中職英語 基礎模塊2 教學設計（教案）Unit 5 Its time to change. (第一課時 教學設計)一、學情分析 本教案的授課對象雖為高一年級機電專業學生, 班上男生占大多數，在學習中理性認知多于感性認知，不容易接受色彩、音樂、圖像等的刺激；但對新奇的事物感興趣；且由于寬松的環境，膽子較大，喜歡參與、表演等活動方式；英語基礎參差不齊，學習積極性易調動但難以持久,所以在設計中充分針對這個特點，通過多種課堂組織形式來調動他們的積極性，設計不同難易度的任務，喚起英語學習的欲望，從而達到教學目標。本單元設計分為4個課時：第一課時 lead-in + listening and speaking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教學內容本課時系教材英語2（基礎模塊 高教版）第五單元的第一課時，本單元主要是關于生活習慣以及改變不良習慣的話題，該話題與學生的生活聯系密切，能引起學生的共鳴。第一課時的內容包括Lead-in & Listening and speaking兩部分，主要內容是關于生活習慣及描述性形容詞詞匯和對話。這些內容為整個單元的學習活動做語言的必要準備，也讓學生知道表達習慣愛好和描述健康狀況的部分短語，同時也為完成本單元的任務做語言上的準備。2教學重點、難點 （1）教學重點通過對圖片的理解，能聽懂有關生活習慣愛好及建議的詞匯和句型。 通過對話練習，學生能夠就生活習慣等話題進行交流,并提出自己的建議。 （2）教學難點 學生能在真實的情境中運用與生活習慣有關以及提出建議的詞匯和句型。三、教學目標1. 知識目標（1）學生能夠掌握描述健康狀況的詞匯，如pale, weak ,fat, thin, sleepy, angry etc.（2）學生能夠掌握有關周末計劃的詞組, 如：climb the mountain, do outdoor activities, watch TV, stay at home etc.（3）學生能掌握有關討論生活習慣的句型，如：Id ratherI prefer toI like/love/enjoy2.能力目標（1）學生能聽懂有關培養健康習慣的建議和意見。（2）學生能用Id rather,I like, I love等句型口頭表達個人生活習慣。3.情感目標了解并開始培養自己的良好健康生活習慣。四、教學步驟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 . （設計意圖: 激活學生已有的詞匯知識；通過回憶一些有關健康的活動詞匯，啟發學生的主動思維，調動學生的積極性、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.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. （設計意圖: 通過圖片與詞匯的匹配活動，讓學生了解了有關描述性健康習慣的詞匯，同時進一步讓學生討論活動1中的人物如何保持健康，為后續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 home?S: （設計意圖: 通過對話，聯系學生的生活實際，加強鞏固前兩個活動中的重點詞匯，以幫助學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 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. （設計意圖：通過此活動，訓練學生能根據所提供的信息預測聽力內容的能力以及在聽的過程中把握材料的大意、獲取主要信息的能力，同時訓練將所聽信息進行整合后，選擇相應的短語補全對話的能力。）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 writes the sentences on the board. If students cant understand the words or sentences, teacher should explain them.（設計意圖：在句子的跟讀中，使學生掌握關于談論興趣愛好的重點句型，為后面的說話做最基礎的準備）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? （設計意圖:通過對話操練，運用個人喜好的句型；并結合學生的生活實際讓其討論哪些活動對健康有益，哪里有害，讓學生初步意識到良好生活習慣的重要性。）Step Five Homework (1min)1. Summarize the weekend activities ph