中职英语作文教学教案（范文模版）

第一篇：中职英语作文教学教案（范文模版）

中职英语作文教学教案

浅谈中职生英语写作的指导

【摘要】写作能力直接体现一个学生的英语表达能力和思维能力，能够客观的反映学生综合运用语言的能力。中职生英语基础普遍偏差，英语写作更是他们学习的薄弱环节。因此，作为一名英语教师，教给学生适当的方法，有意识地培养学生的英语思维方式，减少表达错误，写出地道的英语作文责无旁贷。

【关键词】常见问题 对策

一．中职生英语写作常见问题分析

学生普遍英语词汇量不足，中式英语泛滥

学生写作时搜肠刮肚也找不到恰当的单词来表达确切的意思。俗话说：”巧妇难为无米之炊。”要写好一篇作文必须以足够的词汇量为基础。由于很多学生掌握的词汇量不大，再加上记单词的方法不当，能够熟练运用的更少，因此在写作时常常不能随心所欲的表达自己的思想。

在写作过程中，由于初学者受到汉语思维方式和表达习惯的影响，其表达方式不遵从英语的表达或思维习惯，而按照中国人的表达方式或思维方式强行组成词句，致使在写作中错误百出，出现了大量的”中文式英语”。最典型的如：用very修饰动词：i very miss you.把时间状语放在句中: i this morning eat food.更搞笑的比如： we two two who and who?(我们两个谁跟谁？)if you want money, i have no.if you want life, i have one.(要钱没有，要命一条)you give me stop!(你给我站住！)这些句子无论是

一、教学目标

1、知识与能力

(1)本单元要求掌握基本的词汇和短语：atmosphere, climate, concentration, emission, extremity, methane, paly part in, weather patterns etc.(2)能够掌握本单元单词短语的音形义，学会运用词语造句。

(3)口语学习要求：要求学生会掌握如何表达责备，抱怨的英语表达。并要求学生学完本单元Speaking 部分能够进行相对应的对话练习。

2、过程与方法

教师通过PPT讲解，引导学生课堂讨论，提高学生的语言表达和理解能力。

3、情感态度与价值观

本单元通过学习Environment向学生介绍了全球变暖的起因，危害等，通过本单元学习，希望在引起学生保护环境，爱护地球的意识，使学生更加了解如何更好地生态环境。

二、教学重点

1.掌握握一些词汇和短语的用法：Climate, concentration, emission, extremity, methaneetc

2.学习英语口语中表达抱怨，不满的表达方法。

3.语法板块学习了非谓语动词，主要讲解了现在分词和过去分词以及他们的用法和区别。

三、教学难点

现在分词和过去分词的具体用法。

四、教学方法

主要运用了讨论法。

五、课时：共需要大概10课时，其中讲授用7课时，复习，课堂做练习，讲解练习题3课时

课型：新授课

六、教学准备：多媒体课件，与全球变暖有关的小视频，图片等。

七、教学过程：

第一课时

9月11日

Step1 lead in

1.通过PPT展示各种自然灾害和环境保护日的相关的图片，引起学生的注意力。

2.教师提出问题：

a.Do you these pollutions? What are they？

b.Do you know the global warming?

c．What causes the global warming？

学生回答上述问题。并让学生进行讨论：什么是全球变暖，全球变暖的危害？ 说明:通过课堂讨论，使学生很快进入课堂准备之中，从心里上做好接受新知识的准备，可以调动学生学习的积极性，同时抓住学生的注意力，并且引起学生对本单元的学习热情和兴趣。

Step2 Presentation

教师播放有关全球变暖的相关图片，视频。播放完后，教师进行Lead in部分问题的解释，并引导学生将注意力转移到本单元的课文上

T:During the last thirty years, the economy of the world has increased sharply, so it is the same with the temperature.Global warming is an extremely serious problem facing the world , everyone, Let's begin our new class.“Environment”

说明:教师通过播放相关视频，加深学生对global warming的理解，为后面的进一步引入新知做准备。

Step3 Practice in class

1.教师留给学生5分钟左右的时间进行课堂预习。要求学生将生词，新知短语等标示出来。

2.教师讲解词汇和短语的用法：

The teacher explains the usage and pronunciations of the new words.The students read the words and phrases loudly.(3)The students make the sentences with the words and phrases.先让学生自己尝试着看着音标去拼读，然后教师纠正发音。锻炼学生的自主学习能力，让学生参与到课堂当中来。

说明：培养学生课前预习的好习惯，让学生自主的去学习，锻炼学生快速阅读的能力，培养其良好的学习习惯，为后面课文的讲解做好准备。

Step4 Teacher explains the text.教师对课文进行逐句的讲解，讲授新词和短语的意思并引导学生自己翻译

句子的意思，给予必要的指导。

对于简单的句子要求学生自己朗读并翻译，教师指导个别单词发音。

本单元Reading A部分的课文中的语法点不多，但是有一些专业的词汇比

较难一些，发音，单词长度等都是学生掌握的难点，比如二氧化碳： carbon dioxide，等。因此单词要多领读，多练习使用。其他就是一些新的单词难一点，本单元的reading A部分并没有过多难以理解的语法点。

课文讲解完，再将课文整体通一遍大义，将文中重难点再次强调。

课堂练习。Task 2，并进行讲解。

说明:进行及时的课堂练习帮助学生巩固新知，加深记忆。同时可以使学生集中

注意力紧跟教师的授课进度。

Step5 Homework

1.Read and write the new words and phrases.2.Preview the text of speaking& grammar.课后小结：本学期第一次课，个别同学没有按时报到，电子商务班的张劲超，综合班的纪瑞文。其他同学都到齐了。课堂整体纪律性还不错，但是学生没有完全收回心思，所以开学初讲的东西不能贪多，要充满趣味性。

说明：巩固新知识，同时为学习新课做好准备。

第二课时

9月12-13日

本节主要是练习课，复习上课时所学的基础知识点，并通过相应的练习来巩固新知。

Step1 Preview大概用时10分钟

复习上节课所学单词，短语。首先要求学生根据音标以及上节所学进行单

词的自我拼读。通过拼读。教师纠正发音，可以进一步了解学生新词掌握情况。对部分学生掌握不好的单词进行多遍代读练习。

复习课文，将课文中的重难点点名提问，看看学生掌握的如何，同时根据

学生的反馈，对教学的进度进行更好的把控。

反馈上次作业，对没交的同学进行批评教育，督促下次积极交作业。对作

业情况进行一个简单的评价。以此鼓励同学积极交作业。

Step2 课堂现场做课本TASK2-5的练习。大概用时20分钟。

Step3讲解练习。

练习中的知识点：

1.相近短语的辨别：

play with 玩耍，play down 贬低，play off 取笑 play up 夸大

give in 上交 give off 发出 give up 放弃 give away 发出

cut down 消减cut off 切断 cut back 修减 cut in 插嘴

result in 起因于 result from 导致 lead to 导致

2.As a result 所以 in result 结局 as a result of 作为的结果

Step4 学生订正，并自己总结练习题中的知识点。

Step5 留几分钟时间，学生有不懂的题可以问老师

课堂小结：学生出勤情况：综合班的纪瑞文请假。其他同学到齐。因为学生课下很难保证按时完成练习册作业，所以给学生已经一节课的练习课。其中相对而言，学前教育的练习课，学生表现较好。综合班和电子商务班的练习课学生完成情况较差，因为学生的基础差。

第三课时

9月14-19日

Step1 Speaking 板块的学习

PPT 展示一组关于blame & criticism的英语对话。

T: Today，we will learn how to express the blame and criticism.Firstly, let's come to the new words.Responsibility 责任insane 不健全的fed up 感到厌倦 shame 羞耻

Step2 学习Listening部分的新单词

首先学生拼读一边，然后教师代读几遍，最后教师和学生进行英汉互译练习。进

一步使学生掌握新单词的读音和意思。

Step3讲解Speaking 部分的实用口语表达。

对其中口语表达就其读音，意思，用法进行重点讲解。并要求学生进行

替换练习。

要求学生自己读一读，练一练

挑学生读句子。

学生集体将该部分的实用表达大声读一读。

说明：让学生参与课堂，调动其学习注意力，鼓励多开口练习

英语。

Step 3 Grammar 部分讲解

对Grammar部分的语法点进行简单讲解。

非谓语动词

定义：非谓语动词是指在句子中不是谓语的动词，主要包括不定式，分词，以及动名词。非谓语不可以做独立的谓语，但可以承担句子的其他成分。本单元重点讲解分词。

现在分词ing：表示主动，进行的概念。主动形式：doing 被动形式：being done 2过去分词：ed表示被动进行的概念。主动形式：having done 被动形式：having been done

【内容摘要】目前，中职学生英语写作运用能力差，已成为困扰中职英语课堂教学的难题，若要在有限英语课堂内提高学生英语写作及英语交流能力，就必须将英语阅读与写作有机结合。

【关键词】写作 阅读 中职英语 教学

在我国，对学生英语综合运用能力进行培养是中职英语教学的主要目标。然而，近些年困扰中职英语教学的难题是，所教育出的很多学生的英语运用能力都比较差。作为学生英语运用能力的关键部分，英语写作能力可以说是中职英语课堂中比较难处理的教学环节。写作与阅读都属于产出性运用，两者具有相互促进的作用。

一、中职学生英语写作能力现状

我国英语研究与教学在近些年始终局限于英语内部形式，像语法、语音以及语汇方面。从教师角度而言，很多中职教师依旧使用传统英语教学方法，在教授英语知识点时仅解释语言要点，提供练习答案以及翻译课文等，出现教师一言堂的现象，导致了学生被动接受英语知识，无法提高学生语言交际能力。①从学生角度而言，英语基础薄弱，词汇量少，阅读理解写作较差。虽然有些学生可以通过四六级考试，然而在实际运用语言能力方面却普遍存在高分低能现象。

导致我国中职学生英语写作能力低下的原因有多种，而比较明显的则是中职英语课堂教学应试教育倾向严重。很多学生认为现阶段我国英语教学的目标就是知识与应试。在应试的错误引导下，很多学生认为学习语言就是为了考试，这些学生急功近利，拒绝多写、多读、多练，正确学习理念与方法严重缺乏。就本质而言，英语写作其实就是精细加工与有序输出语言信息的过程，若语言功底不扎实、语言能力不纯熟，那么就不可能写出与英语思维习惯相符合的文章。

二、中职英语课堂中阅读与写作训练的有效结合 阅读与写作有着较为紧密的联系，若学生在英语教师指导下阅读，则会对课本精华进行消化、吸收，进而将其转化为表达方式的素材与写作的蓝本。通过阅读范文实施英语写作教学过程中，虽然方法多样，却不可忽视以下重要环节：a.将每段的topic sentence和中心思想找出来；b.理解段落意思基础上，将文章的theme找出来；c.明确主题后，将论证主题的supporting points找出来，这样就可以理解整篇文章的结构。

第二篇：中职英语-公开课教案

Unit3 Campus Life The First Period Warming up and Reading Panjiqu Vocational Education Center

Jiang Qingzhen I.Teaching Aims and Demands

1.Knowledge Objects 1)Key Words

Letter

tell

learn

ago

when

get

speak

understand

follow

feel

nervous

friendly

show

help

well

usually

sometimes often

number

send 2)Useful Expressions

in class

get to at first show concern about with the help of go well

have a good time 3)Target Language

(1)Thank you for your concern about me.(2)Luckily, all the teachers and students here are very kind and friendly to me.(3)In the afternoon, we sometimes go to the skill training center of our school to practice cooking skills.(4)I’m glad to say that with the help of the teachers and my classmates.(5)Everything is going well.2.Ability Objects

Train the students’ listeni;ng, speaking,reading and writing skills 3.Moral Object

Let the students love their campus life.II.Teaching Key and Difficult Points 1.Students can introduce campus life.2.Pay attention to the form of a letter.3.Students can master key words and phrases.III.Teaching Methods 1.Practice methood.2.Four-skill method.IV.Learning strategies 1.Practice 2.Role play.3.cooperation.V.Teaching Aids 1.Some pictures 3.A small blackboard 2.A tape recording VI.Teaching Procedure Step1 Warming up and review 1.Greeting each other T: Class begins.Ss: Good morning, teacher!

T: Good morning, class!Sit down, please.Ss: Thank you.2.Look at the pictures of our new school T: Today, I’m very glad.I have some beautiful pictures of our new school to show you , Please look at these pictures.This is our new school.That is a classroom, it’s big and bright.This is a library, That is a dining hall.This is a dormitory and that is a playground.Please read the words “ school, classroom, library, playground, dining hall and dormitory” after me.(In this part, let the students master school buildings and equipment teatatively.)3.Ask and answer(1)T: Look at the pictures, ask and answer in pairs with the following sentence sructures: A: What’s this that in English? B: It’s a_______.A: What’s in it?

B: There are some/ many / a lot of ___________ in it.T: I’ll give you a few minutes to pracice in pairs.(2)Ask a few pairs to practice dialoges in pairs.(In this part, train the students spoken English and let them go over the knowledge of Unit1 and Unit2.)Step2 Presentation

1.Lead in the students’ campus life T: Just now we saw some school buildings and equipment, but Idon’t know what your campus life is.Can you tell me about it? Ss: Yes, we can.T: How many classes do you have in the morning? Ss: Four classes.T: How many classes do you have in the afternoon? Ss : Three classes.T: Do you have any interesting activities after class? Ss: Yes, we do.(In this part, show the students’ real campus life at first to prepare for the next step.)2.Learn the new words and lead to the text A letter to a Friend.(1)T: From the text I know David’s campus life is rich and interesting.In order to understand the text well, let’s learn the new words in Page 137-138.Ask several students to read the new words to check their previewing.(2)Ask a few students to read the key words and phrases on the blackboard to consolidate key vocabulary in the text again.Key Words: letter tell learn ago when get speak understand follow feed nervous friendly show help well usually sometimes often number send Useful Expressions ：in class, get to at first, show concern about, go well, with the help of, have a good time

(In the part, let the students master key words and useful expressions in the text before listining and reading in order to remove reading obstructions.)Step3 Consolidation

1.Show the following questions about the text on the small Bb：(1)What does David do in Haidian Vocational School in Beijing?(2)What does David think of all the teachers and students there?(3)How many classes does David have a day trom Monday to Friday?(4)What does David often do on weekends?

2.Play the recording and ask the studends to listen to the tape and find the answers, but some students can look at the text as they listen.3.Ask four students to check the answers.(1)He liarns Chinese cooking in Haidian Vocational School in Beijing.(2)They are kind and friendly.(3)He has seven classes a day.(4)He often goes to have classes of the Chinese language or go sightseeing around the great and beautiful city of Beijing.(In the part, let the students get to know the text step by step.)Step4 Practice

1.Ask the students to read the text again and to complete the following statements according to the text Page20.2.Check the answers.3.Play the recrding again and ask the students to read after it.T: Please read after the tape and pay attention to pronunciation, intonation and stress.4.The teacher explains knowledge that the students don’t know.5.Ask the students to notice the form of the letter.Step5 Extending 1.Piont out the instructions to the students.T: Every student has good friends, but they don’t know how your campus life is going.Can you write a letter to tell him /her about it? Ss: Yes, I can.T: When you write a letter to your friend you should pay attention to the form of a letter.I’ll give you some minutes to write.2.When the students write letters the teacher walks around the classroom and help students who need some help.3.Ask a few students to show their letters that are written by themselves to the other students.Step6 Summary

The teacher and students sum up knowledge that is learnt in this lesson together.Step7 Homework

1.Go over the words and expressions in this lesson.2.Read the text ten times.3.Do the exercises on Page21.Step8 Blackboard Design

Unit3 Campus Life The First Period Warming up and Reading Sentence Structures:

A: What’s this that in English? B: It’s a____.A: What’s in it?

B: There are some mary a lot of____ in it.Key Words:

Letter

tell

learn

ago

when

get

speak

understand

follow

feel

nervous

friendly

show

help

well

usually

sometimes often

number

send Useful Expressions:

in class

get to

at first go well show concern about

have a good time

with the help of

be friendly to sb.Key Sentence Structures:

1.I’m glad to … 2.At first, ….3.We have …classes in the morning.4.How are you getting alone? Key Sentences:

1.Thank you for your concern about me.2.Luckily, all the teachers and Students here are very kind and friendly to me.3.In the afternoon, we sometimes go to the skill training center of our school to practice cooking skills.4.I’m glad to say that with the help of the teachers and my classmates, everything is going well.Step9 Teaching Reflection

In this lesson, I took administrative-level teachings A,B, C according to the students’ different foundations.I asked the students of poor foundation to do easy exercises and the students of good foundation to difficult exercises and the others to do middle difficult exercises.That’s the case, they could do well and felt successful, so they may be interested in English.In the future, I am going to train some students who are weak at English after class.I hope that all the students in preschool education class 3 can make progress in this school year academic year.

第三篇：中职英语 试讲教案

Unit 6 Weather 教学内容分析

The emphasis of this period will be placed on speaking and grammar.Make students describe different seasons with new words.The grammar talks about how to change noun into adjective.教学目标

1.Knowledge object:To master the words about the weather.2.Ability object:To talk about the weather and express their feelings as well as developing their ability of speaking English.3.Emotion object:Inspire the students’ sense of protecting

environment.教学重难点

1.Master new words and phrases.2.How to talk about different weather.教学资源准备

1.A multimedia

2.A taper recorder

3.The blackboard 教学过程

Step 1 Lead-in

Give some pictures of four seasons on ppt.and have a talk with students.Step 2 Learn the new words

Season,weather,cold,warm,sunny,cloudy,snow,snowy,quiet,turn Step 3 Fast reading Let students find out the topic of each paragraph.Step 4 Skimming Read the text again and help the students master the important points.come out, be good for,on vacation,go swimming,get cooler,be happy with,trees turn green.Step 5 Grammar and Sentences

1.Grammar:名词变形容词

rain—rainy, wind—windy, sun—sunny, snow—snowy cloud—cloudy 2.Sentences What’s the weather like today? / How’s the weather today? It’s cloudy/rainy/sunny/snowy/windy.Where are you going?/I want to go sightseeing.Step 6 Have a drill Ask and answer in pairs.What’s your favorite season and give the reason.Step 7 Listening

Listen to the tape and do the exercises on the book.Step 8 Sum up Step 9 Homework 1.Master the new words and useful language points

2.Writing:Reply a letter about the weather Step 10 Reflection after teaching

Stimulating students’ interest with multimedia’s help.Encouraging students to be confident in speaking English and cultivating the students’ sense of cooperative learning in a group.I will improve my teaching methods and create a lively atmosphere in the classroom.Unit 11 Friendship

教学内容分析

The article talks about “making friends”,in order to tell students that we should get on well with others, and to make friends with others.The emphasis of this period will be placed on speaking and reading.Make students describe the characteristic of their friends.Help students to learn new words and phrases when canning the text.教学目标

1.Knowledge object:To master the words and point phrases.2.Ability object:To talk about how to make friends with others as well as developing their ability of speaking English.3.Emotion object:Inspire the students’ sense of getting on well with others and being friends with others.教学重难点

1.Master new words and point phrases.2.Improve students’ ability of communicating with others.3.Be able to summarize the main idea of this article.教学资源准备

1.A multimedia

2.A taper recorder

3.The blackboard 教学过程

Step 1 Lead-in

1.Play a game:Please describe one friend in class,then ask another one to guess.2.Show the students some questions and help them think of these questions.(1)Do you want to make new friends?(2)What should a good friend be like? Step 2 Fast reading Read the text quickly and decide whether the following statements are T or F.()(1)Friends don't play an important part in our lives.()(2)We may get on well with many people,but we make friends with only a few of them.()(3)“Best friends”or “close friends” aren’t people who have known each other for a long time.()(4)Close friends are those who can share joy and sorrow with you.()(5)A good friend is someone who will do anything for you.Step 3 Skimming Read the text again and help the students master the important points.Words:friendship,honest,rich,funny,freely,sorrow,welling,treasure ,yet.Phrases:play a part in,the number of/a number of,a few of,rely on,share with,lend a hand to,be willing to.Step 4 Listening Play the tape for the students to listen and practice pronunciation and tone.then summarize the meaning of each paragraph

Step 5 Conclusion Make a conclusion about “making friends”and describe the characteristic of their friends.1.Friends play an important part in our lives.2.Friendship is one of life’s greatest treasure.3.A friend in need is a friend indeed.Step 6 Homework 1.Read the passage again 2.Master the new words and useful language points 3.Writing:Talk about your friendship with others Step 7 Reflection after teaching Stimulating students’ interest with multimedia’s help.Encouraging students to be confident in speaking English and cultivating the students’ sense of cooperative learning in a group.I will improve my teaching methods and create a lively atmosphere in the classroom.Unit 9 cultivation

教学内容分析

The article talks about “food for thought”,in order to tell students that we should get on well with others.The emphasis of this period will be placed on speaking and reading.Make students talk about their problems when they get on with others.Help students to learn new words and phrases when canning the text.教学目标

1.Knowledge object:To master the words and point phrases.2.Ability object:To talk about how to get on well with others as well as developing their ability of speaking English.3.Emotion object:Inspire the students’ sense of getting on well with others and being kind to others.教学重难点

1.Master new words and point phrases.2.Improve students’ ability of communicating with others.3.Be able to summarize the main idea of this article.教学资源准备

1.A multimedia

2.A taper recorder

3.The blackboard 教学过程

Step1 Lead-in

Show the students some questions and help them think of these questions.(1)Do you often lose your temper?(2)Can you get on well with yow friends or classmates?(3)If you quarreled with your friends, how did you usually solve the problem？

Step 2 Discuss Show the students four pictures and have a free talk.Picture 1:What did they do ?(They fought with each other.)

Picture 2: What did the boy do?(He hammered the nail into the fence.)Picture 3: What did the boy do ?(The boy pulled the nail out of the fence.)Picture 4: What can you see on the fence ?(We can see many holes.The fence is not the same as before.)

Step 3 Fast reading Read the text quickly with the questions below: 1.Why did the boy hammer the nails into the fence?

2.Why did the boy pull the nails out of the fence? 3.Why did the boy’s father ask his son to do that? Finally each group presents their own opinions.Step4 Skimming Read the text again and help the students master the important points.fight, lose/keep one’s temper, the number of, a number of, not at all, be able to, by the hand, the same as/the same that, in anger.get on well with sb..Step5 Listening Play the tape for the students to listen and finish the exercises.then summarize their own opinions about “how to get on well with others”

Step6 Conclusion Make a conclusion about “food for thought”,and draw a conclusion according to the students’ answers.1.We should keep our temper.2.We should not say things in anger and hurt our friends.3.We should realize the importance of friendship.4.we should get on well with others.Step 7 Homework 1.Read the passage again 2.Master the new words and useful language points 3.Writing:your ideas about how to get on well with others.Step 8 Reflection after teaching Stimulating students’ interest with multimedia’s help.Encouraging students to be confident in speaking English and cultivating the students’ sense of cooperative learning in a group.I will improve my teaching methods and create a lively atmosphere in the classroom.Unit 1 Travel

教学内容分析

The article talks about the famous world wonder-“The Great Wall”.The emphasis of this period will be placed on speaking and reading.Make students pretend to be a guild and introduce the interest for us.Help students to learn new words and phrases when canning the text.Practice the ability of their reading comprehension.教学目标

1.Knowledge object:To master the words and point phrases.2.Ability object:Train the students’ ability of speaking and reading English.3.Emotion object:Through the study, we learned that the Great Wall is the wisdom of the Chinese people, to stimulate students' national pride.教学重难点

1.Master new words and phrases ,and put it into practice.2.Improve students’ ability of speaking and reading.3.Be able to summarize the main idea of the article.教学资源准备

1.A multimedia

2.A taper recorder

3.The blackboard 教学过程

Step 1 Lead-in

Show the students some questions and make students express their own views.(1)What do you know about the Great Wall?

(2)Have you ever been to the Great Wall?

Step 2 Presentation Show the students some pictures of the interests and give the name in English.the Great Wall,the First Pass Under Heaven(Shanhaiguan Pass),Jiayuguan Pass,the old dragon head Step 3 Fast reading Read the text quickly with the questions below: 1.Where is the Great Wall? 2.When was the Great Wall first built?

3.Who decided to have the walls linked and extended? 4.When was the Great Wall rebuilt? Finally each group presents their answer..Step4 Skimming Read the text again and help the students master the important points.rebuild, heaven, dragon, province, engineer, guide, period,be famous for,be located in, protect from , force to, pick up ,on business.Step5 Listening Play the tape for the students to listen and then summarize the meaning of each paragraph.Step 6 Role play Pretend to be a tour guild and then introduce the interests of The Great Wall or the interests in your hometown.Step 7 Sum up The use of Passive Voice: 1.一般现在时的被动语态.am / is / are + 动词的过去分词 2.一般过去式的被动语态: was / were + 动词的过去分词 3.现在进行时的被动语态: am / is / are + being + 动词的过去分词 4.过去进行时的被动语态: was / were + being + 动词的过去分词 5.一般将来时的被动语态:(1)will / shall + be + 动词的过去分词(2)am / is / are + going to be +动词的过去分词.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.7、现在完成时的被动语态:have / has + been + 动词的过去分词

8、过去完成时的被动语态:had + been + 动词的过去分词

9、含情态动词的被动式：can/may/must + be + done Step 8 Homework 1.Read the passage again 2.Master the new words and be able to use Passive Voice 3.Writing:Make a brief introduction of a interest.Step 9 Reflection after teaching Stimulating students’ interest with multimedia’s help.Encouraging students to be confident in speaking English and cultivating the students’ sense of cooperative learning in a group.I will improve my teaching methods and create a lively atmosphere in the classroom.Unit 2 shopping

教学内容分析

The article talks about “going shopping”.The emphasis of this period will be placed on speaking and reading.Help students to learn how to do shopping with speaking English and to learn new words and phrases when canning the text.Make students master the new words and be able to use The Infinitive.教学目标

1.Knowledge object:To master the words and point phrases.2.Ability object:Train the students’ ability of speaking and reading English.3.Emotion object:Through the study, we learned that it is a nice character to help others.教学重难点

1.Master new words and phrases ,and put it into practice.2.Improve students’ ability of speaking and reading.3.Grammar:The Infinitive 教学资源准备

1.A multimedia

2.A taper recorder

3.The blackboard 教学过程

Step 1 Lead-in

Show the students some questions and make students express their own views as well as making a discussion.(1)Where would you like to go shopping?(2)What do you usually buy when you do shopping?(3)If I want to buy a pair of shoes,what advice will you give to me?

Step 2: Presentation Show the students some pictures of the place that we usually do shopping,and give the name in English.store商店,店铺;department store 百货公司,商场;shopping plaza购物广场;grocery杂货店;green grocery蔬菜水果店;mall 商场,商业街;shopping center购物中心;supermarket超级市场

Step 3 Fast reading

Read the text quickly with the questions below:

1.Who is Mr Wallace?

2.What does Mr Wallace want to buy in Beijing?

3.What is the size of the blouse that his wife wears?

4.Why does the salesgirl think Mr Wallace is right to buy his wife a silk blouse?

5.What should Mr Wallace tell his wife about the silk blouse? Finally each group presents their answer.Step4 Skimming Read the text again and help the students master the important points.Go shopping/do shopping,be in style,Extra large,Prefer doing to doing,In total,be worried about Step5 Listening Play the tape for the students to listen and then summarize the meaning of each paragraph.Step 6 Role play Pretend to be a buyer and a seller in pairs,and make dialogues in English.Step 7 Sum up The use of The Infinitive: 1.动词不定式用作主语 2.动词不定式用作表语 3.动词不定式用作宾语

4.动词不定式作宾语补足语

5.动词不定式用作定语

6.动词不定式用作状语 Step 8 Homework 1.Read the passage again 2.Master the new words and be able to use The Infinitive.3.Translating(1)我想在离开北京之前买一些东西.(2)学好英语是很重要的.(It is„)(3)他是第一个发现这个秘密的人.(4)那个男孩被迫再擦一遍窗户.(5)他有很多工作要做.(6)我发现学好英语不难.Step 9 Reflection after teaching Stimulating students’ interest with multimedia’s help.Encouraging students to be confident in speaking English and cultivating the students’ sense of cooperative learning in a group.I will improve my teaching methods and create a lively atmosphere in the classroom.Unit 8 The business world

教学内容分析

The article talks about “Iced tea”.The emphasis of this period will be placed on speaking and reading.Help students to speak English confidently.and to learn new words and phrases when canning the text.Practice the ability of their reading comprehension.教学目标

1.Knowledge object:To master the words and point phrases.2.Ability object:Train the students’ ability of speaking and reading English.3.Emotion object:Inspire the students’ sense of service and professionalism.教学重难点

1.Master new words and phrases ,and put it into practice.2.Improve students’ ability of speaking and reading.3.Grammar:The-ing form of verb 教学资源准备

1.A multimedia

2.A taper recorder

3.The blackboard 教学过程

Step1 Lead-in

Show the students some questions and make students express their own views as well as making a discussion.(1)What kind of drinks would you like?(2)Do you know Iced Tea?

Step 2: Presentation

Show the students some pictures of the drinks and ask students to give the name in English.milk牛奶,mineral water矿泉水,hot chocolate 加巧克力的热饮料,soft drinks软饮料（果汁，汽水等）,hard drinks烈性酒,alcohol酒精,含酒精饮料;beer啤酒,red wine红葡萄酒，yellow wine黄酒，whisky威士忌，brandy白兰地

Step 3 Fast reading Read the text quickly and answer the questions below: 1.Who introduced iced tea in our life?

2.What did he give away first?

3.What did it become popular?

Step4 Skimming Read the text again and help the students master the important points.It takes„ to do„,deal with,offer sb.sth.,give away.so„ that,be interested in Step5 Listening Play the tape for the students to listen and then summarize the meaning of each paragraph.Step 6 Roll play Pretend to be a waiter and a customer in pairs,and make dialogues in English.Step 7 Sum up The-ing Form of verb: 1.作主语 2.作宾语

（1）作及物动词的宾语

（2）动词的-ing形式作介词宾语，所构成的介词短语在句中作定语或状语.3.作表语

Step 8 Homework 1.Read the passage again 2.Master the new words and be able to use The-ing form of verb.Step 9 Reflection after teaching Stimulating students’ interest with multimedia’s help.Encouraging students to be confident in speaking English and cultivating the students’ sense of cooperative learning in a group.I will improve my teaching methods and create a lively atmosphere in the classroom.Unit1 Social Communication 教学内容分析

The article talks about “Etiquette in Language Communication”

which is the core of this unit.It offers interesting reading materials, grammatical structures, hot words and useful expressions.Meanwhile, it broadens the students’ view of culture.The emphasis of this period will be placed on speaking and reading.Help students to learn how to be polite and to learn new words and phrases when canning the text.Practice the ability of their reading comprehension.教学目标

1.Knowledge object:To master the words and point phrases.2.Ability object:Train the students’ ability of speaking and reading English.3.Emotion object:To know some of the etiquette in language communication and to be a person with good manner.教学重难点

1.Master new words and phrases ,and put it into practice.2.Improve students’ ability of speaking and reading.3.Put the knowledge of etiquette in language communication into reality.教学资源准备

1.A multimedia

2.A taper recorder

3.The blackboard 教学过程

Step1 Lead-in

Show the students some questions and make students express their own views as well as making a discussion.(1)What will you do If you see an old man beside you on the bus?(2)Is it right to interrupt others when they are talking?(3)What should you do to make you have good manner?

Step 2 Presentation Show the students some pictures with bad manners.Then ask the question: “What are wrong manners?”

Step 3 Fast reading Read the text quickly and show the pictures again.Then ask the question: “What we should say/do here?”

Step4 Skimming Read the text again and help the students master the important points.be tolerant of/towards ,have some/no trouble(in)doing sth.,be annoyed with sb., pretend(not)to do sth.,Switch to,now that.Step5 Listening

Play the tape for the students to listen.Step 6 Roll play Pretend to meet a good friend and make dialogues with him/her in English.Step 7 Sum up

Step 8 Homework 1.Read the passage again 2.Master the new words and phrases.3.make a sentence with each of the key words and expressions.Step 9 Reflection after teaching Stimulating students’ interest with multimedia’s help.Encouraging students to be confident in speaking English and cultivating the students’ sense of cooperative learning in a group.I will improve my teaching methods and create a lively atmosphere in the classroom.Unit6 Chinese heritage 教学内容分析

The article talks about “Beijing opera” which is the core of this unit.By studying this text,students can improve their reading ability, learn more about the traditional Beijing opera.Meanwhile,they may develop their interests in the traditional Chinese art form.教学目标

1.Knowledge object:To master the words and point phrases.2.Ability object:Train the students’ ability of speaking and reading English.3.Emotion object:Help Students to develop their love for our traditional culture.教学重难点

1.Master new words and phrases ,and put it into practice.2.Improve students’ ability of speaking and reading.3.How to motivate the Students’ interest in Beijing Opera.教学资源准备

1.A multimedia

2.A taper recorder

3.The blackboard 教学过程

Step1 Lead-in

Show the students some questions and make students express their own views as well as making a discussion.(1)Do you like to watch Beijing Opera?

(2)Do you know anything about the history of Beijing Opera?

(3)How much do you know about the Chinese culture?

Step 2 Presentation 1.Show the students some pictures of painted faces,and make students think of what personality the painted faces represent?

2.Show the students some pictures of famous performer.(梅兰芳，尚小云，谭鑫培）

Step 3 Fast reading Read the text quickly and answer the questions below:

(1).Why did the four opera groups from Anhui come to Beijing?

(2).What does Sheng mean in Beijing Opera？

(3).What are the main types of roles in Beijing Opera?

(4).What function does the painted face play in Beijing Opera?

Step4 Skimming Read the text again and help the students master the important points.painted face脸谱,costume戏服,instrument乐器,performer演出者,symbolic象征性的，originate in起源于，in common with和 „一样,date back to追溯到,be characterized by以„„为特征，be divided into被分成Step5 Listening

Play the tape for the students to listen and make students to summarize the main idea of each paragraph.Step 6 Roll play Pretend to introduce Beijing Opera to a foreign friend and make dialogues with him/her in English.Step 7 Sum up Beijing opera is a traditional treasure of our country.Though it is difficult to perform, we can enjoy it if it is reformed.Step 8 Homework 1.Read the passage again 2.Master the new words and phrases.3.make a sentence with each of the key words and expressions.Step 9 Reflection after teaching Stimulating students’ interest with multimedia’s help.Encouraging students to be confident in speaking English and cultivating the students’ sense of cooperative learning in a group.I will improve my teaching methods and create a lively atmosphere in the classroom.

第四篇：中职英语(基础模块)教案unit2

英语（基础模块）教案

Unit2 Ready for Your Campus Life

一、教学目标 1.谈论人名。2.谈论来自何处。3.介绍自己所在班级。

4.掌握“主—系—表”结构和“there be”句型。5.掌握代词和介词的基本用法。6.学会如何发前元音［i:］与［i］

二、教学向导 语言功能

·介绍自己的个人信息 ·谈论来自何处

语 言 目 标

能用下列交际用语进行简短对话： What is his name? His name is….Where is he from? He is from….语言结构

“主—系—表”结构和“There be”句型

重点词汇

ready, campus, beautiful, search, important, practice, adapt, concern, repair, Russia, America, Britain, handsome

三、课文讲解

（一）Warm-up 1.老师首先用英语向全班学生作自我介绍，并提出新学习阶段的英语学习要求。例如： Hello, everyone.My name is….I’m your English teacher this year.Let’s do our best together to improve our Learning of English.Now at the beginning of this term, I would like to advise you to plan your time carefully.Be sure to have enough time to recite the new words and useful expression, to listen to enough English tapes, to read many English articles, to do oral practice as much as possible and to finish your homework on time.Second, I advise you to make good use of your time in class.Listening carefully in class really means less work later.Taking notes will help to remind you what the teacher said.Another important suggestion is that you should develop a good attitude towards your English reading, listening, speaking and writing.Don’t be afraid of making mistakes when you are speaking English.Just try your best to say what you want in English every time.I’ll do my best to help you and I hope everyone will get a great progress in the shortest possible time….此外，还可以设计一些常用口令、手势、规定一些纪律，以便在以后的教学中，形成良好的习惯，达成默契。

2.Warm-up 部分应在10分钟内完成。

3.Warm-up 部分的练习可以鼓励学生在课前独立完成，然后在课上检查，也可以在课上引导学生集体做。

4.除了将卡片上的信息补充完整外，教师还可根据具体情况，补充一些简单的问题。如： What’s your English name? Where are you from?

Which school were you at before you came here? 5.有奖励机制。例如：赏识性语言。无论回答情况怎样均应给予鼓励，建立说英语的自信心。6.最好能在开课前布置并引导和鼓励学生预先自学、预习并记忆本单元的生词和短语，在Warm-up中涉及一些。

（二）Listening and Speaking以及Reading and Writing--边讲边练习学会介绍自己及自己的班级。

（三）Grammar 例如：

再举例让学生自己划分。复习“be”动词的用法。“我用am,你用are, is跟着他/她/它。单数is，复数are。”

语法：按照本单元中Grammar的内容，举例讲解“主—系—表”结构和“there be”句型的用法。以及常用代词和介词的用法。例如：I am a teacher.I am not a doctor.Are you a student? 回答应是 肯定：Yes, I am.否定：No, I am not或No, I’m not There is a picture on the wall.墙上有一幅画。

There are seven days in a week.一个星期有七天。

Is there a map on the wall? 回答应是 肯定：Yes, there is.否定：No, there isn’t.口头完成语用练习。

Unit2 This is My Family Picture

一、教学目标

1.谈论家庭成员的姓名和关系 2.学会介绍他人应注意的问题 3.掌握冠词和名词的基本用法 4.学会如发前元音［e］与［æ］

二、教学向导 语言功能

·介绍自己的家庭成员 ·打电话常用语

语 言 目 标

能用下列交际用语进行简短对话： This…, …

Hello, … Nice to meet you.Nice to meet you, too.Morning, this is… speaking.May I speak to…? Hold on, please.He is hot available right now.语言结构

one...the other one 的用法

重点词汇

introduce, daughter, husband, wife, children, China, Japan, real, parent

三、课文讲解

（一）Warm-up 1.课前布置或在课上引导学生根据图片的内容，在相应的横线上填上相应的词。2.课上进行提问,有赏识性语言。

（二）Listening and Speaking以及Reading and Writing--边讲边练习介绍自己的家庭成员

语言运用要求：理解和正确朗读课文“FATHER”，完成课后练习中规定的任务。复习：举例复习人称代词的用法： She does not study hard.They are from China.语法：根据本单元Grammar的内容讲解冠词和名词的用法。He is a student.An English teacher teaches the students how to learn English.I bought an English-Chinese dictionary this moring.The dictionary is very good.I want to play the violin.There are some maps on the wall These babies are very lovely.注意：

1.定冠词“the”的用法，要求学生牢记。2.可数名词由单数变成复数的规则。3.前元音［e］与［æ］的读法。Unit3 Every Day

一、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]

二、教学向导 语言功能

掌握询问别人在什么时间做什么事情的基本会话

语言目标

能用下列交际用语进行简短对话： When does she go to the supermarket? She goes to the supermakert every Saturday.When do you go to the supermarket? I go to the supermarket every….语言结构

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。用when来提问的疑问句

重点词汇 check, make, supermarket, famous, popular, support

三、教学建议

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。Have you had your lunch? 你吃过午饭了吗？(意思是说你现在不饿吗？)Yes，I have.是的，我已经吃过了。(意思是说已经吃饱了，不想再吃了。)When did you have it? 你是什么时候吃的？(关心的是吃的动作发生在何时。)I had it about ten minutes ago.我是大约十分钟以前吃的。

used to do something 表示过去常做而现在已经停止了的习惯动作。I used to work fourteen hours a day.我过去常常一天干十四个小时。一般过去时的基本用法：

1.带有确定的过去时间状语时，要用过去时

如：yesterday(昨天)、two days ago„(两天前„„)、last year„(去年„)、the other day(前几天)、once upon a time(过去曾经)、just now(刚才)、in the old days(过去的日子里)、before liberation(解放前„)、When I was 8 years old(当我八岁时„)Did you have a party the other day？前几天，你们开了晚会了吗？ Lei Feng was a good soldier.雷锋是个好战士。

※注意：在谈到已死去的人的情况时，多用过去时。2.表示过去连续发生的动作时，要用过去时

这种情况下，往往没有表示过去的时间状语，而通过上下文来表示。The boy opened his eyes for a moment, looked at the captain, and then died.那男孩把眼睛张开了一会儿，看看船长，然后就去世了。

3.表示过去一段时间内经常或反复的动作常与always，never等连用。Mrs.Peter always carried an umbrella.彼得太太过去老是带着一把伞。(只是说明她过去的动作，不表明她现在是否常带着伞。)Mrs.Peter always carries an umbrella.彼得太太老是带着伞。(说明这是她的习惯，表明她现在仍然还习惯总带着一把伞)I never drank wine.我以前从不喝酒。(不涉及到现在，不说明现在是否喝酒)4.如果强调已经终止的习惯时要用used to do He used to drink.他过去喝酒。(意味着他现在不喝酒了。喝酒这个动作终止了)I used to take a walk in the morning.我过去是在早晨散步。(意味着现在不在早晨散步了)I took a walk in the morning.我曾经在早晨散过步。(只是说明过去这一动作)5.有些句子，虽然没有表示过去确定时间的状语，但实际上是指过去发生的动作或存在的状态的话，也要用过去时，这一点，我们中国学生往往出错，要特别注意！I didn’t know you were in Paris.我不知道你在巴黎。(因为在说话时，我已经知道你在巴黎了。这句话指的是说话之前，所以只能用过去时表示。实际上，这句话暗指：But now I know you are here.)I thought you were ill.我以为你病了呢。

(这句话应是在说话之前，我以为你病了。但是现在我知道你没病)辨别正误：

Li Ming studied English this morning 把此句变为一般疑问句(×)1.Did Li Ming studied English this morning？(动词应该用原形)(×)2.Does Li ming Study English this morning？(时态应该用原句子的时态)(×)3.Was Li Ming studied English this morning？(应该用一般动词，而不是be动词)(√)4.Did Li Ming study Enghish this morning？一般过去时的句子的谓语形式有： 肯定① be 分为was,were② v+ed 否定① was/were not ②didn’t+v 疑问① was/were+主②did+主+v 一般将来时和现在进行时初中已经有所涉及，教师可以根据书上的内容做简单复习。Unit4 Would You Like to Go Shopping with Me?

一、教学目标

1.谈论服装(颜色、尺寸、喜欢和不喜欢)2.谈论要求服务或向别人提供服务。3.掌握金钱数额的表达方法。4.掌握形容词和副词的三个等级 5.掌握元音的正确发音方法

二、教学向导 语言功能

谈论服装(颜色、尺寸喜欢和不喜欢)掌握金钱数额的表达方法 购物时的简单对话

语言目标

能用下列交际用语进行简短对话 Do you want a jacket? Yes，I do.Do you want a white jacket? No,I don’t.I want a blue one Here is a nice blue jacket

语言结构

形容词和副词的三种形式

重点词汇

enough, money, want, enjoy, change, different, opinion, towards, allow, without, other, service

三、教学重点

学会简单的购物交际用语

四、教学建议

角色扮演(ROLE PLAY)1.教师可根据初中学过的知识丰富谈话的内容，例如 A: May I help you? B: Yes, please.These shoes are too small A: Oh，I’m sorry.Do you have the receipt? B: No，I’m sorry.It’s at home A: I need a shirt, please B: Ok.What size? A: Small.And do you have this jacket in medium? B: Yes, I think so 2.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。3.学生成对活动，轮流作SpeakerA和SpeakerB。

4.教师巡视全班，聆听学生对话，并解答学生提出的问题。5.挑出几个学生在班上表演。

6.此外还可以通过做游戏来训练学习的口语表达能力，例如;让学生以小组为单位或全班一起做一次连锁游戏，在这个游戏中每一个学生必须在I’m looking for 这个句子后添加内容，例如：教师说：“I’m looking for a green shirt”这个穿绿体恤的学生就来说“I’m looking for„”以此类推。或者是教师在黑板上图表中的NAME下画一个问号，描述班级内一个同学的服装。把它写在CLOTHING下面，让全班的同学猜一猜他是谁。7.总结学生的表现，必要时纠正学生中带普遍性的错误。语法：按照本单元中GRAMMER的内容讲解形容词和副词的三种形式的用法。此外还可以参照以下内容进行更细致的讲解。

1.very，so，quite，too，as 后只能用原级。2.没有比较用原级。

3.as原级as“和„一样„” The tree is as

as that building John runs as

as Tom 4.not so/ as 原级 as“和„不一样„，„不如„” He doesn’t have as many books as I have.5.比较级是两者进行比较，句中常出现 than(比)„, „or„(2者选择)6.比较级前常用的修饰语：

a little/a bit(一点)，much/a lot(非常), even /far/any等词语表示程度。例如: ① She is a little taller than I(me)② Who is much more careful，Ann or Elisa? 7.最高级前常用的修饰语：the 8.the+最高级+ of/in(三者及以上范围的)„ My mother is the busiest in my family.9.the + 序数词 + 最高级 + 名词 + in/of The Yellow River is the second longest river in China.10.one of the + 最高级 + 名词复数 + in/of Shenzhen is one of the biggest cities in China.11.This is the+最高级+名词(that)I meet/know/„ This is the most beautiful city that I have ever visited 注意：

(1)the+比较级+ of the two “两个中比较„的这一个”

Lucy is the

(高)of the twin sisters.My hat is the

(漂亮)of the two.(2)比较级and比较级相同表示“越来越„” It is getting

and

.Our country is becoming

and

.(3)The 比较级„，the 比较级„“越„越„” The

the

.The

he is, the

he feels.(4)„数量 + 比较级 than „

My father is three years older than my mother 使用形容词和副词比较级和最高级应注意事项

1.形容词的最高级前必须有the，而副词的最高级前the可以省略。2.在进行比较时，必须是同类事物相比较。① His ruler is longer than I.(×)② His ruler is longer than mine(√)3.以不发音的e结尾时加-r/-st.eg.: fine—finer—finest 4.重读闭音节结尾的词,如末尾是一个辅音字母,双写这个辅音字母,再加-er/-est.eg.: big→bigger→biggest 5.不规则adj的比较级与最高级如下: 原级

比较级 最高级

good/well

better best

bad/badly

worse

worst

many/much

more

most

old

older/elder

oldest/eldest

far

farther/further

farthest/further

little less least

注：older 一般比年龄，新旧；

elder指长幼关系(一般修饰名词);elder brother/sister farther指距离更远；

further指抽像的.I want to study English further.练习：

用形容词的正确形式填空

1.Which do you like

best

(well)，apples，pears or bananas? 2.I think this story is

more interesting(interesting)than that one.3.In the morning he is early(early).His father is earlier(early)than he.His mother is the earliest(early)of the three.4.The Yellow River is the second longest(long)river in China.5.He thinks his corn is

the most delicious(delicious)of all the food.6.I feel math is more difficult(difficult)than Chinese.句型转换

1.Tom is tall.Jim is short.(比较级合并)Tom is

taller than

Jim.2.My hair is long.Mary’s hair is longer.(合并成一句)Mary’s hair

is longer

than mine.3.Pedro is thinner than Sam.(改为同义句)Sam is fatter/heavier

than

Pedro.4.My sister is better at study than me.She is clever.(改为同义句)My sister is more intellectual(聪明的)than me at study 5.Peter is funny.Paul is funny, too.(合并成一句)Peter is as funny as Paul.

第五篇：中职英语基础模块教案2

Unit two My family(The 3 period--reading)

教学目标:

1、掌握重要单词

family both kind always housework enjoy live together stand hardworking interesting popular right wear cool pretty left full

2、重要短语的识记与运用

be kind to be full of be popular with

on the right on the left enjoy doing

rd教学重点: 学习并掌握文章中的重要短语及句型

教学难点: 文中精彩句子的熟练运用

教学方法: 讨论法、练习法

教学过程:

一、复习检查（听写、小组互查）本单元重要单词。

family both kind always housework enjoy live together stand hardworking interesting popular right wear cool pretty left full 重要短语的识记与运用

be kind to be full of be popular with

on the right on the left enjoy doing

二、出示目标，自主学习

互相讨论，找出文章中重要短语、句型

1、重要短语

be kind to be full of be popular with

on the right on the left enjoy doing

2、重要句型

They are very kind to all of us.They always help us do a lot of housework.My parents and I enjoy living together with my grandparents.④she looks youny for her age!⑤she is popular with her students!⑥He is dreaming to be a doctor.⑦My family is full of love and warmth.三、知识点导学

1、They are very kind to all of us.他们对我们大家都很亲切。

知识点：be kind to “对...亲切，和蔼”

2、They always help us do a lot of housework.他们总是帮我们做很多家务。知识点：help...do...“帮助...做” 拓展：cann't help do 不能帮着做 Cann't help doing 禁不住做某事

3、My parents and I enjoy living together with my grandparents.我的父母和我很高兴和爷爷、奶奶住在一起。

知识点：enjoy doing（喜欢做）= like to dodoing be fond of doing feel like doing

4、she is popular with her students!她深受学生们的欢迎。

知识点：be popular with

5、On the right of my father stands a handsome young man,tall and thin.在我父亲的身边站着一个身材瘦高的年轻人。知识点：on the right of „“在„„的右边” On the right “在右边” on the left“在左边”

6、My family is full of love and warmth.我的家充满了爱和温暖。知识点： be full of “充满„„”=be filled with Eg.I find my life is full of happiness.I find my life is_____ ______ happiness.四、课内检测 翻译：

1、老师对我们大家都很亲切。

2、让我帮你做。

3、我喜欢听音乐。

4、我每天和我妹妹一起上学。

5、这位歌手受到年轻人的欢迎。

6、我坐在他右边。

7、她热泪盈眶。

五、课后反思