WhatDoYouWanttoBe绘本故事听力教学设计.doc 4页

EEC小学英语五年级下册WhatDoYouWanttoBe?绘本故事听力教学设计哈尔滨市马家沟小学校代立文【教材剖析】本单元安排的主要内容是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，这些内容的学习是让他们张开理想的翅膀，思考如何为之努力的一次机会，也是帮助学生树立正确职业观。【学生分析】本课教授对象是五年级的学生，经过五年的英语学习，学生已经能够准确理解教师的课堂用语，并能根据指令做出相应的应答，并且本节课的教学重点在于让学生掌握职业单词的基础上，来谈论自己的理想，结合课文内容，创设故事情境巩固新知识。【教学目标】1.学习有关职业的单词及表述职业的短语artist-drawpictures,cook-makewonderfulfood,doctor-helpsickpeople2.学习谈论职业的问答Whatdoyouwanttobe?–Iwanttobe…3.树立正确的职业价值观。【教学过程】StepI,GreetingsHello,boysandgirls.AreyoureadytohaveanEnglishclass?Couldyouremembermyname?MyChinesenameis…andmyEnglishnameis…OK.Great!Howareyoutoday?StepII.LeadinWhat’sthedatetoday?Couldyourememberwhen’sOlympicGameswhichisheldinBeijinglastAugust?Now,lookatthefront.StepIII,PresentationWouldyouliketotellme,whoishe?LiNingisaplayer.AndIthinkheisalsoanartist. Q:Whohaveyouknowtheotherartists?Forexample,ZhengBanqiaowasanartist.Heisfamousforhisbamboo.OK.Theyweregreatartistsinthepast.Q:Doyouwanttobeanartistlikethem?Andwhatdoyouwanttobe?Youhavedoneagoodjob.Somanyjobsyouwanttobeinthefuture.Now,pleaselistentothestory.Answerthefollowingquestion.StepIV,ConsolidationTellthestoryfirsttime.Oneday,alittleboygoestotheparkonfoot.Q1:Doeshegotherebycar?Q2:Whereishegoing?课前准备：黑板上从左至右依次呈现park,house(kitchen),hospital三个表示地点的简笔画【通过简单的问答，既复习了旧知，同时训练学生捕捉信息的能力】Andthen,hetakesoutsomepapersandsomecolorpencils.Q3:Whatishedoing?Yes,heisdrawingsomepictures.Andhelikesdrawingpictures.【教师借助黑板上表示地点的简笔画，边描述故事边做动作，帮助学生正确理解。并运用以往学习过的现在进行时态的句式结构来复习本节课的第一个职业artist和动词短语drawpictures,复习likedoing结构。】Ateleveno’clock,hefeelsveryhungry.Soherunstohishouse.Hurryuptothekitchen.Heisagoodcook.Afewminuteslater,hecookswonderfulfood.Heenjoyshislunch.Q4:Whatdoeshefeelat11o’clock?Doeshefeeltiredorhungry?Q5:IsPeterabadcook?Q6:Whatdoeshedointhekitchen?Suddenly,hehasgotabadstomachache.Herunstothehospital.Thedoctorhelpshim.Atlast,hegetsbetter.Q7:What’sthematterwithhim?Q8:Where’shegoing? Q9:Whatdoesadoctordo?Doesadoctorhelphealthypeopleorsickpeople?【教师借助肢体语言引导学生说出划线部分的内容，复习hungry,kitchen,cook,lunch等词汇，呈现职业名称cook,doctor,动词短语cookwonderfulfood，helpsickpeople,教师放慢语速强调第三人称单数变化】RetellthestoryOneday,alittleboygoestotheparkonfoot.Andthen,hetakesoutsomepapersandsomecolorpencils.Helikesdrawingpictures.Ateleveno’clock,hefeelsveryhungry.Soherunstohishouse.Hurryuptothekitchen.Heisagoodcook.Afewminuteslater,hecookswonderfulfood.Heenjoyshislunch.Suddenly,hehasgotabadstomachache.Herunstothehospital.Thedoctorhelpsthesickpeople.Atlast,hegetsbetter.Hegoestotheparkanddrawpicturesasusual.【这一部分的训练重点主要是让学生在第一遍听到故事后感知的基础上强化三个动词短语，同时，借助于教师语速、重音的变化提醒学生注意动词第三人称变化。】ComprehendthestoryOneday,alittleboygoestotheparkonfoot.Andthen,hetakesoutsomepapersandsomecolorpencils.Helikesdrawingpictures.Q10:Wheredoeshego?Q11:Whatdoeshelike?Ateleveno’clock,hefeelsveryhungry.Soherunstohishouse.Hurryuptothekitchen.Heisagoodcook.Afewminuteslater,hecookswonderfulfood.Heishungry.Hecookswonderfulfood.Q12:Ishearealcook?Q13:Whatdoeshedo?Canyouguess?Heissick.HegoestothehospitalQ14:Isheadoctor?Helikesdrawingpictures.Q15:Whatdoeshedo?Q16:Whowashe?Hewasanartist.HisnameisVanGogh.HismasterworksisTheSunflower. Q17:Doyouwanttobeanartist?Q18:Whatdoyouwanttobe?【第三次重复故事时，学生对于整个情节十分熟悉，通过一系列的问答来重点检测学生理解情况，强化职业名称和相对应的动词短语，并在故事的最后给出谜底，即ThislittleboywasVanGogh.引出artist和开放性问题Whatdoyouwanttobe?–Iwanttobe…让学生结合自己学习过的知识进行语言思维的迁移，将模式化的句式结构变成自己的语言。】StepV.Sumup1.Listentothetapeandanswerthequestions.2.Listenandrepeat.3.Completethecomposition.《ThisIsMe》【板书设计】Whatdoyouwanttobe?anartist.-Iwanttobeacook.adoctor.Iwantto…helpsickpeopledrawpicturescookwonderfulfood