3 In the futurePPT配套优秀教学设计内容

王 王家巷小学电子备课教学设计

教学内容（课题）

Unit 3 In the future 知识与技能：

1. The Ss master the words and expressions: future, stand, machine, will, exercise, early, hard, in the future, take a photo, wear glasses, do exercise ,be weak in, not…any more 2. The Ss master the key patterns : I will be a teacher. I won’t wear glasses. 3. The Ss learn the sound “ee, ea, eer, ear”in the words 4. The Ss read and understand the story Now and future

过程与方法：

1.The Ss get scientific reading methods, form good reading habits and independent reading abilities. 2.The Ss can pronounce the words according to the pronouncing rules.

情感、态度与价值观：

The Ss can describe their hopes and dreams by imagination.

1.The core words and patterns, 3.The sound “ee, ea, eer, ear”

The simple future tense.

The Situational Teaching Method

教学目标

教学重点

教学难点

教学方法

教学准备

1.The Students’ Book, 2.The courseware, 3.The multi-media , 教学时间

3课时

教学过程设计（含各环节中的教师活动和学生活动以及设计意图）

第一课时

Contents: P14 Listen and say P15 Look and learn Pre-task preparations

1、学生观看屏幕上快速呈现的人物图片，说出人物职

业，以复习学过的关于职业的单词。

T：(show a picture of a doctor) Who’ s she?

Ss： A doctor.

T： (show a picture of a driver) Who’ s he?

Ss： A driver.

…

设计意图：就不同职业提问，让学生回答问题，为下面的新课学习和表达打下基础。

T: What can a doctor do?

王S1: A doctor can help sick people.

While-task procedures

1、T： Look at the calendar. Which year is it now?

Ss： It’ s the year…

T:(show a new calendar)Look. Which year is it now?

Ss:It’ s the year…

学习单词future.

T：(show the flashcard for future) In 15 years, what will happen to you? It’

s the future. Future, f-u-t-u-r-e, future.

Ss: Future, f-u-t-u-r-e, future.

T:(write in the future on the blackboard)Today we will talk about your future.

然后，学生根据教师黑板上出示的句型，学习单词will和句型

I will be…

I will…

T: In the future, what will you be? What will you do? In 15years, I’ ll be …

years old. I’

ll still work in the school. My son will be 21 years old. He ’ ll…

设计意图：出示年历并与学生问答，帮助学生展开合理的想象，进入所示情景中。

2、学生看Listen and say的组图

1、T:(point to the machine) Look. This is a machine.

Look at the first picture. What is Kitty doing?

S1: She’ s putting some money into the machine.

设计意图：在教师的帮助下理解图意。

3、出示Look and learn 的单词卡片，让学生猜测每个单词卡片所对应的动词短语，

并结合本单元的核心句型与学生对话。

T: (show the flashcard for do exercise) What are the children doing in the picture?

S1: They’ re doing exercise.

T: Yes, they’re doing exercise. Who does morning exercise every day?

设计意图：用游戏活动来丰富练习。

4、让学生两人一组分别扮演神奇机器和Kitty朗读两段文字，引导学生朗读时关注人称变化。

设计意图：朗读课文，整体感受全文。

Post-task activities

学生仿照Listen and say中照片背面的文字，用第一人称将自己未来的情况写在一张小纸条上，每人写五到六项，如：

In 15 years, ...

I will not have long hair.

I will be beautiful.

I will be a pilot.

王

I will enjoy my life.

接着，学生将自己所写的小纸条和同桌的放在一起，结对问答。

S1: Will you have long hair?

S2: No, I won’ t. I’ ll have short hair. 设计意图：联系实际，编写出小作文和对话，巩固新知。

第二课时：

Contents: P18 Ask and answer P19 Think and write Pre-task preparations

1、学生两人一组，分角色表演根据Listen and say的短文所改编的对话。

设计意图：复习上一课时的内容，活跃课堂气氛。

2、Free talk. 设计意图：以复习旧知，导入新课。

While-task procedures

1、根据Ask and answer栏目中Peter的信息卡和句型提示问答。

T: What will Peter do?

S1: He’ll

be a doctor.

T: What will he live?

S2: He’ll

live in London.

T: Will he be tall and strong?

S3: Yes, he will.

T: Will he have only one child?

S4: No, he won’t. He’ll have two children.

接着，学生根据Ask and answer中的Alice的信息卡结对问答。

设计意图：用问答的形式来检查学生掌握情况，活学活用。

2、学生根据Think and write 栏目设计信息卡并印发给学生，让学生描绘自己十年后的情况。

设计意图：个性定制自己的未来，将学生带入真实情境中。

3、学生在黑板上挑一张自己朋友的信息卡并作介绍，可以先介绍朋友现在的情况，然后再根据黑板上所画、所写的内容介绍朋友未来的情况，最后，请其他同学猜一猜自己介绍的人是谁。

S1：Now my friend is short and thin.He doesn’t wear glasses.He lives in Shanghai. He likes English.He doesn’t like sport. In ten years, he’ll be tall and strong.He will wear glasses. He will notlive in Shanghai.He will live in the UK.He will be ateacher. He will teach students Chinese. Who is he?

设计意图：用有趣的猜谜来讨论朋友的未来情况，学生一定积极性特别高，激发兴趣，活跃课堂。

4、学生将自己朋友未来的情况记录在课本第19页Think and write栏目中，并仿照Ask and answer中的对话，和同桌就各自朋友未来的情况进行问答。

设计意图：小组活动，同学间互相交流。

Post-task activities

王学生根据教师布置的题目My father and my mother in the future, 仿照Think and write栏目写一篇短文，然后与同学交流分享。

设计意图：创设情景帮助学生写作训练，逐步培养学生用英语写作和思维的习惯。

第三课时：

Contents: P16 Look and read P19 Learn the sounds Pre-task preparation

1、朗读教材前两个单元Learn the sounds的儿歌。

Ss: Mark has a litter car...Laura wants to buy a new skirt...

设计意图：复习所学的语音内容。

2、T:What are you good at? And what are you weak in?

S1:I am good at English, but I am weak in Maths. T:(write be weak in on the blackboard) be weak in means not good at. Be weak in.

Ss: Be weak in.

设计意图：学生回答教师提出的相关问题，复习旧知，同时为新课学习做准备。

While-task procedures

1、出示以下问题，让学生阅读Look and read的第一段，然后回答问题。

Q：1) What is Bobby good at?

2) What is Bobby weak in?

3) What does Bobby like?

4) What does Bobby not like?

设计意图：带着问题去阅读课文，训练学生阅读能力。

2、播放Look and read 的录音，学生听录音并跟读课文。

设计意图：提醒学生注意模仿录音的语音语调。

3、在学生熟悉课文的基础上，教师出示Look and read 的挂图，让学生合上书本，根据图片说说Bobby的现在和未来。

Bobby is good at Maths, but he is weak in English.

In the future, he will study hard. He will read more English

books. 设计意图：鼓励学生总结课文，检查学生掌握情况。

4、出示Learn the sounds的语言单词卡片ee(bee), ea(tea), eer(deer), ear(tear) 了解 ee, ea, eer, ear在单词中的发音。

教师播放录音，学生跟着录音朗读。

播放录音，学生按照录音节拍诵读儿歌。

设计意图：请学生跟读并感知字母组合，朗读单词，学生在多个单词中找出教师所读单词。

Post-task actvities

1、学生用所给单词或短语填空，补全短文。

设计意图：检查学生课文掌握情况。

2、让学生完成练习册中task第一部分的问题提示做调查，了解同学梦想的房子是什么样子。

王 设计意图：设计有趣的调查活动，吸引学生兴趣，让学生在生活中活学活用英语。

Period 1 1.

Copy the vocabulary: 2.

Practise the key patterns. Read and recite the words at home.

Period 2 作业设计

1.

Reading comprehension on the dialougue. 2.

Read the dialogue at home.

Period 3 1.

Read the story and retell the story. 2.

Do the Practice1/2/3 in the workbook.

Period 1 Unit 3 In the future

Will you be a/an…in 10 years?

Yes , I will./No , I won’t.

I will be a/an…

I won’t ….

Period 2 Unit 3 In the future

Now Future be weak in will read more…

板书设计

get up late will get up early have no time for will have time to…

get tired easily will do exercise like watching TV will not watch so much…

Period 3 Unit 3 In the future

•

What will you be when you grow up? •

What will you be like when you grow up? •

What will you do when you grow up? •

What will you have when you grow up? What will you live when you grow up?