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Unit 9 I want to be an actor. (Section A 1a-1c)教学设计及设计说明

作者: 彭蕾

  [此课选自人教版义务教育课程标准实验教科书《英语》(五四学制)六年级下册。]
  一、教学内容与分析
  本单元的话题是谈论个人的理想职业,是学生日常生活中经常谈论的话题,从生活实际出发,充分激发学生的学习兴趣和能动性,让学生学会更多关于职业的英文名称,和对别人理想职业的询问。
  二、教学目标
  1. 语言知识目标:
  学习课文中的重点词汇shop assistant,doctor, reporter, policeman, waiter, bank clerk, actor,teacher等,达到听、说、读、写四会,熟练使用目标句型。
  2. 语言技能目标:
  学会如何表达自己的理想职业,以及询问他人的理想职业。
  3. 情感态度目标:
  通过学习,让学生正确树立自己的人生观,不要盲目地羡慕外表光鲜的“演员”职业,树立崇高的理想。
  三、教学重、难点
  重点:掌握重点词汇,熟练运用目标句型谈论工作。
  难点:熟识各种工作的称谓,训练学生用所学知识进行关于职业的对话。
  四、教学方法:任务型教学法,交际法
  略。
  五、教学手段:多媒体辅助教学
  略。
  六、评价方法:英语形成性评价
  略。
  七、教学步骤
  Step I Leading-in
  T: Good morning, students!
  Ss: Good morning, teacher!
  T: Now let’s listen to a song named Be What You Wanna Be.
  ( Play the song)
  T: Can you guess what this song is about?
  Ss: Jobs.
  T: Right. Today let’s talk about JOBS. Are you ready?
  Ss: Yes.
  设计说明:教师以歌曲引出本节课要谈论的话题,并为后面的单词学习做铺垫。
  Step Ⅱ Presentation
  T: Now first let’s look at some pictures. Do you know what job it is?
  Ss: No.(Chinese is also ok. )
  T: It’s doctor(maybe other words). Please read after me together.
  (Students read after teacher, and practice all the left words like this.)
  T: Ok, now let’s play a game to practice reading the new words we have learned. The words will appear very quickly. So when you see the words, you don’t have to hands up, just stand up and say out the words. Let’s see which group is the best.
  (Students read the words as quickly as they can.)
  (Teacher announce the final result, and congratulate the best group with other groups.)
  T: Ok, another game is coming. This one is a little difficult. Let’s play a guessing game. I need one of you come here and face the other classmates. Then I will show one picture about job, the student standing in front should try to guess the job, and you give him or her the answer “Yes or No”. You can use this sentence “ Are you a xxx?”to ask. Understand me?
  Ss: Yes.
  T: Ok, let’s go.
  (Then students play the game together.)
  T:You have done a good job. Thank you very much.We have learned so many words about jobs. Now please open your books and turn to page 49 . Let’s finish activity 1a.
  (Then check the answers.)
  设计说明:通过生动的图片学习新单词,有利于学生对单词的理解;在游戏中背诵单词,有利于学生对单词的记忆。
  Step Ⅲ Listening
  T: Next, let’s learn something about other people’s ideas about jobs. Let’s go to page 49 1b.
  (Play the recorder and check the answers.)
  T: Read after the tape and try to imitate the tone.   (Students read after the tape with looking at the tapescript on the screen.)
  (Teacher play the recorder and pause after every sentence.)
  T: Ok, I need two groups to read this dialogue again. Pay attention to the tone.
  (Students read and imitate.)
  设计说明:在教师指导下,学生完成规定的听力练习之后,又进行了更多的模仿练习。教师为学生英语口语的语音语调做矫正。
  Step Ⅳ Oral Practice
  T: Do you want to know more about your deskmates?
  Ss: Yes.
  T: Ok, now let’s turn to activity 1c: talking about your dreaming jobs with the sentence structures in 1b.
  ( Students do the pairwork and present their performance.)
  T: Now let’s play the last game. You have to be divided into two groups.When Group A begin to read the dialogue on the screen, Group B pass the toy. When Group A finish reading, Group B stop passing the toy. The two students with the toy in Group B shuold stand up and make a dialogue about the given picture at the bottom. Group A should read the dialogue as quickly as you can.
  (Students play the game.)
  设计说明:通过多种途径增加学生说的机会,进一步巩固新学的句型:
  What do you do? I am a/an...
  What do you want to be? I want to be a/an ...
  Step ⅤSummary
  T: What have we learnt?
  (Ask the students to summarize.)
  Ss: Some jobs and sentence structures.
  (List the names of jobs and the sentences on the screen.)
  T: Excellent.
  设计说明:这一环节由学生进行总结,充分发挥以学生为主导的新课程理念。
  Step Ⅵ Homework
  Make a survey about your parents’ dreaming jobs.
  八、板书设计
  教学设计说明
  本节课的内容是学习职业及学生对将来的职业梦想,非常接近学生实际。把它做成课件的形式,充分利用了多媒体的优势。“想法”通过大量的图片,还有真实的情景进行展示,让学生在活动中体会语言的含义,易于理解,易于实践。学生通过表演,感受生活和体验生活的无穷乐趣,各项活动的开展有益于语言的运用,培养学生的职业情操,促进学习的积极性。
  因为内容是与学生生活息息相关的话题——理想职业,所以话题本身具有轻松性,再加上多媒体的运用,更能为课堂增加几分活力。几幅生动的图片,让学生在好奇、喜悦的氛围下,轻松地完成了本节课的教学内容。另外几个游戏的加入,也是以另一种方式让学生对本节课的知识进行巩固练习。其中一个“当你看到单词时,尽快站起来说出答案”的游戏,得到了许多的赞扬。这是一个在英语课堂上被广泛使用的游戏,但是它的效果却是屡试不爽。学生的积极性在瞬间被调动起来。因为游戏简单,能够调动大部分学生都参与进来,所以形成的热烈氛围是不容小觑的,也在一定程度上减轻了学生的紧张感。另一个亮点是,听力部分对语音语调的强调。我在正常的听力练习完成之后,又加上了语音语调模仿练习。在大屏幕上打出听力原文,除了平时经常练习的跟读外,还在原文上用红笔标出了升降调的提示,使学生一目了然,模仿起来有重点。跟读后,又找了几名学生做模仿阅读练习,使其进一步加深印象,以求巩固。另外,我对于本节课的作业布置也很有想法。因为这堂课学的句型和单词较易,所以作业的替换练习就显得尤为重要。由自己的理想职业引申到父母的理想职业,人称的转变拓展了句型的练习,算是较易的作业。
  本节课的教学气氛活跃,师生交流融洽,教师能够比较自然地渗透了文化意识和文化知识的差异,并且明确提出了学生的道德情感目标,进一步在英语课堂中渗透德育。符合《英语课程标准》提出的“基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础,培养学生英语综合语言运用能力同时,积极运用任务型的教学模式,让学生在教师的指导下,通过感知、体验、实践、参与和合作等方式,实现任务的目标,感受成功。在学习过程中进行情感和策略调整,以形成积极的学习态度,促进语言实际运用能力的提高。
论文来源:《黑龙江教育·中学教学案例与研究》 2012年第6期
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