高教中职版英语3(基础模块)电子教案完整版Unit1-10.docx

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1、Unit 1 He decided to have a big Christmas party. （第一课时教学设计） 一、学情分析 本教案授课对象是高二导游班，经过一年的教学，本班各方面情况如下： 1. 班级基本概况：本班女生28人，男生8人。 2. 学生学习兴趣和学习基础 经过高一阶段的学习，学生在不同任务的驱动下，在灵活多样的教学活动中，已经熟悉了 一些贴近他们生活的话题，拓宽了文化视野，英语学习兴趣和语言运用能力有所提高。本班在 班级中设立了英语学习角和每周英语学习汇报活动（平时的教学设计中可充分利用这些课外的 学习活动，为课堂内容做好一定的准备或延伸和巩固所学内容），学生学习兴趣浓厚

2、，但在碰 到难题时，有畏难情绪。同时还没有形成有效的英语学习策略，学习的自主性也有待提高。 二、教材分析 1. 教学内容 本课时系教材英语3（基础模块）（高教版）第一单元的第一课时，包括Lead-in和 Listening and speaking两部分。本课时主要让学生了解西方传统节日的主要特点，通过听说熟 悉邀请他人参加节日庆祝活动的表达方法，为本单元之后的学习任务做好语言上的准备。 2. 教学重点、难点 (1) 教学重点 学生能识别西方传统节日名称，并根据听到的信息选择相应的节日庆祝活动，能运用邀 请、接受或拒绝邀请的句型进行对话。 (2) 教学难点 学生能听懂介绍西方传统节日的活动，并

3、能在真实的情境中，使用合适的方式和语言邀请 对方参加活动。 三、教学目标 1. 知识目标 (1) 学生能识别festival, delicious, dress, celebrate, prefer, share, ghost的意思。 (2) 学生能了解下列邀请、接受或拒绝他人参加节日庆祝活动的表达方法： Would you like to go to . with me? Would you like to join us? It sounds interesting but I prefer to . I think I will. 2 英语教师资源包3（基础模块） 2. 能力目标 (1)

4、 学生能根据听力中的信息选出相应的节日活动。 (2) 学生能运用 “Would you like to go to . with me?” 和 “Would you like to join us?” 等表 达方式发出邀请。能使用 “It sounds interesting but I prefer to .” “I think I will.” 等方式表示接 受或拒绝邀请。 3. 情感目标 学生通过对西方传统节日的了解，能接受中西文化差异。在对话中能注意自己的言行举止 等相关礼节。 四、教学步骤 Step I Lead-in 1. Describe the pictures. The te

5、acher shows some pictures about western festivals. Ss write down any word to describe the pictures. 2. Read and decide. (Activity 2) According to the given words, Ss decide what festival it is and write the names of festivals under the pictures. 3. Say something about the festivals. (Activity 1) Ss

6、choose one of the pictures and work in pairs, talking with each other about the festivals in 1 or 2 sentences according to the following question: What do people often do during the festivals? The teacher sums up the sentences to make sure that Ss understand the sentences in activity 1 in the book,

7、especially fousing on the difcult words: celebrate, delicious food, dress up, festival. (设计意图：先让学生通过对图片的描述，自由发挥自主呈现与节日相关的词汇，而不 仅仅局限于节日名称的词汇，从而对节日形成基本的信息概念；再通过与同桌的讨论， 从activity 1到 activity 2，引导学生将词过渡到句子，这样在适当增加难度的同时，更为 具体地形成关于节日的相关信息；最后在老师的概括和扩展中，让学生对节日名称和节 日活动有个基本的认识，扫除词汇的障碍，最终激活学生的认知图式。) Step II Li

8、stening and speaking 1. Listen and answer. (Activity 3) Ss listen to the short dialogue and pick out the correct sentences. The teacher makes another similar dialogue with one student. The dialogue is as follows: Teacher: Are you free this weekend? Student: Yes / No. 教学设计 (Unit 1) 3 Teacher: Id like

9、 to invite you to go to the Christmas party in my class. We will sing Christmas songs and dance. Would you like to come? (If the student answers “No.”, the teacher will say: Oh, Thats a pity. We will hold a Christmas party in the class. We will sing Christmas songs and dance.) Student: Id like to. (

10、设计意图：根据提供的句子，预测听力内容，引导学生有意识去捕捉信息，提高听力 效果。同时提炼出关于发出邀请的句型。通过老师与学生练习的对话，巩固发出邀请的 句型和节日活动的简单句子，承前启后，自然过渡到教材中另一重要对话。) 2. Listen and answer. (Activity 4) Ss read the following questions before listening to the tape. If necessary, the teacher helps Ss to understand the sentences. (1) Which festival does Jac

11、k invite Lynn to celebrate? (2) Does Lynn accept the invitation? The teacher plays the tape, and students answer the questions. Then the teacher plays the tape again. Meanwhile, the teacher stops the tape when it comes to the important point where the answers are. (设计意图：引导学生带着问题去听，有的放矢。培养学生采用听前预测的学习

12、策略， 提高学生把握对话主旨的能力。) 3. Listen and decide. (Activity 5) Firstly, Ss read the ve sentences listed in Activity 5. The teacher explains the sentences. Secondly, the teacher plays the tape and Ss pick out the activities mentioned in the dialogue while listening to the tape. (设计意图：通过选出相关的节日活动，让学生在把握对话主旨的基

13、础上提高提取细节 信息的能力，更好地理解对话，为重点句型的学习和对话练习做好准备。) 4. Listen and nish the form. (Activity 6) Ss listen to the tape, find out the sentences about giving the invitation, accepting the invitation or refusing the invitation, and nish the following form. Giving the invitation Refusing the invitation Accepting th

14、e invitation Jack / / Lynn / (设计意图：本活动的设计，将underline的形式改变成填写表格的形式，除了找出文中 发出邀请的句型以外，还增加了解释或拒绝邀请的表达方式，更好地完成本单元所要求 的知识目标。重点句型如下： Would you like to go to . with me? Would you like to join us? It sounds interesting but I prefer to . I think I will. 都得到呈现。 4 英语教师资源包3（基础模块） 5. Act and practice. (Activity 7

15、) The teacher makes a dialogue with one student as an example, following the example in the book. At the same time, the teacher should tell students to pay attention to their behaviors when inviting, accepting or refusing invitations. T: Hi, Liu Xin. Are you free this weekend? We are planning to hol

16、d a Christmas pary. Would you like to join us? S: A Christams party? It sounds interesting but I prefer to visit my grandmother. T: Oh, what a pity! Then Ss work in pairs and practice the dialogue according to the information of the two forms. (one is the above form, the other is the following form.

17、). Festivals Time Activities Christmas This weekend 1. Singing Christmas songs 2. Thanksgiving On Thursday Evening 1. Having a feast 2. Easter The day after tomorrow 1. Hunting for Easter eggs 2. Halloween Next Monday 1. Sharing ghost stories 2. (设计意图：首先运用课文中提供的句型进行示范操练，以熟练掌握对话中的功能性语 句，并在对话中注重礼节行为。再

18、运用两张表格, 充分结合Lead-in和对话部分的内容， 形成清晰图式，让学生在操练中巩固和熟练运用本课的重点句型和词汇，提高语言的运 用能力。) 6. Discuss and act. (Activity 8) First of all, the teacher chooses one of the pictures and decides the activities about the festival by brainstorming with Ss. The teacher invites one student to make a dialogue as an example. T

19、hen the four students in the groups choose one of the festivals and discuss the activities. After discussing, two of the group members join another group who will introduce the activities. Finally, one of the students in different groups introduces the activities and invites one of the classmates to

20、 join in it. (设计意图：创设真实的语言情境，提高学生语言综合运用能力，并将中西文化相互融 合，培养学生形成跨文化意识。) Step III Homework 1. Design a festival party and invite three students to attend it. Ss work in groups of 4. First, Ss design some activities about a festival, then invite several students to attend the party. (设计意图：学生在课后选择一个节日聚会，设计

21、活动并发出邀请，以此巩固上课内 容。) 五、板书设计 教学设计 (Unit 1) 5 Unit 1 He decided to have a big Christmas party. words names of festivals the activities the useful expressions (根据学生在Lead-in （根据前面的词汇， (根据学生对 1. Are you free .? 部分的回答，和老师的 写下相应的节日 节日活动的 2. Would you like to .? 引导补充写下相应的 名称。） 了解和阐述、 3. Id like to invite you

22、 与节日有关的词汇。) Christmas 老师的引导 to .? Halloween 归纳，写下 4. It sounds interesting Santa Claus Thanksgiving 相关节日 but I prefer to . pumpkin Easter 活动短语） 5. I think I will. turkey dress up Christmas tree hunt for eggs . have a big dinner . 宁波市慈溪行知职高 翁燕华 6 英语教师资源包3（基础模块） Unit 1 He decided to have a big Christm

23、as party. （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3（基础模块）（高教版）第一单元的第二课时，包括Reading and writing部分。课文通过介绍Mr Hall的冰上圣诞节的小故事，让学生从故事中提取与节日及节 日活动相关的信息，并通过根据关键词描述节日活动，运用时间连词按先后顺序衔接各活动的 写作要求，培养学生读、写两方面的语言运用能力。 2. 教学重点、难点 (1) 教学重点 学生通过略读和细读，了解文中Mr Hall的冰上圣诞节的故事。 学生能根据提供的关键词描述并能运用时间连词衔接节日活动。 (2) 教学难点 学生能将略读和细读的阅读策略真

24、正落实在阅读过程中。 学生能运用时间连词写出节日活动的小短文。 二、教学目标 1. 知识目标 (1) 学生能根据上下文了解下列词汇：freeze, scenery, carpet, be covered with, carry out, share . with等意思。 (2) 学生从阅读材料中提取关于Christmas节日名称及节日活动的信息。 2. 能力目标 (1) 通过阅读小故事，学生能从故事中提取与节日及节日活动相关的信息。 (2) 学生能根据提供的词汇描述节日活动，并运用时间连词衔接各活动。 3. 情感目标 学生在读写活动中，克服英语学习畏难情绪。 三、教学步骤 Step I Lea

25、d-in 1. Presentation. Two groups present the dialogues (the homework of last lesson). The teacher evaluates the 教学设计 (Unit 1) 7 presentation. 2. Discuss and list. (Activity 9) Ss work in pairs to discuss and list other activities to celebrate Christmas. One of the activities should be unusual. (设计意图

26、：学生展示上节课课后作业,一方面检验学生的学习情况，唤起上节课的关于 圣诞节和其庆祝活动的相应知识；另一方面自然衔接到本课时内容。学生再讨论和列举 其他圣诞节的庆祝方式，扩散学生思维，为阅读做好一定的准备。） Step II Reading 1. Read and answer. The teacher says, “Just now we listed many activities to celebrate Christmas. Here is also an unusual activity. Now lets read the passage to nd out what activi

27、ty it is.” Then students read the passage to nd the answer. (设计意图：先让学生通读一遍课文，说出文中主人公为圣诞节举行的一次不同寻常的 庆祝活动，让学生对文章有个最基本的了解。) 2. Read and choose. (Activity 10) Before reading the passage, students look through the sentences. The teacher introduces the ways to read the passage quickly. Ss read the passage

28、 again and choose the right sentences. The teacher checks the answers and asks several students to correct the wrong sentences. (设计意图：老师介绍快速阅读的方法，让学生通过快速阅读、选出正确句子和改正表 达错误的句子，更充分地理解文章内容，提高学生获取具体信息的能力。) 3. Read and complete. (Activity 11) Ss read the passage again and fill in the following form indivi

29、dually. Then the teacher checks the answer. Party Information Card Time:_ Place:_ Guests:_ Preparations: 1. _ 2. _ Activities: 1. _ 2. _ After filling in the form, the teacher leads students to focus on the preparations and activities of the form. Preparations 1. carry out all the furniture 2. prepa

30、re a lot of delicious food Activities: 1. sit in the armchairs on the carpets 2. enjoy beautiful scenery and all the delicious food 8 英语教师资源包3（基础模块） The teacher explains the key words: carry out, carpets, scenery. (设计意图：在课文表格的基础上，增加了另一个关于活动准备工作的内容，帮助学生 更加完整地理解整个故事过程。通过该真实的任务，将阅读与应用相结合。学生在阅读 过程中提取相关信

31、息，并根据任务的要求对信息进行重组和表述，同时解决几个重要的 词汇理解。) 4. Read and answer. (Activity 12) Ss read the passage again and answer the questions in the book Then the teacher asks several students to check the answers by nding supporting sentences. Answers: (1) The sight of the ice on the river made Mr Hall want to hold a

32、 party on the ice. Supporting sentences: One year the river froze very early and by Christmas it was covered with thick ice. The ice gave Mr Hall an idea. (2) Because they were able to enjoy beautiful scenery and all the delicious food on the ice. Supporting sentences: They all said that it was a wo

33、nderful idea to have a party on ice. They were able to sit in armchairs on the carpets and enjoy beautiful scenery and all the delicious food. (3) Because the ice had broken up. Supporting sentences: The ice had broken up and had carried all his living-room furniture and carpets out to the sea with

34、it. When Ss answer the questions, the teacher lists the key words and phrases on the board: freeze, be covered with. (设计意图：根据上下文逻辑推理问题答案，更深入理解上下文之间的关系，在回答问 题过程中锻炼学生的概括和表达能力。) 5. Retell the story. Ss work in pairs to retell the story briefly according to the following key words or expressions using t

35、he conjunction: First, then, after that. have a . party on the ice prepare a lot of delicious food in vite . to enjoy beautiful scenery and food drink a lot have a good time The teacher asks one student to retell the story to set an example for the class. (设计意图：运用关键词简要复述课文大意，为接下来的写作部分起到了示范作用，做 好口头上准

36、备。） Step III Writing 1. Look and describe. (Activity 13) First, the teacher makes up a sentence according to the given word of the rst picture as an example to make sure Ss know how to make sentences according to the pictures and the given words. Then Ss make up sentences orally using the given word

37、s. If necessary, the teacher helps them to make correct sentences. Finally, Ss write down the sentences. 教学设计 (Unit 1) 9 (设计意图：首先通过老师的范例让学生得知如何从图中获取信息，并用关键词造句。 利用给出的提示，简要描述图片，从图片中读取信息，为后面的短文写作提供语言材 料。) 2. Order and complete. (Activity 14) Ss work in pairs to order the sentences of activity 13. Then

38、students work in groups to join the sentences together, using the given conjunctions in activity 14. The teacher shows and read out several students short composition, evaluating according to the evaluation sheet. 评价内容 等级 连词运用 语法 句子的完整性 书写 A B C (设计意图：学生在理解时间连词含义的基础上对句子进行排序并组织成文，旨在训练 学生使用时间连词对活动经历进行

39、描述。师生共同从评价表列出的几个方面来评价学生 写作情况，鼓励学生积极写作，克服畏难情绪。） Step IV Homework 1. Suppose you are invited to attend the Mr Halls Christmas party. Now you write a short diary. (设计意图：让学生假设自己是参加文中的圣诞聚会，写一篇日记。一方面可让学生再 次去认真阅读课文，另一方面提高学生描述活动过程的写作能力。) 四、板书设计 Unit 1 He decided to have a big Christmas party. activities to

40、celebrate: some important words the topical sentences sing Christmas song of the passage: written by students send gifts (freeze be covered with have party prepare for invite . to . furniture scenery .) ( 根据学生回答书写) 宁波市慈溪行知职高 翁燕华 10 英语教师资源包3（基础模块） Unit 1 He decided to have a big Christmas party. （第三课

41、时教学设计） 一、教材分析 1. 教学内容 本课时系教材英语3（基础模块）（高教版）第一单元的第三课时，Grammar focus部 分，即非谓语动词在句中作宾语的语法内容。通过本课时的学习，让学生掌握和正确使用该语 法知识。 2. 教学重点、难点 (1) 教学重点 学生能掌握并正确使用非谓语动词在句中作宾语的用法。 (2) 教学难点 学生能在具体语境中运用非谓语动词作宾语的语法知识。 二、教学目标 1. 知识目标 (1) 学生能识别 “动词+to do / doing” 的结构。 (2) 学生能区分下列动词：prefer, start, hate, plan, agree, decide,

42、expect, 后用to do; 下列动 词nish, enjoy, imagine, regret, 后用doing形式。 2. 能力目标 (1) 学生能够归纳非谓语动词作宾语的语法结构。 (2) 学生能用 “动词+to do / doing” 表达意愿、希望等意义，并能正确运用在具体的语境中。 三、教学步骤 Step I Lead-in 1. Ask and answer. First the teacher shows the following questions on the screen and asks several students to answer the followi

43、ng questions: (1) Whats your favorite festival? (2) What do you like / hate doing during the festival? (3) What do you prefer to do during the festival? (4) What do you plan to do for the coming festival? Meanwhile, the teacher writes down some of the sentences answered by the students. For 教学设计 (Unit 1) 11 example, 1) I like watching TV during the festival. 2) I prefer to stay at home during the festival. 3) I plan to travel for the coming festival. Students look at the sentences on the board, focusing on the underlined words and read the sent