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第 1 课时 Section A (1a-Pronunciation)
一、教学目标
1.能够熟练掌握本节课所涉及的职业类词汇,并能正确认读、书写和运用这些词汇。
2.能够听懂有关未来职业计划的简单对话。
3.能够运用 “be going to” 结构提问简单交流将要发生的事情和用“what/how”来询问未来
的人生目标及如何实现目标。
4.梳理发/h/,/w/,/θ/,/ð/,/k/,/kw/,/ʃ/和/ʒ/音的字母及字母组合。
二、核心语言知识
1.核心词汇:
单词:
yourself;engineer;fashion;designer;director;musician;fireman
短语:
be going to;work hard;take art lessons;drawing skills;grow up;realize one's dream
2.核心句式:
(1)—What do you want to be when you grow up?
—I want to be a fireman.
(2) —How are you going to do that?
—I'm going to exercise every day,because a fireman needs to be strong.
3.教学重难点:
(1)表达职业的名称。
(2)询问未来职业的句型及其回答。
(3)用be going to表达实现职业规划的途径。
三、教学过程
学习活动 效果评价
教师通过观察学
◆Step 1 Lead-in
生的反应和参与
1.Play a song video of “What do you want to be” and ask students to listen
度,评估他们对职
carefully and try to understand the meaning of the song.If you can
业词汇的初步掌
sing,you can sing with the video.
握情况,同时了解
2.T:After enjoying a song,can you name some jobs?
Write some on the blackboard. 学生的学习兴趣
和课堂参与度。
设计意图:歌曲视频情景式导入话题并呈现英文歌词字幕,如:What do you want to
be,nurse/engineer/pilot/actor/banker/astronaut等,引起学生的学习兴趣,活跃课堂气氛,快速导
入主题内容情景。
◆Step 2 Pre-listening 教师通过观察学
Work on 1a 生对职业图片的
1.Show different kinds of job pictures and ask students to say the jobs as 反应、词汇掌握
soon as possible.
情况以及对话练
2.Ask students to finish 1a and write the most interesting job on the card.
习中的表现,评估
3.Then lead in a pair work.
他们对职业词汇
T:I have a dream.I want to be a doctor like Zhong Nanshan.Do you have a
dream? 的理解和运用能
4.Ask Ss to practise with their partners the following dialogue. 力,同时了解学生
A:What do you want to be when you grow up? 的参与度和语言
B:I want to be a/an . 表达能力。
设计意图:通过图片展示和对话练习,帮助学生巩固职业词汇,并引导他们用英语表达自己
的梦想,增强语言运用能力和自信心。教师观察学生在
◆Step 3 While-listening
圈画职业及匹配
Work on 1b and 1c
项目时对词汇和
1.Give students some time to read the words and sentences.
听力内容的理解
2.Play the tape recorder and ask students to circle jobs in 1a.
程度,针对学生的
3.Play the tape recorder again and guide students to match the items.
4.Check the answers. 表现给予及时指
导。
设计意图:通过听力练习,激发学生的学习兴趣,强化学生对本堂课词组、职业词汇的记忆
与理解,提升学生的语言运用及听力技能。
教师观察学生能
否准确根据听力
◆Step 4 Post-reading
内容进行复述,在
1.Fill in the form according to the listening scripts.
对话练习中能否
Name Future job Reason How to achieve
流畅地运用目标
John
句型询问和回答
Jason
关于梦想职业及
Tina
实现方式;在展示
2.Pair work 对话并将梦想张
Ask students to ask and answer according to the form. 贴到梦想树的过
A:What does John want to be when he grows up? 程中,观察学生的
B:He wants to be…
参与度、语言表
A:How is he going to do that?
达的准确性与自
B:He is going to….
信程度,针对学生
3.Put up a dream tree on the blackboard.Ask students to write down their
dream jobs and put them up in the dream tree. 的表现提供个性
化的反馈与指
导。
设计意图:借助表格用不同人称介绍组内成员的理想及如何实现理想等活动进行听说口语
练习,调动学生的积极性,有利于学生熟练并灵活运用目标语言,提高学生英语的实际运用
能力。
教师观察学生的
反应速度,判断学
◆Step 5 Pronunciation
生发音的熟悉程
Work on Pronunciation 1 and 2
度并给予及时的
讲解和纠正。
设计意图:设计游戏活动,帮助学生提高学习兴趣,帮助学生构建语音知识网络。
板书设计
Unit 6 Plan for Yourself
第1课时 Section A (1a-Pronunciation)
A:What do you
want to be when
you grow up?
B:I want to be
a/an…
A:How are you
going to do that?
B:I am going to…课堂评价
作业布置
必做:
1.Copy the vocabulary of professions and key phrases learnt in this lesson three times each,and
memorize them.
2.Use “What do you want to be when you grow up?” and “How are you going to do that?” to
practise conversations with your family,and record at least three sets of different Q&A content.
选做:
Invite family members or friends to participate in filming a short video about role-playing
different professions.In the video,each person plays a different professional role and conducts
dialogues in English to showcase the working environment and characteristics of that
profession.After completing the video,present it to the class.
教学反思
在这节听力课上,听前活动成功激发了学生的参与热情,为后续的听力任务奠定了良好
基础。听中任务有效训练了学生不同层次的听力技能。然而在听后的小组活动中,仍有部
分学生难以流利地表达复杂观点。未来教学中应提供更多语言输入和口语练习,特别是在
说明理由和阐述计划方面。同时可给予更多个性化反馈,帮助学生提升语言运用能力。
