(中职)英语基础教程-Uint-2电子教案.doc

（中职）英语基础教程(2) Uint 2电子教案
Unit 2 What did you do last weekend?

一、单元内容分析
本单元的话题是周末娱乐活动。教学重点是能够理解并运用一般过去时描述经历过的娱乐活动。具体为能用一般过去时口头描述周末活动，并能进行交流；能看懂关于描述周末活动的文章，并能根据要求对自己的周末活动写出来；能够正确使用一般过去时；同时培养学生的学习兴趣并增进与他人之间的交流和沟通。
本单元要求学生能够用一般过去时在生活场景中就业余活动进行问答。其实用性强，内容贴近学生生活。所涉及新的词汇量不大，句型较简单。学生虽然在前一个单元的学习中接触过一般过去时的用法,但是本单元侧重一般过去时的一般疑问句形式和特殊疑问句形式，并且能够在模拟的场景中进行操练。因此，针对本单元的主题，教师通过创设一些生活场景，让学生将本单元所学的一些词汇和句型等进行实战演练，有效地完成本单元听、说、读、写四个任务。在模拟的操练中，激发学生的学习兴趣，同时也能增强学生的自信心并增进与他人之间的沟通能力。

本单元设计成四个课时：
第一课时 Lead in + Listening and speaking
第二课时 Reading and writing
第三课时 Language in use + the usage of simple past tense
第四课时 Vocabulary practice + Supplementary Reading

二、分课时教学设

第一课时 Lead in + Listening and Speaking
一、教材分析
1．教学内容
本课时系教材《英语基础教程》（2）第二单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：熟悉描述周末活动的词汇，听懂并能谈论有关周末活动的对话。
2．教学重点、难点
⑴教学重点
描述周末活动的词汇和句型；
听懂询问和回答周末活动的词汇和句型；
听懂询问和回答周末活动的简单对话。
⑵教学难点
根据图片场景，用所给句型与同伴谈论周末活动。
二、教学目标
1. 知识目标
⑴ 学生掌握以下词汇和短语：camp, milk, ride, milk a cow, surf the Internet, play basketball, see a movie, ride a horse, go camping.
⑵ 学生掌握询问和描述周末活动时所使用的句型：
- What did you do last weekend?
- How about you? Did you do anything special?
- I visited/went to/spent/saw/…

2. 能力目标
(1) 学生能听懂关于周末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
通过谈论周末活动了解他人的周末娱乐活动，增进同学间的了解。
三、教学步骤
Step One Lead-in
1. Team competition.
Show the students a short video about weekend activities. Have the students recognize them. Ask the students to speak out them in groups. Give the different groups marks. (微视频制作中的图片包含了十种左右不同的周末活动，学生以小组为单位进行活动的识别并进行展示。老师根据各组说出的准确的单词或词组个数给分。)
Teacher：What did you see in the video?
The short video is about the (weekend activities). It is the topic of this unit.
Let’s watch the video again and speak out the weekend activities loudly(第二遍播放的视频增加了对应周末活动的英文单词或词组).
（设计意图:本活动可以锻炼学生的观察能力，快速反应能力，激活学生对周末活动的英文描述已有的认知，并增加了一些新的周末活动词组，达到温故知新的效果。通过小组合作竞争的形式调动学生学习的自主性和参与的积极性。）

2. Activity 1. Look and match. Have the students recognize the weekend activities and match them with the pictures. Ask the students what they did before.
Words to be taught: milk a cow, surf the Internet, play basketball, see a movie, ride a horse, go camping.
（设计意图:学习新词汇，通过图片的形式学习新词汇更加形象具体。让学生谈论自己的周末活动也为后面的对话活动做好了铺垫。）

3. Practice. Have the students recite the phrases and have a check. The following activities may be your choice.
Have the students say the weekend activities out according to the pictures. Or the teacher shows the students weekend activities and the students describe their weekend activities by a complete sentence.
（设计意图: 通过快速抢答的形式对新知识进行巩固练习。可以让学生集中精力，积极参与课堂的互动和学习中来。调动学生的积极性和学习兴趣。同时，过程性评价和对学生的鼓励不容忽视。）

Step Two Listening and speaking
1. Activity 2. Listen and tick. Students listen to the tape and tick the activities they heard.
T: Listen and tell us what activities they did?
（设计意图: 听第一遍录音，了解谈论主题和识别关键词。）
2. Activity 3. Listen and choose. Read the questions in activity 3 and listen to the tape again, and then choose the correct answer.
（设计意图: 听第二遍录音，对应人物识别关键信息。）
3. Activity 4. Listen and complete. Ask the students to listen to the tape and complete the sentences.
（设计意图: 听第三遍录音，填写细节关键信息。）
4. Activity 5: Listen and repeat. Students listen to the dialogue and underline the key sentences about weekend activities.
What did you do last weekend?
How about you? Did you do anything special?
I visited/went to/spent/saw/…
I was…
It was…
Practice the key sentences: Student A asks student B what he/she did last weekend. Student B answers student A’s question and asks student C the same question. Student C answers student B’s question, and so on. Ss describe the activities using the complete sentences.
For example:
A: What did you do last weekend?
B: I drove a car. How about you?
C: I looked after my little sister. What did you do last weekend?
D: I ….
E: …
…
（设计意图: 跟读让学生注意自己的发音；边听边选出重点句型，为后面的练习做铺垫;用游戏的形式训练周末活动的描述，全班分成小组，组内成员按照上面的示例依次描述上一位同学的周末活动，而且要用完整的句子来描述，组内不能重复，用时最少而且正确率最高的小组获胜。小组之间形成竞争又紧张的气氛，学生为了小组荣誉而不断地回忆所学的周末活动及其描述，这样调动了全班学习的氛围。）
5. Practice: Complete the dialogue in groups and ask some students to act it out.
A: ______________________?
B: I ______________. And I _____________.
A: That sounds__________________.
B: Actually, it’s my first time to________________. I was _____________.
______________? Did you do ______________?
A: Well, I _____________.
B: Oh, it was _____________.
A: You can _________________.
B: OK. Thank you.
（设计意图: 本活动为半开放性的口语表达活动，要求学生利用教材提供的词汇和句型进行对话练习，帮助学生巩固所学的语言知识，掌握生活场景中有关周末活动进行交流的问答方式，为后面的开放性活动做好准备。）

Step Three Production
Activity 6: Practice and talk.
1. Make a dialogue. Talk about the weekend activities according to the given scene with your partner.
(设计意图:根据提示信息进行对话操练，进一步巩固新知。假设的生活场景能够更加贴近学生的生活，吸引学生注意力。)
2. Look and guess. The teacher shows the students some special pictures. And asks the students to use a complete sentence to describe what he/she/they did last weekend.
For example:
Teacher: What did he do last weekend?
Student: He _____________ last weekend. Am I right?
Teacher: You’re right.

（设计意图：设置十副左右图片，将关键部分遮住，让学生用完整的一般过去时的句子进行猜测并描述。通过这个活动让学生充分运用本节课所学单词和句型，并结合自己的生活体验进行猜测，学以致用。这样能够让学生学起来有趣，又能够获得语言知识和练习语言技能。）

Step Four Summary
Make a short summary of what we’ve learned today.
(1) Key vocabulary and phrases：camp, milk, ride, milk a cow, surf the Internet, play basketball, see a movie, ride a horse, go camping.
(2) Key sentences:
- What did you do last weekend?
- How about you? Did you do anything special?
- I visited/went to/spent/saw/…
（设计意图：对本课时所学内容进行巩固小结，让学生明确本节课学习目标。）

Step Five Homework
1. Recite the dialogues in activity 5. Make a dialogue to talk about the weekend activities.
2. Finish the parts “Language application” and “Complete the dialogue” in the workbook .

四、板书设计
Key vocabulary and phrases：
camp, milk, ride, milk a cow, surf the Internet, play basketball, see a movie, ride a horse, go camping.

Key Sentences:
- What did you do last weekend?
- How about you? Did you do anything special?
- I visited/went to/spent/saw/…

Unit 2 What did you do last weekend?
（第二课时 教学设计）
一、教材分析
1．教学内容
本课时系教材《英语基础教程》（2）第二单元的第二课时，包括reading and writing部分，具体内容为：阅读关于周末活动的文章，根据文章内容完成练习。该话题贴近学生的日常生活。学生通过学习，需要了解周末活动的英语表述；以及根据周末活动的介绍来获取关键信息；能够就具体的周末活动用一般过去时进行描述。
2．教学重点、难点
⑴教学重点
能够了解周末活动的英语表述；并能根据周末活动的介绍来获取关键信息。
⑵教学难点
能够就具体的活动用一般过去时进行描述。
二、教学目标
4. 知识目标
⑴ 学生掌握以下词汇和短语：campfire, campsite, shrimp, spider, tent, put up, the Bund.
⑵ 学生掌握以下句型：
--- I went to…
--- We visited…
--- My mum enjoyed…
--- It was a …
--- … is much more interesting than…
5. 能力目标
(1) 学生能够了解周末活动的英语表述，并能根据周末活动的介绍来获取关键信息。
(2) 学生能够就具体的活动用一般过去时进行描述。
6. 情感目标
学生能通过交流了解和尊重他人的业余活动。

三、教学步骤
Step One Lead-in
4. Just repeat.
Each row as a group. Everyone in the first line is assigned a story or information to read and memorize. Then he whispers it to the one in the second line. This will go on till the one in the last line. The one in the last line tells the story/information to the class and to be checked and judged by the teacher. (每竖行为一组。指定每行第一人读一条故事或信息，让他口头轻声说给后排同学。一直传到最后一排。最后让最后一排同学将故事或信息复述出来由老师确认即可。老师根据同学描述的正确率来给分。)
For example:
Row 1: Linda went camping with her family. It was interesting.
Row 2: They saw a movie last weekend. It was boring.
…
（设计意图:通过“拷贝不走样”的游戏，让学生在轻松愉悦的氛围中回忆所学知识，为后面的学习做好铺垫。通过竞争的形式调动学生的学习兴趣和参与的主动性。）

5. Activity 7 Think and tick. Have the students tick what kind of weekend activity they like best.
Teacher: What did you do last weekend?
What activities do you like best?
Why do you like it?
Have the students think it over and share their opinions.
（设计意图:让学生谈论自己喜欢的周末活动，为后面的对话活动做好铺垫。同时恰当地引入本课时的主题。）

Step Two Reading
6. Pre-reading.
Activity 8 Read and circle. Students read the text quickly, and circle the weekend activities that Mike and Joe did last weekend.
Mike: went camping (put up tent; went to the lake; caught and cooked some fish and shrimps).
Joe: went to Shanghai (visited the Bund; took some pictures).
（设计意图: 让学生快速阅读全文，学生通过快速浏览全文，提取文章中的重要信息。学生利用这种阅读学习策略，能更好的把握文章的主旨，提高自己的阅读理解能力。）

7. While-reading.
Activity 9 Read and choose.
（1）Students read the text carefully and choose the best answer.
（设计意图: 本活动为详细阅读并进行信息提取活动，要求学生仔细阅读全文并完成练习。训练学生通过详读查找重要信息的能力。）
（2）Key phrases and sentences explanation.
Ask the students to learn the usage of the key phrases and sentences, and then try to use them to make sentences.
Explain the following words and phrases to the students:
go+V-ing: go 与表示活动、消遣等方面的动词ing形式连用，表示在某些特定的情况下暂时从事的运动、消遣或活动，这时的go有“去”的意思。
e.g.: Did you go shopping with her yesterday?
常见的还有go swimming, go hunting, go hiking, go skiing, go dancing, go drinking 等等。
go+V-ing: 表示从事一些多少带有永久性的活动。在大多数情况下，go的后面的ing 动词就是职业名称，这时的go有“从事”之意。
e.g.: I am determined to go teaching all life.
After the war, he returned home to go farming.
此外还有go soldiering, go nursing 等等。
lucky:
e.g.: lucky dog.
（设计意图: 学习和掌握一些关键词组和短语的用法，为下一步的输出做准备。）

3. Post-reading.
Activity 10 Read and translate. Translate the Chinese into English.
(设计意图:训练学生对本课关键词语和句式的掌握。)

Step Three Production
Activity 11 There are five questions about the weekend activities. Ask students to list their answers for each question. And then write a short passage about “My Weekend” according to the answers. Questions: Where did you go last weekend? Who did you go with? How did you get there? What did you do last weekend? How was your weekend?
（设计意图：提前设计好五个问题。学生首先根据自己的情况进行回答。然后再根据自己的回答写一段关于自己周末活动的介绍。这样可以帮助学生进行组句成段，由简到难，进行知识的巩固和掌握。）

Step Four Summary
Make a short summary of what we’ve learned today.
(1) Key vocabulary and phrases: campfire, campsite, shrimp, spider, tent, put up, the Bund.
(2) Key sentences:
--- I went to…
--- We visited…
--- My mum enjoyed…
--- It was a …
--- … is much more interesting than…
（设计意图：对本课时所学内容进行巩固小结，让学生明确本节课学习目标。）

Step Five Homework
3. Introduce your weekend activities.
4. Finish the parts “Reading comprehension” and “Translation” in the workbook.

四、板书设计
Key vocabulary and phrases:
campfire, campsite, shrimp, spider, tent, put up, the Bund.
Key sentences:
- I went to…
- We visited…
- My mum enjoyed…
- It was a …
- … is much more interesting than…

Unit 2 What did you do last weekend?
（第三课时 教学设计）
一、教材分析
1．教学内容
本课时系教材《英语基础教程》（2）第二单元的第三课时，包括Language in use中的语法部分，具体内容为：一般过去时的两种疑问句形式：一般疑问句和特殊疑问句。
2．教学重点、难点
⑴教学重点
学生能正确使用一般过去时。
⑵教学难点
学生能准确运用一般过去时介绍自己和他人的娱乐活动。
二、教学目标
7. 知识目标
(1)学生掌握以下词汇和短语：comedy, maple, maze, see a movie.
(2)学生掌握一般过去时的基本用法：
一般疑问句基本形式：be（过去式） / 助动词（过去式）+ 主语 + 其它成分
特殊疑问句基本形式：由疑问代词开头：What did you do last weekend?…
由疑问副词开头：When did you come back from USA?…
8. 能力目标
(1) 学生能在情境中正确使用一般过去时。
(2) 学生能在口头和书面表达上表达对不同娱乐活动的感受。

9. 情感目标
快乐学习，在健康的娱乐活动中体验生活，并和同学无障碍地沟通、交流。

三、教学步骤
Step One Lead-in
Guess who the girl or boy is.
Last class, each student has written a short passage about their weekend activities on the card. At the beginning of this class, one of the students randomly chooses some of the cards and reads the cards to the classmates, and then asks them to guess who the girl or boy is. (上节课让学生已经根据给出的问题写了一小段关于周末活动的文章，并写在卡片上。本节课请学生随意抽出一些卡片，并将这些小文章进行宣读，其他学生猜这个同学是谁。老师根据猜对的个数给分。)
For example：
Student A：Last weekend, she / he went fishing with friends.
She / He went to the countryside by car.
She / He thought it was funny.
…
Student B：Is she Xiao Hong?
…
（设计意图:将上一个课时的内容进行了巩固和复习，又顺理成章地衔接到了本课时一般过去时的用法。学生上台朗读所写内容，锻炼了口语能力，增强了自信心和胆量；同学们在猜测主人公时，更加增进了彼此的了解。还可以增进同学的友谊和团队意识。）

Step Two Language in use
一般过去时（2）
一般过去时的疑问句分为两种：一般疑问句和特殊疑问句
1. 一般疑问句
1）定义：它是只用yes（是）或no（否）来回答的句子
2）基本形式：be（过去式） / 助动词（过去式）+ 主语 + 其它成分
3）通常回答为：
肯定：Yes + 主语 + 提问的be（过去式） / 助动词（过去式）
否定：No + 主语 + 提问的be（过去式） / 助动词（过去式）的否定形式
例句1：Was your mother on a diet last year?
Yes, she was.
No, she wasn’t.
例句2：Did Mary take pictures on the Great Wall last summer?
Yes, she did.
No, she didn’t.
2. 特殊疑问句
1）定义：以特殊疑问词开头，对句中某一成分提问的句子叫特殊疑问句。常用
的疑问词有：what、who、whose、which、when、where、how和why
2）基本形式：
由疑问代词开头：What did you do last weekend?
Who did you go with to the Summer Palace?
由疑问副词开头：When did you come back from USA?
Where did you go this summer vacation?
How was your weekend?
How did you spend the Spring Festival last year?
（设计意图:讲解一般过去时的用法，为下一步的学习做铺垫。）

2. Activity 12. Read and choose. Students choose the proper words to fill in the blanks.
（设计意图:选择恰当的动词形式填空，辨别其用法。）

3. Activity 13. Read and match. Students read and match column A with column B.

1) What did you do last weekend?
2) When did you visit Shanghai?
3) Where was your uncle’s house?
4) How did you get to Shanghai?
5) Who did you go shopping with yesterday?

a. Last summer vacation.
b. I played tennis with my friends.
c. By plane.
d. In the countryside.
e. My sister.
（设计意图:将问题和答案进行匹配，巩固一般过去时的疑问句形式及其回答。）

4. Activity 14. Think and write. Students think it over and write down their weekend activities.
______________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________
（设计意图:思考并给朋友写一封信，介绍自己的周末活动。）

Step Three Production
Practice：Good memory.
Show the students a group of pictures on ppt, and the pictures are about one’s weekend activities. And then the teacher asks students some questions. (For example: Where did she go? How did she get there? What did she do? And so on.)
（设计意图:以一组图片的形式展示一个人的业余活动，并快速地跳过这些图片，然后用一般过去时的疑问句形式问学生Where/How/What…? 学生进行回答。回答正确则得分。看似仅仅考察学生的记忆力的活动，其实复习了前面所学内容以及本节课一般过去时的疑问句形式等。通过换不同的图片让知识更加形象、具体、生动。）

Step Four Summary
Make a short summary of what we’ve learned today.
⑴ 词汇和短语：comedy, maple, maze, see a movie.
⑵学生掌握一般过去时的基本用法：
一般疑问句基本形式：be（过去式） / 助动词（过去式）+ 主语 + 其它成分
特殊疑问句基本形式：由疑问代词开头：What did you do last weekend?…
由疑问副词开头：When did you come back from USA?…
（设计意图：对本课时所学内容进行巩固小结，让学生明确本节课学习目标。）

Step Five Homework
Finish the part “multiple choice” in the workbook.

四、板书设计
词汇和短语：
comedy, maple, maze, see a movie.
一般过去时的基本用法：
一般疑问句基本形式：be（过去式） / 助动词（过去式）+ 主语 + 其它成分
特殊疑问句基本形式：由疑问代词开头：What did you do last weekend?...
由疑问副词开头：When did you come back from USA?...

Unit 2 What did you do last weekend?
（第四课时 教学设计）
一、教材分析
1．教学内容
本课时系教材《英语基础教程》（2）第二单元的第四课时，包括Vocabulary practice和Supplementary reading两部分，具体内容为：要求学生能够熟练掌握本单元所学词汇、短语和语法，在拓展阅读部分，能够利用快速阅读、略读等方法，顺利完成阅读材料重要信息的提取。
2．教学重点、难点
⑴教学重点
掌握本单元所学词汇、短语和语法。
⑵教学难点
掌握快速阅读、略读等学习策略，完成阅读材料重要信息的提取。
二、教学目标
10. 知识目标
(1)通过动词的配对练习，用所给词的正确形式填空，巩固本单元的重点词汇和短语：milk, camp, comedy, ride, gym, put up, milk a cow, ride a horse, surf the Internet, go camping.
(2)掌握拓展阅读中出现的新词汇、短语：childish, display, exhibition,