市一等奖英语教案.docx

市一等奖英语教案.docx

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市一等奖英语教案

省编新版职业学校英语教材基础模块下册第一单元

GeneralInstructionalDesign

I.Analysisoftheunit

ThetitleofUnit1isWhataWonderfulTime.Thethemeofthisunitistravelexperiences.Inthisunit,studentsareexpectedtogetinformationabouttravel,talkabouttheirtravelexperiencesandmakeanoutingplan.

II.Analysisofthestudents

TheteachingsubjectsarefreshmeninEnglishDepartmentFuningTeachers’College,whichisacountrysidenormalschool.Comparedtohighschoolstudents,theirgeneralEnglishlevelisrelativelylow.

Duetotheirlackofeffectivelearningstrategiesandgoodstudyhabits,theirlearningefficiencyislow.Theycanconcentrateonclass,butdolittleafterclass.

So,thekeypointofteachingistostimulatestudents’interest,developstudents'effectivelearningstrategiesandstudyhabits,andtakemorecareofpoorstudents.

III.Teachingmethods

Task-basedApproach,Audio-lingualMethod,CommunicativeApproach,Student-centeredPrinciple

IVLearningstrategies

Activity-basedlearning（individualwork,pairwork,groupwork）,CooperativeLearning,CommunicativeLearning,ExploringLearning,ReadingStrategies（skimming,scanning）

V.PeriodDivision

BasedontherequirementsofTeachingSyllabusandCurriculumStandards,aswellastherealityofstudents,thisunitisdividedinto5periods.

InPeriod1,bydoingWarm-upandListeningandSpeaking,studentswillbeabletounderstandandtalkabouttravelexperiencesbyusinggeneralquestionsandspecialquestions

InPeriod2,byReadingandWriting,studentsareexpectedtogetinformationontraveling,developreadingskillsofskimmingandscanning,learnsomekeylanguagepointsanddevelopthemindofexperiencingandovercomingdifficulties.

InPeriod3,bylearningLanguageinUse,studentsaresupposedtoreviewthephoneticrulesofsuffix-“-ed”,inducethegrammaticalrulesofexclamations,andpracticecomplimentingeachotherusingexclamations,soastocultivatetheirculturalawarenessinpoliteness.

InPeriod4,byfulfillingthetasksinRealLifeSkills,studentswilllearntocomprehendanddemonstrateinformationontourpackages,listandillustrateinformationbycharts,andsynthesizetheinformationtheycollecttomakeanoutingplan.

InPeriod5,throughFurtherReading,studentscangetadditionalinformationontravel.Atlast,theyareaskedtocarryoutself-assessmentinWrap-up.

TeachingPlanofEachPeriod

Period1Warm-up&ListeningandSpeaking

I.Teachingobjects

Bytheendofthisperiod,thestudentsareexpectedto

1）locateusefulexpressionsontalkingaboutatraveldestination.

2）askabouttheirtravelexperiencesandgiveresponsesusingusefulexpressions.

3）useconversationstrategiestoexchangeinformation.

4）feelthepleasureoftraveling

5）bemotivatedtobroadentheirhorizonbytraveling.

II.Teachingkeypoints

Mastertheusefulexpressionsrelatedtothetopic.

III.Teachingdifficulties

Thecorrectuseofspecialquestionsandthepasttense.

IV.Usingthecoursebook

AdaptWarm-upPart1byshowingpicturesoffamoustouristattractions.

V.Teachingmethods

Audio-lingualMethod,Task-basedApproach

VI.Learningstrategies

CommunicativeLearning,CooperativeLearning（pairwork）

VII.Teachingaids

CAI,Mp3,pictures,ablackboard,chalk

VIII.Teachingprocedure

Step1.Warm-up（5mins）

1）Theteachershowssomepicturesabouthis/hertriptosomescenicspots,askingstudents

toguesswheretheplacesare.

2）Theteacheraskstudents,“Wheredidyougoduringwintervacationsandwhydoyou

travel?

（Part2onSBPage2）

Step2.Pre-reading（5mins）

Checkstudents’previewofnewwords（onSBP16）toseeiftheyhavehighlightedtheminthetextandaskthemaboutotherpotentialnewwords,suchas,museum,handicraft,coach,TigerHill,AmusementPark.

Step3.While-reading（10mins）

1）ListentotheMp3forthefirsttimetodoPart1inSectionA（onSBP3）tocheckstudents’predictionandhelpthemgetthethemeofthedialogue.（2mins）

2）ListentotheMp3againanddoPart2tofindoutandunderlineusefulexpressionsintalkingaboutatraveldestination.（3mins）

3）Askstudentstofindasmanylanguagepointsaspossibleinthedialogueandlistthemontheblackboard.Theteacherexplaintheusageandgivemoreexamplestohelpstudentsunderstandthem.（2mins）

4）LearnUsefulExpressionsonSBP3andfindotherpossiblesentencepatternsontheBb.（3mins）

Step4Speaking（10mins）

1）Workingroupsof4toaskclassmatesabouttheirtravelexperiencesusingtheusefulexpressions,catchingthekeywordstocompletethetableinPart3.（4mins）

2）WorkinpairstocompletetheconversationinPart4.Thenaskseveralpairstoactthedialogueinfrontofclass.（6mins）

Step5ThesameprocedureisusedincarryoutthetasksinSectionB.（15mins）

Step6Homework

1）Learnthenewwordsandusefulexpressionsbyheart.

2）DotheexercisesofPartAonWorkbook.

3）PreviewthenewwordsandthetextofReadingandWriting.

IX.Blackboarddesign

Moreusefulexpressions（besidesthoselistedonP3）:

inthesouthof

befamousfor

alotofdifferentkindsof

Haveyouheardof…?

Wheredidyougolast…?

Whatdoyoulikethemostaboutit?

/Howwasit?

X.Teachingreflections

Afterthisperiod,thestudents’interestintravelisstimulated.Withthehelpofusefulexpressions,mostofthemcantalkaboutitactivelyandenthusiastically.

Period2ReadingandWriting

I.Teachingobjects

Afterthisperiod,thestudentsaresupposedto

1）understandandusesomewordsandphrasesrelatedtotravelexperiences.

2）narrateandwritetravelexperienceintimeorder.

3）usereadingstrategiesofskimmingandscanningtogetthemainideaandthespecificinformationinreading.

4）beopentoexperiencedifferentculturesbytraveling.

5）beoptimistictoaccepteverythingasapartoftheirexperienceandlife.

II.Teachingkeypoints

Understandandknowtheusageofnewwordsandexpressions.

III.Teachingdifficulties

Beabletousethereadingstrategiesofskimmingandscanning.

IV.Usingthecoursebook

ReorderPart2,3,4to4-3-2.OmitTIPexerciseonP9.

V.Teachingmethods

Interactivemodelinteachingreading（fromTop-downtoBottom-up）

VI.Learningstrategies

Readingstrategies（skimming,scanning）,interviewstrategy

VII.Teachingaids

CAI,theblackboard,chalk

VIII.Teachingprocedure

Step1Pre-reading（5mins）

1）ShowsomepicturesofDisneylandtothestudents,askingthem“Whereisit?

”“Doyoulikeit?

”“Haveyoueverbeenthere?

”（2mins）

2）Talkaboutthetitle.Askthestudentstoguessthewriter’sfeelingduringhisjourneytoHongKongDisneyland.（3mins）

Step2While-reading（22mins）

1）Fast-reading（2mins）

Theteacherintroducethestrategyofskimming,andaskthestudentstoreadthepassagequicklyandunderlinethetopicsentenceandtheconcludingsentence（Part4,onSBP8）,usingthestrategy.

2）Detailedreading（15mins）

A）Theteacherintroducethestrategyofscanning,andaskstudentstoreadthepassageagainandfindthespecificinformationrelatedtothestatesmentsinPart2.（5mins）

B）Discourseanalysis（10mins）

Circlethetimingwordsandphrasesinthepassageandwritedowntheeventsthathappenedateachtime.

3）Languagepoints（5mins）

Theteacherchecksthestudent’sanswers,writesdownthekeywordsontheblackboard,andexplainthenewlanguagepointsinthetext.

Step3Post-reading

1）Retelling（6mins）

Thestudentsworkingroupsof4,tryingtoretellthetextusingtheinformationgiveninthetableontheblackboard.

2）Role-play（10mins）

Thestudentsworkinpairs,andconductaninterviewbetweenareporterandthewriter.ThereporteristoaskthewriterquestionsabouthisjourneytoHongKongDisneyland.

TheyaresuggestedusingtheusefulexpressionstheylearnedinPeriod1andasmanylanguagepointsinthistextaspossible.

Step4Homework（2mins）

1）Sortoutonthenotebookandmemorizealltheusefulexpressionsinthetext.

2）Writing

Writeaparagraghin50-80wordsaboutaplacevisited,tryingtouseasmanyusefulexpressionsaspossibletheylearnedinthetext.（Part5onSBP8）

3）DoexercisesofPartBonWorkbook.

IX.Blackboarddesign

DiscourseAnalysis:

Time

Event

Beforeweleft

prepareeverythingforthetrip

Whenwearrivedattheairport

discoverwehadleftcouponsathome

Thefirstnight

experienceanelectricalfire,putout,difficulttofallasleep

Thenextday

havefun,takephotos,watchaparade,rodetherollercoaster,buysouvenirs

X.Teachingreflections

Withtheusefulexpressionsandnewlanguagepointspresentedrepeatedly,thestudentsfeelmoreconfidenttocarryoutoralandwrittentasks.

Hadlanguagepointsbeengivenmoretimetopractice,studentswillhaveunderstoodthetextbetter.

Period3LanguageinUse

I.Teachingobjects

Afteraseriesofpracticeinphonetics,grammarandvocabulary,thestudentswillbeableto

1）readthephonetics/d/,/id/,/t/,andthewordswiththem.

2）useexclamationstoexpresssurprise,anger,orotheremotions.

3）knowhowtoexpressdirections.

4）generalizethegrammaticalrulesofexclamationsaftercomparingandanalyzingexamples.

5）useexclamationstocomplimentotherstopromoteinterpersonalrelationship.

II.Teachingkeypoints

Masterphoneticrulesof“-ed”,andgrammaticalrulesofexclamations.

III.Teachingdifficulties

Learntoinducegrammaticalrulesbythemselves.

IV.Usingthecoursebook

SupplementamapofJiangsuforPart5.

V.Teachingmethods

Student-centredPrinciple

VI.Learningstrategies

ExploringLearning,CommunicativeLearning

VII.Teachingaids

Mp3,amap,theblackboard,chalk

VIII.Teachin