高教中职版英语2（基础模块）教学设计(共14页).doc

精选优质文档-倾情为你奉上Unit 5 Its time to change. (第一课时 教学设计)一、学情分析 本教案的授课对象为高一年级商务专业学生, 班上女生占大多数，在学习中感性认知多于理性认知，容易接受色彩、音乐、图像等的刺激；对新奇的事物感兴趣；且由于专业的训练，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,所以在设计中充分利用这个优点，通过多种课堂组织形式来调动她们的积极性，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 speaking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 at home etc.（3）学生能掌握有关讨论生活习惯的句型，如： Id rather I prefer to I 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 for 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.Students: 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 Activity 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 at 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 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 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 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. Discussion.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 phrases.2. Make up a new dialogue about your weekend activities with the partner. （设计意图:归纳总结周末计划活动词汇并加以补充，以复习课堂词汇并扩散学生的思维。对话操练旨在巩固句型运用。）五、板书设计Unit 5 Its time to change. good for health bad for healthdo outdoor activities sleep too lateclimb mountains eat no breakfastsleep early stay at home all dayeat breakfast Id rather I prefer to I like/love/enjoy Unit 5 Its time to change.（第二课时 教学设计）一、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）第五单元的第二课时，即Reading and Writing 部分。此部分内容主要涉及到健身、健康习惯。 它在整个单元中扮演着承前启后的角色，既是对上节听说课的复习与巩固，又对写作关于改进过去的不良生活习惯的做准备，它并分别以第一人称和宾语从句叙述的形式出现，这课时旨在通过阅读课文训练学生在阅读中获取细节信息的能力，同时培养学生能通过整合信息写出改进健康习惯建议的文段。2教学重点、难点(1) 教学重点学生能通过阅读有关健身、健康习惯的内容，提高获取相关细节信息的能力。通过阅读培养学生整合信息的能力，而且能读以致用，通过阅读能写出改进健康习惯建议的小文段。(2) 教学难点学生能结合生活实际写出改进健康习惯建议的小文段。二、教学目标2. 知识目标(1)学生能掌握和运用表达健身、健康习惯的词汇和短语，如slim, skip supper, stay up, cycle to work ,etc。(2)学生能根据提示信息，了解健身俱乐部会员填写表格的基本格式。 3. 能力目标(1)学生能读懂关于健身、健康习惯的阅读材料,并能根据相关信息完成会员表格的填写。(2)学生能简单描述相关健身、健康习惯的情况。4. 情感态度与价值观学生能够正确对待对己的不健康习惯，争取早日改变。三、教学步骤Step One Lead-in (6 min)1 Give a short reportSeveral students are asked to give a report according to the homework about their classmates life style they did before class. And discuss it and decide which is healthy and which is unhealthy. Healthy lifestyle Unhealthy life style（设计意图:让学生根据他们的调查作简单的口头报告说出同学的生活习惯，一方面以检查学生完成作业的情况，另一方面让学生明白哪些是健康的生活习惯，哪些是不健康的生活习惯，也自然而然地过渡到阅读。）Step Two Reading (20 min)1. Fast-reading (True or False questions) The girl is a worker. ( ) The girl wants to put on weight. ( ) The coach asks the girl to have some vegetables and fruit for supper. ( ) The man wants to have a change. ( )（设计意图: 设计对错判断题目，意在培养学生通过快速阅读，了解并掌握文章大意的基本能力。） 2. Read and fill in the chartStudents read the material and fill in the chart on page78. Teacher asks 3 students to write their answers on the board to check whether they are right or not.（设计意图: 在填空练习中，训练学生细节阅读能力以及综合分析能力；让学生在黑板上写出答案以面对全体学生检查阅读结果。） 3. Explain the important words and expressionsTeacher explains the important phrases and sentences, especially the words and phrases about life style.（设计意图:在老师的解释过程中以处理阅读材料中的生词，让学生更深刻理解有关重要的词汇的运用。）4. Read and complete the coachs diary.The Ss to finish the coachs diary in pairs, and the teacher checks the answers by asking several students to answer it. （设计意图:通过学生两人一组完成健身教练的工作日记，再次对阅读材料中的重点词汇短语进行巩固，同时也加强了学生的综合运用语言的能力。）Step Three Writing （18min）1. Example writingTeacher: Ask two students to write down the sentence on the board according to the first picture. For example Jim used to play computer games and go to bed late. Students: Look at the following pictures and use the given words and phrase to write down a sentence, following the examples on the board.（设计意图:学生能够根据图片内容和提示信息，最终写出完整的信息,训练学生从阅读中获取信息并应用的能力。）Step Four Homework (1min) ( 三选二)1. Put all the sentences together to tell the story of Jim.2. Finish off the exercise20 on page 83.3. Imitate Jims story and write a short story about your life style.（设计意图:通过阅读材料并模仿例子，结合实际写出自己生活习惯的小故事，以巩固课堂上所学内容，并能学以致用，另外通过三选二的作业方式，来满足不同学业水平学生的需求。） Unit 5 Its time to change.Healthy lifestyle Unhealthy life styleJim used to play computer games and go to bed late. 四、 板书设计 Unit 5 Its time to change. （第三课时 教学设计）一、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）第五单元的第三课时，包括Language in Use和Unit Task两部分，具体内容包括了语法知识（宾语从句）和本单元的任务（选举班级健康之星）。这些内容总结了本单元的重要词汇、句型和语法，并在完成真实的任务中达到综合运用本单元所学语言的能力。2教学重点、难点(1)教学重点通过在情境中学习，学生能正确使用宾语从句。通过句型操练，熟练掌握有关生活习惯的词汇和句型的用法。通过单元任务（选举班级健康之星）， 提高学生综合运用语言的能力。(2)教学难点 学生能够运用本单元所学的有关健康的语言知识完成一个真实的问卷调查任务，即在班级选举班级健康之星。二、教学目标5. 知识目标(1)学生能掌握表达喜好的原因的形容词，如interesting, boring, exciting。(2)学生能熟练运用询问健康生活习惯的句型，如：playing football /basketballsinging and dancingflying kites.listening to musiccollecting stampsinterestingboringexcitingDo you like/love /enjoy Its (3) 学生能识别并熟练运用宾语从句来转换话语。6. 能力目标(1)学生能辨别清楚由that 引导的宾语从句。(2)学生能在情境中正确使用宾语从句。7. 情感目标(1)学生能在活动中意识到自己的任务，有责任心，积极配合小组工作，共同完成任务。(2)学生能为班级同学的不良生活习惯提供合理的建议和意见。.三、教学步骤Step One Lead-in (22 min) Teacher tells students that today we will hold a health star competition to attract students attention. 1. Discussion:Work in groups and discuss the habits of a health star in our class. For example:Go to bed early and get up early.Exercises every day.2. After the discussion, develop a questionnaire. NameQuestionsJackMaryTom1. Do you eat fruit every day?2. Do you go to bed before 10?3. First the Ss do the interview in their group, choose one health star, and after finishing the task, choose one Ss to go to other group to do the interview.4. Discuss the result of the interview and choose the student who has the healthiest habits.（设计意图:教师一开始就开门见山提出本节课的任务之一，即举行班级的健康之星评比活动,吸引学生的注意力，又在学生中开展健康生活习惯评比活动，学生肯定乐于并积极参与，同时也体现了在做中学的教学理念，学生不仅再次巩固了关于生活习惯的词汇，而且锻炼了参与班级活动的能力，让他们充分感受到成就感和自信。）Step Two Grammar focus (22min)1 Look and learnLet Ss get the general understanding the problems about Jason in pairs.2. Give good advice.First, teacher should show Ss an example. Such as teacher asks: Jason always stays up late to play computer games, do you think is it a good habit? Can you give him some advice ? and the teacher write down the sentences : “ I think he should ” “ I hope he” on the blackboard. The Ss answer the question use the pattern sentence “ I think he should ” “ I hope he”. For example:Teacher: “Jason always stays up late to play computer games, can you give some advice?”Ss: “I think he should stop playing computer games at night.” Ss discuss in groups of four and then write down some good advice for Jason .Advice for Jason I think he should I hope he（设计意图:在图片提供的情景中，补全句子，让学生能初步理解宾语从句的用法和结构,并在相对真实的情况下加以运用。）3. SummarizeLet Ss summarize the general structure and basic usage of objective clause in this passage.结构：主语+ 谓语+ （that）+从句注意事项：主句的谓语动词如果是过去式，从句的谓语动词要用过去的相应时态。（设计意图: 通过先运用，再总结的归纳演绎法，让学生在说的过程中不断积累宾语从句的用法。）4. Playing a game Ss are divided into groups of 6 and stand in a line , then teacher tells something(such as: I want to become slimmer) to the first student of each group , and then let Ss to tell each other the sentence to the last student, and then the last student write down this sentence on the blackboard, and let teacher decide the winner group. The teacher said _（设计意图: 在游戏中进一步巩固宾语从句的用法，寓教于乐。）Step Three Homework(1min)1. finish off the following exercises .He told me that he_ the Disney the next dayA. will visit B. has visited C. is going to visit D. would visit Miss Liu said _ she would leave the message on the headmaster's desk.A. that                     B. where                  C. which                     D. what2. write a short report about your class healthy star. 四、板书设计 Unit 5 Whats your hobby? I think he should Health starI hope heThe teacher said _ Unit 5 Its time to change.（第四课时 教学设计）一、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）第五单元的第四课时，包括Vocabulary Practice和Self -Check两部分，具体内容包括了词汇复习巩固（关于体育运动和建议等方面的词汇）和本单元的语法宾语从句的复习及运用；这些内容总结了本单元的重要词汇和语法，并在完成真实的任务中达到综合运用本单元所学语言的能力。2教学重点、难点(1)教学重点通过本单元的学习，学生能对所学词汇及用法进行分析并归类。通过单元任务的学习， 提高学生综合运用语言的能力。(2)教学难点 学生能谈论自己的健康习惯，并就别人的不良健康习惯给出合理建议和评价。二、教学目标8. 知识目标a) 学生能掌握本单元所学描述性形容词，如：pale , weak, fat , thin, sleepy, angry etc.b) 学生能就本单元所学名词fast food, vegetable ,the advice of the doctor 等与动词 take, go, eat ,play 进行合理搭配。9. 能力目标学生能在口头和书面上正确表达自己的生活习惯并就别人的不良健康习惯给出合理建议和评价。10. 情感目标学生能养成及时巩固、复习和总结归纳的好习惯。三、教学步骤Step one: Homework-comment (4m)Make a commentary on the students homework. Choose two good examples and two works that need to be improved. They will be presented for comparison. (设计意图：作业点评是学生最喜欢的环节之一。此时，学生注意力很集中。通过展示的优秀作业，鼓励学生做好优秀模范作用；展示有问题的作业，通过集体修改，共同发现问题，改正错误，使学生印象深刻，从而避免再犯类似错误。比较分析有助于发现问题)Step two: Words-revision (20m) 1. Ss review the words in the box and then read it aloud twice.2. MatchingSs match the verbs with the nouns in the box, and then teacher ask some students to speak out their answers to check it in the class. 3. Complete the success stories of “ALL FIT HEALTH CLUB.” (设计意图:通过反复朗读，使学生更加熟练地掌握单词; 学生通过名词与动词的搭配，以及选用方框中词语的正确形式填空等进行了一系列的思考，加深了对这些重要词汇的理解，从而更好地掌握本单元这些单词)Step three Self-check (20m)1. Asks the students to read all these words by themselves and check by themselves if they can be sure to read them and then ask them to make up a sentence with one of the words they read it, thus can ensure that they can use them correctly. I learned:fond relax boring palestay up lose weight put on weight dietlow-fat food advice advise slimcycle stress terrible I can make a sentence with the word:_. (设计意图：如实自我评价，查漏补缺，以确保单元知识的巩固落实) 2. Ask Ss to work in pairs to make up a new dialogue with related with healthy habits, give suggestions, show agreement and disagreement and at least one objective clause. (设计意图：通过运用所学知识，创编对话，学以致用 ) Rules:1. Topic: healthy habits.2. Give suggestions.3. Show agreement and disagreement.4. At least one objective clause.Step Four Homework (1m)1.Finish the rest exercise of this unit.2.Preview the new unit.四、板书设计Unit 5 Its time to change.1.Homework-comment2. Words-revision3. Self-check 4. Homework五、教学反思1、本单元紧紧围绕谈论生活习惯这个话题，四个课时的内容安排层层递进，从词汇到句型再到文章的理解，从简到难，环环相扣。前面课时的内容从听、说、读、写着手都为完成本单元的任务做语言上的必要准备，最终提高学生的综合运用语言的能力。2、本单元的教学以能力为本位，学生为中心，从学生的初始能力、需求出发，注重学生的学，联系学生的生活实际，激发和培养学生学习的内在动力和主动性，组织丰富多彩的学习活动，提供适当的帮助，帮助学生体验学习过程，感悟方法，感受快乐。3、在组织课堂教学方面还有待提高。第三课时教学中，让学生在班级进行兴趣调查及做报告的过程中，有些学生只当旁观者，没有很好地执行自己所分配到的任务。如何发挥每位学生的积极性，让他们都参与到活动中来，这在今后的教学中还有待改善。4、学生在学习过程中，以下问题要引起关注：(1)虽然是商务班学生，大多数都生性活泼，但有几个学生总保持沉默，不愿开口。(2)在听力部分，部分学生注意力分散，没有集中精神去理解听力材料。(3)阅读部分对学生来说比较简单，但在人称的转化复述过程中还有些错误。以上问题都在提醒我们老师在日后的教学中要采用多样的教学方法，帮助学生克服在英语学习上的困难，为进一步深入学好英语打下扎实的基础。专心-专注