1、新标准英语 第五册 Module 9 Unit 2 Im going to be a driver. 主要教学步骤： 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 w
2、ho 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 little sister. 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
3、教师。 T:Is she a teacher now? (Ss:No, she isnt.) 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 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
4、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 t
5、o 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! You have sharp ears! Lets enjoy a chant: What are you going to be? Sam, Sam? Im going to be a driver. Im g
6、oing 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 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
7、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 inmitate. (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 inmitate the text again. T:Please circle“go
8、ing 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:N
9、o.) 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
10、 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 w
11、ant 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?
12、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 pl
13、ayer、 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:Everybody has a dream. My friend Lily has a dream too. What is she going to b
14、e? Read it by yourself. (Ss read the passage and answer the question.) T:Can Lily run fast? Does she like playing football? Lets 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
15、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 “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 sevrey. 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 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。 ）
