北京版三下-UNIT SEVEN I WANT TO BE A TEACHER-Lesson 23-ppt课件-(含教案+素材)--(编号：a7f14).zip

Unit seven I want to be a teacher. Lesson 23 Talk about the picture thunder afraid p1P1.2 Talk about the picture Its raining hard, and its thundering. Are you afraid of thunder? Yes. How about you? know all about the weather a scientist a scientist 钱学森钱学森 袁隆平袁隆平a scientist a scientist Talk about the picture Im not. I want to be a scientist. I want to know all about the weather. p1P1.2 storiesinteresting I want to be a writer. What do you want to be, Lingling? I want to be a writer. I want to write interesting stories. p2 I want to be a scientist. I want to be a writer. I want to be a swimmer. Listen and repeat. Read and act. a scientist a writer a swimmer a singer a dancer a football player She/He wants to be . Lesson 9 Nobody wanted to play. A: What do you want to be? B: I want to be a A: Why? B: Because I like ./ I can very well./. How about you? A: I want to be a . Because . Lets talk about you. Homework： 1.朗读P50-51，P51发送录音； 2.P51看图写句子2+1； 3.阅读绘本故事 典范英语2b Lesson9 Nobody wanted to play. I want to be a singer. I want to be a dancer. I want to be a football player. I like ball games. I often play ping-pong and football in the park. I can play football very well. Can you guess what I want to be? Lets sing a song. Yangyang likes ball games. He often plays ping-pong and football after school. He can play football very well. a scientist a writer a swimmerUnit 7 I want to be a teacher. -Lesson 23 指导思想与理论依据指导思想与理论依据 （新课程标准指出，英语课堂应注重语言实践，培养学生的语言运用能力；加强 学习策略指导，培养学生自主学习能力；要为学生提供自主学习和相互交流的机会以及充 分表现和自我发展的空间。在本课中，通过职业梦想话题的导入，交流，激发学生对此话 题的兴趣，开拓思维，引导学生发现自身优势，寻找自己的兴趣点，为学生插上梦想的翅 膀。 教学背景分析教学背景分析 教材分析教材分析 本课是北京版三年级下册 Unit7 Lesson23，课文内容是玲玲和 Sara 两人在一个雷雨天 进行关于职业梦想的对话，谈论自己长大后想要从事的职业以及原因，并对果果的职业梦 想进行问答。 本课是本单元的第一课时，此话题在学生之前的学习中没有涉及过，属于全新话题， 相关词汇的积累有：teacher，doctor 等常见词语，学生可用 want to do 表达自己的简单 意愿，但与本课 want to be 有所不同，需理解区分。右页功能句型 What do you want to be? I want to be a 是对长大后想从事的职业进行提问与回答，适时引导学生对人称， 职业进行替换。本课涉及六个职业名词：scientist，swimmer, singer, writer, dancer, football player,除科学家以外的五个词都是规律的动词加 er 变名词，通过本课的学习， 能让学生意识到这一构词法。 本课时在导入本单元的话题后，后续的第二、第三课时中，学生们将对不同职业情况 进行进一步的了解，交流家人的职业情况及为了实现职业梦想需要为之所做的努力。 学情分析学情分析 原有认知：在本单元之前，学生没有接触过相关话题，本课话题属全新内容，已有认 知的职业名词有常见的 teacher，绘本故事中读过的 doctor，以及一首简单的歌曲中出现过 的 vet,和 pilot.。学生们在日常教学中，可以用 want to 表达自己的想法，描述他人的想法。 因此本课句型的表达比较容易，难点是职业名词的发音，认读，及构词规律。 本班情况：我从一年级下册开始任教三二班，孩子们已经有两年的英语学习基础，对 英语学习的兴趣浓厚，大部分孩子具有每天听读，预习，复习的好习惯，能够在班级英语 读书群中，发送语音语调流畅的读书录音，喜欢读，有说英语的愿望。通过学前调查，本 班孩子对此话题的敏感度不高，部分孩子对自身的认知不是特别鲜明，没有明确的长大后 想要从事的职业梦想，希望通过本课的学习能够激发学生发现自身优势，寻找自己最大的 兴趣点，并树立追求梦想的意识。 教学目标教学目标: : 知识与技能: 通过本课的学习, 学生能够: 通过观察图片，导入故事，听故事，读故事，演故事等教学环节，理解故事的意思； 正确朗读故事内容，尝试表演故事，复述故事； 准确认读 scientist，swimmer, singer, writer, dancer, football player，体 会动词加 er 变名词的构词规律； 用功能句型与他人进行关于职业梦想的提问与回答。 过程与方法： 学生根据老师的问题，设置的情境，进行猜测，模仿，演练等方式，使学生多维度理 解故事大意； 通过话题引导，交流逐步深入，引导学生发现动词加 er 变名词的规律； 在话题交际中进行功能句型的机械操练； 通过小组合作等形式，鼓励学生进行真实交流，内化语言，能够达到最后的输出。 情感态度价值观： 通过本课的学习，引发学生的思考，开拓思维，激发孩子们发现自身优势，寻找自己 最大的兴趣点，并树立追求梦想的意识。 教学重、难点教学重、难点: : 重点重点：理解故事内容，准确，有感情的朗读故事；准确认读 scientist，swimmer, singer, writer, dancer, football player；能够运用功能句型：What do you want to be? I want to be a 进行职业梦想的提问与回答。 难点：难点：职业名词 scientist，singer，writer 的发音，认读，及动词加 er 变名词的构词规 律；描述自己的职业梦想并阐述原因。 教学准备：教学准备： 多媒体及课件，单词卡及图片，教学用具。 教学过程：教学过程： Warm-up： 1.Greeting. 2.Talk about the weather. Do you like sunny days? Why? 【设计意图：简单谈论今天的天气，及孩子们对天气的喜好，引入主题图关于天气的猜测，设计意图：简单谈论今天的天气，及孩子们对天气的喜好，引入主题图关于天气的猜测， 为本课话题的导入做铺垫。为本课话题的导入做铺垫。 】 Presentation： 1.Here are our friends. Who are they? Where are they? Can you guess what the weather is like today? Lets listen. - Its raining and thundering. 2.Today is raining and thundering. The girls stay at home. Look at their faces. How are they? She is afraid of thunder. But Sara is not afraid at all. Because she wants to be a scientist. She wants to know all about the weather. (She likes all the weather. She wants to study all the weather.) Present pictures to explain a scientist. (Do you know a scientist?) 3.How about Lingling? Does she want to be a scientist to study about weather? What does she want to be? Lets ask Lingling together: What do you want to be, Lingling? Play picture two. She wants to be a writer. Because she wants to write interesting stories. (Explain the new words according to some books and pictures.) 4.Who else do they talk about? What does she want to be? Can you guess why? Guoguo wants to be a swimmer. Present the picture of Guoguo and describe the reason: She often goes swimming. She likes to swim and she can swim very well. 【设计意图：通过对当日天气情况的讨论，导入设计意图：通过对当日天气情况的讨论，导入 Sara 关于长大后的梦想的话题，引导学生关于长大后的梦想的话题，引导学生 仔细观察图片，认真倾听两人对话，提取关键信息，了解故事大意，并理解，认读新词新仔细观察图片，认真倾听两人对话，提取关键信息，了解故事大意，并理解，认读新词新 句。以本课的主要话题句。以本课的主要话题-职业梦想为主线，故事中涉及的三个人物，呈现出不同的层次与职业梦想为主线，故事中涉及的三个人物，呈现出不同的层次与 要求，教师辅助学生学习的掌握程度也逐渐放宽，关于三个人物的讨论越来越集中于本课要求，教师辅助学生学习的掌握程度也逐渐放宽，关于三个人物的讨论越来越集中于本课 的主要话题，教师尝试越来越放手，让学生自主听，获取信息，描述信息。的主要话题，教师尝试越来越放手，让学生自主听，获取信息，描述信息。 】 Practice: 1.Listen and repeat. 2.Role play. 3.Describe the dreams of Lingling, Guoguo and Saras according to the key words on the board. 【设计意图：通过跟读故事，模仿正确标准的语音语调，再尝试自读故事，小组合作表演，设计意图：通过跟读故事，模仿正确标准的语音语调，再尝试自读故事，小组合作表演， 进行练习，巩固。引导学生通过板书图片及关键词，进行课文的梳理，以第三人称的角度进行练习，巩固。引导学生通过板书图片及关键词，进行课文的梳理，以第三人称的角度 进行描述，这是文本在学生头脑中内化的过程，并为本课最后的输出做语言积累的铺垫。进行描述，这是文本在学生头脑中内化的过程，并为本课最后的输出做语言积累的铺垫。 】 4.It turns sunny now. Sara and Lingling decide to go to the park. Look, who do they meet? Show the pictures of Yangyang, Mike and Lily. They want to talk about their dream jobs? Can you guess? Lily wants to be a dancer. (Present Lilys pretty dress. Show the video of Lilys dancing. dance-dancer) Mike wants to be a singer. (Present Mikes song. Mike sings well. sing-singer) Yangyang wants to be a football player. (Read a passage about Yangyang. Then guess.) 【设计意图：设置另外三位小朋友的职业梦想之图，呈现本课右页新词，进行功能句型设计意图：设置另外三位小朋友的职业梦想之图，呈现本课右页新词，进行功能句型 的机械操练。在呈现三个人物职业梦想的过程中，利用视觉，听觉，阅读等不同的角度，的机械操练。在呈现三个人物职业梦想的过程中，利用视觉，听觉，阅读等不同的角度， 激发学生兴趣，拓展学生思维，积累语言，为学生最后的输出做准备。同时，在此过程中，激发学生兴趣，拓展学生思维，积累语言，为学生最后的输出做准备。同时，在此过程中， 引导学生发现动词加引导学生发现动词加 er 变名词的构词规律，给学生机会，自主尝试给出新词。变名词的构词规律，给学生机会，自主尝试给出新词。 】 5.Today we know our six friends dream jobs. Different children have different dreams. So does this little boy Wilf. Do you want to read this story about Wilf? Lets go. 【设计意图：通过图片环游的方式进行典范英语一则小故事的阅读，这则故事是小男孩设计意图：通过图片环游的方式进行典范英语一则小故事的阅读，这则故事是小男孩 Wilf 在公园不同的游乐设施上面玩耍，每在一处，他都会有不同的幻想，当他爬上一座火在公园不同的游乐设施上面玩耍，每在一处，他都会有不同的幻想，当他爬上一座火 箭形状的云梯，他就幻想自己变成了一名宇航员，当他箭形状的云梯，他就幻想自己变成了一名宇航员，当他通过阅读这个充满想象力的故通过阅读这个充满想象力的故 事，意在激发学生对于职业梦想的热情，想象力，开拓学生思维，同时，拓展职业相关的事，意在激发学生对于职业梦想的热情，想象力，开拓学生思维，同时，拓展职业相关的 词汇。由于时间的限制，在本课中，对该故事的阅读比较宽泛，留作课后阅读，学生可进词汇。由于时间的限制，在本课中，对该故事的阅读比较宽泛，留作课后阅读，学生可进 行进一步的补充阅读。行进一步的补充阅读。 】 Production： Lets talk about you. What do you want to be? Let our dreams fly with these balloons? Do you want to share your dream with us? Model: A: What do you want to be? B: I want to be a A: Why? B: Because I like ./ I can very well./. How about you? A: I want to be a . Because . Work in groups and record your dreams in the cards. Stick the cards on the balloons at last. Share your dreams in our class. 【设计意图：在前部学习的基础上，学生们已经有了关于此话题的一些语言积累，设置放设计意图：在前部学习的基础上，学生们已经有了关于此话题的一些语言积累，设置放 飞梦想的小环节，教师给出示范，激发学生谈论的兴趣，引导学生进行关于职业梦想的自飞梦想的小环节，教师给出示范，激发学生谈论的兴趣，引导学生进行关于职业梦想的自 主表达，在小组合作中，引导学生主动询问，认真倾听，根据提供的相关词库进行简单记主表达，在小组合作中，引导学生主动询问，认真倾听，根据提供的相关词库进行简单记 录。录。 】 Summary. Homework： Share your dreams with your friends or parents. Read the story. -GOOD ENLISH 2B Lesson9 （思考与后面课时相关的作业设计。 ） 板书设计：板书设计： Unit 7 I want to be a teacher. Lesson 23Unit seven I want to be a teacher. Lesson 23 Talk about the picture thunder afraid p1P1.2 Talk about the picture Its raining hard, and its thundering. Are you afraid of thunder? Yes. How about you? know all about the weather a scientist a scientist 钱学森钱学森 袁隆平袁隆平a scientist a scientist Talk about the picture Im not. I want to be a scientist. I want to know all about the weather. p1P1.2 storiesinteresting I want to be a writer. What do you want to be, Lingling? I want to be a writer. I want to write interesting stories. p2 I want to be a scientist. I want to be a writer. I want to be a swimmer. Listen and repeat. Read and act. a scientist a writer a swimmer a singer a dancer a football player She/He wants to be . Lesson 9 Nobody wanted to play. A: What do you want to be? B: I want to be a A: Why? B: Because I like ./ I can very well./. How about you? A: I want to be a . Because . Lets talk about you. Homework： 1.朗读P50-51，P51发送录音； 2.P51看图写句子2+1； 3.阅读绘本故事 典范英语2b Lesson9 Nobody wanted to play. I want to be a singer. I want to be a dancer. I want to be a football player. I like ball games. I often play ping-pong and football in the park. I can play football very well. Can you guess what I want to be? Lets sing a song. Yangyang likes ball games. He often plays ping-pong and football after school. He can play football very well. a scientist a writer a swimmer