2022年高教版中職英語(yǔ)（基礎(chǔ)模塊 第2冊(cè)）Unit 10《Why was it built》word說(shuō)課稿

《2022年高教版中職英語(yǔ)（基礎(chǔ)模塊 第2冊(cè)）Unit 10《Why was it built》word說(shuō)課稿》由會(huì)員分享，可在線閱讀，更多相關(guān)《2022年高教版中職英語(yǔ)（基礎(chǔ)模塊 第2冊(cè)）Unit 10《Why was it built》word說(shuō)課稿（5頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、2022年高教版中職英語(yǔ)（基礎(chǔ)模塊 第2冊(cè)）Unit 10《Why was it built》word說(shuō)課稿 Good morning, my dear judges and friends! The pictures you are enjoying on the screen are famous buildings and building groups in Ninghai. Ninghai is full of historical and scenic spots. How I wish my students, who major in the Tour Guide Servi

2、ce can introduce the beauty of Ninghai to the world in the future. This lesson offers me a great opportunity. Today, I’m honored to share with you about how to give a listening and speaking lesson of Unit 10 Why was it built? from English Book 2, published by Higher Education Press from the followin

3、g five aspects: analysis of the students, understanding of the teaching materials, teaching method, teaching procedure and teaching reflection. 1. Analysis of the Students I’ll begin with the analysis of the students. The students majoring in the Tour Guide Service have already taken part in the s

4、ervice for some important activities in Ninghai such as the celebration for the first China Tourism Day on May 19th, xx, so they have a strong feeling for the tourism in Ninghai. It is easier to attract them to take part in the classroom activities. 2. Understanding of the Teaching Materials Teac

5、hing innovation should be based on the thorough understanding of teaching materials. I’ll explain it from three sections: the content and function of the lesson, key points and difficult points, teaching objectives. 1) The Content and Function of the Lesson This period mainly concerns the words an

6、d expressions introducing famous buildings and some dialogues about the history of famous buildings in the world. The main objective is to enable students to use the past tense of passive voice to introduce famous buildings and broaden their eyes. Passive voice is quite mon in English munication and

7、 a broad vision is necessary for a good tour guide. So how important this lesson is for my students. 2) Key Points and Difficult Points of the Lesson This lesson focuses on the expressions asking for and introducing the information of famous buildings. The difficult points lie in how to enable stu

8、dents to use what they have learned in the class to solve problems in real life. 3) Teaching Objectives Based on the content and function of this lesson, I establish the following teaching objectives: Language Knowledge: ① Students are able to mand words about buildings such as build, design, l

9、ocate and revolution. ② Students are able to mand expressions asking for and introducing buildings: When was it built? It was built in/on… Why was it built? It was built to … Who designed it? It was designed by… What was it used for? It was used for… Language Skills: ① Students are able to p

10、redict before listening and listen for detailed information by catching the key words to understand the dialogues talking about the famous buildings ② Students are able to talk about the famous buildings with each other by using the key words and expressions Cultural Awareness: Students are able t

11、o get familiar with the history of some famous western buildings. Affection: ① Students are able to broaden their eyes by getting familiar with some famous buildings in the world and love their own hometown by introducing its famous buildings. ② Students are able to cooperate with others by sele

12、ctively putting the materials together to make an introduction of one famous building. 3. Teaching Methods To achieve the above teaching objectives, situational teaching method and task-based language teaching method are adopted in this class. 4. Teaching Procedures Teaching procedures are the

13、most important of a successful teaching. Before class, apart from making a multi-media courseware and Question-Answer cards which will be used in the speaking activity, I’ll divide the students into groups of 6 according to their language ability. As for the students, they need to collect materials

14、about famous buildings in Ninghai (such as pictures, videos, the location and so on). With everything prepared, here e the six teaching steps: Step 1: Lead-in I will play the video showing famous buildings in Ninghai one minute before class to help students begin their English learning in a rela

15、xing atmosphere. With the help of the video, I smoothly begin the class by talking about the tourism in Ninghai to activate students’ background knowledge and preset a task for the students: it is your honorable duty to introduce the famous buildings in Ninghai to the world. And all the following ac

16、tivities are to help them prepare for this duty. First of all, broaden their eyes. A matching petition will be held between groups and details about the buildings will be introduced later by showing more pictures and asking them the following questions: Where is it? Why was it built? to lead in the

17、 study of key expressions. Group cooperation can relieve students’ fear caused by the unfamiliarity with the English expressions of these famous buildings while group petition can fully motivate their learning enthusiasm. Step 2: Listening The students may know a lot about one famous building, b

18、ut how to introduce it to tourists? I will introduce the magical blanket of Aladdin to link different teaching steps and change the whole boring listening process into a wonderful traveling to enjoy famous buildings in the world and experience how to guide a tourist to visit famous buildings at the

19、same time. This is the point where I integrate the teaching materials and set an interesting situation for students. Students are certainly eager to begin their traveling, but which buildings are we going to visit? They will listen to three tour guides introducing the three buildings and order the

20、 pictures. This step serves as preparation for the following activities by briefly introducing the background knowledge of three buildings, which follows the study law-from the easy to the difficult. Then we will arrive in the first stop of our wonderful travel-the Statue of Liberty. I’ll ask the

21、students: If you are the tour guide, what questions do you think the tourists will ask? Do you know the answers? With their own predictions in mind, a flash will be followed to check the answers by circling the questions they hear and pleting the fact file. In the above process, students are not pas

22、sively asked to do some meaningless listening activities. Instead, they actively explore for the information through different listening strategies directed by different questions and experience the use of key expressions. The information technology makes it possible to let students play an initiati

23、ve role in a vivid learning environment. Step 3: Speaking The Statue of Liberty is a gift from the French people, so in the following step, I’ll lead students to France to visit the Eiffel Tower. Students need to win the passports for themselves by helping the magical blanket finish the Question-A

24、nswer cards. They will read aloud after the tape, underline the questions about the information of buildings to put into the Question card of a tourist and then find the answers to put into the Information card of a tour guide. The listening activities act as a role of implicit learning, and then th

25、is activity is to cultivate students’ ability to summarize and help students mand the key expressions in an explicit way. After receiving enough input, now it’s time for the students to output. I will lead them to visit the Eiffel Tower by showing a flash to let students understand how to use Ques

26、tion-Answer cards to act out a dialogue. After that, we will be in the last stop of our wonderful travel. It’s students’ turn to guide me to visit the Great Wall. A video showing its beautiful scenery will be played and students need to act out a dialogue by using the provided Question-Answer Cards.

27、 By role playing, students bee the masters of the class while the teacher is a helper who offers the information cards. They are given the opportunity to speak out and practice the key expressions again. Step 4: Task Ensuring that the students have enough language foundation after a series of li

28、stening and speaking activities, the preset task at the beginning of the class is presented to them. They need to work in groups and finish the following tasks: First, share the materials they have collected with their group members and choose a famous building they all like. Then discuss with ea

29、ch other about the building and put together the materials to make an introduction of it. (Possible questions to think about: What was the building used for? When was it built? Who designed? Why was it built? Why is it famous? Is there any interesting stories about it...) At last, each group shou

30、ld choose a representative to show the result to the whole class and then the whole class chooses the best tour guide according to the following standards: Contents and Requirement Full Score Score Words and expressions learned in class have been fully used build, locate, design, revolution

31、… 10 It was built in/on… It was built to … It was designed by… It was used for… 10 Language Pronunciation 10 Grammar 10 Logic 10 Vividness 10 Manners 10 Creativity 10 The standards not only act as guidance for the students to work out the group task du

32、ring the discussion, but also attract the attention of the whole class during the show time. The highlight of this step is creating a language situation closely related with their major by making full use of local characteristics. And this is what I do to break through the difficult points of this

33、lesson. Step Five Self-check The following step is self-check. It presents the key contents of this lesson to deepen students’ impression and also helps the teacher to check whether the targeted teaching objectives are reached or not. What’s more, it offers two different levels for students to ch

34、oose from, which can meet the different needs of students in different language levels. Step Six Homework After class, students need to work in groups again and choose a famous building in Activity1. Collect as much information about it as possible by searching the Internet. Make full use of wh

35、at they have learned in the class to make an oral presentation in the next class. 5. Teaching Reflection As teachers, we should always help students study more efficiently and get ready for their future study or future jobs. In this class, all the teaching activities are carefully designed to meet

36、 students’ real needs and help students develop their overall language ability by playing an initiative role in a situation close to the real life and future career. And the information technology shows its great advantage in breaking through the key and difficult points of this lesson. It provides

37、sounds, pictures and visual images such as flashes and videos to make it possible to let students intuitively experience the language used in scenes which they are unfamiliar with such as visiting the Statue of Liberty and Eiffel Tower. 6. Layout At last, I’d like to show the layout as follows:Un

38、it 10 Why was it built? Self-check Sheet The first level I have learn the useful words: ( ) guide ( ) tourist ( ) build ( ) design ( ) stair ( ) revolution ( ) int

39、roduce ( ) be famous for ( ) be used for I have learned the useful expressions: ( ) When was it built? ( ) Where was it built? ( ) Why was it built? ( ) Who designed it? ( ) It was built in 1889. ( ) It is located in China. ( ) It was built to celebrate the suc

40、cess of the French Revolution. ( ) It was designed by Alexander Eiffel. The second level I can use the useful words to finish the descriptions of the famous buildings: build design locate guide introduce be used for Hello, everyone. I’m glad to be your _____. Let me ____

41、_ the Stonehenge to you. It is _____ in southwestern England. It is a circle of huge stones. People have many questions about it. When was it _____? Who _____ it? Why was it _____ like this? What was it _______? Experts say they are still not sure about all these questions. I can: ( ) understan

42、d simple dialogues talking about famous buildings. ( ) use the useful expressions to introduce some famous buildings. Group work participation I collected materials about famous buildings in Ninghai before class. I took an active part in the group discussion. I volunteered to be the reporter.