基础模块英语上册教案全集

...wd......wd......wd...Unit1GreetingsLearningaims【学习目标】1.Tolearnsomethingaboutgreetings.2.Toimprovetheabilityofreading.Important&Difficultpoints【重点难点】Importantpoints重点：Toanalyzethewholetextandknowaboutthestructureofthetext.Difficultpoints难点：Howtoimprovetheskillsofreading.Learningguide【方法引导】Read,copyandrecite.Learningprocedures【学习过程】Step1Trytorememberthenewwordsasquicklyaspossible.〔温馨提示：说一千，道一万，记住单词是关键。〕〔A级〕1.Readandrecitenewwordsandphrasesfromsurveythreetimes.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稳固。〕〔B级)w_______〔欢送〕2)v_______〔职业的〕g_______〔快乐的〕4)m________〔遇见，集合，迎接〕5)l______〔看，瞧，看起来，显得...)6)c______〔教室〕b________〔建筑物，楼房〕8)l________〔实验室〕f________〔楼层，地板〕10)l________〔大的〕b_______〔明亮的〕12)c_________〔班级，课节〕13)l_______〔图书馆〕14)l_________〔批，块〕r________〔读，阅读〕16)s____________〔学习〕a__________〔在...之后〕18〕s____________〔看见〕n__________〔下次的，其次的〕20〕d____________〔宿舍〕d__________〔餐厅〕22〕b__________〔卧室，寝室〕Step2Warmingup1.Readthesesentences.MayIcomein?我能进来吗Comein,please.请进。Sitdown,please.请坐。It'stimeforclass.上课时间到了。Openyourbooksandturntopage20.翻开书，翻到第20页。I'llcalltherollbeforeclass.课前我要点名。Here!到！Haseverybodygotasheet?每个人都拿到材料了吗Anydifferentopinion?有不同意见吗Areyouwithme?你们跟上我讲的了吗HaveImademyselfclear?我讲明白了吗Couldyousayitagain?你能再说一遍吗Anyquestions?有什么问题吗That'sallfortoday.今天就讲到这里。Ihavetogonow.我必须走了。Step3Fastreading〔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答复when,where,who,what,whyandhow的问题〕Skimthewholepassageandanswerthequestions.What’sthenameofLiLei’snewschool?____________________.WhereisLiLei’sclassroom?____________________.Readthepassagequicklytofindoutthemainideaofthepassage.(D级)·LiLeiexpressed________whenheintroducedhisnewschool.Step4Carefulreading.〔方法导引：采用扫描式阅读〔scanning〕：进展有目的的阅读，目的是寻找某些资料或信息，对于无关局部可以忽略。〕〔B级〕1．Readthepassageandjointhecorrectpartsofthesentences.LiLei’sclassroomisAthelibrary2)TherearefourreadingroomsinBbasketballandfootballafterclassTherearemanydormitoryinClargeandbrightManystudentsplayDtheredbuildingWhatkindoflifedidLiLeistudyinhisnewschool?()A.ExcitingandinterestingB.NervousC.FrighteningDetailreading,andanswerthisquestion.WhatisLiLei’simpressionofhisnewschool?________________________________________________________________Step5Difficultsentences(C级)Welcometoourschool!欢送来到我们学校！Welcometo...“欢送到来〞。eg.WelcometoBeijing!欢送来到北京！I’mverygladtomeetyouheretoday.非常快乐今天在这里见到你们。beglandtodo...“很快乐做〞。eg.I’mgladtoseeyou.很快乐见到你。Therearealotofbooksinit.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。alotof...“很多，大量的〞。eg.Youcanseealotofcarsinthestreet.在街上你能见到许多汽车。Thisway,please!请这边来！Hereweare!我们到了！Howlargeitis!多么大呀！感慨句。对形容词或副词感慨句要用How，并置于句首。eg.Howtallthebuildingis!这座楼多么高哇！Thankyouforyourvisit.谢谢你们来访。thanksb.for...“为而感谢某人〞。eg.Thankyouforyourhelp.谢谢你的帮助。Step6当堂检测Completethefollowingdialoguewithpropersentencesinthebox(选出适当的句子完成以下对话,有多余选项。〕A:Hello!(1)B:Yes,whatisit?A:(2)CouldIuseyourbikeagain?B:Certainly.(3)Hasyourbikebrokenagain?A:No,I'velostmykeytothebike.B:Isee(4)A:Aboutfouro'clock.B:OK.Hereisthekey(5)A:Thankyou.Bye!A.Whathappened?B.Isthereanyoneathome?C.I'msorrytotroubleyou.D.Ihopeeverythinggoeswell.E.Besuretobethereontime.F.What'sthetime?G.Nicetomeetyou.2.听写句子________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Step7小结反思在这一课中，我______________________,________________________________________,__________________________________,_____________________________等掌握不够好。〔有几个写几个〕2．为进一步稳固落实，我课后要：1〕多记单词〔〕2)熟读课文〔〕3〕背诵长难句〔〕Unit2Family(Ⅰ)Teachingaims(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Teachingimportanceanddifficulties(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Teachingmethods(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——Howmanypeoplearethereinyourfamily?whoarethey?Whatarethey?等，以及根据实际情况答复“Therearepeopleinmyfamily.Theyaremy.……；当同学答复遇到困难的时候，可以求助同学和教师，在教师同学的帮助下完成提问，提高同学答复以下问题的积极性。Teachingaids〔教具〕：准备有关家庭成员的图片；录音机Referencebook〔参考书〕：教师用书Teachingprocedures(教学过程)：Step1——warmingup:Describethemembersofafamilyinthepicture.wecandrawthefamilytree.FamilytreeSSister(brother-in-law)brotherSondaughter(son-in-law)NephewnieceFathermotherAuntuncleGrandfathergrandmotherGreat-grandfatherGreat-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：Howmanypeoplearethereinyourfamiy?Thereare.Whoarethey?Theyare.Whatarethey?Myfatherisa;mymotherisa;mybrotherisa;……Divideintogroupstomakeoralpracticewithaboveusefulexpressions.Step2——newwordsandexpressions⑴bekindto…“对…和蔼可亲〞befriendlyto…“对…友好〞eg：Ourteacherisverykind/friendlytous.⑵enjoydoing…喜爱做…Eg:Ienjoylisteningtomusic.enjoyoneself玩的快乐，过的愉快Eg：Areyouenjoyingyourself?⑶livewith与…一起生活Eg：Ilivewithmyfamily.⑷togetherwithEg:I’llgoshopingtogetherwithmyfriends.⑸alsoadv.也，同样Eg：Healsoaskedtogo.Hehasmadeuphismindtogotothecountryside,andIalso.与too的区别Eg：Iwasthereandhewastheretoo.还有aswell/either:Eg:Ilikeyouaswell.Idon’tlikehimeither.总结also用于肯定句的句中too/aswell用于肯定句句尾either用于否认句句末⑹bepopularwith受…的欢送Eg：Thissingerispopularwithyoungpeople.⑺ontheright/leftofEg:Isitontheright/leftofhim.⑻befullofEg:ourclassisfullofloveandwarmth.Hereyesarefulloftears.Step3——Readthenewwordsandexpressionsovertimesfollingthetapes.Homework:(分层次作业)Torememberthenewwordsandexpressions.Topreviewthe“Family〞,completetheReadingComprehensiononpage12intextbook.Blackboarddesign:(板书设计)Unit2Family1、FamilytreeSSister(brother-in-law)brotherSondaughter(son-in-law)NephewnieceFathermotherAuntuncleGrandfathergrandmotherGreat-grandfatherGreat-grandmotherJobs：Usefulexpressions:Howmanypeoplearethereinyourfamiy?Thereare.Whoarethey?Theyare.Whatarethey?Myfatherisa;mymotherisa;mybrotherisa;……2、newwordsandexpressions⑴bekindto…“对…和蔼可亲〞befriendlyto…“对…友好〞⑵enjoydoing…喜爱做…enjoyoneself玩的快乐，过的愉快⑶livewith与…一起生活⑷togetherwith⑸alsoadv.也，同样与too的区别还有aswell/either:总结also用于肯定句的句中too/aswell用于肯定句句尾either用于否认句句末⑹bepopularwith受…的欢送⑺ontheright/leftof⑻befullofTeachingreflection：〔教学后记〕要求每个同学都能按照板书上的交际用语根据实际情况答复以下问题，提高同学的口语交际能力。2、本单元词汇局部，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。Unit2Family(Ⅱ)Teachingaims(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Teachingimportanceanddifficulties(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Teachingmethods(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，通过答复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。Teachingaids〔教具〕：录音机Referencebook〔参考书〕：教师用书Teachingprocedures(教学过程)：Step1——Reviewthenewwordsandexpressions.听录音，复习单词。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，进展提问答复，使同学对所学词汇的复习掌握。Step2——learnthetextlistentothetapeaboutthetext.Answerthefollowingquestionsaccordingtothetext.⑴Howoldaregrandpaandgrandma?⑵Whatdotheydousually?⑶Whomdotheylivewith?⑷Howoldaremotherandfather?⑸WhatdoesherfatherdoAndhermother?⑹Whoisatall,thinandhandsomeyoungman?⑺Whatdoeshedo?⑻Whoisthatprettygirl?Whatisshelike?Thestudentscanunderstandthetextthroughthesequestions.Simplesentences:⑴Theyareverykindtoallofus.⑵Heisforty-fiveyearsold.⑶Sheisateacheratavocationalschool.⑷Sheispopularwithherstudents.⑸Heisdreamingtobeadoctor.⑹Myfamilyisfullofloveandwarmth.Step3——Accordingtowhatwehavelearned,describeastudentinourclassandaskotherstudentstoguesswhoshe/heis.(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。)Thereisagirl/boyinourclass.She/heisyearsold.…Step4——Practice1、Finishtheexercisebyoneselfonpage12~13intextbook.2、Explainandcorrecttheexercise.Homework:PutthefollowingintoChinese——Ⅴ.Writing.Onpage10inworkbook.Blackboarddesign:(板书设计)Unit2Familylearnthetext:Simplesentences:⑴Theyareverykindtoallofus.⑵Heisforty-fiveyearsold.⑶Sheisateacheratavocationalschool.⑷Sheispopularwithherstudents.⑸Heisdreamingtobeadoctor.⑹Myfamilyisfullofloveandwarmth.describeaperson:someusefulexpressions:body:tall/short/fat/thineyes:bright/bighairs:black/long/curty/straightnose:high/littlelooks:handsome/ugly/cool/pretty/lovely/youngwears:inred/blue…aT-shirt/coat/jacket/apairofglasscharacters:kind/warm-hearted/friendly/easy-goingTeachingreflection(教学后记)：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。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。Unit2Family(Ⅲ)Listening&GrammarTeachingaims(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Teachingimportanceanddifficulties(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Teachingmethods(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。Teachingaids〔教具〕：录音机Referencebook〔参考书〕：教师用书Teachingprocedures(教学过程)：Step1——askingandintroducingyourfamilymembers：What’syoursister?Whatdoesyoursisterdo?Howoldisyourmother?Whatisyourbrotherlike?/whatdoesyourbrotherlooklike?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：onpage14——textbookStep2——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Iyouhesheitweyouthey宾meyou(你)himheritusyouthem主格用来作句子的主语、表语。如：IoftengoshoppingonSundays〔主语〕Wherehavetheygone?(主语)That’sit.(表语)It’she!(表语)2〕宾格用来作及物动词或者介词的宾语。如：WhoteachesyouEnglishthisyear?(宾语)Helpme!(宾语！)Weoftenwriteletterstoher.(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：BothheandIareworkingatthatcomputercompany.(我和他都在那家电脑公司上班)——Whowillgothere?(谁要去那儿)——Youandme.(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’stheweatherliketoday?(今天天气若何)—It’sfine.(天气晴好)/--What’sthetime?(几点啦)–It’s12：00.(12点)/It’salongwaytogo.(那可要走好长的路)/Ittookhimthreedaystocleanhishouse.(清扫屋子花了他三天的时间)/Itisveryclearthatthepublicwanttoknowwhenthesemencangointospace.(很显然,公众想知道这些人什么时候能进入太空)/Wefounditverydifficulttolearnaforeignlanguagewell.(我们觉察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myyourhisheritsouryourtheir名词性mineYourshishersitsoursyourstheirs1〕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：Isthatyourumbrella?(那是你的伞吗)/IoftengotoseemyauntonSundays.(我经常在星期天去看望阿姨)/Theyaretheirbooks.(是他们的书)2〕名词性物主代词相当于名词,既代替事物又说明所属关系,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：Thisisyourcup,butwhereismine?(这是你的杯子,可我的在哪儿mine=mycup)/Yourclassroomisverybig,butoursisrathersmall.(你们的教室很大,我们的相当小.ours=ourclassroom)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：Afriendofminecametoseemeyesterday.(我的一个朋友昨天来看我了)(指假设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)指和上文提过的一样的人和物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’sthis?(这是什么)/Thatmodelplaneismadeofplastic.(那只模型飞机是塑料做的)(被动句)/Remembernevertodosuchthings.(记得永远不要做这样的事情)/Dothesameastheteachertellsyou.(按教师说的做)/Whoisit?(是谁)It’sme!(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:whoisshe?/Whatdoyouwant?/Whomareyouwaitingfor?对以上代词语法内容的讲解可根据学生的承受能力适当删减，不必要很详细全面的解释说明，Practice:onpage13——textbookOnpage9——workbook通过作相应的练习，加以对代词的熟悉稳固。Homework：完成练习册上本单元所有练习，稳固所学词及短语等知识。Blackboarddesign：〔板书设计〕Listening&Grammarlisteninggrammar——pronouns1)personalpronouns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Iyouhesheitweyouthey宾meyou(你)himheritusyouthem2)possessivespronouns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myyourhisheritsouryourtheir名词性mineYourshishersitsoursyourstheirs3)indicativepronouns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)指和上文提过的一样的人和物it(这人/这物)指不太清楚是谁或者是什么时4)interrogativepronounswho、whom、whose、what、whichteachingreflections:(教学后记)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。语法内容要通过做相关的练习加以稳固。在做练习的同时要对在句中句子成分的分析解释。Unit3CampusLifeTeachinggoals:Knowledge:Tomasterthesenewwordsandusefulexpressions,andcanusethemtomakesentences.Tounderstandpartsofspeech,knowaboutn(c)andn(u),singularformandpluralform.Skills:Tolistentoandtalkaboutsomething.Toreadarticleaboutcampuslife.Toimitatethetextanddescribecampuslifeaboutthemselves.GrammarTomastertheregularofPluralFormofn(c)TowritethePluralFormofn(c)smoothly.Tousethepossessivecaseofnouns.TeachingImportantPoints:1.Studentscanreadarticlesaboutcampuslifeandmasterkeywordsandexpressions.2.Theusageofnouns.TeachingDifficultPoints:Howtotrainthestudents’readingability.Howtotrainthestudents’abilitytousenouns.Teachingways:Combinespeakingwithreciting,teachbyalargenumberoforalpractice.Teachingsteps:Reading:ⅠWarmupAskstudentstoreadpicturesonpage18,thenmakesentencesaccordingtothesepictures.e.g.Thisisourschoolclassroombuilding.Therearemanyclassroomsinthebuilding.Askmorestudentstopractice.ⅡFastreadingReadnewwordsandexplainhotwordsinproper.Askstudentstoreadthepassage,anddopracticeonpage20.Askstudentstoreadthesentencesofthepracticeandthentrytotranslateit.Summarizethemainideaofthepassage.ⅢLanguagepointsagoe.g.threedaysago;ayearago★SimplePastTense:Come—cameget—gotfeel—feltwhene.g.WhenIgottothestation,Ifoundnoonehere.3.getto4.followe.g.Sorry,Ican’tfollowyou.Ifyoufollowyourparentsadvice,you’lldoitbetter.showconcernaboutwiththehelpofgetalong＆gowellⅣHomeworkReadpassageagainanddopracticeonPage21.Correctthemnextclass.Grammar：ⅠIntroducenewgrammar:thepartofspeech,nouns.(page119—120)Importantpoints：ThePluralFormofNounsTakemanywordsforexample.SumuptheregularofPluralformofcountablenouns.Thendopracticesonpage22.ⅡThepossessivecaseofnounsGivemanyexamplesofthepossessivecaseofnouns.Dosomeexercisesaboutthepossessivecaseofnouns.ⅢHomeworkAskstudentstodoexercisesinexercisebook.ListeningandSpeakingAskstudentstolookatthepicturesonthepage22and23,andtalkaboutthem.Listentothetape,andfilltheblanks.Thencorrectthem.Sumupthesentencepatternabouttalkingaboutsomething.Writedownthemontheblackboard.★What’sthis/that(inEnglish)?It’sa.../Thisisa…★Whatarethese/those?These/Thoseare…★Isthis/thata…?Yes,itis./No,itisn’t.★Arethese/those…?Yes,theyare./No,itisn’t.5.Studentspracticeingroups.6.Asksomestudentstoroleplay.WritingAskstudentstoreadthetextofUnit3again.Askstudentstoreadtheexpressionsontheenvelope.AskoneortwostudentstospeakoutthedifferencesbetweentheChineseenvelopeandEnglishenvelope.Askstudentstocompletetheletter.Thendiscusshowtowriteitbetter.HomeworkRememberthewordsandusefulexpressions.Recitethetext.Dopracticesaboutnouns.unit4TimeTeachingaims:TogetinformationfromreadingmaterialTomasterusefulphrasesTolearntocooperateTeachingimprotant:Readingability:readfordetails.Vocabulary:hear,computer,enough,suddenly,remember,hurryKeypoints:getto,lookforwardto,online,bebusywith,getto,hurryto,bedelightedto,sayaword,nextto,ontime.Difficultsentence:IwasverygladtohearthisbecauseIwaslookingforwardtoseeingmygrandpa.教师活动学生活动教学流程教学流程1.导入Haveyougotsomegiftsfromfriendsorparents?Talkaboutthegiftstheyhavereceived.2．知识新授3．情景操练2.listentothemediaPayattentiontothepronunciation3.1〕dividedtheclassinto9groups,2〕eachgrouphas4students3〕worktogether.Afterthat,askstudentstoreadandwriteoutthekeypointsbythemselves.Teacherwillcheckandgivesomeexample.Listentothewholepassage,onPage28,andtobeabletoreadthenewwords,andthentoknowthemeaningsofthepassage.Groupwork:Askthestudentstoworkwithothers.Findouttheusefulphrases,thenreadandtranslateeachparagraph.检测DoexerciseofthebookIndividualworkCompletethesentences板书〔或课件〕设计Unit4TimeAgiftfromgrandpaKeypoints:enough,bebusywith,belate,hurryto,lookforwardto,Difficultsentence:ItwaslunchtimewhenIgothome.作业布置copytheusefulphrasesthreetimesdoexercisebook教学反思Topracticemoreaboutreadingskillsandlisteningskills.Step1LeadinShowsomepicturesaboutfoodandgiveaquestion,AskthestudentstodiscussLetstudentslistentothequestionscarefullyandtalkfreely,andthengivetheanswersLetstudentsknowsomethingaboutculture.Step2Fast-readingGivesometasksFindoutthemainideaineachparagraph.SkinthetextquicklyandfindtheanswerstothequestionsTotrainthestudents’readingskillsStep3Intensive-readingGivesometasks:1.What’speople’sfavoritefoodindifferentcountries?2.What’sthemostpopularfoodinthenorthofChina?3.WhendoChineseeatdumplings?4.Wheredoyoungcouplessometimeseatdumplings?5.Whyhasfastfoodbecomemoreandmorepopular?ScanthetextcarefullyandsolvethequestionsTotrainthestudents’readingskillsStep4Dealwithlanguagepoints1.inthenorthof……“在……北方〞2.themostpopular“最受欢送的，最普及的〞3.gettogether“集合，聚会，聚集〞4.byoneself“自己〔做〕，亲自〞5.thekindsof……“那些种…….〞6.haveto…“不得不……〞。7.junkfood“垃圾食品〞8.order…from…“向……订购……〞Learnbyheartanddothetranslationexercise.Checkthereadingresultandthestudents’abilityoflearningbythemselves.Step5ExercisesinPost-readingGivesometasksFillinblankswiththerightinformationfromthetext“FavoriteFood〞tocompletethefollowingstatements.1.AmericansliketoeatJapaneseliketoeatfishandthefishis.ofchina,themostfoodisdumplings.3.ThefamilygettingtogetherisduringtheSpringFestival.4.Sometimesyoungcouplesgotorestaurantsandorderdumplingstheylike.5.Orderingfoodfromarestaurantisaway.6.NowsomekindsofAmericanfoodhavebecomeinChina.7.SomeparentssometimesgotoKFCorMcDonald’stoeatwiththeirchildren.FinishthequestionsCheckthestudents’readingcomprehensionStep6TopicdiscussionShowingthepicturesaboutjunkfoodagain,andletthestudentsdiscussthetopicIngroups.Howdoyoupreventthechildrenfromthejunkfood?Discussingroupsanddrawtheconclusion,“forourhealth,eatlittlefastfoodLetthestudentsknowtheimportanceofeatinghabitsStep7SummaryGiveabriefsummaryofthelesson.Afterlearningthelesson,wehaveabetterunderstandingofeating,especiallythechildren.Fromnowon,weshouldadviseourfamilymembersandfriendstoeatlittlejunkfood.Step8HomeworkWriteyourviewaboutjunkfood.Topic：Unit6Weather课程科目英语课题Weather课时1教材版本根基模块班级养殖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Unit6WeatherTeachingAims:

1.Knowledgeobject:

Learnthewordsabouttheweather

掌握表示天气情况的词语

2.Abilityobjects

Talkabouttheweatherandexpresstheirfeelings.

能够谈论天气，表达自己的情感

3.Emotionobject:

Inspirestudentsenvironmentalprotectionconsciousness

激发学生的环保意识Teachingimportantanddifficultpoints:

What’stheweatherlike?/It’scloudy.

How’stheweatherinspring?

It’swarmandsunny.

whereareyougoing?

Iwanttogosightseeing.Teachingmethods:1.Oralpracticetotrainthestudents'speakingability.2.Writtenworktotrainthestudents'writingability.3.Individual,pairorgroupworktomakeeverystudentworkinclass.TeachingProperties:Asetofmulti-mediaequipment.Teachingprocedures：StepOne:SpeakEnglishT:Whatdateisittoday?S:It'sthe...T:What'stheweatherliketoday?S:It's...T:Howmanydaysarethereinaweek?S:Thereareseven.T:Howmanymonthsarethereinayear?S:Therearetwelve.StepTwo:Teachthenewwords.(1)Teachthefourseasons.T:Howmanyseasonsarethereinayear?Therearefourseasonsinayear.Teachtheword“season〞.T:Lookatthepicture.Whatseasonisit?It’sspring.Teachtheword“spring〞.T:Doyoulikesping?S:Yes,Ido.T:Ilikespring,too.Becauseit’swarm.Teachtheword“warm〞.(特别注意warm中ar的发音)Teachthewords“summer,hot,autumn,cool,winterandcold〞inthesameway.(2)Teachthedrills:Whichseasondoyoulikebest?Ilike…best.T:Whichseasondoyoulikebest?S:Ilikespringbest.T:What’stheweatherlikeinspring?S:It’swarm.Practiceinpairs.(3)Teachthewords:snowy,windy,foggy,rainy，cloudy,sunny,cool,warm.T:WhichseasondoyoulikebestinSuzhou?S:Ilikespringbest.T:What’stheweatherlikeinspringinSuzhou?S:It’swarmandrainy.Teachtheword“rainy〞.rainy:有雨的rain:雨，下雨Teachtherestwordsinthesameway.(4)Readthenewwordsafterthetape.StepThree:Teachthenewdrills.(1)T:Whichseasondoyoulikebest?S:Ilikespringbest.T:Why?S:Becauseit’swarmandwindy.Icanflythekite.Teachtheword:why,because(2)Askandanswer.(3)Practiceinpairs.(4)OpenthebooksandreadPartC.Practiceinpairsandthenasksomeofthestudentstomakethedialogue.StepFour:Homework.(1)Copythenewwords.(2)DotheexercisesinpartC.(3)Recitethenewtext.StepFive:SummaryNewwords:warm,hot,cold,cool,fineGrammar:名词变形容词rain—rainy,wind—windy,sun—sunny,snow—snowycloud—cloudySentences:What’stheweatherlike?/It’scloudy.How’stheweatherinspring?It’swarmandsunny.whereareyougoing?Iwanttogosightseeing.BlackboardDesignUnit5TheseasonsspringwarmrainywindysummerhotsunnyrainyautumncoolsunnywindywintercoldsnowycloudyWhichseasondoyoulikebest?Ilike…best.Why?Becauseit’s…Ican…Teachingpostscript：Unit7computersKeywords:darktroublewordbusinesswaitofficesellwriteallowdrinkwhethertakeshouldclearpersonjobwonderfulmachinemanageillforgetmistakeforgiveUsefullExpressions:beintroubleget…intotroubleonbusinesswaitforwhether…ornothavenoideapointatWhatapity!moreandmorebeallowedtodo…Ihavenoideahavenowaytodofindoutnot…but…what’sthebigdeal?LanguageSkills: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“抱歉于应答〞的常用语句，如：I’mso/verysorryI’sorryfor…I’msorrytohavedone…I’msorrythat…Ihopeyou’llforgiveme.NevermindDon’tmentionit.Don’tworryaboutit.That’sOK/allright.That’snothingItdoesn’tmatter.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。GrammarFocus:I．TheSimplePresentTenseII．TheSimplePastTenseIII．TheSimpleFutureTense1.Warmingup根据计算机应用知识及教材中的七组图画内容进展问答练习。What’sthis?Itis.What’theuseofit?Wecan.2．掌握本单元教学目标中的生词、短语及表达事情的经过所需要的表达方式，理解下面的句子：1.Ourcomputerisdown.2.Youhearitmoreandmoreinyourdailylife.3.Butonlythecomputerisallowedtodoso.4.Ihavenowaytofindourwithoutaskingthecomputer.5.Itisclearthatthetroubledoesn’tcomefromthecomputerbutthepersonwhoworksonit.Grammar1.一般现在时(TheSimplePresentTense)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：Heisfourteen.Heisatschool.他十四岁了，在上学。Doyougotoschoolat7:00everyday?你每天七点钟去上学吗Shedoesn'tlikeapples.她不喜欢苹果。Theearthmovesroundthesun.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/。helpswimknowgetridehelpsswimsknowsgetsrides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/Iz/；以o结尾的动词加es，读/ｚ/。guessfixteachwashclosegoguessesfixesteacheswashesclosesgoes辅音字母加y结尾的动词，先变y为i,再加-es，读/z/。flycarrystudyfliescarriesstudies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(TheSimplePastTense)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,lastnight,in1989,twodaysago等。如：Myteacherwasn'tathomelastSaturday.我的教师上星期六不在家。Shewasinthelibrary.她在图书馆里。Hegotupat6thismorning.他今天早晨六点起床。Didyougotothesupermarketyesterday?你昨天去超市了吗Yes,Idid./No,Ididn't.是的，我去了。/不，我没去。Shedidn'twatchTVlastnight.Shedidsomereading.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/Id/。lookplaystartlooke