基础模块1电子教案(上)
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 listening
教学过程：
Period 1-2：Words & Expressions
Step 1 Lead-in
T 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 content
T helps Ss have a general idea of the usage of some important words.
1. first
a. 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。
Linda is the first in her class. 琳达是班上第一名。
b. 一流的，最重要的
eg. be of (the) first important 是最重要的
first and last 总括起来，总之
Fall in love at first sight. 一见钟情。
2. number
a. 数字
a high / low number 大的/小的数目
an even / odd number 偶数/ 奇数
lucky number 幸运数字
b. 数量
the number of + n. ……的数量
eg. The number of students in our school has increased. 我们学校的学生数量已经增加。
a number of + n. 许多的，若干的
eg. I have a number of letters to read. 我有许多信要看。
I have seen the movie a number of times. 那部电影我已经看过好多次了。
3. age
a. 年龄
He and I are (of) the same age. 他与我同年级。
at the age of twenty 在20岁的时候
b. 时代
the Middle Ages 中世纪
c. an age, ages(口语) 长时间
It’s been ages (an age) since we met. 我们好久好久不见面了。
4. address
a. 致辞，演说，演讲（较speech正式的说法）
eg. an opening (a closing) address 开幕（闭幕）致辞
She gave an address of welcome. 她致欢迎辞。
b. 称呼，尊称，头衔（Mrs. , Dr. 等，也可称为form of address）
5. E-mail = electronic mail 电子邮件
6. company 伙伴
A man is known by the company he keeps. （谚）观友见其人。近朱者赤，近墨者黑。
7. patient
a．有耐心的，能容忍的（with+n. ）对人；（of+n.）对事物
eg. You should be more patient with others. 你应该多容忍他人一些。
He was patient of hardships. 他能忍受苦难。
反——impatient 名——patience
Step 3: Consolidate and expand
T help Ss complete the following exercise.
Translation:
1. 三月的第一天（the first (day) of March）
2. 那是我第一次看《冰雪奇缘》。（It was my first time to see Frozen.）
3. 一见钟情。（Fall in love at first sight.）
4. 幸运数字。（lucky number）幸运儿（lucky dog）
5. 稀有动物的数量正在减少。（The number of rare animals in the world is reducing.）
6. 那部电影我已经看过好多次了。（I have seen the movie a number of times.）
7. 在他50岁时，他终于买下了一个大房子。（At the age of fifty, he bought a big house finally.）
8. 好久不见。（Long time no see./ Haven’t seen you for a long time./ It’s been ages since we
met.）
9. 校长致辞欢迎新同学。（Headmaster gave an address of welcome to new students.）
10. 近朱者赤，近墨者黑。（A man is known by the company he keeps.）
11. 一个好的医生应该对病人多一点耐心。（A good doctor should be more patient with
patience. ）
Step 4: Summary
T make a short summary of what we’ve learned today.
Step 5: Homework
Read the new word many times to memorize them.
Review the usage of important words and complete the exercise.
课后反思：
Period 3-4: Listening and Speaking
Step 1: Lead-in
T lead Ss review new words and expressions we have learned last period.
T make a command on Ss’ exercise.
Activity 1: Listen and tick.
T greets Ss: Hi, xxx. / Hello, xxx. / Good morning, xx. Ss get a general idea of greeting.
Ss listen to the recording and tick out the boy’s sentences.
Activity 2: Read and match.
T ask Ss: Can you tell me when and where are the talking?
Ss work with their desk mates to find out the answer and match the given sentences to the pictures.
Step 2: New content
Activity3: Think and answer
T introduce herself : My name is Chen Zhuo. Chen is my last name. Zhuo is my first name.
T ask Ss: Hello, what’s your name?/ Hi, may I have your name, please?
T introduce Ss: She is xxx. X is her last name. xx is her first name. She is xx. Her last name is x. Her first name is x.
Ss think about the two questions:
1. What does “last name ” mean in Chinese?
2. What is the last name of an English name?
T explains: 英美人姓名的排列顺序是名在前姓在后，与中文顺序相反。名字成为first name, 姓称为last name。如Ben Brown，我们可以直呼其名Ben，或称他为Mr. Brown。
Activity 4：Listen and tick.
Ss look at the picture carefully.
Ss listen to the recording and tick out the right names.
Activity 5: Listen and complete.
Ss listen to the recording and fill the form.
T checks the answers of activity 4-5.
Activity 6: Listen, read and underline.
Ss listen to the recoding and underline the sentences about asking one’s personal information. Ss read the dialogue by following the recording.
Key phrases and sentences:
1. I see. 我明白了。
2. Where are you from?= Where do you from? 你是哪儿人？你从哪里来？
I’m from Beijing. = I come from Beijing. 我是北京人。我来自北京。
Step 3: Consolidate and expand
Activity 7: Practice and act.
Ss make a similar dialogue with their partner.
Sample :
----Hello! / Hi! ----Hello!/ Hi!
----Good morning / afternoon/ evening !
----Good morning/ afternoon/ evening.
---- What’s your name? ---- My name is……/ I’m ……
----Wh at’s your first name/ last name?
----My first name/ last name is …
---- Where are you from? ----I am from …..
T asks some pairs to demonstrate their performance. (greeting each other and ask for personal information)
Activity 8 Talk and complete.
Ss talk to five classmates and ask about their first name, last name and which school they are from. And the fill in the form.
When they greeting others, they should use these sentences:
How are you?/ Fine, thank you. And you? /Long time no see!/ How are things?/ Not bad! Step 4: Summary
T make a short summary of what we’ve learned today.
1. “L ast name” and “first name”
2. The way of greeting and ask for somebody’s name.
Step 5: Homework
Talk with partner to practice how to ask for somebody’s name and introduce oneself briefly. 课后反思：
Period 5-6: Reading and Writing
Step 1: Lead-in
T lead Ss review we have learned last period.
T choose 1-3 Ss to practice greeting and asking for somebody’s name.
Step 2: New content
T ask one s to show the whole class his name card.
T help him try to introduce his name card in English.
Activity 9 Read and match.
Ss work in pairs to match the phrase to the name card.
Ss work individually to describe the name card.
Useful sentences:
My name is Ben Brown. Ben is my first name. Brown is my last name.
I am an English teacher. Now I am working in Beijing No.1 Vocational School.
And I live in No.20 Bayi Street in Beijing. My telephone number is (010-6449-5256). is my email address.
Activity 10 Read and complete
Ss work in groups to discuss four different name cards and fill the forms.
Ss work in pairs to make a similar description, talking about personal information.
T ask some Ss to show their description to the whole class.
Key phrases and sentences:
1. Address 意为“地址，住址”，写英文地址的顺序是从小到大，即先写门牌号，再写街道名，
然后是城市，最后是国家。
eg: What’s your school address? 你学校的地址是什么？
No. 45 Qingnian Road, Longchang , Sichuan, China. 中国四川隆昌青年路45号。
2. Tel是telephone的缩写，指telephone number或者phone number, 意为“电话号码”。
Eg: What’s your telephone number?
Activity 11 Think and complete
Ss work individually to make their own name card.
T have a comment on the Ss’ name cards and pass the excellent cards around the class.
T ask Ss to present and talk about the name cards they have collected in groups.
Step 3 Consolidate and expand
Unit Task Design your future name card.
1. First imagine the following things in 2020.
1) Your address:
2) Your phone number:
3) Your job: (teacher, professor, principal 校长, cleaner, singer, actor, actress, astronaut 太空员, policeman, cop 警察, firefighter, chef, housekeeper 管家, , boss, dancer, taxi-driver, , hairdresser, doorman, waiter)
4） Your position: （secretary, assistant, general manager, CEO=chief executive officer）5） Your e-mail address:
2. Design a name card for yourself.
3. Make a few name cards on a piece of paper.
Exchange your name cards with your classmates.
Step 4: Summary
T make a short summary of what we’ve learned today. How to describe personal information. Step 5: Homework
Talk with partner to practice how to describe personal information.
课后反思：
Period 7-8: Language in use
Step1: Lead-in
T lead Ss review we have learned last period.
Step 2: New content
T helps the students have a general idea of the usage of “be”.
Be 动词的一般现在时
Be 动词是系动词的一种，表示“…是…”，或事物存在的状态。它的现在时有is，am，are 三种形式。含有be动词的一般现在时往往表示性质、状态、特点、身份等。例如：
1. He is a teacher. 他是一名教师。
2. I am a student. 我是一名学生。
3. They are at home. 他们在家。
Be动词除了第一人称单数用am，第三人称单数用is以外，其他人称均用are。I am可缩写成I’m，he/ she/ it is可缩写成he’s/ she’s/ it’s，而we/ you/ they are可缩写成we’re/ you’re/ they’re. 例如：
1. I am (I’m) busy. 我在忙。
2. He is (He’s) nine years old. 他9岁了。
3. We are (We’re) from China. 我们来自中国。
4. It is (It’s) a sunny day today. 今天天气晴朗。
be动词的常用句型：
1. 肯定句，主语+be动词+……。例如：
1） This is a map of China. 这是一幅中国地图。
2） Mary’s parents are both teachers. 玛丽的父母都是教师。
2. 否定句，主语+be动词+not+……。例如：
1） We are not (aren’t) in Class 1. 我们不是一班的。
2） My house is not (isn’t) far from school. 我的家离学校不远。
3. 一般疑问句，be动词+主语+……？例如：
1） Is it a white cat? 这是只白猫吗？
2） Are they from your school? 他们是你们学校的吗？
4. 特殊疑问句，特殊疑问词+be动词+主语+……？例如：
5. How many students are there in your school? 你们学校有多少学生？
6. Who is Mr. Green in this photo? 这张照片里谁是格林先生？
Step 3: Consolidate and expand
Activity 12 Look and write.
T asks Ss to make as many sentences as possible. Practice reading these sentences together. Activity 13 Talk and guess.
Ss work in pairs, one describes each picture, the other guess the person’s job.
Activity 14 Write and talk.
Ss work in groups. Each S describe one favorite super star, then communicate with group members.
Step 4: Summary
T make a short summary of what we’ve learned today.(the usage of “be”)
Step 5: Homework
T offer each Ss one exercise paper. Ss finish exercise paper 详见.
课后反思:
Period 9: Vocabulary practice
Step 1: Lead-in
T lead Ss review we have learned last period. T make a short comment on exercise paper. Step 2: New content
Activity 15 Review and practice.
T helps Ss review the Alphabet including how to read and how to write them.
Pronunciation Practice
1.T explains the pronunciation rules of the given eight phonetics.
/i:/--发音要领是发音时舌尖抵下齿，前舌尽量抬高、舌位高于/i/：口形扁平。
字母组合:ee ea e ie ei ey
单词举例：three tree green sheep meet bee see
/i/--发音要领的是：舌尖抵下齿，舌前部抬高，舌两侧抵上齿两侧，口形偏平。
发音字母: i y e ui u ey
单词举例：sit pig big it is fish busy
//--是长元音。发音时舌中部比发//音时略高。双唇扁平。
字母组合: ir ur ear er or
单词举例：girl shirt skirt thirty third bird
//--是短元音。发音时舌身平放，舌中部略隆起，双唇扁平。
字母组合er or ar o a ur
单词举例：teacher remember mother father
/s/ /z/--是s的发音，/z/又是z的发音。舌齿摩擦辅音。发音时舌端靠近齿龈，气流由舌端齿龈间送出，形成摩擦音。/s/是清辅音，声带不振动；/z/是浊浦音，声带振动。
/s/字母组合: s c ss ce
单词举例：six sing snow cinema city
/z/字母组合: z s ze se
单词举例：zoo zero pizza these those
/m/--是m的发音。双唇鼻辅音。发音时软颚下垂，双唇紧闭，气流从鼻腔送出。
单词举例：many meat mother music
/n/--是n的发音。舌尖齿龈鼻辅音。发音时舌尖抵上齿龈，软颚下垂，气流从鼻腔送出。
单词举例：no not noodle new now
2. Ss practice reading the 8 phonetic symbols under T’s help.
3. SsListen and repeat. Read the following sentences after the tape and the teacher. Pay attention to the pronunciation and intonation.
Step 3: Consolidate and expand
Activity 16 Read and mark.
Ss fill in the blanks with given words.
T check their answer.
Activity 17 Think and write.
Ss work in groups to write down as many name of job as they can. The teacher asks the students to make as many sentences as possible. Practice reading these sentences together. Activity 18 Write and talk.
Ss communicate with partner about their future job.
Useful sentence pattern:
I want to be a ……, because……
Life and Culture
T give some hints to the passage “The Most Common Family Name” .
Ss read the passage after recording to practice reading skill.
T ask some Ss to read out the passage and correct their wrong pronunciation.
Step 4: Summary
T make a short summary of what we’ve learned today.
Step 5: Homework
T help Ss review the whole unit and Ss check themselves about what they have learned and what they have mastered.
课后反思：
UNIT 2 I can do it !
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常用动词及can询问并给出有关个人能力的信息。
语言技能目标：
听——学生能够理解用情态动词can表述的有关个人能力的介绍。说——学生能够用情态动词can做有关个人能力的介绍。
读——学生能够读懂有关个人信息及个人能力的表格及简单句。
写——学生能够根据个人情况做简单介绍并用情态动词can表述个人能力。学习策略：
学生在英语学习中发现问题并及时寻求解决方法。
文化意识：
学生掌握中国人与英美国家的人们在询问个人信息时的不同习惯。情感态度：
学生了解不同的职业所需的技能，并明确自己在学习过程中需要掌握的技能。
单元任务：学生能够运用所学语言填写自己未来的简历。
教学重点：学生能够理解情态动词can询问有关个人能力的信息。
教学难点：学生能够运用常用动词及can填写自己未来的简历。
学情分析：
学生通过Unit1的学习已经基本能够理解并运用be动词的一般现在时介绍个人及他人信息。在此基础上，进一步学习运用情态动词can询问并给出有关个人能力的信息，相对较容易。
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 listening
Period 1-2：Words & Expressions
Step 1 Lead-in
T greets Ss: Good morning! Last unit, we have learned how to greet other people and ask for personal information. This unit, we are going to learn how to apply for a job in the future.
T help Ss read all the new words correctly.
Step 2 New content
T helps Ss have a general idea of the usage of some important words.
1. repair
a. repair+ 名修理，修复……
eg：I must have my car repaired. 我必须把车子送去修理。
repair a broken watch 修理坏掉的表
b. under repair （形容词短语）修理中的
2. serve -------- 名：service
serve+ 名+ as+ 名（为…）服务，效力，工作
eg：He served two terms as President. 他担任过两任总统。
3. customer（商店等买东西的）顾客
client (银行、律师等的顾客)
guest（旅馆的旅客）
passenger (乘客)
a regular customer 老主顾
eg: The customer is always right. 顾客至上。/ 顾客永远是对的。
4. teach （taught, taught）
a. teach + 名/ doing/ that 教导做…(教…)
eg: He teaches English. 他教英语。
Experience teaches that it is impossible. 经验告诉人们这种事是不可能的。
b. teach + sb. + sth. = teach + sth. to sb. 教某人（学科）等
eg：She taught me music last year. = She taught music to me last year.
她去年教我音乐。
The story teaches us some lessons. 这故事给我们一些教训。
c. teach + sb. + doing/ to do/ that 教某人做…
eg: My father taught us swimming/ to swim. 父亲教我们游泳。
History teaches us that war is wrong. 历史告诉我们战争是错误的。
d. teach(教) 可以分为四类：educate教育，coach指导，instruct 教导，train 训练
5. something
have something to do with 与…有关
eg: Sports have something to do with health. 运动对健康有影响。
6. yourself
eg: Do it yourself. (DIY) 你自己做。
Make yourself at home. 不要拘束（要是你自己觉得自在），请自便。
反身代词（reflexive pronoun）:
1、第一、二人称的反身代词是由加上-self或-selves构成的。如：
I--myself we--ourselves you（）-- yourself you（复数）-- yourselves
2、第三人称的反身代词是由的加上-self或-selves构成的。如：
she--herself he --himself it--itself they--themselves one—oneself
7. apply
apply + to名+ for名（向...）申请，请求，应征
apply for a job as an English teacher 应征英语教师的工作
apply to the government for help 向政府申请援助
apply oneself to 专心致力，从事于…
eg：It 's difficult to apply oneself to a boring job.
要专心致力于一项无聊的工作是很难的。
8. ability
a. ability to do（能做…的）能力
eg: She has the ability to speak English fluently. 她能够流利的说英文。
b. 才能，本领
a man of ability 有才能的人
eg：She has great ability in teaching English (as a singer).
她很有教英文（当歌星）的才干。
9. I’d like to do sth. 我想做……
eg: I’d like to go shopping this weekend. 这个周末我想去购物。
Step 3: Consolidate and expand
T help Ss complete the following exercise.
Translation:
1. 修复桥梁(repair a bridge)
他把电脑拿去修理了。(He had his computer repaired.)
那道路正在整修中。(The road is under repair. )
2. 她在那户人家当了15年的厨师。(She served the family as a cook for fifteen years. )
3. 顾客至上。(The customer is always right.)
4. 她教那些孩子中文。(She teaches those children Chinese. = She teaches Chinese to those
children. )
他教我怎样玩游戏。(He taught me how to play computer game. )
5. 勤勉是她成功的可靠保证。(Her diligence must have something to do with her success. )
6. 严于律己。(Be strict with yourself. )
写出一下人称代词的反身代词：
I--we-- you（）--you（复数）--
she--he -- it-- they-- one—
7. 我申请了奖学金。（I apply for a scholarship. ）
李博士专心致力于科学研究。（Doctor Lee applies himself to science study.）
8. 她很有当歌星的才干。(She has great ability as a singer.)
9. 我想看一看你的新裙子。(I’d like to have a look at your new skirt. )
Step 4: Summary
T make a short summary of what we’ve learned today.
Step 5: Homework
Read the new word many times to memorize them.
Review the usage of important words and complete the exercise.
课后反思：
Period 3-4: Listening and Speaking
Step 1: Lead-in
T lead Ss review new words and expressions we have learned last period.
T make a command on Ss’ exercise.
Activity 1: Look and complete.
T greets Ss as usual.
T: I am an English teacher. I can speak English. Mr. Tang is your PE. Teacher. He can do sports. You are students. You can study.
Ss read the 6 pictures and try to complete the blanks with “can” sentences.
Activity 2: Listen and tick.
Ss listen to the recording and tick out what Ben can do from the pictures in Activity 1.
T check their answer.
Step 2: New content
Activity3: Read and tick.
T: Everyone of you will go to work in 3 years later. How to find a job? Please think about what abilities can help you get a better job?
Ss work in pairs to discuss the question and tick out the sentences which describe ability. Activity 4：Listen and circle.
Ss listen to the recording and tick out the right sentences in Activity 3.
Activity 5: Listen and complete.
Ss listen to the recording and fill the form.
T checks the answers of activity 4-5.
Activity 6: Listen, read and underline.
Ss listen to the recoding and underline the sentences about asking and talking about one’s ability.
Ss read the dialogue by following the recording.
Key phrases and sentences:
Your name, please! 请问，你叫什么名字？
这是缩略句。原句应该是What’s your name, please?
I can speak a little Chinese. 我会说一点儿汉语。
a little 意为“一点儿”
eg. ---- Can you speak English?
---- A little.
a little，little 和a few，few的区别：
虽然都表示“少”，但
（1）few, a few是可数的, little, a little是不可数的。
（2）a few, a little含肯定意味，few, little含否定意味。这里所谓的“肯定意味”和“否定意味”应该这样来理解：同样是半杯水，口渴者会认为：There is little water in the glass. 而不口渴的人则会认为：There is a little water in the glass.
一：
1．few修饰可数。
2．few (= not many; hardly any)含否定意义；a few (= some; several; a small
number of) 含肯定意义。
3．not a few = no few = quite a few = a good few = many。
4．当few受every, last, past, next, some, very等词所修饰时，表示肯定意义，few之前不再有。如：
In the last few minutes, he checked up his paper again.
It took us some few days to repair the machine.
They are very few in number.
There were too few of them.
He goes to see his grandma every few weeks.
5．在非正式文体中很少见，一般用或代替，如：
Only a few people attended the meeting.
另外，little / a little
Little remains to be done about it. (作主语)
A little remains to be done.
Please give me a little. (作宾语)
He knows a little of everything.
There is very / but little time left. (作定语)
Don’t worry; you still have a little time.
1．little修饰，表示“量”。
2．little含否定意义(反义词：much)；a little含肯定意义(反义词：none)。
3．在非正式英语中，一般很少用little，常用not much, only a little来代替，如：
We haven’t got much money / time.
Step 3: Consolidate and expand
Activity 7: Practice and act.
Ss make a similar dialogue with their partner.
Sample :
A: What’s your name?
B: My name’s …/ I’m…
A: How old are you?
B: I’m…
A: Can you…?
B: Yes, I can./ No, I can’t.
T asks some pairs to demonstrate their performance. (asking and talking about one’s ability) Activity 8 Tick, talk and decide.
Ss imagine that they will work in a company as a computer operator. Ss try to talk with their partner about abilities a computer operator should have.
Step 4: Summary
T make a short summary of what we’ve learned today.
1. Differences between “little & few”.
2. The way of asking and talking about one’s abilities.
Step 5: Homework
Talk with partner to practice how to ask and talk about one’s abilities.
课后反思：
Period 5-6: Reading and Writing
Step 1: Lead-in
T lead Ss review we have learned last period.
T choose 1-3 Ss to practice asking and talking about one’s abilities.
Step 2: New content
Activity 9 Think and tick.
Ss work in pairs to discuss about how to make a resume.
Ss tick out the items.
Activity 10 Read and circle.
Ss work individually, read the resumes in Activity 10 and circle out the items.
Activity 11 Read and answer.
T have a comment on each part of the resumes.
Ss work in pairs to finish exercise of Activity 11.
T check their answer.
Key phrases and sentences:
1. resume意为“简历”。
Eg：Our company gets many resumes each year. 我们工资每年都收到许多份简历。
2. gender意为“性别”，是填写个人信息表格时常见的栏目，回答一般用“male”（男性）或“female”(女性)。
3. ability意为“能力”，一般用于词组“ability to do sth”,意为“能做某事”。
Eg：He has the ability to read and write in English. 他能用英文阅读和写作。
the ability to remember English word 记忆英文单词的能力
Activity 12 Compare and choose.
Ss discuss the two resumes in Activity 11 about who will get the job in English.
Ss speak out their sentences.
Step 3 Consolidate and expand
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英语基础模块1电子教案
英语基础模块1电子 教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
英语基础模块1电子教案 【篇一：基础模块1电子教案(上)】 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 expressions step 1 lead-in
t 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 content t helps ss have a general idea of the usage of some important words. 1. first a. 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。 linda is the first in her class. 琳达是班上第一名。 b. 一流的，最重要的 eg. be of (the) first important 是最重要的 first and last 总括起来，总之 fall in love at first sight. 一见钟情。 2. number a. 数字 a high / low number 大的/小的数目 an even / odd number 偶数/ 奇数 lucky number 幸运数字 b. 数量 the number of + n. 的数量 eg. the number of students in our school has increased. 我们学校的学生数量已经增加。 eg. i have a number of letters to read. 我有许多信要看。 i have seen the movie a number of times. 那部电影我已经看过好多次了。 3. age a. 年龄 he and i are (of) the same age. 他与我同年级。 at the age of twenty 在20岁的时候 b. 时代
(完整word版)英语基础模块教案
Book 2 Unit 5 It’s time to change课时：2课时 一. 教学内容 授课内容包括Lead-in & Listening and speaking两部分，主要内容是关于生活习惯及描述性形容词词汇和对话。 二. 教学重点、难点 ⑴ 教学重点 ①通过对图片的理解，能听懂有关生活习惯爱好及建议的词汇和句型。 ②通过对话练习，学生能够就生活习惯等话题进行交流,并提出自己的建议。 ⑵ 教学难点 ①学生能在真实的情境中运用与生活习惯有关以及提出建议的词汇和句型。 三. 教学目标 1.知识目标 1）学生能够掌握描述健康状况的词汇，如pale, weak ,fat, thin, sleepy, angry etc. 2）学生能够掌握有关周末计划的词组, 如：climb the mountain, do outdoor activities, watch TV, stay at home etc. 3）学生能掌握有关讨论生活习惯的句型，如：I’d rather……I prefer to……I like/love/enjoy…… 2.能力目标 （1）学生能听懂有关培养健康习惯的建议和意见。 （2）学生能用I’d rather……,I like…, I love…等句型口头表达个人生活习惯。 3.情感目标 了解并开始培养自己的良好健康生活习惯。 四．教学步骤 Step One Lead-in （20 mins） Brainstorming Teacher : “What activities are good for your healthy? What activities are bad for your healthy? Students : Compete with each other group and write the related phrases on the blackboard .
基础模块英语教案
Unit 1 nice to meet you! （第一课时教学设计） 【教学目标】 语言知识目标： A) 词汇：first, last, telephone, number, age, address, e-mail,engineer,street, company, manager, secretary, patient, vocational, nurse, name card, vocational school. B）句型: Hello!/Hi! Good morning/ good afternoon/ good evening. I’m….. Nice to meet you!/ Nice to meet you too. Where are you from? 教学重点和难点 1．重点： A) 认知新词汇：first, last, telephone, number, age, address, e-mail,engineer,street, company, manager, secretary, patient, vocational, nurse, name card, vocational school. B) 认知last name 和first name 在中西方的差异。 2．难点： 语言功能：Enable students greet peple in English. 情感目标： A) 激发学生学习英语的兴趣，发挥学生学习英语的主动性。 B) 通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。 C) 学习英语文明礼貌的询问和回答方式。 学习策略： A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。 D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。 【教学步骤】 Period 1 ●Step 1 Warming up 1. Introduction: 1min Good afternoon, boys and girls. I’m your new teacher in this new term. Before we learn the new lesson, I want to give a brief introduction of myself. My name is yinguo. You can call me Miss Yin. (中文重复一遍)。I hope we can have a great time in this term. 希望同学们配合我的工作，同时也欢迎同学们课后对我的教学工作提出建议。希望在接下来的这段时间里，和同学们相处愉快，共同进步。 2. Brainstorm the way of greeting: “Ok, do you know how to greet?”
英语基础模块2教案设计1-18(1)
Unit 1: We laughed into tears! (1) 一、学情分析 本单元是学生第二学期的第一单元，话题与学生的假期活动相关。而学生刚从假期中归来，仍沉浸在假期的快乐中。 第一单元的教学容主要为：能够听懂并谈论假期中的活动；能够看懂关于家庭成员的小故事；能够描述一些已经发生过的有趣的经历；能够掌握并运用一般过去时的肯定式和否定式；能够在朗读时注意句子中的重读音节。本单元的话题虽然亲切，教师仍然要注意运用多种教学手段，并关注每一个学生，在一些教学步骤中采用分层设计，帮助学生达成教学目标。 二、教学目标 1. 知识目标 ⑴帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等 ⑵帮助学生掌握询问和提供过去的经历所使用的词组和句型. 2. 能力目标 ⑴学生能听懂关于询问和提供过去的经历的对话。 ⑵学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。 3. 情感目标
在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。 三、教学步骤 Step One: Lead-in （8 mins） 1. The teacher greets each student: Good morning. Nice to see you again. Welcome back to school. What did you do during your winter vacation? Bb: winter vacation Did your family go somewhere? Did you enjoy yourselves? （设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假里的活动是再自然不过的事了。这里的开门见山让学生很快进入了本节课的话题。） 2. Encourage the Ss to give answers. And collect different answers on the blackboard. While collecting, teach new words such as ski, mountain, sail, skate, beach, etc. （设计意图：教师可以一边和学生进行交流，一边就把学生的回答写在黑板
基础模块 英语 上册 教案全集
Unit1 Greetings Learning aims【学习目标】 1. To learn something about greetings. 2. To improve the ability of reading. Important & Difficult points【重点难点】 Important points重点：To analyze the whole text and know about the structure of the text. Difficult points难点：How to improve the skills of reading. Learning guide【方法引导】Read, copy and recite. Learning procedures【学习过程】 Step1 Try to remember the new words as quickly as possible.（温馨提示：说一千，道一万，记住单词是关键。）（A级） 1. Read and recite new words and phrases from survey three times. 2. 根据所给词的首字母及中文释义，写出各单词的完整形式。（方法导引，先默写，然后核对答案，错误之处用红笔标出，写出正确答案并再加以巩固。）（B级) 1)w_______ （欢迎）2) v _______ （职业的） 3)g_______ （高兴的）4) m________（遇见，汇合，迎接）5) l______（看，瞧，看起来，显得... ) 6) c______ （教室） 7)b________ （建筑物，楼房）8) l________ （实验室） 9)f________ （楼层，地板）10) l________ （大的） 11)b_______ （明亮的）12) c_________ （班级，课节）13) l_______（图书馆）14) l_________ （批，块） 15）r________ （读，阅读）16) s____________ （学习） 17)a__________ （在...之后）18）s____________ （看见） 19）n__________ （下次的，其次的）20）d____________ （宿舍） 21）d__________ （餐厅）22）b__________ （卧室，寝室） Step2 Warming up 1. Read these sentences.
英语基础模块下册单词讲课教案
英语基础模块下册单词Unit1 theGreatWall tower beacontower rebuild dynasty pass heaven dragon province engineer guide booklet brief introduction pick pickup famous befamousfor........ wonder locate be located in... perod war warring state protect force emperor unify link extend population condition carry stone brick century coast total length list
site marvelous magnificent climb ancient alarm smoke excited tourist lady gentleman capital history interest place of interest such as... square palace museum andsoon block traffic light traffic crossing seem Unit2 shop supermarket center shopping plaza shopping plaza department store department store mall grocery green grocery style
Australia buy silk blouse wife souvenir salesgirl certainly size wear extra color prefer perfect RMB quite cheap fade worry be worried about..... easily wash gently in total cash in cash credit credit card Visa card available sign receipt sure expensive several type attention final selection cashier national cotton panda
英语基础模块下册全册整套教案
英语语文版基础模块下册教案 Unit 1 Travel Warming up&Word Study 提供者：刘媛琴 一、教学目标 1、知识与能力 （1）学习长城的一些景点的英语名称，如：the Great Wall,the First Pass Under Heaven,Jiayuguan Pass and so. (2)掌握握一些词汇和短语：rebuild,province,engineer,pick sb up and so on. (3) 能结合图画进行简单介绍或问答。 2、过程与方法 通过教师的讲解和学生的课堂语言实践，提高学生的语言应用能力，并为阅读课做准备。 3、情感态度与价值观 学会相互合作；了解长城是世界奇观之一，是我们中国人的骄傲；激发学生的爱国热情和民族自豪感 二、教学重点 掌握握一些词汇和短语的用法：rebuild,province,engineer,pick sb up and so on. 三、教学难点 用英语简单介绍有关长城的情况。 四、教学方法 研讨、探究与实践 五、课时：一课时课型：新授课 六、教学准备：Some Pictures 七、教学过程 Step1 lead in 教师提出问题： What do you know about the Great Wall? Have you ever been to the Great Wall? Where is the First Pass Under Heav 学生回答上述问题。 说明:分享个人经历激发学生热情，活跃班级气氛，进行有效导入。 Step2 Presentation 教师展示图片，给出景点的英语名称 the Great Wall,the First Pass Under Heaven,Jiayuguan Pass...
英语基础模块2教案1-18(1)
Unit 1:We laughed into tears!(1) 一、学情分析 本单元是学生第二学期的第一单元，话题与学生的假期活动相关。而学生刚从假期中归来，仍沉浸在假期的快乐中。 第一单元的教学内容主要为：能够听懂并谈论假期中的活动；能够看懂关于家庭成员的小故事；能够描述一些已经发生过的有趣的经历；能够掌握并运用一般过去时的肯定式和否定式；能够在朗读时注意句子中的重读音节。本单元的话题虽然亲切，教师仍然要注意运用多种教学手段，并关注每一个学生，在一些教学步骤中采用分层设计，帮助学生达成教学目标。 二、教学目标 1. 知识目标 ⑴帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等 ⑵帮助学生掌握询问和提供过去的经历所使用的词组和句型. 2. 能力目标 ⑴学生能听懂关于询问和提供过去的经历的对话。 ⑵学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。 3. 情感目标 在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。 三、教学步骤 Step One: Lead-in （8mins） 1.The teacher greets each student: Good morning. Nice to see you again. Welcome back to school.
What did you do during your winter vacation? Bb: winter vacation Did your family go somewhere? Did you enjoy yourselves? （设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假里的活动是再自然不过的事了。这里的开门见山让学生很快进入了本节课的话题。） 2. Encourage the Ss to give answers. And collect different answers on the blackboard. While collecting, teach new words such as ski, mountain, sail, skate, beach, etc. （设计意图：教师可以一边和学生进行交流，一边就把学生的回答写在黑板上，不仅可以复习巩固一些旧的表达方式，同时可以呈现新的单词和词组，可谓一举两得。） 3. Activity 1: Tick the activities you did before. After the students has finished it, ask some individuals to tell the whole what they once did by using: I visited the zoo. / I went swimming. / I climbed mountains. （设计意图：在这一活动中，教师不应仅仅局限于让学生完成一个打勾的练习，而是要让他们用语言表达出曾经做过的事情。要说的句子只需在所列出的词组中加上一个I即可，这也让学生更有信心与别人交流。） 4. Activity 2: Listen and match. Get the Ss to do it by themselves without listening. Then get them to listen and repeat. （设计意图：这一活动，教师可以先不让学生听，直接让他们Look and match. 在完成之后，再让学生听录音检查自己的答案，并跟读。跟读也为下面的会