基础模块英语unit2Isawaterriblemovie

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1、 汽车高级技工学校教案总第 4 次课课 题Unit2 I Saw a Terrible Movie授课班级授课日期教学目标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 game scareer, housewife, household, daily, return, hesitation, typical, chore, volunteer, ham etc。（2）学生能掌握讨论周末娱乐活动

2、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?Yes. I . / No, I .We both spent a relaxing weekend.(3) 能够看懂教材中的两个关于家庭成员的故事。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)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。(4) 学

3、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。(5) 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 (1) 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。(2) 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。重点、难点教学重点(1) 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。(2) 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。(3) 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。教学难点(1) 学生能在真实的情境中运用与周末娱乐活动有

4、关的词汇和句型。(2) 能够描述一些已经发生过的有趣的经历。教 具Multi-media, normal teaching tools教 学 过 程第一课时：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.Activities（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垫。）2. Look and complete

5、. 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 : Show the words and related p

6、ictures of different activities on the screen.Students: Tick the activities they did last week. 2. Listen and number (Activity 2 )Listen 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。）Step Three Listening 1. Pre-listening Teach

7、er: 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容,以帮助学生更有目的地听。）2. While-listening （1）Listen and number (Acti

8、vity3)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 work and pair work )Teacher: Play the tape se

9、ntence 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 underline the weekend activities. Teacher shows

10、 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。）2. Activity 6: Listen and repeat Students read the dialogue after the tape, focusing on the sentences underlined. （设计意图:通过跟读

11、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）Students make dialogues in pairs, following the examp

12、le. 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?NameWhere did you go last weekend?Who did you go with?When did you go there?How did you like

13、it? 2. Ask some of them to report their results to the whole class. Eg. Lastweekend,XXwatchedTV,playedfootball五、板书设计Unit 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 . Activities第二课时： 教学步骤Step One Lead-in 1. Revis

14、ion.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

15、意图：在日常的师生问候中，自然地复习了上一课时所学的容，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 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

16、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 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

17、速捕捉信息的能力。）2. 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。）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 di

18、fficult 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 B

19、ens 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。当然，这一要求可在上一活动朗读中就提出。而我们的能力培养并没有到此为止，活动13为我们提供了很好的复述示例。因为是第一次接触比较长的课文，学生肯定会有点困难。能力较强的学生可以参考方框中给出的词语来复述，教师也可以提供几幅简笔画，帮助学生记忆和复述。而能力较弱的学生

20、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 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

21、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。写作在第二册中的难度有了一定的提升，而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。)板书设计Bobs story:car

22、eer womanhouseholddailyreturn toslipon the drivewaysend to the hospitalwithout hesitationBens story:typical housewifedo the houseworkfamily choreslast Sunday afternoonvolunteer to doa shopping listhalf an hour lateropen a large grocery bagstart to do（设计意图，这样设计可以让学生非常清楚地在两篇故事中找到生词和重点词组。而学生在做复述的时候，黑板上

23、的这些单词和词组也能给学生以提示和帮助。）（可加页）作业计划1. Remember and search more phrases about weekend activities.2. Write a short report about one of the classmates weekend activities.3. Copy out the words of Unit 2 备注编写教师审阅意见 年 月 日Unit 2 Isawa terrible movie.一、 教学分析1.学情分析本单元的设计与实施的对象是电子商务专业120班的学生，班上女生占大多数，英语基础薄弱，但是普遍活泼

24、开朗，兴趣广泛，愿意展示自己。2教学容本课时系教材英语2（基础模块 高教版）第二单元的第一课时，容包括Lead-in & Listening and speaking两部分，主要是关于周末娱乐活动的词汇和对话。3. 教学目标（1）知识目标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,playcomputergames etc.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

25、 youthinkof the ?How about you? Did you do anything special?Yes, I . / No, I .We both spent a relaxing weekend.（2）能力目标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。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。4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

26、活动有关的词汇和句型。二、 教学策略1.教法分析（1）任务型语言教学法（2）情景交际法 （3）合作学习法2.教学方法 多媒体教学三、教学步骤Step One Lead-inBrainstormingShow the students a video about the weekend of American students.Then ask students a question,” What did you do last weekend?”2. Read and tick (Activity 1 )Teacher : Show the words and related pictures

27、 of different activities on the screen.Students: Tick the activities they did last week.3. Listen and number (Activity 2 )Listen to the tape and number the phrases in the order you hear them.Step Two Listening1. Pre-listeningTeacher: Ask several students about their own weekend activities. The dialo

28、gue 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 .2. 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 ri

29、ght picture according to the questions.3. Post-listening ( class work and pair work )Teacher: Play the tape sentence by sentence andleadstudents to repeat them.Step Three Speaking1. Read and underline (Activity 5)Students read the dialogue and underline the weekend activities. Teacher shows the sent

30、ences on the screen.I went to see a movie called Titanic with my father.I went to the gym andplayed volleyball with my friends.2. Listen and repeatStudents read the dialogue after the tape, focusing on the sentences underlined.3. Practice and act.（Activity 6）（1）First teacher makes short dialogues wi

31、th several students. For exampleT: What did you do last weekend?S1: I .T: How about you? Did you do anything special?S2: Yes. I . / No, I .（2）Students make dialogues in pairs, following the example. Then some of them act out their dialogues to the whole class.Step Four Group workYour school is to sh

32、ow a movie for the students. Please interview your classmates and fill in the following table.NameWhat do you think of?I thinkBobWhat do youthinkof Harry potter?It is wonderful. The story is very interesting.According to our survey, our school should show _.Step Five Homework1. Remember and search m

33、ore phrases about weekend activities.2. Write a short report about one of the classmates weekend activities.四、板书设计Surfed the InternetSaw a movieWatched TVListened to musicPlayedcomputergamesWent to the gymWatched a cartoonWent to a club五、教学反思1.亮点 在教学中根据不同学生个体的差异，对他们提出不同的要求。 在教学过程中，创造宽松、和谐的气氛，注重与学生沟通，让学生消除对英语学习的恐惧。 建立良好的师生关系，经常和学生一起反思学习过程中的不足，并加以改正。2.不足在采用“任务型”的教学途径的过程中，也有环节还需要在今后的教学中进一步完善，如：活动不应该仅限于课堂教学，而应该延伸到课堂之外的学习和生活中，鼓励学生平日里多说英语，让学生达到“活学活用、学以致用”，更好的突出我们语言教学的语用性和交际性。