北京版三下-UNIT SEVEN I WANT TO BE A TEACHER-Lesson 23-教案、教学设计-公开课-(配套课件编号：91180).doc

1、1 Unit 7 Lesson 23 指导思想与理论依据：指导思想与理论依据： 新课标指出： 英语课程既承担着培养学生基本英语素养和发展学生思 维能力的任务，又承担着提高学生综合人文素养的任务。 英语课堂应该以学生为本，关注学生的学习过程，教师在教学中要培 养学生在情境中“用英语做事情的能力” ，并鼓励学生通过观察、体 验、 展示等学习方式体验学习乐趣、 感受成功， 从而更好地使用语言， 发展思维能力，形成英语学科的素养。 教材分析：教材分析： 本单元的话题是“职业” 。这也是学生喜欢的话题之一。学生在一、 二年级并没有接触过 “职业” 这一话题。 所以， 学生对于 “What do you

2、want to be?”和“I want to be a writer.”这两个重点句型的理解会有些 困难。本课以“职业理想”为话题，以“天气”为引入，展开了对话。 本课的语言点比较散，这会对学生造成一定的挑战。 学情分析：学情分析： 本课的授课对象是三年级的学生， 他们在两年半的学习中积累了一定 的听、说、读、写的能力以及小组合作的交流意识，具备思维活跃， 乐于表达，喜欢参与课堂活动的年段特征。本课的话题“职业理想” 与生活密切相关，能够充分激发学生的学习兴趣和热情。 教学目标：教学目标： 2 1. 能听懂，会说，认读“scientist” 、 “swimmer” 、 “writer” 、

3、“singer” 、 “dancer”和“football player”等有关职业的词汇； 2. 能用“What do you want to be?”和“I want to be . .”交流自己和 他人的职业理想； 3. 能用两、三句话连续表达自己的职业理想。 教学重点：教学重点： 1. 能听懂，会说，认读“scientist” 、 “swimmer” 、 “writer” 、 “singer” ， “dancer”和“football player”等有关职业的词汇； 2. 能用“What do you want to be?”和“I want to be . .”交流自己和 他人的职

4、业理想； 教学难点：教学难点： 1. 能正确理解“afraid”和“interesting”的意思。 教学准备：教学准备： 金太阳课件、计算机课件、词卡、照片和信封 教学过程：教学过程： Preparation (8 minutes) 1. 问候：问候： T: Good morning, boys and girls! S: Good morning, Danny! T: Today we are going to learn unit 7, lesson 23. 2. 游戏：游戏： 3 T: First of all, lets play a game: listen and do. Are

5、 you ready? Lets go! T: Run. Drive. Swim. S: 学生做动作 T: You will be good swimmers. T: Write. Sing. Dance. S: 学生做动作 T: You all like dancing. Look! You are good dancers. 3. 游戏：游戏： T: Now, you are a dancer. Lets dance! S: 学生做动作 T: You are a runner. S: 学生做动作 T: You are a driver. S: 学生做动作 T: You are a swim

6、mer. S: 学生做动作 T: You are a writer. S: 学生做动作 T: You are a singer. S: 学生做动作 4. 游戏：游戏： T: Can you find a singer? Right! Who is she? What does she do? 4 S: She is a singer. T: Can you find a swimmer? Right! Who is she? What does she do? S: She is a swimmer. T: Can you find a writer? Right! Who is he? Wh

7、at does he do? S: She is a writer. T: Now, lets find a scientist! Look, they study science, they are scientists. 板书： “板书： “scientist” S: 学生读单词 T: Can you find a scientist? Right! Who is he? What does he do? S: He is a scientist. T: Do you want to be a scientist? S: Yes! 设计意图：激发学生兴趣，让学生初步感知“设计意图：激发学生

8、兴趣，让学生初步感知“runner” 、 “” 、 “singer” 、” 、 “dancer” 、 “” 、 “swimmer” 、 “” 、 “writer”和“”和“scientist”等词汇。”等词汇。 5. 视频：视频： T: Look! Its a little boy. What does he want to be? Lets enjoy a video! S: 学生看视频 T: Can you guess? Who is the little boy? S: Its you! T: Yes! Do you remember? What did I want to be whe

9、n I was 6? S: A swimmer. T: What did I want to be when I was 12? 5 S: A football player. T: What did I want to be when I was 18? S: An English teacher. T: Yes! Now, my dream comes true and I am an English teacher. 设计意图：激发学生兴趣，让学生初步感知“设计意图：激发学生兴趣，让学生初步感知“What do you want to be?”和“”和“I want to be a .

10、.”这两个主要句型。”这两个主要句型。 Presentation (10 minutes) 1. 进入课文，学习对话：进入课文，学习对话： T: Look! Who are they? S: They are Sara and L. 板书：贴头像板书：贴头像 T: What do they want to be? Lets listen and watch. 2. 播放雨声，处理天气播放雨声，处理天气: T: Listen! What happened? S: Its raining. T: Yes! Its raining and its raining hard. I have two “

11、rain” sounds for you. Lets listen first, and then tell me, which one is “raining hard”? S: 学生听声音 T: Which one is “raining hard”? S: Its the second one. T: Lets play a little game. When I show you “raining”, you say “raining”. 6 When I show you “raining hard”, you say “raining hard”. S: 学生读卡片 3. 播放雷声

12、，播放雷声，处理天气：处理天气： T: Listen! What happened? Look! Its thunder and its thundering outside. Look! Is Ling afraid of thunder? S: Yes! T: I am afraid of thunder, too. Are you afraid of thunder? Who is afraid of thunder? Are you afraid of thunder? S: I am afraid of thunder. T: Who is not afraid of thunder

13、? Are you afraid of thunder? S: I am not afraid of thunder. 4. 初听对话，处理职业：初听对话，处理职业： T: Look! Is Sara afraid of thunder? S: No. T: Why not? What does she want to be? Lets listen and watch. 板书： “板书： “What does she want to be?” S: 学生听录音 T: What does Sara want to be? Who can come and put it on Sara? S:

14、学生贴照片 T: Sara wants to be a scientist. How do you know? What does Sara say? S: I want to be a scientist. 板书： “板书： “I want to be a scientist.” 7 T: Now, who wants to be Sara? What do you want to be? S: I want to be a scientist. 5. 再听对话，处理职业：再听对话，处理职业： T: Sara and L also talks about G. What does L wan

15、t to be? And what does G want to be? Lets listen and watch again. 板书：贴头像板书：贴头像 S: 学生听录音 T: What does Ling want to be? Who can choose and put it here? S: 学生贴照片 T: Look! Do you know this book? Who is he? He is the writer of the book. He writes the book. He is the writer. 板书： “板书： “writer” S: 学生读单词 T:

16、What does G want to be? Who can choose and put it here? S: 学生贴照片 T: Look! They swim. They are swimmers. 板书： “板书： “swimmer” S: 学生读单词 T: Sara wants to know, what do they want to be? How does Sara ask? S: What do you want to be? 板书： “板书： “What do you want to be?” 5. 阅读对话，处理原由：阅读对话，处理原由： 8 T: Look! Why

17、do they want to be a scientist, a writer and a swimmer? Lets open your books, turn to page 50 and try to find out the answers. S: 学生默读课文 T: Why does Sara want to be a scientist? Who can circle and read? S: I want to know all about the weather. T: Look! Its snowy. Its rainy. Its sunny. S: Its snowy.

18、Its rainy. Its sunny. T: Yes! Sara wants to know all about the weather. 板书： “板书： “weather” T: Why does L want to be a writer? Who circle and read? S: I want to write interesting stories. T: Look! Its Grimms Fairy Tales. Its interesting stories. 板书： “板书： “stories” T: Why does G want to be a swimmer?

19、S: I dont know. T: We dont know. Can you have a guess? 板书： “板书： “?” S: Maybe she like swimming. Practice (12 minutes) 1. 朗读：朗读： T: Now, lets read after the cartoon! 9 S: 学生跟读录音 T: Now, lets work in pairs and practice the dialogue. S: 学生练习对话 T: Now, which pair wants to have a show? You can choose fro

20、m them 2. S: 学生表演对话 2. 韵文：韵文： T: Now, lets have a little rest and chant together! S: 学生说唱韵文 3. 绘本：绘本： T: Now, I have a very interesting story for you. Its a little turtles story. Let enjoy it! S: 学生阅读绘本 T: Thats the end of the story. Is it an interesting story? S: Yes! T: Now, do you want to play th

21、e story? S: Yes! T: Who wants to be the little turtle? Who wants to be . ? Now, lets play! S: 学生表演绘本 设计意图： 激发学生兴趣， 让学生练习 “设计意图： 激发学生兴趣， 让学生练习 “writer” 、 “” 、 “singer” 、 “” 、 “dancer” 和“和“football player”以及“”以及“What do you want to be?”和“”和“I want to be a . .”。 10 Production (10 minutes) 1. 抽签：抽签： T:

22、Can you guess, who is the writer of the story? S: Its L. T: L likes writing stories. She can write stories, now. How about you? What do you want to be? S: 学生表达自己的职业理想 T: Now, welcome to “be-you-world”! You can be anyone you want here. Shall we play, now? S: Yes! T: Now, every group has a yellow enve

23、lope. In the envelope, you can see many notes. I choose one from them. Now, can you ask me: “What do you want to be?” S: What do you want to be? T: I like dancing. I want to be a dancer. Now you choose one. And lets ask him: “What do you want to be?” S: What do you want to be? S: . . T: Lets work an

24、d do it in groups, now! S: 学生做活动 2. 小组展示：小组展示： T: Now, which group wants to have a show? 11 S: 学生举手示意 T: Now, lets ask them together: “What do you want to be?” S: What do you want to be? S: I like sing. I want to be a singer. S: What do you want to be? S: . . 设计意图：激发学生兴趣，让学生在“比如世界”这一真是情景中，设计意图：激发学生兴

25、趣，让学生在“比如世界”这一真是情景中， 以游戏的形式， 练习交流表达 “以游戏的形式， 练习交流表达 “What do you want to be?” 和 “” 和 “I want to be a . .”。 3. 讨论：讨论： T: Who remembers what did I want to be? S: An English teacher. T: Yes! I like speaking English. I want to be an English teacher. What do you want to be? Now, lets work in groups and t

26、alk about your dream work with your partners. S: 学生做讨论 4. 个人展示：个人展示： T: Who wants to tell us about your dream work? S: 学生举手示意 T: What do you want to be? S: I like singing. I want to be a singer. 设计意图： 为学生提供自我表达和自我展示的机会与舞台， 让学生在设计意图： 为学生提供自我表达和自我展示的机会与舞台， 让学生在 12 “职业理想这一话题下， 利用所学知识， 尝试连贯交流表达自己的职“职业理想这一话题下， 利用所学知识， 尝试连贯交流表达自己的职 业理想，并树立职业目标。业理想，并树立职业目标。 Homework 1. 阅读对话阅读对话 2. 树立自己的职业理想树立自己的职业理想