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English 4A Oxford Shanghai EditionModule 2 Unit 2 JobsI、单元教学目标A. Language knowledge 语言知识1、在语境中学习理解本单元的核心词汇student, firefighter, doctor, nurse, police officer, cook. teacher, bus driver。2、在语境中运用句型What does... do 来询问他人的职业，并运用句型He is ...来说明他人的职业。3、在语境中运用句型Is he ...来询问职业信息，并运用Yes, he is./ No, he isnt. 来回答。4、在语境中运用can的句型来表达某个职业的能力。5、能够学习，感知字母组合dr-，pr-，在单词dress, dream, price, princess, pretty中的发音。B. Language skills 语言技能Listening1、能听懂核心词汇student, firefighter, doctor, nurse, police officer, cook. teacher, bus driver。2、能听懂核心句型What does...do He is ... Is he ... Yes, he is./ No, he isnt. 3、能听懂字母组合dr-，pr-在单词中的发音。Speaking1、在语境中，能够熟练地说出核心词汇student, firefighter, doctor, nurse, police officer, cook. teacher, bus driver。2、在语境中，熟练地运用本单元的核心句型What does...do He is ... Is he ... Yes, he is./ No, he isnt.3、能正确发音字母组合dr-，pr-。Reading能够正确朗读核心词汇和主体文本。Writing1、能够正确书写本单元的核心单词和核心句型。2、能用This is a He/She can He/She is来描述职业情况。C. Language use 语言应用在Jobs的语境中，能够熟练地运用句型What does... do Is he ... 来询问他人的职业，以及句型He/She is ... He/She can... 来描述他人的职业情况，通过句型He/She is super/brave/nice...来表达出不同职业的优点。DAffection and attitudes 情感态度通过两堂关于jobs的课堂以及一次参观消防站，让学生们了解不同职业的能力及特点，激发学生拥有职业梦想，热爱并尊敬不同的职业。II、分课时教学目标教学目标第一课时第二课时第三课时话 题Jobs I know Jobs I know A new job语言知识单词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 ...语言技能与运用1. 能正确理解并朗读词汇student, teacher, cook, bus driver2.能正确理解并尝试朗读词汇teach English, cook nice food, drive a bus, super, nice3.尝试运用句型What does ... do Is he ... 来询问他人的职业。4.熟练运用句型He/She can ...He/She is ...来描述他人的职业。1. 能较为熟练地拼读词汇 firefighter, doctor, nurse, police officer, student.2.能正确理解并尝试朗读词汇brave, put out the fire, help people, help sick people, great3.能尝试运用句型He/She can ...来描述某职业的能力。4.能尝试运用句型He is ...来描述某职业的特点。1.熟练地运用词汇firefighter, doctor, nurse, police officer, student, teacher, cook, bus driver2.尝试运用词汇afraid, brave和句型He is ...来描述消防员的勇敢。3.能整合所学，积累生活经验的同时，较为完整地来介绍消防人员这一职业人群。在Jill生日派对上来了三个神秘人物，尝试运用句型What does ... do Is he/she ...来询问这几个人物的职业，并运用句型He/She can... He/She is ...来描述职业情况，表达出对不同职业的尊敬。在Jill介绍自己家庭成员的语境中，能够尝试运用句型This is my... He/She is a He/She canHe/She is I like his/her job.来描述他人的职业，并表达出不同职业的特点。了解职业的多样性，不同的人职业也各不相同。在参观消防站的语境中，熟练运用句型What does ...do来询问职业情况，并通过句型He is ...等来描述消防员的勇敢，表达出职业的伟大。情感态度在我们的日常生活中，有着各行各业，不同职业工作者都有着自己的能力及特点，我们应该去尊重不同的职业，去热爱这些工作。III、单课教学文本与教学过程Period 2 Jobs I know Teaching materials Look and say, Ask and answer再构主体文本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.辅助文本Hes a doctor. Shes a nurse. Doctor and nurse, they are great. Sick people, sick people, They can help sick people.预设输出文本This is my... He/She is a He/She canHe/She is I like his/her job.ProceduresContentssPurposesPre-task preparationsWarming up1. Learn the sounds2. Guessing game通过视频生动的了解dr-,pr-的发音。通过guessing game来巩固上一课时的句型及表示职业的单词。While-task procedures1.Introduce Jill Teach student2. Set a scene1To elicit Jills family member2Listen to the whole passage3.Show the picture of Jills family member1Jills fatherTeach firefighterput out the fire brave2Jills 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 do1Listen to a conversation among Peter, Kitty and Jill 2Listen 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 通过今天的话题人物Jill引出问答让学生从职业的能力角度加以关注。初步感知主体文本，初步了解Jill家庭成员的构成。通过Listen and enjoy的视频感受firefighter的职业特征，了解更多有关firefighter的信息。通过听对话，了解Jill叔叔的工作。听说结合，在语用表达的同时，锻炼学生提取信息的能力。通过对nurse和doctor 的学习，让学生了解这两份职业拥有相同的工作特征，逐步完成对nurse和doctor 人物的介绍。通过问答活动，巩固操练What does do He/She is的句型，更深刻了解Jill家庭成员的工作。为之后描述Jill的家庭成员做铺垫。通过介绍Jill 的家人和自己的家人进行巩固，并联系实际。Post-task activities1.Enjoy a video2.Fill in the blanks1Enjoy a videoDifferent people have different jobs2 Finish Peters diary 观看影片感受Jobs are everywhere.通过缺词填空来复习巩固本课时所学内容AssignmentBasic1.Read Peters diary and the dialogue on P232.Copy the phraseshelp people, put out the fire, help sick peopleAdvanced3.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 doesdoHe/She isThis is myHe/She is aHe/She canHe/She isI like his/her job.教学设计说明一、关注教材资源，围绕单元主题，再构单课时话题本课的教学内容为牛津英语4A Module 2 Unit 2 Jobs中的第二课时，基于对单元的整体设计，本课时的主题为 Jobs I know。本课时主要介绍教材中表示职业的核心词汇doctor, nurse, police officer, firefighter，并拓展了help people和help sick people这两个动词词组。在Jill介绍自己家庭成员的语境中，能够尝试运用句型This is my... He/She is a He/She canHe/She is I like his/her job.来描述他人的职业，并能表达不同职业的特点。了解职业的多样性，不同的人职业也各不相同。二、关注学生的基本学情，体现学生发展为本的设计理念本节课在设计过程中注重突出学生的主体地位，以活动形式组织教学。从感知性的模仿活动到机械性的操练活动到意义性的练习活动直至真实的交际活动，按照由易到难，从指导性到自主性的结构安排，把教学要求变成学生内心真正的需要，充分挖掘学生的语言潜能，促使他们英语思维能力的形成与发展。三、基于单元整体设计，进行适当文本再构，关注文本语言的学用本课的教学思想意在对单元进行整体设计，以此为立足点，在每个课时的教授中，进行适当的文本再构，将课时与课时之间联系起来。通过预设Jill这一主线人物，通过她的介绍，逐一了解她的家人，体会到各个职业的不同特点，从而了解我们应该去尊重不同的职业，去热爱这些工作。通过图片、视频等资源让学生们在听一听，看一看，说一说的过程中，体会到各个职业的重要性。通过Listen and match，穿插pair work对话问答，让学生在对话中体验、巩固核心句型和单词，更进一步了解Jill家人的工作，在玩中学，既能激起学生的兴奋点，又能在轻松愉快的氛围中，把学生的情绪转移到英语上来，帮助学生体验主题，激发学生交流的兴趣。运用了再构主体文本，循序渐进开展教学活动,使学生在良好的教学情境中，把学习情感和学习能力融为一体。同时也为之后学生的语用输出，将家人的工作信息融入My family member的描述中作铺垫。根据语言材料的特点，选取丰富多样的输入形式，以此激发学生的输出意愿。本课我采用了听力训练、pair work操练、guessing game等多种形式，帮助学生在不同的教学环节中，灵活运用新知，提高学生的语用能力。期望在整堂课中能体现“以学生发展为主体”的教学理念，通过师生共同的英语实践活动以及学生多方位的体验参与，逐步形成较好的语用能力和思维能力。5
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