在技能训练中发展学生的语言综合运用能力
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【教材分析】
在课程标准中，skills指的是听、说、读、写四项语言技能，它是初中英语学习的重要目标，也是初中英语综合性技能训练的重点。只有适时发展各项语言技能，学生学过的语音、词汇、语法等知识才能在运用中得到巩固，才能引导学生把所学的语言知识和语言的实际运用结合起来，才能真正地提高英语的综合运用能力。新教材中编排Integrated skills这部分内容，其目的就是要落实课程标准的要求，让学生将零散的语言知识通过综合技能训练纳入到自己的知识结构中去。这样，学生得到的就不是简单的各个部分所学内容之和，而是构成了大于部分之和的整体——综合运用所学知识的能力。
通过前面Welcome reading及Grammar的学习，学生对本单元话题（谈职业）已经比较熟悉，而Integrated skills 这一课时将继续围绕该话题以技能训练的形式来巩固和丰富它。
【教学过程及设计意图】
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.
（导出本课关于工作的话题，为后面的教学做好词汇上的准备。）
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.）
（以图片的形式简洁直观地让学生结合生活知识把部分职业与工作地点匹配起来。）
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 ....
（把所了解的职业及其对应的场所，以句式来表达，构成对话，体现语言的交际功能。）
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.
（回归课本，同时也是对刚学知识的复习巩固。）
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.
（充分利用活动的趣味性和学生的表演欲望来调动学生的积极思维，让新学的语言在活动中得到运用并巩固，让学生在轻松的游戏中提高学习效果。）
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？
（这部分的内容注重情感的教育，以笔者的父母的工作为例，导入话题，为后面学生表述自己父母的工作做好铺垫，让他们明白：工作无高低贵贱之分，只有分工不同，消除学生在谈论自己家人工作时可能产生的顾虑，引导这个年龄段的孩子对职业有正确的价值认同。）
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.）
（在练习中提醒学生做听力题的技巧，教会学生如何做听力题，重视学习技能的培养。）
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.
（适度的拓展，既是对前面知识的温习，也是为后面的语言输出——说做好铺垫。）
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.
（带着任务听听力材料，增强听的目的，提高听的效率。）
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.）
（从口头复习到笔头形成报告，落实英语教学的说、写两项技能。）
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.
（学生自我总结所学内容，既有效巩固知识，也充分体现学生在课堂中的主体性，体现课标要求。）
Step 9 Homework（略）
（作者单位：南京市第九初级中学）