最新英语基础模块电子教案(高教版)

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Unit 1 I laughed till I cried! The first period

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

⑴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。

⑵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

⑴帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent

等

⑵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

⑴学生能听懂关于询问和提供过去的经历的对话。

⑵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 min）

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 min)

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 min)

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 min)

Mak e a short summary of what we’ve 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 min)

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 zoo

go swimming / skiing / sailing / skating / fishing

pick apples

climb mountains

play volleyball on the beach You 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。）

课后反思：

不同班级教学效果相差很大，三个班中两个班能基本完成教学过程，另一个班管纪律用去大量时间。在考虑是否依据这个班的专业上课适当讲些计算机英语内容。不知道是否有用。

Book 2 Unit 1 I laughed till I cried! The second period

一．教学内容

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。

二. 教学重点、难点

⑴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。

⑵教学难点

能够描述一些已经发生过的有趣的经历。

三. 教学目标

1. 知识目标

⑴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

⑵能够看懂教材中的两个关于家庭成员的故事。

2. 能力目标

⑴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。

⑵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。

四．教学步骤

Step One Lead-in （15 min）

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 father Your mother You

who 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 (30 min)

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 Bob’s mother and Ben’s 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 Ben’s 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。）

Step Three Writing (30 min)

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 Four summary(10 min)

career woman household daily

return to daily return to slip on the driveway

send … to the hospital without hesitation

typical housewife do the housework family chores

last Sunday afternoon volunteer to do a shopping list

half an hour later open a large grocery bag start to do

Step Five Homework (5 mins)

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.

学案

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.

英语基础模块上册unit1教案

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