资源简介

Book 1 Unit 1 Glad to meet you!
第一课时 Lead in + Listening and speaking
（一）教材分析
1．教学内容
本课时系《英语基础教程 1》第一单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：了解常见的问候方式，听懂并掌握交流个人信息的相关词汇和句型。
2．教学重点、难点
⑴教学重点
听懂并掌握交流个人信息的词汇、句型；
主要见面问候方式的英语表达；
⑵教学难点
交流个人信息的词汇、句型
（二）教学目标
知识目标
识记并掌握关于问候方式的基本短语，如：
kiss on the cheeks，shake hands，say hello to the guest，
make a respectful bow，hug each other
⑵ 识记并掌握提供或询问个人信息时所使用的句型，如：
1) About greeting:
Nice to meet you.
Glad to meet you.
2) About personal information:
I’d like to introduce myself.
Where do you come from
Where are you from
Which company are you from
What do you do
I come from …
I’m a student from a vocational school.
能力目标
学生能听懂关于问候方式的短语。
（2） 学生能灵活运用关于交流个人信息的关键句型。
情感目标
在师生间、生生间建立融洽的关系，学生能逐步了解英语在跨国交流中的桥梁作用。
学生能理解在问候和其他生活场景中学会“入乡随俗”的重要性。
（三）教学步骤
Step One Lead-in
1. The teacher greets the students and tries to know more about them:
Good morning. Nice to meet you. I’m your new English teacher.
May I have your name, please Which school are you from
教师和学生之间交流时可配合握手等身体语言。
（设计意图:教师熟悉班集体，鼓励学生大胆发言，在自然交流中导入本单元重点。）
2. Activity 1 Match and think.
（1）Brainstorm：How do people greet each other in foreign countries
Possible answers: shake hands, bow to each other, kiss, hug…
(The teacher collects different answers on the blackboard)
（设计意图:头脑风暴，团队竞赛。师生可以快速搜集多种问候方式，并让全体同学尽快掌握，进入新单元学习。）
(2) Match the phrases with the pictures. And the students read the phrases after the teacher.
kiss on the cheeks，shake hands，say hello to the guest，
make a respectful bow，hug each other
(3) List the countries on the blackboard.
How do the Japanese/American/Chinese people greet each other
（设计意图:熟悉主要的问候方式，为听说练习做准备。）
Step Two Listening and speaking
1. Activity 2. Listen and circle.
Listen to the dialogue and circle the two countries from the list on the blackboard. The teacher tells the students their listening task before listening, sharing one of the listening skills.
(We always read the questions before listening in order to make sure what we should pay attention while listening.)
(设计意图：对对话形成初步印象，了解对话的主题。)
2. Activity 3. Listen and choose.
Listen to the dialogue again. Before listening, the teacher asks the students to read the three comprehensive questions and tells the students we should pay more attention to the key words and phrases according to the questions.
(设计意图：再听对话，利用听力前时间阅读听力问题，同时通过第二遍听力，明确对话内容。)
3. Activity 4. Listen and fill.
The teacher encourages the students to fill in the blanks. Then the students listen to the dialogue for the third time.
(设计意图：第三遍听力之前，鼓励学生尝试填写空格上缺失的单词，之后再播放听力资料，训练学生带着问题去听懂对话细节的技巧。必要时可以在每一句听力朗读后予以暂停便于学生填写单词。)
4. Activity 5. Listen and repeat
Encourage the students to read the dialogue in groups/pairs.
（设计意图：让学生在跟读录音前尝试分组或搭档朗读对话，在本环节，教师可适当忽视学生发音错误，以鼓励为主，同时可以发掘班级中在英语学习中的优生及学困生。）
(2) Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether（or in groups） by themselves.
（设计意图: 通过逐句跟读、集体朗读、分组朗读，训练学生正确的语音语调，培养学生模仿英美原音语音语调的学习习惯。）
(3)T: Wang Feng talks about custom with his new friend. Which topics will you choose to chat with a foreign friend
Where do you come from
What do you do
It’s a nice day.
The teacher leads students to conclude: Do in Rome as the Romans do.
(设计意图：引导学生总结适合与外宾的交流的话题，总结入乡随俗的基本原则，帮助学生感受文化差异。)
5. Activity 6. Practice and act.
Have students make conversation with their partners according to these sentence patterns. The teacher will give an example if it’s necessary. Then ask some pairs to demonstrate their performances (greet each other and ask for personal information)
（设计意图：学生操练本单元重点句型，教师予以适当的纠正，鼓励学生在基本句型上进行拓展和自由发挥，既操练了英语，锻炼了学生的胆量，也增进了解。）
Step Three Production
1. Think of ten ways of greetings.
Hi.
Hello.
How’s it going
How do you do
How are things
How are you
Haven’t seen you for ages.
Great to see you again.
Nice to meet you.
Good morning./ Good afternoon./ Good evening.
（设计意图: 通过小组竞赛的方式，集思广益让学生罗列10条问候语，并请学生当堂记忆。 明确数量，可以帮助学生记忆。）
2. T: What else would you like to know about your classmates Ask your classmates some questions and get to know your classmates.
e.g. What is your favorite animal
What is your favorite city in China
What is your favorite color
What is your favorite day of the week Why
What is your favorite drink
What is your favorite vegetable
What's your favorite word in English Why do you like it
Who is your favorite actor
Who is your favorite actress
Who is your favorite athlete
Who is your favorite singer
What is your best friend's name
Who is your favorite teacher Why
What is your favorite subject in school
（设计意图:利用调查、询问的方式来获取同学信息，问题的设置迎合学生的口味，促使活动顺利开展；请学生当堂汇报采访结果，训练学生的口语和听力以及语言组织能力。课后要求学生以提纲形式介绍班上一位同学，并在班级英语角展出。该环节的设计也是为了下次课听说环节中自我介绍的学习做铺垫。）
T: We’ve learned 5 different greeting ways. Do you know more greeting ways Would you like to show these greeting ways with your classmates
(设计意图：小结世界各地的问候礼仪，鼓励学生上台表演，师生可共同评出最具舞台表现力的学生，让学生感受到英语课堂的趣味性。)
Step Four Summary
Make a short summary of what we’ve learned today.
Key phrases： kiss on the cheeks，shake hands，say hello to the guest，
make a respectful bow，hug each other
Useful sentence patterns about greetings and personal information.
Glad to meet you.
Where are you from
I’d like to introduce myself.
Where do you come from
What do you do
I come from …
（设计意图:对本课时所学集体进行梳理，让学生明确学习重点，方便学生补充笔记。）
Step Five Homework
1. Practice the dialogue with your classmate after class.
2. Make a similar dialogue in pairs, talking about personal information.
3. Make an introduction of yourself.
4. Complete the parts “Language application” and “Complete the dialogue” in the workbook .
（四）板书设计
Unit 1. Glad to meet you!
Ways of greeting kiss on the cheeksshake handssay hello to the guestmake a respectful bowhug each other I’d like to introduce myself.I’m a student from a vocational school.Where are you from Where do you come from What do you do
Do in Rome as the Romans do.
5 / 5Unit 1 Glad to meet you!
（第二课时 教学设计）
一、教材分析
1．教学内容
本课时系《英语基础教程 1》第一单元的第二课时，教学内容为Reading and writing部分，具体内容为：通过阅读自我介绍的短文，学习在段落中提取信息；了解并读懂名片上的项目，制作个人名片或信息卡。
2．教学重点、难点
⑴教学重点
从阅读中获取信息；名片栏目名称，名片设计。
⑵教学难点
名片/个人信息卡的设计和制作
二、教学目标
知识目标
掌握自我介绍及名片中的词汇，如：
e-mail address, job, age, address, telephone number, full name,
tourism service, international, company, salary
⑵ 能读懂并使用进行自我介绍的相关句型，如：
My full name is …
I study in … vocational school.
My favorite subject is …, because …
I major in …
My dream job is …
You may call me at …
My e-mail address is ….
(3) 辨识名片的各组成部分;
能力目标
(1)学生能掌握有关个人信息、制作个人名片相关的主题词汇；
(2)学生能读懂他人的个人介绍中的相关信息，通过设计个性化的个人名片进行自己的个人介绍，并在班级中设立英语展示角进行展示；
情感目标
对自己的未来进行展望和畅想，从而明确奋斗方向。
三、教学步骤
Step One Lead-in
The teacher asks some pairs to greet each other according to the phrases (shake hands, make a respectful bow, kiss on the cheeks, etc).Other students are asked to guess these phrases.
(设计意图：复习旧知，激发学习兴趣。)
The teacher greets each student with the sentence patterns learned in lesson 1
e.g. Good morning. Nice to meet you. Would you please introduce yourself May I have your name, please Which school are you from What do you do
（设计意图:该环节既是复习第一课时已学过的内容，也是引导学生顺利进入本次课自我介绍读写部分的学习，同时让师生进一步彼此熟悉。）
Step Two Presentation
Brainstorm
T: Let’s conclude the factors about talking something about ourselves. What should be included in a self- introduction
(Possible answers: name, job, address, telephone number, e-mail address, age, hobby, etc)
（设计意图: 通过头脑风暴，我们可以快速搜集和归纳自我介绍的基本内容，并让全体同学尽快掌握。该环节可以通过小组竞赛的形式开展，利于培养学生的团队责任感。）
Activity 7. Read and match.
After finishing the matching task, the teacher plays the recording of the Activity 8 and asks the students to circle the factors they can hear in the listening materials.
（设计意图： 不仅学习和突出本次课的重点词汇，而且训练学生在听力资料中寻找诸如age、telephone number等关键信息。）
Step Three Reading
1.Activity 8. Read and complete.
(1)Read the article as quickly as possible. Try to answer the two comprehension questions.
* What’s the name of the boy
* What does he do
(2)Read the article again. Please fill out the blanks in the personal information sheet.
(3) If you can find out more information about Wang Xiaohu, please write it down.
e.g. He studies in Chengdu Hope Vocational School.
His favorite subject is English.
His dream job is an English tour guide.
（设计意图:通过由易到难的阅读任务，帮助学生分三个步骤熟悉文段、了解主人公，明确根据阅读任务来确定阅读方式的基本技巧；总结自我介绍包括的主要要素，也可鼓励学生进行个性化的自我介绍。）
Step Four Writing
1.Activity 9 Imagine and write.
T: Each one of us has his own duty and dream. Wang Xiaohu wants to be an English tour guide. What about you What are your career plans What will you be after 10 years
(设计意图：就个人的理想畅所欲言，让学生设想自己今后会创建或就职的公司名称、将从事的职业，展望10年后自己和同学的情况，教师加以适时引导：未来很美好，奋斗之路就在脚下。)
2.Activity 10. Look and make.
Which of them may be included in a name card
a. telephone number
b. name
c. age
d. address
e. e-mail address
f. job
g. hobby
h. favorite star
i. best friend
（设计意图: 了解名片设计要素。）
Show some name cards to the whole class.
(设计意图：教师事先收集一些中英文名片，请学生描述名片中的信息，使任务真实可信，教学形象直观，还为学生自制名片提供了范本。假如教师能搜集到尽可能多的与学生所学专业相关的人员的名片或毕业校友的名片则效果更佳，帮助学生再次明确名片所包括的要素。)
Let students imagine a future name card.
T: Can you design a name card for yourself in the future
（设计意图:让同学们树立就业意识，了解学生的就业倾向，学习职业的英语表达;可以布置课后作业，并在教室英语角展示学生设计的名片，评选出十佳名片。）
3. Ask some students to design their name cards on the blackboard. Make some comments.
（设计意图:上台展示即可以锻炼当事者的胆量，也可以让学生的注意力更集中，还方便教师形象评价学生设计的名片。）
Step Five Summary
Make a short summary of what we’ve learned today.
In a self-introduction
name, age, job, school life, major, dream, telephone number, QQ number,
hobby, family, etc
In a name card
name, company, address, telephone number, job, e-mail address,
（设计意图：对本课时所学进行小结，让学生明确本节课学习目标。）
Step Six Homework
1.Copy and recite the words: name, company, address, telephone number, job, e-mail address…
2.Design a special name card for yourself.
3.Collect as many name cards as possible.
4. Complete the part “Reading” in the workbook
四、板书设计
Unit 1 Reading and writing
Self-introductionname, age, job, school life, major, dream, telephone number, QQ number,hobby, family, etc Name cardname, company, address, telephone number, job, e-mail address,
If you are doing your best, you will not have to worry about failure.
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4 / 4Unit 1 Glad to meet you!
（第三课时 教学设计）
一、教材分析
1．教学内容
本课时系《英语基础教程 1》第一单元的第三课时，教学内容是Language in use中的Grammar focus部分，具体内容为：be动词的一般现在时用法。教材上内容并不多，需要教师根据学情予以适当的补充。
2．教学重点、难点
⑴教学重点
be动词的一般现在时用法
⑵教学难点
对be动词一般现在时的三种变化（am, is, are）及否定用法的灵活使用
二、教学目标
1. 知识目标
（1）掌握be动词的一般现在时有is，am，are三种形式；
（2）掌握be 动词的一般现在时的否定形式；
2. 能力目标
1 学生能根据句子中不同的人称、数和时态，对be动词进行正确的变化；
3.情感目标
引导学生克服对英语学习的畏难情绪，尝试挑战，不怕失败。
三、教学步骤
Step One Lead-in
1. Have a comment on the name cards of students. Pass the cards around the class.
（设计意图:教师及时对上次课后要求完成的名片作业作出评价，引导学生从名片要素、版面、色彩等方面对作业进行评价，师生共同评选十佳名片，对优秀作业的集体肯定可以促使学生更积极主动地做作业。）
2. Ask the students to present and talk about the name cards they have collected in groups. Use the following sentence patterns.
His/Her name is …
He/She is from …
He/She is a …
His/Her telephone number is …
（设计意图:读懂名片信息，在复习旧知识的同时，引入到本次课学习内容——动词be的is形式的用法。）
Step Two Grammar focus
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 wants to score this game or not, and how.
e.g. I am yellow.
I have a thick skin that you peel off before you can eat me.
I am white inside.
I am sweet.
What am I
Answer: BANANA
（设计意图:复习词汇，掌握动词be的am形式的用法。猜谜语是学生感兴趣的游戏之一，可以让学生快速集中注意力，主动参与学习。）
2. Grammar focus
(1) The students read the six sentences in Grammar focus together. The teacher helps the students to have a general idea of the usage of verb “be”.
(2) The teacher offers the following rhyme to help the students master the usage of be in a better and easy way. Several students are asked to explain the rhyme to other students if they can.
英语语法学习顺口溜 be 的用法口诀
我用am，你用are，is连着他，她，它；
单数名词用is，复数名词全用are。
变疑问，往前提，句末问号莫丢弃。
变否定，更容易，be后not莫忘记。
疑问否定任你变，句首大写莫迟疑。
（设计意图:让学生对动词be的用法有个总的概念，采用顺口溜可以让背诵更有趣更有效，鼓励由部分学生来给其他学生讲解顺口溜中所阐述的Be动词的用法，既给了学生展示的机会，其他学生也会主动记笔记。）
3. Activity 11. Read and circle.
4. Activity 12. Read and match.
5. Activity 13. Read and complete.
(设计意图：Activity11、12、13的难度呈递增，通过练习让学生对顺口溜中Be动词的用法逐步形成更直观的理解和记忆。)
Step Three Drill
说明：鉴于教材原有的Grammar focus部分内容较少，为了让学生对Be动词在一般现在时的用法形成更深入的了解，灵活且正确的使用其am，is，are形式，教师在本次课课前利用网络资源搜集Be动词的Flash动画小视频以提高学生学习兴趣，在课堂上可根据学生实际情况适当增加操练内容，在形式上可以采取小组合作、竞赛等方式。
建议拓展练习
1. Fill in the blanks. 用be的适当形式填空。
(1) The man _________ a science teacher.
(2) Mary's new dresses _________ colorful.
(3) Mother _________ in the kitchen now.
(4) _________ the woman an English teacher
(5) Ｉ _________ ａ student．
(6) __________ your father a worker﹖ Yes, he __________ ．
(7) They __________ in the classroom．
(8) This __________ an apple．
(9) Where __________ my books﹖
(10) We __________friends.
(11) You __________ a good student.
(12) These ___________her pens.
(13) How much _________the T-shirt
(14) How much __________ the socks
(15) Our mother _________forty.
(16) _________ you in our school music club
(17) I want to ________ a teacher.
(18) Let’s ___________friends.
(19) He and I _________friends.
(20) A: ______ this a bird
B：Yes，it_____.
A: Thank you.
B: That _____ OK.
1. My Family Member(s)
The teacher gives an example before students’ speech. The students are asked to pay attention to am, is or are.
e.g. My son is a little boy. He is six years old. I am his good friends. We are happy every day.
(设计意图:专题练习用于检测和巩固教学效果，确保学生能灵活使用动词be的基本用法，练习的方式将写和说相结合，不留知识盲点。)
Step Four Summary
Ask students to read the rhyme again. And more students are asked to explain the rhyme with the exercises.
(设计意图: 再次回顾关于Be动词的用法口诀，引导学生结合所做的习题再次理解性的记忆用法口诀。)
Step Five Homework
1. Fill in the blanks with the verb BE.
(1) Who you I new here.
（2）What your job I a vocational school student.
（3）How old your mother She forty.
（4）We late for school.
（5）How you Fine，thank you.
(6 ) What their jobs They tour guides.
2. Create ten sentences with the verb is, am or are.
3. Complete the part “multiple choice” in the workbook.
四、板书设计
Unit 1 Be动词
顺口溜 be 的用法口诀
我用am，你用are，is连着他，她，它；
单数名词用is，复数名词全用are。
变疑问，往前提，句末问号莫丢弃。
变否定，更容易，be后not莫忘记。
疑问否定任你变，句首大写莫迟疑。（该部分板书内容较多，建议课前写好板书，或用纸张写好用以粘贴。） (1) The man _________ a science teacher.(2) Mary's new dresses _________ colorful.(3) Mother _________ in the kitchen now.(4) _________ the woman an English teacher (5) Ｉ _________ ａ student．(6) __________ your father a worker﹖ Yes, he __________．
(7) They __________ in the classroom．
(8) This __________ an apple．
Nothing is impossible!
4 / 4Unit 1 Glad to meet you!
（第四课时 教学设计）
一、教材分析
1．教学内容
本课时系教材《英语基础教程 1》第一单元的第四课时，教学内容包括Vocabulary practice中的Vocabulary practice部分 和 Supplementary reading，具体内容为：词汇练习和拓展阅读。
本课时内容是对本单元所学知识（特别是词汇）的总结和回顾，有助于学生进一步掌握关键词汇，对单元知识产生清晰的认识。同时，拓展阅读的教学有助于帮助学生延伸课堂知识，教师可以侧重于训练学生阅读能力。
2．教学重点、难点
⑴教学重点
对本单元重点词汇、短语的提高性学习；
对阅读文段的学习和理解；
⑵教学难点
对阅读文段的理解；
二、教学目标
1. 知识目标
1 掌握与见面礼节、个人信息（含名片）相关的词汇、短语；
2 理解、读懂阅读文段；
1. 能力目标
1 学生能流利使用关于见面礼节、个人信息（含名片）的词汇、短语；
2 能根据要求从文段获取相关信息，并理解其蕴含的文化差异；
1. 情感目标
学生能认识到不同的国家具有不同的礼仪、礼节、风俗习惯，并理解到良好的礼仪对于个人的重要性。
三、教学步骤
Step One Lead-in
1. The teacher plays the video for students. Ask the students to take some notes while they are watching the video.
e.g. T: Do you know how to offer or accept a name card Let’s watch a video clip about how to use your name card.
（设计意图：建议授课老师播放如《金正昆谈礼仪之名片礼仪》等关于名片礼仪的视频，既激发学生的学习兴趣，也利于突出本单元的主题。）
2. The students exchange their name cards with each other.
（设计意图:职场情境模拟，教师也可参与名片互换环节。要求学生互换名片时能用英语打招呼，简单自我介绍，注意名片交换礼仪等，决出职场高手。）
Step Two Vocabulary practice
1. Review the words and phrases.
e.g. 1) kiss on the cheeks，shake hands，say hello to the guest，
make a respectful bow，hug each other;
2) Nice to meet you.
Glad to meet you.
3) I’d like to introduce myself.
Where do you come from
Where are you from
Which company are you from
What do you do
I come from …
I’m a student from a vocational school.
（设计意图:复习本单元已学过的重点词汇和短语，为下个环节的词汇提高性练习做铺垫。）
2. (1)Give some examples to Ss. Let them learn how to explain an English word in English.
e.g. Could you explain the word fruit (Encourage Ss to say some about fruit in English.)
It is something which grows on a tree or bush and which contains seeds or a stone covered by a substance that you can eat.
(2) Activity 14. Read and match.
(设计意图：在Activity 14之前先帮助学生认识题型，完成该活动后给与学生学习建议：通过英语来掌握英语单词或短语是一种有效的提高词汇量的方法。)
3. (1) Describe the five pictures in Activity 15.
(2) Activity 15. Match and label.
After finishing Activity 15, students make some sentences according to the pictures.
(设计意图：活动15的练习内容较简单，教师在该环节可以进行适当的拓展，如鼓励学生进行图片描述，优生说一段话、句子，学困生说出单词、短语也可予以鼓励。)
4. Activity 16. Read and complete.
(设计意图：通过本活动的练习，再次巩固单元重点词汇。)
Step Three Supplementary Reading
(1)The teacher tells the students the requirements of Supplementary Reading.
The students are asked to read the article and complete reading tasks without teacher’s help.
(设计意图：由于本单元的拓展阅读是学生在该教材中第一次接触，因此授课教师应为学生阐述拓展阅读部分的学习要求和学习建议。)
（2）Students read the article and try to answer the comprehension questions.
(3) The teacher gives some key patterns and expressions to Ss.
e.g. Manner makes man.
When in Rome do as the Romans do.
(4)Discuss about manner and etiquette.
(设计意图：通过阅读文段，再次帮助学生认识礼仪、礼节的重要性、入乡随俗的重要性，在学科教学中渗透德育教育。)
Step Four Summary
Make a short summary of what we’ve learned today.
1. To offer or accept a name card
1) kiss on the cheeks，shake hands，say hello to the guest，
make a respectful bow，hug each other;
2) Nice to meet you.
Glad to meet you.
3) I’d like to introduce myself.
Where do you come from
Where are you from
Which company are you from
What do you do
I come from …
I’m a student from a vocational school.
2. Key sentence structure in the article:
Manner makes man.
When in Rome do as the Romans do.
(设计意图：总结回顾本次课、本单元所学内容，帮助学生梳理已学知识。)
Step Five Homework
1. Copy and recite the key words and patterns in the Supplementary Reading.
2. Write a short article: my comment on the new school/teacher/English (in Chinese or English)
3. Complete the part “Translation” in the workbook.
四、板书设计
Unit 1
Vocabulary practiceActivity 14 Read and match.Activity 15. Match and label.Activity 16. Read and complete. Supplementary ReadingRead and decide.Read and answer.Key sentences:
Manner makes man.
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