高教版Book-1-Unit-2-I-can-do-it!教学设计一等奖

Book1Unit2Icandoit!（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其次单元的第一课时，该课的详细内容主要是描述个人实力的词汇，有关个人实力的描述，询问和谈论实力的语句。该课为整个单元的学习活动做好了语言和学问的打算，通过个人实力的描述及向别人了解实力等系列活动还利于老师挖掘学生的多元智能，增加学生的相互了解。该课的内容贴进学生生活，词汇量少，句型简洁易学。职业学校的学生普遍英语基础薄弱，学生英语的主动性不高，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，新奇心重，集体荣誉感、竞争意识强，接受实力快的特点。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：教学目标1.学问目标（1）学生能驾驭描述个人实力的词汇，如speakChinese,drivecars,repaircomputers。（2）学生能驾驭询问和描述个人实力时所运用的句型，如：CanyousingEnglishsongs?Yes,Ican.No,Ican’t.2.实力目标（1）学生能听懂关于询问和描述个人实力的对话。（2）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。三、教学重、难点1.教学重点（1）驾驭描述个人实力的词汇（2）情态动词can的用法（确定式、否定式、疑问式及其回答）2.教学难点通过与个人实力描述相关的词汇和句型的学习，学会采访同学，并写出实力报告。四、教学步骤StepOne:Lead-in1.Showstudentssomesentencesfromthesong“IbelieveIcanfly”,andaskstudentstopayattentiontotheword”can”IfIcanseeit,thenIcandoitIfIjustbelieveitThere'snothingtoitIbelieveIcanflyIbelieveIcantouchthesky2.Showstudentsagroupofpictures，andaskstudentstoanswerthequestions:T:Whoishe?Ss:He’sYaoMing.T:Whatcanhedowell?Ss:Hecanplaybasketballwell.（设计意图:以美丽的歌曲及以学生所熟识的人物吸引学生留意力，拉近师生距离，自然引出本课的教学重点）3.Showstudentsthelearningobjectivesofthislesson.学问目标（1）学生能驾驭描述个人实力的词汇，如speakChinese,drivecars,repaircomputers。（2）学生能驾驭询问和描述个人实力时所运用的句型，如：CanyousingEnglishsongs?Yes,Ican.No,Ican’t.实力目标（1）学生能听懂关于询问和描述个人实力的对话。（2）学生能排列个人实力，并询问和了解同学的个人实力。情感目标学生能观赏自我，观赏他人。（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驾驭哪些学问点，具备哪些实力。用汉语呈现主要是考虑到学生的基础较薄弱。）StepTwo:Vocabularyteaching1.Showstudentsagroupofpictures,andaskthestudentstoanswerthequestions:T:Whatcanthegirldoinpicture1?Ss:ShecandrawpicturesT:Whatcanthemendoinpicture?Ss:Theycanrepaircomputers.2.Showstudentsthevocabularyofdescribingabilities,thenaskthemtoreadthevocabularytogether.driveacarusethecomputerswimplaybasketball开车运用电脑游泳打蓝球teachEnglishservevisitorsreadinChineserepaircomputers教英语服务客人用中文阅读修理电脑rideabikesingEnglishsongsdrawpicturesspeakChinese骑自行车唱英文歌画画说汉语3.Tellstudentsagroupcompetitionwillbeheldbetweenthem.Thefirstroundis:Actandguess.TeacherintroducestheruleofRound1tothestudents.竞赛规则如下：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秒的探讨时间，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:老师呈现有关实力描述的图片，通过看图回答问题的方式可以熬炼学生的细致视察实力，以及语言表达实力。小组竞赛利于培育学生的团队合作和公允竞争意识,可以大大调动学生学习的主动性，激发他们的课堂表现欲,巩固句型词汇的学习。）StepThree:Grammarteaching1.Showstudentsthesentencepatternsofdescribingabilities.Teacherexplainsthegrammarandasksseveralstudentstoanswerthequestions:T:Canyouusethecomputer?S1:Yes,Ican.T:Canyourepairthecomputer?S1:No,Ican’t.T:Canheusethecomputer?S2:Yes,hecan.T:Canherepairthecomputer?S2:No,hecan’t.T:Whatcanhedo?S3:Hecanusethecomputer.2TeacherintroducestheruleofRound2tostudents.竞赛规则如下：最先站起来并做出正确选择的同学可为本组获得1分。CanyourbrotherspeakEnglish?Yes,Ican.B.Yes,hecan.C.Yes,youcan.__________?Theycansweepthefloor.Whatcantheydo?B.Whatdotheydo?C.whattheycando?Whatcanyoudo?I______basketball.cantoplayB.canplayingC.canplayWhatcanshedo?Shecanrideabike,but…Shecan’tdriveacarB.ShecandriveacarC.Icandriveacar.Canyourmotherswim?No,IcanB.No,shecan’tC.Yes,shecan’t.（设计意图:帮助学生系统驾驭情态动词can的确定式、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。抢答的方式可以熬炼学生的快速反应实力以及短时记忆实力，将味同嚼蜡的语法学习好玩化、生动化。）StepFour:ListeningteachingTeacherintroducestheruleofRound3tostudents.1.Askstudentstofillintheblankafterlistening.Xianonian:Canyouspeak___1___?Ben:Yes,alittle.ButIcan’t___2___inChinese.Xianonian:___3___youdrive?Ben:Yes,__4__can.Xianonian:CanyouteachChinese?Ben:No,I__5__.ButIcanteachEnglish.2.Askstudentstoanswerthequestionafterlistening.WhatcanZhangQingdo?ZhangQingcanusethecomputer.ZhangQingcanservevisitors.ZhangQingcandrive.3.TeacherintroducestheruleofRound4tostudents.Askstudentstowatchthevideoandfindouttheabilitieswhicharementionedinthevideo.driveacar.surftheinternetswimrideabike.drawpictures.mooeatgrassspeakEnglish.makemilkuseaphone4.Askstudentstowatchthevideoandfindoutwhatthecowcandoandcan’tdo.Thecowcanmooeatgrassandmakemilk.Thecowcan’tdriveacarsurftheinternetanduseaphone.6.Tellstudentsthatmencan’tbeperfect,everyonehashisowngift.Theyshouldlearntoappreciateotherpeopleandthemselves.Thecowcanmakemilk,butitcan’tuseaphone.Mr.glassescandriveacar,buthecan’teatgrass.Thebirdcanfly,butitcan’tswim.Thefishcanswim,butitcan’tfly.（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、快速捕获所须要信息的实力。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留意力，让学生体验学习英语的乐趣，在轻松开心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观赏自己，观赏别人。）StepFive:ApplicationNow,I’dlikeyoutowritedownwhatyouandtwoofyourbestfriendscando.TeacherintroducestheruleofRound5tostudents.竞赛规则如下：给选手1分钟时间写下自己及所采访的二位好友所具备的实力。站起来汇报的同学可为本组获得1-5分。NameswimplaybasketballusethecomputerrideabikesingEnglishsongsReportIam_____,Ihavetwogoodfriends.Ican_____and_____butIcan’t__________can_____and____,buthecan’t_____.____can_____and____,butshecan’t_____.Wecandosomethinguseful.（设计意图:让学生挖掘自身及了解他人的优点及不足点，既熬炼了学生的写作和拼法实力,又加深了老师与学生们及学生与学生之间的了解；起身朗读所写内容，熬炼了口语实力，增加学生的了自信和胆识。）StepSix:Summary1.T:Todaywehavelearnedthevocabularyandsentencepatternsofdescribingabilities,nowpleasefinishtheexercise:Self-check.Tickthepointsthatyouhavemastered.Ilearned:()driveacar