李雪燕

思维导图是使用一个中央关键词或想法引起形象化的构造和分类的想法，以辐射线连接所有的代表字词、想法、任务或其他关联项目的图解方式。本课将思维导图应用于英语故事教学，以发挥其图文并重、简单有效的优点，引导学生厘清知识脉络，快速记忆关键知识点。

教学过程

Step 1.Warm-up and leadin

1.Sing a song:“What do you want to do?”

T:Good morning,boys and girls.I’m yournew English teachertoday.Nice to meet you.I bring two new friends today.Zip and Zoom.(头饰和名字贴黑板)I,Zip,oo,Zoom.What do Zip and Zoom like to eat?

S1:Zip likes nuts.

S2:Zoom likes honey.

若猜不出可引导学生思考《熊出没》中熊二、毛毛喜欢的食物。

T：将蜂蜜和坚果图贴在黑板 两边）This lesson we’ll get someinformation aboutZoom and Zip.This group doyour best,you can get nuts for Zip.That group try hard,and you can get honey for Zoom.Let’s say“Come on”!

设计意图：通过有关职业的歌曲热身，用Free talk的形式引入本课主要人物，激发学生兴趣的学习，为他们加油鼓劲。

Step 2.Presentation

1.Review thenamesof jobs.

T:Now Zoom and Zip are talking about jobs.What does Zip want to be?Guess.

Ss:Zip wants to be a...

学生各种猜测后，教师PPT出示已经学过的职业类词汇，并齐读复习。

设计意图：通过猜测职业活动，启发学生思维，复现学过的职业名称。

2.引入文本核心词“Unusual jobs”的学习。

（1）T：Just now we reviewed some words about jobs(出示词卡学习jobs).There are many kinds of jobs around us.Each job is valuable.But today let’s see some unusual jobs.（用一张可折叠的词卡依次出示usually-usual-unusualjobs）Look at the pictures.Do you know whatunusualjobsthey are?Can you find thejobs’names and underline them on your book?

教师用PPT出示Tip：在课本相应职业名称下画线，同时在黑板上贴出五种职业词卡图。

（2）Discuss in groups,try tolearn thenew wordsfrom each other.Then chooseone word to teach others.教师教学不会的词(渗透发音)。

设计意图：第一遍读故事，整体感知文本大意，找出相应职业类词汇，培养学生抓取关键信息的能力。然后小组合作学习生词，培养自主学习的能力，鼓励学生当小老师到台前教其他学生，教师只补充不会的词，如“magician’s assistant”。

（3）跟读词汇，同位练读。

（4）Watch the video and answer questions.

观看故事视频后，引导学生回答：Does Zip want to be a lion tamer/beefarmer/game tester/magician’s assistant/nut cracker?

Why?Why not?Read the story again and find outthe reasons.Circle the reasons.

T:Does Zip want to be a lion tamer? No,she doesn’t.Why?To train the animals like a lion,a tiger,an elephant are too dangerous!（分音节教学dangerous，并将“Too dangerous”句型卡贴黑板“lion tamer”对应位置。）

What about a bee farmer?Why not?The bees fly everywhere.They maybe you’re your face or your brain.May be you will get stung.It’s painful.(肢体语言帮助理解get stung并将“I will get stung.”句型卡贴于黑板“bee farmer”对应位置。)

How about a computer game tester?Does Zip like that?Why not?She can play games all day.Do you like that job?Someone says “yes, it’s interesting”.Someone says“no,it’s boring.”Zip says“I like to study.I don’t like computer games.”（将“I like to study.”句型卡贴于黑板“game tester”对应位置。)

DoesZip wanttobea magician’s assistant?You know Liu Qian is a magician,Dong Qing is sometimes a magician’s assistant.Why not?Zip says“I don’t like that.”(贴句型在相应位置。)

What does she want to be indeed?A nut cracker.Why?Because she likes eating nuts.

The nuts are delicious and healthy.

设计意图：第二遍观看视频再读文本，使学生更全面、细致地学习文本细节，找出喜欢与不喜欢各种职业的理由这种更深层次的问题答案。

Step 3.Consolidation

1.师生分别扮演Zoom和Zip，根据黑板上的Mind map进行对话，简单复述文本内容。

2.Let’s match.

3.Listen and imitate Picture 1-3,point your book.

Ask 1 group to come to the front.1 pupilforZoom,the other3 forZip.Actthe 3 pictures.Then check another group.

Listen, repeat and act Picture 4-6.

设计意图：第四遍跟读模仿，将故事分成两部分进行读和演的活动，有效降低了输出的难度，也有利于角色的分配。从语音、语调、意群停顿等方面对学生加以指导，使其养成良好的阅读习惯。

Step 4.Extension

Watch a video about Zoom and Zip.

T:Do you want to see what happened then? Watch the video.Then you can make a new story you like.Using these jobs and expressions on PPT.

设计意图：播放课前录制的学生体验《比如世界》的视频，给上课学生以语言和角色的引导。将职业类词汇与本课所用表达法综合运用，学生在自主提问、思考、选择的过程中内化了语言结构，做到了自然、真实、有效的输出。

Step 5.Summary

1.请学生总结本课所学关于Jobs的词及常用表达法：What do you want to be?I want to be...Whatabout...? How about...?

2.进行情感渗透。

Kinds ofjobs,usualor unusualare allvaluable and required to us.

Every kind of job,whether it is hard or easy should be done by some people.

So choose the one fits you and you are interested in and try your best from now on.

Step 6.Homework

若课上没有足够时间，就将去《比如世界》的故事续编活动放在课下完成，或者将自己所编故事说给家长听。

附：板书设计