小学英语外研版 (一年级起点)三年级上册Unit 2 I’m going to be a driver.教案

  Maybe I’ll be a writer.

·教学课题：新标准英语（一年级起点）第五册：Module 4 Unit 1

第一课时Maybe I’ll be a writer.

·教学内容：学习用句型” What will you be in the future? Maybe I’ll be a writer.”来询问朋友们的将来，并能对自己的将有简单描述。

·教学目标：知识目标： Know the meaning of the request sentence “ What will you be in the future?” And know the answer. “Maybe I’ll be a writer.”

           能力目标：理解课文内容，会用新学会的句型来询问别人的将来理想，并能够对此职业进行简单的描述，能够用这节课的句型和以前学的句型Will you be a____?进行简单对话，并有一定的逻辑思维能力。

           情感目标：了解身边的人和故事，对各行各业的精英人士胸怀崇敬，相信自己的能力，行行出状元。

·教学重点：学习询问别人的将来和描述自己的将来。What will you be in the future? Maybe I’ll be a _______.

·教学难点：1. future的发音. 

2. 打开思路,用以前和现在所学的知识描述职业.

·课型：     单词句型新授课                

·使用教具： 电子课件 单词卡片 单词图片 手偶

·教学思路:   这是一节新课，在上一个模块的学习中，学生们已经对将来时态的表达“I/ You/ He/ She will______.”朗朗上口，并会问答“Will you___?”在这一模块的学习中，学生要学习用将来时态来说自己将来想成为的人“I will be a ______.”并对其职业进行描述，本模块前后知识联系强，知识的综合训练强度大。这一节课是本模块的第一课时，要求学生能够理解课文的含义，认读新单词，会说新句型，并对职业进行简单的描述，所以在开课的时候，我设计了用各种职业中的名人，来引出新知识，看到身边的名人，学生的学习兴趣浓厚，同时也对各种职业充满了向往。最后，引出 “writer” 和 “film star”。在教课文，时，我提出本文的难点“What will you be in the future?”这个句子教授。在处理完重点难点以后，出现Lingling和Amy的图片，像回答文中的问题一样自然引出对职业的描述，最后，出现一个新的职业，让学生们展开联想，打开学生的思维。接下来，我设计了转盘游戏，半机械操练让学生练习描述职业和说职业，然后再用猜职业来转换学生思维的角度，更深一层锻炼学生的运用能力，最后用小记者，了解身边的同学，综合运用知识，再转述周围的同学们的未来梦想，整节课在教师的步步深化，层层递进中，掌握知识技能，符合学生的认识规律。在本节课的最后，我还出示了情感教育，观看各行各业的图片，如爱心高考出租车，中国的宇航员等，最后送给学生们一句英文谚语 “There are masters in every walk of life.”行行出状元来结束本节课的内容，使课堂容量增大。

·教学过程:

Step I  Warm-up

1. T plays the CAI, show the video of “I will be a pilot.” Ss look and sing the song. ( In this step, T makes a good English atmosphere at the beginning of this class. 而且歌词里也有很多与职业有关的词，可以帮助孩子们复习与职业有关的单词。 ).

Step II Presentation

1. T Shows the pictures of the famous person on PPT, Ss look and say their jobs. T describes the person simply, Ss listen.

Famous person:

1)Show a picture of Beckham, ask:

T:What’s his job?

S: footballer-贝克汉姆

T: He plays football good. He likes ____. 学生说football. LiuXiang runner, he can run very fast, and his legs are long.

2). Show a picture of Kongzi.  Ask: Who knows, what’s his job? teacher-孔子, T: He likes ____. Students say: reading books..

3). Show a picture of Leifeng, T says: He always helps people. So He is ______. (预设：学生回答：helpful.)  T: And, what’s his job? Will we learn from him?   我们应该向他学习吗？soldier –雷峰

4). driver, He can ______ (S: drive cars) T: He can go to Beijing. And he can go to anywhere he likes.

5). writer – 冰心, 安徒生, Ask, what ‘s your favourite writer? S: My favourite writer is _____.

6). film star –(刘星)张一山.  Ask: Which film stars do you know? S: XX is a film star.

(其中 writer, film star是新单词,最后呈现并讲解. 而教师对每一个人职业都进行一点描述, 打开学生思路,培训学生的情感教育.)

2. 学生们看完这些职业后,对各职业有了一定的憧憬,这时,课件出示所有职业，再问学生: T: What will you be in the future? S: I will be a _______. (预设: 学生很可能会回答错: I will…… I will be doctor. I will be going to be a policeman.) T correct the answer and teach the new sentence: Hold the card of “be”

并板书： I will be a _________. (请10组左右回答)

3．  Show 4 questions on the PPT. What will  Ling/Amy/Daming/Sam be in the future? T: We know that you will be great in the future. But what will our friends be in the future? Look at the questions, then, listen to the story.

(先提出问题,请学生带着问题看课文对话,有助于学生对课文的理解,有针对性地听对话.)

4. Ask and answer the questions.

5. At last, ask what will Sam be in the future? 这时,问一下:”Is Sam a policeman now?” 引出” in the future”并教此短语,接下来,教难点句型”What will you be in the future?”

5. Read: read after the tape, every sentence read twice—read in random—read together—divides the characters to read.

Step III. Practice

1. 手偶游戏: T puts 5 animals on fingers, students ask the animals :” What will you be in the future?” 老师用不同的声音给手偶中的小动物配音来回答学生们的问题. (在手偶游戏中,与学生心理特征相符,学生们感兴趣,同时也机械操练了句型: What will you be in the future?)

2. Work in pairs, then, stand up one by one to ask and answer:” What will you be in the future? I’ll be a ……
3. 课件又出示Lingling and Amy, 学生填空： I’ll be a writer. I___. I’ll be a film star. I ______,(初步了解对职业的简单描述。) Then, put the phrase “ love books” away, let the students to think what other reasons cause Lingling wants to be a writer. (这一步开始打开学生的思维,学生们很活跃地思维,可以想到 “She usually write letters.” 等多种原因,用上以前所学知识.)

4. CAI: a basketball player, ________ __________. S: I'll be a basketball player. I like playing basketball. My arms are long. 抽四到五个学生回答。(一步步打开了学生们的思路,让他们发挥联想,大胆开口说英语.)
5. Task 1: 欢乐大转盘happy wheel，被转到的孩子只能看到一个职业，然后进入这个职业，说句子I_______, I___________
6. Task 2: 神秘盒子Mystery Box: Show a box with some cards, Ss pick out a card and describe a job, the others guess: “ I’ll drive a car.” S: Will you be a car driver? S: Yes, I will. (让学生们逆向思维,通过对一个职业的描述来猜这个职业,能力要求提高一步.)

Step IV. Consolidation

1. Task 3: 小记者Little reporter: CAI 一个充满梦想的图片I have a dream.I……

T shows an example, T holds on a microphone and interviews two or three students : What will you be in the future? Why?

Then, Ss ask and answer their friends in random, they can leave their seat.

After 2 minutes, T holds on the microphone again, and then pretend to recall: ”XX will be a ___. He likes ______. 强调likes. And XX will be a ______. She runs fast. (这里就是学生们的综合能力运用,要求学生将本节课所学知识与以前所学知识相联系,更能够流利出说英语,实现英语课的真正表达能力体现.)

2. Show some pictures of jobs, then, tell the students that, you all have dreams, if you work hard, your dreams will come true, lets’ say a word together: Let’s remember: “There are masters in every walk of life.” 行行出状元.

Step V. Homework

1. Research your mother and father or other adult, then, fill in the blank.

1)     When you are young, what do you want to be in the future?

2)   Now, what’s your job?

2. Say about the result:

e.g. My mother will be a ____. But now, she is a ____.

·板书设计