(片断一)

T: Let’s have fun first. (播放《功夫熊猫》片断)

T: What does he want to be?

Ss: Kung Fu Master.

T: Does he become Kung Fu Master at last?

Ss: Yes,.

T: Right! His dream comes true. Do the other animals’dreams come true at last?

Ss try to talk about it freely.

（到了六年级，我们需要面对中小学衔接的问题，可在教学中，我们仍然需要重视教学中的“小学味”，其中包括浓厚的兴趣。符合孩子们心性的英语原版电影瞬间点燃了他们畅谈的热情，功夫熊猫阿波的梦想一下子激发了他们的兴趣点。生动的卡通形象，梦幻的故事情境都令他们如临其境，迫切想说、要说的欲望使他们很快打开了话匣子。）

(片断二)

1.T: When I was a pupil, I wanted to be a teacher. Now I’m a teacher. So my dream comes true . What about you？ Do you have any dreams?

S1:I want to be a teacher.

T: A Chinese teacher or an English teacher? Why？

（该生是英语课代表，听说读写方面的技能都很突出，是得力的小助手）

S1: An English teacher. I like English, it is fun.

T: I am happy to hear that. But I wish you can do better than me. Perhaps you can be a university English teacher .

S1: OK. I will try.

2. T: What do you want to be in the future?

S2: I want to be a writer. I want to write stories for children.(该生的写作水平较好，文章的谋篇布局常常别出心裁.)

T: I know you are good at writing. Do you want to write stories for the children in the west?

S2: Of course.

T: I am always here and waiting for your good news. Do better in English , read more books, travel around the world and experience all kinds of lives, you can be successful easier.

（本单元话题是“我们的梦想”，旨在通过此话题的讨论，引导学生树立正确的价值观，心怀梦想并为之努力奋斗。本课时的主要句型为want to be结构，重点是文本的阅读理解，训练学生的独立学习和阅读能力，提高学生语言交际能力和质疑能力，增强学生的学习热情。在此环节中，我以交际法为主，媒体课件为辅，有目的，有计划地对学生进行语言信息的输入，变换多种句式引导学生展开实际意义的交流，关注学生语言背后所包含的信息，ji结合他们的实际，肯定他们的理想，给予中肯的指导，鼓励他们心怀梦想，努力追逐。文本教学中关注某一语言点，训练某项语言技能固然必要，但仅仅停留在这一层次上，是有悖于语篇教学初衷的，课堂还应该是思维碰撞，情感交流、和谐发展的。）

片断三）

T: What’s your dream?

S3: I want to be a cook.

(该生学习成绩平平，在班内毫不出众。有少数学生为这个不“高大上”的理想而发出了“嗤嗤”的笑声。)

T: Do you like eating?

S3: ……. （其他同学的笑声更大了，该生也似乎有些局促，嗫嚅着不知该怎样回答）

T: I like eating. Nice food makes me happy. I like rice dumplings, Beijing Roast Ducks, Haagen-Dazs,cherries and so on. And you?

S4: I like meat and chicken legs.

S5: I like fish. It makes me clever.

……

T: A cook can make a lot of nice food for us. S3, can you cook a big dinner some day?

S3: Sure. (他不像刚才那般不自在了，满口答应。)

T: But we should remember，we eat to live, not live to eat. 

Ss:OK.

T: Great! Let’s never give up your dream and chase tomorrow’s sunrise !

(教学过程中常有不确定因素突如其来，在教师的意料之外，却在学生的情理之中。就如此处不少学生对S3同学想要当厨师的理想嗤之以鼻便是我没有预设到的。如何巧妙地处理，直接关系到师生间的良好互动和教与学的有效结合。怎样保护S3同学交流的积极性，而没有在同学的“不待见”下丢失了愉悦的情感体验。我的处理方法得益于前不久听过的田湘军老师的一次讲座，“他山之石可以攻玉”。 类似的教学场景，田老师敏锐地捕捉，并将其升华，简洁而有力地进行了情感教育：我们吃是为了活着，活着不是为了吃！让我们共同努力，永不放弃梦想，向着明天的太奋力追逐！S3同学在这样的场景下中是有被认同感的，并受到触动的，梦想不分大小，有梦有追！这便是微小但确实的幸福)