Module2unit1教案《1》

MODULE 2 TEACHING PLANContent：Module 2 Experiences一、题材内容本模块以经历为话题,语法重点是现在完成时句子的用法, 并能谈论自己和他人的过去经历。

该话题为学生所熟知,非常有利于开展听、说、读、写方面的语言实践活动。

通过操练,使学生在掌握语言结构的同时,既学习语言知识,感悟语言功能,又能熟练介绍自己或他人过去的生活。

本模块的learning to learn栏目介绍了迪斯尼乐园的有关知识,通过学习可以激发学生探索世界的兴趣。

在阅读过程中,学会应用寻找细节的阅读技巧,能将单词与释义相匹配。

教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。

充分调动学生的积极性。

教学目标1）语言知识：2）语言技能：3)学习策略4)文化意识：5)情感态度:通过学习描述过去生活，提高对英语的学习兴趣。

参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。

6)任务:能够运用动词现在完成时表述自己或他人过去的经历。

教学重点和难点重点：1．掌握描述过去经历的基本词汇，读懂含有现在完成时的句子，掌握动词现在完成时的陈述句、一般疑问句及肯定和否定回答形式和用法。

难点：掌握现在完成时的结构和用法。

教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。

二、教材处理核心任务：能够运用所学句型结构描述经历。

三个环节如下：pre-task：学生联系生活实际，激活背景知识，。

task –cycle：通过整个模块的听说读写的训练，强化对“过去经历”的表达能力，为完成任务做好铺垫post-task：达成任务，展示成果，反馈学习情况三、教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period 1: Listening and V ocabulary &Pronunciation and SpeakingPeriod 2: Reading and V ocabularyPeriod 3: Writing& Around the world &Module TaskPeriod 4: Language in use注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』Title:Module 2 ExperiencesPeriod 1: Listening and Vocabulary &Pronunciation and SpeakingTeaching Content: Listening and Vocabulary and Pronunciation and Speaking Teaching Aims and Demands:1. Language KnowledgeKey vocabulary and phrases:experience, ever, competition, airport, cabin, steward,captain, country, before, problem, wonderful, prize, reckon,sound, brilliant, dream, someone, kind，take offKey structure: have/has + p.p. (重点)2, Listening skill: To understand conversations containing the present perfect tense. (难点)3.Speaking skill: To talk about one’s past experiences4.Affection and attitudes: We should love life.Learning strategies:Bottom –up approach and listening to the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Part I: RevisionTask: Recall what we have learned in the last Module.Directions:Step one: Label the pictures with the phrases.(1). Read through the phrases in the box and have the Ss. Repeat them after you.(2).Ask them to label them in the pictures on the screen.(3).Make some sentences with the phrases. Ask students to speak out as many as they can.Step two: Talk about giving advice. Eg.(1).You should always speak English in class.Why don’t you write down the correct words?It’s a good idea to check your vocabulary notebook.How about listening to the radio in English?But try not to translate every word.Everyone should have a pen friend.You should go to bed before 9 o’clock, and get up at half past six.You should listen to the teacher carefully in the class.Try to speak English in class.I think it’s a good idea to write words in groups.(2). Have a competition speaking out the words. Eg. Speak out the words about studyingplan.Ask students to speak out as many as they can.Part II: Lead in:Task 1: Introduce to them the new words.Directions:Step one: Introduce the new words of this unit. And list them on the board.Step two: Read after the teacher.Step three: Practise reading the words.Step four: Ask the students to look at the pictures. Elicit what they can see. If there are anynew words, add them to the list on the board.Step five: Make some sentences using the new words from the whole class.Task 2: Introduce to them the present perfect tense.Directions:Step one. Elicit a few sentences from the Ss. (e.g. I saw the film yesterday. I have seen the film. I don’t want to see it again.) and write them on the blackboard.Step two: Then write the following:Have you seen the film? Yes I have./ No, I haven’t.Has he seen the film? No, he hasn’t./ Yes, he has.Step three: Practise the tense with some sentences:I answered all the questions yesterday. I have answered all the questions.( Point to a student) Have you answered all the questions?( Point to a boy) Has he answered all the questions?( Point to a girl) Has she answered all the questions?And so on.Step four: Have the Ss. make some other sentences. (e.g. have visited America/ have cleaned the floor…)Step five:规则动词的过去分词变化规律：①.原形+ed，如：work—worked—worked; visit—visited—visited②.字尾为e时，只需加-d，如：like—liked—liked; live—lived—lived③.字尾为“元音字母+y”，保留y，直接加ed。

如：play—played—played; stay—stayed—stayed④.字尾为“辅音字母+y”时，将y改为i，现加ed，如：study—studied—studied; cry cried—cried⑤.字尾只有一个辅音字母的重读闭音节词，将最后的辅音字母重复后再加ed，如：stop—topped—stopped; drop—dropped—droppedPart III: Listening1.Task: listen and then number the words and expressions in activity 1 on page 10.Directions:Step one: Read through the words and expressions and make sure the Ss understandthem all.Step two: Play the recording and have them listen to the recording and focus on the words first time through.Step three: Play the recording again and have them number the words andexpressions, then check with a partner.Step four:. Play the recording again for them to check. Then Call back the answerfrom the whole class.Step five: Let the Ss look at the picture in Activity 2 and say which of the words inActivity 1 you can see .Step six: Talk about the picture briefly.2.Task: To understand conversations .Directions:Step one: Today we’re going to listen to a conversation between Tony and Lingling.They’re talking about experiences. Listen and answer this question:Where was Sally from?What was the first prize?Make sure the Ss. understand the questions:Step two: Play the recording and have them listen.Step three: Play the recording again and have them write the answers individually.Step four: Play the recording and have them check their answers with a partnerStep five: Call back the answers from the whole class.3.Task: activity 4on page 11.Directions:Step one: Play the recording again and have them check the things Lingling and Sally have done individually in Activity 4. Have them check their answers with a partnerStep two: Play the recording again.Call back the answer in a whole- class setting.Step three: Ask and say what Lingling and Sally have or haven’t doneStep four: Listen and check.4 .Task: Listen and read:Directions:Step one: Play the recording and ask the Ss. to listen and read the conversation.Step two:Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.Step three: Put the Ss. into groups of 2 to practise the dialogue.Step four: They should repeat it several times, changing the roles each time.5. Task: activity 6 on page 11.Directions:Step one: Pair the Ss to answer the questions about the words in the box.Step two: Ask some pairs to act in front of the classroom.Part IV: Pronunciation and speakingTask: Listen and repeat the questions and answers in Activity 5 and 7 Directions:Step one: Play the recording and ask the Ss. to listen and repeat the questions and answers in Activity 7.Step two: Ask the Ss to pay particular attention to the intonation and the sentence structure of the sentences.Step three: Ask the Ss to ask and answer the questions in activity 7.Step four: Pair the Ss to ask each other and answer the questions in Activity 7Part V: A testListen to the tape and translate some of the sentences into Chinese.Part VI: Homework:Recite the short dialogue as fluently as possible.Period 2V ocabulary and ReadingTeaching Content:V ocabulary and ReadingTeaching Aims and Demands:1. Language knowledge:New words: western, abroad, fantastic, anywhere, Chinatown, Italian, delicious, pizza,sandwich, musician, dagger, seat, beside, taste, come true, more than,sell outKey structures: has + past participle(重点)2.To get information from the reading material about one’s experiences.3. Affection and attitudes: We should love life.Learning strategies: Communicative approach.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Part I: Revision1.Help students to revise what is learnt in Period one of this module.Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.2.Revise规则动词的过去分词变化规律：①.原形+ed，如：work—worked—worked; visit—visited—visited②.字尾为e时，只需加-d，如：like—liked—liked; live—lived—lived③.字尾为“元音字母+y”，保留y，直接加ed。