1、1Book 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
2、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 did)否定式：wasn t / 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
3、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）111. 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
4、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
5、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. played danced studied stopped went cried came did read returned replied listened watched chatted had enjoyed cooked stayed gave slipped counted asked sent arrive
6、d started was were（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played studied stopped wentdanced一般直接+ed以不发音 e结尾+d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不规则变化12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。
7、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 de
8、sk. Each box collects one part. Then Ss can read what they write. （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
9、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
10、 the holiday we c. went sailing I with my brotherd. had a great time weLi Jie danced in the classroom last night13e. 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
11、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
12、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 picture
13、s 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 a
14、go?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?14According to the general qu
15、estions, 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: Ch
16、ain 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
17、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 / werentdidnt do疑问式：Was /
18、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1516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
19、，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.
20、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.
21、S1(Li Jie): went swimming bathed in the sun walked along the beach17T: 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 T
22、hailand. 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
23、 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 cak
24、e 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
25、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)181. 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 tenni
26、s 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：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
27、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: Everyon
28、e 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 competition. 3. Vote for the funniest storyteller in the class. Tell the Ss that they can use as
29、 many expressions in Activity 20 & 21 as possible. go have play makeOthers:visit the zoo climb mountainspick apples open the birthday presentsang songs told stories19（设计意图：故事的素材要求学生事先已经找好，在前两个课时结束后，教师也分步骤地进行了相关作业的布置。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
30、活动 20 和 21，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 Fun Time (5 mins)1. Play the tape for the Ss to listen and pay attention to the stressed syllables. 2. Play the tape again for the Ss to listen and repeat. And ask the Ss to pay special attention to the words in black. 3. Practice. Get t
31、he 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. 4. 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。在此，应告诉学生英语重读的一般规律。而在这里安排的两人一组活动可以让学生互听互帮。 ）Step Five Ho
32、mework (1 mins)Review Unit 1 and prepare for the 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 applesvisit the zoo do the h
33、ouseworkUseful expressions:Where did you go last vacation? What did you do? How was your vacation?Did you enjoy yourselves?I went to We went to I made a snowman. I went swimming. It was wonderful. It was terrible. Yes, I had lots of fun. No, I had a terrible time. 20Unit 2 I saw a terrible movie.(第一
34、课时 教学设计)一、学情分析 本单元的话题是周末娱乐活动,该话题贴近学生生活,能引发学生兴趣。本单元的设计与实施的对象是旅游专业学生，该专业学生普遍活泼开朗，兴趣广泛，愿意展示自己，所以在设计中充分利用这些优点，通过多种课堂组织形式来调动他们的积极性，设计不同难度的任务，唤起英语学习的欲望，从而达到教学目标；当然职业学校的学生不可避免地存在英语基础薄弱的问题，但作为教师，如果能在授课时由浅入深，由易到难，从学生的实际水平和学习需求出发，帮助学生克服交际障碍，引导学生顺利完成交际任务，职高学生同样能体验到学习英语的快乐和成就感，爱上英语课堂。二、教材分析1教学内容本课时系教材英语 2 （基础模块
35、 高教版）第二单元的第一课时，本单元主要是关于周末娱乐活动的话题，该话题与学生的生活联系密切，能引起学生的共鸣。第一课时的内容包括 Lead-in & Listening and speaking 两部分，主要内容是关于周末娱乐活动的词汇和对话。这些内容为整个单元的学习活动做语言的必要准备，也让学生知道表达周末娱乐活动的部分短语，同时也为完成本单元的任务做语言上的准备。2教学重点、难点（1）教学重点通过对图片的理解，学生能听懂关于周末娱乐活动的词汇和句型。通过对话学习，学生能够口头运用表达关于周末娱乐活动的词汇和句型。（2）教学难点学生能在真实的情境中运用与周末娱乐活动有关的词汇和句型。三、教
36、学目标1. 知识目标（1）学生能够掌握关于周末娱乐活动的词组，如：surf the Internet, see a movie, listen to music, go to the gym, watch a cartoon, play computer games etc。（2）学生能掌握讨论周末娱乐活动时所使用的句型，如：What did you do last weekend?What do you think of the ?How about you? Did you do anything special?21Yes. I . / No, I .We both spent a re
37、laxing weekend.2. 能力目标（1）学生能听懂关于周末娱乐活动及活动中人物和感受的对话。（2）学生能用基本句型就周末娱乐活动进行对话交流。3. 情感目标通过口语交流了解他人的周末娱乐活动，增强同学间的了解。四、教学步骤Step One Lead-in 1. Brainstorming Teacher : What did you do last weekend?Ask students to tell the activities one by one.（设计意图: 激活学生已有的词汇知识。通过头脑风暴启发学生的主动思维，调动学生的积极性、主动性，也为后面的听说做好最基础的词汇铺
38、垫。 ）2. Look and complete. Show the students a group of pictures. Then ask the students to describe each picture, using the sentence pattern “I / He / She last weekend.” （设计意图:教师收集更多关于周末娱乐活动的图片，通过 PPT 快速展示熟悉短语，通过看图说话可以锻炼学生的语言表达能力和快速反应能力。 ）Step Two Words Study 1. Read and tick (Activity 1 )Teacher : S
39、how the words and related pictures of different activities on the screen.Students: Tick the activities they did last week. 2. Listen and number (Activity 2 )Activities22Listen to the tape and number the phrases in the order you hear them.（设计意图:将词汇学习与具体的图片相结合，帮助学生以较为生动的形式学习词汇。通过听力排序活动让学生进一步巩固词汇。 ）Ste
40、p Three Listening 1. Pre-listening Teacher: Ask several students about their own weekend activities. The dialogue as follows: T: What did you do last weekend?S1: I .T: How about you? Did you do anything special?S2: Yes. I . / No, I .（设计意图: 通过师生对话，联系学生的生活实际，巩固前两个活动中的重点词汇并了解听力活动的大概内容,以帮助学生更有目的地听。 ）2.
41、While-listening （1）Listen and number (Activity3)Listen and number the phrases in the order you hear them.（2）Listen and tick (Activity 4)Listen to the tape again and tick the right picture according to the questions. （设计意图：通过此活动，训练学生在听的过程中把握材料的大意，获取主要信息的能力，同时为说的活动提供语言铺垫。 ）3. Post-listening ( class wo
42、rk and pair work )Teacher: Play the tape sentence by sentence and lead students to repeat them.Students : Listen to the tape again and repeat sentence by sentence.（设计意图：在句子的跟读中，使学生掌握关于谈论周末娱乐活动的重要句型。为后面的说做好最基础的准备）Step Four Speaking 1. Read and underline (Activity 5)Students read the dialogue and unde
43、rline the weekend activities. Teacher shows the sentences on the screen. I went to see a movie called Titanic with my father.I went to the gym and played volleyball with my friends.（设计意图:阅读对话并划出关于周末娱乐活动的语句，让学生重点关注这些句子。 ）232. Activity 6: Listen and repeat Students read the dialogue after the tape, fo
44、cusing on the sentences underlined. （设计意图:通过跟读对话，让学生对周末娱乐活动的句型进行反复口头表达。为以下的对话操练做好语言上的准备。 ）3. Practice and act （1）First teacher makes short dialogues with several students. For example T: What did you do last weekend?S1: I .T: How about you? Did you do anything special?S2: Yes. I . / No, I .（2）Studen
45、ts make dialogues in pairs, following the example. Then some of them act out their dialogues to the whole class. （设计意图:通过简单的对话操练，熟练运用谈论周末娱乐活动的句型。 ）Step Five Group work1. Ask students to do a survey in groups of four: How did they spend their last weekend?Name Where did you go last weekend?Who did yo
46、u go with?When did you go there?How did you like it?2. Ask some of them to report their results to the whole class. Eg. Last weekend, XX watched TV, played footballStep Six Homework 1. Remember and search more phrases about weekend activities.2. Write a short report about one of the classmates weeke
47、nd activities.（设计意图:记忆周末娱乐活动的词汇并加以补充，以复习课堂词汇并扩散学生的思维。记录调查报告旨在巩固句型运用。 ）24Unit 2 I saw a terrible movie.T: What did you do last weekend?S1: I .T: How about you? Did you do anything special?S2: Yes. I . / No, I .五、板书设计Activities25Unit 2 I saw a terrible movie.（第二课时 教学设计）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）
48、第二单元的第二课时，是阅读和写作课。本课在整个单元中扮演着承前启后的角色，既是对上节听说课的复习与巩固，又为本单元的任务组织现场访谈脱口秀做好准备。阅读部分是关于人们的业余娱乐活动的文章，以电视访谈脱口秀的形式出现。写作部分是让学生采访写出同学的娱乐活动。本课时旨在通过阅读课文和写作训练让学生进一步掌握有关娱乐活动的表达方式。2教学重点、难点(1) 教学重点学生能通过阅读有关人们的业余娱乐活动的材料，获取相关信息。学生能以一般过去时表述自己和他人的业余娱乐活动。(2) 教学难点学生能将人们的业余娱乐活动以一般过去时进行复述。学生能结合实际采访写出同学的娱乐活动。二、教学目标4. 知识目标(1)
49、学生能掌握和运用描述娱乐活动的词汇和短语，如 exciting, relaxing, interesting, moving, rent movies, play computer games, etc。(2)学生能理解和运用一般过去时描述娱乐活动的句型。如I liked rock music.I liked renting movies.I loved playing computer games.It kept my mind busy.It was so exciting.It was relaxing.5. 能力目标(1)学生能读懂关于描述娱乐活动的阅读材料。(2)学生能写出相关句子表达同学的娱乐活动。6. 情感目标26通过采访交流了解和尊重他人的业余娱乐活动。三、教学步骤Step One Lead-in Give a short reportSeveral students are asked to give a report according to the homework about their classmates weekend activities.（设计意图:从上节课的课后作业入手，让
