(中職)英語基礎教程-Uint-1電子教案

（中職）英語基礎教程(2)Uint1電子教案（中職）英語基礎教程(2)Uint1電子教案PAGEPAGE5（中職）英語基礎教程(2)Uint1電子教案Unit1Weburstintolaughter.一、單元內(nèi)容分析本單元的話題是家庭經(jīng)歷。教學重點是運用本單元出現(xiàn)的常用詞匯、短語和相關句式談論家庭經(jīng)歷。具體為:能夠聽懂相互之間假期活動相關話題的對話；正確及熟練運用英語談論假期經(jīng)歷；能夠看懂關于家庭成員的小故事；能夠描述一些已經(jīng)發(fā)生過的有趣的經(jīng)歷；同時讓學生通過合作學習，共同分享彼此快樂的經(jīng)歷。本單元的語法點為一般過去時。本單元是家庭經(jīng)歷這個話題，它與學生的生活聯(lián)系比較緊密，迎合學生的興趣。就詞匯和句型而言，學生在以前的學習中也有所接觸。本單元既是對以前詞匯和句型學習的一個總結和復習，又增加了比較多的具有時代感的詞匯，吸引學生的興趣。因此，針對中職學生遺忘率較高的實際情況，教師通過合理的設計幫助學生復習的同時，融入新內(nèi)容，有效的完成詞匯聽、說、讀、寫四個任務，重視運用。在談論家庭經(jīng)歷及閱讀相關文章的過程中，拓寬學生的視野，潛移默化中讓學生分享彼此快樂的經(jīng)歷，健康快樂地成長。本單元設計成四個課時：第一課時Leadin+Listeningandspeaking 第二課時Readingandwriting 第三課時Grammarfocus(simplepasttense) 第四課時Vocabularypractice+Supplementaryreading二、分課時教學設計第一課時Leadin+ListeningandSpeaking一、教材分析1．教學內(nèi)容本課時系教材《英語基礎教程》（2）第一單元的第一課時，包括Lead-in&Listeningandspeaking兩部分，具體內(nèi)容為：掌握詢問過去經(jīng)歷以及提供回答的詞匯和句型；能夠聽懂并談論家庭在假期中的活動。2．教學重點、難點⑴教學重點家庭經(jīng)歷的詞匯和句型。復習初中所學關于假期經(jīng)歷的詞匯和短語；聽懂詢問和回答家庭假期經(jīng)歷的詞匯和句型；聽懂詢問和回答有關家庭假期經(jīng)歷的簡單對話。⑵教學難點在模擬或真實語境中談論家庭假期經(jīng)歷。二、教學目標知識目標⑴識記家庭經(jīng)歷相關的詞匯：如havefun,goskating，goswimming，gosightseeing,surftheInternet,playvolleyball,dohousework,tastedeliciousfood,visitscenicspots,visittouristattractions,watchamatch,takepictures,scenery,visitrelatives,souvenir,vacation⑵識記詢問、回答家庭假期經(jīng)歷所使用的句型，如：Howwasyourvacation?Itwasfantastic/wonderful/nice/notbad.Wheredidyougo?Iwentto….Howdidyougetthere?Wegotthereby…..Howlongdidyoustaythere?Westayedtherefor….Whatdidyoudothere?WeenjoyedandtooksomenicepicturesontheGreatWall.Didyou…?Yes,wedid./No,wedidn’t.能力目標⑴學生能聽懂關于詢問和回答家庭假期經(jīng)歷的對話。⑵學生能應用基本句型進行詢問和回答家庭假期經(jīng)歷為主題的簡單交談。(3)對以上家庭假期經(jīng)歷的基本詞匯和句型達到聽、說及應用的程度。情感目標（1）在談論家庭假期經(jīng)歷中，拓寬學生的視野；（2）在真實情景交流中，讓學生分享彼此快樂的經(jīng)歷，健康快樂地成長。三、教學步驟StepOneLead-inHaveamatch.Showthestudentssomepicturesaboutfamilyholidayexperiences.Meanwhile,havethestudentsrecognizethem,askthestudentstowritedownthekeywordsingroupsandspeakoutthewordsorphrasesthattheyhaveseen.Givethedifferentgroupsmarks.(圖片包含了初中學過的家庭假期經(jīng)歷的基本詞匯和即將要學的詞匯或短語，把一些熟悉的短語圖片播放間隔時間縮短，或者幾個活動放在一張圖上，增加難度和競爭的氛圍。)Thepicturesareaboutfamilyholidayexperiences.Itisthetopicofthisunit.Let’slookatthepicturesagainandspeakoutthewordsandphrasesloudly.Showthepicturesforthesecondtime,withtheEnglishwordorphrasebesideeachpicture.(suchasgoshopping,pickapples,visitfriends,goskating…)(第二遍展示的圖片增加了文字，有單詞或短語).（設計意圖:本活動為圖片激活，通過圖片激活學生的大腦,復習以前學過的單詞和詞組，并對新單詞和短語有個基本印象;通過小組合作競爭的形式調(diào)動學生參與的積極性。）Activity1.Matchandthink.Havethestudentsrecognizetheactivitiesandmatchthemwiththepictures.Askthemtoticktheactivitiestheydidduringthiswintervacation.Wordstobetaught:goswimming,goskating,gosightseeing,surftheInternet,dohousework,playvolleyball（設計意圖:鞏固新詞匯，通過換不同的圖片讓學生學習新詞匯；與學生談論這些活動也能為后面的活動做好鋪墊。）Practice.Havethestudentsrecitethephrasesandhaveacheck.Thefollowingactivitiesmaybeyourchoices.HavethestudentssaytheEnglishwordsorphrasesoutaccordingtothepictures.OrtheteachersaysthewordsinChineseandthestudentssaythewordsinEnglishincorrespondencewith.Askstudentstomatchtheverbontheleftandwordsontherightasquicklyaspossible.Seewhichgroupisthefastesttofinishit.goswimmingdopicturestakehouseworksurfvolleyballpicktheInternetplayskatingwatchflowerssightseeingamatch（設計意圖:游戲和比賽有利于充分調(diào)動學生的積極性和學習興趣;讓學生參與到課堂當中來,同時注意過程性評價融入進來。）StepTwoListeningandspeakingActivity2.Listenandtick.Studentslistentothetapeandticktheactivitytheyheard.T:JimandMarymeetonthefirstdayofthenewterm.Listenandtelluswhattheyaretalkingabout.（設計意圖:聽第一遍錄音，了解談論主題和識別關鍵詞。）Activity3.Listenandchoose.ReadthequestionsinActivity3withthestudentsasawhole,listentothetapeagain,andthenchoosethecorrectanswer.（設計意圖:聽第二遍錄音，識別關鍵信息。）Activity4.Listenandcomplete.Askthestudentstolistentothetapeandcompletethesentences.（設計意圖:聽第三遍錄音，填寫細節(jié)關鍵信息。）Activity5:Listenandrepeat.Studentslistentothedialogueandunderlinethekeysentencesaboutfamilyholidayexperiences.Howwasyourvacation?Itwasfantastic/wonderful/nice/notbad.Wheredidyougo?Iwentto….Howdidyougetthere?Wegotthereby…..Howlongdidyoustaythere?Westayedtherefor….Whatdidyoudothere?Wetasteddeliciousseafoodandvisitedmanyfamoustouristattractions.Didyou…?Yes,wedid./No,wedidn’t.Practicethekeysentences:Showthehalfofthepicturesabouttheteacher’swinterholidayexperiencesandletthestudentsguesstheteacher’swinterholidayexperiences.Sshadbetterusethewholesentences.T:-Ihadanicewintervacation.Canyouguesssomethingaboutmywinterholidayexperiences?S:-Youwentto.-Yougotthereby.-Youstayedtherefor.-Youtooksomepictures.-Youenjoyedthebeautifulscenery.-Youtastedsomedeliciousfood.-Youvisitedfamoustouristattractions.-Youhadagoodtime.-Youshoppedthereandboughtsomesouvenirs.（設計意圖:跟讀讓學生注意自己的發(fā)音；邊聽邊選出重點句型，為后面的練習做鋪墊；用游戲猜短語，用完整的句型回答問題的形式使機械的句型練習變得有趣。）Practice:Completethedialogueinpairsandasksomestudentstoactitout.A:Hi,Mary!Howwasyourvacation?B:Oh,itwas.A:Wouldyoupleasetellmeindetail??B:IwenttoShanghaiwithmyparents.Weall.A:Wow,soundsgood.?B:Well,Wegottherebycar.A:?B:Westayedtherefor15day.A:Really?That’salongtime.Whatdidyoudothere?B:Weand.A:Hownice!Didyougoto?B:Ofcoursewedid.Weenjoyedthereverymuch.（設計意圖:為學生后面的產(chǎn)出搭建階梯，增強學生完成后面任務的自信心。）StepThreeProductionActivity6:Practiceandact.Usethekeyphrasesandsentencestodothesurvey,completetheform.Requirement:Letthestudentsinterview4classmates’winterholidayexperiences.NameWhereHowHowlongWhatHavesomepairstodemonstrate.Givepropercommentsonthestudents’performances.（設計意圖：通過這個活動讓學生充分運用本節(jié)課所學單詞和句型，請學生當堂匯報采訪結果，訓練學生的口語和聽力以及語言組織能力，并及時評價。）StepFourSummaryMakeashortsummaryofwhatwe’velearnedtoday.(1)Keyvocabularyandphrases:goswimming,goskating,gosightseeing,surftheInternet,dohousework,playvolleyball,vacation,souvenir,relative,tastedeliciousseafood,visittouristattractions,haveagoodtime,havefun,scenicspots,touristattractions(2)EverydayEnglishaboutholidayexperiences:Howwasyourvacation?Itwasfantastic/wonderful/nice.Wheredidyougo?Iwentto….Howdidyougetthere?Wegotthereby…..Howlongdidyoustaythere?Westayedtherefor….Whatdidyoudothere?Wetasted…andvisited…./Weenjoyed…-andbought….Didyou…?Yes,wedid./No,wedidn’t.Wehadagoodtime.（設計意圖：對本課時所學集體做個小結，讓學生明確本節(jié)課學習目標。）StepFiveHomeworkRecitethedialogueinActivity5.Makeasimilardialogueaboutwintervacationexperienceswithyourpartnerandwriteitdown.Completetheparts“Languageapplication”and“Completethedialogue”intheworkbook.四、板書設計Unit1Weburstintolaughter.Leadin+ListeningandSpeakingKeyvocabularyandphrases:goswimming,goskating,gosightseeing,surftheInternet,dohousework,playvolleyball,vacation,souvenir,relative,tastedeliciousseafood,visittouristattractions,havefun,haveagoodtime，scenicspots,touristattractionsKeySentences:--Howwasyourvacation?--Itwasfantastic/wonderful/nice.--Wheredidyougo?Iwentto….--Howdidyougetthere?Wegotthereby…..--Howlongdidyoustaythere?Westayedtherefor….--Whatdidyoudothere?Wetastedandvisited./Weenjoyedandboughtsome.--Didyou…?Yes,wedid./No,wedidn’t.Wehadagoodtime.Unit1Weburstintolaughter.（第二課時教學設計）Readingandwriting一、教材分析1．教學內(nèi)容本課時系教材《英語基礎教程》（2）第一單元的第二課時，包括Readingandwriting部分，具體內(nèi)容為：能夠讀懂關于家庭成員的小故事；能夠?qū)懗鲆恍┮呀?jīng)發(fā)生過的有趣的經(jīng)歷；在描述家庭趣事的過程中，潛移默化中感悟生活的樂趣，學會珍惜自己所擁有的一切。2．教學重點、難點⑴教學重點復習用vacation,relative,souvenir,gosightseeing,tastedeliciousfood,visitscenicspots，haveagoodtime等單詞和短語描述假期經(jīng)歷的句型；讀懂關于家庭成員的小故事； 能夠?qū)懗鲆恍┮呀?jīng)發(fā)生過的有趣的經(jīng)歷；⑵教學難點能夠?qū)懗鲆恍┮呀?jīng)發(fā)生過的有趣的經(jīng)歷；二、教學目標1.知識目標⑴掌握以下的詞匯，如：forgetful,smart,speech,competition,funny,rosedirectly,weigh,weight,extremely,laughter,regards,laptop,cartoon,onadiet,loseweight,burstinto,aweighingmachine等等。⑵掌握以下的的句型，如：Lastweek,ourclassheldanEnglishspeechcompetitionaboutfunnyfamilystorie.Mymotherwassosurprisedthatshecouldn’tsayanything.Mymotherwentonadietinordertolosesomeweightlastyear.Whenshesteppedontotheweighingmachine,myfatherandIimmediatelyburstintolaughter.2.能力目標學生能在理解故事的前提下，根據(jù)所給提示詞語和句型，復述文中的兩個家庭故事；能夠簡單描述自己或家庭成員過去的經(jīng)歷。3.情感目標在描述家庭趣事的過程中，潛移默化中感悟生活的樂趣，學會珍惜自己所擁有的一切。三、教學步驟StepOneLead-inCompetition：Whichgroupisthebest?Revisethewords,phrasesandsentencesaboutholidayexperiences.Theteachercanusethegamesmentionedinthepreviousperiod.T:Didyourfamilyhaveagoodtimeinholiday?Wholikestravellingbestinyourfamily?（設計意圖:通過分組比賽，激發(fā)學生的參與熱情，讓學生在輕松的氛圍中復習所學短語及句型；并在最后與老師交流中，導入本課時所要涉及的話題。）2.Activity7Thinkanddiscuss.Letthestudentsdiscussmorequestionsaboutfamilymembers.Whoisthebusiestpersoninyourfamily?Whohasthebestmemoryinyourfamily?Whatwasthemostunforgettablethinginyourfamily?（設計意圖:在設問中引出新單詞，幫助學生理解新單詞的意思；通過討論，將學生帶入即將設定的語境里，幫助學生完成閱讀任務。）StepTwoReadingandwritingActivity8Readandtick.Havethestudentsreadthepassageandticktheirsamecharacter.Thenhaveacheckwiththestudentsasawhole.（設計意圖:第一遍閱讀，瀏覽大意。）Activity9.Readandchoose.Studentsreadthepassageagainandchoosetheanswers.1)Explainthefollowingwordsandphrasestothestudents；holdanEnglishspeechcompetitionsharesthwithsbe.g.Ihaveanbigapple.Wouldyouliketoshareitwithme?so…that…e.g.Heransofastthathecaughtupwithus.TheboyissorudethatIdon’tlikehim.goonadiete.g.I’msofat,soIwanttogoonadiet.loseweight,putonweight,gainweighte.g.Sometimeswecanlosesomeweightbydoingexercise.burstinto…e.g.Everyoneburstintolaughterwhentheyheardthefunnystory.Hearingthebadnews,heburstintotears.2)Fillintheblanks,trytorememberthesesentences.Lastweek,ourclassheldaboutfunnyfamilystorie.Mymotherwasshecouldn’tsayanything.Mymotherwentonadietinordertolastyear.Whenshesteppedontotheweighingmachine,myfatherandIimmediately.（設計意圖:第二遍閱讀，尋找細節(jié)，并掌握新單詞新短語的用法。）Activity10.Readandtranslate.Havethestudentsreadthepassageagain,translatetheimportantsentencesandtrytomemorizethem.（設計意圖:第三遍閱讀，進一步掌握文中重要的短語及句型，為下一步的輸出做準備。）StepThreeProductionActivity11AnswerandretellHavethestudentsanswerthefourkeyquestions,andthenretellthetwofamilystoriesonthepaper,usingtheimportantwords,phrasesandsentenceswelearnedjustnow..Competition:Whodiditbest?Teacherchoosessomestudentstoreadthestoriestheyretoldonthepaper,andjudgeswhodiditbest.（設計意圖:讓學生運用課堂中所學的復述故事，達到學以致用的目的。通過競賽形式，訓練學生的口語、聽力以及語言組織能力，并及時評價。）StepFourSummaryMakeashortsummaryofwhatwe’velearnedtoday.Keyvocabularyandphrases：forgetful,smart,speech,competition,funny,rose,directly,weigh,weight,extremely,laughter,regards,laptop,cartoon,onadiet,loseweightburstinto,aweighingmachineKeysentences:Lastweek,ourclassheldanEnglishspeechcompetitionaboutfunnyfamilystorie.Mymotherwassosurprisedthatshecouldn’tsayanything.Mymotherwentonadietinordertoloseweightlastyear.Whenshesteppedontotheweighingmachine,myfatherandIimmediatelyburstintolaughter.（設計意圖：對本課時所學集體做個小結，讓學生明確本節(jié)課學習目標。）StepFiveHomework1.Modifythecomposition“thetwofamilystories”youretoldonthepaperandhanditin.2.Completethepart“Reading”intheworkbook.四、板書設計Unit1Weburstintolaughter.ReadingandwritingKeyvocabularyandphrases：forgetful,smart,speech,competition,funny,rose,directly,weigh,weight,extremely,laughter,regards,laptop,cartoon,loseweight,burstinto,goonadietKeysentences:Lastweek,ourclassheldanEnglishspeechcompetitionaboutfunnyfamilystories.Mymotherwassosurprisedthatshecouldn’tsayanything.Mymotherwentonadietinordertoloseweightlastyear.Whenshesteppedontotheweighingmachine,myfatherandIimmediatelyburstintolaughter.Unit1Weburstintolaughter.（第三課時教學設計）Grammarfocus一、教材分析1．教學內(nèi)容本課時系教材《英語基礎教程》（2）第一單元的第三課時，包括Languageinuse中Grammarfocus部分，具體內(nèi)容為：一般過去時肯定句以及否定句的基本用法。2．教學重點、難點⑴教學重點（1）一般過去時肯定句的基本用法；（2）一般過去時否定句的基本用法。⑵教學難點能夠運用一般過去時描述過去發(fā)生的事情。二、教學目標1.知識目標⑴一般過去時的肯定句構成和用法；⑵一般過去時否定句的構成和用法。(3)能夠理解并識記動詞過去式的變化規(guī)則。2.能力目標⑴能夠正確運用一般過去時的肯定句；⑵能夠正確運用一般過去時的否定句；(3)能夠運用一般過去時描述過去的經(jīng)歷。3.情感目標通過描述自己過去的經(jīng)歷,讓學生互相更多了解，增進學生之間的感情。三、教學步驟StepOneLead-inReadLiHua’sdiary,andtakenotesofthepartofverb.February5,Friday,SunnyTodayIgotupearlyandhelpedmymothercookbreakfast.ThenIwashedthedishesandcleanedtherooms.Atnineo’clockIwentshoppingwithmyparentsbycar.Thereweresomanypeopleinthestreet,sothecarmovedslowly.IttookusaboutanhourtogettoWumart.WeboughtlotsoffoodanddrinkbecauseSpringFestivalwascoming.IntheafternoonIvisitedmyfriendsandplayedtabletenniswiththem.IsurfedtheInternetandreadbooksintheevening.Ididn’tgotobeduntilhalfpastten.Whatameaningfulday!Theyaresimplepasttense.（設計意圖:用圖文并茂的形式導入，引起學生的興趣，故事內(nèi)容貼近學生生活實際。）StepTwoLanguageinuse1.Showfoursentencesonthescreen,askthestudentstofindtheaffirmativestructureofthepasttense.Theywerestudentsfiveyearsago.Mymotherwasonadietlastyear.WetastedPekingduck.MarytookpicturesontheGreatWall.總結：一般過去時肯定句的構成:主語+was/were+表語主語+實義動詞的過去式+動詞過去式形式的構成：①

be動詞的過去式was、were.e.g:Shewasateacherfiveyearsago.

②

行為動詞的過去式，分為規(guī)則動詞和不規(guī)則動詞兩種。規(guī)則動詞的過去式的構成遵循以下四個規(guī)則：1）直接在動詞后加ed，例如：help-helped;want-wanted等；

2）以不發(fā)音的字母e結尾時，去掉e加ed(即直接加d),

例如：like-liked;use-used等；3）以輔音字母y結尾時，把y變成i再加ed,

例如：carry-carried;study-studied等；4）以重讀閉音節(jié)結尾，雙寫最后一個輔音字母再加ed,

例如：stop-stopped;shop-shopped等。而不規(guī)則動詞的過去式則需要我們認真下工夫去記了，例如：go-went;come-came;buy-bought等。Practice:Askthestudentstomakesomeaffirmativesentences,usingthesimplepasttense(who,what,where,when)andjudgeiftheyareright.Practice:1)寫出下列動詞的過去式。1.are_______2.have_______3.try_______4.do_________5.talk_____6.forget______7.hope______8.stop______9.play_____10.say_______11.worry______12.fly______13.study_______14.run_______15.forget_______16.begin_______17.wash_____18.watch_______19.finish_____20.go______2)選擇填空

()1.Lee________hismobilephoneathome.

A.leave B.leaves C.leaved D.left

()2.Assoonashe________,he______tohisfamily.

A.arrived,writes B.arrived,written C.arrived,wrote D.arriveds,write

()3.Mr.Blackwaslate

\o"更多bec內(nèi)容"becausehe_______hisway.

A.lostedB.lose C.loses D.lost

()4.Hewentintotheroomand_______thedoor.

A.lockB.locking C.locks D.locked()5.There_____twotelephonecallsformybrotherStevenyesterday.

A.isB.are C.was D.were

2.Showanotherfoursentencesonthescreen,askthestudentstofindthenegativestructureofthepasttense.Shewasnotanursetwoyearsago.

Wewerenotinthesameclasslastyear,butwewereinthesamegrade.Ididn’tplaysoccerafterschoolyesterday.WangFengdidn’tgototheparklastweekend.總結：一般過去時否定句的構成

（1）主語+was/were+not+表語

（2）主語+didn’t+動詞原形+其它Practice:Askthestudentstomakesomenegativesentences,usingthesimplepasttense(who,what,where,when)andjudgeiftheyareright.Practice:選擇填空(1)Thechildrenagoodtimeintheparkyesterday.A.didn’thasB.don’thaveC.didn’thaveD.don’thas(2)Annherhomeworkyesterdayevening.A.didn’tdoB.don’tdoesC.didn’tdoesD.don’tdo(3)Mybrothersintheparkjustnow.A.weren’tB.didn’tC.didn’tbeD.wasn’t(4)LastweekheanEnglishbook.A.didn’treadsB.didn’treadC.doesn’treadD.doesn’treads(5)LastyearIadoctor,butnowIam.A.weren’tB.didn’tC.didn’tbeD.wasn’t3.CompleteActivity12HavethestudentsfinishActivity12,andthenhaveacheckwiththestudentsasawhole.（設計意圖:歸納總結一般過去時肯定句和否定句的構成和用法，并提示注意表示過去的時間狀語和動詞的過去式。）4.CompleteActivity13（設計意圖:通過創(chuàng)設的對話，把語法的練習融入對話情景中。）5.DoActivity14HavethestudentscompleteActivity14,thenasksomestudentstoreadtheirsentencestothewholeclassandjudgewhodidthebest.（設計意圖:通過創(chuàng)設貼近生活的情景，用一般過去時簡單描述過去的經(jīng)歷，達到語法學以致用的目的;通過朗讀自己的作文，訓練學生聽力及語言組織能力,并及時評價。）StepThreePractice1)選擇填空

()1.-WhendidMaycomebackfromHongKong?-She__fromHongKonglastFriday.

A.comebackB.comesbackC.returnedbackD.cameback

()2.He____tothestationthismorningandwas______forthetrain.

A.hurry,intimeB.hurries,ontimeC.hurried,intimeD.hurried,attime

()3.—Haveyouseenhimtoday?—Yes,I____himthismorning.

A.seeingB.seeC.seesD.saw

()4.He______worriedwhenheheardthenews.A.isB.wasC.doesD.did

()5.LiuFeng_____threeyuanforthelostlibrarybook.

A.paidB.payC.spentD.lost()6.Willyoupleasesayitagain?I________quite_______you.

A.didn’t,hearB.don’t,heardC.didn’t,heardD.don’t,hear（）7.GaoShan________(put)thebookonhisheadamomentago.A.putedB.puttedC.putD.puts()8.Don’tcleanthehouse.Mum_______ityesterday.A.cleanedB.cleanC.cleansD.cleanned()9.They_____akiteaweekago，buttheyamodelplane.A.make,don’tmakeB.made,didn’tmakeC.made,didn'tmakesD.make,didn’tmake()10.Lucyherhomeworkathomelastnight.A.didn’tdoB.don’tdoC.didn’tdoesD.don’tdoes2)用括號中的單詞的正確形式填空。1.I_________anexcitingpartylastweekend.（have）

2.She_______athomeyesterdaymorning.（is）

3.Tommy__________TVathisuncle’slastnight.（watch）

4.Theyall_________tothemountainsyesterdaymorning.（go）5.Myfriend,Carol,________forthemathtestyesterdayevening.（study）3）按照括號中的要求改寫句子。

1.Lucydidherhomeworkathome.（改否定句）

Lucy______________________herhomeworkathome.

2.Shefoundsomemeatinthefridge.（改否定句)

She_____________________meatinthefridge.

3.Shedidn’tstaythereforaweek..（改肯定問）

She__________thereforaweek.4.Wasthereanyorangeinthecup?(改肯定句)

_.

5.LiMingisatschoolnow.（用yesterday改寫句子）

LiMing_______atschoolyesterday.4)翻譯下列句子。

1.你昨天在哪兒呢？

Where________youyesterday?

2.詹妮喜歡看書。昨晚她看了一本英語書。

Jennylikesreadingbooks.She_________anEnglishbooklastnight.

3.上周六他做什么了？他和媽媽去購物了。

What________he_________lastSaturday?

He_________shoppingwithhismother.

4.雷鋒經(jīng)常幫助其他人。

LeiFengoften________otherpeople.

5.我上周沒有給你寫信。

I________________toyoulastweek.（設計意圖:讓學生選擇做一些練習，達到時態(tài)熟練的程度，為參加對口升學考試打下基礎。）StepFourSummaryMakeashortsummaryofwhatwe’velearnedtoday.1.一般過去時肯定句、否定句的構成和用法。一般過去時肯定句的構成

（1）主語+was/were+表語（2）主語+實義動詞的過去式+一般過去時否定句的構成（1）主語+was/were+not+表語（2）主語+didn’t+動詞原形+其它2.動詞過去式的構成。分為規(guī)則動詞和不規(guī)則動詞兩種。規(guī)則動詞的過去式的構成遵循四個規(guī)則：直接在動詞后加ed；2）以不發(fā)音的字母e結尾時，去掉e加ed(即直接加d)；3）以輔音字母y結尾時，把y變成i再加ed；

4）以重讀閉音節(jié)結尾，雙寫最后一個輔音字母再加ed

。而不規(guī)則動詞的過去式則需要我們認真下功夫記了。（設計意圖：對本課時所學集體做個小結，讓學生明確本節(jié)課學習目標。）StepFiveHomeworkReviewthesimplepasttense.Write10sentences,usingthesimplepasttense.(who,what,where,when)Completethepart“multiplechoice”intheworkbook..四、板書設計Unit1Weburstintolaughter.Grammarfocus一般過去時肯定句的構成

（1）主語+was/were+表語（2）主語+實義動詞的過去式+e.g：Theywerestudentsfiveyearsago.Mymotherwasonadietlastyear.e.g：WetastedPekingduck.MarytookpicturesontheGreatWall.一般過去時否定句的構成主語+was/were+not+表語主語+didn’t+動詞原形+其它e.g：Shewasnotanursetwoyearsago.

Wewerenotinthesameclasslastyear,butwewereinthesamegrade.e.g：Ididn’tplaysoccerafterschoolyesterday.WangFengdidn’tgototheparklastweekend.動詞過去式形式的構成：分為規(guī)則動詞和不規(guī)則動詞兩種。規(guī)則動詞的過去式的構成遵循四個規(guī)則：1）直接在動詞后加ed；2）以不發(fā)音的字母e結尾時，去掉e加ed(即直接加d)；3）以輔音字母y結尾時，把y變成i再加ed；4）以重讀閉音節(jié)結尾，雙寫最后一個輔音字母再加ed。而不規(guī)則動詞的過去式則需要我們認真下功夫記了。Unit1Weburstintolaughter.（第四課時教學設計）Vocabularypractice&Supplementaryreading一、教材分析1．教學內(nèi)容本課時系教材本課時系教材《英語基礎教程》（2）第一單元的第四課時，包括Vocabularypractice和Supplementaryreading，具體內(nèi)容為：復習鞏固本單元所學單詞和短語；完成拓展閱讀。2．教學重點、難點⑴教學重點復習鞏固本單元所學單詞和短語。⑵教學難點引導學生學會自我總結的方法。二、教學目標1．知識目標⑴復習鞏固本單元所學單詞和短語。⑵完成拓展閱讀。2．能力目標引導學生學會自我歸納總結的方法。熟練拼寫重點詞匯。3．情感目標通過拓展閱讀，讓學生潛移默化體會到許多事物都具有兩面性，家庭娛樂活動也不例外。正確處理家庭娛樂活動和學習的關系。三、教學步驟StepOneRevisionVocabularycontest游戲方法與過程：

（1）教師準備好一些卡片(有的上面寫中文，有的寫英文，有的畫圖)。將卡片放入一只不透明的袋子里。5個學生為一組。

（2）讓每組的學生輪流上來摸卡片，如果摸到的是寫有英文的卡片，則要英譯漢；如果是中文，則要漢譯英并拼讀出來；如果是圖片，則要看圖說英語并拼讀出來。說錯者淘汰，堅持到最后的為獲勝者。（設計意圖:通過這一活動能幫助學生對于本單元重點詞匯和短語進行一個全面的復習并能檢查掌握的情況。通過小組之間比賽，激發(fā)學生的參與熱情。）StepTwoVocabularypractice1.Game:游戲方法與過程：（1）教師課前準備好兩類單詞卡片(一類上面寫動詞，另一類上寫名詞)，并分別放入兩只不透明的袋子里。5個學生為一組。（2）兩袋子里裝的卡片都是配對的，其中的一個動詞和其中的一個名詞可以構成一個固定短語。讓每組學生輪流上來選擇卡片并配對成固定短語，用時最少的組獲勝。（設計意圖:通過這一活動能幫助學生對于本單元重點短語進行一個全面的復習并能檢查掌握的情況。通過小組之間比賽，激發(fā)學生的參與熱情。）2.CompleteActivity15andActivity16，thenchecktheanswers.（設計意圖:通過這一活動，進一步檢查學生對于本單元重點詞匯和短語的掌握情況。）3.Asksomestudentstomakesentences,usingthekeywordsandphrasesinthisunit.4.CompleteActivity17Askthestudentstocompletethesentences,thenchecktheanswers.（設計意圖:讓學生進一步去應用這些重點單詞和詞組，達到熟練的程度。）StepThreeSupplementaryreadingPre-reading:Canyounameanyfamilyrecreationalactivities?While-reading:1.T:Nowwewillreadapassageaboutfamilyrecreationalactivities,readthefirstparagraphandunderlinet