中職英語 基礎(chǔ)模塊2 教學(xué)設(shè)計

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1、中職英語 基礎(chǔ)模塊2 教學(xué)設(shè)計（教案）Unit 5 Its time to change. (第一課時 教學(xué)設(shè)計)一、學(xué)情分析 本教案的授課對象為高一年級商務(wù)專業(yè)學(xué)生, 班上女生占大多數(shù)，在學(xué)習(xí)中感性認(rèn)知多于理性認(rèn)知，容易接受色彩、音樂、圖像等的刺激；對新奇的事物感興趣；且由于專業(yè)的訓(xùn)練，膽子較大，喜歡參與、表演等活動方式；英語基礎(chǔ)參差不齊，學(xué)習(xí)積極性易調(diào)動但難以持久,所以在設(shè)計中充分利用這個優(yōu)點(diǎn)，通過多種課堂組織形式來調(diào)動她們的積極性，設(shè)計不同難易度的任務(wù)，喚起英語學(xué)習(xí)的欲望，從而達(dá)到教學(xué)目標(biāo)。本單元設(shè)計分為4個課時：第一課時 lead-in + listening and speaking

2、第二課時 reading and writing第三課時 language in use + unit task 第四課時vocabulary consolidation + self-check二、教材分析1教學(xué)內(nèi)容本課時系教材英語2（基礎(chǔ)模塊 高教版）第五單元的第一課時，本單元主要是關(guān)于生活習(xí)慣以及改變不良習(xí)慣的話題，該話題與學(xué)生的生活聯(lián)系密切，能引起學(xué)生的共鳴。第一課時的內(nèi)容包括Lead-in & Listening and speaking兩部分，主要內(nèi)容是關(guān)于生活習(xí)慣及描述性形容詞詞匯和對話。這些內(nèi)容為整個單元的學(xué)習(xí)活動做語言的必要準(zhǔn)備，也讓學(xué)生知道表達(dá)習(xí)慣愛好和描述健康狀況的部分短

3、語，同時也為完成本單元的任務(wù)做語言上的準(zhǔn)備。2教學(xué)重點(diǎn)、難點(diǎn) （1）教學(xué)重點(diǎn)通過對圖片的理解，能聽懂有關(guān)生活習(xí)慣愛好及建議的詞匯和句型。 通過對話練習(xí)，學(xué)生能夠就生活習(xí)慣等話題進(jìn)行交流,并提出自己的建議。 （2）教學(xué)難點(diǎn) 學(xué)生能在真實(shí)的情境中運(yùn)用與生活習(xí)慣有關(guān)以及提出建議的詞匯和句型。三、教學(xué)目標(biāo)1. 知識目標(biāo)（1）學(xué)生能夠掌握描述健康狀況的詞匯，如pale, weak ,fat, thin, sleepy, angry etc.（2）學(xué)生能夠掌握有關(guān)周末計劃的詞組, 如：climb the mountain, do outdoor activities, watch TV, stay at

4、home etc.（3）學(xué)生能掌握有關(guān)討論生活習(xí)慣的句型，如：Id ratherI prefer toI like/love/enjoy2.能力目標(biāo)（1）學(xué)生能聽懂有關(guān)培養(yǎng)健康習(xí)慣的建議和意見。（2）學(xué)生能用Id rather,I like, I love等句型口頭表達(dá)個人生活習(xí)慣。3.情感目標(biāo)了解并開始培養(yǎng)自己的良好健康生活習(xí)慣。四、教學(xué)步驟Step One Lead-in ( 4 min ) 1. Brainstorming Teacher : “What activities are good for your healthy? What activities are bad for y

5、our healthy? Students : Compete with each other group and write the related phrases on the blackboard . （設(shè)計意圖: 激活學(xué)生已有的詞匯知識；通過回憶一些有關(guān)健康的活動詞匯，啟發(fā)學(xué)生的主動思維，調(diào)動學(xué)生的積極性、主動性，也為后面的聽說做好鋪墊。）Step Two Word Study (10 min)1. Matching game Teacher: Choose the right adjectives to describe the pictures on the screen.Stud

6、ents: Work in individuals and match the words and related pictures. 2.Check up Ask some Ss to speak out their answers and at the same time let other Ss check it up, if necessary, the teacher will help them.3.Discussion Discuss how they can keep fit. Match the suggestions with the pictures in Activit

7、y 1. （設(shè)計意圖: 通過圖片與詞匯的匹配活動，讓學(xué)生了解了有關(guān)描述性健康習(xí)慣的詞匯，同時進(jìn)一步讓學(xué)生討論活動1中的人物如何保持健康，為后續(xù)的聽說活動做好了充分的熱身活動。）Step Three Listening (15min)1.Pre-listening Teacher: Ask some students about their weekend activities. T: What do you usually do on weekends?OR Do you usually go out with your classmates? Do you usually stay at h

8、ome?S: （設(shè)計意圖: 通過對話，聯(lián)系學(xué)生的生活實(shí)際，加強(qiáng)鞏固前兩個活動中的重點(diǎn)詞匯，以幫助學(xué)生掃除在接下來的聽力中的詞匯障礙。）2. While-listening （1）Listen and tick Lead the students to look through the three topic words quickly, and ask them to tick what Tom and Sara are talking about. （2） Listen and complete Students listen to the tape again and decide whe

9、ther the statements are true or false, and then check them up in groups, if they cant finish them the first time, let the Ss listen to the tape again. （3） Listen and fill in the blanks.Listen again, and finish off the ex. Then check it though the whole class. （設(shè)計意圖：通過此活動，訓(xùn)練學(xué)生能根據(jù)所提供的信息預(yù)測聽力內(nèi)容的能力以及在聽的過

10、程中把握材料的大意、獲取主要信息的能力，同時訓(xùn)練將所聽信息進(jìn)行整合后，選擇相應(yīng)的短語補(bǔ)全對話的能力。）3. Post-listening （1）Read and underline. Teacher：Play the tape sentence by sentence and lead students to repeat them.Students:Listen to the tape again and repeat sentence by sentence, and then underline the sentences showing preferences. Teacher wri

11、tes the sentences on the board. If students cant understand the words or sentences, teacher should explain them.（設(shè)計意圖：在句子的跟讀中，使學(xué)生掌握關(guān)于談?wù)撆d趣愛好的重點(diǎn)句型，為后面的說話做最基礎(chǔ)的準(zhǔn)備）Step Four: Speaking (15min)1. Revise weekends activities. Let Ss check up the weekend activities in pairs. 2. Practice and act? （1） First tea

12、cher makes short dialogues with several students. For example T: What do you like to do on weekends?S: I like, what about you?T: I prefer to .? Do you enjoy? S:Yes/ No. Students make dialogues in pairs, following the example. Then some of them act out their dialogue in front of the class. 3. Discuss

13、ion.Students in groups of four to talk about the activities which related with their life to identify what kinds of activities are good for your health, what are bad for your health? （設(shè)計意圖:通過對話操練，運(yùn)用個人喜好的句型；并結(jié)合學(xué)生的生活實(shí)際讓其討論哪些活動對健康有益，哪里有害，讓學(xué)生初步意識到良好生活習(xí)慣的重要性。）Step Five Homework (1min)1. Summarize the weekend activities phrases.2. Make up a new dialogue about your weekend activities with the partner. （設(shè)計意圖:歸納總結(jié)周末計劃活動詞匯并加以補(bǔ)充，以復(fù)習(xí)課堂詞匯并擴(kuò)散學(xué)生的思維。對話操練旨在鞏固句型運(yùn)用。）五、板書設(shè)計 Unit 5 Its time to change.Id rather I prefer to I like/love/enjoy