英語詞匯綜合提升模塊的教學設計模板
作為一位不辭辛勞的人民教師，時常需要準備好教學設計，教學設計是根據課程標準的要求和教學對象的特點，將教學諸要素有序安排，確定合適的教學方案的設想和計劃。那么教學設計應該怎么寫才合適呢？下面是小編幫大家整理的英語詞匯綜合提升模塊的教學設計模板，希望能夠幫助到大家。
英語詞匯綜合提升模塊的教學設計模板1
教學目標
能聽,說,讀,寫短語:cleaned my room, washed my clothes , stayed at home, watched TV .
理解句子:How was your weekend ? It was fine ,thanks . What did you do ? I stayed at home and watched TV.
能運用過去式詢問別人上周末的活動,并會對其作出回答。
3.能夠運用新學的內容完成“Do a survey and report”任務。
4.在小組的討論交流中,培養(yǎng)學生英語的綜合運用能力。
教學重難點
1.重點:掌握核心單詞、詞組以及句子。
2.難點:掌握動詞過去式的用法及過去式的讀音。
教學過程
Step1 : Warm up
T: Good morning, boys and girls,.
I usually clean my room and wash the clothes on weekends.
What do you usually do on weekends?
S1: I usually do my homework and watch TV.
S2: I usually play table tennis. ………..
(設計目的:問候語熱身進入英語學習狀態(tài),同時用一般現在時態(tài)提問,為新課一般過去時做鋪墊。)
Step2:Presentation
T: Today we’ll learn Unit.2Last weekend.
1.日歷呈現Last weekend
(設計目的:直觀導入過去時間,上周六和上個星期天。)
2.圖片New phrases: cleaned , washed ,watched,stayed ,
cleaned my room , washed my clothes ,stayed at home ,watched TV.
3.師板書下列單詞的原形clean ,wash ,watch, stay,并用I often clean my room /…造句。
師板書以上單詞原形并且加ed后,用I cleaned my room /…last weekend造句。
(設計目的:呈現本節(jié)課核心詞匯,導入本節(jié)課的核心句型。)
4.學生觀察兩個詞組的不同之處.T:eg: cleaned是clean的過去式,當我們要表達過去發(fā)生的事情時,就要用動詞的過去式,規(guī)則動詞的過去式一般在原型后面加ed. cleaned的ed發(fā)/d/.師帶讀。
用同樣的方式教“stay/stayed at room,wash/washed my clothes,watch/watched TV.”.注意:washed,watched的ed發(fā)/t/.
(設計目的:通過比較,歸納,讓學生獲得新知,并學會學習。)
step：3
1.出示課件并讓學生自己觀察回答問題。
T: How were their weekend?
S1:He cleaned his room and washed his clothes.
S2: She stayed at home and watched TV.
呈現句型:What did you do?師生問答
(設計目的:讓學生觀察課件,說出他們做了什么,操練本課核心句型。)
生打開課本P15,聽錄音跟讀。
pair-work T: How was your weekend ? S: It wasfine , thanks.
T: What did you do ? SI :I stayed at home andwatched TV.
Listen to the tape of Let’s learn and follow it.
(設計目的:讓學生聽課本標準發(fā)音,并跟讀,培養(yǎng)聽說能力。)
Let’s chant,邊做動作邊chant:
What did you do last weekend ? I cleaned my room.
What did you do ? What did you do ? I washed myclothes.
What did you do ? What did you do ? I stayed athome.
What did you do ? What did you do ? I watched TV. (注意:do的過去式did ).
(設計目的:利用chant對新知進行滲透并為下面學習做好鋪墊。)
5.Do a survey and report :學生利用表格,進行問卷調查。
操練句型—How was your weekend?
--- What did you do?
(設計目的:通過調查匯報,獲得信息反饋,知曉學生對新知掌握的情況。)
Step 4.達標檢測
一、寫出下列動詞的過去式。
1. wash_____ 2. stay_____3.watch______ 4.clean______ 5.do______
二、讀一讀,選一選。
( )1.你想問同學周末過得怎樣,可以說:______.
A. How was your weekend ? B. Howold are you ?
( ) 2.你想問同學有多高,可以說:_______.
How heavy are you ? B.How tall are you ?
( )3.你想告訴同學:你周末過得很好,可以說:____.
A. I’mtaller than you . B. It was fine.
( ) 4.你想問同學上周末做了什么?可以說_____.
A. What did you do last weekend ?B. What are you going todo next weekend ?
( )5.你想說:它比我們倆加起來還高,可以說:_______.
It’s taller thanboth of us together. B. It’s taller than theelephant.
(設計目的:適當地給予學生課后練習,是對已學知識的鞏固,新課的延伸。)
英語詞匯綜合提升模塊的教學設計模板2
教學目標
1.能夠理解對話大意,并回答對話下問題。能按照正確的語音、語調及意群朗讀對話,并能進行角色表演。
2.能夠聽、說、讀、寫,并在情景中運用句型How was your weekend? It was good. Did you do anything else?提問并回答有關周末活動的安排。
3.能夠在語境中理解生詞drank的意思,并能正確發(fā)音。
教學重難點
1.重點:運用句型How was your weekend? It was good. Did you do anything else?提問并回答有關周末活動的安排。
2.難點:一般過去時動詞詞尾的規(guī)則變化。
教學過程
一、課前展示
1.師生相互問候。
2.教師利用頭腦風暴活動激發(fā)學生的背景知識,復習相關的動詞及動詞詞組。教師請學生說出周末一般做什么,復習有關周末活動的詞匯。如果學生不能夠說出很多單詞或詞組,教師可在課件上出示詞組,引導學生描述自己周末一般做什么。
二、情境導入
1.呈現重點句型
(1)教師展示日歷,請學生回憶上周末做了什么。教師引導學生說出上周末的活動安排,并用一般過去時的句子轉述,請學生感受使用一般過去時的語境。師生對話示例如下:
T: How was your weekend? Busy? Happy? What did you do?
Ss: I do my homework.
T: Oh, you did your homework last weekend.
T: What else did you do?
…
(2)教師說出自己上周末所做的事,并將句子呈現在課件上。課件內容示例如下:
I was very busy last weekend.
I cleaned my room last Saturday morning.
I washed my clothes last Saturday afternoon.
I cooked a meal last Sunday evening.
I watched TV last Sunday evening.
三、自主合作
教師在課件上呈現兩組句子,引導學生認真觀察,并嘗試找出規(guī)律。
What do you usually do on weekend? What did you dolast weekend?
I clean my room. I cleaned my room last Saturday.
I wash my clothes. Iwashed my clothes last Sunday.
I cook a meal. I cooked a meal last Sunday.
I watch TV. I watched TV last Saturday.
教師引導學生小結一般過去式動詞的規(guī)則變化,即一般情況下,在詞尾加-ed,大多搭配表示過去的時間短語,如:lastweekend, last Sunday。教師在課件上用紅色標注-ed及l(fā)ast。
師生進行即席問答,對話示例如下:
T: Who cleaned your room?
Ss: …
T: Who washed your clothes?
Ss: …
T: Who cooked a meal?
Ss: …
T: Who watched TV?
Ss: …
2. Let’s try.
(1)教師在課件上出示主情景圖,引入Mike的'周末活動。詢問學生:Whatdo you think of Mike’s weekend? Was it interesting?教師在課件上呈現日歷,使學生初步了解本課要學習的內容涉及過去的時間。
(2)教師要求學生讀題并猜測答案。
(3)學生讀題并猜測答案。
(4)教師播放本部分錄音,學生聽后選擇正確答案。
(5)教師校對第一題答案時,請學生說出原因,引導學生推導時間,引出lastweekend。
3. Let’s talk.
(1)教師播放本部分錄音兩遍,學生帶著問題聽錄音,聽后回答問題:
What did Mike do last weekend?
What did Grandpa do?
How was their weekend?
(2)游戲:聽對話,做動作
教師請學生聽對話的錄音,當聽到描述Mike與Grandpa周末活動及感受的語句時,教師暫停錄音,請學生起立,重復讀一次,如下所示:
It was good.(起立并復讀)
I stayed at home with your grandma.(起立并復讀)
We drank tea in the afternoon and watched TV.(起立并復讀)
I watched TV, too.(起立并復讀)
I watched some children’s shows on TV.(起立并復讀)
I cleaned my room and washed my clothes.(起立并復讀)
(3)教師播放課文動畫,請學生看完后完成以下連線活動。
(4)師生核對連線題的答案。
(5)教師放錄音,學生跟讀。教師解釋單詞drank的意義。
(6)教師播放課文錄音,學生逐句仿讀。(提醒學生在跟讀的過程中注意模仿錄音中的語音、語調)
四、檢測提升
1. Role Play
師生分角色朗讀課文;同桌分角色朗讀對話;教師可挑學生上臺表演對話。
2.活動1:教師在課件上呈現Mike’s grandma周末活動的圖片,提問學生:How was Grandma’s weekend? What did she do? Did she do anything else?組織學生創(chuàng)編新的對話并進行表演。
3.活動2:教師與學生對話,提問該生上周末做了什么以及下周末打算做什么。對話后教師示范如何轉述該生的話,然后請學生依照示范與同學對話,并嘗試轉述同學的活動安排。師生對話示例如下:
T: Hi, Lily. How are you? How was your weekend?
Lily: I’m fine,thank you. It was good.
T: What did you do?
Lily: I went to the park with my father and mother.
T: That’s nice. Didyou do anything else?
Lily: Yes, I cooked a meal and washed the dishes. Iplayed chess with my dad.
T: Wow! You are a good girl. What are you going to donext weekend?
Lily: I’m going tovisit my grandparents.
T: That’s good.
教師轉述示例如下:
Lily was happy last weekend. She went to the park withher family. She cooked a meal washed the dishes. She played chess with her dad.She is going to visit her grandparents next weekend.
五、改編對話
和自己的伙伴討論上周做了什么,可參照課文內容進行改編
英語詞匯綜合提升模塊的教學設計模板3
教學目標
1.能夠聽說讀寫單詞和短語：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat. 2.能夠聽說讀句型：What’s the matter, Mike? I feel sick. I have a fever.并進行關鍵詞的替換操練。 3.能夠理解會并吟唱Let’s chant的歌謠。
教學重點、難點：
1.重點是掌握A-Let’s learn的四會單詞和短語，并詢問別人的身體狀況。
2.難點是正確拼寫四會單詞和短語。
教學過程
1、 Warm-up
(1)播放錄音PEP4Unit6歌曲“My father is a doctor.”
(2)日�？谡Z對話，復習職業(yè)單詞。
What’s your father/mother?
2、 Presentation and practice
(1)教師出示Let’s start的教學掛圖，說：Look! We have some new friends here. Who are they? What’s the matter with them?…幫助學生回答，并引導學生通過觀察圖片或教師的肢體動作來幫助學生熟悉答句中的新單詞和短語。
(2)播放Let’s chant的錄音，重點領讀句子：I have a headache. I have the flu.
(3)教師出示一支體溫表，說：This is a thermometer. If I have a fever, it will tell me. Let’s see Mike. Mike doesn’t feel well. He has a fever.指著Let’s learn的圖片的Mike，教學“have a fever”。讓學生看圖片，教師做出各種表情，引導學生提問“What’s the matter?”，引出詞組have a fever(出示體溫計或在額頭上捂濕毛巾) have a toothache(作牙疼狀) , hurt(在身體某一部位貼一塊膏藥), have a sore throat(咳嗽，說話沙啞)，have a cold(打噴嚏), have a headache(作頭痛狀)。注意headache和toothache的共同之處，幫助學生簡單了解構詞法。播放錄音，讓學生跟讀單詞。
(4)教師讓學生讀單詞，叫到的同學，給他圖片(have a fever)，問他：“What’s the matter, x?”引導學生說：I feel sick. I have a fever.解釋sick單詞。用同樣的方法教授句型：What’s the matter, x? I ...
要求學生回答并做出相應的表情。可以讓學生兩個進行操練。
(5)Let’s play “看病”游戲。將學生分成六大組，每組選一張短語卡片。教師戴上醫(yī)生的帽子提問：Cold, cold, who has a cold?如第一組選中的是have a cold，這組學生就邊做動作或表情邊吟唱：Cold, cold, I have a cold.用同樣的方法進行操練，各組調換卡片繼續(xù)該活動。
(6)Pair work “敲敲打打”活動。教師將所學單詞或短語寫在黑板上，然后把學生分成兩大組，每組派一名代表站到黑板前。教師說單詞或短語，請學生敲擊聽到的單詞或短語，誰敲得既對又快得一分，最后得分高的組獲勝。
(7)活動超級對對碰
屏幕的左邊為sore throat/fever/cold/headache這些詞，它們的旁邊為少了一個詞的詞組結構：have a …,右邊為每個詞組所對應的圖片。拖動左邊的詞把它們配對到對應的詞組中。右邊的圖可以給所填的詞以提示。連對了，則會發(fā)出歡呼聲，給學生以鼓勵。
3、 Consolidation and extension
(1)學生聽讀P14-16五遍。
(2)學生背誦和抄寫單詞和短語4遍。
五、板書設計：Unit 2 What’s the matter, Mike? have a fever hurt have a cold have a toothache have a headache have a sore throa
英語詞匯綜合提升模塊的教學設計模板4
教學目標
1.能夠聽說讀寫五個情緒單詞：tired, angry, excited, happy, sad ,bored.
2.能夠聽說讀句型：How does Amy feel? She’s tired.并進行關鍵詞的替換操練。
3.能夠完成Task time的任務。
教學重點：使學生熟練掌握五個四會單詞，并能替換句型“How does she/he feel? She’s/he tired.進行回答。
教學難點：使學生熟練掌握五個四會單詞。
教學過程
一、 Warm-up：
(1)Free talk: How tall are you?
How heavy are you?
How old are you?
How many pencils do you have?
How much is your…?
How are you? Your parents come to our classroom today.
二、Presentation:
Step 1: Learn the new words.
Guiding1:
請同學們朗讀并翻譯課本19頁Let’s Learn中的6個單詞，畫出不會讀或不會翻譯的單詞，2分鐘后指名交流。
(1)Happy
T: You had the English test this week, many students did a good job in this test. X, you got 100 pionts, how do you feel?
(以談話的形式導入單詞happy的教學，多媒體出示笑臉圖和單詞happy,引導學生拼讀單詞，教師提問a字母和y字母在單詞中的發(fā)音，領讀單詞。)
(2)Sad
T: If you failed the English test, you are ________.(sad)
教師出示哭臉的圖片和單詞sad，告訴學生a字母和happy中的a字母發(fā)音是相同的，讓學生試著拼讀單詞。(學生容易把a字母發(fā)成e,所以看似簡單的單詞，教師也要加以耐心地指導朗讀和糾正發(fā)音)
(3)Angry
T: If you failed the test, your parents are _________.(angry)
(多媒體出示angry的圖片，教學單詞，講明字母a和y的發(fā)音,讓學生自己拼讀單詞，然后教師領讀單詞)
出示John踢球輸了的圖片，出示句子John is very angry, because he lost the football match.讓學生看情景圖說句子，達到操練的新單詞的目的。
(4)Excited
承接上面的情景，John is very angry, because he lost the football match, how about Zhang Peng? (情景圖)導入單詞excited.
出示句子：Zhang Peng is excited, because he won the football match.
讓學生模仿說句子，操練單詞。
(5)tired/bored
Guiding2:請同學們朗讀并翻譯19頁Let’s Learn中的兩個句子，畫出不會讀或不會翻譯的單詞，兩分鐘后指名交流。
以同樣的方式教學單詞tired和bored，同時教學句型How does Amy feel? She’s tired.在指導拼讀單詞時，讓學生觀察兩個單詞的相同之處：結尾三個字母都是red，這樣的話學生對這兩個單詞的記憶就會更加深刻。
Guiding2:請同學們朗讀并翻譯19頁Let’s Learn中的兩個句子，畫出不會讀或不會翻譯的單詞，兩分鐘后指名交流。
三、Drill
1.句型操練：How does …feel? He/She’s ….安排同桌兩個人問答練習。
2.Pair work.記憶大比拼。(給學生30秒中，記住六個孩子的心情，然后教師問學生答。)
3.總結以How開頭的疑問句，并對比How do you feel? How does Amy feel?兩個句子的不同之處：人稱和助動詞的變化。
四、Consolidation:
Read and finish:
1.My dad is going on a trip without me.
I’m very _ _ _ _ _.
2. Chen Jie failed(不及格) the math test,
She’s very _ _ _.
3. Lucy clean the bedroom in the morning,
She’s_ _ _ _ _.
4.Mike is going to take a trip next week,
He’s very _ _ _ _ _ _ _.
5. Sarah is _ _ _ _ _, because her mother
is going to buy a new dress for her.
Learning aims：
1.能聽說讀寫6個重點單詞：tired, angry, excited, happy; sad, bored;
2.能正確運用重點句子：How does Amy feel? She’s tired.
英語詞匯綜合提升模塊的教學設計模板5
教學目標
知識目標：
1、能夠聽說讀寫句型：--How did you go there? I went by train .
2.能聽懂、會說本課對話，并能在實際情景中應用。
能力目標：
能夠用一般過去式詢問別人在過去的時間里乘坐什么交通工具去了哪里并作答。如Where did you go on your holiday? I went to Xinjiang. How did you go there? I went by train.
情感目標：
1能在游戲中積極參與，激發(fā)學生學習英語的熱情，積極運用所學英語進行交流，加強合作式學習，共同完成學習任務。2、通過竟爭，培養(yǎng)學生的集體榮譽感和競爭意識。
教學重難點
1，教學重點是掌握句型How did you go there? I went by train.
2.教學難點是在實際情景中正確運用并書寫所學對話。
教學過程
step1 warm up
1. let`s chant where did you go on your holiday?
2.Let` s review ;利用單詞卡片復習動詞短語和句型What did you do on your holiday?
3.Free talk:
what did you do on your holiday?
I took pictures.
Good !What about you?
I went ice-skating .
設計思路：
Let`chant設計是為了活躍氣氛并引出本課主題：Where did you go on your holiday?Let`s review.不僅可以復習短語和句型，還為拓展本課句型做了鋪墊。
step2 presentation
1.present Let`s try
What did you Chenjie do on her holiday? Let`s listen and circle.
listen again and check your answers
(設計思路)通過處理本部分，達到呈上啟下的作用。
2.Present let`s talk
What`s the weather like today?
It`s warm and sunny.
What`s the weather like in Harbin in winter?(課件出示哈爾濱的一張下雪的圖片)
It`s cold and snowy.
Did you go to harbin on your holiday?
Yes, I did.
How can you go to Harbin?
I can go there by plane or by train.
That`s right .Sarah went to Harbin on her holiday.How did she go there?Let`s have a look.聽錄音let`s talk。
Ask and answer.
Look and repeat.
Read in roles.
Act out the dialouge.
Step3 practise
看圖問(Where did you go ?How did you go ?What did you do ?學生根據圖回答。
Step4 Consolidation
1、快速槍答
過程:全班學生分成4大組，請兩名學生上來，A學生抽取地點卡片，B同學抽取交通方式卡片。
(1)A同學問大家：Where did you go on your holiday?大家根據A同學的卡片回答：I went to
(2)B同學把卡片上的交通方式用動作或模擬聲音表達出來，邊做邊問大家。How did you go there?每組同學根據表演者的動作猜并快速回答：I went....
看哪個組搶答又快有對。
(3)然后有AB兩同學分別在其他組任選兩個同學，做輪換練習。
2、采訪活動
請一名同學任意抽取一張動詞短語過去式的卡片，對任一個小組進行采訪，抽取卡片的同學根據卡片內容邊做動作邊提問：What did you do?被采訪的小組同學看動作猜出短語是什么，并回答：I....
全體同學大聲重復答I....(然后這名同學再抽取不同的卡片對其他組進行采訪)
3、小組活動
學生以前后桌為單位分成若干小組，組內幾人分別準備好寫有交通方式、動詞短語的過去形式、地點，以及時間的卡片，小組內部以表演動作并提問的方式操練整個對話。
(1)一人抽取卡片并根據卡片的內容(地點、時間)提問：Where did you go on your holiday?其他同學根據卡片上的內容回答：I went to ....
(2)然后其他同學自由抽取卡片根據內容(交通方式或者動詞短語)用動作或模擬聲音表達出來并體問：How did you go there?或What did you do there?其他學生根據動作猜短語并回答。
(3)小組內部每人輪流抽卡片并體問。
教師請一名學生說出曾經去過的地方和所乘做的交通工具，學生兩人一組進行調查。教師可請幾名學生匯報調查結果。
設計思路：通過前面的小組活動充分為學生搭建了語言交流的平臺，這一環(huán)節(jié)教師可以放手讓學生自主操練，使學生積極運用所學英語進行交流，加強合作式學習，共同完成學習任務。
Step5 :Homework
1.聽音朗讀對話內容并背誦、默寫四會句子。
2.調查其他朋友的假期旅游情況，下節(jié)課匯報交流。
設計思路：通過課內外相結合的方式，讓學生學習英語的興趣不僅停留在課堂上，而且能延伸到課外。這一開放性的作業(yè)設計，引導學生養(yǎng)成課外自主學習英語的習慣，鍛煉學生在生活中運用英語的能力。
六、板書設計My holiday
How did you go there? I went by train.
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