1.1（教案）Personal and Family Life-Warming up;Listening&Speaking-《英语 基础模块1》（高教版 第三版）【上好课】

版本 《英语 基础模块 1》（高教版 第三版） 课题 Unit 1 Personal and Family Life ( Warming up; 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 本节课选自高教版第三版《英语基础模块 1》Unit1 的 Warming‑up 与 Listening & Speaking 部分。本单元是中职新生入学后第一个单元，承担衔接初中英语、搭建中职英语交际框架的作用，为本单元后续阅读、文化角板块以及后面单元人物描述、职业介绍类话题学习做铺垫。 教材内容以问候、自我介绍、姓名文化、家庭人物介绍为主线，通过匹配、听选、听判、信息填空、对话模仿、角色扮演层层递进落实听说训练。文本素材贴近中职学生校园真实场景，涉及不同职业词汇，对接未来职场交际需求。 学情分析 学生初中阶段掌握简单问候句型，认识少量职业单词，但对英文 given name/family name 概念陌生；能够读懂简单短句，长句理解能力不足。具备简单听说基础，但听力抓取关键信息能力弱；开口意愿两极分化，部分学生不敢主动开口；模仿跟读能力优于自主创编对话。区分中英文姓名表达顺序；听力中快速捕捉姓名、籍贯、职业信息；区分正式与非正式交际用语；个体差距明显，少部分学生词汇积累极少。 教学目标 知识目标： 掌握 greeting 常用句型； 掌握 family name /given name 概念； 掌握常见职业词汇；掌握介绍家人基础句型； 听懂介绍个人与家庭的简短对话。 能力目标： 能够使用核心句型完成问候与自我介绍； 能够听懂对话提取姓名、籍贯、职业关键信息； 能够模仿范例进行同伴对话、角色扮演；读懂简单人物自我介绍文本。 素养目标： 敢于开口进行简单英语交际；尊重不同职业，体会家庭亲情； 懂得正式、非正式场合礼貌交际，建立英语表达自信心。 教学重难点 教学重点： 掌握问候、自我介绍核心句型； 分清 family name 与 given name； 听懂对话获取个人、家庭关键信息。 教学难点： 在不同交际场景灵活选用正式 / 非正式问候介绍用语； 自主完成简短对话输出。 教学方法 任务型教学法、情景交际法、听说法、小组合作学习法、启发式教学； 课前准备 PPT课件，音频录音素材；人物职业图片卡片； 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 （第一课时Warming up） 教学环节 教师活动设计 学生活动设计 设计意图 Step1: Lead-in 1. Guessing Game Greet the whole class. Organize a quick guessing game: show different job pictures and ask students to guess these jobs. 2. Patterns about Greeting and Introducing Show pictures of multi‑cultural teenagers. Ask guiding questions: “How do you greet your new classmates? What information do you want to know about new friends?” 1. Play the guessing game, read out job words shown in pictures. 2. Observe pictures, answer simple questions, share their real‑life experience of greeting new classmates. 利用图片游戏激活旧知，调动课堂氛围；联系学生校园真实生活，自然引出本课主题，让学生明确本节课学习任务。 Step2: Presentation and Interpretation 1. Think and Match Present five short self‑introduction passages on PPT. Ask students to match passages with corresponding people. 2. 区分given name&family name Play short video about given name and family name. Explain the difference between Chinese and western name order with examples: Zhang Wei vs Tom Smith. 3. Look and Act Present key greeting & self‑introduction sentence patterns on screen. Read sentences aloud, guide students to repeat after me. 1. Finish the matching task individually. 2. Watch the video, take notes about family name and given name. 3. Choral repetition and individual repetition for key sentences. Ask questions for confusing points. 4. Read the sample dialogue together with the teacher. 通过文本匹配训练学生阅读获取信息能力；借助短视频突破姓名文化这个知识点；带读句型夯实语言基础，为后面输出做好铺垫，适配基础薄弱学生。 Step3: Application and practice Group Work Divide students into groups of 4. Assign group work task: list more job words, make short dialogues for self‑introduction with given sentence frames.Invite several groups to show their dialogues in front of class. Give positive feedback and gentle correction for small mistakes. 1. Work in groups. Brainstorm job vocabulary. Make short greeting and self‑introduction dialogues according to sentence frames. 小组合作降低开口压力，给基础薄弱学生参考句型支架；教师巡视及时帮扶学困生；课堂展示提升学生口语输出能力，同时进行课堂过程性评价。 Step4: Consolidation and innovation Complete the dialogues Hand out worksheets with gap‑fill dialogue exercises. Ask students to finish exercises independently. Complete gap‑fill exercises on worksheets. 通过补全对话练习巩固本节课输入内容，检测学生知识掌握情况。 教学过程 （第二课时 Listening&Speaking） 教学环节 教师活动设计 学生活动设计 设计意图 Step1: Lead-in “Where are you from?” Show some pictures about places of interests. Ask: “Where are you from?” Lead students to answer with simple sentences. Look at pictures, answer simple questions: I’m from… 借助图片引入听力场景，降低听力理解门槛，帮助学生建立听力内容的情境认知。 Step2: Presentation and Interpretation Listening Input and Comprehension 1.First‑play the listening audio. Ask students to finish “listen and tick” task: choose what the two speakers are doing. 2. Play audio for the second time. Ask students to finish true or false judgment exercise. 3. Play audio the third time. Guide students to fill in personal information card: family name, given name, from. 4. Show listening script. Explain new words: manager, department; analyze key interrogative sentences for asking personal information. Listen, read and underline. Shift to family‑photo dialogue material. Play audio, ask students to underline key sentences about family introduction. 1. Listen to audio and finish listen‑and‑tick exercise. 2. Listen again and judge True / False statements. 3. Listen for the third time and fill in information card. 4. Read listening script, take notes of new words and key sentences. Listen to family‑photo dialogue audio, underline target sentences. 分层多遍播放音频，由易到难完成听力习题，训练学生抓取姓名、籍贯、职业等关键信息听力策略；听力文本讲解扫清词汇障碍，过渡到家庭人物介绍的对话学习。 Step3: Application and practice Imitate and Practice 1. Present sample dialogue about introducing family members. Show useful expressions: family member words, personality adjectives, job words. 2. Organize pair‑work imitation practice. Students make short dialogues according to given tips: elder sister‑nurse; uncle‑salesperson; aunt‑technician. Walk around to give timely support. 1. Read sample dialogue and useful expressions. 2. Work with partners, imitate samples and make new dialogues about introducing family members. 范例模仿降低创编难度，适配基础薄弱中职学生；区分正式非正式交际用语对接职场素养。 Step4: Consolidation and innovation Role Play: formal and informal greetings and introduction expressions Introduce two role‑play situations: formal meeting scene and informal friend‑meeting scene. Explain the difference between formal and informal greetings and introduction expressions. Organize role‑play activity in pairs. Invite some pairs to show their performance. Learn the difference of formal & informal communicative language. 角色扮演实现语言迁移运用，落实单元听说技能目标。 Step 5: Learn and practice immediately Multiple Choices Hand out multiple‑choice oral‑expression exercises. Students finish in limited time. 1. Finish multiple‑choice exercises. 2. Correct mistakes and mark key points. 即学即练，当堂检测学生对交际句型的即时运用，及时发现课堂漏洞。 Step 6: Summary and Homework 1. Summary ★Key sentences for asking information Where are you from? Could you tell me something about your family? This is… He/She is… He/She works as… ★Family‑member words: elder sister, uncle, aunt ★Jobs: manager, nurse, salesperson, technician ★Formal vs Informal introduction 2. Homework: Basic homework: Introduce your family members according to one family photo. Expanding homework: Work in pairs, write dialogue lines for silent‑short‑video and finish dubbing, submit works. 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 $