Module 2 Me, my family and friends Unit2 Jobs period 1 - period 4 表格式教案

Teaching Plan for Oxford English (Shanghai Edition)
4A Module 2 Me, my family and friends
Unit 2 Jobs
一、单元教学目标
语言知识与技能
语音和词汇
（1）能用正确的语音、语调和节奏朗读本单元的词句和文本。(学习内容：1.3朗读)
（2）能较熟练地运用本单元表示职业的核心词汇doctor, nurse, teacher, student, police officer, firefighter, cook, bus driver进行描述并与同伴进行对话。（学习内容：2.1核心词汇）
2. 句法和语篇
（1）能在语境中正确理解并运用句型What does ... do He/She is …，与同伴进行对话。（学习内容：4.2.2.2特殊疑问句）
（2）能读懂文本内容并运用所学过的句型 to be，can，Don’t…描述某个职业，包括职业的所在地、所做的具体事情，及职业的危险性。（学习内容： 4.2.1陈述句；4.2.3祈使句）
语言情感
在文本学习中，通过Jill来了解家庭成员的工作性质，激发学生热爱家庭，为父母感到骄傲的情感。同时让学生感知每个职业的重要性，并知道不同种类职业的并存，促使了我们每天正常生活秩序。
学习策略
能认真倾听、仔细观察、积极思考、在语境中感知各种职业类单词。
2.能借助板书、媒体视听，利用提供的学习资源，来描述不同职业。
3.通过讨论、合作、交流等形式，完成学习任务。
二、单元重点、难点
1. 能结合已学语言，运用新授词句，较具体地描述不同的职业。
三、单元语用任务
能借助本单元的核心词汇和已学句型，具体描述一份职业的工作时间、地点、所做事情及个人建议。
四、分课时学习内容与要求
●语音
课时 语言知识与技能
Period 1 初步感知朗读句子时的节奏。 知道陈述句、特殊疑问句、祈使句的语调，体会其交际功能。
Period 2 能较好地控制朗读句子时的节奏。 知道陈述句、特殊疑问句的语调，能较熟练朗读。
Period 3 能很好地控制朗读句子时的节奏。 知道陈述句、特殊疑问句、祈使句的语调，能较熟练朗读。
Period 4 能很好地控制朗读句子时的节奏。 知道陈述句、特殊疑问句的语调，能很熟练地朗读。
●词汇
课时 语言知识与技能
Period 1 听懂、正确跟读核心词汇fire, firefighter, police officer, doctor, nurse，并拓展ambulance，尝试运用核心词汇进行表达。
Period 2 能正确拼写核心词汇fire, firefighter, police officer, doctor, nurse并能熟练运用。 听懂、正确跟读核心词汇teacher, student, cook, bus driver并尝试运用于口头表达中。
Period 3 听懂、正确跟读词汇welcome, dangerous并尝试运用于口头表达中。 能正确拼写核心词汇teacher, student, cook, bus driver并尝试运用于口头表达中。
Period 4 综合复习本单元的核心词汇firefighter, police officer, doctor, nurse，teacher, student, cook, bus driver。 正确跟读带‘dr-’ 的单词 (如：dress，dream, etc.）并能运用于口头表达中。 正确跟读带‘pr-’的单词（如：princess，pretty, price, etc.）并能运用于口头表达中。
●词法
课时 语言知识与技能
Period 1 能听懂并运用一般现在时态的句子进行表达。
Period 2 能较熟练地运用一般现在时态的句子进行表达。
Period 3 能很熟练地运用一般现在时态的句子进行表达。
Period 4 能较熟练地运用一般进行时态进行表达并了解一般现在时的否定形式。
●句法
课时 语言知识与技能
Period 1 听懂、正确朗读can的句型，并能较熟练地运用于来介绍某个职业所做的事。 知道陈述句、祈使句的表达。
Period 2 听懂、正确朗读核心句型--- What does ... do --- He/She is …并能熟练运用于对话交流中。
Period 3 听懂、正确朗读句型--- What does sb's ... do He/She is a ... Welcome to ... Don't ...并能熟练运用于对话交流中。
Period 4 听懂并正确用句型--- What does ... do --- He/She is …回答，并能熟练运用于实际情境表达中。
●语篇
课时 语言知识与技能
Period 1 根据文本内容，了解相关信息，能熟练朗读儿歌。并能简单地描述部分职业所做的事情。
Period 2 能用核心词汇及句型描述不同职业。
Period 3 能通过问答描述家庭成员的职业。
Period 4 能根据本单元新授词句，运用所学知识（一般现在时态）描述一个自己的dream job。
五、分课时教学与评价简析
课时 话题 教学目标 核心语言 教学方法 语用任务 评价指标
Period1 Fire 1. 知道陈述句、特殊疑问句的语调，体会其交际功能。 2. 听懂、正确跟读核心词汇fire, firefighter, police officer, doctor, nurse，尝试运用核心词汇进行表达。 3. 能听懂并运用一般现在时态的句子进行表达。 4. 能听懂并熟练朗读儿歌。 5.能根据所给场景，介绍一些职业和他们所做的事情。 fire, firefighter, police officer, doctor, nurse，ambulance (拓展) ... can ... 任务教学法 情景教学法 通过文本学习，了解消防员的工作性质。并能继而简单了解并介绍其他给出情境中的职业。 1.核心词汇含义的理解及朗读情况。 2.儿歌的理解及朗读情况。 3.情境中的运用，提取并组织信息的情况。
Period2 Different jobs 1．知道陈述句、特殊疑问句的语调，能较熟练朗读。 2. 能正确拼写核心词汇fire, firefighter, police officer, doctor, nurse并能熟练运用。 3.听懂、正确跟读词汇teacher, student, cook, bus driver并尝试运用于口头表达中。 4. 能熟练运用一般现在时态的句子进行表达。 5. 听懂、正确朗读核心句型--- What does … do --- He/she is a …并能熟练运用于对话交流中。 6.能通过问答形式，对本单元职业类的核心词汇进行描述。 fire, firefighter, police officer, doctor, nurse, teacher, student, cook, bus driver --- What does … do --- He/she is a … 任务教学法 情景教学法 借助核心语言及所学的语言知识对不同的职业进行介绍。 1.核心词汇书写及熟练运用的情况。 2.核心句型运用的情况。 3.运用核心语言对职业做描述的情况。
Period3 One of the family member's job 1.知道陈述句、特殊疑问句的语调，能较熟练朗读。 2.能正确拼写核心词汇teacher, student, cook, bus driver并能熟练运用。 3.听懂、正确跟读词汇welcome, dangerous并尝试运用于口头表达中。 4.能很熟练地运用一般现在时态的句子进行表达。 5.听懂、正确朗读句型--- What does sb's … do --- He/she is a …并能熟练运用于对话交流中。 6. 能对家庭成员的职业进行描述。 fire, firefighter, police officer, doctor, nurse, teacher, student, cook, bus driver --- What does sb's … do --- He/she is a … Don't ... 任务教学法 情景教学法 借助核心语言及所学的语言知识能对家庭成员的职业进行描述。 1.核心词汇熟练运用的情况。 2.核心句型运用的情况。 3.运用核心语言对家庭成员职业描述的情况。
Period4 My dream job 1. 知道陈述句、特殊疑问句、祈使句的语调，能很熟练地朗读。 2. 听懂词汇doctor, nurse, teacher, student, police officer, firefighter, cook, bus driver并熟练运用于口头表达中。 3. 能较熟练地运用一般现在时态进行表达。 4. 听懂并能作正确回答句型--- What does sb's … do --- He/she is a …并能熟练运用于表达中。 5. 能根据本课核心词汇进行一个My dream job的描述。 拓展词汇：uniform, thieves（只需会读了解中文） My dream job is to be a ... I can .... I like ... 任务教学法 借助核心语言及所学的语言知识能描述自己将来的理想职业。 1.核心词汇熟练运用的情况。 2.核心句型运用的情况。 3.运用核心语言对自己将来理想职业进行描述的情况。
六、分课时教学文本及作业
第一课时文本：
Passage 1
Look at the fire, fire, fire, fire. Call the fire station. One one nine. Bring the fire engine. Engine engine engine. The brave firefighters put out the fire.
Passage 2
There is the fire in the street. People call the fire station. The firefighters are coming. They bring the fire engine. They can put out the fire. They are brave. The police officers are coming. They bring the police car. They can make our city safe. The doctors and the nurses are coming. They bring the ambulance. The doctors can help sick people and the nurses can take care of sick people. They are all kind.
回家作业及评价
1. Listen copy and recite the words on page 23 (doctor, nurse, police officer, firefighter)
2. Read 'Listen and enjoy' on P22 three times
3. Write down 'Which job do you want to be in the fire '
Which job do you want to be in the fire
I want to be a __________ in the fire.
I can _________________________.
______________________________.
I'm _______________. (brave/super/cool)
Evaluation: 自评: 乐学章 善学章 优学章 师评： 乐学章 善学章 优学章
评价标准：乐学章：按时完成，单词拼写正确。善学章：按时有效完成，内容合理。优学章： 按时高效完成，有创意。
作业评价内容 作业评价形式 作业评价主体
1.通过抄写、背诵核心词汇和朗读课文检测学生对词汇读音，拼写的掌握情况。 2.通过让学生完成任务单来检测学生对于核心词汇运用的情况。 课堂上进行个人展示， 课后作业单分享。 自评、师评
第二课时文本
Passage 1
Hello! I’m Nancy. I’m 35 years old. I’m an English teacher of Rainbow Primary School. I can teach English very well. I have many students. Jill is one of my students.
Passage 2
Hi, my name is Jill. I’m a student of Rainbow Primary School. I walk to school every day. I have a happy family.
Passage 3
My name is Jill. I’m a student. I have a happy family. My grandfather is a bus driver. He drives a bus. My grandmother is a cook. She cooks well. My father is a fire fighter. He’s brave. He puts out the fire. My mother is a nurse. She works in the hospital. My uncle is a police officer. He makes our city safe. My aunt is a doctor. She works in the hospital too. I have a cousin. His name is Wang Rong. He is a student too. I love my family.
Qs: 1. What does Jill do ________________________________
2. What does Jill's grandmother do _______________________________________
3. What does Jill's uncle do ____________________________________________
回家作业及评价
1. Listen copy and recite the words on page 23 (teacher, student, cook, bus driver)
2. Read 'Look and say' on P23 twice
3. Read the three passages three time and write down the answers
作业评价内容 作业评价形式 作业评价主体
1.通过抄写、背诵核心词汇和朗读课文检测学生对词汇读音，拼写的掌握情况。 2. 通过朗读文本并回答问题检测学生核心语段的运用情况。 课堂上进行个人交流 教师面批 自评、互评、 师评
评价标准：乐学章：按时完成，能拼默单词。善学章：按时有效完成，书上课文及课外文本朗读正确流利。优学章： 按时高效完成，书面作业无语法错误。
第三课时文本：'Look and read' on P25
回家作业及评价
1. Read 'Look and read' on P25 three times.
2. Write down one of your family members' job:
My _____ is a ______.
He/She works in a _______.
He/She can ______.
He/She likes his ______.
He/She is ________.
作业评价内容 作业评价形式 作业评价主体
1.通过朗读课文检测学生对于核心句型、词汇读音的掌握情况。 2.通过对家庭成员工作的陈述检测学生核心词句运用情况。 课堂上进行个人交流 互评、 师评
评价标准：乐学章：按时完成，单词拼写正确。善学章：按时有效完成，语言内容通顺合理。优学章： 按时高效完成，语言内容有创意。
第四课时文本： My dream job
I’m Alice. I’m a girl. But I’m brave. What’s my dream I’ll tell you. I can wear a uniform. I can work in a police station. I talk to people
and help people. Sometimes I can drive the police car in the street. I can catch the thieves. The thieves don’t like me. My job is dangerous.Do you know what I want to be
I’m Peter. What’s my dream I’ll tell you. I can wear a uniform. I can work in the restaurant. I can cook nice food for people. People like my yummy dishes. I can work late. But I’m very busy and hot when people go out for dinner. I like nice food. I like making people happy. Guess what I want to be
I’m Danny. What’s my dream I’ll tell you. I can wear a uniform. I can work in the hospital. Sometimes I work in the day and sometimes I work at night. I can help sick people. But children don’t like me. They are afraid of me. Do you know what I want to be
回家作业及评价：
1. Read 'Learn the sounds' on P26 three times
2. Write down your dream job
作业评价内容 作业评价形式 作业评价主体
1.通过听和朗读课文检测学生对于核心语段读音的掌握情况。 2.通过对自己梦想职业描述检测学生对于核心内容及所学语言知识运用的情况。 课后面批 互评、 师评
评价标准：乐学章：按时完成，单词拼写正确。善学章：按时有效完成，内容有层次合理。优学章： 按时高效完成，内容有创意。
七、单课教学流程
（4A）M2U2（Period1）
Topic: Fire
ROCEDURE CONTENT METHODS PURPOSE
Pre – task preparation 1. The introduction of the fire 1. Enjoy the video (P22) 2. Answer the questions 引入课本，通过观看视频，通过师生言语交流带学生进入本课主题，为新授语言做铺垫。
While - task procedure 1. The statement of fire 2. The learning of the text 3. More about the fire 1. The statement of fire 1) Learn: fire station, fire engine, firefighter 2) Look and read: Call the fire station. Bring the fire engine. 3) Learn: brave 4) Look and say: Call the fire station. Bring the fire engine. The brave firefighters put out the fire. 2. The learning of the text 1) Listen and read 2) Read in groups 3) Fill in the blanks 3. More about the fire 1) Learn: police office, make our city safe 2) Learn: doctor, nurse, ambulance 3) Choose and say 在视频这一情境中，由火灾的发生后营救的过程一步步引出fire其他相关新授单词，抓住学生对故事好奇的吸引力。 （乐学章） 以不同形式的朗读方式，让学生既注意到标准语音语调，又生生之间合作朗读，提高学生朗读兴趣。（善学章） 通过对火灾后续救援行动的拓展，引出其他职业类单词，并模仿儿歌句型让学生学以致用。
Post- task activity 1. Revision 2. Group discussion 1. Read and guess 2. Group discussion: Which job do you want to be in the fire Why e.g., I want to be a ... in the fire. I can ... ... I'm brave. 通过读懂新授词组来复习新授单词。 通过小组活动让学生对新授职业进行自我表述，复习巩固本课新授内容。（优学章）
Assignment 1. Listen copy and recite the words on page 23 (doctor, nurse, police officer, firefighter) 2. Read 'Listen and enjoy' on P22 three times 3. Write down 'Which job do you want to be in the fire ' 让学生结合新授词句，由课堂口语表达落实到书面展示。
板书设计： （4A）M2U2（Period1）
Fire
firefighter fire engine put out the fire
police officer police car make our city safe
doctor/nurse ambulance help sick people
（4A）M2U2（Period2）
Topic: Different jobs
PROCEDURE CONTENT METHODS PURPOSE
Pre-task preparation 1. Revision the last lesson Read the rhyme on P22 Spell new words 3. Look at the new passage about different jobs 复习前一课时的单词和课文，并为能背对单词的同学敲“乐学章”。 呈现新授语篇并略读，为新课做准备。
While-task procedure 1. The statement of "Me" 1. The statement of "Me" 1) Look at Passage 1 and elicit new words: teacher, teach, student 2) Read and fill in the blanks 3) Listen and elicit Passage 2 4) Pair work and mock Passage 1 and 2 通过自我阅读及听文章不同语言输入学习新授单词，并两两合作模仿习得语言运用。(善学章)
2. The statement of Jill's family 1) Learn new words: bus driver, cook 2) Look and match the job and things 3) Read the passage 3 4) Learn the new sentence pattern: --- What does ... do --- He/She is a ... 借助语篇帮助学生形象地记住职业类单词，并通过词组配对及问答引导学生阅读文本，避免枯草朗读。同时引出新授句型。 继续操练新句型，同时结合上一课的旧知，让学生的语言量如同滚雪球般越来越多。
3. The drill of the new sentence pattern 1) Play a game on P24 2) Ask and answer with more sentences --- What does ... do --- He/She is a ... He/She can ... --- He/She is ...
Post-task activity 1. Retelling Passage 3 1) Work in groups to retell the Jill's family with some simple given words 小组合作亦是自我学习及复习的一种方式，让学生在合作中互帮互助，从而进行本节课的语言输出。（优学章）
Assignment 1. Listen copy and recite the words on page 23 (teacher, student, cook, bus driver) 2. Read 'Look and say' on P23 twice 3. Read the three passages three time and write down the answers
板书设计： （4A）M2U2（Period2）
Different jobs
teacher student cook bus driver
What does ... do
He/She's a ...
（4A）M2U2（Period3）
Topic: One of family member's job
PROCEDURE CONTENT METHODS PURPOSE
Pre-task preparation 1. Talk about different jobs 1. Review 'Passage 3' of last lesson and answer questions 2. Spell the new words 通过上节课第3篇文本复习职业类单词，同时进行回答问题和学生背默单词检查，给予乐学章。
While-task procedure 1. Picture 1 and 2 1) Listen to Pic 1 and answer questions 2) Look and say about Pic 2 3) Fill in the blanks and then read 不同形式的引出，帮助学生提高对课文学习的兴趣。
2. Picture 3 1) Listen and repeat 2) Know more things dangerous and pay attention to the safety 3) Mock the tune of Mr Xu in pairs 训练学生听力引出新授，同时进行日常生活中危险事物的情感教学，提箱学生要多加注意，鼓励学生以一名消防员的语气对他人进行安全教育，操练了课文句型。(模仿语音语调好的给予善学章)
3. Picture 4 and 5 1) Read and answer 2) Read the whole dialogue with in pairs 3) Do 'Read and tick' on p25 根据问句进行回答，培养学生的应答能力。两两组合阅读，帮助学生复习新课。
Post-task activity 1. Think of your family member's job 1. Ask and answer to get to know the other student's family member's job 2. Answer other student's question and describe your family member's job in details 继续用本课问答句型进行操练，在回答的同时，结合所学语言对职业进行描述，再次复习了本单元知识点。
Assignment 1. Read 'Look and read' on P25 three times. 2. Write down one of your family members' job.
板书设计： （4A）M2U2（Period3）
The job of Jill's father's
Fire is dangerous.
Don't play with fire.
（4A）M2U2（Period4）
Topic: My dream job
PROCEDURE CONTENT METHODS PURPOSE
Pre-task preparation 1. Daily talk What does your ... do What can he/she do 通过问答来复习巩固原有句型，提高学生用英语交流的能力。
While-task procedure 1. Alice's dream job 1) Read and guess 2) Read and answer (pay attention to the new words: uniform, thieves 3) Read in different forms 通过不同形式的语言输入及阅读反馈，帮助学生熟悉该语段。
2. Peter's dream job 1) Listen and guess 2) Listen and choose the correct phrases 3) Act as a cook and read 训练学生听力，由听语段选择正确的词组引出语段，配上厨师各种装备让朗读变得有趣。
3. Danny's dream job 1) Read by oneself 2) Do T/F 3) Read again and put the sentence in order 放手让学生自行阅读，掐时间，通过快速倒计时阅读完成练习，提高学生学习兴趣同时加强集中注意力。通过给句子排序为学生自行写作做准备。
Post-task activity 1. Learn the sounds on P26 1. Listen to the pronunciation 2. Find more words with 'dr-' 'pr-' 3. Guess 'What does the princess want to be ' 4. Talk about your dream job. 语音教学，在阅读单词中感受字母组合发音，并帮助学生回忆已学过的相关单词发音。结合dream这一词将话题再次切回dream job。
Assignment 1. Read 'Learn the sounds' on P26 three times 2. Write down your dream job
板书设计： （4A）M2U2（Period4）
My dream job
I want to be a ...
I work in a ...
I can ...
I like ...
....
I'm ...
八、教学技术与学习资源
《义务教育英语课程标准》、 《上海市中小学英语课程标准》（征求意见稿）
《上海市小学英语学科教学基本要求》（试验本）
《上海市小学中高年段英语学科基于课程标准评价指南》（试行稿）
教材 《牛津英语》（上海版）四年级第一学期（试用本）
教学板书
Kingsun光盘
多媒体课件
作业评价单