中职英语-基础模块2-教学设计

1、中职英语 基础模块2 教学设计（教案）Unit 5 Its time to change. (第一课时 教学设计)一、学情分析 本教案的授课对象虽为高一年级机电专业学生, 班上男生占大多数，在学习中理性认知多于感性认知，不容易接受色彩、音乐、图像等的刺激；但对新奇的事物感兴趣；且由于宽松的环境，胆子较大，喜欢参与、表演等活动方式；英语基础参差不齐，学习积极性易调动但难以持久,所以在设计中充分针对这个特点，通过多种课堂组织形式来调动他们的积极性，设计不同难易度的任务，唤起英语学习的欲望，从而达到教学目标。本单元设计分为4个课时：第一课时 lead-in + listening and speak

2、ing第二课时 reading and writing第三课时 language in use + unit task 第四课时vocabulary consolidation + self-check二、教材分析1教学内容本课时系教材英语2（基础模块 高教版）第五单元的第一课时，本单元主要是关于生活习惯以及改变不良习惯的话题，该话题与学生的生活联系密切，能引起学生的共鸣。第一课时的内容包括Lead-in & Listening and speaking两部分，主要内容是关于生活习惯及描述性形容词词汇和对话。这些内容为整个单元的学习活动做语言的必要准备，也让学生知道表达习惯爱好和描述健康状况的

3、部分短语，同时也为完成本单元的任务做语言上的准备。2教学重点、难点 （1）教学重点通过对图片的理解，能听懂有关生活习惯爱好及建议的词汇和句型。 通过对话练习，学生能够就生活习惯等话题进行交流,并提出自己的建议。 （2）教学难点 学生能在真实的情境中运用与生活习惯有关以及提出建议的词汇和句型。三、教学目标1. 知识目标（1）学生能够掌握描述健康状况的词汇，如pale, weak ,fat, thin, sleepy, angry etc.（2）学生能够掌握有关周末计划的词组, 如：climb the mountain, do outdoor activities, watch TV, stay

4、at home etc.（3）学生能掌握有关讨论生活习惯的句型，如：Id ratherI prefer toI like/love/enjoy2.能力目标（1）学生能听懂有关培养健康习惯的建议和意见。（2）学生能用Id rather,I like, I love等句型口头表达个人生活习惯。3.情感目标了解并开始培养自己的良好健康生活习惯。四、教学步骤Step One Lead-in ( 4 min ) 1. Brainstorming Teacher : “What activities are good for your healthy? What activities are bad fo

5、r your healthy? Students : Compete with each other group and write the related phrases on the blackboard . （设计意图: 激活学生已有的词汇知识；通过回忆一些有关健康的活动词汇，启发学生的主动思维，调动学生的积极性、主动性，也为后面的听说做好铺垫。）Step Two Word Study (10 min)1. Matching game Teacher: Choose the right adjectives to describe the pictures on the screen.S

6、tudents: 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 Acti

7、vity 1. （设计意图: 通过图片与词汇的匹配活动，让学生了解了有关描述性健康习惯的词汇，同时进一步让学生讨论活动1中的人物如何保持健康，为后续的听说活动做好了充分的热身活动。）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 a

8、t home?S: （设计意图: 通过对话，联系学生的生活实际，加强巩固前两个活动中的重点词汇，以帮助学生扫除在接下来的听力中的词汇障碍。）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

9、whether 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. （设计意图：通过此活动，训练学生能根据所提供的信息预测听力内容的能力以及在

10、听的过程中把握材料的大意、获取主要信息的能力，同时训练将所听信息进行整合后，选择相应的短语补全对话的能力。）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

11、writes the sentences on the board. If students cant understand the words or sentences, teacher should explain them.（设计意图：在句子的跟读中，使学生掌握关于谈论兴趣爱好的重点句型，为后面的说话做最基础的准备）Step Four: Speaking (15min)1. Revise weekends activities. Let Ss check up the weekend activities in pairs. 2. Practice and act? （1） First

12、teacher 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. Disc

13、ussion.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? （设计意图:通过对话操练，运用个人喜好的句型；并结合学生的生活实际让其讨论哪些活动对健康有益，哪里有害，让学生初步意识到良好生活习惯的重要性。）Step Five Homework (1min)1. Summarize the weekend activities ph