Book1 Unit 2 I can do it!
(第一课时教学设计) 一、学情分析
本单元是教材的第二单元,关于个人能力描述,要求能进行口头能力描述,向别人了解能力,能看懂求职表,根据求职表安排合适的工作岗位,填写求职表等,实用性强,内容贴近学生生活,新的词汇量不大,句型简单。但是职业学校的学生通常会说却不能正确拼写单词,会七嘴八舌地说出许多词组,但是不能长段地独立表达个人观点,课堂热闹但是课后较少主动复习。因此,教学中应重视基本词汇的四会,重视指导性作文的写作,重视指导学生养成课堂记笔记的能力。职业学校的学生普遍发散性思维较强,教师可以充分利用集体的力量开展教学,集思广益。 二、教材分析 1.教学内容
本课时系教材《英语1》(基础模块 高教版)第二单元的第一课时,包括Lead-in & Listening and speaking中的Dialogue A两部分,具体内容为:描述个人能力的词汇、询问和谈论能力的语句。
这些内容为整个单元的学习活动做语言和知识的准备,也为学生用英语流利表达个人能力提供了模版,还利于教师挖掘学生的多元智能,学生间进一步促进了解。
2.教学重点、难点
⑴教学重点
通过与个人能力描述相关的词汇和句型的学习,学生采访同学、老师,并拟写采访单。
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⑵教学难点
学生了解词汇记忆的策略之一——分类记忆; 学生区分出不同购物场所的特点; 三、教学目标 1. 知识目标
⑴学生能掌握描述个人能力的词汇,如speak Chinese, drive cars, repair puters, teach English, read in Chinese, serve customers。
⑵学生能掌握询问和描述个人能力时所使用的句型,如: Can you say something about yourself? Can you sing English songs?
Well, I can teach English and I can speak a little Chinese. 2. 能力目标
⑴学生能听懂关于询问和描述个人能力的对话。 ⑵学生能罗列个人能力,并询问和了解同学的个人能力。 3. 情感目标
学生能欣赏自我,欣赏他人。 四、教学步骤
Step One Lead-in (10 min)
1. Facts or lies Start with a game. The teacher makes a list of his abilities, and two of them are lies. Ask the students to pick them out. Eg. I can read in English. I can sing many English songs.
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I can play basketball. I can drive a car. I can use the puter.
(设计意图以身说法,拉近师生距离,吸引学生注意力,自然呈现教学词汇,为学生流利表达打下扎实基础。)
2. Guess Who I am The teacher gives each student a card and ask each of them to make a list of their abilities(at least five abilities) on the card. Two of the abilities should be lies.
Two minutes later, the teacher asks five students to read their cards in front of the blackboard and ask other students to guess which two sentences are lies.
The teacher collects all the cards and picks five cards aimlessly. Then the teacher reads the cards loudly and asks the students to guess who the person is.
After class, the teacher sticks all the cards.
(设计意图让学生挖掘自身优点,锻炼了写作和拼写能力;上台朗读所写内容,锻炼了口语能力,增强了自信和胆量;教师收集所有卡片,从中任选5张,让学生猜测写的是谁的优点,可以牢牢吸引学生的注意力,增进彼此了解。彩色卡片的引用显示教学的严谨与执着,同时利于将学生的作品在班级英语角及时展示。)
3. Look and plete. (activity 1 on page23) Show the students a group of pictures. Then ask the students to describe each picture, using the sentence pattern “He/She/They can …” After that, the teacher may ask the students to listen to the tape and circle what Ben can do.
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