中职英语基础模块1Unit2说课稿

Book1 Unit 2 I can do it!

（Lesson1 Teaching Design）

Hello.everyone. Today I’m very pleased to have an opportunity to talkabout some of my teaching ideas. My topic is talking about one’sabilities taken from Unit 2. My presentation is made up of fourparts.

I. Myunderstanding of this lesson

Thisis the second Unit of this book. It’s about describing one’sabilities. It demands students describing their abilities by spokenEnglish, asking for and giving information, understanding theapplication form and filling in it, and so on. The knowledge in thislesson is very useful. These topics are closed to students’ life.At the same time, the sentences structures are very simple, and thenew vocabulary is not large at all. That is to say, this lesson iseasy enough for the students to learn. What’s more important, itplays a very important part in this book. Only the students learnthis unit very well so that maybe they can learn the following unitswell. For example, Unit 4(Welcome to our party!), Unit 5 (What’syour hobby?), Unit 9(What club would you like to join?) I.Analysis of Textbook

1. LearningContent:

Thisis the first lesson of Unit 2 of this book，IncludingLead-in & Listening and speaking. To be specific：vocabularyabout abilities 、sentencesabout asking for and giving information, and sentences of talkingabout one’s abilities.

Thispart is a good preparation of language and knowledge for the Sslearning this unit. And it also provides formworks for the Ssdescribing their abilities in English fluently. The students can knowmuch more about each other after learning this lesson.

2．Learningkey points, difficult points

2.1Key points

a.Asking for and giving information;
b.Understand talks about one’sability.

2.2Difficult points

Use“can”totalk about or to describe one’sabilities 3. Learningaims

3.1.Knowledgeaims:
a.Thestudents can grasp the vocabulary about abilities, such as, speakChinese, drive cars,repair computers, teach English, read in Chinese, serve customers.

b.Thestudents can grasp these sentences for talking about abilities. Forexample, Canyou say something about yourself?

Canyou sing English songs?

Well,I can teach English and I can speak a little Chinese.

3.2.Abilityaims
a. Thestudents can understand the dialogues about asking and describingabilities. b. TheSs can list one’s abilities, and can ask for and know abilities oftheir classmates.

3.3.Emotionalaims:
Tocultivate the students’ confidence, at the same time, they canappreciate each other.

II. Analysisof students

Generallyspeaking, the students in vocational school often speak just Englishwords, they can’t spell them rightly. They usually speak out manywords but they can’t express their ideas with long sentences. Theyare not willing to review the lessons by themselves. Thus theapplication of the new vocabulary, the writing, and the notes the Sstaken should be taken seriously. On the other side, the Ss havestrong divergent thinking ability so that the teacher can take mostuse of it and have a good atmosphere.

III. TeachingMethods

Gamesand Competition, Situational teaching, Group work, Performance,Mission, Imatation.

IV. TeachingProcedure

StepOne Lead-in (8 min)

1. Factsor lies:Start with a game. The teacher makes a list of his abilities, and twoof themare lies. Ask the students to pick them out.

Eg.I can read in English.

Ican sing many English songs….

(Designintent:the teacher set examples with herself so that attracting Ss’attention and shorten the communication distance between teacher andstudents. And these

vocabulariescan appear naturally. It also lays a solid foundation for theirfluent oral English.)

2. GuessWho I am:The teacher gives each student a card and ask each of them to makea list of their abilities (at least five abilities) on the card. Twoof the abilities shouldbe lies. ..

(Designintent:to make the Ss find their advantages, exercise their writing andspelling abilities. Ss reading in the front of the class are good tofor them to cultivate confidence and bravery, but also their oralEnglish. The teacher do this game can grasp students eyes tightly.What’s more, it’s also a presentation of their works.)

3. Lookand complete. (activity 1 on page16) Show the students a group ofpictures.

Thenask the students to describe each picture, using the sentence pattern
“He/She/Theycan …” After that, the teacher may ask the students to listen tothe tape and circle what Ben can do.

(Designintent:the teacher can collect much more pictures to describe abilities.Through the presentation by PPT, the Ss can practice theirobservation ability, language
expressionability, and fast reaction ability. )

StepTwo Vocabulary teaching (8 min)

1. Groupcompetition: What can we do? (1 min)
Theteacher divides the whole class into four groups and asks each groupto write down what they can do on the blackboard in the given time.The group that offers the most phrases about abilities will be thewinner.

(Designintent:Group competition is good for the Ss cultivating their awareness ofteamwork and fair. They practice their braveness and spelling abilitywhen they writing on the blackboard. The four groups do it at thesame time, so that the teacher can collect many vocabularies as soonas possible. And that is a good way for Ss to accumulating words. )

2. Theteacher types these abilities phrases on PPT (the teacher may ask astudent to type thesephrases if there is a good typist in class).

(Designintent:this is an important part for Ss to memorize words. Typing phrases on PPTarouse the enthusiasm of showing up. )
StepFour Production （20m）

1. Makea similar dialogue with your partner. Ask some group to act theirdialogue. (Designintent:Imitating the dialogue is easy for Ss to do, and good for them tofamiliar the dialogue and grasp important words and sentences. )

StepThree Listening ( Activity 4，5，6，7) (12 min)

1. Activity4. Read and tick. Are these abilities necessary for applying a job?

2. Activity5. Listen and circle. What abilities does Zhang Qing have?

3. Activity6.Read and underline. Read after the tape and underline the sentencesabout a 4. Activity7. Listen and repeat. And practice the dialogue with your partner.

(Designintent:After the former part, it is easy for Ss to finish Activity 4-7. Andit is mainly practice Ss’ listening and pronunciation here. )

StepFive Homework（1m）

1. Recitethe dialogue (activity6) and make a similar dialogue. 2. Rememberand copy the following sentences twice.

Ican speak Chinese. I can drive cars. I can repair computers.…(Designintent:to strengthen all the knowledge of this lesson. )