1、Unit 2 Im going to be a driver.教教学设计学设计 1.教学目标教学目标 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? Im going to be a driver. Im 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
2、.重点难点重点难点 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.教学过程教学过程 活动 1【讲授】新授课 I. Warm up 1. Hello children Do you like singing? Lets enjoy a song and do the actions. T: You can sing well. A hug for you! Maybe youre 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: Lets do and say quickly. I want to know
3、 who is going to be No.1. Ss: Im going to be No.1! Flash pictures, say and do quickly. (渗透句型:Im 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 sisterson. T:Can you guess? Whats 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
4、师。 T:Is he a teacher now? (Ss:No, he isnt.) He is going to be a teacher when he grows up.强调 be going to 句型表 示将来。 T: My nephew is going to be a teacher. What about you? 引导学生用 Im 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
5、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) Lets ask Sam. 引导学生齐说 What are you going to be, Sam? Lets ask Daming. 引导学生齐说 What are you going to be, Daming? Lets 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
6、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? Lets listen it again. T: Youre right!Lets enjoy a chant: What are you going to be? Sam, Sam? Im going to be a driver. Im going to be a driver. What are you
7、 going to be? Daming, Daming? Im going to be a doctor. Im 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
8、? Why?(强调 be going to 句型表示将来。) Who is a driver now? Lets listen and try to imitate. (S1: Linglings 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”? Lets listen and try to imitate the text again. T: Please circle “going to”.(学生在课文里圈出 going to) Can
9、 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. Whats 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 isnt a
10、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? Lets 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 youre 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 isnt a doctor now. He cant
11、 help Lingling. Hes 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. Theyre about jobs. Do you want to know? ( show a box
12、) Lets chant and pass the box. Ss: What are you going to be? What are you going to be? T:Stop! SsS1: What are you going to be? S1 (chooses a picture and show it to classmates.) Im going to be a _. TS1: 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
13、,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:Im 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. Lets 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 play
14、er、ping-pong player ) TS1、S2:What are you going to be? S1、S2:Im 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:每个人都有自己的职业梦想，职业无论平凡与否，最重要的是为 社会做出贡献。 希望你可以努力学习， 早日实现自己的梦想。 Because there is a will, there is a
15、way! (设计意图：适时导入情景目标，培养学生正确的择业观。) III. Summary: T:Today we talked about “Im going to be a _.”. What are you going to be? Say it together! Ss: Im 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: Im going to be an excellent teacher! After class, you can ask your friends dream. You can do a survey. This is todays 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 survey (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。)
