英语基础模块2教案1-18(1)
Unit 1:We laughed into tears!(1)
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，帮助学生达成教学目标。
二、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.
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。
三、教学步骤
Step One: Lead-in （8mins）
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?
Bb: 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 (10 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 (20mins)
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。在这里，教师可以根据教材上的内容，事先准备一些A\B角色转换卡片。以Kunming为例：
了解。）
Step Four: Summary and Production (7m)
Make 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 (1m)