資源簡介

Book 1 Unit 1 Glad to meet you!
第一課時 Lead in + Listening and speaking
（一）教材分析
1．教學內(nèi)容
本課時系《英語基礎(chǔ)教程 1》第一單元的第一課時，包括Lead-in & Listening and speaking兩部分，具體內(nèi)容為：了解常見的問候方式，聽懂并掌握交流個人信息的相關(guān)詞匯和句型。
2．教學重點、難點
⑴教學重點
聽懂并掌握交流個人信息的詞匯、句型；
主要見面問候方式的英語表達；
⑵教學難點
交流個人信息的詞匯、句型
（二）教學目標
知識目標
識記并掌握關(guān)于問候方式的基本短語，如：
kiss on the cheeks，shake hands，say hello to the guest，
make a respectful bow，hug each other
⑵ 識記并掌握提供或詢問個人信息時所使用的句型，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.
能力目標
學生能聽懂關(guān)于問候方式的短語。
（2） 學生能靈活運用關(guān)于交流個人信息的關(guān)鍵句型。
情感目標
在師生間、生生間建立融洽的關(guān)系，學生能逐步了解英語在跨國交流中的橋梁作用。
學生能理解在問候和其他生活場景中學會“入鄉(xiāng)隨俗”的重要性。
（三）教學步驟
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
教師和學生之間交流時可配合握手等身體語言。
（設(shè)計意圖:教師熟悉班集體，鼓勵學生大膽發(fā)言，在自然交流中導入本單元重點。）
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)
（設(shè)計意圖:頭腦風暴，團隊競賽。師生可以快速搜集多種問候方式，并讓全體同學盡快掌握，進入新單元學習。）
(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
（設(shè)計意圖:熟悉主要的問候方式，為聽說練習做準備。）
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.)
(設(shè)計意圖：對對話形成初步印象，了解對話的主題。)
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.
(設(shè)計意圖：再聽對話，利用聽力前時間閱讀聽力問題，同時通過第二遍聽力，明確對話內(nèi)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.
(設(shè)計意圖：第三遍聽力之前，鼓勵學生嘗試填寫空格上缺失的單詞，之后再播放聽力資料，訓練學生帶著問題去聽懂對話細節(jié)的技巧。必要時可以在每一句聽力朗讀后予以暫停便于學生填寫單詞。)
4. Activity 5. Listen and repeat
Encourage the students to read the dialogue in groups/pairs.
（設(shè)計意圖：讓學生在跟讀錄音前嘗試分組或搭檔朗讀對話，在本環(huán)節(jié)，教師可適當忽視學生發(fā)音錯誤，以鼓勵為主，同時可以發(fā)掘班級中在英語學習中的優(yōu)生及學困生。）
(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.
（設(shè)計意圖: 通過逐句跟讀、集體朗讀、分組朗讀，訓練學生正確的語音語調(diào)，培養(yǎng)學生模仿英美原音語音語調(diào)的學習習慣。）
(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.
(設(shè)計意圖：引導學生總結(jié)適合與外賓的交流的話題，總結(jié)入鄉(xiāng)隨俗的基本原則，幫助學生感受文化差異。)
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)
（設(shè)計意圖：學生操練本單元重點句型，教師予以適當?shù)募m正，鼓勵學生在基本句型上進行拓展和自由發(fā)揮，既操練了英語，鍛煉了學生的膽量，也增進了解。）
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.
（設(shè)計意圖: 通過小組競賽的方式，集思廣益讓學生羅列10條問候語，并請學生當堂記憶。 明確數(shù)量，可以幫助學生記憶。）
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
（設(shè)計意圖:利用調(diào)查、詢問的方式來獲取同學信息，問題的設(shè)置迎合學生的口味，促使活動順利開展；請學生當堂匯報采訪結(jié)果，訓練學生的口語和聽力以及語言組織能力。課后要求學生以提綱形式介紹班上一位同學，并在班級英語角展出。該環(huán)節(jié)的設(shè)計也是為了下次課聽說環(huán)節(jié)中自我介紹的學習做鋪墊。）
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
(設(shè)計意圖：小結(jié)世界各地的問候禮儀，鼓勵學生上臺表演，師生可共同評出最具舞臺表現(xiàn)力的學生，讓學生感受到英語課堂的趣味性。)
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 …
（設(shè)計意圖:對本課時所學集體進行梳理，讓學生明確學習重點，方便學生補充筆記。）
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）板書設(shè)計
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!
（第二課時 教學設(shè)計）
一、教材分析
1．教學內(nèi)容
本課時系《英語基礎(chǔ)教程 1》第一單元的第二課時，教學內(nèi)容為Reading and writing部分，具體內(nèi)容為：通過閱讀自我介紹的短文，學習在段落中提取信息；了解并讀懂名片上的項目，制作個人名片或信息卡。
2．教學重點、難點
⑴教學重點
從閱讀中獲取信息；名片欄目名稱，名片設(shè)計。
⑵教學難點
名片/個人信息卡的設(shè)計和制作
二、教學目標
知識目標
掌握自我介紹及名片中的詞匯，如：
e-mail address, job, age, address, telephone number, full name,
tourism service, international, company, salary
⑵ 能讀懂并使用進行自我介紹的相關(guān)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) 辨識名片的各組成部分;
能力目標
(1)學生能掌握有關(guān)個人信息、制作個人名片相關(guān)的主題詞匯；
(2)學生能讀懂他人的個人介紹中的相關(guān)信息，通過設(shè)計個性化的個人名片進行自己的個人介紹，并在班級中設(shè)立英語展示角進行展示；
情感目標
對自己的未來進行展望和暢想，從而明確奮斗方向。
三、教學步驟
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.
(設(shè)計意圖：復習舊知，激發(fā)學習興趣。)
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
（設(shè)計意圖:該環(huán)節(jié)既是復習第一課時已學過的內(nèi)容，也是引導學生順利進入本次課自我介紹讀寫部分的學習，同時讓師生進一步彼此熟悉。）
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)
（設(shè)計意圖: 通過頭腦風暴，我們可以快速搜集和歸納自我介紹的基本內(nèi)容，并讓全體同學盡快掌握。該環(huán)節(jié)可以通過小組競賽的形式開展，利于培養(yǎng)學生的團隊責任感。）
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.
（設(shè)計意圖： 不僅學習和突出本次課的重點詞匯，而且訓練學生在聽力資料中尋找諸如age、telephone number等關(guān)鍵信息。）
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.
（設(shè)計意圖:通過由易到難的閱讀任務(wù)，幫助學生分三個步驟熟悉文段、了解主人公，明確根據(jù)閱讀任務(wù)來確定閱讀方式的基本技巧；總結(jié)自我介紹包括的主要要素，也可鼓勵學生進行個性化的自我介紹。）
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
(設(shè)計意圖：就個人的理想暢所欲言，讓學生設(shè)想自己今后會創(chuàng)建或就職的公司名稱、將從事的職業(yè)，展望10年后自己和同學的情況，教師加以適時引導：未來很美好，奮斗之路就在腳下。)
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
（設(shè)計意圖: 了解名片設(shè)計要素。）
Show some name cards to the whole class.
(設(shè)計意圖：教師事先收集一些中英文名片，請學生描述名片中的信息，使任務(wù)真實可信，教學形象直觀，還為學生自制名片提供了范本。假如教師能搜集到盡可能多的與學生所學專業(yè)相關(guān)的人員的名片或畢業(yè)校友的名片則效果更佳，幫助學生再次明確名片所包括的要素。)
Let students imagine a future name card.
T: Can you design a name card for yourself in the future
（設(shè)計意圖:讓同學們樹立就業(yè)意識，了解學生的就業(yè)傾向，學習職業(yè)的英語表達;可以布置課后作業(yè)，并在教室英語角展示學生設(shè)計的名片，評選出十佳名片。）
3. Ask some students to design their name cards on the blackboard. Make some comments.
（設(shè)計意圖:上臺展示即可以鍛煉當事者的膽量，也可以讓學生的注意力更集中，還方便教師形象評價學生設(shè)計的名片。）
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,
（設(shè)計意圖：對本課時所學進行小結(jié)，讓學生明確本節(jié)課學習目標。）
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、板書設(shè)計
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.
PAGE
4 / 4Unit 1 Glad to meet you!
（第三課時 教學設(shè)計）
一、教材分析
1．教學內(nèi)容
本課時系《英語基礎(chǔ)教程 1》第一單元的第三課時，教學內(nèi)容是Language in use中的Grammar focus部分，具體內(nèi)容為：be動詞的一般現(xiàn)在時用法。教材上內(nèi)容并不多，需要教師根據(jù)學情予以適當?shù)难a充。
2．教學重點、難點
⑴教學重點
be動詞的一般現(xiàn)在時用法
⑵教學難點
對be動詞一般現(xiàn)在時的三種變化（am, is, are）及否定用法的靈活使用
二、教學目標
1. 知識目標
（1）掌握be動詞的一般現(xiàn)在時有is，am，are三種形式；
（2）掌握be 動詞的一般現(xiàn)在時的否定形式；
2. 能力目標
1 學生能根據(jù)句子中不同的人稱、數(shù)和時態(tài)，對be動詞進行正確的變化；
3.情感目標
引導學生克服對英語學習的畏難情緒，嘗試挑戰(zhàn)，不怕失敗。
三、教學步驟
Step One Lead-in
1. Have a comment on the name cards of students. Pass the cards around the class.
（設(shè)計意圖:教師及時對上次課后要求完成的名片作業(yè)作出評價，引導學生從名片要素、版面、色彩等方面對作業(yè)進行評價，師生共同評選十佳名片，對優(yōu)秀作業(yè)的集體肯定可以促使學生更積極主動地做作業(yè)。）
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 …
（設(shè)計意圖:讀懂名片信息，在復習舊知識的同時，引入到本次課學習內(nèi)容——動詞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
（設(shè)計意圖:復習詞匯，掌握動詞be的am形式的用法。猜謎語是學生感興趣的游戲之一，可以讓學生快速集中注意力，主動參與學習。）
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.
英語語法學習順口溜 be 的用法口訣
我用am，你用are，is連著他，她，它；
單數(shù)名詞用is，復數(shù)名詞全用are。
變疑問，往前提，句末問號莫丟棄。
變否定，更容易，be后not莫忘記。
疑問否定任你變，句首大寫莫遲疑。
（設(shè)計意圖:讓學生對動詞be的用法有個總的概念，采用順口溜可以讓背誦更有趣更有效，鼓勵由部分學生來給其他學生講解順口溜中所闡述的Be動詞的用法，既給了學生展示的機會，其他學生也會主動記筆記。）
3. Activity 11. Read and circle.
4. Activity 12. Read and match.
5. Activity 13. Read and complete.
(設(shè)計意圖：Activity11、12、13的難度呈遞增，通過練習讓學生對順口溜中Be動詞的用法逐步形成更直觀的理解和記憶。)
Step Three Drill
說明：鑒于教材原有的Grammar focus部分內(nèi)容較少，為了讓學生對Be動詞在一般現(xiàn)在時的用法形成更深入的了解，靈活且正確的使用其am，is，are形式，教師在本次課課前利用網(wǎng)絡(luò)資源搜集Be動詞的Flash動畫小視頻以提高學生學習興趣，在課堂上可根據(jù)學生實際情況適當增加操練內(nèi)容，在形式上可以采取小組合作、競賽等方式。
建議拓展練習
1. Fill in the blanks. 用be的適當形式填空。
(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.
(設(shè)計意圖:專題練習用于檢測和鞏固教學效果，確保學生能靈活使用動詞be的基本用法，練習的方式將寫和說相結(jié)合，不留知識盲點。)
Step Four Summary
Ask students to read the rhyme again. And more students are asked to explain the rhyme with the exercises.
(設(shè)計意圖: 再次回顧關(guān)于Be動詞的用法口訣，引導學生結(jié)合所做的習題再次理解性的記憶用法口訣。)
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、板書設(shè)計
Unit 1 Be動詞
順口溜 be 的用法口訣
我用am，你用are，is連著他，她，它；
單數(shù)名詞用is，復數(shù)名詞全用are。
變疑問，往前提，句末問號莫丟棄。
變否定，更容易，be后not莫忘記。
疑問否定任你變，句首大寫莫遲疑。（該部分板書內(nèi)容較多，建議課前寫好板書，或用紙張寫好用以粘貼。） (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!
（第四課時 教學設(shè)計）
一、教材分析
1．教學內(nèi)容
本課時系教材《英語基礎(chǔ)教程 1》第一單元的第四課時，教學內(nèi)容包括Vocabulary practice中的Vocabulary practice部分 和 Supplementary reading，具體內(nèi)容為：詞匯練習和拓展閱讀。
本課時內(nèi)容是對本單元所學知識（特別是詞匯）的總結(jié)和回顧，有助于學生進一步掌握關(guān)鍵詞匯，對單元知識產(chǎn)生清晰的認識。同時，拓展閱讀的教學有助于幫助學生延伸課堂知識，教師可以側(cè)重于訓練學生閱讀能力。
2．教學重點、難點
⑴教學重點
對本單元重點詞匯、短語的提高性學習；
對閱讀文段的學習和理解；
⑵教學難點
對閱讀文段的理解；
二、教學目標
1. 知識目標
1 掌握與見面禮節(jié)、個人信息（含名片）相關(guān)的詞匯、短語；
2 理解、讀懂閱讀文段；
1. 能力目標
1 學生能流利使用關(guān)于見面禮節(jié)、個人信息（含名片）的詞匯、短語；
2 能根據(jù)要求從文段獲取相關(guān)信息，并理解其蘊含的文化差異；
1. 情感目標
學生能認識到不同的國家具有不同的禮儀、禮節(jié)、風俗習慣，并理解到良好的禮儀對于個人的重要性。
三、教學步驟
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.
（設(shè)計意圖：建議授課老師播放如《金正昆談禮儀之名片禮儀》等關(guān)于名片禮儀的視頻，既激發(fā)學生的學習興趣，也利于突出本單元的主題。）
2. The students exchange their name cards with each other.
（設(shè)計意圖:職場情境模擬，教師也可參與名片互換環(huán)節(jié)。要求學生互換名片時能用英語打招呼，簡單自我介紹，注意名片交換禮儀等，決出職場高手。）
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.
（設(shè)計意圖:復習本單元已學過的重點詞匯和短語，為下個環(huán)節(jié)的詞匯提高性練習做鋪墊。）
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.
(設(shè)計意圖：在Activity 14之前先幫助學生認識題型，完成該活動后給與學生學習建議：通過英語來掌握英語單詞或短語是一種有效的提高詞匯量的方法。)
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.
(設(shè)計意圖：活動15的練習內(nèi)容較簡單，教師在該環(huán)節(jié)可以進行適當?shù)耐卣梗绻膭顚W生進行圖片描述，優(yōu)生說一段話、句子，學困生說出單詞、短語也可予以鼓勵。)
4. Activity 16. Read and complete.
(設(shè)計意圖：通過本活動的練習，再次鞏固單元重點詞匯。)
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.
(設(shè)計意圖：由于本單元的拓展閱讀是學生在該教材中第一次接觸，因此授課教師應為學生闡述拓展閱讀部分的學習要求和學習建議。)
（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.
(設(shè)計意圖：通過閱讀文段，再次幫助學生認識禮儀、禮節(jié)的重要性、入鄉(xiāng)隨俗的重要性，在學科教學中滲透德育教育。)
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.
(設(shè)計意圖：總結(jié)回顧本次課、本單元所學內(nèi)容，幫助學生梳理已學知識。)
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、板書設(shè)計
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.
4 / 4

展開更多......

收起↑