【教材分析】

在課程標準中，skills指的是聽、說、讀、寫四項語言技能，它是初中英語學習的重要目標，也是初中英語綜合性技能訓練的重點。只有適時發(fā)展各項語言技能，學生學過的語音、詞匯、語法等知識才能在運用中得到鞏固，才能引導學生把所學的語言知識和語言的實際運用結(jié)合起來，才能真正地提高英語的綜合運用能力。新教材中編排Integrated skills這部分內(nèi)容，其目的就是要落實課程標準的要求，讓學生將零散的語言知識通過綜合技能訓練納入到自己的知識結(jié)構(gòu)中去。這樣，學生得到的就不是簡單的各個部分所學內(nèi)容之和，而是構(gòu)成了大于部分之和的整體——綜合運用所學知識的能力。

通過前面Welcome reading及Grammar的學習，學生對本單元話題（談職業(yè)）已經(jīng)比較熟悉，而Integrated skills 這一課時將繼續(xù)圍繞該話題以技能訓練的形式來鞏固和豐富它。

【教學過程及設(shè)計意圖】

Step 1 Lead-in

1.T： Hi， boys and girls. Now in the world， different people are doing different things in different places. That means people have different jobs. You see， I’m teaching you English， so I’m a teacher. While some are cooking in the restaurants， so they are cooks. What jobs do you like？What are you going to do in the future？Today we are going to talk about our future jobs. But first of all， let’s learn some English expressions of jobs.

（導出本課關(guān)于工作的話題，為后面的教學做好詞匯上的準備。）

2.T： Look at the picture， What’s his/her job？

S： He/She is a policeman/a postman/an office worker/a manager. （Let students repeat after the teacher.）

3.T： Where does he /she work？

S： He/She works in a police station/post office/ company/restaurant.（Let students repeat after the teacher.）

（以圖片的形式簡潔直觀地讓學生結(jié)合生活知識把部分職業(yè)與工作地點匹配起來。）

4.Students do pair work orally to consolidate the jobs and the working places.

S1： What’s his/her job？

S2： He/She is a/an....

S1： Where does he /she work？

S2： He/She woks in ....

（把所了解的職業(yè)及其對應(yīng)的場所，以句式來表達，構(gòu)成對話，體現(xiàn)語言的交際功能。）

5. Match the picture with jobs，with the ones and with the working places. Then ask students to complete Part A1 on the students’ books.

（回歸課本，同時也是對剛學知識的復習鞏固。）

Step 2 Activity

1. T： Good.You are learning so fast. Now， close your books and let’s play a game.

Game time： pick a student to pantomime， and the others write down the answers. Then let’s see who can write the most correct ones.

2. T： Who’s good at acting？ Or who is the best actor in your class？ Invite one student to the front. Show the student pictures with different jobs and let him or her act out without saying a word.

（充分利用活動的趣味性和學生的表演欲望來調(diào)動學生的積極思維，讓新學的語言在活動中得到運用并鞏固，讓學生在輕松的游戲中提高學習效果。）

Step 3 Listening

1.T：Well， you know. I’m a teacher. What about your parents？What are their jobs？ Can you tell me？

（Have the students answer the questions. Remember to praise the ones who do correctly.）

2： T： Well ， my father is a worker and he taught me how to fix things. My mother is an office worker. She taught me to read books. I’m very proud of them. Your parents do the same as mine. So you should also be proud of them， too. Now， let’s try Wendy. What are her father and mother’s jobs？ Can you guess？

（這部分的內(nèi)容注重情感的教育，以筆者的父母的工作為例，導入話題，為后面學生表述自己父母的工作做好鋪墊，讓他們明白：工作無高低貴賤之分，只有分工不同，消除學生在談?wù)撟约杭胰斯ぷ鲿r可能產(chǎn)生的顧慮，引導這個年齡段的孩子對職業(yè)有正確的價值認同。）

S： Wendy’s father is a/an ... And her mother is a/an...

T： Do you guess right？Let’s listen to the recording and check the answers.

（Play the tape and check the answers. Play again if necessary.）

Step 4 Listening

1. Students listen and complete Part A2 in their books.

2. Giving instructions.

T： By the way， you know， sometimes， the tape goes very fast， and you cannot write all the words. What can you do？（Teach the skills for listening.）（The skills are： have a look at the notes， then we can know what information we want； write down the first 2 or 3 letters while listening and complete them all after listening.）

（在練習中提醒學生做聽力題的技巧，教會學生如何做聽力題，重視學習技能的培養(yǎng)。）

3. Check the answers.（Listen again and stop to have the students check the answers.）

4.Students read the notes by themselves once.

Step 5 Sum up

T： Well， now we know Wendy’s family member’s jobs. Her father is a policeman. Her mother is a manager. Her elder brother is a postman. Her elder sister is an office worker. Do you know other jobs？

（Show pictures of jobs and have the students speak out the names. Help the students to pay attention to the articles a and an. Pick some which the students haven’t grasped well to help them read correctly.）

Students have a test of the jobs as quickly as they can. Then check them one by one.

（適度的拓展，既是對前面知識的溫習，也是為后面的語言輸出——說做好鋪墊。）

Step 6 Speak up

1. T： well，we have known so many jobs. Which one do you like most？What are you going to be in the future？What is Wendy going to be in the future？

Ss： We don’t know.

T： OK， we will listen to the tape ，then we can know Millie and her classmates’ dream jobs and try to complete the table below.

2. Have students listen to the tape and fill in the blanks.

3： Listen and repeat. Then read together.

（帶著任務(wù)聽聽力材料，增強聽的目的，提高聽的效率。）

Step 7 Activity

1. T： Well， Millie is going to be a teacher. Daniel is going to be a computer engineer. And what about you？ What are you going to be in the future？ And Why do you want to be...？

2.Have the students answer and write in pairs.

3.T： OK， now let’s do a survey. Ask some of your classmates about their future jobs and why they want to be. Then complete the report on the paper.（Remind the Ss to give the correct response when the interviewee answers the questions.）

（從口頭復習到筆頭形成報告，落實英語教學的說、寫兩項技能。）

Step 8 Sum up

Revise what we learn by asking students to sum up. The teacher writes the focus on the blackboard. The contents should include ： different jobs/different working places/how to ask for future jobs.

（學生自我總結(jié)所學內(nèi)容，既有效鞏固知識，也充分體現(xiàn)學生在課堂中的主體性，體現(xiàn)課標要求。）

Step 9 Homework（略）

（作者單位：南京市第九初級中學）