by: Sun Xiaoqiong
Teaching Objectives
By the end of the lesson, the students are expected to …
Language objectives
● Learn the present tense
e.g. An English Teacher teaches children English.
•Learn modal verbs to express preferences
e.g. Would you like to be a/an…..
Skill objectives:
•Improve listening abilities of catching the specific information
Emotion objectives:
•learn that no job is noble or humble.
Teaching aid:
•Multi-media
Teaching procedures
| Stages | Teacher’s activities | Students’ activities | Aims |
| warming-up | •Play a song. | •Sing with the song. | •To help the students get ready for the class. |
| Pre-task | •Play a video. | •Watch the video. •Answer questions. •Say different jobs. | •To introduce jobs to students. |
| •Enjoy a poem. | •Listen to the tape. •Do the worksheet. | •To lead the students to answer What job does a policeman do. | |
| While-task | •Ask students to answer questions according to the pictures. | •Make sentences according to the pictures. •Make a dialog about the pictures. | •To help students to review the meanings of some jobs. |
| •Ask students “What do you want to be in the future?” •Ask students “What would you like to be in the future?” | •Use “I want to be ...”“ I would like to be….” to answer. | •To lead them to know want to be = would like to be. | |
| •Ask students “ do you want to be a/an...?” •Ask students “ would you like to be a/an...?” | • Use “Yes. I do.\\ No. I don’t.”“ Yes. I would.\\No I wouldn’t.” to answer. | •To know the sentense patterns. | |
| •Teach the first part of the dialogue. | •Listen to the tape. •Do the worksheet. | •To improve students’ ability of listening for the specific information. | |
| •Teach the second part of the dialogue. | •Listen to the tape. •Do the worksheet. | •To teach the students to ask Why or Why not to find out the reason. | |
| •Listen to the whole text. | •Listen to the text. •Read after the tape. | •To consolidate the understanding of the new lesson. | |
| Post-task | •Ask students to do a dialogue. | •Make a dialog with classmates. | •To use the sentence they have learned. |
| •A guess game. | •One student shows jobs, the other students describe them | •To consolidate what they have learned. | |
| Assignment | 1.Read the names of the jobs. 2.Do a survey in your class and finish your report. | ||
[教材分析]
本课选自牛津英语教材6A Module2 Unit4 What would you like to be?为第二课时内容。本节课学习重点在于让学生学习并熟练运用 would you like to be a/an……? Yes, I would./ No, I wouldn’t.的句型。并用 Why/Why not? 来询问原因。同时，复习第一课时的几种职业，并使学生通过图片来说出职业名称及使用第三人称来描述该职业所做的工作。另外，以课文对话为载体，对学生进行听说写的训练。
[设计思路]
在Pre-reading阶段：
课前三分钟说唱《What would you like to be in the future》，在动感音律中复习职业。
通过一部姚明变装不同职业者为上海代言的微电影来引入课题，随即进行brainstorming让学生把各种不同的职业名称说出来。接着通过一个听力歌谣引出不同的职业做不同的事情，为接下来看图说话奠定基础。
在While-reading阶段：
1.看图说话的形式帮助学生复习不同职业做不同的事情，接着以对话的形式巩固所学。接着询问学生“What do you want to be in the future?”由学生所熟知的want to be引出would like to be. 以询问的方式继续深入问学生“Do you want to be a...”“Yes. I do. No, I don’t.”为接下来重点句型“Would you like to be……? Yes, I would./ No, I wouldn’t.”做好铺垫。
2.以听说的形式讲解课文。将课文分为两部分。听第一部分录音填单词，听第二部分录音回答问题，旨在培养学生扑捉信息的能力，锻炼学生的听力水平。朗读和复述课文能有效地帮助学生理解课文。
在Post-reading阶段
1.学生以小组对话的形式练习重点句型 “Would you like to be a/an….?” “ Yes, I would. / No, I wouldn’t.” “Why?”“I’d like to be...”。
2.学生做游戏。每组派出一个组员在讲台上背对大家，其余组员描述职业内容，由台上同学去猜职业名称。旨在检测学生是否可以熟练说出所学职业以及对职业的描述。
Worksheet
1.Enjoy the song and fill in the blanks.
I’m a p___________ dressed in blue
Here are some things I like to do
Direct the traffic in your town
help to keep you s___ and sound
It’s my j____ and I like it fine
No one has a better job than mine
I’m a policeman dressed in blue
I want to be a f_______ to you
You can see me everyday
I’ll wave my hand and say:
It’s my job and I like it fine
No one has a better job than mine
No one has a better job than m____.
2.listen to the tape carefully and fill in the blanks.
Kitty: Would you like to be a ____________ ?
Peter: Yes, I _____________.
Kitty: Why?
Peter: I’d like to be a __________ because I want to make our city a _______ place.
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