基础模块英语上册教案全集

Unit1
Greetings
Learning
aims【学习目标】
1.
To
learn
something
about
greetings.
2.
To
improve
the
ability
of
reading.
Important
&
Difficult
points【重点难点】
Important
points重点：To
analyze
the
whole
text
and
know
about
the
structure
of
the
text.
Difficult
points难点：How
to
improve
the
skills
of
reading.
Learning
guide【方法引导】Read,
copy
and
recite.
Learning
procedures【学习过程】
Step1
Try
to
remember
the
new
words
as
quickly
as
possible.（温馨提示：说一千，道一万，记住单词是关键。）（A级）
1.
Read
and
recite
new
words
and
phrases
from
survey
three
times.
2.
根据所给词的首字母及中文释义，写出各单词的完整形式。（方法导引，先默写，然后核对答案，错误之处用红笔标出，写出正确答案并再加以巩固。）（B级)
1)
w_______
（欢迎）
2)
v
_______
（职业的）
3)
g_______
（高兴的）4)
m________（遇见，汇合，迎接）
5)
l______（看，瞧，看起来，显得...
)
6)
c______

（教室）

7)
b________
（建筑物，楼房）8)
l________

（实验室）
9)
f________
（楼层，地板）

10)
l________

（大的）11)
b_______
（明亮的）

12)

c_________
（班级，课节）
13)
l_______（图书馆）
14)
l_________
（批，块）
15）
r________
（读，阅读）16)
s____________
（学习）
17)
a__________
（在...之后）
18）s____________
（看见）
19）
n__________
（下次的，其次的）20）d____________
（宿舍）
21）
d__________
（餐厅）
22）b__________
（卧室，寝室）
Step2
Warming
up
1.
Read
these
sentences.

1.
May
I
come
in?
我能进来吗？
2.
Come
in,
please.
请进。
3.
Sit
down,
please.
请坐。
4.
It's
time
for
class.
上课时间到了。
5.
Open
your
books
and
turn
to
page
20.
打开书，翻到第20页。
6.
I'll
call
the
roll
before
class.
课前我要点名。
7.
Here!
到！
8.
Has
everybody
got
a
sheet?
每个人都拿到材料了吗？
9.
Any
different
opinion?
有不同意见吗？
10.
Are
you
with
me?
你们跟上我讲的了吗？
11.
Have
I
made
myself
clear?
我讲明白了吗？
12.
Could
you
say
it
again?
你能再说一遍吗？
13.
Any
questions?
有什么问题吗？
14.
That's
all
for
today.
今天就讲到这里。
15.
I
have
to
go
now.
我必须走了。
Step3
Fast
reading
（方法导引：略读或浏览阅读（skimming）：忽略不懂的句子和生词，快速阅读原文。目的只是为了了解阅读材料的大意。针对这篇文章我们只要回答when
,where
,who
,what
,why
and
how
的问题）
1.
Skim
the
whole
passage
and
answer
the
questions.
1)
What’s
the
name
of
Li
Lei’s
new
school?
____________________.
2)
Where
is
Li
Lei’s
classroom?
____________________.
2.
Read
the
passage
quickly
to
find
out
the
main
idea
of
the
passage.(D级)
·Li
Lei
expressed
____
____
when
he
introduced
his
new
school.
Step
4
Careful
reading.（方法导引：采用扫描式阅读（scanning）：进行有目的的阅读，目的是寻找某些资料或信息，对于无关部分可以忽略。）（B级）
1．
Read
the
passage
and
join
the
correct
parts
of
the
sentences.
1)
Li
Lei’s
classroom
is
A
the
library

2)
There
are
four
reading
rooms
inB
basketball
and
football
after
class
3)
There
are
many
dormitory
in
C
large
and
bright

4)
Many
students
play
D
the
red
building
2.
What
kind
of
life
did
Li
Lei
study
in
his
new
school
?(

)
A.
Exciting
and
interesting
B.
Nervous

C.
Frightening
3．
Detail
reading,
and
answer
this
question.
What
is
Li
Lei’s
impression
of
his
new
school
?
________________________________________________________________Step5
Difficult
sentences
(C级)
1.
Welcome
to
our
school!
欢迎来到我们学校！
Welcome
to...
“欢迎到......来”。eg.
Welcome
to
Beijing!
欢迎来到北京！
2.
I’m
very
glad
to
meet
you
here
today.
非常高兴今天在这里见到你们。
be
gland
to
do...
“很高兴做......”
。eg.
I’m
glad
to
see
you.
很高兴见到你。
3.
There
are
a
lot
of
books
in
it.
图书馆里有很多书
句中it代替上句中的library,这是代词it的用法之一。
a
lot
of...
“很多，大量的”。
eg.
You
can
see
a
lot
of
cars
in
the
street.
在街上你能见到许多汽车。
4.
This
way,
please!
请这边来！
5.
Here
we
are!
我们到了！
6.
How
large
it
is!
多么大呀！
感叹句。对形容词或副词感叹句要用How，并置于句首。eg.
How
tall
the
building
is!
这座楼多么高哇！
7.
Thank
you
for
your
visit.
谢谢你们来访。
thank
sb.
for...
“为......而感谢某人”。eg.
Thank
you
for
your
help.
谢谢你的帮助。
Step6
当堂检测
1.
Complete
the
following
dialogue
with
proper
sentences
in
the
box
(选出适当的句子完成下列对话,有多余选项。）
A:
Hello!
(
1
)---------B:
Yes,
what
is
it?

A:
(2
)-----------
Could
I
use
your
bike
again?

B:
Certainly.
(
3
)----------
Has
your
bike
broken
again?

A:
No,
I've
lost
my
key
to
the
bike.

B:
I
see
(4)-----------A:
About
four
o'clock.

B:
OK.
Here
is
the
key
(
5
)-----------A:
Thank
you.
Bye!A.
What
happened?
B.
Is
there
anyone
at
home?C.
I'm
sorry
to
trouble
you.

D.
I
hope
everything
goes
well.

E.
Be
sure
to
be
there
on
time.
F.
What's
the
time?

G.
Nice
to
meet
you.
2.
听写句子________________________________________________________________________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Step7
小结反思1.
在这一课中，我______________________,________________________________________,__________________________________,_____________________________等掌握不够好。（有几个写几个）
2．为进一步巩固落实了，我课后要：
1）多记单词（

）
2)
熟读课文（

）3）背诵长难句
（

）
Unit
2
Family(Ⅰ)
Teaching
aims(教学目的及要求)：
了解有关家庭成员以及有关职业的词汇
掌握询问家庭及职业的句型，练习提高英语口语交际能力
识记本单元的词汇
Teaching
importance
and
difficulties(教学重点及难点)：
询问家庭及职业的句型，提高英语口语交际能力
熟练认读本单元英语词汇
Class(课时)：1课时
Teaching
methods(教学方法)：
情景教学法、合作教学法、分组教学法
运用情景教学和分组教学的方法使学生积极参与课堂中有关“家庭及职业”的提问——How
many
people
are
there
in
your
family
?
who
are
they?
What
are
they?等，
以及根据实际情况回答“There
are
people
in
my
family.
They
are
my.
……；当同学回答遇到困难的时候，可以求助同学和老师，在老师同学的帮助下完成提问，提高同学回答问题的积极性。
Teaching
aids（教具）：
准备有关家庭成员的图片；录音机
Reference
book（参考书）：
教师用书
Teaching
procedures(教学过程)：
Step1——warming
up:
Describe
the
members
of
a
family
in
the
picture.we
can
draw
the
family
tree.
Family
tree
Sister(brother-in-law)
brother

Son

daughter(son-in-law)
Nephew
niece
Father
mother
Aunt
uncle
Grandfather
grandmother
Great-grandfather
Great-grandmother
复习有关描述职业的词汇：worker/
teacher/
manager/
doctor/
student/
driver/
farmer/
nurse/policeman/
engineer…

练习询问有关家庭及家庭成员职业的简单句：
How
many
people
are
there
in
your
famiy?
There
are

.
Who
are
they
?

They
are

.
What
are
they?
My
father
is
a;my
mother
is
a
;
my
brother
is
a

;……
Divide
into
groups
to
make
oral
practice
with
above
useful
expressions
.
Step
2——new
words
and
expressions
⑴be
kind
to
…“对…和蔼可亲”

be
friendly
to
…“对…友好”
eg：
Our
teacher
is
very
kind/friendly
to
us.
⑵enjoy
doing
…喜爱做…

Eg:
I
enjoy
listening
to
music.

enjoy
oneself
玩的高兴，过的愉快

Eg：Are
you
enjoying
yourself?
⑶live
with
与…一起生活
Eg：I
live
with
my
family.
⑷
together
with
Eg:
I’ll
go
shoping
together
with
my
friends.
⑸also
adv.
也，同样
Eg：He
also
asked
to
go.
He
has
made
up
his
mind
to
go
to
the
countryside,
and
I
also.与too
的区别
Eg：
I
was
there
and
he
was
there
too.
还有
as
well/either:
Eg:
I
like
you
as
well.
I
don’t
like
him
either.
总结also
用于肯定句的句中
too/as
well
用于肯定句句尾
either
用于否定句句末
⑹
be
popular
with
受…的欢迎
Eg：This
singer
is
popular
with
young
people.
⑺
on
the
right/left
of
Eg:
I
sit
on
the
right/left
of
him.
⑻be
full
ofEg:
our
class
is
full
of
love
and
warmth.

Her
eyes
are
full
of
tears.
Step
3——Read
the
new
words
and
expressions
over
times
folling
the
tapes.
Homework
:(分层次作业)
1、
To
remember
the
new
words
and
expressions.
2、
To
preview
the
“Family”,complete
the
Reading
Comprehension
on
page
12
in
textbook.
Blackboard
design:(
板书设计)
Unit
2
Family
1、Family
tree
Sister(brother-in-law)
brother

Son

daughter(son-in-law)
Nephew
niece
Father
mother
Aunt
uncle
Grandfather
grandmother
Great-grandfather
Great-grandmother
Jobs
：
Useful
expressions:
How
many
people
are
there
in
your
famiy?
There
are

.
Who
are
they
?

They
are

.
What
are
they?
My
father
is
a;my
mother
is
a
;
my
brother
is
a

;……
2、new
words
and
expressions
⑴be
kind
to
…“对…和蔼可亲”

be
friendly
to
…“对…友好”
⑵enjoy
doing
…喜爱做…

enjoy
oneself
玩的高兴，过的愉快
⑶live
with
与…一起生活
⑷
together
with
⑸also
adv.
也，同样
与too
的区别
还有
as
well/either:
总结also
用于肯定句的句中
too/as
well
用于肯定句句尾
either
用于否定句句末
⑹
be
popular
with
受…的欢迎
⑺
on
the
right/left
of
⑻be
full
ofTeaching
reflection：（教学后记）
1、
要求每个同学都能按照板书上的交际用语根据实际情况回答问题
，提高同学的口语交际能力。
2、本单元词汇部分，由于时间关系，主要着重练习熟读识记，便于课后课文的预习。

Unit
2
Family(Ⅱ)
Teaching
aims(教学目的及要求)：
了解课文大意
掌握课文中出现的语言点，并能运用完成相关练习
Teaching
importance
and
difficulties(教学重点及难点)：
掌握课文中出现的语言点，并能运用完成相关练习
Class(课时)：2课时
Teaching
methods(教学方法)：
任务教学法、合作教学法、分组教学法
运用任务教学法，通过回答有关课文内容的相关问题，理解课文大意；运用合作教学法，对理解有误者给以及时的纠正；运用合作教学法，分组教学法要求同学完成描述人物的练习。
Teaching
aids（教具）：
录音机
Reference
book（参考书）：
教师用书
Teaching
procedures(教学过程)：
Step1——Review
the
new
words
and
expressions.
1、
听录音，复习单词。
2、
展示有关家庭成员照片，请学生用英语说出，再根据上节课所学习的有关询问家庭的句子，进行提问回答，使同学对所学词汇的复习掌握。
Step2——learn
the
text
1、
listen
to
the
tape
about
the
text.
2、
Answer
the
following
questions
according
to
the
text.⑴
How
old
are
grandpa
and
grandma?
⑵
What
do
they
do
usually?
⑶
Whom
do
they
live
with
?
⑷
How
old
are
mother
and
father?
⑸
What
does
her
father
do？And
her
mother?
⑹
Who
is
a
tall,
thin
and
handsome
young
man?
⑺
What
does
he
do?
⑻
Who
is
that
pretty
girl?
What
is
she
like?The
students
can
understand
the
text
through
these
questions.
Simple
sentences:
⑴They
are
very
kind
to
all
of
us.
⑵He
is
forty-five
years
old.
⑶She
is
a
teacher
at
a
vocational
school.
⑷She
is
popular
with
her
students.
⑸He
is
dreaming
to
be
a
doctor.
⑹My
family
is
full
of
love
and
warmth.
Step
3——According
to
what
we
have
learned,
describe
a
student
in
our
class
and
ask
other
students
to
guess
who
she/he
is.

(分成小组来完成描写班级一名学生，通过描述的特征让其他同学来猜猜所描述的同学是谁。可以参考课本15页的例文及所提供的可能用到的词语。)
There
is
a
girl/
boy
in
our
class.
She/he
is

years
old.
…
Step4
——Practice
1、Finish
the
exercise
by
oneself
on
page
12~13
in
textbook.
2、Explain
and
correct
the
exercise.
Homework
:
Put
the
following
into
Chinese——Ⅴ.
Writing.
On
page
10
in
workbook.
Blackboard
design:(板书设计)
Unit
2
Family
1、
learn
the
text:
Simple
sentences:
⑴They
are
very
kind
to
all
of
us.
⑵He
is
forty-five
years
old.
⑶She
is
a
teacher
at
a
vocational
school.
⑷She
is
popular
with
her
students.
⑸He
is
dreaming
to
be
a
doctor.
⑹My
family
is
full
of
love
and
warmth.
2、
describe
a
person:
some
useful
expressions:
body:
tall/
short/
fat/
thin
eyes:
bright/
big
hairs:
black/
long/
curty/straight
nose:
high/
little
looks:
handsome/
ugly/
cool/
pretty/
lovely/
young
wears:
in
red/
blue…
a
T-shirt/coat/
jacket/a
pair
of
glass
characters:
kind/
warm-hearted/
friendly/
easy-going
Teaching
reflection
(教学后记)：
1、
课文内容简单易懂，可通过一些提问使同学了解课文。节省时间，提高效率。
2、
根据所学内容，请学生来描述班级一名同学。这对学生来说有一定难度，可通过分组方式，几个同学一起完成，根据实际情况教师适当指导。
Unit
2
Family(Ⅲ)
Listening&
Grammar
Teaching
aims(教学目的及要求)：
听懂介绍家庭成员的简单句，并能写下所听到的单词
掌握本单元语法——代词
Teaching
importance
and
difficulties(教学重点及难点)：
听懂并能记下所听到的有关介绍家庭成员的语句
掌握代词的类型及用法
Class(课时)：2课时
Teaching
methods(教学方法)：
情景教学法、合作教学法、讲练结合法
运用情景教学法，复习有关询问家庭成员信息的交际用语，请同学之间根据实际情况作出相应问答；本单元语法代词的学习，通过讲练结合方法，了解代词及相应的用法。
Teaching
aids（教具）：
录音机
Reference
book（参考书）：
教师用书
Teaching
procedures(教学过程)：
Step1——asking
and
introducing
your
family
members
：
What’s
your
sister?
What
does
your
sister
do?
How
old
is
your
mother?
What
is
your
brother
like?/
what
does
your
brother
look
like?
复习有关询问年龄、工作、长相以及问候的句子，以便能更好地完成听力练习。
注意提示做听力练习的方法：首先理解听力材料，理解上下文含义；其次仔细听录音，以最快的速度记下所听到的内容；最后再听一遍录音，检查所拼写内容并补充完整。
听力材料：on
page
14——textbook
Step2——Grammar:
pronouns
了解代词的分类：英语中代词分为：人称代词、物主代词、反身代词、指示代词、关系代词、疑问代词、连接代词和不定代词等等。
本单元即将详细了解人称代词、物主代词、指示代词、疑问代词
1、人称代词：人称代词代替人和事物的名称,分为主格和宾格两种形式。
第一人
称单数
第二人
称单数
第三人称单数
第一人称复数
第二人称复数
第三人称复数
阳性
阴性
中性
主
I
you
he
she
it
we
you
they
宾
me
you
(你)
him
her
it
us
you
them
1）
主格用来作句子的主语、表语。如：
I
often
go
shopping
on
Sundays（主语）
Where
have
they
gone?(主语)

That’s
it.(表语)It’s
he!(表语)
2）宾格用来作及物动词或者介词的宾语。如：Who
teaches
you
English
this
year?(宾语？)
Help
me!(宾语！)
We
often
write
letters
to
her.(宾语)
3）
三个不同人称同时出现,或者主语中包含“我”时,按照“you→he→I”的顺序表达。如：
Both
he
and
I
are
working
at
that
computer
company.(我和他都在那家电脑公司上班)

——Who
will
go
there?(谁要去那儿？)
——You
and
me.(你和我)
4）人称代词it除了可以指人指物之外,还可以表示“时间、天气、温度、距离、情况”等含义,此外还可以作“非人称代词”使用,替代作主语或者宾语的不定式、动名词或者名词性从句。如：--What’s
the
weather
like
today?(今天天气怎样？)—It’s
fine.(天气晴好)
/
--What’s
the
time?(几点啦？)
–It’s
12：00.(12点)
/
It’s
a
long
way
to
go.(那可要走好长的路)
/
It
took
him
three
days
to
clean
his
house.(打扫屋子花了他三天的时间)
/
It
is
very
clear
that
the
public
want
to
know
when
these
men
can
go
into
space.(很显然,公众想知道这些人什么时候能进入太空)
/
We
found
it
very
difficult
to
learn
a
foreign
language
well.(我们发觉要学好一门外语是非常困难的)
2、物主代词：说明事物所属关系的代词,分为形容词性和名词性两种。
第一人
称单数
第二人
称单数
第三人称单数
第一人称复
数
第二人称复数
第三人称复数
阳性
阴性
中性
形容
词性
my
your
his
her
its
our
your
their
名词
性
mine
Yours
his
hers
its
ours
yours
theirs
1）形容词性物主代词只能作句子中名词的修饰语,后面要跟名词。如：Is
that
your
umbrella?(那是你的伞吗？)
/
I
often
go
to
see
my
aunt
on
Sundays.(我经常在星期天去看望阿姨)
/
They
are
their
books.(是他们的书)
2）名词性物主代词相当于名词,既代替事物又表明所属关系,在句子中往往独立地作主语、宾语或者表语,后面千万不可以跟名词。如：This
is
your
cup,
but
where
is
mine?(这是你的杯子,可我的在哪儿？mine=my
cup)
/
Your
classroom
is
very
big,
but
ours
is
rather
small.(你们的教室很大,我们的相当小.ours=our
classroom)
3、“of
+
名词性物主代词”称为双重所有格,作定语时放在名词的后面。如：A
friend
of
mine
came
to
see
me
yesterday.(我的一个朋友昨天来看我了)
(指若干朋友中有一个来看我。)
3）指示代词：
指示说明近处或者远处、上文或者下文、以前或者现在的人或事物。
单数
复数
含义
this(这个)
these(这些)
指较近的人和物
that(那个)
those(那些)
指较远的人和物
such
(这样的人/物)
指上文提过的人和物
same
(同样的人/物)
指和上文提过的相同的人和物
it
(这人/这物)
指不太清楚是谁或者是什么时
指示代词既可以单独使用做句子的主语、宾语或表语,也可以作定语修饰名词。如：
What’s
this?(这是什么？)
/
That
model
plane
is
made
of
plastic.(那只模型飞机是塑料做的)(被动句)
/
Remember
never
to
do
such
things.(记得永远不要做这样的事情)
/
Do
the
same
as
the
teacher
tells
you.
(按老师说的做)/
---Who
is
it?(是谁？)
---It’s
me!(是我！)
4）疑问代词：用来提出问题的代词称为疑问代词。
who、whom、whose、what、which、whoever、whatever、whichever主要用于特殊疑问句中,一般放在句首。口语中也常用who代替whom作宾语,但在介词后则只能用whom。Eg:
who
is
she?
/
What
do
you
want?/
Whom
are
you
waiting
for?
对以上代词语法内容的讲解可根据学生的接受能力适当删减，不必要很详细全面的解释说明，
Practice
:
on
page
13——textbookOn
page
9——workbook
通过作相应的练习，加以对代词的熟悉巩固。
Homework：完成练习册上本单元所有练习，巩固所学词及短语等知识。
Blackboard
design：（板书设计）
Listening
&
Grammar
1、
listening
2、
grammar——pronouns
1)personal
pronouns
第一人
称单数
第二人
称单数
第三人称单数
第一人称复数
第二人称复数
第三人称复数
阳性
阴性
中性
主
I
you
he
she
it
we
you
they
宾
me
you
(你)
him
her
it
us
you
them
2)possessives
pronouns
第一人
称单数
第二人
称单数
第三人称单数
第一人称复
数
第二人称复数
第三人称复数
阳性
阴性
中性
形容
词性
my
your
his
her
its
our
your
their
名词
性
mine
Yours
his
hers
its
ours
yours
theirs
3)indicative
pronouns
单数
复数
含义
this(这个)
these(这些)
指较近的人和物
that(那个)
those(那些)
指较远的人和物
such
(这样的人/物)
指上文提过的人和物
same
(同样的人/物)
指和上文提过的相同的人和物
it
(这人/这物)
指不太清楚是谁或者是什么时
4)interrogative
pronouns
who、whom、whose、what、which
teaching
reflections:(教学后记)
1、
可将听力材料的内容提前介绍，使学生在听力的练习过程中觉得容易一些，提高学生学习的成就感，使其产生一定的兴趣。
2、
语法内容要通过做相关的练习加以巩固。在做练习的同时要对在句中句子成分的分析解释。
Unit3Campus
Life
Teaching
goals:
1.
Knowledge:
To
master
these
new
words
and
useful
expressions,
and
can
use
them
to
make
sentences.
To
understand
parts
of
speech,
know
about
n(c)
and
n
(u),
singular
form
and
plural
form.
2.
Skills:
To
listen
to
and
talk
about
something.
To
read
article
about
campus
life.
To
imitate
the
text
and
describe
campus
life
about
themselves.
3.
Grammar
To
master
the
regular
of
Plural
Form
of
n(c)
To
write
the
Plural
Form
of
n(c)
smoothly.
To
use
the
possessive
case
of
nouns.
Teaching
Important
Points:
1.
Students
can
read
articles
about
campus
life
and
master
key
words
and
expressions.
2.
The
usage
of
nouns.
Teaching
Difficult
Points:
1.
How
to
train
the
students’
reading
ability.
2.
How
to
train
the
students’
ability
to
use
nouns.
Teaching
ways:
Combine
speaking
with
reciting,
teach
by
a
large
number
of
oral
practice.
Teaching
steps:
Reading:
Ⅰ
Warm
up
Ask
students
to
read
pictures
on
page
18,
then
make
sentences
according
to
these
pictures.e.g.
This
is
our
school
classroom
building.
There
are
many
classrooms
in
the
building.
Ask
more
students
to
practice.
Ⅱ
Fast
reading
1.
Read
new
words
and
explain
hot
words
in
proper.
2.
Ask
students
to
read
the
passage,
and
do
practice
on
page
20.
3.
Ask
students
to
read
the
sentences
of
the
practice
and
then
try
to
translate
it.
4.
Summarize
the
main
idea
of
the
passage.
Ⅲ
Language
points
1.
ago
e.g.
three
days
ago;
a
year
ago
★
Simple
Past
Tense:
Come—came
get—got
feel—felt
2.
when
e.g.
When
I
got
to
the
station,
I
found
no
one
here.
3.
get
to
4.
follow
e.g.
Sorry,
I
can’t
follow
you.If
you
follow
your
parents
advice,
you’ll
do
it
better.
5.
show
concern
about
6.
with
the
help
of
7.
get
along
＆go
well
Ⅳ
HomeworkRead
passage
again
and
do
practice
on
Page
21.Correct
them
next
class.
Grammar：
Ⅰ
Introduce
new
grammar:
the
part
of
speech,
nouns.(page119—120)Important
points：The
Plural
Form
of
Nouns
1.
Take
many
words
for
example.
2.
Sum
up
the
regular
of
Plural
form
of
countable
nouns.
3.
Then
do
practices
on
page
22.
Ⅱ
The
possessive
case
of
nouns
1.
Give
many
examples
of
the
possessive
case
of
nouns.
2.
Do
some
exercises
about
the
possessive
case
of
nouns.
Ⅲ
Homework
Ask
students
to
do
exercises
in
exercise
book.
Listening
and
Speaking
1.
Ask
students
to
look
at
the
pictures
on
the
page
22
and
23,
and
talk
about
them.
2.
Listen
to
the
tape,
and
fill
the
blanks.
Then
correct
them.
3.
Sum
up
the
sentence
pattern
about
talking
about
something.
4.
Write
down
them
on
the
blackboard.
★
What’s
this/that(in
English)?
It’s
a
.../This
is
a…
★
What
are
these/those?

These/Those
are…
★
Is
this/that
a…?Yes,
it
is.
/
No,
it
isn’t.
★
Are
these/those…?
Yes,
they
are.
/
No,
it
isn’t.
5.
Students
practice
in
groups.
6.
Ask
some
students
to
role
play.
Writing
1.
Ask
students
to
read
the
text
of
Unit
3
again.
2.
Ask
students
to
read
the
expressions
on
the
envelope.
3.
Ask
one
or
two
students
to
speak
out
the
differences
between
the
Chinese
envelope
and
English
envelope.
4.
Ask
students
to
complete
the
letter.
Then
discuss
how
to
write
it
better.
Homework
●
Remember
the
words
and
useful
expressions.
●
Recite
the
text.
●
Do
practices
about
nouns.
unit
4
Time
Teaching
aims:
To
get
information
from
reading
material
To
master
useful
phrases
To
learn
to
cooperate
Teaching
improtant:
Reading
ability:
read
for
details.
Vocabulary:
hear,computer,
enough,
suddenly,
remember,
hurry
Key
points:
get
to
,
look
forward
to,
online
,be
busy
with,
get
to
,hurry
to,
be
delighted
to
,
say
a
word,
next
to
,
on
time.

Difficult
sentence:
I
was
very
glad
to
hear
this
because
I
was
looking
forward
to
seeing
my
grandpa.
教师活动
学生活动

教
学

流

程
教

学

流

程
1.
导
入
Have
you
got
some
gifts
from
friends
or
parents?
Talk
about
the
gifts
they
have
received.
2．
知
识
新
授
3．
情
景
操
练
2.
listen
to
the
mediaPay
attention
to
the
pronunciation
3.
1）divided
the
class
into
9
groups
,
2）each
group
has
4
students
3）work
together.

After
that,
ask
students
to
read
and
write
out
the
key
points
by
themselves.

Teacher
will
check
and
give
some
example
.
Listen
to
the
whole
passage,
on
Page
28,
and
to
be
able
to
read
the
new
words,
and
then
to
know
the
meanings
of
the
passage.

Group
work:
Ask
the
students
to
work
with
others.
Find
out
the
useful
phrases,
then
read
and
translate
each
paragraph.
检测
Do
exercise
of
the
book
Individual
work
Complete
the
sentences
板书（或课
件）设计
Unit
4
TimeA
gift
from
grandpa
Key
points:
enough,
be
busy
with,
be
late,
hurry
to
,
look
forward
to,Difficult
sentence:
It
was
lunch
time
when
I
got
home.
作业
布置
1.
copy
the
useful
phrases
three
times
2.
do
exercise
book
教学
反思
To
practice
more
about
reading
skills
and
listening
skills.

Step1
Lead
in
Show
some
pictures
about
food
and
give
a
question,
Ask
the
students
to
discuss
Let
students
listen
to
the
questions
carefully
and
talk
freely,
and
then
give
the
answers
Let
students
know
something
about
culture.
Step2
Fast-reading
Give
some
tasks
Find
out
the
main
idea
in
each
paragraph.
Skin
the
text
quickly
and
find
the
answers
to
the
questions
To
train
the
students’
reading
skills
Step3
Intensive-reading
Give
some
tasks:
1.What’s
people’s
favorite
food
in
different
countries
?

2.What’s
the
most
popular
food
in
the
north
of
China
?
3.
When
do
Chinese
eat
dumplings
?
4.
Where
do
young
couples
sometimes
eat
dumplings
?
5.Why
has
fast
food
become
more
and
more
popular
?
Scan
the
text
carefully
and
solve
the
questions
To
train
the
students’
reading
skills
Step4
Deal
with
language
points
1.
1.in
the
north
of……“在……北方”
2.the
most
popular“最受欢迎的，最普及的”
3.get
together
“集合，聚会，聚集”
4.by
oneself“自己（做），亲自”
5.the
kinds
of……“那些种…….”
6.have
to…
“不得不……”。
7.junk
food“垃圾食品”
8.order…
from…

“向……订购……”
Learn
by
heart
and
do
the
translation
exercise.
Check
the
reading
result
and
the
students’
ability
of
learning
by
themselves.
Step5
Exercises
in
Post-reading
Give
some
tasks
Fill
in
blanks
with
the
right
information
from
the
text
“Favorite
Food”
to
complete
the
following
statements.
1.Americans
like
to
eatJapanese
like
to
eat
fish
and
the
fish
is

.
2.of
china,
the
most
food
is
dumplings.
3.
The
family
getting
together
is

during
the
Spring
Festival.
4.Sometimes
young
couples
go
to
restaurants
and
order
dumplings
they
like.
5.Ordering
food
from
a
restaurant
is
a
way
.
6.Now
some
kinds
of
American
food
have
become

in
China.
7.Some
parents
sometimes
go
to
KFC
or
McDonald’s
to
eat
with
their
children.
Finish
the
questions
Check
the
students’
reading
comprehension
Step
6
Topic
discussion
Showing
the
pictures
about
junk
food
again,
and
let
the
students
discuss
the
topic
In
groups.
How
do
you
prevent
the
children
from
the
junk
food?
Discuss
in
groups
and
draw
the
conclusion,
“for
our
health
,eat
little
fast
food
Let
the
students
know
the
importance
of
eating
habits
Step
7
Summary
Give
a
brief
summary
of
the
lesson.
After
learning
the
lesson,
we
have
a
better
understanding
of
eating,
especially
the
children.
From
now
on,
we
should
advise
our
family
members
and
friends
to
eat
little
junk
food.
Step
8
Homework
Write
your
view
about
junk
food.Topic：Unit6
Weather
课程
科目
英语
课题
Weather
课时
1
教材版本
基础模块
班级
养殖091
授课时间
2010年4月
教师
姓名
冉青穗
性别
女
年龄
37
教龄
15
学历
本科
职称
中学一级
所教专业
养殖
单位
中牟县职业高中
Unit6
Weather
Teaching
Aims:
1.Knowledge
object:
Learn
the
words
about
the
weather
掌握表示天气情况的词语
2.Ability
objects
Talk
about
the
weather
and
express
their
feelings.
能够谈论天气，表达自己的情感
3.Emotion
object:
Inspire
students
environmental
protection
consciousness
激发学生的环保意识
Teaching
important
and
difficult
points:
What’s
the
weather
like?
/
It’s
cloudy.
How’s
the
weather
in
spring?
It’s
warm
and
sunny.
where
are
you
going?
I
want
to
go
sightseeing
.
Teaching
methods:
1.
Oral
practice
to
train
the
students'
speaking
ability.
2.
Written
work
to
train
the
students'
writing
ability.
3.
Individual,
pair
or
group
work
to
make
every
student
work
in
class.
Teaching
Properties:
A
set
of
multi-media
equipment.
?
Teaching
procedures：
Step
One:Speak
English
T:
What
date
is
it
today?
S:
It's
the
...
T:
What's
the
weather
like
today?S:
It's
...
T:
How
many
days
are
there
in
a
week?
S:
There
are
seven.
T:
How
many
months
are
there
in
a
year?
S:
There
are
twelve.
Step
Two:
Teach
the
new
words.
(1)
Teach
the
four
seasons.
T:
How
many
seasons
are
there
in
a
year?
There
are
four
seasons
in
a
year.
Teach
the
word
“season”.
T:
Look
at
the
picture.
What
season
is
it?
It’s
spring.
Teach
the
word
“spring”.

T:
Do
you
like
sping?

S:
Yes,
I
do.T:
I
like
spring,
too.
Because
it’s
warm.
Teach
the
word
“warm”.
(特别注意warm
中ar
的发音)
Teach
the
words
“summer,
hot,
autumn
,cool,
winter
and
cold”
in
the
same
way.
(2)Teach
the
drills:
Which
season
do
you
like
best?
I
like
…
best.
T:
Which
season
do
you
like
best?S:
I
like
spring
best.T:
What’s
the
weather
like
in
spring?S:
It’s
warm.Practice
in
pairs.
(3)
Teach
the
words:snowy,
windy,
foggy,
rainy，cloudy,
sunny,
cool,
warm.
T:
Which
season
do
you
like
best
in
Suzhou?S:
I
like
spring
best.
T:
What’s
the
weather
like
in
spring
in
Suzhou?S:
It’s
warm
and
rainy.Teach
the
word
“rainy”.
rainy:
有雨的rain:
雨，下雨Teach
the
rest
words
in
the
same
way.

(4)
Read
the
new
words
after
the
tape.
Step
Three:
Teach
the
new
drills.

(1)
T:
Which
season
do
you
like
best?
S:
I
like
spring
best.T:
Why?S:
Because
it’s
warm
and
windy.
I
can
fly
the
kite.
Teach
the
word:
why,
because
(2)
Ask
and
answer.
(3)
Practice
in
pairs.
(4)
Open
the
books
and
read
Part
C.
Practice
in
pairs
and
then
ask
some
of
the
students
to
make
the
dialogue.
Step
Four:Homework.
(1)Copy
the
new
words.
(2)
Do
the
exercises
in
partC.
(3)Recite
the
new
text.
Step
Five:Summary
New
words:
warm,
hot,
cold,
cool,
fine
Grammar:名词变形容词
rain—rainy,
wind—windy,
sun—sunny,
snow—snowy
cloud—cloudy
Sentences:
What’s
the
weather
like?
/
It’s
cloudy.How’s
the
weather
in
spring?

It’s
warm
and
sunny.

where
are
you
going?

I
want
to
go
sightseeing
.
Blackboard
Design
Unit
5
The
seasons
springwarm
rainy
windy
summer

hotsunny
rainy
autumncool
sunny
windy
winter
cold
snowy
cloudy
Which
season
do
you
like
best?
I
like…best.
Why?
Because
it’s
…
I
can…
Teaching
postscript：

Unit7
computers
Key
words:dark
trouble

word

business
wait

office

sell
write
allow

drink

whether
take
should
clear
person
job
wonderful
machine
manage

ill
forget
mistake

forgiveUsefull
Expressions:be
in
trouble

get…into
trouble

on
business

wait
for
whether…or
not

have
no
idea

point
at

What
a
pity!

more
and
more

be
allowed
to
do…

I
have
no
idea

have
no
way
to
do

find
outnot…but…

what’s
the
big
deal?
Language
Skills:
Listening:

听得懂关键词，注意前后词语的搭配和重读单词，根据所听内容填空。
Speaking:

掌握表示“道歉于应答”的常用语句，如：

I’m
so/very
sorryI’
sorry
for…
I’m
sorry
to
have
done…I’m
sorry
that…
I
hope
you’ll
forgive
me.

Never
mind
Don’t
mention
it.
Don’t
worry
about
it.
That’s
OK/all
right.
That’s
nothing
It
doesn’t
matter.
Reading:

Reading是故事性的文章，4分钟完成快速阅读；精读后，完全理解computer在人们日常生活中的作用；掌握文中的知识点，能流畅地朗读。
Writing:

设计“时装表演”和“蓝球赛”的海报。
Grammar
Focus:

I．The
Simple
Present
Tense

II．
The
Simple
Past
Tense

III．

The
Simple
Future
Tense1.

Warming
up根据计算机应用知识及教材中的七组图画内容进行问答练习。
What’s
this?
It
is

.
What’
the
use
of
it?
We
can

.
2．掌握本单元教学目标中的生词、短语及叙述事情的经过所需要的表达方式，理解下面的句子：
1.Our
computer
is
down.
2.You
hear
it
more
and
more
in
your
daily
life.
3.But
only
the
computer
is
allowed
to
do
so.
4.I
have
no
way
to
find
our
without
asking
the
computer.
5.It
is
clear
that
the
trouble
doesn’t
come
from
the
computer
but
the
person
who
works
on
it.
Grammar
1.一般现在时(The
Simple
Present
Tense)一般现在时表示主语的状态、特征，经常或反复发生的动作，或表示真理。如：He
is
fourteen.
He
is
at
school.
他十四岁了，在上学。
Do
you
go
to
school
at
7:00
every
day?
你每天七点钟去上学吗？
She
doesn't
like
apples.
她不喜欢苹果。The
earth
moves
round
the
sun.
地球绕着太阳运行。谓语动词用原形，当主语是第三人称单数时，动词原形的词尾有加-s的变化。如下表：
规
则
动词原形
第三人称单数形式规则
动词在词尾加
-s
。在清辅音后读
/s/,
在浊辅音及元音后读
/z/
。
在
t
后读
/
ts
/
，在
d
后读
/
dz
/
。
helpswimknowgetride
helpsswimsknowsgetsrides以字母
s,
x,
ch,
sh
结尾的动词加
-es,
动词原形已有
e,
只加
s
，读
/
I
z
/
；以
o
结尾的动词加
es
，读
/
ｚ
/
。
guessfixteachwashclosego
guessesfixesteacheswashesclosesgoes辅音字母加
y
结尾的动词，先变
y
为
i,
再加
-es
，读
/z/
。
flycarrystudy
fliescarriesstudies动词be
的一般现在时是am,
is,
re;
动词have的第三人称单数形式是has。
2.一般过去时(The
Simple
Past
Tense)一般过去时表示过去某个时间发生的动作或存在的状态，常和表示过去的时间状语连用，如yesterday,
last
night,
in
1989,
two
days
ago等。如：My
teacher
wasn't
at
home
last
Saturday.我的老师上星期六不在家。She
was
in
the
library.她在图书馆里。He
got
up
at
6
this
morning.他今天早晨六点起床。
Did
you
go
to
the
supermarket
yesterday?你昨天去超市了吗？
Yes,
I
did.
/
No,
I
didn't.是的，我去了。/
不，我没去。She
didn't
watch
TV
last
night.
She
did
some
reading.

她昨天晚上没看电视，她看书了。谓语动词用动词的过去式，规则的词尾加-ed,
不规则的要逐个记忆。规则动词过去式的构成
构成规则
原形
过去式
一般在动词原形末尾加
-ed
。末尾为清辅音读
/
t
/,
末尾为浊辅音或元音读
/
d
/
，末尾为
/
t
/
或
/
d
/
读
/
I
d
/
。
lookplaystart
lookedplayedstarted
结尾是
e
的动词加
-d
。
livehopeuse
livedhopedused
重读闭音节词、单辅音字母结尾的动词，结尾的辅音字母双写后再加
-ed
。
stopplantrip
stoppedplannedtripped
结尾是“辅音字母
+y
”的动词，先变“
y
”为“
i
”，再加
-ed
，读
/d/
。
studycarryworry
studiedcarriedworried常见的不规则动词的过去式见不规则动词变化表。
例如：am
/
is
—
was
are—were
go—wenthave/has—had
do—did
get—gotcome—came
say—said
see—sawput—put
eat—ate
take—took

3.
一般将来时(The
Simple
Future
Tense)
一般将来时表示将来某个时间要发生的动作或存在的状态，常与表示将来的时间状语连用，如：
tomorrow,
next
week,
next
Sunday
等。
I
will
go
to
Dalian
next
week.
我下周要去大连。
We
will
have
a
class
meeting
tomorrow.
我们明天开班会。

一般将来时的构成：
1
）一般将来时由
“助动词
shall/will
+
动词原形”
构成。主语为第一人称（
I
和
we
）时，常用助动词
shall
。其他人称用
will
。We
'll
have
a
football
match
next
week.
我们下周有足球赛。He
won't
come
back
until
5
∶
30.
他五点半才会回来。Shall
I
open
the
window?
要我打开窗户吗？

2
）用
“
be
going
to
+
动词原形”
表示将要发生的事或打算、计划、决定要做的事情。
What
are
you
going
to
do
next
Saturday?
你下周六干什么？
We
are
going
to
meet
at
the
school
gate.
我们将在校门口见面。
He
's
not
going
to
have
any
classes
next
week.
他下周没课。

Unit
8
Brave
It
Out
Objectives
When
the
students
finish
the
unit,
they
should
know
:
1.
the
useful
expressions
remind

challenge

experience
successagree
with

give
up
go
on
to
do

be
active
in
What’s
wrong
(with
you)?
What’s
the
matter
(with
you)?
2.
the
grammar
item
Categories
of
sentences
Focus
1.
Make
the
students
master
the
useful
expressions
2.
Help
the
students
to
understand
the
grammar.
3.
Initiate
a
conversation
Teaching
procedures
I.
Warming
up
Look
at
the
pictures
and
think
about
the
following
questions.
Which
job
do
you
prefer?
Why?
Do
you
think
life
is
hard
or
easy
for
you?
Why?
Do
you
think
everybody’s
life
should
be
the
same?
If
everybody’s
life
is
not
the
same,
can
we
say
that
life
is
fair?
Students
can
express
their
different
opinions
freely.
II.
Reading
1.
Lead-in
Now,
I’ll
tell
you
something
about
“challenge”.
For
students,
school
is
the
most
challenging
place
in
the
life
of
young
people
today,
because
a
good
education
is
the
only
way
to
success.
Everyone
has
different
experiences,
so
we
may
say
life
is
unfair
for
each
one.
Patrick
is
an
American-born
Chinese.
When
he
was
young
he
was
hurt
in
a
diving
challenges
to
finish
his
school
courses.
Finally
he
became
a
good
English
teacher.
Life
is
unfair
for
Patrick,
but
he
has
been
successful.Please
read
the
text
as
fast
as
possible
and
fill
in
the
blanks
with
proper
words
and
phrases
orally
in
the
practice
exercises
after
reading
the
text.

Ask
the
students
to
skim
the
reading
material
and
answer
the
questions.

l
Have
you
heard
of
the
story
of
Patrick
and
what
do
you
think
of
him?
l
What
will
you
do
if
you
fail
many
times
some
day？
2.
Make
the
students
read
the
material
carefully,
try
to
understand
the
main
idea
of
the
text.
Five
minutes
later,
ask
students
to
complete
the
blanks
on
page63.
Tell
the
students
to
look
through
the
passage
again
and
check
the
answers.
III.
Language
study
A.
Deal
with
some
difficult
language
points
(1)
Do
you
agree
with
the
idea
that
life
is
fair?

agree
with
sth.
E.g.
:
I
agree
with
your
answer.
(2)
It
reminded
me
of
something
a
teacher
said
when
I
was
a
high
school
student.

remind
sb.
of
sth.
The
picture
reminded
me
of
the
days
we
worked
on
the
farm.
(3)
But
he
never
gave
up
and
went
on
to
finish
school.
give
up
go
on
to
do
sth.
e.g.
:
She
has
given
up
the
idea.
After
he
finished
writing
the
letter,
he
went
on
to
read
the
text.
(4)
Now
he
is
very
active
in
teaching
English
and
helping
children
who
are
out
of
school.
be
active
in
doing
sth.
He
is
active
in
helping
classmates
who
have
difficulty
in
learning.
(5)
A
man
can
fail
many
times,
but
he
isn’t
a
failure
until
he
begins
to
blame
somebody
else.not…until…

He
didn’t
go
to
bed
until
10
o’clock.
B.
Grammar
Categories
of
sentences
1.
Declarative
sentences
I
go
to
school
by
bike
every.
She
doesn’t
like
playing
basketball.
Tom
can
speak
English.
2.
Interrogative
sentences
1)
General
questions
----Does
she
like
music?
----Yes,
she
does
----Is
there
a
map
on
the
wall?
----No,
there
isn’t.
----Did
you
to
school
yesterday?
----Yes,
I
did.
2)
Special
questions
question
word:
who,
whom,
whose,
what,
which,
when,
what
time,
where,
why,
how,
how
many,
how
much
----Who
is
the
man
over
there?
----He
is
our
English
teacher.
----Why
are
you
late
for
school
today?
----I
miss
the
early
bus.
----Whose
coat
is
this?
----It’s
Tom’s.
3)
Alternative
questions
----Is
this
a
basketball
or
a
football?
----It’s
a
basketball.

----which
is
your
bag,
the
blue
one
or
the
yellow
one?
----The
blue
one.
4)
Disjunctive
questions
----You
are
from
Australia,
aren’t
you?
----No,
I’m
not.
I’m
from
Canada.
----She
didn’t
visit
her
aunt
yesterday,
did
she?
----Yes,
she
did.
3.
Imperative
sentences
Sit
down,
please.
Close
the
door,
please.
Don’t
put
the
flowers
on
the
table,
please.
Never
do
it
again.
4.
Exclamatory
sentences
1)
How
+
adj.
/adv.
+
subject
+
verb!
How
nice
the
flowers
are!
How
fast
Tom
is
riding
on
his
bike!
2)
What
+
a
(an)
+
adj.
+
noun(single)
+
subject
+
verb!
What
a
big
apple
it
is!
What
an
interesting
book
it
is!
3)
What
+
adj.
+
noun(pl.)
or
uncountable
noun
+
subject
+
verb!
What
good
students
they
are!
What
bad
news
it
is!
IV.
Comprehensive
Language
Skills
A.
Listening
Listen
to
the
dialogues
between
Mary
and
Jack
and
fill
in
the
missing
words
to
complete
each
of
the
dialogues
according
to
what
you
have
heard.
Then
answer
the
questions
orally.
The
question
of
the
first
dialogue:
Why
is
Jack
late?
(The
key：Because
he
got
up
late
this
morning.)
The
questions
of
the
second
dialogue:
1)
Who
is
making
the
noise?
What’s
Jack
doing?
(The
key:
Jack.
He
is
fixing
the
door.)
2)
Does
Mary
care
much
about
noise?
(The
key:
No,
she
doesn’t.)
Play
the
tape
again
and
fill
in
the
blanks
then
check
the
answer.
If
needed,
play
the
tape
the
third
time.
B.
Reading
&
Speaking
This
dialogue
is
about
expressing
concern.
Read
the
dialogue
with
your
partner.
Understand
the
dialogue
between
Mary
and
Jack.
Invite
some
of
them
to
act
it
out
Show
more
useful
expressions:
What’s
wrong
(with
you)?
What’s
the
matter
(with
you)?
Anything
wrong?
What’s
the
problem?
What
happened?
You
look
terrible.
Are
you
ill?
You
don’t
look
well.
You
look
down.
I
lost
my…
I
failed…
I
don’t
feel…
Really？I’m
sorry
to
hear
that.
Oh,
dear!
I’m
sorry
to
hear
that.
Is
that
so?
I’m
sorry
to
hear
that.
Take
it
easy.
Don’t
worry.
It’s
not
a
big
problem.
Take
the
dialogue
between
Mary
and
Jack
as
an
example
to
have
a
talk
with
your
partner
in
the
following
situations.
The
useful
expressions
may
help
you.
1.You
have
lost
your
money.
2.Your
computer
is
down.
Act
it
out
in
the
class.
C.
Writing
In
this
part
,help
the
students
write
a
text
message
on
the
mobile
phone.
The
text
message
on
the
mobile
is
brief
and
simple.
1.
You
new
telephone
number.
2.
Ask
when
to
go
and
see
your
teacher.
(Example:
Dear
Mary,
when
shall
we
go
and
see
our
teacher?
Please
tell
me,
my
new
phone
number
is
3456789.)
V.
Sum-
up
From
this
unit,
you
have
learned:
useful
verbs:
useful
nouns”
useful
expressions:
a
new
grammar
item:

Assignment
Write
down
what
you
have
learned
from
“Brave
it
out”Role-play
activity
Expressing
Concern
Step1
Warming
up
the
dialogue
on
page
66.
Step2
Explaining
the
situation
of
the
task,
then
work
in
pairs
to
act
it
out
with
their
partner.

Step3
Helping
the
students
deal
with
necessary
expressions
about
the
topic.
Step4
Carrying
on
group
work
to
prepare
the
following
situations:
1.
You
have
lost
your
money.
2.
Your
computer
is
down.
Step5
Inviting
two
or
three
pairs
to
act
them
out.
英
语
(基础模块
上册)
教
学
设
计

Unit
9Cultivation
ReadingFood
for
Thought
送庄职业高中
刘晓娜
中职生英语课程的教学目标是“以实用为主,应用为目的”。正如《课程要求》所指出的那样:
“教学模式的改变不仅是教学活动或教学手段的转变,而且是教学理念的转变,是实现从教师为中心,单纯传授语言知识和技能的教学模式,向学生为中心,既传授一般语言知识和技能,更注重培养语言运用能力和自主学习能力的教学模式的转变。”
这就需要中职英语教师学习新理念,合理运用现代化的教学手段,精心设计每个教学环节,让学生成为信息加工的主体,知识的主动构建者,学习过程的主人。
一、
教材分析
本课选自《中等职业教育课程改革国家规划新教材》基础模块上“Unit
9
Cultivation
Reading
Food
for
Thought(有益的教诲)”部分，此篇课文在整个单元为精读课文。本篇课文通过一个简单的故事讲授了一个道理，即“不要对人发脾气，这样会伤人，朋友是最珍贵的。”通过本篇课文的学习，不仅要培养学生的听、说、读、写的能力，还要培养学生的坚强意志，积极的情感和态度，懂得如何与他人相处。
二、
学情分析

我所教的班级是高一的新生，他们大多数英语基础比较薄弱,
运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们的好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价，求知欲旺盛，思维比较活跃。因此，只有设置使他们感兴趣的活动，因材施教，尊重学生的个体差异，适应学生的个性发展需求，寻找适应他们的教学策略。才能使每个学生均学有所得。
三、教学目标

1.
认知目标
⑴
通过课文的学习，掌握下列词汇的用法
have
fights
withlose
one’s
temperkeep
one’s
temperthe
number
ofa
number
of

not
…
at
all
be
able
to
⑵
理解宾语从句的构成，it
做形式主语的句式
⑶
能较流畅地朗读课文，理解课文内容，了解文章的中心思想。
2.
情感目标
通过本篇课文的学习，旨在培养学生的坚强意志，积极的情感和态度，懂得如何与他人相处。激发学生的学习兴趣，鼓励学生积极尝试，勇于实践，体验成功，树立自信心。
3.
智力目标
在运用语言的过程中，培养学生的观察力、分析力、想像力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发学生的创造能力。
四、
教学重点
1.
掌握本课的重点短语并能够熟练运用
have
fights
withlose
one’s
temperkeep
one’s
temperthe
number
ofa
number
of

not…
at
all
be
able
to
2．能够归纳总结出本文的中心思想。
3.
教育过程中德育因素的渗透,让技能训练和德育培养共同实施。
五、
教学难点
1．
对本课的重点词汇的理解和熟练运用。
2．
对宾语从句和it做形式主语的句式的理解。
六、
教学理念

英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。结合中等职业学校英语教学大纲的要求和我所任教班级学生的实际情况，我精心设计了每个教学环节，充分发挥学生的主观能动性，使他们学有所得。
七、
教法分析
根据本节课的内容和我所任教班级学生的特点分析，我认为可以采用下面方法完成教学：
⑴
讨论法(discussion
)
⑵
任务教学法(task-centered
method)
⑶
小组活动（pair-work&
group-work）
⑷
多媒体辅助教学（CAI）
⑸
听说法（listening
and
speaking）
⑹
竞赛法
（competition）
八、学法指导
从升入高中的第一节课我就严格要求学生改变初中的学习习惯，养成符合高中英语学习特点的学习习惯，尤其是在阅读习惯方面给予大量指导，如，基本技能—Skimming(略读)和Scanning(查读)的具体方法，同时引导学生结合具体语境，学会推理和猜测词语的意思。
单词的学习，更要讲究方法，不能死记硬背，要从构词法和语音、语调的角度去研究，结合语言环境去掌握。还要进行书面表达规范性的指导。
九、
教学环境
多媒体教室
十、
教学过程
Step
one
??Lead-in
导入
通过观看图片，提出问题，猜测课文内容，导出本课的课题，Food
for
Thought
(有益的教诲)。
1．
What’s
in
the
picture?
2．
What’s
in
the
boy’s
hands?
3．
What
does
the
boy
want
to
do?
4．
Why
does
he
do
like
this?
Step
two
Listening
to
the
text
听课文
培养学生的听力能力，掌握文章的语音语调，培养学生的阅读技巧。
Step
three
??Skimming
?略读
?Read
the
text
as
quickly
as
possible
and
then
decide
whether
the
following
statements
are
true
or
false.?
(
)
1.
The
boy
often
had
fights
with
his
friends.
(
)
2.
The
first
day,
the
boy
drove
18
nails
into
the
fence.
(
)
3.His
father
asked
his
son
to
hammer
a
nail
into
the
fence
each
time
he
was
able
to
keep
his
temper.
(
)
4.
At
last,
the
boy
learned
how
to
get
on
with
others.
任务型教学和小组活动：在本环节中，要求每个学生速读全文，完成课后练习1，然后小组进行检查。通过此题的练习，检查学生对课文中事实的表层理解，培养学生的阅读习惯和技巧。
Step
four?
Scanning
查读????????

?Task
1

Understand
the
text

理解课文
Task
2

Finish
Exercise
2

完成练习2
1.
have
fights
with
与......打架
他经常和别人打架。
He
often
______________
others.
2.
every
time
每当……的时候，用来引导时间状语从句
每当我见到她时，她都在读书。
_________________,
she
was
reading
.
3.lose
one’s
temper

发脾气

keep
one’s
temper

忍住，不发脾气
你为什么发脾气？
Why
do
you
________________?
她必须学会控制自己的脾气。
She
must
learn
to
_______________.
4.the
number
of
......的数量
a
number
of

许多，大量
我们班学生人数是24人。
_________________________
in
our
class
is
24.
许多运动员参加了第16届广州亚运会。
___________________took
part
in
the
16th
Asian
Games
in
Guangzhou.
5.less
and
less
越来越少
越来越冷
越来越暖和
越来越流行
越来越难
6.It
is
＋adj.
＋for
sb.
＋to
do
sth.
（it
做形式主语）
学习英语对于我们来说非常重要。
7.not...at
all一点也不
这只箱子太重了，我一点也搬不动。
The
box
is
too
heavy,
__________________.
8.be
able
to
能够，后跟动词原形
再过几个月，我就能说日语了。
I
___________________
Japanese
in
another
few
months.

Task
3Discuss
the
useful
expressions
in
the
text.

讨论课文中的常用习惯用语的用法。

任务型教学和小组活动：本环节通过对课文的仔细阅读，不仅要充分理解课文内容，了解文章的段落大意，而且要找到文中的重点词汇，通过自学和小组活动讨论词汇的用法和文中的疑难点，充分发挥学生的主观能动性，培养学生的自学能力。为下一环节的检验和教师的指导打好基础。
Step
five
?Direction
指导
听说法和竞赛法：在上一步的自学环节，同学们对课文中的疑难点有了初步的了解。本环节中，先由同学们阅读每个段落并进行翻译，教师对于错误的地方加以指点；然后通过竞赛的方式检验同学们对文中重点词汇的理解和运用。最后，针对同学们提出的问题，教师进行分析，讲解。通过本环节充分调动学生的主观能动性，培养学生的学习兴趣，使学生成为信息加工的主体,知识的主动构建者,学习过程的主人。
Step
six
Practice
练习
Complete
the
following
sentences
with
the
correct
form
of
the
words
or
phrases
in
the
box.
a
number
ofthe
number
of
keep
one’s
temper

not…at
all
lose
one’s
temper
be
able
to
have
fights
with
1.
Tom
____
not
_______
come
because
he
is
ill.
2.
___________students
are
late
for
class.
3.
My
father
_______________
to
make
everything
all
right
just
now.
4.
We
don’t
like
Tom
because
he
often
______________
us.
5.
_______________
buildings
in
our
city
is
rising.
6.
I
don’t
agree
with
you.
It
is
_____
interesting
_________.
7.
My
mother
______________because
I
didn’t
finish
my
homework
on
time.
通过本环节的练习，再次检验同学们对重点词汇的理解和运用。
???
?Step
sevenDiscussion
1.
What
reason
did
the
boy’s
father
tell
him?
2.
How
can
you
get
on
well
with
others?
3.
What
should
we
do
when
we
are
in
trouble
in
our
lives?小组活动：通过讨论，使学生懂得朋友的珍贵；如何与朋友相处，当我们在生活中遇到挫折或麻烦时，应如何面对。从德育方面培养学生的坚强意志，积极的情感和态度。使课文的学习得到升华。
?Step
eightSummary
总结
a
number
ofthe
number
of
keep
one’s
temper

not…at
all
lose
one’s
temper
be
able
to
have
fights
with
总结本节课的重点。评出优胜的小组和个人。
Step
nine
More
information
知识的拓展
The
world
is
but
a
little
place,
after
all.?
海内存知己，天涯若比邻.
Friends
are
like
wine;
the
older
,the
better.
友谊象美酒,
越陈越醇厚.
Constant
dripping
wears
away
a
stone.
水滴石穿，绳锯木断。
No
cross,
no
crown.不经历风雨，怎么见彩虹。
Nothing
is
difficult
to
the
man
who
will
try.

世上无难事，只要肯登攀。
听着优美的歌曲“Shining
friends”学习一些与课文内容有关的谚语，拓展学生的知识容量，激励学生的学习热情。进一步培养学生的积极情感和态度。
Step
ten
Homework
作业
Page
71
Exercise
1
十一、教学反思
1.
本节课的教学始终坚持素质教育和新课程的理念，围绕探究性学习、合作学习、任务型学习展开教学设计，在课堂教学中充分发挥学生的主体地位，调动学生学习英语的积极性，为学生创造学习英语的环境。
2.
在运用语言的过程中，培养学生的观察力、分析力、想像力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发学生的创造能力。
3．在德育方面，使学生懂得朋友的珍贵；知道如何与朋友相处；如何面对生活中遇到的挫折和麻烦。培养学生的坚强意志，积极的情感和态度，激发学生的学习兴趣，鼓励学生积极尝试，勇于实践，体验成功，树立自信心。
基础模块（上）
Unit
10（Reading）The
Spirit
of
Marathon
Period
1教学设计
Understanding
of
the
teaching
material(语篇分析)
本单元的中心话题是“运动”，而阅读材料正是围绕这一中心给出-----马拉松精神。主要叙述马拉松这项运动的历史和由来，同时还叙述了马拉松在奥运会中给人们带来的影响，这种精神永远值得我们学习。
一：Teaching
objectives（教学目标）：
（一）.
Learning
objectives（学习目标）:
1．Ability
Objects（技能目标）：
材料关于“马拉松精神”，训练阅读理解能力。通过本节课的学习，使学生能够了解叙述性短文的要点，并理解课文内容。
2．Knowledge
Objects（知识目标）:
（1）.
Words
preview:
Athens
Ancient
Greece
Greeks
Persians
Fierce
battle
Marathon
North
of
Athens
Hard
fighting
Won
the
battle
With
great
joy
Pheidippides
Soldier
The
news
of
victory
Distance
Be
eager
to
Kept
on
Fell
down
held
Look
for
Recall
glory
Strike
the
ground
exhaused
develop
（2）.
To
help
the
students
to
grasp
the
main
idea
of
the
text.
（二）．
Emotional
goals（情感目标）：
本单元的中心话题是“运动”，
通过学习课文“马拉松精神”，培养学生热爱体育运动。在生活中，保持并发扬马拉松精神：坚持下去，永不放弃。培养学生团体合作、努力拼博、积极向上的精神。
文化意识
了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过学习“马拉松赛”的起源，加深对奥运会的了解。
二：Teaching
Approaches（教学方法）:
3.
Task----based
teaching
method
to
finish
the
teaching
assignment.
4.
Activity---based
teaching
class
work

individual
work
3
.Fast
reading
to
find
out
some
general
information
.
4.
Careful
reading
to
find
the
details
in
the
passage.
5.
Questions
and
answers
for
inducing.
6.
Inductive
method
to
make
the
Ss
understand
the
text
better.

三：Teaching
key
points
and
difficult
points（教学重难点）：
1.
Teaching
Key
points:
words
and
phrases
2.
Teaching
Difficult
points:
Help
the
Ss
get
the
main
idea
of
the
text
and
deal
with
difficult
sentences
四：Teaching
aids
(教学辅助)
:
PPT
五：Teaching
procedures（教学过程）:
Period
1
Warming
up
&
Pre-reading
Step
1
:
Warming
up
Question
1:
Do
you
like
sports?
Can
you
tell
me
the
names
of
sports
you
know?
(Write
down
the
words
which
students
have
talked)
Question
2:
Are
you
familiar
with
these
things?
Question
3:
How
much
do
you
know
about
the
Olympics?Step
II
距离最长的田径运动——马拉松赛（通过背景知识的阅读，使学生能够更好的理解课文内容）
Step
III
Words
preview
Step
IV
Read
aloud
and
find
out
the
answers
to
the
questions
(Ss
raise
their
hands
if
they
know
the
answers)
Step5
Language
Points:
Ss
ask
questions
which
they
can’t
understand
about
the
text.
Step6
Summary
and
Homework
1.
In
this
period,
we
have
learned
much
about
the
Olympic
games
and
from
the
text
“The
spirit
of
Marathon”,
we
have
know
more
about
the
history
of
the
Olympic
games.
Now
please
make
a
brief
summary
about
the
history
of
the
Olympics
using
the
information
in
the
text.
2．Homework
1、Recite
the
New
words
in
unit
10.
2、Translate
the
passage.
3.
Comprehensive
exercises
from
text
book
and
the
workbook教学内容
Unit
11
Friendship
授课者
狄帅
授课班级
高一机电
授课课时
1课时
授课形式
新授课
授课章节名称
Warming
up
,
Reading
and
Language
Study

教
学
目
标
1.The
main
activities
reading
and
Language
Study
2.To?master?some?words?and?phrases：
Words
:
friendship
,?honest
,
rich
,
funny
,
freely
,
recently
,
sorrow
,
willing
.
treasure
,
yet
.
Phrases:
make
friends
,
play
a
part
in
,
a
few
,
a
number
of
,
each
other
,
share……
with
,
rely
on
,
in
need
,
be
willing
to
,
lend
a
hand
to
.
3.Master
the
sentences
of
describing
friendship
.

(1)Friends
play
an
important
part
in
our
live
.

(2)A
close
friend
is
someone
who
is
able
to
share
joys
and
sorrows
with
you
.
(3)Friendship
is
one
of
life’s
greatest
treasure
.
(4)
This
is
a
person
you
can
rely
on
when
you
need
help
,
and
this
is
the
person
to
whom
you
are
willing
to
lend
a
helping
hand
.
(5)
As
a
French
writer
said
,“Don’t
walk
in
front
of
me
—
I
may
not
follow.
Don’t
walk
behind
me
—
I
may
not
lead
.—
Just
walk
beside
me
—
and
be
my
friend
.”
4.To?be?willing?to?communicate?with?others?in?English.
教学重点
Master
words?and?phrases
教学难点
1.
Master
words?and?phrases
.
2.
Master
the
sentences
of
describing
friendship.
教学资源准备
1.?a?multimedia??????
2.a?tape?recorder???????
3.the?blackboard?
内
容
安
排
1.Revision?
2.learn?the?new?words?and?expressions?
3.listen?to?tape,
4.read?the
text???
5.talk?about?friend
?
6.complete?the?Task
教学策略
1.?Warming?up?.
2.?Listening-and-answering?activity?to?help?the?students?go?through?the?
Listening
material.
教

学

过

程
Step1.?Greetings?and?introductions.?
Hello,?everyone.?My?name?is?….?
Step2.?Revision??

First
have
a
dictation
of
the
words
and
phrases
.
Step3.?Warm-up.?
1.Skim?the?sentences?and?learn?the?new?words.?
2.Match?the?pictures?with?the?correct?words?from?the?box.?
3.Talk?about?what?should
a
good
friend
be
like???
Step4.?Let
students
talk
about
their
friends
.
Step5.
Pre-reading
Reading?and?answering?
A?.What?should?we
do
when
our
friends
are
in
sorrow
??
B.
Which
kind
of
friend
do
you
think
is
the
best
friend
?
C.
Why
do
you
need
friends??
Step6.?Listen?to?the?conversation?to?check?your?prediction.?Then?close?your?
books?and?listen?to?the?conversation?to?check?your?prediction.?
Step7.
Fast
reading

Let
students
find
out
the
topic
of
sentences
in
each
paragraph
.
Step8.Scanning
Listen?again?and?then?understand?the
meaning
of
the
text.
Finish
reading
comprehension
and
decide
whether
the
following
statements
are
T
or
F
according
to
the
text
.Key:
T
T
T
F
F
F
Step9.Read?the?text?after?the?tape?to?practise?pronunciation?and?tone.?
Step10.Talk?about?the?following?questions
in
groups
and
then
check
the
right
answer
.
?Step11.SkimmingRead
the
text
again
,and
help
students
master
the
important
points
.
make
friends
,
play
a
part
in
,
a
few
,
a
number
of
,
each
other
,
share……
with
,
rely
on
,
in
need
,
be
willing
to
,
lend
a
hand
to
Step12.?Sum-up?and?complete
the
following
sentences
with
the
correct
form
of
the
words
and
phrases
in
the
box
?Step13.?Homework.??Finish?Workbook?Part?1?.?
教
学
反
思
这一节课我主要采取任务型的教学形式，从任务呈现到任务准备（也就是知识与技能的教学），学生们在完成任务的驱使下，得到了语言交际和思想交流的机会，在讨论问题的过程中把知识和技能转化为交流能力。我以与学生平等的身份参与到学生的交际和交流中去，这充分体现了师生互动、生生互动的教学思想，从而达到预期的目的。
由于本人经验不足和能力有限，因此在备课和说课的过程中存在着一些不足之处，恳请各位领导、老师提出宝贵意见。谢谢！

Unit
12

Festivals
The
Spring
Festival
Teacher:
Yang
Luheng

Time:
March
,2012
教学目标（Teaching
aims）
Knowledge
aims:Master
focus
words
and
expressions:
spend
holiday
celebrateluckpaste

dress
up

learn
from

far
away

as
for
culture

just
assweep
out

hang
up

prepare
for
show
respect
tono
matter
howset
off

Capability
aims:
1)
Understand
the
text
and
finish
the
exercises.
2)Retell
the
text
in
own
words.

Emotion
aims:
Keep
and
develop
Chinese
traditional
culture.

教学重难点（Teaching
important
and
difficult
points)
1)Understand
the
text.
2)
Master
the
important
words
and
expressions
in
the
text

(eg.
knowledge
aims).
教学方法（Teaching
methods
)
Cooperation
research
教学内容（Teaching
contents）
The
Spring
Festival
教学过程（Teaching
processes）
导入：(
Lead
in:)
There
are
many
festivals
in
China,
the
most
important
is
the
Spring
Festival.
How
much
do
you
know
of
the
Spring
Festival?
Ok.
Let's
enjoy
the
video
自学（Self-study)
1.First
read
the
text
and
then
mark
the
expressions
in
the
text
and
tell
their
meanings.
the
lunar
calendar
the
Lunar
New
Year

the
Spring
Festival
阴历

阴历新年

春节
the
solar
calendar
the
Solar
New
Year
New
Year's
Day;
阳历
阳历新年
元旦
no
matter
how
far
away
from
get
together
just
like
（介词
）
无论……
离……很远
聚会

正如
just
as（关系词）
prepare
for

sweep
out

hang
up
就像
为……做准备
扫掉，清除
把……挂起来
bad
luck
good
luck
as
for
晦气，厄运
好运谈到，至于
（
on
）the
Lunar
New
Year
's
Eve
at
midnight（在）除夕夜

在午夜
set
off
crackers
and
fireworks
show
respect
to

dress
up

使爆炸
烟花炮竹向……表示敬意着装，打扮起来the
senior
members
of
the
family
express
good
wishes
to家中长辈

向……表达美好祝愿
lucky
money

learn
from

Chinese
traditional
culture压岁钱

向……学习
中国传统文化
2.
Read
and
understand
the
text"
The
Spring
Festival"
and
then
decide
whether
the
following
statements
are
T(true)or
F(false).
⑴The
Spring
Festival
is
people's
favorite
festival
of
a
year
in
China
and
in
many
Asian
countries.()
⑵They
clean
their
houses
a
few
days
before
the
Spring
Festival
mainly
because
the
houses
are
very
dirty.(
)
⑶As
for
our
family,
we
usually
have
a
family
reunion
on
the
first
day
of
the
Lunar
New
Year.(

)
⑷Children
are
very
happy
to
receive
the
lucky
money
from
the
senior
members
of
the
family.(

)
⑸We
learn
a
lot
about
Chinese
traditional
culture
during
the
Spring
Festival
.(
)
合作探究(
Cooperation
research)
Focus
words
and
expressions:
1)no
matter
how…“无论……”
No
matter
how
difficult
the
question
is
,we
have
to
answer
it.
2)far
away
from
…“离……很远”
My
home
is
far
away
from
our
school.
3)
prepare
for“为……做准备”
We
are
preparing
for
the
English
exam.
4)hang
up…“把……挂起来”
We
usually
hang
up
red
lanterns
in
the
yard
during
the
Spring
Festival.
5)show
respect
to…“向……表示敬意”
We
should
show
respect
to
our
teachers.
6)learn
from…“向……学习”
Our
teacher
asked
us
to
learn
from
Mike.
达标训练
（Training
for
achieving
teaching
aims）
1.Our
bedroom
is
far
away
from
（离……很远）the
classroom.
2.My
parents
are
preparing
for
（正为……做准备）the
Spring
Festival.
3.People

hang
up（把……挂起来）red
lanterns
here
and
there
in
celebration
of
the
Spring
Festival.
4.I
swept
out
(扫除)dust（灰尘）
in
my
room
yesterday.
5.We
all
send
some
beautiful
cards
to
our
teachers
to
show
respect
to
（向……表示敬意）them
on
Teacher’s
Day.
堂清测试（Test
in
class
）
Translate
the
following
sentences.
1.无论问题多难，我们都得回答。（no
matter
how）
2.我家离学校很远。（far
away
from）
3.他正在为明天考试做准备。（prepare
for）
4.他已经把地图挂在墙上了。（hang
up）
5.Mary
学习很努力，我们应该向她学习。（learn
from）
6.我们应该尊重老人。（show
respect
to）
7.The
Spring
Festival
is
the
Chinese
Lunar
New
Year’s
Day.
8.They
clean
their
houses
meaning
to
sweep
out
all
the
bad
luck
in
the
past
year.
9.At
midnight
,we
have
some
Jiao
Zi
and
set
off
crackers
and
fireworks
to
welcome
the
coming
New
Year.
10.On
the
first
morning
of
the
Lunar
New
Year,
we
express
good
wishes
to
the
senior
members
of
the
family
,
our
friends,
neighbors
and
relatives.
布置作业（Homework）

Exercise
3
on
P97
总结（Summary）

Enjoy
the
song.
板书设计：(
Design
on
the
blackboard
)
(略)
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