中职英语2教案unit5

1、bad for healthsJecpizia Laie闻no br啾海it ay d liLiir dll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。Unit 5 It &#

2、39; time to change.第一课时Lead-in + listening and speaking教学步骤Step One Lead-in ( 4 min )1. BrainstormingTeacher : What activities are good for your healthy What activities are bad for your healthyStudents : Compete with each other group and write the related phrases on the blackboard .20<hJ for heal

3、tliik or activities dirrit mu&ifs sleep early在bre拄sst（设计意图：这是学生寒假回来的第一节英语课，和学 生互相问候了之后，顺便聊到寒假后新的一年的改变 是再自然不过的事了。这里的开门见山让学生很快进入 了本节课的话题。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）2. Matching gameTeacher: Choose the right adjectives to describe th

4、epictures on the screen.Students: Work in individual s and match the words andrelated pictures.3. Check upAsk some Ss to speak out their answers and at the same time letother Ss check it up, if necessary, the teacher will help them .4. DiscussionDiscuss how they can keep fit. Match the suggestions w

5、ith 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-listeningTeacher: Ask some students about their weekend activities.T: What do you usually do on weekendsOR Do you usually go out with your classmates

6、 Do you usually stay at home教学重点、难点(1)教学重点通过对图片的理解，能 听懂有关生活习惯爱好及建 议的词汇和句型。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。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 tickLead the students to look through the three topic wo

7、rds quickly, and ask them to tick what Tom and Sara are talking about.(2) Listen and completeStudents 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 fin-ish them the first time, let the Ss listen to the tape again.教学目标知识目

8、标(3) Listen and fill in the blanks.(1)学生能够掌握描述健Listen again, and finish off the ex. Then check it康状况的词汇，如 pale,though the whole class.weak ,fat, thin, sleepy, angry etc.(设计意图：通过此活动，训练学生能根据所提供的(2)学生能够掌握育美周信息预测听力内容的能力以及在听的过程中把握材耒计戈U白词组，如：climb the料的大意、获取主要信息的能力， 同时训练将所听信mountain, do outdoor activities

9、,息进行整合后，选择相应的短语补全对话的能力。)watch TV, stay at home etc.3. Post-listening(3)学生能掌握育美讨论(1) Read and underline.生活习惯的句型，如：Teacher： Play the tape sentence by sentence and leadI d ratherstudents to repeat them.I prefer toStudents: Listen to the tape again and repeat sen-I like/love/enjoytence by sentence, and

10、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.能力目标(设计意图：在句子的跟读中，使学生掌握关于谈论(1)学生能听It有关培养兴趣爱好的重点句型，为后面的说话做最基础的准健康习惯的建议和意见。备)(2 )学生能用I'd ra-Step Four: Speaking (15min)t

11、her,I like ,I love 等句型口1. Revise weekends activities.头表达个人生活习惯。Let Ss check up the weekend activities in pairs.2. Practice and act(1) First teacher makes short dialogues with several students. For exampleT: What do you like to do on weekends情感目标S: I like , what about you了解并开始培养自己的良T: I prefer to . D

12、o you enjoy好健康生活习惯。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

13、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

14、操练旨在 巩固句型运用。） 板书设计Unit 5good for healthdo outdoor activitiesclimb mountainssleep early eat breakfastIts time to change.bad for healthsleep too late eat no breakfaststay at home all dayI d ratherI prefer toI like/love/enjoy2013年 月 日教学小结第二课时教学步骤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 二课时,即 Reading and Writing 部

15、分。此部分内容主要涉及到健 身、健康习惯。它在整个单元Step One Lead-in (6 min)1. Give a short reportSeveral students are asked to give a report according to the homework about their classmates' life style they did before class. And discuss it and decide which is healthy and which is unhealthy.中扮演着承前启后的角色，既是 对上节听说课的复习与巩固，H

16、ealthy lifestyleUnhealthy life style(设计意图：让学生根据他们的调查作简单的口头报告 说出同学的生活习惯，一方面以检查学生完成作业的情 况，另一方面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。)Step Two Reading (20 min)1. Fast-reading (True or False questions)1. The girl is a worker.()2. The girl wants to put on weight.()3. The coach asks the girl to have so

17、me vegetables and fruit for supper.()4. The man wants to have a change.()(设计意图：设计对错判断题目，意在培养学生通过快 速阅读，了解并掌握文章大意的基本能力。)2. Read and fill in the chartStudents read the material and fill in the chart on page78. Teacher asks 3 students to write their answers on the board to check whether they are right o

18、r 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；让学生在黑板上写出答案以面对全体 学生检查阅读结果。)3. Explain the important words and expressionsTeacher explains the important phrases and sentences, especially the words and phrases about life style.(设计意图：在老师的解释过程中以处理阅读材料中 的生词，让学生更深刻理解有关重要的词汇的运用。)对写作关于改进过去的不良生 活习惯的做准备，它并分别以第 一人称和宾语从

19、句叙述的形式 出现，这课时旨在通过阅读课文 训练学生在阅读中获取加节信 息的能力，同时培养学生能通过 整合信息写出改进健康习惯建 议的文段。教学重点、难点(1)教学重点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。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。(2)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。教学目标4. Read and complete the coach's diary.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

20、, 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。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。情感态度与价值观学生能够正确对待对己的 不健康习惯，争取早日改 变。The Ss to finish the coachS 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

21、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 （18min）1. Example writingTeacher: Ask two students to write down the sentenceon the board according to the first picture. For exampleJim used to play computer games and go to bed late.Students: Look at the following pictures

22、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 Four Homework （1min）（ 三选二）1. Put all the sentences together to tell the story of Jim.2. Finish off the exercise20 on page 83.3. Imitate Jims sto

23、ry 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。)板书设计Unit 5 It s time to change.Healthy lifestyleUnhealthy life style教学小结年 月日教学内容本课时系教材英语2（基 础模块高教版）第五单元的第第三课时三课时，包括 Language in Use教学步骤和Unit Task两部分,具体内容Step One Lead-

24、in (22 min)包括了语法知识（宾语从句）和Teacher tells students that today we will hold a health本单元的任务（选举班级健康之star competition to attract students ' attention.星）。这些内容总结了本单元的1. Discussion:重要词汇、句型和语法，并在完Work in groups and discuss the habits of a health star in成真实的任务中达到综合运用our class. For example:Go to bed early an

25、d get up early.Exercises every day.本单兀所学语言的能力。2. After the discussion, develop a questionnaire.1. Do you eat fruit every day2. Do you go to bed before101攵学重点、难点(1)教学重点3. First the Ss do the interview in their group, choose one health star, and after finishing the task, choose one Ss to go to other g

26、roup to do the interview.4. Discuss the result of the interview and choose the student who has the healthiest habits.(设计意图：教师一开始就开门见山提出本节课的任务之一，即举行班级的健康之星评比活动，吸引学生的注意力，又在学生中开展健康生活习惯评比活动，学生肯定 乐于并积极参与，同时也体现了在做中学的教学理念， 学生不仅再次巩固了关于生活习惯的词汇，而且锻炼了 参与班级活动的能力，让他们充分感受到成就感和自信。)Step Two Grammar focus (22min)1.

27、Look and learnLet Ss get the general understanding the problems about Jason in pairs.2. Give good advice.First, teacher should show Ss an example. Such as teacher asks: Jason always stays up late to playcomputer games, do you think is it a good habit Can you give him some advice and the teacher writ

28、e down the sentences : I think he should ”1通过在情境中学习，学生 能正确使用宾语从句。通过句型操练，熟练掌握 有关生活习惯的词汇和句型的 用法。通过单元任务(选举班级 健康之星)，提高学生综合 运用语言的能力。(2)教学难点学生能够运用本单元所学 的有关健康的语言知识完成 一个真实的问卷调查任务， 即在班级选举班级健康之 星。教学目标知识目标(1)学生能掌握表达喜好的原因的形容词，如 interesting,hope he"on the blackboard. The Ss answer thequestion use the patter

29、n sentence “I think he should "1 hope he ”.For example:Advice for JasonI think he should I hope he Teacher: Jason always stays up late to play computer games, can you give some advice”Ss: “ithink he should stop playing computer games at night.”Ss discuss in groups of four and then write down so

30、me good advice for Jason .(设计意图：在图片提供的情景中，补全句子，让学生能初步理解宾语从句的用法和结构，并在相对真实的情况下加以运用。)3. SummarizeLet Ss summarize the general structure and basic usage of objective clause in this passage.结构：主语+谓语+ (that) +从句注意事项：主句的谓语动词如果是过去式，从句的谓语动词要用过去的相应时态。boring, exciting 。(2)学生能熟练运用询问健 康生活习惯的句型，如：Do you like/love

31、 /enjoy playing football /basketball singing and dancing flying kites.listening to music collecting stampsIt's interesting/ boring/exciting3)学生能识别并熟练运 用宾语从句来转换话语。(设计意图：通过先运用，再总结的归纳演绎法， 让学生在说的过程中不断积累宾语从句的用法。)4. Playing a gameSs are divided into groups of 6 and stand in a line ,能力目标then teacher te

32、lls something(such as: I want to be(1)学生能辨别清楚由thatcome slimmer) to the first student of each group , and引导的宾语从句。then let Ss to tell each other the sentence to the last(2)学生能在情境中正确使student, and then the last student write down this sentence on the blackboard, and let teacher decide用宾语从句。the winner group.情感目标The teache