Unit 2 I’m going to be a driver 教案

Unit
2
I'm
going
to
be
a
driver
教案
1教学目标
本单元重点学习谈论自己的理想。学生能够学会练说What
are
you
going
to
be
I’m
going
to
be
a
driver.
I’m
going
to
be
a
doctor.能够复习、结合句子综合练说nurse,
teacher,
train
driver,
taxi
driver,
bus
driver,
doctor,
policeman;
学生能够运用本课的,语句练说将来的职业。
2学情分析
在第一单元练说的基础上,进一步练说将来的活动及状态。
3重点难点
在第一单元练说的基础上,进一步练说将来的活动及状态。
4教学过程
活动1【讲授】新授课
I.
Warm
up
1.
Hello
children
Do
you
like
singing
Let’s
enjoy
a
song
and
do
the
actions.
T:
You
can
sing
well.
A
hug
for
you!
Maybe
you’re
going
to
be
singers!
(设计意图:通过唱歌引起学生兴趣,并复习有关职业的单词和动作。)
2.
TPR
T:
Let’s
do
and
say
quickly.
I
want
to
know
who
is
going
to
be
No.1.
Ss:
I’m
going
to
be
No.1!
Flash
pictures,
say
and
do
quickly.
(渗透句型:I’m
going
to
be
…
.
复习6个职业词汇。)
II.
New
lesson:
1.Show
a
photo
about
myself.
Show
a
photo
about
my
little
sister.
T:Can
you
guess
What’s
the
meaning
of
the
sentence
板书I’m
going
to
be
a
____.,引导学生认读一遍,猜猜意思:我将要成为一名教师。
T:Is
she
a
teacher
now
(Ss:No,
she
isn’t.)
She
is
going
to
be
a
teacher
when
she
grows
up.强调be
going
to
句型表示将来。
T:
My
little
sister
is
going
to
be
a
teacher.
What
about
you
引导学生用I’m
going
to
be
a
____.说句子。
T:And
you
What
are
you
going
to
be
出新句型,板书,引导学生认读一遍,猜猜意思:你将来想做什么
Ss:
What
are
you
going
to
be
引导学生齐问2组,操练句型。
T:
Oh,
you
have
good
dreams.
Our
friends
are
talking
about
their
dreams.
Who
are
they
Look!(板书画Sam
和Daming的头像)
Let’s
ask
Sam.
引导学生齐说What
are
you
going
to
be,
Sam
Let’s
ask
Daming.
引导学生齐说What
are
you
going
to
be,
Daming
Let’s
listen.
(设计意图:通过两张照片的对比,让学生感受句子的含义,强调be
going
to句型表示将来,以问答的形式引出新句型并操练,在操练中自然地进入课文的学习。)
2.
(1)Listen
and
answer
the
questions.
(两名学生说答案。)
T:Is
Sam
going
to
be
a
driver
Is
Daming
going
to
be
a
doctor
Let’s
listen
it
again.
T:
You’re
right!
You
have
sharp
ears!
Let’s
enjoy
a
chant:
What
are
you
going
to
be
Sam,
Sam
I’m
going
to
be
a
driver.
I’m
going
to
be
a
driver.
What
are
you
going
to
be
Daming,
Daming
I’m
going
to
be
a
doctor.
I’m
going
to
be
a
doctor.
First
listen,
then
say
together,
ask
and
answer.
(设计意图:首先整体呈现文本,给学生提出问题,让学生带着问题听课文,找出答案后让学生再听一遍判断答案是否正确,再将句子编成朗朗上口的chant,帮助学生进行机械操练。在这个环节里,学生听了两遍课文录音,初步了解了文本大意。)
(2)T:
Sam
is
going
to
be
a
driver.
Is
he
a
driver
now
Why (强调be
going
to
句型表示将来。)
Who
is
a
driver
now
Let’s
listen
and
try
to
imitate.
(S1:
Lingling’s
father
is
a
driver.
)
(设计意图:再提出问题,强调句型功能,并引导学生听音模仿。)
(3)T:
Can
you
find
the
sentences
with
“going
to”
Let’s
listen
and
try
to
imitate
the
text
again.
T:
Please
circle
“going
to”.(学生在课文里圈出going
to)
Can
you
read
the
sentences
with
“going
to” (三名学生找出句子并读。)
(设计意图引导学生再次跟读模仿,通过圈出going
to巩固基础知识,让学生对文本的掌握更加扎实。)
(4)T:
Look
at
picture
two.
What’s
the
matter
(Lingling
fells
down,
she
hurts
her
leg.)
Who
can
come
and
help
(Ss:
A
doctor.)
T:
Can
Daming
help
Lingling
now (Ss:
No.)
Why
(Ss:Daming
isn’t
a
doctor
now.)
(设计意图:深入分析课文,让学生充分理解课文情境再次强调be
going
to
句型表示将来。。)
(5)
T:Can
you
act
this
text
Let’s
read
it
together.
学生齐读,然后全班分成三组分角色读课文。
学生分角色表演课文,展示一组。
(T:A
wonderful
show!
Maybe
you’re
going
to
be
film
stars.)
(设计意图:首先齐读,让学生又熟悉了一遍文本,在班里分组分角色表演,给学生的表演展示做了示范。)
3.T:
Daming
isn’t
a
doctor
now.
He
can’t
help
Lingling.
He’s
going
to
help
Lingling.
Can
you
match
Ss:
Match
and
read
the
sentences.
(设计意图:设计连线题,介绍职业功能,让学生理解职业的职能,并练习词组:drive
a
car,
teach
English,
help
people,为学生描述自己的梦想做准备。)
4.
T:
There
are
four
jobs.
I
have
some
pictures
in
this
box.
They’re
about
jobs.
Do
you
want
to
know
(
show
a
box)
Let’s
chant
and
pass
the
box.
Ss:
What
are
you
going
to
be
What
are
you
going
to
be
……
T:Stop!
Ss—S1:
×××What
are
you
going
to
be
S1
(chooses
a
picture
and
show
it
to
classmates.)
I’m
going
to
be
a
____.
T—S1:
Are
you
going
to
be
a
____
S1:
Yes.
T:
Why
S1:No.
Ss:
What
are
you
going
to
be
Why
(设计意图:设计传盒子的游戏,进行趣味操练,并与学生进行交流,当学生抽到一张代表职业的图片(如听诊器)时说:I’m
going
to
be
a
doctor.教师与学生进行交流,询问将来是否愿意从事这项职业,进行意义交流。)
5.T:
You
know
many
jobs.
Let’s
read
them.
(T
shows
the
words
and
pictures:
teacher、bus
driver、train
driver、taxi
driver、doctor、nurse、policeman,
并拓展singer、dancer、runner、basketball
player、football
player、ping-pong
player
……)
T—S1、S2:What
are
you
going
to
be
S1、S2:I’m
going
to
be
a
____.
T:
Do
you
want
to
know
your
friends
dream
Ask
answer
in
your
group.
(设计意图:拓展职业单词,为学生描述自己的梦想,组内交流提供把手。小组活动,满足学生说的愿望。)
6.T:
Everybody
has
a
dream.
My
friend
Lily
has
a
dream
too.
What
is
she
going
to
be
Read
it
by
yourself.
(Ss
read
the
passage
and
answer
the
question.)
T:Can
Lily
run
fast
Does
she
like
playing
football
Let’s
read
it
together.
(Ss
read
the
passage
together.)
T:
Can
you
say
something
about
yourself
Say
it
with
your
partner.
T:
Who
wants
to
show
your
dream
(设计意图:给出一个小语篇,让学生以此为把手描述自己的梦想。学生先通过自读回答问题,齐读熟悉短文模式,然后把自己的梦想说给同桌听一听。将本课时所学知识进行整合,形成语篇,提高学生的口语表达能力。)
III.
Summary:
T:Today
we
talked
about
“I’m
going
to
be
a
___.”.
What
are
you
going
to
be
Say
it
together!
Ss:
I’m
going
to
be
a
___.
T:
Do
you
want
to
know
what
am
I
going
to
be
Ask
me
please.
Ss:
What
are
you
going
to
be
T:
I’m
going
to
be
an
excellent
teacher!
After
class,
you
can
ask
your
friends
dream.
You
can
do
a
sevrey.
This
is
today’s
homework.
(设计意图:小结时再次创设情境运用句型,并在运用中总结。)
IV.
Homework:
Do
a
sevrey
(设计意图:课堂活动的延伸,将所学语言运用到真实的情境中。)