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

课程名称 《英语 基础模块1》 （高教版 第三版） Unit1 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 90 mins 授课教师 教材分析 本课教学内容选自《英语 基础模块1》（高教版 第三版）第一单元“Personal and Family Life”的热身（Warming Up）和听说（Listening and Speaking）板块，要求学生能识别个人信息，以合适的方式与他人打招呼，并能就有关个人与家庭的信息进行交流。 学情分析 本节课将聚焦“自我介绍、职业认知和家庭介绍”的话题。基于此，学情分析如下： （1）学生的知识储备 学生为职业中专一年级新生，在初中已学过基础英语，能进行简单的自我介绍（姓名、年龄、爱好）。但对于职业相关词汇（如 doctor, delivery person, flight attendant, firefighter）积累有限，对"family name"和"given name"的中英文差异缺乏了解。 （2）学生的能力水平 学生能听懂简单的日常问候语，能模仿句型进行自我介绍。但用完整句子进行连贯介绍的能力尚需培养，语音语调需要校正。听力中连续语流的信息提取能力较弱。 （3）学生的兴趣态度 新生刚入学，对新的学习环境和同学充满好奇，有较强的表达欲望。职业话题能激发学生对未来职业的想象和讨论热情。 （4）学生的学习困难与个体差异 1. 中英文姓名的顺序差异容易混淆；2. 职业名称的发音和拼写需要重点练习；3. 部分学生基础薄弱，开口说英语的自信不足；4. 听力中提取家庭关系信息有难度。 教学目标 1.知识目标 掌握职业相关词汇：doctor, delivery person, flight attendant, firefighter, teacher。 掌握家庭成员词汇：father, mother, sister, brother, twin sister, parents, grandparents。 理解中英文姓名的差异（family name vs. given name）。 掌握介绍自己和他人的核心句型：My name is... / I’m a... / This is my... 2. 能力目标 能够识别不同职业的工作场景并匹配相应人物。 能够通过听力获取对话中的关键信息（人物关系、职业、活动）。 能够运用所学句型进行自我介绍并介绍家人。 3. 素养目标 激发学生对未来职业的思考和探索兴趣。 增进学生对家庭的热爱和感恩之情。 帮助学生在新环境中建立自信，敢于开口说英语。 教学重难点 教学重点：掌握职业名称、家庭成员词汇和自我介绍/介绍他人的核心句型。 教学难点：区分中英文姓名的表达方式；正确区分和使用人称代词（he/she）和物主代词（his/her）。 教学方法 情境教学法与任务型教学法相结合、启发式与支架式教学法、合作探究学习法 课前准备 PPT课件、听力材料 教学媒体 希沃白板 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step1 Lead in 1. Fun Question: “If you could have any superpower to help people, what would it be?” (引导学生联想到医生、消防员等职业) 2. Show pictures of people in different uniforms (doctor, firefighter, flight attendant). Ask: “Who are they? What do they do?” 3. Introduce Warming Up Task 1: 将以下自我介绍与图中人物相匹配。 4. Fun Element: “What does your name mean in Chinese?” 邀请学生分享名字的含义。 1. Share superpower ideas. 2. Identify professions from pictures. 3. Match the people with the pictures (Task 1). 4. Share the meaning of their own names. 用趣味问题激活课堂气氛，自然过渡到职业话题；图文结合帮助学生将职业与人物匹配，理解中英文姓名的差异。 Step2 Pre-listening 1. Warming Up Task 2 (Look and act) : 根据图片和信息，进行相互问候和自我介绍的简单对话。 2. Modeling: Demonstrate the conversation with a student. 3. Pair Work: Have students practice introducing themselves. 4. Vocabulary preview: Review family members: father, mother, sister, brother, twin sister, parents, grandparents. 5. Prediction: “We’ll listen to two conversations. What do you think they talk about?” 1. Watch the model dialogue. 2. Practice the conversation in pairs. 3. Review family vocabulary. 4. Predict the content of the listening. 通过模仿和操练，帮助学生掌握自我介绍的核心句型；激活家庭成员词汇，培养听力预测能力 Step3 While-listening (Task 3-4) 1. Task 3 (Listen and tick): Play the audio once. Ask students to tick what they are doing. (Answer: B. They are introducing themselves.) 2. Task 4 (Listen and decide): Play again. Ask students to judge the statements T/F. 3. Check and discuss: Review answers. For each statement, ask students to explain why it is true or false. Q1: T (The dialogue is between a teacher and a student.) Q2: F (The man teaches English, not Chinese.) Q3: F (Baker is the family name, not given name.) 1. Listen and tick the correct option. 2. Listen again and judge T/F. 3. Check answers and discuss. 训练学生听大意和听细节的能力，通过判断正误检测理解程度。 Step4 While-listening (Task 5-6) 1.  Task 5 (Listen and complete): Play the audio again. Have students complete the personal information cards. 2. Task 6 (Listen, read and underline): Play the dialogue between Ella and Zhang Yuchen about family photos. 3. Concept Explanation: Explain key phrases: Could you tell me something about...? (礼貌地询问) This is... (介绍某人) must be (表示推测) 4. Underline: Guide students to underline sentences that ask for information about people. 1. Listen and fill in the information cards. 2. Listen and read along. 3. Underline key sentences in the dialogue. 训练学生抓取细节信息的能力，通过跟读培养语感。 Step5: Recitation 1.  Assign recitation tasks: 必背句1: Could you tell me something about your family? 必背句2: This is my father. He is a manager. He likes playing basketball. 必背句3: This must be your mother. Who is the baby in her arms? 必背句4: I see. And this little boy must be you. 2. Drill: Read each sentence aloud. Have students repeat chorally and individually. 3. Pair Practice: Students practice saying the sentences to each other. 1. Repeat after the teacher. 2. Practice the sentences in pairs. 3. Try to memorize the key sentences. 通过背诵核心句型，帮助学生积累语料，增强口语表达的流利度和自信心。 Step5 Speaking Practice (Task7-8) 1. Task 7 (Imitate and practice): Demonstrate how to introduce a family member using the pictures. - Teacher: “This is my elder sister. She is very kind. She is a nurse. She takes care of her patients.” 2. Pair Work: Have students practice with their partner using the given information. 3. Fun Element: “Bring your family photo to class (real or drawn) next time!” 4. Task 8 (Role play): Assign roles (one student is Mary/Lisa, others greet and introduce). 5. Performance: Invite 2-3 groups to perform. 1. Watch and listen to the model. 2. Practice describing family members in pairs. 3. Role-play the greeting and introduction scenarios. 4. Perform in front of the class. 通过模仿和操练，帮助学生掌握介绍家人的句型；角色扮演增强真实交际感。 Step6 Exercise 一、职业匹配  将左边的职业与右边的描述匹配起来。 职业 描述 1 Doctor A. Delivers parcels and packages 2 Firefighter B. Works in a hospital, helps sick people 3 Flight Attendant C. Works on a plane, helps passengers 4 Delivery Person D. Puts out fires and saves people 5 Teacher E. Teaches students at school 答案：1.B 2.D 3.C 4. A 5. E 二、中英文姓名判断 判断以下说法的正误（T/F）。 1.In Chinese names, the family name comes before the given name. _______ 2.In English names, the given name comes before the family name. _______ 3.“Li Ting” — Li is the given name. _______ 4.“Ella Baker” — Baker is the given name. _______ 5. In Chinese culture, family names show the importance of family. _______ 答案： 1-T, 2-T, 3-F, 4-F, 5-T 三、句子配对  将左栏的句子与右栏的合适回答配对。 问题/陈述 回答 1. Could you tell me something about your family? A. He’s a manager. 2. Is he a basketball player? B. No, that‘s my sister. 3. What does your father do? C. Sure. This is my father. 4. Who is the baby in her arms? D. Yes, she is. 5. Is this your mother? E. No, he isn’t. 答案： 1-C, 2-E, 3-A, 4-B, 5-D Step7 Summary 本课重点回顾： 1. 核心词汇：doctor, firefighter, flight attendant, delivery person, teacher, student, father, mother, sister, brother, parents, grandparents 2. 核心句型： My name is... / I’m a... / My family name is... / My given name is... Nice to meet you! / I come from... Could you tell me something about your family? This is my... / He/She is a... / He/She likes... 3. 文化知识：中文姓名→姓在前名在后；英文姓名→名在前姓在后 Step 8 Homework 1. 背诵课堂上的4个必背句，下节课检查。 2. 画一幅家庭树（family tree），用英语标注家庭成员（father, mother, sister, brother, grandparents等）。 板书设计 Personal and Family Life Jobs Names • doctor / firefighter • Chinese: FAMILY + given • flight attendant / delivery • English: given + FAMILY • teacher / student • family name = 姓 • given name = 名 Family Members Useful Sentences • father / mother / parents • Hello! My name is... • brother / sister / twin sister • I‘m a... • grandparents / pet / puppy • Could you tell me about..? • He / She / His / Her • This is my... • He/She is a... • You’re right! 教学评价 本课通过职业匹配和姓名判断任务检测学生对职业词汇和中英文姓名差异的理解；通过Task 3-5的听力任务评估学生获取关键信息的能力；通过Task 7-8的口语活动评估学生运用核心句型进行自我介绍和介绍家人的水平。重点关注学生能否正确区分family name和given name，能否在对话中获取人物关系信息，以及能否用完整的句子介绍家人。 教学反思 本课整合了Warming Up和Listening and Speaking，成功之处在于从职业认知到自我介绍再到家庭介绍的递进设计，符合学生的认知规律。背诵环节有效帮助学生巩固了核心句型，适合中职学生的语言学习特点。角色扮演环节学生积极参与。存在问题：部分学生对中英文姓名顺序仍易混淆；物主代词（his/her）的使用需要更多练习。改进设想：在后续课程中设计“姓名配对”小游戏；增加代词替换练习。 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 $