时间

教师活动

学生活动

建议与评论

8:00

展示单元标题

I want to be an actor.

询问学生Do you want to be actor?

No!

这其实任务已经无法进行了，但老师坚持按照预设进行。应事先调查发现一位相当演员的学生，然后让全班帮助他完成梦想。任务就顺理成章了。

8:01

导入任务

展示姜文图片

姜文要来青岛拍电影Let the Youth Fly，招募演员

8:02

用照片展示词汇，让学生跟读，造句

问全体学生Do you want to be a policeman?

问单个学生Why?

问全体学生Do you want to be a bank clerk?

问单个学生Why?

部分学生：No. 无人说Yes.

一男生It’s dangerous.

部分说Yes.部分说No.

一女生Because I think it’s interesting.

这应有价值观引导

8:05

总结职业名词，提示an actor

在总结后写出Jobs

说出更多职业名词

学生能说出pilot, host…

8:09

要成为演员，要通过四项考试

Test one：说职业：渐显简笔画，说出职业，四图四职业，student, nurse, farmer…

单个学生说出职业名词

8:11

说出Where do they work? 并拼写地点名词

学生拼读restaurant, police station

8:14

让学生分角色朗读三句对话

然后问学生What are they talking about?

Kim’s uncle’s job

8:15

播放课文录音

听一遍后问学生： Listen again or check answers?

听课文录音，编号

Check answers.

8:16

逐句播放课文录音

让学生逐句跟读

What does your father do?

You mean my cousin Mike? （升调）

集体跟读，语速明显慢于课文，单个跟读，语句基本符合要求

一个学生You mean my cousin Mike ? （降调）

朗读腔调太重

8:21

Test two

引导出对话支架
What does he do?

Where does he study?

提醒学生He studies at home.

师生集体对话之后，教师与一个学生展示对话

让学生分组看图对话

说出内容

看图说话

支架很好

8:24

让小组展示

让困难学生展示，并鼓励

展示对话

鼓掌鼓励

是否当众鼓励，要看学生承受力

言语鼓励更好

8:27

说明询问职业的三种方式

What does he do?

What’s his job?

What is he?

让学生做笔记

做笔记

此处可不仅仅让学生做笔记，可适当强化做笔记的学习策略

8:30

导入What does he want to be? He wants to be a policeman.

听

8:30

播放对话录音，让学生听

检查答案

再播放对话录音，让学生听

检查答案

让一个困难学生展示

让全班鼓励

更多学生展示

听

说出答案

又是我呀？He wants actor.

此处可适当帮助，He wants to be an actor.

他想—当—演员。

8:36

问一位学生What do you want to be?

然后小组讨论

I don’t know now.

8:38

展示

What do you want to be?

I want to be a superman.

What does he want to be?

He wants to be a superman.

I want to be a cartoon director.

8:41

Test 3

给出更长对话框架，让学生两人完成长对话

教师与一个学生展示

让学生分对工作

根据Group work sheet进行工作

8:43

让一对学生展示

8:44

展示姜文合约，说明要求

询问学生是否有兴趣

让一个学生展示

女生： I want to be an actor.

可导入actress

8:45

引导学生小结

布置作业

总评General Comments

进步非常快，不到三年教龄，已经非常成熟，但对学生的把握还需深入

清晰的任务教学过程，任务导入、任务过程、任务完成

学生参与充分

对困难学生有特别关注

任务如何与学生兴趣结合，任务设计过程中的调查，找出想当演员的学生，全班帮助他们实现梦想

可拓展的内容要及时拓展，这是最佳期

笔记如何更好运用？与王主任专门讨论过此事，要有目标策略、分类策略、优势策略，另外课堂笔记亦采用康奈尔法，课堂只能记下内容，课后还需要整理内容、追加反思

Time

T’s Activities

Ss’ Activities

Comments

10:34

Asks Ss to listen and enjoy the song You are my sunshine.

Asks Ss about their feeling to the song.

Introduces the background of the song.

Listen

Answer

It is a song for adults (lay sleeping in your arms). Is it avoidable to teach this song?

10:39

Asks Ss to listen and write down some words or phrases you have got.

Any other new words?

Listen and write.

Speak out the words they have got.

10:41

Asks Ss to listen and number the sentences.

() 1. Please don’t take my sunshine away...

Ss offered answer in the sequential number: 52143 instead of 32541.

The rubric is not clear. It should be ‘put the sentences in the correct order.

10:45

Asks Ss to fill in the blanks.

Listen and offer the answer

10:58

Teaches the first stanza sentence by sentence

Learn to sing after the teacher

sun-song

Learning to sing after the singer will be much better.

10:52

Asks Ss to sing the first stanza group by group

Sing in groups

10:55

Asks Ss to sing for all observing teachers

Sing in class

10:56

Presents a format and asks Ss to make a new stanza

You are my __________

My _________________

You ________________

When _______________

You never know, dear, how much I love you. Please don’t take my ______ away.

Discuss in groups in Chinese and English.

11:01

Asks group representatives to write the group stanza on Bb.

Offers comments on the creative songs.

G1: life

G2: wing

G3: sun

G4: the original song!

11:10

HW

General Comments

  Wise adaption because the second stanza is too difficult for G7 Ss.

  Good creative work after learning.

  What is the language focus of this lesson? Almost the end of the academic year.

  Lexical and grammatical requirements can be much clearer.

  Overall revision will be much helpful if there is some preparatory work.