英语基础模块1Unit2.docxVIP

PAGE \* MERGEFORMAT1 保康县中等职业技术学校 英语（1）Unit2第一、二课时教学设计 授课人： 课题 Unit 2 I can do it 课型 新授课 课时 2课时 学习目标 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。 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. 能力目标: 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。 情感目标:学生能欣赏自我，欣赏他人。 过程与方法：首先让学生根据已有的语言经验与积累自己学习activity1和activity 2,通过对本课题在关的语言内容进行再现和再认,为新的语言点的学习找到良好的基础,达到””温故而促新的目的;然后通后通过在旧语言知识的基础上植入新的语言知识,然后大密度的进行听力朗读训练,精讲多练,让学生对本课题有关的语言知识印象深刻;再进行拓展训练,学以致用;最后,适时的总结内化(课堂小结,背诵和作业),让语言根植大脑. 情感态度与价值观：学生能欣赏自我，欣赏他人。 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。 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； 课题导入 Lead in 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. 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。） 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. 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. 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. 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。） 6分钟 自主学习 Group competition: What can we do? (1 min) 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 th