《Unit 1 She was a driver before》教案4

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外研版(一起)五年级英语下册教案Module 1 Unit 1 She was a driver before教案

Module 1 Unit 1 She was a driver before教案教学内容：外语教研英语(一起)五年级下册Module 1 Unit 1 She was a driver before 部分内容。

教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrase）。

2.学习使用本单元重点句型及表达（To use the typical sentences to express）。

3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。

4.培养学生对英语学科的兴趣（To make the students interest in English learning)。

教学重点（Key Points)：在学习了单词的基础上，以单词为载体，进行主要句型的学习，根据具体情境，学会交流对话，侧重句型学习，交际意向和课外拓展为重点。

--- She was a driver before.---她曾是一名司机。

教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。

教学难点：学生处于小学阶段，对一些事物的认知尚且模糊，对部分单词的感知和理解可能存在问题，对于五年级下学期学生的要求重点是会读会说，敢于模仿表达，其次能掌握一些基本单词的拼写和造句，在此基础上与人进行简单沟通。

教学准备：课件、照片素材、音频文件、单词卡片，教学道具。

教学设计：Step1. GreetingStep2.Warm-up/Leading（热身/课程导入）Game (游戏环节）操练方式：准备好小黑板，教师将之前课程中所学的单词写在小黑板上，让学生读熟、认熟这些单词，然后小黑板背对学生，让学生复述出黑板上有哪些单词，答对一个一分，错答没分，答越多分越高。

Module1Unit1Shewasadriverbefore.(教案)(一起)英语五年级下册

新标准英语一年级起点第十册Module 1 Unit 1 She was a driver before.教学目标：a.语言知识目标：学习目标语句She was a driver before.What did she drive? She drove a bus.What music did he play? He played Chinese music. b.语言技能目标：能听懂会说目标语句，能运用他们谈论职业，并会比较过去与现在。

c.情感态度目标：培养学生学习英语的兴趣,培养学生的英语思维能力。

教学重、难点：重点：掌握目标语句：She was a driver before. What did she drive? She drove a bus. What music did he play? He played Chinese music.难点：初步区分目标语句在过去时和现在时的不同，并能在真实的语境中运用。

教学过程Step1 Warmingupa. Greetings.b. Free talk.Where did you go in this holidays?And what did you do?(引导学生用过去时态描述他们去了哪些地方，做了什么事情，复习过去时用法，为下面的学习做好铺垫)Step2Presentationa). Show my holiday, then show the photo of my grandparents .T: My grandma was a teacher before. Do you know what she taught?S: Did she teach Maths/Chinese/…?T: She taught Music. And she can play the piano very well.My grandpa was a driver.Do you know what he drove? S: Did he drive a … ?T: He drove a car.b).T:Look ,this is …S: Lingling.T:Do you know what Lingling talk about ? Let’s listen. Step3 Praticea).Ask the students to open the books .Then watch the video and answer the questions:1.What was Lingling’s grandma?2.What did she drive?3.What was Lingling’s grandpa?4.What did he play?b). Encourge the students to answer, then write down the drills on the board. By the way ,to learn the word “drove”,pare with the words “drive, driver”（在新授句型的学习过程中，学习四会单词drove，flute, player让学生自然理解，同时帮助学生通过与其他单词的联系和辨别进行记忆）c).Listen and repeat the text.d). Read after the teacher.Step4 Productiona.Make a dialogue with a student by looking at the pictures topractice “What was … before?/What is … now?/ What did he/shedo?/What does he/she do?”b.Do the BB .c.Talk about their parents or grandparents. Step 5 Summay and homework1.学生回家熟读课文。

Module 1 Unit 1 She was a driver before 教案

Module 1 Unit 1 She was a driver before教案教学内容：外语教研英语(一起)五年级下册Module 1 Unit 1 She was a driver before 部分内容。

教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrase）。

2.学习使用本单元重点句型及表达（To use the typical sentences to express）。

3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。

4.培养学生对英语学科的兴趣（To make the students interest in English learning)。

--- She was a driver before.---她曾是一名司机。

教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。

教学准备：课件、照片素材、音频文件、单词卡片，教学道具。

五年级下册英语教案-Module1Unit1Shewasadriverbefore∣外研社(一起)

五年级下册英语教案Module 1 Unit 1 She was a driverbefore∣外研社（一起）一、教学目标1. 知识与技能：（1）学生能够理解、听懂、会说、会读本课时的单词和句子，如：driver，worker，actor，singer等。

（2）学生能够运用所学句型询问他人的职业，并能用过去时态描述过去的事情。

2. 过程与方法：通过情境创设、角色扮演、小组合作等方式，培养学生英语听说能力，提高学生的语言运用能力。

3. 情感态度与价值观：培养学生对职业的尊重和认识，激发学生学习英语的兴趣，提高学生的自信心。

二、教学内容1. 词汇：driver，worker，actor，singer等。

2. 句型：What was she/he？She/He was a…3. 句子：She was a driver before. He was a worker before.三、教学重点与难点1. 教学重点：（1）学生能够理解、听懂、会说、会读本课时的单词和句子。

（2）学生能够运用所学句型询问他人的职业，并能用过去时态描述过去的事情。

2. 教学难点：（1）单词的正确发音和记忆。

（2）句型的正确运用和时态的转换。

四、教具与学具准备1. 教具：多媒体课件、图片、卡片等。

2. 学具：教材、练习册、彩笔等。

五、教学过程1. 导入：通过图片、歌曲等方式，引导学生复习有关职业的词汇，为新课的学习做好铺垫。

2. 新课呈现：利用多媒体课件、图片等，展示本课时的单词和句子，引导学生理解、跟读、模仿。

3. 操练：通过角色扮演、小组合作等方式，让学生运用所学句型进行交流，巩固所学知识。

4. 巩固：设计相关练习，检查学生对本课时内容的掌握程度，及时纠正错误。

六、板书设计1. Module 1 Unit 1 She was a driver before2. 词汇：driver，worker，actor，singer等。

3. 句型：What was she/he？She/He was a…4. 句子：She was a driver before. He was a worker before.七、作业设计1. 听力：听录音，跟读课文，模仿语音语调。

五年级下册英语教案-Module 1 Unit 1 She was a driver before∣外研社一起

Module 1Unit 1 She was a driver before.用一般过去时和一般现在时进行询问和回答。

目标语句有：She was a diver before. What music did he play? He played Chinese music.词汇有：drive drove fluteplayer 。

【知识目标】1、能够听说读写单词：drive drove flute player 。

2、熟练运用句型：She was a diver before.What music did he play?He played Chinese music.3、在图文或场景下能用英语描述事物或场景的变化。

【能力目标】能谈论过去和现在所从事的职业及所做的事情。

【情感目标】培养学生学习英语的兴趣，培养学生的英语思维能力。

正确理解课文并掌握本节课的单词和语句。

学会用所学语句做事情。

【教学难点】初步区分目标语句在一般过去时和一般现在时的不同，并能在真实的语境中运用。

Tape recorder, MultimediaStep 1 Warm-up1. Greeting with the students.2. Free talk:What did you do yesterday?Teach er helps the children to review the past tense.3. Listen and chant:学习Part 1的chant，调动学生积极性，活跃课堂气氛。

Step 2 Presentation1. Look at the picture, what was Lingling’s grandparents? Do you want to know? So this class, we’r e going to learn Module 1 Unit 1 She was a driver before. 让我们来谈论过去和现在所从事的职业及所做的事情。

五年级下册英语教案-Module 1 Unit 1 She was a driver before∣

五年级下册英语教案-Module 1 Unit 1 She was a driverbefore∣外研社课程概述本课程是五年级下册英语教学的第一单元，主要教授第一课时的内容：She was a driver before。

通过学习本课程内容，学生将能够复习过去时态中的be动词及其变化规则，并能掌握过去时的一般陈述句和一些常见的谓语动词的过去式。

教学目标1.让学生能够掌握过去式中be动词及其变化规则。

2.通过学习本单元内容能够让学生掌握一般陈述句并能熟练使用。

3.学生能够掌握一些谓语动词的过去式，如was、were、drank、ate等。

教学重点1.be动词及其过去式的变化规则。

2.动词一般过去式的概念及使用方法。

教学难点1.谓语动词的过去式的使用及变化规则。

2.学生对过去式概念的理解与应用。

教学过程Part 1 自主学习学生先自己阅读教材中所给出的内容，掌握课文的主要内容和词汇。

Part 2 转化练习1.如果我说“I am a teacher”，你知道我在说过去还是现在吗？•答案是现在。

那如果我说“She _____________ a teacher before”，我是在说过去还是现在？•答案是过去。

要填的词是“was”。

如果我们想说“He is happy”，那么过去时应该怎么说呢？•答案是“He was happy”。

2.让学生自己动手填写完整英语句子。

可参考下列句子：•She was a driver before.•He wasn’t an engineer before.•They were in Beijing last year.•Linda and Jack were playing computer games just now.•He had a nice trip last weekend.Part 3 群体练习学生进行小组合作练习模拟问答，帮助学生加深对于过去时态的理解和掌握。

Module 1 Unit 1 She was a driver before.(教案)-2020-

3.A: What _______ ( is ) he now?
B: He ______ ( is ) a teacher.
A: What does he __________ ( teach)?
B: He ___________ ( teach ) English.
六.Summary and homework.
Summary：引导学生总结这节课学到了哪些知识，老师借助单词卡片和板书做必要的补充。
Homework：
1.抄写单词和功能句
2.谈论家人的职业。
通过问答的形式，复习已学过的职业名称
通过Activity1的学习，呈现任务
通过问题的提出目标的达成情况
作业
设计
1.抄写单词和功能句 2.谈论家人的职业。
The task:talk about jobs of our families.
三、Text learning
1.Listen and answer What was Lingling’s grandma?
2.Listen and find the answer.
3.Listen again and answer What did she drive?
A: She _________ ( drive ) a bus.
2. A: My grandpa _______ ( is ) a flute player before.
B: What music did he _________ ( play ) ?
A: He __________( play ) Chinese music.
8.Read in groups.(from A to D)
9.Act it out.

五年级下英语教学设计-Module1Unit1Shewasadriverbefore

教学设计一、教学目标1. 知识与技能：（1）学生能够理解并运用过去时态描述过去的事情；（2）学生能够听懂、会说、会读本课的重点单词和句子，如：“driver”、“She was a driver before.”等；（3）学生能够通过图片、实物等辅段，理解并运用过去时态进行简单的交流。

2. 过程与方法：（1）通过情景创设，让学生在真实语境中学习英语，提高他们的语言运用能力；（2）通过小组合作、讨论交流等方式，培养学生的合作意识和团队精神；（3）通过课后练习和拓展活动，巩固所学知识，提高学生的自主学习能力。

3. 情感态度与价值观：（1）培养学生对英语学习的兴趣和积极性，使他们愿意主动参与到课堂活动中来；（2）培养学生尊重他人、理解他人的品质，教育他们关注身边的人和事，学会关爱他人。

二、教学内容1. 重点单词：driver、teacher、singer、actor、actress等；2. 重点句子：She was a driver before.、He was a teacher before.、She was a singer before.等；3. 功能用语：描述过去的事情，运用过去时态。

三、教学重点与难点1. 教学重点：掌握重点单词和句子，能够运用过去时态描述过去的事情；2. 教学难点：正确运用过去时态，区分一般过去时和过去进行时。

四、教具与学具准备1. 教具：多媒体设备、PPT课件、图片、实物等；2. 学具：英语课本、练习册、文具等。

五、教学过程1. 导入：通过图片、歌曲等形式，激发学生的学习兴趣，引入本课主题；2. 新课呈现：讲解重点单词和句子，通过实物、图片等辅段，让学生在真实语境中学习英语；3. 操练：设计各种课堂活动，如角色扮演、小组讨论等，让学生在实际操作中运用所学知识；4. 巩固：通过课后练习和拓展活动，巩固所学知识，提高学生的自主学习能力；六、板书设计1. 五年级下英语教学设计Module1Unit1 She was a driver before.外研版（一起）2. 重点单词：driver、teacher、singer、actor、actress等；3. 重点句子：She was a driver before.、He was a teacher before.、She was a singer before.等；4. 功能用语：描述过去的事情，运用过去时态。

(完整版)She was a driver before.教案

东明学校五年级英语教学案
2.—What did she drive?
—She drove a bus.
3.—What does he do now?
—He is an erhu player.
功能：用一般过去式和现在时询问和介绍家人过去和现在的职业。

话题：介绍家人及朋友的职业。

障碍分析
1.doctor 和picture的失去爆破；
2.player的用法。

突破措施
1.通过展示嘴型，多次检测这两个词的读音，及时纠正，强化正确读音；
2.举例说明：a football player, a piano player, a guitar player等。

生活经验
已有
功能：通过课前测，80%的学生能准确描述自己的家人的工作。

在实际情境中会运用汉语向他人介绍家人和朋友。

新学
功能：在实际情境中会运用英语向他人介绍家人过去和现在的工作。

障碍分析
对某些职业的英语说法不是很了解。

突破措施
课堂中适当拓展日常常见的职业的英语说法。

策略经验
已有
合作学习的方法，跟读指读的方法，角色扮演的方法。

新学
拿着全家福，同桌合作，相互问答。

障碍分析
相互问答缺少范例。

突破措施。

Module 1 Unit 1 She was a driver before.(教案)-2022-

Module 1 Unit 1 She was a driver before.Teaching Objectives1.To introduce and review basic vocabulary related to occupations2.To use simple present and past tense to describe occupations3.To encourage students to share their own experiences and understand the diversity of occupations in societyTeaching ProceduresWarm-Up (10 minutes)1.Greet the students and ask them to share their occupations or the occupations of their family members.2.Review basic vocabulary related to occupations, such as teacher, doctor, chef, etc. Write them on the board and ask students to match each occupation with its picture.Presentation (15 minutes)1.Introduce the new vocabulary “driver” and explain what a driver is and what they do.e flashcards or pictures to help students remember the new vocabulary.3.Present the sentence “She is a driver” and ask students repeat after you.4.Present the sentence “She was a driver before” and explain the use of past tense.e gestures or pictures to help students understand the past tense and its formation.6.Play a listening game where students listen to a sentence in past tense and raise their hands when they hear it.Practice (20 minutes)1.Ask students to imagine they are drivers and have them take turns describing their daily routines in present and past tense.2.Provide sentence frames to help students, such as “I drive to work in the morning” or “Yesterday, I drove to the beach with my family”.3.Correct any grammar mistakes and encourage students to ask questions and share their own experiences.Extension (10 minutes)1.Ask students to stand up and move around the classroom to find someone who has a different occupation than them.2.Have them introduce themselves and ask each other questions about their jobs.3.Have a few students share what they learned and their new knowledge about different occupations in society.Wrap-Up (5 minutes)1.Recap the new vocabulary and the use of past tense.2.Encourage students to practice describing their occupations and ask them to share with their families.3.Hand out a worksheet with pictures of different occupations and have students write a sentence about each using both present and past tense.ConclusionThis unit provides an engaging and interactive lesson plan for teaching young learners about occupations and the use of present and past tense. By encouraging students to share their own experiences and understand the diversity of occupations in society, they will develop their communication and language skills while also building empathy and appreciation for others.。

春外研版五下Module1Unit1《Shewasadriverbefore》word教案

谈论职业，比较过去与现在。
把握要紧语言结构
She was a driver before.
What music did he play
He played Chinese music.
德育态度目标
培养学生的职业价值观。
教学重点
Describing activities. Simple past tense, places,jobs.
6.Read them together.
7.To understand the text.
8.Learn the text. Read follow the tape.
9.Read it in groups.
10.Act out.
StepⅤ:Homework
1.完成课堂活动用书第一题。
2.熟读课文，书写单词、核心句型。
2.Daily talk.
Step Ⅱ: Leading in
1.Ask and answer:
What did you do in the holidays?
引导学生用过去时态描述，在描述中复习动词的原形与过去式。
2.看动作，猜职业，关心学生回忆有关职业的单词：teacher, doctor, nurse, policeman.
Step Ⅲ:Presentation
T: Do you know, what were your grandparents before?
What were Lingling’s grandparents before?
Step Ⅳ:Prepare for task
1.Listen and say.
板书设计
Module1Unit 1 She was a driver before.

教学设计小学英语_Shewasadriverbefore

Module 1unit1 She was driver before教学设计教学目标：1.知识目标：80%的学生能够理解运用单词driver drove player.句子She was a driver before .What did she driver?She drove a bus. 进一步强化语音语调，初步达到语调达意。

2.技能目标：能够听说句子She was a driver before .What didshe driver? She drove a bus.能够朗读课文。

能够写出2-3个语句介绍家人国务和现在的职业活动。

3.情感目标：乐于接触外国文化，增强爱国意识。

教学重难点：1.重点：单词：driver drove player句型：She was a driver before .What did shedriver? She drove a bus.2. 句型：She was a driver before .What did she driver?She drove a bus.的运用教学方法：任务教学法，TPR教学过程一、热身导入1. chantListen to chant.Chant together.T: So what does the father do?Ss:…..T: So what does the mother do?Ss:…..2.T:Do you know other careers?S1:….S2:….设计意图：chant 节奏明快，直切主题。

2.T:do you know other careers? let’s play a game.(火眼金睛)设计意图：利用屏幕快闪图片，高效复习职业词汇。

二text1.Watch the video.T: do you know what did lingling’s grandma do before? What did lingling’s grandpa do before? Let’s watch the video.What did lingling’s grandma do before?She was driver beforeWhat did lingling’s grandpa do before?He was a flute player before.Player-play设计意图：观看视频，总体了解课文语境，理解课文大意。

She was a driver before教案

东明学校五年级英语教学案2.—What did she drive?—She drove a bus.3.—What does he do now?—He is an erhu player.功能：用一般过去式和现在时询问和介绍家人过去和现在的职业。

话题：介绍家人及朋友的职业。

障碍分析1.doctor 和picture的失去爆破；2.player的用法。

突破措施1.通过展示嘴型，多次检测这两个词的读音，及时纠正，强化正确读音；2.举例说明：a football player, a piano player, a guitar player等。

生活经验已有功能：通过课前测，80%的学生能准确描述自己的家人的工作。

在实际情境中会运用汉语向他人介绍家人和朋友。

新学功能：在实际情境中会运用英语向他人介绍家人过去和现在的工作。

障碍分析对某些职业的英语说法不是很了解。

突破措施课堂中适当拓展日常常见的职业的英语说法。

策略经验已有合作学习的方法，跟读指读的方法，角色扮演的方法。

新学拿着全家福，同桌合作，相互问答。

障碍分析相互问答缺少范例。

突破措施What did you do?学生活动：Free talk.T:Hello，boys and girls，Where did you go during your winter holiday? What did you do?S1:I went to the Great Wall...S2:I visited my grandma...Step2 Lead-in1.T:Now, boys and girls, let’s enjoy an interesting video, please watch carefully, try to find how many jobs are there in the video. And you can sing together with it, clear?Ss: Yes!教师活动：Show Ss a short video ’Jobs Song’, ask Ss to sing together. 学生活动：Watch the video and sing together.T: Ok, boys and girls, how many jobs are there in the video?Ss: Twenty-five jobs.T:Great! You’re so clever! So, another question, what jobs have we learned?S1:Firefighter, writer...S2:Doctor...T:Fantastic! Today, let’s learn a new job ‘driver’教师活动：Show a picture and lay out the word ’driver’on theblackboard and teach the pronunciation of this word.2.教师活动：Do a guessing game: the teacher so some actions/ show some picture and ask ss: What do I do now? What does he/she now?学生活动：Look at the actions and pictures, answer the questions.T： What do I do now? What does he/she do now?Ss: You are a driver...T： What did she do before?Ss: She was a bus driver. She drove a bus.T:What did he do ?Ss: He was a flute player. He played Chinese music.Step3 Presentation1.Talk about Lingling's grandparents.教师活动：Who is she?学生活动：It's Lingling.T: They are her grandparents.2. Activitya.一听Listen and answer.教师活动：Listen carefully and ask ss some questions.学生活动：Listen to the video carefully and answer the questions.T:1) What did grandma drive?2) What did grandpa play?3) What music did he play?Ss:1)She drove a bus.2)He played the flute.3)He played Chinese music.b.二听Listen and circle T or F.教师活动：Let ss listen again and circle T or F.学生活动：Listen again and circle T or F.T: Le t’s listen again and circle T or F.Ss: Listen again and circle T or F.c.三听Listen and repeat, then fill in the blanks.教师活动：Play the video sentence by sentence and let ss repeat, then fill in the blanks.学生活动：Read after the video sentence by sentence and pay attention to the pronunciation and intonation, then fill in the blanks.T: Now, let’s listen to the video and repeat following to the video sentence by sentence.Ss: (Listen and repeat.)T: Now, let’s fill in the blanks. Look at the PPT, who can finish the first sentence?Ss: Lingling’s grandma was bus driver before.T: Is she right?Ss: Yes.T: So, one star for your team. Then, the second sentence, who can try? .......d.Read by yourself, and circle the difficult words, then act out the story. 教师活动：Let the students to read the text by themselves and circle the difficult words.学生活动：Read the text by themselves and circle the difficult words.T: Now, read the text by yourself and then circle the difficult words. Ss: (Read the text by themselves.)T: Time’s up! Now, repeat following to the video and check the difficult words.Ss:(Read following to the video.)T: Now, I will give you 3 minutes to work in groups to practice, then I will ask a few groups to share their acting.......Step4Practice教师活动：Show the practice and the then explain the task.学生活动：Practice and share their work.T: Now, look at the practice on the page 4. Read the conversation together and then use the sentence pattern to practice the other two pictures.Ss: (Practice and then share the conversation.)Step5 Extension教师活动：Show the essay and let students read it. Then do a small writing. Show a few students.学生活动：Read the essay and then do a small writing. Share their writing.Step6Summary教师活动：Let Ss summarize the words and the sentence pattern we have learnt today.And we can use the mind map to help us.学生活动：Ss say and summarize the key knowledge.Step7 Homework教师活动：Read the text then try to recite .学生活动：Ss write down and remember the homework.板书设计Module1 Unit 1 Firefight er writ er gam erdriv erShe was a driver before. What music did he play? He played Chinese music.教后反思通过本节课的学习，学生不仅习得了职业名称的词汇，还学习了询问他人职业的方式以及回答的方式，通过询问grandma，grandpa，father，mother家庭成员的职业，并且通过联系生活实际，在描述grandma和grandpa的时候，多用过去式，在描述father，mother和自己的时候，多用现在时，另外询问工作的She was a driver before教案。

小学英语《Unit1 She was a driver before》优质课教学设计、教案

《She was a driver before.》教学设计一、热身导入：1.Greetings T: Good morning, boys and girls. Ss: Good morning, Ms. Liu.2.Free talk Today we are going to learn Module one unit one. Let’s read the title.This unit is about jobs. First, let’s have a revision. Can you say these jobs?“What is he? …….”What do you want to be in the future?( 通过游戏复习职业，引入话题)二、任务新授：活动一1.导入新授：T: You can say of jobs very well. Look at this picture. What can you see? Ss: I can see a doctor…..T: Yes, this boy is introducing his family. Watch and listen !2.学生看、听活动一，并回答问题：His father is a … His mother is a …T：Good, let’s repeat. 学生跟读。

Let’s chant together..3.示范、练习、展示反馈：T：Would you like to tell us your family in this way? 找一名学生示范。

T: Well done! Now please make your own verses and practice in pairs.学生小组练习，并展示弐、任务新授：活动二1.引入主题T ：Lingling is holding some pictures and she is talking about herfamily. For this part, we’ll have two tasks: Task 1: Watch the video and answer the questions.2.学生听、看视频——回答问题——反馈答案并学习本课新单词dirve，drove，player, 完成任务一。

五年级下册英语说课稿-Module 1 Unit 1《She was a driver before

五年级下册英语说课稿-Module 1 Unit 1《She was a driverbefore》|外研社（一起）一、教学目标本课时的教学目标主要有以下几个方面。

1.能够准确地表述职业及其变化。

2.能够理解并运用本课所学的单词、短语及句型。

3.能够通过听、说、读、写的各种途径提高语言能力。

二、教学重点1.学习并掌握本课所涉及的职业、变化。

2.掌握表示过去职业的语言表达方式。

三、教学难点1.辨析动词的不同时态及其用法。

2.通过听力训练提高学生的语言听力能力。

四、教学准备1.教学草稿、PPT。

2.课件、课本及相关教学素材。

3.课堂教学辅助设备、运动器材。

五、教学流程1. 自我介绍首先在课堂上向同学们进行简单的自我介绍，介绍姓名、职业、爱好等，引导学生回顾通过这些方式了解一个人的方法。

2. 导入环节启发学生讨论和想象自己的将来职业，做个小小的调查和数据统计，为今天的学习内容做好准备。

3. 新课学习Step 1. Preview首先通过 PPT 导入本节课的学习内容。

提醒学生注意听力并跟随PPT进行听力练习。

Step 2. Presentation听力材料：W: What did your mother do ten years ago?M: She was a teacher.W: And what does she do now?M: She’s a doctor.W: What did your grandfather do?M: He was a farmer.W: And what does he do now?M: He’s retired.W: What about your aunt?M: She was a driver before.W: And what does she do now?M: She’s a driver.在听力训练完成后，让学生跟着老师朗读对话，强化语言模式和记忆。