Integrated skills评课稿

Unit 2

Neighbours

Integrated skills

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1. remember some new words about different jobs and working places;

2. get useful information from the listening materials;

3. introduce their family members’ jobs and their dream jobs.

II. Teaching contents

1. New words and phrases: manager, office, office worker, policeman, postman, company, station, police station, post, post office, person, job, elder, future, artist, sound, sick;

2. New structures: What are you going to be in the future?

III. Focus of the lesson and predicted area of difficulty

1. Get useful information from the listening materials;

2. Introduce their family members’ jobs and their dream jobs.

IV. Teaching procedures

A

Different jobs

Step 1 Lead-in

1.

Enjoy a song called Be What You Wanna Be. Tell students that they will hear a lot of names of

jobs from it.

2.

Use a competition to revise some jobs and teach some new words.

【设计意图：运用与话题相关的英文歌曲导入教学内容，既可以激发和调动学生的英语学习兴趣，又可以从中锻炼学生的听力，并补充学习一些职业名称；类似“词汇大比拼”的竞赛活动可以让学生在活动中激活有关职业的储备知识并从中教授一些生词，使其迅速进入本课话题。】

Step 2

Presentation

1. Present the pictures of neighbours and let students guess their jobs and learn some new words of jobs.

E.g.

T: What can you learn from these pictures? Can you guess their jobs?

S1: Mr. Chen is a policeman.

T: Why do you think so?

I’m going to be …

S1: Because he wears the police uniform.

T: Where does he work?

S1: ... 【设计意图：结合本单元话题，继续谈论邻居的职业，通过教师提问，图片呈现，直观教授生词policeman, police station, postman, post office, manager, office worker, company。通过师生互动，让学生了解询问职业及工作场所的表达方式。跟着老师朗读，熟悉生词发音，为下面的听力做准备。】

Step 3

Listening

1.

Complete Part A1.

2.

Tell students my family members have different jobs. Let them guess what my mother is.

3. Part A2.

(1) T: Wendy is Millie’s penfriend. Here is Wendy’s family photo. This is Wendy. They are Wendy’s parents. Who are they? He’s Wendy’s elder brother and she’s Wendy’s elder sister.

(2) Wendy is talking about the jobs of her family members. Listen to the tape and complete the table in Part A2. Before listening, give students some listening tips.

(3)

Check answers. Ask and answer questions like this:

What does Wendy’s dad/mum/… do?

Where does he/she work?

He/She …

(4)

Part A3. Listen to the tape and complete the table in Part A3. Before listening, give students some listening tips.

【设计意图：通过让学生猜妈妈的职业，既复习所学的职业名称又调动他们的学习兴趣，并导入到关于Wendy的家庭介绍。通过Wendy的全家福自然教授生词elder, 再通过学生互问互答核对答案，将词汇运用到语境中。】

Step 4

Production

Use the form to help students say something about Wendy’s family.

【设计意图：

运用结构信息图，帮助学生复述课文，并搭建写作框架，为后续的介绍自己的家庭做铺垫。】

B

Speak up: What are you going to be in the future?

Step 1 Presentation

1.

Free talk.

T: We have learnt a lot about Wendy’s family. What about your family? What is your father?

S1: He is a/ an ...

T: Do you want to be a/ an ... like him when you grow up?

S1: ...

T: What are you going to be in the future?

【设计意图：通过Wendy家人的职业导入到学生自己的家庭，让学生思考自己的未来职业，为下文学习打基础。】

Step 2 Practice

1. Listen and fill in the blanks.

2. Read the dialogue together and explain some details.

3. Make up a similar dialogue.

T: Work in pairs and talk about your future jobs.

4. Make a conclusion.

T: Each of you has a beautiful dream. But how can you make your dreams come true?

S: ...

T: Where there is a will, there is a way If you try your best, you can be what you wanna be..

【设计意图：在话题中巩固本单元语法be going to，并让学生各自谈论自己未来的职业，同时对学生进行情感教育，让他们认识到如何通过自己的努力实现自己的理想职业。】

Summary 1.

Go over what we have learnt today. 2.

Use what we have learnt today to write a short passage. 【设计意图：

作为课堂的小结，既可以让学生重温今日所学的内容，让学生有整体感知，又可以让学生将所学的内容应用于实践，做到学以致用。】

Homework

1. Review today’s lesson;

2. Write a short passage about your family members’ jobs and your future job.