英语七年级(下) Unit4 I want to be an actor.教学案例

知识目标
(1) 本单元要求学生掌握以下词汇:
(a)职业名词: actor, shop assistant, doctor, report, policeman, waiter, bank clerk, policewoman, nurse, coach.
(b)地点名词:hospital, TV station, police station.
(2)语言结构: 通过各人物工作地点及职业标志物,掌握下列日常交际用语:
(a) —What do you / they want to be? I / They / We want to be a waiter.
(b)—What does he/she do? He /she is an actor
  —What does he/she want to be? He/She wants to be doctors.
(c) —Where does he/she work? He/She works at a bank.
2. 能力目标
(1) 能运用一般现在时各种形式,询问人物身份和职业梦想,还能陈述从事这一职业的原因。
(2) 能在日常生活中,适当运用此句型
3. 学习策略
通过本单元的学习,能根据人物衣着、工作地点,确认人物职业
4.情感态度
通过本单元任务型活动,加深同学间互相了解,促进同学间友好相处,同时激发他们对学习英语的兴趣和热情,树立远大的职业理想,从现在开始,抓紧每一天.No matter what you want to do in the future, you must do the job you are doing now well.
【教学方法】
1.教法分析
(1)创建真实(半真实)的语言环境,引导学生在情景中学语言,在学习新的语言知识后,创造性地运用语言。
(2)开展多种类型的任务活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习。
2.学法分析
根据初一学生对新职业的好奇心理,提供各种职业环境,让他们在半真实的环境中, 运用合作交流,互相探究,竟猜游戏等多种学习方法,促进同学间互相了解,为学生创建展示舞台,注重赏识教育和激励措施。
教学实录
【教学内容】Section A 1a - 2c
【教学准备】电子课件
【教学过程】
Step1 Pre-tasks
1. Warming-up: Appreciate an English song .
2. Lead in: Let a student stand up and ask: Are you a teacher? “No, I am a student”. Am I a student? “No, you are a teacher”.
Teacher says: “Yes, you are all students. I am a teacher”. This lesson we learn some new jobs.
3. Show 8 pictures and learn these words: actor, shop assistant, doctor, report, policeman, waiter, bank clerk, and student.
4. Do Section A 1a. Then check the answers.
【课堂实录】通过学生日常学习生活中的职业,自然导出新课.紧接着让学生仔细观察CAI课件展示的不同职业人所处的不同工作环境或衣着,学习8个职业名词,然后做1a配对练习,培养了学生的观察,思维能力.学生眼,耳,脑并用,激发了学习潜能。在这一活动中,教师是活动的引导者,学生是活动的主体.
Step2 While—tasks
1. Replay the 8 pictures and learn the sentences: What does he/she do? He/She is a (an)….
2. Let students practice these sentences in pairs.
3. Task: Cut the class in four teams. In each team 8 students have something. It shows each one’s job. The other students make clear the 8 students’ jobs in their team.
【课堂实录】通过该活动,调动了全班学生的积极性,把所学的语言应用于交际,使他们感到学习语言,完成任务的成就感.通过观察4个小组32位同学所带的职业道具,又让学生们熟悉了生活中不同的职业,使用不同的工具,还为后面的新语言What do you want to be ? What does he /he want to be 作了铺垫.
Step 3 While-tasks
1.Invite 8 students with the job things to the front, ask one girl in a police hat, ask her: Why do you take the police hat? let her answer in Chinese:我想成为一名女警察.
2. Show these sentences: What does she want to be? She wants to be a policewoman.
3.Teach the sentences, and explain “want to be”。
4. In the same way, point to the 7students and ask: What does he/she want to be? He/She wants to be a (an)…
5.Task1: listening, then do Section A 2a
6.Task2: listen again, then do Section A 2b.
【课堂实录】通过8名学生的职业梦想,引入What does she want to be? She wants to be a policewoman合情合景.引入新语言真实.自然,学生展示了自己的理想,又满足了想学这一语言点的欲望,故在学习此句型时显得轻松自如,随后的2个任务对这一语言点又得到巩固。
Step4 Pairwork
1.Ask and answer questions about the chart in 2b.
2. Let some pairs to act it out in the front.
Step 5 Play games
3.Ask students to write a short article about their future job. Who write well, who can let their dreams fly.
4. Invite some students to read out their articles.
5. Give the winners high point.
Step6 Draw a conclusion
Teacher says: I’m very glad to know all your dreams. No matter what you want to do in the future, you must do the job you are doing now well. Study hard, then you can make your dreams true.