英语2基础模块教案(DOC 99页).doc

1、Book 2 Unit 1 I laughed till I cried! 课时：2课时一. 教学内容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。二. 教学重点、难点 教学重点能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。 教学难点提供以及询问过去的经历的词汇和句型三.教学目标1. 知识目标 帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等 帮助学生掌握询问和提供过去的经历所使用的词组和句型，如：a. useful expression

2、s about some activities:visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc.b. ask for and give information on past experiences:How was your vacation?It was wonderful / great / not bad.We had great fun.Where did

3、 your family go? / Where did you go?I went to . / We went to .What did you do there?2. 能力目标 学生能听懂关于询问和提供过去的经历的对话。 学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。3. 情感目标在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。四、教学步骤Step One Lead-in （25 mins）1. The teacher greets each student:Good morning.Nice to see you again.Welcome

4、back to school.What did you do during your winter vacation?Did your family go somewhere?Did you enjoy yourselves?（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 n

5、ew words such as ski, mountain, sail, skate, beach, etc.（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，同时可以呈现新的单词和词组，可谓一举两得。）3. Activity 1: Tick the activities you did before.After the students has finished it, ask some individuals to tell the whole what they once did by using: I visited the zo

6、o. / I went swimming. / I climbed mountains.（设计意图：在这一活动中，教师不应仅仅局限于让学生完成一个打勾的练习，而是要让他们用语言表达出曾经做过的事情。要说的句子只需在所列出的词组中加上一个I即可，这也让学生更有信心与别人交流。）4. Activity 2: Listen and match.Get the Ss to do it by themselves without listening. Then get them to listen and repeat.（设计意图：这一活动，教师可以先不让学生听，直接让他们Look and match.

7、 在完成之后，再让学生听录音检查自己的答案，并跟读。跟读也为下面的会话交流做了一定的准备。）Step Two Listening (20 mins)1. Before listening, ask the Ss to look at the pictures and talk about what cities they may be.2. Activity 3. Listen and tick. Then heck the answers with them.3. Activity 5. Listen again and match the people with the activitie

8、s. Check the answers with them.4. Activity 4. 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图片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。把教材中的活动4和活动5调整了一下顺序是因为学生对于回答问题总是比较害怕，也觉得比较难。所以可以把这一练习放到最后去完成。）Step Three Speaking (30 mins)1. Activity 6. Read and underline. Pr

9、actice 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，两人小组相互询问在假期中的活动。)3. Ask some pairs to act out their dialogues. If some Ss have difficulties, the teacher can give

10、 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。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 each student to interview five students with the chart.（设计意图:学习利用调查、询问的方式来获取信息，增进同学之间的彼此了解。）Step Four Summary (10 mins)Make

11、a short summary of what weve learned today.(1) Useful expressions: visit the zoo, go swimming / skiing / skating / sailing / fishing / boating, climb mountains, play volleyball on the beach, pick apples(2) Everyday English:How was your vacation?It was wonderful / great / not bad.We had great fun.Did

12、 you enjoy yourselves?Where did you go? / Where did your family go?What did you do there?（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 (5 mins)1. Practice the dialogue with your classmate after class.2. Make a similar dialogue, talking about winter vacation.学案：1. Practice the dialogue

13、with your classmate after class.2. Make a similar dialogue, talking about winter vacation.五、板书设计Useful expressions:visit the zoogo swimming / skiing / sailing / skating / fishingpick applesclimb mountainsplay volleyball on the beachYou can ask like this:How was your vacation?What was the weather lik

14、e there?Where did you go? / Where did your family go?Did you enjoy yourselves?You can answer like this:It was wonderful / great / not bad.It was hot / warm I went to Harbin with my parents.Yes, we had great fun.（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。）课后反思：不同

15、班级教学效果相差很大，三个班中两个班能基本完成教学过程，另一个班管纪律用去大量时间。在考虑是否依据这个班的专业上课适当讲些计算机英语内容。不知道是否有用。Book 2 Unit 1 I laughed till I cried! 课时：2课时一. 教学内容够看懂关于家庭成员的小故事；能够描述一些已经发生过的有趣的经历。二. 教学重点、难点 教学重点能够看懂关于家庭成员的小故事；能够描述一些已经发生过的有趣的经历。 教学难点能够描述一些已经发生过的有趣的经历。三. 教学目标1. 知识目标 帮助学生理解并掌握以下词汇：如career, housewife, household, daily, re

16、turn, hesitation, typical, chore, volunteer, ham等 能够看懂教材中的两个关于家庭成员的故事。2. 能力目标 学生能根据不同的阅读需求，正确地掌握一些阅读的方法，如skimming, scanning等。 学生能在理解故事的前提下，根据所给提示词语，复述家庭成员的故事。(3) 学生能从连词成句渐渐过渡到连句成段，简单地描述自己或家庭成员的经历。3. 情感目标在描述家庭成员的过程中，学生能慢慢体会到对父母的爱、对家庭的爱，学会珍惜自己所拥有的一切。四教学步骤Step One Lead-in （15 mins）1. Revision.The teach

17、er greets the Ss and get them to talk about their holidays. T: How was your winter vacation?Where did you go?What was the weather like there?What did you do?Did your family have a good time?Who made a decision in your family during the vacation?Who had more experience in your family?（设计意图：在日常的师生问候中，

18、自然地复习了上一课时所学的内容，并在交流中，导入本课时所要牵涉的话题。）2. Involve more questions about families. Make a short survey. In your family, Your fatherYour motherYouwho does the housework?who is the most hard-working?who is the laziest?who is the funniest?who likes eating most?who usually makes decisions?（设计意图：把活动9的问题进行补充，多

19、方面的问题能够让学生慢慢回忆起家庭中的各种趣事，从而会在下面的阅读中引起共鸣。可以叫几个学生做一个简短的汇报，必定会引起其他同学的笑声不断。本课时的教学即能在欢快轻松的氛围中展开。）Step Two Reading (30 mins)1. Activity 10: fast reading. Get the Ss to read the letters as quickly as they can and tick the right topic. Then check the answer with the whole class. （设计意图，这一教学活动要求学生抓住重点，培养他们快速捕捉

20、信息的能力。）2. Activity 11. Read the letter again and tick the things Bobs mother and Bens father did. （设计意图，找出课文中的关键活动，初步理解课文。）3. Activity 12. Read the letters again and tick the correct sentences. Then check the answers with the Ss. See if they have any problems, help them with some important and diffi

21、cult points. （设计意图，通过找出正确的句子让学生进一步理解课文，同时在与学生校对答案时看他们是否存在阅读障碍，讲解重点词组。）4. Reading aloud. Get the Ss to read the letters by themselves. While they are reading, the teacher walks around to help them. （设计意图：在课堂教学中，要时刻培养学生大声朗读的习惯，以朗读进一步促进对文章的理解，并为下一活动复述故事做好铺垫。）5. Activity 13: Complete the summary of Bens

22、 story. Then check the answers with the Ss. Ask the Ss to prepare for telling the stories. （设计意图：在完成此活动时，可让学生尝试着不看阅读材料，直接填写。这样做一方面可以检测他们在前半节课中的掌握程度，另一方面让他们养成勤记忆的习惯。能力较强的学生可以参考方框中给出的词语来复述。而能力较弱的学生则可以看着完整的语句进行复述，这样就会有更多的同学参与到活动中来。）Step Three Writing (30 mins)1. Group work: Activity 14. Get the Ss to u

23、se the given information to describe the pictures. The teacher can get the Ss to work in groups and then ask some individuals to do it orally. Finally, ask the Ss to write down the sentences according to the pictures. （设计意图：让学生独立完成这项活动前，应先进行小组活动，集体活动，让不同程度的学生能够互相帮助、讨论。第一步，小组讨论。第二步，教师让个别同学发言，然后全班同学一起

24、校对。第三步，学生把句子写下来。这样做可以循序渐进，分解难度，帮助学生克服写作的心理障碍。）2. Activity 15. Get the Ss to connect all the sentences. （设计意图：学生在上一活动中已经完成了对每一幅图片的描述，那么在这里学生就要把这些句子连成一段话，从而完成词句段落的过渡练习。)Step Four summary(10 mins)career woman household dailyreturn to daily return to slip on the drivewaysend to the hospital without hesi

25、tationtypical housewife do the housework family choreslast Sunday afternoon volunteer to do a shopping listhalf an hour later open a large grocery bag start to doStep Five Homework (5 mins)1. Retell one of the two short stories that you are interested in. 2. Complete Activity 15. 3. Write down some

26、expressions that are accosiated with your experiences in your childhood or in the vacation. 学案1. Retell one of the two short stories that you are interested in. 2. Complete Activity 15. 3. Write down some expressions that are accosiated with your experiences in your childhood or in the vacation.四、板书

27、设计Bobs story:career womanhouseholddailyreturn toslipon the drivewaysend to the hospitalwithout hesitationBens story:typical housewifedo the houseworkfamily choreslast Sunday afternoonvolunteer to doa shopping listhalf an hour lateropen a large grocery bagstart to do（设计意图，这样设计可以让学生非常清楚地在两篇故事中找到生词和重点词

28、组。而学生在做复述的时候，黑板上的这些单词和词组也能给学生以提示和帮助。）课后反思：对于长篇幅的课文用图表分类讲解效果很好，下次课尝试让学生自己在阅读和老师讲解后也做一张同样的图片分类。计算机班将课文讲解换成看图说话，男生基本一个字都不会写，郁闷。Book 2 Unit 1 I laughed till I cried! 课时：2课时一. 教学内容能够掌握并运用一般过去时的肯定式、否定式和疑问式。二. 教学重点、难点 教学重点能够掌握一般过去时的肯定式、否定式和疑问式。 教学难点能够运用一般过去时来描述过去发生的事情。三. 教学目标1. 知识目标 学生能够理解并识记一般过去时的基本结构：动词的

29、过去式 学生能够理解并识记一般过去时的肯定式、否定式和疑问式的结构：肯定式：动词的过去式(was / were; did)否定式：wasnt / werent; didnt do疑问式：Was / Were ? ; Did ?(3) 学生能够理解并识记动词过去式的变化规则。2. 能力目标 学生能正确使用一般过去时的肯定式、否定式和疑问式 学生能运用一般过去时描述过去的经历。3. 情感目标帮助学生在语法学习时，进一步建立合作学习模式，增进同学之间的感情。四教学步骤Step One Lead-in （20 mins）1. Have a comment on Ss compositions. Pic

30、k out some good examples and get the Ss to read them aloud. After reading, ask some questions. （设计意图：教师对于上一课时的学生作文进行讲评，能让学生明确并及时订正自己的差错。对于优秀作文的肯定及在全班的示范朗读，更能激发学生的自豪感，从而更主动积极地完成作业。在朗读前，明确任务，听后要回答问题。这样既能让听的同学更集中注意力，也有意识地培养了大家尊重他人的品质。）2. Introduce the Past Tense. Tell the Ss the basic structure of the

31、Past Tense. Ask the Ss if they know the past forms of verbs.一般过去时： 动词的过去式（设计意图：在学生作文朗读结束后，教师告诉学生，作文中大家用来描述过去的经历要使用一般过去时。问题的提出：什么是动词的过去式？）Step Two Language in use (25 mins)1. Game: Get the Ss to put the words into the right envelope. （25 mins）played danced studied stopped went cried came did read ret

32、urned replied listened watched chatted had enjoyed cooked stayed gave slipped counted asked sent arrived started was were（设计意图：这一游戏要求学生按照已给的例子，把其他的单词填入正确的方框中，1.直接加ED，2.该Y为I加ED，3.不规则变化形式，4.双写加ED。这里其实在复习动词的过去式的变化规则。而采用游戏和竞赛的方式，可以化枯燥为有趣，让学生在玩中学、做中学。在学生把这些单词全部放入正确的位置后，可以让他们自己来归纳动词过去式的变化规则。教师还可以在这里让学生根据这

33、些过去式，说出它们的原形。在这里选用的动词，大多数为本单元中出现的词汇，学生比较熟悉。而对于不规则变化的动词，教师可以在后面的课时中慢慢补充，帮助学生查漏补缺。）Step Two Language in use (25 mins)1. Game: who + what + where + when（25 mins）Divide the Ss into four groups. Students of each group write a part of a sentence. Help them to use the past forms of verbs. Then each group l

34、eader hand in what their group members write. There are four boxes on the teachers desk. Each box collects one part. Then Ss can read what they write. （设计意图：同学们在每个盒子中随意各抽出一张纸条，然后组合起来，往往期待一个搞笑的场景。而学生在说的过程中，教师可以帮助学生理清各部分在句子中的位置。不过，要注意学生在写what和when这两部分时，要提醒他们用动词的过去式以及表示过去的时间状语。）Step Three Grammar Focus

35、(10 mins)Get the Ss to read these sample sentences together. Help them to learn the examples. Ask them to pay special attention to the verb forms and the adverbial phrases of time. （设计意图：教师提醒他们注意动词的形式和相应的时间状语。帮助学生仔细学习一般过去时的肯定式和否定式。）Get the Ss to complete Activity 17. Then check the answers with them

36、. （设计意图：在检测时，教师提问的时候有意识地使用了很多一般疑问句，帮助学生用Yes/No来回答。在学生回答时，提醒他们注意提问和回答的一致性。）Step four Summary (5 mins)Make a short summary of what weve learned today. a. the past forms of verbsb. the basic structure of the Simple Past. （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 (5m)Say something inte

37、resting in your childhood or something funny in the vacation. Choose one topic and write five sentences down. （设计意图：这一作业设计为下一课时要进行的童年趣事或假期中的趣事的表演做了进一步的准备。）学案Say something interesting in your childhood or something funny in the vacation. Choose one topic and write five sentences down.四、板书设计一般过去时:肯定式：

38、was / were did否定式：want / werent didnt do疑问式：Was / Were ? Yes, was. / No, wasnt. Did ? Yes, did. / No, didnt.动词的过去式：a. 一般直接+edb. 以不发音e结尾+dc. 以辅音字母+y，则去y加iedd. 重读闭音节结尾，双写最后一个字母，然后+ede. 不规则变化课后反思：who + what + where + when这个游戏在网上看到的，今天上课效果真的很好。学生有意思只是以后要注意时间的把握否则教学内容太少（一次课）。这个方法可以应用到所有时态的语法讲解中。Book 2 Un

39、it 2 I saw a terrible movie. 课时：2课时一. 教学内容培养学生在朗读英语时养成良好的语音习惯，重视句子中的单词重读。二. 教学重点、难点 教学重点让学生在真实环境中应用语言。 教学难点用本单元所学的语言材料完成一个真实的交际任务。三. 教学目标1. 知识目标学生能够理解并掌握重点词汇以及以下四个动词的词语搭配：go, have, play, make2. 能力目标学生运用本单元语言材料完成一个真实的交际任务，通过一系列步骤让学生在真实环境中应用语言。3. 情感目标在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。四教学步骤Step One Lead

40、-in （20 mins）1. Collect the Ss homework and get some of them to tell others key phrases of what they will talk today. Get others to guess. went swimming bathed in the sun walked along the beachWhat did Li Jie do last vacation?She went swimming, bathed in the sun and walked along the beach. Where did

41、 she go?Did you go to Sanya?No, I didnt. Did you go to Qingdao?No, I didnt. I went to Thailand. Who did she go with?Did you go with your parents?Yes, I did. （设计意图：这一步骤教师既能对学生的作业情况进行及时地检查，教师在并听的过程中边提出问题，并且问题是结合上个单元的知识点，又可以检查学生们对于一般过去时的掌握情况。鼓励学生用上个单元学过的句型进行提问和回答。教师因此也达到了复习一般过去时的目的。同时，教师也为下一班即将要进行的表演做了

42、铺垫。）Step Two Vocabulary pracice (25 mins)1. Activity: Get the Ss to find the words that go together. football a wonderful time a snowman a lot of fun sailing swimming shopping skiing a long holiday a terrible time volleyball skating to a park tennis a trip to Beijing computer games with my friends w

43、ith my parents to the zoo the piano a birthday cake coffee a birthday party a great time the zoo mountains apples the birthday present songs stories （计意图：学生在把词组归类的过程中复习不同词组的搭配。）Step Three performance task (25 mins)T: Everyone has some experiences that are very funny. Our class is to hold a funny sto

44、ry acting competition. 1. Ss work in groups of 6 to 10. The Ss share their stories in the group.2. Choose a representitive for the competition. 3. Vote for the funniest storyteller in the class. Tell the Ss that they can use as many expressions on blackboard as possible. （设计意图：故事的素材要求学生事先已经找好，在课堂上，教

45、师要求学生先进行小组活动，除了要选出小组中最好的一名讲故事者之外，更重要的是，学生能够在这一活动中互相帮助、互相合作，克服学习上的困难。教师引导学生可以参考教材26和27页，是让他们能够学会寻求书本的帮助，真正让书本为他们所用，成为他们的好朋友、好老师。）Step Four reading practices (10 mins)Get the Ss to work in pairs. While one of them is reading, the other should listen carefully and point out if his or her partner reads

46、it well. Ask individuals to read it in front of the class. （设计意图：通过对话朗读来提高学生的朗读技巧。要求学生在朗读英语时养成良好的语音习惯，重视句中的单词重读。）Step Five summary (5 mins)go fishing / shopping / skiing to a park / to Beijing have a party / a long holiday / a lot of fun play basketball / volleyball with my parents make a cake / a snowman / climb mountains pick apples visit the zoo do the houseworkStep Six Homework (5 mins)prepare for the word dictation. 学案：prepare for the word dictation.四、板书设计Useful phrases:go fishing / shopping / skiing to a park / to Beijing have a party /