基础模块英语(上册)教学案全集

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？
e 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 i nteresting
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
plete 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
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、l isten to the tape about the text.
2、A nswer 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.
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、l earn 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.
2、d escribe 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) / --W hat’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 posses sive 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1.
导
入
Have you got some gifts from
friends
or parents?
Talk about the gifts
they have received.
流
程教
学流程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
Scan the text
carefully and
solve the
To train the
students’
reading
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 ?
questions 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.
Finish the
questions
Check the
students’
reading
comprehensio
n
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.
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
Discuss in
groups and
draw the
conclusion,
“for our
Let the
students know
the
importance of
eating habits
children from the junk food? health ,eat little fast food
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 fo
ur 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 a
nd cold” in the same way.
(2)Teach the drills: Which season do you like best? I l
ike … 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 part C.
(3)Recite the new text.
Step Five:Summary
New words:
warm, hot, cold, cool, fine
Grammar:名词变形容词
rain—rain y, wind—wind y, 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
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
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？。