新起点英语三上Unit 2 My Body第一课时教学设计方案

新起点四年上Unit6 Jobs 单元整体教学设计

崇文实验学校 小学英语组

单元教学目标

语言技能目标

第一层次：

1. 能够听懂、会说nurse,cook,doctor,bus driver,police officer,taxi driver,farmer,和worker等表示职业的词汇；能够根据语境恰当使用它们，并能借助拼读规律认读和记单词。

2. 能够听懂、会说用来询问职业理想的功能句：What do you want to be?及答句：I want to be a/an...能够初步在情境中进行口头运用，并能根据问句写出答句。

3. 能够读懂有关职业理想的小文段，总结其中的关键信息，用所给句型He wants to be a...表达出来，并用I am...和I want to be a... in the future.简单介绍自己和职业理想。

4. 能够比较流利地朗读小文段。

5. 能够进一步感知和巩固字母组合ar,er,ir,or,和ur的发音规律，利用这些规律拼读新单词，进而基本能做到“听词能写，见词能读”。

第二层次：

1. 能够借助图片读懂一些有趣职业的介绍，并模仿范例进行小制作。

2. 学唱与本单元话题相关的歌曲。

3. 能够借助图片和其他阅读策略读懂Story Time的故事，完成故事后的句子排序活动，并在教师的指导下表演故事。

其他目标：

1. 能够积极参与课堂上的各种活动或游戏，并能与同伴合作完成活动或游戏。

2. 能够在活动中认真倾听同伴发言，并大胆表达自己的观点。

3. 能够通过对职业的了解，明白职业没有高低贵贱之分，对社会有益并适合自己的才是最好的。

Period1

【教学内容】

1、本节课是义务教育课程标准实验教科书新起点英语四年级上册第六单元第一课时，本课主要教学内容是关于职业的八个词汇：nurse,cook,doctor,bus driver, police ofiicer,taxi driver,farmer,worker.

2、利用学过的功能句型Ishe/she a/an...? Yes,he/she is . No,he/she isn’t.询问交流他人的职业。

【学习者特征分析】

通过几年的学习，同学们在跨越式英语课堂上，积累了一定的语言基础知识，并且已经具有了很强的交际能力。同时学生们一直对英语学习有浓厚的兴趣，也有了自己的思想，能够把自己的思想融入到英语对话交际中去。

【教学目标与重难点】

1.能够听懂、会说nurse,cook,doctor,busdriver,police officer,taxidriver,farmer和worker等表示职业的词汇；能根据语境恰当使用它们，并能借助拼读规律认读和识记单词。

2.能够根据不同语境，选择本课所学词汇进行有关职业话题的真实对话与语言交际。

【学习策略】

本课主要以“交际为中心”“大输入大输出”和“教师为主导，学生为主体”的策略，采用师生说、俩俩说、多媒体教学及多种游戏活动操练的方式和方法来学习新词汇，并在多情境中应用词汇。通过图片与情景的结合，学生们在真实的语境中学习巩固词汇，同时采用交际性合作式学习和任务型学习方式，让同学们真正实现语言交际的目的性，从而培养学生的听说能力。

【教学环境及资源准备】

非网络环境下；

教师提前准备好教学课件、教学卡片及教学视频。

【教学过程】

Step1：Freetalk

What’sthe weather like?It’s...

Doyou have...? Yes, I do. No, I don’t.

CanI use your...?Sure. Here you are. Sorry. I’m using it.

Doyou like ...?

(running\basketball\rollerskating\jumping rope\ping-pong\singing\dancing...)

Yes,I do. No, I don’t.

Whatdo you usually do on the weekend? I usually ... on the weekend.

Doyou often ...? Yes, I do. No, I don’t.

Howdo you usually ...? By...

设计意图：复习旧知、进行知识滚动。

Step2: Pairwork:

Keypoints:

Who’sshe/he? She/He is my ...(friend/classmate/sister/brother/teacher...)

What’sher/his name? Her/His name is ...

Ishe/she ...(tall/pretty/thin/fat/big/handsome...)?

Whatdoes he/she look like? He/She is ...

Whatdoes he/she like? He/Shelikes...

Step3:Lead in(PPT出示职业体验馆场景图。)

Now,pleaselook at this picture. This is a Professionalexperience Museum.This is myfriend,Bill. He likes eating delicious food. He wants to be a cook.This is my friend,Lily.She likes driving a bus. Shewants to be a bus driver.OK,today we’lltalk about jobs.Let’slearn Unit 6 Jobs.(导出主题板书黑板。)

Step4：新授听说：Now，let’slisten. In this Professionalexperience Museum Whatare their jobs?

新授听内容：

第一层：通过PPT导入新词、学习新单词

学习新单词所用句型：

Isshe/he ...(人名)?

Isshe/he a/an...（职业）?

What’sher/his job? Her/His job is …

Whatdoes she/he do? She/He is a/an…

Doyou want to be a/an...? Yes, I do. No, I don’t.

（1）歌曲巩固新词：

Whatdo you want to be in the future?

Whatdo you want to be?

Iwant to be a police officer, Or maybe a doctor , or maybe a cook.

Whatdo you want to be in the future?

Whatdo you want to be?

Acook, a nurse or a bus driver.

That’swhat I want to be!

 

Whatdo you want to be in the future?

Whatdo you want to be?

Iwant to be a police officer, Or maybe a doctor , or maybe a cook.

Whatdo you want to be in the future?

Whatdo you want to be?

Acook, a nurse or a bus driver.

That’swhat I want to be!

（2）游戏巩固新词：采用猜一猜的游戏巩固职业类单词。

第二层：创设多情景分层次进行真实交际运用新知，实现学习语言的交际性。

1. 1. 利用PPT图片谈论本节课几位主人公的职业。

对话所用句型：

Who’she/she?

Whatdoes he/she look like?

Whatdoes he/she like?

Is...(人名)a/an...? Yes,she/he is . No,she/he isn’t.

What’sher/his job? Her/His job is …

Whatdoes she/he do? She/He is a/an…

 

1. 2. 创设情景讨论学生们自己将来想从事什么职业。

对话所用句型：Whatdo you do on the weekend?

Ioften…

What do you like?

Ilike ...

Doyou like…?(职业)

Yes,Ido./ No, I don’t.

Doyou want to be a/an...?

Yes,Ido./ No, I don’t.I want to be a/an...

Step5：拓展听读

T:In my town,there are many jobs. Now, let’slisten and than answer my questions.

(1)Howmany jobs are there in this song?

(2)What are they?

1. 拓展歌曲

I’ma policeman in thetown.

Allday long, I walk around!

I’ma policeman in the town.

All day long, Iwalk around!

 

It’smy job. It’swhat I do.

It’smy job. I like it, too!

It’smy job. It’swhat I do.

It’smy job. I like it, too!

 

I’ma fireman in the town.

All day long, Irun around!

I’ma fireman in the town.

All day long, Irun around!

 

It’smy job. It’swhat I do.

It’smy job. I like it, too!

It’smy job. It’swhat I do.

It’smy job. I like it, too!

 

I’ma postman in the town.

All day long. Iride around!

I’ma postman in the town.

All day long. Iride around!

 

It’smy job. It’swhat I do.

It’smy job. I like it, too!

It’smy job. It’swhat I do.

It’smy job. I like it, too!

 

I’ma milkman in the town.

All day long. Idrive around!

I’ma milkman in the town.

All day long. Idrive around!

 

It’smy job. It’swhat I do.

It’smy job. I like it, too!

It’smy job. It’swhat I do.

It’smy job. I like it, too!

T:Thereare many jobs in our life. How do you think of women’swork? Now let’slisten and then answer my questions.

Howmany women’sjobs are there in this dialogue?

2. 拓展对话

Women’s Work

F=Father D=Daughter

F:What is women’swork?

D:I think women’swork is cooking food for her family.

F:Perhaps, but isthat all?

D:Well,being anurse can be women’s work.

F:That might betrue. But let’s find out.

F:Thisis Emily. She is a computer programmer. She works at a computercompany. Computer programming can be women’s work.

F:This isElisabeth. She is an engineer. She designs new buildings. Engineeringcan also be women’s work.

F: This isRachel. She is a doctor. She takes care of patients in a hospital.Therefore,being a doctor can be women’s work too.

F: And here isJulia. She is a scientist. She works in a laboratory . She is lookingfor a cure for cancer. Being a scientist can certainly be women’swork.

F:This isNatalie. Natalie is a lawyer.She works in a courthouse. It seems thatbeing a lawyer can also be women’s work.

F:This is Alison.She is a police officer. Her job is to make sure that people aresafe. Being a police officer can definitely be women’s work.

F:Now can youtell me what women’s work is?

D:Women can doanything that they want. Everything can be women’s work.

PPT出示一张杨利伟的照片：

T:Who’she ?

S:He’sYang Liwei.

T:What’shis job? He is an astronaut.

Now,let’slisten a story about an astronaut. Listen carefully, then answer myquestions.

1. 1. What does he think of his job?

   2. Is eating in space easy?

   3. Does Chris like his job?

3. 拓展故事

Hi! I amAstronaut Chris.

My job isexciting and interesting.

I do a lot oftraining. I work in a spacesuit.

Eating in spaceis hard. I have to be careful.

The food canfloat away.

Some days I doexperiments in the space station.

Somedays I work outside the space station.

It is beautifulin space . I can see the earth.

I like my job. Doyou want to be an astronaut?

Step6：综合输出：

四人一小组讨论自己家人朋友的职业，再简单交流一下将来自己想从事的职业。

Step7：Homework：

 

Period 2

【教学内容】

1、本节课是义务教育课程标准实验教科书新起点英语四年级上册第六单元第二课时，本课教学内容是能够听懂、会说用来询问职业理想的功能句：Whatdo you want to be? 及答句：Iwant to be a/an….能够初步在情景中进行口头运用。

2、能够根据多情景或自己的实际情况进行交际。

【学习者特征分析】

通过四年的学习，跨越式英语课堂上，同学们积累了相应的语言基础，并能够根据情景进行创编对话。通过每个单元的概念图的设计，发散了学生们的思维，能够把英语真正的融入到自己的生活当中。

【教学目标与重难点】

1.能够听懂、会说用来询问职业理想的功能句：Whatdo you want to be?及答语：Iwant to be….

2.能够根据不同情景语境，运用本单元的功能句与旧知进行融合，滚动。

【学习策略】

本课主要以“言语交际为中心”为中心 。采用“大输入大输出”的策略。采用师生说、俩俩说、多媒体教学及多种游戏活动操练的方式和方法来学习新句型，并在多情境中应用本单元的功能句。

【教学环境及资源准备】

非网络环境下；

教师提前准备好教学课件、教学卡片及教学视频。

【教学过程】

Step1：Freetalk

What’sthe weather like? It’s...

Doyou have...? Yes, I do. No, I don’t.

CanI use your...?Sure. Here you are. Sorry. I’m using it.

Doyou like ...?

(running\basketball\rollerskating\jumping rope\ping-pong\singing\dancing...)

Yes,I do. No, I don’t.

Whatdo you usually do on the weekend? I usually ... on the weekend.

Doyou often ...? Yes, I do. No, I don’t.

Howdo you usually ...? By...

设计意图：复习旧知、进行知识滚动。

Step2: Play a game. Guess, guess.

同学们自己介绍自己的工作，其他同学猜

Step3: 复习：Let’stalk about jobs.

Now,please look at this picture. This is my friend, Lily. She likesdriving a bus. She wants to be a bus driver. Bibbin often helps oldman and children. He wants to be a doctor. He ishelpful. In mychildhood, Ilike English. Iwant to be a teacher. Today I’man English teacher.

Step4：新授听说：Now，let’slisten. What do you want to be in the future?

新授听内容：Joy,what do you want t be in the future?

Iwant to be a police officer. It’sso cool. What about you?

I want to bea bus driver.

I want to bea doctor in the future. What do you want to be?

I want to bea nurse.

第一层：通过PPT上同学们理想的职业，去询问。

学习新单词所用句型：

Ilike…./ I’m….

Iwant to be a…

Idon’t like….I don’twant to be a/an….

What do you wantto be in the future？

Iwant to be a….It’s….

Idon’twant to be a/an….It’s….

（1）游戏巩固

Cutthe watermelon .

第二层：创设多情景，根据色扮演和小组调查讨论进行交际，实现语言的真实性。

1. 1. 利用PPT 出示家人的图片，师和生分角色扮演。

对话所用句型：

Mother/Father:I’ma….I don’tlike….I want to be a/an….

What do you wantto be in the future?

Son/Daughter: I want to be a/an….I like….It’s….

Idon’twant to be a/an….

1. 2. 创设情景小组讨论

对话所用句型：He/Shewants to be a….

He/She likes….He/ She is….

He/She….

Step5：拓展听读

T: Today,thereare many different jobs. Now, let’s listen what do you want to bein the future?

1. 拓展歌曲

What do youwant to be in the future?

Iwant to be an English teacher.

What do you wantto be in the future?

I want to be anastronaut.

What do you wantto be in the future?

I want to be atrain conductor.

What do you wantto be in the future?

I want to be anurse.

What do you wantto be in the future?

I want to be anarchitect.

What do you wantto be in the future?

I want to be aphotographer.

What do you wantto be in the future?

I want to be amovie director.

What do you wantto be in the future?

I want to be thepresident.

What do you wantto be in the future?

I want to be atruck driver.

What do you wantto be in the future?

I want to be anoffice worker.

What do you wantto be in the future?

I want to be amusician.

What do you wantto be in the future?

I want to be ajudge.

What do you wantto be in the future?

I want to be ananimal doctor.

What do you wantto be in the future?

I want to be ascientist.

What do you wantto be in the future?

I want to be asuperhero.

What do you wantto be in the future?

I want to be achef.

What do you wantto be in the future?

I want to be apreschool teacher.

What do you wantto be in the future?

I want to be abaseball player.

What do you wantto be in the future?

I want to be analligator.

What do you wantto be in the future?

I want to be afirefighter.

T:Thereare many different jobs in our life. Let’slisten What does monkey want to be in the future?

2. 拓展故事

I want a job.You can be a fireman.

Iam too small. I want to be a fireman, but I can’t.

I know. You canbe a taxi driver.

Iam too short. I want to be a taxi driver, but I can’t.

You can be asinger.

Oh,you can’tbe a singer. You can be a football player.

This is a greatjob for me.

Sowe will choose our the best job.

PPT出示一张杨利伟的照片：

T: Who’s he ?

S: He’s YangLiwei.

T: What’s hisjob? He is an astronaut.

Now,let’s listen a story about an astronaut. Listen carefully, thenanswer my questions .

3. 拓展故事

Hi! I amAstronaut Chris.

My job isexciting and interesting.

I do a lot oftraining. I work in a spacesuit.

Eating in spaceis hard. I have to be careful.

The food canfloat away.

Somedays I do experiments in the space station.

Some days I workoutside the space station.

Itis beautiful in space. I can see the earth.

I like my job. Doyou want to be an astronaut?

Step6：综合输出：

四人一个小组创设情境讨论自己.家人和朋友将来想要从事的工作。

Step7：Homework：

 

 

 

Period3

【教学目标与重难点】

1. 本课时重点是复习第一课时的词汇和第二课时的功能句。第一层次能够表达自己的理想职业以及询问别的的理想职业。能够熟练应用句型What do you want to be in the future?I want to be a/an….

2. 第二层次，也是难度攻破。描述第三人称的理想职业。能够在不同情景中应用。

【学习者特征分析】

通过前两个课时的学习，同学们已经掌握了关于职业的词汇和功能句。这节课重点在他们对所学词汇和功能句的流利表达和交流。创设真实语境，达到真正的交际目的。同时学生们一直对英语学习有浓厚的兴趣，也有了自己的思想，能够把自己的思想融入到英语对话交际中去。丰富的同时体现跨越式模式的大输入大输出理念。

【学习策略】

本课主要以“交际为中心”“大输入大输出”和“教师为主导，学生为主体”的策略，采用师生说、俩俩说、多媒体教学及多种游戏活动操练的方式和方法来学习新词汇，并在多情境中应用词汇。通过图片与情景的结合，学生们在真实的语境中学习巩固词汇，同时采用交际性合作式学习和任务型学习方式，让同学们真正实现语言交际的目的性，从而培养学生的听说能力。

【教学资源准备】

非网络环境下教学课件，教学视频。

【教学过程】

Step1.引入Singa song.

Step2.Free talk：

Step3.讲授

第一层次T：Let’stalk about our jobs.

1. 猜词游戏。同学描述，同学猜。

2. 描述自己理想职业，喜欢什么，不喜欢什么。熟练重点功能句What do you want to be in the future?I want....并能简单描述I can....I like....

3. 多个理想的同学，可以描述多个职业。

第二层次：用第三人称描述他人理想职业。1.同学。2.朋友。3.家人。

Step4.拓展听读1.Jobsongs.

2. When I grow up(story)

WhenI grow up ,I want to be a fireman.

Iwill wear a red hat and a red jacket.

Ilike ride a red engine too.

WhenI see a house on fire,

Iwill yell.Fire fire get out of my way.

Fire,fire,hereI come.When I grow up,I want to be a doctor.

Ilike to help a sick baby.I will give him medicine.

Iwill give him a shot.When the baby cries,I will give him a big hug.

WhenI grow up,I want to be a policeman.I will ride a police car,

Iwill wear a cool uniform and a shiny cap.Some times I will ride amotorcycle too.

WhenI see a bad guy.I will yell:”Stop!You are under arrest!”.

拓展听读三（Jobstroy）

Step5.绘制概念图。(可以两个情景绘制，不同层次学生根据自己程度来。多情景展现)

Step6.综合说：根据绘制概念图不同形式汇报。

 

Period4

 

【教学内容】

1、本节课是义务教育课程标准实验教科书新起点英语四年级上册第六单元第四课时，本课主要教学内容是拓展学习五个有关职业的单词：moviestar，doctor，scientist，businessman，janitor.

2、能在故事情境中听懂、理解所学词汇，并能在教师的讲解、指导下理解、表演该故事。

【设计理念】

根据小学英语新课程标准的要求，小学英语课堂教学应侧重培养学生的口语交际能力，体现英语教学的交际性、层次性、情境性、得体性、递进性、滚动性、准确性、实践性和多元性。并遵循跨越式课题的基本原则和理念进行设计，在丰富的语言环境和真实交际情境中培养学生的听说能力和综合运用语言的能力。

【教学目标 与重难点】

1.能够听懂，会说moviestar，doctor，scientist，businessman，janitor.

2.能在故事情境中听懂、理解所学词汇，并能在教师的讲解、指导下理解、表演该故事。

【学习策略】

本课主要以“交际为中心”和“教师为主导，学生为主体”的策略，采用师生说、俩俩说、多媒体辅助教学及游戏活动操练的方式和方法来学习新词汇，并在情境中理解、掌握、应用词汇。让学生们在真实的语境中学习词汇，同时交际性合作式学习，让同学们的应用表达能力和综合运用输出语言的能力都得到提升。

【教学环境及资源准备】

教学课件、教学视频。

【教学过程】

1. 复习（谈论自己及家人的理想职业）

2. 新授

Step1:第一层：（借助图片和师语言描述学习有关职业的五个新词汇 ）

T:There are so many different jobs in the world. Do you want to knowmore jobs?（师以图片的形式导出将要学习的新词汇）

Step2:Game: Guessing game（一生将自己抽到的职业词汇通过语言、动作描述出该职业的特点，其他学生猜测职业名称）

Step3:Pair work:（师生示范、生生说，巩固所学词汇）

第二层：（通过观看视频，教师引导，绘制思维导图等方式了解故事情节）

Step1:Today I will introduce five new friends to you.（出示五个豌豆图片,张贴在黑板上）Theyare brothers. They have different dreams. What are their dreams? Doyou want to know? Now, let’swatch together.（播放视频）

第一遍观看后，生回答师刚刚提出的问题，师用简单的语言、动作边描述，边绘制出此部分的思维导图，帮助学生理解。

Step2:师提出第二个问题Oneday, what happened?让学生带着问题进行第二次视频观看。

第二次观看后，生回答师刚刚提出的问题，师用简单的语言、动作边描述，边绘制出此部分的思维导图，帮助学生理解。

Step3:师提出第三个问题After30 years, what happened?让学生带着问题进行第三次视频观看。

第三次观看后，生回答师刚刚提出的问题，师用简单的语言、动作边描述，边绘制出此部分的思维导图，帮助学生理解。

Step4:师提出第四个问题What’sthe result?让学生带着问题观看视频剩下的部分。

第四次观看后，生回答师刚刚提出的问题，师用简单的语言、动作边描述，边绘制出此部分的思维导图，帮助学生理解。

三、学生小组合作梳理故事

1、让学生以小组为单位，根据自己对故事的理解绘制思维导图。（师可以给出几种思维导图的支架，供学生参考）

2、生根据绘制好的思维导图讲故事。（汇报形式：一人描述、小组内一人一句讲故事）

四、综合输出

学生（五人或六人一组）用自己的语言分角色表演该故事。（故事表演形式：五人表演或一人旁白，另外五人表演）

 

Period5

【教学内容】

1.本节课是义务教育课程标准实验教科书新起点英语四年级上册第六单元第五课时，本课主要教学内容是读懂有关Binbin职业理想的小文段，总结其中的关键信息。会用Hewants to be a...来表达。

2.学生小组阅读四个描述个人理想职业的小文段，猜一猜并写出这些职业的名称。

【设计理念】

根据英语教学的实际运用能力，遵循跨越式的交际性，使学生学会阅读，理解阅读。在丰富语境和真实交际情境中培养学生的听说，交际能力，写的能力和综合运用语言的能力。

【学习者特征分析】

对于职业这一但元，孩子们的兴趣很高。并且自己都有了职业规划，有自己的理想。对于其他人的职业理想也非常的感兴趣。

【教学目标与重难点】

1.能够读懂小文段，并根据关键信息填空。

2.能够运用Iam...I want to be a/an ....in thefuture.简单介绍自己和职业理想,并且能够用第三人称单数来简单介绍他人职业。

3.根据小文段的内容，猜职业。

【学习策略】

本课依据“跨越式”的模式，在阅读中交际的同时，更要了解文本的方式和方法。在阅读中提取关键信息，采用师生说、俩俩说及多媒体跟读的方式方法来学习，并在情境中运用。

【教学环境及资源准备】

非网络环境下教学课件，教学视频。

【教学过程】

1.引入

简单的口语对话和问好。

2. Free talk.

What’sthe weather like today?

Whatday is it today?

Doyou often...?

Whatdo you do on the weekends?

Howdo you go to school?

 

Revision:

情景对话，讨论理想职业和家人的职业。

小组之间互相询问职业理想。

3.新授

Readand match。

T:In my childhood,I have a dream thatone day I will become anEnglish teacher, thenI can teach students to know the world in English.Do you have a dream? And what do you want to be in the future? Ourfriends –Binbinhas many dream jobs . Now let’slisten.

(1)Listenthe text.

(2)Listen,follow and answer my questions.

Q1:What does Binbin want to be on Mondays？

Q1:What does Binbin want to be on weekends？

(3)Listenand match

(4)T：OnMondays, Binbin wants to be a police officer. Now, let’stalk about Binbin’sdream jobs.

Freetalk：

Look,Binbin is daydreaming.

Oh,hahaha!

Whatdoes Binbin want to be on…?

Hewants to be a….

Whatdo you want to be in the future?

Iwant to be a….

(5 ) write the answerabout part B

 

第一层的设计，通过Binbin 所做的白日梦，畅想职业理想的小文段。学生小组合作的方式，根据文段匹配信息。根据文段的关键信息填空。

(6).Activity

 

Guessthe job(一名学生描述自己职业特点，其他同学猜)

5.拓展听读

(1)Funtime: listen and follow

Vet:I love animals. I have many pets at home. I want to be a vet in thefuture.

Fashiondesigner: I like pretty clothes. I am good at drawing. I want to be afashion designer.

Writer:I like reading stories. I have many books in my home. In the future,I want to be a writer.

Hairdresser:I love beautiful hair. I want to help people be beautiful, so I wantto be a hairdresser.

2. story(教师讲述故事)

Inmy childhood, I have a dream. I want to go some interesting place. Ilike drawing. I want to go to the Pairs. In Pairs, there are someexhibitions. I want to be an artist. First, I must study hard. Then,I am going to an art school in Pairs.

Q1:Whatdo I want to be in the future?

Q2:Wheream I going?

(3)story

Theugly duckling was bornina duck nest.Witha big head and a long neck,thissmall creature was discriminated by all the ducks surrounding thenest.Everyonecalled it ugly duckling.It'sbrothers and sisters disliked it,eventhe chicken bit it and the girl who fed the poultry kicked it.Thepoor duckling flew away.Evenafter it left home,itwas always abused by others.Itwants to be a duck.Untilone day,hemet a group of swan and in the reflection of water,itfinally saw itself a big white beautiful swan. eugly duck)

Q1:Whatdoes the ugly duck want to be in the future?

Q2:Whatdoes the ugly duck became?

6.综合说

一个人来介绍自己为例理想的职业，其他人来描述这名同学所说的内容 。

7.Homework:

1.一起作业。

 

 

Period6

【教学内容】

本节课是义务教育课程标准实验教科书新起点英语四年级上册第六单元第六课时，本课主要教学内容是复习梳理本单元内容，让孩子写出关于自己理想职业的小短文。

【设计理念】

根据英语教学的实际运用能力，遵循跨越式的交际性，使学生学会阅读，理解阅读。在丰富语境和真实交际情境中培养学生的听说，交际能力，写的能力和综合运用语言的能力。

【学习者特征分析】

对于职业这一但元，孩子们的兴趣很高。并且自己都有了职业规划，有自己的理想。对于其他人的职业理想也非常的感兴趣。

【教学目标与重难点】

1.能够通过梳理本单元内容，制作概念图介绍自己理想的职业。

2.能够写出自己理想职业的小短文。

【学习策略】

本课依据“跨越式”的模式，在阅读中交际的同时，更要了解文本的方式和方法。在阅读中提取关键信息，采用师生说、俩俩说及多媒体跟读的方式方法来学习，并在情境中运用。

【教学环境及资源准备】

非网络环境下教学课件，教学视频。

【教学过程】

1.引入

简单的口语对话和问好。

2. Free talk.

What’sthe weather like today?

Whatday is it today?

Doyou often...?

Whatdo you do on the weekend?

Howdo you go to school?

2. Revision.

情景对话，通过猜谜的形式进行对职业的讨论。

4.新授

1.对本单元前几课时的内容进行梳理。

（1）猜谜游戏进行单词和句子的复习巩固。

Ilike....

Ican.....

Ihave....

Iwant.....

2. 进行师生间的口语交流，对本单元内容进行梳理，为最后的写作做铺垫。

Iwant to be a/ an.....

Whatdo you want to be?

Doesshe/he want to be?

Whatdoes he/ she want to be?

He/She wants to b额a/an....

Ishe/ she a/ an....?

What’sher/ his job?

........

2. 根据梳理内容，孩子们制作自己的概念图，并根据概念图进行介绍自己理想的职业。

1. 教师呈现自己的概念图并介绍。

2. 学生绘制自己的概念图和同坐介绍。

3. 展示

本环节内容是对本单元的知识内容进行梳理，为最后的输出短文做好铺垫。

 

5.拓展听读

把前几课时的拓展内容再次听读巩固，为最后的短文做铺垫。

6.综合说

根据本节课的梳理写出关于自己理想职业的小短文。