unit2-I-can-do-it教案.docx
BooklUnit2Icandoit!（第一课时教学设计）一、学情分析本单元是教材的其次单元，关于个人实力描述，要求能进行口头实力描述，向别人了解实力，能看懂求职表，依据求职表支配合适的工作岗位，填写求职表等，好用性强，内容贴近学生生活，新的词汇量不大，句型简洁。但是职业学校的学生通常会说却不能正确拼法单词，会七嘴八占地说出很多词组，但是不能长段地独立表达个人观点，课堂喧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实力。职业学校的学生普遍发散性思维较强，老师可以充分利用集体的力气开展教学，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）其次单元的第一课时,包括1.ead-in&1.isteningandspeaking中的Dialogue两部分，详细内容为：描述个人实力的词汇、询问和谈论实力的语句。这些内容为整个单元的学习活动做语言和学问的打算，也为学生用英语流利表达个人实力供应了模版，还利于老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、难点教学雨点通过与个人实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。教学难点学生J'解词汇记忆的策略之分类记忆；学生区分出不同购物场所的特点：三、教学目标1 .学问目标学生能驾驭描述个人实力的词汇，如SPeakChinese,drivecars,repaircomputers,teachEnglish,readinChinese,servecustomers0学生能驾驭询问和描述个人实力时所运用的句型，如：Canyousaysomethingaboutyourself?CanyousingEnglishsongs?We11,IcanteachEnglishandIcanspeaka1ittleChinese.2 .实力目标学生能听懂关于询问和描述个人实力的对话。学生能排列个人实力，并询问和了解同学的个人实力。3 .情感目标学生能观赏自我，观赏他人。四、教学步骤StepOne1.ead-in(10min)1. Factsorlies:Startwithagame.Theteachermakesalistofhisabilities,andtwoofthemarelies.Askthestudentstopickthemout.Eg.IcanreadinEnglish.IcansingmanyEnglishsongs.Icanplaybasketbal1.Icandriveacar.Icanusethecomputer.(设计意图:以身说法，拉近师生距离，吸引学生留意力，自然呈现教学词汇，为学生流利表达打下扎实基础。)2. GuessWhoIam:Theteachergiveseachstudentacardandaskeachofthemtomakea1istoftheirabilities(atleastfiveabilities)onthecard.Twooftheabilitiesshouldbelies.Twominuteslater,theteacherasksfivestudentstoreadtheircardsinfronIoftheblackboardandaskotherstudentstoguesswhichtwosentencesarelies.Theteachercollectsallthecardsandpicksfivecardsaimlessly.Thentheteacherreadsthecardsloudlyandasksthestudentstoguesswhothepersonis.Afterclass,theteachersticksallthecards.(设计意图:让学生挖掘自身优点，熬炼了写作和拼法实力；上台朗读所写内容，熬炼了口语实力，增加了自信和胆识；老师收集全部卡片，从中任选5张，让学生揣测写的是谁的优点，可以牢牢吸引学生的留意力，增进彼此了解.彩色卡片的引用显示教学的严遂与执着,同时利于将学生的作品在班级英语角刚好展示。)3. 1.ookandcomplete,(activity1onpage23)Showthestudentsagroupofpictures.Thenaskthestudentstodescribeeachpicture,usingthesentencepatternuHeZSheZTheycan."Afterthat,theteachermayaskthestudentstolistentothetapeandcirclewhatBencando.(设计意图:老师可以收集更多利于实力描述的图片，通过PPT快速展示，通过看图说话可以熬炼学生的细致视察实力，语言表达实力，快速反应实力以及短时记忆实力听力训练则着重熬炼学生帅选信息的实力.)StepTwoVocabularyteaching(10min)1. Groupcompetition:Whatcanwedo?(1min)Theteacherdividesthewholeclassintofourgroupsandaskseachgrouptowritedownwhattheycandoontheblackboardinthegiventime.Thegroupthatoffersthemostphrasesaboutabilitieswillbethewinner.(设计意图:小组竞赛利于培育学生的团队合作和公允竞争意识。上台书写既熬炼了胆识又利于老师测试学生的拼法实力,还可以发觉学生的特性差异,在短时间内为全体同学供应了展示的舞台.四组同时实行，可以快速收集到尽可能多的主题词汇，利于词汇积累、思维开拓。)2. TheteachertypestheseabilitiesphrasesonPBT(theteachermayaskastudenttotypethesephrasesifthereisagoodtypistinclass).Thentheteacherasksthewholeclasstoreadthesephrasestogetherandcorrectssomepronunciationerrors.Afterthat,theteachermayencouragethestudentstomemorizethesephrasesinoneminute.Finally,theteacherasksthestudentstocopyal1thesephrasesintheirnotebookin1minute(theteachermayaskeachpairtohaveacooperation.)(设计意图：老师或学生当堂将学生供应的词汇打入PPT,既是展示才能的好时机，也是加强词汇记忆的必需环节。请同学限时记忆尽可能多的词汇，则可以大大调动学生学习的主动性，激发他们的课堂表现欲.请全体同学限时将排列的词汇记入笔记本，既指导了学生记笔记，也利于学生随时利用和复习这些词汇.为节约课堂时间，老师可以激励学生同桌分工合作记录词汇，课后再补充笔记)StepThree1.istening(Activity4,5,6,7)(12min)1.Activity4.Readandtick.Aretheseabi1itiesnecessaryforapplyingajob?a. 1candriveacar.b. Icanswim.c. Icanusethecomputer.d. Icanplaybasketball.e. Icanservevisitors.f. IcanspeakEnglish.2. Activity5.1.istenandcircle.WhatabilitiesdoesZhangQinghave?3. Activity6.Readandunder!ine.Readafterthetapeandunderlinethesentencesaboutabilities.Canyousaysomethingaboutyourself?Well,IcanteachEnglishandIcanspeakalittleChinese.CanyousingEnglishsongs?Yes,ican.4. Activity7.1.istenandrepeat.Andpracticethedialoguewithyourpartner.(设计意图：由于有以上环节的铺垫，Activity4-7可以相对轻松地完成，学生在完成过程中不会遇到什么困难，主要训练学生的听力和语音语调。)StepFourProduction(12m)1. MakeasimiIardialoguewithyourpartner.sksomegrouptoacttheirdialogue.(设计意图:仿照范文进行对话操练，热识对话内容，学以致用，简洁简洁操作,比单纯背书更能吸引学生留意力.)2. Bingogame.Drawa3x3squareboxandaskeachstudenttowriteanitemaboutabilitiesineachbox.Theteachercallsoutiternsandstudentscrossthemoff.(Theteachershouldwritedownphrasesonthehoardinarandomorder.)Askthewinnertomakesentenceswiththephraseshehaswritten.Remembertousetherealnameofyourclassmates,.free(设计意图：Bing。嬉戏可以在英语教学中广泛应用，此处设计此嬉戏可以与学生一起复习主题词汇和句型，达到巩固与拓展的作用。造句时要求学生必需运用班级同学的真实名字,这样可以考验同学间的了解程度，也让任课老师从另一根1面获得学生信息.知己知彼，才能百战不殆.)StepFiveHomework(1m)1. Recitethedialogue(activity6)andmakeasimiIardialogue.2. Rememberandcopythefollowingsentencestwice.IcanspeakChinese.1candrivecars.Icanrepaircomputers.IcanteachEnglish.1canreadinChinese.Icanservecustomers.Icanswim.1canusethecomputer.Icanplaybasketball.Icanservevisitors.1canspeakEnglish.五、板书设计Abilitiesrepaircomputers,teachEnglish,readinChinese,servecustomers=Sentences:Canyousaysomethingaboutyourself?We11,IcanteachEnglishandIcanspeaka1ittleChinese.swim.usethecomputer,playbasketball,servevisitors.speakEnglish,s
