English 4A (Oxford Shanghai Edition)Module 2 Unit 2 JobsI、單元教學(xué)目標(biāo)A. Language knowledge (語(yǔ)言知識(shí))：1、在語(yǔ)境中學(xué)習(xí)理解本單元的核心詞匯：student, firefighter, doctor, nurse, police officer, cook. teacher, bus driver。2、在語(yǔ)境中運(yùn)用句型What does. do? 來(lái)詢問他人的職業(yè)，并運(yùn)用句型He is .來(lái)說(shuō)明他人的職業(yè)。3、在語(yǔ)境中運(yùn)用句型Is he .?來(lái)詢問職業(yè)信息，并運(yùn)用Yes, he is./ No, he isnt. 來(lái)回答。4、在語(yǔ)境中運(yùn)用can的句型來(lái)表達(dá)某個(gè)職業(yè)的能力。5、能夠?qū)W習(xí)，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(yǔ)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(yǔ)境中，能夠熟練地說(shuō)出核心詞匯：student, firefighter, doctor, nurse, police officer, cook. teacher, bus driver。2、在語(yǔ)境中，熟練地運(yùn)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(lái)描述職業(yè)情況。C. Language use (語(yǔ)言應(yīng)用)：在Jobs的語(yǔ)境中，能夠熟練地運(yùn)用句型What does. do? Is he .? 來(lái)詢問他人的職業(yè)，以及句型He/She is . He/She can. 來(lái)描述他人的職業(yè)情況，通過句型He/She is super/brave/nice.來(lái)表達(dá)出不同職業(yè)的優(yōu)點(diǎn)。DAffection and attitudes (情感態(tài)度)：通過兩堂關(guān)于jobs的課堂以及一次參觀消防站，讓學(xué)生們了解不同職業(yè)的能力及特點(diǎn)，激發(fā)學(xué)生擁有職業(yè)夢(mèng)想，熱愛并尊敬不同的職業(yè)。II、分課時(shí)教學(xué)目標(biāo)教學(xué)目標(biāo)第一課時(shí)第二課時(shí)第三課時(shí)話 題Jobs I know Jobs I know A new job語(yǔ)言知識(shí)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(yǔ)言技能與運(yùn)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?yán)首x詞匯：teach English, cook nice food, drive a bus, super, nice3.嘗試運(yùn)用句型What does . do? Is he .? 來(lái)詢問他人的職業(yè)。4.熟練運(yùn)用句型He/She can .He/She is .來(lái)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?yán)首x詞匯：brave, put out the fire, help people, help sick people, great3.能嘗試運(yùn)用句型He/She can .來(lái)描述某職業(yè)的能力。4.能嘗試運(yùn)用句型He is .來(lái)描述某職業(yè)的特點(diǎn)。1.熟練地運(yùn)用詞匯firefighter, doctor, nurse, police officer, student, teacher, cook, bus driver2.嘗試運(yùn)用詞匯afraid, brave和句型He is .來(lái)描述消防員的勇敢。3.能整合所學(xué)，積累生活經(jīng)驗(yàn)的同時(shí)，較為完整地來(lái)介紹消防人員這一職業(yè)人群。在Jill生日派對(duì)上來(lái)了三個(gè)神秘人物，嘗試運(yùn)用句型What does . do? Is he/she .?來(lái)詢問這幾個(gè)人物的職業(yè)，并運(yùn)用句型He/She can. He/She is .來(lái)描述職業(yè)情況，表達(dá)出對(duì)不同職業(yè)的尊敬。在Jill介紹自己家庭成員的語(yǔ)境中，能夠嘗試運(yùn)用句型This is my. He/She is a He/She canHe/She is I like his/her job.來(lái)描述他人的職業(yè)，并表達(dá)出不同職業(yè)的特點(diǎn)。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(yǔ)境中，熟練運(yùn)用句型What does .do?來(lái)詢問職業(yè)情況，并通過句型He is .等來(lái)描述消防員的勇敢，表達(dá)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(diǎn)，我們應(yīng)該去尊重不同的職業(yè)，去熱愛這些工作。III、單課教學(xué)文本與教學(xué)過程Period 2 Jobs I know Teaching materials: Look and say, Ask and answer再構(gòu)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(yù)設(shè)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(dòng)的了解dr-,pr-的發(fā)音。通過guessing game來(lái)鞏固上一課時(shí)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(xué)生從職業(yè)的能力角度加以關(guān)注。初步感知主體文本，初步了解Jill家庭成員的構(gòu)成。通過Listen and enjoy的視頻感受firefighter的職業(yè)特征，了解更多有關(guān)firefighter的信息。通過聽對(duì)話，了解Jill叔叔的工作。聽說(shuō)結(jié)合，在語(yǔ)用表達(dá)的同時(shí)，鍛煉學(xué)生提取信息的能力。通過對(duì)nurse和doctor 的學(xué)習(xí)，讓學(xué)生了解這兩份職業(yè)擁有相同的工作特征，逐步完成對(duì)nurse和doctor 人物的介紹。通過問答活動(dòng)，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(jìn)行鞏固，并聯(lián)系實(shí)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(lái)復(fù)習(xí)鞏固本課時(shí)所學(xué)內(nèi)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(xué)設(shè)計(jì)說(shuō)明一、關(guān)注教材資源，圍繞單元主題，再構(gòu)單課時(shí)話題本課的教學(xué)內(nèi)容為牛津英語(yǔ)4A Module 2 Unit 2 Jobs中的第二課時(shí)，基于對(duì)單元的整體設(shè)計(jì)，本課時(shí)的主題為: Jobs I know。本課時(shí)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(gè)動(dòng)詞詞組。在Jill介紹自己家庭成員的語(yǔ)境中，能夠嘗試運(yùn)用句型This is my. He/She is a He/She canHe/She is I like his/her job.來(lái)描述他人的職業(yè)，并能表達(dá)不同職業(yè)的特點(diǎn)。了解職業(yè)的多樣性，不同的人職業(yè)也各不相同。二、關(guān)注學(xué)生的基本學(xué)情，體現(xiàn)學(xué)生發(fā)展為本的設(shè)計(jì)理念本節(jié)課在設(shè)計(jì)過程中注重突出學(xué)生的主體地位，以活動(dòng)形式組織教學(xué)。從感知性的模仿活動(dòng)到機(jī)械性的操練活動(dòng)到意義性的練習(xí)活動(dòng)直至真實(shí)的交際活動(dòng)，按照由易到難，從指導(dǎo)性到自主性的結(jié)構(gòu)安排，把教學(xué)要求變成學(xué)生內(nèi)心真正的需要，充分挖掘?qū)W生的語(yǔ)言潛能，促使他們英語(yǔ)思維能力的形成與發(fā)展。三、基于單元整體設(shè)計(jì)，進(jìn)行適當(dāng)文本再構(gòu)，關(guān)注文本語(yǔ)言的學(xué)用本課的教學(xué)思想意在對(duì)單元進(jìn)行整體設(shè)計(jì)，以此為立足點(diǎn)，在每個(gè)課時(shí)的教授中，進(jìn)行適當(dāng)?shù)奈谋驹贅?gòu)，將課時(shí)與課時(shí)之間聯(lián)系起來(lái)。通過預(yù)設(shè)Jill這一主線人物，通過她的介紹，逐一了解她的家人，體會(huì)到各個(gè)職業(yè)的不同特點(diǎn)，從而了解我們應(yīng)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(xué)生們?cè)诼犚宦?，看一看，說(shuō)一說(shuō)的過程中，體會(huì)到各個(gè)職業(yè)的重要性。通過Listen and match，穿插pair work對(duì)話問答，讓學(xué)生在對(duì)話中體驗(yàn)、鞏固核心句型和單詞，更進(jìn)一步了解Jill家人的工作，在玩中學(xué)，既能激起學(xué)生的興奮點(diǎn)，又能在輕松愉快的氛圍中，把學(xué)生的情緒轉(zhuǎn)移到英語(yǔ)上來(lái)，幫助學(xué)生體驗(yàn)主題，激發(fā)學(xué)生交流的興趣。運(yùn)用了再構(gòu)主體文本，循序漸進(jìn)開展教學(xué)活動(dòng),使學(xué)生在良好的教學(xué)情境中，把學(xué)習(xí)情感和學(xué)習(xí)能力融為一體。同時(shí)也為之后學(xué)生的語(yǔ)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(jù)語(yǔ)言材料的特點(diǎn)，選取豐富多樣的輸入形式，以此激發(fā)學(xué)生的輸出意愿。本課我采用了聽力訓(xùn)練、pair work操練、guessing game等多種形式，幫助學(xué)生在不同的教學(xué)環(huán)節(jié)中，靈活運(yùn)用新知，提高學(xué)生的語(yǔ)用能力。期望在整堂課中能體現(xiàn)“以學(xué)生發(fā)展為主體”的教學(xué)理念，通過師生共同的英語(yǔ)實(shí)踐活動(dòng)以及學(xué)生多方位的體驗(yàn)參與，逐步形成較好的語(yǔ)用能力和思維能力。5