五年级上册英语教案M1 unit1 My future牛津上海版
S5: He’s a taxi driver.
3.在学生理解核心词汇的基础上||，导入句型。
T: Do you like cooking?
S: No||，I don’t.
T: Do you want to be a cook?
我国古代的读书人||，从上学之日起||，就日诵不辍||，一般在几年内就能识记几千个汉字||，熟记几百篇文章||，写出的诗文也是字斟句酌||，琅琅上口||，成为满腹经纶的文人。为什么在现代化教学的今天||，我们念了十几年书的高中毕业生甚至大学生||，竟提起作文就头疼||，写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差||，中学语文毕业生语文水平低||，……十几年上课总时数是9160课时||，语文是2749课时||，恰好是30%||，十年的时间||，二千七百多课时||，用来学本国语文||，却是大多数不过关||，岂非咄咄怪事!”寻根究底||，其主要原因就是腹中无物。特别是写议论文||，初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证||，也通晓议论文的基本结构:提出问题――分析问题――解决问题||，但真正动起笔来就犯难了。知道“是这样”||，就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来||，抄人家的名言警句||，抄人家的事例||，不参考作文书就很难写出像样的文章。所以||，词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题||，不能单在布局谋篇等写作技方面下功夫||，必须认识到“死记硬背”的重要性||，让学生积累足够的“米”。Pilot fly a plane
S2: She’s Miss Yang.
T: What does Miss Yang do?
S2: She’s a doctor.
T: (show the picture of Mr Smith) Who's he?
S3: He’s Mr Smith.
T: What does Mr Smith do? He is a cook. He
What’s your name?
What can you do?
What do you like doing?
What do you want to be?
Name: __________
Things I can do:
_____________________________________
Things I like doing:
Taxi driver drive a taxi
Teacher teach English
Doctor help people
作业
1.Recite the words.
2.Practice the important sentences with partner.
教学反思
个别学生26个英文字母书写不规范。
S4: She’s a taxi driver.学生朗读单词taxi driver。
2.学生根据教师所描述的职业特征||，猜出职业名称。
T: He works in the hospital. He helps sick people. What does he do? S1: He's a doctor.
S: No||，I don’t.
T: What do you want to be?
S: I want to be a pilot.
4.教师或学生准备单词卡或图片卡||，学生结对子||，玩Play a game的游戏。游戏方式为：S1抽取卡片||，问S2是否其理想职业。如S1抽中的不是S2理想中的工作||，S2回答No||，I don’t||，然后用I want to be ... I want to ...描述自己的理想工作。然后两人互换角色。
T: He works in a school. He likes children. What does he do? S2: He's a teacher.
T: He can fly a plane. What does he do?
S3: He’s a pilot.
T: He likes cooking. He can cook nice food. What does he do? S4: He’s a cook.
学生对第三人称单数理解不够透彻。
以后教学上应注重基础知识。
What do you want to be?
I want to be a pilot.
“师”之概念||，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。《说文解字》中有注曰：“师教人以道者之称也”。“师”之含义||，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称||，隐喻年长且学识渊博者。“老”“师”连用最初见于《史记》||，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制||，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”||，其只是“老”和“师”的复合构词||，所表达的含义多指对知识渊博者的一种尊称||，虽能从其身上学以“道”||，但其不一定是知识的传播者。今天看来||，“教师”的必要条件不光是拥有知识||，更重于传播知识。Cook cook nice food
备课人：2019年9月1日第1节
课题：Unit 1 My future
教
学
目
标
知识与技能：
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 ...”
S1: Fireman.
S2: Doctor.
S3: Teacher.
二、While-task procedures
1.出示Think and write中Mrs Jones||，Miss Yang等人物头像的轮廓||，通过问答激活学生在四年级上册学过的有关职业的单词||，并引出新授单词cook||，pilot||，taxi driver。
2.第一人称转换成第三人称来转述重点句型。3.完成小练笔。
教
学
过
程
教
学
过
程
教
学
过
程
一、Pre-task preparations
1.学生欣赏一首与职业有关的歌曲||，
T: Let’s enjoy the“Jobs song”.
2.学生说出在歌曲中听到的有关职业的单词。
T: Tell me the jobs you heard in the song.
can cook nice food.
师生问答操练单词cook。学生朗读单词cook||，并体会cook的用法。Ss: A cook can cook nice food.
T: Is your father/mother a cook?
S1: Yes/No.
T: Who cooks in your family?
S1: (pick a picture of a fireman) Do you want to be a fireman? S2: No||，I don’t. I want to be a doctor.
三、Post-task activities
学生独立完成Think and write的练习。然后请个别学生大声读出自己的答案||，全班同学判断该同学的答案是否正确。之后学生分组||，根据各自的兴趣、能力和理想填写卡片||，并互相问答。
过程与方法：
1.能在语境中正确运用本单元的核心词汇。
2.能用What do you want to be?询问对方将来想从事的职业||，能用I want to be ...表述自己想从事的职业并简单说明理由。
情感态度与价值观：
能根据自身情况树立符合实际的职业理想||，做一个对社会有用的人.
第1课时
课型
S2: My father.
T: (show the picture of Mr Wang) Who's he?
S1: He's Mr Wang.
T: Mr Wang can fly a plane. He’s a pilot.
学生朗读单词pilot。师生问答操练单词pilot。
T: What does a pilot do?
_____________________________________
My dream job:
_____________________________________
板书设计
教师范读的是阅读教学中不可缺少的部分||，我常采用范读||，让幼儿学习、模仿。如领读||，我读一句||，让幼儿读一句||，边读边记||；第二通读||，我大声读||，我大声读||，幼儿小声读||，边学边仿||；第三赏读||，我借用录好配朗读磁带||，一边放录音||，一边幼儿反复倾听||，在反复倾听中体验、品味。My future
新授课
教具
多媒体课件
重
难
点
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。
S1: He flies a plane.
小学英语沪教版五年级上册Unit 1 My future 教案
小学英语沪教版五年级上册Module 1 Getting to know each otherUnit 1 My futureWhat is always in front of you ,yet you can never see it?Your future.What do you want to be in the future?TASKSTASK1I can read and talk about the jobs by listening and practising 我能通过听音、原声模仿、小组练读等方式正确听、说、认读、理解单词和词组TASK2I can use “What do you want to be? I want to be a ... I want to ...” to talk about my future. 我能通过多种方式（图片、实物、肢体语言等），根据“My future”话题，在实际生活情景中进行交际words and phrasea doctor a taxi driver a pilot help people drive a taxi fly a planea cookan English teachercook foodteach EnglishTASK1 1.Pair work 对学对学伙伴交换课本听对方读单词，圈出错误的地方，帮助对方改正不对的发音。
(1’)2.Group work 群学.组长先读一遍单词；.组员分别给组长读一遍单词；.组长选出读的最好的一名组员进行全班领读（3’）words and phrasea doctor a taxi driver a pilot help people drive a taxi fly a planea cookan English teachercook foodteach Englishquiz 测一测（1’）teacher 1. I like children . I want to be a ____________. cook 2. I am a ____________. I can cook nice food. pilot 3. I want to be a _________. I want to fly a plane. taxi driver 4. I am a ___________. I can drive a taxi. d octor 5. I want to be a ________. I want to help people.TASK2 Self-study 自学自己朗读P2课文,然后回答P3四个问题：（2’）1. What does Kitty want to be?She wants to be a doctor.2. Who wants to fly a plane in the sky?Peter3. What subject (科目) does Alice want to teach?She wants to teach English.4. What does Joe want to be?He wants to be a cook.TASK2 Group work 群学1.Read the text in the group in different ways. 小组可选择自己的方式读课文。
五年级上册英语教案 Module 1 Unit 1 My future教案 牛津上海版(三起)
单元教学设计框架Unit 1 My Future单位/设计人：深圳市福田区荔轩小学麦惠梅、石鑫、杨凯颖、陈思钰一、学情分析本单元授课对象是五年级的学生。
从英语知识能力方面说，五年级的学生经过四年扎实的英语学习，在基本语言知识与技能方面已经实现一定的学习目标；听、说、读、写四方面能力已经足以与教学设计各环节完美契合，并在课堂教学实施时较好地展现自己已有的习得。
从儿童心理发展方面说，五年级的学生能够在基于对学科的兴趣上，较好地控制自己的情绪，克制自己的行为，将兴趣、情绪、行为和思维统一于一体，以较高地效率完成知识习得的过程；基于此，我们在设计教学时利用的是儿童最感兴趣的情景互动式教学法，让学生在三节课的学习中都沉浸在愉悦而轻松的学习氛围中，以最生动自然的表达方式输出语言。
二、教材分析本单元来自上海教育出版社出版的小学五年级英语教材Unit 1 My Future，Module 1，Listen and say 呈现了学生表述自己的职业理想的场景，核心句型是 What do you want to be? I want to be … Look and learn 通过图片呈现cook、pilot、taxi driver三个跟职业有关的核心词汇，Read and say 呈现了故事《小青蛙的工作》，进一步加强核心句型和词汇在真实语境中的运用，Ask and answer 呈现职业图片及文字提示，让学生通过问答操练核心句型及词汇，并了解彼此的职业理想，Think and write 是巩固核心词汇的操练栏目，Play a game 体现了Kitty 和同学玩纸牌游戏的场景。
学生通过游戏操练 Do you want to be a …? 及其答句，Learn the sounds 包含字母组合sk 的两个单词，并配有一首儿歌。
通过儿歌跟读和诵读，旨在让学生发现相同字母组合在单词中的发音规律。
三、单元设计整体思路和依据四、单元教学安排五、单元目标 1、语言知识目标（1）能听、说、读、写有关询问职业理想的对话，了解彼此将来想从事的职业及相关理由。
牛津上海版(三起)五年级英语上册Module 1 Unit 1 My future优秀教学设计
Oxford EnglishModule 1 Getting to know each otherUnit1 My future教学设计一、教学目标1.能在语境中正确运用本单元的核心词汇。
2.能用What do you want to be？询问对方将来想从事的职业，能用I want to be…表述自己想从事的职业并简单说明理由。
3.能读懂故事《小青蛙的新工作》，并能体会其中的道理。
4.能正确读出字母组合sk在单词中的发音，并能迁移到其他含有该字母组合的单词拼读中。
5.能根据自身情况树立符合实际的职业理想，做一个对社会有用的人。
二、教学内容1.语言知识：核心句型和日常用语：What do you want to be? I want to be a pilot.2.词汇：pilot, teach, cook, taxi driver,actor。
语言技能：3.听：听懂有关询问职业理想的小对话，了解彼此将来想从事的职业、及相关理由。
4.说：用I want to be ..，及I want to ... 介绍自己未来想从事的职业及理由。
用What do you want to be？询问对方将来想从事的职业。
5.读：读懂描写比尔盖茨和姚明的小短文。
6.写：正确书写本单元的核心词汇。
正确书写本单元的核心句型：What do you want to be？I want to be a pilot.三、教学重点词汇:want, pilot, teach, cook, taxi driver, actor。
句型：What do you want to be？I want to be ...四、教学难点want to do 与want to be 的正确用法。
五、教学准备多媒体设备，图片，阅读材料及句子贴纸。
六、教学过程（简）1.T:Today I want to take you to visit Madame Tussaud’s. Do you know Madame Tussaud’s? It’s very famous all over the world. You can see many famous people in it. But they are not real. They are justwaxwork(蜡像). Now let’s go!<Watch the video>2.T:Which famous people can you see it the video?T:Do you know Cheng Long? Now follow me, and you can learn more things about him. Here we go!(1)T: First, let’s read together!T: What is he? What does actor mean?(Read and write “actor”)T:Look! Who is he ? What is he ? (3 pictures) They are all actors. Actor is for man and actress is for woman.T: Who is your favourite actor? My favourite actor is Sun Honglei. How about you?T: What can an actor do?T: So an actor can make movies.(2)T: Look at the second paragraph. Who can read the first sentence? The second? (Find four Ss to read the sentences.)T: What is his grandpa? Let’s learn this word “taxi driver”.(Read and write )T: What can a taxi driver do?T: A taxi driver can drive a taxi.(3)T: What is his grandma ? Let’s learn this word “cook”.(4)T: Now watch this video. What is he? (He is a cook. Read and write .) T: Can you say? Good, food, book.T: A cook can cook...Yummy!T: So a cook can cook nice food.T: When I was young, liked eating and cooking. I can cook potatoes and eggs. I want to be a cook in the future. Because I want to cook nice food.(板书) Read together!(5)T: What is his father?Let’s learn this word “pilot”.(Read and write ) “Pilot” we can also say “airman”. They have the same meaning.T: What can a pilot do? A pilot can fly a plane.T: This is an amazing job. Do you want to be a pilot? ...What do you wantto be in the future? Why?(6)T: What is his mother?...3.Reading and learning.4.Fill in the blanks.5.Some more pictures about jobs.6.Different kinds of jobs.7.Listen and say.8.Talk about your future.9.Group work : famous people’s future.10.Read a short poetry.七、作业Please write down your future and tell it to your parents.八、板书My futureactor make moviestaxi driver driver a taxicook cook nice foodpilot fly a planeteacher teach children。
沪教版小学五年级英语上册Unit1 My future 教案
Unit 1 My future教学设计课时划分与分课时目标What does he/she do?Mr Smith cooks nice food.He is a cook._________ helps people, she is a _________He flies a plane. He is a _________.Teach other words and review the words in the same way.Learn the words cook, pilot, taxi driver,sailor singer engineer baseball player football player police officerfireman postman(Make students find the rulers of these words, communicate their experience of remembering the words)Make students compare fireman postman and singer player Learn the sentenceT: What do your parents do?What can you do?What do you like doing?What are they thinking about?xxx, do you want to be a doctor?Yes, I do. I want to be a doctor.I want to help people.Pre-producerLook and say:What do you want to be in the future?I want to be …Show some pictures about jobsAsk and answerHello, I’m …I like …I’m good at …I want to be … in the future.I want to …While-producerStudents’ activity:Answer these questions:1. Mr Smith cooks nice food.He is a cook .2.Miss Green drives a taxi.She is a taxi driver.3. Miss Yang helps people.She is a doctorShow their passages .Eg.Ms Guo and her ________ are in the classroom. The students are talking about what they want to be in the future.Peter is a brave boy. He wants to be a _______ in the future. He wants to _______ his plane to other countries like the US and Canada.Kitty is a kind girl. She wants to be a ________. She wants to _______ sick people in the future.Alice studies hard at school. She wants to be a ________ when she grows up. She wants to _______ English in a school. She likes teaching.Joe likes eating nice food and he is good at cooking. He wants tobe a _______ in the future. He wants to _______ nice food in a nice restaurant.What do you want to _______ in the future?Make students draw the mind map. Say something about the materials. Then write the sentences.Do you want to be … in the future? Why?Yes, … because … No, … because ……What do you want to be?I want to be …After-producerLearn the soundssk: desk ask task riskShow the words about “sk”, let the students say the pronunciation:Desk, mask, task, disk, askPlay the tape “Learn the sound”Give more words to practice:Look at a picture of a frog. Listen to a story about the frog’s job, then judge these sentences.Then complete the sentences. jobs be good atWhat does Froggy want to be?What is Froggy’s new job?Ss: Froggy wants to be a pilot.Froggy wants to be …a lifeguard\a singer.What does he do?He is a lifeguard.Where is the lifeguard sitting?He is sitting near the swimming pool.What can the lifeguard do?He can help and save people.Step III. Post-task activitiesMake and act a new story with the new words as the story about the froggy.Practise in pairsFill in the blanks:Froggy _____ to be a pilot. He _____ to ____ a plane but he is afraid of _____. Froggy _____ to be a singer but he is not good at ______. One day, a chick _____ into the lake. A lifeguard _____ into the lake. Froggy _____ into the lake too. They _____ the chick. Froggy _______ a lifeguard. He likes his new job.After-producerRead the story once againComplete the sentences.Froggy wants to be a pilot. He wants to ___________, but he is _______ of flying. He wants to be _______, but he cannot _____ well. One day, he sees a _______ in the lake. The chick cries for help. Froggy ________ into the lake with a lifeguard and ________. He then becomes a __________. He _______ his new job.Think and number。
Unit1MyFuture(教学设计)-2024-2025学年沪教牛津版(深圳用)英语五年级上册
在思维品质方面，学生们取得了以下效果：
1. 学生们通过阅读和讨论，培养了自己的分析问题和解决问题的能力，能够对未来的职业规划进行思考和规划。
2. 学生们通过小组讨论和写作练习，培养了自己的合作学习和自主学习的能力，学会如何有效地获取、处理和使用信息。
Unit 1 My Future（教学设计）-2024-2025学年沪教牛津版（深圳用）英语五年级上册
主备人
备课成员
教学内容
本节课的教学内容来自沪教牛津版（深圳用）英语五年级上册Unit 1 My Future。本单元主要围绕“我的未来”这一主题展开，通过学习让学生能够谈论自己的未来计划和梦想。教学内容包括以下几个部分：
（三）改进措施
1. 优化课堂时间安排：我将更加合理地安排课堂时间，确保每个环节都能按时完成，同时也会根据学生的反馈灵活调整教学进度。
2. 针对差异性教学：我将针对学生的水平差异，设计不同难度的教学活动和练习，给予基础较弱的学生更多的个别关注和辅导，帮助他们提高。
3. 多元化评价方式：我将采取多元化的评价方式，除了课堂表现和作业完成情况，还将引入学生自我评价、同伴评价等方式，更全面地评价学生的学习成果。同时，我也会定期与学生进行沟通，了解他们的学习困惑和需求，以便更好地调整教学方法和内容。
学情分析
作为沪教牛津版（深圳用）英语五年级上册的学生，他们在语言能力方面已经具备了一定的基础，能够运用简单的英语进行日常交流。然而，对于一些关于未来的抽象概念和表达方式，他们可能还较为陌生。因此，在教学过程中，需要注重引导学生理解和运用新学的词汇和句型。
在思维品质方面，学生们已经具备了一定的分析问题和解决问题的能力。他们对于未来的梦想和计划有着自己的理解和期待，因此，在讨论和表达的过程中，他们能够积极思考并分享自己的观点。
牛津沪教版英语五上Module 1 Unit 1 My future 教案(公开课)
Module 1Unit 1 My future教案教学目标：复习日常交际用What do you want to be in the future?能听懂、会说、会读What do you want to be in the future?能把本课句型用到恰当的情景中，根据情景进行自由会话。
掌握职业的单词。
教学内容：词汇：doctor, driver, farmer, writer, story, worker等。
句式：What do you want to be in the future?…教学难点：运用本课问答职业的几个句型，并能把职业类单词熟练地替换进去。
教学工具：PPT，录音机，职业卡片。
教学步骤：Step1: Warm up.Free talk:T: Hello! What’s your name?S: I’m…T: He’s /She’s a student. I’m a teacher. Teacher is my job.Step2: Presentation.1〕〔出示job卡片〕 I want to be a teacher. What do you want to be? 〔出示卡片〕Ss: I want to be a doctor. 〔问答几位学生，练习该对话〕2〕〔出示警察图片〕T: Look at this man. What do he want to be? Let’s ask him. Ss: What do you want to be? (人机对话〕课件：I want to be a policeman.〔听录音跟读，老师边做动作边领读〕请一学生做动作，T: What do he want to be?S1: I want to be a teacher.T：I want to be a worker.(出示卡片〕T：What does he want to be?Ss: He want to be a waiter.选两名男生两名女生到讲台前，由下面的学生读卡片上的单词，前面的学生做相应的动作。
五年级上册英语教案M1unit1Myfuture牛津上海版
备课人：2019 年9 月1 日第 1节课题：Unit 1 My future知识与技术：1.学习 Look and learn 中的词汇 : cook, pilot,taxi driver.2.以 Listen and say 的情形对话为中心，学习中心句型：教“What do you want to be? I want to be ...”学过程与方法：目 1.能在语境中正确运用本单元的中心词汇。
标2.能用 What do you want to be? 咨询对方未来想从事的职业，能用I want to be ... 表述自己想从事的职业并简单说明原由。
感情态度与价值观：能依据自己状况建立切合实质的职业理想，做一个对社会实用的人.1课教第课时新讲课多媒体课件型具教课要点：重学习单词： pilot ，teach, cook, taxi driver.难What do you want to be? I want to be a/an?点教课难点：1.正确使用 What do you want to be? I want to be a/an...问?答。
2.第一人称变换成第三人称来转述要点句型。
3. 达成小练笔。
一、 Pre-task preparations1.学生赏识一首与职业相关的歌曲，T: Let’s enjoy the“ Jobs song ”.2.学生说出在歌曲入耳到的相关职业的单词。
T: Tell me the jobs you heard in the song.S1: Fireman.S2: Doctor.S3: Teacher.二、 While-task procedures1. 出示 Think and write 中 Mrs Jones, Miss Yang 等人物头像的轮廓，经过问答激活学生在四年级上册学过的相关职业的单词，并引出新授单词 cook, pilot, taxi driver 。
小学英语沪教版五年级上册《1 My future》省级名师优质课教案比赛获奖教案示范课教案公开课教案
小学英语沪教版五年级上册Module 1 Getting to know each other《1 My future》省级名师优质课教案比赛获奖教案示
范课教案公开课教案
【省级名师教案】
1教学目标
学习词汇lifeguard& (be) good at。
运用一定的阅读技巧读懂故事;
用简单的语句描写自己将来想从事的职业。
明白不同的职业需要不同的能力,要根据自己的特长或特点树立合适的职业理想。
2学情分析
五年级的学生学习英语已经两年多,积累了一定的词汇量,能够和教师用英语进行简单的互
动和交流,可以用简单的句子表达自己的想法。
他们爱表现,好奇心强,有较强的模仿能力和记忆力和想象力并且对未来充满期待。
在本单元第一课时中,他们已经掌握了关于职业的词汇如pilot等,以及谈论职业理想的句型如What do you want to be? I want to be….
3重点难点
培养阅读能力,理解故事内容;
掌握词汇lifeguard&(be) good at;
运用简单的句子描写自己的职业理想
4教学过程
教学活动
1【导入】阅读前
1.Free talk.
骰子游戏: What’s his/her job?
2.Introduce the main character Froggy
Q: “Who is my friend?”
2【讲授】阅读中－初读
1.带着问题快速浏览文本
What does Froggy want to be?
2.完成连线练习Read and match.
3【讲授】阅读中－精读。
Module1Unit1Myfuture(作业设计方案)牛津上海版英语五年级上册
沪教版（牛津版）五年级上英语单元作业设计教材版本：年级册次：单元名称：作者姓名：工作单位：沪教版（牛津版）五年级上册单元作业设计Unit 1 My future2.火眼金睛，单词迷宫，圈出单词。
（作业时长：3分钟）m b v c p t d f t h j y w e i s e l c x c d c i l g y a a n o q s s o j f v c z u d o c t o r b x h n o c u a i r w w l t u q t x x g d e m r m z h i u v h s p ynxmcooktf3.Connect.看一看，连一连,将职业和职业描述（描述或者图片）相匹配。
（作业时长：5分钟）提升类作业4.Make a survey 做调查，做一个小小调查员，调查身边的人想从事的理想职业。
pilot doctorteach cooktaxi driverCookTeacher PilotDoctorFly a planeHelp peopleCook nice foodTeach EnglishName JobTom Pilot综合实践类作业5.神神神神神神神神神神神神神神神神神神神神神神神神神神神神神5神神神第二课时作业基础类作业1.神神,神神神神神神神神神神神神（作业时长：3分钟）（1）Who is Miss Chen?A.Cindy’s motherB.Cindy’s English teacherC.Cindy’s math teacher.（2）What does Cindy’s father do ?A.a pilotB.a doctorC.a taxi driver（3）What does Cindy want to be?A.be a taxi driverB.be a doctorC.be a teacher.2.神神神神神神神神神神神神神神神神神神神神神神神神神（作业时长：5分钟）（1）I am a c____，I like____ ____ ____.（做好吃的食物）（2）Do you want to be a _____（飞行员）。
沪教牛津版小学英语五年级上册Module1《Unit 1 My future》教学设计
M1 Getting to know each otherU1 My futurePeriod 1教学目标：知识与技能：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 ...”过程与方法：1 能在语境中正确运用本单元的核心词汇。
2 能用What do you want to be? 询问对方将来想从事的职业，能用I want to be ... 表述自己想从事的职业并简单说明理由。
情感态度与价值观：能根据自身情况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：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 preparations1. 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 procedures1. 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。