高教版中職英語基礎模塊 第1冊unit 4《welcome to our party》教案

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1、 Unit?4 Wele?to?our?party! （第一課時?教學設計） 一、學情分析 但是由于專業(yè)要求和英語的聯(lián)系不密切，學生對于英語課程并不特別重視， 存在以下問題：掌握的詞匯量和句型結(jié)構(gòu)少、聽力和口語表達能力弱、害羞、課 堂參與積極性不強、學習動機不強。 針對以上問題，本教案強調(diào)集體配合和合作互助的精神，并通過多種途徑激 發(fā)學生的學習興趣和參與熱情。形象化的圖片教學和有適當緊張度的游戲和表 演，不僅能吸引學生的注意力，而且能強化教學效果。同時教師在課堂上不斷提 供適時的語言幫助和鼓勵，掃除學生在學

2、習過程中碰到的障礙，有助于克服學生 的畏縮心理，使他們積極主動地配合教學活動，真正成為課堂活動的主體。 二、教材分析 1．教學內(nèi)容 本課時系教材《英語?1》（基礎模塊?高教版）第四單元的第一課時，包括 Lead-in?&?Listening?and?speaking?中的?Dialogue?A?兩部分，具體內(nèi)容為：關 于天氣和參加聚會人物身份的詞匯；主人迎接客人、客人恰當回應的對話；在聚 會上談論天氣等話題的對話。 這些內(nèi)容為整個單元的學習活動做語言和知識的準備，也為學生學以致用的 語言表達活動提供了語言鋪墊。 2．教學重

3、點、難點 ⑴教學重點 學生在較為真實的聚會情景中迎接客人及恰當回應，并交流天氣等話題。 ⑵教學難點 學生了解并運用兩項聽力策略——Inferring?and?note-taking； 1 學生找出適合聚會中交流的有趣話題。 三、教學目標 1.?知識目標 ⑴學生能掌握部分關于天氣和參加聚會人物身份的詞匯，如 party?， weather，?season，pleasant，snowy，rainy，windy，sunny，cloudy，foggy， host，guest。 ⑵學生能掌

4、握迎接客人及恰當回應、在聚會上談論天氣等話題的句型，如： Wele?to?our?party! This?way，please. What’s?the?weather?like?in?your?hometown? It’s?…. 2.?能力目標 ⑴學生能在真實聚會情景中迎接客人并恰當回應。 ⑵學生能運用所學語言在恰當場合談論天氣。 3.?情感目標 引起學生對?party?planner?工作的興趣，并促使他們思考和規(guī)劃未來可能從 事工作。 四、教學步驟 Step?One Lead-in (4?min) 1

5、.?What?a?wonderful?birthday?party! (2?min) Teacher?shows?a?picture?of?a?birthday?party?on?the?screen,?then?asks, “?What’s?it?” “What?can?you?see?on?the?picture?” “Who?are?they?” “?Which?season?might?it?be??How?do?you?know?” 2 （設計意圖用圖片導入本課話題，有助于教師從一開始就抓住學生的興趣。

6、在教師的幾個提問中，完成了部分天氣詞匯的復習和新詞?host,?guest?的教學。） 2.?You?can?always?find?time?to?hold?a?party! (2?min) Teacher?says,?“?In?fact,?birthday?is?not?the?only?case?that?we?can hold?a?party.?There?is?Christmas?party,?garden?party,?wele?party,?and?even hen?party?and?stag?party.?As?party?is?so?po

7、pular?in?modern?society,?there is?even?a?new?job?called?party?planner.?It?must?be?very?interesting.” During?the?explanation,?teacher?shows?the?pictures?about?the?above kinds?of?parties?onthe?screen,?with?the?English?expression?of?each?item beside?each?picture?Christmas?party,?garden?part

8、y,?wele?party,?hen?party, stag?party,?party?planner. （設計意圖該步驟有助于運用新鮮的內(nèi)容，使學生繼續(xù)保持對本課話題的 興趣。如果學生對屏幕上呈現(xiàn)的詞匯不夠熟悉，教師可以解釋并領讀三遍或更 多的次數(shù)。） Step?Two Vocabulary?teaching (10?min) 1.?Which?is?the?hot?season?for?birthday?party? (1?min) Teacher?says,?“I?want?to?make?a?survey?about?t

9、he?hot?season?for birthday?party?in?our?class.?How?many?students?were?born?in?spring,?summer, autumn?or?winter??Hands?up,?please,?and?Alex,?please?help?me?to?count?the numbers.” Students?are?involved?in?it.?Teacher?collects?the?numbers?and?writes them?down?on?the?blackboard.

10、 3 （設計意圖該步驟有助于學生通過舉手的方式集中注意力，參與課堂活動。 教師可以邀請未認真聽講的學生幫助他統(tǒng)計數(shù)字作為提醒。） 2.?What’s?the?weather?usually?like?on?your?birthday??（6?min） Teacher?says,?“We?were?born?in?different?seasons.?But?usually?we?all hold?parties?on?our?birthdays.?What’s?the?weather?usually?like?on?you

11、r birthday??Please?find?possible?weather?in?the?following?form?(Activity 17,?Page?60),?then?tell?me?your?answers. Students?circle?the?words?about?weather?individually,?then?Teacher asks?ten?or?more?students?to?answer?the?question.?All?words?should?be?found according?to?students’?answe

12、rs. Teacher?writes?down?the?key?words?and?sentence?patterns?on?the blackboard?as?a?reminder. （設計意圖在字母表格中尋找單詞的方式能集中學生的注意力，加深學生對 天氣詞匯的印象。大量的問答活動有助于學生掌握該關鍵句型的用法。） 3.?Game?Have?you?got?a?good?memory? (3?min) Teacher?designs?a?game?with?the?help?of?PowerPoint?like?this?Teach

13、er shows?some?words?about?weather?with?related?pictures?on?the?screen?for only?three?seconds.?Then?students?tell?out?what?the?words?are.?The?number of?the?words?on?the?screen?is?different?each?time,?from?4?to?10.?The?class is?divided?into?four?groups,?and?there?is?a?petition?among?them.?

14、Each?group will?be?given?10?scores?at?first,?then?a?right?answer?brings?one?more?score, and?a?wrong?answer?will?make?them?lose?one?score.?The?student?who?hands up?first?answers?the?question?for?his?groups. 4 （設計意圖該步驟的游戲有助于掃除學生在聽力活動中的障礙。因為詞匯和 圖片記憶的時間只有三秒鐘，學生不得不聚精

15、會神地投入其中，各組之間的競 賽將使活動更加刺激。） Step?Three Listening (?Activity?1,?2,?3) (10?min) 1.?Activity?1.?Listen?and?match. (2?min) Students?listen?to?thetape?and?finish?the?activityindividually.?If they?cannot?catch?the?answer?in?the?first?listening,?repeat?the?dialogues again. （

16、設計意圖由于有?Lead-in?和?Vocabulary?teaching?的鋪墊，Activity?1?非 常簡單，學生在完成過程中不會碰到什么困難。） 2.?Activity?2.?Listen?and?match. (3?min) Teacher?says?“Where?do?Mr?Smith,?Wang?Yang?and?Mr?Lee?e?from??Please guess?it?and?matchthe?items?according?to?your?inferring.?Then?listen?to the?tape?carefully,

17、?after?which,?you?check?the?answers?with?your?partner.” Students?finish?the?activity?according?to?the?teacher’s?instruction, and?then?teacher?offers?feedback.?If?they?cannot?catch?the?answers?in?the first?listening,?repeat?the?dialogues?again. (設計意圖該步驟以?inferring?的聽力策略，增加了活動的趣味性和針對

18、性。 學生將更加專注于聽力材料，以證明其推理能力。?) 3.?Activity?3.?Listen?and?plete. (5?min) Teacher?says?“Sometimes?we?can?take?notes?to?help?us?get?a?full understanding?about?the?listening?material.?Here?is?the?case.?You?will 5 listen?to?the?dialogueagain?twice.?Please?write?down?all?words

19、?you?hear under?the?two?columns?in?Activity?3.?Listen?carefully?and?try?to?get?the correct?answer?with?the?help?of?note-taking,?then?check?answers?with?your partner?together.” （設計意圖教師在播放對話前，灌輸給學生?note-taking?的聽力策略，有 助于學生良好聽力習慣的培養(yǎng)。同桌一起核對答案，有助于提高學生的分析判 斷能力。） Step?Four

20、Speaking (Activity?4) (20?min) 1.?Read?and?underline. (2?min) Students?read?the?dialogue?in?Activity?4?individually,?then?they underline?important?sentences?about?greeting?and?talking?about?weather. Teacher?asks?2?or?3?students?to?tell?others?their?opinions.?Teacher?writes down?the?us

21、eful?sentences?on?the?blackboard （設計意圖學生通過閱讀，獨立找出?Activity?4?中關于迎接客人和討論天 氣的關鍵句型并不難。教師可以請兩三名學生給出答案，進行核對比較，這能 讓學生對關鍵句型的印象更加深刻。） 2.Read?the?dialogue?together. (2?min) Students?read?the?dialogue?twice?together.?The?first?time?is?between two?groups,?and?the?second?is?between

22、?boys?and?girls. （設計意圖該步驟能幫助學生記憶本課關鍵句型，并就相關問題做出恰當 反應。為了保證學生朗讀時語調(diào)正確，教師可以和他們一起大聲朗讀作為引導 和示范。） 6 3.?What?other?topics?do?you?usually?talk?about?in?a?party??How?do?you?talk about?it??(5?min) Students?are?divided?into?different?groups?with?four?members?in?each.

23、They?discuss?the?above?questions?and?play?one?of?the?topics. Then?teacher?invites?four?or?five?groups?to?show?their?plays?and?writes down?the?topics?on?the?blackboard?as?a?reminder?of?the?next?activity. （設計意圖該步驟有助于激發(fā)學生的思考，擴展課堂知識。學生可能不愿意 上臺表演。教師可以參與其中一組作為示范和引導。另外，教師鼓勵性的話語 和同學們的掌聲

24、都能增加學生的自信和勇氣。） 4.?We?are?going?to?have?a?birthday?party! (11?min) Teacher?says?“We?enjoy?ourselves?in?our?birthday?party?every?year. Suppose?your?birthday?is?ing.?This?year,?you?have?a?birthday?party?in?class. You?are?divided?into?different?groups.?Please?find?a?girl?whose?birthday

25、 is?ing?soon?in?your?group.?The?birthday?girl?invites?some?friends?to?her party.?All?invited?guests?prepare?some?gifts,?such?as?a?book,?a?pen?or any?others.?Friends?have?a?pleasant?talk?in?the?party.” Students?prepare?the?performance?for?about?5minutes.?Then?teacher invites?as?much?gr

26、oups?to?show?it?as?possible. （設計意圖該步驟的活動與助于學生把掌握的語言輸出應用到真實的語境 中，訓練學生在相對真實的情景下運用所學語言參與聚會活動。） Step?Five Homework (1?min) Students?choose?one?of?the?topics?and?prepare?a?30-second?oral?speech 7 for?the?next?lesson. 1)?Party?planner?seems?an?interesting?job.?Wo

27、uld?you?like?to?try?it??Why or?why?not? 2)?What’s?your?dream?job??How?can?you?get?it??Tell?us?your?plan,?please. （設計意圖該步驟有助于活躍思維，鍛煉學生的語言表達能力。引導學生 思考職業(yè)定位的問題，體現(xiàn)了英語課堂教學生活化、職業(yè)化的要求。） 五、板書設計 Usful?words?and?sentences Possible?topics?in?a?party pleasant，?snowy，?rainy，

28、?windy， …… sunny，?cloudy，?foggy …… --Wele?to?our?party,?Mrs?Stone. --Thank?you,?Miss?Li. --This?way,?please. --Thank?you. --It’s?very?cold?today. --What’s?the?weather?like?in?Australia?now? （1）每一個學生在每一個時間段都有事做。 （2）在具體的一節(jié)課里達到能力提高、學習高效。 （3）必須讓學生在課堂上心情舒暢，有安全的學習心理環(huán)境。 8 9