《英语1》(基础模块 高教版
合集下载
相关主题
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
（设计意图:教师可以收集更多利于能力描述的图片，通过PPT快速展示，通过看图说话可以锻炼学生的细致观察能力，语言表达能力，快速反应能力以及短时记忆能力。听力训练则着重锻炼学生帅选信息的能力。）
Step Two Vocabulary teaching (10 min)
1.Group competition: What can we do? (1 min)
Step Three Listening ( Activity 4，5，6，7 ) (12 min)
1.Activity 4. Read and tick. Are these abilities necessary for applying a job?
a.I can drive a car.
b.I can swim.
2.Bingo game. Draw a 3x3 square box and ask each student to write an item about abilities in each box. The teacher calls out items and students cross them off. (The teacher should write down phrases on the board in a random order.) Ask the winner to make sentences with the phrases he has written. Remember to use the real name of your classmates’.
1.Recite the dialogue (activity6) and make a similar dialogue.
2.Remember and copy the following sentences twice.
I can speak Chinese.
I can drive cars.
I can repair computers.
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.
（设计意图:小组竞赛利于培养学生的团队合作和公平竞争意识。上台书写既锻炼了胆量又利于教师测试学生的拼写能力，还可以发现学生的个性差异,在短时间内为全体同学提供了展示的舞台。四组同时举行，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.The teacher types these abilities phrases on PPT (the teacher may ask a student to type these phrases if there is a good typist in class). Then the teacher asks the whole class to read these phrases together and corrects some pronunciation errors. After that, the teacher may encourage the students to memorize these phrases in one minute. Finally, the teacher asks the students to copy all these phrases in their notebook in 1 minute (the teacher may ask each pair to have a cooperation.)
c.I can use the computer.
d.I can play basketball.
e.I can serve visitors.
f.I can speak English.
2.Activity 5. Listen and circle. What abilities does Zhang Qing have?
山西体育职业学院教案纸
课程名称
教学对象
任课教师
周次
课次
课题
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。
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
3.Activity 6.Read and underline. Read after the tape and underline the sentences about abilities.
Can you say something about yourself?
Well, I can teach English and I can speak a little Chinese.
I can teach English.
free
(设计意图:Bingo游戏可以在英语教学中广泛应用，此处设计此游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。造句时要求学生必须使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侧面获取学生信息。知己知彼，才能百战不殆。)
Step Five Homework（1m）
3. Look and complete. (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.
The teacher divides the whole 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.
（设计意图:老师或学生当堂将学生提供的词汇打入PPT，既是展示才能的好时机，也是加强词汇记忆的必须环节。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积极性，激发他们的课堂表现欲。请全体同学限时将罗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。为节省课堂时间，教师可以鼓励学生同桌分工合作记录词汇，课后再补充笔记）
Eg. I can read in English.
I can sing many English songs.
I can play basketball.
I can drive a car.
I can use the computer.
（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．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。
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；
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 computers, teach English, read in Chinese, serve customers。
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。
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。
教学环节与内容
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.
Step Four Production（12m）
1.Make a similar dialogue with your partner. Ask some group to act their dialogue.
(设计意图:模仿范文进行对话操练，熟悉对话内容，学以致用，简单容易操作,比单纯背书更能吸引学生注意力。)
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.
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.
Can you sing English so源自文库gs?
Yes, I can.
4.Activity 7. Listen and repeat. And practice the dialogue with your partner.
（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碰到什么困难，主要训练学生的听力和语音语调。）
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。）
Step Two Vocabulary teaching (10 min)
1.Group competition: What can we do? (1 min)
Step Three Listening ( Activity 4，5，6，7 ) (12 min)
1.Activity 4. Read and tick. Are these abilities necessary for applying a job?
a.I can drive a car.
b.I can swim.
2.Bingo game. Draw a 3x3 square box and ask each student to write an item about abilities in each box. The teacher calls out items and students cross them off. (The teacher should write down phrases on the board in a random order.) Ask the winner to make sentences with the phrases he has written. Remember to use the real name of your classmates’.
1.Recite the dialogue (activity6) and make a similar dialogue.
2.Remember and copy the following sentences twice.
I can speak Chinese.
I can drive cars.
I can repair computers.
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.
（设计意图:小组竞赛利于培养学生的团队合作和公平竞争意识。上台书写既锻炼了胆量又利于教师测试学生的拼写能力，还可以发现学生的个性差异,在短时间内为全体同学提供了展示的舞台。四组同时举行，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.The teacher types these abilities phrases on PPT (the teacher may ask a student to type these phrases if there is a good typist in class). Then the teacher asks the whole class to read these phrases together and corrects some pronunciation errors. After that, the teacher may encourage the students to memorize these phrases in one minute. Finally, the teacher asks the students to copy all these phrases in their notebook in 1 minute (the teacher may ask each pair to have a cooperation.)
c.I can use the computer.
d.I can play basketball.
e.I can serve visitors.
f.I can speak English.
2.Activity 5. Listen and circle. What abilities does Zhang Qing have?
山西体育职业学院教案纸
课程名称
教学对象
任课教师
周次
课次
课题
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。
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
3.Activity 6.Read and underline. Read after the tape and underline the sentences about abilities.
Can you say something about yourself?
Well, I can teach English and I can speak a little Chinese.
I can teach English.
free
(设计意图:Bingo游戏可以在英语教学中广泛应用，此处设计此游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。造句时要求学生必须使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侧面获取学生信息。知己知彼，才能百战不殆。)
Step Five Homework（1m）
3. Look and complete. (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.
The teacher divides the whole 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.
（设计意图:老师或学生当堂将学生提供的词汇打入PPT，既是展示才能的好时机，也是加强词汇记忆的必须环节。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积极性，激发他们的课堂表现欲。请全体同学限时将罗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。为节省课堂时间，教师可以鼓励学生同桌分工合作记录词汇，课后再补充笔记）
Eg. I can read in English.
I can sing many English songs.
I can play basketball.
I can drive a car.
I can use the computer.
（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．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。
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；
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 computers, teach English, read in Chinese, serve customers。
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。
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。
教学环节与内容
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.
Step Four Production（12m）
1.Make a similar dialogue with your partner. Ask some group to act their dialogue.
(设计意图:模仿范文进行对话操练，熟悉对话内容，学以致用，简单容易操作,比单纯背书更能吸引学生注意力。)
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.
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.
Can you sing English so源自文库gs?
Yes, I can.
4.Activity 7. Listen and repeat. And practice the dialogue with your partner.
（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碰到什么困难，主要训练学生的听力和语音语调。）
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。）