高教版中职英语（基础模块 第3册）Unit 1《He decided to have a big Christmas party》word教案

Book 3

Unit 1 he decided to have a big Christmas party.

一、学情分析

本单元是学生第三学年的第一单元，话题与传统节假日相关。而学生刚从假期中归来，仍沉浸在假期的快乐中。第一单元的话题非常符合学生的兴趣和当时的心情，这为本单元的学习打下了良好的基础。第一单元的教学内容主要为：能识别西方传统节日名称并根据听到的信息对节日庆祝活动排序。能从介绍节日经历的文章中提取关于节日、节日活动的信息。能用关键词描述简单的节日活动，能够描述自己参加节日庆祝的经历。本单元的话题虽然亲切，教师仍然要注意运用多种教学手段，并关注每一个学生，在一些教学步骤中采用分层设计，帮助学生达成教学目标。 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 self-check + words and expressions + life and culture

第一课时 Lead-in + Listening & Speaking

二、教材分析

1. 教学内容

本课时系教材《英语3》（基础模块 高教版）第一单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：能够听懂并谈论家庭在假期中的活动，掌握提供以及询问过去的经历的词汇和句型。 2. 教学重点、难点 ⑴ 教学重点

培养学生在听的过程中把握对话主旨的能力。了解西方传统节日的主要特点，并学习相关词汇。 ⑵ 教学难点

熟练掌握邀请等的词汇和句型

三、教学目标

1. 知识目标

⑴ 帮助学生掌握以下词汇：如festival, delicious, dress, celebrate, prefer, share, ghost, freeze, sight.等

⑵ 帮助学生掌握发出邀请所使用的词组和句型，如：

Have fun, invite, get ready for, go on, dress up, enjoy, prepare…for…., share…. With, be covered with, in public.

Would you like to go to…. With me ? Would you like to join us?

It sounds interesting but I prefer to……, “I think I will.” 2. 能力目标

⑴了解西方传统节日的主要特点

⑵ 学生能在听的过程中把握对话主旨的能力。 3. 情感目标

在互动情景交流中，让学生学会与同伴分享自己的节日经历。

四、教学步骤

Step One Lead-in （8 mins） 1. The teacher greets each student: Good morning. Nice to see you again. Welcome back to school.

What did you do during your summer vacation? Bb: summer vacation

Did your family go somewhere? Did you enjoy yourselves?

（设计意图：这是学生暑假回来的第一节英语课，和学生互相问候了之后，顺便聊到暑假里的活动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。） 2. Encourage the Ss to give answers. And collect different answers on the blackboard. While collecting, teach new words such as festival, delicious, dress, celebrate, prefer, share, ghost, freeze （设计意图：教师可以一边和学生进行交流，一边就把学生的回答写在黑板上，不仅可以复

习巩固一些旧的表达方式如：there be 句型，同时可以呈现新的单词和词组，可谓一举两得。） 3. Activity 1: look and match.

After students have finished it, ask some individuals to tell what you would do in these festivals. （设计意图：在这一活动中，教师不应仅仅局限于让学生了解西方节日的习俗特点，而是要让他们联系中国传统佳节中的活动习俗并能用语言表达出节日中的活动和习俗。） 4. Activity 2: read and decide.

Get the Ss to discuss these festivals by themselves. Then get them to listen and repeat.

（设计意图：这一活动，教师可以让学生互相讨论，直接让他们Look and match. 在完成之后，再让学生会话交流，为下一个部分做准备。） Step Two Listening (10 mins)

1. Before listening, ask the Ss to pay attention to the sentences of activity 3”listen and answer” and talk about what is the meaning of them.

2. Activity 3. Listen and tick. Then discuss the answers with them.

3. Activity 4. Listen again and answer the question about the festival and Lynn’s opinion. 4. Activity 5. Listen again and answer the questions. Check the answers with them.

（设计意图: 在听之前，让学生先讨论教材中的句式和意义能让他们先熟悉要听的内容。接着，要让他们明白在听的过程中要完成的任务。） Step Three Speaking (20mins)

1. Activity 6. Listen and underline. Practice the dialogue with your partner and underline the vacation activities.

（设计意图：让学生在进行交流前，能有一个很好的例子可以模仿。两人练习则可以互相帮助。）

2. Activity 7. Look at the pictures and talk in pairs.

（设计意图: 模拟真实情景，两人小组相互询问并邀请对方参加派。)

3. Ask some pairs to act out their dialogues. If some Ss have difficulties, the teacher can give them some hints.

(设计意图：让学生表演对话，一来可以检查学生的掌握情况，以便教师在下一活动中进行调整。二来可以锻炼学生的胆量。而教师在鼓励学生表演时，不应只请一些表达能力较强的学生，也应多多地把机会给能力较弱的学生。在这里，教师可以根据教材上的内容，事先准备一些A\\B角色转换卡片。以Mid-autumn Festival为例：

Card A: Hi, lily. Are you free this weekend? We are planning to have a Mid-autumn Festival party? Would you like to join us? Don’t mention it. I will invite you next time. See you. Card B: A Mid-autumn Festival party? Sounds interesting. But I prefer to stay at home with my parents. 若是学生的能力还要更弱一些，教师也可以把卡片中的信息再给得完整些。这样，既给了这些学生开口的机会，让他们增添一份自信，同时也保护了他们的自尊心。）

4. Activity 8: Ask some student to act some dialogues using following Chinese traditional festivals.

（设计意图:学习用替换的方式来重建对话，增进同学之间的彼此了解。） Step Four Summary and Production (7m) Make a short summary of what we’ve learned today.

(1) Useful expressions: Have fun, invite, get ready for, go on, dress up, enjoy, prepare…for…., share…. With, be covered with, in public. (2) Everyday English:

Do you have any plans for the weekend? Why not come and join us? I’d love to, but I already have plans. You can make it.

（设计意图:对本课时所学集体做个小结，让学生明确单元教学目标，方便学生补充笔记。） Step Five Homework (1m)

1. Practice the dialogue with your classmate after class.

2. Make a similar dialogue, talking about Chinese traditional festivals.

五、板书设计 Hi, lily. Are you free this weekend? Have fun, invite, get ready for, We are planning to have a Mid-autumn Festival go on, dress up, enjoy, party? Would you like to join us? prepare…for…., share…. With, Don’t mention it. I will invite you next time. be covered with, in public. See you. Would you like to go to…. With me ? Useful expressions: Would you like to join us? It sounds interesting but I prefer to……, “I think I will.” （设计意图，用不同颜色的粉笔让学生对本节课所学的新词、要求掌握的重点一目了然。同时，教师的板书也是学生很好的笔记样板。学生在记笔记的过程中也学会了该如何突出重点。）

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