英语基础模块2第一单元教案1.2

宁德职业技术学院授课题目Unit 1We laughed into tears!(2)实施日程周别： 日期：授课时数2教学目的1. 学生能听懂关于询问和提供过去的经历的对话; 2. 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. 学生能正确使用一般过去时的肯定式、否定式和疑问式。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。教学方法讲解与演示结合法、训练法教学内容与过程设计. Greeting. Preview. Lead-in Introduce the Past Tense. Contents presentation1. Language in Use2. Listening 3. Speaking. Summary. Homework实践环节教学条件英语教材, 多媒体备 注教学过程与内容：. Greeting. PreviewHave 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。）. Lead-inTell 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。）. Contents presentationLanguage in Use1. 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。）Listening1. 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。）Speaking1. 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。）. Summary Make a short summary of what weve learned today.a. the past forms of verbsb. the basic structure of the Simple Past.c. (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。）. Homework1. Practice the dialogue with your classmate after class;2. 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。