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 in B 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，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 of Eg: 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 of Teaching 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——textbook On 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。

Unit3 Campus 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 Homework Read 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 media Pay 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 Time A 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 eat Japanese 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 spring warm rainy windy summer hot sunny rainy autumn cool 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 forgive Usefull 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 out not…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 sorry I’ 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 Tense 1. 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 / 。

help swim know get ride helps swims knows gets rides 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 / 。

guess fix teach wash close go guesses fixes teaches washes closes goes 辅音字母加 y 结尾的动词，先变 y 为 i, 再加 -es ，读 /z/ 。

fly carry study flies carries studies 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 / 。

look play start looked played started 结尾是 e 的动词加 -d 。

live hope use lived hoped used 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 。

stop plan trip stopped planned tripped 结尾是“辅音字母 +y ”的动词，先变“ y ”为“ i ”，再加 -ed ，读 /d/ 。

study carry worry studied carried worried 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—went have/has—had do—did get—got come—came say—said see—saw put—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 success agree 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 9 Cultivation Reading Food 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 with lose one’s temper keep one’s temper the number of a 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 with lose one’s temper keep one’s temper the number of a 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 3 Discuss 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 of the 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 seven Discussion 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 eight Summary 总结 a number of the 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.Skimming Read 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 celebrate luck paste dress up learn from far away as for culture just as sweep out hang up prepare for show respect to no matter how set 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)