English 4A (Oxford Shanghai Edition)Module 2 Unit 2 JobsI、單元教學目標A. Language knowledge (語言知識)：1、在語境中學習理解本單元的核心詞匯：student, firefighter, doctor, nurse, police officer, cook. teacher, bus driver。2、在語境中運用句型What does. do? 來詢問他人的職業(yè)，并運用句型He is .來說明他人的職業(yè)。3、在語境中運用句型Is he .?來詢問職業(yè)信息，并運用Yes, he is./ No, he isnt. 來回答。4、在語境中運用can的句型來表達某個職業(yè)的能力。5、能夠學習，感知字母組合dr-，pr-，在單詞dress, dream, price, princess, pretty中的發(fā)音。B. Language skills (語言技能)：Listening:1、能聽懂核心詞匯：student, firefighter, doctor, nurse, police officer, cook. teacher, bus driver。2、能聽懂核心句型：What does.do? He is . Is he .? Yes, he is./ No, he isnt. 3、能聽懂字母組合dr-，pr-在單詞中的發(fā)音。Speaking:1、在語境中，能夠熟練地說出核心詞匯：student, firefighter, doctor, nurse, police officer, cook. teacher, bus driver。2、在語境中，熟練地運用本單元的核心句型：What does.do? He is . Is he .? Yes, he is./ No, he isnt.3、能正確發(fā)音字母組合dr-，pr-。Reading:能夠正確朗讀核心詞匯和主體文本。Writing:1、能夠正確書寫本單元的核心單詞和核心句型。2、能用This is a He/She can He/She is來描述職業(yè)情況。C. Language use (語言應用)：在Jobs的語境中，能夠熟練地運用句型What does. do? Is he .? 來詢問他人的職業(yè)，以及句型He/She is . He/She can. 來描述他人的職業(yè)情況，通過句型He/She is super/brave/nice.來表達出不同職業(yè)的優(yōu)點。DAffection and attitudes (情感態(tài)度)：通過兩堂關于jobs的課堂以及一次參觀消防站，讓學生們了解不同職業(yè)的能力及特點，激發(fā)學生擁有職業(yè)夢想，熱愛并尊敬不同的職業(yè)。II、分課時教學目標教學目標第一課時第二課時第三課時話 題Jobs I know Jobs I know A new job語言知識單詞teacher, cook, bus driver, student, teach English, cook nice food, drive a bus , super, nicefirefighter, doctor, nurse, police officer, student, brave, put out the fire, help people, great，help sick peoplefire station, fire engine, dangerous, afraid, brave, 句型What does .do? Is he .? Yes, he is./ No, he isnt. He/She can . He/She is .This is my. He/She is a He/She can He/She is I like his/her job.This is . Welcome to .He is .語言技能與運用1. 能正確理解并朗讀詞匯student, teacher, cook, bus driver2.能正確理解并嘗試朗讀詞匯：teach English, cook nice food, drive a bus, super, nice3.嘗試運用句型What does . do? Is he .? 來詢問他人的職業(yè)。4.熟練運用句型He/She can .He/She is .來描述他人的職業(yè)。1. 能較為熟練地拼讀詞匯 firefighter, doctor, nurse, police officer, student.2.能正確理解并嘗試朗讀詞匯：brave, put out the fire, help people, help sick people, great3.能嘗試運用句型He/She can .來描述某職業(yè)的能力。4.能嘗試運用句型He is .來描述某職業(yè)的特點。1.熟練地運用詞匯firefighter, doctor, nurse, police officer, student, teacher, cook, bus driver2.嘗試運用詞匯afraid, brave和句型He is .來描述消防員的勇敢。3.能整合所學，積累生活經驗的同時，較為完整地來介紹消防人員這一職業(yè)人群。在Jill生日派對上來了三個神秘人物，嘗試運用句型What does . do? Is he/she .?來詢問這幾個人物的職業(yè)，并運用句型He/She can. He/She is .來描述職業(yè)情況，表達出對不同職業(yè)的尊敬。在Jill介紹自己家庭成員的語境中，能夠嘗試運用句型This is my. He/She is a He/She canHe/She is I like his/her job.來描述他人的職業(yè)，并表達出不同職業(yè)的特點。了解職業(yè)的多樣性，不同的人職業(yè)也各不相同。在參觀消防站的語境中，熟練運用句型What does .do?來詢問職業(yè)情況，并通過句型He is .等來描述消防員的勇敢，表達出職業(yè)的偉大。情感態(tài)度在我們的日常生活中，有著各行各業(yè)，不同職業(yè)工作者都有著自己的能力及特點，我們應該去尊重不同的職業(yè)，去熱愛這些工作。III、單課教學文本與教學過程Period 2 Jobs I know Teaching materials: Look and say, Ask and answer再構主體文本：Hello, Im Jill. Im a student.This is a photo of my family.Look, this tall man is my father. He is a firefighter. He can put out the fire. He is brave. This is my uncle. He is a police officer. He can help people. He is brave too.This is my mother. She is a nurse. And this is my aunt. She is a doctor. They can help sick people. They are great.Look at this boy. He is Wang Rong. He is my cousin. He is a student too.I love my family.輔助文本：Hes a doctor. Shes a nurse. Doctor and nurse, they are great. Sick people, sick people, They can help sick people.預設輸出文本：This is my. He/She is a He/She canHe/She is I like his/her job.ProceduresContentsMethodsPurposesPre-task preparationsWarming up1. Learn the sounds2. Guessing game通過視頻生動的了解dr-,pr-的發(fā)音。通過guessing game來鞏固上一課時的句型及表示職業(yè)的單詞。While-task procedures1.Introduce Jill Teach: student2. Set a scene1)To elicit Jills family member2)Listen to the whole passage3.Show the picture of Jills family member1)Jills father:Teach: firefighterput out the fire brave2)Jills uncle: Teach: police officerhelp people3）Jills mother and aunt: Teach: nurse and doctorhelp sick peoplegreat4.Listen to the whole passage5.Try to say1. Ask questions2. Try to say what a student can do1)Listen to a conversation among Peter, Kitty and Jill 2)Listen to the passage about Jills family member1) Listen to a short passage about Jills father2) Listen and enjoy3) Ask and answer4) Imitate Jill to introduce Jills father 1) Introduce Jills uncle Listen to the dialogue about Kitty and Jill2) Pairwork3) Say something about Jills uncle1) Listen to a short passage about Jills mother and aunt 2) Ask and answer3) Read a rhyme 4) Introduce Jills mother or Jills aunt1) Listen and read 2) Ask and answer1）Try to say Jills family members Choose one person and try to describe him or her2）Try to say My family member Describe one of your family members 通過今天的話題人物Jill引出問答讓學生從職業(yè)的能力角度加以關注。初步感知主體文本，初步了解Jill家庭成員的構成。通過Listen and enjoy的視頻感受firefighter的職業(yè)特征，了解更多有關firefighter的信息。通過聽對話，了解Jill叔叔的工作。聽說結合，在語用表達的同時，鍛煉學生提取信息的能力。通過對nurse和doctor 的學習，讓學生了解這兩份職業(yè)擁有相同的工作特征，逐步完成對nurse和doctor 人物的介紹。通過問答活動，鞏固操練What does do? He/She is的句型，更深刻了解Jill家庭成員的工作。為之后描述Jill的家庭成員做鋪墊。通過介紹Jill 的家人和自己的家人進行鞏固，并聯系實際。Post-task activities1.Enjoy a video2.Fill in the blanks1)Enjoy a videoDifferent people have different jobs!2) Finish Peters diary 觀看影片感受Jobs are everywhere.通過缺詞填空來復習鞏固本課時所學內容AssignmentBasic:1.Read Peters diary and the dialogue on P232.Copy the phrases:help people, put out the fire, help sick peopleAdvanced:3.Talk about one of your family memberBoard-writing4AM2U2 P2 Jobs I knowJobs Ability Featurefirefighter put out the fire bravepolicer officer help peoplenurse help sick people greatdoctorWhat doesdo?He/She isThis is myHe/She is aHe/She canHe/She isI like his/her job.教學設計說明一、關注教材資源，圍繞單元主題，再構單課時話題本課的教學內容為牛津英語4A Module 2 Unit 2 Jobs中的第二課時，基于對單元的整體設計，本課時的主題為: Jobs I know。本課時主要介紹教材中表示職業(yè)的核心詞匯doctor, nurse, police officer, firefighter，并拓展了help people和help sick people這兩個動詞詞組。在Jill介紹自己家庭成員的語境中，能夠嘗試運用句型This is my. He/She is a He/She canHe/She is I like his/her job.來描述他人的職業(yè)，并能表達不同職業(yè)的特點。了解職業(yè)的多樣性，不同的人職業(yè)也各不相同。二、關注學生的基本學情，體現學生發(fā)展為本的設計理念本節(jié)課在設計過程中注重突出學生的主體地位，以活動形式組織教學。從感知性的模仿活動到機械性的操練活動到意義性的練習活動直至真實的交際活動，按照由易到難，從指導性到自主性的結構安排，把教學要求變成學生內心真正的需要，充分挖掘學生的語言潛能，促使他們英語思維能力的形成與發(fā)展。三、基于單元整體設計，進行適當文本再構，關注文本語言的學用本課的教學思想意在對單元進行整體設計，以此為立足點，在每個課時的教授中，進行適當的文本再構，將課時與課時之間聯系起來。通過預設Jill這一主線人物，通過她的介紹，逐一了解她的家人，體會到各個職業(yè)的不同特點，從而了解我們應該去尊重不同的職業(yè)，去熱愛這些工作。通過圖片、視頻等資源讓學生們在聽一聽，看一看，說一說的過程中，體會到各個職業(yè)的重要性。通過Listen and match，穿插pair work對話問答，讓學生在對話中體驗、鞏固核心句型和單詞，更進一步了解Jill家人的工作，在玩中學，既能激起學生的興奮點，又能在輕松愉快的氛圍中，把學生的情緒轉移到英語上來，幫助學生體驗主題，激發(fā)學生交流的興趣。運用了再構主體文本，循序漸進開展教學活動,使學生在良好的教學情境中，把學習情感和學習能力融為一體。同時也為之后學生的語用輸出，將家人的工作信息融入My family member的描述中作鋪墊。根據語言材料的特點，選取豐富多樣的輸入形式，以此激發(fā)學生的輸出意愿。本課我采用了聽力訓練、pair work操練、guessing game等多種形式，幫助學生在不同的教學環(huán)節(jié)中，靈活運用新知，提高學生的語用能力。期望在整堂課中能體現“以學生發(fā)展為主體”的教學理念，通過師生共同的英語實踐活動以及學生多方位的體驗參與，逐步形成較好的語用能力和思維能力。5