中職英語-基礎(chǔ)模塊1-Unit2-說課稿(共4頁)

1、精選優(yōu)質(zhì)文檔-傾情為你奉上Book 1 Unit 2 I can do it! （Lesson 1 Teaching Design） Hello. everyone. Today Im very pleased to have an opportunity to talk about some of my teaching ideas. My topic is talking about ones abilities taken from Unit 2. My presentation is made up of four parts.I. My understanding of this l

2、esson This is the second Unit of this book. Its about describing ones abilities. It demands students describing their abilities by spoken English, asking for and giving information, understanding the application form and filling in it, and so on. The knowledge in this lesson is very useful. These to

3、pics are closed to students life. At the same time, the sentences structures are very simple, and the new vocabulary is not large at all. That is to say, this lesson is easy enough for the students to learn. Whats more important, it plays a very important part in this book. Only the students learn t

4、his unit very well so that maybe they can learn the following units well. For example, Unit 4(Welcome to our party!), Unit 5 (Whats your hobby?), Unit 9(What club would you like to join?)I. Analysis of Textbook1. Learning Content:This is the first lesson of Unit 2 of this book，Including Lead-in &

5、; Listening and speaking. To be specific：vocabulary about abilities 、sentences about asking for and giving information, and sentences of talking about ones abilities.This part is a good preparation of language and knowledge for the Ss learning this unit. And it also provides formworks for the Ss des

6、cribing their abilities in English fluently. The students can know much more about each other after learning this lesson.2Learning key points, difficult points2.1 Key points a. Asking for and giving information;b. Understand talks about ones ability.2.2 Difficult pointsUse “can”to talk about or to d

7、escribe ones abilities3. Learning aims3.1. Knowledge aims:a. The students can grasp the vocabulary about abilities, such as, speak Chinese, drive cars, repair computers, teach English, read in Chinese, serve customers.b. The students can grasp these sentences for talking about abilities. For example

8、,Can you say something about yourself?Can you sing English songs?Well, I can teach English and I can speak a little Chinese.3.2. Ability aimsa. The students can understand the dialogues about asking and describing abilities.b. The Ss can list ones abilities, and can ask for and know abilities of the

9、ir classmates.3.3. Emotional aims:To cultivate the students confidence, at the same time, they can appreciate each other.II. Analysis of students Generally speaking, the students in vocational school often speak just English words, they cant spell them rightly. They usually speak out many words but

10、they cant express their ideas with long sentences. They are not willing to review the lessons by themselves. Thus the application of the new vocabulary, the writing, and the notes the Ss taken should be taken seriously. On the other side, the Ss have strong divergent thinking ability so that the tea

11、cher can take most use of it and have a good atmosphere.III. Teaching MethodsGames and Competition, Situational teaching, Group work, Performance, Mission, Imatation.IV. Teaching ProcedureStep One Lead-in (8 min)1. Facts or lies: Start with a game. The teacher makes a list of his abilities, and two

12、of them are lies. Ask the students to pick them out.Eg. I can read in English. I can sing many English songs. (Design intent: the teacher set examples with herself so that attracting Ss attention and shorten the communication distance between teacher and students. And these vocabularies can appear n

13、aturally. It also lays a solid foundation for their fluent oral English.)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. . (Design intent: to make the Ss find t

14、heir advantages, exercise their writing and spelling abilities. Ss reading in the front of the class are good to for them to cultivate confidence and bravery, but also their oral English. The teacher do this game can grasp students eyes tightly. Whats more, its also a presentation of their works.)3.

15、 Look and complete. (activity 1 on page16) 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.(Design intent: the teacher ca

16、n collect much more pictures to describe abilities. Through the presentation by PPT, the Ss can practice their observation ability, language expression ability, and fast reaction ability. )Step Two Vocabulary teaching (8 min)1. Group competition: What can we do? (1 min)The teacher divides the whole

17、class into four groups and asks each group to write down what they can do on the blackboard in the given time. The group that offers the most phrases about abilities will be the winner. (Design intent: Group competition is good for the Ss cultivating their awareness of teamwork and fair. They practi

18、ce their braveness and spelling ability when they writing on the blackboard. The four groups do it at the same time, so that the teacher can collect many vocabularies as soon as possible. And that is a good way for Ss to accumulating words. ) 2. The teacher types these abilities phrases on PPT (the

19、teacher may ask a student to type these phrases if there is a good typist in class). (Design intent: this is an important part for Ss to memorize words. Typing phrases on PPT arouse the enthusiasm of showing up. )Step Four Production （20m）1. Make a similar dialogue with your partner. Ask some group to act their dialogue.(Design intent: Imitating the dialogue is easy for Ss to do, and good for them to familiar the dialogue and grasp important words and sentences. )Step Three Listening ( Activity 4，5，6，7 ) (12 min)1. Activity 4. Read and tick. Are these abilities necessary for app