英语2基础模块教案修改.docVIP

Unit 1 I laughed till I cried!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 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 （25 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?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 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 (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 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 (30 mins)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。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 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 (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 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。）Unit 2 I saw a terrible movie. 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-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 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 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 （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 story 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 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 / 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 houseworkUnit 3 Have you ever done a part time job? 一. 教学内容语法知识（一般过去时）、词汇学习（关于职业，工作词汇的巩固和应用）二. 教学重点、难点 教学重点 学生能正确使用一般过去时。熟练掌握有关职业，工作的词汇和句型的用法。 教学难点 学生能准确运用一般过去时介绍自己和他人的职业，工作。三. 教学目标1. 知识目标(1)学生能掌握有关职业，工作的词汇，如：1. on the website2. send the resume to us3. as soon as possible4. computer skills5. be willing to do sth6. experienced marketing assistant7. under pressure(2)学生能熟练运用描述个人感受的句型，如：It is very boring. I want to sleep.She is my favorite singer. Her songs are very relaxing and soft.I think it is exciting and I always dance when I listen to jazz.It is different from rock music. It is more peaceful.2. 能力目标(1)学生能在情境中正确使用一般过去时。(2)学生能在口头和书面上表达对不同职业，工作的感受。3. 情感目标快乐学习，精神愉悦。四教学步骤Step One Lead-in （10 mins）Vocabulary memory: Teacher shows a group of pictures about jobs and works and asks students to describe each picture.（设计意图: 展示各类工作，职业图片，让学生更直观、形象地区分理解不同工作，职业，锻炼学生的短时记忆能力和看图说话能力。）Step Two Presentation (35 mins)Teacher plays different kinds of short dialogues and movies about jobs and works. Students enjoy them and think about:What type of jobs and works is it?What do you think of the jobs and works?（设计意图:放映几段工作，职业电影视频、对话片段，让学生判断他们的类别，写出单词；再用相关形容词和简单句型描述对这些工作，职业的感受。该活动是本单元学习中的适度放松环节，既巩固复习本单元的重点词汇句型，又拓展学生的知识面，激发学生的学习兴趣。）Step Three Practice (20 mins)1. Complete the chart with words from the list in Activity 19.2. Choose the proper adjectives to describe the pictures in Activity 20.3. Complete the conversation with the correct forms of the words given in Activity 21.（设计意图:通过各种不同的形式，充分练习巩固本单元的重要词汇和语法，培养学生在真实语境中使用词汇，运用语言的能力。）Step Four Group work (15 mins)Do a survey in groups of six.Interview the classmates with the chart in Activity on P52.Then ask the leader of each group to give a short report.（设计意图:在熟练掌握所学句型之后，给学生设计一个调查任务。六人一组，调查小组成员对不同工作，职业的喜好，然后推选一人报告调查结果。小组活动有助于培养学生的合作学习意识。）Step Five summary (5 mins)Grammar focus - Simple Past Tense1. Present the simple past tense with some examples.2. Complete the sentences and make a dialogue in pairs （设计意图: 总结本单元所学语法内容，在语境中让学生熟练掌握一般过去时的用法，并进一步运用于对话中。）Step Six Homework (5 mins)Prepare for the Unit3 Task in groups.（设计意图: 自主学习，小组预习单元任务。）学案：Prepare for the Unit3 Task in groups.四、板书设计Unit 3 Have you ever done a part time job?Ive had a job interview today. Ive applied to six companies so far. Do you have any experience in this field? What are your strong points? Do you think you are qualified for this job?Unit 4 Ive tried all the means of transportation 一. 教学内容本单元的话题“交通”是与学生实际生活密不可分的，具体内容为：有关常见的交通工具、出行方式的英文表达；用简单的句式和词汇描述交通方式；听懂有关交通和出行的对话；谈论某地的交通状况并发表简单评论。二. 教学重点、难点 教学重点 学生能听懂有关交通和出行的简单对话，并在仿真的情景中运用相关的词汇和句式对交通工具和出行方式进行简单描述和评论。 教学难点 学生通过与他人合作学习来共同解决问题。三. 教学目标1. 知识目标 学生能理解并运用有关交通工具的词汇，如：subway, train, bus, taxi, plane, car, light rail, ferry等。 学生能理解并运用描述交通工具、出行方式的词汇与句式，如：cheap, comfortable, dangerous, expensive, safe, fast, slow等。2. 能力目标 学生能运用有关词汇与句式对交通方式进行简单描述。 学生能运用所学语言谈论某地的交通状况并发表简单评论。3. 情感目标学生通过与他人合作学习来共同解决问题。四教学步骤Step One Lead-in （25 mins）1. Brainstorm (5min）The teacher asks, “What would you consider when you look for a part-time job?”(ability, salary, opportunity, work time, workplace, traffic or means of transportation, boss, distance )（设计意图: 通过游戏，利用头脑风暴的形式引起学生发散思维，抓住学生注意力，活跃气氛，在复习第三单元的基础上引出本单元话题，由旧知引出新知。）2. Match (5min)The teacher asks, “Which means of transportation do you take when you go to work / go to school?” Show some pictures of means of transportation. Match the pictures with the words. Then read the words after the teacher.1. subway 2. train 3. bus 4. taxi 5. bicycle 6. motorbike 7. plane 8. car 9. ferry 10. light railA B C D E F G H（设计意图:此步骤加入图片与交通工具match的设计，首先使学生对交通工具有直观的认识，多两个词汇供选择，使最后一张图片时，学生也仍要做出选择。带读解决不熟悉单词，利于学习用英语表述各种交通工具的名称，为下面的讨论作词汇铺垫。）3. Activity 1. Discussion (5min)“What kind of transportation have you taken? Work in pairs and discuss the means of transportation you have used.”Example: A: Have you ever taken the subway? B: Yes, I have. / No, I havent.（设计意图:把单词引入句型中，进一步巩固交通工具的词汇，也为后面语法的学习做铺垫。讨论中句子的使用为语言的实际运用打好基础。） 4. Activity 2. Description (10min)Which means of transportation will you choose when you ? And why will you choose it? What do you think the subway / is like?a. go to New York.b. go to schoolc. go to Zhoushand. go to Shanghaie. Encourage the students to describe the means of transportation. Encourage the students to make use of the adj, such as cheap, comfortable, dangerous, expensive, safe fast, slow . Give the students an example. Get them to make sentences.Example: The light rail in Shanghai is comfortable. （设计意图:在此步任务中，学生会根据地点选择交通工具，进一步巩固交通工具，并说明理由，鼓励学生用形容词和相应的句式描述交通方式，在讨论时自然引出常用句型，并加以操练，目的性明确，为听力的理解和掌握作铺垫，帮助学生掌握重点句型，又化解听力中的难点。）Step Two Listening (20 min)1. Activity 3. Listen and tick what you hear.Listen to the tape and answer the question, “What means of transportation mentioned in the dialogue?”1) ferry2) taxi3) train4) bus5) subway6) plane7)light rail8) boat（设计意图: 通过听对话，该步骤有助于训练学生能根据表格提供的信息有针对性地获取听力主要信息。）2. Activity 4. Listen again and answer the questions.1) How did Sara go to Shanghai?2) What place did she visit in Shanghai?（设计意图:从个人活动过度到全班活动，问答活动有助于学生掌握该关键句型的用法，在训练听力能力外，还会训练学生利用听力材料中的信息组织语言回答相关问题的能力。）3. Activity 5. Listen again and fill in the form. Listen to the tape again and catch the key words.Public Transportation in ShanghaiSaras OpinionSubwayLight railTaxi（设计意图: 进一步完成表格任务，检测学生对听力细节材料的理解和把握，有目的地获取信息的能力。再一次回顾描述交通工具，加深印象，为进一步理解对话，完成说的活动作铺垫。）Step Three Speaking (20 min) 1. Read and underline. (10 min)Students read the dialogue in Activity 6 individually, and then they underline important sentences about means of transportation. Teacher asks 2 or 3 students to tell others their opinions. Teacher writes down the useful sentences on the blackboard:Whats the transportation like in ?The transportation there is .Did you take ?Yes, was comfortable.How did you go there?I went there by .（设计意图:学生通过阅读，独立找出Activity 6中关于有关交通方式的关键句型，培养学生归纳、总结学习重点的能力，进一步加深对交通工具名称及相关句型的印象，为下面的活动做必要的语言储备。）2. Read the dialogue together. (10 min)Students read the dialogue twice together. The first time is between two groups, and the second is between boys and girls.（设计意图:该步骤能帮助学生记忆本课关键句型，并就相关问题做出恰当反应。为了保证学生朗读时语调正确，教师可以和他们一起大声朗读作为引导和示范。） Step Four Everyday English (10 min)Have you ever missed your last train or us home?Have you ever ridden a horse? How about a motorbike?How many times have you traveled by airplane?What kind of transportation do you used often?The transportation there is very convenient.（设计意图:此项活动有助于学生把掌握的语言输出，应用到真实的语境中，训练学生在相对真实的情景下运用所学语言进行交际。并在活动中对本课所学知识做一小结。）Step Five summary (10 mins) Make a survey about the transportation in the city that your classmate has been to.Student 1Student 2Student 3Students namePlaces he / she has been toMeans of transportation thereTransportation he / she likes bestTransportation he / she likes leastStep Six Homework (5 mins)(1) Practice the dialogue and repeat the dialogue.(2) Do some exercises in the textbook page 59(3) Write down their dialogue of their own about the transportation. （设计意图:对话的复述和一定的练习，可以巩固课上所学的语言重点，写下他们自己的对话，又可以锻炼学生的语言表达能力。）学案：(1) Practice the dialogue and repeat the dialogue.(2) Do some exercises in the textbook page 59(3) Write down their dialogue of their own about the transportation.Unit 4 Ive tried all the means of transportation 一. 教学内容授课材料为reading and writing，具体内容包括：读懂交通方面的短文；根据提示写出完整的博客文章；根据提示给出最佳出行方式的建议。二. 教学重点、难点 教学重点 能够读懂有关交通方面的短文；能够根据提示，写出完整的文章。 教学难点 能够根据提示写出最佳出行方式的建议。三. 教学目标1. 知识目标 学生能掌握有关交通博客的词汇，如traffic jam, rush hour, carpooling, a second hand car, public transportation, blog, workplace, strange。 能够读懂有关交通方面的短文。2. 能力目标 学生能快速阅读，总结、归纳及概括文章大意。 学生能在阅读中查找关键信息。(3) 学生能根据提示和要求完成写作。3. 情感目标学生能比较各种交通方式的异同，并在实际出行时选择适合的交通方式。四教学步骤Step One Lead-in （20 mins）1. Free talk. (10 min)Get the student to introduce the zhuzhou public bus transportation system. Get the other students to listen carefully and answer some questions about the public bicycle transportation system.（设计意图：通过学生有关株洲公交车系统的free talk，并回答相关问题，复习巩固前一课所学知识，话题紧密联系学生实际生活。长期坚持课前free talk，进行展示与练习，有利于学生熟悉并逐步积累英语的基本表达，有利于提高学生的口语交际表达能力和英语学习兴趣，提高他们的生活实际运用能力。）1. Revision (10 min)The teacher shows some pictures about the transportation in zhuzhou. (The teacher can ask something about local transportation.) Then ask the students: Have you taken the bus? Have you taken ? How about ? Whats the transportation like in Hangshou? / Hows traffic in your city?Which means of transportation do you like best / least? How do you travel every day?What kind of transportation do you use most often?Are there terrible traffic jams in Hangzhou?Have you ever been caught in a traffic jam?What do you know the transportation in New York is like?（设计意图:以本地交通为真实场景，复习巩固上节课所学句型与词汇，有助于活跃思维，激发学生的参与热情，并由株洲是否存在严重的交通堵塞，学生有没有遭遇过交通堵塞，自然引出新课，为开展新课活动做出情境及语言铺垫。）Step Two Reading (25 min)1. Activity 8 Brainstorm. (10 min)Work in groups of four and brainstorm about the causes of traffic jams in big cities. They can give any suggestion for the improvement of the traffic in big cities?（设计意图:发散思维，先小组活动，四人一组讨论，再全班活动，组间交流互补，学生公布讨论结果，教师给出反馈。为下面的阅读活动和写作任务做必要的语言准备。）2. Activity 9 Fast reading. (5 min)Get the Ss to read Wang Lus blog as quickly as they can and choose the best title. Then check the answer with the whole class. (1) My first job in New York. ( )(2) Transportation in New York. ( )(3) Traffic jam in New York. ( )（设计意图:训练学生快速阅读的能力，训练学生能总结、归纳及概括文章主旨的阅读能力。）3. Activity 10. Read the article again and finish Wang Lus fact file. Get some students to give their answers and check the answers. (5 min)（设计意图: 训练学生在阅读中查找关键信息的能力。） 4. Activity 11 Read the article again and complete the following chart. Get some students to show their chart and check the answer with the whole class. (5 min)（设计意图: 训练学生在阅读中查找关键信息的能力。教师可在阅读之前对相关单词如advantage进行解释。）Step Three Writing (30 min) Activity 12 Discussion and writing.Suppose you are going to New York next month. Where are you going to visit in New York? Which means of transportation would you like to try? And why? Discuss in groups. Example: A: Where are you going to visit in New York?B: We are