1.1 I Love My Family-Warming up, Listening & Speaking（教学设计）-《英语 基础模块2》（外研版2021版）《上好课》

单元名称 《英语 基础模块2》（外研版2021版） Unit 1 I Love My Family 课型 warming up Listening and Speaking 教材分析 本节课选自《英语 基础模块2》（外研版2021版）Unit 1 I Love My Family，围绕[我的家人]展开，涉及[外貌，性格等表达]，聚焦日常表达，衔接初中英语基础，强化日常表达。 学情分析 1. 授课对象为中职一年级学生，已具备基础的英语听说能力，但对语句的灵活运用仍有困难。 2. 学生活泼好动，喜欢游戏和角色扮演，但注意力易分散，需设计多样化活动。 3. 需克服“不敢开口”的心理障碍，通过角色扮演增强自信。 教学目标 1.能够听懂与家庭成员、家庭活动、家庭关系相关的简短语篇。 2.能够恰当地使用所学词汇、句型描述自己的家庭，如家人外貌与性格特点、家庭活动等。 3. 能够了解家庭成员性格和家庭活动的多样性，并能用英语简单介绍自己的家庭活动。 4. 能够运用预测、把握大意、记笔记、理解细节等听力策略，完成语言任务；提升合作学习的意识，愿意与他人分享学习资源。 思政目标：能够进一步了解家庭中不同的性格，并积极参与家庭活动，营造和谐、幸福的家庭生活。 教学重点 1. 能听懂并识读与家庭成员外貌、性格，家庭活动相关的词句表达： Appearance 外貌 Character 性格 Family activities 家庭活动 (1) sb. be tall/ short/ slim/ strong/ well-built. (2) sb. have/ has black hair/ grey hair/ narrow shoulders/ broad shoulders/ wide smile. (1) sb. be kind/ cheerful/ quiet/ easy-going/ cute/ lovely/ look looking/ smart/ naughty/ hard-working a good listener. (2) sb. have/ has a sense of humour. Climb mountains, go travelling, have a picnic, do sports, watch matches, ride a bike, spend time outdoors, take pictures of nature. 2. 能运用目标词句谈论与家庭成员外貌、性格特征，家庭活动相关的话题。 教学难点 能通过本节课所学知识，结合自身实际，恰当运用主题词汇和短语描述自己家庭成员的外貌、性格特点以及喜爱的家庭活动。 教学方法 小组讨论法、任务教学法 教学手段 图片、PPT课件、多媒体设备、语音素材等 教学过程 教学环节与 时间分配 教学活动与步骤 设计意图 评价要点 Warming up 3’ T showed a picture on the title page, in which a family of four was standing together. The students were required to discuss and answer the following three questions: (1) Who do you see in the picture? (2) What are they possibly doing? (3) What do you feel from the picture? 从与单元主题想改的图片入手，引导学生从“看到的”去进一步感受和想象，帮助学生快速了解本节课主题，并调动学生的积极性，激发学生想象力。 准确说出图中的人物，他们之间的关系以及他们活动的地点和活动内容。 Pre-listening 7’ 1. Ss listen to the recording and select the vocabulary related to family activities. They also match the pictures in Activity 1 with the activity phrases. 学生通过音频、图片、词汇、的一一对应，学习并掌握与本节课主题相关的知识内容。 能够正确匹配家庭活动图片和对应词汇。 2. Based on the four family activities in Activity 1, Teacher T poses a question to the students: What is the most frequently conducted family activity in your household? And why? “家庭活动调查”紧密联系学生真实家庭生活，能激活学生拓展出与主题相关的背景知识。 能够用完整的句子描述自己的家庭活动。 3. T led the students to learn and understand the vocabulary and expressions used to describe people's appearance and personality in Activity 2, and encouraged Ss to think creatively, come up with more vocabulary and expressions related to the topic, and use these words and expressions to describe their respective family members. 以给定的词汇为基础，通过头脑风暴补充出更多相关单词与短语，并用这些单词与短语去描述各自的家庭成员，在此过程中鼓励学生互助、互学、互评，提高学生参与课堂的积极性。 能够利用给定的词汇以及通过头脑风暴补充的的词汇，扩展出完整的句子用于描述家庭成员的外貌和性格等特征。 While-listening 16’ 1. T introduces Wu Lin’s family members, and ask Ss to use the words learnt to guess their appearance and characters. 该步骤承上启下，学生通过已学的词汇和短语，对听力材料进行预测。 能够使用已学词汇描述人物的外貌。 2. Ss listen to the dialogue between Joe and Wu Lin and answer the question. 通过听力任务，巩固本节课所学主题词汇和短语，并同时训练学生既能把握听力内容大意、又能理解细节内容的听力策略。 准确获取听力材料的主题及大意。 3. Ss listen again and complete the blanks in Activity Two. 正确捕捉听力材料中的关键信息。 4. T shows the dialogue text. T plays the recording for the third time, and the students listen to the recording again based on the original text and underline the key words according to the recorded text to check their answers. This helps students further understand the listening content and better grasp the uncertain parts of the listening content. 在反复精听的基础上，依托听力原文文本，进一步夯实相关主题的重点词句，帮助学生加深对文本的理解，为后续的口语练习做准备。 梳理对话内容，标注语言重难点，理解重点词汇语句。 5. According to the given text, Ss work in pairs to role-play. Ss retell the dialogue. 采取角色扮演和对话复述的方法，帮助学生达到“以听促说”的目的，为下一阶段的拓展模仿奠定基础。 大致复述对话内容，保证用法准确，语音准确。 6. Ss are free to pair up and act out the dialogue for Activity three based on the given information. 根据语言知识的学习与掌握，对进一步的任务进行拓展和延申。 根据关键词提示，重组对话文本，运用恰当的交际策略，角色扮演新对话。 7. T shows pictures of family activities in the phrase box of Activity Four, and has Ss match the pictures and phrases. 在图片的提示下，学生能够提前了解活动词框中有关家庭活动的短语，做出合理的猜测，既能提高听力效率，又能有效促进内容理解。 了解并掌握各类常见家庭活动的英文表达。 8. In Activity four, students listened to the recordings and selected the correct family activities carried out by Wu Lin and Qiao's families. 能够准确掌握吴琳和乔一家的家庭活动信息。 9. T shows the two sentences with Past Continuous Tense, and lets Ss figure out the similarity of the two sentences. “找共同点”的活动帮助学生更直观的感知，加深对过去进行时态的理解。 能够结合上下听力文本，更简单的理解过去进行时态的含义。 Post-listening 12’ 1. T helps Ss use more words to describe appearance, characters and activities. 通过头脑风暴，建立情境下的词汇库，为最终语用实践打好基础。 形成语义网络，归纳和整理出描述外貌、性格和家庭活动的词汇。 2. Ss review the knowledge they have learned, work in pairs, and imitate dialogues using the sentence patterns from Activity 5. Interview at least two pairs of students and ask them about their favorite family activities. 语言输出活动与学生的生活经验密切相关，通过学习，能帮助学生对相关主题话题进行进一步拓展。 通过采访至少两组同班同学最喜爱的家庭活动，并在全班进行分享。 Summary & Homework 2’ Summary: With the help of Teacher T, the students summarized together the knowledge they had learned in class about family members' appearance, personality, and family activities. Homework: Ss complete a composition, which includes the appearance and personality of family members, as well as their favorite family activities. 鼓励学生自主归纳知识点，在此过程中夯实所学，并为下一阶段的阅读教学做铺垫。 组建知识框架，夯实重点词句，注重语言实践，促进交流与互动。 板书设计 Unit 1 I Love My Family 教学评价 1. 有完整的教学过程 2. 对于听力的学习与练习不足 教学反思 1. 对于学生的运用练习不足 2. 对于不同基础的学生可以更注重分层教学 精品资源学科网独家享有版权，侵权必究！— 1 — 学科网（北京）股份有限公司 $$