5AM1U3 My future (1st period Froggy’s job) 教学说明
【教学设计说明】
教材解读
本次执教的内容是《牛津英语（上海版）》5AM1U3 My future这一
单元的第一课时。围绕My future 这个主题和本单元的内容，我共设定了四个话题，分别是：Period1: Froggy’s job（通过故事文本所创设的情境，教授陈述句： I want to be…帮助学生建立意识，如何才能选择一个适合自己的职业。有一个未来职业的初步规划。）; Period2: My dream job（学习本单元的重点词汇和与职业相关的动词词组，教授特殊疑问句：What do you want to be? What do you want to do? 上一课时对于未来职业的规划作为一个引子，在本课时对于职业规划进行进一步深入的讨论）; Period3: My friend’s dream job（教授一般疑问句：Do you want to…?Do you want to be …?第二课时围绕自身讨论，那么本课时则通过调查的形式，得到他人对于职业规划的一个信息。）; Period4: Different dream jobs（整合复习）。课时与课时之间环环相扣，互为关联。
我从单元教材出发，确定了本课时的教学内容——Froggy’s job。通过阅读教学所创设的故事情境帮助以及烘托下，重点是教授陈述句：I want to be…
二、学情分析
在本单元目标设定和教学过程设计时，我以学生行为为主体，从学生的需求角度出发，根据学生实际情况，从“全体学生”、“大部分学生”和“部分学生尝试……”开展教学，以保障和提供每一位学生有适当的学习内容、语用体会和成功体验。上个月，我们也是在这里听了上海世外小学老师关于“核心素养”的一个相关讲座。让我们在座的各位都受益匪浅。在本课时的整体设计过程中，我也在考虑这一个问题。如何在我本堂课的教授中帮助学生建构一个必要的学习经历，从“综合语用”走向“核心素养”呢？我希望通过我这堂课，能够尝试着将课堂从原有的“知识核心”到“语用能力”的转变。在本课时，学生应该“学什么”、“为什么学”、“怎么学”。是我在设计教学各项环节中反复考虑的问题。
本单元的核心是讨论梦想职业。对于五年级的学生来说，自己未来到底想要做一个什么样的职业，每个学生或多或少都考虑过这个问题。但是到底如何选择一个真正适合自己的职业。将自己的一个所谓天马行空的梦想，通过构建初步的规划，有一个清晰的自我发展目标呢？在研读教材的过程中，就故事文本所设置的情境，我提炼出，首先你要热爱做某件事情like it，其次，这件事情是你擅长的be good at… 最后再考虑want to be。事实上，在达成整个教学目标的过程中，我尝试了采用美国心理学家，托尔曼提出的“认知地图”的概念。托尔曼认为，学习就是对行为的目标、取得目标的手段、达到目标的途径和获得目标的结果的期待，完全是认知性的。那么结合我们的实际的课堂教学，作为教师首先应让学生明确学习的目的，使其对未来的学习结果产生一种积极的期待。在我的本课时中，我就是让学生首先知道,我们本课时的主要话题是围绕着job工作，而与四年级所学的话题不同的是，我本课时，让学生思考的是I want to be…。也就是我先让学生知道了，我本课时到底学什么。然后通过我设计一系列的教学活动，各个环节的层层推进，以形成必要的学习经历，让学生不断进一步深入思考和判断，我该如何更加恰当的选择适合自己的职业。
【教学流程说明】
本次教学的一个尝试是通过阅读教学来学习新的单词或者是句型。那么到底把它归纳为是阅读教学，还是词汇教学，还是句型教学。是我再初步设计教案，施老师修改初稿后，在我脑海中一直思考的问题。这个问题也让我困惑了很久，我自己感觉，我的课型非常不清晰。在我之后的反复尝试，修改教学设计的过程中。我将我的课定位为故事的内容是我本堂课所设置的大情境。布鲁姆说过：“成功的外语课堂教学应当在课内创设更多的情境，让学生有机会运用已所学到的语言材料”。充分为学生创设情境调动学生的思维，使学生会探索，会学习，会运用英语。而本单元的阅读故事就是一个现成的很好的情境。
Pre-task preparation
在导入环节，我运用了形象情境，增强直观效应。图片，动图，动画歌曲结合文字，声音通过刺激学生的视听觉，让学生了解到我本课时的主人公青蛙Froggy。激发学生的学习兴趣。
While-task procedure
在新授环节，除了我继续采用了形象情境（图片，音频）以外，我又运用了
问题情境，启发诱导学生的思维。Froggy wants to be a pilot. Is it a suitable job for him? Why? Froggy wants to be a singer too. Is it a suitable job for him? How do you know? 我设计的问题，将学生引入一种与问题有关的情境中，让学生探究，深思，发现和解决问题。有疑则思，有思则学。我第一幅图和第二幅图的细节部分的教授，就是以设置问题，激疑，导疑，释疑层层深入的过程。这样的一个学习经历的设计，学生才能对于I want to be的恰当选择印象深刻。
Post-task activities
最后的展示环节，则是创设了活动情境。做一个调查。语言是进行交际和交
流思想的工具。我让学生用脑思，动手做，用耳听，用嘴讲有机结合起来。学生处于直观感知的情境中，让学生唱主角。
课件42张PPT。OE 5AM1U3 My futurePeriod1Froggy’s jobOE 5AM1U3 My futurePeriod1Froggy’s jobJOBSWhat does he/she do?
What can he/she do?The frog can .The frog likes .The frog is good at .swimswimmingswimmingbe good at doing sth.
at 擅长于…The frog can .The frog likes .The frog is good at .jumpjumpingjumpingThe frog can .The frog likes .The frog is good at .catch bugscatching bugscatching bugsFroggyFroggyI want to be …Tips:
Read the sentences in groups
Match the pictures and the sentences
Read the whole story you getJigsaw ReadingFroggy wants to be a pilot.
He wants to fly an aeroplane.
But he is afraid of flying.Froggy wants to be a singer.
He wants to be a star.
But he is not good at singing.Froggy wants to be a pilot.
He wants to fly an aeroplane.
But he is afraid of flying.Froggy wants to be a singer.
He wants to be a star.
But he is not good at singing.Froggy wants to be a pilot.
He wants to fly an aeroplane.
But he is afraid of flying.Froggy wants to be a singer.
He wants to be a star.
But he is not good at singing.Froggy wants to be a pilot.
He wants to fly an aeroplane.
But he is afraid of flying.Froggy wants to be a singer.
He wants to be a star.
But he is not good at singing.Froggy wants to be a pilot.
He wants to fly an aeroplane.
But he is afraid of flying.Froggy wants to be a singer.
He wants to be a star.
But he is not good at singing.Froggy wants to be a pilot.
He wants to fly an aeroplane.
But he is afraid of flying.Froggy wants to be a singer.
He wants to be a star.
But he is not good at singing.Froggy wants to be a pilot.
He wants to fly an aeroplane.
But he is afraid of flying.Froggy wants to be a singer.
He wants to be a star.
But he is not good at singing.Froggy wants to be a pilot. He wants to fly an aeroplane.
But he is afraid of flying.Froggy wants to be a pilot. He wants to fly an aeroplane.
But he is afraid of flying.Froggy wants to be a pilot. He wants to fly an aeroplane.
But he is afraid of flying.Help! Help!
It’s too high!Froggy wants to be a pilot. He wants to fly an aeroplane.
But he is afraid of flying.Froggy doesn’t like flying.Help! Help!
It’s too high!Froggy wants to be a singer. He wants to be a star.
But he is not good at singing.Froggy wants to be a singer. He wants to be a star.
But he is not good at singing.Froggy wants to be a singer. He wants to be a star.
But he is not good at singing.Stop! Stop!
It’s too noisy!Alice likes Chinese. She likes reading books. She is good
at writing. Alice wants to be .a writerPeter likes singing, but he can’t sing well. Peter can cook
nice food. He likes cooking food for his friends. His friends
all like his food very much. Peter wants to be .a cookFroggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
Froggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
Froggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
Froggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
Froggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
Froggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
Froggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
Froggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
Froggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
突然地救生员Froggy is sad. Suddenly he hears a cry. A chick is in the lake! Froggy jumps into the lake with the lifeguard and saves the chick.
‘You’re brave!’ says the lifeguard, ‘And you’re good at swimming too. Do you want to be a lifeguard?’ ‘Yes, I do!’ says Froggy. He likes his new job.
突然地救生员n. 哭声v.哭n. 哭声Froggy’s JOBDo a surveyI am…
I like…
I am good at…
I want to be…Do a surveyI am…
I like…
I am good at…
I want to be…HomeworkCopy the new words, phrases and sentences.
Write short passages depends on the table.
Read the story with the tape.
