Unit6 Jobs Lesson2 表格式教案

教学背景分析
教学内容：1．本课时的话题是谈论职业理想，教材中的情境是学生在职业体验馆里谈论职业理想。但是我校多数学生没有去过职业体验馆，教材提供的情境无法唤起学生共鸣。通过对教材的分析，发现本单元故事的情境可以使学生很好地理解语言的意义，并有利于学生表达自己的真实情感。为此，在本课的教学设计中，从教学光盘中截取了本单元的故事动画替代了教材中职业体验馆的情境，引入职业话题的学习，并在拓展输出环节改编和表演故事，为学生使用语言提供真实而有趣的场景。2．本单元提供了八个表示职业的词汇。通过第一课时的学习和进一步的调研，教材中提供的词汇有限，没有涵盖多数学生的理想职业。通过对第二课时文本的分析和我校学生的实际情况，发现教材中提供的句型比较单一，无法满足学生的表达需求。因此本课时在前测调研的基础上，增加了最受学生欢迎的九个职业词汇，并增加入了表述职业理想原因的交际用语，并通过 “会声会影”制作的视频短片呈现，为学生表达真实想法提供语言支持。 学生情况：学生在第一课时的学习中已经较好地掌握了教材中的职业词汇。本校学生由于有专门的外教英语阅读课，且平时课堂注重语言的综合运用能力培养，所以语言能力较强，可以补充一些课内外资源来扩充学习内容；此外，由于很多学生的家长是北航大学老师，关注孩子的综合素养，所以孩子的知识面比较丰富、思维活跃。在前测调研中还发现，相当一部分学生对航空航天感兴趣，所以本课的词汇和句型扩充内容也考虑了学生的这些特点。教学方式和教学手段： 利用信息技术，整合扩充资源，创设真实情境，让学生通过“感知——探索——实践”的自主学习模式，在提升语言能力的同时发展思维品质。
教学目标
教学目标：1.能够听懂、会说表达理想职业的交际用语：What do you want to be in the future I want to be a/an …because ….2.能够根据自己意愿真实表达理想职业及原因。3.能够在真实表达的学习活动中，激发学习热情，发展预测、理解、分析、判断、创造等思维品质。教学重点：真实表达自己的理想职业及原因。教学难点：陈述原因的表达方式。
教学流程示意
教学过程(文字描述)
Section1. Warm up and Review1. Warm up through a story—Monkey’s Job Think and predict (show the first picture of the story) T: What does the monkey want to be Why do you think so 【设计意图】通过预测，激发学生学习兴趣，同时发散思维，鼓励学生从不同角度看问题。【实施效果】学生的答案丰富多彩，带着一探究竟的目的来观看故事动画。S1: Maybe he wants to be a fireman.S2: Maybe he can be a scientist because he is smart.S3: Maybe he wants to be a dancer.S4: Maybe he wants to be a football player because he can run very fast.Watch the flash of the story. 【设计意图】学生通过观看动画体会语言的使用情境，同时获取与本课话题相关的关键信息。Talk about the story.T: What does the monkey want to be first/ next/ then In the end, what does the monkey want to be Why？【设计意图】通过谈论故事，帮助学生进一步理解故事，运用Graphic Organizer（见上图）引导学生梳理故事脉络，分析故事情节，最后思考为什么足球运动员适合猴子，也为后面学生输出职业理想的原因做铺垫。【实施效果】学生成功提取了关键信息，并且总结出了原因。S1: Maybe the monkey likes playing football.S2: Maybe he is good at playing football.T: He has long arms and long legs, so …Ss: He is very good at jumping and running.2. Brainstorm to review the vocabulary of jobs. T: In the story, we have seen four jobs. What other jobs do you know [Ss recall any other jobs that they know. T provides a brief description of each job.]【设计意图】激活学生已有知识，教师渗透职业特点，为后面的学习做铺垫。Section2. Presentation and Practice1. New material presentationWatch a short video.【设计意图】新知输入，让学生通过视听初步感知要学习的新内容。附：自制视频截图及文本内容 R: What do you want to be in the future Tom: I want to be a pilot because I want to fly planes in the future.Lily: I want to be a singer because I am good at singing. Peter: I want to be a police officer because I want to catch bad people. Sam: I want to be a writer because I like reading books and I am good at writing stories. Amy: I want to be an artist because I think it’s interesting to draw wonderful pictures. David: I want to be an astronaut because I want to travel in the space. Kate: I want to be a scientist because I am good at science. Jack: I want to be a doctor in the future because I want to help sick people in the future. Sally: I want to be a dancer because I like dancing.Talk about the short video.Watch the video for the 1s t time -- T: What jobs do you hear Watch the video for the 2nd time --T: Why do the characters want those jobs [The word cards of the key information were put onto the blackboard as a mind map.]【设计意图】让学生通过谈论视频短片，分享交流，进一步理解视频内容，再次输入。【实施效果】视频播放两次，分别请学生关注职业的词汇和原因，分步骤探讨，分散了难点，取得了较好的学习效果。学生自主选择记住的内容回答，之后教师用超链接形式呈现相关内容，同时在黑板上以思维导图（见上图）的形式帮助学生更好地建构知识体系，有助于理解和记忆重点内容，也培养学习策略，为学生终身学习打下基础。2. Topic discussion: Ask and answerModel:T: What do you want to be in the future S: I want to be a/ an … because….T writes the sentence structures on the blackboard.Students read after the teacher. Pair work to practice the dialogue.Show their dialogues.【设计意图】学生真实表达自己的理想职业及原因。3. Reinforce: Guessing gameModel: S1 says something about his/ her jobs, all the students try to guess the name of the job.Group work to play the guessing game.【设计意图】学生通过猜谜游戏这一有趣的活动方式进一步巩固有关理想职业原因的表述方式，并提高理解、分析、判断的思维能力。Section 3. Expansion and Activation1. Pair work to create a new story from Monkey’s Job and act it out.Monkey: I want a job.Bird: You can be a …. (Bird picks up one job card from the envelope for Monkey.)Monkey: Sorry, I can’t. I can’t/ I’m not good at/ I don’t like ….Bird: You can be a …. (Bird picks up another job card from the envelope for Monkey.)Monkey: Sorry, I can’t. I can’t/ I’m not good at/ I don’t like ….Bird: You can be a ….Monkey: This is a great job for me because ….2. Role play to show【设计意图】学生通过角色扮演，在模拟场景中深刻体会语言的使用情境；通过改编故事，发展创新思维；在表演过程中活用语言，实现深度学习。【实施效果】学生非常喜欢这一活动，在表演过程中加入动作表情，很好地运用了语言，发展了创新思维。
板书设计
Unit 6 Lesson2
I want to be a/an … because ….
in the future
What do you want to be
in the future
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