英语基础模块下册教案

英语语文版基础模块下册教案Unit 1 Travel Warming up&Word Study 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. 说明: 学生熟悉英语景点名称,为后面的讨论做准备 Step3 Practice in class1.教师讲解词汇和短语的用法：（1）The students read the words and phrases.(2) The students make the sentences with the wors and phrases.2.教师布置讨论任务，给出例子：This is a beacon tower.It was used.3.学生分组，介绍长城的景点说明：锻炼学生合作运用英语 力 Step4 Students Activity学生表演，,教师给予学生英语口语的帮助并鼓励他们开口说英语。每组派代表作为导游介绍你长城景点说明: 锻炼学生英语口语能力 Step5 Homework1.Practise introducing a place in English.2.Pre-view the text of reading. 说明：为学习新课打基础，促进学生自主学习八、板书设计Warming up&Word Study Words and phrasesrebuild重建 province省engineer工程师For the first time 第一次Pick sb up开车接某人 On business出差九、课后反思与建议 The students are interested in this lesson,so they are lively in class,but they are not good at spoken English,they need improving it.Unit1 The Great Wall一、教学目标1、知识与能力(1)掌握下列单词和短语的用法：be located in,have sth/sbdone;be forced to do sth, by hand,be famous for . (2) 了解被动语态的用法。(3)正确理解文章内容，能准确回答课后的问题。2、过程与方法 通过读说练习达到教学目标。 3、情感态度与价值观 理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1、掌握下列单词和短语的用法2.Understand the text and answer the questions correctly .2、正确理解文章内容，能准确回答课后的问题。三、教学难点正确理解文章内容，掌握阅读技巧。四、教学方法任务型教学法；情景教学法五、课时、课型：一课时；新授课六、教学准备：多媒体，常规教具七、教学过程Step1 Lead in教师活动：播放关于长城的录像片，向学生简要介绍长城。提出问题，导入课文教学：Do you know how the Great Wall was bulit and why it was built?学生活动：Answer the question.师生活动：Review the new words of the text.说明： 激发学生进一步学习的热情。Step2 Reading阅读环节一:教师布置任务，给出问题：Where is the Great Wall?When was the Great Wall first built? Who decided to have the walls linked and extended?When was the Great Wall rebuilt?学生活动：学生带着问题阅读。说明：为后面的讨论做准备。阅读环节二：精度课文，小组研讨。学生活动：The students read the text carefully and find the long sentences and language points.教师布置学生仔细阅读课文，找出问题和课文中的语言点。说明：学生精度课文，发现问题。培养学生合作学习、探究学习的良好习惯。Step3 Explanation教师解释课文中的一些长句，讲解课文中的下列语言点：The teacher explains the following points:问题一：The walls were built to protect states.修建城墙是为了保护他们的国家。句中的were built 是过去时的被动语态结构。在句子的主动形式是：They built the walls t0 protect these states. 问题二：have the walls linked and extended 该结构中的have是使役动词，意思是：“使、让”，have sth./ sb.done意思是“使某物或某人被.（强调动作由别人来完成）”，其中的linked和extended是过去分词，表示被动。 问题三：在It took them more than ten years to build it under terribl conditions. 句子中it用作形式主语，真正的主语是不定式短语to build it under terrible conditions.这是一个很重要的句型，其结构是：It takes/took+sb.+some time+ to do sth. 意思是“做某事花费了某人多少时间”。 问题四：Look,on the top of the mountain is the Great Wall. 句中的on the top of the mountain不是句子的主语，本句是倒装句结构，它的正常语序应是：The Great Wall is on the top of the mountain在英语中，有时为了“强调句子中的状语、表语等”而使用倒装结构。 Learn the following language points: protect.from/againsthave sth/sb doneLead tothousands ofIt is said that. It takes/took sb .some time to do somethingStep4 PracticeThe students complete the sentences with some useful expressions(PPT)说明：学生完成一些练习，巩固知识点。Step5Extensive Reading教师播放长城风景片学生活动：The students read the text again and try to retell the text说明：学生阅读课文，鼓励学生复述，锻炼学生口语表达能力。Step61.Read the text.2.Complete the exercise of the language Study.说明：巩固知识点八、板书设 计 Unit1 The Great Wall Reading 1.Skimming Answer the questions 2.Carefully Reading The Language Points protect.from/against have sth/sb done Lead to thousands of It is said that. It takes/took sb .some time to do sth 课后反思与建议 Most of the students can unterstang the text well, but they are not good at express by themselves in EngishI. It is helpful for them to read the text afterclass. Unit1 Grammer Passive Voice一、教学目标:1、知识与能力（1）掌握被动语态的结构和用法。 . （2）在练习中正确运用被动语态。2、过程与方法 通过不同的练习途径使学习掌握被动态的用法。3.、情感态度与价值观 消除学习的心理障碍，增强二、教学重点（1）掌握不同时态的被动语态结构。（2）如何把主动与台转化为被动语态。三、教学难点 能够正确地王城语法练习。四、教学方法：讲解与练习相结合五、课时、课型：一课时、新授课、六、教学准备：多媒体、常规教具七、教学过程Step1 Presentation教师活动：Show the sentences: The students clean the classroom every day. The classroom is cleaned by the students every day. 学生活动：Translate the sentences above.比较两个句子语气的侧重点。说明： 引出新课。Step2 Explaining教师活动：什么是被动语态?被动语态”的构成？学生活动：be + 过去分词 + (by+动作执行者)Step3 The use of Passive Voice 什么情况下要用被动语态呢?一般地说，有下面几种情况：师生共同活动： 不知道谁是动作的执行者或没有必要。例如： Paper is made from wood. (纸是由木材生产出来的。)The house is quite old. It was built in 1950. (这座房子太旧了。它是1950年建成的。)He was wounded in the fight. (他在战斗在受伤了。)Electricity is used to run machines. (电是用来开动机器的。)2、需要强调动作的对象时。例如：Calculator cant be used in the maths exam.(计算器不能用于数学考试。)Books and newspapers in the reading room mustnt be taken away. (阅览室的书籍和报纸 不准带走。)He was awarded first prize in that contest.(他在比赛中获得了第一。)3、为了使语气婉转，避免提到是谁做的这件事。例如：The construction of the new lab must be completed by the end of next month. (新实验室必须在下个月底前完工。) Step3 Presentation 1、 一般现在时的被动语态. am / is / are + 动词的过去分词Our classroom is cleaned every day.This car is made in China.2、一般过去式的被动语态: was / were + 动词的过去分词His desk was cleaned just now.The station was built in 1928.3、现在进行时的被动语态: am / is / are + being + 动词的过去分词A new factory is being built in our city now.Some trees are being cut down in the park.4、过去进行时的被动语态: was / were + being + 动词的过去分词A new factory was being built in our city at that time.Some babies were being looked after by Miss Chen last year.5、一般将来时的被动语态:(A) will / shall + be + 动词的过去分词(B) am / is / are + going to be +动词的过去分词.Some new factories will be built in our city this year.Your watch is going to be mended in an hour.6、过去将来时的被动语态: (1).would / should + be + 动词的过去分词 (2).was / were +going to be + 动词的过去分词.She said that some new factories would be built soon in our city.He thought that your watch was going to be mended after an hour.7、现在完成时的被动语态:have / has + been + 动词的过去分词Some new factories have been built in the city since last year.Your watch has been mended already.8、过去完成时的被动语态:had + been + 动词的过去分词He said that some new factories had been built in the city.I didnt know that my watch had been mended .9、含情态动词的被动式：can/may/must + be + done例如：He can not be found. / I must be paid for this. Step4tExplipaining 如何将主动语态变成被动语态1、从句子意义上说，就是重新找出“什么事物”是“被完成”的。例1.主动语态：人们说英语。People speak English in many countries.被动语态：英语被说。 English is spoken in many countries.例2.主动语态：我们造这座桥。We built this bridge last year.被动语态：这座桥被建造。This bridge was built last year.2、从语法的角度说，把原句的宾语改成主语。例1.主动语态：小王邀请你(宾语) Xiao Liu has invited you to a lunch party.被动语态：你(宾语)被邀请。 You has been invited to a lunch party by Xiao Wang.例2.主动语态：你不准带走杂志(宾语) You must not take these magazines out of the reading-room.被动语态：杂志(宾语)不准被带走.These magazines must not be taken out of the reading room.例3.主动语态：他们授给他(宾语)一枚奖章(宾语).They gave him a medal for his wonderful work.被动语态：他(宾语)被授予一枚奖章. He was given a medal for his wonderful work.被动语态：一枚奖章(宾语)被授给了他.A medal was given to him for his wonderful work.Step5Practice The students complete the exercises in class. 说明：巩固知识点Step6 Summary教师活动：被动语态的结构为“助动词be+及物动词的过去分词(p.p)”。被动语态的不同时态是 通过be的时态变化来表示的，其人称和数方面应与主语保持一致。学生活动：一般现在时：am/is/are+p.p.一般过去时：was/were+p.p.一般将来时：shall /will be +p.p.现在完成时：have /has been +p.p.现在进行时：am/is/are+being+p.p.过去将来时：should /would be +p.p.含情态动词的被动结构：情态动词+be+p.p.Step7HomeworComplete the papers about giammer.八、板书设计 Passive Voice 一、 被动语态的构成：be+动词的过去分词+(by+动作的执行者） 不同时态的被动语态为： 一般现在时：am/is/are+p.p.一般过去时：was/were+p.p.一般将来时：shall /will be +p.p.现在完成时：have /has been +p.p.现在进行时：am/is/are+being+p.p.过去将来时：should /would be +p.p.含情态动词的被动结构：情态动词+be+p.p. 九、课后反思与建议 The students need to do more exercises to. use Passive Voice correctly Unie2 Warming up &Word Study 提供者：刘媛琴一、教学目标 1、知识与能力（1） 掌握supermarket ,shopping center ,shopping plaza ,department store ,mall,green grocery等商务场所名词。（2） 运用常见的购物交际用语。（3）掌握综合阅读部分的词汇。 2、过程与方法 在教师的指导下，通过讨论、口语练习、词汇的操练，掌握一些单词和表达法，为学习阅读 部分的对话打基础。3、情感态度与价值观 学生具备敬业精神，礼貌交际。二、教学重点 了解购物场所，并能熟练运用购物交际常用语句。三、教学难点 用英语讨论购物场所，掌握交际用语。四、教学方法 研讨、探究与课堂实践相结合。五、课时、课型：一课时、新授课 六、教学准备：一些图片及常规教具七、教学课程Step 1. Presentation 教师活动：向学生展示一些购物场所的图片，提出下列问题：（1）Where would you like to go shopping?（2）Whom would you like to go shopping with?（3）Do you usually do some shopping at weekends?学生活动：回答问题，发表自己的看法。说明：导入新课。 Step 2 learning and drilling1、学习购物场所的名词supermarket , shipping center , shopping plaza,department store ,mall greengrocery 教师活动：领读单词学生活动：学生读单词，肯居图片，说出购物场所的名称。教师向学生交代对话的背景，提出问题：Today we are going to hear 2、操练教师活动：创设情境For example: Boys and girls , I want to go shopping after school ,but I dont know which store I should go to . I want to buy a T-shirt for my son and a pair of shoes for myself . Where do you usually do some shopping ? Who d like to give me some advice?学生活动：学生练习（1）学生根据情境，可能用到下列句子：Miss/mr. I think youd brtter go to xiushui market to buy a T-shirt,because the clothes are cheaper there.（2）If you want to buy a pair of shoes , you d better go to Wanda Department Store . There are a variety of shoes for women . My mother bought a pair last week.Step 3 New Word Study1.Available可利用的，可得到的 Several data beasea are available.2.Perfect完美的，正确的 Nothing is perfectd 3.Wash 洗，洗涤Wash your clothes.4.Selection选择 This selection is often broadcast.5.Receipt数据 I asked for a receipt.6.Sure 确信的I am sure.7.Several 几个，一些Towns have several churches. 说明：为新课做准备。Step4Homework1.Write down the new words.2.Read the dialogue .八、板书设计 Unie2 Warming up &Word Study 一、购物场所名词supermarket , shipping center , shopping plaza,department store ,mall greengrocery 二、单词学习1.Available可利用的，可得到的 Several data beasea are available.2.Perfect完美的，正确的 Nothing is perfectd 3.Wash 洗，洗涤Wash your clothes.4.Selection选择 This selection is often broadcast.5.Receipt数据 I asked for a receipt.6.Sure 确信的I am sure.7.Several 几个，一些Towns have several churches. Unit 2 Going shopping一、教学目标 1、知识与能力（1）掌握购物常用交际用语。（2）掌握一些词汇和短语。（3）流利亮度对话，张体理解对话。 2、过程与方法 通过听说读写练习达到教学目标。3、 情感态度与价值观 通过本节课的学习，促进学生了解社会，里卖交际，增强服务意识。二、教学重点：（1）掌握购物常用交际用语：May I help you？How about this one?What color/What size do you.?How much is it/this?.（2）掌握一些词汇和短语。 prefer.toGo shopping, in style,in total.Understand the dialogue（3）流利亮度对话，张体理解对话。三、教学难点：表述物品尺寸、颜色、价格、特点等。4、 教学方法：整体教学法；情景教学法五、课时、课型：一课时、新授课六、教学准备：多媒体和一些常用教具5、 七、教学课程Step 1. Presentation 教师活动：向学生展示一幅购物中心的图片，提出下列问题：Where is it？What can you see in this shopping mall？Do you love shopping？How often do you go shopping with your friends？学生活动：自由发挥，说出自己的看法。 教师活动：再播放一段视频，里面是一外国游客正在北京一家商店用手使劲比划购物的情景，由于语言不通无法交流，店员理解错误将顾客要的真丝衬衫给成了一件毛衣。老师可以用这一笑话故事，让学生明白：在异国他乡，语言交流的重要性，那么购物用语便成了购物场合必不可少的因素。教师听取学生意见，最后引入正文：So we should master the useful expressions about shopping. Now we will see what the customer and the shop assistant say in shopping？Step 2 Listening and Reading教师向学生交代对话的背景，提出问题：Today we are going to hear about a short conversation about shopping. Now please listen to the tape and answer the question：Whats the main idea of this dialogue? 教师放录音，学生回答以上问题。因为这一对话对既简洁又贴进生活，所以既训练了学生的听力，又使学生了解了对话的主要内容。教师活动：给出下列问题：1. Who is Mr.Wallace?2.What does Mr.Wallace to in BeIjing?3.What is the size of the blouse that his wife wear?4.What should Mr.Wallace tell his wife about the silk blouse?学生活动：Read the dialogue and answer the questions.说明：因为这一对话既简洁又贴进生活，所以既训练了学生的听力，又使学生了解了对话的主要内容。Step 3 Dialogue学生经过上面的训练，已经比较熟悉对话的内容，理解对话这一目的已成功一半，这时教师作适度讲解，指导学生划出重要词组和句型。新词组有：do some shoppingp prefer.to. in total in style and soon.新句型有：（1）售货员主动向顾客打招呼、提供服务的用语May I help you?/Can I help you, madam?What can I do for you?/Is ： there anything I can do for you?（2）顾客购买商品时Do you have any Im trying to find a. Id like to I want.（3）售货员征询顾客对商品的意见时可以说：What do you think of it? What (How) about this one（4）售货员询问顾客要买多少、什么型号、喜欢什么颜色时说： How many (much) do you want, sir? What size, please?What color do you like? （5）顾客询问价格时，常用：How much is it?How much does it cost?How much do you charge for it?Whats the price, please? 教师再呈现一组商品，每学一组句型，让学生两人或三人一组用以上句型进行简短练习，以便学生能够牢记这些句型。Step 4 Practice 学生活动： 同学分组研究创设购物情景，自己准备道具，分角色练习对话，再上台表演。 S1-Mr.Wallace S2-zhang Ling S3-Salesgirl 说明： 通过这一练习，巩固了所学用语，提高了学生的口头 表达 能力，增强了学生学习英语的兴趣和自信心。Step 5 HomeworkRewrite the dialogue.说明：提高学生写作能力。八、板书设计 Going shopping Useful Expressions售货员用语May I help you?/Can I help you, madam?can I do for you?/Is there anything I can do for you? How many (much) do you want, sir?What size, please?What color do you like? 顾客用语Do you have any.Im trying to find a.Id like to I want.Whats the price, please?How much does it cost?How much do you charge for 教学反思与建议 利用视频及图片资源，充分调动学生的学习积极性、自主性和协作性。让学生激烈讨论，踊跃发表自己的意见并且尝试情景对话表演，充分体现了“以学生为本”的教学理念。 Unie2 Listening&Speaking一、教学目标 1、知识与能力（1）听懂对话内容，准确辨听信息。（2）掌握并运用“购物与应答”交际常用语句。（3）能在一定的场景中进行交际。 2、过程与方法 通过生活购物图片提高学生学习兴趣，采用整体教学法，创设语言交际的情景，把语言交际融入到设计的游戏中，与学生共同进行生动、活泼的学习活动。3、情感态度与价值观主动，热情，礼貌交际，合作探究学习，互相帮助克服口语交际障碍。二、教学重点 培养学生的听说能力。 三、教学难点培养学生运用这一对话中所学的知识进行日常交际能力。四、教学方法 研讨、探究与情境教学法相结合。五、课时、课型：一课时、新授课 六、教学准备：多媒体七、教学过程Step 1 Presentation 教师活动：教师播放一段视频，里面是一外国游客正在北京一家商店用手使劲比划购物的情景，由于语言不通无法交流，店员理解错误将顾客要的真丝衬衫给成了一件毛衣。老师可以用这一笑话故事，让学生明白：在异国他乡，语言交流的重要性，那么购物用语便成了购物场合必不可少的因素。 说明：导入新课。 Step 2 Listening 教师向学生交代对话的背景，提出问题：Today we are going to hear about a short conversation about shopping. Now please listen to the tape and answer the question：Whats the main idea of this dialogue? 教师放第一次录音，让学生回答以上问题。教师放第二次录音，发给学生自做的填空题，提出问题：Listen to the tape again, and try to complete the dialogue using the phrases and sentences you hear.教师放第三次录音，让学生核对答案。说明：训练学生的听力，使学生了解了对话的主要内容。Step 3 Dialogue教师讲解对话，指导学生划出重要表达法。售货员用语：Good morning/afternoon How about this one Would you like to try it on? How would you like to pay? Credit cards are available/accepted in this shop. Youre welcome.顾客用语：Can you show me.? Let me have a look. May I try it on? Can you give me discount? Are the credit cards accepted here? Do I have to pay in cash?学生活动：学生练习Step 4 Practice 以两人为一组，一个做shop assistant，另一个做Mrs White 分角色朗读对话。教师指导学生，帮助学生纠正不正确的语音、语调，然后叫两组同学做朗读表演，对有能力的同学，教师要提高要求，合上书表演对话。Step 5 consolidation 教师给学生一个练习提示（十多个不同的购物场景），让全班分成四个大组，再在大组里分两人或三、四人一组的小组。让学生自主选择场景，运用所学购物用语编一个类似书上的对话，然后当堂进行表演比赛。教师当总裁判，每个大组选出两人当裁判进行评比。评分标准以每组出节目的数量、质量、效果、对话内容、所学用语的运用等多方面进行评比。最后评出最佳表演奖、最有创意奖、最有潜力奖、最有魅力奖等十项奖项。完毕，教师对此次活动做一个点评和总结。说明：通过这一练习，巩固了所学用语，提高了学生的口头表达能力，增强了学生学习英语的兴趣和自信心。Step 6 Homework1.Make dialogues.2.Review Unit2八、板书设计 Unie2 Listening&Speaking 售货员用语： Good morning/afternoon How about this one Would you like to try it on? How would you like to pay? Credit cards are available/accepted in this shop. Youre welcome. 顾客用语： Can you show me.? Let me have a look. May I try it on? Can you give me discount? Are the credit cards accepted here? Do I have to pay in cash?九、课后反思与建议利用多媒体教学资源，增大课堂容量，学生分组教学、讨论，充分发挥学生的主观能动性，调动了学生学习英语的积极性。 Unit2The Infinitive一、教学目标1、知识与能力（1）掌握不定式的基本结构和用法。 （2）清楚不定式在句子中所充当的句子成份。 （3）灵活运用不定式结构进行语言表达。2、过程与方法 充分发挥学生的主体地位，发挥学生的主观能动性，帮助学生在丰富的生活环境中轻松掌握语法。情3、感态度与价值观 通过本节课的学习，学生能从枯燥的语法学习中走出来，把语法与丰富多彩的生活情境联系起来，进一步激发学生学习英语的兴趣。二、教学重点1、不定式的用法三、教学难点：正确运用不定式结构进行表达。四、教学方法讲练法；任务型教学法；情境教学法5、 课时、课型：一课时、新授课6、 教学准备：多媒体七、教学过程Step1Revision and leading in教师活动：教师呈现下列句子：1. To answer the question is not a difficult job.2. Their job is to clean the classroom this afternoon.3. Will you please help me open the door?4. Marry wanted to play the basketball with us.5. Tom told Bill not buy a new bake.6. Did anyone see her enter the room?7. I am looking for a room to live in.8. She ate less to lose weight.学生活动：学生翻译句子，体会不定式的作用。说明： 通过复习，引入新课。Step2 The Infinitive Study教师活动：教师布置任务：不定式的结构？不定式在句子中所作的成分？学生活动：学生带着问题看书，总结，回答问题。说明：引导学生运用观察、发现、归纳的方法学习语言知识，避免语法传授时的老师讲、学生记的片面现象。Step3 Explanation1. 作主语：The cat said, “To take roller coaster” is terrible. 不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。 The cat said, “Its terrible to take roller coaster.” How long did it take you to take roller coaster? How terrible it is to take roller coaster?不定式作主语常见句型：a) It is + adj. (easy, important, difficult) + 不定式b) I