北京版五下UNIT SIX WHAT WILL YOU DO IN THE FUTURE -Lesson 21-ppt课件-(含教案+视频+素材)(编号：01277).zip

1、Lesson 21 Unit 6 What will you do in the future? I need to be strong and fit to be a pilot. You have to exercise a lot. I need to study hard. I should be good at maths and drawing. one picture two pictures role play dialogue Come on！ Mike wants to be_. He enjoys_. He needs to_. Ling ling wants to be

2、 _. She enjoys_. She needs to_ _. making model planes a pilot be strong and fit making things an engineer study hard and be good at maths and drawing He enjoys He is Lang Lang. He is a pianist. playing the piano. He is Han Han. He enjoys He is a writer. writing stories. They enjoy They are tailors.

3、making clothes. My name is_. I want to be a/an _ in the future. I enjoy_. Some of them got the prize. Some of them are not famous. Sometimes they feel tired. Sometimes they work with illness. But they all work very hard and they make our city more beautiful, make our life much better. So we should s

4、tudy hard to be an useful man in the future. Homework 1. Share your ideal job and reason with your friends. 2. Help your parents do more things in your home.教学设计教学设计 北京版北京版小学英语小学英语五年级下册五年级下册 What will do in the future? Lesson21 教学设计者个人信息 姓名单位联系方式 教学基本信息 年级五 课题 Unit 6 What will you do in the future?

5、Lesson21 课时1 指导思想与理论依据 本课内容选自北京版小学英语教材五年级下册第六单元第 21 课。本单元主要学习运 用一般将来时态来谈论未来想要从事的职业以及 enjoy doing 表示原因。在北京版三年级下 册第七单元已经出现过职业类词汇，比如: teacher, policeman, dentist，nurse，worker，writer 等。并且在五年级下册第 19、20 课也涉及了 engineer、pilot、barber 等职业类单词。在本课的学习中，我们将继续学习两个新的表示职 业的英语单词 pianist 和 tailor 以及两个已学职业单词 engineer 和

6、 writer。 教学背景分析 教学分析教学分析: : 本课内容选自北京版小学英语教材五年级下册第六单元第 21 课。本单 元主要学习运用一般将来时态来谈论未来想要从事的职业以及 enjoy doing 表示原因。在北 京版三年级下册第七单元已经出现过职业类词汇，比如: teacher, policeman, dentist，nurse，worker，writer 等。并且在五年级下册第 19、20 课也涉及了 engineer、pilot、barber 等职业类单词。在本课的学习中，我们将继续学习两个新的表示职 业的英语单词 pianist 和 tailor 以及两个已学职业单词 engin

7、eer 和 writer。 学生情况：学生情况：本节课的授课对象是小学五年级学生。该年级的学生英语水平较高：有 着浓厚的学习兴趣，并且有着很好的学习习惯：预习习惯、书写习惯。经过四年多的英语 学习，学生已经具有一定的语言基础，模仿能力较强，灵活运用能力强。 学生在五年级上学期已经开始广泛的接触将来时 will 及 be going to do 的句型，并且学 生在原有的知识储备中有关于职业的单词和句型如：teacher, singer, player 等，句子: What do you do? / What does he/she do? 有一定程度的积累。本课的教学重点放在了对本单元一 系列

8、句子的整体操练，如 Do you enjoy? What will you be in the future? 技术准备：技术准备： 教学光盘，多媒体课件等辅助教学设备。 教学目标(含重、难点) 一、教学目标：一、教学目标： （一）知识与技能目标 1.能听懂、会说关于爱好和将来想要从事职业的交际用语“Do you enjoy making things?” “Yes, I do. I want to be an engineer.” 2.能听懂、读出、说出职业单词 a writer、a tailor、a pianist、an engineer 和活动短语 making things、makin

9、g clothes、writing stories、playing the piano，并能在情景中运用。 3.能正确地朗读课文。 （二）过程与方法目标 1. 通过创设语境，在情境中操练本课交际用语。 2. 通过模仿课文录音，学生能够正确的朗读课文。 3. 通过创设情景和各种操练活动，学生能够理解和记忆四会单词。 （三）情感态度价值观目标 1. 能用本课所学的交际用语综合谈论自己的爱好和想要从事的职业。 2. 通过本节课的学习，培养学生发现自己感兴趣的职业，明白要想实现理想必须努力学习 才能达成目标的道理。 二、教学重点：二、教学重点： 1、 运用交际用语“Do you enjoy ？” “Y

10、es，I do. I want to be .”与他人谈论各自 的爱好和将来将要从事的职业。 2、 词汇 a writer、a tailor、a pianist、an engineer、making things、making clothes、writing stories、playing the piano 的认读和运用。 三、教学难点：三、教学难点： 1、 情景语句“I need to be strong and fit to be a pilot.”的正确认读与理解。 2、 在恰当的语境中综合运用本科所学语言谈论自己和他人的爱好与将来的职业。 教学过程 （一） Warm up 3 Par

11、t1：Greeting T: Hello, boys and girls! Glad to see you again. How are you today? Ss: Hello, teacher! Glad to see you, too. I am fine, thank you. Part2: Free talk 分别展示课件 TF-BOYS、杨利伟的照片 T：Who are they? / Who is he? Ss： They are TF-BOYS. /He is YangLiwei T：What do they do? What does she do？ Ss： They are

12、 singers. / She is a pilot. T：Will you be a singer in the future? Ss：I hope so. T：Why？ Ss：Because. T：Will you be a pilot in the future? Ss：I dont hope so. T：What will you be in the future? Ss：I will be a/an. T：Why? Ss：Because. 设计意图：通过轻松问候，拉近师生的距离。通过熟悉的人物以及工作导入到自己将来从 事的职业，为故事的学习做铺垫。 （二） Presentation

13、22 Part1: Listen and say T：We have known some students ideal jobs, what will Ling ling and Mike be in the future? Lets watch a video. (播放 picture1 无字动画) Ss：Ling ling will be an engineer. Mike will be a pilot. T：Why？ Lets watch video again and tell me the reason. (播放 picture1 有字动画) Ss：Ling ling enjoy

14、s making things. Mike enjoys making model planes. T：Is easy to be a pilot or an engineer? Ss：No, it isnt. T：What will Ling ling and Mike need to do? Lets watch the video. (播放 picture2 有字动画) （此问题较难，可播放两次动画或教师加以引导回答） Ss：Ling ling need to study hard and good at maths and drawing. Mike need to be strong

15、 and fit. 设计意图：让学生带着问题去看动画，Ling ling 和 Mike 将要从事的职业、原因以及需要 做的事情，培养学生获取关键信息的能力。 T：Lets listen and repeat the dialogue. Ss：Listen and repeat twice. T：Read the dialog in pairs. If you read one picture you will get one star, if you read two pictures you will get two stars, if you can role play the dialo

16、g you will get three stars. Ss：Read the dialog in pairs. 设计意图：分层评价，激发学生朗读的兴趣，在英语学习的过程中获得成就感。 Part2：Retell the story Ling ling wants to be an engineer. She enjoys making things. She needs to study hard and be good at maths and drawing. Mike wants to be a pilot. He enjoys making model planes. He needs

17、 to be strong and fit. 设计意图：复述课文，培养学生灵活运用语言的能力。通过 enjoy 后面动词变成红色的方 式呈现，让学生发现语法点，自主探究知识。为下一环节的引出做铺垫。 Part3：Listen，look and learn T：You see people choose their jobs according to their hobbies, yes? 课件呈现郎朗的照片 T：Who is he? Ss：He is Lang lang T：What is he doing? Ss：He is playing the piano. T：What does he

18、 do? Do you know? Can you guess? Ss：He is a pianist. T：Why does he want to be a pianist? Ss：Maybe he enjoys playing the piano. T：Do you enjoy playing the piano? Do you want to be a pianist? Ss：Yes, I do. / No, I dont. T：You need to good at music and practice piano every day. 继续呈现韩寒的照片 T：Who is he? S

19、s：He is Han han T：He has written a lot of stories, so he is a writer. T：Do you enjoy writing stories? Do you want to be a writer? Ss：Yes, I do. / No, I dont. T：You need to read a lot of books and good at writing. 呈现裁缝的的照片 T：What are they doing? Ss：They are making clothes. T：So they are tailors. T：Do

20、 you enjoy making clothes? Do you want to be a tailor? Ss：Yes, I do. / No, I dont. T：You need to good at drawing and doing crafts. 设计意图：讲解本课的句型，以及重点 enjoy+doing. 培养学生的图片阅读能力。借助教师 不同层次的问题，引导学生观察图片，获取最多信息，帮助学生读图以及理解对话大意。 此外，单词的教授也是随着图片提问悄然展开，体现用中学。 (三) Production and extension. 13 T：Everyone has an id

21、eal job. What do you want to be? Why? Take out the paper and finish it. T：Miss Zha wants to be a manager in the future and I want to have a big company. If I have a big company, I need a lot of employees. Do you want to join me? T：Whats your name? What do you want to be in the future? Why? Ss：My nam

22、e is .I want to be .I enjoy. T：OK. You pass the interview. Could you help me hire next employee? Ss：Whats your name? What do you want to be in the future? Why? 设计意图：创设创建公司情景，师生对话过度到生生对话，带领学生进行成为某一种职业 原因的梳理与归纳；同时突破本课的难点：对未来从事职业的一个原因的表达，进行功能 句 I enjoy doing something 的充分操练。 （四） Conclusion 1 PPT 展示图片 T

23、：We all hope has a great job, but some of our parents got the prize. Some of them are not famous. Sometimes they feel tired. Sometimes they work with illness. But they all work very hard and they make our city more beautiful, make our life much better. So we should study hard to be an useful man in

24、the future. 设计意图：孩子通过图片和老师对工作者的解读，更加理解自己的父母，更加感恩人们的 辛勤工作所带来的舒适生活，鼓励学生努力学习，将来成为有用的人，完成自我情感态度 价值观的目标。 （五）Homework 1 1. Share your ideal job and reason with your friends. 2. Help your parents do more things in your home. 评价方式： 语言评价包括两方面，教师对学生的评价用语、学生间的评价用语；师生间的对话交 流，本身也是一种对学习效果的直观的评价。 在此次教学设计中，教师评价和学生评

25、价，都遵循公平公正的原则，采用以上图所示的爬 梯子的方式进行小组评价。 板书设计： Unit 6 What will do in the future? Lesson21 教学设计特色说明： 1.应用现代技术，突出以学生主体 在本课的教学过程中，教师起到引导与帮扶的作用，利用现代教育技术将教学知识进行整 合，突出学生主体地位，引导学生在生活化的情境中思考并运用语。如：阐述自己的理想 will be an engineer. enjoys making things. will be a pilot. enjoys making model planes. 职业及原因。通过这些问题的设计引导学生

26、关注生活、学会表达，将思维品质的培养融于 在本课的学习中。现代教育技术的大量使用，提高了课堂的时效性，增加了趣味性，学生 的主动性有了进一步提高。 2.突出话题功能，注重课程内容之间的联系 本单元围绕职业话题展开，主要学习理想职业及原因等知识。基于学生的生活实际，将以 往知识进行整合复现，创设主题对话活动的前展和外延，将主题对话与听力活动融合到一 起，便于学生在一个整体的大语境下理解记忆所学习的内容。 3.添加场景，体现生活情境 我充分挖掘教材内容，将教材进行改编，利用增加的场景调动学生的思维，通过在模拟情 景面试环节，孩子们有了更多新鲜的体验，切实的感受到获得知识，运用知识的过程，这 有利于提高孩子在生活中解决实际问题的能力。