整顺序,在了解了不同职业的工作时间的同时,有效的激发了学生学习积极性、主动性,培养了学生动手、动脑的能力。
Ask and answer.(Point to one of pictures)
T:What does he/she do ?
Ss:He /She’s a /an ….
Then make sentences with “goes to work”, and write “goes to work”on the whiteboard.
【设计思路】通过再次问答进一步巩固不同职业的说法,同时强化goes to work 这个词组。
Step5 Presentation
Listen and learn the text
1. The first time ,answer this question “Who are they on the picture?”.
【设计思路】初步感知课文,要求学生合上书,带着问题来听。
2.The second time , read the dialogue after the tape one by one. Then finish some exercises in a group,and ask the students to write the answers on the whiteboard.
【设计思路】通过跟读课文,在掌握读音的同时,以合作学习的形式完成有关课文的选择题和判断题,让学生体验合作的快乐,并分享成功。达到全面理解课文的目的。同时为了激发学生兴趣,要求学生上台把答案写在白板上,充分调动学生参与学习的积极性。
Step6 Consolidation
I can say:My... goes to work at ... every.... He/She is a/an....
First, the teacher gives a model. Then the students make some sentences.
【设计思路】此环节是拓展巩固练习,以课件展示各种职业图片的方式，营造情境。学生可以说自己的父母、叔叔、阿姨等人的职业及工作时间。在巩固了本节课所学重点知识的基础上,也使语言学习回归生活,激发学生学习语言的兴趣。
2.Show three pictures about parents,and play the music. The teacher says “Our parents are very tired. We should love our parents.We should study hard.”Ask the students to write their parents’work and working time.
【设计思路】此环节是学生在说的基础上动笔写的练习,是对语言学习的进一步发展,对听、说、读的巩固和提高。同时伴
随着音乐让孩子们体会父母工作的辛苦,学会感恩父母,达到情感教育的目的。
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