Unit 2 I can do it 教学设计-2024-2025学年高一上学期 中职英语高教版基础模块第一册

基础板块1 Unit 2 I can do it教学设计 一、文本分析 (Text Analysis) 本单元主题为“I can do it.”，核心在于培养学生用英语表达个人能力、树立职业自信的意识。教材文本通常围绕与中职学生专业和未来职业相关的“能力”展开，如使用工具、操作软件、提供服务等。 文本语言特点突出实用性，重点句型为“I can...”、“Can you...?” 及其肯定与否定回答“Yes, I can.” / “No, I can't.”。词汇方面，会大量出现与各种职业和专业技能相关的动作动词（如：fix, cook, design, drive, operate等）以及相关名词。 文本的深层育人价值在于鼓励学生发现自身闪光点，无论是在专业技能还是生活技能上，从而增强其自我认同感和对未来的信心。教学活动应紧密结合学生所学专业，创设真实或模拟的职业场景，让学生在学习语言的同时，进行职业素养的熏陶。 二、Teaching Objectives Language Knowledge Objectives: 1、Students will be able to master and use the key sentence patterns: "I/You/He/She/We/They can...", "Can you...?" and respond with "Yes, ... can." or "No, ... can't." 2、Students will be able to recognize, understand, and use a set of action verbs related to daily life and professional skills (e.g., sing, dance, swim, cook, repair, design, use Photoshop, operate a machine). Language Skill Objectives: 1、Listening: Students will be able to understand short dialogues about people's abilities. 2、Speaking: Students will be able to ask and answer questions about their own and others' abilities in both daily and professional contexts. 3、Reading: Students will be able to grasp the main idea of short passages describing what someone can do. 4、Writing: Students will be able to write 3-5 simple sentences to describe their own abilities. Emotional & Attitudinal Objectives: 1、To build students' self-confidence by encouraging them to identify and share their own strengths. 2、To foster a positive attitude towards their vocational skills and future careers. 3、To enhance teamwork spirit through pair work and group activities. 三、Key and Difficult Points Key Points: 1、The mastery and accurate use of the "can/can't" structure for expressing ability. 2、The acquisition and application of topic-related action verbs. Difficult Points: 1、The correct use of "can" with different pronouns (especially the third person singular: He can.../She can...). 2、Applying the sentence patterns to real-life and vocational scenarios beyond the textbook, requiring creative thinking. 3、The pronunciation of "can" /kæn/ and "can't" /kɑːnt/ in natural speech. 四、Teaching Procedure Step 1: Warm-up & Lead-in (5 mins) Activity: Show a short, exciting video clip (e.g., a chef cooking, a mechanic repairing a car, a singer performing). Ask students: "What can he/she do?" Purpose: To activate students' prior knowledge and interest, and to naturally introduce the topic of "ability". Elicit some simple verbs from students. Step 2: Presentation (15 mins) 1. Introduce Key Vocabulary: Use pictures and realia (real objects) to present new action verbs. Group them into categories (e.g., daily skills: cook, swim; professional skills: fix computers, make a budget). Use chorus and individual repetition for drilling. 2. Introduce the Target Language: Write the sentence patterns on the board: I can [verb]. / I can't [verb]. Can you [verb]? — Yes, I can. / No, I can't. Provide clear and exaggerated examples. Contrast "can" and "can't" emphatically. Model the questions and answers. Step 3: Practice (15 mins) Activity 1: Controlled Practice (Mechanical) Drill: Use flashcards. Teacher shows a verb card, students make a sentence: "I can [cook]." Chain Game: Students ask the person next to them: "Can you...?" The next student answers and then turns to ask another question. Activity 2: Semi-controlled Practice (Meaningful) "Find Someone Who..." game. Hand out a worksheet with tasks like: Find someone who can sing an English song. Find someone who can use Word and Excel. Find someone who can cook noodles. Students mingle, ask questions, and write down their classmates' names. Purpose: To practice the target language in a more communicative and interactive way. Step 4: Production (8 mins) Activity: "My Talent Show" / "I am a great [future job]!" In small groups (based on their majors), students take turns to introduce themselves and say 2 things they can do in daily life and 2 things they can do related to their future job. Example (from a student in Culinary Arts): "Hello, I'm Li Ming. I can play basketball. I can sing. I can cook delicious noodles. I can make a cake." The teacher walks around to provide help and encouragement. Purpose: This is a personalized output activity that integrates the language with students' professional identity, achieving the emotional objective. Step 5: Summary & Homework (2 mins) Summary: Briefly review the key sentence patterns and vocabulary with the whole class. Homework: (For all) Write 5 sentences about what you can and can't do. (Optional challenge) Prepare a short self-introduction (3 sentences) including your abilities for the next class. 五、Blackboard Design Unit 2 I can do it. Key Verbs: cook swim sing dance draw fix repair design drive operate Sentence Patterns: I/You/He/She/We/They can + verb. I/You/He/She/We/They can't + verb. — Can you ...? — Yes, I can. / No, I can't. 学科网（北京）股份有限公司 $$