M1 Getting to know each other
My future
Period 1
教学时间：                           总课时：
教学内容：
1 学习Look and learn 中的词汇: cook, pilot, taxi driver.
2 以Listen and say 的情景对话为中心，学习核心句型：“What do you want to be? I want to be ...”
3. 用What do you want to be? 询问对方将来想从事的职业，用 I want to be ...   表述自己想从事的职业并简单说明理由。
教学重点：学习单词：pilot，teach, cook, taxi driver. 
What do you want to be? I want to be a/an…
教学难点：1.正确使用What do you want to be? I want to be a/an…问答。
2. 第一人称转换成第三人称来复述课文。
3. 完成小练笔。
教学方法：
任务教学法、情景教学法。
教学过程：
Pre-task preparations
1. 听音乐Be what you wanna be.
说出听到的职业。学生说完，再出示更多的职业名称。
2.说完职业，紧接着问问题，what does your mother do?
引出what do you want to be? I want to be a/an…
3.自问自答，I want to be a reporter.扩展in the future. 
Step-three: While-task procedures 
1. 进入情景，很高兴见到你们，欢迎来到真人秀节目。
2. 给学生分组，Peter，Alice，Kitty，Joe四个学生分别代表四个组，黑板上画出台阶，看哪组爬的高。
3.出示采访内容，与学生对话。形成语篇。
R: Nice to meet you. Welcome to Pupil Show, children!
Ss: Nice to meet you too.
Peter: Hi, I’m Peter.
I’m 11 years old. I can draw.
I’m brave.
R: What do you want to be?
Peter: I want to be a pilot.
R: Why?
Peter: I want to fly a plane in the sky.
3．1)出示pilot及其应用。
2) 采访Kitty，Alice.出示teacher, teach。与ea的发音规则。
3) 采访Joe，出示cook的用法。
4) Joe likes cooking, he usually cooks for his father. His father is busy, he is a 出示图片，出租车司机，教taxi driver以及drive的用法。
Step-four: Post-task activities
1. Play a game
Read and spell
2.Chant！
What do you, what do you, what do you want to be?
I want to, I want to, I want to be a/an…
What do you, what do you, what do you want to be?
I want to, I want to, I want to be a/an…
3听力与练习 
4.放三遍课文,不全课文。
Reporter: What do you ___ __be, children?
       Peter: I want to be a ___. I want to __ __ __ in the sky.
       Kitty: I want to be a ____. I want to ___ people.
       Alice: I want to be a teacher. I want to ___ _____ in a school.
       Joe: I want to be a cook. I want to __ ___ __.
5.根据课文提问题。
6.出示课文图片。
7.出示第三人称转换。
【测试】情感升华
   1.学生自己做记者，采访别人。
2.不要怕自己的梦想太大，只要你不懈努力，就会成功。
观看草帽姐，朱之文的故事，从草根变成明星。
观看海伦凯勒的故事，盲人作家。没有什么不可能。
观看刘翔获得冠军的故事，成功需要付出巨大努力
 
M1 Getting to know each other
My　future
Period 2
教学时间：                          总课时：
教学内容：
1. 学习词汇：want, teach
2. 句型：Do you want to be a...
教学重点：学习词汇：want, teach
教学难点：熟练运用句型：Do you want to be a...?
教学方法：
任务教学法
教学过程：
Pre-task preparations
学生或教师准备一些亲人或朋友的图片，向班级展示并进行描述。
       S1：This is my uncle. He can...
While-task procedures
 1.听Listen and say的录音，学生回答问题。
        What does Peter want to be? (He wants to be a pilot.)
        ‚What do pilots do? (They fly planes.)
        ƒWhat does Kitty want to be? (she wants to be a doctor.)
         ...
 2.学生听录音跟读课文。然后教师出示图片1.并示范介绍人物。
     T：（show Picture1）This is Peter. He wants to be a pilot. He wants to fly a plane.学生结对子，分别介绍图2Kitty,图3Alice和图4Joe.然后请三名学生到前面依次示范。
      3.出示Ask and answer,如学生能力较强，可出示更好职业及工作内容。学生走出座位，在班内开展调查，了解彼此将来想从事的职业，并完成调查表。
Post-task activities
      1.全部投票，看哪一种职业最受欢迎，然后全部合作完成一份学生理想职业调查报告。
T：Who wants to be a doctor? Raise your hand. (some students raise hand...)...
In our class, ... students want to be ...They like...
...students want to be ... They like...
2.小组活动。学生发挥想象，按下面表格填写虚拟资料。组员根据同学的兴趣和爱好，为其推荐工作。
      Name:____________
      I like:_____________
      I can:_____________
S1: You like cars, Do you want to be a taxi driver?
S2: No, I don’t.
S3: You like children, and you can run fast. Do you want to be a PE teacher?
S2:Yes, I do. I want to teach children.
...
Homework:
        Read the “Listen and say”.
M1 Getting to know each other
My　future
Period 3
教学时间：                           总课时：
教学目标：
知识与技能：语音：sk (desk, mask)
词汇：job, become,(be)good at
过程与方法：通过语音部分的儿歌，了解字母组合sk在单词中的发音。
通过学习任务（Task），帮助学生巩固和综合运用本单元所学的知识和技能。
情感态度与价值观：树立符合实际的职业理想，做一个对社会有用的人。
教学重点：语音：sk (desk, mask)
教学难点：语音：sk (desk, mask)
教学方法：
情景教学法。
教学过程：
Pre-task preparations
用“开火车”活动复习句型。
     S1：Hello, (S2’s name)! What do you want to be?
     S2: I want to be taxi driver. I want to drive a taxi, What do you want to be, (S3’s name)?
     S3: I want to be a teacher. I want to teach children.
     ...
While-task procedures
        1.学生默读故事Froggy’s new job.然后出示教学挂图中的故事图片，让     学生介绍人物。
T：（point t Froggy）What’s his name?
S1: His name’s Froggy.
T：Yes. Froggy is a frog, what can frogs do?
S2: They can swim very well.
S3: They can jump.
和学生问答，巩固对故事的理解。教师提问，学生带着问题阅读文章，然后回答问题。
Picture 1
1）What does Groggy want to be? (He wants to be a pilot.)
2）Does he like flying? (No, he doesn’t. He’s afraid of flying.)
Picture 2
1)What does Froggy want to be now? (He wants to be a singer.)
2)Can he sing well? (No, he can’t.)
       2.学生再次阅读故事，教师在黑板上写出每幅图的关键词，学生根据图片及关键词复述故事。
     Picture 1: wants to be, pilot, fly a plane, afraid of, flying
     Picture 2: singer, not good at singing
       3.出示一组含有字母组合sk的单词，请学生跟读并记住sk的发音。如desk、mask、task、disk、ask。
      T:sk,/sk/,desk,desk.
      Ss: sk, /sk/, desk, desk.
      T: sk, /sk/, mask, mask.
      Ss: sk, /sk/, mask, mask.
     然后播放Learn the sounds的录音，请学生跟录音模仿朗读儿歌。鼓励学生模仿录音中的音乐语调。还可与较早前学过的语音ck/k/比较，给出几个单词，让学生归类。
     ck: clock, rock, knock. tick-tock, chick
     sk: ask, desk, mask, task, disk
Post-task activities
       学生玩找工作的游戏。一学生抽取写有职业的纸牌，其他人扮演面试官（如两到三人）对其兴趣、特长等进行提问，然后面试官决定该学生是否能获得该工作。
       S1：(pick a card of a teacher)
       S2: What do you want to be?
       S1: I want to be an English teacher.
       S2: Do you like children?
       S1: Yes, I do.
       S3: Are you good at English?
       S1: Yes, I am.
S4: (to S2 and S3) Do you think (S1’s name) can get this job?
       Ss: (vote)Yes! (to S1) You get this job.
Homework:
       Make the sentences: What do you want to be?
                        I want to be...
                        I want to...