Lesson 1教学设计案例

Unit 6 Jobs

Learners Analysis

The learners are the four graders of XinSha Primary School. For linguistic proficiency, they may have some ideas with simple tense. They have learnt some words, such as taxi, teacher, and writing. For cognitive structure, they have some knowledge of jobs. For affective state, they are usually active and curious, but, at the same time, they are easy to get absent-minded in class if they are kept listening to the teacher all the time in a passive way. Therefore, I intend to design various activities so as to activate their schemata, to stimulate their interest, and to make them concentrate on the class. Materials Analysis

This period is the first lesson of Unit 6, Book 6 of Friends with English, published by Guangdong people’s press. It includes two parts: vocabulary and target. In section1, it mainly deals with these key words :a taxi driver, , a firefighter, a police officer, a writer, an office worker, a doctor, a nurse, and a teacher. And in section 2, it deals with the patterns: What do you do? I’m a… What do you want to be? I want to be a…

This unit’s topic is about jobs. It is closely related to the students' real life, so it is easy to stimulate students' interest, and students are willing to use simple words to communicate with others. It is helpful to increase the students’ listening and speaking abilities in a series of activities. Objectives

Linguistic objectives By the end of this class, learners will be able to

1)describe different jobs by using the nouns such as a taxi driver, , a firefighter, a police officer, a writer, an office worker and so on. 2)talk about different jobs by using the sentence patterns: What do you do? I’m a…

What do you want to be? I want to be a…

Ability objectives Be able to use some skills to memorize the key words, such as, chants, songs, and learning in a situation. Be able to use the language they learned to communicate with others. Cultural objectives Be able to get a better understanding about jobs.

Emotional objectives Encourage students to study hard in order to achieve their dreams. Key points

Key points The key vocabularies (Key

point)

Ways out 1.

Using a situational teaching method 2.

Learning words in some interesting songs 3.

Total physical response 4.

Blackboard drawings.

The sentence patterns: What do you 1. Using a situational teaching method do? I’m a… What do you want to be? I want to be a…

2. Practicing the sentences in some interesting chants

3. Task-based teaching method

Methodology

Specific teaching methods

1) Situational teaching method

2)Task-based teaching method

Teaching procedures I finish this lesson in five steps: Step1 warm-up and lead--in (5mins) I begin my class with the competition of getting flags. To be specific, the whole class is divided into two teams. And then I give them the flags and the compliments according to their performance. Secondly, I will create a situation like this: I introduce the cartoon character-Mickey. I say to the students:“I have a friend. He comes to our class.And he will meet some mysterious people.” I show a map in PPT which is full of some mysterious people.

Thirdly, I use my hand puppet of Mickey and the cards of the people whose jobs can be known from their dresses to show how Mickey meets the mysterious people one by one. Purpose of my design：I use the situational teaching method and create an interesting situation in which Mickey meet the mysterious people one by one, which can attract students’ interest.

Step2 Presentation (15mins) In this part, I make some performances, using my hand puppet of Mickey and the cards of the people whose jobs can be known from their dresses. In this way, I present the key words and key structures. What’s more, I draw some simple pictures to present the key words and teach students some songs and chants to help students memorize the key words and structures. (I also ask the students do some gestures while singing the songs and chants. By doing some gestures, they can have a better understanding of the key words and structures,). The purpose of my design is: In this part, I present the new words in a situation, which can help students to learn words in a context. Furthermore, I teach students the words by using phonics, simple pictures, songs and chants. Step 3: Practice and Consolidation (seven 7 minutes) I continue the story: Mickey met the last mysterious man. But the man said: “You have to finish some tasks. Then, I will tell you who I am.”

Task 1: Sharp Eyes The pictures in the PPT appear quickly and disappear quickly. And students have to say the words according to what they see. Task 2: Look and Guess The simple pictures were shown in PPT. Instead of showing the whole pictures at once, I only show a part of the pictures and let students guess the words according to the part of the pictures. Task 3: Choose and Answer There are 8 cards in PPT. Every card has their numbers. Every team needs to choose the number. Once they choose the number, I will click the number and there are some clues. The other team members ask the question “What do you do?” , the team members who choose the numbers need to answer the questions according to the clues that the cards has been shown. The purpose of my design: I design three tasks for students. Only when they finish the three tasks, can they know who the last mysterious man is. In order to know who the last mysterious man is, students are more likely to finish the tasks.

As for the three tasks, task 1 is about the words. Task 2 emphasizes the sentences. Task 3 focuses on the dialogues. As a result, the difficulty of the three tasks is in a different level.

Step 4: Output (10mins)

I continue the story: the last mysterious man tells us who he is. He is Donald Duck. And Donald Duck want to ask us a question “What do you want to be?” (I play the role of Donald Duck and interview students) I sing the song about my dream to students. After that, I tell students what my dream is and how I study hard to achieve my dream. Students are encouraged to study hard in order to achieve their dreams.

It’s also the emotional foundation of the next writing task.

Step 5 Homework (3mins) After showing my songs, I ask students write down their own songsand sing their own songs for the whole class next class. The purpose of my design: the purpose of this step is to practice students’ writing skills and help students arouse the motivation to strive for their dream. What’s more, after appreciating my song, they are very willing to create their own songs. Blackboard Design :