Jobs people do
(加入日期:2005/11/1)

Jobs people do

刘洁卿

教学设计说明

本课牛津英语7A,Module5 My neighbourhood, Unit one的第二课时。主题是Jobs people do 。总的目标是使学生学会各种不同工作的名称,并用英语来描述这些工作;通过小组活动,学生角色扮演记者和被访者,借助调查问卷,学会在较为真实的情境中运用“What job do you do?”, “What do you do?”. “Where do you work”, “Why do you like your job?” 等句型;通过讨论“What job is the most important?”, 让学生了解每一项工作在社会生活中都发挥了重要作用,引导学生尊重和热爱每一位劳动者,不轻视任何一项工作。在教学中采用情境交际法,小组活动和集体讨论有助于学生语言能力的提高,激发学生学习积极性。同时培养学生的语言能力,组织能力,合作精神和创新意识。采用电教设备,有录音机和电脑多媒体,使学生乐于接受,也能加深印象以取得较好的课堂效果。

整堂课我各种工作的图片导入,进行复习并引出今天的主题:Jobs people do。生动幽默,形象直观的图片深深吸引了学生,激发了学习的兴趣,也让学生能够更为容易的用英语来描述和解释这些工作。接着让学生play a guessing game,锻炼学生听英语描述,快速反应英语词汇的能力,同时又复习和巩固了这些工作名称。接着让学生听KittySusan的对话,猜测Susan 的职业,回答“What job does she do?”, “What does she do?”“Where does she work”, “Why does she like her job?”等有关工作的问题。然后给出一个调查问卷,让学生通过小组活动,角色扮演记者和被访者,在真实的生活情境中,学会如何运用What Where WhyWhen? 等句型来采访不同工作的人,完成问卷。这能充分调动学生的主观能动性,提高他们的语言实际运用能力,并在活动中培养了他们的组织能力,合作能力和探究精神。最后我让学生谈论“What job is the most important?”,将全班同学分为两个大组,一组人认为A 类工作中一种最为重要,如设计师,程序员,经理,宇航员,模特等,另一组人认为B类工作中的一种最为重要,如工人,农民,渔夫,清洁工,消防人员等。学生可以各抒己见,将所学的知识真正为我所用。让学生了解每一项工作在社会生活中都发挥了重要作用,引导学生尊重和热爱每一位劳动者,不轻视任何一项工作。并在辩论中创造出内涵丰富,形式多样的语言,希望将整堂课推向高潮。课后任务的布置,是写一篇文章,我希望学生能够将本堂课所学的知识进行总结和深化,谈谈对工作的看法。

 

Teaching aim

1)To review the words and expressions about jobs and to describe these jobs. 

2)To play a guessing game about different jobs.

3)To role-play reporters and interviewees with different jobs by asking “Wh-” questions.

4)To discuss the functions or advantages of the two types of jobs.

5)To develop the abilities of organization ,cooperation and creation by means of group work

 

Language focus and difficult points

(1)“Wh-”questions: What job does Susan do? Where does she work?

What does she do?

(2)Discussion:

Talking about the functions and advantages of the two types of jobs.

 

Teaching aids: Multimedia facilities, the tape recording.

 

Teaching Procedures

1.Revision and warming up:

A)Reviewing and describe some jobs by showing pictures.

B)Playing a guessing game----What am I ? One student reads the descriptions of some jobs, the others guess what job it is.

2.Pre-task activities:

Listening to the recording, then answer some “Wh” questions.

What job does Susan do?

Where does she work?

What does she do?

Does she like her job? Why?

3.While-task activities:

A)Completing the questionnaire.

B)Working in groups and role-playing the reporters and interviewees with different jobs according to the questionnaire.

4.Post-task activities:

  A)Answering the question: what job would you like to do in the future?

B)Discussing the functions and advantages of the two types of jobs.

4.Assignment : Writing a report

 

教学后记

英语作为一种语言交际工具,需要教师使用各种方法和手段来激发学生学习积极性。真实情境教学法的运用,使学生成为功能性目标交际者,能超越具体结构和功能,成为语言创造者,达到交际目的。辩论能培养学生的语言能力,创造出内涵深刻,形式多样的语言。本课的重要一个内容是让学生谈论“What job is the most important?” 在这场辩论中,学生的发表了各种各样的观点,创造出了形式多样的语言。有的说:“I believe architects are the most important. Without them, we have no place to live.” 有的说:“I don’t think so, I think street sweepers are the most important. Without them, we will walk in the dirty street everyday.” 还有的讲:“I believe farmers are the most important. They provide us with the food.” 在争辩的过程中,学生的创新思维和创造能力得到了充分发挥。整堂课推向了高潮。

最后是由教师总结:Every job plays a very important role in our society. We should respect everyone who does any job. Don’t despise someone who is a street sweeper, a mechanic or a fisherman. 教师的话让学生陷入了思考,学生对于工作的认识得到了升华。

教师的角色不再局限于单纯的讲授者,而是学生课堂活动的组织者,学生进行活动的帮助者,学生表演时的观众评价者。师生关系发生了变化,学生真正成为学习的主体,教学注入了新的内容,产生师生互动,教学相长的效果。

 
 
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