高教版（2021）基础模块3Unit 8 Role Models of the Times优秀教案及反思

这是一份高教版（2021）基础模块3Unit 8 Role Models of the Times优秀教案及反思，共8页。教案主要包含了学情分析，教学目标，教学重点，教学过程等内容，欢迎下载使用。
Unit 8 Role Models of the Times  教学设计（一） 第一、第二课时 Listening and Speaking 一、教材分析1.总体分析本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语3基础模块》中Unit8 Role Models of the Times的Warming up和Listening and Speaking部分，单元主题是“人与社会”主题范围下关于“时代楷模和大国工匠”的话题，听说部分要求学生能识别与时代楷模相关的信息，与他人表达对楷模人物的看法和态度，并能简单介绍自己榜样的信息。2.语篇分析主题“人与社会”主题范围下关于“时代楷模和大国工匠”的话题语篇类型对话语言知识谈论对楷模的看法和态度的词汇和短语如figures /admire /professional /glory /be crazy about/be fans of/look up to/表示对楷模崇敬和喜爱的句子如are you still crazy about…?/These are also the figures I respect./ That’s why I admire… so much./She’s a good and respectable …!非谓语动词做状语的表达：如I just want to be a firefighter like your father, protecting the people around us.文化知识关于“role model”的理解，以及背后蕴藏的价值追求。语言技能学生能从熟悉的、发音清晰的对话中识别对话的主题，提取对话的细节信息，如对话中提到的楷模和榜样、同学们未来的梦想等。学生能转述并表达对楷模和榜样的崇敬和喜爱。语言策略根据图片预测语篇内容，小组活动促进交流和分享 二、学情分析知识基础学生比较熟悉简单的职业名称和谈论职业的基本句式。学生能够通过图片与情境猜测词义，具有一定的词汇辨析能力。学生对时代楷模和大国工匠的话题很有兴趣，有强烈的学习愿望。但是学生听力水平普遍较低，在捕捉细节信息时容易出错，他们对怎样谈论楷模的相关信息，词汇和句型积累不够。认知能力学生对于时代楷模有一定了解，但是对介绍楷模时要用具体的事例说明他们成为楷模的原因，并加上自己的观点，缺乏相应的语言储备和迁移能力。学习特点学生学习态度端正，思维活跃，喜欢在“真实的情景中”进行语言学习。因此教师对教学活动应进行合理的设计，由易到难，由简到繁，由机械模仿到替换练习，再到语言实践，逐步铺设台阶，把学生可能遇到的困难挫折降到最低。 三、教学目标After leaning this lesson，students can通过本课的学习，学生能够1. identify the topic of the dialogue from the dialogues and extract details such as role models and students' dreams for the future, etc.  能从对话中识别对话的主题，提取对话的细节信息，如对话中提到的楷模和榜样、同学们未来的梦想等。2. express admiration and affection for role models to their partners.  能向同伴表达对楷模和榜样的崇敬和喜爱。3.introduce their role models in the specific context and explain why they become a role model with their own views.  能够在设置的场景中，介绍楷模，说明他们成为楷模的原因，并加上自己的观点。4. relate their life dreams to role models and think about their dreams.  能将自己的人生理想与榜样人物相联系，思考自己的梦想。 四、教学重点、难点分析教学重点：能够听懂谈论时代楷模的对话，并能简单介绍时代楷模的基本信息。教学难点：能够在设置的场景中介绍时代楷模时的具体事例，说明他们成为楷模的原因，并加上自己的观点。 五、教学过程课前：老师分小组让学生收集时代楷模人物的相关信息。Yang Kezhang, Lang Ping, Qian Xuesen, Ren Changxia.Step 1 Warming Up*1. 铺垫活动： Brainstorm.（1）激活词汇储备：老师提问：What do you want to be when you grow up? 引出关于职业的词汇， 比如：doctor\firefighter\teacher\salesperson\manager 等（或者提供图片进行职业的猜测活动）(2)切入本单元话题：老师提问：Do you have role models? Who are they? 学生开展小组活动，互相讨论，激活学生思维。（3）呈现情境：Suppose you are a student of the vocational school，a reporter from a TV station in America, interviews you about your role model of the times. Do you know how to introduce your role model?     引导学生思考谈论时代楷模所涉及的方面：Who they are; what they do; what they have achieved; how they influence people; Give some examples. 2.Look and match.处理教材活动11)让学生对搜集的楷模人物进行简单介绍。2）教师呈现关于介绍时代楷模的句型，学生识别关键信息，并将活动1中的介绍句子和职业相匹配。firefightersaving people from a firevolleyball playerLead Chinese women’s volleyball teamscientistChina’s missile (导弹) and space programpolice officerthe cause of people’s safety 3.Think and tick.1)引导学生对活动1的信息进行整理，并做阶段性反思。Who Yang KezhangLang PingQian XuesenRen ChangxiaWhat does he/she do?firefightercoachscientistpolicewomanWhat does he/she achieve?heroWorld championship“Two bombsand one satellite”the most beautiful striverHow does he/she influence us?Protect safetySpirit of Chinese WomenVolleyball TeamMissile\Space programProtect safetyGive some example………… 思考：What do you learn from these people? Try to introduce them to your friends.(admire/ be crazy about…)（2）处理教材活动2  思考并勾出介绍上述楷模时用到的句子。e.g.: A: Can you say something about Lang Ping/Ren Changxia/Qian Xuesen? B: Lang Ping is a respectable volleyball ______ and ______.A: Why do you like her/him?B: Because…（设计意图：本环节旨在激活学生关于介绍时代楷模人物的常见词汇储备，建立介绍人物的思维路径，结合课前搜集的信息，在有句型提示的情况下，熟悉相关表达，为下一环节的听力活动做语言储备。）Step 2 Listening 1. Listen and tick.处理教材活动3（对话主题选择What’s the topic of the dialogue?）。学生在听前读选项，预测听力内容。然后听录音，结合选项做出选择，并对听力材料从整体上进行把握和判断。听后教师检查并反馈。2. Listen and fill.处理教材活动4学生首先阅读并识别表格内的信息，关注对话人物：Zhang Yu和Liu Wei，What is Zhang Yu’s dream? What is Liu Wei’s dream? 然后听录音，抓关键词，听后教师检查并反馈。3. Listen and complete.处理教材活动5（1）          学生先浏览文本信息，初步预测和判断空格里面需要填写的词和词性。关注所填单词所在句子的关键信息，如第一句：many students…(许多学生的意见……),第二句：others look up to (尊敬)… 第三句basketball player前应该是形容词，第四句 a 后面应该是个名词。在听力结束后，教师检查并核对答案，呈现听力文本，并简要解析其中关键信息。*（2）拓展活动：展示对话听力文本后，引导学生转述对话人物的榜样人物和他们的梦想。引导学生思考自己的榜样和梦想。NameHis or her role modelDreamsZhang YuYao Ming Liu Wei  Your name:   （设计意图：本环节旨在训练学生根据已有的信息预测听力内容，在听的过程中获取和归纳关键信息，侧重培养学生语言沟通能力和语言交互能力。） Step 3 Speaking1. Listen, read and underline.处理教材活动6（1）学生听录音、跟读，并用下画线标出表示崇敬和喜爱的语句。请两位学生进行对话展示。Are you still crazy about Li Na?She is my role model. Many of our classmates are fans of different playersOther classmates look up to scientists.These are also the figures I respect.That is why I admire your mother so much.She’s a good and respectable teacher! I just want to be a teacher like your motherI’d like to be a professional tennis player.（2）解构对话语篇：Who are they in the dialogue? Wang Lei and Li HuaWhat are they talking about? They are talking about their role models.  Wang Lei’s role modelLi Hua’s role modelWho is he/she?  What does he/she do?  What does he/she achieve?  How does he/she influence us?  Give some example   (3) Explain the key points in the dialogue.• Are you still crazy about Li Na? 你还是李娜粉丝吗？ “be crazy about”意为“喜欢、迷上”。• Many of our classmates are fans of different players, like Ma Long, Hui Ruoqi and Zhang Yining. 咱们班许多同学都是不同运动员的粉丝，像马龙、惠若琪和张怡宁。“like”为介词，相当于“such as”。• Well，other classmates look up to scientists, such as Yuan Longping, Tu Youyou and Yu Min. 是的，也有其他同学尊敬科学家，比如袁隆平、屠呦呦和于敏。“look up to”意为“尊敬、仰慕”。• I just want to be a teacher like your mother, helping kids become great people when they grow up. 我想成为像你母亲一样的教师，帮助孩子们长大成材。“helping”在此句中作伴随状语。(4)学生分角色操练对话和重点句型.(5)*拓展：让学生根据对话中提及的时代楷模人物搜集相关信息，完成下面的表格。 Who Ma LongHui RuoqiZhang YiningYuan Longping, Yu MinTu YouyouWhat does he/she do?      What does he/she achieve?      How does he/she influence us?      Give some example       2. Imitate and practice.处理教材活动7。*（1）分小组搜集材料中的人物Nan Rendong和Guo Lanying的信息，完成下面的表格。Who Nan RendongGuo LanyingWhat does he/she do?  What does he/she achieve?  How does he/she influence us?  Give some example  （2）思考：能从活动6中总结出谈论时代楷模的对话交际框架吗？试一试吧。参考答案：A: Do you have a role model?B: Of course. My role model is ... Many of our classmates...A: These are also the kind of people I respect.B: I can’t agree more. My role model ... is ... He / She...A: What a respectable ... he / she is!B: Yeah, I’d like to be... (3)双人活动，参照所给关于楷模和榜样的信息，借助活动 6 的交际框架进行对话练习，选取小组同学在班上示范。 3. Role play.处理教材活动8（1）识别对话场景，阅读相关信息（包括人物身份、采访内容），思考可能用到的语句。 A reporter                                   a vocational student         参考句型：Who is your role model?What does he/she do?What does he/she achieve?How does he/she influence us?Can you give some examples about your role models?(2)全班活动，教师选择学生，与其进行对话示范.(3)双人活动，选择角色，编排对话。(4)全班活动，教师选出部分学生进行展示，然后引导学生互评并给予反馈。（发音是否正确，升调或降调的使用是否正确，语法是否正确，句式表达是否恰当。） （设计意图：本环节的口语交际活动首先基于语料进行模仿练习，侧重培养学生的学习迁移能力；在此基础上拓展练习综合性的口语表达活动，通过外国记者和中职学生的角色扮演培养学生的思维差异感知能力和跨文化理解能力。语篇内的素材以润物细无声的方式激励学生奋进，可以从成功的定义、榜样的力量等角度展开课堂思政教学。） Step 4 Summary1.引导学生围绕以下问题，结合教材听说部分的配套微课，总结本课所学： Who is your role model?What does he/she do?What does he/she achieve?How does he/she influence us?Can you give some examples about your role models? 2.Expressions:Be crazy about/ look up to/ respect/contribute to/admire/glory Step 5 Homework找一张关于你崇拜的时代楷模的照片，并向同学或家人介绍的他的情况。问一问你的家人，他们有崇拜的楷模吗？用英文介绍相关信息，并制作成相应的PPT，传上至学习平台或班级群。思考并填写下列表格.(学生列举出中西方的时代楷模人物，并思考这些人物背后所代表的人生观和价值观。)Hero / role modelWestern countries Our country Names;  Value  Names:  value