Class 2 Textbook p.15教学设计(第一课时)

EEC五年级下册Lesson 2 : What Do You Want to Be?

作者：

北新村小学李莉

（核查人：武丽娜

白杨）

1、本单元设计意图：

本单元意在让学生学会用英语表达人们熟知的几种职业名称，学会说将来希望从事的职业的英语名称。这些内容的学习是学生张开理想的翅膀、并思考如何为之努力的一次机会，也是树立正确的职业观的一次机会。

2、本单元学习目标

语言知识目标：培养学生的学习兴趣，使学生掌握一定的语言知识，能区分使用always, usually, sometimes; 学会谈论日常生活；掌握部分关于职业的英语名称，练习关于未来职业的问答。

语言技能目标：教师创设情境，学生在情境中学语言，学生能运用所学语言进行交际的能力。

情感态度目标：培养学生学习英语的兴趣，通过学习和交流，

进一步提高学生的实际运用语言的能力。

学习策略目标：课上通过小组合作，师生互动、游戏操练等形式，让学生完成听、说、读、写的技能训练。使学生能够灵活运用本课对话、培养学生实践、创新和自主探究学习的能力，并提高学生语言的实际运用能力。

3、学情分析

（由执教者填写）

4、单元具体设计

根据课时安排我把本单元分4课时来完成教学。

The first period

P22~P25

The second period

P20~P21

The third period

P18~P19

[ʒ]

The fourth period

复习2单元

音标：

[ʒ]

Lesson2 What Do You Want to Be?

Period 1

（逸夫武丽娜修改）

一、Teaching Aims:

1. Knowledge aims:

①

Four-skill words: engineer, pilot, violinist，swimmer，plane, fly, doctor, cook, draw pictures , help sick people , make wonderful food , clean my room ,

②

Three-skill words: artist, design , spaceship , sad ,think about ,

③

Key structures：What do you want to be?

I want to be a / an …

2. Ability aims:

By the end of the lesson, the students should be able to ：Express what they want to be and the reason with the structures: I want to be …./I want to do….

And comminute with others about the future job with the dialogue: What do you want to be?

I want to be a / an ...

3.

Focus of the lesson: Students can ask and answer what is the job

4. Predicted area of difficulty: 1. Ss can distinguish “What do you want to be?”

and “What do you want to do?”

2. The pronunciation of

“engineer”, “design”, “violinist” and “plane”

3. Ss can ask and answer using “What does he / she want to be? He / She wants to be …”

二、Teaching methods: Situational language teaching, Audio-Lingual methods

三、Teaching aids:

CAI, tape record 四、Teaching Procedures：

Step I: Warm up T: I am a teacher, it’s my job. Can you speak some jobs? If you know, stand up and say it quickly. (设计意图：此游戏一激发学习兴趣，二展示学生课外知识，如果学生不知道，即可由老师介绍本课的职业单词。) Step II: Presentation

1. T: You’re great. What do you want to be? Let’s learn lesson 2. Write the title and read. 1.

Then I will introduce some jobs. Show 7 pictures of jobs on ppt one by one. Then students learn them: pilot, engineer, artist, cook, doctor, violinist，swimmer，

2.

T: When I was young, I want to be a teacher. What do you want to be? Then show the sentences: I want to be a\an…... and show some words about jobs,so that students can express. And write some sentences on the blackboard. BB: “I want to be a \an….

3.

T: What do you want to be? Show the dialogue on ppt: What do you want to be? I want to be a \an.... And write the sentence on the blackboard. BB: What do you want to be? Two students practice it, and choose some pairs to check. 4.

T: What do you want to be? S1: I want to be a cook. T: Why do you want to be a cook? 5.

Show a ppt: I want to be a .... I want to....and do the exercise

I want to be a .... I want to.... pilot

make wonderful food engineer cook

doctor help sick people play the violin design spaceships violinist

fly planes artist

draw pictures Four students discuss. Then introduce the phrase: design spaceship/fly planes: boys and girls read separately and four students read it. (设计意图：有些短语学生已经掌握，通过小组讨论，提高学生自我学习的能力。在讲授本课新设计到的短语。) 6.

Show a dialogue on ppt: A: What do you want to be? B:

students work in pairs.

7.

T: Who can talk about S1? Then practice it: What does she\he want to be ? She\He wants to be... She\ He wants to.... （设计意图：让学生在听到别人的信息后进行三单形式的练习，可以提高学生实际运用语言的能力。）

8.

Show a dialogue and students work in pairs as an interview: A: What do you want to be? B: I...A: What about you? B: I never thought about my job. /I want to be...I want to...A: Don’t be sad.\ That sounds great. Students read the phrase “think about\thought about”

with teacher. (设计意图：以采访的形式让学生进行练习，提高兴趣，学生也可以根据自身能力进行改变。从而实现分层教学。)

9. Listen and read the text .Do the exercises on P23 and P25. StepIII:

Practice 1.

study（三单）_______2. swim(职业名词)________

3. I(形物)_________

2

I want to be a_____

( 飞行员

) 3

I want to be an_____

( 艺术家

) 4

I want to be a______ (

工程师) 5

I want to be a cook.（换成she）

_________________________ 6

I want to be a teacher. （换成he）

___________________________ Step IV: Consolidation 1.

Listen and write at P23. 2.

Do the exercise at P25. Step VI: Homework. 由执教者本人填写

五、Blackboard design由执教者本人填写

六、Teaching reflection由执教者本人填写

Lesson2 What Do You Want to Be?

Period 2 （逸夫武丽娜修改）

一、Teaching Aims:

1. Knowledge aims:

①

Four-skill words: clean ,

pool , sometimes , study English, at the pool , do his homework,

wash the dishes, go swimming

②

Three-skill words: always , practice the violin , on the weekend , go hiking ,

③

Key structures：What do you do …?

I always\usually\...Sometimes I...

2. Ability aims: Students can ask and answer what they do on free time. 3. Focus of the lesson:

Students can distinguish always\usually\sometimes. Ss can ask and answer using the sentences: What do you do...? 4.Predicted area of difficulty: Students grasp the pronunciation of “usually” and

“pool” 1. Ss can ask and answer using the sentences: What does he / do...?

二、Teaching methods: Situational language teaching , Audio-Lingual methods 三、Teaching aids: CAI, tape recorder, 四、Teaching Procedures：

Step1.Greetings

Step II. Revision Free talk. A: What do you want to be?

B: …A: Do you want to be a / an …?

B: …

Step III: Presentation

1.

T:I want to be a singer. I want to sing .Do the action “sing”. Play a game: T says the action and students do it. (设计意图：通过游戏帮助学生复习一些学过的动作，活跃气氛，并且引出新知。) 2.

T Do the action and students say it.

Then show the ppt about the phrases: practice the piano/clean one’s room/ go hiking/do one’s homework/wash the dishes/study English/take a

2

walk\go swimming at the pool. Use different ways to read it: read it one by one, boys and girls read it separately, groups read it. 3.

Point to a phrase: I always practice the piano. Show a table and distinguish the three words. BB:I always\usually… Sometimes I ….

Then students talk about what do they do freely.

Sunday Monday Tuesday Wednesday always usually

Thursday Friday Saturday sometimes

(设计意图：用表格的形式让学生自己发现3个单词的区别，提高学生观察和思考的能力，培养自主学习。) 4.

Show the dialogue and students work in pairs:

What do you do….? I …..

BB: What do you do on the weekend? 5. Do the exercises of P21 6. Point to Cody. This is Cody. She always… Can you guess what S1 do? Play a game: students guess one’s daily life and practice the dialogue: What does he / she do?

She /He..

7. Write a passage to describe your

friend’s or your free time.

（设计意图：本课出现了许多短语适合学生习作练习，学生可以谈谈自己或他人的课余生活，第一人称的难度较低。第三人称的难，适合不同层次学生，以便实现分层教学。）

8. Listen and read the text .

Step IV:Practice

1.dish复数（

）2.friend复数（

）3.plane复数（

）

翻译

4. do his homework___________

5. wash the dishes____________

6. go swimming_______________

3

7.

I want to be a singer.（对划线部分提问）

________________________________________ 8.

I

usually

wash the dishes.

（对划线部分提问）

________________________________________ Step V: Consolidation

1.

Do the exercise on P21. 2.

Composition. Write a passage to describe your friend’s or your free time.

Step VI: Homework. 由执教者本人填写

五、Blackboard design

由执教者本人填写

六、Teaching reflection

由执教者本人填写

4

Lesson2 What Do You Want to Be?

Period 3

（逸夫白杨修改）

一、Teaching Aims:

1. Knowledge aims:

① Four-skill words: practice the violin\help sb. do sth.\go swimming at the pool \swimmer

② Key structures：Do you want to be a / an …?

Yes, I do. / No, I don’t.

What do you usually do …?

I always\usually\.. 2. Ability aims:

By the end of the lesson, the students should be able to make a dialogue using the key structures. 3.

Focus of the lesson: 学生能够运用以下句型对自己想成为的职业和经常做的事情进行问答交流。

Do you want to be a / an …?

Yes, I do. / No, I don’t.

What do you usually do …?

I always\usually\.. 4. Predicted area of difficulty: 1. 学生能够熟练运用help sb do sth这个短语

2. The pronunciation of [ʒ] 二、Teaching methods: Task-based teaching approach, Elicitation teaching

三、Teaching aids: CAI, tape recorder四、Teaching Procedures：

Step I: Greeting Step II. Revision Free talk: What do you do on the weekend? S1:I... Step III: Presentation

1. S1: I...How about you? T: I always help my mom cook. Show a ppt: help..do... One student makes a sentence and chooses another one to make. （设计意图：由学生来进行选择答题者，更能调动起学生回答问题的积极性。）

BB:I help my mom cook. Two students practice the dialogue on ppt: What do you usually do...? I ... BB: What do you usually do...? 2. Ask and answer.

5

3. Show the PPT(a violin),and ask What’s this?and Whose violin is this? 4. Guess. It’s Cody’s. Then ask “What does Cody usually do ?

She practices the violin. (设计意图：用我们自制的表示时间副词的圆圈卡片来明确句意如：She always/usually/sometimes

practices the violin. ) 5. Practice. PPT----- (ball---Tom’s

Car---Mr. Chen’s

pinao---Sara’s

Pancakes---Luct’s

bike---Bill’s

homework---Mike’s (设计意图：开拓思维，让学生展开丰富的想象，用我们学过的名词或短语来进行练习) 6. T:I know XX usually helps his sister study English? T: Do you want to be a teacher? Ss: Yes,...\No,... Show ppt: I want to be a teacher.----

Do you want to be a teacher? T gives some examples and students change them. Then one student says affirmative sentence and the partner changes it into general sentence. (设计意图：练习一般疑问句的方式采用了一个人说另一个变换形式，一训练学生听力。二训练学生记忆和思维快速转换的过程。) 7.T: I always draw. I like drawing, but I’m not an artist. It’s just my

hoby.

What’s your

hoby?

Swimming /cooking/plating/singing/dancing

is my hoby. 8. T reads “usually”. T: Do you know what does “s”

pronounce? Show [ʒ].4 students discuss which word has the pronunciation of [ʒ].T shows examples on ppt: vision/television/revision. Students read. (设计意图：四人小组讨论，培养学生之间互相学习的能力，并且培养学生学并积累的能力。) 9. Listen and read the text. Do the exercise on P19 and P21.

Step III:

Practice 1 do(三单)______

2 watch (三单)_______

3 play(三单)________ 4 I always______ (read) books.(变一般疑问句) ________________________________________ 5 She_____( make) dumplings. (变一般疑问句) ________________________________________ Step Ⅳ: Consolidation Do the exercise on P19 and P21 Stepⅴ: Homework.

由执教者本人填写

6

五、Blackboard design 由执教者本人填写

六、Teaching reflection 由执教者本人填写

7

Lesson2 What Do You Want to Be?

Period 4 （逸夫白杨修改）

一、Teaching Aims:

1. Knowledge aims:

①Students can listen, speak, read and write the four-skill words and sentences. ②Students can pronounce[ʒ] and know which word includes it. 2. Ability aims:

To ask and answer about the free time and talk about the job with the key sentences. 3.

Focus of the lesson: Distinguish want to be and want to do. Students can distinguish always\usually\sometimes. And they can use these phrases to express their thinking. 4. Predicted area of difficulty: 1. Students can use these phrases and sentences to express their thinking freely.

What do you do …?

I always\usually\...Sometimes I... What do you want to be?

I want to be a / an …

Do you want to be a / an …?

Yes, I do. / No, I don’t.

help sb do sth 2. The pronunciation of [ʒ] 二、Teaching methods: Task-based teaching approach, Elicitation teaching

三、Teaching aids: CAI, tape recorder四、Teaching Procedures：

Step I: Greeting

Step II. Revision 1. Review the words on ppt: swimmer\ pilot\engineer\artist\ cook\doctor\violinist. Game: flash card. If the word and picture are the same, students stand up and say it quickly, or not. （设计意图：本环节主要以游戏方式复习职业，提高学生的学习兴趣，并且能让学生高度集中。）

2. T: A violinist can play the violin. Let’s review phrases. practice the violin\clean one’s room\go swimming\go hiking\help mom cook\practice the piano\do one’s homework\fly planes\design

8

spaceships\draw pictures\ make wonderful food\help sick people. Choose one student to act, others guess, then change a student. (设计意图：用看动作猜词组的方式帮助学生更好的理解和记忆，能够让学生都参与到学习中来。) 3.T: Who can help sick people? Ss: Doctor. T: I want to be a doctor. I want to help sick people. What do you want to be? Show two dialogues on a ppt: ①

A: What do you want to be? B: I want to be ... I want to... A: That sounds great. ②

A: What do you want to be? B: I never thought about my job. Don’t be sad. We’re always with you.

Students choose one to work in pairs. BB: What do you want to be? B: I want to be ... I want to... 4．T: Do you want to be a cook? Do you want to cook for your family? What do you do on the weekend? Show a ppt:

What do you do …? I always\ usually\Sometimes I... BB: What do you do …?I always\ usually\Sometimes I... Game: divide students into 2 groups. Compete who can speak more sentences with the sentence I always\ usually\Sometimes I...in 1 minute. (设计意图：用竞赛的方式帮助学生掌握这个重点句型，激发学生学习兴趣。别人在说的时候其他学生可以训练听力，也利于学生思想集中。) Show a dialogue and 4 students practice it on ppt: A: What do you do...? B: I always\ usually\Sometimes I...C: What does A do...?D: She always…

（设计意图：四人小组对话，便于学生间互相学习，也练习了三单形式，在学生说的过程中也融入了听的练习。）

5.

T: She usually... usually. What does “s” pronounce? T gives some examples and students listen whether the word includes [ʒ] 在上一课时我们已经巩固了这个音标，在这一课时想扩充一下相同字母发不同音的知识，用练习题的形式来操作如：

1. some

A: [s] (

) B: [ʒ] (

)

2. usually

A: [s] (

) B: [ʒ] (

) 3.

[ʒ]

A: plays (

) B: television(

)

4.

[s]

A: sun (

) B: sit (

) C: makes (

)

5.

looks

revision

draws

usually

bikes

apples

9

[s] ______

______

[ʒ] ______

______ [z] ______

______ 6. Listen and read on P16 and P17.Do the exercise from P25 to P28. Step III:

Consolidation

Do the exercise from P25 to P28. Step Ⅳ: Practice 1. swim(职业名词)________

2. I(形物)_________ 3. dish ( 复数)________

4. study（三单）_______ 5. 在泳池里____________

6. take a walk(中文)_________ 7. I draw pictures.( 主语换成She) _____________________________ 8.Lily _______(want)to be ________(art). (一般疑问句)

______________________________________________ 9.Dongdong

wants________( fly) planes.( 对划线部分提问)

______________________________________________ 10.How about you? (同义句) ________________________________ Stepⅴ: Homework.

由执教者本人填写

五、Blackboard design 由执教者本人填写

六、Teaching reflection 由执教者本人填写

10