市一等奖英语教案.docx

1、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General Instructional Design I. Analysis of the unitThe title of Unit 1 is What a Wonderful Time. The theme of this unit is travel experiences. In this unit, students are expected to get information about travel, talk about their travel experiences and make an outing pl

2、an.II. Analysis of the studentsThe teaching subjects are freshmen in English Department Funing Teachers College, which is a countryside normal school. Compared to high school students, their general English level is relatively low. Due to their lack of effective learning strategies and good study ha

3、bits, their learning efficiency is low. They can concentrate on class, but do little after class.So, the key point of teaching is to stimulate students interest, develop students effective learning strategies and study habits, and take more care of poor students.III. Teaching methodsTask-based Appro

4、ach, Audio-lingual Method, Communicative Approach, Student-centered Principle IV Learning strategies Activity-based learning (individual work, pair work, group work), Cooperative Learning, Communicative Learning, Exploring Learning, Reading Strategies (skimming, scanning)V. Period DivisionBased on t

5、he requirements of Teaching Syllabus and Curriculum Standards, as well as the reality of students, this unit is divided into 5 periods.In Period 1, by doing Warm-up and Listening and Speaking, students will be able to understand and talk about travel experiences by using general questions and specia

6、l questionsIn Period 2, by Reading and Writing, students are expected to get information on traveling, develop reading skills of skimming and scanning, learn some key language points and develop the mind of experiencing and overcoming difficulties.In Period 3, by learning Language in Use, students a

7、re supposed to review the phonetic rules of suffix-“-ed”, induce the grammatical rules of exclamations, and practice complimenting each other using exclamations, so as to cultivate their cultural awareness in politeness.In Period 4, by fulfilling the tasks in Real Life Skills, students will learn to

8、 comprehend and demonstrate information on tour packages, list and illustrate information by charts, and synthesize the information they collect to make an outing plan.In Period 5, through Further Reading, students can get additional information on travel. At last, they are asked to carry out self-a

9、ssessment in Wrap-up.Teaching Plan of Each PeriodPeriod 1 Warm-up & Listening and SpeakingI . Teaching objectsBy the end of this period, the students are expected to1) locate useful expressions on talking about a travel destination.2) ask about their travel experiences and give responses using usefu

10、l expressions.3) use conversation strategies to exchange information.4) feel the pleasure of traveling5) be motivated to broaden their horizon by traveling.II. Teaching key points Master the useful expressions related to the topic. III. Teaching difficultiesThe correct use of special questions and t

11、he past tense.IV. Using the coursebookAdapt Warm-up Part 1 by showing pictures of famous tourist attractions. V. Teaching methodsAudio-lingual Method, Task-based ApproachVI. Learning strategiesCommunicative Learning, Cooperative Learning (pair work)VII. Teaching aidsCAI, Mp3, pictures, a blackboard,

12、 chalkVIII. Teaching procedureStep 1. Warm-up (5 mins)1) The teacher shows some pictures about his/her trip to some scenic spots, asking studentsto guess where the places are.2) The teacher ask students, “Where did you go during winter vacations and why do youtravel? (Part 2 on SB Page2)Step 2. Pre-

13、reading (5mins)Check students preview of new words (on SB P16) to see if they have highlighted them in the text and ask them about other potential new words, such as, museum, handicraft, coach, Tiger Hill, Amusement Park.Step 3. While-reading (10 mins)1) Listen to the Mp3 for the first time to do Pa

14、rt 1 in Section A (on SB P3) to check students prediction and help them get the theme of the dialogue.(2 mins)2) Listen to the Mp3 again and do Part 2 to find out and underline useful expressions in talking about a travel destination.(3 mins)3) Ask students to find as many language points as possibl

15、e in the dialogue and list them on the blackboard. The teacher explain the usage and give more examples to help students understand them. (2 mins)4) Learn Useful Expressions on SB P3 and find other possible sentence patterns on the Bb. (3mins)Step 4 Speaking (10 mins)1) Work in groups of 4 to ask cl

16、assmates about their travel experiences using the useful expressions, catching the key words to complete the table in Part 3.(4 mins) 2) Work in pairs to complete the conversation in Part 4. Then ask several pairs to act the dialogue in front of class. (6 mins)Step 5 The same procedure is used in ca

17、rry out the tasks in Section B.(15 mins)Step 6 Homework 1) Learn the new words and useful expressions by heart.2) Do the exercises of Part A on Workbook.3) Preview the new words and the text of Reading and Writing.IX. Blackboard designMore useful expressions (besides those listed on P3): in the sout

18、h ofbe famous fora lot of different kinds ofHave you heard of?Where did you go last?What do you like the most about it?/ How was it?X. Teaching reflections After this period, the students interest in travel is stimulated. With the help of useful expressions, most of them can talk about it actively a

19、nd enthusiastically.Period 2 Reading and WritingI .Teaching objects After this period, the students are supposed to 1) understand and use some words and phrases related to travel experiences. 2) narrate and write travel experience in time order. 3) use reading strategies of skimming and scanning to

20、get the main idea and the specific information in reading. 4) be open to experience different cultures by traveling. 5) be optimistic to accept everything as a part of their experience and life.II. Teaching key points Understand and know the usage of new words and expressions.III. Teaching difficult

21、iesBe able to use the reading strategies of skimming and scanning.IV. Using the coursebookReorder Part 2,3,4 to 4-3-2. Omit TIP exercise on P9.V.Teaching methodsInteractive model in teaching reading (from Top-down to Bottom-up)VI. Learning strategiesReading strategies (skimming, scanning), interview

22、 strategyVII. Teaching aidsCAI, the blackboard, chalkVIII. Teaching procedureStep 1 Pre-reading (5mins)1) Show some pictures of Disneyland to the students, asking them “Where is it?” “Do you like it?” “Have you ever been there?” (2mins)2) Talk about the title. Ask the students to guess the writers f

23、eeling during his journey to Hong Kong Disneyland. (3mins)Step 2 While-reading (22 mins)1) Fast-reading (2mins) The teacher introduce the strategy of skimming, and ask the students to read the passage quickly and underline the topic sentence and the concluding sentence (Part 4,on SB P8), using the s

24、trategy. 2) Detailed reading (15mins) A) The teacher introduce the strategy of scanning, and ask students to read the passage again and find the specific information related to the statesments in Part 2.(5 mins) B) Discourse analysis (10mins) Circle the timing words and phrases in the passage and wr

25、ite down the events that happened at each time. 3) Language points (5mins) The teacher checks the students answers, writes down the key words on the blackboard, and explain the new language points in the text. Step 3 Post-reading1) Retelling (6mins) The students work in groups of 4, trying to retell

26、 the text using the information given in the table on the blackboard.2) Role-play (10mins) The students work in pairs, and conduct an interview between a reporter and the writer. The reporter is to ask the writer questions about his journey to Hong Kong Disneyland. They are suggested using the usefu

27、l expressions they learned in Period 1 and as many language points in this text as possible. Step 4 Homework (2mins)1) Sort out on the notebook and memorize all the useful expressions in the text.2) Writing Write a paragragh in 50- 80 words about a place visited, trying to use as many useful express

28、ions as possible they learned in the text.(Part 5 on SB P8)3) Do exercises of Part B on Workbook. IX. Blackboard design Discourse Analysis:TimeEventBefore we leftprepare everything for the tripWhen we arrived at the airportdiscover we had left coupons at homeThe first nightexperience an electrical f

29、ire, put out, difficult to fall asleepThe next dayhave fun, take photos, watch a parade, rode the roller coaster, buy souvenirsX. Teaching reflectionsWith the useful expressions and new language points presented repeatedly, the students feel more confident to carry out oral and written tasks. Had la

30、nguage points been given more time to practice, students will have understood the text better.Period 3 Language in UseI. Teaching objects After a series of practice in phonetics, grammar and vocabulary, the students will be able to 1) read the phonetics /d/, /id/, /t/, and the words with them.2) use

31、 exclamations to express surprise, anger, or other emotions.3) know how to express directions.4) generalize the grammatical rules of exclamations after comparing and analyzing examples.5) use exclamations to compliment others to promote interpersonal relationship.II. Teaching key points Master phone

32、tic rules of “-ed”, and grammatical rules of exclamations.III. Teaching difficultiesLearn to induce grammatical rules by themselves.IV. Using the coursebookSupplement a map of Jiangsu for Part 5.V. Teaching methods Student-centred PrincipleVI. Learning strategiesExploring Learning, Communicative LearningVII. Teaching aidsMp3, a map, the blackboard, chalkVIII. Teachin