以下教学过程选自PEP Book 3 Unit6 Let’s learn
一、Warm-up (热身)： Listen and do
T: walk/jump/run/swim/play PingPong/ play basketball/play volleyball…
从听听做做入手,展现与本文相关的信息,直接切入主题,一方面活跃课堂气氛, 另一方面为新知识的呈现起到了很好的铺垫作用.
Lead-in (导入)： drive the bus/drive the jeep/drive the car (CAI shows the word: drive) 导入自然,不露痕迹
二、Presentation and practice (呈现和操练)
1、Teach "driver"
(1)T： "driver" drive the car, drive the car, He is a driver.→driver (er,er,//,//,//)
Ss: driver ,driver ,He is a driver.
(2)T: Guess, what color cars does the driver like
S1:He is a driver. He likes …cars. (CAI)
Ss: He is a driver. He likes blue cars.
(注:本环节对说得好的学生奖励印有 driver 的职业徽章) 渗透字母组合发音,为语音学习打下基础. 通过猜颜色,将新旧知识有机结合,达到知识循环的目的 将课堂评价与教学内容巧妙结合,体现评价真正为课堂服务的作用.
2、Teach "farmer"
(1)T: "farmer" Let's drive the car to the farm.(CAI shows the word: farm)
(2)Let Ss listen to the poem:《悯农》
T: What's he →(CAI)
Ss: He is a farmer. Farmer (er,er,//,//,//)
(3) Ss read: farmer, far mer, He is a farmer.
(4)T: Guess, what's the farmer's hobby
S1:He is a farmer. He likes …He likes playing balls.
(注:本环节对说得好的学生奖励印有 farmer 的职业徽章) 听学生熟悉的古诗,既自然呈现新知,又能很好地渗透德育教育. farm+er→farmer 给学生神通单词后面加 er 可以表示一类人的概念.
3、Teach "baseball player"
(1)T: What kinds of balls do you like
S1:I like…
(2)T: The farmer likes playing many kinds of balls. Look!
(CAI) football Beckham →football player
basketball Yao Ming →basketball player
Ping Pong Kong Linghui→ Ping Pong player
(Teach the word :player er,er,//,//,//) baseball a boy→ baseball player
(3)Ss read :player, player, a baseball player
(4)(T shows a toy baseball stick)
T: I'm a baseball player.(T pass it to S1)
从学生喜欢的球类和球类明星入手,生动,直观,扩大了知识面,又为新知识的呈 现降低了难度,整个过程清晰,流畅.
Presentation and practice (呈现和操练)
S1: I'm a baseball player. (接龙操练:S1→S2→S3…→Sn)
(注:本环节对说得好的学生奖励印有 baseball player 的职业徽章) 通过表演棒球运动员的方法来提高学生的学习兴趣,同时棒球棒在学生之间自由 传动,体现了生生互动.
4、Teach the sentence: What's he
(1) T: What's he(CAI:象征职业人物的黑图)
S1: He's a baseball player/driver/farmer…→ What's he
(2)Ss read : What's he
(3)Ss ask: What's he/she S1:He's/She's a…
(T 指向带有职业徽章的学生) (注:此处对表现好的学生奖励职业徽章时可让他们自己选择学过的:I like…) 利用黑影设置语言交际的信息沟,在猜一猜中增加孩子的学习兴趣,同时又很自然地呈现出新句型. 将戴有职业徽章的学生作为操练对象,真实形象,也使评价的作用又一次得到体 现.
5、Teach: doctor
(1)(CAI)T: What's he →doctor
(2)Ss read: Doctor, doctor, he is a doctor.
(3)T: I don't like doctors. What about you
S1:I like/don't like doctors.
T: So I eat an apple a day. Because there is a saying: An apple a day keeps the doctor away. Ss read the sentence. Let Ss sing the song: An apple a day
(注:本环节对说得好的学生奖励印有 doctor 的职业徽章) 复习旧歌曲,活跃了课堂氛围,也使新知识进一步得到巩固.
6、Teach: nurse
(1) T shows some tools (e.g. 听诊器,司机帽,护士帽…) S1 给 S2 戴上工具,
S1:What's he /she S3:He/She is a …
(2)T shows a nurse cap and put it on a girl's head and ask:
What's she →nurse
(3)Ss read: Nurse ，nurse,she is a nurse (ur,ur,//,//,//)
T: I like Nurse1.She is kind. CAI shows 6 nurses.
Group work:4 students discuss
S1:I like Nurse…. She is….
(注:本环节对说得好的学生奖励印有 nurse 的职业徽章) 将生活带进学生课堂,创设语境,增强语言交际的真实感. 小组内讨论个人喜爱的护士形象,这个环节从学生的生活经验出发,从学到用,强 调真实. Consolidation and extension (巩固和延伸)
三、 Review the words
(1)Read all the words
(2) Listen and do
T: Act like a driver…
Ss do action
(3)Let Ss open the books and read "Let's learn" and practice "Let's do "
(4) Ss practice: Let's do
通过读课文中的内容,使学生养成良好的学习习惯,并为下一步口头交际训练打下基础.
四、(CAI)Task:
(1)评选你最喜欢的职业人物: 每小组推荐一名优秀的职业人物代表,由小组内成员介绍,每人介绍一至二句.要 求用上以下句型: What's he ？He is a …(职业) He is …(特征) He likes…(爱好) (用上学生身上佩带的职业徽章)
培养学生的合作意识,增加交际氛围,引导学生结合语境,促进学生的实践能力. 评价的多种作用在这里再一次得到淋漓尽致的发挥. Homework
(2)设计一张二十年后自己的名片
(3).搜集其他职业的英语表达方法
这是一堂有关职业教学的单词课.在本节课的教学设计中,教师结合教材和学生的特点,依据新英语课程标准的精神,从激发学生的学习兴趣,培养良好的学习习惯, 丰富生活经验和提高认知水平出发,科学安排教学内容,合理设计教学任务,开展形式多样的教学活动,让学生亲身体验,大胆实践,积极参与,共同合作交流,帮助学生在任务性的教学途径下发展综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程.很明显，相较于传统的教学，这是一堂快乐的教学，听、说、读、演、唱和游戏贯穿整堂课，使学生的注意力紧跟着教师，而且家庭作业也很有创意，并不是读读背背，从而达到快乐的教学。
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