职业中专一年二期英语教案.doc

Book 2 Unit 1 I laughed till I cried!（第一课时 教学设计）一、学情分析 本单元是学生第二学期的第一单元，话题与学生的假期活动相关。而学生刚从假期中归来，仍沉浸在假期的快乐中。第一单元的话题非常符合学生的兴趣和当时的心情，这为本单元的学习打下了良好的基础。第一单元的教学内容主要为：能够听懂并谈论假期中的活动；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；能够掌握并运用一般过去时的肯定式和否定式；能够在朗读时注意句子中的重读音节。本单元的话题虽然亲切，教师仍然要注意运用多种教学手段，并关注每一个学生，在一些教学步骤中采用分层设计，帮助学生达成教学目标。本单元设计分为4个课时：第一课时 lead-in + listening and speaking第二课时 reading and writing第三课时 language in use 第四课时 vocabulary consolidation + unit task + fun time第一课时 Lead-in + Listening & Speaking二、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）第一单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：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。2. 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 expressions 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 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 （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. （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 zoo. / 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. 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 tick. 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. （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 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：Card B:Kunmingwarmwent boatinggreatCard A:Where?Whatweather ?What do?Did you ?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，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 and Production (7m)Make 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 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 (1m)1. Practice the dialogue 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 like 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。） 第二课时 Reading & Writing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Reading & Writing部分，具体内容为：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。教材中的阅读材料在第二册中的篇幅长度和难度都有了一定的提高，教师在教学中做好铺垫工作，帮助学生克服畏难情绪。2. 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。二、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, return, 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。三、教学步骤Step One Lead-in （8 mins）1. Revision.The teacher 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，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 (25mins)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 difficult 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 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。当然，这一要求可在上一活动朗读中就提出。而我们的能力培养并没有到此为止，活动13为我们提供了很好的复述示例。因为是第一次接触比较长的课文，学生肯定会有点困难。能力较强的学生可以参考方框中给出的词语来复述，教师也可以提供几幅简笔画，帮助学生记忆和复述。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 (11 mins)1. Group work: Activity 14. Get the Ss to use 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，然后全班同学一起校对。第三步，学生把句子写下来。写作在第二册中的难度有了一定的提升，而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 Homework (1m)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. （设计意图：这里的作业设计为单元任务做了第一个准备，即请同学们考虑一件自己童年发生过的趣事或在假期中发生的一件趣事，写出在描述这件事情时会用到的表达方式。）四、板书设计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。） 第三课时 Language in Use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）第一单元的第三课时，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。二、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。三、教学步骤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. （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 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（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。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。）Step Two Language in use (30 mins)1. Game: Get the Ss to put the words into the right envelope. dancedwentstoppedstudiedplayedplayed 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不规则变化重读闭音节结尾，双写最后一个字母，然后+ed以辅音字母+y，则去y加ied以不发音e结尾+d一般直接+ed（设计意图：这一游戏要求学生按照已给的例子，把其他的单词放进正确的信封中。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 sentence. 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. Li Jiedancedin the classroomlast night（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 difficult points. （设计意图：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 exercises orally as quick as possible and check the answers with the whole class. （设计意图：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 special attention to the verb forms and the adverbial phrases of time. （设计意图：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. （设计意图：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. Books closed. Ask the Ss some questions to see if they can describe pictures in Activity 16 without looking at the books. T: What did Tom do this morning? Did Tom read a book this morning? Did Harry read a book yesterday afternoon? What did Lisa do yesterday afternoon? Did she dance yesterday afternoon? What did Mom and Dad do last Sunday? Did the men play volleyball two days ago? What did Zhang Ming do last night? Did he search for information on the Internet?T: (Ask some questions about the Ss themselves.)What did you do yesterday evening? Were you at home yesterday evening? What did Li Jie do yesterday evening? Was she at home yesterday evening?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 the answers with them. （设计意图：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”. （设计意图：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)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 Four Homework (1m)Say something interesting 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。）四、板书设计一般过去时:肯定式：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 第四课时 Vacabulary practice, Unit task & Fun time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）第一单元的第四课时，为vocabulary consolidation + unit task + fun time部分，具体内容为：通过各种方式，利用具体的语境使用和练习词汇，从而巩固本单元的重点词汇。并让学生运用本单元所学的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。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。2. 教学重点、难点 教学重点通过各种方式，利用具体的语境使用和练习词汇，从而巩固本单元的重点词汇。通过一系列步骤让学生在真实环境中应用语言。 教学难点让学生运用本单元所学的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。二、教学目标1. 知识目标学生能够理解并掌握本单元的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所学的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，谈论自己的童年趣事或假期中的趣事。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，感受家庭带来的温暖。在回顾过去的同时更懂得珍惜现在，珍惜家人和朋友，健康快乐地成长。三、教学步骤Step One Lead-in （7 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. S1(Li Jie): went swimming bathed in the sun walked along the beachT: What did Li Jie do last vacation?S2: She went swimming, bathed in the sun and walked along the beach. T: Where did she go?S3 to S1: Did you go to Sanya?S1: No, I didnt. S4 to S1: Did you go to Qingdao?S1: No, I didnt. I went to Thailand. T: Who did she go with?S5 to S1: Did you go with your parents?S1: 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，并且问题是结合上一课时的知识点，又可以检查学生们对于一般过去时的掌握情况。教师让说的学生故弄玄虚，不把完整的信息全部告诉大家，更增添了其他同学的好奇心，鼓励学生用上一课时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铺垫。）2. Present the phrases the Ss mentioned and make a list, omitting the verbs. 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 with 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 （设计意图：教师把学生所说到的短语，列在一张表格中，把动词省略掉。而这张表格可以在课前就设计好，因为学生在第二课时结束时教师就已经布置了这一作业：想一想，你在假期中发生了什么有趣的事？或者你的童年有什么有趣的事情？列出可以描述这件事情的词组。黑色部分为教材中已有的，蓝色部分为学生自己添加的。当然，教师也可以在课堂中随时补充。这样学生对于本单元所学的词组一目了然，而同学之间的互相补充更可以让大家互相学习和提高。动词的省略则让学生在听的同时，会更专注他人的发言，同时可以自己思考一下，这里缺了什么动词？）Step Two Vocabulary pracice (10 mins)1. Activity 20: 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 with 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 makeplayhavego Others:visit the zooclimb mountainspick applesopen the birthday presentsang songstold stories（设计意图：学生在把词组归类的过程中，不但复习了不同词组的搭配，也对本单元的重点词汇进行了很好的回顾。）2. Activity 19: Match the sentences. Tell the Ss that were going to hold a funny story acting competition. There are some sentences that may be helpful to them. Get the Ss to do it by themselves and check it with the whole class. (设计意图：在完成词汇的复习之后，让学生完成活动19的句子之间的逻辑关系的匹配。要求学生认真完成该练习，这将会对他们马上要进行的讲故事竞赛有帮助。)Step Three Unit task (22 mins)T: Everyone has some experiences that are very funny. Our class is to hold a funny story acting competition. 1. Ss work in groups of four. The Ss share their stories in the group.2. Choose a representitive for the compet