外研版（一起）三上Module 9-Unit 2 I'm going to be a driver.-ppt课件-(含教案)-省级优课-(编号：105b1).zip

What are you going to do on sports day? I m going to . What are you going to do on sports day? I m going to . What are you going to do on sports day? I m going to . What are you going to do on sports day? I m going to . What are you going to do on sports day? I m going to . Lets sing - Warm up pilot - Revision Module9 Unit2 Im going to be a driver. - Watch and think: What is Daming going to be? What is Sam going to be? He is going to be a doctor. He is going to be a driver. - Watch and think: Who is a driver ? Linglings uncle . - New word: 叔叔 叔叔 Listen and read.Listen and read. C C C C C C C C C show timeshow time Read the text Read the text Act it outAct it out C C C C C DesignDesign pass the box Game 所有学生在传递盒子的同时随着老所有学生在传递盒子的同时随着老 师的拍手节奏一起说：师的拍手节奏一起说：what are you going to be? 当掌声停止时，当掌声停止时， 拿到盒子的同学摸出盒子内的物品，拿到盒子的同学摸出盒子内的物品， 并回答：并回答：Im going to be . reportor teacher cleaner artist pilotsinger policeman cook doctor football player dancer driver nurse runnerastronautfirefighter scientist writer basketball player farmer pianist 冰心冰心 C C C C C Are you going to be a reporter(记者记者)? Do a survey(调查调查)about your classmates(同学同学). Reporter: hi!Im.from Hua luogeng School TV. What are you going to be ? Classmate : Im going to be a/an. Reporter:Thank you . Classmate:Youre welcome! 每个人都有自己的职业梦想，职业无论平凡每个人都有自己的职业梦想，职业无论平凡 与否，最重要的是为社会做出贡献。希望你与否，最重要的是为社会做出贡献。希望你 可以努力学习，早日实现自己的梦想。可以努力学习，早日实现自己的梦想。 There is a will,there is a way! （有志者，事竟成！）（有志者，事竟成！） C C C C C A Listen to the tape, and try to act the text out. B Tell your friends : What are you going to be？ Thank you! Unit 2 Im going to be a driver.教学设计教学设计 1.教学目标教学目标 本单元重点学习谈论自己的理想。学生能够学会练说 What are you going to be? Im going to be a driver. Im going to be a doctor.能够复 习、结合句子综合练说 nurse, teacher, train driver, taxi driver, bus driver, doctor, policeman; 学生能够运用本课的,语句练说将来的职业。 2.学情分析学情分析 在第一单元练说的基础上,进一步练说将来的活动及状态。 3.重点难点重点难点 在第一单元练说的基础上,进一步练说将来的活动及状态。 4.教学过程教学过程 活动 1【讲授】新授课 I. Warm up 1. Hello children Do you like singing? Lets enjoy a song and do the actions. T: You can sing well. A hug for you! Maybe youre going to be singers! (设计意图:通过唱歌引起学生兴趣,并复习有关职业的单词和动作。) 2. TPR T: Lets do and say quickly. I want to know who is going to be No.1. Ss: Im going to be No.1! Flash pictures, say and do quickly. (渗透句型:Im going to be . 复习 6 个职业词汇。) II. New lesson: 1.Show a photo about myself. Show a photo about my sisterson. T:Can you guess? Whats the meaning of the sentence? 板书 Im going to be a _.,引导学生认读一遍,猜猜意思:我将要成 为一名教师。 T:Is he a teacher now? (Ss:No, he isnt.) He is going to be a teacher when he grows up.强调 be going to 句型表 示将来。 T: My nephew is going to be a teacher. What about you? 引导学生用 Im going to be a _.说句子。 T:And you? What are you going to be? 出新句型,板书,引导学生认读一遍,猜猜意思:你将来想做什么? Ss: What are you going to be? 引导学生齐问 2 组,操练句型。 T: Oh, you have good dreams. Our friends are talking about their dreams. Who are they? Look!(板书画 Sam 和 Daming 的头像) Lets ask Sam. 引导学生齐说 What are you going to be, Sam? Lets ask Daming. 引导学生齐说 What are you going to be, Daming? Lets listen. (设计意图:通过两张照片的对比,让学生感受句子的含义,强调 be going to 句型表示将来,以问答的形式引出新句型并操练,在操练中自 然地进入课文的学习。) 2. (1)Listen and answer the questions. (两名学生说答案。) T:Is Sam going to be a driver? Is Daming going to be a doctor? Lets listen it again. T: Youre right! Lets enjoy a chant: What are you going to be? Sam, Sam? Im going to be a driver. Im going to be a driver. What are you going to be? Daming, Daming? Im going to be a doctor. Im going to be a doctor. First listen, then say together, ask and answer. (设计意图:首先整体呈现文本,给学生提出问题,让学生带着问题听课 文,找出答案后让学生再听一遍判断答案是否正确,再将句子编成朗朗 上口的 chant,帮助学生进行机械操练。在这个环节里,学生听了两遍 课文录音,初步了解了文本大意。) (2)T: Sam is going to be a driver. Is he a driver now? Why?(强调 be going to 句型表示将来。) Who is a driver now? Lets listen and try to imitate. (S1: Linglings father is a driver. ) (设计意图:再提出问题,强调句型功能,并引导学生听音模仿。) (3)T: Can you find the sentences with “going to”? Lets listen and try to imitate the text again. T: Please circle “going to”.(学生在课文里圈出 going to) Can you read the sentences with “going to”?(三名学生找出句子并读。 ) (设计意图引导学生再次跟读模仿,通过圈出 going to 巩固基础知识,让 学生对文本的掌握更加扎实。) (4)T: Look at picture two. Whats the matter? (Lingling fells down, she hurts her leg.) Who can come and help? (Ss: A doctor.) T: Can Daming help Lingling now?(Ss: No.) Why? (Ss:Daming isnt a doctor now.) (设计意图:深入分析课文,让学生充分理解课文情境再次强调 be going to 句型表示将来。 。) (5) T:Can you act this text? Lets read it together. 学生齐读,然后全班分成三组分角色读课文。 学生分角色表演课文,展示一组。 (T:A wonderful show! Maybe youre going to be film stars.) (设计意图:首先齐读,让学生又熟悉了一遍文本,在班里分组分角色表 演,给学生的表演展示做了示范。) 3.T: Daming isnt a doctor now. He cant help Lingling. Hes going to help Lingling. Can you match? Ss: Match and read the sentences. (设计意图:设计连线题,介绍职业功能,让学生理解职业的职能,并练习 词组:drive a car, teach English, help people,为学生描述自己的梦想做 准备。) 4. T: There are four jobs. I have some pictures in this box. Theyre about jobs. Do you want to know? ( show a box) Lets chant and pass the box. Ss: What are you going to be? What are you going to be? T:Stop! SsS1: What are you going to be? S1 (chooses a picture and show it to classmates.) Im going to be a _. TS1: Are you going to be a _? S1: Yes. T: Why? S1:No. Ss: What are you going to be? Why? (设计意图:设计传盒子的游戏,进行趣味操练,并与学生进行交流,当学 生抽到一张代表职业的图片(如听诊器)时说:Im going to be a doctor. 教师与学生进行交流,询问将来是否愿意从事这项职业,进行意义交流。 ) 5.T: You know many jobs. Lets read them. (T shows the words and pictures: teacher、bus driver、train driver、taxi driver、doctor、nurse、policeman, 并拓展 singer、dancer、runner、basketball player、football player、ping- pong player ) TS1、S2:What are you going to be? S1、S2:Im going to be a _. T: Do you want to know your friends dream? Ask answer in your group. (设计意图:拓展职业单词,为学生描述自己的梦想,组内交流提供把手。 小组活动,满足学生说的愿望。) 6. T:每个人都有自己的职业梦想，职业无论平凡与否，最重要的是 为社会做出贡献。希望你可以努力学习，早日实现自己的梦想。 Because there is a will, there is a way! (设计意图：适时导入情景目标，培养学生正确的择业观。) III. Summary: T:Today we talked about “Im going to be a _.”. What are you going to be? Say it together! Ss: Im going to be a _. T: Do you want to know what am I going to be? Ask me please. Ss: What are you going to be? T: Im going to be an excellent teacher! After class, you can ask your friends dream. You can do a survey. This is todays homework. (设计意图:小结时再次创设情境运用句型,并在运用中总结。) IV. Homework: Do a survey (设计意图:课堂活动的延伸,将所学语言运用到真实的情境中。)