教学设计（欧阳利中）

Book1 Unit 1 Nice to meet you! （第一课时 教学设计） 执教老师:欧阳利中(浏阳市职业中专)一、学情分析 本单元是新生入学的第一单元，教学重点是活用招呼用语、相互了解个人基本信息、制作个人名片、学习不同职业的表达与描述以及练习发音。就学习英语而言，职业学校的许多学生是胆大心粗，能说不会写或写不到位。因此，教师在教学过程中应充分利用学生的特点开展相应活动。我们可以利用学生胆大、敢说的特点，充分利用头脑风暴法采集相关素材，开展如招呼用语集锦、刨根问底探隐私、名片栏目大荟萃等活动。教学中名片栏目的设计、描述不同职业、圆润的发音是本单元难点。圆润的发音要靠长期的示范与坚持来实现。名片中各栏目的设计可以集体讨论商定，个人名片设计则可以体现个性化、专业化，并决出最佳名片设计奖，教师还可以请学生一起收集生活中的名片，探讨名片的基本要素和个性特色。职业的描述教师可以借助体态语、道具、图片、视频等来推进，还可以设计相应的练习强化学生的认知。本单元设计分为4个课时：第一课时 lead-in + listening and speaking第二课时 reading and writing第三课时 language in use + vocabulary consolidation第四课时 unit task + pronunciation practice 第一课时 Lead-in + Listening & Speaking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）第一单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：招呼用语，听懂并掌握询问和提供个人信息的词汇、句型。2教学重点、难点教学重点: 招呼用语，听懂并掌握询问和提供个人信息的词汇、句型教学难点: 个人信息的词汇、句型三、教学目标1. 知识目标掌握与个人信息相关的词汇，如name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss);掌握提供或询问个人信息时所使用的句型，如：1) about greeting: Good morning. Hi. Nice to meet you.2) about personal information Whats you name? Where are you from? Which company are you from?2. 能力目标学生能听懂关于询问和提供个人信息的对话。学生能编写关于询问和提供个人信息的对话。(3) 在日常生活中灵活应用招呼用语以及询问、提供个人信息时所用到的关键句型.3. 情感目标在真实情景交流中，师生间、生生间建立融洽的关系，主动参与、相互赏识。四、教学步骤Step One: Lead-in （8m）:1.The teacher greets each student: Good morning. Nice to meet you. （设计意图:教师熟悉班上学生，也让学生尽快彼此熟悉，在自然交流中熟悉本单元重点之一）2.Show them “hello,Hi,and point out how to use them.3.Tell them when we greet with others,we often use “Nice/ Glad to meet you”and “How are you ?”4.listen to a song.5.Lets make it a rule: Lets greet each other at the beginning of each English lesson, using the following patterns.Teacher: Class begins. The monitor: Stand up.Teacher: Good morning/afternoon, boys and girls.Students: Good morning/afternoon, teacher.Teacher: How are you today?Students: We are fine. And you?Teacher: Im fine, too. Thank you. Sit down, please. （设计意图:固定课堂开始时的招呼问候语，问候时间适当增长，可以固定纪律，增进师生友谊）6. Teach them how to introduce ourselves to others.7.Point out “last name”&”first name”. .Guess the meaning of “last name” and “first name”. (The teacher may ask some students the question: Lu Zhongnan, whats your first name? Whats your last name?)（设计意图:教师通过询问班上多名同学的名和姓帮助学生掌握“last name”和 “first name”的含义和中英文名字表达顺序的差异）8.Activity 7&10.9.listening practice:Activity 1,2,4,5&6.10.Brainstorm the ways of greeting a person. Possible answers:Good morning/afternoon/evening.Hi./ Hello. Nice to meet you. How do you do? How are you?/ How are you going?(collect different answers on the blackboard)（设计意图:团队做乘法，个人做加法，通过头脑风暴，我们可以快速搜集多种招呼用语，并让全体同学尽快掌握）11.Activity 3. Act and practice. How would you greet a person in the following situations?（教师可以利用教材中的图片或者另外搜集不同场合的图片，让学生学会灵活应用招呼用语）12.Make a similar dialogue with the classmates around you. Sample:A: Good morning! Im Lu Zhongnan. Lu is my last name and Zhongnan is my first name. May I have your name, please.B: Good morning! Im Lin Chunning. Lin is my last name and Chunning is my first name.A: Nice to meet you. Im from No. 7 Middle school. Where are you from?B: Nice to meet you, too. Im from No.15 Middle school.(设计意图:实际应用所学内容，俩人小组相互询问对方的名和姓，以及对方的初中学校，既操练了英语，也增进了了解)13.Ask some pairs to demonstrate their performance(greet each other and ask for personal information).(设计意图:上台展示对话，既锻炼了当事者的胆量，也让学生们快速了解彼此)（设计意图:学习利用调查、询问的方式来获取信息，确保每一位同学都知道first name 和last name的意思，增进彼此了解）Step Three Summary and Production (14m)1. Make a short summary of what weve learned today.(1)key vocabulary： first name, last name, name card(2)everyday English about greetings and personal information.Hi. Good morning. How are you? Howre things? Nice to meet you.Whats your name? Whats your first name? Whats your last name?Where are you from?（设计意图:对本课时所学集体做个小结，让学生明确单元教学目标，方便学生补充笔记。）2. Think of ten ways of greetings. Hi. Hello. Hows it going? How do you do?How are things? How are you? Havent seen you for ages. Great to see you again.Nice to meet you. Good morning./ Good afternoon./ Good evening.（设计意图:集思广益让学生罗列10条问候语，并请学生当堂记忆。 明确数量，可以帮助学生记忆。）3. What else would you like to know about your classmates? Ask them the following questions and make an introduction of your classmates. .What is your favorite animal?What is your favorite city in China?What is your favorite color?What is your favorite day of the week? Why?What is your favorite drink in summer?What is your favorite food?What is your favorite holiday? Why?What is your favorite kind of book?What is your favorite kind of movie?What is your favorite kind of music?What is your favorite magazine?What is your favorite memory of childhood?What is your favorite season? Why?What is your favorite sport?What is your favorite time of day?What is your favorite TV program?What is your favorite Website?What is your favorite vegetable? Whats your favorite word in English? Why do you like it?Who is your favorite actor?Who is your favorite actress?Who is your favorite athlete?Who is your favorite singer?What is your best friends name?Who is your favorite teacher? Why?What is your favorite subject in school?（设计意图:利用调查、询问的方式来获取同学信息，问题的设置迎合学生的口味，促使活动顺利开展；请学生当堂汇报采访结果，训练学生的口语和听力以及语言组织能力。课后要求学生以海报形式介绍班上一位同学，并在班级英语角展出。）Step Four Homework (1m)1. Practice dialogue B with your classmate after class.2. Make a similar dialogue, talking about personal information.3. Make an introduction of your classmate.五、板书设计Greeting: Good morning/afternoon/evening. Hi./ Hello. Nice to meet you. How do you do? How are you?/ How are you going?Ask for personal information:A: Good morning! Im _. _is my last name and _ is my first name. May I have your name, please.B: Good morning! Im _._is my last name and _ is my first name.A: Nice to meet you. Im from _ Middle School. Where are you from?B: Nice to meet you, too. Im from _ Middle School. Book 1 Unit 2 I can do it! （第一课时 教学设计） 一、 教材与学情分析 本课是高教版基础模块1第二单元的第一课时，该课的具体内容主要是描述个人能力的词汇，有关个人能力的描述，询问和谈论能力的语句。该课为整个单元的学习活动做好了语言和知识的准备，通过个人能力的描述及向别人了解能力等系列活动还利于教师挖掘学生的多元智能，增强学生的相互了解。该课的内容贴进学生生活，词汇量少，句型简单易学。 职业学校的学生普遍英语基础薄弱，学生英语的积极性不高，能主动开口说的学生就更少。但职业学校的学生具有思维活跃，好奇心重，集体荣誉感、竞争意识强，接受能力快的特点。为此我对教材的内容进行了整合，依据教学目标增减、改动了一些教材内容。整堂课的设计如下： 二、 教学目标 1. 知识目标 （1）学生能掌握描述个人能力的词汇，如speak Chinese, drive cars, repair computers。 （2）学生能掌握询问和描述个人能力时所使用的句型，如： Can you sing English songs? Yes, I can. No, I cant. 2. 能力目标 （1）学生能听懂关于询问和描述个人能力的对话。 （2）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。 三、教学重、难点 1. 教学重点 （1）掌握描述个人能力的词汇 （2）情态动词can的用法（肯定式、否定式、疑问式及其回答） 2. 教学难点 通过与个人能力描述相关的词汇和句型的学习，学会采访同学，并写出能力报告。 四、教学步骤 Step One: Lead-in 1.Show students some sentences from the song “I believe I can fly”, and ask students to pay attention to the word ”can” If I can see it, then I can do it. If I just believe it Theres nothing to it I believe I can fly I believe I can touch the sky 2.Show students a group of pictures，and ask students to answer the questions: T: Who is he? Ss: Hes Yao Ming. T: What can he do well? Ss: He can play basketball well. （设计意图:以优美的歌曲及以学生所熟悉的人物吸引学生注意力，拉近师生距离，自然引出本课的教学重点） 3.Show students the learning objectives of this lesson. 知识目标 （1）学生能掌握描述个人能力的词汇，如speak Chinese, drive cars, repair computers。 （2）学生能掌握询问和描述个人能力时所使用的句型，如： Can you sing English songs? Yes, I can. No, I cant. 能力目标 （1）学生能听懂关于询问和描述个人能力的对话。 （2）学生能罗列个人能力，并询问和了解同学的个人能力。 情感目标 学生能欣赏自我，欣赏他人。 （设计意图:直截了当地呈现本课的学习目标，让学生明确这堂课该掌握哪些知识点，具备哪些能力。用汉语呈现主要是考虑到学生的基础较薄弱。） Step Two: Vocabulary teaching 1. Show students a group of pictures, and ask the students to answer the questions: T: What can the girl do in picture1? Ss: She can draw pictures T: What can the men do in picture? Ss: They can repair computers. 2. Show students the vocabulary of describing abilities, then ask them to read the vocabulary together. 3. drive a car use the computer swim play basketball 开车 使用电脑 游泳 打蓝球 teach English serve visitors read in Chinese repair computers 教英语 服务客人 用中文阅读 修理电脑 ride a bike sing English songs draw pictures speak Chinese 骑自行车 唱英文歌 画画 说汉语4.Tell students a group competition will be held between them. The first round is: Act and guess. Teacher introduces the rule of Round 1 to the students. 比赛规则如下：听录音1完成对话。听录2回答问题。每段录音播放2遍后，各组均有30秒的讨论时间，30秒后各组在5秒钟内选出1名选手将答案写在黑板上，每对一个可为本组获得1分。 （设计意图:教师呈现有关能力描述的图片，通过看图回答问题的方式可以锻炼学生的细致观察能力，以及语言表达能力。小组竞赛利于培养学生的团队合作和公平竞争意识,可以大大调动学生学习的积极性，激发他们的课堂表现欲,巩固句型词汇的学习。） Step Three: Grammar teaching 1.Show students the sentence patterns of describing abilities. Teacher explains the grammar and asks several students to answer the questions: T: Can you use the computer? S1:Yes, I can. T: Can you repair the computer ? S1: No, I cant. T: Can he use the computer? S2: Yes, he can. T: Can he repair the computer? S2: No, he cant. T: What can he do? S3: He can use the computer. 2 Teacher introduces the rule of Round 2 to students. 比赛规则如下：最先站起来并做出正确选择的同学可为本组获得1分。 (1) Can your brother speak English? A. Yes, I can. B. Yes, he can. C. Yes, you can. (2) _? They can sweep the floor. A. What can they do? B. What do they do? C. what they can do ? (3) What can you do? I _ basketball. A. can to play B. can playing C. can play (4) What can she do? She can ride a bike, but A. She cant drive a car B. She can drive a car C.I can drive a car. (5) Can your mother swim? A. No, I can B. No, she cant C. Yes, she cant. （设计意图: 帮助学生系统掌握情态动词can的肯定式、否定式、疑问式及其回答，学会运用can来表达任何人称会做能做的事情。抢答的方式可以锻炼学生的快速反应能力以及短时记忆能力，将枯燥无味的语法学习有趣化、生动化。） Step Four: Listening teaching Teacher introduces the rule of Round 3 to students. 1.Ask students to fill in the blank after listening. Xiano nian: Can you speak _1_? Ben: Yes, a little. But I cant _2_ in Chinese. Xiano nian: _3_ you drive? Ben: Yes, _4_ can. Xiano nian: Can you teach Chinese? Ben: No, I _5_ .But I can teach English. 2.Ask students to answer the question after listening. What can Zhang Qing do? Zhang Qing can use the computer. Zhang Qing can serve visitors. Zhang Qing can drive. 3.Teacher introduces the rule of Round 4 to students. Ask students to watch the video and find out the abilities which are mentioned in the video. drive a car .surf the internet swim ride a bike .draw pictures .moo eat grass speak English .make milk use a phone 4.Ask students to watch the video and find out what the cow can do and cant do. The cow can moo eat grass and make milk. The cow cant drive a car surf the internet and use a phone. 6.Tell students that men cant be perfect, everyone has his own gift. They should learn to appreciate other people and themselves. The cow can make milk, but it cant use a phone. Mr. glasses can drive a car, but he cant eat grass. The bird can fly, but it cant swim. The fish can swim, but it cant fly. （设计意图:听力训练及观看视频主要训练学生的听力和加强学生筛选信息、快速捕捉所需要信息的能力。色拉英语Abilities幽默搞笑，主持人和牛形象生动的表演吸引学生注意力，让学生体验学习英语的乐趣，在轻松愉快的氛围中复习情态动词can的用法。同时通过观看视频引导学生要懂得欣赏自己，欣赏别人。） Step Five: Application Now, Id like you to write down what you and two of your best friends can do. Teacher introduces the rule