NO： 1
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 时 间 | 2010年 月 日 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 ~ 节 | ||||
| 教学内容 | Unit 1 Nice to meet you! Lead-in, Listening and Speaking, Reading and Writing | 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 you 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 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 应用 | 分析 | ||||
| Listening and Speaking | 知识点：Remember the words and phrases about greeting 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 in daily life . | √ | √ | √ | ||||
【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
Step 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’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 each student or each group a name card. Ask the students to talk about the information in 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.
【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 | 2 | ||||||
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 时 间 | 2010年 月 日 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 ~ 节 | ||||
| 教学内容 | Unit 1 Nice to meet you! language in use，vocabulary consolidation，unit task ， pronunciation practice | 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” verb. 3.Design a personal name card and describe the occupation of others. 教学内容题 目 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 应用 | 分析 | ||||
| Reading and Writing | 知识点：Master the grammar structure Verb “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. | √ | √ | √ | ||||
【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.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.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 possible.The teacher can decide if he want to score this game or not, and how.
2. Grammar focus （page 15）. The teacher helps the students have a general idea of the usage of be. Then the teacher offers the following rhyme to help the students master the usage of be in a better and easy way.
3.Activity 17. Think and write. The teacher asks the students to make as many 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】
1.Activity 19. Write and talk. Talk about your parents and the persons that you know 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. 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 students who greet the most people and get the most name cards will be the winner. The teacher may ask these students to talk about their experience and introduce 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 | 4 | ||||||
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 10种子&10畜牧 合班课 10园艺&10计算机 合班课 | 时 间 | 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 | |||
| 教学内容 | Unit 2 I can do it. Lead-in, Listening and Speaking, Reading and Writing | 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 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 应用 | 分析 | ||||
| Listening and Speaking, Vocabulary | 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 have different habit to ask about personal information. | √ | √ | √ | ||||
【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 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 you last lesson. Who can introduce somebody 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 Vocabulary
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 the students some new words about the pictures and ask the students to practice the pronunciation of them.
Step two : Listening
1. 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 the important sentences to talk with their partner.
Step three: Speaking
1. 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: Reading
1. Ask students some questions about the content of the hobbies and discuss 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. Ask the students to finish the exercises below themselves and check their answers.
Step five :Writing
1. Give the students some questions and ask them to answer.
2. Ask the students to discuss and write down how to fill in the application form. Use some useful phrases and sentence pattern below
小结:
Step six: Feedback
| Make 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】Teacher’s Reference：《 EnglishⅡ》 【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 | 6 | ||||||
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 10种子&10畜牧 合班课 10园艺&10计算机 合班课 | 时 间 | 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 | |||
| 教学内容 | Unit 2 I can do it. language in use，vocabulary consolidation，unit task ， pronunciation practice | 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”. 3.Design a personal job application and describe the ability for job.. 教学内容题 目 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 应用 | 分析 | ||||
| language in use，vocabulary consolidation， pronunciation practice | 知识点：Master the grammar structure “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 | √ | √ | √ | ||||
【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.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”.
2. Grammar focus （page 28） The teacher helps the students have a general idea of the usage of “can”.Then the teacher offers the following form to help the students master the usage of “can” in a better and easy way.
3. 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”.
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”.
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”.
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 | 8 | ||||||
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 10种子&10畜牧 合班课 10园艺&10计算机 合班课 | 时 间 | 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 | |||
| 教学内容 | Unit 2 I can do it. Test & Revision | 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 Verb “be” pronouns and “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 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 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 shopping, greeting, personal information and ability. 职业素质渗透点：Can master the sentence pattern about shopping, greeting, personal information and ability in daily life . | √ | √ | √ | ||||
【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 the students some words about the pictures and ask the students to practice the pronunciation of them.
Step two : Listening
1. Give the students some sentences and ask the students to find out the words 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: Speaking
1. 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: Reading
1. 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 :Writing
1. Give the students some questions and ask them to answer.
2. Ask the students to discuss and write down how to make a name card and application form . Use some useful phrases and sentence pattern below.
Step six:Language in use
1.Review grammar structure the Verb “be” pronouns and “can” modal verb.
2.Give an exercise about the grammar.
小结:
Step seven: Feedback
Make 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.
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 | 10 | ||||||
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 10种子&10畜牧 合班课 10园艺&10计算机 合班课 | 时 间 | 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 | |||
| 教学内容 | Unit 3 How much is it ? Lead-in, Listening and Speaking, Reading and Writing | 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 and expressions: plan, go shopping, sell out, on sale, take, welcome, flavor, attractive, best, unit price, drugstore, grocery, bakery, supermarket, quantity, signature, salesperson, delicious, kilo, item … 2)about shopping: What’s your plan for…? / Do you have anything to do … ? / Would you like to 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 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 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 master the sentence pattern about shoppong in daily life . | √ | √ | √ | ||||
【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 Vocabulary
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 the students some new words about the pictures and ask the students to practice the pronunciation of them.
Step two : Listening
1. Give the students some sentences and ask the students to find out the words 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: Speaking
1. 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: Reading
1. 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 :Writing
1. Give the students some questions and ask them to answer.
2. Ask the students to discuss and write down how to sell goods and buy things. Use some useful phrases and sentence pattern below
小结:
Step six: Feedback
Make 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 | 10 | ||||||
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 10种子&10畜牧 合班课 10园艺&10计算机 合班课 | 时 间 | 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 | |||
| 教学内容 | Unit 3 How much is it ? language in use，vocabulary consolidation，unit task ， pronunciation practice | 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. 教学内容题 目 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 应用 | 分析 | ||||
| language 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. | √ | √ | √ | ||||
【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.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. Grammar focus （page 43）. The teacher helps the students have a general idea of the usage of “there be ” sentence pattern. Then the teacher offers the following rhyme to help the students master the usage of “there be ” sentence pattern in a better and easy way.
3.Activity 17. Talk and guess. The teacher asks the students to make as many sentences as possible. Practice reading these sentences together.
4. Exercise. Give some exercises about the grammar
Step Three Pronunciation Practice ( m)
1.Teach the pronunciation rules of the given two 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 shopping.
2. Master the usage of “there be ” sentence pattern.
3.We have learned the pronunciation rules of the given two phonetics
【学生学习情况检测】
1.Activity 18. Talk and find. Talk about the picture and make a dialogue to desicribe the bedroom.
2.Activity 19 .Read and group. Look at the poster and classify the same kind of the goods in.
3.Activity 20. Think and write. On the basis of the following scene, let the Ss to help Jack to make two shopping list.
4.Let the Ss organize a used book sale.
5.Work in groups to design a poster to sell your books. Put up your poster on the wall of your classroom.Choose the best poster.
【作业及思考】
Step Five: Homework ( m)
1. Review the shopping words after class.
2. Create ten sentences with the “there be ” sentence pattern.
3. Finish self-check.
| 4. Make a dialogue about go shopping. | ||||||||
| 课后分析: | ||||||||
| 课后分析: | ||||||||
| 教研室主任 审核签名 | 累计 学时 | 14 | ||||||
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 10种子&10畜牧 合班课 10园艺&10计算机 合班课 | 时 间 | 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 | |||
| 教学内容 | Unit 3 How much is it ? Test & Revision | 教学方式 | Theory Practicing | |||||
| 【主要教学内容】 Content: 1. Review the statements about shopping. 2. Master the words and sentence patterns about buying and selling goods . 3. Undetstant the grammar structure “there be ”. 4. Can design a poster about bargain price of the supermarket. 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 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 应用 | 分析 | ||||
| Listening and Speaking | 知识点：Review the words and phrases about shopping and the grammar structure “there be ”. 能力点：Master the usages of shopping. 职业素质渗透点：Can master the sentence pattern about shoppong in daily life . | √ | √ | √ | ||||
【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 the students some words about the pictures and ask the students to practice the pronunciation of them.
Step two : Listening
1. Give the students some sentences and ask the students to find out the words 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: Speaking
1. 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: Reading
1. 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 :Writing
1. Give the students some questions and ask them to answer.
2. Ask the students to discuss and write down how to make a poster about bargain price of the supermarket. Use some useful phrases and sentence pattern below.
Step six:Language in use
1.Review grammar structure “there be ”.
2.Give an exercise about the grammar.
小结:
Step seven: Feedback
Make 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
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 Unit 4. | ||||||||
| 课后分析: | ||||||||
| 课后分析: | ||||||||
| 教研室主任 审核签名 | 累计 学时 | 16 | ||||||
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 10种子&10畜牧 合班课 10园艺&10计算机 合班课 | 时 间 | 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 | |||
| 教学内容 | Unit 4 Welcome to our party! Lead-in, Listening and Speaking, Reading and Writing | 教学方式 | Theory Practicing | |||||
| 【主要教学内容】 Content: 1. Master the words and expressions about party and weather. 2.Can use the sentence pattern about thanks for your hospitality. 3.Master the listening stratagems about inferring ,note-taking, listening for specific information. 【主要能力点与知识点应达到的目标水平】 教学内容题 目 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 应用 | 分析 | ||||
| Listening Speaking Reading Writing | 知识点：Remember the words and phrases about party and weather. 能力点：Master the listening stratagems about inferring ,note-taking, listening for specific information. 职业素质渗透点：Can master the sentence pattern about party and weather in daily life . | √ | √ | √ | ||||
【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 3 How much is it last lesson. Who can make a dialogue about shopping? ( Have a speaking exercise)
教学内容：Teaching Content:
Step one: Lead-in and Vocabulary
1.What a wonderful birthday party! ( min)Teacher shows a picture of a birthday party on the screen, then asks, “ What’s it?”/“What can you see on the picture?” /“Who are they?”/“ Which season might it be?/How do you know?”
2. You can always find time to hold a party! ( min)Teacher says, “ In fact, birthday is not the only case that we can hold a party. There is Christmas party, garden party, welcome party, and even hen party and stag party. As party is so popular in modern society, there is even a new job called party planner. It must be very interesting.”
During the explanation, teacher shows the pictures about the above kinds of parties on the screen, with the English expression of each item beside each picture: Christmas party, garden party, welcome party, hen party, stag party, party planner.
Step Two Vocabulary teaching ( min)
1.Which is the hot season for birthday party? (1 min)
Teacher says, “I want to make a survey about the hot season for birthday party in our class. How many students were born in spring, summer, autumn or winter? Hands up, please, and Alex, please help me to count the numbers.”
Students are involved in it. Teacher collects the numbers and writes them down on the blackboard.
2. What’s the weather usually like on your birthday? （6 min）
Teacher says, “We were born in different seasons. But usually we all hold parties on our birthdays. What’s the weather usually like on your birthday? Please find possible weather in the following form (Activity 17, Page 60), then tell me your answers.
Students circle the words about weather individually, then Teacher asks ten or more students to answer the question. All words should be found according to students’ answers.
Teacher writes down the key words and sentence patterns on the blackboard as a reminder.
3. Game: Have you got a good memory? (3 min)
Step Three Listening ( Activity 1, 2, 3) ( min)
Activity 1,2 ,3. Listen and match and complete. ( min) Students listen to the tape and finish the activity individually. If they cannot catch the answer in the first listening, repeat the dialogues again.
Step Four Speaking (Activity 4) (20 min)
1. Read and underline. (2 min)Students read the dialogue in Activity 4 individually, then they underline important sentences about greeting and talking about weather. Teacher asks 2 or 3 students to tell others their opinions. Teacher writes down the useful sentences on the blackboard:
2.Read the dialogue together.
3.Performance: We are going to have a birthday party!
4.Discussion: What manners are important when we are hosts or guests in a party?
小结:
Step six: Feedback
Make 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 party.
2.Finish the exercise on the book.
【作业及思考】Step Four: Homework ( m)
1.Students choose one of the topics and prepare a 30-second oral speech for the next lesson.
①Party planner seems an interesting job. Would you like to try it? Why or why not?
②What’s your dream job? How can you get it? Tell us your plan, please.
2.Please finish the tables with your group members according to your discussion and put them up on the wall so that others can enjoy your group work
| Dos as a host | Don’ts as a host | |||
| Dos as a host | Don’ts as a host | |||
| 课后分析: | ||||||||
| 课后分析: | ||||||||
| 教研室主任 审核签名 | 累计 学时 | 18 | ||||||
| 课程名称 | 英 语 | 授课时数 | 2 | 周 次 | 第 周 | |||
| 班 级 | 10种子&10畜牧 合班课 10园艺&10计算机 合班课 | 时 间 | 2010年 月 日 2010年 月 日 | 节 次 | ~ 节 ~ 节 | |||
| 教学内容 | Unit 4 Welcome to our party! language in use，vocabulary consolidation，unit task ， pronunciation practice | 教学方式 | Theory Practicing | |||||
| 【主要教学内容】 Content: 1.Can write a e-mail about invitation to a party and a memo. 2.Master the usage of grammar structure “possessive pronouns”. 3.Ask for and give information about goods and make a shopping list. 教学内容题 目 | 职业岗位知识点、能力点 与基本职业素质点 | 目标水平 | ||||||
| 识记 | 理解 | 熟练操作 | 应用 | 分析 | ||||
| language 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. | √ | √ | √ | ||||
【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.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. Grammar focus （page 43）. The teacher helps the students have a general idea of the usage of “there be ” sentence pattern. Then the teacher offers the following rhyme to help the students master the usage of “there be ” sentence pattern in a better and easy way.
3.Activity 17. Talk and guess. The teacher asks the students to make as many sentences as possible. Practice reading these sentences together.
4. Exercise. Give some exercises about the grammar
Step Three Pronunciation Practice ( m)
1.Teach the pronunciation rules of the given two 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 shopping.
2. Master the usage of “there be ” sentence pattern.
3.We have learned the pronunciation rules of the given two phonetics
【学生学习情况检测】
1.Activity 18. Talk and find. Talk about the picture and make a dialogue to desicribe the bedroom.
2.Activity 19 .Read and group. Look at the poster and classify the same kind of the goods in.
3.Activity 20. Think and write. On the basis of the following scene, let the Ss to help Jack to make two shopping list.
4.Let the Ss organize a used book sale.
5.Work in groups to design a poster to sell your books. Put up your poster on the wall of your classroom.Choose the best poster.
【作业及思考】
Step Five: Homework ( m)
1. Review the shopping words after class.
2. Create ten sentences with the “there be ” sentence pattern.
3. Finish self-check.
| 4. Make a dialogue about go shopping. | ||||||||
| 课后分析: | ||||||||
| 课后分析: | ||||||||
| 教研室主任 审核签名 | 累计 学时 | 20 | ||||||
