PEP《英语》六（上）Unit 5 Part B Read and write Advice on jobs学习活动设计

执教|刘佳 指导|尹若飞

一、创设语境，基于学生已知引入主题意义

1.Enjoy a song about jobs.

2.Jobs I know.（Watch and say）回忆视频，联系实际说职业

T:OK,children.Before the class,we enjoyed a song about jobs.（板书jobs）What jobs do you get from the song?

S1:I see a teacher.

T：That’s good.

T:Anyone else?What other jobs do you get?

S2:Police officer,cook,firefighter.

T：You got many jobs in the song.What do you want to be?

S2:Police officer.

T:Why?

S2：Because police officer are helpful.

T:Sure.They can protect people.The police officer is cool.

T:And you?What do you want to be?

S3:I want to be a teacher.

T:Just like me.I like teaching.

3.About job adviser.

T:We are talking about jobs.In Sarah’s school,the students are also talking about jobs on career day.And on career day they can experience different jobs.They know more about new jobs.

T:Look,they are watching a video about it.

T:What is the new job?（引出job adviser，教师教读）

A job adviser gives people advice on jobs.It’s our topic,Let’s read together.

设计意图：此环节通过给学生播放有关职业的歌曲，激活背景知识，然后基于课本单元主情境创设Career Day的情境，从而引出新兴职业——job adviser，导入本课主题语境。

二、围绕主题意义，开展学习理解类活动

1.Category of the information.（积极思考，初步构建话题结构）

So,if you are a job adviser,what question will you ask?

S1:What’s the name?

T:That is the information about name.

S2:What do they like?

T:It’s about things they like.

S3:What can they do?

T:That means something they can do.

S4:Where do they want to work?

T:It’s about the places they want to work.

S5:How old are they?

T:Yeah.Their age.

S6:How much do they want per month?

T:Their salaries.

设计意图：带领学生进入情境，思考如果你是一位job adviser，将会从哪几个方面为他人做职业咨询，通过讨论信息范畴，引导学生初步建构话题结构。

2.Collecting the information.（Read and fill in the form学生自主阅读，根据结构搜集信息，归类梳理信息。）

T：A job adviser needs to collect these kinds of information.Now please read the 3 texts,collect the information of Hu Bin,Sarah and Robin and fill in the form.Now,take out your worksheet and do it!

3.Collating the information.（Peer sharing同伴间分享）

T:If you have finished，you can read aloud and check it in your group.（小组讨论并核对答案，师组内导读，小组内表述。）

T:Which group wants to share Hu Bin’s information?

S1:He likes sports.He is good at football，ping-pong and basketball.He wants to work in a gym.（师教读gym，并板贴）

T：Thank you.How about Sarah?

S2:She likes using computer,she can type very quickly and she wants to work in an office.（教师并板贴）

T：Well done.And Robin?

S3:Robin likes science,he studies very hard and he wants to work in a university.（师教读university，并板贴）

T：Wow,you collect lots of information.

设计意图：学生通过自主阅读、小组成员互助讨论核对信息等方式，获取Hu Bin,Sarah,Robin的个人信息，并能根据上一个环节所讨论出的结构框架归类梳理三个人物的相关信息。

4.Try to give advice to Hu Bin,Sarah or Robin.（选择一个人物，尝试给出职业建议）

T:And now what advice can you give to them?（板贴advice to them）

One group chooses one kid，then discuss with your group members.You can use the sentence pattern like this.（小组讨论）

T:OK,time is up!What’s your advice to Hu Bin?

Ss:I think he can be a coach,football player,basketball player,ping-pong player,PE teacher,sports reporter...because he likes sports/playing football,basketball,ping-pong...（针对学生给出的一些比较有意思或是新奇的职业，教师与学生进行更深层次的探讨和交流，深入挖掘学生对职业的认知。）

T:Your advice is pretty good.

T:How about Sarah?

Ss:I think she can be a programmer,typist,computer teacher,hacker,writer...because she can type quickly and she likes using computer...

T:That sounds reasonable.Can you say more about programmer?

Ss:They can design and test computer games.

T:Great!You know a lot about programmer.

T:And Robin?

Ss:I think he can be a scientist,professor,science teacher...because he likes science...

T:That’s cool.（如果学生给出的职业建议不合理，教师适当提醒并引导学生注意围绕人物信息给出合理建议。）

5.Comparetheadvice.（Listen and compare）

T:You are active thinkers and give some nice advice to them.Let’s listen to the job adviser’s ideas.（通过听文本板书来补充学生上一环节没有说到的职业。）

T:Hu Bin comes first.

T:He thinks Hu Bin can be...?

Ss:He thinks Hu Bin can be a coach,sports reporter or a PE teacher.

T:Well done.（师教读sports reporter）

T:How about Sarah?

S2:She can be a secretary.（师教读secretary）

T：And how about Robin?

S3:Job adviser thinks he can be a scientist.

T:Your advice is more than the adviser’s.That’s great.Look at the advice,some of the advice is the same and some is different.But we both give advice because of the——（教师手指板书，学生说）things they like,things they can do,places they want to work.

设计意图：学生在此环节中基于上一个环节中搜集到的人物信息，以小组为单位分析Hu Bin,Sarah,Robin的信息，并为Hu Bin等人提供合理的职业建议，充分锻炼了学生的逻辑性思维和批判性思维能力。最后通过听job adviser的建议来对比自己给出的建议与文本建议的异同，完成对文本的解构。

三、围绕主题，开展应用实践类活动

1.Make an oral job report.（retell and report结合板书复述，做汇报）

T:Just now we gave them some advice.And now let’s make a report for them.Each group can choose one.OK,now work in your groups.（引导学生以小组为单位，借助板书或是手中的任务单进行复述，形成Hu Bin等人的职业报告。）

T:Time’s up.Which group wants to share your report for Hu Bin？

S1:Hu Bin likes sports.He is good at football,basketball and ping-pong and he wants to work in a gym.So,he can be a coach,football player,basketball player,ping-pong player,PE teacher or a sports reporter...

T:I like your report.

T:How about Sarah?

S2:Sarahlikesusing computer and she can type very quickly.She wants to work in an office.So,she can be a programmer,typist,computer teacher,writer or a secretary...

T:You make a great report.

T:And Robin.

S3:Robin likes science.He studies very hard.He wants to work in a university.So,he can be a scientist,a professor or a science teacher...

T:You are a good adviser.

2.More advice for them.（Think and say选择一个人物，给出更具体的建议，小组讨论，班级内分享）

T：Job adviser not only gives job advice but also tells them how to do it.For example,Sarah can be a writer.If Sarah wants to be a writer,she needs to read more books and use computer to write more stories.

T:Clear?Now let’s think and give more advice to them.You can discuss in your group and try to give more advice.（小组讨论,分别为Hu Bin,Sarah和Robin提出更多的建议，帮助他们进一步实现职业梦想。）

T:OK,now can you give more advice for Hu Bin?

Ss:Hu Bin can be a coach.If Hu Bin wants to be a coach,he should practice every day and go to PE university.

T:Excellent.How about Hu Bin and Robin?

Ss:学生分别根据给出的语言框架，结合小组讨论结果，给Hu Bin和Robin提出更多的建议。

设计意图：在此环节中学生通过复述文本，以口头的方式输出，初步实现对语言的内化与运用。再通过小组讨论为Hu Bin,Sarah and Robin提出更多的实现梦想职业建议，进一步深化思维层次。

四、围绕主题意义，开展迁移创新类活动

1.Give advice to your classmate.（Write a job report to others）

T:Now,everyone is an adviser.You can give your information to anyone in your group.Maybe he or she will give you some great advice.Please follow these steps.

（1）Exchange and collect information.（交换个人信息卡）

（2）Think and give advice.（梳理信息给出建议）

（3）Make a report.（写出职业报告）

T：You can make a report like this.Clear?Now,do it by yourself.

T:Finished?Please share your ideas in your group.（组内分享）

T:Who wants to share your report with us？

Ss:学生根据其他同学的信息完成职业报告。

T:Who is...（教师询问给出职业建议的同学是否采纳其他同学为他做出的职业建议）What do you think of this advice?Will you take his advice?（给学生提供语言支架做出第一人称的输出）

S1/2：I like/don’t like his/her advice.Because I like______.I can_____.I am good at_____.I want to work in/at_____.So,I can be_____.I need to_____.

T:Yes,if you want to be a...you must...Come on.

T:（向给建议者）You are a good adviser!/Maybe you need to collect more and give him some job choices.OK?

2.Make a job report for yourself.

T:You give a lot of advice to others.What do you want to be?Can you give some advice to yourself?

Ss:学生结合自己的信息和结构框架为自己做出职业报告。

设计意图：通过交换个人信息，同学之间互相分析信息、搜集信息并尝试为对方做出职业报告，实现对主题意义学习的进一步迁移内化，完成语用输出，然后通过生生互评的方式进一步修改报告，最后尝试为自己做出职业报告，使学生对自己未来职业形成一定的规划意识。

五、围绕主题意义，升华主题

1.Summary.（Recall and summarize）

T：OK,boys and girls,our class is coming to the end.Can you tell me what you have learned from this class?

S1:A job adviser can give advice on jobs.

S2:We learn how to give advice on jobs.

T：That is a key point.We learn how to give advice to others.（在黑板课题上补充How to give）So how to give advice on jobs？

Ss:回扣主板书、副板书。Find the things they like or like to do.Find the things they can do/are good at.Find the place they want to work.Know about their characters.

T:Let’s listen to the job adviser’s ideas.（播放课件视频，让学生了解更多提出职业建议时需要考虑的因素。）

T:After class,you can go on talking about this question and find more rules.

2.T：Children,if we don’t know what to do,we can ask advice from others.But remember,your future is in your mind and in your hands.So,find your interest and practice your skills，and you will have your dream job in 10 years later.

设计意图：此环节首先通过回顾本课主题，复习巩固本课学习内容，在情境的推动下所有活动围绕“How to give advice on jobs?”这一核心问题展开，通过回顾这一核心问题，学生们进一步去思考挖掘“How to give advice to others”，从而进一步深化对职业的理解。