外研社一起三上《I'm going to be a driver》教学实录

2016-08-29  | 三上 认读 外研社 

  I. Warm up:

  1. Hello children Do you like singing? Let’s enjoy a song and do the actions. T:You can sing well. A hug for you! Maybe you’re 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:Let’s do and say quickly. I want to know who is going to be No.1? Ss:I’m going to be No.1! Flash pictures, say and do quickly.

  (渗透句型:I’m 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 little sister. T:Can you guess? What’s the meaning of the sentence? 板书I’m 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 she a teacher now? (Ss:No, she isn’t.)

  She is going to be a teacher when she grows up.强调be going to 句型表示将来。

  T: My little sister is going to be a teacher. What about you? 引导学生用I’m 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) Let’s ask Sam. 引导学生齐说What are you going to be,Sam?

  Let’s ask Daming. 引导学生齐说What are you going to be,Daming? Let’s 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? Let’s listen it again.

  T:You’re right! You have sharp ears!

  Let’s enjoy a chant: What are you going to be?

  Sam, Sam? I’m going to be a driver.

  I’m going to be a driver.

  What are you going to be? Daming, Daming? I’m going to be a doctor.

  I’m going to be a doctor. First listen, then say toghther, 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? Let’s listen and try to inmitate. (S1:Lingling’s 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”? Let’s listen and try to inmitate 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. What’s 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 isn’t 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? Let’s 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 you’re 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 isn’t a doctor now.

  He can’t help Lingling. He’s 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.

  They’re about jobs.

  Do you want to know? (show a box)

  Let’s chant and pass the box.

  Ss:What are you going to be?

  What are you going to be? „„

  T:Stop! Ss—S1: ×××What are you going to be?

  S1 (chooses a picture and show it to classmates.)

  I’m going to be a ____. T—S1: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:I’m 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. Let’s 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 „„)

  T—S1、S2:What are you going to be? S1、S2:I’m 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:Everybody has a dream. My friend Lily has a dream too. What is she going to be? Read it by yourself.

  (Ss read the passage and answer the question.)

  T:Can Lily run fast? Does she like playing football? Let’s read it together. (Ss read the passage together.)

  T:Can you say something about yourself? Say it with your partner. T:Who wants to show your dream?

  (设计意图:给出一个小语篇,让学生以此为把手描述自己的梦想。学生先通过自读回答问题,齐读熟悉短文模式,然后把自己的梦想说给同桌听一听。将本课时所学知识进行整合,形成语篇,提高学生的口语表达能力。)

  III.Summary:

  T:Today we talked about “I’m going to be a ___.”。

  What are you going to be? Say it together!

  Ss: I’m 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: I’m going to be an excellent teacher!

  After class,you can ask your friends dream. You can do a sevrey. This is today’s 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 sevrey

  (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。)

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《外研社一起三上“I'm going to be a driver”教学实录》摘要:yself. Show a photo about my little sister. T:Can you guess? What’s the meaning of the sentence? 板书I’m 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 she a teach...
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