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1、如有侵权，请联系网站删除，仅供学习与交流M1U1She was a driver before.教案【精品文档】第 4 页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1. 语言知识目标 1单词：听说读写 drove, flute, player, office, parent2句型：灵活使用 My grandma was a before ; She worked in ana officeshop. 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：
2、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 teach
3、er. 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
4、本解读交流互学T：How about Linglings grandpa? Listen and answer:1.What was Linglings 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P28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.