2020-2021学年Unit 2 What are you going to see?教学设计及反思

这是一份2020-2021学年Unit 2 What are you going to see?教学设计及反思，共7页。

Maybe I’ll be a writer.
·教学课题：新标准英语（一年级起点）第五册：Mdule 4 Unit 1
第二课时Maybe I’ll be a writer.
·教学内容：学习用句型” What will yu be in the future? Maybe I’ll be a writer.”来询问朋友们的将来，并能对自己的将有简单描述。
·教学目标：知识目标： Knw the meaning f the request sentence “ What will yu be in the future?” And knw the answer. “Maybe I’ll be a writer.”
能力目标：理解课文内容，会用新学会的句型来询问别人的将来理想，并能够对此职业进行简单的描述，能够用这节课的句型和以前学的句型Will yu be a____?进行简单对话，并有一定的逻辑思维能力。
情感目标：了解身边的人和故事，对各行各业的精英人士胸怀崇敬，相信自己的能力，行行出状元。
·教学重点：学习询问别人的将来和描述自己的将来。What will yu be in the future? Maybe I’ll be a _______.
·教学难点：1. future的发音.
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/ Yu/ He/ She will______.”朗朗上口，并会问答“Will yu___?”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 yu 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 f 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, shw the vide f “I will be a pilt.” Ss lk and sing the sng. ( In this step, T makes a gd English atmsphere at the beginning f 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 Presentatin
T Shws the pictures f the famus persn n PPT, Ss lk and say their jbs. T describes the persn simply, Ss listen.
Famus persn:
1)Shw a picture f Beckham, ask:
T:What’s his jb?
S: ftballer-贝克汉姆
T: He plays ftball gd. He likes ____. 学生说ftball. LiuXiang runner, he can run very fast, and his legs are lng.
2). Shw a picture f Kngzi. Ask: Wh knws, what’s his jb? teacher-孔子, T: He likes ____. Students say: reading bks..
3). Shw a picture f Leifeng, T says: He always helps peple. S He is ______. (预设：学生回答：helpful.) T: And, what’s his jb? Will we learn frm him? 我们应该向他学习吗？sldier –雷峰
4). driver, He can ______ (S: drive cars) T: He can g t Beijing. And he can g t anywhere he likes.
5). writer – 冰心, 安徒生, Ask, what ‘s yur favurite writer? S: My favurite writer is _____.
6). film star –(刘星)张一山. Ask: Which film stars d yu knw? 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 yu 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 dctr. I will be ging t be a pliceman.) T crrect the answer and teach the new sentence: Hld the card f “be”
并板书： I will be a _________. (请10组左右回答)
3． Shw 4 questins n the PPT. What will Ling/Amy/Daming/Sam be in the future? T: We knw that yu will be great in the future. But what will ur friends be in the future? Lk at the questins, then, listen t the stry.
(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 questins.
5. At last, ask what will Sam be in the future? 这时,问一下:”Is Sam a pliceman nw?” 引出” in the future”并教此短语,接下来,教难点句型”What will yu be in the future?”
5. Read: read after the tape, every sentence read twice—read in randm—read tgether—divides the characters t read.
Step III. Practice
手偶游戏: T puts 5 animals n fingers, students ask the animals :” What will yu 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 yu be in the future?)

Wrk in pairs, then, stand up ne by ne t ask and answer:” What will yu be in the future? I’ll be a ……
课件又出示Lingling and Amy, 学生填空： I’ll be a writer. I___. I’ll be a film star. I ______,(初步了解对职业的简单描述。) Then, put the phrase “ lve bks” away, let the students t think what ther reasns cause Lingling wants t be a writer. (这一步开始打开学生的思维,学生们很活跃地思维,可以想到 “She usually write letters.” 等多种原因,用上以前所学知识.)
CAI: a basketball player, ________ __________. S: I'll be a basketball player. I like playing basketball. My arms are lng. 抽四到五个学生回答。(一步步打开了学生们的思路,让他们发挥联想,大胆开口说英语.)
Task 1: 欢乐大转盘happy wheel，被转到的孩子只能看到一个职业，然后进入这个职业，说句子I_______, I___________
Task 2: 神秘盒子Mystery Bx: Shw a bx with sme cards, Ss pick ut a card and describe a jb, the thers guess: “ I’ll drive a car.” S: Will yu be a car driver? S: Yes, I will. (让学生们逆向思维,通过对一个职业的描述来猜这个职业,能力要求提高一步.)
Step IV. Cnslidatin
Task 3: 小记者Little reprter: CAI 一个充满梦想的图片I have a dream.I……
T shws an example, T hlds n a micrphne and interviews tw r three students : What will yu be in the future? Why?
Then, Ss ask and answer their friends in randm, they can leave their seat.
After 2 minutes, T hlds n the micrphne again, and then pretend t recall: ”XX will be a ___. He likes ______. 强调likes. And XX will be a ______. She runs fast. (这里就是学生们的综合能力运用,要求学生将本节课所学知识与以前所学知识相联系,更能够流利出说英语,实现英语课的真正表达能力体现.)
Shw sme pictures f jbs, then, tell the students that, yu all have dreams, if yu wrk hard, yur dreams will cme true, lets’ say a wrd tgether: Let’s remember: “There are masters in every walk f life.” 行行出状元.
Step V. Hmewrk
Research yur mther and father r ther adult, then, fill in the blank.
When yu are yung, what d yu want t be in the future?
Nw, what’s yur jb?
Say abut the result:
e.g. My mther will be a ____. But nw, she is a ____.
·板书设计
film star
writer
in the future
be
Mdule 4 Unit 1
What will yu be ?
I’ll a /an .
She likes…… G1 G2 G3 G4
Yung
Nw
mther
father