北京版三下-UNIT SEVEN I WANT TO BE A TEACHER-Lesson 23-ppt课件-(含教案)-公开课-(编号：91180).zip

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 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” 、 “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 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 swimmer. 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? What 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 when I was 6? S: A swimmer. 5 T: What did I want to be when I was 12? 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 . .”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 “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. 6 T: Lets play a little game. When I show you “raining”, you say “raining”. When I show you “raining hard”, you say “raining hard”. S: 学生读卡片 3. 播放雷声，处理天气：播放雷声，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? 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: 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. 7 板书：板书：“I want to be a scientist.” 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 want 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: 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?” 8 5. 阅读对话，处理原由：阅读对话，处理原由： T: Look! Why 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. 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? 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： 9 T: Now, lets read after the cartoon! 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 from 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 the 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: 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 envelope. 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 and do it in groups, now! S: 学生做活动 2. 小组展示：小组展示： 11 T: Now, which group wants to have a show? 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，让学生在设计意图：激发学生兴趣，让学生在“比如世界比如世界”这一真是情景中，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 talk 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. 12 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 在在“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。的职业理想，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