Unit 1 My future 教案（4课时）

Unite-based Teaching design
小学英语单元备课共享资源
Title: Book_9_ Module _1_Unit 1__My future
一、单元教学目标 （建议多使用英语课程标准中各级目标的描述语言）
语用任务
能在情景对话和视听熏陶中理解并运用本单元的核心词汇：future，cook，pilot，taxi driver，be afraid of，be good at，fall into，lifeguard，froggy
（2）能在学习单词的过程中，正确拼读单词，感知并掌握一些简单的发音规律。
（3）能够在生活和学习中，运用句型what do you want to be? I want to be a…… 来讨论未来的职业，深入探讨并发现每个职业它的的意义及人们赋予它的社会意义，能准确地运用句型I want to …进行输出与拓展。


知识与技能
（1）通过阅读文本、听读录音和观看视频，在听读或阅读中掌握提取关键信息的能力，提升语篇的理解能力。
（2）能运用所学的语句，与同伴交流和讨论未来职业及原因，并能相互问与答。
（3）能够用简单的一组句子写出自己对将来的规划，及询问别人对将来的规划。
（4）通过完成学习过程中的各项任务，使学生在感知、体验、实践、参与和合作的过程中，获得学习英语的积极情感，形成基础的口语交际能力。
文化与情感
通过视听与合作学习，情景教学等多种活动，帮助学生了解各种职业的意义，形成正确的人生观和价值观。
通过讨论与分析各种职业的性质和工作意义，体会教师、医生、农民、飞行员、消防员工作中的辛劳，帮助学生形成积极健康的生活态度。
（3）在学习完本单元后，懂得珍惜自己现有的美好生活，尊重社会上的各种职业，并能思考尽自己的所能去帮助身边的人，并为此养成良好的生活习惯，帮助学生树立正确的价值观。
（4）通过学习过程中的思考、交流、讨论和分享，指导学生相互交流、合作，培养其团队精神，激发并培养学生乐于用英语交际的兴趣。
（5）课堂中设置学生自我评价机制，学生在完成评价的过程中，理解只有互相帮助、团结协作、努力付出才能收获美好。
方法与策略
（1）能够主动积极与他人合作探究，共同完成学习任务。
（2）通过图片，视频，音频等直观的手段学习新知，激发学生学习语言的兴趣，在听说读写等方面提升语言的综合运用能力。
（3）通过听、说、演、看等环节感受、熏陶、输出语用知识，掌握并运用语用任务，达到该有的能力。
二、单元基本架构
Period 1
Period 2
Period 3
Period 4
Objective
单课时目标
热身：
听歌曲导入。
（2）学会本课的核心词汇froggy, pilot， be afraid of，be good at，fall into，lifeguard
(3) 学习并掌握核心句型：
1）What do you want to be? I want
to be ……
2）He wants to be……but he ……
2.语言技能目标：通过生生互动与视听结合等方式，孩子们在听故事《Froggy’s new job》的过程中学习核心词组，促使学生在情景中灵活运用语言知识，在教师引导下形成对比、归纳知识的能力。
3.学习策略目标：能够主动积极地与他人合作探究，通过图片，视频，音频等直观手段学习新知，善于通过对比、归纳出知识点之间的内在联系，为后续学习打基础。
4.情感态度目标：通过展示图片、视频等，感知故事内容，通过学习过程中的思考、交流、讨论和分享，形成团队合作精神，激发并培养学生乐于用英语交际的兴趣。
5.文化意识目标：通过视听与合作学习，情景教学等多种活动，引导学生对职业Pilot, singer , lifeguard等各种职业的思考，了解各种职业需要做什么，初步感知每种职业对个人存在的意义及社会价值，帮助学生形成积极健康的生活态度。
1.热身：
（1）承上启下，听唱律动温故知新。
（2）展示上节课提及到的Froggy’s new job并进行复习2.学习新知：
（1）抛出问题引导学生掌握本课时重点单词：
cook,pilot,taxidriver, teach,children, help, subject
（2）了解多种职业及他们的职业属性，掌握句型What do you want to be? I want to be ....
3．语言技能目标：通过师生互动与生生互动了解本单元所学习的重点句型和重点篇章，在表演和对话中学习重点句型，并能够了解文章主体大意，给学生一种清晰的概念。
4． 学习策略目标：能够主动积极与他人合作探究，共同完成学习任务。
通过图片，视频，音频等直观的手段学习新知，激发学生学习语言的兴趣，在听说读写等方面提升语言的综合运用能力。
5 情感态度目标：通过学习过程中的思考、交流、讨论和分享，指导学生相互交流、合作，培养其团队精神，激发并培养学生乐于用英语交际的兴趣。在学习完本课时后，树立良好的思想并为此养成良好的生活习惯，为以后的工作形成明确的出发点和行为。
6文化意识目标：引导学生了解每个行业的工作属性，并为自己的目标确定方向，养成良好的习惯，并为之努力奋斗。
1.热身：
（1）承上启下，复习上两节课的内容。
2.新课呈现：
（1）由上个环节的复习内容展示引出课题和本课评价机制。
（2）故事导入：Bing bing’s family’s jobs ，在学习故事的同时，掌握本节课单词和词组 street cleaner, fireman, spaceman, put out fires, save people in fires, fly rockets into space, hard-working, brave, strong
（3） 能听懂、会说、会运用句型He/She likes his/her job because …
…want/wants to be … Because…..
3. 通过阅读学习如何通过笔录了解他人的职业并进行谈论，了解课文以外更多职业。
学习策略
教会学生在阅读的过程中快速获取关键信息。
2. 引导学生整体阅读文本对话，理解文本细节信息。
3．引导学生借助关键词记住笔录主要意思并尝试表达。
情感态度：
培养学生积极用英语表达的情感态度。
引导学生发现不同职业的意义，培养学生尊重和热爱不同职业的的态度。
知识技能
1. 能听懂、会说单词和词组 over there, be strict with, work hard, as busy as, until, go over, get on well with, not only, but also
2. 能听懂、会说、会运用句型There be句型
He is not only… but also…
3. 通过阅读学习, 重新对于职业的新的认识和理解，可以帮助学生对未来职业更加具体的规划。
学习策略
教会学生在阅读的过程中如何更快更准获取关键信息。
2. 引导学生在整体阅读文本对话中，理解文本信息。
3．引导学生借助关键词表达文本内容。
情感态度：
1. 培养学生对于职业的热爱。
引导学生更好的理解职业的社会意义，启发学生对未来职业的规划。
Topic
单课时话题
Froggy’s new job
Different jobs
My future jobs
Bing Bing’s job
Content
单课时教学文本
Narrator: There is a froggy in the forest. He is small. But he wants to do something new. Froggy wants to be a pilot. He wants to fly a plane, but he is afraid of flying.
Cormorant : Haha, I can fly. I can teach you flying.
Froggy: Thank you, Cormorant. Oh no.Help! Help ! It’s too high.
Narrator: Froggy wants to be a singer, but he is not good at singing.
Cat: Oh, my god. Help me! The voice is noisy.
Bird: Froggy, froggy. Please don’t sing.
Narrator: Froggy is very sad. One day, a chick falls into the lake! A lifeguard jumps into the lake .Froggy jumps into the lake ,too. They save the chick.
Chick: Thank you. My hero.
Lifeguard: You are good at swimming . Do you want to be a lifeguard.
Froggy: Yes, I do.
Narrator: Froggy becomes a lifeguard. He likes his new job.
Listen and say
What do you want to be?
I want to be a pilot.
Ms Guo: What do you want to be, children?
Peter: I want to be a pilot. I want to fly a plane in the sky.
Kitty: I want to be a doctor. I want to help people.
Alice: I want to be a teacher. I want to teach English in a school.
Joe: I want to be a cook. I want to cook nice food.
Ask and answer
1 What does Kitty want to be?
2 Who wants to fly a plane in the sky?
3 What subject does Alice want to teach?
4 What does Joe want to be?
Bing bing’s family’s jobs
Bing bing is a little boy. He is 6 years old. His mother is a street cleaner. She is 32.She is hard-working. She usually works early in the morning. She likes her job because she can make our city clean and beautiful. Bing Bing’s father is a fireman. He is 34. His job is to put out fires. He likes his job because he can save people in fires. He is brave. Bing Bing’s uncle is a pilot. He is 37. He is strong. His job is to fly rocks into space. He likes his job because it’s exciting. He wants to walk around the moon one day. Do you know what BingBing wants to be? He wants to be a policeman. Because he can help people in need. What about you ? What do you want to be?
Do you know our English teacher? Look! There is a young man standing over there. He isn’t tall and looks very thin. Who is he? He is Bing Bing. He is our English teacher.
Our teacher is strict not only with himself but also with us. We all like him, because he is a good teacher and often helps us with our English.
Our English teacher works hard and he is as busy as a bee. He often prepares lessons and studies until late at night. In Grade Three, we often have tests and have more English homework. Bing Bing always goes over it carefully.
Bing Bing gets on well with us. He likes singsing very much. One day before classes began, he said to us: “ Now, let me teach you an English song.”
We all like our English teacher. He is not only teacher but also our good friend. Don’t you think so?
Blackboard design
板书设计
Module1 Getting to know each other
Unit1 My future
--know about some kinds of jobs
What do you want to be?
I want to be a pilot/teacher/doctor/cook.
Question:
1 What does Kitty want to be?
2 Who wants to fly a plane in the sky?
3 What subject does Alice want to teach?
4 What does Joe want to be?
5AM1U1 Jobs
hard-working strong exciting
cleaner fireman spaceman
clean the city put out fires fly rockets into the space
What does Bingbing want to be?
He wants to be a policeman.
Why?
Because he wants to help people in need.
Bing Bing’s job
1.Who is he?
2.What is he like as a teacher?
3.What do you want to be?
三、单课教学设计
Period 1
Procedures
Contents
Methods
Purpose
Pre-lesson
欣赏歌曲《I am a froggy》
视频播放
活跃课堂氛围，为后文讲故事埋下伏笔
Pre-task preparation
1.学习单词Froggy
2.话题讨论：Guess: What’s froggy’s new job? Maybe his new job is ……
（过渡语：大家想听故事吗？今天郭老师给大家讲一个关于froggy的小故事，他的新职业到底是什么呢？
Boys and girls ,would you like enjoying story? Today Ms Guo will tell the story about froggy. What’s froggy’s new job? How does he find his new job?)
1.借助frog, foggy拼读单词
2. 出示各种职业的图片，师生示范对话，然后让生生讨论并展示
学习Froggy，解决了生词，并为后面的话题讨论做好铺垫。同时话题讨论Froggy的新的职业，为后面的内容做一个很好的预设，发挥了学生对故事的想象力。挖掘学生的学习潜能。
创设教学情景，让学生在情景中学习，更有真实趣味性。同时也能激发学生学习的乐趣。
While-task procedure
1.Listen and answer: How does the froggy find his new job?
2 .Listen and order the picture.
3.Watch and answer:
1) What does the froggy want to be first?
2) What does the froggy want to be next?
3) What does the froggy do last?
4. Watch and follow to read.
1.播放改编后文本的录音，让学生整体感知文本内容
2.再次播放录音，根据录音材料排列图片顺序
3.观看视频，回答3个问题
4.观看故事视频，并进行模仿跟读。
1.通知提问，不急于在这上步去找到答案主要目的是引导学生在寻找问题的过程中整体感知文本内容，对文本有一个初步的了解
2. 根据录音材料排列图片顺序，让学生们再次熟悉故事发生的先后顺序，理清故事发生的先后次序。
3.通过观看视频解决3个细节问题，通过细节梳理故事脉络，解决文本中重难点问题。
4.通过模仿跟读，为语言的输出做进一步巩固
Post-task activity
1. Discuss and act.
2.Discuss and think: If you are the froggy，what do you want to be?Why?
I want to be……
1.师生示范后，小组合作讨论，分配好角色，教师走下讲台进行指导和帮助
2.提出问题，让学生大胆思考和讨论，对问题提出自己的想法，教师将有效地，好的关键词或句板术在黑板侧边
1.通过小组合作，能够弥补后进生学习的不足，同时也能提升优生的领导能力，进行有效地输出。
2.通过对问题的思考和讨论，能够最大限度地拓展学生的语言组织能力和发展思维能力，同时教师的板术也能起来很好的分享意义，提升学生学习的品质，做到有意义输出。
Assignment
1.跟读模仿故事。（2颗星）
2.根据板书的思维导图复述故事内容。（4颗星）
3.小练笔：如果你是小青蛙，你对职业有什么想法呢？用几句话写下来。（5颗星）
（学生可以自己的实际情况，进行分层作业。）
Period 2
Procedures
Contents
Methods
Purpose
Pre-lesson
让学生用Do a survey的环节与同学朋友间了解他们对未来职业的想法，并查出这些职业的英文书写.
Alice
teacher
Peter
doctor
Joe
cook
表格形式
通过这项活动，可以让学生们了解职业的种类并能锻炼学生们自主学习的能力，在过程中最大限度的挖掘自己.
Pre-task preparation
1 Review the froggy’s new job
2 话题讨论（Your new job）：通过小青蛙的新工作进而联系到自己
1 T: What’s the froggy’s new job?
2 T: Let’s talk
What do you want to be?
I want to be...
复习小青蛙的新工作，让学生们对于自己未来的规划和打算，充分挖掘学生自我规划的能力并掌握本课时重点句型。
While-task procedure
1 当学生们正思考时，来了解主人公他们对未来工作的打算。
2 Listen and answer
What do they want to be?
3 Answer the questions
1) What does Kitty want to be?
2 )Who wants to fly a plane in the sky?
3 )What subject does Alice want to teach?
4 )What does Joe want to be?
4 Ask and answer
S1: What do you want to be?
S2: I want to be ...
I want to ...
5 Follow the passage
播放文本视频
再次欣赏视频，了解各个职业的工作属性。
小组合作讨论
再次播放视频，小组合作跟读模仿语音语调
让学生整体感知文本所描述的内容，并大概了解主人公的未来工作打算。并通过文本中主人公的特点为表演环节做铺垫。
通过再次观看视频，让学生又一次加深每个人的工作，并了解每个工作的特点，了解工作属性，学生们对于工作选择又有了更加确定的准备。
通过文本内容了解工作的选择，并让学生进行讨论自己的真实想法，并熟练掌握本单元重点句型。
加深对文本的理解，并为表演环节做好铺垫。
Post-task activity
1 Read and act
2 Writing: My future
小组合作表演文本内容，并可进行对话拓展。
熟读文本，根据内容写一篇介绍自己未来的作文
通过小组合作表演，既能了解学生对于文本的理解和掌握情况，也能锻炼学生团队合作的能力。
教师可以通过文章掌握学生对于文本的理解情况，也可培养学生书写的能力。
Assignment
1 跟读模仿文本内容（一颗星）
2 作文：My future (可根据学生情况，进行分层训练）（五颗星）
3 制作卡片(将工作内容和性质写在里面, 可与同学进行练习）（五颗星）
Period 3
Procedures
Contents
Methods
Purpose
Pre-lesson
1 . Self-introduction（教师自我介绍）
The teacher introduces herself using a rhyme and chants with the students.
教师通过自编歌谣介绍自己，师生相互熟悉，活跃气氛，铺垫生词exciting，because
Pre-task preparation
2. Talk about the things the students like（谈论学生喜爱的食物、动物等以及原因）
The teacher asks about what the students like and why. The students try to say what they like using ‘I like…because…’
通过韵律诗铺垫本课难点句式，引导学生运用I like …because …谈论自己喜爱的食物、动物等。
While-task procedure
Bring up the topic（揭示话题）
22. Guess the jobs in the text （猜测课文中人物的工作,）
Read the text quickly and find the jobs of Bing Bing’s family （快速阅读课文，找到文中人物的职业）
4． Read the text in details and find what they do（仔细阅读课文，了解文中每个职业所做的事）
Learn what these jobs do
Say a rhyme

Listen, read the text and find out why they like their jobs（听课文内容，尝试跟读，思考问题）
6. Tell the students the importance of different jobs （告诉学生每一种职业都很重要）
1 The teacher tells the students the topic of this lesson, and asks them what jobs they already know.
2 The teacher shows the outlines of the pictures of Bing Bing’s family and asks the students to guess their jobs from the pictures.
3 The students read the passage quickly and circle the jobs of Bing Bing’s family.
A: The students read the text in details and underline what each of the jobs do.
B: The students say a rhyme about the jobs in the text.
5:The students listen to the text and try to follow, think about the question: Why do they like their jobs.
6.The teacher tells the students: All jobs are important.
1 ：通过谈论学生已经知道的工作，调动学生相关知识储备，为进入课文阅读进行铺垫。
2引入文本情境，通过看人物剪影预测人物职业，引发学生阅读兴趣。
3通过快速阅读课文的方式，指导学生如何快速阅读，获得自己所需要的信息, 教授单词cleaner, fireman, spaceman.
4A通过仔细阅读课文的方式，指导学生如何读懂课文细节，进一步理解阅读内容, 教授词组clean the city, put out fires, fly rockets into space.
4B通过有关课文的韵律诗巩固学生对阅读课文中人物职业的理解
5通过让学生带着问题边听课文边跟读，思考文中人物喜爱自己工作的原因。
6在课文学习之后，引导学生思考不同职业的重要性，启发学生理解和尊重身边的每一种职业。
Post-task activity
1 Read and text in groups.（小组内朗读课文）
2. Talk about the jobs in the text（根据阅读内容说一说课文中人物的职业）
A. Give a model
B. Talk in groups
3. Read more reports and guess the jobs. （读其他笔录，猜测文中人物的未来的职业规划）
1 The students read the text in groups and help each other. The teacher helps the students to read better.
2A:The teacher shows the students how to retell according to the key words.
2B:The students try to talk about the jobs in the text according to the key words in groups.
3:The students read another report together and guess the future job.
1通过学生在小组内再次朗读课文，让学生从整体上再次回顾课文内容，引导学生在小组内的互相帮助，合作学习。
A:通过教师示范复述，指导学生如何根据关键词及短语说一说课文中的三个职业。
B:通过小组内谈论课文中的职业，引导学生借助关键词句记住阅读内容主要意思并尝试表达。
3通过阅读课外有关职业短文巩固本课阅读相关内容，同时引发学生思考课文之外不同职业的重要性。
Assignment
Homework
A: Read the report and try to retell the whole report according to the key words
. （读笔录，并尝试根据自己整理的关键词复述整篇课文。） （三颗星）
B: Finish the reading task and talk about it.
（完成阅读任务，猜一猜他们的职业，并用自己的话说一说。) （四颗星）
C: Interview some people about their jobs and write a short report. （五颗星）
（采访身边的人有关他们的职业，仿照笔录写一写）
〔设计说明〕：通过具有层次性的作业设计，兼顾到学生阅读、复述、理解、写作等各方面能力的发展，引导学生学以致用。
另：课后每位学生可以得到一份笔录，学生可以通过阅读猜测笔录中人物的职业，并体会该职业的重要性。
Period 4
Procedures
Contents
Methods
Purpose
Pre-lesson
1 . Sing a song <>
播放视频，学生观看并跟唱
活跃课堂气氛，营造学习氛围
Pre-task preparation
2. Free talk（根据图片介绍家人和朋友）
The teacher shows some pictures to students and let them talk the pictures.
教师通过图片让学生熟练掌握重点句型。
She/He wants to be…
While-task procedure
1 Guess: What’s Bing Bing’s job? Why?
2 Read and answer:
What’s Bing Bing’s job?
3 Read again and answer
1)How does Bing Bing do as a teacher?
4 Think and answer
Why does Bing Bing want to be a teacher?
1 出示图片，让学生思考
2 自主阅读文章内容，找出答案。
3 精读文本内容，抓住细节，解决问题。
4.让学生们分小组讨论，将学生的想法及好的词汇写在黑板上
1设置悬念，引出主人公的工作
2 培养学生自主阅读的能力。
3 培养学生解决问题的能力。
4.拓展学生的思维能力，共享大家的意见
Post-task activity
1 Read and share（小组内朗读课文）
2. Discuss and talk: What do you want to be?Why?
1.读课文然后在小组内分享
2.小组讨论后谈谈个人的职业规化
1通过学生在小组内再次朗读课文，让学生从整体上再次回顾课文内容，引导学生在小组内的互相帮助，合作学习。
2.学生今后的职业有一个初步的规化后，对现在的学习有一定的积极作用
Assignment
Homework
A: Read the text and try to retell it.
（再读文本内容并尝试根据自己整理的关键词复述整篇课文。） （三颗星）
B: Write your plan for your job.
（写一写关于自己的职业规化。) （五颗星）
四、阅读素养评价
A
Our Class This is our class. There are fifty students in our class. There are twenty-five boys and twenty-five girls. There is an American student in our class. Her name is Mary. Her English is very good. We all like her. She likes eating bread and cakes. She likes drinking milk and orange juice. We like eating rice and drinking tea. We are very happy together I. 仔细阅读，在下列句子前标上T（对）或F（错）( )1. There is an American boy in our class.( )2. Mary is an English girl.( )3. She likes rice, tea, and bread.( )4. We are good friends.( )5. There are twenty-four girls in our class. II. 在A, B, C中选出一个最佳答案 ( )1. How many students are there in the class?A. Twenty-five B. Fifty-five C. Fifty ( )2. What does Mary like eating?A.hamburger B.hot dog C.Cakes and bread ( )3. What does she like drinking?A. Apple juice. B. Cola C. Orange juice and milk ( )4. What do the Chinese students like eating and drinking?A. Rice and tea B. Bread and milk C. Bread and Passage 2 Betty and KittyBetty and Kitty are twins. They’re 12 years old. They look the same. But they have different （不同的）hobbies. Betty likes collecting stamps(集邮). She has many beautiful stamps. They’re from different cities（城市）and countries（国家）. But Kitty likes growing flowers. The flowers are all very beautiful.Betty and Kitty both like reading books. Betty likes reading storybooks. But Kitty likes reading science books.On Sunday,they usually ride bikes to the park. They can play with their friends there. Sometimes their parents go there, too.根据短文内容，判断下列句子的正误，正确的写“T”，错误的写“F”( ) 1. Betty is Kitty’s sister.( ) 2. Betty likes growing flowers.( ) 3. Kitty likes reading storybooks.( ) 4. They’re twelve years old.( ) 5. They usually take a bus to the park on Saturday. Passage 3In the ClassroomThis is a classroom. You can see some girls, a boy and a teacher in it. The boy is Tom. He has golden(金色的) hair and blue eyes. He is from America. He is a new pupil. The girls are Chinese. They can speak a little English. They are talking with Tom in English. Miss Li is writing something on the blackboard.根据短文内容，判断下列句子的正误，正确的写“T”，错误的写“F”( )1. There are some boys in the classroom.( )2. Tom’s hair is black.( )3. Tom is an American boy.( )4. The girls are Chinese.( )5. Miss Li is talking with her students.Passage 4John John usually goes to school by bus. He leaves his house at seven and arrives at his school at about seven twenty. His school is on a hill(小山)From Monday to Friday John usually has four classes every day. He is good at English. He wants to be an English teacher. He hopes that he will go to England to study English. 在A, B, C 中选出一个最佳答案 ( ) 1. How does John usually go to school?A. On foot. B. By bus. C. By train( ) 2. John is good at .A. English B. Chinese C. Maths( ) 3. What does John want to be?.A driver. B.An English teacher. C.A doctor.( ) 4. Where does John want to go?A. America B. Canada C. England( ) 5. How many classes does John have every day?A. Four. B. Three. C. Six.

五、推荐阅读
1 冰河世纪动画片；
2 书虫牛津版。