外研2011课标版一年级起点《Unit 2 I’m going to be a driver.》最新教案下载-驻马店市优质课

2. 打开思路,用以前和现在所学的知识描述职业.

·课型： 单词句型新授课

·使用教具： 电子课件 单词卡片 单词图片 手偶

·教学思路: 这是一节新课，在上一个模块的学习中，学生们已经对将来时态的表达“I/ You/ He/ She will______.”朗朗上口，并会问答“Will you___?”在这一模块的学习中，学生要学习用将来时态来说自己将来想成为的人“I will be a ______.”并对其职业进行描述，本模块前后知识联系强，知识的综合训练强度大。这一节课是本模块的第一课时，要求学生能够理解课文的含义，认读新单词，会说新句型，并对职业进行简单的描述，所以在开课的时候，我设计了用各种职业中的名人，来引出新知识，看到身边的名人，学生的学习兴趣浓厚，同时也对各种职业充满了向往。最后，引出 “writer” 和 “film star”。在教课文，时，我提出本文的难点“What will you be in the future?”这个句子教授。在处理完重点难点以后，出现Lingling和Amy的图片，像回答文中的问题一样自然引出对职业的描述，最后，出现一个新的职业，让学生们展开联想，打开学生的思维。接下来，我设计了转盘游戏，半机械操练让学生练习描述职业和说职业，然后再用猜职业来转换学生思维的角度，更深一层锻炼学生的运用能力，最后用小记者，了解身边的同学，综合运用知识，再转述周围的同学们的未来梦想，整节课在教师的步步深化，层层递进中，掌握知识技能，符合学生的认识规律。在本节课的最后，我还出示了情感教育，观看各行各业的图片，如爱心高考出租车，中国的宇航员等，最后送给学生们一句英文谚语 “There are masters in every walk of life.”行行出状元来结束本节课的内容，使课堂容量增大。

·教学过程:

Step I Warm-up

T plays the CAI, show the video of “I will be a pilot.” Ss look and sing the song. ( In this step, T makes a good English atmosphere at the beginning of this class. 而且歌词里也有很多与职业有关的词，可以帮助孩子们复习与职业有关的单词。 ).

Step II Presentation

T Shows the pictures of the famous person on PPT, Ss look and say their jobs. T describes the person simply, Ss listen.

Famous person:

1)Show a picture of Beckham, ask:

T:What’s his job?

S: footballer-贝克汉姆

T: He plays football good. He likes ____. 学生说football. LiuXiang runner, he can run very fast, and his legs are long.

2). Show a picture of Kongzi. Ask: Who knows, what’s his job? teacher-孔子, T: He likes ____. Students say: reading books..

3). Show a picture of Leifeng, T says: He always helps people. So He is ______. (预设：学生回答：helpful.) T: And, what’s his job? Will we learn from him? 我们应该向他学习吗？soldier –雷峰

4). driver, He can ______ (S: drive cars) T: He can go to Beijing. And he can go to anywhere he likes.

5). writer – 冰心, 安徒生, Ask, what ‘s your favourite writer? S: My favourite writer is _____.

6). film star –(刘星)张一山. Ask: Which film stars do you know? S: XX is a film star.

(其中 writer, film star是新单词,最后呈现并讲解. 而教师对每一个人职业都进行一点描述, 打开学生思路,培训学生的情感教育.)

2. 学生们看完这些职业后,对各职业有了一定的憧憬,这时,课件出示所有职业，再问学生: T: What will you be in the future? S: I will be a _______. (预设: 学生很可能会回答错: I will…… I will be doctor. I will be going to be a policeman.) T correct the answer and teach the new sentence: Hold the card of “be”

并板书： I will be a _________. (请10组左右回答)

3． Show 4 questions on the PPT. What will Ling/Amy/Daming/Sam be in the future? T: We know that you will be great in the future. But what will our friends be in the future? Look at the questions, then, listen to the story.

(先提出问题,请学生带着问题看课文对话,有助于学生对课文的理解,有针对性地听对话.)

4. Ask and answer the questions.

5. At last, ask what will Sam be in the future? 这时,问一下:”Is Sam a policeman now?” 引出” in the future”并教此短语,接下来,教难点句型”What will you be in the future?”

5. Read: read after the tape, every sentence read twice—read in random—read together—divides the characters to read.

Step III. Practice

手偶游戏: T puts 5 animals on fingers, students ask the animals :” What will you be in the future?” 老师用不同的声音给手偶中的小动物配音来回答学生们的问题. (在手偶游戏中,与学生心理特征相符,学生们感兴趣,同时也机械操练了句型: What will you be in the future?)

Work in pairs, then, stand up one by one to ask and answer:” What will you be in the future? I’ll be a ……