下载文档原格式
U nit 5It’t i s m e 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 & Lis tening and speak ing 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①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。
②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①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pa le,weak,fa t,th in,s l e epy,angry e tc.（2）学生能够掌握有关周末计划的词组,如：c l imb the mounta in, do outdoor ac t iv i t i e s, watch TV, s tay a t ho me e tc.（3）学生能掌握有关讨论生活习惯的句型，如：I’d ra the r……I p re fe r t o……（1）学生能听懂有关培养健康习惯的建议和意见。
Book 2 Unit 1 I laughed till I cried!课时：2课时一. 教学内容能够听懂并谈论家庭在假期中的活动，掌握提供以及询问过去的经历的词汇和句型。
二. 教学重点、难点⑴ 教学重点能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。
⑵ 教学难点提供以及询问过去的经历的词汇和句型三.教学目标1. 知识目标⑴ 帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等⑵ 帮助学生掌握询问和提供过去的经历所使用的词组和句型，如：a. useful expressions about some activities:visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc.b. ask for and give information on past experiences:How was your vacation?It was wonderful / great / not bad.We had great fun.Where did your family go? / Where did you go?I went to …. / We went to ….What did you do there?2. 能力目标⑴ 学生能听懂关于询问和提供过去的经历的对话。
⑵ 学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。
3. 情感目标在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。
四、教学步骤Step One Lead-in （25 mins）1. The teacher greets each student:Good morning.Nice to see you again.Welcome back to school.What did you do during your winter vacation?Did your family go somewhere?Did you enjoy yourselves?（设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假里的活动是再自然不过的事了。
法讲解中。
Book 2 Unit 2 I saw a terrible movie.课时：2课时一. 教学内容培养学生在朗读英语时养成良好的语音习惯，重视句子中的单词重读。
二. 教学重点、难点⑴ 教学重点让学生在真实环境中应用语言。
⑵ 教学难点用本单元所学的语言材料完成一个真实的交际任务。
三. 教学目标1. 知识目标学生能够理解并掌握重点词汇以及以下四个动词的词语搭配：go, have, play, make2. 能力目标学生运用本单元语言材料完成一个真实的交际任务，通过一系列步骤让学生在真实环境中应用语言。
3. 情感目标在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。
四．教学步骤Step One Lead-in （20 mins）1. Collect the Ss’ homework and get some of them to tell others key phrases of what they will talk today. Get others to guess.went swimming bathed in the sun walked along the beachWhat did Li Jie do last vacation?She went swimming, bathed in the sun and walked along the beach.Where did she go?Did you go to Sanya?No, I didn’t.Did you go to Qingdao?No, I didn’t. I went to Thailand.Who did she go with?Did you go with your parents?Yes, I did.（设计意图：这一步骤教师既能对学生的作业情况进行及时地检查，教师在并听的过程中边提出问题，并且问题是结合上个单元的知识点，又可以检查学生们对于一般过去时的掌握情况。
Unit 1 I laughed till I cried! The first period一.教学内容能够听懂并谈论家庭在假期中的活动，掌握提供以及询问过去的经历的词汇和句型。
二. 教学重点、难点⑴教学重点能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。
⑵教学难点提供以及询问过去的经历的词汇和句型三.教学目标1. 知识目标⑴帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent 等⑵帮助学生掌握询问和提供过去的经历所使用的词组和句型，如：a. useful expressions about some activities:visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc.b. ask for and give information on past experiences:How was your vacation?It was wonderful / great / not bad.We had great fun.Where did your family go? / Where did you go?I went to …. / We went to ….What did you do there?2. 能力目标⑴学生能听懂关于询问和提供过去的经历的对话。
⑵学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。
3. 情感目标在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。
四、教学步骤Step One Lead-in （25 min）1. The teacher greets each student:Good morning.Nice to see you again.Welcome back to school.What did you do during your winter vacation?Did your family go somewhere?Did you enjoy yourselves?（设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假里的活动是再自然不过的事了。
Unit 1 I laughed till I cried! The first period一.教学内容能够听懂并谈论家庭在假期中的活动，掌握提供以及询问过去的经历的词汇和句型。
二. 教学重点、难点⑴ 教学重点能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。
⑵ 教学难点提供以及询问过去的经历的词汇和句型三.教学目标1. 知识目标⑴ 帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent 等⑵ 帮助学生掌握询问和提供过去的经历所使用的词组和句型，如：a. useful expressions about some activities:visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc.b. ask for and give information on past experiences:How was your vacation?It was wonderful / great / not bad.We had great fun.Where did your family go? / Where did you go?I went to …. / We went to ….What did you do there?2. 能力目标⑴ 学生能听懂关于询问和提供过去的经历的对话。
⑵ 学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。
3. 情感目标在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。
四、教学步骤Step One Lead-in （25 min）1. The teacher greets each student:Good morning.Nice to see you again.Welcome back to school.What did you do during your winter vacation?Did your family go somewhere?Did you enjoy yourselves?（设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假里的活动是再自然不过的事了。
Unit 1 I laughed till I cried! The first period一.教学内容能够听懂并谈论家庭在假期中的活动，掌握提供以及询问过去的经历的词汇和句型。
二. 教学重点、难点⑴ 教学重点能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。
⑵ 教学难点提供以及询问过去的经历的词汇和句型三.教学目标1. 知识目标⑴ 帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent 等⑵ 帮助学生掌握询问和提供过去的经历所使用的词组和句型，如：a. useful expressions about some activities:visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc.b. ask for and give information on past experiences:How was your vacation?It was wonderful / great / not bad.We had great fun.Where did your family go? / Where did you go?I went to …. / We went to ….What did you do there?2. 能力目标⑴ 学生能听懂关于询问和提供过去的经历的对话。
⑵ 学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。
3. 情感目标在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。
四、教学步骤1. The teacher greets each student:Good morning.Nice to see you again.Welcome back to school.What did you do during your winter vacation?Did your family go somewhere?Did you enjoy yourselves?（设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假里的活动是再自然不过的事了。
1 Book 2 Unit 1 I laughed till I cried! 课时：2课时 一. 教学内容 能够听懂并谈论家庭在假期中的活动，掌握提供以及询问过去的经历的词汇和句型。 二. 教学重点、难点 ⑴ 教学重点 能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。 ⑵ 教学难点 提供以及询问过去的经历的词汇和句型
三.教学目标 1. 知识目标 ⑴ 帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等 ⑵ 帮助学生掌握询问和提供过去的经历所使用的词组和句型，如： a. useful expressions about some activities: visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc. b. ask for and give information on past experiences: How was your vacation? It was wonderful / great / not bad. We had great fun. Where did your family go? / Where did you go? I went to …. / We went to …. What did you do there? 2. 能力目标 ⑴ 学生能听懂关于询问和提供过去的经历的对话。 ⑵ 学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。 3. 情感目标 在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。
四、教学步骤 2
Step One Lead-in （25 mins） 1. The teacher greets each student: Good morning. Nice to see you again. Welcome back to school. What did you do during your winter vacation? Did your family go somewhere? Did you enjoy yourselves? （设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假里的活动是再自然不过的事了。这里的开门见山让学生很快进入了本节课的话题。） 2. Encourage the Ss to give answers. And collect different answers on the blackboard. While collecting, teach new words such as ski, mountain, sail, skate, beach, etc. （设计意图：教师可以一边和学生进行交流，一边就把学生的回答写在黑板上，不仅可以复习巩固一些旧的表达方式，同时可以呈现新的单词和词组，可谓一举两得。） 3. Activity 1: Tick the activities you did before. After the students has finished it, ask some individuals to tell the whole what they once did by using: I visited the zoo. / I went swimming. / I climbed mountains. （设计意图：在这一活动中，教师不应仅仅局限于让学生完成一个打勾的练习，而是要让他们用语言表达出曾经做过的事情。要说的句子只需在所列出的词组中加上一个I即可，这也让学生更有信心与别人交流。） 4. Activity 2: Listen and match. Get the Ss to do it by themselves without listening. Then get them to listen and repeat. （设计意图：这一活动，教师可以先不让学生听，直接让他们Look and match. 在完成之后，再让学生听录音检查自己的答案，并跟读。跟读也为下面的会话交流做了一定的准备。） Step Two Listening (20 mins) 3
1. Before listening, ask the Ss to look at the pictures and talk about what cities they may be. 2. Activity 3. Listen and tick. Then heck the answers with them. 3. Activity 5. Listen again and match the people with the activities. Check the answers with them. 4. Activity 4. Listen again and answer the questions. Check the answers with them. （设计意图: 在听之前，让学生先讨论教材中的图片能让他们先熟悉要听的内容。接着，要让他们明白在听的过程中要完成的任务。把教材中的活动4和活动5调整了一下顺序是因为学生对于回答问题总是比较害怕，也觉得比较难。所以可以把这一练习放到最后去完成。） Step Three Speaking (30 mins) 1. Activity 6. Read and underline. Practice the dialogue with your partner and underline the vacation activities. （设计意图：让学生在进行交流前，能有一个很好的例子可以模仿。两人练习则可以互相帮助。） 2. Activity 7. Look at the pictures and talk in pairs. （设计意图: 模拟真实情景，两人小组相互询问在假期中的活动。) 3. Ask some pairs to act out their dialogues. If some Ss have difficulties, the teacher can give them some hints. (设计意图：让学生表演对话，一来可以检查学生的掌握情况，以便教师在下一活动中进行调整。二来可以锻炼学生的胆量。而教师在鼓励学生表演时，不应只请一些表达能力较强的学生，也应多多地把机会给能力较弱的学生。这样，既给了这些学生开口的机会，让他们增添一份自信，同时也保护了他们的自尊心。） 4. Activity 8: Ask each student to interview five students with the chart. （设计意图:学习利用调查、询问的方式来获取信息，，增进同学之间的彼此了解。） Step Four Summary (10 mins) Make a short summary of what we’ve learned today. (1) Useful expressions: visit the zoo, go swimming / skiing / skating / sailing / fishing / boating, climb mountains, play volleyball on the beach, 4
pick apples (2) Everyday English: How was your vacation? It was wonderful / great / not bad. We had great fun. Did you enjoy yourselves? Where did you go? / Where did your family go? What did you do there? （设计意图:对本课时所学集体做个小结，让学生明确单元教学目标，方便学生补充笔记。） Step Five Homework (5 mins) 1. Practice the dialogue with your classmate after class. 2. Make a similar dialogue, talking about winter vacation. 学案： 1. Practice the dialogue with your classmate after class. 2. Make a similar dialogue, talking about winter vacation. 五、板书设计 Useful expressions: visit the zoo go swimming / skiing / sailing / skating / fishing pick apples climb mountains play volleyball on the beach You can ask like this: How was your vacation? What was the weather like there? Where did you go? / Where did your family go? Did you enjoy yourselves? You can answer like this: It was wonderful / great / not bad. It was hot / warm … I went to Harbin with my parents. Yes, we had great fun. （设计意图，用不同颜色的粉笔让学生对本节课所学的新词、要求掌握的重点一目了然。同时，教师的板书也是学生很好的笔记样板。学生在记笔记的过程中也学会了该如何突出重点。） 课后反思： 不同班级教学效果相差很大，三个班中两个班能基本完成教学过程，另一个班管
