Unit 1 My future 第一课时教案

Unit
1
my
future
教案
课时1
1教学目标
1
理解故事内容,能根据图片,板书等,讲述故事。
2
能初步表演故事,享受故事阅读的乐趣。
3
在故事学习的过程中掌握
a
pilot
,a
singer,
a
lifeguard,
fly
an
aeroplane,
a
star,
save
a
chick,
brave等新单词。
4
通过Froggy的故事阅读,能从不同的角度理解故事给人的启示。
2重点难点
1
理解故事内容,能根据图片,板书等,讲述故事。
2
能初步表演故事,享受故事阅读的乐趣。
3
通过Froggy的故事阅读,能从不同的角度理解故事给人的启示。
3教学过程
活动1【导入】Step
1
Pre
－－reading
T:
Boys
and
girls
,I
want
to
share
a
story
with
you.
‘Froggy’s
New
Job’
(设计意图:开门见山,直接呈现故事的题目,告诉学生本节课的学习任务)
Look,
this
is
Froggy.
(教学Froggy并板书)
Let’s
say
hello
to
Froggy.
S:
Hello
Froggy.
T:
What
can
he
do
S:
He
can
swim/jump/catch
pests.
活动2【导入】Step
2
While－－reading
一
Dream
jobs
1
T:Froggy
can
do
a
lot
of
things
and
he
has
some
dreams.
What
does
he
want
to
be
Guess
Maybe
he
wants
to
be
a….
S:
Maybe
he
wants
to
be
a….
T:
What
does
he
want
to
be (Watch
and
choose)
A.
Froggy
wants
to
be
a
cook.
B.
Froggy
wants
to
be
a
pilot.
C.
Froggy
wants
to
be
a
singer.
教学pilot
singer
(设计意图:通过提问What
does
Froggy
want
to
be 引导学生猜一猜Froggy梦想中的职业是什么,鼓励学生根据自己的知识储备和生活经验对故事进行预测,
激发学生的阅读欲望。接着观看卡通,感知故事前半段,了解梦想的职业。)
2
T
Why
does
he
want
to
be
a
pilot
and
a
singer (Read
P1
and
P2)
(1)T:
Why
does
he
want
to
be
a
pilot
S:
He
wants
to
fly
an
aeroplane.
教学fly
an
aeroplane
(2)
T:
Why
does
he
want
to
be
a
singer
S:
He
wants
to
be
a
star.
教学
a
star
3
T:
We
know
Froggy
has
some
dreams.
What
does
he
do
for
the
dreams
(1
Read
the
pictures
2
Order
and
stick)
S:按要求活动
T:
What
does
he
do
for
the
dreams
(Read
the
little
book
together
and
answer
the
questions)
S:
He
tries
to
fly.
He
sings
every
day.
T:
Froggy
tries
a
lot.
Do
the
dreams
come
true
S:
No.
(设计意图:由Why
does
he
want
to
be

What
does
he
do
for
the
dreams
等一系列的问题来帮助学生细读故事,关注细节。在这个环节中,我设计了一个制作故事书的活动。其实就是一个排序活动,以检测学生是否真正理解故事。在教材中关于Froggy的梦想中的职业只有两幅图,而在排序的过程中将文本扩充为6幅图,增加了Froggy为梦想努力的过程,填补了故事的空白。)
T:
Why
can’t
he
be
a
pilot
or
a
singer
(Read
the
little
book
again)
(1)T:
Why
can’t
he
be
a
pilot
S:
Froggy
can’t
be
a
pilot
because
he
is
afraid
of
flying.
afraid
of
flying
T:
Froggy
is
afraid.
So
he
says
“Help!
Help!
It’s
too
high.”
S:
Help!
Help!
It’s
too
high.(学生演一演)
Why
can’t
he
be
a
singer
S:
Froggy
can’t
be
a
singer
because
he
is
hot
good
at
singing.
T:
Please
look
at
the
animals.
What
do
they
say
S:….
(设计意图:Why
can’t
he
be
a
pilot
or
a
singer
这个问题的解决过程中,引导学生模仿人物语言,为人物设计语言,为表演做好铺垫,也能让学生更好地体验人物的情感。)
5
T:
Let’s
say
something
about
Froggy’s
dreams.
S:
Froggy
wants
to
be
a…
He
wants
to…
He
tries
to…
But
he
is…
(设计意图:引导学生进行小结,学生在屏幕上语言支架的帮助下,结合板书,用自己的语言说一说Froggy
梦想的职业,提高学生的语言表述的能力。)
二
New
job
1
T:
Well
done.
Froggy
can’t
be
a
pilot
or
a
singer.
How
does
he
feel
now
S:
He
is
sad.
T:
But,
look,
he
is
happy
now.
Why
is
he
happy
at
last
(1)Let’s
guess
(2)
Watch
and
choose
He
can
fly
an
aeroplane
at
last.
He
becomes
a
star
at
last.
He
gets
a
new
job.
设计意图:首先呈现了Froggy两张截然不同的表情图,巧妙地设置了阅读的悬念,激起了学生继续阅读的兴趣。接着通过让学生观看卡通整体感知Froggy的新职业,直观的呈现他得到新职业的过程。)
2
T:
What’s
his
new
job
S:
A
lifeguard.
教学a
lifeguard
T:
What
is
a
lifeguard (出示三个关于lifeguard的问题)
Where
does
a
lifeguard
work
What
is
a
lifeguard
good
at
doing
What
does
a
lifeguard
do
S:….(学生根据自己已有的经验回答问题)
T:
Let’s
know
more
about
a
lifeguard.
Hi,
I’m
a
lifeguard.
Sometimes
I
work
at
the
lake,
sometimes
I
work
at
the
river.
As
a
lifeguard,
I
am
very
good
at
swimming.
I
can
save
people
in
the
water.
That’s
my
job.
T:
What
does
a
lifeguard
do
S:
He
saves
people
in
the
water
教学save
(设计意图:新词lifeguard,我没有直接告知其含义,而是抛出Where
does
a
lifeguard
work
What
is
a
lifeguard
good
at
doing
What
does
a
lifeguard
do 这三个问题来检测学生对lifeguard的理解,在几次试教过程中,学生对What
does
a
lifeguard
do 不能作出正确的回答,因此我增加了一段有关救生员的介绍拓展学生的知识,也能帮助学生理解Why
can
Froggy
be
a
good
lifeguard 降低学生的阅读难度。)
3
T:
We
know
a
lot
about
a
lifeguard.
Why
can
Froggy
be
a
lifeguard
(Read
P3
and
P4)
S:
He
is
good
at
swimming.
He
saves
the
chick.
T:
How
does
he
save
a
chick
(Read
P3
and
circle)
S:
Suddenly
he
hears
a
cry.
Froggy
jumps
into
the
lake
with
the
lifeguard
and
saves
the
chick.
教学hear
a
cry
T:
Let’s
read
P3.
T:
Boys
and
girls
,let’s
act.
S:学生演一演
T:
Good.
You’re
brave.
教学
brave
(设计意图:第三副图片主要描述了Froggy救小鸡的过程,生词较多,为了更好地帮助学生理解这些词义,我分三步来帮助学生理解,第一步学生自读找出动作的词,让学生先自我感知理解,第二步由PPT动画帮助学生理解,第三步学生表演加深对施救过程的理解,这三部巧妙地化解了教学中的一个难点。反复表演时学生的语言也得到了操练,也是为我们后面的整体性表演做好铺垫。)
4
T:
Let’s
finish
the
little
book
then
read
together.
活动3【导入】Step3　Post－－reading
1
T:
Now,
we
finished
the
little
book.
Let’s
enjoy
it.
(read
and
act
in
roles)
2
Let’s
act
(Act
in
groups)
(设计意图:设计了两个表演的环节,第一个是点名表演,整体朗读。通过这种方式,为学生提供一个示范,使学生知道小组表演的操作流程。第二个是小组分场景表演。小组表演为每个学生提供了参与的机会与平台,学生表演的过程就是品读故事的过程,学生能把自己对故事的感受、体会、理解和情感等融入其中,学生的积极性就被充分调动了。)
3
T:
Today,
we
enjoyed
this
story.
We
know
a
lot
about
this
story.
Do
you
know
Froggy’s
dream
jobs
Let’s
retell
4
Good
We
know
a
lot
about
this
story.
What
can
we
learn
from
this
story
A.
If
you
have
a
dream,
just
go
for
it.
B.
It's
best
only
when
it
fits
you.
C.
Love
what
you
do.
Which
one
do
you
agree
with
Why
(设计意图:阅读是为了明理,通过今天的这个故事,我为学生预设了三种观点,A
If
you
have
a
dream,
just
go
for
it.
B.
It's
best
only
when
it
fits
you.
C.
Love
what
you
do
.
让学生说说同意哪一个 为什么 说说原因。学生在回答问题时必须结合故事的内容用自己的语言来阐述自己的观点。)
活动4【导入】Step
4
Homework
1.
Read
Froggy’s
New
Job.
2.
Try
to
retell
the
story.
3.
Try
to
act
the
story.