教學(xué)設(shè)計(jì)林翰君chapter8work

1、Chapter 8 Work 教學(xué)設(shè)計(jì)授課教師林翰君教材選用英語(yǔ)基礎(chǔ)模塊第二冊(cè)授課類(lèi)型新授課授課時(shí)間40分鐘教學(xué)內(nèi)容分析本課的教學(xué)內(nèi)容是根據(jù)廣州市中職英語(yǔ)統(tǒng)編教材英語(yǔ)（基礎(chǔ)模塊）一冊(cè)Chapter 8 work中口語(yǔ)能力目標(biāo)及口試試題進(jìn)行結(jié)合，本課是單元學(xué)習(xí)中的第一節(jié)課，要求學(xué)生掌握有關(guān)職業(yè)名稱(chēng)的表達(dá)與運(yùn)用，所涉及的生詞不多，句式簡(jiǎn)單，學(xué)習(xí)內(nèi)容的理解難度不大，本課主要引導(dǎo)學(xué)生對(duì)職業(yè)名稱(chēng)表達(dá)進(jìn)行學(xué)習(xí)，對(duì)過(guò)去時(shí)進(jìn)行復(fù)習(xí)與鞏固。學(xué)生情況分析本單元授課對(duì)象為中職一年級(jí)學(xué)生，全班50人。學(xué)生的英語(yǔ)基礎(chǔ)參差不齊，英語(yǔ)基礎(chǔ)好的學(xué)生善于表達(dá)自己，學(xué)習(xí)興趣濃厚，但也有部分學(xué)生基礎(chǔ)薄弱，英語(yǔ)儲(chǔ)備有限，缺乏適當(dāng)?shù)谋?/p>

2、達(dá)技巧，自主學(xué)習(xí)能力弱。因此在教學(xué)中要充分發(fā)揮優(yōu)秀學(xué)生的帶頭作用。本單元是學(xué)生第一學(xué)期第八單元第一課，話題與工作緊密相關(guān)，所學(xué)話題符合學(xué)生的興趣和關(guān)注內(nèi)容。本課教學(xué)內(nèi)容主要為：掌握常見(jiàn)職業(yè)名詞；能夠掌握一般過(guò)去式，以及can的正確表達(dá)。本單元內(nèi)容的教學(xué)需要運(yùn)用多種教學(xué)手段，關(guān)注每個(gè)學(xué)生，制造輕松的環(huán)境，幫助學(xué)生達(dá)成教學(xué)目標(biāo)。教學(xué)目標(biāo)1、 語(yǔ)言知識(shí)目標(biāo)通過(guò)對(duì)本課內(nèi)容的學(xué)習(xí)，學(xué)生掌握一般過(guò)去時(shí)，并能掌握表達(dá)能力的語(yǔ)句。2、 語(yǔ)言技能目標(biāo)學(xué)生能夠表達(dá)基本的職業(yè)名稱(chēng)及能力表達(dá)。3、 情感態(tài)度目標(biāo)通過(guò)對(duì)主題內(nèi)容的學(xué)習(xí)，激發(fā)學(xué)生保持對(duì)學(xué)英語(yǔ)、用英語(yǔ)的興趣，通過(guò)對(duì)主題內(nèi)容的合作學(xué)習(xí)，加強(qiáng)學(xué)生合作解決問(wèn)題的良

3、好氛圍。教學(xué)重點(diǎn)1、 一般過(guò)去時(shí)的運(yùn)用2、can / could的正確使用教學(xué)難點(diǎn)1、用所學(xué)語(yǔ)言與他人合作進(jìn)行有關(guān)工作的簡(jiǎn)單交流教學(xué)媒體PPT/Video教學(xué)策略方法1、講解法 2、小組教學(xué)法 3、活動(dòng)教學(xué)法教學(xué)過(guò)程Step 1 Review/復(fù)習(xí)舊課（2mins）(Review the key point we learnt last time.)The teacher shows some pictures on the screen and asks them “How often do you?” “once a week.”設(shè)計(jì)意圖：回顧上節(jié)課重點(diǎn)，鞏固所學(xué)內(nèi)容。Step 2Lead

4、-in/引入新課(2mins) (Go to the new chapter) asking & answering (2mins) The teacher asks the students the following questions.What kind of job do you know? What are they? 設(shè)計(jì)意圖：導(dǎo)入本課主題，引起學(xué)生學(xué)習(xí)興趣。Step 3New content/新課內(nèi)容1、 match the words(12mins)watch the video and match the words Tailor /doctor /farmer /b

5、abysitter /language teacher/ plumber /dentist/ fireman 設(shè)計(jì)意圖：小游戲環(huán)節(jié)，讓學(xué)生在看完小視屏后，將手中寫(xiě)有職業(yè)名詞的紙條貼在正確的圖片下面。該活動(dòng)意在調(diào)動(dòng)學(xué)生積極性，主動(dòng)學(xué)習(xí)新單詞。2、Grammar learning(17mins) 1、asking & answering (2mins) The teacher asks the students “Did you have a part-time job?”-Yes, I did./No,I didnt. “What was your part-time job ?”-Sa

6、lesperson/assistant /worker/waiter/waitress/counselor設(shè)計(jì)意圖：對(duì)學(xué)生過(guò)去是否兼職進(jìn)行提問(wèn)，引起學(xué)生關(guān)注對(duì)過(guò)去事情的正確表達(dá)。2、Past tense(5mins) I /he / she/ it + was a teacher. You/we / They +were a teacher.e.g. She is a teacher.-She was a student .(1) The teacher shows some pictures on the screen to let the students make sentences.設(shè)

7、計(jì)意圖：以小組競(jìng)賽的方式，看圖造句，加深學(xué)生對(duì)過(guò)去時(shí)表達(dá)的理解和運(yùn)用。3、 Practice(12mins)(1) practice the conversation with a partner.（A）A:What is her job?B:She is a waitress .A:Was she a waitress three years ago?B:No,she wasnt .She was a factory worker.-A:What is her job?B:She is a homemaker .A:Was she a homemaker three years ago?B:

8、No ,she wasnt .She was a receptionist .(2) practice the conversation with a partner.（B）A：What was her last job?B:She was a waitress at her last job.A:Really? When was she a waitress?B:She was a waitress from 2001to 2003.-A:What was his last job? B:He was a florist at her last job.A:Really? When was

9、he a florist ?B:He was a florist from 2002 to 2004.(3) Change the present tense statements to past tense statements on page 145.(1/2/3/4/5)設(shè)計(jì)意圖：對(duì)話練習(xí)能加強(qiáng)所學(xué)知識(shí)的實(shí)際運(yùn)用。Step 4Conclusion(3mins)1、 Review the nouns of job.(Tailor /doctor /farmer /babysitter /language teacher/ plumber /dentist/ fireman)2、 The past tense. (I was a teacher./She was a students./ They were dancers./)設(shè)計(jì)意圖：總結(jié)歸納本課所學(xué)，加深學(xué)生對(duì)所學(xué)知識(shí)的印象。Step 5Homework(1min)1. Review t