(中职)英语基础教程-Uint-10电子教案.doc

（中职）英语基础教程(2) Uint 10电子教案
Unit 10 When was it built?
（第一课时 教学设计）

一、单元内容分析
本单元的话题是介绍著名建筑。教学重点是正确应用与建筑相关的词汇和句型介绍著名建筑。具体为:能够听懂与建筑相关话题的对话；正确及熟练运用英语谈论相关建筑；能读懂关于建筑的文章；简单描绘建筑的一些基本情况；同时了解一些中外著名建筑物的特色及相关的历史文化知识。本单元的语法点为过去式的被动语态。
本单元是以著名建筑为依托，在九单元一般现在时的被动语态的基础上进一步学习过去式的被动语态。因此，教师应充分结合上一个单元学习的知识点，通过合理的设计，在帮助学生复习的同时，逐渐地融入新内容，有效的完成词汇听、说、读、写四个任务。在谈论建筑及阅读相关文章的过程中，陶冶学生的心灵，感受人类伟大的智慧。

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Grammar focus (Passive Voice of the past tense)
第四课时 Vocabulary practice + Supplementary reading

二、分课时教学设计

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）第十单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：熟悉关于建筑的词汇，听懂并能谈论有关建筑的对话。
2．教学重点、难点
⑴教学重点
能够听说课文中出现的著名建筑的词汇；
能够听懂和谈论介绍建筑的词汇、短语和简单对话。
⑵教学难点
在模拟或真实语境中谈论著名建筑。

二、教学目标
1. 知识目标
⑴ 掌握与建筑相关的词汇，如:
The Statue of Liberty，The Eiffel Tower，The Tower of London，The Great Pyramid，Big Ben，The Great Wall，get a chance to, a symbol of，an ancient building，keep out，returned from，must-sees，a history of，from…to….
⑵ 掌握介绍建筑所使用的句型，如：
---Could you please tell me something about …?
---When was it built?
---Why was it built?
---It was first built/used as…

2. 能力目标
⑴学生能听懂谈论建筑方面的对话;
⑵学生能应用基本句型进行以介绍建筑为主题的简单交谈；
(3)对以上介绍建筑常用的基本词汇和句型达到听、说应用的程度。

3. 情感目标
陶冶学生的心灵，感受人类伟大的智慧。

三、教学步骤
Step One Lead-in
1. Have a free discussion.
Show students the picture of the Great Wall.
T: Look at the picture and answer some questions:
What’s this?
S: It’s the Great Wall.
T: What do you know about it? Such as its position, history, high or length and so on.
S: The students may answer: This is the Great Wall. It is in Beijing. It has long history….
The teacher writes their answers on the blackboard.
Show students the picture of the Eiffel Tower.
T: What’s this?
S: It’s the Eiffel Tower
T; Do you know where it is? Can you guess how tall it is?
The teacher can raise different questions to inspire the students’ interests. The question should be easy to answer and be based on the real ability of the students. Then do the same with the rest pictures. The teacher should encourage the students to talk as much as they know. Then write down what the students talk about on the blackboard.
（设计意图:让学生首先进行了自由讨论，可以很好的激发学生对所学内容的兴趣，激活相关短语)
2. Look and check:
Ask the students to open the book and compare their descriptions with those in activity 1. Then finish activity 1.
Words to be taught: a landmark of，a symbol of，a big tomb for，The Statue of Liberty，The Eiffel Tower，The Tower of London，The Great Pyramid，Big Ben，The Great Wall.
（设计意图:通过与课文对图片描述的对比，让学生找出自己描述方面的优点与不足，并进行总结归纳，有利于进一步加深对课文重点短语的理解。）

Step Two Listening and speaking
1. Activity 2 Listen and circle. Students listen to the tape and circle the thing speakers are talking about.
(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. Listen to the tape again, and then choose the correct answer in activity 3.
（设计意图: 听第二遍录音，识别关键信息。）
3. Activity 4 Listen and fill. Ask the students to listen to the tape and fill in the blanks
（设计意图: 听第三遍录音，填写细节关键信息。）
4. Activity 5 Listen and raise the questions. Students listen to the dialogue for the first time, then asks them to come up with the words or sentences which they don’t understand, and the other students or the teacher helps to solve these problems.
5. Listen and answer. Students listen to the dialogue again and then talk about the following questions in groups.
1) What are they talking about?
2) How tall is the Tower of London?
3) When was the Tower of London built?
4) What was the Tower of London first used as?
6. Listen and learn. The teacher starts to instruct the students to understand the dialogue, and pick out the important words and phrases.
get a chance to, a symbol of, an ancient building, keep out, returned from, must-sees, a history of, from… to….
---Could you please tell me something about …?
--- When was it built?
---Why was it built?
---It was first built/used as
（设计意图: 让学生正确地理解课文，并找出关键的信息和重要的短语。同时注意过去时被动语态的出现。）

7. Students read the dialogue in pairs.
（设计意图:训练朗读能力，培养语感。）

Step Three Practice
Activity 6: Practice and talk.
Ask the students to discuss activity 6 in pairs, then chose three or four students to introduce The Oriental Pearl TV Tower of Shanghai before the class. The teacher gives proper comments on the students’ performance.
（设计意图：让学生学会应用本节课所学单词和句型，并培养学生开口说英语的胆量。）

Step Four Summary
Make a short summary of what we’ve learned today.
(1)Key vocabulary and phrases：get a chance to, a symbol of, an ancient building, keep out, returned from, must-sees, a history of, from… to…
(2)Key Sentences:
---Could you please tell me something about …?
--- When was it built?
--- Why was it built?
--- It was first built/used as
（设计意图：对本课时所学做个小结，让学生明确本节课学习目标。）

Step Five Homework
1. Read aloud the dialogues in activity 5 10 times.
2. Memorize the key words and phrases.

四、板书设计
Unit 10 When was it built?
Lead in + Listening and Speaking
Key vocabulary and phrases:
get a chance to, a symbol of，an ancient building，keep out，returned from，must-sees，a history of，from… to…
Key Sentences:
-Could you please tell me something about …?
- When was it built?
- Why was it built?
- It was first built/used as
Unit 10 When was it built?
（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）第十单元的第二课时，包括Reading and writing部分，具体内容为：了解认识介绍大英博物馆的英文表达；读懂介绍大英博物馆的短文；能根据关键句型写出关于大英博物馆的简要介绍；感受世界最大博物馆的辉煌。
2．教学重点、难点
1. 知识目标
⑴教学重点
学会用be open to, be used as, be put up, originated from, donate ... to, start with, was established… be keen on, be moved to, people of all ages, because of.
等单词和短语介绍建筑特点的句型；
⑵教学难点
灵活正确使用介绍建筑特点的的句型；

二、教学目标
1. 知识目标
⑴ 掌握大英博物馆相关的词汇，如:be open to, be used as, be put up, originated from, donate ... to, start with, was established… be keen on, be moved to, people of all ages, because of, increase, landmark，lecturer，mysterious，originate，preserve，prison，public，attract, annually, appoint, release, remarkable.
⑵掌握介绍大英博物馆使用的句型，如：
It was established…
The natural history collections were moved to…
When was it built?
It is one of the…
It originated from…
2. 能力目标
(1) 灵活正确使用介绍大英博物馆的句型；
（2）能根据关键句型写出大英博物馆的简要情况。
3. 情感目标
通过对大英博物馆的了解和简要介绍，感受世界最大博物馆的辉煌。

三、教学步骤
Step One Lead-in
Guessing game: Show students the picture of the British Museum and then write down the most basic information on the blackboard, then ask them to guess what it is.
T: Now, I’ll show you a picture. It is in Britain. Now, there is some information about it, can you guess what it is about?
8 million collections; built in 1753; 6 million visitors each year
Encourage the students to have a brave guessing, then check the answers.
（设计意图:让学生通过猜测图片内容的游戏，激起他们对将要学习内容的好奇心)

Step Two Reading and writing
1. Read and Finish activity 7 and 8.
（设计意图:第一遍阅读，浏览大意。）
2. Read and answer.
Ask the student to read the passage again, and then encourage them to pick out the problems that they don’t understand.
3. Read and Study.
Study the passage with the students and explain the important words and phrases.
Keep out:
e.g. Even the thickest jacket can’t keep out the cold.
Danger! Keep out!
be used as:
e.g. The grammar book can be used as a textbook.
The national flag is used as a symbol of the country.
be put up:
e.g. The library was put up last month.
The posters were put up by some new students.
originate from:
e.g. His book originated from a real story.
The style of the bridge originated from the ancient India.
donate … to:
e.g. He donated his books to the library.
The old man is willing to donate all his money to a charity.
start with:
e.g. Ok, let start with the new.
The English class start with a beautiful song.
Be established:
e.g. Our school was established in 1952.
The company was established by a Chinese woman.
4. Activity 10 Study and use. The teacher asks the students to make sentences with these new words and phrases.
（设计意图:第二遍阅读，寻找细节，并掌握新单词新短语的用法。）

Step Three Practice
1. Finish activity 9 and 10. Check the answer.
2. Finish activity 11. Divide the students into 4 groups and then ask them to answer the questions in activity 11, and finally try to piece these answers together. Choose some student to show their results.
(设计意图：通过及时的练习，进一步加深对课文的理解。）

Step Four Summary
Make a short summary of what we’ve learned today.
(1) Key vocabulary and phrases: keep out, be used as, be put up, originated from, donate ... to, start with, was established…
(2) Key sentences:
It was established…
The natural history collections were moved to…
When was it built?
It is one of the…
It originated from…
设计意图：对本课时所学集体做个小结，让学生明确本节课学习目标。）

Step Five Homework
1. Read aloud the text in activity eight.
2. Make a brief Introduction about the British Museum in writing.

四、板书设计
Unit 10 When was it built?
Reading and writing
Key vocabulary and phrases:
keep out, be used as, be put up, originated from, donate ... to, start with, was established…
Key Sentences:
It was established…
The natural history collections were moved to…
When was it built?
It is one of the…
It originated from…

Unit 10 When was it built?
（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）第十单元的第三课时，包括Language in use中Grammar focus部分，具体内容为：一般过去时被动语态肯定句的用法（含单、复数的用法），以及否定句、一般疑问句、特殊疑问句的基本用法。
2．教学重点、难点
⑴教学重点
a. 一般过去时被动语态的肯定句用法；
b. 一般过去时被动语态否定句、一般疑问句、特殊疑问句的基本用法。
⑵教学难点
一般过去时被动语态的基本用法。was/were+过去分词

二、教学目标
1. 知识目标
⑴一般过去时被动语态的肯定句构成和用法；
(2) 一般过去时被动语态否定句、疑问句的基本用法。
2. 能力目标
⑴能够正确运用一般过去时被动语态的肯定句；
（2)能够正确运用一般过去时被动语态否定句、疑问句的基本用法。
3. 情感目标
通过介绍鸟巢,培养爱国的自豪感。

三、教学步骤
Step One Lead-in:
Review: Review the passive voice of the simple present tense. Choose the correct answer:
1). Rice _____also ____in their hometown.
A. is, grown B is, grew C was, grew D was, grown
2). This English song _____often ___by the children.
A. is, singing B is, sung C will, sing D was, sung
3). The Great Wall ______all over the world.
A. knows B knew C is known D was known
4). English _________in Canada.
A. speaks B are spoken C is speaking D is spoken.
（设计意图: 通过复习九单元的一般现在时的被动语态，让学生巩固这个知识点，为下面学习做铺垫。）

Step Two Language in use
1. Study the grammar. Write these sentences on the blackboard and ask the students to underline the differences between two sentences.
1) His desk is cleaned every day.(主动语态）
His desk was cleaned just now.（被动语态）
2) These flowers are often watered by Mary.
These flowers were watered by Mary yesterday.
is-was; are-were; every day-just now; often-yesterday.
一般过去式的被动语态: was / were + 动词的过去分词
2. Different sentence patterns: Ask the students to translate the sentences in “Grammar focus” into Chinese and underline the passive voice.
The British Museum was established in 1753.
The natural history collections were moved to a new building in the 1880s.
The Statue of Liberty wasn’t first built in the USA.
We weren’t invited to the party.
Was the Great Wall first built in the 7th century BC?
Were these clothes designed by a Chinese designer?
When was it built?
How were the public services of the museum improved in the 20th century?
句式变化：
a.肯定句：主语+was/were+动词的过去分词+(by+人代宾格)+其他
e.g. The bridge was built last year.
The trees were planted by these students.
b.否定句：主语+ was/were+ not+动词的过去分词+(by+人代宾格)+其他
e.g. The bridge was not(wasn’t)built last year.
The trees were not (weren’t)planted by these students.
c.疑问句：was/were+主语+动词的过去分词+ 其他
e.g. Was the bridge built last year?
Were the trees planted by these students?
        d.特殊疑问句：What/Where/When+ was/were+主语+动词的过去分词+ 其他
e.g. When was the bridge built ?
Whom were the trees planted by?
（设计意图: 通过对一般过去时的被动语态的详细讲解，让学生全面理解这个语法知识点。）

Step Three Supplementary grammar exercise:
1.写出下列动词的过去时和过去分词
am/is - _______-_______     are-________-________
beat - _______ -_______     come-_______ -_______    
get - _______ -________     keep-_______-________     
become -_________-____ cost-_______-_______ 
drink -_______-_______     give-_______-_______ 
cut - ______-______  tell-______-______        
drive -_______-_______     eat-______-_______ 
break -_______-________    do-______-_______       
grow -_______-________     send-______-______   
find - ________-________    build-_______-_______     
forget- ________-________  buy-_________-_________ 
make -_______-_______   write-_______-________         
take - ______-______        see-_____-______         
teach -________-________  sell-______-______ 
2.按要求完成下列各题。 
1). They discussed the problem this morning.(改为被动语态)      
 __________________________________________________ 
2). The robbers were caught by the police this morning.(改为否定句)      
 __________________________________________________ 
3). Did your parents spare you any time yesterday? (改为被动语态)      
 __________________________________________________ 
4). Were the children taken to the zoo by Mr Wu last Sunday? (改为主动语态)      
 __________________________________________________ 
3. 选择题 
1). A small village ______ by flood last week. 
A. washed away    B. is washed away     C. was washed away     D. washes away  
2). Our school       ten years ago.  
A. built     B. has built      C. was built    D. is building 
3). Simon __________ that his bike ________just now.           
A. was told, was found     B. told, found    
C. told, was found        D. was told, found  
4). How many people __________ out of fire yesterday.        
A. saved     B. was saved  C. were saved  D. were saving   
5). Most of the work _________, wasn’t it? 
A. finishes       B. was finishing   C. finished    D. was finished 
（设计意图:让学生选择做一些练习，达到时态熟练的程度）
4. Complete activity 12、13
5. Read the passage in activity 14, then asks the students to translate it into Chinese. After that, let them underline the sentences of passive voice and pick out the key words.
be located in, was designed by, was completed in,
be made of, from north to south, was used as
Step Four Summary
Make a short summary of what we’ve learned today.

Step Five Homework
Write a passage to introduce a famous building.

四、板书设计

Unit 10 When was it built?
Language in use
一般过去时被动语态肯定句的构成
主语+was/were+ed分词
The British Museum was established in 1753.
The natural history collections were moved to a new building in the 1880s.
一般过去时被动语态否定句的构成
主语 +主语+was/were+not+ed分词
The Statue of Liberty wa