英语基础模块教案Word格式.docx

1、 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 winter vacation?Bb: winter vacationDid 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

2、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 ski, mountain, sail, skate, beach, etc. 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 t

3、he students has finished it, ask some individuals to tell the whole what they once did by using: I visited the zoo. / I went swimming. / I climbed mountains. 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

4、 themselves without listening. Then get them to listen and repeat. 这一活动，教师可以先不让学生听，直接让他们Look and match. 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 （10 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 t

5、ick. Then heck the answers with them.3. Activity 5. Listen again and match the people with the activities. 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

6、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 （20mins）1. Activity 6. Read and underline. Practice the dialogue with your partner and underline the vacation activities. 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. 模拟真实情景，两人小组相互询问在假期中的活动。3. Ask

7、 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AB角色转换卡片。以Kunming为例：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，

8、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. 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 and Production （7m）Make a short summary of what weve learned today.（1） Useful expressions: visit the zoo, go swimming / skiing / skating / sailing / fish

9、ing / 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. Where did you go? / Where did your family go?What did you do there?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. Pr

10、actice the dialogue with your classmate after class.2. Make a similar dialogue, talking about winter vacation. （2）一、教材分析 1. 教学内容本课时系教材英语2（基础模块 高教版）第一单元的第二课时，为Language in Use部分，具体内容为：能够掌握并运用一般过去时的肯定式、否定式和疑问式。在第一册书中，学生已经学习了一般现在时、一般将来时以及现在进行时。学生们对于时态的运用有了初步的认识，这对学习本单元的知识点比较有利。一般过去时主要用于描述已经发生过的事情。本单元的话题

11、正是描述过去的经历，因此学生学好这个时态也就能更好地达成目标。2. 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。 学生能够理解并识记一般过去时的基本结构：动词的过去式 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。 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。帮助

12、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。Step One： Lead-in （10 mins）1. Have a comment on Ss compositions. Pick out some good examples and get the Ss to read them aloud. After reading, ask some questions. 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

13、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 Past Tense. Ask the Ss if they know the past forms of verbs. Bb: 一般过去时： 动词的过去式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。在之前的听说课和阅读写作课中，学生们实际上已经在运用这一时态。因此，教师在这里开门见山地提出了本课时要解决的问题。而问题的提出：什么是动词的过去式即在下一步骤中马上得到解决。St

14、ep Two“ Language in use （30 mins）1. Game: Get the Ss to put the words into the right envelope. played danced studied stopped went cried came did read returned replied listened watched chatted had enjoyed cooked stayed gave slipped counted asked sent arrived started was were这一游戏要求学生按照已给的例子，把其他的单词放进正确

15、的信封中。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。2. Game: who + what + where + whenDivide the Ss into four groups. Students of each group write a part of a se

16、ntence. Help them to use the past forms of verbs. Then each group leader 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，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 correc

17、t sentences. Then check the answers with the Ss. See if they have any problems, help them with some important and difficult points. 这一游戏虽然并不新鲜，但在学生中却十分受欢迎。学生们总是十分喜欢谈论自己的同伴，有着这个年龄特有的爱搞恶作剧的特点。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。而这一游戏也为下一活动做了一个很好的铺垫。不过，要注意学生在写what和when这

18、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。3. Practice. Get the Ss to reorder the words to form a sentence. a. played volleyball my dad and I b. enjoyed the holiday we c. went sailing I with my brotherd. had a great time wee. was ill last weekend Mumf. yesterday were at home my parentsAsk the Ss to do the exercis

19、es orally as quick as possible and check the answers with the whole class. 延续谁在何时何地做什么事情这一游戏，教师没有直接把例句展示给学生，而是把例句改编成简单的练习，让学生自己说出正确的句子。学生在说出正确的句子后，会有一种成就感。这样，他们在学习例句时，就不会感觉到枯燥和乏味。4. Grammar Focus: Get the Ss to read these sample sentences together. Help them to learn the examples. Ask them to pay sp

20、ecial attention to the verb forms and the adverbial phrases of time. 教师只需稍稍提醒他们注意动词的形式和相应的时间状语即可。帮助学生仔细学习一般过去时的肯定式和否定式。5. Activity 16: Get the Ss to complete the exercises. Then check the answers with them. 在完成此活动之前，学生对排列句子的顺序在游戏中已经得到了充分的练习，而且又已经认真学习了例句。因此，在完成这一练习时，他们就比较得心应手了。6. Activity 17. a. Book

21、s closed. Ask the Ss some questions to see if they can describe pictures in Activity 16 without looking at the books. According to the general questions, help the Ss to answer them with Yes, did. / No, didnt. Yes, was / were. / No, wasnt / werent. b. Get the Ss to complete Activity 17. Then check th

22、e answers with them. 在完成活动17前，可先检测学生对活动16的掌握程度。而在检测时，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。7. Activity 17: Chain drills. Ask the Ss to ask their partners more questions. Start with “did, was or were”. 帮助学生模仿活动16中的例子，让他们在这里进行快速地问答，可以有效地检查他们对一般疑问句的掌握程度。Step Three： Summary （4 mins

23、）Make a short summary of what weve learned today. a. the past forms of verbsb. the basic structure of the Simple Past. Step Four：Say something interesting in your childhood or something funny in the vacation. Choose one topic and write five sentences down. 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。Unit

24、2: I saw a terrible movie. （1）1教学内容本课时系教材英语2（基础模块 高教版）第二单元的第一课时，本单元主要是关于周末娱乐活动的话题，该话题与学生的生活联系密切，能引起学生的共鸣。第一课时的内容包括Lead-in & Listening and speaking两部分，主要内容是关于周末娱乐活动的词汇和对话。这些内容为整个单元的学习活动做语言的必要准备，也让学生知道表达周末娱乐活动的部分短语，同时也为完成本单元的任务做语言上的准备。2教学重点、难点（1）教学重点通过对图片的理解，学生能听懂关于周末娱乐活动的词汇和句型。通过对话学习，学生能够口头运用表达关于周末娱乐

25、活动的词汇和句型。（2）教学难点学生能在真实的情境中运用与周末娱乐活动有关的词汇和句型。（1）学生能够掌握关于周末娱乐活动的词组，如：surf the Internet, see a movie, listen to music, go to the gym, watch a cartoon, play computer games etc。（2）学生能掌握讨论周末娱乐活动时所使用的句型，如：What did you do last weekend?What do you think of the ?（1）学生能听懂关于周末娱乐活动及活动中人物和感受的对话。（2）学生能用基本句型就周末娱乐活动

26、进行对话交流。通过口语交流了解他人的周末娱乐活动，增强同学间的了解。Lead-in 1. Brainstorming Teacher : What did you do last weekend?Ask students to tell the activities one by one. 激活学生已有的词汇知识。通过头脑风暴启发学生的主动思维，调动学生的积极性、主动性，也为后面的听说做好最基础的词汇铺垫。2. Look and complete. Show the students a group of pictures. Then ask the students to describe

27、each picture, using the sentence pattern “I / He / She last weekend.” 教师收集更多关于周末娱乐活动的图片，通过PPT快速展示熟悉短语，通过看图说话可以锻炼学生的语言表达能力和快速反应能力。Step Two：Words Study 1. Read and tick （Activity 1 ） Show the words and related pictures of different activities on the screen.Students: Tick the activities they did last w

28、eek. 2. Listen and number （Activity 2 ）Listen to the tape and number the phrases in the order you hear them.将词汇学习与具体的图片相结合，帮助学生以较为生动的形式学习词汇。通过听力排序活动让学生进一步巩固词汇。Listening 1. Pre-listening Teacher: Ask several students about their own weekend activities. The dialogue as follows:T: S1: I . How about you? Did you do anything special? S2: Yes. I . / No, I . 通过师生对话，联系学生的生活实际，巩固前两个活动中的重点词汇并了解听力活动的大概内容,以帮助学生更有目的地听。2. While-listening （1）Listen and number （Activity3）Listen and number the phrases in the order you hear them.（2）Listen and tick （Activity 4）Listen to the tape again and tick the right pic