职高英语基础模块教案

职高英语基础模块教案

【篇一：中职英语基础模块1 教学设计】

中职英语基础模块1 教学设计（教案、学案）unit 6 第三课时unit 6 would you like to order？

（第三课时教学设计）

一、教材分析

1．教学内容本课时系教材《英语1》（基础模块高教版）第六单元的第三课时，即reading and writing 部分。本部分的主要活动是读懂菜单，在前两课时的基础上，学生已经了解了一些菜名，本部分内容要求学生通过就菜品的价格用英语进行比较，从而让学生学会在口头和书面表达中正确运用形容词比较级和最高级比较事物，进一步增加学生的学习词汇以及增强学生实际运用语言的能力。

2．教学重点、难点

(1)教学重点

①通过阅读菜单和表格，学生能总结并掌握形容词比较级和最高级的变化规

律。

②学生能在口头及书面表达中正确运用形容词比较级和最高级比较不同餐

厅

③学生能根据阅读材料，纠正错误信息的表达。

(2)教学难点

①学生通过文中给出的线索，猜出词义

②学生能够运用阅读表格的策略对餐厅进行比较

二、教学目标

1. 知识目标

(1)学生能理解并运用形容餐厅的词汇如，delicious, cheap, expensive

等

(2)学生能够正确运用形容词比较级和最高级比较各餐厅情况

2. 能力目标 (1)学生能够读懂菜单，并通过文中给出的线索，猜出词义，归纳形容词比较级和最高级规律。

(2)学生能够运用形容词的比较级和最高级以书面形式简单介绍餐厅的基本

情况，如路程远近，饭菜价格及质量。

3. 情感目标

通过对餐厅的比较，学生外出就餐时能做出理智选择。

三、教学步骤

step one lead-in （1min）

teacher shows the situation: if you invite your friend to meiwei restaurant to eat out, what would you

like to order for your friend ?

（设计意图:教师设定情境，让学生想象邀请朋友用餐。自然进入到下面菜单的阅读阶段。）

step tworeading (22min)

1. read and circle ( activity 13 ) students read the menu and circle what you may order for your friend. then teacher asks several students , using the sentence pattern “ what would you like to order ? ” as an example. at last, students ask each other, using the sentence pattern “ what would you like to order ? ”.（设计意图: 让学生选择自己喜爱的食品，在点菜中熟悉菜单。老

师运用本

单元的重点句型进行提问，以巩固本句型的运用。）

2. read and guess

students work in pairs and read the price of the food on the menu of activity 13 again , guessing the meanings of the underlined words of

activity 14.

teacher asks some pairs to tell the class what are the meanings of the underlined words. if the students can’t ge t the correct meanings,

teacher should explain them.

（设计意图:阅读菜单，在合作中比较价格，通过文中的线索猜出词意，了解形容词比较级和最高级的运用，并培养学生阅读策略。）

3. read and choose

teacher tells the students situation: zhang qing is helping sara, wang

yang and li xiaonian to choose the right restaurants. students: (1) read the table individually and the statements of

three people. ask the following question.

“what kind of restaurant does sara/

wang yang/ li xiaonian want to choose ? ” (2) discuss in the groups to choose the

restaurant according to the following questions.

a. which restaurant’s food is the most delicious ?

b. which restaurant’s price is the cheapest ?

c. which restaurant is the nearest ?

(3 ) every group gives the suggestion to

zhang qing to choose the most suitable restaurant for

the three people and fill in the blanks.

if students can’t understand some difficult words or sentences,

teacher writes down them on

the board and explains them to the students.

（设计意图:通过阅读表格和相应的信息选择合适的餐厅，培养学生

单独阅

读文字材料并对文字信息进行筛选判断的能力。）

step three writing (18min)

1. read and correct (activity 16)

students read the table again and correct zhang qing’s statements. then teacher asks several

students to check the answers.

(设计意图: 通过对阅读材料的内容的检测，自然过渡到写作。在改

正句子陈述的过程中，学会形容词比较级的运用，同时考查学生识

别错误的能力。）

2. read and write

teacher writes the sentence according to the table of activity 15, using superlative degree. for

example:

the food in meiwei restaurant is the most delicious among the three restaurants.

students read the table again and write the similar sentences on paper, using superlative degree.

（设计意图: 充分利用表格信息，仿照教师例句用最高级写出句子。在写

作中再次理解最高级的用法。）

3. introduce a restaurant

according to the form in acitivity 15, let students write several sentences to introduce the three restaurants by using positive

degree, comparative degree and superlative degree. teacher should give

an example as follows:

lyyuan restaurant’s is the nearest in the three restaurants. the food in the restaurant is delicious

but more expensive than haoyun restaurant.

（设计意图:再利用活动15中的表格信息，运用形容词的比较级和

最高级对三个餐厅分别进行介绍，让

学生学会综合运用该语法项目。）

step five homework (4min)

read the following table and write 3 sentences, using comparative degree and superlative degree.

【篇二：中职英语基础模块2 教学设计】

中职英语基础模块2 教学设计（教案）

unit 5 it’s time to change.

(第一课时教学设计)

一、学情分析

本教案的授课对象为高一年级商务专业学生, 班上女生占大多数，在

学习中感性认知多于理性认知，容易接受色彩、音乐、图像等的刺激；对新奇的事物感兴趣；且由于专业的训练，胆子较大，喜欢参与、表演等活动方式；英语基础参差不齐，学习积极性易调动但难

以持久,所以在设计中充分利用这个优点，通过多种课堂组织形式来

调动她们的积极性，设计不同难易度的任务，唤起英语学习的欲望，从而达到教学目标。

本单元设计分为4个课时：

第一课时 lead-in + listening and speaking

第二课时 reading and writing

第三课时 language in use + unit task

第四课时vocabulary consolidation + self-check

二、教材分析

1．教学内容

本课时系教材《英语2》（基础模块高教版）第五单元的第一课时，本单元主要是关于生活习惯以及改变不良习惯的话题，该话题与学

生的生活联系密切，能引起学生的共鸣。第一课时的内容包括lead-

in listening and speaking两部分，主要内容是关于生活习惯及描

述性形容词词汇和对话。这些内容为整个单元的学习活动做语言的

必要准备，也让学生知道表达习惯爱好和描述健康状况的部分短语，同时也为完成本单元的任务做语言上的准备。

2．教学重点、难点

（1）教学重点

①通过对图片的理解，能听懂有关生活习惯爱好及建议的词汇和句型。

②通过对话练习，学生能够就生活习惯等话题进行交流,并提出自己

的建议。

（2）教学难点

①学生能在真实的情境中运用与生活习惯有关以及提出建议的词汇

和句型。

三、教学目标

1. 知识目标

（1）学生能够掌握描述健康状况的词汇，如pale, weak ,fat, thin, sleepy, angry etc.

（2）学生能够掌握有关周末计划的词组, 如：climb the mountain, do outdoor activities, watch tv, stay at home etc.

（3）学生能掌握有关讨论生活习惯的句型，如：

i’d rather……

i prefer to……

i like/love/enjoy……

2.能力目标

（1）学生能听懂有关培养健康习惯的建议和意见。

（2）学生能用i’d rather……,i like…, i love…等句型口头表达个人生活习惯。

3.情感目标

了解并开始培养自己的良好健康生活习惯。

四、教学步骤

step one lead-in ( 4 min )

1. brainstorming

teacher : “what activities are good for your healthy? what activities are bad for your healthy?

students : compete with each other group and write the

related phrases on the blackboard .

（设计意图: 激活学生已有的词汇知识；通过回忆一些有关健康的活动词汇，启发学生的主动思维，调动学生的积极性、主动性，也为

后面的听说做好铺垫。）

step two word study (10 min)

1. matching game

teacher: choose the right adjectives to describe the pictures

on the screen.

students: work in individuals and match the words and related pictures.

2.check up

ask some ss to speak out their answers and at the same time let other ss check it up, if necessary, the teacher will help them.

3.discussion

discuss how they can keep fit. match the suggestions with the pictures in activity 1.

（设计意图: 通过图片与词汇的匹配活动，让学生了解了有关描述性健康习惯的词汇，同时进一步让学生讨论活动1中的人物如何保持

健康，为后续的听说活动做好了充分的热身活动。）

step three listening (15min)

1.pre-listening

teacher: ask some students about their weekend activities.t: what do you usually do on weekends?or do you usually go out with your classmates? do you usually stay at home?… s: ……（设计意图: 通过对话，联系学生的生活实际，加强巩固前两个活动中的重点词汇，以帮助学生扫除在接下来的听力中的词汇障碍。）

2. while-listening

（1）listen and tick

lead the students to look through the three topic words quickly, and ask them to tick what tom and sara are talking about.

（2） listen and complete

students listen to the tape again and decide whether the statements are true or false, and then check them up in groups, if they can’t finish them the first time, let the ss listen to the tape again.

（3） listen and fill in the blanks.

listen again, and finish off the ex. then check it though the whole class.

（设计意图：通过此活动，训练学生能根据所提供的信息预测听力

内容的能力以及在听的过程中把握材料的大意、获取主要信息的能

力，同时训练将所听信息进行整合后，选择相应的短语补全对话的能力。）

3. post-listening

（1）read and underline.

teacher：play the tape sentence by sentence and lead students to repeat them.

students:listen to the tape again and repeat sentence by sentence, and then underline the sentences showing preferences. teacher writes the sentences on the board. if students can’t understand the words or sentences, teacher should explain them.

（设计意图：在句子的跟读中，使学生掌握关于谈论兴趣爱好的重点句型，为后面的说话做最基础的准备）

step four: speaking (15min)

1. revise weekends activities.

let ss check up the weekend activities in pairs.

2. practice and act?

（1） first teacher makes short dialogues with several students. for example

t: what do you like to do on weekends?

s: i like……, what about you?

t: i prefer to ….? do you enjoy……?

s:yes/ no.

students make dialogues in pairs, following the example. then some of them act out their dialogue in front of the class.

3. discussion.

students in groups of four to talk about the activities which related with their life to identify what kinds of activities are good for your health, what are bad for your health?

（设计意图:通过对话操练，运用个人喜好的句型；并结合学生的生活实际让其讨论哪些活动对健康有益，哪里有害，让学生初步意识到良好生活习惯的重要性。）

step five homework (1min)

1. summarize the weekend activities phrases.

2. make up a new dialogue about your weekend activities with the partner.

（设计意图:归纳总结周末计划活动词汇并加以补充，以复习课堂词汇并扩散学生的思维。对话操练旨在巩固句型运用。）

五、板书设计

unit 5 it’s time to change.

i’d rather……

i prefer to……

i like/love/enjoy……

【篇三：中职英语基础模块(下) unit3全部教案】学时教案（总第 17-24学时）

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