蓝山职中unit-1-I-laughed-till-I-cried.doc

Unit 1 I laughed till I cried! (8课时)学科： English课题：Lead-in, 蓝山县 职业中专 2016年 上 期 高一 年级主备人邹腾芳执教人 课时 总课时 执教时间集体备课成员梁小兰 李永忠 李爱凤 陈焕 王娜教材简析本课时系教材英语2（基础模块 高教版）第一单元的第一课时，包括Lead-in & Listening部分，具体内容为：能够表达假期活动词汇和词组，能够基本听懂并简单谈论家庭在假期中的活动。预设目标（1）帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等 （2）使学生掌握关于假期活动的一些词组和对话，并巩固过去时的表达方式如：visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc.（3）学会与同伴分享自己的快乐假期经历，提倡学生假期到户外运动，健康生活。增删教学重难点教学重点：关于假期活动的单词和词组，教学难点：如何在讨论假期生活的时候渗透过去时的复习教具准备Multi-media 知识链接动词一般过去式的变化规则教法学法启发式，互动式增删教学过程Step One Lead-in 1. The teacher greets each student: Hello, everyone, Im so glad to see you again, haha I miss you so much.Welcome back to school. Here are some little gifts I got from my holiday journey. Do you like it? Do you want it? Ok, lets share them.(hand them out) Do you know where did I go on my vacation?（设计意图：从分享假期旅游的小礼物，吸引学生的注意力，再聊到寒假里的活动是再自然不过的事了，顺便抛出有关课文内容里需要学生反复操练的一个问题，顺理成章。这里的开门见山让学生很快进入了本节课的话题。）2. What did you do during your winter vacation? What about you? Did your family go somewhere? Did you enjoy yourselves?3. Encourage the Ss to give answers. And collect different answers on the blackboard. While collecting, present some new words such as ski, mountain, sail, skate, beach, etc. teacher should repeat these words on the blackboard.（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，并同时利用课件增加活动，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。）4. now lets do a survey.(show them Activity 1)3. Activity 1(survey1): Tick the activities you did before. First, teacher should explain some difficult words, then after the students has ticked them out, ask some individuals to tell the whole what they once did by using: I .(I visited the zoo. / I went swimming. / I climbed mountains.) （设计意图：以调查的形式展开第一个活动，既衔接了上面的单词和词组的呈现，学生又不会觉得突兀。而且调查的形式贯穿整个课堂，让学生始终都围绕这个调查任务进行活动。）4. let students pay attention to the past tense. Teacher should use different colour to show the past tense.( present them in PPT)（设计意图：第一课时并不是主要讲语法的，所以只要适当了解这个过去时的组成形式是-V+ed或者特殊变形就好。）4. Activity 2: Listen and match. Get the Ss to do it by themselves without listening. Then get them to listen and repeat the sentences on the screen. let students pay attention to the past tense. （设计意图：不听磁带的先根据直观的图片先连线，再听磁带巩固句子的朗读，纠正语音语调。再次接触到过去时和“I went to”句型的使用。）Step Two Listening (divide them into several groups of four students, ask each group to choose a group leader.)1. Before listening, ask the Ss to look at the pictures and talk about whats the difference between these two cities?. Prepare for the listening BY a task that “lets do another survey to know the Cindy and her parents holiday activities”（设计意图: 第二个调查比第一个打勾的调查内容更深入一点，需要了解更多的关于地点，天气，假期活动和感受的内容，为下一步呈现简单的询问假期活动的对话做好铺垫。）2. Activity 3(survey2). Listen and tick out the city that Cindy and her parents went to on their vacation . Then check the answers with them.3. Activity 5(survey2). Listen again and match the people with the activities. Give them some time to discuss the answers, then check the answers with them.4. Activity 4(survey2). Listen again and answer the questions. Let each group leader tell their answers in class, teacher check the answers with all of them. Question1 What was the weather like in that place?Question2 How was their vacation? Step 3 Sum 活动的英文表达法及讨论假期生活的句子。增删板书设计 Unit 1 I laughed till I cried! visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beachHow was your vacation?It was wonderful / great / not bad.作业 抄写有关活动的短语。教学反思 课题：Listen and Speaking Dialogue B蓝山县 职业中专 2016年 上 期 高一 年级主备人邹腾芳执教人 课时 总课时 执教时间集体备 课成员 梁小兰 李永忠 李爱凤 王娜 陈焕教材简析本课时系教材英语2（基础模块 高教版）第一单元的第二课时，包括 speaking两部分，具体内容为：简单谈论家庭在假期中的活动，以及过去时的基本变化和特殊变化的学习。预设目标1、 能够对假期活动进行一些简单讨论2、学会与同伴分享自己的快乐假期经历，提倡学生假期到户外运动，健康生活。增删教学重难点教学重点：学生学会讨论假期生活。教学难点：讨论假期生活时谓语动词的变化。教具准备Multi-media 知识链接Everyday English教法学法启发式，互动式增删教学过程Step 1 Warming Up1. Greetings2. Revision 让学生用过去式翻译短语及句子。1）、爬山2）、去航海3）、我和我的朋友上周末去溜冰。4）、参观动物园5）、摘桔子Step 2. Presentation. 1 lets go to do a third survey about Tang Hua and Li Xiaonian. Listen to the tape and try to answer these questionsQuestion1 where did Tang Hua go?Question2 who did Tang Hua go with?Question3 what was the weather like there?Question4 what did them do there? What was their activities?1. go over Activity 6. each group discusses the anwers with their partners. Teacher ask some students to answer these questions. Them can choose the questions to answer. Teacher share suggested answers with them. Give them some scores. （设计意图: 第三个调查要通过先听录音，小组回答其中某一个或某几个问题的形式，取得调查结果，学生为了得分，有比较高的积极性。）2.show the dialogue on the screen, read the dialogue again by listening to the tape, and check their answers again. （设计意图:看着对话再听对话，这样既检查了他们的听力效果，把难度又降低了，大多数同学可以对照内容，回答出答案。）3.imitate the intonation by practicing the dialogue with your partner, ask some pairs(choose from each group) to practice the dialogue.4. 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。）Step 3 Pairework1. According to the four questions and say something about your holidays. ，suggested answers are given on the screen. Choose students from each group to answer the questions.Question1 where did you go? I went to . / We went to .Question2 who did you go with? I went with. / We went with .Question3 what was the weather like there? The weather was .Question4 what did you do there? I visited the zoo, went swimming / skating / skiing / boating / sailing / fishing, picked apples, climbed mountains, played volleyball on the beach, etc.Question5 how was your vacation? It was wonderful / great / not bad.（设计意图：让学生在进行对话输出前，能有一个很好的例子可以模仿。师生和生生练习则不断强化。）2.then let summarize the answers and make a short presentation. And present them in class. Give them some scores.(设计意图：把学生回答的内容进一步转化为个人陈述，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。） Step four： Sum 表达询问谈论假期所做事情的句型。 增删板书设计 Unit 1 I laughed till I cried! What was the weather like?It was wonderfui! 增删作业copy words:1. Recite the dialogue 2.完成一课一练的练习。增删教学反思 课题：Reading and writing 蓝山县 职业中专 2016年 上 期 高一 年级主备人邹腾芳执教人 课时 总课时 执教时间集体备课成员梁小兰 李永忠 李爱凤 陈焕 王娜教材简析本课时系教材英语2（基础模块 高教版）第一单元的第三课时，包括reading部分，具体内容为：能够看懂关于家庭成员的小故事。预设目标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。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。1. 增删教学重难点重点：能够看懂关于家庭成员的小故事难点：学生能根据不同的阅读需求，正确地掌握一些阅读的方法教具准备Multi-media 知识链接一般过去时教法学法1. Oral expression 2. Reading and writing增删教学过程Step 1 Warming Up GreetingsStep2.RevisionTeacher asks the following questions: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。）Step3.Presentation1、 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。）2. 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。）3. 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。）4. 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。）5. 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。）Step three： Sum 表达描述假期所做事情的句型。板书设计 Unit 1 I laughed till I cried! Household duties on the driveway do chores shopping list增删作业1、 Copy new words.2、 Read the text.增删反思课题：unit task和pronunciation practice蓝山县 职业中专 2016 年 上 期 高一 年级主备人邹腾芳执教人 课时 总课时 执教时间集体备 课成员 梁小兰 李永忠 李爱凤 陈焕 王娜教材简析本课时系教材英语2（基础模块 高教版）第一单元的第四课时，包括writing部分，具体内容为：能够描述一些已经发生过的有趣的经历。预设目标1. 知识目标 能够描述一些已经发生过的有趣的经历。(2) 简单地描述自己或家庭成员的经历。2. 能力目标 能够描述一些已经发生过的有趣的经历。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。增删教学重难点教学重点：简单地描述自己或家庭成员的经历教学难点：能够描述一些已经发生过的有趣的经历。教具准备Multi-media 知识链接一般过去时教法学法1. Task-based 2. Explanation增删教学过程Step 1 Warming Up GreetingsStep2.RevisionTranslate the following phrases and sentences. 1.我母亲是一个职业女性。 2.玛丽从来不做家务。 3.购物清单 4.自愿去购物 5.毫不犹豫Step3.Presentation 1. 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。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。）Step3 Writing (30 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。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 4: summary(10 mins)career woman household dailyreturn to daily return to slip on the drivewaysend to the hospital without hesitationtypical housewife do the housework family choreslast Sunday afternoon volunteer to do a shopping listhalf an hour later open a large grocery bag start to do增删板书设计 Unit 1 I laughed till I cried! My mother gave me a shopping listI bought vegetables and fish in supermarket.增删作业 1.基础训练 2. Complete Activity 15. 增删反 思课题：language in use蓝山县 职业中专 2016年 上 期 高一 年级主备人邹腾芳执教人 课时 总课时 执教时间集体备课成员梁小兰 李永忠 陈焕 李爱凤 王娜 教材简析本课时系教材英语2（基础模块 高教版）第一单元的第五课时，包括language in use部分，具体内容为：学习一般过去时的用法。预设目标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：(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。增删教学重难点教学重点：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。教具准备Multi-media 知识链接一般过去时教法学法1. Oral expression 2. Writing增删教学过程Step One Lead-in 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 1. Game: Get the Ss to put the words into the right envelope. stoppedplayed 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一般直接+ed不规则变化以辅音字母+y，则去y加ied重读闭音节结尾，双写最后一个字母，然后+ed以不发音e结尾+d（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 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。）增删板书设计 Unit 1 I laughed till I cried! 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. 不规则变化增删作业Recite Grammer Focus增删反思课题：vocabulary practice蓝山县 职业中专 2016年 上 期 高一 年级主备人邹腾芳执教人 课时 总课时 执教时间集体备课成员梁小兰 李永忠 陈焕 李爱凤 王娜 教材简析本课时系教材英语2（基础模块 高教版）第一单元的第六课时，包括vocabulary practice部分，具体内容为：学习一般过去时的用法。预设目标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 让学生学会与同伴分享自己的经历，感受家庭带来的温暖。增删教学重难点教学重点：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。教学难点：能够运用一般过去时来描述过去发生的事情。教具准备Multi-media 知识链接一般过去时教法学法1. Oral expression 2. Writing增删教学过程Step One Lead-in 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: 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。）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