unit10教案英语基础模块1.doc

攀枝花市华森职业学校导学案首页课程 班级 任课教师年月日第 周课题或教材章节名称Unit 10 How can I improve my English?总课时1.学生能够理解并运用与英语学习相关的词汇和情态动词就英语学习中各种困难进 行讨论并提出建议。2.听一一能够听懂有关英语学习中各种困难的描述及建议的对话。说一一运用相关词汇和情态动词谈论英语学习中各种困难进行讨论并提出建议。读一一读憧描述英语学习中常见困难及相关建议的短文。写一一写出在英语中而临的困难及建议。知识、能力 目标教学目标德育 目标1.反思自己的英语学习，对面临的困难进行分析并选择有效的学习策略。2.了解从事不同专业的人在不同场合运用英语的情况，进一步认识英语的重要性。1.理解与英语学习相关的词汇和情态动词就英语学习进行讨论并提出建议。教学重点2.写出在英语中而临的困难及建议。1.理解与英语学习相关的词汇和情态动词就英语学习进行讨论并提出建议。教学难点教具2.写出在英语中而临的困难及建议。教法第一课时：Words&Lead-in第二课时：Listening&Speaking授课内容及课时分配第三课时:Reading&Reading第四、五课时:Grammar focus&Vbcabulaiy practice作业布置课后小结：练习册&补充练习教务科、师傅检查记录签名：口期：攀枝花市华森职业学校导学案内页学生活动和教学过程补充内容Unit 10 How can I improve my English?（第一、二课时教学设计）一、学情分析本单元为英语 1（基础模块高教版）最后一单元，主要话题为如何提高英 语。在本单元模块中反复呈现英语学习中常见的各种困难并提出相关的学习建议。职业学校的学生在英语学习上确实存在着各种困难，在如何提高英语的问题上也有 着很大的困惑。中职学生普遍需要学法的完善，以期英语成绩的更大提高,部分学生甚至英语水平不是很理想，更需要学法指导。因此，教师可通过本单元的听、说、读、写各种教学活动。一方面帮助学生掌握正确表达与英语学习相关的词汇与句型,另一方而引导学生结合自身的情况反思自己的英语学习，针对自身的学习问题选择 有效的学习策略。二、教学分析1.教学内容本课时系教材英语1（基础模块高教版）第十单元的第一、二课时，包括Lead-in+listening andspeaking 两部分。具体内容为：有关谈论英语学习中的各种 困难及学习建议的词汇、句型，以及相关的对话。这些内容为整个单元的学习活动提供很好的知识储备，使下面一系列的活动展开能顺利进行。而且，本单元的话题是如何提高英语学习。对于各类升学专业学生而言，英语学习是重中之重，所以学生们会比较感兴趣，能积极参与探讨英语学习 中存在的问题，如何解决这些问题，从而获得更好的促进英语提升的方法。2.教学重点、难点：（1）教学重点相关词类学习；听憧并掌握有关英语学习中的各种困难及建议的词汇、句式。（2）教学难点有关英语学习的词汇和句型 C三、教学目标I.知识目标（1）掌握与英语有关的词汇:understand;pass English exams;difficult;pronunciation;memorize;be able to;mention;be poor at;not be good atforget1.Forget to do sth.忘记去做某事（没做）2.Forget doing sth.忘记做过某事（已做）remember1.Remember to do sth.记得去做某事（没做）2.Remember doing sth.记得做过某事（2）掌握表达英语学习难和提出建议的句型：I cant understand/read/remember.Tm poor at.Im not good at.I find it difficult to.?I feel it too.to.What can I do?Can you give me some advice?Can I ask you a question?Youd better.It may help.2.能力目标：（1）学生能听懂有关英语学习中的各种困难及建议的对话。（2）能够运用相关词汇和句式谈论英语学习中的各种困难，并提出建议。3.情感目标：能够反思自己的英语学习情况，培养学生在提高英语上有积极主动的学习态度，并积极探究适合自己的学习方法，使得“要我学”变成“我要学”，从而促成英语 学习上的提升。How can I improve my.?You should/can/may.四、教学步骤Step One Lead-inStep One Lead-in（8m8m）1.Make a survey about learning English.The teacher will ask students many questions:（1）Have you made such mistakes in spelling before?quite&quietform&from（2）Have you translated as the following?How are you,how old are you?怎么是你，怎么总是你？You dont bird me,I dont bird you.你不鸟我，我也不鸟你。You have seed,I will give you some color to see.你有种，我给你点颜色看看。Brothers,together!兄弟们，起上。(3)Have you pronounced as the following?拿了桔子跑啊。Knowledge is power!谁又偷猫肉？奶奶(宁波话)See you tomorrow.onion(4)Why do you like these?(5)Do you have problems in English learning?(6)Do you want to improve your English?2.Activity 1 Read and tick.：Tick your wishes for learning English.(设计意图：利用大脑爆发式提问促使学生思考自身英语学习的现状和存在问题，激发学生提交英语学习的意愿，并通过联系学生实际生活，提高对本单元之内容 的兴趣)3.Activity 2 Look and match:Look and guess what problems people in the pictures mighthave.Then match the problems in the table with the pictures.Be sure that every studentunderstands the meanings of the sentences.I cant.find it adj./n.to do sth.too*to.Im poor at.Im not good at(设计意图：该活动呈现出本课时的重点句型，为单元学习活动做必要的语言准备)Step Two Listening and speaking(20m)1.Pre-listeningAsk the students,Do you have the same problems as them?”Several students are asked to answer the question,whats your problem?”(设计意图：通过问答活动，对表示学习困难的重点词汇和句型进行了反复操练并自然衔接至听说部分)2.Listening(2)Activity 4 Listen and match:Listen again and match the people with their problems.(3).Activity 5 Read and underline:Read the dialogue after the tape and underline the words and sentences to talkabout problems and to ask for advice.Make sure students understand them.(4).Activity6 Listen to the tape and find out what problems do they have and the solution?（设计意图：训练学生听的能力；呈现单元重要知识点，并通过跟读与反复操练掌握重要的语句，为下部分说的活动作好准备）Some sentences will be remembered:Some sentences will be remembered:Whats your problem?Im poor at memorizing new words.Can you give some advice?You should write them down in your notebook and read them everyday.What can I do?Well,you may ask them to repeat.3.Post-listening(1).Practice:Make a similar dialogue with your partner after the teacher makes a dialogue with a good student as ademonstration.(2).Work in groups and match the problems with the possible solutions.（设计意图：通过听读、重复对话，帮助学生掌握询问难题及提出建议的语句，并进行熟练的操练，通过教师和学生的对话作为示范，降低任务的难度）Step Three Interview and Discussion(15m)Step Three Interview and Discussion(15m)1 1.Interview:Ask one of the students around you about what problems she or he has inusing English.And then fill in the following form.NameNameFeelingFeelingProblemProblem2.Discuss:Suppose you were a professor in English,please give some efficient solutions.Write them down in the form.ProblemProblemSolutionSolution（设计意图：使学生在掌握重点语句的基础上，输出应用到实际的语境中，训练学生能在相对真实的情况下说出有关英语学习中的困难的解决策略）3.Report:Make a short according to the form you made._ is/isn t always shy to speak English.He/She feels_ when using English.The problem he/she has is that _.In order to solve this problem,I havemade a plan:First,_ Second,.At last,remember this,Believe in yourself,you can make it.（设计意图：通过小组工作总结反馈教学信息，了解学生对本课重点的掌握情况，并同时对本课时所学的做个小结。）Step Four HomeworkStep F