英语基础模块教案

Book 2 Unit 5 It’s time to change课时：2课时

一. 教学内容

授课内容包括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。

二. 教学重点、难点

⑴ 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。

⑵ 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 （20 mins）

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 (25 min)

1.Matching game

Teacher: Choose the right adjectives to describe the pictures on the screen.

Students: Work in individual s 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 (30 min)

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。）

While-listening

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.

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. 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。）

Post-listening

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 five Homework (5 mins)

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。）

学案：

1. Summarize the weekend activities phrases.

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

五．板书设计

课后反思：

倡导合作学习活动，进行情景创设的语言实践，使学生在互相学习、互相帮助中体验成功的

快感和成就感，从而参与到课堂学习中来。

Book 2 Unit 5 It’s time to change课时：2课时

一. 教学内容

授课内容即Reading and Writing部分。此部分内容主要涉及到健身、健康习惯。

二. 教学重点、难点

⑴ 教学重点

①学生能通过阅读有关健身、健康习惯的内容，提高获取相关细节信息的能力。

②通过阅读培养学生整合信息的能力，而且能读以致用，通过阅读能写出改进健康习惯建议的小文段。

⑵ 教学难点

学生能结合生活实际写出改进健康习惯建议的小文段。

三. 教学目标

1.知识目标

(1)学生能掌握和运用表达健身、健康习惯的词汇和短语，如slim, skip supper, stay up, cycle to work ,etc。

(2)学生能根据提示信息，了解健身俱乐部会员填写表格的基本格式。

2.能力目标

(1)学生能读懂关于健身、健康习惯的阅读材料,并能根据相关信息完成会员表格的填写。

(2)学生能简单描述相关健身、健康习惯的情况。

3.情感目标

学生能够正确对待对己的不健康习惯，争取早日改变。

四．教学步骤

Step One Lead-in （20 mins）

Brainstorming

T: How are you? Good. I am glad to hear that. So, think about one question: what is the most important thing in your opinion? Yes, health is the most important. I agree with you. So what do you know about health? What will influence your health? Can you say something?

T: good job. So we can see so many things can influence our health. Today we will talk about living habits. So we know there are healthy living habits and unhealthy living habits. Here let’s open your book on page 70 and look at activity 9. Please discuss the living habits with you partner and decide which living habits are healthy and which are not. You can give you reasons if you can.

（设计意图:培养学生的发散思维能力，通过给出这个单元的话题，让学生自由发挥，一方

面帮助学生补充一些健康方面的课外知识，另一方面让学生自然地过渡到生活习惯的话题上来，并明白生活习惯对健康的影响之大。再通过活动9的讨论，让学生明白哪些是健康的生活习惯，哪些是不健康的生活习惯，也自然而然地过渡到阅读。同时，在整个过程中，帮助学生复习这个单元的新单词，为后面的阅读从词汇上降低难度。）

Step Two Reading (25 min) page 70-71

Part 1 Sara’s story

1.predicting

T: Look at the picture. Her name is Sara. What do you think of her? How does she feel? Recently she has joined a fitness club. So she changed a lot. But do you know what she used to be? Can you guess why she joined the fitness club? What was wrong with her?

Students show their guessing.

T: you just had good guessing. Now please listen to the tape and check you guessing. While listening, please underline the new words you met and pay attention to the pronunciation.

Help students work through the new words.

设计意图:展示Sara的图片，让学生根据图片去预测Sara的故事。通过预测激发学生阅读的欲望，使学生对文章内容有所期待。通过导入部分的铺垫，学生预测的大体方向是正确的。预测完之后，让学生边听录音边检查他们的预测，同时将生单词画出来。听录音能让学生知道单词的发音。）

2. fast reading

T: Now please read the passage quickly and answer my questions on PPT.

(1)What were Sara’s living habits?

(2)What was wrong with her?

(3)What advice did the coach give her?

Ask some of the students answer the questions and check the answers.

（设计意图:让学生带着问题进行快速阅读，培养他们快速阅读并获取信息的技能，同时为后面的表格填写作了充分准备。）

3.careful reading

T: Good job. Now please read the passage more carefully and finish the first table on page71.

Read and fill in the chart

Students read the material and fill in the table on page71. Teacher asks 3 students to give their answers and check whether they are right or not.

（设计意图:在填空练习中，训练学生细节阅读能力以及综合分析能力）

Part 2 Allen’s story

1.predicting

T: Look at the picture. His name is Allen. What is he doing? Recently he has also joined a fitness club. So he changed a lot. But do you know what he used to be? Can you guess why Allen joined the fitness club? What was wrong with him?

Students show their guessing.

T: you just had good guessing. Now please listen to the tape and check you guessing. While listening, please underline the new words you met and pay attention to the pronunciation.

Help students work through the new words.

设计意图:展示Allen的图片，让学生根据图片去预测Allen的故事。通过预测激发学生阅读的欲望，使学生对文章内容有所期待。预测过程中，给与学生一些引导，让他们多开口说英语。预测完之后，让学生边听录音边检查他们的预测，同时将生单词画出来。听录音能让学生知道单词的发音。）

2. fast reading

T: Now please read the passage quickly and answer my questions on PPT.

(1)What were Allen’s living habits?

(2)What was wrong with him?

(3)What advice did the coach give him?

Ask some of the students answer the questions and check the answers.

（设计意图:让学生带着问题进行快速阅读，培养他们快速阅读并获取信息的技能，同时为后面的表格填写作了充分准备。）

3.careful reading

T: Good job. Now please read the passage more carefully and finish the second table on page71.

Read and fill in the chart

Students read the material and fill in the table on page71. Teacher asks 3 students to give their answers and check whether they are right or not.

（设计意图:在填空练习中，训练学生细节阅读能力以及综合分析能力）

(设计意图：这篇阅读讲述了Sara和Allen 两个人生活习惯转变的故事。两个故事相对独立，所以在上课过程中，我把这篇阅读分两部分讲。讲课的方法相似。一方面是考虑到学生的基础知识非常薄弱，这篇阅读的生单词相对较多，分开讲课一学生们)

1.Read and complete the coach’s diary.

The Ss to finish the coach’s diary in pairs, and the teacher checks the answers by asking several students to answer it.

（设计意图:通过学生两人一组完成健身教练的工作日记，再次对阅读材料中的重点词汇短语进行巩固，同时也加强了学生的综合运用语言的能力。）

Step Three Writing （30 min）

Example writing

Teacher: Ask two students to write down the sentence on the board according to the first picture. For example

Jim used to play computer games and go to bed late.

Students: Look at the following pictures and use the given words and phrase to write down a sentence, following the examples on the board.

（设计意图:学生能够根据图片内容和提示信息，最终写出完整的信息,训练学生从阅读中获取信息并应用的能力。）

Step five Homework (5 mins) ( 三选二)

1.Put all the sentences together to tell the story of Jim.

2.Finish off the exercise20 on page 8

3.

3.Imitate Jim’s story and write a short story about your life style.

（设计意图:通过阅读材料并模仿例子，结合实际写出自己生活习惯的小故事，以巩固课堂上所学内容，并能学以致用，另外通过三选二的作业方式，来满足不同学业水平学生的需求。）

学案：

1.Put all the sentences together to tell the story of Jim.

2.Finish off the exercise20 on page 8

3.

3.Imitate Jim’s story and write a short story about your life style..

五．板书设计

课后反思：

在听说课的教学中，通过对材料的整合，来进行以任务为指导的听说训练，以及多种活动的有效实践，使学生提高在听的过程中有目的地把握材料大意，获取主要信息的能力；同时又从听力中归纳出学习的重点。

。

英语基础模块上册unit1教案

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