1.1 Personal and Family Life-Listening & Speaking（教学设计）-《英语 基础模块2》(高教版第三版）

课 题 《英语 基础模块 1》 (高教版 第三版) Unit 1 Personal and Family Life ( Listening and speaking) 课 型 新授课 课 时 2 授课班级 授课时间 90mins 授课教师 教材分析 本课教学内容为 《英语 基础模块1》 (高教版 第三版)中第一单元“Personal and Family Life”的热身（Warming Up）和听说（Listening and Speaking）板块，本单元的主题为“个人和家庭生活”，围绕这个主题设计了听力和口语的相关表达活动，主要要求学生能识别个人信息，以合适的方式打招呼并向他人作介绍。其中，本版块以人物介绍为主题设计了听力活动和口语表达活动。听力部分是围绕老师和新生之间初次见面的对话设计了辨识对话情景、判断信息正误以及提取和记录关键信息等活动，侧重培养学生的语言沟通能力和信息辨识能力。说部分的语料是学生向另外一位学生介绍全家福照片中的人物，对话谈论了家庭成员的身份、年龄、体貌特征、职业与兴趣爱好等。基于此语料，后面设计了模仿练习和拓展性的综合性口语表达活动，进一步地巩固所学内容，练习在真实交际场景中用英语打招呼并进行人物介绍，培养学生的语言交互能力和学习迁移能力。 学情分析 本课授课对象为中职学校一年级的新生。通过之前的英语学习，中职学生具备了一定的英语基础，但是很多学生语言运用能力较弱，口语表达能力欠缺。“个人和家庭生活”主题是学生比较熟悉的话题，贴近学生的生活，因此学生本身对这类话题比较感兴趣，并且经过之前的学习掌握了一些基本的与个人和家庭生活相关的表达，如“My name is…”和“I am/come from...？等，能够用简单的句子介绍自己和家庭成员的基本信息。但部分学生尚不能用英语自如打招呼和交换个人信息。同时，中职学生的英语学习差异性很大，更多中职学生由于学习习惯和自主学习能力欠佳，课程学习的基础较为薄弱。因此，教师对教学活动应进行合理的设计，由易到难，逐步引导帮助学生完成学习任务。 学习目标 Knowledge objectives: To learn some words and expressions about personal and family life: delivery man/ flight attendant/firefighter /family/visit/photo/manager/energetic/patient /strict /take good care of ...... To be able to use the key sentences properly: My family/last name is.../Let me introduce ..../Could you tell me something about...?/Who is....?.... Ability objectives: To understand dialogues and get information about exchanging personal and family life, and be able to make greetings and introduce persons. Emotional objectives: To make greeting in a polite way and exchange personal information 学习重难点 To master the topic words and phrases about personal and family life. To use the expressions and sentence patterns to greet and exchange personal information. 教学方法 小组讨论法、任务教学法、情境教学法 课前准备 PPT课件，语音素材，图片 教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step 1: Warming up Warming-up 1.Lead in. 1)Ask students to watch the video and answer:What jobs did you see? What did they do in the video? 2) Choose some students to answer what they are and what they do. 2.Think and match. Ask students to match the pictures with the self-introduction. 3. Look and act. Lead the students to make simple dialogue to make greetings and self-introduction according to the given situation and information. 1.Watch the video and answer. Speak out the careers and their job contents. 2.Match the self-introduction with the pictures given. 3.Make dialogues with the partner using the given information and the patterns about self-introduction learn above.. 1.通过观看各种职业劳动的一天的视频，引出本单元关于职业的活动内容。同时，通过图片提问，关联学生已有的知识储备，导入本单元的主题词汇与表达，为之后的活动做准备。 2. 本活动通过图文信息的匹配，导入常见关于不同职业人物及介绍的表达，旨在为接下来的听说表达做准备。 3.本活动通过让学生根据已给的交际场景，结合个人信息，进行相互问候和自我介绍，让学进行打招呼的口语训练，提高交际能力。同时为下一步听力活动做好语言准备。 Step 2: Listening 1.Listen and tick. 1). Before playing the audio, lead students to look through the options, then play the audio and ask them to tick what the two speakers are doing. 2.Listen and decide. Ask students to read the sentences of the options first. Then play the audio and ask them to get the key information to make a decision . 3.Listen and complete. Before listening, let students read the Information card of the two speakers so as to know the missing parts.Then play the audio to fill in the blanks with the key words and then check their answers. 4. Dialogue Learning. Show the script and ask students to read the script after the audio. Explain the key words and expressions. 1. Know what the dialogue may show after reading the pictures and listen to tick the right one. 2.Read the options and listen to the dialogue to decide the sentences are true or false. 3.Read the information cards and grasp the missing words to finish the information card. 4.Read the script and master the usage of key words and expressions. 1.此活动训练学生利用已知信息预测听力内容。通过对听力材料进行整体把握和判断，明确对话情境，为接下来的听力活动做准备，同时培养学生获取信息的能力。 2.运用听前策略，预测听力内容，然后听录音，获取关键信息，培养学生的抓取细节信息的能力。 3.学生根据已给的信息卡的信息，判断空格里面需要填写的词，在听的过程中记下关键词，旨在提升学生提取关键信息的能力。 呈现听力文本，简要解析文本中的关键词汇和表达，帮助学生更好地理解对话文本。 Step 3: Speaking 1.Listen、read and underline. Explain the situation of the dialogue. Ask students to listen to the dialogue first and read the dialogue following the audio to underline the sentences asking personal information. Invite two students to show the dialogue. Finally, briefly explains the key phrases and sentence patterns. Could you tell me something about....? Who is this .....? This little by must be you. Play the audio again to ask students to read after the audio. 2.Imitate and practice. Ask students to read the given information and make their own dialogue with the help of the dialogues of Activity 6, then act it out in front of the class. Teacher make comments and correct the mistakes. 3.Role play. 1) Ask students to read the given information of Mary and Lisa in two situations . 2) Encourage them to make their own dialogues to make greetings and introduce them, then present them in front of the class. 3）Make comments on the performance. 1.Students imitate and underline the sentences related to asking personal information while listening. Take notes of the key language points in the dialogue. 2. 1)Read the given information and prepare for the dialogue using the expressions learned above. 2) Make dialogue with partners and do the presentation in front of the class. 2.Make up new dialogues with the partners to make greetings to Lisa/Mary and introduce them. 本环节的对话是学生向另外一名学生介绍全家福照片中的人物。通过让学生听、读找出与询问个人信息有关的语句，积累询问个人信息的语料。分析文本中的重点短语和表达，帮助学生掌握如何礼貌地询问个人信息，侧重培养学生的语言沟通能力和语用能力,同时为后面的模仿练习做输入准备。 本环节是在活动6任务信息介绍的翻倍预料基础上进行替换关键词的对话模仿练习。学生进行描述人物性格特点、职业和工作职责的对话，进一步操练重点句型，巩固对交际框架的掌握。 本环节为角色扮演的实用对话练习。通过前面两个活动的练习，学生已经基本上掌握了关于人物介绍的基本语言表达。通过介绍他人的对话训练，可以锻炼学生将口语表达技能迁移到实际语境中，从而培养学生在真实情景下的语言交互能力。 Step 4: Language points Language points analysis. Analyze the important words and phrases of the dialogue: Understand the important language points and take notes. 分析重点词汇和表达。讲解重点知识点，帮助学生夯实重点，为之后的口语活动的输出做好语言准备。 Step 5: Summary （1）自我介绍： My name is…/I am.... My family/last name is...../My given/first name is… I am/come from+地方 I am/ work as ... （2）介绍家人： Could you tell me something about your family? Sure, This/That is my... What is your sister's name? -Her name is. .. Is her last name .....? What is your father's job? Step 6: Homework 1.Remember the words and expressions in the period. 2.Introduce a photo of your family to your friend or partner. 板书设计 见总结部分 教学反思 （留白） 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $