Unit 4 Iwant to be an actor 教学案例- 郭灵娟.docVIP

Unit4 I want to be an actor.教学案例 教 学 设 计 【教学目标】1. 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.(c)其它词汇:略(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 do? I’m an actor /We are / They are actors.--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.5.文化意识了解西方人择业观念:只选对的,不选薪水高的,先就业再择业.从而改变我国大学生“一次择业定终身”观念,缓解目前择业难状况.【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 1b 1c 2a 2b 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 t