搜索
Book1Unit2Icandoit!（Lesson1TeachingDesign）Hello.everyone.TodayI’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.Mytopicistalkingaboutone’sabilitiestakenfromUnit2.Mypresentationismadeupoffourparts.I.MyunderstandingofthislessonThisisthesecondUnitofthisbook.It’saboutdescribingone’sabilities.ItdemandsstudentsdescribingtheirabilitiesbyspokenEnglish,askingforandgivinginformation,understandingtheapplicationformandfillinginit,andsoon.Theknowledgeinthislessonisveryuseful.Thesetopicsareclosedtostudents’life.Atthesametime,thesentencesstructuresareverysimple,andthenewvocabularyisnotlargeatall.Thatistosay,thislessoniseasyenoughforthestudentstolearn.What’smoreimportant,itplaysaveryimportantpartinthisbook.Onlythestudentslearnthisunitverywellsothatmaybetheycanlearnthefollowingunitswell.Forexample,Unit4(Welcometoourparty!),Unit5(What’syourhobby?),Unit9(Whatclubwouldyouliketojoin?)I.AnalysisofTextbook1.LearningContent:ThisisthefirstlessonofUnit2ofthisbook，IncludingLead-in&Listeningandspeaking.Tobespecific：vocabularyaboutabilities、sentencesaboutaskingforandgivinginformation,andsentencesoftalkingaboutone’sabilities.ThispartisagoodpreparationoflanguageandknowledgefortheSslearningthisunit.AnditalsoprovidesformworksfortheSsdescribingtheirabilitiesinEnglishfluently.Thestudentscanknowmuchmoreabouteachotherafterlearningthislesson.2．Learningkeypoints,difficultpoints2.1Keypointsa.Askingforandgivinginformation;b.Understandtalksaboutone’sability.2.2DifficultpointsUse“can”totalkaboutortodescribeone’sabilities3.Learningaims3.1.Knowledgeaims:a.Thestudentscangraspthevocabularyaboutabilities,suchas,speakChinese,drivecars,repaircomputers,teachEnglish,readinChinese,servecustomers.b.Thestudentscangraspthesesentencesfortalkingaboutabilities.Forexample,Canyousaysomethingaboutyourself?CanyousingEnglishsongs?Well,IcanteachEnglishandIcanspeakalittleChinese.3.2.Abilityaimsa.Thestudentscanunderstandthedialoguesaboutaskinganddescribingabilities.b.TheSscanlistone’sabilities,andcanaskforandknowabilitiesoftheirclassmates.3.3.Emotionalaims:Tocultivatethestudents’confidence,atthesametime,theycanappreciateeachother.II.AnalysisofstudentsGenerallyspeaking,thestudentsinvocationalschooloftenspeakjustEnglishwords,theycan’tspellthemrightly.Theyusuallyspeakoutmanywordsbuttheycan’texpresstheirideaswithlongsentences.Theyarenotwillingtoreviewthelessonsbythemselves.Thustheapplicationofthenewvocabulary,thewriting,andthenotestheSstakenshouldbetakenseriously.Ontheotherside,theSshavestrongdivergentthinkingabilitysothattheteachercantakemostuseofitandhaveagoodatmosphere.III.TeachingMethodsGamesandCompetition,Situationalteaching,Groupwork,Performance,Mission,Imatation.IV.TeachingProcedureStepOneLead-in(8min)1.Factsorlies:Startwithagame.Theteachermakesalistofhisabilities,andtwoofthemarelies.Askthestudentstopickthemout.Eg.IcanreadinEnglish.IcansingmanyEnglishsongs….(Designintent:theteachersetexampleswithherselfsothatattractingSs’attentionandshortenthecommunicationdistancebetweenteacherandstudents.Andthesevocabulariescanappearnaturally.ItalsolaysasolidfoundationfortheirfluentoralEnglish.)2.GuessWhoIam:Theteachergiveseachstudentacardandaskeachofthemtomakealistoftheirabilities(atleastfiveabilities)onthecard.Twooftheabilitiesshouldbelies...(Designintent:tomaketheSsfindtheiradvantages,exercisetheirwritingandspellingabilities.Ssreadinginthefrontoftheclassaregoodtoforthemtocultivateconfidenceandbravery,butalsotheiroralEnglish.Theteacherdothisgamecangraspstudentseyestightly.What’smore,it’salsoapresentationoftheirworks.)3.Lookandcomplete.(activity1onpage16)Showthestudentsagroupofpictures.Thenaskthestudentstodescribeeachpicture,usingthesentencepattern“He/She/Theycan…”Afterthat,theteachermayaskthestudentstolistentothetapeandcirclewhatBencando.(Designintent:theteachercancollectmuchmorepicturestodescribeabilities.ThroughthepresentationbyPPT,theSscanpracticetheirobservationability,languageexpressionability,andfastreactionability.)StepTwoVocabularyteaching(8min)1.Groupcompetition:Whatcanwedo?(1min)Theteacherdividesthewholeclassintofourgroupsandaskseachgrouptowritedownwhattheycandoontheblackboardinthegiventime.Thegroupthatoffersthemostphrasesaboutabilitieswillbethewinner.(Designintent:GroupcompetitionisgoodfortheSscultivatingtheirawarenessofteamworkandfair.Theypracticetheirbravenessandspellingabilitywhentheywritingontheblackboard.Thefourgroupsdoitatthesametime,sothattheteachercancollectmanyvocabulariesassoonaspossible.AndthatisagoodwayforSstoaccumulatingwords.)2.TheteachertypestheseabilitiesphrasesonPPT(theteachermayaskastudenttotypethesephrasesifthereisagoodtypistinclass).(Designintent:thisisanimportantpartforSstomemorizewords.TypingphrasesonPPTarousetheenthusiasmofshowingup.)StepFourProduction（20m）1.Makeasimilardialoguewithyourpartner.Asksomegrouptoacttheirdialogue.(Designintent:ImitatingthedialogueiseasyforSstodo,andgoodforthemtofamiliarthedialogueandgraspimportantwordsandsentences.)StepThreeListening(Activity4，5，6，7)(12min)1.Activity4.Readandtick.Aretheseabilitiesnecessaryf