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UNIT 1 Nice to meet you !课程名称：英语使用教材及出版社：《英语基础模块1第2版》高等教育出版社教学课型：技能课课时：共9课时教学目标：语言知识目标：学生能够理解并运用在不同场景下的简单问候语，能够使be动词的一般现在时介绍个人及他人信息。
语言技能目标：听——学生能够听懂在不同场景下的简单问候语。
说——学生能够在不同场景下用简单的问候语问候他人。
读——学生能够读懂名片上的信息。
写——学生能够根据个人情况做出自己的名片。
学习策略：学生学习将事物归类排序的能力。
文化意识：学生掌握中文人名与英文国家人名的不同排序规则。
情感态度：学生了解不同的职业，并初步确定自己的求职意向。
单元任务：学生能运用所学语言拟定自己未来的名片。
教学重点：学生能够理解并运用在不同场景下的简单问候语。
教学难点：学生能够使be动词的一般现在时介绍个人及他人信息。
学情分析：学生处于中职英语学习的第二年，英语基础和技能仍然较薄弱，通过第一年自编教材的学习，口语技能和英语基础知识有一定的训练和提高。
教学方法：活动教学法、任务教学法、情景教学法教学准备：PPT、Audio file for listening教学过程：Period 1-2：Words & ExpressionsStep 1 Lead-inT greets Ss: Nice to see you again! Last term, we got along well with each other. I hope we can spent a happy term from now on.T help Ss read all the new words correctly.Step 2 New contentT helps Ss have a general idea of the usage of some important words.1. firsta. 第一的，最先的〔置于名词之前时，通常与the或one’s连用〕eg. the first month of the year 一年的第一个月the first three pages of the book 这本书的前三页It was my first visit to Europe. 那是我第一次去欧洲。
新疆农业技师培训学院理论教学教案NO ： 1课程名称课程名称英 语授课时数授课时数2周 次第 周 班 级级时 间间2010年 月月 日日 2010年 月月 日日 2010年 月月 日日节 次 ~ 节 ~ 节 ~ 节教学内容教学内容 Unit 1 Nice to meet you! Lead-in, Listening and Speaking, Reading and Writing教学方式教学方式 Theory Practicing【主要教学内容】Content:1.Master the greeting statements. 2.Understand the words and sentence patterns about ask and offer personal information. 1)words and expressions:name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss); name card and vocation. 2)about greeting:Good morning.Hi.Nice to meet you. 3)about personal information:What’s you name? Where are yo u from? Which company are you from? 3.Can design personal name card. 【主要能力点与知识点应达到的目标水平】教学内容题 目目职业岗位知识点、能力点职业岗位知识点、能力点与基本职业素质点与基本职业素质点目标水平目标水平 识记 理解 熟练操作操作 应用 分析Listening and Speaking 知识点：Remember Remember the the the words words words and and and phrases phrases phrases about about about greeting greeting greeting and and personal information.能力点：Master the usages of greeting and personal information. 职业素质渗透点：Can master the greetings indaily life . . √√√在目标水平的具体要求上打√【教学策略】1. Let students master the phonetics and spelling to pronounce words, phrases and sentences correctly. 2. Let the students work in pairs to make the conversations by themselves. 3. Ask questions and help the students to understand the main idea the lesson. 4. Listen more and improve the listening ability step by step, keep the sound symbol in mind. 5. Assign the students some homework. 6. Review what the students have learned. 【教学过程组织】Teaching processStep One :Lead-in （ m ）1.The teacher greets each student: Good morning. Nice to meet you. May I have your name, please? Which school are you from? What do your parents do? 2.Brainstorm the ways of greeting a person. Possible answers:Good morning/afternoon/evening. Hi./Hello. Nice to meet you. How do you do? How are you?/ How are you going? (collect different answers on the blackboard) 3.Let 3.Let’’s make it a rule: Let’s greet each other at the beginning of each English lesson, using the following patterns. Teacher: Class begins.The monitor: Stand up. Teacher: Good morning/afternoon, boys and girls. Students: Good morning/afternoon, teacher. Teacher: How are you today? Students: We are fine. And you? Teacher: I ’m fine, too. Thank you. Sit down, please. 4. Activity 3. Act and practice. How would you greet a person in the following situations? Step Two: Listening and speaking ( m)1.Activity 4. Listen and underline. Listen to dialogue A and underline the sentences about greeting a person. 2.Practice a similar dialogue with your partner. 3.Activity 8. Listen and complete. Listen to dialogue B , and fill in the following form. 4.Guess the meaning of “last name ” and “first name ”. 5.Activity 9. Read and underline. Practice the dialogue with your partner and underline the sentences about asking one ’s personal information. 6.Make a similar dialogue with the classmates around you. Sample A: Good morning! I ’m Lu Zhongnan. Lu is my last name and Zhongnan is my first name. May I have your name, please.B: Good morning! I ’m Lin Chunning. Lin is my last name and Chunning is my first name.A: Nice to meet you. I ’m from No. 7 Middle school. Where are you from?B: Nice to meet you, too. I’m from No.15 Middle school. 7.Ask some pairs to demonstrate their performance(greet each other and ask for personal information). 8.Activity 12. Talk and complete. Talk to five classmates and ask about their first name, last name and which school they are from. And then fill in the form. Step Two: Readinging and writing ( m)1.Activity 13. Read and tick. Which of them may be included in a name card? 2. Activity 14. Read and check.Answer the following questions. 3. Activity 15. Read and complete. Ask the students to do it as quickly as possible. The first ten fastest can get a small prize. 4. Now would you please design a creative name card for Mrs. Hu? 5.Can you design a name card for yourself? (Imagine a future company and a future job for yourself) 6.Ask some students to design their name cards on the blackboard. Make some comments. 7.Show 7.Show each student each student or or each each each group group group a a a name name name card. card. card. Ask Ask Ask the students the students to to talk talk talk about about about the the the information information information in in in the the name card. 【小结】Step Three: Summary and Production ( m)1. Make a short summary of what we ’ve learned today.(1)key vocabulary. (2)everyday English about greetings and personal information. 2.Think of ten ways of greetings. 3.Remember how to design a personal name card. name card.【学生学习情况检测】( m)1. Practice the dialogue with your partner and underline the sentences about asking one’s personal information. 2.Show each student or each group a name card. Ask the students to talk about the information in the name card.【作业及思考】Step Four: Homework ( m)1. Practice dialogue B with your classmate after class. 2. Make a similar dialogue, talking about personal information. 3. Make an introduction of your classmate. 4. Copy key vocabulary five times in English ang one time in English. 5.design a special name card for yourself. 课后分析: 课后分析:教研室主任审核签名累计 学时2NO ： 2课程名称课程名称英 语授课时数授课时数2周 次 第 周班 级级时 间间2010年 月月 日日2010年 月月 日日 2010年 月月 日日节 次~ 节 ~ 节 ~ 节教学内容教学内容Unit 1 Nice to meet you!l anguage in use ，vocabulary consolidation ，unit task ，pronunciation practice教学方式教学方式 Theory Practicing【主要教学内容】Content:1.Master the words about name card and vocation. eg:telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss) 2.Master the usage of “be be”” verb. 3.Design a personal name card and describe the occupation of others. 在目标水平的具体要求上打√在目标水平的具体要求上打√【教学策略】1. Let the students work in pairs to make the conversations by themselves. 2. Ask questions and help the students to understand the main idea the lesson. 3. Grasp the grammar points by patterns, correcting mistakes, translation and description.4. Compare English with Chinese and find the differences in language points. 5. Assign the students some homework. 6. Review what the students have learned. 【教学过程组织】Teaching process Step One Lead-in （ m ）1.1.Have a comment on the students’ name cards. Pass the cards around the class.Have a comment on the students’ name cards. Pass the cards around the class.2. Ask the students to present and talk about the name cards they have collected in groups. Use the following sentence patterns. Step Two Language in use ( m) 1.1.Game: Who am I? The teacher says “I’m thinking of something and you guess what it is.” Game: Who am I? The teacher says “I’m thinking of something and you guess what it is.” The teacher can describe anything that the students are familiar with, however, the teacher should use “am” as many times as possib le.The teacher can decide if he want to score this game or not, and how. 教学内容题 目目职业岗位知识点、能力点职业岗位知识点、能力点与基本职业素质点与基本职业素质点目标水平目标水平识记 理解 熟练操作操作 应用 分析Reading and Writing 知识点：Master the grammar structure Verb “be be”” pronouns. 能力点：Master the words about name card and vocation ,be verb. 职业素质渗透点：Write personal information required in a name card. √ √ √2. 2. Grammar Grammar Grammar focus focus （page page 1515）. . The The The teacher teacher teacher helps helps helps the the the students students students have have have a a a general general general idea idea idea of of of the the usage usage of of be. be. Then Then Then the the the teacher teacher teacher offers offers offers the the the following following following rhyme rhyme rhyme to to to help help help the the the students students students master master master the the usage of be in a better and easy way. 3.Activity 17. Think and write. T he The The teacher asks the students to teacher asks the students to make as many many sentences as sentences as possible. Practice reading these sentences together. 4. Exercise. Fill in the blanks with be verb. Step Three Pronunciation Practice ( m) 1.Teach the pronunciation rules of the given eight phonetics. 2.Listen and repeat. Read the following sentences after the tape and the teacher. Pay attention to the pronunciation and intonation. 3.Offer each student a phonetic chart 【小结】Step Four: Summary ( m)1.We have learned the words about name card and vocation. 2. Master the usage of “be” verb.3.We have learned the pronunciation rules of the given eight phonetics 【学生学习情况检测】【学生学习情况检测】 1.Activity 1.Activity 19. 19. 19. Write Write Write and and and talk. talk. talk. Talk Talk Talk about about about your your your parents parents parents and and and the the the persons persons persons that that that you you you know know know with with your partner and take notes of what your partner tells you. Eg. My father’s name is Li Ming. He is a doctor. 2.Activity 20.Look and mark. Look at the name card and fill in the blanks.3.Activity 21. Think and write. write. Group competition: Group competition: write down as many jobs as possible in the given time. 4.Interview five classmates and write down their future jobs.( X XX wants to be …)5.The 5.The students students students who who who greet the greet the most people and get the most most name cards will name cards will be be the the the winner. winner. The teacher may ask these students to talk about t heir experience and their experience and i ntroduce introduce introduce the persons the persons they meet. 【作业及思考】Step Five: Homework ( m)1. Review the job words after class. 2. Create ten sentences with the verb is, am or are. 3. Finish self-check. 4. Write a short article: my comment on the lesson (in Chinese or English) 课后分析:课后分析: 课后分析: 教研室主任审核签名累计 学时4NO ：3课程名称课程名称英 语授课时数授课时数2周 次第 周班 级级 10种子种子&10&10畜牧畜牧 合班课合班课 10园艺园艺&10&10计算机 合班课时 间间 2010年 月月 日日 2010年 月月 日日节 次~ 节 ~ 节教学内容教学内容Unit 2 I can do it.Lead-in, Listening and Speaking, Reading and Writing教学方式教学方式 Theory Practicing 【主要教学内容】Content:1、Have a revision of key words and expressions of Unit 1. 2、Let the students master the new words and expressions from the exercises. 3、Teach the students use “can” to ask personal information about ability. 【主要能力点与知识点应达到的目标水平】教学内容题 目目职业岗位知识点、能力点职业岗位知识点、能力点与基本职业素质点与基本职业素质点目标水平目标水平 识记 理解 熟练操作操作 应用 分析Listening and Speaking, V ocabulary 知识点：Review and master the words and phrases of last unit.Remember the new words and expressions. 能力点：Master how to use the word “can” to express.职业素质渗透点：Let the students to know different people of different country h ave different have different habit to ask about personal information. √ √√在目标水平的具体要求上打√【教学策略】 1. Let students m aster the phonetics and spelling to pronounce words, phrases and sentences master the phonetics and spelling to pronounce words, phrases and sentences correctly. 2. Let the students work in pairs to make the conversations by themselves.3. Ask questions and help the students to understand the main idea of each lesson. 4. Grasp the grammar points by patterns, correcting mistakes, translation and description.5. Listen more and improve the listening ability step by step, keep the sound symbol in mind.6. Compare English with Chinese and find the differences in language points.7. Assign the students some homework .8. Review what the students have learned. 【教学过程组织】Teaching process复习问题：Revision:We have learned Unit 1 Nice to meet meet you you you last last last lesson. Who can lesson. Who can i ntroduce introduce introduce somebody somebody somebody make make use of this sentence pattern “Nice to meet you./I see./Where are you from?/I come from …” 教学内容：Teaching Content:Step one: Lead-in and Vocabulary1. Draw into the activity and give the examples. 2. Ask some students to discuss the answers according to the pictures on the book. 3. 3. Give Give Give the the the students students students some some some new new new words words words about about about the the the pictures pictures pictures and and and ask ask ask the the the students students students to to practice the pronunciation of them. Step two : Listening1. Give the students some sentences and ask the students to find out the words about personal ability . 2. Display the important words, expressions and sentences. 3. Ask the students to finish the exercises themselves. 4. Check the answers and let students use use the the the important sentences important sentences to talk with their partner. Step three: Speaking1. Give the students some explanation about the words in the exercises. 2. Ask the students to discuss the answers with their partner. 3. Give different tasks to the students and ask them to act out. 4. Ask the students to make new conversations themselves. Step four: Reading1. 1. Ask Ask Ask students students students some some some questions questions questions about about about the the the content content content of of of the the the hobbies hobbies hobbies and and and discuss discuss discuss what what job or jobs they can do in the future. 2. Give the students some pictures and let them to choose correct words to describe. 3. The students will be asked to read the practice and find out the troubles. 4. Explain the importance words, expressions and sentences. 5. 5. Ask Ask Ask the the the students students students to to finish the the exercises exercises exercises below below below themselves themselves themselves and and and check check check their their answers. Step five :Writing1. Give the students some questions and ask them to answer. 2. 2. Ask Ask Ask the the the students students students to to to discuss discuss discuss and and and write write write down down down how how how to to to fill fill fill in in in the the the application application application form. form. Use some useful phrases and sentence pattern below 小结:Step six: FeedbackMake a summary about what we have learned this class. 学生学习情况检测:Give the test to the students. The content is about the words, expressions and the important sentence structure. 【教师参考资料及来源】T eacher’s Reference ：《 Englis h Ⅱ》 【作业及思考】Homework ：1. Correct the homework of Unit One. 2. Complete the application form.. 【指定学生阅读材料】Reading Materials ：Passage 课后分析: 课后分析: 教研室主任审核签名累计 学时6NO ： 4课程名称课程名称英 语授课时数授课时数2周 次第 周 班 级级 10种子种子&10&10畜牧畜牧 合班课合班课 10园艺园艺&10&10计算机 合班课时 间间 2010年 月月 日日 2010年 月月 日日节 次~ 节 ~ 节教学内容教学内容Unit 2 I can do it. l anguage in use ，vocabulary consolidation ，unit task ，pronunciation practice教学方式教学方式 Theory Practicing【主要教学内容】 Content:1. Master the words about ability and job application. 2.Master the usage of modal verb “can can”.”. 3.Design a personal job application and describe the ability for job.. 在目标水平的具体要求上打√在目标水平的具体要求上打√【教学策略】1. Let the students work in pairs to make the conversations by themselves.2. Ask questions and help the students to understand the main idea the lesson.3. Grasp the grammar points by patterns, correcting mistakes, translation and description.4. Compare English with Chinese and find the differences in language points.5. Assign the students some homework. 6. Review what the students have learned. 【教学过程组织】Teaching processStep One Lead-in （ m ）1.Have a revision about ask for personal ability . List the important sentence pattern. 2. Ask the students to present and talk about the ability for apply a job . Use the following sentence patterns. Step Two Language in use & vocabulary consolidation （ m ） 1.Give some exmples to present the usage and meaning of modal verb “can”.教学内容题 目目职业岗位知识点、能力点职业岗位知识点、能力点与基本职业素质点与基本职业素质点目标水平目标水平 识记 理解 熟练操作操作 应用 分析 l anguage in use ，vocabulary consolidation ，pronunciation practice知识点：Master the grammar structure “can can”” modal verb. 能力点：Master the words about ability , job application and modal verb “can”. 职业素质渗透点：Write personal information required in a job application√√√2. Grammar focus （page 28） The teacher helps the students have a general idea of the usage of “c an can can””.Then the teacher offers the following form to help the students master the usage of “c an can can” in a better and easy way ” in a better and easy way3. Think and write. The teacher asks the students to make as many sentences as possible. Practice reading these sentences together. Step Three Pronunciation Practice ( m)1.Teach the pronunciation rules of the given six phonetics. 2.Listen and repeat. Read the following sentences after the tape and the teacher. Pay attention to the pronunciation and intonation. 3.Offer each student a phonetic chart 【小结】Step Four: Summary ( m)1.We have learned the words about ability and job application. 2. Master the usage of modal verb “can can”.”. 3.We have learned the pronunciation rules of the given six phonetics. 【学生学习情况检测】1.Activity 16 Write and talk. Talk about the person in the following picture. Complete the sentence make use of “can can””. 2.Activity 17 Choose one job in the following picture. Then talk with your partner about the employment.. 3.Activity 18 Think and write. Group competition: write down as many things you can do as possible after three years. 4.Read and match . Choose the word from group A and match the right word or expression in the group B.5.Show the unit task : Complete a job application form for yourself in 2015. Then read the application form of your partner and check if he / she is likely to get his / her job. Give him / her your reasons. 【作业及思考】Step Five: Homework ( m)1. Review the key words after class. 2. Create ten sentences with the modal verb “can can”.”.3. Finish self-check. 4. Complete the application form in 2015. 课后分析: 课后分析: 教研室主任审核签名累计 学时8NO ： 5课程名称课程名称英 语授课时数授课时数2周 次第 周 班 级级 10种子种子&10&10畜牧畜牧 合班课合班课 10园艺园艺&10&10计算机 合班课时 间间2010年 月月 日日 2010年 月月 日日节 次~ 节~ 节教学内容教学内容Unit 2 I can do it. Test & Revision教学方式教学方式 Theory Practicing【主要教学内容】Content:1.Have a revision of Unit one and two 2.Master the words and sentence patterns about shopping, greeting, personal information and ability .3.Review the grammar structure V erb “be be”” pronouns and “can can”” modal verb. 4.Master the requirement of name card and application form. 5.Have a test. 【主要能力点与知识点应达到的目标水平】教学内容题 目目职业岗位知识点、能力点职业岗位知识点、能力点与基本职业素质点与基本职业素质点目标水平目标水平识记 理解 熟练操作操作 应用 分析Test & Revision知识点：Master the words and phrases about Unit one and two. 能力点：Master the usages of of shopping, shopping, greeting, personal information and ability.职业素质渗透点：Can Can master master master the the sentence pattern pattern about about shopping, greeting, personal information and ability indaily life . √ √√在目标水平的具体要求上打√【教学策略】1. Let students master the phonetics and spelling to pronounce words, phrases and sentences correctly. 2. Let the students work in pairs to make the conversations by themselves. 3. Ask questions and help the students to understand the important knowledge. 4.Have a overarching revision of the unit one and two. 【教学过程组织】Teaching process 教学内容：Teaching Content:Step one:1. Draw into the activity and give the examples. 2. Ask some students to discuss the answers according to the pictures on the book. 3.Give 3.Give the the the students students students some some some words words words about about about the the the pictures pictures pictures and and and ask ask ask the the the students students students to to to practice practice practice the the pronunciation of them. Step two : Listening 1. 1. Give Give Give the the the students students students some some some sentences sentences sentences and and and ask ask ask the the the students students students to to to find find find out out out the the the words words words about about shopping. 2. Display the important words, expressions and sentences. 3. Ask the students to finish the exercises themselves. 4. Check the answers and let students use the important sentences to talk with their partner. Step three: Speaking1. Give the students some explanation about the words in the exercises. 2. Ask the students to discuss the answers with their partner. 3. Give different tasks to the students and ask them to act out. 4. Ask the students to make new conversations themselves. Step four: Reading1. Ask students some questions about the content of go shopping. 2. Give the students some pictures and let them to choose correct words to describe. 3. The students will be asked to read the practice and find out the troubles. 4. Explain the importance words, expressions and sentences. 5. Ask the students to finish the exercises below themselves and check their answers. Step five :Writing1. Give the students some questions and ask them to answer. 2. 2. Ask Ask Ask the the the students students students to to to discuss discuss discuss and and and write write write down down down how how how to to to make make make a a a name name name card card card and and application form . Use some useful phrases and sentence pattern below. Step six:Language in use1.Review grammar structure the V erb “be be”” pronouns and “can can”” modal verb. 2.Give an exercise about the grammar. 小结:Step seven: FeedbackMake a summary about what we have learned this class and have a test. 【学生学习情况检测】( m)1. Practice the dialogue with your partner and write the sentences about go shopping, greeting people, personal information and ability. ability.2.Show each student or each group an advertisement of supermarket. Ask the students to talk about the information in the advertisement.【作业及思考】Step eight: Homework ( m)1. Summary the note about the revision. 2. Correct the test ,write the wrong words,expressions and sentence pattern for three times. 3. Prepare the new lesson about shopping. 课后分析: 课后分析: 教研室主任审核签名累计 学时10NO ： 6课程名称课程名称 英 语授课时数授课时数 2 周 次 第 周 班 级级10种子种子&10&10畜牧畜牧 合班课合班课10园艺园艺&10&10计算机 合班课 时 间间 2010年 月月 日日 2010年 月月 日日 节 次 ~ 节 ~ 节 教学内容教学内容 Unit 3 How much is it ? Lead-in, Listening and Speaking, Reading and Writing教学方式教学方式 Theory Practicing 【主要教学内容】Content:1. Master the statements about shopping. 2. Understand the words and sentence patterns about buying and selling goods . words words and and and expressions: expressions: expressions: plan, plan, plan, go shopping, sell go shopping, sell o ut, out, out, on on on sale, take, welcome, flavor, sale, take, welcome, flavor, attractive, attractive, best, best, best, unit unit price, drugstore, grocery , bakery , supermarket, quantity, signature, salesperson, delicious, kilo, item …2)about shopping: What What’’s s your your your plan plan plan for for for……? ? / / / Do Do Do you you you have have have anything anything anything to to to do do do …… ? ? / / / Would Would Would you you you like like like to to to go go shopping with me? / Good idea! / Great! / What ’s on your shopping list? / I want … / I want to buy …3.Can write a shopping poster in English. 【主要能力点与知识点应达到的目标水平】教学内容题 目目 职业岗位知识点、能力点职业岗位知识点、能力点 与基本职业素质点与基本职业素质点目标水平目标水平 识记 理解 熟练操作操作 应用 分析 Listening and Speaking 知识点：Remember the words and phrases about shopping. 能力点：Master the usages of shopping. 职业素质渗透点：Can Can master master master the the sentence pattern pattern about about shoppong indaily life . . √ √ √在目标水平的具体要求上打√【教学策略】1. Let students master the phonetics and spelling to pronounce words, phrases and sentences correctly. 2. Let the students work in pairs to make the conversations by themselves. 3. Ask questions and help the students to understand the main idea the lesson. 4. Listen more and improve the listening ability step by step, keep the sound symbol in mind. 5. Assign the students some homework. 6. Review what the students have learned.【教学过程组织】Teaching process复习问题：Revision:We have learned Unit 1 Two I can do it last lesson. Who can introduce yourself make use of this sentence pattern “My name is … / I graduate from …./ I can ….” 教学内容：Teaching Content:Step one: Lead-in and Vocabulary1. Draw into the activity and give the examples. 2. Ask some students to discuss the answers according to the pictures on the book. 3.Give the students some new words about the pictures and ask the students to practice the pronunciation of them. Step two : Listening1. 1. Give Give Give the the the students students students some some some sentences sentences sentences and and and ask ask ask the the the students students students to to to find find find out out out the the the words words words about about shopping. 2. Display the important words, expressions and sentences. 3. Ask the students to finish the exercises themselves. 4. Check the answers and let students use the important sentences to talk with their partner. Step three: Speaking1. Give the students some explanation about the words in the exercises. 2. Ask the students to discuss the answers with their partner. 3. Give different tasks to the students and ask them to act out. 4. Ask the students to make new conversations themselves. Step four: Reading1. Ask students some questions about the content of go shopping. 2. Give the students some pictures and let them to choose correct words to describe. 3. The students will be asked to read the practice and find out the troubles. 4. Explain the importance words, expressions and sentences. 5. Ask the students to finish the exercises below themselves and check their answers.Step five :Writing1. Give the students some questions and ask them to answer. 2. Ask the students to discuss and write down how to sell sell goods and buy things. goods and buy things. Use some useful phrases and sentence pattern below 小结:Step six: FeedbackMake a summary about what we have learned this class. 【学生学习情况检测】( m)1. Practice the dialogue with your partner and underline the sentences about go shopping. 2.Show each student or each group an advertisement of supermarket. Ask the students to talk about the information in the advertisement.【作业及思考】Step Four: Homework ( m)1. Practice dialogue B with your classmate after class. 2. Make a similar dialogue, talking about go shopping. 3. Make a personal shopping list. 4. Copy key vocabulary ten times in English ang one time in English. 课后分析:课后分析:教研室主任 审核签名累计 学时 10NO ： 7课程名称课程名称 英 语授课时数授课时数 2 周 次 第 周 班 级级10种子种子&10&10畜牧畜牧 合班课合班课10园艺园艺&10&10计算机 合班课 时 间间 2010年 月月 日日 2010年 月月 日日 节 次 ~ 节 ~ 节 教学内容教学内容 Unit 3 How much is it ?l anguage in use ，vocabulary consolidation ，unit task ，pronunciation practice 教学方式教学方式 Theory Practicing【主要教学内容】Content:1.Master the words about shopping and some important sentence pattern. 2.Master the usage of “there be ” ” sentences. 3.Ask for and give information about goods and make a shopping list. 在目标水平的具体要求上打√在目标水平的具体要求上打√【教学策略】1. Let the students work in pairs to make the conversations by themselves. 2. Ask questions and help the students to understand the main idea the lesson.3. Grasp the grammar points by patterns, correcting mistakes, translation and description.4. Compare English with Chinese and find the differences in language points.5. Assign the students some homework. 6. Review what the students have learned. 【教学过程组织】Teaching processStep One Lead-in （ m ）1.Have a comment on the students’ shopping list. Pass the lists around the class. 2. Ask the students to present and talk about the useful informations they have collected in groups. Use the following sentence patterns. Step Two Language in use ( m)1.Exercise: Show some picture and then let the Ss to describe the information about it. 2. 2. Grammar Grammar Grammar focus focus （page page 4343）. . The The The teacher teacher teacher helps helps helps the the the students students students have have have a a a general general general idea idea idea of of of the the 教学内容题教学内容题目职业岗位知识点、能力点职业岗位知识点、能力点 与基本职业素质点与基本职业素质点 目标水平目标水平 识记 理解 熟练操作操作 应用 分析分析 l anguage in use ，vocabulary consolidation ， pronunciation practice 知识点：Master the grammar structure “there be ” ” sentences. 能力点：Master the words about shopping. 职业素质渗透点：.Ask for and give information about goods and make a shopping list. √ √ √。
英语基础模块上册教案教案标题：英语基础模块上册教案教学目标：1. 通过本课的学习，学生将能够掌握英语基础模块上册的基本词汇和语法知识。
2. 学生将能够运用所学知识进行简单的英语对话和阅读理解。
3. 培养学生的英语听、说、读、写的综合能力。
教学重点：1. 掌握基础模块上册的基本词汇和语法知识。
2. 运用所学知识进行简单的英语对话和阅读理解。
教学难点：1. 培养学生的英语听、说、读、写的综合能力。
2. 帮助学生在实际情境中运用所学知识。
教学准备：1. 教材：英语基础模块上册教材2. 多媒体设备：投影仪、电脑等3. 教具：单词卡片、图片、录音机等教学过程：Step 1：导入（5分钟）通过展示一些与本课内容相关的图片或单词卡片，引起学生的兴趣，激发学生学习英语的积极性。
Step 2：新课讲解（15分钟）1. 通过多媒体设备展示教材中的重点词汇和句型，并给予学生相应的解释和示范。
2. 通过教师的讲解和示范，引导学生正确发音并掌握基本语法规则。
Step 3：示范与练习（20分钟）1. 分组活动：将学生分成小组，让他们进行对话练习，运用所学知识进行简单的对话。
教师可以在每个小组之间进行轮流指导和纠正。
2. 个人练习：让学生根据教材中的例句或图片进行个人练习，巩固所学知识。
Step 4：听力与阅读理解（15分钟）1. 播放教材中的听力材料，让学生进行听力理解，并完成相关的练习。
2. 让学生阅读教材中的相关文章或对话，进行阅读理解，并完成相关的练习。
Step 5：拓展活动（10分钟）1. 分组活动：让学生分成小组，进行口语交流活动，运用所学知识进行对话或讨论。
2. 个人作业：布置一些与本课内容相关的个人作业，如写一篇短文、背诵一段对话等，以巩固所学知识。
Step 6：总结与反馈（5分钟）通过与学生的互动交流，总结本节课的重点和难点，并对学生的表现进行反馈和评价。
教学延伸：1. 鼓励学生参加英语角或英语俱乐部，提高英语口语表达能力。
教学目标教学要求与建议I. Warming Up1. 教学内容分析与要求初步掌握生活中常见的关于天气的英语表达方式。
第一部分“谈论天气”参考示例a. — What’s the weather like today? — It’s sunny.b. — How is the weather today? — It’s cloudy.c. — What’s the weather like today? — It’s rainy.d. — It’s fine today, isn’t it? — No, it isn’t. It’s snowy.e. — It’s a fine day today, isn’t it? — Yes, it’s fine. But it’s windy.第二部分“谈论季节”参考示例a. — What season is it in the first picture? — It’s spring. — What’s the weather like in spring? — It’s getting warmer and warmer and sometimes it rains. Trees turn green and flowers start to come out.b. — What season is it in the second picture? — It’s summer. — What’s the weather like in your hometown in summer? — It’s hot and sometimes it’s cloudy and rainy. People like to swim in summer.c. — What season is it in the third picture? — It’s autumn. — What’s the weather like in autumn? — It’s cool and the wind usually blows. The farmers are busy with getting in the crops and fruits.d. — What season is it in the fourth picture? — It’s winter. — How is the weather in your hometown in winter? — It’s very cold and sometimes it snows. There is a lot of ice and snow. People like to go skating.2. 教学建议第一部分练习将全班同学分成几个小组进行小组抢答，要求学生准确说出方框中的关于天气的词汇的中文意思，然后指导学生进行对话操练。
UNIT 1 Nice to meet you !课程名称：英语使用教材及出版社：《英语基础模块1第2版》高等教育出版社教学课型：技能课课时：共9课时教学目标：语言知识目标：学生能够理解并运用在不同场景下的简单问候语，能够使be动词的一般现在时介绍个人及他人信息。
语言技能目标：听——学生能够听懂在不同场景下的简单问候语。
说——学生能够在不同场景下用简单的问候语问候他人。
读——学生能够读懂名片上的信息。
写——学生能够根据个人情况做出自己的名片。
学习策略：学生学习将事物归类排序的能力。
文化意识：学生掌握中文人名与英文国家人名的不同排序规则。
情感态度：学生了解不同的职业，并初步确定自己的求职意向。
单元任务：学生能运用所学语言拟定自己未来的名片。
教学重点：学生能够理解并运用在不同场景下的简单问候语。
教学难点：学生能够使be动词的一般现在时介绍个人及他人信息。
学情分析：学生处于中职英语学习的第二年，英语基础和技能仍然较薄弱，通过第一年自编教材的学习，口语技能和英语基础知识有一定的训练和提高。
教学方法：活动教学法、任务教学法、情景教学法教学准备：PPT、Audio file for listening教学过程：Period 1-2：Words & ExpressionsStep 1 Lead-inT greets Ss: Nice to see you again! Last term, we got along well with each other. I hope we can spent a happy term from now on.T help Ss read all the new words correctly.Step 2 New contentT helps Ss have a general idea of the usage of some important words.1. firsta. 第一的，最先的（置于名词之前时，通常与the或one’s连用）eg. the first month of the year 一年的第一个月the first three pages of the book 这本书的前三页It was my first visit to Europe. 那是我第一次去欧洲。
Unit1 Greetings第1 课时 words and expressions教师寄语:Keep on going never give up. 勇往直前，决不放弃！学习目标：1. 学习并识记新单词。
2. 能灵活运用单词及短语。
学习重点：对重点词汇、短语的掌握及准确运用。
学习难点：灵活运用单词及短语。
学习过程：Step 1 【快乐自学】1. 打开课本 P136，听录音自学新单词。
2. 请根据音标尝试着读出每个单词并写出下列单词以及他们的中文意思。
/'welk ?m/ _________ ________ /v ?u'ke ???nl/ _________ ________ /gl? d/ __________ ________ /mi:t/ _________ ________/'st ?d ?/ ___________ _________ /'evr ?/_________ _________/'ha:d/ _________ ________ / θ? ?k/ _________ ________/'v ?s ?t/ ___________ ________ /w ? nt/ _________ _______3. 教师领读学生不会读的单词4. 小组长再次领读其余学生不会读的单词Step 2 【合作共赢】( 小组合作学习并展示）：1. 小组长监督并检测单词记忆情况，并相互提问。
2. 词组互译将下列词组或短语译成中文或英文。
欢迎到...... 来________________ 很高兴做......__________________look at ____________ 教学楼___________________a lot of...______________ 阅览室_______________ after class______________靠近；紧挨着 _____________为...... 而感谢......________________Step 3 【当堂检测】1. 展示单词与词组的记忆情况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。
职高英语基础模块上册教案 (3) 1 / 3 职高英语基础模块上册教学设计 Unit 2 My family Period I Vocabulary 学习目标： 经过复习，掌握本单元的单词和短语。 一．预习检测。 Ⅰ . 词汇检查。 小组互查：Ⅰ . 切记以下单词和短语。 grandfather manager uncle family picture both always stand hardworking lively interesting retired worker popular right 、be
kind to wear thin
rather 、 enjoy doing
dream guess medical warmth cool 、live with 、be popular with 、
on the right on the left 、 be full of 、a pair of
Ⅱ . 补全音标。 ′ ′ ′ ′ ′ ′ 二．自主研究 Ⅰ . 英汉互译。 1. 我的全家福 _____________ 3. 喜欢做 _________________ 5. 受 欢迎 ________________ 7. 在左侧 __________________ 9. 相当酷 ___________________ Ⅱ. 词汇。
worker ___________ kind to _______________ with ________________ pair of glasses _____________ full of _________________
_______( 反义词 )______( 复数 ) _________( 复数 )
_______ ________ ________ ( 反义词 ) _________( 反义词 )
________ ( 反义词 )__________( 比较级 ) _______( 最高等 ) __________( 名词 ) _________( 形容词 )
中职英语基础模块上册教案一、教学目标通过本课的研究，学生应能够：1. 掌握旅游相关的英语词汇和表达；2. 学会应对旅行中的常见情境；3. 提高听说能力，能够进行简单的旅行对话。
二、教学重点1. 旅游相关的词汇和表达；2. 旅行中的常见情境的应对；3. 简单的旅行对话。
三、教学内容第一课时：旅行准备教学目标：研究旅行准备中的必备词汇和表达，能够描述旅行计划和行李准备。
学习旅行准备中的必备词汇和表达，能够描述旅行计划和行李准备。
教学重点：旅行相关词汇和表达。
旅行相关词汇和表达。
教学过程：1. 引入话题：通过展示一张旅行照片引起学生的兴趣，引出旅行的话题。
2. 研究生词和短语：通过图片和示范引导学生研究旅行相关的生词和短语。
3. 语言运用：设计练，让学生使用所学词汇和表达描述自己的旅行计划和行李准备。
4. 温故知新：复所学内容，通过游戏等方式复旅行相关的词汇和表达。
第二课时：出行方式教学目标：研究不同的出行方式的英文表达，掌握常用交通工具的词汇和句型。
学习不同的出行方式的英文表达，掌握常用交通工具的词汇和句型。
教学重点：出行方式的英文表达。
出行方式的英文表达。
教学过程：1. 温故知新：复上节课所学的旅行相关词汇和表达。
2. 研究生词和句型：通过图片和示范引导学生研究不同的出行方式的英文表达。
3. 语言运用：设计练，让学生使用所学词汇和句型描述不同的出行方式。
4. 提示交流：设计情景，在学生中展开关于出行方式的小组讨论。
第三课时：旅行中的常见情境教学目标：研究旅行中的常见情境的应对方式，掌握相关的词汇和句型。
学习旅行中的常见情境的应对方式，掌握相关的词汇和句型。
教学重点：旅行中的常见情境的应对方式。
旅行中的常见情境的应对方式。
教学过程：1. 温故知新：复上节课所学的出行方式的英文表达。
2. 研究生词和句型：通过图片和示范引导学生研究旅行中常见情境的应对方式的英文表达。
3. 语言运用：设计练，让学生使用所学词汇和句型模拟旅行中的常见情境。
篇一：职高英语基础模块上册教案职高英语基础模块上册教案unit 2 my familyperiod i vocabulary学习目标：通过复习，掌握本单元的单词和短语。
一．预习检测。
ⅰ.词汇检查。
小组互查：ⅰ.牢记以下单词和短语。
on the left、be full of、a pair ofⅱ.补全音标。
1. parent \′p___r__ nt\2.lively \′l__ vl___\5.grandparent\′gr__ndp__r__nt\6.glasses\′gl__s__z\二．自主探究ⅰ.英汉互译。
3.喜爱做_________________4.be kind to _______________7.在左边__________________8.a pair of glasses _____________9.相当酷 ___________________ 10.be full of _________________ ⅱ.词汇。
5.tall__________(反义词)6.left _________(反义词)7.thin ________ (反义词)__________(比较级) _______(最高级)三．课后作业1)预习本单元的阅读：my family.2.)课后补充练习。
4.he is a ________________(经理)at a __________(公司)and he is a ____________(勤劳的)man.7.our teachers ___________________(对…和蔼可亲)us.8.jenny is _________(tall)and _______(thin). but lucy is __________and________（short,fat）period ii grammar一．交流研讨，知识呈现单数单数复数复数主格宾格主格宾格第二人称 you you you you他 he him they them她 he her they them它 it it they them不定 one one ones ones我的你的他的她的它的我们的你们的他们的形容词性物主代词 my your his her its our your their名词性物主代词 mine yours his hers its ours yours theirs二．反馈检测，总结拓展1.----are they ______ ( you ) books?----yes ,they are ______ (our)2.i love_______ ( they ) very much.3.she is ______ ( i ) classmate.4.miss li often looks after _______ ( she ) brother.5.----i like english .----_____( i ) too.6.----are they ______ ( they ) bags?三．趁热打铁，能力提升a .neither; orb .from; toc .either; ord. either; nora. by ourselvesb. by myselfc. by ourselfd .by yourselvesa .othersb .the othersc .anotherd .the other( )4.i can't repair the model ship ____. can you help ______ ?a .me; meb. myself; myselfc .myself; med. me; myselfa. heb .himselfc. herselfd .hima .the otherb. onec .otherd .anothera. bothb. allc .eitherd. neithera .hers; her; herself b. her; hers; herselfc. herself; her; hers d .her; herself; herselfa. nothingb .everythingc. somethingd .very( )10.they are ____ the same size, so you may take ____ half of the cake.a. at; eachb. in; bothc .at; neitherd .in; either( )11.she stayed there longer than ____.a. anyoneb .anything elsec. anybodyd .anybody else( )12.is this her bike? no, it isn’t. it's ____.a. mineb. myc. med. he's( )13. ____ li ping's brother.a. herb. hisc. he'sd. she'sa. heb. hisc. herd. he'sa. it's a breadb. it is a breadc. it's breadd. this's bread a. the b. themc. it d. he( )17.let____have a meeting.a. meb. youc. usd. me( )18. mother often sees ____ on sunday.a. her all friendsb. all her friendc. her friendsd. her all friend.a. his; hisb. her; hersc. them; theird. his; hera .anythingb .nothing c. thingd .something篇二：中职英语基础模块教案senior english for vocational schoolstudent?s bookbasic module iiunit 5danger and safetyteaching aims:● learn about the safety signs● master the grammar: imperative sentences● get prepared in an emergencyteaching time:period 2 listening and speaking part aperiod 3 listening and speaking part bperiod 5 language in use —— phonetics and vocabularyperiod 7 further reading and unit summaryteaching aims:2. recognize the safety signs.teaching key points:2. enable the students to recognize the safety signs.3. improve the students? ability of oral english.teaching difficult points:teaching methods:1. brain storming1. multimedia2. blackboardteaching procedures:step ⅰ greetingsstep ⅱ leading-inschool around!keep your file safe!危险弯路 dangerous curves三岔路 road junction十字路 cross road当心行人 caution pedestrian crossing安全第一 safety first 勿踏草地! keep off the grass!请小心驾驶please drive carefullystepkey points:lie一词有两个基本意思。
Unit3 Every Day课题：Every day课时：4学时授课人：张燕凌教学目标1.掌握询问别人在什么时间做什么事情的基本会话。
2.掌握谓语动词的几种时态：一般现在时，一般过去时，一般将来时，现在进行时3.学会发后元音[ɔ:]和[ɔ]教学重、难点教学方法：讲解法、提问法、角色扮演法、分析法教学过程:角色扮演（ROLE PLAY）1.明确口语活动的任务，要求学生仔细阅读图片。
必要时可做简单的对话示范。
2.成对活动，轮流作SpeakerA和SpeakerB。
3.学生教师巡视全班，聆听学生对话，并解答学生提出的问题。
4.挑出几个学生在班上表演。
5.总结学生的表现，必要时纠正学生中带普遍性的错误。
6.在黑板上写上January，Sunday，today，tomorrow,在每一个单词的第一个字母下面划线并指出一年中的月份和一星期中的每一天的单词首字母都要大写，而表示别的时间的单词不用大写。
语法：按照本单元中GRAMMAR的内容讲解一般过去时的方法。
此外还可以参照以下内容进行更细致的讲解。
一般过去时表示：(1) 过去某个特定时间发生，并且一下子就完成了的动作(即：非持续性动作)，也可以表示(2) 过去习惯性的动作。
一般过去时不强调动作对现在的影响，只说明过去。
(1) I had a word with Julia this morning. 今天早晨，我跟朱丽亚说了几句话。
(2) He smoked many cigarettes a day until he gave up. 他没有戒烟的那阵子，烟抽得可凶了。
一般过去时常与表示过去的时间状语或从句连用，如：yesterday，last week，in 1993，at that time，once，during the war，before，a few days ago，when 等等。
句子中谓语动词是用一般过去时还是用现在完成时，取决于动作是否对现在有影响。
英语基础模块上册第四版教案设计一、教学目标- 熟练掌握基础英语词汇，包括常用单词和短语。
- 能正确运用基础语法知识构建简单句子。
- 培养学生的听、说、读、写基础技能。
二、教学重点- 掌握基本词汇，积累词汇量。
- 正确运用基础语法知识进行语言表达。
- 培养学生的听力和口语能力。
三、教学内容1. 单词和短语1) Basic words:- Hello- Goodbye- Yes- No2) Basic phrases:- How are you?- Thank you- Sorry- Excuse me2. 语法1) Simple present tense:- Affirmative: Subject + verb- Negative: Subject + do not/does not + verb- Interrogative: Do/Does + subject + verb?2) Questions:- Wh- questions: Who, What, Where, When, Why, How3. 口语练1) Greeting and introduction:- Practice introducing oneself and asking simple questions about personal information.2) Daily conversations:- Practice using the learned vocabulary and grammar in daily conversation scenarios, such as ordering food in a restaurant or asking for directions.四、教学方法- 基础词汇教学采用图片和示范来帮助学生理解和记忆。
- 语法讲解采用简单明了的方式，并通过例句进行实际应用演练。
Unit 3 Campus Life 分课时第3课时教学设计32分钟操练要求学生以小组合作竞赛的形式完成下面的操练，向学生说明竞赛分为三轮，三轮成绩累加，记录团体成绩。
1.第一轮：1)呈现学校建筑照片，引导学生发挥想象描绘图片。
教师适当做句型提示，如:Thisis….There is….Look at…规则：单词，句子描述皆可。
单词描述一次，小组记录1分，句子描述一次，小组记录2分。
（鼓励评价）.需要注意的是学生表达不受限。
在学生充分表达之后，教师给出典型句型。
2.第二轮：1）放一遍课文2）知识点回顾学生观看图片，思考，表达。
1.听录音，回忆David的校园生活。
2.明确竞赛规则，团结合作，积极1）充分考虑职教生的基础和接受能力，设计本环节为本节课的高潮部分，通过情境让学生体验语言，让学生模仿和套用。
进行大量操练，在无意识中学习，接受和掌握，是英语教学的一种要求，一种境界，最终实现对语言的交际性运用。
2）小组竞赛在培养抢读，抢译。
抢对一题得1分，和第一轮成绩累加在一起。
3.第三轮：引导学生畅谈校园生活。
1）仿说阶段：呈现一些情景和课文句式，要求学生结合校园生活实际仿说。
句子描述一次，小组记录2分2）自由发挥阶段。
引导学生思考后对校园生活进行补充表达。
学生以小组为单位讨论后发言，难度提升了，所以每参与一次加3分。
4.．教师将三轮比赛成绩累加在一起，对学生的参与进行鼓励性评价。
播放职教生活场景照，请学生听一首励志歌曲参与。
学生团结合作和竞争意识的同时，更大程度地提高了学生的课堂参与度。
3）教师的鼓励性评价调动了学生的主观能动性。
6分钟知识技能巩固书信接龙游戏教师说：“歌听完了，同学们是不是更有力量了呢？下面让我们全体同学一起合作做一个书信接龙的游戏吧!每人一句话，完成一封信！像我们的父母或朋友介绍我们的校园生活吧，一起加油，想到了就说！争取不要中断啊Comeon!按照教师提供的书信格式说下去。
从上一环节的说句子过渡到本环节接句子，对学生提出了更高的要求，符合学生的认知规律，并增强了趣味性。
Unit1 GreetingsLearning 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 up1. 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 library2) There are four reading rooms in B basketball and football after class3)There are many dormitory in C large and bright4)Many students play D the red building2.What kind of life did Li Lei study in his new school ?( )A. Exciting and i nterestingB. NervousC. Frightening3．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。
