课程名称 授课内容 教学方法 教学目标 英语 Unit 5 Can you sing and dance? 点击职业英语教案
授课班级 授课学时 6 教研室： 教师姓名：
交际法，小组讨论法，任务型学习法，翻转课堂教学法 1 知识目标：掌握用来“谈论能力及国籍”的基本词汇句型 2 能力目标：谈论能力；谈论国籍；读懂新闻语料；读懂邀请函； 掌握邀请函写作技巧 3 情感目标：了解东西文化差异；关注弱势群体生活需求 情态动词“can”的用法以及谈论能力和国籍的词汇句型； 应用文邀请函的写作技巧 教学重点 教学难点 教学手段 教学过程 邀请函写作技巧；掌握国籍词汇 多媒体、图片、黑板 1. 学习目标 2. 热身活动｝（1学时） 3. 主题对话 4. 语法栏目 （1学时） 5. 词汇练习 （1学时） 6. 听力阅读 （1学时） 7. 阅读 （1学时） 8－11实用阅读及写作（1学时） 教学内容 Goals：. Direct students’ attention to the unit title “Can you sing and dance?” Explain that in this unit they are going to learn how to talk about abilities. Ask at random “Can you sing?” and “Can you dance?” Warm Up A. Check (√ ) the things you can do. Direct students’ attention to the photos and ask “What’s he / she doing?” Have students look at the illustration and ask students “What’s he doing?” Ask students which famous people they think are good actors and actresses. Focus students’ attention on the feminine form of actor (actress). Responses: acting playing the violin dancing singing crying B. PAIR WORK Organize students into pairs and read through the questions together. Ask students to think of two or three famous singers/actors/dancers and discuss the questions with their partner. Elicit answers at random and use the negative form can’t when appropriate. C. Listen. You will hear three actors auditioning. What can they do? What can’t they do? Mark the correct column. Tell students they are going to listen to Lisa, Robert, and Linda acting. Direct their attention to the box and explain that they will listen to Lisa and should see if she can or can’t dance, then listen to Robert, etc. Answer key: Lisa can dance, Robert can’t sing, Linda can cry Conversation Tasty Chicken A. Listen and practice. Jason is at an audition for an acting job on TV. audition for向…试唱，试演；参加…面试；面试 This afternoon, I'll be taking her to the school auditorium so that she can attend an audition for a part in the school play. Direct students’ attention to the pictures and ask them what they think Jason is doing. B. Circle. Compare your answers with a classmate. Have students look back at the conversation and circle the appropriate options. Look at the pictures in your textbook and answer the following questions. Who are in the pictures? What is Jason doing? What does the woman do? Who is Jason talking to? a friend an actor a director What can Jason do well? sing speak Spanish act dance Grammar Making statements about ability Focus students’ attention on Language Zoom In and explain that we usually use the contracted form rather than the longer form. Also point out that “can” is a modal verb, and it does not change its form for third person singular. Direct students’ attention to the box and read the examples. Explain that “but” is used to link opposite ideas. Show students how to use “but”. You can ask: What can Jason do? A: What can Jason do? B: He can speak Spanish. C: He can’t sing very well. Joining ideas with but Jason can sing, but not very well. B. PAIR WORK Look at the pictures. What can each person do? What can’t they do? Take turns. Make sentences. Ask students to look at the pictures and ask“What is he/she doing?” In pairs, tell them to make sentences about each person’s ability using can or can’t. Do the first as an example. Answer key: 1. He can use a computer. 2. He can ride a bicycle. 3. He can’t play the guitar. 4. He can play baseball. 5. She can ski. 6. She can’t drive. Asking about ability Vocabulary in Context Talking about nationalities and languages Direct students’ attention to the chart. Go through the countries, nationalities, and languages. Use a map to reinforce the geographical locations. Have students listen and repeat. Look at the examples and then elicit from students, “Where are you from?” and “What language(s) can you speak?” A. PAIR WORK Complete the sentences and compare your answers. Look at the example sentences, then have students complete the sentences individually with countries, nationalities, and languages. Answer key: 1. Japan, Japanese 2. Puerto Rican, Spanish 3. Brazilian, Portuguese 4. Chinese, Chinese Listening B. Listen and circle the word you hear. Elicit the pronunciation of can and can’t and explain to students that they will listen to six sentences about what people can and can’t do. Answer key: 1. can’t 3. can’t 5. can 2. can 4. can 6. can’t Listening in Context A. Listen to The Date Connection. What do the people do? Match each person with an occupation. Explain to students that they will listen to a dating game talk show. The host introduces the participants in a game in which people are looking for a boyfriend or girlfriend. Have students look at the illustrations and ask questions to review the vocabulary. Then have students look at the list of professions and have them guess which profession belongs to Vanessa, etc., asking “What do you think? What does Vanessa do?” Answer key: 1. f 2. c 3. e 4. d 5. b B. Listen again. Match each person with an activity. Answer key: 1. a, f 3. b 5. c, f 7. b, d 9. c, e 2. a, f 4. b, d 6. d 8. e 10. a Reading Wheelchair athletes Before you read A. PAIR WORK Discuss. What sports can you do well? Can a wheelchair athlete do these sports? Wheelchair n. 轮椅 A wheelchair is a chair with wheels that you use in order to move around if you cannot walk properly, for example, because you are disabled or sick. While you read B. Read the article. What can these wheelchair athletes do? Circle the name of the sport in the article. Tell students to read the article and circle all the sports that the wheelchair athletes do. Answer key: basketball, race in marathons, baseball Australian adj. 澳大利亚的，澳大利亚人的 n. 澳大利亚人 An Australian is someone who comes from Australia. After you read C. Fill in the blanks with can or can’t. Have students complete the sentences with can or can’t. Answer key: 1. T 2. F 3. F 4. T Writing Before you write A. PAIR WORK Take turns. Ask questions. What can your partner do? What can’t your partner do? Organize students into pairs and put some model questions on the board: “What can you do well?” “What can’t you do very well?” “Can you swim well?” Write B. Write sentences about your partner. Tell students that they are going to work individually and they need to write sentences using can and can’t. Focus their attention on the examples and elicit when to use but. My partner can . . . very well. She can . . . , but not very well. She can . . . Practical Reading: Invitations A. Here are some invitations and some replies. Which ones go together? Draw students’ attention to the layout of the letters. Indicate that having a clear and tidy layout is very important. Ask students to identify the invitations and the replies. Discuss the differences between writing to a family member or friend and writing to a client. Why do they think the answer is addressed to Mr Brown not to the person by his given name? (Perhaps he is a new client.) B. Look again at the letters and underline the useful phrases. 1. How are you? 2. We haven’t seen you for a long time. 3. Why don’t you ... 4. We would love to see you. 5. Thanks for the ... 6. I’m afraid I can’t ... 7. I’ll phone you ... 8. I’m having a ... 9. Please let me know ... 10. I would love to ... 11. Is that all right for you? 12. I am looking forward to seeing you again. 13. I do hope you can come. 14. Thank you very much for ... 15. I am very happy to be able to accept ... Some Alternatives How are things? We haven’t heard from you for ages. Would you like to ... It would be lovely to see you. Thank you for ... I’m really sorry we’re ... I’ll call you ... Would you like to ... Yes please, that would be great ... Is that OK? I look forward to ... I am holding a ... Practical Writing: Invitations A. Invitations are usually short, but they must include all the necessary information such as dates and time and places. B. Write short letters of invitation to a friend or colleague. Remember to include the date and time. Use some of the phrases above. 1. It is your birthday. You want to invite your colleague to your party. 2. Invite your parents to visit your factory’s new shop. 3. You are having a Spring Festival Dinner. Invite your colleague. Putting It Together PAIR WORK Race your partner. Choose four famous people. See who completes the table first. Have students look at the table and headings. Elicit different possibilities of famous people students are familiar with. Explain that together with a partner, students should choose three people and then individually fill out the table with the information about each person as quickly as possible. Summary Talking about things you can and can’t do Talking about nationalities and where people are from Homework To do exercise Role play Preview unit 6 Write an invitation Reflection After Class
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