Unit 4 Welcome to our party(第4课时)教学设计——2024-2025学年中职《英语1 基础模块》（高教版）

Unit 4 Welcome to our party! (第四课时) 一、教材分析 1. 教学内容 本课时系教材《英语1 (基础模块) 》第四单元的第四课时，授课内容为课本Language in Use部分，具体包括：Grammar Focus, Vocabulary Practice, and Pronunciation Practice。 本课时内容是对本单元所学知识的总结和回顾，有助于学生理清思路，对单元知识及其运 用情境有清晰的认识。同时，语法和语音的教学有助于学生正确地使用英语。由于在前三 个课时的教学中，教师已经涉及和渗透Vocabulary Practice部分内容，因此教师可以跳过已 经呈现过的活动安排，更侧重于训练学生正确运用所学知识的能力。 2. 教学重点、难点 1) 教学重点 学生总结本单元关于生日聚会交谈所涉及的关键句型及其运用情境，理解和正确使用形 容词性物主代词 2) 教学难点 音标/t/, /d/, /h/, /r/, / /以及相关的字母、字母组合 二、教学目标 1. 知识目标 1) 学生能理解并掌握形容词性物主代词的用法； 2) 学生能掌握音标/t/, /d/, /h/, /r/, / /以及相关的字母、字母组合。 2. 能力目标 1) 学生具备总结分析本单元关于生日聚会交谈所涉及的句型功能及其运用情景的能力； 2) 学生能在日常交流中正确使用形容词性物主代词； 3) 学生掌握正确的音标学习策略。 3. 情感目标 学生学会反思学习方法和效果。 三、教学步骤 Step One Revision: Let’s act it out! (5m) Teacher puts up two pictures on the blackboard, in which people are talking happily at a birthday party. Students look at it, think about what they are talking, and add dialogues for the people with group members together. Then students act the dialogue out in a group with 4 members . After 5 minutes’ preparation, they perform it on the stage. (设计意图：该步骤有助于学生对本单元知识进行回顾和复习，并在真实情景中运用。 图片教学的导入形式新鲜有趣。模拟画面中人物的对话有难度，但前三个课时的学习为 学生完成任务奠定了基础。) Step Two Grammar focus. (Activity 14, 15) (27m) 1. Grammar analysis: sentence-cycle. (10m) First, teacher shows the form on the blackboard and makes two sentences about the usage of each pronoun. Then, teacher asks students to make sentences with the pronoun one by one . The sentence-cycle game must go quickly and go among all students, so that they will pay full attention to the grammar. (设计意图：该步骤有助于学生理解和掌握形容词性物主代词的含义和用法。接龙造句 的形式赋予活动适当的紧张度，更能抓住学生的注意力。) 2. Activity14. Look and complete. (5m) First, students fill in the blanks individually. Then, they discuss the answers with their partners. Next, teacher checks answers and offers feedback. Finally, students read the dialogues with partners and teacher checks it. (设计意图：该步骤有助于学生进一步掌握和运用形容词性物主代词。书写的过程中， 教师更容易发现学生关于该知识点存在的问题并予以纠正。) 3. Activity 15. Talk and guess. (12m) Students put something in their schoolbags, then the partners guess the stuff with each other in the following way: 1) A: Whose pencil is it / Whose pencil are they B: It’s my pencil. / They’re their pencils. 2) A: Is it your pencil / Are these their pencils B: Yes, it’s my pencil. / Yes, they are their pencils. Students do the exercises with group members. Every student raises questions to others ... ...