Module 1-Unit 1 She was a driver before.-ppt课件-(含教案+视频+素材)-部级公开课-外研版（一起）五年级下册-(编号：501d9).zip

外研版新标准一年级起五年级下册外研版新标准一年级起五年级下册 Module 1 Unit 1 She was a driver before.教学设计教学单元教学单元：五年级下册 Module1 Unit 1 课题及课时课题及课时：She was a driver before. 第一课时教学内容教学内容：课本内容 P2-4设计思路设计思路：本课主要学习使用过去时和现在时的人称职业的变化。以此设计为思路：1. 以各个职业的歌曲为导入，引出本课课题 She was a driver before。2. 练习 before, 从单词到句子练习，同时板书 He/she was abefore.3. 通过看、听、读、演等环节让学生掌握课文内容，并理解课文中人物以前的职业，以及职业相关的信息。4. 通过已学知识，拓展对比练习人物前后职业的变化，会进行人物前后职业变化的问答。板书对比 before 和 now，强调 was 和 is 的使用。5. 欣赏大脚丫琳达的故事，体会主人公前后职业的变化，可以根据思维导图复述故事，最后情感升华到不要放弃自己的梦想，以此结束本课。教材分析教材分析：本课为新标准小学英语五年级下册 Module1 Unit1 的主要课文内容。本课中所学习的重点是描述人物过去和现在职业活动的变化。其中职业名词基本都是学生所学过的，没有太大的难度，was, is 的使用也是之前学过的，本课作为五年级下学期开学的第一课，主要是在语言上进一步强化练习一般过去式，并对一般现在时进行复习，希望学生能在学习中进行比较，了解两者的区别。学情分析学情分析：五年级学生已经有了一定的英语基础，不会像低段的孩子一样兴趣那么浓厚，但是五年级学生在表达自己的意见、见解上可以表达的比较好,对于语篇的理解能力也比较强。教学目标教学目标：语言知识目标：1. 所有学生能听懂、认读、本课 3 个词汇短语：drive, drove, flute player. 2. 学生正确运用 She was a driver before. She is a now.来描述人物职业的变化。 技能目标：1.全体学生能听、说：She was a driver before. What did she drive? She drove a bus.2. 全体学生能朗读课文，阅读相关短文。3. 全体学生能写出 2-3 个句子，介绍别人的职业。情感态度目标：通过本课的学习，从职业的变化上来讨论自己的梦想职业是什么，并且告诉学生不管从事什么职业，都要不断努力，永远不放弃自己的梦想。教学重点：1.掌握生词 drive, drove, player 以及 She/he was abefore.和She/he is anow.句式。2. 理解课文内容并能准确流利地朗读。3. 能自己通过所学的内容来描述别人职业在过去和现在的变化。教学难点：五年级学生学过的职业名词有限，对于某些更加具体的职业进行描述有困难，比如电信公司职员，总经理、公务员等等，课前老师可先请学生进行查阅来了解更多的职业。教学准备：希沃白板课件、单词卡片、人物头饰、评价教具教学过程：StepStep 1 1： Warming-upWarming-up andand revisionrevision1. Greeting:T: Hello, boys and girls!Ss: Hello, Miss CaoT: Nice to see you!Ss: Nice to see you, too!2. warm-up:Sing the song “The doctor on the bus.”together.(歌曲中有四个职业名词： doctor, driver, nurse and clown,) 通过这四种职业引出本科课题：She was a driver before. (板书出来 She was abefore. )课件出示逐个三幅图片，练习 She/he was abefore.句型。此处为新授重点内容，联系的时候需要做到扎实并且让所有学生要掌握的最主要句型。教师拓展到追问 Where did he work?/ What did he drive? 等。(板书同步重点句型)，最后一幅图设置的为司机，所以此处练习完 He was a driver before. 后，学习新词 drove 和 driveStepStep 2:2: TextText learninglearning1. Lead-in: Teacher asks students: Look! Lingling is in the UK with Amy and Sam. Who are they talking about?请学生看图并提出问题。2. 播放动画一遍， 看完后请学生讨论刚才提出的问题：They are talking about Linglings grandparents.3. 再次播放动画，提出两个问题，请学生带着问题去看动画。Questions：1.What did Linglings grandma do? What did she drive? 2. What did her grandpa do? What music did he play? 看完动画后回答问题。4. Open SB to P2-3, Listen, point and read the text together once.听录音指读课文一遍。5. Dubbing show，请学生配音练习，请两组学生。6. Role play. Students work in group of 3, read and act out the text.请学生三人小组读课文，表演对话。请两组上台表演。StepStep 3:3: PracticePractice1. 白板课件上展示导入时的三张图片，展示之前他们是做什么的，老师说出之前他是做什么的，然后出示现在的图片，A: He was a doctor before. He worked in a hospital. What does he do now?A: What does he do now?B: He is anow. A: What music does he play?B: He plays Chinese music.(出示三组图片，师生练习一组，剩下两组由学生同桌练习，练习完后展示)StepStep 4:4: ExtensionExtension1. T: Wow! Your dreams are wonderful. Look at this girl. She was Linda. Her dream is to be a dancer. 图片展示芭蕾舞演员，引出dancer.2. Story: Big feet dancer Linda. Enjoy the story once together.欣赏故事一遍。Listen to the story again, while listening, finish the mind map.再次听故事，完成思维导图。边听，老师一边请学生回答当时主人公的身份。3. Let students try to tell the story to their friends according to the mind map.同桌合作，请学生根据思维导图复述故事。然后请两道三位同学上台复述故事。以 Linda never give up her dream 为结束语。4. Ask students: what is your dream? 请学生回答自己的 dream.通过谈论自己的梦想来紧扣今天职业的主题升华。5.情感升华：老师引出：Your dream is really colorful. We should also stick to our dream like Linda.教师出示情感升华：Whatever you were before, whatever youre now. You should be yourself. Never give up your dream. Homework:1. Listen and say the text on page2-3.2. Tell the story of Linda to your parents or to your friends.板书设计：板书设计：ModuleModule 1 1 Unit1Unit1 SheShe waswas a a driverdriver before.before. beforebefore nownow driver She/he was a doctor erhu player a is he /She firefighter driver driver policeman flute player