英語教學(xué)設(shè)計：Unit9日常對話單元概述本單元聚焦“日常對話”（DailyConversations）這一核心主題，旨在引導(dǎo)學(xué)生掌握在常見生活場景中進行有效、得體英語交流的基本技能。通過一系列結(jié)構(gòu)化與情境化的教學(xué)活動，學(xué)生將學(xué)習(xí)如何自然地發(fā)起對話、維持對話、交換信息、表達(dá)觀點及禮貌地結(jié)束對話。單元內(nèi)容貼近學(xué)生生活實際，強調(diào)語言的實用性和交際性，致力于提升學(xué)生的口語表達(dá)能力、聽力理解能力以及跨文化交際意識，最終實現(xiàn)語言知識向語言運用能力的轉(zhuǎn)化。教學(xué)目標(biāo)（一）語言知識與技能1.詞匯：學(xué)生能夠認(rèn)讀、理解并運用與日常問候、介紹、詢問個人信息（如姓名、年齡、來自哪里、喜好等）、談?wù)撊粘；顒?、表達(dá)喜好與厭惡、尋求幫助與提供幫助等相關(guān)的核心詞匯及短語。2.句型與功能意念：*掌握并靈活運用日常見面時的問候與回應(yīng)語（Greetingsandresponses）。*學(xué)會如何進行自我介紹及介紹他人（Introductions）。*能夠運用正確的句型詢問和回答個人基本信息。*學(xué)會使用恰當(dāng)?shù)谋磉_(dá)方式談?wù)撊粘Ｋ龅氖虑榧皶r間。*掌握表達(dá)個人喜好、厭惡及原因的基本句式。*初步學(xué)習(xí)如何禮貌地提出請求、尋求幫助并給予回應(yīng)。3.聽力：能聽懂語速適中、內(nèi)容與日常對話相關(guān)的簡短對話或獨白，獲取關(guān)鍵信息（如人物、事件、時間、地點等）。4.口語：能運用所學(xué)詞匯和句型，在模擬的日常情境中進行簡單但連貫的口頭交流，發(fā)音清晰，語調(diào)基本自然。5.閱讀與寫作：能讀懂簡單的日常對話短文；能根據(jù)范例寫出簡短的對話或句子，描述日?；顒踊騻€人喜好。（二）過程與方法1.通過情境創(chuàng)設(shè)、角色扮演、小組合作等多樣化教學(xué)活動，引導(dǎo)學(xué)生主動參與語言實踐。2.鼓勵學(xué)生在完成任務(wù)的過程中，運用已學(xué)知識解決實際交流問題，培養(yǎng)自主學(xué)習(xí)和合作學(xué)習(xí)能力。3.引導(dǎo)學(xué)生觀察、模仿、歸納語言規(guī)律，提升語言學(xué)習(xí)策略。（三）情感態(tài)度與價值觀1.增強學(xué)生開口說英語的自信心和積極性，樂于用英語進行交流。2.培養(yǎng)學(xué)生在跨文化交際中的基本禮儀和尊重他人的意識。3.激發(fā)學(xué)生對英語學(xué)習(xí)的持久興趣，體驗用英語進行成功交流的樂趣。教學(xué)對象分析本單元教學(xué)對象為初中（或具備相應(yīng)基礎(chǔ)的青少年學(xué)習(xí)者），他們已掌握英語字母、基本發(fā)音規(guī)則及一定量的初級詞匯和簡單句型，對英語學(xué)習(xí)抱有一定的好奇心和積極性。學(xué)生的抽象思維能力逐步發(fā)展，但仍需借助具體、直觀的教學(xué)手段和貼近生活的情境來理解和運用語言。部分學(xué)生可能存在開口難、怕犯錯的心理，教學(xué)中需特別關(guān)注營造輕松、安全的學(xué)習(xí)氛圍。教學(xué)重點與難點（一）教學(xué)重點1.日常問候、介紹、詢問個人信息及談?wù)撊粘；顒拥暮诵脑~匯和常用句型。2.在模擬真實的情境中運用所學(xué)語言進行有效口頭交際。3.理解并運用基本的交際策略，如如何開啟話題、如何回應(yīng)他人等。（二）教學(xué)難點1.在不同情境下靈活運用所學(xué)句型進行意義建構(gòu)和交流，而非機械操練。2.對話中語音語調(diào)的自然流暢及語用的得體性。3.培養(yǎng)學(xué)生在對話中的應(yīng)變能力和持續(xù)交流的能力。課時安排建議安排3-4課時（每課時45分鐘）。具體分配可根據(jù)學(xué)生實際情況靈活調(diào)整。教學(xué)方法任務(wù)型語言教學(xué)法（TBLT）、情景教學(xué)法、交際教學(xué)法、全身反應(yīng)法（TPR）、小組合作學(xué)習(xí)法等。注重以學(xué)生為中心，通過完成一系列有意義的任務(wù)來驅(qū)動語言學(xué)習(xí)。教學(xué)資源教材、多媒體課件（PPT）、錄音機/播放器、單詞卡片、圖片、實物、白板、彩筆等?？蛇m當(dāng)利用網(wǎng)絡(luò)資源補充真實對話素材。教學(xué)過程設(shè)計（示例：第一、二課時核心內(nèi)容）Period1:Greetings,Introductions,andPersonalInformation(Warm-up&Lead-in)1.DailyGreeting:Teachergreetsstudentsinvariousways(e.g.,"Goodmorning,everyone!","Hello,howareyoutoday?","Hithere!").Encouragestudentstorespondnaturally.2.Review:Quickreviewofpreviouslylearnedsimplegreetings.3.Picture/VideoStimulation:Showpicturesorashortvideoclipofpeoplegreetingeachotherorintroducingthemselvesindifferentsettings(school,park,etc.).Askstudents:"Whataretheydoing?""Whatmighttheybesaying?"(Presentation&Practice)1.NewVocabularyIntroduction:*Introducekeyvocabularyrelatedtogreetingsandpersonalinformation(e.g.,name,age,from,nationality,phonenumber,email).Useflashcards,pictures,orrealia.*Practicepronunciationandspellingthroughchoralrepetition,individualdrilling,andmatchinggames.2.KeySentencePatterns-Greetings&Responses:*Presentnewormorevariedgreetingexpressionsandresponses:*A:"Hello!Mynameis[Name].What'syourname?"B:"Hi!I'm[Name]./Myname's[Name]."*A:"Nicetomeetyou,[Name]."B:"Nicetomeetyou,too."*A:"Howdoyoudo?"B:"Howdoyoudo?"*Teachermodels,thenstudentspracticeinpairs(echopractice,substitutiondrills).3.KeySentencePatterns-Askingfor&GivingPersonalInformation:*Presentpatternsforaskingaboutandstatingage,origin,etc.:*A:"Whereareyoufrom?"B:"I'mfrom[Country/City]."*A:"Howoldareyou?"B:"I'm[number]yearsold."(Note:Culturalsensitivitymaybeneededhere;adjustbasedoncontext.)*Usea"InformationGap"activity:Studentshavedifferentcardswithpersonalinfoandaskeachothertofillinthegaps.4.DialogueModel:Introduceashort,simpledialoguebetweentwopeoplemeetingforthefirsttime,incorporatingthenewvocabularyandsentencepatterns.*Playtherecordingforstudentstolistenandfollow.*Explainanynewlanguagepointsorculturalnotes.*Students跟讀(readaloud)thedialogueinchorus,theninpairs.(Production&Consolidation)1.Role-play"MakingNewFriends":*Studentsworkinpairsorsmallgroups.Assignrolesorletthemcreatetheirownidentities(nametagscanbeused).*Task:Imaginemeetinganewclassmate/neighbor.Greeteachother,introduceyourselves,andexchangeatleastthreepiecesofpersonalinformation.*Teacherwalksaround,offeringguidanceandencouragement.2.ChainDrill"IntroduceYourPartner":Onestudentintroducestheirpartnertotheclassusingthe句型:"Thisis[Name].He/Sheisfrom[Place].He/Shelikes[Hobby,simple]."(Summary&Homework)1.Summary:Brieflyreviewthekeyvocabularyand句型learnedinthislesson.Askafewstudentstodemonstrateashortgreetingandintroduction.2.Homework:*Practicethedialoguewithapartnerorrecordthemselves.*Writedown5newwordstheylearnedtodayandmakesentenceswiththem.*Preparetointroducethemselvestotheclassinthenextlesson(includingname,age,wheretheyarefrom,andonehobby).Period2:TalkingaboutDailyActivitiesandPreferences(Warm-up&Lead-in)1.GreetingsandSelf-introductions:Somestudentspresenttheirself-introductionsasprepared.2.QuickSurvey:Teacherasksseveralstudents:"Whatdoyouusuallydoafterschool?"Writedownkeyverbsontheboard.3.PicturePrompt:Showpicturesofpeopledoingdifferentdailyactivities(e.g.,getup,eatbreakfast,gotoschool,readbooks,watchTV,playsports).Ask:"Whatishe/shedoing?"(Presentation&Practice)1.VocabularyforDailyActivities:*Useactionmime(TPR)tohelpstudentsunderstandandremember.Play"SimonSays"withthenewverbs.2.KeySentencePatterns-PresentSimpleTenseforHabits:*Introduce"Whatdoyouusuallydo(inthemorning/afterschool/onweekends)?"andresponses"Iusually/often/sometimes...(verbphrase)."*Practicewithtimeexpressions(inthemorning,atnoon,intheafternoon,intheevening,everyday,onMonday(s),etc.).*Conductcontrolledpractice:"I(getup)at7:00.You(getup)at...?""He(playsfootball)onweekends.She...?"3.ExpressingLikesandDislikes:*Introduce"Doyoulike...?"(V-ing),"Ilike...","Idon'tlike...","Ilove...","Ihate...".*Usepicturesofactivities/foodstoelicitresponses.Forexample:"Doyoulikeplayingbasketball?""Ilikeeatingicecream."*Practiceinpairs:StudentApointstoapicture,StudentBrespondswithlikes/dislikes.(Production&Consolidation)2.InterviewActivity"FindSomeoneWho...":*Prepareaworksheetwithpromptslike"Findsomeonewholikesplayingtennis.""Findsomeonewhousuallygetsupbefore7AM."*Studentsmovearoundtheclassroom,interviewtheirclassmates,andwritedownnames.*Afterafewminutes,invitestudentstosharetheirfindings:"Tomlikesplayingtennis."3.ShortDialogueCreation:Inpairs,studentscreateashortdialogueabouttheirdailyactivitiesandlikes/dislikes.Provideasimpleframeworkifneeded.(Summary&Homework)2.Homework:*Writeashortparagraph(5-6sentences)about"MyWeekendActivities"usingthepresentsimpletenseandexpressionsoflikes/dislikes.*Createasurveytoask3familymembersabouttheirfavoritedailyactivitiesandreportbacknextlesson.*Reviewallnewvocabularyand句型.板書設(shè)計（示例）Unit9:DailyConversationsPeriod1*Greetings&Introductions:*Hello!/Hi!*Goodmorning/afternoon/evening.*Howareyou?-I'mfine,thankyou.Andyou?*What'syourname?-Myname's/I'm...*Nicetomeetyou.-Nicetomeetyou,too.*PersonalInformation:*Howoldareyou?-I'm...(yearsold).*Whereareyoufrom?-I'mfrom...*What'syourphonenumber?-It's...Period2*DailyActivitiesVerbs:*getup,eatbreakfast,gotoschool,study,play,watchTV,listentomusic...*Questions&Answers:*Whatdoyouusuallydo(onweekends)?*Iusually(playfootball)onweekends.*Doyoulike(swimming)?*Yes,Ido./No,Idon't.Ilike(running).*Ilove.../Ihate...教學(xué)反思與評價1.形成性評價:*Observation:Continuouslyobservestudents'participation,engagement,andabilitytouselanguageinactivities.*WrittenWork:Checkhomeworkassignments,worksheets,andshortparagraphsforvocabularyusage,sentencestructure,andcontentrelevance.*PeerFeedback:Encouragestudentstogiveconstructivefeedbacktotheirpeersduringpairandgroupwork.2.總結(jié)性評價(單元結(jié)束時):*OralTest:Conductashortoralintervieworhavestudentsperformarole-playbasedontheunit'stopics.3.教學(xué)反思:*Didthestudentsachievethe